This study examined whether gender moderated the association between age cohort and the cognitive, reflective, and compassionate dimensions of wisdom, using an Iranian sample of 439 adults from three age cohorts: young (18-34), middle-aged (35-54), and older (55 and above). Results indicated that the interaction effect between gender and age cohort was significant for three-dimensional wisdom and all three wisdom dimensions. Compared with younger women and older men, older women tended to have less education and to score lower on the cognitive wisdom dimension, but they had similar average scores as older men on the compassionate wisdom dimension. Overall, the association between age and wisdom was only positive for men, due mainly to the positive relation between age and the reflective and compassionate wisdom dimensions for men after adjusting for education. The results are interpreted with reference to generation gaps, socialization of men versus women, and life experiences and opportunities.

Abstract-Teaching and learning English as a language of international communication is a vital and important affair.Especially writing in English is one of the most prominent skills in this field. In spite of studying English at different levels, EFL learners are not proficient enough in this basic skill. In a semi experimental design, 28 students were selected from Danesh Gostar Foreign Language center as a sample group. After dividing them into experimental and control group, PET was administered as a pretest, both group were taught writing for 10 sessions of 75 minutes. The experimental group was taught by concept mapping and the other one practiced in traditional instruction model. The students answered the posttest one week after the end of the experiment. The data were analyzed by ANCOVA. The results indicated that the use of concept mapping was efficient in writing achievement for experimental group and. It can be concluded that the use of efficient and practical method like concept mapping as a graphical tool for representation of knowledge that emphasizes on the relationships between concepts, can facilitate and make writing achievement interesting for EFL learners and give depth and meaning to learning.

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Objectives: The current study aimed to design, develop, and evaluate a germane load-based cognitive rehabilitation program designed for students with special learning disabilities. Methods: The exploratory, descriptive method was used for designing the program. Thematic analysis (Sterling (2001)) was used to estimate the germane load themes. Based on the previous studies, 85 specific germane load codes were identified and evaluated. According to the results, the Multimedia Principle in germane load, Multi-personalization principle, and the Feedback principle consisted of 16, 17, 12 basic themes, respectively. Besides, the Reflection principle, as the most important learning principle in germane load, contained 17 basic themes, and the Guided Activity principle consisted of 8 basic themes. The content validity method was used to validate the program, both quantitatively and qualitatively, with a panel of 10 experts as well as two relative content validity coefficients (CVR) and content validity index (CVI). Results: The minimum and maximum content validity index (CVI) for each article or program component are 0.8 and 1, respectively, and the minimum and maximum content validity index (CVR) for each article or program component are 0.7 and 1, respectively. Conclusions: The results showed that the germane load-based cognitive rehabilitation program for students with special learning disabilities has appropriate content validity as well as the necessary validity for educational, clinical, and research purposes.