مبانی شناخت انسان 1

‫ﻣﺒﺎﻧﻲ‬ ‫ﺖ ﺍﻧﺴﺎﻥ‬ ‫ﺷﻨﺎﺧ ِ‬ ‫ﻲ ﺯﻳﺴﺘﻲ‬ ‫ﺑﺎ ﺗﮑﻴﻪ ﺑﺮ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺍﺛﺮ ﺍﻡ‪ .‬ﺩﺑﻠﻴﻮ‪ .‬ﺁﻳﺰﻧﮏ‬ ‫ﺗﺮﺟﻤﻪ ﻭ ﺗﻠﺨﻴﺺ ‪ :‬ﺏ‪ .‬ﮐﻮﺷﺎ‬

‫‪ 9‬ﻭﻳﺮﺍﻳﺶ ﺍﻭﻝ‬

‫ﻣﺒﺎﻧﻲ‬ ‫ﺖ ﺍﻧﺴﺎﻥ‬ ‫ﺷﻨﺎﺧ ِ‬ ‫ﻲ ﺯﻳﺴﺘﻲ‬ ‫ﺑﺎ ﺗﮑﻴﻪ ﺑﺮ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫) ‪( ٢٠٠٤‬‬ ‫ﺍﺛﺮ ‪ :‬ﻣﺎﻳﮑﻞ ﺁﻳﺰﻧﮏ‬ ‫ﺗﺮﺟﻤﻪ ﻭ ﺗﻠﺨﻴﺺ ‪ :‬ﺏ‪ .‬ﮐﻮﺷﺎ‬ ‫ﻭﻳﺮﺍﻳﺶ ﺍﻭﻝ‬

‫ﺯﻣﺴﺘﺎﻥ ‪١٣٨٧‬‬

‫ﻆ ﺍﻧﺴﺠﺎ ﹺﻡ ﻣﺘﻦ ﺑﺪﻭ ِﻥ ﺍﺷﮑﺎﻝ ﺍﺳﺖ ‪.‬‬ ‫ﺖ ﺍﺻﻮ ﹺﻝ ﺍﻣﺎﻧﺖ ﺩﺍﺭي ﻭ ﺣﻔ ِ‬ ‫‪ 9‬ﻫﺮﮔﻮﻧﻪ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﺛﺮ ﺑﺎ ﺭﻋﺎﻳ ِ‬

‫ﺗﻘﺪﻳﻢ ﺑﻪ‬ ‫ﭘﮋﻭﻫﺸﮕﺮ ﺁﺯﺍﺩﻩ‬ ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺱ ﮊﺭﻑ ﺍﻧﺪﻳﺶ‬ ‫ﺁﻣﻮﺯﮔﺎﺭ ﺑﺰﺭﮒ‬

‫ﺩﮐﺘﺮ ﺍﻣﻴﺮﺣﺴﻴﻦ ﺁﺭﻳﺎﻥ ﭘﻮﺭ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﻬﺮﺳﺖ ﻣﻄﺎﻟﺐ‬

‫‪١‬‬

‫ﺖ ﻣﻄﺎﻟﺐ ‪ :‬ﭘﻴﺶ ﮔﻔﺘﺎﺭ ‪ ‬‬ ‫ﻓﻬﺮﺳ ِ‬ ‫ﺳﺨﻨﻲ ﺑﺎ ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ‪٢ ………………..………………………………………………………………… :‬‬ ‫ﻧﮕﺎﻩ ﺍﻧﺘﻘﺎﺩي ﺑﻪ ﮐﺘﺎﺏ ﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺭ ﺍﻳﺮﺍﻥ ‪٤……………………………..………………………………… :‬‬ ‫ﻧﮑﺎﺗﻲ ﺩﺭﺑﺎﺭﻩ ي ﺷﻴﻮﻩ ي ﺍﺭﺍﺋﻪ ي ﻣﻄﺎﻟﺐ ‪٥….………………………………………………………………… :‬‬ ‫ﻓﺼﻞ ﺍﻭﻝ ‪ :‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻧﻮﻳﻦ ‪ :‬ﺭﻭﻳﮑﺮﺩﻫﺎ ﻭ ﺩﻏﺪﻏﻪ ﻫﺎ ‪١١ ............................................................................................‬‬ ‫ﻓﺼﻞ ﺩﻭﻡ ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺯﻳﺴﺘﻲ ‪٩٥..........................................................................................................‬‬ ‫ﻓﺼﻞ ﺳﻮﻡ ‪ :‬ﺗﮑﺎﻣﻞ‪  ١٠٣ ..............................................................................................................................‬‬ ‫ﻓﺼﻞ ﭼﻬﺎﺭﻡ ‪ :‬ﮊﻧﺘﻴﮏ ‪  ١٢٧ ...........................................................................................................................‬‬ ‫ﻓﺼﻞ ﭘﻨﺠﻢ ‪ :‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲﹺ ﺗﮑﺎﻣﻠﻲ ‪  ١٨٧ ...............................................................................................................‬‬ ‫ﻓﺼﻞ ﺷﺸﻢ ‪ :‬ﺳﻴﺴﺘﻢﹺ ﻋﺼﺒﻲ ) ‪  ٢١٢ .............................................................................................................. ( ١‬‬ ‫ﻓﺼﻞ ﻫﻔﺘﻢ ‪ :‬ﺳﻴﺴﺘﻢﹺ ﻋﺼﺒﻲ ) ‪  ٢٤٦ .............................................................................................................. ( ٢‬‬ ‫ﻓﺼﻞ ﻫﺸﺘﻢ ‪ :‬ﺗﺎﺛﻴﺮ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﺑﺮ ﺭﻓﺘﺎﺭ ‪  ٢٧٧ ......................................................................................................‬‬ ‫ﻓﺼﻞ ﻧﻬﻢ ‪ :‬ﻏﺪﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ‪  ٣٤١ ......................................................................................................................‬‬ ‫ﻓﺼﻞ ﺩﻫﻢ ‪ :‬ﺳﻴﺴﺘﻢ ﻫﺎي ﺗﻌﺎﺩﻝﹺ ﺣﻴﺎﺗﻲ ) ‪  ٣٦٦ .................................................................................................. ( ١‬‬ ‫ﻓﺼﻞ ﻳﺎﺯﺩﻫﻢ ‪ :‬ﺳﻴﺴﺘﻢ ﻫﺎي ﺗﻌﺎﺩﻝﹺ ﺣﻴﺎﺗﻲ ) ‪  ٣٨٦ ................................................................................................ ( ٢‬‬ ‫ﻓﺼﻞ ﺩﻭﺍﺯﺩﻫﻢ ‪ :‬ﭼﺎﻗﻲ ‪  ٤٣١ ..........................................................................................................................‬‬ ‫ﻓﺼﻞ ﺳﻴﺰﺩﻫﻢ ‪ :‬ﺟﻨﺲ‪ ،‬ﺟﻨﺴﻴﺖ ﻭ ﺭﻓﺘﺎﺭ ﺟﻨﺴﻲ ‪  ٤٤٩ .................................................................................................‬‬ ‫ﻓﺼﻞ ﭼﻬﺎﺭﺩﻫﻢ ‪ :‬ﻧﻈﺮﻳﻪ ﻫﺎي ﻣﺮﺑﻮﻁ ﺑﻪ ﺭﻓﺘﺎﺭﹺ ﺟﻨﺴﻲ ‪  ٤٩٢ ...........................................................................................‬‬ ‫ﻓﺼﻞﹺ ﭘﺎﻧﺰﺩﻫﻢ ‪ :‬ﭼﺮﺧﻪ ﻫﺎي ﺑﺪﻥ ‪  ٥٢٧ ................................................................................................................‬‬ ‫ﻓﺼﻞﹺ ﺷﺎﻧﺰﺩﻫﻢ ‪ :‬ﺧﻮﺍﺏ‪  ٥٦٠ ..........................................................................................................................‬‬ ‫ﻓﺼﻞ ﻫﻔﺪﻫﻢ ‪ :‬ﺭﻭﻳﺎ ‪  ٦٠٣ .............................................................................................................................‬‬ ‫ﻓﺼﻞ ﻫﺠﺪﻫﻢ ‪ :‬ﻋﻮﺍﻃﻒ ﻭ ﻫﻴﺠﺎﻧﺎﺕ ‪  ٦٣٣ ............................................................................................................‬‬ ‫ﻓﺼﻞ ﻧﻮﺯﺩﻫﻢ ‪ :‬ﻧﻈﺮﻳﻪ ﻫﺎي ﻣﺮﺑﻮﻁ ﺑﻪ ﻋﻮﺍﻃﻒ ﻭ ﻫﻴﺠﺎﻧﺎﺕ ‪  ٦٧٦ .....................................................................................‬‬ ‫ﻓﺼﻞ ﺑﻴﺴﺘﻢ ‪ :‬ﺍﺳﺘﺮﺱ‪  ٧٣٧ ...........................................................................................................................‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﭘﻴﺶ ﮔﻔﺘﺎﺭ‬

‫ﺳﺨﻨﻲ ﺑﺎ ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ‪:‬‬ ‫ﺏ » ‪Psychology: An International‬‬ ‫ﺶ ﺍﻭ ﹺﻝ ﮐﺘﺎ ﹺ‬ ‫ﻲ ﺑﺨ ﹺ‬ ‫ﺍﺛﺮي ﮐﻪ ﭘﻴﺶ ﺭﻭ ﺩﺍﺭﻳﺪ ﺗﺮﺟﻤﻪ ي ﻓﺎﺭﺳ ﹺ‬ ‫‪ « Perspective‬ﺍﺛ ﹺﺮ ﺍﻡ‪ .‬ﺩﺑﻠﻴﻮ‪ .‬ﺁﻳﺰﻧﮏ‪ ١‬ﺍﺳﺖ ﮐﻪ ﺩﺭ ﺳﺎﻝ ‪ ٢٠٠٤‬ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬

‫ﺍﻡ‪ .‬ﺩﺑﻠﻴﻮ‪ .‬ﺁﻳﺰﻧﮏ‪ ،‬ﭘﺮﻭﻓﺴﻮﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‪ ،‬ﺭﺋﻴﺲﹺ ﺑﺨﺶ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺍﻧﺸﮕﺎ ِﻩ ﻫﺎﻟﻮﻭي ﻟﻨﺪﻥ – ﻳﮑﻲ ﺍﺯ ﻧﻬﺎﺩﻫﺎي ﭘﻴﺸﺮﻭ‬ ‫ﺩﺭ ﺑﺮﻳﺘﺎﻧﻴﺎ ‪ -‬ﻳﮑﻲ ﺍﺯ ﺑﺮﺟﺴﺘﻪ ﺗﺮﻳﻦ ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﻣﻌﺎﺻ ﹺﺮ ﺑﺮﻳﺘﺎﻧﻴﺎ‬ ‫ﺑﻪ ﺷﻤﺎﺭ ﻣﻲ ﺭﻭﺩ ﮐﻪ ﺍﺯ ﺍﻭ ﺗﺎﮐﻨﻮﻥ ﺑﻴﺶ ﺍﺯ ‪ ٣٠‬ﮐﺘﺎﺏ ﻭ ﺗﻌﺪﺍ ِﺩ‬ ‫ﺺ‬ ‫ﻓﺮﺍﻭﺍﻧﻲ ﻣﻘﺎﻟﻪ ﺑﻪ ﺯﺑﺎﻥ ﺍﻧﮕﻠﻴﺴﻲ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺗﺨﺼ ﹺ‬ ‫ﺍﺻﻠﻲ ﺁﻳﺰﻧﮏ ﺑﻴﺶ ﺍﺯ ﻫﺮ ﭼﻴﺰ ﺩﺭ ﺭﻭﻳﮑﺮﺩ ﺷﻨﺎﺧﺘﻲ ﺍﺳﺖ ﻭ‬ ‫ﻂ ﺍﻭ ﺻﻮﺭﺕ‬ ‫ﺕ ﻓﺮﺍﻭﺍﻧﻲ ﺗﻮﺳ ِ‬ ‫ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺗﺎﮐﻨﻮﻥ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪.‬‬

‫ﻲ ﺩﻭﺭﻩ ي ﮐﺎﺭﺷﻨﺎﺳﻲ ﺑﺮﺍي ﺩﺍﻧﺸﺠﻮﻳﺎ ِﻥ ﺭﺷﺘﻪ ي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﻬﻴﻪ ﺷﺪﻩ‬ ‫ﺍﻳﻦ ﮐﺘﺎﺏ ﻧﻴﺰ‪ ،‬ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﮐﺘﺎﺏ ﺩﺭﺳ ﹺ‬ ‫ﻲ ﺍﻳﻦ ﺍﺛﺮ ﺍﺯ ‪ ٦‬ﺑﺨﺶ ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﺳﺖ ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﺳﺎﻳﺮ ﺑﺨﺶ ﻫﺎي‬ ‫ﺍﺳﺖ‪ .‬ﻧﺴﺨﻪ ي ﺍﻧﮕﻠﻴﺴ ﹺ‬ ‫ﺍﻳﻦ ﮐﺘﺎﺏ ﺩﺭ ﻣﻮﺭﺩ ﻣﻮﺿﻮﻋﺎﺗﻲ ﺍﺳﺖ ﮐﻪ ﻧﻤﻮﻧﻪ ﻫﺎي ﻣﺸﺎﺑﻬﻲ ﺍﺯ ﺁﻧﻬﺎ ﺩﺭ ﺳﺎﻟﻬﺎي ﺍﺧﻴﺮ ﺑﻪ ﻓﺎﺭﺳﻲ ﺑﺮﮔﺮﺩﺍﻧﺪﻩ‬ ‫ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﻭ ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﻣﻮﺿﻮﻉ ﺑﺨﺶ ﻫﺎي ﻣﺨﺘﻠﻒ ﮐﺘﺎﺏ ﺍﺯ ﻟﺤﺎﻅ ﻣﻮﺿﻮﻋﻲ ﻏﺎﻟﺒﺎً ﻣﺴﺘﻘﻞ ﺍﺯ ﻳﮑﺪﻳﮕﺮﻧﺪ‬ ‫ﻲ ﺯﻳﺴﺘﻲ ﻣﻲ ﺷﻮﺩ ﺭﺍ ﺩﺭ ﺍﻭﻟﻮﻳﺖ‬ ‫ﺗﺼﻤﻴﻢ ﮔﺮﻓﺘﻢ ﺗﺎ ﺗﺮﺟﻤﻪ ي ﺑﺨﺶ ﺍﻭ ﹺﻝ ﺍﻳﻦ ﮐﺘﺎﺏ ﮐﻪ ﻣﺮﺑﻮﻁ ﺑﻪ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﻭ ﺗﺮﺟﻤﻪ ي ﺳﺎﻳﺮ ﻓﺼﻞ ﻫﺎ ﺭﺍ ﺑﻪ ﺯﻣﺎﻧﻲ ﺩﻳﮕﺮ ﻣﻮﮐﻮﻝ ﮐﻨﻢ ‪.‬‬ ‫‪M.W.Eysenck ١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﭘﻴﺶ ﮔﻔﺘﺎﺭ‬

‫ﺩﺭ ﻣﻮﺭﺩ ﺍﻳﻦ ﺗﺮﺟﻤﻪ ﻧﻴﺰ ﺑﺎﻳﺪ ﺑﮕﻮﻳﻢ ﮐﻪ ﺍﺑﺘﺪﺍ ﻗﺮﺍﺭ ﺑﺮ ﺍﻳﻦ ﺑﻮﺩ ﺗﺎ ﺍﻳﻦ ﺍﺛﺮ ﺑﻪ ﺷﮑﻞ ﮐﺘﺎﺏ ﻭ ﺗﻮﺳﻂ ﻳﮑﻲ ﺍﺯ‬ ‫ﺍﻧﺘﺸﺎﺭﺍﺕ ﺩﺍﺧﻞ ﺍﻳﺮﺍﻥ ﺍﻧﺘﺸﺎﺭ ﻳﺎﺑﺪ ﺍﻣﺎ ﺩﻻﻳﻠﻲ ﭼﻨﺪ ﻣﻦ ﺭﺍ ﺍﺯ ﺍﻳﻦ ﮐﺎﺭ ﻣﻨﺼﺮﻑ ﮐﺮﺩ ﻭ ﺑﻪ ﺟﺎي ﺁﻥ ﺗﺼﻤﻴﻢ‬ ‫ﮔﺮﻓﺘﻢ ﺗﺎ ﺍﻳﻦ ﺍﺛﺮ ﺭﺍ ﺑﻪ ﺷﮑﻞ ‪ PDF‬ﺍﺭﺍﺋﻪ ﮐﻨﻴﻢ ‪ .‬ﺍﺯ ﺟﻤﻠﻪ ﺩﻻﻳﻠﻲ ﮐﻪ ﺩﺭ ﺍﻳﻦ ﺗﻐﻴﻴﺮ ﻣﻮﺿﻊ ﻧﻘﺶ ﺩﺍﺷﺘﻨﺪ ﺑﻪ‬ ‫ﺗﺮﺗﻴﺐ ﺍﻫﻤﻴﺖ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺍﻳﻦ ﻣﻮﺍﺭﺩ ﺍﺷﺎﺭﻩ ﮐﺮﺩ ‪:‬‬ ‫ﻞ ﮐﺘﺎﺏ ﻣﻨﺘﺸﺮ ﺷﻮﺩ‪ ،‬ﺩﺭ ﺳﺎﻝ ‪ ١٣٨٨‬ﻗﻴﻤﺘﻲ‬ ‫ƒ ﭘﺲ ﺍﺯ ﺍﻧﺪﮐﻲ ﺗﺎﻣﻞ ﻣﺘﻮﺟﻪ ﺷﺪﻡ ﭼﻨﺎﻧﭽﻪ ﺍﻳﻦ ﺍﺛﺮ ﺑﻪ ﺷﮑ ﹺ‬ ‫ﺩﺭ ﺣﺪﻭﺩ ‪ ١٥‬ﺗﺎ ‪ ٢٠‬ﻫﺰﺍﺭ ﺗﻮﻣﺎﻥ ﺧﻮﺍﻫﺪ ﺩﺍﺷﺖ ﻭ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﺗﻨﻬﺎ ﺩﺭﺻﺪ ﺑﺴﻴﺎﺭ ﮐﻤﻲ ﺍﺯ ﺍﻓﺮﺍﺩ‬ ‫ﻗﺎﺩﺭﻧﺪ ﺍﻳﻦ ﮐﺘﺎﺏ ﺭﺍ ﺗﻬﻴﻪ ﮐﻨﻨﺪ ﮐﻪ ﺍﻳﻦ ﺑﺎ ﻫﺪﻑ ﺍﺻﻠﻲ ﻣﻦ ﺍﺯ ﺗﻬﻴﻪ ي ﺍﻳﻦ ﺍﺛﺮ ﮐﻪ ﻫﻤﺎﻧﺎ ﺣﺮﮐﺖ ﺩﺭ‬ ‫ﺟﻬ ِ‬ ‫ﺖ ﺍﻓﺮﺍ ِﺩ ﺟﺎﻣﻌﻪ ﺑﻮﺩ ﺩﺭ ﺗﻀﺎﺩ ﻗﺮﺍﺭ ﺩﺍﺷﺖ ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺗﺼﻤﻴﻢ‬ ‫ﺖ ﺍﻳﺠﺎ ِﺩ ﺗﺤﻮ ﹺﻝ ﻓﺮﻫﻨﮕﻲ ﺩﺭ ﺍﮐﺜﺮﻳ ِ‬ ‫ﮔﺮﻓﺘﻢ ﺑﺎ ﺍﺭﺍﺋﻪ ي ﺍﺛﺮ ﺑﻪ ﺷﮑﻞ ‪ PDF‬ﺍﻣﮑﺎﻥ ﺩﺳﺘﺮﺳﻲ ﻫﻤﮕﺎﻥ ﺑﻪ ﺍﻳﻦ ﺍﺛﺮ ﺭﺍ ﻓﺮﺍﻫﻢ ﺳﺎﺯﻡ ‪.‬‬ ‫ﻞ ﺍﺩﺍﺭي ﻭ ﺍﻧﺘﺸﺎﺭﺍﺗﻲ ﺁﻥ‬ ‫ƒ ﭼﻨﺎﻧﭽﻪ ﻣﻲ ﺧﻮﺍﺳﺘﻢ ﺍﻳﻦ ﺍﺛﺮ ﺭﺍ ﺑﻪ ﺷﮑﻞ ﮐﺘﺎﺏ ﺍﺭﺍﺋﻪ ﮐﻨﻢ‪ ،‬ﻃﻲ ﻧﻤﻮﺩﻥِ ﻣﺮﺍﺣ ﹺ‬ ‫ﭼﻴﺰي ﺣﺪﻭﺩ ﺩﻭ ﺳﺎﻝ ﺯﻣﺎﻥ ﻣﻲ ﺑﺮﺩ ﮐﻪ ﺩﺭ ﺍﻳﻦ ﻣﺪﺕ ﺍﺛﺮ ﺣﺎﺿﺮ ﺗﺎﺯﮔﻲ ﻭ ﺍﻋﺘﺒﺎﺭ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺑﺮﺧﻲ‬ ‫ﻓﺼﻞ ﻫﺎ ﺍﺯ ﺩﺳﺖ ﻣﻲ ﺩﺍﺩ ‪.‬‬ ‫ƒ ﺩﺭ ﺍﺭﺍﺋﻪ ي ﺍﺛﺮ ﺑﻪ ﺷﮑﻞ ﮐﺘﺎﺏ ﻣﺠﺒﻮﺭ ﺑﻮﺩﻡ ﺗﺼﺎﻭﻳﺮ ﺭﺍ ﺑﻪ ﺷﮑﻞ ﺳﻴﺎﻩ ﻭﺳﻔﻴﺪ ﻭ ﺩﺭ ﺍﺑﻌﺎﺩ ﻭ ﮐﻴﻔﻴﺘﻲ‬ ‫ﺑﺴﻴﺎﺭ ﭘﺎﻳﻴﻦ ﺍﺭﺍﺋﻪ ﮐﻨﻢ ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﭘﻴﺶ ﮔﻔﺘﺎﺭ‬

‫ﻧﮕﺎﻩ ﺍﻧﺘﻘﺎﺩي ﺑﻪ ﮐﺘﺎﺏ ﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺭ ﺍﻳﺮﺍﻥ ‪:‬‬ ‫ﻲ ﻋﻤﻮﻣﻲ ﺑﻪ ﻓﺎﺭﺳﻲ ﺑﺮﮔﺮﺩﺍﻧﺪﻩ‬ ‫ﺏ ﺩﺍﻧﺸﮕﺎﻫﻲ ﮐﻪ ﻃﻲ ﺩﻫﻪ ﻫﺎي ﺍﺧﻴﺮ ﺩﺭ ﺯﻣﻴﻨﻪ ي ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺍﮔﺮ ﺍﺯ ﭼﻨﺪﮐﺘﺎ ﹺ‬ ‫ﺷﺪﻩ ﺍﺳﺖ ﺻﺮﻑ ﻧﻈﺮ ﮐﻨﻴﻢ ‪ ،‬ﺍﮐﺜﺮ ﮐﺘﺎﺏ ﻫﺎﻳﻲ ﮐﻪ ﺍﻣﺮﻭﺯﻩ ﺩﺭ ﮐﺸﻮﺭ ﻣﺎ ﺗﺤﺖ ﻧﺎﻡ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ‬ ‫ﭼﻴﺰي ﻧﻴﺴﺘﻨﺪ ﺟﺰ ﺩﺳﺘﻪ ﺍي ﺍﻃﻼﻋﺎﺕ ﺳﻄﺤﻲ‪ ،‬ﺁﻣﻴﺨﺘﻪ ﺑﺎ ﺧﺮﺍﻓﺎﺕ ﻭ ﻓﺎﻗﺪ ﻳﺎﻓﺘﻪ ﻫﺎي ﻋﻠﻢ ﻧﻮﻳﻦ‪ .‬ﺷﺎﻳﺪ ﮔﻔﺘﻪ‬ ‫ﺐ ﺩﺷﻮﺍ ﹺﺭ ﻋﻠﻤﻲ ﺑﺮﺍي ﻋﺎﻣﻪ ي ﻣﺮﺩﻡ ﺍﺳﺖ‪ .‬ﺍﻣﺎ ﺑﺎ ﻧﮕﺎﻫﻲ‬ ‫ﺷﻮﺩ ﮐﻪ ﻫﺪِﻓﺎﻳﻦ ﮐﺘﺎﺏ ﻫﺎ‪ ،‬ﻗﺎﺑﻞ ﻓﻬﻢ ﻧﻤﻮﺩ ِﻥ ﻣﻄﺎﻟ ﹺ‬ ‫ﻞ‬ ‫ﺍﺟﻤﺎﻟﻲ ﺑﻪ ﺍﻳﻦ ﮐﺘﺎﺏ ﻫﺎ ﺩﺭ ﻣﻲ ﻳﺎﺑﻴﻢ ﮐﻪ ﺍﻳﻦ ﮔﻔﺘﻪ ﺑﻬﺎﻧﻪ ﺍي ﺑﻴﺶ ﻧﻴﺴﺖ ﭼﺮﺍ ﮐﻪ ﺍﻳﻦ ﮐﺘﺎﺏ ﻫﺎ‪ ،‬ﻧﻪ ﺗﻨﻬﺎ ﺣﺎﻣ ﹺ‬ ‫ﻫﻴﭻ ﮔﻮﻧﻪ ﺑﺎﺭ ﻋﻠﻤﻲ ﻧﻴﺴﺘﻨﺪ‪ ،‬ﺑﻠﮑﻪ ﺑﻴﺶ ﺍﺯ ﻫﺮ ﭼﻴﺰ ﺩﺭ ﺗﻀﺎﺩ ﺑﺎ ﺭﻭﺣﻴﻪ ي ﻋﻠﻤﻲ ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ‪ .‬ﺗﻮﻟﻴﺪ ﮐﻨﻨﺪﮔﺎﻥ‬ ‫ﺵ ﺩﻳﺪﮔﺎ ِﻩ ﻋﻠﻤﻲ ﺩﺭ ﻣﻴﺎ ِﻥ ﻣﺮﺩﻡ‪ ،‬ﺑﻪ ﻣﻌﻨﺎي ﺳﻄﺤﻲ ﻧﻤﻮﺩﻥ ﺟﺮﻳﺎ ِﻥ‬ ‫ﺍﻳﻦ ﮐﺘﺎﺏ ﻫﺎ‪ ،‬ﺍﺯ ﺍﻳﻦ ﻧﮑﺘﻪ ﻏﺎﻓﻠﻨﺪ ﮐﻪ ﮔﺴﺘﺮ ﹺ‬ ‫ﺗﺨﺼﺼﻲ ﺩﺍﻧﺶ ﻭ ﺑﻪ ﺁﺏ ﺑﺴﺘﻦ ﻣﻔﺎﻫﻴﻢ ﻧﻴﺴﺖ‪ " .‬ﺩﺭ ﺟﺎﻣﻌﻪ ﺍي ﮐﻪ ﻣﺮﺩﻣﺶ ﺩﻳﺪي ﻋﻠﻤﻲ ﻭ ﻋﻴﻨﻲ ﻧﺪﺍﺭﻧﺪ ﻭ‬ ‫ﻖ ﻣﻘﺘﻀﻴﺎﺕ‪ ،‬ﻣﺴﺘﻌ ِﺪ ﻗﺒﻮ ﹺﻝ ﻫﺮﮔﻮﻧﻪ ﻣﺸﮑﻞ ﮔﺸﺎﻳﻲ ﻫﺎي ﻓﺮﺩي‪ ،‬ﺍﻓﺴﻮﻧﻲ ﻭ ﮐﺮﺍﻣﺖ ﺁﻣﻴﺰ ﻣﻲ ﺑﺎﺷﻨﺪ‪ ،‬ﺗﺒﻠﻴ ﹺﻎ‬ ‫ﻣﻮﺍﻓ ﹺ‬ ‫ﺍﻓﮑﺎﺭي ﮐﻪ ﻭﺍﻗﻌﻴﺖ ﻫﺎي ﻋﻴﻨﻲ ﺭﺍ ﻧﺎﺩﻳﺪﻩ ﻣﻲ ﮔﻴﺮﻧﺪ‪ ،‬ﻭ ﺫﻫﻦ ﺭﺍ ﺑﻪ ﺻﻮﺭﺕ ﺟﺎﺩﻭ ﺧﺎﻧﻪ ي ﻣﺮﻣﻮﺯي ﺩﺭ ﻣﻲ‬ ‫ﺁﻭﺭﻧﺪ‪ ،‬ﺧﻴﺎﻧﺖ ﻣﺤﺴﻮﺏ ﻣﻲ ﺷﻮﺩ‪ .‬ﻣﺮﺩ ﹺﻡ ﻣﺎ‪ ،‬ﺧﻮﺩ ﺑﻪ ﺑﺮﮐ ِ‬ ‫ﺖ ﻗﺮﻭﻥ ﮔﺬﺷﺘﻪ‪ ،‬ﺑﺎ ﻗﻠﻨﺪﺭي ‪ ،‬ﭼﻠﻪ ﻧﺸﻴﻨﻲ ﻭ ﻃﻠﺴﻢ‬ ‫ﺑﻨﺪي ﻭ ﺟﻦ ﮔﻴﺮي‪ ،‬ﺑﻪ ﺣﺪ ﺍﻓﺮﺍﻁ ﻣﺄﻧﻮﺱ ﺍﻧﺪ‪ ،‬ﻭ ﺩﺭ ﺳﺎﻝ ﻫﺎي ﺍﺧﻴﺮ ﻧﻴﺰ‪ ،‬ﺑﻴﺶ ﺍﺯ ﺍﺷﺘﻬﺎي ﺧﻮﺩ ﺍﺯ ﻧﻮﺍﻟﻪ ي‬ ‫ﺵ ﺍﻧﺴﺎﻥ ﻫﺎي ﻣﺘﻌﻬﺪ ﻭ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻫﺎي ﺳﻄﺤﻲ ﻭ ﺯﺑﺎﻟﻪ ﻫﺎي ﺩﻳﮕﺮ ﺍﻧﺒﺎﺷﺘﻪ ﺷﺪﻩ ﺍﻧﺪ‪ ١" .‬ﺍﻣﻴﺪ ﺍﺳﺖ ﮐﻪ ﺑﺎ ﺗﻼ ﹺ‬ ‫ﻧﻮﮔﺮﺍ‪ ،‬ﻫﺮ ﭼﻪ ﺳﺮﻳﻊ ﺗﺮ‪ ،‬ﺍﻳﻦ ﺍﻓﮑﺎ ﹺﺭ ﺑﻲ ﻓﺎﻳﺪﻩ ﻭ ﭘﻮﺳﻴﺪﻩ ﺟﺎي ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺩﻳﺪﮔﺎﻩ ﻫﺎﻳﻲ ﻋﻠﻤﻲ ﻭ ﻣﺘﻨﺎﺳﺐ ﺑﺎ‬ ‫ﺍﻧﺴﺎ ِﻥ ﻧﻮﻳﻦ ﺩﻫﻨﺪ‪.‬‬

‫‪ ١‬ﺍﻗﺘﺒﺎﺱ ﺍﺯ ﻣﻘﺎﻟﻪ ي ﺍﻧﺘﻘﺎﺩ ﺍﺯ ﻓﺮﻭﻳﺪﻳﺴﻢ ﺍﺛﺮ ﺩﮐﺘﺮ ﺍﻣﻴﺮﺣﺴﻴﻦ ﺁﺭﻳﺎﻥ ﭘﻮﺭ – ﺻﻔﺤﻪ ي ﺁﺧﺮ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﭘﻴﺶ ﮔﻔﺘﺎﺭ‬

‫ﻧﮑﺎﺗﻲ ﺩﺭﺑﺎﺭﻩ ي ﺷﻴﻮﻩ ي ﺍﺭﺍﺋﻪ ي ﻣﻄﺎﻟﺐ ‪:‬‬ ‫ﺩﺭ ﻣﻘﺪﻣﻪ ي ﺑﺴﻴﺎﺭي ﺍﺯ ﮐﺘﺎﺏ ﻫﺎي ﻋﻠﻤﻲ ﻋﻨﻮﺍﻥ ﻣﻲ ﺷﻮﺩ ﮐﻪ " ﺍﻳﻦ ﺍﺛﺮ ﺑﺮﺍي ﻣﺘﺨﺼﺼﺎﻥ ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﻣﺎ‬ ‫ﺍﻓﺮﺍﺩ ﻋﻼﻗﻪ ﻣﻨﺪ ﻧﻴﺰ ﺧﻮﺍﻫﻨﺪ ﺗﻮﺍﻧﺴﺖ ﺍﺯ ﺁﻥ ﺑﻬﺮﻩ ﺑﺮﻧﺪ‪ ".‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﭼﻨﺪ ﺻﻔﺤﻪ ﺍﺯ ﮐﺘﺎﺏ ﺭﺍ‬ ‫ﻭﺭﻕ ﻣﻲ ﺯﻧﻴﻢ‪ ،‬ﻣﺘﻮﺟﻪ ﻣﻲ ﺷﻮﻳﻢ ﮐﻪ ﺍﻳﻦ ﮔﻔﺘﻪ ﭼﻴﺰي ﺑﻴﺶ ﺍﺯ ﻳﮏ ﺍﺩﻋﺎي ﺗﻮﺧﺎﻟﻲ ﻧﺒﻮﺩﻩ ﺍﺳﺖ‪ .‬ﻣﺘﺎﺳﻔﺎﻧﻪ‪ ،‬ﺩﺭ‬ ‫ﻃﻮﻝ ﭼﻨﺪ ﺩﻫﻪ ي ﮔﺬﺷﺘﻪ‪ ،‬ﺍﺯ ﺍﻳﻦ ﻗﺒﻴﻞ ﺍﺩﻋﺎﻫﺎ ﺑﺴﻴﺎﺭ ﺩﻳﺪﻩ ﺍﻳﻢ‪ ،‬ﺍﻣﺎ ﺩﺭ ﻋﻤﻞ‪ ،‬ﺟﺰ ﺍﻓﺮﺍﺩ ﻣﻌﺪﻭﺩي ﺍﺯ ﻗﺒﻴﻞ‬ ‫ﺍﻣﻴﺮﺣﺴﻴﻦ ﺁﺭﻳﺎﻥ ﭘﻮﺭ‪ ،‬ﻧﻮﺭﺍﻟﺪﻳﻦ ﻓﺮﻫﻴﺨﺘﻪ‪ ،‬ﻣﺤﻤﺪﺭﺿﺎ ﺑﺎﻃﻨﻲ ‪ ،‬ﻋﺒﺪﺍﻟﺤﺴﻴﻦ ﻭﻫﺎﺏ ﺯﺍﺩﻩ ﻭ ﭼﻨﺪ ﺗﻦ ﺩﻳﮕﺮ‪...‬‬ ‫ﻫﻴﭻ ﻳﮏ ﺑﻪ ﮔﻔﺘﻪ ي ﺧﻮﺩ ﺟﺎﻣﻪ ي ﻋﻤﻞ ﻧﭙﻮﺷﺎﻧﺪﻩ ﺍﻧﺪ‪.‬‬ ‫ﺍﺯ ﺟﻤﻠﻪ ﮐﺎﺳﺘﻲ ﻫﺎﻳﻲ ﮐﻪ ﺩﺭ ﺍﻏﻠﺐ ﻣﺘﻮ ِﻥ ﻋﻠﻤﻲ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﻣﻮﺍﺭﺩ ﺯﻳﺮ ﺍﺷﺎﺭﻩ ﮐﺮﺩ ‪:‬‬ ‫ƒ ﺍﻃﻼﻋﺎﺕ ﭘﺎﻳﻪ ﻭ ﺍﻭﻟﻴﻪ ﺍﺯ ﭘﻴﺶ ﺩﺍﻧﺴﺘﻪ ﺷﺪﻩ‪ ،‬ﻓﺮﺽ ﻣﻲ ﺷﻮﻧﺪ ﻭ ﺩﺭ ﺑﻬﺘﺮﻳﻦ ﺣﺎﻟﺖ‪ ،‬ﺗﻨﻬﺎ ﺍﺷﺎﺭﻩ ﺍي ﮔﺬﺭﺍ‬ ‫ﻭ ﻣﺒﻬﻢ ﺑﻪ ﺁﻧﻬﺎ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ƒ ﺍﻃﻼﻋﺎﺕ ﻣﻮﺟﻮﺩ ﺩﺭ ﻣﺘﻦ ﻳﮑﭙﺎﺭﭼﻪ ﻭ ﻣﻨﺴﺠﻢ ﻧﻴﺴﺘﻨﺪ ﻭ ﺣﺘﻲ ﮔﺎﻫﻲ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺩﺭ ﺗﻀﺎﺩﻧﺪ‪.‬ﺍﻳﻦ ﻭﺿﻊ‪،‬‬ ‫ﺑﺮﺍي ﺧﻮﺍﻧﻨﺪﻩ ي ﺣﺮﻓﻪ ﺍي ﭼﻨﺪﺍﻥ ﻣﺸﮑﻠﻲ ﺑﻪ ﺑﺎﺭ ﻧﻤﻲ ﺁﻭﺭﺩ ﺯﻳﺮﺍ ﺧﻮﺍﻧﻨﺪﻩ ي ﺣﺮﻓﻪ ﺍي ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ‬ ‫ﺍﻃﻼﻋﺎﺕ ﻗﺒﻠﻲ‪ ،‬ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﺭﺍﺣﺘﻲ ﻣﻄﺎﻟﺐ ﺭﺍ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﻫﻤﺎﻫﻨﮓ ﻭ ﻳﮑﭙﺎﺭﭼﻪ ﻣﻲ ﺳﺎﺯﺩ‪ .‬ﺍﻣﺎ ﺍﻓﺮﺍﺩ‬ ‫ﻋﻼﻗﻪ ﻣﻨﺪ )ﻏﻴﺮﺣﺮﻓﻪ ﺍي ( ﻏﺎﻟﺒﺎً ﺳﺮﺩﺭﮔﻢ ﺷﺪﻩ ﻭ ﺩﺭ ﻧﻬﺎﻳﺖ ﺍﺯ ﻓﻬ ﹺﻢ ﻣﻄﻠﺐ ﻧﺎﺍﻣﻴﺪ ﻣﻲ ﺷﻮﻧﺪ‪ ).‬ﺩﺭ ﺍﻳﻦ‬ ‫ﮔﻮﻧﻪ ﻣﻮﺍﺭﺩ ﺍﻳﻦ ﻭﻇﻴﻔﻪ ي ﻣﺘﺮﺟﻢ ﺍﺳﺖ ﮐﻪ ﺑﻪ ﺭﻭﺵ ﻫﺎي ﮔﻮﻧﺎﮔﻮﻥ ﺍﺯ ﻗﺒﻴﻞ ﭘﺎﻭﺭﻗﻲ ﻭ‪ ...‬ﺍﻳﻦ ﮐﺎﺳﺘﻲ‬ ‫ﺭﺍ ﺟﺒﺮﺍﻥ ﮐﺮﺩﻩ ﻭ ﺍﺯ ﺳﺮﺩﺭﮔﻢ ﺷﺪ ِﻥ ﻣﺨﺎﻃﺐ ﺟﻠﻮﮔﻴﺮي ﮐﻨﺪ‪(.‬‬

‫ﺍﻟﺒﺘﻪ ﻣﻨﻈﻮﺭ ﺍﻳﻦ ﻧﻴﺴﺖ ﮐﻪ ﺗﻤﺎﻣﻲ ﻣﺘﻮﻥ ﺗﺨﺼﺼﻲ‪ ،‬ﺑﺎﻳﺴﺘﻲ ﺑﺮﺍي ﻫﻤﮕﺎﻥ ﻗﺎﺑﻞ ﻓﻬﻢ ﺑﺎﺷﻨﺪ‪ .‬ﺑﺴﻴﺎﺭي ﻣﺘﻮﻥ ﻫﺴﺘﻨﺪ‬ ‫ﻲ ﻣﻮﺿﻮﻉ ﻣﻮﺭﺩ ﺑﺤﺚ ﻣﻲ ﺑﺎﺷﺪ ﻭ ﺳﻨﮕﻴﻨﻲ ﻭ‬ ‫ﮐﻪ ﭘﻴﭽﻴﺪﮔﻲ ﻳﺎ ﻓﺸﺮﺩﮔﻲ ﺁﻧﻬﺎ‪ ،‬ﺑﻪ ﻋﻠﺖ ﭘﻴﭽﻴﺪﮔﻲ ﻭ ﻓﺸﺮﺩﮔ ﹺ‬ ‫ﺩﺷﻮﺍﺭي ﻣﺘﻦ ﺍﺟﺘﻨﺎﺏ ﻧﺎﭘﺬﻳﺮ ﺍﺳﺖ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﭘﻴﺶ ﮔﻔﺘﺎﺭ‬

‫ﻭ ﺍﻣﺎ ﺩﺭ ﻣﻮﺭﺩ ﺍﻳﻦ ﺗﺮﺟﻤﻪ ‪:‬‬ ‫ﻑ ﺍﮐﺜﺮ ﮐﺘﺎﺏ ﻫﺎي ﺗﺨﺼﺼﻲ ﺑﺎ ﻫﺪﻑ ﻗﺎﺑﻞ ﻓﻬﻢ ﺑﻮﺩﻥ ﺑﺮﺍي ﺍﻓﺮﺍ ِﺩ ﻏﻴﺮﺣﺮﻓﻪ ﺍي‬ ‫♣ ﺍﻳﻦ ﮐﺘﺎﺏ‪ ،‬ﺑﺮ ﺧﻼ ِ‬ ‫ﺍﻣﺎ ﻋﻼﻗﻪ ﻣﻨﺪ ﺗﺮﺟﻤﻪ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﻣﺤﺘﻮﺍي ﺁﻥ ﺁﻧﻘﺪﺭ ﺩﻗﻴﻖ ﻭ ﺟﺪﻳﺪ ﻫﺴﺖ ﮐﻪ ﺧﻮﺍﻧﺪﻥ‬ ‫ﺁﻥ ﺑﺮﺍي ﺍﻫﻞ ﻓﻦ ﻧﻴﺰ ﺳﻮﺩﻣﻨﺪ ﺑﺎﺷﺪ !‬ ‫♣ ﻫﺮ ﭼﻨﺪ ﮐﻪ ﺗﻼﺵ ﻣﻦ ﺑﺮ ﺍﻳﻦ ﺑﻮﺩﻩ ﮐﻪ ﺗﺮﺟﻤﻪ ﺍي ﺭﻭﺍﻥ ﺍﺭﺍﺋﻪ ﮐﻨﻴﻢ ﺍﻣﺎ ﻣﺤﺘﻮﺍي ﮐﺘﺎﺏ ﻭ ﻓﺸﺮﺩﮔﻲ‬ ‫ﻣﻄﺎﻟﺐ‪ ،‬ﺧﻮﺍﻧﺪﻥ ﺑﻴﺶ ﺍﺯ ﻳﮑﺒﺎﺭ ﻣﺘﻦ ﺭﺍ ﺍﻳﺠﺎﺏ ﻣﻲ ﮐﻨﺪ‪ .‬ﺷﺎﻳﺪ‬ ‫ﮔﻔﺘﻪ ي ﻳﮑﻲ ﺍﺯ ﺑﺰﺭﮔﺎﻥ ﺩﺭﺳﺖ ﺑﺎﺷﺪ ﮐﻪ " ﮐﺘﺎﺑﻲ ﮐﻪ ﺍﺭﺯﺵ‬ ‫ﺩﻭﺑﺎﺭ ﺧﻮﺍﻧﺪﻥ ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﺍﺭﺯﺵ ﻳﮑﺒﺎﺭ ﺧﻮﺍﻧﺪﻥ ﻧﻴﺰ ﻧﺪﺍﺭﺩ‪! " .‬‬ ‫ﺕ ﺭﻭﺯﺍﻧﻪ ﻭ ﺳﺮﻳﺎﻝ‬ ‫♣ ﺍﻳﻦ ﮐﺘﺎﺏ ﺑﺮﺍي ﮐﺴﺎﻧﻲ ﻧﻴﺴﺖ ﮐﻪ ﻣﻄﺒﻮﻋﺎ ِ‬ ‫ﻫﺎي ﺗﻠﻮﻳﺰﻳﻮﻧﻲ ﺁﻧﻬﺎ ﺭﺍ ﺑﻪ ﺗﻨﺒﻠﻲ ﻓﮑﺮي ﻋﺎﺩﺕ ﺩﺍﺩﻩ ﺍﺳﺖ‪ .‬ﺑﻠﮑﻪ‬ ‫ﺑﺮﺍي ﮐﺴﺎﻧﻲ ﺍﺳﺖ ﮐﻪ ﺑﺨﻮﺍﻫﻨﺪ ﻧﻴﺮﻭي ﻓﮑﺮي ﺻﺮﻑ ﮐﻨﻨﺪ ﻭ ﺍﺯ‬ ‫ﻳﺎﻓﺘﻪ ﻫﺎي ﺟﺪﻳﺪي ﮐﻪ ﺩﺭ ﻣﻮﺭﺩ ﺍﻧﺴﺎﻥ ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﺍﺳﺖ ﺁﮔﺎﻩ‬ ‫ﺷﻮﻧﺪ‪.‬‬ ‫♣ ﺩﺭ ﺑﺴﻴﺎﺭي ﺍﺯ ﺑﺨﺶ ﻫﺎي ﮐﺘﺎﺏ‪ ،‬ﻣﻲ ﺗﻮﺍﻧﺴﺘﻢ ﺍﺯ ﻭﺍﮊﮔﺎﻧﻲ ﻭﺯﻳﻦ ﺗﺮ ﻭ ﻓﻨﻲ ﺗﺮ ﺍﺳﺘﻔﺎﺩﻩ ﮐﻨﻢ‪ ،‬ﺍﻣﺎ ﺳﺎﺩﻩ‬ ‫ﻭ ﻗﺎﺑﻞ ﻓﻬﻢ ﺑﻮﺩﻥ ﻣﺘﻦ ﺭﺍ ﺑﺮ ﺁﻥ ﺗﺮﺟﻴﺢ ﺩﺍﺩﻡ‪ .‬ﺩﺭ ﺑﺨﺶ ﻫﺎﻳﻲ ﻧﻴﺰ ﮐﻪ ﻣﺠﺒﻮﺭ ﺑﻪ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻭﺍﮊﻩ ﺍي‬ ‫ﻓﻨﻲ ﺷﺪﻩ ﺍﻡ ﺗﻼﺵ ﮐﺮﺩﻩ ﺍﻡ ﺗﺎ ﻣﻌﻨﺎي ﺁﻥ ﺭﺍ ﺩﺭ ﺣﺪ ﻣﻤﮑﻦ ﺭﻭﺷﻦ ﺳﺎﺯﻡ‪ .‬ﺍﻳﻦ ﮐﻪ ﺗﺎ ﭼﺪ ﺩﺭ ﺗﻼﺵ ﺧﻮﺩ‬ ‫ﻣﻮﻓﻖ ﺑﻮﺩﻩ ﺍﻡ ﺑﻪ ﻋﻬﺪﻩ ي ﺧﻮﺍﻧﻨﺪﻩ ﺍﺳﺖ‪.‬‬ ‫♣ ﺑﺮﺧﻲ ﺍﺻﻄﻼﺣﺎﺕ ﻭ ﻣﻔﺎﻫﻴﻢ‪ ،‬ﺑﻴﺶ ﺍﺯ ﻳﮑﺒﺎﺭ ﺩﺭ ﭘﺎﻧﻮﻳﺲ ﺗﻮﺿﻴﺢ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺍﻣﺮ ﺁﮔﺎﻫﺎﻧﻪ‬ ‫ﺑﻮﺩﻩ ﻭ ﺑﻪ ﺩﻭ ﻋﻠﺖ ﺻﻮﺭﺕ ﮔﺮﻓﺘﻪ ﺍﺳﺖ ‪:‬‬ ‫‪ .١‬ﺍﺯ ﻳﮏ ﻣﻔﻬﻮﻡ ﺗﻌﺎﺭﻳ ِ‬ ‫ﻒ ﻣﺘﻔﺎﻭﺗﻲ ﺑﺪﺳﺖ ﺩﺍﺩﻩ ﺷﻮﺩ‪.‬‬ ‫ﻦ ﺧﻮﺍﻧﻨﺪﻩ ﻋﻤﻴﻖ ﺗﺮ ﻧﻘﺶ ﺑﻨﺪﺩ‪.‬‬ ‫‪ .٢‬ﺑﺮ ﺍﺛ ﹺﺮ ﺗﮑﺮﺍﺭ‪ ،‬ﻣﻔﻬﻮﻡ ﻣﻮﺭﺩ ﻧﻈﺮ ﺩﺭ ﺫﻫ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﭘﻴﺶ ﮔﻔﺘﺎﺭ‬

‫ﻞ ﻣﻄﻠﺐ ﺑﻴﺎﻓﺰﺍﻳﻢ‪ ،‬ﺍﺯ ﻧﻤﺎ ِﺩ } { ﺍﺳﺘﻔﺎﺩﻩ‬ ‫♣ ﺩﺭ ﺑﺨﺶ ﻫﺎﻳﻲ ﺍﺯ ﮐﺘﺎﺏ ﮐﻪ ﻻﺯﻡ ﺩﻳﺪﻡ ﺗﻮﺿﻴﺤﺎﺗﻲ ﺑﻪ ﺍﺻ ﹺ‬ ‫ﻦ ﺍﺻﻠﻲ ﻧﺒﻮﺩﻩ ﻭ ﻣﺘﻌﻠﻖ ﺑﻪ ﻣﺘﺮﺟﻢ ﺍﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ‬ ‫ﻦ ﺩﻭ } { ﻣﺮﺑﻮﻁ ﺑﻪ ﻣﺘ ﹺ‬ ‫ﮐﺮﺩﻩ ﺍﻡ‪ .‬ﻧﻮﺷﺘﻪ ﻫﺎي ﺑﻴ ﹺ‬ ‫ﺖ ‪ e‬ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ ﺗﻮﺳﻂ ﻣﺘﺮﺟﻢ ﺑﻪ‬ ‫ﻣﻄﺎﻟﺒﻲ ﮐﻪ ﺩﺭ ﮐﺎﺩﺭﻫﺎي ﺭﻧﮕﻲ ﺁﻣﺪﻩ ﻭ ﺩﺭ ﺍﺑﺘﺪﺍي ﺁﻧﻬﺎ ﻋﻼﻣ ِ‬ ‫ﺍﺛﺮ ﺍﺿﺎﻓﻪ ﺷﺪﻩ ﺍﺳﺖ ‪ .‬ﻣﻄﺎﻟﺐ ﺩﺭﻭ ِﻥ ﮐﺎﺩﺭﻫﺎي ﺭﻧﮕﻲ ﮐﻪ ﻓﺎﻗﺪ ﺍﻳﻦ ﻋﻼﻣﺖ ﻫﺴﺘﻨﺪ ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﺻﻞ ﺍﺛﺮ‬ ‫ﻣﻲ ﺑﺎﺷﻨﺪ ‪.‬‬ ‫ﻑ ﻣﺘﺮﺟﻢ ﺍﺯ ﺗﺮﺟﻤﻪ‬ ‫♣ ﺑﺎ ﺍﻳﻨﮑﻪ ﺩﺭ ﺳﺮﺗﺎﺳ ﹺﺮ ﻣﺘﻦ ﺭﺳ ﹺﻢ ﺍﻣﺎﻧﺖ ﺩﺍﺭي ﺣﻔﻆ ﺷﺪﻩ ﺍﺳﺖ ﺍﻣﺎ ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﻫﺪ ِ‬ ‫ﺐ‬ ‫ﺵ ﻣﺘﻦ ﺍﺻﻠﻲ ﺗﻔﺎﻭﺕ ﺩﺍﺷﺘﻪ ﺍﺳﺖ‪ ،‬ﻭ ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ ﻣﺨﺎﻃ ﹺ‬ ‫ﻑ ﻧﻮﻳﺴﻨﺪﻩ ﺍﺯ ﻧﮕﺎﺭ ﹺ‬ ‫ي ﺍﻳﻦ ﺍﺛﺮ ﺑﺎ ﻫﺪ ِ‬ ‫ﺐ ﻧﻮﻳﺴﻨﺪﻩ‪ ،‬ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺭﺷﺘﻪ ي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺑﻮﺩﻩ‬ ‫ﻣﺘﺮﺟﻢ ﺍﻓﺮﺍﺩ ﻏﻴﺮﺣﺮﻓﻪ ﺍي ﺍﻣﺎ ﻋﻼﻗﻪ ﻣﻨﺪ ﻭ ﻣﺨﺎﻃ ﹺ‬ ‫ﺍﺳﺖ‪ ،‬ﻭ ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﻣﺤﺘﻮﺍي ﺑﺨﺶ ﻫﺎي ﻣﺨﺘﻠﻒ ﺍﺛﺮ ﺗﺎ ﺣﺪ ﺯﻳﺎﺩي ﻣﺴﺘﻘﻞ ﺍﺯ ﻳﮑﺪﻳﮕﺮ ﺑﻮﺩﻧﺪ ﺗﺼﻤﻴﻢ‬ ‫ﮔﺮﻓﺘﻢ ﻓﺼﻞ ﻣﺮﺑﻮﻁ ﺑﻪ » ﺍﻧﮕﻴﺰﺵ« ﺭﺍ ﺍﻭﻻً ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﺚ‬ ‫ﻞ ﺗﮑﺮﺍﺭي ﺑﻮﺩﻥ ﻭ ﻫﻤﭽﻨﻴﻦ ﺩﻭﺭ ﺑﻮﺩﻥ ﺍﺯ ﻣﺒﺤ ِ‬ ‫ﺶ ﻣﻘﺪﻣﺎﺗﻲ ﺍﺯ‬ ‫ﻞ ﺩﺷﻮﺍﺭي ﻭ ﻧﻴﺎﺯ ﺑﻪ ﺩﺍﻧ ﹺ‬ ‫ﻞ ﻣﺮﺑﻮﻁ ﺑﻪ » ﺁﮔﺎﻫﻲ « ﺭﺍ ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﻲ ﺯﻳﺴﺘﻲ ﻭ ﻓﺼ ﹺ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻲ ﮊﻧﺘﻴﮏ ﻣﻲ ﺑﺎﺷﺪ ‪،‬‬ ‫ﺍﻳﻦ ﺍﺛﺮ ﺣﺬﻑ ﮐﻨﻢ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺑﻪ ﻣﻄﺎﻟﺐ ﻓﺼﻞ ﭼﻬﺎﺭﻡ ﮐﻪ ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﺻﻮﻝ ﻭ ﻣﺒﺎﻧ ﹺ‬ ‫ﺐ ﺯﻳﺎﺩي ﺗﻮﺳﻂ ﻣﺘﺮﺟﻢ ﺍﻓﺰﻭﺩﻩ ﺷﺪﻩ ﺍﺳﺖ ‪.‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺑﻬﺘﺮ ﺍﺳﺖ ﺁﻥ‬ ‫ﺖ ﻓﻬﻢ ﺍﻓﺮﺍﺩ ﻧﻮﺁﻣﻮﺯ ﻣﻄﺎﻟ ﹺ‬ ‫ﺟﻬ ِ‬ ‫ﺭﺍ ﺑﺨﺸﻲ ﺍﺯ ﺍﺛﺮ ﺍﺻﻠﻲ ﺩﺭ ﻧﻈﺮ ﻧﮕﻴﺮﻳﻢ ‪.‬‬ ‫♣ ﺩﺭ ﺍﻧﺘﻬﺎي ﻫﺮ ﻓﺼﻞ ‪ ،‬ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎﻳﻲ ﺍﺯ ﻣﺘﺮﺟﻢ‬ ‫ﺭﺍ ﻣﺸﺎﻫﺪﻩ ﺧﻮﺍﻫﻴﺪ ﮐﺮﺩ ‪ .‬ﻫﺪﻑ ﺍﺯ ﺍﺭﺍﺋﻪ ي ﺍﻳﻦ‬ ‫ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎ ﺍﻳﻦ ﺑﻮﺩﻩ ﺍﺳﺖ ﮐﻪ ﺧﻮﺍﻧﻨﺪﻩ ﺭﺍ ﺑﺎ‬ ‫ﺑﺮﺧﻲ ﻣﻔﺎﻫﻴ ﹺﻢ ﭘﺎﻳﻪ ﮐﻪ ﺩﺍﻧﺴﺘﻦ ﺁﻧﻬﺎ ﺑﺮﺍي ﻓﻬ ﹺﻢ ﻣﺘﻦ‬ ‫ﺍﺻﻠﻲ ﻻﺯﻡ ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﺁﺷﻨﺎ ﻧﻤﺎﻳﻢ ‪.‬‬ ‫♣ ﺗﻤﺎﻣﻲ ﺗﺼﺎﻭﻳﺮ ﮐﺘﺎﺏ ) ﺑﻪ ﺟﺰ ﭼﻬﺎﺭ ﻳﺎ ﭘﻨﺞ ﺗﺼﻮﻳﺮ ( ﻣﺮﺑﻮﻁ ﺑﻪ ﻣﺘﻦ ﺍﺻﻠﻲ ﻧﺒﻮﺩﻩ ﻭ ﺗﻮﺳﻂ ﻣﺘﺮﺟﻢ ﺑﻪ‬ ‫ﻣﺘﻦ ﺍﻓﺰﻭﺩﻩ ﺷﺪﻩ ﺍﺳﺖ ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﭘﻴﺶ ﮔﻔﺘﺎﺭ‬

‫ي ﻣﺴﺌﻮﻟﻴﻦ ﮐﺘﺎﺑﺨﺎﻧﻪ ي ﻣﻠﻲ ﻣﻮﻓﻖ ﻧﺸﺪﻡ ﺗﺎ ﺯﻣﺎﻥ ﺍﺭﺍﺋﻪ ي ﺍﻳﻦ ﺍﺛﺮ ﺑﻪ ﻣﻨﺎﺑﻊ ﺍﻧﺘﻬﺎي‬ ‫♣ ﺑﻪ ﻋﻠﺖ ﻋﺪ ﹺﻡ ﻫﻤﮑﺎﺭ ﹺ‬ ‫ﻣﺘﻦِ ﺍﺻﻠﻲ ﺩﺳﺘﺮﺳﻲ ﭘﻴﺪﺍ ﮐﻨﻢ ‪ .‬ﮐﻮﺷﺶ ﻣﻲ ﮐﻨﻢ ﮐﻪ ﺍﻳﻦ ﻧﻘﺺ ﺩﺭ ﻭﻳﺮﺍﻳﺶِ ﺑﻌﺪي ﺭﻓﻊ ﺷﻮﺩ ‪ .‬ﺑﺎ ﺍﻳﻦ‬ ‫ﻭﺟﻮﺩ ﻋﻼﻗﻪ ﻣﻨﺪﺍﻥ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺑﺎ ﻣﺮﺍﺟﻌﻪ ﺑﻪ ﻣﺘﻦِ ﺍﺻﻠﻲ ﺑﻪ ﻣﻨﺎﺑﻊ ﺩﺳﺘﺮﺳﻲ ﭘﻴﺪﺍ ﮐﻨﻨﺪ ‪.‬‬ ‫♣ ﺍﻧﺪﺍﺯﻩ ي ﺣﺮﻭﻑ ﺩﺭ ﻧﺴﺨﻪ ي ‪ PDF‬ﺑﺮﺍي ﻣﺸﺎﻫﺪﻩ ﺩﺭ ﺣﺎﻟﺖِ ‪ Full Screen‬ﺗﻨﻈﻴﻢ ﺷﺪﻩ ﺍﺳﺖ ‪.‬‬

‫♣ ﺷﻴﻮﻩ ي ﻃﺮﺍﺣﻲ ﺍﻳﻦ ﮐﺘﺎﺏ ‪:‬‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺑﺨﺶ ﻫﺎي ﺑﻌﺪ ﻣﺸﺎﻫﺪﻩ ﺧﻮﺍﻫﻴﺪ ﻧﻤﻮﺩ‪ ،‬ﻧﺤﻮﻩ ي ﺍﺭﺍﺋﻪ ي ﻣﻄﺎﻟﺐ ﺩﺭ ﺍﻳﻦ ﮐﺘﺎﺏ ﺑﻪ ﺍﻳﻦ‬ ‫ﺷﮑﻞ ﺍﺳﺖ ﮐﻪ ﺍﺑﺘﺪﺍ ﻧﻈﺮﻳﻪ ي ﻣﻮﺭﺩ ﻧﻈﺮ ﻣﻄﺮﺡ ﻣﻲ ﺷﻮﺩ‪ .‬ﺳﭙﺲ ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ﻣﺮﺑﻮﻁ ﺑﻪ ﺁﻥ‬ ‫ﺕ ﻣﻮﺿﻮ ﹺﻉ ﻣﻮﺭﺩ ﻧﻈﺮ ﻣﻮﺭﺩ ﺍﺭﺯﻳﺎﺑﻲ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﺩ‪.‬‬ ‫ﺍﺭﺍﺋﻪ ﻣﻲ ﺷﻮﺩ ﻭ ﺳﺮﺍﻧﺠﺎﻡ ﻧﻘﺎﻁ ﺿﻌﻒ ﻭ ﻗﻮ ِ‬

‫ﻧﻈﺮﻳﻪ ‬ ‫ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ‪،‬‬

‫ﺍﺭﺯﻳﺎﺑﻲ ‬

‫ﺷﻨﺎﺧﺖ ﻭ ﻓﻬﻢ ﻣﻮﺿﻮﻉ‬ ‫ﺗﺠﺰﻳﻪ ﺗﺤﻠﻴﻞ ﻭ ﺗﻔﺴﻴﺮ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﭘﻴﺶ ﮔﻔﺘﺎﺭ‬

‫ﻭ ﺳﺮﺍﻧﺠﺎﻡ ﺍﻳﻨﮑﻪ ‪:‬‬ ‫ﺍﺯ ﻫﻤﻪ ي ﺁﻧﭽﻪ ﮔﻔﺘﻪ ﺷﺪ ﻧﺒﺎﻳﺪ ﺍﻳﻨﮕﻮﻧﻪ ﺑﺮﺩﺍﺷﺖ ﮐﺮﺩ ﮐﻪ ﻣﻦ ﻣﺪﻋﻲ ﺍﺭﺍﺋﻪ ي ﺍﺛﺮي ﮐﺎﻣﻞ ﻭ ﺑﺪﻭﻥ ﻧﻘﺺ‬ ‫ﻫﺴﺘﻢ‪ .‬ﻫﺮﭼﻨﺪ ﺳﻌﻲ ﻣﻦ ﺑﺮ ﺍﻳﻦ ﺑﻮﺩﻩ ﺗﺎ ﺩﺭ ﺳﺮﺍﺳ ﹺﺮ ﮐﺘﺎﺏ ﺑﻪ ﻧﮑﺎﺗﻲ ﮐﻪ ﺩﺭ ﺑﺎﻻ ﺍﺷﺎﺭﻩ ﺷﺪ ﻋﻤﻞ ﮐﻨﻢ‪ ،‬ﺑﺎ ﺍﻳﻦ‬ ‫ﻭﺟﻮﺩ‪ ،‬ﺷﮑﻲ ﻧﻴﺴﺖ ﮐﻪ ﺍﻳﻦ ﺍﺛﺮ ﻧﻴﺰ ﻣﺎﻧﻨﺪ ﺳﺎﻳﺮ ﺁﺛﺎﺭ ﺩﺍﺭﺍي ﻧﻮﺍﻗﺺ ﺑﺴﻴﺎﺭي ﺳﺖ‪ " .‬ﺑﻨﺎﺑﺮ ﻳﮏ ﻣﺜﻞ ﺍﺳﭙﺎﻧﻴﺎﻳﻲ‪،‬‬ ‫ﺧﻄﺎ ﮐﺮﺩﻥ ﮐﺎﺭ ﺍﻧﺴﺎﻥ ﺍﺳﺖ‪ ،‬ﺩﺭ ﺧﻄﺎ ﻣﺎﻧﺪﻥ ﮐﺎﺭ ﺣﻴﻮﺍﻥ"‪ ) ! ١‬ﺍﻟﺒﺘﻪ ﻧﻪ ﻫﺮ ﺣﻴﻮﺍﻧﻲ !! (‬ ‫ي ﺍﻳﻦ ﮐﺘﺎﺏ ﺗﺎ‬ ‫ﺶ ﺑﻌﺪ ﹺ‬ ‫ﺍﻧﺘﻘﺎﺩﻫﺎي ﻏﻴﺮﻣﻐﺮﺿﺎﻧﻪ ﻭ ﺩﻟﺴﻮﺯﺍﻧﻪ ي ﺧﻮﺍﻧﻨﺪﮔﺎﻥ‪ ،‬ﺑﻪ ﻣﻦ ﮐﻤﮏ ﻣﻲ ﮐﻨﺪ ﺗﺎ ﺩﺭ ﻭﻳﺮﺍﻳ ﹺ‬ ‫ﺣﺪ ﺯﻳﺎﺩي ﺍﻳﻦ ﻧﻮﺍﻗﺺ ﺭﺍ ﺑﺮﻃﺮﻑ ﺳﺎﺯﻡ‪.‬ﻫﻤﭽﻨﻴﻦ ﻻﺯﻡ ﺍﺳﺖ ﺍﺯ ﻡ‪.‬ﮐﻮﺷﺎ ﺗﺸﮑﺮ ﮐﻨﻢ ﭼﺮﺍ ﮐﻪ ﻓﺼﻞِ ﻣﺮﺑﻮﻁ ﺑﻪ‬ ‫ﻋﻮﺍﻃﻒ ﻭ ﻫﻴﺠﺎﻧﺎﺕ ﺭﺍ ﺑﺎ ﻫﻤﮑﺎﺭيِ ﺍﻭ ﺗﺮﺟﻤﻪ ﮐﺮﺩﻩ ﺍﻡ ‪.‬‬ ‫ﺖ ﻫﻤﻪ ﺟﺎﻧﺒﻪ ي ﺁﻧﻬﺎ ‪ ،‬ﻃﻲ ﮐﺮﺩﻥ ﺍﻳﻦ ﻣﺴﻴﺮ‬ ‫ﺩﺭ ﺍﻧﺘﻬﺎ ﺍﺯ ﭘﺪﺭ ﻭ ﻣﺎﺩﺭﻡ ﺗﺸﮑﺮ ﻣﻲ ﮐﻨﻢ ﭼﺮﺍ ﮐﻪ ﺑﺪﻭﻥ ﺣﻤﺎﻳ ِ‬ ‫ﻣﻤﮑﻦ ﻧﺒﻮﺩ ‪.‬‬ ‫ﺏ‪ .‬ﮐﻮﺷﺎ‬ ‫ﺯﻣﺴﺘﺎﻥ ‪١٣٨٧‬‬

‫‪ ١‬ﻧﻘﻞ ﺍﺯ ﺁﻳﻴﻦ ﭘﮋﻭﻫﺶ – ﺍﺛﺮ ﺍﻣﻴﺮﺣﺴﻴﻦ ﺁﺭﻳﺎﻥ ﭘﻮﺭ ‪ -‬ﺻﻔﺤﻪ ي ‪١٥‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﭘﻴﺶ ﮔﻔﺘﺎﺭ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪١١ ‬‬ ‫‪ ‬‬

‫ﻓﺼﻞ ﺍﻭﻝ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻧﻮﻳﻦ ‪ :‬ﺭﻭﻳﮑﺮﺩﻫﺎ ﻭ ﺩﻏﺪﻏﻪ ﻫﺎ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪١٢ ‬‬ ‫‪ ‬‬

‫ﻓﻬﺮﺳﺖ ﻓﺼﻞ ﺍﻭﻝ ‪:‬‬

‫ﻓﺼﻞ ﺍﻭﻝ‪  ١١ ................................................................................................................................. ‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻧﻮﻳﻦ ‪ :‬ﺭﻭﻳﮑﺮﺩﻫﺎ ﻭ ﺩﻏﺪﻏﻪ ﻫﺎ‪  ١١ ................................................................................................. ‬‬ ‫ﻓﻬﺮﺳﺖ ﻓﺼﻞ ﺍﻭﻝ ‪  ١٢ ....................................................................................................................... :‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﭼﻴﺴﺖ؟‪  ١٤ ....................................................................................................................... ‬‬ ‫ﺗﻨﻮﻉﹺ ﻣﺒﺎﺣﺚ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ‪  ١٥ .............................................................................................................. :‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲﹺ ﺯﻳﺴﺘﻲ‪  ٢١ ........................................................................................................................ :‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺷﻨﺎﺧﺘﻲ ‪  ٢٤ ...................................................................................................................... :‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺷﻨﺎﺧﺘﻲ ‪  ٢٤ ...................................................................................................................... :‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲﹺ ﺗﻔﺎﻭﺕ ﻫﺎي ﻓﺮﺩي‪  ٢٧ ............................................................................................................ :‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺭﺷﺪ‪  ٢٩ .......................................................................................................................... :‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺟﺘﻤﺎﻋﻲ‪  ٣١ ...................................................................................................................... :‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲﹺ ﻧﺎﺑﻬﻨﺠﺎﺭ‪  ٣٣ ...................................................................................................................... :‬‬ ‫ﺷﻴﻮﻩ ﻫﺎي ﺗﺤﻘﻴﻖ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ‪  ٣٥ ....................................................................................................... :‬‬ ‫ﺁﻳﺎ ﻣﻲ ﺗﻮﺍﻥ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺭﺍ ﻳﮏ ﻋﻠﻢ ﺑﻪ ﺣﺴﺎﺏ ﺁﻭﺭﺩ ؟‪  ٣٨ .................................................................................... ‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﻓﻬﻢ ﻣﺘﻌﺎﺭﻑ‪  ٤٦ ................................................................................................................ :‬‬ ‫ﺳﻮﮔﻴﺮيﹺ ﭘﺲ ﻧﮕﺮ ) ‪  ٥٠ ........................................................................................... : (  hindsight bias‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺭ ﺳﺮﺗﺎﺳﺮ ﺟﻬﺎﻥ ‪  ٥٢ ............................................................................................................ :‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻣﻴﺎﻥ ﻓﺮﻫﻨﮕﻲ‪  ٥٥ ................................................................................................................ :‬‬ ‫ﺳﺎﺧﺘﺎﺭﻫﺎي ﺟﻬﺎﻧﻲ ﻭ ﻣﻨﻄﻘﻪ ﺍي‪  ٥٧ .......................................................................................................... :‬‬ ‫ﺗﻔﺎﻭﺕ ﻫﺎي ﺩﺭﻭﻥِ ﻓﺮﻫﻨﮕﻬﺎ ‪  ٥٩ .............................................................................................................. :‬‬ ‫ﻳﮑﺴﺎﻥ ﺍﻧﮕﺎﺭي ‪  ٦٠ .......................................................................................................................... :‬‬ ‫ﻧﺎﺩﻳﺪﻩ ﺍﻧﮕﺎﺭي ‪  ٦١ ............................................................................................................................ :‬‬ ‫ﺗﻌﺼﺒﺎﺕ‪  ٦٢ .................................................................................................................................. :‬‬ ‫ﻣﻨﺸﺎﺀ ﺗﻔﺎﻭﺕ ﻫﺎي ﺟﻨﺴﻴﺘﻲ‪  ٦٣ .............................................................................................................. :‬‬ ‫ﻓﺮﺩﮔﺮﺍﻳﻲ‪ ‬ﻭ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ‪  ٦٩ ................................................................................................................. :‬‬ ‫ﺧﻼﺻﻪ ي ﻓﺼﻞ ‪  ٧٩ ........................................................................................................................ :‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪١٣ ‬‬ ‫‪ ‬‬

‫ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎي ﻣﺘﺮﺟﻢ ‪  ٨١ ................................................................................................................... :‬‬ ‫ﮐﺘﺎﺏ ﻫﺎﻳﻲ ﺑﺮﺍي ﻣﻄﺎﻟﻌﻪ ي ﺑﻴﺸﺘﺮ ‪  ٩٤ ...................................................................................................... :‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪١٤ ‬‬ ‫‪ ‬‬

‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‪ ١‬ﭼﻴﺴﺖ؟‬ ‫ﻖ ﺭﺍﻳﺞ ﺗﺮﻳﻦ ﺗﻌﺮﻳﻒ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻳﻌﻨﻲ ﻣﻄﺎﻟﻌﻪ ي ﻋﻠﻤﻲ ﺭﻓﺘﺎﺭ‪.٢‬‬ ‫ﻃﺒ ﹺ‬ ‫ﺍﻳﻦ ﺗﻌﺮﻳﻒ ﺑﻪ ﺍﻳﻦ ﺩﻟﻴﻞ ﺩﺭ ﻣﻴﺎ ِﻥ ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﻋﻤﻮﻣﻴﺖ‬ ‫ﻳﺎﻓﺘﻪ ﺍﺳﺖ ﮐﻪ ﺍﮐﺜ ﹺﺮ ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﺑﺮﺍي ﻣﺸﺎﻫﺪﻩ ﻭ‬ ‫ﺶ ﺭﻓﺘﺎﺭﻫﺎ‪ ،‬ﺍﻫﻤﻴﺖ ﻓﺮﺍﻭﺍﻧﻲ ﻗﺎﺋﻞ ﺍﻧﺪ‪ .‬ﺑﺎ ﺍﻳﻦ‬ ‫ﺳﻨﺠ ﹺ‬ ‫ﻭﺟﻮﺩ‪ ،‬ﺍﻳﻦ ﺗﻌﺮﻳﻒ ﺩﺍﺭﺍي ﻣﺤﺪﻭﺩﻳﺖ ﻫﺎﻳﻲ ﻧﻴﺰ ﻫﺴﺖ‬ ‫ﺯﻳﺮﺍ ﻣﻌﻤﻮﻻ ً ﺑﺮﺍي ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﻋﻼﻭﻩ ﺑﺮ ﺑﺮﺭﺳﻲ‬ ‫ﺭﻓﺘﺎﺭﻫﺎي ﺍﻧﺴﺎﻥ ﻭ ﻣﻮﺟﻮﺩﺍﺕ ﺩﻳﮕﺮ‪ ،‬ﻓﻬ ﹺﻢ ﻋﻠﺖ ﻭ‬ ‫ﺶ ﺭﻓﺘﺎﺭﻫﺎ‪ ،‬ﻓﺮﺍﻳﻨﺪﻫﺎ‪ ٣‬ﻭ‬ ‫ﭼﺮﺍﻳﻲ ﺑﺮﻭﺯ ﺭﻓﺘﺎﺭﻫﺎ ﻧﻴﺰ ﻣﻬﻢ ﺍﺳﺖ‪ .‬ﺑﻪ ﺍﻳﻦ ﻣﻨﻈﻮﺭ ﺑﺎﻳﺴﺘﻲ ﻋﻼﻭﻩ ﺑﺮ ﻣﺸﺎﻫﺪﻩ ﻭ ﺳﻨﺠ ﹺ‬ ‫ﻦ ﺍﻳﻦ‬ ‫ﺍﻧﮕﻴﺰﻩ‪٤‬ﻫﺎي ﺩﺭﻭﻧﻲ ﮐﻪ ﺑﻪ ﻭﺟﻮﺩ ﺁﻭﺭﻧﺪﻩ ي ﻳﮏ ﺭﻓﺘﺎ ﹺﺭ ﻣﻌﻴﻦ ﻫﺴﺘﻨﺪ ﻧﻴﺰ ﺑﺮﺭﺳﻲ ﺷﻮﺩ‪ .‬ﺑﺎ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘ ﹺ‬ ‫ﻒ ﺩﻗﻴﻖ ﺗﺮ ﻭ ﮐﺎﻣﻞ ﺗﺮي ﻣﻲ ﺭﺳﻴﻢ ‪:‬‬ ‫ﻧﮑﺎﺕ‪ ،‬ﺑﻪ ﺗﻌﺮﻳ ِ‬

‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﻠﻤﻲ ﺍﺳﺖ ﮐﻪ ﺩﺭ ﺁﻥ ﺷﻮﺍﻫ ِﺪ ﺭﻓﺘﺎﺭي ﻭ ﺩﻳﮕﺮ ﻣﺪﺍﺭﮎ ﺑﻪ ﮐﺎﺭ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﻧﺪ ﺗﺎ ﺍﺯ‬ ‫ﺖ ﺭﻓﺘﺎ ﹺﺭ ﺧﺎﺻﻲ ﻫﺪﺍﻳﺖ ﻣﻲ ﮐﻨﻨﺪ‬ ‫ﻓﺮﺍﻳﻨﺪ ﻫﺎي ﺩﺭﻭﻧﻲ ﮐﻪ ﺍﻧﺴﺎﻥ ﻫﺎ ﻭ ﺟﺎﻧﻮﺭﺍ ِﻥ ﺩﻳﮕﺮ ﺭﺍ ﺩﺭ ﺟﻬ ِ‬ ‫ﻓﻬﻤﻲ ﺑﻪ ﺩﺳﺖ ﺁﻳﺪ‪.‬‬

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‫‪Psychology ١‬‬ ‫‪ : behaviour ٢‬ﺩﺭ ﺍﻳﻨﺠﺎ‪ ،‬ﻣﻨﻈﻮﺭ ﺍﺯ ﺭﻓﺘﺎﺭ‪ ،‬ﭘﺎﺳﺦ ﻫﺎي ﻗﺎﺑﻞِ ﻣﺸﺎﻫﺪﻩ ﺍﺳﺖ‪ .‬ﺑﺮﺍي ﺗﻮﺿﻴﺢ ﺑﻴﺸﺘﺮ ‪e‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪  [١‬‬ ‫‪ : process ٣ ‬ﺍﻳﻦ ﺍﺻﻄﻼﺡ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻣﻌﺎﻧﻲ ﮔﻮﻧﺎﮔﻮﻧﻲ ﺩﺍﺭﺩ‪ .‬ﺍﻣﺎ ﺗﻤﺎﻡِ ﺁﻧﻬﺎ ﺑﺎ ﺭﻳﺸﻪ ي ﻻﺗﻴﻦ ﺑﻪ ﻣﻌﻨﻲِ » ﭘﻴﺶ ﺭﻓﺘﻦ« ﻫﻤﺎﻫﻨﮕﻲ‬ ‫ﺩﺍﺭﻧﺪ ﻭ ﭘﻴﺸﺮﻓﺖِ ﮔﺎﻡ ﺑﻪ ﮔﺎﻡ ﺑﻪ ﺳﻮي ﻫﺪﻓﻲ ﺭﺍ ﻣﻲ ﺭﺳﺎﻧﻨﺪ‪ .‬ﺑﻪ ﻃﻮﺭِ ﺧﻼﺻﻪ‪ ،‬ﺍﺻﻄﻼﺡِ » ﻓﺮﺍﻳﻨﺪ « ﻳﻌﻨﻲ ﺗﻐﻴﻴﺮِ ﻣﺮﺣﻠﻪ ﺑﻪ ﻣﺮﺣﻠﻪ ﺑﻪ‬ ‫ﺳﻤﺖِ ﻳﮏ ﻫﺪﻑِ ﻣﻌﻴﻦ‪ ) .‬ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﻓﺮﻫﻨﮓِ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﻧﭙﺰﺷﮑﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي (‪ ‬‬ ‫‪ -١ motive ٤‬ﺣﺎﻟﺘﻲ ﺩﺭ ﺩﺭﻭﻥ ﻓﺮﺩ ﮐﻪ ﺑﻪ ﺍﻭ ﺍﻧﺮﮊي ﻣﻲ ﺩﻫﺪ ﻭ ﺍﻭ ﺭﺍ ﺑﻪ ﺳﻮي ﻫﺪﻑ ﺧﺎﺻﻲ ﺭﻫﺒﺮي ﻣﻲ ﮐﻨﺪ‪ – ٢.‬ﺩﻟﻴﻠﻲ ﮐﻪ ﻓﺮﺩ‬ ‫ﺑﺮﺍي ﺗﻮﺟﻴﻪ ﺭﻓﺘﺎﺭﺵ ﺫﮐﺮ ﻣﻲ ﮐﻨﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﻋﻠﻲ ﺍﮐﺒﺮ ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ (‪ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪١٥ ‬‬ ‫‪ ‬‬

‫ﺗﻨﻮ ﹺﻉ ﻣﺒﺎﺣﺚ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ‪:‬‬ ‫ﮎ ﺭﻓﺘﺎ ﹺﺭ ﺑﺸﺮ‬ ‫ﻦ ﻣﻄﺎﻟﻌﻪ ي ﺍﻳﻦ ﮐﺘﺎﺏ ﻣﻤﮑﻦ ﺍﺳﺖ ﺍﺯ ﺗﻨﻮ ﹺﻉ ﺭﻭﻳﮑﺮﺩ‪١‬ﻫﺎﻳﻲ ﮐﻪ ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﺑﺮﺍي ﺩﺭ ِ‬ ‫ﺩﺭ ﺣﻴ ﹺ‬ ‫ي ﻫﺮ‬ ‫ﻞ ﻭﺟﻮﺩ ﺍﻳﻦ ﻫﻤﻪ ﺭﻭﻳﮑﺮﺩ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺩﺭ ﺷﮑﻞ ﮔﻴﺮ ﹺ‬ ‫ﺑﮑﺎﺭ ﮔﺮﻓﺘﻪ ﺍﻧﺪ‪ ،‬ﺩﭼﺎﺭ ﺳﺮﺩﺭﮔﻤﻲ ﺷﻮﻳﺪ‪ .‬ﺩﻟﻴ ﹺ‬ ‫ﻞ ﻣﺨﺘﻠﻔﻲ ﺳﻬﻴﻢ ﻫﺴﺘﻨﺪ‪ } .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ ﺑﺮﺍي ﻫﺮ ﺭﻓﺘﺎﺭ ﻳﮏ ﺩﻟﻴﻞ ﻣﺸﺨﺺ ﻭ ﻣﻨﻔﺮﺩ‬ ‫ﺭﻓﺘﺎ ﹺﺭ ﻣﻌﻴﻦ‪ ،‬ﻋﻮﺍﻣ ﹺ‬ ‫ﺢ ﻳﮏ‬ ‫ﺡ ﻣﺨﺘﻠﻒ ﻗﺎﺩﺭ ﺑﻪ ﺗﻮﺿﻴ ﹺ‬ ‫ﻦ ﻣﺠﻤﻮﻋﻪ ﺍي ﺍﺯ ﻋﻮﺍﻣﻞ ﺩﺭ ﺳﻄﻮ ﹺ‬ ‫ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ {؛ ﺑﻠﮑﻪ ﺗﻨﻬﺎ ﺑﺎ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘ ﹺ‬ ‫ﺭﻓﺘﺎ ﹺﺭ ﻣﻌﻴﻦ ﻫﺴﺘﻴﻢ‪.‬‬

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‫ﭘﻴﭽﻴﺪﮔﻲ ﺭﻓﺘﺎ ﹺﺭ ﺍﻧﺴﺎﻥ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﺎ ﺫﮐﺮ ﻳﮏ ﻣﺜﺎﻝ ﺑﻪ ﺧﻮﺑﻲ ﻧﺸﺎﻥ ﺩﺍﺩ‪:‬‬ ‫ﻣﺮﺩي ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺑﮕﻴﺮﻳﺪ ﮐﻪ ﺑﺎ ﺧﺸﻢ ﻭ ﻏﻀﺐ ﺑﺴﻴﺎﺭ ﺑﻪ ﻣﺮﺩ ﺩﻳﮕﺮي ﺣﻤﻠﻪ ﻣﻲ ﮐﻨﺪ ﻭ ﻣﺸﺖ ﻫﺎي ﻣﮑﺮﺭي ﺑﻪ‬ ‫ﺳﺮ ﻭ ﺻﻮﺭﺕ ﺍﻭ ﻣﻲ ﺯﻧﺪ‪ .‬ﭼﻪ ﻋﻮﺍﻣﻠﻲ ﻣﻤﮑﻦ ﺍﺳﺖ ﺩﺭ ﺍﻳﻦ ﺭﻭﻳﺪﺍﺩ ﻧﻘﺶ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ ؟‬ ‫ﻦ ﺧﻮﺩ ﺑﻪ ﺍﺭﺙ ﺑﺮﺩﻩ‬ ‫ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﺨﺸﻲ ﺍﺯ ﺭﻓﺘﺎ ﹺﺭ ﺍﻳﻦ ﺷﺨﺺ ﺑﻪ ﮊﻥ ﻫﺎﻳﻲ ﺑﺴﺘﮕﻲ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ﮐﻪ ﺍﺯ ﻭﺍﻟﺪﻳ ﹺ‬ ‫ﺕ ﺩﻭﺭﺍﻥ ﮐﻮﺩﮐﻲ ﺍﻭ ﻣﺮﺑﻮﻁ ﺑﺎﺷﺪ ﻣﺜﻼً ﻭﺟﻮ ِﺩ ﺧﺸﻮﻧﺖ ﺩﺭﻭ ِﻥ ﺧﺎﻧﻮﺍﺩﻩ‪.‬‬ ‫ﺍﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﻪ ﺗﺠﺮﺑﻴﺎ ِ‬ ‫ﻞ ﮔﻴﺮ ﮐﺮﺩﻥ ﺩﺭ ﻳﮏ ﺗﺮﺍﻓﻴ ِ‬ ‫ﮏ ﺳﻨﮕﻴﻦ‪ .‬ﺷﺎﻳﺪ ﻫﻢ‬ ‫ﺙ ﺍﺳﺘﺮﺱ ﺯﺍي ﺍﺧﻴﺮ ﺑﺮﮔﺮﺩﺩ ﻣﺜ ﹺ‬ ‫ﺷﺎﻳﺪ ﺑﺨﺸﻲ ﺍﺯ ﺁﻥ ﺑﻪ ﺣﻮﺍﺩ ِ‬ ‫ﺑﻪ ﺳﺎﺑﻘﻪ ي ﭘﺰﺷﮑﻲ ﻓﺮ ِﺩ ﺣﻤﻠﻪ ﮐﻨﻨﺪﻩ ﻣﺮﺑﻮﻁ ﺑﺎﺷﺪ ﻣﺜﻞ ﺳﺎﺑﻘﻪ ي ﺁﺳﻴﺐ ﻫﺎي ﺫﻫﻨﻲ ﻭ ﺭﻓﺘﺎﺭﻫﺎي ﺿﺪ‬ ‫ﺍﺟﺘﻤﺎﻋﻲ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻣﻤﮑﻦ ﺍﺳﺖ ﺍﻳﻦ ﺭﻓﺘﺎﺭ ﻧﺎﺷﻲ ﺍﺯ ﺍﺣﺴﺎﺳﺎﺕ ﻭ ﺍﻓﮑﺎ ﹺﺭ ﺷﺨﺺ ﺩﺭ ﺁﻥ ﺑﺮﻫﻪ ﺍﺯ ﺯﻣﺎﻥ ﺑﺎﺷﺪ‪ .‬ﻣﺜﻼً‬ ‫ﺖ ﻧﺰﺩﻳﮑﺶ ﻣﺸﺎﺟﺮﻩ ﮐﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺷﺎﻳﺪ ﺑﻪ ﻋﻮﺍﻣ ﹺ‬ ‫ﻞ ﺍﺟﺘﻤﺎﻋﻲ ﻣﺮﺑﻮﻁ ﺑﺎﺷﺪ‪ .‬ﻣﺜﻼ ً‬ ‫ﭼﻨﺪ ﺩﻗﻴﻘﻪ ﭘﻴﺶ ﺗﺮ ﺑﺎ ﺩﻭﺳ ِ‬ ‫‪                                                       ‬‬

‫‪ : approach ١ ‬ﺭﻭﻳﮑﺮﺩ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ " ﺍﺯ ﺯﺍﻭﻳﻪ ي ﺧﺎﺻﻲ ﺑﻪ ﻣﻮﺿﻮﻉ ﻧﮕﺮﻳﺴﺘﻦ " ﺩﺍﻧﺴﺖ‪ .‬ﺑﺮﺍي ﻣﺜﺎﻝ ‪:‬‬ ‫ﭼﻨﺎﻧﭽﻪ ﻋﺎﻣﻞ ﻓﻘﺮ ﺭﺍ ﺑﻪ ﻋﻨﻮﺍﻥ ﻋﻠﺖِ ﻭﻗﻮﻉ ﺟﺮﻡ ﻭ ﺟﻨﺎﻳﺖ ﺩﺭ ﻧﻈﺮ ﺑﮕﻴﺮﻳﻢ‪ ،‬ﺑﻪ ﻣﺴﺎﻟﻪ ي ﺟﺮﺍﻳﻢ ﺍﺯ ﺭﻭﻳﮑﺮﺩ ﺍﺟﺘﻤﺎﻋﻲ ﻧﮕﺎﻩ‬ ‫ﮐﺮﺩﻩ ﺍﻳﻢ‪  .‬‬ ‫‪               ‬ﺍﮔﺮ ﺗﻔﺎﻭﺕ ﻫﺎي ﺍﻓﺮﺍﺩ ﺩﺭ ﺳﻄﺢ ﺗﺮﺷﺤﺎﺕ ﻫﻮﺭﻣﻮﻧﻲ ﺭﺍ ﻋﻠﺖ ﻭﻗﻮﻉ ﺟﺮﻡ ﻭ ﺟﻨﺎﻳﺖ ﻋﻨﻮﺍﻥ ﮐﻨﻴﻢ‪ ،‬ﺑﺎ ﺭﻭﻳﮑﺮﺩ ِ ﺯﻳﺴﺘﻲ ﺑﻪ‬ ‫ﻣﺎﺟﺮﺍ ﻧﻈﺮ ﺍﻧﺪﺍﺧﺘﻪ ﺍﻳﻢ‪  .‬‬ ‫ﺑﺮﺧﻲ ﻭﺍﮊﻩ ي ‪ approach‬ﺭﺍ » ﺩﻳﺪﮔﺎﻩ « ﻭ » ﮔﺮﺍﻳﺶ « ﻧﻴﺰ ﺗﺮﺟﻤﻪ ﮐﺮﺩﻩ ﺍﻧﺪ‪ – .‬ﻡ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪١٦ ‬‬ ‫‪ ‬‬

‫ﻲ ﺍﻭ ﺍﻳﻦ ﻋﻤﻞ ﺭﺍ‬ ‫ﺖ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮑ ﹺ‬ ‫ﻑ ﻣﻘﺎﺑﻞ ﺑﻪ ﺍﻋﻀﺎي ﺧﺎﻧﻮﺍﺩﻩ ي ﺍﻭ ﺗﻮﻫﻴﻦ ﮐﺮﺩﻩ ﺍﺳﺖ‪  .‬ﺷﺎﻳﺪ ﻫﻢ ﻭﺿﻌﻴ ِ‬ ‫ﻃﺮ ِ‬ ‫ﻲ ﻓﺮﺩ ﺩﺭ ﺁﻥ ﻟﺤﻈﻪ ﺷﺪﻳﺪﺍً ﻧﺎﻣﺘﻌﺎﺩﻝ ﺑﺎﺷﺪ‪ .‬ﻭ ﺑﺎﻻﺧﺮﻩ ﻣﻤﮑﻦ ﺍﺳﺖ‬ ‫ﺖ ﻫﻮﺭﻣﻮﻧ ﹺ‬ ‫ﺍﻳﺠﺎﺏ‪ ‬ﮐﺮﺩﻩ ﺑﺎﺷﺪ‪ .‬ﻣﺜﻼً ﻭﺿﻌﻴ ِ‬ ‫ﮓ ﻣﺬﮐﻮﺭ ﻣﺸﺖ ﻭ ﻟﮕﺪ ﺯﺩﻥ ﺑﻪ ﻫﻨﮕﺎ ﹺﻡ‬ ‫ﻞ ﻓﺮﻫﻨﮕﻲ ﺩﺭ ﺍﻳﻦ ﻣﺴﺎﻟﻪ ﻧﻘﺶ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ ﻣﺜﻼ ً ﺩﺭ ﻓﺮﻫﻨ ِ‬ ‫ﻋﻮﺍﻣ ﹺ‬ ‫ﻋﺼﺒﺎﻧﻴﺖ ﻧﺴﺒﺖ ﺑﻪ ﺩﻳﮕﺮ ﻓﺮﻫﻨﮓ ﻫﺎ‪ ،‬ﺍﻣﺮي ﭘﺬﻳﺮﻓﺘﻪ ﻭ ﻳﺎ ﻧﺴﺒﺘﺎً ﺭﺍﻳﺞ ﺑﺎﺷﺪ‪.‬‬ ‫ﻧﮑﺘﻪ ي ﮐﻠﻴﺪي ﻣﺜﺎﻝ ﺑﺎﻻ ﺍﻳﻦ ﺑﻮﺩ ﮐﻪ ﺑﺮﺍي ﺭﻓﺘﺎ ﹺﺭ ﺧﺸﻤﻨﺎﮎ ﺍﻳﻦ ﻣﺮﺩ ﻳﮏ ﺗﻌﺒﻴﺮ ﻭ ﺗﻔﺴﻴﺮ ﻣﻌﻴﻦ ﻭ ﻣﻨﻔﺮﺩ‬ ‫ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪  .‬ﺩﺭ ﻭﺍﻗﻊ ﻋﻮﺍﻣﻞ ﺑﺴﻴﺎﺭي ﮐﻪ ﺩﺭ ﺑﺎﻻ ﺫﮐﺮ ﺷﺪ ﺑﻪ ﺻﻮﺭﺕ ﻣﺸﺘﺮﮎ ﻭ ﻫﻤﺰﻣﺎﻥ‪ ،‬ﺭﻓﺘﺎ ﹺﺭ ﺍﻳﻦ ﻓﺮﺩ ﺭﺍ‬ ‫ﺷﮑﻞ ﻣﻲ ﺩﻫﻨﺪ‪.١‬‬

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‫‪ ١ ‬ﻻﺯﻡ ﺑﻪ ﺫﮐﺮ ﺍﺳﺖ ﮐﻪ ﭘﻴﭽﻴﺪﮔﻲِ ﻣﻮﺿﻮﻉ ﺯﻣﺎﻧﻲ ﺑﻪ ﺩﺭﺳﺘﻲ ﺩﺭﮎ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺑﺪﺍﻧﻴﻢ ﻫﺮ ﻳﮏ ﺍﺯ ﺍﻳﻦ ﻋﻮﺍﻣﻞ ﺑﺎ ﺗﻤﺎﻣﻲ ﻋﻮﺍﻣﻞ ﺩﻳﮕﺮ‬ ‫ﺑﺮﻫﻤﮑﻨﺶ ) ﺗﻌﺎﻣﻞ ( ﺩﺍﺭﺩ ! ﻣﺜﻼً ﺗﻌﺎﺩﻝِ ﻫﻮﺭﻣﻮﻧﻲِ ﻓﺮﺩ ﺍﺯ ﮔﻴﺮﮐﺮﺩﻥ ﺩﺭ ﺗﺮﺍﻓﻴﮏ ﻧﻴﺰ ﺗﺎﺛﻴﺮ ﻣﻲ ﭘﺬﻳﺮﺩ ﻭ ﺍﻳﻦ ﺗﺎﺛﻴﺮ ﺧﻮﺩ ﺑﺮ ﻣﺸﺎﺟﺮﻩ ﺑﺎ‬ ‫ﺩﻭﺳﺖِ ﻓﺮﺩ ﺗﺎﺛﻴﺮ ﻣﻲ ﮔﺬﺍﺭﺩ ﻭ‪...‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪١٧ ‬‬ ‫‪ ‬‬

‫◄ ﺍﻳﻨﺠﺎ ﻳﮑﻲ ﺍﺯ ﭘﻨﺎﻫﮕﺎﻩ ﻫﺎي ﻗﻠﻪ ي ﻣﺎﺗﺮﻫﻮﺭﻥ ﺩﺭ ﺳﻮﻳﻴﺲ ﺍﺳﺖ‪ .‬ﻓﮑﺮ ﻣﻲ ﮐﻨﻴﺪ ﭼﻪ ﻋﻮﺍﻣﻞ ﺩﺭﻭﻧﻲ‪ ‬ﺩﺳﺖ ﺑﻪ‬ ‫ﺩﺳﺖ ﻳﮑﺪﻳﮕﺮ ﻣﻲ ﺩﻫﻨﺪ ﺗﺎ ﻓﺮﺩ ﺗﺼﻤﻴﻢ ﻣﻲ ﮔﻴﺮﺩ ﺑﺎ ﺍﻳﻦ ﻗﻠﻪ ي ﺳﺮﺳﺨﺖ ﺩﺳﺖ ﻭ ﭘﻨﺠﻪ ﻧﺮﻡ ﮐﻨﺪ ؟‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪١٨ ‬‬ ‫‪ ‬‬

‫ﺩﺭ ﻳﮏ ﺟﻤﻊ ﺑﻨﺪي‪ ،‬ﻋﻮﺍﻣﻠﻲ ﮐﻪ ﺭﻓﺘﺎ ﹺﺭ ﻣﺎ ﺭﺍ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﻨﺪ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪  :‬‬ ‫ﻂ ﺍﻓﺮﺍﺩي ﮐﻪ ﺩﺭ ﻣﺤﻴﻂ ﺣﻀﻮﺭ ﺩﺍﺭﻧﺪ‪  ( .‬‬ ‫ƒ ﻣﺤﺮﮎ‪ ١‬ﻫﺎي ﻣﺎ ) ﻣﺜﻼً ﺗﺤﺮﻳﮏ ﺷﺪﻥ ﺗﻮﺳ ِ‬ ‫ﮏ ﺳﻨﮕﻴﻦ ( ‪ ‬‬ ‫ﺕ ﺍﺧﻴﺮ ﻣﺎ ) ﻣﺜﻼً ﮔﻴﺮ ﺍﻓﺘﺎﺩﻥ ﺩﺭ ﻳﮏ ﺗﺮﺍﻓﻴ ِ‬ ‫ƒ ﺗﺠﺮﺑﻴﺎ ِ‬ ‫ﺕ ﺗﻬﺎﺟﻤﻲ ﻭ ﭘﺮﺧﺎﺷﮕﺮي ( ‪ ‬‬ ‫ƒ ﻭﻳﮋﮔﻲ ﻫﺎي ﮊﻧﺘﻴﮑﻲ‪ ‬ﻣﺎ ) ﻣﺜﻼً ﺑﻪ ﺍﺭﺙ ﺑﺮﺩ ِﻥ ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﺢ ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﮔﻮﻧﺎﮔﻮﻥ ( ‪ ‬‬ ‫ƒ ﺳﻴﺴﺘ ﹺﻢ ﻓﻴﺰﻳﻮﻟﻮﮊي‪ ٢‬ﻣﺎ ) ﻣﺜﻼً ﺗﺮﺷ ﹺ‬ ‫ﺕ ﻣﺎ ( ‪ ‬‬ ‫ƒ ﺳﻴﺴﺘﻢِ ﺷﻨﺎﺧﺘﻲ‪ ٣‬ﻣﺎ ) ﺍﺩﺭﺍﮐﺎﺕ‪ ،‬ﺍﻓﮑﺎﺭ‪ ،‬ﺧﺎﻃﺮﺍ ِ‬ ‫ﻂ‪ ٤‬ﺍﺟﺘﻤﺎﻋﻲ ﻣﺎ }ﻣﺜﻼً ﺟﺎﻣﻌﻪ ﺩﺭ ﻳﮏ ﺑﺤﺮﺍ ِﻥ ﺍﻗﺘﺼﺎﺩي ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪  { .‬‬ ‫ƒ ﻣﺤﻴ ِ‬ ‫ﮓ ﻣﺬﮐﻮﺭ ( ‪ ‬‬ ‫ﻂ ﻓﺮﻫﻨﮕﻲ ﻣﺎ ) ﻣﺜﻼً ﭘﺬﻳﺮﻓﺘﻪ ﺑﻮﺩ ِﻥ ﺯﺩ ﻭ ﺧﻮﺭﺩ ﺩﺭ ﻓﺮﻫﻨ ِ‬ ‫ƒ ﻣﺤﻴ ِ‬ ‫ﺕ ﺩﻭﺭﺍ ِﻥ ﮐﻮﺩﮐﻲ ( ‪ ‬‬ ‫ﻲ ﮔﺬﺷﺘﻪ ي ﻣﺎ ) ﺍﺯ ﺟﻤﻠﻪ ﺗﺠﺮﺑﻴﺎ ِ‬ ‫ﺕ ﺯﻧﺪﮔ ﹺ‬ ‫ƒ ﺗﺠﺮﺑﻴﺎ ِ‬ ‫ƒ ﻭﻳﮋﮔﻲ ﻫﺎي ﻓﺮﺩي ﻣﺎ ) ﺷﺎﻣ ﹺ‬ ‫ﻞ ﻫﻮﺵ‪ ،‬ﺷﺨﺼﻴﺖ‪ ١‬ﻭ ﺳﻼﻣﺖِ ﺫﻫﻨﻲ ( ‪ ‬‬ ‫‪                                                       ‬‬

‫‪ : Stimulus ١‬ﻫﺮ ﻋﺎﻣﻞ ﺩﺭﻭﻧﻲ ﻳﺎ ﺑﻴﺮﻭﻧﻲ ﮐﻪ ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ ﺭﺍ ﺑﻪ ﮐﺎﺭ ﻭ ﻋﻤﻞ ﻭﺍﺩﺍﺭﺩ ﻭ ﺭﻓﺘﺎﺭ ﺍﻭ ﺭﺍ ﻓﻌﺎﻝ ﮐﻨﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ‬ ‫ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ (‪   ‬‬ ‫‪ : physiology ٢ ‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﭙﺮﺳﻴﺪ ﭼﻪ ﺗﻔﺎﻭﺗﻲ ﺑﻴﻦ ﻓﻴﺰﻳﻮﻟﻮﮊي ﻭ ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ ) ‪ ( biology‬ﻭﺟﻮﺩ ﺩﺍﺭﺩ ؟ ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ‬ ‫ﻋﻠﻤﻲ ﺳﺖ ﮐﻪ ﺯﻧﺪﮔﻲ ) ﭼﮕﻮﻧﮕﻲ ﭘﻴﺪﺍﻳﺶ ﻭ ﺗﮑﺎﻣﻞ ِ( ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺭﺍ ﻣﻄﺎﻟﻌﻪ ﻣﻲ ﮐﻨﺪ‪ .‬ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﻓﻴﺰﻳﻮﻟﻮﮊي ﺷﺎﺧﻪ ﺍي ﺍﺯ‬ ‫ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ ﺳﺖ ﮐﻪ ﺑﻪ ﻣﻄﺎﻟﻌﻪ ي ﻋﻠﻤﻲ ِ ﮐﺎﺭﮐﺮﺩ ِ ﻣﻮﺟﻮﺩ ِ ﺯﻧﺪﻩ ﻭ ﻫﺮ ﺍﻧﺪﺍﻡ‪ ،‬ﺑﺎﻓﺖ ﻭ ﺳﻠﻮﻟﻲ ﮐﻪ ﺍﻭ ﺭﺍ ﺗﺸﮑﻴﻞ ﺩﺍﺩﻩ ﺍﺳﺖ‪ ،‬ﻣﻲ‬ ‫ﭘﺮﺩﺍﺯﺩ – ﻡ ‪ ‬‬ ‫‪ : cognitive ٣ ‬ﺑﻪ ﻓﺮﺍﻳﻨﺪﻫﺎﻳﻲ ﻧﻈﻴﺮ ِ ﺗﻔﮑﺮ‪ ،‬ﺗﺼﻤﻴﻢ ﮔﻴﺮي‪ ،‬ﺍﺩﺭﺍﮎ ﻭ ﺗﻮﺟﻪ ﻭ ﻏﻴﺮﻩ ﺩﺭ ﻣﺠﻤﻮﻉ ﺳﻴﺴﺘﻢ ِ ﺷﻨﺎﺧﺘﻲ ﻓﺮﺩ ﮔﻔﺘﻪ ﻣﻲ‬ ‫ﺷﻮﺩ‪ ..‬ﺑﺮﺍي ﺩﺭﮎِ ﺑﻬﺘﺮِ ﻣﻮﺿﻮﻉ ﻣﺜﺎﻟﻲ ﻣﻲ ﺯﻧﻴﻢ ‪ :‬ﺑﺴﻴﺎﺭي ﺍﺯ ﺍﻓﺮﺍﺩ ﺍﺯ ﻋﻨﮑﺒﻮﺕ ﻣﻲ ﺗﺮﺳﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﺍﮔﺮ ﺑﺎ ﺗﻮﺿﻴﺢِ ﺳﺎﺧﺘﻤﺎﻥِ‬ ‫ﺑﺪﻥِ ﻳﮏ ﻋﻨﮑﺒﻮﺕ‪ ،‬ﺑﺎﻭﺭﻫﺎ ﻭ ﺍﻓﮑﺎﺭ ﺁﻧﻬﺎ ﻧﺴﺒﺖ ﺑﻪ ﻋﻨﮑﺒﻮﺕ ﺗﻐﻴﻴﺮ ﺩﺍﺩﻩ ﺷﻮﺩ‪ ،‬ﺁﻧﮕﺎﻩ ﺗﺮﺱِ ﺍﻳﻦ ﺍﻓﺮﺍﺩ ﺍﺯ ﻋﻨﮑﺒﻮﺕ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﻗﺒﻞ‬ ‫ﮐﻤﺘﺮ ﺧﻮﺍﻫﺪ ﺷﺪ‪ .‬ﺩﺭ ﭼﻨﻴﻦ ﺷﺮﺍﻳﻄﻲ ﺍﺻﻄﻼﺣﺎ ً ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺗﻐﻴﻴﺮ ﺩﺭ ﺳﻴﺴﺘﻢ ِ ﺷﻨﺎﺧﺘﻲ ِ ﺍﻳﻦ ﺍﻓﺮﺍﺩ ﺑﺎﻋﺚ ﺷﺪ ﺗﺎ ﺗﺮﺱ ﺁﻧﻬﺎ ﺍﺯ‬ ‫ﻋﻨﮑﺒﻮﺕ ﮐﺎﻫﺶ ﻳﺎﺑﺪ‪ -.‬ﻡ‬ ‫‪ Environment ٤ ‬ﻣﺤﻴﻂ‪ -١ .‬ﺍﻳﻦ ﻭﺍﮊﻩ ﺍﺷﺎﺭﻩ ﺩﺍﺭﺩ ﺑﻪ ﻋﻮﺍﻣﻞ ﻭ ﻧﻴﺮﻭﻫﺎي ﺧﺎﺭﺝ ﺍﺯ ﻓﺮﺩ ﮐﻪ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺩﺭ ﺭﻓﺘﺎﺭ ﻓﺮﺩ ﻣﻮﺛﺮ ﻭﺍﻗﻊ‬ ‫ﺷﻮﻧﺪ‪ .‬ﻣﺜﻼً ﮔﺮﻣﺎي ﻫﻮﺍ ﻳﮏ ﻋﺎﻣﻞِ ﻣﺤﻴﻄﻲ ﺍﺳﺖ ﮐﻪ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﺮ ﺭﻓﺘﺎﺭ ﻭ ﺧﻠﻖ ﻭ ﺧﻮي ﺍﻓﺮﺍﺩ ﺗﺎﺛﻴﺮ ﺑﮕﺬﺍﺭﺩ‪ ).‬ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ‬ ‫ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ ( ‪ -٢‬ﻣﺤﻴﻂ ﺍﺷﺎﺭﻩ ﺑﻪ ﻫﺮ ﮔﻮﻧﻪ ﻧﻔﻮﺫي ﺍﺳﺖ ﮐﻪ ﺍﺯ ﻫﻨﮕﺎﻡ ِ ﺁﺑﺴﺘﻨﻲ ) ﻳﺎ ﻟﻘﺎﺡ ( ﺑﻪ ﺑﻌﺪ‪ ،‬ﺍﺯ‬ ‫ﺧﺎﺭﺝ ﻓﺮﺩ ﺭﺍ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﺪ‪ ) ..‬ﻧﻘﻞ ﺍﺯ ﺍﻧﺴﺎﻥ ﺑﻪ ﺭﻭﺍﻳﺖِ ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﺑﺎﺭﻧﺖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﺑﺎﻃﻨﻲ – ﻣﺎﻩ‬ ‫ﻃﻠﻌﺖِ ﻧﻔﺮﺁﺑﺎﺩي– ﻧﺸﺮِ ﻧﻮ – ﭼﺎﭖِ ﺳﻮﻡ – ﺻﻔﺤﻪ ي ‪( ١٥‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ‬ ‫ﻝ ‪١٩ ‬‬ ‫‪ ‬‬

‫ﻞ‬ ‫ﻋﻮﺍﻣ ﹺ‬ ‫ﺑﺎﺷﺪ ﺗﺎ ﺑﺘﻮﺍﻧﺪ ﻫﻫﻤﻪ ي ﻣ‬ ‫ﺑﺴﻴﺎﺭ ﻭﺳﻴﻊ ﺪ‬ ‫ﺍﺯ ﻣﺜﺎ ﹺﻝ ﺑﺎﻻ ﺑﺮﺮ ﻣﻲ ﺁﻳﺪ‪ ،‬ﻗﻗﻠﻤﺮ ﹺﻭ ﺭﻭﺍﻧﺸﺸﻨﺎﺳﻲ ﻣﻲ ﺑﺑﺎﻳﺴﺖ ﺭ‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺯ‬ ‫ﺤﺖ ﭘﻮﺷﺶ ﻗﺮﺍﺭ ﺩﻫﺪ‪.‬‬ ‫ﻣﻮﺛﺛﺮ ﺩﺭ ﺷﮑﻞ ﮔﻴﺮي ﻳﮏ ﺭﻓﺘﺎﺭ ﺭﺍ ﺗﺤ‬ ‫ﻲ‬ ‫ﻠﻢ ﭼﻨﺪ‬ ‫ﻫﺎﻧﺲ ﺁﻳﺰﻧﮏ‪ ٢‬ﺩﺭ ‪ ١٩٩٤‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺭﺍ ﻳﮏ ﻋ ﻢﹺ‬ ‫ﺲ‬ ‫ﻭﺟﻬﻲ‪ ٣ ‬ﻧﺎﻣﻴﺪ ﻭ ﻧﺸﺎﻥ ﺩﺍﺩ ﮐﮐﻪ " ﺭﻭﺍﻧﺸﻨﺎﺎﺳﻲ ﺑﻪ ﻭﺳﻴﻴﻠﻪ‬ ‫ﺟﺎﻧﻮﺭ ﺷﻨﺎﺳﺎﻥ‪ ،٤‬ﺍﺍﻧﺴﺎﻥ ﺷﻨﺎﺳﺎﻥ‪ ،٥‬ﺯﻳﺴﺖ ﺷﻨﺎﺳﺎﻥ ﻭ‪....‬‬ ‫ﺭ‬ ‫ﺐ ﺷﻨﺎﺳﺎﻥ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺳﺎﻥ‪،‬‬ ‫ي ﻓﻓﻴﺰﻳﻮﻟﻮﮊﻳﺴﺴﺖ ﻫﺎ‪ ،‬ﻋﺼﺐ‬ ‫ﺍﺳﺖ ﺗﺎ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺑﻪ ﭼﻨﺪﺪﻳﻦ ﺭﻭﻳﮑﺮﺩ ﺗﻘﺴﻴﻢ ﺷﻮﻮﺩ‪ .‬ﺑﺮﺧﻲ ﺍﺯ‬ ‫ﺗﻮﺍﻧﻧﮕﺮ ﺷﺪﻩ ﺍﺳﺳﺖ‪ ".‬ﺍﻳﻦ ﻣﻣﺴﺎﻟﻪ ﺑﺎﻋﺚ ﺷﺪﻩ ﺖ‬ ‫ﻲ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺳ‬ ‫ﺷﻨﺎﺧﺘﻲ‪،‬‬ ‫ﻲ‬ ‫ﺳ‬ ‫ﻲ ﺯﻳﺴﺘﻲ‪  ،‬‬ ‫ﺳ‬ ‫ﺻﻠﻲ ﺩﺭ ﺭﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪:‬‬ ‫ﺭﻭﻳﻳﮑﺮﺩﻫﺎي ﺍﺻ‬ ‫ﻲ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻲ ﻧﺎﺑﻬﻬﻨﺠﺎﺭ‪.‬‬ ‫ﻲ ﺍﺟ‬ ‫ﻲ ﺭﺷﺪ‪ ،‬ﺭﻭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻓﺮﺩي‪ ،‬ﺭﻭﺍﻧﺸﻨﺎﺳﺳ ﹺ‬ ‫ﺗﻔﺎﻭﻭﺗﻬﺎي ي‬ ‫ﺟﺘﻤﺎﻋﻲ‪ ،‬ﺭﻭﺍﺍﻧﺸﻨﺎﺳ ﹺ‬

‫ﻋﻋﺼﺐ ﺷﻨﺎﺳﺳﻲ‬

‫ﻓﻴﺰﻳﻮﻟﻮﮊﮊي‬

‫ﺷﻨﺎﺳﻲ‬ ‫ﺯﻳﺴﺖ ﺷﻨ‬

‫ﺍﻧﺴﺎﻥ ﺷﻨﺎﺳﻲ‬ ‫ﻥ‬

‫ﻲ‬ ‫ﺷﻨﺎﺳﻲ‬ ‫ﺟﺎﻣﻌﻪ‬

‫ﺭﺭﻭﺍﻧﺸﻨﺎﺳﺳﻲ‬

‫ﺟﺎﻧﻮﺭﺭﺷﻨﺎﺳﻲ‬

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‫ﺗﺪﺍﻭﻡ ﺩﺍﺭﺩ ﺷﺨﺼﻴﻴﺖ‬ ‫ﻡ‬ ‫ﺕ ﻫﺎي ﻓﺮﺩي ِ ﻧﺴﺒﺘﺎ ً ﭘﺎﻳﺪﺍﺭ ﺩﺭ ﺭﻓﺘﺎﺭ ﮐﻪ ﻃﻃﻲ ﺯﻣﺎﻥ ﻭ ﻣﻮﻮﻗﻌﻴﺖ ﻫﺎي ﮔﮔﻮﻧﺎﮔﻮﻥ‬ ‫‪ : pe‬ﺑﻪ ﺗﻔﺎﻭﺕ‬ ‫‪ersonality  ١ ‬‬ ‫‪  ( ٣٣٣‬‬ ‫ﺻﻔﺤﻪ ي ‪٣‬‬ ‫ﭘﻼﻣﻴﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻥ – ﻧﺸﺮ ﻣﻬﺘﺎﺏ‪ ،‬ﺻ‬ ‫ﻦ‬ ‫ﻦ ‪ ) ( ١٩٩٠‬ﻧﻘﻘﻞ ﺍﺯ ﮊﻧﺘﻴﮏ ﺭﺭﻓﺘﺎﺭي‬ ‫‪ pervin‬ﭘﺮﻭﻳﻦ‬ ‫ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪n ) .‬‬ ‫ﻪ‬ ‫‪  H. Eysenck ٢‬‬ ‫‪multi – d‬‬ ‫‪disciplinaryy ٣ ‬‬ ‫‪  Zoologistts ٤‬‬ ‫ي‪،‬‬ ‫ﺨﻲ‪ ،‬ﻃﺒﻘﻪ ﺑﻨﺪي‬ ‫ﻧﮋﺍﺩي‪ ،‬ﺗﻮﺯﻳﻊ ﺟﻐﺮﺍﻓﻓﻴﺎﻳﻲ ﻭ ﺗﺎﺭﻳﺨ‬ ‫‪،‬‬ ‫ﻟﺤﺎﻅ ﻣﺸﺨﺼﺎﺕ ﺑﺪﻧﻲ‪،‬‬ ‫ﻲ ﺳﺖ ﮐﻪ ﺍﻧﺴﺴﺎﻥ ﺭﺍ ﺍﺯ ﻅ‬ ‫‪ : anthropologists ٥‬ﻋﻠﻤﻲ‬ ‫ﻧﮋﺍﺩ (‬ ‫ﻣﻲ ﮐﻨﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺘﺮ ﺷﻌﺎﺭي ﺩ‬ ‫ﺑﻂ‪ ،‬ﻣﺤﻴﻂِ ﻓﺮﻫﻫﻨﮕﻲ ﻭ ﺭﺷﺪ ﻭ ﺗﮑﺎﻣﻞ ﺍﺟﺘﻤﺎﺎﻋﻲ ﻣﻄﺎﻟﻌﻪ ﻲ‬ ‫ﺭﻭﺍﺑﻂ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ‬ ‫ﻝ ‪٢٠ ‬‬ ‫‪ ‬‬

‫ﺭﻭﻳﮑﺮ ِﺩ‬ ‫ﺮ‬ ‫ﺩﺭ ﺍﻳﻦ ﻗﺴﻤﺖ ﺧﻮﺍﻫﻴﻢ ﺩﻳﻳﺪ ﮐﻪ ﻫﺮ ﻳﻳﮏ ﺍﺯ ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩﻫﺎ ﺑﺎ ﭼﻪ ﻣﺴﺎﺋﻠﻠﻲ ﺩﺭ ﺍﺭﺗﺒﺎﺎﻁ ﺍﺳﺖ ﻭ ﭼﺮﺍ‬ ‫ﻣﺤﺪﻭﺩﻳﺖ ﻫﺎﻳﻲ ﻭﺟﺟﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﭼﭼﺮﺍ ﮐﻪ ﮐﺜ‬ ‫ﺖ‬ ‫ﻣﻮﺭﺭﺩ ﻧﻈﺮ ﺩﺍﺭﺍي ﺍﻫﻤﻴﺖ ﺍﺳﺖ‪ .‬ﺑﺎ ﺍﻳﻳﻦ ﻭﺟﻮﺩ ﺩﺩﺭ ﺍﻳﻦ ﺭ‬ ‫ﮐﺎﺭ‬ ‫ﺍﮐﺜ ﹺﺮ‬ ‫ﺭﻭﻳﮑﺮ ِﺩ‬ ‫ﺮ‬ ‫ﺨﺼﻴﺖ « ﺭﺭﺍ ﺩﺭ‬ ‫ﺿﻮﻉ ﻫﺎ ﺗﻮﺍﻣﺎ ً ﺑﻪ ﭼﻨﺪﺪ ﺭﻭﻳﮑﺮ ِﺩ ﻣﻣﺨﺘﻠﻒ ﻣﺮﺑﻮﻮﻁ ﻣﻲ ﺷﻮﻮﻧﺪ‪ .‬ﺑﺮﺍي ﻧﻤﻤﻮﻧﻪ » ﺷﺨ‬ ‫ﻣﻮﺿ‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ) ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻲ ﺩﻫﻴﻢ ﺍﻣﺎ ﺷﺨﺼﻴﺖ ﺑﻪ ﻋﻮﺍﻣ ﹺ‬ ‫ﻓﺮﺩي ﻗﺮﺍﺭ ﻣﻲ‬ ‫ﺗﻔﺎﻭﻭﺗﻬﺎي ي‬ ‫ﻲ ﺯﻳﺴﺘﻲ (‪ ،‬ﻓﺮﺍﻳﻨﺪ ﻫﺎي‬ ‫ﺷﺪي ) ﺭﻭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻲ ﺭﺭﺷﺪ ( ﻭ ﻓﻓﺮﺍﻳﻨﺪ ي‬ ‫ﻞ ﺭﺷﺪ‬ ‫ﻲ ﺷﺷﻨﺎﺧﺘﻲ (‪ ،‬ﻋﻮﺍﻣ ﹺ‬ ‫ﺷﻨﺎﺧﺧﺘﻲ )ﺭﻭﺍﻧﺸﺸﻨﺎﺳ ﹺ‬ ‫ﻫﺎي ﺍﺟﺘﻤﺎﻋﻲ )‬ ‫ﻑ ﺁﻧﭽﻪ ﮐﻪ ﻣﻤﮑﻦ ﺖ‬ ‫ﻦ‬ ‫ﺍﺳﺖ‪.‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻴﹺﺎﺟﺘﻤﺎﺎﻋﻲ ( ﻧﻴﺰ ﻣﺮﺑﻮﻁ ﺖ‬ ‫ﺑﻨﺎﺑﺮﺍﻳﻦ ﺑﺮ ﺧﻼ ِ‬ ‫ﺍﺳﺖ ﺩﺭ ﺍﺑﺘﺪﺍ ﺑﻪ ﻧﻈﺮ ﺑﺮﺳﺳﺪ‬ ‫ﻣﻘﺎﺑﻞ‪ ،‬ﺭﻭﻳﮑﺮﺩﻫﻫﺎي ﺍﺻﻠﻲ ﺩﺩﺭ‬ ‫ﮑﺪﻳﮕﺮ ﺟﺪﺍ ﻭ ﻣﺴﺘﻘﻞ ﻧﻴﻴﺴﺘﻨﺪ‪ .‬ﺩﺭ ﻧﻤﻤﻮﺩﺍﺭ ﻞ‬ ‫ﻒ ﺭﻭﺍﻧﺸﺸﻨﺎﺳﻲ ﺍﺯ ﻳﮑ‬ ‫ﺭﻭﻳﻳﮑﺮﺩﻫﺎي ﻣﺨ‬ ‫ﺨﺘﻠ ِ‬ ‫ﻧﻮﻳﻦ ﺭﺍ ﻣﻼﺣﻈﻈﻪ ﻣﻲ ﮐﻨﻴﺪ‪:‬‬ ‫ﻲ ﻳﻦ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬

‫ﺻﻠﻲ ﺩﺭ ﺭﻭﻭﺍﻧﺸﻨﺎﺳﻲ ﻧﻮﻳﻦ‬ ‫ﮑﺮﺩ ﻫﺎي ﺍﺻ‬ ‫ﺭﻭﻳﮑ‬

‫ﺭﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬ ‫ﺗﻔﺎﻭﺗﻬﺎي‬ ‫ﻓﺮﺩي‬

‫ﺭﻭﺍﻧﺸﺸﻨﺎﺳﻲ‬

‫ﺭﻭﺍﻧﺸﻨﺎﺳﺳﻲ‬

‫ﺭﻭﻭﺍﻧﺸﻨﺎﺳﻲ‬

‫ﺭﻭﺍﻧﺸﻨﻨﺎﺳﻲ‬

‫ﻲ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬

‫ﻧﺎﺑﻬﻬﻨﺠﺎﺭ‬

‫ﺯﻳﺴﺘﻲ‬

‫ﺭﺷﺪ‬

‫ﺷﻨﺎﺧﺧﺘﻲ‬

‫ﺍﺟﺘﻤﺎﻋﻲ‬

‫ﻲ ﻣﺨﺘﺼﺮﺮﹺ ﻫﺮ ﻳﮏ ﺯ‬ ‫ﺩﺭ ﺍﺩﺍﻣﻪ ﺑﻪ ﺑﺮﺭﺭﺳ ﹺ‬ ‫ﺍﺯ ﺍﻳﻦ ﺭﻭﻳﮑﺮﺮﺩﻫﺎ ﻣﻲ ﭘﺮﺩﺍﺯﻳﻢ ‪:‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ‬ ‫ﻝ ‪٢١ ‬‬ ‫‪ ‬‬

‫ﺭﻭﻭﺍﻧﺸﻨﺎﺳﻲﹺ ﺯﻳﺴﺘﻲ‪:١‬‬ ‫ﺏ » ﻣﻨﺸﺎﺀ ﺍﻧﻮﻮﺍﻉ ‪« ٢‬‬ ‫ﺣﺘﻲ ﺗﺼﻮ ﹺﺭ ﺍﻳﻨﻨﮑﻪ ﮐﺘﺎ ﹺ‬ ‫ﻲ‬ ‫ﭼﺎﺭﺭﻟﺰ ﺩﺍﺭﻭﻳﻦ‪ (١٨٨٢ -١٨٠٩ ) ٣‬ﭼﭼﻪ ﺗﺎﺛﻴ ﹺﺮ‬ ‫ﻧﺴﺒﺖ ﺑﻪ‬ ‫ﺵ ﻣﺮﺩﻡ ﻧﺴ‬ ‫ﻋﻤﻴﻴﻘﻲ ﺑﺮ ﺷﻴﻮﻮﻩ ي ﻧﮕﺮﺵ‬ ‫ﺩﺍﺷﺖ ﺩﺷﻮﺍﺭ ﺍﺳﺳﺖ‪ .‬ﻗﺒﻞ ﺍﺯ ﺍﻧﺘﺸﺎﺭ‬ ‫ﺧﻮﺩﺷﺎﻥ ﺖ‬ ‫ﺍﻳﻦ ﮐﺘﺎﺏ ﺩﺭ ‪ ‬ﺳﺎﻝ ‪ ،١١٨٥٩‬ﺍﮐﺜﺮ ﻣﺮﺩﺩﻡ ﮔﻤﺎﻥ‬ ‫ﮐﻪ ﺍﻧﺴﺎﻥ ﺩﺍﺭﺭﺍي ﺭﻭﺡ ﻳﻳﺎ ﺭﻭﺍﻧﻲ‬ ‫ﻣﻲ ﮐﺮﺩﻧﺪ ﻪ‬ ‫ﺭﺍ ﺍﺯ ﺳﺎﻳ ﹺﺮ ﺟﺟﺎﻧﻮﺭﺍﻥ ﻣﺘﻤﻤﺎﻳﺰ ﻣﻲ‬ ‫ﺳﺖ ﮐﻪ ﺍﻭ ﺍ‬ ‫ﺖ‬ ‫ﻋﻘﻴﺪﻩ ي ﺁﻧﻬﺎ ﺍﻧﻧﺴﺎﻥ ﺑﺎ ﮔﻮﻧﻪ ‪٤‬ﻫﺎي‬ ‫ﻩ‬ ‫ﮐﻨﺪ‪ .‬ﺑﻪ‬ ‫ﺪ‬ ‫ﺷﺖ‪ .‬ﺍﻳﻦ ﻧﻈﺮﺮﻳﻪ‪ ٥‬ﮐﻪ‬ ‫ﺕ ﻣﻣﺎﻫﻴﺘﻲ ﺩﺍﺷﺖ‬ ‫ﮕﺮ ﺗﻔﺎﻭ ِ‬ ‫ﺩﻳﮕ‬ ‫ﺍﻧﺴﺎﺎﻥ ﺍﺯ ﮔﻮﻧﻪ ﻫﺎي ﺩﻳﮕﺮﺮ ﺗﮑﺎﻣﻞ ﻳﺎﻓﻓﺘﻪ ﺍﺳﺖ‬ ‫ي ﻋﻤﻴﻘﻲ ﺩﺭﺭ ﺍﻧﺪﻳﺸﻪ ﻫﺎي ﺣﻮ ﹺﻝ‬ ‫ﺑﺎﻋﺚ ﺑﺎﺯﻧﮕﺮ ﹺ‬ ‫ﺚِ‬ ‫ﻀﺎي ﻗﻠﻤﺮﻭ ﺣﻴﻮﺍﻧﻲ ﻫﻫﻨﻮﺯ ﻫﻢ ﺑﺮﺍي‬ ‫ﺵ ﺍﻧﺴﺎﻥ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻳﮑﻲ ﺍﺯ ﺍﻋﻀ‬ ‫ﻣﺤﻮﻮﺭ ﺍﻧﺴﺎﻥ ﺷﺷﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﭘﺬﻳﻳﺮ ﹺ‬ ‫ﺖ‪  .٦‬‬ ‫ﺍﻓﺮﺍﺩ ﺩﺷﻮﺍﺭ ﺍﺳﺖ‬ ‫ﺑﺴﻴﺎﺎﺭي ﺍﺯ ﺩ‬ ‫‪                                                       ‬‬

‫‪b‬‬ ‫‪biological p‬‬ ‫‪psychologyy ١ ‬‬ ‫‪Origin‬‬ ‫‪n of Speciess ٢ ‬‬ ‫‪Charrles Darwin‬‬ ‫‪n ٣ ‬‬ ‫ﮕﺮ‬ ‫ﺗﺤﺖِ ﺷﺮﺍﻳﻂِ ﻃﻃﺒﻴﻌﻲ ﺑﺎ ﻳﮑﺪﻳﮕ‬ ‫ﻮﻉ‪ ،‬ﮔﻮﻧﻪ‪ .‬ﻭﺍﺣﺣﺪِ ﭘﺎﻳﻪ ﺩﺭ ﺭﺩﺩﻩ ﺑﻨﺪيِ ﺯﻳﺴﺘﺘﻲ‪ .‬ﺑﻪ ﺯﺑﺎﻥِ ﺳﺳﺎﺩﻩ‪ ،‬ﺍﻓﺮﺍﺩي ﮐﮐﻪ ﻗﺎﺩﺭﻧﺪ ﺖ‬ ‫‪ : speciess ٤ ‬ﻧﻮﻉ‬ ‫ﮑﻴﻞ‬ ‫ﻳﮏ ﮔﻮﻧﻪ ﺭﺍ ﺗﺸﮑ‬ ‫ﻣﺜﻼً ﺍﺳﺐ ﻫﺎ ﮏ‬ ‫ﻣﻲ ﮔﻴﺮﻧﺪ‪ .‬ﻼ‬ ‫ﻳﮏ ﮔﻮﻧﻪ ﻗﺮﺍﺭ ﻲ‬ ‫ﻭﺟﻮﺩ ﺁﻳﺪ‪ ،‬ﺩﺭ ﮏ‬ ‫ﺩ‬ ‫ﻓﺮﺯﻧﺪﺍﻧﻲ ﺯﺍﻳﺎ ﺑﻪ‬ ‫ﻲ‬ ‫ﺟﻔﺖ ﮔﻴﺮي ﮐﻨﻨﺪ ﻭ ﺍﺯ ﺁﻣﻴﺰﺵِ ﺁﻧﻬﺎ‬ ‫ﺖ‬ ‫ﮔﺎﻭ ﺩﺭ ﻳﮏ ﮔﻮﻮﻧﻪ‬ ‫ﺁﻣﻴﺰﺵِ ﺁﻧﻬﺎ ﻧﻴﺰ ﺯﺍﻳﺎ ﺍﺳﺖ‪ .‬ﺍﻣﺎ ﻣﺜﺜﻼً ﺍﺳﺐ ﻭ ﮔﺎ‬ ‫ﺵ‬ ‫ﮐﻨﻨﺪ ﻭ ﻓﺮﺯﻧﺪِ ﺣﺎﺎﺻﻞ ﺍﺯ‬ ‫ﺖ ﮔﻴﺮي ﺪ‬ ‫ﻣﻲ ﺩﻫﻨﺪ ﺯﻳﺮﺍ ﻗﺎﺩﺩﺭﻧﺪ ﺑﺎ ﻫﻢ ﺟﻔﺖ‬ ‫ﮐﺮﺩ‪.‬‬ ‫ﺍﺭﺍﺋﻪ ﺧﻮﺍﻫﻴﻢ ﺩ‬ ‫ﺗﺮي ﺍﺯ ﺍﺻﻄﻼﺡِ » ﮔﻮﻧﻪ « ﻪ‬ ‫ﻗﺮﺍﺭ ﻧﻤﻲ ﮔﻴﺮﻧﺪ‪ .‬ﺩﺩﺭ ﻓﺼﻞِ ﺑﻌﺪ ﺗﺗﻌﺮﻳﻒ ﺩﻗﻴﻖ ﺗﺗﺮ ﻭ ﮐﺎﻣﻞ ي‬ ‫ﺭ‬ ‫ﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﻴﺪ ]‪  [٢‬‬ ‫‪ : theoryy ٥ ‬ﺗﺌﻮﺭﺭي‪ ،‬ﻧﻈﺮﻳﻪ‪ e  ‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼ‬ ‫ﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻨﻴﺪ‪ [٣] ‬‬ ‫‪ e ٦ ‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٢٢ ‬‬ ‫‪ ‬‬

‫‪ ‬‬ ‫ﺩﺍﺭﻭﻳﻦ ﺑﻴﺶ ﺍﺯ ﺍﻳﻨﮑﻪ ﻳﮏ ﺭﻭﺍﻧﺸﻨﺎﺱ ﺑﺎﺷﺪ ﻳﮏ ﺯﻳﺴﺖ ﺷﻨﺎﺱ ﺑﻮﺩ‪  .‬ﺑﺎ ﺍﻳﻦ ﺣﺎﻝ ﺩﻳﺪﮔﺎ ِﻩ ﺍﻭ ﺩﺭﺑﺎﺭﻩ ي ﺗﮑﺎﻣﻞ‬ ‫ﭼﻨﺪﻳﻦ ﭘﻴﺎﻣ ِﺪ ﺑﺰﺭﮒ ﺑﺮﺍي ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﺑﻪ ﻫﻤﺮﺍﻩ ﺩﺍﺷﺖ ‪:‬‬ ‫ﺖ ﺍﻧﺴﺎﻥ ﻭ ﮔﻮﻧﻪ ﻫﺎي ﺩﻳﮕﺮ ﭘﻲ ﺑﺮﺩﻧﺪ‪  .‬‬ ‫ﺖ ﺩﻳﺪﮔﺎ ِﻩ ﺯﻳﺴﺘﻲ ﺩﺭ ﺷﻨﺎﺧ ِ‬ ‫ƒ ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﺑﻪ ﺍﻫﻤﻴ ِ‬ ‫ﺖ ﻭﺭﺍﺛﺖ ﺗﺎﮐﻴﺪ ﮐﺮﺩ ﻭ ﻧﺸﺎﻥ ﺩﺍﺩ ﮐﻪ ﻓﺮﺯﻧﺪﺍﻥ ﺑﺎ ﻭﺍﻟﺪﻳﻨﺸﺎﻥ ﺷﺒﺎﻫﺖ ﻫﺎﻳﻲ ﺩﺍﺭﻧﺪ‪ .‬ﺍﻳﻦ‬ ‫ƒ ﺩﺍﺭﻭﻳﻦ ﺑﺮ ﺍﻫﻤﻴ ِ‬ ‫ﻧﮑﺘﻪ ﺑﺎﻋﺚ ﺷﺪ ﺗﺎ ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﺑﻪ ﺍﻫﻤﻴﺖ ﻭﺭﺍﺛﺖ‪ ١‬ﺩﺭ ﺷﮑﻞ ﮔﻴﺮي ﺭﻓﺘﺎﺭ ﭘﻲ ﺑﺒﺮﻧﺪ‪  .‬‬ ‫ƒ ﺩﺍﺭﻭﻳﻦ ﺑﻪ ﺗﻨﻮﻉ ﻭ ﮔﻮﻧﺎﮔﻮﻧﻲ ﻣﻮﺟﻮﺩ ﺩﺭ ﻣﻴﺎﻥ ﺍﻋﻀﺎي ﮔﻮﻧﻪ ﻫﺎ ﺗﻮﺟﻪ ﮐﺮﺩ‪ .‬ﺍﻳﻦ ﺑﻪ ﻧﻮﺑﻪ ي ﺧﻮﺩ‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ﺩﺭ ﺗﺒﻴﻴﻦﹺ ﺗﻔﺎﻭﺕ ﻫﺎي ﻓﺮﺩي )ﻣﺜﻼًﻫﻮﺵ ﻭ ﺷﺨﺼﻴﺖ (‬ ‫ﺶ ﻋﻮﺍﻣ ﹺ‬ ‫ﺶ ﺗﻮﺟﻪ ﺑﻪ ﻧﻘ ﹺ‬ ‫ﺚ ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﺑﺎﻋ ِ‬ ‫ﮔﺮﺩﻳﺪ‪.‬‬ ‫‪ ‬‬

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‫‪ : Heredity ١‬ﻭﺭﺍﺛﺖ‪ .‬ﺑﺮﺍي ﺗﻮﺿﻴﺢ ﺑﻴﺸﺘﺮ ‪ e‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ]‪ [٤‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٢٣ ‬‬ ‫‪ ‬‬

‫ﮔﺴﺘﺮﻩ ي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺯﻳﺴﺘﻲ ﺗﺎ ﮐﺠﺎﺳﺖ؟‬ ‫ﻲ‬ ‫ﻲ ﺭﻓﺘﺎ ﹺﺭ ﺍﻧﺴﺎﻥ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺯﻳﺴﺘﻲ ﻣﻲ ﺷﻮﺩ ﻳﻌﻨﻲ ﻣﻄﺎﻟﻌﻪ ي ﻓﺮﺍﻳﻨﺪﻫﺎي ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮑ ﹺ‬ ‫ﻞ ﺑﺮﺭﺳ ﹺ‬ ‫ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩ ﺷﺎﻣ ﹺ‬ ‫ﻒ ﭘﻴﭽﻴﺪﻩ ي ﻣﻐﺰ ﻭ ﻏﻴﺮﻩ‪ .‬ﻣﺒﺎﺣﺜﻲ ﻧﻈﻴ ﹺﺮ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ‪ ،‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﮑﺎﻣﻠﻲ‪ ،‬ﮊﻧﺘﻴﮏ‬ ‫ﺑﺪﻥ‪ ،‬ﻭﻇﺎﻳ ِ‬ ‫ﺭﻓﺘﺎﺭي‪ ،‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺒﻲ‪ ،‬ﺩﺍﺭﻭﺷﻨﺎﺳﻲ ﺭﻭﺍﻧﻲ ﻭ‪ ...‬ﺩﺭ ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﻧﺪ‪ ،‬ﮐﻪ ﺩﺭ ﺑﺨﺶ ﻫﺎي‬ ‫ﺑﻌﺪي ﺑﻪ ﻃﻮﺭ ﻣﻔﺼﻞ ﺁﻧﻬﺎ ﺭﺍ ﺑﺮﺭﺳﻲ ﺧﻮﺍﻫﻴﻢ ﮐﺮﺩ‪.‬‬

‫ﭼﺮﺍ ﺍﻳﻦ ﺷﺎﺧﻪ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺍﺭﺍي ﺍﻫﻤﻴﺖ ﺍﺳﺖ؟‬ ‫ƒ ﻫﺮ ﻓﺮﺩي ) ﺑﻪ ﻏﻴﺮ ﺍﺯ ﺩﻭﻗﻠﻮﻫﺎي ﻫﻤﺴﺎﻥ( ﺩﺍﺭﺍي ﮊﻥ‪١‬ﻫﺎي ﻣﻨﺤﺼﺮ ﺑﻪ ﻓﺮﺩ ﻣﻲ ﺑﺎﺷﺪ ﻭ ﺍﻳﻦ ﮊﻥ ﻫﺎ‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ﻭ ﻧﺤﻮﻩ‬ ‫ﻲ ﻣﺴﺎﺋ ﹺ‬ ‫ﻫﻮﺵ‪ ،‬ﺷﺨﺼﻴﺖ ﻭ ﺭﻓﺘﺎ ﹺﺭ ﺍﻭ ﺭﺍ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺑﺮﺭﺳ ﹺ‬ ‫ﺖ ﺑﺎﻻﻳﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ‪  .‬‬ ‫ي ﺗﺎﺛﻴ ﹺﺮ ﺁﻧﻬﺎ ﺑﺮ ﺭﻓﺘﺎﺭ‪ ،‬ﺍﺯ ﺍﻫﻤﻴ ِ‬ ‫ƒ ﺳﻴﺴﺘﻢ ﻫﺎي ﺗﺤﺮﻳﮏ ﮐﻨﻨﺪﻩ ي ﻣﺎ ﻣﺎﻧﻨﺪ ﺳﻴﺴﺘﻢﹺ ﮔﺮﺳﻨﮕﻲ ﻭ ﻣﻴﻞ ﺟﻨﺴﻲ ﺍﺻﻮﻻ ً ﺑﺮ ﻣﺒﻨﺎي ﺿﺮﻭﺭﺕ‬ ‫ﻲ‬ ‫ﺖ ﭼﮕﻮﻧﮕ ﹺ‬ ‫ﻲ ﺑﻘﺎﺀ ﻭ ﺍﻧﺘﻘﺎ ﹺﻝ ﮊﻧﻬﺎ ﺑﻪ ﻧﺴﻞ ﻫﺎي ﺑﻌﺪي ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺑﺮﺍي ﺷﻨﺎﺧ ِ‬ ‫ﻫﺎي ﺯﻳﺴﺘ ﹺ‬ ‫ﻋﻤﻠﮑﺮ ِﺩ ﺍﻳﻦ ﺳﻴﺴﺘﻢ ﻫﺎ‪ ،‬ﺍﺗﺨﺎ ِﺫ ﺭﻭﻳﮑﺮ ِﺩ ﺯﻳﺴﺘﻲ ﺍﺟﺘﻨﺎﺏ ﻧﺎﭘﺬﻳﺮ ﺍﺳﺖ‪  .‬‬

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‫‪ : gens ١ ‬ﺩﺭ ﻓﺼﻞِ ﻣﺮﺑﻮﻁ ﺑﻪ ﮊﻧﺘﻴﮏ‪ ،‬ﺍﻳﻦ ﺍﺻﻄﻼﺡ ﺑﻪ ﻃﻮﺭ ﻣﻔﺼﻞ ﺗﻮﺿﻴﺢ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ – ﻡ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ‬ ‫ﻝ ‪٢٤ ‬‬ ‫‪ ‬‬

‫ﻲ‪: ١‬‬ ‫ﺭﻭﻭﺍﻧﺸﻨﺎﺳﻲ ﺷﻨﺎﺧﺘﻲ‬ ‫ﻖ ﺗﻮﺟﻪ ﺑﻪ‬ ‫ﮎ ﺍﻧﺴﺎﻥ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺧﺖ‪ ٢‬ﻭ ﺍﺩﺭﺭﺍ ِ‬ ‫ﻣﻄﺎﻟﻌﻪ ي ﺷﻨﺎﺧ‬ ‫ﺫﻫﻦ‪ ،٣‬ﺩﻏﺪﻏﻪ ي ﺍﺻﻠﻲ‬ ‫ﻲ ﻦ‬ ‫ﺍﻓﮑﺎ‬ ‫ﮑﺎﺭ ﻭ ﺩﻳﮕﺮ ﻓﻓﺮﺍﻳﻨﺪ ﻫﺎي ﺩﺭﻭﻧ ﹺ‬ ‫ﺍﻳﻦ ﺩﺳﺘﻪ ﺍﺯ ﺭﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﺍﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺭﺭﻭﻳﮑﺮﺩ ﻧﺨﺴﺴﺘﻴﻦ ﺑﺎﺭ‬ ‫ﺗﻮﺳﺳﻂ ِ ﺍﻓﻼﻃﻮﻮﻥ ﻭ ﺍﺭﺳﻄﻄﻮ ﻣﻮﺭﺩ ﺗﻮﻮﺟﻪ ﻗﺮﺍﺭ ﮔﮔﺮﻓﺖ ﻭ‬ ‫ﺶ‬ ‫ﻳﮏ ﺑﺨ ﹺ‬ ‫ﺍﻣﺮﻭﺯ ﭘﺲ ﺍﺯ ﺩﺩﻭ ﻫﺰﺍﺭ ﺳﺎﻝ ﻫﻤﭽﻨﺎﻥ ﺑﺑﻪ ﻋﻨﻮﺍﻥ ﮏ‬ ‫ﻣﻬﻢ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺎﺳﻲ ﺑﺎﻗﻲ ﻣﻣﺎﻧﺪﻩ ﺍﺳﺖ‪ .‬ﺑﺎ ﺍﻳﻦ ﺣﺎﻝ ﺩﺭ ﻧﻴﻤﻪ‬ ‫ﻢ‬ ‫ﺐ ﺭﻓﺘﺎﺭﮔﮔﺮﺍﻳﻲ‪) ٤‬‬ ‫ﻞﹺ ﻇﻬﻮ ﹺﺭ ﻣﮑ‬ ‫ﻴﺴﺘﻢ ﺑﻪ ﺩﻟﻴﻞ‬ ‫ي ﺍﺍﻭﻝ ﻗﺮ ِﻥ ﺑﻴﺴ‬ ‫ﮑﺘ ﹺ‬ ‫ﺭﻓﺘﺎﺭ ﺑﻴﺶ ﺍﺯ ﻓﺮﺮﺍﻳﻨﺪﻫﺎي ﺩﺭﻭﻧﻲﹺ ﺫﻫﻦ ﺍﻫﻤﻴﺖ ﻣﻲ ﺩﻫﺪ ( ﺗﺎ ﺣﺣﺪي ﺭﻭﻳﮑﺮﺮﺩ‬ ‫ﺭﻭﻳﻳﮑﺮﺩي ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﮐﻪ ﺑﻪ ﺭ‬ ‫ﻲ ﺫﻫﻦ ﻭ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺷﻨﺎﺧﺘﻲ ﺍﺳﺎﺳﺎً ﺑﺮ ﻓﻓﺮﺍﻳﻨﺪﻫﺎي ﺩﺩﺭﻭﻧ ﹺ‬ ‫ﺎ‬ ‫ﻑ ﺭﺭﻓﺘﺎﺭﮔﺮﺍﻳﺎﻥ‪،‬‬ ‫ﻧﺎﺩﻳﺪﻩ ﮔﺮﻓﺘﻪ ﺷﺪ‪ .‬ﺑﺮﺧﻼ ِ‬ ‫ﻩ‬ ‫ﺷﻨﺎﺧﺧﺘﻲ‬ ‫ﺭ‬ ‫ﺩﺍﺭﻧﺪ‪.‬‬ ‫ﮎ ﻣﺎ ﺗﺎﺛﻴﺮ ﻣﻣﻲ ﮔﺬﺍﺭﻧﺪ ﺗﺎﮐﻴﺪ ﺪ‬ ‫ﺖ ﻭ ﺍﺩﺭﺍ ِ‬ ‫ﺳﺎﺧﺧﺘﺎﺭﻫﺎﻳﻲ ﮐﮐﻪ ﺑﺮ ﺷﻨﺎﺧﺖ‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﻳﮑﺸﻨﻨﺮي ﺍﻧﮕﻠﻴﺴﺴﻲ‬ ‫ﺫﻫﻨﻲ ﺍﺳﺖ ﮐﻪ ﺍﺯ‬ ‫ﻓﺮﺍﻳﻨﺪ ﻫﺎي ﻲ‬ ‫ﺪ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺷﻨﺎﺧﺘﻲ‪ ،‬ﻓﻬ ﹺﻢ ﮐﻨﺶ ﻫﺎ ﻭ‬ ‫ﺎ‬ ‫ﺖ " ﺩﻏﺪﻏﻪ ي‬ ‫ﮐﺎﻟﻴﻨﺰ‪ ٥‬ﻋﻨﻮﺍﻥ ﮐﺮﺩﻩ ﺍﺳﺖ‬ ‫ﻴ‬ ‫ﺑﺮﺭﺳﻲ ﺭﻓﺘﺎﺭﻫﺎ ﻭ ﻭﺍﮐﻨﺶ ﻫﺎي‬ ‫ﻲ‬ ‫ﺷﻨﺎﺧﺘﻲ ﻧﻴﺰ‬ ‫ﻲ‬ ‫ﻞ ﻣﻲ ﺷﻮﺩ‪ " .‬ﺍﻟﺒﺘﻪ‪ ،‬ﺑﺮﺍي ﺭﻭﺍﻧﺸﻨﺎﺳﺳﺎ ِﻥ‬ ‫ﻃﺮﻳﻳﻖِ ﺁﻧﻬﺎ ﺷﻨﺎﺎﺧﺖ ﺣﺎﺻﻞ‬ ‫ﺕ ﻻﻻﺯﻡ ﺩﺭ ﻣﻮﺭﺭﺩ‬ ‫ﺐ ﺍﻃﻼﻋﺎ ِ‬ ‫ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪﻩ ي ﺍﻓﺮﺍﺩ ﺩﺍﺭﺍي ﺍﻫﻤﻴﺖ ﺍﺳﺖ‪ ،‬ﺍﻣﺎ ﺗﻨﻬﺎ ﺗﺎ ﺁﻧﺠﺎ ﮐﻪ ﺑﻪ ﺁﻧﻬﺎ ﺩﺭ ﮐﺴ ﹺ‬ ‫ﻞ‬ ‫ي ﺭﻓﺘﺎﺭ ﮐﮐﻤﮏ ﮐﻨﺪ‪.٦‬‬ ‫ﻓﺮﺍﻳﻳﻨﺪ ﻫﺎ ﻭ ﺳﺎﺧ‬ ‫ﺧﺘﺎﺭﻫﺎي ﺑﻨﻴﻴﺎﺩ ﹺ‬ ‫‪                                                       ‬‬

‫‪ :C‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺷﺷﻨﺎﺧﺘﻲ‪ .‬ﺑﺮﺍي ﺗﻮﺿﻴﺢ ﺑﻴﺸﺘﺮ ‪ e‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﻓﺼﻞ ﺭﺟﻮﻉ ﮐﮐﻨﻴﺪ ]‪[٥‬‬ ‫‪Cognitive p‬‬ ‫‪psychologyy ١ ‬‬ ‫ﺍﺻﻄﻼﺣﺎً ﺷﻨﺎﺧﺖ ﮔﻔﺘﺘﻪ ﻣﻲ ﺷﻮﺩ‪  .‬‬ ‫ﺣﺎ‬ ‫ﻲ‪ ،‬ﻭ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﻌﻠﻮﻣﺎﺕِ ﺫﻫﻨﻲ‪،‬‬ ‫‪ : cognition‬ﺑﻪ ﻓﺮﺍﻳﻨﺪِ ﮐﺴﺴﺐ‪ ،‬ﺳﺎﺯﻣﺎﻧﺪﻫﻲ‬ ‫‪n ٢ ‬‬ ‫ﺼﻞ‬ ‫ﻋﻘﻠﻲ ﻳﺎ ﻓﻌﺎﻟﻴﺖ ﻫﺎﺎي ﺭﻭﺍﻧﻲ ﻓﺮﺩﺩ‪ ،‬ﺫﻫﻦ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ‪   e.‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼ‬ ‫ﻣﺠﻤﻮﻋﻪ ي ﺗﻤﺎﺎﻡ ﺍﻋﻤﺎﻝ ﻲ‬ ‫‪ : mind‬ﺫﻫﻦ ﺑﻪ ﻧﻈﺎﻡ ﻳﺎ ﻣﺠ‬ ‫‪d ٣ ‬‬ ‫ﺭﺟﻮﻮﻉ ﮐﻨﻴﺪ]‪ [٦‬‬ ‫‪  Be‬‬ ‫‪ehaviorism‬‬ ‫‪m ٤ ‬‬ ‫‪Colllins English‬‬ ‫‪h Dictionarry ٥‬‬ ‫ﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻨﻴﺪ]‪[٧‬‬ ‫‪  e‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼ‬ ‫‪e٦‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٢٥ ‬‬ ‫‪ ‬‬

‫ﺱ‬ ‫ﺖ ﻓﻮﻕ ﺍﻟﻌﺎﺩﻩ ﺍي ﻳﺎﻓﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﺯﻣﺎﻥ ﭼﻨﺪﻳﻦ ﺭﻭﺍﻧﺸﻨﺎ ﹺ‬ ‫ﻲ ﺷﻨﺎﺧﺘﻲ ﺩﺭ ﺍﻭﺍﺳﻂ ﺩﻫﻪ ي ‪ ١٩٥٠‬ﺍﻫﻤﻴ ِ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺷﻨﺎﺧﺘﻲ ﺑﺮﺟﺴﺘﻪ )ﻣﺎﻧﻨﺪ ‪  ‬ﺩﻭﻧﺎﻟﺪ ﺑﺮﻭﺩﺑﻨﺖ‪ ،‬ﺟﺮﻭﻣﻪ ﺑﺮﻭﻧﺮ‪،‬ﺟﺮﺝ ﻣﻴﻠﺮ‪ ،‬ﻫﺮﺏ ﺳﻴﻤﻮﻥ‪ (  ١‬ﻣﻄﺎﻟﻌﻪ ي ﺩﻗﻴﻖ ﻭ‬ ‫ﻞ ﻓﺮﺍﻳﻨﺪﻫﺎ ﻭ ﺳﺎﺧﺘﺎﺭﻫﺎي ﺷﻨﺎﺧﺘﻲ ﺭﺍ ﺁﻏﺎﺯ ﮐﺮﺩﻧﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺷﺎﻳﺪ ﺣﺘﻲ ﺁﻧﻬﺎ ﻧﻴﺰ ﺗﺼﻮﺭ ﻧﻤﻲ ﮐﺮﺩﻧﺪ‬ ‫ﻣﻔﺼ ﹺ‬ ‫ﻞ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺷﺪﻩ ﻭ ﺗﺎﺛﻴ ﹺﺮ ﻋﻤﻴﻘﻲ‬ ‫ﻲ ﺷﻨﺎﺧﺘﻲ ﺗﺎ ﺍﻳﻦ ﺣﺪ‪ ،‬ﺩﻳﺪﮔﺎ ِﻩ ﻏﺎﻟﺐ ﺩﺭ ﮐ ﹺ‬ ‫ﮐﻪ ﺩﺭ ﺩﻫﻪ ﻫﺎي ﺑﻌﺪ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺑﺮ ﺩﻳﮕﺮ ﺭﻭﻳﮑﺮﺩﻫﺎ ﺍﺯ ﺟﻤﻠﻪ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻲ ﺍﺟﺘﻤﺎﻋﻲ‪ ،‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺭﺷﺪ ﻭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻧﺎﺑﻬﻨﺠﺎﺭ ﺑﮕﺬﺍﺭﺩ‪.٢‬‬ ‫ﻞ ﻣﺴﺎﻟﻪ‬ ‫ﻲ ﺗﺤﻘﻴﻖ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺷﻨﺎﺧﺘﻲ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ‪ :‬ﺗﻮﺟﻪ‪ ،٣‬ﺍﺩﺭﺍﮎ‪ ،٤‬ﻳﺎﺩﮔﻴﺮي‪ ،٥‬ﺣﺎﻓﻈﻪ‪ ،‬ﺣ ﹺ‬ ‫ﺚ ﺍﺻﻠ ﹺ‬ ‫ﻣﺒﺎﺣ ِ‬ ‫ﻭ ﺑﺎﻻﺧﺮﻩ ﺯﺑﺎﻥ‪ .‬ﺭﻭي ﻫﻢ ﺭﻓﺘﻪ‪ ،‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺷﻨﺎﺧﺘﻲ ﺗﻼﺵ ﻣﻲ ﮐﻨﺪ ﺗﺎ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻳﻦ ﻣﺒﺎﺣﺚ ﺍﺯ ﻓﺮﺍﻳﻨﺪﻫﺎي‬ ‫ﺶ ﻓﺮﺩ ﺩﺭ ﻣﻐﺰ ﺍﻭ ﺭﺥ ﻣﻲ ﺩﻫﻨﺪ ﺳﺮ ﺩﺭ ﺑﻴﺎﻭﺭﺩ‪.‬‬ ‫ﮏ ﻓﺮﺩ ﻭ ﻭﺍﮐﻨ ﹺ‬ ‫ﭘﻴﭽﻴﺪﻩ ﺍي ﮐﻪ ﺩﺭ ﻓﺎﺻﻠﻪ ي ﺑﻴﻦ ﺗﺤﺮﻳ ِ‬

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‫‪ George Miller ,  Herb Simon ,Donald Broadbent , Jerome Bruner   ١ ‬‬ ‫‪e ٢ ‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪  [٨‬‬ ‫‪ e attention ٣ ‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪  [٩‬‬ ‫‪ : perception ٤ ‬ﺍﺩﺭﺍﮎ‪ ،‬ﺩﺭﮎ‪  e.‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪  [١٠‬‬ ‫‪ : learning ٥ ‬ﻳﺎﺩﮔﻴﺮي ‪ e‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١١‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٢٦ ‬‬ ‫‪ ‬‬

‫ﭼﺮﺍ ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺍﺭﺍي ﺍﻫﻤﻴﺖ ﺍﺳﺖ ؟‬ ‫ﻲ ﺍﻧﺴﺎﻥ‪ ،‬ﺗﺎﺛﻴ ﹺﺮ ﻋﻈﻴﻤﻲ ﺑﺮ ﺭﻭﻳﮑﺮﺩ ﻫﺎي ﺩﻳﮕﺮ ﺍﺯ‬ ‫ƒ ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﭘﻴﺶ ﺗﺮ ﮔﻔﺘﻪ ﺷﺪ ﻓﻬ ﹺﻢ ﺳﻴﺴﺘ ﹺﻢ ﺷﻨﺎﺧﺘ ﹺ‬ ‫ﺟﻤﻠﻪ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺟﺘﻤﺎﻋﻲ‪ ،‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺭﺷﺪ ﻭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻧﺎﺑﻬﻨﺠﺎﺭ ﺩﺍﺷﺘﻪ ﺍﺳﺖ‪  .‬‬ ‫ﻲ ﺭﻭﺯﻣﺮﻩ‬ ‫ﺕ ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺷﻨﺎﺧﺘﻲ‪ ،‬ﮐﺎﺭﺑﺮ ِﺩ ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﺩﺭ ﺯﻧﺪﮔ ﹺ‬ ‫ﺶ ﺑﻪ ﺩﺳﺖ ﺁﻣﺪﻩ ﺍﺯ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ƒ ﺩﺍﻧ ﹺ‬ ‫ﺖ‬ ‫ﻲ ﮐﺎﻣﭙﻴﻮﺗﺮﻫﺎ ﻭ ﺩﻳﮕﺮ ﺳﻴﺴﺘﻢ ﻫﺎ ﻭ ﻫﻤﭽﻨﻴﻦ ﺩﺭ ﺳﻬﻮﻟ ِ‬ ‫ﺩﺍﺷﺘﻪ ﺍﺳﺖ‪ .‬ﻳﺎﻓﺘﻪ ﻫﺎي ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩ ﺩﺭ ﻃﺮﺍﺣ ﹺ‬ ‫ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﻧﻬﺎ ﻧﻘﺶ ﺑﻪ ﺳﺰﺍﻳﻲ ﺩﺍﺷﺘﻪ ﺍﺳﺖ‪  .‬‬ ‫ƒ ﺭﻭﻳﮑﺮﺩ ﺷﻨﺎﺧﺘﻲ ﺗﺎﺛﻴ ﹺﺮ ﺷﮕﺮﻓﻲ ﺩﺭ ﺩﺭﻣﺎ ِﻥ ﺑﻴﻤﺎﺭﺍ ِﻥ ﺫﻫﻨﻲ ﺩﺍﺷﺘﻪ ﻭ ﻳﺎﻓﺘﻪ ﻫﺎي ﺁﻥ ﺑﻪ ﻃﻮﺭ ﺭﻭﺯﺍﻓﺰﻭﻧﻲ‬ ‫ﺶ ﺑﺪﺳﺖ‬ ‫ﻖ ﺩﺍﻧ ﹺ‬ ‫ﺩﺭ ﺩﺭﻣﺎ ِﻥ ﺑﻴﻤﺎﺭﺍﻧﻲ ﮐﻪ ﺩﭼﺎﺭ ﺁﺳﻴﺐ ﻫﺎي ﻣﻐﺰي ﻫﺴﺘﻨﺪ ﺑﮑﺎﺭ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺁﻣﺪﻩ ﺍﺯ ﺭﻭﻳﮑﺮﺩ ﺷﻨﺎﺧﺘﻲ ﺑﻪ ﺍﻓﺮﺍﺩ ﮐﻤﮏ ﻣﻲ ﺷﻮﺩ ﺗﺎ ﺑﺨﺸﻲ ﺍﺯ ﻣﻬﺎﺭﺕ ﻫﺎي ﺷﻨﺎﺧﺘﻲ ﺍﺯ ﺩﺳﺖ ﺭﻓﺘﻪ‬ ‫ﺷﺎﻥ ) ﻧﻈﻴﺮ ﺣﻞ ﻣﺴﺎﻟﻪ‪ ،‬ﺗﺼﻤﻴﻢ ﮔﻴﺮي ﻭ‪ ( ...‬ﺭﺍ ﺑﺎﺭ ﺩﻳﮕﺮ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﻧﺪ‪.‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ‬ ‫ﻝ ‪٢٧ ‬‬ ‫‪ ‬‬

‫ﺭﻭﻭﺍﻧﺸﻨﺎﺳﻲﹺ ﺗﻔﺎﻭﺕ ﻫﺎي ﻓﺮﺩﺩي‪:١‬‬ ‫ﮔﺎﻟﺘﻮﻥ‪،(١٩١١-١٨٢٢٢) ٢‬‬ ‫ﻂ ﻓﻓﺮﺍﻧﺴﻴﺲ ﮔﺎ‬ ‫ﻓﺮﺍﺩ ﺍﻭﻟﻴﻦ ﺑﺑﺎﺭ ﺗﻮﺳ ِ‬ ‫ﻦ ﺍﻓﺮ‬ ‫ﺕ ﻫﺎي ﻣﻮﺟﺟﻮﺩ ﺑﻴ ﹺ‬ ‫ﻧﻈﺎﻡ ﻣﻨ ِﺪ ﺗﻔﺎﻭﺕ‬ ‫ﻣﻄﺎﻟﻌﻪ ي ﻡ‬ ‫ﺕ ﮔﺮﻓﺖ‪ .‬ﺍﻧﻧﺘﺸﺎ ﹺﺭ ﺏ‬ ‫ﭘﺴﺮﺮﻋﻤﻮي ﺩﺍﺭﻭﻭﻳﻦ ﺻﻮﺭﺕ‬ ‫ﮐﺘﺎﺏ » ﻧﺒﻮ ﹺﻍ ﻭﺭﺭﺍﺛﺘﻲ « ﮔﺎﻟﺘﺘﻮﻥ‪ ،‬ﻧﻘﻄﻪ ي ﺁﻏﺎﺯي ﺑﻮﺩ ﺑﺮ ﻣﻄﺎﻟﻌﻟﻌﻪ‬ ‫ﮕﺎﺷﺘﻪ ﺷﺪﻩ ﺑﺑﻮﺩ‪ .‬ﻫﻤﺎﻧﻄﻮﻮﺭ ﮐﻪ ﻣﻮﺭﻓﻓﻲ‬ ‫ﺁﻭﺭي ﻧﺎﺩﻳﺪﻩ ﺍﻧﮕ‬ ‫ﮕﻔﺖ ي‬ ‫ﻞ ﺷﮕ‬ ‫ﻫﺎي ﻓﺮﺩي ﮐﻪ ﺗﺎ ﺁﻥ ﺯﻣﺎﻥ ﺑﻪ ﺷﮑ ﹺ‬ ‫ي ﺗﺗﻔﺎﻭﺕ ي‬ ‫ﻓﺮﺩي ﺑﻪ ﻋﻨﻮﺍﻥ ﺑﺨﺸﻲ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺩﺭ ﻧﻈﺮ ﮔﺮﻓﻓﺘﻪ‬ ‫ﻭ ﮐﮐﻮﺍﭺ‪ ٣‬ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺍﻧﺪ " ﺗﺎ ﻗﺒﻞ ﺍﺯ ﺁﺁﻥ‪ ،‬ﺗﻔﺎﻭﺕ ﻫﺎي ي‬ ‫ﺦ ﺭﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺑﻪ‬ ‫ﺳﺮﺍﺳ ﹺﺮ ﺗﺎﺭﻳ ﹺ‬ ‫ﺷﺎﻳﺪ ﺑﺘﻮﺍﻥ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺭﺍ ﻳﮑﻲ ﺍﺯ ﺑﺰﺭﮔﺘﺮﻳﻦ ﻧﺎﺩﻳﺪﻩ ﺍﻧﮕﺎﺭي ﻫﺎ ﺩﺭ ﺳ‬ ‫ﻧﺸﺪﺪﻩ ﺑﻮﺩ‪ .‬ﺪ‬ ‫ﺟﻠﺐ ﮐﺮﺩ‪".‬‬ ‫ﺣﺴﺴﺎﺏ ﺁﻭﺭﺩ‪ .‬ﺍﺍﻳﻦ ﺩﺍﺭﻭﻳﻨﻴﺴﺴﻢ ﺑﻮﺩ ﮐﻪ ﺗﻮﺟﻪ ﻫﻤﻪ ﺭﺍ ﺑﻪ ﺍﻳﻦ ﻣﻮﻮﺿﻮﻉ ﺐ‬

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‫ﻣﻲ ﺷﻮﺩ‪ -.‬ﻡ‬ ‫ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩ‪ ،‬ﺭﻭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﻓﺘﺮﺍﻗﻗﻲ ﻫﻢ ﮔﻔﺘﻪ ﻲ‬ ‫ﻫﺎي ﻓﺮﺩي‪ .‬ﺑﻪ ﻦ‬ ‫‪ : individual d‬ﺗﻔﺎﻭﺕ ي‬ ‫‪differencess ١ ‬‬ ‫‪  Sir Fran‬‬ ‫‪ncis Galton‬‬ ‫‪n ٢ ‬‬ ‫‪Kovach & Murphyy ٣ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٢٨ ‬‬ ‫‪ ‬‬

‫ﺍﺳﺎﺳﺎً ﺭﻭﻳﮑﺮ ِﺩ ﺗﻔﺎﻭﺕ ﻫﺎي ﻓﺮﺩي ﺑﻪ ﻣﻘﺎﻳﺴﻪ ي ﺑﻴﻦ ﺍﻓﺮﺍ ِﺩ ﻣﺨﺘﻠﻒ ﻣﻲ ﭘﺮﺩﺍﺯﺩ‪ .‬ﻣﺜﻼً ﮐﻮﺩﮐﺎﻥِ ﺳﻨﻴﻦ ﻣﺨﺘﻠﻒ‬ ‫ﺭﺍ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﻣﻘﺎﻳﺴﻪ ﻣﻲ ﮐﻨﺪ‪ }،‬ﺍﻓﺮﺍ ِﺩ ﺭﺍﺳﺖ ﺩﺳﺖ ﻭ ﭼﭗ ﺩﺳﺖ ﺭﺍ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﻣﻘﺎﻳﺴﻪ ﻣﻲ ﮐﻨﺪ{ ﻭ‪....‬‬ ‫ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﻋﻤﻼ ً‪ ،‬ﻣﺘﺨﺼﺼﺎ ِﻥ ﺍﻳﻦ ﺭﺷﺘﻪ ﺑﻴﺸﺘﺮ ﺗﻮﺟﻪ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺑﺮﺭﺳﻲ ﺗﻔﺎﻭﺕ ﻫﺎي ﻓﺮﺩي ﺩﺭ ﻣﺒﺎﺣﺜﻲ‬ ‫ﺕ ﺩﻳﮕﺮ‪ ،‬ﻳﮑﻲ ﺍﺯ ﺩﻏﺪﻏﻪ ﻫﺎي ﺍﺻﻠﻲ ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩ ﺍﺯ‬ ‫ﻣﺎﻧﻨ ِﺪ ﻫﻮﺵ ﻭ ﺷﺨﺼﻴﺖ ﻣﻌﻄﻮﻑ ﮐﺮﺩﻩ ﺍﻧﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺩﺭﻳﺎﺑﺪ ﭼﻪ ﻋﻮﺍﻣﻠﻲ ﺑﺎﻋﺚ ﻣﻲ ﺷﻮﺩ ﺗﺎ ﺍﻓﺮﺍﺩ ﺩﺭ ﺧﺼﻮﺻﻴﺎﺗﻲ ﻣﺎﻧﻨﺪ ﻫﻮﺵ ﻭ ﺷﺨﺼﻴﺖ‬ ‫ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺗﻔﺎﻭﺕ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‪.‬‬

‫ﭼﺮﺍ ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺍﺭﺍي ﺍﻫﻤﻴﺖ ﺍﺳﺖ ؟‬ ‫ƒ ﺗﻔﺎﻭﺗﻬﺎي ﺍﻓﺮﺍﺩ ﺩﺭ ﻫﻮﺵ ﻭ ﺷﺨﺼﻴﺖ ﺍﮐﺜﺮ ﺭﻓﺘﺎﺭﻫﺎي ﺁﻧﻬﺎ ﺭﺍ ﺗﺤﺖ ﺷﻌﺎﻉ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﺪ ﺑﻪ ﻃﻮﺭي ﮐﻪ‬ ‫ﺖ ﺍﻳﻦ ﻋﻮﺍﻣﻞ ﻭ ﺗﺎﺛﻴ ﹺﺮ ﺁﻧﻬﺎ ﺑﺮ ﺭﻓﺘﺎﺭ ﺑﺎ ﻋﻮﺍﻣﻞ ﻣﺤﻴﻄﻲ‪ ،‬ﺑﺮﺍﺑﺮي ﻣﻲ ﮐﻨﺪ‪  .‬‬ ‫ﺐ ﻣﻮﺍﺭﺩ‪ ،‬ﻣﻴﺰﺍ ِﻥ ﺍﻫﻤﻴ ِ‬ ‫ﺩﺭ ﺍﻏﻠ ﹺ‬ ‫ﻲ ﻣﻔﻴﺪ ﻭ ﻣﻮﺛﺮي ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﻢ ﺑﺎﻳﺴﺘﻲ ﺑﻪ ﻣﻬﺎﺭﺕ ﻫﺎ ﻭ ﺗﻮﺍﻧﺎﻳﻲ ﻫﺎي ﺗﮏ‬ ‫ƒ ﺍﮔﺮ ﺑﺨﻮﺍﻫﻴﻢ ﺳﻴﺴﺘ ﹺﻢ ﺁﻣﻮﺯﺷ ﹺ‬ ‫ﮏ ﮐﻮﺩﮐﺎﻥ ﺗﻮﺟﻪ ﮐﻨﻴﻢ‪ .‬ﺭﻭﻳﮑﺮﺩ ﺗﻔﺎﻭﺕ ﻫﺎي ﻓﺮﺩي ﺑﻪ ﻣﺎ ﺩﺭ ﺭﺳﻴﺪﻥ ﺑﻪ ﺍﻳﻦ ﻫﺪﻑ ﮐﻤﮏ ﺷﺎﻳﺎﻧﻲ‬ ‫ﺗ ِ‬ ‫ﻣﻲ ﮐﻨﺪ‪  .‬‬ ‫ﺖ ﺍﻓﺮﺍﺩ ﺩﺍﺭﻳﻢ‪ .‬ﺑﺮﺍي‬ ‫ƒ ﺩﺭ ﺑﺴﻴﺎﺭي ﺍﺯ ﻣﻮﻗﻌﻴﺖ ﻫﺎي ﺯﻧﺪﮔﻲ‪ ،‬ﻧﻴﺎﺯ ﺑﻪ ﺍﻃﻼﻋﺎﺗﻲ ﺩﺭﺑﺎﺭﻩ ي ﻫﻮﺵ ﻭ ﺷﺨﺼﻴ ِ‬ ‫ﻖ‬ ‫ﻣﺜﺎﻝ ﺑﺴﻴﺎﺭ ﻣﻬﻢ ﺍﺳﺖ ﮐﻪ ﭘﺮﺳﺸﻨﺎﻣﻪ ي ﺍﺳﺘﺨﺪﺍﻣﻲ ﻳﮏ ﺷﺮﮐﺖ ﻃﻮﺭي ﺗﻬﻴﻪ ﺷﻮﺩ ﮐﻪ ﺑﺘﻮﺍﻥ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺖ ﻣﺘﻨﺎﺳﺐ ﺑﺮﺍي ﮐﺎ ﹺﺭ ﻣﻮﺭﺩ ﻧﻈﺮ ﮔﺰﻳﻨﺶ ﮐﺮﺩ‪  .‬‬ ‫ﺁﻥ ﺍﻓﺮﺍﺩي ﺑﺎ ﺷﺨﺼﻴ ِ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٢٩ ‬‬ ‫‪ ‬‬

‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺭﺷﺪ‪:١‬‬ ‫ﻲ ﺍﻓﺮﺍﺩ‪ ،‬ﻫﻢ ﺍﺯ‬ ‫ﺍﻣﺮﻭﺯﻩ ﻣﻄﺎﻟﻌﻪ ي ﺩﻭﺭﺍ ِﻥ ﮐﻮﺩﮐ ﹺ‬ ‫ﺖ ﺑﺮﺭﺳﻲ ﺍﻳﻦ ﺩﻭﺭﻩ ﺑﻪ ﺧﻮﺩي ﺧﻮﺩ ﻭ ﻫﻢ ﺍﺯ‬ ‫ﺟﻬ ِ‬ ‫ﻲ‬ ‫ﺟﻬﺖِ ﻓﻬ ﹺﻢ ﺍﻓﮑﺎﺭ ﻭ ﺭﻓﺘﺎﺭﻫﺎي ﺩﻭﺭﺍ ِﻥ ﺑﺰﺭﮔﺴﺎﻟ ﹺ‬ ‫ﺁﻧﻬﺎ ﺍﻣﺮي ﻧﺴﺒﺘﺎ ً ﭘﺬﻳﺮﻓﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬ ‫ﻞ ﻗﺮﻥِ ﺑﻴﺴﺘﻢ‪ ،‬ﻳﻌﻨﻲ ﺯﻣﺎﻧﻲ ﮐﻪ ﻓﺮﺿﻴﻪ‬ ‫ﺭﺷﺪ ﺩﺭ ﺍﻭﺍﻳ ﹺ‬ ‫ﻫﺎي ﺭﻭﺍﻧﮑﺎﻭي ِ ﺯﻳﮕﻤﻮﻧﺪ ﻓﺮﻭﻳﺪ‪-١٩٣٩)  ٢‬‬ ‫ﺕ ﺩﻭﺭﺍ ِﻥ ﮐﻮﺩﮐﻲ‬ ‫‪ (١٨٥٦‬ﺩﺭ ﺯﻣﻴﻨﻪ ي ﺗﺠﺮﺑﻴﺎ ِ‬ ‫ﻣﻮﺭ ِﺩ ﺗﻮﺟ ِﻪ ﺟﺪي ﻗﺮﺍﺭ ﮔﺮﻓﺖ‪ ،‬ﺩﺍﺭﺍي ﺍﻫﻤﻴﺖ‬ ‫ﺷﺪ‪.٣‬‬ ‫ﻂ ﮊﺍﻥ‬ ‫ﻲ ﺭﺷﺪ ﺗﻮﺳ ِ‬ ‫ﺟﻨﺒﺶﹺ ﺑﻌﺪي ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﭘﻴﺎﮊﻩ‪  (١٨٩٦-١٩٨٠) ٤‬ﺍﻳﺠﺎﺩ ﺷﺪ‪ .‬ﺗﻘﺴﻴﻢ ﺑﻨﺪي‬ ‫ﭘﻴﺎﮊﻩ ﺍﺯ ﻣﺮﺍﺣﻞ ﺭﺷﺪ ﺷﻨﺎﺧﺘﻲ ﮐﻮﺩﮐﺎﻥ ﻫﻨﻮﺯ ﻫﻢ ﺗﺎ‬ ‫ﺣﺪ ﺯﻳﺎﺩي ﻣﻌﺘﺒﺮ ﺍﺳﺖ‪.‬‬ ‫ﺕ‬ ‫ﻋﻼﻗﻪ ي ﺍﺻﻠﻲ ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥِ ﺭﺷﺪ ﺑﺮﺭﺳﻲ ِ ﺗﻐﻴﻴﺮﺍﺕ ﺍﻳﺠﺎﺩ ﺷﺪﻩ ﺩﺭ ﺟﺮﻳﺎ ِﻥ ﺭﺷﺪ ﮐﻮﺩﮎ ﻭ ﺗﺎﺛﻴﺮ ﺗﺠﺮﺑﻴﺎ ِ‬ ‫ﮐﻮﺩﮐﻲ ﺑﺮ ﺭﻓﺘﺎﺭﻫﺎي ﺩﻭﺭﺍ ِﻥ ﺑﺰﺭﮔﺴﺎﻟﻲ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬ ‫‪                                                       ‬‬

‫‪ : developmental  psychology ١ ‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲِ ﺭﺷﺪ‪  e ‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١٢‬‬ ‫‪ ٢ ‬ﺯﻳﮕﻤﻮﻧﺪ ﻓﺮﻭﻳﺪ ) ‪ ( Sigmund Freud‬ﺑﺎ ﺍﻳﻦ ﺍﺩﻋﺎ ﮐﻪ " ﺭﻓﺘﺎﺭِ ﺷﺨﺺ ﺗﺤﺖ ﺗﺎﺛﻴﺮِ ﺣﻮﺍﺩﺛﻲ ﺳﺖ ﮐﻪ ﻓﺮﺩ ﻧﺴﺒﺖ ﺑﻪ ﺑﺴﻴﺎﺭي ﺍﺯ‬ ‫ﺁﻧﻬﺎ ﺁﮔﺎﻩ ﻧﻴﺴﺖ " ﺍﻧﻘﻼﺑﻲ ﺩﺭ ﺳﻴﺮِ ﺗﻔﮑﺮ ﺍﻧﺴﺎﻥ ﺍﻳﺠﺎﺩ ﮐﺮﺩ‪.‬‬ ‫ﻣﻨﺒﻊ ‪ :‬ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﺍﺻﻮﻝ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺛﺮ ﻧﺮﻣﺎﻥ ﻝ‪ .‬ﻣﺎﻥ ‪ -‬ﺗﺮﺟﻤﻪ ﻭ ﺍﻗﺘﺒﺎﺱ ﺩﮐﺘﺮ ﺳﺎﻋﺘﭽﻲ ‪ -‬ﻧﺸﺮ ﺍﻣﻴﺮﮐﺒﻴﺮ ﺻﻔﺤﻪ ي ‪٣٢‬‬ ‫‪ e  ٣ ‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١٣‬‬ ‫‪Jean Piaget ٤‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ‬ ‫ﻝ ‪٣٠ ‬‬ ‫‪ ‬‬

‫ﺑﻪ ﺩﻭ ﺷﺎﺧﻪ ي‬ ‫ﮔﻔﺖ ﮐﻪ ﺭﻭﺍﻧﺸﻨﻨﺎﺳﻲ ﺭﺷﺪ ﻪ‬ ‫ﺑﺎ ﺍﻳﻳﻨﮑﻪ ﻗﺼﺪ ﺳﺳﺎﺩﻩ ﺳﺎﺯي ﺑﻴﺶ ﺍﺯ ﺣﺪ ﻣﻮﺿﻮﻉ ﺭﺍ ﻧﺪﺍﺭﻳﻢ ﻣﻲ ﺗﻮﺍﻥ ﺖ‬ ‫ﻣﻲ ﺷﻮﺩ ‪:‬‬ ‫ﮐﻠﻲ ﺗﻘﺴﻴﻢ ﻲ‬ ‫ﻲ‬

‫ﺟﻬﺖِ‬ ‫ﻞ ﺭﺷ ِﺪ ﻣﻬﺎﺭﺕ ﻫﺎي ﮐﻮﻮﺩﮎ ﺖ‬ ‫ƒ ﺭﺷ ِﺪ ﺷﻨﻨﺎﺧﺘﻲ ‪ :‬ﺷﺎﻣﻣ ﹺ‬ ‫ﺍﻳﻔﺎي ﻭﻇﺎﻳﻒ ﺭﻭﺯﺯ ﺑﻪ ﺭﻭﺯ ﭘﻴﻴﭽﻴﺪﻩ ﺗﺮ‪.‬‬ ‫ﻲ‬ ‫ﻫﺎي‬ ‫ﻞ ﺭﺷ ِﺪ ﻣﻬﺎﺭﺕ ي‬ ‫ﺟﺘﻤﺎﻋﻲ ‪ :‬ﺷﺷﺎﻣ ﹺ‬ ‫ƒ ﺭﺷ ِﺪ ﺍﺟ‬ ‫ﺍﺟﺘﻤﺎﻋﻲﹺ‬ ‫ﻂ ﺍﺟﺘﻤﺎﻋﻋﻲ ﻣﻮﺛﺮ ﺩﺭﺭ‬ ‫ﻲ ﺑﺮﻗﺮﺍﺭيﹺ ﺭﻭﻭﺍﺑ ِ‬ ‫ﮐﻮﺩﮎ ﻭ ﺗﻮﺍﻧﺎﻳ ﹺ‬ ‫ﮎ‬ ‫ﺟﺎﻣﻌﻪ‪  .‬‬

‫ﺍﻫﻤﻴﺖ ﺍﺳﺖ ؟‬ ‫ﮑﺮﺩ ﺍﺯ ﺭﻭﺍﺍﻧﺸﻨﺎﺳﻲ ﺩﺍﺭﺍي ﺖ‬ ‫ﭼﺮﺮﺍ ﺍﻳﻦ ﺭﻭﻳﮑ‬ ‫ﮎ ﺩﺭﺭﺳﺘﻲ ﺍﺯ ﺑﺮﺧﺧﻲ ﺭﻓﺘﺎﺭﻫﺎي‬ ‫ﻲ ﻓﺮﺮﺩ ﺩﺭ ِ‬ ‫ﺕ ﺩﻭﺭﺍ ِﻥ ﮐﻮﺩﮐ ﹺ‬ ‫ﻦ ﻧﻮﻉ ﺗﺠﺮﺑﻴﻴﺎ ِ‬ ‫ƒ ﻣﺎ ﻣﻲ ﺗﺗﻮﺍﻧﻴﻢ ﺑﺎ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘ ﹺ‬ ‫ﺩﻭﺭﺍ ِﻥ ﺑﺰﺭﮔﺴﺎﻟﻲ ﺍﻭ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺷﻴﻢ‪  .‬‬ ‫ﮐﻮﺩﮐﺎﻥ ﻣﻲ ﺷﻮﺩ ﺷﻨﺎﺳﺎﻳﻲ ﮐﮐﻨﻴﻢ‪ ،‬ﺧﻮﺍﻫﻴ‬ ‫ﻥ‬ ‫ﮐﻪ ﻣﻨﺠﺮ ﺑﻪ ﺭﺷ ِﺪ ﺷﻨﺎﺧﺘﺘﻲ‬ ‫ƒ ﭼﻨﺎﻧﭽﻪ ﺑﺘﻮﺍﻧﻴﻢ ﻋﻮﻮﺍﻣﻠﻲ ﺭﺍ ﻪ‬ ‫ﻫﻴﻢ‬ ‫ﺳﺘﻌﺪﺍﺩ ﻫﺎ ﻭ ﺗﻮﺍﻧﺎﻳﻲ ﻫﺎي‬ ‫ﺍﻳﻦ ﺷﮑﻞ ﺍﺳﺘ‬ ‫ﻲ ﮐﻮﺩﮐﺎﻥ ﺭﺍ ﺑﻬﺒﺒﻮﺩ ﺑﺨﺸﻴﻴﺪﻩ ﻭ ﺑﻪ ﻦ‬ ‫ﺗﻮﺍﻧﺴﺖ ﺳﻴﺴﺘ ﹺﻢ ﺁﻣﻣﻮﺯﺷ ﹺ‬ ‫ﺖ‬ ‫ﺍﻣﺮﻭﺯ ﺷﮑﻮﻓﺎ ﺳﺎﺯﺯﻳﻢ‪  .‬‬ ‫ﺯ‬ ‫ﺑﺎﻟﻘﻮﻩ ي ﮐﻮﺩﮐﺎﻥ ﺭﺍ ﺧﻴﻠﻲ ﺑﻬﺘﺘﺮ ﺍﺯ‬ ‫ﺵﹺ‬ ‫ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﻣﻣﺎ ﺩﺭ‬ ‫ﺍﺟﺘﻤﺎﻋﻲ ﮐﻮﺩﮎ ﻲ‬ ‫ﻲ‬ ‫ﺭﺷ ِﺪ‬ ‫ﻞ ﻣﻣﻮﺛﺮ ﺩﺭ ﺷ‬ ‫ﻖ ﻋﻮﺍﻣ ﹺ‬ ‫ﻋﻤﻴ ﹺ‬ ‫ƒ ﻓﻬ ﹺﻢ ﻤﻴ‬ ‫ﺁﻣﻮﺯﺵ ﻣﻬﺎﺭﺕ ﻫﺎي ﺍﺟﺘﻤﺎﻋﻋﻲ‬ ‫ﮑﻨﺪ‪  .‬‬ ‫ﮏِ ﺷﺎﻳﺎﻧﻲ ﺑﮑ‬ ‫ﺑﻪ ﮐﻮﺩﮐﺎﻥ‪ ،‬ﮐﻤﮏ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٣١ ‬‬ ‫‪ ‬‬

‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺟﺘﻤﺎﻋﻲ‪:١‬‬ ‫‪٢‬‬

‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺟﺘﻤﺎﻋﻲ ﻳﮑﻲ ﺍﺯ ﺟﻮﺍﻧﺘﺮﻳﻦ ﺷﺎﺧﻪ ﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻣﺤﺴﻮﺏ ﻣﻲ ﺷﻮﺩ‪ .‬ﻫﻤﺎﻧﻄﻮﺭي ﮐﻪ ﺗﺎﻣﺴﻮﻥ‬

‫ﺩﺭ ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎي ﺗﺎﺭﻳﺨﻲ ﺍﺵ ﻣﻲ ﮔﻮﻳﺪ ‪ " :‬ﺗﻨﻬﺎ ﭘﺲ ﺍﺯ ﺟﻨﮓ ﺟﻬﺎﻧﻲ ﺩﻭﻡ ﺑﻮﺩ ﮐﻪ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺟﺘﻤﺎﻋﻲ ﺍﺯ‬ ‫ﺍﻧﺴﺠﺎ ﹺﻡ ﮐﺎﻓﻲ ﻭ ﺗﮑﻨﻴﮏ ﻫﺎي ﭘﻴﺸﺮﻓﺘﻪ ي ﺗﺤﻘﻴﻖ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺷﺪ ﻭ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﺟﺪي ﻗﺮﺍﺭ‬ ‫ﮔﺮﻓﺖ‪  " .‬‬ ‫ﻞ ﺑﺴﻴﺎﺭي ﺭﺍ ﺩﺭ ﺑﺮ ﻣﻲ ﮔﻴﺮﺩ‪ .‬ﺑﺮﺧﻲ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺍﺟﺘﻤﺎﻋﻲ ﺑﻪ ﻣﻄﺎﻟﻌﻪ ي‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺟﺘﻤﺎﻋﻲ ﻣﺴﺎﺋ ﹺ‬ ‫ﻂ‬ ‫ﻲ ﺭﻭﺍﺑ ِ‬ ‫ﻓﺮﺍﻳﻨﺪﻫﺎي ﺫﻫﻨﻲ ﻓﺮﺩ ) ﻣﺎﻧﻨﺪ ﻧﮕﺮﺵ ﻫﺎ ﻭ ﺑﺎﻭﺭﻫﺎي ﻓﺮﺩ ( ﻣﻲ ﭘﺮﺩﺍﺯﻧﺪ‪ .‬ﺑﺮﺧﻲ ﺩﻳﮕﺮ ﺑﻪ ﺑﺮﺭﺳ ﹺ‬ ‫ﺩﻭﺳﺘﻲ ﻭ ﺧﻮﻳﺸﺎﻭﻧﺪي ﻓﺮﺩ ﮐﻪ ﺑﺨﺸﻲ ﺍﺯ ﺗﻌﺎﻣﻼﺕِ ﺍﺟﺘﻤﺎﻋﻲ ﺯﻧﺪﮔﻲ ﺭﻭﺯﻣﺮﻩ ي ﺍﻭ ﺭﺍ ﺗﺸﮑﻴﻞ ﻣﻲ ﺩﻫﻨﺪ‪ ،‬ﻣﻲ‬ ‫ﭘﺮﺩﺍﺯﻧﺪ‪ .‬ﮔﺮﻭ ِﻩ ﺩﻳﮕﺮي ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﺍﺟﺘﻤﺎﻋﻲ ﻫﻢ ﻣﺸﻐﻮﻝ ﺑﺮﺭﺳﻲ ﺭﻭﺍﺑﻂ ﺑﻴﻦ ﮔﺮﻭﻩ ﻫﺎ ﻭ ﻣﻌﻀﻼ ِ‬ ‫ﺕ ﻣﺮﺑﻮﻁ‬ ‫ﻞ ﻣﻬﻤﻲ ﻧﻈﻴ ﹺﺮ ﺗﻌﺼﺐ ﻫﺎ ﻭ ﺗﺒﻌﻴﺾ ﻫﺎ ) ﺟﻨﺴﻲ‪ ،‬ﻋﻘﻴﺪﺗﻲ‪ ،‬ﻧﮋﺍﺩي‪ ،‬ﻓﺮﻗﻪ ﺍي ( ﻣﻲ‬ ‫ﺑﻪ ﺍﻳﻦ ﺭﻭﺍﺑﻂ ﺍﺯ ﺟﻤﻠﻪ ﻣﺴﺎﺋ ﹺ‬ ‫ﺑﺎﺷﻨﺪ‪.‬‬

‫ﭼﺮﺍ ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺍﺭﺍي ﺍﻫﻤﻴﺖ ﺍﺳﺖ ؟‬ ‫ﻞ ﻣﺘﻘﺎﺑﻞ ﺑﺎ ﺩﻳﮕﺮ ﺍﻧﺴﺎﻧﻬﺎ ﻗﺮﺍﺭ‬ ‫ƒ ﺷﮑﻲ ﻧﻴﺴﺖ ﮐﻪ ﺍﻧﺴﺎﻥ ﻳﮏ ﻣﻮﺟﻮﺩِ ﺍﺟﺘﻤﺎﻋﻲ ﺳﺖ ﻭ ﭘﻴﻮﺳﺘﻪ ﺩﺭ ﻋﻤ ﹺ‬ ‫ﻲ ﺍﻃﺮﺍﻓﻤﺎﻥ ﺗﺎﺛﻴﺮ ﮔﺮﻓﺘﻪ ﻭ ﺁﻧﻬﺎ ﺭﺍ ﺩﺭ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻳﻤﺎﻥ ﻣﻨﻌﮑﺲ ﻣﻲ‬ ‫ﺩﺍﺭﺩ‪ .‬ﻣﺎ ﺍﺯ ﺭﻭﻳﺪﺍﺩﻫﺎي ﺍﺟﺘﻤﺎﻋ ﹺ‬ ‫ﺶ ﺍﺟﺘﻤﺎﻋﻲ ﺧﻮﺩ ﺑﺮﺍي ﻓﻬﻤﻴﺪﻥِ ﺯﻧﺪﮔﻲ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ ﮐﻨﻴﻢ‪ .‬ﺍﺯ‬ ‫ﮐﻨﻴﻢ‪.‬ﺣﺘﻲ ﺯﻣﺎﻧﻲ ﮐﻪ ﺗﻨﻬﺎ ﻫﺴﺘﻴﻢ ﺍﺯ ﺩﺍﻧ ﹺ‬ ‫ﻲ ﺍﺟﺘﻤﺎﻋﻲ ﺑﺮﺍي ﻣﺎ ﺑﺴﻴﺎﺭ ﻣﻔﻴﺪ ﺑﺎﺷﺪ‪  .‬‬ ‫ﺶ ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺍﻳﻦ ﺭﻭ ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﺩﺍﻧ ﹺ‬ ‫‪ ‬‬

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‫‪ : social psychology ١ ‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺟﺘﻤﺎﻋﻲ ‪  e ‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ‪[١٤]  ‬‬ ‫‪Thomson ٢ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٣٢ ‬‬ ‫‪ ‬‬

‫ﮎ ﻣﺎ ﺍﺯ ﺧﻮﻳﺸﺘﻦ ﻭ ﺩﻳﮕﺮ ﻣﺮﺩﻣﺎﻥ ﻫﻤﺮﺍﻩ ﺑﺎ ﺳﻮﮔﻴﺮي ﻫﺎ ﻭ‬ ‫ƒ ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﺍﺟﺘﻤﺎﻋﻲ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺍﻧﺪ ﮐﻪ ﺩﺭ ِ‬ ‫ﮎ ﺩﺭﺳﺘﻲ ﺍﺯ ﺟﺎﻣﻌﻪ‬ ‫ﻖ ﺁﻥ ﺑﺘﻮﺍﻧﻴﻢ ﺩﺭ ِ‬ ‫ﺗﺤﺮﻳﻒ ﻫﺎي ﺑﻴﺸﻤﺎﺭي ﺳﺖ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﻧﻴﺎﺯ ﺑﻪ ﺩﺍﻧﺸﻲ ﮐﻪ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ي ﺍﻃﺮﺍﻑ ﺑﺪﺳﺖ ﺁﻭﺭﺩﻩ ﻭ ﺿﻌﻒ ﻫﺎ ﻭ ﻗﻮﺕ ﻫﺎي ﻧﮕﺮﺵ ﺧﻮﺩ ﺭﺍ ﺩﺭﻳﺎﺑﻴﻢ ﺑﻪ ﻭﺿﻮﺡ ﺍﺣﺴﺎﺱ ﻣﻲ‬ ‫ﺷﻮﺩ‪  .‬‬ ‫ﺐ ﺍﻭﻗﺎﺕ ﺑﻴﺶ ﺍﺯ ﺁﻧﭽﻪ ﺍﻧﺘﻈﺎﺭ ﺩﺍﺭﻳﻢ ﺍﺯ ﺩﻳﮕﺮﺍﻥ ﺗﺎﺛﻴﺮ ﻣﻲ ﮔﻴﺮﺩ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ‬ ‫ƒ ﺭﻓﺘﺎﺭﻫﺎي ﻣﺎ ﺩﺭ ﺍﻏﻠ ﹺ‬ ‫ﻑ ﺭﻭﺍﺑﻂ ﺍﺟﺘﻤﺎﻋﻲ ﺑﺮ ﺭﻓﺘﺎ ﹺﺭ ﻓﺮﺩ ﺭﺍ ﻣﻮﺭﺩ ﺑﺮﺭﺳﻲ‬ ‫ﺩﺳﺘﺮﺳﻲ ﺑﻪ ﺩﺍﻧﺸﻲ ﮐﻪ ﺍﺯ ﻃﺮﻳﻖ ﺁﻥ ﺑﺘﻮﺍﻥ ﺍﺛ ﹺﺮ ﺷﮕﺮ ِ‬ ‫ﻗﺮﺍﺭ ﺩﺍﺩ ﺑﺴﻴﺎﺭ ﻣﻄﻠﻮﺏ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪  .‬‬ ‫‪ ‬‬

‫◄ ﺟﺎﻣﻌﻪ ﻭ ﺑﻪ ﻃﻮﺭ ﮐﻠﻲِ ﻣﺤﻴﻂِ ﭘﻴﺮﺍﻣﻮﻥ ﻣﺎ ﺗﺎ ﭼﻪ ﺣﺪ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﺭﻓﺘﺎﺭﻫﺎﻳﻤﺎﻥ ﺳﻤﺖ ﻭ ﺳﻮ ﺩﻫﺪ ؟ ‪ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٣٣ ‬‬ ‫‪ ‬‬

‫ﻲ ﻧﺎﺑﻬﻨﺠﺎﺭ‪:١‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺕ ﺫﻫﻨﻲ‪ ٢‬ﺭﻧﺞ ﻣﻲ ﺑﺮﺩﻧﺪ ﺑﻪ ﺷﻴﻮﻩ ﻫﺎي ﮐﺎﻣﻼ ً ﻭﺣﺸﻴﺎﻧﻪ ﻭ ﺑﺪﻭي‬ ‫ﺑﺮﺍي ﻗﺮﻥ ﻫﺎ ﺑﺎ ﺑﻴﻤﺎﺭﺍﻧﻲ ﮐﻪ ﺍﺯ ﺍﺧﺘﻼﻻ ِ‬ ‫ﺕ ﺫﻫﻨﻲ‪ ،‬ﺷﻴﺎﻃﻴﻦ ﻭ ﻧﻴﺮﻭﻫﺎي ﻣﺘﺎﻓﻴﺰﻳﮑﻲ ﻫﺴﺘﻨﺪ‪ ،‬ﻳﮏ ﺑﺎﻭ ﹺﺭ ﺭﺍﻳﺞ‬ ‫ﺖ ﺍﺧﺘﻼﻻ ِ‬ ‫ﺑﺮﺧﻮﺭﺩ ﻣﻲ ﺷﺪ‪ .‬ﺍﻳﻦ ﺑﺎﻭﺭ ﮐﻪ ﻋﻠ ِ‬ ‫ﻲ ﺑﻴﻤﺎﺭ ﺭﺍ ﺑﻪ ﻗﺪﺭي ﻧﺎﻣﻨﺎﺳﺐ ﮐﻨﻨﺪ ﺗﺎ‬ ‫ﻂ ﺑﺪﻧ ﹺ‬ ‫ﺑﻮﺩ‪ .‬ﺷﻴﻮﻩ ي ﻣﺘﺪﺍﻭ ﹺﻝ ﺩﺭﻣﺎ ِﻥ ﺑﻴﻤﺎﺭﺍ ِﻥ ﺫﻫﻨﻲ ﺍﻳﻦ ﺑﻮﺩ ﮐﻪ ﺷﺮﺍﻳ ِ‬ ‫ﺏ ﺟﻮﺵ ﻏﺴﻞ ﻣﻲ ﺩﺍﺩﻧﺪ‪ ،‬ﺍﻭ ﺭﺍ ﺷﻼﻕ ﻣﻲ‬ ‫ﮎ ﺑﺪﻥ ﺍﻭ ﮔﺮﺩﺩ ! ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺑﻴﻤﺎﺭ ﺭﺍ ﺑﺎ ﺁ ﹺ‬ ‫ﺷﻴﻄﺎﻥ ﻣﺠﺒﻮﺭ ﺑﻪ ﺗﺮ ِ‬ ‫ﺯﺩﻧﺪ‪ ،‬ﺑﻪ ﺍﻭ ﮔﺮﺳﻨﮕﻲ ﻣﻲ ﺩﺍﺩﻧﺪ ﻭ ﻳﺎ ﺍﻭ ﺭﺍ ﺷﮑﻨﺠﻪ ﻣﻲ ﮐﺮﺩﻧﺪ‪ .‬ﺯﻳﮕﻤﻮﻧﺪ ﻓﺮﻭﻳﺪ‪ ،‬ﻳﮑﻲ ﺍﺯ ﻧﺨﺴﺘﻴﻦ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬ ‫ﺑﻮﺩ ﮐﻪ ﻧﻴﺎﺯ ﺑﻪ ﺷﻴﻮﻩ ﻫﺎي ﺩﺭﻣﺎﻧﻲ ﻭ ﺍﺭﺍﺋﻪ ي ﻳﮏ ﺭﻭﻳﮑﺮ ِﺩ ﺟﺎﻣﻊ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺭﺍ ﺍﺣﺴﺎﺱ ﮐﺮﺩ ﻭ ﺭﻭﺍﻧﮑﺎﻭي‬ ‫ﺭﺍ ﺑﺮ ﺍﻳﻦ ﻣﺒﻨﺎ ﺍﻳﺠﺎﺩ ﮐﺮﺩ‪.‬‬

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‫‪ : abnormal psychology ١ ‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲِ ﻧﺎﺑﻬﻨﺠﺎﺭ‪  e .‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١٥‬‬ ‫‪ : mental disorders ٢ ‬ﺍﺧﺘﻼﻝِ ﺫﻫﻨﻲ‪ .‬ﺍﺧﺘﻼﻝِ ﺭﻭﺍﻧﻲ ﻭ ﻳﺎ ﻋﻘﻠﻲ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﺯ ﺑﻴﻦ ﺍﻳﻦ ﺳﻪ ﺍﺻﻄﻼﺡ‪ ،‬ﺗﺮﺟﻴﺢ ﺩﺍﺩﻳﻢ ﺍﺯ‬ ‫ﺍﺻﻄﻼﺡِ ﺍﺧﺘﻼﻝِ ﺫﻫﻨﻲ ﺍﺳﺘﻔﺎﺩﻩ ﮐﻨﻴﻢ‪.‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٣٤ ‬‬ ‫‪ ‬‬

‫ﺕ ﺫﻫﻨﻲ ﺭﻧﺞ ﻣﻲ ﺑﺮﻧﺪ‬ ‫ﻲ ﻣﻮﺛﺮ ﺑﺮﺍي ﺍﻓﺮﺍﺩي ﮐﻪ ﺍﺯ ﺍﺧﺘﻼﻻ ِ‬ ‫ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺍﺑﺪﺍ ﹺﻉ ﺭﻭﺷﻬﺎي ﺩﺭﻣﺎﻧ ﹺ‬ ‫ﺗﻨﻬﺎ ﻳﮑﻲ ﺍﺯ ﻣﻮﺿﻮﻉ ﻫﺎي ﻣﻮﺭﺩ ﺑﺮﺭﺳﻲ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻧﺎﺑﻬﻨﺠﺎﺭ ﺍﺳﺖ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ ﺩﺭ ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩ ﺍﻳﺠﺎ ِﺩ‬ ‫ﮎ ﻋﻮﺍﻣﻞ ﺑﻴﺸﻤﺎ ﹺﺭ ﺩﺧﻴﻞ‬ ‫ﺕ ﺫﻫﻨﻲ ﻭ ﻫﻤﭽﻨﻴﻦ ﺩﺭ ِ‬ ‫ﺖ ﺗﺸﺨﻴﺺ ﻭ ﻃﺒﻘﻪ ﺑﻨﺪي ﺍﺧﺘﻼﻻ ِ‬ ‫ﻳﮏ ﺳﻴﺴﺘ ﹺﻢ ﻧﻈﺎﻡ ﻳﺎﻓﺘﻪ ﺟﻬ ِ‬ ‫ﺩﺭ ﻳﮏ ﺍﺧﺘﻼ ﹺﻝ ﺫﻫﻨﻲ‪ ،‬ﻣﻮﺭﺩ ﺗﺤﻘﻴﻖ ﻭ ﭘﮋﻭﻫﺶ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﺩ‪.١‬‬

‫ﭼﺮﺍ ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺍﺭﺍي ﺍﻫﻤﻴﺖ ﺍﺳﺖ ؟‬ ‫ﻑ ﺩﻳﺮﻳﻨﻪ ي‬ ‫ﻞ ﻣﻮﺛﺮ ﺩﺭ ﺍﻳﺠﺎ ِﺩ ﻳﮏ ﺍﺧﺘﻼ ﹺﻝ ﺫﻫﻨﻲ ﻳﮑﻲ ﺍﺯ ﺍﻫﺪﺍ ِ‬ ‫ﻞ ﻋﻮﺍﻣ ﹺ‬ ‫ﮎ ﺻﺤﻴﺢ ﻭ ﮐﺎﻣ ﹺ‬ ‫ƒ ﺩﺭ ِ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﻭﺍﺿﺢ ﺍﺳﺖ ﮐﻪ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﭼﻨﻴﻦ ﺩﺍﻧﺸﻲ ﺯﻣﻴﻨﻪ ﺭﺍ ﺑﺮﺍي ﺟﻠﻮﮔﻴﺮي ﺍﺯ ﻭﻗﻮ ﹺﻉ‬ ‫ﺍﻳﻦ ﺍﺧﺘﻼﻻﺕ ﻓﺮﺍﻫﻢ ﻣﻲ ﮐﻨﺪ‪  .‬‬ ‫‪ ‬‬ ‫ﻞ‬ ‫ﻲ ﻧﺎﺑﻬﻨﺠﺎﺭ ﻣﻨﺠﺮ ﺑﻪ ﭘﻴﺸﺮﻓﺖ ﻫﺎي ﺍﺳﺎﺳﻲ ﺩﺭ ﺩﺭﻣﺎ ِﻥ ﺑﻴﻤﺎﺭﺍ ِﻥ ﺫﻫﻨﻲ ﺷﺪﻩ ﻭ ﺑﻪ ﺷﮑ ﹺ‬ ‫ﺖ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ƒ ﭘﻴﺸﺮﻓ ِ‬ ‫ﺍﻣﻴﺪﻭﺍﺭ ﮐﻨﻨﺪﻩ ﺍي ﺍﺯ ﺩﺭﺩﻫﺎي ﺑﺸﺮ ﻣﻲ ﮐﺎﻫﺪ‪  .٢‬‬ ‫‪ ‬‬ ‫‪ ‬‬

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‫‪ ١ ‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﻫﻨﻮﺯ ﺑﺮﺍي ﺑﺮﺧﻲ ﭘﺮﺳﺶ ﻫﺎي ﻣﻬﻢ‪ ،‬ﭘﺎﺳﺦِ ﻗﺎﻧﻊ ﮐﻨﻨﺪﻩ ﺍي ﻳﺎﻓﺖ ﻧﺸﺪﻩ ﺍﺳﺖ‪ .‬ﻣﺜﻼً ﻣﻌﻨﻲ ﺑﻬﻨﺠﺎﺭ ﻭ ﻧﺎﺑﻬﻨﺠﺎﺭ ﭼﻴﺴﺖ ؟‬ ‫ﺁﻳﺎ ﻣﻲ ﺗﻮﺍﻥ ﻣﺮﺯي ﺑﻴﻦِ ﺭﻓﺘﺎﺭِ ﺑﻬﻨﺠﺎﺭ ﻭ ﻧﺎﺑﻬﻨﺠﺎﺭ ﮐﺸﻴﺪ ؟ ﺁﻳﺎ ﺑﺎﻳﺴﺘﻲ ﺍﺷﺨﺎﺻﻲ ﻧﻈﻴﺮِ ﺍﻧﻴﺸﺘﻴﻦ ﺭﺍ ﻳﮏ ﻓﺮﺩ ﻧﺎﺑﻬﻨﺠﺎﺭ ﺑﻪ ﺣﺴﺎﺏ ﺁﻭﺭﺩ ؟‬ ‫) ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﺍﺻﻮﻝ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺛﺮ ﻧﺮﻣﺎﻥ ﻝ‪ .‬ﻣﺎﻥ ‪ -‬ﺗﺮﺟﻤﻪ ﻭ ﺍﻗﺘﺒﺎﺱ ﺩﮐﺘﺮ ﺳﺎﻋﺘﭽﻲ ‪ -‬ﻧﺸﺮ ﺍﻣﻴﺮﮐﺒﻴﺮ ﺻﻔﺤﻪ ي ‪( ٢٧‬‬ ‫‪ ٢ ‬ﻧﮑﺘﻪ ﺍي ﮐﻪ ﺑﺎﻳﺴﺘﻲ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺖ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺯﻧﺪﮔﻲ ﺍﻓﺮﺍﺩ ﺳﺎﻟﻢ ﻧﻴﺰ ﺑﻪ ﺩﻟﻴﻞِ ﺑﺴﺘﮕﻲ ﻫﺎي ﻧﺰﺩﻳﮏ ﺑﺎ ﺍﻓﺮﺍﺩِ ﺩﭼﺎﺭ ﺍﺧﺘﻼﻻﺕِ‬ ‫ﺫﻫﻨﻲ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﺩ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲِ ﻣﺮﺿﻲ – ﺍﺛﺮ ﺳﺎﺭﺍﺳﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻧﺠﺎﺭﻳﺎﻥ ﻭ ﻫﻤﮑﺎﺭﺍﻥ – ﻧﺸﺮ ﺭﺷﺪ –‬ ‫ﺻﻔﺤﻪ ي ‪(٤٥ - ٤٤‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٣٥ ‬‬ ‫‪ ‬‬

‫ﺷﻴﻮﻩ ﻫﺎي ﺗﺤﻘﻴﻖ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ‪:‬‬ ‫ﻞ ﺭﻓﺘﺎ ﹺﺭ ﺍﻧﺴﺎﻥ ﺍﺯ ﺭﻭﻳﮑﺮﺩﻫﺎي ﮔﻮﻧﺎﮔﻮﻧﻲ ﺍﺳﺘﻔﺎﺩﻩ ﮐﺮﺩﻩ ﺍﻧﺪ‪.‬‬ ‫ﮎ ﮐﺎﻣ ﹺ‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﻳﺪﻳﻢ ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﺑﺮﺍي ﺩﺭ ِ‬ ‫) ﺭﻭﻳﮑﺮ ِﺩ ﺯﻳﺴﺘﻲ‪ ،‬ﺍﺟﺘﻤﺎﻋﻲ‪ ،‬ﺷﻨﺎﺧﺘﻲ ﻭ‪ .( ...‬ﺑﻪ ﻫﻤﻴﻦ ﺷﮑﻞ‪ ،‬ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ‪ ،‬ﺩﺭ ﺷﻴﻮﻩ ﻫﺎي ﺗﺤﻘﻴﻖ ﻧﻴﺰ ﺑﺎ‬ ‫ﻳﮑﺪﻳﮕﺮ ﻣﺘﻔﺎﻭﺕ ﻫﺴﺘﻨﺪ‪ .‬ﺑﺴﻴﺎﺭي ﺍﺯ ﺁﻧﻬﺎ ﺑﺮﺍﻳﻦ ﻋﻘﻴﺪﻩ ﺍﻧﺪ ﮐﻪ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺑﺎﻳﺴﺘﻲ ﻣﺎﻧﻨ ِﺪ ﺩﻳﮕﺮ ﻋﻠﻮﻡ ﺑﺮﺍي‬ ‫ﻂ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﺑﻬﺮﻩ ﺑﮕﻴﺮﺩ‪ .‬ﺍﮐﺜﺮ‬ ‫ﺖ ﺷﺮﺍﻳ ِ‬ ‫ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻳﺎﻓﺘﻪ ﻫﺎي ﺧﻮﺩ ﺍﺯ ﺁﺯﻣﻮﻥ ﻫﺎي ﺩﻗﻴﻖ ﻭ ﮐﻨﺘﺮﻝ ﺷﺪﻩ ﺗﺤ ِ‬ ‫ﺵ ﺗﺤﻘﻴﻖ ﻣﺤﺪﻭﺩﻳﺖ‬ ‫ﻳﺎﻓﺘﻪ ﻫﺎﻳﻲ ﮐﻪ ﺩﺭ ﺍﻳﻦ ﮐﺘﺎﺏ ﺍﺭﺍﺋﻪ ﺷﺪﻩ ﺍﻧﺪ ﺍﺯ ﺍﻳﻦ ﻧﻮﻉ ﻫﺴﺘﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﺣﺎﻝ‪ ،‬ﺩﺭ ﺍﻳﻦ ﺭﻭ ﹺ‬ ‫ﻫﺎﻳﻲ ﻧﻴﺰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﻳﮑﻲ ﺍﺯ ﺍﻳﻦ ﻣﺤﺪﻭﺩﻳﺖ ﻫﺎ ﻣﺮﺑﻮﻁ ﺑﻪ ﺩﺍﺭﺍ ﺑﻮﺩ ِﻥ ﺍﻋﺘﺒﺎ ﹺﺭ ﻣﺤﻴﻄﻲ‪ ١‬ﻳﻌﻨﻲ ﮐﺎﺭﺑﺮﺩي ﺑﻮﺩﻥ‬ ‫ﺕ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﻓﺎﻗ ِﺪ ﺍﻋﺘﺒﺎ ﹺﺭ ﻣﺤﻴﻄﻲ ﺑﻮﺩﻩ ﻭ ﺗﻨﻬﺎ ﺩﺭ‬ ‫ﻳﺎﻓﺘﻪ ﻫﺎ ﺩﺭ ﺯﻧﺪﮔﻲ ﺭﻭﺯﻣﺮﻩ ﺍﺳﺖ‪ .‬ﻣﺘﺎﺳﻔﺎﻧﻪ ﮔﺎﻫﻲ ﻣﻄﺎﻟﻌﺎ ِ‬ ‫ﺢ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﺩﺭﺳﺖ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﺳﻄ ﹺ‬

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‫‪ecological validity  ١ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٣٦ ‬‬ ‫‪ ‬‬

‫ﺩﺭ ﺍﻳﻦ ﺭﺍﺳﺘﺎ ﺑﺮﺧﻲ ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﻋﻘﻴﺪﻩ ﺩﺍﺭﻧﺪ ﮐﻪ ﺑﻬﺘﺮﻳﻦ ﺭﺍﻩ ﺑﺮﺍي ﺑﺪﺳﺖ ﺁﻭﺭﺩ ِﻥ ﺍﻋﺘﺒﺎ ﹺﺭ ﻣﺤﻴﻄﻲ‪ ،‬ﺑﻬﺮﻩ ﮔﻴﺮي‬ ‫ﻒ ﻭﺳﻴﻌﻲ ﺍﺯ ﺭﻭﺵ ﻫﺎي ﻏﻴﺮ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﺩﺭ ﮐﻨﺎﺭ ﺭﻭﺵ ﻫﺎي ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﺍﺳﺖ‪ .‬ﻣﺜﻼً ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ‬ ‫ﺍﺯ ﻃﻴ ِ‬ ‫ﺐ‬ ‫ﻣﺸﺎﻫﺪﻩ ي ﺯﻧﺪﮔﻲ ﺭﻭﺯﻣﺮﻩ ي ﻣﺮﺩﻡ ﭘﺮﺩﺍﺧﺖ ﻭ ﺑﺎ ﺁﻧﻬﺎ ﻣﺼﺎﺣﺒﻪ ﮐﺮﺩ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻣﻲ ﺗﻮﺍﻥ ﺑﺮﺍي ﮐﺴ ﹺ‬ ‫ﻖ ﺯﻧﺪﮔﻲ ﻳﮏ ﻓﺮﺩ ﺧﺎﺹ ( ﺍﺳﺘﻔﺎﺩﻩ ﮐﺮﺩ‪ .‬ﺭﻭﺵ ﻫﺎي‬ ‫ﺍﻃﻼﻋﺎﺕ ﺟﺰﺋﻲ ﺗﺮ ﺍﺯ ﺑﺮﺭﺳﻲ ﻣﻮﺭﺩي ) ﺑﺮﺭﺳﻲ ﺩﻗﻴ ﹺ‬ ‫ﻖ ﮔﻮﻧﺎﮔﻮﻧﻲ ﺑﺮﺍي ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﻣﻮﺟﻮﺩ‬ ‫ﺁﻣﺎﺭي ﻧﻴﺰ ﺩﺭ ﺑﺴﻴﺎﺭي ﻣﻮﺍﻗﻊ ﻣﻔﻴﺪ ﻫﺴﺘﻨﺪ‪ .‬ﺑﻪ ﻃﻮﺭ ﮐﻠﻲ ﺭﻭﺷﻬﺎي ﺗﺤﻘﻴ ﹺ‬ ‫ﻂ ﺁﻳﺰﻧﮏ )‪ ،( ٢٠٠٠‬ﮔﺮﺍﻭﺗﺮ ﻭ‬ ‫ﻒ ﺗﺤﻘﻴﻖ‪ ،‬ﺿﻌﻒ ﻫﺎ ﻭ ﻗﻮﺕ ﻫﺎي ﻫﺮﻳﮏ ﺗﻮﺳ ِ‬ ‫ﺍﺳﺖ‪ .‬ﺷﻴﻮﻩ ﻫﺎي ﻣﺨﺘﻠ ِ‬ ‫ﻓﻮﺭﺯﺍﻧﻮ‪ ( ٢٠٠٢ ) ١‬ﺑﻪ ﺗﻔﺼﻴﻞ ﻣﻮﺭﺩ ﺑﺮﺭﺳﻲ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪.٢‬‬

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‫‪Eysenck ١ ‬‬ ‫‪ Gravetter& Forzano ٢ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٣٧ ‬‬ ‫‪ ‬‬

‫ﺑﻬﺘﺮﻳﻦ ﺭﻭﺵ ﻣﻄﺎﻟﻌﻪ ي ﺍﻧﺴﺎﻧﻬﺎ ﭼﻴﺴﺖ ؟‬ ‫‪ ‬‬ ‫ﺦ ﻗﻄﻌﻲ ﺑﺮﺍي ﺍﻳﻦ ﺳﻮﺍﻝ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪.‬ﻫﺮ ﺭﻭﺵ ﺿﻌﻒ ﻫﺎ ﻭ ﻗﻮﺕ ﻫﺎي ﺧﻮﺩ ﺭﺍ ﺩﺍﺭﺩ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻫﺮ ﺭﻭﺷﻲ‬ ‫ﭘﺎﺳ ﹺ‬ ‫ﻖ ﺁﺯﻣﺎﻳﺸﻲ‬ ‫ﺵ ﺗﺤﻘﻴ ﹺ‬ ‫ﺩﺭ ﻣﻮﺭ ِﺩ ﺧﺎﺻﻲ ﻣﻨﺎﺳﺐ ﺗﺮ ﺍﺯ ﺑﻘﻴﻪ ي ﺭﻭﺵ ﻫﺎ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﺩﺭ ﺍﻳﻦ ﻣﻴﺎﻥ ﺭﻭ ﹺ‬

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‫ﺖ ﺧﺎﺻﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ‬ ‫ﺍﺯ ﺍﻫﻤﻴ ِ‬ ‫ﺑﺨﺸﻲ ﺍﺯ ﺟﻨﺒﻪ ﻫﺎي ﻣﺤﻴﻂ ) ﻣﺘﻐﻴﺮﻫﺎي ﻣﺴﺘﻘﻞ (‬ ‫ﮐﻨﺘﺮﻝ ﻣﻲ ﺷﻮﺩ ﻭ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﺗﺎﺛﻴﺮ ﻫﺮ ﻳﮏ ﺍﺯ‬ ‫ﺍﻳﻦ ﻋﻮﺍﻣﻞ ﺑﺮ ﺭﻓﺘﺎ ﹺﺭ ﻓﺮﺩ ﻣﻮﺭ ِﺩ ﺁﺯﻣﺎﻳﺶ ) ﻣﺘﻐﻴﺮ‬ ‫ﻭﺍﺑﺴﺘﻪ ( ﺍﺭﺯﻳﺎﺑﻲ ﻣﻲ ﺷﻮﺩ‪.٢‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﺍﻣﻴﺪﻭﺍﺭﻧﺪ ﺑﺘﻮﺍﻧﻨﺪ ﺑﺎ ﺗﺮﮐﻴﺐ ﻳﺎﻓﺘﻪ‬ ‫ﻲ ﺍﻳﻦ ﺭﻭﺵ ﻫﺎ ﺑﻪ ﺍﻫﺪﺍﻑِ ﻣﻮﺭ ِﺩ ﻧﻈ ﹺﺮ‬ ‫ﻫﺎي ﺗﻤﺎﻣ ﹺ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺳﺖ ﻳﺎﺑﻨﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺑﺎ ﺧﻮﺍﻧﺪ ِﻥ‬ ‫ﺍﻳﻦ ﮐﺘﺎﺏ ﻣﺘﻮﺟﻪ ﺧﻮﺍﻫﻴﺪ ﺷﺪ ﺗﺎﮐﻨﻮﻥ ﺗﺎ ﺣ ِﺪ‬ ‫ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﺑﻪ ﺍﻳﻦ ﺁﺭﺯﻭ ﺟﺎﻣﻪ ي ﻋﻤﻞ‬ ‫ﭘﻮﺷﺎﻧﺪﻩ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﻫﻨﻮﺯ ﺭﺍ ِﻩ‬ ‫ﺑﺴﻴﺎﺭي ﺩﺭ ﭘﻴﺶ ﺍﺳﺖ !‬

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‫‪ : experimental method ١ ‬ﺭﻭﺵ ﺁﺯﻣﺎﻳﺶ ) ﺗﺠﺮﺑﻲ (‪ .‬ﺍﺻﻄﻼﺣﻲ ﺑﺴﻴﺎﺭ ﮐﻠﻲ‪ ،‬ﻗﺎﺑﻞِ ﺍﻧﻄﺒﺎﻕ ﺑﺮﺍي ﻫﺮ ﺭﻭﺵِ ﻣﻄﺎﻟﻌﻪ ي ﻣﻄﺎﻟﺐِ‬ ‫ﺭﻭﺍﻧﻲ ﮐﻪ ﺍﺯ ﺍﻗﺪﺍﻣﺎﺕِ ﺗﺠﺮﺑﻲ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ ﮐﻨﺪ‪ .‬ﺯﻣﺎﻧﻲ ﺍﻳﻦ ﺍﺻﻄﻼﺡ ﻣﺨﺘﺺِ ﺭﻭﺍﻧﺸﻨﺎﺳﻲِ ﺍﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﺑﻮﺩ ﻭﻟﻲ ﺣﺎﻻ ﭼﻨﻴﻦ ﻧﻴﺴﺖ‪) .‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻣﻌﺎﺻﺮِ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﭘﺰﺷﮑﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي (‪  e ‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ‪  [١٦]  ‬‬ ‫‪ ٢ ‬ﻣﺘﻐﻴﺮﻫﺎ ‪ :‬ﺍﺻﻮﻻً ﺑﻪ ﻫﺮﻳﮏ ﺍﺯ ﻭﻳﮋﮔﻲ ﻫﺎي ﻓﺮﺩ ﻳﺎ ﻣﺤﻴﻂ ﭘﻴﺮﺍﻣﻮﻥِ ﺍﻭ ﮐﻪ ﻗﺎﺑﻞِ ﺗﻐﻴﻴﺮ ﺑﺎﺷﺪ‪ ،‬ﻣﺘﻐﻴﺮ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ e  .‬ﺑﻪ ﺍﻧﺘﻬﺎي‬ ‫ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪  [١٧‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٣٨ ‬‬ ‫‪ ‬‬

‫ﺁﻳﺎ ﻣﻲ ﺗﻮﺍﻥ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺭﺍ ﻳﮏ ﻋﻠﻢ ﺑﻪ ﺣﺴﺎﺏ ﺁﻭﺭﺩ ؟‬ ‫ﺦ ﻗﻄﻌﻲ ﮐﻪ ﻣﻮﺭﺩ ﻗﺒﻮﻝ ﻫﻤﻪ ﺑﺎﺷﺪ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪ .‬ﺑﺎ ﺍﻳﻦ ﺣﺎﻝ ﺩﺭ ﺍﻳﻦ ﻗﺴﻤﺖ ﺳﻌﻲ ﻣﻲ ﮐﻨﻴﻢ ﻣﻌﻴﺎﺭﻫﺎي‬ ‫ﭘﺎﺳ ﹺ‬ ‫ﻲ ﻋﻠﻢ‪ ١‬ﺭﺍ ﺑﺮ ﺷﻤﺎﺭﻳﻢ ﻭ ﺑﺒﻴﻨﻴﻢ ﮐﻪ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﺎ ﭼﻪ ﺣﺪ ﺑﻪ ﺍﻳﻦ ﻣﻌﻴﺎﺭﻫﺎ ﻧﺰﺩﻳﮏ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺷﺎﻳﺪ ﺑﻪ ﺍﻳﻦ‬ ‫ﺍﺻﻠ ﹺ‬ ‫ﺦ ﺳﻮﺍﻝ ﻧﺰﺩﻳﮏ ﺷﺪ‪ .‬ﻣﻲ ﺗﻮﺍﻥ ﺷﺶ ﻣﻌﻴﺎﺭ ﮐﻠﻲ ﺑﺮﺍي ﻋﻠﻢ ﺑﺮﺷﻤﺮﺩ ‪:‬‬ ‫ﻃﺮﻳﻖ ﺑﺘﻮﺍﻥ ﺗﺎ ﺣﺪي ﺑﻪ ﭘﺎﺳ ﹺ‬

‫‪ .١‬ﻣﺸﺎﻫﺪﻩ ﺑﺎﻳﺴﺘﻲ ﺗﺤﺖ ﺷﺮﺍﻳﻂ ﮐﻨﺘﺮﻝ ﺷﺪﻩ ﺑﺎﺷﺪ‪:‬‬ ‫ﺩﺭ ﺍﮐﺜ ﹺﺮ ﻋﻠﻮﻡ ) ﺑﻪ ﺟﺰ ﻋﻠ ﹺﻢ ﻧﺠﻮﻡ ﻭ ﻳﮑﻲ ﺩﻭﺗﺎي ﺩﻳﮕﺮ( ﺗﺠﺎﺭﺏ ﻣﻌﻤﻮﻻً ﺷﺎﻣﻞ ﻳﮏ ﺳﺮي ﺩﺳﺘﮑﺎﺭي‬ ‫ﺕ ﻧﺎﺷﻲ ﺍﺯ ﺍﻳﻦ ﺩﺳﺘﮑﺎﺭي ﻫﺎ ﻣﻲ ﺑﺎﺷﺪ‪ ) .‬ﻣﺜﻼً ﺗﺮﮐﻴﺐ‬ ‫ﻫﺎي ﺧﺎﺹ ﻭ ﻋﻤﺪي ﻭ ﺳﭙﺲ ﻣﺸﺎﻫﺪﻩ ي ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﮐﺮﺩﻥ ﺩﻭ ﻣﺎﺩﻩ ي ﺷﻴﻤﻴﺎﻳﻲ ﺑﺎ ﻫﻢ ﻭ ﻣﺸﺎﻫﺪﻩ ي ﻧﺘﻴﺠﻪ ي ﺍﻳﻦ ﻋﻤﻞ(‪ .‬ﺩﺭ ﻣﻮﺭﺩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﻳﻦ‬ ‫ﻂ ﻓﺮﺩ ﻭ ﺁﻧﮕﺎﻩ ﻣﺸﺎﻫﺪﻩ ي ﺗﺎﺛﻴﺮ ﺍﻳﻦ ﺗﻐﻴﻴﺮﺍﺕ ﺩﺭ‬ ‫ﺩﺳﺘﮑﺎﺭي ﻫﺎ ﺑﻪ ﻃﻮﺭ ﮐﻠﻲ ﺷﺎﻣﻞﹺ ﺗﻐﻴﻴﺮ ﺩﺭ ﻣﺤﻴ ِ‬ ‫ﺭﻓﺘﺎ ﹺﺭ ﻓﺮﺩ ﻣﻮﺭﺩ ﺁﺯﻣﺎﻳﺶ ﻣﻲ ﺷﻮﺩ‪.‬‬

