فصلنامه تازه های علوم شناختی
سال بیست و سوم شماره 1 (پیاپی 89، بهار 1400)

The Behavior Rating Inventory of Executive Function (BRIEF) is a standardized rating scale used by parents and teachers to provide helpful information about a child’s Executive Functions (EFs) in one’s everyday environments (e.g., home and school). The questionnaire is designed to measure EF’s various behavioral manifestations in children and adolescents aged five to 18. Performance-based measures have shown some limitations in assessing EFs, and rating scales have been proposed as an alternative. This study examined the psychometric properties of the Persian version of the Behavior Rating Inventory of Executive Function, Second Edition, BRIEF-2 parent-form in children aged six to 12 years.

Participants were 470 parents of school-aged children, 230-girl (48.9%) and 240-boy (51.1%) between six and 12 years old (M = 9.15; SD = 1.92). One hundred twenty students (25.5%) were six to eight years old; 137 (29.2%) were from eight to nine years old; 143 (30.4%) were from ten to11 years old, and 70 (14.9%) were 12 years old. The students were in Grade 1 (16.59%) Grade 2 (16.80%) Grade 3 (16.59%), Grade 4 (16.38%) Grade 5 (17.02%) and Grade 6 (16. 59%). Samples were selected from regions (north, south, east, west, and center) in Tehran city according to gender and age ratios. In the sample, 79.34% of participants were monolingual, and 21.66% bilingual. Based on this questionnaire, participants were excluded if they reported having been diagnosed with developmental, intellectual, psychiatric, or neurological disorders or mental impairments. Excluding children with disabilities from the study was a deliberate choice since this study attempted to focus on invariance during development. Indeed, incorporating children with disabilities into the participant sample might have biased the data since the developmental trajectory in pathological subjects may differ from that in healthy subjects. The study was approved by the Ethics of the American Psychological Association. After approval by the school board, parents were invited (in writing) to enroll in the study and to provide their informed consent to participation. The Behavior Rating Inventory of Executive Function, Second Revision, Parent Form (BRIEF-2; Gioia et al., 2015) was used to measure executive functions. To verify dimensionality the BRIEF-2 (three-factor model) dimensionality, CFA was employed utilizing the AMOS Graphics 24.0 program. The models’ goodness-of-fit level was estimated using the χ² test and the following fit indices: The Comparative Fit Index (CFI), Normed Fit Index (NFI). CFI values can range between 0 and 1, with values above 0.90 considered indicating acceptable fit. The root mean square error of approximation (RMSEA) was also calculated, with values of less than.08 considered acceptable.

The analysis of the internal structure using confirmatory factor analysis reveals that the model with three indexes (Behavioral, Emotional and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials and Task-Monitor) showed good fit to the sample. The coefficient alpha values for the index scores ranged 0.91 to 0.93, with coefficients for the individual scales ranging from.87 to.92. Accordingly, results showed that the Persian version of the BRIEF-2 parent form demonstrated high internal consistency and test-retest reliability. Convergent validity with Coolidge Executive Functioning Inventory (CEFI) and discriminant validity between normal and clinical groups was good.

The findings support the factorial validity of the BRIEF-2 scores, suggesting that it is an adequate instrument to evaluate executive functioning reported by parents and caregivers. According to the findings, it can be said that the Persian version of the BRIEF-2 has good psychometric properties and can be a good tool for use in clinical and research situations.

Working memory (WM) plays a central role in cognitive functions, and learning and its capacity predicts and determines other cognitive and academic functions. One of the most famed working memory theories is the Allan Baddeley’s multicomponent model with four components. In this model, there are two slave systems that  save information without manipulating them and two clever systems that can process and save information simultaneously. The positive point in Baddeley’s model is accessible parts for working memory that can study more easily in experimental investigations. However, there is no specific scale that includes all four components of the multicomponent theory of Baddeley in children. Therefore, this study aims to create a 4-components scale of working memory in children (WM-4CSC).

