per
Institute for Cognitive Sciences Studies
Advances in Cognitive Science
1561-4174
2783-073x
2012-04
14
1
1
10
article
Effects of Handedness and Gender on Auditory Attention in Bergen Dichotic Listening
Zahra Jafari
z_jafari@tums.ac.ir
1
Maryam Aghamollaei1
2
Reyhaneh Toufan
3
Mahdiyeh Esmaili1
4
Shadi Rahimzadeh
5
Saeed AsadMalayeri
6
Tehran University of Medical Sciences Faculty of Rehabilitation, Tehran, Iran.
Tehran University of Medical Sciences Faculty of Rehabilitation, Tehran, Iran.
Tehran University of Medical Sciences Faculty of Rehabilitation, Tehran, Iran.
Tehran University of Medical Sciences Faculty of Rehabilitation, Tehran, Iran.
Tehran University of Medical Sciences Faculty of Rehabilitation, Tehran, Iran.
University of Social and Welfare Rehabilitation Sciences, Tehran, Iran.
Objective: The effects of handedness and sex were studied by Bergen Dichotic listening test that measures both divided and selective attentions.
Method: Persian version of the Bergen dichotic listening test was used to evaluate non-forced attention, attention to right and attention to left ears on 75 young adults including 54 right-handed and 21 left handed individuals with normal hearing in age range of 18 to 30 years old.
Results: Right ear advantage (REA) with mean score of 78.4% and 94.7% in the two conditions of non-forced attention and attention to the right ear, and left ear advantage (LEA) with mean score of 81.3% in attention to the left ear were obtained. Sex had no effect on the results, but significant difference was found between right and left hand people in non-forced attention and attention to the right (p<0.029).
Conclusion:Top-down processing of brain cortex in selective attention modulated bottom-up processing in divided attention task by change of right ear advantage. Our results showed the application of Bergen dichotic listening test to evaluate auditory attention, language laterality and handedness.
http://icssjournal.ir/article-1-421-en.pdf
Dichotic Listening
Divided Attention
Selective Attention
Right Ear Advantage
Top-Down Processing
Sex
Handedness
per
Institute for Cognitive Sciences Studies
Advances in Cognitive Science
1561-4174
2783-073x
2012-04
14
1
11
18
article
Correlation between Theory of Mind (Intentionality) and Language in Normal Children
Mehdi Tehrani-Doost
tehranid@sina.tums.ac.ir
1
Azar Mohammadzadeh
2
Anahita Khorrami Banaraki
3
Associate Professor of Psychiatry,Tehran University of Medical Science, Institute for Cognitive Sceince Studies, Tehran, Iran.
M.A. in cognitive science, Institute for Cognitive Science Studies, Tehran, Iran.
Ph.D student of neuroscience, Institute for Cognitive Science Studies, Tehran, Iran.
Objective: Theory of mind (ToM) has been described as the ability to understand others' mental states. One of the main aspects of ToM is intentionality. The aim of this study is to investigate relation between ToM (intentionality) and language ability using Movement Shapes Paradigm.
Method: Sixty boys of ages 7 to 9 without any mental disorders, based on interviews with their parents, participated in this study. All participants were assessed using the modified version of Movement Shapes Paradigm. Children's descriptions were rated according to their accuracy of answers, types of applying descriptions, and lengths of phrases. Verbal and language abilities were measured by verbal subtests of the Wechsler Intelligence Scale for Children (WACIS-R). Finally, statistical analysis was conducted using correlation coefficient, R Spearman.
Results: : Data analysis showed that there were weak relations between ToM and language ability (P=0.05). Correlations between intentionality score, answer accuracy, and length of answers from ToM tasks and total verbal IQ were r=0.21, r=0.16, and r=-0.1, respectively.
