ADVANCES IN COGNITIVE SCIENCE
Year:2016 | Volume:18 | Issue:1|Papers Count:11

Introduction: One of the key challenges in the study of psychological factors in drug-based research is that the causal reason through which the person consumes drugs is unknown. Whether the person starts using drugs owing to his/her personality or if the drug consumption leads to personality changes in a particular direction needs further elucidation. Method: The present study used an existing mathematical model of personality to simulate human brain response to a single dose consumption of methamphetamine. Such simulations may potentially predict the consumers’ behavior with regard to their personality. The extraversion parameter in the calibrated model is 0.5 for introverts and 1.5 for extroverts. The data was collected from medium-term residential centers in Isfahan city.Results: The results are considerable with regard to consumers’ personality types. Our findings indicated that one reason based on which consumers begin using stimulants roots in their extroversion personality type.Conclusion: Artificial intelligence and computer simulations can be considered potential tools for the causal analysis of drug consumption. The observations can be used for interventional programs of drug misuse and reduction of individuals’ tendency toward the use of stimulants.

Introduction: Several studies have shown that many factors influence the perceived time intervals. This study aimed to investigate the developmental changes in time-perception among children (7-12 years old) and to determine the role of attention in time perception. Method: One hundred-twenty elementary students were selected from Rasht schools (first to sixth grade) through multilevel cluster-sampling method. Continuous Performance Test (CPT) and time reproduction task were used to collect data. Results were analyzed using MANOVA and MANCOVA.Results: In short-time task, there was no significant difference in grade groups whereas a significant difference was observed in long-time task. In other words, reproduced long-time intervals approached to the standard time indicating that long-time perception (but not short-time perception) is possibly improved by age. Attention indices including correct responses, false alarm responses, omission errors, reaction time and variability were entered as covariant variables in an ANCOVA. No significant differences were found between long-time task and grade groups.Conclusion: Findings of the present study indicate that reproduced time approaches to the physical time with increasing age improves the ability to control of attention improving long-time perception in children.

Introduction: This study aimed to investigate the reliability and validity of reading and dyslexia test (NEMA) Method: A total of 1614 primary school students from Tabriz, Sanandaj and Tehran were evaluated using the reading and dyslexia test (NEMA). The study sample was selected by stratified random-sampling among students from the three cities (Tehran: 600, Sanandaj: 500, Tabriz: 500). A total of 770 male and 844 female 5th-grade students were enrolled from the primary school in Tehran and Sanandaj Tabriz.Results: Findings demonstrated a good internal consistency of vocabulary test with high-frequency, medium-frequency and low-frequency words, word string, words understanding and pseudo-words is the elimination of sounds and reading fake-words. However, calling pictures tests (both forms) with moderate internal consistency and text understanding with poor internal consistency, seem to require revisions to acquire an improved Cronbach, s alpha.Conclusion: The overall Cronbach’s alpha for tests with high-frequency words, words with medium frequency, low-frequency words, word string, test of rhyme, calling pictures 1, 2, text comprehension, words understanding, elimination of sounds, and pseudo-word, reading fake-words were 0.97, 0.98, 0.98, 0.95, 0.89, 0.67, 0.68, 0.48, 0.71, 0.95 and 0.97, respectively. Also, the results of factor analysis showed that NEMA test includes two major components. The first factor includes vocabulary tests with high-frequency and medium-frequency words, understanding words, elimination of sounds, pseudo-words and reading fake-words. The second factor includes of words, rhymes, calling the pictures of 1, 2, text understanding and signs test.

Introduction: The aim of this study was to compare metacognition and its relationship with aggression among drug addicts, drug-quitting addicts, and non-addicts. Method: In this causal-comparative and correlational study enrolled 62 drug addicts, 51 individuals in addiction-quitting stage, and 96 no- addicts through convenience sampling. Subjects were investigated by the metacognition questionnaire (MCQ-30) and the Ahvaz Aggression Questionnaire.Results: Multivariate analysis of variance demonstrated significant differences in the mean scores of drug-quitting addicts and non-addicts in negative beliefs subscale related to uncontrollability and risk (F=3.65, P<0.0001), beliefs related to cognitive confidence (F=9.27, P<0.0001), beliefs about the need to control thoughts (F=14.51, P<0.0001), and the total measures of metacognition (F=9.96, P<0.0001). Also, all the components of metacognition across the groups were found to have a significant positive correlation with aggression (P<0.0001 and 0.05, respectively). Multivariate regression analysis results showed that 0.08% variance in behavior of anger and nervousness, 10% variance in behavior of malice and obstinacy, 12% and 13% variance in insulting and offensive behaviors as well as aggressive behaviors would could generally be explained through metacognition.Conclusion: Our findings suggested that drug addicts tend to have a weaker metacognition as compared to non-addicts. The increase in the intensity of aggression was shown to be related to the increased cognitive dissonance. Such results retain important implications in the prevention and treatment of addiction and aggression.

