مطالب

Mental fatigue is a factor that may influence performance of chess players. However, effects of mental fatigue on performance of chess players are rarely investigated. Therefore, the aim of this study was to explore the effects of exposure to a mental fatigue protocol on memory function (pattern recall performance) of expert chess players. Thirty expert chess players (55-65 years-old) were randomly assigned into mental fatigue and control groups. Participants in the mental fatigue group were asked to (re-)place observed ordinary and random chess positions on a blank chessboard before and after exposing to a 30-minutes’ mental fatigue protocol. The control group followed the same procedure but they read a text about history of chess instead of exposing to mental fatigue protocol. Two ordinary and two random chess positions were used to measure pattern recall performances in pre- and post-tests. Visual Analogue Scale was used to measure the subjective rating of mental fatigue and motivation for upcoming pattern recall task. Results showed that exposing to mental fatigue protocol increased the subjective rating of mental fatigue significantly in the mental fatigue group. Moreover, motivation was not different between the groups before performing pattern recall task in posttest. Also, results revealed that exposing to mental fatigue protocol impaired pattern recall performance of expert chess players. Finally, expert chess players performed significantly better in recalling ordinary positions than random positions. Findings of the study can add to the existing knowledge on effects of mental fatigue on a variety of sporting context and also provide support for Chunking Theory of Memory and Template Theory.

Simultaneous with the arrival of Arabs, Sistan in the southeastern part of Iran although conquered, still preserved some of the pre-Islamic elements that could survive for centuries. The study and analysis of historical texts and resources reflect religious freedom among the people who had settled in Sistan for centuries. In that area, pre-Islamic Iranian beliefs such as Zoroastrianism and other religions and sects such as Christianity and Judaism were prevalent. Islam had also sects in Sistan, such as Kharijites (or the Khavarij), Karamis and Ismailis. In the meantime, the Khavarij, who were formed after the adversarial process and disintegration of the supporters of Imam Ali (PBUH) and later settled in the eastern parts of Iran due to the pressure of the Umayyads and Abbasids with branches such as Ghali Arzagheh, Atvieh, and Ajardeh, played an effective role in the survival of other religions and sects. In this research, the authors try to use the descriptive-analytical method by referring to historical sources. The goal is to give more clarity to the role of the Khawarij in the life and persistence of different religions in Sistan during the Islamic period, proving its accuracy by providing clear evidences and solid documents.

This study focuses on the significant lines of development characterizing the history of educational research methodology in Iran. A “historical case study” employed to collect, verify, and synthesize evidence about the same as such appeared in the Quarterly Journal of Education. The results indicated that the educational research in Iran has experienced five, distinct yet, overlapping and simultaneously operating historical moments. The first is the pre-methodology (1919- 1985) stage, during which scholars carried out their investigations without a distinct systematic scientific method. The second (1985- 1994) is a period of rising quantitative approach, during which quantitative methods were becoming central in the education field. The third (1995- 2004) is characterized by insistence on the monopoly of quantitative, during which educational and other social science researchers relied primarily on quantitative methods and statistical inference understood as a means to test the proposed hypotheses. The fourth (2005–2014), is a replacement stage started with the wave of qualitative taking over the traditional and provoked the appearance of a new hegemony. The concern for quality stage (2015-2019) is the fifth when the threat of losing credibility and leaving a relativistic impression were considered by members of the research community. It is concluded that Iran’s educational research urgently requires mobilized and rationalized methodological pluralism with the ultimate goal of improving on existing pedagogical practices.