جستجوی مقالات مرتبط با کلیدواژه "cognitive information processing" در نشریات گروه "روانشناسی"

The aim of this study was to compare the effectiveness of three methods of career counseling (cognitive-social, cognitive information processing, constructivism) and acceptance and commitment counseling on students' affective capital on ninth grade students.

The research method was quasi-experimental with pre-test and post-test design for five groups. The study population was all ninth grade female students in one of the education districts of Isfahan in the 99-98 academic year. The sample consisted of 100 female students who were selected by available and multi-stage sampling based on entry and exit criterias. And were assigned to four experimental groups and one control group (20 people in each group). The research tool was the Emotional Capital Questionnaire (Golparvar, 2016). While the control group did not receive any training, none of the eight experimental groups received training related to each method. All groups were evaluated by research tools before and after the trainings.

The collected data were analyzed at two levels of descriptive (mean and standard deviation) and inferential statistics (multivariate analysis of covariance). The results showed that in comparison with control group there were no effects on feeling energy and positive affect by methods. Constructivism and acceptance and commitment had significant effects on happiness (P <0.01), but there was no significant difference between the two methods.

According to the results, it can be said that the constructivism and acceptance and commitment are appropriate methods to increase the happiness of female students.

The purpose of the present study is to determine the effectiveness of developmental therapies based on cognitive information processing approach on improvement of dyslexia in 7 to 9 years old children with learning disabilities in Alborz province.

The method of this research is pre-test; post-test, with control group. The statistical population of this study consists of 60 persons, 30 of whom were placed in treatment group and 30 were placed in the control group. Prior to treatment interventions, IQ was assessed using Wechsler IV test, signs and symptoms of dyslexia was assessed with Cattell Horn Carrollchr('39')s developmental therapies approach, ISHINR and cognitive information processing and learning style of students, parents, therapists and teachers was measured and evaluated using VAK Questionnaire. Then the students were divided into three separate groups of visual, auditory and kinesthetic based on their gender, age, educational level, learning style and considering the study goal. Thereafter, the training sessions were held within two months for these three groups. The students attended 15 ninety-minute training sessions along with their parents, while the control group did not receive any training.  

The data were analyzed using multivariate analysis of variance (MANOVA) method and the results showed that there is a significant difference (5%) between all of the three treatments groups in comparison with the control group, so all the three treatments methods are effective.

Developmental therapies (VAK learning style) utilizing cognitive information-processing approach are effective in the treatment of cognitive dyslexia.