Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 12 3 2024 12 1 Comparing the effectiveness of sensorimotor games and neurofeedback on the active speech of children with attention deficit and hyperactivity disorder 1 12 FA zeinab fathian zeinab.fathian@gmail.com N samira vakili samira.vakili@srbiau.ac.ir Y keyvan mollanorozy keivannorozy@gmail.com N mahdi arabzadeh mehdi_arabzadeh@hotmail.com N This study was conducted with the aim of comparing the effectiveness of sensory-motor games and neurofeedback on the working memory of children with attention deficit and hyperactivity disorder. This research is one of the types of semi-experimental studies in which subjects were selected from all 8-12-year-old children in Tehran with hyperactivity and were randomly assigned to experimental and control groups. 40 subjects were placed in three groups of sensory-motor games, neurofeedback, a combined group, and a control group, and before and after the interventions, the revised Wechsler intelligence scale for children -4th version WISC-R- was used to measure working memory. The findings obtained from covariance analysis after meeting the defaults showed that the amount of working memory in sensori-motor, neurofeedback and combined games in the group and the control are significantly different after removing the effect of the pre-test. This result means that according to the mentioned results, the intervention of sensory-motor, neurofeedback and combined games has a significant effect on the amount of active memory. Also, based on the findings, the combined approach of sensory-motor games and neurofeedback on children's working memory is more effective than the two approaches of sensory-motor games and neurofeedback, and there is a significant difference between the two approaches of sensory-motor games and neurofeedback in their effectiveness on active memory. does not have. Sensory-motor games, neurofeedback, active memory, hyperactivity http://jcp.khu.ac.ir/article-1-3772-en.html http://jcp.khu.ac.ir/article-1-3772-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 12 3 2024 12 1 Meta-analysis of the effect of bilingualism on executive functions in causal-comparative research 29 43 FA Morteza Omidian Shahid Chamran University of Ahvaz, Ahvaz, Iran morteza_omid@scu.ac.ir Y Khadije Kheneyfar Shahid Chamran University of Ahvaz, Ahvaz, Iran kakh1392@gmail.com N Gholamhossein Maktabi Shahid Chamran University of Ahvaz, Ahvaz, Iran ghmaktabi@scu.ac.ir N Manije Sheheni Yeylagh Shahid Chamran University of Ahvaz, Ahvaz, Iran m.shehniyailagh@scu.ac.ir N Considering the claims of bilingualism theories and their effect on executive functions, this research was conducted with the meta-analysis method in order to investigate the effect of bilingualism on executive functions. The purpose of this research was to combine the researches done in the field of executive functions. In this research, meta-analysis was used as a tool to determine, collect, combine and summarize research findings related to the effect of bilingualism on executive functions. For this purpose, articles published between 2000 and 2023 were reviewed and 436 researches were found, of which 30 researches were included in the meta-analysis based on the research criteria (causal-comparative research method, having a experimental and control group, and descriptive statistics). The number of subjects in the whole research was 1412 people. The findings of the research showed that the overall effect size of the studied research was 0.633 (p<0.001) for the fixed effects model and 0.771 (p<0.001) for the random effects model, which is significant for both and it shows that bilingualism has an effect on executive functions.   Bilingualism, Executive Functions, Meta-Analysis http://jcp.khu.ac.ir/article-1-3837-en.html http://jcp.khu.ac.ir/article-1-3837-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 12 3 2024 12 1 The Investigation of Accuracy, Bias and Severity of Gender-Related Facial Emotion Recognition among Normal Adolescent Girls 44 58 FA Fatemeh Yaghoobi Siahgoorabi University of Guilan rz.yaghoobi.15@gmail.com N Sajjad Rezaei University of Guilan Rezaei_psy@hotmail.com Y Azra Zebardast University of Guilan zebardast@guilan.ac.ir N The present study aimed to investigate the accuracy, bias, and severity of gender-related facial emotion recognition among normal adolescent girls. The research design was an analytical cross-sectional study. The statistical population of the present study was adolescent girls from the high schools of Lahijan city in the academic year 1402-1403, and the sample size was 243 people who were selected from public school students using the available sampling method and based on the inclusion and exclusion criteria. The research tool was the emotion recognition/perception test designed using the NimStim Set of Facial Expressions (2009). The data were analyzed using the student's t-test, Pearson's chi-square, and chi-square goodness of fit tests. The results showed that adolescent girls had greater accuracy in recognizing women's facial emotions and showed more errors when recognizing men's emotions. In addition, happiness and disgust were recognized more accurately (with less errors) in men, same as sadness, fear, and anger in women. Adolescent girls also showed bias when recognizing facial emotions in men and women. This bias was associated with a greater selection of disgust in men's faces and a more selection of surprise and fear in women's faces. Finally, adolescent girls perceived facial emotions in women more intensely than in men. In addition, adolescent girls perceived happiness, sadness, and disgust in men more intensely, and fear and anger in women more intensely. Therefore, the gender of the emotion expressers affects the perception and recognition of facial emotions in adolescent girls.   