درخت حوزه‌های تخصصی

As generally accepted, consciousness or mind and material brain are closely related to each other; but how? Quantum mechanics is a new pathway to understand the hard problem of consciousness and its relation to the brain. Consciousness has specific properties such as unity, irreducibility, non-locality, etc. The completely different features of classical physics (locality, reducibility, determinacy, etc.) hindered the success of scientists to study consciousness. But quantum mechanics with its features (non-locality, irreducibility, indeterminacy, etc.) gave scientists hope to study consciousness. Several quantum approaches to consciousness have been proposed in recent decades; the most important point about these approaches is that each one has used its own philosophy to determine its viewpoint about the mind’s nature and even its quantum approach. In general, all scientific theories are based on some metaphysical principles which come from the worldview of scientists. In this article four contemporary approaches are discussed: The Eccles-Beck, Stapp, Penrose-Hameroff, and Avicenna-Bohm theories; philosophical and scientific points are highlighted for each of them. Finally, the theory of Top-Down Causation is discussed because we think it can provide a fertile philosophical ground for theories of “mind-brain relation” and “quantum consciousness”.

In the present study, the effect of visual and auditory accuracy training strategies on improving reading performance in second-grade dyslexic students was investigated. The statistical population of this study was estimated to be 900 second grade elementary school students with dyslexia in Sabzevar in 2017. According to the study population, a sample of 30 dyslexic children referred to the Learning Disorders Center was selected by multistage cluster random sampling and randomly divided into three groups of ten (two experimental and one Control group) The research method was quasi-experimental with a pretest-posttest design. The instruments used in the study were the Wechsler Intelligence Scale for children (WISC-R), the reading performance test, and the teacher checklist. The experimental group participated in 12 sessions of audio-visual accuracy training while the control group received their instruction by the conventional teaching method during the same period. The duration of each session was 45 minutes. The obtained data were analyzed by covariance analysis method, and the results indicated that there is a significant difference between the adjusted mean of participants' reading error scores in the visual acuity group and the control group (p <0.0001). It was also found that visual and auditory accuracy training is practical in the reading progression of dyslexic students. Reinforcement of Visual and Auditory Accuracy Training Strategies as a prerequisite for neuropsychological neuropathy leads to improved reading performance in students with learning disabilities.