2022, Volume 11, Issue 3

Original Article: The Relationship between Memory and

Language Learning
Mehrangiz Hojjati

Affiliation: Graduate of Persian Language and Literature, Imam Jafar Sadegh Campus, Ilam Sisters Unit, Iran

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Citation M. Hojjati*, The Relationship between Memory and Language Learning. Int. J. Adv. Stu.
Hum. Soc. Sci. 2022, 11 (3):168-180.

https://doi.org/10.22034/IJASHSS.2022.327328.1089

ABSTRACT
Article info:
Received: 2022-01-31 The proposed study investigates the relationship between memory and students'
Accepted: 2022-02-11 language learning through thematic analysis. Library resources and related articles
Available Online: 2022-02-13
were utilized for this research. The results indicated that language learners with strong
Checked for Plagiarism: Yes
short-term visual and written memories have an excellent performance in learning
vocabulary with appendices. Learners with strong visual short-term memory but poor
Language Editor:
verbal short-term memory and learners with poor visual short-term memory and verbal
Ermia Aghaaie
solid short-term memory also perform similarly. However, learners with poor visual
Editor who Approved Publication: Dr.
and verbal short-term memory learn better without vocabulary. The results also
Sediqeh Piri
demonstrated that the language texture leads to the impacts of particular encryption
and language-related factors at the time of recall affect the accessibility of memory. It
is essential to consider this point in the learning and testing of bilingual individuals to
facilitate recall. In general, the results showed that strong memory in language learning
Keywords:
has a direct relationship.
Memory; Language learning; Active
memory; Short-term memory

Introduction powers, including speech, and this world and the

phenomena within it play a decisive role in the

L
anguage is a thought which, in the form of realization of speech. The role of the environment
words and structure, i' 's shaped in in cultivating the power of speech is highly
calligraphy or voice and reveals the significant. It has led some scholars to think that it
thinker's intention in a particular is a languagethat determines how one thinks and
situation. Language is an exudation of vision and attitude towards the universe.
thought and a potential mental force that needs a
However, learning a language or the so-called
stimulus to begin its growth and development in a
language learning means pursuing the four
proper context [1]. Schleiermacher believes that
language skills of listening, reading, speaking, and
one should know the human to learn a language or
writing. In this definition, we call anyone who seeks
a text. A person who has his own language and lives
to learn these skills and has more or less achieved
with others in the world with potential mental
*Corresponding Author: Mehrangiz Hojjati ([email protected])

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success in this field a language learner, and you Language

define the whole process as language learning. But
language learning has conditions and contexts of The recent century has witnessed the emergence
which memory is mentioned. Memory is the of several modern sciences, the most prominent of
process of storing experiences and information for which is undoubtedly linguistics. Linguistics in the
possible retrieval in the future [2]. This ability to 20th century brought about the same evolution in
create memory retrieval underlies all facets of human thought as physics in the 17th century,
cognition, and in a broader dimension, is the chemistry in the 18th, and biology in the 19th
specific ability of human beings to live. Almost century. A collection of sciences known as the
everything people do (including communication, ""humanities"" (i.e., psychology, psychoanalysis,
perception, social interaction, thinking, and logic, philosophy, anthropology, history,
problem-solving) depends on their ability to learn archeology, sociology, literary criticism, art
from the past [3]. (aesthetics), and even economics, politics, and the
judiciary) far and near, directly and indirectly, are
Active memory is a mental system that
impacted by linguistics. Even some of these
temporarily stores and processes information to
sciences, including anthropology, have adapted its
perform complex cognitive tasks, including
concepts and methods and applied them in their
understanding, thinking, calculating, reasoning, and
field of activity since linguistics is the science of
learning. Active memory capacity is restricted and
language and language as the highest allegorical
varies from person to person. Generally speaking,
(symbolic) system of human beings, which is itself
people with higher working memory capacity have
the foundation and definer of culture and the
more intricate cognitive functions than those with
distinguishing feature of human beings from other
lower working memory capacity [4].
animals.
One of the complex cognitive activities in which
Thus, familiarity with the terms and concepts of
active memory plays a significant role in language.
early linguistics, which was once only specific to
The link between this type of memory and first
the expert concept and has become almost universal
language learning has been proven. Many
today, is for all those who deal with culture (in the
researchers have also examined its capacity in
general or specific sense of the word) in some way,
second language learning in second language
performs the most profound tasks. This work does
learning, and research results indicate that inactive
not intend to enter into specialized linguistic issues.
memory capacity and learning various parts of
Since linguistics begins with language anyway,
language such as vocabulary, grammar, and syntax,
here it is attempted to define language in the
language comprehension, language processing,
simplest terms.
there is a relationship between written and spoken
language. Relationship
Despite this matter, there is something about the
relationship between active capacity and learning Man, as Aristotle stated, is a social animal and has
second language structures still unknown to second always been social. No matter how regressive we
language researchers. In this regard, one of the go in history, we will never reach a time when we
issues is the role of an educational environment. see human beings living in solitude. Mankind has
Another issue is the role of complexity in language always lived in society and has always had a
structure. As an individual difference in learning, language. We do not know about the human
the role of active memory capacity can explain the condition before that. It may have been a period of
differences in the final language acquisition. Due to human animality. And in any case, in the definition
the research gap in this field and memory of man, they say that they are entitled to ""social
importance in language learning, the proposed animal"" or ""talking animal"", since if we remove
scrutiny was conducted to investigate the the adjective of society and speech from this
relationship between memory and language definition, only ""animal"" remains.
learning, particularly the second language. So, if indeed the man has always lived in the body
of society, inevitably the most significant issue of
Theoretical Foundations his social life has been establishing relations with

