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Abstract:The purpose of this study was to compare the efficacy of emotion regulation skills and meta-cognitive beliefs in reducing social phobia among students. The study method was experimental type. The statistical society of this study was consisted of 60 high school girls in Tehran, who were selected randomly as case group and were divided evenly into three groups (each group 20 individuals). Emotion regulation and meta-cognition training were considered for both groups for 8 sessions and one group was selected as control. Data were collected using the Social Phobia Inventory (SPIN). Obtained information was analyzed via MANCOVA and the SPSS software. The results were demonstrative of reduced symptoms in social phobia and panic symptoms, avoidance and physiological symptoms in the case group (p < 0.001) after receiving emotion regulation skills and meta-cognitive training. Tukey test showed effectiveness of two methods (Emotion regulation and meta-cognition). It appears plausible that emotion regulation and meta-cognitive interventions can be used to improve the symptoms of social phobia.

Introduction:The s tudy of individual differences in information processing in order to predict the academic achievement of s tudents with math disability is of great importance.The purpose of this s tudy was to s tudy automatic and controlled data processing speed based on the Stroop tes t in s tudents with math learning disability. Materials and Methods: This descriptive s tudy was causal-comparative. The s tudy population consis ted of s tudents in dis trict 6 education in Tehran city. The sample consis ted of 36 s tudents with and without learning disability in mathematics (18 s tudents with Math Learning Disability and 18 normal s tudents), selected by sys tematic random sampling from the lis t of s tatis tical populations (specific learning problems center) and matching method (normal group).The data were collected by demographic ques tionnaire, Raven's Progressive Matrices, Keymaths math tes t and Stroop tes t and analyzed by multivariate analysis of co-variance, Shapiro-Wilk tes t, Box and Levin tes ts. Results: The findings showed that automatic and controlled information processing in s tudents with and without a math learning disability are significantly different. The mean of reaction time and number of errors in s tudents with math learning disability is significantly higher than s tudents without learning disability is math. Conclusion: According to the results of this s tudy the speed of automatic and controlled information processing in s tudents with math learning disability is weak (low) and educators should pay attention to this problem.

Background and Aim: Aging is a biological reality that has its own dynamism. It goes beyond human control and will reduce performance over time due to the accumulation of cellular and molecular damage. The aim of this study was to investigate the effectiveness of working memory rehabilitation on dorsolateral frontal lobe functions in the elderly. Materials and Methods: This was a quasi-experimental study with a pretest-posttest design and a control group. The study population included all elderly people who lived in Bukan Nursing Home from April to July 2019 (N=120). Among these individuals, 30 elderly people were selected by convenience sampling method and then randomly assigned to two experimental and control groups (two groups of 15 people). Stroop Test and CPT Test were taken from the groups in the pretest. Then, working memory rehabilitation based on the Dehn's Model was performed in 18 sessions (60 minutes each session) and after which the posttest was performed again. The data were analyzed by multivariate covariance test according to its assumptions. Results: The findings showed that after performing working memory rehabilitation, in the experimental group, the mean components of incongruent card, congruent card, omission error, commission error, and reaction time decreased, and the mean of interference components and correct detection increased (P<0.001). However, there was no statistically significant difference in the control group. Conclusion:The results showed that working memory rehabilitation can improve information processing speed and sustained attention, and it is recommended that this rehabilitation method can be used to improve the cognitive functions of the elderly.

Background: Dyscalculia tends to debilitating for children with respect to their social interactions and learning process. Although it can cause so many problematic consequences in developmental stages of children, by implementing precise and in time therapeutic intervention, it can be mitigated. Current paper examines the efficacy of emotional regulation techniques among students who suffer from dyscalculia. Materials and Methods: This study was experimental study with pre-test and post-test and control group. Statistical Society of this study included all students (4th, 5th, 6th grader), who suffered from dyscalculia in Bileh town (Urumieh Province/Iran) during 2013-2014(N=76). This study consisted 34 students, who suffered from dyscalculia. These students were chosen via systematic random sampling. Data were collected using Raven IQ test, Shalev mathematical Test, Alexithymia Scale, Psychological wellbeing questionnaire. Regarding analyzing data, MANOVA was used. Results: The results of multivariate analysis of covariance show that between case group and control, significant difference in components of alexithymia and psychological wellbeing were noticed. Hence, it can be inferred that emotional regulation strategies improves component of alexithymia and psychological well being of students with dyscalculia. Conclusion: According to results, teaching emotion regulation strategies to students considered to be effective in promoting awareness and positive attitudes. Thus, it is plausible that implementing these strategies tend to play major role as an intervention among students with dyscalculia.