Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 12 4 2025 3 1 Comparison of recognition and memory confidence in individuals with obsessive-compulsive disorder (washer, checker) and generalized anxiety disorder 1 10 FA Leila Fatehi Khoshknabk leyla.fatehikhoshknab@iau.ac.ir N Majid Mahmood alilo M-alilou@tabrizu.ac.ir Y ali Asgharzadeh ali.asgharzadeh72@gmail.com N amir Panahali panahali@iau.ac.ir N akbar Rezaei Akbar528@pnu.ac.ir N The present study aimed to compare recognition memory and memory confidence among individuals with obsessive-compulsive disorder (OCD) subtypes—washing and checking—and generalized anxiety disorder (GAD) using an experimental post-event design. The sample consisted of 45 patients referred to Razi Hospital Clinic in Tabriz in 2023, divided into three groups of 15 each: washing-type OCD, checking-type OCD, and GAD. Participants were aged 20 to 45 years, had at least a high school diploma, and included both genders. Memory was assessed using two computerized word lists, comprising recognition and recall tasks. Data were analyzed through multivariate analysis. Findings indicated significant differences among groups in recognition memory and memory confidence (p < 0.05), with the checking-type OCD group demonstrating poorer performance compared to the other groups. These results highlight the differential impact of emotional disorders on cognitive memory components and emphasize the need for targeted cognitive and psychotherapeutic interventions to improve memory functioning in OCD and anxiety patients.   Generalized Anxiety Disorder, Obsessive Compulsive Disorder, Confidence in Memory, Recognition memory, Checking http://jcp.khu.ac.ir/article-1-3927-en.html http://jcp.khu.ac.ir/article-1-3927-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 12 4 2025 3 1 The Mediating Role of Cognitive Self-Efficacy in the Relationship Between Early Maladaptive Schemas and Psychological Vitality Among Individuals With Major Anxiety 11 23 FA maliheh pazooki M.pazooki1994@gmail.com Y elahe jafarpoor motasham@gmail.com N zahra hajati batawani@gmail.com N Sara malakmohammadi avish.z@yahoo.com N The present study aimed to investigate the mediating role of cognitive self-efficacy in the relationship between early maladaptive schemas and psychological vitality in individuals with generalized anxiety disorder. The statistical population consisted of all clinical medical students at Golestan University in 2024, from which a sample of 120 students was selected through non-random convenience sampling. The research instruments included the Young Schema Questionnaire – Short Form (1998), the Cognitive Self-Efficacy Scale by Sherer et al. (1982), and the Psychological Vitality Scale developed by Kahn and Crawford (2003). Data were analyzed using structural equation modeling (SEM). The results indicated that early maladaptive schemas had a significant negative relationship with psychological vitality, and this relationship was mediated by reduced cognitive self-efficacy. In other words, early maladaptive schemas lead to decreased psychological vitality in individuals with generalized anxiety disorder by weakening cognitive self-efficacy. These findings highlight the importance of addressing early maladaptive schemas and enhancing cognitive self-efficacy as therapeutic strategies to improve psychological vitality and overall mental well-being in individuals suffering from anxiety. Accordingly, it is recommended that psychological interventions simultaneously target schema modification and self-efficacy enhancement.   Early maladaptive schemas, psychological vitality, cognitive self-efficacy, major anxiety http://jcp.khu.ac.ir/article-1-3925-en.html http://jcp.khu.ac.ir/article-1-3925-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 12 4 2025 3 1 Social Information Processing and Subclinical Autism Spectrum Symptoms in Adolescents: The Moderating Role of Working Memory, Cognitive Flexibility and Mentalizing 24 42 FA Sahar Khoshsorour University of Mohaghegh Ardabili s.khoshsorour@gmail.com N Mohammad Narimani University of Mohaghegh Ardabili dr.mhdnarimani@gmail.com Y Sajjad Basharpour University of Mohaghegh Ardabili basharpoor-sajjad@uma.ac.ir N High autistic traits in adolescents are associated with a wide range of destructive educational and social consequences. Therefore, it is important to identify the influencing factors. The present study was conducted with the aim of investigating the role of social information processing in the autism spectrum symptoms by moderating working memory, cognitive flexibility and mentalizing. This research was descriptive and correlational type and was done by structural equation modeling method. The statistical population of the research included all 12th grade students of public schools for boys and girls in Tehran in the academic year 2023-2024, 260 of whom were selected using a multi-stage sampling method. The research tools included the Social Information Processing - Attribution and Emotional Response Questionnaire (SIP-AEQ), the Autism-Spectrum Quotient (AQ), the Reflective Functioning Questionnaire (RFQ), computerized version of the Daneman and Carpenter's Working Memory Task, and the Wisconsin Card Sorting Test. Data analysis was done using Smart PLS 3 software. The results of structural equation modeling showed that Hostile