Vocabulary development seems to be the most significant and useful activity in any language class because learning the words of a language is undeniably an important part of a speaker’ s command of that language. Therefore, teaching vocabulary is an essential component of standards-based curriculum alignment. In view of that, this study aimed to find out whether there is a significant relationship between Iranian intermediate EFL learners’ vocabulary knowledge and their verbal and non-verbal FLUID INTELLIGENCE. To this aim, 201 English language intermediate students were asked to fill out three questionnaires including Vocabulary Level Test, Visual-Spatial Reasoning Test as a non-verbal FLUID INTELLIGENCE test, and the Persian adaptation of Baddeley’ s 3-minute grammatical reasoning test as a verbal FLUID INTELLIGENCE test. The results of the study’ s hypothesized model showed that vocabulary knowledge is predicted by both verbal and non-verbal FLUID INTELLIGENCE significantly, and non-verbal FLUID INTELLIGENCE is shown to be the stronger predictor of vocabulary knowledge than verbal FLUID INTELLIGENCE. Moreover, the results indicated that there is a significant difference in the level of EFL students’ vocabulary knowledge between male and female students while there is no significant difference in students’ verbal and non-verbal FLUID INTELLIGENCE regarding their gender.

the present research examined the practicality, reliability, validity and norming of Cattell's FLUID INTELLIGENCE Scale (Scale 3, Form A).435 gifted high school students (215 girls, 220 boys) in the academic year of 2010-2011 were selected by multistage random sampling method and completed Scale 3, Form A of Cattell FLUID INTELLIGENCE Scale (Cattell, 1978). Based on the correlation coefficient of each item with the overall score of the scale and factor analysis of the scale items, no item was omitted. Cronbach's alpha coefficient was estimated at 0.783. Results of principal component analysis and oblique rotation for determining construct validity led to the extraction of four factors: memory span, perception accuracy, perception speed and reasoning by induction. Findings were in accordance with the Cattell FLUID INTELLIGENCE Theory.

Multi-label classification aims at assigning more than one label to each instance. Many real-world multi-label classification tasks are high dimensional, leading to reduced performance of traditional classifiers. Feature selection is a common approach to tackle this issue by choosing prominent features. Multi-label feature selection is an NP-hard approach, and so far, some swarm INTELLIGENCE-based strategies and have been proposed to find a near optimal solution within a reasonable time. In this paper, a hybrid INTELLIGENCE algorithm based on the binary algorithm of particle swarm optimization and a novel local search strategy has been proposed to select a set of prominent features. To this aim, features are divided into two categories based on the extension rate and the relationship between the output and the local search strategy to increase the convergence speed. The first group features have more similarity to class and less similarity to other features, and the second is redundant and less relevant features. Accordingly, a local operator is added to the particle swarm optimization algorithm to reduce redundant features and keep relevant ones among each solution. The aim of this operator leads to enhance the convergence speed of the proposed algorithm compared to other algorithms presented in this field. Evaluation of the proposed solution and the proposed statistical test shows that the proposed approach improves different classification criteria of multi-label classification and outperforms other methods in most cases. Also in cases where achieving higher accuracy is more important than time, it is more appropriate to use this method.

Introduction: Use of an adhesive with a suitable composite resin is an important factor in tooth-colored restorations and increasing marginal sealing ability. The aim of this study was to evaluate the microleakage of various adhesives with composite resins using FLUID filtration and dye extraction techniques and assessment of the correlation between these two techniques.Materials and Methods: In this in vitro study, class II cavities were prepared on the proximal surfaces of 48 extracted sound human premolar teeth, measuring 1.5±0.5 mm in gingival width, 4 mm in occluso-gingival height and 1.3 of the inter-cuspal distance in width. The samples were divided into four groups (n=12). Group 1; OptiBond Solo Plus adhesive/Herculite XRV composite resin; Group 2: OptiBond Solo Plus adhesive/Master Dent composite resin; Group 3: Prime & Bond NT adhesive/Herculite XRV composite resin; Group 4: Prime & Bond NT adhesive/Master Dent composite resin. Microleakage was assessed primarily by FLUID filtration and then by dye extraction techniques. Data were analyzed with Kruskal-Wallis and Mann-Whitney tests, with Bonferroni correction and Spearman's rho correlation test at 95% confidence interval.Results: The minimum and maximum mean microleakage values were recorded in FLUID filtration and dye extraction techniques groups 1 and 4, respectively. There were significant differences between the experimental groups in microleakage with the two methods of leakage assessment (p value=0.001). Spearman's rho revealed a strongly direct correlation between the two methods (r=0.797, p value=0.000).Conclusion: In both methods of microleakage assessment, use of ethanol-based in comparison to acetone-based adhesive resulted in microleakage reduction. Application of light-cured composite resin contrary to self-cured composite resin with both types of adhesives increased marginal sealing ability.

Aim: This study examined the relationship between FLUID INTELLIGENCE, personality dimensions (Extroversion, Neurosis and psychosis) and emotional INTELLIGENCE with academic success.Method: Research method of this study was descriptive and correlational.Participants were 112 high school students in the City of Dezful in southern Iran who were selected using multistage sampling. The following tests were administrated: Raven's Progressive Matrices (intermediate forms) Eysenck Personality Questionnaire (Eysenck and Eysenck, 1975) and Bar-On Emotional INTELLIGENCE Scale (Bar - On, 2000). Participants' GPA was used as a measure of academic success. Data were analyzed using Pearson correlation coefficient and multiple regression analysis.Results: Results showed that FLUID INTELLIGENCE, extroversion, emotional INTELLIGENCE, intrapersonal INTELLIGENCE and adaptability were positively correlated with academic success. Psychosis was negatively associated with academic success. Findings showed that there was a significant difference in academic success between boys and girls.Conclusion: Results showed that all three variables are related with academic success and these variables interact with each other so that they predict 32 percent of the variance related to academic success. It may be argued that quality of education may be raised paying more attention to students' characteristics and the emotional INTELLIGENCE of learners.

This research was conducted with the aim of determining the effectiveness of metacognitive skills training on increasing the FLUID INTELLIGENCE of first secondary school students of Shahid schools. The current research was a semi-experimental research with a pre-test-post-test design with a control group. The research population included the students of Shahid 1st secondary schools in the 3rd district of Tehran in the academic year of 1402-1403. Using available sampling method, 30 students of the studied community were selected and randomly replaced into two experimental groups (15 people with metacognitive skills training package) and a control group. The experimental group received metacognitive skills training in 8 sessions of 90 minutes each. To collect data, metacognitive skills training (Flaval, 1999) and FLUID INTELLIGENCE test (Saadati Shamir and Zhatkesh, 1401) were used. The results of covariance analysis showed that the metacognitive skills training package increased FLUID INTELLIGENCE in students aged 13 to 15 years. Teaching metacognitive skills to children in the first years of high school increases their perceptive, reasoning, computational, working memory, auditory, visual memory, processing speed and one-dimensional and multi-dimensional attention and increases their self-sufficiency to achieve higher goals. and can empower them in various cognitive aspects and prepare them for a better and richer future. Also, students who receive more and more accurate metacognitive skills training receive more social support, so they perform better in the five components of skilled FLUID INTELLIGENCE, including perception, reasoning, memory, attention, and processing speed, and as a result, have a better academic status. And they have a more positive attitude about education, and they are generally more satisfied with the school. Therefore, self-esteem through the promotion of FLUID cognitive abilities leads to an increase in his academic success and resilience.