Volume 5 (2022)
Volume 4 (2021)
Volume 3 (2020)
Volume 2 (2019)
Volume 1 (2018)

The Iranian Journal of Learning and Memory (IJLM) actively seeks to publish articles investigating the brain's role in memory and learning, including forms of learning, memory systems and stages, behavioral components, behavioral and cognitive approaches to human learning and memory. The Iranian Journal of Learning and Memory (IJLM) publishes original research, empirical research, systematic reviews and meta-analyses, and theoretical articles on the relationship between brain and human cognitive; emotional, and behavioral functions; mind; memory; learning intelligence; behavioral neurology; cognition and behavior; human neuropsychology; neuropsychology; psychology of human behavior; psychology of mind and consciousness; psycholinguistics; language psychology; educational psychology; and school psychology.

The IJLM focuses on both basic and applied research, clinical research, to stimulate systematic investigation into brain-behavior relationships and to improve clinical practice.  The discipline of neuropsychology investigates the relationships between brain processes, mechanisms, cognitions, and behaviors. All submissions with implications for neuropsychological research, theory, and practice are welcome. The IJLM seeks to communicate the best research and ideas in the field from throughout the world. Original research and review articles that increase understanding of neuropsychological functions in both healthy and disordered states and across the lifespan are highly encouraged. Articles that adopt an interdisciplinary and cross-cultural approach that reflects the multiple levels of analysis needed to understand brain-behavior relationships are especially welcome. Case studies will be considered if they raise or address questions and issues concerning brain-behavior relationships and neuropsychological functions that go beyond the single case.

****************************************************************

About the Journal:

Journal Title: Iranian Journal of Learning and Memory

Country of Publication: Iran, Tehran.

Publisher: The Iranian Educational Psychology Association

Scientific Sponsorship Society: The Iranian Educational Psychology Association

Editor-in-Chief: FariborzDortaj, Ph.D.

Director-in-Charge: AfsanehLotfiAzimi, Ph.D.

Subject Area: Mind, Memory, Learning intelligence, Behavioral neurology, Cognition and behavior, Human neuropsychology, Neuropsychology, Psychology of human behavior, Psychology of mind and consciousness, Psycholinguistics: Language psychology, Educational psychology, School psychology.

Format: Print and Online

Print    ISSN: 2645-5447

Online ISSN: 2645-5455

Frequency: Quarterly

Language: English.

Open Access: Yes, free access to articles

Article types: Research and review papers.

Primary Review: 10 days, approximately.

Peer Review Policy: Double-blind peer-review

Average refereeing time: 12 weeks

Acceptance percentage: 20%

Article Processing Charges: Publication charges are required from the author (Iranian authors must pay 2,000,000 Iranian Rials for review costs and 38,000,000 Rials for publication, a total of 40,000,000 Iranian Rials)

Citation Style: The APA referencing style (7th Edition).

Website: https://journal.iepa.ir/

E-mail: info@jiera.ir

Gmail: ijlm.iepa@gmail.com, iepainfo.ir@gmail.com

Tel: +98(0)9022246489 (available from 9 to 12 A.M. except on holidays)

Fax: +98(0)21-88704883

Indexing &Abstracting: EBSCO, EBSCOhost, ROAD-ISSN, ISC, SID, Noormags, Magiran, Iran Journals, Google Scholar, Academia, Linkedin, etc.

COPE: The Iranian Journal of Learning and Memory (IJLM) follows the policies and guidelines of the Committee on Publication Ethics (COPE) and abides by its Code of Conduct in dealing with potential cases of misconduct.

Copyright: Authors retain unrestricted copyrights and publishing rights.

Type of License: Creative Commons — Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)

The MSRT Journal Rank: The journal has been assigned a rank of "B" by the Commission of Scientific Publications of the Iranian Ministry of Science, Research, and Technology.