This study was  experimental and developmental research. First of all, based on the theoretical background, all assessment tools of working memory were gathered (all computerized and paper-basedtools). Then, they were established on experts’ opinions and their agreements (CVR and CVI scale), two tasks for each component were selected and translated and coincided with the Persian language and matched to the age of the samples. For the present study, 80 typical children (50 female, 30 male) and ten children with WM deficits in 4-6 grades (8-12 years) with normal IQ participated. All the students were selected from non-profit schools in 1-3 regions in Tehran, Iran. The subjects were divided into three groups: 4th grade, 5th grade, and 6th grade.  For all participants, the examiner explained each task, and when they got the instruction, the test was conducted. Data were analyzed using the One-Way ANOVA and Pearson Correlation Test in SPSS-26.

Results showed significant differences in all  scale tasks between three school grades and between typical and atypical children. Nevertheless, there were no differences between the two genders. There was a high correlation between test-retest scores and convergent and diagnostic validities. Cronbach’s alpha was acceptable in all tasks. Moreover, a medium correlation was found in concurrent criterion validity.

with respect to results, it was indicated that a 4-components Scale of working memory has reasonable developmental, retest, diagnostic, and convergent validities and good reliability. Therefore, based on the appropriate validity and reliability of this scale, it can be used by other researchers and more studies. For the future, ​​​​ it is suggested to use this scale in more studies with a more excellent sample to normalize it. Also, it can use in more different ages in children. Moreover, it is suggested to use this scale in different types of developmental disorders and detemine the strengths and weaknesses of each disorder in children.

Some studies asserted that people with higher socioeconomic status tend towards more competitive behavior. In contrast, people with low socioeconomic status tend to show more good intentions and prevent competitive behavior. This study aimed to investigate the relationship between middle-aged menchr('39')s socioeconomic status and their tendency towards competition for resources in an economic decision-making condition. Moreover, we reviewed the role of a sense of power in the relationship between the subjective perception of participants’ socioeconomic status and their tendency towards competition for resources.

The current study used the causal-comparative design on two sample groups with high and low socioeconomic status samples. For controlling probable effects of gender and age of participants, in this study, 180 middle-aged men between 30 and 60 years old participated in the study by convenience sampling. This research recruited samples with high and low socioeconomic status from saloon 2 of Mehrabad airport and waiting hall of South bus terminal. Participants took part in the study anonymously and could exit from the study at any step. At the first step of the study, all participants filled out a consent form to participate in the study. Ethical approval for this study was obtained from the Ethics Committee of the University of Iran, Tehran. The researchers used the MacArthur Scale of subjective social status, a sense of power questionnaire, and a question about a decision-making condition. In addition, participants answered some demographic questions about their income, age, the city they live in, and the city they work in.

People in the high socioeconomic status group showed a higher sense of power and a tendency towards competition for resources. The model that we used showed that in the low socioeconomic status group, people’s subjective perception of socioeconomic status predicted the tendency of people towards competition for resources. In addition, a sense of power as a mediator variable could increase the predictability of participantschr('39') tendency towards competition for resources from their subjective perception of socioeconomic status. There were no relationships between these variables in the high socioeconomic status sample group.

Results support the hypothesis that people with high socioeconomic status have a higher sense of power and a tendency towards competition for resources. People with high socioeconomic status receive more positive feedback from the environment, increasing their optimism and sense of control in their daily lives. Besides, results show that the relationship between subjective perception of socioeconomic status, sense of power, and tendency towards competition for resources differ in people with high and low socioeconomic status. In the low socioeconomic sample group, participants who recognized themselves higher in social hierarchy were oriented towards competition for resources. These findings support the hypothesis that people with lower socioeconomic status do not tend towards competition for resources. However, we did not found such a relationship in high socioeconomic status sample group participants.

Human beings live in a social world; therefore, a big part of our daily judgments is influenced by our interpersonal relationships. In interpersonal situations, one should choose between compromising the principle of equality and harming their relationships with others. Various studies have been conducted on moral judgments based on interpersonal relationships. Given the devastating consequences of relationship-based moral judgments, such as increase discriminatory behaviors and racism, it is crucial to examine this kind of judgments. This study reviews philosophical theories, evolutionary biology, and the psychology of relationship-based moral judgment and finds genetic and emotional relationships influencing moral judgments and factors influencing these types of judgments through empirical studies.

