فصلنامه تازه های علوم شناختی
سال بیست و چهارم شماره 1 (پیاپی 93، بهار 1401)

Since the methods of scanning brains have been fundamentally developed in recent years through the fMRI technology, some researchers in the fields of cognitive science and neuroscience have found the opportunity to investigate people's brains by this new method when some moral, aesthetic, or spiritual experiences are taking place for those people. One of the most important experiments of this kind is the one Joshua Greene et al. have done in the department of psychology at Harvard University. First of all, they introduced a hypothesis called dual-process Hypothesis and then set up an experiment to confirm this hypothesis. According to dual-process Hypothesis, characteristically deontological judgments are driven by emotional processes, whereas cognitive processes drive characteristically consequential judgments and these processes compete for one's overall moral verdict about a given case. After confirming the dual-process hypothesis by experimental findings, Greene et al. claim that this hypothesis should be considered as evidence for the judgment that the consequentialist moral theories should be preferred over deontological moral ones.

This paper is mainly based on the study of the original and primary written sources on this issue and has tried to obtain some specific results about the descriptive and normative aspects of Greene's experiment and its methodology through the methods of conceptual analysis and philosophical arguments in the ways, which are usual in contemporary philosophy of mind and moral philosophy in the analytical tradition.

As mentioned earlier, Greene et al. then argue that they are justified in deriving some normative conclusions about the relevance of consequentialism and deontology in normative moral philosophy. According to this conclusion, moral consequentialist intuitions should be considered relevant in making normative ethical judgments because they are caused by the activity of cognitive parts of the brain. In contrast, moral deontological intuitions (and the correspondent deontological judgments) should be ignored since the activity of emotional parts causes them. Greene and his colleagues also claimed that they had derived a moral normative conclusion from some purely descriptive assumptions.By putting Greene's arguments and claims under scrutiny, four different claims about normative ethics were distinguished in Greene's neuroscientific project. According to the first claim, consequentialist intuitions are caused by cognitive parts of the brain, whereas deontological intuitions are caused by emotional parts. The second claim is that consequentialist moral intuitions are essential from a normative ethical point of view and, therefore, should be respected and be employed in order to making correspondent consequentialist moral judgments. The third claim is that deontological moral intuitions are unimportant from an ethical point of view and, therefore, should be ignored. In other words, moral judgments, which are based upon the deontological moral intuitions should not be considered as justified judgments. According to the fourth claim, Greene and his colleagues have been successful in deriving some normative moral conclusions on the basis of purely descriptive assumptions. In other words, they have derived "out" from "is". From this study's point of view, just the first claim is acceptable, and all three other claims should be rejected. The argument called for rejecting the second and third claims as an "order-changing argument". According to Greene's argument, when people are confronted with the first moral scenario -Trolley Dilemma- in the experiment, the cognitive parts of their brains are activated. This activation causes the correspondent consequentialist moral judgments about the scenario. On the other hand, when people are confronted with the second moral scenario –the Footbridge Dilemma- the emotional parts of their brains are activated, and this activation causes the correspondent deontological moral judgments about the scenario. Then Greene et al. state that those factors that added to the first scenario and transformed it into the second one are morally irrelevant factors. If this is so, people's deontological moral intuitions are caused by the influence of some irrelevant moral factors and, therefore, should be ignored. The order-changing argument says that if we change the order of introducing two scenarios, then the contrary conclusion can be derived. This means that if people are first confronted with the Footbridge scenario, their moral deontological intuitions are activated. Then by adding some irrelevant moral factors to the Footbridge scenario, we can turn it into a Trolley dilemma. Now, so the argument goes, we can say that the activation of the consequentialist moral intuitions in the Trolley dilemma is result from some irrelevant moral factors and, therefore, should be ignored. The order-changing argument shows that Greene's second and third claims are unacceptable. In the case of the fourth claim, the current study has shown that the claim should be considered as begging the question. Contrary to the claim Greene et al. have made, they really do not derive a normative moral conclusion on the basis of just descriptive neuroscientific assumptions. There is at least one normative assumption in their argument that the added factors that turned "Trolley Dilemma" into "Footbridge Scenario" are morally irrelevant. The claim of irrelevance here is actually a normative assumption. So it is this assumption that reappears in the conclusion of the argument as a normative claim. This means that the fourth claim is a kind of begging the question and, therefore, should be rejected.

The paper shows that among the four different claims, the author identified that just the first one is acceptable, and the other three normative ones should be rejected. Since the first claim is entirely descriptive, it can be concluded that Greene's neuroscientific experiment lacks any normative importance for moral theories.

Specific Learning Disorders (SLD), as a learning disorder, are neurodevelopmental and neurological disorders that commonly begin at early school age and might not be identified until adolescence or even young adulthood.Specific Learning Disorders take different forms, and mathematics learning disorder is one of the most important. Students with mathematics disorders experience more problems across the grades because the math content is usually the basis for the next one. Therefore, an early educational intervention that takes into account students’ weaknesses and improves their performance seems necessary.Also, various studies were conducted to improve children's mathematics performance with learning disorders. Different approaches and methods were used, among which this study might refer to the cognitive approach and Piaget’s teaching method. Piaget’s work on children’s cognitive development, primarily quantitative concepts in education, has attracted much attention and focuses on the developmental stages of children’s cognition.  That study on young children’s quantitative development has provided math educators with essential insights into how children learn math concepts and ideas.According to the research literature, the question is whether education based on Piaget’s method can improve the mathematical performance of students with SLD. Since the research on this topic is still scanty, the present study can inspire the subsequent ones. Therefore, the most critical issue is whether the educational intervention based on Piaget’s cognitive approach effectively affects elementary-school students with specific learning disorders in mathematics.

The present study is a single-case experimental with an ABA design. A single-case study, sometimes called a single-subject or a time-series study involves intensive research on a limited number of individuals considered individually or as a single group. The statistical population of this study comprised all the fifth-grade elementary-school students with specific learning disorders in mathematics who were studying in the regular schools of the six education districts of Isfahan in the academic year of 2019-2020. The participants were selected by purposive sampling. This sampling aims to select subjects which provide a deep understanding of the subject matter for the researcher. For this purpose, students who were predicted to have a specific learning disorder in mathematics were initially identified by interviewing teachers. Then, the KeyMath Diagnostic Test was administered for a more accurate diagnosis, and finally, three students who met the inclusion criteria were selected. The inclusion criteria were being a fifth-grade elementary school student, average or above-average intelligence confirmed by Raven’s Progressive Matrices (children’s form), no visual or auditory impairment, no emotional-behavioral disturbance confirmed by a clinical psychologist and psychiatrist, poor performance in Iran KeyMath Diagnostic Test, and having no other comorbid disorders.The exclusion criteria were the absence of more than two sessions, suffering a particular disease during the intervention period, and problems and disorders that affect the intervention process. The data were collected by Raven’s Progressive Matrices (children’s form), Iran KeyMath Diagnostic Test, and informal math tests.The three students were evaluated four times before the intervention, and the Iran KeyMath Diagnostic Test and informal math tests were administered. During these four evaluation phases, no intervention was conducted to improve students’ math performance. Therefore, the baselines were determined. After the four baseline sessions, Piaget’s cognitive approach training package was taught individually to each participant. The intervention consisted of eight training sessions, one session per week, during which the participants received cognition training individually for 45 minutes, and each of them answered the informal test of mathematical performance. One month after the end of the eight sessions of educational interventions, students were followed up for three sessions, each session two weeks apart. The informal math tests were administered at the follow-up sessions.The educational package was developed based on the diagnostic and learning activities in mathematics for children book written by Copeland and translated by Karimi and related articles and sources. Experts confirmed the content and face validity of the package. Thirty-two special activities for working with children were included in the educational package. These activities are grouped into four main areas: space, number, logical classification, and measurement. Children’s grouping in different age groups (age levels) varies according to how they function in each activity.