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his fellow human beings. Because direct distance between components relevant to each
communication, that is, direct communication of other. If we state that painting and music are not
minds with one another (for instance, through gaze languages, it is because the material of their work
or supposedly ""telepathy"") between human has nothing in common with language. The purpose
beings, is not possible, there is always a need for of language is the ordinary and literal meaning of
means. This device is not mere language (although the lexicon: the most straightforward means we
the language is the most prominent means of human have in daily life to communicate with our fellow
communication. A view of our daily social life human beings. Its first specification is using sounds
indicates what various tools and devices man has that originate from the larynx.
created to be able to explain his intentions and
But it cannot be demonstrated indeed that the
meanings to understand others and their intentions
language is the result of the natural use of specific
and meanings. From the facial language to traffic
organs of the body, such as inhaling and walking,
signs are all means of communication, all human
which is the cause of existence and minus the
social contracts (which they call ""social
existence of the lungs and legs. In the science of
institution"", from the rules of greetings and
phonetics and linguistics, we are, of course, talking
introductions and etiquette to rituals marriage and
about the speech organs. However, it should be
divorce as one of the branches of social life and to
noted that the first task of each of these organs is
establish relationships with others.
something other than creating sound to express the
The course of history depicts that human beings concepts of the mind. For instance, the mouth is
have invented and applied newer means of used for chewing and swallowing food, the nasal
communication as they advanced. In the 20th cavities are used for breathing, and so are other
century, at least three significant means of parts of speech.
communication - cinema, the radio, television -
Even the part of the brain that they want to
were invented and shortened the distances between
consider as the center of speech (because the
continents.
damage done to it confuses) undoubtedly has a
Human social life is based on communication as relation or use of language. However, it is not
social institutions are the means of communication certain that this is its primary function.
for the flow of life in society. So if we disregard the
Therefore, language should be considered as one
gratification of individual human instincts, any
of the social institutions. This attitude towards
other activity which remains can be considered as
language has certain advantages: first, human
means of communication: from fine arts to traffic
institutions are the result of social life, and
signs, even artistic creation, if as they say, the
language, as we have illustrated, because it is
language of human individuality and loneliness.
primarily a means of communication between
Once the artist exhibits the product of his work and
human beings, then it is one of the social institutions
judges others, he does something in
and even the most prominent one; second, human
communication.
institutions require the application of various
spiritual and physical forces, and the language
However, language is the most significant
activity is the same; third, there are social
important means of human communication and the
institutions in every community of human beings,
foundation of all his social institutions.
but their form and functions do not have to be
Language as a Means of Communication precisely the same; it is also the language: the tasks
it performs are the same everywhere, but the way it
Primarily we remove the terms "language of operates in each community is clearly different
music”, “language of flowers,” and “language of from the other, so that it can only perform its task
images”, since these are nothing more than of realization among a single and specific group of
metaphors: neither music is language, nor painting, individuals; next, since human institutions are not
nor sculpture, even if these arts have anything to do among the priorities, that is among the matters
with language. The word “relationship” should be whose existence precedes human existence, but are
realized in its exact sense: the concept of the outcome of his social life, they are subject to
relationship implies the concept of difference and change and alter due to the various requirement and

