ADVANCES IN COGNITIVE SCIENCE
Year:2005 | Volume:7 | Issue:3|Papers Count:16

Objective: The aim of this study was to assess the cognitive and neuropsychological functions as well as neurological soft signs in patients with obsession. Method: In this cross-sectional analytical study, 46 patients with obsessive-compulsive disorder (OCD) (21 obsessive patients with depressive symptoms, 25 obsessive patients without depressive symptoms) and 25 normal subjects matched with regard  to age, sex, education, marital status and IQ, were selected. Using clinical tests for obsession and depression (BDI-II, MOCI, CAC), neuropsychological tests (BD, WMS, TOH, WCST) and neurological tests (EHI, NES), three assessments were applied. Results: The difference between the OCD group and the normal control group was significant in clinical tests for obsession and neuropsychological tests; but no significant difference was found with regard to psychological soft signs. Also, in classifying obsessive patients into depressive and non-depressive groups, no significant statistical difference was found with regard to neuropsychological tests (except WMS) and neurological tests (except sensory integration). Conclusion: The OCD and normal groups are different with regard to neuropsychological characteristics; and orbitofrontal circuits are probably involved in the development, persistence, and/or deterioration of these signs in OCD. However, in instances of interaction of depression and obsession, deciding on the above characteristics according to the applied tests is difficult and needs more precise and general methods.

Objective: In the present study, the effects of lithium chloride (LiCl) on morphine induced state-dependent memory were examined in NMRI mice in a passive avoidance task. Method: In this experimental study one-trial step-down paradigm was used for the assessment of memory in adult male NMRI mice. Results: Administration of morphine (5 mg/kg) subcutaneously (S.C.) 30 min before training or testing induced impairment of memory formation. Injection of the same dose of the drug 30 min before testing restored retrieval of memory impaired under pre-training morphine effect. intraperitoneal (I.P.) injection of lithium, 60 min before training or prior to testing also impaired memory retrieval. Impaired memory was restored in animals that had received LiCl (80 and 160 mg/kg) as pre-test injection in cases of pre-training administration of morphine. Pre-training administration of lower doses of lithium (20 mg/kg) impaired memory storage in passive avoidance test. LiCl-induced impairment of memory was restored by pre-test administration of morphine. In animals receiving pre-training morphine, combined pre-test morphine and LiCl administration increased the restoration of memory impaired by the opioid. Conclusion: Considering the results, an interaction between state dependency of morphine and lithium might be present.

Objective: In a relatively valid classification, in addition to highlighting the neuropsychological basis of dyslexia in children, they can be divided to perceptual and linguistic subgroups based on their reading accuracy. The main objective of this study is to compare the processing of phonological abilities between these two subgroups. Method: In a descriptive research project of ex-post facto type based on the statistical analysis of the function of sample group, 50 students with reading disorder criteria were examined to evaluate the hypotheses under study. Tools of the study included reading test, test of phonological skills and Raven's Progressive Matrices. Results were evaluated using non-parametric test. Results: According to the findings, there were significant differences between the scores of the two groups in some phonological skills (i.e. digit naming speed, alliteration fluency, semi-spoonerisms, and reading speed). Conclusion: It seems that grouping children with reading disorders into perceptual and linguistic subgroups is valid and that each of these two subgroups have different neuropsychological origins. In comparison with children in the linguistic group, children in the perceptual group are stronger in accessing letter structures and phonemes, storing and retrieving phonological requirements from their long-term memories, the use of phonemes, and speech.

Objective: This research aimed to explore the words related to the subjects "psychopathology" and "therapy" regarding their pleasant/unpleasant, somatic/non-somatic and common/uncommon ratios in Farsi dictionaries (Moeen, Amid and Moaser). Method: The samples studied in this qualitative research included all entries in the mentioned dictionaries. Regarding the aims of the study, professional views of three independent psychologists as well as a linguist were used as an indicator for the assessment and evaluation of the entries, so as to determine their descriptive and qualitative features. Results: Psychological factors investigated in this research (psychopathology and treatment) were different from one another and contrastings. Conclusion: The findings will be discussed from psychological and cultural points of view.