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‫‪ ١ ‬ﻋﻠﻢ ؛ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ ﮐﺎﺭﺑﺮﺩِ ﺭﻭﺵ ﻫﺎي ﻣﻨﻈﻢِ ﭘﮋﻭﻫﺶ‪ ،‬ﺗﻔﮑﺮِ ﻧﻈﺮي‪ ،‬ﻭ ﺍﺭﺯﻳﺎﺑﻲِ ﻣﻨﻄﻘﻲ ﺍﺳﺘﺪﻻﻝ ﻫﺎ‪ ،‬ﺑﺮﺍي ﺗﻮﺳﻌﻪ ي ﻣﺠﻤﻮﻋﻪ‬ ‫ﺍي ﺍﺯ ﺁﮔﺎﻫﻲ ﻫﺎ ﺩﺭﺑﺎﺭﻩ ي ﻳﮏ ﻣﻮﺿﻮﻉ ِ ﻣﻌﻴﻦ‪ ) .‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ – ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﮔﻴﺪﻧﺰ – ﺗﺮﺟﻤﻪ ي ﻣﻨﻮﭼﻬﺮ ﺻﺒﻮﺭي – ﻧﺸﺮ ﻧﻲ –‬ ‫ﭼﺎﭖِ ﺑﻴﺴﺘﻢ – ﺻﻔﺤﻪ ي ‪( ٤٤‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٣٩ ‬‬ ‫‪ ‬‬

‫‪ .٢‬ﻋﻴﻨﻲ ﺑﻮﺩﻥ‪ ) ١‬ﺑﻲ ﻃﺮﻓﻲ ﻭ ﺑﻲ ﻧﻈﺮي ( ‪  :‬‬ ‫ﺍﻏﻠﺐ ﺑﻴﺎﻥ ﺷﺪﻩ ﺍﺳﺖ ﮐﻪ ﻋﻠﻢ ﻧﻴﺎﺯ ﺑﻪ ﻳﮑﺴﺮي ﺩﺍﺩﻩ ﻫﺎي ﮐﺎﻣﻼ ً ﺑﻲ ﻃﺮﻓﺎﻧﻪ ﻭ ﻋﻴﻨﻲ ﺩﺍﺭﺩ‪ .‬ﺍﻣﺎ ﮐﺎﺭﻝ‬ ‫ﭘﻮﭘﺮ‪ ( ١٩٧٢ ،١٩٦٩ ) ٢‬ﻓﻴﻠﺴﻮﻑ ﻣﻌﺎﺻﺮ ﻧﺸﺎﻥ ﺩﺍﺩ ﮐﻪ ﺩﺍﺩﻩ ﺍي ﮐﺎﻣﻼ ً ﺑﻲ ﻃﺮﻓﺎﻧﻪ ﻭ ﻋﻴﻨﻲ ﻭﺟﻮﺩ‬ ‫ﻧﺪﺍﺭﺩ‪ .‬ﻃﺒﻖ ﮔﻔﺘﻪ ي ﺍﻭ ﻣﺸﺎﻫﺪﺍﺕ ﻋﻠﻤﻲ ﺑﻴﺸﺘﺮ ﺍﺯ‬ ‫ﺍﻳﻨﮑﻪ ﻋﻴﻨﻲ ﻭ ﺑﻲ ﻃﺮﻓﺎﻧﻪ ﺑﺎﺷﻨﺪ ﻧﺎﺷﻲ ﺍﺯ ﻧﻈﺮﻳﻪ ﻫﺎ‬ ‫ﻫﺴﺘﻨﺪ‪ .‬ﺍﺳﺘﺪﻻ ﹺﻝ ﻣﺸﻬﻮﺭي ﮐﻪ ﺍﻭ ﺩﺭ ﻳﮑﻲ ﺍﺯ‬ ‫ﺳﺨﻨﺮﺍﻧﻴﻬﺎي ﺧﻮﺩ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺑﮑﺎﺭ ﺑﺮﺩ ﺑﻪ ﺍﻳﻦ‬ ‫ﺷﮑﻞ ﺑﻮﺩ ﮐﻪ ﺭﻭ ﺑﻪ ﺣﺎﺿﺮﺍﻥ ﮐﺮﺩ ﻭ ﮔﻔﺖ ‪ ":‬ﻧﮕﺎﻩ‬ ‫ﺏ ﻓﻮﺭي ﻭ ﻗﻄﻌﻲ ﺑﻪ ﺍﻳﻦ ﮔﻔﺘﻪ ﺍﻳﻦ‬ ‫ﮐﻨﻴﺪ‪ ! " ٣‬ﺟﻮﺍ ﹺ‬ ‫ﺑﻮﺩ ﮐﻪ ‪ " :‬ﭼﻪ ﭼﻴﺰي ﺭﺍ ﻧﮕﺎﻩ ﮐﻨﻴﻢ‪ ٤‬؟ "‪ .‬ﺍﻳﻦ‬ ‫ﺍﺳﺘﺪﻻﻝ ﺑﻴﺎﻧﮕﺮ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﻫﻴﭽﮑﺲ ﺑﺪﻭﻥ ﭘﻴﺶ‬ ‫ﻓﺮﺽ ﻭ ﺍﻳﺪﻩ ي ﻗﺒﻠﻲ ﺭﺍﺟﻊ ﺑﻪ ﺍﻳﻨﮑﻪ ﭼﻪ ﭼﻴﺰي ﺭﺍ‬ ‫ﻣﺸﺎﻫﺪﻩ ﮐﻨﺪ ﺩﺳﺖ ﺑﻪ ﻣﺸﺎﻫﺪﻩ ﻧﻤﻲ ﺯﻧﺪ‪.‬‬ ‫ﺑﻨﺎﺑﺮﺍﻳﻦ ﺁﻧﭽﻪ ﻣﺸﺎﻫﺪﻩ ﻣﻲ ﮐﻨﻴﻢ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﭼﻴﺰي ﺍﺳﺖ ﮐﻪ ﺍﻧﺘﻈﺎﺭ ﺩﻳﺪﻧﺶ ﺭﺍ ﺩﺍﺭﻳﻢ ) ﭼﻴﺰي ﮐﻪ ﺩﺭ‬ ‫ﻦ ﻣﺎﺳﺖ (‪ .‬ﭘﺲ ﺩﺭﺳﺖ ﺗﺮ ﺁﻥ ﺍﺳﺖ ﮐﻪ ﺑﮕﻮﻳﻴﻢ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺑﺎﻳﺴﺘﻲ ﺗﺎ ﺣﺪ ﻣﻤﮑﻦ ﺑﻲ ﻃﺮﻓﺎﻧﻪ ﻭ‬ ‫ﺫﻫ ﹺ‬ ‫ﻋﻴﻨﻲ ﺑﺮﺧﻮﺭﺩ ﮐﻨﻨﺪ‪.٥‬‬

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‫‪ e  Objectivity   ١ ‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪  [١٨‬‬ ‫‪ : Popper ٢ ‬ﻳﮑﻲ ﺍﺯ ﻓﻴﻠﺴﻮﻓﺎﻥِ ﻣﻄﺮﺡِ ﻋﻠﻢ‬ ‫‪Observe ! ٣ ‬‬ ‫‪Observe what? ٤ ‬‬ ‫‪ e  ٥ ‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١٩‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ‬ ‫ﻝ ‪٤٠ ‬‬ ‫‪ ‬‬

‫ﺍﺳﺖ‪  :١‬‬ ‫ﻂ ﻧﻈﻈﺮﻳﻪ ﻫﺎ ﺍﺭﺍﺋﻪ ﺷﺪﻩ ﺖ‬ ‫ﻲ ﻫﺎﻳﻲ ﮐﻪﻪ ﺗﻮﺳ ِ‬ ‫ﺶ ﭘﻴﺶ ﺑﻴﻨﻲ‬ ‫‪ .٣‬ﺳﻨﺠ ﹺ‬ ‫ﭘﻴﺸﻴﻦ ﻣﻄﺮﺡ ﺷﺪﺪﻩ‬ ‫ﻂ ﻧﻈﺮﻳﻳﻪ ﻫﺎي ﻴﻦ‬ ‫ﺑﻴﻨﻲ ﻫﺎﻳﻲ ﮐﻪ ﺗﻮﺳ ِ‬ ‫ﺑﺮﺭﺳﻲ ﭘﻴﺶ ﻲ‬ ‫ﻲﹺ‬ ‫ﺖ‬ ‫ﻲ ﺍﻏﻠﺐ ﺩﺭ ﺟﻬ ِ‬ ‫ﺁﺯﻣﺎﻳﺶ ﻫﺎي ﻋﻠﻤﻲ‬ ‫ﺶ‬ ‫ﺨﻮﺍﻫﻴﻢ ﺑﺪﻭﻭﻥ‬ ‫ﺠﺎﻡ ﻣﻲ ﺷﻮﻮﻧﺪ‪ .‬ﺯﻳﺮﺍ ﻏﻏﻴﺮﻋﺎﻗﻼﻧﻪ ﺍﺳﺖ ﺍﮔﺮ ﺑﺨ‬ ‫ﻭ ﺑﺮﺭﺳﺳﻲ ﺁﻧﻬﺎ ﻣﻔﻴﻴﺪ ﺑﻪ ﻧﻈﺮ ﻣﻣﻲ ﺭﺳﺪ ﺍﻧﺠ‬ ‫ﺩﺍﺷﺘ ﹺ‬ ‫ﺶ‬ ‫ﺁﺯﻣﺎﻳﺶ‬ ‫ﺁﺯﻣﺎﻳﺶ ﺑﺰﻧﻴﻢ‪ .‬ﭼﭼﺮﺍ ﮐﻪ ﺑﻴﻨﻬﺎﺎﻳﺖ‬ ‫ﺶ‬ ‫ﺩﺳﺖ ﺑﻪ‬ ‫ﻫﺎي ﭘﻴﺸﻴﻦ ﺖ‬ ‫ﻫﻤﭽﻮﻥ ﻧﻈﺮﻳﻪ ي‬ ‫ﻥ‬ ‫ﻦ ﺭﺭﺍﻫﻨﻤﺎﻳﻲ ﻫﺎﺎﻳﻲ‬ ‫ﻦ‪،‬‬ ‫ﺶ ﻣﻤﮑﻦ‬ ‫ﺑﻴﻦ ﺑﻴﺸﻤﺎﺭ ﺁﺯﺯﻣﺎﻳ ﹺ‬ ‫ﻧﻈﺮﻳﻪ ﻫﺎ ﺑﻪ ﻣﺎ ﺍﻣﻣﮑﺎﻥ ﻣﻲ ﺩﻫﻫﻨﺪ ﺗﺎ ﺍﺯ ﻦﹺ‬ ‫ﻪ‬ ‫ﺑﺮﺍي ﺑﺮﺮﺭﺳﻲ ﻭﺟﻮﺩﺩ ﺩﺍﺭﺩ‪ .‬ﺑﻨﺎﺑﺮﺮﺍﻳﻦ‪،‬‬ ‫ﺘﺨﺎﺏ ﮐﻨﻴﻢ‪ .‬‬ ‫ﺍﺭﺯﻧﺪﻩ ﺗﺮﻳﻦ ﺁﺯﻣﺎﻳﻳﺶ ﻫﺎ ﺭﺍ ﺍﻧﺘﺨ‬

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‫‪ .٤‬ﺍﺑﻄﺎﻝ ﭘﭘﺬﻳﺮي‪: ٢‬‬ ‫ﺍﻳﻦ ﺻﻮﺭﺕ ﮐﮐﻪ‬ ‫ﺼﻪ ي ﻣﻤﺘﺎ ﹺﺯ ﻋﻠﻢ‪ ،‬ﺍﺑﻄﺎﻝ ﭘﺬﻳﺮي ﺁﻥ ﺍﺳﺖ‪ .‬ﺑﻪ ﻦ‬ ‫ﮔﻔﺘﻪ ي ﭘﻮﭘﺮ ) ‪ ،( ١٩٦٩‬ﻭﻭﺟ ِﻪ ﻣﺸﺨﺼ‬ ‫ﺑﻪ ﻪ‬ ‫ﮑﻦ‬ ‫ﮕﺎ ِﻩ ﺍﻭﻝ ﻣﻤﮑ‬ ‫ﮎ ﺟﺪﻳﺪﺗﺮ ﺑﺎﻃﻞ ﺷﺷﻮﺩ‪ .‬ﺩﺭ ﻧﮕ‬ ‫ﻫﺮ ﻧﻈﺮﺮﻳﻪ ي ﻋﻠﻤﻲ‬ ‫ﻲ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﻭﺳﻴﻠﻪ ي ﺷﻮﺍﻫﺪ ﻭ ﻣﻣﺪﺍﺭ ِ‬ ‫ﺖ‬ ‫ﺍﺳﺖ ﺗﻌﻌﺠﺐ ﮐﻨﻴﺪ ﻭ ﺑﮕﻮﻳﻴﺪ ‪ :‬ﺗﻼﺵ ﻭ ﮐﮐﺎﺭ ﻋﻠﻤﻲ ﺑﺎﻳﻳﺪ ﺩﺭ ﺟﻬ ِ‬ ‫ﮔﻴﺮﺩ ﻧﻪ ﺭﺩ ﺁﻧﻬﻬﺎ‪ .‬ﺍﻣﺎ ﺑﺎﻳﺪ ﺑﮕﻮﻳﻴﻢ ﻪ‬ ‫ﮐﻪ‬ ‫ﺻﻮﺭﺕ ﺩ‬ ‫ﺍﺛﺒﺎﺕ ﻧﻧﻈﺮﻳﻪ ﻫﺎ ﺻ‬ ‫ﻳﮏ ﻧﻈﻈﺮﻳﻪ ي ﻋﻠﻤﻤﻲ ﺣﺘﻲ ﺩﺭﺭ ﺻﻮﺭﺗﻲ ﮐﮐﻪ ﺑﺎ ﺻﺪﻫﺎ ﺁﺯﻣﺎﻳﺶ ﻭ‬ ‫ﺗﻮﺍﻧﺪ ﺩﺭ ﺁﻳﻨﺪﻩ ﺑﺎﻃﻞ ﺷﻮﺩ‪ .‬ﺣﺘﻲ ﻦ‬ ‫ﻣﻤﮑﻦ‬ ‫ﺗﺠﺮﺑﻪ ﭘﭘﺸﺘﻴﺒﺎﻧﻲ ﺷﻮﻮﺩ ﻣﻲ ﺪ‬ ‫ﻞ‬ ‫ﻣﺮﺍﺣﻞ‬ ‫ﺻﻮﺭﺕ ﺑﮕﻴﺮﺮﺩ ﮐﻪ ﺩﺭ ﺸ‬ ‫ﻂ ﮐﺴﺎﻧﻲ ﺻ‬ ‫ﺍﺳﺖ ﺍﻳﻳﻦ ﺍﻣﺮ ﺗﻮﺳﻂ‬ ‫ﻒ‬ ‫ﮐﺸ ِ‬ ‫ﭻ ﻧﻘﺸﻲ ﻧﺪﺍﺷﺘﻪ ﺍﻧﺪ‪.٣‬‬ ‫ﺍﻳﻦ ﻧﻈﺮﻳﻪ ﻫﻴﭻ‬ ‫ﻗﺒﻠﻲ ﻦ‬ ‫‪                                                       ‬‬

‫ﺑﺮﺍي ﺍﻳﻨﮑﻪ ﻣﻮﺭﺩ ﭘﺬﻳﺮﺵ ﻗﺮﺍﺭ ﺑﺑﮕﻴﺮﺩ ﺑﺎﻳﺴﺘﻲ ﺑﺘﻮﺍﻧﺪ ﭘﻴﺶ ﺑﻴﻨﻨﻲ ﻫﺎﻳﻲ ﺻﻮﺭﺭﺕ‬ ‫ﻲ ﺑﮕﻮﻳﻴﻢ ﮐﻪ ﻫﻫﺮ ﻧﻈﺮﻳﻪ ي‬ ‫‪  ١‬ﺩﺩﺭ ﺗﻮﺿﻴﺢ ﺍﻳﻦ ﻋﺒﺎﺭﺕ ﺑﺎﻳﺴﺘﻲ‬ ‫ﺷﻮﺩ ﻭ‬ ‫ﺻﻼﺡ ﻣﻲ ﺩ‬ ‫ﺻﻮﺭﺕ ﻧﻈﺮﻳﻪ ﺍﺻ‬ ‫ﺒﺎﺭ ﻧﻈﺮﻳﻪ ﺍﻓﺰﻭﺩﻩ ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﺩﺭ ﻏﻴﺮِ ﺍﻳﻦ ﺻﻮ‬ ‫ﺻﺤﻴﺢ ﺍﺯ ﮐﺎﺭ ﺩﺩﺭ ﺁﻳﺪ ﺑﺮ ﺍﻋﺘﺒﺎ‬ ‫ﺩﻫﺪ‪ .‬ﭼﻨﺎﻧﭽﻪ ﺍﻳﻦ ﭘﭘﻴﺶ ﺑﻴﻨﻲ ﻫﺎ ﺻ‬ ‫ﻣﻲ ﺷﻮﺩ‪ – .‬ﻡ‬ ‫ﻳﺎ ﺑﻪ ﮐﻠﻲ ﺑﺎﻃﻞ ﻲ‬ ‫ﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻮﻉ ﮐﻨﻴﺪ‪[٢٠]  ‬‬ ‫‪  e : Falsifiability‬ﺑﻪ ﺍﻧﺘﻬﺎ‬ ‫‪F‬‬ ‫‪y ٢ ‬‬ ‫‪ e  ٣ ‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٢١‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٤١ ‬‬ ‫‪ ‬‬

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‫‪ .٥‬ﺗﮑﺮﺍﺭ ﭘﺬﻳﺮي‪  : ١‬‬ ‫ﺶ ﻋﻠﻤﻲ‪ ،‬ﺍﻣﮑﺎ ِﻥ ﺗﮑﺮﺍﺭ ﭘﺬﻳﺮي ﺑﺴﻴﺎﺭ ﻣﻬﻢ‬ ‫ﺑﺮﺍي ﻳﮏ ﭘﮋﻭﻫ ﹺ‬ ‫ﺍﺳﺖ‪ .‬ﺑﻪ ﺍﻳﻦ ﻣﻌﻨﻲ ﮐﻪ ﻫﻤﻪ ﻳﺎ ﻗﺴﻤﺖ ﺍﻋﻈﻢ ﻳﺎﻓﺘﻪ ﻫﺎ ﺑﺎﻳﺴﺘﻲ‬ ‫ﺑﺘﻮﺍﻧﻨﺪ ﺩﻭﺑﺎﺭﻩ ﺁﺯﻣﺎﻳﺶ ﺷﺪﻩ ﻭ ﺑﻪ ﻧﺘﺎﻳﺞ ﻣﺸﺎﺑﻪ ﺑﺮﺳﻨﺪ‪.‬‬ ‫ﺞ ﻣﺘﻔﺎﻭﺗﻲ ﺑﺪﺳﺖ ﺁﻳﺪ ﻣﻲ‬ ‫ﭼﻨﺎﻧﭽﻪ ﺍﺯ ﻫﺮ ﺑﺎﺭ ﺁﺯﻣﺎﻳﺶ ﻧﺘﺎﻳ ﹺ‬ ‫ﺗﻮﺍﻥ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ ﮐﻪ ﺗﺤﻘﻴﻖ ﺩﺍﺭﺍي ﻧﻘﺺ ﺑﻮﺩﻩ ﻭ ﺍﻣﮑﺎ ِﻥ‬ ‫ﭘﻴﺸﺮﻓﺖ ﻧﺪﺍﺭﺩ‪.‬‬

‫‪ .٦‬ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻳﮏ ﭘﺎﺭﺍﺩﺍﻳﻢ‪  : ٢‬‬ ‫ﺑﻪ ﻋﻘﻴﺪﻩ ي ﺗﻮﻣﺎﺱ ﮐﻮﻭﻥ‪١٩٦٢ ) ٣‬ﻭ ‪  ( ١٩٧٧‬ﺿﺮﻭﺭي ﺗﺮﻳﻦ ﻣﺸﺨﺼﻪ ي ﻋﻠﻢ ﭘﺎﻳﺒﻨﺪي ﺑﻪ ﻳﮏ‬ ‫ﺵ‬ ‫ي ﻧﻈﺮي‪  ٤‬ﻋﻤﻮﻣﻲ ﺳﺖ ﮐﻪ ﻣﻮﺭﺩ ﭘﺬﻳﺮ ﹺ‬ ‫ﻲ ﻭﺟﻮ ِﺩ ﻳﮏ ﺟﻬﺖ ﮔﻴﺮ ﹺ‬ ‫ﭘﺎﺭﺍﺩﺍﻳﻢ ﺍﺳﺖ‪ .‬ﭘﺎﺭﺍﺩﺍﻳﻢ ﺑﻪ ﻣﻌﻨ ﹺ‬ ‫ﻒ‬ ‫ﻞ ﻣﺨﺘﻠ ِ‬ ‫ﻒ ﭘﮋﻭﻫﺶ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ .‬ﮐﻮﻭﻥ ‪ ‬ﻣﺮﺍﺣ ﹺ‬ ‫ﺶ ﻭﺳﻴﻌﻲ ﺍﺯ ﺩﺍﻧﺸﻤﻨﺪﺍﻥِ ﺷﺎﺧﻪ ﻫﺎي ﻣﺨﺘﻠ ِ‬ ‫ﺑﺨ ﹺ‬ ‫ﺖ ﮐﻠﻲ ﻭ ﻣﺘﻤﺎﻳﺰ ﺍﺯ ﻳﮑﺪﻳﮕﺮ ﺗﻘﺴﻴﻢ ﻣﻲ ﮐﻨﺪ ‪  :‬‬ ‫ﺭﺷ ِﺪ ﻋﻠﻢ ﺭﺍ ﺑﻪ ﺳﻪ ﻗﺴﻤ ِ‬

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‫‪ : replicability ١ ‬ﺗﮑﺮﺍﺭﭘﺬﻳﺮي ﻳﻌﻨﻲ ﺍﻳﻨﮑﻪ ﻣﻄﺎﻟﻌﻪ ﻣﺴﺘﻘﻼً ﺗﻮﺳﻂِ ﺳﺎﻳﺮِ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺩﺭ ﻣﮑﺎﻥ ﻫﺎ ﻭ ﺯﻣﺎﻥ ﻫﺎي ﺩﻳﮕﺮ ﺗﮑﺮﺍﺭ ﺷﻮﺩ ﻭ‬ ‫ﻫﻤﺎﻥ ﻧﺘﺎﻳﺞ ﺑﺪﺳﺖ ﺁﻳﺪ‪.‬‬ ‫) ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲِ ﺯﻧﺎﻥ – ﺍﺛﺮ ﺟﺎﻧﺖ ﺷﻴﺒﻠﻲ ﻫﺎﻳﺪ – ﺗﺮﺟﻤﻪ ﺩﮐﺘﺮ ﺧﻤﺴﻪ – ﻧﺸﺮ ﺁﮔﻪ ﻭ ﺍﺭﺟﻤﺪ – ﺻﻔﺤﻪ ي ‪( ١٢٧‬‬ ‫‪T.S. Kuhn ٢ ‬‬ ‫‪ : theoretical ٣ ‬ﻧﻈﺮي‪ ،‬ﺗﺌﻮﺭﻳﮑﻲ ‪ :‬ﺁﻧﭽﻪ ﺑﻴﺶ ﺗﺮ ﺩﺭ ﺳﻄﺢ ﻧﻈﺮي ﻣﻄﺮﺡ ﺍﺳﺖ ﺗﺎ ﺳﻄﻊ ﻋﻤﻠﻲ‪.‬‬ ‫‪ : paradigm ٤ ‬ﭘﺎﺭﺍﺩﺍﻳﻢ‪ ،‬ﺍﻟﮕﻮ‪ ،‬ﻣﺪﻝ‪ ،‬ﻧﻤﻮﻧﻪ ‪ ،‬ﺩﻳﺪﻣﺎﻥ ‪ .‬ﺑﻪ ﻣﺠﻤﻮﻉِ ﺳﻠﺴﻠﻪ ﮔﺮﺍﻳﺶ ﻫﺎ‪ ،‬ﻣﻌﻴﺎﺭﻫﺎ‪ ،‬ﺭﻭﺵ ﻫﺎ‪ ،‬ﻭ ﻏﻴﺮﻩ ﮐﻪ ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩ‬ ‫ي ﺩﻳﺪﮔﺎﻩِ ﮐﺎﻣﻼً ﻣﻘﺒﻮﻝِ ﻳﮏ ﺭﺷﺘﻪ ﺩﺭ ﻳﮏ ﻣﻘﻄﻊِ ﺯﻣﺎﻧﻲ ﺍﺳﺖ‪ ،‬ﭘﺎﺭﺍﺩﺍﻳﻢ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﻣﺜﻼً ﻋﻘﻴﺪﻩ ي ﻣﺮﮐﺰﻳﺖِ ﺯﻣﻴﻦ‪ ،‬ﺩﺭ ﻳﮏ‬ ‫ﻣﻘﻄﻊ ﺍﺯ ﺩﺍﻧﺶ ِ ﺍﻧﺴﺎﻧﻲ ﻳﮏ ﭘﺎﺭﺍﺩﺍﻳﻢ ﻣﺤﺴﻮﺏ ﻣﻲ ﺷﺪ‪ ) .‬ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﻓﺮﻫﻨﮓ ﻣﻌﺎﺻﺮ ِ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﻧﭙﺰﺷﮑﻲ ﺩﮐﺘﺮ‬ ‫ﭘﻮﺭﺍﻓﮑﺎﺭي (‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٤٢ ‬‬ ‫‪ ‬‬

‫ƒ ﻣﺮﺣﻠﻪ ي ﭘﻴﺶ ﺍﺯ ﻋﻠﻢ‪  : ١‬‬ ‫ﺩﺭ ﺍﻳﻦ ﻣﺮﺣﻠﻪ ﻫﻴﭻ ﭘﺎﺭﺍﺩﺍﻳﻤﻲ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ ﻭ ﻃﻴﻒ ﮔﺴﺘﺮﺩﻩ ﺍي ﺍﺯ ﭘﻴﺸﻨﻬﺎﺩﺍﺕ ﻭ ﻧﻈﺮﺍﺕ‬ ‫ﺭﺍﺟﻊ ﺑﻪ ﻫﺮ ﻣﻮﺿﻮﻋﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪  .‬‬ ‫‪ ‬‬ ‫ƒ ﻣﺮﺣﻠﻪ ي ﻋﻠ ﹺﻢ ﻣﻌﻤﻮﻟﻲ‪  :٢‬‬ ‫ﺩﺭ ﺍﻳﻦ ﻣﺮﺣﻠﻪ ﻳﮏ ﭘﺎﺭﺍﺩﺍﻳ ﹺﻢ ﮐﻠﻲ ﻭ ﭘﺬﻳﺮﻓﺘﻪ ﺷﺪﻩ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪  .‬‬ ‫‪ ‬‬ ‫ƒ ﻣﺮﺣﻠﻪ ي ﻋﻠ ﹺﻢ ﺍﻧﻘﻼﺑﻲ‪  :٣‬‬ ‫ﺩﺭ ﺍﻳﻦ ﻣﺮﺣﻠﻪ ﺍﺷﮑﺎﻻﺕ ﻭ ﻣﺴﺎﻳﻞ ِﭘﺎﺭﺍﺩﺍﻳ ﹺﻢ ﻗﺒﻠﻲ ﺑﻪ ﺣﺪي ﺷﺪﺕ ﻣﻲ ﮔﻴﺮﺩ ﮐﻪ ﮐﻪ ﺳﺮﺍﻧﺠﺎﻡ‬ ‫ﻣﻨﺠﺮ ﺑﻪ ﺗﻐﻴﻴﺮ ﭘﺎﺭﺍﺩﺍﻳﻢ ﻭ ﻓﻀﺎي ﻓﮑﺮي ﻭ ﺟﺎﺑﺠﺎﻳﻲ ﺁﻥ ﺑﺎ ﭘﺎﺭﺍﺩﺍﻳﻢ ﻭ ﻓﻀﺎي ﻓﮑﺮي ﺟﺪﻳﺪﺗﺮي‬ ‫ﻣﻲ ﺷﻮﺩ‪  .‬‬ ‫) ﺍﺻﻄﻼﺣﺎً ﺑﻪ ﺁﻥ ﺗﻐﻴﻴﺮ ﭘﺎﺭﺍﺩﺍﻳﻢ‪ ٤‬ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪(.‬‬

‫‪                                                       ‬‬

‫‪pre science ١ ‬‬ ‫‪normal science ٢ ‬‬ ‫‪revolutionary science ٣ ‬‬ ‫‪ : paradigm shift ٤ ‬ﺍﮔﺮ ﺑﺨﻮﺍﻫﻴﻢ ﻣﺜﺎﻟﻲ ﺑﺮﺍي » ﺗﻐﻴﻴﺮِ ﭘﺎﺭﺍﺩﺍﻳﻢ « ﺍﺭﺍﺋﻪ ﮐﻨﻴﻢ‪ ،‬ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺩﻭ ﻣﻮﺭﺩ ﺍﺷﺎﺭﻩ ﮐﺮﺩ ‪:‬‬ ‫‪ .١‬ﻳﮏ ﺗﻐﻴﻴﺮ ﭘﺎﺭﺍﺩﺍﻳﻢ‪ ،‬ﺯﻣﺎﻧﻲ ﺭﺥ ﺩﺍﺩ ﮐﻪ ﻋﻘﻴﺪﻩ ي ﻣﺮﮐﺰﻳﺖِ ﺯﻣﻴﻦ ﺟﺎي ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻧﻈﺮﻳﻪ ي ﺣﺮﮐﺖِ ﺯﻣﻴﻦ ﺑﻪ ﺩﻭﺭ ﺧﻮﺭﺷﻴﺪِ‬ ‫ﮐﻮﭘﺮﻧﻴﮏ ﺩﺍﺩ‪  .‬‬ ‫‪ .٢‬ﻳﮏ ﺗﻐﻴﻴﺮِ ﭘﺎﺭﺍﺩﺍﻳﻢِ ﺩﻳﮕﺮ ﺯﻣﺎﻧﻲ ﺭﺥ ﺩﺍﺩ ﮐﻪ ﻫﻨﺪﺳﻪ ي ﺍﻗﻠﻴﺪﺳﻲ ﺟﺎي ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻧﻈﺮﻳﻪ ي ﻧﺴﺒﻴﺖِ ﺍﻧﻴﺸﺘﻴﻦ ﺩﺍﺩ‪.‬‬ ‫) ﻧﻘﻞ ﺍﺯ ﮐﺘﺎﺏِ» ﺍﻧﮕﻴﺰﺵ ﻭ ﻫﻴﺠﺎﻥ « ﺍﺛﺮ ﺟﺎﻥ ﻣﺎﺭﺷﺎﻝ ﺭﻳﻮ – ﺗﺮﺟﻤﻪ ي ﻳﺤﻴﻲ ﺳﻴﺪ ﻣﺤﻤﺪي ‪ -‬ﺍﻧﺘﺸﺎﺭﺍﺕِ ﻭﻳﺮﺍﻳﺶ ﺻﻔﺤﻪ ي ‪( ٤٣‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٤٣ ‬‬ ‫‪ ‬‬

‫ﺣﺎﻝ ﺑﺎﻳﺪ ﺩﻳﺪ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﺎ ﭼﻪ ﺣﺪ ﺑﺎ ﻣﻌﻴﺎﺭﻫﺎي ﻋﻠﻢ ﮐﻪ ﺩﺭ ﺑﺎﻻ ﺫﮐﺮ ﺷﺪ ﻫﻤﺨﻮﺍﻥ ﺍﺳﺖ ؟‬ ‫ﺕ ﺑﺎﻻ ﺭﺍ ﺩﺍﺭﺍ ﻫﺴﺘﻨﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ‬ ‫ﺑﺮﺧﻲ ﭘﮋﻭﻫﺶ ﻫﺎي ﻣﻌﺎﺻﺮ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻫﻤﻪ ) ﻭ ﻳﺎ ﺍﮐﺜ ﹺﺮ ( ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﺩﻳﮕﺮ‪ ،‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺑﺨﺶ ﻫﺎي ﻣﺨﺘﻠﻒ ﺍﻳﻦ ﮐﺘﺎﺏ ﺧﻮﺍﻫﻴﻢ ﺩﻳﺪ ‪:‬‬ ‫ﻖ ﺣﺠ ﹺﻢ ﻭﺳﻴﻌﻲ ﺍﺯ ﻣﻄﺎﻟﻌﺎﺕ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺭﻭﺵ ﻫﺎي‬ ‫ﻂ ﮐﻨﺘﺮﻝ ﺷﺪﻩ ﻭ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺖ ﺷﺮﺍﻳ ِ‬ ‫ƒ ﺭﻓﺘﺎ ﹺﺭ ﺍﻓﺮﺍﺩ ﺗﺤ ِ‬ ‫ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﻣﺸﺎﻫﺪﻩ ﻭ ﺑﺮﺭﺳﻲ ﻣﻲ ﺷﻮﺩ‪ ← .‬ﻣﺸﺎﻫﺪﻩ ﺗﺤﺖ ﺷﺮﺍﻳﻂ ﮐﻨﺘﺮﻝ ﺷﺪﻩ ‪  9‬‬ ‫ﻖ ﮐﺎﻣﭙﻴﻮﺗﺮ (‬ ‫ﺖ ﻭﺍﮐﻨﺶ ﻫﺎي ﺍﻓﺮﺍﺩ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻖ ﺛﺒ ِ‬ ‫ƒ ﺩﺍﺩﻩ ﻫﺎ ﻧﺴﺒﺘﺎ ً ﻋﻴﻨﻲ ﻭ ﺑﻲ ﻃﺮﻓﺎﻧﻪ ﻫﺴﺘﻨﺪ‪ ) .‬ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫← ﻋﻴﻨﻲ ﺑﻮﺩﻥ ‪  9‬‬ ‫ﻲ ﭘﻴﺶ‬ ‫ﮏ ﻧﻈﺮﻳﻪ ﻫﺎي ﮔﺬﺷﺘﻪ ﺍﻧﺠﺎﻡ ﻣﻲ ﺷﻮﺩ‪ ←.‬ﺑﺮﺭﺳ ﹺ‬ ‫ƒ ﺁﺯﻣﺎﻳﺶ ﻫﺎي ﺑﺴﻴﺎﺭي ﺟﻬﺖِ ﺑﺮﺭﺳﻲ ﻭ ﻣﺤ ِ‬ ‫ﺑﻴﻨﻲ ﻫﺎي ﻧﻈﺮﻳﻪ ﻫﺎي ﭘﻴﺸﻴﻦ ‪    9‬‬ ‫ƒ ﺍﮐﺜﺮ ﻧﻈﺮﻳﻪ ﻫﺎ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺑﻄﺎﻝ ﭘﺬﻳﺮﻧﺪ‪ .‬ﺍﻟﺒﺘﻪ ﺍﻳﻦ ﺑﺮﺍي ﻫﻤﻪ ي ﺁﻧﻬﺎ ﺻﺎﺩﻕ ﻧﻤﻲ ﺑﺎﺷﺪ‪ .‬ﺑﺮﺍي‬ ‫ﻧﻤﻮﻧﻪ ﺑﺴﻴﺎﺭ ﺳﺨﺖ ) ﻭ ﺷﺎﻳﺪ ﻫﻢ ﻏﻴﺮﻣﻤﮑﻦ ( ﺍﺳﺖ ﮐﻪ ﺗﺼﻮﺭ ﮐﻨﻴﻢ ﻫﺮﮔﻮﻧﻪ ﺍﮐﺘﺸﺎﻓﻲ ﺑﺘﻮﺍﻧﺪ ﻧﻈﺮﻳﻪ‬ ‫ﺕ ﺫﻫﻦ ﺑﻪ ﺍﻭ ) ‪ ،( id‬ﻣﻦ ) ‪ ،( ego‬ﻓﺮﺍﻣﻦ ) ‪ ( super ego‬ﺭﺍ ﺑﺎﻃﻞ‬ ‫ي ﻓﺮﻭﻳﺪ ﺩﺭ ﻣﻮﺭﺩ ﺗﻘﺴﻴﻤﺎ ِ‬ ‫ﮐﻨﺪ‪ ← .١‬ﺍﺑﻄﺎﻝ ﭘﺬﻳﺮي ‪  9‬‬ ‫ƒ ﺑﺴﻴﺎﺭي ﺍﺯ ﻳﺎﻓﺘﻪ ﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﮑﺮﺍﺭﭘﺬﻳﺮﻧﺪ‪ ← .‬ﺗﮑﺮﺍﺭﭘﺬﻳﺮي ‪  9‬‬

‫ﻦ ﭘﺎﺭﺍﺩﺍﻳﻢ ﻣﺮﺩﻭﺩ ﺩﺍﻧﺴﺘﻪ ﻭ ﺍﻋﺘﻘﺎﺩ ﺩﺍﺭﺩ ﮐﻪ‬ ‫ﻞ ﻧﺪﺍﺷﺘ ﹺ‬ ‫ﺑﺎ ﻫﻤﻪ ي ﺍﻳﻨﻬﺎ‪ ،‬ﮐﻮﻭﻥ ) ‪ ( ١٩٦٢‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺭﺍ ‪ ‬ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﻞ ﻋﻠﻢ ﺑﺎﻗﻲ ﻣﺎﻧﺪﻩ ﺍﺳﺖ‪ .‬ﺩﺭ ﺣﻤﺎﻳﺖ ﺍﺯ ﻧﻈ ﹺﺮ ﮐﻦ ﺑﺎﻳﺪ ﮔﻔﺖ ﮐﻪ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺑﻪ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺭ ﻣﺮﺣﻠﻪ ي ﻣﺎﻗﺒ ﹺ‬ ‫ﺷﮑﻠﻲ ﻣﻨﺤﺼﺮ ﺑﻪ ﻓﺮﺩ ﻣﺎﻫﻴﺘﻲ ﭼﻨﺪ ﺗﮑﻪ ﻭ ﻗﻄﻌﻪ ﻗﻄﻌﻪ ﺩﺍﺷﺘﻪ ﻭ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﭼﻨﺪﻳﻦ ﻧﻈﺎ ﹺﻡ ﻣﺨﺘﻠﻒ ﺍﺯ ﺟﻤﻠﻪ‬ ‫‪                                                       ‬‬

‫‪ ١ ‬ﺑﻪ ﻫﻤﻴﻦ ﺩﻟﻴﻞ ﺍﺳﺖ ﮐﻪ ﺍﻏﻠﺐ ﺑﻪ ﮐﺎﺭﻫﺎي ﻓﺮﻭﻳﺪ ﻟﻘﺐ ﻏﻴﺮﻋﻠﻤﻲ ﺩﺍﺩﻩ ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﺭ ﺗﻮﺿﻴﺢ ﺍﻳﻦ ﻣﻄﻠﺐ ﺑﺎﻳﺪ ﮔﻔﺖ ﻧﻈﺮﻳﻪ ﺍي ﮐﻪ‬ ‫ﻗﺎﺑﻠﻴﺖ ﺍﺑﻄﺎﻝ ﭘﺬﻳﺮي ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﻧﻈﺮﻳﻪ ﺍي ﻋﻠﻤﻲ ﻣﺤﺴﻮﺏ ﻧﻤﻲ ﺷﻮﺩ‪ e .‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪  [٢٢‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٤٤ ‬‬ ‫‪ ‬‬

‫ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ‪ ،‬ﻓﻴﺰﻳﻮﻟﻮﮊي‪ ،‬ﺑﻴﻮﺷﻴﻤﻲ‪ ،‬ﻋﺼﺐ ﺷﻨﺎﺳﻲ ﻭ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﺍﻳﻦ ﮔﻮﻧﺎﮔﻮﻧﻲ ﻭ ﺗﮑﻪ ﺗﮑﻪ‬ ‫ﻦ ﻳﮏ ﭘﺎﺭﺍﺩﺍﻳﻢ ﻣﺤﺮﻭﻡ ﺷﻮﺩ‪.‬‬ ‫ﺑﻮﺩﻥ ﺑﺎﻋﺚ ﺷﺪﻩ ﺍﺳﺖ ﮐﻪ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺯ ﺩﺍﺷﺘ ﹺ‬ ‫ﻭﻟﻨﺘﺎﻳﻦ‪ ( ١٩٩٢ ،١٩٨٢ ) ١‬ﻋﻘﻴﺪﻩ ي ﺩﻳﮕﺮي ﺩﺍﺭﺩ‪  .‬ﺑﻪ ﻧﻈﺮ ﺍﻭ ﺭﻓﺘﺎﺭﮔﺮﺍﻳﻲ‪ ٢‬ﺗﺎ ﺣﺪ ﺯﻳﺎﺩي ﻣﻼﮎ ﻫﺎي ﻻﺯﻡ‬ ‫ﺶ ﺭﻓﺘﺎﺭﮔﺮﺍﻳﻲ ﺍﺯ ﺩﻭ ﺟﻬﺖ‬ ‫ﺑﺮﺍي ﭘﺬﻳﺮﻓﺘﻪ ﺷﺪﻥ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﮏ ﭘﺎﺭﺍﺩﺍﻳﻢ ﺭﺍ ﺩﺍﺭﺍ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺑﻪ ﮔﻔﺘﻪ ي ﺍﻭ ﺟﻨﺒ ﹺ‬ ‫ﺗﺎﺛﻴ ﹺﺮ ﻋﻤﻴﻘﻲ ﺑﺮ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺍﺷﺘﻪ ﺍﺳﺖ ‪:‬‬ ‫ƒ ﭘﺎﻓﺸﺎﺭي ﺑﺮ ﺍﻳﻦ ﮐﻪ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﻠ ﹺﻢ ﻣﻄﺎﻟﻌﻪ ي ﺭﻓﺘﺎﺭ ﻣﻲ ﺑﺎﺷﺪ‪  .‬‬ ‫ﺖ ﺷﺮﺍﻳﻂ ﮐﻨﺘﺮﻝ ﺷﺪﻩ ﺻﻮﺭﺕ‬ ‫ﻖ ﻣﺸﺎﻫﺪﻩ ﻭ ﺗﺤ ِ‬ ‫ƒ ﭘﺎﻓﺸﺎﺭي ﺑﺮ ﺍﻳﻦ ﮐﻪ ﻣﻄﺎﻟﻌﻪ ي ﺭﻓﺘﺎﺭ ﺑﺎﻳﺴﺘﻲ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺑﮕﻴﺮﺩ‪.‬‬ ‫ﺑﻪ ﻫﺮ ﺷﮑﻞ ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺍﻳﻦ ﮔﻔﺘﻪ ﻫﺎ ﻧﻴﺰ ﻧﺸﺎﻥ ﻣﻲ‬ ‫ﺩﻫﺪ‪ ،‬ﺑﻴﺸﺘﺮﻳﻦ ﺗﺎﺛﻴ ﹺﺮ ﺭﻓﺘﺎﺭﮔﺮﺍﻳﻲ ﺑﺮ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺭﺍ‬ ‫ﺢ ﺭﻭﺵ ﺷﻨﺎﺧﺘﻲ ﻭ ﺑﻪ ﺩﻟﻴﻞ ﺗﮑﻴﻪ ﺑﺮ ﺷﻴﻮﻩ‬ ‫ﺑﺎﻳﺪ ﺩﺭ ﺳﻄ ﹺ‬ ‫ﺶ ﻣﻌﻄﻮﻑ ﺑﻪ ﺭﻭﺷﻬﺎي ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﺩﺭ‬ ‫ﻫﺎي ﭘﮋﻭﻫ ﹺ‬ ‫ﺶ ﺭﻓﺘﺎﺭ ﺑﺪﺍﻧﻴﻢ ﻭ ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﻣﻨﻈﻮﺭ ﮐﻮﻭﻥ ﺍﺯ‬ ‫ﺳﻨﺠ ﹺ‬ ‫ﭘﺎﺭﺍﺩﺍﻳﻢ‪ ،‬ﺩﺍﺭﺍ ﺑﻮﺩﻥ ﻳﮏ ﺟﻬﺖ ﮔﻴﺮي ﻧﻈﺮي ﮐﻠﻲ‬ ‫ﺑﻮﺩ‪ ،‬ﺑﻪ ﻧﻈﺮ ﻧﻤﻲ ﺭﺳﺪ ﺭﻓﺘﺎﺭﮔﺮﺍﻳﻲ ﺑﺘﻮﺍﻧﺪ ﺟﺎي ﻳﮏ‬ ‫ﭘﺎﺭﺍﺩﺍﻳﻢ ﺭﺍ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﭘﺮ ﮐﻨﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ‪ ،‬ﺑﻬﺘﺮ‬ ‫ﺁﻥ ﺍﺳﺖ ﮐﻪ ﺟﺎﻳﮕﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺭﺍ ﻫﻤﭽﻮﻥ ﮐﻮﻭﻥ )‬ ‫ﻞ ﻋﻠﻢ ﺑﺪﺍﻧﻴﻢ‪.‬‬ ‫‪ ( ١٩٦٢‬ﺩﺭ ﻣﺮﺣﻠﻪ ي ﻣﺎﻗﺒ ﹺ‬ ‫‪                                                       ‬‬

‫‪Valentine ١ ‬‬ ‫‪ : behaviourism ٢ ‬ﺭﻓﺘﺎﺭ ﮔﺮﺍﻳﻲ‪ e  .‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪  [٢٣‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٤٥ ‬‬ ‫‪ ‬‬

‫ﻞ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺭ ﻫﻤﺨﻮﺍﻧﻲ ﺑﺎ ﻣﻌﻴﺎﺭﻫﺎي ﻋﻠﻢ‪ ،‬ﻣﺮﺑﻮﻁ ﺑﻪ‬ ‫ﺍﺯ ﺍﻳﻨﻬﺎ ﮐﻪ ﺑﮕﺬﺭﻳﻢ‪ ،‬ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﺑﺰﺭﮔﺘﺮﻳﻦ ﻣﺸﮑ ﹺ‬ ‫ﺖ ﺷﺮﺍﻳﻂ ﮐﻨﺘﺮﻝ ﺷﺪﻩ ﻣﻲ ﺑﺎﺷﺪ‪ ) .‬ﺧﺼﻮﺻﻴﺖ ﺷﻤﺎﺭﻩ ي ‪ .( ١‬ﺩﺭ ﺗﻮﺿﻴﺢ ﺍﻳﻦ ﻣﻄﻠﺐ ﺑﺎﻳﺪ‬ ‫ﻣﺸﺎﻫﺪﻩ ي ﺗﺤ ِ‬ ‫ﮔﻔﺖ ﺩﺭﺳﺖ ﺍﺳﺖ ﮐﻪ ﻣﺎ ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﻣﺘﻐﻴﺮﻫﺎي ﻣﻌﻴﻨﻲ ﺭﺍ ﺗﺤﺖ ﺷﺮﺍﻳﻂ ﮐﻨﺘﺮﻝ ﺷﺪﻩ ﺍﺩﺍﺭﻩ ﮐﻨﻴﻢ ﻭﻟﻲ ﺍﻳﻦ ﺑﻪ‬ ‫ﺕ ﺩﻳﮕﺮ ﺑﺎ ﺍﻳﻨﮑﻪ ﺭﻭﺵ ﻫﺎي ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺩﺭ‬ ‫ﻣﻌﻨﺎي ﺗﻮﺍﻧﺎﻳﻲ ﮐﻨﺘﺮﻝ ﻫﻤﻪ ي ﻣﺘﻐﻴﺮﻫﺎ ﻧﻴﺴﺖ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﻞ ﺑﻴﺸﻤﺎﺭ ﺩﻳﮕﺮي ﻧﻴﺰ ﻫﺴﺖ‬ ‫ﻲ ﺭﻓﺘﺎﺭ ﺑﻪ ﺭﺍﺣﺘﻲ ﻣﻮﺭ ِﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﮔﻴﺮﻧﺪ ﻭﻟﻲ ﺭﻓﺘﺎ ﹺﺭ ﻣﺎ ﺗﺎﺑ ﹺﻊ ﻋﻮﺍﻣ ﹺ‬ ‫ﻲ ﺍﺟﻤﺎﻟ ﹺ‬ ‫ﺑﺮﺭﺳ ﹺ‬ ‫ﻞ ﺭﻭﻳﺪﺍﺩ ﻫﺎي ﺍﺧﻴﺮ ) ﻣﺜﻼ ً ﺟﺮ ﻭ ﺑﺤﺚ ﮐﺮﺩﻥ ﺑﺎ‬ ‫ﻞ ﮐﻨﺘﺮﻝ ﻧﻴﺴﺘﻨﺪ‪ .‬ﺍﻳﻦ ﻋﻮﺍﻣﻞ ﺷﺎﻣ ﹺ‬ ‫ﮐﻪ ﺍﮐﺜ ﹺﺮ ﺍﻳﻦ ﻋﻮﺍﻣﻞ ﻗﺎﺑ ﹺ‬ ‫ﻞ‬ ‫ﻕ ﻭﺍﻟﺪﻳﻦ (‪ ،‬ﻋﻮﺍﻣ ﹺ‬ ‫ﺙ ﺩﻭﺭﺍ ِﻥ ﮐﻮﺩﮐﻲ ) ﻣﺜﻼ ً ﻃﻼ ﹺ‬ ‫ﺖ ﻣﺎ‪ ،‬ﺣﻮﺍﺩ ِ‬ ‫ﺖ ﺟﺴﻤﺎﻧﻲ ﻣﺎ‪ ،‬ﺷﺨﺼﻴ ِ‬ ‫ﺩﻭﺳﺘﻤﺎﻥ (‪ ،‬ﺳﻼﻣ ِ‬ ‫ﺕ ﻓﺮﻫﻨﮕﻲ ﻭ‪...‬ﻣﻲ ﺑﺎﺷﻨﺪ‪ .‬ﺍﻳﻦ ﺣﻘﻴﻘﺖ ﮐﻪ ﺩﺭ ﺑﺴﻴﺎﺭي ﻣﻮﺍﺭﺩ ﻧﻤﻲ ﺗﻮﺍﻥ ﻫﻤﻪ ي ﻋﻮﺍﻣﻞ ﺭﺍ‬ ‫ﮊﻧﺘﻴﮑﻲ‪ ،‬ﺍﻧﺘﻈﺎﺭﺍ ِ‬ ‫ﺑﻪ ﻃﻮﺭ ﮐﺎﻣﻞ ﮐﻨﺘﺮﻝ ﻧﻤﻮﺩ‪ ،‬ﻋﺎﻣﻞ ﺑﺎﺯﺩﺍﺭﻧﺪﻩ ﺍي ﺩﺭ ﺭﺷ ِﺪ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺗﺒﺪﻳﻞ ﺁﻥ ﺑﻪ ﻳﮏ ﻋﻠ ﹺﻢ ﮐﺎﻣﻼً ﻧﻈﺎﻡ ﻣﻨﺪ‬ ‫ﻭ ﺩﻗﻴﻖ ﻣﺤﺴﻮﺏ ﻣﻲ ﺷﻮﺩ‪.‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٤٦ ‬‬ ‫‪ ‬‬

‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﻓﻬﻢ ﻣﺘﻌﺎﺭﻑ‪:١‬‬ ‫ﻒ ﺍﺻﻠﻲ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﭘﻴﺶ ﺑﻴﻨﻲ‬ ‫ﻳﮑﻲ ﺍﺯ ﻭﻇﺎﻳ ِ‬ ‫ﺭﻓﺘﺎﺭﻫﺎﺳﺖ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺍﻳﻦ ﺗﻨﻬﺎ ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ‬ ‫ﻧﻴﺴﺘﻨﺪ ﮐﻪ ﺑﻪ ﭘﻴﺶ ﺑﻴﻨﻲ ﺭﻓﺘﺎﺭﻫﺎ ﻋﻼﻗﻪ ﻣﻨﺪﻧﺪ‪ .‬ﺑﻠﮑﻪ‬ ‫ﻣﺎ ﻧﻴﺰ ﺭﻓﺘﺎﺭﻫﺎي ﺩﻳﮕﺮﺍﻥ ﻭ ﺧﻮﻳﺶ ﺭﺍ ﻣﺸﺎﻫﺪﻩ ﻣﻲ‬ ‫ﮐﻨﻴﻢ ﻭ ﻣﻲ ﺩﺍﻧﻴﻢ ﭼﻨﺎﻧﭽﻪ ﺑﺘﻮﺍﻧﻴﻢ ﻭﺍﮐﻨﺶ ﻭ ﺭﻓﺘﺎ ﹺﺭ‬ ‫ﺁﺩﻡ ﻫﺎ ﺭﺍ ﺩﺭ ﻫﺮ ﻣﻮﻗﻌﻴﺘﻲ ﭘﻴﺶ ﺑﻴﻨﻲ ﮐﻨﻴﻢ‪ ‬ﻗﺎﺩﺭ ﺧﻮﺍﻫﻴﻢ ﺑﻮﺩ ﻭﺍﮐﻨﺶ ﻭ ﺭﻓﺘﺎﺭي ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﻣﻮﻗﻌﻴﺖ ﺍﺯ ﺧﻮﺩ‬ ‫ﺑﺮﻭﺯ ﺩﻫﻴﻢ‪ .‬ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﻣﺎ ﺗﺎ ﺣﺪﻭﺩي ﺑﺎ ﻳﮏ ﺭﻭﺍﻧﺸﻨﺎﺱ ﺩﻏﺪﻏﻪ ي ﻣﺸﺘﺮﮎ ﺩﺍﺭﻳﻢ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ ﻳﮏ‬ ‫ي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﻫﺮ ﮐﺲ ﺗﺎ ﺣﺪﻭﺩي ﻳﮏ ﺭﻭﺍﻧﺸﻨﺎﺱ ﺍﺳﺖ‪.‬‬ ‫ﻲ ﻏﻴﺮ ﻋﺎﺩ ﹺ‬ ‫ﻭﻳﮋﮔ ﹺ‬ ‫‪ ‬‬ ‫ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﺍﻳﻦ ﺣﻘﻴﻘﺖ ﮐﻪ ﻫﺮ ﻓﺮﺩي ﺗﺎ ﺣﺪﻭﺩي ﻳﮏ ﺭﻭﺍﻧﺸﻨﺎﺱ ﺍﺳﺖ ﺑﺎﻋﺚ ﺷﺪﻩ ﺗﺎ ﺑﺴﻴﺎﺭي ﺍﺯ ﻣﺮﺩﻡ‬ ‫ﺩﺳﺘﺎﻭﺭﺩ ﻫﺎي ﻋﻠ ﹺﻢ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺭﺍ ﺩﺳﺖ ﮐﻢ ﮔﺮﻓﺘﻪ ﻭ ﺁﻧﻬﺎ ﺭﺍ ﺑﻲ ﺍﻫﻤﻴﺖ ﺑﺸﻤﺎﺭﻧﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﺻﻮﺭﺕ ﮐﻪ ‪:‬‬ ‫ﻖ ﻓﻬ ﹺﻢ ﻣﺘﻌﺎﺭﻑ ﺑﺎﺷﺪ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ‪ " :‬ﺍﻳﻦ ﺭﺍ ﮐﻪ ﻣﻦ‬ ‫ﺍﮔﺮ ﻳﺎﻓﺘﻪ ﻫﺎي ﺣﺎﺻﻠﻪ ﺍﺯ ﭘﮋﻭﻫﺶ ﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻣﻮﺍﻓ ﹺ‬ ‫ﺍﺯ ﻗﺒﻞ ﻣﻲ ﺩﺍﻧﺴﺘﻢ " ﺍﺯ ﻃﺮﻑ ﺩﻳﮕﺮ ﭼﻨﺎﻧﭽﻪ ﺍﻳﻦ ﻳﺎﻓﺘﻪ ﻫﺎ ﺩﺭ ﺭﺍﺳﺘﺎي ﻓﻬ ﹺﻢ ﻣﺘﻌﺎﺭﻑ ﻧﺒﺎﺷﻨﺪ ﻏﺎﻟﺒﺎً ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‬ ‫‪ " :‬ﻧﻪ‪ ،‬ﺍﻳﻦ ﺑﺮﺍﻳﻢ ﻗﺎﺑﻞ ﻗﺒﻮﻝ ﻧﻴﺴﺖ‪ " .٢‬ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﺑﺴﻴﺎﺭي ﺍﺯ ﺍﻓﺮﺍﺩ ﻋﻘﻴﺪﻩ ﺩﺍﺭﻧﺪ ﮐﻪ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﭼﻴﺰي‬ ‫‪                                                       ‬‬

‫‪ : common sense  ١ ‬ﻓﻬﻢ ﻣﺘﻌﺎﺭﻑ ‪ ،‬ﺣﺲ ﻣﺸﺘﺮﮎ ) ﻋﻘﻞ ﺳﻠﻴﻢ ( ‪:‬‬ ‫ƒ ﺑﻪ ﻋﻘﺎﻳﺪي ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﻓﺮﺿﺎً ﺑﺮﺍي ﻫﻤﻪ ﻋﻤﻮﻣﻲ ﻭ ﻣﺸﺘﺮﮐﻨﺪ‪  .‬‬ ‫ƒ ﺍﺳﺘﻌﺪﺍﺩِ ﺑﺮﮔﺰﻳﺪﻥ ﻧﻮﻉ ﺩﺭﺳﺖ ﻋﻤﻞ ﺑﺪﻭﻥ ﻣﺮﺍﺟﻌﻪ ﻭ ﮐﻤﮏ ﮔﺮﻓﺘﻦ ﺍﺯ ﺍﺻﻮﻝ ﻭ ﻧﻈﺮﻳﻪ ﻫﺎي ﺳﺎﺧﺘﻪ ﺷﺪﻩ‪ .‬ﺑﺪﻳﻦ ﺳﺒﺐ‪ ،‬ﺭﻭﺍﻥ‬ ‫ﺷﻨﺎﺳﺎﻥ ﺍﻣﺮﻭﺯ ﺁﻥ ﺭﺍ » ﻓﻬﻢِ ﻣﺘﻌﺎﺭﻑ « ﻣﻲ ﮔﻮﻳﻨﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ ( ‪ ‬‬ ‫ƒ ﻋﻘﺎﻳﺪ‪ ،‬ﺑﺎﻭﺭﻫﺎ ﻭ ﺑﺮﺩﺍﺷﺖ ﻫﺎي ﻋﻤﻠﻲ ِ ﻣﺮﺩﻡ‪ ) .‬ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﻓﺮﻫﻨﮓ ﻣﻌﺎﺻﺮ ِ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﭘﺰﺷﮑﻲ ﺩﮐﺘﺮ‬ ‫ﭘﻮﺭﺍﻓﮑﺎﺭي (‬ ‫‪ e  ٢ ‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٢٤‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٤٧ ‬‬ ‫‪ ‬‬

‫ﺑﻬﺘﺮ ﺍﺯ ﻓﻬ ﹺﻢ ﻣﺘﻌﺎﺭﻑ ﻧﻴﺴﺖ‪ .‬ﺩﺭ ﻣﺨﺎﻟﻔﺖ ﺑﺎ ﺍﻳﻦ ﻧﻈﺮ‪ ،‬ﺑﻪ ﺩﻭ ﻣﺴﺎﻟﻪ ﺍﺷﺎﺭﻩ ﻣﻲ ﮐﻨﻴﻢ ‪ :‬ﺿﺮﺏ ﺍﻟﻤﺜﻞ ﻫﺎ ﻭ ﺁﺯﻣﺎﻳﺶ‬ ‫ﻣﻴﻠﮕﺮﺍﻡ ‪.‬‬

‫‪ .١‬ﺿﺮﺏ ﺍﻟﻤﺜﻞ ﻫﺎ ‪  :‬‬ ‫ﺏ ﺭﻓﺘﺎﺭ‪ ،‬ﺩﺍﺭﺍي ﻳﮏ ﺳﺎﺧﺘﺎ ﹺﺭ ﻣﻨﺴﺠﻢ ﻭ ﻣﺠﻤﻮﻋﻪ‬ ‫ﺑﺴﻴﺎﺭ ﺍﺷﺘﺒﺎﻩ ﺍﺳﺖ ﺍﮔﺮ ﺗﺼﻮﺭ ﮐﻨﻴﻢ ﻓﻬ ﹺﻢ ﻣﺘﻌﺎﺭﻑ ﺩﺭ ﺑﺎ ﹺ‬ ‫ﻲ ﺿﺮﺏ ﺍﻟﻤﺜﻞ ﻫﺎي ﺭﺍﻳﺞ ﺑﻪ ﻋﻨﻮﺍﻥ‬ ‫ﻲ ﺍﻳﻦ ﻧﻈﺮ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﺎ ﺑﺮﺭﺳ ﹺ‬ ‫ﺕ ﻫﻤﺎﻫﻨﮓ ﺍﺳﺖ‪ .‬ﻧﺎﺩﺭﺳﺘ ﹺ‬ ‫ﺍي ﺍﺯ ﻓﺮﺿﻴﺎ ِ‬ ‫ﻧﻤﺎﻳﻨﺪﻩ ي ﻓﻬ ﹺﻢ ﻣﺘﻌﺎﺭﻑ ﻣﺸﺎﻫﺪﻩ ﮐﺮﺩ‪ .‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ ﺩﺧﺘﺮي ﮐﻪ ﺍﺯ ﻣﻌﺸﻮﻗﻪ ﺍﺵ ﺟﺪﺍ ﺷﺪﻩ ﺍﺳﺖ‪  :‬‬ ‫ƒ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﺿﺮﺏ ﺍﻟﻤﺜﻞ " ﺍﺯ ﺩﻝ ﺑﺮﻭﺩ ﻫﺮ ﺁﻧﮑﻪ ﺍﺯ ﺩﻳﺪﻩ ﺭﻭﺩ‪ " ١‬ﻓﮑﺮ ﮐﻨﺪ ﻭ ﻏﻤﮕﻴﻦ ﺷﻮﺩ‪  .‬‬ ‫ƒ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﺿﺮﺏ ﺍﻟﻤﺜﻞ " ﺩﻭﺭي ﻭ ﺩﻭﺳﺘﻲ " ﻳﺎ " ﻣﻴﺨﻮﺍي ﻋﺰﻳﺰ ﺷﻲ ﻳﺎ ﺩﻭﺭ ﺷﻮ ﻳﺎ ﮔﻮﺭ ﺷﻮ‬ ‫‪ "٢‬ﻓﮑﺮ ﮐﻨﺪ ﻭ ﺍﻣﻴﺪﻭﺍﺭ ﺷﻮﺩ‪  .‬‬ ‫‪ ‬‬ ‫ﺍﺯ ﺍﻳﻦ ﮔﻮﻧﻪ ﺿﺮﺏ ﺍﻟﻤﺜﻞ ﻫﺎ ﮐﻪ ﻣﻌﻨﺎﻫﺎي ﻣﺘﻀﺎﺩي ﺭﺍ ﺑﻴﺎﻥ ﻣﻲ ﮐﻨﻨﺪ ﺩﺭ ﻓﺮﻫﻨﮓ ﻫﺎي ﻣﺨﺘﻠﻒ ﺑﻪ ﻭﻓﻮﺭ ﺑﻪ‬ ‫ﭼﺸﻢ ﻣﻲ ﺧﻮﺭﺩ‪ .‬ﺑﺮﺍي ﻧﻤﻮﻧﻪ » ﻋﺠﻠﻪ ﮐﺎﺭ ﺷﻴﻄﻮﻧﻪ‪ ،« ٣‬ﺩﺭ ﺗﻀﺎﺩ ﺑﺎ » ﺗﺎ ﺗﻨﻮﺭ ﺩﺍﻏﻪ ﻧﻮﻥ ﺭﻭ ﺑﭽﺴﺒﻮﻥ‪ « ٤‬ﻣﻲ‬ ‫ﺑﺎﺷﺪ ﻭ ﻳﺎ » ﺁﺷﭙﺰ ﮐﻪ ﺩﻭ ﺗﺎ ﺑﺸﻪ ﻏﺬﺍ ﻳﺎ ﺷﻮﺭ ﻣﻴﺸﻪ ﻳﺎ ﺑﻲ ﻧﻤﮏ‪ ،«  ٥‬ﺩﺭ ﺗﻀﺎﺩ ﺑﺎ » ﻳﮏ ﺩﺳﺖ ﺻﺪﺍ ﻧﺪﺍﺭﻩ‪« ٦‬‬ ‫ﻞ ﭼﻨﻴﻦ ﺩﻳﺪﮔﺎﻩ ﻫﺎي ﻣﺘﻨﺎﻗﻀﻲ ﺩﺭﺑﺎﺭﻩ ي ﺭﻓﺘﺎﺭ ﺍﻧﺴﺎﻥ‬ ‫ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ‪ ،‬ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﻓﻬ ﹺﻢ ﻣﺘﻌﺎﺭﻑ ﺷﺎﻣ ﹺ‬ ‫ﻫﺴﺘﻨﺪ‪ ،‬ﻧﻤﻲ ﺗﻮﺍﻥ ﺍﺯ ﺁﻧﻬﺎ ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﻣﺒﻨﺎ ﺩﺭ ﻓﻬ ﹺﻢ ﺭﻓﺘﺎ ﹺﺭ ﺍﻧﺴﺎﻥ ﺍﺳﺘﻔﺎﺩﻩ ﮐﺮﺩ‪  .‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪                                                       ‬‬

‫‪Out of sight, Out of mind ١ ‬‬ ‫‪Absence makes the heart grow fonder ٢ ‬‬ ‫‪Look befor you leap ٣ ‬‬ ‫‪He who hesitates is lost ٤ ‬‬ ‫‪Too many cooks spoil thr broth ٥ ‬‬ ‫‪Many hands make light labour ٦ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٤٨ ‬‬ ‫‪ ‬‬

‫ﺶ ﻣﻴﻠﮕﺮﺍﻡ ‪:‬‬ ‫‪ .٢‬ﺁﺯﻣﺎﻳ ﹺ‬ ‫ﺍﻳﻦ ﻧﻈﺮ ﮐﻪ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﭼﻴﺰي ﺟﺰ ﻓﻬ ﹺﻢ ﻣﺘﻌﺎﺭﻑ ﻧﻴﺴﺖ ﻭ}ﻓﻬ ﹺﻢ ﻣﺘﻌﺎﺭﻑ ﻗﺎﺩﺭ ﺍﺳﺖ ﺑﺪﻭ ِﻥ ﮐﻤﮏ ‪ ‬ﮔﺮﻓﺘﻦ ﺍﺯ‬ ‫ﻲ‬ ‫ﻖ ﺑﺮﺭﺳ ﹺ‬ ‫ﻞ ﺩﻳﮕﺮي ﻧﻴﺰ ﻣﻲ ﺗﻮﺍﻥ ﺑﺎﻃﻞ ﮐﺮﺩ‪ .‬ﻳﻌﻨﻲ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻣﺴﺎﺋﻞ ﺭﺍ ﺣﻞ ﻭ ﻓﺼﻞ ﮐﻨﺪ { ﺭﺍ ﺑﻪ ﺷﮑ ﹺ‬ ‫‪١‬‬

‫ﺗﺤﻘﻴﻘﺎﺗﻲ ﮐﻪ ﻳﺎﻓﺘﻪ ﻫﺎي ﻏﻴﺮﻣﻨﺘﻈﺮﻩ ﺍي ﺩﺍﺷﺘﻪ ﺍﻧﺪ‪ .‬ﻳﮏ ﻧﻤﻮﻧﻪ ي ﺑﺴﻴﺎﺭ ﻣﺸﻬﻮﺭ ﺩﺭ ﮐﺎﺭﻫﺎي ﺍﺳﺘﻨﻠﻲ ﻣﻴﻠﮕﺮﺍﻡ‬ ‫ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﭘﮋﻭﻫﻨﺪﻩ ﺍﻓﺮﺍ ِﺩ ﺷﺮﮐﺖ ﮐﻨﻨﺪﻩ ﺩﺭ ﺍﻳﻦ ﺗﺤﻘﻴﻖ ﺭﺍ ﺑﻪ‬ ‫ﺩﻭ ﮔﺮﻭﻩ ﺗﻘﺴﻴﻢ ﻣﻲ ﮐﻨﺪ‪ .‬ﺩﺭ ﻳﮏ ﺻﺤﻨﻪ ي‬ ‫ﺶ ﺷﺎﮔﺮﺩ ﻭ ﻳﮏ‬ ‫ﭘﺮﺳﺶ ﻭ ﭘﺎﺳﺦ ﻳﮏ ﮔﺮﻭﻩ ﻧﻘ ﹺ‬ ‫ﺶ ﻣﻌﻠﻢ ﺭﺍ ﺑﻪ ﻋﻬﺪﻩ ﻣﻲ ﮔﻴﺮﻧﺪ‪ .‬ﻣﻌﻠﻢ ﺑﻪ‬ ‫ﮔﺮﻭﻩ ﻧﻘ ﹺ‬ ‫ﺦ ﻏﻠﻂ‪،‬‬ ‫ﻞ ﻫﺮ ﭘﺎﺳ ﹺ‬ ‫ﺷﺎﮔﺮﺩ ﺍﻋﻼﻡ ﻣﻲ ﮐﻨﺪ ﮐﻪ ﺩﺭ ﻣﻘﺎﺑ ﹺ‬ ‫ﮎ ﺍﻟﮑﺘﺮﻳﮑﻲ ﺟﺮﻳﻤﻪ ﺧﻮﺍﻫﺪ ﮐﺮﺩ‬ ‫ﺷﺎﮔﺮﺩ ﺭﺍ ﺑﺎ ﺷﻮ ِ‬ ‫ﺕ ﺍﻳﻦ ﺷﻮﮎ ﻫﺮ ﺑﺎﺭ ﺑﻴﺸﺘﺮ ﺍﺯ ﺑﺎ ﹺﺭ ﻗﺒﻞ ﺧﻮﺍﻫﺪ‬ ‫ﻭ ﺷﺪ ِ‬ ‫ﮎ ‪ ١٨٠‬ﻭﻟﺘﻲ ﺷﺎﮔﺮﺩ ﻓﺮﻳﺎﺩ ﻣﻲ ﮐﺸﺪ ‪:‬‬ ‫ﺑﻮﺩ‪ .‬ﺩﺭ ﺷﻮ ِ‬ ‫" ﻣﻦ ﺩﻳﮕﺮ ﻧﻤﻲ ﺗﻮﺍﻧﻢ ﺩﺭﺩ ﺭﺍ ﺗﺤﻤﻞ ﮐﻨﻢ " ﻭ ﺩﺭ‬ ‫ﻞ ﺷﺎﮔﺮﺩ‬ ‫ﺷﻮﮎ ﺍﻟﮑﺘﺮﻳﮑﻲ ‪ ٢٧٠‬ﻭﻟﺘﻲ ﻋﮑﺲ ﺍﻟﻌﻤ ﹺ‬

‫ﺗﻨﻬﺎ ﻳﮏ ﺟﻴ ﹺﻎ ﻭﺣﺸﺘﻨﺎﮎ ﺍﺳﺖ‪ .‬ﺍﮔﺮ ﻣﻌﻠﻢ ﺍﺯ ﺩﺍﺩﻥ ﺷﻮﮎ ﺧﻮﺩﺩﺍﺭي ﻣﻲ ﮐﺮﺩ ﭘﮋﻭﻫﻨﺪﻩ ) ﭘﺮﻭﻓﺴﻮ ﹺﺭ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ( ﺍﻭ ﺭﺍ ﺑﻪ ﺍﺩﺍﻣﻪ ي ﺷﮑﻨﺠﻪ ﺗﺮﻏﻴﺐ ﻣﻲ ﮐﺮﺩ‪ .‬ﺷﻤﺎ ﭼﻪ ﻓﮑﺮ ﻣﻲ ﮐﻨﻴﺪ ؟ ﺁﻳﺎ ﺗﻤﺎﻳﻞ ﺩﺍﺭﻳﺪ ﺩﺭ ﭼﻨﻴﻦ‬ ‫ﮎ ﻣﺮﮔﺒﺎ ﹺﺭ ‪ ٤٥٠‬ﻭﻟﺖ ﺑﺪﻫﻴﺪ ؟ ﻓﮑﺮ ﻣﻲ ﮐﻨﻴﺪ ﭼﻨﺪ ﺩﺭﺻ ِﺪ ﻣﺮﺩﻡ‬ ‫ﺶ ﻣﻌﻠﻢ ﺑﻪ ﺍﻓﺮﺍﺩ ﺷﻮ ِ‬ ‫ﺁﺯﻣﺎﻳﺸﻲ ﺩﺭ ﻧﻘ ﹺ‬ ‫ﺣﺎﺿﺮﻧﺪ ﺩﺭ ﺍﻳﻦ ﺁﺯﻣﺎﻳﺶ ﺑﻪ ﺩﻳﮕﺮﺍﻥ ﭼﻨﻴﻦ ﺷﻮﮐﻲ ﻭﺍﺭﺩ ﺁﻭﺭﻧﺪ ؟ ‪ ‬‬

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‫‪Stanly Milgram  ١ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٤٩ ‬‬ ‫‪ ‬‬

‫ﻣﻴﻠﮕﺮﺍﻡ )‪ ( ١٩٧٤ ‬ﺩﺭﻳﺎﻓﺖ ﮐﻪ ﻫﻤﻪ ي ﺍﻓﺮﺍﺩ ﺍﻣﮑﺎﻥ ﺍﻳﻨﮑﻪ ﺷﺨﺼﺎً ﺣﺎﺿﺮ ﺑﻪ ﺍﻧﺠﺎﻡ ﭼﻨﻴﻦ ﮐﺎﺭي ﺑﺸﻮﻧﺪ ﺭﺍ ﺭﺩ‬ ‫ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺟﺎﻟﺐ ﺍﺳﺖ ﮐﻪ ﺭﻭﺍﻧﭙﺰﺷﮑﺎ ِﻥ ﻳﮏ ﻣﺮﮐﺰ ‪ ‬ﭘﺰﺷﮑﻲِ ﻣﺸﻬﻮﺭ ﻧﻴﺰ ﭘﻴﺶ ﺑﻴﻨﻲ ﮐﺮﺩﻧﺪ ﮐﻪ ﺗﻨﻬﺎ ‪ ١‬ﻧﻔﺮ ﺩﺭ‬ ‫ﮎ ‪ ٤٥٠‬ﻭﻟﺘﻲ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪ .‬ﺍﻣﺎ ﺩﺭ ﺣﻘﻴﻘﺖ ‪ ٦٠%‬ﺷﺮﮐﺖ ﮐﻨﻨﺪﮔﺎﻥ ﺩﺭ‬ ‫ﻫﺮ ‪ ١٠٠٠‬ﻧﻔﺮ ﺣﺎﺿﺮ ﺑﻪ ﺩﺍﺩﻥ ﺷﻮ ِ‬ ‫ﺶ ﻣﻴﻠﮕﺮﺍﻡ ﺣﺎﺿﺮ ﺷﺪﻧﺪ ﺑﻪ ﺩﻳﮕﺮﺍﻥ ﺷﻮﮎ ‪ ٤٥٠‬ﻭﻟﺘﻲ ﻭﺍﺭﺩ ﮐﻨﻨﺪ ! ﺍﻳﻦ ﻳﻌﻨﻲ ‪ ٦٠٠‬ﺑﺮﺍﺑﺮ ﺁﻥ ﭼﻴﺰي‬ ‫ﺁﺯﻣﺎﻳ ﹺ‬ ‫ﮐﻪ ﺍﻓﮑﺎﺭ ﻋﻤﻮﻣﻲ ﻭ ﺭﻭﺍﻧﭙﺰﺷﮑﺎﻥ ﻣﺘﺨﺼﺺ ﭘﻴﺶ ﺑﻴﻨﻲ ﮐﺮﺩﻩ ﺑﻮﺩﻧﺪ‪! ١‬‬ ‫‪ ‬‬ ‫ﺑﻨﺎﺑﺮﺍﻳﻦ ﺁﺩﻣﻬﺎ ﺧﻴﻠﻲ ﺑﻴﺸﺘﺮ ﺍﺯ ﺁﻧﭽﻪ ﮐﻪ ﻓﻬ ﹺﻢ ﻣﺘﻌﺎﺭﻑ ﻭ ﺣﺪﺱ ﻫﺎي ﺭﻭﺍﻧﭙﺰﺷﮑﺎﻥ ﭘﻴﺶ ﺑﻴﻨﻲ ﻣﻲ ﮐﻨﻨﺪ ﺗﺎﺑﻊ ﻭ‬ ‫ﺕ‬ ‫ﺶ ﺷﺪﻳﺪي ﺩﺭ ﺍﻓﺮﺍﺩ ﺑﺮﺍي ﭘﻴﺮﻭي ﺍﺯ ﺗﺼﻤﻴﻤﺎ ِ‬ ‫ﻣﻄﻴ ﹺﻊ ﻗﺪﺭﺕ ﻫﺴﺘﻨﺪ‪ .‬ﺩﺭ ﺗﻮﺿﻴﺢ ﺍﻳﻦ ﻣﻄﻠﺐ ﺑﺎﻳﺪ ﮔﻔﺖ ﮔﺮﺍﻳ ﹺ‬ ‫ﮐﺴﺎﻧﻲ ) ﻣﺎﻧﻨﺪ ﭘﺮﻭﻓﺴﻮﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ( ﮐﻪ ﻣﻘﺘﺪﺭ ﻭ ﺩﺍﺭﺍي ﺻﻼﺣﻴﺖ ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﻨﺪ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ . .‬ﺧﻼﺻﻪ‬ ‫ﮐﻨﻴﻢ ← ﻣﻮﺍﺭﺩي ﻧﻈﻴ ﹺﺮ ﺿﺮﺏ ﺍﻟﻤﺜﻞ ﻫﺎ ﻭ ﺁﺯﻣﺎﻳﺶ ﻣﻴﻠﮕﺮﺍﻡ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﻨﺪ ﮐﻪ ﻓﻬ ﹺﻢ ﻣﺘﻌﺎﺭﻑ ﺩﺭ ﺑﺴﻴﺎﺭي ﺍﺯ‬ ‫ﺢ ﺭﻓﺘﺎﺭ ﺍﻧﺴﺎﻧﻬﺎ ﺭﺍ ﻧﺪﺍﺷﺘﻪ ﻭ ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺑﺴﻴﺎﺭي ﺍﺯ‬ ‫ﻲ ﺻﺤﻴ ﹺ‬ ‫ﻣﻮﺍﺭﺩ‪ ،‬ﺗﻮﺍﻧﺎﻳﻲ ﻻﺯﻡ ﺑﺮﺍي ﺩﺭﮎ ﻭ ﭘﻴﺶ ﺑﻴﻨ ﹺ‬ ‫ﻑ ﻣﻮﺭﺩ ﻧﻈﺮ ﭼﻴﺰي ﻧﻴﺴﺖ ﺟﺰ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺭﻭﺵ ﻫﺎي‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﻧﻴﺰ ﮔﻔﺘﻪ ﺍﻧﺪ ﺭﺍﻩ ﺭﺳﻴﺪﻥ ﺑﻪ ﺍﻫﺪﺍ ِ‬ ‫ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﻭ ﺩﻳﮕﺮ ﺭﻭﺵ ﻫﺎي ﻋﻠﻤ ﹺ‬ ‫ﺕ ﻣﺨﺘﻠﻒ‬ ‫ﻲ ﻣﻌﺘﺒﺮ ﻳﺎﻓﺘﻪ ﻫﺎي ﺣﺎﺻﻞ ﺍﺯ ﺍﻳﻦ ﮔﻮﻧﻪ ﭘﮋﻭﻫﺶ ﻫﺎ ﺩﺭ ﺻﻔﺤﺎ ِ‬ ‫ﺍﻳﻦ ﮐﺘﺎﺏ ﺑﻪ ﺗﻔﺼﻴﻞ ﺍﺭﺍﺋﻪ ﺷﺪﻩ ﺍﻧﺪ‪.‬‬ ‫‪ ‬‬

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‫‪ ١ ‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺍﻳﻦ ﺳﻮﺍﻝ ﭘﻴﺶ ﺑﻴﺎﻳﺪ ﮐﻪ ﺁﻳﺎ ﺑﻪ ﺭﺍﺳﺘﻲ ﺍﻓﺮﺍﺩ ﭘﺲ ﺍﺯ ﺩﺭﻳﺎﻓﺖ ﺷﻮﮎ ‪ ٤٥٠‬ﻭﻟﺘﻲ ﺟﺎﻥ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﻣﻲ ﺩﺍﺩﻧﺪ !؟ ﺩﺭ‬ ‫ﭘﺎﺳﺦ ﺑﺎﻳﺪ ﺑﮕﻮﻳﻴﻢ ‪ :‬ﻧﻪ‪ .‬ﺷﺎﮔﺮﺩ ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﺍﺻﻼً ﺑﻪ ﺩﺳﺘﮕﺎﻩ ﺍﻟﮑﺘﺮﻳﮑﻲ ﻣﺘﺼﻞ ﻧﺸﺪﻩ ﺍﺳﺖ‪ .‬ﻟﻴﮑﻦ ﻣﻌﻠﻢ ﺍﻋﺘﻘﺎﺩ ﺭﺍﺳﺦ ﺩﺍﺭﺩ ﮐﻪ ﻗﺮﺑﺎﻧﻲ ﺩﺭ‬ ‫ﺍﺗﺎﻕ ﺩﻳﮕﺮي ﺑﻪ ﺩﺳﺘﮕﺎﻩ ﺍﻟﮑﺘﺮﻳﮑﻲ ﮐﻪ ﻭي ﺁﻥ ﺭﺍ ﺑﻪ ﮐﺎﺭ ﻣﻲ ﺍﻧﺪﺍﺯﺩ‪ ،‬ﻣﺘﺼﻞ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻣﻌﻠﻢ ﺗﺸﺨﻴﺺ ﻧﻤﻲ ﺩﻫﺪ ﮐﻪ ﺁﻧﭽﻪ ﻣﻲ ﺷﻨﻮﺩ‬ ‫ﺣﻘﻴﻘﻲ ﻧﻴﺴﺖ ﻭ ﺩﺭ ﻭﺍﻗﻊ ﻳﺎ ﺍﺯ ﻳﮏ ﺿﺒﻂِ ﺻﻮﺕ ﭘﺨﺶ ﻣﻲ ﺷﻮﺩ ﻳﺎ ﺍﻳﻨﮑﻪ ﺷﺎﮔﺮﺩ ﻃﺒﻖ ﻫﻤﺎﻫﻨﮕﻲ ﻗﺒﻠﻲ‪ ،‬ﺑﻪ ﻃﻮﺭ ﺳﺎﺧﺘﮕﻲ ﻓﺮﻳﺎﺩ ﻣﻲ‬ ‫ﮐﺸﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺟﺘﻤﺎﻋﻲ ﺍﻟﻴﻮﺕ ﺁﺭﻭﻧﺴﻮﻥ‪ .‬ﺗﺮﺟﻤﻪ ي ﺣﺴﻴﻦ ﺷﮑﺮ ﮐﻦ ﺍﻧﺘﺸﺎﺭﺍﺕ ﺭﺷﺪ ‪ ١٣٨٦‬ﺻﻔﺤﻪ ي ‪ – ٦٦‬ﻡ (‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٥٠ ‬‬ ‫‪ ‬‬

‫ي ﭘﺲ ﻧﮕﺮ ) ‪: ( hindsight bias‬‬ ‫ﺳﻮﮔﻴﺮ ﹺ‬ ‫ﺚ ﻗﺒﻞ ﺩﻳﺪﻳﻢ ﮐﻪ ﻳﺎﻓﺘﻪ ﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻟﺰﻭﻣﺎً ﺑﺎ ﻓﻬ ﹺﻢ ﻣﺘﻌﺎﺭﻑ ﻫﻤﺨﻮﺍﻥ ﻧﻴﺴﺘﻨﺪ‪ .‬ﺍﮔﺮ ﺍﻳﻨﻄﻮﺭ ﺍﺳﺖ ﭘﺲ‬ ‫ﺩﺭ ﺑﺤ ِ‬ ‫ﭼﺮﺍ ﺍﮐﺜﺮ ﻣﺮﺩﻡ ﺍﺩﻋﺎ ﻣﻲ ﮐﻨﻨﺪ ﮐﻪ ﻳﺎﻓﺘﻪ ﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺑﺮﺍي ﺁﻧﻬﺎ ﭼﻴ ﹺﺰ ﺟﺪﻳﺪي ﺑﻪ ﻫﻤﺮﺍﻩ ﻧﺪﺍﺭﺩ ﻭ ﺁﻧﻬﺎ ﺭﺍ‬ ‫ﺷﮕﻔﺖ ﺯﺩﻩ ﻧﻤﻲ ﮐﻨﺪ ؟ ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ ﭼﺮﺍ ﺁﻧﻬﺎ ﻣﻲ ﮔﻮﻳﻨﺪ " ﻣﻦ ﺧﻮﺩﻡ ﺁﻧﺮﺍ ﺍﺯ ﻗﺒﻞ ﻣﻲ ﺩﺍﻧﺴﺘﻢ " ؟‬ ‫ﺕ ﻓﻴﺸﻮﻑ ﻭ ﺑﻴﺖ‪  (  ١٩٧٥ ) ١‬ﭘﺎﺳﺦ ﺩﺍﺩﻩ ﺷﺪ‪ .‬ﺁﻧﻬﺎ ﺍﺯ ﺩﺍﻧﺸﺠﻮﻳﺎ ِﻥ‬ ‫ﺑﺨﺶ ﻣﻬﻤﻲ ﺍﺯ ﺍﻳﻦ ﻣﻌﻤﺎ ﺩﺭ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ي ﺍﺣﺘﻤﺎﻟﻲ ﮔﻮﻧﺎﮔﻮﻧﻲ ﺭﺍ ﮐﻪ ﺳﻔ ﹺﺮ ﻧﻴﮑﺴﻮﻥ ﺑﻪ ﭼﻴﻦ ﻭ ﺭﻭﺳﻴﻪ ﺩﺭﺁﻥ ﺯﻣﺎﻥ ﻣﻲ‬ ‫ﺁﻣﺮﻳﮑﺎﻳﻲ ﺧﻮﺍﺳﺘﻨﺪ ﺗﺎ ﭘﻴﺎﻣﺪﻫﺎ ﹺ‬ ‫ﺗﻮﺍﻧﺴﺖ ﺩﺭ ﺑﺮ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ﺍﺭﺯﻳﺎﺑﻲ ﮐﻨﻨﺪ‪ .‬ﺑﻌﺪ ﺍﺯ ﺳﻔ ﹺﺮ ﻧﻴﮑﺴﻮﻥ ﻧﻴﺰ ﺩﻭﺑﺎﺭﻩ ﺍﺯ ﺁﻧﻬﺎ ﺧﻮﺍﺳﺘﻪ ﺷﺪ ﺗﺎ ﻣﺠﺪﺩﺍً ﺑﻪ‬ ‫ﻲ ﺍﻳﻦ‬ ‫ﺕ ﺟﺪﻳﺪﺷﺎﻥ ﺑﻪ ﺍﺭﺯﻳﺎﺑ ﹺ‬ ‫ﺍﺭﺯﻳﺎﺑﻲ ﺍﻳﻦ ﺳﻔﺮ ﺑﭙﺮﺩﺍﺯﻧﺪ‪ .‬ﺍﻣﺎ ﺍﺯ ﺁﻧﻬﺎ ﺧﻮﺍﺳﺘﻪ ﺷﺪ ﺗﺎ ﺑﺪﻭ ِﻥ ﺩﺍﺧﻞ ﮐﺮﺩﻥ ﺍﻃﻼﻋﺎ ِ‬ ‫ي ﭘﺲ ﻧﮕﺮ « ﺑﻬﺮﻩ ﻣﻨﺪ ﺑﻮﺩﻧﺪ ﭘﻴﺎﻣﺪﻫﺎﻳﻲ‬ ‫ﺲ » ﺳﻮﮔﻴﺮ ﹺ‬ ‫ﺳﻔﺮ ﺑﭙﺮﺩﺍﺯﻧﺪ‪ .‬ﻋﻼﺭﻏ ﹺﻢ ﺍﻳﻦ ﺗﻮﺻﻴﻪ ﻫﺎ‪ ،‬ﺍﻓﺮﺍﺩي ﮐﻪ ﺍﺯ ﺣ ﹺ‬ ‫ﺶ ﻗﺒﻞ ﺍﺯ ﺳﻔﺮ‬ ‫ﺭﺍ ﭘﻴﺶ ﺑﻴﻨﻲ ﮐﺮﺩﻧﺪ ﮐﻪ ﺩﺭ ﻭﺍﻗﻌﻴﺖ ﻫﻢ ﺭﺥ ﺩﺍﺩﻩ ﺑﻮﺩ‪ .‬ﺍﻳﻦ ﺍﻓﺮﺍﺩ ﮐﺴﺎﻧﻲ ﺑﻮﺩﻧﺪ ﮐﻪ ﺩﺭ ﺁﺯﻣﺎﻳ ﹺ‬ ‫ﻦ‬ ‫ﻟﺰﻭﻣﺎً ﻫﻤﻴﻦ ﭘﻴﺶ ﺑﻴﻨﻲ ﺭﺍ ﻧﮑﺮﺩﻩ ﺑﻮﺩﻧﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﺪﻭﻥ ﺁﻧﮑﻪ ﺧﻮﺩ ﺁﮔﺎﻩ ﺑﺎﺷﻨﺪ ﺩﺭ ﻣﺪﺕ ﺯﻣﺎ ِﻥ ﺑﻴ ﹺ‬ ‫ﺶ ﻧﺎﺁﮔﺎﻫﺎﻧﻪ ي ﻓﺮﺩ ﺑﻪ‬ ‫ﺕ ﺧﻮﺩ ﺭﺍ ﺩﺭﺑﺎﺭﻩ ي ﺍﻳﻦ ﺳﻔﺮ ﺍﻓﺰﺍﻳﺶ ﺩﺍﺩﻩ ﺑﻮﺩﻧﺪ‪ .‬ﮔﺮﺍﻳ ﹺ‬ ‫ﺩﻭ ﺁﺯﻣﺎﻳﺶ ﺍﻃﻼﻋﺎ ِ‬ ‫ي ﭘﺲ ﻧﮕﺮ « ﻣﻲ ﮔﻮﻳﻨﺪ‪  .‬‬ ‫ﺑﺎﺧﺒﺮﺷﺪﻥ ﺍﺯ ﻫﺮ ﺭﻭﻳﺪﺍﺩ ﭘﺲ ﺍﺯ ﺭﺥ ﺩﺍﺩ ِﻥ ﺁﻥ ﺭﻭﻳﺪﺍﺩ ﺭﺍ ﺍﺻﻄﻼﺣﺎً » ﺳﻮﮔﻴﺮ ﹺ‬ ‫ﺞ‬ ‫ﺶ ﻣﺸﺎﺑﻬﻲ ﺗﺮﺗﻴﺐ ﺩﺍﺩﻧﺪ‪ .‬ﺁﺯﻣﺎﻳﺶ ﺁﻧﻬﺎ ﺩﺭ ﻣﻮﺭ ِﺩ ﭘﻴﺶ ﺑﻴﻨﻲﹺ ﻧﺘﺎﻳ ﹺ‬ ‫ﺍﺳﻠﻮﻭﻳﮏ ﻭ ﻓﻴﺸﻬﻮﻑ‪ ( ١٩٧٧ ) ٢‬ﺁﺯﻣﺎﻳ ﹺ‬ ‫ﺕ‬ ‫ﺞ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﺕ ﻋﻠﻤﻲ ﺑﻮﺩ‪ .‬ﺑﻪ ﺗﻌﺪﺍﺩي ﺍﺯ ﺷﺮﮐﺖ ﮐﻨﻨﺪﮔﺎﻥ ﺩﺭ ﺍﻳﻦ ﺁﺯﻣﺎﻳﺶ ﺩﺭﺑﺎﺭﻩ ي ﻧﺘﺎﻳ ﹺ‬ ‫ﻳﮏ ﺳﺮي ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﻋﻠﻤﻲ ﺍﻃﻼﻋﺎﺗﻲ ﺩﺍﺩﻩ ﺷﺪﻩ ﺑﻮﺩ ﻭ ﺗﺎﮐﻴﺪ ﺷﺪﻩ ﺑﻮﺩ ﮐﻪ ﺩﺭ ﻫﻨﮕﺎﻡ ﭘﻴﺶ ﺑﻴﻨﻲ ﺍﺯ ﺍﻳﻦ ﺍﻃﻼﻋﺎﺕ ﺍﺳﺘﻔﺎﺩﻩ ﻧﮑﻨﻨﺪ‪ .‬ﺑﺎ‬ ‫ﺍﻳﻦ ﻭﺟﻮﺩ ﭘﻴﺶ ﺑﻴﻨﻲ ﺍﻓﺮﺍﺩي ﮐﻪ ﺑﻪ ﺁﻧﻬﺎ ﺍﻃﻼﻋﺎﺗﻲ ﺩﺍﺩﻩ ﺷﺪﻩ ﺑﻮﺩ ﻧﺴﺒﺖ ﺑﻪ ﮔﺮﻭﻩ ﺩﻳﮕﺮ ﻧﺰﺩﻳﮑﺘﺮ ﺑﻪ ﻧﺘﻴﺠﻪ ي‬ ‫ﻭﺍﻗﻌﻲ ﺗﺤﻘﻴﻘﺎﺕ ﺑﻮﺩ ! ﺍﻳﻦ ﺁﺯﻣﺎﻳﺶ‪ ،‬ﻧﻤﻮﻧﻪ ي ﺩﻳﮕﺮي ﺩﺭ ﺗﺎﻳﻴﺪ ﭘﺪﻳﺪﻩ ي ﺳﻮﮔﻴﺮي ﭘﺲ ﻧﮕﺮ ﺑﻮﺩ‪.‬‬

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‫‪Beyth & Fischhoff  ١ ‬‬ ‫‪Fischhoff & Slovic ٢ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٥١ ‬‬ ‫‪ ‬‬

‫ﺳﻮﮔﻴﺮي ﭘﺲ ﻧﮕﺮ ﺍﺯ ﻗﺪﺭﺕ ﺑﺴﻴﺎﺭ ﺑﺎﻻﻳﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ ﻭ ﺣﺬﻑ ﺁﮔﺎﻫﺎﻧﻪ ي ﺁﻥ ﺑﺴﻴﺎﺭ ﺩﺷﻮﺍﺭ ﺍﺳﺖ‪ .‬ﺩﺭ‬ ‫ﻣﻄﺎﻟﻌﻪ ي ﺩﻳﮕﺮي‪ ،‬ﻓﻴﺸﻬﻮﻑ ) ‪ ( ١٩٧٧‬ﺑﻪ ﺷﺮﮐﺖ ﮐﻨﺪﺩﮔﺎﻥ ﺩﺭ ﺁﺯﻣﺎﻳﺶ ﺩﺭﺑﺎﺭﻩ ي ﭘﺪﻳﺪﻩ ي ﺳﻮﮔﻴﺮي ﭘﺲ‬ ‫ﻧﮕﺮ ﺗﻮﺿﻴﺢ ﺩﺍﺩ ﻭ ﺁﻧﻬﺎ ﺭﺍ ﺗﺮﻏﻴﺐ ﮐﺮﺩ ﮐﻪ ﺁﻥ ﺭﺍ ﺗﺎ ﺣﺪ ﻣﻤﮑﻦ ﺩﺭ ﻗﻀﺎﻭﺕ ﻫﺎﻳﺸﺎﻥ ﺍﺯ ﺑﻴﻦ ﺑﺒﺮﻧﺪ‪ .‬ﺑﺎ ﺍﻳﻦ‬ ‫ﻭﺟﻮﺩ‪ ،‬ﺍﻳﻦ ﺗﻮﺿﻴﺤﺎﺕ ﻭ ﺗﺸﻮﻳﻖ ﻫﺎ ﻫﻴﭻ ﺍﺛﺮي ) ﻳﺎ ﺑﺴﻴﺎﺭ ﻧﺎﭼﻴﺰ ( ﺩﺭ ﻣﻴﺰﺍﻥ ﺳﻮﮔﻴﺮي ﭘﺲ ﻧﮕﺮ ﻧﺪﺍﺷﺖ‪.‬‬ ‫ﺳﻮﮔﻴﺮي ﭘﺲ ﻧﮕﺮ ﺑﺮﺍي ﻣﻌﻠﻤﺎﻥ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻣﻌﻀﻞ ﺑﺰﺭﮔﻲ ﺳﺖ ﭼﺮﺍ ﮐﻪ ﺑﺎﻋﺚ ﻣﻲ ﺷﻮﺩ ﺗﻘﺮﻳﺒﺎً ﻫﻴﭻ ﻣﺴﺌﻠﻪ‬ ‫ﺍي ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺑﺮﺍي ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺟﺬﺍﺑﻴﺖ ﻭ ﺗﺎﺛﻴﺮ ﻻﺯﻡ ﺭﺍ ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﺪ ! } ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﻳﮑﻲ ﺍﺯ ﻋﻠﺖ‬ ‫ﺕ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺑﺎ ﺑﻲ ﺍﻋﺘﻨﺎﻳﻲ ﺑﺮﺧﻮﺭﺩ ﻣﻲ ﮐﻨﻨﺪ ﻭﺟﻮ ِﺩ ﺳﻮﮔﻴﺮي ﭘﺲ ﻧﮕﺮ‬ ‫ﻫﺎﻳﻲ ﮐﻪ ﻓﻬ ﹺﻢ ﻣﺘﻌﺎﺭﻑ ﺑﻪ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﺕ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺳﺘﻔﺎﺩﻩ‬ ‫ﺞ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ي ﭘﺲ ﻧﮕﺮ ﻧﺎ ﺁﮔﺎﻫﺎﻧﻪ ﺍﺯ ﻧﺘﺎﻳ ﹺ‬ ‫ﺍﺳﺖ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﺍﻓﺮﺍﺩ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺳﻮﮔﻴﺮ ﹺ‬ ‫ﺕ ﺟﺪﻳﺪﺷﺎﻥ‪،‬ﺍﻋﻼﻡ ﻣﻲ ﮐﻨﻨﺪ ﮐﻪ ﺍﻳﻦ ﺗﺤﻘﻴﻘﺎﺕ ﺑﺮﺍي ﻣﺎ ﻧﮑﺘﻪ ي ﺟﺪﻳﺪي‬ ‫ﮐﺮﺩﻩ ﻭ ﺳﭙﺲ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻃﻼﻋﺎ ِ‬ ‫ﺩﺭ ﺑﺮ ﻧﺪﺍﺭﺩ ! {‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٥٢ ‬‬ ‫‪ ‬‬

‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺭ ﺳﺮﺗﺎﺳﺮ ﺟﻬﺎﻥ ‪:‬‬ ‫ﺕ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺭ ﺟﻬﺎ ِﻥ ﻏﺮﺏ‪ ،‬ﺑﻪ ﻭﻳﮋﻩ ﺁﻣﺮﻳﮑﺎ ﺍﻧﺠﺎﻡ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﻪ ﮔﻔﺘﻪ ي ﺭﻭﺯﻧﺰﻭﻳﮓ‬ ‫ﺍﮐﺜ ﹺﺮ ﺗﺤﻘﻴﻘﺎ ِ‬

‫‪١‬‬

‫ﻖ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‪ ،‬ﺁﻣﺮﻳﮑﺎﻳﻲ ﻫﺴﺘﻨﺪ‪ .‬ﺗﺎﺛﻴ ﹺﺮ ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﺁﻣﺮﻳﮑﺎﻳﻲ ﺩﺭ ﮐﺘﺎﺏ‬ ‫)‪ ٦٤% ،(١٩٩٢‬ﺍﺯ ‪ ٥٦‬ﻫﺰﺍﺭ ﻣﺤﻘ ﹺ‬ ‫ﺏ ﺑﺎﺭﻭﻥ ﻭ ﺑﻴﺮﻧﻪ‪  ( ١٩٩١ ) ٢‬ﺩﺭ ﺯﻣﻴﻨﻪ‬ ‫ﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺯ ﺍﻳﻦ ﻫﻢ ﺑﻴﺸﺘﺮ ﮔﺰﺍﺭﺵ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺑﺮﺍي ﻧﻤﻮﻧﻪ ﮐﺘﺎ ﹺ‬ ‫ي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺟﺘﻤﺎﻋﻲ ﺭﺍ ﺩﺭ ﻧﻈﺮ ﻣﻲ ﮔﻴﺮﻳﻢ‪ .‬ﺩﺭ ﺍﻳﻦ ﮐﺘﺎﺏ ‪ ٩٤%‬ﻣﻄﺎﻟﻌﺎﺕ ﺑﻪ ﺁﻣﺮﻳﮑﺎي ﺷﻤﺎﻟﻲ ﻧﺴﺒﺖ ﺩﺍﺩﻩ‬ ‫ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺭﻗﻢ ﺩﺭ ﻣﻘﺎﺑﻞ ‪ ٢%‬ﺍﺯ ﺍﺭﻭﭘﺎ‪ ١% ،‬ﺍﺯ ﺍﺳﺘﺮﺍﻟﻴﺎ ﻭ ‪ ٣%‬ﺍﺯ ﺑﻘﻴﻪ ي ﻧﻘﺎﻁ ﺟﻬﺎﻥ ﺧﻮﺩﻧﻤﺎﻳﻲ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﺑﺎﻧﺪ ﻭ ﺍﺳﻤﻴﺖ‪ (  ١٩٩٨ ) ٣‬ﺑﺎ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﭼﻨﺪﻳﻦ ﮐﺘﺎﺏ ﺩﺭ ﺯﻣﻴﻨﻪ ي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﺳﺎﺯﻣﺎﻧﻲ ﺑﻪ‬ ‫ﻲ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‪ ،‬ﮐﻠﻴﻪ ي ﻧﺘﺎﻳﺞ ﺑﻪ ﺩﺳﺖ ﺁﻣﺪﻩ ﺩﺭ ﻣﻮﺭ ِﺩ‬ ‫ﺍﻳﻦ ﻧﺘﻴﺠﻪ ﺭﺳﻴﺪﻧﺪ ‪ " :‬ﺩﺭ ﻣﻴﺎﻥ ﺍﻳﻦ ﻣﺘﻮﻥ ﺍﻧﮕﻠﻴﺴ ﹺ‬ ‫ﺕ ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﺩﺭ ﮐﻤﺘﺮ ﺍﺯ ‪ ١٢‬ﮐﺸﻮﺭ ﺍﺯ ﺣﺪﻭﺩ ‪ ٢٠٠‬ﮐﺸﻮﺭ‬ ‫ﺭﻓﺘﺎﺭﻫﺎي ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﺳﺎﺯﻣﺎﻧﻲ ﻣﺤﺪﻭﺩ ﺑﻪ ﻣﻄﺎﻟﻌﺎ ِ‬ ‫ﺟﻬﺎﻥ ﻣﻲ ﺑﺎﺷﺪ ؛ ﮐﻪ ﺍﻳﻦ ﺗﻨﻬﺎ ﮐﻤﻲ ﺑﻴﺸﺘﺮ ﺍﺯ‪ % ١٠‬ﺟﻤﻌﻴﺖ ﺟﻬﺎﻥ ﺭﺍ ﺷﺎﻣﻞ ﻣﻲ ﺷﻮﺩ‪".‬‬ ‫‪ ‬‬

‫‪                                                       ‬‬

‫‪Rosenzweig ١‬‬ ‫‪Byrne & Baron ٢‬‬ ‫‪Smith & Bond ٣‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٥٣ ‬‬ ‫‪ ‬‬

‫ﺙ ﺩﺍﻧﺸﻤﻨﺪﺍﻥِ ﭘﻴﺶ ﺍﺯ ﺧﻮﺩ ﺭﺍ ﺑﺎ‬ ‫ﻋﻼﺭﻏﻢ ﺁﻧﭽﻪ ﮐﻪ ﮔﻔﺘﻪ ﺷﺪ‪ ،‬ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥِ ﺁﻣﺮﻳﮑﺎﻳﻲ‪ ،‬ﺗﻤﺎﻡ ﻣﻴﺮﺍ ِ‬ ‫ﺧﻮﺩ ﺣﻤﻞ ﻧﻤﻲ ﮐﻨﻨﺪ‪ .‬ﺩﺭ ﻳﮏ ﺗﺤﻘﻴﻖ‪ ١٠٠ ،‬ﺭﻭﺍﻧﺸﻨﺎﺱ ﺑﺮﺟﺴﺘﻪ ي ﻗﺮﻥ ﺑﻴﺴﺘﻢ ﺗﻮﺳﻂ ِ ﻫﺎﮔﺒﻠﻮﻡ ﻭ‬ ‫ﻫﻤﮑﺎﺭﺍﻧﺶ‪ (٢٠٠٢) ١‬ﺭﺗﺒﻪ ﺑﻨﺪي ﺷﺪﻧﺪ‪ .‬ﺍﺯ ﺟﻤﻠﻪ ﻣﻼﮎ ﻫﺎﻳﻲ ﮐﻪ ﺩﺭ ﺍﻳﻦ ﺭﺗﺒﻪ ﺑﻨﺪي ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ‬ ‫ﮔﺮﻓﺖ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﻣﻮﺍﺭﺩ ﺯﻳﺮ ﺍﺷﺎﺭﻩ ﮐﺮﺩ ‪  :‬‬ ‫ƒ ﻧﻘﻞ ﻗﻮﻝ ﻫﺎي ﻣﺠﻼﺕ ‪ ‬‬ ‫ﻞ ﻗﻮﻝ ﻫﺎي ﮐﺘﺐ ﻫﺎي ﻣﺒﺎﻧﻲ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ‪ ‬‬ ‫ƒ ﻧﻘ ﹺ‬ ‫ﺱ ﻗﺮﻥ ﺑﻴﺴﺘﻢ ﺑﻪ ﻋﻤﻞ‬ ‫ﻲ ﺑﺰﺭﮔﺘﺮﻳﻦ ﺭﻭﺍﻧﺸﻨﺎ ﹺ‬ ‫ƒ ﺭﺗﺒﻪ ي ﺁﻧﻬﺎ ﺩﺭ ﺁﻣﺎﺭﮔﻴﺮي ﮐﻪ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﺑﺮﺍي ﻣﻌﺮﻓ ﹺ‬ ‫ﺁﻣﺪﻩ ﺑﻮﺩ‪  .‬‬ ‫‪ ‬‬ ‫ﺱ ﺑﺮﺗﺮ ﺟﻬﺎﻥ ﻏﻴﺮ ﺁﻣﺮﻳﮑﺎﻳﻲ ﻫﺴﺘﻨﺪ ﮐﻪ ﺍﻳﻦ ‪ % ٢٠‬ﻧﻴﺰ‬ ‫ﺍﻳﻦ ﺗﺤﻘﻴﻖ ﻧﺸﺎﻥ ﺩﺍﺩ ﮐﻪ ﺗﻨﻬﺎ ‪ % ٢٠‬ﺍﺯ ‪ ١٠٠‬ﺭﻭﺍﻧﺸﻨﺎ ﹺ‬ ‫ﺗﻘﺮﻳﺒﺎً ﻫﻤﮕﻲ ﺍﺭﻭﭘﺎﻳﻲ ﻫﺴﺘﻨﺪ‪ .‬ﺍﺳﺎﻣﻲ ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﻏﻴﺮ ﺁﻣﺮﻳﮑﺎﻳﻲ ﺩﺭ ﺯﻳﺮ ﺁﻣﺪﻩ ﺍﺳﺖ ‪ :‬ﮊﺍﻥ ﭘﻴﺎﮊﻩ‪ ،‬ﺯﻳﮕﻤﻮﻧﺪ‬ ‫ﻓﺮﻭﻳﺪ‪،‬ﻫﺎﻧﺲ ﺁﻳﺰﻧﮏ )‪ ،( H. J. Eysenck‬ﮐﺎﺭﻝ ﮔﻮﺳﺘﺎﻭ ﻳﻮﻧﮓ ) ‪ ،( Carl Jung ‬ﺍﻳﻮﺍﻥ ﭘﺎﻭﻟﻒ ) ‪Ivan ‬‬ ‫‪ ،( Pavlov‬ﻭﻟﻔﺎﻧﮓ ﮐﻬﻠﺮ)‪،( Wolfgang Kohler‬ﺟﻮﺯﻑ ﻭﻟﭙﻪ ) ‪ ،( Joseph Wolpe ‬ﺩﻭﻧﺎﻟﺪ ﺑﺮﻭﺩﺑﻨﺖ‬ ‫)‪ ،( Donald Broadbent‬ﮐﻨﺮﺍﺩ ﻟﻮﺭﻧﺰ )‪ ،( Konrad Lorenz ‬ﺁﻟﻔﺮﺩ ﺁﺩﻟﺮ )‪ ،(Alfred Adler ‬ﻣﺎﻳﮑﻞ‬ ‫ﺭﺍﺗﺮ ) ‪  ،( Michael  Rutter ‬ﺍﻟﮑﺴﺎﻧﺪﺭ ﻟﻮﺭﻳﺎ )‪ ،( Alexander  Luria‬ﻟﺌﻮ ﻭﻳﮕﻮﺗﺴﮑﻲ ) ‪Lev ‬‬ ‫‪ ،( Vygotsky‬ﺁﻣﻮﺱ ﺗﻮﺭﺳﮑﻲ )‪ ،( Amos  Tversky‬ﻭﻳﻠﻬﻠﻢ ﻭﻭﻧﺖ ) ‪   (Wilhelm  Wundt‬ﻭ ﺁﻧﺎ‬ ‫ﻓﺮﻭﻳﺪ )‪.( Anna Freud‬‬ ‫ﺕ ﺍﮐﺜﺮ ﺍﻳﻦ‬ ‫ﺩﺭ ﺟﺪﻭ ﹺﻝ ﺯﻳﺮ ﺍﺳﺎﻣﻲﹺ ‪ ٥٠‬ﻧﻔﺮ ﺍﺯ ﺑﺮﺟﺴﺘﻪ ﺗﺮﻳﻦ ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﻗﺮﻥ ﺑﻴﺴﺘﻢ ﺁﻣﺪﻩ ﺍﺳﺖ‪.‬ﺍﺯ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ) ﻭﻟﻲ ﻧﻪ ﻫﻤﻪ ي ﺁﻧﻬﺎ !! ( ﺩﺭ ﺑﺨﺸﻬﺎي ﻣﺨﺘﻠﻒِﺍﻳﻦ ﮐﺘﺎﺏ ﺍﺳﺘﻔﺎﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪                                                       ‬‬

‫‪Haggbloom et al   ١‬‬

٥٤  ‫ ﻓﺼﻞ ﺍﻭﻝ‬: ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ‬  

١- B.F Skinner

١١-Gordon

٢١- Clark Hull

٣١-Martin

٤١- Solomon

‫ ﺍﺳﮑﻴﻨﺮ‬.‫ﺍﻑ‬.‫ﺑﻲ‬

Allport ‫ﮔﻮﺭﺩﻭﻥ ﺁﻟﭙﻮﺭﺕ‬

‫ﮐﻼﺭﮎ ﻫﺎﻝ‬

Seligman ‫ﻣﺎﺭﺗﻴﻦ ﺳﻠﻴﮕﻤﻦ‬

Asch ‫ﺳﻮﻟﻮﻣﻮﻥ ﺍﺵ‬

٢-Jean Piaget

١٢- Eric Erikson

٢٢-Jerome

٣٢- Ulric

٤٢- Gordon

‫ﮊﺍﻥ ﭘﻴﺎﮊﻩ‬

‫ﺍﺭﻳﮏ ﺍﺭﻳﮑﺴﻮﻥ‬

Kagan ‫ﺟﺮﻭﻣﻪ ﮐﺎﮔﺎﻥ‬

Neiser ‫ﺍﻭﻟﺮﻳﮏ ﻧﻴﺰﺭ‬

Bower ‫ﮔﻮﺭﺩﻭﻥ ﺑﺎﻭﺭ‬

٣- Sigmund

١٣- H.J.

٢٣-Carl Jung

٣٣-Donald

٤٣- Harold

Freud

‫ﮐﺎﺭﻝ ﮔﻮﺳﺘﺎﻭ ﻳﻮﻧﮓ‬

‫ﺯﻳﮕﻤﻮﻧﺪ ﻓﺮﻭﻳﺪ‬

Eysenck ‫ﻫﺎﻧﺲ ﺁﻳﺰﻧﮏ‬

Campbell ‫ﺩﻭﻧﺎﻟﺪ ﮐﻤﭗ ﺑﻞ‬

Kelley ‫ﻫﺎﺭﻭﻟﺪ ﮐﻠﻲ‬

٤-Albert Bandura

١٤-William

٢٤- Ivan Pavlov

٣٤- Roger

٤٤-Roger

‫ﺁﻟﺒﺮﺕ ﺑﺎﻧﺪﻭﺭﺍ‬

James ‫ﻭﻳﻠﻴﺎﻡ ﺟﻴﻤﺰ‬

‫ﺍﻳﻮﺍﻥ ﭘﺎﻭﻟﻒ‬

Brown ‫ﺭﺍﺟﺮ ﺑﺮﺍﻭﻥ‬

Sperry ‫ﺭﺍﺟﺮ ﺍﺳﭙﺮي‬

٥- Leon Festinger

١٥-David

٢٥- Walter

٣٥- R.B.

٤٥-Edward

‫ﻟﺌﻮﻥ ﻓﺴﺘﻴﻨﮕﺮ‬

McClelland ‫ﺩﻳﻮﻳﺪ ﻣﮏ ﮐﻠﻨﺪ‬

Mischel ‫ﻭﺍﻟﺘﺮ ﻣﻴﺸﻞ‬

Zajonc ‫ﺯﺍﺟﻮﻧﮏ‬

Tolman ‫ﺍﺩﻭﺍﺭﺩ ﺗﻮﻟﻤﻦ‬

٦- Carl Rogers

١٦- Raymond

٢٦- Harry

٣٦- Endel

٤٦-Stanley

‫ﮐﺎﺭﻝ ﺭﺍﺟﺮﺯ‬

Cattell ‫ﺭﻳﻤﻮﻧﺪ ﮐﺎﺗﻞ‬

Harlow ‫ﻫﺮي ﻫﺎﺭﻟﻮ‬

Tulving ‫ﺍﻧﺪﻝ ﺗﻮﻟﻮﻳﻨﮓ‬

Milgram ‫ﺍﺳﺘﻨﻠﻲ ﻣﻴﻠﮕﺮﺍﻡ‬

٧-Stanley

١٧- John

٢٧- J.P.

٣٧- Herbert

٤٧- Arthur

Schachter

‫ﺍﺳﺘﻨﻠﻲ ﺷﺎﺧﺘﺮ‬

Watson ‫ﺟﺎﻥ ﻭﺍﺗﺴﻮﻥ‬

Guilford ‫ﮔﻴﻠﻔﻮﺭﺩ‬

Simon ‫ﻫﺮﺑﺮﺕ ﺳﻴﻤﻮﻥ‬

Jensen ‫ﺁﺭﺗﻮﺭ ﺟﻨﺴﻦ‬

٨- Neal Miller

١٨- Kurt Lewin

٢٨- Jerome

٣٨-Noam

٤٨-Lee

‫ﻧﻴﻞ ﻣﻴﻠﺮ‬

‫ﮐﺮﺕ ﻟﻮﻳﻦ‬

Bruner ‫ﺟﺮﻭﻣﻪ ﺑﺮﻭﻧﺮ‬

Chomsky ‫ﻧﻮﺍﻡ ﭼﺎﻣﺴﮑﻲ‬

cronbach ‫ﻟﻲ ﮐﺮﻭﻥ ﺑﺎﺥ‬

٩- Edward

١٩- Donald

٢٩- Ernest

٣٩- Edward

٤٩- John

Thorndike

‫ﺍﺩﻭﺍﺭﺩ ﺛﻮﺭﻧﺪﺍﻳﮏ‬

Hebb ‫ﺩﻭﻧﺎﻟﺪ ﻫﺐ‬

Hilgard ‫ﺍﺭﻧﺴﺖ ﻫﻴﻠﮕﺎﺭﺩ‬

Jones ‫ﺍﺩﻭﺍﺭﺩ ﺟﻮﻧﺰ‬

Bowlby ‫ﺟﺎﻥ ﺑﺎﻭﻟﺒﻲ‬

١٠- A.H Maslow

٢٠- George

٣٠-Lawrence

٤٠-Charles

٥٠-Wolfgang

‫ﺁﺑﺮﺍﻫﺎﻡ ﻣﺎﺯﻟﻮ‬

Miller ‫ﺟﺮﺝ ﻣﻴﻠﺮ‬

Kohlberg ‫ﻻﺭﻧﺲ ﮐﻮﻫﻠﺒﺮﮒ‬

Osgood ‫ﭼﺎﺭﻟﺰ ﺍﺳﮕﻮﺩ‬

Kohler ‫ﻭﻟﻔﺎﻧﮓ ﮐﻬﻠﺮ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٥٥ ‬‬ ‫‪ ‬‬

‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻣﻴﺎﻥ ﻓﺮﻫﻨﮕﻲ‪:١‬‬ ‫ﻒ ﺍﻳﻦ ﮐﺘﺎﺏ ﺑﺎ ﺁﻥ ﺭﻭﺑﺮﻭ ﺧﻮﺍﻫﻴﺪ ﺷﺪ‪ ،‬ﺍﻳﻦ ﺍﺳﺖ ‪:‬‬ ‫ﻁ ﻣﺨﺘﻠ ِ‬ ‫ﭘﻴﺎ ﹺﻡ ﮐﻠﻴﺪي ﮐﻪ ﺑﺎﺭﻫﺎ ﺩﺭ ﻧﻘﺎ ِ‬ ‫ﻲ ﺭﻓﺘﺎﺭ ﺍﻧﺴﺎﻥ ﻫﺎ ﺩﺭ‬ ‫ﻦ ﺗﻨﻮ ﹺﻉ ﻓﺮﻫﻨﮓ ﻫﺎ ﻭ ﮔﻮﻧﺎﮔﻮﻧ ﹺ‬ ‫ﺖ ﺧﻮﺩ ﻣﻠﺰﻡ ﺑﻪ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘ ﹺ‬ ‫" ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺑﺮﺍي ﭘﻴﺸﺮﻓ ِ‬ ‫ﻒ ﺟﻬﺎﻥ ﺍﺳﺖ‪ ".‬ﺑﺎ ﺍﻳﻦ ﺣﺎﻝ ﺍﺯ ﺍﻳﻦ ﮔﻔﺘﻪ ﻧﺒﺎﻳﺪ ﺍﻳﻨﻄﻮﺭ ﺑﺮﺩﺍﺷﺖ ﮐﺮﺩ ﮐﻪ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻫﻴﭻ ﻓﻌﺎﻟﻴﺘﻲ‬ ‫ﻁ ﻣﺨﺘﻠ ِ‬ ‫ﻧﻘﺎ ِ‬ ‫ﻒ ﺟﻬﺎﻥ ﺍﻧﺠﺎﻡ‬ ‫ﺕ ﺭﻭﺍﻧﺸﻨﺎﺧﺘﻲ ﻧﺴﺒﺘﺎً ﻣﺤﺪﻭﺩي ﺩﺭ ﺑﺨﺶ ﻫﺎي ﻣﺨﺘﻠ ِ‬ ‫ﺻﻮﺭﺕ ﻧﮕﺮﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺑﺮﺍي ﻣﺜﺎﻝ‪ ،‬ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﺷﺪﻩ ﺍﺳﺖ‪ ) .‬ﺑﺮﺍي ﻧﻤﻮﻧﻪ ﺩﺭ ﺁﻓﺮﻳﻘﺎ (‪ ‬‬ ‫ﻲ ﻣﻴﺎﻥ‬ ‫ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺭﺍ ﻋﻤﻮﻣﺎً ﺑﺎ ﻧﺎﻡ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻓﺮﻫﻨﮕﻲ ﻣﻲ ﺷﻨﺎﺳﻨﺪ ﻭ ﻣﺮﺑﻮﻁ ﺍﺳﺖ ﺑﻪ‬ ‫ﺷﺒﺎﻫﺖ ﻫﺎ ﻭ ﺗﻔﺎﻭﺕ ﻫﺎي ﻣﻴﺎ ِﻥ ﻓﺮﻫﻨﮓ ﻫﺎي‬ ‫ﮎ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺍﺑﺘﺪﺍ ﺑﺎﻳﺪ‬ ‫ﺟﻬﺎﻥ‪ .‬ﺑﺮﺍي ﺩﺭ ِ‬ ‫ﺑﺒﻴﻨﻴﻢ ﻓﺮﻫﻨﮓ‪ ٢‬ﭼﻴﺴﺖ ؟ ‪  ‬ﺑﻨﺎ ﺑﻪ ﮔﻔﺘﻪ ي‬ ‫ﺍﺳﻤﻴﺖ ﻭ ﺑﺎﻧﺪ‪ " : (١٩٩٨) ٣‬ﻓﺮﻫﻨﮓ ﻋﺒﺎﺭﺕ‬ ‫ﺍﺳﺖ ﺍﺯ ﻳﮏ ﺳﻴﺴﺘﻢﹺ ﻧﻈﺎﻡ ﻳﺎﻓﺘﻪ ي ﻧﺴﺒﻲ ﺍﺯ‬ ‫ﻲ ﻣﺸﺘﺮﮎ‪" .‬‬ ‫ﻣﻌﺎﻧ ﹺ‬ ‫ﮓ ﮊﺍﭘﻦ‪،‬‬ ‫ﭼﺮﺍ ﻧﺴﺒﻲ ؟ ﺑﺮﺍي ﻓﻬ ﹺﻢ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﻣﺜﺎﻟﻲ ﻣﻲ ﺯﻧﻴﻢ‪ .‬ﻭﺍﮊﻩ ي » ﮐﺎﺭ« ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺑﮕﻴﺮﻳﺪ‪ .‬ﺩﺭ ﻓﺮﻫﻨ ِ‬ ‫ﺖ‬ ‫ﻭﺍﮊﻩ ي » ﮐﺎﺭ « ﻣﻌﻨﺎي ﻧﺴﺒﺘﺎً ﻣﺘﻔﺎﻭﺗﻲ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺩﻳﮕﺮ ﻓﺮﻫﻨﮓ ﻫﺎ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﮊﺍﭘﻦ " ﮐﺎﺭ" ﻋﻼﻭﻩ ﺑﺮ ﺳﺎﻋ ِ‬ ‫ﺕ ﮔﺮﻭﻫﻲ ﺑﻪ ﻫﻤﺮﺍ ِﻩ‬ ‫ﺖ ﮐﺎﺭي ﻭ ﺷﺮﮐﺖ ﺩﺭ ﺗﻔﺮﻳﺤﺎ ِ‬ ‫ﻑ ﻧﻮﺷﻴﺪﻧﻲ ﺑﻌﺪ ﺍﺯ ﺳﺎﻋ ِ‬ ‫ي ﻣﻌﻤﻮﻝ‪ ،‬ﻣﻌﻤﻮﻻً ﺷﺎﻣﻞﹺ ﺻﺮ ِ‬ ‫ﮐﺎﺭ ﹺ‬ ‫ﻫﻤﮑﺎﺭﺍﻥ ﻧﻴﺰ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫‪                                                       ‬‬

‫‪cross‐cultural psychology ١ ‬‬ ‫‪Bond & Smith  ٢ ‬‬ ‫‪ : culture ٣ ‬ﻓﺮﻫﻨﮓ ‪ e ‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٢٥‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٥٦ ‬‬ ‫‪ ‬‬

‫ﻒ ﮔﺴﺘﺮﺩﻩ ﺍي ﺍﺯ ﻓﺮﻫﻨﮓ ﻫﺎ ﺩﺍﺭﺍي ﺍﻫﻤﻴﺖ ﺍﺳﺖ؟‬ ‫ﭼﺮﺍ ﻣﻄﺎﻟﻌﻪ ي ﻃﻴ ِ‬ ‫ﻲ‬ ‫ƒ ﺍﮐﺜﺮ ﻧﻈﺮﻳﻪ ﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺑﻴﺸﺘﺮ ) ﻳﺎ ﻣﻨﺤﺼﺮﺍ ً ( ﺑﺮﻣﺒﻨﺎي ﻳﺎﻓﺘﻪ ﻫﺎي ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﺍﺯ ﺯﻧﺪﮔ ﹺ‬ ‫ﻣﺮﺩ ﹺﻡ ﺳﺎﮐﻦ ﺩﺭ ﺟﻮﺍﻣ ﹺﻊ ﻏﺮﺑﻲ ﭘﺎﻳﻪ ﺭﻳﺰي ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ‪ ،‬ﺍﮔﺮ ﺗﻔﺎﻭﺕ ﻫﺎي ﻧﺎﺷﻲ ﺍﺯ ﻓﺮﻫﻨﮓ‬ ‫ﻫﺎي ﻣﺨﺘﻠﻒ ﺯﻳﺎﺩ ﺑﺎﺷﺪ ﮐﺎﺭﺍﻳﻲ ﺍﻳﻦ ﻧﻈﺮﻳﻪ ﻫﺎ ﻣﺤﺪﻭﺩ ﺧﻮﺍﻫﺪ ﺷﺪ‪ .‬ﭘﻲ ﺑﺮﺩﻥ ﺑﻪ ﺣﺪﻭ ِﺩ ﺍﻳﻦ ﺗﻔﺎﻭﺕ ﻫﺎ‬ ‫ﺕ ﻣﻴﺎﻥ ﻓﺮﻫﻨﮕﻲ ﻣﻴﺴﺮ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪  .‬‬ ‫ﻖ ﺍﻧﺠﺎ ﹺﻡ ﻣﻄﺎﻟﻌﺎ ِ‬ ‫ﺗﻨﻬﺎ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻞ ﻓﺮﻫﻨﮕﻲ ﺗﺎﺛﻴ ﹺﺮ ﻋﻤﻴﻘﻲ ﺑﺮ ﺭﻓﺘﺎﺭ ﺍﻧﺴﺎﻥ ﻫﺎ ﺩﺍﺭﻧﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺑﺮﺍي ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺩﺭﮎ‬ ‫ƒ ﺑﻲ ﺷﮏ ﻋﻮﺍﻣ ﹺ‬ ‫ﮓ ﺣﺎﮐﻢ ﺑﺮ ﺍﻭ ﺿﺮﻭﺭي ﺳﺖ‪  .‬‬ ‫ﻲ ﻓﺮﻫﻨ ِ‬ ‫ﻋﻤﻴﻖ ﺗﺮي ﺍﺯ ﺭﻓﺘﺎ ﹺﺭ ﺍﻧﺴﺎﻥ‪ ،‬ﺑﺮﺭﺳ ﹺ‬ ‫ƒ ﭘﮋﻭﻫﺶ ﻫﺎي ﻣﻴﺎﻥ ﻓﺮﻫﻨﮕﻲ ﺑﻪ ﻣﺎ ﺍﻳﻦ ﺍﻣﮑﺎﻥ ﺭﺍ ﻣﻲ ﺩﻫﺪ ﮐﻪ ﺗﻌﻴﻴﻦ ﮐﻨﻴﻢ ﺍﺯ ﺑﻴﻦ ﻧﻈﺮﻳﻪ ﻫﺎي ﻣﺨﺘﻠﻒ‬ ‫ﮐﺪﺍﻣﻴﮏ ﺟﻬﺎﻧﺸﻤﻮﻝ ﺗﺮ ﺍﺳﺖ ﻭ ﻣﻲ ﺗﻮﺍﻧﺪ ﺍﺯ ﻋﻬﺪﻩ ي ﺗﺒﻴﻴﻦ ﺍﻧﺴﺎﻥ ﻫﺎي ﻣﺘﻌﻠﻖ ﺑﻪ ﻓﺮﻫﻨﮓ ﻫﺎي‬ ‫ﻣﺨﺘﻠﻒ ﺑﺮ ﺁﻳﺪ‪  .‬‬ ‫ƒ ﭘﮋﻭﻫﺶ ﻫﺎي ﻣﻴﺎﻥ ﻓﺮﻫﻨﮕﻲ ﺑﻪ ﻣﺎ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﮐﻪ‬ ‫ﮐﺪﺍﻣﻴﮏ ﺍﺯ ﺟﻨﺒﻪ ﻫﺎي ﺭﻓﺘﺎﺭ ﻭ ﻋﻤﻠﮑﺮﺩ ﺍﻧﺴﺎﻥ ﺑﻴﻦ‬ ‫ﺍﻟﻤﻠﻠﻲ ﻭ ﮐﺪﺍﻣﻴﮏ ﺍﺯ ﻓﺮﻫﻨﮕﻲ ﺑﻪ ﻓﺮﻫﻨﮓ ﺩﻳﮕﺮ ﻣﺘﻐﻴﺮ‬ ‫ﺍﺳﺖ‪ .‬ﺑﺮﺍي ﻧﻤﻮﻧﻪ ﻣﺎ ﺍﻧﺘﻈﺎﺭ ﺩﺍﺭﻳﻢ ﻓﺮﺍﻳﻨﺪ ﻫﺎي‬ ‫ﻲ‬ ‫ﮎ ﺭﻧﮕﻬﺎ‪ ،‬ﺭﺩﻳﺎﺑ ﹺ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺧﺘﻲ ﺑﻨﻴﺎﺩﻳﻦ ) ﻣﺜﻞ‪ ،‬ﺍﺩﺭﺍ ِ‬ ‫ﺖ ﻣﺤﺪﻭ ِﺩ ﺗﻮﺟﻪ ( ﺩﺭ ﺑﻴﻦ ﻫﻤﻪ ي‬ ‫ﺣﺮﮐﺖ‪ ،‬ﻇﺮﻓﻴ ِ‬ ‫ﻓﺮﻫﻨﮓ ﻫﺎ ﻣﺸﺎﺑﻪ ﺑﺎﺷﺪ ﻭ ﺩﺭ ﻣﻘﺎﺑﻞ ﺍﮐﺜ ﹺﺮ ﺭﻓﺘﺎﺭﻫﺎي‬ ‫ﺖ ﺗﺎﺛﻴﺮ ﺯﻣﻴﻨﻪ ي ﻓﺮﻫﻨﮕﻲ ﮐﺸﻮ ﹺﺭ‬ ‫ﺍﺟﺘﻤﺎﻋﻲ ﺗﺤ ِ‬ ‫ﻣﺬﮐﻮﺭ‪ ،‬ﻣﺘﻔﺎﻭﺕ ﺑﺎﺷﻨﺪ‪.‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٥٧ ‬‬ ‫‪ ‬‬

‫ﺳﺎﺧﺘﺎﺭﻫﺎي ﺟﻬﺎﻧﻲ ﻭ ﻣﻨﻄﻘﻪ ﺍي‪:١‬‬ ‫ﻂ ﻳﮏ ﺯﺑﺎﻧﺸﻨﺎﺱ ﺑﻪ ﻧﺎ ﹺﻡ ﮐﻨﺖ ﭘﺎﻳﮏ‪ ٢‬ﻣﻄﺮﺡ ﺷﺪ‪ .‬ﭘﺲ‬ ‫ﻣﻔﻬﻮ ﹺﻡ ﺳﺎﺧﺘﺎﺭﻫﺎي ﺟﻬﺎﻧﻲ ﻭ ﻣﻨﻄﻘﻪ ﺍي ﺍﻭﻟﻴﻦ ﺑﺎﺭ ﺗﻮﺳ ِ‬ ‫ﺍﺯ ﺍﻭ‪ ،‬ﺑﺮي‪ ( ١٩٦٩) ٣‬ﺗﻮﺟﻪ ﺑﻴﺸﺘﺮي ﺑﻪ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﻧﺸﺎﻥ ﺩﺍﺩ ‪  :‬‬ ‫ﮓ ﺧﺎﺻﻲ ﺑﻮﺩﻩ ﻭ ﺍﺯ ﻓﺮﻫﻨﮕﻲ ﺑﻪ‬ ‫ƒ ﺳﺎﺧﺘﺎﺭ ﻫﺎي ‪ ‬ﻣﻨﻄﻘﻪ ﺍي )‪ : (emic‬ﺍﻳﻦ ﺳﺎﺧﺘﺎﺭﻫﺎ ﻣﻨﺤﺼﺮ ﺑﻪ ﻓﺮﻫﻨ ِ‬ ‫ﮓ ﺩﻳﮕﺮ ﻣﺘﻔﺎﻭﺕ ﻫﺴﺘﻨﺪ‪  .‬‬ ‫ﻓﺮﻫﻨ ِ‬ ‫ƒ ﺳﺎﺧﺘﺎﺭﻫﺎي ﺟﻬﺎﻧﻲ‪ : (etic) ‬ﺍﻳﻦ ﺳﺎﺧﺘﺎﺭﻫﺎ‪ ،‬ﻋﻮﺍﻣﻠﻲ ﺭﺍ ﺷﺎﻣﻞ ﻣﻲ ﺷﻮﻧﺪ ﮐﻪ ﺩﺭ ﻣﻴﺎ ِﻥ ﻫﻤﻪ ي ﻓﺮﻫﻨﮓ‬ ‫ﻫﺎ ﻣﺸﺘﺮﮎ ﺍﺳﺖ‪ .‬ﻣﺜﻼً ﻣﻔﻬﻮ ﹺﻡ » ﺧﺎﻧﻮﺍﺩﻩ « ﻧﻤﻮﻧﻪ ﺍي ﺍﺯ ﺳﺎﺧﺘﺎﺭﻫﺎي ﺟﻬﺎﻧﻲ ﻣﻲ ﺑﺎﺷﺪ ﭼﺮﺍ ﮐﻪ ﺗﻘﺮﻳﺒﺎً‬ ‫ﺩﺭ ﻫﻤﻪ ي ﻓﺮﻫﻨﮓ ﻫﺎ ﭼﻨﻴﻦ ﻣﻔﻬﻮﻣﻲ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ‪  .٤‬‬

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‫‪Etic vs. Emic constructs ١ ‬‬ ‫‪Kennet Pike ٢ ‬‬ ‫‪Berry  ٣ ‬‬ ‫‪ ٤ ‬ﺍﺻﻄﻼﺡِ » ﺳﺎﺧﺘﺎﺭﻫﺎي ﺟﻬﺎﻧﻲ « ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﻣﻌﺎﺩﻝِ ﺍﺻﻄﻼﺡِ » ﻭﻳﮋﮔﻲ ﻫﺎي ﻋﺎﻡِ ﻓﺮﻫﻨﮕﻲ « ﺩﺍﻧﺴﺖ‪ .‬ﻣﺜﻼً ﻧﮕﺎﻩ ﮐﻨﻴﺪ ﺑﻪ ﮐﺘﺎﺏِ‬ ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ – ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﮔﻴﺪﻧﺰ – ﺗﺮﺟﻤﻪ ي ﻣﻨﻮﭼﻬﺮ ﺻﺒﻮﺭي – ﻧﺸﺮ ﻧﻲ – ﭼﺎﭖِ ﺑﻴﺴﺘﻢ – ﺻﻔﺤﻪ ي ‪٦٥‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٥٨ ‬‬ ‫‪ ‬‬

‫ﺦ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻣﻤﻠﻮ ﺍﺯ ﺳﺎﺧﺘﺎﺭﻫﺎي ﺑﻪ ﻭﺍﻗﻊ ﻣﻨﻄﻘﻪ ﺍي ﺍﺳﺖ ﮐﻪ ﺑﻪ ﺍﺷﺘﺒﺎﻩ ﺟﺰﻭ‬ ‫ﺍﺯ ﻧﻈ ﹺﺮ ﺑﺮي ) ‪ ،( ١٩٦٩‬ﺗﺎﺭﻳ ﹺ‬ ‫ﺳﺎﺧﺘﺎﺭﻫﺎي ﺟﻬﺎﻧﻲ ‪  ‬ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﻳﮑﻲ ﺍﺯ ﺍﻳﻦ ﻣﻮﺍﺭﺩ ﻣﺴﺎﻟﻪ ي » ﻫﻮﺵ‪ « ١‬ﺩﺭ ﺍﻧﺴﺎﻧﻬﺎ ﺍﺳﺖ ﮐﻪ‬ ‫ﺩﺭ ﺯﻳﺮ ﺑﻪ ﺁﻥ ﻣﻲ ﭘﺮﺩﺍﺯﻳﻢ ‪:‬‬ ‫ﺕ ﺣﺎﻓﻈﻪ ﻭ ﻣﺎﻧﻨﺪ ﺁﻥ ﺭﺍ ﺗﻌﻴﻴﻦ ﮐﻨﻨﺪﻩ ي ﻫﻮﺵ‬ ‫ﻞ ﻣﺴﺎﻟﻪ‪ ،‬ﺍﺳﺘﺪﻻﻝ‪ ،‬ﻗﺪﺭ ِ‬ ‫ﻏﺎﻟﺒﺎً ﻣﻌﻴﺎﺭﻫﺎي ﻣﻌﻴﻨﻲ ﻧﻈﻴ ﹺﺮ ﺗﻮﺍﻧﺎﻳﻲ ﺣ ﹺ‬ ‫ﺩﺭ ﻫﺮ ﻓﺮﻫﻨﮕﻲ ﻣﻲ ﺩﺍﻧﻨﺪ‪ .‬ﺑﺮي ) ‪ (١٩٧٤‬ﺷﺪﻳﺪﺍً ﺑﺎ ﺍﻳﻦ ﻋﻘﻴﺪﻩ ﻣﺨﺎﻟﻒ ﺍﺳﺖ‪ .‬ﺍﻭ ﻃﺮﻓﺪﺍ ﹺﺭ ﺑﻪ ﺍﺻﻄﻼﺡ ﻧﺴﺒﻲ‬ ‫ﮔﺮﺍﻳ ﹺ‬ ‫ﻲ ﻓﺮﻫﻨﮕﻲ ﺳﺖ‪ .‬ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﻧﺴﺒﻲ ﮔﺮﺍﻳﻲ ﻓﺮﻫﻨﮕﻲ‪ ،‬ﻣﻔﻬﻮﻡ‪ ‬ﻫﻮﺵ ﺍﺯ ﻓﺮﻫﻨﮕﻲ ﺑﻪ ﻓﺮﻫﻨﮓ ﺩﻳﮕﺮ ﻣﺘﻔﺎﻭﺕ‬ ‫ﺍﺳﺖ‪ .‬ﺑﺮﺍي ﻣﺜﺎﻝ ﺍﺳﺘﺮﻧﺒﺮﮒ‪ (١٩٧٤) ٢‬ﻧﺸﺎﻥ ﺩﺍﺩ ﮐﻪ ﻣﻬﺎﺭﺕ ﻫﺎي ﻫﻤﺎﻫﻨﮕﻲ ﺩﺭ ﺟﻮﺍﻣ ﹺﻊ ﺑﺪﻭي ﻭ ﻧﺎﻧﻮﻳﺴﺎ‬

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‫ﺶ ﻣﻴﺰﺍﻥ ﻫﻮﺵ ﻭ‬ ‫ﺑﺮﺍي ﺯﻧﺪﮔﻲ ﺍﻳﻦ ﺟﻮﺍﻣﻊ ﺑﺴﻴﺎﺭ ﺿﺮﻭﺭي ﺑﻪ ﺷﻤﺎﺭ ﻣﻲ ﺁﻳﻨﺪ ﻭ ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﻣﻌﻴﺎﺭي ﺑﺮﺍي ﺳﻨﺠ ﹺ‬ ‫ﺫﮐﺎﻭﺕِ ﺍﻓﺮﺍﺩ ﺑﮑﺎﺭﻣﻲ ﺭﻭﺩ‪ ) .‬ﻣﺜﻼً ﺁﻥ ﺩﺳﺘﻪ ﺍﺯ ﻣﻬﺎﺭﺕ ﻫﺎي ﺣﺮﮐﺘﻲ ﮐﻪ ﺑﺮﺍي ﺗﻴﺮﺍﻧﺪﺍﺯي ﺑﺎ ﺗﻴﺮ ﻭ ﮐﻤﺎﻥ ﻻﺯﻡ‬ ‫ﺍﺳﺖ (‪ .‬ﺑﺎ ﺍﻳﻦ ﺣﺎﻝ ﺍﻳﻦ ﻣﻬﺎﺭﺕ ﻫﺎ ﺑﺮﺍي ﺍﮐﺜﺮ ﻣﺮﺩ ﹺﻡ ﺟﻮﺍﻣﻊ ﺑﺎ ﺳﻮﺍﺩ ﻭ ﭘﻴﺸﺮﻓﺘﻪ ﺗﺮ ﻫﻴﭻ ﺭﺍﺑﻄﻪ ﺍي ﺑﺎ ﻫﻮﺵ‬ ‫ﻧﺪﺍﺭﻧﺪ‪.‬‬ ‫ﺩﺭ ﻓﺮﻫﻨﮓ ﻫﺎي ﻏﺮﺑﻲ‪ ،‬ﻫﻮﺵ ﻭ ﺫﮐﺎﻭﺕ ﺭﺍ ﺍﻏﻠﺐ‬ ‫ﻞ ﺩﺷﻮﺍﺭ ﻭ ﺗﻔﮑ ﹺﺮ ﺧﻼﻕ ﻣﻲ‬ ‫ﻞ ﻣﺴﺎﺋ ﹺ‬ ‫ﻲ ﻓﺮﺩ ﺩﺭ ﺣ ﹺ‬ ‫ﺗﻮﺍﻧﺎﻳ ﹺ‬ ‫ﺩﺍﻧﻨﺪ‪ .‬ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺩﺭ ﺑﺴﻴﺎﺭي ﺍﺯ ﻓﺮﻫﻨﮓ ﻫﺎي ﻏﻴﺮ‬ ‫ﻏﺮﺑﻲ ﻫﻮﺵ ﻭ ﺫﮐﺎﻭﺕ ﺗﺎ ﺣﺪ ﺯﻳﺎﺩي ﺗﺤ ِ‬ ‫ﻂ‬ ‫ﺖ ﺷﺮﺍﻳ ِ‬ ‫ﺍﺟﺘﻤﺎﻋﻲ ﺑﺮﺭﺳﻲ ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﮔﻮﻧﻪ ﻓﺮﻫﻨﮓ ﻫﺎ‬ ‫ﻦ‬ ‫ﻂ ﺑﻴ ﹺ‬ ‫ي ﻓﺮﺩ ﺩﺭ ﻣﺴﺌﻮﻟﻴﺖ ﻫﺎي ﺍﺟﺘﻤﺎﻋﻲ‪ ،‬ﻫﻤﮑﺎﺭي ﺑﺎ ﺩﻳﮕﺮﺍﻥ ﻭ ﻣﻬﺎﺭﺕ ﺩﺭ ﺍﻳﺠﺎﺩ ﺭﻭﺍﺑ ِ‬ ‫ﻣﻴﺰﺍ ِﻥ ﻧﻘﺶ ﭘﺬﻳﺮ ﹺ‬ ‫ﺶ ﻫﻮﺵ ﻭ ﺫﮐﺎﻭﺕ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫ﻓﺮﺩي ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﻣﻌﻴﺎﺭي ﺑﺮﺍي ﺳﻨﺠ ﹺ‬ ‫‪                                                       ‬‬

‫‪ : Intelligence ١‬ﺑﻪ ﺍﺳﺘﻌﺪﺍﺩِ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺗﺠﺎﺭﺏ ﻭ ﺳﺎﺯﮔﺎﺭي ﻣﻮﻓﻘﻴﺖ ﺁﻣﻴﺰ ﺑﺎ ﺍﻭﺿﺎﻉِ ﺗﺎﺯﻩ ﺍﺻﻄﻼﺣﺎً ﻫﻮﺵ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﻧﻘﻞ‬ ‫ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ ( ‪ ‬‬ ‫‪Sternberg ٢‬‬ ‫‪ : preliterate ٣ ‬ﺑﻪ ﺟﺎﻣﻌﻪ ﺍي ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﻫﻨﻮﺯ ﺍﻟﻔﺒﺎ ﻧﺪﺍﺭﺩ‪ – .‬ﻡ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٥٩ ‬‬ ‫‪ ‬‬

‫ﺗﻔﺎﻭﺕ ﻫﺎي ﺩﺭﻭ ِﻥ ﻓﺮﻫﻨﮓ‪١‬ﻫﺎ ‪:‬‬ ‫ﻲ ﺑﻴﻦ ﻓﺮﻫﻨﮕﻲ‪ ،‬ﺩﺭ ﺯﻣﻴﻨﻪ ي ﻣﻘﺎﻳﺴﻪ‬ ‫ﺍﮐﺜﺮ ﺗﺤﻘﻴﻘﺎﺕ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ي ﮐﺸﻮﺭﻫﺎي ﻣﺨﺘﻠﻒ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ‪ .‬ﺑﺎ ﺍﻳﻦ‬ ‫ﻭﺟﻮﺩ ﻻﺯﻡ ﺍﺳﺖ ﺑﺪﺍﻧﻴﻢ ﮐﻪ ﻫﻤﻮﺍﺭﻩ ﻓﺮﻫﻨﮓ ﻫﺎ ﺑﺎ ﮐﺸﻮﺭﻫﺎ ﻳﮑﻲ‬ ‫ﻧﻴﺴﺘﻨﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺑﺎﻧﺪ ﻭ ﺍﺳﻤﻴﺖ ) ‪ ( ١٩٩٨‬ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺍﻧﺪ ‪" :‬‬ ‫ﻭﻗﺘﻲ ﻣﺎ ﮐﺸﻮﺭﻫﺎ ﺭﺍ ﺑﺮ ﻣﺒﻨﺎي ﺗﻔﺎﻭﺕ ﻫﺎي ﻓﺮﻫﻨﮕﻲ ﺍﺯ ﻳﮑﺪﻳﮕﺮ‬ ‫ﻲ ﺑﻴﺸﻤﺎﺭي ﮐﻪ ﺩﺭﻭ ِﻥ‬ ‫ﺟﺪﺍ ﻣﻲ ﮐﻨﻴﻢ‪ ،‬ﻧﺒﺎﻳﺪ ﺍﺯ ﺗﻨﻮ ﹺﻉ ﻓﺮﻫﻨﮕ ﹺ‬ ‫ﺑﺴﻴﺎﺭي ﺍﺯ ﺍﻳﻦ ﮐﺸﻮﺭﻫﺎ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻏﺎﻓﻞ ﺷﻮﻳﻢ‪ .".‬ﺑﺮﺍي ﻣﺜﺎﻝ‬ ‫ﻦ ﻓﺮﺩ ﮔﺮﺍﻳﻲ ) ﺩﻳﺪﮔﺎ ِﻩ ﻓﺮﺩ ﻣﺤﻮﺭ ﺑﻪ ﺯﻧﺪﮔﻲ ( ﻭ‬ ‫ﺗﻔﺎﻭﺕ ﺑﻴ ﹺ‬ ‫ﺟﻤﻊ ﮔﺮﺍﻳﻲ ) ﺩﻳﺪﮔﺎ ِﻩ ﺟﻤﻊ ﻣﺤﻮﺭ ﺑﻪ ﺯﻧﺪﮔﻲ ( ﺭﺍ ﺩﺭ ﻧﻈﺮ‬ ‫ﺑﮕﻴﺮﻳﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺍﺩﺍﻣﻪ ي ﺍﻳﻦ ﻓﺼﻞ ﺧﻮﺍﻫﻴﻢ ﺩﻳﺪ ﺍﮐﺜﺮ ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﮐﻪ ﻓﺮﻫﻨﮓ‬ ‫ﺁﻣﺮﻳﮑﺎﻳﻲ ﺑﻴﺸﺘﺮ ﺍﺯ ﺁﻧﮑﻪ ﺟﻤﻊ ﮔﺮﺍ ﺑﺎﺷﺪ‪ ،‬ﻓﺮﺩﮔﺮﺍﺳﺖ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﻭﻧﺪﻟﻮ ﻭ ﮐﻦ‪  (١٩٩٩ ) ٢‬ﺩﺭﻳﺎﻓﺘﻨﺪ ﮐﻪ‬ ‫ﺍﻳﻦ ﺍﺩﻋﺎ ﺑﻪ ﻃﻮﺭ ﻭﺍﺿﺢ ﺩﺭ ﻣﻨﺎﻃﻖ ﻣﺎﻭﻧﺘﻴﻦ ﻭﺳﺖ ) ‪ ( Mountain West‬ﻭ ﮔﺮﻳﺖ ﭘﻠﻴﻨﺰ )‪Great Plains‬‬ ‫( ﮐﺸﻮ ﹺﺭ ﺁﻣﺮﻳﮑﺎ ﺻﺎﺩﻕ ﺍﺳﺖ‪ .‬ﺍﻣﺎ ﺩﺭ ﻣﻨﻄﻘﻪ ي ﺩﻳﭗ ﺳﺎﻭﺕ ) ‪ ( Deep South‬ﺷﺮﺍﻳﻂ ﻋﮑﺲ ﺍﻳﻦ ﺑﻮﺩﻩ ﻭ‬ ‫ﻓﺮﻫﻨﮓ ﺍﻳﻦ ﻣﻨﻄﻘﻪ ﺗﺎ ﺣﺪ ﺯﻳﺎﺩي ﺑﻪ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﻣﺘﻤﺎﻳﻞ ﺍﺳﺖ‪ .‬ﻟﺬﺍ ﺑﺎﻳﺴﺘﻲ ﺩﺭ ﻧﻈﺮ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﻢ ﮐﻪ ﻫﻨﮕﺎ ﹺﻡ‬ ‫ﮓ ﺛﺎﺑﺖ ﻭ ﻳﮑﭙﺎﺭﭼﻪ ﺭﻭﺑﺮﻭ ﻧﻴﺴﺘﻴﻢ‪  .‬‬ ‫ﮓ ﻳﮏ ﮐﺸﻮﺭ ) ﺩﺭ ﺍﻳﻦ ﻣﻮﺭﺩ ﺁﻣﺮﻳﮑﺎ ( ﻣﺎ ﺑﺎ ﻳﮏ ﻓﺮﻫﻨ ِ‬ ‫ﺑﺮﺭﺳﻲ ﻓﺮﻫﻨ ِ‬

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‫‪ : culture ١ ‬ﻓﺮﻫﻨﮓ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ ﺍﺭﺯﺷﻬﺎﻳﻲ ﮐﻪ ﺍﻋﻀﺎي ﻳﮏ ﮔﺮﻭﻩ ﻣﻌﻴﻦ ﺩﺍﺭﻧﺪ‪ ،‬ﻫﻨﺠﺎﺭﻫﺎﻳﻲ ﮐﻪ ﺍﺯ ﺁﻥ ﭘﻴﺮﻭي ﻣﻲ ﮐﻨﻨﺪ ﻭ‬ ‫ﮐﺎﻻﻫﺎي ﻣﺎﺩي ﮐﻪ ﺗﻮﻟﻴﺪ ﻣﻲ ﮐﻨﻨﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ » ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ « ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﮔﻴﺪﻧﺰ‪ .‬ﻧﺸﺮ ﻧﻲ ﺻﻔﺤﻪ ي ‪( ٥٧‬‬ ‫‪Cohen &  Vandello ٢ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٦٠ ‬‬ ‫‪ ‬‬

‫ﻳﮑﺴﺎﻥ ﺍﻧﮕﺎﺭي ‪:‬‬ ‫ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﺍﮐﺜ ﹺﺮ ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﻋﺼ ﹺﺮ ﺣﺎﺿﺮ ﺁﻣﺮﻳﮑﺎﻳﻲ ﻫﺴﺘﻨﺪ‪ ،‬ﺍﻏﻠﺐ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﻓﺮﻫﻨﮓ ﻫﺎي ﺩﻳﮕﺮ‬ ‫ﺕ ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﺩﺭ‬ ‫ﺞ ﺣﺎﺻﻞ ﺍﺯ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﺭﺍ ﻫﻤﺎﻧﻨ ِﺪ ﻓﺮﻫﻨﮓ ﺁﻣﺮﻳﮑﺎﻳﻲ ﻓﺮﺽ ﮐﺮﺩﻩ ﻭ ﺍﻧﺘﻈﺎﺭ ﺩﺍﺭﻧﺪ ﮐﻪ ﻧﺘﺎﻳ ﹺ‬ ‫ﺁﻣﺮﻳﮑﺎ ﺩﺭ ﺳﺎﻳﺮ ﻓﺮﻫﻨﮓ ﻫﺎ ﻧﻴﺰ ﺻﺎﺩﻕ ﺑﺎﺷﺪ‪ .‬ﺍﺯ ﺩﻭ ﻣﺜﺎ ﹺﻝ ﺯﻳﺮ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﻧﺎﺩﺭﺳﺘﻲ ﺍﻳﻦ ﻓﺮﺽ ﭘﻲ ﺑﺮﺩ‪.‬‬ ‫‪ ‬‬ ‫ﻖ ﻣﺸﻬﻮﺭ ﮐﻪ ﺩﺭ ﺯﻣﻴﻨﻪ ي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺟﺘﻤﺎﻋﻲ‬ ‫ƒ ﺍﺳﻤﻴﺖ ﻭ ﺑﺎﻧﺪ ) ‪  (١٩٩٨‬ﭘﺲ ﺍﺯ ﺑﺮﺭﺳﻲ ﭼﻨﺪﻳﻦ ﺗﺤﻘﻴ ﹺ‬ ‫ﮎ ﻣﺴﺘﻤﺮ ﻭ‬ ‫ﺩﺭ ﺁﻣﺮﻳﮑﺎ ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﺑﻮﺩ‪ ،‬ﺑﻪ ﺍﻳﻦ ﻧﺘﻴﺠﻪ ﺭﺳﻴﺪﻧﺪ ‪ " :‬ﺗﻨﻬﺎ ﻣﻮﺿﻮﻋﻲ ﮐﻪ ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭ ِ‬ ‫ﺗﮑﺮﺍﺭﭘﺬﻳﺮي ﺩﺭ ﺗﺎﻳﻴﺪ ﺁﻥ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻣﻮﺿﻮ ﹺﻉ " ﻓﺮﻣﺎﻧﺒﺮي ﻭ ﺍﻃﺎﻋﺖ" ﺍﺳﺖ‪ " .‬ﺗﺤﻘﻴﻘﺎﺕ ﺩﺭ ﺯﻣﻴﻨﻪ ي‬ ‫» ﺍﻃﺎﻋﺖ ﻭ ﻓﺮﻣﺎﻧﺒﺮي ﺍﺯ ﻗﺪﺭﺕ « ) ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺩﺭ ﺁﺯﻣﺎﻳﺶ ﻣﻴﻠﮕﺮﺍﻡ ﺩﻳﺪﻳﻢ ( ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﮐﻪ‬ ‫ﺕ ﻣﺎﻓﻮﻕ‪ ،‬ﺣﺎﺿﺮ ﺑﻪ ﻭﺍﺭﺩ ﮐﺮﺩ ِﻥ ﺷﻮﮎ‬ ‫ﺖ ﺗﻌﺠﺐ‪ ،‬ﺩﺭ ﺣﻀﻮﺭ ﻳﮏ ﻗﺪﺭ ِ‬ ‫ﺍﮐﺜﺮ ﺩﺍﻭﻃﻠﺒﺎﻥ ﺩﺭ ﻧﻬﺎﻳ ِ‬ ‫ﻲ ﻣﺮﮔﺒﺎﺭ ﺑﻪ ﺩﻳﮕﺮﺍﻥ ﻫﺴﺘﻨﺪ‪ ) .‬ﻣﻴﻠﮕﺮﺍﻡ‪  ( ١٩٧٤ - ١٩٦٣  ‬‬ ‫ﺍﻟﮑﺘﺮﻳﮑ ﹺ‬

‫ƒ ﺍﻣﻴﺮ ﻭ ﺷﺎﺭﻭﻥ‪ ٦، ( ١٩٨٧ ) ١‬ﺗﺤﻘﻴﻖ ﮐﻪ ﭘﻴﺶ ﺗﺮ ﺩﺭ ﺁﻣﺮﻳﮑﺎ ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﺑﻮﺩ ﺭﺍ ﺑﺮ ﺭﻭي ﺩﻭ ﮔﺮﻭ ِﻩ‬ ‫ﻦ ‪ ٦٤‬ﻳﺎﻓﺘﻪ ﺍي ﮐﻪ ﺍﺯ ﺍﻳﻦ ﺗﺤﻘﻴﻘﺎﺕ ﺩﺭ‬ ‫ﺳﺎﮐﻦ ﺩﺭ ﺍﺳﺮﺍﺋﻴﻞ ﺗﮑﺮﺍﺭ ﮐﺮﺩﻧﺪ‪ .‬ﻧﺘﻴﺠﻪ ﺍﻳﻦ ﺑﻮﺩ ﮐﻪ ﺍﺯ ﺑﻴ ﹺ‬ ‫ﺕ ﺍﺳﺮﺍﺋﻴﻠﻲ ﻫﺎ ﺗﮑﺮﺍﺭ ﺷﺪ‪ ٤٠ ) .‬ﻳﺎﻓﺘﻪ ي ﺩﻳﮕﺮ ﺩﺭ‬ ‫ﺁﻣﺮﻳﮑﺎ ﺣﺎﺻﻞ ﺷﺪﻩ ﺑﻮﺩ ﺗﻨﻬﺎ ‪ ٢٤‬ﻣﻮﺭﺩ ﺩﺭ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﺍﻳﻦ ﺁﺯﻣﺎﻳﺶ ﻫﺎ ﺑﺪﺳﺖ ﻧﻴﺎﻣﺪ ( ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ‪ ،‬ﺍﺯ ﺍﻳﻦ ﺗﺤﻘﻴﻘﺎﺕ ‪ ٦‬ﻳﺎﻓﺘﻪ ي ﺟﺪﻳﺪ ﺑﻪ ﺩﺳﺖ ﺁﻣﺪ ﮐﻪ‬ ‫ﺕ ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﺩﺭ ﺁﻣﺮﻳﮑﺎ ﻭﺟﻮﺩ ﻧﺪﺍﺷﺖ‪  .‬‬ ‫ﻧﻤﻮﻧﻪ ي ﺁﻥ ﺩﺭ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫‪ ‬‬ ‫ﺑﻪ ﻃﻮﺭ ﮐﻠﻲ ﺍﻳﻦ ﺗﺤﻘﻴﻖ ﻫﺎ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﮐﻪ ﺑﻴﻦ ﻓﺮﻫﻨﮓ ﻫﺎي ﻣﺨﺘﻠﻒ‪ ،‬ﺩﺭ ﻣﻮﺭﺩ ﺭﻓﺘﺎﺭﻫﺎي ﺍﺟﺘﻤﺎﻋﻲ ﺗﻔﺎﻭﺕ‬ ‫ﻫﺎي ﭼﺸﻤﮕﻴﺮي ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬ ‫‪                                                       ‬‬

‫‪Sharon & Amir ١ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٦١ ‬‬ ‫‪ ‬‬

‫ﻧﺎﺩﻳﺪﻩ ﺍﻧﮕﺎﺭي ‪:‬‬ ‫ﺍﻏﻠﺐ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﻏﺮﺑﻲ ﻧﺴﺒﺖ‬ ‫ﺑﻪ ﺗﻔﺎﻭﺕ ﻫﺎ ﻭ ﮔﻮﻧﺎﮔﻮﻧﻲ ﻫﺎي ﻓﺮﻫﻨﮕﻲ ﺑﻲ ﺗﻔﺎﻭﺕ‬ ‫ﻫﺴﺘﻨﺪ‪ .‬ﺑﺮﺍي ﻧﻤﻮﻧﻪ ﻫﻮﻭﻳﺖ ﻭ ﺍﺳﻮ ﺑﻤﭙﺎﻩ‪  ) ١‬‬ ‫‪   (١٩٩٠‬ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ِ‪  ‬ﻣﻌﺘﺒﺮي ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ‬ ‫ﺕ ﻧﮋﺍﺩي ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺭﺍﺋﻪ‬ ‫ﻭﺟﻮ ِﺩ ﺑﺮﺧﻲ ﺗﻌﺼﺒﺎ ِ‬ ‫ﺚ ﻣﺠﻠﻪ‬ ‫ﻲ ﻣﺒﺎﺣ ِ‬ ‫ﻲ ﺗﻤﺎﻣ ﹺ‬ ‫ﮐﺮﺩﻧﺪ‪ .‬ﺁﻧﻬﺎ ﭘﺲ ﺍﺯ ﺑﺮﺭﺳ ﹺ‬ ‫ﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﮐﻠﻴﻨﻴﮑﻲ ﺑﺮﻳﺘﺎﻧﻴﺎ ﻃﻲ‬ ‫ﺖ ﺣﻴﺮﺕ ﺩﺭﻳﺎﻓﺘﻨﺪ‬ ‫ﺳﺎﻟﻬﺎي ‪ ١٩٦٢‬ﺗﺎ ‪ ١٩٨٠‬ﺑﺎ ﻧﻬﺎﻳ ِ‬ ‫ﻲ ﺍﻓﺮﺍ ِﺩ ﻓﺮﻫﻨﮓ ﻫﺎي ﻏﻴﺮ‬ ‫ﻲ ﺷﺨﺼﻴﺘ ﹺ‬ ‫ﮐﻪ ﺩﺭ ﺑﺮﺭﺳ ﹺ‬ ‫ﻏﺮﺑﻲ ﺍﺯ ﺗﺴﺖ ﻫﺎي ﻏﺮﺑﻲ ﮐﻪ ﻫﻴﭻ ﺗﻨﺎﺳﺒﻲ ﺑﺎ‬ ‫ﻓﺮﻫﻨﮓ ﻫﺎي ﻣﺬﮐﻮﺭ ﻧﺪﺍﺷﺘﻨﺪ ﺍﺳﺘﻔﺎﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﻲ ﻓﺮﻫﻨﮓ ﻫﺎي ﺩﻳﮕﺮ )‬ ‫ﺖ ﻓﻬ ﹺﻢ ﺳﺎﺧﺘﺎﺭﻫﺎي ﺷﺨﺼﻴﺘ ﹺ‬ ‫ﻫﻤﺎﻧﻄﻮﺭي ﮐﻪ ﺁﻧﻬﺎ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺍﻧﺪ ‪ " :‬ﻫﻴﭻ ﺗﻼﺷﻲ ﺩﺭ ﺟﻬ ِ‬ ‫ﻖ ﺩﻳﺪﮔﺎﻩ ﻫﺎي ﻣﻮﺟﻮﺩ ﺩﺭ ﻫﻤﺎﻥ ﻓﺮﻫﻨﮓ ﻫﺎ ﺻﻮﺭﺕ ﻧﮕﺮﻓﺘﻪ ﺍﺳﺖ ﻭ‬ ‫ﻣﺜﻼً ﻏﻨﺎﻳﻲ ﻫﺎ ﻭ ﻳﺎ ﭼﻴﻨﻲ ﻫﺎ ( ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺁﻧﭽﻪ ﺍﺭﺍﺋﻪ ﺷﺪﻩ ﺍﺳﺖ ﺑﺮﺭﺳﻲ ﺍﻳﻦ ﻓﺮﻫﻨﮓ ﻫﺎ ﺑﺎ ﻣﻼﮎ ﻫﺎي ﻏﺮﺑﻲ ﻭ ﻧﺎﻣﺮﺑﻮﻁ ﺑﻮﺩﻩ ﺍﺳﺖ‪".٢‬‬

‫‪                                                       ‬‬

‫‪Owusu _Bempah & Howitt ١ ‬‬ ‫‪ e  ٢ ‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ‪[٢٦]  ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٦٢ ‬‬ ‫‪ ‬‬

‫ﺗﻌﺼﺒﺎﺕ‪:١‬‬ ‫ﻲ ﺁﺗﮑﻴﻨﺴﻮﻥ‪،٢‬‬ ‫ﺾ ﻧﮋﺍﺩي ﺩﺭ ﻣﺘﻮ ِﻥ ﻣﺸﻬﻮ ﹺﺭ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﮎ ﺁﺷﮑﺎﺭي ﺍﺯ ﺗﺒﻌﻴ ﹺ‬ ‫ﺍﻭﺳﻮ ﺑﻤﭙﺎﻩ ﻭ ﻫﻮﻳﺖ ) ‪ ( ١٩٩٤‬ﻣﺪﺍﺭ ِ‬ ‫ﺁﺗﮑﻴﻨﺴﻮﻥ‪ ،‬ﺍﺳﻤﻴﺖ ﻭ ﺑﻢ ) ‪ (١٩٩٣‬ﻳﺎﻓﺘﻨﺪ‪ .‬ﺁﻧﻬﺎ ﻧﺸﺎﻥ ﺩﺍﺩﻧﺪ ﮐﻪ ﺁﺗﮑﻴﻨﺴﻮﻥ ﻭ ﺩﻳﮕﺮﺍﻥ‪ ،‬ﻓﺮﻫﻨﮓ ﻫﺎ ﺭﺍ ﺑﺮ‬ ‫ﻲ ﻓﺮﻫﻨﮓ ﻫﺎي ﻏﺮﺑﻲ ﺩﺭ‬ ‫ي ﺁﻧﻬﺎ ﺗﻤﺎﻣ ﹺ‬ ‫ﻣﺒﻨﺎي ﻏﺮﺑﻲ ﺑﻮﺩﻥ ﻳﺎ ﻏﺮﺑﻲ ﻧﺒﻮﺩﻥ ﺩﺳﺘﻪ ﺑﻨﺪي ﮐﺮﺩﻩ ﺍﻧﺪ‪ .‬ﺩﺭ ﺗﻘﺴﻴﻢ ﺑﻨﺪ ﹺ‬ ‫ﻳﮏ ﮔﺮﻭﻩ ﻭ ﺑﻘﻴﻪ ي ﻓﺮﻫﻨﮓ ﻫﺎي ﺟﻬﺎﻥ ﺩﺭ ﮔﺮﻭﻩ ﺩﻳﮕﺮ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﻧﺪ‪ .‬ﺁﻧﻬﺎ ﻫﻤﭽﻨﻴﻦ ﻣﺘﻮﺟﻪ ﺷﺪﻧﺪ ﮐﻪ ﺩﺭ‬ ‫ﻞ ﺁﻓﺮﻳﻘﺎﻳﻲ ﻣﻮﺭ ِﺩ‬ ‫ﺖ ﻣﺸﺨﺺ ﻧﻤﻮﺩ ِﻥ ﺍﻳﻨﮑﻪ ﮐﺪﺍﻣﻴﮏ ﺍﺯ ﻗﺒﺎﻳ ﹺ‬ ‫ﻞ ﺁﻓﺮﻳﻘﺎﻳﻲ ﻫﻴﭻ ﮔﻮﻧﻪ ﺗﻼﺷﻲ ﺟﻬ ِ‬ ‫ﺑﺮﺭﺳﻲ ﻗﺒﺎﻳ ﹺ‬ ‫ﻣﻄﺎﻟﻌﻪ ﻫﺴﺘﻨﺪ ﺻﻮﺭﺕ ﻧﮕﺮﻓﺘﻪ ﺍﺳﺖ‪.‬‬ ‫ﻫﻮﻭﻳﺖ ﻭ ﺍﻭﺳﻮ ﺑﻤﭙﺎﻩ ) ‪ ( ١٩٩٤‬ﭼﻨﻴﻦ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺘﻨﺪ ‪ " :‬ﺁﺗﮑﻴﻨﺴﻮﻥ ﻭ ﺩﻳﮕﺮﺍﻥ ) ‪ ( ١٩٩٣‬ﻓﺮﻫﻨﮓ ﻫﺎي‬ ‫ﺩﻳﮕﺮ ﺭﺍ ﺑﺮ ﻣﺒﻨﺎي ﺗﮑﻨﻮﻟﻮﮊي ﻭ ﺩﺳﺘﺎﻭﺭﺩ ﻫﺎي ﻓﺮﻫﻨﮕﻲ ﺍﺭﻭﭘﺎ ﻭ ﺁﻣﺮﻳﮑﺎ ﺍﺭﺯﻳﺎﺑﻲ ﮐﺮﺩﻩ ﺍﻧﺪ "‪ .‬ﺑﻪ ﮔﻔﺘﻪ ي ﺁﻧﻬﺎ‬ ‫ﻦ » ﺍﺑﺘﺪﺍﻳﻲ «‪» ،‬‬ ‫" ﻓﺮﻫﻨﮓ ﻫﺎﻳﻲ ﮐﻪ ﺩﺍﺭﺍي ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎي ﻣﺴﺘﺒﺪﺍﻧﻪ ي ﺍﺭﻭﭘﺎ ﻣﺤﻮﺭ ﻧﻴﺴﺘﻨﺪ ﺍﻏﻠﺐ ﺑﺎ ﻋﻨﺎﻭﻳ ﹺ‬ ‫ي ﻧﮋﺍﺩ‬ ‫ﺗﻮﺳﻌﻪ ﻧﻴﺎﻓﺘﻪ « ﻭ ﻳﺎ ﺩﺭ ﺑﻬﺘﺮﻳﻦ ﺣﺎﻟﺖ‪ » ،‬ﺩﺭ ﺣﺎ ﹺﻝ ﺗﻮﺳﻌﻪ « ﺗﻮﺻﻴﻒ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺩﺳﺘﻪ ﺑﻨﺪ ﹺ‬ ‫ﭘﺮﺳﺘﺎﻧﻪ‪ ،‬ﺗﻤﺎﻣ ﹺ‬ ‫ﻲ ﺍﺧﻼﻗﻴﺎﺕ‪ ،‬ﺁﻳﻴﻦ ﻫﺎي ﻗﻮﻣﻲ ‪ -‬ﻣﺬﻫﺒﻲ‪ ،‬ﻭ‪ ...‬ﻧﺎﺩﻳﺪﻩ ﺍﻧﮕﺎﺷﺘﻪ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﺍﻳﻦ ﻧﻮﻉ ﻧﮕﺮﺵ ﻧﺘﻴﺠﻪ‬ ‫ﺖ ﺳﻴﺎﻩ ﭘﻮﺳﺘﺎﻥ‬ ‫ﻑ ﺩﻳﮕﺮ ﻣﺤﺮﻭﻣﻴ ِ‬ ‫ﺍي ﺟﺰ ﺑﺮﺗﺮ ﺷﻤﺮﺩ ِﻥ ﺳﻔﻴﺪ ﭘﻮﺳﺘﺎﻥ ﻭ ﺗﺎﻳﻴ ِﺪ ﺷﻴﻮﻩ ﻫﺎي ﺯﻧﺪﮔﻲ ﺁﻧﻬﺎ ﻭ ﺍﺯ ﻃﺮ ِ‬ ‫ﻭ ﺩﻳﮕﺮ ﺍﻗﻠﻴﺖ ﻫﺎ ﻭ ﺗﺤﻘﻴ ﹺﺮ ﻓﺮﻫﻨ ِ‬ ‫ﮓ ﺍﻳﺸﺎﻥ ﺑﻪ ﻫﻤﺮﺍﻩ ﻧﺪﺍﺷﺘﻪ ﺍﺳﺖ‪  "٣ .‬‬ ‫ﺩﺭ ﻣﺠﻤﻮﻉ ﺑﺎﻳﺪ ﮔﻔﺖ ﮐﻪ ﺑﺴﻴﺎﺭي ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﻏﺮﺑﻲ‪ ،‬ﺗﺎﮐﻨﻮﻥ‪ ،‬ﺗﻮﺟ ِﻪ ﮐﺎﻓﻲ ﺑﻪ ﺗﻔﺎﻭﺕ ﻫﺎي ﺑﻴﻦ ﻓﺮﻫﻨﮕﻲ‬ ‫ﻧﺪﺍﺷﺘﻪ ﻭ ﺍﻏﻠﺐ ﺑﺎ ﺑﻲ ﺍﻋﺘﻨﺎﻳﻲ ﺑﻪ ﺍﻳﻦ ﻣﺴﺎﺋﻞ ﻧﮕﺮﻳﺴﺘﻪ ﺍﻧﺪ‪ .‬ﺍﺯ ﻫﻤﻪ ي ﺍﻳﻨﻬﺎ ﮐﻪ ﺑﮕﺬﺭﻳﻢ‪ ،‬ﺑﺎ ﻭﺟﻮﺩ ﺍﻳﻨﮑﻪ ﺍﻳﻦ ﻧﻮﻉ‬ ‫ﻧﮕﺮﺵ ﺯﻣﻴﻨﻪ ي ﺑﺴﻴﺎﺭي ﺍﺯ ﻧﮕﺮﺍﻧﻲ ﻫﺎ ﺭﺍ ﻓﺮﺍﻫﻢ ﻣﻲ ﮐﻨﺪ ﺑﺎﻳﺪ ﮔﻔﺖ ﮐﻪ ﺧﻮﺷﺒﺨﺘﺎﻧﻪ ﺭﻳﺸﻪ ﻫﺎي ﻫﺮ ﮔﻮﻧﻪ ﻧﮋﺍﺩ‬ ‫ﻲ ﺁﺷﮑﺎﺭ ﻭ ﻳﺎ ﭘﻨﻬﺎﻥ ﺩﺭ ﺣﺎ ﹺﻝ ﺧﺸﮑﻴﺪﻥ ﺍﺳﺖ‪.‬‬ ‫ﭘﺮﺳﺘ ﹺ‬ ‫‪                                                       ‬‬

‫‪ : bias ١ ‬ﺳﻮﮔﻴﺮي‪ ،‬ﺗﻌﺼﺐ‪ .‬ﺗﻤﺎﻳﻞ ﺑﻪ ﻃﺮﻓﺪﺍﺭي ﺍﺯ ﻳﮏ ﻧﻈﺮﻳﻪ ﻳﺎ ﻗﻀﻴﻪ ﺑﺪﻭﻥ ﺑﺮﺭﺳﻲِ ﺩﺭﺳﺘﻲ ﻳﺎ ﻧﺎﺩﺭﺳﺘﻲ ﺁﻥ‪ .‬ﺳﻮﮔﻴﺮي ﻏﺎﻟﺒﺎً ﺑﻪ‬ ‫ﻃﻮﺭ ﻧﺎﺁﮔﺎﻫﺎﻧﻪ ﺩﺭ ﺩﺍﻭﺭي ﺷﺨﺺ ﺍﺛﺮ ﻣﻲ ﮔﺬﺍﺭﺩ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ (‬ ‫‪Atkinson ٢ ‬‬ ‫‪ e  ٣ ‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٢٧‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٦٣ ‬‬ ‫‪ ‬‬

‫ﻣﻨﺸﺎﺀ ﺗﻔﺎﻭﺕ ﻫﺎي ﺟﻨﺴﻴﺘﻲ‪:١‬‬ ‫ﻦ ﻧﻈﺮﻳﻪ ﻫﺎي ﻫﻢ‬ ‫ﺕ ﺑﻴﻦ ﻓﺮﻫﻨﮕﻲ ﺩﺭ ﻗﻀﺎﻭﺕ ﺑﻴ ﹺ‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﭘﻴﺶ ﺗﺮ ﮔﻔﺘﻪ ﺷﺪ ﻳﮑﻲ ﺍﺯ ﮐﺎﺭﺑﺮﺩﻫﺎي ﻣﻄﺎﻟﻌﺎ ِ‬ ‫ﺶ‬ ‫ﺭﺩﻳﻒ ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﻗﻤﺴﺖ ﻳﮑﻲ ﺍﺯ ﺍﻳﻦ ﻣﻮﺍﺭﺩ ﺭﺍ ﺑﺮﺭﺳﻲ ﻣﻲ ﮐﻨﻴﻢ‪ .‬ﻭﻭﺩ ﻭ ﺍﻳﮕﻠﻲ‪  (٢٠٠٢ ) ٢‬ﺩﻭ ﭘﺮﺳ ﹺ‬ ‫ﺍﺳﺎﺳﻲ ﺭﺍ ﺩﺭ ﺯﻣﻴﻨﻪ ي ﻣﻨﺸﺎﺀ ﺗﻔﺎﻭﺕ ﻫﺎي ﺟﻨﺴﻲ ﻣﻄﺮﺡ ﮐﺮﺩﻩ ﺍﻧﺪ ‪:‬‬ ‫ﻂ ﻣﺮﺩﺍﻥ ﻭ ﺩﺭ ﻣﻘﺎﺑﻞ ﺑﺮﺧﻲ ﻓﻌﺎﻟﻴﺖ ﻫﺎ ) ﻣﺜﻞ‬ ‫‪ .١‬ﭼﺮﺍ ﺑﺮﺧﻲ ﻓﻌﺎﻟﻴﺖ ﻫﺎ ) ﻣﺜﻼً ﺷﮑﺎﺭ ( ﺗﻘﺮﻳﺒﺎً ﻫﻤﻴﺸﻪ ﺗﻮﺳ ِ‬ ‫ﺁﺷﭙﺰي ( ﻫﻤﻴﺸﻪ ﺗﻮﺳﻂ ﺯﻧﺎﻥ ﺍﻧﺠﺎﻡ ﻣﻲ ﮔﺮﻓﺘﻪ ﺍﺳﺖ ؟ ‪ ‬‬ ‫ﺖ ﺑﺎﻻﺗﺮ ﻏﺎﻟﺒﺎً ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﻣﺮﺩﺍﻥ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ؟ ‪ ‬‬ ‫‪ .٢‬ﭼﺮﺍ ﻗﺪﺭﺕ ﻭ ﻣﻮﻗﻌﻴ ِ‬ ‫ﺩﺭ ﺍﺩﺍﻣﻪ ﻗﺼﺪ ﺩﺍﺭﻳﻢ ﺩﻭ ﺭﻭﻳﮑﺮ ِﺩ ﻧﻈﺮي ﮐﻪ ﭘﺎﺳﺦ ﻫﺎﻳﻲ ﺑﺮﺍي ﺩﻭ ﺳﻮﺍﻝ ﺑﺎﻻ ﺍﺭﺍﺋﻪ ﮐﺮﺩﻩ ﺍﻧﺪ ﺭﺍ ﺑﺮﺭﺳﻲ ﮐﻨﻴﻢ ‪:‬‬ ‫ﻧﻈﺮﻳﻪ ي ﺗﮑﺎﻣﻠﻲ ﻭ ﻧﻈﺮﻳﻪ ي ﺯﻳﺴﺘﻲ – ﺍﺟﺘﻤﺎﻋﻲ‪ .‬ﺍﺑﺘﺪﺍ ﻫﺮ ﺩﻭ ﺭﻭﻳﮑﺮﺩ ﺭﺍ ﺑﻪ ﻃﻮ ﹺﺭ ﺟﺪﺍﮔﺎﻧﻪ ﺑﺮﺭﺳﻲ ﻣﻲ ﮐﻨﻴﻢ‬ ‫ﻭ ﺳﭙﺲ ﺑﻪ ﺍﺭﺍﺋﻪ ي ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ﺑﺮﺍي ﻫﺮ ﺩﻭ ﺩﻳﺪﮔﺎﻩ ﻣﻲ ﭘﺮﺩﺍﺯﻳﻢ ‪  :‬‬

‫‪                                                       ‬‬

‫‪ : gender differences ١ ‬ﻻﺯﻡ ﺑﻪ ﺫﮐﺮ ﺍﺳﺖ ﮐﻪ ﺍﺻﻄﻼﺡ ِ » ﺟﻨﺲ « ﮔﺎﻩ ﺑﻪ ﮔﻮﻧﻪ ﺍي ﻣﺒﻬﻢ ﺑﻪ ﮐﺎﺭ ﺭﻓﺘﻪ ﺍﺳﺖ‪ .‬ﻳﻌﻨﻲ ﮔﺎﻩ ﺍﻳﻦ‬ ‫ﺍﺻﻄﻼﺡ ﺑﻪ ﺭﻓﺘﺎﺭﻫﺎي ﺟﻨﺴﻲ ﻧﻈﻴﺮ ﺁﻣﻴﺰﺵِ ﺟﻨﺴﻲ ﺍﺷﺎﺭﻩ ﺩﺍﺭﺩ‪ ،‬ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺩﺭ ﻣﻮﺍﺭﺩِ ﺩﻳﮕﺮ ﺑﻪ ﻣﺮﺩﺍﻥ ﻭ ﺯﻧﺎﻥ ﺍﺷﺎﺭﻩ ﺩﺍﺭﺩ‪ .‬ﺍﻟﺒﺘﻪ ﻣﻌﻨﻲ‬ ‫ﻣﻌﻤﻮﻻ ً ﺍﺯ ﻣﺘﻦ ﻣﺸﺨﺺ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﻪ ﻣﻨﻈﻮﺭ ﮐﺎﻫﺶ ِ ﺍﺑﻬﺎﻡ‪ ،‬ﺍﺻﻄﻼﺡ ِ ﺟﻨﺲ ) ‪ ( sex‬ﺭﺍ ﺩﺭ ﻣﻮﺭﺩ ﺭﻓﺘﺎﺭﻫﺎي ﺟﻨﺴﻲ ﻭ ﺍﺻﻄﻼﺡ ِ »‬ ‫ﺟﻨﺴﻴﺖ ) ‪ « ( gender‬ﺭﺍ ﺑﺮﺍي ﺍﺷﺎﺭﻩ ﺑﻪ ﻣﺮﺩﺍﻥ ﻭ ﺯﻧﺎﻥ ﺑﻪ ﮐﺎﺭ ﻣﻲ ﮔﻴﺮﻳﻢ‪ ).‬ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺯﻧﺎﻥ – ﺍﺛﺮ ﺟﺎﻧﺖ ﺷﻴﺒﻠﻲ ﻫﺎﻳﺪ ﺗﺮﺟﻤﻪ‬ ‫ي ﺩﮐﺘﺮ ﺍﮐﺮﻡِ ﺧﻤﺴﻪ – ﻧﺸﺮ ﺁﮔﻪ – ﺍﺭﺟﻤﻨﺪ ﺻﻔﺤﻪ ي ‪(١٩‬‬ ‫‪Eagly & Wood  ٢ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٦٤ ‬‬ ‫‪ ‬‬

‫ﺭﻭﻳﮑﺮﺩ ﺍﻭﻝ ‪ :‬ﻧﻈﺮﻳﻪ ي ﺗﮑﺎﻣﻠﻲ‪  : ١‬‬ ‫ﻂ‬ ‫ﺏ ﻃﺒﻴﻌﻲ‪ ) ٢‬ﺍﻧﺘﺨﺎﺏ ﻣﻮﺟﻮ ِﺩ ﺷﺎﻳﺴﺘﻪ ﺗﺮ ﺗﻮﺳ ِ‬ ‫ﺍﺯ ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ‪ ،‬ﺭﻓﺘﺎ ﹺﺭ ﺍﻧﺴﺎﻥ ﻭ ﻋﻤﻠﮑﺮ ِﺩ ﺫﻫﻨﻲ ﺍﻭ ﺑﻪ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﻖ ﮔﻔﺘﻪ ي ﻭﻭﺩ‬ ‫ﻃﺒﻴﻌﺖ ( ﻧﺴﺒﺖ ﺩﺍﺩﻩ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ ﺩﺭ ﻓﺼﻞ ‪ ٢‬ﺑﻪ ﺗﻔﺼﻴﻞ ﺑﺮﺭﺳﻲ ﺷﺪﻩ ﺍﺳﺖ (‪ .‬ﻃﺒ ﹺ‬ ‫ﻭ ﺍﻳﮕﻠﻲ ) ‪: ( ٢٠٠٢‬‬ ‫ﺖ ﺍﻳﺸﺎﻥ ﺩﺭ ﺑﺪﺳﺖ ﺁﻭﺭﺩ ِﻥ ﻣﻨﺎﺑﻊ ﺑﺎ‬ ‫ﺏ ﺭﻗﺎﺑ ِ‬ ‫" ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺗﮑﺎﻣﻠﻲ‪ ،‬ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﻣﺮﺩﺍﻥ ﺩﺭ ﺟﺎﻣﻌﻪ ﺭﺍ‪ ،‬ﺑﺎﺯﺗﺎ ﹺ‬ ‫ﺏ ﺯﻧﺎﻥ ﻣﻲ ﺩﺍﻧﻨﺪ‪ .‬ﺯﻧﺎ ِﻥ ﺟﺎﻣﻌﻪ ﻧﻴﺰ ﺩﺭ ﺟﺮﻳﺎ ِﻥ ﺗﮑﺎﻣﻞ‪ ،‬ﮐﺴﻲ ﺭﺍ ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﺟﻔﺖ ﺗﺮﺟﻴﺢ ﻣﻲ ﺩﻫﻨﺪ‬ ‫ﻑ ﺟﺬ ﹺ‬ ‫ﻫﺪ ِ‬ ‫ﻦ ﻣﻨﺎﺑﻊ ﺑﺮﺍي ﺁﻧﻬﺎ ﻭ ﻓﺮﺯﻧﺪﺍﻥ ﺷﺎﻥ ﺑﺮﺁﻳﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ‪ ،‬ﻣﺮﺩﺍﻥ ﺗﻤﺎﻳﻞ ﺩﺍﺭﻧﺪ ﺑﺮﺍي‬ ‫ﮐﻪ ‪ ‬ﺍﺯ ﻋﻬﺪﻩ ي ﺗﺎﻣﻴ ﹺ‬ ‫ﻲ ﺯﻧﺎﻥ ﻧﻈﺎﺭﺕ ﻭ‬ ‫ﻦ ﻣﻨﺎﺑﻊ ﺑﺮﺍي ﻓﺮﺯﻧﺪﺍ ِﻥ ﺣﻘﻴﻘﻲ‪ ،‬ﺑﺮ ﺗﻤﺎﻳﻼﺕ ﺟﻨﺴ ﹺ‬ ‫ﺶ ﭘﺪﺭي‪ ٣‬ﺷﺎﻥ ﻭ ﺗﺎﻣﻴ ﹺ‬ ‫ﻗﻄﻌﻲ ﺷﺪ ِﻥ ﻧﻘ ﹺ‬ ‫ﮐﻨﺘﺮﻝ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‪.‬‬ ‫ﺩﻳﺪﮔﺎ ِﻩ ﺗﮑﺎﻣﻠﻲ ﻫﻤﭽﻨﻴﻦ ﻋﻘﻴﺪﻩ ﺩﺍﺭﺩ ﮐﻪ ﮔﺮﺍﻳﺶ ﺑﺮﺍي ﻧﻈﺎﺭﺕ ﻭ ﮐﻨﺘﺮ ﹺﻝ ﺯﻧﺎﻥ ﺗﻮﺳﻂ ﻣﺮﺩﺍﻥ ﺩﺭ ﺗﻤﺎﻣﻲ‬ ‫ﻲ ﺗﮑﺎﻣﻞ ﺩﺭ ﻣﺮﺩﺍﻥ ﺑﻪ ﻣﻨﻈﻮ ﹺﺭ ﺟﻤﻊ‬ ‫ﻲ ﮐﻪ ﻃ ﹺ‬ ‫ﻓﺮﻫﻨﮓ ﻫﺎ ﻣﺸﺘﺮﮎ ﺍﺳﺖ‪ .‬ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﺍﺯ ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ‪ ،‬ﺗﻤﺎﻳﻼﺗ ﹺ‬ ‫ﻲ ﻣﻮﻗﻌﻴﺖ‪ ،‬ﻗﺪﺭﺕ ﻭ‬ ‫ﻲ ﺯﻧﺎﻥ ﺍﻳﺠﺎﺩ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﻣﺴﺌﻮ ﹺﻝ ﺗﻘﺴﻴﻢ ﺑﻨﺪي ﺟﻨﺴﻴﺘ ﹺ‬ ‫ﺁﻭﺭي ﻣﻨﺎﺑﻊ ﻭ ﮐﻨﺘﺮ ﹺﻝ ﻣﻴﻞ ﺟﻨﺴ ﹺ‬ ‫ﻲ ﻓﺮﻫﻨﮓ ﻫﺎ ﻣﻲ ﺑﺎﺷﺪ‪".‬‬ ‫ﻣﻨﺎﺑﻊ ﺩﺭ ﺗﻤﺎﻣ ﹺ‬ ‫‪ ‬‬ ‫ﻲ ﻓﺮﻫﻨﮓ ﻫﺎ ﻣﺮﺩﺍﻥ ﻣﺴﺌﻮ ﹺﻝ ﺗﻬﻴﻪ ي ﻣﻨﺎﺑﻊ‬ ‫ﺍﮔﺮ ﺍﻳﻦ ﻧﻈﺮﻳﻪ ﺩﺭﺳﺖ ﺑﺎﺷﺪ‪ ،‬ﺍﺳﺎﺳﺎ ً ﺍﻧﺘﻈﺎﺭ ﻣﻲ ﺭﻭﺩ ﮐﻪ ﺩﺭ ﺗﻤﺎﻣ ﹺ‬ ‫ﺑﻮﺩﻩ ﻭ ﻗﺪﺭﺕ ﻭ ﻣﻮﻗﻌﻴﺖ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺁﻧﻬﺎ ﺑﺎﺷﺪ‪ .‬ﺩﺭ ﺍﺩﺍﻣﻪ ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ﺭﺍ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺑﺮﺭﺳﻲ ﺧﻮﺍﻫﻴﻢ‬ ‫ﮐﺮﺩ‪.‬‬ ‫‪                                                       ‬‬

‫‪evolutionary psychology ١ ‬‬ ‫‪  e  ٢ ‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٢٨‬‬ ‫‪ ٣ ‬ﻳﻌﻨﻲ ﺍﻳﻨﮑﻪ ﻣﺮﺩﺍﻥ ﻣﻲ ﺧﻮﺍﻫﻨﺪ ﻣﻄﻤﺌﻦ ﺑﺎﺷﻨﺪ ﮐﻪ ﺑﭽﻪ ي ﻣﺘﻮﻟﺪ ﺷﺪﻩ ﺑﭽﻪ ي ﺁﻧﻬﺎﺳﺖ ﻭ ﻧﻪ ﺣﺎﺻﻞ ﺁﻣﻴﺰﺵ ﺷﺮﻳﮏ ﺟﻨﺴﻲ ﺷﺎﻥ ﺑﺎ‬ ‫ﻣﺮﺩي ﺩﻳﮕﺮ‪ .‬ﺍﻳﻦ ﺩﺭ ﺣﺎﻟﻲ ﺳﺖ ﮐﻪ ﺯﻧﺎﻥ ﺑﺎ ﭼﻨﻴﻦ ﻣﺸﮑﻠﻲ ﻣﻮﺍﺟﻪ ﻧﻴﺴﺘﻨﺪ ﻭ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﻣﻄﻤﺌﻦ ﺑﺎﺷﻨﺪ ﮐﻪ ﺑﭽﻪ ي ﺑﻪ ﺩﻧﻴﺎ ﺁﻣﺪﻩ ﺑﭽﻪ ي‬ ‫ﺁﻧﻬﺎﺳﺖ‪ –.‬ﻡ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٦٥ ‬‬ ‫‪ ‬‬

‫ﺭﻭﻳﮑﺮﺩ ﺩﻭﻡ ‪ :‬ﻧﻈﺮﻳﻪ ي ﺯﻳﺴﺘﻲ – ﺍﺟﺘﻤﺎﻋﻲ‪  : ١‬‬ ‫ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ ﻣﺴﺎﻟﻪ ﺭﺍ ﺑﻪ ﮔﻮﻧﻪ ﺍي ﺩﻳﮕﺮ ﺑﺮﺭﺳﻲ ﻣﻲ ﮐﻨﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﻭﻭﺩ ﻭ ﺍﻳﮕﻠﻲ ) ‪ ( ٢٠٠٢‬ﻧﺸﺎﻥ ﺩﺍﺩﻩ‬ ‫ﺶ ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﺩﺭ ﺯﻧﺎﻥ ﻭ‬ ‫ﺏ ﻧﻘ ﹺ‬ ‫ﺍﻧﺪ ‪ " :‬ﺍﺯ ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ‪ ،‬ﺍﻟﮕﻮي ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﻣﺮﺩﺍﻥ ﻭ ﺯﻧﺎﻥ ﺩﺭ ﻫﺮ ﻓﺮﻫﻨﮕﻲ ﺑﺎﺯﺗﺎ ﹺ‬ ‫ﺕ ﻣﺮﺩﺍﻥ ﺩﺭ ﻓﺮﻫﻨ ِ‬ ‫ﺟﺜﻪ ﻭ ﻗﺪﺭ ِ‬ ‫ﮓ ﻣﺬﮐﻮﺭ ﺍﺳﺖ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕِ ﺩﻳﮕﺮ‪ ،‬ﻣﺮﺩﺍﻥ ﻭ ﺯﻧﺎﻥ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﻣﮑﺎﻧﺎﺕِ ﺯﻳﺴﺘﻲ‬ ‫ﺷﺎﻥ‪ ،‬ﻫﺮ ﻳﮏ ﺑﺮﺍي ﺍﻧﺠﺎ ﹺﻡ ﮐﺎﺭﺁﻣ ِﺪ ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﻣﺘﻔﺎﻭﺗﻲ ﺗﺨﺘﺼﺺ ﻳﺎﻓﺘﻪ ﺍﻧﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ‪ ،‬ﺟﻨﺴﻴﺘﻲ ﮐﻪ ﺑﺘﻮﺍﻧﺪ‬ ‫ﻓﻌﺎﻟﻴﺖ ﻫﺎﻳﻲ ﮐﻪ ﺩﺭ ﺟﺎﻣﻌﻪ ي ﻣﺬﮐﻮﺭ ﺑﻪ ﻣﻮﻗﻌﻴﺖ ﻭ ﻗﺪﺭﺕ ﻣﻲ ﺍﻧﺠﺎﻣﺪ ﺭﺍ ﺑﻬﺘﺮ ﻭ ﺭﺍﺣﺖ ﺗﺮ ﺍﻳﻔﺎ ﮐﻨﺪ ﺩﺭ‬ ‫ﺐ ﺟﻨﺴﻴﺘﻲ ﺩﺭ ﺟﺎﻳﮕﺎﻩ ﺑﺮﺗﺮ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﺩ‪".‬‬ ‫ﺳﻠﺴﻠﻪ ﻣﺮﺍﺗ ﹺ‬ ‫‪ ‬‬ ‫ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﮐﻪ ﺩﺭ ﻓﺮﻫﻨﮓ ﻫﺎﻳﻲ ﮐﻪ ﺑﺪﺳﺖ ﺁﻭﺭﺩ ِﻥ‬ ‫ﻦ ﺟﺜﻪ ﻭ ﻗﺪﺭﺕ ﺑﻮﺩﻩ ﻭ‬ ‫ﻣﻨﺎﺑﻊ ) ﻣﺜﻼً ﻏﺬﺍ (‪ ،‬ﻣﺴﺘﻠﺰ ﹺﻡ ﺩﺍﺷﺘ ﹺ‬ ‫ﺖ ﺁﻧﻬﺎ‬ ‫ﺶ ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﺩﺭ ﺯﻧﺎﻥ‪ ،‬ﻣﺎﻧ ﹺﻊ ﺷﺮﮐ ِ‬ ‫ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ ﻧﻘ ﹺ‬ ‫ﺖ ﺟﻤﻊ ﺁﻭﺭي‬ ‫ﺩﺭ ﺑﺪﺳﺖ ﺁﻭﺭﺩ ِﻥ ﻣﻨﺎﺑﻊ ﻣﻲ ﺷﻮﺩ‪ ،‬ﻣﺴﺌﻮﻟﻴ ِ‬ ‫ﻣﻨﺎﺑﻊ ﺑﺎ ﻣﺮﺩﺍﻥ ﺑﻮﺩﻩ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﻗﺪﺭﺕ ﻭ ﻣﻮﻗﻌﻴﺖ ﻧﻴﺰ ﺑﻪ‬ ‫ﻣﺮﺩﺍﻥ ﺗﻌﻠﻖ ﺧﻮﺍﻫﺪ ﮔﺮﻓﺖ‪ .‬ﺩﺭ ﻣﻘﺎﺑﻞ ﺩﺭ ﺟﻮﺍﻣﻌﻲ ﮐﻪ‬ ‫ﺶ ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﺩﺭ ﺯﻧﺎﻥ ﻣﺎﻧ ﹺﻊ‬ ‫ﺕ ﺯﻳﺎﺩ ﻧﺪﺍﺭﺩ ﻭ ﻧﻘ ﹺ‬ ‫ﺑﺪﺳﺖ ﺁﻭﺭﺩ ِﻥ ﻣﻨﺎﺑﻊ ﺩﺭ ﺁﻧﻬﺎ ﻧﻴﺎﺯ ﺑﻪ ﺟﺜﻪ ي ﺑﺰﺭﮒ ﻭ ﻗﺪﺭ ِ‬ ‫ي ﻣﻨﺎﺑﻊ ﺑﻪ ﻋﻬﺪﻩ ي ﻫﺮ ﺩﻭ ﺟﻨﺲ ﺑﻮﺩﻩ ﻭ‬ ‫ﺖ ﺟﻤﻊ ﺁﻭﺭ ﹺ‬ ‫ﺖ ﺍﻳﺸﺎﻥ ﺩﺭ ﺟﻤﻊ ﺁﻭﺭي ﻣﻨﺎﺑﻊ ﻧﻤﻲ ﺷﻮﺩ‪ ،‬ﻣﺴﺌﻮﻟﻴ ِ‬ ‫ﺷﺮﮐ ِ‬ ‫ﺩﺭ ﻧﺘﻴﺠﻪ ﻗﺪﺭﺕ ﻭ ﻣﻮﻗﻌﻴﺖ ﻧﻴﺰ ﺗﻘﺮﻳﺒﺎً ﺑﻪ ﻃﻮﺭ ﻣﺴﺎﻭي ﺑﻴﻦ ﺁﻧﻬﺎ ﺗﻘﺴﻴﻢ ﻣﻲ ﺷﻮﺩ‪.٢‬‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﻣﻼﺣﻈﻪ ﻣﻲ ﮐﻨﻴﺪ ﺍﻳﻦ ﻧﻈﺮﻳﻪ‪ ،‬ﻭﺟﻮ ِﺩ ﺗﻔﺎﻭﺕ ﻫﺎي ﺍﺳﺎﺳﻲ ﺭﺍ ﺩﺭ ﺑﻴﻦ ﻓﺮﻫﻨﮓ ﻫﺎ ﭘﻴﺶ ﺑﻴﻨﻲ ﻣﻲ‬ ‫ﮐﻨﺪ‪.‬‬ ‫‪                                                       ‬‬

‫‪biosocial psychology ١ ‬‬ ‫‪  e  ٢ ‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪     [٢٩‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ‬ ‫ﻝ ‪٦٦ ‬‬ ‫‪ ‬‬

‫ﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ‪  :‬‬ ‫ﺷﻮ‬

‫ﭼﻪ‬ ‫ﺣﺎﻝ ﺑﺒﻴﻨﻴﻢ ﺷﻮﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﺭﮎ ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﺗﺎ ﭼ‬ ‫ﻝ‬ ‫ﻖ‬ ‫ﻃﺒ ﹺ‬ ‫ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺒ‬ ‫ﺩﻭ ﺭﻭﻳﮑﺮﺩ ﭘﭘﺸﺘﻴﺒﺎﻧﻲ ﻲ‬ ‫ﺣﺪ ﺍﺯ ﺍﻳﻦ ﻭ‬ ‫ﺟﻤﻊ‬ ‫ﺯﻳﺴﺘﻲ – ﺍﺟﺘﻤﺎﻋﻋﻲ‪ ،‬ﺩﺭ ﺟﻮﺍﻣﻌﻲ ﮐﻪ ﻤﻊ‬ ‫ﻲ‬ ‫ﻧﻈﺮﺮﻳﻪ ي‬ ‫ﺧﻮﺭﺍﮎ ﺷﺎﻣ ﹺ‬ ‫ﻣﻲ‬ ‫ﻞ ﺷﮑﮑﺎﺭ ﻭ ﻳﺎ ﻣﺎﺎﻫﻴﮕﻴﺮي ﻲ‬ ‫ﮎ‬ ‫ﺁﻭﺭﺭي‬ ‫ﻣﺴﺌﻮﻟﻴﺖ ﺑﻴﺸﺘﺮي ﺩﺩﺭ‬ ‫ﺖ‬ ‫ﺷﻮﺩ ﻣﺮﺩﺍﻥ ﻧﺴﺴﺒﺖ ﺑﻪ ﺯﻧﺎﻥ‬ ‫ﺩ‬ ‫ﺗﻬﻴﻪ ي ﻣﻨﺎﺑ ﹺﻊ ﻏﺬﺍﻳﻲ ﺩﺍﺭﻧﺪ ﺩﺭ ﺣﺣﺎﻟﻲ ﮐﻪ ﺩﺩﺭ‬ ‫ﻪ‬ ‫ﺑﺮﺩﺍﺷﺖ‬ ‫ﺖِ‬ ‫ﻞ‬ ‫ﺟﻮﺍﻣﻌﻲ ﮐﻪ ﺗﻬﻴﻪ ي ﺧﺧﻮﺭﺍﮎ ﺷﺎﺎﻣ ﹺ‬ ‫ﺍﻳﻦ ﻗﺒﻴﻞ ﮐﺎﺎﺭﻫﺎ ﻣﻲ ﺑﺎﺎﺷﺪ‪ ،‬ﺯﻧﺎﻥ ﻭ‬ ‫ﺼﻮﻝ ﻭ ﻦ‬ ‫ﻣﺤﺼ‬ ‫ﻏﺬﺍﻳﻲ‬ ‫ﻲ‬ ‫ﻣﺮﺩﺩﺍﻥ ﻧﻘﺶ ﻧﺴﺴﺒﺘﺎً ﺑﺮﺍﺑﺮي ﺩﺭ ﺗﻬﻴﻪ ي ﻣﻨﺎﺑﻊ‬ ‫ﻏﻴﺮﺻﻨﻌﺘﻲ‬ ‫ﻲ‬ ‫ﺩﺍﺭﻧﺪ‪ .‬ﺍﻣﺒﺮ‪ ١٨٨١ ،(١٩٧٨) ١‬ﺟﺎﻣﻌﻪ ي‬ ‫ﺑﺮﺭﺳﻲ ﻗﺮﺍﺭ ﺩﺍﺩ ﻭ ﺑﻪ ﺍﻳﻦ ﻧﺘﻴﻴﺠﻪ ﺭﺳﻴﺪ ﮐﮐﻪ‬ ‫ﻲ‬ ‫ﺭﺍ ﻣﻣﻮﺭﺩ‬ ‫ﺩﺭ ‪ ٩٩%‬ﺟﻮﺍﻣﻌﻌﻲ ﮐﻪ ﺟﻤﻊﻊ ﺁﻭﺭي ﻣﻨﺎﺎﺑ ﹺﻊ ﻏﺬﺍﻳﻲ ﺍﺯ‬ ‫ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ ﻣﺮﺩﺍﻥ ﺩﺭ ﺗﻬﻴﻪ ي ﻣﻨﺎﺑ ﹺﻊ ﻏﺬﺍﻳﻲ ﻧﻘﺶ ﭘﺮﺮﺭﻧﮓ ﺗﺮي ﻧﺴﺒﺖ ﺑﻪ ﺯﻧﺎﺎﻥ‬ ‫ﻃﺮﻳﻳﻖ ﺷﮑﺎﺭ ﻭ ﻣﺎﻫﻴﮕﻴﺮي ﺻ‬ ‫ﻣﻲ ﮔﺮﻓﺖ ﺯﻧﺎﺎﻥ‬ ‫ﺑﺮﺩﺍﺷﺖِ ﻣﺤﺼﻮﻝ ﺻﻮﺭﺕ ﻲ‬ ‫ﺖ‬ ‫ﺩﺍﺷﺷﺘﻨﺪ‪ .‬ﺩﺭ ﻣﻘﺎﺎﺑﻞ ﺩﺭ ﺟﻮﺍﻣﻣﻌﻲ ﮐﻪ ﺗﻬﻴﻴﻪ ي ﻣﻨﺎﺑ ﹺﻊ ﻏﻏﺬﺍﻳﻲ ﺍﺯ ﻃﺮﺮﻳﻖ‬ ‫ﺁﻧﻬﺎ ﺗﻬﻴﻪ ي ﻣﻨﻨﺎﺑﻊ ﻏﺬﺍﻳﻲ ﺍﺯ‬ ‫ﺣﺎﻝ ﺑﺎﻳﺪ ﺩﻳﻳﺪ ﺟﻮﺍﻣﻌﻲ ﮐﻪ ﺩﺭ ﺎ‬ ‫ﻏﺬﺍﻳﻲ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺣ‬ ‫ﻲ‬ ‫ﻧﻘﺸﺸﻲ ﺍﺳﺎﺳﻲ ﺩﺭ ﺗﻬﻴﻪ ي ﻣﻨﺎﺑ ﹺﻊ‬ ‫ﻣﺜﻞ ﺯﻧﺎﻥ ﭼﮕﻮﻮﻧﻪ‬ ‫ﻧﻘﺶ ﺗﻮﻟﻴﺪ ﻞﹺ‬ ‫ﺶ ﺍﺳﺎﺳﺳﻲ ﺩﺭ ﮐﺎﺭ ﺩﺩﺍﺭﻧﺪ ﺑﺎ ﺶﹺ‬ ‫ﺯﻧﺎﻥ ﻧﻘ ﹺ‬ ‫ﺻﻮﺭﺕ ﻣﻲ ﮔﮔﻴﺮﺩ ﻭ ﻥ‬ ‫ﻖ ﺑﺮﺩﺍﺷﺖِ ﻣﺤﺼﻮﻝ ﺻ‬ ‫ﻃﺮﻳ ﹺ‬ ‫ﻳ‬ ‫ﺁﻧﻬﺎ ﺩﺭ ﺗﻬﻴﻪ ي ﻣﻨﺎﺑﻊ ﻏﺬﺍﻳﻳﻲ‬ ‫ﺍﻳﻔﺎي ﻧﻘﺶ ﺎ‬ ‫ﻞ ﺯﻧﺎﺎﻥ ﻣﺎﻧ ﹺﻊ ي‬ ‫ﺕ ﺩﻳﮕﺮ ﭼﮕﻮﻮﻧﻪ ﻧﻘ ﹺ‬ ‫ﮐﻨﺎﺭ ﻣﻲ ﺁﻳﻨﺪ ؟ ﺑﻪ ﻋﺒﺎﺭﺕ‬ ‫ﺶ ﺗﻮﻮﻟﻴﺪ ﻣﺜ ﹺ‬ ‫ﻧﻤﻲ ﺷﻮﺩ ؟‬ ‫ﻲ‬ ‫‪                                                       ‬‬

‫‪Emberr ١ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٦٧ ‬‬ ‫‪ ‬‬

‫‪ ‬‬ ‫ﺷﻠﮕﻞ ﻭ ﺑﺎﺭي‪  (١٩٨٦ ) ١‬ﺩﺭﻳﺎﻓﺘﻨﺪ ﮐﻪ ﺩﺭ ﺍﻳﻦ ﺟﻮﺍﻣﻊ‪ ،‬ﺗﺎﺑﻮﻫﺎي ﺟﻨﺴﻲ ﺑﻠﻨﺪﻣﺪﺕ ﺗﺮي ﻧﺴﺒﺖ ﺑﻪ ﺳﺎﻳﺮ ﺟﻮﺍﻣﻊ‬ ‫ﺕ ﻧﺴﺒﺘﺎ ً ﻃﻮﻻﻧﻲ ﭘﺲ ﺍﺯ ﺯﺍﻳﻤﺎﻥ ﺭﺍ‬ ‫ي ﻣﺠﺪﺩ ﺗﺎ ﻣﺪ ِ‬ ‫ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺑﺮ ﻣﺒﻨﺎي ﺍﻳﻦ ﺗﺎﺑﻮﻫﺎ ﺯﻧﺎﻥ ﺍﺟﺎﺯﻩ ي ﺑﺎﺭﺩﺍﺭ ﹺ‬ ‫ﺖ ﻻﺯﻡ ﺑﺮﺍي ﺯﻧﺎﻥ‬ ‫ﺶ ﺷﻤﺎﺭ ﻓﺮﺯﻧﺪﺍﻥ ﺧﺎﻧﻮﺍﺩﻩ ﺷﺪﻩ ﻭ ﺑﻪ ﻧﻮﺑﻪ ي ﺧﻮﺩ ﻓﺮﺍﻏ ِ‬ ‫ﻧﺪﺍﺭﻧﺪ‪ .‬ﺍﻳﻦ ﻗﺎﻧﻮﻥ ﻣﻨﺠﺮ ﺑﻪ ﮐﺎﻫ ﹺ‬ ‫ﺖ ﻣﺤﺼﻮﻝ ﺭﺍ ﻓﺮﺍﻫﻢ ﻣﻲ ﺁﻭﺭﺩ‪.‬‬ ‫ﺟﻬﺖِ ﺷﺮﮐﺖ ﺩﺭ ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﺑﺮﺩﺍﺷ ِ‬ ‫ﻲ ‪ ٩٣‬ﺟﺎﻣﻌﻪ ي ﻏﻴﺮ ﺻﻨﻌﺘﻲ ﺩﺭﻳﺎﻓﺖ ﮐﻪ ﺩﺭ ‪ ٦٧ %‬ﺍﻳﻦ ﺟﻮﺍﻣﻊ ﻣﺮﺩﺍﻥ ﺑﺮ ﺯﻧﺎﻥ‬ ‫ﻭﻳﺖ‪ ( ١٩٧٨ ) ٢‬ﺍﺯ ﺑﺮﺭﺳ ﹺ‬ ‫ﻦ ﺩﻭ ﺟﻨﺲ ﺑﺮﻗﺮﺍﺭ ﺍﺳﺖ ﻭ ﺩﺭ ‪ ٣%‬ﺍﻳﻦ ﺟﻮﺍﻣﻊ ﺯﻧﺎﻥ ﺑﺮ ﺷﻮﻫﺮﺍ ِﻥ‬ ‫ﺗﺴﻠﻂ ﺩﺍﺭﻧﺪ‪ ،‬ﺩﺭ ‪ ٣٠%‬ﺟﻮﺍﻣﻊ ﺑﺮﺍﺑﺮي ﺑﻴ ﹺ‬ ‫ﻖ ﺁﻥ ﻣﺮﺩﺍﻥ ﺩﺭ‬ ‫ﺧﻮﻳﺶ ﺗﺴﻠﻂ ﺩﺍﺭﻧﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﺩﻳﺪﮔﺎ ِﻩ ﺗﮑﺎﻣﻠﻲ ﮐﻪ ﻃﺒ ﹺ‬ ‫ﺖ ﺑﺎﻻﺗﺮ ﺑﺎﺷﻨﺪ ﺗﺎﻳﻴﺪ ﻧﻤﻲ ﺷﻮﺩ‪.‬‬ ‫ﻫﻤﻪ ي ﻓﺮﻫﻨﮓ ﻫﺎي ﺟﻬﺎﻥ ﺑﺎﻳﺴﺘﻲ ﺩﺍﺭﺍي ﻗﺪﺭﺕ ﻭ ﻣﻮﻗﻌﻴ ِ‬ ‫ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺯﻳﺴﺘﻲ _ ﺍﺟﺘﻤﺎﻋﻲ ﺗﻨﻬﺎ ﺩﺭ ﺟﻮﺍﻣﻌﻲ ﻣﻮﻗﻌﻴﺖ ﻫﺎ ﻭ ﻗﺪﺭﺕ ﻫﺎ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﻣﺮﺩﺍﻥ ﺧﻮﺍﻫﺪ ﺑﻮﺩ ﮐﻪ‬ ‫ﺕ‬ ‫ﻣﺮﺩﺍﻥ ﺑﺮﺍي ﺍﻳﻔﺎي ﻧﻘﺶ ﻫﺎي ﻣﻬﻢ ﻭ ﺣﻴﺎﺗﻲ ﺍﺯ ﺯﻧﺎﻥ ﻣﺠﻬﺰﺗﺮ ﺑﺎﺷﻨﺪ‪ .‬ﺩﺭ ﺗﺎﻳﻴ ِﺪ ﺍﻳﻦ ﻣﻮﺿﻮﻉ‪ ،‬ﺑﺮ ﺍﺛ ﹺﺮ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﮔﻠﺪﺷﺘﺎﻳﻦ‪  (  ٢٠٠١) ٣‬ﻣﻌﻠﻮﻡ ﺷﺪ ﮐﻪ ﺩﺭ ﺟﻮﺍﻣ ﹺﻊ ﻏﻴﺮ ﺻﻨﻌﺘﻲ ﮐﻪ ﺩﺭﮔﻴ ﹺﺮ ﺟﻨﮓ ﻫﺎي ﻣﮑﺮﺭ ﺑﻮﺩﻩ ﺍﻧﺪ ﻣﺮﺩﺍﻥ‬ ‫ﻞ‬ ‫ﺶ ﺣﻴﺎﺗﻲ ﻣﺮﺩﺍﻥ ﺩﺭ ﺯﻣﺎ ِﻥ ﺟﻨﮓ ﺩﺍﻧﺴﺖ‪ .‬ﻋﺎﻣ ﹺ‬ ‫ﻞ ﺍﻳﻦ ﺍﻣﺮ ﺭﺍ ﺑﺎﻳﺪ ﺩﺭ ﻧﻘ ﹺ‬ ‫ﻂ ﻭﻳﮋﻩ ﺍي ﺑﺮ ﺯﻧﺎﻥ ﻳﺎﻓﺘﻪ ﺍﻧﺪ‪ .‬ﺩﻟﻴ ﹺ‬ ‫ﺗﺴﻠ ِ‬ ‫ﺶ ﺍﺳﺎﺳﻲ ﻣﺮﺩﺍﻥ ﺩﺭ ﻣﺴﺎﺋﻞ‬ ‫ﻂ ﻣﺮﺩﺍﻥ ﺑﺮ ﺯﻧﺎﻥ ﻣﻲ ﮔﺮﺩﺩ ﻧﻘ ﹺ‬ ‫ﺚ ﺗﺴﻠ ِ‬ ‫ﺩﻳﮕﺮي ﮐﻪ ﺩﺭ ﺟﻮﺍﻣ ﹺﻊ ﻏﻴﺮ ﺻﻨﻌﺘﻲ ﺑﺎﻋ ِ‬ ‫ﺍﻗﺘﺼﺎﺩي ﻣﻲ ﺑﺎﺷﺪ‪ ) .‬ﺷﻠﮕﻞ ﻭ ﺑﺎﺭي( ) ‪ ( ١٩٨٦‬‬ ‫ﮏ‬ ‫ﺕ ﻣﻴﺎﻥ ﻓﺮﻫﻨﮕﻲ‪ ،‬ﺑﻪ ﻣﺎ ﺩﺭ ﺣﻞ ﺍﻳﻦ ﻣﺴﺎﺋﻞ ﭘﻴﭽﻴﺪﻩ ﮐﻤ ِ‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﻣﻼﺣﻈﻪ ﻣﻲ ﮐﻨﻴﺪ‪ ،‬ﻳﺎﻓﺘﻪ ﻫﺎي ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﺷﺎﻳﺎﻧﻲ ﻣﻲ ﻧﻤﺎﻳﺪ‪.‬‬

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‫‪Barry & Schlegel ١ ‬‬ ‫‪  Whyte ٢‬‬ ‫‪Goldstein ٣‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٦٨ ‬‬ ‫‪ ‬‬

‫ﺍﺭﺯﻳﺎﺑﻲ ‪  :‬‬ ‫ﺶ ﻣﺎ ﺍﺯ ﻣﻨﺸﺎﺀ ﺗﻔﺎﻭﺕ ﻫﺎي ﺟﻨﺴﻴﺘﻲ ﻭ ﺗﺎﺛﻴ ﹺﺮ ﺁﻧﻬﺎ ﺑﺮ ﺭﻓﺘﺎﺭ‬ ‫ﺕ ﻣﻴﺎﻥ ﻓﺮﻫﻨﮕﻲ ﺗﺎ ﺣﺪ ﺯﻳﺎﺩي ﺑﺮ ﺩﺍﻧ ﹺ‬ ‫‪ 9‬ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﺍﻓﺰﻭﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﺢ ﺳﺎﺩﻩ ي ﺗﮑﺎﻣﻠﻲ ﺩﺭﺑﺎﺭﻩ ي ﻣﻨﺸﺎﺀ ﺗﻔﺎﻭﺕ ﻫﺎي ﺟﻨﺴﻴﺘﻲ ﺭﺍ ﺭﺩ ﮐﺮﺩﻩ ﻭ‬ ‫ﺕ ﻣﻴﺎﻥ ﻓﺮﻫﻨﮕﻲ ﻳﮏ ﺗﻮﺿﻴ ﹺ‬ ‫‪ 9‬ﻣﻄﺎﻟﻌﺎ ِ‬ ‫ﺍﺯ ﺳﻮي ﺩﻳﮕﺮ ﺑﺮ ﻳﺎﻓﺘﻪ ﻫﺎي ﻧﻈﺮﻳﻪ ي ﺯﻳﺴﺘﻲ _ ﺍﺟﺘﻤﺎﻋﻲ ﺩﺭ ﺍﻳﻦ ﻣﻮﺭﺩ ﻣﻬﺮ ﺗﺎﻳﻴﺪ ﻣﻲ ﺯﻧﺪ‪.‬‬ ‫‪ 9‬ﻧﻈﺮﻳﻪ ي ﺯﻳﺴﺘﻲ _ﺍﺟﺘﻤﺎﻋﻲ ﻣﻲ ﺗﻮﺍﻧﺪ ﺗﻮﺿﻴ ﹺ‬ ‫ﺖ ﺯﻧﺎ ِﻥ‬ ‫ﺕ ﺍﺳﺎﺳﻲ ﺩﺭ ﻣﻮﻗﻌﻴ ِ‬ ‫ﺢ ﻗﺎﻧﻊ ﮐﻨﻨﺪﻩ ﺍي ﺑﺮﺍي ﺗﻐﻴﻴﺮﺍ ِ‬ ‫ﺟﻮﺍﻣ ﹺﻊ ﺻﻨﻌﺘﻲ ﻃﻲ ﺩﻫﻪ ﻫﺎي ﺍﺧﻴﺮ ﺍﺭﺍﺋﻪ ﮐﻨﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﻭﻭﺩ ﻭ ﺍﻳﮕﻠﻲ ) ‪ ( ٢٠٠٢‬ﺑﻴﺎﻥ ﮐﺮﺩﻩ ﺍﻧﺪ ‪:‬‬ ‫ﻲ ﮐﺎﺭ ﻭ ﻣﺮﺩﺳﺎﻻﺭي ) ﺗﺴﻠﻂ ﻣﺮﺩﺍﻥ (‪  ،‬‬ ‫ي ﺳﻨﺘ ﹺ‬ ‫ƒ " ﺿﻌﻴﻒ ﺷﺪ ِﻥ ﺗﻮﺍﻣﺎﻥِ ﻃﺒﻘﻪ ﺑﻨﺪ ﹺ‬ ‫ﻂ ﺟﻨﻴﻦ ﻫﺎي‬ ‫ﻖ ﺭﻭﺷﻬﺎي ﭘﻴﺸﮕﻴﺮي ﺍﺯ ﺑﺎﺭﺩﺍﺭي ﻭ ﺳﻘ ِ‬ ‫ﺶ ﮐﻨﺘﺮ ﹺﻝ ﺯﻧﺎﻥ ﺑﺮ ﺭﻭﻧ ِﺪ ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ƒ ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﻧﺴﺒﺘﺎً ﺑﻲ ﺧﻄﺮ ‪ ‬‬ ‫ﺶ ﭼﺸﻤﮕﻴ ﹺﺮ ﺁﻣﺎ ﹺﺭ ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞ ‪ ‬‬ ‫ƒ ﮐﺎﻫ ﹺ‬ ‫ﺶ ﺗﻌﻴﻴﻦ ﮐﻨﻨﺪﻩ ﺍي ﺩﺍﺭﺩ ‪ ‬‬ ‫ﺕ ﻣﺮﺩﺍﻥ ﺩﺭ ﺁﻧﻬﺎ ﻧﻘ ﹺ‬ ‫ﺶ ﺷﻤﺎ ﹺﺭ ﻓﻌﺎﻟﻴﺘﻬﺎي ﺗﻮﻟﻴﺪي ﮐﻪ ﺟﺜﻪ ﻭ ﻗﺪﺭ ِ‬ ‫ƒ ﮐﺎﻫ ﹺ‬ ‫ﻫﻤﮕﻲ ﺩﺭ ﺗﻐﻴﻴﺮﹺ ﺟﺎﻳﮕﺎ ِﻩ ﺯﻧﺎﻥ ﺩﺭ ﺟﺎﻣﻌﻪ ﻧﻘﺶ ﺩﺍﺷﺘﻪ ﺍﻧﺪ‪" .‬‬ ‫‪ 8‬ﻣﻄﺎﻟﻌﺎﺕ ﻭ ﭘﮋﻭﻫﺶ ﻫﺎ ﻏﺎﻟﺒﺎً ﺩﺭ ﺟﻮﺍﻣ ﹺﻊ ﻏﻴﺮ ﺻﻨﻌﺘﻲ ﺻﻮﺭﺕ ﮔﺮﻓﺘﻪ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﺩﺍﺭﺍي ﺑﺮﺧﻲ ﻣﺤﺪﻭﺩﻳﺖ‬ ‫ﻫﺎ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬ ‫ﺖ ﺗﺴﻠﻂ‬ ‫ﻂ ﻋﻠﻲ _ﻣﻌﻠﻮﻟﻲ ﻫﻤﻮﺍﺭﻩ ﻭﺍﺿﺢ ﻭ ﺁﺷﮑﺎﺭ ﻧﻴﺴﺖ‪ .‬ﺑﺮﺍي ﻧﻤﻮﻧﻪ ﻋﻠ ِ‬ ‫‪ 8‬ﺩﺭ ﺍﻳﻦ ﺗﺤﻘﻴﻘﺎﺕ‪ ،‬ﺟﻬﺖِ ﺭﻭﺍﺑ ِ‬ ‫ﺶ ﺣﻴﺎﺗﻲ ﻣﺮﺩﺍﻥ ﺩﺭ ﺟﻨﮓ ﻫﺎ ﺑﺎﺷﺪ‪ .‬ﺩﺭ ﻋﻴﻦ ﺣﺎﻝ ﺗﺴﻠﻂ ﻭ‬ ‫ﻣﺮﺩﺍﻥ ﺑﺮ ﺯﻧﺎﻥ ﺩﺭ ﻳﮏ ﺟﺎﻣﻌﻪ ﻣﻲ ﺗﻮﺍﻧﺪ ﻧﻘ ﹺ‬ ‫ﺕ ﺩﻳﮕﺮ‬ ‫ﻞ ﮐﺸﻮﺭﻫﺎ ﺑﻪ ﺟﻨﮓ ﻃﻠﺒﻲ ﻧﻘﺶ ﺩﺍﺭﺩ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﺣﮑﻤﻔﺮﻣﺎ ﺑﻮﺩﻥ ﻣﺮﺩﺍﻥ ﻧﻴﺰ ﺑﻪ ﻧﻮﺑﻪ ي ﺧﻮﺩ ﺩﺭ ﺗﻤﺎﻳ ﹺ‬ ‫ﻂ ﻣﺮﺩﺍﻥ ﺑﺮ ﺟﻮﺍﻣﻊ ﺷﮑﻞ‬ ‫ﻞ ﺗﺴﻠ ِ‬ ‫ﺖ ﻭﺟﻮ ِﺩ ﺟﻨﮓ ﺍﺳﺖ ﻳﺎ ﺟﻨﮓ ﻫﺎ ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﻂ ﻣﺮﺩﺍﻥ ﺑﻪ ﻋﻠ ِ‬ ‫ﻣﻌﻠﻮﻡ ﻧﻴﺴﺖ ﮐﻪ ﺗﺴﻠ ِ‬ ‫ﻣﻲ ﮔﻴﺮﻧﺪ‪.‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٦٩ ‬‬ ‫‪ ‬‬

