فصلنامه تازه های علوم شناختی
سال بیست و پنجم شماره 1 (پیاپی 98، بهار 1402)

Diabetes type 2 to 95 % of is newly diagnosed diabetes in adults. The present study aimed to determine the effectiveness of acceptance and commitment based on self-care and glycosylated hemoglobin in patients with type 2 diabetes.

In a quasi-experimental study with control, pre-test, and post-test groups, thirty women with type 2 diabetes who were referred to the Iranian Diabetes Association in Tehran province from January to May 2020 were selected by random sampling method. The subjects were then randomly assigned to two test and control groups through Excel Office software. The experimental group (n=15) (under the treatment of admission and commitment for eight weekly sessions of 90 minutes each session) and the control group (n=15) were treated with routine treatment. Diabetes and hemoglobin glycosylated hemoglobin questionnaire information tools were collected in three baseline stages after intervention and three-month follow-up. The data were entered into the SPSS- 21 statistical software and analyzed using the variance analysis method.

The findings revealed that based on admission and commitment in the treatment group, the average self-care score is significantly higher than in the control group. In addition, women in the diabetes group were significantly reduced in the mean hemoglobin score of glycosylated compared to the control group (P<0.001).

The results of this study showed that acceptance and commitment-based treatment could be effective in improving self-care and reducing hemoglobin in women with type 2 diabetes. Besides, to expand the findings of this study, researchers should implement treatment based on the acceptance and commitment of similar patients in other hospitals.

Antisocial personality has increased dramatically worldwide. Several causative factors exist for developing an antisocial personality, most rooted in the individual's past. The present study aimed to model structural equations for antisocial personality traits with particular reference to adverse childhood experiences and psychological inflexibility.

The statistical population of this study included all individuals who turned to health centers in Hamedan during the six months of 2021 and 2022, of which 361 individuals were selected using convenience sampling. The instruments used were the Adverse Childhood Experiences Questionnaire, the Psychological Inflexibility Questionnaire, and the Norm Deviation Questionnaire. The method of data analysis was performed using Amos and structural equations, specifically the bootstrapping method.

The obtained results indicated that adverse childhood experiences and psychological inflexibility were significantly and directly related to antisocial personality traits (P<0.01). In addition, adverse childhood experiences were related to antisocial personality traits via psychological inflexibility (P<0.01). Structural equation analysis for the relationships between indicators revealed that the direct effect of adverse and inflexible psychological experiences on antisocial personality traits was 0.44 and 0.35, respectively, and the indirect effect of adverse childhood experiences on antisocial personality traits was 0.26.

According to the findings, this study concluded that the model of adverse childhood experiences predicts antisocial personality with a mediating role of psychological inflexibility. Therefore, providing treatments that increase psychological flexibility (e.g., treatments based on acceptance and commitment) may reduce antisocial personality symptoms.

Paying attention to effective and perpetuating cognitive factors of depression is one of the research and treatment priorities. This study aimed to testthe mediating model of self and external-focused attention in the relationship between behavioral inhibition/activation systems and depression symptoms among depressed patients.

The current descriptive and cross-sectional study was conducted using a correlation design and structural equation modeling among depressed people who were referred to counseling centers in Qom in the first half of 1400, and 200 people were selected by available sampling. The Behavioral Inhibition and Activation Systems Scale (BIS/BAS), the Beck Depression Test, and the Focus of Attention Questionnaire (FAQ) were used. Data were analyzed in SPSS-26 and AMOS-24 software through Pearson's correlation coefficient and structural equation modeling techniques. Bootstrap analysis was used to test the significance of indirect paths.

The final model, after modification, had a good fit with the data by freeing several covariance errors (CFI=0.968, RMSEA=0.090). Other direct paths were significant (P<0.05). The obvious bootstrap analysis of self-focused attention has a mediating role in the relationship between the behavioral activation and the behavioral inhibition systems with depression symptoms (P<0.0001 in both analyses).

Focused attention as a key mediator can reduce the protective effects of the activity of the behavioral activation system on the symptoms of depression and intensify the destructive effects of the activity of the behavioral inhibition system on the symptoms of depression.

Today, academic engagement has attracted the increasing attention of researchers and educators due to its comprehensive description of motivation and learning. The present study aimed to investigate the role of time perspective in academic engagement with the mediation of students' self-efficacy.

The study population consisted of all undergraduate students of Yazd University (10436 students) in the academic year 2019-2020. Participants were 381 Undergraduate students (170 women and 211 men) selected based on random cluster sampling. This study used Time Perspective Inventory, General Self-Efficacy, and Academic Engagement scale. Data analysis was done using AMOS software and in the form of structural equation modeling.

