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)

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
Designing a Package of Scientific Thinking Training and Its ‘Effect on Problem-Solving Skill in Preschool Children

Lida Malekzade; Elaheh Hejazi; Sara Aghababaei; Nasrin Zamani

Volume 6, Issue 23 , October 2023, Pages 5-15


  Scientific thinking is a type of knowledge seeking involving intentional information seeking, including asking questions, testing hypotheses, making observations, recognizing patterns, and making inferences. The purpose of this research was designing a package of scientific thinking training and its ...  Read More

Structural Model of Math Anxiety with Math Self-efficacy and Math Attitude: Mediating Role of Numerical Memory

Firouzeh Sepehrianazar; Fereshte Parvanevatan; Shilan Hendusin

Volume 6, Issue 23 , October 2023, Pages 16-26


  The aim of this study was to investigate the relationship of math anxiety with math self-efficacy and math attitude, considering the mediating role of numerical memory via the structural equation modeling. The research adopted a correlational method. The statistical population of the study comprised ...  Read More

The Effect of Creativity Training on Problem-solving, Continuous Attention, and Spatial Working Memory in Preschool Children

Marjan Sadat Ghazizadeh; Khadijeh Abolmaali; Hayedeh Saberi; Hossein Ebrahimi Moghaddam

Volume 6, Issue 23 , October 2023, Pages 27-42


  This research aimed to examine the effectiveness of a creativity training program on the executive functions of preschool children. The research method employed a quasi-experimental design with pre-test, post-test, one-month follow-up, and a control group. The population consisted of five to six-year-old ...  Read More

Intelligence and Memory
Investigating the Effectiveness of Cognitive Rehabilitation on the Executive Functions of Students with Specific Learning Disorder

Ali Sheykholeslami; Nastaran Seyedesmaili Ghomi; Nasim Mohammadi

Volume 6, Issue 23 , October 2023, Pages 43-51


  The present study was conducted to investigate the effectiveness of cognitive rehabilitation on the executive functions (behavioral and cognitive regulation) of students with specific learning disorder. The research method was experimental with a pre-test-post-test design and a control group. The statistical ...  Read More

Effectiveness of Metacognitive Learning Strategies in Working Memory among University Students

Fatemeh Farazandeh; Seyed Jalal Younesi; Hajar Tarverdizadeh

Volume 6, Issue 23 , October 2023, Pages 52-59


  The present study aimed to investigate the effectiveness of metacognitive learning strategies in working memory among university students. This quasi-experimental research adopted a pretest-posttest control group design with follow-up. The statistical population included 268 students at Applied Sciences ...  Read More

The Structural Relationship between Academic Self-efficacy and Stress Due to Academic Expectations Mediating by Difficulty in Emotion Regulations in Junior High-school Students

Yeganeh Haddad; Nabi-Allah Akbarnataj-e Shoob; Jamal Sadeghi

Volume 6, Issue 23 , October 2023, Pages 60-70


  Educational self-efficacy and its relationship with learners' different psychological traits can have a tremendous effect on the success or failure of the students. Thus, the present research sought to investigate whether academic self-efficacy has an effect on the students' stress derived from the education ...  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

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

A Study of Motivation, Self-Efficacy Beliefs and Feelings as Psychological Factors Among Iranian Non-English PhD Students in EPT

Mahbubeh Rezaeian; Seyyed Hassan Seyyedrezaei; Zari Sadat Seyyedrezaei

Volume 4, Issue 14 , August 2021, , Pages 57-70


  Affective considerations in language testing have occupied an outstanding place in education (Shohamy, 1982). Despite the importance of this issue, it appears that the test-takers' perceptions regarding motivation, self-efficacy beliefs and feelings in addition to their possible relationships have not ...  Read More

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


  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

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