cognitive processing

The present study aimed to investigate the effectiveness of critical thinking training on attention, cognitive processing and emotion regulation strategies of children with special learning disorders. The research method was a semi-experimental research with a pre-test-post-test design and a control group. The statistical population included all students aged 9 to 12 who referred to the Center for Special Learning Problems in the third district of Tabriz in the second half of 1400. Among them, 40 people were selected by purposive sampling and randomly assigned to two experimental groups and one control group. The tools used in the research were attention and cognitive processing and emotion regulation questionnaires. Research hypotheses were analyzed using multivariate covariance analysis. The results of covariance analysis showed that the significance level in all comparisons was less than 0.05, which showed that the critical thinking training intervention had a significant effect on attention, cognitive processing and emotion regulation (p<0.05). Examining the effect size showed that the biggest difference was observed in the total score of cognitive processing with a coefficient of 0.710. The result of the present study lacked a long-term follow-up study. Therefore, it is suggested to investigate the effectiveness of these interventions in the form of long-term follow-up in future researches and to teach critical thinking training as a new approach alongside educational interventions to the trainers of special learning disorders centers so that these trainers can use these strategies in their interventions.

Post-traumatic stress disorder (PTSD) resulting from direct experience of a severe injury, such as the sudden death of a family member, can significantly impact a person's health by altering cognition, exacerbate grief symptoms and impaired autobiographical memory. Several studies have investigated the effects of cognitive processing therapy (CPT) on reducing PTSD symptoms caused by bereavement and cognitive programming, but none have specifically examined the impact of this therapeutic approach on grief symptoms and autobiographical memory.

The aim of this study was to evaluation of the effectiveness of CPT on the autobiographical memory and grief experience in Covid-19 survivors with PTSD which have suffering from breavement.

The method of the current research was a quasi-experimental pre-test-post-test control group design and the study population included Covid-19 survivors with symptoms of PTSD in Shiraz in 1400, who lost a family member and were diagnosed with PTSD, based on The Mississippi PTSD Scale (Kean, Caddelle, & Taylor, 1988). Thirty people were selected by purposeful sampling and divided into two experimental and control groups. The experimental group underwent cognitive processing therapy in 12 sessions of 90 minutes, and the control group did not receive any intervention. The data collection tools were The Mississippi PTSD Scale (Kean, Caddelle, & Taylor, 1988), Grief Experience Questionnaire (GEQ) (Barrett & Scott, 1989) and Autobiographical Memory Test (AMT) (Williams & Broadbent, 1986). Data analysis was done by one-way analysis of covariance in SPSS-27 software.

The results showed that the experimental group demonstrated significant decreases in GEQ scores and significant improvements in AMT scores for positive, negative, and neutral word classes (P< 0.05).

The findings suggest that CPT, by developing a deep understanding of the traumatic experience, is an effective intervention for reducing grief symptoms and improving autobiographical memory performance in bereaved individuals with PTSD symptoms. Therapists should consider CPT as a viable treatment option for this population.

This study aimed to determine the structural model of cognitive depression based on early maladaptive schemas with the mediation of cognitive processing of personality traits in students. The research method was correlational and based on structural equation modeling. A sample of 300 students from Tehran universities was selected using a multistage cluster sampling method. Participants completed the Beck Depression Inventory (BDI, 1961), Young’s Early Maladaptive Schemas Questionnaire (1998), Cognitive Processing Questionnaire, and the NEO Five-Factor Inventory (NEO-FFI). Data were analyzed using descriptive statistics and structural equation modeling in SPSS version 25 and AMOS version 22. The results showed that the proposed model did not exhibit an adequate fit. Direct effect analysis indicated that early maladaptive schemas had a significant positive impact on cognitive depression and personality traits. However, the examination of indirect effects revealed that early maladaptive schemas did not mediate cognitive depression through the cognitive processing of personality traits. Overall, the findings suggested that early maladaptive schema components can directly influence students' cognitive depression, but this effect is not significant through the mediation of cognitive processing of personality traits.

The study aimed to explore teaching cognitive emotion regulation strategies' effectiveness on cognitive processing and distress tolerance in female students with general anxiety. The research method used was a pre-test-post-test experiment with a control group. The research sample comprised all second-year secondary school students with general anxiety in Ardabil city during the academic year of 2023-2024. Employing purposive sampling, thirty students with general anxiety were randomly split into the experimental (15 individuals) and control (15 individuals) groups. The experimental group received eight 90-minute sessions of the cognitive emotion regulation strategies training program (Gross and Thompson, 2007), and the control group, which was on the waiting list, did not receive any training. In the data collection, Cruz's (1999) cognitive processing questionnaire and Simmons and Gaher's (2005) emotional distress tolerance scale were used. Data were analyzed using multivariate analysis of covariance. The results showed that after controlling the pre-test effects, there was a significant difference between the post-test average of the two groups in cognitive processing and distress tolerance. Training in cognitive emotion regulation strategies proves effective in enhancing cognitive processing and distress tolerance among students with general anxiety. Based on the research findings, utilizing cognitive emotion regulation training can help alleviate issues in individuals with generalized anxiety.

