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 13,000,000 Rials for publication, a total of 15,000,000 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)

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.


Compiling the Green Therapy Training Package and its Effectiveness on the Function of Frontal Part and Mirror Neurons in Hyperactive Children

Razieh Saadat; Fariborz Dortaj; Fateme Ghaemi; Bita Nasrollahi

Volume 6, Issue 21 , May 2023, Pages 5-11


  This study investigated the green therapy training package and its effectiveness on the function of the frontal part and mirror neurons in hyperactive children. A quasi-experimental study was conducted with a pre-test and post-test design for this purpose. This study's statistical population included ...  Read More

An In-depth Analysis of the Cognitive Gaps between Novice and Experienced Iranian EFL Teachers

Maryam Azizi; Hossein Heidari Tabrizi; Ahmadreza Lotfi

Volume 6, Issue 21 , May 2023, Pages 12-38


  The hidden constructs underlying teachers’ professional identity at a given point of teaching life are presumed to account for their practical qualities. The current study explored the cognitive skills of three groups of Iranian English as a foreign language (EFL) teachers with scant, moderate, ...  Read More

The Effect of Educational Digital Games on Creativity, Motivation and Academic Progress in Elementary School Students' Mathematics lessons.

Roshan Ahmadi; Shahin Ahmadi

Volume 6, Issue 21 , May 2023, Pages 39-50


  The aim of the research was the effect of educational digital games on creativity, motivation and academic progress in the mathematics lesson of the first elementary school students. The research method is a semi-experimental type of pre-test-post-test with control group, And the statistical population ...  Read More

Effects of Flipped Classroom on Creativity, Accountability, and Math Anxiety of Female Elementary Students

Nasrin Salehi; Shokoufeh Mousavi; Mahmoud Reza Shahsavari

Volume 6, Issue 21 , May 2023, Pages 51-59


  The current study aims to investigate the impact of the flipped classroom on creativity, accountability, and math anxiety among female elementary students. This quasi-experimental research employed a pretest-posttest control group design. The statistical population for this study encompassed all female ...  Read More

School Psychology
The Intermediating Role of Self-Regulation in the Relationship between Math Educational Beliefs and Students’ Math Anxiety

Mansour Balali; Jamal sadeghi; Alireza Homayouni

Volume 6, Issue 21 , May 2023, Pages 61-67


  This study aimed to investigate the intermediating role of self-regulation in the relationship between mathematical educational beliefs and students' math anxiety. The descriptive method was correlation sort which is based on structural equations. The statistical subjects of this study were selected ...  Read More

School Psychology
The relationship between mindfulness and academic adjustment in students: Investigating the mediating role of academic hope emotion and academic anxiety emotion

Elnaz Abedi; Emad Yousefi; Leila Khajepour; Soheila Jokar

Volume 6, Issue 21 , May 2023, Pages 68-79


  The purpose of the present study was to model the structural relationships between academic adjustment and mindfulness with the mediation role of academic hope emotion and academic anxiety emotion. This research adopted a descriptive correlational design using the structural equation modelling. The statistical ...  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


  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

Bilingualism and Personality Shifts: Different Personality Traits in Persian- English Bilinguals Shifting Between Two Languages

Rouhollah Rezapour; Sahar Zanjirani

Volume 3, Issue 10 , August 2020, , Pages 25-32


  The purpose of this descriptive-internet survey was to examine whether Persian- English bilinguals express different personality traits when they switch language when responding to Big Five Inventory (BFI) as a measure of personality once in Persian and once in English. It has been proposed that language ...  Read More

Multisensory Teaching and Beta and SMR Oscillatory Activities in Foreign Language Vocabulary Retention: A Neurolinguistic Study

Farnaz Farrokh Alaee; Hassan Soleimani; Hossein Haghir; Alireza Aghayusefi; Manoochehr Jafarigohar

Volume 3, Issue 11 , October 2020, , Pages 7-25


  Retention and learning are neurolinguistic and psycholinguistic processes. The brain electrical response to the cognitive processes that happen in the cortices is inescapable. During neuronal activities, created waves can be recorded and displayed by quantitative electroencephalogram (QEEG) in a non-invasive ...  Read More

Towards a Consensual Definition of Learning: Insights from the Aristotelian Philosophy

Masumeh Taie; Reza Rostami; Massood Yazdanimoghaddam

Volume 3, Issue 12 , January 2021, , Pages 7-18


  What is learning after all? Being the cornerstone of educational psychology, this question has not lost its appeal since there still is no consensus over it. What makes providing a careful definition of learning important is that such definitions carry important pedagogical implications which might not ...  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


  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

Keywords Cloud