social Psychology
Ali Mostafaie; Sadegh Sadegh Shirbigipour
Abstract
Objective: the aim of the present study was to investigate the structural model of Predicting social cognition based on False beliefs, personal perception and motivational bias with the Mediation of Theory of Mind. Method:Research method was descriptive ,correlational and structural equation modeling.The ...
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Objective: the aim of the present study was to investigate the structural model of Predicting social cognition based on False beliefs, personal perception and motivational bias with the Mediation of Theory of Mind. Method:Research method was descriptive ,correlational and structural equation modeling.The statistical population included all high school students of Ilam city in the academic year 2020-2021, which Among them 380 people were selected by Cluster sampling method. The instruments was include Nejati et al.'s Social Cognition scale (2017), Baron-Cohen et al.'s Theory of Mind Questionnaire (2001), Pentridge et al.'s Motivational Bias Questionnaire (2002), Shostrom's Personal Perception Questionnaire (1992), and Catlin and Epstein's False Beliefs Questionnaire (2003). Reliability and validity of the questionnaires were verified by first and second rank confirmatory factor analysis with LISREL software and CR and AVE values. Analysis of data was performed by using Structural Equation Modeling (SEM) in two parts, the measurement model and structural section. Results: The results showed that the conceptual model developed had a good fit with the data. The results of the structural equation analysis indicated the significance of the coefficients of the direct path between the variables of false beliefs, personal perception and motivational bias with social cognition in the final model. Also, theory of mind has a direct, positive and significant effect on social cognition. Finally, false beliefs, personal perception and motivational bias has a negative and significant indirect effect through the mediating variable of Theory of Mind on social cognition. Conclusion:Therefore, applying strategies to reduce false beliefs, personal perception and motivational bias and increasing theory of mind can lead to increasing social cognition in students
Psychology
طالب لو taleblou; Somaye keshavarz; Esmaeil Shiri
Abstract
Purpose: The present study was conducted to investigate childhood injuries and social cognition with smartphone addiction with the mediating role of early maladaptive schemas in college students. Method: The research was conducted by the correlational method of structural equation modeling, and the statistical ...
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Purpose: The present study was conducted to investigate childhood injuries and social cognition with smartphone addiction with the mediating role of early maladaptive schemas in college students. Method: The research was conducted by the correlational method of structural equation modeling, and the statistical population of this research included all students of Imam Khomeini International University (RA) in the academic year of 2022-2023, 240 of them using multi-stage cluster sampling method as The sample was considered, of which 19 questionnaires were excluded from the statistical analysis due to incompleteness And finally, 221 people were included in the study. The research tools were the CTQ Childhood Trauma Questionnaire, Cohen's Eye Mind Reading Questionnaire, SAS Smartphone Addiction Questionnaire, and the short form of Young's Early Maladaptive Schemas Questionnaire. Structural Equation Modeling was used to analyze the data. Findings: Based on the results of Sobel's statistic, the effect of childhood trauma and social cognition due to early maladaptive schemas on smartphone addiction was significant at (p<0.05) level, and The coefficient of determination of smartphone addiction variable in the modified model is 0.46, which shows that exogenous and mediating variables can predict 46% of changes in smartphone addiction. Conclusion: Based on the findings of the research, childhood traumas, and social cognition can play an influential role in the occurrence of smartphone addiction.
Fatemeh sadat Sepidehdam; Hossein Zare; Samane Haddadi
Abstract
This study examined the mediating effect of self-balance on the structural relationship between cognitive ability and social problem solving with attention. Method: Research method was descriptive and correlational. Subjects were 308 participants (188 female and 114 male) selected by available sampling ...
