1 2345-5780 Kharazmi University 3085 Special The evaluation of mechanism of Effectiveness of Behavioral Activation Therapy (BA) through Cognitive Flexibility and Emotional Flexibility on Symptoms of Women with Major Depressive Disorders Teymoorpur soheila b Akbari Mahdi c Hasani Jafar d b University of Kharazmi. Tehran. Iran. c Department of Clinical Psychology, Kharazmi University, Tehran, Iran d Department of Clinical Psychology, Kharazmi University, Tehran, Iran 1 3 2019 6 4 1 13 27 04 2019 01 07 2019 The purpose of this study was to investigate the mechanism of the effect of behavioral activation therapy (BA) through cognitive flexibility and emotional flexibility on the symptoms of women with major depressive disorder. This study was based on the single-subject design. The research sample consisted of five women with major depressive disorder (BDI-II), Beck Anxiety (BAI), Cognitive Flexibility (CFI) and Emotional Flexibility (EFI) at baseline and during the stage of depression. Treatment was evaluated. To analyze the data, trend, slope, and charts were used to determine the clinical significance of the percentage of recovery, percent reduction, effect size and Cohen index. The findings indicated that behavioral activation therapy significantly contributed to enhancing the cognitive flexibility and emotional flexibility of patients with major depressive disorder. In general, the results of the research indicated that the benefits of behavioral activation treatment as an effective intervention were used to increase the cognitive flexibility and emotional flexibility of women with major depressive disorder.
3062 Special The Effectiveness of Metacognitive Skills Training on Students' Academic Procrastination and Academic Delay of Gratification Kavousian Javad e Karimi Kambiz f e Kharazmi f Bu Ali Sina 1 3 2019 6 4 14 24 20 02 2019 01 07 2019 The purpose of this study was to investigate the effectiveness of meta cognitive skills training on academic Procrastination of students and Academic delay of gratification. The research was a semi-experimental design with pretest-posttest design and control group. Statistical population of the study was all female students of the high school of Kermanshah in 2017- 18 academic year. By using cluster random sampling, 40 students were selected and randomly assigned to two groups of experimental (20) and control groups (20). A meta cognitive skills intervention program was performed in six sessions (once a week in 90-minutes) for the experimental group. Solomon and Ruthblum academic procrastination scale and Academic delay of gratification scale to gather data was used. The data were analyzed using repeated measurements ANOVA. The findings showed that meta cognitive skills training was effective in reducing student academic procrastination (p <0.01) and enhancing the Academic delay of gratification (p <0.05) in experimental group compared to the control group in the post-test. Moreover, the post-test and follow-up scores in the experimental group, was not statistically different. So meta cognitive skills training has significant effect on students' academic procrastination and academic delay of gratification. Therefore, meta cognitive skills can be used to reduce one of the low academic performance factors of students and help students to delay of academic gratification. 3037 Special Bilingualism, Dyslexia, Transcranial Direct Current Stimulation (tDCS), Computational cognitive rehabilitation, Speed of processing, Working memory Moradi Alireza g Bagheri Mahboobeh h Hassani Abharian Peyman i g Kharazmi university h Institute for cognitive science studies i Institute for cognitive science studies 1 3 2019 6 4 25 34 30 12 2018 05 02 2019 The aim of this research was to determine the effectiveness of tDCS and cognitive rehabilitation of working memory and the combination of these two methods on speed of processing and symptoms of dyslexia on bilingual children. Research method; semi experimental (pre-test, post-test and control group). Research population included all of the bilingual children at both sex at the age of 7-11 in Tehran and Kahrizak cities. Available samples were selected through Wexler intelligent questionnaire and Nama dyslexia test scores, so that 40 dyslexic students (based on school diagnostic system) and situated randomly in 4 groups: a) intervention by tDCS brain stimulation, b) computational cognitive rehabilitation via working memory module of RehaCom, c) simultaneous intervention of computational cognitive rehabilitation and brain stimulation tDCS and d) control group. Nama and speed of processing (SDMT) tests have been performed on all of the four groups in pre-test and post-test in order to data collecting. Data analysis results using analysis of multi-variable covariance in SPSS-22 showed that mentioned interventions could have meaningful changes in speed of processing and in decreasing dyslexia symptoms. Post hoc test results also showed that combination method first of all and then brain stimulation method have been the most effectiveness, but the mere computational cognitive rehabilitation method has not been influenced on these two variables alone.     