The present study was conducted to determine the effectiveness of strengthening working memory on attention, cognitive processing, and emotion regulation strategies of children with specific learning disorders. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population included all students aged 9 to 12 who were referred to the Center for Special Learning Problems in the third district of Tabriz in the second half of 1400. The statistical sample consisted of 40 children who were selected by purposive sampling method and randomly replaced in two experimental and control groups. Data collection tools included the cognitive processing questionnaire (CPI) of Crouse (1999), the emotion regulation questionnaire (CERQ-K) of Garnefski et al (2012), and the attention questionnaire (JADDI) of Jordan (1992). In this research, the participants of the experimental group received the working memory strengthening program during 16 sessions of 50 minutes in eight weeks (two sessions per week). Data analysis was done using multivariate covariance analysis. The data analysis showed that by controlling the effect of the pre-test, there was a significant difference at the level of 0.01 between the average of the post-test attention, cognitive processing, and emotion regulation in the two experimental and control groups. According to these findings, it can be suggested that working memory strengthening intervention has been an effective treatment for improving attention, cognitive processing, and emotion regulation in children.

The aim of the present study was to determine the effectiveness of the social cognition program based on the theory of mind on social competence, cognitive processing and stereotyped behaviors in children with autism spectrum. The design of the research was a semi-experimental pre-test, post-test with a control group. The statistical population of this research was all boys aged 8-14 with autism spectrum disorder who were members of Tabriz Khairieh Autism Institute in 2022. The study sample consisted of 22 people who were selected by purposeful sampling method and were replaced in two experimental and control groups (11 people each) and were trained for 10 sessions. Autism social skills profile (Bellini and Hopf, 2007), cognitive system evaluation by Nagleri and Das (1997) and stereotypic behaviors subscale (Garz-2, 2000) were used to collect data. Data analysis was done with the statistical method of multivariate covariance analysis and SPSS.21 software. The results of the research showed that the social cognition program based on the theory of mind has an effect on social competence, cognitive processing and stereotyped behaviors in children with autism spectrum (P<0.05). In fact, the social cognition program based on the theory of mind increases social competence and cognitive processing and reduces stereotyped behaviors in children with autism spectrum. The results of this study support the applicability and effectiveness of the social cognition program based on the theory of mind to increase cognitive processing and improve social competence and reduce stereotyped behaviors in children with autism spectrum disorder.

Academic buoyancy, cognitive emotion regulation and cognitive processing are effective factors on learning and play an important role in students' academic success. The aim of this study was to investigate the role of cognitive emotion regulation and cognitive processing in predicting students' academic vitality.

The research method is descriptive-correlational. The statistical population of the study included all junior high school students studying in the academic year 1399-1400 in Kurdistan province, Sarvabad city. The sampling method was stratified cluster and 322 people were determined for the sample size based on Cochran's formula. In order to collect information, Hossein Chari and Dehghanizadeh (2012) Academic Vitality Questionnaire based on Martin and Marsh scale, Garnfsky et al.'s (2001) Cognitive-Emotional Regulation Questionnaire and Squonberg and Skilder (1996) Cognitive Information Processing Questionnaire were used. Data were analyzed using Pearson correlation coefficient and multiple regression analysis by SPSS software.

Findings showed that the structures of cognitive emotion regulation and cognitive processing play a role in predicting the academic life. Also, the results of regression analysis revealed that 0.86% of the total variance of academic vitality is predictable based on cognitive emotion regulation and cognitive processing.

Therefore, it can be concluded that the structures of cognitive emotion regulation and cognitive processing are variables related to students' academic achievement.

Aim: Techniques that directly examine and regulate the activity of the cortex can helps to improving working memory and response time. The aim of this study was to investigate the effect of cerebral magnetic stimulation on working memory and reaction time in athlete girls.
This study was semi-experimental method which was carried out using two groups with pre-test- and post-test design. A sample of 30 female athletes from the city of Shadegan were selected by sampling method and participated in the research process. First, a pre-test was taken. All respondents tested the reaction time and also a working memory test was taken. Subjects were randomly divided into two groups: transcranial Direct Current Stimulation and sham group. Acquisition stage was held in 2 days and a one rest day in between.
The results showed that brain of transcranial Direct Current Stimulation improved the progressive working memory, postoperative, mental control, logical memory, and retrieval. It also reduces the simple reaction time and selective.
In a general conclusion, direct brain stimulation in the prefrontal cortex in female students is one of the ways that can improve working memory and reduce the reaction time in athlete girls.

Learning disability is one of the most important problems in school life, and children with learning disabilities often stay away from the process of studying and learning. The purpose of this study was to compare the cognitive processing and social skills of students with learning disabilities and normal students in Ghaemshahr city.
The research method is causal-comparative. The statistical population consisted of students with learning disabilities and normal students who referred to a specialist center affiliated to the education of Ghaemshahr city (Tavana) in the academic year 2015-2016 (n = 97). From this statistical population, a sample of 80 students (40 students with learning disabilities and 40 normal students) was selected through multistage random sampling. To measure the variables studied, we used the Schoenberg and Skilder Deep Intelligence Inventory and Matsun Social Skills Questionnaire. Data were analyzed by descriptive statistics (mean, standard deviation) and inferential statistics (multivariate analysis of variance MANOVA) at a significant level of P The results of the analysis showed that students with learning disabilities have a more unfavorable situation in terms of cognitive processing and social skills than normal students.
According to the research findings, there is a significant difference between cognitive processing and social skills of students with learning disabilities with normal students. As well as, normal students have better and more favorable cognitive processing and social skills than students with learning disabilities.