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This study examined the mediating effect of self-balance on the structural relationship between cognitive ability and social problem solving with attention. Method: Research method was descriptive and correlational. Subjects were 308 participants (188 female and 114 male) selected by available sampling among aircrew of Iran Air company. To collect data, the following questionnaires were used:Nejati’s Cognitive Abilities Questionnaire, Hardin’s Integrated Self-Discrepancy Index (ISDI) and Social Problem Solving Inventory-revised short-form by D’Zurilla, and Nezu. Results: The results revealed that all the subscales of cognitive ability are correlated negatively with the components of adaptive problem solving and are positively related with the non-adaptive problem solving, with the significant level of 0.01. Also the four sub scales of Self-Discrepancy were related positively with adaptive problem solving and negatively with the non-adaptive problem solving and are correlated significantly on the level of 0.01. Conclusion: Due to the increasing evolution and complexity of the cognitive processes of the human brain, further studies are needed to enhance the relationships among personality, problem solving and cognitive abilities. Therefore effective programs are suggested for cognitive enhancement of employees in critical jobs like aircrew. Keywords: cognitive ability, social problem-solving, Self-Discrepancy, Structural Equation Modeling, social cognition.
Salaam Rahimi; Fatemeh Alipoor
Abstract
Neurodevelopmental Disorders are disorders in which the development of the brain or central nervous system is impaired during development and, as a person grows, they negatively affect memory, learning ability, emotions, and social relationships. To improve the dimensions of development, including cognitive, ...
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Neurodevelopmental Disorders are disorders in which the development of the brain or central nervous system is impaired during development and, as a person grows, they negatively affect memory, learning ability, emotions, and social relationships. To improve the dimensions of development, including cognitive, emotional, emotional and social cognition of these people, there are various programs, among which teaching the theory of mind, is one of the most controversial issues in developmental psychology. The present study was conducted by meta-analysis method with the aim of combining the researches done in the field of teaching the theory of mind and developmental dimensions of learners with developmental neurological disorders. The statistical population of the present meta-analysis is the available research related to teaching the theory of mind and the dimensions of growth, which were published between 2009 and 1400. Based on the defined criteria of entry and exit of initial studies and sensitivity analysis, 64 effect sizes from 22 initial studies were reviewed and analyzed by CMA software. The results showed that the effect size of the random model summary was equal to 0.687 which was statistically significant and indicates the positive effect of teaching the theory of mind and applying it on the developmental dimensions cognition of children.
Afsane Safarpour; Mohammad Ghamari; Simin Hosseinian
Abstract
Aim: Self-injury is a mechanism adolescents use to protect their fragile selves from the pressures of this period, which often cause severe physical and mental harm to themselves. To prevent or reduce these behaviors in adolescents, it is necessary to obtain appropriate information about ...
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Aim: Self-injury is a mechanism adolescents use to protect their fragile selves from the pressures of this period, which often cause severe physical and mental harm to themselves. To prevent or reduce these behaviors in adolescents, it is necessary to obtain appropriate information about this structure and identify the factors affecting them; therefore, the research was conducted to model the structural relationships between social cognition and identity styles, and self-injury behaviors with mediating role of self-compassion in adolescents. Method: The research method was correlational with the structural equations modeling type. The statistical population of the study included all adolescents aged 14-16 years, studying in public schools in Karaj in the academic year 2020-2021, from whom 247 people were selected online using the convenience sampling method. The identity Styles Inventory (Berzonsky, 1989), Social Cognition Inventory (Nejati, et al., 2018), Self-Injury Behavior Inventory (Klonsky & Glenn, 2009) Self-compassion Scale (Neff, 2003) were applied to collect data. Results: The results of the evaluation of the proposed model by structural equations in SPSS23 and Smart PLS3 software showed the direct and negative significant effects of identity styles (P < 0.01) and self-compassion (P < 0.05) on self-injury behaviors. Conclusion: The direct and negative effects of social cognition on self-injury behaviors were significant (P < 0.05), but the indirect effects of social cognition on self-injury behaviors were not significant.
majid baradaran; Farzaneh Ranjbar Noushari
Abstract
Objective: The purpose of this study was to investigate the role of cognitive flexibility and attachment style as predictors of student social cognition. Method: statistical population was comprised of all students in Payame Noor University of rasht city who have been studying between 2019-2020. Using ...