This study is a systematic review investigation in which studies published between 1950 and 2020 were examined. A search for articles was conducted in Comprehensive Portal of Human Sciences, SID, PubMed, ISI (Web of Science), and Google Scholar using related keywords such as Moral, Moral judgment, Moral decision making, Equality, Altruistic, Close-relationship in Persian and English. The research results were 210 theoretical and experimental articles. Accordingly, 56 studies were selected for review by studying the abstracts based on inclusion and exclusion criteria.

Despite the general acceptance of the principles of moral equality and impartiality, or the acceptance of the moral status, empirical research has shown that genetic relatedness and emotional intimacy influence our moral judgments when increasing the level of genetic relationship, emotional closeness, and familiarity utilitarian judgment decrease. Also, multiple factors are involved in moral judgments based on interpersonal relationships such as helping cost, gender, cognitive bias, and moral disengagement. People prefer to save only their close relatives when the cost of help is deadly. Gender is another factor that influences relationship-based judgments. Men help their family members more than women in threatening situations, but this difference is not seen in relationships with partners. Relationship-based moral judgments are prone to cognitive bias and moral disengagement like (or perhaps more than) other types of judgments. People try to reduce the complexity of moral situations using cognitive bias like Self-interest bias and actor-observer bias and reduce the level of self-blame resulting from ignoring the principle of fairness using moral disengagement like moral justification and dehumanization. Although the principle of equality is universally accepted, the results of empirical studies show that people considered relationships in their moral judgments, and evolutionary theories can even explain this effect.  As a result, the definition of moral concepts such as impartiality and equality should be reconsidered by applying these concepts to daily human life.

 In general, despite significant advances in identifying factors influencing relationship-based moral judgments, there are still areas that need to be studied. First, most previous studies examined moral judgments only through short answer questions that these questions were different in each of them. Thus, their results are incomparable. Second, the participants were from high socioeconomic states and western countries, so the results cannot be generalized to other socioeconomic states and cultures. Third, most previous studies used Thorolly dilemmas that focused on decision-making about life and death, far away from the people’s routine decisions. Finally, no study has yet focused on the impact of ethnic and religious similarities on moral judgments.

Severe anxiety and depression lead to deficits in executive functions and cognitive abilities have a detrimental effect on working memory capacity and reduce its efficiency. Also, cognitive dysfunction will lead to depression and anxiety. One of the indirect methods used to improve the level of various cognitive skills is cognitive computer games. Cognitive rehabilitation of working memory is a way to restore lost cognitive capacities, which is done by exercises and providing purposeful stimuli and its purpose is to improve the individualchr('39')s cognitive function. Acceptance and commitment therapy, which is used to treat depression and anxiety, focuses on accepting pain rather than avoiding and suppressing distressing factors based on personal values. This intervention aims to create more flexible responses to lifechr('39')s challenges, pain, and acceptance of symptoms instead of eliminating them themselves. This study aimed to compare the acceptance and commitment-based therapy and cognitive rehabilitation of working memory on anxiety and depression in single girls aged 25 to 35. The research method was quasi-experimental with a pre-test-post-test design and follow-up with a control group.

The statistical population of this study included all girls referred to psychological and counseling centers in Sabzevar in 2019. Forty-five people were randomly selected and randomly divided into two experimental groups and one control group. Participants in the present study were evaluated for pre-test-post-test-follow-up and answered the Four Anxiety Systems Questionnaire and the Beck Depression Inventory. Participants of the two intervention groups underwent eight acceptance and commitment-based therapy sessions and ten sessions of rehabilitation cognitive rehabilitation of working memory.

The present study results showed that both therapies based on acceptance, and commitment and cognitive rehabilitation of working memory compared to the control group had a reducing effect on anxiety (P=0.001) and depression (P=0.001). In comparison between acceptance and commitment-based therapy and cognitive rehabilitation of working memory in affecting the anxiety variable, it has been observed that acceptance and commitment-based therapy has been more effective than cognitive rehabilitation of working memory in reducing anxiety in girls.