Based on the general diagram of the participants’ performances in the intervention sessions, reviewing the data of the three students showed that the average mathematical performance in the intervention (14.8) increased compared to the baseline (11.6) (in the direction of the intervention goal). In addition, the follow-up mean (16.7) increased compared to the intervention (14.8) (in the direction of the intervention). Also, the PND means between the intervention and baseline was 100%, and 33.33% between follow-up and intervention. Thus, the results indicated the effectiveness of the educational intervention based on Piaget’s cognitive approach to the mathematical performance of elementary-school students with specific learning disabilities. These results revealed the significant effect of the intervention, compared to the baseline and a decrease in the effectiveness of the intervention in the follow-up phase, compared to the intervention phase.

The results of data graph analysis revealed that cognitive education based on Piaget’s approach significantly improved the mathematical performance of students with math learning disorders. Although no study was conducted directly in line with the present study, the findings of this study are consistent with the previous studies. It is worth noting that low generalizability is one of the limitations of this study. Though single-case studies have more generalizability than single-subject ones, there will still be the problem of generalizing the results due to the small sample size. Given that students with specific learning disorders in mathematics need special training, the findings of this study can pave the way for further research and guide educators, teachers, and therapists in the field of specific learning disorders in mathematics.

Skilled players, especially in team sports, are characterized by making relevant and quick decisions in an active, time-limited environment. It has been stated that adaptations for skilled people are created due to exercise that facilitates effective sports prediction and decision making. Many decisions are made based on the perception-action cycle, as well as functional constraints. Training methods in decision-making must move in a direction that is ultimately effective in the dynamic conditions of competition. The research focused on predicting and perceiving decision-making increases, given the importance of skillful performance in sports. Various intervention programs have been proposed to improve the quality and accuracy of athletes' decision-making. Overall, the findings in evaluating the effectiveness of decision-making training interventions show that these exercises improve players' tactical skills. Educators attempt to provide information to the learner through descriptions, verbal instructions, and modeling. They are always looking for ways to convey this information in the best possible way. The instructions contain general information about the fundamental aspects of the skill that instructors usually use verbally. Also, the modeling method is one of the most influential and sustainable types of learning done through observation. The present study aimed to compare the effectiveness of verbal instructional (VI), VI + modeling, and VI + implementation methods on female basketball players' decision-making speed and accuracy.

For this purpose, 36 female basketball players present in Iranian Basketball Premier League competitions with an average age (24.49±1.7) years participated in the present study and were divided into three groups (each group=12) based on the scores of the speed and accuracy decision-making pre-test. The pre-test phase consisted of 15 slides showing different arrangements of offensive and defenders. Each slide was photographed from the offense player's point of view, containing a correct answer (dribble, shot, or pass). The correct decision for each slide was determined and approved by the national team coaches before data collection. The slides were displayed on a laptop equipped with accuracy and decision speed measuring software. Scores were based on the accuracy (maximum correct answer) and speed (minimum response time) of the participants' decision-making in choosing the answer. The training phase lasted for three sessions of 15 minutes. At this stage, group 1 was given only verbal instructions, group 2 was given verbal instructions with 15 slides, and group 3 was given verbal instructions with performances on the field. A retention test was taken at the end of the last training session, post-test, and after 24 hours. In all tests, no feedback on the correctness or incorrectness of the decision accuracy was observed. However, after each trial, this feedback was provided to the players in the training phase. It should be noted that the team coach was present with the researcher in all stages of training.

One-way ANOVA test was used to examine the differences between the groups in the pre-test of accuracy and speed of decision making. The results revealed no significant difference between the groups in none of the variables of accuracy (P=0.981) and accuracy (P=0.7). The results of 3 (group)* 3 (test) mixed analysis of variance in each of the variables of speed and accuracy decision-making showed that the accuracy in the groups of VI + modeling and VI + implementation increased from pre-test to retention (P<0.05) and the accuracy of VI + implementation group in post-test and retention was higher than the VI group (P<0.05).  Although all groups showed an increase in speed in decision speed no difference was observed between the groups (P<0.05).
Table 2. descriptive statistics from variables

Skilled players have the ability to receive the essential information from dynamic patterns during the game. The terms of the VI and the VI + modeling seem to impose restrictions on the use of related environmental cues and peripheral visibility in comparison with the terms of the VI + implementation. According to the theory of dynamic ecology, the most relevant informational constraints for decision-making and controlling action in dynamic environments are those that emerge during ongoing performer-environment interactions. Many team tactics may not be stated in verbal reports. There is an interdependence between perception and action that is different from word and action. Through physical training, players are perceptually synchronized with other players and regulate their actions by refining the behaviors of other teammates. According to dynamic ecological systems, the essential information for decision-making in dynamic environments is obtained during direct interaction between the individual and the environment, and previously stored information does not play an essential role in this regard. Restricting skilled players to explicit learning affects their potential perceptual-motor abilities gained through experience. Therefore, coaches are advised to use the implementation method instead of instructions and modeling to teach tactics.

Between 2015 and 2050, the proportion of the world's population over the age of 60 will almost double (from 12% to 22%). Aging is associated with changes in biological, physiological, psychological, behavioral, and social processes. Among these changes is a decrease in cognitive function. Mild cognitive impairment is one of the most common problems among the elderly.  Undoubtedly, mild cognitive impairment refers to an intermediate stage of cognitive impairment seen in average old age and early dementia. Mild cognitive impairment is often characterized by significant deficits in learning, attention, memory, executive function, processing speed, and semantic language. Behavioral research shows that adults with mild cognitive impairment have cognitive impairment in working memory, central executive function, and types of attention compared to healthy older adults. One of the most critical cognitive impairments in mild cognitive impairment is impaired working memory. Cognitive training and rehabilitation are the most widely used methods to improve and enhance cognitive functions. Advances in technology have led to the formation of computer cognitive training and virtual reality cognitive training that have provided more comprehensive, flexible, practical, and accessible interventions. The use of virtual reality for cognitive training with Pathological people is considered a creative innovation that uses computer software to effectively combine visual, auditory, and tactile feedback and recreate real-life environments. The present study designed and evaluated a cognitive empowerment program using virtual reality technology to improve working memory.

The present study belongs to quasi-experimental designs in terms of data collection method and applied and developmental designs in terms of purpose. It was performed on two experimental and control groups. The study’s statistical population included patients with mild cognitive impairment who, in 2019 and the first half of 2020 referred to the Brain and Cognition Clinic and Firoozgar Hospital in Tehran. A neurologist diagnosed mild cognitive impairment, and their disorder was confirmed by Addenbrooke’s cognitive examination and MRI. Accordingly, 30 subjects were randomly divided into experimental (n=15) and control (n=15) groups. In this study, the intervention is based on virtual reality as an independent variable and working memory as a dependent variable. Subscales of digit span and symbol span of third and fourth editions of the Wechsler Memory Scale (WMS) have been used to examine working memory. In the executive phase of the research, after obtaining the consent of the participants, a pre-test was performed. After completing the initial evaluations, the administrative process of the intervention began, and the sessions were held for ten sessions, three sessions per week and each session for half an hour. At the end of the course, all participants performed cognitive assessments again. Also, follow-up period evaluations were performed in accordance with previous studies one month later. It should be noted that all assessments were performed in the pre-test, final, and follow-up stages by a senior expert in the field of cognitive rehabilitation, which had received the necessary training in performing assessments. Data analysis in this study was based on the pre-test, post-test, and follow-up scores. Based on this, the mean scores of digit span and symbol span expansions in three-time stages in two training and control groups were compared using repeated-measures analysis of variance. In order to check the test assumptions, the Shapiro-Wilk test was used to check the normality of data distribution, the Levene's test was used to check the homogeneity of variances, and Mauchly’s test of sphericity was used to check the combined symmetry. Statistical methods of the present study were performed using SPSS-26 software.