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Objective: The purpose of this study was to investigate the role of cognitive flexibility and attachment style as predictors of student social cognition. Method: statistical population was comprised of all students in Payame Noor University of rasht city who have been studying between 2019-2020. Using cluster sampling method, a group of 309 students were selected. Data were analyzed by correlation coefficient and regression analysis. The participants completed the items of Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010), attachment styles questionnaire (Hazan & Shaver, 1987) and student social cognition questionnaire (Nejati, Kamari & Jafari, 2018). Results: Results showed that there were a significant positive correlation between cognitive flexibility and secure attachment with social cognition and significant negative correlation between avoidant and ambivalent attachment with social cognition. Also, regression analysis showed that cognitive flexibility 0.49 and avoidant attachment style 0.02 significantly predict student social cognition (p<0.05). Conclusion: The findings of this research indicated that cognitive flexibility and attachment style have basic role in student social cognition.
fereshte hassani; ahmad alipour; majid safarinia; alireza aghayosefi
Abstract
Objective: Stigma is a set of prejudicial attitudes and discriminatory behaviors that makes the carrier of special label deprived of full social acceptance. The purpose of this study was study affiliate stigma in first and second degree relatives of people with disabilities. Method: The research design ...
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Objective: Stigma is a set of prejudicial attitudes and discriminatory behaviors that makes the carrier of special label deprived of full social acceptance. The purpose of this study was study affiliate stigma in first and second degree relatives of people with disabilities. Method: The research design was descriptive and causal-comparative. The statistical population of the study included all first and second degree relatives of disabled people who were be served by the Welfare Organization or health centers of Mobarakeh city of Isfahan, and lived in this city in the fall of 2019. From this statistical population, 300 people were selected using purposive sampling. The Affiliate Stigma Scale developed by Chang et al. (2015) was used to assess stigma. Results: According to the results of the regression model; Familial degree, cause of disability and level of education significantly contributed to the prediction affiliate stigma. Conclusions: First-degree family relation, lower education level and congenital disability are related factors for increased risk for affiliate stigma.
Amirhossein Zanjanbar
Abstract
The subject of social cognition research is to explore, how to capture, use and interpret the information that is relevant to the social world. Since proverbs are both interlocutory social interfaces and are also intercultural social interfaces, they are therefore considered to be one of the appropriate ...
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The subject of social cognition research is to explore, how to capture, use and interpret the information that is relevant to the social world. Since proverbs are both interlocutory social interfaces and are also intercultural social interfaces, they are therefore considered to be one of the appropriate indicators for in-time and simultaneous studies of social cognition. Using an analytic-descriptive approach, this research seeks to show that: corresponding to any cognitive processing paradigm, there are many proverbs in the Persian language that explicitly, by highlighting the aforementioned cognitive paradigm, insist on its confirmation or rejection. So although the repercussions of schemas and secret cognitive strategies are sometimes in the name of our individual subconscious, our collective culture, far ahead of the theorists of cognitive science, has brought them to the forefront of their epistemological and conscious awareness. The central issue of research is how proverbs play a role in transferring processing patterns from the level of individual unconscious to the level of collective consciousness. This study, for the first time, looks closely at the parables of the Persian language, with an approach to cognitive psychology. The vacuum that suffices for the application of cognitive science in literary research, as well as, the lack of cognitive science to the capacity of popular literature confirms the necessity of this research. The good use of popular culture as evidence for cognitive theories is that its tested subjects are natural, not laboratory.
Mahdi Gharibpour; Bahman Akbari; Abbas Abolghasemi
Abstract
Introduction: The purpose of the present study was to compare the effectiveness of anger management and emotion regulation training programs on social cognition of prisoners suffering from intermittent anger explosive disorder. Method: The research method is semi experimental. The sample consisted of ...
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Introduction: The purpose of the present study was to compare the effectiveness of anger management and emotion regulation training programs on social cognition of prisoners suffering from intermittent anger explosive disorder. Method: The research method is semi experimental. The sample consisted of 54 prisoners with intermittent rage explosive disorder who were identified by using Kokaro et al.’s Intermittent Explosive Anger Disorder Questionnaire and clinical interview amongst the prisoners of Rasht city and then assigned to three groups of anger management training, emotional regulation training and control group (18 people in each group). The first group was given anger management training, and emotion regulation training was applied to the second group, and the control group did not receive any training. Results: The Results of study showed that anger management and emotion regulation training programs were significantly effective in improving suitable social response and direct and communicative aggressive response (p>0/05). The results also showed that anger management training was more effective in improving the suitable social response and direct and communicative aggressive response compared to emotional regulation training program. Conclusion: These findings suggest that anger management training and emotional regulation training can be used as alternative methods to improve the quality of life and social recognition of prisoners with intermittent rage explosive disorder.
abbas abolghasemi; mina taherifard
Abstract
Introduction: The aim of the present study was to compare social recognition and Facial Emotion Recognition in patients with newly diagnosed and chronic schizophrenia. Method: current study is a causal-comparative study. The statistical population of this study included all patients with hospitalized ...
