خستگی شناختی

The present investigate was conducted with the aim of the effect of cognitive fatigue on working memory and executive functions in female students.

The present study was a quasi-experimental study with pretest-posttest design with a control group,The statistical population of this research includeds the female students of the first secondary school in Urmia city in the academic year of 1400-1401,which is available by random sampling method 30 students selected and were simple randomly divided into two experimental (n=15) and control groups (n=15). The experiment consisted of second phases.In the first stage, the participants were exposed to cognitive tasks and then in the second stage, the Behavior Rating Inventory of Executive and N-Back working memory test was performed to compare the groups based on the amount of cognitive fatigue.The data were analysed by analysis of Covariance.

The results of data analysis using covariance analysis showed decrease in working memory and executive functions in the experimental group compared to the control group.

In general, the findings of the current research on the role of cognitive fatigue variables, which reduces the amount of working memory and executive functions And on the other hand, this type of fatigue is related to cognitive and brain functions.

The present study investigated the role of cognitive control and positive memory characteristics with special attention to the mediating roles of cognitive process and cognitive fatigue in flood-stricken victims. A sample of 280 participants were selected from flood-stricken areas including Gonbad, Gomishan and Aghghala. Data were collected using PCL-5, CPOTS, MEQ_SF, Mental Fatigue Scale, WAIS-IV, Stroop Test and Wisconsin Card Sorting. The data were then analyzed using SPSS and Smart PLS-3 softwares. The findings indicated no direct link between cognitive process and PTSD symptoms. However, cognitive process played a full mediating role in the relationship between cognitive control and PTSD symptoms and a partial mediating role in the relationship between positive memory characteristics and PTSD symptoms. The findings also revealed cognitive fatigue played a partial mediating role in the relationship between both cognitive contol and PTSD symptoms and positive memory characteristics and PTSD symptoms. The findings further showed  the purposed model to investigate the relationships between the variables enjoyed a good fit. These findings can be the first step in identifying the PTSD symptoms of people who have been through flood trauma and can help us design evidence-based educational and rehabilitative programs to reduce psychocognitive pains of flood victims

The present study tried to investigate the effect of cognitive exhaustion on student’s cognitive flexibility with the mediating role of need for cognition among BA student of Farhangian University of arak in academic year 2015/16. In order to collect data, Cacioppo & Petty (1984) need for cognition questionnaire, diagnostic tasks which are similar to diagnostic tasks of Sedek & Kofta (1990), shahgholian, et al Wisconsin Card Sorting Task software (version), were applied. According to need for cognition questionnaire, 60 female students were selected out of a group of 150 and randomly assigned to four groups of 15. The experiment consisted of second phases. In the first phase, the participants were exposed to diagnostic problems and then in the second phase, they took the cognitive flexibility test, in order to drawing a comparison between the groups. The research data were analyzed by one-way ANCOVA. The results showed that cognitive exhaustion has a significant negative effect on cognitive flexibility and the interactive role of need for cognition was confirmed regarding to research variables. The finding of the present study give serious consideration to the central role of cognitive exhaustion and need for cognition in people’s amount of flexibility.

An experiment was conducted to determine the effect of Academic self-efficacy and cognitive exhaustion on cognitive problem solving. The sampling population was the first grade high school students at the city of Sarayan. They were 120 students whom were chosen amongst 450 students answered to the questionnaire of Academic self-efficacy. The scores of the student were one standard deviation less than the average. They were randomly divided into eight groups: experiment and control group, each including 15 students. The experiment consisted of two phases: In the first phase, students were exposed to cognitive problems: experimental group with unsolvable problems and control group with solvable problems. Then all students were exposed to cognitive problems to compare groups. Data were analyzed by two way analyses of variance. Results indicated that academic self-efficacy and cognitive exhaustion have significant effect on solving cognitive problems of students, While gender of students dose not have significant effect on solving cognitive problems. Findings also revealed that there is no significant interaction effect of academic self-efficacy and gender, interaction effect of cognitive exhaustion and gender, interaction effect of academic self-efficacy and cognitive exhaustion and interaction effect of academic self-efficacy, cognitive exhaustion and gender on problem solving performance of students. Therefore in order to findings of the present research, for study of student's performance in problem solving situation, it looks necessary to concentrate on the role of Academic self-efficacy and cognitive exhaustion variables.