The average age of the research sample is 69.47±6.02, with a minimum of 61 and a maximum of 81 years old. The results of independent t-test revealed that there was no significant difference between the age of the experimental group (mean=69.87, standard deviation=7.16) and the control group (mean=69.07, standard deviation=4.85) (t=36, P=0.72). Table 1 shows the findings related to demographic variables, including gender, job status, and level of education by experimental and control groups. The frequency of women and men is the same in both groups. The amount of chi-square obtained to compare the frequencies of the two groups in the three categories of job status is equal to 3.61, which is not statistically significant (P=0.17), so the groups in terms of job status are not significantly different from each other. Also, experimental and control groups did not have significant differences in terms of frequency in educational levels (χ2=1.73, P=0.89). The results showed a significant difference between the experimental and control groups in the digit span. There is a significant difference between the mean digit span in the pre-test stage with the two stages of post-test (P<0.0005) and follow-up (P<0.0005) as well as the two stages of post-test and follow-up. In symbol span, the results of repeated measures analysis of variance show that over time, a significant effect was observed in the mean symbol span (F (2,56)=17.41, P<0.0005, η2P=0.38). There was a significant difference between the experimental and control groups. There is a significant difference between the mean symbol span in the pre-test stage and the two post-test stages (P<0.001) and follow-up (P<0.0005). Nevertheless, the two stages of post-test and follow-up are not significantly different.

The results revealed that the designed program affected the working memory of the elderly with mild cognitive impairment. The scores of digit span showed significant differences among the three evaluations of the experimental group; in comparison, the scores of the control group in all three evaluations were relatively constant and did not differ significantly. The results regarding the symbol span also showed a significant difference between the experimental and control groups, and this difference between the pre-test and post-test of the experimental group is also significant, but there was no significant difference from the post-test stage to follow up.

Adolescence is the peak period for the onset of addiction and is the developmental period when there is a risk of transition from substance use to substance abuse (2). Drug addiction causes neuropsychological dysfunction and leads to complications such as financial and legal problems, domestic violence, interpersonal conflict, and disruption of personal relationships (6). In addition to the cultural structure, addiction has a negative role in social, family, and community behaviors, so it is vital to pay attention to the role of an individual, psychological, family, and preventive social forces (8). One of the psychological factors of an individual is worry. The concern is a cognitive process in which individuals anticipate threatening events and outcomes and gradually becomes a strategy for detecting and dealing with impending threats (9). The findings of Babaei et al. showed a negative relationship between worry and susceptibility to addiction (11). Ruminants can also be persistent negative thoughts about personal worries and their possible causes and consequences (13). Ruminant means repetitive and passive mental engagement with a subject and causes a person to constantly pay attention to their negative feelings and characteristics and their causes and consequences (14). According to the results of Cheney and Sajedian's research, rumination has a causal effect on addiction (4). On the other hand, one of the psychological factors that is closely related to the readiness for addiction and has been considered in recent years, especially in the field of adolescents, is alexithymia (18), which is the inability to process emotional information and regulate emotions cognitively (19). Research has shown the role of alexithymia in addiction. For example, Hein et al. (23) and Arsellini (24) concluded that people with emotional malaise tend to become addicted because they have difficulty describing and recognizing emotions. The prevalence of substance abuse during adolescence in schools is significant on the one hand, and its negative consequences such as educational problems, physical-psychological diseases, and the possibility of suicide (25). On the other hand, it is necessary to conduct research that can coherently examine the role of anxiety, rumination, and emotional distress on substance addiction in the student community. Therefore, it is crucial to comprehensively study the mentioned variables in this field and identify the factors affecting the readiness of addiction in students. Therefore, the present study was conducted in line with the purpose of the role of worry, rumination, and alexithymia in predicting students’ substance addiction and seeks to answer the question of whether worry, rumination, and alexithymia play a role in predicting students' substance addiction?.

The present study was a descriptive-analytical correlation study. The statistical population of the present study included all-male high school students in Zarand, Kerman, 800 in the academic year 2019-2020. According to Morgan & Krejcie table, 260 people were selected by multi-stage cluster sampling method who volunteered to participate in the study. Students completed the Mir et al. (1990) worry Questionnaire, the Nolen Hooksma & Murrow (1991) rumination questionnaire, the Bagby et al. (1994) alexithymia, and the Farchad (2006) addiction tendency. Ethical considerations of the research included stating the principle of confidentiality, the confidentiality of personal information, freedom of the subjects to participate in the research, and informing them of the research result. SPSS software version 22 and Pearson correlation test, and multiple regression analysis were used to analyze the obtained data.

According to the results in this study, 92 people (35.38%) were 16 years old, 81 people (31.15%) were 17 years old, and 87 people (33.46%) were 18 years old. Also, 96 people (36.92%) were studying in the tenth grade, 84 people (32.30%) were studying in the eleventh grade and 80 people (30.76%) were studying in the twelfth grade. The results revealed that the correlation between rumination with positive and significant addiction tendency (r=0.622 and P<0.01), worry with positive and significant addiction tendency (r=0.597 and P<0.01). Alexithymia with a tendency to addiction was positive and significant (r=0.580 and P<0.01). Also, difficulty in recognizing emotions (P<0.05, β=0.128), difficulty in describing emotions (P<0.01, β=0.292), thinking with external orientation (P<0.01, β=0.289) General worry (P<0.01, β=0.536), lack of worry (P<0.01, β=-0.173), ruminant responses (P<0.01, β=0.359), misleading responses, and the senses (P<0.01, β=0.345) predict the tendency to addiction.

This study aimed to investigate the role of worry, rumination, and alexithymia in predicting students' substance addiction. The study's first finding showed a direct relationship between worry and the tendency to addiction, consequentlyincreasing anxiety and the increasing tendency to addiction. In the above explanation, it can be said that when people are exposed to anxiety, one of the negative strategies they use in these situations to regulate their emotions is the search for immediate pleasure to change their mood, which is more ineffective, especially in ambiguous and stressful situations. In this regard, Putra et al. (34) believe that marijuana users, who are exposed to anxiety or stress, use marijuana as a way to deal with negative moods because these people have a lot of annoying negative thoughts and people who are concerned about concentration. Furthermore, controls have less attention and therefore do not have focused, organized, and directional attention while performing their tasks. Therefore, in the same situations as other people, they are more prone to turn to drugs. Another study's findingsshowed a direct relationship between rumination and a tendency to addiction. According to the obtained findings, it can be deduced that, the tendency to addiction increases with increasing rumination. In achieving the above result, it can be said that when a person drowns in mental rumination, they feel that they have an uncontrollable state that is dangerous. In addition, negative beliefs about rumination arise and lead to depression, affectingemotional disorders and the persistence of emotional disorders such as substance abuse (37). The latest findings show a direct relationship between alexithymia and addiction tendency. In other words, it can be said that with increasing alexithymia tendency to addiction increases. In the above justification, it can be said that emotional distress, makes some people ready to be addicted to drugs as a failure to understand, process, and describe an emotion. Because people with emotional distress misinterpret the physical signs of emotional arousal, emotional helplessness through physical complaints show, and seek medical treatment for physical symptoms (22), they tend to use drugs. One of the limitations of the present study is the limited results of the research to the research community and the self-reporting nature of the research tool, which should be used with caution in generalizing the results. Given the role of cognitive and emotional components in the tendency to addiction, it is suggested that educational interventions based on cognitive-behavioral and metacognitive approaches that focus on anxiety and rumination structures be addressed to reduce addiction. It is also suggested that the role of emotional variables such as emotional (cognitive-emotional) malaise and its effects on the tendency to addiction in public health be addressed in the workshops. Besides, in future research, the role of mediating variables such as failure and emotions in modeling structural equations should be investigated. Accordingly, it is suggested that the gender differences between these variables in the two sexes are investigated in future studies.