Introduction: Recent advances in neuroscience have given rise to the discovery of new neurons called mirror neurons (1, 2 and 3). The current study aims to investigate the association between mirror neuron stimulation through purposeful movement imitation and verbal imitation with language development of autistic children. Method: The current research used a experimental, applied and available sampling design. Accordingly, first, the researchers designed an applied and easy model for autistic children rehabilitation based on mirror neurons stimulation using purposeful movement imitation and verbal imitation. Then, based on (TPR) technique, an 8-year-old autistic girl underwent an pilot study for 12 sessions lasting 4 weeks in Iran University of Medical Sciences, Faculty of Rehabilitation Sciences, whereby positive and effective results were observed; then, other samples, i.e. five monolingual, Farsi-speaking autistic girls aged 5-8, were selected by available sampling and underwent 42 sessions during 14 weeks (three 20/30-minute session in each week), then the development of their receptive-expressive language skills as well as their speech was evaluated using Newsha Developmental Scale. Each sample, as a control sample, was evaluated before and after speech therapy courses based on mirror neurons stimulation. In addition, after a two-month suspension of the 14-week course, all samples were again evaluated with scoring Table; finally, the results stability was evaluated. SPSS (version 16) was used to do statistical data analysis.Results: the obtained results suggest that there is a significant difference between pre-test and post-test scores of receptive language (p<0.006), expressive language (p<0.023) and speech (p<0.049) skills of the samples (supposing p<0.05).Conclusion: mirror neuron stimulation through purposeful movement imitation and verbal imitation in autistic children positively affects development of receptive language, expressive language and speech skills. Therefore, this method can be used as a complementary technique in speech therapy of autistic children.

Introduction: Many studies have shown the beneficial effects of aerobic training on cognitive functions among which memory regarded as pivotal. Several studies have described the effect of time of the day on cognitive functions including memory. The purpose of this study was to investigate the effects of aerobic training on memory quotient in relation to diurnal variations. Method: A sample of 36 female students from Isfahan University (mean age 24.11 ± 2.58 years) were selected through convenience sampling. Before and after aerobic exercise, the participants' memory quotients were assessed using the Wechsler’s Memory Scale (WMS) at 8 Am and 4 Pm. An analysis of ANOVA with repeated measures was used to analyze the data.Results: Findings showed that the average point score (APS) of memory quotient was better in the evening pretest than in the morning pretest. Moreover, the prtcipants’ APS of memory quotient had a significant increase after aerobic exercise than before aerobic exercise upon morning intervention. Meanwhile, aerobic exercise exerted no significant effect on APS upon evening intervention.Conclusion: According to the findings of the present study, it can be concluded that training aerobic exercise in the morning exerts a positive effect on memory quotient of participants. Therefore, it seems that it is important to consider the time of the day when assessing optimal cognitive functioning following aerobic exercise.

Introduction: Attention Deficit/Hyperactivity Disorder is a common childhood neuro-developmental disorder characterized by attention deficit, hyperactivity and impulsivity. The purpose of this study was to assess the effectiveness of executive function training based on daily-life on improved executive functioning in children with ADHD. Method: 16 children aged 7-10 years with ADHD who were selected among those referred to department of psychiatry in Babol Shahid Yahyanejad hospital, were divided into intervention and control groups through random selection. Subjects were assessed by Barkley Deficits in Functioning Scale Children and Adolescents (BDEFS-CA). The intervention group received 11 training sessions (1 hour each session) when subjects were accompanied by their mothers. Data were analyzed using ANCOVA and MANCOVA by SPSS 19.Results: Findings indicated that the intervention group had a significant different as compared to controls in terms of improved executive functions (p<0.001). Such a significance was observed acrossthe subscales of BDEFD including self-restraint, self-motivation, self-regulation of affect, self-organization and self-management to time.Conclusion: Executive function training based on daily-life leads to improved executive functions in children with ADHD.

continuum of feminine and masculine jobs. This study examined the mediating effect of exposure to counter-stereotypic examples in decreasing implicit stereotypical beliefs about gender role-typed jobs.Method: Two related studies, investigated the exposure to counter-stereotypic examples by means of writing a text and watching part of a movie. In the first study, 61 students of University of Tehran (32 female) and in the second study 57 students of University of Tehran (32 female) were voluntarily enrolled. The participants were implicitly exposed to stereotypic (control group) and counter-stereotypic (experiment group) examples. Implicit Association Test (IAT) program was used in order to measure the implicit stereotypes. Independent t-test was used to analyze the data.Results: Independent t-test revealed significant differences between implicit stereotype scores of control and experimental groups in both studies. In addition, results from the first experiment showed that women had higher stereotypical beliefs about gender role-typed jobs. However, this result was not confirmed in the second study.Conclusion: The present investigation demonstrated that exposure to gender-related stimuli and job can activate implicit stereotypes about gender role-typed jobs. However, exposure to counter-stereotypic examples in comparison to stereotypic example before the evaluation, led to a lesser extent activation of stereotypes.