نشریه روانشناسی شناختی
سال دهم شماره 4 (پیاپی 34، زمستان 1401)

Empathy is an inseparable part of social-emotional people. It plays a positive role in society, throughout people's lives, and recognizing that it forms the basis of empathy is essential. This research was conducted in order to investigate the mediating role of attention control in the relationship between problem solving and empathy. The research method of this study was descriptive-correlation. The participants of this research included 500 students of Zahedan city who were selected by cluster sampling method. In order to collect data, Hepner and Petersen's problem solving questionnaire, attention control scale, Jolliffe and Farrington's empathy questionnaire were used. Descriptive and inferential statistical methods such as Pearson correlation and structural equation modeling were used to analyzethe data using spss and Amos software. The findings showed that the direct path of problem solving to attention control (-0.458) is negative and significant. The direct path of controlling attention to cognitive emotional empathy (-0.141) is negative and significant. The direct path of problem solving to cognitive emotional empathy (-0.440) is negative and significant. Also, the mediating effect of problem solving on cognitive emotional empathy through attention control is equal to 0.072, which is positive and significant. Therefore, the research results show that it is important to pay attention to the mediating role of attention control in the relationship between problem solving and empathy, and it is necessary to pay attention to the limitations that may be caused by increasing attention control for problem solving and empathy. Theoretically, investigating the effects of increasing thesecognitive functions on empathy requires more investigation and research.

In recent years, the dramatic increase in the use of smartphones has led to the emergence of a psychological disorder called nomophobia, which can have consequences for individual's cognitive functions. The aim of this study was to compare sustained attention and selective attention between nomophobic and normal individuals. The research method was descriptive-comparative, and the sample included 60 students of Semnan University who were identified through screening among a group of 120 students and were divided into two groups of 30 nomophobic and normal. The research instruments included Nomophobia Questionnaire, Continuous Performance Test (CPT) and Stroop Test. Data were analyzed using two-way MANOVA in SPSS software version 26. The results of the Continuous Performance Test showed that the amount of Omission error and reaction time of nomophobic individuals was higher than normal performance individuals. In the Stroop test, the rate of errors and the interference score of nomophobic individuals were higher than normal individuals. Also, despite gender differences in some components of the continuous performance and Stroop tests, it was found that the interactive effect of nomophobia and gender on the results of these two tests is not significant. These results show that nomophobia can be involved in reducing sustained attention and impaired selective attention regardless of gender. Therefore, because of the continuous interaction of people with smartphones and the significant prevalence of nomophobia among young people, measures should be taken to prevent nomophobia and cognitive rehabilitation of nomophobic people.

The aim of this study was to investigate the effect of mindfulness-based education on two structures related to cognition, namely self-blame and working memory in adolescents. The research design was quasi-experimental with a control group. Participants included 30 people (two groups of 15 people) from adolescents aged 14 to 18 years who volunteered to participate in the study. They responded to the Thompson and Containers' Self-Blame Levels (2004), and the Wechsler Active Memory Scale (1945) as pretest and posttest. The experimental group participated in a mindfulness-based stress reduction program for 8 sessions, each session lasting 2 hours and the control group was without intervention. Data were analyzed using analysis of ANCOVA. The results showed that mindfulness intervention had a significant effect on self-blame (P = 0.001) and working memory (P = 0.001) in the experimental group (P <0.05).In a general conclusion, it can be stated that mindfulness-based education can be used in therapeutic and psychological programs to increase working memory and reduce self-blame in adolescents.

