نشریه روانشناسی شناختی
سال دهم شماره 2 (پیاپی 32، تابستان 1401)

This research aimed to compare the effectiveness of mindfulness-based socio-emotional learning program with/and without Transcranial Direct Current Stimulation on sustained attention and response inhibition in children with attention deficit/hyperactivity disorder. This research was a semi-experimental study with a pre-test and post-test design with a control group. The statistical population included all students aged 11 to 14 who referred to child and adolescent counseling centers in Khoy city in 2021-2022 year. 45 people with attention-deficit/hyperactivity disorder of the mixed type were selected from among those who refer to the treatment centers by the purposeful sampling method and randomly replaced in two experimental groups and one control group. The first experimental group received the mindfulness-based socio-emotional learning program combined with Transcranial Direct Current Stimulation and the second experimental group received the mindfulness-based socio-emotional learning program for 8 weeks, but the control group did not receive any intervention. All participants were measured before and after the training using continuous performance test and GO/NO-GO test. For data analysis, multivariate covariance analysis was used in SPSS program. Data analysis showed that mindfulness-based socio-emotional learning combined with Transcranial Direct Current Stimulation compared to the other two groups and mindfulness-based socio-emotional learning compared to the control group were more effective on sustained attention and response inhibition. According to the findings, it can be suggested that the mindfulness-based socio-emotional learning program combined with Transcranial Direct Current Stimulation is an effective intervention to improve the cognitive functions of children with attention deficit/hyperactivity disorder.

Previous findings have shown the many functions of nostalgia, for example, increasing mental health, and the current research aimed to explain those findings by testing the theoretical explanation that the benefits of nostalgia come from the fact that nostalgia reminds us of our intrinsic self. Aiming to investigate the effect of nostalgia on authenticity (intrinsic self-expression) and extrinsic self-definition (concern about meeting society's standards and the expectations of others), Out of 30,000 mobile phone subscribers in Tehran and Karaj, 451 (200 men) with an average age of 40 years were sampled by the convenience method and in an experimental design were randomly assigned to two groups of nostalgia (who thought of a nostalgic memory) and no nostalgia (who thought of an ordinary memory). Intrinsic self-expression was measured by the Authenticity Inventory (Kernis and Goldman, 2006) and extrinsic self-definition by the Extrinsic Contingency Focus Scale (Williams et al., 2010). T-tests showed that the nostalgia group rated their past personality more authentic and reported less extrinsic self-definition and Conditional Process Modelling showed that nostalgia reduced extrinsic self-definition by increasing authenticity. Based on these findings, nostalgia can help in the treatment of mental disorders.

Based on the importance of various aspects of growth and development in students, including physical, cognitive, emotional and social, in the formation of their personality, the purpose of this study was to examine the effectiveness of intervention based on the theory of mind on aggression and empathy in children. The statistical population of this semi-experimental study was all about 8-12 year old elementary students from Tehran during the academic year 2019. The sample size consisted of 30 students selected through available sampling and randomly assigned to two experimental and control groups. Data were collected by Buss & Perry` aggression measurement questionnaire and Children's Empathy-Analysis Questionnaire and analysis are analyzed by the covariance analysis test. The findings showed that intervention based on the theory of mind on reducing the aggression and empathy improvement in students is significant (P≤0/05) and Intervention improved empathy as well as aggression with an impact rate of 68% and 82.4% respectively. Therefore, the intervention based on the theory of mind can increase Children's social skills by increasing their ability to understand the feelings and thoughts of others.

The three principles of double effect, personal contact, and action are suggested as the chief psychological mechanisms affecting human moral decision making in trolley dilemmas. The purpose of current research was to investigate the claim of the universality of these principles and their role in moral decision making in trolley dilemma in the oriental culture of Iran. In this research, using a semi-experimental single group pre-test-post-test design, four scenarios were used adopted from similar research. The statistical population of this research was the general population active in social media. The sample consisted of 235 participants with an average age of 30.34. Among the subjects, 143 were women and 92 were men. "McNemar" test was used for statistical analysis. Based on the results, the effect of all three principles on the ethical decision making of the subjects in trolley dilemma was confirmed significantly (Pvalue>0.05). Therefore, this research shows that all three principles of personal contact, action, and double effect are effectively influencing moral decision making.

