The present paper discusses implicit memory (compared to EXPLICIT memory) as a new phenomenon in memory research. First, ideas about implicit memory are considered very briefly from historical point of view. Then, as in recent studies, two lines of research are discussed; i.e., subliminal stimuli and repetition priming studies. These studies, especially priming studies, show that EXPLICIT memory are affected differently by various variables. While EXPLICIT memory tests are affected by the levels-of-processing and the interval between encoding and retrieval stages (forgetting effect), implicit memory tests are not affected. On the other hand, while implicit memory tests are sensitive to modality and mood changes, manipulated both at encoding and at retrieval, memory tests are unaffected. The findings related to amnesic patients are impaired with respect to EXPLICIT memory and are intact with respect to implicit memory.There are two theoretical explanations for this double dissociation between EXPLICIT and implicit memory. The processing view suggests that there is a single and integrated memory system and the discrepancy between EXPLICIT and implicit memory are explained the different natures of relation between encoding and retrieval processes or procedures. The multiple memory systems view, which is more promising and supported by empirical evidence, claims that each of these two types of memory is supported by an independent and separate system(s). Although these systems interact with each other, they follow different rules, however.

EXPLICIT memory for threat and non-threat stimuli was examined in Iranian adolescents aged between 11 to 18 years. Clinically anxious (n=29), subclinically anxious (n=27), and normal controls (n=29) were matched for age, gender and academic performance. Participants asked to encode the stimuli words including threat, depression, positive and neutral words, presented on a screen one after another. Content-specificity hypothesis predicts anxious individuals should show a memory bias favoring anxiety information. However, Williams et al's theory does not predict such a bias. The present study conducted to examine the two different theories.In sum, the results support the Williams et al's theory. Although, anxious patients compared to the sub-clinically anxious individuals, show a memory bias towards threat words. The difference between the two anxious groups and theoretical implications with regard 10the two theories are discussed.

Recently, the approach towards mining various opinions on weblogs, forums and websites has gained attentions and interests of numerous researchers. In this regard, feature-based opinion mining has been extensively studied in English documents in order to identify implicit and EXPLICIT product features and relevant opinions. However, in case of texts written in Persian language, this task faces serious challenges. The objective of this research is to present an unsupervised method for feature-based opinion mining in Persian; an approach which does not require a labeled training dataset. The proposed method in this paper involves extracting EXPLICIT product features. Previous studies dealing with extraction of EXPLICIT features often focus on lexical roles of words; the approach which cannot be used in distinguishing between an adjective as a part of a noun or a sentiment word. In this study, in addition to lexical roles, syntactic roles are also considered to extract more relevant EXPLICIT features. The results demonstrate that the proposed method has got higher recall and precision values compared to prior studies.

An EXPLICIT guidance law is developed for a reentry vehicle. Motion is constrained to a three-dimensional Bezier curve. Acceleration commands are derived by solving an inverse problem that combined with differential flatness approach. Trajectory is related to Bezier parameters. A comparison with pure proportional navigation shows the same accuracy, but a higher capability for optimal trajectory to some degree. Other advantages such as trajectory representation with minimum parameters, applicability to any reentry vehicle configuration and any control scheme, and Time-to-Go independency make this guidance approach more favorable.

This study investigated the relative effects of EXPLICIT and implicit form-focused instruction (FFI) on the acquisition of four simple and difficult morphosyntactic features as assessed by EXPLICIT and implicit outcome measures. Four tests were utilized to assess L2 learners' acquisition: elicited oral imitation, timed and untimed grammaticality judgment, and metalinguistic knowledge tests. A pretest and two posttests were administered to 120 low pre-intermediate learners immediately and three weeks after the instructional treatments. Durable effects of FFI were found for simple and difficult language forms on both measures of EXPLICIT and implicit L2 knowledge. More specifically, the present study indicated that EXPLICIT FFI was significantly more beneficial for simple language features chosen according to their degree of difficulty based on the EXPLICIT knowledge criteria and implicit FFI was significantly more beneficial for simple language features selected according to their degree of difficulty based on the implicit knowledge criteria. The findings may promise implications for our understanding of the efficacy of EXPLICIT and implicit FFI on L2 learners’ controlled and spontaneous use of simple and difficult forms at early stages of L2 acquisition.

Some thirty years have elapsed since the beginning of investigations in the area of language learning strategies. Numerous studies have been carried out in an attempt to identify and instruct the right strategies to the learners. Recent years have seen an outburst of attention to raising the students' awareness of the use of strategies (Ehrman. Leaver & Oxford, 2003; Hsiao & Oxford, 2002; Nunan, 2002; Ozmen, 2009). The present study investigated the effect of strategy instruction and EXPLICIT feedback on Iranian learners' use of language learning strategies. Forty-two students agreed to participate in this study. The learners (n=22) in the experimental group were provided with EXPLICIT feedback on their use of strategies after the reading comprehension tasks, while the learners (n=20) in the control group did not receive any feedback from the teacher. The participants consisted of both young and adult learners to investigate the effect of age on strategy use. The results showed that the quantity of learners' strategy use was developed through focused instruction and EXPLICIT feedback. It was also concluded that age was not a determining factor in the effectiveness of EXPLICIT feedback. The results imply that it is important for instructors to enhance the strategic awareness of both young and adult learners, because it can lead to more active engagement in language learning process.

The interpretation of EXPLICIT and ambiguous verses presented in this essay is through semantic method, in which meaning of terms and phrases are discovered through mode of their application in similar sentences. Key terms investigated here through semantic method are fitna, ta’wil, mutashabih, rasikhun, ‘ilm, iman, and zaygh. The result is that by fitna the chastisement in hereafter, by mutashabih verses those of the Resurrection, by their ta’wil their outwardly actualization, by rasikhun believers in the Celestial Book, and by za’ighun Meccan polytheists are meant.