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in dealing with other human societies; It is also the paragraph, may feel lagging behind others and
different languages of human societies. However, should move quickly to the next paragraph. Based
language should be distinguished from other social on this definition of language learning, one should
institutions, or in other words. It should be defined adjust learning behavior based on curiosity, not on
as both comprehensive and restrictive. the syllabus volume to be passed, nor on the number
of courses others have learned.
What is language learning?
Bilingual people
“Language learning means pursuing the four
language skills of listening, reading, speaking and Based on Oxford Dictionary, a bilingual term
writing.” refers to a person who can speak in two languages
or one who knows and uses two languages [5]. The
In this definition, one considers anyone as a
term bilingual generally refers to individuals or
language learner who seeks to learn these skills and
groups whose language proficiency in those two
has more or less achieved success in this field and
languages, especially in the verbal dimension, is
defines the whole process as language learning. Not
limited to the native users of those two languages.
surprisingly, most language learners present such a
However, according to Butler and Hakota,
definition to respond: “What is language learning?”
“bilingualism is an intricate psychological,
because language learning looks similar. Is this
linguistic, and socio-cultural behavior with various
definition incorrect? This is an operational one of
dimensions” [6]. There is no perfect consensus
language based on observation. Besides, a more
among researchers on the definition of
efficient definition of language learning can be
bilingualism. According to Bloomfield, a bilingual
provided and the desired answer to “What is
is a person whose language skills in both languages
language learning?”
are equal to those of native speakers of those two
Language learning As a Behavior and Behavioral languages. Such a view narrows the scope of
Tendency! appointments for bilinguals [7]. Moreover, it seems
complicated to implement such a definition based
However, it may be interesting and a little strange on fluency as native monolingual users.
that successful language learners interpret the Hagen defines bilinguals as people who have the
language learning process as a character and perfect power of expression and express concepts in
attitude. And this behavioral tendency is to “have a another language. According to this definition,
sense of curiosity about the target language.” In beginner learners are also considered bilingual [8].
their viewpoint, language learning is not just about Other researchers have regarded various degrees for
going through a series of rules, words, and assigning different people bilinguals [9-11]. With
techniques. Language learning is being curious these descriptions, bilingualism is considered on a
about a language. Different people attend a spectrum.
language course. Some leave the course. Some
complete it but do not feel much change Memory
themselves. Despite this, others feel that they have
been learning for years by completing the course. Memory is a capability by which previous
The main difference between these language experiences are stored, and information is extracted
learners is their curiosity about the language and the for usage while needed. This ability to represent and
behavior that arises from this curiosity. Curious retrieve information is fundamental to all cognitive
people do not pass any sentence in the language phenomena. For instance, the ability to think and
quickly and indifferently. Each sign, point, word, solve a problem is highly dependent on the use of
sentence, and paragraph is an excuse to learn for previous experiences. Cognitive psychologists
these learners. frequently consider the main memory processes to
include three kinds of operations, including
Sometimes these people may spend hours with a
decoding, storing, and retrieval. Each of these steps
short text. And they enjoy learning so much from a
represents a part of memory processing. There are
short paragraph. A typical learner, on the other
several extents accepted classifications of memory.
hand, if he spends more than 5 min on one
In some sources, memory is classified according to

