نشریه شناخت اجتماعی
پیاپی 7 (بهار و تابستان 1394)

This study aimed to examine the psychometric features (validity and reliability) of the short form of Need for Cognition Scale (NFS) in high school students. For this purpose, 392 students (168 male and 224 female) of Shiraz high schools were selected by multistage cluster sampling method. They, then, responded to the self-report need for cognition scale developed by Cacciopo et al. To assess the construct validity of this scale, confirmatory factor analysis and internal consistency was used. Moreover, Cronbach's alpha coefficient was used to evaluate the reliability of the scale. Generally, the goodness of fit characteristics of the confirmatory factor analysis model indicated a good fit of the data with factor structure of the need for cognition scale. Also, internal consistency method indicates the construct validity of the scale. The Cronbach's alpha coefficient indicates the stability of the measurement of the scale. Based on these results, one can use the need for cognition scale developed by Cacciopo et al. as an acceptable measurement tool in the study of high school students.

Previous studies have shown that variety of cognitive weakness and strengths in the autism population, moderately considered in male as male brain, in which males typically recording lower performance than females on some cognitive functions such as social communication, empathy, etc. Although, Joint attention function takes a main role in social cognition and communications, this function is frequently absent in autism individuals. This study aimed to evaluate whether sex have different accomplishment effect in various features of gaze patterns during an eye-tracking measure of joint attention. Task performance (accuracy to correctly label a target item) and eye movement information (‘where’ the participant fixates when completing the task) were recorded among males and females. Fifty seven (32 female, 25 male) students of Shahid Beheshti University, based on available sampling in year 2013-2014 were recruited in the study. The results showed different gaze patterns between males and females. Also, males had longer duration time of searching the target and looking at the face in comparison with females. These results further supports the hypothesis that joint attention could be an important element of extreme male brain (EMB) theory, in which males recording lower performance than females.

The aim of this study was to compare the theory of mind in normal children and irresponsible. The method of study was casual comparative, the population consists of children 9 to 12 years normal or irresponsible condition in the 92-93 academic year study in Isfahan city. Multi-stage stratified random sampling method was that the boys school, six areas were selected in Isfahan. Instrument included a questionnaire Hop theory of mind (1994) and data analyzed using multivariate analysis of variance. The result showed that the two groups of children differenced general level and three levels of detail (level I, II and III) there is a theory of mind (P<0/01). Based on the results of this study, it can be claimed that children with irresponsible parents, due to their parent's authoritarian and permissive style, have lower level of of evolution of theory of mind than normal children. Because parents with authoritarian and permissive parenting style have less social interaction with their children which leads to weaker development of theory of mind.

The purpose of the present study was to examine the effectiveness of a cognitive processing -Based social skills training on social, emotional, psychological well-being and reduce the symptoms of children with conduct disorder.

This research was an experimental study including pre-tests and post-tests with control group. The statistical Universe of the study included elementary school boys in Delfan city in the academic year 1392-93 (A.H.). The subjects of the study included 40 male students from among the male students in Delfan city identified by the scales of CSI-4 (parent & teacher form), psychological well–being Personal and Structured clinical interview and chosen through simple random sampling Then They were assigned to two groups of control and experimental (20 students in each group). Experimental group received eight cognitive processing -Based social skills training sessions for four weeks. Control group did not receive any training in this period. The data were analyzed using multiple covariance analyses.

The results of multivariate analysis of covariance (MANCOVA) showed that cognitive processing -Based social skills training on social, emotional, psychological well-being male students was effective.