JOURNAL OF COGNITIVE PSYCHOLOGY
Year:2018 | Volume:6 | Issue:2 |Papers Count:7

The present study was aimed at analyzing cognitive activity of the brain during creative design thinking. This study was a causal-comparative study. The statistical population of the study was all students of Tabriz University in the period of 2016-17. At first, interested students were invited to participate in the research, and 30 of them were randomly selected and selected from delta, theta, alpha and beta frequency bands in the forehead, central, temporal, temporal and postural areas the series of quantitative electroencephalographic records was quantitatively recorded at two stages of rest and performed by the design of Torrance's cognitive creativity. Then, two cognitive and recreational activities were analyzed by multivariate analysis of variance and all stages were calculated by SPSS software version 19. The findings of the study showed that in the frontal area and at the time of creative cognitive thinking, the alpha is higher, and in the temporal region the Delta level is higher and this difference is significant at P <. 1. However, no significant changes were observed in other frequency bands in other areas. Based on the findings of this study, it can be said that understanding the basic functions of the human brain in examining its behavior is very necessary and these results can provide a perspective for studying brain wave patterns as well as creative thinking.

The aim of this study was to investigate the role of working memory capacity and errorless and errorful practice on the learning the relative timing was a motor task. 50 Participants based on were selected aged 22± 4 years as accessible samples randomly assigned to one of four groups (errorless low working memory capacity, errorful low working memory capacity, errorless high working memory, errorful high working memory capacity). This study was carried out in four phases. First phase (pretest), subjects participated in 10 trials without knowledge of results (KR) on four-segment timing task. In the acquisition(ACQ) phase, a timing task with three different difficulty levels (simple, moderate, and difficult) was practiced in three sessions of 45 trials with feedback by experimental groups, except for control. In the 10-minute and 24 hour retention and 10-minute transfer tests, errorless group with low working memory capacity and errorful group with high working memory capacity had better performance than other groups. In the dual task tests (24-hour transfer) errorless group with low working memory capacity in the relative timing (intermediate times, RMSE) had better performance than other groups. These results indicate that the efficiency and efficacy of errorless and errorful practice interact with psychological indicators such as working memory capacity. These results suggest that implicit motor learning (errorless) may be beneficial for children with working memory capacity. Individual with high working memory capacity might benefit from learning explicitly (errorful). Results in dual task conditions support the implicit learning and reinvestment theories.

Depressed mood effects attention and its span. The present study aimed to compare the allocation of attention to relevant and irrelevant neutral stimuli in depressed and non-depressed participants. The studied populations include all the students from Azad university of Ahwaz and the undergraduate psychology students from Shahid Bahonar University of Kerman. After completion of Beck Depression Inventory by participants, in two sessions with a minimum of 2 weeks interval and using structured clinical diagnostic interview, 52 participants were allocated in the non-depressed group and 41 to the depressed group. The focused attention of participants was measured by recognition of the Wechsler cube designs (focal task) and the defocused attention measured by recognition task of the irrelevant stimuli on the table. Mixed variance analysis of scores indicated that in allocating attention to relevant stimuli, there was no significant difference between two groups. However, attention to irrelevant stimuli for the depressed group was significantly greater than the non-depressed group. The results have been explained in line with the evolutionary framework of depression.