Conclusion: Based on these findings, it can be concluded that ToM as measured by Movement Shapes Paradigm is weakly related to language ability.
http://icssjournal.ir/article-1-424-en.pdf
Theory of Mind
Intentionality
Language
Verbal Ability
Movement Shape Paradigm
per
Institute for Cognitive Sciences Studies
Advances in Cognitive Science
1561-4174
2783-073x
2012-04
14
1
19
30
article
The Study of Relationship between Mind Reading Ability and Big Five Factors of Personality
Abbas Zabihzadeh
Zabihzadeh.a@gmail.com
1
Vahid Nejati
2
Gheysar Maleki
3
Farhad Radfar
4
Masoume Darvishi
5
clinical child and adolescent psychology, Shahid Beheshti University, Tehran, Iran.
Assistant Professor of cognitive neuroscience, Shahid Beheshti University, Tehran, Iran.
M. A Student of clinical child and adolescent psychology, Shahid Beheshti University, Tehran, Iran.
M. A Student of clinical child and adolescent psychology, Shahid Beheshti University, Tehran, Iran.
M. A Student of psychology, Tehran University, Tehran, Iran.
Objective: Mind reading is a social cognitive ability of brain. The purpose of present study was to study the relationship between mind reading and big five factors of personality.
Method: In this cross-sectional study, 220 (104 male and 116 female) student of Tehran and Shahid Beheshti universities were selected by convenient sampling. Baron-cohen’s Reading the Mind in the Eyes Test and short form of NEO questionnaire (NEO-FFI) were used as the research tools. Data were analyzed through Spearman correlation and multiple regressions.
Results: The results of Pearson correlation showes that mind reading is positively correlated with agreeableness and negatively correlated with neuroticisms (P<0.001). The results of multiple regressions indicates predictive role of agreeableness and neuroticisms factors in mind reading ability of participants.
Conclusion: Results of this study suggests that propensity or motivation to attend to the mental state of others may be related to agreeableness and neuroticisms as a two trait of personality.
http://icssjournal.ir/article-1-426-en.pdf
Big Five Factors of Personality
Mind Reading
Theory of Mind
per
Institute for Cognitive Sciences Studies
Advances in Cognitive Science
1561-4174
2783-073x
2012-04
14
1
31
40
article
Evaluation of Different Dimensions of Attentional Functions of Opium Abusers with Short- or Long-Term Abstinent Periods
Vahid Nejati
nejati@sbu.ac.ir
1
Narges Sharif Askari
2
Ph.D. in Cognitive Neuroscience, Assistant Professor, Shahid Beheshti University, Tehran, Iran.
M.Sc. in Psychology, Shahid Beheshti University, Tehran, Iran.
Objective: Substance abusers have deficit in attention. Primacy and recency of drug abuse and attentional deficit have always been open to discussion. One way of evaluating this subject is to evaluate abusers with long- and short-term abstinent. The purpose of the present study was to compare attentional functions of addict with short-term and longterm abstinent.
Method: In this cross-sectional study, 60 opium abusers in their abstinent periods participated from one NGO. They were divided into two groups of short-term (less than 6 months) and long-term (above 6 months) abstinent, and were compared through the Stroop, the Continuous Performance, and the Shifting Attention tests. Data were analyzed through Independent T Test with SPSS Software (version 17).
Results: The reaction time of the third stage of the Stroop Test was significantly higher among the long-term than the short-term abstinent group (P<0.05). Long-term abstinent group had higher performance in sustaining attention (P<0.05) and shifting attention (P<0.05). There were no differences in preservation error in both groups (p>0.05).
Conclusion: Based on these findings, we conclude that duration of abstinent is effective in attentional functions, and remediation of cognitive functions does occur after abstinent.
http://icssjournal.ir/article-1-449-en.pdf
Addiction
Attentional Functions
Abstinent Period
per
Institute for Cognitive Sciences Studies
Advances in Cognitive Science
1561-4174
2783-073x
2012-04
14
1
41
52
article
Effects of Metacognition Training on the Improvement of Mathematical Function in Children with Mathematic Learning Disability
Ahmad Yarmohammadian
yarmo879@yahoo.com
1
Moslem Asli-Azad
2
Assistant Professor, Department of Psychology and Education, University of Isfahan, Isfahan, Iran.
