There are two approaches for simulating memory as well as learning in artificial intelligence; the functionalistic approach and the cognitive approach. The necessary condition to put the second approach into account is to provide a model of brain activity that contains a quite good congruence with observational facts such as mistakes and forgotten experiences. Given that human memory has a solid core that includes the components of our identity, our family and our hometown, the major and determinative events of our lives, and the countless repeated and accepted facts of our culture, the more we go to the peripheral spots the data becomes flimsier and more easily exposed to oblivion. It was essential to propose a model in which the topographical differences are quite distinguishable. In our proposed model, we have translated this topographical situation into quantities, which are attributed to the nodes. The result is an edge-weighted graph with mass-based values on the nodes which demonstrates the importance of each atomic proposition, as a truth, for an intelligent being. Furthermore, it dynamically develops and modifies, and in successive phases, it changes the mass of the nodes and weight of the edges depending on gathered inputs from the environment.

This article investigates the problem of simultaneous attitude and vibration control of a flexible spacecraft to perform high precision attitude maneuvers and reduce vibrations caused by the flexible panel excitations in the presence of external disturbances, system uncertainties, and actuator faults. Adaptive integral sliding mode control is used in conjunction with an attitude actuator fault iterative learning observer (based on sliding mode) to develop an active fault tolerant algorithm considering rigid-flexible body dynamic interactions. The discontinuous structure of fault-tolerant control led to discontinuous commands in the control signal, resulting in chattering. This issue was resolved by introducing an adaptive rule for the sliding surface. Furthermore, the utilization of the sign function in the iterative learning observer for estimating actuator faults has not only enhanced its robustness to external disturbances through a straightforward design, but has also led to a decrease in computing workload. The strain rate feedback control algorithm has been employed with the use of piezoelectric sensor/actuator patches to minimize residual vibrations caused by rigid-flexible body dynamic interactions and the effect of attitude actuator faults. Lyapunov's law ensures finite-time overall system stability even with fully coupled rigid-flexible nonlinear dynamics. Numerical simulations demonstrate the performance and advantages of the proposed system compared to other conventional approaches.

Objective Professionals rely on the diagnostic criteria of the American Psychiatric Association (APA) and Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) for the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). DSM-5 recognizes three subtypes of ADHD; predominantly inattentive, predominantly hyperactive-impulsive, and the combined types. ADHD is widely recognized among the most frequent neurodevelopmental disorders, and the most frequent reason to refer children to clinics. The research suggested that ADHD children have problems with the executive functions of attention and working memory, compared with their healthy counterparts. ADHD affects all aspect of an individual's life. Unfortunately, the negative learning status experienced by ADHD children is difficult to overcome and is usually long-lasting. The cognitive rehabilitation program based on prospective memory seems to reduce executive function problems of attention and working memory and improve the educational skills of ADHD children. The present research investigated the effect of cognitive rehabilitation program based on prospective memory on the executive functions of attention and working memory in ADHD children in Kermanshah City, Iran. Materials & Methods This was a quasi-experimental study with pretest-posttest and a control group design. The study participants were 32 female children aged 8-11 years with ADHD from schools. They were selected by convenience sampling method. The subjects were divided into the experimental and control groups, each group consisting of 16 children. The experimental group participated in 18 sessions of cognitive rehabilitation program based on prospective memory and the control group did not participate in these sessions. The control group members participated in two sessions at the end of research for observing ethical considerations. The applied instruments were the revised Conners' Parent Rating Scale (CPRS-R), clinical interview, Stroop Color and Word Test (SCWT), and Working Memory Test Battery for Children (WMTB-C). SCWT and WMTB-C were completed by the researcher for all subjects in pretest and posttest phases. The required data were collected by the questionnaires before and after the training sessions. Multivariate Analysis of Covariance (MANCOVA) was used by SPSS for analyzing the obtained data. Results First, the normality of variables and contingency of variance and covariance assumptions were tested. The Kolmogorov-Smirnov test results indicated that all variables were normal (P>0. 05). Moreover, the Box’ s M test confirmed the contingency of variance-covariance assumption. Therefore, the assumptions of MANCOVA were confirmed and the MANCOVA test could be used for data analysis. The MANCOVA results demonstrated that cognitive rehabilitation program based on prospective memory had a significant effect on the executive functions of attention and working memory in ADHD children (P<0. 0001). The obtained results also revealed that cognitive rehabilitation program based on prospective memory had a significant effect on all subscales of executive functions (correct responses, incorrect responses, no responses, the reaction time of congruent words or reaction time of incongruent words) in these children (P<0. 0001). According to eta squares, 67%, 66%, 60%, 62% and 54%, of variations in components such as correct responses, incorrect responses, no responses, the reaction time of congruent words or reaction time of incongruent words, respectively, could be explained by the subjects’ participation in cognitive rehabilitation program based on prospective memory. In addition, according to eta square, 61% of variations in working memory could be explained by the subjects’ participation in the cognitive rehabilitation program based on prospective memory. Conclusion functions as well as the working memory of ADHD children. It is recommended that planning cognitive rehabilitation program based on prospective memory for ADHD children receives serious attention.