The findings revealed that interventions, acceptance and commitment-based therapy and cognitive rehabilitation of working memory are effective in reducing anxiety and depression in girls, and acceptance and commitment-based therapy has been more effective than cognitive rehabilitation of working memory in reducing girlschr('39') anxiety. One of the practical implications of the present study is the effectiveness of commitment and acceptance therapy and cognitive rehabilitation of working memory on anxiety and depression and its correlations, so it is suggested that these therapies be used to treat anxious and depressed people. Today, cognitive rehabilitation of working memory is more widely used due to the side effects of taking drugs and their high cost. Also, it seems that cognitive computer games are a new chapter in developing the skills of anxious and depressed people in early interventions and can affect their cognitive, behavioral, and emotional skills. Therefore, enriching the environment and laying the groundwork for cognitive computer games will help grow and improve executive functionality.
Keywords:

Obesity is one of the diseases whose prevalence has been accelerating over the past decades. It is estimated that about 1.2 billion people in the world are obese or overweight. In Iran, 5.5% of children and adolescents under 18 years of age and 21.5% of people over 18 are obese. Recently, mindfulness has attracted much attention in the field of obesity and overweight. The intervention, along with mindfulness meditation, to increase overall psychological and physiological self-regulation is perfectly commensurate with the cognitive, emotional, physiological, and behavioral dysregulations observed in eating disorders, especially in the case of impulsive overeating. Considering the effect of negative thoughts and beliefs on overeating behaviors and subsequent overweight, and on the other hand, the role of cognitive fusion as an essential and determining factor in the negative evaluation of disturbing thoughts, the role of cognitive fusion can be added Checked the weight. Recently, in line with   health professionals’s efforts, one of the effective ways to prevent and treat obesity and reduce its psychological, social, and economic consequences is to consider psychological treatment programs and other medical and sports treatments. In recent years, there has been a great deal of discussion about mindfulness-based therapeutic interventions. These treatments are known as the third wave of behavioral therapy. Acceptance and Commitment Therapy is one of the most common third-wave therapies for the behavioral therapy and aims to help clients achieve a rich, valuable, and satisfying life through psychological resilience. Emotion regulation training is one of the emotion-based therapies that can affect   people’s psychological symptoms with obesity and has been less considered by researchers so far. This study aimed to compare the effectiveness of group therapy based on ACT and emotional regulation on cognitive fusion, mindfulness, and emotional regulation in obese women.

The present study was an interventional study with a pre-test/post-test design that was conducted in 2019 on obese patients referred to psychiatric and psychology clinics in the west of Tehran. The selection of the intervention group was as follows: The subjects were invited to participate in the study in coordination and consultation with the clinic officials and according to the inclusion criteria. Then, 45 patients were selected by purposive sampling method and randomly divided into three groups of 15 (acceptance and commitment based experimental group, emotion regulation training experimental group, and control group). First, the necessary information about the study’s objectives was provided to the patients, and they entered the study of their own free will. Finally, informed consent was obtained from all subjects. Criteria for entering this study include age over 16 years, being overweight, not having a psychological disorder, and not receiving any other psychological treatment. Exclusion criteria were unwillingness to continue cooperation and a maximum of two sessions of absence for the patient. Then, 12 120-minute sessions of emotion regulation training and acceptance and commitment therapy were performed in the experimental groups. Data were collected using the Cognitive Fusion Questionnaire, Mindfulness Questionnaire, and Emotion Regulation Difficulty Scale. Data were analyzed using analysis of covariance with SPSS-21 software.  The Kolmogorov-Smirnov test checked the normality of data distribution. Then, analysis of covariance was used to examine the differences between the two groups in terms of research variables.

The   covariance analysis results showed that the difficulty in regulating emotion, mindfulness, and cognitive fusion after therapeutic interventions was significantly different between the three groups (P=0.0001). Then, the Fisher post hoc test was used to examine which of the two groups are different. These test results showed that the difference between each of the groups of emotion regulation training and treatment based on acceptance and commitment with the control group is significant, but the results of the two types of treatment are not significantly different.