3101 Special Conceptual Metaphor, Creativity, Thinking Education, teaching of creative thinking Mohammadi Mahmoud j Hoseini Afzal sadat k Barkhordari Ramazan l j Tehran University k Tehran University l Kharazmi University 1 3 2019 6 4 35 46 23 05 2019 07 09 2019 The purpose of this study was to identify the role and application of the concept of metaphor of Lakoff in thinking teaching. This research has been conducted with conceptual analysis method of 30 selected sources in two parts of the technical language and the conventional language. The results of technical language analysis indicate that the role or outcomes of conceptual metaphor in the teaching of creative thinking can be generally divided into two cognitive and social domains. Cognitive outcomes include: developing the skills of reasoning, improving the ability to reason, and rational and formal ability, and the ability to conceptualize, and from the social consequences of learning logic and reasoning to speak, learning to speak properly, principled, attractive and thoughtful, and reinforcement of spiritual and everyday speech and the like. The results of conventional language analysis show that thinking education is mostly metaphorical and metaphorical, and the choice of different metaphors can have different educational outcomes. The use of conceptual metaphors in teaching thinking is effective in facilitating learning and learning, and teachers can, for better thinking, use students to direct their thoughts, ideas and phenomena, both metaphors, and that learners create metaphors to improve their learning and to creativity in their thinking. Teachers and educators should, in the process of teaching teaching, while working with children, follow the offending and gradual stages. At the end of the article, a typical model for the teaching of creative thinking based on conceptual metaphor was presented. 3081 Special The Effectiveness of Cognitive Rehabilitation on Attention and Problem Solving of Children with Traumatic Brain Injury. Zare Hossein m Najafi Azadeh n Sharifi Ali Akbar o Sharif-Alhoseini Mahdi p m Payam Noor University, Tehran jonoob branch n Payam Noor University, Tehran jonoob branch o Payam Noor University, Farsan branch p Tehran University of Medical Sciences 1 3 2019 6 4 47 58 19 04 2019 07 09 2019 The purpose of this study was to investigate the effectiveness of cognitive rehabilitation on the attention and problem solving of children with traumatic brain injury. The Method was A semi-experimental pre-test post-test study was performedwith a one month follow-up period. 30 children from 9 to 15 years old (12 girls and 18 boys) were selected by random sampling from all children with traumatic brain injury in the academic year of 2017-18 in Tehran, and divided into two groups of 15 subjects and control were distributed.To measure dependent variables, namely selective attention, sustained attention, and problem solving, Stroop software tests, continuous performance, and Tower of London have been used. The experimental group after the implementation of the cognitive empowerment (12 sessions 45 minutes) and dropping to 13 and the control group eventually decreased to 13 people. Data were analyzed by mixed analysis of variance (2×3) model with using SPSS-22 software. The results of mixed analysis of variance (2×3) showed a significant difference between the means of namely selective attention, sustained attention, and problem solving in experimental and waiting- list control groups. Moreover, the post-test and follow-up scores in the experimental group was not satistically different. So cognitive rehabilitation have significant effect on selective attention, sustained attention, and problem solving in children with traumatic brain injury and it can be used as an effective and helpful method to improve attention and problem solving of these patients. 3144 Special Experienced curriculum of elementary education at Farhangian University of Tehran Talkhabi Mahmoud Farhangian University 1 3 2019 6 4 59 72 27 09 2019 02 10 2019 The purpose of this paper was to study lived experience of faculty members and students of Tehran Farhangian University In this study, the phenomenological method was used. In this study, the experiences of students and professors from the new curriculum of elementary education were reviewed. The participants of the study were 19 people, of whom 13 were the final year of elementary education, and 6 of them were faculty member. Based on the structure of the interview, the analysis of the students' and faculty's phenomenal perceptions of the experience of the curriculum of elementary education in six subjects of the mental image of the university, assessment of curricula, the correspondence of the teacher's curriculum with the subject headings, the development of the notion of the necessary programs for entering the profession Teacher, the strengths and weaknesses of the new program, and the description of an exciting, effective learning experience. The results of the research show that the students' perceptions of the university are very different, and the professors also believed that students encountered a problem of conflicts of expectations and perceptions. Regarding the assessment category, the most important reaction of students was to repeat courses and to make them impractical. While the professors in general were skeptical about the availability of the conditions and infrastructure necessary to run the program. Students find the most important disadvantage of the curriculum as repetitive. Finally, the students described the excitement of their own experiences where the management of learning and activity was left to them.