Depressed people, unlike non-depressed, show the higher the right frontal lobe activity than the left frontal lobe. Because the right hemisphere associated with negative emotional processing, pessimistic and maladaptive thinking styles, and the frontal alpha power is the inverse index of cortical activity, the frontal alpha power asymmetry reflects the balance between the left and right hemisphere in the frontal. The aim of this study was to improve the frontal alpha asymmetry for reducing depression and rumination levels and executive functions of people with reactive depression from love trauma syndrome through the neurofeedback interventional method and compare its efficacy with the sham group. In addition, in this study, was considered the neurological characteristics of the emotionally traumatic experience, through the Clinical Q as the evaluation method. This study's participants include 32 students who was experienced love trauma in the recent 6 months and subsequently, they exposed depression and rumination symptoms and reduction of executive functions. After the primary interview we performed pre-test phase. The participants were placed in the trial group (age: M=24. 73, SD=3. 71) and sham group (age: M=23. 46, SD=2. 87), randomly. Then, in the neurofeedback intervention performance, was exerted 15 sessions on 45 min in the both of the trial and the sham groups. At the end of sessions were repeated pre-test phase measurements for post-test phase. Results of this study, emphasize on the effects of alpha asymmetry neurofeedback for reduction of depression symptoms. One of the important results of this research was the improvement of executive functions and rumination, the reason of substantial role of the both on depression duration. Effect of frontal alpha asymmetry neurofeedback on the reduction of love trauma and also, improvement of the neurological index of traumatic event experience was a new finding. Based on this results could be proposed neurofeedback training as a beneficial intervention for reduction of love trauma syndrome.

In this study we manipulate structure of combined practice (physical along with self-modeling of positive self-review) to examine its effects on motor memory reconsolidation process and motor transfer in children. 36 female students (9-12 years old) from Maktabi elementary school of Qom trained Dart throwing. Of the 15 trials (from 1. 5, 2, and 2. 5 meters in blocked order), Positive self-reviewing videos were provided in the pre-test. A week later, subjects practiced in 3 groups of combined constant, random and blocked practice. Paired samples T test of Means radial error between end of acquisition and tests showed significant improvement in all practice groups (P≤ 0. 05) for 24 hour blocked retention test (after recall), significant improvement in only combined blocked practice group (P=0. 016) for 24 hour constant retention test (after recall) and significant decrease in all practice groups for 24 hour transfer test (after recall). Therefore restabilizing motor memory during reconsolidation could occur in children and low variable (blocked) practice could lead to more improvements in reconsolidation process and transfer of motor memory in children.

The present study was conducted with the aim of determining the discrimination role of reinforcement sensitivity theory, emotion regulation processes strategies and cognitive flexibility in discrimination of people with internet addiction. The research design was a two-group diagnostic function. The study population included Internet user students at Imam Khomeini International University in Qazvin (18 to 35 years). Sample selection was done using convenience sampling method. The research sample consisted of 92 participants (46 = Internet addiction, 46 = normal). Data were collected using the Internet addiction inventory, cognitive flexibility inventory, emotion regulation process strategies inventory and Jackson's fivefactor scale; and were analyzed using discriminant analysis. The findings showed that reappraisal and cognitive flexibility negatively, and then BAS, BIS and suppression positively, in order, had the strongest relationship with the present function and discriminated the groups from each other. But the system of FFFS did not have a significant role in the discrimination of the two groups. In general, cognitive flexibility, emotion regulation processes strategies, and BAS and BIS sensitivity are important factors in discrimination people with Internet addiction from normal people.

The purpose of this study was to evaluate the effectiveness of teaching critical thinking based on the Powell-Elder model on improving the cognitive and self-efficacy of teens in Tehran. The research method was an applied and experimental type (post-test pre-test with control group). The statistical population consisted of all adolescents aged 13 to 16 years old in District 2 of Tehran. Data were analyzed by using a sampling method for 40 primary school students in spring school as a sample group. A randomized trial was performed on 20 subjects in the experimental group and 20 in the control group. The data gathering tool was a Cognitive Distortion Questionnaire (Abdollahzadeh and Salar, 2010), Self-Efficacy Questionnaire for Children and Adolescents (SEQ-C) (2001). The experimental group was placed under the teaching of Powell-Alder Critical Thinking for 9 consecutive 90-minute sessions. Data were analyzed by mixed variance statistical tests using SPSS software. The results showed that there was a significant (P> 0. 05) critical thinking education on reduction of cognitive distortions and increasing self-efficacy in adolescents in Tehran. Considering the importance of the role of critical thinking on self-efficacy and cognitive distortions, school curricula should be organized in such a way as to rethink curriculum planning and curriculum in order to find ways to develop adolescents themselves and plan to prevent cognitive impairment.