پروانه نهروانیان

The purpose of this study is to determine the effect of cognitive training on working memory and sustain attention of children with anxiety. A pseudo-experimental study was performed among students aged 8 to 9 years old and selection was based on research criteria by two-stage sampling. In the first step, using cluster sampling, 358 students were selected and anxiety test was performed on them, which 137 students with high anxiety were selected. In the second stage, 76 students were selected according to the entry criteria, and Raven''s intelligence test was used to match the intelligence of subjects; finally, 44 students were selected as a sample of study and were randomly placed in two experimental and control groups and at the end, the data of 36 subjects were analyzed. In order to match the participants, Raven''s intelligence test (Rayon et al., 1993) and Reynolds and Richmond''s (1987) Manifest Anxiety were used and the research tools were, Kirchner''s N-back Memory Test (1985), concentration & diffuse attention test of (Khodadadi, Yazdi and Amani, 1393). At the beginning, a pre-test of working memory and precise, focused and scattered execution was performed for all participants. Then, the test group received 10 sessions of 45-minutes training in 5 weeks and at the end, both groups completed the post-test.The multivariate covariance analysis was used to test the hypotheses in the study and the analysis of the result indicates the effect of cognitive training on the improvement of accuracy and concentration of working memory.

The aim of the present study was to investigate the effectivenessof cognitive training on the executive function and divided attention of anxious children. The present study was designed as a semi-experimental research design, using the purposeful randomized sampling method. According to the research criteria, 38 anxious children whose age was from 8 to 9 years old, were selected and randomly divided into two experimental and control groups. The research instruments included Clinical Interviewing, Raven's Intelligence Test, to match the participants, Apparent Anxiety of the Children, London Tower Executive Function Test and Selective and Divided Attention. At the beginning, the Executive Function, Focused and Divided Attention Test, were administered to all the participants. The experimental group received training in 10 sessions of 45 minutes in 5 weeks. At the post-test the instruments were administered to both groups. The results of the study showed a significant effect of cognitive training on the total time, planning time, and experimental time. Total results also showed that there was a significant impact on commission, omission, correct response, and response time of attention. According to the results, cognitive training had a significant effect on the improvement of the executive function and divided attention of anxious children. The results also clarified the role of intervention-based games in cognitive processes

the aim of the present study reviews the effectiveness of critical thinking training on problem solving styles anddecision making styles.
statistical research community includes all undergraduate students of the Bachelor of the Payame noor University of Tehran in academic year 94-95 who were among 40 students to the methods of random sample selected using multi-stage cluster store with cloud-based research plan of the type before the test – so the test with the control group in a experiment and control groups were appointed (20 students in tests and 20 students in the control group). Interventions relating to the training of critical thinking for a 45 minute training sessions during the two-week meeting on the students Group conducted tests. Used tools, problem-solving style questionnaire Cassidy and long (1996) anddecision making styles questionnaire Scott & Bruce(1995). the data obtained by statistical analysis method of case analysis.
Findings: the results of the study showed a significant difference between the groups (MANCOVA). The test results also suggest the existence of a single the difference was significant in both variables.
the result of the combination of the student's abilities and critical thinking, to maximize it is to promote total decision making styles,logical decision making style and problem solving styles leads. so it can be acknowledged that with the growth and progress of critical thinking as level and capabilities from and effective problem solving, levels total decision making styles,logical decision making style students also will be upgraded. On the other hand non-constructive style avoidance and intuitive problem-solving and decision-making style of avoidance and intuitive other hand, felt.