Attribution Bias (t=2/534 ،β=0/322) and Negative Emotional Responses (t=2/001، β=0/275) have a direct, positive and significant effect on the subclinical symptoms of autism. Mentalizing has a moderating effect on the relationship between hostile attributional bias (t=2/549، β=-0/507) and negative emotional responses (t=3/164، β=-0/632) with subclinical symptoms of autism. Also, the moderating role of working memory in the relationship between hostile attributional bias and subclinical symptoms of autism was confirmed (t=4/389، β=-0/394). According to the results of the research, the use of Mentalization-Based Treatment (MBT), Working Memory Training and Social Information-Processing Skills Training is suggested to the therapists. Cognitive Flexibility, Mentalizing, Social Information Processing, Subclinical Autism Spectrum Symptoms, Working Memory http://jcp.khu.ac.ir/article-1-3848-en.html http://jcp.khu.ac.ir/article-1-3848-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 12 4 2025 3 1 Comparison of Stanford–Binet Fifth Edition Subscales in Students with Reading and Mathematics Learning Disabilities: A Cognitive Approach 43 54 FA Bahare Mohammadi babaahmadi@gmail.com Y yasaman hashemi yasaman@gmail.com N Fateme Jahangirian jahangiri@gmail.com N Atefeh Batwani batawani@gmail.com N The present study aimed to compare cognitive subscales—fluid reasoning, working memory, and visual-spatial processing—among students with reading and mathematics learning disabilities, with an emphasis on a cognitive perspective. This causal-comparative study initially involved a sample of 90 students (30 with reading disability, 30 with mathematics disability, and 30 typically developing students as the control group), selected through convenience sampling from counseling centers and psychological clinics in Tehran. After excluding 12 cases with incomplete data, the final analysis was conducted on 78 students. To assess cognitive components, the Stanford–Binet Intelligence Scales, Fifth Edition (SB5) was used. Data were analyzed using multivariate analysis of variance (MANOVA) and Tukey’s post hoc tests. The findings revealed that students with learning disabilities performed significantly lower than the control group in the subscales of fluid reasoning, working memory, and visual-spatial processing (p < 0.05), while no significant differences were found between the reading and math disability groups. These results suggest that deficits in the assessed cognitive subscales are present in both types of learning disabilities and may contribute to academic underachievement. Overall, the findings highlight the importance of SB5 cognitive subscales in explaining learning difficulties and underscore the need for cognitive-based interventions aimed at strengthening these components to improve academic performance and reduce symptoms in students with reading and math learning disabilities. executive function, math disorder, reading disorder, learning disorder, intelligence profile http://jcp.khu.ac.ir/article-1-3919-en.html http://jcp.khu.ac.ir/article-1-3919-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 12 4 2025 3 1 Does Faster Problem-Solving Improve Accuracy? Examining Cognitive Predictors in the Speed-Accuracy Trade-Off 55 67 FA Seyed Mohammad Saeid Sahaf Neuroscience Research Center, Mashhad University of Medical Sciences, Mashhad, Iran sahhafms4022@mums.ac.ir Y Problem-solving is a goal-directed cognitive process that involves evaluating a problem and generating solutions to achieve desired outcomes. This skill is influenced by optimal timing regulation and self-control. The present study aimed to examine the role of total time, delay time, task difficulty, reaction time, and self-control in the speed-accuracy trade-off. The sample consisted of 54 female students aged 10 to 11 years, with no history of illness, who were selected through convenience sampling from non-profit schools in Mashhad during the 2022–2023 academic year. The Tower of London task was used to assess accuracy in problem-solving, delay time, total time, and task difficulty, while the Flanker task was employed to measure self-control and reaction time. Multiple regression and mediation analyses were conducted in SPSS-26 to predict the influence of these variables on problem-solving accuracy. The results indicated that total time (β = -0.769), delay time (β = 0.574), task difficulty (β = 0.388), and reaction time (β = -0.160) significantly predicted problem-solving accuracy. Specifically, an increase in total time led to decreased accuracy, whereas a longer delay before initiating problem-solving improved accuracy. Although the moderating role of self-control in the relationship between delay time, total time, and accuracy was not significant (p > 0.05), stepwise regression revealed that self-control was a significant predictor of accuracy (β = 0.157). Thus, timing plays a crucial role in problem-solving accuracy. Allocating sufficient time for cognitive processing before responding can enhance performance, whereas prolonged problem-solving may reduce accuracy due to increased cognitive load or inefficient strategies. However, task difficulty and the nature of the task are also key factors in this relationship. The non-significant moderating effect of self-control may be attributed to its broader connections with other cognitive