Objective: The aim of the present study was to assess the effects of teaching cognitive and metacognitive strategies on the increase in learning the three different fields of English, Physics and Social studies in the first year of high school. Method: The method of this study was semi-experimental, and the expanded plan in non-equivalent control group design was used. The subjects comprised 270 male first grade high school students who were selected by their teachers, and were randomly allocated to two experimental and one control groups per subject field (six experimental and three control groups in total). The first experimental group was instructed using cognitive strategies, and the second experimental group was instructed using metacognitive strategies in 10 sessions. The control group was compared with the two experimental groups based on the observations related to the pre-tests, post-tests, and retention tests (after one month). The effectiveness of cognitive and metacognitive strategy instructions were separately evaluated for easy and difficult texts according to the judgment of teachers. Results: The instruction of cognitive and metacognitive strategies was effective on the subject of social studies in almost all instances, and led to an increase in the academic performance of the students in both learning and retention. The instruction of cognitive strategies in the subject of physics was more effective than the instruction of metacognitive strategies. The instruction of these strategies did not have a significant effect in the subject of English language. Conclusion: Teaching cognitive and metacognitive strategies to students has a significant effect in increasing the level of learning and retention of subjects; therefore, teachers should aim at teaching these strategies to all students in general and to the weaker ones in particular.

Objective: In this study the effect of social skills education on the function of elementary school students in Tehran was evaluated. Method: In a before after trial we evaluated the effect of social skill educational programs on 26 fourth grade elementary schoolchildren. Sampling was carried out using convenience sampling at the student’s schools. Two child and adolescent psychiatrists taught the skills at three levels of students, teachers and parents. After carrying out the interventions and completing the Strength and Difficulty Questionnaire (SDQ) results obtained before and after the education were compared. Results: There was a significant reduction in the overall scores indicating problems in general; but there were no significant changes with regard to other indicators including conduct, emotion, hyperactivity, peer relationship, and pro social behavior scores. Conclusion: Social skill intervention programs may be effective in the reduction of some problems among students and in enhancing their abilities.

Objective: To compare life narrative of depressed and anxious subjects referred to mental health clinics in Tehran with a non-clinical group. "Narration" is the essential concept of personality in the narrative approach.  In this study the three concepts of agency, sympathetic cooperation, and liberating narratives were assessed. Method: In this analytical cross-sectional study the selection of the subjects (seven depressed, five anxious, and five non-clinical persons between 20 and 40, and holding a minimum degree of high school diploma) was done through the SCL-90-R test and the diagnosis made by a psychologist or psychiatrist. Narratives were gathered using the semi-structured interview of Mc Adams’ life story, and the data were analyzed using one-way ANOVA and content analysis. Results: The non-clinical, anxious, and depressed groups used liberating narratives significantly and in a decreasing order. Agency was higher in the non-clinical group than the two other groups and there was no difference with regard to sympathetic cooperation. Conclusion: The difference in narratives indicates that narrative assessment can be considered as a diagnostic tool. The narrative contents of non-clinical, anxious, and depressed subjects were liberating, relative hope with uncertainty (which reduced their agency), and hopelessness and passivity successively.

Objective: The objective of the present study was to assess the prevalence and severity of symptoms of posttraumatic stress disorder (PTSD), as well as its risk factors, among children and adolescents under 18 who had been exposed to earthquake. Method: This cross-sectional study was carried out on 48 children and adolescents under 18 who had been referred to the MDM clinic between the 3rd and the 4th weeks after the earthquake. The tools used in this study included the Child Posttraumatic Symptom Scale (CPSS) and the Screening Tool for Early Predictors of PTSD (STEPP) questionnaires. Results: The prevalence of posttraumatic stress disorder for the age groups below seven, seven to 12, and 13 to 18, was 85%, 74.1%, and 84.6% respectively. In the 13 to 18 age group, the frequency of each category of symptoms was less than in the seven to 12 year group. In children and adolescents above seven years of age, lack of knowledge for parents’ whereabouts, fear of dying and parents’ helplessness had significant association with the diagnosis of PTSD. Conclusion: The prevalence and symptom severity of PTSD is different for different age groups of children and adolescents. Therefore, more accurate tools are probably needed for the diagnosis of this disorder among children and adolescents.