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the duration of information retention, in others Reason for Forgetting Information from Long-Term
based on the nature of the memorable material, Memory
which is discussed below.
Psychologists generally believe that information
Recall and Forgetfulness entered into long-term memory, unlike sensory and
short-term memory, is never lost and can always be
Forgetting means our inability to recall recovered (recalled) under the right conditions.
information from long-term memory. Much of the Nevertheless, experts have mentioned several
information we think we have forgotten has never reasons for not remembering information from
been stored in long-term memory. That is, we have long-term memory, which we will explain below.
not learned it properly. Real learning is then storing
information in long-term memory, and actual Repulsion
forgetting is the loss of information from that
memory. However, in transferring information A group of psychologists who follow Freud's
from both sensory recordings to short-term memory theory of psychodynamics believes that sometimes
and from short-term memory to long-term memory, we deliberately reject certain information or
information is deleted, which are mentioned as memories that we do not want to recall and
follows. therefore forget them. Therefore, one of the theories
related to forgetting information from long-term
The Reason for Removing Information from memory is called repulsion or suppression theory.
Sensory Recording
The concept of memories repression, known in
Freud's theory of psychodynamics, refers to man’s
As we have seen in the discussion of sensory
disability to recall unpleasant events or related
recording or sensory repository, a lot of information
matters. This type of forgetfulness is often called
enters it at any given time, most of which is not
emotional forgetfulness. Retrieving information
used. From a large amount of information that
can be considered a recovery problem. According
enters the sensory repository at any given time, only
to this viewpoint, for some reason, the vital signs of
the information that is of interest to us is selected
recovering the recalled memories are not available.
and deposited to other parts of the memory for
Anything that permits a person to access retrieval
processing. Therefore, inattention is the most
marks opens the way for recall and removes barriers
important reason for removing information from
to recalling memories. Psychoanalysts use the
sensory recording.
method of free association, that is, saying what
The Reason for Forgetting Information from Short- comes to mind for this purpose. While associating
Term Memory freely, one may find the necessary signs of
recovery, which lead to forgotten memories.
Because short-term memory capacity is restricted,
it fills up quickly. Once the short-term memory is Interference
complete, the previous information should be
Psychologists have proposed another theory to
removed to enter new information. This
justify not remembering information from long-
phenomenon is called substitution. Therefore, an
term memory, which is called interference theory.
essential factor in forgetting or deleting information
According to this theory, the learned information
from short-term memory is replacing new content
overlaps and mixes, making them unforgettable.
with the old one. Another reason for forgetting
Sometimes information is updated. This type of
information from short-term memory is their
interference is called posterior inhibition.
spontaneous deletion due to time passage or the
Sometimes previously ed information causes us to
effect disappearance. This theory is known as
be able to recall newly learned information. This
memory rejection theory, according to which
type of interference is called precursor inhibition
information stored in short-term memory can be
interference.
considered as traces or effects disappearing over
time.
Recovery Problems

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The third and most significant factor psychologists change with age. The three types of mental
have mentioned for not remembering information strategies used by adults and their existence in
from long-term memory is retrieval problems.. If children have been explored:
we find the vital signs or clues to recovery, we can
remember the forgotten information. This is like a 1. Exercise (mental review)
file in the mind archive, but we do not have the 2. Conceptual organization
number. If we have the file number, we can easily
find it in the archive. As another analogy, finding 3. Expansion (cultivating the subject)
something from long-term memory is like finding a
book in an extensive library. If we do not know Mental Practice
what code and where the book is placed, we cannot
find it, even if our favorite book is available in the This strategy is one of the most straightforward
library. strategies applied in recalling. Flowell research
indicated that spontaneous use of these strategies is
Three Main Memories enhanced by aging. Older children, unlike younger
ones who do not want to repeat the topic, repeat it.
1. Sensory information storage Flowell demonstrated two reasons for young
children who cannot use strategies applied by older
2. Short-term memory children.
3. Long-term memory One of the causes is the lack of intermediaries, or
A) Sensory memory: It is the first stage of news the other cause is the shortage of production. Lack
processing. The general system of receptors is of mediators means disability to realize the
called sensory memory. In sensory memory, an facilitating and mediating role of practice. (The
exact copy of sensory information is stored. child cannot use a particular strategy, such as
Sensory memory corresponding to the sense of repetition and practice, even when it is possible for
sight is called the visual reservoir; sensory memory him to do). Lack of production also means the
corresponding to the sense of hearing is called the disability to generate an improvised strategy.
echo reservoir.
B) Short-term memory: The information
processed in sensory memory is converted into Semantic Expansion
visual or audio patterns and transmitted to short-
term memory. The development of a subject requires the creation
Unlike sensory memory, where precise of connections or an ordinary meaning between two
information is stored following sensory stimuli, in or more components of information. Through this
short-term memory, information is encrypted. method, the learner adds or expands things to the
content he wants to learn, and his goal is to make
There are three types of data encryption in short- the content more learnable and memorable.
term memory: Cultivating the topic is one of the most decisive
1. Audio encoding information processing methods. When one
succeeds in using it, it easily replaces other
2. Visual encoding strategies.
3. Semantic encoding Young children seem to rely on tangible and
In short-term memory, information is encoded practical mental images to cultivate information,
mainly by voice or audio. while adults use verbal cultivation, such as relating
two unrelated sentences in one sentence. Findings
Strategies in Short-Term Memory indicate that the bias in depression is mainly related
to the information expansion process.
Memory strategies are practical methods that aim
to store information and facilitate the transition Organization
from short-term to long-term memory. Strategies