The research results showed that emotion regulation training and acceptance and commitment-based therapy effectively reduce cognitive fusion and improving emotion regulation and mindfulness in obese people. Therefore, considering the confirmation of the effect of emotion regulation training based on acceptance and commitment in the treatment of obesity, it is suggested that therapists consider these two therapies in reducing cognitive fusion and improving emotion regulation and mindfulness of overweight people.

In spite of more than a century research on how the brain perceives time, research on EEG pattern recognition related to time perception has been rare. Deficit in time perception has been demonstrated in many mental and neurological disorders such as Parkinson, ADHD, depression, autism and schizophrenia. Classification of event-related potentials in time discrimination tasks could be used as screening tool for such diseases. The goal of this study is recognizing whether a duration is judged as short or long by a person based on his electroencephalography (EEG) signal.

for this purpose the oddball paradigm was used. 24 male and female students of Tabriz University took part in the experiment. From which 18 were selected after artifact rejection. Written informed consent was obtained from all the participants. EEG of the participants were recorded simultaneous with the task presentation. in an auditory oddball task, after two or four presentation of a pure tone of frequency 1000Hz each one lasting for 500ms (standard stimuli) at a constant inter-stimulus interval of 300ms, a tone of a different frequency (500hz,700hz,1300hz or 1500hz) and with duration of 400ms or 600ms was presented (oddball stimulus).Participants were asked to compare the duration of the short (400ms) or long (600ms) oddball stimulus to the duration of its preceding standard stimuli (500ms). After the required preprocessing steps, averaging was performed to obtain the ERP segments at each of the experimental conditions. In order to reduce further analysis, Cz electrode was selected among the 64 channels used for recording since most of the factors were significant at Cz and the highest amplitude of ERP components were seen over there. Then, the labeled target samples (ERP segments related to either 400ms or 600ms oddball stimuli) and labeled non-target samples (ERP segments related to the standard stimuli) were fed to the classifiers as the training set.  Subsequent to training the classifiers with a subset of this dataset, test was executed on the reminder.

Behavioral results revealed that in 4 repetition condition, participants significantly perceived the oddball stimulus as longer than in the 2 repetition condition which implies that repetition causes time overestimation.  Electroencephalography results indicated that repetition suppression effect was evident throughout the ERP waveform. That is, repeating a standard stimulus causes reduction in the amplitude of ERP components elicited by it. Whereas, presentation of a novel stimulus –oddball- leads to an increase in the corresponding ERP components amplitude. Finally classification results showed that SVM (RBF) classifier could recognize the target samples (400ms interval) from non-target samples (500ms and 600ms intervals) with the highest accuracy of 94.25% among decision tree and multilayer perceptron (MLP) classifiers. Also, SVM (RBF) yielded the highest accuracy of 93.98% when classifying 600ms related samples (target) versus 500ms and 600ms related samples (non-target). Finally, it achieved the best accuracy of 87.95% when classifying the test samples into multiclass of 400ms, 600ms and 500ms classes separately.

Results of this study, demonstrates that machine learning could accurately detect patterns related to short and long perceived intervals based on the peoples’ electroencephalography (EEG) signal.