The present study examined the effectiveness of neurofeedback training on cognitive processing in children with Attention Deficit Hyperactivity Disorder (ADHD). The study enjoyed a quasi-experimental design. The population consisted of all children with ADHD who were between the ages of 7 and 14 attending Atieh center for psychic and neurotic disorders. A sample of 12 children with ADHD were selected through convenience sampling. Six of them were children with ADHD and the other six with combined ADHD. The children received 40 sessions of neurofeedback training three times a week and were assessed by CAS instruments in two stages (pre-test and post-test). The data were analyzed through paired-samples t-test and Multivariate Analysis of Covariance (MANCOVA). The results showed that neurofeedback training had a significant decrease in symptoms of inattention and combined ADHD. The results of MANCOVA showed that the effect size in inattentive group was not more than that of the combined group.

The purpose of the present study was to examine the effectiveness of a cognitive processing -Based social skills training on social, emotional, psychological well-being and reduce the symptoms of children with conduct disorder.

This research was an experimental study including pre-tests and post-tests with control group. The statistical Universe of the study included elementary school boys in Delfan city in the academic year 1392-93 (A.H.). The subjects of the study included 40 male students from among the male students in Delfan city identified by the scales of CSI-4 (parent & teacher form), psychological well–being Personal and Structured clinical interview and chosen through simple random sampling Then They were assigned to two groups of control and experimental (20 students in each group). Experimental group received eight cognitive processing -Based social skills training sessions for four weeks. Control group did not receive any training in this period. The data were analyzed using multiple covariance analyses.

The results of multivariate analysis of covariance (MANCOVA) showed that cognitive processing -Based social skills training on social, emotional, psychological well-being male students was effective.

The purpose of this study was to evaluate the effectiveness of social skills training, improve the quality of interpersonal relationships of students with specific learning disabilities.Methode: This experimental method with pre -test and post-test was administered to the control group.Sampling. The subjects consisted of 40 male students with learning disabilities was of students with learning disabilities were randomly selected and assigned to two experimental and one control group. Interpersonal Relations scale was used to collect data. Results of univariate analysis of covariance (ANCOVA) showed that social skills training-based, cognitive processing, improving personal relationships between students with disabilities specific learning was effective (001/0> P). Because students with learning disabilities, in addition to academic problems, depression and loneliness they experience ¬ than normal students less social interaction, an intervention that can improve ¬ interpersonal relationships to help them.

The aim of current study was to examine the impact of cognitive processing and holographic reprocessing on posttraumatic symptoms improvement. This semi-experimental study targeted a sample size comprising boy students at first, second and third high school grades in Uromia (N=10286). Having utilized traumatic events screening inventory and SCL-90 R on 1000 randomly selected subjects, 129 students were recognized to have experienced traumatic events. The clinical interviews were conducted on sixty who were likewise randomly selected. Then, the selected sample was randomized into three groups subjected to cognitive processing therapy, holographic reprocessing and placebo. In pre- and post-test settings, these groups responded to the traumatic symptoms checklist. Collected data were analyzed via MANCOVA and BONFRONY tests. Our results indicated a significant deference among the three groups with regard to total traumatic symptoms checklist score and especially for anxiety, depression, posttraumatic stress disorder, and dissociation dimensions. according to these results, the two the rapeutic approached appeared to be equally effective in reducing total posttraumatic symptoms. However, cognitive processing was a more effective method for trauma-related depression and holographic reprocessing a more effective approach for trauma-related anxiety, dissociative symptoms and PTSD.

The aim of current study was to examine the impact of cognitive processing and holographic reprocessing on posttraumatic symptoms improvement. This semi-experimental study targeted a sample size comprising boy students at first, second and third high school grades in Uromia (N=10286). Having utilized traumatic events screening inventory and SCL-90 R on 1000 randomly selected subjects, 129 students were recognized to have experienced traumatic events. The clinical interviews were conducted on sixty who were likewise randomly selected. Then, the selected sample was randomized into three groups subjected to cognitive processing therapy, holographic reprocessing and placebo. In pre- and post-test settings, these groups responded to the traumatic symptoms checklist. Collected data were analyzed via MANCOVA and BONFRONY tests. Our results indicated a significant deference among the three groups with regard to total traumatic symptoms checklist score and especially for anxiety, depression, posttraumatic stress disorder, and dissociation dimensions. according to these results, the two the rapeutic approached appeared to be equally effective in reducing total posttraumatic symptoms. However, cognitive processing was a more effective method for trauma-related depression and holographic reprocessing a more effective approach for trauma-related anxiety, dissociative symptoms and PTSD.