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Organization is the best way to learn complex and Reconstruction is the reorganization of
detailed content. Organizing content can be very information. In Bartlett research shows that when
simple or very complex. However, all of them are the subject matter given to individuals for
that they are based on our knowledge of similarities preservation and recollection is intricate and
and differences. In other words, organizing means meaningful, recollection is not researched as
placing materials conceptually related to each other fragmented information. However, individuals are
in a group, which forms a class. excluded from content and add (incorrect content,
because they did not exist in the original
Long-Term Memory information) that provide online content. This trend
makes it better to restructure or reorganize the
Information reached short-term memory is content.
transferred to long-term memory if repeated,
reviewed, and linked to information we have Types of Long-Term Memory
already learned. To transfer information to long-
Event Memory
term memory, it should be encrypted. Data
processors have studied three types of processes for
We mean our memories of our personal
remembering information from long-term memory:
experiences. “A kind of mental film of what we
1. Recognition have seen and heard.” In other words, it includes
events that have occurred in our lives and are
2. Recall
related to a particular time and place.
3. Reconstruction or reproduction
Semantic Memory
Recognition
Meaning is stored in this memory. The
Recognition means receiving the similarity of one information in semantic memory is stored as a
stimulus with another one that the individual has proposition or schema.
already experienced. Recognition is the easiest and
simplest form of recalling because the subject is Process or Method memory
present and self-remembering. The experience of
numerous studies depicts that there is recognition Memory is about how activities, particularly
from early childhood. Recognition becomes much physical activities, are performed. Process memory
stronger in the late preschool years, and recognition is the process of informing how to do an action.
strategies become more assertive in adulthood.
Active Memory
Recall
The term “short-term memory” was initially used
It is a kind of production memory because it to refer to the ability to access information in mind
includes the ability to spontaneously recall a subject in a short time. After learning more about this
that does not currently exist. The onset of memory and discovering its applications, the term
recurrence is apparently around one year or a little active memory was used for this, which refers to the
earlier. ability to sort information and record it in long-term
memory.
The memory specification of children between the
ages of three and four indicates that cognition is Information can remain inactive memory as long
stronger than recall. Information processors believe as it is repeated. Telling a phone number repeatedly
that recognition is feasible for both children and will remain in your active memory as long as you
adults. However, there are drawbacks to repeat that one. You have to stop the repetition to
remembering children compared to adults. forget that number (you may not forget it! We will
talk about moving things from active memory to
Reconstruction or Reproduction long-term one).
Active memory has its limitations. Although it can
hold a lot of information, it does not seem too much