‫ﻓﺮﺩﮔﺮﺍﻳﻲ‪١‬ﻭ ﺟﻤﻊ ﮔﺮﺍﻳﻲ‪: ٢‬‬ ‫ﻦ ﻓﺮﻫﻨﮓ ﻫﺎي ﻓﺮﺩ ﮔﺮﺍ ﻭ ﺟﻤﻊ ﮔﺮﺍ ﺗﻔﺎﻭﺕ ﻫﺎي ﺍﺳﺎﺳﻲ‬ ‫ﺑﺴﻴﺎﺭي ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﺑﺮﺍﻳﻦ ﻋﻘﻴﺪﻩ ﺍﻧﺪ ﮐﻪ ﺑﻴ ﹺ‬ ‫ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﮐﻦ‪،‬ﺍﻭﻳﺰﺭﻣﻦ ﻭ ﮐﻤﻞ ﻣﺎﻳﺮ‪ ( ٢٠٠٢ ) ٣‬ﺍﻳﻦ ﺗﻔﺎﻭﺕ ﻫﺎ ﺭﺍ ﺑﻪ ﺷﮑﻞ ﺯﻳﺮ ﺑﻴﺎﻥ ﮐﺮﺩﻩ ﺍﻧﺪ ‪ " :‬ﻣﺎ ﻣﻲ‬ ‫ﻑ ﻓﺮﺩي‪ ،‬ﻭﻳﮋﮔﻲ ﻫﺎي‬ ‫ﺗﻮﺍﻧﻴﻢ ﻓﺮﺩﮔﺮﺍﻳﻲ ﺭﺍ ﺟﻬﺎﻥ ﺑﻴﻨﻲ ﺗﺼﻮﺭ ﮐﻨﻴﻢ ﮐﻪ ﻓﺮﺩ ﺩﺭ ﻣﺮﮐﺰ ﺁﻥ ﻗﺮﺍﺭ ﺩﺍﺭﺩ _ ﺍﻫﺪﺍ ِ‬ ‫ﺕ‬ ‫ﻞ ﭘﻴﺮﺍﻣﻮﻥ ﺍﺯ ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﻣﻨﺤﺼﺮ ﺑﻪ ﻓﺮﺩ‪ ،‬ﻓﺮﻣﺎﻥ ﺭﺍﻧﺪﻥ ﺑﺮ ﺧﻮﻳﺸﺘﻦ‪ ،‬ﮐﻨﺘﺮ ﹺﻝ ﺷﺨﺼﻲ ﻭ ﺑﻲ ﺗﻔﺎﻭﺗﻲ ﺑﻪ ﻣﺴﺎﺋ ﹺ‬ ‫ﺍﻳﻦ ﻧﻮﻉ ﺟﻬﺎﻥ ﺑﻴﻨﻲ ﺳﺖ‪ .‬ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﺭﺍ ﻧﻴﺰ ﻣﻲ ﺗﻮﺍﻥ ﻭﺟﻮ ِﺩ ﻳﮏ ﺳﺮي ﺗﻌﻬﺪ ﻫﺎي ﮔﺮﻭﻫﻲ ﻭ ﻣﺘﻘﺎﺑﻞ ﻣﻴﺎﻥ‬ ‫ﺍﻋﻀﺎي ﮔﺮﻭﻩ ﺑﺪﺍﻧﻴﻢ ﮐﻪ ﺍﻓﺮﺍﺩ ﻣﻮﻇﻒ ﺑﻪ ﺍﺟﺮﺍي ﺁﻧﻬﺎ ﻫﺴﺘﻨﺪ‪" .‬‬

‫ﺕ ﺍﺻﻠﻲ ﻓﺮﺩ ﮔﺮﺍﻳﻲ ﻭ ﺟﻤﻊ‬ ‫ﺍﻭﻳﺰﺭﻣﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻧﺶ ) ‪ ( ٢٠٠٢‬ﺑﺎ ﺗﻨﻈﻴ ﹺﻢ ‪ ٢٧‬ﭘﺮﺳﺸﻨﺎﻣﻪ ي ﻣﺘﻔﺎﻭﺕ‪ ،‬ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﮔﺮﺍﻳﻲ ﺭﺍ ﺩﺳﺘﻪ ﺑﻨﺪي ﮐﺮﺩﻧﺪ‪ .‬ﺁﻧﻬﺎ ﻧﻬﺎﻳﺘﺎ ً ﺗﻮﺍﻧﺴﺘﻨﺪ ‪ ٦‬ﻣﺸﺨﺼﻪ ﺑﺮﺍي ﻓﺮﺩ ﮔﺮﺍﻳﻲ ﻭ ‪ ٨‬ﻣﺸﺨﺼﻪ ﺑﺮﺍي ﺟﻤﻊ‬ ‫ﮔﺮﺍﻳﻲ ﺗﻌﻴﻴﻦ ﮐﻨﻨﺪ ‪:‬‬

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‫‪Individualism ١ ‬‬ ‫‪Collectivism ٢ ‬‬ ‫‪Con , Oyserman , Kemmelmeier  ٣ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٧٠ ‬‬ ‫‪ ‬‬

‫» ﻓﺮﺩﮔﺮﺍﻳﻲ «‬

‫» ﺟﻤﻊ ﮔﺮﺍﻳﻲ «‬

‫ﻦ ﺍﻃﺮﺍﻓﻴﺎﻥ ﺑﻪ ﻋﻨﻮﺍﻥ ﺑﺨﺸﻲ ‪ -١‬ﻣﺴﺘﻘﻞ ) ﺁﺯﺍﺩ – ﮐﻨﺘﺮﻝ ﺩﺍﺷﺘﻦ ﺑﺮ ﺯﻧﺪﮔﻲ‬ ‫‪ -١‬ﻭﺍﺑﺴﺘﮕﻲ ) ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘ ﹺ‬ ‫ﺍﺯ ﻭﺟﻮﺩ ﺧﻮﻳﺶ (‬

‫ﺧﻮﻳﺸﺘﻦ (‬

‫‪ -٢‬ﺗﻌﻠﻖ ﺩﺍﺷﺘﻦ ) ﺗﻤﺎﻳﻞ ﺑﻪ ﻋﻀﻮ ﺑﻮﺩﻥ ﺩﺭ ﮔﺮﻭﻩ ﻫﺎ ﻭ ‪ -٢‬ﺍﻫﺪﺍﻑ ) ﺗﻼﺵ ﺑﺮﺍي ﺭﺳﻴﺪﻥ ﺑﻪ ﺍﻫﺪﺍﻑ‪ ‬ﻭ ﻣﻮﻓﻘﻴﺖ‬ ‫ﺩﺳﺘﻪ ﻫﺎ (‬

‫ﻫﺎي ﺷﺨﺼﻲ (‬

‫‪ -٣‬ﻭﻇﻴﻔﻪ ﺷﻨﺎﺳﻲ ) ﺁﻣﺎﺩﻩ ي ﻫﺮ ﻧﻮﻉ ﻓﺪﺍﮐﺎﺭي ﻭ ﺍﺯ ‪ -٣‬ﺭﻗﺎﺑﺖ ) ﺭﻗﺎﺑﺖ ﺑﺎ ﺧﻮﻳﺸﺘﻦ ﻭ ﮐﺴﺐ ﻣﻮﻓﻘﻴﺖ ﻫﺎي‬ ‫ﺧﻮﺩ ﮔﺬﺷﺘﮕﻲ ﺑﻪ ﻋﻨﻮﺍﻥ ﻋﻀﻮي ﺍﺯ ﮔﺮﻭﻩ (‬

‫ﺷﺨﺼﻲ (‬

‫‪ -٤‬ﺗﻮﺍﻓﻖ ﻭ ﺳﺎﺯﮔﺎﺭي ) ﺗﻮﺟﻪ ﺩﺍﺷﺘﻦ ﺑﻪ ﻫﻤﺎﻫﻨﮕﻲ ‪ -٤‬ﻣﻨﺤﺼﺮ ﺑﻪ ﻓﺮﺩ ﻭ ﻳﮕﺎﻧﻪ ) ﺗﻤﺮﮐﺰ ﺑﺮ ﻭﻳﮋﮔﻲ ﻫﺎي‬ ‫ﮔﺮﻭﻫﻲ(‬

‫ﻣﻨﺤﺼﺮ ﺑﻪ ﻓﺮﺩ ﺷﺨﺼﻴﺖ(‬

‫ﻦ ﻋﻘﺎﻳﺪ ﻭ ﺍﻓﮑﺎﺭ ﺷﺨﺼﻲ ﻭ‬ ‫‪ -٥‬ﻣﺸﺎﻭﺭﻩ ) ﮐﻤﮏ ﮔﺮﻓﺘﻦ ﺍﺯ ﻧﺰﺩﻳﮑﺎﻥ ﺑﺮﺍي ﺗﺼﻤﻴﻢ ‪ -٥‬ﻋﻘﺎﻳ ِﺪ ﺷﺨﺼﻲ ) ﺩﺍﺷﺘ ﹺ‬ ‫ﮔﻴﺮي ﻫﺎ (‬

‫ﭘﻨﻬﺎﻥ ﮐﺮﺩﻥ ﺁﻧﻬﺎ ﺍﺯ ﺩﻳﮕﺮﺍﻥ (‬

‫ﺐ ﺷﺮﺍﻳﻂ‪ -٦ ،‬ﺍﺭﺗﺒﺎﻁ ﻫﺎي ﺻﺮﻳﺢ ﻭ ﺑﻲ ﻭﺍﺳﻄﻪ ) ﺁﺷﮑﺎﺭﺍ ﻣﺸﺨﺺ‬ ‫ﺖ ﺷﺨﺼﻴﺘﻲ ) ﺗﻐﻴﻴﺮ ﺧﻮﻳﺸﺘﻦ ﺑﺮ ﺣﺴ ﹺ‬ ‫‪ -٦‬ﺑﺎﻓ ِ‬ ‫ﻫﻤﺮﻧﮓ ﺷﺪﻥ ﺑﺎ ﮔﺮﻭﻩ (‬

‫ﮐﺮﺩﻥ ﺧﻮﺍﺳﺘﻪ ﻫﺎ ﻭ ﻧﻴﺎﺯ ﻫﺎي ﻓﺮﺩ ﺍﺯ ﻳﮏ ﺭﺍﺑﻄﻪ (‬

‫ﺖ‬ ‫‪ -٧‬ﺳﻠﺴﻠﻪ ﻣﺮﺍﺗﺐ ) ﺍﻫﻤﻴﺖ ﺩﺍﺩﻥ ﺑﻪ ﻣﻘﺎﻡ ﻭ ﻣﻮﻗﻌﻴ ِ‬ ‫ﺍﻓﺮﺍﺩ(‬ ‫‪ -٨‬ﮐﺎﺭ) ﺗﻤﺎﻳﻞ ﺑﻪ ﮐﺎﺭ ﮐﺮﺩﻥ ﺩﺭ ﮔﺮﻭﻩ ﻫﺎ ﻭ ﺗﺸﮑﻞ ﻫﺎ (‬

‫ﻅ ﻧﻈﺮي ﺑﺮﺭﺳﻲ ﮐﺮﺩ‪.‬‬ ‫ﻫﺎﻓﺴﺘﺪ‪ ١٩٨٠) ١‬ﻭ ‪ (١٩٨٣‬ﺍﻭﻟﻴﻦ ﮐﺴﻲ ﺑﻮﺩ ﮐﻪ ﻓﺮﺩ ﮔﺮﺍﻳﻲ ﻭ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﺭﺍ ﺍﺯ ﻟﺤﺎ ِ‬ ‫ﺍﻭ ﭼﻨﻴﻦ ﺍﺳﺘﺪﻻﻝ ﮐﺮﺩ ﮐﻪ ﻓﺮﺩﮔﺮﺍﻳﻲ ﻭ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﺩﺭ ﻣﻘﺎﺑﻞ ﻳﮑﺪﻳﮕﺮ ﻫﺴﺘﻨﺪ‪ .‬ﺩﺭ ﻓﺮﻫﻨﮓ ﻫﺎي ﻓﺮﺩ ﮔﺮﺍ‬ ‫ﺗﺎﮐﻴﺪ ﺑﺮ ﺍﺳﺘﻘﻼﻝ ﻭ ﻣﺴﺌﻮﻟﻴﺖ ﻫﺎي ﻓﺮﺩي ﺳﺖ‪ ،‬ﺩﺭ ﺣﺎﻟﻴﮑﻪ ﺩﺭ ﻓﺮﻫﻨﮓ ﻫﺎي ﺟﻤﻊ ﮔﺮﺍ ﻋﻀﻮﻳﺖ ﺩﺭ ﮔﺮﻭﻩ ﻫﺎ‬ ‫ﻭ ﻭﺍﺑﺴﺘﮕﻲ ﻫﺎ ﺣﺎﺋﺰ ﺍﻫﻤﻴﺖ ﺍﺳﺖ‪.‬‬ ‫‪                                                       ‬‬

‫‪Hofstede  ١ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٧١ ‬‬ ‫‪ ‬‬

‫ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ‪:‬‬ ‫ﺕ ﻓﺮﻫﻨﮓ ﻫﺎ ﺍﺯ ﻟﺤﺎﻅ ﻓﺮﺩ ﮔﺮﺍﻳﻲ ﻭ‬ ‫ﮎ ﻗﺎﻧﻊ ﮐﻨﻨﺪﻩ ﺍي ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﺗﻔﺎﻭ ِ‬ ‫ﻫﺎﻓﺲ ﺗﺪ ) ‪ ( ١٩٨٠‬ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭ ِ‬ ‫ﺵ ﺭﻭﺍﺑ ِ‬ ‫ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﺍﺭﺍﺋﻪ ﮐﺮﺩ‪ .‬ﺍﻭ ﺍﺭﺯ ﹺ‬ ‫ﻲ ‪ IBM‬ﺭﺍ ﺩﺭ ‪٤٠‬‬ ‫ﻦ ﮐﺎﺭﮐﻨﺎﻥ ﻧﻤﺎﻳﻨﺪﮔﻲ ﻫﺎي ﮐﻤﭙﺎﻧ ﹺ‬ ‫ﻂ ﮐﺎﺭي‪ ١‬ﺩﺭ ﺑﻴ ﹺ‬ ‫ﻞ ﮔﺴﺘﺮﺩﻩ ﺗﺮي ﺻﻮﺭﺕ ﮔﺮﻓﺖ ﻭ‬ ‫ﺕ ﻫﺎﻓﺲ ﺗﺪ ﺩﺭ ‪١٩٨٣‬ﺑﻪ ﺷﮑ ﹺ‬ ‫ﮐﺸﻮ ﹺﺭ ﻣﺨﺘﻠﻒ ﺑﺮﺭﺳﻲ ﮐﺮﺩ‪ .‬ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﻖ ﺁﻣﺎﺭي ﺑﻴﺸﺘﺮﻳﻦ ﺩﺭﺟﻪ ي ﻓﺮﺩﮔﺮﺍﻳﻲ ﺩﺭ‬ ‫ﻧﻤﺎﻳﻨﺪﮔﻲ ﻫﺎي ﮐﺸﻮﺭﻫﺎي ﺩﻳﮕﺮ ﺭﺍ ﻧﻴﺰ ﺩﺭ ﺑﺮ ﮔﺮﻓﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﺗﺤﻘﻴ ﹺ‬ ‫ﺑﻴﻦ ﮐﺸﻮﺭﻫﺎ ﻣﺘﻌﻠﻖ ﺑﻪ ﺁﻣﺮﻳﮑﺎ ) ﺭﺗﺒﻪ ي ﺍﻭﻝ (‪ ،‬ﺍﺳﺘﺮﺍﻟﻴﺎ ) ﺭﺗﺒﻪ ي ﺩﻭﻡ (‪ ،‬ﺑﺮﻳﺘﺎﻧﻴﺎ ) ﺭﺗﺒﻪ ي ﺳﻮﻡ ( ﮐﺎﻧﺎﺩﺍ ﻭ‬ ‫ﻫﻠﻨﺪ ) ﺭﺗﺒﻪ ي ﭼﻬﺎﺭﻡ ( ﺑﻮﺩ‪ .‬ﻫﺎﻓﺲ ﺗﺪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺩﻳﺪﮔﺎ ِﻩ ﺧﻮﺩ‪ ،‬ﺑﻪ ﮐﺸﻮﺭﻫﺎﻳﻲ ﮐﻪ ﺣﺎﺋ ﹺﺰ ﮐﻤﺘﺮﻳﻦ ﺭﺗﺒﻪ ي‬ ‫ﻓﺮﺩﮔﺮﺍﻳﻲ ﺑﻮﺩﻧﺪ ﺑﺎﻻﺗﺮﻳﻦ ﺭﺗﺒﻪ ي ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﺭﺍ ﻧﺴﺒﺖ ﺩﺍﺩ‪ .‬ﺍﺯ ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ‪ ،‬ﺟﻤﻊ ﮔﺮﺍﺗﺮﻳﻦ ﮐﺸﻮﺭﻫﺎ ﺑﻪ‬ ‫ﺗﺮﺗﻴﺐ ﮔﻮﺍﺗﻤﺎﻻ ) ﺭﺗﺒﻪ ي ‪ ،( ٥٣‬ﺍﮐﻮﺍﺩﻭﺭ ) ﺭﺗﺒﻪ ي ‪ ،( ٥٢‬ﭘﺎﻧﺎﻣﺎ ) ﺭﺗﺒﻪ ي ‪ (٥١‬ﻭ ﻭﻧﺰﻭﺋﻼ ) ﺭﺗﺒﻪ ي ‪( ٥٠‬‬ ‫ﺷﻨﺎﺧﺘﻪ ﺷﺪﻧﺪ‪ .‬ﭼﻨﺪ ﮐﺸﻮ ﹺﺭ ﺁﺳﻴﺎي ﺷﺮﻗﻲ ﻣﺎﻧﻨﺪ ﺍﻧﺪﻭﻧﺰي‪ ،‬ﮐﺮﻩ ي ﺟﻨﻮﺑﻲ‪ ،‬ﺗﺎﻳﻮﺍﻥ ﻭ ﺗﺎﻳﻠﻨﺪ ﻧﻴﺰ ﺭﺗﺒﻪ ﻫﺎي ﺑﺴﻴﺎﺭ‬ ‫ﻦ ﻓﺮﺩ ﮔﺮﺍﻳﻲ ﻭ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﺭﺍ‬ ‫ﭘﺎﻳﻴﻨﻲ ﺩﺭ ﻣﻴﺰﺍ ِﻥ ﻓﺮﺩﮔﺮﺍﻳﻲ ﮐﺴﺐ ﮐﺮﺩﻧﺪ‪.‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﻫﺎﻓﺲ ﺗﺪ‪ ،‬ﺭﺍﺑﻄﻪ ي ﺑﻴ ﹺ‬ ‫ﺭﺍﺑﻄﻪ ﺍي ﻣﺘﻀﺎﺩ ﻭ ﻣﻌﮑﻮﺱ ﺩﺭ ﻧﻈﺮ ﻣﻲ ﮔﺮﻓﺖ‪  .‬‬

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‫‪work realated value ١ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ‬ ‫ﻝ ‪٧٢ ‬‬ ‫‪ ‬‬

‫ﻭﺟﻮ ِﺩ‬ ‫ﺗﺪ )‪ (  ١٩٨٠‬ﻧﻴﺰ ﺑﺎ ﻮ‬ ‫ﺗﺤﻘﻴﻘﺎﺕ ﻫﺎﻓﺲ ﺪ‬ ‫ﺕِ‬ ‫ﺍﺳﺖ‪.‬‬ ‫ﺪي ﺷﺪﻩ ﺖ‬ ‫ﺕ ﺑﺴﻴﺎﺭﺭي ﺍﺯ ﺍﻳﻦ ﻧﻮﻮﻉ ﻧﮕﺮﺵ ﻭ ﺩﺳﺘﻪ ﺑﻨﺪ‬ ‫ﻘﺎﺩﺍ ِ‬ ‫ﺍﻧﺘﻘﺎ‬ ‫ﺗﺎﺛﻴﺮﹺ ﻋﻤﻴﻘﻲ ﮐﮐﻪ ﺑﺮ ﺩﻳﺪﮔﺎﺎﻩ ﻫﺎ ﺖ‬ ‫ﻴﺮ‬ ‫ﺩﺍﺷﺖ ﺍﺯ ﺍﻳﻦ ﺍﻧﺘﻘﻘﺎﺩﺍﺕ ﻣﺼﻮﻮﻥ ﻧﻤﺎﻧﺪ‪ .‬ﻫﻤﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺍﺍﺳﻤﻴﺖ ﻭ ﺑﺎﻧﺪ ) ‪( ١٩٩٨‬‬ ‫ﻧﺸﺎﻥ ﺩﺍﺩﻧﺪ‪:‬‬ ‫ﻥ‬ ‫ﻲ ﻫﺎﻓﺲ ﺗﺪ ﻋﻋﻤﺪﺗﺎً ﻣﺮﺩ ﻫﺴﺘﻨﺪ‪  .‬‬ ‫‪ .١‬ﻧﻤﻮﻧﻪ ﻫﻫﺎي ﺍﻧﺘﺨﺎﺑ ﹺ‬ ‫ﺑﺎﺯﺍﺭﻳﺎﺑﻲ ﻫﺴﺘﻨﺪ‪  .‬‬ ‫ﻲ‬ ‫ﺑﺮﺭﺳﻲ‪ ،‬ﺑﺨﺶ ﻫﺎﺎي ﺧﺪﻣﺎﺗﻲ ﻭ‬ ‫ﻲ‬ ‫ﺖ‬ ‫ﮑﺎﻥ ﻫﺎي ﺍﻧﺘﺘﺨﺎﺏ ﺷﺪﻩ ﺟﻬ ِ‬ ‫‪ .٢‬ﻏﺎﻟﺒﺎً ﻣﮑ‬ ‫ﺍﺳﺖ‪  .‬‬ ‫ﺩﺳﺖ ﮐﻢ ‪ ٢٥‬ﺳﺳﺎﻝ ﭘﻴﺶ ﺖ‬ ‫ﺕِ‬ ‫ﺍﻃﻼﻋﺎﺕ ﺟﻤﻊ ﺁﻭﺭﺭي ﺷﺪﻩ ﻣﺮﺑﺑﻮﻁ ﺑﻪ ﺖِ‬ ‫‪.٣‬‬

‫ﺩﺳﺖ ﻳﺎﻓﺖ‪ .‬ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺍﻭ ‪ ‬ﻓﺮﺩﮔﺮﺍﻳﻲ ﺑﻪ‬ ‫ﺤﻘﻴﻘﺎﺕ‪ ،‬ﺑﻪ ﻳﺎﻓﺘﻪ ي ﮐﻠﻠﻴﺪي ﺩﻳﮕﺮي ﻧﻴﺰ ﺖ‬ ‫ﻫﺎﻓﺲ ﺗﺪ ﻋﻼﻭﻭﻩ ﺑﺮ ﺍﻳﻦ ﺗﺤ‬ ‫ﺲ‬ ‫ﮕﻲ ﺩﺍﺭﺩ‪ .‬ﺍﻳﻳﻦ ﻳﺎﻓﺘﻪ ﻧﺸﺎﺎﻥ‬ ‫ﺠﻴﺪﻩ ﻣﻲ ﺷﻮﻮﺩ‪ (.‬ﻫﻤﺒﺴﺘﮕ‬ ‫ﺛﺮﻭﺕ ﻣﻠﻲ ﺳﻨﺠ‬ ‫ﻣﻴﺰﺰﺍ ِﻥ ‪ + ٠/٨٢‬ﺑﺎ ﻣﺪﺭﻧﻴﺘﻪ ) ﺍﺯ ﻃﺮﻳﻖ ﻣﻴﺰﺍﻥ ﺕ‬ ‫ﮕﺮ‬ ‫ﻧﻴﺎﺯﹺ ﮐﻤﺘ ﹺﺮ ﺍﻓﺮﺍﺍﺩ ﺑﻪ ﻳﮑﺪﻳﮕ‬ ‫ﻞ ﺍﻳﻦ ﺍﻣﺮ ﺍﺣﺘﻤﺎﻻً ﺯ‬ ‫ﺩﻟﻴ ﹺ‬ ‫ﻣﻲ ﺩﻫﺪ ﮐﻪ ﮐﺸﺸﻮﺭﻫﺎي ﺛﺮﺮﻭﺗﻤﻨﺪ ﺍﺻﻮﻮﻻً ﻓﺮﺩ ﮔﺮﺍ ﻫﺴﺘﻨﺪ‪ .‬ﻴ‬ ‫ﺩﻳﮕﺮ ﺍﻣﻮﺭ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺍﻳﻦ ﻭﻭﺍﺑﺴﺘﮕﻲ ﻗﺎﺑﺑﻞ‬ ‫ﻞ ﺍﻗﺘﺼﺎﺎﺩي ﻭ ﺮ‬ ‫ﻭ ﺑﻲ ﻧﻴﺎﺯي ﺯ‬ ‫ﺍﺯ ﺣﻤﺎﻳﺖ ﻭ ﭘﺸﺘﻴﺒﺎﻧﻲﹺ ﺩﻳﮕﺮﺍﻥ ﺩﺭ ﻣﻣﺴﺎﺋ ﹺ‬ ‫ﺕ ﮐﺎﺷﻴﻤﺎ ﻭ ﮐﺎﺷﻴﻤﺎ‪ ( ٢٠٠٣٣) ١‬ﻧﻴﺰ ﺗﺗﺎﻳﻴﺪ ﺷﺪﻩ ﺍﺳﺳﺖ‪.‬‬ ‫ﺗﻮﺟﺟﻪ ﺑﻴ ﹺ‬ ‫ﺕ ﻣﻠﻲ ﺩﺭ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﻦ ﻓﺮﺩ ﮔﺮﺍﻳﻲ ﻭ ﺛﺮﺮﻭ ِ‬

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‫‪Kashima & Kashima‬‬ ‫&‬ ‫‪  ١ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٧٣ ‬‬ ‫‪ ‬‬

‫ﻲ ﻓﺮﻫﻨﮓ ﻫﺎي ﻏﺮﺑﻲ‪ ،‬ﺍﺳﺎﺳﺎ ً ﺩﺭﺟﻪ ي‬ ‫ﻧﮑﺘﻪ ي ﺩﻳﮕﺮي ﮐﻪ ﺑﺎﻳﺪ ﺑﻪ ﺁﻥ ﺍﺷﺎﺭﻩ ﮐﺮﺩ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺩﺭ ﺑﺮﺭﺳ ﹺ‬ ‫ﺕ ﺩﺭﻭﻧﻲ ﻭ ﻣﻮﻗﻌﻴﺖ ﻫﺎي ﻫﻴﺠﺎﻧﻲ ‪ -‬ﻋﺎﻃﻔﻲ ﻣﺜﺒﺖ ﻭ‬ ‫ﻲ ﺍﻋﻀﺎي ﺟﺎﻣﻌﻪ ﺭﺍ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﺗﺠﺮﺑﻴﺎ ِ‬ ‫ﺭﺿﺎﻳﺖ ﺍﺯ ﺯﻧﺪﮔ ﹺ‬ ‫ﺕ ﺩﻳﮕﺮ ﮐﺴﺎﻧﻲ ﺑﻴﺸﺘﺮﻳﻦ ﺩﺭﺟﻪ ي ﺭﺿﺎﻳﺖ‬ ‫ﻣﻨﻔﻲ ﮐﻪ ﻓﺮﺩ ﺩﺭ ﺁﻧﻬﺎ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﺩ ﺩﺭ ﻧﻈﺮ ﻣﻲ ﮔﻴﺮﻧﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﺕ‬ ‫ﺖ ﺁﻧﻬﺎ ﺑﻪ ﻃﻮﺭ ﺷﺨﺼﻲ ﺑﺴﻴﺎﺭ ﺑﻴﺸﺘﺮ ﺍﺯ ﺗﺠﺮﺑﻴﺎ ِ‬ ‫ﺕ ﻫﻴﺠﺎﻧﻲ‪ -‬ﻋﺎﻃﻔﻲ ﻣﺜﺒ ِ‬ ‫ﺍﺯ ﺯﻧﺪﮔﻲ ﺭﺍ ﺩﺍﺭﺍ ﻫﺴﺘﻨﺪ ﮐﻪ ﺗﺠﺮﺑﻴﺎ ِ‬ ‫ﻲ ‪ ٤٠‬ﮐﺸﻮﺭ ﺩﺭﻳﺎﻓﺘﻨﺪ ﮐﻪ ﺍﻳﻦ ﻧﻮﻉ ﻧﮕﺮﺵ‬ ‫ﻣﻨﻔﻲ ﺍﻳﺸﺎﻥ ﺑﺎﺷﺪ‪ .‬ﺳﻮ ﻭ ﻫﻤﮑﺎﺭﺍﻧﺶ‪  (١٩٩٨   ) ١‬ﻧﻴﺰ ﺩﺭ ﺑﺮﺭﺳ ﹺ‬ ‫ﻧﺴﺒﺖ ﺑﻪ ﺭﺿﺎﻳﺖ ﺍﺯ ﺯﻧﺪﮔﻲ ﺩﺭ ﻓﺮﻫﻨﮓ ﻫﺎي ﻓﺮﺩ ﮔﺮﺍ ﺑﺴﻴﺎﺭ ﺑﻴﺸﺘﺮ ﺍﺯ ﻓﺮﻫﻨﮓ ﻫﺎي ﺟﻤﻊ ﮔﺮﺍ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺍﺯ ﺳﻮي ﺩﻳﮕﺮ‪ ،‬ﺩﻳﺪﮔﺎﻫﻲ ﮐﻪ ﺭﺿﺎﻳﺖ ﺍﺯ ﺯﻧﺪﮔﻲ ﺭﺍ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﻫﻨﺠﺎﺭ‪٢‬ﻫﺎي ﻓﺮﻫﻨﮕﻲ ﺟﺎﻣﻌﻪ ﻭ ﻧﺤﻮﻩ ي‬ ‫ﺑﺮﺧﻮﺭﺩ ﻓﺮﺩ ﺑﺎ ﺍﻳﻦ ﻗﺒﻴﻞ ﻓﻌﺎﻟﻴﺖ ﻫﺎ ﻣﻲ ﺩﺍﻧﺪ ﺑﻴﺸﺘﺮ ﺩﺭ ﻓﺮﻫﻨﮓ ﻫﺎي ﺟﻤﻊ ﮔﺮﺍ ﺑﻪ ﭼﺸﻢ ﻣﻲ ﺧﻮﺭﺩ‪.‬‬ ‫ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﻣﻲ ﺗﻮﺍﻥ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ ‪ :‬ﺭﺿﺎﻳﺖ ﺍﺯ ﺯﻧﺪﮔﻲ ﺩﺭ ﻓﺮﻫﻨﮓ ﻫﺎي ﻓﺮﺩ ﮔﺮﺍ ﻏﺎﻟﺒﺎ ً ﻭﺍﺑﺴﺘﻪ ﺑﻪ‬ ‫ﺗﺠﺮﺑﻴﺎﺕ ﻭ ﺍﺣﺴﺎﺳﺎﺕِ ﺷﺨﺼﻲ ﻭ ﺩﺭ ﻓﺮﻫﻨﮓ ﻫﺎي ﺟﻤﻊ ﮔﺮﺍ ﺑﺴﻴﺎﺭ ﮔﺴﺘﺮﺩﻩ ﺗﺮ ﻭ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﺍﻭﺿﺎﻉ ﻭ ﺍﺣﻮﺍ ﹺﻝ‬ ‫ﻲ ﺟﺎﻣﻌﻪ ( ﺍﺳﺖ‪.‬‬ ‫ﻲ ﺍﻓﺮﺍﺩ ) ﻣﺜﻞ ﻫﻨﺠﺎﺭﻫﺎي ﻓﺮﻫﻨﮕ ﹺ‬ ‫ﺍﺟﺘﻤﺎﻋ ﹺ‬

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‫‪ Suh et al ١ ‬‬ ‫‪ ٢ ‬ﺷﺎﻳﺪ ﺍﻳﻦ ﺳﻮﺍﻝ ﭘﻴﺶ ﺑﻴﺎﻳﺪ ﮐﻪ ﺗﻔﺎﻭﺕِ ﺑﻴﻦ ﻫﻨﺠﺎﺭ ﻭ ﺍﺭﺯﺵ ﺩﺭ ﭼﻴﺴﺖ ؟ ﻫﻨﺠﺎﺭﻫﺎ ) ‪ ( norm‬ﻗﻮﺍﻋﺪ ﺭﻓﺘﺎﺭ‪ ،‬ﺍﺻﻮﻝ ﻭ ﻗﻮﺍﻋﺪ ﻣﻌﻴﻨﻲ‬ ‫ﻫﺴﺘﻨﺪ ﮐﻪ ﺍﺯ ﻣﺮﺩﻡ ﺍﻧﺘﻈﺎﺭ ﻣﻲ ﺭﻭﺩ ﺁﻧﻬﺎ ﺭﺍ ﺭﻋﺎﻳﺖ ﮐﻨﻨﺪ‪ .‬ﻫﻨﺠﺎﺭ ﻫﺎ ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩ ي " ﺑﺎﻳﺪ ﻫﺎ " ﻭ" ﻧﺒﺎﻳﺪ ﻫﺎ " ﺩﺭ ﺯﻧﺪﮔﻲ ﺍﺟﺘﻤﺎﻋﻲ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﺍﻣﺎ ﺍﺭﺯﺵ ﻫﺎ ) ‪ ( values‬ﺁﺭﻣﺎﻥ ﻫﺎﻳﻲ ﺍﻧﺘﺰﺍﻋﻲ ﻫﺴﺘﻨﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﮔﻴﺪﻧﺰ ﻧﺸﺮ ﻧﻲ ﺻﻔﺤﻪ ي ‪ – ٥٦‬ﻡ (‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٧٤ ‬‬ ‫‪ ‬‬

‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﻳﺪﻳﻢ ﺍﻭﻳﺰﺭﻣﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻧﺶ )‪ ٦ ،( ٢٠٠٢  ‬ﻣﺸﺨﺼﻪ ﺑﺮﺍي ﻓﺮﺩﮔﺮﺍﻳﻲ ﻭ ‪ ٨‬ﻣﺸﺨﺼﻪ ﺑﺮﺍي ﺟﻤﻊ‬ ‫ﮔﺮﺍﻳﻲ ﺍﺭﺍﺋﻪ ﮐﺮﺩﻧﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺍﻳﻦ ﺩﺳﺘﻪ ﺑﻨﺪي ﺑﺴﻴﺎﺭ ﮐﻠﻲ ﺍﺳﺖ‪ .‬ﻓﻴﺴﮏ ) ‪ ( ٢٠٠٢‬ﻣﻲ ﮔﻮﻳﺪ ‪:‬‬ ‫ƒ ﺩﺭ ﻣﻮﺭﺩ ﻓﺮﺩﮔﺮﺍﻳﻲ" ﺑﺎ ﺍﻳﻦ ﻧﻮﻉ ﺩﺳﺘﻪ ﺑﻨﺪي ﺭﻳﻨﻬﻮﻟﺪ ﻣﺴﻨﺮ‪ ،‬ﻭﺍﻥ ﮔﻮﮒ‪ ،‬ﻣﻬﺎﻣﺘﺎ ﮔﺎﻧﺪي‪ ،‬ﻣﺎﻳﮑﻞ ﺟﺮﺩﻥ‬ ‫ﻭ ﺁﺩﻭﻟﻒ ﻫﻴﺘﻠﺮ ﻫﻤﮕﻲ ﺑﻪ ﻋﻨﻮﺍﻥ ﺍﻧﺴﺎﻥ ﻫﺎﻳﻲ ﻓﺮﺩﮔﺮﺍ ﺩﺭ ﻳﮏ ﺳﺘﻮﻥ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﻧﺪ" ! ‪ ‬‬ ‫ƒ ﺩﺭ ﻣﻮﺭﺩ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﻧﻴﺰ " ﺍﻳﻦ ﻧﻮﻉ ﺩﺳﺘﻪ ﺑﻨﺪي ﺗﻌﻬﺪﺍﺕ ﺍﺟﺘﻤﺎﻋﻲ ﺭﺍ ﺑﺎ ﻫﻤﻪ ﻧﻮﻉ ﮔﺮﻭﻩ ﻭ ﺷﺒﮑﻪ ﻫﺎي‬ ‫ﺍﺭﺗﺒﺎﻃﻲ ﺗﺮﮐﻴﺐ ﻣﻲ ﮐﻨﺪ‪ .‬ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺍﺷﮑﺎ ﹺﻝ ﮔﻮﻧﺎﮔﻮﻧﻲ ﺍﺯ ﺟﺎﻣﻌﻪ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻭ ﺩﻟﻴﻠﻲ ﻧﺪﺍﺭﺩ ﮐﻪ‬ ‫ﻞ ﺗﺎﮐﻴ ِﺪ ﻓﺮﻫﻨﮕﻲ ﺑﺮ ﻳﮏ ﻧﻮ ﹺﻉ ﺭﺍﺑﻄﻪ‪ ،‬ﻋﻀﻮ ﭘﺬﻳﺮي ﻭ ﻳﺎ ﻭﻇﺎﻳﻒ ﻟﺰﻭﻣﺎ ً ﺳﺎﻳﺮ‬ ‫ﻳﮏ ﺟﺎﻣﻌﻪ ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ي ﺍﻭﻳﺰﺭﻣﻦ ﺭﺍ ﻧﻴﺰ ﺩﺍﺭﺍ ﺑﺎﺷﺪ‪  " .‬‬ ‫ﺕ ﺩﺳﺘﻪ ﺑﻨﺪ ﹺ‬ ‫ﺧﺼﻮﺻﻴﺎ ِ‬

‫ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﻋﻼﻭﻩ ﺑﺮ ﺩﺳﺘﻪ ﺑﻨﺪي ﻓﺮﺩﮔﺮﺍ – ﺟﻤﻊ ﮔﺮﺍ‪ ،‬ﻓﺮﻫﻨﮓ ﻫﺎ ﺭﺍ ﺑﻪ ﺷﮑﻞ ﺩﻗﻴﻖ ﺗﺮي ﻧﻴﺰ ﻣﻲ ﺗﻮﺍﻥ‬ ‫ﺕ ﺧﻮﻳﺶ ﺑﻪ ﺍﻳﻦ ﻧﺘﻴﺠﻪ ﺭﺳﻴﺪﻧﺪ ﮐﻪ‬ ‫ﺩﺳﺘﻪ ﺑﻨﺪي ﮐﺮﺩ‪ .‬ﺑﺮﺍي ﻣﺜﺎﻝ‪ ،‬ﺍﺳﻤﻴﺖ ﻭ ﺷﻮﺍﺭﺗﺰ‪ ( ١٩٧٧  ) ١‬ﺩﺭ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﻞ ﮐﻠﻴﺪي ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺗﻔﺎﻭﺕ ﺩﺍﺭﻧﺪ ‪:‬‬ ‫ﻓﺮﻫﻨﮓ ﻫﺎ ﺩﺭ ﺩﻭ ﺍﺻ ﹺ‬ ‫ƒ ﭼﮕﻮﻧﮕﻲ ﺭﺍﺑﻄﻪ ﺑﻴﻦ ﻓﺮﺩ ﻭ ﮔﺮﻭﻩ ‪ :‬ﺩﺭ ﺩﺳﺘﻪ ﺑﻨﺪي ﺁﻧﻬﺎ ﺑﺮﺧﻲ ﻓﺮﻫﻨﮓ ﻫﺎ ﺑﺎ ﺧﻮﺩ ﻣﺨﺘﺎﺭي‪ ) ٢‬ﺑﺴﻴﺎﺭ‬ ‫ﻧﺰﺩﻳﮏ ﺑﻪ ﻓﺮﺩﮔﺮﺍﻳﻲ ( ﻭ ﺑﺮﺧﻲ ﻓﺮﻫﻨﮓ ﻫﺎ ﺑﺎ ﺟﺰﺋﻲ ﺍﺯ ﮐﻞ ﺑﻮﺩﻥ‪ ) ٣‬ﻧﺰﺩﻳﮏ ﺑﻪ ﺟﻤﻊ ﮔﺮﺍﻳﻲ (‬ ‫ﻣﺸﺨﺺ ﻣﻲ ﺷﻮﻧﺪ‪  .‬‬ ‫ﺺ ﻣﻨﺎﺑﻊ ‪ :‬ﺑﺮﺧﻲ ﻓﺮﻫﻨﮓ ﻫﺎ ﺑﻪ ﺑﺮﺍﺑﺮي ﺩﺭ ﺗﻘﺴﻴﻢ ﮐﺎﺭ ﻭ‬ ‫ƒ ﭼﮕﻮﻧﮕﻲ ﺑﺮﺍﻧﮕﻴﺨﺘﻦ ﺭﻓﺘﺎﺭ ﻣﺴﺌﻮﻻﻧﻪ ﻭ ﺗﺨﺼﻴ ﹺ‬ ‫ﻣﺴﺌﻮﻟﻴﺖ ﻫﺎ ﻣﻌﺘﻘﺪﻧﺪ ﺩﺭ ﺣﺎﻟﻴﮑﻪ ﺑﺮﺧﻲ ﺩﻳﮕﺮ ﺑﻪ ﺳﻠﺴﻠﻪ ﻣﺮﺍﺗﺐ ) ﺍﻟﺒﺘﻪ ﺑﻪ ﺷﺮﻁ ﺁﻧﮑﻪ ﻧﮕﺮﺵ ﺳﻠﺴﻠﻪ‬ ‫ﻣﺮﺍﺗﺒﻲ ﺭﺍ ﻧﻮﻋﻲ ﻧﺎﺑﺮﺍﺑﺮي ﺑﺪﺍﻧﻴﻢ ( ﺍﻋﺘﻘﺎﺩ ﺩﺍﺭﻧﺪ‪.‬‬ ‫‪                                                       ‬‬

‫‪Schwartz &  Smith  ١ ‬‬ ‫‪Autonomy ٢ ‬‬ ‫‪embeddedness ٣ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ‬ ‫ﻝ ‪٧٥ ‬‬ ‫‪ ‬‬

‫ﻓﺮﻫﻨﮓ ﻫﺎ ﺭﺍ ﺑﻪ ‪ ٤‬ﺩﺳﺘﻪ ﺗﻘﺴﺴﻴﻢ ﻧﻤﻮﺩ‪ .‬ﺍﻳﻳﻦ‬ ‫ﮓ‬ ‫ﮔﺮﻓﺘﻦ ﺩﻳﺪﮔﺎﻩ ﺍﺍﺳﻤﻴﺖ ﻭ ﺷﺷﻮﺍﺭﺗﺰ ) ‪ ،(١٩٩٩٧‬ﻣﻲ ﺗﻮﺍﻥ‬ ‫ﻦ‬ ‫ﺑﺎ ﺩﺭﻧﻈﺮ‬ ‫ﭼﻬﺎﺎﺭ ﻧﻮﻉ ﻓﺮﻫﻨﻨﮓ ﻋﺒﺎﺭﺗﻨﺪﺪ ﺍﺯ ‪:‬‬ ‫‪ .١‬ﺧﺎﺹ ﮔﮔﺮﺍ‪ ) ١‬ﻓﺮﺩ ﮔﺮﺍﻳﻲ ‪ +‬ﻧﻈﺎ ﹺﻡ ﺳﻠﺴﻠﻪ ﻣﺮﺍﺗﺒﻲ ( ‪ :‬ﺍﻳﻦ ﻧﻮﻉ ﺍﺯ ﻓﺮﻫﻨﮓ ﺩﺩﺭ ﺑﺴﻴﺎﺭي ﺍﺯ ﮐﺸﻮﺭﻫﺎي‬ ‫ﭼﮏ ﻭ ﺭﻭﻣﺎﻧﻲ ( ‪ ‬‬ ‫ﻣﺮﮐﺰ ﻭ ﺷﺮﻕ ﺍﺭﻭﭘﭘﺎ ﻳﺎﻓﺖ ﻣﻲ ﺷﻮﺩ ) ﻣﺜﻞ ﺭﻭﺳﻴﻪ‪ ،‬ﺟﻤﻤﻬﻮﺭي ﮏ‬ ‫ﺷﻤﺎﻝ ﻭ ﺏ‬ ‫ﺍﻳﻦ ﻧﻮﻉ ﺍﺯ ﻓﺮﺮﻫﻨﮓ ﺩﺭ ﺷﻤ‬ ‫‪ .٢‬ﻋﺎﻡ ﮔﺮﺮﺍ‪ ) ٢‬ﻓﺮﺩ ﮔﮔﺮﺍﻳﻲ ‪ +‬ﺑﺮﺍﺑﺮي ( ‪ :‬ﻦ‬ ‫ﻏﺮﺏ ﺍﺭﻭﭘﺎ‪ ،‬ﺁﻣﺮﺮﻳﮑﺎ‪ ،‬ﺍﺳﺘﺮﺍﻟﻴﺎ‬ ‫ﻭ ﻧﻴﻮﺯﻟﻨﻟﻨﺪ ﻏﺎﻟﺐ ﺍﺳﺳﺖ‪  .‬‬ ‫ي‪ ) ٣‬ﺟﻤﻊ ﮔﮔﺮﺍﻳﻲ ‪ +‬ﻧﻈﻈﺎ ﹺﻡ ﺳﻠﺴﻠﻪ ﻣﻣﺮﺍﺗﺒﻲ ( ‪ :‬ﺍﺍﻳﻦ ﻧﻮﻉ ﺍﺯ ﻓﺮﻫﻨﮓ ﺑﻴﺸﺸﺘﺮ ﺩﺭ ﮐﺸﻮﻮﺭ‬ ‫‪ .٣‬ﺟﻤﻊ ﮔﮔﺮﺍي ﻋﻤﻮﺩي‬ ‫ﺟﻨﻮﺑﻲ ﻭ ﮊﺍﭘﻦ ( ﻭﻭﺟﻮﺩ ﺩﺍﺭﺩ‪  .‬‬ ‫ﻲ‬ ‫ﻣﺜﻞ ﺍﻧﺪﻭﻧﺰي‪ ،‬ﮐﮐﺮﻩ‬ ‫ﻫﺎي ﺁﺳﺳﻴﺎي ﺣﻮﺯﻩ ي ﺍﻗﻴﺎﻧﻮﺱﹺ ﺁﺭﺍﻡ ) ﻞ‬ ‫ﺩﺭ ﻣﻴﺎ ِﻥ ﮐﺸﻮﻮﺭﻫﺎي ﺍﺭﻭﭘﺎي‬ ‫ﻓﺮﻫﻨﮓ ﺑﻴﺸﺘﺮ ﺭ‬ ‫ﮓ‬ ‫ﺑﺮﺍﺑﺮي ( ‪ :‬ﺍﻳﻦ ﻧﻮﻮﻉ ﺍﺯ‬ ‫ي‬ ‫ﮔﺮﺍي ﺍﻓﻘﻲ‪ ) ٤‬ﺟﻤﻊ ﮔﺮﺍﻳﻲ ‪+‬‬ ‫‪ .٤‬ﺟﻤﻊ ﮔﺮ‬ ‫ﺷﻮﺩ‪  .‬‬ ‫ﺟﻨﻮﺑﻲ ) ﻣﺜﻞ ﻳﻮﻧﺎﻥﻥ‪ ،‬ﺗﺮﮐﻴﻪ ﻭ ﺍﺳﭙﺎﻧﻴﺎ ( ﻳﺎﻓﻓﺖ ﻣﻲ ﺩ‬ ‫‪ ‬‬

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‫‪Particularism‬‬ ‫‪m ١ ‬‬ ‫‪un‬‬ ‫‪niversalism‬‬ ‫‪m ٢ ‬‬ ‫‪vertical ccollectivism‬‬ ‫‪m ٣ ‬‬ ‫‪ho‬‬ ‫‪orizontal collectivism‬‬ ‫‪m ٤ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٧٦ ‬‬ ‫‪ ‬‬

‫ﺕ ﻫﺎﻓﺴﺘﺪ ﺩﺭ ﺑﺎﻻ ﺫﮐﺮ ﺷﺪ‪ ،‬ﺍﻧﺘﻘﺎﺩ ﻫﺎي ﮐﻮﺑﻨﺪﻩ ﺗﺮي ﻧﻴﺰ ﺩﺭ ﺳﺎﻝ‬ ‫ﻋﻼﻭﻩ ﺑﺮ ﺍﻧﺘﻘﺎﺩ ﻫﺎﻳﻲ ﮐﻪ ﻧﺴﺒﺖ ﺑﻪ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﺕ‬ ‫ﻂ ﺗﻴ ﹺﻢ ﺗﺤﻘﻴﻘﺎﺗﻲﹺ ﺗﺮﻳﺎﻧﺪﻳﺲ ﻭ ﺩﺭ ﺳﺎﻝ ‪ ١٩٩٦ ‬ﺗﻮﺳﻂ ﮔﻠﻔﺎﻧﺪ‪ ،‬ﺗﺮﻳﺎﻧﺪﻳﺲ ﻭ ﭼﺎﻥ‪ ،١‬ﺗﺤﻘﻴﻘﺎ ِ‬ ‫‪ ١٩٩٣‬ﺗﻮﺳ ِ‬ ‫ﺕ‬ ‫ﻫﺎﻓﺲ ﺗﺪ ) ‪ ١٩٨٠‬ﻭ ‪ ( ١٩٨٣‬ﺭﺍ ﻣﻮﺭﺩ ﺣﻤﻠﻪ ﻗﺮﺍﺭ ﺩﺍﺩ‪ .‬ﺗﺮﻳﺎﻧﺪﻳﺲ ﻭ ﻫﮑﺎﺭﺍﻧﺶ‪ ،‬ﺑﻪ ﻣﺸﺎﻫﺪﻩ ي ﺩﺭﺟﺎ ِ‬ ‫ﻒ ﻓﺮﺩ ﮔﺮﺍﻳﻲ ﻭ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﺩﺭ ﻓﺮﻫﻨﮓ ﻫﺎي ﻣﺨﺘﻠﻒ ﭘﺮﺩﺍﺧﺘﻨﺪ‪ .‬ﻳﺎﻓﺘﻪ ي ﮐﻠﻴﺪي ﺁﻧﻬﺎ ﺍﻳﻦ ﺑﻮﺩ ﮐﻪ‬ ‫ﻣﺨﺘﻠ ِ‬ ‫ﺽ‬ ‫ﻓﺮﺩ ﮔﺮﺍﻳﻲ ﻭ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﺍﺳﺎﺳﺎً ﻣﺴﺘﻘﻞ ﺍﺯ ﻳﮑﺪﻳﮕﺮ ﺑﻮﺩﻩ ﻭ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﻫﻤﺒﺴﺘﮕﻲ‪ ٢‬ﻧﺪﺍﺭﻧﺪ ! ﺍﻳﻦ ﻳﺎﻓﺘﻪ ﻓﺮ ﹺ‬ ‫ﻦ ﻓﺮﺩ ﮔﺮﺍﻳﻲ ﻭ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﺭﺍ ﺭﺩ ﻣﻲ ﮐﺮﺩ‪.‬‬ ‫ﻫﺎﻓﺴﺘﺪ ﻣﺒﻨﻲ ﺑﺮ ﻭﺟﻮ ِﺩ ﻳﮏ ﻫﻤﺒﺴﺘﮕﻲ ﮐﺎﻣﻼً ﻣﻨﻔﻲ ﺑﻴ ﹺ‬ ‫ﺩﺭ ﺍﻳﻦ ﺭﺍﺳﺘﺎ‪ ،‬ﮔﻠﻔﻨﺪ ﻭ ﻫﻤﮑﺎﺭﺍﻧﺶ‪ ،‬ﺩﺍﻧﺸﺠﻮﻳﺎ ِﻥ ﺁﻣﺮﻳﮑﺎﻳﻲ ﺭﺍ ﺑﺎ ﻣﻌﻴﺎﺭﻫﺎي ﻣﺮﺑﻮﻁ ﺑﻪ ﻓﺮﺩ ﮔﺮﺍﻳﻲ ) ﻣﺜﻞ‬ ‫ﻞ ﭘﺸﺖ ﮔﺮﻣ ﹺ‬ ‫ﻲ ﺧﺎﻧﻮﺍﺩﮔﻲ‪،‬‬ ‫ﺏ ﺍﻫﺪﺍﻑ ﺷﺨﺼﻲ‪ ،‬ﺭﻭﺷﻦ ﻓﮑﺮي (‪ ،‬ﻣﻌﻴﺎﺭﻫﺎي ﻣﺮﺑﻮﻁ ﺑﻪ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ) ﻣﺜ ﹺ‬ ‫ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﺕ ﻣﻨﺤﺮﻓﻴﻦ ( ﻣﻮﺭﺩ‬ ‫ﻞ ﺳﻠﻄﻪ ﭘﺬﻳﺮي‪ ،٤‬ﻣﺠﺎﺯﺍ ِ‬ ‫ﺖ ﻣﺘﻘﺎﺑﻞ ( ﻭ ﻣﻌﻴﺎﺭﻫﺎي ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﻗﺘﺪﺍﺭﮔﺮﺍﻳﻲ‪ ) ٣‬ﻣﺜ ﹺ‬ ‫ﺧﺪﻣ ِ‬ ‫ﺑﺮﺭﺳﻲ ﻗﺮﺍﺭ ﺩﺍﺩﻧﺪ‪ .‬ﺁﻧﻬﺎ ﺩﺭ ﺍﻳﻦ ﺑﺮﺭﺳﻲ ﺑﻪ ﺩﻭ ﻳﺎﻓﺘﻪ ي ﮐﻠﻴﺪي ﺩﺳﺖ ﻳﺎﻓﺘﻨﺪ ‪:‬‬

‫‪ .١‬ﻓﺮﺩ ﮔﺮﺍﻳﻲ ﻭ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﺍﺭﺗﺒﺎﻃﻲ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﻧﺪﺍﺭﻧﺪ‪  .‬‬ ‫‪ .٢‬ﺭﺍﺑﻄﻪ ي ﮐﺎﻣﻼ ً ﻣﻌﮑﻮﺳﻲ ﻣﻴﺎﻥ ﻓﺮﺩ ﮔﺮﺍﻳﻲ ﻭ ﺍﺳﺘﺒﺪﺍﺩ ﮔﺮﺍﻳﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﮐﻪ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﻓﺮﺩ‬ ‫ﮔﺮﺍﻳﻲ ﺑﻴﺶ ﺍﺯ ﺁﻧﮑﻪ ﺑﺎ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﺩﺭ ﺗﻀﺎﺩ ﺑﺎﺷﺪ ﺑﺎ ﺍﻗﺘﺪﺍﺭ ﮔﺮﺍﻳﻲ ﺩﺭ ﺗﻀﺎﺩ ﺍﺳﺖ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﻣﻲ ﺗﻮﺍﻥ‬ ‫ﺺ ﻓﺮﺩ ﮔﺮﺍ ﺗﻤﺎﻳﻞ ﺑﻪ ﺷﺨﺼﺎ ً ﮐﻨﺘﺮﻝ ﮐﺮﺩﻥ ﺯﻧﺪﮔﻲ ﺧﻮﻳﺶ ﺩﺍﺭﺩ‪ ،‬ﺩﺭ ﺣﺎﻟﻴﮑﻪ ﻓﺮ ِﺩ‬ ‫ﮔﻔﺖ ﺷﺨ ﹺ‬ ‫ﺍﻗﺘﺪﺍﺭﮔﺮﺍ ﻗﺼ ِﺪ ﮐﻨﺘﺮ ﹺﻝ ﺯﻧﺪﮔﻲ ﺩﻳﮕﺮﺍﻥ ﺭﺍ ﺩﺍﺭﺩ‪.‬‬ ‫‪                                                       ‬‬

‫‪Gelfand , Triandis & Chan  ١ ‬‬ ‫‪ : correlation ٢ ‬ﻣﻴﺰﺍﻥ ﺍﺭﺗﺒﺎﻁ ﻳﺎ ﺑﺴﺘﮕﻲ ﻣﻮﺟﻮﺩ ﻣﻴﺎﻥ ﺩﻭ ﻳﺎ ﭼﻨﺪ ﭘﺪﻳﺪﻩ‪ .‬ﺑﺪﻳﻦ ﻣﻌﻨﺎ ﮐﻪ ﺍﮔﺮ ﺩﺭ ﻳﮑﻲ ﺍﺯ ﺁﻧﻬﺎ ﺗﻐﻴﻴﺮ ﭘﻴﺪﺍ ﺷﻮﺩ ﺩﺭ‬ ‫ﺩﻳﮕﺮي ﻧﻴﺰ ﺗﻐﻴﻴﺮي ﺑﻪ ﻭﺟﻮﺩ ﺧﻮﺍﻫﺪ ﺁﻣﺪ ﮐﻪ ﻗﺎﺑﻞ ﭘﻴﺶ ﺑﻴﻨﻲ ﺳﺖ‪ .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ – ﻡ ‪ e ‬ﺑﻪ ﺍﻧﺘﻬﺎي‬ ‫ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٣٠‬‬ ‫‪ : authoritarianism ٣ ‬ﻣﮑﺘﺐ ﻳﺎ ﻧﻈﺮﻳﻪ ي ﻗﺪﺭﺕ ﻭ ﺗﺴﻠﻂ‬ ‫‪ : submissiveness ٤ ‬ﺗﺴﻠﻴﻢ ﻳﺎ ﺗﻦ ﺩﺍﺩﻥ ﺑﻪ ﻓﺮﻣﺎﻧﺮﻭﺍﻳﻲ ﻫﺎ ﻳﺎ ﺭﻫﺒﺮي ﺩﻳﮕﺮﺍﻥ‪  ).‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ(‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٧٧ ‬‬ ‫‪ ‬‬

‫ﮏ ﺍﻓﺮﺍ ِﺩ ﺩﺭﻭﻥ ﺁﻥ ﻓﺮﻫﻨﮓ ﻧﻴﺰ‬ ‫ﺍﻏﻠﺐ ﭘﻨﺪﺍﺷﺘﻪ ﻣﻲ ﺷﻮﺩ ﺁﻧﭽﻪ ﺩﺭ ﻳﮏ ﻓﺮﻫﻨﮓ ﺻﺎﺩﻕ ﺍﺳﺖ ﺑﺮﺍي ﺗﮏ ﺗ ِ‬ ‫ﮓ ﻓﺮﺩ ﮔﺮﺍ ﻫﻤﮕﻲ ﻓﺮﺩﮔﺮﺍ ﺑﻮﺩﻩ ) ﻓﺮﺩ ﻣﺤﻮﺭي (‬ ‫ﺕ ﺩﻳﮕﺮ ﺍﻓﺮﺍﺩ ﺩﺭﻭ ِﻥ ﻳﮏ ﻓﺮﻫﻨ ِ‬ ‫ﺩﺭﺳﺖ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﮓ ﺟﻤﻊ ﮔﺮﺍ ﺯﻧﺪﮔﻲ ﻣﻲ ﮐﻨﻨﺪ ﻫﻤﮕﻲ ﺟﻤﻊ ﮔﺮﺍ ﻫﺴﺘﻨﺪ ) ﺟﻤﻊ ﻣﺤﻮﺭي (‪ .‬ﺑﺎﻳﺪ ﮔﻔﺖ‬ ‫ﻭ ﺁﻧﻬﺎﻳﻲ ﮐﻪ ﺩﺭ ﻓﺮﻫﻨ ِ‬ ‫ﮐﻪ ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ ﻫﻤﻴﺸﻪ ﺻﺤﻴﺢ ﻧﻴﺴﺖ‪ .‬ﺗﺮﻳﺎﻧﺪﻳﺲ ﻭ ﻫﻤﮑﺎﺭﺍﻧﺶ )‪ (٢٠٠١‬ﭼﻨﺪﻳﻦ ﻓﺮﻫﻨﮓ ﺭﺍ ﻣﻄﺎﻟﻌﻪ ﮐﺮﺩﻧﺪ ﻭ‬ ‫ﮓ ﻓﺮﺩ ﮔﺮﺍ ﺯﻧﺪﮔﻲ ﻣﻲ ﮐﻨﻨﺪ ﻓﺮﺩ ﻣﺤﻮﺭ‬ ‫ﺑﻪ ﺍﻳﻦ ﻧﺘﻴﺠﻪ ﺭﺳﻴﺪﻧﺪ ﮐﻪ ﺗﻨﻬﺎ ‪ ٦٠ %‬ﺍﻓﺮﺍﺩي ﮐﻪ ﺩﺭ ﻳﮏ ﻓﺮﻫﻨ ِ‬ ‫ﻦ‬ ‫ﻫﺴﺘﻨﺪ‪ .‬ﺩﺭ ﻓﺮﻫﻨﮓ ﻫﺎي ﺟﻤﻊ ﮔﺮﺍ ﻧﻴﺰ ‪ ٦٠%‬ﺟﻤﻊ ﻣﺤﻮﺭ ﺑﻮﺩﻧﺪ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﻣﻲ ﺗﻮﺍﻥ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ ﮐﻪ ﺑﻴ ﹺ‬ ‫ﮓ ﻣﺰﺑﻮﺭ ﺭﺍﺑﻄﻪ ي ﮐﺎﻣﻼً ﻣﺴﺘﻘﻴﻢ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪.‬‬ ‫ﺕ ﻳﮏ ﻓﺮﻫﻨﮓ ﻭ ﺍﻓﺮﺍﺩ ﺩﺭﻭﻥ ﻓﺮﻫﻨ ِ‬ ‫ﺧﺼﻮﺻﻴﺎ ِ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٧٨ ‬‬ ‫‪ ‬‬

‫ﺍﺭﺯﻳﺎﺑﻲ ‪:‬‬ ‫‪ 9‬ﺑﻴﻦ ﻓﺮﺩ ﮔﺮﺍﻳﻲ ﻭ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﺗﻔﺎﻭﺕ ﻫﺎي ﺍﺳﺎﺳﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬ ‫ﻅ ﻓﺮﺩ ﮔﺮﺍﻳﻲ ﻭ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﺑﺴﻴﺎﺭ ﺗﺎﺛﻴﺮ ﮔﺬﺍﺭ ﻭ ﺑﺎ ﺍﻫﻤﻴﺖ ﺑﻮﺩﻩ ﻭ ﺑﺎﻋﺚ‬ ‫‪ 9‬ﺗﻔﺎﻭﺕ ﻫﺎي ﻓﺮﻫﻨﮓ ﻫﺎ ﺍﺯ ﻟﺤﺎ ِ‬ ‫ﺕ ﻣﻴﺎﻥ ﻓﺮﻫﻨﮕﻲ ﺑﻴﺸﺘﺮي ﺻﻮﺭﺕ ﺑﮕﻴﺮﺩ‪.‬‬ ‫ﺷﺪﻩ ﮐﻪ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻧﺴﺒﺖ ﺑﻪ ﺳﺎﻳ ﹺﺮ ﻣﺴﺎﺋﻞ‪ ،‬ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﺕ‬ ‫ﮓ ﻓﺮﺩ ﮔﺮﺍ‪ ،‬ﺭﺿﺎﻳﺖ ﺍﺯ ﺯﻧﺪﮔﻲ ﺑﻴﺸﺘﺮ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﺍﺣﺴﺎﺳﺎﺕِ ﻫﻴﺠﺎﻧﻲ – ﻋﺎﻃﻔﻲ ﻭ ﺗﺠﺮﺑﻴﺎ ِ‬ ‫‪ 9‬ﺩﺭ ﻓﺮﻫﻨ ِ‬ ‫ﺩﺭﻭﻧﻲ ﺍﻓﺮﺍﺩ ﺑﺮﺭﺳﻲ ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﺭ ﺣﺎﻟﻴﮑﻪ ﺩﺭ ﻓﺮﻫﻨﮓ ﻫﺎي ﺟﻤﻊ ﮔﺮﺍ‪ ،‬ﻣﻴﺰﺍ ِﻥ ﺭﺿﺎﻳﺖ ﺍﺯ ﺯﻧﺪﮔﻲ ﺩﺭ ﺍﻓﺮﺍﺩ‬ ‫ﻏﺎﻟﺒﺎً ﺗﺤﺖ ﺗﺎﺛﻴ ﹺﺮ ﻫﻨﺠﺎﺭﻫﺎي ﻓﺮﻫﻨﮕﻲ ﺟﺎﻣﻌﻪ ﺗﻌﻴﻴﻦ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﺳﻮ ﻭ ﻫﻤﮑﺎﺭﺍﻧﺶ ‪  (١٩٩٨‬‬ ‫ﺽ ﺍﺷﺘﺒﺎﻩ ﺻﻮﺭﺕ ﮔﺮﻓﺘﻪ ﺍﺳﺖ ﮐﻪ ﺁﻧﭽﻪ ﺑﺮﺍي ﻳﮏ‬ ‫ﺕ ﻣﻴﺎﻥ ﻓﺮﻫﻨﮕﻲ ﺑﺮ ﭘﺎﻳﻪ ي ﺍﻳﻦ ﻓﺮ ﹺ‬ ‫‪ 8‬ﺑﺴﻴﺎﺭي ﺍﺯ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﻓﺮﻫﻨﮓ ﺻﺪﻕ ﻣﻲ ﮐﻨﺪ ﺑﺮﺍي ﺗﮏ ﺗﮏِ ﺍﻓﺮﺍ ِﺩ ﺩﺭﻭ ِﻥ ﺁﻥ ﻓﺮﻫﻨﮓ ﻧﻴﺰ ﺻﺎﺩﻕ ﺍﺳﺖ‪.‬‬ ‫‪ 8‬ﻣﻘﻮﻟﻪ ﻫﺎي ﻓﺮﺩﮔﺮﺍﻳﻲ ﻭ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﺑﺴﻴﺎﺭ ﮔﺴﺘﺮﺩﻩ ﻭ ﻣﺒﻬﻢ ﻫﺴﺘﻨﺪ‪.‬‬ ‫‪ 8‬ﺍﻳﻦ ﻓﺮﺽ ﮐﻪ ﻓﺮﺩ ﮔﺮﺍﻳﻲ ﻭ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﺷﺪﻳﺪﺍً ﺩﺭ ﺗﻀﺎﺩ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ) ﻫﻤﺒﺴﺘﮕﻲ ﻣﻨﻔﻲ ( ﻣﻲ ﺑﺎﺷﻨﺪ ﺭﺩ‬ ‫ﺕ ﺍﺧﻴﺮ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﮐﻪ ﺩﺭ ﺍﮐﺜ ﹺﺮ ﻣﻮﺍﺭﺩ ﻓﺮﺩ ﮔﺮﺍﻳﻲ ﻭ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﺭﺍﺑﻄﻪ ي ﺑﺎ‬ ‫ﺞ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻧﺘﺎﻳ ﹺ‬ ‫ﻳﮑﺪﻳﮕﺮ ﻧﺪﺍﺭﻧﺪ‪ ) .‬ﺗﺮﻳﺎﻧﺪﻳﺲ ﻭ ﻫﻤﮑﺎﺭﺍﻧﺶ ‪ ( ١٩٩٣ ) ‬ﻭ ﮔﻠﻔﺎﻧﺪ ﻭ ﻫﻤﮑﺎﺭﺍﻧﺶ‪( (  ١٩٩٦ ) ‬‬ ‫‪ 8‬ﺗﮑﻴﻪ ﺑﺮ ﭘﺮﺳﺶ ﻧﺎﻣﻪ ﻫﺎ ﺑﺮﺍي ﺍﺭﺯﻳﺎﺑﻲ ﻓﺮﺩﮔﺮﺍﻳﻲ ﻭ ﺟﻤﻊ ﮔﺮﺍﻳﻲ ﺗﻨﻬﺎ ﺯﻣﺎﻧﻲ ﻗﺎﺑﻞ ﻗﺒﻮﻝ ﺍﺳﺖ ﮐﻪ ﺍﻓﺮﺍﺩ ﺑﻪ‬ ‫ﺗﻤﺎﻣﻲ ﺍﻃﻼﻋﺎ ِ‬ ‫ﺕ ﻻﺯﻡ ﺩﺭ ﻣﻮﺭﺩ ﺧﻮﺩﺷﺎﻥ ﻭ ﻓﺮﻫﻨﮓ ﺷﺎﻥ ﺩﺳﺘﺮﺳﻲ ﺁﮔﺎﻫﺎﻧﻪ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‪ .‬ﺍﻳﻦ ﺩﺭ ﺣﺎﻟﻲ ﺳﺖ‬ ‫ﺕ ﻣﻴﺪﺍﻧﻲ ﺗﺎﻳﻴﺪ ﻣﻲ ﮐﻨﻨﺪ ﮐﻪ ﻓﺮﻫﻨﮓ ﻫﺎ ﺩﺍﺭﺍي ﺍﺟﺰﺍي ﻣﺘﻨﻮﻉ ﻭ ﻣﻤﻠﻮ‬ ‫ﮐﻪ " ﺍﮐﺜﺮ ﻧﻈﺮﻳﻪ ﻫﺎي ﻣﻌﺎﺻﺮ ﻭ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﺕ ﺑﻲ ﺭﺑﻂ ﺑﻮﺩﻩ ﻭ ﺗﻨﻬﺎ ﺗﻌﺪﺍﺩ ﮐﻤﻲ ﺍﺯ ﺁﻧﻬﺎ ﻗﺎﺑﻞ ﺑﻴﺎﻥ ﻫﺴﺘﻨﺪ‪ ) " .‬ﺍﻭﻳﺰﺭﻣﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻧﺶ ‪( ٢٠٠٢‬‬ ‫ﺍﺯ ﺍﺭﺗﺒﺎﻃﺎ ِ‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٧٩ ‬‬ ‫‪ ‬‬

‫ﺧﻼﺻﻪ ي ﻓﺼﻞ ‪:‬‬ ‫ƒ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﻠﻤﻲ ﺍﺳﺖ ﮐﻪ ﺗﻼﺵ ﻣﻲ ﮐﻨﺪ ﺑﺎ ﻣﻄﺎﻟﻌﻪ ي ﺭﻓﺘﺎﺭ ﻭ ﺩﻳﮕﺮ ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ‪ ،‬ﺑﻪ ﭼﮕﻮﻧﮕﻲ‬ ‫ي ﺭﻓﺘﺎﺭ ﭘﻲ ﺑﺒﺮﺩ‪  .‬‬ ‫ﻓﺮﺍﻳﻨﺪ ﻫﺎي ﺩﺭﻭﻧﻲ ﻭ ﺑﻨﻴﺎﺩ ﹺ‬ ‫ﻞ ﻣﺨﺘﻠﻒ ﻣﺸﺘﺮﮐﺎً ﻧﻘﺶ ﺩﺍﺭﻧﺪ‪  .‬‬ ‫ﻦ ﺭﻓﺘﺎ ﹺﺭ ﺍﻧﺴﺎﻥ ﭼﻨﺪﻳﻦ ﻋﺎﻣ ﹺ‬ ‫ƒ ﺩﺭ ﺗﻌﻴﻴ ﹺ‬ ‫ƒ ﺑﺮﺧﻲ ﺍﺯ ﺭﻭﻳﮑﺮﺩﻫﺎي ﺍﺻﻠﻲ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪ :‬ﺭﻭﻳﮑﺮ ِﺩ ﺯﻳﺴﺘﻲ‪ ،‬ﺷﻨﺎﺧﺘﻲ‪ ،‬ﺗﻔﺎﻭﺕ ﻫﺎي‬ ‫ﻓﺮﺩي‪ ،‬ﺭﺷﺪ‪ ،‬ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﻧﺎﺑﻬﻨﺠﺎﺭ‪ .‬ﻫﺮﭼﻨﺪ ﮐﻪ ﻫﺮ ﻳﮏ ﺍﺯ ﺭﻭﻳﮑﺮﺩﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺑﺮ ﻣﻮﺿﻮﻉ‬ ‫ﺧﺎﺻﻲ ﺗﻤﺮﮐﺰ ﮐﺮﺩﻩ ﺍﻧﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﻫﻤﻪ ي ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩﻫﺎ ﮐﺎﺭﺍﻳﻲ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺯﻧﺪﮔﻲ ﺭﻭﺯﻣﺮﻩ‬ ‫ﺛﺎﺑﺖ ﮐﺮﺩﻩ ﺍﻧﺪ‪.‬‬ ‫ƒ ﻓﻬ ﹺﻢ ﺭﻓﺘﺎ ﹺﺭ ﺍﻧﺴﺎﻥ‪ ،‬ﺑﻲ ﻧﻬﺎﻳﺖ ﭘﻴﭽﻴﺪﻩ ﻭ ﺩﺷﻮﺍﺭ ﺍﺳﺖ‪ .‬ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﺑﺮﺍي ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺍﻳﻦ ﻫﺪﻑ ﺍﺯ‬ ‫ﺭﻭﺷﻬﺎي ﮔﻮﻧﺎﮔﻮ ِﻥ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﻭ ﻏﻴﺮ ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ ﮐﻨﻨﺪ‪  .‬‬ ‫ƒ ﻳﮏ ﺟﺮﻳﺎ ِﻥ ﻓﮑﺮي ﺑﺮﺍي ﺁﻧﮑﻪ ﺑﺘﻮﺍﻧﺪ ﻳﮏ ﻋﻠﻢ ﺗﻠﻘﻲ ﺷﻮﺩ ﺑﺎﻳﺴﺘﻲ ﺩﺍﺭﺍي ﻣﻌﻴﺎﺭﻫﺎﻳﻲ ﺑﺎﺷﺪ‪ .‬ﺍﻳﻦ ﻣﻌﻴﺎﺭﻫﺎ‬ ‫ﮏ ﻧﻈﺮﻳﻪ ﻫﺎي ﭘﻴﺶ ﺑﻴﻨﻲ ﺷﺪﻩ‪ ،‬ﺍﺑﻄﺎﻝ‬ ‫ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪ :‬ﻣﺸﺎﻫﺪﻩ ي ﮐﻨﺘﺮﻝ ﺷﺪﻩ‪ ،‬ﻋﻴﻨﻴﺖ ﻭ ﺑﻲ ﻃﺮﻓﻲ‪ ،‬ﻣﺤ ِ‬ ‫ﭘﺬﻳﺮي‪ ،‬ﺗﮑﺮﺍﺭ ﭘﺬﻳﺮي ﻭ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻳﮏ ﭘﺎﺭﺍﺩﺍﻳﻢ‪.‬‬ ‫ﺕ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﻤﺎﻣﻲ ) ﻭ ﻳﺎ ﺑﻴﺸﺘﺮ ( ﺍﻳﻦ‬ ‫ﺑﺮﺧﻲ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﻣﻌﻴﺎﺭﻫﺎ ﺭﺍ ﺩﺍﺭﺍ ﻫﺴﺘﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺑﻪ ﺩﻟﻴﻞ ﺍﻳﻨﮑﻪ‬ ‫ﻞ ﺑﺴﻴﺎﺭي ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻭ ﮐﻨﺘﺮﻝ‬ ‫ﺍﻧﺴﺎﻥ ﺗﺤﺖ ﺗﺎﺛﻴ ﹺﺮ ﻋﻮﺍﻣ ﹺ‬ ‫ﻫﻤﻪ ي ﺍﻳﻦ ﻋﻮﺍﻣﻞ ﺑﻪ ﻃﻮﺭ ﮐﺎﻣﻞ ﻏﻴﺮ ﻣﻤﮑﻦ ﺍﺳﺖ‪،‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﺎ ﺍﻣﺮﻭﺯ ﻧﺘﻮﺍﻧﺴﺘﻪ ﺑﻪ ﻣﺎﻧﻨ ِﺪ ﺩﻳﮕﺮ ﻋﻠﻮﻡ ﺍﺯ‬ ‫ﺭﺷﺪ ﻭ ﺗﻮﺳﻌﻪ ي ﮐﺎﻣﻞ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺷﻮﺩ‪  .‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ‬ ‫ﻝ ‪٨٠ ‬‬ ‫‪ ‬‬

‫ﺖ‬ ‫ﻧﺎﺩﺭﺳﺖ‬ ‫ﺖ ﻓﻬﻢ ﺭﺭﻓﺘﺎﺭ‬ ‫ﻓﺮﺿﻴﺎﺕ ﻣﻨﺴﺠﻢ ﺟﺟﻬ ِ‬ ‫ﺕِ‬ ‫ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﻓﻬﻬ ﹺﻢ ﻣﺘﻌﺎﺭﻑ ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﻣﻣﺠﻤﻮﻋﻪ ﺍي ﺍﺯ‬ ‫ƒ ﺩﺭ ﺮ‬ ‫ﻓﻬ ﹺﻢ ﻣﺘﻌﺎﺭﻑ ﺭﺍ‬ ‫ﻲ ﻣﻮﻮﺟﻮﺩ ﺩﺭ ﻬ‬ ‫ﺏ ﺍﻟﻤﺜﻞ ﻫﺎ ﺑﻪ ﺧﻮﺑﻲ ﻣﻣﻲ ﺗﻮﺍﻧﺪ ﺗﻨﺎﺎﻗﺾ ﻫﺎ ﻭ ﺁﺁﺷﻔﺘﮕ ﹺ‬ ‫ﻲ ﺿﺮﺏ‬ ‫ﺍﺳﺖ‪ .‬ﺑﺑﺮﺭﺳ ﹺ‬ ‫ﺶ ﻣﻴﻴﻠﮕﺮﺍﻡ (‪ ،‬ﮐﮐﺎﻣﻼ ً ﺑﺎ ﺶ‬ ‫ﭘﻴﺶ‬ ‫ﺑﺴﻴﺎﺭي ﺍﺯ ﻳﺎﻓﺘﻪ ﻫﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ )ﻣﺜﻼ ً ﺁﺯﻣﺎﻳ ﹺ‬ ‫ي‬ ‫ﺁﺷﮑﺎﺭ ﮐﻨﺪ‪ .‬ﻫﻤﭽﻨﻨﻴﻦ‪،‬‬ ‫ﺑﺎﻋﺚ ﻣﻲ ﺷﻮﺩ ﮐﮐﻪ‬ ‫ﻧﮕﺮ ‪ « ‬ﺚ‬ ‫ي ﭘﺲ ﻧﮕ‬ ‫ﺍﺳﺖ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﺟﻮﺩ » ﺳﻮﮔﮔﻴﺮ ﹺ‬ ‫ﻣﺘﻔﺎﻭﺕ ﺑﻮﺩﻩ ﺖ‬ ‫ﺕ‬ ‫ﺑﻴﻨﻲ ﻫﺎﺎي ﻓﻬ ﹺﻢ ﻣﺘﻌﺎﺭﻑ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺭﺍ ﺩﺳﺖ ﮐﮐﻢ ﺑﮕﻴﺮﻧﺪ‪  .‬‬ ‫ﻲ‬ ‫ﻣﺮﺩﻡ ﻳﺎﺎﻓﺘﻪ ﻫﺎ ﻭ ﺩﺳﺳﺘﺎﻭﺭﺩ ﻫﺎي‬ ‫ﻧﻴﺰ ﺗﻘﺮﻳﺒﺎ ً ﻫﻤﻤﮕﻲ ﻣﺘﻌﻠﻖ ﺑﻪ‬ ‫ƒ ‪ ٨٠%‬ﺭﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﺑﺮﺟﺴﺘﻪ ي ﻗﺮ ِﻥ ﺑﻴﺴﺘﻢ ﺁﻣﺮﻳﮑﺎﻳﻲ ﻫﺴﺘﻨﺪ‪ ٢٠% .‬ﺩﻳﮕﺮ ﺰ‬ ‫ﻲ ﻣﻲ ﺑﺎﺷﻨﺪ‪  .‬‬ ‫ﮐﺸﻮﺭﻫﻫﺎي ﺍﺭﻭﭘﺎﻳﻲ‬ ‫ﺟﻬﺎﻧﻲ )‬ ‫ﻲ‬ ‫ﻓﺮﻫﻨﮓ ﺧﺎﺹ ( ﻭ ﺳﺎﺧﺘﺎﺭﻫﻫﺎي‬ ‫ﮓ‬ ‫ﺑﻪ ﻳﮏ‬ ‫ﺍي ‪ ) ‬ﻣﺘﻌﻠﻖ ﻪ‬ ‫ﺳﺎﺧﺘﺎﺭﻫﺎي ﻣﻨﻄﻘﻪ ي‬ ‫ي‬ ‫ﺕ ﻣﻴﺎ ِﻥ‬ ‫ﮎ ﺗﺗﻔﺎﻭ ِ‬ ‫ƒ ﺩﺭ ِ‬ ‫ِ‬ ‫ﺑﺎﻻﻳﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ‪  .‬‬ ‫ﻓﺮﻫﻨﮓ ﻫﺎ ( ﺍﺯ ﺍﺍﻫﻤﻴﺖ ﻲ‬ ‫ﮓ‬ ‫ﻣﺸﺘﺮﮎ ﺩﺭ ﻣﻴﺎﻥ ﻫﻫﻤﻪ ي‬ ‫ﮎ‬ ‫ƒ ﺩﺭ ﻝﹺ‬ ‫ﻃﻮﻝ ﺗﺎﺭﻳﺦ‪ ،‬ﺭﻭﻭﺍﻧﺸﻨﺎﺳﺎﻥِ ﻏﻏﺮﺑﻲ ﻏﺎﻟﺒﺎ ً ﻧﺴﺒﺖ ﺑﻪ ﺗﻔﻔﺎﻭﺕ ﻫﺎي ﻓﺮﻫﻨﮕﻲ ﮐﮐﻢ ﺗﻮﺟﻪ ﺑﻮﺩﺩﻩ ﺍﻧﺪ‪ .‬ﺑﺎ ﺍﻳﻳﻦ‬ ‫ﺗﻐﻴﻴﺮ ﺍﺳﺖ‪  .‬‬ ‫ﺣﺎﻝ‪ ،‬ﺍﻳﻳﻦ ﻭﺿﻌﻴﺖ ﺑﻪ ﺳﺮﻋﺖ ﺩﺩﺭ ﺣﺎﻝ ﻴﺮ‬ ‫ﻫﺎي ﺟﻬﺎﻥ ( ﻣﻣﻲ‬ ‫ﺗﻔﺎﻭﺕ ﻫﺎي ﻣﻴﺎ ِﻥ ﻓﺮﻫﻨﮓ ي‬ ‫ﮎ ﺕ‬ ‫ﺩﺭ ِ‬ ‫ﺍﺻﻠﻲ ﺧﻮﺩ ) ﺭ‬ ‫ﺶ ﻲ‬ ‫ﺑﺮ ﻧﻘ ﹺ‬ ‫ﻦ ﻓﺮﻫﻨﮕﮕﻲ ﻋﻼﻭﻩ ﺮ‬ ‫ﻣﻄﺎﻟﻌﺎﺕ ﺑﻴ ﹺ‬ ‫ﺕِ‬ ‫ƒ‬ ‫ﺕِ‬ ‫ﻣﻄﺎﻟﻌﺎﺕ‬ ‫ﺭﻗﻴﺐ ﮐﻤﮏ ﮐﮐﻨﺪ‪ .‬ﺑﺮﺍي ﻣﻣﺜﺎﻝ‪،‬‬ ‫ﺩﻳﺪﮔﺎ ِﻩ ﺻﺤﻴﺢ ﺩﺩﺭ ﻣﻴﺎ ِﻥ ﻧﻈﺮﻳﻪ ﻫﺎي ﺐ‬ ‫ﺎ‬ ‫ﺏ‬ ‫ﺨﺎ ﹺ‬ ‫ﺑﻪ ﻣﺎ ﺩﺭ ﺍﻧﺘﺨ‬ ‫ﺗﻮﺍﻧﺪ ﻪ‬ ‫ﻲ‬ ‫ﻧﺸﺎﻥ ﺩﺍﺩ ﮐﻪ ﺩﻳﺪ‬ ‫ﺩﺭ ﺭﻓﺘﺎﺭ ﻥ‬ ‫ﺏ ﻣﻨﺸﺎ ِﺀ ﺗﻔﻔﺎﻭﺕ ﻫﺎي ﺟﻨﺴﻴﺘﻲ ﺭ‬ ‫ﺯﻳﺴﺘﻲ _ ﺍﺟﺘﻤﺎﻋﻋﻲ‬ ‫ﻳﺪﮔﺎ ِﻩ‬ ‫ﺑﻴﻦ ﻓﺮﻫﻫﻨﮕﻲ ﺩﺭ ﺑﺎﺏﹺ‬ ‫ﺍﻳﻦ ﻣﺴﺎﻟﻪ ﺭﺍ ﺗﺒﺒﻴﻴﻦ ﮐﻨﺪ‪  .‬‬ ‫ﻣﻲ ﺗﻮﺍﻧﺪ ﻦ‬ ‫ﺑﺮ ﺩﻳﺪﮔﮔﺎﻩِﺗﮑﺎﻣﻠﻲ ﺑﺮﺗﺮي ﺩﺍﺷﺘﺘﻪ ﻭ ﺑﻬﺘﺮ ﻲ‬ ‫ﺟﻤﻊ ﮔﺮﺍ ﺗﻘﺴﻴﻴﻢ ﮐﺮﺩ‪ .‬ﻓﺮﺮﺩ ﮔﺮﺍﻳﻲ ﻭ ﺟﻤﻊ ﮔﺮﺍﻳﻳﻲ‬ ‫ﺩﻭ ﻧﻮﻉ ِ ﻓﺮﺩ ﮔﺮﺍ ﻭ ﻊ‬ ‫ﻓﺮﻫﻨﮓ ﻫﺎ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﻭ‬ ‫ﮓ‬ ‫ƒ‬ ‫ﺤﻘﻴﻘﺎ ِ‬ ‫ﺧﻴﺮ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﮐﻪ ﺍﻳﻳﻦ‬ ‫ﺕ ﺍﺧﻴ‬ ‫ﻣﻲ ﺷﻮﻧﺪ‪ ،‬ﺩﺩﺭ ﺣﺎﻟﻴﮑﻪ ﺗﺤ‬ ‫ﻏﺎﻟﺒﺎً ﻣﻣﺘﻀﺎﺩ ﺑﺎ ﻳﮑﺪﺪﻳﮕﺮ ﺩﺭ ﻧﻈﻈﺮ ﮔﺮﻓﺘﻪ ﻲ‬ ‫ﺩﺭ ﺍﮐﺜ ﹺﺮ ﻣﻮﺍﺭﺩ ﻫﻴﭻ ﺍﺭﺗﺒﺎﻃﻲ ﺑﺎ ﻳﮑﺪﻳﻳﮕﺮ ﻧﺪﺍﺭﻧﺪ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ‪،‬‬ ‫ﺩﻭ‪ ،‬ﺭ‬ ‫ي ﺑﺴﻴﺎﺭ ﻲ‬ ‫ﻧﻮﻉ ﺩﺳﺘﻪ ﺑﻨﺪي‬ ‫ﺍﻳﻦ ﻉ‬ ‫ﮐﻠﻲ ﺍﺳﺖ ﻭ ﻧﻧﻤﻲ ﺗﻮﺍﻥ ﺍﺯ ﺁﻥ ﺍﻳﻦ ﮔﮔﻮﻧﻪ‬ ‫ﺻﺎﺩﻕ ﺍﺳﺖ ﻟﺰﻭﻣﺎً ﺩﺭ ﺗﮏ‬ ‫ﻳﮏ ﻓﺮﻫﻨﮓ ﺻ‬ ‫ﺑﺮﺩﺍﺷﺖ ﮐﺮﺩ ﮐﻪ ﺁﺁﻧﭽﻪ ﺩﺭ ﮏ‬ ‫ﺖ‬ ‫ﺻﺪﻕ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﮓ ﻣﺰﺑﻮﻮﺭ ﻧﻴﺰ ﻕ‬ ‫ﮏ ﺍﻓﺮﺮﺍﺩ ﺩﺭﻭ ِﻥ ﻓﺮﺮﻫﻨ ِ‬ ‫ﺗ ِ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٨١ ‬‬ ‫‪ ‬‬

‫ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎي ﻣﺘﺮﺟﻢ ‪:‬‬ ‫]‪ [١‬ﺑﻪ ﻃﻮﺭ ﮐﻠﻲ‪ ،‬ﺩﻭ ﺑﺮﺩﺍﺷﺖ ﻣﺨﺘﻠﻒ ﺍﺯ ﺍﺻﻄﻼﺡﹺ ﺭﻓﺘﺎﺭ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪:‬‬ ‫ﺖ ﺍﻭﻝ ‪ :‬ﺑﻪ ﮐﻠﻴﻪ ي ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﺍﻧﺴﺎﻥ ﺭﻓﺘﺎﺭ ﻣﻲ ﮔﻮﻳﻨﺪ‪ .‬ﻳﮏ ﺩﺳﺘﻪ ﺍﺯ ﺍﻳﻦ ﻓﻌﺎﻟﻴﺖ ﻫﺎ ﻇﺎﻫﺮي‬ ‫ƒ ﺑﺮﺩﺍﺷ ِ‬ ‫ﻫﺴﺘﻨﺪ ﻭ ﻧﻤﻮﺩ ﻋﻀﻼﻧﻲ ﺩﺍﺭﻧﺪ‪ ،‬ﻣﺜﻞ ﺭﺍﻩ ﺭﻓﺘﻦ‪ ،‬ﺧﻮﺭﺩﻥ ﻭ ﻏﻴﺮﻩ ﮐﻪ ﺑﻪ ﺁﻧﻬﺎ ﺭﻓﺘﺎﺭ ﺣﺮﮐﺘﻲ ) ‪motor ‬‬ ‫ﺖ ﻣﻐﺰ ﻫﺴﺘﻨﺪ‬ ‫‪ ( behaviour‬ﻣﻲ ﮔﻮﻳﻨﺪ ﻭ ﺩﺳﺘﻪ ي ﺩﻳﮕﺮ ﻧﻤﻮﺩ ﺧﺎﺭﺟﻲ ﻧﺪﺍﺭﻧﺪ ﻭ ﺑﻴﺸﺘﺮ ﻣﺴﺘﻠﺰﻡ ﻓﻌﺎﻟﻴ ِ‬ ‫ﻣﺎﻧﻨﺪ ﺗﻔﮑﺮ ﻭ ﺍﺳﺘﺪﻻﻝ‪ .‬ﺍﻳﻦ ﻧﻮﻉ ﻓﻌﺎﻟﻴﺖ ﻫﺎ ﺭﺍ ﺭﻓﺘﺎﺭ ﺫﻫﻨﻲ ﻣﻲ ﻧﺎﻣﻨﺪ‪  .‬‬ ‫ﺐ » ﺭﻓﺘﺎﺭ « ﺩﺍﺩ‪ .‬ﻣﺜﻼً ﺍﺯ ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ‪ ،‬ﻟﮕﺪ‬ ‫ﺖ ﺩﻭﻡ ‪ :‬ﺗﻨﻬﺎ ﺑﻪ ﭘﺎﺳﺦ ﻫﺎي ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪﻩ ﺑﺎﻳﺴﺘﻲ ﻟﻘ ﹺ‬ ‫ƒ ﺑﺮﺩﺍﺷ ِ‬ ‫ﺯﺩﻥ‪ ،‬ﻳﮏ ﺭﻓﺘﺎﺭ ﻣﺤﺴﻮﺏ ﻣﻲ ﺷﻮﺩ‪ ،‬ﺍﻣﺎ ﺗﺼﻤﻴﻢ ﮔﻴﺮي ﺑﺮﺍي ﻟﮕﺪ ﺯﺩﻥ ﻳﮏ ﺭﻓﺘﺎﺭ ﻣﺤﺴﻮﺏ ﻧﻤﻲ ﺷﻮﺩ‪.‬‬ ‫ﺑﻨﺎﺑﺮﺍﻳﻦ‪ ،‬ﺑﻬﺘﺮ ﺍﺳﺖ ﺩﺭ ﻫﺮ ﻣﺒﺤﺜﻲ ﺑﺮﺍي ﺟﻠﻮﮔﻴﺮي ﺍﺯ ﺳﺮﺩﺭﮔﻤﻲ‪ ،‬ﺍﻳﻦ ﻭﺍﮊﻩ ﺑﻪ ﻃﻮﺭ ﺩﻗﻴﻖ ﺗﻌﺮﻳﻒ ﺷﻮﺩ‪ .‬ﺩﺭ‬ ‫ﺍﻳﻦ ﮐﺘﺎﺏ‪ ،‬ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺩﻭﻡ ﺑﻪ ﻭﺍﮊﻩ ي » ﺭﻓﺘﺎﺭ « ﻧﮕﺮﻳﺴﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﮐﺘﺎﺏ ﺯﺑﺎﻥ ﻭ ﺗﻔﮑﺮ ﺍﺛﺮ ﺩﮐﺘﺮ ﻣﺤﻤﺪﺭﺿﺎ ﺑﺎﻃﻨﻲ – ﻧﺸﺮ ﺁﮔﺎﻩ ﺻﻔﺤﻪ ي ‪١٠٥‬‬

‫ﻒ ﻣﺨﺘﻠﻒ ﺍﺯ » ﻧﻈﺮﻳﻪ « ﺍﺭﺍﺋﻪ ﻣﻲ ﮐﻨﻴﻢ ‪  :‬‬ ‫]‪ [٢‬ﭼﻨﺪ ﺗﻌﺮﻳ ِ‬ ‫ﻑ ﻫﺮ ﻧﻈﺮﻳﻪ‬ ‫‪ .١‬ﻧﻈﺮﻳﻪ ﻫﺎ ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩ ي ﺗﻼﺵ ﺑﺮﺍي ﻣﻌﻨﻲ ﺑﺨﺸﻴﺪﻥ ﺑﻪ ﻣﺠﻤﻮﻋﻪ ﺍي ﺍﺯ ﻭﺍﻗﻌﻴﺎﺕ ﺍﺳﺖ‪ .‬ﻫﺪ ِ‬ ‫ﭘﺮﺩﺍﺯي ﺁﻥ ﺍﺳﺖ ﮐﻪ ﺑﺎ ﺣﺪﺍﻗﻞ ﻣﻔﺎﻫﻴ ﹺﻢ ﻣﻤﮑﻦ ﺗﻌﺪﺍ ِﺩ ﺯﻳﺎﺩي ﺍﺯ ﻭﺍﻗﻌﻴﺖ ﻫﺎ ﺭﺍ ﺗﻮﺿﻴﺢ ﺩﻫﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ‬ ‫ﺍﮐﺜ ﹺﺮ ﻧﻈﺮﻳﻪ ﭘﺮﺩﺍﺯﺍﻥ ﺗﻼﺵ ﻣﻲ ﮐﻨﻨﺪ ﺗﺎ ﻭﺍﻗﻌﻴﺖ ﻫﺎ ﺭﺍ ﺣﻮ ﹺﻝ ﭼﻨﺪ ﺳﺎﺯﻩ ي ﻣﺤﻮﺭي ﺗﻮﺿﻴﺢ ﻭ ﺳﺎﺯﻣﺎﻥ‬ ‫ﺩﻫﻨﺪ‪ .‬ﭘﮋﻭﻫﺶ ﻫﻤﻮﺍﺭﻩ ﻭﺍﻗﻌﻴﺖ ﻫﺎي ﺟﺪﻳﺪي ﺭﺍ ﺍﺭﺍﺋﻪ ﻣﻲ ﺩﻫﺪ‪ .‬ﻭﻗﺘﻲ ﻧﻈﺮﻳﻪ ﻫﺎ ﻗﺪﺭﺕِ ﺧﻮﺩ ﺭﺍ ﺩﺭ‬ ‫ﺕ ﻣﻮﺟﻮﺩ ﺍﺯ ﺩﺳﺖ ﻣﻲ ﺩﻫﻨﺪ‪ ،‬ﺑﺎﻳﺪ ﺍﺻﻼﺡ ﺷﻮﻧﺪ ﻭ ﺷﺎﻳﺪ ﻫﻢ ﮔﺬﺍﺷﺘﻪ ﺷﻮﻧﺪ‪  .‬‬ ‫ﺢ ﺍﻃﻼﻋﺎ ِ‬ ‫ﺗﻮﺿﻴ ﹺ‬ ‫ﻦ ﺷﻤﺲ ﺍﺳﻔﻨﺪ ﺁﺑﺎﺩ ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪ -‬ﻧﺸﺮ ﻧﻲ – ﺻﻔﺤﻪ ي ‪  ٢٧ -٢٨‬‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﻧﮕﻴﺰﺵ ﻭ ﻫﻴﺠﺎﻥ ﺍﺛﺮ ﺭﺍﺑﺮﺕ ﻓﺮﺍﻧﮑﻦ ﺗﺮﺟﻤﻪ ي ﺣﺴ ﹺ‬

‫ﻲ ﺍﺭﺍﺋﻪ ي ﻧﻈﺮﻳﻪ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺑﺘﻮﺍﻥ ﭘﺪﻳﺪﻩ ﻫﺎ ﻳﺎ ﺩﺍﻧﺴﺘﻨﻲ ﻫﺎي ﮔﻮﻧﺎﮔﻮﻥ ﺭﺍ ﺑﺎ ﭼﻨﺪﻳﻦ ﺍﺻﻞ‬ ‫ﻑ ﻧﻬﺎﻳ ﹺ‬ ‫‪ .٢‬ﻫﺪ ِ‬ ‫ﮏ‬ ‫ﺕ ﺩﻗﻴﻖ ﺗﺮ ﺩﺭ ﻧﻈﺮﻳﻪ‪ ،‬ﺳﻌﻲ ﺑﺮ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺑﺎ ﮐﻤ ِ‬ ‫ﻞ ﻭﺍﺣﺪ ﺗﺒﻴﻴﻦ ﮐﺮﺩ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﻭ ﺣﺘﻲ ﻳﮏ ﺍﺻ ﹺ‬ ‫ﻓﺮﺿﻴﻪ ﻫﺎي ﻓﺮﺍﮔﻴﺮﺗﺮ ﺍﺯ ﻓﺮﺿﻴﻪ ﻫﺎي ﭘﻴﺸﻴﻦ‪ ،‬ﺷﻤﺎ ﹺﺭ ﺍﻧﺪﮐﻲ ﺍﺯ ﻗﻮﺍﻧﻴﻦ ﻳﺎ ﻳﮏ ﻗﺎﻧﻮ ِﻥ ﻭﺍﺣﺪ ﺑﻪ ﺩﺳﺖ‬ ‫ﺁﻳﺪ ﮐﻪ ﺩﺭ ﻣﻮﺭﺩ ﻣﺠﻤﻮﻋﻪ ﺍي ﺍﺯ ﺭﻭﻳﺪﺍﺩﻫﺎ‪ ،‬ﺍﻣﻮﺭ ﻳﺎ ﭘﺪﻳﺪﻩ ﻫﺎ ﺻﺎﺩﻕ ﺑﺎﺷﺪ‪  .‬‬ ‫ﮓ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‪ ،‬ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﺳﺎﺭﻭﺧﺎﻧﻲ ‪١٣٦٦‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨ ِ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٨٢ ‬‬ ‫‪ ‬‬

‫ﻦ ﻧﻈ ﹺﺮ ﺩﺍﺭﻭﻳﻦ ﺩﺭﺑﺎﺭﻩ ي ﻧﺤﻮﻩ ي ﭘﻴﺪﺍﻳﺶ ﺍﻧﺴﺎﻧﻬﺎ ﻭ ﺣﻴﻮﺍﻧﺎﺕ ﺑﺮﺍي ﺑﺴﻴﺎﺭي ﺣﺘﻲ ﺩﺷﻮﺍﺭﺗﺮ ﺍﺯ ﻗﺒﻮﻝ‬ ‫]‪[٣‬ﭘﺬﻳﺮﻓﺘ ﹺ‬ ‫ﺕ ﻧﻴﻤﻪ ﺣﻴﻮﺍﻥ ‪ ،‬ﻧﻴﻤﻪ ﺍﻧﺴﺎﻥ ﺑﻮﺩ‪ .‬ﺍﻭ ﺁﻏﺎﺯﮔ ﹺﺮ ﻳﮑﻲ ﺍﺯ ﺑﺤﺚ ﺍﻧﮕﻴﺰﺗﺮﻳﻦ ‪ ،‬ﺍﻣﺎ ﺍﻗﻨﺎﻉ‬ ‫ﺕ ﻣﺮﺑﻮﻁ ﺑﻪ ﻣﻮﺟﻮﺩﺍ ِ‬ ‫ﺍﻋﺘﻘﺎﺩﺍ ِ‬ ‫ﮐﻨﻨﺪﻩ ﺗﺮﻳﻦ ﻧﻈﺮﻳﻪ ﻫﺎ ﺩﺭ ﻋﻠﻮ ﹺﻡ ﺟﺪﻳﺪ – ﻳﻌﻨﻲ ﻧﻈﺮﻳﻪ ي ﺗﮑﺎﻣﻞ ﺑﻮﺩ‪.‬‬ ‫ﭖ ﺑﻴﺴﺘﻢ – ﺻﻔﺤﻪ ي ‪٥٧‬‬ ‫ﻧﻘﻞ ﺍﺯ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ – ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﮔﻴﺪﻧﺰ – ﺗﺮﺟﻤﻪ ي ﻣﻨﻮﭼﻬﺮ ﺻﺒﻮﺭي – ﻧﺸﺮ ﻧﻲ – ﭼﺎ ﹺ‬

‫‪ ‬‬ ‫ﺦ ﺁﻥ ﻣﺮ ِﺩ ﺟﻮﺍﻧﻲ ﺭﺍ ﮐﻪ ﺍﺯ ﺍﻭ‬ ‫]‪ [٤‬ﺗﻮﺟﻪ ﮐﻨﻴﺪ ﮐﻪ ﻣﻌﻨﺎي ﺍﻳﻦ ﻭﺍﮊﻩ ﺗﺎ ﺣﺪي ﮔﻤﺮﺍﻩ ﮐﻨﻨﺪﻩ ﺍﺳﺖ‪ .‬ﺑﺪ ﻧﻴﺴﺖ ﭘﺎﺳ ﹺ‬ ‫ﭘﺮﺳﻴﺪﻧﺪ " ﺁﻳﺎ ﺑﻪ ﻭﺭﺍﺛﺖ ﺍﻋﺘﻘﺎﺩ ﺩﺍﺭي ؟ " ﺑﻪ ﺧﺎﻃﺮ ﺑﻴﺎﻭﺭﻳﻢ ؛ ﺍﻭ ﺟﻮﺍﺏ ﺩﺍﺩ ‪ " :‬ﺍﻟﺒﺘﻪ ؛ ﺍﺯ ﻫﻤﻴﻦ ﺭﺍﻩ ﺍﺳﺖ ﮐﻪ‬ ‫ﺙ‬ ‫ﺙ ﺣﻘﻮﻗﻲ ﻭ ﻣﻴﺮﺍ ِ‬ ‫ﻦ ﻣﻴﺮﺍ ِ‬ ‫ﺕ ﺧﻮﺩﻡ ﺭﺍ ﺑﺪﺳﺖ ﺁﻭﺭﺩﻡ‪ ." ! ‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﻣﻼﺣﻈﻪ ﻣﻲ ﮐﻨﻴﺪ ﺑﺎﻳﺴﺘﻲ ﺑﻴ ﹺ‬ ‫ﻣﻦ ﺛﺮﻭ ِ‬ ‫ﺖ ﺯﻳﺴﺘﻲ ﺍﺳﺖ‪ .‬ﻳﻌﻨﻲ ﺍﻧﺘﻘﺎ ﹺﻝ‬ ‫ﺯﻳﺴﺖ ﺷﻨﺎﺧﺘﻲ ﮐﺎﻣﻼً ﺗﻔﺎﻭﺕ ﻗﺎﺋﻞ ﺷﻮﻳﻢ‪ .‬ﺩﺭ ﺍﻳﻦ ﻣﺘﻦ ﻣﻨﻈﻮﺭ ﺍﺯ ﻭﺭﺍﺛﺖ‪ ،‬ﻭﺭﺍﺛ ِ‬ ‫ﮏ ﻭﺍﻟﺪﻳﻦ ﻭﺟﻮﺩ‬ ‫ﻖ ﻣﻮﺍﺩ ﺑﺨﺼﻮﺻﻲ ﮐﻪ ﺩﺭ ﺍﺳﭙﺮﻡ ﻭ ﺗﺨﻤ ِ‬ ‫ﻳﮏ ﺳﺮي ﺧﺼﻮﺻﻴﺎﺕ ﺍﺯ ﻭﺍﻟﺪﻳﻦ ﺑﻪ ﻓﺮﺯﻧﺪ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺩﺍﺭﺩ‪.‬‬ ‫ﺖ ﻧﻔﺮﺁﺑﺎﺩي– ﻧﺸ ﹺﺮ ﻧﻮ –‬ ‫ﺖ ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﺑﺎﺭﻧﺖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﺑﺎﻃﻨﻲ – ﻣﺎﻩ ﻃﻠﻌ ِ‬ ‫ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﺍﻧﺴﺎﻥ ﺑﻪ ﺭﻭﺍﻳ ِ‬ ‫ﭖ ﺳﻮﻡ – ﺻﻔﺤﻪ ي ‪٦‬‬ ‫ﭼﺎ ﹺ‬

‫]‪ [٥‬ﺭﻭﺷﻲ ﮐﻠﻲ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﮐﻪ ﺑﺮ ﻓﺮﺍﻳﻨﺪ ﻫﺎي ﺩﺭﻭﻧﻲ‪ ،‬ﺫﻫﻨﻲ ﺗﺎﮐﻴﺪ ﻣﻲ ﮐﻨﺪ‪ .‬ﺑﺮﺍي ﺭﻭﺍﻧﺸﻨﺎﺧﺘﻲ‬ ‫ﺕ ﺁﺷﮑﺎ ﹺﺭ ﺁﻥ ﺗﻮﺿﻴﺢ ﺩﺍﺩ‪ ،‬ﺑﻠﮑﻪ ﻣﺴﺘﻠﺰ ﹺﻡ ﺗﻮﺿﻴﺤﺎﺗﻲ ﺩﺭ‬ ‫ﺱ ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﺷﻨﺎﺧﺘﻲ‪ ،‬ﺭﻓﺘﺎﺭ ﺭﺍ ﻧﻤﻲ ﺗﻮﺍﻥ ﻓﻘﻂ ﺑﺮ ﺍﺳﺎ ﹺ‬ ‫ﺵ‬ ‫ﺢ ﺭﺧﺪﺍﺩﻫﺎي ﺭﻭﺍﻧﻲ‪ ،‬ﻧﻤﺎﻳﺸﻬﺎ ي ﺫﻫﻨﻲ‪ ،‬ﺑﺎﻭﺭﻫﺎ‪ ،‬ﻗﺼﺪﻫﺎ ﻭ ﺍﺯ ﺍﻳﻦ ﻗﺒﻴﻞ ﭼﻴﺰﻫﺎ ﺍﺳﺖ‪ .‬ﻫﺮﭼﻨﺪ ﺭﻭ ﹺ‬ ‫ﺳﻄ ﹺ‬ ‫ﺵ ﺭﻓﺘﺎﺭي ﺍﺳﺖ‪ ،‬ﻟﺰﻭﻣﺎ ً ﺍﻳﻦ ﻃﻮﺭ ﻧﻴﺴﺖ ﮐﻪ ﺷﻨﺎﺧﺖ ﮔﺮﺍﻳﺎﻥ ﺿﺪ‬ ‫ﺷﻨﺎﺧﺘﻲ ﻏﺎﻟﺒﺎ ً ﺩﺭ ﺗﻀﺎ ِﺩ ﺁﺷﮑﺎﺭ ﺑﺎ ﺭﻭ ﹺ‬ ‫ﺭﻓﺘﺎﺭﮔﺮﺍﻳﺎﻥ ﺑﺎﺷﻨﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﺑﺴﻴﺎﺭي ﺍﺯ ﺷﻨﺎﺧﺖ ﮔﺮﺍﻳﺎﻥ‪ ،‬ﺭﻓﺘﺎﺭ ﮔﺮﺍﻳﻲ ﺭﺍ ﺭﻭﻳﮑﺮﺩي ﻧﺎﻗﺺ ﻣﻲ ﺩﺍﻧﻨﺪ ﻭ ﻧﻪ‬ ‫ﺭﻭﻳﮑﺮﺩي ﺍﺷﺘﺒﺎﻩ‪.‬‬ ‫ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﻓﺮﻫﻨﮓ ﻣﻌﺎﺻ ﹺﺮ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﭘﺰﺷﮑﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي‬

‫]‪ [٦‬ﻣﺘﺎﺳﻔﺎﻧﻪ ﺍﻳﻦ ﮐﻠﻤﻪ ﺑﻪ ﺷﮑﻞ ﻫﺎي ﮔﻮﻧﺎﮔﻮﻧﻲ ﺗﺮﺟﻤﻪ ﻭ ﺗﻔﺴﻴﺮ ﺷﺪﻩ ﺍﺳﺖ‪.‬ﻫﻤﭽﻨﻴﻦ ﺑﺎ ﭼﻨﺪ ﻭﺍﮊﻩ ي ﺩﻳﮕﺮ ﻧﻴﺰ‬ ‫ﺗﺪﺍﺧﻞ ﻣﻌﻨﺎﻳﻲ ﺩﺍﺭﺩ‪ .‬ﺷﺎﻳﺪ ﻣﻬﻤﺘﺮﻳﻦ ﺩﻟﻴﻞ ﺍﻳﻦ ﺁﺷﻔﺘﮕﻲ‪ ،‬ﺍﺑﻬﺎﻡ ﺩﺭ ﻣﻌﻨﺎي ﻭﺍﮊﻩ ي ‪ mind ‬ﺑﺎﺷﺪ ﮐﻪ ﻫﻤﭽﻨﺎﻥ‬ ‫ﺟﻨﮓ ﻭ ﺟﺪﻝ ﻫﺎﻳﻲ ﺑﺮ ﺳﺮ ﺁﻥ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺑﺎ ﺍﻳﻦ ﺣﺎﻝ ﺍﻳﻦ ﻭﺍﮊﻩ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺫﻫﻦ‪ ،‬ﺭﻭﺍﻥ‪ ،‬ﺭﻭﺡ‪ ،‬ﻋﻘﻞ ﺗﺮﺟﻤﻪ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٨٣ ‬‬ ‫‪ ‬‬

‫ﮐﺮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﮐﺘﺎﺏ ﺑﻬﺘﺮ ﺩﻳﺪﻳﻢ ﮐﻪ ﺍﺯ ﻭﺍﮊﻩ ي » ﺫﻫﻦ « ﺍﺳﺘﻔﺎﺩﻩ ﻧﻤﺎﻳﻢ‪ .‬ﭼﺮﺍ ﮐﻪ ﺑﺎ ﭘﻴﺸﺪﺍﻭﺭي ﮐﻤﺘﺮي ﻫﻤﺮﺍﻩ‬ ‫ﺍﺳﺖ‪ -‬ﻡ‬ ‫ﻑ ﻭﺍﺗﺴﻮﻥ‪ ،‬ﻭﺟﻮ ِﺩ‬ ‫]‪ [٧‬ﺷﺎﻳﺪ ﻣﺸﻬﻮﺭﺗﺮﻳﻦ ﺭﻓﺘﺎﺭﮔﺮﺍي ﻧﻮﻳﻦ‪ ،‬ﺑﻲ‪ .‬ﺍﻑ‪ .‬ﺍﺳﮑﻴﻨﺮ ﺑﺎﺷﺪ‪  .‬ﺍﺳﮑﻴﻨ ﹺﺮ ﻣﺘﺂﺧﺮ ﺑﺮ ﺧﻼ ِ‬ ‫ﻞ ﺍﻋﻤﺎ ﹺﻝ ﺍﻓﺮﺍﺩ ﻣﻮﺿﻌﻲ‬ ‫ﻦ ﻋﻠ ﹺ‬ ‫ﻞ ﻣﺸﺎﻫﺪﻩ‪ ،‬ﺑﺮﺍي ﻳﺎﻓﺘ ﹺ‬ ‫ﻦ ﻏﻴﺮ ﻗﺎﺑ ﹺ‬ ‫ﺫﻫﻦ ﻳﺎ ﺁﮔﺎﻫﻲ ﺭﺍ ﺍﻧﮑﺎﺭ ﻧﮑﺮﺩ‪ ،‬ﺍﻣﺎ ﻣﻌﺘﻘﺪ ﺑﻮﺩ ﺫﻫ ﹺ‬ ‫ﻲ ﺫﻫﻦ ﻫﻴﭻ ﺗﻮﺍﻓﻘﻲ ﻣﻴﺎ ِﻥ‬ ‫ﻞ ﺍﻋﺘﻤﺎﺩ ﺍﺳﺖ‪ .‬ﺍﺯ ﺁﻧﺠﺎ ﮐﻪ ﺩﺭ ﻣﻮﺭ ِﺩ ﺳﺎﺧﺘﺎﺭ‪ ،‬ﻣﺤﺘﻮﺍ ﻭ ﺍﺻﻮﻝ ﺍﺟﺮﺍﻳ ﹺ‬ ‫ﻣﺒﻬﻢ ﻭ ﻏﻴﺮ ﻗﺎﺑ ﹺ‬ ‫ﺭﻭﺍﻥ ﺷﻨﺎﺳﺎﻥ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪ ،‬ﭘﺮﺩﺍﺧﺘﻦ ﺑﻪ ﭼﻨﻴﻦ ﻣﻮﺿﻮﻋﺎﺗﻲ ﺑﺎﻋﺚ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺗﻮﺟﻪِ ﺍﻓﺮﺍﺩ ﺍﺯ ﮐﻨﺘﺮﻝ ﮐﻨﻨﺪﻩ‬ ‫ﻞ ﻣﺸﺎﻫﺪﻩ ي ﺭﻓﺘﺎﺭ‪ ،‬ﻳﻌﻨﻲ ﭘﻴﺎﻣﺪﻫﺎي ﭘﺎﺩﺍﺷﻲ ﻭ ﺗﻨﺒﻴﻬﻲ ﻣﻨﺤﺮﻑ ﺷﻮﺩ‪ .‬ﺑﻨﺎﺑﺮﺍﻧﻲ‪ ،‬ﺍﺳﮑﻴﻨﺮ ﺩﺭﻭﻥ‬ ‫ﻫﺎي ﻋﻴﻨﻲ ﻭ ﻗﺎﺑ ﹺ‬ ‫ﺕ ﺻﺤﻴﺤﻲ ﺑﺪﺳﺖ ﻣﻲ ﺩﻫﺪ ﺭﺩ ﮐﺮﺩ ﻭ ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﺩﺍﻧﺸﻤﻨﺪي ﮐﻪ ﺩﺭ ﭘﻲ‬ ‫ﻧﮕﺮي ﺭﺍ ﺑﻪ ﻣﻨﺰﻟﻪ ي ﻣﻨﺒﻌﻲ ﮐﻪ ﺍﻃﻼﻋﺎ ِ‬ ‫ﻲ ﺩﺭﮎ ﻭ ﭘﻴﺶ‬ ‫ﻖ ﻋﻴﻨﻲ ﻣﻲ ﮔﺮﺩﺩ‪ ،‬ﺍﺯ ﻓﺮﺍﻳﻨ ِﺪ ﻣﺸﺎﻫﺪﻩ ي ﺭﻓﺘﺎﺭ ﻭ ﭘﻴﺎﻣﺪﻫﺎي ﺁﻥ ﺑﻪ ﻣﺜﺎﺑﻪ ي ﺷﻴﻮﻩ ي ﺍﺻﻠ ﹺ‬ ‫ﺣﻘﺎﻳ ﹺ‬ ‫ﺑﻴﻨﻲﹺ ﺍﻋﻤﺎ ﹺﻝ ﺍﻓﺮﺍﺩ ﺍﺳﺘﻔﺎﺩﻩ ﮐﺮﺩ‪ .‬ﺍﺯ ﺁﻧﺠﺎ ﮐﻪ ﺩﺭ ﺍﻧﺪﻳﺸﻪ ي ﺍﺳﮑﻴﻨﺮ‪ ،‬ﻣﻮﻟﻔﻪ ﻫﺎي ﺗﻔﮑﺮ ﻫﻴﭻ ﺟﺎﻳﻲ ﻧﺪﺍﺭﺩ‪ ،‬ﻟﺬﺍ ﺩﺭ‬ ‫ﺐ ﺁﻥ ﺍﺳﺖ‪.‬‬ ‫ﻧﻈﺮﻳﻪ ي ﺍﻭ ﺗﺎﮐﻴ ِﺪ ﺍﺻﻠﻲ ﺭﻭي ﻣﻮﻟﻔﻪ ﻫﺎي ﻋﻤﻞ‪ ،‬ﻳﻌﻨﻲ ﺭﻓﺘﺎﺭﻫﺎ ﻭ ﭘﻴﺎﻣﺪﻫﺎي ﻣﺘﻌﺎﻗ ﹺ‬ ‫ﭖ‬ ‫ﻦ ﺗﺤﻮ ﹺﻝ ﺍﻧﺴﺎﻥ – ﺗﺎﻣﺲ ﻣﻮﺭي ﻫﺎﻧﺲ ﺗﺮﺟﻤﻪ ي ﺣﺎﻣ ِﺪ ﺑﺮﺁﺑﺎﺩي – ﺣﻤﻴﺪﺭﺿﺎ ﺁﻗﺎ ﻣﺤﻤﺪﻳﺎﻥ – ﻧﺸﺮ ﻧﻲ – ﭼﺎ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﻧﻈﺮﻳﻪ ﻫﺎي ﻧﻮﻳ ﹺ‬ ‫ﺍﻭﻝ – ﺻﻔﺤﻪ ي ‪٢٩‬‬

‫ﺏ ﺷﻨﺎﺧﺘﻲ ﻧﺎﻣﻴﺪﻩ ﻣﻲ ﺷﻮﺩ‪ ،‬ﺟﺮﻳﺎﻧﻲ ﺍﺳﺖ ﮐﻪ ﺩﺭ ﺩﻫﻪ ﻫﺎي ‪ ١٩٦٠‬ﻭ ‪ ١٩٧٠‬ﺩﺭ‬ ‫]‪  [٨‬ﺁﻧﭽﻪ ﮔﺎﻩ ﺍﻧﻘﻼ ﹺ‬ ‫ﻞ ﺭﻓﺘﺎﺭﮔﺮﺍﻳﻲ – ﮐﻪ ﺩﺭ ﺗﺒﻴﻴﻦﹺ ﺍﻧﺴﺎﻥ‪ ،‬ﻋﻨﺼ ﹺﺮ ﺗﻔﮑﺮ ﺭﺍ ﺣﺬﻑ‬ ‫ﺁﻣﺮﻳﮑﺎي ﺷﻤﺎﻟﻲ ﺑﻪ ﻣﺜﺎﺑﻪ ي ﻭﺍﮐﻨﺸﻲ ﺩﺭ ﻣﻘﺎﺑ ﹺ‬ ‫ﮐﺮﺩﻩ ﺑﻮﺩ – ﻇﻬﻮﺭﮐﺮﺩ‪ .‬ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺭﻓﺘﺎﺭﮔﺮﺍﻳﺎﻥ ﺑﻪ ﻃﻮ ﹺﺭ ﮐﻠﻲ ﺫﻫﻦ ﺭﺍ ﺍﺯ ﮐﺎﻧﻮ ِﻥ ﺗﻮﺟﻪ ﺧﺎﺭﺝ ﮐﺮﺩﻩ ﺑﻮﺩﻧﺪ‪،‬‬ ‫ﺶ ﺣﻴﺎﺗﻲ‬ ‫ﻲ ﺧﻮﺩ ﺑﺎﺯﮔﺮﺩﺍﻧﺪﻧﺪ ﻭ ﺩﺭ ﺗﺒﻴﻴﻦﹺ ﺍﻧﺴﺎﻥ‪ ،‬ﻧﻘ ﹺ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺷﻨﺎﺧﺖ ﻣﺪﺍﺭ ﺑﺎ ﹺﺭ ﺩﻳﮕﺮ ﺁﻥ ﺭﺍ ﺑﻪ ﺟﺎﻳﮕﺎ ِﻩ ﻗﺒﻠ ﹺ‬ ‫ﻭ ﺑﺴﻴﺎﺭ ﻣﻬﻤﻲ ﺭﺍ ﺑﻪ ﺁﻥ ﺍﺧﺘﺼﺎﺹ ﺩﺍﺩﻧﺪ‪ .‬ﻭﺍﮊﻩ ي ﺷﻨﺎﺧﺖ ﮔﺮﺍﻳﻲ ﺑﻪ ﻧﻈﺮﻳﻪ ي ﺧﺎﺻﻲ ﺍﺧﺘﺼﺎﺹ ﻧﺪﺍﺭﺩ‪ ،‬ﺑﻠﮑﻪ‬ ‫ﺍﺻﻄﻼ ﹺ‬ ‫ﺡ ﻓﺮﺍﮔﻴﺮي ﺍﺳﺖ ﮐﻪ ﻧﻈﺮﻳﺎﺗﻲ ﺭﺍ ﺩﺭﺑﺮﻣﻲ ﮔﻴﺮﺩ ﮐﻪ ﺳﺎﺧﺘﺎﺭﻫﺎ ﻭ ﮐﺎﺭﮐﺮﺩﻫﺎي ﺫﻫﻨﻲ ﺭﺍ ﻣﻔﺎﻫﻴ ﹺﻢ ﺗﺒﻴﻴﻨﻲ‬ ‫ﺍﺻﻠﻲ ﺩﺭ ﻧﻈﺮ ﻣﻲ ﮔﻴﺮﻧﺪ‪.‬‬ ‫ﭖ‬ ‫ﻦ ﺗﺤﻮ ﹺﻝ ﺍﻧﺴﺎﻥ – ﺗﺎﻣﺲ ﻣﻮﺭي ﻫﺎﻧﺲ ﺗﺮﺟﻤﻪ ي ﺣﺎﻣ ِﺪ ﺑﺮﺁﺑﺎﺩي – ﺣﻤﻴﺪﺭﺿﺎ ﺁﻗﺎ ﻣﺤﻤﺪﻳﺎﻥ – ﻧﺸﺮ ﻧﻲ – ﭼﺎ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﻧﻈﺮﻳﻪ ﻫﺎي ﻧﻮﻳ ﹺ‬ ‫ﺍﻭﻝ – ﺻﻔﺤﻪ ي ‪٣٦‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٨٤ ‬‬ ‫‪ ‬‬

‫ﺕ‬ ‫ﻂ ﺗﺤﺮﻳﮑﺎ ِ‬ ‫ﻦ ﺷﺨﺺ ﻧﺴﺒﺖ ﺑﻪ ﻣﺤﺮﮐﻲ ﺧﺎﺹ ﺑﺪﻭ ِﻥ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻭﺍﻗﻊ ﺷﺪﻥ ﺗﻮﺳ ِ‬ ‫]‪ [٩‬ﺑﻪ ﺣﺎﺿﺮ ﺑﻮﺩ ِﻥ ﺫﻫ ﹺ‬ ‫ﺖ‬ ‫ﺺ ﺑﻴﺪﺍﺭ ﻭﻟﻲ ﺑﻲ ﺗﻮﺟﻪ‪ ،‬ﻧﺴﺒﺖ ﺑﻪ ﻫﺮ ﺻﺪﺍ ﻳﺎ ﺣﺮﮐ ِ‬ ‫ﺟﺎﻧﺒﻲ ﻭ ﻣﺤﻴﻄﻲ‪ ،‬ﺍﺻﻄﻼﺣﺎً ﺗﻮﺟﻪ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺷﺨ ﹺ‬ ‫ﺺ ﺑﻴﺪﺍﺭ ﻭﻟﻲ ﺑﺎ ﺗﻮﺟﻪ ﻣﻲ‬ ‫ﺟﺪﻳﺪ‪ ،‬ﻳﺎ ﺍﺗﻔﺎﻗﻲ ﮐﻪ ﺩﻭﺭ ﻭ ﺑﺮ ﺍﻭ ﺭﻭي ﻣﻲ ﺩﻫﺪ ﺟﻠﺐ ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺷﺨ ﹺ‬ ‫ﻑ‬ ‫ﮏ ﻣﻌﻴﻦ‪ ،‬ﻣﺘﺮﺍﺩ ِ‬ ‫ﺖ ﺗﻤﺮﮐﺰ ﺭﻭي ﻳﮏ ﺗﺤﺮﻳ ِ‬ ‫ﺕ ﺑﻲ ﺭﺑﻂ ﺭﺍ ﺣﺬﻑ ﮐﻨﺪ‪ .‬ﺍﻳﻦ ﺗﻮﺍﻧﺎﻳﻲ ﺟﻬ ِ‬ ‫ﺗﻮﺍﻧﺪ ﺗﺤﺮﻳﮑﺎ ِ‬ ‫ﻣﻔﻬﻮ ﹺﻡ ﻫﻮﺷﻴﺎﺭي ) ‪ ( alertness‬ﺍﺳﺖ‪ .‬ﺍﻟﺒﺘﻪ‪ ،‬ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺩﺭ ﺯﺑﺎ ِﻥ ﻓﺎﺭﺳﻲ ﻭﺍﮊﻩ ي ) ‪consciousness‬‬ ‫ﻦ ﺍﻳﻦ ﺩﻭ ﻫﻮﺷﻴﺎﺭي )‪ alertness‬ﻭ ‪ ( consciousness‬ﺗﻔﺎﻭﺕ‬ ‫( ﻧﻴﺰ ﻫﻮﺷﻴﺎﺭي ﺗﺮﺟﻤﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻣﺎ ﺑﻴ ﹺ‬ ‫ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﻳﮑﻲ ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﮔﻔﺘﻴﻢ ﺑﻪ ﻣﻌﻨﺎي ﺗﻮﺟﻪ ﺍﺳﺖ ) ‪ ( alertness‬ﻭ ﺩﻳﮕﺮي ﻳﻌﻨﻲ‬ ‫‪ consciousness‬ﺭﺍ ﺩﺭ ﺍﺩﺍﻣﻪ ﺑﻪ ﻃﻮﺭ ﻣﻔﺼﻞ ﺗﻮﺿﻴﺢ ﺧﻮﺍﻫﻴﻢ ﺩﺍﺩ‪.‬‬ ‫ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﻓﺮﻫﻨﮓ ﻣﻌﺎﺻ ﹺﺮ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﭘﺰﺷﮑﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي‬ ‫‪ ‬‬

‫ﺕ ﺧﺎﻣﻲ ﮐﻪ ﺑﻪ ﻭﺳﻴﻠﻪ ي ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﺣﺴﻲ‬ ‫ﻦ ﺁﻥ ﺍﺣﺴﺎﺳﺎ ِ‬ ‫ﺕ ﺳﺎﺩﻩ‪ ،‬ﺍﺩﺭﺍﮎ ﻳﻌﻨﻲ ﻋﻤﻠﻲ ﮐﻪ ﺿﻤ ﹺ‬ ‫]‪ [١٠‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫) ﭼﺸﻢ‪ ،‬ﮔﻮﺵ ﻭ‪ ( ...‬ﺩﺭﻳﺎﻓﺖ ﻣﻲ ﺷﻮﻧﺪ ﺑﺮﺍي ﺷﺨﺺ ﻣﻌﻨﺎ ﻭ ﻣﻔﻬﻮﻡ ﭘﻴﺪﺍ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬

‫) ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ‬

‫ﻓﺮﻫﻨﮓ ﻣﻌﺎﺻ ﹺﺮ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﻧﭙﺰﺷﮑﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي ( ﺑﺮﺍي ﻓﻬﻢ ﻣﻮﺿﻮﻉ ﻣﺜﺎﻟﻲ ﻣﻲ ﺯﻧﻴﻢ ‪ :‬ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﺑﻪ ﻳﮏ‬ ‫ﮓ ﺩﺭ ﻫﻢ ﺁﻣﻴﺨﺘﻪ ﻧﻴﺴﺖ‪ .‬ﺍﻣﺎ‬ ‫ﺢ ﺣﺴﻲ ﭼﻴﺰي ﺟﺰ ﭼﻨﺪ ﺧﻂ ﻭ ﺭﻧ ِ‬ ‫ﺻﻨﺪﻟﻲ ﻧﮕﺎﻩ ﻣﻲ ﮐﻨﻴﺪ‪ ،‬ﺍﻳﻦ ﺻﻨﺪﻟﻲ ﺩﺭ ﺳﻄ ﹺ‬ ‫ﻲ ﺫﻫﻨﻲ ﺁﻧﺮﺍ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﮏ ﺻﻨﺪﻟﻲ ﺍﺩﺭﺍﮎ ﻣﻲ ﮐﻨﻴﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﻣﻼﺣﻈﻪ‬ ‫ﺷﻤﺎ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺩﺍﺷﺘﻪ ﻫﺎي ﻗﺒﻠ ﹺ‬ ‫ﻣﻲ ﮐﻨﻴﺪ ﺍﺻﻮﻻً ﻓﺮﺩ ﺍﺑﺘﺪﺍ ﺍﺣﺴﺎﺱ ﻣﻲ ﮐﻨﺪ ) ‪ ( sensation‬ﻭ ﺳﭙﺲ ﺍﺩﺭﺍﮎ ﻣﻲ ﮐﻨﺪ‪ -‬ﻡ‬ ‫‪ ‬‬ ‫ﺢ ﻣﻔﻬﻮﻡ ﻳﺎﺩﮔﻴﺮي ﻣﻲ ﺗﻮﺍﻥ ﺍﺯ ﺩﻭ ﺗﻌﺮﻳﻒ ﺯﻳﺮ ﺍﺳﺘﻔﺎﺩﻩ ﮐﺮﺩ ‪  :‬‬ ‫]‪ [١١‬ﺑﺮﺍي ﺗﻮﺿﻴ ﹺ‬ ‫‪ .١‬ﻳﺎﺩﮔﻴﺮي ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺗﻐﻴﻴﺮ ﻋﺼﺒﻲ ﻗﻠﻤﺪﺍﺩ ﮐﺮﺩ ﮐﻪ ﺩﺭ ﻧﺘﻴﺠﻪ ي ﺗﺠﺎﺭﺏ ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﺍﺯ ﻣﺤﺮﮎ ﻫﺎي‬ ‫ﻣﻮﺟﻮﺩ ﺩﺭ ﻣﺤﻴﻂ‪ ،‬ﺭﺥ ﻣﻲ ﺩﻫﺪ‪  .‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ –‬ ‫ﺻﻔﺤﻪ ي ‪  ٣١‬‬

‫ﺖ ﻓﺮﺩ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺑﺮﺍي ﺗﻐﻴﻴﺮ ﻳﺎ ﺗﻌﺪﻳﻞ ﺭﻓﺘﺎﺭ‪ ،‬ﺗﺠﺮﺑﻪ ﻭ ﺁﮔﺎﻫﻲ ﻫﺎ‬ ‫‪ .٢‬ﻳﺎﺩﮔﻴﺮي ﺑﻪ ﺁﻥ ﻧﻮﻉ ﻓﻌﺎﻟﻴ ِ‬ ‫ﻲ‬ ‫ﺍﻧﺠﺎﻡ ﻣﻲ ﮔﻴﺮﺩ ﺗﺎ ﻓﺮﺩ ﺑﺘﻮﺍﻧﺪ ﺧﻮﺩ ﺭﺍ ﺑﺎ ﻣﺤﻴﻂ ﺳﺎﺯﮔﺎﺭ ﮐﻨﺪ ﻭ ﺍﻧﮕﻴﺰﻩ ﻫﺎ ﻭ ﺍﺣﺘﻴﺎﺟﺎﺕِ ﺑﺪﻧﻲ ﻭ ﺭﻭﺍﻧ ﹺ‬ ‫ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺭﺍﻩ ﻫﺎي ﺩﺭﺳﺖ ﺑﺮﺁﻭﺭﺩﻩ ﮐﻨﺪ‪  .‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ ‪ ‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٨٥ ‬‬ ‫‪ ‬‬

‫ﺕ ﺯﻧﺪﻩ ﺭﺍ ﺑﺮ ﻣﺒﻨﺎي ﻣﻴﺰﺍ ِﻥ ﺗﮑﺎﻣﻞﹺ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﺷﺎﻥ ﻣﺮﺗﺐ ﮐﻨﻴﻢ‪ ،‬ﺩﺭﻣﻲ ﻳﺎﺑﻴﻢ ﮐﻪ ﻫﺮﭼﻪ ﺩﺭ ﺍﻳﻦ‬ ‫ﺍﮔﺮ ﻣﻮﺟﻮﺩﺍ ِ‬ ‫ي ﻣﻮﺟﻮ ِﺩ ﻣﺬﮐﻮﺭ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﻳﺎﺑﺪ‪ ،‬ﺗﺎ ﺁﻧﺠﺎ ﮐﻪ‬ ‫ﺖ ﺑﺎﻻ ﻣﻲ ﺭﻭﻳﻢ ﻏﺎﻟﺒﺎ ً ﺗﻮﺍﻧﺎﻳﻲ ﻳﺎﺩﮔﻴﺮ ﹺ‬ ‫ﺩﺳﺘﻪ ﺑﻨﺪي ﺑﻪ ﺳﻤ ِ‬ ‫ﻲ ﻳﺎﺩﮔﻴﺮي ﺩﺭ ﻧﺨﺴﺘﻲ ﻫﺎ ﻭ ﻣﺨﺼﻮﺻﺎً ﺍﻧﺴﺎﻥ ﮐﻪ ﺩﺍﺭﺍي ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﻓﻮﻕ ﺍﻟﻌﺎﺩﻩ ﭘﻴﭽﻴﺪﻩ ﺍي ﻫﺴﺘﻨﺪ‪،‬‬ ‫ﺗﻮﺍﻧﺎﻳ ﹺ‬ ‫ي ﻳﮏ ﻣﻮﺟﻮﺩ ﺑﻴﺸﺘﺮ ﺑﺎﺷﺪ‪ ،‬ﺭﻓﺘﺎﺭ ﻭ ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﻣﻮﺟﻮ ِﺩ ﻣﻮﺭﺩ‬ ‫ﻲ ﻳﺎﺩﮔﻴﺮ ﹺ‬ ‫ﺝ ﺧﻮﺩ ﻣﻲ ﺭﺳﺪ‪ .‬ﻫﺮﭼﻪ ﺗﻮﺍﻧﺎﻳ ﹺ‬ ‫ﺑﻪ ﺍﻭ ﹺ‬ ‫ي ﭘﺎﻳﻴﻦ‪ ،‬ﺍﮐﺜ ﹺﺮ‬ ‫ﺕ ﺑﺎ ﺗﻮﺍﻧﺎﻳﻲ ﻳﺎﺩﮔﻴﺮ ﹺ‬ ‫ي ﺑﻴﺸﺘﺮي ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ‪ .‬ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺩﺭ ﻣﻮﺟﻮﺩﺍ ِ‬ ‫ﻧﻈﺮ ﺍﺯ ﺍﻧﻌﻄﺎﻑ ﭘﺬﻳﺮ ﹺ‬ ‫ﺣﺮﮐﺎﺕ ﮐﻠﻴﺸﻪ ﺍي ) ‪ ( streotype‬ﻭ ﻗﺎﺑﻞ ﭘﻴﺶ ﺑﻴﻨﻲ ﻫﺴﺘﻨﺪ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺩﻟﻴﻞ ﺍﺳﺖ ﮐﻪ ﺩﺭ ﺍﻧﺴﺎﻥ ﻫﺎ‪ ،‬ﺣﺘﻲ‬ ‫ﺍﻓﺮﺍﺩ ﺩﺭﻭ ِﻥ ﻳﮏ ﺧﺎﻧﻮﺍﺩﻩ ﻧﻴﺰ ﺗﺎ ﺣ ِﺪ ﺑﺴﻴﺎﺭي ﺯﻳﺎﺩي ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺗﻔﺎﻭﺕ ﺩﺍﺭﻧﺪ‪ .‬ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺩﺭ ﺑﺴﻴﺎﺭي ﺍﺯ‬ ‫ﻲ ﺍﺑﺘﺪﺍﻳﻲ ﺗﺮي ﺭﺍ ﺩﺍﺭﺍ ﻫﺴﺘﻨﺪ‪ ،‬ﺍﮐﺜ ﹺﺮ ﺣﺮﮐﺎﺕ ﺩﺭ‬ ‫ﻲ ﺁﺑﻨﻮﺱ‪ ،‬ﮐﻪ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻞ ﻣﺎﻫ ﹺ‬ ‫ﮔﻮﻧﻪ ﻫﺎي ﺍﺑﺘﺪﺍﻳﻲ ﺗﺮ ﻣﺜ ﹺ‬ ‫ﻲ ﺍﻋﻀﺎي ﮔﻮﻧﻪ ﻗﺮﺍﺭﺩﺍﺩي ﻭ ﺷﺒﻴﻪ ﺑﻪ ﻫﻢ ﺍﺳﺖ‪.‬‬ ‫ﺗﻤﺎﻣ ﹺ‬ ‫‪ ‬‬ ‫ﻞ ﺁﻥ ﺭﺍ ﺩﺭ ﻃﻮ ﹺﻝ ﺯﻧﺪﮔﻲ ﻣﻄﺎﻟﻌﻪ ﻣﻲ‬ ‫ﺏ ﺍﻧﺴﺎﻥ ﻭ ﻋﻮﺍﻣ ﹺ‬ ‫ﺕ ﺭﻓﺘﺎﺭ ﻭ ﺗﺠﺎﺭ ﹺ‬ ‫]‪  [١٢‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺭﺷﺪ‪ ،‬ﻋﻤﺪﺗﺎً ﺗﻐﻴﻴﺮﺍ ِ‬ ‫ﮐﻨﺪ‪.‬‬ ‫ﭖ ﻫﻔﺪﻫﻢ ﺻﻔﺤﻪ ي ‪١١‬‬ ‫ﻲ ﺭﺷﺪ ‪ -‬ﺍﺛﺮ ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ – ﻧﺸﺮ ﺭﺷﺪ – ﭼﺎ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬

‫ﻦ ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺭﺷﺪ ﺭﺍ ﺑﻪ ﺧﻮﺩ ﻣﺸﻐﻮﻝ ﺩﺍﺷﺘﻪ‪ ،‬ﺍﺯ ﺍﻳﻦ ﻗﺒﻴﻞ ﺍﺳﺖ ‪:‬‬ ‫ﺳﻮﺍﻻﺗﻲ ﮐﻪ ﺫﻫ ﹺ‬ ‫ي ﺍﻭ ﺩﺭ‬ ‫ﻲ ﺯﻧﺪﮔﻲ ﻭﺍﻟﺪﻳﻨﺶ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺑﺪﻫﺪ‪ ،‬ﻭﺿ ﹺﻊ ﺭﺷﺪ ﹺ‬ ‫ƒ ﭼﻨﺎﻧﭽﻪ ﻳﮏ ﮐﻮﺩﮎ ﺩﺭ ﺳﻨﻴﻦ ﺍﺑﺘﺪﺍﻳ ﹺ‬ ‫ﺳﺎﻟﻬﺎي ﮐﻮﺩﮐﻲ‪ ،‬ﻧﻮﺟﻮﺍﻧﻲ ﻭ ﺑﺰﺭﮔﺴﺎﻟﻲ ﭼﮕﻮﻧﻪ ﺧﻮﺍﻫﺪ ﺷﺪ ؟ ‪ ‬‬ ‫ƒ ﭼﺮﺍ ﺑﻌﻀﻲ ﺍﺯ ﺍﻓﺮﺍﺩ ﺩﺭ ‪ ١٢‬ﺳﺎﻟﮕﻲ ﺑﻪ ﺑﻠﻮ ﹺﻍ ﺟﻨﺴﻲ ﻣﻲ ﺭﺳﻨﺪ ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺑﺮﺧﻲ ﺩﻳﮕﺮ ﺩﺭ ‪ ١٦‬ﺳﺎﻟﮕﻲ‬ ‫ﻭﺍﺭ ِﺩ ﺁﻥ ﻣﺮﺣﻠﻪ ﻣﻲ ﺷﻮﻧﺪ ؟‬ ‫ﭖ ﻫﻔﺪﻫﻢ ﺻﻔﺤﻪ ي ‪٣٤‬‬ ‫ﻲ ﺭﺷﺪ ‪ -‬ﺍﺛﺮ ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ – ﻧﺸﺮ ﺭﺷﺪ – ﭼﺎ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬

‫ﺖ‬ ‫ﺕ ﺯﻳﮕﻤﻮﻧﺪ ﻓﺮﻭﻳﺪ ﻣﻌﻠﻮﻡ ﺷﺪ ﮐﻪ ﺗﺠﺮﺑﻪ ﻫﺎي ﺩﻭﺭﺍ ِﻥ ﮐﻮﺩﮐﻲ ﺍﺛ ﹺﺮ ﭘﺎﻳﺪﺍﺭي ﺑﺮ ﺷﺨﺼﻴ ِ‬ ‫]‪  [١٣‬ﺩﺭ ﺍﺛ ﹺﺮ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﻦ ﻭﺍﻟﺪﻳﻦ‬ ‫ﻲ ﺁﺩﻣﻲ ﻭ ﻣﺨﺼﻮﺻﺎً ﺭﺍﺑﻄﻪ ي ﺑﻴ ﹺ‬ ‫ﻓﺮﺩ ﺩﺭ ﺑﺰﺭﮔﺴﺎﻟﻲ ﻣﻲ ﮔﺬﺍﺭﺩ‪ .‬ﺗﻮﺟﻪ ﺭﻭﺍﻧﮑﺎﻭﺍﻥ ﺑﻪ ﺩﻭﺭﺍ ِﻥ ﮐﻮﺩﮐ ﹺ‬ ‫ﻲ ﮐﻮﺩﮎ ﻧﻤﻮﺩ‪.‬‬ ‫ﺖ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﮏ ﻓﺮﺍﻭﺍﻧﻲ ﺑﻪ ﭘﻴﺸﺮﻓ ِ‬ ‫ﻭ ﻓﺮﺯﻧﺪﺍﻥ ﮐﻤ ِ‬ ‫ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﺍﺻﻮﻝ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺛﺮ ﻧﺮﻣﺎﻥ ﻝ‪ .‬ﻣﺎﻥ ‪ -‬ﺗﺮﺟﻤﻪ ﻭ ﺍﻗﺘﺒﺎﺱ ﺩﮐﺘﺮ ﺳﺎﻋﺘﭽﻲ ‪ -‬ﻧﺸﺮ ﺍﻣﻴﺮﮐﺒﻴﺮ ﺻﻔﺤﻪ ي ‪٢٥‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٨٦ ‬‬ ‫‪ ‬‬

‫]‪[١٤‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺟﺘﻤﺎﻋﻲ ‪ :‬ﺷﺎﺧﻪ ﺍي ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺳﺖ ﮐﻪ ﻣﻲ ﮐﻮﺷﺪ ﺑﻔﻬﻤﺪ ﻭ ﺗﻮﺿﻴﺢ ﺩﻫﺪ ﭼﮕﻮﻧﻪ‪،‬‬ ‫ﻲ‬ ‫ﻲ ﺩﻳﮕﺮﺍﻥ ﺗﺎﺛﻴﺮ ﻣﻲ ﭘﺬﻳﺮﺩ‪ .‬ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺍﻧﺪﻳﺸﻪ‪ ،‬ﺍﺣﺴﺎﺱ ﻳﺎ ﺭﻓﺘﺎ ﹺﺭ ﺍﻓﺮﺍﺩ ﺍﺯ ﺣﻀﻮ ﹺﺭ ﻭﺍﻗﻌﻲ‪ ،‬ﺧﻴﺎﻟﻲ ﻳﺎ ﺗﻠﻮﻳﺤ ﹺ‬ ‫ﻁ ﺗﻨﮕﺎﺗﻨﮕﻲ ﺑﺎ ﻋﻠﻮ ﹺﻡ ﺍﺟﺘﻤﺎﻋﻲ ﺩﺍﺭﺩ ﺑﻪ ﻃﻮﺭﻳﮑﻪ ﺗﻔﮑﻴﮏ ﺁﻧﻬﺎ ﺍﺯ ﻳﮑﺪﻳﮕﺮ ﺩﺷﻮﺍﺭ ﺍﺳﺖ‪ .‬ﺑﻪ‬ ‫ﺍﺟﺘﻤﺎﻋﻲ‪ ،‬ﺍﺭﺗﺒﺎ ِ‬ ‫ﺱ‬ ‫ﻋﻘﻴﺪﻩ ي ﺑﺮﺧﻲ ﺻﺎﺣﺐ ﻧﻈﺮﺍﻥ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺱ ﺍﺯ ﺟﺎﻣﻌﻪ ﺷﺮﻭﻉ ﮐﺮﺩﻩ ﻭ ﺑﻪ ﻓﺮﺩ ﻣﻲ ﺭﺳﺪ ﺩﺭ ﺣﺎﻟﻴﮑﻪ ﺭﻭﺍﻧﺸﻨﺎ ﹺ‬ ‫ﺍﺟﺘﻤﺎﻋﻲ ﺍﺯ ﻓﺮﺩ ﺷﺮﻭﻉ ﮐﺮﺩﻩ ﻭ ﺑﻪ ﺟﺎﻣﻌﻪ ﻣﻲ ﺭﺳﺪ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻣﻌﺎﺻ ﹺﺮ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﭘﺰﺷﮑﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي‬

‫‪ ‬‬ ‫]‪ [١٥‬ﺑﺮﺧﻲ ﻧﻴﺰ ﺑﻪ ﺁﻥ » ﺁﺳﻴﺐ ﺷﻨﺎﺳﻲ ﺭﻭﺍﻧﻲ « ﻣﻲ ﮔﻮﻳﻨﺪ‪ : .‬ﺩﺭ ﺯﻳﺮ ﺑﻪ ﺩﻭ ﺗﻌﺮﻳﻒ ﺍﺷﺎﺭﻩ ﻣﻲ ﮐﻨﻴﻢ ‪:‬‬ ‫ﺹ ﻧﺎﺑﻬﻨﺠﺎﺭ ) ﻧﻮﺍﺑﻎ‪ ،‬ﺿﻌﻴﻒ ﻋﻘﻞ ﻫﺎ‪ ،‬ﺩﻳﻮﺍﻧﮕﺎﻥ (‬ ‫‪ .١‬ﺍﻳﻦ ﺷﺎﺧﻪ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺑﻪ ﻣﻄﺎﻟﻌﻪ ي ﺭﻓﺘﺎ ﹺﺭ ﺍﺷﺨﺎ ﹺ‬ ‫ﻣﻲ ﭘﺮﺩﺍﺯﺩ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ‬

‫‪ .٢‬ﺷﺎﺧﻪ ﺍي ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﮐﻪ ﺑﺎ ﺭﻓﺘﺎﺭﻫﺎي ﻏﻴﺮﻋﺎﺩي ﺳﺮ ﻭ ﮐﺎﺭ ﺩﺍﺭﺩ‬ ‫ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻣﻌﺎﺻ ﹺﺮ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﭘﺰﺷﮑﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي‬

‫‪ ‬‬ ‫]‪ [١٦‬ﻣﺸﺎﻫﺪﻩ ﻭ ﺗﻔﮑﺮ ﺑﻪ ﺗﻨﻬﺎﻳﻲ ﮐﺎﺭي ﺍﺯ ﭘﻴﺶ ﻧﻤﻲ ﺑﺮﺩ‪ .‬ﺗﺎ ﻭﻗﺘﻲ ﮐﻪ ﺗﻨﻬﺎ ﻣﺸﺎﻫﺪﻩ ﻣﻲ ﮐﻨﻴﻢ ﻭ ﺩﺧﺎﻟﺖ ﻧﻤﻲ‬ ‫ﺶ ﻫﺮﻳﮏ‬ ‫ﮐﻨﻴﻢ‪ ،‬ﭘﻴﺶ ﺁﻣﺪﻫﺎ ﻣﻌﻤﻮﻻً ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﭼﻨﺎﻥ ﻣﺘﻐﻴﺮﻫﺎي ﻓﺮﺍﻭﺍﻧﻲ ﻫﺴﺘﻨﺪ ﮐﻪ ﺑﻪ ﻫﻴﺞ ﻭﺟﻪ ﻧﻤﻲ ﺗﻮﺍﻥ ﻧﻘ ﹺ‬ ‫ي ﺟﺰﺋﻲ ﺭﺍ ﺩﺭ ﻧﺘﻴﺠﻪ ي ﮐﻠﻲ ﺗﻌﻴﻴﻦ ﮐﺮﺩ‪ .‬ﺁﺯﻣﺎﻳ ﹺ‬ ‫ﺍﺯ ﻣﺘﻐﻴﺮﻫﺎ ﹺ‬ ‫ﺶ ﻋﻠﻤﻲ ﺍﻳﻦ ﻋﻮﺍﻣﻞ ﺭﺍ ﺗﺎ ﺣﺪ ﺯﻳﺎﺩي ﺍﺯ ﻳﮑﺪﻳﮕﺮ‬ ‫ﺖ ﺍﻧﺴﺎﻥ ﺷﺮﺍﻳﻄﻲ ﺭﺍ ﻣﻲ ﺁﻓﺮﻳﻨﺪ ﮐﻪ ﺩﺭ ﺁﻥ ﺷﺮﺍﻳﻂ ﻣﻲ ﺗﻮﺍﻥ ﺍﺛ ﹺﺮ ﻳﮏ ﻣﺘﻐﻴﺮ ﺭﺍ ﺑﺪﻭ ِﻥ‬ ‫ﺟﺪﺍ ﻣﻲ ﮐﻨﺪ ﻭ ﺩﺧﺎﻟ ِ‬ ‫ﺁﻧﮑﻪ ﻣﺘﻐﻴﺮﻫﺎي ﺩﻳﮕﺮ ﺩﺭ ﮐﺎ ﹺﺭ ﺁﻥ ﺍﺧﻼﻝ ﺍﻳﺠﺎﺩ ﮐﻨﺪ ﻣﺸﺎﻫﺪﻩ ﮐﺮﺩ ﻭ ﺑﺪﻳﻦ ﮔﻮﻧﻪ ﻣﮑﺎﻧﻴﺴ ﹺﻢ ﺭﻭﻳﺪﺍﺩﻫﺎي ﭘﻴﭽﻴﺪﻩ‬ ‫ﻁ ﻳﮏ ﺑﺮﮒ ﺭﻭﻳﺪﺍ ِﺩ ﭘﻴﭽﻴﺪﻩ ﺍي‬ ‫ﺖ ﺍﻧﺴﺎﻥ ﺭﻭي ﻣﻲ ﺩﻫﻨﺪ ﺁﺷﮑﺎﺭ ﺳﺎﺧﺖ‪ .‬ﻣﺜﻼ ً ﺳﻘﻮ ِ‬ ‫ﺍي ﺭﺍ ﮐﻪ ﺑﺪﻭ ِﻥ ﺩﺧﺎﻟ ِ‬ ‫ﺍﺳﺖ ﮐﻪ ﺩﺭ ﺁﻥ ﻧﻴﺮﻭي ﮔﺮﺍﻧﺸﻲ ﺩﺭ ﺑﺮﺍﺑﺮ ﻧﻴﺮﻭي ﻣﻘﺎﻭﻣﺖِ ﻫﻮﺍ ﻋﻤﻞ ﻣﻲ ﮐﻨﺪ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﺑﺮﮒ ﺩﺭ ﻣﺴﻴﺮي‬ ‫ﻁ ﺑﺮﮒ ﺩﺭ ﻓﻀﺎﻳﻲ ﺧﺎﻟﻲ ﺍﺯ ﻫﻮﺍ ﺻﻮﺭﺕ‬ ‫ﺯﻳﮕﺰﺍﮔﻲ ﻓﺮﻭﺩ ﻣﻲ ﺁﻳﺪ‪ .‬ﻫﺮﮔﺎﻩ ﻭﺿﻌﻲ ﺑﻪ ﻭﺟﻮﺩ ﺁﻭﺭﻳﻢ ﮐﻪ ﺳﻘﻮ ِ‬ ‫ﻁ ﺑﺮﮒ ﻧﺴﺒﺖ ﺑﻪ ﮔﺮﺍﻧﺶ‬ ‫ﮔﻴﺮﺩ ؛ ﻭ ﺑﺪﻳﻦ ﺳﺎﻥ ﻫﻮﺍ ﺭﺍ ﺍﺯ ﺟﺮﻳﺎ ِﻥ ﻋﻤﻞ ﺧﺎﺭﺝ ﺳﺎﺯﻳﻢ‪ ،‬ﺧﻮﺍﻫﻴﻢ ﺩﻳﺪ ﮐﻪ ﺳﻘﻮ ِ‬ ‫ﺢ ﻣﻌﻴﻦ ﺟﺮﻳﺎﻥ‬ ‫ﻁ ﺳﻨﮓ ﺍﺳﺖ‪ .‬ﺩﺭ ﻣﻘﺎﺑﻞ ﻫﺮﮔﺎﻩ ﺍﺯ ﻳﮏ ﻣﺠﺮﺍي ﻣﺨﺼﻮﺹ‪ ،‬ﻫﻮﺍﻳﻲ ﺑﺮ ﻳﮏ ﺳﻄ ﹺ‬ ‫ﺷﺒﻴﻪ ﺑﻪ ﺳﻘﻮ ِ‬ ‫ﮏ ﺭﻭﻳﺪﺍﺩﻫﺎي ﺳﺎﺧﺘﮕ ﹺ‬ ‫ﻦ ﺟﺮﻳﺎ ِﻥ ﻫﻮﺍ ﺁﺷﮑﺎﺭ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﺪﻳﻦ ﺳﺎﻥ ﺑﻪ ﮐﻤ ِ‬ ‫ﻳﺎﺑﺪ‪ ،‬ﻗﻮﺍﻧﻴ ﹺ‬ ‫ﻲ ﺣﺎﺻﻞ ﺍﺯ ﺁﺯﻣﺎﻳﺶ ﻫﺎي‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٨٧ ‬‬ ‫‪ ‬‬

‫ﺐ ﻃﺒﻴﻌﺖ ﺭﺍ ﺗﺎ ﺣﺪ ﺯﻳﺎﺩي ﺑﻪ ﺍﺟﺰﺍي ﺁﻥ ﺗﺠﺰﻳﻪ ﮐﺮﺩ‪.‬‬ ‫ﺑﺮﻧﺎﻣﻪ ﺭﻳﺰي ﺷﺪﻩ ﻣﻲ ﺗﻮﺍﻥ ﺭﻭﻳﺪﺍﺩﻫﺎي ﭘﻴﭽﻴﺪﻩ ﻭ ﻣﺮﮐ ﹺ‬ ‫ﻲ ﻋﻠ ﹺﻢ ﻧﻮﻳﻦ ﺩﺭ ﺁﻣﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﺑﺪﻳﻦ ﻋﻠﺖ ﺍﺳﺖ ﮐﻪ ﺁﺯﻣﺎﻳﺶ ﺑﻪ ﺻﻮﺭﺕ ﺍﺑﺮﺍ ﹺﺯ ﺍﺻﻠ ﹺ‬ ‫ﭖ ﺩﻭﻡ‬ ‫ﺕ ﻋﻠﻤﻲ ﻭ ﻓﺮﻫﻨﮕﻲ – ﭼﺎ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﭘﻴﺪﺍﻳﺶ ﻓﻠﺴﻔﻪ ي ﻋﻠﻤﻲ – ﺍﺛﺮ ﻫﺎﻧﺲ ﺭﺍﻳﺸﻨﺒﺎﺥ – ﺗﺮﺟﻤﻪ ي ﻣﻮﺳﻲ ﺍﮐﺮﻣﻲ – ﺍﻧﺘﺸﺎﺭﺍ ِ‬ ‫‪ -١٣٨٤‬ﺻﻔﺤﻪ ي ‪١٢٨ -١٢٧‬‬

‫‪e‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺗﺼﻮﻳﺮ ﺑﺎﻻ ﻣﻼﺣﻈﻪ ﻣﻲ ﮐﻨﻴﺪ‪ ،‬ﻣﺰﺭﻋﻪ ﺑﻪ ﺑﺨﺶ ﻫﺎي ﮐﻮﭼﮏ ﺗﻘﺴﻴﻢ ﺷﺪﻩ ﺍﺳﺖ ﺗﺎ ﺑﺪﻳﻦ ﻭﺳﻴﻠﻪ‬ ‫ﺗﺎﺛﻴﺮ ﻋﻮﺍﻣﻞِ ﻣﺨﺘﻠﻒ ﺑﺮ ﺭﺷﺪِ ﮔﻴﺎﻫﺎﻥِ ﻣﻨﻄﻘﻪ ﺑﻪ ﻃﻮﺭ ﺟﺪﺍﮔﺎﻧﻪ ﻣﻮﺭﺩ ﺍﺭﺯﻳﺎﺑﻲ ﻗﺮﺍﺭ ﮔﻴﺮﺩ‪.‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٨٨ ‬‬ ‫‪ ‬‬

‫ﻞ ﺗﻐﻴﻴﺮ ﺑﺎﺷﺪ‪ ،‬ﻣﺘﻐﻴﺮ ﮔﻔﺘﻪ‬ ‫]‪ [١٧‬ﻣﺘﻐﻴﺮﻫﺎ ‪ :‬ﺍﺻﻮﻻً ﺑﻪ ﻫﺮﻳﮏ ﺍﺯ ﻭﻳﮋﮔﻲ ﻫﺎي ﻓﺮﺩ ﻳﺎ ﻣﺤﻴﻂ ﭘﻴﺮﺍﻣﻮ ِﻥ ﺍﻭ ﮐﻪ ﻗﺎﺑ ﹺ‬ ‫ﻣﻲ ﺷﻮﺩ‪ .‬ﻣﺜﻼً ﻧﻮﺭ ﻳﮏ ﻣﺘﻐﻴﺮ ﺍﺳﺖ ﺯﻳﺮﺍ ﻣﻘﺪﺍﺭ ﺁﻥ ﻗﺎﺑﻞ ﺗﻐﻴﻴﺮ ﺍﺳﺖ‪ .‬ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﺿﺮﺑﺎ ِﻥ ﻗﻠﺐ‪ ،‬ﺟﻨﺴﻴﺖ‪،‬‬ ‫ﺳﻦ‪ ،‬ﺭﻓﺘﺎ ﹺﺭ ﺣﺮﮐﺘﻲ‪ ،‬ﺻﺪﺍ ﻭ‪ ...‬ﻫﻤﮕﻲ ﻣﺘﻐﻴﺮ ﻧﺎﻣﻴﺪﻩ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺑﻪ ﻃﻮﺭ ﮐﻠﻲ ﻣﺘﻐﻴﺮﻫﺎ ﺑﺮ ﺩﻭ ﻧﻮﻋﻨﺪ ‪:‬‬ ‫ﻣﺘﻐﻴﺮ ﻣﺴﺘﻘﻞ ‪ :‬ﺑﻪ ﻣﺘﻐﻴﺮﻫﺎﻳﻲ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺩﺭ ﺟﺮﻳﺎ ِﻥ ﺁﺯﻣﺎﻳﺶ ﺩﺳﺖ ﮐﺎﺭي ﻭ ﮐﻢ ﻭ ﺯﻳﺎﺩ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﻣﺜﻼ‬ ‫ﺶ ﻧﻮﺭ ﺍﺗﺎﻕ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﮏ ﻣﺘﻐﻴﺮ ﻣﺴﺘﻘﻞ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﻮﺩ‪  .‬‬ ‫ً ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﻣﺘﻐﻴﺮ ﻭﺍﺑﺴﺘﻪ ‪ :‬ﺑﻪ ﻣﺘﻐﻴﺮﻫﺎﻳﻲ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺍﺯ ﺗﻐﻴﻴﺮﺍﺕِ ﻣﺘﻐﻴﺮﻫﺎي ﻣﺴﺘﻘﻞ ﺗﺎﺛﻴﺮ ﻣﻲ ﭘﺬﻳﺮﻧﺪ‪ .‬ﻣﺜﻼً ﺗﻨﮓ‬ ‫ﺶ ﻧﻮﺭ ﺭﺥ ﻣﻲ ﺩﻫﺪ ﻣﻲ ﺗﻮﺍﻧﺪ ﻳﮏ ﻣﺘﻐﻴﺮ ﻭﺍﺑﺴﺘﻪ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ‬ ‫ﮏ ﭼﺸﻢ ﮐﻪ ﺩﺭ ﻧﺘﻴﺠﻪ ي ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﺷﺪ ِﻥ ﻣﺮﺩﻣ ِ‬ ‫ﺷﻮﺩ‪  .‬‬ ‫ﻖ‬ ‫ﺗﻮﺟﻪ ﮐﻨﻴﺪ ﮐﻪ ﻣﺘﻐﻴﺮي ﮐﻪ ﺩﺭ ﻳﮏ ﺗﺤﻘﻴﻖ ﻣﺘﻐﻴﺮ ﻭﺍﺑﺴﺘﻪ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﺪﻩ ﺍﺳﺖ ﻣﻲ ﺗﻮﺍﻧﺪ ﺩﺭ ﺗﺤﻘﻴ ﹺ‬ ‫ﺩﻳﮕﺮي ﻣﺘﻐﻴﺮ ﻣﺴﺘﻘﻞ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﻮﺩ‪ .‬ﭘﮋﻭﻫﺸﮕﺮ ﻫﻨﮕﺎ ﹺﻡ ﺁﺯﻣﺎﻳﺶ‪ ،‬ﻣﺘﻐﻴﺮ ﻣﺴﺘﻘﻞ ﺭﺍ ﺩﺳﺘﮑﺎﺭي ﻣﻲ ﮐﻨﺪ ﻭ‬ ‫ﺕ ﺁﻥ ﺭﺍ ﺑﺮ ﻣﺘﻐﻴﺮ ﻭﺍﺑﺴﺘﻪ ﺍﺭﺯﻳﺎﺑﻲ ﻣﻲ ﮐﻨﺪ‪ .‬ﻏﺎﻟﺒﺎً ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‪ ،‬ﺭﻓﺘﺎﺭ‪ ،‬ﻣﺘﻐﻴﺮ ﻭﺍﺑﺴﺘﻪ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻣﻲ‬ ‫ﺍﺛﺮﺍ ِ‬ ‫ﺷﻮﺩ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ –‬ ‫ﺻﻔﺤﻪ ي ‪١٣ -١٢‬‬

‫]‪ [١٨‬ﺑﺮﺍي ﺩﺭﮎ ﻣﻔﻬﻮﻡ ﻋﻴﻨﻴﺖ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺳﻪ ﺗﻌﺮﻳﻒ ﺍﺷﺎﺭﻩ ﮐﺮﺩ ‪:‬‬ ‫ﺵ ﺑﺮﺧﻮﺭﺩ ﺑﺎ ﺭﻭﻳﺪﺍﺩﻫﺎ ﺑﻪ ﻃﻮﺭي ﮐﻪ ﺍﺯ ﺳﻮﮔﻴﺮﻳﻬﺎي ﺗﻔﺴﻴﺮي ﻳﺎ ﺗﻌﺼﺐ ﺭﻫﺎ ﺍﺳﺖ‪.‬‬ ‫‪ .١‬ﺭﻭ ﹺ‬ ‫ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﻓﺮﻫﻨﮓ ﻣﻌﺎﺻ ﹺﺮ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﭘﺰﺷﮑﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي‬

‫‪ .٢‬ﺁﻥ ﻧﻮﻉ ﺩﺍﻭﺭي ﮐﻪ ﺍﺯ ﺍﺣﺴﺎﺳﺎﺕ ﻣﺘﺎﺛﺮ ﻧﺒﺎﺷﺪ ؛ ﺁﺯﺍﺩي ﺍﺯ ﺗﻌﺒﻴﺮ ﻭ ﺗﻔﺴﻴﺮﻫﺎي ﺫﻫﻨﻲ ﻳﺎ ﺷﺨﺼﻲ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮ ﹺﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ‬

‫ﻦ ﺣﻘﺎﻳﻖ ﺁﻧﭽﻨﺎﻥ ﮐﻪ ﻫﺴﺘﻨﺪ ﻧﻪ ﺁﻧﭽﻨﺎﻧﮑﻪ ﺷﺨﺺ ﺁﺭﺯﻭﻣﻨﺪ ﺍﺳﺖ‪ ،‬ﺑﺎﺷﻨﺪ‪.‬‬ ‫ﻲ ﺩﻳﺪﻥ ﻭ ﭘﺬﻳﺮﻓﺘ ﹺ‬ ‫‪ .٣‬ﺗﻮﺍﻧﺎﻳ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮ ﹺﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ‬

‫ﻂ ﭘﻮﭘﺮ ﭘﻴﺸﻨﻬﺎﺩ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ ﻣﺪﻋﻲ ﺳﺖ ﮐﻪ‬ ‫]‪ [١٩‬ﺍﺑﻄﺎﻝ ﭘﺬﻳﺮي ‪ :‬ﺩﻳﺪﮔﺎﻫﻲ ﻓﻠﺴﻔﻲ ﺳﺖ ﮐﻪ ﺗﻮﺳ ِ‬ ‫ﺐ ﺁﻧﻬﺎ ﺍﻗﺪﺍﻡ‬ ‫ﺖ ﻧﻈﺮﻳﻪ ﻫﺎي ﻋﻠﻤﻲ ﺭﺍ ﻧﻤﻲ ﺗﻮﺍﻥ ﺛﺎﺑﺖ ﮐﺮﺩ ﻭ ﻓﻘﻂ ﻣﻲ ﺗﻮﺍﻥ ﺍﺯ ﺭﺍ ِﻩ ﺍﺳﺘﺪﻻﻝ ﺑﻪ ﺗﮑﺬﻳ ﹺ‬ ‫ﺻﺤ ِ‬ ‫ﻞ ﺍﻳﻨﮑﻪ ﺩﺭﺳﺖ ﺑﻮﺩ ِﻥ ﺁﻥ ﺑﻪ ﺍﺛﺒﺎﺕ ﺭﺳﻴﺪﻩ ﺍﺳﺖ‪ ،‬ﺑﻠﮑﻪ ﺑﻪ‬ ‫ﻧﻤﻮﺩ‪ .‬ﺍﺯ ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ‪ ،‬ﻳﮏ ﻧﻈﺮﻳﻪ ي ﻋﻠﻤﻲ ﻧﻪ ﺑﺪﻟﻴ ﹺ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٨٩ ‬‬ ‫‪ ‬‬

‫ﻲ ﺁﻥ ﻣﺤﻘﻖ ﻧﺸﺪﻩ ﺍﺳﺖ‪ ،‬ﭘﺬﻳﺮﻓﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ ﺩﺭ ﺗﻀﺎﺩ ﺑﺎ ﻧﻈﺮﻳﻪ ي‬ ‫ﺍﻳﻦ ﻋﻠﺖ ﮐﻪ ﻫﻨﻮﺯ ﻧﺎﺩﺭﺳﺘ ﹺ‬ ‫ﺕ‬ ‫ﺍﺛﺒﺎﺕ ﮔﺮﺍﻳﻲ ) ‪ ( verificationism‬ﺍﺳﺖ ﮐﻪ ﻣﺪﻋﻲ ﺍﺳﺖ ﮐﺎ ﹺﺭ ﻋﻠﻤﻲ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ ﮐﻮﺷﺶ ﺑﺮﺍي ﺍﺛﺒﺎ ِ‬ ‫ﻖ ﻣﻨﻄﻖ ﻭ ﺗﺠﺮﺑﻪ‪.‬‬ ‫ﻲ ﻳﮏ ﻧﻈﺮﻳﻪ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺩﺭﺳﺘ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻣﻌﺎﺻ ﹺﺮ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﻧﭙﺰﮐﺸﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي‬

‫]‪ [٢٠‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﻣﻼﺣﻈﻪ ﻣﻲ ﮐﻨﻴﺪ ﺁﻧﭽﻪ ﺟﺮﻳﺎ ِﻥ ﻋﻠﻤﻲ ﺭﺍ ﺍﺯ ﺳﺎﻳﺮ ﺟﺮﻳﺎﻥ ﻫﺎي ﻫﻨﺮي‪ ،‬ﻣﺬﻫﺒﻲ ﻭ ﻏﻴﺮﻩ‬ ‫ﻣﺘﻤﺎﻳﺰ ﻣﻲ ﺳﺎﺯﺩ ﺍﻳﻦ ﻧﻴﺴﺖ ﮐﻪ ﺟﺮﻳﺎ ِﻥ ﻋﻠﻤﻲ ﺑﺪﻭ ِﻥ ﭘﻴﺶ ﻓﺮﺽ ﺍﺳﺖ ﻭ ﺳﺎﻳ ﹺﺮ ﺟﺮﻳﺎﻥ ﻫﺎ ﭘﻴﺶ ﻓﺮﺽ ﺩﺍﺭﻧﺪ‪.‬‬ ‫ﺑﻠﮑﻪ ﺗﻔﺎﻭﺕ ﺩﺭ ﻧﺤﻮﻩ ي ﺑﺮﺧﻮﺭﺩ ﺑِﺎ ﺍﻳﻦ ﭘﻴﺶ ﻓﺮﺽ ﻫﺎ ﺍﺳﺖ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﺗﻤﺎ ﹺﻡ ﺗﻼ ﹺ‬ ‫ﺵ ﺟﺮﻳﺎﻥ ﻫﺎي ﻋﻠﻤﻲ ﺍﻳﻦ‬ ‫ﺖ ﺧﻮﺩ ﺍﺩﺍﻣﻪ ﺩﻫﺪ – ﻡ‬ ‫ﺍﺳﺖ ﮐﻪ ﺭﻭﺯ ﺑﻪ ﺭﻭﺯ ﺑﺎ ﭘﻴﺶ ﻓﺮﺽ ﻫﺎي ﮐﻤﺘﺮي ﺑﻪ ﺣﺮﮐ ِ‬ ‫]‪ [٢١‬ﻣﻌﻴﺎﺭ ﺍﺑﻄﺎﻝ ﭘﺬﻳﺮي ﻧﻪ ﺗﻨﻬﺎ ﺑﻪ ﻣﻌﻨﻲ ﺑﻲ ﻓﺎﻳﺪﻩ ﺑﻮﺩﻥ ﻭ ﻋﺒﺚ ﺑﻮﺩﻥ ﺷﻨﺎﺧﺖ ﻋﻠﻤﻲ ﻧﻴﺴﺖ ﺑﻠﮑﻪ ﻫﻤﺎﻧﻄﻮﺭ‬ ‫ﺖ ﺍﺑﻄﺎﻝ ﭘﺬﻳﺮ ﺑﻮﺩ ِﻥ ﻧﻈﺮﻳﻪ ﻫﺎي‬ ‫ﺖ ﻋﻠﻤﻲ ﺳﺖ ﭼﺮﺍ ﮐﻪ ﺗﻨﻬﺎ ﺑﺎ ﻗﺎﺑﻠﻴ ِ‬ ‫ﺕ ﺷﻨﺎﺧ ِ‬ ‫ﮐﻪ ﭘﻴﺶ ﺗﺮ ﮔﻔﺘﻪ ﺷﺪ ﻧﻘﻄﻪ ي ﻗﻮ ِ‬ ‫ﻗﺒﻠﻲ ﺳﺖ ﮐﻪ ﭘﻴﺸﺮﻓﺖ ﻣﻤﮑﻦ ﻣﻲ ﮔﺮﺩﺩ‪ – .‬ﻡ‬ ‫]‪ [٢٢‬ﻧﻈﺮﻳﻪ ﭼﻬﺎﺭﭼﻮﺑﻲ ﺭﺍ ﺑﺮﺍي ﻣﺤﻘﻖ ﻓﺮﺍﻫﻢ ﻣﻲ ﺳﺎﺯﺩ ﺗﺎ ﺍﻭ ﺑﺘﻮﺍﻧﺪ ﺑﻪ ﺭﺍﻫﻨﻤﺎﻳﹺﻴﺂﻥ ﭘﺮﺳﺶ ﻫﺎي ﻭﻳﮋﻩ ﺍي ﺭﺍ‬ ‫ﻣﻄﺮﺡ ﺳﺎﺯﺩ ﻭ ﺑﻪ ﺍﻭ ﮐﻤﮏ ﻣﻲ ﮐﻨﺪ ﻓﺮﺿﻴﻪ ﻫﺎي ﺧﺎﺻﻲ ﺭﺍ ﺻﻮﺭﺗﺒﻨﺪي ﮐﻨﺪ‪ .‬ﻳﮏ ﻧﻈﺮﻳﻪ ﻫﺮﮔﺰ ﻣﺴﺘﻘﻴﻤﺎً ﺑﻪ‬ ‫ﺹ ﺁﻥ ﺑﻪ ﺁﺯﻣﺎﻳﺶ ﺩﺭ ﻣﻲ‬ ‫ي ﺧﺎ ﹺ‬ ‫ﺕ ﻫﺮ ﻧﻈﺮﻳﻪ ﺑﺎ ﺁﺯﻣﻮﺩ ِﻥ ﻓﺮﺿﻴﻪ ﻫﺎ ﹺ‬ ‫ﺁﺯﻣﻮﻥ ﮐﺸﻴﺪﻩ ﻧﻤﻲ ﺷﻮﺩ‪ ،‬ﺑﻠﮑﻪ ﺍﻧﺘﻈﺎﺭﺍ ِ‬ ‫ﺁﻳﺪ‪ .‬ﻓﺮﺿﻴﻪ ﺑﻪ ﻧﻮﻋﻲ ﭘﺮﺳﺶ ﻳﺎ ﮔﺰﺍﺭﻩ ي ﺗﺤﻘﻴﻘﻲ ﺍﻃﻼﻕ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﻣﻴﺎ ِﻥ ﭘﺪﻳﺪﻩ ي ﻣﻮﺭ ِﺩ ﺑﺮﺭﺳ ﹺ‬ ‫ﻲ ﻣﺤﻘﻖ ﻭ‬ ‫ﺐ " ﺍﮔﺮ ﺍﻟﻒ ﺭﺥ ﺩﻫﺪ ﻭ ﺁﻧﮕﺎﻩ ﺏ ﺭﺥ‬ ‫ﭘﺪﻳﺪﻩ ﻫﺎي ﺩﻳﮕﺮ ﺭﺍﺑﻄﻪ ﺍي ﺑﺮﻗﺮﺍﺭ ﻣﻲ ﺳﺎﺯﺩ‪ .‬ﻓﺮﺿﻴﻪ ﻏﺎﻟﺒﺎ ً ﺩﺭ ﻗﺎﻟ ﹺ‬ ‫ﺧﻮﺍﻫﺪ ﺩﺍﺩ " ﺑﻴﺎﻥ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺍﺯ ﺍﻳﻦ ﮔﺬﺷﺘﻪ‪ ،‬ﺍﻳﻦ ﮔﺰﺍﺭﻩ ﺑﺎﻳﺪ ﺑﻪ ﺷﻴﻮﻩ ﺍي ﺗﻨﻈﻴﻢ ﺷﻮﺩ ﮐﻪ ﺑﺘﻮﺍﻥ ﺑﻄﻼ ِﻥ ﺁﻥ ﺭﺍ ﺍﺛﺒﺎﺕ ﮐﺮﺩ‪ .‬ﺑﻪ ﺑﻴﺎ ِﻥ ﺳﺎﺩﻩ ﺗﺮ‪،‬‬ ‫ﻲ ﺁﻥ ﺍﻣﮑﺎﻥ ﭘﺬﻳﺮ ﺑﺎﺷﺪ‪ .‬ﺍﻳﻦ ﮔﺰﺍﺭﻩ‬ ‫ﺕ ﻧﺎﺩﺭﺳﺘ ﹺ‬ ‫ﻂ ﻣﻴﺎ ِﻥ ﭘﺪﻳﺪﻩ ﻫﺎ ﮐﻪ ﺍﺛﺒﺎ ِ‬ ‫ﻓﺮﺿﻴﻪ ﮔﺰﺍﺭﻩ ﺍي ﺍﺳﺖ ﺩﺭﺑﺎﺭﻩ ي ﺭﻭﺍﺑ ِ‬ ‫ﻞ » ﺑﺪ « ﺭﺍ ﻣﺸﺨﺺ ﻧﻤﻲ ﮐﻨﺪ ﻭ‬ ‫ﮐﻪ » ﺳﻴﮕﺎﺭ ﮐﺸﻴﺪﻥ ﺑﺪ ﺍﺳﺖ « ﻳﮏ ﻓﺮﺿﻴﻪ ﺑﻪ ﺷﻤﺎﺭ ﻧﻤﻲ ﺁﻳﺪ‪ ،‬ﺯﻳﺮﺍ ﻋﻤ ﹺ‬ ‫ﺭﺍﺑﻄﻪ ي ﻣﻴﺎ ِﻥ ﺳﻴﮕﺎﺭ ﮐﺸﻴﺪﻥ ﻭ ﭼﻴﺰﻫﺎي ﺩﻳﮕﺮ ﺭﺍ ﻣﻌﻴﻦ ﻧﻤﻲ ﺳﺎﺯﺩ‪ .‬ﺍﻣﺎ ﺍﻳﻦ ﮔﺰﺍﺭﻩ ﮐﻪ " ﺳﻴﮕﺎﺭ ﮐﺸﻴﺪﻥ ﺧﻄﺮ‬ ‫ﺩﭼﺎﺭ ﺷﺪﻥ ﺑﻪ ﺳﺮﻃﺎ ِﻥ ﺭﻳﻪ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﺪ" ﻳﮏ ﻓﺮﺿﻴﻪ ي ﻋﻠﻤﻲ ﺍﺳﺖ‪ ،‬ﺯﻳﺮﺍ ﺧﻄ ﹺﺮ ﺍﺑﺘﻼ ﺑﻪ ﺳﺮﻃﺎ ِﻥ ﺭﻳﻪ ﺭﺍ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٩٠ ‬‬ ‫‪ ‬‬

‫ﻞ ﺳﺮﻃﺎﻥ ﺯﺍي ﺳﻴﮕﺎﺭ ﻭ‬ ‫ﻦ ﻋﻮﺍﻣ ﹺ‬ ‫ﻣﻲ ﺗﻮﺍﻥ ﺩﺭ ﻣﻴﺎ ِﻥ ﺳﻴﮕﺎﺭي ﻫﺎ ﻭ ﻏﻴﺮ ﺳﻴﮕﺎﺭي ﻫﺎ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮي ﮐﺮﺩ ﻭ ﺑﻴ ﹺ‬ ‫ﺳﻴﮕﺎﺭ ﮐﺸﻴﺪﻥ ﺭﺍﺑﻄﻪ ي ﻋﻠﻲ ﺑﺮﻗﺮﺍﺭ ﮐﺮﺩ‪ .‬ﺍﻳﻦ ﻣﺴﺎﻟﻪ ﺑﺴﻴﺎﺭ ﻣﻬﻢ ﺍﺳﺖ‪ .‬ﺯﻳﺮﺍ ﺗﺎ ﺯﻣﺎﻧﻲ ﮐﻪ ﻳﮏ ﮔﺰﺍﺭﻩ ﺑﺎ ﺗﻮﺳﻞ‬ ‫ﺶ ﺑﺸﺮي ﺩﺭﺑﺎﺭﻩ ي‬ ‫ﺢ ﺩﺍﻧ ﹺ‬ ‫ﺑﻪ ﻭﺍﻗﻌﻴﺖ ﻫﺎ‪ ،‬ﻣﻨﻄﻘﺎ ً ﺍﺑﻄﺎﻝ ﭘﺬﻳﺮ ﻧﺒﺎﺷﺪ‪ ،‬ﻗﺎﺩﺭ ﻧﻴﺴﺖ ﻫﻴﭻ ﺧﺪﻣﺘﻲ ﺑﻪ ﺑﺎﻻﺑﺮﺩ ِﻥ ﺳﻄ ﹺ‬ ‫ﺞ ﻋﻤﻠﻲ ﻳﺎ ﻣﺸﺎﻫﺪﺍﺕ ﺩﺭ ﺗﻌﺪﺍﺩي ﺍﺯ ﻣﻮﺍﺭﺩ ﺑﺎ ﻓﺮﺿﻴﻪ ﺳﺎﺯﮔﺎﺭي ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﻧﻈﺮﻳﻪ ﺍي‬ ‫ﺟﻬﺎﻥ ﺑﮑﻨﺪ‪ .‬ﺍﮔﺮ ﻧﺘﺎﻳ ﹺ‬ ‫ﺞ ﻣﺸﺎﻫﺪﻩ ﺷﺪﻩ ﻃﻲ‬ ‫ﮐﻪ ﺍﻳﻦ ﻓﺮﺿﻴﻪ ﺍﺯ ﺁﻥ ﺑﺮﺧﺎﺳﺘﻪ ﺍﺳﺖ‪ ،‬ﺗﻘﻮﻳﺖ ﻣﻲ ﺷﻮﺩ ﻭ ﺷﺎﻳﺪ ﮔﺴﺘﺮﺵ ﻳﺎﺑﺪ‪ .‬ﺍﻣﺎ ﺍﮔﺮ ﻧﺘﺎﻳ ﹺ‬ ‫ﺁﺯﻣﻮ ِﻥ ﻳﮏ ﻓﺮﺿﻴﻪ‪ ،‬ﺑﺎﺭﻫﺎ ﺑﺎ ﭘﻴﺶ ﺑﻴﻨﻲ ﻫﺎي ﻧﻈﺮ ﹺ‬ ‫ي ﺁﻥ ﺗﻨﺎﻗﺾ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﻧﻈﺮﻳﻪ ي ﻣﺮﺑﻮﻁ ﺑﻪ ﺁﻥ ﻓﺮﺿﻴﻪ ﺭﺍ‬ ‫ﺑﺎﻳﺪ ﺟﺮﺡ ﻭ ﺗﻌﺪﻳﻞ ﮐﺮﺩ ﻭ ﻳﺎ ﻳﮑﺴﺮﻩ ﺑﺎﻳﺪ ﺁﻥ ﺭﺍ ﮐﻨﺎﺭ ﮔﺬﺍﺷﺖ‪.‬‬ ‫ﺧﻼﺻﻪ ﮐﻨﻴﻢ ‪ :‬ﻳﮏ ﻧﻈﺮﻳﻪ ي ﻋﻠﻤﻲ ﺗﺎ ﺯﻣﺎﻧﻲ ﺩﻭﺍﻡ ﻭ ﺑﻘﺎﺀ ﺩﺍﺭﺩ ﮐﻪ ﺑﺘﻮﺍﻧﺪ ﺩﺭﺑﺎﺭﻩ ي ﭘﺪﻳﺪﻩ ﻫﺎي ﻣﻮﺭ ِﺩ ﺗﺒﻴﻴﻦﹺ‬ ‫ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺭﻫﻴﺎﻓﺖ ﻫﺎي ﺳﻮﺩﻣﻨﺪي ﺍﺭﺍﺋﻪ ﺩﻫﺪ‪".‬‬ ‫ﭖ ﭘﻨﺠﻢ – ﺻﻔﺤﻪ ي‪٦٠-٥٩‬‬ ‫ﻦ ﺛﻼﺛﻲ ﻧﺸﺮ ﻋﻠﻤﻲ – ﭼﺎ ﹺ‬ ‫ﻲ ﻓﺮﻫﻨﮕﻲ ﺍﺛﺮ ﺑﻴﺘﺲ‪ ،‬ﭘﻼﮒ ﺗﺮﺟﻤﻪ ي ﻣﺤﺴ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﻧﺴﺎﻥ ﺷﻨﺎﺳ ﹺ‬

‫ﻞ‬ ‫ﻲ ﻋﻠﻤﻲ‪ ،‬ﺭﻓﺘﺎ ﹺﺭ ﻗﺎﺑ ﹺ‬ ‫ﻖ ﺭﻭﺍﻧﺸﻨﺎﺧﺘ ﹺ‬ ‫ﻖ ﺁﻥ ﺗﻨﻬﺎ ﻣﻮﺿﻮ ﹺﻉ ﻣﻨﺎﺳﺐ ﺑﺮﺍي ﺗﺤﻘﻴ ﹺ‬ ‫]‪ [٢٣‬ﺟﻨﺒﺸﻲ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﮐﻪ ﻃﺒ ﹺ‬ ‫ﻂ ﻭﺍﺗﺴﻮﻥ ﺩﺭ ﺳﺎﻝ ‪ ١٩١٣‬ﺍﺑﺪﺍﻉ ﺷﺪ‪.‬‬ ‫ﻞ ﺳﻨﺠﺶ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺍﺻﻄﻼﺡ ﺗﻮﺳ ِ‬ ‫ﻣﺸﺎﻫﺪﻩ ﻭ ﻗﺎﺑ ﹺ‬

‫– ) ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ‬

‫ﻓﺮﻫﻨﮓ ﻣﻌﺎﺻ ﹺﺮ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﭘﺰﺷﮑﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي ( ‪ -٢‬ﺭﻓﺘﺎﺭﮔﺮﺍﻳﺎﻥ‪ ،‬ﺑﻪ ﺭﺍﺑﻄﻪ ي ﻣﺤﺮﮎ ﻫﺎي ﻣﺤﻴﻄﻲ ﺑﺎ ﺭﻓﺘﺎ ﹺﺭ‬ ‫ﺍﻧﺴﺎﻥ ﺗﻮﺟﻪ ﻣﻲ ﮐﻨﻨﺪ ﻭ ﻓﺮﺍﻳﻨﺪ ﻫﺎي ﺭﻭﺍﻧﻲ – ﺷﻨﺎﺧﺘﻲ ﻭ ﻫﻤﭽﻨﻴﻦ ﺳﺎﺧﺘﺎﺭﻫﺎي ﭘﻴﭽﻴﺪﻩ ي ﻋﺼﺒﻲ ﺭﺍ ﺍﺯ ﮐﺎ ﹺﺭ‬ ‫ﺧﻮﻳﺶ ﺣﺬﻑ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ‪ ،‬ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﻣﺤﺮﮎ ﻫﺎي ﻣﺤﻴﻄﻲ ) ﻣﺘﻐﻴﺮ ﻫﺎي ﻣﺴﺘﻘﻞ ( ﺭﺍ‬ ‫ﻑ ﺑﺎﻭﺭ ﻋﻤﻮﻣﻲ‪،‬‬ ‫ﺩﺳﺘﮑﺎﺭي ﮐﺮﺩﻩ ﻭ ﺑﻪ ﻣﻄﺎﻟﻌﻪ ي ﭘﺎﺳﺦ ﻫﺎي ﺭﻓﺘﺎﺭي ) ﻣﺘﻐﻴﺮﻫﺎي ﻭﺍﺑﺴﺘﻪ ( ﻣﻲ ﭘﺮﺩﺍﺯﻧﺪ‪ .‬ﺑﺮﺧﻼ ِ‬ ‫ﺕ ﻣﺮﺑﻮﻁ ﺑﻪ ﺭﻭﻳﺪﺍﺩﻫﺎﻳﻲ ﺭﺍ ﮐﻪ ﮔﻤﺎﻥ ﻣﻲ‬ ‫ﺭﻓﺘﺎﺭﮔﺮﺍﻳﺎﻥ ﻣﻲ ﭘﺬﻳﺮﻧﺪ ﮐﻪ ﻣﮑﺎﻧﻴﺴﻢ ﻫﺎي ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ‪ ،‬ﺍﻃﻼﻋﺎ ِ‬ ‫ﻦ ﺭﻓﺘﺎﺭﮔﺮﺍﻳﺎﻥ ﺍﺯ ﺟﻤﻠﻪ ﺍﺳﮑﻴﻨ ﹺﺮ ﻣﺘﺎﺧﺮ‬ ‫ﺭﻭﺩ ﺩﺭ ﺟﺎﻧﺪﺍﺭ ﺭﺥ ﻣﻲ ﺩﻫﺪ‪ ،‬ﺳﺎﺯﻣﺎﻧﺪﻫﻲ ﻭ ﭘﺮﺩﺍﺯﺵ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺳﺨ ﹺ‬ ‫ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﭼﻮﻥ ﻣﺎ ﻗﺎﺩﺭ ﻧﻴﺴﺘﻴﻢ ﺭﻭﻳﺪﺍﺩﻫﺎﻳﻲ ﺭﺍ ﮐﻪ ﺩﺭ ﻣﻐﺰ ﺑﻪ ﻫﻨﮕﺎ ﹺﻡ ﻳﺎﺩﮔﻴﺮي ﺭﺥ ﻣﻲ ﺩﻫﺪ ﻣﺸﺎﻫﺪﻩ ﮐﻨﻴﻢ‪،‬‬ ‫ﻑ‬ ‫ﺩﻏﺪﻏﻪ ي ﻣﺎ ﻧﺒﺎﻳﺪ ﻧﺤﻮﻩ ي ﺍﻧﺘﻘﺎﻝ‪ ،‬ﺫﺧﻴﺮﻩ ﮐﺮﺩﻥ ﻭ ﺗﻤﺮﮐﺰ ﺍﻃﻼﻋﺎﺕ ﺑﺎﺷﺪ‪ ،‬ﺑﻠﮑﻪ ﺑﺎﻳﺴﺘﻲ ﺗﻼﺵ ﺧﻮﺩ ﺭﺍ ﺻﺮ ِ‬ ‫ﻒ ﺩﺭﻭﻥ ﻧﮕﺮي ﻭ ﺩﺭﻭﻥ ﮔﺮﺍﻳﻲ ﺑﻮﺩﻧﺪ‪ ) .‬ﺩﺭﻭﻥ‬ ‫ﻖ ﺭﻓﺘﺎﺭ ﻧﻤﺎﻳﻴﻢ‪ .‬ﺩﺭ ﻳﮏ ﮐﻼﻡ‪ ،‬ﺭﻓﺘﺎﺭﮔﺮﺍﻳﺎﻥ ﻣﺨﺎﻟ ِ‬ ‫ﺑﺮﺭﺳﻲ ﺩﻗﻴ ﹺ‬ ‫ﺕ ﺭﻭﺍﻧﻲ ﻓﺮﺩ ﺗﻮﺳﻂ ﺧﻮ ِﺩ ﻓﺮﺩ‪ .‬ﻣﺜﻼً ﭘﺲ ﺍﺯ ﺍﻋﻤﺎ ﹺﻝ ﻳﮏ‬ ‫ﻒ ﻓﺮﺍﻳﻨﺪ ﻫﺎ ﻭ ﺗﺠﺮﺑﻴﺎ ِ‬ ‫ﻧﮕﺮي ﻳﻌﻨﻲ ﺗﻼﺵ ﺑﺮﺍي ﺗﻮﺻﻴ ِ‬ ‫ﻣﺤﺮ ِ‬ ‫ﮎ ﻣﻌﻴﻦ ﺍﺯ ﻓﺮﺩ ﭘﺮﺳﻴﺪﻩ ﻣﻲ ﺷﻮﺩ‪ ،‬ﻫﻨﮕﺎ ﹺﻡ ﺗﺤﺮﻳﮏ ﭼﻪ ﺍﺣﺴﺎﺳﻲ ﺭﺍ ﺗﺠﺮﺑﻪ ﻣﻲ ﮐﻨﺪ ؟ (‬ ‫ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي‬ ‫ﻧﺸﺮ ﺳﻨﺒﻠﻪ – ﺻﻔﺤﻪ ي ‪  ١٠ -١٣ -١٤‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٩١ ‬‬ ‫‪ ‬‬

‫ﺕ ﻧﺎﻫﻤﺨﻮﺍﻧﻲ ﻳﺎﻓﺘﻪ ﻫﺎي ﻋﻠﻤﻲ ﺑﺎ ﻋﻘﺎﻳﺪﺷﺎﻥ‪ ،‬ﻧﺴﺒﺖ ﺑﻪ ﻳﺎﻓﺘﻪ ﻫﺎ ﺑﺎ ﺩﻳ ِﺪ‬ ‫ﻞ ﺍﻳﻨﮑﻪ ﭼﺮﺍ ﺍﻓﺮﺍﺩ ﺩﺭ ﺻﻮﺭ ِ‬ ‫]‪ [٢٤‬ﺩﻟﻴ ﹺ‬ ‫ﻣﻨﻔﻲ ﻣﻲ ﻧﮕﺮﻧﺪ ﻭ ﻗﺒﻮﻝ ﻳﺎﻓﺘﻪ ﻫﺎ ﺑﺮﺍﻳﺸﺎﻥ ﺩﺷﻮﺍﺭ ﺍﺳﺖ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﺎ ﻧﻈﺮﻳﻪ ي ﻧﺎﻫﻤﺎﻫﻨﮕﻲ ﺷﻨﺎﺧﺘﻲ )‬ ‫ﻲ ﺧﺎﺹ ﺍﺳﺖ‬ ‫ﺖ ﻫﻴﺠﺎﻧ ﹺ‬ ‫ﻲ ﺷﻨﺎﺧﺘﻲ ﻳﮏ ﺣﺎﻟ ِ‬ ‫‪ ( cognitive dissonance‬ﺑﻪ ﺧﻮﺑﻲ ﺩﺭﮎ ﻧﻤﻮﺩ‪ .‬ﻧﺎﻫﻤﺎﻫﻨﮕ ﹺ‬ ‫ﮐﻪ ﺩﺭ ﻣﻮﺍﺭﺩي ﮐﻪ ﺩﻭ ﻧﮕﺮﺵ ﻳﺎ ﺷﻨﺎﺧﺖ ﻫﻤﺰﻣﺎﻥ‪ ،‬ﺩﺭ ﺗﻨﺎﻗﺾ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﻧﺪ‪ ،‬ﺭﻭي ﻣﻲ ﺩﻫﺪ‪.‬‬ ‫ﺑﺮﺍي ﺗﻮﺿﻴﺢ ﺑﻴﺸﺘﺮ ﻧﮕﺎﻩ ﮐﻨﻴﺪ ﺑﻪ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺟﺘﻤﺎﻋﻲ ﺍﻟﻴﻮﺕ ﺁﺭﻭﻧﺴﻮﻥ‪ .‬ﺗﺮﺟﻤﻪ ي ﺣﺴﻴﻦ ﺷﮑﺮ ﮐﻦ ﺍﻧﺘﺸﺎﺭﺍﺕ ﺭﺷﺪ ‪ ١٣٨٦‬ﻓﺼﻞ ﭘﻨﺠﻢ‬

‫ﻲ‬ ‫]‪ [٢٥‬ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﻭﺍﮊﻩ ي ﻓﺮﻫﻨﮓ ﺭﺍ ﺩﺭ ﮔﻔﺘﮕﻮﻫﺎي ﺭﻭﺯﻣﺮﻩ ﺑﮑﺎﺭ ﻣﻲ ﺑﺮﻳﻢ‪ ،‬ﺍﻏﻠﺐ‪ ،‬ﻓﺮﺍﻭﺭﺩﻩ ﻫﺎي ﻣﺘﻌﺎﻟ ﹺ‬ ‫ﺫﻫﻦ – ﻫﻨﺮ‪ ،‬ﺍﺩﺑﻴﺎﺕ‪ ،‬ﻣﻮﺳﻴﻘﻲ ﻭ ﻧﻘﺎﺷﻲ – ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺩﺍﺭﻳﻢ‪ .‬ﻣﻔﻬﻮ ﹺﻡ ﻓﺮﻫﻨﮓ‪ ،‬ﺁﻧﮕﻮﻧﻪ ﮐﻪ ﻓﺮﻫﻨﮓ ﺷﻨﺎﺳﺎﻥ ﺁﻥ‬ ‫ﺭﺍ ﺑﮑﺎﺭ ﻣﻴﺒﺮﻧﺪ ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ ﻗﺒﻴﻞ ﻓﻌﺎﻟﻴﺖ ﻫﺎ‪ ،‬ﺑﺴﻴﺎﺭي ﺍﺯ ﻣﻮﺍﺭﺩ ﺩﻳﮕﺮ ﺭﺍ ﻧﻴﺰ ﺩﺭ ﺑﺮ ﻣﻲ ﮔﻴﺮﺩ‪ .‬ﻓﺮﻫﻨﮓ ﺑﻪ‬ ‫ﺗﻌﺒﻴﺮﹺ ﮔﺴﺘﺮﺩﻩ ي ﺁﻥ‪ ،‬ﻋﺒﺎﺭﺕ ﺍﺯ ﻧﻈﺎ ﹺﻡ ﻣﺸﺘﺮﮐﻲ ﺍﺯ ﺑﺎﻭﺭ ﻫﺎ‪ ،‬ﺍﺭﺯﺵ ﻫﺎ‪ ،‬ﺭﺳﻢ ﻫﺎ‪ ،‬ﺭﻓﺘﺎﺭ ﻫﺎ ﻭ ﻣﺼﻨﻮﻋﺎﺗﻲ ﺍﺳﺖ‬ ‫ﮐﻪ ﺍﻋﻀﺎي ﻳﮏ ﺟﺎﻣﻌﻪ ﺩﺭ ﺗﻄﺒﻴﻖ ﺑﺎ ﺟﻬﺎﻧﺸﺎﻥ ﻭ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺑﮑﺎﺭ ﻣﻲ ﺑﺮﻧﺪ ﻭ ﺍﺯ ﺭﺍ ِﻩ ﺁﻣﻮﺯﺵ ﺍﺯ ﻧﺴﻠﻲ‬ ‫ﺑﻪ ﻧﺴﻠﻲ ﺩﻳﮕﺮ ﺍﻧﺘﻘﺎﻝ ﻣﻲ ﻳﺎﺑﺪ‪  .‬‬ ‫ﻲ ﺧﺎﻧﻮﺍﺩﮔﻲ‪ ،‬ﺍﻟﮕﻮﻫﺎي ﮐﺎﺭﺷﺎﻥ‪ ،‬ﻣﺮﺍﺳ ﹺﻢ ﻣﺬﻫﺒﻲ ﻭ‬ ‫ﻲ ﻟﺒﺎﺱ ﭘﻮﺷﻴﺪ ِﻥ ﺁﻧﻬﺎ‪ ،‬ﺭﺳﻢ ﻫﺎي ﺍﺯﺩﻭﺍﺝ ﻭ ﺯﻧﺪﮔ ﹺ‬ ‫ﭼﮕﻮﻧﮕ ﹺ‬ ‫ﺕ ﻓﺮﺍﻏﺖ‪ ،‬ﻫﻤﻪ ﺟﺰ ﻓﺮﻫﻨﮓ ﻳﮏ ﺟﺎﻣﻌﻪ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﻓﺮﻫﻨﮓ ﻳﮏ ﺟﺎﻣﻌﻪ‬ ‫ﺳﺮﮔﺮﻣﻲ ﻫﺎي ﺍﻗﺎ ِ‬ ‫ﻞ ﮐﺎﻻﻫﺎﻳﻲ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺍﻋﻀﺎي ﺟﺎﻣﻌﻪ ي ﻣﺬﮐﻮﺭ ﺗﻮﻟﻴﺪ ﻣﻲ ﮐﻨﻨﺪ ﻭ ﺑﺮﺍي ﺁﻧﻬﺎ ﻣﻬﻢ ﺍﺳﺖ –‬ ‫ﻫﻤﭽﻨﻴﻦ ﺷﺎﻣ ﹺ‬ ‫ﻣﺎﻧﻨ ِﺪ ﺗﻴﺮ ﻭ ﮐﻤﺎﻥ‪ ،‬ﺧﻴﺶ‪ ،‬ﮐﺎﺭﺧﺎﻧﻪ ﻭ ﻣﺎﺷﻴﻦ‪ ،‬ﮐﺎﻣﭙﻴﻮﺗﺮ‪ ،‬ﮐﺘﺎﺏ ﻭ ﻣﺴﮑﻦ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ‪:‬‬ ‫ﭖ ﺑﻴﺴﺘﻢ – ﺻﻔﺤﻪ ي ‪  ٥٦‬‬ ‫ƒ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ – ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﮔﻴﺪﻧﺰ – ﺗﺮﺟﻤﻪ ي ﻣﻨﻮﭼﻬﺮ ﺻﺒﻮﺭي – ﻧﺸﺮ ﻧﻲ – ﭼﺎ ﹺ‬ ‫ﭖ ﭘﻨﺠﻢ – ﺻﻔﺤﻪ ي ‪  ٢٧‬‬ ‫ﻦ ﺛﻼﺛﻲ ﻧﺸﺮ ﻋﻠﻤﻲ – ﭼﺎ ﹺ‬ ‫ﻲ ﻓﺮﻫﻨﮕﻲ ﺍﺛﺮ ﺑﻴﺘﺲ‪ ،‬ﭘﻼﮒ ﺗﺮﺟﻤﻪ ي ﻣﺤﺴ ﹺ‬ ‫ƒ ﺍﻧﺴﺎﻥ ﺷﻨﺎﺳ ﹺ‬ ‫‪ ‬‬

‫ﮓ‬ ‫ي ﻓﺮﻫﻨﮕﻲ‪ ،‬ﻳﻌﻨﻲ ﮔﺮﺍﻳﺶ ﺑﻪ ﺩﺍﻭﺭي ﺩﺭﺑﺎﺭﻩ ي ﺟﻮﺍﻣ ﹺﻊ ﺩﻳﮕﺮ ﺑﺎ ﻣﻌﻴﺎﺭﻫﺎي ﻓﺮﻫﻨ ِ‬ ‫]‪ [٢٦‬ﻳﮏ ﭼﻨﻴﻦ ﺧﻮﺩﻣﺪﺍﺭ ﹺ‬ ‫ﺧﻮﺩي‪ ،‬ﻗﻮﻡ ﻣﺪﺍﺭي ﻧﺎﻣﻴﺪﻩ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﭘﺪﻳﺪﻩ ﺑﻪ ﻫﻴﭻ ﺭﻭي ﻣﻨﺤﺼﺮ ﺑﻪ ﺟﻮﺍﻣ ﹺﻊ ﻏﺮﺑﻲ ﻧﻴﺴﺖ‪.‬ﺍﻧﺴﺎﻧﻬﺎ ﺩﺭ ﻫﺮ‬ ‫ﺟﺎﻣﻌﻪ ﺍي ﮔﺮﺍﻳﺶ ﺩﺍﺭﻧﺪ ﮐﻪ ﻏﻴ ﹺﺮ ﺧﻮﺩي ﻫﺎ ﻭ ﺭﺳﻮﻣﺸﺎﻥ ﺭﺍ ﺑﺎ ﺑﺪﮔﻤﺎﻧﻲ ﻭ ﻏﺎﻟﺒﺎً ﺑﺎ ﻃﺮﺩ ﻭ ﻧﻔﻲ ﺩﺭ ﻧﻈﺮ ﺁﻭﺭﻧﺪ‪.‬‬ ‫ﭖ ﭘﻨﺠﻢ – ﺻﻔﺤﻪ ي ‪  ٤٣‬‬ ‫ﻦ ﺛﻼﺛﻲ ﻧﺸﺮ ﻋﻠﻤﻲ – ﭼﺎ ﹺ‬ ‫ﻲ ﻓﺮﻫﻨﮕﻲ ﺍﺛﺮ ﺑﻴﺘﺲ‪ ،‬ﭘﻼﮒ ﺗﺮﺟﻤﻪ ي ﻣﺤﺴ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﻧﺴﺎﻥ ﺷﻨﺎﺳ ﹺ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٩٢ ‬‬ ‫‪ ‬‬

‫◄ ﺳﺎﻝ ‪ -١٩٥٧‬ﺩﻭﺭﻭﺗﻲ ﮐﺎﻧﺘﺲ ﺩﺭ ﺍﻭﻟﻴﻦ ﺭﻭﺯ ِ ﻭﺭﻭﺩ ﺑﻪ ﺩﺑﻴﺮﺳﺘﺎﻥ ِ ﻫﺎﺭي ﻫﺎﺭﺩﻳﻨﮓ ﺩﺭ ﺁﻣﺮﻳﮑﺎ‪ .‬ﮐﺎﻧﺘﺲ ﺍﻭﻟﻴﻦ‬ ‫ﺩﺍﻧﺶ ﺁﻣﻮﺯِ ﺳﻴﺎﻩ ﭘﻮﺳﺘﻲ ﺑﻮﺩ ﮐﻪ ﺩﺭ ﺍﻳﻦ ﺩﺑﻴﺮﺳﺘﺎﻥ ﭘﺬﻳﺮﻓﺘﻪ ﺷﺪ‪ .‬ﺍﻳﻦ ﺁﺯﺍﺭ ﻭ ﺍﺫﻳﺖ ﻫﺎ ﺑﺎﻋﺚ ﺷﺪ ﺗﺎ ﺍﻭ ‪ ٤‬ﺭﻭﺯ ﺑﻌﺪ‬ ‫ﺍﻳﻦ ﺩﺑﻴﺮﺳﺘﺎﻥ ﺭﺍ ﺗﺮﮎ ﮐﻨﺪ‪.‬‬

‫]‪ [٢٧‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﺍﺯ ﻣﻔﻬﻮ ﹺﻡ ﻧﺴﺒﻴﺖ ﮔﺮﺍﻳﻲ ﻓﺮﻫﻨﮕﻲ ﺑﻪ ﻫﻴﭻ ﻭﺟﻪ ﻧﺒﺎﻳﺪ ﺍﻳﻨﻄﻮﺭ ﺑﺮﺩﺍﺷﺖ ﮐﺮﺩ ﮐﻪ ﻫﺮﮔﻮﻧﻪ‬ ‫ﺭﻓﺘﺎﺭي ﺗﻨﻬﺎ ﺑﻪ ﺍﻳﻦ ﺩﻟﻴﻞ ﮐﻪ ﻋﺪﻩ ﺍي ﺗﻤﺎﻳﻞ ﺑﻪ ﺍﻧﺠﺎﻡ ﺁﻥ ﺩﺍﺭﻧﺪ ﭘﺬﻳﺮﻓﺘﻪ ﻭ ﻗﺎﺑﻞ ﺩﻓﺎﻉ ﺍﺳﺖ‪ .‬ﺑﻠﮑﻪ ﻣﻔﻬﻮ ﹺﻡ »‬ ‫ﺖ‬ ‫ﻧﺴﺒﻴﺖ ﮔﺮﺍﻳﻲ ﻓﺮﻫﻨﮕﻲ « ﺗﻨﻬﺎ ﻭﺳﻴﻠﻪ ﺍي ﺍﺳﺖ ﺑﺮﺍي ﻓﻬ ﹺﻢ ﺍﻳﻦ ﻗﻀﻴﻪ ﮐﻪ ﭼﺮﺍ ﻳﮏ ﺭﻓﺘﺎﺭ ﺭﺥ ﻣﻲ ﺩﻫﺪ ﻭ ﺍﻫﻤﻴ ِ‬ ‫ﺁﻥ ﺑﺮﺍي ﺟﺎﻣﻌﻪ ي ﻣﻮﺭ ِﺩ ﺑﺤﺚ ﭼﻴﺴﺖ‪.‬‬ ‫ﭖ ﭘﻨﺠﻢ – ﺻﻔﺤﻪ ي ‪٤٣‬‬ ‫ﻦ ﺛﻼﺛﻲ ﻧﺸﺮ ﻋﻠﻤﻲ – ﭼﺎ ﹺ‬ ‫ﻲ ﻓﺮﻫﻨﮕﻲ ﺍﺛﺮ ﺑﻴﺘﺲ‪ ،‬ﭘﻼﮒ ﺗﺮﺟﻤﻪ ي ﻣﺤﺴ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﻧﺴﺎﻥ ﺷﻨﺎﺳ ﹺ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺍﻭﻝ ‪٩٣ ‬‬ ‫‪ ‬‬

‫‪ ‬‬ ‫ﺏ ﻃﺒﻴﻌﻲ ﺭﺍ ﺑﻪ ﺯﺑﺎﻧﻲ ﺳﺎﺩﻩ ﺑﻴﺎﻥ ﮐﻨﻴﻢ‪ ،‬ﺑﺎﻳﺪ ﺑﮕﻮﻳﻴﻢ ﮐﻪ ﻫﻤﻪ ي ﻣﻮﺟﻮﺩﺍ ِ‬ ‫ﺕ‬ ‫]‪ [٢٨‬ﺍﮔﺮ ﺑﺨﻮﺍﻫﻴﻢ ﻣﻔﻬﻮ ﹺﻡ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﻂ ﻧﺎﻣﺴﺎﻋﺪِ ﺍﻗﻠﻴﻤﻲ ﻧﻴﺎﺯ ﺩﺍﺭﻧﺪ‪ .‬ﺍﻣﺎ‬ ‫ﺯﻧﺪﻩ ﺑﺮﺍي ﺯﻧﺪﻩ ﻣﺎﻧﺪﻥ ﺑﻪ ﻏﺬﺍ ﻭ ﻣﻨﺎﺑﻊﹺ ﺩﻳﮕﺮي ﻣﺎﻧﻨﺪ ﺣﻔﺎﻇﺖ ﺩﺭ ﺑﺮﺍﺑ ﹺﺮ ﺷﺮﺍﻳ ِ‬ ‫ﻲ ﻣﻌﻴﻦ ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ‪ ،‬ﻣﻮﺟﻮﺩ‬ ‫ي ﻫﻤﻪ ي ﺍﻧﻮﺍ ﹺﻉ ﺣﻴﻮﺍﻧﻲ ﮐﻪ ﺩﺭ ﻫﺮ ﻣﺮﺣﻠﻪ ي ﺯﻣﺎﻧ ﹺ‬ ‫ﻣﻨﺎﺑﻊﹺ ﮐﺎﻓﻲ ﺑﺮﺍي ﻧﮕﻬﺪﺍﺭ ﹺ‬ ‫ﻧﻴﺴﺖ‪ .‬ﺯﻳﺮﺍ ﺯﺍﺩ ﻭ ﻭﻟ ِﺪ ﺣﻴﻮﺍﻧﺎﺕ ﺑﺴﻴﺎﺭ ﺑﻴﺸﺘﺮ ﺍﺯ ﻣﻘﺪﺍﺭي ﺳﺖ ﮐﻪ ﻣﺤﻴﻂ ﺑﺘﻮﺍﻧﺪ ﻏﺬﺍي ﺁﻧﻬﺎ ﺭﺍ ﻓﺮﺍﻫﻢ ﮐﻨﺪ‪ .‬ﺑﻪ‬ ‫ﺍﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﺁﻧﻬﺎﻳﻲ ﮐﻪ ﺑﻬﺘﺮ ﺑﺎ ﻣﺤﻴﻄﺸﺎﻥ ﺍﻧﻄﺒﺎﻕ ﻳﺎﻓﺘﻪ ﺍﻧﺪ ﺑﺎﻗﻲ ﻣﻲ ﻣﺎﻧﻨﺪ‪ ،‬ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺩﻳﮕﺮﺍﻥ‪ ،‬ﮐﻪ ﮐﻤﺘﺮ‬ ‫ﻂ ﻣﺤﻴﻄﻲ ﺭﺍ ﺩﺍﺭﻧﺪ‪ ،‬ﻧﺎﺑﻮﺩ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺁﻧﻬﺎﻳﻲ ﮐﻪ ﺩﺭ ﻣﺒﺎﺭﺯﻩ ﺑﺮﺍي ﺑﻘﺎﺀ ﺑﺮ ﺩﻳﮕﺮﺍﻥ‬ ‫ﺗﻮﺍﻧﺎﻳﻲ ﻣﻘﺎﺑﻠﻪ ﺑﺎ ﺷﺮﺍﻳ ِ‬ ‫ﺕ ﺑﻴﺸﺘﺮي ﺯﻧﺪﻩ ﻣﺎﻧﺪﻩ ﻭ ﺑﻴﺸﺘﺮ ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ ﺍﺻﻄﻼﺣﺎً ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‬ ‫ﺑﺮﺗﺮي ﺩﺍﺭﻧﺪ ﻣﺪ ِ‬ ‫ﮐﻪ ﺍﻧﺘﺨﺎﺏ ﻃﺒﻴﻌﻲ ﻋﺪﻩ ﺍي ﺭﺍ ﺑﺮ ﺩﻳﮕﺮﺍﻥ ﺗﺮﺟﻴﺢ ﻣﻲ ﺩﻫﺪ‪.‬‬ ‫ﭖ ﺑﻴﺴﺘﻢ – ﺻﻔﺤﻪ ي ‪٥٧‬‬ ‫ﻧﻘﻞ ﺍﺯ " ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ" – ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﮔﻴﺪﻧﺰ – ﺗﺮﺟﻤﻪ ي ﻣﻨﻮﭼﻬﺮ ﺻﺒﻮﺭي – ﻧﺸﺮ ﻧﻲ – ﭼﺎ ﹺ‬

‫ﺕ ﺗﮑﺎﻣﻠﻲ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫]‪ [٢٩‬ﮔﺎﻫﻲ ﺑﺮﺍي ﺗﻮﺟﻴﻪ ﻭ ﺗﺪﺍﻭﻡ ﺑﺨﺸﻴﺪﻥ ﺑﻪ ﻭﺿ ﹺﻊ ﺍﻧﺴﺎ ِﻥ ﺍﻣﺮﻭﺯي ﺍﺯ ﻧﻈﺮﻳﺎ ِ‬ ‫ﺑﺮﺍي ﻣﺜﺎﻝ‪ ،‬ﺍﻳﻦ ﻃﻮﺭ ﺍﺳﺘﺪﻻﻝ ﻣﻲ ﺷﻮﺩ ﮐﻪ " ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺗﮑﺎﻣﻠﻲ‪ ،‬ﭘﺮﺧﺎﺷﮕﺮي ﻭ ﺳﻠﻄﻪ ي ﺑﻴﺸﺘ ﹺﺮ ﻣﺮﺩﺍﻥ ﻧﺘﻴﺠﻪ‬ ‫ﺏ ﺟﻨﺴﻲ ﺍﺳﺖ ﻭ ﺑﻪ ﻭﺳﻴﻠﻪ ي ﮊﻥ ﻫﺎﻳﺸﺎﻥ ﮐﻨﺘﺮﻝ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ‪ ،‬ﻣﺮﺩﺍﻥ ﺑﻪ ﻃﻮ ﹺﺭ ﮊﻧﺘﻴﮑﻲ ﻣﺴﻠﻂ‬ ‫ي ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﻫﺴﺘﻨﺪ ﻭ ﺯﻧﺎﻥ ﻧﻴﺰ ﺑﻪ ﻃﻮﺭ ﮊﻧﺘﻴﮑﻲ ﺗﺎﺑﻊ ﻣﻲ ﺑﺎﺷﻨﺪ "‪ .‬ﺳﭙﺲ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺗﺎﺑﻊ ﺑﻮﺩ ِﻥ ﺯﻧﺎﻥ ﺑﻪ ﺍﻳﻦ‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ﺍﺳﺖ ﻫﻤﻴﺸﻪ ﺑﺎﻗﻲ ﺧﻮﺍﻫﺪ ﻣﺎﻧﺪ‪ .‬ﺑﺎﻳﺪ ﮔﻔﺖ ﮐﻪ ﭼﻨﻴﻦ ﻣﻨﻄﻘﻲ ﭼﻴﺰي ﻧﻴﺴﺖ‬ ‫ﺩﻟﻴﻞ ﮐﻪ ﻧﺎﺷﻲ ﺍﺯ ﻋﻮﺍﻣ ﹺ‬ ‫ﺟﺰ ﻧﺎﺩﻳﺪﻩ ﮔﺮﻓﺘ ﹺ‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ‪.‬‬ ‫ﻦ ﻋﻮﺍﻣﻞ ﻣﺤﻴﻄﻲ ﻭ ﺗﺮﺑﻴﺘﻲ ﻭ ﺳﻮﺀ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻳﺎﻓﺘﻪ ﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺯﻧﺎﻥ– ﺍﺛﺮ ﺟﺎﻧﺖ ﺷﻴﺒﻠﻲ ﻫﺎﻳﺪ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﺍﮐﺮ ﹺﻡ ﺧﻤﺴﻪ – ﻧﺸﺮ ﺁﮔﻪ – ﺍﺭﺟﻤﻨﺪ ﺻﻔﺤﻪ ي ‪٧١‬‬

‫‪ ‬‬ ‫]‪ [٣٠‬ﻣﻄﺎﻟﻌﻪ ي ﻫﻤﺒﺴﺘﮕﻲ ﺗﻨﻬﺎ ﺣﺎﮐﻲ ﺍﺯ ﻭﺟﻮﺩِ ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﺩﻭ ﭘﺪﻳﺪﻩ ﺍﺳﺖ‪ ،‬ﺍﻣﺎ ﭼﮕﻮﻧﮕﻲ ﻭ ﭼﺮﺍﻳﻲ ﺍﺭﺗﺒﺎﻁ‬ ‫ﻑ ﺍﻳﻨﮑﻪ ﻣﺘﻐﻴﺮﻫﺎي » ﺍﻟﻒ « ﻭ » ﺏ « ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﻫﻤﺒﺴﺘﮕﻲ ﺩﺍﺭﻧﺪ ﻧﻤﻲ ﺗﻮﺍﻧﺪ ﻧﺸﺎﻥ ﺩﻫﺪ‬ ‫ﻧﺎﻣﻌﻠﻮﻡ ﺍﺳﺖ‪ .‬ﺻﺮ ِ‬ ‫ﮐﻪ » ﺍﻟﻒ «‪ » ،‬ﺏ « ﺭﺍ ﺑﺎﻋﺚ ﻣﻲ ﺷﻮﺩ ﻳﺎ » ﺏ «‪ » ،‬ﺍﻟﻒ « ﺭﺍ‪ .‬ﺣﺘﻲ ﻣﻤﮑﻦ ﺍﺳﺖ ﻣﺘﻐﻴﺮ ﺩﻳﮕﺮي ﻧﻈﻴﺮ » ﺝ «‬ ‫ﻣﻮﺟ ﹺ‬ ‫ﺐ ﻫﻤﺒﺴﺘﮕﻲ ﺑﻴﻦ » ﺍﻟﻒ « ﻭ » ﺏ« ﺷﺪﻩ ﺑﺎﺷﺪ‪ .‬ﺍﺣﺘﻤﺎ ﹺﻝ ﺩﻳﮕﺮي ﻧﻴﺰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻭ ﺁﻥ ﺍﻳﻨﮑﻪ ﻫﻤﺒﺴﺘﮕﻲ‬ ‫ﻦ ﻫﻴﭻ ﺭﺍﺑﻄﻪ ي ﻋﻠﺖ ﻭ ﻣﻌﻠﻮﻟﻲ ﻧﺒﺎﺷﺪ‪.‬‬ ‫ﺣﺎﺻﻠﻪ ﻓﻘﻂ ﻣﺤﺼﻮﻝ ﺗﺼﺎﺩﻑ ﺑﺎﺷﺪ ﻭ ﻣﺘﻀﻤ ﹺ‬ ‫ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻣﺮﺿﻲ – ﺍﺛﺮ ﺳﺎﺭﺍﺳﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻧﺠﺎﺭﻳﺎﻥ ﻭ ﻫﻤﮑﺎﺭﺍﻥ – ﻧﺸﺮ ﺭﺷﺪ – ﺻﻔﺤﻪ ي ‪٦٤‬‬

٩٤  ‫ ﻓﺼﻞ ﺍﻭﻝ‬: ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ‬  

: ‫ﮐﺘﺎﺏ ﻫﺎﻳﻲ ﺑﺮﺍي ﻣﻄﺎﻟﻌﻪ ي ﺑﻴﺸﺘﺮ‬ Eysenck , M. W. ( ٢٠٠٠ ). Psychology : A students handbook. Hove ,  UK : Psychology Press      .‫ ﻣﻲ ﺑﺎﺷﺪ‬ ‫ ﺩﺍﺭﺍي ﻣﺒﺎﺣﺜﻲ ﺑﺮﺍي ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺭﻭﺵ ﻫﺎي ﺗﺤﻘﻴﻖ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬،‫ ﺍﻳﻦ ﮐﺘﺎﺏ‬٣٢ ‫ ﺗﺎ‬٣٠ ‫ﻓﺼﻞ‬ Eysenck , M.W. ( ٢٠٠٢ ). Simply psychology ( ٢nd ed. ). Hove , UK :  Psychology Press.     .‫ ﺍﺭﺍﺋﻪ ﺷﺪﻩ ﺍﺳﺖ‬٢١ ‫ﺐ ﺳﻮﺩﻣﻨﺪي ﺩﺭ ﺯﻣﻴﻨﻪ ي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺭ ﻗﺮﻥ‬ ‫ ﻣﻄﺎﻟ ﹺ‬،‫ﺩﺭ ﺍﻳﻦ ﮐﺘﺎﺏ‬ Gravetter , F. J. , & Forzano , L.–A.B. ( ٢٠٠٢ ). Research methods for  the behavioural sciences. New York : Thomson / Wadsworth.     .‫ﺵ ﺗﺤﻘﻴﻖ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺑﺮي ﻣﺤﻘﻘﺎﻥ ﺍﺭﺍﺋﻪ ﮐﺮﺩﻩ ﺍﺳﺖ‬ ‫ﺍﻳﻦ ﮐﺘﺎﺏ ﻣﺒﺎﺣﺜﻲ ﺩﺭ ﺯﻣﻴﻨﻪ ي ﺭﻭ ﹺ‬ Gravetter , F. J. , & Wallnau , L. B. ( ١٩٩٨ ). Essentials of statistics for  the behavioural sciences. New York : Thomson / Wadsworth.    .‫ﺕ ﺁﻣﺎﺭي ﻓﺮﺍﻭﺍﻧﻲ ﺩﺭ ﺯﻣﻴﻨﻪ ي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺭﺍﺋﻪ ﺷﺪﻩ ﺍﺳﺖ‬ ِ ‫ ﺗﺤﻘﻴﻘﺎ‬،‫ﺩﺭ ﺍﻳﻦ ﮐﺘﺎﺏ‬ Smith  ,  P.  B.  ,  Bond  ,  M.  H.  (  ١٩٩٨  ).  Social  psychology  across  cultures ( ٢nd ed. ). London : Prentice Hall.  .‫ ﻳﺎﻓﺘﻪ ﻫﺎﻳﻲ ﺩﺭ ﻣﻮﺭﺩ ﺗﺤﻘﻴﻘﺎﺕ ﻣﻴﺎﻥ ﻓﺮﻫﻨﮕﻲ ﺍﺭﺍﺋﻪ ﺷﺪﻩ ﺍﺳﺖ‬،‫ﺩﺭ ﺍﻳﻦ ﮐﺘﺎﺏ‬

 

     

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺩﻭﻡ‬

‫ﻓﺼﻞ ﺩﻭﻡ‬

‫ﺁﺷﻨﺎﻳﻲ‬ ‫ﺑﺎ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬ ‫ﺯﻳﺴﺘﻲ‬ ‫‪Biological Psychology‬‬

‫‪٩٥‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺩﻭﻡ‬

‫ﺩﺭ ﻓﺼﻞ ﻗﺒﻞ ﺗﻼﺵ ﮐﺮﺩﻳﻢ ﺗﺎ ﺭﻭﻳﮑﺮﺩﻫﺎي ﺍﺻﻠﻲ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻧﻮﻳﻦ ﺭﺍ ﺑﻪ ﻃﻮﺭ ﺧﻼﺻﻪ ﻣﻌﺮﻓﻲ ﮐﻨﻴﻢ‪ .‬ﺣﺎﻝ‬ ‫ﻧﻮﺑﺖ ﺁﻥ ﺭﺳﻴﺪﻩ ﺗﺎ ﺑﻪ ﻣﻮﺿﻮﻉ ﺍﺻﻠﻲ ﺍﻳﻦ ﮐﺘﺎﺏ ﻳﻌﻨﻲ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺯﻳﺴﺘﻲ‪ ١‬ﺑﭙﺮﺩﺍﺯﻳﻢ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﻓﺼﻞ‬ ‫ي‬ ‫ﻗﺒﻞ ﺩﻳﺪﻳﻢ ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ " ﺍﺯ ﻳﺎﻓﺘﻪ ﻫﺎي ﮊﻧﺘﻴﮏ‪ ،‬ﺗﮑﺎﻣﻞ‪ ،‬ﻓﻴﺰﻳﻮﻟﻮﮊي ﻣﺨﺼﻮﺻﺎً ﻓﻴﺰﻳﻮﻟﻮﮊ ﹺ‬ ‫ﻲ‬ ‫ﺕ ﮐﻠﻲ‪ ،‬ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﺑﻪ ﻣﻨﻈﻮﺭ ﻓﻬ ﹺﻢ ﺭﻓﺘﺎﺭ ﻭ ﺗﺠﺮﺑﻴﺎﺕ ﺑﻬﺮﻩ ﻣﻲ ﮔﻴﺮﺩ‪ ) .‬ﮐﺎﻻﺕ ‪ ( ١٩٩٨‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﺯﻳﺴﺘﻲ ﺍﺯ ﻳﮏ ﺭﻭﻳﮑﺮﺩ ﺯﻳﺴﺘﻲ ﺑﺮﺍي ﻣﻄﺎﻟﻌﻪ ي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﻓﻬ ﹺﻢ ﺭﻓﺘﺎﺭ ﺍﻧﺴﺎﻥ ﻫﺎ ) ﻭ ﺣﻴﻮﺍﻧﺎﺕ ( ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ‬ ‫ﻲ‬ ‫ﻖ ﮔﻔﺘﻪ ي ﭘﻴﻨﻞ ) ‪ (١٩٩٧‬ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﮐﻨﺪ‪ .‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺯﻳﺴﺘﻲ ﺧﻮﺩ ﺑﻪ ﭼﻨﺪ ﺯﻳﺮ ﺷﺎﺧﻪ ﺗﻘﺴﻴﻢ ﻣﻲ ﺷﻮﺩ‪ .‬ﻃﺒ ﹺ‬ ‫ﺯﻳﺴﺘﻲ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ‪ ٦‬ﺭﻭﻳﮑﺮ ِﺩ ﺍﺻﻠﻲ ﺗﻘﺴﻴﻢ ﮐﺮﺩ ‪:‬‬

‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺯﻳﺴﺘﻲ‬

‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬

‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬

‫ﻓﻴﺰﻳﻮﻟﻮﮊي‬

‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬

‫ﺩﺍﺭﻭﺷﻨﺎﺳﻲ‬

‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬

‫ﺗﮑﺎﻣﻠﻲ‬

‫ﻣﻘﺎﻳﺴﻪ ﺍي‬

‫ﺭﻭﺍﻧﻲ‬

‫ﻋﺼﺒﻲ‬

‫ﺭﻭﺍﻧﻲ‬

‫ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ‬

‫‪ biological psychology ١‬ﻳﺎ ‪biopsychology‬‬

‫‪٩٦‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺩﻭﻡ‬

‫ﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ‪: ١‬‬ ‫‪ .١‬ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻲ ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩ‪ ،‬ﺩﺳﺖ ﮐﺎﺭي ﻫﺎي ﻋﻤﺪي‪،‬‬ ‫ﻣﺸﻐﻠﻪ ي ﺍﺻﻠ ﹺ‬ ‫ﻲ ﻣﻮﺟﻮﺩﺍﺕِ ﻏﻴ ﹺﺮ ﺍﻧﺴﺎﻧﻲ ﺑﻪ‬ ‫ﻫﺪﻓﻤﻨﺪ ﻭ ﻣﻌﻴﻦ ﺩﺭ ﺳﻴﺴﺘﻢﹺ ﻋﺼﺒ ﹺ‬ ‫ﻲ‬ ‫ﺕ ﺍﻳﻦ ﺩﺳﺘﮑﺎﺭي ﻫﺎ ﺩﺭ ﺳﺎﺧﺖ ﻭ ﮐﺎﺭ ﻋﺼﺒ ﹺ‬ ‫ﻣﻨﻈﻮ ﹺﺭ ﻓﻬ ﹺﻢ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺭﻓﺘﺎﺭ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺍﻳﻦ ﺩﺳﺘﮑﺎﺭي ﻫﺎ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﺭﻭﺵ ﻫﺎي‬ ‫ﻣﺨﺘﻠﻔﻲ ﻧﻈﻴ ﹺﺮ ﺟﺮﺍﺣﻲ‪ ،‬ﺷﻮﮎ ﻫﺎي ﺍﻟﮑﺘﺮﻳﮑﻲ ﻳﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ‬ ‫ﻣﻮﺍ ِﺩ ﺷﻴﻤﻴﺎﻳﻲ ﺻﻮﺭﺕ ﮔﻴﺮﺩ‪ .‬ﺍﻟﺒﺘﻪ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺍﻳﻦ‬ ‫ﺞ ﻣﻔﻴﺪ ﻭ ﺁﮔﺎﻫﻲ ﺑﺨﺶ ﻧﻤﻲ ﺍﻧﺠﺎﻣﺪ‪.‬‬ ‫ﺩﺳﺘﮑﺎﺭي ﻫﺎ ﻫﻤﻮﺍﺭﻩ ﺑﻪ ﻧﺘﺎﻳ ﹺ‬ ‫ﮎ ﺑﻬﺘ ﹺﺮ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﻣﺜﺎﻟﻲ ﻣﻲ ﺯﻧﻴﻢ ‪ :‬ﻓﺮﺽ ﮐﻨﻴﺪ‬ ‫ﺑﺮﺍي ﺩﺭ ِ‬ ‫ﻑ ﻣﺎ ﺁﮔﺎﻫﻲ ﺍﺯ ﻃﺮ ﹺﺯ ﮐﺎﺭ ﺗﻠﻮﻳﺰﻳﻮﻥ ﺑﺎﺷﺪ‪ .‬ﭼﻨﺎﻧﭽﻪ ﻣﺎ ﺩﻭ‬ ‫ﻫﺪ ِ‬ ‫ﺷﺎﺧﻪ ي ﺑﺮﻕ ﺭﺍ ﺧﺮﺍﺏ ﮐﻨﻴﻢ ﺗﻠﻮﻳﺰﻳﻮﻥ ﺍﺯ ﮐﺎﺭ ﺧﻮﺍﻫﺪ ﺍﻓﺘﺎﺩ‪ .‬ﺑﺎ‬ ‫ﮎ ﺭﻧﮕﻲ‬ ‫ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﻣﻀﺤﮏ ﺧﻮﺍﻫﺪ ﺑﻮﺩ ﺍﮔﺮ ﺑﮕﻮﻳﻴﻢ ﺩﻟﻴﻞ ﺍﺻﻠﻲ ﮐﻪ ﺑﺮ ﺻﻔﺤﻪ ي ﺗﻠﻮﻳﺰﻳﻮﻥ ﺗﺼﺎﻭﻳ ﹺﺮ ﻣﺘﺤﺮ ِ‬ ‫ﻣﻲ ﺑﻴﻨﻴﻢ ﺍﺗﺼﺎ ﹺﻝ ﺩﻭ ﺷﺎﺧﻪ ي ﺗﻠﻮﻳﺰﻳﻮﻥ ﺑﻪ ﺑﺮﻕ ﺍﺳﺖ !‬ ‫ﺢ ﺁﻧﻬﺎ ﻧﻴﺴﺖ ﺑﺴﻴﺎﺭي ﺍﺯ ﺁﺯﻣﺎﻳﺶ ﻫﺎ ﻭ‬ ‫ﻞ ﻭﺟﻮﺩ ﻣﻤﻨﻮﻋﻴﺖ ﻫﺎي ﺍﺧﻼﻗﻲ ﮐﻪ ﻧﻴﺎﺯي ﺑﻪ ﺗﻮﺿﻴ ﹺ‬ ‫ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﺩﺳﺘﮑﺎﺭي ﻫﺎﻳﻲ ﮐﻪ ﺑﺮ ﺭﻭي ﻧﻤﻮﻧﻪ ﻫﺎ ﺍﻧﺠﺎﻡ ﻣﻲ ﮔﻴﺮﺩ ﺭﺍ ﻧﻤﻲ ﺗﻮﺍﻥ ﺑﺮ ﺭﻭي ﺍﻧﺴﺎﻥ ﻫﺎ ﺗﮑﺮﺍﺭ ﮐﺮﺩ‪.‬‬ ‫ﺞ ﺗﺤﻘﻴﻘﺎﺕ ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﺑﺮ ﺭﻭي ﮔﻮﻧﻪ ﻫﺎي ﻏﻴﺮ‬ ‫ﺳﻮﺍﻝ ﺩﻳﮕﺮي ﮐﻪ ﭘﻴﺶ ﻣﻲ ﺁﻳﺪ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺁﻳﺎ ﻣﻲ ﺗﻮﺍﻥ ﻧﺘﺎﻳ ﹺ‬ ‫ﺖ ﮐﻠﻲ‪ ،‬ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ‬ ‫ﺍﻧﺴﺎﻧﻲ ﺭﺍ ﺑﻪ ﺍﻧﺴﺎﻥ ﺗﻌﻤﻴﻢ ﺩﺍﺩ ؟ ﺑﺤﺚ ﻭ ﺟﺪﻝ ﻫﺎي ﺑﺴﻴﺎﺭي ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺣﺎﻟ ِ‬ ‫ﮎ‬ ‫ﻞ ﺗﻌﻤﻴﻢ ﺑﻪ ﺍﻧﺴﺎﻥ ﻫﺴﺘﻨﺪ ﮐﻪ ﻣﺪﺍﺭ ِ‬ ‫ﻳﺎﻓﺘﻪ ﻫﺎي ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﺍﺯ ﺁﺯﻣﺎﻳﺶ ﻫﺎي ﻏﻴ ﹺﺮ ﺍﻧﺴﺎﻧﻲ ﺗﻨﻬﺎ ﺯﻣﺎﻧﻲ ﻗﺎﺑ ﹺ‬ ‫ﺕ ﺍﻧﺴﺎﻧﻲ ﺁﻧﻬﺎ ﺭﺍ ﺗﺎﺋﻴﺪ ﮐﻨﺪ‪.‬‬ ‫ﻣﺤﮑﻤﻲ ﺍﺯ ﺗﺤﻘﻴﻘﺎ ِ‬

‫‪physiological psychology ١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺩﻭﻡ‬

‫ﻲ ﺭﻭﺍﻧﻲ‪: ١‬‬ ‫‪ .٢‬ﺩﺍﺭﻭﺷﻨﺎﺳ ﹺ‬ ‫ﻲ‬ ‫ﻲ ﺯﻳﺴﺘﻲ ﺳﺖ ﺑﺎ ﺍﻳﻦ ﺗﻔﺎﻭﺕ ﮐﻪ ﺍﻳﻦ ﺷﺎﺧﻪ ﺑﻪ ﻃﻮ ﹺﺭ ﺧﺎﺹ‪ ،‬ﺑﻪ ﺑﺮﺭﺳ ﹺ‬ ‫ﺩﺍﺭﻭﺷﻨﺎﺳﻲ ﺭﻭﺍﻧﻲ ﺷﺒﻴﻪِ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺖ‬ ‫ﺖ ﻋﺼﺒﻲ ﻭ ﺭﻓﺘﺎﺭ ﻣﻲ ﭘﺮﺩﺍﺯﺩ‪ .‬ﺑﻪ ﺩﻟﻴﻞ ﺗﻮﺟ ِﻪ ﺯﻳﺎﺩي ﮐﻪ ﺑﻪ ﻓﻨﺎﻭﺭي ﺳﺎﺧ ِ‬ ‫ﺕ ﺩﺍﺭﻭﻫﺎي ﻣﺨﺘﻠﻒ ﺑﺮ ﻓﻌﺎﻟﻴ ِ‬ ‫ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﻲ ﺍﻧﺪﮎ ﺻﻮﺭﺕ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ ،‬ﺗﺤﻘﻴﻘﺎﺕ‬ ‫ﺽ ﺟﺎﻧﺒ ﹺ‬ ‫ﺕ ﻣﺜﺒﺖ ﻭ ﻋﻮﺍﺭ ﹺ‬ ‫ﺩﺍﺭﻭ ﻭ ﺗﻮﻟﻴ ِﺪ ﺩﺍﺭﻭﻫﺎﻳﻲ ﺑﺎ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺖ ﺑﻴﺸﺘﺮي ﮐﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺩﻏﺪﻏﻪ ي ﺩﻳﮕﺮ ﺩﺭ‬ ‫ﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ﭘﻴﺸﺮﻓ ِ‬ ‫ﺩﺍﺭﻭﺷﻨﺎﺳﻲ ﺭﻭﺍﻧﻲ ﻧﺴﺒﺖ ﺑﻪ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺏ ﺩﺍﺭﻭﻫﺎي ﻏﻴ ﹺﺮ ﻗﺎﻧﻮﻧﻲ ﺑﺮ ﻣﻐﺰ ﻭ ﺭﻓﺘﺎﺭ ﺍﺳﺖ‪ .‬ﺑﺮﺧﻲ ﺩﻳﮕﺮ ﺍﺯ‬ ‫ﺕ ﻣﺨﺮ ﹺ‬ ‫ﻲ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺩﺍﺭﻭﺷﻨﺎﺳﻲ ﺭﻭﺍﻧﻲ‪ ،‬ﺑﺮﺭﺳ ﹺ‬ ‫ﺕ‬ ‫ﺩﺍﺭﻭﺷﻨﺎﺳﺎﻥ ﺭﻭﺍﻧﻲ ﻫﻢ ﺑﺮ ﭘﮋﻭﻫﺶ ﻫﺎي ﺑﻨﻴﺎﺩي ﺗﺮي ﺗﺎﮐﻴﺪ ﺩﺍﺭﻧﺪ‪ .‬ﺁﻧﻬﺎ ﻋﻘﻴﺪﻩ ﺩﺍﺭﻧﺪ ﻣﻄﺎﻟﻌﻪ ي ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺩﺍﺭﻭﻫﺎ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﻣﺎ ﺩﺭ ﺭﻭﺷﻦ ﺷﺪ ِﻥ ﺟﺰﺋﻴﺎﺕِ ﻓﺮﺍﻳﻨﺪﻫﺎي ﺷﻴﻤﻴﺎﻳﻲ ﮐﻪ ﺩﺭ ﻣﻐﺰ ﺭﺥ ﻣﻲ ﺩﻫﺪ ﮐﻤﮏ ﮐﻨﺪ‪.‬‬

‫ي ﺭﻭﺍﻧﻲ ‪:٢‬‬ ‫‪ .٣‬ﻓﻴﺰﻳﻮﻟﻮﮊ ﹺ‬ ‫ﻦ ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ﻭ ﻓﺮﺍﻳﻨﺪﻫﺎي ﺭﻭﺍﻧﻲ ﻣﻲ ﭘﺮﺩﺍﺯﺩ‪ .‬ﺍﮐﺜ ﹺﺮ‬ ‫ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩ‪ ،‬ﺑﻪ ﻣﻄﺎﻟﻌﻪ ي ﺭﺍﺑﻄﻪ ي ﺑﻴ ﹺ‬ ‫ي ﺭﻭﺍﻧﻲ ﺑﺮ ﺭﻭي ﺍﻧﺴﺎﻥ ﻫﺎ ﺍﻧﺠﺎﻡ ﻣﻲ ﺷﻮﺩ‪ .‬ﻓﻴﺰﻳﻮﻟﻮﮊﻳﺴﺖ ﻫﺎي ﺭﻭﺍﻧﻲ ﺩﺭ ﺍﻳﻦ‬ ‫ﭘﮋﻭﻫﺶ ﻫﺎي ﻓﻴﺰﻳﻮﻟﻮﮊ ﹺ‬ ‫ﻲ ﺍﻟﮑﺘﺮﻳﮑﻲﹺ ﭘﻮﺳﺖ‪ ،‬ﺍﺗﺴﺎ ﹺﻉ‬ ‫ﺐ ﺭﺳﺎﻧﺎﻳ ﹺ‬ ‫ﺶ ﮔﻮﻧﺎﮔﻮﻧﻲ ﺍﺯ ﺟﻤﻠﻪ ﺿﺮﺑﺎ ِﻥ ﻗﻠﺐ‪ ،‬ﺿﺮﻳ ﹺ‬ ‫ﭘﮋﻭﻫﺸﻬﺎ‪ ،‬ﺍﺯ ﺷﻴﻮﻩ ﻫﺎي ﺳﻨﺠ ﹺ‬ ‫ﻣﺮﺩﻣﮏ‪ ،‬ﺍﻟﮑﺘﺮﻭﺍﻧﺴﻔﺎﻟﻮﮔﺮﺍﻡ‪ ( EEG ) ٣‬ﺑﻬﺮﻩ ﻣﻲ ﮔﻴﺮﻧﺪ‪.‬‬ ‫‪psychopharmacology ١‬‬ ‫‪psychophysiology ٢‬‬ ‫ﺝ ﻣﻐﺰي ﻣﻨﺘﺸﺮ ﻣﻲ ﺳﺎﺯﺩ ‪.‬‬ ‫‪ : electroencephalogram ٣‬ﻣﻐﺰ ﭘﻴﻮﺳﺘﻪ ﻧﻮﺳﺎﻧﺎﺕِ ﺍﻟﮑﺘﺮﻳﮑﻲ ﺑﺎ ﻭﻟﺘﺎﮊ ﺑﺴﻴﺎﺭ ﮐﻢ ﻭ ﻳﺎ ﺑﻪ ﺍﺻﻄﻼﺡ ﺍﻣﻮﺍ ﹺ‬ ‫ﻭﺳﻴﻠﻪ ﺍي ﮐﻪ ﻓﻌﺎﻟﻴﺖ ﺍﻟﮑﺘﺮﻳﮑﻲ ﻣﻐﺰ ﺭﺍ ﺗﻘﻮﻳﺖ ﻭ ﺛﺒﺖ ﻣﻲ ﮐﻨﺪ‪ ،‬ﺍﻟﮑﺘﺮﻭﺍﻧﺴﻔﺎﻟﻮﮔﺮﺍﻑ ﻧﺎﻣﻴﺪﻩ ﻣﻲ ﺷﻮﺩ ‪ .‬ﺍﻳﻦ ﻭﺳﻴﻠﻪ ﺑﻪ ﭘﮋﻭﻫﺸﮕﺮﺍﻥ‬ ‫ﻖ ﺍﻟﮑﺘﺮﻭﺩﻫﺎﻳﻲ ﮐﻪ ﺑﺮ ﭘﻮﺳ ِ‬ ‫ﺍﻣﮑﺎﻥ ﻣﻲ ﺩﻫﺪ ﺗﺎ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺖ ﻣﻐﺰ ﺭﺍ ﻣﻮﺭ ِﺩ ﮐﺎﻭﺵ ﻗﺮﺍﺭ ﺩﻫﻨﺪ ‪ .‬ﺑﻪ‬ ‫ﺖ ﺳﺮ ﮐﺎﺭ ﮔﺬﺍﺷﺘﻪ ﻣﻲ ﺷﻮﻧﺪ ﻓﻌﺎﻟﻴ ِ‬ ‫ﻂ ﺍﻟﮑﺘﺮﻭﺍﻧﺴﻔﺎﻟﻮﮔﺮﺍﻑ ﺑﺮ ﺭﻭي ﺻﻔﺤﻪ ﻇﺎﻫﺮ ﻣﻲ ﺷﻮﻧﺪ‪ ،‬ﺍﺻﻄﻼﺣﺎً ﺍﻟﮑﺘﺮﻭﺍﻧﺴﻔﺎﻟﻮﮔﺮﺍﻡ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ‪EEG .‬‬ ‫ﻣﻮﺟﻬﺎي ﻣﻐﺰي ﮐﻪ ﺗﻮﺳ ِ‬ ‫ﻞ ﺧﻮﺍﺏ ﻭ ﺑﻴﺪﺍﺭي ﮐﻪ ﺑﺎ ﺍﻟﮕﻮﻫﺎي ﻓﻌﺎﻟﻴ ِ‬ ‫ﺺ ﺻﺮﻉ‪ ،‬ﺗﻮﻣﻮﺭﻫﺎي ﻣﻐﺰي ﻭ ﻣﻄﺎﻟﻌﻪ ي ﻣﺮﺍﺣ ﹺ‬ ‫ﺩﺭ ﺗﺸﺨﻴ ﹺ‬ ‫ﺖ ﺍﻟﮑﺘﺮﻳﮑﻲﹺ ﺧﺎﺻﻲ ﻫﻤﺮﺍﻩ ﻫﺴﺘﻨﺪ‪،‬‬ ‫ﻞ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺳﺖ ‪ ) .‬ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ‬ ‫ﻗﺎﺑ ﹺ‬ ‫ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ – ﺻﻔﺤﻪ ي ‪( ٤٧‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺩﻭﻡ‬

‫ﺵ ﭘﺘﺎﻧﺴﻴﻞﹺ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﺭﻭﻳﺪﺍﺩ‪ ( ERP ) ١‬ﮐﻪ ﺑﺮ ﻣﺒﻨﺎي ﺗﮑﻨﻴﮏ ﻫﺎي ‪EEG‬‬ ‫ﺩﺭ ‪ ٢٠‬ﺳﺎﻝ ﮔﺬﺷﺘﻪ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺭﻭ ﹺ‬ ‫ﺖ ﻣﻄﺎﻟﻌﻪ ي ﻓﺮﺍﻳﻨﺪ ﻫﺎي ﺷﻨﺎﺧﺘﻲ ) ﻣﺜﻼً ﻣﻄﺎﻟﻌﻪ ي‬ ‫‪ EEG‬ﺑﻨﺎ ﺷﺪﻩ ﺍﺳﺖ ﺑﻪ ﻳﮑﻲ ﺍﺯ ﺭﻭﺵ ﻫﺎي ﭘﺮ ﻃﺮﻓﺪﺍﺭ ﺟﻬ ِ‬ ‫ﺐ ﺯﻣﺎﻧﻲﹺ‬ ‫ﺕ ﺩﻗﻴﻘﻲ ﺩﺭﺑﺎﺭﻩ ي ﺗﺮﺗﻴ ﹺ‬ ‫ﻓﺮﺍﻳﻨ ِﺪ ﺗﻮﺟﻪ ( ﺗﺒﺪﻳﻞ ﺷﺪﻩ ﺍﺳﺖ‪ ERP .‬ﻫﺎ ﺑﻪ ﻣﺎ ﺍﻣﮑﺎﻥ ﻣﻲ ﺩﻫﻨﺪ ﺗﺎ ﺍﻃﻼﻋﺎ ِ‬ ‫ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﻣﻐﺰ ﭘﺲ ﺍﺯ ﺍﺭﺍﺋﻪ ي ﻣﺤﺮﮎ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﻳﻢ‪.‬‬

‫ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻨﻬﺎ‪ ،‬ﺩﺭ ﺳﺎﻝ ﻫﺎي ﺍﺧﻴﺮ ﺗﮑﻨﻴﮏ ﻫﺎي‬ ‫ي ﻋﺼﺒﻲ ﺑﻪ ﺩﺳﺖ‬ ‫ﺯﻳﺎﺩي ﺩﺭ ﺯﻣﻴﻨﻪ ي ﺗﺼﻮﻳﺮ ﻧﮕﺎﺭ ﹺ‬ ‫ﺁﻣﺪﻩ ﻭ ﺗﮑﻨﻴﮏ ﻫﺎي ﺑﻴﺸﺘﺮي ﻧﻴﺰ ﻫﻨﻮﺯ ﺩﺭ ﻣﺮﺍﺣﻞ‬ ‫ﺭﺷﺪ ﻭ ﺗﻮﺳﻌﻪ ﻫﺴﺘﻨﺪ‪ .‬ﺍﻳﻦ ﺗﮑﻨﻴﮏ ﻫﺎ ) ﻣﺜﻼً ‪PET‬‬ ‫ﺕ ﺩﻗﻴﻘﻲ‬ ‫ﺍﺳﮑﻦ ‪ MRI ،‬ﺗﺎﺑﻌﻲ ﻭ‪ ( ...‬ﺑﻪ ﻣﺎ ﺍﻃﻼﻋﺎ ِ‬ ‫ﻒ ﻣﻐﺰ _ ﺩﺭ‬ ‫ﺖ ﺑﺨﺶ ﻫﺎي ﻣﺨﺘﻠ ِ‬ ‫ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﻓﻌﺎﻟﻴ ِ‬ ‫ﺯﻣﺎﻧﻲ ﮐﻪ ﻓﺮﺩ ﻣﺸﻐﻮ ﹺﻝ ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﻣﺨﺘﻠﻒ ﺍﺳﺖ _‬ ‫ﺍﺭﺍﺋﻪ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬

‫‪ event –related potential ١‬ﺩﺭ ﺍﻳﻦ ﺭﻭﺵ ‪:‬‬ ‫• ﻳﮏ ﻣﺤﺮﮎ ﻣﺸﺨﺺ‪ ،‬ﭼﻨﺪﻳﻦ ﻣﺮﺗﺒﻪ ﺍﺭﺍﺋﻪ ﻣﻲ ﺷﻮﺩ ‪.‬‬ ‫ﺐ ﺯﻣﺎﻧﻲ ﻧﺴﺒﺖ ﺑﻪ‬ ‫• ﭘﺲ ﺍﺯ ﺁﻥ ﻗﺴﻤﺖ ﻫﺎي ‪ EEG‬ﮐﻪ ﻣﺘﻌﺎﻗﺐ ﻫﺮ ﺗﺤﺮﻳﮏ ﺗﻮﻟﻴﺪ ﺷﺪﻩ ﺍﻧﺪ ﺟﻤﻊ ﺁﻭﺭي ﺷﺪﻩ ﻭ ﺑﻪ ﺗﺮﺗﻴ ﹺ‬ ‫ﺁﻏﺎ ﹺﺯ ﺗﺤﺮﻳﮏ ﻫﺎ ﻣﺮﺗﺐ ﻣﻲ ﺷﻮﻧﺪ ‪.‬‬ ‫•‬

‫ﺝ ﻣﻨﻔﺮﺩ ﺑﺪﺳﺖ ﺁﻳﺪ ﮐﻪ ﺑﻪ ﺁﻥ ﺍﺻﻄﻼﺣﺎً ﭘﺘﺎﻧﺴﻴﻞﹺ ﻭﺍﺑﺴﺘﻪ‬ ‫ﺳﭙﺲ ﺍﺟﺰﺍي ‪ EEG‬ﺭﺍﺩﺭ ﮐﻨﺎ ﹺﺭ ﻫﻢ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﻨﺪ ﺗﺎ ﻳﮏ ﻣﻮ ﹺ‬ ‫ﺑﻪ ﺭﻭﻳﺪﺍﺩ ﻳﺎ ‪ ERP‬ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻡ‬ ‫ﺩﻭﻡ‬

‫ﻲ‪: ١‬‬ ‫ﻲ ﻋﺼﺒﻲ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺳ‬ ‫‪.٤‬‬ ‫ﺭﻓﺘﺎﺭي ﺍﻧﺴﺎﻥ ﻫﺎ ﻣﻲ ﭘﺮﺩﺍﺯﺯﺩ‪.‬‬ ‫يﹺ‬ ‫ﺭﻭﺍﻧﻲ ﻭ‬ ‫ﻲ‬ ‫ﻤﻠﮑﺮﺩ‬ ‫ﺁﺳﻴﺐ ﻫﺎي ﻣﻐﺰﺰي ﺑﺮ ﻋﻤﻠ‬ ‫ﺕ ﺐ‬ ‫ﻲ ﺗﺎﺛﻴﻴﺮﺍ ِ‬ ‫ﺍﻳﻦ ﺷﺎﺧﻪ ﺑﻪ ﺑﺮﺭﺳ ﹺ‬ ‫ﻫﺎي ﻣﻐﺰ ﺐ‬ ‫ﺁﺳﻴﺐ‬ ‫ﻣﻲ ﮐﻨﻨﺪ ﺗﺎ ﺩﺩﺭﻳﺎﺑﻨﺪ ﮐﺪﺍﺍﻡ ﻗﺴﻤﺖ ﺎﻳﺎ ﻗﺴﻤﺖ ي‬ ‫ﻦ ﻣﻮﺍﺭﺩ ﻏﺎﻟﺒﺒﺎ ً ﺗﻼﺵ ﻲ‬ ‫ﺼﺒﻲ ﺩﺭ ﺍﻳﻦ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﻋﺼ‬ ‫ﺗﮑﻨﻴﮏ ﻫﺎي‬ ‫ﺩﻳﺪﺪﻩ ﺍﻧﺪ‪ .‬ﺁﻧﻬﺎ ﺑﺮﺍي ﺭﺳﻴﺪﻥﻥ ﺑﻪ ﺍﻳﻦ ﻫﺪﺪﻑ ﺍﺯ ﮏ‬ ‫ﻣﻐﻨﺎﻃﻴﺴﻲ ﺗﺸﺪﻳﺪ‪MRI ) ٢‬‬ ‫ﻲﹺ‬ ‫ﻣﺨﺘﺘﻠﻔﻲ ﻧﻈﻴ ﹺﺮ ﺗﺗﺼﻮﻳﺮﺑﺮﺩﺍﺭﺭي‬ ‫ﻦ‬ ‫ﺖ ﺯﻳﺎﺩي ﺑﻴ ﹺ‬ ‫( ﺍﺳﺳﺘﻔﺎﺩﻩ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺑﻪ ﻃﻃﻮ ﹺﺭ ﮐﻠﻲ ﺷﺒﺎﻫ ِ‬ ‫ﺼﺒﻲ‪« ٣‬‬ ‫ﻲ ﺷﻨﺎﺧﺘﻲ ﻋﺼ‬ ‫ﺼﺒﻲ ﻭ » ﺭﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻲ ﻋﺼ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻭﺟﻮﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺑﺑﺮﺧﻲ ﺩﻳﮕﺮﺮ ﺍﺯ ﺭﻭﺍﻧﺸﻨﻨﺎﺳﺎ ِﻥ‬ ‫ﻋﺼﺒﻲ ﺑﺮﺍي‬ ‫ﻲ‬ ‫ﺑﻪ ﻣﻄﺎﻟﻌﻪ‬ ‫ي ﺷﺷﮑﻞ ﺩﻫﻨﺪﻩ ي ﺭﻓﺘﺎﺭ ﻪ‬ ‫ﻓﻬ ﹺﻢ ﻣﮑﺎﻧﻴﺴﻢ ﻫﻫﺎي ﻣﻐﺰ ﹺ‬ ‫ي ﺍﻓﺮﺍ ِﺩ ﺳﺎﻟﻢ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﻋﺼﺒﻲ ﻭ ﻣﻘﺎﻳﺴﻪ ي ﺁﻧﻬﺎ ﺑﺎ‬ ‫ﻳﮑﺪﺪﻳﮕﺮ ﻣﻲ ﭘﺮﺮﺩﺍﺯﻧﺪ‪.‬‬ ‫ﺁﻧﺖ‪ ) ٤‬ﻣﺜﻼ ً ﺩﺭ‪ (١٩٩٩‬ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﺕ ﺑﺴﻴﺎﺭي‬ ‫ﺑﺮﺍي ﻧﻤﻮﻧﻪ ﺖ‬ ‫ي‬ ‫ﺗﻔﺎﻭﺕ ﻫﺎي ﺫﻫﻨﻲ ﻭ ﺷﺷﻨﺎﺧﺘ ﹺ‬ ‫ﻲ ﺍﻓﺮﺮﺍ ِﺩ ﭼﭗ‬ ‫ﺩﺭ ﺯﻣﻴﻨﻪ ي ﺗﻔ‬

‫ﮔﻴﺞ ‪ .‬ﺩﺭ ﺑﺨﺶ ﻫﻫﺎي ﺑﻌﺪ ﺮ‬ ‫ﺑﻴﺸﺘﺮ‬ ‫‪e‬ﺟﻤﺠﻤﻪ ي ﻓﻴﻨﻴﺎﺱ ﺞ‬ ‫ﺍﺯ ﺍﻭ ﺳﺨﻦ ﺧﺧﻮﺍﻫﻴﻢ ﮔﻔﺖ ‪.‬‬

‫ﺖ‬ ‫ﺩﺳﺖ ﻭ ﺭﺍﺳﺖ ﺩﺳﺖ ﺍﻧﺠﺎﻡﻡ ﺩﺍﺩﻩ ﺍﺳﺖ‪.‬‬

‫‪neuropsychology ١‬‬ ‫ﺑﺮﺍي ﺗﺼﻮﻳﺮﺳﺎﺯي ﺑﻪ‬ ‫ﺍﻳﻦ ﺭﻭﺵ ﺗﺼﻮﻳﻳﺮﺳﺎﺯي‪ ،‬ي‬ ‫‪ : magneticc Resonancce imagingg ٢‬ﺗﺼﻮﻳﺮﺳﺎﺯي ﺭﺯﻭﻧﺎﻧﺲ ﻣﻐﻨﺎﻃﻃﻴﺴﻲ ‪ .‬ﺩﺭ ﻦ‬ ‫ﺗﻔﮑﻴﮏ ﻣﺎﺩﻩ ي ﺳﻔﻔﻴﺪ‬ ‫ﮏ‬ ‫ﺟﺎي ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﺷﺷﻌﻪ ي ‪ X‬ﺍﺯ ﻣﻐﻐﻨﺎﻃﻴﺲ ﻭ ﺍﻣﻮﻮﺍﺝ ﺭﺍﺩﻳﻮﻳﻲ ﺍﺳﺳﺘﻔﺎﺩﻩ ﻣﻲ ﺷﻮﻮﺩ ‪ MRI .‬ﺭﻭﺵ ﺑﺴﻴﺎﺭ ﺑﺎ ﺍﺭﺯﺯﺷﻲ ﺩﺭ‬ ‫ي‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ‬ ‫ﻲ‬ ‫ﮓ‬ ‫ﻓﺮﻫﻨﮓ‬ ‫ﻫﺎي ﻣﻐﺰ ﺍﺳﺖ ‪ ) .‬ﻧﻘﻞ ﺍﺯ‬ ‫ﻲ )‪ (CSF‬ﻭ ﺗﺨﻤﻴﻦ ﺣﺣﺠ ﹺﻢ ﺑﻄﻦ ي‬ ‫ﻦ ﻣﺎﻳﻊ ﻣﻐﺰي – ﻧﺨﺎﻋ ﹺ‬ ‫ﺧﺎﮐﺴﺘﺮي ﻣﻐﺰ‪ ،‬ﻧﻤﺎﻳﺎﻥ ﺳﺎﺧﺘﻦ‬ ‫ﻭ ﺧﺎ‬ ‫ﺭﻭﺍﻧﭙﻧﭙﺰﺷﮑﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي (‬ ‫‪coognitive neeurosciencee ٣‬‬ ‫‪Annettt ٤‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻡ‬ ‫ﺩﻭﻡ‬

‫ﻲ ﻣﻘﺎﻳﺴﻪﻪ ﺍي‪: ١‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺳ‬ ‫‪.٥‬‬ ‫ﺗﻔﺎﻭﺕ ﻫﺎي ﺭﻓﺘﺎﺭﺭي ﮔﻮﻧﻪ ﻫﺎي ﻣﺨﺘﻠﻒ ﺑﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺑﺮﺮﺭﺳﻲ ﻣﻲ ﺷﺷﻮﺩ‪ .‬ﻫﻤﭽﻨﻴﻴﻦ‬ ‫ﺩﺭ ﺍﻳﻦ ﺭﻭﻳﮑﺮﺮﺩ‪ ،‬ﺷﺒﺎﻫﺖ ﻫﺎ ﻭ ﺕ‬ ‫ﮐﻨﻮﻧﻲ ﺭﻓﺘﺎﺭﺷﺎﻥ ﺑﺎ‬ ‫ﻲ‬ ‫ي‬ ‫ﺗﮑﺎﻣﻠﻲ ﻭ ﻣﻴﺰﺍ ِﻥ ﺍﻧﻄﺒﺎﻕ ﭘﺬﻳﻳﺮ ﹺ‬ ‫ﻲ‬ ‫ﺦ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﻣﻘﻘﺎﻳﺴﻪ ﺍي ﮔﮔﻮﻧﻪ ﻫﺎ ﺭﺍ ﺑﺑﺮ ﻣﺒﻨﺎي ﺗﺎﺎﺭﻳ ﹺ‬ ‫ﻼﺵ ﺑﺮﺍي ﻓﻬ ﹺﻢ ﺭﻓﺘﺎ ﹺﺭ ﺍﻧﺴﺴﺎﻥ ﺍﺯ ﻳ‬ ‫ﻳﮑﺪﺪﻳﮕﺮ ﻣﻘﺎﻳﺴﺴﻪ ﻣﻲ ﮐﻨﻨﺪﺪ‪ .‬ﻋﻼﻗﻪ ي ﺍﺻﻠﻲ ﺭﻭﺍﻧﺸﺸﻨﺎﺳﺎﻥِ ﻣﻘﺎﻳﻳﺴﻪ ﺍي‪ ،‬ﺗﻼ‬ ‫ﻖ‬ ‫ﻃﺮﻳ ﹺ‬ ‫ﺚ ﻣﺨﺘﺼ‬ ‫ﻲ ﺳﺎﻳ ﹺﺮ ﮔﮔﻮﻧﻪ ﻫﺎ ﻣﻲ‬ ‫ﺑﺮﺭﺳ ﹺ‬ ‫ﺼﺮي ﺑﻪ ﻣﻴﺎﺎﻥ‬ ‫ﻲ ﺑﺎﺷﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﮐﺘﺎﺏ ﺩﺭﺑﺎﺭﻩ ي ﮔﮔﻮﻧﻪ ﻫﺎي ﻏﻏﻴﺮ ﺍﻧﺴﺎﻧﻲ‪ ،‬ﺑﺤ ِ‬ ‫ﺁﻣﺪﺪﻩ ﺍﺳﺖ‪.‬‬

‫ﻲ‪: ٢‬‬ ‫‪ .٦‬ﺭﻭﺍﻧﺸﻨﺎﺳﺳﻲ ﺗﮑﺎﻣﻠﻲ‬ ‫ﻲ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺳ‬ ‫ﺍﺳﺖ‪،‬‬ ‫ﺴﺘﻲ ﮐﻪ ﺗﺎ ﺣﺪﻭﺩي ﻣﺘﺘﻔﺎﻭﺕ ﺍﺯ ‪ ٥‬ﺭﻭﻳﮑﺮﺩ ﺩﻳﮕﺮ ﺖ‬ ‫ﻲ ﺯﻳﺴﺘ‬ ‫ﺭﻭﻳﻳﮑﺮﺩ ﺩﻳﮕﺮي ﺍﺯ ﺭﻭﺍﻧﺸﺸﻨﺎﺳ ﹺ‬ ‫ﻳﮑﺮﺩ ﭘﻴﻮﻧﺪ ﻫﺎي ﺁﺷﮑﺎﺭﺭي ﺑﺎ ﺷﺎﺧﻪ ي‬ ‫ﺗﮑﺎﻣﻠﻲ ﻧﺎﻡ ﺩﺍﺭﺭﺩ‪ .‬ﺍﻳﻦ ﺭﻭﻳﮑ‬ ‫ﻲ ﺍﺍﻳﻦ‬ ‫ﺕ ﺍﺻﻠ ﹺ‬ ‫ﺗﻔﺎﻭ ِ‬ ‫ﻲ ﻣﻘﺎﺎﻳﺴﻪ ﺍي ﺩﺍﺭﺩ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﻭ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻲ‬ ‫ﻳﮑﺮﺩ ﺭﻭﺍﻧﺸﻨﻨﺎﺳ ﹺ‬ ‫ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺍﺍﻳﻦ‬ ‫ﻣﻘﺎﻳﺴﻪ ﺍي ﺩﺭ ﻦ‬ ‫ﻪ‬ ‫ﺭﻭﻳﻳﮑﺮﺩ ﺑﺎ ﺭﻭﻳﮑ‬ ‫ﺗﺎﮐﻴ ِﺪ ﮐﻤﺘﺮي ﺑﺮ‬ ‫ﻲ ﻣﻘﺎﻳﺴﺴﻪ ﺍي ﻴ‬ ‫ﻧﺴﺒﺖ ﺑﻪ ﺭﻭﺍﻧﺸﻨﻨﺎﺳ ﹺ‬ ‫ﺭﻭﻳﻳﮑﺮﺩ ﺖ‬ ‫ﺕ ﺩﻗﻴﻖ ﺗﺮ‬ ‫ﻋﺒﺎﺭ ِ‬ ‫ﻫﺎ ﺩﺍﺭﺩ‪ .‬ﺑﻪ ﻋﺒ‬ ‫ﻣﻘﺎﻳﻳﺴﻪ ي ﻣﻴﺎ ِﻥ ﺍﻧﺴﺎﻥ ﻭ ﺳﺎﺎﻳ ﹺﺮ ﮔﻮﻧﻪ ﺎ‬ ‫ﻲ ﺗﮑﺎﻣﻠﻠﻲ ﺍﻳﻨﺴﺖ ﮐﻪ ﻧﺤﻮﻩ ي‬ ‫ﺽﹺ‬ ‫ﻓﺮﺽ ﮐﻠﻴﺪي ﺩﺭ ﺭﻭﺍﻧﺸﻨﻨﺎﺳ ﹺ‬ ‫ﻧﺎﺷﻲ ﺍﺯ ﻧﻴﺮﻭﻫﻫﺎي‬ ‫ﻋﻤﻠﻠﮑﺮ ِﺩ ﻣﻐﺰ ﻭ ﺭﻓﺘﺎﺭ ﻣﺎ ﻫﺮ ﺩﻭ ﺗﺎ ﺣﺪي ﻲ‬ ‫ﻲ ﻣﻣﻴﻠﻴﻮﻥ ﻫﺎ ﺳﺳﺎﻝ ﺩﺭ ﺽﹺ‬ ‫ﻣﻌﺮﺽ‬ ‫ﺗﮑﺎﻣﻠﻲ ﺍﺳﺖ ﮐﮐﻪ ﻧﮋﺍ ِﺩ ﺍﻧﺴﺎﺎﻥ ﺩﺭ ﻃ ﹺ‬ ‫ﮑﺎﻣﻠﻲ ﺭﻭﺯ ﺑﺑﻪ ﺭﻭﺯ ﻴ‬ ‫ﻲ ﺗﮑ‬ ‫ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻪ‬ ‫ﺁﻥ ﻗﺮﺍﺭ‬ ‫ﺖ‬ ‫ﺍﻫﻤﻴ ِ‬ ‫ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﺑﻴﺸﺘﺘﺮي ﭘﻴﺪﺍ ﻲ‬

‫ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ – ﻡ‬ ‫‪ : Com‬ﺑﻪ ﺁﻥ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﻄﻄﺒﻴﻘﻲ ﻧﻴﺰ ﻪ‬ ‫‪mparative psychology‬‬ ‫‪p‬‬ ‫‪y١‬‬ ‫‪p‬‬ ‫‪y ٢‬‬ ‫‪evollutionary psychology‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺩﻭﻡ‬

‫ﺶ ﭘﺮﺭﻧﮓ ﺗﺮي ﺩﺍﺭﺩ ؟‬ ‫ﻦ ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩﻫﺎ‪ ،‬ﮐﺪﺍﻣﻴﮏ ﺩﺭ ﻓﻬ ﹺﻢ ﺭﻓﺘﺎ ﹺﺭ ﺍﻧﺴﺎﻥ ﻧﻘ ﹺ‬ ‫ﺩﺭ ﺑﻴ ﹺ‬ ‫ﭘﺎﺳﺦ ﺑﻪ ﺍﻳﻦ ﺳﻮﺍﻝ ﺳﺎﺩﻩ ﻧﻴﺴﺖ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﭘﻴﻨﻞ )‪ (١٩٩٧‬ﻋﻨﻮﺍﻥ ﮐﺮﺩﻩ ﺍﺳﺖ ‪ " :‬ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﻫﻴﭽﮑﺪﺍﻡ ﺍﺯ‬ ‫ﻲ ﺯﻳﺴﺘﻲ ﺑﻪ ﻧﺪﺭﺕ‬ ‫ﮒ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺕ ﺑﺰﺭ ِ‬ ‫ﻲ ﺯﻳﺴﺘﻲ ﺑﺪﻭ ِﻥ ﮐﺎﺳﺘﻲ ﻭ ﻧﻘﺺ ﻧﻴﺴﺖ‪ ،‬ﻣﻌﻀﻼ ِ‬ ‫ﭘﻨﺞ ﺭﻭﻳﮑﺮﺩ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻂ ﻳﮏ ﻧﻮﻉ ﺁﺯﻣﺎﻳﺶ ﻭ ﻳﺎ ﺣﺘﻲ ﻳﮏ ﺳﺮي ﺍﺯ ﺁﺯﻣﺎﻳﺶ ﻫﺎي ﻣﻮﺟﻮﺩ ﺩﺭ ﻳﮏ ﺭﻭﻳﮑﺮﺩ ﺣﻞ‬ ‫ﻣﻲ ﺗﻮﺍﻧﺪ ﺗﻨﻬﺎ ﺗﻮﺳ ِ‬ ‫ﺷﻮﺩ‪ .‬ﭘﻴﺸﺮﻓﺖ ﻗﺎﺑﻞ ﺗﻮﺟﻪ ﺯﻣﺎﻧﻲ ﺣﺎﺻﻞ ﺧﻮﺍﻫﺪ ﺷﺪ ﮐﻪ ﻫﻤﻪ ي ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩﻫﺎ ﺑﺮ ﻳﮏ ﻣﺴﺎﻟﻪ ي ﺧﺎﺹ‬ ‫ﺕ ﻫﺮ ﺷﺎﺧﻪ ‪ ،‬ﺿﻌﻒ ﻫﺎ ﻭ ﮐﺎﺳﺘﻲ ﻫﺎي ﺷﺎﺧﻪ ﻫﺎي ﺩﻳﮕﺮ‬ ‫ﻁ ﻗﻮ ِ‬ ‫ﺗﻤﺮﮐﺰ ﮐﻨﻨﺪ‪ .‬ﺗﻨﻬﺎ ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ ﺍﺳﺖ ﮐﻪ ﻧﻘﺎ ِ‬ ‫ﺭﺍ ﺭﻓﻊ ﻣﻲ ﮐﻨﺪ‪".‬‬ ‫ﺩﺭ ﺍﻳﻦ ﮐﺘﺎﺏ ﺍﺯ ﻳﺎﻓﺘﻪ ﻫﺎي ﺗﻤﺎﻣﻲ ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩﻫﺎ ﺑﻬﺮﻩ ﺑﺮﺩﻩ ﺍﻳﻢ‪.‬‬

‫ﺧﻼﺻﻪ ﻣﻲ ﮐﻨﻴﻢ ‪:‬‬ ‫ﻲ ﺯﻳﺴﺘﻲ‪ ٦ ،‬ﺭﻭﻳﮑﺮﺩ ﺩﺍﺭﺩ ‪:‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻲ ﻣﻮﺟﻮﺩﺍﺕِ ﻏﻴ ﹺﺮ ﺍﻧﺴﺎﻥ‪.‬‬ ‫‪ .١‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲﹺ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ‪ :‬ﺩﺳﺘﮑﺎﺭي ﻫﺎي ﻋﻤﺪي ﻭ ﻫﺪﻓﻤﻨﺪ ﺩﺭ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﺕ ﺩﺍﺭﻭﻫﺎي ﻣﺨﺘﻠﻒ ﺑﺮ ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﻋﺼﺒﻲ ﻭ ﺭﻓﺘﺎﺭ‪.‬‬ ‫ﻲ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫‪ .٢‬ﺩﺍﺭﻭﺷﻨﺎﺳﻲﹺ ﺭﻭﺍﻧﻲ ‪ :‬ﺑﺮﺭﺳ ﹺ‬ ‫ﻦ ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮑﻲ ﻭ ﺭﻭﺍﻧﻲ‪.‬‬ ‫ﻲ ﺭﺍﺑﻄﻪ ي ﺑﻴ ﹺ‬ ‫ي ﺭﻭﺍﻧﻲ ‪ :‬ﺑﺮﺭﺳ ﹺ‬ ‫‪ .٣‬ﻓﻴﺰﻳﻮﻟﻮﮊ ﹺ‬ ‫ي ﺍﻧﺴﺎﻥ ﻫﺎ‪.‬‬ ‫ﺕ ﺁﺳﻴﺐ ﻫﺎي ﻣﻐﺰي ﺩﺭ ﻋﻤﻠﮑﺮ ِﺩ ﺭﻭﺍﻧﻲ ﻭ ﺭﻓﺘﺎﺭ ﹺ‬ ‫ﻲ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫‪ .٤‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲﹺ ﻋﺼﺒﻲ ‪ :‬ﺑﺮﺭﺳ ﹺ‬ ‫ي ﮔﻮﻧﻪ ﻫﺎي ﻣﺨﺘﻠﻒ‪.‬‬ ‫ﻲ ﺷﺒﺎﻫﺖ ﻫﺎ ﻭ ﺗﻔﺎﻭﺕ ﻫﺎي ﺭﻓﺘﺎﺭ ﹺ‬ ‫‪ .٥‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲﹺ ﻣﻘﺎﻳﺴﻪ ﺍي ‪ :‬ﺑﺮﺭﺳ ﹺ‬ ‫‪ .٦‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﮑﺎﻣﻠﻲ ‪ :‬ﺑﺮﺭﺳﻲ ﻧﻴﺮﻭﻫﺎي ﺗﮑﺎﻣﻠﻲ ﻭ ﺗﺎﺛﻴﺮ ﺁﻧﻬﺎ ﺑﺮ ﺭﻓﺘﺎﺭ ﺍﻧﺴﺎﻥ‪.‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴ‬

‫ﺼﻞ ﺳﺳﻮﻡ‬ ‫ﻓﺼ‬ ‫ﺩﺩﻳﺪﮔﺎﻩ ﺗﮑﺎﺎﻣﻠﻲ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬

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‫ﻓﻬﺮﺳﺖ ﻓﺼﻞ ﺳﻮﻡ ‪:‬‬ ‫‪ ‬‬ ‫ﻓﺼﻞ ﺳﻮﻡ ‪ :‬ﺩﻳﺪﮔﺎﻩ ﺗﮑﺎﻣﻠﻲ ‪  ١٠٣ ...............................................................................................................‬‬ ‫ﻓﻬﺮﺳﺖ ﻓﺼﻞ ﺳﻮﻡ ‪  ١٠٤ ...................................................................................................................... :‬‬ ‫ﺩﻳﺪﮔﺎﻩ ﺗﮑﺎﻣﻠﻲ ‪  ١٠٥ ........................................................................................................................... :‬‬ ‫ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ‪  ١١٣ ......................................................................................................................... :‬‬ ‫ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎي ﻣﺘﺮﺟﻢ ‪  ١١٨ .................................................................................................................... :‬‬

‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴ‬

‫ﺩﻳﺪﺪﮔﺎﻩ ﺗﮑﺎﺎﻣﻠﻲ ‪:‬‬ ‫ﺩﺍﺑﺰﺍﻧﺴﮑﻲ‪ ( ١٩٧٣ ) ١‬ﺍﺭﺍﺋﻪ ﮐﮐﺮﺩ ﺑﻴﺶ ﺍﺯ ﭘﻴﺶ ﺁﺷﮑﺎﺎﺭ ﺷﺪ‪ .‬ﻋﻨﻮﺍ ِﻥ‬ ‫ﮑﻲ‬ ‫ﺖ ﺩﻳﺪﮔﺎ ِﻩ ﺗﮑﺎﻣﻠﻲ ﺑﺎ ﻣﻘﺎﻟﻪ ﺍي ﮐﮐﻪ‬ ‫ﺍﻫﻤﻴ ِ‬ ‫ﻤﻴ‬ ‫ﺕ ﺗﮑ‬ ‫ﻞ ﻓﻬﻢ ﻧﺨﻮﻮﺍﻫﺪ ﺑﻮﺩ ﻣﮕ‬ ‫ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ ﻗﺎ‬ ‫ﻣﻘﺎﻟﻟﻪ ﺍﻳﻦ ﺑﻮﺩ ‪ " :‬ﻫﻴﭻ ﭼﻴﺰﺰي ﺩﺭ ﺖ‬ ‫ﮑﺎﻣﻞ‪ ." ٢‬ﺑﺮﺍي‬ ‫ﮕﺮ ﺩﺭ ﭘﻨﺎ ِﻩ ﮐﮐﺸﻔﻴﺎ ِ‬ ‫ﻗﺎﺑ ﹺ‬ ‫ﻧﻈﺮ ﺑﮕﻴﺮﻳﺪ ‪:‬‬ ‫ﻣﻮﺿﻮﻉ‪ ،‬ﻣﻮﺭ ِﺩ ﺯﻳﻳﺮ ﺭﺍ ﺩﺭ ﺮ‬ ‫ﻮﻉ‬ ‫ﻓﻬ ﹺﻢ ﺍﻳﻦ‬

‫ﺠﺎﺩﻟﻪ ي ﺳﺳﺮﺷﺖ ﻭ ﺗﺗﺮﺑﻴﺖ ‪:‬‬ ‫ﻣﺠ‬ ‫ﺷﻨﺎﺳﻲ ﻭ ﺳﺎﻳﺮ‬ ‫ﻲ‬ ‫ﻳﺴﺖ‬ ‫ﮑﺮي ﺩﺭ ﺯﻳﺴ‬ ‫ﻳﮑﻲ ﺍﺯ ﻣﺸﻬﻮﺭﺭﺗﺮﻳﻦ ﻣﺠﺎﺩﺩﻟﻪ ﻫﺎي ﻓﮑ‬ ‫ﻲ‬ ‫ﺑﺤﺚ ﺍﺻﻠﻲ ﺑﺮ‬ ‫ﺚ‬ ‫ﻋﻠﻮﻮﻡ‪ ،‬ﺟﺪﺍ ﹺﻝ ﺳﺳﺮﺷﺖ ﻭ ﺗﺮﺑﺑﻴﺖ‪ ٣‬ﻧﺎﻡ ﺩﺍﺭﺭﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﺟﺪﺍﻝ‪ِ ،‬‬ ‫ﺳ ﹺﺮ ﺍﻳﻨﺴﺖ ﮐﻪ ﺭﻓﺘﺎ ﹺﺭ ﻣﺎ ﺗﺎ ﭼﻪ ﺍﻧﺪﺍﺯﻩ ﺑﺑﻪ ﻭﺳﻴﻠﻪ ي ﻭﺭﺍﺛﺖ ) ﺳﺳﺮﺷﺖ ( ﻭ‬ ‫ي ) ﺗﺮﺑﻴﺖ ( ﺗﻌﻴﻴﻦ ﻣﻲ ﺷﻮﺩ‪ .‬ﻣﺜﻼ‬ ‫ﻂ ﻣﺤﻴﻂ‪ ٤‬ﻭ ﻳﺎﺩﮔﻴﺮي‬ ‫ﺗﺎ ﭼﭼﻪ ﺍﻧﺪﺍﺯﻩ ﺗﻮﻮﺳ ِ‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ﻭ ﭼﻘﺪﺭ ﺍﺯ‬ ‫ﻂ ﻣ‬ ‫ً ﻪ‬ ‫ﻋﻮﺍﻣ ﹺ‬ ‫ﺖ ﻓﺮﺮﺩ ﺍﺯ ﭘﻴﺶ ﺗﺗﻮﺳ ِ‬ ‫ﭼﻪ ﻣﻴﺰﺍﻥ ﺍﺯ ﺷﺷﺨﺼﻴ ِ‬ ‫ﺖ ﻓﺮﺩ ﺗﻮﺳ ِ‬ ‫ﻃﻮ ﹺﻝ ﺯﻧﺪﮔﻲ ﺷﮑﻞ ﻣﻲ ﮔﻴﺮﺩ ؟ ﺭﻭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﮑ‬ ‫ﺕ ﻣﺤﻴﻄﻄﻲ ﻭ ﺩﺭ ﻮ‬ ‫ﻂ ﺗﺠﺮﺮﺑﻴﺎ ِ‬ ‫ﺨﺼﻴ ِ‬ ‫ﺷﺨﺼ‬ ‫ﮑﺎﻣﻠﻲ‪ ،‬ﻧﻘﺸﺸﻲ‬ ‫ﺭﻭﻳﮑﺮ ِﺩ ﺗﮑﺎﻣﻠﻲ ﺑﺮ‬ ‫ﺮ‬ ‫ﺖ ﺍﻳﻦ ﻣﺠﺎﺩﻟﻪ ﺍﻳﻔﻔﺎ ﻧﻤﻮﺩ‪ .‬ﺑﺮﺮﺧﻲ ﺍﺯ ﺗﺎﺛﻴﻴﺮﺍ ِ‬ ‫ﺷﮑﻞ ﺩﻫﻲ ﻭ ﻫﻫﺪﺍﻳ ِ‬ ‫ﺍﺳﺎﺳﺳﻲ ﺩﺭ ﮑﻞ‬ ‫ﺖ‬ ‫ﺕ ﺑﺎ ﺍﻫﻤﻤﻴ ِ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺭ ﺍﻳﻦ ﻓﺼﻞ ﺑﺮﺮﺭﺳﻲ ﺷﺪﻩ ﺍﺳﺖ ‪.‬‬

‫‪Dobzhansky‬‬ ‫‪D‬‬ ‫‪y١‬‬ ‫ﺼﻞ ﺭﺟﻮﻉ ﮐﮐﻨﻴﺪ ]‪[١‬‬ ‫‪ e evolutionn ٢‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼ‬ ‫ﺟﻤﻠﻪ ﻃﺒﻴﻌﺖ ﻭ ﺗﺮﺑﺑﻴﺖ‪ ،‬ﺫﺍﺗﻲ – ﺍﮐﺘﺴﺎﺑﻲ‪ ،‬ﺳﺮﺷﺷﺖ‬ ‫ﻣﺨﺘﻠﻔﻲ ﺗﺮﺟﻤﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﺯ ﻪ‬ ‫ﻲ‬ ‫ﺷﮑﻞ ﻫﺎي‬ ‫‪ : naturre_ nurturee ٣‬ﺍﻳﻦ ﻋﻋﺒﺎﺭﺕ ﺑﻪ ﻞ‬ ‫ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٢‬‬ ‫ﻭﺭﺍﺛﺖ ﻭ ﻣﺤﻴﻂ ‪ e‬ﺑﺑﻪ ﺍﻧﺘﻬﺎي ﻞ‬ ‫ﻭ ﭘﺮﺮﻭﺭﺵ‪ ،‬ﺖ‬ ‫ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٣‬‬ ‫‪ e en‬ﺑﻪ ﺍﻧﺘﻬﺎﺎي ﻓﺼﻞ ﻮﻉ‬ ‫‪nvironmentt ٤‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬

‫ﺭﻭﻳﮑﺮﺩ ﺗﮑﺎﻣﻠﻲ ﺍﺳﺎﺳﺎ ً ﺑﺎ ﭼﺎﺭﻟﺰ ﺩﺍﺭﻭﻳﻦ‪ ( ١٨٥٩ ) ١‬ﺷﻨﺎﺧﺘﻪ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﻫﺮﭼﻨﺪ ﮐﻪ ﺗﻘﺮﻳﺒﺎ ً ﻫﻤﺰﻣﺎﻥ ﺑﺎ‬ ‫ﺩﺍﺭﻭﻳﻦ‪ ،‬ﺁﻟﻔﺮﺩ ﺭﺍﺳﻞ ﻭﺍﻻﺱ‪ ٢‬ﻧﻴﺰ ﺑﻪ ﻃﻮ ﹺﺭ ﻣﺴﺘﻘﻞ ﺑﻪ ﺍﻳﺪﻩ ﻫﺎي ﻣﺸﺎﺑﻬﻲ ﺩﺳﺖ ﻳﺎﻓﺖ (‪ .‬ﻫﺪﻑ ﺩﺍﺭﻭﻳﻦ ﭘﻴﺪﺍ‬ ‫ﮐﺮﺩﻥ ﭘﺎﺳﺨﻲ ﺑﺮﺍي ﭘﺮﺳﺶ ﻫﺎﻳﺶ ﺑﻮﺩ‪ .‬ﭘﺮﺳﺶ ﻫﺎﻳﻲ ﻧﻈﻴ ﹺﺮ ‪:‬‬ ‫ƒ ﭼﺮﺍ ﺑﺮﺧﻲ ﺍﺯ ﮔﻮﻧﻪ ﻫﺎ ﻣﻨﻘﺮﺽ ﻣﻲ ﺷﻮﻧﺪ ؟‬ ‫ƒ ﭼﺮﺍ ﺑﺮﺧﻲ ﮔﻮﻧﻪ ﻫﺎي ﺟﺪﻳﺪ ﻇﺎﻫﺮ ﻣﻲ ﺷﻮﻧﺪ ؟‬ ‫ﺍﻭ ﺍﺯ ﺍﻳﻨﮑﻪ ﻣﻲ ﺩﻳﺪ ﺍﮐﺜ ﹺﺮ ﻣﻮﺟﻮﺩﺍﺕ ﺑﻪ ﺑﻬﺘﺮﻳﻦ ﺷﮑﻞ ﺑﺮﺍي ﻣﺤﻴﻄﻲ ﮐﻪ ﺩﺭ ﺁﻥ ﺯﻧﺪﮔﻲ ﻣﻲ ﮐﻨﻨﺪ ﺍﺻﻄﻼﺣﺎ ً‬ ‫ﻃﺮﺍﺣﻲ ﺷﺪﻩ ﺍﻧﺪ ﺑﺴﻴﺎﺭ ﺗﻌﺠﺐ ﻣﻲ ﮐﺮﺩ‪ .‬ﺑﻪ ﮔﻔﺘﻪ ي ﺍﻭ ﻧﻈﺮﻳﻪ ﻫﺎي ﻣﻮﺟﻮﺩ " ﻗﺎﺩﺭ ﻧﺒﻮﺩﻧﺪ ﻣﻮﺍﺭﺩ ﺑﻴﺸﻤﺎﺭي ﺭﺍ‬ ‫ﮐﻪ ﺩﺭ ﺁﻧﻬﺎ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺍﺯ ﻫﺮ ﻧﻮﻋﻲ ﺑﻪ ﺯﻳﺒﺎﻳﻲ ﺑﺎ ﺭﺍﻩ ﻭ ﺭﺳﻢ ﺯﻧﺪﮔﻲ ﺷﺎﻥ ﺳﺎﺯﮔﺎﺭ ﺷﺪﻩ ﺑﻮﺩﻧﺪ ﺗﻮﺿﻴﺢ‬ ‫ﻦ ﺑﺎﻻ ﺭﻓﺘﻦ ﺍﺯ ﺩﺭﺧﺖ ﻭ ﻳﺎ ﭘﺨﺶ ﺷﺪ ِﻥ ﺑﺬﺭ‬ ‫ﺩﻫﻨﺪ‪ .‬ﻣﺸﺎﻫﺪﻩ ي ﻳﮏ ﺩﺍﺭﮐﻮﺏ ﻳﺎ ﻳﮏ ﻗﻮﺭﺑﺎﻏﻪ ي ﺩﺭﺧﺘﻲ ﺣﻴ ﹺ‬ ‫ﻂ ﭘﺮﻫﺎ ﻭ ﭼﻨﮕﮏ ﻫﺎي ﭘﺮﻧﺪﮔﺎﻥ‪ .‬ﻧﻤﻲ ﺗﻮﺍﻧﺴﺘﻢ ﻧﺴﺒﺖ ﺑﻪ ﺍﻳﻦ ﻫﻤﻪ ﻫﻤﺎﻫﻨﮕﻲ ﺑﻲ ﺍﻋﺘﻨﺎ ﺑﺎﺷﻢ‪ .‬ﻫﻤﻮﺍﺭﻩ ﺍﺯ‬ ‫ﺗﻮﺳ ِ‬ ‫ﻲ ﺩﺍﺭﻭﻳﻦ (‬ ‫ﻂ ﭘﻴﺮﺍﻣﻮﻧﺸﺎﻥ ﺩﺭ ﺷﮕﻔﺖ ﺑﻮﺩﻡ‪ ) " .‬ﺍﺗﻮﺑﻴﻮﮔﺮﺍﻓ ﹺ‬ ‫ﭼﻨﻴﻦ ﺍﻧﻄﺒﺎﻕ ﻭ ﺳﺎﺯﮔﺎﺭي ﮔﻮﻧﻪ‪ ٣‬ﻫﺎ ﺑﺎ ﻣﺤﻴ ِ‬

‫‪Charles Darwin ١‬‬ ‫‪Alfred Russell Wallace ٢‬‬ ‫‪ e species ٣‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٤‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴ‬

‫ﻲ ﻃﻮﻻﻧﻲ ﺗﻐﻴﻴﻴﻴﺮ‬ ‫ﻫﺎ‪ ،‬ﻃﻲ ﺩﻭﺭﻩ ﻫﺎي ﺯﻣﺎﻧ ﹺ‬ ‫ﺍﮐﺜ ﹺﺮ ﮔﻮﻧﻪ ‪،‬‬ ‫ﻣﺪﺍﺭﮎ ﮔﻮﻧﺎﮔﻮﻮﻥ ﻧﺸﺎﻥ ﺩﻫﻨﻨﺪﻩ ي ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺜ‬ ‫ﮎِ‬ ‫ﺷﻮﺍﺍﻫﺪ ﻭ‬ ‫ﻲ‬ ‫ﮐﺮﺩﺩﻩ ﻭ ﻳﺎ ﺗﮑﺎﺎﻣﻞ ﻳﺎﻓﺘﻪ ﺍﻧﺪﺪ‪ .‬ﺑﺮﺍي ﻣﺜﺎﺎﻝ‪ ،‬ﻣﻄﺎﻟﻌﻪ ي ﻓﺴﻴﻞ ﻫﺎي ﮐﺸﻒ ﺷﺷﺪﻩ ﻧﺸﺎﻥ ﺩﻫﻫﻨﺪﻩ ي ﺍﻳﻨﺴﺴﺖ ﮐﻪ ﻃ ﹺ‬ ‫ﮔﻮﻧﻪ ﻫﺎ ﺭﺥ ﺩﺍﺩﺩﻩ‬ ‫ﺑﺲ ﻃﻮﻻﻧﻲ‪ ،‬ﺗﻐﻴﻴﺮﺍ ِ‬ ‫ﻞ ﺑﺴﻴﺎﺎﺭي ﺍﺯ ﻧﻪ‬ ‫ﺭﻭ ﺑﻪ ﺟﻠﻮ ﻭ ﻧﻈﺎﻡ ﻣﻨﺪي ﺩﺭ ﺍﻧﺪﺍﺯﻩ ﻭ ﺷﮑ ﹺ‬ ‫ﺕ ﻭ‬ ‫ﺩﻭﺭﺭﺍﻥ ﻫﺎي ﺲ‬ ‫ﺍﺳﺖ‪.‬‬ ‫ﺖ‬

‫ﺍﺳﺖ ‪:‬‬ ‫ﺩﻟﻴﻞ ﺩﺍﺭﺍي ﻣﺤﺪﺪﻭﺩﻳﺖ ﺖ‬ ‫ﺕ ﺑﺮ ﺭﻭي ﻓﻓﺴﻴﻞ ﻫﺎي ﮐﮐﺸﻒ ﺷﺪﻩ ﺑﻪ ﭼﻨﺪ ﻞ‬ ‫ﺠﺎ ﹺﻡ ﺗﺤﻘﻴﻘﺎﺕ‬ ‫ﺑﺎ ﺍﻳﻳﻦ ﻭﺟﻮﺩ ﺍﻧﺠ‬ ‫ﺣﻠﻘﻪ ﻫﺎي ﻣﻔﻘﻮﻮﺩﻩ ﺍي ﻭﺟﻮﻮﺩ ﺩﺍﺭﺩ‪.‬‬ ‫ﺖ ﺷﺪﻩ ﻪ‬ ‫ﻦ ﻓﺴﺴﻴﻞ ﻫﺎي ﺛﺒﺖ‬ ‫ƒ ﺑﻴ ﹺ‬ ‫ﺳﺨ ِ‬ ‫ƒ‬ ‫ﻣﻲ ﺑﺎﺷﺪ‪ } .‬ﭼﭼﺮﺍ ﮐﻪ ﺶ‬ ‫ﺑﺨﺶ‬ ‫ﺖ ﺑﺪ ِﻥ ﻣﻮﺟﻮﺩﺍﺕ ﻲ‬ ‫ﺑﺨﺶ ﻫﺎي ﺨ‬ ‫ﺍﻃﻼﻋﺎﺕ ﺍﺭﺍﺋﻪ ﺷﺪﺪﻩ ﻓﻘﻂ ﻣﺮﺑﺑﻮﻁ ﺑﻪ ﺶ‬ ‫ﺕِ‬ ‫ﻫﺎي ﻧﺮﺮﻡ ﻃﻲ ﺩﻭﺭﺍﺍﻥ ﻫﺎ ﺍﺯ ﺑﻴﻦ ﺭﻓﺘﻪ ﺍﺳﺖ‪{.‬‬ ‫ﻣﻮﺟﻮﺩﺍﺕ ﻃﻲ ﺩﻭﺭﺍﻥ ﻫﺎ‪ ،‬ﺍﺯ ﻣﻄﻄﺎﻟﻌﻪ ﺑﺮ ﺭﻭﻭي‬ ‫ﺕ‬ ‫ﻞﹺ‬ ‫ﺗﮑﺎﻣﻞ‬ ‫ﻣﺪﺍﺭﮎ ﻭ ﺷﻮﺍﻫ ِﺪ ﮐﺎﻣﻞ ﺗﺮﺮ ﺩﺭ ﺗﺎﺋﻴ ِﺪ ﻧﻈﺮﻳﻪ ي ﺗﻐﻐﻴﻴﺮ ﻭ‬ ‫ﺑﻪ ﺩﺳﺖ ﺁﻣﺪﺪﻩ ﺍﺳﺖ‪ .‬ﻋﻤﻤﻮﻣﺎ ً ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ ﮐﮐﻪ‬ ‫ﻣﺨﺘﻠﻒ ﺟﻬﺎﻥ ﻪ‬ ‫ﻒِ‬ ‫ﺑﺨﺶ ﻫﺎي‬ ‫ﻀﺎي ﻫﺮ ﮔﻮﻮﻧﻪ ي ﺩﻟﺨﻮﻮﺍﻩ ﺩﺭ ﺶ‬ ‫ﺍﻋﻀ‬ ‫ﺍﺯ ﻧﺎﺣﻴﻪ ﺍي ﺑﻪ ﻧﺎﺣﻴﻪ ي ﺩﻳﮕﺮ ﻭﺟﻮﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺍﻳﻳﻦ‬ ‫ﻦ ﻳﮏ ﮔﻮﻧﻪ ي ﻣﻌﻌﻴﻦ ﻧﻴﺰ ﺗﻔﺎﻭﻭﺕ ﻫﺎي ﮔﮔﻮﻧﺎﮔﻮﻧﻲ ﺯ‬ ‫ﺣﺘﻲ ﺑﻴ ﹺ‬ ‫ﻲ‬ ‫ﻧﹺ‬ ‫ﻓﺮﺍﻭﺍﻧﻲ ﺷﮑﺎﺭﮔﺮﺍﻥ‬ ‫ﻲ‬ ‫ي ﻣﻮﺟﺟﻮﺩﺍﺕ ﺑﺎ ﺭﻧﻧﮕﺎﺭﻧﮕﻲ ﻭ ﺗﻨﻮ ﹺﻉ ﺁﺏ ﻭ ﻫﻮﺍﻫﺎ‪ ،‬ﻏﺬﺬﺍﻫﺎ‪،‬‬ ‫ﺕ ﺳﺎﺯﺯﮔﺎﺭ ﹺ‬ ‫ﺿﺮﻭﺭ ِ‬ ‫ﺗﻔﺎﻭﻭﺕ ﻫﺎ ﺍﺯ ﺿ‬ ‫ﺖ ﺑﻘﺎﺎﺀ ﻭ‬ ‫ﻲ ﺟﻬ ِ‬ ‫ﻭ ﺳﺳﺎﻳ ﹺﺮ ﻓﺸﺎﺭﻫﻫﺎي ﻣﺤﻴﻄﻲ‬ ‫ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞ ﻧﺎﺷﺷﻲ ﺷﺪﻩ ﺍﺳﺳﺖ‪ .‬ﺩﺍﺭﻭﻳﻳﻦ )‬ ‫ﻴ‬ ‫ﻦ ﻣﻮﺍﺭﺩ ﻳﻳﺎ ﺑﻪ‬ ‫ﺑﺮﺍي ﺗﺒﻴﻴﻦﹺ ﺍﻳﻦ‬ ‫‪ ( ١٨٥٩‬ي‬ ‫ﺟﻬ ِ‬ ‫ﻋﺒﺎﺭ ِ‬ ‫ﺢ ﻓﺮﺍﻳﻨﺪ ﻫﻫﺎﻳﻲ‬ ‫ﺖ ﺗﻮﺿﻴﻴ ﹺ‬ ‫ﺕ ﺩﻳﮕﺮ ﺟ‬ ‫ﺭ‬ ‫ﮐﻪ ﺩﺭ ﺍﻳﺠﺎ ِﺩ ﺗﻐﻴﻴﺮﺍﺕ ﺩﺭ ﮔﻮﻧﻪ ﻫﺎ ﻃﻲ‬ ‫ﻧﻘﺶ ﺩﺍﺭﻧﺪ‪ ،‬ﻧﻈﻈﺮﻳﻪ ي ﺍﻧﺘﺨ‬ ‫ﺩﻭﺭﺭﺍﻥ ﻫﺎ ﺶ‬ ‫ﺏ‬ ‫ﺨﺎ ﹺ‬ ‫ﻣﻄﺮﺡ ﮐﺮﺩ‪.١‬‬ ‫ﻃﺒﻴﻌﻌﻲ ﺭﺍ ﺡ‬ ‫‪ e ١‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﻓﺼﻞ ﺭﺟﻮﻉ ﮐﮐﻨﻴﺪ ]‪[٥‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬

‫ﺏ ﻃﺒﻴﻌﻲ ﺑﺮ ‪ ٥‬ﺍﻳﺪﻩ ي ﺍﺳﺎﺳﻲ ﺑﻨﺎ ﺷﺪﻩ ﺍﺳﺖ ‪:‬‬ ‫ﻧﻈﺮﻳﻪ ي ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﺕ ﺟﺴﻤﺎﻧﻲ ) ﻣﺜﻼً ﻗﺪ ( ﻭ ﻫﻤﭽﻨﻴﻦ ﺩﺭ ﺭﻓﺘﺎﺭ ) ﻣﺜﻼً‬ ‫‪ .١‬ﺗﻨﻮﻉ‪ : ١‬ﺍﻋﻀﺎي ﺩﺭﻭ ِﻥ ﻳﮏ ﮔﻮﻧﻪ ﺩﺭ ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﻣﻴﺰﺍ ِﻥ ﭘﺮﺧﺎﺷﮕﺮي ( ﺍﺯ ﻳﮑﺪﻳﮕﺮ ﻣﺘﻔﺎﻭﺕ ﻫﺴﺘﻨﺪ‪.‬‬

‫ﺖ ﮐﻢ ﺑﺨﺸﻲ ﺍﺯ ﺗﻨﻮ ﹺﻉ ﻣﻴﺎ ِﻥ ﺍﻋﻀﺎي ﻳﮏ ﮔﻮﻧﻪ ﺍﺭﺛﻲ ﺳﺖ‪ .‬ﺩﺭ ﻧﺘﻴﺠﻪ ﻧﻮﺯﺍ ِﺩ ﻳﮏ ﺧﺎﻧﻮﺍﺩﻩ‬ ‫‪ .٢‬ﻭﺭﺍﺛﺖ‪ : ٢‬ﺩﺳ ِ‬ ‫ﻦ ﺧﻮﺩ ﺷﺒﺎﻫﺖ ﺩﺍﺭﺩ‪.‬‬ ‫ﺑﻴﺸﺘﺮ ﺍﺯ ﺍﻳﻨﮑﻪ ﺷﺒﻴﻪِ ﺳﺎﻳﺮ ﺍﻋﻀﺎي ﮔﻮﻧﻪ ي ﻣﻮﺭ ِﺩ ﻧﻈﺮ ﺑﺎﺷﺪ ﺑﻪ ﻭﺍﻟﺪﻳ ﹺ‬ ‫‪ .٣‬ﺭﻗﺎﺑﺖ‪ : ٣‬ﺗﻌﺪﺍ ِﺩ ﻓﺮﺯﻧﺪﺍﻧﻲ ﮐﻪ ﺍﻋﻀﺎي ﺍﮐﺜ ﹺﺮ ﮔﻮﻧﻪ ﻫﺎ ﺗﻮﻟﻴﺪ ﻣﻲ ﮐﻨﻨﺪ‪ ،‬ﺑﺴﻴﺎﺭ ﺑﻴﺸﺘﺮ ﺍﺯ ﺗﻌﺪﺍﺩي ﺍﺳﺖ‬ ‫ﮐﻪ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺯﻧﺪﻩ ﺑﻤﺎﻧﻨﺪ‪ .‬ﺩﺍﺭﻭﻳﻦ ) ‪ ( ١٨٥٩‬ﻣﺤﺎﺳﺒﻪ ﮐﺮﺩ ﺩﺭ ﺻﻮﺭﺗﻲ ﮐﻪ ﻫﻴﭻ ﮔﻮﻧﻪ ﻣﺸﮑﻠﻲ ﺑﻘﺎ ِﺀ‬ ‫ﻣﻮﺟﻮﺩﺍﺕ ﺭﺍ ﺗﻬﺪﻳﺪ ﻧﻤﻲ ﮐﺮﺩ ﺍﺯ ﻳﮏ ﺟﻔﺖ ﻓﻴﻞ ‪ ٧٥٠‬ﺳﺎﻝ ﭘﺲ ﺍﺯ ﺗﻮﻟ ِﺪ ﺍﻭﻟﻴﻦ ﻓﺮﺯﻧﺪﺷﺎﻥ ﻣﻲ‬ ‫ﺗﻮﺍﻧﺴﺖ ‪ ١٩‬ﻣﻴﻠﻴﻮﻥ ﻧﻮﻩ ﻭ ﻧﺘﻴﺠﻪ ﺩﺭ ﻗﻴ ِﺪ ﺣﻴﺎﺕ ﺑﺎﻗﻲ ﺑﻤﺎﻧﺪ‬ ‫ﻦ ﺟﻔﺖ‪ ،‬ﻏﺬﺍ ﻭ‬ ‫! ﺍﻳﻦ ﻣﺤﺎﺳﺒﻪ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﮐﻪ ﺑﺮﺍي ﻳﺎﻓﺘ ﹺ‬ ‫ﺖ‬ ‫ﺖ ﺯﻧﺪﻩ ﻣﺎﻧﺪﻥ ﺑﻴﻦ ﺍﻋﻀﺎي ﮔﻮﻧﻪ ﭼﻪ ﺭﻗﺎﺑ ِ‬ ‫ﻣﮑﺎﻥ ﺟﻬ ِ‬ ‫ﺳﻬﻤﮕﻴﻨﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬ ‫‪ : variation ١‬ﺗﻨﻮﻉ‪ ،‬ﺗﻐﻴﻴﺮ‪ e.‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٦‬‬ ‫‪ e: inheritance ٢‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٧‬‬ ‫‪competition ٣‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬

‫‪ .٤‬ﺍﻧﺘﺨﺎﺏ ﻃﺒﻴﻌﻲ‪ : ١‬ﺍﻋﻀﺎﻳﻲ ﺍﺯ ﻳﮏ ﮔﻮﻧﻪ ﮐﻪ ﻧﺴﺒﺖ ﺑﻪ ﺳﺎﻳ ﹺﺮ ﺍﻋﻀﺎي ﮔﻮﻧﻪ ي ﺧﻮﺩ ﺩﺍﺭﺍي‬ ‫ﻦ ﺭﻗﺎﺑﺖ ﺑﺎ ﻫﻢ ﻧﻮﻋﺎﻥ‬ ‫ﺖ ﺳﺎﺯﮔﺎﺭي ﺑﺎ ﻣﺤﻴﻂ ﻫﺴﺘﻨﺪ ﺣﻴ ﹺ‬ ‫ﺧﺼﻮﺻﻴﺎﺕ ﻭ ﻭﻳﮋﮔﻲ ﻫﺎي ﻣﻨﺎﺳﺐ ﺗﺮي ﺟﻬ ِ‬ ‫ي ﻣﺤﻴﻄﻲ { ﺯﻧﺪﻩ ﻣﺎﻧﺪﻩ ﻭ ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞ ﮐﻨﻨﺪ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﮐﻪ ﻳﮏ‬ ‫ﻭ } ﺩﻳﮕﺮ ﺗﻬﺪﻳﺪﻫﺎ ﹺ‬ ‫ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﺏ ﻃﺒﻴﻌﻲ ﻳﺎ ﺑﻪ ﻋﺒﺎﺭﺗﻲ ﺑﻘﺎي ﻣﻮﺟﻮ ِﺩ ﺷﺎﻳﺴﺘﻪ‪ ٢‬ﺗﺮ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.٣‬‬

‫ي ﺑﻴﺸﺘﺮي‬ ‫ﻂ ﺍﻃﺮﺍﻓﺸﺎﻥ ﺳﺎﺯﮔﺎﺭ ﹺ‬ ‫ﺏ ﻃﺒﻴﻌﻲ‪ ،‬ﻧﺴﻞ ﻫﺎي ﻣﻮﻓﻖ ﺑﺎ ﻣﺤﻴ ِ‬ ‫‪ .٥‬ﺳﺎﺯﮔﺎﺭي‪ : ٤‬ﺩﺭ ﻧﺘﻴﺠﻪ ي ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﺩﺍﺭﻧﺪ‪ .‬ﺁﻧﻬﺎ ﺩﺍﺭﺍي ﺧﺼﻮﺻﻴﺎﺗﻲ ﺧﻮﺍﻫﻨﺪ ﺑﻮﺩ ﮐﻪ ﺑﻪ ﺁﻧﻬﺎ ﺍﺟﺎﺯﻩ ﻣﻲ ﺩﻫﺪ ﺗﺎ ﻏﺬﺍ ﺑﺪﺳﺖ ﺁﻭﺭﺩﻩ ﻭ ﺗﻮﻟﻴ ِﺪ‬ ‫ﻣﺜﻞ ﮐﻨﻨﺪ‪.‬‬ ‫ﻦ ﮔﻮﻧﻪ ﻫﺎ‪ ،‬ﻳﺎ ﺯﻳﺮ ﮔﺮﻭﻩ ﻫﺎي ﮔﻮﻧﻪ‬ ‫‪ : natural selection ١‬ﺍﻧﺘﺨﺎﺏ ﻃﺒﻴﻌﻲ‪ .‬ﻧﻈﺮﻳﻪ ي ﺩﺍﺭﻭﻳﻨﻲ ﻣﺒﻨﻲ ﺑﺮ ﺍﻳﻨﮑﻪ ﺩﻭﺍﻡ ﻳﺎ ﺍﺯ ﺑﻴﻦ ﺭﻓﺘ ﹺ‬ ‫ﮓ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﻧﭙﺰﺷﮑﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي (‬ ‫ﻕ ﺁﻧﺎﻥ ﺑﺮﺍي ﺑﻘﺎﺀ ﺩﺭ ﻣﺤﻴﻄﺸﺎﻥ ﺍﺳﺖ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨ ِ‬ ‫ﻫﺎ‪ ،‬ﺗﺎﺑﻊﹺ ﻣﻴﺰﺍ ِﻥ ﺍﻧﻄﺒﺎ ﹺ‬ ‫‪ e fitness ٢‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٨‬‬ ‫ﺖ » ﺍﻓﺘﺮﺍﻗﻲ « ﺩﺍﺭﺩ‪ .‬ﻳﻌﻨﻲ ﻣﻮﺟﻮﺩﺍﺕ ﺷﺎﻳﺴﺘﻪ ﺗﺮ ﺯﻧﺪﻩ ﻣﻲ ﻣﺎﻧﻨﺪ ﻭ ﺑﻘﻴﻪ ﺍﺯ ﺑﻴﻦ ﻣﻲ‬ ‫‪ ٣‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ‪ ،‬ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ‪ ،‬ﺑﻘﺎ‪ ،‬ﺧﺎﺻﻴ ِ‬ ‫ﺭﻭﻧﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﺍﻓﺮﺍ ِﺩ ﺷﺎﻳﺴﺘﻪ ﺗﺮ ﻓﺮﺯﻧﺪﺍ ِﻥ ﺑﻴﺸﺘﺮي ﺑﻪ ﺩﻧﻴﺎ ﻣﻲ ﺁﻭﺭﻧﺪ‪ .‬ﺩﺭ ﻧﺘﻴﺠﻪ ﮊﻥ ﻫﺎي ﻣﺮﺑﻮﻁ ﺑﻪ ﻭﻳﮋﮔﻲ ﻫﺎي ﺷﺎﻳﺴﺘﻪ ﺗﺮ‪،‬‬ ‫ﻓﺮﺍﻭﺍﻥ ﺗﺮ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﻭ ﺩﺭ ﻣﻘﺎﺑﻞ ﮊﻥ ﻫﺎﻳﻲ ﮐﻪ ﺷﺎﻳﺴﺘﮕ ﹺ‬ ‫ﻲ ﮐﻤﺘﺮي ﺍﻳﺠﺎﺩ ﻣﻲ ﮐﻨﻨﺪ‪ ،‬ﮐﻤﺘﺮ ﻣﻲ ﺷﻮﻧﺪ‪ -‬ﻡ‬ ‫‪ : adaptation ٤‬ﺳﺎﺯﮔﺎﺭي‪ ،‬ﺍﻧﻄﺒﺎﻕ‪ e‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٩‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴ‬

‫‪ -1‬ﺣﻴﻮﻮﺍﻧﺎﺕ ﻳﺎ ﮔﻴﺎﻫﺎﺎﻧﻲ ﮐﻪ ﺩﺍﺭﺍي‬ ‫ﺧﺼﻮﺻﻴﻴﺎﺕ ﻣﻨﺎﺳﺐ ﺗﺮي ﻫﺴﺘﻨﺪ‬ ‫) ﻣﺜﻼ ً ﻗﺪ ِ ﺑﻠﻨﺪﺗﺮ ‪ ،‬ﻣﻘﺎﻭﻣﺖ ﺩﺭﺭ‬ ‫ﻣﻘﺎﺑﻞ ﺑﺑﻴﻤﺎﺭي ﻫﺎ ( ﻗﺎﺩﺭﻧﺪ ﻏﺬﺍي‬ ‫ﺑﻴﺸﺘﺮي ﺑﺪﺳﺖ ﺁﻭﺭﺩﻧﺪ ‪.‬‬

‫‪ -2‬ﺍﺍﻳﻦ ﺑﺎﻋﺚ ﻣﻲ ﺷﺷﻮﺩ ﮐﻪ ﺁﻧﻬﺎ‬ ‫ﺑﺰﺭﮔﮔﺘﺮ ﻭ ﻗﻮي ﺗﺮ ﺷﺷﻮﻧﺪ ) ﻳﺎ ﺑﻪ‬ ‫ﻋﺒﺎﺎﺭﺗﻲ ﺷﺎﻳﺴﺘﻪ ﺗﺮﺮ ﺷﻮﻧﺪ ‪( .‬‬

‫ﺷﺎﻧﺲ ِ ﺑﻘﺎي‬ ‫ﺍﻳﻦ ﺭﻭ ﺍﺯ ﺲ‬ ‫‪ -3‬ﺍﺯ ﻳﻦ‬ ‫ﺑﻴﺸﺘﺮي ﺑﺮﺧﻮﺭﺩﺍﺭ ﺑﻮﺩﻩ ﻭ‬ ‫ﺗﻮﻟﻴﺪ ﺧﻮﺍﻫﻨﺪ‬ ‫ﻓﺮﺯﻧﺪﺍﻥ ﺑﻴﺸﺘﺮي ﺪ‬ ‫ﮐﺮﺩ ‪.‬‬

‫‪ -5‬ﺑﻪ ﺍﻳﻦ ﺻﻮﺭﺕ ﺲ‬ ‫ﭘﺲ ﺍﺯ‬ ‫ﺻﺪ ﻫﺎ ﻳﺎ ﻫﺰﺍﺭﺍﻥ ﻧﺴﻞ ‪،‬‬ ‫ﮔﺬﺷﺖ ﺪ‬ ‫ﺑﻪ ﺷﮑﻞ‬ ‫ﮐﻞ ِ ﮔﻮﻧﻪ ي ﻣﻮﺭﺩ ﻧﻈﺮ ﻪ‬ ‫ﺟﺪﻳﺪﺪي ﺩﺭ ﻣﻲ ﺁﻳﺪ ‪.‬‬

‫ﺻﺪ‬ ‫‪ -4‬ﺩﺭ ﻧﺘﻴﺠﻪ ﺩﺭ ﻧﺴﻞ ِ ﺑﻌﺪ ﺩﺭﺻ‬ ‫ﺑﻴﺸ‬ ‫ﺸﺘﺮي ﺍﺯ ﺍﻋﻀﺎ ﺩﺩﺍﺭﺍي ﺧﺼﻮﺻﻴﻴﺎﺕ‬ ‫ﻳﺴﺘﻪ ﻫﺴﺘﻨﺪ ‪ ) .‬ﻣﺜﻼ ً ﻗﺪ ﺑﻠﻨﺪﺗﺗﺮ ‪،‬‬ ‫ﺷﺎﻳﺴ‬ ‫ﻣﻘﺎﻭﻭﻣﺖ ﺩﺭ ﻣﻘﺎﺑﻞ ِ ﺑﻴﻤﺎﺭي ﻫﺎ (‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬

‫ﺏ ﻃﺒﻴﻌﻲ ﺑﺮﺍي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺍﺭﺍي ﺍﻫﻤﻴﺖ ﺍﺳﺖ ؟‬ ‫ﭼﺮﺍ ﻧﻈﺮﻳﻪ ي ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﻲ ﻓﺮﺩ ﻧﻤﻲ ﺷﻮﺩ‪ .‬ﺑﻠﮑﻪ ﺑﻪ ﻫﻤﺎﻥ ﺍﻧﺪﺍﺯﻩ‬ ‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﮔﻔﺘﻪ ي ﺩﺍﺭﻭﻳﻦ‪ ،‬ﺍﻧﺘﺨﺎﺏ ﻃﺒﻴﻌﻲ ﺗﻨﻬﺎ ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﻧﺪﺍ ﹺﻡ ﺑﻴﺮﻭﻧ ﹺ‬ ‫ﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﺪ ﺩﺭ ﺭﻓﺘﺎ ﹺﺭ ﻣﻮﺟﻮﺩﺍﺕ ﻧﻴﺰ ﻧﻘﺶ ﺩﺍﺭﺩ‪ .‬ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﺍﺯ‬ ‫ﺕ ﻇﺎﻫﺮي ﺭﺍ ﺗﺤ ِ‬ ‫ﮐﻪ ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﺏ ﻃﺒﻴﻌﻲ‬ ‫ﻲ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‪ ،‬ﻓﻬ ﹺﻢ ﺭﻓﺘﺎ ﹺﺭ ﺍﻧﺴﺎﻥ ﻭ ﺩﻳﮕﺮ ﻣﻮﺟﻮﺩﺍﺕ ﺍﺳﺖ‪ ،‬ﻧﻈﺮﻳﻪ ي ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﺁﻧﺠﺎﻳﻴﮑﻪ ﺩﻏﺪﻏﻪ ي ﺍﺻﻠ ﹺ‬ ‫ﻑ ﻧﻈﺮ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺷﻤﺎ ﺩﺭ ﻣﺠﺎﺩﻟﻪ ي‬ ‫ﺭﺍﺑﻄﻪ ي ﻣﺴﺘﻘﻴﻤﻲ ﺑﺎ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﭘﻴﺪﺍ ﻣﻲ ﮐﻨﺪ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ‪ ،‬ﺻﺮ ِ‬ ‫ﺳﺮﺷﺖ ﻭ ﺗﺮﺑﻴﺖ ‪:‬‬ ‫ﺕ ﻣﺤﻴﻂ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﺭﻓﺘﺎﺭ ﺩﺍﺭﺍﺳﺖ‪،‬‬ ‫ﺵ ﺗﺤﺮﻳﮑﺎ ِ‬ ‫ƒ ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﻣﻐﺰ ﺑﻴﺸﺘﺮﻳﻦ ﻧﻘﺶ ﺭﺍ ﺩﺭ ﭘﺮﺩﺍﺯ ﹺ‬ ‫ﺏ ﻃﺒﻴﻌﻲ ﺑﺮ ﻣﻐ ﹺﺰ ﺍﻧﺴﺎﻥ ﺗﺎﺛﻴﺮ ﺑﺴﺰﺍﻳﻲ ﺩﺍﺭﺩ‪،‬‬ ‫ƒ ﻭ ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﺍﻣﺮﻭﺯﻩ ﺗﺮﺩﻳﺪي ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ ﮐﻪ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﺏ ﻃﺒﻴﻌﻲ ﻣﻤﮑﻦ ﻧﺨﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬ ‫ﻦ ﻧﻈﺮﻳﻪ ي ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﻓﻬ ﹺﻢ ﺭﻓﺘﺎ ﹺﺭ ﺍﻧﺴﺎﻥ ﺑﺪﻭ ِﻥ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘ ﹺ‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴ‬

‫ﻳﮑﭙﺎﺭﭼﮕﻲ ﺣﻴﺎﺕ ‪:‬‬ ‫ﻲ‬ ‫‪e‬‬ ‫ﺕ ﺯﻧﺪﻩ ﺍﺍﺯ ﻳﮏ ﻧﻴﺎي ﻣﻣﺸﺘﺮﮎ ﻃﻲ ﻣﻴﻠﻴﻮﻥ ﻫﺎ ﻝ‬ ‫ﺳﺎﻝ‬ ‫ﻲ ﺣﻴﺎﺕ ﭘﻲ ﺑﺮﺩﻩ ﺑﻮﺩ‪ ،‬ﺑﺪﻳﻦ ﻣﻌﻨﻲ ﮐﻪ ﺗﻤﺎ ﹺﻡ ﻣﻮﺟﺟﻮﺩﺍ ِ‬ ‫ﺩﺍﺭﺭﻭﻳﻦ ﺑﻪ ﻳﮑﭙﺎﺭﺭﭼﮕ ﹺ‬ ‫ﻲ ﻓﺮﺍﻭﺍﻥ ﮐﻪ ﺍﺯ‬ ‫ﺻﻠﻲ ﻭ ﻓﺮﻋ ﹺ‬ ‫ﻤﺎﻧﻨ ِﺪ ﺩﺭﺧﺘﻲ ﺍﺍﺳﺖ ﺑﺎ ﺷﺎﺧﻪ ﺑﻨﺪي ﻫﺎي ﺍﺻ‬ ‫ﺦ ﺣﻴﺎﺕ ﻫﻤﺎ‬ ‫ﺍﻧﺸﻌﻌﺎﺏ ﻳﺎﻓﺘﻪ ﺪ‬ ‫ﺍﻧﺪ‪ .‬ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺩﺍﺭﻭﻳﻨﻲ‪ ،‬ﺗﺎﺭﻳ ﹺ‬ ‫ﺖ‬ ‫ﺩﺭﺧﺖ‬ ‫ﻳﺎﺑﻨﺪ‪ .‬ﺍﻳﻦ‬ ‫ﮏ ﺯﻧﺪﻩ ﺍﻣﺘﺘﺪﺍﺩ ﻣﻲ ﺪ‬ ‫ﻑ‬ ‫ﻲ ﮔﻴﺮﻧﺪ ﻭ ﻫﻫﻤﮕﻲ ﺑﻪ‬ ‫ﺗﻨﻪ ي ﻣﺸﺘﺮﮐﻲ ﺳﺮﭼﺸﻤﻪ ﻣﻲ‬ ‫ﻃﺮﻑ ﻧﻮﮎ ﺷﺎﺧﺧﻪ ﻫﺎي ﮐﻮﭼ ِ‬ ‫ِ‬ ‫ﻧﻤﺎﺩﺩي ﺍﺯ ﮔﻮﻧﺎﮔﻮﻮﻧﻲ ﻫﺎي ﺍﺭﮔﮔﺎﻧﻴﺴﻢ ﻫﺎي ﺍﻣﻣﺮﻭﺯي ﺍﺳﺖ‪ .‬ﺑﻴﺸﺘﺮﻳﻦ ﺷﺎﺧﺧﻪ ﻫﺎي ﺗﮑﺎﻣﻠﻠﻲ‪ ،‬ﺣﺘﻲ ﺑﺮﺧﺧﻲ ﺍﺯ ﺍﻧﻮﺍ ﹺﻉ ﺍﺻﻠﻲ‪ ،‬ﺩﺭ ﻧﻴﻤﻤﻪ‬ ‫ﻲ‬ ‫ﺯﻧﺪﮔﻲ‬ ‫ﻲ ﮔﻮﻧﻧﻪ ﻫﺎﻳﻲ ﮐﻪ ﺗﺎﺗﺎﮐﻨﻮﻥ‬ ‫ﺍﺳﺖ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺩﺩﺭ ﺣﺪﻭ ِﺩ ‪ % ٩٩‬ﺗﻤﺎﻣ ﹺ‬ ‫ﺕ ﺩﻗﻴﻖ ﺗﺮﺮ‪ ،‬ﺟﺎﻟﺐ ﺖ‬ ‫ﻫﺎي ﺭﺍﻩ ﭘﺎﻳﺎﻥ ﻳﺎﻓﺘﻪ ﺍﻧﺪ‪ .‬ﺑﻪ ﻋﺒﺒﺎﺭ ِ‬ ‫ي‬ ‫ﻣﻨﻘﺮﺽ ﻭ ﻧﺎﺑﻮﺩ ﺷﺪﺪﻩ ﺍﻧﺪ !‬ ‫ﺽ‬ ‫ﮐﺮﺩﻩ ﺍﻧﺪ‬ ‫ﺻﻔﺤﻪ ي ‪٢٩‬‬ ‫ﻪ‬ ‫ﭼﺎﭖ ﺳﻮﻡ –‬ ‫ﻋﻠﻲ ﺑﻴﮏ – ﻧﺸﺮ ﻣﻣﺮﻭﺍﺭﻳﺪ – ﭖﹺ‬ ‫ﺕ ﺯﺯﻧﺪﻩ – ﺩﮐﺘﺮ ﻲ‬ ‫ﻞ ﻣﻮﺟﻮﺩﺍ ِ‬ ‫ﺗﮑﺎﻣ ﹺ‬ ‫ﻣﻨﺒﻊﻊ ‪ :‬ﻧﻘﻞ ﺍﺯ ﻣ‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴ‬

‫ﺷﻮﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ‪:‬‬ ‫ﮑﺎﻥ ﭘﺬﻳﺮ ﻧﻴﺴﺴﺖ‪ .‬ﭼﺮﺍ ﮐﮐﻪ‬ ‫ﺕ ﻣﺴﺘﻘﻴﻢ ﺍﻣﮑ‬ ‫ﻃﺒﻴﻌﻲ ﺩﺍﺭﻭﻳﻦ ) ‪ ( ١٨٥٩‬ﺑﺑﻪ ﺻﻮﺭ ِ‬ ‫ﻲﹺ‬ ‫ﺏ‬ ‫ﺘﺨﺎ ﹺ‬ ‫ﻧﻈﺮﻳﻪ ي ﺍﻧﺘﺨ‬ ‫ﺖ ﻧﻈ‬ ‫ﻦ ﺻﺤ ِ‬ ‫ﺗﻌﻴﻴ ﹺ‬ ‫ﻴ‬ ‫ﺗﻐﻴﻴﺮﺍﺕ ﺍﺳﺎﺳﻲ ﺩﺩﺭ‬ ‫ﺕ‬ ‫ﺏ ﻃﺒﺒﻴﻌﻲ‬ ‫ﻖ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﺳﺎﻝ ﻃﻲ ﺷﻮﺩ ﺗﺎ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺑﺎﻳﺴﺴﺘﻲ ﺻﺪﻫﺎ‪ ،‬ﻫﺰﺍﺭﺍﻥ ﻭ ﻳﺎ ﺣﺘﻲ ﻣﻴﻠﻴﻴﻮﻥ ﻫﺎ ﻝ‬ ‫ِ‬ ‫ﺼﻮﺻﻴﺎ ِ‬ ‫ﻳﮏ‬ ‫ي ﺍﻋﻀﺎي ﮏ‬ ‫ﺟﺴﻤﺎﻧﻲ ﻭ ﻳﺎ ﺭﻓﺘﺎﺭ ﹺ‬ ‫ﺕﺟ‬ ‫ﺧﺼ‬ ‫ﭘﮋﻭﻫﺸﮕﺮﺍﻥ‬ ‫ﻥ‬ ‫ﮔﻮﻧﻧﻪ ﺍﻳﺠﺎﺩ ﺷﻮﻮﺩ ﻭ ﺁﺯﻣﺎﻳﻳﺸﮕﺮﺍﻥ ﻭ‬ ‫ﻫﻤﻪ‬ ‫ﺖ ﺍﻳﻦ ﻧﻈﺮﺮﻳﻪ ﺍﻳﻦ ﻪ‬ ‫ﺤ ِ‬ ‫ﻧﻤﻲ ﺗﻮﺍﻧﻨﺪ ﺑﺮﺍﺍي ﻓﻬ ﹺﻢ ﺻﺤ‬ ‫ﻲ‬ ‫ﺩﺍﺭﻭﻳﻦ‬ ‫ﻦ‬ ‫ﻣﺪﺕ ﻣﻨﺘﻈﺮ ﺑﻤﺎﻧﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﻮﺩ‪،‬‬ ‫ﺕ‬ ‫ﮎِ‬ ‫ﻣﺪﺍﺭﮎ‬ ‫ﺨﺎﺑﻲ‪ ،١‬ﺷﻮﺍﻫﻫﺪ ﻭ‬ ‫ﻞ ﺍﻧﺘﺨ‬ ‫ﺍﻧﺠﺎ ﹺﻡ ﺁﺯﻣﺎﻳﺶ ﻫﺎﻳﻲ ﺩﺭ ﺯﺯﻣﻴﻨﻪ ي ﺗﻮﻟﻟﻴ ِﺪ ﻣﺜ ﹺ‬ ‫ﺗﻮﺍﻧﻴﻢ ﺑﺎ ﺠﺎ‬ ‫ﺍﺳﺘﺪﺪﻻﻝ ﮐﺮﺩ ﮐﮐﻪ ﻣﺎ ﻣﻲ ﺗﻮ‬ ‫ﻞ ﺍﻧﺘﺨﺎﺑﺑﻲ‬ ‫ﺗﺮي ﻓﺮﺍﻫﻢ ﺁﻭﻭﺭﻳﻢ‪ .‬ﺗﻮﻟﻴ ِﺪ ﻣﺜ ﹺ‬ ‫ﺑﺴﻴﺎﺭ ﮐﻮﺗﺎﻩ ي‬ ‫ﺏ ﻃﺒﺒﻴﻌﻲ ﺭﺍ ﻃﻲﹺ ﺯﻣﺎ ِﻥ ﺭ‬ ‫ﺍﺛﺒﺎﺕ ﻧﻈﺮﻳﻪ ي ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﻻﺯﻡ ﺑﺮﺍي ﺕِ‬ ‫ﻡ‬ ‫ﺑﺮ ﺍﻳﻦ ﺍﺳﺎﺱ ﺍﺳﺳﺖ ﮐﻪ ‪:‬‬ ‫ﮕﺮ ﺟﻔﺖ ﻣﻣﻲ‬ ‫ﺖ ﺑﺎﻻﻳﻲ ﺩﺍﺭﺭﻧﺪ ﺑﺎ ﻳﮑﺪﻳﮕ‬ ‫ﺩﺭ ﻳﮏ ﺧﺼﻮﻮﺻﻴﺖ ﻳﺎ ﺭﺭﻓﺘﺎﺭ ﻗﺎﺑﻠﻴ ِ‬ ‫ﺍﻋﻀﺎﻳﻲ ﺍﺯ ﻳﮏ ﮔﮔﻮﻧﻪ ﮐﻪ ﺭ‬ ‫ﻲ‬ ‫ƒ‬ ‫ﮔﺮﺩﻧﺪ‪.‬‬ ‫ﮔﺮﺩﻧﺪ‪.‬‬ ‫ﺪ‬ ‫ﺟﻔﺖ ﻣﻲ‬ ‫ﮑﺪﻳﮕﺮ ﺖ‬ ‫ﺖ ﭘﺎﻳﻴﻨﻲ ﺩﺍﺭﺭﻧﺪ ﻧﻴﺰ ﺑﺎ ﻳﮑ‬ ‫ﺼﻮﺻﻴﺖ ﻳﺎ ﺭﻓﺘﺎ ﹺﺭ ﻣﻮﺭ ِﺩ ﻧﻈﺮ ﻗﺎﺑﻠﻴ ِ‬ ‫ﺍﻋﻀﺎﻳﻲ ﮐﻪ ﺩﺭ ﺧﺼ‬ ‫ﻲ‬ ‫ƒ‬ ‫ﺑﺎﻳﺴﺘﻲ ﺩﻭ ﮔﺮﻭ ِﻩ ﻣﻮﺭ ِﺩ ﻧﻈﺮ ﺑﺎ‬ ‫ﻲ‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ﺑﺴﺴﺘﮕﻲ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‬ ‫ﻧﻈﺮ ﺑﻪ ﻋﻮﺍﻣ ﹺ‬ ‫ﺻﻴﺖ ﻳﺎ ﺭﻓﺘﺎﺎ ﹺﺭ ﻣﻮﺭ ِﺩ ﺮ‬ ‫ﭼﻨﺎﻧﭽﻪ ﺧﺼﻮﺻ‬ ‫ﺼﻮﺻﻴﺖ ﻳﺎ ﺭﻓﺘﺎ ﹺﺭ ﻣﻮﺭﺩِ ﻧﻈﺮ ﺍﺯ ﻳﮑﺪﺪﻳﮕﺮ ﻓﺎﺻﻠﻪ ﺑﮕﻴﺮﻧﺪ‪.٢‬‬ ‫ﺖ ﺭﻭﺯﺍﻓﺰﺰﻭﻧﻲ ﺩﺭ ﺧﺼ‬ ‫ﻋ‬ ‫ﺳﺮﻋ ِ‬

‫ﮐﻨﻴﺪ ]‪[١٠‬‬ ‫ﻓﺼﻞ ﺭﺟﻮﻉ ﺪ‬ ‫‪ e selectiv‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻞ‬ ‫‪ve breedingg ١‬‬ ‫ﮑﻲ‬ ‫ﺑﺎﻻﺳﺖ‪ .‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺜﺎﻝ ﻣﮕﺲ ﺳﺮﮐﮐﻪ ) ‪ ( Drossophila‬ﮐﻪ ﻳﮑ‬ ‫ﺖ‬ ‫ﺩﺭ ﺑﺮﺧﻲ ﮔﻮﻧﻪ ﻫﻫﺎ ﺑﺴﻴﺎﺭ‬ ‫ﺖ ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﺭ‬ ‫‪ ٢‬ﻻﻻﺯﻡ ﺑﻪ ﺫﮐﺮ ﺍﺳﺳﺖ ﮐﻪ ﺳﺮﻋﺖ‬ ‫ﺍﺯ ﺑﻬﻬﺘﺮﻳﻦ ﻧﻤﻮﻧﻪ ﻫﻫﺎي ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻫﻲ ﺑﺮﺍي ﻣﻄﺎﻟﻌﻌﻪ ﺍﺳﺖ ﻫﺮ ﺭﻭﻭﺯ ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﻣﻲ ﮐﻨﺪ‪ .‬ﺑﻪ ﺍﻳﻳﻦ ﺗﺮﺗﻴﺐ ﺩﺭ ﻫﻫﺮ ﺳﺎﻝ ﻣﻲ ﺗﻮﻮﺍﻥ ‪ ٣٦٥‬ﻧﺴﻞ ﺍﺯ‬ ‫ﻧﻤﻮﺩ – ﻡ‬ ‫ﺁﻥ ﺭﺭﺍ ﺑﺮﺭﺳﻲ ﺩ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬

‫ﺵ ﮔﻔﺘﻪ‬ ‫ﺕ ﻣﺤﺪﻭﺩي ﺍﻧﺠﺎﻡ ﺩﺍﺩ‪ .‬ﺍﻭ ﮐﺒﻮﺗﺮﻫﺎ ﺭﺍ ﺑﻪ ﺭﻭ ﹺ‬ ‫ﻞ ﺍﻧﺘﺨﺎﺑﻲ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﺩﺍﺭﻭﻳﻦ ﺧﻮﺩ ﻧﻴﺰ ﺩﺭ ﺯﻣﻴﻨﻪ ي ﺗﻮﻟﻴ ِﺪ ﻣﺜ ﹺ‬ ‫ﻞ ﺩﻳﮕﺮ ﺭﺍ ﺑﺮﺭﺳﻲ ﮐـﺮﺩ‪ .‬ﺍﻭ ﺍﺯ ﺍﻳـﻦ‬ ‫ﺷﺪﻩ ﺩﺭ ﺑﺎﻻ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺟﻔﺖ ﮐﺮﺩﻩ ﻭ ﺗﻐﻴﻴﺮﺍﺕِ ﺍﻳﺠﺎﺩ ﺷﺪﻩ ﺍﺯ ﻧﺴﻠﻲ ﺑﻪ ﻧﺴ ﹺ‬ ‫ﺕ‬ ‫ﻞ ﺍﻧﺘﺨـﺎﺑﻲ ﻣﺸـﺎﺑ ِﻪ ﺗﻐﻴﻴـﺮﺍ ِ‬ ‫ﺁﺯﻣﺎﻳﺶ ﻫﺎ ﺑﻪ ﺍﻳﻦ ﻧﺘﻴﺠﻪ ﺭﺳﻴﺪ ﮐﻪ ﺗﻐﻴﻴﺮﺍﺕِ ﻣﺼﻨﻮﻋﻲ ﺍﻳﺠﺎﺩ ﺷـﺪﻩ ﺩﺭ ﺗﻮﻟﻴـ ِﺪ ﻣﺜـ ﹺ‬ ‫ﺏ ﻃﺒﻴﻌﻲ ﺍﺳﺘﻔﺎﺩﻩ ﮐﺮﺩ‪ .١‬ﺍﺯ‬ ‫ﻂ ﻃﺒﻴﻌﻲ ﺑﻮﺩﻩ ﻭ ﻣﻲ ﺗﻮﺍﻥ ﺍﺯ ﺁﻥ ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﻣﺎﮐﺘﻲ ﺑﺮﺍي ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﺍﻳﺠﺎﺩ ﺷﺪﻩ ﺩﺭ ﺷﺮﺍﻳ ِ‬ ‫ﻞ ﺍﻧﺘﺨـﺎﺑﻲ ﺻـﻮﺭﺕ ﮔﺮﻓﺘـﻪ‬ ‫ﺯﻣﺎ ِﻥ ﺩﺍﺭﻭﻳﻦ ﺗﺎﮐﻨﻮﻥ ﻣﻄﺎﻟﻌﺎﺕ ﻭ ﭘﮋﻭﻫﺶ ﻫﺎي ﺑﻴﺸﻤﺎﺭي ﺩﺭ ﺯﻣﻴﻨﻪ ي ﺗﻮﻟﻴـ ِﺪ ﻣﺜـ ﹺ‬ ‫ﺍﺳﺖ‪ ).‬ﻣﺜﻼً ﻧﮕﺎﻩ ﮐﻨﻴﺪ ﺑﻪ ﭘﻼﻣﻴﻦ‪ ،‬ﺩﻓﺮﻳﺰ ﻭ ﻣﮏ ﮐﻠﻴﺮﻥ‪ .( ١٩٩٧ ٢‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺧﻮﺍﻫﻴﻢ ﺩﻳﺪ ﺍﻳـﻦ ﻣﻄﺎﻟﻌـﺎﺕ‪،‬‬ ‫ﮎ ﺍﺳﺘﻮﺍﺭي ﺑﺮﺍي ﭘﺸﺘﻴﺒﺎﻧﻲ ﺍﺯ ﻧﻈﺮﻳﻪ ي ﺩﺍﺭﻭﻳﻦ ﻓﺮﺍﻫﻢ ﮐﺮﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭ ِ‬

‫ﺏ ﻣﺼﻨﻮﻋﻲ ﺩﺭ ﺩﻭﺭﻩ ي ﺯﻣﺎﻧﻲ ﻧﺴﺒﺘﺎً ﮐﻮﺗﺎﻫﻲ ﭼﻨﻴﻦ ﺗﻐﻴﻴ ﹺﺮ ﺯﻳﺎﺩي ﺑﻪ ﺩﺳﺖ ﻣﻲ ﺁﻳﺪ‪،‬‬ ‫ﻖ ﺍﻧﺘﺨﺎ ﹺ‬ ‫‪ ١‬ﺩﺍﺭﻭﻳﻦ ﺍﺳﺘﺪﻻﻝ ﮐﺮﺩ ﮐﻪ ﺍﮔﺮ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻞ‬ ‫ﺏ ﻃﺒﻴﻌﻲ ﻗﺎﺩﺭ ﺑﻪ ﺍﻳﺠﺎ ِﺩ ﺗﻐﻴﻴﺮﺍﺕِ ﻗﺎﺑﻞ ﺗﻮﺟﻪ ﺩﺭ ﮔﻮﻧﻪ ﻫﺎ ﻃﻲ ﺻﺪﻫﺎ ﻳﺎ ﻫﺰﺍﺭﺍﻥ ﻧﺴﻞ ﺑﺎﺷﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﺗﮑﺎﻣ ﹺ‬ ‫ﭘﺲ ﻣﻨﻄﻘﻲ ﺍﺳﺖ ﮐﻪ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﻣﻮﺟﻮﺩﺍﺕِ ﺯﻧﺪﻩ – ﺩﮐﺘﺮ ﻋﻠﻲ ﺑﻴﮏ – ﻧﺸﺮ ﻣﺮﻭﺍﺭﻳﺪ – ﭼﺎ ﹺ‬ ‫ﭖ ﺳﻮﻡ – ﺻﻔﺤﻪ ي ‪( ١٣‬‬ ‫‪Plomin , De Fries , & McClearn ٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬

‫ﻞ ﺍﻧﺘﺨﺎﺑﻲ ﻣﻮﺵ‬ ‫ﺕ ﮐﻼﺳﻴﮑﻲ ﺭﻭي ﺗﻮﻟﻴ ِﺪ ﻣﺜ ﹺ‬ ‫ﺗﺮﻳﻮﻥ‪ ) ١‬ﻣﺜﻼً ﺩﺭ ‪ ( ١٩٤٠‬ﻣﻄﺎﻟﻌﺎ ِ‬ ‫ﭻ ) ﻣـﺎﺯ‪ ( ٢‬ﭘﻴﭽﻴـﺪﻩ ﻗـﺮﺍﺭ‬ ‫ﻫﺎ ﺍﻧﺠﺎﻡ ﺩﺍﺩ‪ .‬ﺍﻭ ﻣﻮﺵ ﻫﺎ ﺭﺍ ﺩﺭ ﻳﮏ ﺭﺍﻫﺮﻭي ﻣـﺎﺭﭘﻴ ﹺ‬ ‫ﻦ ﺁﻣـﻮﺯﺵ ﺩﺭ ﭘﻴـﺪﺍ ﮐـﺮﺩ ِﻥ ﺭﺍﻫـﺮﻭي ﺩﺭﺳـﺖ‬ ‫ﺩﺍﺩ‪ .‬ﺳﭙﺲ ﻣﻮﺷﻬﺎﻳﻲ ﺭﺍ ﮐﻪ ﺣـﻴ ﹺ‬ ‫ﮐﻤﺘﺮﻳﻦ ﺍﺷﺘﺒﺎﻩ ﺭﺍ ﺩﺍﺷﺘﻨﺪ‪ ،‬ﺑﺎﻫﻮﺵ‪ ٣‬ﻧﺎﻣﻴﺪ ﻭ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺟﻔﺖ ﮐﺮﺩ‪ .‬ﺑﻪ ﺷـﮑﻞِ‬ ‫ﻣﺸﺎﺑﻪ‪ ،‬ﻣﻮﺷﻬﺎﻳﻲ ﺭﺍ ﮐﻪ ﭼﻨﺪﻳﻦ ﺑﺎﺭ ﻭﺍﺭ ِﺩ ﺭﺍﻫﺮﻭﻫﺎي ﻧﺎﺩﺭﺳﺖ ﺷﺪﻧﺪ ﮐﻨﺪ ﺫﻫﻦ‬

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‫ﻧﺎﻣﻴﺪ ﻭ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺟﻔﺖ ﮐﺮﺩ‪ .‬ﺍﻳﻦ ﺭﻭﻧﺪ ﻃﻲ ‪ ٢١‬ﻧﺴﻞ ﺍﺯ ﻣﻮﺵ ﻫـﺎ ﺍﺩﺍﻣـﻪ ﺩﺍﺩﻩ‬ ‫ﻞ ﻫﺸﺘﻢ ﺑﻪ ﺑﻌـﺪ ﺩﻳﮕـﺮ ﻋﻤـﻼً‬ ‫ﺞ ﺍﻳﻦ ﺁﺯﻣﺎﻳﺶ ﺑﺴﻴﺎﺭ ﺍﺭﺯﺷﻤﻨﺪ ﺑﻮﺩ‪ .‬ﺗﺮﻳﻮﻥ ﻣﺘﻮﺟﻪ ﺷﺪ ﮐﻪ ﺗﻘﺮﻳﺒﺎً ﺍﺯ ﻧﺴ ﹺ‬ ‫ﺷﺪ‪ .‬ﻧﺘﺎﻳ ﹺ‬ ‫ﻦ ﺩﻭ ﮔﺮﻭﻩ ﻣﻮﺵ ﻫﺎ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪ .‬ﺑﻪ ﺍﻳﻦ ﻣﻌﻨﺎ ﮐـﻪ ﻫﻤـﻪ‬ ‫ي ﻣﺎﺭﭘﻴﭻ ﺑﻴ ﹺ‬ ‫ﻫﻴﭻ ﮔﻮﻧﻪ ﺍﺷﺘﺮﺍﮐﻲ ﺩﺭ ﻋﻤﻠﮑﺮ ِﺩ ﻳﺎﺩﮔﻴﺮ ﹺ‬ ‫ﻦ ﺁﻧﻬﺎ ﻧﻴﺰ ﻧﺴﺒﺖ ﺑﻪ ﺑﺎﻫﻮﺵ ﺗﺮﻳﻦ ﻣﻮﺷﻬﺎي ﻣﺎﺭﭘﻴﭻ _ ﮐـﻮﺩﻥ‬ ‫ي ﻣﻮﺷﻬﺎي ﻣﺎﺭﭘﻴﭻ – ﺑﺎﻫﻮﺵ ﺣﺘﻲ ﮐﻨﺪﺫﻫﻦ ﺗﺮﻳ ﹺ‬ ‫ﻋﻤﻠﮑﺮ ِﺩ ﺑﻬﺘﺮي ﺩﺍﺷﺘﻨﺪ‪.‬‬

‫ﻞ ﮊﻧﺘﻴﮑﻲ‬ ‫ﻳﺎﻓﺘﻪ ﻫﺎي ﺗﺮﻳﻮﻥ )‪ (١٩٤٠‬ﺑﻪ ﻭﺿﻮﺡ ﻧﺸﺎﻥ ﺩﺍﺩ ﮐﻪ ﺗﻨﻮﻉ ﺩﺭ ﺑﺮﺧﻲ ﺍﺯ ﺧﺼﻮﺻﻴﺎﺕ‪ ،‬ﺑﻪ ﻋﻮﺍﻣ ﹺ‬ ‫ﺕ ﺑﻴﺸﺘﺮ ﻧﺸﺎﻥ ﺩﺍﺩ ﮐﻪ ﺩﺭ ﻭﺍﻗﻊ ﺁﻧﭽﻪ ﺍﺭﺛﻲ‬ ‫ﻣﺮﺑﻮﻁ ﺍﺳﺖ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﻣﺴﺎﻟﻪ ﺑﻪ ﺍﻳﻦ ﺳﺎﺩﮔﻲ ﻫﻢ ﻧﻴﺴﺖ‪ .‬ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ي ﻣﻮﺵ ﻫﺎ ﻧﺒﻮﺩ‪ .‬ﺳﺮﻝ‪ ( ١٩٤٩) ٥‬ﻣﻮﺵ ﻫﺎي ﺑﺎﻫﻮﺵ ﻭ ﮐﻨﺪ ﺫﻫﻦ ﺭﺍ ﺩﺭ ‪٣٠‬‬ ‫ﻲ ﻳﺎﺩﮔﻴﺮ ﹺ‬ ‫ﺑﻮﺩ ﺗﻔﺎﻭﺕ ﺩﺭ ﺗﻮﺍﻧﺎﻳ ﹺ‬ ‫ﺶ ﺩﻳﮕﺮ ﻧﻴﺰ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﻣﻘﺎﻳﺴﻪ ﮐﺮﺩ‪ .‬ﺩﻭ ﮔﺮﻭﻩ ﻣﻮﺵ ﻫﺎ ﺩﺭ ﺁﺯﻣﺎﻳﺶ ﻫﺎي ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﻧﮕﻴﺰﻩ ﻧﻴﺰ ﺑﻪ‬ ‫ﺁﺯﻣﺎﻳ ﹺ‬

‫‪Tryon ١‬‬ ‫‪ : maze ٢‬ﻣﺎﺭﭘﻴﭻ‪ ،‬ﺩﻫﻠﻴﺰ ‪ :‬ﻳﮏ ﺳﺮي ﺟﺎﺩﻩ ﻳﺎ ﺭﺍﻫﺮﻭ ﺍﺳﺖ ﮐﻪ ﺑﻌﻀﻲ ﺍﺯ ﺁﻧﻬﺎ ﺑﺴﺘﻪ ﻭ ﺑﺮﺧﻲ ﺑﻪ ﺳﻮي ﻫﺪﻓﻲ ﺑﺎﺯ ﺍﺳﺖ‪ .‬ﺍﺯ ﻣﺎﺯ ﻣﻌﻤﻮﻻً‬ ‫ﺶ ﻣﻴﺰﺍ ِﻥ ﺗﻮﺍﻧﺎﻳﻲ ﺍﻧﺴﺎﻥ ﻳﺎ ﺣﻴﻮﺍﻥ ﺩﺭ ﻳﺎﺩﮔﻴﺮي ﺍﺯ ﺭﺍﻩ ﺗﺠﺮﺑﻪ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي‬ ‫ﺑﺮﺍي ﺳﻨﺠ ﹺ‬ ‫ﻧﮋﺍﺩ (‬ ‫‪maze –bright ٣‬‬ ‫‪maze-dull ٤‬‬ ‫‪Searle ٥‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬

‫ﻫﻤﺎﻥ ﺍﻧﺪﺍﺯﻩ ي ﺁﺯﻣﺎﻳﺶ ﻫﺎي ﻣﺮﺑﻮﻁ ﺑﻪ ﻳﺎﺩﮔﻴﺮي ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺗﻔﺎﻭﺕ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺳﻴﺮﻟﻪ ﺍﺯ ﻣﺠﻤﻮﻋﻪ ﻳﺎﻓﺘﻪ ﻫﺎي‬ ‫ﺍﻳﻦ ﺁﺯﻣﺎﻳﺶ ﻫﺎ ﭼﻨﻴﻦ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ ﮐﻪ } ﺩﻟﻴﻞ ﺍﻳﻨﮑﻪ ﻳﮏ ﺳﺮي ﺍﺯ ﻣﻮﺵ ﻫﺎ ﺭﺍﻫﺮﻭﻫﺎي ﺻﺤﻴﺢ ﺭﺍ ﺑﻬﺘﺮ ﺍﺯ‬ ‫ﻲ ﺑﺎﻻﺗﺮي ﺍﺯ ﻣﻮﺵ ﻫﺎي‬ ‫ﺳﺎﻳﺮﻳﻦ ﻣﻲ ﺁﻣﻮﺧﺘﻨﺪ ﺍﻳﻦ ﺑﻮﺩﻩ ﺍﺳﺖ ﮐﻪ { ﻣﻮﺵ ﻫﺎي ﺑﺎﻫﻮﺵ ﺍﻧﮕﻴﺰﻩ ي ﻏﺬﺍﻳ ﹺ‬ ‫ي ﺑﺎﻻﺗﺮ ‪ } .١‬ﺩﺭ ﻭﺍﻗﻊ ﺳﻴﺮﻟﻪ ﻧﺸﺎﻥ ﺩﺍﺩ ﮐﻪ ﺗﻮﺍﻧﺎﻳﻲ ﻳﺎﺩﮔﻴﺮي‬ ‫ﻲ ﻳﺎﺩﮔﻴﺮ ﹺ‬ ‫ﮐﻨﺪﺫﻫﻦ ﺩﺍﺷﺘﻨﺪ ﻭ ﻧﻪ ﺻﺮﻓﺎ ً ﺗﻮﺍﻧﺎﻳ ﹺ‬ ‫ﻣﻮﺵ ﻫﺎ ﺑﻪ ﺁﻥ ﺍﻧﺪﺍﺯﻩ ﻫﻢ ﮐﻪ ﺗﺮﻳﻮﻥ ﺗﺎﮐﻴﺪ ﻣﻲ ﮐﺮﺩ ﺍﺭﺛﻲ ﻧﻴﺴﺖ‪{ .‬‬

‫ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﺍﺯ ﺁﺯﻣﺎﻳﺶ ﻫﺎي ﺗﺮﻳﻮﻥ )‪ ( ١٩٤٠‬ﻧﻤﻲ‬ ‫ﻞ ﻣﺤﻴﻄﻲ ﺑﻲ‬ ‫ﺗﻮﺍﻥ ﭼﻨﻴﻦ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ ﮐﻪ ﻋﻮﺍﻣ ﹺ‬ ‫ﺍﻫﻤﻴﺖ ﻫﺴﺘﻨﺪ‪ .‬ﮐﻮﭘﺮ ﻭ ﺯﻭﺑﮏ‪ ( ١٩٥٨ ) ٢‬ﺩﺭ ﻳﮏ‬ ‫ﺳﺮي ﺁﺯﻣﺎﻳﺶ‪ ،‬ﻣﻮﺷﻬﺎي ﺑﺎﻫﻮﺵ ﻭ ﮐﻨﺪ ﺫﻫﻦ ﺭﺍ ﺑﺮﺍي‬ ‫ﮏ ﻓﻠﺰي ﭘﺮﻭﺭﺵ ﺩﺍﺩﻧﺪ‪.‬‬ ‫ﻣﺪﺗﻲ ﺩﺭ ﻗﻔﺲ ﻫﺎي ﻣﺸﺒ ِ‬ ‫ﻲ‬ ‫ﺗﻌﺪﺍﺩي ﺍﺯ ﺍﻳﻦ ﻗﻔﺲ ﻫﺎ ﺩﺍﺭﺍي ﺍﻣﮑﺎﻧﺎﺕِ ﻣﺤﻴﻄ ﹺ‬ ‫ﻞ ﺳﮑﻮﻫﺎ ﻭ ﺍﻣﮑﺎﻧﺎﺕِ ﺩﻳﺪﺍﺭي ( ﻭ ﺩﺳﺘﻪ ﺍي ﺩﻳﮕﺮ ﺍﺯ ﻗﻔﺲ ﻫﺎ ﻓﺎﻗﺪ ﻫﺮ ﮔﻮﻧ ِﻪ ﺍﻣﮑﺎﻧﺎﺕ ﺑﻮﺩﻧﺪ )‬ ‫ﻣﻨﺎﺳﺐ ) ﻣﺜ ﹺ‬ ‫ﺲ ﺳﺎﺩﻩ (‪ .‬ﻧﺘﻴﺠﻪ ي ﺍﻳﻦ ﺁﺯﻣﺎﻳﺶ ﺑﺴﻴﺎﺭ ﺟﺎﻟﺐ ﺑﻮﺩ‪ .‬ﺩﺭ ﻗﻔﺲ ﻫﺎي ﺑﻲ ﺍﻣﮑﺎﻧﺎﺕ ﻋﻤﻠﮑﺮ ِﺩ ﻳﺎﺩﮔﻴﺮي ﻣﻮﺵ‬ ‫ﻗﻔ ﹺ‬ ‫ﻞ ﺗﻮﺟﻬﻲ ﺑﻬﺘﺮ ﺍﺯ ﻣﻮﺵ ﻫﺎي ﮐﻨﺪ ﺫﻫﻦ ﺑﻮﺩ‪ .‬ﺩﺭ ﺣﺎﻟﻴﮑﻪ ﺩﺭ ﻗﻔﺲ ﻫﺎي ﺑﺎ ﺍﻣﮑﺎﻧﺎﺕِ‬ ‫ﻫﺎي ﺑﺎﻫﻮﺵ ﺑﻪ ﻣﻘﺪﺍ ﹺﺭ ﻗﺎﺑ ﹺ‬ ‫ﻂ‬ ‫ﻦ ﻋﻤﻠﮑﺮ ِﺩ ﻳﺎﺩﮔﻴﺮي ﻣﻮﺵ ﻫﺎي ﺑﺎﻫﻮﺵ ﻭ ﮐﻨﺪﺫﻫﻦ‪ ،‬ﻫﻴﭻ ﺗﻔﺎﻭﺗﻲ ﻭﺟﻮﺩ ﻧﺪﺍﺷﺖ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﻣﺤﻴ ِ‬ ‫ﻣﻨﺎﺳﺐ‪ ،‬ﺑﻴ ﹺ‬ ‫ﻲ ﺧﻮﺩ ﻧﺴﺒﺖ ﺑﻪ ﻣﻮﺵ ﻫﺎي ﺑﺎﻫﻮﺵ‬ ‫ﻣﻨﺎﺳﺐ ﺑﺎﻋﺚ ﺷﺪ ﮐﻪ ﻣﻮﺵ ﻫﺎي ﮐﻨﺪﺫﻫﻦ ﺑﺘﻮﺍﻧﻨﺪ ﺑﺮ ﮐﻨﺪﺫﻫﻨﻲ ﮊﻧﺘﻴﮑ ﹺ‬ ‫ﻏﻠﺒﻪ ﮐﻨﻨﺪ‪.٣‬‬

‫‪ ١‬ﺯﻳﺮﺍ ﺩﺭ ﺍﻧﺘﻬﺎي ﺭﺍﻫﺮﻭﻫﺎي ﺻﺤﻴﺢ‪ ،‬ﻣﻘﺪﺍﺭي ﻏﺬﺍ ﺑﻪ ﻋﻨﻮﺍﻥ ﭘﺎﺩﺍﺵ ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﺷﺪﻩ ﺑﻮﺩ‪ – .‬ﻡ‬ ‫‪Cooper & zubek ٢‬‬ ‫‪ e ٣‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١٣] [١٢] [١١‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴ‬

‫» ﺗﮑﺎﻣﻞ ﺍﺳﺐ ﺍﻣﺮﺮﻭﺯي «‬

‫ﻣﺮﻳﭽﻴﻴﭙﻮﺱ‬

‫ﻣﺰﻭﻫﻴﭙﻮﻮﺱ‬

‫ﻫﻴﻴﺮﺍﮐﺘﻴﺮﻳﻮﻡ‬

‫ﺍﮐﻮﻮﺱ‬

‫ﭘﻴﻠﻮﻮﻫﻴﭙﻮﺱ‬

‫‪ ٣٠‬ﻣﻴﻠﻴﻮﻮﻥ ﺳﺎﻝ‬

‫ﻣﻴﻠﻴﻮﻥ ﺳﺎﻝ‬ ‫ﻥ‬ ‫‪٤٠‬‬

‫‪ ٦٠‬ﻣﻴﻠﻴﻮﻥ‬

‫) ﺍﺳﺐ ﺍﻣﺮﻭﺯي (‬

‫ﭘﻴﺶ‬

‫ﺶ‬ ‫ﭘﻴﺶ‬

‫ﭘﻴﺶ‬

‫ﺳﺎﻝ ﭘﻴﺶ‬

‫ﺑﻪ ﺧﻮﺑﻲ ﺎﺑﺎ ﺯﻧﺪﮔﻲ ﺩﺭﺭ‬

‫ﺩﻭﻧﺪﻩ ﺍي ﺑﺎﺯ ﻫﻢ‬ ‫ﻩ‬

‫ﻫﻤﭽﻨﺎﺎﻥ ﺩﺭ‬

‫ﺯﻧﺪﮔﻲ ﺩﺭ‬

‫ﺩﻧﺪﺪﺍﻥ ﻫﺎ ﻥ‬ ‫ﻧﺸﺎﻥ‬

‫ﺳﺮﻳﻊ ﺗﺮ‪ .‬ﺩﻧﺪﺍﻥ‬ ‫ﻊ‬ ‫ﻋﻠﻔﻔﺰﺍﺭﻫﺎي ﺧﺸﺸﮏ ﺳﺎﺯﮔﺎﺭي‬

‫ﭼﻤﻨﺰﺍﺍﺭﻫﺎي‬

‫ﭼﻤﻨﺰﺍﺭﻫﻫﺎي‬

‫ﺩﻫﻫﻨﺪﻩ ي ﮏ‬ ‫ﻳﮏ‬

‫ﻳﺎﺎﻓﺘﻪ‪ .‬ﻳﮏ ﺩﻭﻧﺪﻩ ي ﺑﺴﻴﻴﺎﺭ‬

‫ﻫﺎ ﻧﺸﺸﺎﻥ ﺩﻫﻨﺪﻩ‬

‫ﺧﺸﮏ ﻭ‬ ‫ﮏ‬

‫ﺧﺸﮏ ﺗﺗﺮ ﻭ‬

‫ﺭﮊﻳﻢ ﮔﻴﺎﻫﺎﻥ‬

‫ﻻﻳﻖ ﻭ ﮐﮐﺎﺭﺁﻣﺪ‪.‬‬

‫ي ﺭﺭﮊﻳﻤﻲ ﺍﺯ‬

‫ﺳﺎﺯﮔﺎﺭي ﺑﻴﺸﺘﺮ‬ ‫ي‬

‫ﺟﻨﮕﻞ ﻫﺎ‪ .‬ﺩﻭﻧﺪﻩ‬

‫ﻧﺮﺮﻡ‪ ،‬ﺍﺣﺘﻤﺎﻻً‬

‫ﻋﻠﻒ‪.‬‬

‫ﺩﺭ ﺟﻬﺖ ﺳﺮﻳﻊ ﺗﺮ‬

‫ي ﺷﺮﻳﻊ ﺗﺮ ﺑﺎ‬

‫ﻧﺰﺩﻳﮏ‬

‫ﻳﺪﻥ‪.‬‬ ‫ﺩﻭﻳﺪ‬

‫ﻴﺪﻩ ﺗﺮ‪.‬‬ ‫ﭘﺎﻫﺎي ﮐﺸﻴﺪ‬

‫ﺟﺟﻮﻳﺒﺎﺭ ﻫﺎ‪.‬‬

‫ﮐﻤﻤﺘﺮ ﺍﺯ ‪ ١‬ﻣﻴﻠﻠﻴﻮﻥ ﺳﺎﻝ ﭘﻴﻴﺶ ‪ ١٠‬ﻣﻣﻴﻠﻴﻮﻥ ﺳﺎﻝ‬

‫ﻲ‬ ‫ﺼﻞ ‪ :‬ﺩﻳﺪﮔﮔﺎ ِﻩ ﺗﮑﺎﻣﻠﻲ‬ ‫ﻼﺻﻪ ي ﻓﺼ‬ ‫ﺧﻼ‬ ‫ﺕ ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞﹺ ﺍﻧﺘﺨـﺎﺑﺑﻲ‬ ‫ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﻣﻄﺎﻟﻌﺎ ِ‬ ‫ﺏ ﻃﺒﻴﻌﻌﻲ ﺗﻐﻴﻴﺮ ﻲ‬ ‫ﻖ ﻓﺮﺍﻳﻨ ِﺪ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﻃﺒﻖ ﮔﻔﺘﻪ ي ﺩﺩﺍﺭﻭﻳﻦ‪ ،‬ﮔﻮﻧﻪ ﻫﺎ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻖﹺ‬ ‫ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ ﺭﺍ ﺗﺎﻳﻴﺪ ﻣﻲ ﮐﮐﻨﺪ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬

‫ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎي ﻣﺘﺮﺟﻢ ‪:‬‬ ‫]‪ [١‬ﺍﻳﻦ ﻭﺍﮊﻩ ﺩﺭ ﺯﺑﺎ ِﻥ ﻓﺎﺭﺳﻲ‪ » ،‬ﺗﮑﺎﻣﻞ «‪ » ،‬ﻓﺮﮔﺸﺖ « ﻭ ﻫﻤﭽﻨﻴﻦ » ﺗﻄﻮﺭ« ﺗﺮﺟﻤﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺑﺎ ﺍﻳﻦ‬ ‫ﻭﺟﻮﺩ ﺑﺎﻳﺪ ﮔﻔﺖ ﮐﻪ ﺍﺯ ﻣﻴﺎ ِﻥ ﺍﻳﻦ ﺳﻪ ﻣﻌﺎﺩﻝ‪ ،‬ﻭﺍﮊﻩ ي » ﺗﻄﻮﺭ « ﺩﺭﺳﺖ ﺗﺮ ﺍﺳﺖ‪ .‬ﺯﻳﺮﺍ ﺩﻭ ﻭﺍﮊﻩ ي » ﺗﮑﺎﻣﻞ «‬ ‫ﻭ » ﻓﺮﮔﺸﺖ « ﺍﺯ ﻧﻈﺮ ﻟﻔﻈﻲ ﺑﻪ ﻣﻌﻨﺎي ﺭﻭﺯ ﺑﻪ ﺭﻭﺯ ﮐﺎﻣﻞ ﺗﺮ ﺷﺪﻥ ﻣﻲ ﺑﺎﺷﺪ‪ ،‬ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺯﻳﺴﺘﻲ‪،‬‬ ‫ﺗﮑﺎﻣﻞ ﺑﻪ ﻫﻴﭻ ﻭﺟﻪ ﺑﻪ ﻣﻌﻨﺎي ﺭﻭﺯ ﺑﻪ ﺭﻭﺯ ﮐﺎﻣﻞ ﺗﺮ ﺷﺪﻥ ﻭ ﻳﺎ ﺭﺳﻴﺪﻥ ﺑﻪ ﻳﮏ ﮐﻤﺎ ﹺﻝ ﻣﻄﻠﻮﺏ ﻧﻴﺴﺖ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪،‬‬ ‫ﻭﺍﮊﻩ ي ﺗﮑﺎﻣﻞ ﺩﺭ ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ ﻭ ﺩﻳﺪﮔﺎ ِﻩ ﺩﺍﺭﻭﻳﻨﻲ ﺑﻴﺸﺘﺮ ﺑﻪ ﻣﻌﻨﺎي ﺗﻐﻴﻴﺮ ﻭ ﺩﮔﺮﮔﻮﻧﻲ ﺍﺳﺖ ﻭ ﻧﻪ ﺗﮑﺎﻣﻞ‪.‬‬ ‫ﺖ ﭘﻴﭽﻴﺪﻩ ﺗﺮ ﺷﺪﻥ ﻭ ﮐﺎﺭﺍﺗﺮ ﺷﺪ ِﻥ ﻣﻮﺟﻮﺩﺍﺕِ ﺯﻧﺪﻩ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺑﺎ‬ ‫ﺍﻳﻦ ﺗﻐﻴﻴﺮﺍﺕ ﻭ ﺩﮔﺮﮔﻮﻧﻲ ﻫﺎ‪ ،‬ﻏﺎﻟﺒﺎً ﺑﻪ ﺳﻤ ِ‬ ‫ﺍﻳﻦ ﻭﺟﻮﺩ ﺍﺳﺘﺜﻨﺎﻫﺎﻳﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﮐﻪ ﺍﻳﻦ ﻗﺎﻋﺪﻩ ﺭﺍ ﻧﻴﺰ ﻧﻘﺾ ﻣﻲ ﮐﻨﺪ‪ .‬ﺩﺭ ﻣﺠﻤﻮﻉ‪ ،‬ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﻭﺍﮊﻩ ي‬ ‫» ﺗﻄﻮﺭ « ) ﺍﺯ ﻃﻮﺭي ﺑﻪ ﻃﻮ ﹺﺭ ﺩﻳﮕﺮ ﺷﺪﻥ ( ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺩﻭ ﻭﺍﮊﻩ ي ﺩﻳﮕﺮ ﺑﻪ ﻣﻔﻬﻮ ﹺﻡ ﺗﮑﺎﻣﻞﹺ ﺯﻳﺴﺘﻲ ﻧﺰﺩﻳﮏ‬ ‫ﺗﺮ ﺑﺎﺷﺪ‪.‬‬ ‫ﻲ ﻳﮏ ﺟﻤﻌﻴﺖ ﺍﺯ ﻳﮏ ﻧﺴﻞ ﺑﻪ‬ ‫" ﺑﻪ ﺯﺑﺎﻥ ﻓﻨﻲ‪ ،‬ﺗﮑﺎﻣﻞ ) ‪ ( Evolution‬ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ ﺗﻐﻴﻴﺮ ﺩﺭ ﺑﺴﺎﻣﺪِ ﮊﻧ ﹺ‬ ‫ﺩﻳﮕﺮ‪" ١.‬‬

‫]‪ [٢‬ﺳﺮﺷﺖ ﻭ ﭘﺮﻭﺭﺵ ) ‪: ( nature and nurture‬‬ ‫ﻞ ﺳﺮﺷﺘﻲ ﻭ‬ ‫ﺩﺭ ﻣﻮﺭﺩ ﻣﺴﺎﻟﻪ ﺳﺮﺷﺖ ﻭ ﭘﺮﻭﺭﺵ ﺁﻧﭽﻪ ﻣﺴﺎﻟﻪ ﺭﺍ ﭘﻴﭽﻴﺪﻩ ﺗﺮ ﻣﻲ ﮐﻨﺪ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﻋﻮﺍﻣ ﹺ‬ ‫ﺕ ﺩﻳﮕﺮ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺗﻌﺎﻣﻞ ﺩﺍﺭﻧﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕِ ﺩﻗﻴﻖ‬ ‫ﺗﺮﺑﻴﺘﻲ‪ ،‬ﺧﻮﺩ ﻧﻴﺰ ﺑﺮ ﻳﮑﺪﻳﮕﺮ ﺗﺎﺛﻴﺮ ﻣﻲ ﮔﺬﺍﺭﻧﺪ ﻳﺎ ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﻞ ﻣﺤﻴﻄﻲ ﻭ ﮊﻧﺘﻴﮑﻲ ﺭﺍ ﺑﻪ ﻃﻮ ﹺﺭ ﮐﺎﻣﻞ ﺍﺯ ﻳﮑﺪﻳﮕﺮ ﺟﺪﺍ‬ ‫ﺗﺮ‪ " ،‬ﺍﻣﺮﻭﺯﻩ ﺩﻳﮕﺮ ﻗﺎﺩﺭ ﻧﻴﺴﺘﻴﻢ ﻫﻤﺎﻧﻨﺪ ﮔﺬﺷﺘﻪ ﻋﻮﺍﻣ ﹺ‬ ‫ﻞ ﻣﺤﻴﻄﻲ ﻭ‬ ‫ﻓﺮﺽ ﮐﻨﻴﻢ‪ .‬ﺣﺠ ﹺﻢ ﻭﺳﻴﻌﻲ ﺍﺯ ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ﺣﺎﮐﻲ ﺍﺯ ﻭﺟﻮﺩ ﺗﻌﺎﻣﻞ ﻭ ﺗﺎﺛﻴﺮ ﻣﺘﻘﺎﺑﻞ ﻣﻴﺎﻥ ﻋﻮﺍﻣ ﹺ‬ ‫ﺕ ﺩﻗﻴﻖ ﺗﺮ‪ ،‬ﺑﺴﻴﺎﺭي ﺍﺯ ﺷﺎﺧﺺ ﻫﺎي ﻣﺤﻴﻄﻲ ﮐﻪ ﺩﺭ ﻋﻠﻮ ﹺﻡ ﺭﻓﺘﺎﺭي ﺑﮑﺎﺭ ﻣﻴﺮﻭﻧﺪ‪ ،‬ﺧﻮﺩ‬ ‫ﮊﻧﺘﻴﮑﻲ ﺍﺳﺖ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬

‫‪ ١‬ﻧﻘﻞ ﺍﺯ ﺳﻮﺳﻴﻮﺑﻴﻮﻟﻮﮊي ﺍﺛﺮ ﺍﺩﻭﺍﺭﺩ ﻭﻳﻠﺴﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﻈﺮ ﺟﻬﺎﺩﺩﺍﻧﺸﮕﺎﻫﻲ ﻣﺸﻬﺪ – ﺻﻔﺤﻪ ي ‪٣١٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬

‫ﻞ‬ ‫ﻂ ﻭﺍﻟﺪﻳﻦ ﻳﮏ ﻋﺎﻣ ﹺ‬ ‫ﺵ ﻓﺮﺯﻧﺪﺍﻥ ﺗﻮﺳ ِ‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ﺗﺎﺛﻴﺮ ﻣﻲ ﮔﻴﺮﻧﺪ ! ﺑﺮﺍي ﻣﺜﺎﻝ ﺗﺎ ﭼﻨﺪي ﻗﺒﻞ ﭘﺮﻭﺭ ﹺ‬ ‫ﺍﺯ ﻋﻮﺍﻣ ﹺ‬ ‫ﻲ ﻣﻄﻠﻖ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﺣﺎﻝ‪ ،‬ﺍﻣﺮﻭﺯﻩ ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﮐﻪ ﺗﻔﺎﻭﺕ ﻫﺎي‬ ‫ﻣﺤﻴﻄ ﹺ‬ ‫ﮊﻧﺘﻴﮑﻲ‪ ،‬ﺑﺮ ﺭﻓﺘﺎ ﹺﺭ ﻭﺍﻟﺪﻳﻦ ﺩﺭ ﺑﺮﺍﺑ ﹺﺮ ﻓﺮﺯﻧﺪﺍﻧﺸﺎﻥ ﺗﺎﺛﻴﺮ ﻣﻲ ﮔﺬﺍﺭﺩ‪ .‬ﺗﻔﺎﻭﺕ ﻫﺎي ﮊﻧﺘﻴﮑﻲ ﻣﻴﺎ ِﻥ ﻓﺮﺯﻧﺪﺍﻥ ﻧﻴﺰ‬ ‫ﻣﻤﮑﻦ ﺍﺳﺖ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻧﻘﺶ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺑﺮﺍي ﻣﺜﺎﻝ ﻭﺍﻟﺪﻳﻨﻲ ﮐﻪ ﺩﺭ ﺧﺎﻧﻪ ﮐﺘﺎﺏ ﻫﺎي ﺑﻴﺸﺘﺮي ﺩﺍﺭﻧﺪ‪،‬‬ ‫ﻦ ﮐﺘﺎﺏ‬ ‫ﻓﺮﺯﻧﺪﺍﻧﺸﺎﻥ ﺩﺭ ﻣﺪﺭﺳﻪ ﻋﻤﻠﮑﺮ ِﺩ ﺑﻬﺘﺮي ﺩﺍﺭﻧﺪ‪ ،‬ﺍﻣﺎ ﺍﻳﻦ ﻫﻤﺒﺴﺘﮕﻲ ﻟﺰﻭﻣﺎً ﺑﻪ ﻣﻌﻨﺎي ﺁﻥ ﻧﻴﺴﺖ ﮐﻪ ﺩﺍﺷﺘ ﹺ‬ ‫ﻞ ﺍﺭﺛﻲ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﺮ‬ ‫ﺖ ﻣﺤﻴﻄﻲ ﺑﺮﺍي ﻋﻤﻠﮑﺮ ِﺩ ﺑﻬﺘ ﹺﺮ ﮐﻮﺩﮐﺎﻥ ﺩﺭ ﻣﺪﺭﺳﻪ ﺍﺳﺖ‪.‬ﻋﻮﺍﻣ ﹺ‬ ‫ﻫﺎي ﺯﻳﺎﺩ ﺩﺭ ﺧﺎﻧﻪ ﻋﻠ ِ‬ ‫ﺕ ﻭﺍﻟﺪﻳﻦ ﻣﻮﺛﺮ ﻭﺍﻗﻊ ﺷﻮﻧﺪ‪ ،‬ﮐﻪ ﺍﻳﻦ ﺻﻔﺎﺕ ﻫﻢ ﺑﺎ ﺗﻌﺪﺍﺩ ﮐﺘﺎﺑﻬﺎﻳﻲ ﮐﻪ ﺁﻧﺎﻥ ﺩﺭ ﺧﺎﻧﻪ ﺩﺍﺭﻧﺪ ﻭ ﻫﻢ ﺑﺎ‬ ‫ﺻﻔﺎ ِ‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ﺩﺭ ﺑﺴﻴﺎﺭي ﺍﺯ ﺷﺎﺧﺺ‬ ‫ﻲ ﻓﺮﺯﻧﺪﺍ ِﻥ ﺁﻧﻬﺎ ﺭﺍﺑﻄﻪ ﺩﺍﺭﺩ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻣﻌﻠﻮﻡ ﺷﺪﻩ ﺍﺳﺖ ﻋﻮﺍﻣ ﹺ‬ ‫ﺖ ﺗﺤﺼﻴﻠ ﹺ‬ ‫ﭘﻴﺸﺮﻓ ِ‬ ‫ﺕ‬ ‫ﺙ ﺩﻭﺭﻩ ي ﮐﻮﺩﮐﻲ‪ ،‬ﺭﻭﻳﺪﺍﺩﻫﺎي ﺯﻧﺪﮔﻲ ﻭ‪ ...‬ﻧﻘﺶ ﺩﺍﺭﻧﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﻫﺎي ﺑﻪ ﻇﺎﻫﺮ ﻣﺤﻴﻄﻲ‪ ،‬ﻧﻈﻴ ﹺﺮ ﺣﻮﺍﺩ ِ‬ ‫ﺕ ﺷﺨﺼﻲ ﺧﻮﺩ ﺭﺍ ﻣﻲ ﺁﻓﺮﻳﻨﻨﺪ‪.‬‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ‪ ،‬ﺗﺠﺮﺑﻴﺎ ِ‬ ‫ﺩﻳﮕﺮ‪ ،‬ﺍﺷﺨﺎﺹ ﺗﺎ ﺣﺪي ﺑﻪ ﺩﻻﻳ ﹺ‬ ‫ﭖ ﺳﻮﻡ – ﺻﻔﺤﻪ‬ ‫ﮏ ﺭﻓﺘﺎﺭي ﺍﺛ ﹺﺮ ﺭﺍﺑﺮﺕ ﭘﻼﻣﻴﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻧﻴﮑﺨﻮ ﻭ ﺁﻭﺍﺩي ﻳﺎﻧﺲ – ﻧﺸﺮ ﻣﻬﺘﺎﺏ – ﭼﺎ ﹺ‬ ‫ﻣﻨﺒﻊ ‪ :‬ﮊﻧﺘﻴ ِ‬ ‫ي ‪٢٠ -١٩‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬

‫]‪ [٣‬ﺑﺮﺍي ﻣﻔﻬﻮﻡ » ﻣﺤﻴﻂ « ﺑﻪ ﺳﻪ ﺗﻌﺮﻳﻒ ﺍﮐﺘﻔﺎ ﻣﻲ ﮐﻨﻴﻢ ‪:‬‬ ‫‪ .١‬ﺑﻪ ﻋﻮﺍﻣﻞ ﻭ ﻧﻴﺮﻭﻫﺎي ﺧﺎﺭﺝ ﺍﺯ ﻓﺮﺩ ﮐﻪ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺩﺭ ﺭﻓﺘﺎﺭ ﺍﻭ ﻣﻮﺛﺮ ﻭﺍﻗﻊ ﺷﻮﻧﺪ ﺍﺻﻄﻼﺣﺎ ً ﻣﺤﻴﻂ‬ ‫ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻲ ﺍﻭﺿﺎﻉ‪ ،‬ﻧﻴﺮﻭﻫﺎ ﻭ ﺍﺣﻮﺍﻟﻲ ﮐﻪ ﺍﺯ‬ ‫‪ .٢‬ﺍﮔﺮ ﺑﺨﻮﺍﻫﻴﻢ ﺩﻗﻴﻖ ﺗﺮ ﺳﺨﻦ ﺑﮕﻮﻳﻴﻢ ‪ :‬ﻣﺤﻴﻂ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ ﺗﻤﺎﻣ ﹺ‬ ‫ﺭﺍﻩ ﻣﺤﺮﮎ ﻫﺎ ﺑﺮ ﻓﺮﺩ ﺍﺛﺮ ﻣﻲ ﮔﺬﺍﺭﻧﺪ‪.‬‬ ‫ﺐ ﭘﻴﭽﻴﺪﻩ ﺍي ﺍﺯ ﻋﻨﺎﺻ ﹺﺮ ﻃﺒﻴﻌﻲ‪ ،‬ﺗﻮﻟﻴﺪي ﻭ‬ ‫ﺕ ﺑﺎﺯ ﻫﻢ ﺩﻗﻴﻖ ﺗﺮ ﻣﺤﻴﻂ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ ﺗﺮﮐﻴ ﹺ‬ ‫‪ .٣‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﺍﺟﺘﻤﺎﻋﻲ ﺩﺭ ﺯﻧﺪﮔﻲ ﺑﺸﺮ‪ .‬ﻣﻨﻈﻮﺭ ﺍﺯ ﻋﻨﺎﺻﺮ ﺍﺟﺘﻤﺎﻋﻲ‪ ،‬ﺗﻌﺪﺍﺩي ﺍﺭﺯﺵ ﻫﺎي ﻓﺮﻫﻨﮕﻲ‪ ،‬ﺍﺧﻼﻗﻲ‪،‬‬ ‫ﺷﺨﺼﻲ ﻭ ﺭﻭﺍﺑﻂ ﻣﻴﺎﻥ ﻣﺮﺩﻡ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ‬

‫ﺡ » ﮔﻮﻧﻪ ) ‪ « ( species‬ﭼﻴﺴﺖ ؟‬ ‫]‪ [٤‬ﻣﻨﻈﻮﺭ ﺍﺯ ﺍﺻﻄﻼ ﹺ‬ ‫ي ﺟﺎﻧﺪﺍﺭﺍﻥ‪ ،‬ﺍﻳﻦ ﺍﺻﻄﻼﺡ ﻣﻌﻤﻮﻻً ﮐﻮﭼﮑﺘﺮﻳﻦ ﻃﺒﻘﻪ ﺍي ﺍﺳﺖ ﮐﻪ ﺑﮑﺎﺭ ﺑﺮﺩﻩ ﻣﻲ ﺷﻮﺩ‪ .‬ﭼﻨﺎﻧﭽﻪ‬ ‫ﺩﺭ ﻃﺒﻘﻪ ﺑﻨﺪ ﹺ‬ ‫ﺩﻭ ﺟﺎﻧﺪﺍﺭ ﺑﺘﻮﺍﻧﻨﺪ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺁﻣﻴﺰﺵ ﺟﻨﺴﻲ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ ﻭ ﻓﺮﺯﻧﺪ ﻣﺘﻮﻟﺪ ﺷﺪﻩ ﺍﺯ ﺍﻳﻦ ﺁﻣﻴﺰﺵ ﻧﻴﺰ ﺧﻮﺩ ﻗﺎﺩﺭ‬ ‫ﺑﻪ ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﺑﺎﺷﺪ ﺍﻳﻦ ﺩﻭ ﻣﻮﺟﻮﺩ ﺩﺭ ﻳﮏ ﮔﻮﻧﻪ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﻧﺪ‪ .‬ﻧﮑﺘﻪ ي ﺩﻳﮕﺮي ﮐﻪ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﺍﻳﻦ ﺍﺳﺖ‬ ‫ﻂ ﻃﺒﻴﻌﻲ ﺑﺎ ﻳﮑﺪﻳﮕﺮ‬ ‫ﻂ ﻣﺼﻨﻮﻋﻲ‪ ،‬ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺁﻣﻴﺰﺵ ﮐﻨﻨﺪ‪ ،‬ﺍﻣﺎ ﺩﺭ ﺷﺮﺍﻳ ِ‬ ‫ﮐﻪ ﺑﺮﺧﻲ ﺟﺎﻧﺪﺍﺭﺍﻥ ﻗﺎﺩﺭﻧﺪ ﺩﺭ ﺷﺮﺍﻳ ِ‬ ‫ﺁﻣﻴﺰﺵ ﻧﻤﻲ ﮐﻨﻨﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺷﺮﺍﻳﻂ ﻧﻴﺰ‪ ،‬ﺍﻳﻦ ﺩﻭ ﺟﺎﻧﺪﺍﺭ‪ ،‬ﺍﺯ ﻳﮏ ﮔﻮﻧﻪ ﺑﺸﻤﺎﺭ ﻧﻤﻲ ﺭﻭﻧﺪ‪.‬‬ ‫ﺖ ﻧﻔﺮﺁﺑﺎﺩي– ﻧﺸ ﹺﺮ ﻧﻮ –‬ ‫ﺖ ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﺑﺎﺭﻧﺖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﺑﺎﻃﻨﻲ – ﻣﺎﻩ ﻃﻠﻌ ِ‬ ‫ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﺍﻧﺴﺎﻥ ﺑﻪ ﺭﻭﺍﻳ ِ‬ ‫ﭖ ﺳﻮﻡ‬ ‫ﭼﺎ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬

‫]‪ [٥‬ﻫﻤﻪ ي ﻣﺤﻴﻂ ﻫﺎ ﭘﻴﻮﺳﺘﻪ ﺩﺭ ﺣﺎ ﹺﻝ ﺩﮔﺮﮔﻮﻧﻲ ﻫﺴﺘﻨﺪ‪ .‬ﻳﮑﻲ ﺍﺯ ﺑﻮﻡ ﺷﻨﺎﺳﺎﻥ ﺑﻪ ﻧﺎ ﹺﻡ ﻻﻭﺭﻧﺲ ﺍﺳﻠﻮﺑﻮﺩﮐﻴﻦ )‬ ‫‪ (١٩٦٨‬ﮔﻔﺘﻪ ﺍﺳﺖ ﮐﻪ ﭼﻬﺎﺭ ﺍﻟﮕﻮي ﺩﮔﺮﮔﻮﻧﻲ ﺑﺮ ﻫﻤﻪ ي ﻣﺤﻴﻂ ﻫﺎ ﭼﻴﺮﮔﻲ ﺩﺍﺭﺩ‪ .‬ﺍﻳﻦ ﭼﻬﺎﺭ ﺍﻟﮕﻮ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ‬ ‫ﺕ ﺗﮑﺮﺍﺭ‪ ،‬ﻣﻘﺪﺍﺭ ﻭ ﺩﻭﺍ ﹺﻡ ﺍﻧﻮﺍ ﹺﻉ ﺭﻭﻳﺪﺍﺩﻫﺎي ﻣﺤﻴﻄﻲ‪.‬‬ ‫‪ :‬ﺍﻟﮕﻮﻫﺎي ﺩﮔﺮﮔﻮﻧﻲ ﺍﺯ ﻧﻈ ﹺﺮ ﺗﺎﺯﮔﻲ‪ ،‬ﺗﻌﺪﺍﺩ ﺩﻓﻌﺎ ِ‬ ‫ﺍﺭﮔﺎﻧﻴﺴﻤﻲ ﮐﻪ ﺑﻬﺘﺮﻳﻦ ﺑﺨﺖ ﺭﺍ ﺑﺮﺍي ﺑﻘﺎﺀ ﻭ ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞ ﺩﺍﺭﺩ ﻟﺰﻭﻣﺎً ﺁﻥ ﺍﺭﮔﺎﻧﻴﺴﻤﻲ ﻧﻴﺴﺖ ﮐﻪ ﺩﺭ ﺑﺮﻫﻪ ﺍي ﺍﺯ‬ ‫ﺯﻣﺎﻥ ﺑﻪ ﮐﺎﻣﻞ ﺗﺮﻳﻦ ﺷﮑﻞ ﺧﻮﺩ ﺭﺍ ﺑﺎ ﻣﺤﻴﻄﺶ ﺗﻄﺒﻴﻖ ﺩﺍﺩﻩ ﺑﺎﺷﺪ‪ ،‬ﺑﻠﮑﻪ ﺍﺭﮔﺎﻧﻴﺴﻤﻲ ﺍﺳﺖ ﮐﻪ ﺗﻮﺍ ِﻥ ﻭﺍﮐﻨﺶ ﺩﺭ‬ ‫ﺑﺮﺍﺑ ﹺﺮ ﻣﺤﻴﻂ ﺭﺍ ﺑﻪ ﺍﻧﻮﺍ ﹺﻉ ﺷﻴﻮﻩ ﻫﺎي ﺍﻧﻌﻄﺎﻑ ﭘﺬﻳﺮ ﺑﺮﺍي ﺧﻮﺩ ﺣﻔﻆ ﮐﺮﺩﻩ ﺑﺎﺷﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﻣﻴﺎﻥ ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ‪،‬‬ ‫ﺖ ﺑﺴﻴﺎﺭ ﺧﻮﺑﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ‬ ‫ﻲ ﻳﺎﺩﮔﻴﺮي ﺑﺴﻴﺎﺭ ﺑﺎﻻ ﺍﺯ ﻣﻮﻗﻌﻴ ِ‬ ‫ﻞ ﺗﻮﺍﻧﺎﻳ ﹺ‬ ‫ﺍﻧﺴﺎﻥ ﻫﺎ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺳﺎﻳ ﹺﺮ ﺟﺎﻧﻮﺭﺍﻥ ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﺑﺎﺷﻨﺪ‪.‬‬ ‫ﭖ ﭘﻨﺠﻢ – ﺻﻔﺤﻪ ي ‪١٣٧‬‬ ‫ﻦ ﺛﻼﺛﻲ ﻧﺸﺮ ﻋﻠﻤﻲ – ﭼﺎ ﹺ‬ ‫ﻲ ﻓﺮﻫﻨﮕﻲ ﺍﺛﺮ ﺑﻴﺘﺲ‪ ،‬ﭘﻼﮒ ﺗﺮﺟﻤﻪ ي ﻣﺤﺴ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﻧﺴﺎﻥ ﺷﻨﺎﺳ ﹺ‬

‫ﺱ » ﻣﻴﻠﻴﻮﻥ ﺳﺎﻝ « ﺍﺳﺖ‪.‬‬ ‫‪ e‬ﻋﺪﺩ ﻫﺎي ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺩﺭ ﺟﺪﻭﻝ ﺑﺎﻻ‪ ،‬ﺩﺭ ﻣﻘﻴﺎ ﹺ‬

‫ﻦ ﺍﻋﻀﺎي ﮔﻮﻧﻪ ﻫﺎ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺑﻪ‬ ‫]‪ : variation [٦‬ﺗﻨﻮﻉ‪ ،‬ﺗﻐﻴﻴﺮ‪ .‬ﺩﺭ ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ ﺑﻪ ﻣﻌﻨﺎي ﺗﻔﺎﻭﺕ ﺑﻴ ﹺ‬ ‫ﻦ ﺍﻓﺮﺍ ِﺩ ﻳﮏ ﺧﺎﻧﻮﺍﺩﻩ ﻳﺎ ﺍﻓﺮﺍ ِﺩ ﻳﮏ ﮔﻮﻧﻪ ﺗﻨﻮﻉ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺕ ﺩﻗﻴﻖ ﺗﺮ‪ ،‬ﺑﻪ ﺗﻔﺎﻭﺕ ﻫﺎي ﺑﻴ ﹺ‬ ‫ﻋﺒﺎﺭ ِ‬ ‫ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ ﮊﻧﺘﻴﮏ‪ .‬ﺍﺛ ﹺﺮ ﺟﻮﻧﺰ – ﮐﺎﺭﭖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻓﺎﺭﺳﻲ ﻭ ﺩﮐﺘﺮ ﺷﻬﺮﻳﺎﺭي – ﻧﺸ ﹺﺮ ﺑﻨﻔﺸﻪ – ﺻﻔﺤﻪ ي ‪١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬

‫]‪ : Inheritance [٧‬ﻫﻢ ﻭﺍﮊﻩ ي ‪ heredity‬ﻭ ﻫﻢ ﻭﺍﮊﻩ ي ‪ inheritance‬ﻫﺮ ﺩﻭ » ﻭﺭﺍﺛﺖ « ) ﻭ ﮔﺎﻫﻲ‬ ‫ﺕ‬ ‫ﻅ ﻣﻔﻬﻮﻣﻲ ﺗﻔﺎﻭ ِ‬ ‫ﻦ ﺍﻳﻦ ﺩﻭ ﻭﺍﮊﻩ ﺍﺯ ﻟﺤﺎ ِ‬ ‫» ﺗﻮﺍﺭﺙ « ( ﺗﺮﺟﻤﻪ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﺍﮔﺮ ﻣﺘﻪ ﺑﻪ ﺧﺸﺨﺎﺵ ﻧﮕﺬﺍﺭﻳﻢ‪ ،‬ﺑﻴ ﹺ‬ ‫ﻞ ﻣﻼﺣﻈﻪ ﺍي ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪ .‬ﺑﻪ ﻃﻮﺭ ﮐﻠﻲ ﻭﺭﺍﺛﺖ ﺑﺮ ﺩﻭ ﻧﻮﻉ ﺍﺳﺖ ‪:‬‬ ‫ﻗﺎﺑ ﹺ‬ ‫ﺕ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﻧﺴﻠﻲ‬ ‫‪ .١‬ﻭﺭﺍﺛﺖ ﺑﻴﻮﻟﻮﮊﻳﮏ ‪ :‬ﺗﻤﺎ ﹺﻡ ﻣﻮﺟﻮﺩﺍﺕِ ﺯﻧﺪﻩ – ﺍﻋﻢ ﺍﺯ ﺍﻧﺴﺎﻥ‪ ،‬ﺣﻴﻮﺍﻥ ﻭ ﮔﻴﺎﻩ – ﺻﻔﺎ ِ‬ ‫ﻖ ﮊﻥ ﻫﺎ ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ‪.‬ﺍﺯ ﺍﻳﻦ ﺭﻭ‪ ،‬ﺑﻪ ﺍﻳﻦ ﻧﻮﻉ‬ ‫ﺑﻪ ﻧﺴﻞ ﺩﻳﮕﺮ ﺍﻧﺘﻘﺎﻝ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺍﻳﻦ ﺍﻧﺘﻘﺎﻝ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺖ ﺑﻴﻮﻟﻮﮊﻳﮏ ﺑﻪ ﻭﺟﻮﺩ ﺁﻭﺭﻧﺪﻩ ي ﺗﻤﺎﻣﻲ ﻭﻳﮋﮔﻲ ﻫﺎي‬ ‫ﺍﻧﺘﻘﺎﻝ‪ ،‬ﺍﻧﺘﻘﺎﻝ ﮊﻧﺘﻴﮑﻲ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﻭﺭﺍﺛ ِ‬ ‫ﺕ ﺍﺭﺛﻲ ﺗﺎﺛﻴﺮ ﻣﻲ ﮔﺬﺍﺭﺩ‪.‬‬ ‫ﻳﮏ ﻓﺮﺩ ﻧﻴﺴﺖ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ‪ ،‬ﻣﺤﻴﻂ ﻧﻴﺰ ﺑﺮ ﺍﮐﺜ ﹺﺮ ﺻﻔﺎ ِ‬ ‫ﺖ ﻓﺮﻫﻨﮕﻲ ‪ :‬ﺍﺯ ﻟﺤﻈﻪ ي ﺗﻮﻟﺪ ﺑﻪ ﺑﻌﺪ‪ ،‬ﺍﻧﺴﺎﻥ ﺑﺴﻴﺎﺭي ﺍﺯ ﭼﻴﺰﻫﺎ ﺭﺍ ﺗﺠﺮﺑﻪ ﻣﻲ ﮐﻨﺪ‪ ،‬ﻳﺎﺩ ﻣﻲ ﮔﻴﺮﺩ‬ ‫‪ .٢‬ﻭﺭﺍﺛ ِ‬ ‫ﻲ‬ ‫ﺖ ﻓﺮﻫﻨﮕ ﹺ‬ ‫ﻭ ﺑﻪ ﺧﺎﻃﺮ ﻣﻲ ﺳﭙﺎﺭﺩ‪ .‬ﻣﺠﻤﻮﻋﻪ ي ﺍﻳﻦ ﺁﻣﻮﺧﺘﻪ ﻫﺎ ﻭ ﺗﺠﺮﺑﻪ ﻫﺎ ﺑﻪ ﻭﺟﻮﺩ ﺁﻭﺭﻧﺪﻩ ي ﻭﺭﺍﺛ ِ‬ ‫ﺍﻧﺴﺎﻥ ﺍﺳﺖ‪.‬‬ ‫‪-‬‬

‫ﮓ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﻧﭙﺰﺷﮑﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي‬ ‫ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﻓﺮﻫﻨ ِ‬

‫ﺐ » ﺷﺎﻳﺴﺘﻪ« ﺩﺍﺩﻩ‬ ‫]‪ : fittness [٨‬ﺑﺮﺍﺯﻧﺪﮔﻲ‪ ،‬ﺗﻨﺎﺳﺐ‪ ،‬ﺻﻼﺣﻴﺖ‪ .‬ﺩﺭ ﺩﻳﺪﮔﺎ ِﻩ ﺗﮑﺎﻣﻠﻲ‪ ،‬ﺑﻪ ﻭﻳﮋﮔﻲ ﻫﺎﻳﻲ ﻟﻘ ﹺ‬ ‫ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺑﻪ ﺑﻘﺎ ﻭ ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﻓﺮﺩ ﮐﻤﮏ ﮐﻨﻨﺪ‪ .‬ﻣﺜﻼً ﻗﺪ ﺑﻠﻨﺪ ﺑﺮﺍي ﺯﺭﺍﻓﻪ‪ ،‬ﻭﻳﮋﮔﻲ ﺍﺳﺖ ﮐﻪ ﺑﺮﺍي ﺯﺭﺍﻓﻪ‬ ‫ﻞ ﺯﺭﺍﻓﻪ ﮐﻤﮏ ﻣﻲ ﮐﻨﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﻣﻤﮑﻦ ﺍﺳﺖ‬ ‫ﺷﺎﻳﺴﺘﮕﻲ ﺑﻪ ﻫﻤﺮﺍﻩ ﻣﻲ ﺁﻭﺭﺩ ﺯﻳﺮﺍ ﺑﻪ ﺑﻘﺎ ﻭ ﺗﻮﻟﻴ ِﺪ ﻣﺜ ﹺ‬ ‫ﺣﺪﺱ ﺯﺩﻩ ﺑﺎﺷﻴﺪ‪ ،‬ﻣﻨﻈﻮﺭ ﺍﺯ ﺷﺎﻳﺴﺘﮕﻲ‪ ،‬ﺑﻴﺸﺘﺮ ﺷﺎﻳﺴﺘﮕﻲ ﺩﺭ ﺑﻘﺎ ﻭ ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞ ﺍﺳﺖ ﺗﺎ ﺷﺎﻳﺴﺘﮕﻲ ﺟﺴﻤﺎﻧﻲ‪ .‬ﺑﻪ‬ ‫ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﺍﮔﺮ ﻣﺮﺩي ﺭﻭﺯي ‪ ١٦‬ﮐﻴﻠﻮﻣﺘﺮ ﺑﺪﻭﺩ ﻭ ﻭﺯﻧﻪ ﺑﻠﻨﺪ ﮐﻨﺪ ﻭ ﺩﻭﺭ ﺳﻴﻨﻪ ﺍﺵ ‪ ١٢٥‬ﺳﺎﻧﺘﻴﻤﺘﺮ ﺑﺎﺷﺪ‪ ،‬ﺍﻣﺎ‬ ‫ﻣﻴﺰﺍ ِﻥ ﺍﺳﭙﺮ ﹺﻡ ﺍﻭ ﺻﻔﺮ ﺑﺎﺷﺪ‪ ،‬ﺍﺯ ﺩﻳﺪﮔﺎﻩ ﺗﮑﺎﻣﻠﻲ‪ ،‬ﺷﺎﻳﺴﺘﮕﻲ ﺍﻭ ﺻﻔﺮ ﺍﺳﺖ‪ .‬ﺗﻮﺟﻪ ﮐﻨﻴﺪ ﮐﻪ ﻣﻨﻈﻮﺭ ﺍﺯ ﺍﻳﻦ‬ ‫ﺍﺻﻄﻼﺡ‪ ،‬ﺑﻪ ﻫﻴﭻ ﻭﺟﻪ ﺍﺭﺯﺵ ﮔﺬﺍﺭ ﹺ‬ ‫ي ﺍﺧﻼﻗﻲ ﻧﻴﺴﺖ‪.‬‬ ‫ﮓ ﺍﺳﺘﻨﺎﺩيﹺ ﺩﮐﺘﺮ ﺻﺎﺣﺒﻲ ‪ -‬ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺯﻧﺎﻥ– ﺍﺛﺮ ﺟﺎﻧﺖ ﺷﻴﺒﻠﻲ ﻫﺎﻳﺪ ﺗﺮﺟﻤﻪ ي‬ ‫ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﻓﺮﻫﻨ ِ‬ ‫ﺩﮐﺘﺮ ﺍﮐﺮ ﹺﻡ ﺧﻤﺴﻪ – ﻧﺸﺮ ﺁﮔﻪ – ﺍﺭﺟﻤﻨﺪ ﺻﻔﺤﻪ ي ‪٦٦‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬

‫]‪ : adaptation [٩‬ﺳﺎﺯﮔﺎﺭي‪ ،‬ﺍﻧﻄﺒﺎﻕ ‪ :‬ﻫﺮ ﮔﻮﻧﻪ ﺗﻐﻴﻴﺮﹺ ﺳﺎﺧﺘﻤﺎﻧﻲ ﻳﺎ ﺭﻓﺘﺎﺭي ﮐﻪ ﺍﺯ ﻧﻈﺮ ﺑﻘﺎ ﻭ ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞ‬ ‫ﺣﺎﺋ ﹺﺰ ﺍﻫﻤﻴﺖ ﺑﺎﺷﺪ‪.‬‬ ‫ﮓ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﻧﭙﺰﺷﮑﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي‬ ‫ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨ ِ‬

‫]‪ [١٠‬ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﺍﻧﺘﺨﺎﺑﻲ ) ‪: ( selective breeding‬‬ ‫ﺢ‬ ‫ﺩﻗﺖ ﮐﻨﻴﺪ ﮐﻪ ﺍﻳﻦ ﻣﻔﻬﻮﻡ ﺑﺎ ﻣﻔﺎﻫﻴﻢ ‪ inbreeding‬ﻭ ‪ Cross breeding‬ﺍﺷﺘﺒﺎﻩ ﻧﺸﻮﺩ‪ .‬ﺩﺭ ﺍﺩﺍﻣﻪ ﺑﻪ ﺗﻮﺿﻴ ﹺ‬ ‫ﺟﺪﺍﮔﺎﻧﻪ ي ﺍﻳﻦ ﺍﺻﻄﻼﺣﺎﺕ ﻣﻲ ﭘﺮﺩﺍﺯﻳﻢ ‪:‬‬ ‫‪ .١‬ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﺍﻧﺘﺨﺎﺑﻲ ‪ ( selective breeding ) :‬ﺩﺭ ﺟﻔﺖ ﮔﻴﺮي ﺍﻧﺘﺨﺎﺑﻲ ﭘﺪﺭ ﻭ ﻣﺎﺩﺭ ﺍﺯ ﻳﮏ ﮔﻮﻧﻪ‬ ‫ﻫﺴﺘﻨﺪ ﺍﻣﺎ ﻟﺰﻭﻣﺎً ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺍﺯ ﻧﻈﺮ ﮊﻧﺘﻴﮑﻲ ﺍﺭﺗﺒﺎﻁ ﺧﻮﻳﺸﺎﻭﻧﺪي ﻧﺪﺍﺭﻧﺪ‪.‬‬ ‫‪ .٢‬ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﺑﻴﻦ ﺧﻮﺩي )‪ : ( inbreeding‬ﺟﻔﺖ ﮔﻴﺮي ﻣﻴﺎ ِﻥ ﺍﻓﺮﺍﺩي ﺍﺯ ﻳﮏ ﮔﻮﻧﻪ ﮐﻪ ﺍﺯ ﻧﻈﺮ ﮊﻧﺘﻴﮑﻲ‬ ‫ﺧﻮﻳﺸﺎﻭﻧﺪ ﻫﺴﺘﻨﺪ‪ .‬ﻣﺜﻼ ﺟﻔﺖ ﮔﻴﺮي ﺧﻮﺍﻫﺮ ﻭ ﺑﺮﺍﺩﺭ ﺑﺎ ﻳﮑﺪﻳﮕﺮ‪.‬‬ ‫ي ﺩﻭ ﮔﻮﻧﻪ ي ﻣﺘﻔﺎﻭﺕ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﻣﺜﻼ‬ ‫‪ .٣‬ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﺑﻴﻦ ﮔﻮﻧﻪ ﺍي ) ‪ : (Cross breeding‬ﺟﻔﺖ ﮔﻴﺮ ﹺ‬ ‫ً ﺍﺳﺐ ﺑﺎ ﺍﻻﻍ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬

‫ﻲ ﻓﺮﺩ ﻧﻴﺰ ﺍﺯ ﻣﺤﻴﻂ ﺗﺎﺛﻴﺮ ﻣﻲ ﮔﻴﺮﺩ‪.‬‬ ‫]‪ [١١‬ﺍﻣﺮﻭﺯﻩ ﻣﻌﻠﻮﻡ ﺷﺪﻩ ﺍﺳﺖ ﮐﻪ ﺣﺘﻲ ﻋﻤﻠﮑﺮ ِﺩ ﺑﺮﺧﻲ ﺳﻴﺴﺘﻢ ﻫﺎي ﺣﻴﺎﺗ ﹺ‬ ‫ﻲ‬ ‫ﻲ ﺳﻴﺴﺘ ﹺﻢ ﺑﻴﻨﺎﻳ ﹺ‬ ‫ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ ﺳﻴﺴﺘﻢﹺ ﺑﻴﻨﺎﻳﻲ ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺑﮕﻴﺮﻳﺪ‪ .‬ﺗﺤﻘﻴﻘﺎﺕ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺍﺳﺖ ﮐﻪ ﻋﻤﻠﮑﺮ ِﺩ ﻧﻬﺎﻳ ﹺ‬ ‫ﻑ ﻭي ﺩﺭ ﺧﻼ ﹺﻝ ﺩﻭﺭﺍ ِﻥ ﺍﻭﻟﻴﻪ ي‬ ‫ي ﺍﻃﺮﺍ ِ‬ ‫ﻂ ﺩﻳﺪﺍﺭ ﹺ‬ ‫ﺖ ﻣﺤﻴ ِ‬ ‫ﻳﮏ ﻓﺮ ِﺩ ﺑﺰﺭﮔﺴﺎﻝ ﺗﺎ ﺣﺪﻭ ِﺩ ﺯﻳﺎﺩي ﺑﻪ ﻭﺍﺳﻄﻪ ي ﮐﻴﻔﻴ ِ‬ ‫ﺱ ﭘﺲ ﺍﺯ‬ ‫ﻲ ﮐﻠﻤﻪ ﺑﺎﻳﺪ ﮔﻔﺖ ﮐﻪ ﺩﺭ ﻃﻮ ﹺﻝ ﺩﻭﺭﻩ ي ﺗﺤﻮ ﹺﻝ ﺣﺴﺎ ﹺ‬ ‫ﭘﺲ ﺍﺯ ﺗﻮﻟﺪ ﺗﻌﻴﻴﻦ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﻪ ﻣﻌﻨﺎي ﻭﺍﻗﻌ ﹺ‬ ‫ﺢ ﺍﻳﻦ ﻣﻄﻠﺐ ﺑﺎﻳﺪ ﺑﮕﻮﻳﻴﻢ‪ ،‬ﺩﺭﺳﺖ ﺍﺳﺖ ﮐﻪ ﺑﻴﺸﺘ ﹺﺮ » ﺧﻄﻮﻁ‬ ‫ﺗﻮﻟﺪ‪ ،‬ﻣﺎ ﻳﺎﺩ ﻣﻲ ﮔﻴﺮﻳﻢ ﮐﻪ ﺑﺒﻴﻨﻴﻢ‪ .‬ﺩﺭ ﺗﻮﺿﻴ ﹺ‬ ‫ﺐ ﺧﻮﺩ ﺭﺍ ﭘﻴﺶ ﺍﺯ ﺗﻮﻟﺪ ﭘﻴﺪﺍ ﻣﻲ ﮐﻨﻨﺪ‪،‬‬ ‫ﺍﺭﺗﺒﺎﻃﻲ « ﮐﻪ ﻧﻮﺭﻭﻥ ﻫﺎ ﺭﺍ ﺑﻪ ﻫﻢ ﻭﺻﻞ ﻣﻲ ﮐﻨﻨﺪ‪ ،‬ﺟﺎﻳﮕﺎ ِﻩ ﻣﻨﺎﺳ ﹺ‬ ‫ﻂ‬ ‫ﻲ ﭘﻴﻮﻧﺪ ﻫﺎي ﺳﻴﻨﺎﭘﺴﻲ ) ﻣﺮﺑﻮﻁ ﺑﻪ ﺑﻴﻨﺎﻳﻲ ( ﺩﺭ ﻃﻮ ﹺﻝ ﺩﻭﺭﺍ ِﻥ ﻧﻮﺯﺍﺩي ﻭ ﺗﺤﺖ ﺗﺎﺛﻴ ﹺﺮ ﻣﺤﻴ ِ‬ ‫ﺶ ﻧﻬﺎﻳ ﹺ‬ ‫ﻟﻴﮑﻦ ﭘﺎﻻﻳ ﹺ‬ ‫ﺱ‬ ‫ﻑ ﻓﺮﺩ ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ‪ .‬ﺳﺎﻳ ﹺﺮ ﺳﻴﺴﺘﻢ ﻫﺎي ﺣﺴﻲ ﻭ ﺣﺮﮐﺘﻲ ﻧﻴﺰ ﺩﺭ ﺧﻼ ﹺﻝ ﺩﻭﺭﻩ ﻫﺎي ﺣﺴﺎ ﹺ‬ ‫ﻲ ﺍﻃﺮﺍ ِ‬ ‫ﺣﺴ ﹺ‬ ‫ﻂ ﺍﻃﺮﺍﻑ ﻣﻮﺭ ِﺩ ﺍﺻﻼﺡ ﻭ ﺗﻌﺪﻳﻞ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﻧﺪ‪ .‬ﺑﺪﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﻣﻐ ﹺﺰ‬ ‫ﮐﻮﺩﮐﹺﻴﺎﻭﻟﻴﻪ‪ ،‬ﺑﻪ ﺳﺎﺩﮔﻲ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻣﺤﻴ ِ‬ ‫ﻣﺎ ﺍﻧﺴﺎﻥ ﻫﺎ ﻧﻪ ﺗﻨﻬﺎ ﻣﺤﺼﻮ ﹺﻝ ﮊﻥ ﻫﺎ‪ ،‬ﺑﻠﮑﻪ ﻣﺘﺎﺛﺮ ﺍﺯ ﺩﻧﻴﺎﻳﻲ ﺍﺳﺖ ﮐﻪ ﺩﺭﻭ ِﻥ ﺁﻥ ﺭﺷﺪ ﻣﻲ ﮐﻨﻴﻢ‪ ) .‬ﺑﺎﺋﺮ‪،‬‬ ‫ﮐﻮﻧﻮﺭﻭﺱ‪ ،‬ﭘﺎﺭﺍﺩﻳﺰﻭ ‪( ١٩٩٦‬‬ ‫ﭖ‬ ‫ﻦ ﺗﺤﻮ ﹺﻝ ﺍﻧﺴﺎﻥ – ﺗﺎﻣﺲ ﻣﻮﺭي ﻫﺎﻧﺲ ﺗﺮﺟﻤﻪ ي ﺣﺎﻣ ِﺪ ﺑﺮﺁﺑﺎﺩي – ﺣﻤﻴﺪﺭﺿﺎ ﺁﻗﺎ ﻣﺤﻤﺪﻳﺎﻥ – ﻧﺸﺮ ﻧﻲ – ﭼﺎ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﻧﻈﺮﻳﻪ ﻫﺎي ﻧﻮﻳ ﹺ‬ ‫ﺍﻭﻝ – ﺻﻔﺤﻪ ي ‪١٢١‬‬

‫ﺵ ﺁﮐﺴﻮﻥ ﻫﺎي ﻣﻐ ﹺﺰ‬ ‫‪e‬ﺩﺭ ﺷﮑﻞ ﻣﻘﺎﺑﻞ‪ ،‬ﻣﻴﺰﺍ ِﻥ ﮔﺴﺘﺮ ﹺ‬ ‫ﻂ ﻣﺘﻔﺎﻭﺕ ﭘﺮﻭﺭﺵ ﻳﺎﻓﺘﻪ ﺍﻧﺪ‬ ‫ﻣﻮﺵ ﻫﺎﻳﻲ ﮐﻪ ﺩﺭ ﺩﻭ ﻣﺤﻴ ِ‬ ‫ﺲ ﺑﺎ‬ ‫ﺲ ﺑﻲ ﺍﻣﮑﺎﻧﺎﺕ ‪ -‬ﻗﻔ ﹺ‬ ‫ﺑﺎﻫﻢ ﻣﻘﺎﻳﺴﻪ ﺷﺪﻩ ﺍﺳﺖ‪ ) .‬ﻗﻔ ﹺ‬ ‫ﺍﻣﮑﺎﻧﺎﺕ (‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬

‫ﻲ ﺭﻓﺘﺎ ﹺﺭ ﺳﺎﻳ ﹺﺮ ﺣﻴﻮﺍﻧﺎﺕ ﺭﺍ ﻣﻲ ﭘﺬﻳﺮﻳﻢ‪ ،‬ﺍﻣﺎ‬ ‫]‪ [١٢‬ﻣﺎ ﻣﻌﻤﻮﻻ ً ﺑﺪﻭ ِﻥ ﻫﻴﭻ ﻣﺸﮑﻠﻲ‪ ،‬ﺗﺒﻴﻴﻦ ﻫﺎي ﺯﻳﺴﺖ ﺷﻨﺎﺧﺘ ﹺ‬ ‫ﺱ ﻣﺘﻔﺎﻭﺗﻲ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﻢ‪ .‬ﻓﺮﺽ ﮐﻨﻴﺪ ﻳﮏ‬ ‫ﻣﻤﮑﻦ ﺍﺳﺖ ﺩﺭ ﻣﻮﺭ ِﺩ ﭼﻨﻴﻦ ﺗﺒﻴﻴﻨﻲ ﺍﺯ ﺭﻓﺘﺎ ﹺﺭ ﺧﻮﺩﻣﺎﻥ ﺍﺣﺴﺎ ﹺ‬ ‫ﻞ‬ ‫ﺱ ﺍﻟﮕﻮي ﻓﻌﺎﻟﻴﺖ ﺩﺭ ﻣﺤ ﹺ‬ ‫ﺱ ﺯﻳﺴﺘﻲ ﺑﻪ ﺷﻤﺎ ﺑﮕﻮﻳﺪ ﺧﺸﻤﻲ ﮐﻪ ﺗﺠﺮﺑﻪ ﻣﻲ ﮐﻨﻴﺪ ﻣﻨﺤﺼﺮﺍ ً ﺍﻧﻌﮑﺎ ﹺ‬ ‫ﺭﻭﺍﻧﺸﻨﺎ ﹺ‬ ‫ﺲ ﻣﺨﺎﻟﻒ ﺍﺣﺴﺎﺱ ﻣﻲ ﮐﻨﻴﺪ ﻧﺘﻴﺠﻪ ي ﻓﻌﺎﻟﻴﺖ ﺩﺭ‬ ‫ﺖ ﻋﺎﻃﻔﻲ ﮐﻪ ﻧﺴﺒﺖ ﺑﻪ ﺟﻨ ﹺ‬ ‫ﺧﺎﺻﻲ ﺍﺯ ﻣﻐ ﹺﺰ ﺷﻤﺎﺳﺖ ﻭ ﺟﺬﺍﺑﻴ ِ‬ ‫ﺢ ﺍﻳﻦ ﻣﻄﻠﺐ ﺑﺎﻳﺪ ﺑﮕﻮﻳﻴﻢ ﮐﻪ‬ ‫ﻞ ﺩﻳﮕﺮي ﺍﺯ ﻣﻐﺰﺗﺎﻥ ﺍﺳﺖ‪ .‬ﺁﻳﺎ ﺣﺎﺿﺮﻳﺪ ﺍﻳﻦ ﺗﺒﻴﻴﻦ ﻫﺎ ﺭﺍ ﺑﭙﺬﻳﺮﻳﺪ ؟ ﺩﺭ ﺗﻮﺿﻴ ﹺ‬ ‫ﻣﺤ ﹺ‬ ‫ﺑﻪ ﻃﻮﺭ ﮐﻠﻲ‪ ،‬ﺩﻭ ﻧﻮﻉ ﺗﺒﻴﻴﻦﹺ ﺯﻳﺴﺖ ﺷﻨﺎﺧﺘﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪:‬‬ ‫ﺐ‬ ‫ﺕ ﻣﻐﺰ ﻳﺎ ﺑﺪﻥ‪ ،‬ﻣﻮﺟ ﹺ‬ ‫ﺐ ﺭﻓﺘﺎﺭ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﮔﻮﻧﻪ ﻣﻮﺍﺭﺩ‪ ،‬ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﻞ ﺯﻳﺴﺘﻲ ﮐﻪ ﻣﻮﺟ ﹺ‬ ‫‪ .١‬ﻋﻮﺍﻣ ﹺ‬ ‫ﺢ‬ ‫ﺭﻓﺘﺎ ﹺﺭ ﺧﺎﺻﻲ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺑﺮﺍي ﻣﺜﺎﻝ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﻣﻨﻘﺒﺾ ﺷﺪ ِﻥ ﻣﺮﺩﻣﮏ ﭼﺸﻢ ﺩﺭ ﺍﺛ ﹺﺮ ﻧﻮﺭ ﺯﻳﺎﺩ ﻭ ﺗﺮﺷ ﹺ‬ ‫ﺑﺰﺍﻕ ﻫﻨﮕﺎ ﹺﻡ ﭼﺸﻴﺪ ِﻥ ﺁﺏ ﻟﻴﻤﻮي ﺗﺮﺵ ﺍﺷﺎﺭﻩ ﮐﺮﺩ‪.‬‬ ‫ﺖ ﺯﻳﺴﺘﻲ ﻣﻲ‬ ‫ﻞ ﺯﻳﺴﺘﻲ ﮐﻪ ﺍﻧﺠﺎ ﹺﻡ ﻳﮏ ﺭﻓﺘﺎﺭ ﺭﺍ ﺗﺴﻬﻴﻞ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﮔﻮﻧﻪ ﻣﻮﺍﺭﺩ ﻳﮏ ﻋﻠ ِ‬ ‫‪ .٢‬ﻋﻮﺍﻣ ﹺ‬ ‫ﻲ ﺭﻓﺘﺎﺭي ﺭﺍ ﺍﻳﺠﺎﺩ ﮐﻨﺪ‪ .‬ﺑﺮﺍي ﻣﺜﺎﻝ‪ ،‬ﺍﮔﺮﭼﻪ ﺍﻟﮕﻮي ﻓﻌﺎﻟﻴﺖ ﺩﺭ‬ ‫ﺕ ﻗﻄﻌ ﹺ‬ ‫ﺗﻮﺍﻧﺪ ﺍﻣﮑﺎ ِﻥ ﻭﻗﻮﻉ‪ ،‬ﻧﻪ ﺿﺮﻭﺭ ِ‬ ‫ﺏ ﺭﻓﺘﺎ ﹺﺭ ﭘﺮﺧﺎﺷﮕﺮﺍﻧﻪ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﺪ‪ ،‬ﺍﻣﺎ ﺑﺴﺘﻪ ﺑﻪ ﺍﻳﻨﮑﻪ ﻓﺮﺩ ﭼﻪ‬ ‫ﻧﺎﺣﻴﻪ ﺍي ﺍﺯ ﻣﻐﺰ ﺍﺣﺘﻤﺎ ﹺﻝ ﺍﺭﺗﮑﺎ ﹺ‬ ‫ﺍﺩﺭﺍﮐﻲ ﺍﺯ ﭘﻴﺎﻣﺪﻫﺎي ﭼﻨﻴﻦ ﺭﻓﺘﺎﺭي ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﻪ ﮐﺴﻲ ﺣﻤﻠﻪ ﮐﺮﺩﻩ ﻳﺎ ﺣﻤﻠﻪ ﻧﮑﻨﺪ‪.‬‬ ‫ﻲ‬ ‫ﺶ ﺍﻧﮕﻴﺰﻩ ي ﺟﻨﺴ ﹺ‬ ‫ﺶ ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﺟﻨﺴﻲ ﺩﺭ ﺧﻮ ِﻥ ﻓﺮﺩ ﻣﻤﮑﻦ ﺍﺳﺖ ﻣﻨﺠﺮ ﺑﻪ ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﻫﻤﭽﻨﻴﻦ ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﻞ ﺩﻳﮕﺮ‬ ‫ﺞ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﻋﻮﺍﻣ ﹺ‬ ‫ﺕ ﮔﺬﺷﺘﻪ‪ ،‬ﺯﻣﻴﻨﻪ ي ﺭﺍﻳ ﹺ‬ ‫ﻲ ﻓﺮﺩ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﺗﺠﺮﺑﻴﺎ ِ‬ ‫ﻓﺮﺩ ﺷﻮﺩ ﺍﻣﺎ ﺭﻓﺘﺎ ﹺﺭ ﻭﺍﻗﻌ ﹺ‬ ‫ﻞ ﺭﻓﺘﺎ ﹺﺭ ﺷﻤﺎ‪ ،‬ﻫﻨﻮﺯ ﻫﻢ ﺯﻳﺴﺖ ﺷﻨﺎﺧﺘﻲ ﺍﺳﺖ‪ .‬ﺑﻪ‬ ‫ﺍﺳﺖ‪ ) .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺗﺒﻴﻴﻦ ﮐﺎﻣ ﹺ‬ ‫ﻋﺒﺎﺭ ِ‬ ‫ﺖ ﻓﻌﻠﻲ‬ ‫ﮎ ﺷﻤﺎ ﺍﺯ ﻣﻮﻗﻌﻴ ِ‬ ‫ﻂ ﻣﻐﺰ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺍﺩﺭﺍ ِ‬ ‫ﺏ ﮔﺬﺷﺘﻪ ﺗﺎﺛﻴﺮﺍﺗﺸﺎﻥ ﺭﺍ ﺗﻮﺳ ِ‬ ‫ﺕ ﺩﻳﮕﺮ ﺗﺠﺎﺭ ﹺ‬ ‫ﺖ ﻣﻐﺰي ﺍﺳﺖ‪( .‬‬ ‫ﻧﻴﺰ ﻳﮏ ﻓﻌﺎﻟﻴ ِ‬ ‫]‪ [١٣‬ﺁﻳﺎ ﺍﻧﺴﺎﻥ‪ ،‬ﺩﺍﺭﺍي ﻏﺮﻳﺰﻩ ﺍﺳﺖ ؟ ﻣﺪﺕ ﻫﺎﺳﺖ ﮐﻪ ﺑﺮ ﺳ ﹺﺮ ﭘﺎﺳﺦ ﺑﻪ ﺍﻳﻦ ﺳﻮﺍﻝ‪ ،‬ﺟﻨﮓ ﻭ ﺟﺪﻝ ﻫﺎي‬ ‫ﻲ‬ ‫ﺦ ﮐﺎﻣﻼً ﺭﻭﺷﻨﻲ ﺑﺮﺍي ﺁﻥ ﻳﺎﻓﺖ ﻧﺸﺪﻩ ﺍﺳﺖ‪ .‬ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﺑ ﹺ‬ ‫ﻓﺮﺍﻭﺍﻧﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﻫﻨﻮﺯ ﭘﺎﺳ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺳﻮﻡ‬

‫ﻦ‬ ‫ﭘﺎﺳﺦ ﻣﺎﻧﺪ ِﻥ ﺍﻳﻦ ﺳﻮﺍﻝ‪ ،‬ﺑﻴﺶ ﺍﺯ ﻫﺮ ﭼﻴﺰ ﻧﺎﺷﻲ ﺍﺯ ﻣﻌﻨﺎي ﻣﺒﻬ ﹺﻢ ﻭﺍﮊﻩ ي » ﻏﺮﻳﺰﻩ « ﺑﺎﺷﺪ‪ .‬ﺑﺎ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘ ﹺ‬ ‫ﺕ ﺑﺎﻻ‪ ،‬ﻣﻲ ﺗﻮﺍﻥ ﺗﺎ ﺣﺪي ﻣﺴﺎﻟﻪ ﺭﺍ ﺭﻭﺷﻦ ﮐﺮﺩ‪ .‬ﺩﻭ ﺣﺎﻟﺖ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪:‬‬ ‫ﺗﻮﺿﻴﺤﺎ ِ‬ ‫ﺐ ﺭﻓﺘﺎﺭ ﻣﻲ ﺷﻮﻧﺪ « ﺩﺭ ﻧﻈﺮ ﺑﮕﻴﺮﻳﻢ‪ ،‬ﺗﻘﺮﻳﺒﺎً ﻣﻲ‬ ‫ﻞ ﺯﻳﺴﺘﻲ ﮐﻪ ﻣﻮﺟ ﹺ‬ ‫ƒ ﺍﮔﺮ ﻏﺮﻳﺰﻩ ﺭﺍ ﺑﻪ ﻣﺜﺎﺑﻪ ي » ﻋﻮﺍﻣ ﹺ‬ ‫ﻦ ﺯﻳﺮ ﺗﻮﺟﻪ ﮐﻨﻴﺪ ‪:‬‬ ‫ﺗﻮﺍﻥ ﮔﻔﺖ ﮐﻪ ﺍﻧﺴﺎﻥ ﻫﻴﭻ ﮔﻮﻧﻪ ﻏﺮﻳﺰﻩ ﺍي ﻧﺪﺍﺭﺩ‪ .‬ﺑﻪ ﻣﺘ ﹺ‬ ‫" ﺑﻴﺸﺘ ﹺﺮ ﺯﻳﺴﺖ ﺷﻨﺎﺳﺎﻥ ﻭ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎﻥ ﺗﻮﺍﻓﻖ ﺩﺍﺭﻧﺪ ﮐﻪ ﺍﻧﺴﺎﻥ ﻫﺎ ﻫﻴﭻ ﻏﺮﻳﺰﻩ ﺍي ﻧﺪﺍﺭﻧﺪ‪ .‬ﻣﻤﮑﻦ ﺍﺳﺖ‬ ‫ﺳﻮﺍﻝ ﮐﻨﻴﺪ ﺁﻳﺎ ﭼﻴﺰﻫﺎي ﺑﺴﻴﺎﺭي ﻭﺟﻮﺩ ﻧﺪﺍﺭﻧﺪ ﮐﻪ ﻣﺎ ﺑﻪ ﻃﻮ ﹺﺭ ﻏﺮﻳﺰي ﺍﻧﺠﺎﻡ ﻣﻲ ﺩﻫﻴﻢ ؟ ﺍﮔﺮ ﮐﺴﻲ ﻣﺸﺘﻲ‬ ‫ﺑﻪ ﺳﻮي ﻣﺎ ﺣﻮﺍﻟﻪ ﮐﻨﺪ‪ ،‬ﺁﻳﺎ ﺑﻪ ﻃﻮ ﹺﺭ ﻏﺮﻳﺰي ﭼﺸﻢ ﺑﺮ ﻫﻢ ﻧﻤﻲ ﺯﻧﻴﻢ ﻭ ﺧﻮﺩ ﺭﺍ ﻋﻘﺐ ﻧﻤﻲ ﮐﺸﻴﻢ ؟ ﺩﺭ ﭘﺎﺳﺦ‬ ‫ﺡ ﻏﺮﻳﺰﻩ ﺑﻪ ﻃﻮ ﹺﺭ ﺩﻗﻴﻖ ﺑﮑﺎﺭ ﺑﺮﺩﻩ ﺷﻮﺩ‪ ،‬ﺍﻳﻦ ﻧﻤﻮﻧﻪ ي ﻳﮏ ﻏﺮﻳﺰﻩ ﻧﻴﺴﺖ‪.‬‬ ‫ﺑﺎﻳﺪ ﮔﻔﺖ ﮐﻪ‪ ،‬ﺍﮔﺮ ﺍﺻﻄﻼ ﹺ‬ ‫ﻏﺮﻳﺰﻩ ﺁﻥ ﮔﻮﻧﻪ ﮐﻪ ﺩﺭ ﺩﻳﺪﮔﺎ ِﻩ ﻋﻠﻤﻲ ﺩﺭﮎ ﻣﻲ ﺷﻮﺩ‪ ،‬ﻳﮏ ﺍﻟﮕﻮي ﺯﻧﺠﻴﺮﻩ ﺍي ﻭ ﭘﻴﭽﻴﺪﻩ ﺍﺯ ﺭﻓﺘﺎﺭ ﺍﺳﺖ‬ ‫ﻲ‬ ‫ﺏ ﻣﻌﺎﺷﻘﻪ ي ﺑﺴﻴﺎﺭي ﺍﺯ ﺣﻴﻮﺍﻧﺎﺕ ﺑﺎ " ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﮐﻪ ﺑﻪ ﻃﻮ ﹺﺭ ﮊﻧﺘﻴﮑﻲ ﺗﻌﻴﻴﻦ ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﻣﻌﻨﺎ ﺁﺩﺍ ﹺ‬ ‫ﺏ ﻓﻮﻕ ﺍﻟﻌﺎﺩﻩ ﭘﻴﭽﻴﺪﻩ ﺍي ﺑﺮﺍي ﺟﻔﺖ ﮔﻴﺮي‬ ‫ﻲ ﺁﺑﻨﻮﺱ‪ ،‬ﻣﺠﻤﻮﻋﻪ ﺁﺩﺍ ﹺ‬ ‫ﺍﺑﺘﺪﺍﻳﻲ ﺗﺮ " ﻏﺮﻳﺰي ﺍﺳﺖ‪ .‬ﻣﺜﻼً ﻣﺎﻫ ﹺ‬ ‫ﻖ ﺁﻥ ﺭﻓﺘﺎﺭ ﮐﻨﻨﺪ‪ ) .‬ﺗﻴﻦ ﺑﺮﮔﻦ ‪ ( ١٩٧٤‬ﺍﻣﺎ ﺑﻪ ﻫﻢ ﺯﺩ ِﻥ ﭼﺸﻢ ﻳﺎ ﮐﻨﺎﺭ‬ ‫ﺩﺍﺭﺩ ﮐﻪ ﻧﺮ ﻭ ﻣﺎﺩﻩ ﻫﺮ ﺩﻭ ﺑﺎﻳﺪ ﻃﺒ ﹺ‬ ‫ﻞ ﺍﻧﻌﮑﺎﺳﻲ ﺍﺳﺖ‪ ،‬ﻧﻪ ﻳﮏ ﻏﺮﻳﺰﻩ‪ .‬ﺍﻳﻦ ﻋﻤﻞ‬ ‫ﮐﺸﻴﺪ ِﻥ ﺳﺮ ﺩﺭ ﺑﺮﺍﺑ ﹺﺮ ﻳﮏ ﺿﺮﺑﻪ ي ﭘﻴﺶ ﺑﻴﻨﻲ ﺷﺪﻩ‪ ،‬ﻳﮏ ﻋﻤ ﹺ‬ ‫ﺶ ﺳﺎﺩﻩ ﺍﺳﺖ‪ ،‬ﻧﻪ ﻳﮏ ﺍﻟﮕﻮي ﺭﻓﺘﺎ ﹺﺭ ﺯﻧﺠﻴﺮﻩ ﺍي ﻭ ﭘﻴﭽﻴﺪﻩ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﺳﺨﻦ ﮔﻔﺘﻦ ﺍﺯ ﺁﻥ ﺑﻪ‬ ‫ﺗﻨﻬﺎ ﻳﮏ ﻭﺍﮐﻨ ﹺ‬ ‫ﻲ ﺁﻥ ﻧﺎﺩﺭﺳﺖ ﺍﺳﺖ‪.‬‬ ‫ﻞ ﻏﺮﻳﺰي ﺑﻪ ﻣﻔﻬﻮ ﹺﻡ ﺩﻗﻴﻖ ﻭ ﻋﻠﻤ ﹺ‬ ‫ﻋﻨﻮﺍ ِﻥ ﻋﻤ ﹺ‬ ‫ﻞ ﺯﻳﺴﺘﻲ ﮐﻪ ﺍﻧﺠﺎ ﹺﻡ ﻳﮏ ﺭﻓﺘﺎﺭ ﺭﺍ ﺗﺴﻬﻴﻞ ﻣﻲ‬ ‫ƒ ﺍﮔﺮ ﻏﺮﻳﺰﻩ ﺭﺍ ﺑﻪ ﻣﻌﻨﺎي ﺩﻭﻡ ﻳﻌﻨﻲ ﺑﻪ ﻋﻨﻮﺍﻥِ » ﻋﻮﺍﻣ ﹺ‬ ‫ﮐﻨﻨﺪ « ﺩﺭ ﻧﻈﺮ ﺑﮕﻴﺮﻳﻢ‪ ،‬ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﮐﻪ ﺍﻧﺴﺎﻥ ﺩﺍﺭﺍي ﻏﺮﺍﻳ ﹺﺰ ﺑﻴﺸﻤﺎﺭي ﺍﺳﺖ‪.‬‬ ‫ﻣﻨﺒﻊ ‪:‬‬ ‫ﮏ ﮐﺎﻻﺕ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﺑﻴﺎﺑﺎﻧﮕﺮﺩ – ﻧﺸﺮ ﺩﺍﻧﺸﮕﺎﻩ ﺷﺎﻫﺪ ﺻﻔﺤﻪ ي‪١٥ -١٤‬‬ ‫‪ .١‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳ ِ‬ ‫ﭖ ﺑﻴﺴﺘﻢ – ﺻﻔﺤﻪ ي ‪٦١ -٦٠‬‬ ‫‪ .٢‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ – ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﮔﻴﺪﻧﺰ – ﺗﺮﺟﻤﻪ ي ﻣﻨﻮﭼﻬﺮ ﺻﺒﻮﺭي – ﻧﺸﺮ ﻧﻲ – ﭼﺎ ﹺ‬

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‫ﻡ‬ ‫ﭼﻬﺎﺭﻡ‬ ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ‬ ‫ﻣﺒ‬

‫ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬ ‫ﻞ‬ ‫ﮊﻧﺘﺘﻴﮏ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﻓﻬﺮﺳﺖ ﻓﺼﻞ ﭼﻬﺎﺭﻡ ‪:‬‬ ‫‪ ‬‬ ‫ﻓﺼﻞ ﭼﻬﺎﺭﻡ‪ :‬ﮊﻧﺘﻴﮏ ‪١٢٧ ......................................................................................................................‬‬

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‫ﻓﻬﺮﺳﺖ ﻓﺼﻞ ﭼﻬﺎﺭﻡ ‪١٢٨ .................................................................................................................... :‬‬

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‫ﮊﻧﺘﻴﮏ ‪١٢٩ ....................................................................................................................................:‬‬

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‫ﭼﮕﻮﻧﻪ ﺧﺼﻮﺻﻴﺎﺕ ﻭ ﻭﻳﮋﮔﻲ ﻫﺎ ﺍﺯ ﻧﺴﻠﻲ ﺑﻪ ﻧﺴﻞﹺ ﺑﻌﺪ ﻣﻨﺘﻘﻞ ﻣﻲ ﺷﻮﺩ؟ ‪١٣٠ ..................................................................‬‬

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‫ﺳﻠﻮﻝ ﻫﺎي ﺟﺪﻳﺪ ﭼﮕﻮﻧﻪ ﺗﻮﻟﻴﺪ ﻣﻲ ﺷﻮﻧﺪ ؟ ‪١٣٣ ...............................................................................................‬‬

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‫ﻣﻴﻮﺯ ‪١٣٤ ...................................................................................................................................... :‬‬

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‫ﻣﻴﺘﻮﺯ ‪١٣٥ ..................................................................................................................................... :‬‬

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‫ﺩﺭ ﻫﻨﮕﺎﻡﹺ ﺗﻮﻟﻴﺪِ ﻣﺜﻞﹺ ﺟﻨﺴﻲ ﭼﻪ ﺭﺥ ﻣﻲ ﺩﻫﺪ ؟ ‪١٣٦ ...........................................................................................‬‬

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‫ﺟﻨﺴﻴﺖِ ﻓﺮﺯﻧﺪ ﭼﮕﻮﻧﻪ ﺗﻌﻴﻴﻦ ﻣﻲ ﺷﻮﺩ ؟ ‪١٣٧ ...................................................................................................‬‬

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‫‪١٣٨ .................................................................................................................................. : DNA‬‬

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‫ﮊﻥ ﻫﺎ ﭼﻪ ﻫﺴﺘﻨﺪ ؟‪١٤٢ ........................................................................................................................‬‬

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‫ﺁﻟﻞ ‪١٤٤ ....................................................................................................................................... :‬‬

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‫ﺣﺎﻟﺖِ ﻏﺎﻟﺐ ﻭ ﻣﻐﻠﻮﺏ ‪١٤٥ .................................................................................................................... :‬‬

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‫ﮊﻧﻮﺗﻴﭗ ﻭ ﻓﻨﻮﺗﻴﭗ ‪١٤٨ ........................................................................................................................ :‬‬

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‫ﺟﻬﺶ ‪١٥٠ .................................................................................................................................... :‬‬

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‫ﻣﻨﺪﻝ ‪ :‬ﻣﮑﺎﻧﻴﺴﻢﹺ ﻭﺭﺍﺛﺖ ‪١٥٣ .................................................................................................................. :‬‬

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‫ﺩﻭﻗﻠﻮﻫﺎ ‪١٥٦ ................................................................................................................................... :‬‬

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‫ﮊﻧﺘﻴﮏِ ﺭﻓﺘﺎﺭي‪١٥٩ ............................................................................................................................ :‬‬

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‫ﮊﻧﺘﻴﮏِ ﺭﻓﺘﺎﺭي‪١٥٩ ............................................................................................................................ :‬‬

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‫ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي ‪١٦١ ............................................................................................................................ :‬‬

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‫ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎي ﻣﺘﺮﺟﻢ ‪١٦٩ .................................................................................................................... :‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﮊﻧﺘﻴﮏ‪: ١‬‬ ‫ﻲ ﺩﺍﺭﻭﻳﻦ ) ‪ ( ١٨٥٩‬ﻳﮏ‬ ‫ﺏ ﻃﺒﻴﻌ ﹺ‬ ‫ﻧﻈﺮﻳﻪ ي ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﻣﺤﺪﻭﺩﻳﺖ ﺑﺰﺭﮒ ﺩﺍﺷﺖ ﻭ ﺁﻥ ﻣﺒﻬﻢ ﺑﻮﺩ ِﻥ ﻣﮑﺎﻧﻴﺴ ﹺﻢ‬ ‫ﻭﺭﺍﺛﺖ ﺑﻮﺩ‪ .‬ﺍﺯ ﺍﻳﻨﺮﻭ‪ ،‬ﺩﺍﺭﻭﻳﻦ ﻧﻤﻲ ﺗﻮﺍﻧﺴﺖ ﺑﻪ ﺍﻳﻦ‬ ‫ﺳﻮﺍﻝ ﭘﺎﺳﺦ ﺩﻫﺪ ﮐﻪ ﭼﮕﻮﻧﻪ ﺧﺼﻮﺻﻴﺎﺕ ﻭ ﻭﻳﮋﮔﻲ‬ ‫ﻞ ﺑﻌﺪ ﻣﻨﺘﻘﻞ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻫﺎ ﺍﺯ ﻧﺴﻠﻲ ﺑﻪ ﻧﺴ ﹺ‬ ‫ﺦ ﻋﻠﻢ ﺩﺭ ﻣﻮﺭ ِﺩ ﺩﺍﺭﻭﻳﻦ‬ ‫ﺐ ﺗﺎﺭﻳ ﹺ‬ ‫ﺕ ﻋﺠﻴ ﹺ‬ ‫ﻳﮑﻲ ﺍﺯ ﺍﺗﻔﺎﻗﺎ ِ‬ ‫ﺭﺥ ﺩﺍﺩﻩ ﺍﺳﺖ‪ .‬ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﮐﻪ ﺩﺭ ﻣﺠﻤﻮﻋﻪ ي‬ ‫ﻲ ﺩﺍﺭﻭﻳﻦ‪ ،‬ﺩﺳﺖ ﻧﻮﺷﺘﻪ ﺍي ﻭﺟﻮﺩ ﺩﺍﺭﺩ‬ ‫ﻞ ﺷﺨﺼ ﹺ‬ ‫ﻭﺳﺎﺋ ﹺ‬ ‫ﺶ ﺑﺎﻻ ﺩﺭ ﺁﻥ ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﺳﺖ! ﺑﻪ ﻧﻈﺮ‬ ‫ﺦ ﭘﺮﺳ ﹺ‬ ‫ﮐﻪ ﭘﺎﺳ ﹺ‬ ‫ﻣﻲ ﺭﺳﺪ ﮐﻪ ﺩﺍﺭﻭﻳﻦ ﻳﺎ ﺁﻧﺮﺍ ﻧﺨﻮﺍﻧﺪﻩ ﻳﺎ ﭘﺲ ﺍﺯ‬ ‫ﺧﻮﺍﻧﺪﻥ ﺑﻪ ﺁﻥ ﺍﻋﺘﻨﺎﻳﻲ ﻧﮑﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺩﺳﺖ‬ ‫ﺶ ﮔﻤﻨﺎﻡ ﺑﻪ ﻧﺎ ﹺﻡ ﮔﺮﮔﻮﺭ ﻣﻨﺪﻝ‬ ‫ﻑ ﻳﮏ ﮐﺸﻴ ﹺ‬ ‫ﻧﻮﺷﺘﻪ ﺍﺯ ﻃﺮ ِ‬

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‫ﺑﺮﺍي ﺩﺍﺭﻭﻳﻦ ﺍﺭﺳﺎﻝ ﺷﺪﻩ ﺑﻮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﻗﺴﻤﺖ ﺗﻼﺵ ﻣﻲ‬ ‫ﮐﻨﻴﻢ ﺑﺮﺍي ﭘﺮﺳﺶ ﻣﻮﺭﺩ ﻋﻼﻗﻪ ي ﺩﺍﺭﻭﻳﻦ‪ ،‬ﭘﺎﺳﺨﻲ ﻗﺎﻧﻊ‬ ‫ﮐﻨﻨﺪﻩ ﺑﻴﺎﺑﻴﻢ‪.‬‬

‫ﺢ‬ ‫ﻂ ﺑﻴﺘﺴﻦ ﺩﺭ ﺳﺎ ﹺﻝ ‪ ١٩٠٧‬ﺑﮑﺎﺭ ﺑﺮﺩﻩ ﺷﺪ‪ .‬ﻭي ﺍﻳﻦ ﮐﻠﻤﻪ ﺭﺍ ﺑﺮﺍي ﺗﻮﺿﻴ ﹺ‬ ‫‪ : Genetics ١‬ﻋﻠ ﹺﻢ ﻭﺭﺍﺛﺖ‪ .‬ﮐﻠﻤﻪ ي ﮊﻧﺘﻴﮏ ﺍﻭﻟﻴﻦ ﺑﺎﺭ ﺗﻮﺳ ِ‬ ‫ﺷﺎﺧﻪ ي ﺟﺪﻳﺪي ﺍﺯ ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ ﺑﻪ ﮐﺎﺭ ﺑﺮﺩ ﺩﺭ ﺍﻳﻦ ﻋﻠﻢ ﺑﺮﺭﺳﻲ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﭼﮕﻮﻧﻪ ﮔﻴﺎﻫﺎﻥ‪ ،‬ﺣﻴﻮﺍﻧﺎﺕ ﻭ ﺍﻧﺴﺎﻥ ﻫﺎ ﻭﻳﮋﮔﻲ ﻫﺎ ﻭ‬ ‫ﻖ ﮊﻥ ﻫﺎ ﺍﺯ ﻧﺴﻠﻲ ﺑﻪ ﻧﺴ ﹺ‬ ‫ﺧﺼﻮﺻﻴﺎﺕ ﺭﺍ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻞ ﺑﻌﺪ ﻣﻨﺘﻘﻞ ﻣﻲ ﮐﻨﻨﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ ﮊﻧﺘﻴﮏ‪ .‬ﺍﺛ ﹺﺮ ﺟﻮﻧﺰ – ﮐﺎﺭﭖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ‬ ‫ﻓﺎﺭﺳﻲ ﻭ ﺩﮐﺘﺮ ﺷﻬﺮﻳﺎﺭي – ﻧﺸ ﹺﺮ ﺑﻨﻔﺸﻪ – ﺻﻔﺤﻪ ي ‪( ١‬‬ ‫‪Gregor Mendel ٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﻞ ﺑﻌﺪ ﻣﻨﺘﻘﻞ ﻣﻲ ﺷﻮﺩ؟‬ ‫ﭼﮕﻮﻧﻪ ﺧﺼﻮﺻﻴﺎﺕ ﻭ ﻭﻳﮋﮔﻲ ﻫﺎ ﺍﺯ ﻧﺴﻠﻲ ﺑﻪ ﻧﺴ ﹺ‬ ‫ﺑﺪ ِﻥ ﺍﻧﺴﺎﻥ ﺍﺯ ﺗﺮﻳﻠﻴﻮﻥ ﻫﺎ ﺳﻠﻮﻝ‪ ١‬ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺳﻠﻮﻝ ﻫﺎ ﺍﻧﻮﺍ ﹺﻉ ﻣﺨﺘﻠﻔﻲ ﺩﺍﺭﻧﺪ‪ .‬ﺑﺮﺍي ﻣﺜﺎﻝ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ‬ ‫ﺳﻠﻮﻝ ﻫﺎي ﭘﻮﺳﺘﻲ‪ ،‬ﺳﻠﻮﻝ ﻫﺎي ﺧﻮﻧﻲ‪ ،‬ﺳﻠﻮﻝ ﻫﺎي ﻣﺎﻫﻴﭽﻪ ﺍي‪ ،‬ﺳﻠﻮﻝ ﻫﺎي ﭼﺮﺑﻲ ﻭ ﺳﻠﻮﻝ ﻫﺎي ﻋﺼﺒﻲ ﺍﺷﺎﺭﻩ‬ ‫ﻒ ﻣﺨﺼﻮﺹ ﺑﻪ ﺧﻮﺩ ﻫﺴﺘﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺍﮐﺜﺮ ﺍﻳﻦ ﺳﻠﻮﻝ ﻫﺎ‬ ‫ﮐﺮﺩ‪ .‬ﻫﺮ ﮔﺮﻭﻩ ﺍﺯﺍﻳﻦ ﺳﻠﻮﻝ ﻫﺎ ﺩﺍﺭﺍي ﻭﻇﺎﻳ ِ‬ ‫ﻓﺎﺭﻍ ﺍﺯ ﺍﻳﻨﮑﻪ ﭼﻪ ﻭﻇﻴﻔﻪ ﺍي ﺑﻪ ﻋﻬﺪﻩ ﺩﺍﺭﻧﺪ‪ ،‬ﺩﺭ ﺳﺎﺧﺘﻤﺎﻥ ﺧﻮﺩ ﺩﺍﺭﺍي ﺑﺨﺸﻲ ﺑﻪ ﻧﺎﻡ ﻫﺴﺘﻪ ﻣﻲ ﺑﺎﺷﻨﺪ‪ .‬ﺩﺭ ﻫﺴﺘﻪ‬ ‫ي‬ ‫ي ﻫﺮ ﺳﻠﻮﻝ ﺗﻌﺪﺍﺩي ﻣﻮﻟﮑﻮﻝ ﺑﻪ ﻧﺎ ﹺﻡ ﮐﺮﻭﻣﻮﺯﻭﻡ‪ ٢‬ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ ﻣﺴﺌﻮ ﹺﻝ ﺫﺧﻴﺮﻩ ﺳﺎﺯ ﹺ‬ ‫ﺍﻃﻼﻋﺎ ِ‬ ‫ﺕ ﮊﻧﺘﻴﮑﻲ ﻫﺴﺘﻨﺪ‪.٣‬‬ ‫) ﺩﺭ ﺷﮑﻞ ﻣﻘﺎﺑﻞ ‪ ٤‬ﻋﺪﺩ ﮐﺮﻭﻣﻮﺯﻭﻡ ﺭﺍ ﺩﺭ ﻫﺴﺘﻪ ي ﺳﻠﻮﻝ ﻣﺸﺎﻫﺪﻩ ﻣﻲ ﮐﻨﻴﺪ‪( .‬‬

‫ﮏ ﺍﺳﺘﺎﻧﺴﻔﻴﻠﺪ‬ ‫‪ : cell ١‬ﺳﻠﻮﻝ ﮐﻮﭼﮑﺘﺮﻳﻦ ﻭﺍﺣﺪِ ﺣﻴﺎﺕ ﺍﺳﺖ‪ .‬ﻫﺮ ﻣﻮﺟﻮﺩِ ﺯﻧﺪﻩ ﺍﺯ ﻳﮏ ﻳﺎ ﭼﻨﺪ ﺳﻠﻮﻝ ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴ ِ‬ ‫– ﺍﻟﺮﻭﺩ – ﺗﺮﺟﻤﻪ ي ﺭﺿﺎ ﭘﻴﻠﻪ ﭼﻴﺎﻥ‪ ،‬ﺩﮐﺘﺮ ﻣﺤﻤﺪي‪ ،‬ﺩﮐﺘﺮ ﻣﻌﺘﻤﺪي – ﻧﺸ ﹺﺮ ﺁﻳﻴﮋ – ﺻﻔﺤﻪ ي ‪( ١‬‬ ‫‪Chromosome ٢‬‬ ‫‪ e ٣‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﺗﻌﺪﺍ ِﺩ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ ﺍﺯ ﮔﻮﻧﻪ ﺍي ﺑﻪ ﮔﻮﻧﻪ ي ﺩﻳﮕﺮ ﻣﺘﻔﺎﻭﺕ ﺍﺳﺖ‪ .‬ﺑﻪ ﻋﻨﻮﺍﻥ‬ ‫ﻣﺜﺎﻝ ﺍﻧﺴﺎﻥ ﺩﺍﺭﺍي ‪ ٤٦‬ﮐﺮﻭﻣﻮﺯﻭﻡ ﺍﺳﺖ‪ ) .‬ﺑﻪ ﻧﻤﻮﺩﺍﺭ ﻣﻘﺎﺑﻞ ﻧﮕﺎﻩ ﮐﻨﻴﺪ‪( .‬‬

‫‪ e‬ﺩﺭ ﻧﻤﻮﺩﺍﺭ ﻣﻘﺎﺑﻞ ﺗﻌﺪﺍ ِﺩ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎي ﺑﺮﺧﻲ‬ ‫ﻣﻮﺟﻮﺩﺍﺕِ ﺯﻧﺪﻩ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﻣﻘﺎﻳﺴﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺑﻪ‬ ‫ﻞ ﺁﻓﺘﺎﺑﮕﺮﺩﺍﻥ‪ ،‬ﮔﺮﺑﻪ‪ ،‬ﭘُﻒ‬ ‫ﺗﺮﺗﻴﺐ ﻧﺨﻮﺩ ﻓﺮﻧﮕﻲ‪ ،‬ﮔ ﹺ‬ ‫ﻣﺎﻫﻲ‪ ،‬ﺍﻧﺴﺎﻥ ﻭ ﺳﮓ‪.‬‬

