ADVANCES IN COGNITIVE SCIENCE
Year:2009 | Volume:11 | Issue:2 (42)|Papers Count:15

Objective: The objective of this study was to introduce and explore the effectiveness of detached mindfulness techniques in the treatment of a particular case of obsessive compulsive disorder. Methods: In a single-subject experimental trial of A-B type, the detached mindfulness techniques were carried out on a subject with obsessive compulsive disorder. The subject was assessed at both stage A (base line) and stage B (last session) by Yale- Brown Obsessive Compulsive Scale (Y-BOCS), Thought Control Questionnaire (TCQ), Metacognitions Questionnaire (MCQ), Depression Anxiety Stress Scale (DASS-21) and General Self Efficacy Scale (GSES). In addition, the subject completed Y-BOCS and DASS-21 in the fourth session and after the end of treatment sessions, as well as the follow-up session. Results: The subject’s Y-BOCS score decreased from 36 in stage A to 12 in the last stage, and 10 in the follow-up stage. There was a significant reduction of scores in the punishment and worry subscales of TCQ. Other findings include score reduction in subscales of MCQ, depression, anxiety and stress and score increase in GSES. Conclusion: The detached mindfulness techniques were effective in the treatment of obsessive compulsive disorder.

Objective: The computer game industry has the highest growth rate in entertainment industries. Children and adolescents spend a lot of time playing these games and are influenced by them. However, no system has yet been developed for rating these games in Iran. Therefore, the aim of the present study was to design an age-based rating of computer games considering Iranian and Islamic culture. Method: The study was performed using Delphi method. We contacted 17 distinguished psychiatrists and psychologists in the field of child development; and 8 of them accepted to participate in the study. They completed a 187 item questionnaire on the content of computer games and appropriate ages for those contents, which were gathered and analyzed in two stages. Results: In the second stage, the ratings became more congruent. The ratings of the second stage were added up and a final rating was considered for each of the items, which are presented in a table in the article. Discussion: There was much less disagreement among specialists in subjects related to sex, gambling, alcoholic beverages and substance use, and violence. These are the fields which have been more extensively studied; therefore, their corresponding guidelines could be recommended with higher certainty. However, specialists had more disagreement in items related to discrimination, insulting, and values; and more quantitative and qualitative studies are necessary to further investigate these issues.

Objective: The aim of the present research is to analyze the role of memory self-efficacy on the function of episodic and semantic memory among male and female students. Method: A sample comprising 16 female and 16 male psychology undergraduate students from Tarbyat Moalem University was selected using cluster sampling from among six groups of psychology, educational technology, curriculum planning, counseling and guidance, educational basis, and educational administration. Episodic memory was examined using test of recalling high and low frequency words as well as famous and non-famous images. Semantic memory was evaluated using mobility and classification vocabulary tests. A 2 X 2 factor design (two genders and two self-efficacy levels) was used. Results: ANOVA results showed a significant difference in episodic memory between students’ high and low self-efficacy. In other words, higher memory self-efficacy leads to a better function of episodic memory. There is no significant difference in semantic memory between students with high and low self-efficacy. Conclusion: The interaction of gender and self-efficacy factors had no significant effects on the function of semantic and episodic memory.

Objective: In the present study, the effects of double route administration of canabinoid agonists and antagonists of dorsal hippocampus (CA1) were investigated on the memory of nicotine-sensitized rats. Method: Passive avoidance task with Step-through model was used to evaluate memory in wistar rats, which was assessed 24 hours after training. Results: Intracranial administration of WIN55, 212-2 (0.3, 0.6 mg/rat) and CB1 receptor antagonist, AM251 (30 , 60 ng/rat, intra–CA1)on training day, led to memory impairment in rats. Intracranial administration of AM251 two minutes before the intracranial injection of WIN55, 212-2 (0.3 mg/rat) could not alter memory impairment induced by WIN55, 212-2(0.3 mg/rat). The memory destructive effect of WIN55, 212-2(0.3 mg/rat) and AM251 (60 ng/rat) subsequent to five day administration of different doses of nicotine (0.2, 0.4 and 0.6 mg/ kg) ten days before the injection of WIM55, 212-2 or AM251, disappeared completely. Conclusion: Dorsal Hippocampus has a crucial role in cannabinoid induced amnesia. Five day administration of nicotine could possibly lead to sensitizataion of nicotine receptors and therefore effect the amnesia induced by canabinoid drugs.

