JOURNAL OF COGNITIVE PSYCHOLOGY
Year:2018 | Volume:6 | Issue:3 |Papers Count:7

The purpose of this study was developing and validating the metamemory scale for adolescents in the academic context. The study was a mixed method research and benefitted from sequential exploratory type which in qualitative stage using triangulation method (aligning multiple data approach) holding four dimensions of a) collecting literature reviews related to metamemoey based on the theoretical framework of Nelson & Narens, b) researches done in the field of metamemory and learning, c) presentation of memory-based assignments and metamemory based interviews on students (n=33) and analysis them (criteria and markers), & d) utilizing the views of experts in the field of primary theoretical framework and at last based on them, metamemory scale was developed and validated. Then in quantitative stage, using a sample of 289 students (170=girl & 116=boy in the range of 12-18 years old) validity and reliability of the scale were verified by using exploratory factor analysis and Cronbach’ s alpha. The results of exploratory factor analysis showed 19 items in the form of 4 factors that create the metamemory scale: Judgments of Learning, Self-Confidence Judgments, Feeling of Knowing Judgments, and Ease of Learning Judgments. Cronbach’ s alpha coefficient was calculated for each factor and the reliability coefficient of the whole scale was 0/71. Research findings provide a tool for measuring matamemory in adolescent’ s age group in academic context that is a useful instrument for measuring metamemory and applying in cognitive and learning researches.

In this research connectionist modeling of decision making has been presented. Important areas for decision making in the brain are thalamus, prefrontal cortex and Amygdala. Connectionist modeling with 3 parts representative for these 3 areas is made based the result of Iowa Gambling Task. In many researches Iowa Gambling Task is used to study emotional decision making. In these kind of decision making the role of Amygdala is so important and we expect that a model with two parts (thalamus and Amygdala) can have the best result in modeling participants decisions without considering any part for cortex process. For this purpose 56 participants composed of 20 men and 36 women wanted to do Iowa Gambling Task. Results show that the networks related to two parts model predict 62. 57 Percent’ s of participant’ s decisions and the 3parts model has 68. 46 Percent’ s of that. In conclusion it can be said that three parts modeling has been more success than mathematical two parts model in predicting the performance of participants and the difference is significant. In other words cortex role in this kind of decision making is quite important.

The aim of this study was to investigate the cognitive dimensions of parenting in Iran. The research has a qualitative design and the method used is Grounded Theory (GT). The population consisted of all Muslim parents with children over 10 years of age, living in Tehran and Karaj during the summer of 1395 to the summer of 1396. The sample contained 33 Muslim parents who were studied through semi-structured interviews. The interviews' data was analyzed on the basis of Strauss and Corbin's instruction (1998) and eventually, the result consisted of open, axial and, selective coding, 272 initial codes, 31 concepts, 6 categories, and 2 classes: intrapersonal competencies class which contains psychological competencies (cognitive competencies, identity, self-esteem, emotion regulation, autonomy, resiliency, taking responsibility/personal discipline), achievement oriented competencies (physical competencies, economic/financial competencies, occupational competencies, educational competencies and goal/schedule) and spiritual competencies(religiosity, and individual ethnics). the interpersonal competencies class which includes interpersonal communication competencies (intimacy/kindness, assertiveness, flexibility/being open to criticism), family relationships competencies (adaptability, communication skills, parent's respect, cooperation and partnership, commitment/loyalty/solidarity, law abiding, compliance) and social competencies (rights of others, law abiding, general relationships, social ethnics, altruism/assisting, adaptation/confirmation seeking and social commitment).

This research was designed and conducted to compare the cognitive condition of two groups of healthy people and MTBI patients one year after their injury in terms of both executive functions and working memory. In this causal-comparative study, which was conducted from February 2017 to October 2018, two groups of individuals, 48(MTBI), male Patients from 30 to 55 years old who were admitted to the ICU in Shohadaye Haftome Tir and Baqiyatallah Hospitals and 64 healthy men from personnel and Patients' Visitors that had all the criteria for entering the research were chosen. Both groups were tested with two scales Wisconsin and Wechsler Number Memory. The two groups had significantly difference (p<0/01), in the executive functions at the levels of Categories, Perseverative, correct and error responses, number of trials to complete first category and conceptual level responses. Also, the results show that the two groups had significantly difference(p<0/01), in the forward and reverse auditory memory, forward and reverse visual memory, total score of auditory memory, total score of visual memory and span auditory memory and the two groups had significantly difference(p<0/05), in the span visual memory. In other words, patients with MTBI has overall poorer results for all the tests than healthy people. According to the findings of this research, mild traumatic brain injury can disturb executive functions of the brain's prefrontal lobes after one year.