‫ﻣﻌﻤﻮﻻً ﺑﺰﺭﮔﺘﺮﻳﻦ ﮐﺮﻭﻣﻮﺯﻭ ﹺﻡ ﺍﺭﮔﺎﻧﻴﺴﻢ‪ ١‬ﺭﺍ ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﮐﺮﻭﻣﻮﺯﻭﻡﹺ ﺷﻤﺎﺭﻩ ي ‪ ،١‬ﮐﺮﻭﻣﻮﺯﻭﻣﻲ ﮐﻪ ﭘﺲ ﺍﺯ ﺁﻥ‬ ‫ﺍﺯ ﻫﻤﻪ ﺑﺰﺭﮔﺘﺮ ﺍﺳﺖ ﮐﺮﻭﻣﻮﺯﻭﻡﹺ ﺷﻤﺎﺭﻩ ي ‪ ٢‬ﻭ‪ ...‬ﺩﺭ ﻧﻈﺮ ﻣﻲ ﮔﻴﺮﻧﺪ‪ .‬ﺍﮔﺮ ﺑﺨﻮﺍﻫﻴﻢ ﺍﻳﻦ ‪ ٤٦‬ﮐﺮﻭﻣﻮﺯﻭﻡ ﺭﺍ ﺑﺮ‬ ‫ﺐ ﺷﮑﻞ ﻭ ﺍﻧﺪﺍﺯﻩ ي ﻇﺎﻫﺮي ﺷﺎﻥ ﺩﺳﺘﻪ ﺑﻨﺪي ﮐﻨﻴﻢ ﻣﺘﻮﺟﻪ‬ ‫ﺣﺴ ﹺ‬ ‫ﻣﻲ ﺷﻮﻳﻢ ﮐﻪ ﺍﻳﻦ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ ﺩﻭ ﺗﺎ ﺩﻭ ﺗﺎ ﺍﺯ ﻧﻈﺮ ﺷﮑﻞ ﻭ‬ ‫ﺍﻧﺪﺍﺯﻩ ﺷﺒﻴﻪ ﺑﻪ ﻳﮑﺪﻳﮕﺮ ﻫﺴﺘﻨﺪ‪ .‬ﺣﺎﻝ ﭼﻨﺎﻧﭽﻪ ﺍﻳﻦ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ‬ ‫ﺐ ﺍﻧﺪﺍﺯﻩ ) ﺍﺯ ﺑﺰﺭﮔﺘﺮﻳﻦ ﺑﻪ ﺳﻤﺖ ﮐﻮﭼﮑﺘﺮﻳﻦ ( ﻣﻨﻈﻢ‬ ‫ﺭﺍ ﺑﻪ ﺗﺮﺗﻴ ﹺ‬ ‫ﻞ‬ ‫ﮐﻨﻴﻢ ﺑﻪ ﺷﮑﻠﻲ ﺑﻪ ﻧﺎ ﹺﻡ ﮐﺎﺭﻳﻮﺗﻴﭗ‪ ٢‬ﺩﺳﺖ ﻣﻲ ﻳﺎﺑﻴﻢ‪ ) .‬ﺩﺭ ﺷﮑ ﹺ‬ ‫ﻣﻘﺎﺑﻞ ﮐﺎﺭﻳﻮﺗﻴﭗ ﻳﮏ ﺍﻧﺴﺎﻥ ﻣﺬﮐﺮ ﺭﺍ ﻣﺸﺎﻫﺪﻩ ﻣﻲ ﮐﻨﻴﺪ (‬ ‫ﺩﺭ ﻳﮏ ﮐﺎﺭﻳﻮﺗﻴﭗ‪ ،‬ﺩﻭ ﮐﺮﻭﻣﻮﺯﻭﻣﻲ ﮐﻪ ﺩﺭ ﮐﻨﺎﺭ ﻫﻢ ﻗﺮﺍﺭ ﺩﺍﺩﻩ‬ ‫ﻣﻲ ﺷﻮﻧﺪ ﺍﺯ ﻧﻈ ﹺﺮ ﺷﮑﻞ ﻭ ﺍﻧﺪﺍﺯﻩ ﻫﻤﺎﻧﻨﺪ ﺑﻮﺩﻩ ﻭ ﺍﺯ ﺍﻟﮕﻮي ﻣﺸﺎﺑﻬﻲ ﺑﺮﺧﻮﺭﺩﺍﺭﻧﺪ ﻭ ﺑﻪ ﺁﻧﻬﺎ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎي‬ ‫‪ : organism ١‬ﻣﻮﺟﻮﺩِ ﺯﻧﺪﻩ‪ e .‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٢‬‬ ‫ﺱ ﺗﻌﺪﺍﺩ‪ ،‬ﺷﮑﻞ ﻭ ﺍﻧﺪﺍﺯﻩ ﺷﺎﻥ ﻣﻨﻈﻢ ﺷﺪﻩ ﺍﻧﺪ ﮐﺎﺭﻳﻮﺗﻴﭗ ﮔﻔﺘﻪ ﻣﻲ‬ ‫‪ : karyotype ٢‬ﺑﻪ ﻣﺠﻤﻮﻋﻪ ﺍي ﺍﺯ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ ﮐﻪ ﺑﺮ ﺍﺳﺎ ﹺ‬ ‫ﺷﻮﺩ‪ ).‬ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ ﮊﻧﺘﻴﮏ‪ .‬ﺍﺛ ﹺﺮ ﺟﻮﻧﺰ – ﮐﺎﺭﭖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻓﺎﺭﺳﻲ ﻭ ﺩﮐﺘﺮ ﺷﻬﺮﻳﺎﺭي – ﻧﺸ ﹺﺮ ﺑﻨﻔﺸﻪ – ﺻﻔﺤﻪ ي ‪( ١٧‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﻫﻤﻮﻟﻮﮒ ) ﻫﻤﺘﺎ ( ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﻪ ﺯﺑﺎ ِﻥ ﺩﻳﮕﺮ ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﻫﺮ ﻓﺮﺩ ﺩﺍﺭﺍي ﺩﻭ ﮐﭙﻲ ﺍﺯ ﮐﺮﻭﻣﻮﺯﻭﻡﹺ‬ ‫ﺷﻤﺎﺭﻩ ي ‪ ،١‬ﺩﻭ ﮐﭙﻲ ﺍﺯ ﮐﺮﻭﻣﻮﺯﻭ ﹺﻡ ﺷﻤﺎﺭﻩ ي ‪ ٢‬ﻭ‪ ...‬ﻣﻲ ﺑﺎﺷﺪ‪ .١‬ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﺑﻬﺘﺮ ﺍﺳﺖ ﺑﺠﺎي ‪ ٤٦‬ﻋﺪﺩ‬ ‫ﺕ ﺟﻔﺖ‬ ‫ﮐﺮﻭﻣﻮﺯﻭﻡ ﺑﮕﻮﻳﻴﻢ ‪ ٢٣‬ﺟﻔﺖ ﮐﺮﻭﻣﻮﺯﻭﻡ‪ .‬ﺑﻪ ﺍﻳﻦ ﻧﻮﻉ ﻣﻮﺟﻮﺩﺍﺕ ﮐﻪ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎﻳﺸﺎﻥ ﺑﻪ ﺻﻮﺭ ِ‬ ‫ﺍﺳﺖ ﺍﺻﻄﻼﺣﺎً ﻣﻮﺟﻮﺩﺍﺕِ ﺩﻳﭙﻠﻮﻳﺪ‪ ٢‬ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻧﺴﺎﻥ ﻧﻴﺰ ﻳﮏ ﻣﻮﺟﻮ ِﺩ ﺩﻳﭙﻠﻮﻳﺪ ﺍﺳﺖ‪ .‬ﺩﺭ ﺳﻠﻮﻝ ﻫﺎي‬ ‫ﻣﻮﺟﻮﺩﺍﺕ ﺩﻳﭙﻠﻮﺋﻴﺪ ﺗﻨﻬﺎ ﻳﮏ ﺍﺳﺘﺜﻨﺎﺀ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻭ ﺁﻥ ﺳﻠﻮﻝ ﻫﺎي ﺟﻨﺴﻲ ﻳﺎ ﮔﺎﻣﺖ‪٣‬ﻫﺎي ﺑﺪﻥ ﺍﺳﺖ‪ .‬ﺳﻠﻮﻝ‬ ‫ﻑ ﺳﺎﻳﺮ ﺳﻠﻮﻝ ﻫﺎي ﺑﺪ ِﻥ ﻳﮏ ﻣﻮﺟﻮﺩ ﺩﻳﭙﻠﻮﺋﻴﺪ ﺑﻪ ﺟﺎي ‪ ٢٣‬ﺟﻔﺖ ﮐﺮﻭﻣﻮﺯﻭﻡ‪ ،‬ﺗﻨﻬﺎ ﺩﺍﺭﺍي‬ ‫ﻫﺎي ﺟﻨﺴﻲ ﺑﺮ ﺧﻼ ِ‬ ‫‪ ٢٣‬ﻋﺪﺩ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺴﺘﻨﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﺳﻠﻮﻝ ﻫﺎ ﺍﺻﻄﻼﺣﺎً ﺳﻠﻮﻝ ﻫﺎي ﻫﺎﭘﻠﻮﻳﺪ‪ ٤‬ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺖ ﭼﭗ ﻣﺘﻌﻠﻖ ﺑﻪ ﻳﮏ ﺳﻠﻮ ﹺﻝ ﺩﻳﭙﻠﻮﺋﻴﺪ ﺍﺯ‬ ‫} ﺩﺭ ﺗﺼﺎﻭﻳﺮ ﺯﻳﺮ ﺩﻭ ﮐﺎﺭﻳﻮﺗﻴﭗ ﺭﺍ ﻣﺸﺎﻫﺪﻩ ﻣﻲ ﮐﻨﻴﺪ‪ .‬ﺗﺼﻮﻳﺮ ﺳﻤ ِ‬ ‫ﻳﮏ ﻓﺮﺩ ﻣﺬﮐﺮ ﻭ ﺗﺼﻮﻳﺮ ﺳﻤﺖ ﺭﺍﺳﺖ ﻣﺘﻌﻠﻖ ﺑﻪ ﻳﮏ ﺳﻠﻮ ﹺﻝ ﺩﻳﭙﻠﻮﺋﻴﺪ ﺍﺯ ﻳﮏ ﻓﺮﺩ ﻣﻮﻧﺚ ﻣﻲ ﺑﺎﺷﺪ‪{ .‬‬

‫‪ ١‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺍﺩﺍﻣﻪ ي ﺑﺤﺚ ﺧﻮﺍﻫﻴﺪ ﺩﻳﺪ‪ ،‬ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎي ﻫﻤﻮﻟﻮﮒ‪ ،‬ﮐﺎﻣﻼًﻫﻤﺴﺎﻥ ﻧﻴﺴﺘﻨﺪ ﺑﻠﮑﻪ ﺗﻨﻬﺎ ﺷﺒﻴﻪ ﻳﮑﺪﻳﮕﺮ ﻫﺴﺘﻨﺪ‪.‬‬ ‫‪ ) : diploid ٢‬ﺩﻭﻻ (‬ ‫‪ : Gametes ٣‬ﺑﻪ ﺳﻠﻮﻝ ﻫﺎي ﺟﻨﺴﻲ » ﮔﺎﻣﺖ « ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬ﮔﺎﻣﺖ ﻫﺎ ﻫﻤﺎﻥ ﺳﻠﻮﻝ ﻫﺎي ﺍﺳﭙﺮﻡ ﺩﺭ ﻣﺮﺩﺍﻥ ﻭ ﺳﻠﻮﻝ ﻫﺎي ﺗﺨﻤﮏ‬ ‫ﺩﺭ ﺯﻧﺎﻥ ﻣﻲ ﺑﺎﺷﻨﺪ‪.‬‬ ‫‪ : haploid ٤‬ﻣﻨﻔﺮﺩ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﺧﻮﺩ ﺭﺍ ﺑﺎ ﮔﻮﻧﻪ ﻫﺎي ﺩﻳﮕﺮ ﻣﻘﺎﻳﺴﻪ ﻣﻲ‬ ‫ﮐﻨﻴﻢ‪ ،‬ﻣﺘﻮﺟﻪ ﺑﺮﺧﻲ ﺷﺒﺎﻫﺖ ﻫﺎي ﻧﺎﺧﻮﺷﺎﻳﻨﺪ ﻣﻲ ﺷﻮﻳﻢ‬ ‫! ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ ﺍﻧﺴﺎﻥ ﺩﺭ ‪ DNA % ٩٨‬ﺧﻮﺩ ﺑﺎ‬ ‫ﺷﺎﻣﭙﺎﻧﺰﻩ ﺳﻬﻴﻢ ﺍﺳﺖ‪ ! ١‬ﺍﺯ ﺍﻳﻦ ﺷﮕﻔﺖ ﺁﻭﺭﺗﺮ ﺍﻳﻨﮑﻪ‬ ‫ﺖ‬ ‫ﺑﺮﺧﻲ ﺍﺯ ﮊﻥ ﻫﺎي ﻣﺎ ﺍﺯ ﻧﻈﺮ ﺳﺎﺧﺘﺎ ﹺﺭ ﺷﻴﻤﻴﺎﻳﻲ ﺷﺒﺎﻫ ِ‬ ‫ﺑﻴﺶ ﺍﺯ ﺣﺪي ﺑﻪ ﮊﻥ ﻫﺎي ﻧﻮﻋﻲ ﮐﺮﻡ ﺷﺐ ﺗﺎﺏ ﺑﻪ ﻧﺎﻡ ﮐﺎﺋﻨﻮﺭﻫﺎﺏ ﺩﻳﺘﻴﺲ‪ ٢‬ﺩﺍﺭﺩ‪ .‬ﮐﺎﺭﺑﺮﺩ ﺍﻳﻦ ﻳﺎﻓﺘﻪ ﻫﺎ ﺩﺭ ﺍﻳﻦ‬ ‫ﺳﺖ ﮐﻪ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﻨﺪ ﺍﻧﺴﺎﻥ ﻫﺎ ﻭ ﺳﺎﻳ ﹺﺮ ﻣﻮﺟﻮﺩﺍﺕ ﺍﺯ ﻳﮏ ﺟ ِﺪ ﻣﺸﺘﺮﮎ ﺩﺭ ﮔﺬﺷﺘﻪ ﺍي ﺑﺴﻴﺎﺭ ﺩﻭﺭ ﺗﮑﺎﻣﻞ‬ ‫ﻳﺎﻓﺘﻪ ﺍﻧﺪ‪) ٣.‬ﻭﻳﺪ ‪( ١٩٩٧ ٤‬‬ ‫ﺗﺎ ﺑﻪ ﺍﻳﻨﺠﺎ ﻧﺸﺎﻥ ﺩﺍﺩﻳﻢ ﮐﻪ ﺩﺭ ﻫﺮ ﺳﻠﻮ ﹺﻝ ﺑﺪ ِﻥ ﺍﻧﺴﺎﻥ‪ ٤٦ ،‬ﻋﺪﺩ ) ‪ ٢٣‬ﺟﻔﺖ ( ﮐﺮﻭﻣﻮﺯﻭﻡ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ) .‬ﺍﻟﺒﺘﻪ‬ ‫ﺑﻪ ﺟﺰ ﺳﻠﻮﻝ ﻫﺎي ﺟﻨﺴﻲ (‪ .‬ﺍﻣﺎ ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﻫﻤﻪ ﻣﻲ ﺩﺍﻧﻴﻢ ﺗﻌﺪﺍ ِﺩﺳﻠﻮﻝ ﻫﺎي ﺑﺪ ِﻥ ﺍﻧﺴﺎﻥ ﺛﺎﺑﺖ ﻧﺒﻮﺩﻩ ﻭ ﭘﻴﻮﺳﺘﻪ‬ ‫ﺳﻠﻮﻝ ﻫﺎﻳﻲ ﻣﻲ ﻣﻴﺮﻧﺪ ﻭ ﺳﻠﻮﻝ ﻫﺎي ﺟﺪﻳﺪي ﺗﻮﻟﻴﺪ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺣﺎﻝ ﺍﻳﻦ ﺳﻮﺍﻝ ﭘﻴﺶ ﻣﻲ ﺁﻳﺪ ﮐﻪ ﺍﻳﻦ ﺳﻠﻮﻝ‬ ‫ﻫﺎي ﺟﺪﻳﺪ ﭼﮕﻮﻧﻪ ﺗﻮﻟﻴﺪ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬

‫ﺳﻠﻮﻝ ﻫﺎي ﺟﺪﻳﺪ ﭼﮕﻮﻧﻪ ﺗﻮﻟﻴﺪ ﻣﻲ ﺷﻮﻧﺪ ؟‬ ‫ﻖ ﺗﻘﺴﻴ ﹺﻢ ﺷﺪ ِﻥ ﺳﻠﻮﻝ ﻫﺎي ﻗﺪﻳﻤﻲ ﺑﺪﺳﺖ ﻣﻲ ﺁﻳﻨﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﻋﻤﻞ ﺍﺻﻄﻼﺣﺎ ً ﺗﻘﺴﻴ ﹺﻢ‬ ‫ﺳﻠﻮﻝ ﻫﺎي ﺟﺪﻳﺪ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺳﻠﻮﻟﻲ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﻭ ﻧﻮﻉ ﻓﺮﺍﻳﻨ ِﺪ ﺗﻘﺴﻴ ﹺﻢ ﺳﻠﻮﻟﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪ :‬ﻣﻴﻮﺯ ﻭ ﻣﻴﺘﻮﺯ‪ .‬ﺍﻭﻟﻲ ﺑﺮﺍي ﺳﻠﻮﻝ ﻫﺎي‬ ‫ﺟﻨﺴﻲ ﻭ ﺩﻭﻣﻲ ﺑﺮﺍي ﺳﻠﻮﻝ ﻫﺎي ﻏﻴﺮ ﺟﻨﺴﻲ‪.‬‬

‫‪ e ١‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٣‬‬ ‫‪elegans Caenorhabditis ٢‬‬ ‫‪ e ٣‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٤‬‬ ‫‪Wade ٤‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﻣﻴﻮﺯ‪: ١‬‬ ‫ﻧﻮﻋﻲ ﺗﻘﺴﻴ ﹺﻢ ﺳﻠﻮﻟﻲ ﺍﺳﺖ ﮐﻪ ﻃﻲ ﺁﻥ ﺳﻠﻮﻝ ﻫﺎي‬ ‫ﺟﻨﺴﻲ ) ﻳﻌﻨﻲ ﺍﺳﭙﺮﻡ ﻫﺎ ﻭ ﺗﺨﻤﮏ ﻫﺎ ( ﺗﻮﻟﻴﺪ ﻣﻲ‬ ‫ﺷﻮﻧﺪ‪ .‬ﻃﻲ ﺍﻳﻦ ﻓﺮﺍﻳﻨﺪ ﻧﻮﻋﻲ ﺳﻠﻮ ﹺﻝ ﺩﻳﭙﻠﻮﻳﺪ ﺑﻪ ﻧﺎﻡ‬ ‫ﺳﻠﻮ ﹺﻝ ﺟﺮﻡ‪ ٢‬ﻃﻲ ﻣﺮﺍﺣﻠﻲ ﺩﺭ ﻣﺮﺩﺍﻥ ﺗﺒﺪﻳﻞ ﺑﻪ ﺳﻠﻮ ﹺﻝ‬ ‫ﺍﺳﭙﺮﻡ ﻭ ﺩﺭ ﺯﻧﺎﻥ ﺗﺒﺪﻳﻞ ﺑﻪ ﺳﻠﻮ ﹺﻝ ﺗﺨﻤﮏ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺍﺯ ﺁﻧﺠﺎﻳﻲ ﮐﻪ ﻃﻲ ﻓﺮﺍﻳﻨ ِﺪ ﻣﻴﻮﺯ ﻳﮏ ﺳﻠﻮ ﹺﻝ‬ ‫ﺩﻳﭙﻠﻮﻳﺪ‪ ،‬ﺑﻪ ﭼﻨﺪ ﺳﻠﻮ ﹺﻝ ﻫﺎﭘﻠﻮﻳﺪ ﺗﺒﺪﻳﻞ ﻣﻲ ﺷﻮﺩ ﺑﻪ‬ ‫ﻓﺮﺍﻳﻨﺪ ﻣﻴﻮﺯ‪ ،‬ﺗﻘﺴﻴ ﹺﻢ ﮐﺎﻫﺸﻲ‪ ٣‬ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻃﻲ ﻓﺮﺍﻳﻨ ِﺪ ﻣﻴﻮﺯ ‪:‬‬ ‫ƒ ﺍﺯ ﻫﺮ ﺳﻠﻮ ﹺﻝ ﺟﺮﻡ ﺩﺭ ﻣﺮﺩﺍﻥ ‪ ٤‬ﺳﻠﻮﻝ ﺍﺳﭙﺮﻡ ﺗﻮﻟﻴﺪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ƒ ﺍﺯ ﻫﺮ ﺳﻠﻮ ﹺﻝ ﺟﺮﻡ ﺩﺭ ﺯﻧﺎﻥ ‪ ٤‬ﺳﻠﻮﻝ ﺗﺸﮑﻴﻞ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﻣﻌﻤﻮﻻ ً ﺗﻨﻬﺎ ﻳﮑﻲ ﺍﺯ ﺁﻧﻬﺎ ﺗﺒﺪﻳﻞ ﺑﻪ ﺳﻠﻮ ﹺﻝ‬ ‫ﺗﺨﻤﮏ ﻣﻲ ﺷﻮﺩ‪.‬‬

‫ﻲ ﻣﺘﻮﺍﻟﻲ ﻣﻲ ﺑﺎﺷﺪ ﮐﻪ ﻃﻲ ﺁﻥ ﺗﻌﺪﺍ ِﺩ ﮐﺮﻭﻣﻮﺯﻭ ﹺﻡ ﺳﻠﻮﻝ ﻫﺎي ﺣﺎﺻﻞ ﺍﺯ‬ ‫ﻲ ﺍﺧﺘﺼﺎﺻ ﹺ‬ ‫‪ : meiosis ١‬ﻣﻴﻮﺯ ﻣﺘﺸﮑﻞ ﺍﺯ ﺩﻭ ﺗﻘﺴﻴ ﹺﻢ ﺳﻠﻮﻟ ﹺ‬ ‫ﮏ ﺍﺳﺘﺎﻧﺴﻔﻴﻠﺪ – ﺍﻟﺮﻭﺩ – ﺗﺮﺟﻤﻪ ي ﺭﺿﺎ ﭘﻴﻠﻪ ﭼﻴﺎﻥ‪ ،‬ﺩﮐﺘﺮ‬ ‫ﺩﻳﭙﻠﻮﺋﻴﺪ ) ‪ ( ٢ n‬ﺑﻪ ﻫﺎﭘﻠﻮﺋﻴﺪ ) ‪ ( n‬ﮐﺎﻫﺶ ﻣﻲ ﻳﺎﺑﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴ ِ‬ ‫ﻣﺤﻤﺪي‪ ،‬ﺩﮐﺘﺮ ﻣﻌﺘﻤﺪي – ﻧﺸ ﹺﺮ ﺁﻳﻴﮋ – ﺻﻔﺤﻪ ي ‪( ١٠‬‬ ‫‪ e germ cells ٢‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٥‬‬ ‫ﺖ ﮔﺎﻣﺘﻲ )‬ ‫ﺖ ﺯﻳﮕﻮﺗﻲ ) ﺩﻳﭙﻠﻮﺋﻴﺪي ( ﺑﻪ ﺗﻌﺪﺍﺩ ﮐﺮﻭﻣﻮﺯﻭ ﹺﻡ ﺣﺎﻟ ِ‬ ‫‪ : reductional division ٣‬ﻃﻲ ﻣﻴﻮﺯ ﺗﻌﺪﺍﺩ ﮐﺮﻭﻣﻮﺯ ﹺﻡ ﺣﺎﻟ ِ‬ ‫ﻫﻴﭙﻠﻮﺋﻴﺪي ( ﮐﺎﻫﺶ ﻣﻲ ﻳﺎﺑﺪ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺩﻟﻴﻞ ﺑﻪ ﻣﻴﻮﺯ ﺗﻘﺴﻴﻢ ﮐﺎﻫﺸﻲ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ ﮊﻧﺘﻴﮏ‪ .‬ﺍﺛ ﹺﺮ ﺟﻮﻧﺰ – ﮐﺎﺭﭖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻓﺎﺭﺳﻲ ﻭ ﺩﮐﺘﺮ ﺷﻬﺮﻳﺎﺭي – ﻧﺸ ﹺﺮ ﺑﻨﻔﺸﻪ – ﺻﻔﺤﻪ ي ‪٢١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﻞ ﻣﻘﺎﺑﻞ ﻣﻼﺣﻈﻪ ﻣﻲ ﮐﻨﻴﺪ ﻣﻴﻮﺯ ﻳﮏ ﻓﺮﺍﻳﻨﺪ ﺩﻭ ﻣﺮﺣﻠﻪ ﺍي ﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻻﺯﻡ ﺍﺳﺖ‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺷﮑ ﹺ‬ ‫ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﻓﺮﺍﻳﻨ ِﺪ ﻣﻴﻮﺯ ﺗﻨﻬﺎ ﺩﺭ ﮔﻨﺎﺩ ﻫﺎ ) ﻏﺪ ِﺩ ﺟﻨﺴﻲ ( ﺭﻭي ﻣﻲ ﺩﻫﺪ‪.١‬‬

‫ﻣﻴﺘﻮﺯ‪: ٢‬‬ ‫ﻧﻮﻋﻲ ﺗﻘﺴﻴ ﹺﻢ ﺳﻠﻮﻟﻲ ﺳﺖ ﮐﻪ ﻃﻲ ﺁﻥ ﺳﻠﻮﻝ‬ ‫ﻫﺎي ﻏﻴﺮﺟﻨﺴﻲ ﺗﻮﻟﻴﺪ ﻣﻲ ﺷﻮﻧﺪ‪ .٣‬ﺩﺭ ﻫﻨﮕﺎﻡ‬ ‫ﻣﻴﺘﻮﺯ ﻫﺮ ﺳﻠﻮ ﹺﻝ ﺩﻳﭙﻠﻮﻳﺪ ﺑﻪ ﺩﻭ ﺳﻠﻮ ﹺﻝ ﺩﻳﭙﻠﻮﻳﺪ‬ ‫ﺗﻘﺴﻴﻢ ﻣﻲ ﺷﻮﺩ‪).٤‬ﺷﮑﻞ ﻣﻘﺎﺑﻞ (‬

‫ﻞ ﻣﻲ ﻓﻬﻤﻴﻢ‬ ‫ﻋﻼﺭﻏ ﹺﻢ ﻫﻤﻪ ي ﺁﻧﭽﻪ ﮔﻔﺘﻪ ﺷﺪ‪ ،‬ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﻓﺮﺍﻳﻨ ِﺪ ﻣﻴﻮﺯ ﻭ ﻣﻴﺘﻮﺯ ﺭﺍ ﺗﻨﻬﺎ ﺯﻣﺎﻧﻲ ﺑﻪ ﻃﻮﺭ ﮐﺎﻣ ﹺ‬ ‫ﺢ ﻓﺮﺍﻳﻨ ِﺪ ﺗﻮﻟﻴﺪﻣﺜﻞ ﻣﻲ‬ ‫ﮐﻪ ﺁﻧﻬﺎ ﺭﺍ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﻓﺮﺍﻳﻨ ِﺪ ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﺑﺮﺭﺳﻲ ﮐﻨﻴﻢ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺩﺭ ﺍﺩﺍﻣﻪ ﺑﻪ ﺗﻮﺿﻴ ﹺ‬ ‫ﭘﺮﺩﺍﺯﻳﻢ‪.‬‬

‫ﻖ ﻓﺮﺍﻳﻨ ِﺪ ﻣﻴﻮﺯ‪ ،‬ﺑﺎﻳﺴﺘﻲ ﺑﻴﻀﻪ ﻫﺎ ﻭ ﺗﺨﻤﺪﺍﻥ ﻫﺎي ﻣﻮﺟﻮﺩﺍﺕ ﺭﺍ ﻣﻮﺭﺩ ﺑﺮﺭﺳﻲ‬ ‫‪ ١‬ﺑﺮﺍي ﭘﻴﺪﺍ ﮐﺮﺩ ِﻥ ﺳﻠﻮﻝ ﻫﺎي ﺩﺭ ﺣﺎ ﹺﻝ ﺗﻘﺴﻴﻢ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻗﺮﺍﺭ ﺩﻫﻴﻢ‪ ).‬ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ ﮊﻧﺘﻴﮏ‪ .‬ﺍﺛ ﹺﺮ ﺟﻮﻧﺰ – ﮐﺎﺭﭖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻓﺎﺭﺳﻲ ﻭ ﺩﮐﺘﺮ ﺷﻬﺮﻳﺎﺭي – ﻧﺸ ﹺﺮ ﺑﻨﻔﺸﻪ – ﺻﻔﺤﻪ ي ‪( ٢١‬‬ ‫‪Mitosis ٢‬‬ ‫‪ ٣‬ﺍﻟﺒﺘﻪ ﺍﮔﺮ ﺑﺨﻮﺍﻫﻴﻢ ﺩﻗﻴﻖ ﺗﺮ ﺳﺨﻦ ﺑﮕﻮﻳﻴﻢ ﺑﺎﻳﺪ ﻣﻴﻮﺯ ﻭ ﻣﻴﺘﻮﺯ ﺭﺍ ﻓﺮﺍﻳﻨﺪ ﻫﺎي ﺗﻘﺴﻴﻢ ﻫﺴﺘﻪ ي ﺳﻠﻮﻝ ﺑﺪﺍﻧﻴﻢ ﻧﻪ ﺧﻮﺩ ﺳﻠﻮﻝ‪ – .‬ﻡ‪ e‬ﺑﻪ‬ ‫ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٦‬‬ ‫‪ ٤‬ﺑﻪ ﺳﻠﻮﻝ ﻫﺎي ﻏﻴﺮﺟﻨﺴﻲ ﺍﺻﻄﻼﺣﺎً ﺳﻠﻮﻝ ﻫﺎي ﺗﻨﻲ ) ‪ ( somatic cells‬ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﻞ ﺟﻨﺴﻲ‪ ١‬ﭼﻪ ﺭﺥ ﻣﻲ ﺩﻫﺪ ؟‬ ‫ﺩﺭ ﻫﻨﮕﺎ ﹺﻡ ﺗﻮﻟﻴ ِﺪ ﻣﺜ ﹺ‬ ‫ﻳﮏ ﻣﺮ ِﺩ ﺑﺎﻟﻎ ﺩﺍﺭﺍي ﺳﻠﻮﻝ ﻫﺎي ﺍﺳﭙﺮﻡ ﻭ ﻳﮏ ﺯ ِﻥ ﺑﺎﻟﻎ ﺩﺍﺭﺍي ﺳﻠﻮﻝ ﺗﺨﻤﮏ ﻣﻲ ﺑﺎﺷﺪ‪ .٢‬ﺍﻳﻦ ﺳﻠﻮﻝ ﻫﺎ ﺑﻪ ﻃﻮﺭ‬ ‫ﺟﺪﺍﮔﺎﻧﻪ ﻃﻲ ﻓﺮﺍﻳﻨ ِﺪ ﻣﻴﻮﺯ ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﺍﻧﺪ‪ .‬ﻭﻗﺘﻲ ﻟﻘﺎﺡ‪ ٣‬ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ ﻳﮏ ﺳﻠﻮ ﹺﻝ ﺍﺳﭙﺮﻡ ﻭ ﻳﮏ ﺳﻠﻮ ﹺﻝ‬ ‫ﻞ ﻳﮏ ﺗﺨﻢ ﻳﺎ ﺯﻳﮕﻮﺕ‪ ٤‬ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﭘﻴﺶ ﺗﺮ ﮔﻔﺘﻴﻢ‬ ‫ﺗﺨﻤﮏ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺗﺮﮐﻴﺐ ﺷﺪﻩ ﻭ ﺗﺸﮑﻴ ﹺ‬ ‫ﺳﻠﻮ ﹺﻝ ﺍﺳﭙﺮﻡ ﻭ ﺗﺨﻤﮏ ﻫﺮ ﺩﻭ ﻫﺎﭘﻠﻮﻳﺪ ) ‪ ( n‬ﻫﺴﺘﻨﺪ‪ ،‬ﻳﻌﻨﻲ ﺗﻨﻬﺎ ﺩﺍﺭﺍي ‪ ٢٣‬ﻋﺪﺩ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻣﻲ ﺑﺎﺷﻨﺪ‪ .‬ﺩﺭ‬ ‫ﻞ‬ ‫ﻫﻨﮕﺎ ﹺﻡ ﻟﻘﺎﺡ‪ ٢٣ ،‬ﮐﺮﻭﻣﻮﺯﻭ ﹺﻡ ﻣﻮﺟﻮﺩ ﺩﺭ ﺍﺳﭙﺮﻡ ﺑﺎ ‪ ٢٣‬ﮐﺮﻭﻣﻮﺯﻭ ﹺﻡ ﻣﻮﺟﻮﺩ ﺩﺭ ﺗﺨﻤﮏ ﺟﻔﺖ ﺷﺪﻩ ﻭ ﺗﺸﮑﻴ ﹺ‬ ‫ﻳﮏ ﺳﻠﻮ ﹺﻝ ﺩﻳﭙﻠﻮﻳﺪ ) ‪ ( ٢n‬ﺑﺎ ‪ ٢٣‬ﺟﻔﺖ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺍﻳﻦ ﺳﻠﻮﻝ ﻫﻤﺎﻥ ﺗﺨﻢ ﻳﺎ ﺯﻳﮕﻮﺕ ﺍﺳﺖ‪ .‬ﺍﺯ‬ ‫ﺍﻳﻨﺠﺎ ﺑﻪ ﺑﻌﺪ ﻧﻮﺑﺖ ﺑﻪ ﻓﺮﺍﻳﻨﺪ ﻣﻴﺘﻮﺯ ﻣﻲ ﺭﺳﺪ ﺗﺎ ﺳﻠﻮﻝ ﺩﻳﭙﻠﻮﻳﺪ ﺗﻮﻟﻴﺪ ﺷﺪﻩ ) ﺯﻳﮕﻮﺕ ( ﺭﺍ ﺗﮑﺜﻴﺮ ﮐﻨﺪ‪ .‬ﻣﻴﺘﻮﺯ‬ ‫ﺚ ﺗﻮﻟﻴ ِﺪ ﺗﻌﺪﺍ ِﺩ ﺑﺴﻴﺎﺭ ﺯﻳﺎﺩي ﮐﭙﻲ ﺍﺯ ﺭﻭي ﺗﺨ ﹺﻢ ﺍﺻﻠﻲ ﻣﻲ‬ ‫ﺩﺭ ﺳﺮﺍﺳ ﹺﺮ ﺩﻭﺭﺍ ِﻥ ﺭﺷﺪ ﻣﮑﺮﺭﺍً ﺭﺥ ﻣﻲ ﺩﻫﺪ ﻭ ﺑﺎﻋ ِ‬ ‫ﻒ ﺑﺪ ِﻥ ﻓﺮﺩ ﺟﺪﻳﺪ ﻣﻲ ﮔﺮﺩﻧﺪ‪.٥‬‬ ‫ﻒ ﻣﺨﺘﻠ ِ‬ ‫ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺳﻠﻮﻝ ﻫﺎ ﻋﻬﺪﻩ ﺩﺍ ﹺﺭ ﺍﻧﺠﺎ ﹺﻡ ﻭﻇﺎﻳ ِ‬ ‫‪ ١‬ﺷﺎﻳﺪ ﺍﻳﻦ ﺳﻮﺍﻝ ﭘﻴﺶ ﺑﻴﺎﻳﺪ ﮐﻪ ﻣﮕﺮ ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﻏﻴﺮ ﺟﻨﺴﻲ ﻫﻢ ﻭﺟﻮﺩ ﺩﺍﺭﺩ !؟ ‪ e‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٧‬‬ ‫ﻞ ﺍﺭﺗﺒﺎﻁ‬ ‫‪ ٢‬ﺁﻧﭽﻪ ﮐﻪ ﺍﺯ ﻧﺴﻠﻲ ﺑﻪ ﻧﺴﻠﻲ ﺩﻳﮕﺮ ﻣﻨﺘﻘﻞ ﻣﻲ ﺷﻮﺩ ﻫﺮ ﭼﻪ ﮐﻪ ﺑﺎﺷﺪ ﺑﺎﻳﺴﺘﻲ ﺩﺭﻭ ِﻥ ﺍﻳﻦ ﺩﻭ ﺳﻠﻮ ﹺﻝ ﻇﺮﻳﻒ ﺑﺎﺷﺪ‪ .‬ﺍﻳﻦ ﺳﻠﻮﻝ ﻫﺎ ﭘ ﹺ‬ ‫ﺑﻴ ﹺ‬ ‫ﻦ ﻧﺴﻞ ﻫﺎ ﻫﺴﺘﻨﺪ‪ ).‬ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ ﮊﻧﺘﻴﮏ‪ .‬ﺍﺛ ﹺﺮ ﺟﻮﻧﺰ – ﮐﺎﺭﭖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻓﺎﺭﺳﻲ ﻭ ﺩﮐﺘﺮ ﺷﻬﺮﻳﺎﺭي – ﻧﺸ ﹺﺮ ﺑﻨﻔﺸﻪ – ﺻﻔﺤﻪ ي ‪٤‬‬ ‫(‪ e‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٨‬‬ ‫‪ : syngamy ٣‬ﻟﻘﺎﺡ‪ .‬ﻣﻌﺎﺩ ﹺﻝ ﻭﺍﮊﻩ ي ‪ fertilization‬ﻣﻲ ﺑﺎﺷﺪ ‪ -‬ﻡ‬ ‫‪ : Zygote ٤‬ﺗﺨ ﹺﻢ ﺑﺎﺭﻭﺭ ﺷﺪﻩ‪ ،‬ﺯﻳﮕﻮﺕ ‪ :‬ﺑﻪ ﺳﻠﻮﻟﻲ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺍﺯ ﺗﺮﮐﻴ ﹺ‬ ‫ﺐ ﺩﻭ ﮔﺎﻣﺖ ﺗﺸﮑﻴﻞ ﻣﻲ ﺷﻮﺩ‪ .‬ﮔﺎﻣﺖ‪ ،‬ﺳﻠﻮ ﹺﻝ ﺗﻮﻟﻴ ِﺪ‬ ‫ﺲ ﻣﺨﺎﻟﻒ ﺗﺮﮐﻴﺐ ﺷﺪﻩ ﻭ ﺗﻮﻟﻴ ِﺪ ﺯﻳﮕﻮﺕ ﻧﻤﺎﻳﺪ‪ .‬ﮔﺎﻣﺖ ﻫﺎ ﺩﺭ ﻣﺮﺩﺍﻥ ﺍﺳﭙﺮﻡ ﻭ ﺩﺭ‬ ‫ﻲ ﺑﺎﻟﻐﻲ ﺍﺳﺖ ﮐﻪ ﻗﺎﺩﺭ ﺍﺳﺖ ﺑﺎ ﺳﻠﻮ ﹺﻝ ﻣﺸﺎﺑ ِﻪ ﺟﻨ ﹺ‬ ‫ﻣﺜﻠ ﹺ‬ ‫ﺯﻧﺎﻥ ﺗﺨﻤﮏ ﻧﺎﻣﻴﺪﻩ ﻣﻲ ﺷﻮﻧﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ ﮊﻧﺘﻴﮏ‪ .‬ﺍﺛ ﹺﺮ ﺟﻮﻧﺰ – ﮐﺎﺭﭖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻓﺎﺭﺳﻲ ﻭ ﺩﮐﺘﺮ ﺷﻬﺮﻳﺎﺭي – ﻧﺸ ﹺﺮ ﺑﻨﻔﺸﻪ –‬ ‫ﺻﻔﺤﻪ ي ‪( ٤‬‬ ‫ﻦ ﺩﻭﺑﺎﺭﻩ ي ﺧﻮﺩ‪ ،‬ﺍﻓﺮﺍ ِﺩ‬ ‫‪ ٥‬ﻫﺮ ﺑﺎﺭ ﮐﻪ ﺳﻠﻮﻝ ﻫﺎي ﺟﻨﺴﻲ ﺩﺭ ﻫﺮ ﻧﺴﻞ ﺳﺎﺧﺘﻪ ﻣﻲ ﺷﻮﺩ ﮊﻥ ﻫﺎي ﺑﺮﻧﺪﻩ ) ﭘﻴﺮﻭﺯ ( ﺑﺎ ﺟﺪﺍ ﺷﺪﻥ ﻭ ﺩﺭ ﺁﻣﻴﺨﺘ ﹺ‬ ‫ﺟﺪﻳﺪي ﺭﺍ ﻣﻲ ﺳﺎﺯﻧﺪ ﮐﻪ ﺩﺭ ﻣﺠﻤﻮﻉ ﺳﻬ ﹺﻢ ﺑﻴﺸﺘﺮي ﺍﺯ ﻫﻤﺎﻥ ﮊﻥ ﻫﺎ ﺭﺍ ﺑﺎ ﺧﻮﺩ ﺩﺍﺭﻧﺪ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﺳﻮﺳﻴﻮﺑﻴﻮﻟﻮﮊي ﺍﺛﺮ ﺍﺩﻭﺍﺭﺩ ﻭﻳﻠﺴﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﺸﺮ ﺟﻬﺎﺩﺩﺍﻧﺸﮕﺎﻫﻲ ﻣﺸﻬﺪ – ﺻﻔﺤﻪ ي ‪١١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﺖ ﻓﺮﺯﻧﺪ ﭼﮕﻮﻧﻪ ﺗﻌﻴﻴﻦ ﻣﻲ ﺷﻮﺩ ؟‬ ‫ﺟﻨﺴﻴ ِ‬ ‫ﺖ ‪ ،( ٢٣‬ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎي ﺟﻨﺴﻲ ﻫﺴﺘﻨﺪ‪.١‬ﮐﺮﻭﻣﻮﺯﻭﻡ‬ ‫ﺩﺭ ﻫﺮ ﺳﻠﻮ ﹺﻝ ﺍﻧﺴﺎﻥ‪ ،‬ﺩﻭ ﮐﺮﻭﻣﻮﺯﻭ ﹺﻡ ﺁﺧﺮي ) ﺟﻔ ِ‬ ‫ﻫﺎي ﺟﻨﺴﻲ ﺭﺍ ﺑﻪ ﺩﻟﻴﻞِ ﻇﺎﻫﺮﺷﺎﻥ ﺑﻪ ﺩﻭ ﻧﻮﻉ ‪ X‬ﻭ ‪ Y‬ﺗﻘﺴﻴﻢ ﮐﺮﺩﻩ ﺍﻧﺪ‪ .‬ﺯﻧﺎﻥ ﺩﺭ ﻫﺮ ﺳﻠﻮﻝ ﺧﻮﺩ ) ﺑﺠﺰ ﺳﻠﻮﻝ‬ ‫ﺐ ﻳﮏ‬ ‫ﻫﺎي ﺟﻨﺴﻲ ( ﺩﺍﺭﺍي ﺩﻭ ﮐﺮﻭﻣﻮﺯﻭ ﹺﻡ ‪ X‬ﻭ ﻣﺮﺩﺍﻥ ﺩﺭ ﻫﺮ ﺳﻠﻮﻝ ﺧﻮﺩ ) ﺑﺠﺰ ﺳﻠﻮﻝ ﻫﺎي ﺟﻨﺴﻲ ( ﺻﺎﺣ ﹺ‬ ‫ﺕ ﮊﻧﺘﻴﮑﻲ ﻣﺮﺑﻮﻁ ﺑﻪ ﻣﺮﺩﺍﻧﮕﻲ ﺭﺍ ﺣﻤﻞ‬ ‫ﮐﺮﻭﻣﻮﺯ ﹺﻡ ‪ X‬ﻭ ﻳﮏ ﮐﺮﻭﻣﻮﺯﻭ ﹺﻡ ‪ Y‬ﻫﺴﺘﻨﺪ‪ .‬ﮐﺮﻭﻣﻮﺯﻭ ﹺﻡ ‪ Y‬ﺍﻃﻼﻋﺎ ِ‬ ‫ﻣﻲ ﮐﻨﺪ‪.‬‬

‫ﺩﺭ ﻫﻨﮕﺎ ﹺﻡ ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞ ﺟﻨﺴﻲ‪ ،‬ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﺍﺳﭙﺮﻡ ﻭ ﺗﺨﻤﮏ ﺳﻠﻮﻝ ﻫﺎﻳﻲ ﻫﺎﭘﻠﻮﻳﺪ ﻫﺴﺘﻨﺪ ﺍﺯ ﻫﺮ ﺟﻔﺖ‬ ‫ﮐﺮﻭﻣﻮﺯﻭ ﹺﻡ ﻓﺮﺩ ﺗﻨﻬﺎ ﻳﮏ ﻧﺴﺨﻪ ﺭﺍ ﺑﻪ ﻫﻤﺮﺍﻩ ﺩﺍﺭﻧﺪ‪ ٢٣ ) .‬ﻋﺪﺩ ( ﺩﺭ‬ ‫ﻧﺘﻴﺠﻪ ﻣﺮﺩﺍﻥ ﻳﺎ ﺑﺎ ﮐﺮﻭﻣﻮﺯﻭ ﹺﻡ ‪ X‬ﻭ ﻳﺎ ﺑﺎ ﮐﺮﻭﻣﻮﺯﻭﻡ ‪ Y‬ﻭ ﺯﻧﺎﻥ‬ ‫ﻫﻤﻮﺍﺭﻩ ﺑﺎ ﻳﮏ ﮐﺮﻭﻣﻮﺯﻭﻡﹺ ‪ X‬ﺩﺭ ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﺷﺮﮐﺖ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬ ‫ﭼﻨﺎﻧﭽﻪ ﻣﺮﺩﺍﻥ ﺑﺎ ﮐﺮﻭﻣﻮﺯﻭﻡﹺ ‪ X‬ﺧﻮﺩ ﺩﺭ ﺗﻮﻟﻴﺪﻣﺜﻞ ﺷﺮﮐﺖ ﮐﻨﻨﺪ‬ ‫ﻓﺮﺯﻧﺪ ﺩﺧﺘﺮ )‪ (XX‬ﻭ ﺍﮔﺮ ﺑﺎ ﮐﺮﻭﻣﻮﺯﻭ ﹺﻡ ‪ Y‬ﺧﻮﺩ ﺷﺮﮐﺖ ﮐﻨﻨﺪ‬ ‫ﻓﺮﺯﻧﺪ ﭘﺴﺮ )‪ (XY‬ﺧﻮﺍﻫﺪ ﺷﺪ‪ ) .‬ﺷﮑﻞ ﻣﻘﺎﺑﻞ (‬

‫ﻲ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ‪ ،‬ﻣﻨﻬﺎي ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎي ﺟﻨﺴﻲ ﺍﺻﻄﻼﺣﺎً ﺍﺗﻮﺯﻭﻡ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ -‬ﻡ‬ ‫‪ ١‬ﺑﻪ ﺗﻤﺎﻣ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﺶ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎي ﻫﺎﭘﻠﻮﺋﻴﺪ ﻭ ﺩﻳﭙﻠﻮﺋﻴﺪ ﺭﺍ ﺗﻮﺿﻴﺢ ﺩﺍﺩﻳﻢ‪ .‬ﺍﻣﺎ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ‬ ‫ﺗﺎ ﺑﻪ ﺍﻳﻨﺠﺎ ﺭﻭﻧ ِﺪ ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞ ﻭ ﻧﻘ ﹺ‬ ‫ﺧﻮﺩ ﺍﺯ ﭼﻪ ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﻧﺪ ؟ ﺩﺭ ﺍﺩﺍﻣﻪ ﺗﻼﺵ ﻣﻲ ﮐﻨﻴﻢ ﺗﺎ ﺑﺪﻳﻦ ﺳﻮﺍﻝ‪ ،‬ﭘﺎﺳﺦ ﺩﻫﻴﻢ‪.‬‬

‫‪: ١DNA‬‬ ‫ﻞ ﺯﻳﺮ‬ ‫ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ ﺧﻮﺩ ﺍﺯ ﺍﺟﺘﻤﺎ ﹺﻉ ﺭﺷﺘﻪ ﻫﺎﻳﻲ ﺑﻪ ﻧﺎ ﹺﻡ ‪ DNA‬ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﻧﺪ‪ .٢‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺷﮑ ﹺ‬ ‫ﺖ ﺭﺷﺪ‬ ‫ﺕ ﺿﺮﻭﺭي ﺟﻬ ِ‬ ‫ﻲ ﺍﻃﻼﻋﺎ ِ‬ ‫ي ﺗﻤﺎﻣ ﹺ‬ ‫ﻣﻼﺣﻈﻪ ﻣﻲ ﮐﻨﻴﺪ‪ DNA ،‬ﻳﮏ ﻣﻮﻟﮑﻮ ﹺﻝ ﺩﻭ ﺭﺷﺘﻪ ﺍي ﺍﺳﺖ ﮐﻪ ﺣﺎﻭ ﹺ‬ ‫ﻭ ﻋﻤﻠﮑﺮ ِﺩ ﻣﻮﺟﻮﺩِ ﺯﻧﺪﻩ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺩﺭ ﻳﮏ ﻋﺒﺎﺭﺕِ ﻣﻠﻤﻮﺱ ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ‪ DNA :‬ﻳﻌﻨﻲ ﺍﻃﻼﻋﺎﺕ !‬ ‫} ﺩﻗﺖ ﮐﻨﻴﺪ ﺁﻧﭽﻪ ﺩﺭ ﺷﮑ ﹺ‬ ‫ﻞ ﺑﺎﻻ ﻣﻲ ﺑﻴﻨﻴﺪ ﻟﺰﻭﻣﺎ ً ﻳﮏ ﮐﺮﻭﻣﻮﺯﻭ ﹺﻡ ‪ X‬ﻧﻴﺴﺖ‪ .‬ﺑﻠﮑﻪ ﻣﻲ ﺗﻮﺍﻧﺪ ﻫﺮ‬ ‫ﭗ ﺻﻔﺤﻪ ي ‪ ١٣١‬ﻧﮕﺎﻩ ﮐﻨﻴﺪ {‬ ‫ﮐﺮﻭﻣﻮﺯﻭﻣﻲ ﺍﺯ ﮐﺎﺭﻳﻮﺗﻴﭗ ﻓﺮﺩ ﺑﺎﺷﺪ‪ ) .‬ﺑﻪ ﮐﺎﺭﻳﻮﺗﻴ ﹺ‬

‫ﻒ ﮐﻠﻤﻪ ي » ﺩﺋﻮﮐﺴﻲ ﺭﻳﺒﻮﺯ ﻧﻮﮐﻠﺌﮏ ﺍﺳﻴﺪ « ﻣﻲ ﺑﺎﺷﺪ‪.‬‬ ‫‪ ١‬ﺍﻳﻦ ﻭﺍﮊﻩ‪ ،‬ﻣﺨﻔ ِ‬ ‫‪ ٢‬ﺍﻟﺒﺘﻪ ﺩﺭ ﺳﺎﺧﺘﻤﺎﻥ ﮐﺮﻭﻣﻮﺯﻭﻡ ﺑﻪ ﺟﺰ ‪ DNA‬ﻧﻮﻋﻲ ﭘﺮﻭﺗﺌﻴﻦ ﺑﻪ ﻧﺎﻡ ﻫﻴﺴﺘﻮﻥ ) ‪ ( histone‬ﻧﻴﺰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﮐﻪ ﻣﺎ ﺩﺭ ﺍﻳﻨﺠﺎ ﺍﺯ ﻧﺎﻡ‬ ‫ﺑﺮﺩﻥ ﺁﻥ ﺻﺮﻑ ﻧﻈﺮ ﮐﺮﺩﻳﻢ‪ – .‬ﻡ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﻭﺍﺣﺪﻫﺎي ﺳﺎﺯﻧﺪﻩ ي ‪ DNA‬ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪:‬‬ ‫ƒ ﻣﻮﻟﮑﻮﻝ ﻗﻨﺪ‬ ‫ƒ ﻣﻮﻟﮑﻮﻝ ﻫﺎي ﻓﺴﻔﺎﺕ‬ ‫ƒ ﭼﻬﺎﺭ ﻧﻮﻉ ﺑﺎ ﹺﺯ ﺷﻴﻤﻴﺎﻳﻲ‪ : ١‬ﺩﺭ ﺭﺷﺘﻪ ﻫﺎي ‪DNA‬‬ ‫ﭼﻬﺎﺭﻧﻮﻉ ﺑﺎﺯ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪ :‬ﺁﺩﻧﻴﻦ ) ‪– ( A‬‬ ‫ﺗﻴﻤﻴﻦ ) ‪ - ( T‬ﮔﻮﺍﻧﻴﻦ ) ‪ – ( G‬ﺳﻴﺘﻮﺯﻳﻦ ) ‪C‬‬ ‫(‪ .‬ﺍﻳﻦ ﭼﻬﺎﺭ ﺑﺎﺯ‪ ،‬ﺑﺨﺸﻲ ﺍﺯ ‪ DNA‬ﻫﺴﺘﻨﺪ ﮐﻪ‬ ‫ﺕ ﮊﻧﺘﻴﮑﻲ ﺭﺍ ﺣﻤﻞ ﻣﻲ ﮐﻨﺪ‪ .‬ﻭﻳﮋﮔﻲ ﻫﺎي ﺳﺎﺧﺘﺎﺭي ﺍﻳﻦ ﺑﺎﺯﻫﺎ ﻃﻮﺭي ﺍﺳﺖ ﮐﻪ ﻫﻤﻮﺍﺭﻩ ﺁﺩﻧﻴﻦ‬ ‫ﺍﻃﻼﻋﺎ ِ‬ ‫ﺑﺎ ﺗﻴﻤﻴﻦ ﻭ ﺳﻴﺘﻮﺯﻳﻦ ﺑﺎ ﮔﻮﺍﻧﻴﻦ ﺟﻔﺖ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫ﻫﺮ ﺩﻭﺭﺷﺘﻪ ي ‪ DNA‬ﺑﻪ ﺩﻭﺭ ﻳﮑﺪﻳﮕﺮ ﭘﻴﭽﻴﺪﻩ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﭼﻨﺎﻧﭽﻪ ﺑﻪ ﻃﻮ ﹺﺭ ﺧﻴﺎﻟﻲ ﺍﻳﻦ ﭘﻴﭻ ﺧﻮﺭﺩﮔﻲ ﺭﺍ ﺑﺎﺯ‬ ‫ﮐﻨﻴﻢ ﺑﺎ ﺷﮑﻠﻲ ﺷﺒﻴﻪ ﺑﻪ ﻳﮏ ﻧﺮﺩﺑﺎﻥ ﺭﻭﺑﺮﻭ ﺧﻮﺍﻫﻴﻢ ﺷﺪ‪ .‬ﻣﻮﻟﮑﻮﻝ ﻫﺎي ﻗﻨﺪ ﻭ ﻓﺴﻔﺎﺕ ﺩﺭ ﺣﮑﻢ ﺳﺘﻮﻥ ﻫﺎ ﻭ‬ ‫ﭼﻬﺎﺭ ﺑﺎﺯ ﺫﮐﺮ ﺷﺪﻩ ﺩﺭ ﺣﮑﻢ ﭘﻠﻪ ﻫﺎي ﺍﻳﻦ ﻧﺮﺩﺑﺎﻥ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﻑ ﻧﺮﺩﺑﺎﻥ ( ﻧﻮﻉ‬ ‫ﺑﺎﺯﻫﺎي ﻳﮏ ﺭﺷﺘﻪ ي ‪ ) DNA‬ﻳﮏ ﻃﺮ ِ‬ ‫ﻑ ﺩﻳﮕﺮ ﺭﺍ ﺗﻌﻴﻴﻦ ﻣﻲ ﮐﻨﺪ‪ .‬ﻣﺜﻼً ﭼﻨﺎﻧﭽﻪ ﺑﺎﺯ‬ ‫ﺑﺎﺯﻫﺎي ﻃﺮ ِ‬ ‫ﻳﮏ ﻃﺮﻑ ‪ A‬ﺑﺎﺷﺪ ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﻣﻄﻤﺌﻦ ﺑﺎﺷﻴﻢ ﮐﻪ ﺑﺎﺯ ﺭﺷﺘﻪ‬ ‫ﻞ ‪ ،G‬ﺑﻪ ﻃﻮﺭ‬ ‫ي ﻣﻘﺎﺑﻞ ‪ T‬ﺍﺳﺖ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺷﮑﻞ ﺑﺎ ﹺﺯ ﻣﻘﺎﺑ ﹺ‬ ‫ﻲ ﺍﻳﻦ ‪ ٤‬ﺑﺎﺯ‬ ‫ﻳﻘﻴﻦ ‪ C‬ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﻧﺤﻮﻩ ي ﺗﻮﺍﻟ ﹺ‬ ‫ﺕ ﮊﻧﺘﻴﮑﻲ ﻓﺮﺩ ﺭﺍ ﻣﺸﺨﺺ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﺍﺳﺖ ﮐﻪ ﻣﺤﺘﻮﺍي ﺍﻃﻼﻋﺎ ِ‬

‫‪ : bases ١‬ﺑﺎﺯﻫﺎ ‪ :‬ﻣﻮﺍﺩي ﮐﻪ ﺍﺯ ﺗﺮﮐﻴﺐ ﺷﺪﻥ ﺁﻧﻬﺎ ﺑﺎ ﺍﺳﻴﺪ ﻳﮏ ﻧﻤﮏ ﺑﺪﺳﺖ ﻣﻲ ﺁﻳﺪ‪ -.‬ﻡ‬

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‫ﻡ‬ ‫ﭼﻬﺎﺭﻡ‬ ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ‬ ‫ﻣﺒ‬

‫ﻓﺮﺍﻫﻢ ﻣﻲ ﺳﺎﺯﺩ ‪:‬‬ ‫ﻢ‬ ‫‪DNA‬‬ ‫ﺍﻳﻨﻄﻄﻮﺭ ﺟﻔﺖ ﺷﺷﺪ ِﻥ ﺑﺎﺯﻫﺎ ﺩﺭ ‪ ،DNA‬ﺍﺍﻣﮑﺎ ِﻥ ﺩﻭ ﻧﻮﻮﻉ ﮐﺎﺭﮐﺮﺩ ﺭﺍ ﺑﺮﺍي ‪A‬‬

‫‪ .١‬ﻫﻤﺎﻧﻨﺪ ﺳﺎﺯي‬

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‫ﺖ‬ ‫ﻣﻮﻟﮑﻮﻝ ‪ DNA‬ﻗﺎﺩﺭ ﺍﺳﺖ‬ ‫ﻝ‬ ‫‪:‬‬

‫ﻲ‬ ‫ﺧﻮﺩﺵ ﮐﭙﻲ‬ ‫ﻫﻤﺎﻧﻨﺪﺳﺳﺎﺯي ﮐﻨﺪ‪ ) .‬ﻳﻌﻨﻲ ﺍﺯ ﺭﻭي ﺧ‬ ‫‪ DN‬ﺍﺯ ﻫﻢ ﺑﺎﺯ‬ ‫ﺑﺮﺩﺍﺭﺩ‪ ( .‬ﺑﻪ ﺍﻳﻦ ﻣﻌﻌﻨﺎ ﮐﻪ ﺩﻭ ﺭﺷﺘﻪ ي ‪NA‬‬ ‫ﻫﺎي ﺑﺎﺯﻫﺎ ﺍﺯ ﻳﻳﮑﺪﻳﮕﺮ ﺟﺪﺪﺍ‬ ‫ﻞ‪ ،‬ﺟﻔﺖ ي‬ ‫ﺷﺪﻩ ﻭ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ‬ ‫ﺷﺪﻩ ﻭ ﻫﺮ ﺭﺷﺘﺘﻪ‬ ‫ﮕﺮ ﺑﺎﺯ ﻩ‬ ‫ﻣﻲ ﺷﻮﻮﻧﺪ‪ .‬ﺩﻭ ﺭﺷﺘﺘﻪ ﺍﺯ ﻳﮑﺪﻳﮕ‬ ‫ﻦ‬ ‫ﺑﺎﺯﻫﺎي ﻣﻨﺎﺳﺐ ﺭﺍ ﺑﺑﻪ ﺳﻮي ﺧﻮﻮﺩ ﺟﺬﺏ ﮐﺮﺮﺩﻩ ﻭ ﺑﻪ ﺍﻳﻦ‬ ‫ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﺩﻭ‬ ‫ﺳﺎﺯﺩ‪ .‬ﺑﻪ ﻦ‬ ‫ﻞ ﺧﻮﺩ ﺭﺍ ﻣﻲ ﺎ‬ ‫ﺷﮑﻞ ﻣﻣﮑﻤ ﹺ‬ ‫ﺖ ﺍﻳﻳﻦ‬ ‫ﺩﺍﺷﺖ‪ .‬ﺍﻫﻤﻴ ِ‬ ‫ﻳﮏ ﻣﺎﺭﭘﻴﭻ ﻭﻭﺟﻮﺩ ﺖ‬ ‫ﺣﺎﻟﻲ ﮐﻪ ﻗﺒﺒﻼً ﻓﻘﻂ ﮏ‬ ‫ﻣﻲ ﺁﻳﺪ‪ ،‬ﺩﺭ ﺣ‬ ‫‪ DN‬ﭘﺪﻳﺪ ﻲ‬ ‫ﻣﺎﺭﭘﻴﭻ ﮐﺎﻣﻞ ‪NA‬‬ ‫‪ DNA‬ﺳﻠﻮ ﹺﻝ ﻗﺒﻠﻠﻲ‬ ‫‪D‬‬ ‫ﺩﻗﻴﻖ ﺍﺯ‬ ‫ﻣﻮﺿﻮﻉ ﺩﺭ ﻫﻨﮕﺎ ﹺﻡ ﺗﻘﺴﻴﻢ ﺳﻠﻮﻮﻟﻲ ﮐﻪ ﺳﻠﻮﻮﻝ ﺑﺎﻳﺴﺘﻲ ﻳﮏ ﮐﭙﻲ ﮐﺎﻣﻼ ً ﻖ‬ ‫ﻉ‬ ‫ﺑﺴﺎﺯﺩ ﻣﻣﺸﺨﺺ ﻣﻲ ﺷﻮﺩ‪.‬‬

‫‪ e Replication‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٩‬‬ ‫‪R‬‬ ‫‪n١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﺕ ﺭﻣﺰي ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﺕ ﻣﻮﺟﻮﺩ ﺩﺭ ‪ DNA‬ﺑﻪ ﺻﻮﺭ ِ‬ ‫ﺖ ﭘﺮﻭﺗﺌﻴﻦ ﻫﺎ‪ : ١‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﻳﺪﻳﻢ ﺍﻃﻼﻋﺎ ِ‬ ‫‪ .٢‬ﺳﺎﺧ ِ‬ ‫ﺕ ﺭﻣﺰﮔﺸﺎﻳﻲ ﺷﻮﺩ‪ .‬ﺭﻣﺰﮔﺸﺎﻳﻲ ﺍﻳﻦ ﺍﻃﻼﻋﺎﺕ ﻃﻲ‬ ‫ﺖ ﭘﺮﻭﺗﺌﻴﻦ ﺑﺎﻳﺴﺘﻲ ﺍﻳﻦ ﺍﻃﻼﻋﺎ ِ‬ ‫ﺑﻨﺎﺑﺮﺍﻳﻦ ﺑﺮﺍي ﺳﺎﺧ ِ‬ ‫ﭼﻨﺪ ﻣﺮﺣﻠﻪ ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ‪ .‬ﺍﻳﻦ ﻣﺮﺍﺣﻞ ﺑﻪ ﻃﻮ ﹺﺭ ﻣﺨﺘﺼﺮ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪:‬‬ ‫ƒ ﺭﻭﻧﻮﻳﺴﻲ‪ : ٢‬ﺍﻃﻼﻋﺎﺕ ‪ DNA‬ﻃﻲ ﻓﺮﺍﻳﻨﺪي ﮐﻪ ﺍﺻﻄﻼﺣﺎً ﺭﻭﻧﻮﻳﺴﻲ ﻧﺎﻣﻴﺪﻩ ﻣﻲ ﺷﻮﺩ ﺑﺮ ﺭﻭي‬ ‫ﻣﻮﻟﮑﻮﻝ ﺩﻳﮕﺮي ﺑﻪ ﻧﺎﻡ ‪ RNA‬ﮐﭙﻲ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫ﺕ ‪ RNA‬ﺑﻪ ﺍﺳﻴﺪﺁﻣﻴﻨﻪ ﻫﺎي ﮔﻮﻧﺎﮔﻮﻥ ﺗﺮﺟﻤﻪ ﻣﻲ ﺷﻮﺩ‪ } .‬ﺍﺳﻴﺪ ﺁﻣﻴﻨﻪ‬ ‫ƒ ﺗﺮﺟﻤﻪ‪ : ٣‬ﺳﭙﺲ ﺍﻃﻼﻋﺎ ِ‬ ‫ﻫﺎ‪ ،‬ﻭﺍﺣﺪﻫﺎي ﺗﺸﮑﻴﻞ ﺩﻫﻨﺪﻩ ي ﻫﺰﺍﺭﺍﻥ ﻧﻮﻉ ﭘﺮﻭﺗﺌﻴﻦﹺ ﺑﮑﺎﺭﺭﻓﺘﻪ ﺩﺭ ﺳﺎﺧﺘﻤﺎ ِﻥ ﺑﺪ ِﻥ ﻣﻮﺟﻮﺩﺍﺕ‬ ‫ﻲ ﺩﻗﻴﻘﺎ ً‬ ‫ﺯﻧﺪﻩ ﺍﻧﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ‪ ،‬ﻫﺮ ﭘﺮﻭﺗﺌﻴﻦ ﺍﺯ ﺗﻌﺪﺍ ِﺩ ﻣﺸﺨﺼﻲ ﺍﺳﻴﺪﺁﻣﻴﻨﻪ ﺑﺎ ﻳﮏ ﺗﻮﺍﻟ ﹺ‬ ‫ﻣﻨﻈﻢ ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﺳﺖ‪( .٤‬‬ ‫ﭘﺮﻭﺗﺌﻴﻦ→ ﺗﺮﺟﻤﻪ → ‪ → RNA‬ﺭﻭﻧﻮﻳﺴﻲ →‪DNA‬‬ ‫ﺫﮐﺮ ﺩﻭ ﻧﮑﺘﻪ ﻻﺯﻡ ﺍﺳﺖ ‪:‬‬ ‫‪ .١‬ﺗﻤﺎﻣﻲ ﺳﻠﻮﻝ ﻫﺎي ﺑﺪ ِﻥ ﻓﺮﺩ ﺩﺍﺭﺍي ‪ DNA‬ﻳﮑﺴﺎﻧﻲ ﻫﺴﺘﻨﺪ‪.‬‬ ‫‪ DNA .٢‬ﻫﺮ ﻓﺮﺩ ﻣﻨﺤﺼﺮ ﺑﻪ ﻓﺮﺩ ﻭ ﻳﮕﺎﻧﻪ ﺍﺳﺖ‪.‬‬

‫ﺖ ﭘﺮﻭﺗﺌﻴﻦ ﺍﻧﺘﺨﺎﺏ ﺷﺪﻩ ﺍﺳﺖ ؟ ﺩﺭ ﭘﺎﺳﺦ ﺑﺎﻳﺪ ﺑﮕﻮﻳﻴﻢ‬ ‫ﻦ ﺍﻳﻦ ﻫﻤﻪ ﮐﺎﺭ‪ ،‬ﺳﺎﺧ ِ‬ ‫‪ : protein synthesize ١‬ﺷﺎﻳﺪ ﺳﻮﺍﻝ ﮐﻨﻴﺪ ﭼﺮﺍ ﺍﺯ ﺑﻴ ﹺ‬ ‫ﮐﻪ ﭘﺮﻭﺗﺌﻴﻦ ﻫﺎ ﻳﮏ ﮔﺮﻭ ِﻩ ﻣﺘﻨﻮﻉ ﺍﺯ ﻣﻮﻟﮑﻮﻝ ﻫﺎي ﺑﺰﺭﮒ ﻭ ﭘﻴﭽﻴﺪﻩ ﻫﺴﺘﻨﺪ ﮐﻪ ﻧﻘﺶ ﺍﺳﺎﺳﻲ ﻭ ﺗﻌﻴﻴﻦ ﮐﻨﻨﺪﻩ ﺍي ﺩﺭ ﺗﻤﺎﻣﻲ ﺟﻨﺒﻪ ﻫﺎي‬ ‫ﺳﺎﺧﺘﺎﺭي ﻭ ﮐﺎﺭﮐﺮﺩي ﺑﺪﻥ ﺩﺍﺭﻧﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﺗﻨﻬﺎ ﺯﻣﺎﻧﻲ ﺑﻪ ﺍﻫﻤﻴﺖ ﭘﺮﻭﺗﺌﻴﻦ ﻫﺎ ﭘﻲ ﺧﻮﺍﻫﻴﺪ ﺑﺮﺩ ﮐﻪ ﺑﺪﺍﻧﻴﺪ ﭘﺮﻭﺗﺌﻴﻦ ﻫﺎ ﺑﻪ ﻭﺟﻮﺩ ﺁﻭﺭﻧﺪﻩ‬ ‫ي ﺳﻴﺴﺘ ﹺﻢ ﺍﺳﺘﺨﻮﺍﻥ ﺑﻨﺪي‪ ،‬ﻣﺎﻫﻴﭽﻪ ﻫﺎ‪ ،‬ﺳﻴﺴﺘﻢ ﻏﺪﺩ ﺩﺭﻭﻥ ﺭﻳﺰ‪ ،‬ﺳﻴﺴﺘ ﹺﻢ ﺍﻳﻤﻨﻲ‪ ،‬ﺳﻴﺴﺘ ﹺﻢ ﮔﻮﺍﺭﺵ‪ ،‬ﻭ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﻫﺴﺘﻨﺪ ﮐﻪ ﺑﺮﺍي ﺭﻓﺘﺎﺭ‬ ‫ﻣﻬﻢ ﺗﺮ ﺍﺯ ﻫﻤﻪ ﺗﻠﻘﻲ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴﮏ ﺭﻓﺘﺎﺭي ﺍﺛﺮ ﭘﻼﻣﻴﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪ .‬ﻧﺸﺮ ﻣﻬﺘﺎﺏ ﺹ ‪( ٨٣‬‬ ‫‪ e Transcription ٢‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١٠‬‬ ‫‪ e Translation ٣‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١٠‬‬ ‫ﮏ ﺍﺳﺘﺎﻧﺴﻔﻴﻠﺪ – ﺍﻟﺮﻭﺩ – ﺗﺮﺟﻤﻪ ي ﺭﺿﺎ ﭘﻴﻠﻪ ﭼﻴﺎﻥ‪،‬‬ ‫‪ ٤‬ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴﮏ ﺭﻓﺘﺎﺭي ﺍﺛﺮ ﭘﻼﻣﻴﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪ .‬ﻧﺸﺮ ﻣﻬﺘﺎﺏ ﺹ ‪ ٨٣‬ﻭ ﮊﻧﺘﻴ ِ‬ ‫ﺩﮐﺘﺮ ﻣﺤﻤﺪي‪ ،‬ﺩﮐﺘﺮ ﻣﻌﺘﻤﺪي – ﻧﺸ ﹺﺮ ﺁﻳﻴﮋ – ﺻﻔﺤﻪ ي ‪٩٢‬‬

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‫ﻡ‬ ‫ﭼﻬﺎﺭﻡ‬ ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ‬ ‫ﻣﺒ‬

‫ﮊﻥ ﻫﺎ ﭼﻪ ﻫﻫﺴﺘﻨﺪ ؟‬ ‫ﻥ‬ ‫ﺍﺳﺖ‪.‬‬ ‫ﺳﺎﺧﺖ ﻳﮏ ﭘﺮﻭﺗﺌﺌﻴﻦ ﻻﺯﻡ ﺳﺖ‬ ‫‪ D‬ﺍﺳﺖ ﮐﻪ ﺑﺮﺍي ﺖ‬ ‫ﻣﻘﺪﺍﺭي ﺍﺯ ‪DNA‬‬ ‫ي‬ ‫ﻳﮏ ﮊﻥ‬ ‫ﮏ‬ ‫ﺗﻮﺳﻂ ﻓﺮﺯﻧﺪﺍﻥ ﺑﻪ‬ ‫ﻲ ﻣﺠﺰﺍ ﻫﺴﺘﻨﻨﺪ ﮐﻪ ﻂِ‬ ‫ﺑﺎﺱ‪ " ( ١١٩٩٩) ١‬ﮊﻥ ﻫﻫﺎ ﮐﻮﭼﮑﺘﺮﻳﻦ ﻭﺍﺣﺪ ﻫﻫﺎي ﻭﺭﺍﺛﺘ ﹺ‬ ‫ﺑﻪ ﮔﮔﻔﺘﻪ ي ﺱ‬ ‫ﺕ ﺩﺳﺖ ﻧﺨﻮﺭﺩﻩ ﺑﻪﻪ ﺍﺭﺙ ﻩ‬ ‫ﺻﻮﻮﺭ ِ‬ ‫ﺑﺮﺩﻩ ﻣﻲ ﺷﻮﺩ ﺑﺪﻭ ِﻥ‬ ‫ﮑﻪ ﺷﮑﺴﺘﻪ ﻳﻳﺎ ﺗﺮﮐﻴﺐ ﺷﺷﻮﺩ‪ " .٢‬ﺑﻪ ﻃﻮﺭ ﮐﻠﻲ ﻫﻫﺮ ﮊﻥ‬ ‫ﺁﻧﮑ‬ ‫ﺖ ﻳﮏ ﭘﺮﺮﻭﺗﺌﻴﻦ‬ ‫ﺳﺎﺧ ِ‬ ‫ﻞ ﺑﺮﺍي ﺧ‬ ‫ﻳﮏ ﻣﺠﻤﻮﻋﻪ ﺩﺳﺘﻮﺭﺍﻟﻌﻤﻞ‬ ‫ﮏ‬ ‫ﺨﺺ ﺍﺳﺖ‪ .‬ﻫﻤﻪ ي ﺳﺳﻠﻮﻝ ﻫﺎي ﺑﺪﻥ ﻳﮏ ﻣﻣﻮﺟﻮ ِﺩ‬ ‫ﻣﺸﺨ‬ ‫ﻫﺴﺘﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﻭﺟﻮﺩ‪،‬‬ ‫ﺯﻧﺪﻩ‪ ،‬ﺣﺎﻭي ﮊﮊﻥ ﻫﺎي ﻳﮑﮑﺴﺎﻧﻲ ﻨﺪ‬ ‫ﺗﻤﺎﻣﻲ ﭘﺮﻭﺗﺌﻴﻦ ﻫﺎﻳﻲ ﺭﺍ ﮐﮐﻪ ﺩﺳﺘﻮﺭﺍﻟﻌﻌﻤﻠﺸﺎﻥ‬ ‫ﻲ‬ ‫ﺳﻠﻮﻮﻝ ﻫﺎ‬ ‫ﺩﺭ ﮊﻥ ﻭﺟﻮﺩ ﺩﺩﺍﺭﺩ ﻧﻤﻲ ﺳﺳﺎﺯﻧﺪ‪ .‬ﺑﻠﮑﻪ ﺩﺭ ﻫﺮ ﺳﻠﻮﻮﻝ ﺗﻨﻬﺎ‬ ‫ﺳﻠﻮﻝ ﻫﺎي‬ ‫ﻭﺍﻗﻊ ﺁﻧﭽﻪ ﻝ‬ ‫ﺑﺨﺸﺸﻲ ﺍﺯ ﮊﻥ ﻫﻫﺎ ﻓﻌﺎﻝ ﻫﺴﺘﻨﻨﺪ‪ .‬ﺩﺭ ﻊ‬ ‫ﺩﺭ ﮊﻥ ﻫﺎي ﻓﻌﻌﺎ ﹺﻝ ﺍﻳﻦ ﺳﻠﻮﻮﻝ‬ ‫ﻫﻤﻴﻦ ﺗﻔﺎﻭﺕ ﺭ‬ ‫ﻣﻲ ﮐﻨﺪ ﻦ‬ ‫ﻋﺼﺒﻲ ﻣﺘﻤﺎﻳﺰ ﻲ‬ ‫ﻲ‬ ‫ي ﻳﺎ ﺳﻠﻮﻝ ﻫﺎي‬ ‫ﺳﻠﻮﻝ ﻫﺎي ﻣﻐﺰي‬ ‫ﮐﺒﺪ ﺭﺍ ﺍﺯ ﻝ‬ ‫ﺪ‬ ‫ﻣﻌﻴﻦ ﺍﺯ ﻫﺮ ﮐﺮﻭﻭﻣﻮﺯﻭ ﹺﻡ ﻣﻌﻴﻴﻦ‬ ‫ﻣﺘﻔﺎﻭﺗﻲ ﻣﻲ ﺷﻮﺩ‪ ".‬ﺩﺭ ﻫﺮ ﺟﺎﺎﻳﮕﺎﻩ ِ‪ ٣‬ﻦ‬ ‫ﻲ‬ ‫ﺖ ﭘﺮﻭﺗﺌﻴﻦ ﻫﻫﺎي‬ ‫ﺠﺮ ﺑﻪ ﺳﺎﺧ ِ‬ ‫ﻫﺎﺳﺳﺖ ﮐﻪ ﻣﻨﺠ‬ ‫ﮊ ِﻥ ﻣﺸﺨﺼﻲ ﻗﺮﺮﺍﺭ ﺩﺍﺭﺩ‪.‬‬

‫‪Busss ١‬‬ ‫‪ ٢‬ﺩﺩﺭ ﺧﻼ ﹺﻝ‬ ‫ﻋﻮﺍﻣﻠﻲ ﮐﻪ ﺧﺼﻮﺻﻴﻴﺎﺕ ﺭﺍ ﺗﻌﻴﻴﻦ ﻣﻣﻲ‬ ‫ﻲ‬ ‫ﺑﻠﮑﻪ ﺑﻌﻀﻲ ﺍﺯ ﻋﻨﺎﺻﺮ‪ ،‬ﻳﺎ‬ ‫ﺴﺘﻨﺪ ﮐﻪ ﻣﻨﺘﻘﻞ ﻣﻲ ﺷﻮﻧﺪ ﻪ‬ ‫ﺼﻮﺻﻴﺎﺕ ﻧﻴﺴﺘ‬ ‫ﺗﻮﻟﻴﺪ ﻣﺜﻞ‪ ،‬ﺍﻳﻦ ﺧﺼ‬ ‫ﺪِ‬ ‫ﮊﻧﺘﻴﮏ‪ .‬ﺍﺛ ﹺﺮ ﺟﻮﻧﺰ – ﮐﺎﺭﭖ ﺗﺮﺟﺟﻤﻪ‬ ‫ﻣﻲ ﻧﺎﻣﻴﻢ‪ ).‬ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ ﮏ‬ ‫ﮐﻨﻨﺪ ﺍﺯ ﻧﺴﻠﻲ ﺑﻪ ﻧﺴﺴﻞ ﺩﻳﮕﺮ ﻣﻨﺘﻘﻘﻞ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺍﺍﻳﻦ ﻋﻮﺍﻣﻞ ﺭﺍ ﺍﻣﺮﻭﺯﻩ ﮊﻥ ﻲ‬ ‫ﺪ‬ ‫ي – ﻧﺸ ﹺﺮ ﺑﻨﻔﺸﺸﻪ – ﺻﻔﺤﻪ ي ‪( ٤٥‬‬ ‫ي ﺩﮐﺘﺮ ﻓﺎﺭﺳﻲ ﻭ ﺩﮐﺘﺮ ﺷﻬﺮﻳﺎﺭي‬ ‫ﺍﻳﻦ ﻣﮑﺎﻥ ﻫﺎ ﺍﺻﻄﻄﻼﺣﺎً ﺟﺎﻳﮕﺎﻩ ) ‪ ( locus‬ﮔﻔﻔﺘﻪ‬ ‫‪ : locuss ٣‬ﺟﺎﻳﮕﺎﺎﻩ ‪ :‬ﮊﻥ ﻫﺎ ﺩﺭ ﻣﮑﺎﻥ ﻫﺎﻳﻲ ﺑﺮ ﺭﻭي ﮐﺮﻭﻣﻮﺯﺯﻭﻡ ﻫﺎ ﻗﺮﺍﺭ ﺩﺍﺍﺭﻧﺪ ﮐﻪ ﺑﻪ ﻦ‬ ‫ﺍﺯ ﮊﻧﺘﻴ ِ‬ ‫ﭖ‬ ‫ﻧﺸﺮ ﻣﻬﺘﺎﺏ – ﭼﺎ ﹺ‬ ‫ﺁﻭﺍﺩي ﻳﺎﻧﺲ – ﺮ‬ ‫ي‬ ‫ﺭﺍﺑﺮﺕ ﭘﻼﻣﻴﻦ ﻭ ﻫﻤﻤﮑﺎﺭﺍﻥ – ﺗﺮﺟﺟﻤﻪ ي ﺩﮐﺘﺮ ﻧﻴﻴﮑﺨﻮ ﻭ‬ ‫ﺕ‬ ‫ﮏ ﺭﻓﺘﺎﺭي ﺍﺛ ﹺﺮ‬ ‫ﻣﻲ ﺷﻮﺩ‪ ) .‬ﻧﻘﻞ ﺯ‬ ‫ﺳﻮﻡ – ﺻﻔﺤﻪ ي‪( ٣٦٦‬‬ ‫ﻡ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ ﺑﻪ ﺻﻮﺭﺕ ﺟﻔﺖ ﻫﺴﺘﻨﺪ‪ ،‬ﺩﺭ ﻧﺘﻴﺠﻪ ﺍﺯ ﻫﺮ ﮊﻥ ﻧﻴﺰ ﻏﺎﻟﺒﺎ ً ﺩﻭ ﻧﺴﺨﻪ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬ ‫ﻳﮏ ﻧﺴﺨﻪ ﺭﻭي ﮐﺮﻭﻣﻮﺯﻭﻡ ﺑﻪ ﺍﺭﺙ ﺭﺳﻴﺪﻩ ﺍﺯ ﭘﺪﺭ ﻭ ﺩﻳﮕﺮي ﺑﺮ ﺭﻭي ﮐﺮﻭﻣﻮﺯﻭﻡ ﺑﻪ ﺍﺭﺙ ﺭﺳﻴﺪﻩ ﺍﺯ ﻣﺎﺩﺭ‪.‬‬ ‫ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺍﻳﻦ ﺩﻭ ﻧﺴﺨﻪ ﻫﻤﻮﺍﺭﻩ ﭘﻴﺎ ﹺﻡ ﻳﮑﺴﺎﻧﻲ ﺭﺍ ﺣﻤﻞ ﻧﻤﻲ ﮐﻨﻨﺪ‪ .‬ﻣﺜﻼً ﮊﻥ ﻣﺮﺑﻮﻁ ﺑﻪ ﺭﻧﮓ‬ ‫ﮓ ﭼﺸﻢِ ﺁﺑﻲ ﻭ‬ ‫ﭼﺸﻢ ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺑﮕﻴﺮﻳﺪ‪ .‬ﻣﻤﮑﻦ ﺍﺳﺖ ﻳﮑﻲ ﺍﺯ ﺩﻭ ﮊ ِﻥ ﻣﻮﺟﻮﺩِ ﺯﻧﺪﻩ‪ ،‬ﭘﺮﻭﺗﺌﻴﻦﹺ ﻣﺮﺑﻮﻁ ﺑﻪ ﺭﻧ ِ‬ ‫ﮓ ﭼﺸ ﹺﻢ ﻗﻬﻮﻩ ﺍي ﺭﺍ ﮐﺪﮔﺬﺍﺭي ﮐﻨﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﻣﻲ ﺑﻴﻨﻴﺪ ﺩﺭ ﺍﻳﻦ ﻣﻮﺭﺩ‬ ‫ﻦ ﻣﺮﺑﻮﻁ ﺑﻪ ﺭﻧ ِ‬ ‫ﺩﻳﮕﺮي ﭘﺮﻭﺗﺌﻴ ﹺ‬ ‫ﻒ ﻳﮏ ﮊﻥ ﺁﻟﻞ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻞ ﻣﺨﺘﻠﻒ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺑﻪ ﺷﮑﻞ ﻫﺎي ﻣﺨﺘﻠ ِ‬ ‫ﺑﺮﺍي ﻳﮏ ﮊﻥ ﻣﺸﺨﺺ ﺩﻭ ﺷﮑ ﹺ‬

‫ﺖ ﺧﺎﺻﻲ ﺍﺯ ﻳﮏ ﮐﺮﻭﻣﻮﺯﻡ ﺭﺍ ﺍﺷﻐﺎﻝ ﻣﻲ ﮐﻨﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﻣﻮﻗﻌﻴﺖ ﻫﺎ ﺍﺻﻄﻼﺣﺎ ً ﺟﺎﻳﮕﺎﻩ )‬ ‫‪e‬ﻫﺮ ﮊﻥ ﻣﻮﻗﻌﻴ ِ‬ ‫ﻒ ﻳﮏ ﮊﻥ ﺩﺭ ﺟﺎﻳﮕﺎﻩ‬ ‫ﻟﻮﮐﻮﺱ ( ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺷﮑﻞ ﻣﻘﺎﺑﻞ ﻣﻼﺣﻈﻪ ﻣﻲ ﮐﻨﻴﺪ ﺁﻟﻞ ﻫﺎي ﻣﺨﺘﻠ ِ‬ ‫ﻫﺎي ﻣﺸﺎﺑﻬﻲ ﺑﺮ ﺭﻭي ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎي ﻣﺸﺎﺑﻪ ) ﻫﻤﻮﻟﻮﮒ ( ﻳﺎﻓﺖ ﻣﻲ ﺷﻮﻧﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴﮏِ ﺍﺳﺘﺎﻧﺴﻔﻴﻠﺪ –‬ ‫ﺍﻟﺮﻭﺩ – ﺗﺮﺟﻤﻪ ي ﺭﺿﺎ ﭘﻴﻠﻪ ﭼﻴﺎﻥ‪ ،‬ﺩﮐﺘﺮ ﻣﺤﻤﺪي‪ ،‬ﺩﮐﺘﺮ ﻣﻌﺘﻤﺪي – ﻧﺸﺮﹺ ﺁﻳﻴﮋ – ﺻﻔﺤﻪ ي ‪( ١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﺁﻟﻞ‪: ١‬‬ ‫ﻞ ﭼﺸ ﹺﻢ ﺁﺑﻲ ﻭ ﺁﻟﻞ ﭼﺸ ﹺﻢ ﻗﻬﻮﻩ‬ ‫ﺑﻪ ﺷﮑﻞ ﻫﺎي ﻣﺨﺘﻠﻒ ﻳﮏ ﮊ ِﻥ ﻣﻌﻴﻦ‪ ،‬ﺁﻟﻞ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﻣﺜﻼً ﻣﻲ ﮔﻮﻳﻴﻢ ﺁﻟ ﹺ‬ ‫ﮓ ﮔﹸﻞ ﺭﺍ ﮐﻪ ﺩﺭ ﺟﺎﻳﮕﺎﻩ ﻫﺎي ﻣﻌﻴﻨﻲ ﺍﺯ ﺩﻭ ﮐﺮﻭﻣﻮﺯﻭﻡﹺ ﻫﻤﺘﺎ‬ ‫ﻞ ﻣﺨﺘﻠﻒ ﺑﺮﺍي ﺭﻧ ِ‬ ‫ﻞ ﻣﻘﺎﺑﻞ‪ ،‬ﺩﻭ ﺁﻟ ﹺ‬ ‫ﺍي‪ ) .‬ﺩﺭ ﺷﮑ ﹺ‬ ‫ﮓ ﺑﻨﻔﺶ ﻭ ﺩﻳﮕﺮي ﻣﺨﺼﻮ ﹺ‬ ‫ﺹ ﺭﻧﮓ ﺳﻔﻴﺪ ﺍﺳﺖ‪( .‬‬ ‫ﺹ ﺭﻧ ِ‬ ‫ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﻧﺪ ﻣﻼﺣﻈﻪ ﻣﻲ ﮐﻨﻴﺪ‪ .‬ﻳﮏ ﺁﻟﻞ ﻣﺨﺼﻮ ﹺ‬ ‫ﻫﺮ ﺍﺭﮔﺎﻧﻴﺴﻢ ﻏﺎﻟﺒﺎً ﺑﺮﺍي ﻫﺮ ﺻﻔﺖ‪ ٢‬ﺩﺍﺭﺍي ﺩﻭ ﺁﻟﻞ ﺍﺳﺖ‪ .٣‬ﻳﮑﻲ ﺍﺯ ﻣﺎﺩﺭ ﻭ ﺩﻳﮕﺮي ﺍﺯ ﭘﺪﺭ‪ .‬ﺣﺎﻝ ﺑﺎﻳﺪ ﺩﻳﺪ ﺍﻳﻦ‬ ‫ﻞ ﺩﺭﻳﺎﻓﺘﻲ ﺍﺯ ﭘﺪﺭ‬ ‫ﺕ ﺩﻳﮕﺮ‪ ،‬ﻣﻲ ﺧﻮﺍﻫﻴﻢ ﺑﺒﻴﻨﻴﻢ ﺍﮔﺮ ﺁﻟ ﹺ‬ ‫ﺩﻭ ﺁﻟﻞ ﭼﮕﻮﻧﻪ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺭﻭﻳﺎﺭﻭي ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﻞ ﺩﺭﻳﺎﻓﺘﻲ ﺍﺯ ﻣﺎﺩﺭ ﻣﺘﻔﺎﻭﺕ ﺑﻮﺩ‪ ،‬ﮐﺪﺍﻣﻴﮏ ﺍﺗﻨﺨﺎﺏ ﺷﺪﻩ ﻭ ﺑﻪ ﻓﺮﺯﻧﺪ ﻣﻲ ﺭﺳﺪ‪.‬‬ ‫ﺑﺎ ﺁﻟ ﹺ‬

‫ﻲ ﻭﻳﮋﻩ ﺍي ﺭﺍ ﺍﺷﻐﺎﻝ ﮐﻨﺪ ﺁﻟﻞ ﻧﺎﻣﻴﺪﻩ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻒ ﻳﮏ ﮊﻥ ﮐﻪ ﺑﺘﻮﺍﻧﺪ ﺟﺎﻳﮕﺎ ِﻩ ﮐﺮﻭﻣﻮﺯﻣ ﹺ‬ ‫‪ : allele ١‬ﺑﻪ ﻫﺮ ﻳﮏ ﺍﺯ ﺷﮑﻞ ﻫﺎي ﻣﺨﺘﻠ ِ‬ ‫ﺖ ﻫﻤﺘﺎ ) ﻫﻤﻮﻟﻮﮒ ( ﻗﺮﺍﺭ‬ ‫ﺩﺭ ﺍﻧﺴﺎﻥ ﻭ ﺩﻳﮕﺮ ﻣﻮﺟﻮﺩﺍﺕِ ﺩﻳﭙﻠﻮﺋﻴﺪ‪ ،‬ﺩﻭ ﺁﻟﻞ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﮐﻪ ﻫﺮ ﻳﮏ ﺭﻭي ﻳﮑﻲ ﺍﺯ ﮐﺮﻭﻣﻮﺯﻡ ﻫﺎي ﺟﻔ ِ‬ ‫ﺩﺍﺭﺩ‪ .‬ﺁﻟﻞ ﻫﺎ ﺩﺭ ﺗﺮﺗﻴﺐ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻦ ﺑﺎﺯﻫﺎﻳﺸﺎﻥ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺗﻔﺎﻭﺕ ﺩﺍﺭﻧﺪ‪ .‬ﺑﻴﹺﻨﺂﻟﻞ ﻫﺎي ﻣﺨﺘﻠﻒ ﺑﺮﺍي ﺟﺎي ﮔﺮﻓﺘﻦ ﺩﺭ ﻳﮏ ﺟﺎﻳﮕﺎ ِﻩ ﻣﻌﻴﻦ‬ ‫ﺩﺭ ﮐﺮﻭﻣﻮﺯﻭﻡ ﺭﻗﺎﺑﺖ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬ ‫ﭖ ﺳﻮﻡ – ﺻﻔﺤﻪ ي ‪١٣‬‬ ‫ﻞ ﻣﻮﺟﻮﺩﺍﺕِ ﺯﻧﺪﻩ – ﺩﮐﺘﺮ ﻋﻠﻲ ﺑﻴﮏ – ﻧﺸﺮ ﻣﺮﻭﺍﺭﻳﺪ – ﭼﺎ ﹺ‬ ‫ƒ ﻧﻘﻞ ﺍﺯ ﺗﮑﺎﻣ ﹺ‬ ‫ƒ ﻧﻘﻞ ﺍﺯ ﺍﮐﻮﻟﻮﮊ ﹺ‬ ‫ﭖ ﭘﻨﺠﻢ –‬ ‫ﻲ ﻣﺸﻬﺪ – ﭼﺎ ﹺ‬ ‫ي ﺭﻓﺘﺎﺭ – ﺍﺛ ﹺﺮ ﮐﺮﺑﺰ ﻭ ﺩﻳﻮﻳﺲ – ﺗﺮﺟﻤﻪ ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﺸﺮ ﺟﻬﺎﺩ ﺩﺍﻧﺸﮕﺎﻫ ﹺ‬ ‫ﺻﻔﺤﻪ ي ‪٢٥‬‬ ‫‪ : trait ٢‬ﺻﻔﺖ‪ ،‬ﻭﻳﮋﮔﻲ‪ ،‬ﺧﺼﻠﺖ‪ ،‬ﺧﺼﻴﺼﻪ‪ e .‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١١‬‬ ‫‪ ٣‬ﺳﻴﺴﺘﻢ ﻫﺎي ﮊﻧﺘﻴﮑ ﹺ‬ ‫ﻲ ﭘﻴﺸﻨﻬﺎﺩ ﺷﺪﻩ ﻣﺤﺪﻭﺩ ﺑﻪ ﻳﮏ ﺟﻔﺖ ﺁﻟﻞ ﻫﺴﺘﻨﺪ ﻭ ﺣﺪﺍﮐﺜﺮ ﺗﻌﺪﺍ ِﺩ ﺁﻟﻞ ﻫﺎي ﻣﻮﺟﻮﺩ ﺩﺭ ﻟﻮﮐﻮﺱ ) ﺟﺎﻳﮕﺎ ِﻩ (‬ ‫ﻲ ﻫﺮ ﻓﺮﺩ ﺩﻭ ﻋﺪﺩ ﺍﺳﺖ ﮐﻪ ﻫﺮ ﻳﮏ ﺍﺯ ﺁﻧﻬﺎ ﺭﻭي ﻳﮑﻲ ﺍﺯ ﮐﺮﻭﻣﺰﻭﻭﻡ ﻫﺎي ﻫﻤﻮﻟﻮﮒ ) ﻫﻤﺘﺎ ( ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ‪ .‬ﺑﺎ ﻫﻤﻪ ي ﺍﻳﻦ ﻫﺎ‪ ،‬ﺑﺎ‬ ‫ﮊﻧ ﹺ‬ ‫ﺗﻮﺟﻪ ﺑﻪ ﺍﻳﻨﮑﻪ ﻃﻲ ﻓﺮﺍﻳﻨ ِﺪ ﺟﻬﺶ‪ ،‬ﻳﮏ ﮊﻥ ﻣﻲ ﺗﻮﺍﻧﺪ ﻓﺮﻡ ﻫﺎي ﺩﻳﮕﺮي ﻧﻴﺰ ﭘﻴﺪﺍ ﮐﻨﺪ‪ ،‬ﺑﻪ ﺻﻮﺭﺕ ﺗﺌﻮﺭﻳﮏ ﺗﻌﺪﺍ ِﺩ ﺯﻳﺎﺩي ﺁﻟﻞ ﺑﺮﺍي‬ ‫ﮏ ﺍﺳﺘﺎﻧﺴﻔﻴﻠﺪ – ﺍﻟﺮﻭﺩ – ﺗﺮﺟﻤﻪ ي ﺭﺿﺎ ﭘﻴﻠﻪ ﭼﻴﺎﻥ‪ ،‬ﺩﮐﺘﺮ‬ ‫ﻳﮏ ﮊﻥ ﺩﺭ ﻳﮏ ﺟﻤﻌﻴﺖ ﻣﻤﮑﻦ ﺍﺳﺖ ﻭﺟﻮﺩ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴ ِ‬ ‫ﻣﺤﻤﺪي‪ ،‬ﺩﮐﺘﺮ ﻣﻌﺘﻤﺪي – ﻧﺸ ﹺﺮﺁﻳﻴﮋ – ﺻﻔﺤﻪ ي ‪( ٤٠‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﺖ ﻏﺎﻟﺐ ﻭ ﻣﻐﻠﻮﺏ ‪:‬‬ ‫ﺣﺎﻟ ِ‬ ‫ﺑﻪ ﻃﻮ ﹺﺭ ﮐﻠﻲ‪ ،‬ﺑﺮﺧﻲ ﺁﻟﻞ ﻫﺎ ﺑﺮ ﺁﻟﻞ ﻫﺎي ﺩﻳﮕﺮ ﺑﺮﺗﺮي ﺩﺍﺭﻧﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﺁﻟﻞ ﻫﺎ‪ ،‬ﺍﺻﻄﻼﺣﺎً ﻏﺎﻟﺐ‪ ١‬ﻭ ﺑﻪ ﺁﻟﻞ ﻫﺎي‬ ‫ﮓ ﭼﺸﻢ ﺭﺍ‬ ‫ﺷﮑﺴﺖ ﺧﻮﺭﺩﻩ‪ ،‬ﺍﺻﻄﻼﺣﺎً ﻣﻐﻠﻮﺏ‪ ٢‬ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﺮﺍي ﻧﻤﻮﻧﻪ ﻣﻲ ﺗﻮﺍﻥ ﺁﻟﻞ ﻫﺎي ﻣﺮﺑﻮﻁ ﺑﻪ ﺭﻧ ِ‬ ‫ﮓ ﭼﺸ ﹺﻢ ﺁﺑﻲ‪ ،‬ﻣﻐﻠﻮﺏ ﺍﺳﺖ ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﺍﮔﺮ ﺍﺯ ﻳﮑﻲ ﺍﺯ‬ ‫ﮓ ﭼﺸﻢ ﻗﻬﻮﻩ ﺍي‪ ،‬ﻏﺎﻟﺐ ﻭ ﺁﻟﻞ ﺭﻧ ِ‬ ‫ﻣﺜﺎﻝ ﺯﺩ‪ .‬ﺁﻟﻞ ﺭﻧ ِ‬ ‫ﻞ ﻗﻬﻮﻩ ﺍي ﺳﺖ ﮐﻪ ﭘﻴﺮﻭﺯ ﺷﺪﻩ ﻭ‬ ‫ﻞ ﺁﺑﻲ ﺑﻪ ﻓﺮﺯﻧﺪ ﻣﻨﺘﻘﻞ ﺷﻮﺩ‪ ،‬ﺍﻳﻦ ﺁﻟ ﹺ‬ ‫ﻞ ﻗﻬﻮﻩ ﺍي ﻭ ﺍﺯ ﺩﻳﮕﺮي ﺁﻟ ﹺ‬ ‫ﻭﺍﻟﺪﻳﻦ ﺁﻟ ﹺ‬ ‫ﮓ ﭼﺸ ﹺﻢ ﻓﺮﺯﻧﺪ ﻗﻬﻮﻩ ﺍي ﺧﻮﺍﻫﺪ ﺷﺪ‪.٣‬‬ ‫ﺩﺭ ﻧﺘﻴﺠﻪ‪ ،‬ﺭﻧ ِ‬ ‫ﻞ ﻏﺎﻟﺐ ) ﻗﻬﻮﻩ ﺍي ( ﻭ ﺍﺯ ﺩﻳﮕﺮي ﺁﻟﻞ‬ ‫ﻦ ﺧﻮﺩ‪ ،‬ﺁﻟ ﹺ‬ ‫ƒ ﻭﺿﻌﻴﺖ ‪ : A‬ﭼﻨﺎﻧﭽﻪ ﻓﺮﺯﻧﺪ ﺍﺯ ﻳﮑﻲ ﺍﺯ ﻭﺍﻟﺪﻳ ﹺ‬ ‫ﻣﻐﻠﻮﺏ ) ﺁﺑﻲ ( ﺭﺍ ﺑﻪ ﺍﺭﺙ ﺑﺮﺩ‪ ،‬ﺩﺍﺭﺍي ﺁﻟﻞ ‪ Rr‬ﺧﻮﺍﻫﺪ ﺷﺪ‪ .‬ﻧﺘﻴﺠﻪ ي ﺍﻳﻦ ﺣﺎﻟﺖ‪ ،‬ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ‬ ‫ﻭﻳﮋﮔ ﹺ‬ ‫ﻲ ‪ R‬ﺑﺮ ﻭﻳﮋﮔﻲ ‪ r‬ﭼﻴﺮﻩ ﻣﻲ ﺷﻮﺩ‪ ) .٤‬ﻓﺮﺩ ﭼﺸﻢ ﻗﻬﻮﻩ ﺍي ﺧﻮﺍﻫﺪ ﺷﺪ‪( .‬‬ ‫ƒ ﻭﺿﻌﻴﺖ ‪ : B‬ﭼﻨﺎﻧﭽﻪ ﻓﺮﺯﻧﺪ ﺍﺯ ﻫﺮ ﺩﻭ ﻭﺍﻟﺪ ﺁﻟﻞ ﻏﺎﻟﺐ ) ‪ ( R‬ﺭﺍ ﺑﻪ ﺍﺭﺙ ﺑﺮﺩ‪ ،‬ﺩﺍﺭﺍي ﺁﻟﻞ ‪ RR‬ﺧﻮﺍﻫﺪ‬ ‫ﺷﺪ ) ﻓﺮﺩ ﭼﺸﻢ ﻗﻬﻮﻩ ﺍي ﺧﻮﺍﻫﺪ ﺷﺪ‪( .‬‬ ‫ƒ ﻭﺿﻌﻴﺖ ‪ : C‬ﭼﻨﺎﻧﭽﻪ ﻓﺮﺯﻧﺪ ﺍﺯ ﻫﺮ ﺩﻭ ﻭﺍﻟﺪ ﺁﻟﻞ ﻣﻐﻠﻮﺏ ) ‪ ( r‬ﺑﻪ ﺍﺭﺙ ﺑﺮﺩ‪ ،‬ﺩﺍﺭﺍي ﺁﻟﻞ ‪ rr‬ﺧﻮﺍﻫﺪ ﺑﻮﺩ‬ ‫) ﻓﺮﺩ ﭼﺸﻢ ﺁﺑﻲ ﺧﻮﺍﻫﺪ ﺷﺪ (‪.‬‬

‫‪ : dominant ١‬ﻋﻼﻭﻩ ﺑﺮ ﻏﺎﻟﺐ‪ ،‬ﺑﺎﺭﺯ ﻧﻴﺰ ﺗﺮﺟﻤﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﻞ‬ ‫ﭗ ﺁﻥ‪ ،‬ﺑﻪ ﻫﻨﮕﺎ ﹺﻡ ﺗﺮﮐﻴﺐ ﺷﺪﻥ ﺑﺎ ﺁﻟ ﹺ‬ ‫‪ : recessive ٢‬ﻋﻼﻭﻩ ﺑﺮ ﻣﻐﻠﻮﺏ‪ ،‬ﻧﻬﻔﺘﻪ ﻧﻴﺰ ﺗﺮﺟﻤﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺩﺭ ﮊﻧﺘﻴﮏ ﺑﻪ ﺁﻟﻠﻲ ﮐﻪ ﻓﻨﻮﺗﻴ ﹺ‬ ‫ﻏﺎﻟﺐ‪ ،‬ﺳﺮﮐﻮﻓﺘﻪ ﻣﻲ ﺷﻮﺩ‪ ،‬ﺍﺻﻄﻼﺣﺎً ﺁﻟﻞ ﻣﻐﻠﻮﺏ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﺳﻮﺳﻴﻮﺑﻴﻮﻟﻮﮊي ﺍﺛﺮ ﺍﺩﻭﺍﺭﺩ ﻭﻳﻠﺴﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ‬ ‫ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﻈﺮ ﺟﻬﺎﺩﺩﺍﻧﺸﮕﺎﻫﻲ ﻣﺸﻬﺪ – ﺻﻔﺤﻪ ي ‪(٣٢١‬‬ ‫ﺐ ﻳﮑﻲ ﺍﺯ ﻭﺍﻟﺪﻳﻨﺶ ) ﻣﺜﻼً ﭘﺪﺭ ( ﺭﺍ ﺑﻪ ﺍﺭﺙ ﺑﺒﺮﺩ ﺍﻳﻦ ﺑﺪﺍﻥ ﻣﻌﻨﺎ ﻧﻴﺴﺖ ﮐﻪ ﻟﺰﻭﻣﺎً ﭘﺪﺭ ﺩﺍﺭﺍي ﺩﻭ‬ ‫ﻞ ﻏﺎﻟ ﹺ‬ ‫‪ ٣‬ﺗﻮﺟﻪ ﮐﻨﻴﺪ ﺍﮔﺮ ﻓﺮﺯﻧﺪي‪ ،‬ﺁﻟ ﹺ‬ ‫ﻞ ﻏﺎﻟﺐ ﺍﺳﺖ‪ .‬ﺑﻠﮑﻪ ﻣﻤﮑﻦ ﺍﺳﺖ ﺁﻟﻞ ﺩﻳﮕ ﹺﺮ ﭘﺪﺭ ﻣﻐﻠﻮﺏ ﺑﺎﺷﺪ – ﻡ‬ ‫ﺁﻟ ﹺ‬ ‫‪ ٤‬ﺩﺭﺳﺖ ﺍﺳﺖ ﮐﻪ ﻭﻳﮋﮔﻲ ‪ r‬ﺩﺭ ﺍﻳﻦ ﻧﺒﺮﺩ ﺷﮑﺴﺖ ﻣﻲ ﺧﻮﺭﺩ ﺍﻣﺎ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﻭﻳﮋﮔﻲ ﻣﻮﺭﺩ ﻧﻈﺮ ﺍﺯ ﺑﻴﻦ ﻧﻤﻲ ﺭﻭﺩ ﺑﻠﮑﻪ ﺑﻪ ﺻﻮﺭﺕ‬ ‫ﻧﻬﻔﺘﻪ ﺑﺎﻗﻲ ﻣﺎﻧﺪﻩ ﻭ ﺩﺭ ﻧﺴﻞ ﺑﻌﺪي ﺍﻣﮑﺎ ِﻥ ﻇﺎﻫﺮ ﺷﺪﻥ ﺩﺍﺭﺩ‪ .‬ﺍﺻﻄﻼﺣﺎً ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﻓﺮﺩ ﺣﺎﻣﻞ ﻭﻳﮋﮔﻲ ‪ r‬ﺳﺖ – ﻡ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫‪ e‬ﺑﻪ ﺷﮑﻞ ﻣﻘﺎﺑﻞ ﺗﻮﺟﻪ ﮐﻨﻴﺪ‪:‬‬ ‫ﮓ‬ ‫ﺩﺭ ﻭﺿﻌﻴﺖ ‪ A‬ﻭ ‪ B‬ﺭﻧ ِ‬ ‫ﭼﺸ ﹺﻢ ﻓﺮﺯﻧﺪ‪ ،‬ﻗﻬﻮﻩ ﺍي ﻭ ﺩﺭ‬ ‫ﮓ ﭼﺸ ﹺﻢ ﻓﺮﺯﻧﺪ‬ ‫ﻭﺿﻌﻴﺖ ‪ C‬ﺭﻧ ِ‬ ‫ﺁﺑﻲ ﺧﻮﺍﻫﺪ ﺷﺪ‪.‬‬

‫ﻞ ﻣﻐﻠﻮﺏ ﺭﺍ ﺑﺎ ﺣﺮﻑ ﮐﻮﭼﮏ ﻧﻤﺎﻳﺶ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﻣﺜﺎﻝ‪ ،‬ﻣﺎ ﻧﻴﺰ‬ ‫ﻑ ﺑﺰﺭﮒ ﻭ ﺁﻟ ﹺ‬ ‫ﻏﺎﻟﺒﺎً ﺁﻟﻞ ﻏﺎﻟﺐ ﺭﺍ ﺑﺎ ﺣﺮ ِ‬ ‫ﻞ ﺭﻧﮓ ﭼﺸ ﹺﻢ ﻗﻬﻮﻩ ﺍي ﺭﺍ ﺑﺎ ‪ R‬ﻭ ﺁﻟﻞ ﺭﻧﮓ ﭼﺸﻢ ﺁﺑﻲ ﺭﺍ ﺑﺎ ‪ r‬ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﻴﻢ‪ .‬ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﻫﺮ ﻳﮏ ﺍﺯ‬ ‫ﺁﻟ ﹺ‬ ‫ﻞ ﻭﺍﻟﺪ ﺗﻨﻬﺎ ﻳﮑﻲ ﺑﻪ ﻓﺮﺯﻧﺪ‬ ‫ﻭﺍﻟﺪﻳﻦ‪ ،‬ﺧﻮﺩ ﺩﺭ ﻫﺮ ﻭﻳﮋﮔﻲ‪ ،‬ﺩﺍﺭﺍي ﺩﻭ ﺁﻟﻞ ﻣﻲ ﺑﺎﺷﻨﺪ ﻭ ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﺍﺯ ﻫﺮ ﺩﻭ ﺁﻟ ﹺ‬ ‫ﻣﻲ ﺭﺳﺪ‪ ،١‬ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ ) ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺷﮑﻞ ﻣﻲ ﺑﻴﻨﻴﺪ ( ﺑﺴﺘﻪ ﺑﻪ ﺍﻳﻦ ﮐﻪ ﻓﺮﺯﻧﺪ ﮐﺪﺍﻣﻴﮏ ﺍﺯ ﺁﻟﻞ ﻫﺎي‬ ‫ﭘﺪﺭ ﻭ ﻣﺎﺩﺭ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺍﺭﺙ ﺑﺮﺩﻩ ﺑﺎﺷﺪ ﺳﻪ ﻭﺿﻌﻴﺖ ﭘﻴﺶ ﻣﻲ ﺁﻳﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺷﮑﻞ ﻧﻴﺰ ﻣﺸﺎﻫﺪﻩ ﻣﻲ‬ ‫ﺖ‬ ‫ﺖ ‪ » RR‬ﻫﻤﻮﺯﻳﮕﻮﺕ ِ‪٣‬ﻏﺎﻟﺐ «‪ ،‬ﻭ ﺑﻪ ﻭﺿﻌﻴ ِ‬ ‫ﺖ ‪ Rr‬ﺍﺻﻄﻼﺣﺎً » ﻫﺘﺮﻭﺯﻳﮕﻮﺕ‪ ،« ٢‬ﺑﻪ ﻭﺿﻌﻴ ِ‬ ‫ﮐﻨﻴﺪ‪ ،‬ﺑﻪ ﻭﺿﻌﻴ ِ‬ ‫ﺕ ﻣﻐﻠﻮﺏ « ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫‪ » rr‬ﻫﻤﻮﺯﻳﮕﻮ ِ‬

‫‪ e ١‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١٢‬‬ ‫ﻞ ﺁﻟﻞ ﻫﺎي ﻳﮏ ﮊﻥ ﻣﻲ ﺑﺎﺷﻨﺪ‪ ،‬ﻫﺘﺮﻭﺯﻳﮕﻮﺱ ﻧﺎﻣﻴﺪﻩ ﻣﻲ ﺷﻮﻧﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ‬ ‫‪ : heterozygous ٢‬ﺍﻓﺮﺍﺩي ﮐﻪ ﺩﺍﺭﺍي ﻫﺮ ﺩﻭ ﺷﮑ ﹺ‬ ‫ﮊﻧﺘﻴﮏ‪ .‬ﺍﺛ ﹺﺮ ﺟﻮﻧﺰ – ﮐﺎﺭﭖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻓﺎﺭﺳﻲ ﻭ ﺩﮐﺘﺮ ﺷﻬﺮﻳﺎﺭي – ﻧﺸ ﹺﺮ ﺑﻨﻔﺸﻪ – ﺻﻔﺤﻪ ي ‪( ٥٢‬‬ ‫‪ : homozygous ٣‬ﺍﻓﺮﺍﺩي ﮐﻪ ﺩﻭ ﺁﻟﻞ ﻣﺸﺎﺑﻪ ﺍﺯ ﻳﮏ ﮊﻥ ﺭﺍ ﺩﺍﺭﺍ ﻣﻲ ﺑﺎﺷﻨﺪ‪ ،‬ﻫﻤﻮﺯﻳﮕﻮﺱ ﻧﺎﻣﻴﺪﻩ ﻣﻲ ﺷﻮﻧﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ ﮊﻧﺘﻴﮏ‪.‬‬ ‫ﺍﺛ ﹺﺮ ﺟﻮﻧﺰ – ﮐﺎﺭﭖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻓﺎﺭﺳﻲ ﻭ ﺩﮐﺘﺮ ﺷﻬﺮﻳﺎﺭي – ﻧﺸ ﹺﺮ ﺑﻨﻔﺸﻪ – ﺻﻔﺤﻪ ي ‪( ٥٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﺖ ﻏﺎﻟﺐ ﻭ ﻣﻐﻠﻮﺏ ﮐﻪ ﺩﺭ ﺑﺎﻻ ﺗﻮﺿﻴﺢ ﺩﺍﺩﻩ ﺷﺪ ﭼﻨﺪ ﺣﺎﻟﺖ ﺩﻳﮕﺮ ﻧﻴﺰ‬ ‫ﺍﺯ ﺍﻳﻦ ﻫﺎ ﮐﻪ ﺑﮕﺬﺭﻳﻢ‪ ،‬ﻋﻼﻭﻩ ﺑﺮ ﺣﺎﻟ ِ‬ ‫ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪:‬‬ ‫ﺖ ﻧﺎﺗﻤﺎﻡ‪ : ١‬ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ ﻫﻴﭻ ﻳﮏ ﺍﺯ ﺩﻭ ﺁﻟﻞ ﺑﺮ ﺩﻳﮕﺮي ﻏﺎﻟﺐ ﻧﺒﻮﺩﻩ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ‬ ‫ﺖ ﻏﺎﻟﺒﻴ ِ‬ ‫‪ .١‬ﺣﺎﻟ ِ‬ ‫ﺗﺎﺛﻴﺮﺍﺕ ﺩﻭ ﺁﻟﻞ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﻣﺨﻠﻮﻁ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﺮﺍي ﻣﺜﺎﻝ‪ ،‬ﺩﺭ‬ ‫ﺖ ﻏﺎﻟﺒﻴﺖ‬ ‫ﮓ ﻗﺮﻣﺰ ﻭ ﺁﻟﻞ ﺭﻧﮓ ﺳﻔﻴﺪ ﺣﺎﻟ ِ‬ ‫ﻞ ﺭﻧ ِ‬ ‫ﻳﮏ ﮔﻞ‪ ،‬ﺁﻟ ﹺ‬ ‫ﺵ ﺁﻧﻬﺎ ﺻﻮﺭﺗﻲ‬ ‫ﻞ ﺣﺎﺻﻞ ﺍﺯ ﺁﻣﻴﺰ ﹺ‬ ‫ﻧﺎﻗﺺ ﺩﺍﺭﻧﺪ‪ .‬ﺩﺭ ﻧﺘﻴﺠﻪ ﮔ ﹺ‬ ‫ﺧﻮﺍﻫﺪ ﺷﺪ‪.‬‬

‫ﺖ ﻫﻤﺰﻣﺎﻥ‪ : ٢‬ﺩﺭﺍﻳﻦ ﺣﺎﻟﺖ ﻫﺮ ﺩﻭ ﺁﻟﻞ ﻏﺎﻟﺐ ﺑﻮﺩﻩ ﻭ ﻭﻳﮋﮔﻲ ﻫﺎي ﻧﺎﺷﻲ ﺍﺯ ﻫﺮ ﺩﻭ ﺁﻟﻞ‬ ‫ﺖ ﻏﺎﻟﺒﻴ ِ‬ ‫‪ .٢‬ﺣﺎﻟ ِ‬ ‫ﺑﻪ ﺻﻮﺭﺕ ﺟﺪﺍﮔﺎﻧﻪ ﻭ ﻗﺎﺑﻞ ﺗﺸﺨﻴﺺ ﺩﺭ ﻓﺮﺯﻧﺪ ﻇﺎﻫﺮ ﺧﻮﺍﻫﺪ‬ ‫ﻞ ﻣﻘﺎﺑﻞ ﭘﺪﺭ ﻭ ﻣﺎﺩﺭ ﺭﺍ ﺩﺭ ﺩﻭ ﺳﻤﺖ ﺗﺼﻮﻳﺮ ﻭ‬ ‫ﺷﺪ‪ ).‬ﺩﺭ ﺷﮑ ﹺ‬ ‫ﻓﺮﺯﻧﺪ ﺭﺍ ﺩﺭ ﻭﺳﻂ ﻣﺸﺎﻫﺪﻩ ﻣﻲ ﮐﻨﻴﺪ‪( .‬‬

‫‪ .٣‬ﺁﻟﻞ ﻫﺎي ﭼﻨﺪﮔﺎﻧﻪ‪ : ٣‬ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ ﺩﺭ ﻳﮏ ﺟﺎﻳﮕﺎﻩ ﺍﺯ ﻳﮏ ﮊﻥ ﻣﺸﺨﺺ ﺑﻴﺶ ﺍﺯ ﺩﻭ ﺁﻟﻞ ﻭﺟﻮﺩ‬ ‫ﺩﺍﺭﺩ‪ .‬ﻳﮏ ﻣﺜﺎﻝ ﺍﺯ ﺍﻳﻦ ﺣﺎﻟﺖ‪،‬ﺁﻟﻞ ﻫﺎي ﻣﺮﺑﻮﻁ ﺑﻪ ﺗﻌﻴﻴﻦﹺ ﮔﺮﻭﻩ ﺧﻮﻧﻲ ﻣﻲ ﺑﺎﺷﺪ ﮐﻪ ﺩﺭ ﺁﻥ ﺳﻪ ﺁﻟﻞ‬ ‫ﺷﺮﮐﺖ ﺩﺍﺭﻧﺪ‪.‬ﺩﻭ ﺁﻟﻞ ‪ A‬ﻭ ‪ B‬ﮐﻪ ﻫﺮ ﺩﻭ ﺣﺎﻟﺖ ﻏﺎﻟﺒﻴﺖ ﻫﻤﺰﻣﺎﻥ ﺩﺍﺭﻧﺪ ﻭ ﻳﮏ ﺁﻟﻞ ‪ i‬ﮐﻪ ﺣﺎﻟﺖ‬ ‫ﻣﻐﻠﻮﺏ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﻧﺘﻴﺠﻪ ﺑﺮﺍي ﮔﺮﻭﻩ ﺧﻮﻧﻲ ﻓﺮﺩ ‪ ٤‬ﺍﻣﮑﺎﻥ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪O ،AB ،B،A :‬‬ ‫ﺖ ﻧﺎﻗﺺ ﻧﻴﺰ ﺗﺮﺟﻤﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫‪ : incomplete dominance ١‬ﻏﺎﻟﺒﻴ ِ‬ ‫‪ : co-dominance ٢‬ﻫﻢ ﺑﺎﺭﺯي ﻧﻴﺰ ﺗﺮﺟﻤﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫‪ : multiple alleles ٣‬ﺁﻟﻞ ﻫﺎي ﻣﺘﻌﺪﺩ ﻧﻴﺰ ﺗﺮﺟﻤﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﺖ ‪ O‬ﺯﻣﺎﻧﻲ ﺭﺥ ﺧﻮﺍﻫﺪ ﺩﺍﺩ ﮐﻪ ﺁﻟﻞ ﻫﺎي ﺩﺭﻳﺎﻓﺘﻲ ﺍﺯ ﻭﺍﻟﺪﻳﻦ‪،‬ﻫﺮ ﺩﻭ ‪ i‬ﺑﺎﺷﻨﺪ‪.‬‬ ‫‪ ٤‬ﺣﺎﻟ ِ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﮊﻧﻮﺗﻴﭗ ﻭ ﻓﻨﻮﺗﻴﭗ ‪:‬‬ ‫ﻦ‬ ‫ﺩﻭ ﻧﻔﺮ ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺑﮕﻴﺮﻳﺪ‪ .‬ﻳﮑﻲ ﺍﺯ ﺍﻳﻦ ﺩﻭ ﻧﻔﺮ‪ ،‬ﺍﺯ ﻭﺍﻟﺪﻳ ﹺ‬ ‫ﺐ‬ ‫ﮓ ﭼﺸﻢ ( ﺗﺮﮐﻴ ﹺ‬ ‫ﺖ ﻣﻌﻴﻦ ) ﻣﺜﻼ ً ﺭﻧ ِ‬ ‫ﺧﻮﺩ‪ ،‬ﺩﺭ ﻳﮏ ﺻﻔ ِ‬ ‫ﺐ ‪ RR‬ﺑﻪ ﺍﺭﺙ ﻣﻲ ﺑﺮﺩ‪ .‬ﺑﺎ ﺍﻳﻦ‬ ‫‪ Rr‬ﻭ ﺩﻳﮕﺮي ﺗﺮﮐﻴ ﹺ‬ ‫ي ﻫﺮ‬ ‫ﻭﺟﻮﺩ‪ ،‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﭘﻴﺶ ﺗﺮ ﺩﻳﺪﻳﻢ‪ ،‬ﺟﻠﻮﻩ ي ﻇﺎﻫﺮ ﹺ‬ ‫ﺐ‬ ‫ﺩﻭ ﻧﻔﺮ‪ ،‬ﻳﮑﺴﺎﻥ ﺧﻮﺍﻫﺪ ﺷﺪ‪ ) .‬ﻣﺜﻼ ً ﻫﺮ ﺩﻭ ﻓﺮﺩ‪ ،‬ﺻﺎﺣ ﹺ‬ ‫ﭼﺸ ﹺﻢ ﻗﻬﻮﻩ ﺍي ﻣﻲ ﺷﻮﻧﺪ (‪ .‬ﺳﻮﺍﻟﻲ ﮐﻪ ﭘﻴﺶ ﻣﻲ ﺁﻳﺪ ﺍﻳﻦ‬ ‫ﺍﺳﺖ ﮐﻪ ﭼﻪ ﺗﻔﺎﻭﺗﻲ ﻣﻴﺎ ِﻥ ﺍﻳﻦ ﺩﻭ ﻧﻔﺮ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ١‬؟‬ ‫‪٣‬‬

‫ﺩﺭ ﭼﻨﻴﻦ ﻣﻮﺍﻗﻌﻲ ﺍﺻﻄﻼﺣﺎً ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ‪ :‬ﺍﻳﻦ ﺩﻭ ﻧﻔﺮ ﺑﺎ ﺍﻳﻨﮑﻪ ﮊﻧﻮﺗﻴﭗ ِ‪ ٢‬ﻣﺘﻔﺎﻭﺗﻲ ﺩﺍﺭﻧﺪ ﺍﻣﺎ ﺩﺍﺭﺍي ﻓﻨﻮﺗﻴﭗ ِ‬ ‫ﻳﮑﺴﺎﻧﻲ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﻲ ﻓﺮﺩ ) ﻣﺜﻼً ﺩﺍﺷﺘﻦ‬ ‫ﺶ ﮊﻧﺘﻴﮑ ﹺ‬ ‫ﺕ ﺩﻗﻴﻖ ﺗﺮ‪ ،‬ﺑﻪ ﺁﺭﺍﻳ ﹺ‬ ‫ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﻳﮏ ﺁﻟﻞ ﻣﻐﻠﻮﺏ ( ﮊﻧﻮﺗﻴﭗ ﻭ ﺑﻪ ﻭﻳﮋﮔﻲ ﻫﺎ ﻭ‬ ‫ﺕ ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪﻩ ي ﻓﺮﺩ ﻓﻨﻮﺗﻴﭗ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﮓ ﭼﺸﻢ (‪.‬‬ ‫) ﻗﻬﻮﻩ ﺍي ﺷﺪ ِﻥ ﺭﻧ ِ‬

‫ﻞ ﺩﻳﮕﺮ‪ ،‬ﺩﻭ ﻋﻀﻮ ﺍﺯ ﻳﮏ ﮔﻮﻧﻪ ﮐﻪ ﺷﺒﻴﻪ ﻫﻢ ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﻨﺪ ﻣﻤﮑﻦ ﺍﺳﺖ ﺩﺍﺭﺍي ﺳﺎﺧﺘﺎ ﹺﺭ‬ ‫ﻞ ﻏﺎﻟﺐ ﺑﻮﺩ ِﻥ ﻳﮏ ﺁﻟﻞ ﺑﺮ ﺁﻟ ﹺ‬ ‫‪ ١‬ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﮊﻧﺘﻴﮑﻲ ﮐﺎﻣﻼً ﻣﺘﻔﺎﻭﺗﻲ ﺑﺎﺷﻨﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ ﮊﻧﺘﻴﮏ‪ .‬ﺍﺛ ﹺﺮ ﺟﻮﻧﺰ – ﮐﺎﺭﭖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻓﺎﺭﺳﻲ ﻭ ﺩﮐﺘﺮ ﺷﻬﺮﻳﺎﺭي – ﻧﺸ ﹺﺮ ﺑﻨﻔﺸﻪ –‬ ‫ﺻﻔﺤﻪ ي ‪(٥٢‬‬ ‫‪ : genotype ٢‬ﮐﻠﻴﻪ ي ﺁﻟﻞ ﻫﺎي ﻳﮏ ﻓﺮﺩ‪ ،‬ﮊﻧﻮﺗﻴ ﹺ‬ ‫ﮏ ﺍﺳﺘﺎﻧﺴﻔﻴﻠﺪ– ﺍﻟﺮﻭﺩ – ﺗﺮﺟﻤﻪ ي ﺭﺿﺎ‬ ‫ﭗ ﺍﻭ ﺭﺍ ﺗﺸﮑﻴﻞ ﻣﻲ ﺩﻫﻨﺪ‪) .‬ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴ ِ‬ ‫ﭘﻴﻠﻪ ﭼﻴﺎﻥ‪ ،‬ﺩﮐﺘﺮ ﻣﺤﻤﺪي‪ ،‬ﺩﮐﺘﺮ ﻣﻌﺘﻤﺪي – ﻧﺸ ﹺﺮ ﺁﻳﻴﮋ – ﺻﻔﺤﻪ ي ‪ e ( ٢٧‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١٣‬‬ ‫‪ : phenotype ٣‬ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﻞ ﻣﺤﻴﻄﻲ ﺷﮑﻞ ﮔﺮﻓﺘﻪ‬ ‫ﻲ ﻓﺮﺩ ﻭ ﺍﺛ ﹺﺮ ﻋﻮﺍﻣ ﹺ‬ ‫ﺖ ﮊﻧﺘﻴﮑ ﹺ‬ ‫ﺕ ﻣﺸﻬﻮ ِﺩ ﻳﮏ ﻣﻮﺟﻮﺩِ ﺯﻧﺪﻩ ﮐﻪ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﺳﺎﺧ ِ‬ ‫ﺑﺎﺷﺪ‪ e .‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١٤‬‬

‫ﻡ‬ ‫ﭼﻬﺎﺭﻡ‬ ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ‬ ‫ﻣﺒ‬

‫‪e‬ﺯﺍﻝ ﺗﻨﻲ ) ‪: ( allbinism‬‬ ‫ﺩ‬ ‫ﺍﻓﺮﺍﺩ‬ ‫ﮕﻴﺰﻩ ﻫﺴﺘﻨﺪ‪ .‬ﺑﻪ ﺍﻳﻦ‬ ‫ﺑﺮﺮﺧﻲ ﺍﻓﺮﺍﺩ ﺩﺩﺭ ﺑﺪ ِﻥ ﺧﻮﺩﺩ‪ ،‬ﻓﺎﻗﺪ ِ ﺭﻧﮕ‬ ‫ﺻﻄﻼﺣﺎ ً » ﺯﺍﻝ « ﻣﻲ ﮔﻮﻳﻨﺪ‪ » .‬ﺯﺍﻟﻲ ﻣﺨﺘﺺ ﺑﻪ ﺍﻧﺴﺴﺎﻥ ﻧﻴﺴﺖ‪ ،‬ﻭ‬ ‫ﺍﺻ‬ ‫ﺷﻮﺩ‪ ) .‬ﺩﺭ ﺗﺼﺎﻭﻭﻳﺮ ﻳﮏ ﺮ‬ ‫ﺑﺒﺮ‬ ‫ﺩﺭ ﺑﺴﻴﺎﺭي ﺍﺯ ﻣﻮﺟﻮﺩﺍﺕ ﺩﺩﻳﺪﻩ ﻣﻲ ﺩ‬ ‫ﺭ‬ ‫ﺱ ﺯﺍﻝ ﻭ ﺍﻧﺴﺎ ِﻥ ﺯﺍﻝ ﺭﺍ ﻣﺸﺎﻫﺪﺪﻩ ﻣﻲ ﮐﻨﻴﺪ‪.‬‬ ‫ﻞ ﺯﺯﺍﻝ‪ ،‬ﻃﺎﻭﻭ ﹺ‬ ‫ﺯﺍﺍﻝ‪ ،‬ﮔﻮﺭﻳ ﹺ‬ ‫(‬ ‫ﻣﻌﻨﺎي ﺍﻳﻦ ﺟﻤﻠﻪ ﺍﻳﻦ ﺍﺳﺖ ﻪ‬ ‫ﮐﻪ‬ ‫ﺖ ﻣﻐﻠﻮﺏ ﺍﺳﺖ‪ .‬ي‬ ‫ﺯﺍﺍﻟﻲ‪ ،‬ﻳﮏ ﺻﻔ ِ‬ ‫ﺁﻟﻞﹺ ﻓﺮﺩ‪ ،‬ﺑﺪﻭ ِﻥ‬ ‫ﻳﮏ ﻓﺮﺩ‪ ،‬ﺑﺎﻳﺴﺘﺘﻲ ﻫﺮ ﺩﻭ ﻞ‬ ‫ﺷﺪ ِﻥ ﺁﻥ ﺩﺭ ﮏ‬ ‫ﺑﺮﺮﺍي ﻇﺎﻫﺮ ﺪ‬ ‫ﺖ ﻪ‬ ‫ﻧﻬﻔﺘﻪ‬ ‫ﺭﻧﻧﮕﻴﺰﻩ ﺑﺎﺷﺪ‪ .‬ﻋﺪ ﹺﻡ ﻭﺟﻮ ِﺩ ﺭﺭﻧﮕﻴﺰﻩ ﺩﺭ ﺑﺪ ِﻥ ﺍﻧﺴﺎﻥ ﮏ‬ ‫ﻳﮏ ﺻﻔ ِ‬ ‫ي ﻏﻴﺮ ﻃﺒﻴﻌﻲ ﺑﺑﻪ ﻧﺎ ﹺﻡ ﺯﺍﻟﻲ ﺍﺳﺳﺖ‪.‬‬ ‫ﻞ ﻏﺎﻟﺐ )‬ ‫ﻣﺎ ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﺑﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ‪ A‬ﻭ ‪ a‬ي‬ ‫ﺎ‬ ‫ﺑﺮﺍي ﻧﺸﺎﻥ ﺩﺍﺩ ِﻥ ﺁﻟ ﹺ‬ ‫ﺑﻪ ﺗﺮﺗﻴﺐ ﺳﻪ ﮊﮊﻧﻮﺗﻴﭗ ﻭ ﻭ‬ ‫ﺩﻭ‬ ‫ﻧﻬﻔﺘﻪ ) ﺯﺍﻟﻲ ( ﻪ‬ ‫ﻞ ﻪ‬ ‫ﺗﻮﻮﻟﻴ ِﺪ ﺭﻧﮕﻴﺰﻩ ( ﻭ ﺁﻟ ﹺ‬ ‫ﺗﻮﺻﻴﻒ ﮐﻨﻴﻢ ‪:‬‬ ‫ﻒ‬ ‫ﺍﺣﺘﻤﺎﻟﻲ ﺭﺍ‬ ‫ﻟﻲ‬ ‫ﭗ‬ ‫ﻓﻨﻨﻮﺗﻴ ﹺ‬

‫ﮊﻧﻮﻮﺗﻴﭗ ﻫﺎ‬

‫ﻓﻨﻮﺗﻴﭗ ﻫﻫﺎ‬

‫ﻏﺎﻟﺐ (‬ ‫‪ ) AA‬ﻫﻤﻤﻮﺯﻳﮕﻮﺱﹺ ﺐ‬

‫ﺭﻧﮕﻴﺰﻩ ﺭ‬ ‫ﺩﺍﺭ‬

‫‪ ) Aa‬ﻫﺘﺮﻭﺯﻳﮕﻮﺕ (‬

‫ﺭﻧﮕﻴﺰﻩ ﺭ‬ ‫ﺩﺍﺭ‬

‫ﻣﻐﻠﻮﺏ (‬ ‫‪ ) aa‬ﻫﻤﻮﺯﺯﻳﮕﻮﺱﹺ ﺏ‬

‫ﺯﺯﺍﻝ ) ﺑﺪﻭﻥِ ﺭﻧﮕﮕﻴﺰﻩ (‬

‫ﭼﻴﺎﻥ‪ ،‬ﺩﮐﺘﺮ ﻣﺤﻤﺪي‪ ،‬ﺩﮐﺘﺘﺮ ﻣﻌﺘﻤﺪي – ﻧﺸﺮﹺ‬ ‫‪،‬‬ ‫ﺗﺮﺟﻤﻪ ي ﺭﺿﺎ ﭘﻴﻠﻪ‬ ‫ﻣﻨﺒﺒﻊ ‪ :‬ﮊﻧﺘﻴﮏِ ﺍﺳﺘﺎﻧﺴﻔﻔﻴﻠﺪ – ﺍﻟﺮﻭﺩ – ﻤﻪ‬ ‫ﺁﻳﻴﻴﮋ – ﺻﻔﺤﻪ ي ‪٢٩‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫‪ e‬ﺟﻬﺶ‪: ١‬‬ ‫ﻲ ﺍﺗﻔﺎﻗﻲ ) ﺗﺼﺎﺩﻓﻲ ( ﺍﺳﺖ ﮐﻪ‬ ‫ﺟﻬﺶ ﻳﮏ ﺗﻐﻴﻴﺮﹺ ﮊﻧﺘﻴﮑ ﹺ‬ ‫ﺕ ﺯﻳﺴﺘﻲ ﺑﻌﻀﻲ ﺍﺯ ﺍﻓﺮﺍ ِﺩ ﻳﮏ ﮔﻮﻧﻪ ﺭﺍ ﺗﻐﻴﻴﺮ ﻣﻲ‬ ‫ﺻﻔﺎ ِ‬ ‫ﻲ‬ ‫ﺩﻫﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕِ ﺩﻗﻴﻖ ﺗﺮ‪ ،‬ﺟﻬﺶ ﻫﺎ ﺗﻐﻴﻴﺮﺍﺗﻲ ﺩﺭ ﺗﻮﺍﻟ ﹺ‬ ‫‪ DNA‬ﻫﺴﺘﻨﺪ‪ .‬ﺟﻬﺶ ﻫﺎ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺩﺭ ﻫﺮ ﻧﺎﺣﻴﻪ ﺍي ﺍﺯ‬ ‫‪ DNA‬ﺭﺥ ﺩﻫﻨﺪ‪ .‬ﻣﻲ ﺗﻮﺍﻥ ﺟﻬﺶ ﻫﺎ ﺭﺍ ﺑﺴﺘﻪ ﺑﻪ ﺍﻳﻦ ﮐﻪ‬ ‫ﭗ ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ ﻭﺍﺭﺩ ﻣﻲ ﮐﻨﻨﺪ‪ ،‬ﺑﻪ‬ ‫ﭼﻪ ﺗﺎﺛﻴﺮي ﺑﺮ ﻓﻨﻮﺗﻴ ﹺ‬ ‫ﺳﻪ ﺩﺳﺘﻪ ﺗﻘﺴﻴﻢ ﻧﻤﻮﺩ ‪:‬‬ ‫ﻲ ﻓﺮﺩ ﺭﺍ‬ ‫‪ .١‬ﺟﻬﺶ ﻫﺎي ﻣﻀﺮ ) ‪ : ( detrimental‬ﺑﻪ ﺟﻬﺶ ﻫﺎﻳﻲ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺷﺎﻳﺴﺘﮕ ﹺ‬ ‫ﺏ ﻃﺒﻴﻌﻲ ﺑﺮ ﻋﻠﻴ ِﻪ‬ ‫ﮐﺎﻫﺶ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺟﻬﺶ ﻫﺎي ﻣﻀﺮ ﻏﺎﻟﺒﺎ ً ﺍﺯ ﺟﻤﻌﻴﺖ ﺣﺬﻑ ﻣﻲ ﺷﻮﻧﺪ ﺯﻳﺮﺍ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﺍﻓﺮﺍ ِﺩ ﻭﺍﺟﺪِ ﺍﻳﻦ ﮔﻮﻧﻪ ﺟﻬﺶ ﻫﺎ ﻋﻤﻞ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﮏ ﺁﻧﻬﺎ ﻧﻪ‬ ‫ﺕ ﻓﻨﻮﺗﻴﭙﻴ ِ‬ ‫‪ .٢‬ﺟﻬﺶ ﻫﺎي ﺧﻨﺜﻲ ) ‪ : ( neutral‬ﺟﻬﺶ ﻫﺎي ﺧﻨﺜﻲ ﺁﻧﻬﺎﻳﻲ ﻫﺴﺘﻨﺪ ﮐﻪ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺏ ﻃﺒﻴﻌﻲ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻧﻤﻲ ﮔﻴﺮﻧﺪ ﻭ ﺑﻪ ﻋﻨﻮﺍ ِﻥ‬ ‫ﻂ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﺳﻮﺩﻣﻨﺪ ﺍﺳﺖ ﻭ ﻧﻪ ﻣﻀﺮ ﻭ ﻣﻌﻤﻮﻻ ً ﺗﻮﺳ ِ‬ ‫ﻑ ﮊﻧﺘﻴﮑﻲ ﻣﻤﮑﻦ ﺍﺳﺖ ﺩﺭ ﺟﻤﻌﻴﺖ ﺑﺎﻗﻲ ﺑﻤﺎﻧﻨﺪ ﻳﺎ ﺍﺯ ﺑﻴﻦ ﺑﺮﻭﻧﺪ‪.‬‬ ‫ﻧﺘﻴﺠﻪ ي ﻳﮏ ﺷﮑﺎ ِ‬ ‫‪ .٣‬ﺟﻬﺶ ﻫﺎي ﻣﻔﻴﺪ ) ‪ : ( benefical‬ﺟﻬﺶ ﻫﺎي ﺳﻮﺩﻣﻨﺪ ﺁﻧﻬﺎﻳﻲ ﻫﺴﺘﻨﺪ ﮐﻪ ﺁﻟﻞ ﻫﺎي ﺣﺎﺻﻠﻪ ﺑﻪ‬ ‫ﻞ ﺟﻬﺶ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﻨﺪ‪ ،‬ﺑﺎﻗﻲ ﻣﻲ ﻣﺎﻧﻨﺪ‪ .‬ﻧﻬﺎﻳﺘﺎ ً ﺍﻳﻦ ﺟﻬﺶ ﻫﺎ‬ ‫ي ﻓﺮ ِﺩ ﺣﺎﻣ ﹺ‬ ‫ﻞ ﺍﻳﻨﮑﻪ ﺳﺎﺯﮔﺎﺭ ﹺ‬ ‫ﺩﻟﻴ ﹺ‬ ‫ﻞ ﺩﻳﮕﺮي ﻣﻲ‬ ‫ﻦ ﺁﻟ ﹺ‬ ‫ﺗﻤﺎﻳﻞ ﺩﺍﺭﻧﺪ ﮐﻪ ﺩﺭ ﺟﻤﻌﻴﺖ ﺗﺜﺒﻴﺖ ﺷﻮﻧﺪ‪ .‬ﻃﻲ ﻓﺮﺍﻳﻨﺪ ﺗﺜﺒﻴﺖ‪ ،‬ﻳﮏ ﺁﻟﻞ ﺟﺎﻳﮕﺰﻳ ﹺ‬ ‫ﺷﻮﺩ‪.‬‬ ‫ﻲ ﻣﻮﺟﻮﺩِ ﺯﻧﺪﻩ ﺟﻬﺶ ﮔﻔﺘﻪ‬ ‫‪ : Mutation ١‬ﻣﻮﺗﺎﺳﻴﻮﻥ‪ ،‬ﺟﻬﺶ ‪ :‬ﺩﺭ ﻣﻔﻬﻮ ﹺﻡ ﻭﺳﻴﻊ ﺑﻪ ﻫﺮ ﻧﻮﻉ ﺗﻐﻴﻴﺮﺍﺕِ ﻧﺎﭘﻴﻮﺳﺘﻪ ﺩﺭ ﺳﺎﺧﺘﺎ ﹺﺭ ﮊﻧﺘﻴﮑ ﹺ‬ ‫ﺶ ﺑﺴﻴﺎﺭ ﮐﻮﭼﮑﻲ ﺍﺯ‬ ‫ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﻭﺍﮊﻩ ﺩﺭ ﻣﻔﻬﻮ ﹺﻡ ﺩﻗﻴﻖ ﺗ ﹺﺮ ﺧﻮﺩ ﻣﻌﻤﻮﻻً ﺑﻪ ﻣﻌﻨﻲ » ﻣﻮﺗﺎﺳﻴﻮ ِﻥ ﻧﻘﻄﻪ ﺍي « ﺍﺳﺖ ﮐﻪ ﺗﻐﻴﻴﺮي ﺩﺭ ﺑﺨ ﹺ‬ ‫ﻲ ﺍﺳﻴﺪﻫﺎي ﻧﻮﮐﻠﺌﻴﮏ ﺍﺳﺖ‪ e .‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١٥‬‬ ‫ﺗﻮﺍﻟ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﺑﻴﺸﺘﺮ ﺟﻬﺶ ﻫﺎ ﺍﺯ ﻧﻈ ﹺﺮ ﺍﺭﺯﺵﹺ ﺑﻘﺎﺀ ﺯﻳﺎﻥ ﺁﻭﺭ ﻳﺎ ﺑﻲ ﻓﺎﻳﺪﻩ ﺍﻧﺪ‪ ،١‬ﺍﻣﺎ ﺑﺮﺧﻲ ﺍﺯ ﺍﻳﻦ ﺟﻬﺶ ﻫﺎ ﺑﻪ ﺟﺎﻧﻮﺭﺍﻥ ﺩﺭ‬ ‫ﺭﻗﺎﺑﺖ ﺑﺎ ﺩﻳﮕﺮﺍﻥ ﺑﺮﺗﺮي ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﮔﻮﻧﻪ ﻣﻮﺍﺭﺩ‪ ،‬ﺍﻓﺮﺍﺩي ﮐﻪ ﺩﺍﺭﺍي ﮊﻥ ﻫﺎي ﺟﻬﺶ ﻳﺎﻓﺘﻪ ﻫﺴﺘﻨﺪ ﺑﺎﻗﻲ‬ ‫ﺖ ﺗﻐﻴﻴﺮﺍﺕِ ﺟﺰﺋﻲ ﺩﺭ‬ ‫ﻣﻲ ﻣﺎﻧﻨﺪ ﻭ ﺍﻓﺮﺍﺩي ﮐﻪ ﻓﺎﻗﺪ ﺁﻧﻬﺎ ﻫﺴﺘﻨﻨﺪ ﺍﺯ ﻣﻴﺎﻥ ﺧﻮﺍﻫﻨﺪ ﺭﻓﺖ‪ .٢‬ﺍﻳﻦ ﻓﺮﺍﻳﻨﺪ ﻫﻢ ﻋﻠ ِ‬ ‫ﻞ ﻳﮏ ﮔﻮﻧﻪ‬ ‫ﻦ ﮐﺎﻣ ﹺ‬ ‫ﺩﺭﻭ ِﻥ ﻳﮏ ﮔﻮﻧﻪ ي ﻣﻌﻴﻦ ﻭ ﻫﻢ ﺑﺴﻴﺎﺭي ﺍﺯ ﺗﻐﻴﻴﺮﺍﺕِ ﻋﻤﺪﻩ ﺍي ﺭﺍ ﮐﻪ ﻣﻨﺠﺮ ﺑﻪ ﺍﺯ ﺑﻴﻦ ﺭﻓﺘ ﹺ‬ ‫ﻒ ﺩﻧﻴﺎ‬ ‫ﻁ ﻣﺨﺘﻠ ِ‬ ‫ﻣﻲ ﺷﻮﺩ ﺗﻮﺿﻴﺢ ﻣﻲ ﺩﻫﺪ‪ .٣‬ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﻣﺜﺎﻝ‪ ،‬ﻣﻴﻠﻴﻮﻥ ﻫﺎ ﺳﺎﻝ ﭘﻴﺶ ﺧﺰﻧﺪﮔﺎ ِﻥ ﻋﻈﻴﻢ ﺍﻟﺠﺜﻪ ﺩﺭ ﻧﻘﺎ ِ‬ ‫ﻓﺮﺍﻭﺍﻥ ﺑﻮﺩﻧﺪ‪ .‬ﺍﻧﺪﺍﺯﻩ ي ﺁﻧﻬﺎ ﺑﺎ ﻭﻗﻮ ﹺﻉ ﺟﻬﺶ ﻫﺎﻳﻲ ﺩﺭ ﺳﺎﻳﺮ ﮔﻮﻧﻪ ﻫﺎي ﮐﻮﭼﮑﺘﺮ ﮐﻪ ﺗﻮﺍﻧﺎﻳﻲ ﺳﺎﺯﮔﺎﺭي ﺑﻴﺸﺘﺮ‬ ‫ﻂ ﻣﺤﻴﻄﻲ ﺭﺍ ﺑﻪ ﺁﻧﻬﺎ ﺩﺍﺩ‪،‬‬ ‫ﺑﺎ ﺷﺮﺍﻳ ِ‬ ‫ﺕ ﻣﺎﻧﻌﻲ ﺑﺮﺍي ﺑﻘﺎﺀ‬ ‫ﺑﻪ ﺻﻮﺭ ِ‬ ‫ﺩﺭﺁﻣﺪ‪ .‬ﺍﻟﺒﺘﻪ ﺑﺮﺧﻲ ﻧﻴﺰ ﺍﻧﻘﺮﺍﺽ‬ ‫ﺩﺍﻳﻨﺎﺳﻮﺭﻫﺎ ﺭﺍ ﺑﻪ ﻋﻮﺍﻣﻞ ﻣﺤﻴﻄﻲ‬ ‫ﻧﻈﻴﺮ ﺑﺮﺧﻮﺭﺩ ﺷﻬﺎﺏ ﺳﻨﮓ ﻫﺎ ﺑﻪ‬ ‫ﺯﻣﻴﻦ ﻧﺴﺒﺖ ﻣﻲ ﺩﻫﻨﺪ ‪.٤‬‬

‫ﻲ ﻣﻮﺟﻮﺩِ ﺯﻧﺪﻩ ﺍﺳﺖ‪e .‬‬ ‫ﺶ ﮐﺎﺭﺍﻳ ﹺ‬ ‫ﺖ ﮐﺎﻫ ﹺ‬ ‫‪ ١‬ﺍﮐﺜ ﹺﺮ ﮊﻥ ﻫﺎي ﺟﻬﺶ ﻳﺎﻓﺘﻪ ﻣﻀﺮ ﻫﺴﺘﻨﺪ‪ .‬ﻳﻌﻨﻲ ﺍﮔﺮ ﺍﺛ ﹺﺮ ﻣﺤﺴﻮﺳﻲ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ ﺩﺭ ﺟﻬ ِ‬ ‫ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١٦‬‬ ‫‪ ٢‬ﻭﻗﻮ ﹺﻉ ﺟﻬﺶ‪ ،‬ﮔﻮﻧﺎﮔﻮﻧﻲﹺ ﮊﻧﺘﻴﮑﻲ ﺭﺍ ﺩﺭ ﺟﻤﻌﻴﺖ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﺪ‪ .‬ﺟﻬ ﹺ‬ ‫ﺶ ﺟﺪﻳﺪي ﮐﻪ ﺑﻪ ﺳﻠﻮﻝ ﻫﺎي ﺟﻨﺴﻲ ) ﮔﺎﻣﺖ ﻫﺎ ( ﻣﻨﺘﻘﻞ‬ ‫ﺚ ﺑﺮﻭ ﹺﺯ ﺗﻐﻴﻴﺮﺍﺗﻲ ﺩﺭ ﻣﺠﻤﻮ ﹺﻉ ﺁﻟﻞ ﻫﺎي ) ﺧﺰﺍﻧﻪ ي ﮊﻧﻲ ( ﻳﮏ‬ ‫ﻞ ﺩﻳﮕﺮ‪ ،‬ﺑﻼﻓﺎﺻﻠﻪ ﺑﺎﻋ ِ‬ ‫ﻞ ﺟﺎﻧﺸﻴﻦ ﺷﺪ ِﻥ ﺁﻟﻠﻲ ﺑﺎ ﺁﻟ ﹺ‬ ‫ﻣﻲ ﮔﺮﺩﺩ‪ ،‬ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﺟﻤﻌﻴﺖ ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﺭ ﻳﮏ ﺩﻭﺭﻩ ي ﻃﻮﻻﻧﻲ‪ ،‬ﺟﻬﺶ ﺑﺮﺍي ﻭﻗﻮ ﹺﻉ ﺗﮑﺎﻣﻞ ﺑﺴﻴﺎﺭ ﻣﻬﻢ ﺍﺳﺖ‪ ،‬ﺯﻳﺮﺍ ﺟﻬﺶ ﻣﻨﺒﻊﹺ ﺍﺻﻠﻲ ﺗﻔﺎﻭﺕ ﻫﺎي ﮊﻧﺘﻴﮑﻲ‬ ‫ﻞ ﻣﻮﺟﻮﺩﺍﺕِ ﺯﻧﺪﻩ – ﺩﮐﺘﺮ ﻋﻠﻲ ﺑﻴﮏ – ﻧﺸﺮ‬ ‫ﺏ ﻃﺒﻴﻌﻲ ﻋﻤﻞ ﻣﻲ ﮐﻨﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﺗﮑﺎﻣ ﹺ‬ ‫ﺍﺳﺖ ﮐﻪ ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﻣﺎﺩﻩ ي ﺧﺎﻡ ﺑﺮﺍي ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﭖ ﺳﻮﻡ – ﺻﻔﺤﻪ ي ‪( ٥٤‬‬ ‫ﻣﺮﻭﺍﺭﻳﺪ – ﭼﺎ ﹺ‬ ‫‪ ٣‬ﻧﻘﻞ ﺍﺯ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ – ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﮔﻴﺪﻧﺰ – ﺗﺮﺟﻤﻪ ي ﻣﻨﻮﭼﻬﺮ ﺻﺒﻮﺭي – ﻧﺸﺮ ﻧﻲ – ﭼﺎ ﹺ‬ ‫ﭖ ﺑﻴﺴﺘﻢ – ﺻﻔﺤﻪ ي ‪٥٨‬‬ ‫ﺕ ﮊﻧﺘﻴﮑﻲ ﺭﺍ ﻓﺮﺍﻫﻢ ﻣﻲ‬ ‫ﻂ ﺟﻬﺶ ﻭ ﮔﺰﻳﻨﺶ ﺭﺥ ﻣﻲ ﺩﻫﺪ‪ .‬ﺟﻬﺶ ﻫﺎ ﻳﺎ ﻧﻮﺗﺮﮐﻴﺒﻲ‪ ،‬ﺗﻨﻮﻋﺎ ِ‬ ‫ﺢ ﻣﻮﻟﮑﻮﻟﻲ ﻣﻘﺪﻣﺘﺎً ﺗﻮﺳ ِ‬ ‫‪ ٤‬ﺗﮑﺎﻣﻞ ﺩﺭ ﺳﻄ ﹺ‬ ‫ﺏ ﻃﺒﻴﻌﻲ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﻥ ﺳﺎﺯﮔﺎﺭﺗﺮﻳﻦ ﺗﺮﮐﻴﺒﺎ ِ‬ ‫ﺁﻭﺭﻧﺪ ﻭ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﺕ ﮊﻧﻲ ﺭﺍ ﺍﻧﺘﺨﺎﺏ ﮐﺮﺩﻩ ﻳﺎ ﺍﻧﺘﻘﺎﻝ ﻣﻲ ﺩﻫﺪ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫‪e‬ﺳﺮﻃﺎﻥ ‪:‬‬ ‫ﻲ ﺳﻠﻮﻝ ﺭﺍ ﺑﻪ‬ ‫ﺖ ﻃﺒﻴﻌ ﹺ‬ ‫ي ﮊﻧﺘﻴﮑﻲ ﺍﺳﺖ ﮐﻪ ﺍﺯ ﺟﻬﺶ ﻫﺎي ﻣﺘﻌﺪﺩ ﺣﺎﺻﻞ ﻣﻲ ﮔﺮﺩﺩ‪ .‬ﺍﻳﻦ ﺟﻬﺶ ﻫﺎ ﻓﻌﺎﻟﻴ ِ‬ ‫ﺳﺮﻃﺎﻥ ﻳﮏ ﺑﻴﻤﺎﺭ ﹺ‬ ‫ﺕ ﺯﻳﺮ ﺭﺍ ﭘﻴﺪﺍ ﻣﻲ ﮐﻨﺪ ‪:‬‬ ‫ﮔﻮﻧﻪ ﺍي ﺗﻐﻴﻴﺮ ﻣﻲ ﺩﻫﻨﺪ ﮐﻪ ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﻲ ﺗﻘﺴﻴ ﹺﻢ ﻧﺎﻣﺤﺪﻭﺩ ﺭﺍ ﭘﻴﺪﺍ ﻣﻲ ﮐﻨﺪ ؛‬ ‫‪ .١‬ﺳﻠﻮﻝ ﻧﺎﻣﻴﺮﺍ ﻣﻲ ﺷﻮﺩ ؛ ﺑﻪ ﻋﺒﺎﺭﺗﻲ ﺩﻳﮕﺮ ﺗﻮﺍﻧﺎﻳ ﹺ‬ ‫‪ .٢‬ﺳﻠﻮﻟﻲ ﮐﻪ ﺭﺷﺪ ﻭ ﺗﻘﺴﻴﻢ ﺭﺍ ﻣﺤﺪﻭﺩ ﻣﻲ ﮐﻨﺪ ﺍﺯ ﮐﻨﺘﺮ ﹺﻝ ﻃﺒﻴﻌﻲ ﺧﺎﺭﺝ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫‪ .٣‬ﺳﻠﻮﻝ ﻣﻮﺭﺩ ﻧﻈﺮ ﺑﺎ ﺍﻧﺘﺸﺎﺭ ﺩﺭ ﺳﺎﻳ ﹺﺮ ﺑﺎﻓﺖ ﻫﺎ‪ ،‬ﻃﻲ ﻓﺮﺍﻳﻨﺪي ﺑﻪ ﻣﺘﺎﺳﺘﺎﺯ ﺑﻪ ﻳﮏ ﻣﻬﺎﺟﻢ ﺗﺒﺪﻳﻞ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺫﮐﺮ ﭼﻨﺪ ﻧﮑﺘﻪ ي ﺩﻳﮕﺮ ﺩﺭ ﻣﻮﺭ ِﺩ ﺳﺮﻃﺎﻥ ﺧﺎﻟﻲ ﺍﺯ ﻓﺎﻳﺪﻩ ﻧﻴﺴﺖ ‪:‬‬ ‫ƒ ﺳﻠﻮ ﹺﻝ ﺳﺮﻃﺎﻧﻲ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﻳﮏ ﺗﻮﺩﻩ ي ﮐﻠﻨﻲ ﺍﺯ ﺳﻠﻮﻝ ﻫﺎ ﺑﻪ ﻧﺎ ﹺﻡ ﺗﻮﻣﻮﺭ ﺗﺒﺪﻳﻞ ﺷﻮﺩ‪ .‬ﺗﻮﻣﻮﺭﻫﺎ ﻟﺰﻭﻣﺎ ً ﮐﺸﻨﺪﻩ‬ ‫ﻞ ﺯﮔﻴﻞ ﻫﺎ ﻳﺎ ﻃﺎﻭﻝ (‬ ‫ﻧﻴﺴﺘﻨﺪ‪ ) .‬ﻣﺜ ﹺ‬ ‫ƒ ﻓﺮﺩ ﺑﻪ ﺷﮑﻞ ﻫﺎي ﻣﺨﺘﻠﻒ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﺳﺮﻃﺎﻥ ﻣﺒﺘﻼ ﺷﻮﺩ‪ .‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﺮﺧﻲ ﺍﺯ ﺟﻬﺶ ﻫﺎي ﺳﺮﻃﺎﻥ ﺯﺍ ﺭﺍ ﺑﻪ ﺍﺭﺙ‬ ‫ﻞ ﺟﻬﺶ ﺯﺍي ﺁﺳﻴﺐ ﺭﺳﺎﻥ ﺑﻪ ‪ DNA‬ﺩﭼﺎﺭ ﺳﺮﻃﺎﻥ ﺷﻮﺩ‪ .‬ﮔﺎﻫﻲ ﺍﻭﻗﺎﺕ ﻫﻢ‬ ‫ﺱ ﻣﺤﻴﻄﻲ ﺑﺎ ﻋﻮﺍﻣ ﹺ‬ ‫ﺑﺒﺮﺩ ﻭ ﻳﺎ ﺩﺭ ﺍﺛ ﹺﺮ ﺗﻤﺎ ﹺ‬ ‫ﻞ ﺟﻬﺶ‬ ‫ﻲ ﻋﻮﺍﻣ ﹺ‬ ‫ﺟﻬﺶ ﻫﺎي ﺳﺮﻃﺎﻥ ﺯﺍ ﺑﻪ ﻃﻮ ﹺﺭ ﺧﻮﺩﺑﺨﻮﺩي ﺭﺥ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺑﺎ ﻳﺎﻥ ﻭﺟﻮﺩ‪ ،‬ﻻﺯﻡ ﺍﺳﺖ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺗﻤﺎﻣ ﹺ‬ ‫ﺯﺍ ﻣﻨﺠﺮ ﺑﻪ ﺳﺮﻃﺎﻥ ﻧﻤﻲ ﺷﻮﻧﺪ‪.‬‬ ‫ﺖ ﺳﺮﻃﺎﻧﻲ ﺭﺍ ﺗﺴﺮﻳﻊ‬ ‫ƒ ﺑﻪ ﻣﻮﺍﺩي ﻧﻈﻴ ﹺﺮ ﻣﻮﺍ ِﺩ ﺷﻴﻤﻴﺎﻳﻲﹺ ﺟﻬﺶ ﺯﺍ‪ ،‬ﺍﺷﻌﻪ ﻫﺎي ﻳﻮﻧﻴﺰﺍﻥ ﻭ ﺑﻌﻀﻲ ﺍﺯ ﻭﻳﺮﻭﻭﺱ ﻫﺎ ﮐﻪ ﺣﺎﻟ ِ‬ ‫ﻣﻲ ﮐﻨﻨﺪ ﺍﺻﻄﻼﺣﺎً ﻣﺎﺩﻩ ي ﺳﺮﻃﺎﻥ ﺯﺍ ) ﮐﺎﺭﺳﻴﻨﻮﮊﻥ ( ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻋﻤﻮﻣﺎً ﺳﺮﻃﺎﻥ ﻣﺴﺘﻠﺰ ﹺﻡ ﺩﻭ ﻣﺮﺣﻠﻪ ي ﺍﺻﻠﻲ ﺍﺳﺖ ‪:‬‬ ‫ﻞ ﺳﺮﻃﺎﻥ ﺯﺍ ﺍﺳﺖ‪.‬‬ ‫ﻞ ﺗﻤﺎﺱ ﺑﺎ ﻳﮏ ﻋﺎﻣ ﹺ‬ ‫‪ .١‬ﺷﺮﻭﻉ ) ‪ : ( initiantion‬ﺍﻳﻦ ﻣﺮﺣﻠﻪ‪ ،‬ﺣﺎﺻ ﹺ‬ ‫ﻞ ﺷﺮﻭﻉ ﮐﻨﻨﺪﻩ ﻳﺎ ﺣﺘﻲ ﺑﺎ ﻣﻮﺍ ِﺩ‬ ‫‪ .٢‬ﭘﻴﺸﺮﻓﺖ ) ‪ : ( promotion‬ﺍﻳﻦ ﻣﺮﺣﻠﻪ ﻣﺴﺘﻠﺰ ﹺﻡ ﻳﮏ ﻳﺎ ﭼﻨﺪ ﺗﻤﺎﺱ ﺑﺎ ﻫﻤﺎﻥ ﻋﺎﻣ ﹺ‬ ‫ﻏﻴﺮ ﻣﺮﺗﺒﻂ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﻣﺮﺣﻠﻪ ي ﭘﻴﺸﺮﻓﺖ ﻳﮏ ﻓﺮﺍﻳﻨ ِﺪ ﺗﺪﺭﻳﺠﻲ ﺍﺳﺖ ﮐﻪ ﺩﺭ ﺟﻮﻧﺪﮔﺎﻥ ﻧﻴﺎﺯ ﺑﻪ ﻫﻔﺘﻪ ﻫﺎي ﻣﺘﻌﺪﺩ ﻭ‬ ‫ﺩﺭ ﺍﻧﺴﺎﻥ ﺑﻪ ﭼﻨﺪﻳﻦ ﺳﺎﻝ ﺯﻣﺎﻥ ﺩﺍﺭﺩ‪.‬‬ ‫ﮏ ﺍﺳﺘﺎﻧﺴﻔﻴﻠﺪ – ﺍﻟﺮﻭﺩ – ﺗﺮﺟﻤﻪ ي ﺭﺿﺎ ﭘﻴﻠﻪ ﭼﻴﺎﻥ‪ ،‬ﺩﮐﺘﺮ ﻣﺤﻤﺪي‪،‬‬ ‫ﻣﻨﺒﻊ ‪ :‬ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴ ِ‬ ‫ﺩﮐﺘﺮ ﻣﻌﺘﻤﺪي – ﻧﺸﺮﹺ ﺁﻳﻴﮋ – ﺻﻔﺤﻪ ي ‪٤١٤ -٤١٥‬‬

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‫ﻡ‬ ‫ﭼﻬﺎﺭﻡ‬ ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ‬ ‫ﻣﺒ‬

‫ﻣﻨﺪﺪﻝ ‪ :‬ﻣﮑﺎﺎﻧﻴﺴ ﹺﻢ ﻭﺭﺭﺍﺛﺖ ‪:‬‬ ‫ﺷﺨﺼﻴﺖ ﻫﺎي ﻣﻬﻢﻢ ﺩﺭ ﺗﺎﺭﻳﺦ ﻋﻠﻢ ﮊﻧﺘﻴﮏ‪ ،‬ﮔﺮﻳﮕﻮﺭ ﻣﻣﻨﺪﻝ ﻧﺎﻡ ﺩﺍﺭﺭﺩ‪ .‬ﻣﻨﺪﻝ ) ‪ ( ١٨٨٤٤ – ١٨٢٢‬ﻣﺴﺌﺌﻠﻪ‬ ‫ﻴﺖ‬ ‫ﻳﮑﻲ ﺍﺯ‬ ‫ﻲ‬ ‫ﻧﺨﻮﺩﻓﺮﻧﮕﻲ ﺭﺍ ﻳﮑﻲ ﺑﺎ ﺩﺍﻧﻪ ﻫﺎي ﺳﺳﺒﺰ ﻭ ﺩﻳﮕﺮﺮي‬ ‫ﻲ‬ ‫ي ﻭﻭﺭﺍﺛﺖ ﺭﺍ ﺩﺭ ﮔﻴﺎ ِﻩ ﻧﺨﻮﺩﻓﺮﻧﮕﻲ ﺑﺮﺭﺭﺳﻲ ﮐﺮﺩ‪ .‬ﺍﻭ ﺩﻭ ﻧﻮﻉ‬ ‫ﺯﺭﺩ ﺍﻧﺘﺨﺎﺏ ﮐﺮﺮﺩ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﻫﻤﻪ ﻣﻣﻲ ﺩﺍﻧﻴﻢ ‪:‬‬ ‫ﺑﺎ ﺩﺍﻧﻪ ﻫﺎي ﺩ‬ ‫ﺍﺳﺖ ﮐﻪ ﻓﺮﺯﻧﺪﺪﺍﻥ ﻧﻴﺰ ﺩﺍﻧﻪ ﺳﺒﺰ ﺧﻮﺍﻫﻨﻨﺪ‬ ‫ﮐﻨﻴﻢ ﻣﺴﻠﻢ ﺖ‬ ‫ﺨﻮﺩﻓﺮﻧﮕﻲ ﻫﻫﺎي ﺩﺍﻧﻪ ﺳﺒﺒﺰ ﺭﺍ ﺑﺎ ﻫﻢ ﺟﻔﺖ ﻢ‬ ‫ƒ ﺍﮔﺮ ﻧﺨﻮ‬ ‫ﺷﺪ‪.‬‬ ‫ﺍﺳﺖ ﮐﻪ ﻓﺮﺯﻧﺪﺪﺍﻥ ﻧﻴﺰ ﺩﺍﻧﻪ ﺯﺭﺩ ﺧﻮﺍﻫﻨﻨﺪ‬ ‫ﮐﻨﻴﻢ ﻣﺴﻠﻢ ﺖ‬ ‫ﺨﻮﺩﻓﺮﻧﮕﻲ ﻫﻫﺎي ﺩﺍﻧﻪ ﺯﺭﺭﺩ ﺭﺍ ﺑﺎ ﻫﻢ ﺟﻔﺖ ﻢ‬ ‫ƒ ﺍﮔﺮ ﻧﺨﻮ‬ ‫ﺷﺪ‪.‬‬

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‫ﻡ‬ ‫ﭼﻬﺎﺭﻡ‬ ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ‬ ‫ﻣﺒ‬

‫ﺳﺒﺰ ﻭ ﺩﺍﻧﻪ ﺯﺯﺭﺩ ﺭﺍ ﺑﺎ ﻫﻫﻢ ﺟﻔﺖ ﮐﺮﺮﺩ‪ .‬ﻣﻨﺪﻝ ﻣﻣﺸﺎﻫﺪﻩ ﮐﺮﺩ ﮐﻪ ﻫﻤﻪ ي‬ ‫ﻧﺨﻮﺩ ﻓﺮﻧﮕﻲ ﻫﺎﺎي ﺩﺍﻧﻪ ﺰ‬ ‫ﺍﻣﺎ ﻣﻨﺪﻝ ﺩ‬ ‫ﺳﺒﺰ‬ ‫ﻤﮕﻲ ﺩﺍﻧﻪ ﺳﺒ‬ ‫ﻓﺮﺯﻧﺪﺍﻥ ﺭﺍ ﮐﻪ ﻫﻤﮕ‬ ‫ﻥ‬ ‫ﻞ ﺍﻭﻝ ﻫﻤﻪ ﺳﺒﺰ (‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﺟﻮﺩ ﻭﻗﺘﻲ ﺍﻳﻦ‬ ‫ﻓﺮﺯﺯﻧﺪﺍﻥ ﺩﺍﻧﻪ ﺳﺳﺒﺰ ﺷﺪﻧﺪ ) ﻧﺴ ﹺ‬ ‫‪ ٣/٤‬ﻓﺮﺯﻧﺪﺍ ِﻥ ﻧﻧﺴ ﹺ‬ ‫ﻞ ﺩﻭﻡ ﺩﺍﻧﻪ ﺳﺒﺰ ﻭ ‪ ١/٤٤‬ﺩﺍﻧﻪ ﺯﺭﺭﺩ‬ ‫ﻋﺠﻴﺐ ﺑﻮﺩ‪٣ .‬‬ ‫ﮕﺮ ﺟﻔﺖ ﮐﮐﺮﺩ‪ ،‬ﻧﺘﻴﺠﻪ ﺑﺴﻴﺎﺭ ﺐ‬ ‫ﺑﻮﺩﻧﺪ ﺑﺎ ﻳﮑﺪﻳﮕ‬ ‫ﮕﻲ ﻧﻴﺰ ﺗﮑﺮﺮﺍﺭ ﮐﺮﺩ ﻭ ﺑﻪ‬ ‫ﻫﺎي ﺩﻳﮕ ﹺﺮ ﮔﻴﺎ ِﻩ ﻧﺨﻮﺩﻓﺮﻧﮕ‬ ‫ﺷﺪﻧﻧﺪ ! ﺍﻭ ﻫﻤﻴﻴﻦ ﺁﺯﻣﺎﻳﺶ ﺭﺍ ﺑﺎ ﺧﺼﻮﻮﺻﻴﺎﺕ ﻭ ﻭﻭﻳﮋﮔﻲ ي‬ ‫ﹺ‬ ‫ﻧﺘﺎﻳﺞ ﻣﺸﺎﺑﻪ ﺭﺳﺳﻴﺪ‪ .‬ﺍﺯ ﺁﻧﺠﺎﺎﻳﻴﮑﻪ ﺍﻭ ﭼﻴﻴﺰي ﺍﺯ ﮊﻥ ﻫﺎي ﻏﺎﻟﺐ ﻭ ﻣﻐﻠﻮﺏ ﻧﻧﻤﻴﺪﺍﻧﺴﺖ ﺍﻳﻳﻦ ﻣﻮﺿﻮﻉ ﺑﺮﺍﻳﺶ ﺑﺴﻴﻴﺎﺭ‬ ‫ﺞ‬ ‫ﻋﺠﻴﻴﺐ ﺑﻮﺩ‪.‬‬ ‫ﻦ ﺭﻧﮓ ﺩﺍﻧﻪ ي ﮔﻴﻴﺎ ِﻩ‬ ‫ﺍﻭ ﺍﺳﺘﺪﻻﻝ ﮐﺮﺮﺩ ﮐﻪ ﺩﺭ ﺗﻌﻴﻴﻦﹺ ﻫﺮ ﻭﻭﻳﮋﮔﻲ ﺩﻭ ﻋﺎﻣﻞ ﻧﻘﺶ ﺩﺍﺭﺩ‪ ) .‬ﻣﺜﺜﻼ ً ﺑﺮﺍي ﺗﺗﻌﻴﻴ ﹺ‬ ‫ﺍﺭﺟﺤﻴﺖ ﺩﺍﺷﺘﻪ ﻭ ﺁﺁﻥ‬ ‫ﺖ‬ ‫ي‬ ‫ﺩﻳﮕﺮي‬ ‫ﻋﺎﻣﻞ ﺑﺮ‬ ‫ﻞ ﺳﺒﺰﺰ ﻭ ﺯﺭﺩ ﻭﺟﺟﻮﺩ ﺩﺍﺭﺩ‪ (.‬ﻳﮑﻲ ﺍﺯ ﺍﺍﻳﻦ ﺩﻭ ﻞ‬ ‫ﺩﻭ ﻋﺎﻣ ﹺ‬ ‫ﻧﺨﻮﻮﺩﻓﺮﻧﮕﻲ ﻭ‬ ‫ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫ﺼﻮﺻﻴﺖ ﺭﺍ ﺗﺗﻌﻴﻴﻦ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺍﻣﺮﻭﺯﻩ ﺍﻳﻦ ﻋﻮﺍﻣﻞ‪ ،‬ﮊﻥ ) ﺁﻟﻞ ( ﻧﺎﻣﻴﺪﻩ ﻲ‬ ‫ﻭﻳﮋﮋﮔﻲ ﻳﺎ ﺧﺼ‬ ‫ﺕ ﻭﺍﻟﺪﻳﻳﻦ ﺭﺍ ﺑﻪ ﺙ‬ ‫ﺍﺭﺙ‬ ‫ﺻﻔﺎ ِ‬ ‫ﻣﻨﺪﻝ ﺍﻳﻦ ﻋﻘﻴﺪﻩﻩ ي ﺭﺍﻳﺞ ﮐﮐﻪ ﻓﺮﺯﻧﺪﺍﻥ ﺑﺑﻪ ﺳﺎﺩﮔﻲ ﺻ‬ ‫ﻳﺎﻓﺘﺘﻪ ﻫﺎي ﻝ‬ ‫ﻲ‬ ‫ﺗﻮﺍﻧﺎﻳﻲ‬ ‫ﻦ ﮊﻧﻮﺗﻴﻴﭗ )‬ ‫ﻣﻲ ﺑﺮﻧﺪ ﺑﻪ ﻣﺒﺎﺭﺯﻩ ﻃﻠﺒﻴﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﻦ‬ ‫ﺍﻳﻦ ﻳﺎﻓﺘﻪ ﻫﺎ ﻧﺸﺎﻥ ﺩﺍﺩ ﮐﻪ ﺑﻴ ﹺ‬ ‫ﺕ‬ ‫ﺗﻔﺎﻭﺕ‬ ‫ﺧﺼﻮﺻﻴﺎﺕِ ﺑﺎﻟﻔﻌﻞ ﺷﺷﺪﻩ (‬ ‫ﺕ‬ ‫ﮑﻲ ( ﻭ ﻓﻨﻮﻮﺗﻴﭗ ) ﻭﻳﮋﮋﮔﻲ ﻫﺎ ﻭ‬ ‫ﺑﺎﻟﻘﻮﻮﻩ ي ﮊﻧﺘﻴﮑ‬ ‫ﺍﺯ ﻟﺤﺎ ِ‬ ‫ﻳﻦ‬ ‫ﻭﺍﻟﺪﻳﻦ‬ ‫ﻅ ﻓﻨﻮﻮﺗﻴﭗ ﻫﻤﻪ ي ﺍﻳﻦ‬ ‫ﻭﺟﻮﻮﺩ ﺩﺍﺭﺩ‪ .‬ﻣﺜﺜﻼً ﺩﺭ ﻣﻮﺭﺭ ِﺩ ﮔﻴﺎﻩ ﻧﺨﻮﻮﺩﻓﺮﻧﮕﻲ‪ ،‬ﺯ‬ ‫ﻳﮏ ﮊ ِﻥ ﺩﺍﻧﻪ ﺳﺳﺒﺰ ﻭ ﻳﮏ ﮊ ِﻥ ﺩﺍﻧﻪ ﺯﺭﺭﺩ‬ ‫ﮊﻧﻮﺗﻴﭗ ﺁﻧﻬﺎ ﮏ‬ ‫ﭗ‬ ‫ﺑﻮﺩﻧﺪ ﻭﻟﻲ ﺍﺯ ﻟﺤ‬ ‫ﺩﺍﻧﻪ ﺳﺒﺰ ﺪ‬ ‫ﻪ‬ ‫ﻅ‬ ‫ﺤﺎ ِ‬ ‫ﺩﺍﺷﺷﺘﻨﺪ‪.١‬‬ ‫ﭘﺮﺳﺳﺶ ﻫﺎﻳﻲ ﺑﺮﺮﺍي ﺗﻔﮑﺮ ‪:‬‬ ‫ﺪﻝ ﺭﺍ ﺩﺭ ﻧﻈﻈﺮﻳﻪ ي ﺧﻮﻳﻳﺶ ﺑﮑﺎﺭ ﺑﺮﺩ ؟‬ ‫ﻲ ﺗﻮﺍﻧﺴﺖ ﻳﺎﺎﻓﺘﻪ ﻫﺎي ﻣﻨﺪ‬ ‫ƒ ﭼﮕﻮﻧﻪ ﺩﺍﺭﻭﻳﻦ ﻣﻲ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺍﺭﺍي ﺍﻫﻤﻤﻴﺖ ﺍﺳﺖ ؟‬ ‫ﻲ‬ ‫ƒ ﻳﺎﻓﺘﻪ ﻫﺎﺎي ﻣﻨﺪﻝ ﺍﺯ ﭼﻪ ﺭﻭ ي‬ ‫ﺑﺮﺍي‬

‫ﻲ ﻭﺭﺍﺛﺖ ﮐﮐﻪ‬ ‫ﻣﻮﺿﻮﻉ ﭘﻲ ﺑﺮﺩﻩ ﺷﺪ ﮐﻪ ﺍﺻﻮ ﹺﻝ ﺍﺳﺳﺎﺳ ﹺ‬ ‫ﻉ‬ ‫ي ﻣﻨﺪﻝ ﺩﺭ ﺍﺑﺘﺪﺪﺍي ﺍﻳﻦ ﻗﺮﻥ‪ ،‬ﺧﻴﻠﻲ ﺳﺮﻳﻊ ﺑﻪ ﺍﻳﻦ‬ ‫ﻒ ﻣﺠﺪ ِﺩ ﮐﺎﺭﻫﺎي‬ ‫‪ ١‬ﺑﻌﻌﺪ ﺍﺯ ﮐﺸ ِ‬ ‫ﻫﺎي ﮔﻴﺎﻫﻲ ﻭ ﺟﺎﺎﻧﻮﺭ ﹺ‬ ‫ي ﺩﻳﮕﺮ ﻧﻴﺰ ﻣﻲ ﺗﻮﺍﻧﺪ ﻣﻮﺭ ِﺩ ﺍﺳﺘﻔﺎﺩﺩﻩ ﻗﺮﺍﺭ ﮔﻴﺮﺩ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ‬ ‫ﮐﺸﻒ ﮐﺮﺩﻩ ﺑﻮﺩ ﺩﺭ ﮔﻮﻧﻪ ي‬ ‫ﻭي ﺩﺭ ﻧﺨﻮﺩ ﻒ‬ ‫ﺻﻔﺤﻪ ي ‪( ٥٥‬‬ ‫ﻧﺸ ﹺﺮ ﺑﻨﻔﺸﻪ – ﺻ‬ ‫ﻓﺎﺭﺳﻲ ﻭ ﺩﮐﺘﺮ ﺷﻬﺮﻳﺎﺭي – ﺸ‬ ‫ﺟﻮﻧﺰ – ﮐﺎﺭﭖ ﺗﺮﺟﺟﻤﻪ ي ﺩﮐﺘﺮ ﻓﺎ‬ ‫ﺰ‬ ‫ﮊﻧﺘﻴﮏ‪ .‬ﺍﺛ ﹺﺮ‬ ‫ﮏ‬

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‫ﻡ‬ ‫ﭼﻬﺎﺭﻡ‬ ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ‬ ‫ﻣﺒ‬

‫ﮓ‬ ‫ﻣﺮﺑﻮﻁ ﺑﻪ ﺭﻧ ِ‬ ‫ﻁ‬ ‫ﮊﻥ ﻫﺎي‬ ‫ﻲ ﮊﮊﻥ ﻫﺎ ﻣﺴﺘﻘﻞ ﺍﺯ ﻳﮑﺪﻳﮕﺮ ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﻨﺪ‪ ) .‬ﻣﺜﻼ ً ﻥ‬ ‫‪ e‬ﻣﻨﺪﻝ ﮔﮔﻤﺎﻥ ﻣﻲ ﮐﺮﺩﺩ ﮐﻪ ﺗﻤﺎﻣ ﹺ‬ ‫ﭼﺸﻢ ﻫﻴﭻ ﺗﺎﺎﺛﻴﺮي ﺑﺮ ﮊﻥ ﻫﺎي ﻣﺮﺑﻮﻁ ﺑﻪ ﻗﺪ ﻧﻤﻲ ﮔﮔﺬﺍﺭﻧﺪ (‪ .‬ﺍﻣﺮﺮﻭﺯﻩ ﻣﻲ ﺩﺍﻧﻴﻴﻢ ﮐﻪ ﺍﻳﻦ ﻗﺎﻧﻧﻮﻥ ﺗﻨﻬﺎ ي‬ ‫ﺑﺮﺍي ﮊﻥ ﻫﺎي‬ ‫ﻣﻨﻈﻮﺭ ﺍﺯ ﮊﻥ ﻫﺎي ﻏﻏﻴﺮﭘﻴﻮﺳﺘﻪ ﭼﻴﻴﺴﺖ ؟‬ ‫ﺭ‬ ‫ﺻﺤﻴﺢ ﺍﺳﺖ‪ .‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﺑﭙﺮﺳﻴﺪ‬ ‫ﻏﻴﺮﭘﻴﻮﺳﺘﻪ ﺻ‬ ‫ﻳﮏ ﮐﺮﻭﻣﻮﺯﻭﻭﻡ ﻭﺟﻮﺩ ﺩﺍﺷﺷﺘﻪ ﺑﺎﺷﻨﺪ ﺑﻪ ﺁﺁﻧﻬﺎ ﮊﻥ ﻫﺎي ﭘﻴﻮﺳﺘﻪ ﻣﻲ ﮔﮔﻮﻳﻨﺪ‪ .‬ﺩﺭ‬ ‫ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﺩﻭ ﻳﺎ ﭼﻨﺪ ﮊﮊﻥ ﺑﺮ ﺭﻭي ﮏ‬ ‫ﻪ‬ ‫ﺑﺎﺷﻨﺪ‪ ،‬ﺑﻪ ﺁﻧﻬﺎ ﮊﻥ ﻫﻫﺎي‬ ‫‪،‬‬ ‫ﺭﻭي ﻳﮏ ﮐﺮﻭﻣﻮﻮﺯﻣﻮﻡ ﻗﺮﺍﺭ ﻧﻧﺪﺍﺷﺘﻪ‬ ‫ﺣﺎﻟﻲ ﮐﻪ‪ ،‬ﺍﮔﮔﺮ ﺩﻭ ﻳﺎ ﭼﻨﺪﺪ ﮊﻥ ﺑﺮ ي‬ ‫ﻧﺎﭘﻴﻮﺳﺘﻪ ﮔﻔﺘﻪ ﻣﻲ‬ ‫ﻲ ﮊﻥ‬ ‫ﻣﻮﺭﺩ ﮊﻥ ﻫﺎي ﭘﻴﻮﻮﺳﺘﻪ ﺻﺤﻴﺢ ﻧﻴﺴﺖ‪ .‬ﺯﻳﺮﺍ ﺗﻤﺎﻣ ﹺ‬ ‫ﺩﻫﺪ ﮐﻪ ﻗﺎﻧﻮ ِﻥ ﻣﻣﻨﺪﻝ ﺩﺭ ﺩِ‬ ‫ﺷﻮﺩ‪ .‬ﻳﺎﻓﺘﻪ ﻫﺎي ﻣﻌﺎﺻﺮ ﻧﻧﺸﺎﻥ ﻣﻲ ﺪ‬ ‫ﭘﻴﻮﺳﺘﻪ ي ﻣﺸﺎﺑﻬﻲ ﻣﻲ ﺑﺎﺷﻨﺪ‪.‬‬ ‫ﻪ‬ ‫ﮐﺮﻭﻣﻮﺯﻭﻡ ﺑﺎ ﻳﮑﻴﺪﮔﺮ ﺩﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﻮﺩﺩﻩ ﻭ ﻣﺘﻌﻠﻖ ﺑﻪ ﮔﺮﻭ ِﻩ‬ ‫ﻡ‬ ‫ﮏ‬ ‫ﻣﻮﺟﻮﺩ ﺑﺮ ﺭﻭي ﻳﮏ‬ ‫ﺩ‬ ‫ﻫﺎي‬ ‫ﻲ ﮊﻥ ﻫﺎي ﭘﻴﻴﻮﺳﺘﻪ ﺭﺍ ﺑﺎ ﺧﻮﻮﺩ ﺣﻤﻞ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﺗﻤﺎﻣ ﹺ‬ ‫ﺍﻧﺘﻘﺎﻻﺕ ﺧﻮﺩ‪ ،‬ﻣ‬ ‫ﺕِ‬ ‫ﺩﺭ ﻧﺘﻴﺠﻪ ﮐﺮﺮﻭﻣﻮﺯﻭﻡ ﺩﺭ ﻧﻘﻞ ﻭ‬ ‫ﺑﻨﺎﺑﺮﺍﻳﻦ‪ ،‬ﺑﺮ ﺧﻼ ِ‬ ‫ﻑ ﺑﺎﻭ ﹺﺭ ﻣﻨﺪﻝ‪ ،‬ﮊﻥ ﻫﺎﺎي ﭘﻴﻮﺳﺘﻪ ﺑﻪ ﻃﻮ ﹺﺭ ﻣﺴﺘﻘﻞ ﺍﺯ ﻳﮑﺪﻳﮕﺮ ﺍﻧﺘﻘﺎﻝ ﻧﻤﻲ ﻳﺎﺎﺑﻨﺪ‪ ،‬ﺑﻠﮑﻪ ﺗﻨﻬﻬﺎ ﮊﻥ ﻫﺎي‬ ‫ﻣﻮﺟﻮﺩ ﺑﺮ ﺭﺭﻭي ﮐﺮﻭﻣﻮﺯﺯﻭﻡ ﻫﺎي ﻣﺨﺘﻠﻠﻒ‪ ،‬ﺑﻪ ﻃﻮ ﹺﺭ ﻣﻣﺴﺘﻘﻞ ﺍﻧﺘﻘﺎﻝ ﻣﻲ ﻳﺎﺑﻨﺪ‪.‬‬ ‫ﻧﺸﺮ ﺁﻳﻴﮋ – ﺻﻔﺤﻪ ي ‪١ – ١٥‬‬ ‫ﺩﮐﺘﺮ ﻣﻌﺘﻤﺪي – ﺮﹺ‬ ‫ﺿﺎ ﭘﻴﻠﻪ ﭼﻴﺎﻥ‪ ،‬ﺩﮐﮐﺘﺮ ﻣﺤﻤﺪي‪ ،‬ﺮ‬ ‫ﻣﻨﺒﻊ ‪ :‬ﮊﻧﺘﻴﮏِ ﺍﺳﺳﺘﺎﻧﺴﻔﻴﻠﺪ – ﺍﻟﺮﻭﺩ – ﺗﺮﺟﻤﻪ ي ﺭﺿ‬

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‫ﻡ‬ ‫ﭼﻬﺎﺭﻡ‬ ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ‬ ‫ﻣﺒ‬

‫ﺍﺭﺙ ﻣﻲ ﺑﺮﻧﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﺐ‬ ‫ﺗﺮﺗﻴﺐ‬ ‫ﭽﻪ ﻫﺎ ‪ % ٥٠‬ﮊﻥ ﻫﺎي ﺧﻮﻮﺩ ﺭﺍ ﺍﺯ ﭘﺪﺭ ﻭ ‪ % ٥٠‬ﺩﺩﻳﮕﺮ ﺭﺍ ﺍﺯ ﻣﻣﺎﺩﺭ ﺑﻪ ﺙ‬ ‫ﻣﻲ ﺩﺍﻧﻴﻢ ﮐﻪ ﺑﭽ‬ ‫ﻣﺤﺎﺳﺒﻪ ي ﺳﺎﺩﻩ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺍﻳﻦ ﻧﺘﻴﺠﻪ ﺭﺭﺳﻴﺪ ﮐﻪ ﻓﺮﺮﺯﻧﺪﺍﻥ ﻧﻴﺰ ﺑﻪ ﻃﻮ ﹺﺭ ﻣﺘﻮﻮﺳﻂ ﺩﺭ ‪ % ٥٠‬ﮊﻥ ﻫﺎ ﺑﺎ‬ ‫ﻪ‬ ‫ﺑﺎ ﻳﮏ‬ ‫ﺩﻭ ﻗﻠﻮﻫﺎ ﭼﻪ ﻣﻣﻲ ﺷﻮﺩ ؟‬ ‫ﻒ ﻭ‬ ‫ﺷﺮﻳﮏ ﺍﻧﺪ‪ .١‬ﻭ ﺍﻣﻣﺎ ﺩﻭﻗﻠﻮﻫﺎ ! ﺗﮑﻠﻴ ِ‬ ‫ﻳﮑﺪﺪﻳﮕﺮ ﮏ‬

‫ﺩﻭﻭﻗﻠﻮﻫﺎ‪: ٢‬‬ ‫ﺑﻪ ﻃﻃﻮﺭ ﮐﻠﻲ‪ ،‬ﺩﺩﻭﻗﻠﻮ ﻫﺎ ﺑﺮ ﺩﻭ ﻧﻮﻉ ﺍﻧﺪ ‪:‬‬ ‫ﺁﻳﻨﺪ ﮐﻪ ﺍﻳﻦ ﺗﺨ‬ ‫ﺗﺨﻢ ) ﺯﻳﮕﻮﺕ ( ﺑﻪ ﻭﺟﻮﻮﺩ ﻣﻲ ﺪ‬ ‫ﻠﻮﻫﺎي ﻫﻤﺴﺎﺎﻥ ﺍﺯ ﻳﮏ ﺗﺨ‬ ‫ﻥ‪ : ٣‬ﺩﻭ ﻗﻠﻮ‬ ‫ƒ ﺩﻭﻗﻠﻮﻫﻫﺎي ﻫﻤﺴﺎﻥ‬ ‫ﺨﻢ‬ ‫ﺠﺪﺩﺍ ً ﺷﮑﺎﻓﻓﺘﻪ‬ ‫ﺧﻼﻑ ﻣﻌﻤﻮﻝ ﭘﺲ ﺍﺯ ﺑﺎﺭﺩﺩﺍﺭ ﺷﺪﻥ ﻣﺠ‬ ‫ﺑﺮ ﻑِ‬ ‫ﮑﻲ‬ ‫ﺶ ﮊﻧﺘﻴﮑ‬ ‫ﻣﻲ ﺷﻮﻮﺩ‪ .‬ﺍﺯﺍﻳﻦ ﺭﻭ ﺍﻳﻦ ﺩﻭﻭﻗﻠﻮﻫﺎ ﺁﺭﺭﺍﻳ ﹺ‬ ‫ﮎ‬ ‫ﺪﻳﮕﺮ ﻣﺸﺘﺮﮎ‬ ‫ﻳﮑﺴﺎﻧﻲ ﺩﺍﺷﺘﻪ ﻭ ﺩﺭ ‪ % ١٠٠‬ﮊﮊﻥ ﻫﺎ ﺑﺎ ﻳﮑﺪ‬ ‫ﻲ‬ ‫ﺍﻧﺪ‪ .‬ﺑﺪﻳﻬﻲ ﺍﺳﺖ ﮐﻪ ﺩﻭ ﻗﻠﻮﻮﻫﺎي ﻫﻤﺴﺎﺎﻥ ﻳﺎ ﻫﺮ ﺩﺩﻭ‬ ‫ﭘﺴﺮﻧﺪ ﻭ ﻳﺎ ﻫﺮ ﺩﻭ ﺩﺧﺘﺮ‪.‬‬ ‫ﺗﺨ ﹺﻢ‬ ‫ﻗﻠﻮﻫﺎ ﺍﺯ ﺩﻭ ﺨ‬ ‫ﺎ‬ ‫ﺍﻳﻦ ﺩﻭ‬ ‫ﺴﺎﻥ‪ : ٤‬ﻦ‬ ‫ƒ ﺩﻭﻗﻠﻮﻫﻫﺎي ﻧﺎﻫﻤﺴ‬ ‫ﺟﺪﺍﮔﺎﻧﻪ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻩ ) ﺧﺧﻮﺍﻫﺮ – ﺑﺮﺍﺍﺩﺭ ﻣﺎﻧﻨﺪ ( ﻭ‬ ‫ﻧﻪ‬ ‫ﻳﮑﺪﻳﮕﺮ ﺍﺷﺘﺮﺍﮎ ﺩﺍﺭﻧﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻗﻊ‬ ‫ﺮ‬ ‫ﺗﻨﻬﺎ ﺩﺭ‪ % ٥٠‬ﮊﻥ ﻫﺎﺎ ﺑﺎ‬ ‫ﺕ ﺁﻧﻬﺎ ﺑﺎ ﺑﺮﺍﺩﺩﺭ – ﺧﻮﺍﻫﺮﺮﻫﺎ ﺗﻨﻬﺎ ﺩﺭ ﺍﻳﻦ ﺍﺳﺖ ﮐﮐﻪ‬ ‫ﺗﻔﺎﻭ ِ‬ ‫ﺩﻧﻴﺎ ﺁﻣﺪﻩ ﺍﻧﺪ‪ .‬ﺩﻭ ﻗﻠﻮﻫﺎﺎي‬ ‫ﻫﺮ ﺩﻭ ﺩﺭ ﻳﮏ ﺯﺯﻣﺎﻥ ﺑﻪ ﻴﺎ‬ ‫ﻳﮏ ﺩﺧﺘﺮ ﺑﺎﺷﺷﻨﺪ‪.‬‬ ‫ﻳﮏ ﭘﺴﺮ ﻭ ﮏ‬ ‫ﺧﺘﺮ‪ ،‬ﻫﺮ ﺩﻭ ﭘﭘﺴﺮ ﻭ ﻳﺎ ﮏ‬ ‫ﻧﺎﻫﻤﺴﺎﻥ ﻣﻲ ﺗﻮﺍﻧﻨﺪﺪ ﻫﺮ ﺩﻭ ﺩﺧﺘ‬ ‫ﻥ‬ ‫ﺘﻬﺎي ﻓﺼﻞ ﺭﺟﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١١٧‬‬ ‫‪ ١‬ﺑﺑﺮﺍي ﺗﻮﺿﻴﺢ ﺑﻴﺑﻴﺸﺘﺮ ‪ e‬ﺑﻪ ﺍﻧﺘﻬ‬ ‫‪ : twins ٢‬ﺩﻭﻗﻠﻮ‬ ‫ﻠﻮﻫﺎ‬ ‫‪ntical twinss ٣‬‬ ‫‪ e Iden‬ﺑﻪ ﺍﻧﺘﺘﻬﺎي ﻓﺼﻞ ﺭﺟﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١١٨‬‬ ‫‪ : Frateernal twinss ٤‬ﺑﻪ ﺍﻳﻦ ﺩﻭﻗﻠﻮﻫﺎ‪ ،‬ﺩﻭﻗﻗﻠﻮﻫﺎي ﺩﻭ ﺗﺨﻤﻤﮑﻲ ) ‪ ( dizyggotic‬ﻧﻴﺰ ﮔﻔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬

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‫ﻡ‬ ‫ﭼﻬﺎﺭﻡ‬ ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ‬ ‫ﻣﺒ‬

‫ﺖ‪ ،‬ﻭﺿﻌﻴﺖ ﮊﻧﺘﻴﮑﻲ ﺑﺮﺍﺍﺩﺭ – ﺧﻮﺍﻫﻫﺮي‪ ،‬ﺩﻭﻗﻠﻮﻮﻫﺎي ﻧﺎﻫﻤﺴﺎﺎﻥ‬ ‫ﻞ‪ ،‬ﺑﻪ ﺗﺮﺗﻴﺐ ﺍﺯ ﺳﻤﺖ ﭼﭼﭗ ﺑﻪ ﺭﺍﺳﺖ‬ ‫ﻞ ﻣﻘﺎﺑﻞ‬ ‫ﺩﺭ ﺷﮑ ﹺ‬ ‫ﻼﺣﻈﻪ ﻣﻲ ﮐﻨﻨﻴﺪ‪.١‬‬ ‫ﻭ ﺩﻭﻗﻠﻮﻫﺎي ﻫﻤﻤﺴﺎﻥ ﺭﺍ ﻣﻼ‬

‫ﺍﻧﺴﺎﻧﻲ ﮊﻥ ﻫﺎي ﮐﮐﺎﻣﻼً ﻣﺸﺎﺑﻬﻬﻲ‬ ‫ﻫﻴﭻ ﺩﻭ ﻲ‬ ‫ﺑﻪ ﺟﺟﺰ ﺩﻭﻗﻠﻮﻫﺎﺎي ﻫﻤﺴﺎﻥ ﮐﮐﻪ ﺩﺭ ‪ % ١٠٠‬ﮊﻥ ﻫﺎ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺷﺷﺮﻳﮑﻨﺪ‪ ،‬ﭻ‬ ‫ﻣﻨﺤﺼﺮ ﺑﻪ ﻓﺮﺩ ﺍﺳﺳﺖ‪.٢‬‬ ‫ﺮ‬ ‫ﻧﺪﺍﺷﺷﺘﻪ ﻭ ﺍﺯﺍﻳﻦ ﺭﻭ ﻫﺮ ﺍﻧﺴﺎﻧﻲ ﻳﮏ ﻣﻮﺟﻮ ِﺩ‬

‫ﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻨﻴﺪ ]‪[١٩‬‬ ‫‪ e ١‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼ‬ ‫ﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻨﻴﺪ ]‪[٢٠‬‬ ‫‪ e ٢‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﺗﺎ ﺑﻪ ﺍﻳﻦ ﺟﺎ ﺳﻌﻲ ﮐﺮﺩﻳﻢ ﺗﺎ ﺍﺻﻮ ﹺﻝ ﺍﻭﻟﻴﻪ ي ﻋﻠﻢ ﮊﻧﺘﻴﮏ ﺭﺍ ﺗﻮﺿﻴﺢ ﺩﻫﻴﻢ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺑﻪ ﻳﺎﺩ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﺪ ﮐﻪ‬ ‫ﺁﻧﭽﻪ ﺩﺭ ﺍﻧﺴﺎﻥ ﺭﺥ ﻣﻲ ﺩﻫﺪ ﺩﺭ ﺍﻏﻠﺐ ﻣﻮﺍﺭﺩ ﺑﺴﻴﺎﺭ ﭘﻴﭽﻴﺪﻩ ﺗﺮ ﺍﺳﺖ‪ .١‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ‪:‬‬ ‫ﺕ ﺭﻓﺘﺎﺭي ‪ -‬ﺫﻫﻨﻲ ﺍﻧﺴﺎﻥ ) ﻣﺜﻼ ً ﻫﻮﺵ (‬ ‫ƒ ﺍﮐﺜ ﹺﺮ ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﺗﻮﺳﻂ ﺗﻌﺪﺍﺩ ﺯﻳﺎﺩي ﺍﺯ ﮊﻥ ﻫﺎي ﻣﺨﺘﻠﻒ ﮐﻨﺘﺮﻝ ﻣﻲ ﺷﻮﻧﺪ‬ ‫ﻭ ﻧﻪ ﻳﮏ ﮊﻥ ﻣﻨﻔﺮﺩ‪ .٢‬ﺑﻪ ﺍﻳﻦ ﻭﻳﮋﮔﻲ ﻫﺎ ﺍﺻﻄﻼﺣﺎً ﻭﻳﮋﮔﻲ‬ ‫ﻫﺎي ﭼﻨﺪﮊﻧﻲ‪ ) ٣‬ﮐﻤﻲ ( ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ƒ ﺍﮐﺜﺮ ﮊﻥ ﻫﺎ ﺑﻴﺶ ﺍﺯ ﻳﮏ ﻭﻳﮋﮔﻲ ﺭﺍ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﻨﺪ‪.٤‬‬ ‫ﭗ ﻧﻮﺯﺍﺩ ﻧﻘﺶ ﺍﻳﻔﺎ ﻣﻲ‬ ‫ƒ ﺑﺮﺧﻲ ﮊﻥ ﻫﺎ » ﺟﻤﻊ ﭘﺬﻳﺮﻧﺪ‪ ) « ٥‬ﻳﻌﻨﻲ ﻫﻤﺮﺍﻩ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺩﺭ ﺷﮑﻞ ﺩﻫﻲ ﻓﻨﻮﺗﻴ ﹺ‬ ‫ﮐﻨﻨﺪ‪ ،( .‬ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺑﺮﺧﻲ ﺩﻳﮕﺮ ﺍﺯ ﮊﻥ ﻫﺎ ﺑﺮ ﻳﮑﺪﻳﮕﺮ ﺗﺎﺛﻴﺮ ﻣﺘﻘﺎﺑﻞ ﺩﺍﺭﻧﺪ‪.‬‬ ‫ƒ ﺑﺮﺧﻲ ﮊﻥ ﻫﺎ ﺩﺍﺭﺍي ﺧﺼﻮﺻﻴﺘﻲ ﺑﻪ ﻧﺎﻡ » ﺗﺎﺛﻴﺮﮔﺬﺍﺭي ﺟﺰﺋﻲ‪ « ٦‬ﻫﺴﺘﻨﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﻣﻌﻨﺎ ﮐﻪ ﺍﻳﻦ ﮊﻥ ﻫﺎ‬ ‫ﻂ ﻣﻌﻴﻨﻲ ﺑﺮ ﺯﻧﺪﮔﻲ ﻓﺮﺩ ﺍﺛﺮ ﻣﻲ ﮔﺬﺍﺭﻧﺪ‪ .‬ﺑﺮﺍي ﻣﺜﺎﻝ ﮊﻥ ﻫﺎﻳﻲ ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ ﮐﻪ‬ ‫ﺖ ﺷﺮﺍﻳ ِ‬ ‫ﺗﻨﻬﺎ ﺗﺤ ِ‬ ‫ﺶ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺍﻳﻦ ﮊﻥ ﻫﺎ ﺑﺮ ﻓﺮﺩي ﮐﻪ ﺩﺭ ﻓﺮﻫﻨﮕﻲ‬ ‫ﺍﺣﺘﻤﺎ ﹺﻝ ﺍﻟﮑﻠﻴﺴﻢ ﺭﺍ ﺩﺭ ﺍﻓﺮﺍﺩ ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﺯﻧﺪﮔﻲ ﻣﻲ ﮐﻨﺪ ﮐﻪ ﺍﻟﮑﻞ ﺩﺭ ﺁﻥ ﻣﺼﺮﻑ ﻧﻤﻲ ﺷﻮﺩ ﻫﻴﭻ ﺗﺎﺛﻴﺮي ﻧﺪﺍﺭﻧﺪ‪.٧‬‬

‫‪ e ١‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٢١‬‬ ‫‪ e ٢‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٢٢‬‬ ‫‪ : polygeny ٣‬ﺩﺭ ﻭﻳﮋﮔﻲ ﻫﺎي ﭼﻨﺪﮊﻧﻲ ﺗﻌﺪﺍﺩ ﺯﻳﺎﺩي ﺍﺯ ﮊﻥ ﻫﺎ ﺩﺭ ﻳﮏ ﺭﻓﺘﺎﺭ ﻭ ﻳﺎ ﻭﻳﮋﮔﻲ ﺗﺎﺛﻴﺮ ﺩﺍﺭﻧﺪ ﺍﻣﺎ ﻫﻴﭻ ﻳﮏ ﺍﺯ ﮊﻥ ﻫﺎ ﺑﻪ‬ ‫ﻃﻮﺭ ﻣﻨﻔﺮﺩ ﺩﺍﺭﺍي ﺗﺎﺛﻴﺮ ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﻧﻴﺴﺖ‪ .‬ﻣﺜﻼً ﺻﺪﻫﺎ ﮊﻥ ﺑﺮ ﻫﻮﺵ ﻳﺎ ﺷﺨﺼﻴﺖ ﺍﺛﺮ ﺩﺍﺭﻧﺪ – ﻡ‬ ‫‪pleiotropy ٤‬‬ ‫‪ : additive ٥‬ﺟﻤﻊ ﭘﺬﻳﺮ‬ ‫‪ : partial penetrance ٦‬ﺗﺎﺛﻴﺮ ﮔﺬﺍﺭ ﹺ‬ ‫ي ﺟﺰﺋﻲ‬ ‫‪ e ٧‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٢٣‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﮊﻧﺘﻴﮏِ ﺭﻓﺘﺎﺭي‪:١‬‬ ‫ﻦ ﺍﻋﻀﺎي‬ ‫ﻋﻠﻢ ﮊﻧﺘﻴﮏ ﺑﻪ ﻣﺎ ﺍﻣﮑﺎﻥ ﻣﻲ ﺩﻫﺪ ﺗﺎ ﻣﻴﺰﺍ ِﻥ ﺷﺒﺎﻫﺖ ﻫﺎي ﮊﻧﺘﻴﮑﻲ ﺑﻴ ﹺ‬

‫‪e‬ﻫﻴﭻ ﺩﺍﻧﺸﻤﻨ ِﺪ ﻭﺍﻗﻌﻲ ﺑﺮ ﺁﻥ‬

‫ﻳﮏ ﺧﺎﻧﻮﺍﺩﻩ ﺭﺍ ﺗﻌﻴﻴﻦ ﮐﻨﻴﻢ‪ .‬ﺷﺎﻳﺪ ﺑﭙﺮﺳﻴﺪ ﺩﺍﻧﺴﺘﻦ ﺍﻳﻦ ﺷﺒﺎﻫﺖ ﻫﺎي ﮊﻧﺘﻴﮑﻲ‬

‫ﺑﺎﻭﺭ ﻧﻴﺴﺖ ﮐﻪ ﺭﻓﺘﺎ ﹺﺭ ﺍﻧﺴﺎﻥ ﻧﻴﺰ‬

‫ﺑﻪ ﭼﻪ ﮐﺎﺭ ﻣﻲ ﺁﻳﺪ ؟ ﭘﺎﺳﺦ ﺑﺴﻴﺎﺭ ﻭﺍﺿﺢ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺩﺍﻧﺶ ﺑﻪ ﻣﺎ ﺍﻣﮑﺎﻥ ﻣﻲ‬

‫ﺑﻪ ﺷﻴﻮﻩ ي ﻏﺮﺍﻳ ﹺﺰ ﺣﻴﻮﺍﻥ ﻭ‬

‫ﺩﻫﺪ ﺗﺎ ﺩﺭ ﺯﻣﻴﻨﻪ ي ﺟﺪﺍ ﹺﻝ ﺳﺮﺷﺖ ﻭ ﺗﺮﺑﻴﺖ ﺗﺤﻘﻴﻖ ﮐﻨﻴﻢ‪ .‬ﻓﺮﺽ ﮐﻨﻴﺪ ﻣﻲ‬

‫ﻓﺎﺭﻍ ﺍﺯ ﻣﺪﺍﺧﻠﻪ ي ﻓﺮﻫﻨﮓ‬ ‫ﮐﻨﺘﺮﻝ ﻣﻲ ﺷﻮﺩ‪.‬‬

‫ﺧﻮﺍﻫﻴﻢ ﺑﺪﺍﻧﻴﻢ ﺁﻳﺎ ﺗﻔﺎﻭﺕ ﻫﺎي ﺑﻴﻦ ﺍﻓﺮﺍﺩ ﺩﺭ ﻣﻴﺰﺍﻥ ﺟﺮﺍﺕ ﻭ ﺟﺴﺎﺭﺕ ﺑﻴﺸﺘﺮ‬

‫) ﺍﺩﻭﺍﺭﺩ‬

‫ﻭﻳﻠﺴﻮﻥ (‬

‫ﻞ ﮊﻧﺘﻴﮑﻲ ﺍﺳﺖ ﻳﺎ ﻣﺤﻴﻄﻲ ؟‬ ‫ﺖ ﺗﺎﺛﻴﺮ ﻋﻮﺍﻣ ﹺ‬ ‫ﺗﺤ ِ‬

‫ﺑﺮﺍي ﻓﻬ ﹺﻢ ﺍﻳﻦ ﻣﻮﺿﻮﻉ‪ ،‬ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﻳﮏ ﺳﺮي ﻣﻄﺎﻟﻌﺎﺕ ﺑﺮ ﺭﻭي ﻣﻴﺰﺍ ِﻥ ﺟﺮﺍﺕ ﻭ ﺟﺴﺎﺭﺕ ﺩﺭ ﺗﻌﺪﺍ ِﺩ ﺯﻳﺎﺩي ﺍﺯ‬ ‫ﺧﺎﻧﻮﺍﺩﻩ ﻫﺎ ﺍﻧﺠﺎﻡ ﺩﻫﻴﻢ ‪:‬‬ ‫ﺞ ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﻣﺘﻔﺎﻭﺕ‬ ‫ﻲ ﻣﻮﺭ ِﺩ ﻧﻈﺮ ﻧﻘﺶ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ ﻧﺘﺎﻳ ﹺ‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ﺩﺭ ﺭﻓﺘﺎﺭ ﻭ ﻭﻳﮋﮔ ﹺ‬ ‫ƒ ﭼﻨﺎﻧﭽﻪ ﻋﻮﺍﻣ ﹺ‬ ‫ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪ .‬ﺍﮔﺮ ﻣﻴﺰﺍﻥ ﺟﺮﺍﺕ ﻭ ﺟﺴﺎﺭﺕ ﺩﺭ ﺑﻴﻦ ﺩﻭﻗﻠﻮﻫﺎي ﻫﻤﺴﺎﻥ ﺑﺴﻴﺎﺭ ﺷﺒﻴﻪ ﺗﺮ ﺍﺯ ﺩﻭ ﻗﻠﻮﻫﺎي‬ ‫ﻧﺎﻫﻤﺴﺎﻥ ﺑﺎﺷﺪ ﺁﻧﮕﺎﻩ ﻣﻲ ﺗﻮﺍﻥ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ ﮐﻪ ﻣﻴﺰﺍﻥ ﺟﺮﺍﺕ ﻭ ﺟﺴﺎﺭﺕ ﺑﻴﺸﺘﺮ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻋﻮﺍﻣﻞ‬ ‫ﮊﻧﺘﻴﮑﻲ ﺍﺳﺖ ﺗﺎ ﻣﺤﻴﻄﻲ‪.٢‬‬

‫‪Behavioral genetic ١‬‬ ‫ي ﺁﻟﺰﺍﻳﻤﺮ ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺑﮕﻴﺮﻳﺪ‪ .‬ﺑﺮﺭﺳﻲ ﻫﺎي ﺩﻭﻗﻠﻮﻫﺎ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺍﺳﺖ ﮐﻪ ﺍﮔﺮ ﻳﮑﻲ ﺍﺯ ﺩﻭ ﻗﻠﻮﻫﺎي ﻫﻤﺴﺎﻥ ﺩﭼﺎ ﹺﺭ‬ ‫‪ ٢‬ﺑﺮﺍي ﻣﺜﺎﻝ ﺑﻴﻤﺎﺭ ﹺ‬ ‫ي ﺁﻟﺰﺍﻳﻤﺮ ﺷﻮﺩ‪ ،‬ﺧﻄﺮ ﺩﭼﺎﺭ ﺷﺪ ِﻥ ﺩﻳﮕﺮي ‪ ٦٠‬ﺩﺭﺻﺪ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪ ،‬ﺍﻣﺎ ﺍﮔﺮ ﻳﮑﻲ ﺍﺯ ﺩﻭﻗﻠﻮﻫﺎي ﻧﺎﻫﻤﺴﺎﻥ ﺩﭼﺎ ﹺﺭ ﺍﻳﻦ ﺑﻴﻤﺎﺭي ﺷﻮﺩ‪،‬‬ ‫ﺑﻴﻤﺎﺭ ﹺ‬ ‫ﺧﻄ ﹺﺮ ﺑﻴﻤﺎﺭ ﺷﺪ ِﻥ ﺩﻳﮕﺮي ‪ ٣٠‬ﺩﺭﺻﺪ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﻳﺎﻓﺘﻪ ﻫﺎ ﺣﺎﮐﻲ ﺍﺯ ﺁﻥ ﺍﺳﺖ ﮐﻪ ﻋﻮﺍﻣ ﹺ‬ ‫ي ﺁﻟﺰﺍﻳﻤﺮ‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ﺗﺎ ﺣﺪي ﺩﺭ ﺍﺑﺘﻼ ﺑﻪ ﺑﻴﻤﺎﺭ ﹺ‬ ‫ﭖ‬ ‫ﮏ ﺭﻓﺘﺎﺭي ﺍﺛ ﹺﺮ ﺭﺍﺑﺮﺕ ﭘﻼﻣﻴﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻧﻴﮑﺨﻮ ﻭ ﺁﻭﺍﺩي ﻳﺎﻧﺲ – ﻧﺸﺮ ﻣﻬﺘﺎﺏ – ﭼﺎ ﹺ‬ ‫ﻧﻘﺶ ﺩﺍﺭﻧﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴ ِ‬ ‫ﺳﻮﻡ – ﺻﻔﺤﻪ ي ‪( ١٦‬‬

‫‪١٥٩‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ƒ ﺩﺭ ﻣﻘﺎﺑﻞ ﺍﮔﺮ ﺩﻭﻗﻠﻮﻫﺎي ﻫﻤﺴﺎﻥ ﺩﺭ ﻣﻴﺰﺍﻥ ﺟﺮﺍﺕ ﻭ ﺟﺴﺎﺭﺕ ﺑﻴﺸﺘﺮ ﺍﺯ ﺩﻭﻗﻠﻮﻫﺎي ﻧﺎﻫﻤﺴﺎﻥ ﺑﻪ‬ ‫ﻳﮑﺪﻳﮕﺮ ﺷﺒﻴﻪ ﻧﺒﺎﺷﻨﺪ ﺁﻧﮕﺎﻩ ﻣﻲ ﺗﻮﺍﻥ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ ﮐﻪ ﻣﻴﺰﺍﻥ ﺟﺮﺍﺕ ﻭ ﺟﺴﺎﺭﺕ ﺑﻴﺸﺘﺮ ﺗﺤﺖ ﺗﺎﺛﻴ ﹺﺮ‬ ‫ﻞ ﻣﺤﻴﻄﻲ‪ ١‬ﺍﺳﺖ ﺗﺎ ﮊﻧﺘﻴﮑﻲ‪.‬‬ ‫ﻋﻮﺍﻣ ﹺ‬

‫ﻳﮏ ﺭﻭﺵ ﺩﻳﮕﺮ ﺑﺮﺍي ﺗﺸﺨﻴﺺ ﺳﻬﻢ ﻧﺴﺒﻲ ﻋﻮﻣﻞ ﮊﻧﺘﻴﮑﻲ ﻭ ﻣﺤﻴﻄﻲ‪ ،‬ﻣﻄﺎﻟﻌﺎﺕ ﻣﺮﺑﻮﻁ ﺑﻪ ﻓﺮﺯﻧﺪﺧﻮﺍﻧﺪﮔﻲ‬ ‫ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﺭﻭﺵ ﻣﺤﻘﻘﺎﻥ ﺑﻪ ﺑﺮﺭﺳﻲ ﺩﻭﻗﻠﻮﻫﺎﻳﻲ ﻣﻲ ﭘﺮﺩﺍﺯﻧﺪ ﮐﻪ ﺩﺭ ﮐﻮﺩﮐﻲ ﺗﻮﺳﻂ ﺧﺎﻧﻮﺍﺩﻩ ﻫﺎي ﻣﺨﺘﻠﻒ‬ ‫ﺶ ﺍﺳﺎﺳﻲ ﺩﺍﺷﺘﻪ‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ﻧﻘ ﹺ‬ ‫ﺑﻪ ﻓﺮﺯﻧﺪي ﭘﺬﻳﺮﻓﺘﻪ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﻣﺤﻘﻘﺎﻥ ﺍﻳﻨﻄﻮﺭ ﻧﺘﻴﺠﻪ ﻣﻲ ﮔﻴﺮﻧﺪ ﮐﻪ ﺍﮔﺮ ﻋﻮﺍﻣ ﹺ‬ ‫ﻂ ﻣﺘﻀﺎﺩ ﺑﺰﺭﮒ ﺑﺸﻮﻧﺪ ﺑﺎﺯ ﻫﻢ ﺑﺎﻳﺴﺘﻲ‬ ‫ﺑﺎﺷﻨﺪ ﺣﺘﻲ ﺯﻣﺎﻧﻲ ﮐﻪ ﺩﻭﻗﻠﻮﻫﺎي ﻫﻤﺴﺎﻥ ﺟﺪﺍ ﺍﺯ ﻳﮑﺪﻳﮕﺮ ﻭ ﺩﺭ ﺩﻭ ﻣﺤﻴ ِ‬ ‫ﻞ‬ ‫ﻲ ﻣﻮﺭﺩ ﻧﻈﺮ ) ﻣﺜﻼ ً ﻣﻴﺰﺍﻥ ﺟﺮﺍﺕ ﻭ ﺟﺴﺎﺭﺕ ( ﺷﺒﻴﻪ ﺑﻪ ﻳﮑﺪﻳﮕﺮ ﺑﺎﺷﻨﺪ‪ .‬ﺩﺭ ﺣﺎﻟﻴﮑﻪ ﺍﮔﺮ ﻋﻮﺍﻣ ﹺ‬ ‫ﺩﺭ ﻭﻳﮋﮔ ﹺ‬ ‫ﻂ ﻣﺘﻔﺎﻭﺕ ﺑﺰﺭﮒ ﺷﺪﻩ ﺍﻧﺪ ﺑﺎﻳﺴﺘﻲ ﺩﺭ‬ ‫ﺶ ﺍﺻﻠﻲ ﺭﺍ ﺩﺍﺭﺍ ﺑﺎﺷﻨﺪ ﺩﻭ ﻗﻠﻮﻫﺎي ﻫﻤﺴﺎﻧﻲ ﮐﻪ ﺩﺭ ﺩﻭ ﻣﺤﻴ ِ‬ ‫ﻣﺤﻴﻄﻲ ﻧﻘ ﹺ‬ ‫ﻲ ﻣﻮﺭ ِﺩ ﻧﻈﺮ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺗﻔﺎﻭﺕ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‪.٢‬‬ ‫ﺧﺼﻮﺻﻴ ِ‬ ‫ﺖ ﻳﺎ ﻭﻳﮋﮔ ﹺ‬

‫ﺚ ﮊﻧﺘﻴﮏ‪ ،‬ﻭﺍﮊﻩ ي » ﻣﺤﻴﻂ « ﺷﺎﻣﻞ ﻫﻤﻪ ي ﺗﺎﺛﻴﺮﺍﺕ ﻏﻴﺮ ﺍﺯ ﻋﻮﺍﻣﻞ ﺍﺭﺛﻲ ﺍﺳﺖ‪.‬ﺍﻳﻦ ﻧﻮﻉ ﮐﺎﺭﺑﺮﺩ ﻭﺍﮊﻩ‬ ‫‪ ١‬ﻻﺯﻡ ﺑﻪ ﺫﮐﺮ ﺍﺳﺖ " ﺩﺭ ﻣﺒﺎﺣ ِ‬ ‫ي ﻣﺤﻴﻂ‪ ،‬ﺑﺴﻴﺎﺭ ﮔﺴﺘﺮﺩﻩ ﺗﺮ ﺍﺯ ﮐﺎﺭﺑﺮﺩ ﻣﻌﻤﻤﻮ ﹺﻝ ﺁﻥ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺳﺖ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺗﺎﺛﻴﺮﺍﺕ ﻣﺤﻴﻄﻲ ﺳﻨﺘﻲﹺ ﻣﻮﺭﺩ ﺑﺮﺭﺳﻲ ﺩﺭ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‪ ،‬ﻣﺎﻧﻨﺪ ﻓﺮﺯﻧﺪ ﭘﺮﻭﺭي‪ ،‬ﻣﺤﻴﻂ ﺷﺎﻣﻞ ﺭﻭﻳﺪﺍﺩﻫﺎي ﭘﻴﺶ ﺍﺯ ﺗﻮﻟﺪ ﻭ ﺭﻭﻳﺪﺍﺩ ﻫﺎي ﺯﻳﺴﺖ ﺷﻨﺎﺧﺘﻲ ﻏﻴﺮﮊﻧﺘﻴﮑﻲ ﭘﺲ ﺍﺯ ﺗﻮﻟﺪ ﻣﺜﻞ‬ ‫ﺑﻴﻤﺎﺭﻳﻬﺎ ﻭ ﺗﻐﺬﻳﻪ ﻧﻴﺰ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴﮏ ﺭﻓﺘﺎﺭي ﺍﺛﺮ ﺭﺍﺑﺮﺕ ﭘﻼﻣﻴﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪ .‬ﻧﺸﺮ ﻣﻬﺘﺎﺏ – ﺻﻔﺤﻪ ي ‪( ١٤٨‬‬ ‫‪ ٢‬ﭘﮋﻭﻫﺶ ﻫﺎي ﮊﻧﺘﻴﮏ ﻫﻤﭽﻨﻴﻦ ﺳﺒ ﹺ‬ ‫ﺐ ﺗﻐﻴﻴﺮ ﺷﻴﻮﻩ ي ﺗﻔﮑ ﹺﺮ ﻣﺎ ﺩﺭﺑﺎﺭﻩ ي ﻣﺤﻴﻂ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺑﺮﺍي ﻣﺜﺎﻝ ﻏﺎﻟﺒﺎً ﺍﻳﻨﻄﻮﺭ ﻓﺮﺽ ﻣﻲ ﮐﻨﻴﻢ‬ ‫ﻞ ﭘﺮﻭﺭﺵ ﻳﺎﻓﺘﻦ ﺩﺭ ﻳﮏ ﺧﺎﻧﻮﺍﺩﻩ ﺍﺳﺖ‪ .‬ﺍﻣﺎ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺩﺭ ﺑﻴﺸﺘﺮ ﺍﺑﻌﺎﺩ ﻭ‬ ‫ﮐﻪ ﺷﺒﺎﻫﺖ ﺭﻭﺍﻧﺸﻨﺎﺧﺘﻲﹺ ﺑﻴﻦ ﺑﺮﺍﺩﺭ ﻫﺎ ﻭ ﺧﻮﺍﻫﺮ ﻫﺎ ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﺍﺧﺘﻼﻝ ﻫﺎي ﺭﻓﺘﺎﺭي‪ ،‬ﺁﻧﭽﻪ ﻣﻮﺟ ﹺ‬ ‫ﺕ‬ ‫ﺐ ﺷﺒﺎﻫﺖ ﻣﻴﺎ ِﻥ ﻫﻤﺸﻴﺮﻩ ﻫﺎ ﻣﻲ ﺷﻮﺩ‪ ،‬ﻭﺭﺍﺛﺖ ﺍﺳﺖ‪ .‬ﮔﺮﭼﻪ ﻣﺤﻴﻂ ﻧﻴﺰ ﺍﻫﻤﻴﺖ ﺩﺍﺭﺩ‪ ،‬ﻭﻟﻲ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ﺭﺍ‬ ‫ﺕ ﺩﻳﮕﺮ ﺑﺎﻳﺴﺘﻲ ﻏﺎﻟﺒﺎً ﻋﻮﺍﻣ ﹺ‬ ‫ﺖ ﺁﻧﻬﺎ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﺕ ﻓﺮﺯﻧﺪﺍ ِﻥ ﻳﮏ ﺧﺎﻧﻮﺍﺩﻩ ﻣﻲ ﺷﻮﺩ ﻭ ﻧﻪ ﺷﺒﺎﻫ ِ‬ ‫ﺐ ﺗﻔﺎﻭ ِ‬ ‫ﻣﺤﻴﻄﻲ ﺍﻏﻠﺐ‪ ،‬ﻣﻮﺟ ﹺ‬ ‫ﮏ ﺭﻓﺘﺎﺭي ﺍﺛ ﹺﺮ ﺭﺍﺑﺮﺕ‬ ‫ﻞ ﻣﺤﻴﻄﻲ ﺭﺍ ﻣﺴﺌﻮﻝ ﺗﻔﺎﻭﺕ ﻫﺎي ﻓﺮﺯﻧﺪﺍ ِﻥ ﻳﮏ ﺧﺎﻧﻮﺍﺩﻩ ﺑﺪﺍﻧﻴﻢ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴ ِ‬ ‫ﻣﺴﺌﻮ ﹺﻝ ﺷﺒﺎﻫﺖ ﻫﺎ ﻭ ﻋﻮﺍﻣ ﹺ‬ ‫ﭖ ﺳﻮﻡ – ﺻﻔﺤﻪ ي ‪(١٩‬‬ ‫ﭘﻼﻣﻴﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻧﻴﮑﺨﻮ ﻭ ﺁﻭﺍﺩي ﻳﺎﻧﺲ – ﻧﺸﺮ ﻣﻬﺘﺎﺏ – ﭼﺎ ﹺ‬

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‫ﻡ‬ ‫ﭼﻬﺎﺭﻡ‬ ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ‬ ‫ﻣﺒ‬

‫ﺗﻮﺍﺭﺙ ﭘﺬﻳﻳﺮي‪: ١‬‬ ‫ﺤﻴﻄﻲ ﻭ‬ ‫ﻞ ﻣﺤ‬ ‫ﻲ ﺳﻬﻬﻢ ﻋﻮﺍﻣ ﹺ‬ ‫ﺑﻪ ﺑﺮﺭﺳ ﹺ‬ ‫ﻣﺤﻘﻘﻘﺎﻧﻲ ﮐﻪ ﻪ‬ ‫ﻭﻳﮋﮔﻲ ﻣﻲ‬ ‫ﻲ‬ ‫ﺖ ﻳﺎ‬ ‫ﺍﺭﺛﻲ ﺩﺭ ﻫﺮ ﺧﺼﻮﺻﻴﺖ‬ ‫ﻲ‬ ‫ﺡ » ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي «‬ ‫ﺻﻄﻼ ﹺ‬ ‫ﭘﺮﺩﺩﺍﺯﻧﺪ ﺍﺯ ﺍﺻ‬ ‫ﺙ ﭘﺬﻳﺮي ﻣﻌﻴﺎﺭي‬ ‫ﺍﺳﺘﻔﻔﺎﺩﻩ ﻣﻲ ﮐﮐﻨﻨﺪ‪ .‬ﺗﻮﺍﺭﺙ‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ‬ ‫ﺠﺶ ﻣﻴﺰﺍ ِﻥ ﺗﺎﺎﺛﻴ ﹺﺮ ﻋﻮﺍﻣ ﹺ‬ ‫ﺳﺖ ﺑﺮﺍي ﺳﻨﺠ‬ ‫ﺖ‬ ‫ﺻﻴﺖ ﻳﺎ‬ ‫ﻫﺎي ﺍﻓﺮﺍﺩ ﺩﺭ ﻳﮏ ﺧﺼﻮﺻ‬ ‫ﺩﺭ ﺗﻔﺎﻭﺕ ي‬ ‫ﻲ ﻣﻌﻴﻦ‪ .‬ﻣﺜﻼً ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﭼﺎﻗﻲ‬ ‫ﻭﻳﮋﮋﮔ ﹺ‬ ‫ﺍﺯ ﺗﻮﺍﺭﺙ ﭘﺬﻳﻳﺮي ﺑﺎﻻﻳﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ‪.٢‬‬ ‫ﮑﻦ ﺍﺳﺖ ﺑﭙﺮﺮﺳﻴﺪ ﻣﻨﻈﻮﺭﺭ ﺍﺯ ﺍﻳﻦ ﻋﺒﺎﺭﺭﺕ ﭼﻴﺴﺖ ؟‬ ‫ﻣﻤﮑ‬ ‫ﺗﻮﺍﻧﺪ ﺍﻳﻦ ﻣﺴﺎﻟﻪ ﺭﺍ ﺭﻭﺷﻦ ﮐﮐﻨﺪ ‪:‬‬ ‫ﺫﮐﺮ ﺩﻭ ﻧﮑﺘﻪ ﺩﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﺗﺗﻮﺍﺭﺙ ﭘﺬﻳﺮﺮي ﻣﻲ ﺪ‬ ‫ﺮ‬