The concept of academic engagement refers to the quality of effort that educators spend on purposeful educational activities to achieve the desired results directly. In general, the concept of academic engagement emphasizes the role of self-awareness in study, designing metacognitive ideas and self-regulation. The aim of this study was to test the model of academic engagement based on the basic psychological needs of students in school through the mediation of conscious academic control in procrastinating students. The statistical population included all female high school students in Bandar Imam Khomeini (RA) who were studying in the academic year 1397-98. First, a sample of 400 people was selected using cluster random sampling method. Then based on the criteria for entering the research(High school education, being single and not having a history of serious medical and psychiatric illnesses require medication, a standard deviation score higher than the average of the prototype on the procrastination scale) A total of 167 procrastinating students were selected as the research sample and answered the questionnaires of Tian et al.chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))s  basic psychological needs of students in School. Pery et al.chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))s conscious academic control and Reeve academic engagement. Data were analyzed using structural equation modeling using statistical software package for social sciences (SPSS), version 23 and torque structure analysis software (AMOS) version 23. The mean and standard deviation of the age of the study participants were 15.06 and 2.4 years, respectively. The results showed that the proposed model has a good fit in all fitness indicators. The results of data analysis showed that there is a direct, positive and significant relationship between basic psychological needs and academic activity (p  ≤ 0.01 and β = 0.27). Also, the direct relationship between academic control and academic engagement is positive and significant (p  ≤ 0.05 and β = 0.16). In addition, the direct relationship between basic psychological needs and academic control was statistically significant (p ≤0.01 and β = 0.28). With the presence of the mediating variable of conscious academic control, the relationship between studentschr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))) basic psychological needs in school and academic engagement was still significant. This means that conscious academic control mediates in part the relationship between studentschr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))) basic psychological needs at school and academic engagement. As a result, procrastination among students can be improved by meeting their basic psychological needs in school, their perceived control over education, which in turn leads to more academic engagement. Finally, the researcher considers it necessary to mention that the findings of the present study need to be interpreted and generalized in the context of its limitations. The most important point that needs to be mentioned is that the hypothetical model of this research has been tested on students of procrastination. The relationships proposed in this research model should be generalized to other groups with special caution. Conducting research using only self-reporting tools instead of studying behavior was another limitation that requires special care in generalizing and interpreting the results Complementary research with experimental and causal-comparative methods, especially with the control of studentschr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))) gender, is recommended in this research field.

Domestic violence is a special type of violence that is perpetrated at the family level and leads to physical, psychological and sexual harm or suffering. Considering that violence against women is more and more observed in our country due to social and economic issues, and due to the vulnerability of this group of women whose psychological injuries do not end in the individual and may become social injuries, it is necessary to use Interventions to help improve the mental health of these women are felt more than ever. The aim of this study was to compare the effectiveness of Cognitive Behavioral Therapy (CBT) and Emotional Therapy (EFT) on loneliness in married women victims of domestic violence. The experimental research method with pretest-posttest design was follow-up with the control group. The statistical population of the study included all women victims of domestic violence who referred to counseling centers in Tehran in 1398. For sampling among the counseling centers of Tehran, two centers were randomly selected and among their clients were selected by purposive sampling. Inclusion criteria included, a score higher than the average in the questionnaires of domestic violence against women and feelings of loneliness, being married, having at least 3 years of cohabitation, age range 25-40 years, commitment to participate in all treatment sessions and not Receiving individual counseling and psychological services during participation in treatment sessions and also not having a specific physical or mental illness. Exclusion criteria included remarriage, absence from treatment sessions and unwillingness to continue participating in the study. After selecting the eligible samples and randomly selecting them in the experimental and control groups (20 people in each group), the first experimental group underwent cognitive-behavioral therapy (CBT), the second experimental group under emotion-focused therapy (EFT) and the control group on the waiting list. Were treated. Haj Yahya Domestic Violence and Loneliness Questionnaires Ditommasso, Brannen & Best were used to collect data. The experimental groups underwent cognitive-behavioral therapy (CBT) (8 sessions of 90 minutes) and emotion therapy (EFT) (8 sessions of 90 minutes); The control group was placed on a waiting list for treatment. Data were analyzed using analysis of covariance. The results showed that both cognitive-behavioral (CBT) and emotion-oriented (EFT) therapies were effective in reducing feelings of loneliness in married women victims of domestic violence, and this effect persisted over time (p <0.01) between the effectiveness and persistence of therapeutic effects. There was no significant difference between cognitive-behavioral (CBT) and emotion-oriented (EFT) in reducing loneliness in married women victims of domestic violence (p> 0.05). Therefore, using these treatment methods can improve the mental health of married women victims of domestic violence and the use of these methods by counselors and psychologists in the judiciary, prison administration, Imam Khomeini Relief Committee and the Association of Parents and Educators in education and Breeding is recommended. It is suggested that other similar studies be conducted with different groups of women in domestic violence (especially men affected by domestic violence) in other cities and with different cultures to remove the limitations of the generalizability of the results. Performing follow-up in future research will determine the continued effectiveness of the treatments used.