Abstract
Cognitive and neuropsychological problems play a special role in the course, prognosis, and treatment of obesity. The present study was conducted with the aim of designing and validating the Cognitive rehabilitation program and its effect on cognitive control and Problem-solving in women with obesity. The present study was conducted in the form of an experimental design with a pretest-posttest with a control group and follow-up. Participants in this study included 40 female obese patients living in Urmia who were randomly assigned to two groups cognitive rehabilitation (n = 20) and control (n = 20). The experimental group received cognitive rehabilitation intervention in 16 sessions and the BRIEF-A, cognitive flexibility test, and London tower in the pre-test, post-test, and follow-up stages for both groups were used and the findings were analyzed using a mixed analysis of variance test. Took. Also, after completing the course, the control group received cognitive rehabilitation intervention. The results showed better performance of the experimental group in cognitive control variables (inhibition, working memory, and cognitive flexibility) and problem-solving sub-components in the post-test and follow-up stage than the control group. This means that the experimental group that received the cognitive rehabilitation intervention performed better in the proposed components in the post-test and follow-up phase. Taken from the findings, it can be concluded that cognitive rehabilitation intervention as an effective and efficient treatment option can have positive effects and significant cognitive-educational consequences for patients with obesity. Therefore, specialists, researchers, and therapists in this field can use this intervention as an effective treatment option to improve the cognitive functions and psychological neuropathy of obese and overweight patients and consequently improve the mental health and quality of life of these patients.

Spiritual intelligence represents a set of spiritual abilities, capacities, and resources, the use of which in daily life can increase a person's adaptability, and paying attention to it in students as a strength can lay the groundwork for a more successful and desirable professional future in them. The aim of the current research was the effectiveness of wisdom training in spiritual intelligence in students. This research was applied and quasi-experimental with pre-test, post-test and a control group. The statistical population included students of Allameh Tabataba'i University in the academic year 2021-2022, among whom 30 students were selected by convenience sampling method, and divided into an experimental group (n=15) and a control group (n=15). The data collection tool was King's (2008) Spiritual Intelligence Questionnaire (SISRI). The experimental group received 10 sessions of wisdom training. The data were analyzed using the analysis of the covariance test. The results showed that wisdom training was significantly effective in increasing spiritual intelligence, critical existential thinking, the dimension of transcendental consciousness, and the dimension of producing the personal meaning of students. But it did not have a significant effect on the development of students' state of consciousness. As a result, by teaching wisdom and increasing its amount in students, we can increase meaningfulness, transcendental awareness in the lives of students, as a result, increase their spiritual intelligence.

Dysgraphia is one of the common symptoms of specific learning disorders. children with dysgraphia have several cognitive problems. This research was conducted with the aim of investigating the effectiveness of HAMRAH cognitive rehabilitation package on improving executive functions (working memory and response inhibition) in children with dysgraphia. The present research was semi-experimental in the form of pre-test-post-test with a control group. The statistical population of the research was students with dysgraphia who referred to education counseling centers in Kermanshah city in 1401. Among them, 40 people (initially 20 people in the experimental group and 20 people in the control group, but one of the control group was removed by the end of the experiment) who were willing to cooperate and were also available were selected and then randomly divided into experimental and control group. Then, in both groups, the pre-test was implemented, and after that, the experimental group received 12 intervention sessions of the HAMRAH cognitive rehabilitation package, but there was no intervention for the control group. Then, a post-test was performed for both groups. The data were analyzed using covariance. The results showed that the Hamrah cognitive rehabilitation package has an effect on improving working memory and response inhibition in children with dysgraphia (P<0.01). It is suggested that the HAMRAH cognitive rehabilitation package be used in medical centers by mental health specialists, along with other treatment methods, in order to improve working memory and response inhibition for children with dysgraphia

In different parts of the world, people speak different languages ​​to each other. Some parts of the world are more linguistically rich and more than one language is spoken in those regions. The aim of this study was to evaluate and evaluate the executive functions of the brain including cognitive flexibility, selective attention and response inhibition in monolingual and bilingual male and female students of Bu Ali Sina University of Hamadan. This research has been done by descriptive and causal-comparative method using complex Stroop computer test. The statistical population selected for this study were bilingual and monolingual students of Bu Ali Sina University. The test was performed on 214 male and female students. Data obtained from 165 students were analyzed by independent t-test and one-way analysis of variance. The obtained results showed that there is a significant difference between gender and executive functions studied in this study. But there was no significant difference between bilingual and monolingual individuals with these functions. In this study, we concluded that gender affects the executive functions of the brain, but bilingualism and monolingualism do not affect the executive functions of the brain.