‫ﮊﻧﺘﻴﮑﻲ ‪:‬‬ ‫ﻲ‬ ‫ﻦ‬ ‫ﻧﮑﺘﺘﻪ ي ﺍﻭﻝ ‪ :‬ﺗﻮﺍﺭﺙ ﭘﺬﺬﻳﺮي ﻭ ﺗﻌﻌﻴﻴ ﹺ‬ ‫ﺕ ﺻﻔﺎﺕ‪ ،‬ﻳﺎ ﺑﺑﻪ ﻣﻌﻨﻲ ﺩﻗﻴﻖ ﺗ ﹺﺮ‬ ‫ﻖ ﻋﻠﻤﻲ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ ﮐﺴﺮﺮي ﺍﺯ ﺗﻐﻴﻴﺮﺍ ِ‬ ‫ﺡ ﺩﻗﻴ ﹺ‬ ‫ﺻﻄﻼ ﹺ‬ ‫‪ : Heritability‬ﺗﻮﺍﺭﺙ ﭘﺬﺬﻳﺮي ‪ :‬ﺩﺭ ﺍﺻ‬ ‫‪H‬‬ ‫‪y١‬‬ ‫ﺖ ﺗﻮﺍﺭﺭﺙ ﻭ ﻧﻪ ﺗﺎﺛﻴ ﹺﺮ ﻣﺤﻴﻂ ﺑﺎﺷﺪ‪ .‬ﺩﺭ ﺗﻮﺍﺭﺙ ﭘﺬﺬﻳﺮي ﻧﻤﺮﻩ ي ‪ ١‬ﺑﻪ ﻣﻌﻨ ﹺ‬ ‫ﺍﺯ ﻭﺍﺭﻳﺎﻧﺲ ﮐﻪ ﺑﻪ ﻋﻠ ِ‬ ‫ﺁﻣﺎﺭﺭي‪ ،‬ﮐﺴﺮي ﺯ‬ ‫ﻲ ﺁﺁﻥ ﺍﺳﺖ ﮐﻪ ﺗﻤﻤﺎ ﹺﻡ‬ ‫ﺗﻐﻴﻴﺮﺮﺍﺕ ﻣﺒﻨﺎي ﮊﻧﺘﺘﻴﮑﻲ ﺩﺍﺭﺩ‪ ،‬ﻧﻤﻤﺮﻩ ي ﺻﻔﺮ ﻧﻧﻴﺰ ﻳﻌﻨﻲ ﻫﻤﻪ ي ﺗﻐﻴﻴﺮﺍﺕ ﻧﺎﺷﻲ ﺍﺯ ﻣﺤﻴﻂ ﺍﺳﺖ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﺳﻮﺳﻴﻮﺑﻴﻮﻟﻟﻮﮊي ﺍﺛﺮ ﺍﺩﻭﺍﺭﺩ‬ ‫ﺟﻬﺎﺩﺩﺍﻧﺸﮕﺎﻫﻲ ﻣﺸﻬﺪ – ﺻﻔﻔﺤﻪ ي ‪( ٣١٤‬‬ ‫ﻲ‬ ‫ﺏ ﺯﺍﺩﻩ – ﻧﻈﺮ‬ ‫ﻭﻳﻠﺴﺴﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻭﻫﺎﺏ‬ ‫ﻭﻳﮋﮔﻲ ﻣﻌﻴﻦ ) ﻣﺜﻼً ﻗﺪ ( ﺩﺭﻭﻥ ﮏ‬ ‫ﻳﮏ‬ ‫ﻲ‬ ‫ﺻﻴﺖ ﻳﺎ‬ ‫ﺩﺭ ﻳﮏ ﺧﺼﻮﺻ‬ ‫ﺍﻧﺤﺮﺍﻑ ﺍﺯ ﻣﻴﺎﻧﮕﻴﻦ ﺭ‬ ‫ﻑ‬ ‫ي ﻣﺮﺑﻮﻁ ﻣﻲ ﺷﺷﻮﺩ ﺑﻪ‬ ‫ﺑﻪ ﻋﺒﺒﺎﺭﺕ ﺩﻳﮕﺮ ‪ ،‬ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ﺑﺎﺷﺪ‪ – .‬ﻡ‬ ‫ﺟﻤﻌﻌﻴﺖ ﻣﻌﻴﻦ ﮐﻪ ﻧﻧﺎﺷﻲ ﺍﺯ ﻋﻮﺍﻣﻞ‬ ‫ﺠﺎﺭ‬ ‫ﻫﺎي ﺫﻫﻨﻲ ﺗﺎﺛﻴﺮ ﺩﺩﺍﺭﺩ‪ ،‬ﺑﻠﮑﻪ ﺩﺭ ﺗﻐﻴﻴﺮﺍﺕِ ﺑﻬﻨﺠ‬ ‫ﻲ ﺫﻫﻨﻲ ﻭ ﺑﻴﻤﺎﺭي ي‬ ‫ﻲ ﻣﺎﻧﻨﺪ ﺯﻭﺍ ﹺﻝ ﻋﻘﻞ‪ ،‬ﻋﻘﺐ ﻣﻣﺎﻧﺪﮔ ﹺ‬ ‫‪ ٢‬ﻭﻭﺭﺍﺛﺖ ﻧﻪ ﺗﻨﻬﺎ ﺩﺭ ﺍﺧﺘﻼﻝ ﻫﺎﻳﻲ‬ ‫ﺕ ﺑﻬﻨﺠﺎ ﹺﺭ ﻗﻗﺪ ﺑﻪ ﻃﻮ ﹺﺭ ﻋﻤﻤﺪﻩ ﺍﺯ ﺗﻔﺎﻭﺕ ﻫﺎي ﺍﺭﺛﻲ ﻧﺎﺷﺷﻲ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﮔﮔﺮ ﭘﻲ ﺑﺒﺮﻳﺪ ﮐﮐﻪ‬ ‫ﺶ ﻣﻬﻤﻲ ﺍﻳﻳﻔﺎ ﻣﻲ ﮐﻨﺪ‪ .‬ﺑﺮﺮﺍي ﻣﺜﺎﻝ ﺗﻐﻴﻴﺮﺮﺍ ِ‬ ‫ﻧﻴﺰ ﻧﻧﻘ ﹺ‬ ‫ﺷﮕﻔﺖ ﺯﺩﻩ ﺷﻮﻳﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﮏِ‬ ‫ﮊﻧﺘﻴﮏ‬ ‫ﺖ‬ ‫ﻣﻤﮑﻦ ﺍﺳﺖ‬ ‫ﻦ‬ ‫ﭘﺬﻳﺮ ﺍﺳﺖ‪،‬‬ ‫ﻫﻤﺎﻥ ﺍﻧﺪﺍﺯﻩ ي ﻗﺪ ﺗﻮﺍﺭﺙ ﺮ‬ ‫ﺗﻔﺎﻭﻭﺕ ﻫﺎي ﻭﺯ ِﻥ ﺑﺪﻥ ﻧﻴﺰ ﺩﺭ ﻭﺍﻗﻊ ﺑﻪ ﻥ‬ ‫ﺤﻪ ي ‪( ١٨‬‬ ‫ﮑﺨﻮ ﻭ ﺁﻭﺍﺩي ﻳﺎﻧﺲ – ﻧﺸﺮ ﻣﻣﻬﺘﺎﺏ – ﭼﺎﭖﹺ ﺳﻮﻡ – ﺻﻔﺤ‬ ‫ﻤﮑﺎﺭﺍﻥ – ﺗﺮﺟﻤﻤﻪ ي ﺩﮐﺘﺮ ﻧﻴﮑ‬ ‫ﺭﺍﺑﺮﺕ ﭘﻼﻣﻴﻦ ﻭ ﻫﻤﮑ‬ ‫ﺕ‬ ‫ﺭﻓﺘﺎﺭﺭي ﺍﺛ ﹺﺮ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﻦ ﮊﻧﺘﻴﮑﻲ ﺗﻔﺎﻭﺕ ﻗﺎﺋﻞ ﺷﺪ‪.‬ﺍﻳﻦ ﺗﻔﺎﻭﺕ ﺭﺍ ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﺑﺎ ﺫﮐ ﹺﺮ ﻣﺜﺎﻟﻲ ﺍﺯ‬ ‫ﺑﺎﻳﺴﺘﻲ ﻣﻴﺎ ِﻥ ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي ﻭ ﺗﻌﻴﻴ ﹺ‬ ‫ﺑﻼﮎ‪ ( ١٩٩٥ ) ١‬ﻧﺸﺎﻥ ﺩﻫﻴﻢ ‪:‬‬ ‫ﺖ ﺍﻓﺮﺍﺩ ﭼﻘﺪﺭ ﺍﺳﺖ ؟‬ ‫ﺖ ﺭﺍﺳ ِ‬ ‫ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي ﺩﺭ ﻣﻮﺭ ِﺩ ﺗﻌﺪﺍ ِﺩ ﺍﻧﮕﺸﺘﺎ ِﻥ ﺩﺳ ِ‬ ‫ﻦ ﺍﻓﺮﺍﺩ‬ ‫ƒ ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي ﺗﻨﻬﺎ ﻣﺮﺑﻮﻁ ﺑﻪ ﺗﻔﺎﻭﺕ ﻫﺎي ﺑﻴ ﹺ‬ ‫ﺖ ﺭﺍﺳﺖ ﻧﻴﺰ ﺗﻘﺮﻳﺒﺎً ﻫﻴﭻ ﺗﻔﺎﻭﺗﻲ‬ ‫ﻣﻲ ﺑﺎﺷﺪ ﻭ ﺩﺭ ﺗﻌﺪﺍﺩ ﺍﻧﮕﺸﺘﺎ ِﻥ ﺩﺳ ِ‬ ‫ﻦ ﺍﻓﺮﺍﺩ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪ ،‬ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﮐﻪ ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي ﺑﺮﺍي‬ ‫ﺑﻴ ﹺ‬ ‫ﺕ ﺩﻳﮕﺮ‬ ‫ﺖ ﺭﺍﺳﺖ ﺑﺴﻴﺎﺭ ﭘﺎﻳﻴﻦ ﺍﺳﺖ‪ ) .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﺗﻌﺪﺍ ِﺩ ﺍﻧﮕﺸﺘﺎ ِﻥ ﺩﺳ ِ‬ ‫ﺍﻳﻨﮑﻪ ﭘﺪﺭ ﻭ ﻣﺎﺩ ﹺﺭ ﺷﻤﺎ ﭼﻪ ﮐﺴﺎﻧﻲ ﻫﺴﺘﻨﺪ ﺗﻘﺮﻳﺒﺎ ً ﻫﻴﭻ ﺗﺎﺛﻴﺮي ﺩﺭ‬ ‫ﺖ ﺷﻤﺎ ﻧﺪﺍﺭﺩ ﻭ ﻫﻤﻪ ي ﺍﻓﺮﺍﺩ ﻓﺎﺭﻍ ﺍﺯ‬ ‫ﺖ ﺭﺍﺳ ِ‬ ‫ﺗﻌﺪﺍ ِﺩ ﺍﻧﮕﺸﺘﺎ ِﻥ ﺩﺳ ِ‬ ‫ﺖ‬ ‫ﺐ ‪ ٥‬ﺍﻧﮕﺸﺖ ﺩﺭ ﺩﺳ ِ‬ ‫ﻦ ﺁﻧﻬﺎ ﭼﻪ ﮐﺴﺎﻧﻲ ﺑﻮﺩﻩ ﺍﻧﺪ ﺻﺎﺣ ﹺ‬ ‫ﺍﻳﻨﮑﻪ ﻭﺍﻟﺪﻳ ﹺ‬ ‫ﺖ‬ ‫ﺖ ﺭﺍﺳ ِ‬ ‫ﺖ ﺧﻮﺩ ﻣﻲ ﺷﻮﻧﺪ‪ ( .‬ﺣﺘﻲ ﺍﮔﺮ ﺍﻓﺮﺍﺩي ﮐﻪ ﺩﺭ ﺩﺳ ِ‬ ‫ﺭﺍﺳ ِ‬ ‫ﺖ ﺗﻘﺮﻳﺒﺎً‬ ‫ﺧﻮﺩ ‪ ٥‬ﺍﻧﮕﺸﺖ ﻧﺪﺍﺭﻧﺪ ﻭ ﻣﺘﻔﺎﻭﺕ ﺍﺯ ﺳﺎﻳﺮﻳﻦ ﻫﺴﺘﻨﺪ ﺭﺍ ﻧﻴﺰ ﺑﺮﺭﺳﻲ ﮐﻨﻴﻢ ﺩﺭ ﻣﻲ ﻳﺎﺑﻴﻢ ﮐﻪ ﻋﻠ ِ‬ ‫ﺙ ﻫﻨﮕﺎ ﹺﻡ ﮐﺎﺭ ( ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﻞ ﺗﺼﺎﺩﻑ ﻳﺎ ﺣﻮﺍﺩ ِ‬ ‫ﻞ ﻣﺤﻴﻄﻲ ) ﻣﺜ ﹺ‬ ‫ﻫﻤﻪ ي ﺍﻳﻦ ﻣﻮﺍﺭﺩ ﻋﻮﺍﻣ ﹺ‬ ‫ƒ ﺍﻣﺎ ﺍﺯ ﺳﻮي ﺩﻳﮕﺮ ﺗﻌﺪﺍ ِﺩ ﺍﻧﮕﺸﺘﺎﻧﻲ ﮐﻪ ﻫﺮ ﺍﻧﺴﺎﻥ ﺩﺭ ﺩﺳ ِ‬ ‫ﺖ ﺧﻮﺩ ﺩﺍﺭﺩ ﺗﺎ ﺣ ِﺪ ﺑﺴﻴﺎﺭ ﺑﺎﻻﻳﻲ ﺑﻪ‬ ‫ﺖ ﺭﺍﺳ ِ‬ ‫ﻦ ﮊﻧﺘﻴﮑﻲ ﺑﺎﻻ (‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ﺗﻌﻴﻴﻦ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﺗﻌﻴﻴ ﹺ‬ ‫ﻭﺳﻴﻠﻪ ي ﻋﻮﺍﻣ ﹺ‬ ‫ﺖ ﺭﺍﺳﺖ‪ ،‬ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي ﺑﺴﻴﺎﺭ‬ ‫ﺑﻨﺎﺑﺮﺍﻳﻦ ﻣﻲ ﺗﻮﺍﻥ ﺍﻳﻦ ﻃﻮﺭ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ ﮐﻪ ﺩﺭ ﻣﻮﺭ ِﺩ ﺗﻌﺪﺍ ِﺩ ﺍﻧﮕﺸﺘﺎ ِﻥ ﺩﺳ ِ‬ ‫ﻦ ﮊﻧﺘﻴﮑﻲ ﺑﺴﻴﺎﺭ ﺑﺎﻻ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬ ‫ﭘﺎﻳﻴﻦ ﺍﻣﺎ ﺗﻌﻴﻴ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﻞ ﻣﺤﻴﻄﻲ ‪:‬‬ ‫ﻧﮑﺘﻪ ي ﺩﻭﻡ ‪ :‬ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي ﻭ ﻋﻮﺍﻣ ﹺ‬ ‫ﺖ ﺩﻳﮕﺮ ﮐﺎﻣﻼً ﻓﺮﻕ ﮐﻨﺪ‪ .‬ﺑﺮﺍي‬ ‫ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي ﻳﮏ ﻣﻴﺰﺍ ِﻥ ﺟﻤﻌﻴﺘﻲ ﺳﺖ ﮐﻪ ﻣﻲ ﺗﻮﺍﻧﺪ ﺍﺯ ﺟﻤﻌﻴﺘﻲ ﺑﻪ ﺟﻤﻌﻴ ِ‬ ‫ي » ﻫﻮﺵ « ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺑﮕﻴﺮﻳﺪ ‪:‬‬ ‫ﻣﺜﺎﻝ‪ ،‬ﻣﻴﺰﺍ ِﻥ ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮ ﹺ‬ ‫ﻂ ﻣﺤﻴﻄﻲ ﺩﺭ‬ ‫ƒ ﻓﺮﻫﻨﮓ ﻫﺎﻳﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﮐﻪ ﺷﺮﺍﻳ ِ‬ ‫ﮓ‬ ‫ﺁﻧﻬﺎ ﺑﻪ ﮔﻮﻧﻪ ﺍي ﺳﺖ ﮐﻪ ﮐﻮﺩﮐﺎﻥ ﺩﺭ ﻓﺮﻫﻨ ِ‬ ‫ﻲ ﺑﺴﻴﺎﺭ ﻣﺘﻔﺎﻭﺗﻲ ﺑﺎ‬ ‫ﻣﺬﺑﻮﺭ‪ ،‬ﺷﻴﻮﻩ ي ﺯﻧﺪﮔ ﹺ‬ ‫ﻳﮑﺪﻳﮕﺮ ﺩﺍﺭﻧﺪ‪ ) .‬ﻣﺜﻼ ً ﺑﺮﺧﻲ ﺍﺯ ﺁﻧﻬﺎ ‪ ١٠‬ﺗﺎ ‪٢٠‬‬ ‫ﺳﺎﻝ ﺗﺤﺼﻴﻼﺕ ﺩﺍﺷﺘﻪ ﻭ ﺑﺮﺧﻲ ﺑﻴﺴﻮﺍﺩ ﻫﺴﺘﻨﺪ‪( .‬‬ ‫ﺩﺭﭼﻨﻴﻦ ﻓﺮﻫﻨﮓ ﻫﺎﻳﻲ‪ ،‬ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﻓﺮﻫﻨﮓ‬ ‫ﻞ ﻣﺤﻴﻄﻲ ﺍﺳﺖ‪ .‬ﺍﺯ ﺍﻳﻦ‬ ‫ﻞ ﻋﻮﺍﻣ ﹺ‬ ‫ﻦ ﺍﻓﺮﺍﺩ ﺩﺭ ﻣﻴﺰﺍ ِﻥ ﻫﻮﺵ ﺗﺎ ﺣ ِﺪ ﺯﻳﺎﺩي ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﻫﺎي ﻏﺮﺑﻲ‪ ،‬ﺗﻔﺎﻭﺕ ﻫﺎي ﺑﻴ ﹺ‬ ‫ي ﻫﻮﺵ ﺩﺭ ﺍﻳﻨﮕﻮﻧﻪ ﻓﺮﻫﻨﮓ ﻫﺎ ﭘﺎﻳﻴﻦ ﺍﺳﺖ‪ ) .‬ﺯﻳﺮﺍ ﺍﮐﺜ ﹺﺮ ﺗﻔﺎﻭﺕ ﻫﺎﻳﻲ ﮐﻪ‬ ‫ﺭﻭ‪ ،‬ﻣﻴﺰﺍ ِﻥ ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮ ﹺ‬ ‫ﻞ ﻣﺤﻴﻄﻲ ﺍﺳﺖ ﺗﺎ ﮊﻧﺘﻴﮑﻲ‪( .‬‬ ‫ﺩﺭ ﻣﻴﺰﺍ ِﻥ ﻫﻮﺵ ﺑﻴﻦ ﺍﻓﺮﺍﺩ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ ﻧﺎﺷﻲ ﺍﺯ ﻋﻮﺍﻣ ﹺ‬ ‫ﺕ ﺗﺤﺼﻴﻞ ﺗﻘﺮﻳﺒﺎ ً ﺑﺮﺍي ﻫﻤﻪ ي ﮐﻮﺩﮐﺎﻥ ﻓﺮﺍﻫﻢ‬ ‫ﻞ ﺍﻳﻨﮑﻪ ﺍﻣﮑﺎﻧﺎ ِ‬ ‫ƒ ﺩﺭ ﺍﮐﺜ ﹺﺮ ﻓﺮﻫﻨﮓ ﻫﺎي ﻏﺮﺑﻲ‪ ،‬ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﺖ ﻧﺴﺒﺘﺎ ً ﻳﮑﺴﺎﻧﻲ ﺑﺴﺮ ﻣﻲ ﺑﺮﻧﺪ‪ .‬ﺩﺭ‬ ‫ﻞ ﻣﺤﻴﻄﻲ ﺩﺭ ﻭﺿﻌﻴ ِ‬ ‫ﺍﺳﺖ‪ ،‬ﺩﺭ ﻧﺘﻴﺠﻪ ﻫﻤﻪ ي ﺍﻓﺮﺍﺩ ﺍﺯ ﻧﻈ ﹺﺮ ﻋﻮﺍﻣ ﹺ‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ﺍﺳﺖ‪.‬‬ ‫ﭼﻨﻴﻦ ﻣﻮﺍﺭﺩي ﺍﮔﺮ ﺗﻔﺎﻭﺗﻲ ﺑﻴﻦ ﺍﻓﺮﺍﺩ ﺩﺭ ﻣﻴﺰﺍ ِﻥ ﻫﻮﺵ ﺩﻳﺪﻩ ﺷﻮﺩ ﻏﺎﻟﺒﺎً ﻧﺎﺷﻲ ﺍﺯ ﻋﻮﺍﻣ ﹺ‬ ‫ي ﻫﻮﺵ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺳﺎﻳ ﹺﺮ‬ ‫ﺍﺯ ﺍﻳﻦ ﺭﻭ‪ ،‬ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺩﺭ ﻓﺮﻫﻨﮓ ﻫﺎي ﻏﺮﺑﻲ‪ ،‬ﻣﻴﺰﺍ ِﻥ ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮ ﹺ‬ ‫ﻓﺮﻫﻨﮓ ﻫﺎ ﻧﺴﺒﺘﺎً ﺑﺎﻻﺳﺖ‪.١‬‬ ‫ﮓ ﺩﻳﮕﺮ ﻣﺘﻐﻴﺮ‬ ‫ﺑﻨﺎﺑﺮﺍﻳﻦ ﻣﻴﺰﺍ ِﻥ ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي ﺩﺭ ﻳﮏ ﺧﺼﻮﺻﻴﺖ ﻳﺎ ﻭﻳﮋﮔﻲ ﻣﻲ ﺗﻮﺍﻧﺪ ﺍﺯ ﻓﺮﻫﻨﮕﻲ ﺑﻪ ﻓﺮﻫﻨ ِ‬ ‫ﺑﺎﺷﺪ‪.‬‬ ‫ﺶ ﻗﻔﺲ ﻫﺎي ﺳﺎﺩﻩ ﻭ ﻗﻔﺲ ﻫﺎي ﺑﺎ ﺍﻣﮑﺎﻧﺎﺕ ) ﺻﻔﺤﻪ ي ‪٨٠‬‬ ‫‪ ١‬ﺣﺎﻝ ﮐﻪ ﺍﺯ ﺍﻳﻦ ﻧﮑﺘﻪ ﻣﻄﻠﻊ ﺷﺪﻩ ﺍﻳﺪ‪ ،‬ﺑﻬﺘﺮ ﺍﺳﺖ ﻧﮕﺎﻫﻲ ﺩﻭﺑﺎﺭﻩ ﺑﻪ ﺁﺯﻣﺎﻳ ﹺ‬ ‫( ﺑﻴﺎﻧﺪﺍﺯﻳﺪ – ﻡ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ي ﺍﻧﺴﺎﻥ ﺗﺎ ﺣﺪي ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي‬ ‫ﻣﻤﮑﻦ ﺍﺳﺖ ﺗﻌﺠﺐ ﮐﻨﻴﺪ ﻭﻗﺘﻲ ﺩﺭﻳﺎﺑﻴﺪ ﮐﻪ ﺑﺴﻴﺎﺭي ﺍﺯ ﺣﺎﻟﺖ ﻫﺎي ﺭﻓﺘﺎﺭ ﹺ‬ ‫ي ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ‪ ) .١‬ﭘﻼﻣﻴﻦ‪ ،‬ﮐﻮﺭﻟﻲ‪ ،‬ﺩي‬ ‫ﺩﺍﺭﻧﺪ‪ .‬ﻣﺜﻼ ً ﺗﻤﺎﺷﺎي ﺗﻠﻮﻳﺰﻳﻮﻥ ﺍﺯ ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮ ﹺ‬ ‫ﻓﺮﻳﺲ ﻭ ﻓﻮﻟﺮ‪ .( ١٩٩٠ ٢‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﻣﺎ ﮊ ِﻥ ﺗﻤﺎﺷﺎي ﺗﻠﻮﻳﺰﻳﻮﻥ ﻧﺪﺍﺭﻳﻢ ! ﭘﺲ ﭼﻄﻮﺭ ﺍﻳﻦ ﺍﻣﺮ‬ ‫ﺍﺗﻔﺎﻕ ﻣﻲ ﺍﻓﺘﺪ ؟‬ ‫ﭼﻴﺰي ﮐﻪ ﺑﺪﻳﻬﻲ ﺳﺖ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺍﻳﻦ ﮊﻧﻬﺎ ﺗﺎﺛﻴ ﹺﺮ ﻣﺴﺘﻘﻴﻢ ﺩﺭ ﻣﺪﺕ ﺯﻣﺎ ِﻥ ﺗﻤﺎﺷﺎي ﺗﻠﻮﻳﺰﻳﻮﻥ ﻧﺪﺍﺭﻧﺪ‬ ‫ﺑﻨﺎﺑﺮﺍﻳﻦ ﺍﻳﻦ ﺗﺎﺛﻴﺮ ﺑﺎﻳﺴﺘﻲ ﻏﻴ ﹺﺮ ﻣﺴﺘﻘﻴﻢ ﺑﺎﺷﺪ‪ .‬ﻣﺜﻼ ً ﺁﻧﻬﺎﻳﻲ ﮐﻪ ﺑﻴﺸﺘﺮ ﺗﻠﻮﻳﺰﻳﻮﻥ ﺗﻤﺎﺷﺎ ﻣﻲ ﮐﻨﻨﺪ ﻣﻤﮑﻦ ﺍﺳﺖ‬ ‫ﺐ ﺟﺴﻤﺎﻧﻲ ﺭﺍ ﺩﺍﺭﺍ ﻫﺴﺘﻨﺪ‪ ) .‬ﺍﻳﻦ ﺑﻪ ﻧﻮﺑﻪ ي‬ ‫ﻅ ﮊﻧﺘﻴﮑﻲ ﺍﺳﺘﻌﺪﺍ ِﺩ ﭼﺎﻗﻲ ﻭ ﻋﺪ ﹺﻡ ﺗﻨﺎﺳ ﹺ‬ ‫ﮐﺴﺎﻧﻲ ﺑﺎﺷﻨﺪ ﮐﻪ ﺍﺯ ﻟﺤﺎ ِ‬ ‫ﺧﻮﺩ ﺑﺎﻋﺚ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﮐﻤﺘﺮ ﺑﻪ ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﺑﺪﻧﻲ ﻭ ﺗﺤﺮﮎ ﭘﺮﺩﺍﺧﺘﻪ ﻭ ﺑﻪ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻳﻲ ﮐﻪ ﺑﺎ ﺍﻳﻦ ﻭﻳﮋﮔﻲ‬ ‫ﻞ ﺗﻤﺎﺷﺎي ﻃﻮﻻﻧﻲ ﻣﺪ ِ‬ ‫ﺕ ﺗﻠﻮﻳﺰﻳﻮﻥ{ ﺑﭙﺮﺩﺍﺯﻧﺪ‪( .‬‬ ‫ﻫﺎ ﻣﺘﻨﺎﺳﺐ ﻫﺴﺘﻨﺪ } ﻣﺜ ﹺ‬

‫ﻞ‬ ‫ﻦ ﺍﻓﺮﺍﺩ ﺩﺭ ﻣﻴﺰﺍ ِﻥ ﺗﻤﺎﺷﺎي ﺗﻠﻮﻳﺰﻳﻮﻥ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﻧﺎﺷﻲ ﺍﺯ ﻋﻮﺍﻣ ﹺ‬ ‫‪ ١‬ﻣﻌﻨﺎي ﺍﻳﻦ ﺟﻤﻠﻪ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺑﺴﻴﺎﺭي ﺍﺯ ﺗﻔﺎﻭﺕ ﻫﺎﻳﻲ ﮐﻪ ﺑﻴ ﹺ‬ ‫ﮊﻧﺘﻴﮑﻲ ﺍﺳﺖ – ﻡ‬ ‫‪Plomin , Corley , De Fries & Fuler ٢‬‬

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‫ﻡ‬ ‫ﭼﻬﺎﺭﻡ‬ ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ‬ ‫ﻣﺒ‬

‫ي‬ ‫ﺍﻏﻠﺐ ﭘﻨﺪﺍﺷﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﮐﻪ ﺧﺼﻮﺻﻴﻴﺖ ﻳﺎ ﻭﻳﮋﮔﮔﻲ ﺍي ﮐﻪ ﺍﺯ ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮ ﹺ‬ ‫ﺐ‬ ‫ﻞ ﺗﻐﻴﻴﺮ ﺍﺳﺖ‪ .‬ﺍﻣﺎ ﺍﺍﻳﻦ ﺗﺼﻮﺭ ﺍﺷﺘﺒﺎﻩ ﺍﺳﺖ‪ .١‬ﺑﺮﺍي‬ ‫ﺑﺎﻻﻳﻳﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ ﻏﻴﺮﺮﹺ ﻗﺎﺑ ﹺ‬ ‫‪ ( PKU‬ﺭﺍ ﺩﺭ ﻧﻧﻈﺮ ﺑﮕﻴﺮﻳﺪ‪ .‬ﻓﻨﻴﻞ ﮐﺘﻮﻧﻧﻮﺭﻳﺎ )‬ ‫‪P‬‬ ‫ﻣﺜﺎﻝ ﺍﺧﺘﻼ ﹺﻝ ﻓﻨﻨﻴﻞ ﮐﺘﻮﻧﻮﺭﺭﻳﺎ‪) ٢‬‬ ‫ﻝ‬ ‫‪ ( PK‬ﻳﮏ ﺍﺍﺧﺘﻼ ﹺﻝ ﺫﻫﻨﻲ‬ ‫‪KU‬‬ ‫ﺖ ﮊﮊﻧﺘﻴﮑﻲ ﺳﺖ ﮐﻪ ﺍﻓﺮﺍ ِﺩ ﻣﻣﺒﺘﻼ ﺑﻪ ﺁﻥ ﺗﺗﻮﺍﻧﺎﻳﻲﹺ‬ ‫ﻲ ﺑﺎ ﻋﻠ ِ‬ ‫ﻞ‬ ‫ﺩﻟﻴ ﹺ‬ ‫ﮐﺮﺩﻥ ) ﺑﮑﺎﺭﺑﺮﺩﻥ (ِ ﺍﺳﻴﺪ ﺁﺁﻣﻴﻨﻪ ﺍي ﺑﻪ ﻧﺎ ﹺﻡ ﻓﻨﻴﻞ ﺁﻻﻻﻧﻴﻦ ﺭﺍ ﻧﺪﺍﺭﻧﻧﺪ‪ }.‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﭘﺲ ﺍﺯ ﻣﺪﺗﻲ ﺑﻪ ﻴ‬ ‫ﻥ‬ ‫ﺑﻮﻟﻴﺰﻩ‬ ‫ﻣﺘﺎﺑﻮ‬ ‫‪ ( PK‬ﺩﺭ ﮐﺜ‬ ‫ﻣﻲ ﺷﻮﻧﺪ‪ { .‬ﻓﻨﻴﻞ ﮐﺘﻮﻧﻮﻮﺭﻳﺎ ) ‪KU‬‬ ‫ﻣﺎﻧﺪﮔﻲ ﺫﻫﻨﻲ ﻲ‬ ‫ﺍﺯﺩﻳﺎ ِﺩ ﻓﻨﻴﻞ ﺁﻻﻻﻧﻴﻦ ﺩﺭ ﺧﻮﻮﻥ‪ ،‬ﺩﭼﺎ ﹺﺭ ﻋﻋﻘﺐ‬ ‫ﺍﮐﺜ ﹺﺮ‬ ‫ﻲﹺ‬ ‫ي ﻳﻳﮏ ﺭﮊﻳ ﹺﻢ ﺳﺳﻔﺖ ﻭ ﺖ‬ ‫ﺳﺨﺖ‬ ‫ي ﺑﺴﺴﻴﺎﺭ ﺑﺎﻻﻳﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ‪ .‬ﺑﺎ ﻦ‬ ‫ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮ ﹺ‬ ‫ﺙ‬ ‫ﻣﻮﺍﺭﺩ ﺍﺯ‬ ‫ﺍﻳﻦ ﻭﺟﻮﺩ ﺑﻪ ﮐﺎﺭﮔﻴﺮ ﹺ‬ ‫ﺩﺍﺭﺩ‪.٣‬‬ ‫ﻲ ﺫﻫﻨﻲ ﺗﺗﺎﺛﻴﺮ ﻗﺎﺑﻞ ﺗﻮﻮﺟﻬﻲ ﺩ‬ ‫ﺍﺯ ﻋﻘﺐ ﻣﺎﻧﺪﮔ ﹺ‬ ‫ﭘﻴﺶ ﮔﻴﺮي ﺯ‬ ‫ﮐﻪ ﻣﻴﺰﺍ ِﻥ ﻓﻨﻴﻞ ﺁﻻﻧﻴﻦ ﺭﺍ ﺑﻪ ﺣﺪﺍﻗﻞ ﺑﺮﺮﺳﺎﻧﺪ ﺩﺭ ﺶ‬ ‫ﺨﺘﻠﻒ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ‪( .‬‬ ‫ﺖ ﻣﺨ‬ ‫‪ PK‬ﺭﺍ ﺩﺭ ﺩﺩﻭ ﺣﺎﻟ ِ‬ ‫ﻧﺤﻮﻩ ي ﺑﻪ ﺍﺭﺭﺙ ﺭﺳﻴﺪﻥِ ﺑﻴﻤﺎﺭي ‪KU‬‬ ‫ﻞ ﻣﻘﺎﺑﻞ ﻧﺤ‬ ‫) ﺷﺷﮑ ﹺ‬ ‫ﻣﺒﺎﺣﺣﺜﻲ ﮐﻪ ﺩﺭ ﺍﻳﻦ ﻗﺴﻤﺖ ﺍﺭﺍﺋﻪ ﺷﺪ ﺩﺭ ﺭﻭﻳﮑﺮﺩ ﮊﮊﻧﺘﻴ ِ‬ ‫ي‬ ‫ﮏ‬ ‫ﻣﻲ ﮔﻴﺮﻧﺪ‪ .‬ﮊﻧﺘﺘﻴ ِ‬ ‫ﮏ ﺭﻓﺘﺎﺭﺭي ﻗﺮﺍﺭ ﻲ‬ ‫ﺭﻓﺘﺎﺭي ﺩﺭ ﺯﻣﻴﻨﻪ ي‬ ‫ﺕِ‬ ‫ﺍﺧﺘﻼﻻﺕ‬ ‫ﻞ ﮊﻧﺘﺘﻴﮑﻲ ﺩﺭ ﮐﺪﺪﺍﻡ‬ ‫ﻲ ﻧﺎﺑﻬﻨﻨﺠﺎﺭ ﻭ ﻪ‬ ‫ﺼﻴﺖ‪ ،‬ﺭﻭﺍﻧﺸ‬ ‫ﻞ ﮊﻧﻧﺘﻴﮑﻲ ﺩﺭ ﻫﻮﻮﺵ ﻭ ﺷﺨﺼ‬ ‫ﻧﻘﺶ ﻋﻮﺍﻣ ﹺ‬ ‫ﺶﹺ‬ ‫ﺍﻳﻨﮑﻪ ﻋﻮﺍﻣ ﹺ‬ ‫ﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻉ‬ ‫ﺍﺳﺖ‪ .‬ﺩﺭ‬ ‫ﺩﺳﺖ ﻳﺎﻓﺘﻪ ﺖ‬ ‫ﺫﻫﻨﻨﻲ ﺳﻬﻢ ﺩﺍﺭﻧﻧﺪ ﻧﻴﺰ ﺑﻪ ﻳﺎﻓﻓﺘﻪ ﻫﺎي ﺑﺎ ﺍﺭﺭﺯﺷﻲ ﺖ‬ ‫ﻣﺠﻤﻮﻉ‪ ،‬ﻫﺮﭼﻨﺪ ﮐﮐﻪ ﺑﺤﺚ ﻭ ﺟﺟﺪﻝ ﻫﺎﻳﻲ ﺩﺩﺭ‬ ‫ي ﺍﻫﻤﻴ ِ‬ ‫ﺍﻧﺪﺍﺯﻩ ﹺ‬ ‫ﮎِ‬ ‫ﻣﺪﺍﺭﮎ‬ ‫ﺭﻓﺘﺎﺭ ﻭﺟﻮﺩ ﺩﺍﺭﺭﺩ ﺍﻣﺎ ﻳﮏ ﭼﭼﻴﺰ ﺭﻭﺷﻦ ﺍﺳﺖ ‪ :‬ﺷﻮﺍﻫﻫﺪ ﻭ‬ ‫ﮑﻲ ﺩﺭ ﺭ‬ ‫ﻞ ﮊﻧﺘﻴﮑ‬ ‫ﺖ ﻣﺴﺎﺋ ﹺ‬ ‫ﻩ‬ ‫ﺯﻣﻴﻨﻨﻪ ي‬ ‫ﺍﺳﺖ‪.‬‬ ‫ﻞ ﮊﻧﺘﺘﻴﮑﻲ ﺩﺭ ﻫﻤﻤﻪ ي ﺍﻳﻦ ﻣﺴﺴﺎﺋﻞ ﺩﺍﺭﺍي ﺍﻫﻤﻴﺖ ﺖ‬ ‫ﮐﻨﻮﻮﻧﻲ ﺣﺎﮐﻲ ﺍﺯ ﺁﻧﺴﺖ ﮐﻪﻪ ﻋﻮﺍﻣ ﹺ‬

‫ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﮐﻨﻴﺪ ]‪[٢٤‬‬ ‫‪ e ١‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼ‬ ‫‪pheny‬‬ ‫‪ylketonuriaa ٢‬‬ ‫ﺕ‬ ‫ﻲ ﻣﻌﻴﻦ ﮊﻧﺘﻴﻴﮑﻲ ﺑﺎﺷﺪ ) ﻫﻤﻤﺎﻧﮕﻮﻧﻪ ﮐﻪ ﺑﺮﺮﺍي ﺍﮐﺜ ﹺﺮ ﺻﻔﺎ ِ‬ ‫ﺍﻋﻀﺎي ﻳﮏ ﮔﻮﻧﻪ ي ﺩﺭ ﻳﮏ ﻭﻳﮋﮋﮔ ﹺ‬ ‫ي‬ ‫‪ ٣‬ﺍﮔﮔﺮ ﻫﻤﻪ ي ﺗﻔﺎﻭﺕ ﻫﺎي ﻣﻮﺟﺟﻮﺩ ﺑﻴﻦ‬ ‫ﭘﺬﻳﺮي ﺑﺮﺍي ﺁﻥ ﻭﻳﮋﮋﮔﻲ ﺑﺮﺍﺑﺮ ﺑﺎ ‪ ١‬ﺍﺳﺖ‪ .‬ﺩﺭ ﻣﻘﺎﺎﺑﻞ‬ ‫ﮏ ﻣﻨﺪﻟﻲ ﻣﻣﺜ ﹺ‬ ‫ي‬ ‫ﺻﺤﻴﺢ ﺍﺳﺖ (‪ ،‬ﺁﻧﮕﺎﻩ ﻣﻴﺰﺍ ِﻥ ﺗﺗﻮﺍﺭﺙ‬ ‫ﻞ ﺍﻧﻮﺍ ﹺﻉ ﮔﺮﺮﻭ ِﻩ ﺧﻮﻧﻲ ﺻ‬ ‫ﮐﻼﺳﺳﻴ ِ‬ ‫ﺍﺳﺖ‪.‬‬ ‫ﻲ ﻣﻮﺭﺩ ﻧﻈﺮ ﺑﺮﺮﺍﺑ ﹺﺮ ﺻﻔﺮ ﺖ‬ ‫ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي ﺩﺭ ﻣﻣﻮﺭ ِﺩ ﻭﻳﮋﮔ ﹺ‬ ‫ﺙ‬ ‫ﻲ ﻳﮏ ﺻﻔﺖ ﻣﻣﺤﻴﻄﻲ ﺑﺎﺷﺪ‪ ،‬ﻣﻴﺰﺍ ِﻥ‬ ‫ﻲ ﻓﻨﻮﺗﻴﭙﻲ‬ ‫ﺍﮔﺮ ﻫﻤﻪ ي ﮔﻮﻧﺎﮔﮔﻮﻧ ﹺ‬ ‫ﺕ ﮊﻧﻲ ﺑﺎﺎﺷﺪ‪ ،‬ﺁﻧﮕﺎﻩ ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي ﺑﺮﺮﺍﺑﺮ ﺑﺎ ‪ ٠.٥‬ﺍﺳﺳﺖ‪ e .‬ﺑﻪ ﺍﻧﺘﻬﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻮﻉ‬ ‫ﺍﮔﺮ ﻧﻴﻤﻲ ﺍﺯ ﮔﻮﻧﺎﮔﮔﻮﻧ ﹺ‬ ‫ﻲ ﺩﺭ ﻧﺘﻴﺠﻪ ي ﺍﺛﺮﺍ ِ‬ ‫ﻲ ﻓﻨﻮﺗﻴﭙﻲ‬ ‫ﮐﻨﻴﺪ ]‪[٢٥‬‬ ‫ﺪ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫‪ e‬ﻻﻣﺎﺭﮐﺴﻴﻢ ) ‪: ( Lamarckism‬‬ ‫ﻞ ﮔﻮﻧﺎﮔﻮﻧﻲ ﮐﻪ ﺩﺭ ﻃﻮ ﹺﻝ‬ ‫ﺑﻨﺎ ﺑﻪ ﻧﻈ ﹺﺮ ﻻﻣﺎﺭﮎ ) ‪ ( ١٨٢٩– ١٧٤٤‬ﺑﺴﻴﺎﺭي ﺍﺯ ﺯﻳﺴﺖ ﺷﻨﺎﺳﺎﻥِ ﻫﻤﺰﻣﺎ ِﻥ ﺍﻭ ﻭ ﭘﺲ ﺍﺯ ﻭي‪ ،‬ﻋﻮﺍﻣ ﹺ‬ ‫ﺖ ﻓﺮﺯﻧﺪﺍ ِﻥ ﺍﻭ ﻧﻴﺰ ﻣﻮﺛﺮ ﻭﺍﻗﻊ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ ﮐﻪ ﺍﻣﺮﻭﺯﻩ ﺗﺤﺖ ﻋﻨﻮﺍ ِﻥ‬ ‫ﺕ ﻓﺮﺩ ﺑﺮ ﻭي ﺍﺛﺮ ﻣﻲ ﮔﺬﺍﺭﻧﺪ‪ ،‬ﺩﺭ ﻃﺒﻴﻌ ِ‬ ‫ﺣﻴﺎ ِ‬ ‫ﺕ ﺯﻳﺎﺩ‬ ‫ﻻﻣﺎﺭﮐﻴﺴﻢ ﺷﻨﺎﺧﺘﻪ ﻣﻲ ﺷﻮﺩ‪ ،‬ﺩﺭ ﺣﺎﻝ ﺣﺎﺿﺮ ﺑﻪ ﮐﻠﻲ ﻣﻨﺴﻮﺥ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻻﻣﺎﺭﮐﻴﺴﺖ ﻫﺎ ﻋﻘﻴﺪﻩ ﺩﺍﺷﺘﻨﺪ ﺩﺭ ﺻﻮﺭ ِ‬ ‫ﻞ ﺟﺪﻳﺪي ﻣﻨﺎﺳﺐ ﺑﺎ ﻋﺎﺩﺗﻲ ﮐﻪ ﮐﺴﺐ ﮐﺮﺩﻩ ﺣﺎﺻﻞ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﺑﮑﺎﺭﺑﺮﺩ ِﻥ ﻳﮏ ﺍﻧﺪﺍﻡ‪ ،‬ﺁﻥ ﺍﻧﺪﺍﻡ ﺭﻓﺘﻪ ﺭﻓﺘﻪ ﺗﻘﻮﻳﺖ ﻣﻲ ﺷﻮﺩ ﻭ ﺷﮑ ﹺ‬ ‫ﺑﻨﺎ ﺑﺮ ﺍﻳﻦ ﻧﻈﺮ‪ ،‬ﺩﺭﺍﺯ ﺷﺪ ِﻥ ﮔﺮﺩﻥ ﻭ ﭘﺎﻫﺎي ﺯﺭﺍﻓﻪ ﺑﻪ ﻫﻤﻴﻦ ﺭﻭﺵ ﺻﻮﺭﺕ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺍﺯ ﻃﺮﻓﻲ‪ ،‬ﭼﻨﺎﻧﭽﻪ ﺍﺯ ﻳﮏ ﺍﻧﺪﺍﻡ ﺍﺳﺘﻔﺎﺩﻩ‬ ‫ﻧﺸﻮﺩ‪ ،‬ﺁﻥ ﺍﻧﺪﺍﻡ ﺭﻓﺘﻪ ﺭﻓﺘﻪ ﺗﺤﻠﻴﻞ ﻣﻲ ﺭﻭﺩ ﻭ ﮐﻮﭼﮏ ﻣﻲ ﺷﻮﺩ‪ ،‬ﺗﺎ ﺟﺎﻳﻲ ﮐﻪ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﻪ ﮐﻠﻲ ﺍﺯ ﻣﻴﺎﻥ ﺑﺮﻭﺩ‪ .‬ﺑﻪ ﻧﻈﺮ‬ ‫ﻦ ﻏﺎﺭﻫﺎي ﺗﺎﺭﻳﮏ ﻭ ﻳﺎ ﻫﻤﭽﻨﻴﻦ ﻧﺒﻮ ِﺩ ﺩﺳﺖ ﻭ ﭘﺎ ﺩﺭ ﻣﺎﺭﻫﺎ ﺑﻪ ﻫﻤﻴﻦ ﺳﺒﺐ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﻻﻣﺎﺭﮎ‪ ،‬ﻧﺒﻮ ِﺩ ﭼﺸﻢ ﺩﺭ ﺟﺎﻧﺪﺍﺭﺍ ِﻥ ﺳﺎﮐ ﹺ‬ ‫ﻞ ﺍﮐﺘﺴﺎﺏ ) ﺳﺎﺯﺵ ( ﺩﺭ‬ ‫ﻲ ﺗﻐﻴﻴﺮﺍﺗﻲ ﮐﻪ ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﺕ ﺍﮐﺘﺴﺎﺑﻲ ﻣﻌﺘﻘﺪ ﺑﻮﺩ‪ .‬ﺑﻪ ﻋﻘﻴﺪﻩ ي ﺍﻭ ﺗﻤﺎﻣ ﹺ‬ ‫ﻻﻣﺎﺭﮎ ﺑﻪ ﻣﻮﺭﻭﺛﻲ ﺑﻮﺩ ِﻥ ﺻﻔﺎ ِ‬ ‫ﻃﻮ ﹺﻝ ﺩﻭﺭﻩ ي ﺯﻧﺪﮔﻲ ﺩﺭ ﺳﺎﺧﺘﺎ ﹺﺭ ﺍﻓﺮﺍﺩ ﻇﺎﻫﺮ ﻣﻲ ﺷﻮﻧﺪ‪ ،‬ﺩﺭ ﻃﻲ ﺯﺍﺩﺁﻭﺭي ﺣﻔﻆ ﺷﺪﻩ ﻭ ﺑﻪ ﻧﺴﻞ ﻫﺎي ﺑﻌﺪ ﻣﻨﺘﻘﻞ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﻣﺜﻼ‬ ‫ﺐ ﺑﺎﺯﻭﺍ ِﻥ ﻗﻮي ﺧﻮﺍﻫﻨﺪ ﺑﻮﺩ ﭼﺮﺍ ﮐﻪ ﭘﺪﺭ ﺁﻧﻬﺎ ﺍﺯ ﺑﺎﺯﻭﺍﻧﺶ ﮐﺎﺭ ﺑﺴﻴﺎﺭ ﮐﺸﻴﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺍﺻﻞ‬ ‫ً ﻓﺮﺯﻧﺪﺍ ِﻥ ﻳﮏ ﺁﻫﻨﮕﺮ ﺻﺎﺣ ﹺ‬ ‫ﺝ ﻻﻣﺎﺭﮐﺴﻴﻢ ﺍﻧﺠﺎﻣﻴﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﺑﺮ ﺧﻼﻑ ﻧﻈ ﹺﺮ ﻻﻣﺎﺭﮎ ﻭ‬ ‫ﻣﻌﺮﻭﻓﺘﺮﻳﻦ ﺍﺻﻞ ﺩﺭ ﻧﻈﺮﻳﻪ ي ﻻﻣﺎﺭﮎ ﺍﺳﺖ ﮐﻪ ﺑﻪ ﺭﻭﺍ ﹺ‬ ‫ﺕ ﮊﻥ‬ ‫ﺕ ﻣﺤﻴﻂ ﻭ ﺭﺷ ِﺪ ﺟﺎﻧﺪﺍﺭﻧﺪ‪ ،‬ﻧﻪ ﺍﺛﺮﺍ ِ‬ ‫ﺕ ﺍﮐﺘﺴﺎﺑﻲ ﺑﻪ ﺍﺭﺙ ﻧﻤﻲ ﺭﺳﻨﺪ‪ ،‬ﺯﻳﺮﺍ ﻧﺎﺷﻲ ﺍﺯ ﺍﺛﺮﺍ ِ‬ ‫ﻫﻤﻔﮑﺮﺍﻧﺶ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺻﻔﺎ ِ‬ ‫ﺕ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﮊﻥ ﻫﺎ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺍﺯ ﻧﺴﻠﻲ ﺑﻪ ﺳﻞ ﺑﻌﺪ ﻣﻨﺘﻘﻞ ﺷﻮﻧﺪ‪ ،‬ﺁﻥ ﻫﻢ ﺑﻪ ﺷﺮﻃﻲ ﮐﻪ ﮊﻥ ﻫﺎي ﮐﻨﺘﺮﻝ‬ ‫ﻫﺎي ﺟﺎﻧﺪﺍﺭ‪ .‬ﻓﻘﻂ ﺻﻔﺎ ِ‬ ‫ﮐﻨﻨﺪﻩ ي ﺁﻥ ﺻﻔﺎﺕ ﺩﺭ ﺳﻠﻮﻝ ﻫﺎي » ﺟﻨﺴﻲ « ) ﮔﺎﻣﺖ ﻫﺎ ( ﻣﻮﺟﻮﺩ ﺑﺎﺷﻨﺪ‪.‬‬ ‫ﺖ ﺩﻳﮕﺮ‪ ،‬ﺩﺭ ﺳﻠﻮﻝ ﻫﺎي ﺩﻳﮕ ﹺﺮ ﺑﺪﻥ‪ ،‬ﻏﻴﺮ ﺍﺯ ﺳﻠﻮﻝ‬ ‫ﻫﺮﮔﻮﻧﻪ ﺗﻐﻴﻴﺮي ﮐﻪ ﺑﺮ ﺍﺛﺮ ﺑﮑﺎﺭ ﺑﺮﺩﻥ ﻭ ﻳﺎ ﺑﻪ ﮐﺎﺭﻧﺒﺮﺩ ِﻥ ﺍﻧﺪﺍﻡ‪ ،‬ﻭ ﻳﺎ ﺑﻪ ﻫﺮ ﻋﻠ ِ‬ ‫ﺕ ﺑﺴﻴﺎﺭي ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺻﻮﺭﺕ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪.‬‬ ‫ﻞ ﺑﻌﺪي ﻧﺨﻮﺍﻫﺪ ﺩﺍﺷﺖ‪ .‬ﺁﺯﻣﺎﻳﺸﺎ ِ‬ ‫ﺕ ﻧﺴ ﹺ‬ ‫ﻫﺎي ﺟﻨﺴﻲ ﺭﺥ ﺩﻫﺪ‪ ،‬ﺗﺎﺛﻴﺮي ﺩﺭ ﺻﻔﺎ ِ‬ ‫ﻣﺜﻼً ﺑﺮﺍي ﺁﺯﻣﻮﺩ ِﻥ ﺍﺛ ﹺﺮ ﻋﺪ ﹺﻡ ﺍﺳﺘﻌﻤﺎ ﹺﻝ ﻳﮏ ﺍﻧﺪﺍﻡ‪ ،‬ﺁﺯﻣﺎﻳﺸﻲ ﺗﺮﺗﻴﺐ ﺩﺍﺩﻩ ﺷﺪ ﮐﻪ ﺩﺭ ﺁﻥ ﻣﮕﺲ ﻫﺎ ﺗﺎ ‪ ٦٩‬ﻧﺴﻞ ﺩﺭ ﺗﺎﺭﻳﮑﻲ ﺟﻔﺖ‬ ‫ﻞ ﻧﻮﺭ ﮐﺎﻣﻼً ﻃﺒﻴﻌﻲ ﺍﺳﺖ‪.‬‬ ‫ﺶ ﺍﻓﺮﺍ ِﺩ ﺁﻥ ﺩﺭ ﻣﻘﺎﺑ ﹺ‬ ‫ﻞ ﺁﺧﺮ ﺁﺳﻴﺒﻲ ﻧﺪﻳﺪﻩ ﻭ ﻭﺍﮐﻨ ﹺ‬ ‫ﮔﻴﺮي ﮐﺮﺩﻧﺪ‪ ،‬ﺩﺭ ﭘﺎﻳﺎﻥ ﻣﺸﺎﻫﺪﻩ ﺷﺪ ﮐﻪ ﺑﻴﻨﺎﻳﻲ ﻧﺴ ﹺ‬ ‫ﻦ‬ ‫ﺕ ﺯﻧﺪﻩ ﺭﺍ ﺩﺭﻳﺎﺑﺪ‪ ،‬ﺍﻣﺎ ﺍﺯ ﻋﻬﺪﻩ ي ﺗﺒﻴﻴ ﹺ‬ ‫ي ﻣﻮﺟﻮﺩﺍ ِ‬ ‫ﺩﺭ ﻣﺠﻤﻮﻉ ﺑﺎ ﺍﻳﻨﮑﻪ ﻻﻣﺎﺭﮎ‪ ،‬ﺑﻪ ﺧﻮﺑﻲ ﺗﻮﺍﻧﺴﺖ‪ ،‬ﺗﺤﻮﻝ ﻭ ﺗﻐﻴﻴﺮ ﭘﺬﻳﺮ ﹺ‬ ‫ﺢ ﻣﺴﺎﻟﻪ ﺑﺮ ﻧﻴﺎﻣﺪ‪ .‬ﮐﺴﻲ ﮐﻪ ﮔﺮﻩ ﺍﺯ ﺍﻳﻦ ﻣﺴﺎﻟﻪ ﮔﺸﻮﺩ‪ ،‬ﮐﺴﻲ ﻧﺒﻮﺩ ﺟﺰ ﺩﺍﺭﻭﻳﻦ‪ ) .‬ﺑﻪ ﺷﮑﻞ ﺻﻔﺤﻪ ي ﺑﻌﺪ ﻧﮕﺎﻩ ﮐﻨﻴﺪ ( – ﻡ‬ ‫ﺻﺤﻴ ﹺ‬ ‫ﻣﻨﺒﻊ ‪:‬‬ ‫ƒ ﺗﮑﺎﻣﻞﹺ ﻣﻮﺟﻮﺩﺍﺕِ ﺯﻧﺪﻩ – ﺩﮐﺘﺮ ﻋﻠﻲ ﺑﻴﮏ – ﻧﺸﺮ ﻣﺮﻭﺍﺭﻳﺪ – ﭼﺎﭖﹺ ﺳﻮﻡ – ﺻﻔﺤﻪ ي ‪٢٤ -٢٣‬‬ ‫ƒ ﺍﻧﺴﺎﻥ ﺑﻪ ﺭﻭﺍﻳﺖِ ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﺑﺎﺭﻧﺖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﺑﺎﻃﻨﻲ – ﻣﺎﻩ ﻃﻠﻌﺖِ ﻧﻔﺮﺁﺑﺎﺩي– ﻧﺸﺮﹺ ﻧﻮ – ﭼﺎﭖﹺ ﺳﻮﻡ – ﺻﻔﺤﻪ ي ‪١٧‬‬

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‫ﻡ‬ ‫ﭼﻬﺎﺭﻡ‬ ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ‬ ‫ﻣﺒ‬

‫ﮕﺮ‬ ‫ﭼﭗ ( ﺑﺎ ﻳﮑﺪﻳﮕ‬ ‫ﺖ ﭗ‬ ‫ﺖ ( ﻭ ﺩﺍﺭﻭﻳﻳﻦ ) ﺗﺼﻮﻳ ﹺﺮ ﺳﻤ ِ‬ ‫ﺖ ﺭﺍﺳﺖ‬ ‫ﮎ ) ﺗﺼﻮﻳ ﹺﺮ ﺳﺳﻤ ِ‬ ‫ﺷﮑﻞ ﺯﻳﺮ‪ ،‬ﺩﻳﺪﮔﮔﺎﻩ ﻻﻣﺎﺭﮎ‬ ‫‪ W‬ﺩﺭ ﺩﻭ ﻞﹺ‬ ‫ﻣﻘﺎﻳﻳﺴﻪ ﺷﺪﻩ ﺍﺳﺳﺖ ‪:‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫‪ e‬ﺁﻳﺎ ﺍﻓﺮﺍﺩ ﺍﺯ ﻧﻈﺮ ﮊﻧﺘﻴﮑﻲ ﺗﮑﺎﻣﻞ ﻣﻲ ﻳﺎﺑﻨﺪ ؟‬ ‫ﻞ ﻳﮏ‬ ‫ﭘﻴﺶ ﺍﺯ ﻫﺮ ﭼﻴﺰ ﺑﺎﻳﺪ ﺗﺎﮐﻴﺪ ﮐﺮﺩ ﮐﻪ ﺗﮑﺎﻣﻞ ﺑﺮ ﺭﻭي ﺟﻤﻌﻴﺖ ﻫﺎ ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ‪ ،‬ﻧﻪ ﺍﻓﺮﺍﺩ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﺻﺤﺒﺖ ﺍﺯ ﺗﮑﺎﻣ ﹺ‬ ‫ﻲ ﺍﻓﺮﺍﺩ‬ ‫ﺏ ﻃﺒﻴﻌﻲ ﭘﻴﺎﻣ ِﺪ ﻣﺎﻧﺪﮔﺎﺭي ﻭ ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞ ﺍﺗﻨﺨﺎﺑ ﹺ‬ ‫ﺢ ﺍﻳﻦ ﻣﻄﻠﺐ ﺑﺎﻳﺪ ﮔﻔﺖ ﺑﺎ ﺍﻳﻨﮑﻪ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﻓﺮﺩ‪ ،‬ﺑﻲ ﻣﻌﻨﺎﺳﺖ‪ .‬ﺩﺭ ﺗﻮﺿﻴ ﹺ‬ ‫ﺕ ﺳﺎﺧﺘﺎﺭي‪ ،‬ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮑﻲ‪ ،‬ﺑﻮﻡ‬ ‫ﻞ ﺗﻐﻴﻴﺮﺍ ِ‬ ‫ﻲ ﺩﻭﺭﺍ ِﻥ ﺯﻧﺪﮔﻲ ﺗﮑﺎﻣﻞ ﻧﻤﻲ ﻳﺎﺑﻨﺪ‪ .‬ﺑﻠﮑﻪ ﺗﻐﻴﻴﺮﹺ ﺗﮑﺎﻣﻠﻲ ﮐﻪ ﺷﺎﻣ ﹺ‬ ‫ﺍﺳﺖ‪،‬ﺍﻣﺎ ﺍﻓﺮﺍﺩ ﺩﺭ ﻃ ﹺ‬ ‫ﻞ ﺩﻳﮕﺮ ﺑﻪ ﺍﺭﺙ ﻣﻲ ﺭﺳﺪ‪ .‬ﭘﺲ ﺗﮑﺎﻣﻞ ﺑﺮ ﺭﻭي ﺟﻤﻌﻴﺖ ﻫﺎ ﺻﻮﺭﺕ ﻣﻲ‬ ‫ﺷﻨﺎﺧﺘﻲ ) ﺍﮐﻮﻟﻮﮊﻳﮑﻲ ( ﻭ ﺭﻓﺘﺎﺭي ﺍﺳﺖ‪ ،‬ﺍﺯ ﻧﺴﻠﻲ ﺑﻪ ﻧﺴ ﹺ‬ ‫ﮔﻴﺮﺩ‪.‬‬

‫‪ e‬ﻣﻨﻈﻮﺭ ﺍﺯ ﺟﻤﻌﻴﺖ ﭼﻴﺴﺖ ؟‬ ‫ﻞ ﺗﻤﺎﻣﻲ ﺍﻓﺮﺍ ِﺩ ﺗﺸﮑﻴﻞ ﺩﻫﻨﺪﻩ ي ﻳﮏ ﮔﻮﻧﻪ ﺍﺳﺖ ﮐﻪ ﺩﺭ ﻣﮑﺎﻥ ﻫﺎي ﻭﻳﮋﻩ ﻭ ﺩﺭ ﺯﻣﺎﻥ ﻫﺎي ﻣﺸﺎﺑﻪ ﺯﻧﺪﮔﻲ ﻣﻲ‬ ‫ﻳﮏ ﺟﻤﻌﻴﺖ ﺷﺎﻣ ﹺ‬ ‫ﮐﻨﻨﺪ‪.‬‬

‫‪ e‬ﭼﻪ ﺯﻣﺎﻥ ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﮐﻪ ﻳﮏ ﺟﻤﻌﻴﺖ ﺗﮑﺎﻣﻞ ﻳﺎﻓﺘﻪ ﺍﺳﺖ ؟‬ ‫ﻞ ﻣﻮﺍ ِﺩ ﮊﻧﺘﻴﮑﻲ ) ﺗﻤﺎﻣﻲ ﺁﻟﻞ ﻫﺎي ( ﺍﻓﺮﺍﺩ ﺩﺭﻭ ِﻥ ﻳﮏ ﺟﻤﻌﻴﺖ‪،‬‬ ‫ﺩﺭ ﺍﺑﺘﺪﺍ ﺑﺎﻳﺪ ﺑﺎ ﻣﻔﻬﻮ ﹺﻡ ﺧﺰﺍﻧﻪ ي ﮊﻧﻲ ﺁﺷﻨﺎ ﺷﻮﻳﺪ‪ .‬ﺑﻪ ﮐ ﹺ‬ ‫ﻞ ﻣﺨﺘﻠﻒ ﺩﺭ ﻫﺮ ﻳﮏ ﺍﺯ‬ ‫ﺍﺻﻄﻼﺣﺎ ً ﺧﺰﺍﻧﻪ ي ﮊﻧﻲ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﻣﻮﺟﻮﺩﺍﺕِ ﺩﻳﭙﻠﻮﺋﻴﺪ ﺩﺍﺭﺍي ﺣﺪﺍﮐﺜﺮ ﺩﻭ ﺁﻟ ﹺ‬ ‫ﻞ ﺁﻟﻞ ﻫﺎي ﻣﻮﺟﻮﺩ ﺩﺭ ﺧﺰﺍﻧﻪ ي ﮊﻧﻲ ﻳﮏ‬ ‫ﻲ ﺧﻮﺩ ﻫﺴﺘﻨﺪ‪ ،‬ﻳﮏ ﻓﺮ ِﺩ ﻭﺍﺣﺪ ﻧﻮﻋﺎ ً ﺗﻨﻬﺎ ﺟﺰﺀ ﮐﻮﭼﮑﻲ ﺍﺯ ﮐ ﹺ‬ ‫ﺟﺎﻳﮕﺎﻩ ﻫﺎي ﮊﻧ ﹺ‬ ‫ﺟﻤﻌﻴﺖ ﺭﺍ ﺩﺍﺭﺍﺳﺖ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﻣﻲ ﺗﻮﺍﻥ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ‪ ،‬ﺑﺎ ﺍﻳﻨﮑﻪ ﺍﻓﺮﺍﺩ‪ ،‬ﺟﻤﻌﻴﺖ ﻫﺎ ﺭﺍ ﺍﻳﺠﺎﺩ ﻣﻲ ﮐﻨﻨﺪ‪ ،‬ﻫﻴﭻ ﻳﮏ ﺍﺯ ﺍﻓﺮﺍ ِﺩ ﺩﺭﻭ ِﻥ‬ ‫ﻲ ﮊﻥ ﻫﺎي ﺩﺭﻭ ِﻥ ﺧﺰﺍﻧﻪ ﮊﻧﻲ ﺭﺍ ﺩﺍﺭﺍ ﻧﻴﺴﺖ‪.‬‬ ‫ﻳﮏ ﺟﻤﻌﻴﺖ‪ ،‬ﺗﻤﺎﻣ ﹺ‬ ‫ﻞ ﺁﻟﻞ ﻫﺎ ﺩﺭ ﺧﺰﺍﻧﻪ ي‬ ‫ﺶ ﺍﺻﻠﻲ ﭘﺎﺳﺦ ﺩﻫﻴﻢ‪ .‬ﺍﮔﺮ ﻓﺮﺍﻭﺍﻧﻲ ﮐ ﹺ‬ ‫ﺣﺎﻝ ﮐﻪ ﺑﺎ ﻣﻔﻬﻮ ﹺﻡ ﺧﺰﺍﻧﻪ ي ﮊﻧﻲ ﺁﺷﻨﺎ ﺷﺪﻳﺪ‪ ،‬ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﺑﻪ ﭘﺮﺳ ﹺ‬ ‫ﻞ ﺩﻳﮕﺮ ﺛﺎﺑﺖ ﺑﻤﺎﻧﺪ‪ ،‬ﺍﺻﻄﻼﺣﺎً ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﺟﻤﻌﻴﺖ ﺗﮑﺎﻣﻞ ﻧﻴﺎﻓﺘﻪ ﺍﺳﺖ ﻭ ﺑﻪ ﺗﻌﺎﺩ ﹺﻝ ﮊﻧﺘﻴﮑﻲ ﺩﺳﺖ ﻳﺎﻓﺘﻪ‬ ‫ﮊﻧﻲ ﺍﺯ ﻧﺴﻠﻲ ﺑﻪ ﻧﺴ ﹺ‬ ‫ﻲ ﺁﻟﻞ ﻫﺎ ﺩﺭ ﻧﺴﻞ ﻫﺎي ﻣﺘﻮﺍﻟﻲ ﺗﻐﻴﻴﺮي ﺍﻳﺠﺎﺩ ﺷﻮﺩ ﺍﻳﻦ ﺑﻪ ﻣﻌﻨﺎي ﺁﻥ ﺍﺳﺖ ﮐﻪ ﺁﻥ‬ ‫ﺍﺳﺖ‪ .‬ﺍﺯ ﺳﻮي ﺩﻳﮕﺮﭼﻨﺎﻧﭽﻪ ﺩﺭ ﻓﺮﺍﻭﺍﻧ ﹺ‬ ‫ﺖ‬ ‫ﺟﻤﻌﻴﺖ ﺩﺭ ﺣﺎﻝ ﺗﮑﺎﻣﻞ ﺍﺳﺖ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ‪ " :‬ﮐﺎﻣﻞ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ ﺗﻐﻴﻴﺮ ﺩﺭ ﻓﺮﺍﻭﺍﻧﻲ ﺁﻟﻞ ﻫﺎ ﺩﺭ ﻳﮏ ﺟﻤﻌﻴ ِ‬ ‫ﻞ ﺁﺑﻲ‪،‬‬ ‫ﮓ ﭼﺸ ﹺﻢ ﺍﻓﺮﺍﺩ‪ ،‬ﺳﻪ ﺁﻟ ﹺ‬ ‫ﻣﻌﻴﻦ‪ .‬ﺫﮐ ﹺﺮ ﻳﮏ ﻣﺜﺎﻝ ﻧﻴﺰ ﺑﻲ ﻓﺎﻳﺪﻩ ﻧﻴﺴﺖ ‪ :‬ﻓﺮﺽ ﮐﻨﻴﺪ ﺩﺭ ﺧﺰﺍﻧﻪ ي ﮊﻧﻲ ﻳﮏ ﺟﻤﻌﻴﺖ ﺑﺮﺍي ﺭﻧ ِ‬ ‫ﻞ ﺭﻧﮓِﭼﺸ ﹺﻢ ﺁﺑﻲ‬ ‫ﺖ ﺯﻣﺎﻥ ﻣﺜﻼً ﺩﺭ ﺗﻌﺪﺍ ِﺩ ﺍﻓﺮﺍﺩي ﺍﺯ ﺍﻳﻦ ﺟﻤﻌﻴﺖ ﮐﻪ ﺁﻟ ﹺ‬ ‫ﻣﺸﮑﻲ ﻭ ﻗﻬﻮﻩ ﺍي ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺣﺎﻝ ﭼﻨﺎﻧﭽﻪ ﺑﺎ ﮔﺬﺷ ِ‬ ‫ﺖ ﻣﺬﮐﻮﺭ ﺗﮑﺎﻣﻞ ﻳﺎﻓﺘﻪ ﺍﺳﺖ‪ .‬ﻣﻨﺒﻊ ‪:‬‬ ‫ﺩﺍﺭﻧﺪ ﺗﻐﻴﻴﺮي ﺑﻪ ﻭﺟﻮﺩ ﺁﻳﺪ ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺟﻤﻌﻴ ِ‬ ‫ƒ‬

‫ﭖ ﺳﻮﻡ – ﺻﻔﺤﻪ ي ‪ ) ٤٨ -٤٦‬ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ (‬ ‫ﺕ ﺯﻧﺪﻩ – ﺩﮐﺘﺮ ﻋﻠﻲ ﺑﻴﮏ – ﻧﺸﺮ ﻣﺮﻭﺍﺭﻳﺪ – ﭼﺎ ﹺ‬ ‫ﻞ ﻣﻮﺟﻮﺩﺍ ِ‬ ‫ﺗﮑﺎﻣ ﹺ‬

‫ƒ‬

‫ﭖ ﭘﻨﺠﻢ – ﺻﻔﺤﻪ ي ‪٢٥‬‬ ‫ﻲ ﻣﺸﻬﺪ‪ ،‬ﭼﺎ ﹺ‬ ‫ي ﺭﻓﺘﺎﺭ – ﺍﺛ ﹺﺮ ﮐﺮﺑﺰ ﻭ ﺩﻳﻮﻳﺲ‪ ،‬ﺗﺮﺟﻤﻪ ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ‪ ،‬ﻧﺸﺮ ﺟﻬﺎﺩ ﺩﺍﻧﺸﮕﺎﻫ ﹺ‬ ‫ﺍﮐﻮﻟﻮﮊ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎي ﻣﺘﺮﺟﻢ ‪:‬‬ ‫ﺖ ﭘﺮﻭﺗﺌﻴﻦﹺ‬ ‫]‪ [١‬ﺩﺭ ﺩﺭﻭ ِﻥ ﻫﺮ ﺟﻤﻌﻴﺖ‪ ،‬ﺑﺴﻴﺎﺭي ﺍﺯ ﮊﻥ ﻫﺎ ﺩﺍﺭﺍي ﺩﻭ ﻳﺎ ﭼﻨﺪ ﺁﻟﻞ ﻫﺴﺘﻨﺪ ﮐﻪ ﻫﻤﮕﻲ ﺩﺳﺘﻮ ﹺﺭ ﺳﺎﺧ ِ‬ ‫ﺐ ﺗﻔﺎﻭﺕ ﻫﺎﻳﻲ ﺩﺭ ﺭﺷﺪ ﻭ ﺗﻮﺳﻌﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﻟﺬﺍ ﺩﺭ ﺩﺭﻭ ِﻥ ﺟﻤﻌﻴﺖ‪،‬‬ ‫ﻭﺍﺣﺪي ﺭﺍ ﺣﻤﻞ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺍﻳﻦ ﺧﻮﺩ ﻣﻮﺟ ﹺ‬ ‫ﺗﻨﻮﻉ ﻭﺟﻮﺩ ﺧﻮﺍﻫﺪ ﺩﺍﺷﺖ‪.‬‬ ‫ﭖ ﭘﻨﺠﻢ – ﺻﻔﺤﻪ ي‬ ‫ﻲ ﻣﺸﻬﺪ – ﭼﺎ ﹺ‬ ‫ي ﺭﻓﺘﺎﺭ – ﺍﺛ ﹺﺮ ﮐﺮﺑﺰ ﻭ ﺩﻳﻮﻳﺲ – ﺗﺮﺟﻤﻪ ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﺸﺮ ﺟﻬﺎﺩ ﺩﺍﻧﺸﮕﺎﻫ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﮐﻮﻟﻮﮊ ﹺ‬ ‫‪٢٥‬‬

‫ﺕ ﺯﻧﺪﻩ ﺩﺭ ﺩﺭﻭ ِﻥ ﺳﻠﻮﻟﻬﺎﻳﺶ ﺩﺍﺭﺍي‬ ‫ﻫﺮ ﮔﻮﻧﻪ ﺍي ﺍﺯ ﻣﻮﺟﻮﺩﺍ ِ‬ ‫ﺕ ﮊﻧﺘﻴﮑﻲ ﻣﻨﺤﺼﺮﺑﻪ ﻓﺮﺩ‬ ‫ﻣﺠﻤﻮﻋﻪ ﺍي ﺍﺯ ﺩﺳﺘﻮﺭﺍﺕ ﻳﺎ ﺍﻃﻼﻋﺎ ِ‬ ‫ﺕ ﮊﻧﺘﻴﮑﻲ ﺑﻪ ﻣﻮﺟﻮﺩ ﺍﻣﮑﺎﻥ ﻣﻲ ﺩﻫﺪ ﺗﺎ‬ ‫ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺩﺳﺘﻮﺭﺍ ِ‬ ‫ﻲ ﻣﻨﺤﺼﺮ ﺑﻪ ﻓﺮﺩي ﺭﺍ ﺩﻧﺒﺎﻝ ﻧﻤﺎﻳﺪ‪.‬ﻣﺠﻤﻮﻋﻪ ي‬ ‫ﺍﻟﮕﻮي ﺗﮑﺎﻣﻠ ﹺ‬ ‫ﻲ ﺳﻠﻮﻝ ﻫﺎي ﺑﺪﻥ ﻳﮑﺴﺎﻥ‬ ‫ﺕ ﮊﻧﺘﻴﮑﻲ ﻣﻮﺟﻮﺩ ﺩﺭ ﺗﻤﺎﻣ ﹺ‬ ‫ﺩﺳﺘﻮﺭﺍ ِ‬ ‫ﺚ ﺗﻔﺎﻭﺕ ﻣﻴﺎ ِﻥ ﺳﻠﻮﻝ ﻫﺎي‬ ‫ﺍﺳﺖ‪ .‬ﺩﻗﺖ ﮐﻨﻴﺪ ﮐﻪ ﺁﻧﭽﻪ ﺑﺎﻋ ِ‬ ‫ﻲ ﻣﺨﺘﻠﻒ ﺩﺭ ﻧﺤﻮﻩ ي ﻋﻤﻠﮑﺮﺩﺷﺎﻥ ﻣﻲ ﺷﻮﺩ ﻭ ﻳﮑﻲ ﺭﺍ‬ ‫ﺑﺪﻧ ﹺ‬ ‫ﺳﻠﻮ ﹺﻝ ﻋﺼﺒﻲ ﻭ ﺩﻳﮕﺮي ﺭﺍ ﺳﻠﻮ ﹺﻝ ﭘﻮﺳﺖ ﻣﻲ ﺳﺎﺯﺩ‪،‬‬ ‫ﻲ ﻣﻮﺟﻮﺩ ﺩﺭ ﺳﻠﻮﻝ ﺍﺳﺖ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﻧﺒﺎﻳﺪ ﺗﺼﻮﺭ ﮐﻨﻴﺪ ﮐﻪ‬ ‫ي ﻗﺴﻤﺖ ﻫﺎي ﻣﺘﻔﺎﻭﺗﻲ ﺍﺯ ﺑﺮﻧﺎﻣﻪ ي ﮊﻧﺘﻴﮑ ﹺ‬ ‫ﺑﮑﺎﺭﮔﻴﺮ ﹺ‬ ‫ﺑﻌﻀﻲ ﺳﻠﻮﻝ ﻫﺎ ﺑﺮﻧﺎﻣﻪ ﺍي ﻣﺘﻔﺎﻭﺕ ﺍﺯ ﺳﻠﻮﻝ ﻫﺎي ﺩﻳﮕﺮ ﺩﺍﺭﻧﺪ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ ﮊﻧﺘﻴﮏ‪ .‬ﺍﺛ ﹺﺮ ﺟﻮﻧﺰ – ﮐﺎﺭﭖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻓﺎﺭﺳﻲ ﻭ ﺩﮐﺘﺮ ﺷﻬﺮﻳﺎﺭي – ﻧﺸ ﹺﺮ ﺑﻨﻔﺸﻪ – ﺻﻔﺤﻪ ي ‪٥ -٦‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫]‪ [٢‬ﮐﻠﻤﻪ ي » ﺍﺭﮔﺎﻧﻴﺴﻢ « ﻳﺎ ﺳﺎﺯﻭﺍﺭﻩ ﺑﻪ ﻳﮏ ﻭﺍﺣ ِﺪ ﺯﻧﺪﻩ ﺩﻻﻟﺖ ﻣﻲ ﮐﻨﺪ‪ ،‬ﻳﻌﻨﻲ ﻳﮏ ﺳﻴﺴﺘ ﹺﻢ ﭘﻮﻳﺎ ﮐﻪ ﺍﺟﺰﺍي‬ ‫ي ﺑﺎﺯ ﻭ ﭘﻮﻳﺎ‬ ‫ﻁ ﺩﺭﻭﻧﻲ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺩﺍﺭﻧﺪ ﻭ ﺑﺎ ﻫﻢ ﮐﺎﺭ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﻳﮏ ﺍﺭﮔﺎﻧﻴﺴﻢ‪ ،‬ﻳﮏ ﺳﻴﺴﺘ ﹺﻢ ﺍﻧﺮﮊ ﹺ‬ ‫ﺁﻥ ﺍﺭﺗﺒﺎ ِ‬ ‫ﻂ ﺧﻮﻳﺶ ﺍﺳﺖ ﻭ ﻣﺘﻘﺎﺑﻼ ً‬ ‫ﺍﺳﺖ‪ .‬ﻳﮏ ﺳﻴﺴﺘ ﹺﻢ ﺑﺎﺯ ﺑﻪ ﺁﻥ ﻣﻌﻨﺎﺳﺖ ﮐﻪ ﺷﺨﺺ ﺩﺍﺋﻤﺎ ً ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻭ ﻧﻔﻮ ِﺫ ﻣﺤﻴ ِ‬ ‫ﺧﻮﺩ ﻧﻴﺰ ﺭﻭي ﺁﻥ ﺍﺛﺮ ﻣﻲ ﮔﺬﺍﺭﺩ‪.‬‬ ‫ﭖ ﻫﻔﺪﻫﻢ ﺻﻔﺤﻪ ي ‪٣٤ -٣٥‬‬ ‫ﻲ ﺭﺷﺪ ‪ -‬ﺍﺛﺮ ﻋﻠﻲ ﺍﮐﺒ ﹺﺮ ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ – ﻧﺸﺮ ﺭﺷﺪ – ﭼﺎ ﹺ‬ ‫ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬

‫]‪ [٣‬ﻧﺰﺩﻳﮑﺘﺮﻳﻦ ﺧﻮﻳﺸﺎﻭﻧ ِﺪ ﻣﺎ ﺩﺭ ﻣﻴﺎ ِﻥ ﺍﻧﻮﺍ ﹺﻉ ﺣﻴﻮﺍﻧﻲ‪ ،‬ﺷﺎﻣﭙﺎﻧﺰﻩ‪ ،‬ﮔﻮﺭﻳﻞ ﻭ ﺍﻭﺭﺍﻧﮕﻮﺗﺎﻥ ﻫﺴﺘﻨﺪ‪ .‬ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‬ ‫ﻞ‬ ‫ﻫﻤﺴ ﹺﺮ ﺍﺳﻘﻒ ﻭﻭﺳﺘﺮ ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﺍﺯ ﻧﻈﺮﻳﻪ ي ﺩﺍﺭﻭﻳﻦ ﺩﺭﺑﺎﺭﻩ ي ﺗﮑﺎﻣﻞ ﺁﮔﺎﻩ ﻣﻲ ﺷﻮﺩ ﻣﻲ ﮔﻮﻳﺪ ‪ " :‬ﺍﺯ ﻧﺴ ﹺ‬ ‫ﻣﻴﻤﻮﻥ ؟ ﺁﻩ ! ﺑﺎﻳﺪ ﺍﻣﻴﺪﻭﺍﺭ ﺑﺎﺷﻴﻢ ﮐﻪ ﺍﻳﻦ ﻣﻄﻠﺐ ﺣﻘﻴﻘﺖ ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺍﻣﺎ ﺍﮔﺮ ﺣﻘﻴﻘﺖ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﺑﺎﻳﺪ‬ ‫ﺍﻣﻴﺪﻭﺍﺭ ﺑﺎﺷﻴﻢ ﮐﻪ ﻫﻤﻪ ﺍﺯ ﺁﻥ ﺁﮔﺎﻩ ﻧﺸﻮﻧﺪ! " ﺍﻳﻦ ﺧﺎﻧﻢ ﻣﺎﻧﻨﺪ ﺑﺴﻴﺎﺭي ﺍﺯ ﺍﻓﺮﺍﺩ‪ ،‬ﻣﻔﻬﻮ ﹺﻡ ﺗﮑﺎﻣﻞ ﺭﺍ ﺑﻪ ﺩﺭﺳﺘﻲ‬ ‫ﻞ ﻣﻴﻤﻮﻥ ﭘﺪﻳﺪ ﻧﻴﺎﻣﺪﻩ ﺍﻧﺪ‪ .‬ﻣﻨﺸﺎﺀ ﺗﮑﺎﻣﻞﹺ ﺍﻧﺴﺎﻥ ﻫﺎ ﻭ ﻣﻴﻤﻮﻥ ﻫﺎ ﻫﻤﮕﻲ ﺑﻪ‬ ‫ﺩﺭﮎ ﻧﮑﺮﺩﻩ ﺑﻮﺩ‪ .‬ﺍﻧﺴﺎﻥ ﻫﺎ ﺍﺯ ﻧﺴ ﹺ‬ ‫ﮔﺮﻭﻩ ﻫﺎي ﺑﺴﻴﺎﺭ ﺍﺑﺘﺪﺍﻳﻲ ﺗﺮ ﺍﺯ ﺍﻧﻮﺍ ﹺﻉ ﭘﻴﺸﻴﻦ ﮐﻪ ﻣﻴﻠﻴﻮﻥ ﻫﺎ ﺳﺎﻝ ﻗﺒﻞ ﺯﻧﺪﮔﻲ ﻣﻲ ﮐﺮﺩﻩ ﺍﻧﺪ ﺑﺮ ﻣﻲ ﮔﺮﺩﺩ‪.‬‬ ‫‪ DNA‬ﺩﺭ ﻧﺰﺩﻳﮏ ﺗﺮﻳﻦ ﮔﺮﻭ ِﻩ ﻧﺨﺴﺘﻲ ﻫﺎ ﺑﻪ ﻣﺎ ﻳﻌﻨﻲ ﺷﺎﻣﭙﺎﻧﺰﻩ ‪ % ٩٨‬ﻣﺸﺎﺑﻬﺖ ﺑﺎ ‪ DNA‬ﺩﺭ ﺍﻧﺴﺎﻥ ﻧﺸﺎﻥ ﻣﻲ‬ ‫ﭗ ﮐﺮﻭﻣﻮﺯﻭﻣﻲﹺ ﺍﻧﺴﺎﻥ ﺷﺒﻴﻪ ﺍﺳﺖ‪.‬‬ ‫ﻞ ﺗﻮﺟﻬﻲ ﺑﻪ ﮐﺎﺭﻳﻮﺗﻴ ﹺ‬ ‫ﻲ ﺷﺎﻣﭙﺎﻧﺰﻩ ﺑﻪ ﻃﻮ ﹺﺭ ﻗﺎﺑ ﹺ‬ ‫ﭗ ﮐﺮﻭﻣﻮﺯﻭﻣ ﹺ‬ ‫ﺩﻫﺪ ﻭ ﮐﺎﺭﻳﻮﺗﻴ ﹺ‬

‫]‪ [٤‬ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﮊﻥ ﻫﺎﻳﻲ ﺭﺍ ﮐﻪ ﺩﺭ ﻣﻮﺵ ﻫﺎ ﻭ ﺳﺎﻳ ﹺﺮ ﻣﻬﺮﻩ ﺩﺍﺭﺍﻥ‪ ،‬ﺭﺷ ِﺪ ﺩﻡ ﺭﺍ ﮐﻨﺘﺮﻝ ﻣﻲ ﮐﻨﻨﺪ‪ ،‬ﺷﻨﺎﺳﺎﻳﻲ‬ ‫ﮐﺮﺩﻩ ﺍﻧﺪ ‪ ).‬ﮔﺮﮐﻮ ﻭ ﻫﻤﮑﺎﺭﺍﻥ ‪ ، ١٩٩٦‬ﭘﺮﻳﻨﻮﺱ ﻭ ﻫﻤﮑﺎﺭﺍﻥ ‪ ، ٢٠٠١‬ﺷﻮﺑﺮﺕ ﻭ ﻫﻤﮑﺎﺭﺍﻥ ‪ ، ٢٠٠١‬ﺷﺎﻡ ﻭ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﻫﻤﮑﺎﺭﺍﻥ ‪ ، ١٩٩٩‬ﺗﺎﮐﺎﺩﺍ ﻭ ﻫﻤﮑﺎﺭﺍﻥ ‪ (١ ١٩٩٤‬ﺟﺎﻟﺐ ﺍﺳﺖ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﻫﻤﻴﻦ ﮊﻥ ﻫﺎ ﺩﺭ ﮊﻧﻮ ﹺﻡ ﺍﻧﺴﺎﻥ ﻧﻴﺰ ﻭﺟﻮﺩ‬ ‫ﺩﺍﺭﺩ‪ ) .‬ﮐﺎﺗﻮ ‪ ، ٢٠٠٤‬ﺭﻭﻟﻴﻨﮏ ﻭ ﻫﻤﮑﺎﺭﺍﻥ ‪ .( ٢ ١٩٩٣‬ﺍﻧﺴﺎﻥ ﻧﻴﺰ ﺩﺭ ﻫﻔﺘﻪ ﻫﺎي ﺍﻭ ﹺﻝ ﺭﻭﻳﺎﻧﻲ ﺩﺍﺭﺍي ﺩﻡ ﺍﺳﺖ‬ ‫ﻦ ﻫﻔﺘﻪ ي ﭼﻬﺎﺭﻡ ﻭ ﭘﻨﺠﻢ ( ﺑﻪ ﺗﺪﺭﻳﺞ ﺩﺭ ﺣﺪﻭ ِﺩ ﻫﻔﺘﻪ ي ﻫﺸﺘﻢ ﺣﺬﻑ ﻣﻲ‬ ‫ﮐﻪ ﺍﻳﻦ ﺩﻡ ﭘﺲ ﺍﺯ ﮐﺎﻣﻞ ﺷﺪﻥ ) ﺑﻴ ﹺ‬ ‫ﺷﻮﺩ ‪ ) .‬ﻓﺎﻟﻮﻥ ﻭ ﺳﻴﻤﺎﻧﺪﻝ ‪ ، ١٩٧٨‬ﻣﻮﺭ ﻭ ﭘﺮﺳﺎﻭﺩ ‪ ، ١٩٩٨‬ﻧﻴﻮﻟﺴﺘﻴﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻥ ‪( ٣١٩٩٣‬‬ ‫ﻞ‬ ‫ﻦ ﻳﮏ ﮔﺮﺑﻪ ﻭ ﻳﮏ ﺍﻧﺴﺎﻥ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺳﺘﻮ ِﻥ ﻣﻬﺮﻩ ﻫﺎ ﻭ ﺩﻡ ﺑﻪ ﺧﻮﺑﻲ ﻗﺎﺑ ﹺ‬ ‫ﺩﺭ ﺗﺼﺎﻭﻳ ﹺﺮ ﺯﻳﺮ‪ ،‬ﺟﻨﻴ ﹺ‬ ‫ﻦ ﺍﻧﺴﺎﻥ ﺍﺳﺖ ؟‬ ‫ﺭﻭﻳﺖ ﺍﺳﺖ‪ .‬ﺁﻳﺎ ﻣﻲ ﺗﻮﺍﻧﻴﺪ ﺑﮕﻮﻳﻴﺪ ﮐﺪﺍﻡ ﺗﺼﻮﻳﺮ ﻣﺘﻌﻠﻖ ﺑﻪ ﺟﻨﻴ ﹺ‬

‫ﺩﺭ ﺑﺮﺧﻲ ﻣﻮﺍﺭ ِﺩ ‪ ،‬ﺩﻡ ﺣﺘﻲ ﭘﺲ ﺍﺯ ﺗﻮﻟ ِﺪ ﻧﻮﺯﺍ ِﺩ ﺍﻧﺴﺎﻥ ﻧﻴﺰ ﺑﺎﻗﻲ ﻣﻲ ﻣﺎﻧﺪ! ﻧﮕﺎﻩ ﮐﻨﻴﺪ ﺑﻪ ‪:‬‬ ‫‪ƒ http://www.thefetus.net/images/article-images/Musculoskeletal/tail_fernando_files/Tail‬‬‫‪man.jpg‬‬ ‫‪ƒ www.talkorigins.org/faqs/comdesc/images/tail.jpg‬‬ ‫‪ƒ http://www.creation-vs-evolution.us/visual-evolution/human-tails/human_tails_١٠.jpg‬‬ ‫ﻧﻘﻞ ﺍﺯ ‪:‬‬ ‫ﮏ ﺍﺳﺘﺎﻧﺴﻔﻴﻠﺪ – ﺍﻟﺮﻭﺩ – ﺗﺮﺟﻤﻪ ي ﺭﺿﺎ ﭘﻴﻠﻪ ﭼﻴﺎﻥ‪ ،‬ﺩﮐﺘﺮ ﻣﺤﻤﺪي‪ ،‬ﺩﮐﺘﺮ ﻣﻌﺘﻤﺪي – ﻧﺸ ﹺﺮ ﺁﻳﻴﮋ – ﺻﻔﺤﻪ ي ‪٣٣٨‬‬ ‫ƒ ﮊﻧﺘﻴ ِ‬ ‫ﭖ ﺑﻴﺴﺘﻢ – ﺻﻔﺤﻪ ي ‪٥٨‬‬ ‫ƒ ﻧﻘﻞ ﺍﺯ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ – ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﮔﻴﺪﻧﺰ – ﺗﺮﺟﻤﻪ ي ﻣﻨﻮﭼﻬﺮ ﺻﺒﻮﺭي – ﻧﺸﺮ ﻧﻲ – ﭼﺎ ﹺ‬

‫]‪ [٥‬ﺳﻠﻮﻝ ﻫﺎي ﺟﺮﻡ‪ ،‬ﺧﻮﺩ ﺩﺭ ﺍﻭﺍﻳﻞ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻥ ﺟﻨﻴﻦ ﻃﻲ ﻓﺮﺍﻳﻨﺪ ﻣﻴﺘﻮﺯ ﺍﺯ ﺯﻳﮕﻮﺕ ﺍﻭﻟﻴﻪ ﺑﻪ ﻭﺟﻮﺩ ﻣﻲ‬ ‫ﺁﻳﻨﺪ‪ .‬ﺍﻳﻦ ﺳﻠﻮﻝ ﻫﺎ ﻧﻴﺰ ﺑﻪ ﻣﺎﻧﻨﺪ ﺳﺎﻳﺮ ﺳﻠﻮﻝ ﻫﺎ ﺩﺍﺭﺍي ‪ ٢٣‬ﺟﻔﺖ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺴﺘﻨﺪ ﮐﻪ ‪ ٢٣‬ﮐﺮﻭﻣﻮﺯﻭﻡ ﺭﺍ ﺍﺯ‬ ‫‪١٩٩٤; Takada et al. ١٩٩٩; Shum et al. ٢٠٠١; Schubert et al. ٢٠٠١;Prinos et al. ١٩٩٦Greco et al. ١‬‬ ‫‪ ٢٠٠٢ Katoh ٢‬ﻭ ‪١٩٩٣ Roelink et al.‬‬ ‫‪١٩٩٣; Nievelstein et al. ١٩٩٨ ; Moore and Persaud ١٩٧٨ Fallon and Simandl ٣‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﻣﺎﺩﺭ ﻭ ‪ ٢٣‬ﮐﺮﻭﻣﻮﺯﻭﻡ ﺭﺍ ﺍﺯ ﭘﺪﺭ ﺑﻪ ﺍﺭﺙ ﺑﺮﺩﻩ ﺍﻧﺪ‪ .‬ﻫﺮ ﭼﻨﺪ ﮐﻪ ﺳﻠﻮﻝ ﻫﺎي ﺟﺮﻡ ﺗﻘﺮﻳﺒﺎً ﺍﺯ ﺍﻭﺍﻳﻞ ﺭﺷﺪ ﺟﻨﻴﻦ‬ ‫ﺩﺭ ﮔﻨﺎﺩ ﻫﺎ ) ﻏﺪﺩ ﺟﻨﺴﻲ ( ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ‪ ،‬ﺍﻣﺎ ﺗﻨﻬﺎ ﭘﺲ ﺍﺯ ﺑﻠﻮﻍ ﺟﻨﺴﻲ ﺳﺖ ﮐﻪ ﺳﻠﻮﻝ ﻫﺎي ﺍﺳﭙﺮﻡ ﻭ ﺗﺨﻤﮏ‬ ‫ﺑﺎﻟﻎ ﺩﺭ ﻓﺮﺩ ﺗﻮﻟﻴﺪ ﻣﻲ ﺷﻮﻧﺪ‪ – .‬ﻡ‬

‫ﻞ ﺍﻳﻦ ﮔﻔﺘﻪ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﻣﺠﻤﻮﻋﻪ ﻫﺎي ﮐﺮﻭﻣﻮﺯﻭﻣﻲ ﮐﻪ‬ ‫]‪ [٦‬ﻣﻴﻮﺯ ﻫﻤﭽﻨﻴﻦ ﻓﺮﺍﻫﻢ ﮐﻨﻨﺪﻩ ي ﺗﻨﻮﻉ ﺍﺳﺖ‪ ،‬ﺩﻟﻴ ﹺ‬ ‫ﻞ ﻣﺠﻤﻮﻋﻪ ﻫﺎي ﮐﺮﻭﻣﻮﺯﻭﻣﻲ ﻣﻴﺘﻮﺯ ﺷﺒﻴﻪ ﺑﻪ ﻫﻢ ﻧﻴﺴﺘﻨﺪ‪ .‬ﺩﺭ‬ ‫ﺑﻪ ﺩﺭﻭ ِﻥ ﮔﺎﻣﺖ ﻫﺎ ﺗﻮﺯﻳﻊ ﻣﻲ ﺷﻮﺩ‪ ،‬ﺿﺮﻭﺭﺗﺎً ﻣﺜ ﹺ‬ ‫ﻞ‬ ‫ﺢ ﺍﻳﻦ ﻣﻄﻠﺐ ﮐﻪ ﭼﺮﺍ ﻣﻴﻮﺯ‪ ،‬ﺍﻣﮑﺎﻥِ ﺗﻨﻮﻉ ﺭﺍ ﻓﺮﺍﻫﻢ ﻣﻲ ﺁﻭﺭﺩ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﻃﻲ ﻓﺮﺍﻳﻨ ِﺪ ﻣﻴﻮﺯ ﻭ ﺗﺒﺪﻳ ﹺ‬ ‫ﺗﻮﺿﻴ ﹺ‬ ‫ﺖ ﻣﺨﺘﻠﻒ ﻣﻲ ﺗﻮﺍﻧﺪ ﭼﻴﺪﻩ‬ ‫ﻳﮏ ﺳﻠﻮ ﹺﻝ ﺩﻳﭙﻠﻮﺋﻴﺪ ﺑﻪ ﺳﻠﻮ ﹺﻝ ﻫﺎﭘﻠﻮﺋﻴﺪ‪ ،‬ﻳﮏ ﺳﻠﻮ ﹺﻝ ﻫﺎﭘﻠﻮﺋﻴﺪ ﺑﻪ ‪ ٢‬ﺑﻪ ﺗﻮﺍ ِﻥ ‪٢٣‬ﺣﺎﻟ ِ‬ ‫ﺷﻮﺩ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ ﮊﻧﺘﻴﮏ‪ .‬ﺍﺛ ﹺﺮ ﺟﻮﻧﺰ – ﮐﺎﺭﭖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻓﺎﺭﺳﻲ ﻭ ﺩﮐﺘﺮ ﺷﻬﺮﻳﺎﺭي – ﻧﺸ ﹺﺮ ﺑﻨﻔﺸﻪ – ﺻﻔﺤﻪ ي ‪٢٩ -٣١‬‬

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‫ﻡ‬ ‫ﭼﻬﺎﺭﻡ‬ ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ‬ ‫ﻣﺒ‬

‫ﻧﻈﻴ ﹺﺮ‬ ‫ﻫﺎي ﺍﻫﻠﻲ ) ﻈﻴ‬ ‫ﻲ ‪ :‬ﻣﺎ ﻣﻌﻤﻮﻮﻻً ﻋﺎﺩﺕ ﺩﺍﺭﻳﻢ ﺩﺭ ﻣﻮﺭ ِﺩ ﺧﻮﺩ ﻭ ﻳﻳﺎ ﮔﻮﻧﻪ ي‬ ‫ﻣﺜﻞ ﺟﻨﺴﻲ ﻭ ﻏﻴﺮﺟﻨﺴﻲ‬ ‫]‪ [٧‬ﺗﻮﻟﻴ ِﺪ ﻞﹺ‬ ‫[‬ ‫ﺑﺪﺍﻧﻴﻢ‪ .‬ﮔﻴﺎﻫﺎﻥ‬ ‫ﻢ‬ ‫ﺖ ﺭﺍ ﺑﺎ ﻧﺮ ﻭ ﻣﺎﺩﻩ ﺑﻮﺩﻥ ﺑﺮﺍﺑﺮ‬ ‫ﮔﻮﺳﻔﻨﺪ ( ﺟﻨﺴﻴﺖ‬ ‫ﺪ‬ ‫ﮔﺎﻭ ﻭ‬ ‫ﻭ‬ ‫ﻧﻴﺰ ﺩﺍﺭﺍي ﺟﻨﺴﺴﻴﺖ ﻫﺴﺘﻨﺪ ﻭ ﺣﺪﺍﻗﻞ ﻣﻣﻲ ﺩﺍﻧﻴﻢ ﻪ‬ ‫ﮐﻪ ﮔﻞ ﻫﺎ ﺩﺍﺭﺭﺍي ﺑﺨﺶ‬ ‫ﺍﺳﺖ ﺑﺪﺍﻧﻴﺪ ﮐﮐﻪ ﻫﻤﻪ ي‬ ‫ﻭﺟﻮﺩ‪ ،‬ﺟﺎﻟﺐ ﺖ‬ ‫‪،‬‬ ‫ﻣﺎﺩﻩ ﻫﺴﺘﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ‬ ‫ﻫﺎي ﻧﺮ ﻭ ﻩ‬ ‫ي‬ ‫ﺕ ﺯﻧﺪﻩ ﺩﺍﺭﺍي ﺩﻭﻭ ﺟﻨﺲ ﻧﻴﺴﺘﻨﻨﺪ ﻭ ﺑﺮﺧﻲ ﺍﺯ ﺳﺎﺩﻩ ﺗﺮﻳﻳﻦ ﺍﺷﮑﺎ ﹺﻝ‬ ‫ﻣﻮﺟﺟﻮﺩﺍ ِ‬ ‫ﺑﺎﺷﻨﺪ‪ .‬ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﻣﺜﺎﻝ ﺩﺭ‬ ‫ﮔﻴﺎﻫﺎﻥ ﻭ ﺟﺎﻧﻮﻮﺭﺍﻥ ﻣﻤﮑﻦ ﺍﺳﺖ ﭼﻨﺪ ﺟﻨﺴﻲ ﺪ‬ ‫ي ﻣﮋﮐﺪﺍﺭ ﺑﺑﻪ ﻧﺎ ﹺﻡ » ﭘﺎﺭﺍﺍﻣﺴﻲ «‪ ،‬ﻫﺸﺸﺖ ﺟﻨﺲ‬ ‫ﺗﮏ ﺳﻠﻮﻝ ﻫﺎي‬ ‫ﻳﮏ ﻧﻮﻉ ﺍﺯ ﮏ‬ ‫ﮏ‬ ‫ﻞ‬ ‫ﭗ ﺟﻔﺖ ﮔﻴﺮﺮي ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﮐﻪ ﻫﻫﻤﮕﻲ ﺍﺯ ﻧﻈ ﹺﺮ ﺷﮑ ﹺ‬ ‫ﻳﺎ ﻫﻫﺸﺖ ﺗﻴ ﹺ‬ ‫ﻳﮑﺴﺎﻧﻨﺪ‪.‬‬ ‫ﺪ‬ ‫ﻇﺎﻫﻫﺮي‬ ‫ﮔﺬﺷﺘﻪ‪ ،‬ﺣﺘﻲ ﺩﺭ ﺟﺟﺎﻧﺪﺍﺭﺍ ِﻥ ﭘﻴﭽ‬ ‫‪،‬‬ ‫ﺍﺯ ﺍﺍﻳﻦ‬ ‫ﻴﭽﻴﺪﻩ ﮐﻪ ﺩﻭ ﺟﻨﺲ ﻭﺟﺟﻮﺩ ﺩﺍﺭﺩ‬ ‫ﻧﻔﺮ ﻭﺟﻮﺩ ﺩﺍﺷﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﻪ‬ ‫ﺍﺳﺖ ﺍﻳﻦ ﺩﻭ ﺟﻨﻨﺲ ﻫﺮ ﺩﻭ ﺩﺭ ﻳﮏ ﺮ‬ ‫ﻧﻴﺰ ﻣﻤﮑﻦ ﺖ‬ ‫ﺑﻪ ﺍﻳﻦ ﻧﻮﻉ ﺟﺟﺎﻧﻮﺭﺍﻥ ﮐﻪ ﺩﺍﺭﺍي ﻫﺮ ﺩﺩﻭ‬ ‫ﺩﻭ ﺟﻨﺴﻲ ( ﮔﮔﻔﺘﻪ ﻣﻲ ﺷﻮﻮﺩ‪.‬‬ ‫ﻼﺣﺎً ﻫﺮﻣﺎﻓﺮﺮﻭﺩﻳﺖ ) ﻭ‬ ‫ﻫﺴﺘﻨﺪ ﺍﺻﻄﻼ‬ ‫ﻲ ﻧﺮ ﻭ ﻣﺎﺩﻩ ﻫﺴ‬ ‫ﺳﻴﺴﺴﺘ ﹺﻢ ﺗﻨﺎﺳﻠ ﹺ‬ ‫ﺑﺴﻴﺎﺎﺭي ﺍﺯ ﮔﻮﻧﻧﻪ ﻫﺎي ﺍﺑﺘﺪﺍﻳﻲ ﺗﺮ‪ ،‬ﺗﻮﻟﻟﻴﺪ ﻣﺜﻞ ﻏﻴﺮﺮﺟﻨﺴﻲ ﺩﺍﺭﺭﻧﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﻣﻣﻌﻨﺎ ﮐﻪ ﺩﺭ ﺍﻳﻦ ﮔﻮﻧﻪ ﻫﻫﺎ ﻧﺮ ﻭ ﻣﺎﺩﺩﻩ‬ ‫ﻳﮑﺪﻳﮕﺮ ﻧﻴﺴﺖ‪ .‬ﺑﺮﺍي‬ ‫ﺮ‬ ‫ﻣﺎﺩﻩ ﺑﺎ‬ ‫ﺁﻣﻴﺰﺵ ﻧﺮ ﻭ ﻩ‬ ‫ﺵﹺ‬ ‫ﻭﺍﺑﺴﺘﻪ ﺑﻪ‬ ‫ﺘﻪ‬ ‫ﻭﺟﻮﻮﺩ ﻧﺪﺍﺭﺩ ﻭ ﺍﮔﺮ ﻫﻢ ﻭﺟﺟﻮﺩ ﺩﺍﺭﺩ ﺗﺗﻮﻟﻴﺪ ﻣﺜﻞ ﻟﺰﺰﻭﻣﺎً‬ ‫ﺣﺘﻲ ﺑﺮﺧﻲ ﺍﺯ ﺧﺧﺰﻧﺪﮔﺎﻥ ﺍﺷﺷﺎﺭﻩ ﮐﺮﺩ‪.‬‬ ‫ﺣﺸﺮﺍﺕ ﻭ ﻳﺎ ﻲ‬ ‫ﺕ‬ ‫ﻣﺜﺎﻝ ﻣﻲ ﺗﻮﺍﻥ ﺑﺑﻪ ﺑﺎﮐﺘﺮي ﻫﻫﺎ ﻭ ﻳﺎ ﺑﺴﻴﺎﺭﺭي ﺍﺯ ﮔﻮﻧﻪ ﻫﺎي‬ ‫ﻝ‬ ‫ﻞ ﺟﻨﺴﻲ ﺩﺩﺭ‬ ‫ﺖ ﮐﻪ ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞﹺ ﻏﻴﺮﺟﻨﻨﺴﻲ ﻧﺴﺒﺘﺎ ً ﻧﺎﺩﺭ ﺍﺳﺖ ﻣﻲ ﺭﺳﺎﻧﺪ ﮐﮐﻪ ﺗﻮﻟﻴ ِﺪ ﻣﺜ ﹺ‬ ‫ﺑﺎ ﺍﻳﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﺍﻳﻦ ﻭﺍﻗﻌﻴﺖ‬ ‫ﺟﻨﺴﻲ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ‬ ‫ﻞ ﻲ‬ ‫ﺩﻗﻴﻖ ﺗﺮ‪ ،‬ﺗﻮﻟﻴﺪِ ﻣﺜ ﹺ‬ ‫ﺕ ﻖ‬ ‫ﻞ ﻏﻴﺮﺟﻨ‬ ‫ﻣﻘﺎﻳﻳﺴﻪ ﺑﺎ ﺗﻮﻟﻴ ِﺪ ﻣﺜ ﹺ‬ ‫ﺟﻨﺴﻲ ﺍﺯ ﻣﺰﻳﻳﺖ ﺑﺮﺧﻮﺭﺩﺩﺍﺭﺍﺳﺖ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﺑﭙﺮﺳﻴﺪ ‪ :‬ﭼﺮﺍ ؟‬ ‫ﺪ‬ ‫ﻲ ﻓﺮﺮﺩ ﮐﻤﮏ ﺑﻴﺸﺸﺘﺮي ﻣﻲ ﮐﮐﻨﺪ‪ .‬ﻣﻤﮑﻦ ﺍﺍﺳﺖ‬ ‫ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞﹺ ﻏﻴﺮ ﺟﻨﺴﻲ ﺑﻪ ﺷﺷﺎﻳﺴﺘﮕ ﹺ‬ ‫ﻴ‬ ‫ﮊﻧﺘﻴﮑﻲ ﺭﺍ ﺩﺭ ﮏ‬ ‫ﻲ‬ ‫ﻞ ﺟﻨﺴﺴﻲ‪ ،‬ﺑﻪ ﻣﻘﺪﺍ ﹺﺭ ﺯﻳﺎﺩي‪ ،‬ﺗﺗﻨﻮ ﹺﻉ‬ ‫ﺗﻮﻟﻟﻴ ِﺪ ﻣﺜ ﹺ‬ ‫ﻳﮏ ﺟﻤﻌﻴﺖ ﺍﻓﺰﺰﺍﻳﺶ ﻣﻲ ﺩﺩﻫﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻗﻴﻖ ﺗﺮﺮ‪،‬‬ ‫ﻞ ﺟﻨﺴﻲ ﺑﻪ ﻭﺟﻮﺩ ﺁﺁﻣﺪﻩ ﺑﺎﺷﺪ‪ ،‬ﻣﻮﺟﻮﺩي ﻳﮕﺎﻧﻪ ﻭ ﺯﻳﻳﺮﻣﺠﻤﻮﻋﻪ ي‬ ‫ﻮ‬ ‫ﻫﺮ ﻓﺮﺩ‬ ‫ﻣﻮﺟﻮ ِﺩ ﺯﻧﺪﻩ ﮐﻪﻪ ﺑﺎ ﺗﻮﻟﻴ ِﺪ ﻣﻣﺜ ﹺ‬ ‫ﻲ‪،‬‬ ‫ﻞ ﺟﻨﺴﻲ‬ ‫ﻖ ﺗﻮﻟﻴ ِﺪ ﻣﺜ ﹺ‬ ‫ﺍﺳﺖ‪ .‬ﺑﻪ ﺍﻳﻦ ﺗﺗﺮﺗﻴﺐ‪ ،‬ﺍﺯ ﻃﻃﺮﻳ ﹺ‬ ‫ﺗﺼﺎﺎﺩﻓﻲ ﺍﺯ ﮊﻧﻬﻬﺎي ﺑﻪ ﻭﺟﻮﻮﺩ ﺁﻭﺭﻧﺪﻩ ي ﮔﻮﻧﻪ ي ﺧﻮﻳﺶ ﺖ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﺶ‬ ‫ﻂ ﺧﻮﻳﺶ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﻣﻮﺟﻮﺩي ﮐﻪ ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﻏﻴﺮﺟﻨﺴﻲ ﺩﺍﺭﺩ ﺍﻓﺰﺍﻳ ﹺ‬ ‫ي ﮔﻮﻧﻪ ﺑﺎ ﻣﺤﻴ ِ‬ ‫ﺍﻣﮑﺎ ِﻥ ﺳﺎﺯﮔﺎﺭ ﹺ‬ ‫ﺑﻴﺸﺘﺮي ﻣﻲ ﻳﺎﺑﺪ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ‪:‬‬ ‫ﭖ ﺳﻮﻡ –‬ ‫ﺖ ﻧﻔﺮﺁﺑﺎﺩي– ﻧﺸ ﹺﺮ ﻧﻮ – ﭼﺎ ﹺ‬ ‫ﺖ ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﺑﺎﺭﻧﺖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﺑﺎﻃﻨﻲ – ﻣﺎﻩ ﻃﻠﻌ ِ‬ ‫ƒ ﺍﻧﺴﺎﻥ ﺑﻪ ﺭﻭﺍﻳ ِ‬ ‫ﺻﻔﺤﻪ ي ‪٨٣‬‬ ‫ƒ ﺳﻮﺳﻴﻮﺑﻴﻮﻟﻮﮊي ‪ -‬ﺍﺛﺮ ﺍﺩﻭﺍﺭﺩ ﻭﻳﻠﺴﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﺸﺮ ﺟﻬﺎﺩﺩﺍﻧﺸﮕﺎﻫﻲ ﻣﺸﻬﺪ – ﺻﻔﺤﻪ ي ‪١٥‬‬ ‫ƒ ﮊﻧﺘﻴ ِ‬ ‫ﮏ ﺍﺳﺘﺎﻧﺴﻔﻴﻠﺪ – ﺍﻟﺮﻭﺩ – ﺗﺮﺟﻤﻪ ي ﺭﺿﺎ ﭘﻴﻠﻪ ﭼﻴﺎﻥ‪ ،‬ﺩﮐﺘﺮ ﻣﺤﻤﺪي‪ ،‬ﺩﮐﺘﺮ ﻣﻌﺘﻤﺪي – ﻧﺸ ﹺﺮ ﺁﻳﻴﮋ – ﺻﻔﺤﻪ ي ‪١٤٧‬‬

‫]‪ [٨‬ﭼﺮﺧﻪ ي ﺯﻧﺪﮔﻲ ﺍﻧﺴﺎﻥ ‪:‬‬ ‫ﺍﻧﺴﺎﻥ ﻭ ﺳﺎﻳ ﹺﺮ ﻣﻮﺟﻮﺩﺍﺕِ ﺩﻳﭙﻠﻮﺋﻴﺪ‪ ،‬ﺩﺭ ﺳﺮﺍﺳ ﹺﺮ ﭼﺮﺧﻪ ي ﺯﻧﺪﮔﻲ ﺑﻪ ﺟﺰ ﺩﺭ ﺳﻠﻮﻝ ﻫﺎي ﺟﻨﺴﻲ ) ﮔﺎﻣﺖ ﻫﺎ (‪،‬‬ ‫ﻲ ﻓﺮﺍﻳﻨ ِﺪ‬ ‫ﮐﺎﻣﻼ ً ﺩﻳﭙﻠﻮﺋﻴﺪ ﻣﻲ ﺑﺎﺷﻨﺪ‪ .‬ﻫﺮﭼﻨﺪ ﻃ ﹺ‬ ‫ﻣﻴﻮﺯ‪ ،‬ﻣﺮﺣﻠﻪ ي ﺩﻳﭙﻠﻮﺋﻴﺪي ﭼﺮﺧﻪ ي ﺯﻧﺪﮔﻲ‬ ‫ﻣﻮﻗﺘﺎ ً ﺑﻪ ﻣﺮﺣﻠﻪ ي ﻫﺎﭘﻠﻮﺋﻴﺪي ﺗﻐﻴﻴﺮ ﺩﺍﺩﻩ ﻣﻲ‬ ‫ﺷﻮﺩ‪ ،‬ﺍﻣﺎ ﺍﺯ ﺍﺗﺤﺎ ِﺩ ﺍﻳﻦ ﺳﻠﻮﻝ ﻫﺎي ﻫﺎﭘﻠﻮﺋﻴﺪ ﻃﻲ‬ ‫ﻓﺮﻳﻨ ِﺪ ﻟﻘﺎﺡ‪ ،‬ﺯﻳﮕﻮﺕ ) ﺗﺨ ﹺﻢ ﺑﺎﺭﻭﺭ ﺷﺪﻩ ( ﺗﻮﻟﻴﺪ‬ ‫ﺖ ﻫﺎﭘﻠﻮﺋﻴﺪ ﺩﺭ‬ ‫ﺷﺪﻩ ﻭ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﺩﻭ ﮔﺎﻣ ِ‬ ‫ﺖ ﺩﻳﭙﻠﻮﺋﻴﺪي ﺧﻮﺩ ﺭﺍ ﺑﺎﺯﻣﻲ‬ ‫ﺯﻳﮕﻮﺕ‪ ،‬ﺣﺎﻟ ِ‬ ‫ﻳﺎﺑﻨﺪ‪ .‬ﺁﻧﮕﺎﻩ ﻓﺮﺍﻳﻨﺪ ﻣﻴﺘﻮﺯ ﺩﺳﺖ ﺑﮑﺎﺭ ﺷﺪﻩ ﻭ ﺑﻪ‬ ‫ﺍﻳﻦ ﺷﮑﻞ ﻳﮏ ﺯﻳﮕﻮﺕ ﺑﻪ ﻳﮏ ﻓﺮ ِﺩ ﺑﺎﻟﻎ ﺗﺒﺪﻳﻞ ﻣﻲ ﺷﻮﺩ‪ .‬ﻭ ﭼﺮﺧﻪ ﺗﮑﺮﺍﺭ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ ﮊﻧﺘﻴﮏ‪ .‬ﺍﺛ ﹺﺮ ﺟﻮﻧﺰ – ﮐﺎﺭﭖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻓﺎﺭﺳﻲ ﻭ ﺩﮐﺘﺮ ﺷﻬﺮﻳﺎﺭي – ﻧﺸ ﹺﺮ ﺑﻨﻔﺸﻪ – ﺻﻔﺤﻪ ي ‪٣٣ -٤٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﭻ ﺩﻭﺗﺎﻳﻲ ‪ DNA‬ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﺍﻟﮕﻮ ﺑﺮﺍي ﻫﻤﺎﻧﻨﺪ‬ ‫]‪ [٩‬ﻫﻤﺎﻧﻨﺪ ﺳﺎﺯي ) ‪ : ( Replication‬ﻫﺮ ﺭﺷﺘﻪ ي ﻣﺎﺭﭘﻴ ﹺ‬ ‫ﺕ ﮊﻧﺘﻴﮑﻲ ﺑﻪ ﻧﺴﻞ‬ ‫ﺵ ﺍﻧﺘﻘﺎ ﹺﻝ ﺍﻃﻼﻋﺎ ِ‬ ‫ي ﺧﻮﺩ ﻋﻤﻞ ﻣﻲ ﮐﻨﺪ‪ .‬ﺍﻳﻦ ﻓﺮﺍﻳﻨﺪ ﻗﺒﻞ ﺍﺯ ﺗﻘﺴﻴ ﹺﻢ ﺳﻠﻮﻟﻲ ﺭﺥ ﺩﺍﺩﻩ ﻭ ﺭﻭ ﹺ‬ ‫ﺳﺎﺯ ﹺ‬ ‫ﻫﺎي ﺳﻠﻮﻟﻲ ﺑﻌﺪي ﺍﺳﺖ‪.‬‬ ‫ﭘﻴﻮﻧﺪ ﻫﺎي ﻫﻴﺪﺭﻭﮊﻧﻲ ﮐﻪ ﺟﻔﺖ ﻫﺎي ﺑﺎﺯي ﺭﺍ ﺑﻪ ﻳﮑﺪﻳﮕﺮ ﺍﺗﺼﺎﻝ ﻣﻲ ﺩﻫﻨﺪ‪ ،‬ﭘﻴﻮﻧﺪ ﻫﺎي ﺿﻌﻴﻔﻲ ﻫﺴﺘﻨﺪ‪ .‬ﺩﺭ‬ ‫ي ‪ ،DNA‬ﺩﻭ ﺭﺷﺘﻪ ي ‪ DNA‬ﻫﻤﺎﻧﻨ ِﺪ ﺯﻳﭗ ﺩﺭ ﻃﻮ ﹺﻝ ﺍﻳﻦ ﭘﻴﻮﻧﺪ ﻫﺎي ﺿﻌﻴﻒ ﺑﺎﺯ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫ﻃﻲ ﻫﻤﺎﻧﻨﺪﺳﺎﺯ ﹺ‬ ‫ﮏ ﺍﺳﺘﺎﻧﺴﻔﻴﻠﺪ – ﺍﻟﺮﻭﺩ – ﺗﺮﺟﻤﻪ ي ﺭﺿﺎ ﭘﻴﻠﻪ ﭼﻴﺎﻥ‪ ،‬ﺩﮐﺘﺮ ﻣﺤﻤﺪي‪ ،‬ﺩﮐﺘﺮ ﻣﻌﺘﻤﺪي – ﻧﺸ ﹺﺮ ﺁﻳﻴﮋ – ﺻﻔﺤﻪ ي ‪٩١ – ٩٨‬‬ ‫ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴ ِ‬

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‫ﻡ‬ ‫ﭼﻬﺎﺭﻡ‬ ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ‬ ‫ﻣﺒ‬

‫‪RN‬‬ ‫ﺩﻭ ﺭﺷﺘﻪ ﺍي ﺍﺳﺖ‪ ،‬ﻣﻮﻟﮑﻮﻮﻟﻲ ﺗﮏ ﺭﺷﺷﺘﻪ ﺍي ﻣﻲ ﺑﺎﺷﺪ‪NA .‬‬ ‫‪ DNA‬ﮐﻪ ﻣﻣﻮﻟﮑﻮﻟﻲ ﻭ‬ ‫ﻑ‪A‬‬ ‫]‪ RNA [١١٠‬ﺑﺮﺧﻼ ِ‬ ‫ﮕﺮ ﺑﻪ ﻧﺎﻡ ﺍﻭﻭﺭﺍﺳﻴﻞ ) ‪ ( U‬ﻣﻲ ﺑﺎﺷﺷﺪ ﻭ ‪ U‬ﺑﺎ ‪A‬‬ ‫ﺑﻪ ﺟﺟﺎي ﺗﻴﻤﻴﻦ ) ‪ ( T‬ﺩﺭ ﺳﺎﺧﺘﻤﺎ ِﻥ ﺧﺧﻮﺩ ﺩﺍﺭﺍي ﻳﻳﮏ ﺑﺎ ﹺﺯ ﺩﻳﮕ‬ ‫‪ RNA‬ﺳﻠﻮﻟﻲ ﻃﻃﻲ‬ ‫‪R‬‬ ‫ﻲ ﻣﻮﻟﮑﻮﻝ ﻫﺎي‬ ‫ﺗﻤﺎﻣ ﹺ‬ ‫ﺗﺮ ﺍﺯ ‪ DNA‬ﺍﺳﺖ‪ .‬ﻣ‬ ‫‪ RNA‬ﺑﺴﻴﺎﺎﺭ ﮐﻮﺗﺎﻩ ﺮ‬ ‫ﺷﻮﺩ‪ .‬ﻣﻮﻟﮑﻮ ﹺﻝ ‪A‬‬ ‫ﺟﻔﺖ ﻣﻲ ﺩ‬ ‫ﺖ‬ ‫ﻳﮏ ﻭﺍﺣﺪِ ﺭﻭﻧﻮﻮﻳﺴﻲ ﺗﻨﻬﺎ ﻳﮑﻲ ﺍﺯ ﺭﺷﺷﺘﻪ‬ ‫ﺧﺘﻪ ﻣﻲ ﺷﻮﻮﻧﺪ‪ .‬ﺩﺭ ﮏ‬ ‫ﻓﺮﺍﻳﻳﻨﺪي ﺑﻪ ﻧﺎ ﹺﻡ ﺭﻭﻧﻮﻳﺴﻲ ﺍﺯ ﺍﻟﮕﻮي ‪ DNA‬ﺳﺎﺧ‬ ‫‪ ،RN‬ﺍﻃﻼﻋﺎﺕ ﺍﺻﻄﻼﺣﺣﺎ ً‬ ‫ﮐﻨﺪ‪ .‬ﺑﺎ ﺭﻭﻧﻮﻳﺴﺴﻲ ﺑﻪ ‪NA‬‬ ‫ﺖ ‪ RNA‬ﻋﻤﻤﻞ ﻣﻲ ﺪ‬ ‫ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﺍﻟﮕﮕﻮي ﺳﺎﺧ ِ‬ ‫ي ‪ DNA‬ﻪ‬ ‫ﻫﺎي‬ ‫ﺷﻮﻧﺪ‪.‬‬ ‫‪ RNA‬ﺳﺎﺧﺘﺘﻪ ﻣﻲ ﺪ‬ ‫ﻓﻌﺎﻝ ﻭ ﻳﺎ ﺑﻴﺎﻥ ﻣﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺳﺳﭙﺲ‪ ،‬ﭘﺮﻭﺗﺌﺌﻴﻦ ﻫﺎ ﻃﻲ ﻓﻓﺮﺍﻳﻨﺪي ﺑﻪ ﻧﺎ ﹺﻡ ﺗﺮﺟﻤﻪ ﺍﺯ ﺍﻟﮕﻮي ‪A‬‬ ‫ﻝ‬ ‫ﺘﻤﺪي – ﻧﺸ ﹺﺮ ﺁﻳﻴﮋ – ﺻﻔﺤﻪ ي ‪٩١ – ٨٤‬‬ ‫ﮏ ﺍﺳﺘﺎﺎﻧﺴﻔﻴﻠﺪ – ﺍﻟﺮﻭﻭﺩ – ﺗﺮﺟﻤﻪ ي ﺭﺿﺎ ﭘﻴﻠﻪ ﭼﻴﺎﻥ‪ ،‬ﺩﮐﺘﺮ ﻣﺤﻤﺪﺪي‪ ،‬ﺩﮐﺘﺮ ﻣﻌﺘﻤ‬ ‫ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴ ِ‬

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‫ﻡ‬ ‫ﭼﻬﺎﺭﻡ‬ ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ‬ ‫ﻣﺒ‬

‫ﺑﺘﻮﺍﻥ ﺁﻥ ﺭﺍ ﺑﺮﺍي‬ ‫ﺍﺳﺖ ﮐﻪ ﻥ‬ ‫ﺑﺤﺚ‪ ،‬ﺻﻔﺖ ﺑﻪ ﻣﻌﻨﺎي ﻫﺮ ﭼﻴﺰي ﺖ‬ ‫‪،‬‬ ‫ﺩﺭ ﺍﻳﻦ‬ ‫ﺕ ﮐﻴﻔﻲ ﻭ ﮐﻤﻲ ‪ :‬ﺭ‬ ‫]‪ [١١١‬ﺻﻔﺎ ِ‬ ‫ﺻﻔﺖ ﺑﻪ ﺷﻤﺎﺭ ﻣﻲ ﺭﻭﻧﺪ‪ .‬ﺩﺩﺭ‬ ‫ﺜﻼً ﺭﻧ ِ‬ ‫ﭼﺸﻢ‪ ،‬ﻧﻮ ﹺﻉ ﺭﻓﻓﺘﺎﺭ ﻭ ﻏﻴﺮﻩ ﻫﻤﮕﻲ ﻭﻳﮋﮋﮔﻲ ﻳﺎ ﺖ‬ ‫ﮓ ﭼﺸ‬ ‫ﮑﺎﺭ ﺑﺮﺩ‪ .‬ﻣﺜﻼ‬ ‫ﻒ ﻓﺮﺩ ﺑﮑ‬ ‫ﺻﻴ ِ‬ ‫ﺗﻮﺻ‬ ‫ﺑﻨﺪي ﮐﻠﻲ‪ ،‬ﻣﻲ ﺗﻮﺍﻥ ﺕ‬ ‫ﻳﮏ ﺩﺳﺘﻪ يﹺ‬ ‫ﮏ‬ ‫ﺻﻔﺎﺕ ﺭﺍ ﺑﻪ ﺩﻭ ﺩﺩﺳﺘﻪ ﺗﻘﺴﻴﻢ ﻧﻤﻮﺩ ‪:‬‬ ‫‪ : ( qualitativ‬ﺑﻪ ﺻ‬ ‫‪q‬‬ ‫ﺕ ﮐﻴﻔﻲ ) ‪ve traitss‬‬ ‫ƒ ﺻﻔﺎ ِ‬ ‫ﺻﻔﺎﺗﻲ‬ ‫ﻫﺎي ﻣﺠﺰﺍي ﻓﻨﻨﻮﺗﻴﭙﻲ‬ ‫ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺑﻪ ﺭﺍﺣﺘﻲ ﺩﺩﺭ ﮔﺮﻭﻩ ي‬ ‫ﮔﻔﺘﻪ ﻲ‬ ‫ﺻﻔﺖ ﺭﺍ‬ ‫ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ‪ ،‬ﻓﺮﺮﺩ ﻳﺎ ﺁﻥ ﺻ‬ ‫ﻨﺪي ﻣﻲ ﺷﻮﻮﻧﺪ‪ .‬ﺑﻪ ﺕِ‬ ‫ﻃﺒﻘﻪ ﺑﻨﺪ‬ ‫ﺩﺍﺭﺍﺳﺖ ﻭ ﻳﺎ ﺩﺍﺭﺍ ﻧﻴﺴﺖ‪ .‬ﻣﺜﻼً ﻳﺎ ﺭﻧ ِ‬ ‫ﺁﺑﻲ ﺍﺳﺖ‬ ‫ﭼﺸ ﹺﻢ ﻓﺮﺩ ﻲ‬ ‫ﮓﭼ‬ ‫ﺖ‬ ‫ﺕ‪،‬‬ ‫ﺖ ﺍﻳﻦ ﻧﻮﻉ ﺻﻔﺎﺕ‬ ‫ﺖ ﮐﻴﻴﻔﻲ ﺍﺳﺖ‪ .‬ﻭﺭﺍﺛ ِ‬ ‫ﻳﮏ ﺻﻔ ِ‬ ‫ﺭﻧﮓ ﭼﺸﻢ ﮏ‬ ‫ﻳﺎ ﺖ‬ ‫ﻧﻴﺴﺖ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﺑﮕﻮﻳﻴﻢ ﮓِ‬ ‫ﭻ‪ ،‬ﻳﺎ ﮐﻤﺘﺮ ﺍﺯ‬ ‫ﻣﺤﻴﻂ ﺑﺮ ﺁﻧﻬﺎ ﻫﻴﭻ‬ ‫ﻼﻭﻩ ﺑﺮ ﺍﻳﻦ‪ ،‬ﺗﺎﺛﻴ ﹺﺮ ﻂ‬ ‫ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻭ ﻋﻼ‬ ‫ﮑﻲ ﻳﮏ ﻳﺎ ﭼﭼﻨﺪ ﮊﻥ ﺭ‬ ‫ﺗﺤﺖ ﮐﮐﻨﺘﺮ ﹺﻝ ﮊﻧﺘﻴﮑﻲ‬ ‫ﺣﺪﺍﮐﺜﺮ ﺩﻭ ﮊﮊﻥ ﮐﻨﺘﺮﻝ ﻣﻣﻲ‬ ‫ﻂ ﻳﮏ ﮊﻥ ﻭ ﻳﺎ ﺣﺪ‬ ‫ﺻﻔﺎﺕ ﻏﺎﻟﺒﺎً ﺗﻮﺳ ِ‬ ‫ﺍﺳﺖ ﮐﻪ ﺍﺛ ﹺﺮ ﮊﻥ ﺭﺍ ﻣﺒﻬﻢ ﮐﮐﻨﺪ‪ .‬ﺍﻳﻦ ﺻ‬ ‫ﺁﻥ ﺖ‬ ‫ﺕ ﮐﻴﻔﻔﻲ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﺑﺮﺍي ﺻﻔﺎ ِ‬ ‫ﭼﻨﺪ ﻣﺜﺎﻝ ي‬ ‫ﮔﺮﻭﻩ ﺧﻮﻧﻲ ﺪ‬ ‫ﻩ‬ ‫ﻧﺒﻮﺩﻥ ﻣﻮ‪،‬‬ ‫ﮓ ﺑﺬﺭ‪ ،‬ﺑﻮﻮﺩﻥ ﻳﺎ ﻥِ‬ ‫ﮓ ﮔﻞ‪ ،‬ﺭﻧ ِ‬ ‫ﺷﻮﺩ‪ .‬ﺭﺭﻧ ِ‬ ‫‪ :( qu‬ﺑﻪ ﺻﻔﺎﺗﻲ‬ ‫ﺕ ﮐﻤﻲ ) ‪uantitativve traitss‬‬ ‫ƒ ﺻﻔﺎ ِ‬ ‫ﺣﺪي ﺯﻳﺎﺩ ﺍﺳﺳﺖ ﮐﻪ‬ ‫ﭘﺬﻳﺮي ﺁﻧﻬﺎ ﺑﻪ ﺣ‬ ‫يﹺ‬ ‫ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺗﻨﻮﻉ‬ ‫ﮔﻔﺘﻪ ﻲ‬ ‫ﻓﻨﻮﺗﻴﭙﻲ ﻣﺠﺰﺍ ﻗﺮﺮﺍﺭ ﺩﺍﺩ‪.‬‬ ‫ﻲ‬ ‫ﻧﻤﻲ ﺗﻮﻮﺍﻥ ﺁﻧﻬﺎ ﺭﺍ ﺩﺭ ﮔﺮﻭﻩ ﻫﺎي‬ ‫ﻳﻌﻨﻲ ﻧﻤﻤﻲ ﺗﻮﺍﻥ ﮔﻔﻔﺖ ﻓﺮﺩ ﺍﻳﻦ ﺻﻔﺖ ﺭﺍ ﺩﺩﺍﺭﺍ ﻫﺴﺖ ﺎﻳﺎ ﻧﻴﺴﺖ‪.‬‬ ‫ي ﮔﮔﺴﺴﺘﻪ ﻧﻴﺴﺘﺘﻨﺪ‪ .‬ﺑﻠﮑﻪ ﺍﻳﻳﻦ‬ ‫ﺗﻨﻮ ﹺﻉ ﭘﺬﻳﺮ ﹺ‬ ‫ﮐﻤﻲ‪ ،‬ﺩﺍﺭﺍي ﻮ‬ ‫‪،‬‬ ‫ﺕ‬ ‫ﺻﻔﺎ ِ‬ ‫ﺡ ﻋﻠﻤﻲ‪ ،‬ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺻ‬ ‫ﺑﻪ ﺍﺻﻄﻄﻼ ﹺ‬ ‫ﺍﺯ ﻳﮏ ﺗﻴﭗ ﺑﻪ ﺗﻴ ﹺ‬ ‫ﮕﺮ‬ ‫ﭗ ﺩﻳﮕ‬ ‫ﺗﻮﺍﻥ ﺑﻪ ﻃﻮ ﹺﺭ ﻧﺎﻣﺤﺴﻮﺱ ﺯ‬ ‫ﺻﻔﺎﺕ‪ ،‬ﻃﻴﻔﻲ ﺍﺯ ﻓﻓﻨﻮﺗﻴﭗ ﻫﺎ ﻣﻲ ﺳﺎﺯﻧﺪ ﮐﮐﻪ ﻣﻲ ﻥ‬ ‫‪،‬‬ ‫ي ﻣﺴﺘﻤﺮ ﻫﺴﺘﻨﺘﻨﺪ‪.‬‬ ‫ﺕ ﮐﻤﻲ‬ ‫ﺻﻔﺎ ِ‬ ‫ﺗﺒﺪﻳﻞ ﺷﺷﻮﺩ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻳﻦ ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﮐﻪ ﺻ‬ ‫ﻲ‪ ،‬ﺩﺍﺭﺍي ﺗﻨﻨﻮﻉ ﭘﺬﻳﺮ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ي ﺍﺳﮑﻴﺰﻭﻓﺮﻧﻲ ﺭﺍ ﺩﺭ ﻧﻈﺮ‬ ‫ﺕ ﮐﻤﻲ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﻣﺜﻼً ﺑﻴﻤﺎﺭ ﹺ‬ ‫ﺍﮐﺜ ﹺﺮ ﻭﻳﮋﮔﻲ ﻫﺎي ﺭﻓﺘﺎﺭي‪ ،‬ﺟﺰﺀ ﺻﻔﺎ ِ‬ ‫ﺑﮕﻴﺮﻳﺪ ‪ :‬ﻫﻴﭻ ﻣﺮﺯي ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ ﮐﻪ ﺑﺘﻮﺍﻧﻴﻢ ﺑﮕﻮﻳﻴﻢ ﺗﺎ ﻗﺒﻞ ﺍﺯ ﺁﻥ ﻣﺮﺯ‪ ،‬ﻓﺮﺩ ﺳﺎﻟﻢ ﺍﺳﺖ ﻭ ﭘﺲ ﺍﺯ ﺁﻥ ﻣﺮﺯ‬ ‫ﺕ ﮐﻤﻲ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﻓﺮﺩ ﺩﭼﺎ ﹺﺭ ﺍﺳﮑﻴﺰﻭﻓﺮﻧﻲ ﺍﺳﺖ‪ .‬ﻗ ِﺪ ﮔﻴﺎﻫﺎﻥ‪ ،‬ﺯﻣﺎ ِﻥ ﺑﻠﻮﻍ‪ ،‬ﻫﻮﺵ ﻣﺜﺎﻝ ﻫﺎي ﺩﻳﮕﺮي ﺍﺯ ﺻﻔﺎ ِ‬ ‫ﺕ ﮐﻤﻲ ﻭ ﮐﻴﻔﻲ ﺩﺭ ﺩﻭ ﭼﻴﺰ ﺍﺳﺖ ‪:‬‬ ‫ﻦ ﺻﻔﺎ ِ‬ ‫ﺕ ﺍﺳﺎﺳﻲ ﺑﻴ ﹺ‬ ‫ﺗﻔﺎﻭ ِ‬ ‫‪ -١‬ﺗﻌﺪﺍﺩ ﮊﻥ ﻫﺎﻳﻲ ﮐﻪ ﺑﻪ ﺗﻨﻮ ﹺﻉ ﻓﻨﻮﺗﻴﭙﻲ ﮐﻤﮏ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﻞ ﻣﺤﻴﻄﻲ ﺗﻐﻴﻴﺮ ﮐﻨﺪ‪.‬‬ ‫‪ -٢‬ﻣﻘﺪﺍﺭي ﮐﻪ ﻓﻨﻮﺗﻴﭗ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﻭﺳﻴﻠﻪ ي ﻋﻮﺍﻣ ﹺ‬ ‫ﻂ ﮊﻥ ﻫﺎي ﺯﻳﺎﺩي ) ﺍﺣﺘﻤﺎﻻ ً ‪ ١٠‬ﺗﺎ‬ ‫ﺕ ﮐﻤﻲ ﻻﺯﻡ ﺍﺳﺖ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺍﻳﻦ ﺻﻔﺎﺕ ﻣﻌﻤﻮﻻ ً ﺗﻮﺳ ِ‬ ‫ﺩﺭ ﻣﻮﺭ ِﺩ ﺻﻔﺎ ِ‬ ‫‪ ١٠٠٠‬ﻭ ﻳﺎ ﺑﻴﺸﺘﺮ ( ﮐﻨﺘﺮﻝ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺗﺎﺛﻴ ﹺﺮ ﺍﻳﻦ ﮊﻥ ﻫﺎ‪ ،‬ﺑﻪ ﻃﻮﺭ ﺟﺪﺍﮔﺎﻧﻪ ﻗﺎﺑﻞ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮي ﻧﻴﺴﺖ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ‬ ‫ﺕ ﮐﻤﻲ‬ ‫ﺕ ﮐﻤﻲ‪ ،‬ﺗﻤﺎ ﹺﻡ ﮊﻥ ﻫﺎ ﺑﺎ ﺗﺎﺛﻴﺮ ﺑﺮ ﺩﻳﮕﺮ ﮊﻥ ﻫﺎ ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ‪ ،‬ﺑﻪ ﺻﻔﺎ ِ‬ ‫ﺩﻳﮕﺮ ﺩﺭ ﺻﻔﺎ ِ‬ ‫ﺕ ﭼﻨﺪ ﮊﻧﻲ ﻧﻴﺰ ﻣﻲ ﮔﻮﻳﻨﺪ‪.‬‬ ‫ﺻﻔﺎ ِ‬ ‫ﮏ ﺍﺳﺘﺎﻧﺴﻔﻴﻠﺪ – ﺍﻟﺮﻭﺩ – ﺗﺮﺟﻤﻪ ي ﺭﺿﺎ ﭘﻴﻠﻪ ﭼﻴﺎﻥ‪ ،‬ﺩﮐﺘﺮ ﻣﺤﻤﺪي‪ ،‬ﺩﮐﺘﺮ ﻣﻌﺘﻤﺪي – ﻧﺸ ﹺﺮ ﺁﻳﻴﮋ – ﺻﻔﺤﻪ ي ‪٢٧٧‬‬ ‫ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴ ِ‬

‫ﺕ ﺩﻳﮕﺮ‬ ‫ﺖ ﻣﻐﻠﻮﺏ ﺑﺎﻳﺪ ﻫﺮ ﺩﻭ ﺁﻟﻞ ﻣﻐﻠﻮﺏ ﺑﺎﺷﻨﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫]‪ [١٢‬ﺑﻪ ﻃﻮﺭ ﻃﺒﻴﻌﻲ‪ ،‬ﺑﺮﺍي ﻇﺎﻫﺮ ﺷﺪ ِﻥ ﻳﮏ ﺻﻔ ِ‬ ‫ﻭﻗﺘﻲ ﮊﻧﻲ ﻣﻐﻠﻮﺏ ﺑﺎﺷﺪ‪ ،‬ﺗﻨﻬﺎ ﺯﻣﺎﻧﻲ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﻭﺟﻮ ِﺩ ﺁﻥ ﭘﻲ ﺑﺮﺩ ﮐﻪ ﮊﻥ ﻗﺮﻳﻨﻪ ﺍي ﻫﻤﺎﻧﻨ ِﺪ ﺧﻮﺩ ﺩﺭ ﺑﺮﺍﺑ ﹺﺮ ﺁﻥ‬ ‫ﻗﺮﺍﺭ ﮔﻴﺮﺩ‪ .‬ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺗﻨﻬﺎ ﭘﺲ ﺍﺯ ﮔﺬﺷ ِ‬ ‫ﺖ ﻧﺴﻞ ﻫﺎ ﮊ ِﻥ ﻧﻈﻴﺮي ﺩﺭ ﺑﺮﺍﺑ ﹺﺮ ﺁﻥ ﻗﺮﺍﺭ ﮔﻴﺮﺩ ﻭ‬ ‫ﺖ ﻧﺎﺷﻲ‬ ‫ﺐ ﺻﻔ ِ‬ ‫ﻭﺟﻮ ِﺩ ﺁﻥ ﺁﺷﮑﺎﺭ ﺷﻮﺩ‪ .‬ﺑﻪ ﺯﺑﺎﻥ ﺩﻳﮕﺮ ‪ ،‬ﺍﻓﺮﺍﺩي ﮐﻪ ﺗﻨﻬﺎ ﺩﺍﺭﺍي ﻳﮏ ﺁﻟﻞ ﻣﻐﻠﻮﺏ ﺑﺎﺷﻨﺪ‪ ،‬ﺻﺎﺣ ﹺ‬ ‫ﻞ ﻣﻐﻠﻮﺏ ﺭﺍ ﺑﻪ ﻓﺮﺯﻧﺪﺍﻥ‬ ‫ﺖ ﻣﻮﺭﺩ ﻧﻈﺮ ﺗﻠﻘﻲ ﻣﻲ ﺷﻮﻧﺪ ﺯﻳﺮﺍ ﻗﺎﺩﺭﻧﺪ ﺁﻟ ﹺ‬ ‫ﻞ ﺻﻔ ِ‬ ‫ﺍﺯ ﺁﻥ ﺁﻟﻞ ﻧﻤﻲ ﺷﻮﻧﺪ ﺍﻣﺎ ﺣﺎﻣ ﹺ‬ ‫ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪ‪ .‬ﻧﻘﻞ ﺍﺯ ‪:‬‬ ‫ﮏ ﺭﻓﺘﺎﺭي ﺍﺛ ﹺﺮ ﺭﺍﺑﺮﺕ ﭘﻼﻣﻴﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻧﻴﮑﺨﻮ ﻭ ﺁﻭﺍﺩي ﻳﺎﻧﺲ – ﻧﺸﺮ ﻣﻬﺘﺎﺏ –‬ ‫ƒ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﮊﻧﺘﻴ ِ‬ ‫ﭖ ﺳﻮﻡ – ﺻﻔﺤﻪ ي ‪٢٩‬‬ ‫ﭼﺎ ﹺ‬ ‫ﭖ ﺳﻮﻡ –‬ ‫ﺖ ﻧﻔﺮﺁﺑﺎﺩي– ﻧﺸ ﹺﺮ ﻧﻮ – ﭼﺎ ﹺ‬ ‫ﺖ ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﺑﺎﺭﻧﺖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﺑﺎﻃﻨﻲ – ﻣﺎﻩ ﻃﻠﻌ ِ‬ ‫ƒ ﺍﻧﺴﺎﻥ ﺑﻪ ﺭﻭﺍﻳ ِ‬ ‫ﺻﻔﺤﻪ ي ‪٣٧‬‬

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‫ﻡ‬ ‫ﭼﻬﺎﺭﻡ‬ ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ‬ ‫ﻣﺒ‬

‫ﺑﺮﺧﻲ ﮊﻥ ﻫﺎي ﻣﻌﻌﻴﻦ ﺭﺍ ﺑﻪ ﻧﺴﺴﻞ‬ ‫ﺑﺘﻮﺍﻧﺪ ﺳﻬ ﹺﻢ ﺑﻴﺸﺘﺮﺮي ﺍﺯ ﻲ‬ ‫ﺗﺪﺑﻴﺮي ﮐﻪ ﺪ‬ ‫ي‬ ‫ﺏ ﻃﻃﺒﻴﻌﻲ ﻫﺮ ﺍﺑﺰﺰﺍﺭ ﻭ‬ ‫ﻓﺮﺍﻳﻨﺪ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﺪِ‬ ‫]‪ [١١٣‬ﺩﺭ‬ ‫ﻋﻤ ﹺﺮ‬ ‫ﺕ ﻣﻣﺸﺨﺼﻪ ي ﮔﮔﻮﻧﻪ ﺩﺭ ﺧﻮﻮﺍﻫﺪ ﺁﻣﺪ‪ .‬ﻳﮏ ﮔﺮﻭﻩ ﺍﺯ ﺍﻳﻦ ﮔﻮﻧﻧﻪ ﺗﺪﺍﺑﻴﺮ ﻤ‬ ‫ﻫﺎي ﺑﻌﺪي ﺗﺤﻤﻤﻴﻞ ﮐﻨﺪ‪ ،‬ﺑﻪﻪ ﺻﻮﺭ ِ‬ ‫ي‬ ‫ﮕﺮ‪ ،‬ﻣﺮﺍﻗﺒﺖ ﺍﺯ‬ ‫ﮕﺮ ﻋﻤﻠﮑﺮ ِﺩ ﺍﺍﻭ ﺭﺍ ﺩﺭ ﺟﻔﻔﺖ ﮔﻴﺮي ﻭ ﮔﺮﻭ ِﻩ ﺩﻳﮕ‬ ‫ﮐﻨﻨﺪ‪ ،‬ﮔﺮﻭ ِﻩ ﺩﻳﮕ‬ ‫‪،‬‬ ‫ﻖ ﻣﻲ‬ ‫ﺩﺭﺍﺯﺗﺮ ﺑﺮﺍي ﻓﺮﺮﺩ ﺭﺍ ﺗﺸﻮﻳﻖ‬ ‫ﺍﻧﺘﺨﺎﺏ ﮊﻥ ﻫﺎ ﻓﻨﻮﻮﺗﻴﭗ ﻫﺎ ﻫﺴﺴﺘﻨﺪ‪ ،‬ﻟﺬﺍ ﻣﻮﻮﻓﻖ ﺗﺮﻳﻦ ﮊﮊﻥ ﻫﺎ‪ ،‬ﺁﻧﻬﺎﻳﻳﻲ‬ ‫ﺏﹺ‬ ‫ﻧﺠﺎ ﮐﻪ ﻭﺍﺳﻄﻄﻪ ي‬ ‫ﻓﺮﺯﺯﻧﺪﺍ ِﻥ ﺗﻮﻟﻴﺪ ﺷﺪﻩ‪ .‬ﺍﺯ ﺁﻧﺠ‬ ‫ﺠﻪ‬ ‫ﺷﻴﻮﻩ ﻣﻮﺟﺐ ﺷﻮﻮﻧﺪ‪ .‬ﺩﺭ ﻧﺘﻴﺠ‬ ‫ﻮﻳﺸﺎﻭﻧﺪﺍﻧﺶ ﺭﺍ ﺑﻪ ﻣﻮﺛﺮﺮﺗﺮﻳﻦ ﻩ‬ ‫ﺶ‬ ‫ﻣﺜﻠﻲ ﻓﺮﺩ ﻭ ﺧﻮ‬ ‫ﺖ ﺗﻮﻟﻴ ِﺪ ﻲ‬ ‫ﻫﺴﺘﺘﻨﺪ ﮐﻪ ﺑﻘﺎﺀ ﻭ ﻣﻮﻓﻘﻴ ِ‬ ‫ﺩﺍﺷﺖ ﮐﻪ ﺭﻓﺘﺎ ﹺﺭ ﺍﻓﺮﺍﺩ ﻃﻮﺭﺭي ﺑﺎﺷﺪ ﮐﻪ ﺑﻘﺎﺀ ﮊﻥ ﺍﺭﺗﺗﻘﺎﺀ ﭘﻴﺪﺍ ﮐﻨﻨﺪ‪.‬‬ ‫ﺑﺎﻳﺪ ﺍﻧﺘﻈﺎﺭ ﺖ‬ ‫ﺪ‬ ‫ﻧﻘﻞ ﺍﺯ ‪:‬‬

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‫ﺸﻬﺪ – ﺻﻔﺤﻪ ي ‪١٥‬‬ ‫ﺳﻮﺳﻴﻮﺑﻴﻮﻮﻟﻮﮊي ﺍﺛﺮ ﺍﺩﻭﻭﺍﺭﺩ ﻭﻳﻠﺴﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﺩﻩ – ﻧﺸﺮ ﺟﻬﺎﺩﺩﺩﺍﻧﺸﮕﺎﻫﻲ ﻣﺸﻬ‬

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‫ي ﺭﻓﺘﺎﺭﺭ – ﺍﺛ ﹺﺮ ﮐﺮﺑﺰ ﻭ ﺩﻳﻮﻳﺲ – ﺗﺗﺮﺟﻤﻪ ﺩﮐﺘﺮ ﻭﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﺸﺮ ﺟﻬﺎﺩ ﺩﺍﻧﺸﺸﮕﺎﻫ ﹺ‬ ‫ﭖ ﭘﻨﺠﻢ –‬ ‫ﻲ ﻣﺸﻬﺪ – ﭼﺎ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﮐﮐﻮﻟﻮﮊ ﹺ‬ ‫ﺻﻔﺤﻪ ي ‪٢٥‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫]‪ : phenotype [١٤‬ﺑﺮﺍي ﻓﻬ ﹺﻢ ﺑﻬﺘ ﹺﺮ ﻣﻮﺿﻮﻉ‪ ،‬ﺩﺭ ﺍﻳﻦ ﻗﻤﺴﺖ ﭼﻨﺪ ﺗﻌﺮﻳﻒ ﺍﺯ ﺍﻳﻦ ﺍﺻﻄﻼﺡ ﻣﻲ ﺁﻭﺭﻳﻢ ‪:‬‬

‫ﻞ ﻣﺤﻴﻄﻲ‬ ‫ﻲ ﻓﺮﺩ ﻭ ﺍﺛ ﹺﺮ ﻋﻮﺍﻣ ﹺ‬ ‫ﺖ ﮊﻧﺘﻴﮑ ﹺ‬ ‫ﺕ ﻣﺸﻬﻮ ِﺩ ﻳﮏ ﻣﻮﺟﻮ ِﺩ ﺯﻧﺪﻩ ﮐﻪ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﺳﺎﺧ ِ‬ ‫‪ .١‬ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﺷﮑﻞ ﮔﺮﻓﺘﻪ ﺑﺎﺷﺪ‪.‬‬

‫ﺕ ﮊﻧﻲ ﻣﺨﺘﻠﻔﻲ ﺍﺳﺖ ﮐﻪ ﺩﺭ ﻳﮏ ﻣﺤﻴﻂ ﺩﺍﺩﻩ ﺷﺪﻩ ﺑﻴﺎﻥ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﻣﺤﻴﻂ ﻧﻪ‬ ‫‪ .٢‬ﻓﻨﻮﺗﻴﭗ ﻧﺘﻴﺠﻪ ي ﻣﺤﺼﻮﻻ ِ‬ ‫ﺗﻨﻬﺎ ﺷﺎﻣ ﹺ‬ ‫ﻞ ﻋﻮﺍﻣﻞ ﺩﺍﺧﻠﻲ ﻧﻈﻴ ﹺﺮ‬ ‫ﺖ ﻧﻮﺭ ﺍﺳﺖ‪ ،‬ﺑﻠﮑﻪ ﺷﺎﻣ ﹺ‬ ‫ﻞ ﺧﺎﺭﺟﻲ ﻣﺎﻧﻨ ِﺪ ﺣﺮﺍﺭﺕ ﻭ ﮐﻴﻔﻴ ِ‬ ‫ﻞ ﻋﻮﺍﻣ ﹺ‬ ‫ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﻭ ﺁﻧﺰﻳﻢ ﻫﺎ ﻧﻴﺰ ﻣﻲ ﮔﺮﺩﺩ‪.‬‬ ‫ﮏ ﺍﺳﺘﺎﻧﺴﻔﻴﻠﺪ – ﺍﻟﺮﻭﺩ – ﺗﺮﺟﻤﻪ ي ﺭﺿﺎ ﭘﻴﻠﻪ ﭼﻴﺎﻥ‪ ،‬ﺩﮐﺘﺮ ﻣﺤﻤﺪي‪ ،‬ﺩﮐﺘﺮ ﻣﻌﺘﻤﺪي – ﻧﺸ ﹺﺮ ﺁﻳﻴﮋ – ﺻﻔﺤﻪ ي ‪١١٩‬‬ ‫ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴ ِ‬

‫ﺺ ﻳﮏ ﻣﻮﺟﻮﺩِ ﺯﻧﺪﻩ‪ .‬ﺍﻳﻦ ﺻﻔﺖ ﻣﻤﮑﻦ ﺍﺳﺖ‬ ‫ﺖ ﻣﺸﺨ ﹺ‬ ‫‪ .٣‬ﻓﻨﻮﺗﻴﭗ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ ﻫﺮ ﻭﻳﮋﮔﻲ ﻳﺎ ﺻﻔ ِ‬ ‫ﺕ ﮊﻧﻲ ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﺍﺯ‬ ‫ﮓ ﮔﻞ ﻗﺎﺑﻞ ِﺭﻭﻳﺖ ﺑﺎﺷﺪ‪ .‬ﻓﻨﻮﺗﻴﭗ ﻧﺘﻴﺠﻪ ي ﻣﺤﺼﻮﻻ ِ‬ ‫ﮓ ﭼﺸﻢ ﻳﺎ ﺭﻧ ِ‬ ‫ﻣﺎﻧﻨ ِﺪ ﺭﻧ ِ‬ ‫ﻂ ﻣﺤﻴﻄﻲ ﺍﺳﺖ‪.‬‬ ‫ﺑﻴﺎ ِﻥ ﺁﻥ ﮊﻥ ﺩﺭ ﻳﮏ ﺷﺮﺍﻳ ِ‬ ‫ﮏ ﺍﺳﺘﺎﻧﺴﻔﻴﻠﺪ – ﺍﻟﺮﻭﺩ – ﺗﺮﺟﻤﻪ ي ﺭﺿﺎ ﭘﻴﻠﻪ ﭼﻴﺎﻥ‪ ،‬ﺩﮐﺘﺮ ﻣﺤﻤﺪي‪ ،‬ﺩﮐﺘﺮ ﻣﻌﺘﻤﺪي – ﻧﺸ ﹺﺮ ﺁﻳﻴﮋ – ﺻﻔﺤﻪ ي ‪٢٧‬‬ ‫ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴ ِ‬

‫]‪ [١٥‬ﺩﺭ ﻣﻮﺍﺭ ِﺩ ﻧﺎﺩﺭ ﻣﻤﮑﻦ ﺍﺳﺖ ﺗﻐﻴﻴﺮﹺ ﺧﻮﺩ ﺑﺨﻮﺩي ﺩﺭ ﻗﺴﻤﺘﻲ ﺍﺯ ‪ DNA‬ﺭﺥ ﺩﻫﺪ‪ .‬ﺍﻳﻦ ﺗﻐﻴﻴﺮ ﮐﻪ ﺟﻬﺶ‬ ‫ﻧﺎﻣﻴﺪﻩ ﻣﻲ ﺷﻮﺩ‪ ،‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺗﻐﻴﻴﺮ ﺩﺭ ﺭﻣﺰ ﺍﻳﺠﺎﺩ ﻧﻤﻮﺩﻩ ﻭ ﺑﻪ ﺗﻮﻟﻴ ِﺪ ﻳﮏ ﭘﺮﻭﺗﺌﻴﻦﹺ ﻧﺎﻗﺺ ﻣﻨﺠﺮ ﺷﻮﺩ‪ .‬ﮔﺎﻫﻲ‬ ‫ي ﻣﻮﺟﻮﺩ‬ ‫ﻞ ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮ ﹺ‬ ‫ﺺ ﻗﺎﺑ ﹺ‬ ‫ﻧﺘﻴﺠﻪ ي ﺧﺎﻟﺺ ﺑﻪ ﺻﻮﺭﺕِ ﺗﻐﻴﻴﺮي ﺩﺭ ﻇﺎﻫ ﹺﺮ ﻓﺮﺩ ﻭ ﻳﺎ ﺗﻐﻴﻴﺮي ﺩﺭ ﻳﮏ ﺷﺎﺧ ﹺ‬ ‫ﻞ‬ ‫ﺯﻧﺪﻩ‪ ،‬ﺑﻨﺎ ﹺﻡ ﻭﻳﮋﮔﻲ ﻳﺎ ﺻﻔﺖ ﻣﺸﺎﻫﺪﻩ ﻣﻲ ﮔﺮﺩﺩ‪ .‬ﻃﻲ ﻓﺮﺍﻳﻨ ِﺪ ﺟﻬﺶ‪ ،‬ﻳﮏ ﮊﻥ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﻪ ﺩﻭ ﻳﺎ ﭼﻨﺪ ﺷﮑ ﹺ‬ ‫ﻣﺘﻔﺎﻭﺕ ﺑﻪ ﻧﺎ ﹺﻡ ﺁﻟﻞ ﺗﻐﻴﻴﺮ ﻳﺎﺑﺪ‪.‬‬ ‫ﮏ ﺍﺳﺘﺎﻧﺴﻔﻴﻠﺪ – ﺍﻟﺮﻭﺩ – ﺗﺮﺟﻤﻪ ي ﺭﺿﺎ ﭘﻴﻠﻪ ﭼﻴﺎﻥ‪ ،‬ﺩﮐﺘﺮ ﻣﺤﻤﺪي‪ ،‬ﺩﮐﺘﺮ ﻣﻌﺘﻤﺪي – ﻧﺸ ﹺﺮ ﺁﻳﻴﮋ – ﺻﻔﺤﻪ ي ‪١ – ٣٣٧‬‬ ‫ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴ ِ‬

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‫ﻡ‬ ‫ﭼﻬﺎﺭﻡ‬ ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ‬ ‫ﻣﺒ‬

‫ﻲ‬ ‫ﮐﺎﺭﺍﻳ ﹺ‬ ‫ﻳ‬ ‫ﺶ‬ ‫ﺖ ﮐﮐﺎﻫ ﹺ‬ ‫]‪ [١١٦‬ﺍﮐﺜ ﹺﺮ ﮊﻥ ﻫﺎي ﺟﻬﺶ ﻳﺎﻓﺘﻪ ﻣﻀﺮ ﻫﺴﺘﻨﺪ‪ .‬ﻳﻌﻨﻨﻲ ﺍﮔﺮ ﺍﺛ ﹺﺮ ﻣﺤﺴﻮﺳﻲ ﺩﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ ﺩﺭ ﺟﻬ ِ‬ ‫ﻫﺴﺘﻴﻢ ‪:‬‬ ‫ﻢ‬ ‫ﺏ ﻃﻃﺒﻴﻌﻲ‬ ‫ﻣﺤﺼﻮﻝ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﻝﹺ‬ ‫ﺕ ﺯﻧﻧﺪﻩ‬ ‫ﻣﺎ ﻭ ﺩﻳﮕﺮ ﻣﻮﻮﺟﻮﺩﺍ ِ‬ ‫ﻣﻮﺟﺟﻮ ِﺩ ﺯﻧﺪﻩ ﺍﺳﺳﺖ‪ .‬ﺍﻳﻦ ﺑﻪ ﺁﻥ ﻋﻠﺖ ﺍﺳﺖ ﮐﻪ ﺎ‬ ‫ﻧﺰﺩﻳﮏ ﺑﻪ‬ ‫ﮊﻥ ﻫﺎي ﻣﻮﺟﻮﻮ ِﺩ ﻣﺎ ﺑﺎﻳﺪ ﻧﺰ‬ ‫ﻣﺠﻤﻤﻮﻋﻪ ي ﻥ‬ ‫ﻲ ﮐﻪ ﻣﺎ ﻭ ﺍﺟﺪﺍ ِﺩ ﻣﺎ‬ ‫ﺑﺎﺷﺪ ﮐﻪ ﻣﺤﻴﻄﻲ‬ ‫ﺁﻥ ﭼﻴﺰي ﺪ‬ ‫ﺩﺭ ﺁﻥ ﺯﻳﺴﺘﻪ ﺍﻳﻳﻢ ﺁﻥ ﺭﺍ ﺑﻴﺸﺸﺘﺮ ﺍﻳﺠﺎﺏ ﻣﻲ ﮐﺮﺩﻩ‬ ‫ﮐﺎﻣﻞ ﮊﻥ ﻫﺎي‬ ‫ﺑﺮ ﺍﻳﻦ‪ ،‬ﻣﺠﻤﻮﻮﻋﻪ ي ﻞﹺ‬ ‫ﺍﺳﺖ‪ .‬ﻋﻼﻭﻩ ﺮ‬ ‫ﺖ‬ ‫ﺐ ﻣﺘﺘﻮﺍﺯﻧﻲ ﺭﺍ‬ ‫ﻳﮏ ﻓﺮﺩ‪ ،‬ﺑﺎﻳﺪﺪ ﺗﺮﮐﻴ ﹺ‬ ‫ﻣﻮﺟﺟﻮﺩ ﺩﺭ ﮏ‬ ‫ﺑﺴﻴﺎﺭي ﺍﺯ‬ ‫ﺑﻮﺟﺟﻮﺩ ﺁﻭﺭﺩﻩ ﺑﺎﺷﻨﺪ‪ .‬ﺑﻨﺎﺑﺮﺮﺍﻳﻦ ﺍﮔﺮ ﺑﺴ‬ ‫ﺟﻬﺶ ﭘﻴﺪﺍ ﮐﮐﻨﻨﺪ‪ ،‬ﺍﺣﺘﻤﻤﺎ ﹺﻝ ﺍﻳﻨﮑﻪ‬ ‫ﺍﻳﻦ ﮊﻥ ﻫﺎ ﺟ‬ ‫ﺗﻮﺍﺯ ِﻥ‬ ‫ﻣﻮﺟﻮﺩ ﺑﺮﻗﺮﺍﺭ ﺑﻤﺎﻧﺪ ﺑﺴﻴﺎﺭ ﺍﻧﺪﮎ‬ ‫ﺩ‬ ‫ﺯ‬ ‫ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺑﻨﺪﺪﺭﺕ‪ ،‬ﺶ‬ ‫ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪ .‬ﺯ‬ ‫ﺚ‬ ‫ﺟﻬﺶ ﻫﺎ ﺑﺎﻋ ِ‬ ‫ﺍﻳﺠﺎ ِﺩ ﺗﻐﻴﻴﺮﺍﺕ ﻣﻔﻴﺪ ﺩﺭ ﮊﻥﻥ ﻫﺎ ﻣﻲ ﺷﻮﻮﻧﺪ‪.‬‬ ‫ﺠﺎ‬ ‫ﺖ ﺯﻳﺴﺖ ﺷﺷﻨﺎﺳﻲ ﺍﺛﺮ ﺁﻧﺘﻮﻮﻧﻲ ﺑﺎﺭﻧﺖ‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﻧﺴﺎﻥ ﺑﻪ ﺭﻭﻭﺍﻳ ِ‬ ‫ﺖ ﻧﻔﺮﺁﺑﺎﺩي– ﻧﺸ ﹺﺮ ﻧﻮ –‬ ‫ﺟﻤﻪ ي ﺩﮐﺘﺮ ﺑﺎﻃﻃﻨﻲ – ﻣﺎﻩ ﻃﻠﻌﻌ ِ‬ ‫ﺗﺮﺟﻤ‬ ‫ﺤﻪ ي ‪٣٩‬‬ ‫ﭼﺎﭖ ﺳﻮﻡ – ﺻﻔﺤ‬ ‫ﭖﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫]‪ [١٧‬ﺩﻟﻴﻞ ﺍﻳﻦ ﻣﺴﺎﻟﻪ ﺩﺭ ﺯﻳﺮ ﺗﻮﺿﻴﺢ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ ‪:‬‬ ‫‪.١‬‬

‫ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﭘﺪﺭ ﺍﺯ ﻫﺮ ﮊﻥ‪ ،‬ﺩﻭ ﻧﺴﺨﻪ ﺩﺍﺭﺩ‪ ،‬ﺍﺣﺘﻤﺎ ﹺﻝ ﺍﻳﻦ ﮐﻪ ﭘﺴﺮ‪ ،‬ﻳﮑﻲ ﺍﺯ ﺍﻳﻦ ﺩﻭ ﻧﺴﺨﻪ ﺭﺍ ﺍﺯ ﭘﺪﺭ‬ ‫ﺩﺭﻳﺎﻓﺖ ﮐﻨﺪ ‪ ٥٠‬ﺩﺭﺻﺪ ﺍﺳﺖ‪ .‬ﺍﺣﺘﻤﺎ ﹺﻝ ﺍﻳﻨﮑﻪ ﺧﻮﺍﻫﺮ ﺍﻭ ﻧﻴﺰ ﻫﻤﺎﻥ ﻧﺴﺨﻪ ﺭﺍ ﺍﺯ ﭘﺪﺭ ﺩﺭﻳﺎﻓﺖ ﮐﻨﺪ‬ ‫‪ ٥٠‬ﺩﺭﺻﺪ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﺍﺣﺘﻤﺎﻝ ﺍﻳﻨﮑﻪ ﻫﻢ ﭘﺴﺮ ﻭ ﻫﻢ ﺧﻮﺍﻫﺮﺵ ﻫﺮ ﺩﻭ‪ ،‬ﻳﮏ ﮊ ِﻥ ﻣﻌﻴﻦ ﺭﺍ ﺍﺯ‬ ‫ﭘﺪﺭ ﺩﺭﻳﺎﻓﺖ ﮐﻨﻨﺪ ‪ ٢٥‬ﺩﺭﺻﺪ ﺍﺳﺖ‪ ٥٠ ) .‬ﺩﺭﺻﺪ ﺿﺮﺑﺪﺭ ‪ ٥٠‬ﺩﺭﺻﺪ = ‪ ٢٥‬ﺩﺭﺻﺪ (‬

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‫ﺍﺣﺘﻤﺎ ﹺﻝ ﺍﻳﻦ ﮐﻪ ﻫﻤﺎﻥ ﭘﺴﺮ‪ ،‬ﻳﮏ ﮊﻥ ﻣﻌﻴﻦ ﺭﺍ ﺍﺯ ﻣﺎﺩﺭ ﺩﺭﻳﺎﻓﺖ ﮐﻨﺪ ‪ ٥٠‬ﺩﺭﺻﺪ ﺍﺳﺖ‪ .‬ﺍﺣﺘﻤﺎ ﹺﻝ ﺍﻳﻨﮑﻪ‬ ‫ﺧﻮﺍﻫﺮ ﺍﻭ ﻧﻴﺰ ﻫﻤﺎﻥ ﮊﻥ ﺭﺍ ﺍﺯ ﻣﺎﺩﺭ ﺩﺭﻳﺎﻓﺖ ﮐﻨﺪ ‪ ٥٠‬ﺩﺭﺻﺪ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﺍﺣﺘﻤﺎﻝ ﺍﻳﻨﮑﻪ ﻫﻢ‬ ‫ﭘﺴﺮ ﻭ ﻫﻢ ﺧﻮﺍﻫﺮﺵ ﻫﺮ ﺩﻭ‪ ،‬ﻳﮏ ﮊ ِﻥ ﻣﻌﻴﻦ ﺭﺍ ﺍﺯ ﻣﺎﺩﺭ ﺩﺭﻳﺎﻓﺖ ﮐﻨﻨﺪ ‪ ٢٥‬ﺩﺭﺻﺪ ﺍﺳﺖ‪٥٠ ) .‬‬ ‫ﺩﺭﺻﺪ ﺿﺮﺑﺪﺭ ‪ ٥٠‬ﺩﺭﺻﺪ = ‪ ٢٥‬ﺩﺭﺻﺪ (‬

‫ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ ‪ ٢٥‬ﺩﺭﺻﺪ ‪ ٢٥ +‬ﺩﺭﺻﺪ = ‪ ٥٠‬ﺩﺭﺻﺪ‪ .‬ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﻓﺮﺯﻧﺪﺍ ِﻥ ﺧﺎﻧﻮﺍﺩﻩ ﺑﻪ ﻃﻮﺭ ﻣﺘﻮﺳﻂ ﺩﺭ‬ ‫ﮒ ﺧﻮﺩ ﻭ‬ ‫‪ ٥٠‬ﺩﺭﺻﺪ ﮊﻥ ﻫﺎﻳﺸﺎﻥ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺷﺮﻳﮏ ﺍﻧﺪ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺷﮑﻞ ﻫﺮ ﻓﺮﺩي ﺑﺎ ﭘﺪﺭ ﺑﺰﺭﮒ ﻭ ﻣﺎﺩﺭ ﺑﺰﺭ ِ‬ ‫ﻫﻤﭽﻨﻴﻦ ﺑﺎ ﻧﻮﻩ ﻫﺎي ﺧﻮﺩ ﺩﺭ ‪ % ٢٥‬ﮊﻥ ﻫﺎ ﺷﺮﻳﮏ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺭﻗﻢ ﺑﺮﺍي ﺑﭽﻪ ﻫﺎي ﻋﻤﻮﻫﺎ‪ ،‬ﻋﻤﻪ ﻫﺎ‪ ،‬ﺧﺎﻟﻪ ﻫﺎ ﻭ‬ ‫ﺩﺍﻳﻲ ﻫﺎ ‪ % ١٢.٥‬ﻣﻲ ﺑﺎﺷﺪ – ﻡ‬

‫ﺕ ﺑﺰﺭﮒ ﺩﺭ ﭘﮋﻭﻫﺶ‬ ‫]‪ [١٨‬ﺑﻪ ﺍﻳﻦ ﺩﻭﻗﻠﻮﻫﺎ‪ ،‬ﺩﻭﻗﻠﻮﻫﺎي ﺗﮏ ﺗﺨﻤﮑﻲ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ ← .‬ﻳﮑﻲ ﺍﺯ ﻣﺸﮑﻼ ِ‬ ‫ﺖ ﺧﺎﺹ‪ ،‬ﻣﺜﻼ ً ﻗﺪ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ ﺗﺎ ﭼﻪ ﺍﻧﺪﺍﺯﻩ‬ ‫ﻫﺎ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﻣﺸﺨﺺ ﮐﻨﻴﻢ ﺗﻔﺎﻭﺗﻲ ﮐﻪ ﺩﺭ ﻳﮏ ﺻﻔ ِ‬ ‫ﻣﺮﺑﻮﻁ ﺑﻪ ﻭﺭﺍﺛﺖ ﻭ ﺗﺎ ﭼﻪ ﺍﻧﺪﺍﺯﻩ ﻣﺮﺑﻮﻁ ﺑﻪ ﻣﺤﻴﻂ ﺍﺳﺖ‪ .‬ﺍﻧﺴﺎﻥ ﻫﺎي ﺧﺎﺻﻲ ﻫﺴﺘﻨﺪ ﮐﻪ ﺑﺮﺍي ﭘﺎﺳﺦ ﺩﺍﺩﻥ ﺑﻪ‬ ‫ﺖ ﺧﺎﺻﻲ ﺩﺭ ﺍﺧﺘﻴﺎ ﹺﺭ ﻣﺎ ﻣﻲ ﮔﺬﺍﺭﻧﺪ‪ .‬ﺍﻳﻦ ﻫﺎ ﮐﺴﻲ ﻧﻴﺴﺘﻨﺪ ﺟﺰ ﺩﻭ ﻗﻠﻮﻫﺎي ﻫﻤﺴﺎﻥ‪.‬‬ ‫ﺍﻳﻦ ﮔﻮﻧﻪ ﭘﺮﺳﺶ ﻫﺎ ﻓﺮﺻ ِ‬ ‫ﭖ ﺳﻮﻡ –‬ ‫ﺖ ﻧﻔﺮﺁﺑﺎﺩي– ﻧﺸ ﹺﺮ ﻧﻮ – ﭼﺎ ﹺ‬ ‫ﺖ ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﺑﺎﺭﻧﺖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﺑﺎﻃﻨﻲ – ﻣﺎﻩ ﻃﻠﻌ ِ‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﻧﺴﺎﻥ ﺑﻪ ﺭﻭﺍﻳ ِ‬ ‫ﺻﻔﺤﻪ ي ‪٢٠‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﻦ ﺍﻧﺪﺍﺯﻩ ي ﺗﺨﻤﮏ ﻭ ﺍﺳﭙﺮﻡ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﺷﺎﻳﺪ ﭼﻨﻴﻦ‬ ‫]‪ [١٩‬ﺍﺯ ﻧﻈ ﹺﺮ ﺗﻔﺎﻭﺗﻲ ﮐﻪ ﺑﻴ ﹺ‬ ‫ﺕ ﻓﺮﺯﻧﺪ ﺩﺍﺭﺩ ﺗﺎ ﭘﺪﺭ‪ .‬ﻭﻟﻲ ﭼﻨﻴﻦ‬ ‫ﺗﺼﻮﺭ ﺷﻮﺩ ﮐﻪ ﻣﺎﺩﺭ ﺗﺎﺛﻴ ﹺﺮ ﺑﻴﺸﺘﺮي ﺩﺭ ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﺶ ﺗﺨﻤﮏ ﻭ ﺍﺳﭙﺮﻡ ﺩﺭ ﻭﺭﺍﺛﺖ ﺑﺮﺍﺑﺮ ﺍﺳﺖ‪ ،‬ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﻫﺮ‬ ‫ﺖ ﺍﻳﻨﮑﻪ ﻧﻘ ﹺ‬ ‫ﻧﻴﺴﺖ‪ .‬ﻋﻠ ِ‬ ‫ﮐﺪﺍﻡ ﺩﺍﺭﺍي ﻳﮏ ﺩﺳﺘﻪ ‪ ٢٣‬ﺗﺎﻳﻲ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺴﺘﻨﺪ‪ .‬ﺍﺯ ﺭﺍ ِﻩ ﺍﻳﻦ ﻣﮑﺎﻧﻴﺴﻢ‪ ،‬ﺑﻪ ﻃﻮ ﹺﺭ ﻣﺘﻮﺳﻂ‪ ،‬ﻫﺮﻳﮏ ﺍﺯ ﻭﺍﻟﺪﻳﻦ‬ ‫ﺖ ﮐﻮﺩﮎ‪ ،‬ﺳﻬﻤﻲ ﻣﺘﻮﺳﻂ ﺩﺍﺭﻧﺪ‪ .‬ﻋﺒﺎﺭﺕِ » ﺑﻄﻮ ﹺﺭ ﻣﺘﻮﺳﻂ « ﺭﺍ ﺑﺎﻳﺪ ﺑﮑﺎﺭ ﺑﺮﺩ‪ ،‬ﺯﻳﺮﺍ ﺍﮔﺮ ﺗﻨﻬﺎ ﻳﮏ‬ ‫ﺩﺭ ﺳﺎﺧ ِ‬ ‫ﺖ ﺑﻴﺸﺘﺮي ﺩﺍﺭﺩ‪ .‬ﺍﻳﻦ ﺍﺯ ﺁﻥ‬ ‫ﻓﺮﺩ ﺭﺍ ﻣﻮﺭ ِﺩ ﻣﻄﺎﻟﻌﻪ ﻗﺮﺍﺭ ﺩﻫﻴﻢ‪ ،‬ﭼﻨﻴﻦ ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺁﻳﺪ ﮐﻪ ﻳﮑﻲ ﺍﺯ ﻭﺍﻟﺪﻳﻦ ﺷﺒﺎﻫ ِ‬ ‫ﺖ ﺁﻥ ﺍﻏﻠﺐ ﺍﻳﻦ ﺍﺳﺖ‬ ‫ﺟﻬﺖ ﻧﻴﺴﺖ ﮐﻪ ﺩﺭ ﻣﮑﺎﻧﻴﺴ ﹺﻢ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ‪ ،‬ﭼﻴﺰي ﻏﻴﺮﻋﺎﺩي ﻭﺟﻮﺩ ﺩﺍﺷﺘﻪ ﺍﺳﺖ‪ .‬ﻋﻠ ِ‬ ‫ﺕ ﻗﺮﻳﻨﻪ ي ﺧﻮﺩ ﺭﺍ ﺩﺭ‬ ‫ﮐﻪ ﺑﺮﺧﻲ ﺍﺯ ﮊﻥ ﻫﺎ ﮐﻪ ﺩﺭ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎي ﻳﮑﻲ ﺍﺯ ﻭﺍﻟﺪﻳﻦ ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ‪ ،‬ﻣﻴﺘﻮﺍﻧﻨﺪ ﺍﺛﺮﺍ ِ‬ ‫ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎي ﻭﺍﻟ ِﺪ ﺩﻳﮕﺮ‪ ،‬ﺑﭙﻮﺷﺎﻧﻨﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﻳﺪﻳﻢ ﺑﻪ ﺍﻳﻦ ﮔﻮﻧﻪ ﮊﻥ ﻫﺎ‪ ،‬ﮊﻥ ﻫﺎي ﻏﺎﻟﺐ ﻭ ﺑﻪ ﺩﺳﺘﻪ ي‬ ‫ﻣﻘﺎﺑﻠﺸﺎﻥ ﮊﻥ ﻫﺎي ﻣﻐﻠﻮﺏ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﭖ ﺳﻮﻡ –‬ ‫ﺖ ﻧﻔﺮﺁﺑﺎﺩي– ﻧﺸ ﹺﺮ ﻧﻮ – ﭼﺎ ﹺ‬ ‫ﺖ ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﺑﺎﺭﻧﺖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﺑﺎﻃﻨﻲ – ﻣﺎﻩ ﻃﻠﻌ ِ‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﻧﺴﺎﻥ ﺑﻪ ﺭﻭﺍﻳ ِ‬ ‫ﺻﻔﺤﻪ ي ‪٩ – ٧‬‬

‫ﺖ ﮊﻧﺘﻴﮑﻲ ﺳﺖ‪ .‬ﺑﻪ ﺍﺳﺘﺜﻨﺎي‬ ‫]‪ [٢٠‬ﭘﻴﺎﻡ ﺍﺻﻠﻲ ﮊﻧﺘﻴﮏ ﻭ ﮊﻧﺘﻴﮏ ﺭﻓﺘﺎﺭي ﮐﻪ ﺩﺭ ﺍﺩﺍﻣﻪ ﻣﻄﺮﺡ ﺧﻮﺍﻫﺪ ﺷﺪ‪ ،‬ﻓﺮﺩﻳ ِ‬ ‫ﺶ ﮊﻧﺘﻴﮑﻲ ﻳﮕﺎﻧﻪ ﻫﺴﺘﻴﻢ ﮐﻪ ﻫﻴﭻ ﮔﺎﻩ ﺩﻭﺑﺎﺭﻩ ﺗﮑﺮﺍﺭ ﻧﺨﻮﺍﻫﻴﻢ ﺷﺪ‪.‬‬ ‫ﺩﻭﻗﻠﻮﻫﺎي ﻫﻤﺴﺎﻥ‪ ،‬ﻫﺮ ﻳﮏ ﺍﺯ ﻣﺎ ﻳﮏ ﺁﺯﻣﺎﻳ ﹺ‬ ‫ﺱ ﺁﻥ ﻓﻠﺴﻔﻪ ﺍي ﺩﺭﺑﺎﺭﻩ ي ﺷﺄﻥ ﻭ ﺍﻋﺘﺒﺎﺭ ﻓﺮﺩ ﻃﺮﺡ‬ ‫ﺍﻳﻦ ﺗﻌﺮﻳﻒ ﻫﻤﺎﻧﻨ ِﺪ ﭘﺎﻳﻪ ﺍي ﺳﺖ ﮐﻪ ﻣﻲ ﺑﺎﻳﺴﺖ ﺑﺮ ﺍﺳﺎ ﹺ‬ ‫ﺭﻳﺰي ﺷﻮﺩ ! ﮔﻮﻧﺎﮔﻮﻧﻲﹺ ﺍﻧﺴﺎﻥ ﻫﺎ ﻓﻘﻂ ﻧﻮﻋﻲ ﻋﺪ ﹺﻡ ﺩﻗﺖ ﺩﺭ ﻓﺮﺍﻳﻨﺪ ﻧﻴﺴﺖ‪ ،‬ﮐﻪ ﺍﮔﺮ ﮐﺎﻣﻞ ﻭ ﺩﻗﻴﻖ ﺑﻮﺩ‪،‬‬ ‫ﺱ ﺯﻧﺪﮔﻲ ﺳﺖ‪.‬‬ ‫ﺐ ﭘﺪﻳﺪ ﺁﻣﺪ ِﻥ ﺍﻧﺴﺎﻥ ﻫﺎﻳﻲ ﺁﺭﻣﺎﻧﻲ ﻭ ﻫﻤﺴﺎﻥ ﻣﻲ ﺷﺪ‪ .‬ﮔﻮﻧﺎﮔﻮﻧﻲ ﮊﻧﺘﻴﮑﻲ ﺍﺳﺎ ﹺ‬ ‫ﻣﻮﺟ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴﮏ ﺭﻓﺘﺎﺭي ﺍﺛﺮ ﭘﻼﻣﻴﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻥ ﻧﺸﺮ ﻣﻬﺘﺎﺏ ﺹ ‪١٥٠‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﻞ‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ﺑﺮ ﻭﻳﮋﮔﻲ ﻫﺎي ﭘﻴﭽﻴﺪﻩ ﻧﻈﻴ ﹺﺮ ﻭﻳﮋﮔﻲ ﻫﺎي ﺭﻓﺘﺎﺭي‪ ،‬ﺑﻪ ﻣﻌﻨﺎي ﺁﻥ ﻧﻴﺴﺖ ﮐﻪ ﻋﻮﺍﻣ ﹺ‬ ‫]‪ [٢١‬ﺗﺎﺛﻴ ﹺﺮ ﻋﻮﺍﻣ ﹺ‬ ‫ﻣﺤﻴﻂ ﺍﻫﻤﻴﺘﻲ ﻧﺪﺍﺭﺩ‪ .‬ﺑﺮﺍي ﻭﻳﮋﮔﻲ ﻫﺎي ﺗﮏ ﮊﻧﻲ ﺳﺎﺩﻩ ) ﻧﻈﻴﺮ ﺭﻧﮓ ﭼﺸﻢ (‪ ،‬ﻋﻮﺍﻣﻞ ﻣﺤﻴﻄﻲ ﻣﻤﮑﻦ ﺍﺳﺖ‬ ‫ﺗﺎﺛﻴﺮ ﺍﻧﺪﮐﻲ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‪ .‬ﺍﻣﺎ‪ ،‬ﺑﺮﺍي ﻭﻳﮋﮔﻲ ﻫﺎي ﭘﻴﭽﻴﺪﻩ ) ﮐﻤﻲ (‪ ،‬ﺗﺎﺛﻴﺮﺍﺕ ﻣﺤﻴﻄﻲ ﻣﻌﻤﻮﻻ ً ﺑﻪ ﺍﻧﺪﺍﺯﻩ ي‬ ‫ﺕ ﮊﻧﺘﻴﮑﻲ ﺍﻫﻤﻴﺖ ﺩﺍﺭﻧﺪ‪ .‬ﺑﺮﺍي ﻣﺜﺎﻝ‪ ،‬ﻭﻗﺘﻲ ﻳﮑﻲ ﺍﺯ ﺟﻔﺖ ﻫﺎي ﺩﻭﻗﻠﻮﻫﺎي ﻫﻤﺴﺎﻥ ﺩﭼﺎﺭ ﺍﺳﮑﻴﺰﻭﻓﺮﻧﻲ‬ ‫ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺷﻮﺩ‪ ،‬ﺗﻘﺮﻳﺒﺎً ﺩﺭ ﻧﻴﻤﻲ ﺍﺯ ﻣﻮﺍﺭﺩ ﺟﻔﺖ ﺩﻳﮕﺮ ﺩﭼﺎﺭ ﺍﺳﮑﻴﺰﻭﻓﺮﻧﻲ ﻧﻤﻲ ﺷﻮﺩ‪ ،‬ﻫﺮﭼﻨﺪ ﻣﻲ ﺩﺍﻧﻴﻢ ﮐﻪ ﺁﻧﻬﺎ ﺍﺯ ﻧﻈﺮ‬ ‫ﻦ ﻋﻮﺍﻣﻞ‬ ‫ﮊﻧﺘﻴﮑﻲ ﻳﮑﺴﺎﻥ ﻫﺴﺘﻨﺪ‪ .‬ﭼﻨﻴﻦ ﺗﻔﺎﻭﺕ ﻫﺎﻳﻲ ﺩﺭ ﺟﻔﺖ ﺩﻭﻗﻠﻮﻫﺎي ﻫﻤﺴﺎﻥ‪ ،‬ﻓﻘﻂ ﺑﺎ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘ ﹺ‬ ‫ﻞ ﺗﻮﺿﻴﺢ ﺍﺳﺖ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﭘﮋﻭﻫﺶ ﻫﺎي ﮊﻧﺘﻴﮏ ﺑﻬﺘﺮﻳﻦ ﺷﻮﺍﻫ ِﺪ ﻣﻮﺟﻮﺩ ﺭﺍ ﺩﺭﺑﺎﺭﻩ ي ﺍﻫﻤﻴﺖ ﻣﺤﻴﻂ‬ ‫ﻣﺤﻴﻄﻲ ﻗﺎﺑ ﹺ‬ ‫ﺍﺭﺍﺋﻪ ﻣﻲ ﮐﻨﻨﺪ !‬ ‫ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴﮏ ﺭﻓﺘﺎﺭي ﺍﺛﺮ ﺭﺍﺑﺮﺕ ﭘﻼﻣﻴﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻥ ﻧﺸﺮ ﻣﻬﺘﺎﺏ ﺻﻔﺤﻪ ي ‪١٤٩ – ١٤٨‬‬

‫]‪ [٢٢‬ﺩﺭﺳﺖ ﺍﺳﺖ ﮐﻪ ﺗﻔﺎﻭﺕ ﻫﺎي ﮊﻧﺘﻴﮑﻲ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﺗﻔﺎﻭﺕ ﻫﺎي ﺭﻓﺘﺎﺭي ﻣﻨﺠﺮ ﺷﻮﺩ ﺍﻣﺎ ﻭﻗﺘﻲ ﺍﺯ ﮊﻥ ﺩﺭ‬ ‫ﺖ ﻣﺬﮐﻮﺭ ﺑﻪ ﻭﺳﻴﻠﻪ ي‬ ‫ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺳﺎﺧﺘﻤﺎﻥ ﻳﺎ ﺭﻓﺘﺎ ﹺﺭ ﺑﺨﺼﻮﺻﻲ ﺻﺤﺒﺖ ﻣﻲ ﮐﻨﻴﻢ ﻣﻨﻈﻮﺭ ﺁﻥ ﻧﻴﺴﺖ ﮐﻪ ﺻﻔ ِ‬ ‫ﺕ ﻫﻤﺎﻫﻨﮓ ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ ﻭ ﺍﺣﺘﻤﺎﻝ ﺩﺍﺭﺩ ﮐﻪ ﮊﻥ ﻫﺎي ﺑﺴﻴﺎﺭي‬ ‫ﻳﮏ ﮊﻥ ﮐﺪ ﻣﻲ ﺷﻮﺩ ﺑﻠﮑﻪ ﮊﻥ ﻫﺎ ﺑﻪ ﺻﻮﺭ ِ‬ ‫ﺖ‬ ‫ﺕ ﺭﻓﺘﺎ ﹺﺭ ﺩﻭ ﻓﺮﺩ ﺗﻨﻬﺎ ﺑﻪ ﻋﻠ ِ‬ ‫ﻦ ﺣﺎﻝ ﺍﻣﮑﺎﻥ ﺩﺍﺭﺩ ﺗﻔﺎﻭ ِ‬ ‫ﺗﻮﺍﻣﺎ ً ﺑﺮ ﻳﮏ ﺭﻓﺘﺎ ﹺﺭ ﻣﻌﻴﻦ ﺗﺎﺛﻴﺮ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‪ .‬ﺩﺭ ﻋﻴ ﹺ‬ ‫ﻦ ﻳﮏ ﮐﻴﮏ ﺗﺸﺒﻴﻪ ﮐﺮﺩ‪ .‬ﺗﻔﺎﻭﺕ ﺩﺭ ﻳﮏ ﻓﻘﺮﻩ ﺍﺯ ﻣﻮﺍ ِﺩ‬ ‫ﺗﻔﺎﻭﺕ ﺩﺭ ﻳﮏ ﮊﻥ ﺑﺎﺷﺪ‪.‬ﻭ ﺍﻳﻦ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﭘﺨﺘ ﹺ‬ ‫ﻲ‬ ‫ﺗﺸﮑﻴﻞ ﺩﻫﻨﺪﻩ ي ﮐﻴﮏ ﻣﻲ ﺗﻮﺍﻧﺪ ﻣﺰﻩ ي ﮐﻴﮏ ﺭﺍ ﺗﻐﻴﻴﺮ ﺩﻫﺪ‪.‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﺍﻳﻦ ﺑﺪﺍﻥ ﻣﻌﻨﻲ ﻧﻴﺴﺖ ﮐﻪ ﺗﻤﺎﻣ ﹺ‬ ‫ﮐﻴﮏ ﺑﻪ ﻋﻬﺪﻩ ي ﻫﻤﻴﻦ ﻳﮏ ﻗﻠﻢ ﺍﺳﺖ‪ .( ١٩٧٨ Dawkins ) .‬ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﻫﺮ ﻭﻗﺖ ﺻﺤﺒﺖ ﺍﺯ » ﮊ ِﻥ‬ ‫ﺐ‬ ‫ﺖ ﻣﻌﻴﻦ « ﻣﻲ ﮐﻨﻴﻢ ﺑﻪ ﻃﻮﺭ ﺧﻼﺻﻪ ﻭ ﻣﺨﺘﺼﺮ ﻣﻨﻈﻮﺭ ﺗﻔﺎﻭﺕ ﻫﺎي ﮊﻧﻲ ﺍﺳﺖ ﮐﻪ ﻣﻮﺟ ﹺ‬ ‫ﻣﺮﺑﻮﻁ ﺑﻪ ﻳﮏ ﺻﻔ ِ‬ ‫ﺍﺧﺘﻼﻑ ﺩﺭ ﺭﻓﺘﺎﺭﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺧﻮﺍﻩ ﻳﮏ ﮊﻥ ﺑﺎﺷﺪ ﻳﺎ ﭼﻨﺪ ﮊﻥ‪.‬‬ ‫ﭖ ﭘﻨﺠﻢ‬ ‫ﻲ ﻣﺸﻬﺪ – ﭼﺎ ﹺ‬ ‫ي ﺭﻓﺘﺎﺭ – ﺍﺛ ﹺﺮ ﮐﺮﺑﺰ ﻭ ﺩﻳﻮﻳﺲ – ﺗﺮﺟﻤﻪ ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﺸﺮ ﺟﻬﺎﺩ ﺩﺍﻧﺸﮕﺎﻫ ﹺ‬ ‫ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﺍﮐﻮﻟﻮﮊ ﹺ‬ ‫– ﺻﻔﺤﻪ ي ‪٢٨‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﺕ ﺍﺟﺘﻤﺎﻋﻲ ﻧﻈﻴ ﹺﺮ ﺯﻧﺒﻮﺭﻫﺎ ﻭ ﻣﻮﺭﭼﻪ ﻫﺎ ﻋﻤﺪﺗﺎ ً ﺗﺤﺖ ﺗﺎﺛﻴ ﹺﺮ ﺭﻣﺰﻫﺎي‬ ‫]‪ [٢٣‬ﺭﻓﺘﺎﺭ ﻭ ﺍﻋﻤﺎ ﹺﻝ ﺑﺮﺧﻲ ﺍﺯ ﺣﺸﺮﺍ ِ‬ ‫ﻲ ﺧﻮﻳﺶ ﻧﻴﺎﺯي‬ ‫ﺶ ﺍﺟﺘﻤﺎﻋ ﹺ‬ ‫ي ﻧﻘ ﹺ‬ ‫ﻭﺭﺍﺛﺘﻲ ﺗﻌﻴﻴﻦ ﻣﻲ ﮔﺮﺩﺩ‪ ،‬ﺑﻪ ﻫﻤﻴﻦ ﺧﺎﻃﺮ ﻣﻮﺭﭼﻪ ﻫﺎ ﻭ ﺯﻧﺒﻮﺭﻫﺎ ﺑﻪ ﻳﺎﺩﮔﻴﺮ ﹺ‬ ‫ﻲ ﺁﻧﻬﺎ ﺩﺭ ﻻﺑﻼي ﺗﺎﺭ ﻭ ﭘﻮ ِﺩ ﺳﺎﺧﺘﺎ ﹺﺭ ﮊﻧﺘﻴﮑﻲ ﺷﺎﻥ ﺑﻪ ﺷﺪﺕ‬ ‫ﺹ ﻧﻘﺶ ﺍﺟﺘﻤﺎﻋ ﹺ‬ ‫ﻧﺪﺍﺭﻧﺪ ؛ ﭼﺮﺍ ﮐﻪ ﺭﻓﺘﺎ ﹺﺭ ﻣﺨﺼﻮ ﹺ‬ ‫ﺗﻨﻴﺪﻩ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﺑﻨﺎﺑﺮﺍﻳﻦ‪ ،‬ﺍﻳﻦ ﺣﺸﺮﺍﺕ ﻏﺎﻟﺒﺎً ﺑﺪﻭ ِﻥ ﻧﻴﺎﺯ ﺑﻪ ﺗﺼﻤﻴﻢ ﮔﻴﺮي ﺩﺭ ﻣﻮﺭ ِﺩ ﺁﻧﭽﻪ ﺑﺎﻳﺪ ﺍﻧﺠﺎﻡ ﺩﻫﻨﺪ‪ ،‬ﺑﻪ‬ ‫ﮔﻮﻧﻪ ﺍي ﺧﻮﺩﮐﺎﺭ ﻭﻇﺎﻳﻒ ﻭ ﻧﻘﺶ ﻫﺎي ﺧﻮﺩ ﺭﺍ ﺍﺟﺮﺍ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺩﺭ ﻣﻘﺎﺑﻞ‪ ،‬ﺁﺩﻣﻴﺎﻥ‪ ،‬ﺭﻓﺘﺎﺭﻫﺎي ﺧﻮﺩﮐﺎ ﹺﺭ ﻧﺴﺒﺘﺎً‬ ‫ﮐﻤﻲ ﺭﺍ ﺑﻪ ﺍﺭﺙ ﻣﻲ ﺑﺮﻧﺪ‪ .‬ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﺁﻧﭽﻪ ﺁﻧﺎﻥ ﺑﻪ ﺍﺭﺙ ﻣﻲ ﺑﺮﻧﺪ ﻗﻮﻩ ي ﺭﻓﺘﺎﺭي ﺑﺴﻴﺎﺭ ﺍﻧﻌﻄﺎﻑ ﭘﺬﻳﺮي‬ ‫ﻖ ﺗﺠﺮﺑﻪ ﺗﺮﮐﻴﺐ ﻣﻲ ﺷﻮﺩ‪ ،‬ﻟﺬﺍ‪ ،‬ﺍﻧﺴﺎﻥ ﻫﺎ ﺑﻪ ﻭﺍﺳﻄﻪ ي‬ ‫ﺍﺳﺖ ﮐﻪ ﺑﺎ ﺗﻮﺍﻧﺎﻳﻲ ﮔﺴﺘﺮﺩﻩ ي ﻳﺎﺩﮔﻴﺮي ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺗﻮﺍﻧﺎﻳﻲ ﮔﺴﺘﺮﺩﻩ ي ﻳﺎﺩﮔﻴﺮي ﻭ ﺧﻠ ﹺ‬ ‫ﻞ ﺗﻐﻴﻴﺮ ﻭ ﺗﻌﺪﻳﻞ‬ ‫ﻖ ﺭﻓﺘﺎﺭﻫﺎي ﺟﺪﻳﺪ‪ ،‬ﮐﻪ ﺑﺴﺘﻪ ﺑﻪ ﻣﻮﻗﻌﻴﺖ ﻫﺎي ﻣﺨﺘﻠﻒ ﻗﺎﺑ ﹺ‬ ‫ﻂ ﮔﻮﻧﺎﮔﻮﻥِ ﻣﺤﻴﻄﻲ ﺗﺎ ﺍﻧﺪﺍﺯﻩ ي‬ ‫ﺕ ﺧﻮﻳﺶ ﺩﺭ ﺷﺮﺍﻳ ِ‬ ‫ﺍﺳﺖ‪ ،‬ﻗﺎﺩﺭﻧﺪ ﺭﻓﺘﺎﺭﻫﺎي ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺭﺍﺳﺘﺎي ﺑﻘﺎ ﻭ ﺣﻴﺎ ِ‬ ‫ﺯﻳﺎﺩي ﺟﺮﺡ ﻭ ﺗﻌﺪﻳﻞ ﮐﻨﻨﺪ‪.‬‬ ‫ﭖ‬ ‫ﻦ ﺗﺤﻮ ﹺﻝ ﺍﻧﺴﺎﻥ – ﺗﺎﻣﺲ ﻣﻮﺭي ﻫﺎﻧﺲ ﺗﺮﺟﻤﻪ ي ﺣﺎﻣ ِﺪ ﺑﺮﺁﺑﺎﺩي – ﺣﻤﻴﺪﺭﺿﺎ ﺁﻗﺎ ﻣﺤﻤﺪﻳﺎﻥ – ﻧﺸﺮ ﻧﻲ – ﭼﺎ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﻧﻈﺮﻳﻪ ﻫﺎي ﻧﻮﻳ ﹺ‬ ‫ﺍﻭﻝ – ﺻﻔﺤﻪ ي ‪٧٠‬‬

‫]‪ [٢٤‬ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي ﺩﻻﻟﺖ ﺑﺮ ﺟﺒﺮﮔﺮﺍﻳﻲ ﮊﻧﺘﻴﮑﻲ ﻧﺪﺍﺭﺩ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ » ﮊﻧﺘﻴﮏ ﺭﻓﺘﺎﺭي « ﺍﺛﺮ ﺭﺍﺑﺮﺕ ﭘﻼﻣﻴﻦ‪ .‬ﻧﺸﺮ ﻣﻬﺘﺎﺏ‪ .‬ﺻﻔﺤﻪ ي ‪١٤٧‬‬

‫ﻑ ﺍﻳﻦ ﮐﻪ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺷﺪ ﮊﻥ ﺑﺮ ﺭﻓﺘﺎﺭ ﻣﻮﺛﺮ ﺍﺳﺖ ﻧﻤﻲ ﺗﻮﺍﻥ ﭼﻨﻴﻦ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ ﮐﻪ ﮊﻥ ﺑﻪ‬ ‫" ﻓﻘﻂ ﺑﻪ ﺻﺮ ِ‬ ‫ﻞ ﺑﻪ ﻭﺟﻮﺩ ﺁﻭﺭﻧﺪﻩ ي ﺭﻓﺘﺎﺭ ﺭﺍ ﺑﻪ ﺳﺎﺩﮔﻲ ﺑﻪ ﻋﻨﺎﺻ ﹺﺮ‬ ‫ﺗﻨﻬﺎﻳﻲ ﺭﻓﺘﺎﺭ ﺭﺍ ﺑﻪ ﻭﺟﻮﺩ ﻣﻲ ﺁﻭﺭﺩ‪ .‬ﺣﺘﻲ ﻧﻤﻲ ﺗﻮﺍﻥ ﻋﺎﻣ ﹺ‬ ‫ﮊﻧﺘﻴﮑﻲ ﻭ ﻣﺤﻴﻄﻲ ﺩﺳﺘﻪ ﺑﻨﺪي ﻧﻤﻮﺩ‪" .‬‬ ‫ﭖ ﭘﻨﺠﻢ – ﺻﻔﺤﻪ ي‬ ‫ﻲ ﻣﺸﻬﺪ – ﭼﺎ ﹺ‬ ‫ي ﺭﻓﺘﺎﺭ – ﺍﺛ ﹺﺮ ﮐﺮﺑﺰ ﻭ ﺩﻳﻮﻳﺲ – ﺗﺮﺟﻤﻪ ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﺸﺮ ﺟﻬﺎﺩ ﺩﺍﻧﺸﮕﺎﻫ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﮐﻮﻟﻮﮊ ﹺ‬ ‫‪٢٨‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬

‫ﻲ ﻣﻌﻴﻦ ﮊﻧﺘﻴﮑﻲ ﺑﺎﺷﺪ )‬ ‫]‪ [٢٥‬ﺍﮔﺮ ﻫﻤﻪ ي ﺗﻔﺎﻭﺕ ﻫﺎي ﻣﻮﺟﻮﺩ ﺑﻴﻦ ﺍﻋﻀﺎي ﻳﮏ ﮔﻮﻧﻪ ي ﺩﺭ ﻳﮏ ﻭﻳﮋﮔ ﹺ‬ ‫ﮏ ﻣﻨﺪﻟﻲ ﻣﺜﻞ ِﺍﻧﻮﺍ ﹺﻉ ﮔﺮﻭ ِﻩ ﺧﻮﻧﻲ ﺻﺤﻴﺢ ﺍﺳﺖ (‪ ،‬ﺁﻧﮕﺎﻩ ﻣﻴﺰﺍ ِﻥ‬ ‫ﺕ ﮐﻼﺳﻴ ِ‬ ‫ﻫﻤﺎﻧﮕﻮﻧﻪ ﮐﻪ ﺑﺮﺍي ﺍﮐﺜ ﹺﺮ ﺻﻔﺎ ِ‬ ‫ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي ﺑﺮﺍي ﺁﻥ ﻭﻳﮋﮔﻲ ﺑﺮﺍﺑﺮ ﺑﺎ ‪ ١‬ﺍﺳﺖ‪ .‬ﺩﺭ ﻣﻘﺎﺑﻞ ﺍﮔﺮ ﻫﻤﻪ ي ﮔﻮﻧﺎﮔﻮﻧﻲﹺ ﻓﻨﻮﺗﻴﭙﻲ ﻳﮏ ﺻﻔﺖ‬ ‫ﻲ‬ ‫ﻲ ﻣﻮﺭﺩ ﻧﻈﺮ ﺑﺮﺍﺑ ﹺﺮ ﺻﻔﺮ ﺍﺳﺖ‪ .‬ﺍﮔﺮ ﻧﻴﻤﻲ ﺍﺯ ﮔﻮﻧﺎﮔﻮﻧ ﹺ‬ ‫ﻣﺤﻴﻄﻲ ﺑﺎﺷﺪ‪ ،‬ﻣﻴﺰﺍ ِﻥ ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي ﺩﺭ ﻣﻮﺭ ِﺩ ﻭﻳﮋﮔ ﹺ‬ ‫ﺕ ﮊﻧﻲ ﺑﺎﺷﺪ‪ ،‬ﺁﻧﮕﺎﻩ ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮي ﺑﺮﺍﺑﺮ ﺑﺎ ‪ ٠.٥‬ﺍﺳﺖ‪.‬‬ ‫ﻓﻨﻮﺗﻴﭙﻲ ﺩﺭ ﻧﺘﻴﺠﻪ ي ﺍﺛﺮﺍ ِ‬ ‫ي‬ ‫ﻧﮑﺘﻪ ﺍي ﮐﻪ ﺑﺎﻳﺴﺘﻲ ﺣﺘﻤﺎ ً ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﻮﺩ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺍﺷﺘﺒﺎﻩ ﺍﺳﺖ ﺍﮔﺮ ﺑﮕﻮﻳﻴﻢ ﭼﻮﻥ ﺗﻮﺍﺭﺙ ﭘﺬﻳﺮ ﹺ‬ ‫ﻳﮏ ﺻﻔ ِ‬ ‫ﺖ ﮔﻴﺎﻫﻲ ( ﺑﺮﺍﺑﺮ ‪ ٠.٥‬ﺍﺳﺖ‪ ،‬ﺑﻨﺎﺑﺮﺍﻳﻦ ‪ % ٥٠‬ﺗﻮﻟﻴ ِﺪ ﺩﺍﻧﻪ ﺩﺭ‬ ‫ﻞ ﺗﻮﻟﻴ ِﺪ ﺩﺍﻧﻪ ﺩﺭ ﻳﮏ ﺟﻤﻌﻴ ِ‬ ‫ﺖ ﮐﻤﻲ ) ﻣﺜ ﹺ‬ ‫ﺢ ﺍﻳﻦ ﻣﻄﻠﺐ ﺑﺎﻳﺪ ﺑﮕﻮﻳﻴﻢ ﮐﻪ ﻳﮏ ﮔﻴﺎﻩ ﻣﻤﮑﻦ ﺍﺳﺖ ﻳﮏ‬ ‫ﺕ ﮊﻧﻲ ﺍﺳﺖ‪ .‬ﺩﺭ ﺗﻮﺿﻴ ﹺ‬ ‫ﻫﺮ ﮔﻴﺎﻩ ﺩﺭ ﻧﺘﻴﺠﻪ ي ﺍﺛﺮﺍ ِ‬ ‫ﭗ ﺑﺮﺗﺮ ﺑﺮﺍي ﺗﻮﻟﻴ ِﺪ ﺩﺍﻧﻪ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺍﻣﺎ ﺩﺭ ﻣﺤﻴ ِ‬ ‫ﺕ ﻗﺮﺍﺭ‬ ‫ﻞ ﺍﺛﺮﺍ ِ‬ ‫ﻂ ﺿﻌﻴﻒ ﻭ ﻓﻘﻴﺮ ﺭﺷﺪ ﮐﺮﺩﻩ ﺑﺎﺷﺪ ) ﻣﻘ ﹺ‬ ‫ﮊﻧﻮﺗﻴ ﹺ‬ ‫ﮔﺮﻓﺘﻦ ﺩﺭ ﺳﺎﻳﻪ‪ ،‬ﺑﻴﻤﺎﺭي‪ ،‬ﺯﻳﺎﻥ ﻫﺎي ﻣﺮﺑﻮﻁ ﺑﻪ ﺣﺸﺮﻩ ﻭ ﻏﻴﺮﻩ ( ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﺩﺍﻧﻪ ﻫﺎي ﮐﻤﺘﺮي ﻧﺴﺒﺖ ﺑﻪ ﺗﻮﺍ ِﻥ‬ ‫ﻂ ﺟﻤﻌﻴﺖ‬ ‫ﭗ ﻣﺘﻮﺳ ِ‬ ‫ﻲ ﺧﻮﺩ ﺗﻮﻟﻴﺪ ﮐﺮﺩﻩ ﺑﺎﺷﺪ‪ .‬ﺍﻣﺎ ﮔﻴﺎ ِﻩ ﺩﻳﮕﺮي ﮐﻪ ﺩﺭ ﻫﻤﺎﻥ ﺟﻤﻌﻴﺖ ﻓﻘﻂ ﺩﺍﺭﺍي ﮊﻧﻮﺗﻴ ﹺ‬ ‫ﮊﻧﺘﻴﮑ ﹺ‬ ‫ﻂ ﻏﻨﻲ ﻭ ﻗﻮي ﺭﺷﺪ ﮐﺮﺩﻩ ) ﻣﺜﻼً ﺗﺼﺎﺩﻓﺎً ﺑﺎ ﻣﺪﻓﻮ ﹺﻉ ﺣﻴﻮﺍﻥ ﺗﻠﻘﻴﺢ ﺷﺪﻩ ( ﻭ ﺩﺭ‬ ‫ﺍﺳﺖ‪ ،‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺩﺭ ﻣﺤﻴ ِ‬ ‫ﻲ ﺧﻮﺩ ﺗﻮﻟﻴﺪ ﻧﻤﺎﻳﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﻣﻲ ﺑﻴﻨﻴﺪ ﺩﺭ ﺍﻳﻦ ﺩﻭ‬ ‫ﻧﺘﻴﺠﻪ ﺗﻮﺍﻧﺴﺘﻪ ﺗﻌﺪﺍﺩ ﺩﺍﻧﻪ ﺍي ﻧﺰﺩﻳﮏ ﺑﻪ ﺗﻮﺍ ِﻥ ﮊﻧﺘﻴﮑ ﹺ‬ ‫ﺣﺎﻟﺖ‪ ،‬ﺩﺍﻧﻪ ﻫﺎي ﺗﻮﻟﻴﺪ ﺷﺪﻩ ﺑﺮﺍﺑﺮ ﺍﺳﺖ ﻫﺮﭼﻨﺪ ﮐﻪ ﻭﺭﺍﺛﺖ ﭘﺬﻳﺮي ﻫﺎ ﺑﺎ ﻫﻢ ﻣﺘﻔﺎﻭﺕ ﺍﺳﺖ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﻧﺎﺩﺭﺳﺖ‬ ‫ﺖ‬ ‫ي ﺑﺎﻻ ﺑﺮﺍي ﻳﮏ ﺻﻔﺖ‪ ،‬ﺍﺯ ﻧﻈ ﹺﺮ ﮊﻧﺘﻴﮑﻲ ﻧﺴﺒﺖ ﺑﻪ ﺟﻤﻌﻴ ِ‬ ‫ﺍﺳﺖ ﺍﮔﺮ ﺑﮕﻮﻳﻴﻢ ﻳﮏ ﺟﻤﻌﻴﺖ ﺑﺎ ﻭﺭﺍﺛﺖ ﭘﺬﻳﺮ ﹺ‬ ‫ﺩﻳﮕﺮي ﮐﻪ ﺑﺮﺍي ﻫﻤﺎﻥ ﺻﻔﺖ ﺍﺯ ﻭﺭﺍﺛﺖ ﭘﺬﻳﺮي ) ﺩﺭ ﮔﻮﻧﻪ ي ﻳﮑﺴﺎﻥ ﻳﺎ ﻣﺘﻔﺎﻭﺕ ( ﭘﺎﻳﻴﻨﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ‪،‬‬ ‫ﺑﺮﺗﺮي ﺩﺍﺭﺩ‪.‬‬ ‫ﮏ ﺍﺳﺘﺎﻧﺴﻔﻴﻠﺪ – ﺍﻟﺮﻭﺩ – ﺗﺮﺟﻤﻪ ي ﺭﺿﺎ ﭘﻴﻠﻪ ﭼﻴﺎﻥ‪ ،‬ﺩﮐﺘﺮ ﻣﺤﻤﺪي‪ ،‬ﺩﮐﺘﺮ ﻣﻌﺘﻤﺪي – ﻧﺸ ﹺﺮ ﺁﻳﻴﮋ – ﺻﻔﺤﻪ ي ‪٢٩٠‬‬ ‫ﻧﻘﻞ ﺍﺯ ﮊﻧﺘﻴ ِ‬

‫ﺶ ﻣﻮﺵ ﻫﺎ ﻭ ﻗﻔﺲ ﺳﺎﺩﻩ ﻭ ﺑﺎ ﺍﻣﮑﺎﻧﺎﺕ (‬ ‫) ﻧﮕﺎﻩ ﮐﻨﻴﺪ ﺑﻪ ﺁﺯﻣﺎﻳ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬ ‫ﻣﺒ‬

‫ﺠﻢ‬ ‫ﻓﺼﻞ ﭘﻨﺠ‬ ‫ﻞ‬ ‫ﺸﻨﺎﺳﻲ ﺗﮑﺎﻣﻠﻲ‬ ‫ﺭﻭﺍﻧﺸ ﻲ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬

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‫ﻓﻬﺮﺳﺖ ﻓﺼﻞ ﭘﻨﺠﻢ ‪:‬‬

‫ﻓﺼﻞ ﭘﻨﺠﻢ‪ :‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﮑﺎﻣﻠﻲ ‪  ١٨٧ ..........................................................................................................‬‬ ‫ﻓﻬﺮﺳﺖ ﻓﺼﻞ ﭘﻨﺠﻢ ‪  ١٨٨ ..................................................................................................................... :‬‬ ‫ﻧﮕﺮﺵ ﻫﺎي ﻏﻠﻂ ﭘﻴﺮﺍﻣﻮﻥِ ﺭﻭﺍﻧﺸﻨﺎﺳﻲﹺ ﺗﮑﺎﻣﻠﻲ ‪  ١٩٥ .......................................................................................... :‬‬ ‫ﺁﺯﻣﺎﻳﺶﹺ ﻭﺍﺳﻮﻥ ‪  ٢٠٣ .......................................................................................................................... :‬‬ ‫ﺧﻼﺻﻪ ي ﻓﺼﻞ ‪ :‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﮑﺎﻣﻠﻲ ‪  ٢٠٧ ....................................................................................................‬‬ ‫ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎي ﻣﺘﺮﺟﻢ‪  ٢٠٧ .....................................................................................................................:‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬

‫ﻲ ﺗﮑﺎﻣﻠﻲ‪ ،‬ﺭﻭﻳﮑﺮﺩي ﻧﺴﺒﺘﺎً ﺟﺪﻳﺪ ﺍﺳﺖ ﮐﻪ ﺑﻪ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻞ ﺍﻓﮑﺎﺭ‪ ،‬ﻭﻳﮋﮔﻲ ﻫﺎ ﻭ ﺭﻓﺘﺎﺭﻫﺎي ﺁﺩﻣﻲ ﺍﺯ‬ ‫ﺗﺠﺰﻳﻪ ﺗﺤﻠﻴ ﹺ‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﺍﻳﻦ ﮐﺎﺭ‬ ‫ﺩﻳﺪﮔﺎ ِﻩ ﺗﮑﺎﻣﻞ ﻣﻲ ﭘﺮﺩﺍﺯﺩ‪ .‬ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺵ ﺍﻧﻄﺒﺎﻗﻲ ﺍﻳﻦ ﺍﻓﮑﺎﺭ‪ ،‬ﻭﻳﮋﮔﻲ ﻫﺎ‬ ‫ﻲ ﺍﺭﺯ ﹺ‬ ‫ﻖ ﺑﺮﺭﺳ ﹺ‬ ‫ﺭﺍ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻭ ﺭﻓﺘﺎﺭﻫﺎ ﺑﺮﺍي ﮔﻮﻧﻪ ي ﻣﻮﺭﺩ ﻧﻈﺮ ﺍﻧﺠﺎﻡ ﻣﻲ ﺩﻫﺪ‪.١‬‬ ‫ﺑﺴﻴﺎﺭي ﺍﺯ ﺍﻳﺪﻩ ﻫﺎﻳﻲ ﮐﻪ ﭘﻴﺶ ﺗﺮ ﺭﺍﺟﻊ ﺑﻪ ﺁﻧﻬﺎ ﺻﺤﺒﺖ‬ ‫ﻲ‬ ‫ي ﺟﺪﻳﺪ ﺑﻪ ﻧﺎ ﹺﻡ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺷﺪ ﺑﺎ ﻳﮏ ﺭﻭﻳﮑﺮﺩ ﻧﻈﺮ ﹺ‬ ‫ﻁ ﺗﻨﮕﺎﺗﻨﮕﻲ ﺩﺍﺭﻧﺪ‪.‬‬ ‫ﺗﮑﺎﻣﻠﻲ ﺍﺭﺗﺒﺎ ِ‬ ‫ﻖ ﮔﻔﺘﻪ ي‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﭼﻴﺴﺖ ؟ ﻃﺒ ﹺ‬ ‫ﻣﻮﺿﻮﻉ ِ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺶ‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﭼﻬﺎﺭ ﭘﺮﺳ ﹺ‬ ‫ﺑﺎﺱ )‪ " : ( ١٩٩٩‬ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﮐﻠﻴﺪي ﺭﻭﺑﺮﻭي ﺧﻮﺩ ﺩﺍﺭﺩ ‪:‬‬ ‫ƒ ﭼﺮﺍ ﺫﻫﻦ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﻃﺮﺍﺣﻲ ﺷﺪﻩ ﺍﺳﺖ ؟‬ ‫ﻦ ﺍﻧﺴﺎﻥ ﭼﻄﻮﺭ ﻃﺮﺍﺣﻲ ﺷﺪﻩ ﺍﺳﺖ ﻭ ﻣﮑﺎﻧﻴﺴﻢ ﻫﺎ ﻭ ﺑﺨﺶ ﻫﺎي ﺳﺎﺯﻧﺪﻩ ي ﺁﻥ ﭼﻪ ﻫﺎ ﻫﺴﺘﻨﺪ ؟‬ ‫ƒ ﺫﻫ ﹺ‬ ‫ﭼﮕﻮﻧﻪ ﺍﻳﻦ ﻗﺴﻤﺖ ﻫﺎ ﺳﺎﺯﻣﺎﻥ ﻳﺎﻓﺘﻪ ﺍﻧﺪ ؟‬ ‫ﺕ ﺩﮔﻴﺮ ﺫﻫﻦ ﺑﺮﺍي ﺍﻧﺠﺎ ﹺﻡ‬ ‫ƒ ﮐﺎﺭﮐﺮ ِﺩ ﺍﻳﻦ ﺑﺨﺶ ﻫﺎي ﺳﺎﺯﻧﺪﻩ ﻭ ﺳﺎﺧﺘﺎﺭ ﻫﺎي ﻧﻈﺎﻡ ﻳﺎﻓﺘﻪ ﭼﻴﺴﺖ؟ ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﺩﺍﺩ ِﻥ ﭼﻪ ﮐﺎﺭي ﻃﺮﺍﺣﻲ ﺷﺪﻩ ﺍﺳﺖ ؟‬ ‫ﻦ ﺁﺩﻣﻲ‬ ‫ﻲ ﺫﻫ ﹺ‬ ‫ﻂ ﺍﺟﺘﻤﺎﻋﻲ ﺑﺎ ﻃﺮﺍﺣ ﹺ‬ ‫ﻑ ﻣﺎ‪ ،‬ﺑﺨﺼﻮﺹ ﻣﺤﻴ ِ‬ ‫ﻂ ﺍﻃﺮﺍ ِ‬ ‫ƒ ﭼﮕﻮﻧﻪ ﭘﺪﻳﺪﻩ ﻫﺎي ﻭﺍﺭﺩ ﺷﺪﻩ ﺍﺯ ﻣﺤﻴ ِ‬ ‫ﻞ ﻣﺸﺎﻫﺪﻩ ﺗﻌﺎﻣﻞ ﻭ ﻫﻤﺎﻫﻨﮕﻲ ﺩﺍﺭﻧﺪ ؟ "‬ ‫ﺟﻬﺖِ ﺗﻮﻟﻴ ِﺪ ﺭﻓﺘﺎﺭ ﻫﺎي ﻗﺎﺑ ﹺ‬

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‫ﺦ ﺗﮑﺎﻣﻠﻲ‪ ،‬ﭼﻪ ﺳﻮﺩي‬ ‫‪ ١‬ﺑﻪ ﺯﺑﺎ ِﻥ ﺳﺎﺩﻩ ﺗﺮ‪ ،‬ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥِ ﺗﮑﺎﻣﻠﻲ ﺗﻼﺵ ﻣﻲ ﮐﻨﻨﺪ ﺩﺭﻳﺎﺑﻨﺪ ﻳﮏ ﻭﻳﮋﮔﻲ ﻳﺎ ﺭﻓﺘﺎ ﹺﺭ ﻣﻌﻴﻦ‪ ،‬ﺩﺭ ﻃﻮ ﹺﻝ ﺗﺎﺭﻳ ﹺ‬ ‫ﻂ ﭘﻴﺮﺍﻣﻮﻧﺶ ﺩﺍﺷﺘﻪ ﺍﺳﺖ – ﻡ‬ ‫ﺖ ﺳﺎﺯﮔﺎﺭي ﻭ ﺍﻧﻄﺒﺎﻕ ﺑﺎ ﻣﺤﻴ ِ‬ ‫ﺑﺮﺍي ﺟﺎﻧﻮﺭ ﻣﺬﮐﻮﺭ ﺩﺭ ﺟﻬ ِ‬ ‫‪ e ٢‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١‬‬ ‫‪١٨٩‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬

‫ﻞ ﺍﺳﺘﻔﺎﺩﻩ ﺑﺮﺍي‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﺑﺴﻴﺎﺭ ﻭﺳﻴﻊ ﺍﺳﺖ ﻭ ﻗﺎﺑ ﹺ‬ ‫ﻒ ﺑﺎﺱ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻣﻲ ﺗﻮﺍﻥ ﺍﻳﻨﻄﻮﺭ ﻋﻨﻮﺍﻥ ﮐﺮﺩ ﮐﻪ ﺗﻌﺮﻳ ِ‬ ‫ﻲ‬ ‫ﻲ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺍﮐﺜ ﹺﺮ ﺭﻭﻳﮑﺮﺩﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻣﻲ ﺑﺎﺷﺪ‪ )١‬ﺩﻳﻮﻳﺪ ﮐﺮي‪ .( ٢‬ﭘﻴﻨﮑﺮ‪ (١٩٩٧ ) ٣‬ﺧﺎﺳﺘﮕﺎ ِﻩ ﺗﺎﺭﻳﺨ ﹺ‬ ‫ﺏ ﻋﻠﻤﻲ ﺭﺍ ﺩﺭ ﮐﻨﺎ ﹺﺭ ﻫﻢ ﻗﺮﺍﺭ ﺩﺍﺩ ‪:‬‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﺩﻭ ﺍﻧﻘﻼ ﹺ‬ ‫ﺗﮑﺎﻣﻠﻲ ﺭﺍ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﺗﻮﺿﻴﺢ ﻣﻲ ﺩﻫﺪ ‪ " :‬ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺐ ﺩﺍﺩﻩ ﻫﺎ ﻭ‬ ‫ﺏ ﺷﻨﺎﺧﺘﻲ‪ ٤‬ﺩﺭ ﺩﻫﻪ ي ‪ ١٩٥٠‬ﻭ ‪ ١٩٦٠‬ﮐﻪ ﻣﮑﺎﻧﻴﺴﻢ ﻫﺎي ﺗﻔﮑﺮ ﻭ ﻫﻴﺠﺎﻥ ﺭﺍ ﺩﺭ ﻗﺎﻟ ﹺ‬ ‫ƒ ﺍﻧﻘﻼ ﹺ‬ ‫ﻣﺤﺎﺳﺒﺎﺕ ﺗﻮﺿﻴﺢ ﻣﻲ ﺩﻫﺪ‪.‬‬ ‫ﺕ ﺯﻧﺪﻩ ﺭﺍ ﺑﻪ‬ ‫ﻲ ﭘﻴﭽﻴﺪﻩ ي ﻣﻮﺟﻮﺩﺍ ِ‬ ‫ﻲ ﺩﻫﻪ ي ‪ ١٩٦٠‬ﻭ ‪ ١٩٧٠‬ﮐﻪ ﻃﺮﺍﺣ ﹺ‬ ‫ﻲ ﺗﮑﺎﻣﻠ ﹺ‬ ‫ﺏ ﺯﻳﺴﺖ ﺷﻨﺎﺳ ﹺ‬ ‫ƒ ﺍﻧﻘﻼ ﹺ‬ ‫ﺐ ﺍﻧﺘﺨﺎﺏ ﺍﺯ ﻣﻴﺎ ِﻥ ﺗﮑﺮﺍﺭ ﮐﻨﻨﺪﮔﺎﻥ‪ ٥‬ﺗﻮﺿﻴﺢ ﻣﻲ ﺩﻫﺪ‪.‬‬ ‫ﻣﻨﻈﻮﺭ ﺳﺎﺯﮔﺎﺭي ﺑﺎ ﻃﺒﻴﻌﺖ‪ ،‬ﺩﺭ ﻗﺎﻟ ﹺ‬ ‫ﻞ ﻣﺮﺑﻮﻁ ﺑﻪ ﺭﻓﺘﺎ ﹺﺭ ﺟﻨﺴﻲ ﻭ ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞ‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﺗﻤﺮﮐ ﹺﺰ ﺧﻮﺩ ﺭﺍ ﺑﻴﺸﺘﺮ ﺑﺮ ﻣﺴﺎﺋ ﹺ‬ ‫ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﻋﻤﻼً‪ ،‬ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻖ ﮔﻔﺘﻪ ي ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺗﮑﺎﻣﻠﻲ ‪ " :‬ﻣﻐﺰﻫﺎ‪ ...‬ﺧﺪﻣﺘﮕﺰﺍﺭﺍ ِﻥ ﮔﻨﺎﺩﻫﺎ‪ ) ٦‬ﻏﺪﻩ ﻫﺎي ﺟﻨﺴﻲ‬ ‫ﻣﻌﻄﻮﻑ ﮐﺮﺩﻩ ﺍﺳﺖ‪ .‬ﻃﺒ ﹺ‬ ‫( ﻫﺴﺘﻨﺪ‪ ) " .‬ﮐﻨﺮﻳﮏ‪( ٢٠٠١ ٧‬‬

‫ﺕ ﻣﺨﺘﺼﺮ‪ ،‬ﺷﺎﻳﺪ ﺑﺘﻮﺍﻥ ﮔﻔﺖ ‪:‬‬ ‫‪ ١‬ﺩﺭ ﻳﮏ ﻋﺒﺎﺭ ِ‬ ‫ﻲ ﮐﺎ ﹺﺭ ﻣﻐﺰ ﺩﺭ ﺣﻴﻮﺍﻧﺎﺕ ﻭ ﺍﻧﺴﺎﻥ ﺍﺳﺖ‪،‬‬ ‫ﺏ ﺷﻨﺎﺧﺘﻲ ﺑﻪ ﺗﻮﺟﻴﻪ ﭼﮕﻮﻧﮕ ﹺ‬ ‫ƒ ﻋﻠﻮ ﹺﻡ ﺍﻋﺼﺎ ﹺ‬ ‫ƒ‬

