جستجوی مقالات مرتبط با کلیدواژه "دست برتری" در نشریات گروه "روانشناسی"

Examining the cognitive weaknesses of women receiving botulinum (Botox) as well as how to recognize different facial emotions with the premiere hand control by them can be an effective way to treat and improve their emotional recognition. The purpose of this study was to compare the ability to recognize facial emotional states with the premiere hand control in women receiving treatment of botulinum (Botox) and normal women. This is a causal-comparative study. The research population was all women receiving botulinum (Botox) who referred to beauty centers of Rasht in spring of 1397. Using available sampling method, two groups of 46 women who received Botox treatment and normal subjects participated in the study as samples. Ekman and Fraction's facial emotion recognition test and Chapman's Handedness Inventory were used as measurement instruments to determine the recognition of emotions (happiness, sadness, anger) of participants. The results were analyzed throgh SPSS-23 and descriptive statistics and covariance test. The results showed that the ability of the two groups to recognize the emotional states (happiness, sadness and anger) with the premiere hand control is not the same, and there is a significant difference between the two groups. The ability of women receiving botulin (Botox) to diagnose emotions (happiness, sadness and anger) is weaker than normal people.

The present research was a causal-comparative study with ex post facto method to evaluate brain behavioral inhibition and activation systems (BIS/BAS) and hemispheric dominance in alexithymia. For this purpose, 25 university students without alexithymia symptoms and 25 university students with alexithymia were selected with purposive sampling among male and female undergraduate students of Bonab and Tabriz Payam-e- Noor Universities. In this study, data collection tools included Toronto Alexithymia Scale (TAS-20), the Brain Behavioral Inhibition and Activation Systems (BIS/BAS) questionnaire of Carver and White (1994), and Edinburgh’s handedness questionnaire. The collected data were analyzed by multivariate analysis of variance (MANOVA) and statistical software of SPSS-18. The results indicated that there is no difference between people with alexithymia and people without alexithymia in terms of hemispheric dominance. People with alexithymia had less behavioral inhibition and the drive mean in people with alexithymia was lower

Aim: The object of the present research is studying the relationship between somatic complaints and depression signs with handedness. For this purpose 120 students (female) aged at 25 years and 5 months whom 60 students were right handed and 60 students left handed students were chosen as accessible ones then were chosen randomly from among the same right handed counterpart class each divided into teo groups of depressed or no depressed. The means for gathering data for this research include Beck Depression Inventory (BDI), General Health Questionnaire GHQ-28 and evaluation form of somatic complaints which is made by researcher. The results analyzed with binomial logistic regression method t-test and pierson coefficient correlation showed that the mark obtained from somatic signs of right handed and left handed persons have no relation with somatic complaints of right side of body but there is significant relationship between somatic sign's marks of right handed and left handed persons with somatic complaints of left side of body. Therefore taking into consideration high prevalence of physical complaints on left side of body in depressed right handed and left handed students existence of these complaints on left side of body can be considered a depression sing.

bimanual coordination tasks routine and dominant. So, the aim of this study was investigating the effect of handedness and bimanual coordination task difficulty on the brainwave of cortical areas.
Material:the present study is of semi-experimental type. 20 woman (10 left and 10 right-handed) with a mean age of 42þþ/8 years That were selected by Purposive sampling. Each of the participants did a five-difficulty level of bimanual coordination tasks.
according to the results of analysis of variance and independent t-test in c3 between right and left hand group there was a significant difference in gamma wave. And in level 5&4 of bimanual coordination task difficulty between tow group in delta waves there was a significant difference too.
There was a high activity in the motor cortex, supplementary motor area (C3 & C4) during bimanual coordination task. This activity of wave increasing with enhancement tasks difficulty. This finding shown the important role of Supplementary motor area in bimanual coordination.