Objective: The aim of the present study was to evaluate the psychometric properties of Eating Disorder Beliefs Questionnaire (EDBQ) (Cooper et al. 1997).  Method: The sample consisted of 18 classes (403 high school girls) which were selected through cluster random sampling from among public high schools in the City of Tehran. All participants responded to Persian version of the EDBQ and the Young Schema Questionnaire-Short Form (YSQSF). Results: The validity of the questionnaire was investigated using convergent and discriminative validity and exploratory factor analysis. Results from factor analysis of the EDBQ using Varimax rotation method, yielded 4 factors labeled: 1- Negative Self Beliefs; 2- Other Acceptance; 3- Self Acceptance; and 4- Overeating Control, which explained more than 46.26% of the total variance. EDBQ inter-factor correlations ranged from 0.31 to 0.84 (p<0.01). Convergent validity was assessed by computing a correlation coefficient between EDBQ and YSQ-SF total scores, which was 0.48 (p<0.01). The reliability of EBDQ was calculated using Alpha Cronbach and split-half method which was 0.89 and 0.72 respectively. Conclusion: Considering the findings of this study, it could be stated that EDBQ can be used as a reliable instrument for evaluating eating disorder beliefs in the Iranian population. 

Objective: The purpose of this study was to compare Teasdale’s “Schematic Mental Model” and Bower’s “Association Network Theory” in explanation of depressive thinking. Method: 60 students were selected based on the inclusion criteria and were randomly divided into three groups. By playing movies negative and positive emotions were induced in the first and second groups respectively. The third group was the control group in which no emotion was induced. Subjects were examined using Sentence Completion Task and Dysfunctional Attitude Scale (DAS)- Perfectionism and Approval seeking subtests, both before and after emotion induction. Results: Findings indicated that negative (depressive) mood replaced dysfunctional schematic mental models in which individuals consider their self-worth to be dependent upon success/failure or approval/disapproval. Conclusion: Depression could be better explained by schematic mental model (Teasdale’s theory) rather than increased accessibility of negative memories and schemas (Bower’s theory).

Objective: One of the most important challenges in present-day societies is the growing number of patients with Alzheimer’s disease and the related problems afflicted upon the patients, their families, and organizations providing health services. Agitation is one of the behavioral problems present in Alzheimer’s. To overcome these behavioral problems, many pharmaceutical and non-pharmaceutical remedies have been provided, among which music therapy appears to be one of the most effective and least harmful. methods: Therefore, the aim of the present study was to examine the effect of music therapy on reducing agitation in patients with Alzheimer’s, and to determine the best interventional method from among the four methods of individual listening to preferred music, group listening to preferred music, group listening to non-preferred music, and group singing of preferred music. For this purpose, 26 subjects were selected by convenience sampling from among subjects introduced by the Behzisti Organization of Shahryar, and using DSM-IV and MMSE. The subjects were then randomly allocated to control (10 individuals) and experimental (16 individuals, with 4 subjects in each subgroup) groups. Results: The intervention was carried out using a semi experimental pretest-posttest study; and independent and dependent t-test was used to analyze data obtained from Cohen-Mansfield agitation inventory. Different types of the aforementioned music therapies were administered to the subjects for one month, 5 days a week and 30-45 minutes per day with the following results: all types of music therapy were effective in reducing agitation in patients with Alzheimer’s disease.

Objective: The aim of this study is to determine the effectiveness of training visual perception skills on improving reading abilities, including comprehension and word recognition in texts among students with dyslexia. Method: The present research is a semi-experimental study and the research plan is of unequal control group type. Diagnostic Tests of Reading and Andre Rey Test were administered to two groups of 30 third grade primary school students with dyslexia who were selected from primary schools using multi-step cluster sampling. Data analysis was carried out using independent t-test to assess the difference in the means of the two groups (experimental and control) in posttest. Results: The findings indicated a significant difference in the pretest and posttest scores of the experimental and control groups (p=0.05). The dyslexic students, who received visual perception training after pretest, achieved higher scores in posttest. In other words, these findings led an improvement in reading in dyslexic students. Conclusion: Results indicate that training visual perception skills could enhance reading performance in students with dyslexia. Also, reinforcing visual perception skills could improve comprehension and word recognition in texts in students with dyslexia. Training visual skills can improve reading performance and therefore, lead to significant improvement in reading ability and comprehension in students with dyslexia. Therefore, it can be concluded that training visual skills is an appropriate educational method for all students with dyslexia who have problems in visual perception.