‫ﻞ ﺗﻮﺍﺭﺙ ﻣﻲ ﭘﺮﺩﺍﺯﺩ ﻭ‬ ‫ﮊﻧﺘﻴﮏ ﺑﻪ ﭼﮕﻮﻧﮕﻲ ﻋﻤ ﹺ‬

‫ﻲ ﮐﺎ ﹺﺭ ﻣﻐﺰ ﺭﺍ ﻫﺪﻑ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪.‬‬ ‫ƒ ﺩﻳﺪﮔﺎ ِﻩ ﺗﮑﺎﻣﻠﻲ ﭼﺮﺍﻳ ﹺ‬ ‫) ﻧﻘﻞ ﺍﺯ ﺳﻮﺳﻴﻮﺑﻴﻮﻟﻮﮊي ﺍﺛﺮ ﺍﺩﻭﺍﺭﺩ ﻭﻳﻠﺴﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﺸﺮ ﺟﻬﺎﺩ ﺩﺍﻧﺸﮕﺎﻫﻲ ﻣﺸﻬﺪ – ﺻﻔﺤﻪ ي ‪( ١١‬‬ ‫‪David Carey ٢‬‬ ‫‪Pinker ٣‬‬ ‫‪ e ٤‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٢‬‬ ‫ﺡ‬ ‫ﻖ ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞ ﮊﻥ ﻫﺎي ﺧﻮﻳﺶ ﺭﺍ ﺗﮑﺮﺍﺭ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺩﺭ ﺍﺻﻄﻼ ﹺ‬ ‫‪ : replicator ٥‬ﻣﻨﻈﻮﺭ ﺍﺯ ﺗﮑﺮﺍﺭ ﮐﻨﻨﺪﮔﺎﻥ‪ ،‬ﺟﺎﻧﻮﺭﺍﻥ ﺍﺳﺖ ﮐﻪ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺗﮑﺎﻣﻞ ﺑﻪ ﺍﻋﻤﺎﻟﻲ ﮐﻪ ﻣﻮﺟﻮﺩﺍﺕِ ﺯﻧﺪﻩ ﺑﻪ ﻃﻮﺭ ﻣﺴﺘﻘﻴﻢ ﻭ ﻳﺎ ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ ﺍﻧﺠﺎﻡ ﻣﻲ ﺩﻫﻨﺪ ﺗﺎ ﮊﻥ ﻫﺎﻳﺸﺎﻥ ﺩﺭ ﻧﺴﻞ ﻫﺎي ﺑﻌﺪي ﺗﮑﺮﺍﺭ ﺷﻮﺩ‬ ‫‪ ) replication‬ﺗﮑﺮﺍﺭ ﮐﺮﺩﻥ ( ﻭ ﺑﻪ ﻓﺎﻋﻞ ﺍﻳﻦ ﻋﻤﻞ ‪ ) replicator‬ﺗﮑﺮﺍﺭ ﮐﻨﻨﺪﻩ ( ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ – .‬ﻡ‬ ‫‪ : gonads ٦‬ﻣﻨﻈﺮﻭ ﺍﺯ ﮔﻨﺎﺩﻫﺎ‪ ،‬ﺑﻴﻀﻪ ﻫﺎ ﺩﺭ ﻣﺮﺩﺍﻥ ﻭ ﺗﺨﻤﺪﺍﻥ ﻫﺎ ﺩﺭ ﺯﻧﺎﻥ ﻣﻲ ﺑﺎﺷﻨﺪ‪ – .‬ﻡ‬ ‫‪Kenrick ٧‬‬ ‫‪١٩٠‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬ ‫ﻣﺒ‬

‫ﻲ ﺗﺗﮑﺎﻣﻠﻲ ﻋﺒﺎﺭﺭﺗﻨﺪ ﺍﺯ ‪:‬‬ ‫ي ﺭﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﭘﻴﺶ ﻓﺮﺽ‪ ١‬ﻫﺎﺎي ﮐﻠﻴﺪ ﹺ‬ ‫ﺶ‬ ‫‪: (inclu‬‬ ‫ﻲ ﻓﺮﺍﮔﻴﺮﺮ‪usive fittness) ٢‬‬ ‫ﺷﺎﻳﺴﺘﮕ ﹺ‬ ‫ﮕ‬ ‫‪.١‬‬ ‫ﻖ‬ ‫ﻃﺮﻳ ﹺ‬ ‫ﺴﺘﻘﻴﻢ ﺍﺯ ﻳ‬ ‫ﮐﻪ ﺑﻴﺸﺘﺮﻳﻦ ﻣﻣﻘﺪﺍﺭ ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞ ﺭﺍ ﭼﻪ ﺑﻪ ﻃﻮﺭ ﻣﺴﺘ‬ ‫ﺑﺮ ﻣﺒﻨﺎي ﺍﻳﻦ ﭘﻴﺶ ﻓﺮﺽ‪ ،‬ﺍﺭﮔﺎﻧﻴﺴﺴﻢ ﻫﺎﻳﻲ ﻪ‬ ‫ﮐﻤﮏ ﺑﻪ ﮐﺴﺎﻧﻲ ﮐﻪ ﺩﺭ ﮊﻥ ﻫﺎ ﺑﺎ ﺁﻧﻬﺎ ﺳﺳﻬﻴﻢ ﻫﺴﺘﻨﺪ ) ﻣﺜﻼً ﻗﻮﻡ ﻭ‬ ‫ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞ ﻭ ﭼﻪ ﺑﻪ ﻃﻮﻮﺭ ﻏﻴ ﹺﺮ ﻣﺴﺘﻘﻘﻴﻢ ﺑﺎ ﮏ‬ ‫ﺗﺮﺟﻴﺢ ﺩﺍﺩﻩ ﻣﻲ ﺷﻮﻧﺪ‪.٣‬‬ ‫ﺏ ﻃﺒﻴﻴﻌﻲ ﺩﺭ ﻣﻘﺎﻳﻳﺴﻪ ﺑﺎ ﺑﻘﻴﻪ ﺗﺮ‬ ‫ﻂ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﻫﺎي ﻧﺰﺩﻳﮏ ( ﺍﻧﺠﺎﻡ ﻣﻲ ﺩﺩﻫﻨﺪ ﺗﻮﺳ ِ‬ ‫ﺧﻮﻳﺶ ي‬

‫‪: ( Kin‬‬ ‫ﺍﻧﺘﺨﺎﺏ ﺧﻮﻳﺸﺎﻭﻧﻧﺪ ) ‪K selecction‬‬ ‫ﺏﹺ‬ ‫‪.٢‬‬ ‫ي‬ ‫ﺱ ﺍﻳﻦ ﭘﻴﺶ ﻓﺮﺮﺽ ﺍﺭﮔﺎﻧﻴﻴﺴﻢ ﻫﺎﻳﻲ ﺍﻧﺘﺨﺎﺏ ﻣﻲ ﺷﻮﻧﺪ ﮐﻪ ﻧﻧﻮﺯﺍﺩﺍﻥ ﻭ ﺳﺳﺎﻳ ﹺﺮ‬ ‫ﺑﺮ ﺍﺳﺎ ﹺ‬ ‫ﺍﻋﻀﺎي ﺧﺎﻧﻮﺍﺩﻩ ي‬ ‫ﻅِ ﮊﻧﺘﻴﮑﻲ ﺎﺑﺎ ﺁﻧﻬﺎ ﺧﻮﻳﺸﺸﺎﻭﻧﺪ ﻫﺴﺘﻨﺪﺪ (‪ ،‬ﺑﺮ ﺩﻳﮕﺮﺮﺍﻥ ﺗﺮﺟﻴﺢ ﺩﻫﻨﺪ‪.‬‬ ‫ﺧﻮﻳﺶ ﺭﺍ ) ﮐﻪ ﺍﺯ ﻟﺤﺎﻅ‬ ‫ﺿﻴﻪ ) ‪ ( hypotthesis‬ﺗﻔﺎﻭﻭﺕ‬ ‫ﺍﺯ ﻧﻈﺮ ﻣﻌﻨﺎﻳﻲ ﺑﺑﺎ ﻭﺍﮊﻩ ي ﻓﺮﺿ‬ ‫ﺽ‪ ،‬ﻓﺮﺽ ← ﺗﻮﺟﻪ ﮐﻨﻴﺪ ﮐﮐﻪ ﺍﻳﻦ ﻭﺍﮊﻩ ﺯ‬ ‫‪ : assumption‬ﭘﻴﺶ ﻓﺮﺽ‬ ‫‪a‬‬ ‫‪n١‬‬ ‫ﺩﺍﺭﺩ‪e .‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٣‬‬ ‫ﺩ‬ ‫ﻣﻲ ﮔﻴﺮﺩ – ﻡ‬ ‫ﺑﻴﺸﺘﺮي ﺭﺍ ﺩﺭ ﺑﺮ ﻲ‬ ‫ي‬ ‫‪ : inclussive fitnesss ٢‬ﺷﺎﻳﺴﺴﺘﮕﻲ ﮐﻪ ﮔﺴﺘﺮﺮﺵ ﻣﻲ ﻳﺎﺑﺪ ﻭ ﺭﻭﺯ ﺑﻪ ﺭﻭﺯ ﺍﺷﺨﺎﺹ‬ ‫ﺍﻓﺮﺍﺩ ﺑﺎ‬ ‫ﺩﺭ ﭘﺎﺳﺦ ﺑﺎﻳﺪ ﮔﮔﻔﺖ ﺍﻳﻦ ﺩ‬ ‫ﻃﺒﻴﻌﻲ ﺑﻪ ﺳﺎﻳﺮﻳﻦ ﺗﺮﺟﻴﺢ ﺩﺍﺩﻩ ﻣﻣﻲ ﺷﻮﻧﺪ ؟ ﺭ‬ ‫ﻲ‬ ‫ﺏ‬ ‫ﻂ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﻦ ﺍﻓﺮﺍﺩ ﺗﻮﺳ ِ‬ ‫‪ ٣‬ﻣﻣﻤﮑﻦ ﺍﺳﺖ ﺑﭙﺮﺮﺳﻴﺪ ﭼﺮﺍ ﺍﻳﻦ‬ ‫ﺧﻄ ﹺﺮ‬ ‫ﺐ‪ ،‬ﺍﺯ ﺁﺯﻣﻮ ِﻥ ﻃﺒﻴﻌﺖ ﻭ ﻄ‬ ‫ﺧﻮﺩ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﻭ ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ‬ ‫ي ﺑﻴﻴﺸﺘﺮي ﺍﺯ ﺩ‬ ‫ﺗﻮﺍﻧﺎﻳﻲ ﺳﺎﺯﮔﺎﺭ ﹺ‬ ‫ﻲ‬ ‫ﺗﮑﺜﻴ ﹺﺮ ﺑﻴﺸﺘﺮ ﻭ ﻣﺘﻨﻨﻮﻉ ﺗﺮ ﮊﻥ ﻫﺎﺎﻳﺸﺎﻥ‪،‬‬ ‫ﻴ‬ ‫ﺍﺣﺘﻤﺎﻝ ﺑﻴﺸﺘﺮي ﺳﺮﺑﻠﻠﻨﺪ ﺑﻴﺮﻭﻥ ﻣﻲ ﺁﻳﻨﺪ‪.‬‬ ‫ﻝﹺ‬ ‫ﺍﻧﻘﺮﺍﺍﺽ‪ ،‬ﺑﻪ‬ ‫‪١٩١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬

‫ﺕ ﻭﺍﻟﺪﻳﻦ )‪: ( differential parental investment‬‬ ‫ي ﻣﺘﻔﺎﻭ ِ‬ ‫‪ .٣‬ﺳﺮﻣﺎﻳﻪ ﮔﺬﺍﺭ ﹺ‬ ‫ﺱ ﺍﻳﻦ ﭘﻴﺶ ﻓﺮﺽ‪ ،‬ﻏﺎﻟﺒﺎً ﺯﻧﺎﻥ ﺩﺭ ﻣﻘﺎﻳﺴﻪ‬ ‫ﺑﺮ ﺍﺳﺎ ﹺ‬ ‫ي ﺑﻴﺸﺘﺮي ﺑﺮ‬ ‫ﺑﺎ ﻣﺮﺩﺍﻥ‪ ،‬ﺍﻧﺮﮊي ﻭ ﺳﺮﻣﺎﻳﻪ ﮔﺬﺍﺭ ﹺ‬ ‫ﻦ ﺩﻳﮕﺮ‪،‬‬ ‫ﺭﻭي ﻓﺮﺯﻧﺪﺍﻥ ﺍﻧﺠﺎﻡ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺑﻪ ﺳﺨ ﹺ‬ ‫ﻦ ﻓﺮﺯﻧﺪ‪،‬‬ ‫ﺯﻧﺎﻥ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﻣﺮﺩﺍﻥ ﺑﺮﺍي ﺩﺍﺷﺘ ﹺ‬ ‫ﻫﺰﻳﻨﻪ ي ﺑﻴﺸﺘﺮي ﭘﺮﺩﺍﺧﺖ ﻣﻲ ﮐﻨﻨﺪ‪ ) .‬ﻣﺜﻼ ً‬ ‫ﭼﻨﺪ ﻣﺎﻩ ﺁﺑﺴﺘﻨﻲ (‬

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‫ي ﺩﻳﮕﺮي ﮐﻪ ﺩﺭ ﻧﻤﻮﺩﺍ ﹺﺭ ﺻﻔﺤﻪ ي ﺑﻌﺪ ﺁﻣﺪﻩ ﺍﺳﺖ ﺑﻪ ﻃﻮ ﹺﺭ ﻣﺴﺘﻘﻴﻢ ﻳﺎ ﻏﻴ ﹺﺮ ﻣﺴﺘﻘﻴﻢ ﺍﺯ‬ ‫ﭘﻴﺶ ﻓﺮﺽ ﻫﺎي ﻧﻈﺮ ﹺ‬ ‫ﭘﻴﺶ ﻓﺮﺽ ﻫﺎﻳﻲ ﮐﻪ ﺩﺭ ﺑﺎﻻ ﺗﻮﺿﻴﺢ ﺩﺍﺩﻩ ﺷﺪﻩ ﺑﺪﺳﺖ ﻣﻲ ﺁﻳﻨﺪ‪ .‬ﺑﺮﺍي ﻧﻤﻮﻧﻪ‪ ،‬ﺍﻳﻨﻄﻮﺭ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﺩ‬ ‫ﺺ‬ ‫ﮏ ﺟﻨﺴﻲ ﺑﺎ ﺷﺨ ﹺ‬ ‫ﻦ ﺍﻳﻨﮑﻪ ﺷﺮﻳ ِ‬ ‫ﻒ ﺧﻴﺎﻧﺖ‪ ) ٢‬ﺩﺭﻳﺎﻓﺘ ﹺ‬ ‫ﮐﻪ ﮐﺸ ِ‬ ‫ﺩﻳﮕﺮي ﺭﺍﺑﻄﻪ ي ﺟﻨﺴﻲ ﺩﺍﺷﺘﻪ ﺍﺳﺖ ( ﺩﺭ ﻣﺮﺩﺍﻥ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ‬ ‫ﺢ ﻣﺴﺎﻟﻪ ﺑﻪ ﺍﻳﻦ‬ ‫ﺕ ﺑﻴﺸﺘﺮي ﺑﺮﻣﻲ ﺍﻧﮕﻴﺰﺩ‪ .‬ﺗﻮﺿﻴ ﹺ‬ ‫ﺯﻧﺎﻥ ﺣﺴﺎﺩ ِ‬ ‫ﺷﮑﻞ ﺍﺳﺖ ‪ :‬ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﺑﺮﺍي ﻣﺮﺩﺍﻥ ﻣﻨﻄﻘﻲ ﺳﺖ ﮐﻪ ﺗﻨﻬﺎ ﺑﺮ‬ ‫ﺭﻭي ﮐﻮﺩﮐﺎﻧﻲ ﺳﺮﻣﺎﻳﻪ ﮔﺬﺍﺭي‪ ) ٣‬ﻣﺜﻼ ﺗﺎﻣﻴﻦ ﻣﻨﺎﺑﻊ ﻏﺬﺍﻳﻲ‪،‬‬ ‫ﻂ ﺧﻮﺩ ﺁﻧﻬﺎ ﺗﻮﻟﻴﺪ ﺷﺪﻩ ﺍﻧﺪ ﺯﻳﺮﺍ ﺗﻨﻬﺎ ﺍﻳﻦ ﻓﺮﺯﻧﺪﺍﻥ ﻫﺴﺘﻨﺪ ﮐﻪ ﮊﻥ‬ ‫ﻣﺤﺎﻓﻈﺖ ﺩﺭ ﻣﻘﺎﺑﻞ ﺧﻄﺮﺍﺕ ( ﮐﻨﻨﺪ ﮐﻪ ﺗﻮﺳ ِ‬ ‫ﻲ ﻣﺮﺩﺍﻥ ﺑﻲ ﻭﻓﺎ ﻭ ﺧﻴﺎﻧﺘﮑﺎﺭ ﺑﺎﺷﺪ‪ ،‬ﻣﺮﺩﺍﻥ‬ ‫ﮏ ﺟﻨﺴ ﹺ‬ ‫ﻫﺎي ﺁﻧﻬﺎ ﺭﺍ ﮔﺴﺘﺮﺵ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﻭ ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﭼﻨﺎﻧﭽﻪ ﺷﺮﻳ ِ‬ ‫‪ : e ١‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٤‬‬ ‫‪ : cuckoldry ٢‬ﺗﺮﺟﻤﻪ ي ﺩﻗﻴﻖ ﺗ ﹺﺮ ﺍﻳﻦ ﻭﺍﮊﻩ‪ » ،‬ﺯﻥ ﻗﺤﺒﮕﻲ « ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺗﺮﺟﻴﺢ ﺩﺍﺩﻳﻢ ﺍﺯ ﻭﺍﮊﻩ ي ﺧﻴﺎﻧﺖ ﺍﺳﺘﻔﺎﺩﻩ‬ ‫ﮐﻨﻴﻢ‪ -.‬ﻡ‬ ‫ي ﺁﻧﻬﺎ ﺭﺍ ﺑﻪ ﻫﺰﻳﻨﻪ ي ﻭﺍﻟﺪﻳﻦ ﺩﺭ ﻗﺎﺑﻠﻴ ِ‬ ‫ﺲ ﺑﻘﺎ ﹺ‬ ‫‪ : Parental investment ٣‬ﻫﺮ ﺭﻓﺘﺎ ﹺﺭ ﻣﻌﻄﻮﻑ ﺑﻪ ﻓﺮﺯﻧﺪﺍﻥ ﮐﻪ ﺷﺎﻧ ﹺ‬ ‫ﺵ ﻓﺮﺯﻧﺪﺍ ِﻥ‬ ‫ﺖ ﭘﺮﻭﺭ ﹺ‬ ‫ﺩﻳﮕﺮ‪ ،‬ﺍﻓﺰﺍﻳﺶ ﺩﻫﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﺳﻮﺳﻴﻮﺑﻴﻮﻟﻮﮊي ﺍﺛﺮ ﺍﺩﻭﺍﺭﺩ ﻭﻳﻠﺴﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﻈﺮ ﺟﻬﺎﺩ ﺩﺍﻧﺸﮕﺎﻫﻲ ﻣﺸﻬﺪ –‬ ‫ﺻﻔﺤﻪ ي ‪( ٣١٨‬‬ ‫‪١٩٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬

‫ﻧﻤﻲ ﺗﻮﺍﻧﻨﺪ ﻣﻄﻤﺌﻦ ﺑﺎﺷﻨﺪ ﮐﻪ ﺑﭽﻪ ﻫﺎي ﺑﻪ ﺩﻧﻴﺎ ﺁﻣﺪﻩ‪ ،‬ﻓﺮﺯﻧ ِﺪ ﺣﻘﻴﻘﻲ ﺁﻧﻬﺎﺳﺖ ﻳﺎ ﻓﺮﺯﻧ ِﺪ ﺣﺎﺻﻞ ﺍﺯ ﺟﻔﺖ ﮔﻴﺮي‬ ‫ﺷﺮﻳﮏ ﺟﻨﺴﻲ ﺁﻧﻬﺎ ﺑﺎ ﻣﺮﺩي ﺩﻳﮕﺮ‪ ١‬؛ ﺩﺭ ﻧﺘﻴﺠﻪ ﻣﺮﺩﺍﻥ ﺑﺎﻳﺴﺘﻲ ﺑﺮﺍي ﺟﻠﻮﮔﻴﺮي ﺍﺯ ﺧﻴﺎﻧﺖ ﺷﺮﻳﮏ ﺟﻨﺴﻲ ﺷﺎﻥ‪،‬‬ ‫ﺩﺭ ﺍﻳﻦ ﻣﻮﺍﺭﺩ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺯﻧﺎﻥ ﺣﺴﺎﺩﺕ ﻭ ﻧﺎﺭﺍﺣﺘ ﹺ‬ ‫ﻲ ﺑﻴﺸﺘﺮي ﺍﺯ ﺧﻮﺩ ﻧﺸﺎﻥ ﺩﻫﻨﺪ‪.٢‬‬ ‫ﺖ ﻭﺍﻟﺪﻳﻦ ﻭ ﻓﺪﺍﮐﺎﺭي ‪:‬‬ ‫ﻣﺮﺍﻗﺒ ِ‬ ‫ﻞ‬ ‫ﺑﺰﺭﮒ ﮐﺮﺩ ِﻥ ﻓﺮﺯﻧﺪ‪ ،‬ﺑﺮﺍي ﺑﺴﻴﺎﺭي ﺍﺯ ﺣﻴﻮﺍﻧﺎﺕ‪ ،‬ﻫﺰﻳﻨﻪ ﻫﺎي ﺳﻨﮕﻴﻨﻲ ﺩﺭ ﺑﺮﺩﺍﺭﺩ‪ .‬ﺩﺭ ﭘﺴﺘﺎﻧﺪﺍﺭﺍﻥ‪ ،‬ﺍﻳﻦ ﻫﺰﻳﻨﻪ ﻫﺎ ﺷﺎﻣ ﹺ‬ ‫ﺖ‬ ‫ﻑ ﺯﻣﺎﻥ ﻭ ﺍﻧﺮﮊي ﺟﻬ ِ‬ ‫ﻞ ﺭﺣﻢ‪ ،‬ﺗﻮﻟﻴ ِﺪ ﺷﻴﺮ ﭘﺲ ﺍﺯ ﺗﻮﻟﺪ‪ ،‬ﺻﺮ ِ‬ ‫ي ﺯﻳﺴﺘﻲ ﺩﺭ ﺗﻮﻟﻴ ِﺪ ﺗﺨﻢ‪ ،‬ﺭﺷ ِﺪ ﺟﻨﻴﻦ ﺩﺍﺧ ﹺ‬ ‫ﺳﺮﻣﺎﻳﻪ ﮔﺬﺍﺭ ﹺ‬ ‫ﻦ ﻻﻧﻪ‪ ،‬ﺗﻮﻟﻴ ِﺪ‬ ‫ﻞ ﺧﻄﺮﺍﺕ ﻭ‪ ...‬ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﺭ ﭘﺮﻧﺪﮔﺎﻥ‪ ،‬ﻣﻘﺪﺍ ﹺﺭ ﻣﺸﺎﺑﻬﻲ ﺍﺯ ﺳﺮﻣﺎﻳﻪ ﮔﺬﺍﺭي ﺩﺭ ﺳﺎﺧﺘ ﹺ‬ ‫ﻣﺮﺍﻗﺒﺖ ﻭ ﺩﻓﺎﻉ ﺩﺭ ﻣﻘﺎﺑ ﹺ‬ ‫ﻞ ﺍﻳﻨﮑﻪ ﻫﻴﭻ ﮔﻮﻧﻪ ﺳﻮ ِﺩ‬ ‫ﺗﺨﻢ‪ ،‬ﺭﻭي ﺗﺨﻢ ﻧﺸﻴﻨﻲ‪ ،‬ﻏﺬﺍ ﺩﺍﺩﻥ ﻭ‪ ..‬ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ‪ .‬ﺷﺎﻳﺪ ﺑﺘﻮﺍﻥ ﺍﻳﻦ ﺭﻓﺘﺎﺭﻫﺎ ﺭﺍ ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﻣﺴﺘﻘﻴﻤﻲ ﺑﺮﺍي ﻭﺍﻟﺪﻳﻦ ﺑﻪ ﻫﻤﺮﺍﻩ ﻧﺪﺍﺭﺩ‪ ،‬ﺟﺰﻭ ﺭﻓﺘﺎﺭﻫﺎي ﻓﺪﺍﮐﺎﺭﺍﻧﻪ ﺑﻪ ﺣﺴﺎﺏ ﺁﻭﺭﺩ‪ ) .‬ﻧﮕﺎﻩ ﮐﻨﻴﺪ ﺑﻪ ﺻﻔﺤﻪ ي (‬ ‫ﻑ ﺩﻳﮕﺮ ﺍﻋﻀﺎي ﺧﺎﻧﻮﺍﺩﻩ ) ﻳﻌﻨﻲ ﮐﺴﺎﻧﻲ ﮐﻪ ﺩﺭ ﮊﻥ ﻫﺎ‬ ‫ﺍﻳﻦ ﻓﺪﺍﮐﺎﺭي ﻫﺎ ﺯﻣﺎﻧﻲ ﺑﻴﺸﺘﺮ ﺑﻪ ﭼﺸﻢ ﻣﻲ ﺁﻳﺪ ﮐﻪ ﺩﺭﻳﺎﺑﻴﻢ ﺍﺯ ﻃﺮ ِ‬ ‫ﻲ ﻳﮏ ﻧﻮﻉ ﺯﺍ ﹺﻍ ﮐﺒﻮﺩ ﺩﺭ‬ ‫ﻲ ﺯﻧﺪﮔ ﹺ‬ ‫ﺑﺎ ﺁﻧﻬﺎ ﺳﻬﻴﻢ ﻫﺴﺘﻨﺪ( ﻧﻴﺰ ﺑﻪ ﻭﺍﻟﺪﻳﻦ ﮐﻤﮏ ﻣﻲ ﺷﻮﺩ‪ .‬ﻣﺎﻡ )‪ ( ١٩٩٢‬ﻫﻨﮕﺎ ﹺﻡ ﺑﺮﺭﺳ ﹺ‬ ‫ﻓﻠﻮﺭﻳﺪﺍ ﺩﺭﻳﺎﻓﺖ ﮐﻪ ﺩﺭ ﺍﻳﻦ ﮔﻮﻧﻪ‪ ،‬ﺟﻮﺟﻪ ﻫﺎي ﺑﺰﺭﮒ ﺗﺮ ﺑﻪ ﺟﻮﺟﻪ ﻫﺎي ﮐﻮﭼﮏ ﺗﺮ ﮐﻤﮏ ﻣﻲ ﮐﻨﻨﺪ ﻭ ﺑﺎ ﺍﻳﻦ ﮐﺎﺭ‪،‬‬ ‫ﺍﺣﺘﻤﺎ ﹺﻝ ﺑﻘﺎي ﺟﻮﺟﻪ ﻫﺎي ﺟﻮﺍﻧﺘﺮ ﺭﺍ ﺗﺎ ﺣﺪ ﺯﻳﺎﺩي ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﻨﺪ‪.‬‬

‫ﻑ ﻧﻈﺮ ﺍﺯ ﺍﻳﻨﮑﻪ‬ ‫‪ ١‬ﺯﻧﺎﻥ ﺑﺎ ﭼﻨﻴﻦ ﻣﺸﮑﻠﻲ ﺭﻭﺑﺮﻭ ﻧﻴﺴﺘﻨﺪ‪ .‬ﺁﻧﻬﺎ ﻫﻤﻮﺍﺭﻩ ﻳﻘﻴﻦ ﺩﺍﺭﻧﺪ ﮐﻪ ﻫﺮ ﺑﭽﻪ ي ﺩﻟﺨﻮﺍﻩ ﺁﻳﺎ ﻣﺎ ﹺﻝ ﺁﻧﻬﺎﺳﺖ ﻳﺎ ﻧﻪ‪ .‬ﺻﺮ ِ‬ ‫ﮏ ﺟﻨﺴﻲﹺ ﺷﺎﻥ ﺧﻴﺎﻧﺘﮑﺎﺭ ﺑﺎﺷﺪ ﻳﺎ ﻧﻪ‪ – .‬ﻡ‬ ‫ﺷﺮﻳ ِ‬ ‫ﻞ ﺯﻧﺪﮔﻲ ﻭ ﺭﻓﺘﺎﺭﻫﺎﻳﻲ ﮐﻪ ﺍﺯ ﺳﻮي ﺁﻧﻬﺎ ﺍﺗﺨﺎﺫ ﺷﺪﻩ‪ ،‬ﺳﻬ ﹺﻢ‬ ‫ﺏ ﻃﺒﻴﻌﻲ ﺩﺭ ﺟﺮﻳﺎﻥِ ﺗﮑﺎﻣﻞ ﺑﻪ ﻧﻔ ﹺﻊ ﺍﻓﺮﺍﺩي ﻋﻤﻞ ﻣﻲ ﮐﻨﺪ ﮐﻪ ﺷﮑ ﹺ‬ ‫‪ ٢‬ﺍﻧﺘﺨﺎ ﹺ‬ ‫ي ﺭﻓﺘﺎﺭ – ﺍﺛ ﹺﺮ ﮐﺮﺑﺰ ﻭ ﺩﻳﻮﻳﺲ –‬ ‫ﮊﻥ ﻫﺎي ﺁﻧﻬﺎ ﺭﺍ ﺩﺭ ﻣﺨﺰ ِﻥ ﮊﻧﻲ ﻧﺴﻞ ﻫﺎي ﺁﻳﻨﺪﻩ ﺑﻪ ﺣﺪﺍﮐﺜﺮ ﺑﺮﺳﺎﻧﺪ‪ ) .‬ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﺍﮐﻮﻟﻮﮊ ﹺ‬ ‫ﭖ ﭘﻨﺠﻢ – ﺻﻔﺤﻪ ي ‪( ٣٦‬‬ ‫ﻲ ﻣﺸﻬﺪ – ﭼﺎ ﹺ‬ ‫ﺗﺮﺟﻤﻪ ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﺸﺮ ﺟﻬﺎﺩ ﺩﺍﻧﺸﮕﺎﻫ ﹺ‬ ‫‪١٩٣‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬

‫ﻂ ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺗﮑﺎﻣﻠﻲ ﺭﺍ ﻣﺸﺎﻫﺪﻩ ﻣﻲ ﮐﻨﻴﺪ‪ .‬ﭘﻴﺶ ﻓﺮﺽ ﻫﺎي‬ ‫ي ﺍﺗﺨﺎﺫ ﺷﺪﻩ ﺗﻮﺳ ِ‬ ‫ﺩﺭ ﻧﻤﻮﺩﺍ ﹺﺭ ﺯﻳﺮ‪ ،‬ﺭﻭﻳﮑﺮ ِﺩ ﻧﻈﺮ ﹺ‬ ‫ﻦ ﻧﻤﻮﺩﺍﺭ ﺁﻭﺭﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪) .‬‬ ‫ﮐﻠﻲ ﺗﺮ ﺩﺭ ﺑﺎﻻي ﻧﻤﻮﺩﺍﺭ ﻭ ﭘﻴﺶ ﻓﺮﺽ ﻫﺎي ﺍﺧﺘﺼﺎﺻﻲ ﺗﺮ ﺩﺭ ﺑﺨﺶ ﻫﺎي ﭘﺎﻳﻴ ﹺ‬ ‫ﮐﻨﺮﻳﮏ‪( ٢٠٠١ ،‬‬

‫ﺷﺎﻳﺴﺘﮕﻲ ﻓﺮﺍﮔﻴﺮ‬

‫ﺧﺎﻧﻮﺍﺩﻩ ي‬

‫ﺧﻮﻳﺸﺎﻭﻧﺪ‬

‫ﻣﺘﻔﺎﻭﺕ ﻭﺍﻟﺪﻳﻦ‬

‫ﺍﺯ ﺧﻮﺩ‬

‫ﺖ‬ ‫ﻣﺴﺌﻮﻟﻴ ِ‬

‫ﮔﺬﺷﺘﮕﻲ ﺑﺮﺍي‬

‫ﻣﺮﺍﻗﺒﺖ ﺍﺯ‬

‫ﺧﻮﻳﺸﺎﻭﻧﺪﺍﻥ‬

‫ﻓﺮﺯﻧﺪﺍﻥ ﺑﺮ‬

‫) ﺭﻓﺘﺎﺭ‬

‫ﻋﻬﺪﻩ ي ﻭﺍﻟﺪﻳﻦ‬

‫ﻓﺪﺍﮐﺎﺭﺍﻧﻪ (‬

‫ﺍﺳﺖ‪.‬‬

‫ﺧﺸﻮﻧﺖ‬ ‫ﻧﺴﺒﺖ ﺑﻪ‬

‫ﺏ‬ ‫ﺍﻧﺘﺨﺎ ﹺ‬

‫ﺳﺮﻣﺎﻳﻪ ﮔﺬﺍﺭي‬

‫ﻗﺒﻠﻲ‬

‫ﻂ ﺩﺭﺍﺯ‬ ‫ﻣﺮﺩﺍﻥ ﺑﺮﺍي ﺭﻭﺍﺑ ِ‬

‫ﺯﻧﺎﻥ ﻋﻤﻮﻣﺎً ﺩﺭ‬

‫ﻂ‬ ‫ﻣﺪﺕ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺭﻭﺍﺑ ِ‬

‫ﺍﻧﺘﺨﺎﺏ ﺟﻔﺖ ﺳﺨﺖ‬

‫ﮐﻮﺗﺎﻩ ﻣﺪﺕ‪ ،‬ﺳﺨﺘﮕﻴﺮﺍﻧﻪ‬

‫ﮔﻴﺮﺍﻧﻪ ﺗﺮ ﻭ ﺍﻧﺘﺨﺎﺑﻲ‬

‫ﺗﺮ ﺗﺼﻤﻴﻢ ﻣﻲ ﮔﻴﺮﻧﺪ‪.‬‬

‫ﺗﺮ ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬

‫ﺕ ﻣﺮﺩﺍﻥ‬ ‫ﺣﺴﺎﺩ ِ‬ ‫ﺑﻴﺸﺘﺮ ﻣﻌﻄﻮﻑ ﺑﻪ‬

‫ﻣﺮﺩﺍﻥ‪ ،‬ﺯﻧﺎﻧﻲ ﺭﺍ ﺑﺮﺍي ﺭﺍﺑﻄﻪ‬

‫ﺯﻧﺎﻥ ﻣﺮﺩﺍﻧﻲ ﺭﺍ‬

‫ﺯﻧﺎﻥ ﺑﺮﺍي ﺭﻭﺍﺑﻂ‬

‫ﺖ ﻫﻤﺴﺮﺷﺎﻥ‬ ‫ﺧﻴﺎﻧ ِ‬

‫ي ﺩﺭﺍﺯ ﻣﺪﺕ ﺍﻧﺘﺨﺎﺏ ﻣﻲ‬

‫ﺗﺮﺟﻴﺢ ﻣﻲ ﺩﻫﻨﺪ‬

‫ﮐﻮﺗﺎﻩ ﻣﺪﺕ‪ ،‬ﺑﻪ‬

‫‪.‬ﺍﺳﺖ‬

‫ﻲ‬ ‫ﮐﻨﻨﺪ ﮐﻪ ﺍﺯ ﺧﻮﺩ ﺗﻮﺍﻧﺎﻳ ﹺ‬

‫ﮐﻪ ﺍﺯ ﺩﻳﮕﺮﺍﻥ‬

‫ﺷﺪﺕ ﺳﺨﺖ ﮔﻴﺮﺍﻧﻪ‬

‫ﺑﺎﺭﻭﺭي ﺑﺎﻻﻳﻲ ﻧﺸﺎﻥ ﺩﻫﻨﺪ‪.‬‬

‫ﺑﺮﺗﺮ ﺑﺎﺷﻨﺪ‪.‬‬

‫ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬

‫ﺩﺭ ﻣﻴﺎﻥ ﺯﻧﺎﻥ‪ ،‬ﺭﻗﺎﺑﺖ ﺑﺮ ﺳﺮ‬

‫ﻣﺮﺩﺍﻥ ﺑﺮﺍي ﺑﺮﺗﺮي ﻭ‬

‫ﺕ‬ ‫ﺟﻮﺍﻧﻲ‪ ،‬ﺯﻳﺒﺎﻳﻲ ﻭ ﻗﺪﺭ ِ‬

‫ﺖ ﻧﺴﺒﺘﺎً ﺑﺎﻻ‬ ‫ﻣﻮﻗﻌﻴ ِ‬

‫ﺯﺍﺩﺁﻭﺭي ﻣﻲ ﺑﺎﺷﺪ‪.‬‬

‫ﺗﻼﺵ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬

‫‪١٩٤‬‬

‫ﻦ‬ ‫ﺧﺸﻮﻧﺖ ﺩﺭ ﺑﻴ ﹺ‬ ‫ﻣﺮﺩﺍﻥ ﺷﺎﻳﻊ ﺗﺮ ﺍﺳﺖ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬

‫ﻲ ﺗﮑﺎﻣﻠﻲ ‪:‬‬ ‫ﻧﮕﺮﺵ ﻫﺎي ﻏﻠﻂ ﭘﻴﺮﺍﻣﻮ ِﻥ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ƒ ﺑﺎ ﺗﮑﻴﻪ ﺑﺮ ﻳﺎﻓﺘﻪ ﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥِ ﺗﮑﺎﻣﻠﻲ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺍﻳﻦ‬ ‫ﻂ‬ ‫ﻧﺘﻴﺠﻪ ﺭﺳﻴﺪ ﮐﻪ ﺍﻧﺴﺎﻥ ﻫﺎي ﮐﻨﻮﻧﻲ ﺩﺭ ﺍﮐﺜ ﹺﺮ ﻣﻮﺍﺭﺩ ﺑﺎ ﻣﺤﻴ ِ‬ ‫ي ﮐﺎﻣﻞ ﭘﻴﺪﺍ ﮐﺮﺩﻩ ﺍﻧﺪ‪ .‬ﺍﻳﻦ ﺗﺼﻮﺭ‬ ‫ﭘﻴﺮﺍﻣﻮ ِﻥ ﺧﻮﺩ ﺳﺎﺯﮔﺎﺭ ﹺ‬ ‫ﺍﺷﺘﺒﺎﻩ ﺍﺳﺖ‪ .‬ﺯﻳﺮﺍ ﻏﺎﻟﺒﺎ ً ﻫﺰﺍﺭﺍﻥ ﻧﺴﻞ ﻃﻮﻝ ﻣﻲ ﮐﺸﺪ ﺗﺎ ﺍﺯ‬ ‫ﻲ ﻗﺎﺑﻞ‬ ‫ﺏ ﻃﺒﻴﻌﻲ ﺩﺭ ﻳﮏ ﮔﻮﻧﻪ ﺗﻐﻴﻴﺮﺍﺕِ ﮊﻧﺘﻴﮑ ﹺ‬ ‫ﻖ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﻃﺮﻳ ﹺ‬ ‫ﺖ ﺳﺎﺯﮔﺎﺭي ﺭﺥ ﺩﻫﺪ‪.‬‬ ‫ﺗﻮﺟﻬﻲ ﺟﻬ ِ‬ ‫ﺩﺭ ﺗﺎﻳﻴ ِﺪ ﺍﻳﻦ ﻣﻮﺿﻮﻉ‪ ،‬ﺑﺎﺱ )‪ ( ١٩٩٩‬ﭼﻨﻴﻦ ﻣﻲ ﮔﻮﻳﺪ ‪" :‬‬ ‫ﺵ ﺩﻭﺭﺍ ِﻥ‬ ‫ﻂ ﻣﺪﺭﻥ‪ ،‬ﺑﺎ ﺧﻮﺩ ﻣﻐ ﹺﺰ ﺣﻮﻝ ﻭ ﺣﻮ ﹺ‬ ‫ﻣﺎ ﺩﺭ ﻳﮏ ﻣﺤﻴ ِ‬ ‫ﻞ‬ ‫ﻲ ﻣﺎ‪ ،‬ﻣﻴ ﹺ‬ ‫ﺦ ﺗﮑﺎﻣﻠ ﹺ‬ ‫ﭘﺎﺭﻳﻨﻪ ﺳﻨﮕﻲ ﺭﺍ ﺣﻤﻞ ﻣﻲ ﮐﻨﻴﻢ‪ .‬ﺩﺭ ﺗﺎﺭﻳ ﹺ‬ ‫ﻲ ﭼﺮﺏ‪ ،‬ﺑﻪ ﻣﻨﻈﻮ ﹺﺭ ﺳﺎﺯﮔﺎﺭي ﺑﺎ ﻣﺤﻴﻄﻲ ﮐﻪ ﻣﻨﺎﺑ ﹺﻊ ﻏﺬﺍﻳﻲ ﺩﺭ ﺁﻥ ﺑﻪ ﻧﺪﺭﺕ ﻳﺎﻓﺖ‬ ‫ﺷﺪﻳﺪ ﺑﻪ ﻣﻮﺍ ِﺩ ﻏﺬﺍﻳ ﹺ‬ ‫ﺕ ﻗﻠﺒﻲ ﻣﻲ ﺷﻮﺩ‪" .‬‬ ‫ﻣﻲ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﻫﻢ ﺍﮐﻨﻮﻥ ﻣﻨﺠﺮ ﺑﻪ ﺑﺴﺘﻪ ﺷﺪ ِﻥ ﺳﺮﺧﺮﮒ ﻫﺎي ﻗﻠﺐ ﻭ ﺣﻤﻼ ِ‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﺍﺯ ﻣﻮﺍﺭﺩي ﺑﺪﺳﺖ‬ ‫ﮎ ﻗﺎﻧﻊ ﮐﻨﻨﺪﻩ ﺩﺭ ﺗﺎﻳﻴ ِﺪ ﺍﺩﻋﺎﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺑﻪ ﻃﻮ ﹺﺭ ﮐﻠﻲ‪ ،‬ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭ ِ‬ ‫ﻣﻲ ﺁﻳﺪ ﮐﻪ ﻋﻤﻠﮑﺮﺩ ﻭ ﺭﻓﺘﺎ ﹺﺭ ﻣﺎ ﺑﺎ ﺍﻳﻨﮑﻪ ﻣﺪﺕ ﺯﻳﺎﺩي ﺍﺯ ﺷﮑﻞ ﮔﻴﺮي ﺁﻧﻬﺎ ﻣﻲ ﮔﺬﺭﺩ‪ ،‬ﻫﻤﭽﻨﺎﻥ ﺑﻪ‬ ‫ﻞ ﺷﺪﻳﺪ ﺑﻪ ﻏﺬﺍﻫﺎي ﭼﺮﺏ (‬ ‫ﻞ ﺁﺷﮑﺎﺭي ﻧﺎﺳﺎﺯﮔﺎﺭ ﻭ ﺍﻧﻄﺒﺎﻕ ﻧﻴﺎﻓﺘﻪ ﺍﺳﺖ‪ ) .‬ﻣﺜﻼ ﻫﻤﻴﻦ ﻣﻴ ﹺ‬ ‫ﺷﮑ ﹺ‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ﺗﻌﻴﻴﻦ ﻣﻲ ﺷﻮﺩ‪ .١‬ﺍﻳﻦ ﺗﺼﻮﺭ ﺍﺷﺘﺒﺎﻩ ﺍﺳﺖ ‪.‬‬ ‫ﻖ ﻋﻮﺍﻣ ﹺ‬ ‫ƒ ﺭﻓﺘﺎ ﹺﺭ ﺍﻧﺴﺎﻥ ﺑﻪ ﻃﻮﺭ ﻣﺴﺘﻘﻴﻢ ﺍﺯ ﻃﺮﻳ ﹺ‬

‫‪e ١‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٥‬‬ ‫‪١٩٥‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬ ‫ﻣﺒ‬

‫ﺑﺮﺳﺎﻧﻨﺪ‪.‬‬ ‫ﺪ‬ ‫ﻞ ﺑﻌﺪ ﺑﻪ ﺣﺪﺍﮐﺜﺮ‬ ‫ﻫﺎﻳﺸﺎﻥ ﺭﺍ ﺩﺭ ﻧﺴ ﹺ‬ ‫ﻥ‬ ‫ﺍﺳﺖ ﮐﻪ ﻣﻴﺰﺍ ِﻥ ﺗﮑﺮﺍﺭﺷﺪ ِﻥ ﮊﻥ‬ ‫ƒ ﺍﻧﮕﻴﺰﻩ ي ﺍﺻﻠﻲ ﺍﻓﺮﺮﺍﺩ ﺍﻳﻦ ﺖ‬ ‫ﺪ‬ ‫ﺍﻓﺮﺍﺩ ﺑﻪ ﻃﻮ ﹺﺭ ﺁﮔﮔﺎﻫﺎﻧﻪ ﺗﺼﻤﻴﻴﻢ ﻣﻲ‬ ‫ﺕ ﺩﻳﮕﺮ ﮔﮔﻮﻳﻲ ﺩ‬ ‫) ﺑﻪ ﻋﺒﺎﺎﺭ ِ‬ ‫ﮔﻴﺮﻧﺪ ﮐﻪ ﮊﻥ ﻫﺎﺎﻳﺸﺎﻥ ﺭﺍ ﻣﺴﺴﺘﻘﻴﻤﺎً ﺑﻪ ﻧﺴﺴﻞ‬ ‫ﺑﻌﺪ ﻣﻨﺘﺘﻘﻞ ﮐﻨﻨﺪ‪ (.‬ﺍﻳﻦ ﺗﺼﻮﺭ ﻧﻴﺰ ﺍﺷﺘﺒﺎﻩ ﺍﺳﺖ‪.‬‬ ‫ﻫﺎ ﺑﺎ ﺍﺭﺍﺋﻪ‬ ‫ﻖ ﮔﻔﻔﺘﻪ ي ﭘﻴﻨﮑﺮﺮ ) ‪ " : ( ١٩٩٧‬ﮊﻥ ﺎ‬ ‫ﻃﺒ ﹺ‬ ‫ي‬

‫ﺕ ﺯﻳﺴﺘﻦ‪ ،‬ﺳﻼﻣﺘﻲ‪ ،‬ﺭﺍﺑﻄﻪ ي ﺟﻨﺴﻲ‪،‬‬ ‫ﻟﺬ ِ‬ ‫ﺬ‬

‫ﻏﻴﺮﻩ‪ ،‬ﺑﺮﺍي ﺧﻮﻮﺩ ﻳﮏ‬ ‫ﻩ‬ ‫ﺩﻭﺳﺘﻲ ﻫﺎ‪ ،‬ﻓﺮﺯﻧﺪﺪﺍﻥ ﻭ‬ ‫ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﺍﻣﺘﻴﺎﺯ ﮐﮐﻪ ﺩﺭ ﻣﺤﻴﻄﻄﻲ‬ ‫ﺧﺮﻳﺪﺍﺭي ﻲ‬ ‫ﻞ ﺑﻌﺪ ﺧﺮ‬ ‫ﻇﺎﻫﺮ ﺷﺪﻥ ﺩﺭ ﻧﺴ ﹺ‬ ‫ﺖ ﻫﺮ‬ ‫ﻲ ﺟﻬ ِ‬ ‫ﺨﺖ ﺁﺯﻣﺎﻳﻲ‬ ‫ﻂ ﺑﺨ‬ ‫ﺑﻠﻴ ِ‬ ‫ﻳﮏ ﻫﺪ ِ‬ ‫ﮑﺎﻣﻞ ﻳﺎﻓﺘﻪ ﺍﺍﻳﻢ‪ .‬ﺩﺭﺳﺖ ﺍﺳﺖ ﮐﻪ ﺍﻫﻫﺪﺍ ِ‬ ‫ﻑ ﻓﺮﺮﻋﻲ ﺍﺯ ﻑِ‬ ‫ﻫﺪﻑ‬ ‫ﻑ ﻣﺎ ﮏ‬ ‫ﺳﺎﺯﮔﺎﺭ ﺷﻮﻧﺪ ﮐﻪ ﻣﻣﺎ ﺩﺭ ﺁﻥ ﺗﮑ‬ ‫ﺭ‬ ‫ﻑ ﺎ‬ ‫ﺍﻳﻨﺠﺎ ﻧﺸﺎﻥ ﻢ‬ ‫ﻲ ﺗﮑﺮﺮﺍ ﹺﺭ ﮊﻥ ﻫﺎ ﻣﻣﻲ ﺑﺎﺷﻨﺪ ﺍﻣﻣﺎ ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺗﺎ ﺎ‬ ‫ﺍﺻﻠﻲ ﻭ ﻧﻬﺎﻳ ﹺ‬ ‫ﻣﺎ ﺑﻪ ﻫﻴﭻ ﻭﺟﺟﻪ‬ ‫ﺩﺍﺩﻳﻢ ﺍﻫﺪﺍ ِ‬ ‫ﺩﺭﺑﺎﺭﻩ ي ﮊﻥ ﻫﺎ ﻧﻴﺴﺴﺘﻨﺪ ﺑﻠﮑﻪ ﺩﺭﺑﺎﺭﻩ ي ﺩﻭﻭﺳﺖ ﺩﺍﺷﺘﻦ‪ ،‬ﺳﻼﻣﺘﻲ‪ ،‬ﻓﻓﺮﺯﻧﺪﺍﻥ ﻭ ﺩﺩﻭﺳﺘﺎﻥ ﻣﻲ ﺑﺎﺷﺪ‪" .١‬‬ ‫ﻑ ﺧﺧﻮﻳﺶ ﺩﺭ ﺯﺯﻧﺪﮔﻲ ﺑﻪ ﻃﻃﻮﺭ ﻏﻴﺮﻣﺴﺘﺘﻘﻴﻢ ﮊﻥ ﻫﺎﻳﻳﻤﺎﻥ ﺭﺍ ﻧﻴﺰ ﮔﺴﺘﺮﺵ ﻣﻣﻲ‬ ‫ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﻣﺎ ﺑﺎ ﺩﻧﺒﺎﻝ ﮐﺮﺩﻥ ﺍﻫﺪﺍ ِ‬ ‫ﻑ ﻣﺎ‬ ‫ﻫﺎﻳﻤﺎﻥ‪ ،‬ﺑﻴﺸﺘﺮ ﺑﻪ ﻋﻋﻨﻮﺍ ِﻥ ﻳﮏ ﭘﻴﺎﻣ ِﺪ ﻲ‬ ‫ﻥ‬ ‫ﺵ ﮊﻥ‬ ‫ﺩﻫﻴﻴﻢ‪ .‬ﺑﻪ ﺍﻳﻦ ﺗﺮﺮﺗﻴﺐ ﻣﻮﻓﻘﻴﻴﺖ ﺍﮐﺜ ﹺﺮ ﻣﺎ ﺩﺭ ﮔﺴﺘﺮ ﹺ‬ ‫ﻓﺮﻋﻲ ﺍﺯ ﺍﻫﺪﺍ ِ‬ ‫ﻞ‬ ‫ﺩﺭ ﺯﻧﺪﮔﻲ ﺻﻮﻮﺭﺕ ﻣﻲ ﮔﻴﻴﺮﺩ ﺗﺎ ﺗﮑﺮﺍ ﹺﺭ ﮊﻥ ﻫﺎ ﺑﻪ ﺷﺷﮑ ﹺ‬ ‫ﻣﺴﺘﻘﻴﻢ ‪.‬‬ ‫ﻢ‬

‫‪ (٢٠٠٨ ) moral instinc‬ﻧﮕﺎﻩ ﮐﻨﻴﺪ‪ -‬م‬ ‫‪i‬‬ ‫‪١‬ﺑﺮاﯼ ﺗﻮﺿﻴﺢ ﺑﻴﺸﺘﺮ ﺑﻪ ﻣﻘﺎﻟﻪ ﯼ ﭘﻴﻨﮑﺮﺮ ﺑﻪ ﻧﺎم ِ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬

‫ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ‪:‬‬ ‫ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ﺗﺎ ﭼﻪ ﺍﻧﺪﺍﺯﻩ ﺍﺯ ﺍﻳﺪﻩ ﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﮑﺎﻣﻠﻲ ﭘﺸﺘﻴﺒﺎﻧﻲ ﻣﻲ ﮐﻨﻨﺪ ؟‬ ‫ﮏ‬ ‫ﺏ ﺷﺮﻳ ِ‬ ‫ﮎ ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﻣﻮﺿﻮﻋﺎﺗﻲ ﻧﻈﻴ ﹺﺮ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﻲ ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭ ِ‬ ‫ﺑﻪ ﺍﻳﻦ ﻣﻨﻈﻮﺭ ﺑﻪ ﺑﺮﺭﺳ ﹺ‬ ‫ﺟﻨﺴﻲ‪ ،‬ﺭﻓﺘﺎﺭﻫﺎي ﻓﺪﺍﮐﺎﺭﺍﻧﻪ ﻭ ﺣﺴﺎﺩﺕ ﻭ ﺗﺮﺱ ﻣﻲ ﭘﺮﺩﺍﺯﻳﻢ‪ .‬ﺍﻳﻦ ﻣﻮﺿﻮﻋﺎﺕ ﻫﻤﮕﻲ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﭘﻴﺶ‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﻫﺴﺘﻨﺪ‪ ) .‬ﻧﻤﻮﺩﺍ ﹺﺭ ﺻﻔﺤﻪ ي ‪( ١٩٣‬‬ ‫ﻓﺮﺽ ﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻲ ﺍﻳﻦ ﻣﻮﺿﻮﻋﺎﺕ ﺩﺭ ﺑﺨﺶ ﻫﺎﻳﻲ ﺍﺯ ﮐﺘﺎﺏ ﺑﻪ ﻃﻮﺭ ﻣﻔﺼﻞ ﺗﻮﺿﻴﺢ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﻧﺪ‪ ،‬ﻣﺎ ﺩﺭ‬ ‫ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﺗﻤﺎﻣ ﹺ‬ ‫ﺍﻳﻨﺠﺎ ﺗﻨﻬﺎ ﺍﺷﺎﺭﻩ ي ﮔﺬﺭﺍﻳﻲ ﺑﻪ ﺁﻧﻬﺎ ﻣﻲ ﮐﻨﻴﻢ ‪:‬‬

‫ﮏ ﺟﻨﺴﻲ ‪:‬‬ ‫ﺏ ﺷﺮﻳ ِ‬ ‫‪ -١‬ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﺍﻳﻦ ﻃﻮﺭ ﭘﻴﺶ ﺑﻴﻨﻲ ﻣﻲ ﮐﻨﺪ ﮐﻪ ‪:‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﮏ ﺟﻨﺴﻲ ﺍﻓﺮﺍﺩ ﺷﺨﺼﻲ ﺭﺍ‬ ‫ﺏ ﺷﺮﻳ ِ‬ ‫ﺑﻪ ﻫﻨﮕﺎ ﹺﻡ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﺲ ﺩﺍﺷﺘﻦ ﻓﺮﺯﻧﺪ ﺭﺍ ﺩﺭ ﺁﻧﻬﺎ‬ ‫ﺍﻧﺘﺨﺎﺏ ﻣﻲ ﮐﻨﻨﺪ ﮐﻪ ﺷﺎﻧ ﹺ‬ ‫ﺑﻪ ﺣﺪﺍﮐﺜﺮ ﺑﺮﺳﺎﻧﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ‪ ،‬ﻣﺮﺩﺍﻥ ﺗﻤﺎﻳﻞ ﺑﻪ ﺍﻧﺘﺨﺎﺏ‬ ‫ﺏ‬ ‫ﺟﻔﺖ ﻫﺎي ﺟﻮﺍﻥ ﺗﺮ ﻭ ﺳﺎﻟﻢ ﺗﺮ ﻭ ﺯﻧﺎﻥ ﺗﻤﺎﻳﻞ ﺑﻪ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﺟﻔﺖ ﻫﺎي ﭘﺮﺳﻦ ﻭ ﺳﺎﻝ ﺗﺮ ﺩﺍﺭﻧﺪ‪ .‬ﺑﺎﺱ )‪ ( ١٩٨٩‬ﺑﺎ‬ ‫ﻒ ﺟﻬﺎﻥ ﺍﻳﻦ ﭘﻴﺶ ﺑﻴﻨﻲ ﺭﺍ ﺗﺎﻳﻴﺪ ﮐﺮﺩ ‪:‬‬ ‫ﻁ ﻣﺨﺘﻠ ِ‬ ‫ﻲ ‪ ٣٧‬ﻓﺮﻫﻨﮓ ﺍﺯ ﻧﻘﺎ ِ‬ ‫ﺑﺮﺭﺳ ﹺ‬ ‫ﮏ ﺟﻨﺴﻲ ﺍﻧﺘﺨﺎﺏ ﮐﻨﻨﺪ‬ ‫ﻲ ‪ ٣٧‬ﻓﺮﻫﻨﮓِ ﻣﺬﮐﻮﺭ ﺍﻋﻼﻡ ﮐﺮﺩﻧﺪ ﮐﻪ ﺗﺮﺟﻴﺢ ﻣﻲ ﺩﻫﻨﺪ ﺷﺮﻳ ِ‬ ‫ƒ ﻣﺮﺩﺍﻥ ﺩﺭ ﺗﻤﺎﻣ ﹺ‬ ‫ﮐﻪ ﺍﺯ ﺁﻧﻬﺎ ﺟﻮﺍﻥ ﺗﺮ ﺑﺎﺷﺪ‪.‬‬ ‫ﻅ ﺳﻨﻲ‬ ‫ﮏ ﺟﻨﺴﻲ ﺷﺎﻥ ﺍﺯ ﻟﺤﺎ ِ‬ ‫ƒ ﺯﻧﺎﻥ ﺩﺭ ‪ ٣٦‬ﻓﺮﻫﻨﮓ ) ﺍﺳﭙﺎﻧﻴﺎ ﺍﺳﺘﺜﻨﺎﺀ ﺑﻮﺩ ( ﺗﺮﺟﻴﺢ ﻣﻲ ﺩﺍﺩﻧﺪ ﮐﻪ ﺷﺮﻳ ِ‬ ‫ﺍﺯ ﺁﻧﻬﺎ ﺑﺰﺭﮔﺘﺮ ﺑﺎﺷﺪ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬

‫ﺍﻳﻦ ﻳﺎﻓﺘﻪ ﻫﺎ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﻣﻲ ﺗﻮﺍﻧﺪ ﺗﻔﺴﻴﺮ ﺷﻮﺩ ﮐﻪ ‪:‬‬ ‫ﮏ ﺟﻨﺴﻲ ﺷﺎﻥ ﺍﺯ ﺁﻧﻬﺎ ﺟﻮﺍﻥ ﺗﺮ ﺑﺎﺷﺪ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺍﺣﺘﻤﺎ ﹺﻝ ﺑﭽﻪ‬ ‫ﻞ ﺍﻳﻨﮑﻪ ﻣﺮﺩﺍﻥ ﺗﻤﺎﻳﻞ ﺩﺍﺭﻧﺪ ﺗﺎ ﺷﺮﻳ ِ‬ ‫ƒ ﺩﻟﻴ ﹺ‬ ‫ﺩﺍﺭ ﺷﺪ ِﻥ ﺁﻧﻬﺎ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺳﺎﻳ ﹺﺮ ﺯﻧﺎﻥ ﺑﻴﺸﺘﺮ ﺍﺳﺖ‪.‬‬ ‫ﻅ ﺳﻨﻲ ﺍﺯ ﺁﻧﻬﺎ ﺑﺰﺭﮔﺘﺮ ﺑﺎﺷﺪ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺩﺭ‬ ‫ﮏ ﺟﻨﺴﻲ ﺷﺎﻥ ﺍﺯ ﻟﺤﺎ ِ‬ ‫ƒ ﺩﻟﻴﻞ ﺍﻳﻨﮑﻪ ﺯﻧﺎﻥ ﺗﻤﺎﻳﻞ ﺩﺍﺭﻧﺪ ﺷﺮﻳ ِ‬ ‫ﻦ ﺍﺣﺘﻴﺎﺟﺎﺕِ ﻓﺮﺯﻧﺪﺍﻥ ﺑﻴﺸﺘﺮ ﺍﺳﺖ‪.‬‬ ‫ﻦ ﻣﻨﺎﺑﻊِ ﮐﺎﻓﻲ ﺟﻬﺖِ ﺗﺎﻣﻴ ﹺ‬ ‫ﻣﺮﺩﺍ ِﻥ ﭘﺮ ﺳﻦ ﻭﺳﺎﻝ ﺗﺮ‪ ،‬ﺍﺣﺘﻤﺎ ﹺﻝ ﺩﺍﺷﺘ ﹺ‬ ‫ﮏ‬ ‫ﺏ ﺷﺮﻳ ِ‬ ‫ﻳﮑﻲ ﺩﻳﮕﺮ ﺍﺯ ﭘﻴﺶ ﺑﻴﻨﻲ ﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺗﮑﺎﻣﻠﻲ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺯﻧﺎﻥ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﻣﺮﺩﺍﻥ‪ ،‬ﺩﺭ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﮎ ﺑﺴﻴﺎﺭي ﺍﻳﻦ ﻣﺴﺎﻟﻪ ﺭﺍ ﺗﺎﻳﻴﺪ‬ ‫ﻲ ﺧﻮﺩ ﺣﺴﺎﺑﮕﺮﺍﻧﻪ ﺗﺮ ﻭ ﺳﺨﺖ ﮔﻴﺮﺍﻧﻪ ﺗﺮ ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭ ِ‬ ‫ﺟﻨﺴ ﹺ‬ ‫ﻞ ‪ ( ١٣‬ﺑﺮﺍي ﻧﻤﻮﻧﻪ ﺩﺭ ﻳﮏ ﻣﻄﺎﻟﻌﻪ ﮐﻪ ﺗﻮﺳ ِ‬ ‫ﻣﻲ ﮐﻨﺪ‪ ) .‬ﻓﺼ ﹺ‬ ‫ﻂ ﮐﻼﺭﮎ ﻭ ﻫﺎﺗﻔﻴﻠﺪ‪ ( ١٩٨٩ ) ١‬ﺍﻧﺠﺎﻡ ﺷﺪ‪،‬‬ ‫ﺩﺧﺘﺮﺍﻥ ﻭ ﭘﺴﺮﺍ ِﻥ ﺩﺍﻧﺸﺠﻮ ﺑﺎ ﻳﮏ ﻓﺮﺩ ﻏﺮﻳﺒﻪ ﺍﺯ ﺟﻨﺲﹺ ﻣﺨﺎﻟﻒ ﮐﻪ‬ ‫ﺑﺴﻴﺎﺭ ﺯﻳﺒﺎ ﻭ ﺟﺬﺍﺏ ﺑﻮﺩ ﺭﻭﺑﺮﻭ ﻣﻲ ﺷﺪﻧﺪ ﻭ ﻓﺮ ِﺩ ﻏﺮﻳﺒﻪ ﺑﻪ ﺁﻧﻬﺎ‬ ‫ﭘﻴﺸﻨﻬﺎ ِﺩ ﺭﺍﺑﻄﻪ ي ﺟﻨﺴﻲ ﻣﻲ ﺩﺍﺩ‪ .‬ﻧﺘﻴﺠﻪ ﺍﻳﻦ ﺑﻮﺩ ﮐﻪ ‪% ٧٥‬‬ ‫ﺩﺍﻧﺸﺠﻮﻳﺎ ِﻥ ﭘﺴﺮ ﺍﻳﻦ ﭘﻴﺸﻨﻬﺎﺩ ﺭﺍ ﭘﺬﻳﺮﻓﺘﻨﺪ ﺩﺭ ﺣﺎﻟﻴﮑﻪ ﻫﻴﭻ ﻳﮏ ﺍﺯ‬ ‫ي ﺭﺍﺑﻄﻪ ي ﺟﻨﺴﻲ ﻧﺸﺪﻧﺪ !‬ ‫ﺩﺧﺘﺮﺍﻥ ﺣﺎﺿﺮ ﺑﻪ ﺑﺮﻗﺮﺍﺭ ﹺ‬ ‫ﻖ ﺩﻳﮕﺮي ﺗﺮﺗﻴﺐ ﺩﺍﺩﻧﺪ ‪ :‬ﺁﻧﻬﺎ ﺍﺯ ﺯﻧﺎﻥ ﻭ ﻣﺮﺩﺍﻥ ﺧﻮﺍﺳﺘﻨﺪ ﺗﺎ ﺍﻋﻼﻡ ﮐﻨﻨﺪ‬ ‫ﺑﺎﺱ ﻭ ﺍﺷﻤﻴﺖ‪ ،( ١٩٩٣ ) ٢‬ﻧﻴﺰ ﺗﺤﻘﻴ ﹺ‬ ‫ﻲ ﻣﻘﻄﻌﻲ ﻭ ﺯﻭﺩﮔﺬﺭ‪ ،‬ﺷﺮﻳﮏ ﺟﻨﺴﻲ ﺁﻧﻬﺎ ﭼﻪ ﺧﺼﻮﺻﻴﺎﺗﻲ ﺑﺎﻳﺪ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ؟‬ ‫ﺑﺮﺍي ﻳﮏ ﺭﺍﺑﻄﻪ ي ﺟﻨﺴ ﹺ‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﮑﺎﻣﻠﻲ ﭘﻴﺶ ﺑﻴﻨﻲ ﮐﺮﺩﻩ ﺑﻮﺩ ﻧﺘﺎﻳﺞ ﺍﻳﻦ ﺗﺤﻘﻴﻖ ﻧﺸﺎﻥ ﺩﺍﺩ ﮐﻪ ﻣﺮﺩﺍﻥ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ‬ ‫ﻑ ﻣﻘﺎﺑﻞ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺧﺼﻮﺻﻴﺎﺗﻲ ﻧﻈﻴ ﹺﺮ‬ ‫ﺕ ﻧﺎﺧﻮﺷﺎﻳﻨﺪِ ﻃﺮ ِ‬ ‫ﻞ ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﺯﻧﺎﻥ‪ ،‬ﺁﻣﺎﺩﮔﻲﹺ ﺑﺴﻴﺎﺭ ﺑﻴﺸﺘﺮي ﺑﺮﺍي ﺗﺤﻤ ﹺ‬ ‫ﻂ ﺩﻳﮕﺮﺍﻥ‪ ،‬ﻓﺎﻗ ِﺪ ﺷﻮﺥ ﻃﺒﻌﻲ‪ ،‬ﺧﺸﻦ‪ ،‬ﺑﻲ ﺳﻮﺍﺩ ﻭ ﻧﺎﺩﺍﻥ‪.‬‬ ‫ﻃﺮﺩ ﺷﺪﻩ ﺗﻮﺳ ِ‬

‫‪Clark & Hatfield ١‬‬ ‫‪Buss & Schmidt ٢‬‬ ‫‪١٩٨‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬

‫‪ -٢‬ﺭﻓﺘﺎﺭﻫﺎي ﻓﺪﺍﮐﺎﺭﻧﻪ ‪:‬‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ‬ ‫ﻞ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻳﮑﻲ ﺩﻳﮕﺮ ﺍﺯ ﻣﺴﺎﺋ ﹺ‬ ‫ﻲ ﺭﻓﺘﺎﺭﻫﺎي ﻓﺪﺍﮐﺎﺭﺍﻧﻪ‪ ١‬ﺍﺳﺖ‪ .‬ﺩﺭ ﻣﻮﺭ ِﺩ ﺭﻓﺘﺎﺭﻫﺎي‬ ‫ﺑﺮﺭﺳ ﹺ‬ ‫ﺢ ﺍﻳﻦ ﻣﺴﺎﻟﻪ ﺍﺳﺖ ﮐﻪ‬ ‫ﻞ ﺍﺻﻠﻲ ﺗﻮﺿﻴ ﹺ‬ ‫ﻓﺪﺍﮐﺎﺭﺍﻧﻪ ﻣﺸﮑ ﹺ‬ ‫ﭼﺮﺍ ﺍﻓﺮﺍﺩ ﺍﻏﻠﺐ ﺭﻓﺘﺎﺭﻫﺎﻳﻲ ﻓﺪﺍﮐﺎﺭﻧﻪ ﻭ ﻏﻴﺮ‬ ‫ﺧﻮﺩﺧﻮﺍﻫﺎﻧﻪ ﺍﺯ ﺧﻮﺩ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﻨﺪ‪ ،‬ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺍﻳﻦ‬ ‫ﻲ ﺁﻧﻬﺎ ﺩﺭ ﺗﻀﺎﺩ ﺍﺳﺖ‪.‬‬ ‫ﻖ ﺗﻮﻟﻴ ِﺪ ﻣﺜﻠﻲ ﻭ ﻳﺎ ﮊﻧﺘﻴﮑ ﹺ‬ ‫ﺑﺎ ﻋﻼﺋ ﹺ‬ ‫ﺦ ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥِ ﺗﮑﺎﻣﻠﻲ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺑﺎ ﺩﺭ ﻧﻈﺮ‬ ‫ﭘﺎﺳ ﹺ‬ ‫ﺏ ﺧﻮﻳﺸﺎﻭﻧﺪ‪ ،‬ﺑﺴﻴﺎﺭ ﻣﻨﻄﻘﻲ ﺳﺖ ﮐﻪ ﺍﻓﺮﺍﺩ ﺗﻨﻬﺎ ﺑﺎ ﺷﺨﺼﺎ ً‬ ‫ﻦ ﻣﻔﺎﻫﻴﻤﻲ ﻧﻈﻴ ﹺﺮ ﺷﺎﻳﺴﺘﮕﻲ ﻓﺮﺍﮔﻴﺮ ﻭ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﮔﺮﻓﺘ ﹺ‬ ‫ﻖ ﺍﻃﻤﻴﻨﺎﻥ ﻳﺎﻓﺘﻦ ﺍﺯ ﺍﻳﻨﮑﻪ‬ ‫ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞ ﮐﺮﺩﻥ‪ ،‬ﮊﻥ ﻫﺎي ﺧﻮﻳﺶ ﺭﺍ ﺗﮑﺮﺍﺭ ﻧﮑﻨﻨﺪ ﺑﻠﮑﻪ ﻋﻼﻭﻩ ﺑﺮ ﺁﻥ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺧﻮﻳﺸﺎﻭﻧﺪﺍﻥ ِ‪ ٢‬ﺁﻧﻬﺎ ﻗﺎﺩﺭ ﺑﻪ ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞ ﻫﺴﺘﻨﺪ ﻧﻴﺰ ﺍﺯ ﺑﻘﺎي ﮊﻥ ﻫﺎي ﺧﻮﻳﺶ ﺍﻃﻤﻴﻨﺎﻥ ﺣﺎﺻﻞ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬

‫ﺍﮔﺮ ﺗﻔﺴﻴ ﹺﺮ ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺗﮑﺎﻣﻠﻲ ﺩﺭﺳﺖ ﺑﺎﺷﺪ ﺍﻧﺘﻈﺎﺭ ﻣﻲ ﺭﻭﺩ ﺭﻓﺘﺎﺭﻫﺎي ﻧﻮﻉ ﺩﻭﺳﺘﺎﻧﻪ ﺑﻴﺸﺘﺮ ﻣﺘﻮﺟﻪِ‬ ‫ﺧﻮﻳﺸﺎﻭﻧﺪﺍ ِﻥ ﻧﺰﺩﻳﮏ ﺑﺎﺷﺪ ﺗﺎ ﺧﻮﻳﺸﺎﻭﺍﻧﺪﺍ ِﻥ ﺩﻭﺭﺗﺮ ﻭ ﻳﺎ ﻏﺮﻳﺒﻪ‪ .‬ﺩﺭ ﻳﮏ ﺁﺯﻣﺎﻳﺶ ﺑﺮﻧﺸﺘﺎﻳﻦ ﻭ ﮐﺮﺍﻧﺪﻝ ﻭ‬ ‫ﻂ ﻣﺨﺘﻠﻔﻲ ﮐﻪ ﺩﺭ ﺁﻧﻬﺎ ﻓﺮﺩي ﺩﭼﺎ ﹺﺭ ﻣﺸﮑﻞ ﺑﻮﺩ ﻗﺮﺍﺭ ﺩﺍﺩﻧﺪ‪ .‬ﺳﭙﺲ ﺍﺯ‬ ‫ﮐﻴﺘﺎﻳﺎﻣﺎ‪ ،( ١٩٩٤ ) ٣‬ﺍﻓﺮﺍﺩ ﺭﺍ ﺩﺭ ﺷﺮﺍﻳ ِ‬ ‫ﺞ ﺍﻳﻦ ﺁﺯﻣﺎﻳﺶ‪ ،‬ﭘﻴﺶ ﺑﻴﻨﻲ ﻫﺎي‬ ‫ﺍﻓﺮﺍﺩ ﺳﻮﺍﻝ ﺷﺪ ﮐﻪ ﺁﻳﺎ ﺣﺎﺿﺮﻧﺪ ﺑﻪ ﻓﺮﺩ ﻣﺬﮐﻮﺭ ﮐﻤﮏ ﮐﻨﻨﺪ ﻳﺎ ﻧﻪ‪ .‬ﻧﺘﺎﻳ ﹺ‬ ‫ﻦ ﺧﻮﻳﺸﺎﻭﻧﺪﺍ ِﻥ ﻧﺰﺩﻳﮏ ﻭ ﺳﺎﻳ ﹺﺮ ﺍﻓﺮﺍﺩ ﺑﻴﺸﺘﺮ ﺗﻤﺎﻳﻞ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺗﮑﺎﻣﻠﻲ ﺭﺍ ﺗﺎﻳﻴﺪ ﻣﻲ ﮐﺮﺩ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﺍﻓﺮﺍﺩ‪ ،‬ﺑﻴ ﹺ‬

‫‪ : altruism ١‬ﻓﺪﺍﮐﺎﺭي‪ ،‬ﻧﻮﻉ ﺩﻭﺳﺘﻲ‪ .‬ﺭﻓﺘﺎﺭﻫﺎي ﺧﻮﺩ ﻭﻳﺮﺍﻧﮕﺮﺍﻧﻪ ﻳﻲ ﮐﻪ ﺍﻓﺮﺍﺩ ﺑﻪ ﻧﻔ ﹺﻊ ﺩﻳﮕﺮﺍﻥ ﺍﻧﺠﺎﻡ ﻣﻲ ﺩﻫﻨﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ‬ ‫ﺳﻮﺳﻴﻮﺑﻴﻮﻟﻮﮊي ﺍﺛﺮ ﺍﺩﻭﺍﺭﺩ ﻭﻳﻠﺴﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﻈﺮ ﺟﻬﺎﺩ ﺩﺍﻧﺸﮕﺎﻫﻲ ﻣﺸﻬﺪ – ﺻﻔﺤﻪ ي ‪ – (٣٠٧‬ﻡ‬ ‫‪ ٢‬ﻣﻨﻈﻮﺭ ﺍﺯ ﺧﻮﻳﺸﺎﻭﻧﺪﺍﻥ ﮐﺴﺎﻧﻲ ﺍﺳﺖ ﮐﻪ ﺩﺭ ﺑﺨﺸﻲ ﺍﺯ ﮊﻥ ﻫﺎ ﺑﺎ ﻓﺮﺩ ﺳﻬﻴﻢ ﻫﺴﺘﻨﺪ – ﻡ‬ ‫‪Burnstein & Crandall & Kitayama ٣‬‬ ‫‪١٩٩‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬

‫ﮏ ﺧﻮﺩ ﮐﻤﮏ ﮐﻨﻨﺪ‪ .‬ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺑﺨﺼﻮﺹ ﺩﺭ ﻣﻮﻗﻌﻴﺖ ﻫﺎي ﻓﻮﺭي ﻭ‬ ‫ﺩﺍﺷﺘﻨﺪ ﺗﺎ ﺑﻪ ﺧﻮﻳﺸﺎﻭﻧﺪﺍ ِﻥ ﻧﺰﺩﻳ ِ‬ ‫ﻞ ﺧﺎﻧﻪ‬ ‫ﺣﻴﺎﺗﻲ‪ ،‬ﺑﻴﺸﺘﺮ ﺑﻪ ﭼﺸﻢ ﻣﻲ ﺧﻮﺭﺩ‪ ) .‬ﻣﺜﻼً ﺧﺎﻧﻪ ﺑﻪ ﺳﺮﻋﺖ ﺩﺭ ﺣﺎ ﹺﻝ ﺳﻮﺧﺘﻦ ﺑﻮﺩ ﻭ ﺍﺯ ‪ ٣‬ﻧﻔﺮي ﮐﻪ ﺩﺍﺧ ﹺ‬ ‫ﻣﺤﺒﻮﺱ ﺷﺪﻩ ﺑﻮﺩﻧﺪ‪ ،‬ﺗﻨﻬﺎ ﻳﮑﻲ ﻣﻲ ﺗﻮﺍﻧﺴﺖ ﻧﺠﺎﺕ ﺩﺍﺩﻩ ﺷﻮﺩ‪(.‬‬ ‫ﺖ ﻓﺮﺿﻲ ﺭﺍ‬ ‫ﺍﻧﺘﻘﺎﺩي ﮐﻪ ﺑﻪ ﺁﺯﻣﺎﻳﺶﹺ ﺑﺮﻧﺸﺘﺎﻳﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻧﺶ ) ‪ ( ١٩٩٤‬ﻭﺍﺭﺩ ﺑﻮﺩ ﺍﻳﻦ ﺑﻮﺩ ﮐﻪ ﺁﻧﻬﺎ ﻳﮏ ﻣﻮﻗﻌﻴ ِ‬ ‫ﺑﺮﺭﺳﻲ ﮐﺮﺩﻩ ﺍﻧﺪ‪ .‬ﺩﺭ ﻳﮏ ﻣﻮﻗﻌﻴﺖ ﻓﺮﺿﻲ‪ ،‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﻴﺸﺘﺮ ﺍﺯ ﺁﻧﮑﻪ ﺭﻓﺘﺎﺭﻫﺎﻳﻲ ﻭﺍﻗﻊ ﺑﻴﻨﺎﻧﻪ ﺍﻧﺠﺎﻡ ﺩﻫﻨﺪ‪،‬‬ ‫ﺍﺯ ﺧﻮﺩ ﻭﺍﮐﻨﺶ ﻫﺎي ﺟﺎﻣﻌﻪ ﭘﺴﻨﺪ ﻭ ﻣﻄﻠﻮﺏ ﻧﺸﺎﻥ ﺩﻫﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺍﺳﻮﮎ‪ -‬ﻭﻳﺘﺎﻝ ﻭ ﻣﮏ ﮔﻮﺍﻳﺮ‪) ١‬‬ ‫‪ ،( ١٩٨٥‬ﺍﺯ ﻃﺮﻳﻖ ﻣﺼﺎﺣﺒﻪ ﺑﺎ ﺍﻓﺮﺍﺩ ﻭ ﺑﺮ ﻣﺒﻨﺎي ﺩﺍﺩﻩ‬ ‫ﻲ ﻭﺍﻗﻌﻲ ﻧﻴﺰ ﺑﻪ ﻧﺘﺎﻳﺞ ﻣﺸﺎﺑﻬﻲ ﺩﺳﺖ‬ ‫ﻫﺎي ﺯﻧﺪﮔ ﹺ‬ ‫ﻳﺎﻓﺘﻨﺪ‪ .‬ﺯﻧﺎ ِﻥ ﺷﺮﮐﺖ ﮐﻨﻨﺪﻩ ﺩﺭ ﻣﺼﺎﺣﺒﻪ ﻣﻮﻗﻌﻴﺖ‬ ‫ﻫﺎﻳﻲ ﺭﺍ ﺗﻮﺻﻴﻒ ﮐﺮﺩﻧﺪ ﮐﻪ ﺩﺭ ﺁﻧﻬﺎ ﻳﺎ ﺑﻪ ﺩﻳﮕﺮﺍﻥ‬ ‫ﮐﻤﮏ ﮐﺮﺩﻩ ﺑﻮﺩﻧﺪ ﻭ ﻳﺎ ﺑﻪ ﺁﻧﻬﺎ ﮐﻤﮏ ﺷﺪﻩ ﺑﻮﺩ‪.‬‬ ‫ﺗﻌﺪﺍﺩ ﺩﻓﻌﺎﺗﻲ ﮐﻪ ﺁﻧﻬﺎ ﺗﻤﺎﻳﻞ ﺑﻪ ﮐﻤﮏ ﮐﺮﺩﻥ ﺑﻪ‬ ‫ﺧﻮﻳﺸﺎﻭﻧﺪﺍ ِﻥ ﻧﺰﺩﻳﮏ ﺩﺍﺷﺘﻨﺪ ) ﻣﺜﻼً ﻓﺮﺯﻧﺪﺍﻥ ( ‪ ٥‬ﻳﺎ‬ ‫‪ ٦‬ﺑﺮﺍﺑ ﹺﺮ ﺩﻓﻌﺎﺗﻲ ﺑﻮﺩ ﮐﻪ ﺗﻤﺎﻳﻞ ﺑﻪ ﮐﻤﮏ ﺑﻪ‬ ‫ﺧﻮﻳﺸﺎﻭﻧﺪﺍ ِﻥ ﺩﻭﺭﺗﺮ ﺩﺍﺷﺘﻨﺪ‪ ) .‬ﻣﺜﻼً ﺑﺮﺍﺩﺭ ﺯﺍﺩﻩ ﻫﺎ ﻭ‬ ‫ﻞ‬ ‫ﺧﻮﺍﻫﺪ ﺯﺍﺩﻩ ﻫﺎ (‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ‪ ،‬ﺍﻓﺮﺍ ِﺩ ﺳﺎﻟﻤﻨﺪ ﺗﻤﺎﻳ ﹺ‬ ‫ﺑﺴﻴﺎﺭ ﺯﻳﺎﺩي ﺩﺍﺷﺘﻨﺪ ﺗﺎ ﺑﻪ ﺟﻮﺍﻥ ﺗﺮﻫﺎ ﮐﻤﮏ ﮐﻨﻨﺪ‪ .‬ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺗﻤﺎﻳ ﹺ‬ ‫ﻞ ﺟﻮﺍﻧﺎﻥ ﺑﺮﺍي ﮐﻤﮏ ﺑﻪ ﺍﻓﺮﺍ ِﺩ ﺳﺎﻟﻤﻨﺪ‬ ‫ﻞ ﺍﻳﻦ ﻣﺴﺎﻟﻪ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﭘﺘﺎﻧﺴﻴﻞ‬ ‫ﺑﺴﻴﺎﺭ ﮐﻤﺘﺮ ﺍﺯ ﺍﻳﻦ ﻣﻘﺪﺍﺭ ﺑﻮﺩ‪ .‬ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺗﮑﺎﻣﻠﻲ ﻋﻨﻮﺍﻥ ﮐﺮﺩﻩ ﺍﻧﺪ ﮐﻪ ﺩﻟﻴ ﹺ‬

‫‪ Essock-Vitale ١‬ﻭ ‪McGuire‬‬ ‫‪٢٠٠‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬

‫ﻭ ﺍﻣﮑﺎ ِﻥ ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﺩﺭ ﺁﻳﻨﺪﻩ ﺑﺮﺍي ﺟﻮﺍﻧﺎﻥ ﺑﻴﺸﺘﺮ ﺍﺯ ﺳﺎﻟﻤﻨﺪﺍﻥ ﺍﺳﺖ‪ .١‬ﺩﺭ ﻫﺮ ﺣﺎﻝ ﺩﺭ ﺗﻔﺴﻴ ﹺﺮ ﺍﻳﻦ ﺗﺤﻘﻴﻘﺎﺕ‪،‬‬ ‫ﻣﺸﮑﻼﺗﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺑﺮﺍي ﻣﺜﺎﻝ‪ ،‬ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﺍﮐﺜ ﹺﺮ ﺯﻧﺎﻥ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺑﺮﺍﺩﺭﺯﺍﺩﻩ ﻫﺎ ﻭ ﺧﻮﺍﻫﺮﺯﺍﺩﻩ ﻫﺎ‬ ‫ﻞ ﺗﻮﺟ ِﻪ ﺑﻴﺸﺘﺮ ﺑﻪ ﻓﺮﺯﻧﺪ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ‬ ‫ﻲ ﺧﻮﺩ ﺭﺍ ﺑﺎ ﻓﺮﺯﻧﺪﺍ ِﻥ ﺧﻮﻳﺶ ﻣﻲ ﮔﺬﺭﺍﻧﻨﺪ ﻭ ﺩﻟﻴ ﹺ‬ ‫ﺯﻣﺎ ِﻥ ﺑﻴﺸﺘﺮي ﺍﺯ ﺯﻧﺪﮔ ﹺ‬ ‫ﻂ ﻣﺸﺘﺮﮎ ﺍﺳﺖ ﻭ ﻧﻪ ﭼﻴﺰي ﺩﻳﮕﺮ‪ .‬ﺩﺭ ﻣﺠﻤﻮﻉ ﻳﮏ ﺩﺭ ﻫﻢ ﺁﻣﻴﺨﺘﮕﻲ ﻭ ﺍﺧﺘﻼﻁ ﺑﻴ ﹺ‬ ‫ﻲ‬ ‫ﻦ ﻧﺰﺩﻳﮑ ﹺ‬ ‫ﺩﻳﮕﺮﺍﻥ‪ ،‬ﻣﺤﻴ ِ‬ ‫ﺧﻮﻳﺸﺎﻭﻧﺪي ﻭ ﺁﺷﻨﺎﻳﻲ ﺧﺎﻧﻮﺩﺍﮔﻲ‪ ٢‬ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬

‫‪ -٣‬ﺣﺴﺎﺩﺕ ‪:‬‬ ‫ﺗﺎ ﺁﻧﺠﺎﻳﻴﮑﻪ ﻣﺴﺎﻟﻪ ي ﺣﺴﺎﺩﺕ ﻣﻮﺭ ِﺩ ﺑﺮﺭﺳﻲ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪،‬‬ ‫ﮏ ﺟﻨﺴﻲ‪،‬‬ ‫ﺖ ﺷﺮﻳ ِ‬ ‫ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ﺍﺯ ﺍﻳﻦ ﻓﺮﺽ ﮐﻪ " ﺧﻴﺎﻧ ِ‬ ‫ﺕ ﺑﻴﺸﺘﺮي ﺑﺮ ﻣﻲ ﺍﻧﮕﻴﺰﺩ "‬ ‫ﺩﺭﻣﺮﺩﺍﻥ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺯﻧﺎﻥ ﺣﺴﺎﺩ ِ‬ ‫ﺢ ﺑﻴﺸﺘﺮ ﻧﮕﺎﻩ ﮐﻨﻴﺪ ﺑﻪ ﻓﺼﻞ ‪( ١٣‬‬ ‫ﭘﺸﺘﻴﺒﺎﻧﻲ ﻣﻲ ﮐﻨﺪ‪ ) .‬ﺑﺮﺍي ﺗﻮﺿﻴ ﹺ‬

‫ﻂ ﻭ ﻣﻮﻗﻌﻴﺖ ﻫﺎي ﻓﺮﺿﻲ‬ ‫ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺍﮐﺜ ﹺﺮ ﻣﻄﺎﻟﻌﺎﺕ ﺩﺭ ﺷﺮﺍﻳ ِ‬ ‫ﻲ ﺧﻴﺎﻧﺖ ﻫﺎي ﻭﺍﻗﻌﻲ ﭘﺮﺩﺍﺧﺖ ﻭ ﺩﺭﻳﺎﻓﺖ ﮐﻪ‬ ‫ﺻﻮﺭﺕ ﮔﺮﻓﺘﻪ ﺍﻧﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺭﺍﺳﺘﺎ‪ ،‬ﻫﺮﻳﺲ‪ ،( ٢٠٠٢) ٣‬ﺑﻪ ﺑﺮﺭﺳ ﹺ‬ ‫ﻣﺮﺩﺍﻥ ﻭ ﺯﻧﺎﻥ ﺑﻪ ﻳﮏ ﺍﻧﺪﺍﺯﻩ ﻧﺴﺒﺖ ﺑﻪ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺁﺷﻔﺘﻪ ﻭ ﭘﺮﻳﺸﺎﻥ ﻣﻲ ﮔﺮﺩﻧﺪ‪.‬‬

‫ﺏ ﻃﺒﻴﻌﻲ ﺗﮑﺎﻣﻞ ﻳﺎﻓﺘﻪ ﺑﺎﺷﺪ ؟ ﭘﺎﺳﺦ ﻫﻤﺎﻧﺎ‬ ‫ﻲ ﺍﻧﺘﺨﺎ ﹺ‬ ‫‪ ١‬ﻓﺪﺍﮐﺎﺭي ﺑﻨﺎ ﺑﻪ ﺗﻌﺮﻳﻒ ﺍﺯ ﺷﺎﻳﺴﺘﮕﻲ ﻣﻲ ﮐﺎﻫﺪ‪ ،‬ﭼﮕﻮﻧﻪ ﻣﻤﮑﻦ ﺍﺳﺖ ﺩﺭ ﻃ ﹺ‬ ‫ﻞ ﻓﺪﺍﮐﺎﺭﺍﻧﻪ ي ﻳﮏ‬ ‫ﻦ ﺩﻭ ﻓﺮﺩ ﻣﺸﺘﺮﮎ ﺑﺎﺷﺪ ﻭ ﺍﮔﺮ ﻋﻤ ﹺ‬ ‫ﻞ ﻧﻴﺎي ﻣﺸﺘﺮﮎ‪ ،‬ﺑﻴ ﹺ‬ ‫ﺧﻮﻳﺸﺎﻭﻧﺪي ﺍﺳﺖ ‪ :‬ﺍﮔﺮ ﮊﻥ ﻫﺎي ﻣﺴﺒﺐ ﻓﺪﺍﮐﺎﺭي‪ ،‬ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﻧﺴﻞ ﺳﻬ ﹺﻢ ﺍﺷﺘﺮﺍﮎِ ﺍﻳﻦ ﮊﻥ ﻫﺎ ﺭﺍ ﺩﺭ ﻧﺴ ﹺ‬ ‫ﻞ ﺑﻌﺪي ﺍﻓﺰﺍﻳﺶ ﺩﻫﺪ‪ ،‬ﺍﺳﺘﻌﺪﺍ ِﺩ ﻓﺪﺍﮐﺎﺭي ﺩﺭ ﻣﺨﺰ ِﻥ ﮊﻧﻲ ﮔﺴﺘﺮﺵ ﺧﻮﺍﻫﺪ ﻳﺎﻓﺖ‪ .‬ﺍﻳﻦ ﻭﺿﻊ ﺭﺥ‬ ‫ﻲ ﮐﻤﺘﺮي ﺩﺭ ﻣﺨﺰ ِﻥ ﮊﻧﻲ ﺑﺪﺳﺖ ﺁﻭﺭﺩﻩ‬ ‫ﻞ ﻓﺪﺍﮐﺎﺭﺍﻧﻪ ﺍﺵ‪ ،‬ﺳﻬ ﹺﻢ ﺷﺨﺼ ﹺ‬ ‫ﻞ ﻫﺰﻳﻨﻪ ي ﻋﻤ ﹺ‬ ‫ﺧﻮﺍﻫﺪ ﺩﺍﺩ‪ ،‬ﺣﺘﻲ ﺍﮔﺮ ﮐﻪ ﻓﺮ ِﺩ ﻓﺪﺍﮐﺎﺭ‪ ،‬ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﺑﺎﺷﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﺳﻮﺳﻴﻮﺑﻴﻮﻟﻮﮊي ﺍﺛﺮ ﺍﺩﻭﺍﺭﺩ ﻭﻳﻠﺴﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﺸﺮ ﺟﻬﺎﺩ ﺩﺍﻧﺸﮕﺎﻫﻲ ﻣﺸﻬﺪ – ﺻﻔﺤﻪ ي ‪( ١٥‬‬ ‫‪Familiarity ٢‬‬ ‫‪Harris ٣‬‬ ‫‪٢٠١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬ ‫ﻣﺒ‬

‫‪ -٤‬ﺗﺮﺱ ‪:‬‬ ‫ﺴﺎﻥ ﻧﻴﺰ‬ ‫ﺢ ﺗﺮﺱ ﻫﺎي ﺍﻧﺴﺎ‬ ‫ﺑﺮﺍي ﺗﻮﺿﻴ ﹺ‬ ‫ﻲ ﺗﮑﮑﺎﻣﻠﻲ ي‬ ‫ﺩﻳﺪﺪﮔﺎﻩ ﻫﺎي ﺭﻭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﮑﺎﻣﻠﻲ‬ ‫ﻣﻮﺭ ِﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﺩ‪ .‬ﺑﺴﻴﺎﺎﺭي ﺍﺯ ﺭﻭﻭﺍﻧﺸﻨﺎﺳﺎﻥِ ﺗﮑ‬ ‫ﺭ‬ ‫ﮐﻨﻨﺪ ﮐﻪ ﻫﺰﻳﻨﻪﻪ ي ﺑﻲ ﺧﻄﻄﺮ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘ ﹺ‬ ‫ﻳﮏ ﭼﻴ ﹺﺰ‬ ‫ﻦ ﮏ‬ ‫ﻋﻨﻮﻮﺍﻥ ﻣﻲ ﻨﺪ‬ ‫ﺑﻴﺸﺘﺮ ﺍﺯ ﺑﻬﺎي ﺧ‬ ‫ﺧﻄﺮﻧﺎﮎ ﻏﺎﻟﺒﺎ ً ﺑﺴﻴﺎﺭ ﺮ‬ ‫ﮎ‬ ‫ﻭﺍﻗﻌﻌﺎ ً‬ ‫ﺧﻄﺮﻧﺎﮎ ﺩﺭ ﻧﻈﺮ‬ ‫ﻖ ﻦ‬ ‫ﺑﺎﺷﺪ‪ .‬ﻃﺒ ﹺ‬ ‫ﺟﺴ ﹺﻢ ﺑﻲ ﺧﻄﻄﺮ ﻣﻲ ﺪ‬ ‫ﻦ ﻳﮏ ﺟ‬ ‫ﮔﺮﻓﻓﺘ ﹺ‬ ‫ﺍﻳﻦ ﺍﺳﺘﺪﻻﻝ ﻣﻤﮑﻦ‬ ‫ﺱ ﺍﺯ ﭼﻴﺰﻫﻫﺎي ﻣﻌﻴﻨﻲ ) ﻣﺜﻼً ﻣﺎﺭﻫﺎﺎ ( ﮐﻪ‬ ‫ﺍﺳﺖ ﻣﺎ ﻫﻨﻮﺯ ﺯﺯﻣﻴﻨﻪ ي ﺗﺮﺱ‬ ‫ﺖ‬ ‫ﺍﻧﺪ ﺭﺍ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﻢ‪.‬‬ ‫ﻲ ﻣﺎ ﺑﺴﺴﻴﺎﺭ ﺧﻄﺮﻧﺎﮎ ﺑﻮﺩﻩ ﺪ‬ ‫ﺩﺭ ﮔﺬﺷﺘﻪ ي ﺗﺗﮑﺎﻣﻠ ﹺ‬ ‫ﮎ ﻣﻣﺮﺑﻮﻁ ﺑﻪ ﺍﻳﻳﻦ‬ ‫ﻲ ﻓﻄﺮي‪ « ١‬ﻣﻣﻲ ﮔﻮﻳﻨﺪ‪ .‬ﻣﺪﺍﺭ ِ‬ ‫ﻧﺸﻨﺎﺳﻲ ﺗﮑﺎﻣﻠﻲ » ﺁﻣﺎﺩﮔ ﹺ‬ ‫ﻲ‬ ‫ﺑﻪ ﺍﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺩﺩﺭ ﺍﺻﻄﻼﺡ ﺭﻭﺍ‬ ‫ﺁﺯﻣﺎﻳﺶ‪،‬‬ ‫ﺶ‬ ‫ﺍﺭﺍﺋﻪ ﺷﺪ‪ .‬ﺁﻧﻬﺎ ﺑﻪ ﺯﻧﺎ ِﻥ ﺷﺮﮐﮐﺖ ﮐﻨﻨﺪﻩ ﺩﺭ‬ ‫ﻂ ﺗﻮﻣﺎﺭﮐﻦ‪ ،،‬ﻣﻴﻨﮑﺎ ﻭ ﮐﮐﻮﮎ‪ ( ١٩٨٨٩ ) ٢‬ﻪ‬ ‫ﺿﻮﻉ ﺗﻮﺳ ِ‬ ‫ﻣﻮﺿ‬ ‫ﻲﺀ‪ ) ...‬ﻼ‬ ‫ﻼﻳﺪﻫﺎﻳﻲ ﺍﺯ ﻳﮏ ﺷﻲ ﺀ ﺗﺮﺳﻨﺎﮎ ) ﻣﺜﻼً ﻣﺎﺭ‪ ،‬ﻋﻨﮑﺒﻮﺕ ( ﻭ ﻳﮏ ﺷﻲ‬ ‫ﺍﺳﻼ‬ ‫ﻣﺜﻼً ﻳﮏ ﮔﻞ‪ ،‬ﻗﺎﺭﭺ ( ﻧﺸﺎﺎﻥ‬ ‫ﺻﺪﺍ ﭘﺨﺶ ﻣﻣﻲ‬ ‫ﮎ ﺍﻟﮑﺘﺮﺮﻳﮑﻲ ﻭﺍﺭﺩ ﻣﻲ ﺷﺪ‪ ،‬ﮔﺎﺎﻫﻲ ﻳﮏ ﺻ‬ ‫ﺩﺍﺩﻧﺪ‪ .‬ﭘﺲ ﺍﺯ ﻫﺮ ﺍﺳﻼﻳﺪ‪ ،‬ﮔﺎﻫﻲ ﺑﻪ ﺍﻓﺮﺍﺩ ﻳﮏ ﺷﺷﻮ ِ‬ ‫ﻳﮑﺴﺎﻥ ﺑﻮﺩ‪ (.‬ﺷﻮﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﺭﮎ ﺣﺎﮐﻲ ﺍﺯ‬ ‫ﻥ‬ ‫ﺷﺪ ﻭ ﮔﺎﻫﻲ ﭼﻴﻴﺰي ﺍﺭﺍﺋﻪ ﻧﻤﻤﻲ ﺷﺪ‪ ) .‬ﻓﻓﺮﮐﺎﻧﺲ ﻫﺎ ﺩﺩﺭ ﻫﻤﻪ ي ﻣﻣﻮﺍﺭﺩ‬ ‫ﺼﺎﻭﻳﺮ ﺗﺮﺳﻨﻨﺎﮎ ﺑﺎ ﮎ‬ ‫ﺷﻮﮎ‬ ‫ﺍﻳﻦ ﮐﻪ ﺗﻨﻬﺎ ﻳﻳﮏ ﺳﻮﻡ ) ‪ ( % ٣٣‬ﺗﺼ‬ ‫ﺩﺭ ﻭﺍﻗﻊ ﺑﺎ ﻦ‬ ‫ﻗﻀﺎﻭﺕ ﺳﻮﮔﻴﺮﺍﻧﻪ‪ «٣‬ﺑﻮﺩ ‪ :‬ﺭ‬ ‫ﺕِ‬ ‫ﻳﮏ »‬ ‫ﮏ‬ ‫ﮎ‬ ‫ﺗﺮﺳﻨﺎﮎ‬ ‫ﮔﺎﻥ ﺑﺮﺁﻭﺭﺩ ﮐﺮﺩﻧﺪ ﮐﻪ ﺑﺑﻴﻦ ‪ ٤٢‬ﺗﺎ ‪ % ٥٢٢‬ﻣﻮﺍﻗﻊ ﭘﺲ ﺍﺯ ﺗﺼﺎﺎﻭﻳﺮ‬ ‫ﺍﻟﮑﺘﺘﺮﻳﮑﻲ ﻫﻤﺮﺮﺍﻩ ﺑﻮﺩ‪ ،‬ﺷﺮﮐﮐﺖ ﮐﻨﻨﺪﮔﺎ‬ ‫ﺑﺴﺘﮕﻲ ﺑﻪ ﻣﻴﺰﺍﻥ ﺗﺗﺮﺳﻨﺎﮎ ﺑﻮﺩﻥ ﺗﺼﺎﻭﻳﺮﺮي‬ ‫ﻲ‬ ‫ﻼﻑ ﺑﻴﻦ ‪ % ٤٢‬ﻭ ‪ % ٥٢‬ﻧﻴﺰ‬ ‫ﺑﻪ ﺁﺁﻧﻬﺎ ﺷﻮﮎ ﻭﺍﺭﺩ ﺷﺪﻩ ﺍﺳﺖ ! ﺍﺧﺘﻼ‬ ‫ﺖ ﻭﺍﻗﻌﻲ ‪.( % ٣٣‬‬ ‫ﺩﺍﺷﺷﺖ ﮐﻪ ﺑﻪ ﺷﺷﺮﮐﺖ ﮐﻨﻨﺪﮔﺎﻥ ﻧﺸﺎﻥ ﺩﺩﺍﺩﻩ ﺷﺪﻩ ﺑﻮﺩ ) ﺩﺭ ﻣﻘﺎﻳﺴﺴﻪ ﺑﺎ ﺣﺎﻟ ِ‬

‫ﺧﺎﺹ‪.‬‬ ‫ﺻﻔﺖ ﻣﻌﻴﻦ ﻭ ﺹ‬ ‫ﺁﻣﺎﺩﮔﻲ ﻭ ﺍﺳﺘﻌﺪﺍﺩ ﻣﻮﻮﺭﻭﺛﻲ ﻓﺮﺩ ﺑﻪ ﺭﺷﺪ ﻭ ﺗﮑﺎﻣﻞ ﺭﻓﺘﺎﺭ ﻳﺎ ﺖ‬ ‫ﻲ‬ ‫ي‪" :‬‬ ‫‪ : pred‬ﺯﻣﻴﻨﻪ‪ ،‬ﺁﺁﻣﺎﺩﮔﻲ ﻓﻄﺮي‬ ‫‪dispositionn ١‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﮋﺍﺩ – ﻡ‬ ‫" ﻞ‬ ‫‪Tomarkken , Minek‬‬ ‫‪ka & Cook ٢‬‬ ‫‪Covarriation biass ٣‬‬ ‫‪٢٠٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬ ‫ﻣﺒ‬

‫ﻫﻤﮑﺎﺭﺍﻧﺶ )‪ ،( ١٩٨٩‬ﻫﻤﻴﻦ ﺁﺯﻣﻣﺎﻳﺶ ﺭﺍ ﺑﻪ‬ ‫ﺶ‬ ‫ﻣﻄﺎﻟﻌﻪ ي ﺩﻳﮕﺮ‪ ،‬ﺗﻮﻣﺎﺭﮐﻦ ﻭ‬ ‫ﻪ‬ ‫ﺩﺭ ﻳﮏ‬ ‫ﺩﺭﻳﺎﻓﺘﻨﺪ ﻫﻨﮕﺎﻣﻲ ﮐﮐﻪ ﭘﺲ ﺍﺯ‬ ‫ﺪ‬ ‫ﺗﻌﺠﺐ‬ ‫ﺖ ﺐ‬ ‫ﻧﺪ‪ .‬ﺁﻧﻬﺎ ﺑﺎ ﻧﻬﺎﻳ ِ‬ ‫ﺷﮑﻞ ﺩﻳﮕﺮي ﺍﺟﺮﺍ ﮐﺮﺩﻧﺪ‬ ‫ﮑﻞﹺ‬ ‫ﺶ ﺍﺳﻼﻳﺪ ﻫﺎﻳﻲ ﺩﺭﺑﺎﺭﻩﻩ ي ﻳﮏ ﭘﺮﺮﻳ ﹺﺰ‬ ‫ﻧﻤﺎﻳ ﹺ‬ ‫ﺑﺴﻴﺎﺭ ﺧﻄﺮﻧﺎﮎ ﺑﻪ ﺷﺮﮐﺖ‬ ‫ﺭ‬ ‫ﺧﺮﻭﺟﻲ ﺑﺮﻕ‬ ‫ﻲﹺ‬ ‫ﻳ‬ ‫ﺻﺪ ﺷﻮﮎ‬ ‫ﻭﺍﺭﺩ ﻣﻲ ﺷﺪ‪ ،‬ﺩﺩﺭ ﺑﺮﺁﻭﺭﺩ ﺁﻧﻬﺎ ﺍﺯ ﺩﺭﺻ‬ ‫ﺷﻮﮎ ﻫﺎي ﺍﻟﮑﺘﺘﺮﻳﮑﻲ ﺩ‬ ‫ﻨﺪﮔﺎﻥ ﮎ‬ ‫ﮐﻨﻨﺪ‬ ‫ﻫﺎ ﻫﻴﭻ ﮔﻮﻧﻪ ﺳﻮﮔﻴﺮي ‪ covariattion biass‬ﻭﺟﻮﺩ ﻧﺪﺍﺭﺭﺩ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﻣﻲ ﺗﻮﺍﻥ‬ ‫ﺍﻟﮑﺘﺮﻳﮑﻲ ﺭﺍ ﺑﺎ ﭼﻴﺰﺰﻫﺎﻳﻲ ﮐﻪ ﺩﺩﺭ‬ ‫ﮑﻲ‬ ‫ﮎ‬ ‫ﺷﻮﮎ‬ ‫ﺗﺮﺱ ﻣﺮﺑﻮﻁ ﺑﺑﻪ ﻳﮏ‬ ‫ﺱ‬ ‫ﺠﻪ ﮔﺮﻓﺖ ﮐﮐﻪ ﺍﻓﺮﺍﺩ ﺑﻴﺸﺸﺘﺮ ﺗﻤﺎﻳﻞ ﺩﺩﺍﺭﻧﺪ ﺗﺎ‬ ‫ﻧﺘﻴﺠ‬ ‫ِ‬ ‫ﹺ‬ ‫ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﺪﻩ‬ ‫ﺧﻄﺮﺍﺗﻲ ﮐﻪ ﺗﻨﻬﺎ ﺩﺭ ﻫﻤﻴﻴﻦ ﺍﻭﺍﺧﺮ ﻪ‬ ‫ﻲ ﻣﺎ ﺧﻄﺮﺮﻧﺎﮎ ﺑﻮﺩﻩ ﺍﻧﺪ ﺭﺑﻂ ﺩﻫﻫﻨﺪ‪ ١‬ﺗﺎ ﺑﺎ ﺧﻄ‬ ‫ﮔﺬﺷﺘﻪ ي ﺗﮑﺎﻣﻣﻠ ﹺ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﻫﻤﺨﻮﺍﻧﻲ ﺩﺩﺍﺭﺩ ﺗﺎ ﺑﺎ ﮏ‬ ‫ﻳﮏ‬ ‫ﺳ‬ ‫ﺑﻴﺸﺘﺮ ﺑﺎ‬ ‫ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﻳﺎﻓﻓﺘﻪ ﻫﺎ ﺮ‬ ‫ﻕ ( ‪ .‬ﺑﻪ ﻦ‬ ‫ﺖ ﺑﺮﻕ‬ ‫ﺍﻧﺪ‪ ) .‬ﻣﺜﻼً ﭘﺮﻳﻳﺰ ﻟﺨ ِ‬ ‫ﺩﺍﻧﺪ‪.‬‬ ‫ﺕ ﺯﻧﻧﺪﮔﻲ ﺭﻭﺯﻣﻣﺮﻩ ﻣﻲ ﺪ‬ ‫ﺢ ﮐﺎﻣﻼً ﻣﺤﻴﻂ ﮔﺮﺍ ﮐﻪ ﺩﻟﻴﻞ ﺗﻤﺎﺎﻣﻲ ﺗﺮﺱ ﻫﻫﺎ ﺭﺍ ﺻﺮﻓﺎً ﺗﺠﺮﺑﻴﺎ ِ‬ ‫ﺿﻴ ﹺ‬ ‫ﺗﻮﺿ‬

‫ﺶ ﻭﺍﺍﺳﻮﻥ ‪:‬‬ ‫ﺁﺯﺯﻣﺎﻳ ﹺ‬ ‫ﻲ ﺷﻨﻨﺎﺧﺘﻲ ﻗﺮﺍﺭ ﺩﺍﺩ‪ .‬ﺭﻭﺍﻧﺸﻨﻨﺎﺳﺎ ِﻥ ﺷﻨﺎﺧﺘﺘﻲ‬ ‫ﻲ ﺗﺗﮑﺎﻣﻠﻲ ﺭﺍ ﺩﺩﺭ ﻣﻘﺎﺑ ﹺ‬ ‫ﺩﻳﺪﮔﺎﻩ ﻣﻲ ﺗﻮﺍﻥ ﺭﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻩ‬ ‫ﺍﺯ ﻳﻳﮏ‬ ‫ﻞ ﺭﻭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺗﻮﺍﻧﺪ ﺑﻪ ﻃﻮ ﹺﺭ ﺣﺣﺎﺿﺮ ﻭ ﺁﻣﺎﺩﺩﻩ ﺑﺮﺍي ﻏﻠﺒﺒﻪ ﺑﺮ ﻫﺮ ﮔﻮﻮﻧﻪ‬ ‫ﺵ ﺍﻧﺴﺴﺎﻥ ﻣﻲ ﺪ‬ ‫ﺍﻏﻠﺐ ﻣﻲ ﭘﻨﺪﺍﺭﺭﻧﺪ ﮐﻪ ﺳﻴﺴﺴﺘﻢ ﺩﺍﺩﻩ – ﭘﭘﺮﺩﺍﺯ ﹺ‬ ‫ﺐ‬ ‫ﺷﻨﺎﺧﺘﻲ ﺑﺮﺧﻲ ﺍﻭﻗﻗﺎﺕ ﻣﻐﺰ ﺍﻧﺴﺴﺎﻥ ﺭﺍ ﺑﻪ ﮐﺎﺎﻣﭙﻴﻮﺗﺮ ﺗﺸﺒﺒﻴﻪ‬ ‫ﻲ‬ ‫ﮑﻠﻲ ﺑﻪ ﮐﺎﺭ ﮔﺮﻓﺘﻪ ﺷﻮﺩﺩ‪ .‬ﺑﺮﺍي ﻧﻤﻮﻮﻧﻪ‪ ،‬ﺭﻭﺍﻧﺸﻨﺎﺳﺳﺎ ِﻥ‬ ‫ﻣﺸﮑ‬ ‫ﺍﺳﺖ‪.‬‬ ‫ﻣﻲ ﺷﻮﺩ ﺖ‬ ‫ﮐﺎﻣﭙﻴﻮﺗﺮﻫﺎ ﻳﺎﻓﺖ ﻲ‬ ‫ﺮ‬ ‫ﺵ ﺩﺍﺩﻩ ﻫﺎ ﺩﺭ ﻣﻐ ﹺﺰ ﺁﺩﻣﻲ ﺷﺒﻴ ِﻪ ﺁﻧﭽﻪ ﺩﺭ‬ ‫ﮐﺮﺩﺩﻩ ﻭ ﻋﻨﻮﺍﻥ ﻣﻲ ﮐﻨﻨﺪ ﮐﮐﻪ ﭘﺮﺩﺍﺯ ﹺ‬ ‫ﻲ ﺍﻧﺴﺎﻥ ﺭﺍ ﺳﻴ‬ ‫ﺳﻴﺴﺘ ﹺﻢ ﺷﻨﺎﺧﺘ ﹺ‬ ‫ﮑﺎﻣﻠﻲ‪ ،‬ﺘ‬ ‫ﺩﺭ ﻣﻘﺎﺑﻞ‪ ،‬ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺗﮑﺎ‬ ‫ﻞ‬ ‫ﺳﻴﺴﺘﻤﻲ ﺩﺭ ﻧﻈﺮ ﻣﻲ ﮔﻴﻴﺮﻧﺪ ﮐﻪ ﺑﻴﺸﺸﺘﺮ ﺑﺮﺍي ﺣ ﹺ‬ ‫ﺦ ﺗﺗﮑﺎﻣﻠﻲ ي‬ ‫ﻦ ﺗﺎﺭﻳ ﹺ‬ ‫ﺖ ﺳﺎﺯﮔﺎﺭﺭي ﺍﻧﺴﺎﻥ ﺣﺣﻴ ﹺ‬ ‫ﻣﺴﺎﺋﻠﻲ ﮐﻪ ﻬ‬ ‫ﺑﺮﺍي ﺍﻭ ﺩﺍﺭﺍي ﺍﻫﻤﻴﺖ ﺑﻮﺩﻩ ﺍﺳﺖ ﺍﺧﺧﺘﺼﺎﺹ ﻳﺎﻓﻓﺘﻪ‬ ‫ﺟﻬ ِ‬ ‫ﺍﺳﺖ‪.٢‬‬ ‫ﺖ‬ ‫‪: association‬ﺗﺪﺍﻋﻲ ﮐﻨﻨﺪﺪ‬ ‫‪a‬‬ ‫‪n١‬‬ ‫ﺖ‬ ‫ﻣﺤﺪﻭﺩﻳ ِ‬ ‫ﻳ‬ ‫ﺴﺘﻪ ﻭ‬ ‫ﺍﻧﻌﻄﺎﻑ ﭘﺬﻳﺮﺗﺮ ﺩﺍﻧﺴﺘ‬ ‫ﻑ‬ ‫ﻲ‪ ،‬ﺍﻧﺴﺎﻥ ﺭﺍ ﻣﻮﺟﺟﻮﺩي‬ ‫‪ ٢‬ﺑﻪ ﺯﺑﺎ ِﻥ ﺳﺎﺩﻩ ؛ ﺭﻭﺍﻥ ﺷﻨﺎﺳﺎ ِﻥ ﺷﻨﺎﺧﺘﻲ ﺩﺭ ﻣﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺭﻭﺍﻧﺸﺸﻨﺎﺳﺎﻥِ ﺗﮑﺎﻣﻠﻲ‬ ‫ﺑﻮﺩﻩ ﻭ‬ ‫ﮑﺎﻣﻠﻲ ﺍﻭ ﻩ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺗﮑﺎﻣﻠﻲ‪ ،‬ﻋﻘﻘﻴﺪﻩ ﺩﺍﺭﻧﺪ ﮐﻪ ﺗﻮﺍﻧﺎﻳﻲ ﻫﺎي ﺍﻧﺴﺎﻥ‪ ،‬ﺩﺭ ﺣﺪﻭ ِﺩ ﺍﻣﮑﺎﻧﺎﺕِ ﺗﮑ‬ ‫ﺎ‬ ‫ﺍﻧﺴﺎﻥ ﻗﺎﺋﻠﻨﺪ‪ .‬ﺩﺭ ﺣﺣﺎﻟﻲ‬ ‫ﮐﻤﺘﺮﺮي ﺑﺮﺍي ﻥ‬ ‫ﻞ ﺩﻟﺨﻮﺍﻩ ﻧﻴﺴﺴﺖ‪.‬‬ ‫ﻗﺎﺑﻞﹺ ﺗﻐﻴﻴﺮ ﺑﻪ ﻫﺮ ﺷﺷﮑ ﹺ‬ ‫‪٢٠٣‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬ ‫ﻣﺒ‬

‫ﺶ ﻭﺍﺳﻮﻥ‪ ،١‬ﺑﻪ ﻭﺿﻮﺡ ﻣﻣﺸﺎﻫﺪﻩ ﮐﺮﺮﺩ‪.‬‬ ‫ﺗﻮﺍﻥ ﺩﺭ ﻣﻮﺭ ِﺩ ﻳﮏ ﻧﺴﺨﻪ ﺍﺯ ﺁﺯﻣﺎﻳ ﹺ‬ ‫ﺩﻭ ﺭﻭﻳﮑﺮﺩ ﺭﺭﺍ ﻣﻲ ﻥ‬ ‫ﺕ ﺍﻳﻦ ﻭ‬ ‫ﺗﻔﺎﻭ ِ‬ ‫ﻭ‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺧ‬ ‫ﺧﻮﺍﻫﻴﻢ ﺩﻳﺪ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﮑﺎﻣﻠﻲ ﻭ ﺭﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺷﻨﺎﺧﺘﻲ‪ ،‬ﺍﻳﻳﻦ ﺁﺯﻣﺎﻳﺶ ﺭﺍ ﺑﻪ ﺷﮑﻞ ﻫﺎي ﻣﺨﺘﻠﻔﻔﻲ‬ ‫ﮐﻨﻴﻢ ‪:‬‬ ‫ﻲ ﻣﺪ ﹺﻝ ﻭﺍﺳﻮﻥ ﺭﺍ ﺑﺮﺭﺳﻲ ﻢ‬ ‫ﮐﻨﻨﺪ‪ ) .‬ﻭﺍﺳﻮﻥ ‪ .(١٩٦٨‬ﺍﺑﺘﺘﺪﺍ ﻧﺴﺨﻪ ي ﺍﺻﻠ ﹺ‬ ‫ﺗﻔﺴﺴﻴﺮ ﻣﻲ ﺪ‬ ‫ﮐﻨﻨﺪﮔﺎﻥ ﭼﻬﺎﺭ ﮐﺎﺭﺭﺕ ﻧﺸﺎﻥ‬ ‫ﻥ‬ ‫ﺁﺯﻣﺎﻳﺶ‪ ،‬ﺑﻪ ﺷﺮﮐﮐﺖ‬ ‫ﺶ‬ ‫ﺩﺭ ﺍﻳﻦ‬ ‫ﺩﺍﺩﻩ ﻣﻲ ﺷﺪ‪ A ،K ،٦ ،٩ .‬ﻭ ﻳﮏ ﻗﺎﻧﻮﻥ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ‬ ‫ﻑ ﺕ‬ ‫ي‬ ‫ﻑ‬ ‫ﮐﺎﺭﺕ ﺣﺮ ِ‬ ‫ﺑﺮﺍي ﺁﻧﻬﺎ ﮔﺬﺍﺷﺷﺘﻪ ﻣﻲ ﺷﺪ ‪ :‬ﺍﮔﺮ ﻳﮏ ﻃﺮ ِ‬ ‫ﻃﺮﻑ ﺩﻳﮕ ﹺﺮ ﮐﺎﺎﺭﺕ ﻋﺪﺩ ‪ ٦‬ﺍﺳﺖ‪ .‬ﺳﭙﭙﺲ ﺍﺯ ﺷﺮﮐﮐﺖ ﮐﻨﻨﺪﮔﺎﻥ ﺧﻮﺍﺳﺘﻪ ﻣﻣﻲ ﺷﺪ ﺗﺎ ﺎﺑﺎ ﺑﺮﺩﺍﺷﺘ ﹺ‬ ‫ﻦ ﺩﺩﻭ‬ ‫‪ K‬ﺑﺎﺷﺪ‪ ،‬ﻑِ‬ ‫ﺍﺳﺖ ﻳﺎ ﻧﻪ‪ .‬ﺍﮐﮐﺜﺮ ﺷﺮﮐﺖ ﮐﻨﻨﺪﮔﺎﻥ ﺑﺑﺮﺍي ﺍﺛﺒﺎﺕ ﺍﻳﻦ ﻣﻮﺿﻮﻮﻉ‬ ‫ﮐﺎﺭﺭﺕ ﻧﺸﺎﻥ ﺩﻫﻫﻨﺪ ﮐﻪ ﺁﻳﺎ ﺍﻳﻦ ﻗﺎﻧﻮﻥ ﺩﺭﺳﺖ ﺖ‬ ‫ﺏ‬ ‫ﺍﻧﺘﺨﺎﺏ‬ ‫ﺟﻮﺍﺏ ﺩﺭﺳﺖ ﮐﮐﻪ ﺗﻨﻬﺎ ‪ % ١٠‬ﺷﺮﮐﺖ ﮐﻨﻨﺪﮔﺎﻥ ﺁﺁﻥ ﺭﺍ‬ ‫ﺏ‬ ‫ﮐﺎﺭﺭﺕ ﻫﺎي ‪ ٦‬ﻭ ‪ K‬ﺭﺍ ﺑﺮﺮﻣﻲ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺍﻣﺎ‬ ‫ﹺ‬ ‫ﻭﺍﻗﻊ ﺑﺮﺩﺍﺷﺘ ﹺ‬ ‫ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﮐﻪ ﺍﻓﺮﺍﺩ ﺑﻴﻴﺸﺘﺮ ﺗﻤﺎﻳﻞ ﺑﻪ‬ ‫ي ‪ K‬ﻭ ‪ ٩‬ﺑﻮﺩ‪ .‬ﺍﻳﻦ ﺁﺯﺯﻣﺎﻳﺶ ﻥ‬ ‫ﻦ ﮐﺎﺭﺕ ﻫﺎي‬ ‫ﮐﺮﺩﺩﻧﺪ‪ ،‬ﺩﺭ ﻗﻊ‬ ‫ﺖ ﺍﺑﻄﺎ ﹺﻝ ﻳﮏ ﻗﺎﻧﻮﻮﻥ‬ ‫ﺍﺛﺒﺎﺕِ ﻳﮏ ﻣﺴﺴﺎﻟﻪ ﺩﺍﺭﻧﺪ ﺗﺎ ﺍﺑﻄﺎ ﹺﻝ ﺁﻥ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﺍﻓﺮﺍﺩ ﺗﻤﺎﻳﻠﻠﻲ ﺑﺮﺍي ﺗﻤﻤﺮﮐ ﹺﺰ ﮐﺎﻓﻲ ﺟﻬ ِ‬ ‫ﺕ‬ ‫ﻧﺪﺍﺭﺭﻧﺪ‪.‬‬ ‫ﺑﻪ ﺩﻭ ﺷﮑﻞ ﻣﻣﻲ ﺗﻮﺍﻧﺪ ﺗﻔﺴﺴﻴﺮ ﻣﻲ ﺷﻮﻮﺩ ‪:‬‬ ‫ﺍﻳﻦ ﺁﺯﻣﺎﻳﺶ ﻪ‬ ‫ﺑﺮﺍي ﺍﻓﺮﺍﺩ ﺩﺷﻮﻮﺍﺭ ﺍﺳﺖ ﺗﺎ ﺩﺩﺭ‬ ‫ﻲ ﻏﺎﻟﺒﺎً ﻳﺎﻓﺘﺘﻪ ﻫﺎي ﺑﺎﻻ ﺭﺭﺍ ﺍﻳﻨﻄﻮﺭ ﺗﻔﻔﺴﻴﺮ ﻣﻲ ﮐﻨﻨﻨﺪ ﮐﻪ ي‬ ‫ƒ ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺷﻨﺎﺧﺘﻲ‬ ‫ﺐ ﺍﺑﻄﻄﺎﻝ ﻭ ﻳﺎ ﺷﮑﮑﺴﺘ ﹺ‬ ‫ﻗﺎﻧﻮﻥ ﺑﻴﺎﻧﺪﻳﺸﻨﺪ‪.‬‬ ‫ﻦ ﻥ‬ ‫ﻗﺎﻟ ﹺ‬ ‫ﮑﻪ‬ ‫ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ ﮐﻮﺯﺯﻣﺎﻳﺪﺯ ﻭ ﺗﻮﻮﺑﻲ‪ ( ١٩٩٢ ٢‬ﻋﻨﻮﺍﻥ ﮐﮐﺮﺩﻩ ﺍﻧﺪ ﮐﮐﻪ ﻋﻠﺖ ﺍﻳﻨﮑ‬ ‫ﻥِ‬ ‫ﻲ ) ﺑﻪ‬ ‫ƒ ﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺗﮑﺎﻣﻠﻲ‬ ‫‪ % ١٠‬ﺍﻓﺮﺍ ِﺩ ﺷﺷﺮﮐﺖ ﮐﻨﻨﺪﺪﻩ ﻣﻮﻓﻖ ﺑﻪ ﺍﺭﺍﺋﻪ ي ﭘﺎﺳﺳﺦ ﺻﺤﻴﺢ ﻣﻲ ﺷﻮﻧﺪ‪ ،‬ﺍﻳﻨﺴﺖ ﮐﻪ ﺍﻧﺴﺎﻥ ﺩﺭ ﻃﻃﻲ‬ ‫ﺗﻨﻬﺎ ‪١‬‬ ‫ﺑﻪ ﺍﻳﻦ ﻧﻮﻉ ﻣﻣﺴﺎﺋﻞ ﭘﺮﺩﺍﺧﺘﻪ ﺍﺳﺖ‪ .‬ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﺗﮑﺎﻣﻠﻲ ﺍﻳﻨﻨﻄﻮﺭ ﺍﺳﺘﺪﻻﻻﻝ‬ ‫ﻞ ﺧﻮﻳﻳﺶ ﮐﻤﺘﺮ ﻪ‬ ‫ﺩﻭﺭﺍ ِﻥ ﺗﮑﺎﻣ ﹺ‬ ‫ﮐﺎﻣﻼً‬ ‫ﻳﮏ ﺣﻘﻪ ﻫﻤﺮﺮﺍﻩ ﮐﻨﻴﻢ‪ ،‬ﺁﻧﻧﮕﺎﻩ ﺩﺭﺻ ِﺪ ﭘﺎﺳﺦ ﻫﺎي ﺻﺤﻴﺢ ﻼ‬ ‫ﻣﻲ ﮐﻨﻨﻨﺪ ﮐﻪ ﺍﮔﺮ ﻫﻫﻤﻴﻦ ﺁﺯﻣﺎﻳﻳﺶ ﺭﺍ ﺑﺎ ﮏ‬ ‫ﺶ ﻣﺸﻬﻮ ﹺﺭ ﺍﻭ ‪ The Wason Sellection Tassk‬ﺍﺳﺖ‪.‬‬ ‫ﻲ ﺁﺯﻣﺎﻳ ﹺ‬ ‫‪ :Wasonn ١‬ﻧﺎ ﹺﻡ ﺍﺻﻠ ﹺ‬ ‫‪Cosmidees , Tooby ٢‬‬ ‫‪٢٠٤‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬ ‫ﻣﺒ‬

‫ﺗﮑﺎﻣﻠﻲ ﺷﻨﺎﺳﺎﻳﻲ ﺗﻘﻠﺐ ﻭ ﺣﻘﻘﻪ ﻫﺎ ﺑﺮﺍي ﺁﺁﺩﻣﻲ ﺭﻭﺯ ﺑﻪ ﺭﻭﺯ ﺖِ‬ ‫ﺍﻫﻤﻴﺖ‬ ‫ﻲ‬ ‫ﺦ‬ ‫ﻲ ﺗﺗﺎﺭﻳ ﹺ‬ ‫ﺧﻮﺍﻫﺪ ﮐﺮﺩ‪ .‬ﺯﻳﺮﺍ ﻃ ﹺ‬ ‫ﺗﻐﻴﻴﺮ ﺧ‬ ‫ﻭﻟﻲ ﺩﺭ ﺽ‬ ‫ﻧﻔﻊ ﺑﺮﺩﻩ ﻲ‬ ‫ﻣﻲ ﺑﺎﻳﺴﺖ ﭼﻴﻴﺰﻫﺎﻳﻲ ﺭﺍ ﮐﮐﻪ ﺍﺯ ﺍﻭ ﻔﻊ‬ ‫ﺖ‪ .‬ﺍﻧﺴﺎﻥ ﻲ‬ ‫ﺑﻴﺸﺘﺮي ﻳﺎﻓﺘﻪ ﺍﺳﺖ‬ ‫ي‬ ‫ﻋﻮﺽ ﻫﻴﭻ ﺳﻮﺩي‬ ‫ﺑﺮﺍي ﻭي ﺑﻪ ﻫﻤﺮﺍﻩ ﻧﺪﺍﺷﺘﻨﺪ ﺭﺍ ﺷﻨﺎﺳﺎﻳﻲ ﮐﮐﻨﺪ‪.‬‬ ‫ﺑﻪ ﺷﮑﻠﻲ ﻥ‬ ‫ﺍﻧﺘﺨﺎﺑﻲ ﻭﺍﺳﻮﻥ ﻪ‬ ‫ﻲﹺ‬ ‫ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﮐﻮﺯﻣﺎﻳﺪﺯ ﻭ ﺗﻮﺑﻲ ﺶ‬ ‫ﭘﻴﺶ ﺑﻴﻨﻲ ﮐﺮﺮﺩﻧﺪ ﭼﻨﺎﻧﭽﻪ ﻣﺪ ﹺﻝ‬ ‫ﺑﻴﺎﻥ ﺷﻮﺩ ﮐﻪ ﺩﺩﺭ‬ ‫ﺭﺍﺣﺘﻲ ﺍﺯ ﻋﻬﺪﻩ ي‬ ‫ﻲ‬ ‫ﺗﻮﺍﻧﻨﺪ ﺑﻪ‬ ‫ﺗﻘﻠﺐ ﻫﻤﺮﺍﻩ ﺑﺎﺷﺷﺪ ﺁﻧﮕﺎﻩ ﺍﻓﺮﺮﺍﺩ ﻣﻲ ﻧ‬ ‫ﻲ ﻗﺎﻧﻮﻥ ﺑﺎ ﻧﻮﻋﻲ ﺷﻨﻨﺎﺳﺎﻳﻲ ﺐ‬ ‫ﻒ ﻧﺎﺩﺭﺭﺳﺘ ﹺ‬ ‫ﺁﻥ ﮐﺸ ِ‬ ‫ﺶ ﺍﺑﺪﺍﻋﻲ ﺁﻧﻬﻬﺎ‪،‬‬ ‫ﺶ ﻭﺍﺳﻮﻥ ﻣﺤ‬ ‫ﺗﻐﻴﻴ ﹺﺮ ﺁﺯﻣﺎﻳ ﹺ‬ ‫ﺑﻴﻨﻲ ﺭﺍ ﺑﺎ ﻴ‬ ‫ﺣﻞ ﻣﺴﺎﻟﻪ ﺑﺮﺁﻳﻳﻨﺪ ‪ .‬ﺁﻧﻬﺎ ﺍﻳﻳﻦ ﭘﻴﺶ ﻨﻲ‬ ‫ﻞ‬ ‫ﺤﮏ ﺯﺩﻧﺪ‪ .‬ﺩﺩﺭ ﺁﺯﻣﺎﻳ ﹺ‬ ‫ﻲ‬ ‫ﻳﮏ ﺑﺎﺭ ﻫﺴﺘﻨﻨﺪ ﻭ‬ ‫ﺖ ﭘﻴﺸﺨﻮﺍ ِﻥ ﮏ‬ ‫ﺖ ﺗﺼﻮﺭ ﻲ‬ ‫ﺷﺮﮐﮐﺖ ﮐﻨﻨﺪﮔﮔﺎﻥ ﻣﻲ ﺑﺎﻳﺴﺖ‬ ‫ﺑﺎﻳﺴﺘﻲ ﻗﺎﻧﻮ ِﻥ ﻣﻘﺎﺑﺑﻞ‬ ‫ﻣﻲ ﮐﺮﺩﻧﺪ ﮐﮐﻪ ﺩﺭ ﭘﺸ ِ‬ ‫ﺺ ﻣﻮﺭ ِﺩ ﻧﻈﺮ ‪ ٢١‬ﺳﺎﺎﻝ‬ ‫ﻦ ﺷﺷﺨ ﹺ‬ ‫ﮑﻠﻲ ﺍﺳﺖ‪ ،‬ﺁﺁﻧﮕﺎﻩ ﺳ ﹺ‬ ‫ﺨﺼﻲ ﻣﺸﻐﻮ ﹺﻝ ﺧﻮﺭﺩ ِﻥ ﻧﻧﻮﺷﺎﺑﻪ ي ﺍﻟﮑ‬ ‫ﺭﺍ ﺁﺁﺯﻣﺎﻳﺶ ﮐﻨﻨﻨﺪ ‪ :‬ﺍﮔﺮ ﺷﺨ‬ ‫ﺍﻟﮑﻠﻲ ﺍﺳﺖ‪ ،‬ﮏ‬ ‫ﻳﮏ‬ ‫ﺩﺍﺷﺘﻨﺪ‪ .‬ﻳﮏ ﻧﻔﺮ ﮐﻪ ﻣﺸﻐﻮ ﹺﻝ ﺧﻮﺭﺩ ِﻥ ﻧﻮﺷﺷﺎﺑﻪ ي ﻲ‬ ‫ﺪ‬ ‫ﻀﻮﺭ‬ ‫ﺍﺳﺖ‪ ٤ " .‬ﻓﺮﺩ ﺩﺭ ﺁﻧﺠﺎ ﺣﻀ‬ ‫ﻭ ﺎﻳﺎ ﺑﻴﺸﺘﺮ ﺖ‬ ‫ﹺ‬ ‫ﺺ ‪ ٢٥‬ﺳﺎﻟﻟﻪ‪.‬‬ ‫ﺷﺨﺺ‬ ‫ﺺ ‪ ١٦‬ﺳﺎﻟﻪ ﻭ ﻳﮏ‬ ‫ﻣﺸﻐﻮﻝ ﺧﻮﺭﺩ ِﻥ ﻳﻳﮏ ﻧﻮﺷﺎﺑﻪ ي ﻏﻴﺮﺍﻟﮑﻠﻠﻲ ﺍﺳﺖ‪ ،‬ﻳﻳﮏ ﺷﺨ ﹺ‬ ‫ﹺﻝ‬ ‫ﻧﻔﺮ ﮐﻪ‬ ‫ﺣﺎﻟﺖ‬ ‫ﺗﻘﺮﺮﻳﺒﺎ ً ﻫﻤﻪ ي ﺍﻓﺮﺍﺩ ﺍﻳﻦ ﻣﺴﺎﻟﻪ ﺭﺍ ﺩﺭﺭﺳﺖ ﺣﻞ ﮐﮐﺮﺩﻧﺪ ﻭ ﺑﺮﺮﺍي ﺍﺛﺒﺎﺕ ﺩﺩﺭﺳﺘﻲ ﻳﺎ ﻧﺎﺩﺭﺳﺘﻲ ﻗﺎﻧﻮﻮﻥ‪ ،‬ﺩﻭ ﺖِ‬ ‫ﻓﺮﺩِ ‪ ١٦‬ﺳﺎﻟﻪ‪ ،‬ﺑﻪ‬ ‫ﻫﻤﻪ ﻣﻲ ﺩﺍﻧﻨﺪ ﮐﻪ ﻳﮏ ﺩ‬ ‫ﺍﻟﮑﻠﻲ ﻭ ﻓﺮ ِﺩ ‪ ١٦‬ﺳﺎﻟﻪ ﺭﺍ ﺍﻧﺘﺘﺨﺎﺏ ﮐﺮﺩﻧﻧﺪ‪ .‬ﭼﺮﺍ ﮐﻪ ﺗﻘﺮﻳﺒﺎً ﻪ‬ ‫ﻧﻮﺷﺷﺎﺑﻪ ي ﻲ‬ ‫ﺗﺤ ِ‬ ‫ﻼﺵ ﮐﻨﺪ ﺑﺎ ﺧﻮﺭﺩﻥ ﮏ‬ ‫ﻳﮏ‬ ‫ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ ،‬ﻣﺤﺘﻤﻤﻞ ﺍﺳﺖ ﺗﻼ‬ ‫ﻦ ﻗﺎﻧﻮﻧﻲ ﺭ‬ ‫ﺖ ﻣﺤﺪﻭﺩﺩﻳﺖ ﻫﺎي ﻧﺎﺷﺷﻲ ﺍﺯ ﺳ ﹺ‬ ‫ﺍﻳﻦ ﺩﻟﻴﻞ ﮐﻪ ﺤ‬ ‫ﺍﻟﮑﻠﻲ ﺗﻘﻠﺐ ﮐﻨﺪﺪ‪.‬‬ ‫ﻲ ﻲ‬ ‫ﻧﻮﺷﺷﻴﺪﻧ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬ ‫ﻣﺒ‬

‫ﺍﺭﺯﺯﻳﺎﺑﻲ ‪:‬‬ ‫ﺍﻧﺴﺎﻧﻲ ﻣﻲ ﺗﻮﺍﻥ ﺍﺯ ﻧﻈﺮﻳﻪ ي ﺗﮑﺎﻣﻠﻲ ﺑﺑﻪ ﻋﻨﻮﺍ ِﻥ ﮏ‬ ‫ﻳﮏ‬ ‫ﻲ‬ ‫‪ 9‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﮐﻪ ﺩﺭ ﻧﻤﻮﺩﺍﺭ ﺻﻔﺤﻪ ي ﺩﻳﺪﻳﻢ ﺩﺭ ﻋﻠﻮ ﹺﻡ‬ ‫ﺍﻳﺪﻩ ي ﭼﺘﺮ ﻣﻣﺎﻧﻨﺪ‪ ،‬ﺑﻬﺮﻩ ﺑﺮﺩ‪ .‬ﺍﻳﻦ ﺧﺧﺼﻮﺻﻴﺘﻲ ﺳﺖ ﮐﻪ ﻋﻠﻠﻮ ﹺﻡ ﺍﻧﺴﺎﻧﻲ ﺳﺨﺖ ﺑﻪ ﺁﺁﻥ ﻧﻴﺎﺯ ﺩﺍﺭﺩ‪ ).‬ﺩي ﻭﺍﻝ‬ ‫ﻩ‬

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‫‪(٢٠٠٢‬‬ ‫ي ﻗﺎﺑﻞ ﺗﻮﺟﻪ‬ ‫ﺩﻳﺪﮔﺎ ِﻩ ﻧﻈﺮ ِﹺ‬ ‫ﺎ‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﭼﻨﻨﺪﻳﻦ‬ ‫‪ 9‬ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺏ‬ ‫ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﻣﻮﻮﺿﻮﻋﺎﺗﻲ ﻧﻈﻈﻴ ﹺﺮ ﺭﻓﺘﺎﺭ ﻓﻓﺪﺍﮐﺎﺭﺍﻧﻪ ﻭ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﮏ ﺟﻨﺴﻲ ﺍﺭﺍﺋﻪ ﮐﺮﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﺷﺮﻳ ِ‬ ‫ﻳ‬ ‫ﮎ ﻗﺎﻧﻊ ﮐﻨﻨﺪﻩ ﺍي ﻭﻭﺟﻮﺩ ﺩﺍﺭﺩ ﮐﻪ ﻧﺸﺎﻥ‬ ‫‪ 9‬ﺷﻮﺍﻫﺪ ﻭ ﻣﺪ‬ ‫ﺪﺍﺭ ِ‬ ‫ﻣﻲ ﺩﻫﺪ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﺏ ﻃﺒﻴﻌﻲ ﺑﺮﺮ ﺷﮑﻞ ﮔﻴﺮﺮي ﻧﺤﻮﻩ ي ﺗﻔﮑﺮ ﻭ‬ ‫ﺭﻓﺘﺎ ﹺﺭ ﻣﺎ ﺗﺎﺛﻴﺮ ﺩﺩﺍﺷﺘﻪ ﺍﺳﺖ‪.‬‬ ‫ﺎ‬ ‫ﺗﻮﺿﻴ ﹺ‬ ‫ﺢ ﺩﻫﻨﺪ ﺍﻣﺎﺎ ﺩﺭ ﺑﺮﺧﻲ ﻣﻮﺍﺭﺩ ﻧﻪ ﺑﻪ ﺷﮑ ﹺ‬ ‫ﻴ‬ ‫‪ 8‬ﺭﺭﻭﺍﻧﺸﻨﺎﺳﺎ ِﻥ ﺗﮑﺎﻣﻠﻲ ﻗﺎﺩﺭﻧﺪ ﻫﺮ ﭼﻴﺰﺰي ﺭﺍ‬ ‫ﻞ ﭼﻨﺪﺍﺍﻥ ﻗﺎﻧﻊ ﮐﻨﻨﺪﺪﻩ‬ ‫ﺍي‪.‬‬ ‫ﺏﹺ‬ ‫ﺍﻧﺘﺨﺎﺏ‬ ‫ﺯﻣﻴﻨﻪ ي‬ ‫ﻣﺨﺘﻠﻒ ﺩﺭ ﻨﻪ‬ ‫ﻒ‬ ‫ﻓﺮﻫﻨﮓ ﻫﺎي‬ ‫ﮓ‬ ‫ﭘﻴﺶ ﺑﻴﻨﻲ ﻲ‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﺶ‬ ‫ﻦ‬ ‫ﻣﻲ ﮐﻨﺪ ﮐﻪ ﺑﺑﻴ ﹺ‬ ‫‪ 8‬ﻫﻫﺮﭼﻨﺪ ﮐﻪ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻦ‬ ‫ﻣﺠﻤﻮﻉ ﺗﻮﺟ ِﻪ ﭼﻨﺪﺪﺍﻧﻲ ﺑﻪ ﺗﻔﺎﻭﺕ ﻫﺎي ﻴﺑﻴ ﹺ‬ ‫ﻉﹺ‬ ‫ﺍﻣﺎ ﺩﺭ‬ ‫ﻦ ﺩﻭ ﺟﻨﻨﺲ ﺗﻔﺎﻭﺕ ﻭﺟﻮﺩ ﺩﺍﺷﺘﺘﻪ ﺑﺎﺷﺪ ﺎ‬ ‫ﮏ ﺟﻨﺴﻲ ﺑﻴ ﹺ‬ ‫ﺷﺮﻳ ِ‬ ‫ﻳ‬ ‫ﺕ ﺑﻪ‬ ‫ﺗﺒﻴﻴﻦﹺ ﺗﻐﻴﻴﺮﺍ ِ‬ ‫ﺩﻫﺪ ﺑﺮﺍي ﻦ‬ ‫ﻫﺎي ﺑﺎﺱ ) ‪ ( ١٩٨٩٩‬ﻧﺸﺎﺎﻥ ﻣﻲ ﺪ‬ ‫ﻧﺪﺍﺭﺩ‪ .‬ﺍﻳﻦ ﺩﺭ ﺣﺣﺎﻟﻲ ﺳﺖ ﮐﮐﻪ ﻳﺎﻓﺘﻪ ي‬ ‫ﺩ‬ ‫ﻓﺮﻫﻫﻨﮕﻲ‬ ‫ﺍﺳﺖ‪.‬‬ ‫ﺟﻨﺴﻲ‪ ،‬ﻓﺮﻫﻫﻨﮓ ﺣﺪﻭ ِﺩ ﺷﺶ ﺑﺮﺍﺑﺮ ﻣﻬﻢ ﺗﺮ ﺍﺯ ﺟﺟﻨﺴﻴﺖ ﺖ‬ ‫ﮏﺟ‬ ‫ﺍﻧﺘﺨﺎﺏ ﺷﺮﻳ ِ‬ ‫ﺏﹺ‬ ‫ﺩﺭ ﻣﻌﻴﺎﺭﻫﺎي ﺍﺻﻠﻲ‬ ‫ﻭﺟﻮﻮﺩ ﺁﻣﺪﻩ ﺭ‬ ‫ﺑﺎﻧﺪ ‪( ١٩٩٨‬‬ ‫) ﺍﺳﺳﻤﻴﺖ ﻭ ﺪ‬ ‫ﮐﻤﻲ ﺑﻪ ﺭﻭﺍﻧﺸﺸﻨﺎﺳﻲ ﺍﺿﺎﻓﻪ‬ ‫ﻗﺪﺭي ﺍﺯ ﺗﮑﺎﻣﻞ ﮐﺎﺳﺘﻪ ﻭ ﮐﻤ‬ ‫ﺕ ﺧﻮﻮﻳﺶ ي‬ ‫ﺿﻴﺤﺎ ِ‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﺑﺎﻳﺴﺴﺘﻲ ﺩﺭ ﺗﻮﺿ‬ ‫‪ 8‬ﺭﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺑﻴﻦ ﺗﮑﺎﻣﻞ ﻭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺭﺩ‪.‬‬ ‫ﺕ ﺩﻳﻳﮕﺮ‪ ،‬ﻫﻤﻮﺍﺭﺭﻩ ﺭﺍﺑﻄﻪ ي ﻣﻣﺴﺘﻘﻴﻤﻲ ﻦﹺ‬ ‫ﻭﺍﻝ ‪ ( ٢٠٠٢‬ﺑﻪﻪ ﻋﺒﺎﺭ ِ‬ ‫ﮐﻨﺪ‪ ) .‬ﺩي ﻝ‬ ‫ﺪ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬

‫ﺧﻼﺻﻪ ي ﻓﺼﻞ ‪ :‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﮑﺎﻣﻠﻲ‬ ‫ﺏ ﺟﻔﺖ‪،‬‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﺩﺭ ﻓﻬ ﹺﻢ ﻣﺎ ﺍﺯ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ƒ ﻳﺎﻓﺘﻪ ﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﻲ‬ ‫ﺭﻓﺘﺎﺭ ﻓﺪﺍﮐﺎﺭﺍﻧﻪ ) ﻧﻮﻉ ﺩﻭﺳﺘﻲ (‪ ،‬ﺣﺴﺎﺩﺕ ﻭ ﺷﻨﺎﺳﺎﻳ ﹺ‬ ‫ﻓﺮﻳﺐ ﻫﺎ ﻭ ﺣﻘﻪ ﻫﺎ ﺑﺴﻴﺎﺭ ﻣﻮﺛﺮ ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪،‬‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﺩﺭ ﻣﻮﺍﺭﺩي ﺑﺮ ﻣﺒﻨﺎي‬ ‫ﻓﺮﺿﻴﻪ ﻫﺎي ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺣﺪﺱ ﻭ ﮔﻤﺎﻧﻪ ﺯﻧﻲ ﺑﻮﺩﻩ ﻭ ﺗﻮﺟﻪ ﮐﺎﻓﻲ ﺑﻪ ﺗﺎﺛﻴﺮ ﻓﺮﻫﻨﮓ‬ ‫ﺩﺭ ﺷﮑﻞ ﮔﻴﺮي ﺭﻓﺘﺎﺭﻫﺎ ﻧﺪﺍﺭﺩ‪.‬‬

‫ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎي ﻣﺘﺮﺟﻢ‪:‬‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺳﺎﺯﮐﺎﺭﻫﺎي ﺭﻭﺍﻧﻲ ﻫﻢ ﻣﺜﻞ ﺳﺎﺯ ﻭ ﮐﺎﺭﻫﺎي‬ ‫]‪ [١‬ﺍﻧﺪﻳﺸﻪ ي ﮐﻠﻴﺪي ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺽ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬ ‫ﺏ ﻃﺒﻴﻌﻲ ﺍﺳﺖ‪ .‬ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﻓﺮ ﹺ‬ ‫ﻖ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﺯﻳﺴﺘﻲ ﻧﺘﻴﺠﻪ ي ﻣﻴﻠﻴﻮﻥ ﻫﺎ ﺳﺎﻝ ﺗﮑﺎﻣﻠﻲ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻞ‬ ‫ﺗﮑﺎﻣﻠﻲ ﺑﺮ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺳﺎﺯ ﻭ ﮐﺎﺭﻫﺎي ﺭﻭﺍﻧﻲ ﻣﺒﻨﺎﻳﻲ ﻭﺭﺍﺛﺘﻲ ﺩﺍﺭﻧﺪ ﻭ ﺩﺭﮔﺬﺷﺘﻪ ﺍﺣﺘﻤﺎ ﹺﻝ ﺑﻘﺎﺀ ﻭ ﺗﻮﻟﻴﺪ ﻣﺜ ﹺ‬ ‫ﻧﻴﺎﮐﺎﻥِ ﻣﺎ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﺩﺍﺩﻩ ﺍﻧﺪ ﺑﺮﺍي ﺭﻭﺷﻦ ﺗﺮ ﺷﺪ ِﻥ ﺍﻳﻦ ﻧﮑﺘﻪ ﻣﻴﻞ ﺑﻪ ﺧﻮﺭﺩ ِﻥ ﺷﻴﺮﻳﻨﻲ ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺑﮕﻴﺮﻳﺪ‪ .‬ﺍﻳﻦ‬ ‫ﺗﻤﺎﻳﻞ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺳﺎﺯ ﻭ ﮐﺎﺭي ﺭﻭﺍﻧﻲ ﮐﻪ ﺍﺳﺎﺳﻲ ﻭﺭﺍﺛﺘﻲ ﺩﺍﺭﺩ ﺗﻠﻘﻲ ﮐﺮﺩ‪ ،‬ﻭﺍﻧﮕﻬﻲ ﺑﺸﺮ ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺍﻳﻦ ﺗﻤﺎﻳﻞ‬ ‫ﺖ ﻧﻴﺎﮐﺎﻥِ ﻣﺎ ﺭﺍ ﺑﺮﺍي ﺑﻘﺎﺀ ﺑﻴﺸﺘﺮ ﮐﺮﺩﻩ ﺍﺳﺖ ‪ :‬ﻳﻌﻨﻲ ﻣﻴﻮﻩ ﺍي ﮐﻪ ﻣﺰﻩ ي ﺷﻴﺮﻳﻦ‬ ‫ﻞ ﻣﺰﺑﻮﺭ ﺑﺨ ِ‬ ‫ﺭﺍ ﺩﺍﺭﺩ ﮐﻪ ﻋﻤ ﹺ‬ ‫ﺗﺮي ﺩﺍﺷﺘﻪ ﺍﺯ ﺍﺭﺯﺵﹺ ﺗﻐﺬﻳﻪ ﺍي ﺑﺎﻻﺗﺮي ﻫﻢ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺑﻮﺩﻩ ﺍﺳﺖ‪ ،‬ﻟﺬﺍ ﺑﺎ ﺧﻮﺭﺩ ِﻥ ﺁﻥ ﺍﺣﺘﻤﺎ ﹺﻝ ﺑﻘﺎﺀ ﻭ ﺩﻭﺍ ﹺﻡ ﮊﻥ‬ ‫ﻫﺎي ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﻳﻦ ﮐﺎﺭ ﻧﻴﺰ ﺍﻓﺰﺍﻳﺶ ﻳﺎﻓﺘﻪ ﺍﺳﺖ‪ ) .‬ﺳﻴﻤﻮﻧﺰ ‪( ١٩٩٢‬‬ ‫ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻫﻴﻠﮕﺎﺭﺩ – ﺟﻠﺪ ﺍﻭﻝ ﺻﻔﺤﻪ ي ‪٣٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬

‫]‪ [٢‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺷﻨﺎﺧﺘﻲ ﺯﺍﺩﻩ ي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﮔِﺸﺘﺎﻟﺖ ﺍﺳﺖ ﮐﻪ ﺩﺭ ﺩﻫﻪ ي ‪ ١٩٢٠‬ﻣﻄﺮﺡ ﺷﺪ‪ .‬ﻭﺟﻪ ﻣﺸﺨﺼﻪ‬ ‫ي ﺩﻳﺪﮔﺎ ِﻩ ﺷﻨﺎﺧﺘﻲ‪ ،‬ﺗﻮﺟﻪ ﻧﺴﺒﺘﺎ ً ﺍﻧﺪﮎ ﺑﻪ ﺭﺍﺑﻄﻪ ي ﻣﺤﺮﮎ –ﭘﺎﺳﺦ ﻭ ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﻋﺼﺒﻲ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺗﻮﺟﻪ‬ ‫ﻖ ﺷﻬﻮﺩ‪ ،‬ﺗﺼﻤﻴﻢ ﮔﻴﺮي ﻭ ﻓﻬﻢ ﺍﺳﺖ‪ .‬ﺩﺭ‬ ‫ﻲ ﺍﻳﻦ ﺭﻭﻳﮑﺮﺩ‪ ،‬ﺑﻪ ﻣﻮﺿﻮﻋﺎﺗﻲ ﻧﻈﻴﺮ ﺍﺩﺭﺍﮎ‪ ،‬ﺣﻞ ﻣﺴﺎﻟﻪ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺍﺻﻠ ﹺ‬ ‫ﻲ‬ ‫ﺗﻤﺎ ِﻣﺎﻳﻦ ﻓﺮﺍﻳﻨﺪ ﻫﺎ ﺷﻨﺎﺧﺖ ﺍﺯ ﺍﻫﻤﻴﺖ ﻣﺮﮐﺰي ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ ‪ .‬ﺷﻨﺎﺧﺖ ﻳﮏ ﻣﻔﻬﻮ ﹺﻡ ﮐﻠﻲ ﺍﺳﺖ ﮐﻪ ﺗﻤﺎﻣ ﹺ‬ ‫ﻞ ﺍﺩﺭﺍﮎ‪ ،‬ﺗﻔﮑﺮ‪ ،‬ﺗﺼﻮﺭ‪ ،‬ﺍﺳﺘﺪﻻﻝ‪ ،‬ﻭ ﻗﻀﺎﻭﺕ ﻭ ﻏﻴﺮﻩ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬ ‫ﺍﺷﮑﺎ ﹺﻝ ﺁﮔﺎﻫﻲ ﺭﺍ ﺩﺭ ﺑﺮ ﻣﻲ ﮔﻴﺮﺩ ﻭ ﺷﺎﻣ ﹺ‬ ‫ﺖ ﺯﻳﺎﺩي ﻣﻲ ﺩﻫﻨﺪ‪.‬‬ ‫ﻞ ﺗﻤﺎ ﹺﻡ ﺩﻳﺪﮔﺎﻩ ﻫﺎﻳﻲ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺑﻪ ﺍﻳﻦ ﻣﺒﺎﺣﺚ ﺍﻫﻤﻴ ِ‬ ‫ﺏ ﺷﻨﺎﺧﺘﻲ ﺷﺎﻣ ﹺ‬ ‫ﺍﻧﻘﻼ ﹺ‬ ‫ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي‬ ‫ﻧﺸﺮ ﺳﻨﺒﻠﻪ – ﺻﻔﺤﻪ ي ‪١٤‬‬

‫]‪ : assumption [٣‬ﭘﻴﺶ ﻓﺮﺽ‪ ،‬ﻓﺮﺽ ← ﺗﻮﺟﻪ ﮐﻨﻴﺪ ﮐﻪ ﺍﻳﻦ ﻭﺍﮊﻩ ﺍﺯ ﻧﻈﺮ ﻣﻌﻨﺎﻳﻲ ﺑﺎ ﻭﺍﮊﻩ ي ﻓﺮﺿﻴﻪ )‬ ‫‪ ( hypothesis‬ﺗﻔﺎﻭﺕ ﺩﺍﺭﺩ‪:‬‬ ‫ي ﻳﮏ ﺭﻭﻳﮑﺮﺩ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ƒ ﭘﻴﺶ ﻓﺮﺽ ‪ :‬ﻓﺮﺽ ﻳﺎ ﭘﻴﺶ ﻓﺮﺽ ﺩﺭ ﺣﮑ ﹺﻢ ﺍﺻﻮ ﹺﻝ ﺑﻨﻴﺎﺩ ﹺ‬ ‫ƒ ﻓﺮﺿﻴﻪ ‪ :‬ﻓﺮﺿﻲ ﮐﻪ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﮏ ﺗﻮﺿﻴﺢ ﻭ ﺗﻔﺴﻴﺮ ﺁﺯﻣﺎﻳﺸﻲ ﺑﮑﺎﺭ ﻣﻲ ﺭﻭﺩ ﻭ ﭘﺎﻳﻪ ي ﺗﺤﻘﻴﻘﺎﺕ ﺑﻌﺪي‬ ‫ﺭﺍ ﺗﺸﮑﻴﻞ ﻣﻲ ﺩﻫﺪ‪ .‬ﻣﻌﻤﻮﻻً ﺗﺸﮑﻴﻞ ﻳﮏ ﻓﺮﺿﻴﻪ‪ ،‬ﻧﺨﺴﺘﻴﻦ ﮔﺎﻡ ﺩﺭ ﺣﻞ ﻣﺴﺎﻟﻪ ﻳﺎ ﻣﺸﮑﻞ ﺍﺳﺖ‪ – .‬ﻧﻘﻞ‬ ‫ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ‬ ‫ﻒ ﻋﻠﻢ ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﺟﺮﻳﺎﻧﻲ ﻓﺎﻗﺪ ﻫﺮﮔﻮﻧﻪ ﭘﻴﺶ ﻓﺮﺽ‪ ،‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬ ‫ﻑ ﺗﻌﺮﻳ ِ‬ ‫ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﮕﻮﻳﻴﺪ " ﭼﺮﺍ ﺑﺮ ﺧﻼ ِ‬ ‫ﺗﮑﺎﻣﻠﻲ ﺩﺍﺭﺍي ﭘﻴﺶ ﻓﺮﺽ ﺍﺳﺖ ؟ " ﺩﺭ ﭘﺎﺳﺦ ﺑﺎﻳﺪ ﺑﮕﻮﻳﻴﻢ ﮐﻪ ﻫﻴﭻ ﺟﺮﻳﺎ ِﻥ ﻓﮑﺮي ﻧﻤﻲ ﺗﻮﺍﻧﺪ ﺑﺪﻭ ِﻥ ﭘﻴﺶ‬ ‫ﺖ ﺍﻳﻦ ﭘﻴﺶ ﻓﺮﺽ ﻫﺎ ﻭ ﻧﺤﻮﻩ ي ﺑﺮﺧﻮﺭﺩ ﺑﺎ ﺁﻧﻬﺎﺳﺖ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪،‬‬ ‫ﻓﺮﺽ ﺑﺎﺷﺪ‪ .‬ﺁﻧﭽﻪ ﺍﻫﻤﻴﺖ ﺩﺍﺭﺩ ﮐﻴﻔﻴﺖ ﻭ ﮐﻤﻴ ِ‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﻭ ﺳﺎﻳﺮ ﻋﻠﻮﻡ ﻫﻤﻪ ﺩﺭ ﺗﻼﺵ ﺍﻧﺪ ﺗﺎ ﭘﻴﺶ ﻓﺮﺽ ﻫﺎي ﺧﻮﺩ ﺭﺍ ﺭﻭﺯ ﺑﻪ ﺭﻭﺯ ﺗﺎ ﺣﺪ ﻣﻤﮑﻦ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﮐﺎﻫﺶ ﺩﻫﻨﺪ‪ – .‬ﻡ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬

‫]‪ [٤‬ﻣﻤﮑﻦ ﺍﺳﺖ‪ ،‬ﺑﺎ ﻳﮏ ﻧﮕﺎﻩ ﺑﻪ ﺍﻳﻦ ﭘﻴﺶ ﻓﺮﺽ ﻫﺎ‪ ،‬ﻋﻨﻮﺍﻥ ﮐﻨﻴﺪ ﮐﻪ " ﺷﺎﻳﺪ ﺍﻳﻦ ﭘﻴﺶ ﻓﺮﺽ ﻫﺎ ﺩﺭ ﻣﻮﺭ ِﺩ‬ ‫ﻞ ﺣﺎ ﹺﻝ ﻣﺎ ﻧﻤﻲ ﺷﻮﺩ‪ " .‬ﺩﺭ‬ ‫ﺳﺎﻳﺮ ﺟﺎﻧﻮﺭﺍﻥ ﺩﺭﺳﺖ ﺑﺎﺷﺪ ﺍﻣﺎ ﻣﺴﻠﻢ ﺍﺳﺖ ﮐﻪ ﻫﻴﭻ ﻳﮏ ﺍﺯ ﺍﻳﻦ ﭘﻴﺶ ﻓﺮﺽ ﻫﺎ ﺷﺎﻣ ﹺ‬ ‫ﻲ ﺍﻧﺴﺎﻥ‬ ‫ﻲ ﺗﮑﺎﻣﻠﻲ ﺑﻪ ﺍﺭﺯﻳﺎﺑ ﹺ‬ ‫ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺑﺎﻳﺴﺘﻲ ﺧﺎﻃﺮ ﻧﺸﺎﻥ ﺳﺎﺯﻳﻢ‪ ،‬ﮐﻪ ﺍﮔﺮ ﻗﺼﺪ ﺩﺍﺭﻳﺪ ﺑﺎ ﻣﻔﺎﻫﻴ ﹺﻢ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺑﭙﺮﺩﺍﺯﻳﺪ‪ ،‬ﺑﺎﻳﺴﺘﻲ ﻧﮕﺎ ِﻫﺨﻮﺩ ﺭﺍ ﺍﺯ ﺍﻧﺴﺎﻥ ﺍﻣﺮﻭﺯي ﺑﺮﺩﺍﺷﺘﻪ ﻭ ﺣﺪﺍﻗﻞ ‪ ٢٠‬ﻫﺰﺍﺭ ﺳﺎﻝ ﺑﻪ ﻋﻘﺐ ﺑﺮﮔﺮﺩﻳﺪ‪ .‬ﺯﻳﺮﺍ‬ ‫ﺕ ﺍﻧﺴﺎﻥ ﺑﺮ ﺭﻭي ﺍﻳﻦ ﮐﺮﻩ ي ﺧﺎﮐﻲ ﺩﺭ ﭼﻨﺎﻥ ﻓﻀﺎﻳﻲ ﺻﻮﺭﺕ ﮔﺮﻓﺘﻪ‬ ‫ﺑﻴﺶ ﺍﺯ ‪ ٩٩.٥‬ﺩﺭﺻﺪ ﺍﺯ ﺩﻭﺭﺍ ِﻥ ﺣﻴﺎ ِ‬ ‫ﻞ ﺩﻭﺭﺍ ِﻥ ﺣﻴﺎﺕ‬ ‫ﺍﺳﺖ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ ﺑﺴﻴﺎﺭ ﺍﺷﺘﺒﺎﻩ ﺍﺳﺖ ﺍﮔﺮ ﺁﻧﭽﻪ ﺍﺯ ﺍﻧﺴﺎﻥ ﺍﻣﺮﻭﺯي ﺳﺮ ﻣﻲ ﺯﻧﺪ ﺭﺍ ﺑﻪ ﮐ ﹺ‬ ‫ﺍﻧﺴﺎﻥ ﺗﻌﻤﻴﻢ ﺩﻫﻴﻢ – ﻡ‬ ‫]‪ [٥‬ﺑﺪ ﻧﻴﺴﺖ ﺩﺭ ﺍﻳﻨﺠﺎ ﺑﻪ ﺩﻭ ﻧﮑﺘﻪ ﺍﺷﺎﺭﻩ ﮐﻨﻴﻢ ‪:‬‬ ‫ƒ ﺍﻓﺮﺍ ِﺩ ﺯﻳﺎﺩي ﺍﺯ ﺷﻨﻴﺪ ِﻥ ﺍﻳﻦ ﻋﻘﻴﺪﻩ ﮐﻪ ﮊﻥ ﻫﺎ ﺑﺮ ﺭﻓﺘﺎﺭ ﺗﺎﺛﻴﺮ ﻣﻲ ﮔﺬﺍﺭﻧﺪ ﺑﻪ ﺷﺪﺕ ﺁﺷﻔﺘﻪ ﻣﻲ ﺷﻮﻧﺪ‪،‬‬ ‫ﺯﻳﺮﺍ ﺁﻧﻬﺎ ﻣﻌﺘﻘﺪﻧﺪ ﮐﻪ ﺍﻳﻦ ﮔﻔﺘﻪ ي ﻧﻈﺮﻳﻪ ﭘﺮﺩﺍﺯﺍﻥ ﺑﺪﺍﻥ ﻣﻌﻨﺎﺳﺖ ﮐﻪ » ﮊﻥ ﻫﺎ ﺳﺮﻧﻮﺷﺖ ﺭﺍ ﺭﻗﻢ ﻣﻲ‬ ‫ﺯﻧﻨﺪ «‪ .‬ﺍﻳﻦ ﺳﻮﺀ ﺗﻌﺒﻴ ﹺﺮ ﺭﺍﻳﺞ ﻏﺎﻟﺒﺎ ً ﺑﻪ ﮔﻮﻧﻪ ﺍي ﻣﻮﮐﺪ ﺍﺯ ﺳﻮي ﺍﻓﺮﺍﺩي ﺍﺑﺮﺍﺯ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺍﺯ‬ ‫ﻲ ﻋﻤﻠﮑﺮ ِﺩ ﮊﻥ ﻫﺎ ﺁﮔﺎﻫﻲ ﻧﺪﺍﺭﻧﺪ‪ .‬ﺁﻧﻬﺎ ﮊﻥ ﻫﺎ ﺭﺍ » ﻋﺮﻭﺳﮏ ﮔﺮﺩﺍﻥ ﻫﺎي « ﺍﺻﻠﻲ ﺗﺼﻮﺭ ﻣﻲ‬ ‫ﭼﮕﻮﻧﮕ ﹺ‬ ‫ﮐﻨﻨﺪ‪ ،‬ﺣﺎﻝ ﺁﻧﮑﻪ ﻧﻘ ﹺ‬ ‫ﻲ ﮊﻥ ﻫﺎ ﭼﻴ ﹺﺰ ﺩﻳﮕﺮي ﺍﺳﺖ‪ .‬ﺁﻧﻬﺎ ﺳﺎﺧﺘﺎ ﹺﺭ ﺷﻴﻤﻴﺎﻳﻲ ﻫﺴﺘﻨﺪ ﮐﻪ ﺗﻮﻟﻴ ِﺪ‬ ‫ﺶ ﻭﺍﻗﻌ ﹺ‬ ‫ﺖ ﺳﺎﻳ ﹺﺮ ﮊﻥ ﻫﺎ ﺭﺍ ﺑﺮ ﻋﻬﺪﻩ ﺩﺍﺭﻧﺪ‪ .‬ﻭﺍﻗﻌﻴﺖ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﮊﻥ ﻫﺎ ﺑﻪ ﺷﻴﻮﻩ ﻫﺎﻳﻲ‬ ‫ﭘﺮﻭﺗﺌﻴﻦ ﻳﺎ ﺗﻨﻈﻴ ﹺﻢ ﻓﻌﺎﻟﻴ ِ‬ ‫ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ ﻭ ﭘﻴﭽﻴﺪﻩ ﺑﺮ ﺭﻓﺘﺎﺭ ﺗﺎﺛﻴﺮ ﻣﻲ ﮔﺬﺍﺭﻧﺪ ﮐﻪ ﻣﺴﺘﻠﺰ ﹺﻡ ﮐﺴ ﹺ‬ ‫ي‬ ‫ﺐ ﺩﺭﻭﻥ ﺩﺍﺩﻫﺎﻳﻲ ﺍﺯ ﻓﻴﺰﻳﻮﻟﻮﮊ ﹺ‬ ‫ﺑﺪﻥ‪ ،‬ﻣﺤﻴﻂ‪ ،‬ﺟﺎﻣﻌﻪ ﻭ ﻓﺮﻫﻨﮓ ﺍﺳﺖ‪ ) .‬ﻫﺎﻣﺮ ﻭ ﮐﺎﭘﻠﻨﺪ ‪( ١٩٩٤‬‬ ‫ﻦ ﺗﺤﻮ ﹺﻝ ﺍﻧﺴﺎﻥ – ﺗﺎﻣﺲ ﻣﻮﺭي ﻫﺎﻧﺲ ﺗﺮﺟﻤﻪ ي ﺣﺎﻣ ِﺪ ﺑﺮﺁﺑﺎﺩي – ﺣﻤﻴﺪﺭﺿﺎ ﺁﻗﺎ ﻣﺤﻤﺪﻳﺎﻥ – ﻧﺸﺮ ﻧﻲ –‬ ‫ﻧﻘﻞ ﺍﺯ ﻧﻈﺮﻳﻪ ﻫﺎي ﻧﻮﻳ ﹺ‬ ‫ﭖ ﺍﻭﻝ – ﺻﻔﺤﻪ ي ‪٣٤٢‬‬ ‫ﭼﺎ ﹺ‬

‫ﺕ ﺩﻳﮕﺮ ﺗﻔﺎﻭﺕ ﻫﺎي ﮊﻧﺘﻴﮑﻲ ﻣﻲ‬ ‫ﺐ ﻣﻮﺍﺭﺩ ﺭﻓﺘﺎﺭ ﺭﺍ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ƒ ﮊﻥ ﻫﺎ‪ ،‬ﺩﺭ ﺍﻏﻠ ﹺ‬ ‫ﺗﻮﺍﻧﺪ ﻣﻨﺠﺮ ﺑﻪ ﺗﻔﺎﻭﺕ ﻫﺎي ﺭﻓﺘﺎﺭي ﺷﻮﺩ‪ ،‬ﺯﻳﺮﺍ ﺁﻧﻬﺎ ﻣﺴﺌﻮ ﹺﻝ ﮐﺪ ﻧﻤﻮﺩ ِﻥ ﺁﻧﺰﻳﻢ ﻫﺎﻳﻲ ﻫﺴﺘﻨﺪ‪ ،‬ﮐﻪ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬

‫ﻲ ﺣﻴﻮﺍﻥ ﺭﺍ ﺗﺤﺖ ﺗﺎﺛﻴ ﹺﺮ ﺧﻮﺩ ﺩﺍﺭﻧﺪ ﻭ ﺑﻪ ﻧﻮﺑﻪ‬ ‫ﻦ ﺳﻴﺴﺘﻢ ﻫﺎي ﺣﺴﻲ‪ ،‬ﻋﺼﺒﻲ ﻭ ﻣﺎﻫﻴﭽﻪ ﻳ ﹺ‬ ‫ﺗﻮﺳﻌﻪ ﻭ ﺗﮑﻮﻳ ﹺ‬ ‫ي ﺧﻮﺩ ﺭﻓﺘﺎ ﹺﺭ ﺣﻴﻮﺍﻥ ﺭﺍ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﻨﺪ‪.‬‬ ‫ﭖ ﭘﻨﺠﻢ – ﺻﻔﺤﻪ‬ ‫ﻲ ﻣﺸﻬﺪ – ﭼﺎ ﹺ‬ ‫ي ﺭﻓﺘﺎﺭ – ﺍﺛ ﹺﺮ ﮐﺮﺑﺰ ﻭ ﺩﻳﻮﻳﺲ – ﺗﺮﺟﻤﻪ ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﺸﺮ ﺟﻬﺎﺩ ﺩﺍﻧﺸﮕﺎﻫ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﮐﻮﻟﻮﮊ ﹺ‬ ‫ي ‪٢٨٤‬‬

‫‪ e‬ﺩﺭ ﻣﻮﺭ ِﺩ ﺟﺎﻳﮕﺎ ِﻩ ﺍﻧﺴﺎﻥ ﺩﺭ ﻃﺒﻴﻌﺖ ﻏﺎﻟﺒﺎً ﺑﺎ ﺩﻭ ﻧﻈﺮ ﻋﻤﺪﻩ ﺭﻭﺑﺮﻭ ﻣﻲ ﺷﻮﻳﻢ ‪:‬‬ ‫ﺡ ﺑﻲ ﻫﻤﺘﺎ ﺭﺍ ﺑﻪ ﺩﻭ ﮔﻮﻧﻪ ﻣﻲ ﺗﻮﺍﻥ ﻣﻌﻨﻲ ﮐﺮﺩ‪.‬‬ ‫‪ .١‬ﺍﻧﺴﺎﻥ ﺩﺭ ﻣﻴﺎ ِﻥ ﺣﻴﻮﺍﻧﺎﺕ ﻣﻮﺟﻮﺩي ﺑﻲ ﻫﻤﺘﺎﺳﺖ‪ .‬ﺍﺻﻄﻼ ﹺ‬ ‫ﻳﮏ ﻣﻌﻨﻲ ﺍﺵ ﭼﻨﻴﻦ ﺍﺳﺖ ‪ :‬ﺍﻧﺴﺎﻥ ﻣﻮﺟﻮﺩي ﻣﺘﻔﺎﻭﺕ ﺍﺳﺖ ﮐﻪ ﻣﺸﺎﺑﻪ ﻫﻴﭻ ﺣﻴﻮﺍﻧﻲ ﻧﻴﺴﺖ‪ .‬ﺍﻳﻦ ﻣﻌﻨﻲ ﺍﻟﺒﺘﻪ‬ ‫ﻲ ﻣﻨﺴﻮﺥ ﻧﻴﺰ ﺑﮑﺎﺭ ﺑﺮﺩﻩ ﻣﻲ ﺷﻮﺩ ﻭ ﺁﻥ ﺍﻳﻨﮑﻪ ‪ :‬ﺍﻧﺴﺎﻥ‬ ‫ﺩﺭﺳﺖ ﺍﺳﺖ‪ .‬ﺍﻣﺎ ﺍﻳﻦ ﺍﺻﻄﻼﺡ ﺍﻏﻠﺐ ﺩﺭ ﻳﮏ ﻣﻌﻨ ﹺ‬ ‫ﻦ ﺍﻭ ﻭ ﺣﻴﻮﺍﻧﺎﺕ ﺭﺍ‬ ‫ﺁﻧﻘﺪﺭ ﻣﺘﻔﺎﻭﺕ ﺍﺳﺖ‪ ،‬ﺁﻧﻘﺪﺭ ﺗﻔﺎﻭِﺗﺎﺳﺎﺳﻲ ﺩﺍﺭﺩ ﮐﻪ ﻫﻴﭻ ﭼﻴﺰي ﻧﻤﻲ ﺗﻮﺍﻧﺪ ﺷﮑﺎﻑ ﺑﻴ ﹺ‬ ‫ﭘﺮ ﮐﻨﺪ‪ .‬ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻳﻦ ﻣﻔﻬﻮﻡ ﺍﺯ ﻧﻈﺮ ﻋﻠﻤﻲ ﮐﺎﻣﻼ ً ﺑﻲ ﻣﻌﻨﻲ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺍﺻﻄﻼﺡ ﺑﻪ ﺩﻟﻴﻞ ﺁﻧﮑﻪ ﺣﺘﻲ‬ ‫ﻲ ﺍﻧﺴﺎﻥ ﺭﺍ ﺑﻴﻬﻮﺩﻩ ﻣﻲ ﺩﺍﻧﺪ‪ ،‬ﻏﺮﻭ ﹺﺭ ﮐﺎﺫﺑﻲ ﺑﻪ ﺍﻧﺴﺎﻥ ﺩﺍﺩﻩ ﻭ ﻣﻨﺠﺮ ﺑﻪ ﮐﺞ‬ ‫ﭘﮋﻭﻫﺶ ﺩﺭﺑﺎﺭﻩ ي ﺭﻳﺸﻪ ي ﺣﻴﻮﺍﻧ ﹺ‬ ‫ﺭﻭي ﻫﺎﻳﻲ ﻧﻈﻴ ﹺﺮ ﮐﺸﺘﺎ ﹺﺭ ﺑﻲ ﺭﻭﻳﻪ ي ﺣﻴﻮﺍﻧﺎﺕ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﻧﻴﮑﻮﺗﻴﻦ ﺑﺮﮔﻦ ‪ ( ١٩٧٣‬ﮐﺴﺎﻧﻲ ﮐﻪ ﺍﺯ ﺍﻳﻦ ﻧﻮﻉ‬ ‫ﻧﮕﺮﺵ ﭘﻴﺮﻭي ﻣﻲ ﮐﻨﻨﺪ ﺍﺯ ﺍﻳﻦ ﻧﮑﺘﻪ ﻏﺎﻓﻠﻨﺪ ﮐﻪ ﻫﻴﭻ ﺗﻔﺎﻭﺕ ﮐﻴﻔﻲ ﻣﻴﺎ ِﻥ ﺍﻧﺴﺎﻥ ﻭ ﺳﺎﻳﺮ ﺣﻴﻮﺍﻧﺎﺕ ﻭﺟﻮﺩ‬ ‫ﻧﺪﺍﺭﺩ ﻭ ﺁﻧﭽﻪ ﺍﻧﺴﺎﻥ ﺭﺍ ﺍﺯ ﺳﺎﻳﺮ ﻣﻮﺟﻮﺩﺍﺕ ﺟﺪﺍ ﻣﻲ ﮐﻨﺪ ﺗﻨﻬﺎ ﺗﻔﺎﻭﺕ ﻫﺎﻳﻲ ﮐﻤﻲ ﺁﻧﻬﻢ ﺩﺭ ﺑﺮﺧﻲ‬ ‫ﺧﺼﻮﺻﻴﺎﺕ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺩﺳﺘﻪ ﺍﺯ ﺍﻓﺮﺍﺩ ﺑﺎﻳﺴﺘﻲ ﺑﺪﺍﻧﻨﺪ ﮐﻪ ﺍﻧﺴﺎﻥ ﺑﺮﺍي ﻓﻬ ﹺﻢ ﺧﻮﻳﺸﺘﻦ ﻧﻴﺎﺯﻣﻨ ِﺪ ﻓﻬ ﹺﻢ ﺭﺍﺑﻄﻪ ي‬ ‫ﺧﻮﻳﺶ ﺑﺎ ﺳﺎﻳﺮ ﮔﻮﻧﻪ ﻫﺎي ﺣﻴﻮﺍﻧﻲ ﺍﺳﺖ‪.‬‬

‫) ﺍﻗﺘﺒﺎﺱ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏِ ﮐﺎﻻﺕ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﺑﻴﺎﺑﺎﻧﮕﺮﺩ –‬

‫ﻧﺸﺮ ﺩﺍﻧﺸﮕﺎﻩ ﺷﺎﻫﺪ ﺻﻔﺤﻪ ي ‪( ٨‬‬

‫ﺖ ﺍﻧﺴﺎ ِﻥ‬ ‫‪ .٢‬ﺍﻧﺴﺎ ِﻥ ﺍﻣﺮﻭﺯي ﻫﻴﭻ ﺗﻔﺎﻭﺗﻲ ﺑﺎ ﺳﺎﻳﺮ ﺣﻴﻮﺍﻧﺎﺕ ﻧﺪﺍﺭﺩ‪ .‬ﺑﺮﺧﻲ ﺍﺯ ﺍﻓﺮﺍﺩ ﻧﻴﺰ ﺗﻼﺵ ﻣﻲ ﮐﻨﻨﺪ ﺗﺎ ﻭﺿﻌﻴ ِ‬ ‫ﺍﻣﺮﻭﺯي ﺭﺍ ﺑﺎ ﺳﺎﻳﺮ ﺣﻴﻮﺍﻧﺎﺕ ﮐﺎﻣﻼً ﻳﮑﻲ ﮔﺮﻓﺘﻪ ﻭ ﺍﻟﮕﻮﻫﺎي ﺯﻧﺪﮔﻲ ﺣﻴﻮﺍﻧﻲ ﺭﺍ ﺑﻪ ﻃﻮ ﹺﺭ ﻧﻌﻞ ﺑﻪ ﻧﻌﻞ ﺑﻪ‬ ‫ﺍﻧﺴﺎ ِﻥ ﺍﻣﺮﻭﺯي ﻧﺴﺒﺖ ﺩﻫﻨﺪ‪ .‬ﺍﻳﻦ ﺩﺳﺘﻪ ﺍﺯ ﺍﻓﺮﺍﺩ ﺍﺯ ﺍﻳﻦ ﻧﮑﺘﻪ ﻏﺎﻓﻠﻨﺪ ﮐﻪ ﺍﻧﺴﺎﻥ ﺍﻣﺮﻭﺯي ﺑﻪ ﻭﺍﺳﻄﻪ ي‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﺎﻥ ‪ :‬ﻓﺼﻞ ﭘﻨﺠﻢ‬ ‫ﻣﺒ‬

‫ﻞ ﻓﺮﻫﻫﻨﮕﻲ ﺑﻪ ﺟﺎﻳﻳﮕﺎﻫﻲ ﺭﺳﻴﺪﺪﻩ ﺍﺳﺖ ﮐﻪ ﺑﺮﺍي ﻓﻬ ﹺﻢ ﻫﻫﻤﻪ ﺟﺎﻧﺒﻪ ي ﺍﻭ ﻋﻼﻭﻩ ﺑﺮ‬ ‫ﺯﻧﺪﮔﻲ ﺩﺩﺭ ﺟﺎﻣﻌﻪ ﻭ ﺗﮑﺎﻣ ﹺ‬ ‫ﺖ ﺍﺟﺘﻤﺎﻋﻲ ﺍﺍﻭ ﻧﻴﺰ ﻣﻮﺭ ِﺩ ﺑﺮﺭﺳﻲ ﻗﺮﺍﺍﺭ ﮔﻴﺮﺩ‪.‬‬ ‫ﺧﺎﺳﺘﮕﺎ ِﻩ ﺯﻳﺴﺴﺘﻲ ﻭ ﺗﮑﺎﻣﻠﻠﻲ ﺍﺵ ﺑﺎﻳﺴﺴﺘﻲ ﻭﺿﻌﻴ ِ‬ ‫ﺑﺮﺭﺳﻲ ﺧ‬ ‫ﺖ ﺩﺍﻧ ﹺ‬ ‫ﺩﺍﻧﺶ ﮐﻨﻮﻧﻲ ﻣﻣﺎ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﮐﻪ ﻫﻫﺮ ﺩﻭ ﮔﺮﻭﻩ ﮐﺸﺘﻲ ﺑﻪ ﺧﺸﮑﻲ ﺭﺍﻧﻧﺪﻩ ﺍﻧﺪ‪ .‬ﺑﺎ ﭘﻴﺸﺮﻓ ِ‬ ‫ﹺ‬ ‫ﺶ ﺑﺸﺮ‪ ،‬ﺍﻳﻳﻦ‬ ‫ﺶ‬ ‫ﻫﺴﺘﻨﺪ‪ .‬ﺗﺎ ﺑﻪ ﺍﻣﺮﻭﻭﺯ‬ ‫ﺪ‬ ‫ﺑﻌﺪي ﺩﺭ ﺣﺎ ﹺﻝ ﺯﻭﺍﻝ‬ ‫ﺳﺎﻳﺮ ﺩﻳﺪﮔﺎﻩ ﻫﻫﺎي ﺍﻓﺮﺍﻃﻲ ﻭ ﺗﮏ ي‬ ‫ﺩﻳﺪﺪﮔﺎﻩ ﻫﺎي ﺍﻓﻓﺮﺍﻃﻲ ﻧﻴﺰ ﺑﻪﻪ ﻣﺎﻧﻨﺪ ﺮ‬ ‫ﮑﺮﺍﻥ ﺍﺯ ﺩﻳﺪﮔﮔﺎﻫﻲ ﺷﺪﻳﺪﺪﺍً‬ ‫ﺖ ﺗﻌﺎﺩﻟﻲ ﻣﻴﻴﺎ ِﻥ ﺍﻳﻦ ﺩﻭ ﺩﻳﺪﮔﺎﻩ ﺑﺮﻗﺮﺮﺍﺭ ﻧﻤﺎﻳﺪ ﻭ ﺍﮐﺜﺮ ﻣﺘﻔﮑﺮ‬ ‫ﮐﻤﺘﺘﺮ ﻣﺤﻘﻘﻲ ﺗﺗﻮﺍﻧﺴﺘﻪ ﺍﺳﺖ‬ ‫ﻲ ﺷﺪﻳﺪﺍً ﺍﺟﺟﺘﻤﺎﻋﻲ ﭘﻴﺮﺮﻭي ﻧﻤﻮﺩﻩ ﺍﻧﺪ‪ .‬ﺷﺎﻳﺪ ﺯﻣﺎﻥ ﺁﻥ ﻓﺮﺮﺍ ﺭﺳﻴﺪﻩ ﺑﺎﺷﺷﺪ ﺗﺎ ﺑﻪ ﺟﺎي‬ ‫ﺯﻳﺴﺴﺖ ﮔﺮﺍﻳﺎﻧﻪ ﻳﺎ ﺩﻳﺪﮔﺎﻫﻲ‬ ‫ي ﻝ‬ ‫ي ﺑﺮﻗﺮﺮﺍﺭ ﹺ‬ ‫ﺗﮏ ﺑﻌﺪي‪ ،‬ﺩﺷﻮﺍﺭ ﹺ‬ ‫ﻳﮏ ﺩﻳﺪﮔﺎ ِﻩ ﺍﻓﻓﺮﺍﻃﻲ ﻭ ﮏ‬ ‫ﺏ ﮏ‬ ‫ﺑﺮﮔﮔﺰﻳﺪﻥ ﺭﺍ ِﻩ ﺁﺁﺳﺎﻥ ﻳﻌﻨﻲ ﺍﻧﺘﺨﺎ ﹺ‬ ‫ﺗﻌﺎﺩﻝ ﻣﻴﺎ ِﻥ ﺍﻳﻦ ﺩﺩﻭ‬ ‫ﻳﺎﺑﻴﻢ‪ -‬ﻡ‬ ‫ﺗﺮ ﺩﺳﺖ ﻢ‬ ‫ﺑﺪﻳﻦ ﮔﻮﻧﻪ‪ ،‬ﺑﻪ ﻃﺮﺣﻲ ﻭﻭﺍﻗﻊ ﺑﻴﻨﺎﻧﻪ ﺮ‬ ‫ﺩﻳﺪﺪﮔﺎﻩ ﺭﺍ ﭘﺬﻳﺮﺮﺍ ﺷﻮﻳﻢ ﻭ ﺑﺪ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﻓﺼﻞ ﺷﺸﻢ‬ ‫ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ) ‪( ١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

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‫ﻓﻬﺮﺳﺖ ﻓﺼﻞ ﺷﺸﻢ ‪:‬‬

‫ﻓﺼﻞ ﺷﺸﻢ ‪ :‬ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ) ‪  ٢١٢ ..................................................................................... ( ١‬‬ ‫ﻓﻬﺮﺳﺖ ﻓﺼﻞ ﺷﺸﻢ ‪  ٢١٣ .................................................................................................. :‬‬ ‫ﻧﻮﺭﻭﻥ ﻫﺎ ‪ :‬ﻭﺍﺣﺪ ﻫﺎي ﺳﺎﺯﻧﺪﻩ ي ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ‪  ٢١٦ ......................................................................‬‬ ‫ﭼﮕﻮﻧﻪ ﭘﻴﺎﻡ ﻫﺎ ﺍﺯ ﻳﮏ ﻧﻮﺭﻭﻥ ﺑﻪ ﻧﻮﺭﻭﻥِ ﺩﻳﮕﺮ ﻣﻨﺘﻘﻞ ﻣﻲ ﺷﻮﻧﺪ ؟‪  ٢٢٠ .......................................................‬‬ ‫ﺍﻧﺘﻘﺎﻝﹺ ﺳﻴﻨﺎﭘﺴﻲ ‪  ٢٢٨ ....................................................................................................... :‬‬ ‫ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ‪  ٢٣٢ ............................................................................................ :‬‬ ‫ﺧﻼﺻﻪ ي ﻓﺼﻞ ‪ :‬ﺳﻴﻨﺎﭘﺲ ﻫﺎ ﻭ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ‪  ٢٤٠ ...........................................................‬‬ ‫ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎي ﻣﺘﺮﺟﻢ ‪  ٢٤١ .................................................................................................:‬‬

‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﺷﺸﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴ‬

‫ﻓﺮﺍﻳﻳﻨﺪ ﻫﺎي ﺯﻳﻳﺴﺘﻲ‪ ،‬ﭘﺎﻳﻪ ﻭ ﺍﺳﺎ ﹺ‬ ‫ﮓ‬ ‫ﻫﻤﺎﻫﻨﮓ‬ ‫ﮑﻴﻞ ﻣﻲ ﺩﻫﻫﻨﺪ‪.‬‬ ‫ﻫﺎي ﻣﺎ ﺭﺍ ﺗﺸﮑ‬ ‫ﻲ ﺍﻓﮑﺎﺭ‪ ،‬ﺍﺣﺴﺎﺳﺎﺕ ﻭ ﮐﻨﺶ ي‬ ‫ﺱ ﺗﻤﺎﺎﻣ ﹺ‬ ‫ﺳﻴﺴﺘ ﹺﻢ ﻏﺪ ِﺩ ﺩﺭﻭﻭﻥ‬ ‫ﺼﺒﻲ ﻭ ﺘ‬ ‫ﻂ ﺩﻭ ﺳﻴﺴﺴﺘﻢ ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ ‪ :‬ﺳﻴﺴﺘ ﹺﻢ ﻋﺼ‬ ‫ي ﺭﻓﺘﺎﺭ ﺩﺭ ﺑﺪﻥ ﺳ‬ ‫ﺗﻮﺳ ِ‬ ‫ﺳﺎﺯﺯي ﻭ ﺟﻤﻊ ﺑﺑﻨﺪ ﹺ‬ ‫ﺭﻳﺰﺰ ‪ .‬ﺍﺑﺘﺪﺍ ﺑﻪ ﺑﺮﺮﺭﺳ ﹺ‬ ‫ﻣﻲ ﭘﺮﺩﺍﺯﻳﻢ ‪:‬‬ ‫ﻲ ﺳﻴﺴﺘﺘ ﹺﻢ ﻋﺼﺒﻲ ﻲ‬

‫ﻋﺼﺒﻲ ‪:‬‬ ‫ﻲ‬ ‫ﺳﻴﺴﺴﺘ ﹺﻢ‬ ‫} ﺷﺷﻤﺎ ﺩﺭ ﺟﻠﺴﺴﻪ ي ﺭﺳﻤﻲﹺ‬ ‫ﻣﺸﻐﻮ ﹺﻝ ﺻﺤﺒﺖ ﺍﺳﺖ‪ .‬ﺑﺎ ﺍﻳﻳﻦ‬ ‫ﺲ ﺷﺷﺮﮐﺖ ﻮ‬ ‫ﺖ ﻣﺸﻬﻮﺭ ﻧﺸﺴﺘﻪ ﺍﻳﺪ ﻭ ﺭﺋﻴ ﹺ‬ ‫ﺷﺮﮐ ِ‬ ‫ﻲ ﻳﮏ ﮐ‬ ‫ﮐﻪ ﺑﺮﺍي ﺗﻮﻟ ِﺪ ﺩﻭﺳﺘﺘﺎﻥ ﭼﭼﻪ‬ ‫ﻣﻮﺿﻮﻉ ﻫﺴﺘﻴﺪ ﻪ‬ ‫ﻉ‬ ‫ﮑﺮ ﮐﺮﺩﻥ ﺑﻪ ﺍﻳﻦ‬ ‫ﻭﺟﻮﻮﺩ ﻓﮑ ﹺﺮ ﺷﻤﻤﺎ ﺟﺎي ﺩﻳﮕﺮﺮﻳﺴﺖ‪ .‬ﺷﻤﺎ ﻣﺸﻐﻮ ﹺﻝ ﻓﮑ‬ ‫ﺍﺯ ﻓﻼﻥ‬ ‫ﻫﺪﻳﻳﻪ ﺍي ﺑﮕﻴﺮﻳﻳﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺑﻪ ﭘﻮﻟﻲ ﮐﮐﻪ ﺑﺎﻳﺴﺘﻲ ﺯ‬ ‫ﺼﻮﺻﻲ ﭘﺲ ﺑﮕﻴﺮﻳﺪ‪ .‬ﺍﺯ ﻃﺮﻓﻲ ﺁﺭﺯﺯﻭ ﻣﻲ‬ ‫ﻣﻮﺳﺳﺴﻪ ي ﺧﺼ‬ ‫ﮐﻨﻴﺪ ﮐﻪ ﻧﻬﺎ ﹺﺭ ﺍﺍﻣﺮﻭﺯ ﺭﺍ ﺍﺯﺯ ﺩﺳﺖ ﻧﺪﻫﻴﻴﺪ ﭼﺮﺍ ﮐﻪ ﺳﺮ ﻭ‬ ‫ﻴﺪ‬ ‫ﺷﮑﻤﺘﺎﻥ ﻫﺮ ﻟﺤﻈﻪ ﺑﻴﺸﺘﺮ ﺁﺯﺍﺭﺭﺩﻫﻨﺪﻩ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻥ‬ ‫ﺻﺪﺪﺍي‬ ‫ﺲ ﺷﺮﮐﺖ ﺭﺭﺍ ﻣﻲ‬ ‫ﺯﻣﺎﻥ ﺻﺪﺍي ﻣﻣﺒﻬ ﹺﻢ ﺭﺋﻴ ﹺ‬ ‫ﺩﺭ ﻫﻤﻴﻦ ﻥ‬ ‫ﺷﻨﻮﻮﻳﺪ ﮐﻪ ﺍﺯ ﺷﺷﻤﺎ ﺳﻮﺍﻟﻲ ﻣﻲ ﭘﺮﺳﺪ‪ .‬ﺑﺮﺍي ﻳﮏ ﻟﺤﻈﻪ‬ ‫ﺐ ﺧﻮﺩ ﺭﺍ ﺍﺣﺴﺎﺱ ﻣﻲ ﮐﻨﻴﺪ ﮐﮐﻪ ﺑﻪ‬ ‫ﺻﺪﺪﺍي ﺿﺮﺑﺎ ِﻥ ﻗﻠ ﹺ‬ ‫ﻼﺵ ﻣﻲ ﮐﻨﻨﻴﺪ ﺗﺎ ﺑﺮ ﻣﻮﻮﺿﻮﻉ‬ ‫ﻋﺎﺩي ﻣﻲ ﺗﭙﺪ‪ .‬ﺗﻼ‬ ‫ﻃﻮﺭ ﻏﻴﺮ ي‬ ‫ﺭ‬ ‫ﻑ ﭼﻨﺪﺪ ﻟﺤﻈﻪ ﻣﻮﻮﻓﻖ ﻣﻲ ﺷﻮﻮﻳﺪ ﺑﺮ‬ ‫ﺗﻤﺮﺮﮐﺰ ﮐﻨﻴﺪ ﻭ ﻇﺮ ِ‬ ‫ﻧﻔﺲ ﺑﻪ ﺳﻮﺍﻝ ﭘﺎﺳﺦ‬ ‫ﺿﺎﻉ ﻣﺴﻠﻂ ﺷﺷﻮﻳﺪ‪ .‬ﺑﺎ ﺍﻋﻋﺘﻤﺎﺩ ﺑﻪ ﺲ‬ ‫ﺍﻭﺿ‬ ‫ﻲ‬ ‫ﻣﻲ ﺩﻫﻴﺪ ﻭ ﺍﻣﻴﺪﻭﺍﺭﻳﺪ ﮐﮐﺴﻲ ﺍﺯ ﺍﻳﻳﻦ ﺣﻮﺍﺱ ﭘﺮﺗ ﹺ‬ ‫ﺧﺒﺮ ﻧﺸﺪﻩ ﺑﺎﺷﺷﺪ‪...‬‬ ‫ﻣﺨﺘﺘﺼ ﹺﺮ ﺷﻤﺎ ﺑﺎﺧ‬ ‫ﺗﻤﺎﻣ ﹺ‬ ‫ﻲ ﺷﻤﺎ ﺍﺩﺍﺭﻩ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫ﻂ ﺳﻴﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻲ ﺍﻋﻤﺎ ﹺﻝ ﺑﺎﻻ ﺗﻮﺳ ِ‬ ‫ﻣ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﭘﻴﺶ ﺍﺯ ﺍﻳﻮﺍﻥ ﭘﺎﻭﻟﻮﻑ‪ ١‬ﻓﻴﺰﻳﻮﻟﻮﮊﻳﺴﺖ ﺭﻭﺱ‪ ،‬ﻭﻇﻴﻔﻪ ي ﺍﺻﻠﻲ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﺭﺍ ﺑﻄﻮﺭ ﮐﻠﻲ ﺍﻳﺠﺎ ِﺩ ﻫﻤﺎﻫﻨﮕﻲ‬ ‫ﻒ ﺑﺪ ِﻥ ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ ﻣﻲ ﺩﺍﻧﺴﺘﻨﺪ‪ .‬ﭼﺎﺭﻟﺰ ﺷﺮﻳﻨﮕﺘﻮﻥ‪ ٢‬ﺍﻳﻦ ﻋﻤﻞ ﺭﺍ » ﻋﻤﻞ ﻭﺣﺪﺕ‬ ‫ﻦ ﺑﺨﺶ ﻫﺎي ﻣﺨﺘﻠ ِ‬ ‫ﺑﻴ ﹺ‬ ‫ﺑﺨﺸﻨﺪﻩ ي ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﻣﺮﮐﺰي « ﻣﻲ ﻧﺎﻣﻴﺪ‪ .‬ﺍﻣﺎ ﭘﺎﻭﻟﻮﻑ ﺑﺮ ﻧﻴﺎﺯ ﺑﻪ ﺑﺮﺭﺳﻲ ﻗﺴﻤﺘﻲ ﺩﻳﮕﺮي ﺍﺯ ﻓﻴﺰﻳﻮﻟﻮﮊي‬ ‫ﺩﺳﺘﮕﺎﻩ ﻋﺼﺒﻲ ﮐﻪ ﺑﺴﻴﺎﺭ ﺑﺎ ﺍﻫﻤﻴﺖ ﺑﻮﺩ ﺗﺎﮐﻴﺪ ﻣﻲ ﮐﺮﺩ‪ .‬ﺍﺯ ﻧﻈﺮ ﭘﺎﻭﻟﻮﻑ‪ ،‬ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﺍﺳﺎﺳﺎ ً ﺑﻪ ﺍﻳﺠﺎ ِﺩ‬ ‫ﺍﺭﺗﺒﺎﻁ‪ ،‬ﻧﻪ ﻓﻘﻂ ﺑﻴﻦ ﻗﺴﻤﺖ ﻫﺎي ﻣﻨﻔﺮ ِﺩ ﺑﺪ ِﻥ ﻣﻮﺟﻮ ِﺩ ﺯﻧﺪﻩ ﮐﻪ ﺗﺎﺑﺤﺎﻝ ﺳﺮ ﻭ ﮐﺎﺭ ﻣﺎ ﻋﻤﺪﺗﺎً ﺑﺎ ﺁﻧﻬﺎ ﺑﻮﺩﻩ‪ ،‬ﺑﻠﮑﻪ‬ ‫ﻦ ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ ﻭ ﭘﻴﺮﺍﻣﻮﻧﺶ ﻣﻲ ﭘﺮﺩﺍﺯﺩ‪.‬‬ ‫ﺑﻪ ﺍﻳﺠﺎ ِﺩ ﺍﺭﺗﺒﺎﻁ ﺑﻴ ﹺ‬

‫ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ ﮐﺎﺭﮐﺮﺩ ﺍﺻﻠﻲ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ‬ ‫ﻒ‬ ‫ﻣﺮﮐﺰي‪ ،‬ﺗﻨﻬﺎ ﺗﻨﻈﻴ ﹺﻢ ﻃﺮ ﹺﺯ ﮐﺎ ﹺﺭ ﻗﺴﻤﺖ ﻫﺎي ﻣﺨﺘﻠ ِ‬ ‫ﺑﺪ ِﻥ ﻣﻮﺟﻮﺩِ ﺯﻧﺪﻩ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﻧﻴﺴﺖ‪ ،‬ﺑﻠﮑﻪ‬ ‫ﺗﻨﻈﻴﻢﹺ ﻃﺮﺯﮐﺎﺭ ﻣﻮﺟﻮﺩِ ﺯﻧﺪﻩ ﺑﻪ ﻃﻮﺭ ﮐﻠﻲ ﺩﺭ ﺭﺍﺑﻄﻪ‬ ‫ﺑﺎ ﻣﺤﻴﻂ ﻧﻴﺰ ﺑﺮ ﻋﻬﺪﻩ ي ﺍﻳﻦ ﺳﻴﺴﺘﻢ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬ ‫ﻣﻮﺟﻮﺩِ ﺯﻧﺪﻩ ﺩﺭ ﺟﺮﻳﺎ ِﻥ ﻓﻌﺎﻟﻴﺖ ﺧﻮﺩ ﻭ ﺍﺯ ﻃﺮﻳﻖ‬ ‫ﮐﺎﺭﮐﺮ ِﺩ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﭘﻴﭽﻴﺪﻩ ﺍﺵ‪ ،‬ﭘﻴﭽﻴﺪﻩ ﺗﺮﻳﻦ‬ ‫ﻂ ﺧﻮﺩ ﺑﺮ ﻗﺮﺍﺭ ﻣﻲ ﮐﻨﺪ‪ .‬ﺍﺯ ﻃﺮﻳﻖ‬ ‫ﺭﻭﺍﺑﻂ ﺭﺍ ﺑﺎ ﻣﺤﻴ ِ‬ ‫ﻂ‬ ‫ﺍﻳﻦ ﺭﻭﺍﺑﻂ ﺍﺳﺖ ﮐﻪ ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ ﻣﻲ ﺗﻮﺍﻧﺪ ﺩﺭ ﻣﺤﻴ ِ‬ ‫ﺧﻮﺩ ﺯﻧﺪﮔﻲ ﮐﻨﺪ‪ ،‬ﻧﻴﺎﺯﻣﻨﺪي ﻫﺎﻳﺶ ﺭﺍ ﺑﺪﺳﺖ ﺁﻭﺭﺩ ﻭ‬ ‫ﻂ ﻣﻌﻴﻦ ﺑﻪ ﻃﺮﻳﻘﻲ ﺧﺎﺹ ﻭﺍﮐﻨﺶ ﻧﺸﺎﻥ ﺩﻫﺪ‪{ .٣‬‬ ‫ﻧﺴﺒﺖ ﺑﻪ ﺷﺮﺍﻳ ِ‬ ‫‪(١٩٣٦ -١٨٤٩ ) Ivan Pavlov ١‬‬ ‫‪ ٢‬ﻧﻘﻞ ﺍﺯ » ﻧﻈﺮﻳﻪ ي ﺷﻨﺎﺧﺖ« ﺍﺛﺮ ﻡ‪ .‬ﮎ‪ .‬ﻓﻮﺭﺕ ) ‪ ،( M. K. Forth‬ﺗﺮﺟﻤﻪ ي ﻓﺮﻫﺎﺩ ﻧﻌﻤﺎﻧﻲ‪ ،‬ﻣﻨﻮﭼﻬﺮ ﺳﻨﺎﺟﻴﺎﻥ – ﺳﻬﺎﻣﻲ ﮐﺘﺎﺏ‬ ‫ﻫﺎي ﺟﻴﺒﻲ ﺻﻔﺤﻪ ي ‪٢١‬‬ ‫‪Charles Sherrington ٣‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﺷﺸﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴ‬

‫ﺼﺒﻲ‬ ‫ﻧﻮﺭﺭﻭﻥ ﻫﺎ ‪ :‬ﻭﺍﺣﺪ ﻫﻫﺎي ﺳﺎﺯﻧﺪﺪﻩ ي ﺳﻴﻴﺴﺘﻢ ﻋﺼ‬ ‫ﺑﺪ ِﻥ ﺷﻤﺎ ﻭﺟﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺩﺩﺭ ﺑﺪﻥ ﺍﻧﺴﺎﺎﻥ‬ ‫ﺷﻮﺩ ﮐﻪ ﺩﺭ ﺪ‬ ‫ﻲ ﺳﻠﻮﻝ ﻫﺎي ﻋﺼﺒﻲ ﺍي ﻣﻲ ﺩ‬ ‫ﻞ ﺗﻤﺎﻣﻲ‬ ‫ﺳﻴﺴﺴﺘﻢ ﻋﺼﺒﻲ ﺷﺎﻣ ﹺ‬ ‫ﻧﻮﺭﻭﻥ‪ « ٢‬ﮔﻔﺘﻪ ﻣﻣﻲ‬ ‫ﻥ‬ ‫ﺍﺻﻄﻼﺣﺎً »‬ ‫ﺎ‬ ‫ﻋﺼﺒﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺑﻪ ﻝ‬ ‫ﻲ‬ ‫ﺣﺪﻭ ِﺩ ‪ ١٥‬ﺗﺎ ‪ ٢٠‬ﺑﻴﻠﻴﻮﻥ‪ ١‬ﺳﺳﻠﻮ ﹺﻝ‬ ‫ﺳﻠﻮﻝ ﻫﺎي ﻋﺼﺒﺒﻲ‬ ‫ﻋﺼﺒﻲ ﺭﺍ ﺑﻪ ﻋﻬﺪﺪﻩ ﺩﺍﺭﻧﺪ‪ { .‬ﺁﻧﻬﺎ ﺍﻳﻦ ﮐﮐﺎﺭ‬ ‫ﻲ‬ ‫ﭘﻴﺎﻡ ﻫﺎي‬ ‫ﺷﻮﺩ‪ }.‬ﺍﻳﻦ ﻧﻮﺭﺭﻭﻥ ﻫﺎ ﻫﺴﺘﺘﻨﺪ ﮐﻪ ﻭﻇﻴﻔﻔﻪ ي ﻧﻘﻞ ﻭ ﺍﻧﺘﻘﺎ ﹺﻝ ﻡ‬ ‫ﺩ‬ ‫ﻞ ﺯﻳﺮ (‪.‬‬ ‫ﮑﻲ‪ ٣‬ﺍﻧﺠﺎﻡ ﻣﻣﻲ ﺩﻫﻨﺪ ) ﺷﺷﮑ ﹺ‬ ‫ﺖ ﺗﮑﺎﻧﻪ ﻫﻫﺎي ﺍﻟﮑﺘﺮﻳﮑ‬ ‫ﻖ ﻫﺪﺍﻳ ِ‬ ‫ﺭﺍ ﺍﺯ ﻃﺮﻳ ﹺ‬

‫‪ ١‬ﺑﻴﻴﻠﻴﻮﻥ ‪ :‬ﺑﻴﻠﻴﻮﻥ ﻣﻌﺎﺩ ﹺﻝ ﻣﻴﻠﻴﺎﺭﺩ ﺍﺳﺖ‪ ←.‬ﺑﻴﻠﻴﻮﻮﻥ = ﻣﻴﻠﻴﺎﺭﺩ = ﻫﺰﺍﺭ ﻣﻴﻠﻴﻮﻥ‬ ‫‪ : neuronn ٢‬ﻧﻮﺭﺭﻭﻥ ﻧﺎﻡ ﺩﻳﮕﺮ ﺳﺳﻠﻮ ﹺﻝ ﻋﺼﺒﻲ ﺳﺳﺖ‪ .‬ﺑﻬﺘﺮ ﺩﻳﺪﻳﻳﻢ ﺩﺭ ﻣﺘﻦ ﺍﺯ ﻭﻭﺍﮊﻩ ي ﻧﻮﺭﻭﻥ ﺍﺳﺘﻔﺎﺩﻩ ﮐﻨﻴﻢ‪.‬‬ ‫‪ : electricall impulsess ٣‬ﺍﻳﻦ ﻋﺒﺎﺭﺕ ﺭﺍ ﺩﺭ ﺑﺨﺶ ﻫﻫﺎي ﺑﻌﺪي ﺑﻪ ﻃﻃﻮﺭ ﺩﻗﻴﻖ ﻭ ﻣﻔﻔﺼﻞ ﺗﻮﺿﻴﺢ ﺧﻮﺍﻫﻴﻢ ﺩﺍﺩ‪ .‬ﺑﺎ ﺍﻳﻦ ﺣﺎﻝ ﺑﺮﺍي‬ ‫ﺍﻟﮑﺘﺮﻳﮑﻲ « ﻳﻌﻨﻲ ﺑﻪ ﻭﻭﺟﻮﺩ ﺁﻣﺪ ِﻥ ﮏ‬ ‫ﻳﮏ‬ ‫ﻲ‬ ‫ﻫﻴﻢ ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﺑﺑﮕﻮﻳﻴﻢ » ﺗﮑﺎﻧﻪ ي‬ ‫ﻋﺒﺎﺭﺕ ﻳﮏ ﻣﻔﻬﻮﻡ ﻣﻘﺪﻣﺎﺗﻲ ﻭ ﮐﮐﻠﻲ ﺑﺪﺳﺖ ﺩﻫﻴ‬ ‫ﺍﻳﻨﮑﻪ ﺍﺯ ﺍﻳﻦ ﺕ‬ ‫ﮑﻪ‬ ‫ﺖ ﺍﻟﮑﺘﺮﻳﻳﮑ ﹺ‬ ‫ﺠﺎ ﺷﺪ ِﻥ ﺍﻳﻦ ﺗﻐﻴﻴﻴﺮ ﺩﺭ ﻃﻮ ﹺﻝ ﻧﻮﻮﺭﻭﻥ‪.‬‬ ‫ﺍﻟﮑﺘﺮﻳﮑﻲ « ﻳﻌﻨﻲ ﺟﺎﺑﺠ‬ ‫ﻲ‬ ‫ﺖ ﺗﮑﺎﻧﻪ ي‬ ‫ﻲ ﻧﻮﺭﻭﻥ ﻭ » ﻫﺪﺍﻳ ِ‬ ‫ﺗﻐﻴﻴﺮ ﻧﺎﮔﻬﺎﻧﻲ ﺩﺭ ﻭﻭﺿﻌﻴ ِ‬ ‫ﺮﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﻧﻮﺭﻭﻥ ﻫﺎ ﮐﻪ ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﻭﺍﺣﺪ ﻫﺎي ﺳﺎﺯﻧﺪﻩ ي ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﻧﺪ‪ ،‬ﺍﻧﻮﺍ ﹺﻉ ﻣﺨﺘﻠﻔﻲ ﺩﺍﺭﻧﺪ‪.‬‬ ‫ﺕ ﮐﻠﻴﺪي ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺍﺷﺘﺮﺍﮎ ﺩﺍﺭﻧﺪ‪ .‬ﺍﻳﻦ ﺧﺼﻮﺻﻴﺎﺕ‬ ‫ﺑﺎ ﺍﻳﻦ ﺣﺎﻝ ﺗﻘﺮﻳﺒﺎً ﻫﻤﻪ ي ﺁﻧﻬﺎ ﺩﺭ ﺑﺮﺧﻲ ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪:‬‬

‫ﻦ ﻳﮏ ﺟﺴ ﹺﻢ ﺳﻠﻮﻟﻲ‪ ١‬ﻳﺎ ﺗﻨﻪ ي ﺳﻠﻮﻟﻲ‪ : ٢‬ﻫﺴﺘﻪ ي ﺳﻠﻮﻝ ﺩﺭ ﺍﻳﻦ ﻗﺴﻤﺖ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻭ ﺑﻴﺸﺘ ﹺﺮ ﺍﻋﻤﺎ ﹺﻝ‬ ‫ƒ ﺩﺍﺷﺘ ﹺ‬ ‫ﻣﺘﺎﺑﻮﻟﻴﮑﻲ ِ‪ ٣‬ﺳﻠﻮﻝ ﻧﻴﺰ ﺩﺭ ﺍﻳﻦ ﻗﺴﻤﺖ ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ‪.‬‬ ‫ﻦ ﺩﻧﺪﺭﻳﺖ‪ : ٤‬ﺩﻧﺪﺭﻳﺖ ﻫﺎ ﭘﻴﺎﻡ ﻫﺎي ﻋﺼﺒﻲ ﺭﺍ ﺍﺯ ﻧﻮﺭﻭﻥ ﻫﺎي ﺩﻳﮕﺮ ﺩﺭﻳﺎﻓﺖ ﮐﺮﺩﻩ ﻭ ﺁﻧﻬﺎ ﺭﺍ ﺑﻪ‬ ‫ƒ ﺩﺍﺷﺘ ﹺ‬ ‫ﺳﻤ ِ‬ ‫ﺖ ﺟﺴ ﹺﻢ ﺳﻠﻮﻟﻲ ﻫﺪﺍﻳﺖ ﻣﻲ ﮐﻨﻨﺪ‪.٥‬‬ ‫ي ﺩﻳﮕﺮ ﻫﺪﺍﻳﺖ‬ ‫ﺖ ﻧﻮﺭﻭﻥ ﻫﺎ ﹺ‬ ‫ﻦ ﺁﮐﺴﻮﻥ‪ : ٦‬ﺁﮐﺴﻮﻥ ﻫﺎ ﭘﻴﺎﻡ ﻫﺎي ﻋﺼﺒﻲ ﺭﺍ ﺍﺯ ﺟﺴ ﹺﻢ ﺳﻠﻮﻟﻲ ﺑﻪ ﺳﻤ ِ‬ ‫ƒ ﺩﺍﺷﺘ ﹺ‬ ‫ﻣﻲ ﮐﻨﻨﺪ‪.‬‬

‫‪cell body ١‬‬ ‫‪soma ٢‬‬ ‫ﺏ ﺍﻧﺮﮊي‪ ،‬ﺩﻓ ﹺﻊ‬ ‫‪ : metabolic ٣‬ﻣﻨﻈﻮﺭ ﺍﺯ ﺍﻋﻤﺎ ﹺﻝ ﻣﺘﺎﺑﻮﻟﻴﮑﻲ‪ ،‬ﺍﻋﻤﺎ ﹺﻝ ﻣﺮﺑﻮﻁ ﺑﻪ ﺳﻮﺧﺖ ﻭ ﺳﺎﺯ ﺩﺭ ﺳﻠﻮﻝ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺍﻋﻤﺎﻟﻲ ﻧﻈﻴ ﹺﺮ ﺟﺬ ﹺ‬ ‫ﻣﻮﺍ ِﺩ ﺯﺍﺋﺪ ﻭ‪....‬‬ ‫ﺡ ﺩﻧﺪﺭﻳﺖ ﺭﻳﺸﻪ ي ﻳﻮﻧﺎﻧﻲ ﺩﺍﺭﺩ ﻭ ﺑﻪ ﻣﻌﻨﻲ ﺩﺭﺧﺖ ﺍﺳﺖ‪ .‬ﺷﮑﻞ ﺩﻧﺪﺭﻳﺖ ﻧﻴﺰ ﻣﺜﻞ ﺩﺭﺧﺖ ﺍﺳﺖ ) ﻧﻘﻞ ﺍﺯ‬ ‫‪ : dendrite ٤‬ﺍﺻﻄﻼ ﹺ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ﮐﺎﻻﺕ – ﺹ ‪( ٤٢‬‬ ‫ﺕ ﺭﺳﻴﺪﻩ ﺍﺯ ﺳﺎﻳﺮ‬ ‫ﺢ ﭘﺬﻳﺮﺍي ﻧﻮﺭﻭﻥ ﻫﺎ ﻫﺴﺘﻨﺪ‪ .‬ﺗﻤﺎ ﹺﻡ ﺍﻃﻼﻋﺎ ِ‬ ‫‪ ٥‬ﻧﻮﺭﻭﻥ ﻣﻲ ﺗﻮﺍﻧﺪ ﻳﮏ ﺗﺎ ﻫﺰﺍﺭﺍﻥ ﺩﻧﺪﺭﻳﺖ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺩﻧﺪﺭﻳﺖ ﻫﺎ ﺳﻄ ﹺ‬ ‫ﻧﻮﺭﻭﻥ ﻫﺎ‪ ،‬ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻖ ﺩﻧﺪﺭﻳﺖ ﻫﺎ ﻭﺍﺭﺩ ﺟﺴ ﹺﻢ ﺳﻠﻮﻟﻲ ﻣﻲ ﺷﻮﻧﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ‬ ‫ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ – ﺻﻔﺤﻪ ي ‪( ١١١‬‬ ‫ﻑ ﺗﮑﻤﻪ ﻫﺎي ﭘﺎﻳﺎﻧﻲ ﻫﺪﺍﻳﺖ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫‪ : axon ٦‬ﺁﮐﺴﻮﻥ ﻟﻮﻟﻪ ي ﺑﺎﺭﻳﮏ ﻭ ﺑﻠﻨﺪي ﺍﺳﺖ ﮐﻪ ﭘﻴﺎﻡ ﻫﺎي ﻋﺼﺒﻲ ﺭﺍ ﺍﺯ ﺗﻨﻪ ي ﺳﻠﻮﻝ ﺑﻪ ﻃﺮ ِ‬ ‫ﻧﻮﺭﻭﻧﻲ ﮐﻪ ﻓﺎﻗ ِﺪ ﺁﮐﺴﻮﻥ ﺑﺎﺷﺪ ﺗﻨﻬﺎ ﻗﺎﺩﺭ ﺍﺳﺖ ﺍﻃﻼﻋﺎﺕ ﺭﺍ ﺑﻪ ﻧﻮﺭﻭﻥ ﻫﺎي ﻣﺠﺎﻭﺭﺵ ﺍﻧﺘﻘﺎﻝ ﺩﻫﺪ‪ ) .‬ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬ ‫ﮏ ﮐﺎﺭﻟﺴﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﭘﮋﻫﺎﻥ – ﻧﺸ ﹺﺮ ﻏﺰﻝ – ﺻﻔﺤﻪ ي ‪(٢٧‬‬ ‫ﻓﻴﺰﻳﻮﻟﻮﮊﻳ ِ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﻳﮏ ﻧﻮﺭﻭﻥ ﺑﻪ ﻃﻮ ﹺﺭ ﻣﺘﻮﺳﻂ ﺑﻪ ﻫﺰﺍﺭ ﻧﻮﺭﻭ ِﻥ ﺩﻳﮕﺮ ﺗﮑﺎﻧﻪ ي ﻋﺼﺒﻲ ﻣﻲ ﻓﺮﺳﺘﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻧﻮﺭﻭﻧﻬﺎ ﺗﺎ ﺣ ِﺪ‬ ‫ﻗﺎﺑِﻠﺘﻮﺟﻬﻲ ﺩﺭ ﺍﻧﺪﺍﺯﻩ ﻭ ﻋﻤﻠﮑﺮﺩﻫﺎي ﺍﺧﺘﺼﺎﺻﻲ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﻣﺘﻔﺎﻭﺕ ﺍﻧﺪ‪ .‬ﻣﺜﻼ ً ﺑﻌﻀﻲ ﻧﻮﺭﻭﻧﻬﺎي ﺑﺰﺭﮒ‬ ‫ﺖ ﺯﻳﺎﺩي ﻣﻨﺘﻘﻞ ﻣﻲ ﮐﻨﻨﺪ‪ ،‬ﺩﺭ ﺣﺎﻟﻴﮑﻪ ﻧﻮﺭﻭﻧﻬﺎي ﮐﻮﭼﮏ ﺗﺮ ﺗﻨﻬﺎ ﻭﻇﻴﻔﻪ ي ﺍﻧﺘﻘﺎ ﹺﻝ‬ ‫ﺍﻃﻼﻋﺎﺕ ﺭﺍ ﺗﺎ ﻣﺴﺎﻓ ِ‬ ‫ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﻣﺴﺎﻓﺖ ﻫﺎي ﮐﻮﺗﺎﻩ ﺭﺍ ﺑﺮ ﻋﻬﺪﻩ ﺩﺍﺭﻧﺪ‪.١‬‬

‫ﻧﻮﺭﻭﻧﻬﺎ ﺭﺍ ﺑﺮ ﻣﺒﻨﺎي ﻭﻇﺎﻳﻒ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺳﻪ ﺩﺳﺘﻪ ﺗﻘﺴﻴﻢ ﮐﺮﺩ ‪:‬‬ ‫‪ .١‬ﻧﻮﺭﻭﻧﻬﺎي ﺣﺴﻲ‪ : ٢‬ﻧﻮﺭﻭﻧﻬﺎي ﺣﺴﻲ ﺑﻪ ﻣﺤﺮﮎ ﻫﺎي ﻣﻌﻴﻨﻲ ﮐﻪ ﺑﻪ ﺳﻴﺴﺘﻢ ﻫﺎي ﺣﺴﻲ‪ ٣‬ﻭﺍﺭﺩ ﻣﻲ ﺷﻮﻧﺪ‬ ‫) ﻣﺜﻼً ﻧﻮﺭ‪ ،‬ﺍﻣﻮﺍﺝ ﺻﻮﺗﻲ‪ ،‬ﻟﻤﺲ ﻳﺎ ﺑﻌﻀﻲ ﻣﻮﺍﺩ ﺷﻴﻤﻴﺎﻳﻲ ( ﻭﺍﮐﻨﺶ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﻨﺪ‪.‬‬ ‫ﺖ ﺳﻠﻮﻝ ﻫﺎي ﻣﺎﻫﻴﭽﻪ ﺍي ﻭ ﻳﺎ‬ ‫‪ .٢‬ﻧﻮﺭﻭﻧﻬﺎي ﺣﺮﮐﺘﻲ‪ : ٤‬ﻧﻮﺭﻭﻧﻬﺎي ﺣﺮﮐﺘﻲ ﺗﮑﺎﻧﻪ ﻫﺎي ﺍﻟﮑﺘﺮﻳﮑﻲ ﺭﺍ ﺑﻪ ﺳﻤ ِ‬ ‫ﻏﺪﻩ ﺍي ﻫﺪﺍﻳﺖ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬ ‫ﻲ ﺍﻧﺴﺎﻥ ﺍﺯ ﻧﻮ ﹺﻉ ﻧﻮﺭﻭﻥ ﻫﺎي ﺭﺍﺑﻂ ﻫﺴﺘﻨﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ‬ ‫‪ .٣‬ﻧﻮﺭﻭﻧﻬﺎي ﺭﺍﺑﻂ‪ : ٥‬ﺍﮐﺜﺮ ﻧﻮﺭﻭﻧﻬﺎي ﺳﻴﺴﺘﻢ ﻋﺼﺒ ﹺ‬ ‫ﺍﺯ ﺍﺳ ﹺﻢ ﺍﻳﻦ ﻧﻮﺭﻭﻥ ﻫﺎ ﻣﻲ ﺗﻮﺍﻥ ﺣﺪﺱ ﺯﺩ‪ ،‬ﻭﻇﻴﻔﻪ ي ﻧﻮﺭﻭﻥ ﻫﺎي ﺭﺍﺑﻂ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﭘﻴﺎﻡ ﻫﺎي‬ ‫ﻂ ﺩﻳﮕﺮ ﺩﺭﻳﺎﻓﺖ ﮐﺮﺩﻩ ﻭ ﺩﺭ ﻣﻘﺎﺑﻞ ﺗﮑﺎﻧﻪ ﻫﺎﻳﻲ‬ ‫ﻭﺭﻭﺩي‪ ٦‬ﺭﺍ ﺍﺯ ﻧﻮﺭﻭﻧﻬﺎي ﺣﺴﻲ ﻳﺎ ﺍﺯ ﻧﻮﺭﻭﻥ ﻫﺎي ﺭﺍﺑ ِ‬ ‫ﺑﻪ ﻧﻮﺭﻭﻧﻬﺎي ﺣﺮﮐﺘﻲ ﻭ ﻳﺎ ﺩﻳﮕﺮ ﻧﻮﺭﻭﻥ ﻫﺎي ﺭﺍﺑﻂ ﺑﻔﺮﺳﺘﻨﺪ‪.‬‬ ‫ﺩﺭ ﺳﺎﺩﻩ ﺗﺮﻳﻦ ﻣﺜﺎ ﹺﻝ ﻓﺮﺿﻲ‪ ،‬ﻧﻮﺭﻭ ِﻥ ﺣﺴﻲ ﺗﮑﺎﻧﻪ ﻫﺎ )ﭘﻴﺎﻡ ﻫﺎي ﻋﺼﺒﻲ( ﺭﺍ ﺑﻪ ﻧﻮﺭﻭﻥ ﺭﺍﺑﻂ ﻣﻲ ﻓﺮﺳﺘﺪ ﻭ ﺁﻥ ﻧﻴﺰ‬ ‫ﺑﻪ ﻧﻮﺑﻪ ي ﺧﻮﺩ ﺗﮑﺎﻧﻪ ﻫﺎ ﺭﺍ ﺑﻪ ﻧﻮﺭﻭ ِﻥ ﺣﺮﮐﺘﻲ ﻣﻨﺘﻘﻞ ﻣﻲ ﮐﻨﺪ‪.‬‬

‫‪ : e ١‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١‬‬ ‫‪ :sensory neurons ٢‬ﺑﻪ ﺁﻧﻬﺎ‪ ،‬ﻧﻮﺭﻭﻥ ﻫﺎي ﮔﻴﺮﻧﺪﻩ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ : e .‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ]‪[٢‬‬ ‫‪ : e ٣‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٣‬‬ ‫‪motor neurons ٤‬‬ ‫‪interneurons neurons ٥‬‬ ‫‪input ٦‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﺍﺯ ﻧﻮﺭﻭﻥ ﻫﺎ ﮐﻪ ﺑﮕﺬﺭﻳﻢ‪ ،‬ﺳﻠﻮﻝ ﻫﺎي ﺩﻳﮕﺮي ﻧﻴﺰ ﺩﺭ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﮐﻪ ﺑﻪ ﺁﻧﻬﺎ ﺍﺻﻄﻼﺣﺎً ﮔﻠﻴﺎ‬