The aim of our study was to compare the accuracy of free-throw in basketball among Hand-Eye coordinated and uncoordinated students.
60 students of 3rd grade in high school were selected in Mashhad, Iran. Subjects were classified based on whether they had hand-eye coordina - tion. The task was the accuracy of basketball free-throw from penalty era using one hand. All participants received ongoing training for 5 days, with 30 throws and after that did the task 10 times for the accuracy of their throwing.
The analysis revealed a significant difference between hand-eye coordinate and uncoordinated subjects (p=0.005, F=24.82).
By understanding the individual characteristics and features, athletic training can be designed based on the individual differences leading to accelerated progress in the acquired athletic skills.

Manual preference in the students affects on their learning in the school and daily life. The goal of the present study was to test whether there is a relationship between manual preference and sexuality with finger counting habits in (74) primary school children.
Manual laterality was evaluated with The Handedness Questionnaire of Chapman and Chapman (1987) and finger counting habits in children were examined with interview.
Findings: The results indicated that whereas most left-handers started counting with the left hand, most of the right-handers started with the right hand. The transition between the two hands during the counting showed equal proportions of symmetry-based and spatial continuity-based patterns among the left-handers and right-handers. No significant difference was found between boys and girls in finger counting habits. These findings demonstrated that manual laterality contributes to finger counting directionality.
Taken together, these results indicate that finger-counting habits integrate biological and cultural information.

Preparation capacity in the course of time does not mean low confidence about important events that will occur in the future. The aim of this study was to evaluate the effect of long preparation and handedness on the neuropsychological performance (ie, reaction time).
The method of this study was semi-experimental which was performed by a self-made software. The participants were 40 of Shahid Chamran University female students who were chosen for sampling and were included in two groups of left and right handedness. Edinburgh Handedness Inventory was administered to them. Repeated measure analysis of variance and Bonferroni post hoc test intergroup for data analysis were used.
Findings: The findings demonstrated that very short (0/5 seconds) and very long (3/5 seconds) foreperiods would result in the increase of the reaction time, and that left-handed individuals were associated with shorter reaction times compared to their right-handed counterparts.
Sustainable pattern of right and left hands to control the movement and the deployment strategies are different. Apparently, the cause of these differences is that different motor components specifically processed in two cerebral hemispheres. Moreover, it is better to prepare people for performing different skills from while avoiding too short and too long foreperiodes.

This research was aimed to investigate the relation of handedness and field dependence and field independence cognitive styles in high school boys students in Ghorveh city. Method in this study comparative causal method was used and 220 students were selected by cluster random sampling. All the subjects were asked to complete the Chapman Handedness Inventory and the Group Embedded Figures Test (GEFT) for analysis of data was used from Pierson correlation test and regression test. The results showed that there is a significant difference between cognitive styles of right-handed and left-handed students, meaning that cognitive styles of left-handed students is more field-independent compared with right-handed students.The results of this study confirm one of the theories in the etiology of left-handedness which was proposed by Geshwind-Behan-Galaburda in 1982.

Lateralization of the brain associated with cognitive functions. It is suggested that handedness is related to creative cognitive function as one of the lateralization results. This study aimed to compare the components of creativity among right-handed, left-handed and ambidexterity students.
This study is an ex post facto research. The statistical population in this study consists of all high school students at Lamerd and Mohr cities in the second semester of the academic year 2013-14. To select target groups, two sampling methods were used. Group of 40 right handed students in the available method and ambidexterity and left-handed group are each separately 40 students in multi-stage random method, were selected. The subjects in this study responded to Edinburgh Questionnaire and the creativity test.
Findings: The results of MANOVA analysis on average creativity scores and its components of students showed that the average of creativity and components of fluency and originality in right handed students are significantly lower than left-handed students, and the average of creativity and components of fluency, originality and flexibility in right-handed students are significantly lower than students who are ambidexterity.
Discussion and creativity and its components in ambidexterity and left-handed students are higher than those of right-handed students, it can be said that the right hemisphere stimulation and interaction in the two hemispheres may affect people's creativity.