Emotion Recognition, Facial Emotion Recognition, Gender, Adolescent Girls http://jcp.khu.ac.ir/article-1-3871-en.html http://jcp.khu.ac.ir/article-1-3871-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 12 3 2024 12 1 Prediction of Addiction Tendencies Based on Self-Differentiation, Self-Reflection, and Coping Strategies Among Students 59 71 FA Hojjatollah Mohammadzadeh Mohammadzadeh@gmail.com N Alireza Aghayousfi arayeh1100@gmail.com Y Emad Yousefi yousefi@gmail.com N This study examined the prediction of addiction tendency based on differentiation of self, self-construal, and coping styles. The primary aim was to identify the psychological factors significantly predicting addiction tendency and to analyze the relationships among these variables. The statistical population included all undergraduate students at Payame Noor University of Qom in 2021. Using simple random sampling, 285 students from various faculties were selected as the sample. Data were collected using standardized questionnaires, including the Addiction Tendency Scale, Differentiation of Self Inventory, Self-Construal Scale, and Coping Styles Inventory. Pearson correlation and multiple regression analysis were applied to analyze the data.The results indicated that differentiation of self, self-construal, and coping styles significantly predicted addiction tendency. Among these variables, coping styles had the highest predictive coefficient (β = 0.50), followed by differentiation of self (β = 0.45) and self-construal (β = 0.32). The findings revealed that individuals with lower differentiation of self and less effective coping styles are more likely to exhibit addiction tendencies.This study highlights the crucial role of psychological factors in understanding addiction tendencies and has significant implications for designing preventive and therapeutic interventions. The findings can serve as a scientific basis for promoting mental health and reducing high-risk behaviors, including addiction. Addiction tendencies, attachment styles, self-differentiation, self-reflection, coping strategies, students http://jcp.khu.ac.ir/article-1-3887-en.html http://jcp.khu.ac.ir/article-1-3887-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 12 3 2024 12 1 Investigating the mediating role of mindful parenting in the relationship between maternal depression and child internalizing and externalizing cognitive-emotional problems 72 88 FA maeede teymori maedeh.teimoorii@gmail.com N mohammadreza shaeeri دانشیار، گروه روانشناسی بالینی، دانشکده علوم انسانی، دانشگاه شاهد، تهران، ایران shairi@shahed.ac.ir Y Hojjatollah farahni h.farahani@modares.ac.ir N Cognitive-emotional internalizing and externalizing problems are among the most significant psychological challenges of childhood, potentially affecting children's mental and social well-being in the future. Maternal depression has been identified as a key factor contributing to these problems; however, the underlying mechanisms of this association remain unclear. The present study aimed to investigate the mediating role of mindful parenting in the relationship between maternal depression and children's cognitive-emotional internalizing and externalizing problems. This applied research employed a correlational design using structural equation modeling. The statistical population included all mothers of elementary school children in Tehran during the 2023-2024 academic year, from whom 385 participants were selected through multistage cluster sampling. Data were collected using the Depression, Anxiety, and Stress Scale (DASS-21; Antony et al., 1998), the Mindful Parenting Questionnaire (MIPQ; McCaffrey, Reitman, & Black, 2015), and the Child Behavior Checklist (CBCL; Achenbach & Rescorla, 2001), completed by mothers. Data analysis was conducted using SPSS23 and LISREL 8. The results of structural equation modeling indicated that the proposed model had a good fit. Findings showed a significant positive relationship between maternal depression and children's cognitive-emotional internalizing and externalizing problems (p < 0.01). Furthermore, the "being in the present moment with the child" component (a subdimension of mindful parenting) significantly mediated this relationship. Specifically, maternal depression, by reducing the mother's mindful presence in interactions with the child, led to an increase in children's cognitive-emotional problems. These findings highlight the importance of training parents in mindfulness skills, particularly the ability to be present with their children, as an effective strategy for mitigating the negative impact of maternal depression on children's cognitive-emotional well-being. Consequently, intervention programs in child and family mental health should emphasize the enhancement of mindful parenting among parents. Depression, Mindful Parenting, Internalizing Problems in Children, Externalizing Problems in Children. http://jcp.khu.ac.ir/article-1-3905-en.html http://jcp.khu.ac.ir/article-1-3905-en.pdf