فصلنامه روانشناسی
سال هجدهم شماره 1 (پیاپی 69، بهار 1393)

The present study investigates how working memory and fluid intelligence are related in - 12 years old. children A total of 356 children recruited from primary schools in Tehran were tested. Fluid intelligence was assessed by the Cattell Culture Fair Intelligence Test. Digit Span, Letter Span and the Kim Karad Visual Memory Tests were used for measuring short term storage. Working memory was measured by Backward Digit Span, Backward Letter Span and Counting Span. Finally, the Stroop Task and the keep Track task measured executive function. Findings suggest that in children neither short term storage nor executive attention are the only source of link between working memory and fluid intelligence, but, both of them have a fundamental role. Based on results of this study, to improve performance in fluid intelligence task, interventions can focus on short term storage and executive attention.

The aim of this study was to investigate the role of justification and self-involvement in cognitive dissonance processes across Induced compliance and Free choice paradigms. Fifty seven students were selected using purposeful sampling among 262 undergraduate students of psychology at Shahid Beheshti University and in a quasi-experimental study with a between group-within group design were randomly assigned to 4 groups (1. High justification, self-involved 2. High justification, not self-involved 3. Low justification, self-involved 4. Low justification, not self-involved). All participants were assessed in both induced compliance and free choice paradigms. Rosenberg’s Self-Esteem Scale (1965) was used to assess and control the self-esteem variable, two attitude surveying scales were used for measuring attitude change in two paradigms. Mixed ANOVA was applied to analyze the collected data. Results showed that main effects of variables were significant and that there was an interaction between self-involvement, paradigm and justification in determining attitude change. Results showed no significant difference between the self-involved and the not self-involved groups in attitude change under the condition of free choice paradigm, but the not self-involved group changed their attitudes significantly more than the self-involved group under the Induced compliance paradigm which is controversial to the current theories about the effect of self in cognitive dissonance processes.

The persent research purpose to explaine reletionships between thinking styles (type 𝔩) and academic adjustment in educational achievement. Statistical sample consisted of 581 students from Islamic Azad University-Khoy branch who were selected by cluster and stratified random sampling. The short form of Strenberg, Wagner and Zhang Thinking Styles Inventory and the Baker & Syriac Student Adaptation to Collage Questioannaire.were applied for data collection. When reliability and validity coefficients of these instruments were approved, data were analyzed by using structural equation modeling. Also, causal relationship among type (𝔩) thinking styles, academic adjustment and educational achivement through designing of model was tested based on theorical and empirical foundation. Test of final model showed that all of fitness indexes are in acceptable range, and the propused model fits sample deta completely. Approximately 17 percent of the educational achievement variance and 21 percent of the academic adjustment variances were explained by the existing variables in the model.

The purpose of this study was to determine the relationships between perceived parenting style, and identity styles by considering the moderating role of self-esteem. 37 female students were selected in Rasht through the cluster sampling. The students responded the Parenting Styles, (Berzonsky,1992) the Identity Styles (Baumrind,1991) and the Cooper Smith Self-esteem Questionnaires. Using the Pearson correlation analysis showed that in students with high self-esteem between authoritative parenting style with informational and normative identity styles, as well as between authoritarian and permissive parenting styles with diffuse/avoidant identity style there were significant relationships. Also in students with low self-esteem between authoritative parenting style with informational and normative identity styles and between Permissive parenting style with diffuse/avoidant identity style there were significant relationships. Fisher Z coefficients indicate that relationships. between permissive parenting style with diffuse/avoidant identity style in low self-esteem students were higher than these relationships in high self-esteem students.Therefore self-esteem had a moderating role in these relationships.

This research carried out to study the role of religious strengths in predicting task and contextual performance in employees. 160 employees were randomly selected from the personnel of an electricity power plant in Isfahan as the research sample. The instruments used in this study were the Values in Action. Inventory of Strengths (VIA-IS, Peterson & Seligman 2003),the Task Performance Checklist (Byrne et al, 2005) and the Contextual Performance Checklist (Conway, 1999). The analysis of r-Pearson’s correlation revealed positive relationships between the religious strengths with task and contextual performance (p<0/001).Stepwise regression results were indicated that the spirituality and hope strengths predicted task performance, and gratitude and hope predicted contextual performance. These results suggest religious strengths of people are involved in their job performance. These findings could be used in organizations to increase task and contextual performance.

The aim of the present study is to develop an expert system to help professionals to diagnose autistic children accurately.It provides comprehensive information on autism helping to diagnoses individuals with autism. To this end, the study is preliminary one that to select the questions required by the system. A questionnaire was developed based on the related literature, and then, has been studied by the experts in the area of psychology and special education, selecting more important questions on the basis of professional judgments. The final questionnaire was completed by 53 parents of autistic children in a center for the treatment of autistic disorders, 49 parents of normal children, and 20 parents of children with Down syndrome. The data were analyzed using Cronbach's alpha and Chi-square. Questions were selected on the basis of distinguishing Down Syndrome, and normal groups from the autistic children. Finally, theoretical implications and practical applications of the test has been delineated.