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Introduction: The aim of the present study was to compare social recognition and Facial Emotion Recognition in patients with newly diagnosed and chronic schizophrenia. Method: current study is a causal-comparative study. The statistical population of this study included all patients with hospitalized and outpatient schizophrenia referring to Fajr and Razi clinical centers and hospitals in Tabriz city in 2016. The sample consisted of 120 patients who were selected through available sampling. To collect data, Westen's social cognition scale and Ekman and Fareis's facial emotion recognition test were used. Results: The results of multivariate analysis of variance showed that there is a significant difference between social cognition and facial emotion recognition in patients with newly diagnosed and chronic schizophrenia .Individual with chronic schizophrenia was better than newly diagnosed schizophrenia. Conclusion: These findings suggest that deficiencies in social cognition and facial affective recognition in newly diagnosed schizophrenia can be associated with inability and affect their social and occupational functioning.
Vahid Nejati; saman kamari; Sedighe Jafari
Abstract
Introduction: The aim of this study was construction and examine the psychometric characteristics of student social cognition questionnaire (SHAD). Method: This study from the perspective of the purpose and method of collecting information, was a part of correlational research based on psychometric analysis. ...
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Introduction: The aim of this study was construction and examine the psychometric characteristics of student social cognition questionnaire (SHAD). Method: This study from the perspective of the purpose and method of collecting information, was a part of correlational research based on psychometric analysis. For this purpose, a researcher-made questionnaire with 19 items was conducted on 735 girl and boy students by random multi-stage cluster sampling in universities of Sharif, Tarbiat Modares, Elmo Sanaat, Shahid Beheshti and Khaje-Nasir. For analysis of data, the exploratory and confirmatory factor analysis were used. Results: The results of exploratory factor analysis by principal components method with varimax rotation indicated the existence of 4 component social cognition that were named respectively cognition of self, mindreading, detection of educational threat and understanding of educational environment. These four component explained 49/63 percent of the total variance. Also, the results of confirmatory factor analysis confirmed the four factors of the questionnaire. On the other hand, the results of the correlation coefficient provided evidence of the convergent validity of the social cognition questionnaire with other cognitive variables in this domain. The reliability of the questionnaire was also measured by Cronbach's alpha coefficient and the correlation of the subscales with the total score of the questionnaire. Cronbach's alpha for subscale cognition of self (0/73), mindreading (0/72), detection of educational threat (0/71), understanding of educational environment (0/74) and Cronbach's alpha coefficient of the total questionnaire was (0/86). Conclusion: Generally, the results showed that social cognition questionnaire had an appropriate reliability and validity and it can be used as a useful tool to assess student’s social cognition.
Fatemeh Moein Alghoraee; Azam Nferesti; Samira Karamlu; Nima Ganji
Volume 6, Issue 1 , August 2017, , Pages 91-104
Abstract
Introduction: Social cognition with components such as stereotypical thought and basic schemata has a critical role in social encryption and encoding. It also influences response and behavior in persons. The aim of the present study wass assessing the three components of social cognition in depressed ...
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Introduction: Social cognition with components such as stereotypical thought and basic schemata has a critical role in social encryption and encoding. It also influences response and behavior in persons. The aim of the present study wass assessing the three components of social cognition in depressed and healthy persons. Method: By using comparative method in the statistical society of depressed students in Tehran, a sample of 60 visitors to the counseling center of the University with eligibility to participate in research was selected by using purposive sampling. Another 60 subjects were selected for the healthy group. Data was collected using Attribution Style Scale, Maladaptive Schemata, Dysfunctional Attitudes Questionnaires and Beck Depression Scale. Results: Analysis of covariance revealed significant differences in attribution style, maladaptive schemata and dysfunctional attitudes between healthy and depressed groups. Conclusion: Disrupted social cognition components are clear in depressed people; therefore, it seems necessary to consider them for therapy process.