Required files to be uploaded: Five essential files must be submitted through the manuscript submission system: 1. The main file of the manuscript (without the names of the authors), 2. Title page in the mentioned format, 3. Authorship form (must include the title of the article and the name and surname of all authors and be signed by all authors), 4. Conflicts of Interest form (must be signed by the Corresponding Author and uploaded with the article file), and 5. Cover letter.

Address: Office of the Iranian Journal of Learning and Memory, Haft Peykar Alley, NezamiGanjavi St., Tavanir St., Valiasr St., Tehran, Iran. Zip Code: 1436863113.

 

School Psychology
The Effectiveness of Academic Life Skills and Self-Regulation of Motivation Training on Academic Motivation of Senior High School Female Students

Kobra Allahverdiani; Masoumeh Azemodeh; Touraj Hashemi; Khalil Esmaelpour

Volume 6, Issue 24 , January 2024, Pages 5-14

https://doi.org/10.22034/iepa.2024.435702.1468

Abstract
  In today's educational world, the importance of academic life skills and self-regulated motivation for students, especially in the senior high school, has been noted repeatedly. Thus, the purpose of this research was to investigate the effectiveness of teaching life skills and self-regulation of motivation ...  Read More

Intelligence and Memory
Explaining the Role of Environmental Factors on the Scholastic Aptitude of Ninth-Grade Students

Mahmoud Zivari Rahman; Keyvan Salehi; Ebrahim Khodaei; Ali Moghadam Zadeh; Rezvan Hakimzadeh

Volume 6, Issue 24 , January 2024, Pages 15-27

https://doi.org/10.22034/iepa.2024.412240.1438

Abstract
  This study was aimed at clarifying the position of environment and heredity in scholastic aptitude by investigating the role of family, educational, and economic factors in the scholastic aptitude of ninth-grade students. This applied study adopted a quantitative approach and a descriptive causal- comparative ...  Read More

School Psychology
Effectiveness of Philosophy for Children on their Loneliness

Reza Jafari Harandi; Sajad Jokar; Mohammad Setayeshi azhari

Volume 6, Issue 24 , January 2024, Pages 28-36

https://doi.org/10.22034/iepa.2024.422920.1454

Abstract
  Loneliness is a distressing experience and has destroying psychological consequences for children. This paper explored the effectiveness of instructing philosophy for children on children’s loneliness after controlling the role of the social-emotional learning. This study adopted a quasi-experimental ...  Read More

School Psychology
Gender (In)equality in Mandated English Language Textbooks in Iran: Teachers’ Perceptions and Implications

Mahnaz Azad; Zahra Sadat Hosseini Ahmadabadi

Volume 6, Issue 24 , January 2024, Pages 37-48

https://doi.org/10.22034/iepa.2024.421611.1451

Abstract
  EFL textbooks play a challenging role in underpinning or imposing certain ideological values, such as gender-related values on students. Thus, this inquiry examined Iranian high school teachers’ perceptions of the issue in mandated EFL textbooks (Vision series). This study adopted an exploratory ...  Read More

Learning
The 3* 2 Achievement Goals Model and University Students' Agentic Engagement: The Mediating Role of an Epistemic Emotion

Hadi Samadieh; Maryam Bordbar; Seyed Alireza Ghasemi

Volume 6, Issue 24 , January 2024, Pages 49-59

https://doi.org/10.22034/iepa.2024.433796.1464

Abstract
  Previous studies generally showed that achievement goals are linked with academic engagement. However, the association between the newly-developed model of achievement goals (i.e. the 3*2 model) and agentic engagement has received relatively little attention. Furthermore, the underlying mechanism of ...  Read More

Psychology of Human Behavior
Diagnosing Cognitive Impairments of Cyber Addiction with QEEG and Investigating the Effectiveness of Cognitive Intervention on the Cognitive Functions Involved in the Mental Imagery of Adolescents