The aim of the present study is to review the effectiveness of critical thinking training on problem solving styles and self-directed learninig.
statistical research community includes all undergraduate students of the Bachelor of the Payame noor University of Tehran in the academic year of 94-95 who were among 40 students who were chosen thro the methods of random sample selection using multi-stage cluster store with cloud-based research plan of the type before the test – so the test with the control group in an experiment and control groups were appointed (20 students in tests and 20 students in the control group). Interventions relating to the training of critical thinking were conducted on the students group during 12, 45 minutes long sessions which took place two times each week. The tools that were used include, problem-solving style questionnaire Cassidy , long (1996), and self-directed learning questionnaire Fisher et al. (2001). the data obtained by statistical analysis method of case analysis.
the results of the study showed a significant the difference between the groups (MANCOVA). The test results also suggest the existence of a single variable the difference which was significant in both variables.
the result is to combine of the student’s abilities and critical thinking, and maximizing it to promote is self-directed learninig and problem solving leads. so it can be acknowledged that with the growth and progress of critical thinking as level and capabilities effects problem solving, and the levels of self-directed learninig of students also will be upgraded.

the goal of the present study was to investigate the impact of the attention training on vigilance and visual search in normal adults and children. in this study، using purposive random sampling، 60 subjects (30 adult and 30 children) were selected according to the research criteria. The ‘continuous performance test’ (CPT)، concentration and diffuse attention test، mini mental status scale and the scholar-made direction control variables were used as the cognitive assessment tool pack. The continuous performance test as well as concentration and diffuse attention test were primarily administered to subjects during the pretest. Later، the adult group underwent three weeks of training (five 35-minute training sessions) while the children group received ten 45-minute training sessions over 5 weeks. Eventually، post-tests were administered to the subjects in both groups. Analysis of the data revealed that the attention training leaves a significant positive impact on the correct response rate، reaction time vigilance and visual search. Given the potential impact of attention training on vigilance and visual search، the importance of such trainings in fostering accurate cognitive processing as well as attention and proper timely response to the target stimuli، is becoming clearer than ever.

The goal of the present study was to investigate the impact of the attention training on the visual search in normal adults and children. In this study, using purposive random sampling, 60 subjects (30 adults and 30 children) were selected. The tools used in this study were concentrated attention test, mini mental state examination and researcher made questionnaire which was used to control the variables. First, the pre-test (concentrated attention) was performed and then the adults has underwent five 35 minutes sessions of training for three weeks and the children has underwent ten 45 minutes sessions of training for five weeks, and finally post-test was performed for the two groups. Data was analyzed using multivariate analysis of variance. Analysis of the data showed the significant impactof the attention trainingon the rate of correct responding and the reaction time of visual search. Given the impact of the attention training on the visual search, the importance of these trainings in process shaping, correct cognitive processes, paying attention to the target stimuli and quick, accurate responding become more and more clear.

This study investigated the effects of affective content of tasks on explicit and implicit memory function of students, in order to examine the difference in effect of pleasure and unpleasure events on memory. This is an experimental study with random selection of 90 university students that was conducted individually. Each subject received one task with positive, inactive and negative affective contents. Then, the rates of affective tasks recall measured using two methods for evaluation of explicit & implicit memory. Affective content tasks (positive, negative, inactive) had different effects on explicit and implicit memory function. Explicit memory had the best function associated with positive affective content tasks and the minimum memory function in negative task. Implicit memory function in both positive and negative affective tasks was better than inactive task. Explicit memory has the highest efficiency for positive and pleasant affective issues; the lowest rate of efficiency is due to unpleasant and negative affective issues. In implicit memory, affective issues, being pleasant (positive) or unpleasant (negative), lead to better memorization of information, but inactive content has the minimum amount of influence on implicit memory.

The goal of the present study was to investigate the effect of gender and emotional content on the function of explicit and implicit memory. This study was conducted on 90 undergraduate engineering students using random cluster sampling. Texts with positive, negative and neutral content were used as tasks of implicit memory. Participants were timed while reading passages aloud as quickly as possible, but not so quickly that they could not understand. The Explicit tasks were administered at the end of implicit memory testing, and consisted of multiple choice questions (recognition) regarding the passages. In both explicit and implicit memories the highest performance in the male group was related to positive tasks. However, females performed generally better than males in explicit memory. An additional finding was related to the speed of reading, in which women performed better than all other groups in neutral texts. The functions of explicit and implicit memories in both genders were different with regard to the tasks. For both memories, men and women showed the highest performance in positive and negative tasks respectively.