The purpose of this study was to investigate the effect of combined cognitive rehabilitation interventions (computer and manual) on improving the speed of information processing and improving the mental status variables (MMSE) in women with Multiple sclerosis (MS). This research conducted with pre-test and post-test design with two-month follow-up. 24 women with MS were selected by non-random available sampling method and randomly assigned to two groups of 12, and the experimental group received Combined Cognitive Rehabilitation Interventions (Computer and Manual) training and the intervention group did not receive any intervention. Mini Mental State Examination (MMSE) and Paced Auditory Serial Addition Test (PASAT) evaluated all participants of the first and last sessions. The research conducted in 21 sessions in Arak and data were analysed by multivariate analysis of variance analysis with repeated measurements using SPSS-24 software. The findings showed that the main effect of the time factor (pre-test, post-test, follow-up) on speed of information processing and mental status variables was significant. Conclusion: Combined cognitive rehabilitation is effective in improving of the speed of Information Processing Speed and Psychological Status of female with multiple sclerosis. It recommended that these interventions used in rehabilitation centres to improve the information processing speed and the psychological state of women with MS.

Domestic violence could cause different types of physical and mental consequences for women. This may threaten safety of the family. Women are more prone to be the victims of violence particularly partners’ one. One of the important consequences of violence is cognitive dysfunctioning. Domestic violence could be considered as an environmental stressor factor which in turn could affect cognitive functions. Surviving from the influence of a domestic violence is in direct relation with the cognitive capabilities of abused women. Therefore, investigation on the effect of domestic violence on cognitive functioning of women suffering from domestic violence is an important issue. The effect of violence on cognitive functions may occur throughout other psychological variables. That is why in the current study, the mediating role of self-regulation and psychological Distress relating domestic violence and cognitive functions is investigated. The current study is a fundamental research. Considering that, the study of the relationship between the interested variables has been conducted on a limited number of abused women, it is a descriptive-correlative type of research. The relationship between the parameters is analyzed based on the research objectives. The subject community is abused women referred to different branches of Tehran Forensic Medicine Center in 2017-2018. 200 abused women are asked to participate in this study. They are selected on a purposive sampling method based on entry-exit criteria and after seeking their acceptances. Miller & Brown (1999) Short Self-Regulation Questionnaire (SSRQ), DASS-21 Questionnaire (1995), Pour Naghash Tehrani (2004) Domestic Violence Questionnaire and MONTREAL cognitive assessment scale (2005) were utilized as the instruments of research variables. Results are analyzed by means of SPSS and LISREL software. The conceptual model connecting domestic violence to the cognitive functioning throughout the above mentioned mediating parameters are examined. The outcomes supported a suitable fitness for the proposed model, since the statistical indicators such as RMSEA, GFI, MFI, and AGFI … showed satisfactory values. Present study shows that the experience of domestic violence creates significant cognitive dysfunctioning through the mediating factors such as loss of self-regulation capability and Psychological Distress. By means of these findings, families and social organizations such and women’ s shelter and support centers can offer suitable educational programs and treatment to prevent the continuation of the violence.

The purposeof this study was to compare the effect of Perceptual skills reconstruction program and executive function training on perceptual reasoning, working memory and math performance of third grade students with special math disorder. Methods this empirical study includes pretest-posttest and control group. The statistical population of the study includes all students with special learning disorder in third grade mathematics in 2017 academic year. The sample consisted of 45 students who were selected by simple random sampling and placed in two intervention groups and one control group. To collect the data, the Key Math Test, the Raven Test, Wechsler– IV Perceptual Reasoning Scale, Math Disorders Diagnostic test, and Stanford-Bine's Working Memory Scale were used to be completed by intervention and control group participants before intervention and one to eight weeks after intervention. The experimental group A underwent 17 sessions of executive function training (45 minutes each) and the experimental group B underwent 16 sessions of rehabilitation training. Data analysis was performed using variance analysis with repeated measures. Findings showed that both interventions methods were effective on perceptual reasoning, non-verbal working memory and were not effective on verbal working memory. On the other hand, there was no significant difference between the effectiveness of these two methods. Based on the results, it seems that these two methods can be used as an effective approach for the treatment of students with special learning disorder.