Since the 18th century, the concept of beauty took on a more psychological aspect and was seen in relation to perception. In the works of people like Lanzoni (2009), psychological concepts such as empathy in the field of art and aesthetics are well seen. Since psychological and social factors significantly affect human perceptions, they also affect his sense of beauty. aesthetic experience is a pleasant and desirable experience that gives value and meaning to life. This experience is based on an inner contemplation that makes him better understand his environment, an experience that requires people to focus on specific aspects of their environment and within themselves at all times. aesthetic sensitivity and intelligence have recently attracted the attention of scientists in various fields such as art, sociology, and psychology, and various theories have been proposed in this area. The present study aimed to investigate the relationship between aesthetic sensitivity and intelligence in students and compare these variables based on gender and age.

The method of this research is descriptive and correlational. The statistical population of this study was all students (primary, junior high, and high school) in Tuyserkan, the academic year 2019-2020; the number of this group is 12460 people. Thus, 4325 people studied in primary school, 3766 in the first secondary school, and 4369 in the second secondary school. The sample was selected from male and female students. To identify the age subgroups studied, it is possible to use the classification of theories such as Piaget's theory. However, by modeling the research of Rashid, Worrell, and Kenny (2014) five age subgroups, 7 to 9 years, 9 to 11 years, 11 to 13 years, 13 to 15 years, and 15 to 17 years, were examined. Accordingly, the current study will have two gender groups and five age groups, and in each of these subgroups, 30 people were selected in each age group. Therefore, a sample of 300 students was examined. The sampling method in this study was a combination of a cluster sampling method and a simple random sampling method. In this way, the cluster method was first used to select the desired schools, and then the simple random method was used to select the participants. Due to the current situation of the Coronavirus epidemic, some of the questionnaires were administered online and others in person. The Structural Equation Model and Pearson correlation coefficient were used to test the hypotheses of this study. The software used for data analysis was SPSS-25 and Lisrel.

There is a significant relationship between the dimensions of aesthetic sensitivity and the components of aesthetic intelligence (P<0.001). In this regard, the relationship between aesthetic sensitivity and intelligence is significant. The value of X2 was 169.48, and the DF was 87. Relative X2 (1.948) indicates an acceptable situation for the model. The Comparative Fit Index (CFI) and the Goodness of Fit Index (GFI) were 0.92 and 0.91, respectively, which are acceptable. Also, the Normed Fit Index (NFI) and the Root Mean Square Error of Approximation (RMSEA) as the most general fit indices are 0.91 and 0.011, respectively, which shows that the model fits well. The highest estimate is related to the effect of the natural dimension of aesthetic sensitivity on the natural component of aesthetic intelligence (0.87). The lowest estimate is related to the effect of the practical dimension of aesthetic sensitivity on the sensory-emotional component of aesthetic intelligence (0.45). All the estimated effects are significant at ae level of less than 0.01 (P<0.001). There is a significant difference between male and female students in terms of aesthetic sensitivity and intelligence; because, according to the Pilay effect index, calculated F (517.54) is significant at the level of P<0.05 (P=0.001). Also, the calculated ETA coefficient (0.983) is considered an acceptable value. More than 98% of male and female students are due to their differences in aesthetic sensitivity and intelligence. Comparing the mean aesthetic sensitivity and intelligence of girls and boys shows that the difference between these two groups is significant in terms of aesthetic sensitivity and intelligence (P<0.05). There is a significant difference between age groups in terms of aesthetic sensitivity and intelligence; because, according to the Pilay effect index, calculated F (874.28) is significant at the level of P<0.05 (P=0.001). Also, the calculated ETA coefficient (0.854) is considered an acceptable value. More than 85% of the different age groups are due to their differences in aesthetic sensitivity and intelligence.

This study aimed to investigate the structural relationships of aesthetic sensitivity dimensions with components of aesthetic intelligence and compare them based on gender and age groups in students. In this regard, statistical analysis of data collected in this study using structural equation modeling showed that there is a relationship between aesthetic sensitivity and intelligence. Also, a significant relationship was found between the dimensions of aesthetic sensitivity and the components of aesthetic intelligence in students. In general, the findings of this study indicated that the studied model has statistically acceptable fit indices. As a result, the collected data and the findings obtained from their analysis confirm the research hypotheses and the conceptual model of the research. In addition, the relationships between the studied paths in the model revealed that there is a significant relationship between aesthetic sensitivity and intelligence. The dimensions of aesthetic sensitivity are also related to the components of aesthetic intelligence. The difference between girls and boys and the difference between age groups in terms of aesthetic sensitivity and intelligence were also statistically significant. Planners, policymakers, and education staff need to address these issues. Art students can also consider the findings of this study. Finally, the data collection method of this research (questionnaire) can be mentioned as one of its main limitations.

Attention is generally believed to be a feature of the whole brain, but Posner and Petersen 1990 showed the existence of three networks of attention: alerting, orienting, and executive control in neural areas (14). Inspired by this theory, Fan et al. 2002 developed a simple tool called Attention Network Test to measure adult attention network performance. Designed and implemented (13). Researchers have developed many experiments based on the original ANT; such as in 2004, Rueda et al. Developed and performed a child version of the ANT to study the development of these networks in childhood (15). ANT is designed for fMRI studies that include all three attention networks and can be used to measure the performance of attention networks. It is also simple enough that it can be used to obtain data on children, patients, and animals. This test can also be used to measure the effect of behavioral and pharmacological interventions in each of the networks (13). ANT in a variety of clinical studies, including Attention Deficit Hyperactivity Disorder (16), Schizophrenia (3), Alzheimer's disease (17), and other studies with autism, mild trauma, brain injury, and the effects of training are used (25). This test takes about half an hour to run (13). Regarding the numerous applications of attention network testing and its applicability in healthy human statistical populations, brain-injured patients, and monkeys, and the ability of both versions to measure all three attention networks in a short time, the researcher considers due to the lack of this tool in Iran. Examine its psychometric properties.

