Raziyeh Bahri Roudposhti; Taqi Al Abdwani
Abstract
Executive functions of the brain as a suite of cognitive skills implemented to perform cognitive processes, especially during education, have been of great interest in recent years. Considering this issue, there has been a bulk of investigations on the role of executive function on academic achievement ...
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Executive functions of the brain as a suite of cognitive skills implemented to perform cognitive processes, especially during education, have been of great interest in recent years. Considering this issue, there has been a bulk of investigations on the role of executive function on academic achievement at school and earlier times through childhood. In this systematic review paper, a history of existing literature on different studies on the relationship between executive function and its prominence in learning excellence and the ways to improve it effectively was compiled and debated. This study found noteworthy executive functions such as working memory manipulation, planning, task switching, attention shifting, inhibitory control, and cognitive flexibility experienced while engaging in different activities. Furthermore, the paper examined the debatable role of socioeconomic status and bilingualism in executive function. Finally, different intervention programs were reviewed and discussed to enhance the brain's executive functioning.
Reza Pishghadam
Abstract
The current paper delves into the concept of “waitance”, as the tendency to passively await events without taking any action. Under a comprehensive model, this psychological phenomenon is categorized based on intensity, valence, expectation, and waiting periods. The emotional-cognitive dynamics ...
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The current paper delves into the concept of “waitance”, as the tendency to passively await events without taking any action. Under a comprehensive model, this psychological phenomenon is categorized based on intensity, valence, expectation, and waiting periods. The emotional-cognitive dynamics of waitance along with its connection with teaching burnout is the major concern of this study. Along with providing a valuable framework for educators and policymakers, as well as fostering a resilient teaching environment, this research highlights the practical importance of addressing waitance. It also identifies possible directions in further studying the role organizational support plays in mitigating waitance and burnout. The result is likely to increase the resilience and job satisfaction of educators.
Zahra Ashofteh; Raziyeh Bahri Roudposhti; Elmira Farkhondehfal
Abstract
How to evaluate and predict the degrees of language aptitude and language proficiency is one of the controversial issues in the world of second language learning. To address this matter, the use of clinical devices such as EEG (electroencephalogram) and ERP (Event-related potential) has recently been ...
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How to evaluate and predict the degrees of language aptitude and language proficiency is one of the controversial issues in the world of second language learning. To address this matter, the use of clinical devices such as EEG (electroencephalogram) and ERP (Event-related potential) has recently been a hotly debated area of discussion. In the current paper, a history of using such devices has been collected and discussed to depict a comprehensive map for further research. The online search was accomplished using two major and reliable databases (Google Scholar and Research Gate). The study found some interesting investigations on the theory of language aptitude defined in various articles as well as the different uses of EEG and ERP in evaluating brain function of participants with different levels of language aptitude and proficiency showing various degrees of brain waves while performing a task or at the resting state of the brain.
Nasim Boustani
Abstract
In the present review, the nature of children’s ability to understand others’ mental states is described. Incremental developments in the theory of mind (ToM) during childhood are elaborated by reviewing electroencephalography (EEG) and event-related potential (ERP) components, latency, topography, ...
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In the present review, the nature of children’s ability to understand others’ mental states is described. Incremental developments in the theory of mind (ToM) during childhood are elaborated by reviewing electroencephalography (EEG) and event-related potential (ERP) components, latency, topography, and polarity. To date, there has been no comprehensive review study on temporal mechanisms underpinning ToM among 2-11-year-old children. Therefore, to address the gap, the development of ToM is delineated from early to late childhood. Based on the experiments, 4-5-year-old children are in the early developing stage of implicit false-belief understanding. During the preschool years, children’s first-order ToM develops and helps them to reflect on others’ mental states. By 7 years of age, children can think/feel about what other is thinking/feeling. By 8-11 years of age, children understand the third-order ToM. In general, developmental changes germane to mental growth are found to serve the development of ToM. Temporal alterations in children’s ToM, as well as their mental and meta-representational functions, are described.