dimensions in participants. Problem-Solving, Speed-Accuracy Tradeoff ,Self-Control, Delay Time http://jcp.khu.ac.ir/article-1-3904-en.html http://jcp.khu.ac.ir/article-1-3904-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 12 4 2025 3 1 Investigating the relationship between saving cognitions and digital hoarding in students: the mediating role of emotion regulation difficulties 68 84 FA Raziyeh Khorramabadi Persian Gulf University rkhorramabadi@pgu.ac.ir N Maryam Afraze Persian Gulf University Maryam.afraze@mehr.pgu.ac.ir Y Mahdi Karvandi Renani Tehran University mahdikarvandi@ut.ac.ir N Reza Niknam Allameh Tabatabaei University rniknam713@gmail.com N In the information age, the excessive accumulation of digital data has become a significant challenge. This research aimed to investigate the psychological factors influencing digital hoarding, particularly among university students. Using structural equation modeling on data from 413 students at Persian Gulf and Allameh Tabatabaei Universities, the relationship between saving cognitions, emotion regulation difficulties, and digital hoarding was examined. A convenience sampling method was employed, and data was collected using the Digital Hoarding Scale (Neave et al., 2019), Saving Cognitions Scale (Steketee et al., 2003), and the Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004). The results revealed that hoarding cognitions play a pivotal role in predicting digital hoarding (Β=0.623, P<0.001). Students who held inaccurate beliefs about the value of digital information and experienced difficulty discarding it were more likely to excessively accumulate data. Moreover, a complex interaction between saving cognitions and emotion regulation difficulties was observed. Although emotion regulation difficulties did not have a direct impact on digital hoarding (Β=-0.011, P<0.848), it served as a moderating role when interacting with saving cognitions (Β=-0.147, P=0.022); This means that as the difficulty in emotion regulation increased, the impact of hoarding cognitions on digital hoarding intensified, such that individuals who had both strong hoarding cognitions and difficulties in emotion regulation were more prone to digital hoarding. This research indicates that to address the growing problem of digital hoarding, it is necessary to simultaneously focus on changing maladaptive beliefs and improving emotion regulation skills. The findings of this study contribute to a deeper understanding of the underlying psychological mechanisms of digital hoarding and can be useful in designing effective therapeutic interventions for this disorder.   Hoarding Disorder, Digital Hoarding, Emotion Regulation Difficulties, Saving Cognitions http://jcp.khu.ac.ir/article-1-3866-en.html http://jcp.khu.ac.ir/article-1-3866-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 12 4 2025 3 1 Comparing of the Effectiveness of Metacognitive Therapy and Time Perspective Therapy on Self-Efficacy Self-efficacy in Substance-Dependent Individuals 85 98 FA Hadis Valizadeh Ph.D. Student, Department of Psychology, Ilam branch, Islamic Azad University, Ilam, Iran Valizadeh_h69@yahoo.com Y Shahram Mami Assistant Professor, Department of Psychology, Ilam Branch, Islamic Azad University, Ilam, Iran Shahram.mami@yahoo.com N Homeira Soleimannejad Assistant Professor, Department of Psychology, Ilam Branch, Islamic Azad University, Ilam, Iran soleimannejadh@yahoo.com N Zeinab Mihandoost Assistant Professor, Department of Psychology, Ilam Branch, Islamic Azad University, Ilam, Iran mihandost@ilam-iau.ac.ir N The present study aimed to compare the effectiveness of Metacognitive Therapy (MCT) and Time Perspective Therapy (TPT) self-Efficacy of quitting in individuals with substance dependence. This quasi-experimental research employed a pre-test, post-test, and two-month follow-up design. The statistical population included all individuals with substance dependence who referred to addiction treatment centers in Kermanshah in 2024. Based on inclusion and exclusion criteria, 60 eligible participants were selected through convenience sampling and randomly assigned to three groups (two experimental and one control), each consisting of 20 individuals. The Self-Efficacy of Quitting Scale (Bramson, 1999) was administered during the pre-test, post-test, and follow-up phases. Data were analyzed using repeated measures and Bonferroni post-hoc tests at a significance level of 0.05 via SPSS-26. The findings revealed a significant difference between the control group and both treatment groups regarding self-Efficacy of quitting. Both metacognitive therapy and time perspective therapy significantly increased self-Efficacy of quitting, and these effects remained stable during the follow-up phase. Furthermore, metacognitive therapy proved to be more effective than time perspective therapy in enhancing self-Efficacy of quitting. Based on these results, although both treatments can be used to improve self-Efficacy of quitting in individuals with substance dependence, metacognitive therapy may offer greater practical implications for psychologists and psychiatrists due to its superior effectiveness. Metacognitive Therapy, Time Perspective Therapy, Self-efficacy for Drug Addicts, Substance Dependence. http://jcp.khu.ac.ir/article-1-3886-en.html http://jcp.khu.ac.ir/article-1-3886-en.pdf