SOCIAL COGNITION
Year:2018 | Volume:7 | Issue:1 (13) |Papers Count:11

Introduction: Decision making is one of the most important aspects of our individual and social lives. In spite of various models and frameworks of decision making, no comprehensive model has been proposed so far to integrate cognitive dimensions in decision making models. In the current era, with the development and advancement of cognitive sciences, it’ s necessary to deepen our studies in this field. Method: Thus, our aim was to identify the current status of the studies conducted about components of decision making. All themes of decision making were identified through systematic review literature using meta-analysis. The data coding was done with Nvivo-11. Finally, 80 codes of decision making were categorized in 26 categories and 5 themes (contextual factors, individual factors, cognitive readiness and cognitive distortions). Then the importance and priority of each proposed dimension was determined using Shannon quantitative method based on content analysis. Results and Conclusion: this study is innovative in terms of both results and methodology. The other innovation of this study is the comprehensive integration of cognitive components into decision making models.

Introduction: This research was performed with the aim of study of psychometric characteristics of Adolescent Time Inventory in Tehran city. Method: Statistical samples of this study were 450 male and female adolescent in Tehran who were selected through multiphase clustering method from statistical population. The research instrument was a 30-item Adolescent Time Inventory. Results: The results showed that reliability factor by using Cronbach`s alpha and retest represent favorite reliability for total inventory and each of components. Also the results of exploratory factor analysis indicate existence of six factors of Past Negative, Past Positive, Present Negative, Present Positive, Future Negative and Future Positive that totally explain more than 37% of total variance. Confirmatory factor analysis showed that the results indicate acceptable fitness in determining factors. Conclusion: Obtained results indicate that Adolescent Time inventory is a reliable and valid instrument for Iranian adolescent population.

Introduction: This study aimed at investigating the effect of epistemological beliefs and learning perceptions on academic performance through academic self-efficacy. Method: The present research plan was correlation and the assessment of the proposed model was done by the use of Structural Equation Modeling. All the first year male and female students studying in 2016 at Payame Noor University of Ahwaz were the statistical community of this study and among them 210 people (166 girls and 44 boys) were selected randomly by multi cluster stages. In order to collect data, the Schommer Questionnaire (1990), the researcher made Questionnaire of Epistemological Beliefs, Learning Perceptions and Academic Self-efficacy (Sevari, 2016), and academic performance of the students were used. Conclusion and Results: After the correction of the proposed model, the results showed that the epistemological beliefs have positive effects on academic performance and academic self-efficacy. Furthermore, learning perceptions have positive effect on the academic performance and academic selfefficacy. However, there was no significant relationship between academic self-efficacy and academic performance.

Introduction: Because the deficit in social competence in students victimized by bullying is one of the factors aggravating and continuing victimization of those people, and on the other hand, studies have shown the impact of learning problem solving on promoting social competence, the purpose of this research was to determine the effectiveness of social problem solving training program on the components of social competence in students victimized by bullying. Methods: This study was a quasi-experimental design with pretest-posttest with the control group. The population studied included all the first period high school female students in Tabriz in the academic year 96-95. The research sample consisted of 30 students who were bullying victims selected through multi-stage random cluster sampling and were randomly assigned to experimental and control groups. The experimental group in 8 sessions were trained in social problem-solving program. For data collection, the social competence scale and victim of bullying California scale was used. The collected data were analyzed applying SPSS-16 software via ANCOVA. Results: The finding of the present study demonstrated a significant positive impact of developed social problem-solving training on all components of social competence students victimized by bullying, (P<0/001). Conclusion: The results indicate the effectiveness of developed program to promote social competence on students victimized by bullying. It is suggested that social problem-solving training program as part of training courses for all trustees involved with students to promote coping skills of students victimized by bullying.

Introduction: The purpose of present research is the investigation of the effectiveness of working memory training on attention functions of students with dyslexia learning disabilities. The methodology is experimental, with pre-test and post-test with control group. Method: The statistical population involves male and female students with learning disabilities in second to fifth elementary grade with dyslexia learning disability at schools in the Central Province from 1392 to 1393. 32 students were selected by cluster random sampling and were randomly assigned to experimental and control groups. The tools used in this research were a demographic questionnaire, working memory training software, software Stroop Test, the Wechsler Intelligence Scale for children four, and Reading and Dyslexia Test. The research data were analyzed with multivariate analysis of covariance (MANCOVA). Results: The results showed that after performing working memory training software in the test group, between experimental and control groups, given the scale of function in the Stroop test, they improved significantly. Conclusion: The results showed that working memory training is used to improve attentional functions of students’ dyslexia learning disabilities and it can be used as an effective method.