According to the studies, biological and endogenous factors can affect cognitive processes. The aim of the present research was to study the relationship between decision-making styles with the brain behavioral inhibition and activation systems and handedness.
The present study was descriptive correlational research with regression analysis. The participants included 269 university students selected from Bonab and Tabriz Payame Noor Universities via multistage random sampling. They completed the decision-making styles questionnaire of Scott and Bruce (1995), the brain behavioral inhibition and activation systems (BIS/BAS) questionnaire of Carver and White (1994), and Edinburgh’s handedness questionnaire. Data were analyzed by Pearson’s product-moment correlation, standard multiple regression analysis, and moderated regression analysis.
Findings: The results indicated that there is a relationship between handedness with brain behavioral inhibition and activation systems, and avoidant decision-making style. There was a significant relationship between behavioral inhibition system with all types of decision-making styles, and between behavioral activation system with all three types of avoidant, rational, and intuitive decision-making style except dependent style; and both brain behavioral systems were able to predict the decision making styles. Besides, moderated regression analysis verified the moderating effect of handedness in mediating the relation between behavioral inhibition system (BIS) and avoidant decision-making style.
Overall, the results of the study confirm that cognitive processes, like decision-making, are directly or indirectly influenced by endogenous and biological factors such as brain behavioral systems and hemisphere superiority.

Today, to study the personal differences of individuals, much more attention is paid to their cognitive styles. Cognitive styles are the individual methods of learner that are being considered for data processing at the time of learning new concepts. The aim of this research is to study the relationship between Gregorc cognitive styles and handedness of undergraduate students in Payame Noor university and to suggest applicable strategies for improving distant education system. This research is descriptive and correlation one and the librarian and field methods (Gregoric cognitive styles questionnaires and Edinburgh handedness questionnaire) have been used for collecting data, statistical society of the research was undergraduate students of Payame Noor university– Tehran Branch, with 17803 persons and sample was considered 200 persons by random classification sampling method. To analyze the obtained data, in addition to descriptive methods of variables Mean (average) and standard deviation also drawing the necessary diagrams for multivariate variance analysis test, the one-way variance analysis and Significance tests of multivariate models of Wilkes, Pilates, Hutling and Roise have been used for testing the hypothesis. According to the obtained results, the significance relationship between handedness and concrete-sequential, abstract-sequential and abstract-random cognitive styles has been observed. In this way that in concrete-sequential cognitive style, right-handed women obtained more scores significantly, in abstract-sequential style righthanded men and women were significantly higher than left-handed ones, and in abstract-random style, left – handed men obtained higher scores significantly, which is in line with previous researches. According to the obtained results, can be telling that interaction of cognitive styles with handedness can have pursuit new implications for the design of teaching method in distance education system.

The proposed link between brain laterality and individual differences in cognitive tasks provided the theoretical foundation for the present study. The main purpose of this study was to investigate this potential link, specifically between one aspect of brain function, namely hand dominance, and one type of cognitive task, namely the ability to perceive short intervals of time. The sample included 40 girls and 40 boys left hands and 40 girls and 40 boys right hands in school students fasa city that were selected with the help of the Edinburgh Handedness Inventory and also time Perception measured with four methods of production, reproduction, verbal estimation and comparison by standard software. Regression analysis showed that age predicted negatively and significantly time perception to the measuring verbal estimation and production method. Handedness was positively and significantly predicted measuring verbal estimation method time perception. Logistic regression results also showed that Handedness predicted the time perception the measuring comparison method. In this study, not showed significantly different between the sexes. Summarizes the results show that right-handed people than left-handers to perceive higher intervals of time but at the time discrepancies are close to each other have more wrong.

lateralization and the difference between right-hand/ left-hand subjects are the most favorite topics between scientists and researcher.. In this field, one of the most attractive topics is high levels of verbal processing like joke comprehension and humor and processing of emotions like happiness. the aim of this study was investigation the difference between happiness and humor in left-hand and right-hand subjects. lateralization was studied through handedness among 384 students of Payam Noor, Tarbiat Modares, Azad, Seda va Sima and Tehran Universities. Tests like Edinburg for handedness, SHQ for humor and Oxford Happiness Questionnaire for happiness were used. Data analysis was done by T test. results revealed that there is difference between left-handers and right-handers in happiness and humor, happiness is more prevalent in right-handers and humor in left-handers. humor and happiness are lateralized in brain, so left hemisphere is responsible for happiness and right hemisphere for humor.