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compared to what we as human beings tend to learn. Children and adults generally utilize two general
The accepted research in this area depicts keeping types of active memory per day. These memory
about seven items inactive memory. It plays a skills begin to develop in early childhood and
prominent role in mental activities such as solving become more stable in early adolescence and
a problem in our mind. It seems that the strength of adulthood.
this memory depends on human age and can also be
impacted by other factors. The easiest way to think Verbal-Auditory Active Memory
of active memory is to say that it enters the scene
when something is accomplished. Activated When children do their homework based on step-
memory is a cognitive function responsible for by-step verbal instructions, they are using their
preserving instantaneous information and verbal-auditory active memory skills. If this ability
manipulating and using it in thinking. It is the way is weak for someone, he will probably have trouble
you delegate the things you encounter to the parts following oral instructions.
of your brain which can act. Thus, this type of
memory is essential for focusing on a task, avoiding Spatial-Visual Active Memory
distractions, keeping you up to date, and being
aware of what is going on around you. This memory capability permits an individual to
solve a problem or accomplish the tasks by
Memory impairment occurs differently in each memorizing and remembering the shape, image,
person. However, in children with learning and pattern of a subject. Learning is done based on
disabilities, functional memory impairment images, shapes, and visual patterns using spatial-
severely exacerbates learning difficulties. Besides, visual working memory skills.
to assist children with poor memory function,
regardless of the presence or absence of other Memory and Time
learning disabilities, a step-by-step teaching
method can be utilized. But initially, we need to Most people who have researched memory have
know exactly what active memory is and what it divided it into at least two terms: short-term and
matters. long-term memories. Initially, the mind temporarily
Dr. Tracy, a researcher at Psychology School in stores information in the sensory system, also called
Florida University, believes that active memory sensory memory, which refers to the part which
reminds information recorded in the past and used holds something prior it enters the short-term or
recently. Based on his viewpoint, it is exactly what long-term memory. Each of our senses has a
determines the significant differences in learning particular way of holding something in this sensory
success [12]. system. While something is seen through the eye, it
first and temporarily enters the visual sensory
Active memory is part of the total memory system. system, and even if you close your eyes, you can
It helps us to store and record significant parts of still observe it. When you hear a sound, you can
information as it enters new information while hear it even after hearing it. Each sense has a
processing it in mind. Children often use this ability diverse method for this immediate and short-term
while doing math or listening to a story. Active persistence with a different temporal persistence in
memory is a short-term use of memory functions. It the sensory system. If we observe this information,
is a set of skills that helps us remember the then it enters the active memory.
information we need to solve a problem or complete
a task and be able to recall it on time. It is an Long-Term Memory
essential part of all executive functions of the brain.
A set of great mental skills which permits us to plan, What remains in connection with memory and
solve problems and organize problems. Active learning goes back to long-term memory, from
memory helps us have a lot of information in mind what the learner has learned a few moments before
simultaneously while performing specific mental to what he has learned since childhood. Long-term
tasks. In doing tasks, it helps us always have our memory generally refers to the system of the brain
ultimate goal in mind and be able to accomplish the having the capability to store and retrieve
task while processing other information. information almost permanently.

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There are various theories about how to store What is certain so far is that there is no limit to
information in this memory. One theory is that long-term memory capacity. Individuals are
information primarily enters the active memory and constantly learning new information and skills
then to the long-term memory over some time. throughout their lives.
Theories are indicate these two memories work in
A simple model of memory makes it more evident
parallel and together. This does not, however, affect
to percept its function:
how Leitner software works.

Figure1: A simple model of memory

Information Retrieval Explicit Environment: The Impact of Language

Structure Type”, which was conducted to determine
Hermann Ebbinghaus was a leading scientist who the relationship between functional memory
first attempted to realize how the human brain capacity and the ability to learn simple and intricate
recalls past learning and experiences. Since 1890 to structures. The second language was conducted in
1909, he carefully conducted numerous an implicit and explicit space. This study aimed to
experiments to determine how we remember and do determine the relationship between functional
not. These experiments developed to the point memory capacity and learning second language
where he discovered a specific formula that structures in an implicit and explicit learning
expressed the extent to which the brain stored environment, as well as the role of simple or
information. complex language structure. For this, two English
The simple expression of this scientist's discovery language structures with varying degrees of
is that without repetition and other information complexity were selected. 59 Persian- English
coding techniques, the brain forgets the received trainees were selected through a test and randomly
information, not at a constant and linear speed but assigned to one of two explicit or implicit groups
incrementally and exponentially (in the exponent of and received the essential training. Their level of
2). Our brain forgets about 75 percent of the knowledge of these two language features was
information it receives after 48 hours if it does not assessed once prior training and twice after training
use data encryption methods. with the test of “timed grammatical judgment” and
the test of “summoned oral imitation”. Composite
Research Background memory capacity test was applied to measure
functional memory capacity. The results indicated
In a study conducted by Jahangiri etal., entitled that training on learning the desired structures was
[13]: “Active Memory Capacity and Learning significant in both groups. The correlation results
Second Language Structures in an Implicit and demonstrated no significant relationship between