Aim: This study aimed to investigate effectiveness acceptance and commitment therapy on irrational beliefs and bias toward incentives with negative emotions in adolescent girls. Methods: This study used a Semiexperimental design with pretest-posttest with the control group. The study population included all high school grade female students studying in Qom that had been formed in the school year 95-94. The final sample size of 40 girls with irrational beliefs were high that the sampling method chosen and randomly divided, were counted into two groups (n = 20) and control (n = 20). Instruments included Jones Irrational Beliefs Scale and the dot-probe test. Acceptance and Commitment Therapy by Hayes, Astrvsal and Wilson (1999) built-in 6 sessions on experimental group was 90 minutes. Data were analyzed using univariate analysis of covariance (ANCOVA). Findings: Research results show that Acceptance and commitment therapy is not effective on irrational beliefs teen girls (p > 0/05), but were significant effects on bias toward incentives with negative emotions (p ≤ 0/01). Conclusion: Generally Acceptance and Commitment Therapy (ACT) because of increasing psychological flexibility and client relationship is established with time makes also lead to action by changing the values of individual references to cross be, can be treated as a psychological-of the right to reduce attentional bias to negative emotional triggers respectively.

Introduction: This research focused on effects of training social skills using Bendura’ s observational learning model on improving theory of mind of preschool children in Urmia. Method: Current research which is semi-experimental, was conducted in a pretestposttest kind of studies with a control group. 40 children were chosen considering availability and were randomly divided into experimental and control groups. To evaluate variables in this research, Elliott and Grsham’ s social skills calibration gauge for preschool children (ssrs) and Stimman and Morris' 38-item questionnaire about theory of mind were used as tools to get information about pretest and posttest. Children in the experimental group were trained social skills during 15 sessions using Bendura’ s observational learning model. We examined the data produced by tests using covariance analysis and independent T experiment Results: Findings suggest that training social skills using Bendura’ s observational learning model significantly improves these skills and theory of mind ability in children. Conclusion: Therefore, results of current research imply that through theory of mind development, training involvements can prevent children’ s several cognitive and behavioral abnormalities; so it’ s suggested that training social skills will be included in policies of Education Organization and clinical centers.

Introduction: The purpose of this research was to examine the effectiveness of time perspective therapy on motivational strategies and cognitive in procrastinated students. Method: Design of this experimental research was pretest-posttest associated with control group. Instruments of the present study includes the Zimbardo Time Perspective Questionnaire, Zusho and Barnett procrastination Motivational-cognitive Questionnaire (2011), and Tuckman and Brousse Questionnaire (1991). Statistical population consists of all the students studying at Persian Gulf University in the academic year 2015-2016; and 300 of them were selected by multistage cluster sampling and responded to the academic procrastination scale (TPS). Then by using cutting point, 36 procrastinated girl students were randomly assigned to two experimental and control groups. Time perspective therapy (six sessions) was considered as an independent variable based on the Zimbardo protocol (2012). To analyze the data, Multivariate Covariance Analysis was performed using SPSS software. Findings: The results of the research showed that time perspective therapy improvement of motivational and cognitive strategies and procrastination in the experimental group compared with the control group. The results of ANCOVA analysis showed that through controlling pretests, there is a meaningful difference between posttests of mastery goals, performanceapproach goals, need for cognition, procrastination, expectation for success, task value, rehearsal, organization and metacognitive selfregulation in experimental and control groups. But there was no significant change in the avoidance goal variable (p = 0. 19). Conclusion: Based on the results Time Perspective Therapy is an effective therapeutic approach to increasing motivational strategies and cognitive in procrastination girl students.

Introduction: The purpose of this study was to introduce and estimate the primary reliability and validity of the Social Trap Scale Method: the population of research consisted of all undergraduate students in Kurdistan universities who were 40000 students. The sampling method was random multistage cluster sampling. From among 400 students participating in research project, 320 students filled the researcher-made scale of social trap for normalizing, and social perspective taking scale and social procrastination for assessing convergent and divergent validity filled by sample research. Data were analyzed by Cronbach alpha, Pearson correlation coefficient and factor analysis. Results: Data analysis showed positive correlation between social trap and social procrastination (p<0. 01) and negative correlation between social trap and social perspective taking (p<0. 01). This result indicates and confirms the divergent and convergent validity. Also, reliability of the social trap scale measured by Cronbach alpha was 0/84. Factorial Analysis of social trap scale extracted 4 factors including: convenience, financial, bypass, carelessness traps. Conclusion: Preliminary estimates showed that the Social Trap Scale is a reliable and valid tool in order to evaluate social traps.