This research has been done to closerve the effect of Active Music on memory and attention of schizophrenia patient. In this research, 28 femaleWere chosen by random simple sampling. They also were divided in 2 groups by random simple sampling. The experimental group (15 female) and The control group (13 female). The research design was the type of pretest, post-test with control group. The experimental group took part in 12 sessions of two –hour music therapy. The measurement tools consisted of: Kim karad memory test and the accuracy comet square test.Data were analysed by multivariable covariance analysis (MANCOVA).The results showed is effects active music education on memory and attention patient of schizophrenia

Background & Objective: In addition to pyramidal neurons and interneurons, the hippocampus contains Astrocytes that play important roles in regulating ion flux currents, energy production, neurotransmitter release and memory. Learning needs some instrument for information storage and information maintenances mechanisms resemble to memory. The aim of this study was determination of spatial memory effect on the number of astrocytes in rat’s hippocampus.Materials & Methods: In this experimental study, with usage of Morris Water Maze and Reference memory technique, we used 10 male albino wistar rats. 5 rats were in control group and 5 rats in Reference memory group. After histological preparation, the slides were stained with PTAH staining for showing the Astrocytes. Results: The findings of this study showed significant difference in astrocytes number in CA1, CA2 and CA3 area of hippocampus between control and reference memory group. The mean and SD of astrocytes in CA1, CA2 and CA3 of reference memory group were 118.57±25.29, 58.91±23.59 and 116.6±31.14, that they are more than control group with 49±17.29 in CA1, 48.8±25.21 in CA2 and 41.95±11.22 in CA3. Conclusion: We concluded that the number of astrocytes increased due to spatial learning (e.g. reference memory method).

Background and Purpose: Learning disorder is one of the common disorders in students, which can lead to the occurrence of educational problems and secondary disorders in them. Based on psychopathological criteria, dyscalculia is one of the subcategories of learning disorder. Children with this disorder have problems in perception of spatial relations and in different cognitive abilities. Therefore, the present research aimed to compare the cognitive-perceptual abilities like numerical processing, implicit and explicit memory, active and passive memory, conservation ability, and visual-spatial skills in children with dyscalculia and normal students. Method: This study was of causal-comparative design. The sample consisted of 70 students with learning disorder selected by convenience sampling from centers for learning disability in Karaj and Qazvin and 80 normal students selected by multistage random sampling. The used instruments included Wechsler Intelligence Scale (WIS), Visual-Spatial Memory Test (Cornoldi, 1995), Active-Passive Memory Test (Cornoldi, 1995), Explicit and Implicit Memory Test (Snodgrass and Vanderwart, 1980), Iran Key Math Diagnostic Test (Cornoli et al., 1976), Numerosity Processing Speed Test (Cappelletti et al., 2007), and Conservation of Liquid Task with Bogardo and Russ method (1991). Data were analyzed by multivariate analysis of variance. Results: The findings demonstrated that there were significant differences between the groups in terms of liquid conservation, explicit memory, active memory, numerical processing speed, and visual-spatial skills (p <0. 001). However, no significant difference was observed between the groups in the components of passive and implicit memory (p <0. 05). Conclusion: Based on the obtained results, it can be concluded that the children with dyscalculia have more problems in conservation ability, visual-spatial ability, and numerical processing speed. These deficits are not related to the intelligence but to the executive functions, especially the active memory. Therefore, it can be suggested that these components are among the distinctive characteristics of this group of students with special learning disability and should be paid special attention at the time of identification and planning for treatment.