Javad Alaghbandrad , Seyed Kamaledin Kharazi,
Volume 2, Issue 3 (Autumn & Winter 2000)
Abstract
Improvement of cognitive functioning in brain injured patients is related to the age of injury, premorbid intellectual status and effectiveness of rehabilitative and supportive measures. Most of the improvement occurs during the first two years after trauma. The authors had previously reported the cognitive profile of a 13 year-old boy suffering severe brain damage. In this report the continuation of his cognitive improvement documented by a battery of neuropsychological tests following extensive rehabilitation and training is discussed.
Alinaghi Kharazi, Hossein Karashki,
Volume 11, Issue 1 (Spring 2009)
Abstract
Objective: The aim of this research was to study the relationship between parents’ perceptions and self-regulation learning in students as well as the relationship between factors in parent perception and self-regulation learning.
Method: In order to conduct the study, multistage cluster sampling method was used and a sample of 685 third grade male students from Tehran high schools were selected. To collect the data, Motivated Strategies for Learning Questionnaire (Pintrich and De Groot, 1990), and Perceptions of Parents Scales (Grolnick and his colleagues, 1997), whose reliability and validity had been previously obtained, were administrated to the students as a group.
Results: The results of Pearson correlation showed that mutual correlation between the components of self-regulation learning (cognitive, metacognitive and resource management) and the components of parents’ perceptions (warmth and autonomy support) were significant (P<0/01). Results of multivariate regression showed that self-regulation learning was predicted by components of parents’ perceptions. Regression coefficients of mother’s warmth and autonomy support were also significant (P<0/01).
Ali Lotfi, Sayed Kamal Kharazi, Javad Pour Karimi, Mitra Ezzati,
Volume 21, Issue 3 (Autumn 2019)
Abstract
Introduction: Cognitive readiness is one of the emerging issues in the field of cognitive science that has been raised in response to the complex condition, changing, and unpredictable at the United States Department of Defense for more than a decade. The present study aimed to investigate the cognitive readiness of university presidents due to the complexity of the university environment and the unpredictability of its events and developments.
Methods: To do the research, the meta-synthesis qualitative research method based on seven stages of Sandelowski and Barroso (2007) was used to design a tentative model to measure the cognitive readiness of university presidents through the interview with cognitive science and higher education management experts for pattern validation.
Results: The results of the research consisted of effective factors (including environmental and organizational factors) on cognitive readiness of university presidents, and the components of their cognitive readiness including individual cognitive readiness (meta-cognition, critical-analytical thinking, creative thinking, systematic thinking, situation awareness, sensemaking, adaptability), team cognitive readiness (cognitive ability and work-team interactions), learning readiness (learning mental agility), and socio-emotional readiness (social-emotional intelligence, stress management), which presented and validated as a conceptual model, and the relialibility of the model measured.
Conclusion: Cognitive readiness is a complex and multidimensional structure acquired as the result of interaction between environmental, organizational factors and its components, which would have major impacts on the success of university presidents, accordingly.
