فهرست مطالب rasol kordnoghabi

In today's modern world where people tend to judge others by the way they speak, write, and understand words, verbal intelligence is very valuable. A literature review of 28 studies introduced the temporal cortex as the most dominant primary region for verbal intelligence. Dominant sub-regions in both the temporal and frontal cortex are critical for language processing, speech control, and speech production. Also, the temporal cortex was recognized as an important area for verbal intelligence. Since then, the neuroscience of the skills of this intelligence has been considered an important issue for psychologists and neurologists, and few studies have investigated the neuroscience of this intelligence based on its skills, and the studies have been carried out in a scattered manner. Among the research conducted on this topic, we can mention the examination of speech, writing, and reading skills.

This research was among case studies. The statistical population of the present study was composed of 45 male and female volunteers aged 18 years and older who were referred to the National Brain Mapping Laboratory in Tehran in 2019, and among them, two subjects were selected in a targeted manner using the developmental assessment scale of multiple intelligences. Multiple intelligences developmental assessment scales were selected.

The findings from data processing showed that performing the reading task was associated with the activity of the frontal and prefrontal areas as well as the temporal and fusiform gyri. Findings related to the writing task also showed that doing the task was associated with the activity of the Temporal, and Prefrontal areas, especially the inferior and middle frontal gyri. Also, the findings from data processing related to the speech task showed that the frontal and temporal regions as well as the precentral and postcentral gyrus were associated with the activity. Diagram 3 shows that the activity level of brain regions in a subject with very high intelligence is higher in all regions except for the fusiform gyrus. 

This study, like other studies, was accompanied by limitations, for example, the limitation in the number of subjects due to the high cost of fMRI and the time limit of assignments. Therefore, it is suggest to conduct research in a larger sample for better generalizability.

Logical-mathematical intelligence is one of the common needs of modern life to deal with various types of computational and problem-solving situations.

The aim of this study was to investigate the brain regions associated with the core skills of LMI (calculations, logical reasoning and game strategies) using functional magnetic resonance imaging (fMRI).

This study used a cross- case design. From 28 male and female volunteers aged 18 years and over who visited the Brain Mapping Laboratory in 2020, one with very a high Logical-mathematical intelligence was selected through purposive sampling and using the Multiple Intelligence Developmental Assessment Scale (MIDAS). The tools used in this study were Computational Assignments, Chess and Logical Reasoning. FMRI was also utilized to examine the brain regions. Data were preprocessed and statistically analyzed in SPM-12.

The results demonstrated similar neural activation involved in computational skills, logical reasoning, and chess game in the frontal and parietal lobes. They also showed significant activity in the cerebellum, insula, cingulate gyrus, precuneus, pre-and post-central gyri, fusiform gyrus, and supramarginal gyrus in all three skills.

The results revealed that the neural activation patterns in each skill have unique neural bases, but have common patterns with other skills of Logical-mathematical intelligence. These common and unique patterns present a unique neural architecture in support of the Theory of Multiple Intelligences as a scientific model of human intelligence.

Today, the world of education has shifted its focus from teaching to learning And such an approach is achieved with extensive knowledge of information technology and rich technologies. Therefore, the purpose of this study was to compare education with traditional methods and education with educational software in the levels of learning, understanding and application of Mathematics and science in sixth grade female students in Khorramabad. Participants in this study included sixth grade students. This study was conducted on two sixth grade students from two schools, one with educational software and the other no educational software. For this purpose, 60 elementary sixth grade students of Khorramabad city were selected by cluster sampling method. The research tools included the Bloom Educational Objectives Survey Questionnaire designed to measure students' learning levels at the level of knowledge, understanding and application in mathematics and science. Multivariate analysis of variance was used to analyze the data. The results of multivariate analysis of variance showed that there is a significant difference between traditional education and software training in the levels of knowledge, understanding and application of mathematics and science. One-way analysis of variance showed that there is a significant difference between the traditional teaching method and the software-based teaching method in the learning levels of science and mathematics at the level of understanding the mathematics and the knowledge levels of the science lessons.

The aim of this study was investigating of practicality، Reliability and Validity of direct and Indirect Prisoner Behaviors Checklist-Scaled version (DIPC-SCALED-r Ireland 2007) in non-political crime central prison in Hamadan city. A sample of 500 prisoners’ randomly was selected. Checklist included two forms of 49 questions to measure the victimization and the 58 questions to measure bullying. To obtain validity of questionnaire used two

test-retest and internal consistency (Cronbach''s alpha). The correlation coefficient for the victimization form was r =0. 47 and for bullying form was r =0. 43 which were significant in P<0. 001. Cronbach alpha coefficient computed for the victimization form 0. 92 and for the bullying form 0. 90. After removing 12 items of the first form and to items from second form which had weak correlation، validity coefficients became more significant: 0. 90 and 0. 89. To check the validity of log structures and what factors that is saturated، the factor analysis method was used. KMO and Bartlett''s sizes in two form of questionnaire indicated conditions for factor analysis was run. After exclusion of inappropriate questions by using principal component analysis and rotation matrix Promax and according to scree plot and percentage variances of the series form factor and 5 being the victim of bullying form the five factors were extracted. In the present study to check the validity of questionnaire used the criteria validity method. The results showed the coefficient for the form of victimization was r=0. 45 and for the form of bullying was r=o. 53.