The results revealed that future dimensions (β=0.15, P<0.05) and deterministic present (β=-0.27, P<0.01) indirectly and adversely affect academic engagement. In addition, the dimensions of the future (β=0.16, P<0.01) and the hedonistic present (β=0.09, P<0.05) positively and indirectly affect through the mediation of self-efficacy, and the deterministic present has an indirect and negative effect on academic engagement (β=-0.20, P<0.01). In other words, self-efficacy had a mediating role in the relationship between time perspective and academic engagement.

Therefore, it can be concluded that the hedonistic present perspective is harmful when associated with other variables, such as low self-efficacy. However, it is not harmful when accompanied by a high level of self-efficacy, and due to self-efficacy, it increases academic involvement. Furthermore, the results of this research can be used to increase students' academic engagement.

Executive function tests are a tool designed by Adele Diamond to measure children's executive function performance. These tests assess the three components of working memory, inhibition, and cognitive flexibility. This study aimed to investigate the validity, reliability, and differentiation power of these tests for Persian-speaking preschool children.

In correlational design, data were collected among 80 children aged four to six years old in preschool children of Tehran city (Convenience sampling). The concurrent validity of the tests was investigated by correlation as compared to the subscales of the Behavior Rating Inventory of Executive Function Preschool version completed by parents, and its reliability was evaluated by using the test-retest method on half of the subjects. The differentiating power of the tests was done by comparing the mean of the clinical and normative groups.

The results revealed that the tests had satisfactory validity (Spearman correlation coefficient 0.62 to 0.89), good reliability (correlation rate 0.71 to 0.80), and very good resolution (A significant difference in all components between the scores of normal and clinical groups).

Executive function tests are a suitable tool for diagnosing and evaluating the results of interventions in Persian-speaking preschool children.

Stress is a set of reactions that occurs in response to any factor that disturbs the internal balance (homeostasis). The present study aims to investigate the effect of unpredictable long-term stress on running index, passive avoidance memory, and depressive-like behaviors in male Wistar rats.

Sixteen male rats were randomly divided into two groups (Each group=8). The experimental group was exposed to four weeks of stress, while the control group was not under stress conditions. Forty-eight hours after the end of the intervention, behavioral and running index tests were taken from all animals. Rats’ body weight also were measured during the intervention induced. Data analysis was done using one-way and repeated measure analysis of variance. P˂0.05 was considered a significant change.

Chronic stress causes weight loss, increasing the time spent in the closed arm (plus elevated maze test), increasing the immobility time (forced swimming test), reducing the distance traveled in the open box test, reducing the distance traveled using the rotating wheel, increasing the number of times entering the black box (shuttle box test), increasing the duration of staying in the black box, and increasing the delay in entering the black box. Running distance had a negative correlation with stress and depression and had a positive correlation with memory and rats’ body weight.

Long-term stress negatively affects weight gain, anxiety, depression, memory, and running index of animals. According to the correlations, a better running index is associated with fewer behavioral disorders.

One of the critical parts of human life is sleeping. Sleep Deprivation (SD) is defined as sleep-loss status generally caused by personal or environmental reasons. It becomes an inherent problem to shift work, e.g., Intensive Care Unit (ICU) physicians or drivers, is prevalent in modern society and profoundly affectscognitive function, attention, learning, and working memory.

The data set obtained from Stockholm University in the Sleepy Brain project was evaluated using brain image analysis software, FSL. The statistical double regression method was used to investigate the significant differences between different brain regions. According to the Yeo Atlas, the components of the independent group analysis were assigned to seven brain networks. For this purpose, the brain communication matrix was calculated for two fundamental quantities before and after SD. The first quantity is the intra-network communication for each network’s independent components, and the second quantity is the intra-network communication, indicating the weakening or strengthening of the communication between the seven introduced networks.

A significant difference was found between N1 and N5 networks (Five networks related to visual function and limbic network) among five networks for which intra-network comparison is possible. In addition, significant differences were observed between networks for N1-N7, N2-N6, N3-N7, and finally, N4-N6 networks in SD and normal conditions.

The relationship between visual and limbic networks between regions and brain networks that are statistically significant in people with SD and normal people can be interpreted as affecting the cognitive functions of memory and attention.

