Aim: According to Vorfian's theory (1956), language affects thought. The present study investigates the relationship between language and memory.Method: A quasi-experimental method was employed where the statistical population consisted of 1500 undergraduate students of Payam-Noor University. Of these, 100 Persian-Turkish bilinguals were selected and tested.All participants completed the Language Experience and Proficiency Questionnaire (LEAP-Q, Marian, etal., 2007), providing information about their language-learning history, language proficiency, and language use. Then participants were divided into two groups of "equally proficient in both languages" (balanced bilinguals) and "more proficient in one language" (imbalanced bilinguals) and were tested for free recall memory.Results: Results showed words that were learned and tested in the same language in balanced bilinguals, showed a retrieval advantage compared to words that were learned and tested in different languages.Conclusion: These findings suggest that memory and language are tightly connected and that the linguistic context at the time of learning may become integrated into memory content but language proficiency modulates these effects. These findings must be considered in learning and testing of bilinguals.

Cognitive theories suggest that information processing biases play a central role in the development and maintenance of emotional disorders. The purpose of this study was to investigate the presence of explicit and implicit memory biases for emotional information in subclinically depressed (N=20) and normal controls (N=20) individuals. Participants were students at the University of Arak and were selected according to their scores on the Beck Depression Inventory (BDI, 1978) and General Health Questionnaire (Goldberg and Hiller, 1979). Four types of word (depression related, social threat related, positive and neutral words) were used in the explicit and implicit memory tasks. Explicit memory was assessed with a free recall and implicit memory with a word- stem completion task. Results of Repeated Measure Analysis of Variance showed that the depressed group showed a mood congruent memory bias at free recall. The results of this study failed to show the existence of a mood congruent memory bias for implicit memory in depressed individuals. The theoretical implications of these findings were discussed.

The present study is an attempt to contribute to the L2 acquisition research through finding an appropriate answer to the question usually asked by both language teachers and learners, namely how to learn vocabulary and how to retain meanings in memory over time. We have chosen to discover the effects of two major types of productive exercises, writing and oral production exercises, on the remembrance of word meanings over time: 24 hours, one week, and one month after learning the vocabulary. For this purpose, two linguistically homogeneous L2 classes received ten sessions of treatment each: in one of these classes, 100 vocabulary items were practiced through controlled writing exercises and the other class practiced the same items through controlled oral exercises. The preliminary results indicate the positive influence of oral production exercises on meaning remembrance over time, i.e., after one month, while the two exercise types did not show any significant differences in their effects on in class vocabulary learning processes.

Perception and issues related to the quality of its attainment are crucial in Avicenna's philosophical discussions. He stands as the lone Muslim philosopher attempting to present a coherent theory on forgetting and recalling. Examining the possibility of forgetting and recalling in any scientific subject, and their occurrence for all people, is of utmost importance from the standpoint of epistemology in Avicennan philosophy. This aspect has been investigated in the present research in an analytical-descriptive manner. The questions addressed in this research include: What is the truth behind recalling and forgetting, the degrees of each, and the distinction between recalling and learning? Avicenna's discussions in this field are grounded in his theory about obtaining forms and their entrance into the mind from the outside world, as well as his categorization of different types of sensory, imaginary, apprehensive, and intellectual perceptions. Forgetting is a common attribute among humans and some animals, while recalling scientific forms is unique to humans. The non-materiality of imagination power and its perceptions, coupled with sensory evidence, fundamentally challenges Avicenna's perspective in this field. Learning is the acquisition of a new scientific form, marking a transition from the unknown to the known. On the other hand, recalling involves re-perceiving the scientific form that was previously apprehended.

2With the advancement of technology, the use of pill reminders has become highly beneficial, particularly for patients with chronic diseases who require daily medication uptake. Considering the widespread use of smartphones, the pill reminder apps can be a suitable tool for daily and even periodic reminding of patients about the uptake of their pills. The elderly people have been reported to forget to take their medications more than other age groups, making them the primary target for such apps. The factors such as loneliness and negligence of caregivers have a significant negative effect on medication management in the elderly [1].

IN FRENCH:L’aspect psychanalytique de l’écriture romanesque chez Pascal Quignard a été signalé à maintes reprises par les critiques littéraires. Le Salon du Wurtemberg qui bénéficie plus que les autres romans quignardiens d’une ample élaboration romanesque, pourrait bien illustrer cette «fictionalisation de la cure psychanalytique» chez cet écrivain. Le narrateur de ce roman se retourne comme malgré lui vers un passé obsessionnel qu’il espère conjurer par l’écriture. La présente étude se propose d’analyser, en recourant à la narratologie, les techniques narratives mises en oeuvre par le narrateur quignardien, ainsi que l’adaptation de ces dernières à l’objectif du narrateur qui est de faire cesser le retour interminable d’un passé traumatique. Selon Freud, l’abréaction du refoulé exige la «réconciliation» de l’analysé avec ses souvenirs traumatiques. L’étude du mode narratif du Salon du Wurtemberg nous permettra de préciser le degré de cette réconciliation chez le narrateur. En effet, portant sur la manière de représentation du monde romanesque, le mode narratif détermine la distance à laquelle se tient le narrateur par rapport à ce qu’il raconte. Ainsi, par l’étude du mode narratif, nous serons en mesure de préciser si le narrateur a réussi à évoquer entièrement et sans détours ses souvenirs obsédants. In English:Literary critics have repeatedly referred to the psychoanalytic aspect of writing in the fictional works of Pascal Quignard.The Salon in Württemberg, which compared to other novels written by Quignard possesses a more extensive fictionalization, can well reflect the “fictionalization of psychoanalytic therapy” by this author. The narrator in this novel has an unwanted tendency to recall his agonizing and repetitive past and hopes to drive it away from himself by writing down this past. The present study seeks to study the narrative practices employed by the narrator of the story, and also to adapt these methods with the purpose of narration, which is putting an end to the frequent return of the past, with the help of narratology. According to Freud, getting rid of suppressed memories requires that the person under treatment to “tolerate” his/her bitter memories. Studying the narrative aspect in The Salon in Württemberg gives us the opportunity to find out about the extent of this tolerance by the narrator. The narrative aspect that studies the method of representing the fictional world shows how far the narrator has distanced from what he narrates. Thus, by studying the narrative aspect, we can determine whether the narrator has succeeded to fully and explicitly recall his agonizing memories or not.