Cognitive psycholog
Mohammad Sadegh Ataee; Mohammad Hossein Abdollahi; Jafar Hasani; Valiollah Ramezani
Abstract
The aim of this study was to investigate the effect of emotional experience induction on working memory performance with regard to students' positive and negative metacognitive beliefs. The present study is an semiexperimental study of pretest-posttest type with a control group. The statistical population ...
Read More
The aim of this study was to investigate the effect of emotional experience induction on working memory performance with regard to students' positive and negative metacognitive beliefs. The present study is an semiexperimental study of pretest-posttest type with a control group. The statistical population of the study was students of Kharazmi University. 80 subjects were screened using the Wells (1997) standard metacognitive questionnaire into 4 groups of positive high, positive low, negative high, and negative low metacognitive beliefs. ANOVA with repeated measures was used to analyze the data. According to the research findings, in the group with high characteristics of positive metacognitive beliefs, working memory performance increased significantly after positive emotional induction, but no change in memory performance was observed after negative emotional induction. In the group with low characteristics of positive metacognitive beliefs, working memory performance increased significantly after positive emotional induction and decreased significantly after negative emotional induction. In the group with high characteristics of negative metacognitive beliefs, working memory performance did not change after positive emotional induction but decreased significantly after negative emotional induction. In the group with low characteristics of negative metacognitive beliefs, working memory performance increased significantly after positive emotional induction and decreased significantly after negative emotional induction. According to the results of the study, memory performance in students with positive metacognitive beliefs is more influenced by positive emotional experiences, and in students with negative metacognitive beliefs, it is dependent on the induction of negative emotions.
Jafar Hasani; Sohrab Amiri
Volume 4, Issue 2 , January 2016, , Pages 48-61
Abstract
Introduction: The aim of the present study was to investigate the effect of subliminal emotional experiences in personal and impersonal moral judgment. Method: A total number of 35 students (20 females and 15 males) from Kharazmi University were selected using random sampling and were individually induced ...
Read More
Introduction: The aim of the present study was to investigate the effect of subliminal emotional experiences in personal and impersonal moral judgment. Method: A total number of 35 students (20 females and 15 males) from Kharazmi University were selected using random sampling and were individually induced by subliminal neutral, positive, and negative emotional experiences. After each emotion induction stage, the subjects responded to two personal and impersonal moral stories. The data were analyzed using analysis of variance with repeated measures. Results: The results showed that the induction of subliminal positive and negative emotional experience lead to non-utilitarianism in personal moral judgment but have no effect on impersonal moral judgment.Conclusion: The results reflect the significant role of emotional experiences in moral judgment based cognitive processes.
taibah shahmoradifar; Mohammad Hossein Abdollahi; Jafar Hasani
Volume 3, special , March 2015, , Pages 7-30
Abstract
The purpose of the present study was to examine the effective of emotion regulation strategies training on moral judgments with regard to the capacity of working memory. Thus, hundred and fifty eight university students (45 males and 113 female) from Kharazmi University were participated in this study. ...
Read More
The purpose of the present study was to examine the effective of emotion regulation strategies training on moral judgments with regard to the capacity of working memory. Thus, hundred and fifty eight university students (45 males and 113 female) from Kharazmi University were participated in this study. All participants were tested using working memory index and based on their scores distributions, two groups with high and low working memory abilities were selected for the training sessions. Each group, 14 participants (9 females and 5 males), have been trained through the emotion regulation strategies for ten sessions. Moral judgments in five different categories (personal, easy personal, difficult personal, impersonal and control dilemmas) have been examined in three different stages Data were subjected mixed analysis of variance. The results showed that there were no significant differences in utilitarian responses and reaction times to moral judgment dilemmas between two groups with low and high working memory scores. Also, the findings indicated that emotion regulation strategy training resulted in an increase of utilitarian moral choices for all of the moral dilemmas relative to control dilemmas. However, emotion regulation strategy training had an effect on the reaction time in response to the as well as difficult personal moral dilemmas. According to these findings, it seems emotion regulation strategy training had an effect in utilitarian responses and the reaction time, especially for personal moral dilemmas. This could be considered as an indicator of how emotion regulatory strategy training can influence the emotional response during moral judgments.
