Journal of Cognitive Science Research (JCSR)

Aims: The present study aimed to validate the Persian Emoji Lexicon (PEL) and examine gender and cultural differences in the perception of the affective properties of selected emojis. Method: The study consisted of two phases: emoji selection and an online survey. First, we identified the 109 most frequently used emojis on Twitter. In the second phase, we assessed emotion and valence ratings from a sample of 200 X users (140 females; 27.3 ± 3.5 years). Results: Of the 109 selected emojis, 90 were perceived as having a positive valence. Gender comparisons revealed that women rated significantly higher emotional intensity across all eight emotion dimensions compared to men. We also compared our findings with a similar database validated among Canadians. The inter-rater reliability for emoji valence ratings between Iranian and Canadian participants showed a fair level of agreement (Kappa coefficient = 0.357), while also highlighting significant cultural differences in emotion perception. Conclusion: This database serves as a valuable resource for sentiment analysis of social media texts containing emojis, as well as for practical applications where emojis function as emotional cues to influence behavior (e.g., in marketing and education).

Equanimity, as a critical feature of well-being can be strengthened and Virtual reality (VR) can be employed to cultivate this capacity. No previous study has directly investigated the impact of different equanimity practices within VR and compared people’s preferences for different practices. This study was conducted to explore whether practicing equanimity within three VR scenarios can increase mind-body calmness. Three VR scenarios (<10 min) were developed. A within-subject study (n=75) was designed to assess impact of these practices in improving calmness indices. Participants were exposed to VR practice sessions combining sound of a teacher and three animation environments including Mountain, Ocean, and Sky facing with changes during a year or day. Participants’ experience of each session was assessed using heart rate variability (HRV), respiratory rate, and self-reported ratings. Subjective state anxiety was also assessed at baseline and after the end of three VR sessions. Physiological indices were improved in Ocean practice compared to baseline and two other practices. Results showed that physiological indices during practices were correlated with self-reports of mindfulness, self-knowledge, and interoceptive awareness (p<.05). A significant reduction was observed in self-reported assessment of state anxiety. Generally, VR practices of equanimity were shown to induce mind-body calmness.

Background: Video games like Tetris engage distinct cognitive processes, yet the neural mechanisms underlying gameplay remain incompletely understood. This study investigates how Tetris modulates brain activity patterns compared to resting state, focusing on oscillatory dynamics and their behavioral relevance. Methods: We recorded 32-channel EEG in 32 participants during rest and Tetris gameplay. Spectral analysis identified power differences in key frequency bands (theta: 4-6Hz; alpha2: 10-11.5Hz; beta3: 28-29Hz). Cluster-based permutation tests (p<0.03, FDR-corrected) localized significant changes, while Spearman correlations and regression analyses examined performance relationships. Results: Three main findings emerged: (1) Gameplay increased frontal theta (cognitive control) and occipital beta3 (visual processing) while decreasing parietal alpha2 (attention reallocation); (2) Regional band power correlations showed a shift in co-modulation patterns from stronger frontoparietal theta covariance (rest) to enhanced parieto-occipital synchrony (gameplay), reflecting task-specific regional engagement; (3) Frontal theta modulation predicted performance (R²=0.322, p=0.004), with stronger theta increases correlating with better scores (r=+0.57, p<0.01). Conclusion: Tetris induces rapid changes, with frontal theta emerging as a key marker of cognitive adaptability. These findings demonstrate the utility of Tetris for studying neuroplasticity and suggest its potential as a paradigm for cognitive training interventions. Future research should explore longitudinal changes in these neural patterns with extended practice.

The present study aimed to evaluate the usability of serious games in increasing visual attention among children with high-functioning autism spectrum disorder (ASD). The research had a quasi-experimental design with a pre-test, post-test, and control group with a follow-up period. The statistical population consisted of elementary school students with autism in Tehran in 2024. Using a convenience sampling method, 20 children diagnosed with autism from a specialized autism school were randomly assigned to experimental and control groups. The experimental group participated in 20 sessions of serious game content through computer games but the control group received no interventions. Data were collected using the Visual-Auditory Integration Test before, after, and two months after the intervention. Repeated measures analysis of variance was used to analyze the data. The results indicated that serious games had a significant effect on the visual attention of children with autism spectrum disorder (ASD). These results suggest that serious games can improve visual attention in children with autism. Therefore, it is suggested to use such interventions to improve executive functions and academic performance in children with ASD.

This study aimed to develop a model of psychological flexibility in high school students based on academic resilience, with sense of coherence as a mediating variable. A descriptive correlational design utilizing structural equation modeling was employed, involving 350 secondary school students from Khorramabad, Iran, in the 2023–2024 academic year, selected through cluster random sampling. Data were collected using the Multidimensional Cognitive Flexibility Questionnaire, the Sense of Coherence Questionnaire (short version), and the Academic Resilience Scale. Statistical analyses were conducted using SPSS26 and AMOS24. The findings revealed significant direct effects of academic resilience (β=0.31, p<0.001) and sense of coherence (β=0.51, p<0.001) on psychological flexibility, as well as a direct effect of academic resilience on sense of coherence (β=0.56, p<0.001). Additionally, sense of coherence partially mediated the relationship between academic resilience and psychological flexibility (indirect effect=0.28, p<0.001), with academic resilience explaining 32% of the variance in sense of coherence and, together with sense of coherence, accounting for 52% of the variance in psychological flexibility. These results suggest that fostering academic resilience and sense of coherence can significantly enhance students’ psychological flexibility, providing a foundation for designing educational and psychological interventions to improve mental health and academic performance.

This study aims to investigate children's lived experience of tourism in the space of computer games as a background that influences the development of 7- to 12-year-old children. The research method was based on a qualitative and descriptive phenomenological research design. Accordingly, 37 participants were selected from the community of 7- to 12-year-old children to access children rich in information in this field, from the participants who had the most information about computer games and were able to express their experience completely and clearly. Themes extracted from interviews with 13 students who were 12-year-olds included freedom and empowerment, educational value, emotional and psychological impact, attention to game aesthetics, realism and immersion, preference for challenge, contrast between virtual and real life, and impact on real-life skills. For 12 students who were 9-year-olds, themes extracted from interviews included excitement and combat, adventure and exploration, challenges and traps, discovery and use of weapons, interactive and dynamic environments, special abilities and equipment, achievement and power, historical and cultural elements, victory and power, preferences for play environments, and beautiful and clean environments—various ways children engage with video games emotionally and socially. For 7-year-olds, themes extracted from interviews included learning through play, exploration, visual and auditory appeal, quick solutions and cheat codes, emotional engagement and environment, cultural insight, interactive and rewarding experiences, and social interaction. The findings suggest that games can impact children’s emotional and social development, from boosting self-esteem to increasing social interactions.