One hundred eighty-four adults (Men and women) between the ages of 20 and 44 and four groups of 46 children (23 boys and 23 girls) between the ages of six, seven, eight and nine years participated in the experiment. All participants had normal or corrected vision conditions, and all participated in the experiment with their consent (adults) and the written consent of their parents. Attention Network Test The ANT was developed by Fan and collaborators in 2002, being first described in the paper “Testing the Efficiency and Independence of Attentional Networks”. The ANT is basically the combination of the flanker task and the spatial cueing task. The test requires participants to press a left or a right key according to the direction of a central arrow (target) presented above or below fixation. Targets are preceded by one of four cue conditions: no cue, double cue, center cue, or spatial cue. The critical flanker conditions are (1) congruent, (2) incongruent, and (3) neutral. The sequence of events in a typical trial is illustrated in Fig. 1. A session typically consists of a 24-trial practice with feedback and three 96 trial experimental blocks with no feedback and can be administered in about 20 min (13). Child Attention Network Test .The child ANT was developed and introduced by Rueda et al. 2004. In this version, the arrows are replaced by yellow fish that could either be alone or in a group of five (like the arrows). The idea was the same as with the arrows; that is, there could be congruent, incongruent, or neutral fish. As with the original ANT, the cues are double, central, spatial, or no cue at all. The background has a blue-green color. The children are instructed that they are supposed to feed the central fish, pressing the key button corresponding to the direction in which the central fish was pointing. Feedback was also provided. Positive feedback consisted of fish blowing bubbles and a child’s voice exclaiming “Woohoo!”. Negative feedback consisted of a simple tone with no animation (15).Procedure Each participant completed the Attention Networks Test Via psychoPy software version 2020.2.4 on a personal computer with Windows ‎‎10 and a 14-inch monitor. Two participants completed the experimental session simultaneously, with the experimenter present ‎throughout the test. In data analysis, descriptive statistics and the Kuder-Richardson coefficient were used to examine internal consistency, question-total correlation, and analysis of variance. Data analysis was performed using SPSS-24 software.

Before performing the relevant analyzes, the hypothesis of normality of the data was evaluated using the Kolmogorov-Smirnov test. The results showed that for the variables related to adults, the condition of data normality was not observed (P<0.05), but this assumption is valid for the variables related to children. Homogeneity of variances of the total score, alerting, orienting, and the Levin F test assessed executive control for children. The results showed that the condition of homogeneity of variances was observed.Findings indicated that Cronbach's alpha coefficient for the test was the total attention network of adults (0.88), and its dimensions were alerting dimension (0.80), orienting dimension (0.79), and executive control dimension (0.84). Cronbach's alpha was also obtained for the whole children's test (0.82) and each of the subscales, including alerting (0.70), orienting (0.70), and executive control (0.76).To compare ANT scores in three dimensions of alerting, orienting, and executive control in men and women, considering that the data distribution was not normal, from the non-parametric Mann-Whitney U test and compare the ANT scores of children in the same dimensions in girls and boys of the test. An independent t-test was used with Bonferroni modulation. The results demonstrated that there was no significant difference between the scores of the total attention network, alerting, orienting, and executive control test in men and women (P>0.05). There was also no significant difference between the scores of boys and girls (P>0.05).One-way analysis of variance was used to determine the difference between children's ANT scores and its three dimensions in different age groups.The results revealed that there was no significant difference between the scores of the orienting and executive control dimension in different age groups (P>0.05), but there was a significant difference in the alerting dimension and the total test score between different age groups (P<0.05). The Scheffe test was used to compare the two age groups regarding alertness and total test score. The Scheffe post hoc test results showed a significant difference between the age group of six6 years and nine years in the alerting dimension (P<0.05). There was a significant difference in the total score of the test between the age groups of seven and nine years and the age group of eight and nine years (P<0.05).

This study aimed to investigate the psychometric properties of ANT in children and adults in Iran. The results indicated that the ANT of adults and children has good internal similarity. This finding is in line with the results of research (13, 21-23). The results also revealed that there was no significant difference between the scores of the total attention network test, alerting, orienting, and executive control in men and women. This finding was consistent with the results of previous studies (26-28). Gang at al. 2013 found that women had better attention orienting than men but did not differ in alert and executive control (25). The study's findings also did not confirm the difference between the scores of girls and boys in the three dimensions of the attention network, which the studies (29) confirm this study’s results. In addition to these findings, the results showed that there is no significant difference in the scores of the children's attention network test in the dimension of orienting and executive control in different age groups, but in the dimension of alerting and the total score of attention between different age groups. The current study’s findings are consistent with the previous research results (15, 32-35).The findings of the present study indicated that the ANT of adults and children has acceptable validity, and researchers can use it as a valid tool in psychological and clinical research. It is also suggested that this test be used at the school level to measure the effectiveness of designed interventions.

One of the essential cognitive distortions is deterministic thinking. In this type of thinking, one considers an event equal to something else. Deterministic thinking can be the root of feelings of hopelessness and helplessness (3). The results of studies show the relationship between irrational beliefs and marital conflicts (4). On the other hand, it seems that many destructive relationships arise due to conflicts and the subsequent negativity of couples, which is derived from their mental, psychological makeup, and way of thinking (5). Positive thinking is a cognitive process that creates hopeful images and develops optimistic ideas. However, positive thinking does not ignore the need for a realistic appraisal (6). In the field of couples' cognitive problems, several treatments can be considered. Acceptance and Commitment Therapy (ACT) is mindfulness and value-based behavior therapy that provides a wide range of tools and results in a conscious, value-based practice called psychological resilience )11) Compassion-focused therapy is an integrated and multimodal approach (20) that can be considered in the field of problems related to couples. Engaging with distress and suffering is often difficult; thus, the first psychology of compassion involves a form of strength and courage to do this (22). Given the ACT's greater focus on recognizing and increasing the CFT's focus on emotions, combining, and integrating these interventions can effectively facilitate emotional balance, break out of the cognitive integration cycle, and avoid the experience of worrying when dealing with disturbing interpersonal situations. With this necessity, the effectiveness of cognitive therapy based on acceptance and commitment with a focus on self-compassion in deterministic and positive thinking of couples was investigated in the present study.

The present study was a semi-experimental design with pre-test, post-test, and follow-up with the control group. The statistical population was all couples referred to counseling centers in Tehran in the first half of 2021. The sampling method was purposive with random substitution. In the present study, a total of 36 people were selected, and after random assignment, group intervention, with the presence of at least one couple, was performed by the researcher in an 8-weekly 90-minute group session. Inclusion criteria referred to a counseling center for couples counseling due to marital conflicts, conscious desire to participate in research, age range 25-45 years, literacy, no mental illness, and no use of interfering drugs. The criteria for diagnosis were clinical interviews by the researcher (clinical psychologist) and self-report. Exclusion criteria were unwillingness to participate in the research, absence of more than two sessions, and not doing homework. Participants had the opportunity to refrain from attending meetings at any research stage. Participants participated in three stages pre-test, post-test, and follow-up (at the end of 2 months). The research instruments included Younesi and Mirafzal deterministic thinking scale and Ingram & Wisnicki positive thinking questionnaire. Younesi and Mirafzal’s definitive thinking scale has 36 questions that are scored using the likert 4-point method (1 for the option I strongly agree to 4 for the option strongly disagree). Thus, the higher a person's score on the scale, the more confident he is (34). The Ingram & Wisnicki positive thinking questionnaire is initially written in English and consists of 30 items. Each item is scored using the likert five-point method from (one= never to five= always) (35). In Iran, Mashayekh and Asgarian (2019) used construct validity to measure validity and Cronbach's alpha coefficient to measure reliability, which was obtained above 0.7 (7). The content of ACT intervention focusing on self-compassion was based on instructions (20, 32), Which was prepared in Iran by Ismaili et al. (2018) and after its Persian translation and adaptation to cultural conditions, was prepared and executed. Content validity was also confirmed by a survey of three psychologists familiar with third-wave therapies (29). Data were analyzed using repeated-measures analysis of variance and SPSS-25 statistical analysis software.

