2024-03-29T19:30:59+04:30 http://jcp.khu.ac.ir/browse.php?mag_id=463&slc_lang=fa&sid=1
463-2430 2024-03-29 10.1002
فصلنامه روانشناسی شناختی JCP 2345-5780 2345-5780 doi 2015 2 4 Visual-spatial component of working memory and short-term memory in students with learning disorders and comparison with normal students Sara Agha babaei sara.aghababaei@ymail.com Sholeh Amiri sara.aghababaei@gmail.com The aim of this research was to investigate visual-spatial component of working memory and short-term memory in students with learning disorders and comparison with normal students. 30 3rd grade elementary students with learning disorders and 10 3rd grade elementary normal students were selected through multistage random cluster sampling. The instruments were Scale for Identifying Students with Spelling Learning Disability, Keymath Test, Reading Level Diagnostic Test, Wechsler Intelligence Scale for Children (WISC), Clinical Interview and Corsi Blocks Task for assessing visual-spatial component of working memory and short-term memory. Data were analyzed by ANOVA. The results showed that there is a significant difference between students with reading, mathematics and spelling learning disorders and normal students in visual-spatial component of working memory and short-term memory. Students with mathematics disorder had lower performance in these components.  Students with learning disorders particularlymathematics disorder had deficits in visual-spatial component of working memory and short-term memory. This problem should be assessed in order to plan appropriate interventions.   Key Words visual-spatial component working memory short-term memory learning disorders 2015 2 01 1 9 http://jcp.khu.ac.ir/article-1-2430-en.pdf
463-2431 2024-03-29 10.1002
فصلنامه روانشناسی شناختی JCP 2345-5780 2345-5780 doi 2015 2 4 Comparative study of working memory performance, behavioral activation system (BAS) and behavioral inhibition (BIS) based on the dimensions of stress in adolescents Sohrab Amiri amiri_tmu@yahoo.com Amir Ghasemi Navvab Mohammad H. Abdollahi mhabdollahi@yahoo.fr The aim of the present study was to investigate the amount of performance in working memory, and also comparing the dimensions of behavioral activation system (BAS) and behavioral inhibition system (BIS) in different levels of stress. For this purpose, first, 560 persons of high school adolescent students (including boys and girls) of Hamadan's schools were selected through a multistage cluster sampling. After the initial data analysis, 87 of them, based on final score distribution (Z Standard) were chosen. Finally, in order to test the hypothesis of this study, participants were have studied to measure working memory and behavioral inhibition and behavioral activation systems. The collected data were analyzed using a Multivariate analysis of variance, ANOVA and post hoc tests. Results showed that there is no significant interaction between gender and stress variables considering the working memory and behavioral inhibition and activation system. On the other hand, results showed that high stress levels can lead to a decline in working memory function and participants with high levels of stress were also at higher level in terms of activity of behavioral activation system (BAS) and behavioral inhibition system (BIS). stress working memory 2015 2 01 10 22 http://jcp.khu.ac.ir/article-1-2431-en.pdf
463-2457 2024-03-29 10.1002
فصلنامه روانشناسی شناختی JCP 2345-5780 2345-5780 doi 2015 2 4 The role of metacognitive knowledge in the relationship between class management and second language achievement. Mohammad Naghi Farahani faramn37@yahoo.com Mehran Emadi The relationship between class management with learning achievement had been attended by different researchers, but the psychological mediators can added the best obvious of this relationship. In the present research, the role of metacognitive knowledge and class management of teachers in predicting of English achievement have been conducted. 221 English teacher-student completed 3 sub-scales of class management (abdollahi, et.al., 2014) and metacognitive believes (vels et.al.,2004). English grade point average of three classes of teachers has been the criterion of English achievement of their students. The results of stepwisel regression analysis showed the class management variables enter in the equation in the first steps. 52 percent of variance of English achievement predicts by 3 component of class management. In the last stage 1 percent of variance of English achievement added to the total of variance. This results show that although the most important of English achievement can predict by class management variables, but the metacognition believes of teachers can increase this prediction. Keywords: Metacognition, Class Management, English Achievement Metacognition Class Management English Achievement 2015 2 01 23 30 http://jcp.khu.ac.ir/article-1-2457-en.pdf
463-2454 2024-03-29 10.1002