Iranian traditional music includes Dastgahs and Avazes, which can evoke different emotions. Many sources have divided Iranian musical Dastgahs into seven types (Shur, Mahur, Segah, Chahargah, Raste-Panjgah, Homayun, Nava) (‎‎12, ‎13). In recent years, several studies have been used for mood recognition or classification of music pieces based on Dastgah (‎14-‎16). Nevertheless, considering this collection wide range of emotions, diversity, and richness, it is necessary to examine the quantitative value of the different emotions evoked by the Dastgah of Iranian music. Famous musicians have qualitatively described the emotional features evoked by each Dastgah. For example, the sadness of the Segah (‎17) and the motivation and pleasure of Mahur (‎18, ‎19) have been emphasized. But there are two problems. Initially, a qualitative description is provided, with a limited number of studies focusing on the quantification of emotions evoked by Iranian musical Dastgahs. Secondly, not only musical experts but also ordinary people do not agree with the evoked emotions by each Dastgah. People's emotional backgrounds vary, influencing their comments on a particular Dastgah. Their musical knowledge also plays a role in shaping their opinions. Therefore, musical Dastgah can evoke different emotions in different individuals. The main goal of the current study is to predict the quantitative values of all the emotional features of Iranian musical Dastgahs, considering the emotional background of a specific person and the musical features of an Iranian music piece.

The design of the proposed system was based on the parallel processing of emotions in the brain (‎28). The Brain Emotional Learning (BEL) model expresses emotional learning based on the interaction of four neural regions of the brain, including the orbitofrontal, amygdala, thalamus, and cortex (‎25). Thayer's emotional model describes 12 emotions using two dimensions called arousal and valence (‎29). Based on Thayer's model, the emotional studied components are in order: pleased, happy, excited, annoyed, angry, nervous, sad, bored, sleepy, calm, peaceful, and relaxed.
According to the proposed structure, pieces of music enter the thalamus, and the thalamus removes the noise, converts the MIDI file to a matrix, and extracts the features based on the structure of Iranian traditional music. The output of the thalamus was sent to all the emotional parts for processing. Based on Thayer's model, the proposed structure included 12 emotional parts, each responsible for evaluating one of the emotions from the input matrix. The most impressive feature was the type of musical Dastgah (including one of the seven Dastgahs) directly imported from the thalamus to the amygdala. Dimensions of the Thayer model helped us to adjust the reinforcement signals. Arousal was used as a signal to the amygdala, and valence as a reinforcement signal to the orbitofrontal.
This study used “RADIF of Mirza Abdollah,” published with the composition and playing of Setar (an Iranian musical instrument) by Dariush Talaei (‎31). The researchers asked 52 participants to evaluate each piece’s 12 emotions of Thayer's emotional model. The simulation environment was MATLAB. The cross-validation method was used to evaluate each person's feelings. In this way, the samples were divided into seven equal parts with the normal distribution of parts based on the type of Dastgah, so five parts were used as training samples, and two parts were used as test samples. Twenty-one replications were performed to cover all possible scenarios.

The proposed system was evaluated in two stages. In the first stage, the system’s overall performance compared to Anfis was reported so that the system’s output was confirmed with an acceptable error. Furthermore, this study used the coefficient of determination or R-Squared as another standard to evaluate the performance of the proposed system. In the second stage, the average emotions of all fifty-two participants were summarized and normalized based on the musical Dastgahs shown in Figure 1. Considering no similar study to compare the system's performance, referring to the qualitative description of the Khaleghi can confirm the results (‎‎17).
Fig. 1. Average emotions of all participants based on Dastgah
Overall, listeners were more successful in identifying arousal levels in the Dastgahs, but they struggled to discern the valence pattern because arousal is more comprehensible to humans than capacity. The ultimate outcome demonstrated that Dastgahs with higher arousal power, such as Shur and Mahur, had a lower average system error. Conversely, Dastgahs with lower valence power, like Nava and RastePangah, experienced a higher error rate.

This study was conducted to evaluate individual emotions of Iranian musical Dastgahs. This research tried to propose a model with special attention to the features of Iranian traditional music and the emotional background of the individual. The proposed model included 12 parts, each responsible for processing one emotion of Thayer's emotional model. All 12 parts worked in parallel with each other. Each part included four areas: orbitofrontal, amygdala, thalamus, and cortex. The most impressive feature was the type of Dastgah that entered the amygdala directly from the thalamus. Thayer's model has two dimensions: valence and arousal. The proposed model used valence to regulate the amygdala reinforcement signal and arousal to regulate the orbitofrontal reinforcement signal. The analysis of the results leads us to the existence of uncertainty caused by people's emotional background lies in the behavioral and physiological function of emotions in the brain.
Ethical Considerations  
Compliance with ethical guidelines 
The present study was conducted following ethical principles, including the consent of all participants, respect for the confidentiality of participants' information, and freedom to leave the research process.

All four authors prepared the study; the first author designed the model and the computational framework. The second author analyzed the data. The third and fourth authors did sample preparation. All of the authors contributed to the interpretation of the results.          

No financial support has been received from any organization for this research.

The authors would like to thank all 52 participants in this study, as well as the respected professors who guided this work.

All authors certify that they have no affiliations with or involvement in any organization or entity with any interest or non-financial interest in the subject matter or materials discussed in this manuscript.