Mohammad Azhdarloo; Abbas ali soleymani khashab

Volume 6, Issue 24 , January 2024, Pages 60-69

https://doi.org/10.22034/iepa.2024.420701.1450

Abstract
  Human society faces new challenges, especially the ones damaging the human brain and cognition. The addictive use of cyberspace essentially causes these challenges. This study was a comparative descriptive-analytical study conducted to diagnose cognitive impairments of cyber addiction through a QEEG ...  Read More

The effect of educational package based on executive functions on students' working memory

Ali Rahaei; Ali Taghvaei; Reza Rezaei

Volume 5, Issue 18 , August 2022, , Pages 33-39

https://doi.org/10.22034/iepa.2022.167715

Abstract
  This study aimed to determine the effect of educational packages based on executive functions on students' working memory. This was a quasi-experimental pretest-posttest study with a control group. In this study, the statistical population was all fifth-grade male students of Shahreza city located in ...  Read More

How Task Types and Cognitive Styles Make a Difference: Metadiscourse Units and EFL Learners' Oral Production Linguistic Complexity

Rajab Esfandiari; Omid Allaf-Akbary

Volume 4, Issue 16 , January 2022, , Pages 29-41

https://doi.org/10.22034/iepa.2022.150226

Abstract
  Many scholars have long contributed to making the instruction of oral production more effectively. This study compared three task types (information-gap, reasoning-gap, and opinion-gap tasks) and two cognitive styles (field-independence and field-dependence) regarding their effects on English as a foreign ...  Read More

Learning
Comparing the Efficacy of Cognitive-Behavioral Play Therapy and Narrative Therapy on Aggression and Assertiveness of Students with an Educable Intellectual Disability

Aniseh Jabbary Daneshvar; Seyed.Davoud. Hosseininasab; masoomeh Azmoodeh

Volume 5, Issue 17 , May 2022, , Pages 13-23

https://doi.org/10.22034/iepa.2022.152351

Abstract
  The present study aimed to compare the efficacy of cognitive-behavioral play therapy and narrative therapy on aggression and assertiveness of students with an educable intellectual disability. This study followed a quasi-experimental research design with a pre-test, post-test, and a control group. The ...  Read More

School Psychology
Effectiveness of Neurofeedback Therapy with Cognitive-Behavioral (Play Therapy) in Improving Attention and Cognitive Function in Children with Learning Disorder in Primary School

Zahra Hajmohammadi; kobra Hajializadeh; Roghayeh Arteshdar

Volume 5, Issue 20 , January 2023, , Pages 31-42

https://doi.org/10.22034/iepa.2023.168933

Abstract
  This study aimed to evaluate the effect of Neurofeedback (NFB) Therapy with Play Therapy in improving attention and cognitive function in students with Learning Disorder (LD). This study was a quasi-experimental research with a pre-test and post-test design. The statistical population of the research ...  Read More

Explaining Wisdom based on Moral intelligence

Fariborz Dortaj; Moslem Daneshpayeh; Michel Ferrari

Volume 4, Issue 14 , August 2021, , Pages 7-24

https://doi.org/10.22034/iepa.2021.142426

Abstract
  Wisdom is one of the highest virtues and in a wide range of social activities, ultimately improves oneself and society. It is inherently involved in ethical behavior and the pursuit of social justice and equity for all. Moral intelligence is also one of the moral constructs that lead humans to perform ...  Read More

Intelligence and Memory
Developing and Validating the Educational Package of Wisdom and Its Effectiveness on Self-compassion and Psychological Well-being of Students

Seyedeh Melika Mirdavood; Fariborz Dortaj; Kamran Sheivandi chelicheh; afsaneh lotfi azimi

Articles in Press, Accepted Manuscript, Available Online from 01 April 2024

https://doi.org/10.22034/iepa.2024.428677.1460

Abstract
  Wisdom can be understandd as a psychological competence in facing difficult and ambiguous or unsolvable problems of life and helps people endure or cope with complex and uncertain life conditions in the future. Also, wisdom is based on experience. Experience in itself is not necessarily effective, but ...  Read More

Keywords Cloud