فصلنامه روانشناسی شناختی JCP 2345-5780 2345-5780 doi 2015 2 4 Impact of working memory capacity on temporal processing in preschool children Mohammad Ali Nazari nazaripsycho@yahoo.com Sara Jafarpoor sjaffarpour@gmail.com Since working memory capacity (WMC) predicts individual differences in the wide range of abilities, this experiment tested the effect of WMC on time perception in preschool children. At first, 108 children’s working memory capacity were measured by CANTAB tests and then 21 children with high working memory capacity and 20 children with low working memory capacity were assigned. Then, both groups performed two reproduction tasks they instructed to reproduce 700 and 3000 millisecond intervals in mono task, and to reproduce 3000 ms with a performing concurrent non-temporal task as a dual task. Data analyzed by mixed design ANOVA and post hoc tests. Results showed that in mono task, accuracy of high WMC was better than the low WMC group. In dual task, although there was no significant difference in the accuracy of reproduction task, children with high WMC had better performance in non-temporal task. Furthermore, children with low WMC were more variable performance than high WMC in all intervals.   working memory capacity time perception time processing time reproduction 2015 2 01 31 40 http://jcp.khu.ac.ir/article-1-2454-en.pdf
463-2456 2024-03-29 10.1002
فصلنامه روانشناسی شناختی JCP 2345-5780 2345-5780 doi 2015 2 4 اثربخشی آموزش برنامه فرزند پروری مثبت به مادران بر افزایش توانایی خواندن کودکان نارسا خوان Shirin Alaeefar Alireza Moradi moradi90 @ yahoo.com اثربخشی آموزش برنامه فرزند پروری مثبت به مادران  بر افزایش توانایی خواندن کودکان نارسا خوان 2015 2 01 41 50 http://jcp.khu.ac.ir/article-1-2456-en.pdf
463-2458 2024-03-29 10.1002
فصلنامه روانشناسی شناختی JCP 2345-5780 2345-5780 doi 2015 2 4 Cognitive bias in emotional information processing in anxiety, depression and normal people Mansur Beyrami dr.bayrami@yahoo.com Yazdan Movahhedi yazdan.movahedi@gmail.com Morteza Pourmohammadi morteza@pourmohamadi.net Hanieh Kharrazi notash55@yahoo.com Leila Ahmadi This study aim to compare the cognitively biased information processing in anxiety, depression and was normal people. The study was causal-comparative study of 50 subjects anxious subjects, 50 subjects with depression and 50 normal subjects were formed by students of Tabriz University of Medical Sciences were selected using data Bvdnd.grdavry anxiety scales and Beck Depression scale psychological symptoms and clinical interviews, tests, and test complete root words were a reminder properties and data were analyzed using multivariate analysis of variance. The results showed that explicit and implicit memory between the three groups, anxious, depressed and normal in terms of positive, negative, and there was a significant threat, while threatening words of anxious, depressed subjects with negative words and positive words of ordinary scores were higher. But there was no significant difference in terms of neutrality between the three groups. It can be concluded that information processing in explicit and implicit memory bias creates and causes the information to be more consistent with the mood.     cognitive bias anxiety depression cognition neuroscience 2015 2 01 51 60 http://jcp.khu.ac.ir/article-1-2458-en.pdf
463-2455 2024-03-29 10.1002
فصلنامه روانشناسی شناختی JCP 2345-5780 2345-5780 doi 2015 2 4 The effect of different recall distance‌s on explicit motor memory consolidation Parvaneh Shamsipoor Maryam Abdoshahi dr.abdoshahy@gmail.com The purpose of this study was to examine the effect of different recall distance‌s on explicit motor memory consolidation. Thirty Six students were randomly divided into three groups with distance of immediate, 6, and 24 hours in recall test. This research consisted of two phases of acquisition and recall. In acquisition period, all groups practiced the task for 15 blocks of 80 trials (five epochs of 400 trails). Then in recall phase, all experimental groups were practiced five blocks of  80 trials (one epoch of 400 trails). Also, all groups practiced the alternating serial reaction time task in each epoch. Data were analyzed with using the ANOVA repeated measure. Results showed that in acquisition phase the group main effect and interaction effect between group and epoch were not significant. But epoch main effect was significant and practice lead to inducing sequence reaction time in third epoch related to other epochs. In recall phase, the epoch main effect and interactive effect between group and epoch were significant, but group main effect was not significant. Results in Duncan Post Hoc showed that only group with 24h off line periods, in recall test, had the better performance than acquisition phase.  Practice in group with 24h offline lead to decrease the reaction time than other group .Our Results indicated that 24h offline period for recall test is better time for optimal performance.     Recall Off Line Period Consolidation Enhancement ٍExplicit Motor Memory 2015 2 01 61 71 http://jcp.khu.ac.ir/article-1-2455-en.pdf