The Persian Narrative Discourse Test (PNDT), a tool for clinically evaluating the discourse of Persian-spoken children and adults, with and without special needs, has provided no measure to evaluate the story grammar. The present research was made to standardize the story grammar test to clinically evaluate Persian-spoken people’s narrative discourse, having communication disorders.

To evaluate the narrative using the Likert Scale, this study applied a five-level questionnaire to measure the clarity of the elements for four narrative sections in Thorndyke’s hierarchical model. Six linguists and six speech and language pathologists were consulted to determine if the proposed questions would encompass the observed behavioral range (story grammar), be easily understood and applicable for all examiners, and ensure that the questionnaire would have a high content validity indicator, according to the experts’ opinion. To specify differential validity, the story grammar was evaluated for both story retelling and improvised narrative creation assignments made by two groups of elementary students, with and without hearing disorders, in regular elementary schools. The reliability was examined as intra-rater and extra-rater.

In the setting and theme sections, no significant variation was observed between the average scores of hearing and hearing-impaired groups to create a narrative or retell a story, but in the sections of episodes (P<0.001) and resolution (P<0.001), the hearing group’s scorers were significantly higher than hearing-impaired one.

The validity and reliability of the Thorndyke -based test revealed that it is an effective tool for the clinical evaluation of story order.

The study of healthy children's performance and exploration of the developmental process concerning language categories and levels can establish a suitable foundation for creating developmental tests to assess language proficiency in healthy children. Connected speech, in the form of a description or verbal report of the related events, refers to a multidimensional skill exhibiting the linguistic and cognitive knowledge level. The individual’s connected speech sampling is employed to assess the developmental indicators of speech quality for each age group.

The present research aimed to investigate the speech development process of healthy Persian-speaking children, 2215 utterances of 5-7-year-old healthy Persian-speaking children from 200 descriptive speech samples were analyzed according to a list of speech quality indicators, out of which 100 speech samples belonged to boys and 100 speech samples to girls. On the other hand, 100 speech samples were produced by 5-6-year-old children and 100 speech samples by 6-7-year-old children. The whole utterances included 17427 words.

The research results revealed a significant difference between the two groups in terms of speech analysis indicators of “number of utterances”, “number of grammatical words”, “number of nouns”, “number of verbs”, “number of pronouns”, and “number of conjunctions”, which are all structural indicators, i.e.

In the development process from the 5-6-year-old children group to the 6-7-year-old ones, these indicators have more significant development and may be used in assessing development processes.

Writing could be construed as one of the largest challenges at various educational levels, from primary school to post-graduate academic studies. The present study aimed to develop an educational package based on semantic frames and evaluate its effect on sixth-grade students’ writing skills.

The present study was quasi-experimental with a pretest-posttest design with a control group in terms of method. The statistical population included all sixth-grade male and female students of the primary school in Rasht in the academic year 2020-2021, of which 100 students were selected by random sampling method and assigned to the experimental and control group (50 people in each group). The research instrument included the researcher-made questionnaire. The experimental group received the training package, while the control group was trained by the usual method based on the curriculum of the Ministry of Education. The revised form of the training package was developed by the TBLT method during 10 60-minute sessions in two sessions per week for the experimental group. To assess the effectiveness of the educational package, a 10-item researcher made test was given to both experimental and control groups. Data were analyzed using the analysis of covariance in SPSS-26.

The result revealed that the education package of indirect semantic frames affected students’ writing skills. In other words, the writing score of students participating in indirect semantic frames training sessions increased significantly compared to the control group (P<0.01).

Referring to the result, the educational package can be viewed as structural and strategic knowledge development. As a result, the educational package of indirect semantic frames can be suggested as a facilitator in teaching writing skills to both teachers and students.

Considering the effects of dysgraphia on the psychological dimension of affected students and severe academic learning problems, the present study was conducted to determine the effectiveness of cognitive rehabilitation on the working and visual memory of dysgraphia students.

The present study was semi-experimental with a pre-test and post-test design with a follow-up period with a control group. The research population included all second and third-grade female students with dysgraphia in Tehran, Iran, in the academic year of 2021-2022 who were referred from regular schools to educational and rehabilitation centers for special learning problems. Among them, twenty-eight people were selected and randomly placed in two experimental and control groups. Furthermore, they responded to Yaqoubi et al.'s dysgraphia diagnostic scale (2020), N-BACK (2001), and Kim Karad's visual memory test (1945). Then, the experimental group received the cognitive rehabilitation training program, but only school training was provided to the control group. For data analysis, a repeated measurement test was used with SPSS version 24 software at a significance level 0.05.

The results revealed that the cognitive rehabilitation program effectively improved the working and visual memory of dysgraphia students, and the results were stable in the follow-up period. (P<0.01).

It is suggested to use the cognitive rehabilitation approach in educational and training centers to improve the working and visual memory of dysgraphia students.