Gifted students have unique characteristics and needs. Family dynamics can play a very important role in psychological wellbeing and actualization of the giftedness in these students. In order to have mothers’ problem-solving skills, her emotional regulation and resiliency is critical for having a calm and blooming family environment for a gifted child. Given the importance of problem-solving skills for mothers, this study focused on studying the effectiveness of creative problem-solving training program on emotional management and resilience in mothers of gifted high school students.

This study was conducted as a semi-experimental research with pre-test-post-test design and a control group. Using multiple intelligence measurements and teachers’ recommendations, 20 male high school students with a high IQ were selected and their mothers were randomly assigned to the experimental and the control group. Participants participated in the 10 sessions of the creative problem-solving training program in each session (70-90 minutes) of creative interpersonal problem solving, and the control group waited in the waiting list. In order to assess emotion regulation, CERQ (Cognitive Emotion Regulation Questionnaire, Garnefski, 2001) and for evaluating resilience, Conner and Davidson questionnaire of Resilience (2003) were used.

The obtained data were analyzed using Multiple Analysis of Covariance (MANCOVA). The findings showed significant differences (p<0.05) between the experimental and the control group in both emotional regulation and resilience. The effect size for emotional regulation was 0.483 and for the resilience was 0.522.

At the end, applying creative interpersonal problem-solving program for improving emotional regulation and resilience in mothers of gifted high school boys was discussed. It is concluded that creative problem-solving training can be used to improve resiliency and emotional management of mothers of gifted high school students.

Based on the results of recent studies, it has been suggested that bilingual speakers feel different emotionality for their first (L1) and second (L2) language and L2 is emotionally distant. The goal of the present study was to examine the different sense of anger emotionality in Turkish-Persian bilinguals’ first and second language.

In this respect, 18 Turkish-Persian sequential bilinguals (with an average age of26) who were students of Tehran universities were selected using targeted sampling, and participated in this experimental research. At first, participants filled out language history, General Health, Positive and Negative affect schedule, and handedness questionnaires. Then, they participated in an auditory task with anger inducing and neutral words of two languages as the stimuli and their electroencephalogram (EEG) signals were recorded from 64 channels simultaneously. After extracting event-related potential (ERP) components, N400 component was analyzed using Friedman statistical test.

According to the findings, the mean N400 latency at some channels was significantly less (Ps<0.05) for Turkish anger words comparing to Persian anger words.

Turkish anger words’ faster processing revealed that participants’ L1 attracted their attention faster and led to easier emotional lexical processing. Altogether, first language induces more emotionality followed by easier lexical access and semantic processing, whereas second language processing is less automatic. Finally, it can be stated that L1 emotional words are more deeply coded and have deeper emotional associations.

Learning and memory processes are two important cognitive functions that have no meaning without the other. The learning and memory mechanisms are faced with many challenges due to the complexity of many challenges, one of the powerful tools of self - organizing mental analysis during learning, EEG. The purpose of this study is to investigate the dynamics of learning and memory processes (coding, maintenance and retrieval) in the brain.
 Eighteen voluntary healthy subjects age range 18 – 23 assigned for evaluate auditory verbal learning test (AVLT). All of them are university students and right handed. EEG signals are recorded during five stages of AVLT and so before and after behavioral test. Simultaneous to estimate learning rate and memory process through behavioral assessment, the dynamics of these changes are investigated by Higuchi fractal dimension estimation EEG signals.
The results of this study showed that increasing the number of words recalled or increasing the learning rate of participants is inversely proportional to the highchi fractal dimensionality 
of the EEG signals. Power spectrum obtained show an increase in overall frequency spectrum of the EEG.
Approximation entropy confirm to reduce the chaotic behavior of signals due to decreasing the complexity   of signals in during memory process increases.
The fractal and oscillatory components behavior of the EEG signals present brain organization during learning and memory processes.