مجله رویش روانشناسی از دادن گواهیهای کاغذی معذور است. لطفا تقاضا نکنید. همه گواهی ها در صفحه شخصی کاربران موجود است.
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Showing 3 results for Ghaemi
Reza Shabahang, Mohammad Ali Besharat, Farzin Bagheri Sheykhangafshe, Zahra Nejati, Zahra Ghaemi,
year 8, Issue 4 (Summer 2019 2019)
Abstract
The present study aimed to investigate the role of parasocial interaction with celebrities and to worship them in the prediction of cognitive dissonance. The research design was descriptive and correlational. The statistical population of the study consisted of students of the faculty of psychology and educational sciences of the University of Tehran in 1397-98. In this study, 200 girl and boy students (100 girl students and 100 boy students) were selected by convenience sampling method. For collecting data, celebrity parasocial interaction scale (Bocarnea & Brown, 2007), Celebrity worship attitude scale (McCutcheon et al., 2002) and researcher-made questionnaire of celebrity-related cognitive dissonance were used. The data were analyzed by Pearson correlation and enter multiple regressions. The results indicated that the parasocial interaction with celebrities and worshiping them are correlated with celebrity-related cognitive dissonance positively. Also, parasocial interaction with celebrities and worshiping them can predict celebrity-related cognitive dissonance significantly. According to the results, parasocial interaction with celebrities and worshiping them are critical factors in cognitive dissonance. In other words, increasing of interacting with celebrities leads to increases in cognitive dissonances of celebrity worshipers against aversive cognitions about their favorite celebrities.
Atefe Darvishi, Taherehalsadat Mirghaemi, Mahboobe Taher,
year 10, Issue 3 (Spring 2021 2021)
Abstract
The aim of this study was to evaluate the effectiveness of music therapy on sustained attention and selective attention in children with attention deficit hyperactivity disorder. The research method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population included all children with attention deficit-hyperactivity disorder who referred to psychological centers in Gorgan in the 2020 year. 30 people were selected by convenience sampling method and randomly assigned to experimental and control groups. Measurement tools included the Stroop Color-Word Test (Mc Leod, 1996) and the Continuous Performance Test (Razold et al, 1956). The experimental group received 12 60-minute sessions of music therapy, but the control group did not receive any intervention. The results of univariate and multivariate analysis of covariance showed that music therapy is effective in improving sustained attention and selective attention in children with attention deficit-hyperactivity disorder. Therefore, it can be concluded that music therapy through rhythmic stimulation has led to an increase in sustained attention, selective attention, and auditory sensitivity in children with attention deficit- hyperactivity disorder.
Fereshteh Ghaemi, Dr. Reza Rostami, Dr. Seyed Mohammad Mirkamali, Dr. Keyvan Salehi,
year 10, Issue 6 (Summer 2021 2021)
Abstract
Today, the study of executive functions, which is one of the main controllers and coordinators of human behavior, has received widespread attention. In this study, an attempt was made to identify and categorize the theories, models, and components that make up the executive functions of the brain by systematically reviewing internal and external studies. To collect data and after searching for specialized research keywords, including; Theories of executive functions of the brain, components of executive functions of the brain, models of executive functions of the brain, in international databases; Science Direct, Springer, Wiley Online Library, ERIC, Sage Journals, Emerald and National Databases; Ensani SID, Magiran, Noormags in the period (2000-2020) and (1379-1399), 54 articles were retrieved. Findings led to the identification and categorization of five theories of 15 models of brain executive functions, and 30 components of the executive functions of the brain. The results show the irreplaceable importance of executive functions as the most important skills necessary to acquire and promote mental and physical health, academic and professional success, success in life, social and cognitive development of individuals whose failure can lead to a wide range of behavioral and emotional problems. It is acknowledged.