M.A., Department of Psychology and Education, University of Isfahan, Isfahan, Iran.
Objective: The aim of this study was to investigate effects of metacognition training on the improvement of mathematical function in primary school students with mathematic learning disability.
Method: The statistical population of the study was third-grade students of a primary school in Isfahan. To conduct the research, 30 students with mathematic learning disability were selected through random multi-stage clustered sampling. The sample was divided randomly into two groups (15 students in the experimental group and 15 students in the control group). Interventions of metacognition training were administered on the experimental group. The instruments of the research included Wechsler (4) Children’s Intelligence Scale, the Mathematic Disability Diagnosis Test and Mathematics Function Test. The data were analyzed through covariance analysis method.
Results: The results indicated that metacognition training affected mathematical function of children with mathematic learning disability.
Conclusion: The findings supported the notion that metacognition training could be employed in teaching mathematics to students. As other studies concluded, too, the educational system should try to utilize metacognition training in primary schools in order to improve students’ learning ability.
http://icssjournal.ir/article-1-451-en.pdf
Mathematic Learning Disability
Metacognition
Mathematical Function
Primary School Students
per
Institute for Cognitive Sciences Studies
Advances in Cognitive Science
1561-4174
2783-073x
2012-04
14
1
53
66
article
Modeling of Relationships between Epistemological Beliefs, Academic Self-Efficacy, Metacognitive Self- Regulation, and Deep-Processing Strategy with High School Students’ Academic Performance
Kazem Barzegar Bafrooee
barzegar6003@yahoo.com
1
Esmail Sahdipoor
2
Educational Psychology, Yazd University, Yazd, Iran.
Assistant Professor, Allame Tabatabaee University, Tehran, Iran.
Objective: : The main purpose of this research was planning and fitting the structural model of the relationships between epistemological beliefs, academic self-efficacy, metacognitive self-regulation and deep-processing variables with high school students’ academic performance.
Method: : For this purpose, a sample of 400 students was used to determine the validity and reliability of the instruments in the primary stage. To test the hypothesis in the main stage of the research, the sample included 700 high school students, who were randomly selected using multiple-stage sampling. For assessing research variables, scales, and questionnaires, such as Bayless’s Epistemological Beliefs Questionnaire (EBQ), academic self- efficacy and self regulation subscales (derived from MSLQ) and deep-processing strategy subscale (derived from SPQ) were used. Data were analyzed using Structural Equations Analysis.
Results: The findings provided a robust support for the hypothesized structural relationships. In general, the results indicated that epistemological beliefs could directly and indirectly affect students’ academic performance with the mediating effects of academic self-efficacy and metacognitive selfregulation strategy.
Conclusion: The findings demonstrated that students' enhanced epistemological beliefs could improve their academic self-efficacy, self-regulation strategy and, subsequently, academic performance.
http://icssjournal.ir/article-1-460-en.pdf
Epistemological Beliefs
Self Efficacy
Self-Regulation
Deep Processing
Academic Performance
per
Institute for Cognitive Sciences Studies
Advances in Cognitive Science
1561-4174
2783-073x
2012-04
14
1
67
74
article
Study of Phonological Awareness Skills among Farsi Monolingual and Farsi-Arabic Bilingual Students in the Second Grade in Ahvaz
Fatemeh Hasanati
Fatemeh_hasanati@yahoo.com
1
Maryam Jalalipur
2
Mahmood Latifi
3
Majid Gudarz
4
Majid Saleh
5
Sepideh Dabiri
6
Member of the Department of Musculoskeletal Rehabiliatation Research Center, Ahvaz Jundishapur University of Medical Sceinces, Department of Speech & Language Patology, Ahvaz, Iran.
Member of the Department of Speech and Language Pathology, Faculty of Rehabilitation, Shiraz University of Medical Sciences, Shiraz, Iran.
Member of the Department of Statistics and Epidemiology, Health Faculty, Ahvaz Jundishapur University of Medical Sceinces, Ahvaz, Iran.
