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Aim and Background: The aim of this study was to investigate explicit and implicit memory biases in students of Alzahra University and Tehran University, Iran with depression, anxiety, mixed disorder and normal students. Methods and Materials: This research design was based on causal comparative design. 100 students of Alzahra University and Tehran University were chosen by cluster random sampling method. They were given Minnesota Multiphasic Personality Inventory (MMPI-2) test, Beck Depression Inventory, and Beck Anxiety Inventory. Subjects were asked to decode the words and recall them. Then they answered the free recall tasks which assessed memory biases. Data were analyzed by SPSS software and multivariate analysis of variance (MANOVA) and student&rsquo;s t-test. Findings: Based on recalling the words (positive, negative and threatening emotions) there was a significant difference between implicit memory under difficult and easy situations and explicit memory in groups (P < 0.001). Conclusions: The bias in depressed, anxious, and mixed depression anxiety groups were more in their implicit memory than explicit memory. They recalled the emotionally negative and threating words under difficult situations less. Results showed that the mixed depression anxiety group recalled words similar to depressed group than anxious group.

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Abstract Aim and Background: The present research studied Episodic and Semantic memory in Quran memories and non- Quran memories among girl students. Methods and Materials: Research design was based on semi-experimental design. This study included 180 Quran memories, beginner and non Quran memories among girl students in 3 educational grades: primary, secondary and high school were chosen by cluster random sampling method .The materials of research were cued recall task, verbal task and action tasks. Data were analyzed by SPSS 11.5 Software and Multivariate analysis (MANOVA) and the Tukey Test. Findings: The finding was obtained superior memory for Quran learners increased by age. These findings indicated that skill for learning Quran enhances memory for non-Quran information and this effect becomes more by increasing of age. Conclusions: The result showed that Quran memories students had a better memory performance in both episodic and semantic tasks compared Non-Quran memories students.

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Aim and Background: Childhood is one of the most important stages of life, in this period of life, all kinds of sexual harassment may occur for children. This research was conducted with the aim of the effectiveness of sex education in sexually abused children and normal children.
Methods and Materials: The present study was a semi-experimental design with a pre-test, post-test and two-month follow-up with a control group. The statistical population of this research was children aged 7 to 12 years in the southwest of Tehran in 1400. The statistical sample of this research consisted of 15 sexually abused children and 15 normal children in the 16^th and 19^th district of Tehran, who were selected using the purposeful sampling method. The research tools were Russell, Peplau and Cutrona isolation questionnaire (1978), California Clark et al.'s social adjustment questionnaire (1953) and Gresham and Elliott's social skills questionnaire (1990), which were implemented on both groups of children. Finally, the data were analyzed using the analysis of covariance methods with the help of SPSSV22 software.
Findings: The findings showed that sexual education training is more effective on increasing adaptation and social skills at the confidence level of 99% (P<0.01) and reducing isolationism at the confidence level of 95% (P<0.05) of sexually abused children compared to normal children.
Conclusions: The findings of the research show that sex education can reduce children's behavioral problems and improve their adaptation and social skills, and therefore, sex education should be prioritized for abused children.

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Aim and Background: Students with learning disabilities are at a lower level in terms of emotional development and social adjustment compared to normal students. Therefore, the present study was conducted with the aim of investigating the effectiveness of therapeutic intervention and life skills training on social adjustment of students with dictation disorder.
Methods and Materials: The current research was a semi-experiment with a pre-test-post-test design with a control group. The statistical population of this research included all the male and female students of the elementary third, fourth and fifth grades of the 3rd district of Tehran city in the academic year of 2021-2022 who were suffering from dictation disorder 20 students were selected using available sampling and randomly assigned to two experimental (10 people) and control (10 pepole) groups. The instrument of this study included Falah Chai's written test (1995), Wechsler intelligence scale for children fourth edition (1947), and Sinha and Singh adjustment questionnaire (1993). The experimental group received the training on life skills and treatment of dictation disorder during 8 sessions, but the control group did not receive any intervention. Analysis of multivariate covariance test was used to analyze the research data All statistical operations of the research were considered using SPSS version 24 software with a significance level of P<0.05.
Findings: The results of the research showed that after controlling for the effect of the pre-test, the difference between the pre-test and post-test scores of the two groups was significant for the variables of social, emotional and academic adjustment, and the mean scores of the experimental group in the variables of social, emotional and academic adjustment were significantly higher than the control group (P<0.05).
Conclusions: Therapeutic intervention and life skills training can be used to improve the social adjustment of students with dictation disorder.