Toward an Emotioncy Based Education: A Systematic Review of the Literature

por Miri, Mir Abdullah, Pishghadam, Reza
Publicado 2021

FN400 and LPC Responses to Different Degrees of Sensory Involvement: A Study of Sentence Comprehension

por Shayesteh, Shaghayegh, Pishghadam, Reza, Khodaverdi, Azin
Publicado 2020

Functional Role of the N400 and P600 in Language-Related ERP Studies with Respect to Semantic Anomalies: An Overview

por SEYEDNOZADI, Zahra, PISHGHADAM, Reza, PISHGHADAM, Morteza
Publicado 2021

Multisensory Input Modulates P200 and L2 Sentence Comprehension: A One-Week Consolidation Phase

por Boustani, Nasim, Pishghadam, Reza, Shayesteh, Shaghayegh
Publicado 2021

A New Conceptual Framework for Teacher Identity Development

por Pishghadam, Reza, Golzar, Jawad, Miri, Mir Abdullah
Publicado 2022

Vocabulary Repetition Following Multisensory Instruction Is Ineffective on L2 Sentence Comprehension: Evidence From the N400

por Pishghadam, Reza, Jajarmi, Haniyeh, Shayesteh, Shaghayegh, Khodaverdi, Azin, Nassaji, Hossein
Publicado 2022

Examining the Role of Teachers’ Stroking Behaviors in EFL Learners’ Active/Passive Motivation and Teacher Success

por Pishghadam, Reza, Derakhshan, Ali, Jajarmi, Haniyeh, Tabatabaee Farani, Sahar, Shayesteh, Shaghayegh
Publicado 2021

Intelligence, emotional intelligence, and emo-sensory intelligence: Which one is a better predictor of university students’ academic success?

por Pishghadam, Reza, Faribi, Maryam, Kolahi Ahari, Mahtab, Shadloo, Farzaneh, Gholami, Mohammad Javad, Shayesteh, Shaghayegh
Publicado 2022

Economic, social, and cultural capital and ESQ in academic achievement: A comparison of Afghan and Iranian students

por Pishghadam, Reza, Naji Meidani, Elham, Momenzadeh, Seyed Mohammad Ebrahim, Hasanzadeh, Saba, Miri, Mir Abdullah
Publicado 2023