Seyed Mohammad Saeid Sahaf,
Volume 11, Issue 2 (Volume11, Issue 2 2023)
Abstract
According to the existing classifications of Raven's Colored Progressive Matrices (RCPM) test, it is shown that RCPM is not a homogeneous test and various cognitive factors are involved in it. Moreover, success in RCPM is influenced by working memory ability. Therefore, the present study aims to compare the three factors of the RCPM test in two groups of students with weak and strong visuospatial working memory (VSWM) and examine their role in each of the existing components.
This research evaluated a sample of 150 female students aged 6 to 10 years. Initially, after obtaining consent from the students, the school, and the parents, each student took the RCPM test. The score for each question was recorded as either correct or incorrect, and the total correct responses for each factor were calculated. Subsequently, the Corsi block span test was conducted to assess VSWM, and the score for each participant was recorded. Based on the scores of Corsi block span test, the participants were divided into two groups with strong and weak VSWM, and each factor was individually examined in these two groups.
The results showed that the differences in two factors of the RCPM test in the two groups with strong and weak VSWM are statistically significant. Reviewing the literature shows that differences in VSWM can explain success in the first (involving similarity) and second (Gestalt principles) factors. However, the examination of the third factor (involving concrete and abstract reasoning) yields contradictory results in previous research. This research is the first study to focus on the difference in VSWM in the triadic factors of the RCPM test. It is recommended that in future research, the relationship between the factors of the RCPM test and other cognitive functions be examined, and the roles of gender and age be considered.
Seyed Mohammad Saeid Sahaf,
Volume 12, Issue 4 (Volume12, Issue 4 2026)
Abstract
Problem-solving is a goal-directed cognitive process that involves evaluating a problem and generating solutions to achieve desired outcomes. This skill is influenced by optimal timing regulation and self-control. The present study aimed to examine the role of total time, delay time, task difficulty, reaction time, and self-control in the speed-accuracy trade-off.
The sample consisted of 54 female students aged 10 to 11 years, with no history of illness, who were selected through convenience sampling from non-profit schools in Mashhad during the 2022–2023 academic year. The Tower of London task was used to assess accuracy in problem-solving, delay time, total time, and task difficulty, while the Flanker task was employed to measure self-control and reaction time. Multiple regression and mediation analyses were conducted in SPSS-26 to predict the influence of these variables on problem-solving accuracy.
The results indicated that total time (β = -0.769), delay time (β = 0.574), task difficulty (β = 0.388), and reaction time (β = -0.160) significantly predicted problem-solving accuracy. Specifically, an increase in total time led to decreased accuracy, whereas a longer delay before initiating problem-solving improved accuracy. Although the moderating role of self-control in the relationship between delay time, total time, and accuracy was not significant (p > 0.05), stepwise regression revealed that self-control was a significant predictor of accuracy (β = 0.157).
Thus, timing plays a crucial role in problem-solving accuracy. Allocating sufficient time for cognitive processing before responding can enhance performance, whereas prolonged problem-solving may reduce accuracy due to increased cognitive load or inefficient strategies. However, task difficulty and the nature of the task are also key factors in this relationship. The non-significant moderating effect of self-control may be attributed to its broader connections with other cognitive dimensions in participants.