The mean and standard deviation of the age of the participants in the experimental group was 33.94 and 6.05 years, respectively, and in the control group were 33.32 and 6.13 years, respectively. Participants in the experimental group consisted of 12 females and six males, including 11 and seven females in the control group, respectively. Analysis of variance with repeated measurements has assumptions. Shapiro-Wilk was used to evaluate the normality of data distribution, which was not significant at the level of 0.05, which indicates the normality of data distribution. The assumption is the homogeneity of the error variances. Also, the assumption of homogeneity of the covariance matrix of dependent variables was established at the level of 0.05. In the results of the Mauchly's sphericity test, the value of the chi-square of definitive thinking was not significant at the level of 0.05, indicating the establishment of the assumption of sphericity. In the positive thinking variable, the chi-square value related to the positive self-assessment component was significant at the level of 0.01, indicating that the sphericity assumption for that component is not established. Therefore, the corresponding degrees of freedom were modified using the Greenhouse–Geisser correction. The results of repeated measures analysis of variance in explaining the effect of cognitive therapy based on acceptance and commitment by focusing on self-compassion on the components and the total score of determinative thinking showed that the interaction effect oftime group for the component of general certainty, certainty in interaction with others, social well-being absolutism, determinism in predicting the future, determinism in adverse events and the total score of deterministic thinking are significant at the level of 0.01. The results of the Bonferroni post hoc test showed that deterministic thinking changes due to the implementation of the independent variable after the end of the treatment period are still present.Also, the results of repeated measures analysis of variance to explain the effect of cognitive therapy based on acceptance and commitment by focusing on self-compassion on the components and the total score of positive thinking showed that the interaction effect of time group for daily positive function components, positive self-assessment, self-evaluation (Self-confidence), and the total score of positive thinking at the level of 0.01 is significant. The Bonferroni post hoc test results indicated that the changes after the end of the treatment period remain.

This study aimed to evaluate the effectiveness of cognitive therapy based on acceptance and commitment with a focus on self-compassion in deterministic and positive thinking. The results showed that cognitive therapy based on acceptance and commitment with a focus on self-compassion is effective on deterministic thinking and positive thinking in the experimental group and is stable in the follow-up period.The results may have been based on self-awareness of cognitive errors, acceptance, and correction of defective cognitive contexts. In addition, heterogeneity allows clients to act on values. Accepting and observing thoughts motivates the use of efficient thoughts and behaviors to achieve a meaningful and purposeful life and the opportunity to communicate more sincerely. Teaching how the brain develops and the formation of emotions and reactions leads couples not to blame and judge unpleasant inner experiences and accept responsibility for change.On the other hand, the positive thinking index effectively relates to our perception and attitude towards ourselves, others, and the future. It seems that mindfulness and stress reduction caused by interventions by providing the possibility of positive re-evaluation and facilitating the achievement of different solutions affect the level of positive thinking and optimism in various fields, especially marital satisfaction. From the results of the present study and research evidence, it can be concluded that the present intervention may affect the present intervention on the one hand, by affecting the structure of destructive and defective attitudes and mental patterns, On the other hand, by strengthening the positive thinking dimensions to have significant and lasting effectiveness.

Attention deficit/hyperactivity disorder was regarded as one of the most prevalent disorders in children and adolescents. The present study aimed to investigate and compare the effects of drug therapy and attentional play therapy on neurological soft signs (NSS) and hyperactivity in children with ADHD. Multiple etiologies were described for ADHD, encompassing a combination of genetic, neurological, and environmental factors; among them, toxins, malnutrition, drug or alcohol use in pregnancy, and premature birth are strongly emphasized. Recent studies suggested that the prefrontal cortex and premotor area may have a crucial role in ADHD due to their interconnections with different subcortical areas. Furthermore, neuroimaging findings have shown that ADHD children may be suffering from impairments of consecutive functions, decision-making, problem-solving, time perception, and working memory. They also had lower scores in sustained attention, shifting attention, and emotion processing.The NSS is defined as minor and subtle sensory-motor abnormalities, which may be regarded as normal in infantile and childhood stages of development, but they would be regarded abnormal if they continued afterward. The NSS are not explicitly related to dysfunctions of the brain areas and are classified into three categories, including sensory integration, motor coordination, and motor sequencing. Some studies proposed that NSS with hyperactivity, inattention, and developmental delay in speech may be viewed as the initial and subtle signs of ADHD. Other studies found that NSS in children with ADHD was concordant with developmental delay due to cytoarchitecture of the cortex. In addition, other studies showed that there was a significant relationship between NSS and motor abnormalities in ADHD children. They also found that NSS was a reliable predicting factor in functional deterioration in ADHD. This fact, in turn, may lead to appropriate diagnosis and intervention for ADHD children. Some children with ADHD may concomitantly suffer from other disorders including conduct disorder and oppositional disorder, making them more vulnerable in their interactions with peer groups. Drug therapy was regarded as one of the first-line treatments for ADHD children, and methylphenidate proved to be effective via boosting noradrenergic and dopaminergic pathways in the frontal lobe cortex. However, drug therapy may be more useful in alleviating ADHD signs, and there remain some behavioral and relational signs that should be treated as well. Play therapy is a behavioral therapeutic approach by which children may gain opportunities to express their feelings freely and find resolutions for their problems through confronting reality. Some recent studies emphasized the effectiveness of play therapy in ADHD children. Some forms of play therapy are concentrated on attentional plays, by which the child learns to expand his/her attention span and control his /her impulsive behaviors, which in turn lead to enhancement of their attentional control. Accordingly, ADHD is a disorder with multiple signs; and different therapeutic approaches were examined and utilized in its treatment. Since different approaches were shown to be effective to different degrees of effectiveness, the present study was designed to evaluate and compare the effectiveness of play therapy and drug therapy in ADHD children, with an emphasis on neurological soft signs as a reliable predictor in the course of therapy.

This study was a quasi-experimental study with a pretest, post-test, follow-up and control group. The sample was selected from children with ADHD in the fourth grade of elementary schools in 2016. Conners test and Cambridge Neurological Inventory (CNI (were used in data collection. Of 170 pupils who were diagnosed with ADHD, 100 students were selected randomly, and the Conners parent scale (CPRS-48) and the Cambridge Neurological Inventory (CNI) were administered to them. Then, according to the NSS scores and determination of cutting point and determining the two groups of NSS on high and low levels (scores above and below the cutting point), the participants of each group were randomly assigned into two experimental and one control groups (in a total of six groups), and attentional games and drug therapy administered on experimental groups, separately. The control group was on a waiting list during the intervention. The CNI was standardized in 1995 and was extensively sued to evaluate neurological soft signs. The inventory comprised 25 questions, with three subscales for motor coordination, disinhibition, and sensory integration. Recent studies reported that the internal consistency of the inventory was 0.83, and in the current study, the validity was calculated as 0.75, with a Cronbach’s alpha of 0.83. The pharmacotherapy consisted of injecting Methylphenidate in a psychiatric clinic. NOVARTIS in Switzerland manufactured the drug. Attentional play therapy consisted of 15 sessions, which were performed by a clinical psychologist. Since there were two treatment types and two levels of scores in CNI, data analysis was performed by ANOVA through SPSS-23.