Mahbobeh Taher; nader hajloo
Volume 5, Issue 2 , November 2016, , Pages 72-93
Abstract
The aim of this research was studied effectiveness and comparing empathy and anger management trainings on social cognition in children with oppositional defiant disorder. The method of research is experimental and research design is pretest- posttest with multi groups. The sample consisted of 54 boy ...
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The aim of this research was studied effectiveness and comparing empathy and anger management trainings on social cognition in children with oppositional defiant disorder. The method of research is experimental and research design is pretest- posttest with multi groups. The sample consisted of 54 boy students of seventh and eighth grades with oppositional defiant disorder in 2014-2015 academic years in Sari city, which were selected by multi-stage cluster random sampling and were assigned to 3 groups (2 experimental groups and 1 control groups). For data collecting were used from oppositional defiant disorder rating scale for children (Homerson et al., 2006), the structured clinical interview (First et al., 1999) and social stories (Tur-Kaspa & Brayran, 1994). For educational groups, empathy training and anger management training was executed at 8 weekly sessions in 60 minutes whereas control group have any training. The results of multivariate analysis of covariance showed empathy training and anger management training can improve social cognition (and it's components) and the effectiveness of the trainings according to eta squared is 84 percent (P
. .; saman kamari songhor abadi; . .; . .
Volume 5, Issue 2 , November 2016, , Pages 136-154
Abstract
Aim: The aim of this study was to investigate the mediating role of emotions in the relationship between social cognition and academic satisfaction. Method: The study was descriptive and correlational research. The statistical population comprised all students in Shiraz city in the 95-96 school year, ...
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Aim: The aim of this study was to investigate the mediating role of emotions in the relationship between social cognition and academic satisfaction. Method: The study was descriptive and correlational research. The statistical population comprised all students in Shiraz city in the 95-96 school year, of which, 278 (107 boys, 171 girls) who were selected by cluster sampling. Data were gathered by academic satisfaction questionnaire, achievement emotion questionnaire, and social cognition questionnaire. The methods used for analyzing was Pearson correlation and path analysis. Results: The results of the correlation matrix showed that there is a significant correlation between all variables of this study, which includes academic satisfaction, emotional, and social cognition dimensions (p < .0/01). The following analysis revealed the significant mediating role of achievement emotion in the relationship between social cognition and academic satisfaction. Conclusion: In general, it can be concluded that the social cognition and achievement emotion are two of the most important factors for investigating the academic performance and academic satisfaction.
Zahra Karimyan; Afsane Sahbazi Rad; Maral Hagigh Kermanshahi
Volume 4, Issue 2 , January 2016, , Pages 22-34
Abstract
Introduction: The aim of this study was comparing the social cognition of 5-7 years old girls of families with one child versus families with more than one child in Isfahan city. Method: The study was causal-comparative type and the statistical population included all the 5-7 years old girls in Isfahan ...
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Introduction: The aim of this study was comparing the social cognition of 5-7 years old girls of families with one child versus families with more than one child in Isfahan city. Method: The study was causal-comparative type and the statistical population included all the 5-7 years old girls in Isfahan city in 2014. For the purpose of the study, 80 girls (40 from families with one child and 40 from families with more than one child) were selected by using random cluster sampling method and were examined using the Scale of Social Cognitive Tasks. To analyze the data, SPSS statistics software was used. In addition to descriptive statistics, inferential statistics such as independent T-test and ANOVA were used. Results: The results indicated that social cognition in children from families with more than one child was more than families with one child (P
Gholam Hossein Javanmard; Rogayeh Mohammadi Garegozlo
Volume 4, Issue 1 , September 2015, , Pages 127-145
Abstract
Aims: Theory of mind as a social cognitive ability and alexithymia as an inability to identify emotions of self and others are important components of social cognition that seem to be related to each other because of their common neural correlations and functional overlaps. The current study was a descriptive- ...