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functional memory capacity and learning in the tacit children on their language learning based on active
environment. However, the relationship between memory training software. In this quasi-
functional memory capacity and the ability to learn experimental study, 32 mentally disabled students
in an explicit environment varies depending on the were randomly selected from among the mentally
type of language structure. disabled students of School of Exceptional Children
of Religion and Knowledge in Amol city in the
In a study conducted by Roshan et al., entitled
academic year 2013-2014 in the first, second and
[14]: “The Relationship between Memory and
third standards were divided into two experimental
Language: The Effect of Language Skills and
and control groups, the active memory training
Language Experience on Free Remembrance of
software and TOLD language growth test were then
Bilinguals”, the purpose was to influence thinking
performed on the statistical sample. Data were
according to Warfian's linguistic relativity
analyzed by analysis of variance. Findings
hypothesis in 1956. This study aimed to determine
indicated that short-term memory impacts language
the relationship between memory and language.
learning of mentally disabled children; the age
This research was a quasi-experimental study, and
variable also affects short-term memory and
its statistical population included 1500 female
language learning of these children. The effect of
undergraduate students of Payam-e-Noor Shahindej
educational level on language learning of mentally
University and the original language of the Azeri
disabled children was also confirmed; however, the
subjects. Among them, 100 Persian and Azeri
effect of the educational variable on the short-term
bilinguals were selected and answered the
memory of these children was not approved.
questionnaire of language skills and experience
level of Marian, then highly. Equivalently skilled In a study “The Effect of Short-Term Memory on
individuals in both languages as balanced bilinguals the Ability to Learn English Words of Persian-
and skilled people differently, the two languages language Learners through Mobile and Multimedia
were selected as unbalanced bilingual individuals Representation”, by combining cognitive theories
and a free recall test was conducted. The results and learning with the help of quality computers,
showed a significant interaction between learning process English vocabulary was studied
encryption language and retrieval language in for Iranian learners. For this, 161 language learners
balanced bilingual subjects; however, this between the age ranges of 16-19 years old were
difference was not significant in the group of selected [16]. To ensure that their language skills
unbalanced subjects. were level, a skill level test was conducted, and they
were divided into 4 groups using short-term visual
As a consequence, when the language of
and verbal memory tests. Moreover, new
encryption and retrieval is the same, the amount of
vocabulary with visual and textual appendices was
recall in the balanced group of subjects will be
provided via bulk Bluetooth transmission. Finally,
higher than when both languages are not the same,
they took cognitive and memory tests. Based on the
i.e. when the language of encryption and retrieval is
results, it was found that learners with strong short-
the same in bilinguals, memory performance is
term visual and written memories have an excellent
better than while both languages are not similar.
performance in learning vocabulary with
This illustrated the impact of adjusting the level of
appendices. Learners with visual solid short-term
skills and experience of the subjects in both
memory, but poor verbal short-term memory, and
languages on the results of the recalling test. In
learners with poor visual short-term memory and
other words, the language texture leads to the
verbal solid short-term memory also perform
particular encryption effects and language-related
similarly. Besides, learners with poor visual and
factors' impacts on memory accessibility when
verbal short-term memory learn better without
recalled. This is highly noted in bilinguals’ learning
vocabulary. The results of this study indicate a close
and testing for facilitating recall.
relationship between the type of educational
In a study [15] “The effect of short-term memory content presentation and the cognitive level of
on language learning of mentally retarded children learners [17-19].
based on active memory training software,”; the
Roshan (2011), in a study entitled: “The Effect of
primary purpose of this study was to determine the
Language Experience Skill Level on Bilinguals’
effect of short-term memory of mentally disabled
Free Recall” concluded that there is a significant

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interaction between encryption language and memory accessibility. It is highly noted in the
retrieval language in balanced bilingual subjects. learning and testing of bilingual people to facilitate
However, this difference was not significant in the recall. Generally, the results depicted that strong
group of unbalanced subjects. When the language memory in language learning directly relates.
of encryption and retrieval is the same, the amount
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