Before conducting an analysis of the variance, the assumption of homogeneity of variances was tested, and it was confirmed. The analysis of variance revealed that there was a significant difference between the groups of high and low NSSs and between the attentional plays and drug therapy groups as well. In other words, drug therapy was more effective on children who had high scores of NSSs, while attentional therapy was more effective on children who had low scores of NSS. A review of the findings of the post-test and follow-up phases showed that there were some differences in the dependent variables in experimental and control groups. Furthermore, it was found that there were differences among the groups in the pre-test, post-test, and follow up phases, suggesting an interaction effect between neurological soft signs and the type of treatment (P=0.000).

An essential suggestion of this study was that drug therapy and attentional play therapy had differential effects on NSSs, depending on severity of NSS. An significant finding of this study was that drug therapy was more effective on ADHD with higher neurological soft signs, while attentional play therapy was more effective on ADHD with lower NSS. The authors have not found previous studies with the same findings. Hence, this may be the first time a study revealed differential effects of play therapy and drug therapy on ADHD with different levels of neurological soft signs. The fact that methylphenidate was more effective on ADHD with a higher score of NSS suggested that motor coordination, motor integration, and continuous motor activities were potentially more possible to be altered with drugs. It was recently found that long-term prescription of methylphenidate may have a positive effect on cortical development of white matter, cingulate, and cerebellum. Moreover, according to new neuropsychological findings, ADHD was postulated as a neurodevelopmental disorder in which brain consecutive functions may be impaired; however, these consecutive functions were shown to be effectively improved after the prescription of methylphenidate. Another finding of this study was that attentional play therapy concentrated on attentional skills and decreased both ADHD signs and mild forms of neurological soft signs.

Extramarital relationship is one of the most critical threats to the stability of marital relations and one of the main reasons for divorce in different cultures. Extramarital relationship is a phenomenon that often occurs due to the fulfillment of a person's emotional or sexual needs through relationships outside of marriage. Research has shown that one of the factors influencing the Tendency to extramarital relationship is early maladaptive schemas. Early maladaptive schemas are memories, emotions, bodily sensations, and cognitions that are formed in the mind at the beginning of development and are repeated throughout life, and affect the way of interprets experiences and relationships with others. Another factor that plays a role in the tendency to extramarital relationship is social support. Social support is one of the most important sources of protection, which refers to the perception of comfort, care, and assistance to the individual or group. In couple's relationships, social support acts as a shock absorber and a means of relieving psychological distress. Extramarital affairs are one of the main reasons for divorce and marriage breakdown. Due to the importance of the above and considering the research background, the present study was conducted to investigate the role of early maladaptive schemas and social support in predicting the Tendency to extramarital relationships of couples.

The research method was descriptive correlational in which the relationship between research variables is analyzed. In this study, the tendency to extramarital relationships was used as criterion variables, and early maladaptive schemas and social support were used as predictive variables. The statistical population of this study included all women referred to counseling centers in Tehran's district 6 in the second half of 2019, which was about 2000 people. The minimum sample required for correlation research is 200 people. Two hundred people (100 females and 100 males) were selected from the statistical population using a multi-stage random sampling method. For this purpose, at first, six centers were selected from the districts of Tehran, four centers from this district, and 55 people from each center. After reviewing the questionnaire, 20 incomplete questionnaires were filled out, which were excluded from the research and the final sample included 200 questionnaires. The criteria for entering the research included obtaining informed consent to participate and knowledge about the research goals. Also, the criteria for exclusion included a history of psychiatric disorder, physical illness, and disability affecting a person's life. Moreover, to adhere to ethical principles of research, the researcher introduced himself, explained the research objectives, and received informed consent from the participants. Notably, participation in the research was voluntary, and the subjects were ensured of the confidentiality terms regarding their personal information., Drigotas et al.’s tendency to extramarital affairs questionnaire, Young early maladaptive schemas questionnaire, and Vaux et al.’s social support were used to measure the research variables. Data analysis was performed by descriptive statistical methods (mean, standard deviation, frequency, and percentage), Pearson correlation, and multiple regression by SPSS-24 software.  (In multiple regression, multivariate normality is one of the essential assumptions that must be considered. The normality of data distribution was checked using Kolmogorov-Smirnov statistical test. In this study, a significance level of less than 0.05 was considered.

In this study, the mean and standard deviation of the age of the subjects were 27.48 and 6.28, respectively. In terms of education, 148 people had diplomas, 12 had associate's degree, 35 had bachelor's degrees, and five had master's degrees. In terms of the duration of marriage, 126 persons (1-10 years), 38 persons (11-20 years), and 36 persons (21-39 years) had been married. To ensure that the data of this study meet the basis of regression analysis, the normality of data distribution was checked and confirmed using Kolmogorov-Smirnov statistical test (P<0.05). The significance of Wilks’ Lambda demonstrated a significant relationship between the tendency to extramarital relationship variables and the early maladaptive schemas and social support (F=75.38, λ=0.76, and P<0.001). In other words, the early maladaptive schemas and social support had a significant correlation with the tendency to extramarital relationships of couples. Moreover, the model presented in the current research explained 24% of the variance of the early maladaptive schemas and social support (in the role of the predictor) and the tendency to extramarital relationships (in the role of criterion variable). According to the simultaneous multiple regression results, the multiple correlation coefficient for the linear composition of the early maladaptive schemas and social support with the tendency to extramarital relationships was estimated at R=0.48, and the coefficient of determination was calculated at R2=0.24. In addition, F related to the multiple correlations obtained was equal to 28.56, which was significant at P<0.001. According to the calculated coefficient of determination, about 24% of the variance of the tendency to extramarital relationships variable could be predicted by predictors of the early maladaptive schemas and social support. In other words, early maladaptive schemas and social support predicted the tendency to extramarital relationships of couples. As observed, the beta of all variables is significant (P<0.001). However, the mistrust/abuse scheme had the highest prediction ability (β=0.45).

According to the present study results, early maladaptive schemas and social support predicted the tendency to extramarital relationships. Given that extramarital relationship is one of the main reasons for divorce. So it is suggested that workshops and training sessions be held to increase youth awareness of these issues. Also, counselors and therapists consider the importance of social support and early maladaptive in increasing couples' agreement and reducing damage to the family. Similar to other studies performed in the field of behavioral sciences, there were some limitations in the present study. For instance, it was correlational research, which means that we were unable to determine the causal relations. It is recommended that qualitative methods be used in future studies to enrich the findings in the field. Another limitation of this study is that since the subjects of this study were limited to women referred to counseling centers in Tehran's district 6 in the second half of 2019, the generalization of the results to other student should be made with caution. Therefore, it is suggested that other similar studies be conducted with different occupational groups in other cities and various cultures to increase the generalizability of the results.

Coronary heart disease (CHD) is one of the cardiovascular disorders that is caused by damage and obstruction of the coronary arteries. In this disorder, the wall of one or more coronary arteries of the heart is wholly or partially blocked due to the deposition of substances called plaque (fatty or fibrous material), and blood flow to different parts of the heart is cut off permanently or temporarily. Coronary arteries have been reported CHD, due to its debilitating nature, creates some limitations in a person's life. Studies of psychological disorders in patients with cardiovascular disease have repeatedly shown that this disease is associated with depression, anxiety, and stress. Mindfulness-based therapies are one of the complementary methods used in more than 200 American hospitals, and some studies have used this treatment as the preferred psychotherapy to medical treatment to improve blood pressure in patients with hypertension. Given the high prevalence of CHD in Iran and the adverse effects of this disorder on the physical function and social, educational, and occupational status of patients, the development and expansion of therapeutic interventions that reduce anxiety and blood pressure in these patients are essential. Thus, this study aimed to investigate the effectiveness of mindfulness-based stress reduction on state/trait anxiety and hypertension in patients with CHD with hypertension.

