جستجوی مقالات مرتبط با کلیدواژه « عینی » در نشریات گروه « روانشناسی »

The purpose of this study is to investigate the effects of Concrete Processing Mode (CPM) and Abstract Processing Mode (APM) on working memory capacity during high rumination. The research method of this basic study is experimental. The statistical population consists of individuals aged 18-50 years with high rumination living in Tehran who voluntarily participated in the study in January 2021. Among them, 30 individuals (21 women and 9 men) with high rumination were selected using the Ruminative Responses Scale (RRS) and the Beck Depression Inventory-II (BDI-II). Participants were randomly divided into two groups of 15 people each, a concrete group and an abstract group, who were put in a negative mood by watching a sad movie. They then performed the instructions CPM or APM, depending on the group. Participants' working memory was measured with the Reading Span Test (RST) before they watched the movie and after they performed the processing mode instruction. The results of the covariance analysis of the data using SPSS version 26 software showed that the CPM group had significantly higher working memory capacity than the APM group. This meant that the capacity of working memory was affected by the changes in processing mode. This effect was evident on the working memory processing subscale, but the changes on the working memory storage subscale did not differ significantly between groups. Consistent with previous findings, CPM was also considered an adaptive mode in contrast to APM in this study. The results showed that processing mode can predict changes in working memory capacity during severe rumination.

Reassessing the effects of concreteness through comprehension of single words is the main purpose in the current study. Toward this objective، word comprehension tests، and comprehension of nouns from concrete and abstract concept perspectives were examined. 58 right-handed monolingual 6-year old female school students were randomly selected to enroll in two parallel language comprehension tests (picture-word/definition-word matching). Subjects were asked to select an item out of three for 24 (12 concrete and 12 abstract) target nouns. According to the results، participants performed more effectively on the concrete compared to abstract nouns. They obtained more correct responses on picture-word (PW) format of the tasks. The Pearson correlation between concrete PW/Def. W matching (r= 0. 444، p < 0. 01) was statistically significant while the correlation between abstract PW/Def. W matching (r = 0. 134، p < 0. 01) was not statistically significant showing 2. 04 higher mean for PW matching version of the test compared to Def. W matching test. This study has corroborated the effects of concreteness on semantic comprehension consistent with the cognitive growth. Although visual processing yielded a positive effect on comprehension of concrete and abstract nouns while abstract nouns are generally more difficult to grasp.

Today, to study the personal differences of individuals, much more attention is paid to their cognitive styles. Cognitive styles are the individual methods of learner that are being considered for data processing at the time of learning new concepts. The aim of this research is to study the relationship between Gregorc cognitive styles and handedness of undergraduate students in Payame Noor university and to suggest applicable strategies for improving distant education system. This research is descriptive and correlation one and the librarian and field methods (Gregoric cognitive styles questionnaires and Edinburgh handedness questionnaire) have been used for collecting data, statistical society of the research was undergraduate students of Payame Noor university– Tehran Branch, with 17803 persons and sample was considered 200 persons by random classification sampling method. To analyze the obtained data, in addition to descriptive methods of variables Mean (average) and standard deviation also drawing the necessary diagrams for multivariate variance analysis test, the one-way variance analysis and Significance tests of multivariate models of Wilkes, Pilates, Hutling and Roise have been used for testing the hypothesis. According to the obtained results, the significance relationship between handedness and concrete-sequential, abstract-sequential and abstract-random cognitive styles has been observed. In this way that in concrete-sequential cognitive style, right-handed women obtained more scores significantly, in abstract-sequential style righthanded men and women were significantly higher than left-handed ones, and in abstract-random style, left – handed men obtained higher scores significantly, which is in line with previous researches. According to the obtained results, can be telling that interaction of cognitive styles with handedness can have pursuit new implications for the design of teaching method in distance education system.