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Aims: Theory of mind as a social cognitive ability and alexithymia as an inability to identify emotions of self and others are important components of social cognition that seem to be related to each other because of their common neural correlations and functional overlaps. The current study was a descriptive- correlational research whic aimed to investigate the relationship between alexithymia and theory of mind in a nonclinical group. Method: The sample consisted of 233 students from Bonab universities selected by multistage-cluster sampling. They responded to tests of Reading the Mind in the Eyes Test (RMET), and Alexithymia Questionnaire TAS-20. The data were analyzed by Pierson correlation, linear regression analysis, and simultaneous multiple regression analysis methods. Results: The findings confirmed the predictive role of alexithymia in connection with the theory of mind abilities. Among the components of alexithymia, objective thinking had a high predictive contribution to the theory of mind (P
Vahid Nejati; Sara Aghayi Sabet; Marzyeh Khoshali Panah
Volume 2, Issue 2 , March 2014, , Pages 47-53
Abstract
Introduction: Children with attention deficit/hyperactivity disorder (ADHD) often have difficulties in social interactions with peers and are confronted with peers rejection and social isolation. However, some researchers do not have agreement about this issue. So the purpose of this study was the comparison ...
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Introduction: Children with attention deficit/hyperactivity disorder (ADHD) often have difficulties in social interactions with peers and are confronted with peers rejection and social isolation. However, some researchers do not have agreement about this issue. So the purpose of this study was the comparison of the social cognition ability in ADHD children and normal children. Method: For this reason, Reading the Mind in the Eyes test (RMET) was conducted to 25 ADHD children and 25 normal children who were matched for age and IQ. Findings: The results indicated that the performance of ADHD children in RMET was significantly lower than the control group. Conclusions: Since the mind reading is one of the most important elements of the social cognition, it can be concluded that impairment in mind reading ability is one of the affective factors in failure of these children in social interactions and interpersonal relationship.
Ali Asghar Kako Jouybari; Farhad Shaghaghi; Majid Baradaran
Volume 1, Issue 2 , June 2013, , Pages 32-39
Abstract
Aims: Theory of mind is one of the most important topics in social cognition, and since, it is a prerequisite to understand the social environment and involvement in competitive social behavior, in recent decades has gained attention in the field of psychology. Therefore, the main purpose of the present ...
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Aims: Theory of mind is one of the most important topics in social cognition, and since, it is a prerequisite to understand the social environment and involvement in competitive social behavior, in recent decades has gained attention in the field of psychology. Therefore, the main purpose of the present study was the development of social cognition in children based on the theory of mind and comparison of theory of mind in three groups of 3, 5 and 7 years old children. Method: 150 children from Rasht city were selected by multiphase cluster sampling and completed the theory of mind scale (TMS-38). Data were analyzed in α≤0.01 significance level by multivariate analysis of variance and follow-up test. Results: The results showed that there were significant differences in levels of theory of mind between the three groups. In this case, the older subjects compared with younger subjects, obtained higher scores at all levels of theory of mind. Conclusions: According to the findings, children together with increase in age in their evolution, achieve distinct levels of theory of mind.
Davood Manavipour
Volume 1, Issue 1 , June 2013, , Pages 59-65
Abstract
Aim: The purpose of this study was to compare the epistemology beliefs of students based on gender, educational levels, and disciplines. Method: The population included all the students of district 10 of Azad University who were selected using multistage cluster sampling. The research instrument was ...
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Aim: The purpose of this study was to compare the epistemology beliefs of students based on gender, educational levels, and disciplines. Method: The population included all the students of district 10 of Azad University who were selected using multistage cluster sampling. The research instrument was Schommer’s epistemology belief questionnaire. Results: The results showed that the students of different disciplines have significant differences in simple epistemology beliefs and stable knowledge, but they do not have significant differences in other dimensions. The comparison of Epistemology belief based on educational level showed that except for simplicity of knowledge and awareness of everything, the other aspects are significantly different. The comparison of the two genders showed that girls believe in stability of knowledge more than males. But there was no difference in other dimensions. Conclusion: based on the results, the epistemological beliefs can be considered as one of the processes of social cognition.