The research method was quasi-experimental pretest-posttest with one control and a3-month follow-up group. In this study, the independent variable (Mindfulness-based stress reduction) had two levels (experimental group and control group), and the research had two dependent variables (State/trait anxiety and Hypertension). A purposeful sampling method was used to select the sample size. Thirty patients with coronary heart disease (15 patients for each of the experimental and control groups) were selected from the patients referred to Hazrat Fatemeh specialized polyclinic in Urmia in the months of September to December 2020. They were randomly assigned to two experimental and control groups. Inclusion criteria were diagnosis of premature CHD and hypertension according to the criteria of the World Health Organization (WHO) in patients by a cardiologist, having a high school education, being between 40 and 55 years old, ability to participate in group therapy sessions, and willingness to cooperate. Exclusion criteria were comorbid psychiatric disorders, drug use, and absenteeism in more than three medical counseling sessions. The participants in the experimental group received mindfulness-based cognitive therapy in eight ninety-minute sessions, and the participants in the control group did not receive training. The experimental group received a mindfulness-based stress reduction program in an eight-sessions of 120 minutes. However, the control group did not receive this intervention during the research process. Ethical considerations included all that subjects who received information about the study at any time could leave the study. They were assured that all information would remain confidential and only be used for research purposes. For privacy reasons, the subjects' details were not recorded. In the end, all of them received informed consent. The questionnaires used in this study, including the State/Trait Anxiety questionnaire (Spielberger, 1970), were completed in three stages. The data were analyzed by repeated-measures ANOVA using SPSS-24 software. In this study, a significance level of less than 0.05 was considered.

Findings from demographic data showed that the sample had a range of 20 to 45 years, among which the age range of 35 years had the highest frequency (28%). On the other hand, these people had the level of diploma to master's degree, the highest frequency of which was related to the bachelor's degree (57%), and they were all married. In order to investigate the effectiveness of mindfulness-based stress reduction on state/trait anxiety and hypertension in patients with CHD with hypertension, repeated-measurement ANOVA was used. First, the normality of data distribution was checked and confirmed using Shapiro-Wilk Test (P>0.05). The assumption of homogeneity of variance was also tested by the Levene's test, which showed the results for the variables of overt anxiety (F=1.16, P=0.423), latent anxiety (F=2.13, P=0.172), and blood pressure (F=1.48, P=0.254) were not significant. So the assumption of homogeneity of variance was observed. Also, the results of the Mauchly's sphericity test indicated that the data sphericity assumption was observed in the variables of overt and covert anxiety and blood pressure (P<0.05). The data analysis results showed a significant difference between the mean scores of overt anxiety, latent anxiety, and blood pressure in the studied groups in the pre-test, post-test and follow-up. Generally, considering that the amount of Eta squares in the experimental groups in all research variables is more than 0.14, based on the general rule of Eta squares, it can be said that the results of this study indicate the high effectiveness of mindfulness-based stress reduction program on state/trait anxiety and hypertension in cardiovascular patients. In addition, due to the significant interaction between time and the experimental variable and the effect size, it can be said that mindfulness-based stress reduction program causes an apparent reduction in state/trait anxiety and hypertension in c CHD patients in experiment groups compared to the control group at three months follow-up stage (P<0.05).

Considering the effect of mindfulness-based stress reduction therapy on state/trait anxiety and hypertension in patients with CHD, it is suggested that such a program be part of the codified treatments of patients with cardiovascular disease and psychologists of medical and hospital centers have sufficient knowledge in this field by holding training workshops. Like other studies, the present study has some limitations. The first limitation of the present study is the small sample size. Although this study did not yield a drop in subjects, the small sample size of this study is one of the limitations that prevented accurate estimation of the effect size of the program. The second limitation was related to the type of disease of the subjects who could not do heavy physical activity. In future studies, it is suggested that a placebo program should be implemented on the control to control the effect of expectation. It is also recommended to use larger samples to achieve the actual effect size of the program. This study was performed on the patients of Hazrat Fatemeh specialized polyclinic located in Urmia city; it is suggested that to expand the findings of this study, researchers implement a mindfulness-based stress reduction program on similar patients in other hospitals.

A recent study was conducted to investigate the effects of mindfulness on time perception using a group experimental method.

143 undergraduate students with random control variables, age 18-24 years, minimum diploma, no history of mindfulness exercises, with normal or modified vision to normal (according to the subject) and right-handed were randomly selected and then filling the Freiburg questionnaire. 87 females with a mean age of 19.2 who were moderate in terms of mindfulness ability, subjects whose scores were between (-1Z - + 1Z), were led to the next stage.The number of participants with primary control variables was 87 females with a mean age of 19.2. Of these, 17 did not have the necessary cooperation to continue the research process, and canceled their interviews. The remaining 70 people were invited for structured clinical interviews for DSM-5 (SCID-5-CV) disorders. If there were no major psychiatric disorders, neurological disorders and other systemic diseases, the subjects were selected from the student population. There were 31 of them and 16 people were randomly divided into experimental and 15 control groups.The experimental group listened to a 13-minute mindfulness audio file session and practiced it. A neutral audio file was presented to the control group. The temporal bisection task was presented before and after the implementation of the independent variable and its findings were recorded. Then, with ANCOVA MANCOVA method, we examined the significant difference between the two groups in terms of the percentage of long responses in different conditions of temporal bisection task, Bisection point (Bp) measure, and the measure of the behavioral variable of reaction time.
The temporal bisection task was designed by the researcher to assess the time perception and processing the temporal information of the tests. In this task, subjects are asked to compare the visual temporal stimuli presented with the two reference stimuli "short" and "long" that they memorized. In this task, stimuli with duration (400, 600, 800, 1000, 1200, 1400, 1600 milliseconds) are presented randomly. These stimuli are presented as a block of 126 trails including 18 trails from each stimulus. the subject is asked to classify the presented temporal stimuli into two categories: "short" and "long".

The experimental group scored significantly lower in Bp measure than the control group. The bisection point in time is the period of time in which the percentage of long responses is equal to 50% of the cases, calculated for each subject at each stage. Also, the percentage of Plongs in this group increased significantly compared to the control group, this significant difference was observed especially in condition 5 in the experimental group. Long responses are the ratio of the long responses that the subject gives to the stimuli presented or at different time intervals. Which indicates an overestimation of time following the effect of mindfulness training. In this study, the measure of the behavioral variable of reaction time, which is a behavioral indicator of improving the decision-making process, was also measured. Reaction time is the time between the presentation of the visual stimulus to the time of the subjectschr('39') response to each of the visual stimuli, statistical analysis of the comparison of this index in different test conditions and in the two groups no significant difference was observed between the experimental and control groups.

The results of this study were analyzed based on the hypothesis that mindfulness overestimates time by decreasing the level of arousal and increasing the sources of attention to internal stimuli. To investigate the effect of mindfulness in the decision-making process, it seems that evaluation and spectral analysis of brain wave changes Behavioral responses are essential.Ethical consent form approved by Tabriz University was taken from all subjects and the form was sent to the appendix. The Faculty of Educational Sciences and Psychology of Tabriz University does not currently provide an ethical code-based identifier for research.