Speech and language pathologist. Faculty of Rehabilitation, Ahvaz Jundishapur University of Medical Sceinces, Ahvaz, Iran.
Speech and language pathologist. Faculty of Rehabilitation, Ahvaz Jundishapur University of Medical Sceinces, Ahvaz, Iran.
Speech and language pathologist. Faculty of Rehabilitation, Ahvaz Jundishapur University of Medical Sceinces, Ahvaz, Iran.
Objective: Bilingualism is a positive phenomenon that can result in students’ development and promote the fulfillment of their potentials. However, bilingualism may cause educational problems in literacy. The mounting evidence of a relationship between phonological awareness and literacy is impressive and raises the central question of the present study – i.e., is development of phonological awareness among monolingual and bilingual students equal?
Method: Fifty (25 girls, 25 boys) monolingual (Farsi-speaking) and 50 (25 girls, 25 boys) bilingual (Farsi-Arabic-speaking) students of the second grade primary school in Ahvaz participated in this study. They were selected randomly in multi-stages. Sampling was analytical cross-sectional in the first trimester of 201011- academic year. For the purpose of this study, we used phonological awareness test (Soleymani-Dastjerdi). The data were analyzed by Mann-Whitney U Test of SPSS software.
Results: The findings indicated that the differences of mean scores between monolingual and bilingual students in identifying words with same final phoneme, fractionated phoneme, naming and deleting initial phoneme, deleting middle phoneme, and naming and deleting final phoneme were significant (p≤0.05).
Conclusion: The findings showed that phonological awareness among monolingual students was better than among bilingual students in Ahvaz. These results could be significant for to educational policymakers and require them paying more attention to the education of bilingual students.
http://icssjournal.ir/article-1-461-en.pdf
Phonological Awareness
Monolingual Students
Bilingual Students
per
Institute for Cognitive Sciences Studies
Advances in Cognitive Science
1561-4174
2783-073x
2012-04
14
1
75
87
article
Implicit Association Test (IAT): Between-Constructs Comparison and Subjects’ Responding Strategies
Pegah Nejat
pnejat@alumni.ut.ac.ir
1
Javad Hatami
2
Psychology, University of Tehran, Tehran, Iran.
Assistant Professor, Department of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
Objective: Implicit Association Test or IAT is a test used in the field of social cognition to implicitly assess identity, attitude and stereotype. The aim of this study was to examine the construct validity of this test from two specific aspects – i.e., between-constructs differentiation of IAT’s polarity strengths, and response strategies used by subjects.
Method: 229 undergraduate students responded to three IATs assessing gender identity, major identity and gender-major stereotype. Participants were subsequently interviewed on how they responded to the IATs. Repeated measures ANOVAs using IAT type as a within-subjects factor were run to compare IATs in mean reaction time and polarity strength. In addition, the method of Generalized Estimating Equations was used to predict IAT’s polarity strength, using reaction time as a within-subjects covariate. Subjects’ responses in the interviews were used as the basis for categorizing response strategies.
Results: The polarity strength, as well as the mean reaction time belonging to the stereotype IAT was smaller compared to those of identity IATs. On the between-constructs scale, IATs’ strength polarity was not independent of their reaction time. In the section dedicated to strategies, approximately half of the subjects mentioned specific cognitive-affective strategies. Strategies were categorized to visual, articulatory and memory-based. Memory-based strategies were further divided into three categories.
Conclusion: The current study does not confirm the validity of IAT in differentiating cognitive constructs of stereotype and identity, because the observed difference in the polarity strength of these constructs was not independent of a subject’s overall speed of responding. The fact that nearly half of the subjects used specific cognitive strategies stipulates attention and can have implications for IAT’s claim to assess the strength of implicit associations. Furthermore, the study of the strategies suggests that Baddely’s model of working memory (2001) can serve as an appropriate model to explain the strategies employed by subjects for responding to IAT.
http://icssjournal.ir/article-1-462-en.pdf
Implicit Association Test (IAT)
Cognitive Strategies
Reaction Time
Polarity Strength