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.

Time supports the consolidation of motor sequence memories, yet it remains unclear whether time duration and doing specific task in this time, stabilizes or actually enhances motor sequence performance. The aim of this study was to investigate time duration with specific interference on consolidation human motor memory. Forty-five healthy volunteer participate performed Serial Color matching task for three blocks of 150 trials. They randomly divided into three group, 1) after one hour 2) after six hour performed finger-to-thumb opposition task 3) without any interference. All group after 24 hour participated in retention test. The result shows no significant differences between acquisition and retention stages. These findings indicate rapid stabilization of implicit motor memory and interference sequential finger-to-thumb opposition task and time had no enhancement or reducer effect on implicit motor memory, but rather stabilizes motor sequence performance without producing additional gains.

Introduction: After learning, memory must be stabilized before it becomes disrupted by subsequent learning. It is still unclear that how long it takes for new learnings to disruptprevious ones. Here in, the question of the present study was that learning a perceptual task would disrupt or interfere with the consolidation of the previously learned alternative motor sequence task, and what is the time interval between two tasks for maximum possible effect.Materials and Methods: A number of 38 volunteers performed Serial Color Matching task for three blocks of 150 trials, then they randomly divided into three groups: 1) took part in perceptual task after one hour 2) took part in perceptual task after six hours 3) no extra task. All groups participated in retention test after 24 hours.Results: The results showed no significant differences between acquisition or retention of the previously learned motor task among groups.Conclusion: These findings indicate rapid stabilization of implicit motor memory immediately after learning, in which time or learning a perceptual new task will not affect it.

Objective: Stuttering is one of the most common speech disorders. However, its etiology is poorly understood, and is likely to be heterogeneous. Impairment of cognitive functions such as emotional memory and attention is one of the important factors. The aim of this research is to compare explicit and implicit memory between stutterers and normal individuals and also comparison of anxiety and depression between 2 groups. Materials & Methods: This is a case-control and analytical research. The participated individuals in this research were 30 male and female stutterers and the same number as the matched control group. The control group was matched for gender, age, education and bilingualism. The cue recall task performed to investigate explicit memory and the word stem completing task for implicit memory. The anxiety and depression of the individuals were measured by using general Hygiene Questionnaire (GHQ28) in this study. The performance of the individuals was measured based on positive and negative words in explicit and implicit memory and was compared with anxiety and depression score they obtained. Data was analyzed by using independent T-test, paired T-test, U-Man Witney and Willkaxon test. Results: The data indicated that stutterers recognized less emotionally positive words in explicit memory as compared with nonstutterers. Also, stutterers recognized more emotionally negative words as compared with emotionally positive words in explicit and implicit memory tasks (P<0/05). Additionally, stutterers showed more anxiety and depression as compared to nonstutterers. This difference was significant except for depression (P<0/001 & P>0.05). Conclusion: Taking into consideration the role of cognitive functions including emotional memory in motor speech programming and the difference in the function of positive versus negative emotional memories between stutterers and nonstutterers in this research, the role of emotional memory can be considered as an important factor in stutterers.

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.

Objective: The purpose of the present research was to perform a developmental study on implicit and explicit memory in children. The paper inquires into the changes in explicit and implicit memory using everyday tasks in accordance with children's development. Method: 120 third, fourth and fifth grade elementary schoolchildren were selected using multi stage sampling. The instruments for the study were high frequency words. The number of words was 32. Recognition and word stem completion were conducted for explicit and implicit memories respectively. Data was analyzed using analysis of variance and post hoc tests with a 99% confidence level. Results: Schoolchildren of different educational levels showed an improvement in function in both explicit and implicit memories. Conclusion: The most important conclusion of the present study is that implicit memory develops along with the development of explicit memory in the course of time.

Introduction: This study reviews the sexuality and effect of priming in the memory dividing: Explicit memory and implicit memory. The main objective of this study is assessment of sexuality on rate of Explicit and Implicit Function that result of different rate of priming in two kinds of memory.Method and materials: The universal investigation consisted of students of Tonekabon, I.A.U. (boys and girls). Every group consists of 100 persons selected by random method. Memory test was done by cued - recall and word - stem complete (wsc) test for Explicit memory and Implicit memory.Results: The hypothesi s are that: Significant differences between rate of priming effect in women’s Explicit memory and rate of priming effect in men’s Explicit memory.Rate of priming effect in men’s implicit memory is beyond ratio to women’s implicit memory.Expriment of these hypothsis showed that first hypothesis is not true, but the second hypothsis is confirmed (approved).This is mining that sexuality effect is different in rate of priming of women’s implicit memory and men’s implicit memory.  Therefore, increase of rate function implicit memory in men, ratio to rate founction woment implicit memory.Conclusion: final Result of is that. Men are over sensitivity (sensibility) ratio to surface feature data.

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.