University of Isfahan New Educational Approaches   2423-6780 9 2 2014 09 23 Comparison of Short Term (Visual, Audio, Associative Learning) Active and Long Term Memory between Strong and Weak Students in Persian Language dictation Comparison of Short Term (Visual, Audio, Associative Learning) Active and Long Term Memory between Strong and Weak Students in Persian Language dictation 103 120 19121 FA M. Tabatabaei Ph.D, Payam-e-noor University, Fooladshahr Branch, Isfahan, Iran M. Salimi Ph.D, Payam-e-noor University, Fooladshahr Branch, Isfahan, Iran Sh. Nadi M.A, Persian Language Teaching, Isfahan Payam-e-noor, Isfahan, Iran Journal Article 2016 06 14 The purpose of this research was comparison of short-term, active and long- term memory between strong and weak students in Persian language dictation. Therefore, by cluster sampling, four girl’s elementary school among girls elementary schools in academic year 1392-93 in Chadegan city were chosen randomly. First, Persian dictation test of the students were sampled at three stages. Then dictation tests were marked and the average of each three tests for every student was calculated. 20 percent of high marks and 20 percent of low marks were chosen as strong and weak groups. Thirty students who earned highest marks (m=20)were chosen as strong group and thirty students who earned lowest marks were chosen as weak group (m=14/70). Both groups answered the questions of Wechsler memory test individually. For information analysis, independent–T-test and several changeable variance analyses were used. Findings of this research showed that the averages of strong students marks with average of weak students marks with average of weak students marks in Persian language dictation at long memory (general information subtests), active memory (mental control subtests),short hearing memory (logical memory subtests and repetition of figures) and over short visual memory and associative learning have meaningful difference (P<0/05 ). The purpose of this research was comparison of short-term, active and long- term memory between strong and weak students in Persian language dictation. Therefore, by cluster sampling, four girl’s elementary school among girls elementary schools in academic year 1392-93 in Chadegan city were chosen randomly. First, Persian dictation test of the students were sampled at three stages. Then dictation tests were marked and the average of each three tests for every student was calculated. 20 percent of high marks and 20 percent of low marks were chosen as strong and weak groups. Thirty students who earned highest marks (m=20)were chosen as strong group and thirty students who earned lowest marks were chosen as weak group (m=14/70). Both groups answered the questions of Wechsler memory test individually. For information analysis, independent–T-test and several changeable variance analyses were used. Findings of this research showed that the averages of strong students marks with average of weak students marks with average of weak students marks in Persian language dictation at long memory (general information subtests), active memory (mental control subtests),short hearing memory (logical memory subtests and repetition of figures) and over short visual memory and associative learning have meaningful difference (P<0/05 ). https://nea.ui.ac.ir/article_19121_084fd8fb4dabb2d72b2247ff0e12870f.pdf