The present study compares social intelligence and emotional intelligence of students according to their handedness. Applied method in the present study is ¬a cause and effect-comparative method and statistical population was included all of Kermanshah university (6 universities), that among them with random multi-stage cluster sampling and three universities of Razi, Azad and Payame noor were chosen by multi stage cluster sampling and among 274 fields of study in these universities 7 fields and among these fields one class was selected and totally 180 students, 90 right- handed and 90 left handed were chosen. Subjects completed three questionnaires namely: Chapman and Chapman handedness test (1987), Thet social intelligence (2008), and Shrink emotional intelligence (1999). Data were analyzed using an independent t-test and multivariate analysis of variance. Results indicated that there was a significant relationship between the social and emotional intelligence with handedness (p<0/01). Moreover, among components of emotional intelligence, right-handed students have a higher level of self-awareness, social consciousness and social skills. Results confirmed the effect of hemispheric dominance on social and emotional intelligence of students which has important applications for social and emotional intelligence training in order to improve the operation and social and emotional functionality growth, socio-emotional well-being, especially in left-handed students that has fundamental influence on the educational, occupational and social functioning of individuals and has major role in their success in life.

This research was provided to determine the conformity of laterality indices in 2316 participants (5265 females, and 3177 males) with mean age 23 years and 6 months Iranian among nations. Participants were selected by multistage randomized sampling method. They were asked to complete the items of Edinburgh handedness inventory (Oldfield, 1970), the revised version of Waterloo footedness questionnaire (Elias, Bryden, and Bulman- Fleming, 1988). Descriptive data analysis revealed that there were 78/6 %, 6 %, 15/4 % for right, both, and left handedness in-turn. These distributions were 66/8 %, 21/8 %, 11/4 % for right, both, and left footedness. Moreover, A strong correlation were found between handedness and footedness(r= 0/75, p< 0/05). The agreement between right-handedness and right-footedness was 94/9, for being ambidextrous was 16/5, and for left-handedness and left-footedness was 88/3. The Phi coefficient for this agreement was calculated 0/79(p< 0/05), that serve a good conformity between these laterality indices. One of the neuropsychological explanations is that one of the brain hemispheres is considered for the control of a behavior which its dominancy is represented by different preferences for using body structures such as hand or foot. Their motor and sensory functions rigorously are under the influence of that dominant hemisphere. In general, Lateralization has different distribution among Iranian nations and it is less in comparison to other countries.

The present research is aimed to study the relationship between handedness and academic achievement in secondary students. For this purpose 901 students (441 boys, 460 girls) in 1 to 3 grades of ordinary secondary schools with age average 13 years and 5 months (minimum11 and maximum 20 years) and standard deviation 1 year and 2 months were chosen by cluster sampling method from schools of educational district five of Tehran city. Handedness questionnaire of Chapman and Chapman (1987) were completed by all subjects. Scores of students in written examinations of mathematics, religious education, geography, social science, Persian dictation, experimental sciences, English dictation, history, Arabic and vocational and technical education were gathered for educational achievement criteria. Data analysis revealed that the prevalence of non right-handedness (leftis 16 percent in both sexes. Data analysis by t-test also indicated that academic achievement of right-handers and non-right handers is not significantly different. Although the mean score of non-right handers in history was significantly more than right-handers (α=0.03). So handedness by itself is not related to educational achievement in secondary school students and the parents and the personnel of school need not worry about left or right- handedness in their children.

In order to investigate the development of finger counting habits emphasizing upon literacy and handedness roles in young children, 200 preschool and school age children of Tehran were selected by cluster sampling method. The Handedness Questionnaire of Chapman and Chapman (1987) and the Finger Counting Questionnaire (Coren, 1993) were administered to the participants. The results of chi- square test indicated that there were significant differences between preschool (illiterate) and school age (literate) children, and between right-preferred and left-preferred children in finger counting habits. No significant difference was found between boys and girls in finger counting habits. Most of the preschool children started to count from 1 to 10 with right hand (23.5%) and left hand (18%), and most of the school age children started with right hand. Also right-preferred children often started to count from 1 to 10 with right hand and left-preferred children started with left hand.