The process Assessment of the Learner-Second Edition: Diagnostic Assessment for Math is one of the most widely used tests in the field of learning disorders, which has two versions: reading, writing, and math. The purpose of the present study was to investigate the educational and cultural adaptation of this test. For this purpose, after the translation of the test, the stages of cultural adaptation were investigated from three sources of elementary school mathematics textbooks, interviews with teachers and test implementation of the test on a group of 14 children from preschool to sixth grade, applicability and Special criteria for the implementation of the test were prepared for Iranian students. There has been an amendment to the content of the Iranian sample test in terms of the items of multi-step problem-solving and part-whole concepts. Also, the criteria for passing the test for Iranian students in the sub-tests of place value, finding the bug, and the ability to perform calculations are placed at a higher age than the main instructions of the test. Geometry and decimal numbers are items that are covered in the Pal_II math test in the form of part_whole concepts. However, it is more detailed and complicated in Iranian math textbooks. Calculation education in Iran's school education system has undergone changes in recent years, which were revised in the test instructions. The similarities between the implementation and grading of the Persian version of the Pal_II math test in the Iranian sample and the original instructions of the English version of the test are more than the differences between them.

The purpose of this study was to investigate the effect of the "Brain-Based Learning" teaching method on the level of learning biology in students' cognitive, skill and emotional domains. The method of this research is quasi-experimental with two groups of control and experimental. The statistical population includes 11th-grade female students in Tehran's 13th district in the 2019-2020 academic year. A total of 52 individuals from the statistical population were selected by the purposive sampling method and randomly assigned to two groups. The instruments for measuring the variables were the researcher-made cognitive-skill test and the researcher-made attitude questionnaire. The validity of the researcher-made instrument was determined using the opinions of expert teachers and their reliability was determined by retesting. Statistical tests (t-test, Mann-Whitney, and Chi-square index) were used by SPSS26 to evaluate and analyze the hypotheses. The results showed that teaching in a "brain - based learning" method compared to the usual method increased students' scores in cognitive and skill areas and improved their attitudes in emotional domain in Biology lesson at a statistical level of 5% (P>0.05). These results demonstrate the role and importance of brain-compatible teaching methods in learning.

This study examined the associations among the executive functions, family cohesion, positive youth development and emotional maturity in adolescents, as well as the mediating role of emotion regulation in the relationship between executive functions, family cohesion, positive youth development and emotional maturity. Participants of this study included 300 high school students in grades 10 to 12 from six schools in Qom, Iran who completed the BRIEF2 Scale, the FACES IV, Positive youth development–short form, Emotional maturity questionnaire and Emotion Regulation Scale. Structural equation modeling revealed was positively associated executive functions with family cohesion, emotion regulation with emotional maturity and positive youth development. Also, the results indicated that no significant relationship between emotion regulation and family cohesion. Interaction-mediation analysis demonstrated that emotion regulation in the relationship between executive functions and family cohesion plays a full mediating role and in the relationship between executive functions and positive youth development and in the relationship between executive functions and emotional maturity has minor mediating role.  In generally, attention to the findings in this study can be used by researchers and therapists in the design and application of effective cognitive and psychological interventions to reduce the problems and mitigate the crises facing adolescents.

Based on the cognitive perspective, cognitve schemas, as an important individual characteristic, influence human behavior. on the other hand, employees can influence the success or filure of the organization by influencing the organizational identity and contex. therefore, in this article, the role of self-concept clarity in the relationship between organizational identity and organizational culture han been investigated. for this purpose, the employees of Sarcheshmeh Copper complex, that at the time of research were more than 5190 person, were selected as the statistical population., and then, using cochran's formula and stratified random sampling, 428 pepole were introduced as a statistical sample. Next, by using cheney's organizational identity questionnaire (1983), Campbell et al's self-concept clarity questionnaire (1996) and Camero-Quinn's organizational culture assesment index tool (2006), the required data were collected. the collected data were analyzed using the structural equation modeling technique. accordind to tjhe results of research, in addition to the direct effect organizational identity, self-concept clarity, as a mediating variable, modifies the negative effects of organizational culture on organizational identity. Considering the role of self-concept clarit in the relationship between organizational identity and organizational cultre and its effect on organizational identiy, it seems that increasing the clarity of employee's self-concept improve their organizational identity. therefore, it is sggested that in the process of recruiing human resources, people who have a higher sel-concept clarity should be recruited into organization. also, it is suggested to compile and implement the necessary training programs to improve the self-concept clarity of employees.