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‫ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﮔﻠﻴﺎﻫﺎ ﻧﻮ ﹺﻉ ﺩﻳﮕﺮي ﺍﺯ ﺳﻠﻮﻝ ﻫﺎي ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﻫﺴﺘﻨﺪ ﮐﻪ ﺍﺯ ﻧﻈ ﹺﺮ ﺍﻧﺪﺍﺯﻩ‪ ٢‬ﺣﺪﻭ ِﺩ ‪ ١/١٠‬ﻧﻮﺭﻭﻧﻬﺎ ﻣﻲ ﺑﺎﺷﻨﺪ‪.‬‬ ‫ﺕ‬ ‫ﺖ ﭘﻴﺎﻡ ﻫﺎي ﻋﺼﺒﻲ ﺑﻪ ﺩﻳﮕﺮ ﺳﻠﻮﻝ ﻫﺎ ﻧﺪﺍﺭﻧﺪ‪ .‬ﻫﺮ ﭼﻨﺪ ﮐﻪ ﺍﻃﻼﻋﺎ ِ‬ ‫ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﮐﻪ ﮔﻠﻴﺎﻫﺎ ﻧﻘﺸﻲ ﺩﺭ ﻫﺪﺍﻳ ِ‬ ‫ﻒ ﮔﻠﻴﺎﻫﺎ ﺭﺍ‬ ‫ﻣﺎ ﺩﺭﺑﺎﺭﻩ ي ﮔﻠﻴﺎﻫﺎ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﻧﻮﺭﻭﻧﻬﺎ ﺍﻧﺪﮎ ﺍﺳﺖ ﺍﻣﺎ ﺑﺮﺭﺳﻲ ﻫﺎ ﺗﺎ ﺑﻪ ﺍﻣﺮﻭﺯ ﺑﺮﺧﻲ ﺍﺯ ﻭﻇﺎﻳ ِ‬ ‫ﺁﺷﮑﺎﺭ ﺳﺎﺧﺘﻪ ﺍﺳﺖ‪ .‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ ‪:‬‬ ‫ﮒ ﻧﻮﺭﻭﻧﻬﺎ ﺍﺯ ﺳﻠﻮﻝ ﺧﺎﺭﺝ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬ ‫‪ .١‬ﺑﺮﺧﻲ ﮔﻠﻴﺎﻫﺎ ﻣﻮﺍ ِﺩ ﺯﺍﺋﺪ ﺭﺍ ﺑﻪ ﻫﻨﮕﺎ ﹺﻡ ﻣﺮ ِ‬ ‫ﻂ ﻧﻮﺭﻭﻧﻬﺎ ﺁﺯﺍﺩ ﻣﻲ ﺷﻮﻧﺪ ﺭﺍ ﺟﺬﺏ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬ ‫‪ .٢‬ﺑﺮﺧﻲ ﺩﻳﮕﺮ ﺍﺯ ﮔﻠﻴﺎﻫﺎ ﻣﻮﺍ ِﺩ ﺷﻴﻤﻴﺎﻳﻲ ﮐﻪ ﺗﻮﺳ ِ‬ ‫ﺗﺎ ﺑﻪ ﺍﻳﻨﺠﺎ‪ ،‬ﻧﻮﺭﻭﻥ ﻫﺎ ﻭ ﮔﻠﻴﺎﻫﺎ ﺭﺍ ﻣﻌﺮﻓﻲ ﮐﺮﺩﻳﻢ‪ .‬ﺩﺭ ﺍﻳﻦ ﻗﺴﻤﺖ ﺑﻪ ﻳﮏ ﻣﻮﺿﻮﻉﹺ ﺑﺴﻴﺎﺭ ﺑﺎ ﺍﻫﻤﻴﺖ ﺧﻮﺍﻫﻴﻢ‬ ‫ﭘﺮﺩﺍﺧﺖ ‪:‬‬ ‫‪Glia ١‬‬ ‫‪Size ٢‬‬ ‫‪Shors Reeves Tanapat Beylin Gould ٢‬‬ ‫‪Gage Kempermann & Van Praag ٣‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﭼﮕﻮﻧﻪ ﭘﻴﺎﻡ ﻫﺎ ﺍﺯ ﻳﮏ ﻧﻮﺭﻭﻥ ﺑﻪ ﻧﻮﺭﻭ ِﻥ ﺩﻳﮕﺮ ﻣﻨﺘﻘﻞ ﻣﻲ ﺷﻮﻧﺪ ؟‬ ‫ﻲ ﻋﻤﻠﮑﺮ ِﺩ ﻧﻮﺭﻭﻧﻬﺎ ﺍﺑﺘﺪﺍ ﺑﺎﻳﺴﺘﻲ ﺑﺎ ﺩﻭ ﻣﻔﻬﻮﻡ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﻧﻮﺭﻭﻥ ﺁﺷﻨﺎ ﺷﻮﻳﺪ ‪:‬‬ ‫ﺑﺮﺍي ﻓﻬ ﹺﻢ ﭼﮕﻮﻧﮕ ﹺ‬ ‫ﺝ ﻧﻮﺭﻭﻥ‪ ،‬ﺫﺭﺍﺕ ﺑﺎﺭﺩﺍﺭي ﺣﻀﻮﺭ ﺩﺍﺭﻧﺪ ﮐﻪ ﺑﻪ ﺁﻧﻬﺎ ﻳﻮﻥ ﮔﻔﺘﻪ‬ ‫ƒ ﻳﻮﻥ‪ ١‬ﻫﺎ ‪ :‬ﻫﻢ ﺩﺭ ﺩﺍﺧﻞ ﻭ ﻫﻢ ﺩﺭ ﺧﺎﺭ ﹺ‬ ‫ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﺮﺧﻲ ﻳﻮﻥ ﻫﺎ ﺩﺍﺭﺍي ﺑﺎ ﹺﺭ ﻣﺜﺒﺖ ﻭ ﺑﺮﺧﻲ ﺩﺍﺭﺍي ﺑﺎ ﹺﺭ ﻣﻨﻔﻲ ﻫﺴﺘﻨﺪ‪ .٢‬ﻣﺜﻼً ﺳﺪﻳﻢ ) ‪ ( Na‬ﻳﮏ‬ ‫ﻳﻮﻥ ﺑﺎ ﺑﺎﺭ ﻣﺜﺒﺖ ﻭ ﮐﻠﺮ ) ‪ ( Cl‬ﻳﮏ ﻳﻮﻥ ﺑﺎ ﺑﺎ ﹺﺭ ﻣﻨﻔﻲ ﺍﺳﺖ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﺣﻀﻮﺭ ﻳﻮﻥ ﻫﺎﺳﺖ ﮐﻪ ﺑﺎﻋﺚ ﻣﻲ‬ ‫ﻅ ﺑﺎﺭ ﺍﻟﮑﺘﺮﻳﮑﻲ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﻧﺎﺣﻴﻪ ﺍي ﺩﻳﮕﺮ ﻣﻨﻔﻲ ﺗﺮ ﻳﺎ ﻣﺜﺒﺖ ﺗﺮ ﺑﺎﺷﺪ‪.‬‬ ‫ﺷﻮﺩ ﻳﮏ ﻧﺎﺣﻴﻪ ﺍﺯ ﻟﺤﺎ ِ‬ ‫ƒ ﭘﺘﺎﻧﺴﻴﻞ ﻏﺸﺎﺀ‪ : ٣‬ﻫﺮ ﻧﻮﺭﻭﻥ ﺑﺎ ﻳﮏ ﻏﺸﺎﺀ‪ ٤‬ﺍﺣﺎﻃﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻏﺸﺎﺀ ﺑﺮﺍي ﻭﺭﻭ ِﺩ ﻣﻮﺍ ِﺩ ﺷﻴﻤﻴﺎﻳﻲ ﺑﻪ‬ ‫ﻃﻮﺭ ﺍﻧﺘﺨﺎﺑﻲ ﻋﻤﻞ ﻣﻲ ﮐﻨﺪ ﻳﻌﻨﻲ ﺑﻪ ﺑﻌﻀﻲ ﻣﻮﻟﮑﻮﻝ ﻫﺎ ﺍﺟﺎﺯﻩ ي ﻭﺭﻭﺩ ﻣﻲ ﺩﻫﺪ ﻭ ﺑﻪ ﺑﻌﻀﻲ ﺩﻳﮕﺮ‬ ‫ﺍﺟﺎﺯﻩ ي ﻭﺭﻭﺩ ﻧﻤﻲ ﺩﻫﺪ‪ .‬ﺍﺯ‬ ‫ﺁﻧﺠﺎﻳﻴﮑﻪ ﻳﻮﻥ ﻫﺎ ﺩﺭ ﺩﺍﺧﻞ ﻭ ﺧﺎﺭﺝ‬ ‫ﺳﻠﻮﻝ ﺑﻪ ﻃﻮﺭ ﻧﺎﺑﺮﺍﺑﺮ ﺗﻮﺯﻳﻊ ﺷﺪﻩ‬ ‫ﺍﻧﺪ‪ ،‬ﺑﻴﻦ ﺩﺍﺧﻞ ﻭ ﺧﺎﺭ ﹺ‬ ‫ﺝ ﻧﺮﻭﻥ ﺍﺯ ﻧﻈﺮ‬ ‫ﺑﺎﺭ ﺍﻟﮑﺘﺮﻳﮑﻲ ﺍﺧﺘﻼﻑ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬ ‫ﺑﻪ ﺗﻔﺎﻭﺕ ﺑﺎﺭ ﺍﻟﮑﺘﺮﻳﮑﻲ ﺩﺍﺧﻞ ﻭ‬ ‫ﺧﺎﺭﺝ ﻏﺸﺎﺀ‪ ،‬ﭘﺘﺎﻧﺴﻴﻞ ﻏﺸﺎﺀ ﮔﻔﺘﻪ‬ ‫ﻣﻲ ﺷﻮﺩ‪.١‬‬

‫‪Ions ١‬‬ ‫‪ : e ٢‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٤‬‬ ‫‪membrane potential ٣‬‬ ‫‪membrance ٤‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﺖ ﺁﺭﺍﻣﺶ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ ٢‬ﺑﻪ ﭘﺘﺎﻧﺴﻴﻞﹺ ﻏﺸﺎﺀ » ﭘﺘﺎﻧﺴﻴﻞ ﺁﺭﺍﻣﺶ‪ « ٣‬ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﻧﻮﺭﻭﻥ ﺩﺭ ﺣﺎﻟ ِ‬ ‫ﻞ ﻧﻮﺭﻭﻥ ﺑﻪ ﺍﻧﺪﺍﺯﻩ ي‬ ‫ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ ﭘﺘﺎﻧﺴﻴﻞﹺ ﻏﺸﺎﺀ ﺣﺪﻭﺩ ‪ -٧٠‬ﻣﻴﻠﻲ ﻭﻟﺖ‪ ٤‬ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺑﻪ ﺁﻥ ﻣﻌﻨﺎﺳﺖ ﮐﻪ ﺩﺍﺧ ﹺ‬ ‫‪ ٧٠‬ﻣﻴﻠﻲ ﻭﻟﺖ ﻣﻨﻔﻲ ﺗﺮ ﺍﺯ ﺑﻴﺮﻭ ِﻥ ﻧﻮﺭﻭﻥ ﺍﺳﺖ‪.٥‬‬

‫◄ﻏﺸﺎﺀ ﺍﺯ ﺩﻭ ﻻﻳﻪ ﺍﺯ ﻣﻮﻟﮑﻮﻝ ﻫﺎي ﻟﻴﭙﻴﺪي ) ﭼﺮﺑﻲ ( ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﮐﻪ ﻣﻮﻟﮑﻮﻝ ﻫﺎي ﭘﺮﻭﺗﺌﻴﻨﻲ ﻧﻴﺰ ﺩﺭ ﻻﺑﻼي ﺍﻳﻦ‬ ‫ﺩﻭﻻﻳﻪ ﺟﺎﺳﺎﺯي ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﻳﮏ ﺩﺳﺘﻪ ﺍﺯ ﻣﻮﻟﮑﻮﻝ ﻫﺎي ﭘﺮﻭﺗﺌﻴﻨﻲ ﻣﻮﺟﻮﺩ ﺩﺭ ﻏﺸﺎﺀ‪ ،‬ﺑﺮﺍي ﻳﻮﻥ ﻫﺎ ﺭﺍﻫﻲ ﺑﻪ ﻭﺟﻮﺩ‬ ‫ﻣﻲ ﺁﻭﺭﻧﺪ ﺗﺎ ﺁﻧﻬﺎ ﺑﺘﻮﺍﻧﻨﺪ ﺍﺯ ﺟﺪﺍﺭﻩ ي ﻏﺸﺎﺀ ﻋﺒﻮﺭ ﮐﻨﻨﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﺍﻳﻦ ﻣﻮﻟﮑﻮﻝ ﻫﺎ‪ ،‬ﮐﺎﻧﺎﻝ ﻫﺎي ﻳﻮﻧﻲ ﺭﺍ ﺗﺸﮑﻴﻞ‬ ‫ﻣﻲ ﺩﻫﻨﺪ ﻳﻌﻨﻲ ﺩﺭﻳﭽﻪ ﻫﺎﻳﻲ ﮐﻪ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺑﺎﺯ ﻳﺎ ﺑﺴﺘﻪ ﺷﻮﻧﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏِ ﮐﺎﺭﻟﺴﻮﻥ – ﺗﺮﺟﻤﻪ‬ ‫ي ﺩﮐﺘﺮ ﭘﮋﻫﺎﻥ – ﻧﺸ ﹺﺮ ﻏﺰﻝ – ﺻﻔﺤﻪ ي ‪( ٤١‬‬

‫ﻦ‬ ‫ﺝ ﻧﻮﺭﻭﻥ ﻳﻌﻨﻲ ﺩﺭ ﻣﺎﻳ ﹺﻊ ﺑﻴ ﹺ‬ ‫ﻞ ﻧﻮﺭﻭﻥ ﻭ ﺍﻟﮑﺘﺮﻭﺩ ﺩﻭﻡ ﺭﺍ ﺩﺭ ﺧﺎﺭ ﹺ‬ ‫‪ ١‬ﺑﺮﺍي ﺍﻧﺪﺍﺯﻩ ﮔﻴﺮي ﭘﺘﺎﻧﺴﻴﻞﹺ ﻏﺸﺎﺀ ﺑﺎﻳﺴﺘﻲ ﻳﮏ ﺍﻟﮑﺘﺮﻭﺩ ﺩﺭ ﺩﺍﺧ ﹺ‬ ‫ﺕ ﺑﺎﺭ ﺍﻟﮑﺘﺮﻳﮑﻲ ﺍﻳﻦ ﺩﻭ ﺍﻟﮑﺘﺮﻭﺩ‪ ،‬ﺍﻧﺪﺍﺯﻩ ي ﭘﺘﺎﻧﺴﻴﻞ ﻏﺸﺎﺀ ﺭﺍ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ‪.‬‬ ‫ﺳﻠﻮﻟﻲ ﻗﺮﺍﺭ ﺩﻫﻴﻢ‪ .‬ﺗﻔﺎﻭ ِ‬ ‫ﺖ ﺗﺤﺮﻳﮏ ﻗﺮﺍﺭ ﻧﺪﺍﺭﺩ‪.‬‬ ‫‪ ٢‬ﻳﻌﻨﻲ ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﻧﻮﺭﻭﻥ ﺩﺭ ﻭﺿﻌﻴ ِ‬ ‫‪ : resting potential ٣‬ﭘﺘﺎﻧﺴﻴ ﹺ‬ ‫ﺶ ﻧﻮﺭﻭﻥ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺁﻣﺎﺩﻩ‬ ‫ﻞ ﺁﺭﺍﻣﺶ‪ .‬ﺑﻪ ﺁﻥ ﭘﺘﺎﻧﺴﻴﻞﹺ ﺍﺳﺘﺮﺍﺣﺖ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﭘﺘﺎﻧﺴﻴﻞﹺ ﺁﺭﺍﻣ ﹺ‬ ‫ﺖ ﻣﻨﺎﺳﺐ ﺷﻠﻴﮏ‬ ‫ﺖ ﮐﺸﻴﺪﻩ ﺩﺭﺁﻭﺭﺩﻩ ﻭ ﺁﻣﺎﺩﻩ ﺍﺳﺖ ﺗﺎ ﺑﺰﻭﺩي ﻭ ﺩﺭ ﻓﺮﺻ ِ‬ ‫ﺑﻮﺩﻥ ﺗﻴﺮ ﻭ ﮐﻤﺎﻥ ﺗﺸﺒﻴﻪ ﮐﺮﺩ‪ :‬ﺷﺨﺼﻲ ﮐﻪ ﮐﻤﺎﻥ ﺭﺍ ﺑﻪ ﺣﺎﻟ ِ‬ ‫ﮐﻨﺪ‪.‬ﻓﺮﺍﻳﻨ ِﺪ ﺗﮑﺎﻣﻞ ﺍﻳﻦ ﺍﺳﺘﺮﺍﺗﮋي ﺭﺍ ﺑﺮﺍي ﻧﻮﺭﻭﻥ ﻓﺮﺍﻫﻢ ﮐﺮﺩﻩ ﺍﺳﺖ‪ ) .‬ﮐﺎﻻﺕ‪ ،‬ﺹ ‪( ٦٠‬‬ ‫‪ ٤‬ﻣﻴﻠﻲ ﻭﻟﺖ = ﻳﮏ ﻫﺰﺍﺭﻡ ﻭﻟﺖ‬ ‫‪ : e ٥‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٥‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﺷﺸﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴ‬

‫ﺗﻮﺍﻥ ﺍﺯ ﻋﻤﻠﮑﺮ ِﺩ ﻧﻮﺭﻭﻥ ﻫﺎ ﺑﺎﺧﺒﺮ ﺷﺪ‪.‬‬ ‫ﺫﮐﺮ ﺍﻳﻦ ﻣﻘﺪﻣﺎﺎﺕ‪ ،‬ﺣﺎﻝ ﺑﻬﻬﺘﺮ ﻣﻲ ﻥ‬ ‫ﭘﺲ ﺍﺯ ﺮ‬ ‫ﻞ ﺁﺭﺍﻣﺶ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻫﻴﭻ ﭘﻴﺎﻣﻲ ﺭﺍ‬ ‫ﭘﺘﺎﻧﺴﻴ ﹺ‬ ‫ﻴ‬ ‫ﺿﻌﻴﺖ‬ ‫ﻧﻮﺭﻭﻥ ﺗﺎ ﺯﻣﺎﻧﻲ ﮐﻪ ﺩﺭ ﻭﺿ‬ ‫ﻥ‬ ‫ﻳﮏ‬ ‫ﺑﻠﮑﻪ ﻳﮏ ﻧﻮﺭﻭﻭﻥ ﺗﻨﻬﺎ ﺯﻣﺎﻧﻲ ﺗﺼﻤﻴﻢ ﺑﻪ‬ ‫ﻧﻤﻲ ﮐﻨﺪ ) ﺷﻠﻴﻴﮏ‪ ١‬ﻧﻤﻲ ﮐﮐﻨﺪ (‪ ،‬ﻪ‬ ‫ﻣﻨﺘﻘﻞ ﻲ‬ ‫ﺷﺪﻩ ﺑﺎﺷﺪ‪.‬‬ ‫ﺤﺮﻳﮏ ﻩ‬ ‫ﺍﻧﺘﻘﺎ ﹺﻝ ﭘﻴﺎﻡ ﻣﻲ ﮔﻴﺮﺩ ﮐﻪ ﺗﺤ‬ ‫ﻘﺎ‬

‫ﮏ ﻳﮏ ﻧﻮﺭﺭﻭﻥ ﻣﻲ ﮔﮔﺮﺩﺩ ؟‬ ‫ﭼﻪ ﭼﻴﺰي ﺑﺎﻋﻋﺚ ﺗﺤﺮﻳﮏ‬ ‫ﺟﺴﻢ ﺩﺍﻍ‬ ‫ﺖ ﺷﻤﺎ ﺑﺑﻪ ﻳﮏ ﻢﹺ‬ ‫ﮕﺸ ِ‬ ‫ﻓﺮﺽ ﮐﻨﻴﺪ ﺍﻧﮕ‬ ‫ﺽ‬ ‫ﺑﺮﺧﺧﻮﺭﺩ ﻣﻲ ﮐﮐﻨﺪ‪ .‬ﺩﺭ ﺍﻳﻳﻦ ﻟﺤﻈﻪ ﻧﻮﻮﺭﻭﻥ‬ ‫ﺩﺭ ﺳﻄﺢ ﭘﻮﺳﺖ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‬ ‫ﺣﺴﺴﻲ ﮐﻪ ﺭ‬ ‫ﺗﺤﺮﺮﻳﮏ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺗﺤﺮﻳﮏ ﺑﺮﺍي‬ ‫ﮏ ﻧﻮﺭﻭﻥ ﺷﻮﺩ‬ ‫ﺍﻳﻨﮑ‬ ‫ﮑﻪ ﺑﺘﻮﺍﻧﺪ ﻣﻣﻨﺠﺮ ﺑﻪ ﺷﻠﻴﻴ ِ‬ ‫ﺑﺎﺷﺪ‪ .‬ﺑﻪ‬ ‫ﻴﻒ ﺗﺮ ﺪ‬ ‫ﻧﺒﺎﻳﺪ ﺍﺯ ﺣﺪ ﻣﻣﻌﻴﻨﻲ ﺿﻌﻴﻒ‬ ‫ﺪ‬ ‫ﺢ ﻭﻭﻟﺘﺎﮊي ﮐﻪ ﻻﻻﺯﻡ ﺍﺳﺖ ﺗﺗﺎ ﺍﻳﻦ‬ ‫ﺣﺪﺍﻗﻞ ﺳﻄ ﹺ‬ ‫ﮏِ ﻧﻮﺭﻭﻥ ﮔﮔﺮﺩﺩ‬ ‫ﻣﻨﺠﺮ ﺑﻪ ﺷﻠﻴﮏ‬ ‫ﺮ‬ ‫ﺗﺤﺮﺮﻳﮏ‪،‬‬ ‫ﭽﻪ‬ ‫ﺤﺮﻳﮏ ﻧﻮﺭﻭﻭﻥ ﭼﻘﺪﺭ ﺍﺳﺳﺖ ؟ ﭼﻨﺎﻧﭽ‬ ‫ﻲ ﺷﻮﺩ‪ .٢‬ﻣﻤﻤﮑﻦ ﺍﺳﺖ ﺳﺳﻮﺍﻝ ﮐﻨﻴﺪ ﺁﺁﺳﺘﺎﻧﻪ ي ﺗﺤ‬ ‫ﺁﺳﺘﺘﺎﻧﻪ ي ﺗﺤﺮﻳﻳﮏ ﮔﻔﺘﻪ ﻣﻲ‬ ‫ﺤﺮﻳﮏ ﺍﺯ ‪ -٧٠‬ﻣﻴﻠﻲ ﻭﻟﻟﺖ ﺑﻪ ﺣﺪﻭﻭﺩ ‪ -٦٥‬ﻲ‬ ‫ﻞ ﻏﺸﺎﺀ ﻧﻧﻮﺭﻭﻥ ﺩﺭ ﻧﻧﺘﻴﺠﻪ ي ﺗﺤ‬ ‫ﻣﻴﻠﻲ ﻭﻟﺖ ﻭ ﻳﻳﺎ ﮐﻤﺘﺮ ﺗﻐﻴﻴﻴﻴﺮ‬ ‫ﭘﺘﺎﻧﺴﺴﻴ ﹺ‬ ‫ﮐﻨﺪ ﺍﺻﻄﻼﺣﺎً ﮔﻔﺘﻪ ﻣﻲ ﺷﺷﻮﺩ ﻧﻮﺭﻭﻥ ﺑﺑﻪ ﺁﺳﺘﺎﻧﻪ ي ﺗﺤﺮﻳﮏ ﺭﺳﻴﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﺪ‬

‫ﺷﻠﻴﮏ ﮐﺮﺩﻥ‪ ،‬ﺗﺨﻠﻴﻴﻪ ﮐﺮﺩﻥ‬ ‫‪ : firingg ١‬ﮏ‬ ‫ﺢ‬ ‫ﻗﻞ ﺳﻄ ﹺ‬ ‫ﺁﺳﺘﺎﻧﻪ ي ﺗﺤﺮﻳﮏ ﻣﻣﻲ‬ ‫ﻪ‬ ‫ﺻﻄﻼﺣﺎً‬ ‫ﺭﺍﻩ ﺍﻧﺪﺍﺯي ﻳﮏ ﭘﺘﺎﻧﺴﻴﻞﹺ ﻋﻤﻞ ﻻﺯﻡ ﺍﺳﺖ‪ ،‬ﺍﺻ‬ ‫ﻭﻟﺘﺎﮊي ﮐﻪ ﺑﺮﺍي ﻩ‬ ‫ي‬ ‫‪ ٢‬ﺁﺁﺳﺘﺎﻧﻪ ي ﺗﺤﺮﻳﻳﮏ ‪ :‬ﺑﻪ ﺣﺪﺍﻗﻞ‬ ‫ﮔﻮﻳﻨﻳﻨﺪ‪ : e .‬ﺑﻪ ﺍﻧﺘﺘﻬﺎي ﻓﺼﻞ ﺭﺟﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٦٦‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﻞ‬ ‫ﮏ ﻧﻮﺭﻭﻥ ﻳﻌﻨﻲ ﺭﺥ ﺩﺍﺩ ِﻥ ﻳﮏ ﭘﺘﺎﻧﺴﻴ ﹺ‬ ‫ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﻧﻮﺭﻭﻥ ﺑﻪ ﺁﺳﺘﺎﻧﻪ ي ﺗﺤﺮﻳﮏ ﺭﺳﻴﺪ ﺷﻠﻴﮏ ﻣﻲ ﮐﻨﺪ‪ .‬ﺷﻠﻴ ِ‬ ‫ﻋﻤﻞ‪ ١‬ﺩﺭ ﻗﻠﻪ ي ﺁﮐﺴﻮﻥ‪ .٢‬ﺩﺭ ﻣﺮﺣﻠﻪ ي ﭘﺘﺎﻧﺴﻴﻞ ﻋﻤﻞ ﮐﻪ ﺣﺪﻭﺩ ‪ ١‬ﻣﻴﻠﻲ ﺛﺎﻧﻴﻪ ﻃﻮﻝ ﻣﻲ ﮐﺸﺪ‪ ،‬ﭘﺘﺎﻧﺴﻴﻞ ﻏﺸﺎﺀ‬ ‫ﺍﺯ ‪ -٦٥ mV‬ﺑﻪ ﺣﺪﻭﺩ ‪ + ٥٠ mV‬ﻣﻲ ﺭﺳﺪ ﻭ ﺩﻭﺑﺎﺭﻩ ﺑﻪ ‪ – ٧٠ mV‬ﺑﺮ ﻣﻲ ﮔﺮﺩﺩ‪ .‬ﺍﻳﻦ ﭘﺘﺎﻧﺴﻴﻞ ﻋﻤﻞ‬ ‫ﮔﺴﺘﺮﺵ ﻳﺎﻓﺘﻪ ﻭ ﻧﻮﺍﺣﻲ ﻣﺠﺎﻭﺭ ﺧﻮﺩ ﺭﺍ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﺪ‪ .‬ﻭ ﺍﻳﻦ ﻫﻤﺎﻥ ﭘﻴﺎﻣﻲ ﺳﺖ ﮐﻪ ﺍﺯ ﻳﮏ ﺍﻧﺘﻬﺎي‬ ‫ﺁﮐﺴﻮﻥ ﺑﻪ ﺍﻧﺘﻬﺎي ﺩﻳﮕﺮ ﺁﻥ ﺳﻴﺮ ﻣﻲ ﮐﻨﺪ‪.‬‬

‫ﺣﻴﻦ ﭘﺘﺎﻧﺴﻴﻞ ﻋﻤﻞ ﭼﻪ ﺭﻭي ﻣﻲ ﺩﻫﺪ ؟‬ ‫ﺣﻴﻦ ﭘﺘﺎﻧﺴﻴﻞ ﻋﻤﻞ‪ ،‬ﺍﺑﺘﺪﺍ ﮐﺎﻧﺎﻟﻬﺎي ﺳﺪﻳﻢ ﻭ ﺍﻧﺪﮐﻲ ﭘﺲ ﺍﺯ ﺁﻥ ﮐﺎﻧﺎﻝ ﻫﺎي ﭘﺘﺎﺳﻴﻢ ﻣﻮﺟﻮﺩ ﺩﺭ ﻏﺸﺎﺀ ﻧﻮﺭﻭﻥ ﺑﺎﺯ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺑﺎ‬ ‫ﺑﺎﺯ ﺷﺪﻥ ﮐﺎﻧﺎﻝ ﻫﺎ‪ ،‬ﻳﻮﻥ ﻫﺎي ﺳﺪﻳﻢ ﻭﺍﺭﺩ ﻧﻮﺭﻭﻥ ﻣﻲ ﺷﻮﻧﺪ ﻭ ﺍﻧﺪﮐﻲ ﺑﻌﺪ ﻳﻮﻥ ﻫﺎي ﭘﺘﺎﺳﻴﻢ ﺍﺯ ﻧﻮﺭﻭﻥ ﺧﺎﺭﺝ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺍﺯ‬ ‫ﻞ ﻏﺸﺎﺀ ﺍﺯ ‪ -٦٥ mV‬ﺑﻪ ﺣﺪﻭﺩ ‪ + ٥٠ mV‬ﺗﻐﻴﻴﺮ ﻣﻲ ﮐﻨﺪ‪ .‬ﭘﺲ ﺍﺯ ﺣﺪﻭ ِﺩ ﻳﮏ ﻣﻴﻠﻲ ﺛﺎﻧﻴﻪ‪ ،‬ﻭﺿﻌﻴﺖ ﺑﻪ‬ ‫ﺍﻳﻦ ﺭﻭ ﭘﺘﺎﻧﺴﻴ ﹺ‬ ‫ﻞ ﻋﺎﺩي ﺑﺮﻣﻲ ﮔﺮﺩﺩ‪ .‬ﺑﻪ ﺍﻳﻦ ﺻﻮﺭﺕ ﮐﻪ ﮐﺎﻧﺎﻝ ﻫﺎي ﺳﺪﻳﻢ ﺑﺴﺘﻪ ﺷﺪﻩ ﻭ ﺑﻪ ﺩﻧﺒﺎ ﹺﻝ ﺁﻥ ﮐﺎﻧﺎﻝ ﻫﺎي ﭘﺘﺎﺳﻴﻢ ﻧﻴﺰ ﺑﺴﺘﻪ ﻣﻲ‬ ‫ﺷﮑ ﹺ‬ ‫ﺷﻮﺩ‪ .‬ﺑﺎ ﺑﺴﺘﻪ ﺷﺪ ِﻥ ﺍﻳﻦ ﮐﺎﻧﺎﻝ ﻫﺎ‪ ،‬ﭘﺘﺎﻧﺴﻴﻞ ﻏﺸﺎﺀ ﺍﺯ ‪ +٥٠‬ﻣﻴﻠﻲ ﻭﻟﺖ ﻣﺠﺪﺩﺍ ً ﺑﻪ ﺣﺪﻭﺩ ‪ -٧٠‬ﺑﺮ ﻣﻲ ﮔﺮﺩﺩ ﻭ ﻭﺿﻌﻴﺖ‬ ‫ﭘﺘﺎﻧﺴﻴﻞﹺ ﻋﻤﻞ ﺑﻪ ﭘﺎﻳﺎﻥ ﻣﻲ ﺭﺳﺪ‪ .‬ﺳﭙﺲ ﺍﻳﻦ ﻣﻮﺝ ﺩﺭ ﻃﻮ ﹺﻝ ﺁﮐﺴﻮﻥ ﺟﺎﺑﺠﺎ ﻣﻲ ﺷﻮﺩ‪.‬‬

‫ﻞ ﺷﻠﻴﮏ ﺍﺳﺖ ﭘﺘﺎﻧﺴﻴﻞ ﻋﻤﻞ‬ ‫‪ : action potential ١‬ﺑﻪ ﺯﺑﺎﻥ ﺳﺎﺩﻩ‪ ،‬ﺑﻪ ﭘﺘﺎﻧﺴﻴﻞ ﻏﺸﺎﺀ ﺩﺭ ﺑﺮﻫﻪ ﺍي ﺍﺯ ﺯﻣﺎﻥ ﮐﻪ ﻧﻮﺭﻭﻥ ﺩﺭ ﺣﺎﻝ ﻋﻤ ﹺ‬ ‫ﻞ ﻋﻤﻞ ﺩﺭ ﻃﻮ ﹺﻝ ﺁﮐﺴﻮﻥ ﺩﺭ ﻭﺍﻗﻊ ﻫﻤﺎﻥ ﺗﮑﺎﻧﻪ ي‬ ‫ﺖ ﭘﺘﺎﻧﺴﻴ ﹺ‬ ‫ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬ﺑﻪ ﭘﺘﺎﻧﺴﻴﻞﹺ ﻋﻤﻞ‪ ،‬ﭘﺘﺎﻧﺴﻴﻞ ﻓﻌﺎﻟﻴﺖ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﻫﺪﺍﻳ ِ‬ ‫ﻋﺼﺒﻲ ﺍﺳﺖ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي‬ ‫ﻧﺸﺮ ﺳﻨﺒﻠﻪ – ﺻﻔﺤﻪ ي ‪(١٥٢‬‬ ‫‪ : axon hillock ٢‬ﻗﻠﻪ ي ﺁﮐﺴﻮﻥ‪ ،‬ﺗﮑﻤﻪ ي ﺁﮐﺴﻮﻥ ‪ :‬ﺑﻪ ﻧﻘﻄﻪ ﺍي ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺁﮐﺴﻮﻥ ﺑﻪ ﺟﺴ ﹺﻢ ﺳﻠﻮﻟﻲ ﻣﺘﺼﻞ ﻣﻲ ﺷﻮﺩ‪) .‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ –‬ ‫ﺻﻔﺤﻪ ي ‪( ١١١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﻲ ﺍﻳﺠﺎ ِﺩ ﭘﺘﺎﻧﺴﻴﻞﹺ ﻋﻤﻞ ﺩﺭ ﻳﮏ ﻗﺴﻤﺖ ﺍﺯ ﻧﻮﺭﻭﻥ ﺁﺷﻨﺎ ﺷﺪﻳﻢ‪ .‬ﺣﺎﻝ ﻭﻗﺖ ﺁﻥ ﺍﺳﺖ ﮐﻪ ﺑﺒﻴﻨﻴﻢ‬ ‫ﺗﺎ ﺍﻳﻨﺠﺎ ﺑﺎ ﭼﮕﻮﻧﮕ ﹺ‬ ‫ﻞ ﻋﻤﻞ ﭼﮕﻮﻧﻪ ﺩﺭ ﻃﻮ ﹺﻝ ﺁﮐﺴﻮﻥ ﺍﻧﺘﺸﺎﺭ ﻣﻲ ﻳﺎﺑﺪ‪.‬‬ ‫ﺍﻳﻦ ﭘﺘﺎﻧﺴﻴ ﹺ‬ ‫ﺍﺻﻮﻻً ﺍﻧﺘﺸﺎ ﹺﺭ ﭘﺘﺎﻧﺴﻴﻞﹺ ﻋﻤﻞ ﻧﻤﻲ ﺗﻮﺍﻧﺪ ﺩﺭ ﻃﻮ ﹺﻝ ﺁﮐﺴﻮﻥ ﺑﻪ ﻃﻮﺭ ﺍﻟﮑﺘﺮﻳﮑﻲ – ﻳﻌﻨﻲ ﺑﻪ ﻃﺮﻳﻘﻲ ﮐﻪ ﺍﻟﮑﺘﺮﻳﺴﻴﺘﻪ‬ ‫ﺩﺭ ﺳﻴﻢ ﺟﺮﻳﺎﻥ ﻣﻲ ﻳﺎﺑﺪ – ﺟﺮﻳﺎﻥ ﻳﺎﺑﺪ‪ ،‬ﺯﻳﺮﺍ ﺁﮐﺴﻮﻥ ﺭﺳﺎﻧﺎي ﺿﻌﻴﻔﻲ ﺳﺖ‪ .‬ﺍﻧﺘﻘﺎ ﹺﻝ ﭘﺘﺎﻧﺴﻴﻞﹺ ﻋﻤﻞ ﺑﻪ ﺷﮑﻞ‬ ‫ﺩﻳﮕﺮي ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ‪ .‬ﺑﻪ ﺍﻳﻦ ﻣﻨﻈﻮﺭ ﻫﺮ ﻧﻘﻄﻪ ﺍﺯ ﻏﺸﺎ‪ ،‬ﻣﺠﺪﺩﺍ ً ﭘﺘﺎﻧﺴﻴﻞﹺ ﻋﻤﻠﻲ ﻣﺸﺎﺑ ِﻪ ﻫﻤﺎﻥ ﭘﺘﺎﻧﺴﻴﻞ ﮐﻪ‬ ‫ﺍﺑﺘﺪﺍ ﺍﻳﺠﺎﺩ ﺷﺪﻩ‪ ،‬ﺗﻮﻟﻴﺪ ﻣﻲ ﮐﻨﺪ‪ .١‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻗﻴﻖ ﺗﺮ‪ ،‬ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﺩﺭ ﻗﻠﻪ ي ﺁﮐﺴﻮﻥ ﮐﺎﻧﺎﻝ ﻫﺎي ﻳﻮﻧﻲ‬ ‫ﮔﺸﻮﺩﻩ ﻣﻲ ﺷﻮﻧﺪ‪ ،‬ﻋﺒﻮﺭ ﻳﻮﻥ ﻫﺎ ﺍﺯ ﻏﺸﺎﺀ‪ ،‬ﺟﺮﻳﺎﻧﻲ‬ ‫ﺍﻟﮑﺘﺮﻳﮑﻲ ﺑﻪ ﻭﺟﻮﺩ ﻣﻲ ﺁﻭﺭﺩ ﮐﻪ ﺍﻳﻦ ﺟﺮﻳﺎﻥ‪ ،‬ﭘﺘﺎﻧﺴﻴﻞﹺ‬ ‫ﻏﺸﺎي ﻧﻮﺍﺣﻲ ﻣﺠﺎﻭﺭ ﺭﺍ ﻧﻴﺰ ﺑﻪ ﻫﻢ ﺯﺩﻩ‪ ،‬ﺩﺭ ﻧﺘﻴﺠﻪ ﮐﺎﻧﺎﻝ‬ ‫ﻫﺎي ﻳﻮﻧﻲ ﻏﺸﺎي ﻣﺠﺎﻭﺭ ﻧﻴﺰ ﮔﺸﻮﺩﻩ ﺷﺪﻩ ﻭ ﺗﺒﺎﺩ ﹺﻝ‬ ‫ﻞ ﻣﻘﺎﺑﻞ ( ؛ ﺑﺪﻳﻦ‬ ‫ﻳﻮﻧﻲ ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ‪ ) ٢‬ﺷﮑ ﹺ‬ ‫ﻞ ﻳﮏ ﻣﻮﺝ ﺩﺭ ﻃﻮﻝ ﺁﮐﺴﻮﻥ‬ ‫ﺗﺮﺗﻴﺐ‪ ،‬ﭘﺘﺎﻧﺴﻴﻞ ﻋﻤﻞ ﻣﺜ ﹺ‬ ‫ﺣﺮﮐﺖ ﻣﻲ ﮐﻨﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﻓﺮﺍﻳﻨﺪ‪ ،‬ﻓﺮﺍﻳﻨﺪ » ﺍﻧﺘﺸﺎﺭ‬ ‫ﭘﺘﺎﻧﺴﻴﻞ ﻋﻤﻞ « ﻣﻲ ﮔﻮﻳﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﺭﻭﺵ‪ ،‬ﭘﺘﺎﻧﺴﻴﻞﹺ ﻋﻤﻞ‬ ‫ﻣﻲ ﺗﻮﺍﻧﺪ ﺩﺭ ﺍﻧﺘﻬﺎي ﺁﮐﺴﻮﻥ ﻫﻤﺎﻥ ﻗﺪﺭ ﻧﻴﺮﻭﻣﻨﺪ ﺑﺎﺷﺪ‬ ‫ﮐﻪ ﺩﺭ ﺁﻏﺎﺯ ﺑﻮﺩﻩ ﺍﺳﺖ‪.٣‬‬

‫‪ ١‬ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ﮐﺎﻻﺕ – ﺹ ‪ ٦٧‬ﻭ ‪٦٩‬‬ ‫‪ ٢‬ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ – ﮐﺎﺭﻟﺴﻮﻥ ﺹ ‪٤٢‬‬ ‫‪ ٣‬ﺍﻳﻦ ﻓﺮﺍﻳﻨﺪ ﺷﺒﻴ ِﻪ ﺣﺎﻟﺘﻲ ﺍﺳﺖ ﮐﻪ ﻓﺘﻴﻠﻪ ي ﻣﺎﺩﻩ ي ﻣﻨﻔﺠﺮﻩ ﺍﺯ ﺟﺎﻳﻲ ﮐﻪ ﮐﺒﺮﻳﺖ ﺁﻥ ﺭﺍ ﻣﺸﺘﻌﻞ ﻣﻲ ﺳﺎﺯﺩ ﺗﺎ ﺍﻧﺘﻬﺎي ﺁﻥ ﺷﻌﻠﻪ ﻭﺭ ﻣﻲ‬ ‫ﺷﻮﺩ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي ﻧﺸﺮ‬ ‫ﺳﻨﺒﻠﻪ – ﺻﻔﺤﻪ ي ‪( ١٥٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﺩﻭﺭﻩ ي ﺑﻲ ﭘﺎﺳﺨﻲ ﻣﻄﻠﻖ ‪:‬‬ ‫ﻳﮏ ﻧﻮﺭﻭﻥ ﻧﻤﻲ ﺗﻮﺍﻧﺪ ﺩﺭ ﻳﮏ ﺯﻣﺎﻥ ﻣﻌﻴﻦ ﺑﻪ ﺗﻌﺪﺍﺩ ﻧﺎﻣﺤﺪﻭﺩ ﺷﻠﻴﮏ ﮐﻨﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﺑﺎﻳﺴﺘﻲ ﺩﻭﺭﻩ ي ﺑﺴﻴﺎﺭ ﮐﻮﺗﺎﻫﻲ ﺍﺯ‬ ‫ﻞ ﻋﻤﻞ ﺑﮕﺬﺭﺩ ﺗﺎ ﻧﻮﺭﻭﻥ ﺑﺘﻮﺍﻧﺪ ﻣﺠﺪﺩﺍ ً ﺗﺤﺮﻳﮏ ﺷﺪﻩ ﻭ ﺷﻠﻴﮏ ﮐﻨﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺩﻭﺭﻩ ﻧﻮﺭﻭﻥ ﺩﺭ ﺑﺮﺍﺑﺮ‬ ‫ﺷﺮﻭ ﹺﻉ ﭘﺘﺎﻧﺴﻴ ﹺ‬ ‫ﻲ ﮐﻮﺗﺎﻩ ﺍﺻﻄﻼﺣﺎً » ﺩﻭﺭﻩ ي ﺑﻲ ﭘﺎﺳﺨﻲ ﻣﻄﻠﻖ « ﻣﻲ ﮔﻮﻳﻨﺪ‪ }.‬ﻣﻲ‬ ‫ﮏ ﻣﺠﺪﺩ ﻣﻘﺎﻭﻡ ﺍﺳﺖ‪ .‬ﺑﻪ ﺍﻳﻦ ﺩﻭﺭﻩ ي ﺯﻣﺎﻧ ﹺ‬ ‫ﺗﺤﺮﻳ ِ‬ ‫ﻞ ﻓﻮﺕ ﮐﺮﺩﻥ ﺗﺸﺒﻴﻪ ﮐﻨﻴﻢ‪ .‬ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﮐﻪ ﺑﺮﺍي ﻫﺮ ﺑﺎﺭ ﻓﻮﺕ ﮐﺮﺩﻥ ﺑﺎﻳﺴﺘﻲ ﻧﻔﺲ ﺭﺍ ﺑﻪ‬ ‫ﺗﻮﺍﻧﻴﻢ ﺍﻳﻦ ﻓﺮﺍﻳﻨﺪ ﺭﺍ ﺑﻪ ﻋﻤ ﹺ‬ ‫ﻦ ﻫﺮ ﺩﻭ ﻓﻮﺕ ﻳﮏ ﻭﻗﻔﻪ ي ﺗﻨﻔﺴﻲ ﻻﺯﻡ ﺍﺳﺖ ﻭ ﻣﺎ ﻧﻤﻲ ﺗﻮﺍﻧﻴﻢ ﭘﻴﻮﺳﺘﻪ‬ ‫ﺩﺍﺧﻞ ﺑﮑﺸﻴﻢ ﻭ ﺩﻭﺑﺎﺭﻩ ﻓﻮﺕ ﮐﻨﻴﻢ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﺑﻴ ﹺ‬ ‫ﻓﻮﺕ ﮐﻨﻴﻢ‪{.‬‬

‫ﻞ ﻋﻤﻞ ﺑﺴﻴﺎﺭ‬ ‫ﺟﺎﻟﺐ ﺍﺳﺖ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺍﻧﺘﻘﺎﻝ ﭘﺘﺎﻧﺴﻴ ﹺ‬ ‫ﺁﻫﺴﺘﻪ ﺗﺮ ﺍﺯ ﺍﻧﺘﻘﺎﻝ ﺍﻟﮑﺘﺮﻳﮑﻲ ﺍﺳﺖ ﺯﻳﺮﺍ ﺩﺭ ﭼﻨﻴﻦ‬ ‫ﺍﻧﺘﻘﺎﻟﻲ ﺑﺎﻳﺪ ﻳﻮﻥ ﻫﺎي ﺳﺪﻳﻢ ﺩﺭ ﻧﻘﺎﻁ ﭘﻲ ﺩﺭ ﭘﻲ‬ ‫ﺩﺭ ﺍﻣﺘﺪﺍ ِﺩ ﺍﮐﺴﻮﻥ‪ ،‬ﻣﻨﺘﺸﺮ ﺷﻮﻧﺪ‪ .‬ﺑﺮﺍي ﺭﻓﻊ ﺍﻳﻦ‬ ‫ﮐﺎﺳﺘﻲ ) ﺳﺮﻋﺖِ ﭘﺎﻳﻴﻦ (‪ ،‬ﺁﮐﺴﻮﻥ ﻫﺎي ﺑﺴﻴﺎﺭي ﺍﺯ‬ ‫ﻂ ﭘﻮﺷﺸﻲ ) ﻏﻼﻓﻲ (‬ ‫ﻧﻮﺭﻭﻧﻬﺎي ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﺗﻮﺳ ِ‬ ‫ﺲ ﻳﮏ ﭼﺮﺑﻲ ﺑﻪ ﻧﺎﻡ ﻣﻴﻠﻴﻦ ﭘﻮﺷﺎﻧﺪﻩ ﺷﺪﻩ ﺍﻧﺪ‪.‬‬ ‫ﺍﺯ ﺟﻨ ﹺ‬ ‫ﺁﮐﺴﻮﻥ ﻫﺎي ﺑﺮﺧﻲ ﺩﻳﮕﺮ ﺍﺯ ﻧﻮﺭﻭﻧﻬﺎ ﺍﻳﻦ ﭼﻨﻴﻦ‬ ‫ﻦ ﺧﻮﺩ ﺩﺍﺭﺍي ﺷﮑﺎﻑ ﻫﺎﻳﻲ ﻫﺴﺘﻨﺪ ﮐﻪ ﮔﺮﻩ ي ﺭﺍﻧﻮﻳﻪ‬ ‫ﻑ ﻣﻴﻠﻴ ﹺ‬ ‫ﭘﻮﺷﺸﻲ ﻧﺪﺍﺭﻧﺪ‪ .‬ﺁﮐﺴﻮﻥ ﻫﺎي ﻣﻴﻠﻴﻦ ﺩﺍﺭ ﺩﺭ ﻏﻼ ِ‬

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‫ﻧﺎﻡ ﺩﺍﺭﺩ‪ .‬ﺍﻳﻦ ﮔﺮﻩ ﻫﺎ ﺑﻪ ﭘﺘﺎﻧﺴﻴﻞﹺ ﻋﻤﻞ ﺍﻣﮑﺎﻥ ﻣﻲ ﺩﻫﻨﺪ ﺗﺎ ﺩﺭ ﻃﻮ ﹺﻝ ﺁﮐﺴﻮﻥ ﺍﺯ ﻳﮏ ﮔﺮﻩ ﺑﻪ ﮔﺮﻩ ي ﺩﻳﮕﺮ‬ ‫ﺖ ﭘﺘﺎﻧﺴﻴﻞﹺ ﻋﻤﻞ ﺩﺭ ﻃﻮ ﹺﻝ ﺁﮐﺴﻮﻥ ﻫﺎي ﻣﻴﻠﻴﻦ ﺩﺍﺭ ﺑﺴﻴﺎﺭ ﺳﺮﻳﻊ ﺗﺮ ﺍﺯ ﺁﮐﺴﻮﻥ ﻫﺎي‬ ‫ﺟﻬﺶ ﮐﻨﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺣﺮﮐ ِ‬ ‫ﺑﺪﻭ ِﻥ ﻣﻴﻠﻴﻦ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺭﻗﻢ ﺑﺮﺍي ﺁﮐﺴﻮﻥ ﻫﺎي ﻣﻴﻠﻴﻦ ﺩﺍﺭ ﺑﺮﺍﺑﺮ ﺑﺎ ‪ ٨٠‬ﺗﺎ ‪ ١٠٠‬ﻣﺘﺮ ﺩﺭ ﺛﺎﻧﻴﻪ ﻭ ﺑﺮﺍي ﺁﮐﺴﻮﻥ‬ ‫ﻫﺎي ﺑﺪﻭ ِﻥ ﻣﻴﻠﻴﻦ ﺗﻨﻬﺎ ‪ ٢‬ﺗﺎ ‪ ٣‬ﻣﺘﺮ ﺩﺭ ﺛﺎﻧﻴﻪ ﺍﺳﺖ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﺗﺎ ﺍﻳﻨﺠﺎ ﻧﺸﺎﻥ ﺩﺍﺩﻳﻢ ﮐﻪ ﭼﮕﻮﻧﻪ ﻳﮏ ﭘﺘﺎﻧﺴﻴﻞ ﻋﻤﻞ ﺍﻳﺠﺎﺩ ﻣﻲ ﺷﻮﺩ ﻭ ﺩﺭ ﻃﻮ ﹺﻝ ﺁﮐﺴﻮﻥ ﺣﺮﮐﺖ ﻣﻲ ﮐﻨﺪ‪ .‬ﺣﺎﻝ‬ ‫ﺑﺎﻳﺪ ﺩﻳﺪ ﻭﻗﺘﻲ ﭘﺘﺎﻧﺴﻴﻞ ﻋﻤﻞ ﺑﻪ ﺍﻧﺘﻬﺎي ﺁﮐﺴﻮﻥ ﻣﻲ ﺭﺳﺪ ﭼﻪ ﺍﺗﻔﺎﻗﻲ ﻣﻲ ﺍﻓﺘﺪ ؟‬ ‫ﺩﺭ ﺍﻧﺘﻬﺎي ﺍﮐﺴﻮﻥ ﺑﺮﺟﺴﺘﮕﻲ ﻫﺎي ﮐﻮﭼﮑﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﮐﻪ ﺑﻪ ﺁﻧﻬﺎ ﺍﺻﻄﻼﺣﺎ ً ﺗﮑﻤﻪ ﻫﺎي ﭘﺎﻳﺎﻧﻲ‪ ١‬ﮔﻔﺘﻪ ﻣﻲ‬ ‫ﻞ ﺻﻔﺤﻪ ي ﻗﺒﻞ ﻧﮕﺎﻩ ﮐﻨﻴﺪ ( ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﭘﻴﺎ ﹺﻡ ﻋﺼﺒﻲ ) ﭘﺘﺎﻧﺴﻴﻞﹺ ﻋﻤﻞ ( ﺑﻪ ﺗﮑﻤﻪ ﻫﺎي ﭘﺎﻳﺎﻧﻲ‬ ‫ﺷﻮﺩ‪ ).‬ﺑﻪ ﺷﮑ ﹺ‬ ‫ﻣﻲ ﺭﺳﺪ‪،‬ﺑﺎﻋﺚ ﻣﻲ ﺷﻮﻧﺪ ﺗﺎ ﺗﮑﻤﻪ ﻫﺎي ﭘﺎﻳﺎﻧﻲ ﺍﺯ ﺧﻮﺩ ﻣﻮﺍ ِﺩ ﺷﻴﻤﻴﺎﻳﻲ ﺑﻪ ﻧﺎﻡ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ‪ ٢‬ﺁﺯﺍﺩ‬ ‫ﮐﻨﻨﺪ ‪ .‬ﺍﻳﻦ ﻣﻮﺍﺩ ﺩﺭ ﻓﻀﺎﻳﻲ ﻣﻌﺮﻭﻑ ﺑﻪ ﻓﻀﺎي ﺳﻴﻨﺎﭘﺴﻲ ﺁﺯﺍﺩ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬

‫ﻣﻨﻈﻮﺭ ﺍﺯ ﻓﻀﺎي ﺳﻴﻨﺎﭘﺴﻲ ﭼﻴﺴﺖ ؟‬ ‫ﻧﻮﺭﻭﻥ ﻫﺎ ﮐﺎﻣﻼً ﺑﻪ ﻳﮑﺪﻳﮕﺮ ﻣﺘﺼﻞ ﻧﻴﺴﺘﻨﺪ‪ ،‬ﺑﻠﮑﻪ ﺑﻴﻦ ﻳﮏ ﻧﻮﺭﻭﻥ ﻭ ﻧﻮﺭﻭ ِﻥ ﻣﺠﺎﻭﺭﺵ ﻓﻀﺎي ﺑﺴﻴﺎﺭ ﮐﻮﭼﮑﻲ‬ ‫ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﮐﻪ ﺑﻪ ﺁﻥ ﻓﻀﺎي ﺳﻴﻨﺎﭘﺴﻲ ﻳﺎ ﺳﻴﻨﺎﭘﺲ‪ ٣‬ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﺷﮑﻞ ﻣﻘﺎﺑﻞ(‬

‫‪terminal buttons ١‬‬ ‫‪ :neurotransmitter ٢‬ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ‪ .‬ﺳﻠﻮﻝ ﻫﺎي ﻋﺼﺒﻲ ﺑﻪ ﻭﺳﻴﻠﻪ ي ﻣﻮﺍ ِﺩ ﺷﻴﻤﻴﺎﻳﻲ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺍﺭﺗﺒﺎﻁ ﺑﺮﻗﺮﺍﺭ ﻣﻲ‬ ‫ﮐﻨﻨﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﻣﻮﺍ ِﺩ ﺷﻴﻤﻴﺎﻳﻲ ﺍﺻﻄﻼﺣﺎً ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺍﺻﻄﻼﺡ ﺭﺍ ﻋﺼﺐ –ﺭﺳﺎﻧﻪ ﻧﻴﺰ ﺗﺮﺟﻤﻪ ﮐﺮﺩﻩ ﺍﻧﺪ‪–.‬‬ ‫ﻡ‬ ‫‪ : synaps ٣‬ﭘﻴﻮﻧﺪﮔﺎﻩ ﺑﻴﻦ ﻳﮏ ﻧﻮﺭﻭﻥ ﺑﺎ ﻧﻮﺭﻭ ِﻥ ﻣﺠﺎﻭﺭ ) ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ﮐﺎﻻﺕ ﺹ ‪( ٤٣‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﺷﺸﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴ‬

‫ﻓﻀﺎي ﺳﻴﻨﺎﭘﺴﻲ ﺁﺁﺯﺍﺩ ﺷﺪﻧﺪ ﺑﺮ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﻧﻮﺭﻭ ِﻥ ﻣﺠﺎﻭﺭ ﺗﺎﺛﻴﻴﺮ‬ ‫ﻋﺼﺒﻲ ﺩﺭ ي‬ ‫ﻲ‬ ‫ﮕﺎﻣﻲ ﮐﻪ ﺍﻧﺘﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي‬ ‫ﻫﻨﮕ‬ ‫ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺩﻳﮕﺮ ﻣﻨﺘﻘﻞ ﻲ‬ ‫ﻳﮏ ﻧﻮﺭﻭﻥ ﺑﻪ ﻧﻮﺭﻭﻥ ﮕﺮ‬ ‫ﻣﻲ ﮔﺬﺍﺭﻧﺪ ﻭ ﺑﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﭘﻴﺎﻡ ﺍﺯ ﮏ‬ ‫ﻂ ﺩﺭ ﻳﮏ ﺟﺟﻬﺖ ﺍﻧﺘﻘﺎﻝ ﻣﻲ ﻳﺎﺑﺪ‪ ،‬ﺑﺑﻪ ﻧﻮﺭﻭﻧﻲ ﮐﻪ ﺍﻧﺘﻘﺎﻝ ﺩﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﺭﺍ ﺩﺩﺭ‬ ‫ﻳﮏ ﭘﻴﺎﻡ ﻓﻘﻂ‬ ‫ﺍﺯ ﺁﺁﻧﺠﺎ ﮐﻪ ﮏ‬ ‫ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﻪ‬ ‫ﻨﺎﭘﺴﻲ‪ ٢‬ﻪ‬ ‫ﻧﻮﺭﻭ ِﻥ ﭘﺲ ﺳﻴﻨﺎ‬ ‫ﺳﻴﻨﺎﭘﺴﻲ‪ ١‬ﻭ ﺑﺑﻪ ﻧﻮﺭﻭ ِﻥ ﮔﮔﻴﺮﻧﺪﻩ‪ ،‬ﻭ‬ ‫ﺳﻴﻨﺎﺎﭘﺲ ﺁﺯﺍﺩ ﻣﻣﻲ ﮐﻨﺪ ﻧﻮﺭﺭﻭ ِﻥ ﭘﻴﺶ ﺳﻴ‬ ‫ﺻﻄﻼﺣﺎً ﺍﻧﺘﻘﻘﺎ ﹺﻝ‬ ‫ﮔﻮﻳﻨﺪ‪.‬‬ ‫ﺪ‬ ‫ﺳﻴﻨﺎﭘﺴﻲ ﻣﻲ‬ ‫ﻲ‬ ‫ﺍﻳﻦ ﻋﻤﻞ ﻧﻴﺰ ﺍﺻ‬

‫‪pre synap‬‬ ‫‪ptic neuronn ١‬‬ ‫‪post synap‬‬ ‫‪ptic neuronn ٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﺍﻧﺘﻘﺎ ﹺﻝ ﺳﻴﻨﺎﭘﺴﻲ ‪:‬‬ ‫ﻖ ﺳﻴﻨﺎﭘﺲ ﺍﻧﺘﻘﺎﻝ ﻣﻲ ﻳﺎﺑﺪ‪ ،‬ﺑﻪ ﺩﻭ ﺷﮑﻞ ﻣﻲ ﺗﻮﺍﻧﺪ ﻧﻮﺭﻭ ِﻥ ﻣﺠﺎﻭﺭ ﺭﺍ ﺗﺤﺮﻳﮏ ﮐﻨﺪ ‪:‬‬ ‫ﭘﻴﺎﻣﻲ ﮐﻪ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺐ ﺑﺮﺍﻧﮕﻴﺨﺘﮕﻲ ) ﻓﻌﺎﻝ ﺳﺎﺯي ( ﻧﻮﺭﻭ ِﻥ ﻣﺠﺎﻭﺭ ﺷﻮﺩ‪.‬‬ ‫‪ .١‬ﻣﻲ ﺗﻮﺍﻧﺪ ﻣﻮﺟ ﹺ‬ ‫ﺐ ﺑﺎﺯﺩﺍﺭي ) ﻣﻬﺎ ﹺﺭ( ﻧﻮﺭﻭ ِﻥ ﻣﺠﺎﻭﺭ ﺷﻮﺩ‪.‬‬ ‫‪ .٢‬ﻣﻲ ﺗﻮﺍﻧﺪ ﻣﻮﺟ ﹺ‬

‫ﻖ ﻧﻮﻉ ﻭ ﺗﻌﺪﺍ ِﺩ‬ ‫ي ﺁﻥ‪ ،‬ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻲ ﻧﻮﺭﻭ ِﻥ ﻣﺠﺎﻭﺭﺵ ﺷﻮﺩ ﻭ ﻳﺎ ﺑﺎﺯﺩﺍﺭ ﹺ‬ ‫ﺐ ﺑﺮﺍﻧﮕﻴﺨﺘﮕ ﹺ‬ ‫ﺍﻳﻨﮑﻪ ﻳﮏ ﻧﻮﺭﻭﻥ‪ ،‬ﻣﻮﺟ ﹺ‬ ‫ﻲ ﺁﺯﺍﺩ ﺷﺪﻩ ﺩﺭ ﻓﻀﺎي ﺳﻴﻨﺎﭘﺴﻲ ﻣﺸﺨﺺ ﻣﻲ ﺷﻮﺩ‪ .‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺳﻮﺍﻝ ﮐﻨﻴﺪ‪ ،‬ﺍﻧﺘﻘﺎﻝ‬ ‫ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒ ﹺ‬ ‫ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﭼﮕﻮﻧﻪ ﻗﺎﺩﺭﻧﺪ ﻧﻮﺭﻭ ِﻥ ﻣﺠﺎﻭﺭ ﺭﺍ ﺑﺮﺍﻧﮕﻴﺨﺘﻪ ﻭ ﻳﺎ ﺑﺎﺯﺩﺍﺭي ﮐﻨﻨﺪ ؟ ﺩﺭ ﭘﺎﺳﺦ ﺑﺎﻳﺪ ﮔﻔﺖ ﮐﻪ‬ ‫ﻲ ﺳﻠﻮﻝ ﻫﺎي ﻣﺠﺎﻭﺭ ﺍﻧﺠﺎﻡ ﻣﻲ‬ ‫ﻞ ﻏﺸﺎﻳ ﹺ‬ ‫ﺶ ﭘﺘﺎﻧﺴﻴ ﹺ‬ ‫ﻖ ﺍﻓﺰﺍﻳﺶ ﻳﺎ ﮐﺎﻫ ﹺ‬ ‫ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﺍﻳﻦ ﮐﺎﺭ ﺭﺍ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺕ ﺩﻳﮕﺮ‪:‬‬ ‫ﺩﻫﻨﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﻞ ﺩﺭﻭﻥ‬ ‫ﻑ ﭘﺘﺎﻧﺴﻴ ﹺ‬ ‫ﻞ ﻏﺸﺎﺀ ﺭﺍ ﮐﺎﻫﺶ ﺩﻫﻨﺪ ) ﻳﻌﻨﻲ ﺍﺧﺘﻼ ِ‬ ‫ƒ ﺍﮔﺮ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﭘﺘﺎﻧﺴﻴ ﹺ‬ ‫ﻭ ﺑﻴﺮﻭﻥ ﻧﻮﺭﻭﻥ ﺑﻴﺸﺘﺮ ﺷﻮﺩ ( ‪ ،‬ﺍﺣﺘﻤﺎ ﹺﻝ ﺷﻠﻴﮏ ﻧﻮﺭﻭ ِﻥ ﻣﺠﺎﻭﺭ ) ﻧﻮﺭﻭ ِﻥ ﭘﺲ ﺳﻨﺎﭘﺴﻲ ( ﺍﻓﺰﺍﻳﺶ‬ ‫ﻣﻲ ﻳﺎﺑﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ ﺍﺻﻄﻼﺣﺎً ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﻧﻮﺭﻭ ِﻥ ﻣﺠﺎﻭﺭ ﺑﺮﺍﻧﮕﻴﺨﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﻑ ﭘﺘﺎﻧﺴﻴﻞﹺ‬ ‫ﻞ ﻏﺸﺎﺀ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﺩﻫﻨﺪ ) ﻳﻌﻨﻲ ﺍﺧﺘﻼ ِ‬ ‫ƒ ﭼﻨﺎﻧﭽﻪ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﭘﺘﺎﻧﺴﻴ ﹺ‬ ‫ﮏ ﻧﻮﺭﻭ ِﻥ ﻣﺠﺎﻭﺭ ﮐﺎﻫﺶ ﻣﻲ ﻳﺎﺑﺪ‪ .‬ﺩﺭ ﺍﻳﻦ‬ ‫ﺩﺭﻭﻥ ﻭ ﺑﻴﺮﻭﻥ ﻧﻮﺭﻭﻥ ﮐﻤﺘﺮ ﺷﻮﺩ (‪ ،‬ﺍﺣﺘﻤﺎ ﹺﻝ ﺷﻠﻴ ِ‬ ‫ﺣﺎﻟﺖ ﺍﺻﻄﻼﺣﺎً ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﻧﻮﺭﻭ ِﻥ ﻣﺠﺎﻭﺭ ﺑﺎﺯﺩﺍﺭي ) ﻣﻬﺎﺭ( ﺷﺪﻩ ﺍﺳﺖ‪ ) .١‬ﺑﺎﺯﺩﺍﺭﻧﺪﻩ(‬

‫‪ ١‬ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏِ ﮐﺎﺭﻟﺴﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﭘﮋﻫﺎﻥ – ﻧﺸ ﹺﺮ ﻏﺰﻝ – ﺻﻔﺤﻪ ي ‪٤٤ -٢٦-٢٥ -٣٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﺑﻨﺎﺑﺮﺍﻳﻦ ﻣﻴﺰﺍ ِﻥ ﺍﻧﺘﻘﺎ ﹺﻝ ﻳﮏ ﭘﻴﺎﻡ‪ ،‬ﺑﺴﺘﮕﻲ ﺑﻪ ﺑﺮﺁﻳﻨ ِﺪ ﭘﻴﺎﻡ ﻫﺎي ﺑﺮﺍﻧﮕﻴﺰﺍﻧﻨﺪﻩ ﻭ ﺑﺎﺯﺩﺍﺭﻧﺪﻩ ﺍي ﺩﺍﺭﺩ ﮐﻪ ﻧﻮﺭﻭﻥ ﺍﺯ‬ ‫ﻲ ﺍﻳﻦ ﭘﻴﺎﻡ ﻫﺎ‪ ،‬ﺑﺎﻋﺚ ﺷﻮﺩ ﮐﻪ‬ ‫ﺕ ﺩﻳﮕﺮ‪ ،‬ﺍﮔﺮ ﺑﺮﺁﻳﻨ ِﺪ ﺗﻤﺎﻣ ﹺ‬ ‫ﻖ ﺗﮑﻤﻪ ﻫﺎي ﭘﺎﻳﺎﻧﻲ ﺩﺭﻳﺎﻓﺖ ﻣﻲ ﮐﻨﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﻃﺮﻳ ﹺ‬ ‫ﻧﻮﺭﻭﻥ ﺑﻪ ﺁﺳﺘﺎﻧﻪ ي ﺗﺤﺮﻳﮏ ﺑﺮﺳﺪ‪ ،‬ﻃﺒﻴﻌﺘﺎً ﻧﻮﺭﻭﻥ ﺷﻠﻴﮏ ﻣﻲ ﮐﻨﺪ‪ ،‬ﺩﺭ ﻏﻴﺮ ﺍﻳﻦ ﺻﻮﺭﺕ ﺷﻠﻴﮑﻲ ﺻﻮﺭﺕ ﻧﻤﻲ‬ ‫ﮔﻴﺮﺩ‪.١‬‬

‫ﺕ ﺩﻳﮕﺮ‪ ،‬ﺗﮑﻤﻪ‬ ‫ﻫﻤﭽﻨﻴﻦ ﻻﺯﻡ ﺍﺳﺖ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺍﻧﺘﻘﺎ ﹺﻝ ﺳﻴﻨﺎﭘﺴﻲ‪ ،‬ﺗﻨﻬﺎ ﺩﺭ ﻳﮏ ﺟﻬﺖ ﺍﻣﮑﺎﻥ ﭘﺬﻳﺮ ﺍﺳﺖ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﺕ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺳﻠﻮ ﹺﻝ ﮔﻴﺮﻧﺪﻩ ﺍﺭﺳﺎﻝ ﺩﺍﺷﺘﻪ‪ ،‬ﺍﻣﺎ ﻣﺘﻘﺎﺑﻼً ﭘﻴﺎﻣﻲ ﺩﺭﻳﺎﻓﺖ ﻧﻤﻲ ﮐﻨﺪ‪.‬‬ ‫ي ﭘﺎﻳﺎﻧﻲ ﺍﻃﻼﻋﺎ ِ‬ ‫ﻑ ﻫﺮ ﮔﻴﺮﻧﺪﻩ ي ﻧﻮﺭﻭﻥ ﺗﻨﻬﺎ ﻳﮏ ﺳﻴﻨﺎﭘﺲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‬ ‫ﺗﺎ ﺍﻳﻨﺠﺎ ﻃﻮﺭي ﺻﺤﺒﺖ ﮐﺮﺩﻩ ﺍﻳﻢ ﮐﻪ ﮔﻮﻳﻲ ﺩﺭ ﺍﻃﺮﺍ ِ‬ ‫ﺍﻣﺎ ﺩﺭ ﻭﺍﻗﻊ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺩﺭ ﻣﻨﻄﻘﻪ ي ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﻫﺮ ﻧﻮﺭﻭﻥ‪ ،‬ﺑﻪ ﻃﻮ ﹺﺭ ﻣﻌﻤﻮﻝ ﻫﺰﺍﺭﺍﻥ ﺳﻴﻨﺎﭘﺲ ﻭﺟﻮﺩ‬ ‫ﻲ‬ ‫ﻞ ﺁﺯﺍﺩ ﺷﺪ ِﻥ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒ ﹺ‬ ‫ﺩﺍﺭﺩ‪ .‬ﺍﻳﻦ ﺳﻴﻨﺎﭘﺲ ﻫﺎ‪ ،‬ﺍﮐﺜﺮﺍًﺳﻴﻨﺎﭘﺲ ﻫﺎي ﻣﺴﺘﻘﻴﻢ ﻫﺴﺘﻨﺪ‪ .‬ﻳﻌﻨﻲ ﻣﺤ ﹺ‬ ‫ﻞ ﮔﻴﺮﻧﺪﻩ ﻫﺎ ﹺ‬ ‫ﻳﮏ ﻧﻮﺭﻭﻥ ﺑﺴﻴﺎﺭ ﻧﺰﺩﻳﮏ ﺑﻪ ﻣﺤ ﹺ‬ ‫ي ﻧﻮﺭﻭﻥ ﺩﻳﮕﺮ ﺍﺳﺖ‪.‬‬

‫ﻧﮑﺘﻪ ي ﺩﻳﮕﺮي ﮐﻪ ﺑﺪ ﻧﻴﺴﺖ ﺑﻪ ﺁﻥ ﺍﺷﺎﺭﻩ ﺷﻮﺩ‪ ،‬ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﻧﺒﺎﻳﺪ ﺗﺼﻮﺭ ﮐﻨﻴﺪ ﻫﺮ ﻧﻮﺭﻭﻥ ﺗﻨﻬﺎ ﻳﮏ ﻧﻮﻉ‬ ‫ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺁﺯﺍﺩ ﻣﻲ ﮐﻨﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﺑﺴﻴﺎﺭي ﺍﺯ ﻧﻮﺭﻭﻧﻬﺎ ﺩﻭ ﻳﺎ ﭼﻨﺪ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺁﺯﺍﺩ‬ ‫ﻣﻲ ﮐﻨﻨﺪ‪.‬‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﮔﻔﺘﻴﻢ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﺍﺯ ﻧﻮﺭﻭ ِﻥ ﭘﻴﺶ ﺳﻴﻨﺎﭘﺴﻲ ﺑﻪ ﺩﺭﻭ ِﻥ ﻓﻀﺎي ﺳﻴﻨﺎﭘﺴﻲ ﺁﺯﺍﺩ ﻣﻲ‬ ‫ﺷﻮﻧﺪ‪ .‬ﺳﭙﺲ ﺍﻳﻦ ﻣﻮﺍﺩ ﺑﺎ ﺍﺗﺼﺎﻝ ﺑﻪ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﻧﻮﺭﻭ ِﻥ ﭘﺲ ﺳﻴﻨﺎﭘﺴﻲ ﻣﻨﺠﺮ ﺑﻪ ﺷﺮﻭ ﹺﻉ ﻭﺍﮐﻨﺶ ﻣﻲ ﺷﻮﻧﺪ‪.٢‬‬

‫‪ ١‬ﺑﻪ ﭘﻴﺎﻡ ﻫﺎي ﺑﺮﺍﻧﮕﻴﺰﺍﻧﻨﺪﻩ ﺍﺻﻄﻼﺣﺎً ) ‪ ( Excitatory post synaptic potential =Epsp‬ﻭ ﺑﻪ ﭘﻴﺎﻡ ﻫﺎي ﺑﺎﺯﺩﺍﺭﻧﺪﻩ ) ‪= Ipsp‬‬ ‫‪ ( Inhibitory post synaptic potential‬ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ : e .‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٧‬‬ ‫ﺖ ﺗﮑﺎﻧﻪ ﻫﺎي ﻋﺼﺒﻲ ﺩﺭ ﻣﻴﺎ ِﻥ ﺳﻴﻨﺎﭘﺲ ﺍﺳﺎﺳﺎً‬ ‫ﺖ ﺗﮑﺎﻧﻪ ﻫﺎي ﻋﺼﺒﻲ ﺩﺭ ﻃﻮ ﹺﻝ ﻧﻮﺭﻭﻥ ﺍﺳﺎﺳﺎً ﺍﻟﮑﺘﺮﻳﮑﻲ ﺍﺳﺖ‪ ،‬ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﻫﺪﺍﻳ ِ‬ ‫‪ ٢‬ﻫﺪﺍﻳ ِ‬ ‫ﺷﻴﻤﻴﺎﻳﻲ ﺍﺳﺖ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي‬ ‫ﻧﺸﺮ ﺳﻨﺒﻠﻪ – ﺻﻔﺤﻪ ي ‪( ١٧٢‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﺷﺸﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴ‬

‫ﺭﺍ ﺩﺍﺭﻧﺪ‪ ) .‬ﻣﻣﺜﻼ ً ﺩﻭﭘﺎﻣﻴﻴﻦ‬ ‫ﺨﺘﻠﻔﻲ ﺍﺯ ﮔﮔﻴﺮﻧﺪﻩ ﻫﺎ ﺍ‬ ‫ﺍﮐﺜﺮ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻫﻨﺪﻩ ﻫﺎي ﻋﻋﺼﺒﻲ‪ ،‬ﺗﻮﺍﻧﺎﺎﻳﻲ ﺍﺗﺼﺎﻝ ﺑﻪ ﺍﻧﻮﺍ ﹺﻉ ﻣﺨ‬ ‫ﺮﹺ‬ ‫ﻧﻴﺰ ﺍﺯ ﻧﻮﻋﻲ ﺑﻪ‬ ‫ﺶ ﮔﮔﻴﺮﻧﺪﻩ ﻫﺎ ﻴﺰ‬ ‫ﺩﺍﺭﺩ (‪ .‬ﻧﺤﻮﻩ ي ﻭﺍﮐﻨ ﹺ‬ ‫ﺣﺪﺍﻗﻞ ‪ ١٠‬ﻧﻮﻉ ﮔﮔﻴﺮﻧﺪﻩ ﺩ‬ ‫ﻞ‬ ‫ﻧﻮﻉ ﻭ ﺳﺮﻭﺗﻮﻮﻧﻴﻦ‬ ‫ﺩﺳﺖ ﮐﻢ ‪ ٥‬ﻮﻉ‬ ‫ﺖ‬ ‫ِ‬ ‫ِ‬ ‫ﮎ ﺑﻬﺘﺮ ﻣﻮﻮﺿﻮﻉ ﻣﻲ‬ ‫ﺩﺭﮎ‬ ‫ﻧﻮ ﹺﻉ ﺩﻳﮕﺮ ﻣﺘﻔﻔﺎﻭﺕ ﺍﺳﺖ‪ .‬ﺑﺮﺍي‬ ‫ﺗﻮﺍﻧﻧﻴﻢ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻫﻨﺪﻩ ﻫﺎي ﻋﻋﺼﺒﻲ ﺭﺍ ﺑﻪ ﮐﻠﻴﺪ ﻭ ﮔﻴﺮﺮﻧﺪﻩ ﻫﺎ ﺭﺍ‬ ‫ﻳﮏ ﮐﻠﻴﺪ ﺑﺮﺮﺍي ﺍﻳﻨﮑﻪ‬ ‫ﺑﻪ ﻗﻗﻔﻞ ﺗﺸﺒﻴﻪ ﮐﻨﻴﻢ‪ .‬ﻫﻤﺎﻧﻄﻄﻮﺭ ﮐﻪ ﮏ‬ ‫ﻳﮏ ﻗﻔﻞ ﺷﻮﻮﺩ ﺑﺎﻳﺴﺘﻲ ﻣﻣﺘﻨﺎﺳﺐ ﺑﺎ ﻗﻗﻔﻞ ﺑﺎﺷﺪ‪،‬‬ ‫ﻞ ﮏ‬ ‫ﺑﺘﻮﺍﺍﻧﺪ ﺩﺍﺧ ﹺ‬ ‫ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﻭ‬ ‫ﻦ ﻝ‬ ‫ﻲ ﺑﻴ ﹺ‬ ‫ﺩﺭ ﺍﻳﻨﺠﺎ ﻧﻴﺰ ﺑﺎﻳﻳﺴﺘﻲ ﺗﻨﺎﺳﺒﻲ‬ ‫ﮔﻴﺮﺮﻧﺪﻩ ﻭﺟﻮﺩ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪﺪ‪ .‬ﺑﻪ ﻃﻮﺭ ﮐﮐﻠﻲ ﻣﻲ ﺗﻮﺍﻥ ﮔﻴﺮﻧﺪﻩ‬ ‫ﻫﺎ ﺭﺭﺍ ﺑﻪ ﺩﻭ ﺩﺳﺘﺘﻪ ي ﮐﻠﻲ ﺗﺗﻘﺴﻴﻢ ﻧﻤﻮﺩ ‪:‬‬ ‫ﻞ ﺑﻪ ﮐﺎﻧﺎ ﹺﻝ ﻳﻮﻮﻧﻲ‪ ) ١‬ﺗﺼﻮﻮﻳ ﹺﺮ ﻣﻘﺎﺑﻞ‬ ‫‪ .١‬ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﻣﺘﺼﻞ‬ ‫ﺍﻳﻦ ﮔﻴﺮﻧﺪﻩ ﻫﺎ ﻣﺴﺘﻘﻴﻤﺎ ً ﺑﻪ ﻭﺳﻴﻠﻪ ي ﺍﻧﺘﻘﺎﻝ‬ ‫( ‪ :‬ﻳﻦ‬ ‫ﺩﻫﻨﺪﻩ ﻫﻫﺎي ﻋﺼﺒﻲ ﻓﻌﺎﻝ ﻣﻲ ﺷﺷﻮﻧﺪ‪.‬‬ ‫‪٢‬‬

‫ﻞ ﺑﻪ ﭘﺮﻭﺗﺌﺌﻴﻦ ﻫﺎي ‪G‬‬ ‫‪ .٢‬ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﻣﺘﺼﻞ‬

‫‪ :‬ﺍﻳﻦ‬

‫ﮔﻴﺮﻧﺪﻩ ﻫﺎ ﺑﻪ ﻃﻮ ﹺﺭ ﻏﻴﺮ ﻣﺴﺘﻘﻘﻴﻢ ﻭ ﺍﺯ ﺭﺭﺍ ِﻩ ﻧﺴﺒﺘﺎ ً‬ ‫ﻲ ﺷﻮﻧﺪ‪.‬‬ ‫ﭘﻴﭽﻴﺪﻩ ﺍي ﻓﻌﺎﻝ ﻣﻲ‬ ‫ﻴﺮ‬ ‫ﺗﺎﺛﻴﺮ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻫﻨﺪﻩ ﻫﺎي ﻋﻋﺼﺒﻲ ﺑﺮ ﮔﮔﻴﺮﻧﺪﻩ ﻫﺎي ﻧﻮ ﹺﻉ ﺩﻭﻡ‬ ‫ﻧﻮ ﹺﻉ‬ ‫ﺕ ﮔﻴﺮﻧﺪﺪﻩ ﻫﺎي ﻮ‬ ‫ﺻﻴﺎ ِ‬ ‫ﻫﺎي ﻧﻮ ﹺﻉ ﺍﻭﻝ ﺍﻧﺪﮐﻲ ﻣﺘﻔﻔﺎﻭﺕ ﺍﺳﺖ‪ .‬ﺍﺯ ﺧﺼﻮﺻ‬ ‫ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺗﺗﺎﺛﻴﺮﺷﺎﻥ ﺑﺮ ﮔﻴﺮﻧﺪﻩ ي‬ ‫ﺑﻴﺸﺘﺮ ﺍﺳﺖ‪ ).‬ﭘﻴﻨﻴﻨﻞ ‪(١٩٩٧‬‬ ‫ي ﺑﻴﻴﺸﺘﺮ ﻭ ﮔﻮﻧﺎﺎﮔﻮﻧﻲ ﺮ‬ ‫ﻡ‬ ‫ﺩﻭﻡ‪ ،‬ﺍﻧﺘﺸﺎ ﹺﺭ ﮔﺴﺴﺘﺮﺩﻩ ﺗﺮ ﺍﻣﺎﺎ ﺑﺎ ﺳﺮﻋﺘﻲ ﺁﻫﺴﺘﻪ ﺗﺮ‪ ،‬ﻣﺎﻧﺪﮔﺎﺭ ﹺ‬

‫‪Ion –chaannel linked‬‬ ‫‪d receptorss ١‬‬ ‫‪G – prootein linked‬‬ ‫‪d receptorss ٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﭙﺮﺳﻴﺪ ﭼﻪ ﭼﻴﺰي ﺁﺯﺍﺩ ﺷﺪﻥ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﺩﺭ ﻓﻀﺎي ﺳﻴﻨﺎﭘﺴﻲ ﺭﺍ ﻣﺘﻮﻗﻒ ﻣﻲ ﮐﻨﺪ؟‬ ‫ﺕ ﺩﻳﮕﺮ‪ ،‬ﺁﺯﺍﺩ ﺷﺪ ِﻥ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﺗﺎ ﭼﻪ ﻣﺪﺕ ﺍﺩﺍﻣﻪ ﺩﺍﺭﺩ ؟ ﺩﻭ ﻣﮑﺎﻧﻴﺴ ﹺﻢ ﻣﺨﺘﻠﻒ ﺍﺯ ﺗﺎﺛﻴ ﹺﺮ‬ ‫ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﺕ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﺑﺮ ﻧﻮﺭﻭﻧﻬﺎي ﭘﺲ ﺳﻴﻨﺎﭘﺴﻲ ﺟﻠﻮﮔﻴﺮي ﻣﻲ ﮐﻨﺪ ‪:‬‬ ‫ﻃﻮﻻﻧﻲ ﻣﺪ ِ‬ ‫ي ﻣﺠﺪﺩ‪ : ١‬ﺩﺭ ﺍﻳﻦ ﻋﻤﻞ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﺍﺯ ﻓﻀﺎي ﺳﻴﻨﺎﭘﺴﻲ ﺟﻤﻊ ﺁﻭﺭي ﺷﺪﻩ ﻭ‬ ‫‪ .١‬ﺟﻤﻊ ﺁﻭﺭ ﹺ‬ ‫ﻞ ﻧﻮﺭﻭﻥ ﭘﻴﺶ ﺳﻴﻨﺎﭘﺴﻲ ﺑﺮﮔﺮﺩﺍﻧﺪﻩ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫ﺑﻪ ﺩﺍﺧ ﹺ‬ ‫ﻲ ﻣﻮﺟﻮﺩ ﺩﺭ ﻓﻀﺎي ﺳﻴﻨﺎﭘﺴﻲ‬ ‫ﻖ ﺍﻳﻦ ﻣﮑﺎﻧﻴﺴﻢ‪ ،‬ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒ ﹺ‬ ‫‪ .٢‬ﺗﺠﺰﻳﻪ ي ﺁﻧﺰﻳﻤﻲ‪ : ٢‬ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻞ ﺁﻧﺰﻳﻢ ﻫﺎ ﺗﮑﻪ ﺗﮑﻪ ﺷﺪﻩ ﻭ ﺗﺠﺰﻳﻪ ﻣﻲ ﮔﺮﺩﻧﺪ‪.‬‬ ‫ﻂ ﻋﻤ ﹺ‬ ‫ﺗﻮﺳ ِ‬

‫‪ : re –uptake ١‬ﺑﺎﺯ ﺟﺬﺏ‬ ‫‪ ٢‬ﺁﻧﺰﻳﻢ ﻫﺎ‪ ،‬ﻣﻮﻟﮑﻮﻝ ﻫﺎي ﭘﺮﻭﺗﺌﻴﻨﻲ ﻫﺴﺘﻨﺪ ﮐﻪ ﺑﻪ ﻋﻨﻮﺍﻥ ﮐﺎﺗﺎﻟﻴﺰﻭﺭ ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ‪ ،‬ﻳﻌﻨﻲ ﺑﻲ ﺁﻧﮑﻪ ﺟﺰﺋﻲ ﺍﺯ ﻣﺤﺼﻮ ﹺﻝ ﻧﻬﺎﻳﻲ ﺷﻮﻧﺪ‪،‬‬ ‫ﺍﻧﺠﺎ ﹺﻡ ﻭﺍﮐﻨﺶ ﻫﺎي ﺷﻴﻤﻴﺎﻳﻲ ﺭﺍ ﺗﺴﻬﻴﻞ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ ﺁﻧﺰﻳﻢ ﻫﺎﻳﻲ ﻧﻴﺰ ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ ﮐﻪ ﺑﻪ ﻫﻤﺎﻥ ﺗﺮﺗﻴﺐ ﮐﻪ ﻣﻮﻟﮑﻮﻝ ﻫﺎ ﺭﺍ ﺑﻪ‬ ‫ﮏ ﮐﺎﺭﻟﺴﻮﻥ – ﺗﺮﺟﻤﻪ‬ ‫ﻫﻢ ﻣﻲ ﭼﺴﺒﺎﻧﻨﺪ‪ ،‬ﺁﻧﻬﺎ ﺭﺍ ﺷﮑﺴﺘﻪ ﻭ ﺍﺯ ﻫﻢ ﺟﺪﺍ ﻣﻲ ﺳﺎﺯﻧﺪ‪ ).‬ﺗﺠﺰﻳﻪ ﻣﻲ ﮐﻨﻨﺪ ( ) ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳ ِ‬ ‫ي ﺩﮐﺘﺮ ﭘﮋﻫﺎﻥ – ﻧﺸ ﹺﺮ ﻏﺰﻝ – ﺻﻔﺤﻪ ي ‪( ٢٦-٢٥‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ‪: ١‬‬ ‫ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ‪ ٦‬ﺩﺳﺘﻪ ﺗﻘﺴﻴﻢ ﮐﺮﺩ ‪:‬‬ ‫‪ .١‬ﻧﻮﺭﻭﭘﭙﺘﻴﺪ ﻫﺎ‪ : ٢‬ﺍﻳﻦ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎ ﻣﻮﻟﮑﻮﻝ ﻫﺎي ﺑﺰﺭﮔﻲ ﻫﺴﺘﻨﺪ ﮐﻪ ﺧﻮﺩ ﺑﻪ ﺩﻭ ﺩﺳﺘﻪ ﺗﻘﺴﻴﻢ ﻣﻲ‬ ‫ﺷﻮﻧﺪ‪:‬‬ ‫ﺖ ﻧﻮﺭﻭﻧﻬﺎ ﺑﺮ ﺭﻭي ﭘﻴﺎﻡ‬ ‫ƒ ﺗﻨﻈﻴﻢ ﮐﻨﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ‪ : ٣‬ﺍﻳﻦ ﻣﻮﻟﮑﻮﻝ ﻫﺎ ﺑﺮ ﻣﻴﺰﺍ ِﻥ ﺣﺴﺎﺳﻴ ِ‬ ‫ﻫﺎ‪ ٤‬ﺍﺛﺮ ﻣﻲ ﮔﺬﺍﺭﻧﺪ‪ .‬ﺍﻣﺎ ﺧﻮ ِﺩ ﺍﻳﻦ ﻣﻮﻟﮑﻮﻝ ﻫﺎ ﻫﻴﭻ ﮔﻮﻧﻪ ﭘﻴﺎﻣﻲ ﺑﻪ ﻧﻮﺭﻭﻧﻬﺎي ﺩﻳﮕﺮ ﻧﻤﻲ‬ ‫ﻓﺮﺳﺘﻨﺪ‪.‬‬ ‫ﺶ ﺍﺳﺎﺳﻲ‬ ‫ƒ ﺍﻧﺪﻭﺭﻓﻴﻦ ﻫﺎ‪ : ٥‬ﻳﮑﻲ ﺍﺯ ﻣﻬﻤﺘﺮﻳﻦ ﻧﻮﺭﻭﭘﭙﺘﻴﺪ ﻫﺎ ﻫﺴﺘﻨﺪ‪ .‬ﺍﻳﻦ ﻣﻮﻟﮑﻮﻝ ﻫﺎ ﻧﻘ ﹺ‬ ‫ﺏ ﺩﺭﺩ ﺍﻳﻔﺎ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﻣﻮﺍﺩي ﻧﻈﻴ ﹺﺮ‬ ‫ﺖ ﺳﻴﺴﺘﻢ ﻫﺎي ﺩﺧﻴﻞ ﺩﺭ ﻟﺬﺕ ﻭ ﺳﺮﮐﻮ ﹺ‬ ‫ﺩﺭ ﻓﻌﺎﻟﻴ ِ‬ ‫ﻫﺮﻭﺋﻴﻦ‪ ،‬ﻣﻮﺭﻓﻴﻦ ﻭ ﺗﺮﻳﺎﮎ ﺑﺮ ﮔﻴﺮﻧﺪﻩ ﻫﺎﻳﻲ ﻧﻈﻴﺮ ﺍﻧﺪﻭﺭﻓﻴﻦ ﺗﺎﺛﻴﺮ ﻣﻲ ﮔﺬﺍﺭﻧﺪ‪.‬‬ ‫ي ﭘﺴﺘﺎﻧﺪﺍﺭﺍﻥ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪:‬‬ ‫ﻲ ﻣﺮﮐﺰ ﹺ‬ ‫‪ .٢‬ﺍﺳﻴﺪ ﺁﻣﻴﻨﻪ ﻫﺎ ‪ :‬ﺭﺍﻳﺞ ﺗﺮﻳﻦ ﺍﺳﻴﺪ ﺁﻣﻴﻨﻪ ﻫﺎ ﺩﺭ ﺳﻴﺴﺘﻢﹺ ﻋﺼﺒ ﹺ‬ ‫ﻦ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ‪ GABA ،‬ﺍﺻﻠﻲ ﺗﺮﻳﻦ ﺑﺎﺯﺩﺍﺭﻧﺪﻩ‪ ٧‬ﺩﺭ‬ ‫ƒ ﮔﺎﺑﺎ ) ‪ : ( ٦GABA‬ﺍﺯ ﺑﻴ ﹺ‬ ‫‪ CNS‬ﻣﺤﺼﻮﺏ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ƒ ﮔﻠﻮﺗﺎﻣﺎﺕ‪ : ٨‬ﮔﻠﻮﺗﺎﻣﺎﺕ ﺍﺻﻠﻲ ﺗﺮﻳﻦ ﺑﺮﺍﻧﮕﻴﺰﺍﻧﻨﺪﻩ ﻣﺤﺴﻮﺏ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫‪neurotransmitters ١‬‬ ‫‪neuropeptides ٢‬‬ ‫‪neuromodulators ٣‬‬ ‫‪signals ٤‬‬ ‫‪endorphins ٥‬‬ ‫‪gamma – aminobutyric acid ٦‬‬ ‫‪ : inhibitor ٧‬ﻣﻬﺎﺭ ﮐﻨﻨﺪﻩ‪ ،‬ﺑﺎﺯﺩﺍﺭﻧﺪﻩ‬ ‫‪glutamate ٨‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﺷﺸﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴ‬

‫ﺁﻣﻴﻦ ﻫﺎ ‪ :‬ﻣﻮﻧﻮﻮﺁﻣﻴﻦ ﻫﺎي ﻣﻣﻌﺮﻭﻑ ﻋﺒﺎﺭﺭﺗﻨﺪ ﺍﺯ ‪:‬‬ ‫‪ .٣‬ﻣﻮﻧﻮ ﻦ‬ ‫ﺼﺒﻲ ﺍﺻﻮﻻ ً ﺩﺭ ﻣﻐﺰ ﻣﻴﻴﺎﻧﻲ ﻋﻤﻞ ﻣﻣﻲ‬ ‫ﻳﮏ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻫﻨﺪﻩ ي ﻋﺼ‬ ‫ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﮏ‬ ‫ƒ ﺩﻭﭘﺎﻣﻴﻦ‪ : ١‬ﺍﻳﻦ ﻣﺎﺩﻩ ﻪ‬ ‫ﺑﻴﻤﺎﺭي ﭘﺎﺭﮐﻴﻨﺴﻮﻮﻥ‬ ‫ي‬ ‫ﺩﻭﭘﺎﻣﻴﻦ ﺩﺭ ﺟﺴﻢ ﺳﺳﻴﺎﻩ‪ ٢‬ﺩﺭ ﺍﺑﺘﺘﻼ ﺑﻪ‬ ‫ﻦ‬ ‫ﮐﻨﺪ‪ .‬ﺯﻭﺍﻝﹺ ﻧﻮﺭﻭﻧﻬﺎي ﺁﺯﺍﺩﮐﻨﻨﺪﻩ ي‬ ‫ﺿﻌﻴﻒ ﻣﻲ ﮔﺮﺩﺩ‪.‬‬ ‫ﻒ‬ ‫ﻧﻘﺶ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﺑﻴﻤﺎﺎﺭي ﮐﻨﺘﺮ ﹺﻝ ﻣﺎﻫﻴﭽﻪ ﺍي ﺑﺴﻴﺎﺭ‬ ‫ƒ ﺁﺩﺭﻧﺎﻟﻴﻦ ﻭ ﻧﻮﺭﺁﺩﺭﻧﺎﻟﻴﻴﻦ‪ : ٣‬ﺑﻪ ﻋﻨﻮﻮﺍ ِﻥ ﺩﻭ ﺍﻧﺘﻘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺍﺍﺳﺎﺳﺎ ً ﺩﺭ ﺳﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﺒﻲ‬ ‫ﮐﺎﺭﮐﺮ ِﺩ‬ ‫ﺮ‬ ‫ﻫﻴﺠﺎﻧﺎﺕ ﻭ‬ ‫ﺕ‬ ‫ﻋﻮﺍﻃﻒ ﻭ‬ ‫ﻒ‬ ‫ﺍﺳﺘﺮﺱ ﻭ‬ ‫ﺱ‬ ‫ﭘﻴﺮﺍﻣﻮﻧﻲ ﻋﻋﻤﻞ ﻣﻲ ﮐﻨﻨﻨﺪ‪ .‬ﺍﻳﻦ ﺩﻭ ﻣﺎﺩﻩ ﻫﻤﭽﻨﻴﻴﻦ ﺩﺭ‬ ‫ﺳﻴﺴﺘ ﹺﻢ ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﻧﻘ ﹺ‬ ‫ﻞ‪(٥‬‬ ‫ﻓﺼ ﹺ‬ ‫ﻣﻬﻤﻲ ﺩﺍﺭﻧﺪ‪ ) .‬ﺼ‬ ‫ﺶ ﻲ‬ ‫ƒ ﺳﺮﻭﺗﻮﻧﻴﻦ‪ : ٤‬ﺳﺮﻭﺗﻮﻧﻴﻴﻦ ﺩﺭ ﺗﻨﻈﻴ ﹺﻢ ﺑﺮﺍﻧﮕﻴﺨﺘﮕ‬ ‫ﮕﻲ‪ ،‬ﺧﻮﺍﺏ ﻭ ﺧﻠﻖ ﻭ ﺧﺧﻮ‪ ٥‬ﺗﺎﺛﻴﺮ ﺩﺩﺍﺭﺩ‪ .‬ﻫﻤﭽﻨﻴﻴﻦ‬ ‫ﺩﻭﭘﺎﻣﻴﻦ ﻭ ﺳﺮﻭﺗﻮﻧﻴﻴﻦ ﻫﺮ ﺩﻭ ﺩﺩﺭ ﺑﻴﻤﺎﺭ ﹺ‬ ‫ﺩﺍﺭﻧﺪ‪.‬‬ ‫ﺳﮑﻴﺰﻭﻓﺮﻧﻲ ﻧﻘﺶ ﺪ‬ ‫ﻲ‬ ‫يﺍ‬ ‫ﻦ‬ ‫ﮔﻔﺘﻪ ﻣﻲ ﺷﺷﻮﺩ‬ ‫‪dopaminee ١‬‬ ‫‪substtantia nigraa ٢‬‬ ‫ﻧﻔﺮﻳﻦ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺑﻪ ﺍﻳﻦ ﺩﻭ ﻣﺎﺩﻩ‪ ،‬ﺍﭘﻲ ﻧﻔﺮﻳﻦ ﻭ ﻧﻮﺭﺍﭘﻲ ﻦ‬ ‫‪٣‬ﻪ‬ ‫‪serotoninn ٤‬‬ ‫ﺧﻠﻖ‪ ،‬ﺧﻠﻖ ﻭ ﺧﻮ‪ ،‬ﻭﺿ ﹺﻊ ﺭﻭﺍﻧﻲ ‪ :‬ﺣﺎﻟﺖ ﻋﺎﻃﻔﻔﻲ ﻳﺎ ﻫﻴﺠﺎﻧ ﹺ‬ ‫ﻲ ﺩﺍﺋﻢ ﻳﺎ ﻣﻮﻗﺖ ﮐﻪ ﻣﺎﻳﻪ ﺍي ﺍﺯ ﺷﺎﺩي ﻳﺎ ﻏﻢ ﺩﺍﺭﺩ– ) ﻧﻘﻞ ﺍﺯ‬ ‫‪ : moodd ٥‬ﻖ‬ ‫ﻓﺮﻫﻨﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭﺭي ﻧﮋﺍﺩ – ﻡ (‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫‪ .٤‬ﺍﺳﺘﻴﻞ ﮐﻮﻟﻴﻦ‪ : ١‬ﺍﻳﻦ ﻣﺎﺩﻩ ﺩﺭ ﺳﻴﻨﺎﭘﺲ ﻫﺎي ﺑﺴﻴﺎﺭي ﺍﺯ ﻧﻮﺭﻭﻥ ﻫﺎي ﺳﻴﺴﺘﻢﹺ ﻋﺼﺒﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬ ‫ﺍﺯ ﺟﻤﻠﻪ ‪:‬‬ ‫ƒ ﺩﺭ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﻣﺮﮐﺰي ‪ :‬ﺍﺳﺘﻴﻞ ﮐﻮﻟﻴﻦ ﺩﺭﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﻣﺮﮐﺰي ﻭﻇﻴﻔﻪ ي ﺗﻬﻴﻴﺞ ﻣﺎﻫﻴﭽﻪ ﻫﺎي‬ ‫ﺍﺳﮑﻠﺘﻲ ﻭ ﻣﻬﺎ ﹺﺭ ﻣﺎﻫﻴﭽﻪ ﻫﺎي ﻗﻠﺒﻲ ﺭﺍ ﺑﺮ ﻋﻬﺪﻩ ﺩﺍﺭﺩ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ ﺍﺳﺘﻴﻞ ﮐﻮﻟﻴﻦ ﺩﺭ ﻳﺎﺩﮔﻴﺮي ﻭ ﺣﺎﻓﻈﻪ‬ ‫ﻧﻴﺰ ﻧﻘﺶ ﺩﺍﺭﺩ‪.‬‬ ‫ﻲ ﭘﻴﺮﺍﻣﻮﻧﻲ ‪ :‬ﺍﺳﺘﻴﻞ ﮐﻮﻟﻴﻦ ﻣﻬﻤﺘﺮﻳﻦ ﭘﻴﺎﻡ ﺭﺳﺎ ِﻥ ﺷﻴﻤﻴﺎﻳﻲﹺ ﻧﻮﺭﻭﻧﻬﺎي‬ ‫ƒ ﺩﺭ ﺑﺨﺶ ﺧﻮﺩﮐﺎﺭ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻲ ﭘﻴﺮﺍﻣﻮﻧﻲ ﺍﺳﺖ‪.‬‬ ‫ﺶ ﺧﻮﺩﮐﺎ ﹺﺭ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻲ ﺑﺨ ﹺ‬ ‫ﺣﺮﮐﺘ ﹺ‬

‫‪ .٥‬ﭘﻮﺭﻳﻦ ﻫﺎ‪ : ٢‬ﺩﻭ ﺗﺎ ﺍﺯ ﻣﻬﻤﺘﺮﻳﻦ ﭘﻮﺭﻳﻦ ﻫﺎ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪:‬‬ ‫ﺖ ﺟﻠﻮﮔﻴﺮي ﺍﺯ ﺁﺯﺍﺩ ﺷﺪ ِﻥ ﭼﻨﺪﻳﻦ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺍﺯ‬ ‫ﺖ ﺁﺩﻧﻮﺯﻳﻦ ﺩﺭ ﺟﻬ ِ‬ ‫ƒ ﺁﺩﻧﻮﺯﻳﻦ‪ : ٣‬ﻓﻌﺎﻟﻴ ِ‬ ‫ﺟﻤﻠﻪ ﺍﺳﺘﻴﻞ ﮐﻮﻟﻴﻦ ﻭ ﺳﺮﻭﺗﻮﻧﻴﻦ ﺍﺳﺖ‪.‬‬ ‫ƒ ﺁﺩﻧﻮﺯﻳﻦ ﺗﺮي ﻓﺴﻔﺎﺕ‪ ATP : (ATP ) ٤‬ﻧﻮﻋﻲ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺍﺳﺖ ﮐﻪ ﻭﻇﻴﻔﻪ ي ﺭﺳﺎﻧﺪ ِﻥ‬ ‫ﺍﻧﺮﮊي ﺑﻪ ﺑﺨﺶ ﻫﺎي ﮔﻮﻧﺎﮔﻮﻥ ﺑﺪﻥ ﺭﺍ ﺩﺍﺭﺩ‪.‬‬ ‫ﻦ ﺁﻧﻬﺎ ﻣﻲ‬ ‫‪ .٦‬ﮔﺎﺯﻫﺎي ﻣﺤﻠﻮﻝ‪ : ٥‬ﺍﻳﻦ ﺩﺳﺘﻪ ﺍﺯ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﺍﺯ ﻫﻤﻪ ﺩﻳﺮﺗﺮ ﮐﺸﻒ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﺍﺯ ﺑﻴ ﹺ‬ ‫ﺕ ﺑﺴﻴﺎﺭ ﮐﻤﻲ ﺑﺎﻗﻲ ﻣﻲ ﻣﺎﻧﻨﺪ‪،‬ﭼﺮﺍ ﮐﻪ‬ ‫ﺗﻮﺍﻥ ﺑﻪ ﻣﻮﻧﻮﮐﺴﻴ ِﺪ ﮐﺮﺑﻦ ﻭ ﺍﮐﺴﻴ ِﺪ ﻧﻴﺘﺮﻳﮏ ﺍﺷﺎﺭﻩ ﮐﺮﺩ‪ .‬ﺍﻳﻦ ﮔﺎﺯﻫﺎ ﻣﺪ ِ‬ ‫ﺑﻪ ﺳﺮﻋﺖ ﺗﺠﺰﻳﻪ ﺷﺪﻩ ﻭ ﺗﺒﺪﻳﻞ ﺑﻪ ﻣﻮﺍ ِﺩ ﺷﻴﻤﻴﺎﻳﻲﹺ ﺩﻳﮕﺮ ﻭ ﻳﺎ ﭘﻴﺎﻡ ﺭﺳﺎﻥ ﻫﺎي ﺛﺎﻧﻮﻳﻪ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫‪acetylcholine ١‬‬ ‫‪purines ٢‬‬ ‫‪adenosine ٣‬‬ ‫‪adenosine triphosphate ٤‬‬ ‫‪soluble gases ٥‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﺷﺸﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴ‬

‫ﺍﺳﺖ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ ﺍﮐﺜ ﹺﺮ ﺍﻳﻳﻦ‬ ‫ﺑﺴﻴﺎﺭ ﺯﻳﺎﺩ ﺖ‬ ‫ﺗﻨﻮﻉ ﺁﻧﻬﺎ ﺭ‬ ‫ﺼﺒﻲ ﻭ ﻉﹺ‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﻳﻳﺪﻳﺪ ﺗﻌﺪﺍ ِﺩ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﺪﻩ ﻫﺎي ﻋﺼ‬ ‫ﻫﻤﻪ ﭘﻴﭽﻴﺪﮔﻲ ﻭ‬ ‫ﻞ ﺍﻳﻦ ﻪ‬ ‫ﺻﻲ ﻧﻴﺰ ﻧﺪ‬ ‫ﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﻫﺎ ﭼﻨﺪﻳﻦ ﻧﻮﻮﻉ ﮔﻴﺮﻧﺪﻩ ي ﺍﺧﺘﺼﺎﺻ‬ ‫ﺍﻧﺘﻘﺎ‬ ‫ﺩﺍﺭﻧﺪ‪ .‬ﺷﺎﻳﺪ ﺑﭙﺮﺮﺳﻴﺪ ﮐﻪ ﺩﻟﻟﻴ ﹺ‬ ‫ﻲ ﺑﻴﺶ ﺍﺯ ﺣ ِﺪ ﺍﻧﺪﻳﺸﻪ ﻭ ﺭﻓﺘﺎ ﹺﺭ ﺁﺩﺩﻣﻲ ﺳﺖ‪ .‬ﺩﺩﺭ‬ ‫ﭘﻴﭽﻴﺪﮔ ﹺ‬ ‫ﮔ‬ ‫ﭽﻴﺪﮔﻲ ﺑﻪ ﺩﺩﻟﻴﻞﹺ‬ ‫ﻲ ﻣﻮﺍﺩ ﭼﻴﺴﺖ ؟ ﺍﻳﻦ ﻫﻤﻪ ﭘﻴﭽ‬ ‫ﮔﻮﻧﻧﺎﮔﻮﻧ ﹺ‬ ‫ﻲ‬ ‫ﭘﻴﭽﻴﺪﮔ ﹺ‬ ‫ﮔ‬ ‫ﻭﺍﻗﻊ ﺍﻳﻦ ﮔﻮﻧﺎﺎﮔﻮﻧﻲ ﻭ ﺗﻨﻨﻮ ﹺﻉ ﻣﻮﺍﺩ ﺑﺎﺎﻳﺪ ﻭﺟﻮﺩ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ﺗﺎ ﺑﻪ ﻣﻮﺟﺟﻮﺩي ﺑﻪ ﻧﺎ ﹺﻡ ﺍﻧﺴﺎﻥ ﺑﺎ ﺍﻳﻦ‬ ‫ﻊ‬ ‫ﺤﺼﺮ ﺑﻪ ﻓﺮﺩ ﺩﺭ ﺫﻫﻦ ﻭ ﺭﻓﺘﺎﺭ ﺍﻣﮑﺎ ِﻥ ﺑﻘﺎﺀ ﺩﻫﺪ‪.‬‬ ‫ﻣﻨﺤ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﻳﺎﻓﺘﻪ ﻫﺎي ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﭼﻪ ﮐﺎﺑﺮﺩي ﺩﺍﺭﺩ ؟‬ ‫ﺕ‬ ‫ﺷﺎﻳﺪ ﻣﻬﻤﺘﺮﻳﻦ ﻓﺎﻳﺪﻩ ي ﺍﻳﻦ ﻳﺎﻓﺘﻪ ﻫﺎ ﺭﺷﺪ ﻭ ﺗﻮﺳﻌﻪ ي ﻋﻠ ﹺﻢ ﺩﺍﺭﻭﺳﺎﺯي ﻭ ﺳﺎﺧﺘﻪ ﺷﺪ ِﻥ ﺩﺍﺭﻭﻫﺎﻳﻲ‪ ١‬ﺑﺎ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺩﻗﻴﻖ ﺗﺮ ﻭ ﻣﺸﺨﺺ ﺗﺮ ﺑﺮ ﺍﻧﺘﻘﺎ ﹺﻝ ﺳﻴﻨﺎﭘﺴﻲ ﺑﺎﺷﺪ‪ .‬ﺩﺍﺭﻭﻫﺎ ﺑﻪ ﺷﮑﻞ ﻫﺎي ﻣﺨﺘﻠﻔﻲ‪ ،‬ﺑﺮ ﺍﻧﺘﻘﺎ ﹺﻝ ﺳﻴﻨﺎﭘﺴﻲ ﺗﺎﺛﻴﺮ ﻣﻲ‬ ‫ﺕ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﺍﻧﺠﺎﻡ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ‬ ‫ﮔﺬﺍﺭﻧﺪ‪ .‬ﺩﺍﺭﻭﻫﺎ ﺍﻳﻦ ﮐﺎﺭ ﺭﺍ ﺑﺎ ﺍﻳﺠﺎ ِﺩ ﺗﻐﻴﻴﺮ ﺩﺭ ﺍﺛﺮﺍ ِ‬ ‫ﺩﻗﻴﻖ ﺗﺮ ‪:‬‬ ‫ﻲ ﺩﻟﺨﻮﺍﻩ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﺩﺍﺭﻭﻫﺎ‪،‬‬ ‫ﺕ ﻳﮏ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒ ﹺ‬ ‫ƒ ﺑﺮﺧﻲ ﺩﺍﺭﻭﻫﺎ ﺍﺛﺮﺍ ِ‬ ‫ﺁﮔﻮﻧﻴﺴﺖ‪ ٢‬ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺕ ﻳﮏ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺭﺍ ﮐﺎﻫﺶ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﺩﺍﺭﻭﻫﺎ‪ ،‬ﺁﻧﺘﺎﮔﻮﻧﻴﺴﺖ‬ ‫ƒ ﺑﺮﺧﻲ ﺩﺍﺭﻭﻫﺎ ﺍﺛﺮﺍ ِ‬

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‫ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬

‫‪ : drugs ١‬ﺩﺭ ﻓﺮﻫﻨﮓ ﻣﺎ ﺑﻪ ﺑﺮﺧﻲ ﺍﺯ ﺩﺍﺭﻭﻫﺎ ﮐﻪ ﺍﮐﺜﺮﺍً ﻏﻴﺮﻗﺎﻧﻮﻧﻲ ﻧﻴﺰ ﻣﻲ ﺑﺎﺷﻨﺪ‪ ،‬ﻣﻮﺍﺩ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﻫﻢ ﻭﺍﮊﻩ ي »‬ ‫ﻣﻮﺍﺩ « ﻭ ﻫﻢ ﻭﺍﮊﻩ ي » ﺩﺍﺭﻭ « ﻣﻌﺎﺩﻟﻲ ﺑﺮﺍي ﻭﺍﮊﻩ ي » ‪ « drug‬ﺍﺳﺖ‪ .‬ﺑﻬﺘﺮ ﺩﻳﺪﻳﻢ ﺍﺯ ﻫﺮ ﺩﻭ ﻣﻌﺎﺩﻝ ﺩﺭ ﺑﺨﺶ ﻫﺎي ﻣﺨﺘﻠ ِ‬ ‫ﻒ ﻣﺘﻦ ﺑﻬﺮﻩ‬ ‫ﺑﮕﻴﺮﻳﻢ‪.‬‬ ‫‪agonists ٢‬‬ ‫‪ : antagonists ٣‬ﺑﻪ ﺁﻧﻬﺎ ﻣﺴﺪﻭﺩ ﮐﻨﻨﺪﻩ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ – .‬ﻡ‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ي ﺩﻳﮕﺮ ﺧﻮ ِﺩ ﺩﺍﺭﻭﻫﺎي ﺁﮔﻮﻧﻴﺴﺖ ﻭ ﺁﻧﺘﺎﮔﻮﻧﻴﺴﺖ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺩﻭ ﺩﺳﺘﻪ ﺗﻘﺴﻴﻢ ﻧﻤﻮﺩ ‪:‬‬ ‫ﺩﺭ ﻳﮏ ﺗﻘﺴﻴﻢ ﺑﻨﺪ ﹺ‬ ‫‪ .١‬ﺩﺍﺭﻭﻫﺎي ﺁﮔﻮﻧﻴﺴﺖ ﻭ ﺁﻧﺘﺎﮔﻮﻧﻴﺴﺘﻲ ﮐﻪ ﺑﻪ ﻃﻮ ﹺﺭ ﻣﺴﺘﻘﻴﻢ ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ ‪ :‬ﺍﻳﻦ ﺩﺍﺭﻭﻫﺎ ﻋﻤﻮﻣﺎً ﺍﺯ ﻧﻈﺮ‬ ‫ﺳﺎﺧﺘﺎ ﹺﺭ ﺷﻴﻤﻴﺎﻳﻲ ﺑﺴﻴﺎﺭ ﺷﺒﻴﻪ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺑﻮﺩﻩ ﻭ ﻫﻤﺎﻧﻨ ِﺪ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺑﺮ ﮔﻴﺮﻧﺪﻩ‬ ‫ﻫﺎي ﺳﻴﻨﺎﭘﺴﻲ ﺍﺛﺮ ﻣﻲ ﮔﺬﺍﺭﻧﺪ‪ .‬ﺁﮔﻮﻧﻴﺴﺖ ﻫﺎﻳﻲ ﮐﻪ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ ﮔﻴﺮﻧﺪﻩ ﻫﺎي‬ ‫ﺳﻴﻨﺎﭘﺴﻲ ﺭﺍ ﺗﺤﺮﻳﮏ ﻣﻲ ﮐﻨﻨﺪ‪ ) .‬ﻣﺜﻼ ً ﻫﺮﻭﺋﻴﻦ ﺍﻳﻦ ﮔﻮﻧﻪ ﻋﻤﻞ ﻣﻲ ﮐﻨﺪ‪ ( .‬ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺩﺍﺭﻭﻫﺎي‬ ‫ﻂ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ‬ ‫ﮏ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﺳﻴﻨﺎﭘﺴﻲ ﺗﻮﺳ ِ‬ ‫ﺁﻧﺘﺎﮔﻮﻧﻴﺴﺘﻲ ﮐﻪ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ ﺍﺯ ﺗﺤﺮﻳ ِ‬ ‫ﻫﺎي ﻋﺼﺒﻲ ﺟﻠﻮﮔﻴﺮي ﻣﻲ ﮐﻨﻨﺪ‪ ) .‬ﻣﺜﻼً ﺩﺍﺭﻭي ﮐﻨﺪﺳﺎ ﹺﺯ ﮐﻠﺮﻭﭘﺮﻭﻣﺎﺯﻳﻦ (‬

‫‪ .٢‬ﺩﺍﺭﻭﻫﺎي ﺁﮔﻮﻧﻴﺴﺖ ﻭ ﺁﻧﺘﺎﮔﻮﻧﻴﺴﺘﻲ ﮐﻪ ﺑﻪ ﻃﻮ ﹺﺭ ﻏﻴ ﹺﺮ ﻣﺴﺘﻘﻴﻢ ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ ‪ :‬ﺍﻳﻦ ﺩﺍﺭﻭﻫﺎ ﻧﻴﺰ ﺑﻪ ﻣﺎﻧﻨ ِﺪ‬ ‫ﺕ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﺭﺍ ﺗﻐﻴﻴﺮ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺍﻣﺎ ﺁﻧﻬﺎ ﺍﻳﻦ ﮐﺎﺭ ﺭﺍ ﺑﻪ ﺭﻭﺷﻲ ﻏﻴﺮ‬ ‫ﺩﺳﺘﻪ ي ﺩﻳﮕﺮ‪ ،‬ﺍﺛﺮﺍ ِ‬ ‫ﮎ ﺁﻣﻔﺘﺎﻣﻴﻦ ﻳﮏ ﻧﻤﻮﻧﻪ ﺍﺯ ﺩﺍﺭﻭﻫﺎي‬ ‫ﺍﺯ ﺗﺎﺛﻴﺮ ﺑﺮ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﺳﻴﻨﺎﭘﺴﻲ ﺍﻧﺠﺎﻡ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺩﺍﺭﻭي ﻣﺤﺮ ِ‬ ‫ﺁﮔﻮﻧﻴﺴﺖ ﺑﺎ ﺗﺎﺛﻴ ﹺﺮ ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ ﺍﺳﺖ ﮐﻪ ﺑﺎﻋﺚ ﺍﻓﺰﺍﻳﺶ ﺁﺯﺍﺩ ﺷﺪ ِﻥ ﻣﺎﺩﻩ ي ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺍﺯ‬ ‫ﭘﺎﻳﺎﻧﻪ ﻫﺎي ﭘﻴﺶ ﺳﻴﻨﺎﭘﺴﻲ ﻣﻲ ﺷﻮﺩ‪ ١ PCPA .‬ﻧﻴﺰ ﻳﮏ ﻧﻤﻮﻧﻪ ﺍﺯ ﺩﺍﺭﻭﻫﺎي ﺁﻧﺘﺎﮔﻮﻧﻴﺴﺖ ﺑﺎ ﺗﺎﺛﻴ ﹺﺮ ﻏﻴﺮ‬ ‫ﻣﺴﺘﻘﻴﻢ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﻣﺎﺩﻩ ﺗﻮﻟﻴ ِﺪ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺳﺮﻭﺗﻮﻧﻴﻦ ﺭﺍ ﺷﺪﻳﺪﺍً ﮐﺎﻫﺶ ﻣﻲ ﺩﻫﺪ‪PCPA .‬‬ ‫ي ﻳﮑﻲ ﺍﺯ ﺁﻧﺰﻳﻢ ﻫﺎﻳﻲ ﮐﻪ ﺑﺮﺍي ﺳﺎﺧﺖ ِ‪ ٢‬ﺳﺮﻭﺗﻮﻧﻴﻦ ﻻﺯﻡ ﺍﺳﺖ ﺍﻧﺠﺎﻡ ﻣﻲ‬ ‫ﻖ ﺑﺎﺯﺩﺍﺭ ﹺ‬ ‫ﺍﻳﻦ ﮐﺎﺭ ﺭﺍ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺩﻫﺪ‪.‬‬

‫ﺕ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﻭ ﺩﺍﺭﻭﻫﺎ ﺑﺮ ﻓﺮﺍﻳﻨ ِﺪ ﺍﻧﺘﻘﺎ ﹺﻝ‬ ‫ﺍﺯ ﻫﻤﻪ ي ﺍﻳﻨﻬﺎ ﮐﻪ ﺑﮕﺬﺭﻳﻢ‪ ،‬ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺳﻴﻨﺎﭘﺴﻲ ﺑﺴﻴﺎﺭ ﭘﻴﭽﻴﺪﻩ ﺗﺮ ﺍﺯ ﺁﻧﺴﺖ ﮐﻪ ﺗﺎ ﺍﻳﻨﺠﺎ ﺑﻪ ﺁﻥ ﺍﺷﺎﺭﻩ ﺷﺪ‪.‬‬

‫‪Para-Chlorophenylalanine ١‬‬ ‫‪ : synthesize ٢‬ﺳﻨﺘﺰ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﻞ ‪ ٧‬ﻣﺮﺣﻠﻪ ﻳﺎ ﻓﺮﺍﻳﻨ ِﺪ ﻣﺘﻤﺎﻳﺰ ﺍﺳﺖ‪.‬‬ ‫ﺖ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﻏﺎﻟﺒﺎً ﺷﺎﻣ ﹺ‬ ‫ﻃﺒﻖ ﮔﻔﺘﻪ ي ﭘﻴﻨﻞ )‪ ( ١٩٩٧‬ﻓﻌﺎﻟﻴ ِ‬ ‫) ﺑﺮﺧﻲ ﺍﺯ ﺍﻳﻦ ﻣﺮﺍﺣﻞ ﭘﻴﺶ ﺗﺮ ﺗﻮﺿﻴﺢ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪: ( .‬‬ ‫ﺖ ﮐﻨﺘﺮ ﹺﻝ ﺁﻧﺰﻳﻤﻲ ﺳﺎﺧﺘﻪ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫‪ .١‬ﻣﻮﻟﮑﻮﻝ ﻫﺎي ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺗﺤ ِ‬ ‫‪ .٢‬ﻣﻮﻟﮑﻮﻝ ﻫﺎي ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺩﺭ ﻭﺯﻳﮑﻮﻝ‪ ١‬ﻫﺎ ) ﺣﻔﺮﻩ ﻫﺎ ( ﺫﺧﻴﺮﻩ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫‪ .٣‬ﻣﻮﻟﮑﻮﻝ ﻫﺎﻳﻲ ﮐﻪ ﺍﺯ ﻭﺯﻳﮑﻮﻝ ﻫﺎ ﺗﺮﺷﺢ ﻣﻲ ﺷﻮﻧﺪ‪ ،‬ﺗﻮﺳ ِ‬ ‫ﻂ ﺁﻧﺰﻳﻢ‪ ٢‬ﻫﺎ‬ ‫‪ .٤‬ﭘﺘﺎﻧﺴﻴﻞﹺ ﻋﻤﻞ ﻣﻮﺟﺐ ﻣﻲ ﺷﻮﺩ ﺗﺎ ﻭﺯﻳﮑﻮﻝ ﻫﺎ ﻣﻮﻟﮑﻮﻝ ﻫﺎي ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺭﺍ ﺩﺭ ﻓﻀﺎي ﺳﻴﻨﺎﭘﺴﻲ‬ ‫ﺁﺯﺍﺩ ﮐﻨﻨﺪ‪.‬‬ ‫ي‬ ‫‪ .٥‬ﻣﻮﻟﮑﻮﻝ ﻫﺎي ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﺑﺎ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﭘﻴﺶ ﺳﻴﻨﺎﭘﺴﻲ ﺟﻔﺖ ﺷﺪﻩ ﻭ ﺑﺎ ﺍﻳﻦ ﮐﺎﺭ ﺁﺯﺍﺩﺳﺎﺯ ﹺ‬ ‫ﻲ ﺍﺿﺎﻓﻲ ﺭﺍ ﺑﺎﺯﺩﺍﺭي ﻣﻲ ﮐﻨﻨﺪ‪.‬‬ ‫ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒ ﹺ‬ ‫‪ .٦‬ﻣﻮﻟﮑﻮﻝ ﻫﺎي ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺑﻪ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﭘﺲ ﺳﻴﻨﺎﭘﺴﻲ ﻣﺘﺼﻞ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫ي ﻣﺠﺪﺩ ﻭ ﻳﺎ‬ ‫ﻖ ﺟﻤﻊ ﺁﻭﺭ ﹺ‬ ‫‪ .٧‬ﺍﺛ ﹺﺮ ﻣﻮﻟﮑﻮﻝ ﻫﺎي ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺑﺮ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﭘﺲ ﺳﻴﻨﺎﭘﺴﻲ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺐ ﺁﻧﺰﻳﻤﻲ ﺑﻪ ﭘﺎﻳﺎﻥ ﻣﻲ ﺭﺳﺪ‪.‬‬ ‫ﺗﺨﺮﻳ ﹺ‬

‫ﻞ‬ ‫ﺖ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﻃﻲ ﻣﺮﺍﺣ ﹺ‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﻣﻤﮑﻦ ﺍﺳﺖ ﺣﺪﺱ ﺯﺩﻩ ﺑﺎﺷﻴﺪ‪ ،‬ﺍﻳﻦ ﻭﺍﻗﻌﻴﺖ ﮐﻪ ﻓﻌﺎﻟﻴ ِ‬ ‫ﺖ ﺍﻧﺘﻘﺎﻝ‬ ‫ﻣﺨﺘﻠﻔﻲ ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ ﺑﻪ ﺍﻳﻦ ﻣﻌﻨﻲ ﺍﺳﺖ ﮐﻪ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺍﺯ ﺭﺍﻩ ﻫﺎي ﻣﺨﺘﻠﻔﻲ ﻓﻌﺎﻟﻴ ِ‬ ‫ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺭﺍ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﺩﻫﻨﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺭﺍﺳﺘﺎ‪ ،‬ﭘﻴﻨﻞ )‪ ٦ ،(١٩٩٧‬ﻣﮑﺎﻧﻴﺴ ﹺﻢ ﻋﻤﻞ ﺑﺮﺍي ﻣﻮﺍﺩ ﻭ‬ ‫ﻞ ﻣﻮﺍﺩ ﻭ ﺩﺍﺭﻭﻫﺎي ﺁﻧﺘﺎﮔﻮﻧﻴﺴﺖ ﺭﺍ ﺷﻨﺎﺳﺎﻳﻲ ﮐﺮﺩ‪ .‬ﺑﺮﺧﻲ ﺍﺯ ﺁﻧﻬﺎ ﺩﺭ‬ ‫ﺩﺍﺭﻭﻫﺎي ﺁﮔﻮﻧﻴﺴﺖ ﻭ ‪ ٥‬ﻣﮑﺎﻧﻴﺴ ﹺﻢ ﻋﻤ ﹺ‬ ‫ﺟﺪﻭﻝ ﺯﻳﺮ ﺁﻣﺪﻩ ﺍﺳﺖ ‪:‬‬

‫‪Vesicles ١‬‬ ‫‪ ٢‬ﺁﻧﺰﻳﻢ ﻫﺎ ‪ :‬ﭘﺮﻭﺗﺌﻴﻦ ﻫﺎﻳﻲ ﮐﻪ ﻣﻴﺰﺍ ِﻥ ﻓﻌﻞ ﻭ ﺍﻧﻔﻌﺎﻻﺕ ﺷﻴﻤﻴﺎﻳﻲ ﺭﺍ ﮐﻨﺘﺮﻝ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫» ﭼﻨﺪ ﻣﮑﺎﻧﻴﺴﻢ ﻋﻤﻞ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍ ِﺩ ﺁﮔﻮﻧﻴﺴﺖ «‬ ‫ﺖ ﻣﻮﻟﮑﻮﻝ ﻫﺎي‬ ‫‪ .١‬ﺑﺮﺧﻲ ﺁﮔﻮﻧﻴﺴﺖ ﻫﺎ ﺳﺎﺧ ِ‬ ‫ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﻣﻲ‬

‫» ﭼﻨﺪ ﻣﮑﺎﻧﻴﺴﻢ ﻋﻤﻞ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍ ِﺩ ﺁﻧﺘﺎﮔﻮﻧﻴﺴﺖ«‬ ‫‪ -١‬ﺑﺮﺧﻲ ﺁﻧﺘﺎﮔﻮﻧﻴﺴﺖ ﻫﺎ ﺳﺎﺧﺘﻪ ﺷﺪ ِﻥ ﺁﻧﺰﻳﻢ‬ ‫ﻫﺎ ﺭﺍ ﻣﺎﻧﻊ ﻣﻲ ﺷﻮﻧﺪ‪ ) .‬ﻣﺮﺣﻠﻪ ي ‪( ١‬‬

‫ﺩﻫﻨﺪ‪ ) .‬ﺷﻤﺎﺭﻩ ي ‪ ١‬ﺍﺯ ﻣﺮﺍﺣﻞ ﻫﻔﺘﮕﺎﻧﻪ ي‬ ‫ﺑﺎﻻ (‬

‫ﺢ ﻣﻮﻟﮑﻮﻝ ﻫﺎي‬ ‫‪ -٢‬ﺑﺮﺧﻲ ﺁﻧﺘﺎﮔﻮﻧﻴﺴﺖ ﻫﺎ ﺗﺮﺷ ﹺ‬ ‫ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺭﺍ ﺍﺯ ﻭﺯﻳﮑﻮﻝ ﻫﺎ )‬

‫‪ .٢‬ﺑﺮﺧﻲ ﺁﮔﻮﻧﻴﺴﺖ ﻫﺎ ﺁﻧﺰﻳﻢ ﻫﺎي ﺗﺠﺰﻳﻪ‬

‫ﺣﻔﺮﻩ ﻫﺎ ( ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﻨﺪ‪ ) .‬ﻣﺮﺣﻠﻪ ‪( ٣‬‬

‫ﮐﻨﻨﺪﻩ ﺭﺍ ﻧﺎﺑﻮﺩ ﻣﻲ ﮐﻨﻨﺪ‪ ) .‬ﻣﺮﺣﻠﻪ ‪( ٣‬‬ ‫‪ -٣‬ﺑﺮﺧﻲ ﺁﻧﺘﺎﮔﻮﻧﻴﺴﺖ ﻫﺎ ﻓﺮﺍﻳﻨﺪﻫﺎﻳﻲ ﺭﺍ ﮐﻪ‬ ‫‪ .٣‬ﺑﺮﺧﻲ ﺁﮔﻮﻧﻴﺴﺖ ﻫﺎ ﺑﺎﻋﺚ ﻣﺴﺪﻭﺩ ﺷﺪﻥ‬ ‫ﻣﮑﺎﻧﻴﺴﻤﻲ ﻣﻲ ﺷﻮﻧﺪ ﮐﻪ ﺧﻮﺩ ﺍﺯ ﺁﺯﺍﺩﺷﺪ ِﻥ‬ ‫ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ‪ ،‬ﺟﻠﻮﮔﻴﺮي ﻣﻲ‬

‫ﺁﺯﺍﺩﺷﺪﻥ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺭﺍ‬ ‫ﺑﺎﺯﺩﺍﺭي ﻣﻲ ﮐﻨﺪ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﻨﺪ‪.‬‬ ‫) ﻣﺮﺣﻠﻪ ‪( ٥‬‬

‫ﮐﻨﺪ‪ ) .‬ﻣﺮﺣﻠﻪ ي ‪( ٥‬‬ ‫‪ -٤‬ﺑﺮﺧﻲ ﺁﻧﺘﺎﮔﻮﻧﻴﺴﺖ ﻫﺎ ﻣﺘﺼﻞ ﺷﺪﻥ ﻣﻮﻟﮑﻮﻝ‬ ‫‪ .٤‬ﺑﺮﺧﻲ ﺁﮔﻮﻧﻴﺴﺖ ﻫﺎ ﻓﺮﺍﻳﻨﺪ ﻫﺎي ﺟﻤﻊ‬ ‫ي ﺁﻧﺰﻳﻤﻲ ﺭﺍ‬ ‫ي ﻣﺠﺪﺩ ﻭ ﻳﺎ ﺗﺠﺰﻳﻪ ﹺ‬ ‫ﺁﻭﺭ ﹺ‬ ‫ﻣﺴﺪﻭﺩ ﻣﻲ ﮐﻨﻨﺪ‪ ) .‬ﻣﺮﺣﻠﻪ ي ‪( ٧‬‬

‫ﻫﺎي ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﺑﻪ ﮔﻴﺮﻧﺪﻩ‬ ‫ﻫﺎي ﭘﺲ ﺳﻴﻨﺎﭘﺴﻲ ﺭﺍ ﻣﺎﻧﻊ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫) ﻣﺮﺣﻠﻪ ي ‪(٦‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﺧﻼﺻﻪ ي ﻓﺼﻞ ‪ :‬ﺳﻴﻨﺎﭘﺲ ﻫﺎ ﻭ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ‬ ‫ƒ ﻭﻗﺘﻲ ﻧﻮﺭﻭﻧﻬﺎ ﺷﻠﻴﮏ ﻣﻲ ﮐﻨﻨﺪ‪ ،‬ﺍﺯ ﺧﻮﺩ ﻣﻮﺍ ِﺩ ﺷﻴﻤﺎﻳﻲ ﺑﻪ ﻧﺎ ﹺﻡ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﺁﺯﺍﺩ ﻣﻲ‬ ‫ﮐﻨﻨﺪ‪ .‬ﺍﻳﻦ ﻣﻮﺍﺩ ﺍﺯ ﻓﻀﺎي ﺳﻴﻨﺎﭘﺴﻲ ﻋﺒﻮﺭ ﮐﺮﺩﻩ ﻭ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﻧﻮﺭﻭﻧﻬﺎي ﻣﺠﺎﻭﺭ ﺭﺍ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ‬ ‫ﻣﻲ ﺩﻫﻨﺪ‪.‬‬ ‫ƒ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﭘﺘﺎﻧﺴﻴﻞﹺ ﻏﺸﺎي ﻧﻮﺭﻭﻥ ﻫﺎي ﻣﺠﺎﻭﺭ ﺭﺍ ﺗﻐﻴﻴﺮ ﺩﺍﺩﻩ ﻭ ﺍﺣﺘﻤﺎﻝ ) ﻭ ﺗﻌﺪﺍﺩ (‬ ‫ﺷﻠﻴﮏ ﻭ ﺗﻮﻟﻴ ِﺪ ﭘﺘﺎﻧﺴﻴﻞﹺ ﻋﻤﻞ ﺭﺍ ﺗﻮﺳﻂ ﻧﻮﺭﻭﻥ ﻫﺎي ﮔﻴﺮﻧﺪﻩ ﮐﺎﻫﺶ ﻳﺎ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﻨﺪ‪.‬‬ ‫ﺐ ﺁﻥ ﻳﻮﻥ ﻫﺎي ﭘﺘﺎﺳﻴﻢ ﺍﺯ ﺳﻠﻮﻝ‬ ‫ﻞ ﻋﻤﻞ‪ ،‬ﻳﻮﻥ ﻫﺎي ﺳﺪﻳﻢ ﻭﺍﺭ ِﺩ ﺳﻠﻮﻝ ﺷﺪﻩ ﻭ ﻣﺘﻌﺎﻗ ﹺ‬ ‫ƒ ﺩﺭ ﺁﻏﺎ ﹺﺯ ﭘﺘﺎﻧﺴﻴ ﹺ‬ ‫ﺧﺎﺭﺝ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺍﻳﻦ ﻣﮑﺎﻧﻴﺴﻢ ﺑﺎﻋﺚ ﺍﻧﺘﻘﺎﻝ ﭘﺘﺎﻧﺴﻴﻞ ﻋﻤﻞ ﺩﺭ ﻃﻮﻝ ﺁﮐﺴﻮﻥ ﺷﺪﻩ ﻭ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﭘﻴﺎﻡ‬ ‫ﻋﺼﺒﻲ ﻣﻨﺘﻘﻞ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ƒ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﺑﻪ ‪ ٦‬ﺩﺳﺘﻪ‬ ‫ﺕ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ‬ ‫ﺗﻘﺴﻴﻢ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﻞ ﻭﺟﻮ ِﺩ ﻣﮑﺎﻧﻴﺴﻢ‬ ‫ﻫﺎي ﻋﺼﺒﻲ ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ي ﻣﺠﺪﺩ ﻭ ﺗﺠﺰﻳﻪ ي‬ ‫ﻫﺎي ﺟﻤﻊ ﺁﻭﺭ ﹺ‬ ‫ﺁﻧﺰﻳﻤﻲ ﮐﻮﺗﺎﻩ ﻣﺪﺕ ﺍﺳﺖ‪.‬‬ ‫ƒ ﺩﺍﻧﺶ ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﺍﺯ ﺳﻴﻨﺎﭘﺲ ﻫﺎ ﻭ‬ ‫ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﺟﻬﺖِ ﻓﻬ ﹺﻢ‬ ‫ﺕ ﺩﺍﺭﻭﻫﺎ ﺍﻫﻤﻴﺖ ﺩﺍﺭﺩ‪.‬‬ ‫ﺗﺎﺛﻴﺮﺍ ِ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎي ﻣﺘﺮﺟﻢ ‪:‬‬ ‫]‪ [١‬ﻗﺒﻼً ﻋﻘﻴﺪﻩ ﺑﺮ ﺍﻳﻦ ﺑﻮﺩ ﮐﻪ ﺍﻧﺴﺎﻥ ﺑﺎﻟﻎ ﻧﻤﻲ ﺗﻮﺍﻧﺪ ﻧﻮﺭﻭﻥ ﻫﺎي ﺟﺪﻳﺪ ﺗﻮﻟﻴﺪ ﮐﻨﻨﺪ‪ .‬ﺍﻳﻦ ﻃﻮﺭ ﻓﺮﺽ ﻣﻲ ﺷﺪ‬ ‫ﮐﻪ ﺩﺭ ﭘﺴﺘﺎﻧﺪﺍﺭﺍﻥ‪ ،‬ﻋﻤﺪﻩ ي ﻓﺮﺍﻳﻨ ِﺪ ﺗﮑﺜﻴ ﹺﺮ ﻧﻮﺭﻭﻥ ﻫﺎ ﺩﺭ ﺍﻭﺍﻳﻞ ﺭﺷﺪ ﺟﻨﻴﻨﻲ ﺩﺭ ﺭﺣﻢ ﺭﺥ ﻣﻲ ﺩﻫﺪ ﻭ ﺩﺭ ﺑﻘﻴﻪ ي‬ ‫ﻖ ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ‪ ،‬ﺳﺎﺧﺘﺎﺭ ﻣﻐﺰ ﺗﻨﻬﺎ ﺑﻪ ﺩﻭ ﺷﮑﻞ ﻣﻲ‬ ‫ﻞ ﻋﻤﺮ‪ ،‬ﻧﻮﺭﻭﻥ ﻫﺎي ﺟﺪﻳﺪي ﺗﻮﻟﻴﺪ ﻧﺨﻮﺍﻫﺪ ﺷﺪ‪ .‬ﻃﺒ ﹺ‬ ‫ﻣﺮﺍﺣ ﹺ‬ ‫ﺗﻮﺍﻧﺴﺖ ﺗﻐﻴﻴﺮ ﮐﻨﺪ ‪:‬‬ ‫‪ .١‬ﺗﻮﻟﻴ ِﺪ ﺳﻠﻮﻝ ﻫﺎي ﮔﻠﻴﺎﻳﻲ ﺟﺪﻳﺪ‬ ‫‪ .٢‬ﺭﺷ ِﺪ ﺍﻧﺸﻌﺎﺑﺎﺕِ ﺩﻧﺪﺭﻳﺘﻲ ﻧﻮﺭﻭﻥ ﻫﺎ‬ ‫ﺍﻣﺎ ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ ﻗﺪﻳﻤﻲ ﺑﺎ ﭘﮋﻭﻫﺶ ﻫﺎي ﺟﺪﻳﺪ‪ ،‬ﺗﺎ ﺣﺪﻭﺩي ﺯﻳﺮ ﺳﻮﺍﻝ ﺭﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﭘﮋﻭﻫﺶ ﻫﺎ ﻧﺸﺎﻥ ﻣﻲ‬ ‫ﺩﻫﺪ ﻣﻐﺰ ﻓﺮ ِﺩ ﺑﺰﺭﮔﺴﺎﻝ ﻧﻴﺰ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﺗﺠﺮﺑﻪ‪ ،‬ﺳﻦ ﻭ ﻣﻮﺍﺩ ﺷﻴﻤﻴﺎﻳﻲ ﻗﺎﺩﺭ ﺍﺳﺖ ﻧﻮﺭﻭﻥ ﻫﺎي ﺟﺪﻳﺪ ﺗﻮﻟﻴﺪ ﮐﻨﺪ‬ ‫! ) ﮔﻮﻟﺪ‪ ،‬ﺑﻠﻴﻦ‪ ،‬ﺗﺎﻧﺎﭘﺎﺕ‪ ،‬ﺭﻳﻮﺯ ﻭ ﺷﻮﺭﺯ )‪١٩٩٥‬ﻭ ‪ ( ٢٠٠١‬ﻭﺍﻥ ﭘﺮﺍﮒ‪ ،‬ﮐﻤﭙﺮﻣﺎﻥ ﻭ ﮔﻴﺞ ) ‪ ١٩٩٩‬ﻭ‬ ‫‪( ٢٠٠٢‬‬ ‫‪ -‬ﻧﻘﻞ ﺍﺯ ﺯﻣﻴﻨﻪ ي ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺁﺗﮑﻴﻨﺴﻮﻥ ﻭ ﻫﻴﻠﮕﺎﺭﺩ ﺍﻧﺘﺸﺎﺭﺍﺕ ﺍﺭﺟﻤﻨﺪ ﺻﻔﺤﻪ ي ‪٦٢‬‬

‫ﺯﻳﺴﺖ ﺷﻨﺎﺳﺎ ِﻥ ﺩﺍﻧﺸﮕﺎ ِﻩ ﭘﺮﻳﻨﺴﺘﻮﻥ ﮔﺰﺍﺭﺵ ﺩﺍﺩﻩ ﺍﻧﺪ ﮐﻪ ﻣﻐ ﹺﺰ ﻣﻴﻤﻮﻥ ﻫﺎ ﺑﻪ ﻃﻮ ﹺﺭ‬ ‫ﻣﺪﺍﻭﻡ ﺑﻪ ﺗﻮﻟﻴ ِﺪ ﻫﺰﺍﺭﺍ ِﻥ ﻧﻮﺭﻭ ِﻥ ﺟﺪﻳﺪ ﻣﺸﻐﻮﻝ ﺍﺳﺖ‪ ) .‬ﭘﺪﻳﺪﺁﻳﻲ ﻧﻮﺭﻭﻧﻲ‬ ‫‪ ( neurogenesis‬ﻣﻄﺎﻟﻌﻪ ي ﺳﺎﻳ ﹺﺮ ﺟﺎﻧﻮﺭﺍﻥ ﻧﻴﺰ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺍﺳﺖ ﻫﺮﮔﺎﻩ ﺟﺎﻧﻮﺭﺍﻥ‬ ‫ﺩﺭ ﻣﺤﻴﻂ ﻫﺎي ﺗﺤﺮﻳﮏ ﺯﺍ ﻗﺮﺍﺭ ﮔﻴﺮﻧﺪ ﻭ ﻣﻬﺎﺭﺕ ﻫﺎي ﺟﺪﻳﺪي ﺑﻴﺎﻣﻮﺯﻧﺪ‪ ،‬ﻧﻮﺭﻭﻥ‬ ‫ﻫﺎ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﻳﺎﺑﻨﺪ‪ .‬ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﮐﻪ ﻫﻤﻴﻦ ﻓﺮﺍﻳﻨﺪﻫﺎ ﺩﺭ ﻣﻐ ﹺﺰ ﺁﺩﻣﻲ ﻧﻴﺰ ﺑﻪ‬ ‫ﻭﻗﻮﻉ ﻣﻲ ﭘﻴﻮﻧﺪﺩ‪ ) .‬ﻫﺎﻟﺲ ﻭ ﻫﺎﻟﺲ ‪ .( ١٩٩٩‬ﻟﻴﮑﻦ ﻫﻨﻮﺯ ﻫﻢ ﺍﻳﻦ ﻣﻄﻠﺐ ﺻﺤﻴﺢ ﺑﻪ‬ ‫ﺶ ﺍﻋﻈ ﹺﻢ ﻧﻮﺭﻭﻥ ﻫﺎ ﭘﻴﺶ ﺍﺯ ﺗﻮﻟ ِﺪ ﻧﻮﺯﺍﺩ ﺗﻮﻟﻴﺪ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﮐﻪ ﺑﺨ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﻞ ﺷﺒﮑﻪ ﻫﺎي ﻋﺼﺒﻲ‬ ‫ﺩﺭ ﻃﻮ ﹺﻝ ﺩﻭﺭﺍ ِﻥ ﮐﻮﺩﮐﻲ‪ ،‬ﺣﺠ ﹺﻢ ﮐﺜﻴﺮي ﺍﺯ ﻧﻮﺭﻭﻥ ﻫﺎ ﻭ ﺳﻴﻨﺎﭘﺲ ﻫﺎي ﻧﺎﺑﺎﻟﻎ‪ ،‬ﺑﺮﺍي ﺗﺸﮑﻴ ﹺ‬ ‫ﻦ ﻓﺮﺩ ﺭﺍ ﺗﺸﮑﻴﻞ ﻣﻲ ﺩﻫﻨﺪ‪ ،‬ﺍﻣﮑﺎﻥ ﻳﺎ ﺯﻣﻴﻨﻪ ﺍي ﻓﺮﺍﻫﻢ ﻣﻲ ﺁﻭﺭﻧﺪ‪ .‬ﺑﺎ ﺍﻳﻦ‬ ‫ﻲ ﺫﻫ ﹺ‬ ‫ﺍي ﮐﻪ ﺩﺭ ﺣﻘﻴﻘﺖ ﺳﺎﺧﺘﺎ ﹺﺭ ﺯﻳﺴﺘ ﹺ‬ ‫ﺏ ﮐﻮﺩﮎ ﺍﺳﺖ ﮐﻪ ﺗﺎ ﺣ ِﺪ ﺯﻳﺎﺩي‬ ‫ﻭﺟﻮﺩ‪ ،‬ﺩﺭ ﺧﻼ ﹺﻝ ﺳﺎﻝ ﻫﺎي ﭘﺲ ﺍﺯ ﺗﻮﻟﺪ ) ﺩﻭﺭﻩ ي ﮐﻮﺩﮐﻲ (‪ ،‬ﺍﻳﻦ ﺗﺠﺎﺭ ﹺ‬ ‫ﺗﻌﻴﻴﻦ ﻣﻲ ﮐﻨﺪ ﮐﺪﺍﻣﻴﻦ ﭘﻴﻮﻧﺪ ﻫﺎي ﺳﻴﻨﺎﭘﺴﻲ ﺗﺤﮑﻴﻢ ﺷﻮﻧﺪ ﻭ ﮐﺪﺍﻣﻴﮏ ﺍﺯ ﺑﻴﻦ ﺑﺮﻭﻧﺪ‪.‬‬ ‫ﭖ‬ ‫ﻦ ﺗﺤﻮ ﹺﻝ ﺍﻧﺴﺎﻥ – ﺗﺎﻣﺲ ﻣﻮﺭي ﻫﺎﻧﺲ ﺗﺮﺟﻤﻪ ي ﺣﺎﻣ ِﺪ ﺑﺮﺁﺑﺎﺩي – ﺣﻤﻴﺪﺭﺿﺎ ﺁﻗﺎ ﻣﺤﻤﺪﻳﺎﻥ – ﻧﺸﺮ ﻧﻲ – ﭼﺎ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﻧﻈﺮﻳﻪ ﻫﺎي ﻧﻮﻳ ﹺ‬ ‫ﺍﻭﻝ – ﺻﻔﺤﻪ ي‪١٢١ – ١٢٠‬‬

‫ﮏ‬ ‫]‪ [٢‬ﻧﻮﺭﻭﻥ ﻫﺎي ﺣﺴﻲ ) ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﺣﺴﻲ ( ﻋﻤﻮﻣﺎ ً ﺑﻪ ﻧﻮ ﹺﻉ ﺧﺎﺻﻲ ﺍﺯ ﻣﺤﺮﮎ ﻧﻈﻴ ﹺﺮ ﻧﻮﺭ‪ ،‬ﺩﻣﺎ‪ ،‬ﺗﺤﺮﻳ ِ‬ ‫ﻣﮑﺎﻧﻴﮑﻲ ﻳﺎ ﺻﻮﺗﻲ ﭘﺎﺳﺦ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺍﮐﺜ ﹺﺮﺁﻧﻬﺎ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺍﺷﮑﺎ ﹺﻝ ﮔﻮﻧﺎﮔﻮﻥِ ﺍﻧﺮﮊي ﻧﻴﺰ‬ ‫ﺗﺤﺮﻳﮏ ﻧﻤﻮﺩ‪ .‬ﺑﻪ ﻃﻮﺭ ﻣﺜﺎﻝ ﮔﻴﺮﻧﺪﻩ ﻫﺎي‬ ‫ي‬ ‫ﺑﺼﺮي ) ﻣﻴﻠﻪ ﻭ ﻣﺨﺮﻭﻃﻲ ( ﻣﻌﻤﻮﻻً ﺑﻪ ﺍﻧﺮﮊ ﹺ‬ ‫ﻧﻮﺭي ﭘﺎﺳﺦ ﻣﻲ ﺩﻫﻨﺪ ﺍﻣﺎ ﻣﻲ ﺗﻮﺍﻥ ﺁﻧﻬﺎ ﺭﺍ ﺑﺎ‬ ‫ﻣﺤﺮﮎ ﻫﺎي ﻣﮑﺎﻧﻴﮑﻲ ﻣﺎﻧﻨ ِﺪ ﻓﺸﺎﺭ ﺑﺮ ﮐﺮﻩ ي‬ ‫ﭼﺸﻢ ﻧﻴﺰ ﺗﺤﺮﻳﮏ ﻧﻤﻮﺩ‪ .‬ﻧﻮ ﹺﻉ ﻣﺤﺮﮐﻲ ﮐﻪ‬ ‫ﮔﻴﺮﻧﺪﻩ ي ﻣﻌﻴﻨﻲ ﻧﺴﺒﺖ ﺑﻪ ﺁﻥ ﺑﻴﺸﺘﺮﻳﻦ‬ ‫ﮎ ﺑﺴﻨﺪﻩ ﻧﺎﻣﻴﺪﻩ ﻣﻲ‬ ‫ﺣﺴﺎﺳﻴﺖ ﺭﺍ ﺩﺍﺭﺩ‪ ،‬ﻣﺤﺮ ِ‬ ‫ﮎ ﺑﺴﻨﺪﻩ ﺷﮑﻠﻲ ﺍﺯ ﺗﺤﺮﻳﮏ ﺍﺳﺖ ﮐﻪ ﮔﻴﺮﻧﺪﻩ ﺍي ﻣﻌﻴﻦ ﻧﺴﺒﺖ ﺑﻪ ﺁﻥ ﭘﺎﻳﻴﻦ ﺗﺮﻳﻦ ﺣﺪ ﺁﺳﺘﺎﻧﻪ ﺭﺍ‬ ‫ﺷﻮﺩ‪ .‬ﻣﺤﺮ ِ‬ ‫ﺩﺍﺭﺍﺳﺖ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ –‬ ‫ﺻﻔﺤﻪ ي ‪١٩٢‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﺷﺸﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴ‬

‫‪ e‬ﮔﻴﺮﻧﺪﻩ ﻫﻫﺎي ﺣﺴﻲ ﺍﻧﺴﺴﺎﻥ )‬ ‫ﭼﭼﺸﺎﻳﻲ‪ ،‬ﻻﻣﺴﺴﻪ‪ ،‬ﺑﻴﻨﺎﻳﻲ ﻭ‪( ...‬‬ ‫ﺑﺑﻪ ﺍﻭ ﺍﻣﮑﺎﻥ ﻣﻲ ﺩﻫﻨﺪ ﺗﺎ ﺑﺎ‬ ‫ﭘﻴﺮﺍﻣﻮ ِﻥ ﺧﻮﺩ ﺍﺭﺭﺗﺒﺎﻁ‬ ‫ﻮ‬ ‫ﻂ‬ ‫ﻣﻣﺤﻴ ِ‬ ‫ﺕ ﺩﻳﮕﺮ‪،‬‬ ‫ﺑﺑﺮﻗﺮﺍﺭ ﮐﻨﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﮔﮔﻴﺮﻧﺪﻩ ﻫﺎي ﺣﺴﻲ ﺍﻧﺴﺎﻥ‪ ،‬ﭘﻞ‬ ‫ﻂ ﭘﻴﺮﺍﻣﻣﻮﻧﺶ‬ ‫ﺍﺍﺭﺗﺒﺎﻃ ﹺ‬ ‫ﻲ ﺍﻭ ﺎﺑﺎ ﻣﺤﻴ ِ‬ ‫ﺑﺑﻪ ﺷﻤﺎﺭ ﻣﻲ ﺭﺭﻭﻧﺪ‪.‬‬

‫ﺗﻮﺍﻥ ﺑﻪ ﺩﻭ ﺩﺩﺳﺘﻪ ﺗﻘﺴﻴﻢ ﻧﻤﻮﺩ‪.‬‬ ‫ﻲ ﺑﺪﺪﻥ ﺭﺍ ﻣﻲ ﺗﻮ‬ ‫]‪ [٣‬ﺑﻪ ﻃﻮﺭ ﮐﮐﻠﻲ ﺳﻴﺴﺘﻢ ﻫﻫﺎي ﺣﺴ ﹺ‬ ‫[‬ ‫ﺣﺴﻲ ﺩﻭﺭﺑﺮﺩ ﺑﻴﻨﻨﺎﻳﻲ ﺍﺳﺖ‪ .‬ﺍﺯ‬ ‫ﻣﺤﻴﻂ ﺩﻭﺭﺑﺮﺩ ﺭﺭﺍﺑﻄﻪ ﺩﺍﺭﻧﺪ‪ .‬ﻣﻬﻤﺘﺮﻳﻦ ﺳﺳﻴﺴﺘ ﹺﻢ ﻲ‬ ‫‪ .١‬ﺳﻴﺴﺘﻢ ﻫﺎي ﺣﺴﻲ ﮐﻪ ﺑﺎ ﻂِ‬ ‫ﺳﻴﺴﺘﻢ ﻫﺎي ﺩﻭﺭﺑﺮﺩﺩِ ﺩﻳﮕﺮ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺷﻨﻮﻮﺍﻳﻲ ﻭ ﺑﻮﻳﺎﻳﻲ ﺍﺷﺎﺭﻩ ﮐﮐﺮﺩ‪.‬‬ ‫ﺍﺣﺴﺎ ﹺ‬ ‫‪ .٢‬ﺳﻴﺴﺘﻢ ﻫﺎي ﺣﺴﻲ ﮐﻪ ﺑﺎ ﺎ‬ ‫ﺱ ﺑﺪﻥ ﺍﺭﺗﺗﺒﺎﻁ ﺩﺍﺭﻧﺪ‪ .‬ﺍﺯ ﺟﻤﻠﻪ ﺣﺣﺲ ﻫﺎي ﺑﺪﺪﻧﻲ ) ﺗﻨﻲ ( ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ‬ ‫ﺩﻫﻠﻴﺰي )‬ ‫ي‬ ‫ﻋﻀﻼﺕ ﻭ ﺳﻴﺴﺘﻢ ﻫﻫﺎي‬ ‫ﺕ‬ ‫ﻞ‪،‬‬ ‫ﺣﺲ ﻫﺎﺎي ﻣﺮﺑﻮﻁ ﺑﺑﻪ ﭘﻮﺳﺖ ) ﺑﺴﺎﻭﺍﻳﻲ‪ ،‬ﻓﺸﺸﺎﺭ‪ ،‬ﺩﻣﺎ‪ ،‬ﺩﺭﺭﺩ (‪ ،‬ﻣﻔﺎﺻﻞ‬ ‫ﻣﻲ ﺷﻮﻧﺪ ( ﺍﺷﺷﺎﺭﻩ ﮐﺮﺩ‪.‬‬ ‫ﮐﻪ ﻣﺠﻤﻤﻮﻋﺎً ﮔﻴﺮﻧﺪﺪﻩ ﻫﺎي ﻋﻤﻘﻘﻲ ﻧﺎﻣﻴﺪﻩ ﻲ‬ ‫ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ –‬ ‫ﻲ‬ ‫ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﻋﺼﺐ‬ ‫ﺤﻪ ي ‪١٩٥ - ٢٣٦‬‬ ‫ﺻﻔﺤ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﻲ ﻣﻨﻔﻲ‪ .‬ﺑﺎﺭﻫﺎي ﻣﺜﺒﺖ‪ ،‬ﺑﺎﺭﻫﺎي‬ ‫ي ﻣﺜﺒﺖ ﻭ ﺑﺎ ﹺﺭ ﺍﻟﮑﺘﺮﻳﮑ ﹺ‬ ‫]‪ [٤‬ﺩﻭ ﻧﻮﻉ ﺑﺎﺭ ﺍﻟﮑﺘﺮﻳﮑﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺑﺎﺭ ﺍﻟﮑﺘﺮ ﹺ‬ ‫ﻣﺜﺒﺖ ﺭﺍ ﺩﻓﻊ ﻣﻲ ﮐﻨﻨﺪ ﻭ ﺑﺎﺭﻫﺎي ﻣﻨﻔﻲ ﻧﻴﺰ ﺑﺎﺭﻫﺎي ﻣﻨﻔﻲ ﺭﺍ‪ ،‬ﺍﻣﺎ ﺑﺎﺭﻫﺎي ﻣﺜﺒﺖ ﻭ ﻣﻨﻔﻲ ﻫﻤﺪﻳﮕﺮ ﺭﺍ ﺟﺬﺏ ﻣﻲ‬ ‫ﮐﻨﻨﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﺑﺎﺭﻫﺎي ﻣﺜﺒﺖ ﻭ ﻣﻨﻔﻲ ﺍﺯ ﻫﻢ ﺟﺪﺍ ﺑﺎﺷﻨﺪ‪ ،‬ﻧﻴﺮﻭي ﺍﻟﮑﺘﺮي ﺑﺎﺭﻫﺎي ﻧﺎﻫﻤﻨﺎﻡ ﺭﺍ ﺑﻪ‬ ‫ﻁ ﺗﻮﻟﻴ ِﺪ ﺟﺮﻳﺎ ِﻥ‬ ‫ي ﻣﺎﺩﻩ ﺍﺳﺖ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﻣﻲ ﺑﻴﻨﻴﺪ ﻧﺨﺴﺘﻴﻦ ﺷﺮ ِ‬ ‫ﺖ ﺑﻨﻴﺎﺩ ﹺ‬ ‫ﺳﻮي ﻫﻢ ﻣﻲ ﺭﺍﻧﺪ‪ .‬ﺍﻳﻦ ﺧﺎﺻﻴ ِ‬ ‫ﺍﻟﮑﺘﺮﻳﺴﻴﺘﻪ‪ ،‬ﻣﺠﺰﺍ ﺑﻮﺩ ِﻥ ﺑﺎﺭﻫﺎي ﻣﺜﺒﺖ ﻭ ﻣﻨﻔﻲ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﻋﻤﻞ ﺩﺭ ﻧﻮﺭﻭﻥ ﺍﻧﺠﺎﻡ ﻣﻲ ﺷﻮﺩ‪ .‬ﻏﺸﺎﺀ ﻧﻮﺭﻭﻥ ﺑﺎﻋﺚ‬ ‫ﻑ‬ ‫ﻅ ﺍﻟﮑﺘﺮﻳﮑﻲ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺑﻴﺮﻭ ِﻥ ﻏﺸﺎﺀ ﻣﻨﻔﻲ ﺑﺎﺷﺪ ﻭ ﺑﺪﻳﻦ ﺷﮑﻞ ﺍﺧﺘﻼ ِ‬ ‫ﻣﻲ ﺷﻮﺩ ﺗﺎ ﺩﺭﻭ ِﻥ ﻏﺸﺎﺀ ﺍﺯ ﻟﺤﺎ ِ‬ ‫ﭘﺘﺎﻧﺴﻴﻠﻲ ﭘﺪﻳﺪ ﺁﻳﺪ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ –‬ ‫ﺻﻔﺤﻪ ي ‪١٤٩‬‬

‫ﻞ ﺍﻳﻦ ﮐﻪ ﭼﺮﺍ ﺑﺎﻳﺪ ﺍﻳﻨﻄﻮﺭ‬ ‫ﺶ ﻧﻮﺭﻭﻥ ‪ -٧٠‬ﻣﻴﻠﻲ ﻭﻟﺖ ﺍﺳﺖ ؟ ﺩﻟﻴ ﹺ‬ ‫ﻞ ﺁﺭﺍﻣ ﹺ‬ ‫]‪ [٥‬ﺷﺎﻳﺪ ﺳﻮﺍﻝ ﮐﻨﻴﺪ‪ ،‬ﭼﺮﺍ ﭘﺘﺎﻧﺴﻴ ﹺ‬ ‫ﭗ ﺳﺪﻳﻢ – ﭘﺘﺎﺳﻴﻢ « ﻣﺮﺑﻮﻁ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺑﺎﺷﺪ‪ ،‬ﺑﺴﻴﺎﺭ ﭘﻴﭽﻴﺪﻩ ﺍﺳﺖ‪ .‬ﺑﺨﺶ ﻣﻬﻤﻲ ﺍﺯ ﭘﺎﺳﺦ ﺍﻳﻦ ﭘﺮﺳﺶ ﺑﻪ » ﭘﻤ ﹺ‬ ‫ﺍﻳﻦ ﭘﻤﭗ‪ ،‬ﭘﻴﻮﺳﺘﻪ ﻳﻮﻥ ﻫﺎي ﺳﺪﻳﻢ ﺭﺍ ﺑﻪ ﺑﻴﺮﻭ ِﻥ ﻧﻮﺭﻭﻥ ﺍﻧﺘﻘﺎﻝ ﻣﻲ ﺩﻫﺪ ﻭ ﺩﺭ ﻣﻘﺎﺑﻞ ﺑﻪ ﻃﻮﺭ ﻫﻤﺰﻣﺎﻥ ﻳﻮﻥ ﻫﺎي‬ ‫ﭘﺘﺎﺳﻴﻢ ﺭﺍ ﻭﺍﺭﺩ ﻧﻮﺭﻭﻥ ﻣﻲ ﮐﻨﺪ‪ .".‬ﺑﻪ ﻃﻮﺭ ﺩﻗﻴﻖ ﺗﺮ ﺍﻳﻦ ﭘﻤﭗ‪ ٣ ،‬ﻳﻮ ِﻥ ﺳﺪﻳﻢ ﺭﺍ ﺧﺎﺭﺝ ﻭ ‪ ٢‬ﻳﻮ ِﻥ ﭘﺘﺎﺳﻴﻢ ﺭﺍ ﻭﺍﺭﺩ‬ ‫ﻣﻲ ﮐﻨﺪ‪ .‬ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﻫﻢ ﻳﻮﻥ ﻫﺎي ﺳﺪﻳﻢ ﻭ ﻫﻢ ﭘﺘﺎﺳﻴﻢ ﻳﮏ ﺑﺎﺭ ﺍﻟﮑﺘﺮﻳﮑﻲ ﻣﺜﺒﺖ ﺩﺍﺭﻧﺪ ﺩﺭ ﻧﺘﻴﺠﻪ ﺍﻳﻦ ﭘﻤﭗ‬ ‫ﻣﻮﺟﺐ ﻣﻲ ﺷﻮﺩ ﺗﺎ ﻳﻮﻥ ﻫﺎي ﻣﺜﺒﺖ ﻓﻘﻂ ﺑﻪ ﺧﺎﺭﺝ ﺍﺯ ﻧﻮﺭﻭﻥ ﺣﺮﮐﺖ ﮐﻨﻨﺪ ﻭ ﺩﺭﻭ ِﻥ ﻧﻮﺭﻭﻥ ﻣﻨﻔﻲ ﺗﺮ ﺍﺯ ﺧﺎﺭﺝ‬ ‫ﻲ ﻏﺸﺎﺀ ﻧﻴﺰ ﺩﺭ ﺍﻳﻦ ﻣﺎﺟﺮﺍ ﻧﻘﺶ ﺩﺍﺭﺩ‪.‬‬ ‫ي ﺍﻧﺘﺨﺎﺑ ﹺ‬ ‫ﭗ ﺳﺪﻳﻢ – ﭘﺘﺎﺳﻴﻢ‪ ،‬ﻧﻔﻮﺫﭘﺬﻳﺮ ﹺ‬ ‫ﻧﻮﺭﻭﻥ ﮔﺮﺩﺩ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﭘﻤ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ﮐﺎﻻﺕ – ﺍﻧﺘﺸﺎﺭﺍﺕ ﺩﺍﻧﺸﮕﺎﻩ ﺷﺎﻫﺪ ﺻﻔﺤﻪ ي ‪ - ٥٨‬ﻡ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﺷﺸﻢ‬

‫ﻞ ﻋﻤﻞ ﻻﺯﻡ ﺍﺳﺖ‪،‬‬ ‫ﺢ ﻭﻟﺘﺎﮊي ﮐﻪ ﺑﺮﺍي ﺭﺍﻩ ﺍﻧﺪﺍﺯي ﻳﮏ ﭘﺘﺎﻧﺴﻴ ﹺ‬ ‫]‪ [٦‬ﺁﺳﺘﺎﻧﻪ ي ﺗﺤﺮﻳﮏ ‪ :‬ﺑﻪ ﺣﺪﺍﻗﻞ ﺳﻄ ﹺ‬ ‫ﺍﺻﻄﻼﺣﺎ ً ﺁﺳﺘﺎﻧﻪ ي ﺗﺤﺮﻳﮏ ﻣﻲ ﮔﻮﻳﻨﺪ‪ .‬ﺑﺎﻳﺪ ﺗﻮﺟﻪ ﮐﺮﺩ ﮐﻪ ﺁﺳﺘﺎﻧﻪ ي ﺗﺤﺮﻳﮏ ﺑﺮﺍي ﻫﻤﻪ ي ﻧﻮﺭﻭﻥ ﻫﺎ‪،‬‬ ‫ﻳﮑﺴﺎﻥ ﻧﻴﺴﺖ‪ .‬ﺑﺮﺧﻲ ﺍﺯ ﻧﻮﺭﻭﻥ ﻫﺎ‪ ،‬ﺁﺳﺘﺎﻧﻪ ي ﭘﺎﻳﻴﻦ ﺗﺮي ﺩﺍﺭﻧﺪ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﻧﻮﺭﻭﻥ ﻫﺎي ﺩﻳﮕﺮ ﺑﻪ‬ ‫ﻣﺤﺮﮎ ﻫﺎي ﺿﻌﻴﻒ ﺗﺮي ﭘﺎﺳﺦ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ‪ ،‬ﻣﺤﺮﮐﻲ ﮐﻪ ﺑﺮﺍي ﺑﻌﻀﻲ ﺍﺯ ﻧﻮﺭﻭﻥ ﻫﺎ ﻓﻮﻕ ﺁﺳﺘﺎﻧﻪ ﺍي‬ ‫ﺍﺳﺖ‪ ،‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﺮﺍي ﺩﻳﮕﺮﺍﻥ ﺯﻳ ﹺﺮ ﺁﺳﺘﺎﻧﻪ ﺑﺎﺷﺪ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ –‬ ‫ﺻﻔﺤﻪ ي ‪١٥٧‬‬

‫]‪ [٧‬ﺑﻪ ﭘﻴﺎﻡ ﻫﺎي ﺑﺮﺍﻧﮕﻴﺰﺍﻧﻨﺪﻩ ﺍﺻﻄﻼﺣﺎً ) ‪ ( Excitatory post synaptic potential =Epsp‬ﻭ ﺑﻪ ﭘﻴﺎﻡ‬ ‫ﻫﺎي ﺑﺎﺯﺩﺍﺭﻧﺪﻩ ) ‪ ( Inhibitory post synaptic potential = Ipsp‬ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ‬ ‫ﺩﻳﺪﻳﻢ ‪ Epsp‬ﻫﺎ ﺍﺣﺘﻤﺎ ﹺﻝ ﺷﻠﻴﮏِ ﻧﻮﺭﻭﻥ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﻨﺪ ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ‪ Ipsp‬ﻫﺎ ﺍﺣﺘﻤﺎ ﹺﻝ ﺷﻠﻴﮏ ﻧﻮﺭﻭﻥ ﺭﺍ‬ ‫ﺵ ﻫﻤﻪ‬ ‫ﮐﺎﻫﺶ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺍﮔﺮ ﻣﺠﻤﻮ ﹺﻉ ‪ Epsp‬ﻫﺎ ﺑﻪ ﺣﺪ ﺁﺳﺘﺎﻧﻪ ﺑﺮﺳﺪ‪ ،‬ﭘﺘﺎﻧﺴﻴﻞﹺ ﻋﻤﻞ ﺩﺭ ﺳﺮﺍﺳ ﹺﺮ ﻧﻮﺭﻭﻥ ﺑﺎ ﺭﻭ ﹺ‬ ‫ﺖ‬ ‫ﻂ ‪ Ipsp‬ﻫﺎ ﺧﻨﺜﻲ ﻣﻲ ﺷﻮﺩ‪ ،‬ﺣﺎﻟ ِ‬ ‫ﺕ ‪ Epsp‬ﻫﺎ ﺗﻮﺳ ِ‬ ‫ﻳﺎ ﻫﻴﭻ ﺍﻧﺘﺸﺎﺭ ﻣﻲ ﻳﺎﺑﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﺣﺎﻝ‪ ،‬ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﺍﺛﺮﺍ ِ‬ ‫ﻲ ‪ Ipsp‬ﻫﺎ ﻭ ‪ Epsp‬ﻫﺎﻳﻲ ﮐﻪ ﺑﻪ ﺁﻥ ﻣﻲ ﺭﺳﺪ‪ ،‬ﺑﺴﺘﮕﻲ ﺩﺍﺭﺩ‪.‬‬ ‫ﻧﻮﺭﻭﻥ ﺩﺭ ﻫﺮ ﻟﺤﻈﻪ ﺑﻪ ﺑﺮﺁﻳﻨ ِﺪ ﺗﻤﺎﻣ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ –‬ ‫ﺻﻔﺤﻪ ي ‪١٧٢ -١٦٦‬‬

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‫ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬ ‫ﺖ‬ ‫ﻣﺒﺎﻧﻲ‬

‫ﺼﻞ ﻫﻫﻔﺘﻢ‬ ‫ﻓﺼ‬ ‫ﻋﺼﺒﻲ ) ‪( ٢‬‬ ‫ﻲ‬ ‫ﺳﻴﻴﺴﺘ ﹺﻢ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

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‫ﻓﻬﺮﺳﺖ ﻓﺼﻞ ﻫﻔﺘﻢ ‪:‬‬

‫ﻓﺼﻞ ﻫﻔﺘﻢ‪ :‬ﺳﻴﺴﺘﻢﹺ ﻋﺼﺒﻲ ) ‪  ٢٤٦ ...................................................................................... ( ٢‬‬ ‫ﻓﻬﺮﺳﺖ ﻓﺼﻞ ﻫﻔﺘﻢ ‪  ٢٤٧ ................................................................................................. :‬‬ ‫ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ‪  ٢٤٨ ........................................................................................................ :‬‬ ‫ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﻣﺮﮐﺰي ) ‪  ٢٤٩ ................................................................................... : ( CNS‬‬ ‫ﻣﻐﺰ ‪  ٢٤٩ .................................................................................................................... :‬‬ ‫ﻟﻮﺏ ﻫﺎي ﻣﻐﺰ ‪  ٢٥٩ ......................................................................................................... :‬‬ ‫ﻧﺨﺎﻉﹺ ﺷﻮﮐﻲ ‪  ٢٦٥ .......................................................................................................... :‬‬ ‫ﺳﻴﺴﺘﻢﹺ ﻋﺼﺒﻲﹺ ﭘﻴﺮﺍﻣﻮﻧﻲ ) ‪  ٢٦٨ .................................................................................. : ( PNS‬‬ ‫ﺧﻼﺻﻪ ي ﻓﺼﻞ ‪ :‬ﺳﻴﺴﺘﻢﹺ ﻋﺼﺒﻲ ‪  ٢٧٣ .....................................................................................‬‬ ‫ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎي ﻣﺘﺮﺟﻢ ‪  ٢٧٤ .................................................................................................:‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﻲ ﻣﮑﺎﻧﻴﺴ ﹺﻢ ﻧﻮﺭﻭﻥ ﭘﺮﺩﺍﺧﺘﻴﻢ‪ .‬ﺑﺎ ﺍﻳﻦ ﺣﺎﻝ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺗﻨﻬﺎ ﺯﻣﺎﻧﻲ ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﺩﺭﮎ‬ ‫ﺩﺭ ﻓﺼﻞ ﻗﺒﻞ ﺑﻪ ﺑﺮﺭﺳ ﹺ‬ ‫ﻞ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﺑﺮﺭﺳﻲ ﮐﻨﻴﻢ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺩﺭ ﺍﻳﻦ‬ ‫ﮐﺎﻣﻠﻲ ﺍﺯ ﻧﻮﺭﻭﻥ ﺑﺪﺳﺖ ﺁﻭﺭﻳﻢ ﮐﻪ ﺁﻧﺮﺍ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﮐ ﹺ‬ ‫ﻗﺴﻤﺖ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﺭﺍ ﻣﻮﺭﺩ ﺑﺮﺭﺳﻲ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﻴﻢ ‪:‬‬

‫ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ‪:‬‬ ‫ﺶ ﮐﻠﻲ ﺗﻘﺴﻴﻢ ﮐﺮﺩ ‪:‬‬ ‫ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺩﻭ ﺑﺨ ﹺ‬ ‫ﻞ ﻣﻐﺰ ﻭ‬ ‫ﻲ ﻣﺮﮐﺰي ) ‪ : ( ١CNS‬ﺍﻳﻦ ﺳﻴﺴﺘﻢ ﺷﺎﻣ ﹺ‬ ‫ƒ ﺳﻴﺴﺘﻢ ﻋﺼﺒ ﹺ‬ ‫ﻞ ﻣﻘﺎﺑﻞ (‬ ‫ﺶ ﻗﺮﻣﺰ ﺭﻧﮓ ﺩﺭ ﺷﮑ ﹺ‬ ‫ﻧﺨﺎ ﹺﻉ ﺷﻮﮐﻲ‪ ٢‬ﻣﻲ ﺷﻮﺩ‪ ) .‬ﺑﺨ ﹺ‬ ‫ƒ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﭘﻴﺮﺍﻣﻮﻧﻲ ) ‪ : ( ٣PNS‬ﺍﻳﻦ ﺳﻴﺴﺘﻢ ﺑﻘﻴﻪ ي ﺳﻠﻮﻝ‬ ‫ﻲ ﭘﻴﺮﺍﻣﻮﻧﻲ ﺧﻮﺩ ﺑﻪ‬ ‫ﻫﺎي ﻋﺼﺒﻲ ﺭﺍ ﺷﺎﻣﻞ ﻣﻲ ﺷﻮﺩ‪ .‬ﺳﻴﺴﺘﻢ ﻋﺼﺒ ﹺ‬ ‫ﺩﻭ ﻗﺴﻤﺖ ﺗﻘﺴﻴﻢ ﻣﻲ ﺷﻮﺩ ‪:‬‬ ‫ي ﻣﺎﻫﻴﭽﻪ ﻫﺎي ﺍﺳﮑﻠﺘﻲ ) ﻳﻌﻨﻲ ﻣﺎﻫﻴﭽﻪ ﻫﺎﻳﻲ‬ ‫ﺕ ﺍﺭﺍﺩ ﹺ‬ ‫ﻲ ﺗﻨﻲ‪ : ٤‬ﺍﻳﻦ ﺳﻴﺴﺘﻢ ﺑﺎ ﺣﺮﮐﺎ ِ‬ ‫‪ .١‬ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﮐﻪ ﺑﻪ ﺍﺳﺘﺨﻮﺍﻥ ﻫﺎ ﻣﺘﺼﻞ ﺷﺪﻩ ﺍﻧﺪ ( ﺳﺮ ﻭ ﮐﺎﺭ ﺩﺍﺭﺩ‪.‬‬ ‫ﺕ ﻏﻴﺮﺍﺭﺍﺩي ﻣﺎﻫﻴﭽﻪ ﻫﺎي ﻏﻴﺮ ﺍﺳﮑﻠﺘﻲ ) ﻣﺜﻼً‬ ‫ﻲ ﺧﻮﺩﮐﺎﺭ‪ : ١‬ﺍﻳﻦ ﺳﻴﺴﺘﻢ ﺑﺎ ﺣﺮﮐﺎ ِ‬ ‫‪ .٢‬ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻣﺎﻫﻴﭽﻪ ﻫﺎي ﻗﻠﺐ ( ﺳﺮ ﻭ ﮐﺎﺭ ﺩﺍﺭﺩ‪.‬‬

‫ﻲ ﻣﺮﮐﺰي ‪ :‬ﺁﻥ ﺑﺨﺶ ﺍﺯ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﮐﻪ ﻓﺸﺮﺩﻩ ﻭ ﺩﺭ ﻣﺤﻮ ﹺﺭ ﻣﺮﮐﺰ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ‬ ‫‪ : Central nerveus system ١‬ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﺍﺳﺖ‪ .‬ﻣﺜﻼ ً ﻣﻐﺰ ﻭ ﻧﺨﺎﻉ ﺩﺭ ﻣﻬﺮﻩ ﺩﺍﺭﺍﻥ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﺳﻮﺳﻴﻮﺑﻴﻮﻟﻮﮊي ﺍﺛﺮ ﺍﺩﻭﺍﺭﺩ ﻭﻳﻠﺴﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﺸﺮ ﺟﻬﺎﺩ‬ ‫ﺩﺍﻧﺸﮕﺎﻫﻲ ﻣﺸﻬﺪ – ﺻﻔﺤﻪ ي ‪( ٣٠٩‬‬ ‫‪ : spinal cord ٢‬ﺁﻥ ﻗﺴﻤﺖ ﺍﺯ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﻣﺮﮐﺰي ﮐﻪ ﺩﺭ ﺩﺍﺧ ﹺ‬ ‫ﻞ ﺳﺘﻮ ِﻥ ﻓﻘﺮﺍﺕ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ‬ ‫ﮐﺎﻻﺕ – ﺹ ‪ .( ٧٨٥‬ﺩﺭ ﺯﺑﺎﻥ ﻋﺎﻣﻴﺎﻧﻪ ﺑﻪ ﺁﻥ ﻧﺨﺎﻉ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ -‬ﻡ‬ ‫‪ : peripheral nervous system ٣‬ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﭘﻴﺮﺍﻣﻮﻧﻲ ) ﻣﺤﻴﻄﻲ ( ‪PNS‬‬ ‫‪ :somatic ٤‬ﭘﻴﮑﺮي‪ ،‬ﺟﺴﻤﺎﻧﻲ ﻭ ﺑﺪﻧﻲ ﻧﻴﺰ ﺗﺮﺟﻤﻪ ﺷﺪﻩ ﺍﺳﺖ – ﻡ‬

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‫ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬ ‫ﺖ‬ ‫ﻣﺒﺎﻧﻲ‬

‫ﺳﻴﺴﺘﻢِ ﻋﻋﺼﺒﻲ ﺗﻨﻲ‬ ‫ﻋﺼﺒﻲِ‬ ‫ﻲ‬ ‫ﺳﺳﻴﺴﺘﻢِ‬ ‫ﺳﻴﺴﺘﻢِ ﻋﺼﺒﻲ‬ ‫ﻢ‬

‫ﭘﻴﺮﺍﻣﻮﻧﻲ‬

‫ﺧﻮﻮﺩﮐﺎﺭ‬

‫ﻋﺼﺒﻲِ‬ ‫ﻲ‬ ‫ﺳﺳﻴﺴﺘﻢِ‬

‫ﺳﻴﺴﺘﻢِ ﻋﺼﺒﻲ‬ ‫ﻣﺮﮐﺰي‬

‫ﻣﺮﮐﺰي ﻣﻲ ﭘﺮﺩﺍﺯﻳﻢ ‪:‬‬ ‫ي‬ ‫ﻲ‬ ‫ﺼﺒ ﹺ‬ ‫ﺑﺮﺭﺳﻲ ﺳﻴﺴﺘﻢ ﻋﺼ‬ ‫ﻲﹺ‬ ‫ﺍﺑﺘﺪﺪﺍ ﺑﻪ‬

‫ﻋﺼﺒﻲ ﻣﺮﮐﺰي ) ‪: ( CNS‬‬ ‫ﻲ‬ ‫ﺳﻴﺴﺴﺘﻢ‬ ‫ﻤﺎﻫﻨﮓ ﻭ‬ ‫ﻳﮑﺪﻳﮕﺮ ﻫﻤﺎ‬ ‫ﺼﺒﻲ ﺭﺍ ﺑﺎ ﻳﮑ‬ ‫ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﻋﺼ‬ ‫ﺖ‬ ‫ﺳﻴﺴﺴﺘﻢ ﻋﺼﺒﻲ ﻣﺮﮐﺰي ﺗﻤﻤﺎﻣﻲ‬ ‫ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﺳﺖ ‪ :‬ﻣﻐﺰ ﻭ‬ ‫ﻞ‬ ‫ﺨﺶ‬ ‫ﻲ ﻣﺮﮐﮐﺰي ﺍﺯ ﺩﻭ ﺑﺨ‬ ‫ﻳﮑﭙﭙﺎﺭﭼﻪ ﻣﻲ ﮐﮐﻨﺪ‪ .‬ﺳﻴﺴﺘ ﹺﻢ ﻋﻋﺼﺒ ﹺ‬ ‫ﻧﺨﺎﻉ ﺷﻮﮐﻲ‪ .‬ﺍﺑﺘﺪﺍ ﻣﻐﺰ ﺭﺍ ﺑﺮﺭﺳﻲ ﻣﻲ ﮐﻨﻴﻢ ‪:‬‬ ‫ﻉﹺ‬

‫ﻣﻐﺰ ‪:‬‬ ‫ﺰ‬ ‫ﺍﺳﺖ‪.‬‬ ‫ﻲ ﺩﺭ ﻣﻮﺭ ِﺩ ﻣﻣﻐﺰ ﺑﻪ ﺁﻥ ﺗﺗﻮﺟﻪ ﮐﺮﺩ ﭘﻴﭽﻴﺪﮔﻲﹺ ﺑﺑﻴﺶ ﺍﺯ ﺣ ِﺪ ﺍﻳﻦ ﺑﺨﺶ ﺍﺯ ﺑﺪﻥ ﺖ‬ ‫ﺍﻭﻟﻴﻴﻦ ﻧﮑﺘﻪ ﺍي ﮐﻪ ﺑﺎﻳﺴﺘﻲ‬ ‫ﺩﻭ ﻣﺮﺣﻠﻪ ﺩﺍﺭﺭﺩ ‪:‬‬ ‫ﺖ ﻣﻐﺰ ﻭ‬ ‫ﺷﻨﺎﺧ ِ‬ ‫ﺧ‬ ‫ﺖ ﺳﺎﺧﺘﺎ ﹺﺭ ﻣﻐﺰﺰ‪.‬‬ ‫‪ .١‬ﺷﻨﺎﺧ ِ‬ ‫ﻒ ﺁﻥ‬ ‫ﺑﺨﺶ ﻫﺎي ﻣﺨﺘﺘﻠ ِ‬ ‫ﻲ ﻋﻤﻠﮑﺮ ِﺩ ﺶ‬ ‫ﺖ ﭼﮕﻮﻧﮕ ﹺ‬ ‫‪ .٢‬ﺷﻨﺎﺧ ِ‬ ‫ﻲ‬ ‫ﻣﻐﺰ ﺻﻮﺭﺕ ﮔﺮﺮﻓﺘﻪ ﺍﺳﺖ‪ ،‬ﺯﻳﺮﺍ‬ ‫ﺑﻪ ﺍﻣﺮﻭﺯ‪ ،‬ﺑﻴﺸﺸﺘ ﹺﺮ ﺑﺮﺭﺳﻲ ﻫﺎ ﺑﺮ ﺭﻭي ﺳﺎﺧﺘﺎ ﹺﺭ ﺰ‬ ‫ﺗﺎ ﻪ‬ ‫ﺑﺮﺭﺳﻲﹺ ﺳﺎﺧﺘﺎ ﹺﺭ ﻣﻐﻐﺰ ﺑﺴﻴﺎﺭ ﺁﺳﺎﺎﻥ‬ ‫ﺗﺮ ﺍﺯ ﻓﻬ ﹺﻢ ﭼﮕﻮﻮﻧﮕ ﹺ‬ ‫ﻓﻬ ﹺﻢ‬ ‫ﺍﺳﺖ‪ .‬ﺗﻨﻬﺎ ﺩﺭ ﺳﺳﺎﻝ ﻫﺎي ﺍﺧﺧﻴﺮ ﺑﻪ ﻣﺪ ِﺩ ﭘﻴﺸﺮﻓﺖ ﻫﺎي ﺗﮑﻨﻮﻟﻮﮊﮊي ﺍﻣﮑﺎ ِﻥ ﻬ‬ ‫ﮑﺮ ِﺩ ﺁﻥ ﺖ‬ ‫ﻲ ﻋﻤﻠﮑﺮ‬ ‫ﻮ‬ ‫ﻲ‬ ‫ﻖ ﻣﺸﺎﻫﻫﺪﻩ ي ﻣﻐﺰ ﺣﺣﺘﻲ‬ ‫ﻣﻐﺰ ﻣﻴﺴﺮ ﺷﺪﻩ ﺍﺳﺖ‪ ) .‬ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻒ ﺰ‬ ‫ﻖ ﻣﻣﺨﺘﻠ ِ‬ ‫ﮑﺮ ِﺩ ﻣﻨﺎﻃ ﹺ‬ ‫ﻲ ﻋﻤﻠﮑ‬ ‫ﭼﮕ‬ ‫ﻣﻮﺟﻮ ِﺩ‬ ‫ﻫﻨﮕﺎﻣﻲ ﮐﻪ‬ ‫ﮕﻮﻧﮕ ﹺ‬ ‫ﻓﻌﺎﻟﻴﺖ ﺍﺳﺖ (‪.‬‬ ‫ﺯﻧﺪﻩ ﺩﺭ ﺣﺎ ﹺﻝ ﻓﻌ‬ ‫‪ : autonomicc ١‬ﻏﻴﺮﺍﺭﺍﺩي ﻧﻴﺰﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﻮﺩ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﺖ ﻭﻳﮋﻩ ي ﻣﻐﺰ ﺷﺎﻳﺪ ﺧﻴﻠﻲ ﻋﺠﻴﺐ ﻧﺒﺎﺷﺪ ﮐﻪ ﺑﺎﻻﺗﺮﻳﻦ ﺍﻣﮑﺎﻧﺎﺕِ ﺣﻔﺎﻇﺘﻲ ﺑﻪ ﺍﻳﻦ ﺍﻧﺪﺍﻡ‬ ‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﻫﻤﻴ ِ‬ ‫ﺍﺧﺘﺼﺎﺹ ﻳﺎﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺑﻪ ﺍﻳﻦ ﺻﻮﺭﺕ ﮐﻪ ‪:‬‬ ‫ﻂ ﺍﺳﺘﺨﻮﺍﻥ ﺍﺣﺎﻃﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫‪ .١‬ﻣﻐﺰ ﺍﺯ ﻫﻤﻪ ي ﺟﻮﺍﻧﺐ ﺗﻮﺳ ِ‬ ‫‪ .٢‬ﻣﻐﺰ ﺑﺎ ﻳﮏ ﻏﺸﺎي ﺣﻔﺎﻇﺘﻲ ﺳﻪ ﻻﻳﻪ ﺑﻪ ﻧﺎ ﹺﻡ ﻣﻨﻨﮋ‪ ١‬ﭘﻮﺷﺎﻧﺪﻩ ﺷﺪﻩ‬ ‫ﺍﺳﺖ‪ .‬ﺑﻴﺮﻭﻧﻲ ﺗﺮﻳﻦ ﻻﻳﻪ ﺳﺨﺖ ﺷﺎﻣﻪ‪ ٢‬ﻧﺎﻡ ﺩﺍﺭﺩ‪ .‬ﭘﺲ ﺍﺯ ﺁﻥ ﻻﻳﻪ‬ ‫ي ﻋﻨﮑﺒﻮﺗﻴﻪ‪ ٣‬ﻭ ﺳﺮﺍﻧﺠﺎﻡ ﻻﻳﻪ ي ﻧﺮﻡ ﺷﺎﻣﻪ‪ ٤‬ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﻓﻀﺎي‬ ‫ﺑﻴﻦ ﻋﻨﮑﺒﻮﺗﻴﻪ ﻭ ﻧﺮﻡ ﺷﺎﻣﻪ ﺭﺍ ﻣﺎﻳﻊ ﻣﻐﺰي‪ -‬ﻧﺨﺎﻋﻲ ) ‪ ٥( CSF‬ﭘﺮ‬ ‫ﮐﺮﺩﻩ ﺍﺳﺖ‪.‬‬ ‫‪ .٣‬ﻋﻼﻭﻩ ﺑﺮﺍﻳﻨﻬﺎ ﺳﺪ ﺧﻮﻧﻲ – ﻣﻐﺰي‪ ٦‬ﻧﻴﺰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺳﺪ ﺧﻮﻧﻲ – ﻣﻐﺰي ﻳﮏ ﻣﮑﺎﻧﻴﺴ ﹺﻢ ﺣﻔﺎﻇﺘﻲ ﺍﺳﺖ‬ ‫ﻞ‬ ‫ﮐﻪ ﺑﻪ ﺧﻮﻥ ﺍﺟﺎﺯﻩ ﻣﻲ ﺩﻫﺪ ﺗﺎ ﺑﻪ ﺭﺍﺣﺘﻲ ﺩﺭ ﻣﻐﺰ ﺟﺮﻳﺎﻥ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ﺑﺪﻭ ِﻥ ﺍﻳﻨﮑﻪ ﺍﮐﺜﺮ ﻣﻮﺍ ِﺩ ﺩﺍﺧ ﹺ‬ ‫ﺖ ﻣﻐﺰ ﺭﺍﻩ ﭘﻴﺪﺍ ﮐﻨﻨﺪ‪.‬‬ ‫ﺟﺮﻳﺎ ِﻥ ﺧﻮﻥ ﺑﺘﻮﺍﻧﻨﺪ ﺑﻪ ﺑﺎﻓ ِ‬

‫ﻣﻐﺰ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺳﻪ ﺑﺨﺶ ﮐﻠﻲ ﺗﻘﺴﻴﻢ ﮐﺮﺩ ‪ :‬ﻣﻐ ﹺﺰ ﭘﺴﻴﻦ‪ ،‬ﻣﻐ ﹺﺰ ﻣﻴﺎﻧﻲ ﻭ ﻣﻐ ﹺﺰ ﭘﻴﺸﻴﻦ‪ ) .‬ﺍﻳﻦ ﻧﺎﻡ ﮔﺬﺍﺭي ﺑﺮ‬ ‫ﻞ ﺍﻳﻦ ﺑﺨﺶ ﻫﺎ‬ ‫ﻲ ﺭﻭﻳﺎﻥ‪ ١‬ﺑﻮﺩﻩ ﻭ ﺑﻪ ﻫﻤﻴﻦ ﺩﻟﻴﻞ ﺑﻪ ﻃﻮ ﹺﺭ ﮐﺎﻣﻞ ﺑﺎ ﻣﺤ ﹺ‬ ‫ﻞ ﺍﻳﻦ ﺑﺨﺶ ﻫﺎ ﺩﺭ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻣﺒﻨﺎي ﻣﺤ ﹺ‬ ‫ﻲ ﻫﺮ ﻳﮏ ﺍﺯ ﺍﻳﻦ ﺑﺨﺶ ﻫﺎ ﻣﻲ ﭘﺮﺩﺍﺯﻳﻢ ‪:‬‬ ‫ﺩﺭ ﻣﻐ ﹺﺰ ﻳﮏ ﻓﺮ ِﺩ ﺑﺎﻟﻎ ﻣﻄﺎﺑﻘﺖ ﻧﺪﺍﺭﻧﺪ‪ (.‬ﺩﺭ ﺍﺩﺍﻣﻪ ﺑﻪ ﺑﺮﺭﺳ ﹺ‬ ‫‪meninges ١‬‬ ‫‪dura matter ٢‬‬ ‫‪arachnoid membrance ٣‬‬ ‫‪mater pia ٤‬‬ ‫ﮎ ﻣﮑﺎﻧﻴﻤﻲ ﻫﻨﮕﺎﻡ ﺣﺮﮐﺖ ﺳﺮ‪ ،‬ﻣﺤﺎﻓﻈﺖ ﻣﻲ ﮐﻨﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ‬ ‫‪ : cerebrospinal fluid ٥‬ﻣﺎﻳ ﹺﻊ ﻣﻐﺰي – ﻧﺨﺎﻋﻲ‪ ،‬ﻣﻐﺰ ﺭﺍ ﺩﺭ ﺑﺮﺍﺑﺮ ﺷﻮ ِ‬ ‫ﮐﻪ ﻭﺯﻥ ﻳﮏ ﻓﺮﺩ ﺩﺭ ﺁﺏ ﮐﻤﺘﺮ ﻣﻲ ﺷﻮﺩ ﺗﺎ ﺩﺭ ﺧﺸﮑﻲ‪ ،‬ﻣﺎﻳﻊ ﻣﻐﺰي – ﻧﺨﺎﻋﻲ ﺑﺎ ﺷﻨﺎﻭﺭ ﮐﺮﺩ ِﻥ ﻣﻐﺰ‪ ،‬ﺍﺣﺘﻤﺎ ﹺﻝ ﺁﺳﻴﺐ ﺩﻳﺪ ِﻥ ﻣﻐﺰ ﺭﺍ‬ ‫ﮏ ﮐﺎﻻﺕ – ﺻﻔﺤﻪ ي ‪( ١٤٠‬‬ ‫ﮐﺎﻫﺶ ﻣﻲ ﺩﻫﺪ – ) ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳ ِ‬ ‫‪ e blood- brain barrier ٦‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﻣﻐ ﹺﺰ ﭘﺴﻴﻦ‪: ( hindbrain ) ٢‬‬ ‫ﺖ‬ ‫ﻣﻐ ﹺﺰ ﭘﺴﻴﻦ ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺍﺯ ﺍﺳﻤﺶ ﭘﻴﺪﺍﺳﺖ ﺩﺭ ﻗﺴﻤ ِ‬ ‫ﺶ ﻣﻬﻢ ﺗﺸﮑﻴﻞ‬ ‫ﻲ ﻣﻐﺰ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﻣﻐ ﹺﺰ ﭘﺴﻴﻦ ﺍﺯ ﺳﻪ ﺑﺨ ﹺ‬ ‫ﭘﺸﺘ ﹺ‬ ‫ﺷﺪﻩ ﺍﺳﺖ ‪:‬‬

‫ƒ ﭘﻴﺎ ﹺﺯ ﻣﻐﺰ) ﺑﺼﻞ ﺍﻟﻨﺨﺎﻉ (‪ :٣‬ﺑﺼﻞ ﺍﻟﻨﺨﺎﻉ ﺳﺎﺧﺘﺎ ﹺﺭ ﺑﺎﺭﻳﮑﻲ ﺳﺖ ﮐﻪ ﺩﺭﺳﺖ ﺑﺎﻻي ﻧﺨﺎ ﹺﻉ ﺷﻮﮐﻲ ﻗﺮﺍﺭ‬ ‫ﺢ ﺑﺰﺍﻕ‪}،‬‬ ‫ﻲ ﻣﺨﺘﻠﻔﻲ ﺍﺯ ﺟﻤﻠﻪ ﺗﻨﻔﺲ‪ ،‬ﺍﺳﺘﻔﺮﺍﻍ‪ ،‬ﺗﺮﺷ ﹺ‬ ‫ﺩﺍﺭﺩ‪ .‬ﻭﻇﻴﻔﻪ ي ﺑﺼﻞ ﺍﻟﻨﺨﺎﻉ‪ ،‬ﮐﻨﺘﺮ ﹺﻝ ﺍﻋﻤﺎ ﹺﻝ ﺣﻴﺎﺗ ﹺ‬ ‫ﺳﺮﻓﻪ ﮐﺮﺩﻥ‪ ،‬ﻋﻄﺴﻪ ﮐﺮﺩﻥ{‪ ٤‬ﻭ ﺗﻨﻈﻴ ﹺﻢ ﺳﻴﺴﺘ ﹺﻢ ﻗﻠﺒﻲ ﻋﺮﻭﻗﻲ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺑﺼﻞ ﺍﻟﻨﺨﺎﻉ ﻣﻨﻄﻘﻪ ﺍي ﺳﺖ ﮐﻪ‬ ‫ﺖ ﻣﻐﺰ ﻭ ﺑﺮﻋﮑﺲ ﻋﺒﻮﺭ ﻣﻲ‬ ‫ﺖ ﺭﺍﺳ ِ‬ ‫ﭗ ﺑﺪﻥ ﺑﻪ ﺳﻤ ِ‬ ‫ﺶﭼ ﹺ‬ ‫ﺩﺭﻭ ِﻥ ﺁﻥ‪ ،‬ﺑﺴﻴﺎﺭي ﺍﺯ ﺭﺷﺘﻪ ﻫﺎي ﻋﺼﺒﻲ ﺍﺯ ﺑﺨ ﹺ‬ ‫ﮐﻨﻨﺪ‪.‬‬ ‫ƒ ﭘﻞ ﻣﻐﺰي‪ : ٥‬ﺩﺭ ﺑﺎﻻي ﺑﺼﻞ ﺍﻟﻨﺨﺎﻉ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻭ ﺑﻪ ﺍﻳﻦ ﺩﻟﻴﻞ ﺑﻪ ﺁﻥ ﭘﻞ ﻣﻐﺰي ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺩﻭ‬ ‫ﻧﻴﻤﮑﺮﻩ ي ﻣﺨﭽﻪ ﺭﺍ ﺑﻪ ﻳﮑﺪﻳﮕﺮ ﺭﺑﻂ ﻣﻲ ﺩﻫﺪ‪ ) .١‬ﻣﺨﭽﻪ ﺍﺯ ﺩﻭ ﻧﻴﻤﮑﺮﻩ ي ﺷﺪﻳﺪﺍ ً ﺑﻪ ﻫﻢ ﭘﻴﭽﻴﺪﻩ‬ ‫ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﺳﺖ‪( .‬‬ ‫‪ : embryo ١‬ﻭﺍﮊﻩ ي ﺭﻭﻳﺎﻥ ﺑﺎ ﻭﺍﮊﻩ ي » ﺟﻨﻴﻦ ) ‪ «( fetus‬ﺍﺯ ﻧﻈﺮ ﻣﻌﻨﺎﻳﻲ ﺗﻔﺎﻭﺕ ﺩﺍﺭﺩ‪ .‬ﻭﺍﮊﻩ ي ﺭﻭﻳﺎﻥ ﺑﻪ ﺷﮑﻞ ﮔﻴﺮيِ ﺍﻧﺴﺎﻥ ﺩﺭ‬ ‫ﺕ ﺩﻗﻴﻖ ﺗﺮ‪ ،‬ﻭﺍﮊﻩ ﺭﻭﻳﺎﻥ ﺑﻪ ﻫﻔﺘﻪ ي ﺩﻭﻡ ﺗﺎ ﻫﺸﺘﻢ ﺭﺷ ِﺪ ﺍﻧﺴﺎﻥ ﺍﺷﺎﺭﻩ ﺩﺍﺭﺩ‪ .‬ﺑﻌﺪ ﺍﺯ ﻣﺮﺣﻠﻪ ي‬ ‫ﻣﺮﺍﺣﻞ ﺍﻭﻟﻴﻪ ي ﺭﺷﺪ ﺍﺷﺎﺭﻩ ﺩﺍﺭﺩ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﺭﻭﻳﺎﻧﻲ‪ ،‬ﺑﻪ ﺍﻧﺴﺎ ِﻥ ﺩﺭ ﺣﺎ ﹺﻝ ﺭﺷﺪ‪ ،‬ﺟﻨﻴﻦ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﺗﮑﺎﻣﻞ ﺟﻨﻴﻨﻲ ﺍﻧﺴﺎﻥ ﺍﺛﺮ ﮐﻴﺖ ﺍﻝ‪ .‬ﻣﻮﺭ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻋﻠﻴﺮﺿﺎ ﻓﺎﺿﻞ‬ ‫ﺍﻧﺘﺸﺎﺭﺍﺕ ﺍﺳﻔﻨﺪ ﺻﻔﺤﻪ ي ‪( ١٦‬‬ ‫‪ ٢‬ﻣﻐ ﹺﺰ ﭘﺴﻴﻦ‪ ،‬ﭘﺲ ﻣﻐﺰ‬ ‫‪ : medulla ٣‬ﮔﺎﻫﻲ ﺑﻪ ﺁﻥ ‪ Medulla oblongata‬ﻳﺎ ﭘﻴﺎﺯ ﻣﻐﺰ ﺗﻴﺮﻩ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‬ ‫‪ ٤‬ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ﮐﺎﻻﺕ ﺹ ‪١٣٢‬‬ ‫‪ : pons ٥‬ﺗﻮﺟﻪ ﮐﻨﻴﺪ ﮐﻪ ﭘﻞ ﻣﻐﺰي ﺑﺎ » ﻣﻨﻄﻘﻪ ي ﭘﻞ ﻣﻐﺰي ) ‪ ( pontine region‬ﺗﻔﺎﻭﺕ ﺩﺍﺭﺩ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬ ‫ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ﺭﺍﺑﺮﺕ ﺑﻲ ﮔﺮﺍﻫﺎﻡ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﺭﺟﺎﻳﻲ ﻭ ﺍﮐﺒﺮ ﺻﺎﺭﻣﻲ – ﺍﻧﺘﺸﺎﺭﺍﺕ ﺁﺳﺘﺎﻥ ﻗﺪﺱ ﺭﺿﻮي – ﺹ ‪( ١٠١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ƒ ﻣﺨﭽﻪ‪ : ٢‬ﺍﻳﻦ ﺑﺨﺶ ﺍﺯ ﻧﻈ ﹺﺮ ﺍﻧﺪﺍﺯﻩ ﻧﺴﺒﺘﺎً ﺑﺰﺭﮒ ﺍﺳﺖ‪ .‬ﻭﻇﻴﻔﻪ ي ﻣﺨﭽﻪ ﻫﻤﺎﻫﻨﮕﻲ ﻭ ﮐﻨﺘﺮﻝ ﺣﺮﮐﺎﺕ‬ ‫ﺑﺪﻥ ﺍﺳﺖ ) ﺗﺼﻮﻳ ﹺﺮ ﭘﺎﻳﻴﻦ (‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﻣﺨﭽﻪ ﺑﻴﺸﺘﺮ ﺍﺯ ﺁﻧﮑﻪ ﺑﻪ ﮐﻨﺘﺮ ﹺﻝ ﻭﺍﻗﻌﻲ‬ ‫ﺖ ﺣﺮﮐﺎﺕ ﻧﻘﺶ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺗﺎﻳﻴ ِﺪ ﺍﻳﻦ‬ ‫ﺕ ﺣﺴﻲ ﺑﻪ ﻣﻨﻈﻮﺭ ﻫﺪﺍﻳ ِ‬ ‫ي ﺍﻃﻼﻋﺎ ِ‬ ‫ﺣﺮﮐﺎﺕ ﺑﭙﺮﺩﺍﺯﺩ‪ ،‬ﺩﺭ ﺑﮑﺎﺭﮔﻴﺮ ﹺ‬ ‫ﻣﺴﺎﻟﻪ‪ ،‬ﮐﺎﻧﺎﻭﺍﻥ ﻭ ﻫﻤﮑﺎﺭﺍﻧﺶ‪ ( ١٩٩٤ ) ٣‬ﺩﺭﻳﺎﻓﺘﻨﺪ ﺍﻓﺮﺍﺩي ﮐﻪ ﺑﻪ ﻣﺨﭽﻪ ي ﺁﻧﻬﺎ ﺁﺳﻴﺐ ﻭﺍﺭﺩ ﻣﻲ ﺁﻳﺪ‬ ‫ﺩﺭ ﺍﻧﺘﻘﺎ ﹺﻝ ﺗﻮﺟﻪ‪ ٤‬ﺍﺯ ﻣﺤﺮﮎ ﻫﺎي ﺩﻳﺪﺍﺭي ﺑﻪ ﺷﻨﻴﺪﺍﺭي ﻭ ﺑﺮ ﻋﮑﺲ ﺩﭼﺎ ﹺﺭ ﻣﺸﮑﻞ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬

‫ﭘﻞ ﻣﻐﺰي ﻭ ﺑﺼﻞ ﺍﻟﻨﺨﺎﻉ ﺑﺮ ﺭﻭي ﻫﻢ ﺑﺨﺸﻲ ﺑﻪ ﻧﺎﻡ‬ ‫ﺕ ﺷﺒﮑﻪ ﺍي‪ ٥‬ﺭﺍ ﺗﺸﮑﻴﻞ ﻣﻲ ﺩﻫﻨﺪ‪.‬‬ ‫ﺗﺸﮑﻴﻼ ِ‬ ‫ﺗﺸﮑﻴﻼﺕ ﺷﺒﮑﻪ ﺍي ﺑﺨﺸﻲ ﺍﺯ ﻣﻐﺰ ﺍﺳﺖ ﮐﻪ ﺩﺭ‬ ‫ﮐﻨﺘﺮ ﹺﻝ ﺳﻄﺢ ﺑﺮﺍﻧﮕﻴﺨﺘﮕﻲ‪ ،‬ﺗﻨﻈﻴ ﹺﻢ ﺧﻮﺍﺏ‪ ،‬ﮐﻨﺘﺮﻝﹺ‬ ‫ﺗﻨﻔﺲ ﻭ ﺗﻨﻈﻴ ﹺﻢ ﺳﻴﺴﺘﻢ ﻗﻠﺒﻲ‪ -‬ﻋﺮﻭﻗﻲ ﻧﻘﺶ ﺩﺍﺭﺩ‪.‬‬ ‫ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ ﺑﺮ ﺭﻭﻧﺪ ﻫﻮﺷﻴﺎﺭي‪ ٦‬ﻧﻴﺰ ﺗﺎﺛﻴﺮ ﮔﺬﺍﺭ‬ ‫ﺍﺳﺖ‪.‬‬

‫‪ ١‬ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ﺭﺍﺑﺮﺕ ﺑﻲ ﮔﺮﺍﻫﺎﻡ ﺻﻔﺤﻪ ي ‪١٠٣‬‬ ‫‪cerebellum ٢‬‬ ‫‪Canavan et al ٣‬‬ ‫‪ e : Attention ٤‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٢‬‬ ‫ﺕ ﺷﺒﮑﻪ ﺍي ﻧﻘﺸﻲ ﺗﻌﻴﻴﻦ ﮐﻨﻨﺪﻩ ﺩﺭ ﺳﻪ ﮐﺎﺭﮐﺮ ِﺩ ﻣﻬ ﹺﻢ ﺭﻓﺘﺎ ﹺﺭ ﺍﻧﺴﺎﻥ ﺩﺍﺭﺩ‪ .‬ﺍﻳﻦ ﮐﺎﺭﮐﺮﺩﻫﺎ ﺑﻪ‬ ‫‪ : reticular formation ٥‬ﺗﺸﮑﻴﻼ ِ‬ ‫ﺗﺮﺗﻴ ﹺ‬ ‫ﺐ ﺍﻫﻤﻴﺖ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪ :‬ﺍﻧﮕﻴﺨﺘﮕﻲ‪ ،‬ﺗﻮﺟﻪ‪ ،‬ﺍﺩﺭﺍﮎ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮ ﹺﻝ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ‬ ‫ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ – ﺻﻔﺤﻪ ي ‪( ٢١٨‬‬ ‫‪ : consciousness ٦‬ﻫﻮﺷﻴﺎﺭي ‪ ،‬ﺁﮔﺎﻫﻲ ‪ e .‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٣‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﻣﻐ ﹺﺰ ﻣﻴﺎﻧﻲ )‪: ( midbrain‬‬ ‫ﺍﻳﻦ ﺑﺨﺶ ﺍﺯ ﻣﻐﺰ ﺩﺭ ﭘﺴﺘﺎﻧﺪﺍﺭﺍﻥ ) ﺍﺯ ﺟﻤﻠﻪ ﺍﻧﺴﺎﻥ ( ﻧﺴﺒﺖ ﺑﻪ ﺩﻳﮕﺮ ﻣﻬﺮﻩ ﺩﺍﺭﺍﻥ ﻳﻌﻨﻲ ﭘﺮﻧﺪﮔﺎﻥ‪ ،‬ﺧﺰﻧﺪﮔﺎﻥ‪ ،‬ﺩﻭ‬ ‫ﺯﻳﺴﺘﺎﻥ ﻭ ﻣﺎﻫﻲ ﻫﺎ ﺗﺎ ﺍﻧﺪﺍﺯﻩ ي ﮐﻮﭼﮑﺘﺮ ﺍﺳﺖ‪ .‬ﻣﻐ ﹺﺰ ﻣﻴﺎﻧﻲ ﺍﺯ ﺩﻭ ﻗﺴﻤﺖ ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﺳﺖ ‪:‬‬

‫ﻲ ﻓﻮﻗﺎﻧﻲ‪ ١‬ﻭ‬ ‫ƒ ﺑﺎﻡ ) ‪ : ( tectum‬ﺍﻳﻦ ﻗﻤﺴﺖ ﺍﺯ ﻣﻐ ﹺﺰ ﻣﻴﺎﻧﻲ ﺍﺯ ﺩﻭ ﺑﺮﺟﺴﺘﮕﻲ ﺑﻪ ﻧﺎﻡ ﻫﺎي ﺑﺮﺟﺴﺘﮕ ﹺ‬ ‫ﺑﺮﺟﺴﺘﮕ ﹺ‬ ‫ﻲ ﺗﺤﺘﺎﻧﻲ‪ ٢‬ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻫﺮ ﺩﻭي ﺍﻳﻦ ﻗﺴﻤﺖ ﻫﺎ ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﮐﺎﻧﺎﻝ ﻫﺎﻳﻲ ﺑﺮﺍي ﻋﺒﻮ ﹺﺭ‬ ‫ﺕ ﺣﺴﻲ ﺍﻧﺠﺎ ﹺﻡ ﻭﻇﻴﻔﻪ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬ ‫ﺍﻃﻼﻋﺎ ِ‬ ‫ﺕ ﺷﺒﮑﻪ ﺍي ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪.‬‬ ‫ƒ ﮐﻼﻫﮏ ) ‪ : ( tegmentum‬ﺩﺭ ﺍﻳﻦ ﻗﺴﻤﺖ ﺑﺨﺶ ﻫﺎﻳﻲ ﺍﺯ ﺗﺸﮑﻴﻼ ِ‬ ‫ﺕ ﺷﺒﮑﻪ ﺍي ﺩﺭ ﻣﻐ ﹺﺰ ﭘﺴﻴﻦ ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ (‪ .‬ﺩﺭ‬ ‫)ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﭘﻴﺶ ﺗﺮ ﺩﻳﺪﻳﻢ ﺑﺨﺶ ﻫﺎي ﺩﻳﮕ ﹺﺮ ﺗﺸﮑﻴﻼ ِ‬ ‫ﺕ ﺑﺪﻥ ﻧﺮﻡ‪ ،‬ﺳﻠﻴﺲ‬ ‫ﺖ ﺩﻳﮕﺮي ﺑﻪ ﻧﺎ ﹺﻡ ﺟﺴ ﹺﻢ ﺳﻴﺎﻩ‪ ٣‬ﻧﻴﺰ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﮐﻪ ﺑﺎﻋﺚ ﻣﻲ ﺷﻮﺩ ﺣﺮﮐﺎ ِ‬ ‫ﮐﻼﻫﮏ ﻗﺴﻤ ِ‬ ‫ﻭ ﺑﻲ ﺗﮑﺎﻥ ﺻﻮﺭﺕ ﮔﻴﺮﺩ‪ .‬ﺁﺳﻴﺐ ﺑﻪ ﺟﺴ ﹺﻢ ﺳﻴﺎﻩ‪ ،‬ﻣﻲ ﺗﻮﺍﻧﺪ ﻣﻨﺠﺮ ﺑﻪ ﺗﺤﻠﻴﻞ ) ﺯﻭﺍﻝ ( ﺳﻠﻮﻝ ﻫﺎي‬ ‫ي ﭘﺎﺭﮐﻴﻨﺴﻮﻥ‪ ٤‬ﮔﺮﺩﺩ‪.‬‬ ‫ﺩﻭﭘﺎﻣﻴﻨﺮﮊﻳﮏ ﻭ ﺷﺮﻭ ﹺﻉ ﺑﻴﻤﺎﺭ ﹺ‬

‫‪ : superior colliculus ١‬ﺑﻪ ﺁﻥ ﮐﻮﻟﻲ ﮐﻮﻟﻲ ﻓﻮﻗﺎﻧﻲ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ – ﻡ‬ ‫‪ : inferior colliculus ٢‬ﺑﻪ ﺁﻥ ﮐﻮﻟﻲ ﮐﻮﻟﻲ ﺗﺤﺘﺎﻧﻲ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ – ﻡ‬ ‫‪substantia nigra ٣‬‬ ‫ﺕ‬ ‫ﻲ ﺟﺴﻢ ﺳﻴﺎﻩ ﺩﺭ ﻣﻐﺰ ﺍﻳﺠﺎﺩ ﺷﺪﻩ ﻭ ﺑﻪ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻥ ﺗﻮﺍﻧﺎﻳﻲ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺎ ِ‬ ‫ﺐ ﺗﺪﺭﻳﺠ ﹺ‬ ‫‪ : parkinson ٤‬ﻳﮏ ﺑﻴﻤﺎﺭي ﮐﻪ ﺑﺎ ﺗﺨﺮﻳ ﹺ‬ ‫ﺍﺭﺍﺩي ﻣﻨﺠﺮ ﻣﻲ ﺷﻮﺩ ‪ -‬ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ﮐﺎﻻﺕ – ﻡ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﻧﮑﺘﻪ ي ﺩﻳﮕﺮي ﮐﻪ ﺫﮐ ﹺﺮ ﺁﻥ ﻻﺯﻡ ﺑﻪ ﻧﻈﺮﻣﻲ ﺭﺳﺪ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﻣﻐﺰ ﻣﻴﺎﻧﻲ ﺑﻪ ﻫﻤﺮﺍﻩ ﺑﺼﻞ ﺍﻟﻨﺨﺎﻉ ﻭ ﭘﻞ ﻣﻐﺰي‬ ‫ﻞ ﻣﻘﺎﺑﻞ (‪ .‬ﺳﺎﻗﻪ ي ﻣﻐﺰ ﺍﻋﻤﺎﻟﻲ ﻧﻈﻴ ﹺﺮ ﺗﻨﻔﺲ‪،‬‬ ‫ﺍﻏﻠﺐ ﺑﻪ ﻋﻨﻮﺍ ِﻥ » ﺳﺎﻗﻪ ي ﻣﻐﺰ‪ « ١‬ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﻧﺪ) ﺷﮑ ﹺ‬ ‫ﺿﺮﺑﺎ ِﻥ ﻗﻠﺐ ﻭ ﮔﻔﺘﺎ ﹺﺭ ﺭﺍ ﮐﻨﺘﺮﻝ ﻣﻲ ﮐﻨﺪ‪.‬‬

‫‪brainstem ١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﻣﻐ ﹺﺰ ﭘﻴﺸﻴﻦ‪: ( forebrain ) ١‬‬ ‫ﺍﻳﻦ ﻗﺴﻤﺖ ﺑﺰﺭﮔﺘﺮﻳﻦ ﻭ ﭘﺮﺍﻫﻤﻴﺖ ﺗﺮﻳﻦ‬ ‫ﻲ‬ ‫ﺶ ﻣﻐﺰ ﻣﺤﺴﻮﺏ ﻣﻲ ﺷﻮﺩ‪ .‬ﺳﻄﺢ ﺑﻴﺮﻭﻧ ﹺ‬ ‫ﺑﺨ ﹺ‬ ‫ﻣﻐﺰ ﭘﻴﺸﻴﻦ ﺭﺍ ﭘﻮﺷﺸﻲ ﺑﻪ ﻧﺎﻡ ﻗﺸﺮ ﻣﺦ‬

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‫ﻲ ﺍﻳﻦ‬ ‫ﺍﺣﺎﻃﻪ ﮐﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺍﺑﺘﺪﺍ ﺑﻪ ﺑﺮﺭﺳ ﹺ‬ ‫ﻗﺴﻤﺖ ﻣﻲ ﭘﺮﺩﺍﺯﻳﻢ‪:‬‬ ‫ﻲ ﻣﻐ ﹺﺰ ﺍﻧﺴﺎﻥ‪ ،‬ﻗﺸﺮ ﻣﺦ ﻧﺎﻣﻴﺪﻩ‬ ‫ﻻﻳﻪ ي ﺑﻴﺮﻭﻧ ﹺ‬ ‫ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﭼﻨﺎﻧﭽﻪ ﺍﺯ ﺑﻴﺮﻭﻥ ﺑﻪ ﻣﻐﺰ ﺑﻨﮕﺮﻳﺪ‪ ،‬ﺁﻧﭽﻪ ﺧﻮﺍﻫﻴﺪ ﺩﻳﺪ ﺑﻴﺸﺘﺮ ﻗﺸ ﹺﺮ ﻣﺦ ﺧﻮﺍﻫﺪ ﺑﻮﺩ ﺗﺎ ﺧﻮﺩ‬ ‫ﮓ ﻗﺸﺮ ﻣﺦ ﺧﺎﮐﺴﺘﺮي ﺳﺖ‪ .‬ﺍﺯ‬ ‫ﻣﻐﺰ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺍﻳﻦ ﻻﻳﻪ ﺗﻨﻬﺎ ‪ ٢‬ﻣﻴﻠﻴﻤﺘﺮ ﺿﺨﺎﻣﺖ ﺩﺍﺭﺩ‪ .‬ﺭﻧ ِ‬ ‫ﺍﻳﻦ ﺭﻭ ﺑﻪ ﺁﻥ ﻗﺸ ﹺﺮ ﺧﺎﮐﺴﺘﺮي ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.٣‬‬ ‫ﻗﺸﺮ ﻣﺦ ﻇﺎﻫﺮي ﻧﺎﻫﻤﻮﺍﺭ ﻭ ﭘﺮﭼﻴﻦ ﻭ ﭼﺮﻭﮎ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﻫﻤﻴﻦ ﭼﻴﻦ ﺧﻮﺭﺩﮔﻲ ﻫﺎﺳﺖ ﮐﻪ ﺣﺠ ﹺﻢ ﺁﻥ ﺭﺍ ﺗﺎ‬ ‫ﺢ ﺻﺎﻑ‬ ‫ﺑﺪﻳﻦ ﺣﺪ ﺍﻓﺰﺍﻳﺶ ﺩﺍﺩﻩ ﺍﺳﺖ‪ .‬ﭼﻨﺎﻧﭽﻪ ﭼﻴﻦ ﺧﻮﺭﺩﮔﻲ ﻫﺎي ﻗﺸ ﹺﺮ ﻣﺦ ﺭﺍ ﺑﺎﺯ ﮐﺮﺩﻩ ﻭ ﺁﻧﺮﺍ ﺭﻭي ﻳﮏ ﺳﻄ ﹺ‬ ‫ﭘﻬﻦ ﮐﻨﻴﺪ‪ ،‬ﺑﺎ ﺁﻥ ﻣﻲ ﺗﻮﺍﻧﻴﺪ ﻳﮏ ﻣﺮﺑ ﹺﻊ ‪ ٥٠‬ﺳﺎﻧﺘﻴﻤﺘﺮ ﺩﺭ ‪ ٥٠‬ﺳﺎﻧﺘﻴﻤﺘﺮ ﺭﺍ ﺑﻪ ﻃﻮﺭ ﮐﺎﻣﻞ ﺑﭙﻮﺷﺎﻧﺪ‪ .‬ﻗﺸ ﹺﺮ ﻣﺦ ﺩﺭ‬ ‫ي ﺯﺑﺎﻥ ﻭ ﺳﺎﻳﺮ ﺗﻮﺍﻧﺎﻳﻲ ﻫﺎي ﺷﻨﺎﺧﺘﻲ ﻧﻘﺶ ﺍﺳﺎﺳﻲ ﺩﺍﺭﺩ‪ .‬ﻫﻤﭽﻨﻴﻦ‬ ‫ﻲ ﻣﺎ ﺑﺮﺍي ﺍﺩﺭﺍﮎ‪ ،٤‬ﺗﻔﮑﺮ‪ ،‬ﺑﮑﺎﺭﮔﻴﺮ ﹺ‬ ‫ﺗﻮﺍﻧﺎﻳ ﹺ‬ ‫ﺵ ﻓﺮﺩ ﻧﻴﺰ ﺗﺎﺛﻴﺮ ﺩﺍﺭﺩ‪.‬‬ ‫ﺍﻳﻦ ﻗﺴﻤﺖ ﺑﺮ ﻣﻴﺰﺍ ِﻥ ﻫﻮ ﹺ‬ ‫‪ ١‬ﺑﻪ ﺁﻥ ﭘﻴﺶ ﻣﻐﺰ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫‪ e : cerebral cortex ٢‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٤‬‬ ‫ﺖ ﺧﺎﮐﺴﺘﺮي ﺑﻮﺩ ِﻥ ﻗﺸ ﹺﺮ ﻣﺦ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺍﮐﺜﺮ ﻧﻮﺭﻭﻥ ﻫﺎي ﻣﻮﺟﻮﺩ ﺩﺭ ﺍﻳﻦ ﻗﺴﻤﺖ ﻓﺎﻗﺪِ ﺁﮐﺴﻮﻥ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﻓﺎﻗﺪ ﻣﻴﻠﻴﻦ ﻫﺴﺘﻨﺪ‬ ‫‪ ٣‬ﻋﻠ ِ‬ ‫ﻭ ﺍﻳﻦ ﻏﻼ ِ‬ ‫ﻑ ﻣﻴﻠﻴﻦ ﺍﺳﺖ ﮐﻪ ﺭﻧﮕﻲ ﺳﻔﻴﺪ ﺩﺍﺭﺩ – ﻡ‬ ‫ﺖ ﻣﻌﻨﺎي ﺩﺍﺩﻩ ﻫﺎي ﺣﺴﻲ ‪ -‬ﻓﺮﺍﻳﻨﺪي ﺍﺳﺖ ﮐﻪ ﺩﺭﻭﻧﺪﺍ ِﺩ ﻣﻮﺟﻮﺩ ﺭﺍ ﺑﺎ ﺣﺎﻓﻈﻪ ﻫﺎي ﺫﺧﻴﺮﻩ ﺷﺪﻩ ﺩﺭ ﻣﻐﺰ ﻳﮑﭙﺎﺭﭼﻪ‬ ‫‪ ٤‬ﺍﺩﺭﺍﮎ ﻳﻌﻨﻲ ﺩﺭﻳﺎﻓ ِ‬ ‫ﻣﻲ ﮐﻨﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي ﻧﺸﺮ‬ ‫ﺳﻨﺒﻠﻪ – ﺻﻔﺤﻪ ي ‪( ٢١١‬‬

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‫ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬ ‫ﺖ‬ ‫ﻣﺒﺎﻧﻲ‬

‫ﮕﻲ‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﮔﮔﻔﺘﻴﻢ ﻗﺸﺮ ﻣﻣﺦ ﺑﺴﻴﺎﺭ ﻧﺎﻫﻫﻤﻮﺍﺭ ﻭ ﭘﺮﭼﻴﻦ ﻭ ﭼﺮﻭﻭﮎ ﺑﻮﺩﻩ ﻭ ﺩﺍﺭﺍي ﺑﺮﺁﺁﻣﺪﮔﻲ ﻫﺎ ﻭ ﻓﺮﻭﺭﻓﺘﮕ‬ ‫ﭼﻨﺪ ﺍﺻﻄﻼﺡ ﺁﺁﺷﻨﺎ ﺷﻮﻳﺪ ‪:‬‬ ‫ﻫﺎي ﻋﻤﻴﻘﻲ ﺍﺳﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ‪ ،‬ﺑﻬﺘﺮ ﺍﺳﺖ ﺑﺎ ﺪ‬ ‫ي‬

‫ﮑﻨﺞ‪ ١‬ﮔﻔﺘﻪ ﻣﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺻﻄﻼﺣﺎً ﺷﮑ‬ ‫ƒ ﺑﻪ ﭼﻴﻦ ﻭ ﭼﺮﻭﮎ ﻫﺎي ﻣﻐﺰ ﺍﺻ‬ ‫ﺷﻮﺩ‪.‬‬ ‫ﺻﻄﻼﺣﺎً ﺑﺮﺟﺟﺴﺘﮕﻲ‪ ٢‬ﮔﻔﻔﺘﻪ ﻣﻲ ﺩ‬ ‫ﻣﺪﮔﻲ ﻫﺎﻳﻲ ﮐﻪ ﺩﺭ ﻫﺮ ﺷﺷﮑﻨﺞ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ‪،‬ﺍﺻ‬ ‫ƒ ﺑﻪ ﺑﺮﺁﻣﺪ‬ ‫ﮕﺮ ﺟﺪﺍ ﻣﻲ ﮐﻨﺪ ﺷﻴﺎﺭ‪ ٣‬ﮔﻔﺘﻪ ﻣﻲ ﺷﺷﻮﺩ‪.‬‬ ‫ﮕﻲ ﺭﺍ ﺍﺯ ﺑﺮﺟﺴﺘﮕﻲ ﺩﻳﮕ‬ ‫ƒ ﺑﻪ ﻓﺮﻭﺭﺭﻓﺘﮕﻲ ﮐﻪ ﻳﻳﮏ ﺑﺮﺟﺴﺘﮕ‬ ‫ﮕﺮ ﺟﺪﺍ ﻣﻲ ﮐﻨﺪ ﻑ‬ ‫ﺷﮑﺎﻑ‬ ‫ﻨﻄﻘﻪ ي ﺩﻳﮕ‬ ‫ﻄﻘﻪ ﺍﺯ ﻗﺸﺮ ﻣﻣﺦ ﺭﺍ ﺍﺯ ﻣﻨﻄ‬ ‫ﮒ ﻭ ﻋﻤﻴﻖ ﮐﮐﻪ ﻳﮏ ﻣﻨﻄﻘ‬ ‫ƒ ﺑﻪ ﺷﻴﺎﺭﺭﻫﺎي ﺑﺰﺭﮒ‬ ‫ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﮔﻔﺘﻪ ﻲ‬ ‫ƒ ﺑﻪ ﻣﻨﺎﻃﻘﻘﻲ ﮐﻪ ﺑﻴﻦ ﺷﮑﺎﻑ ﻫﺎ ﻗﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﺮﻧﺪ‪ ،‬ﻟﻮﺏ ﮔﮔﻔﺘﻪ ﻣﻲ ﺷﻮﻮﺩ‪.٥‬‬ ‫‪longitu‬‬ ‫ﻑ ﻃﻮﻟﻲ ) ‪udinal‬‬ ‫ﻑ ﻣﻐﺰ‪ ،‬ﺷﮑﮑﺎ ِ‬ ‫ﺷﮑﺎ ِ‬ ‫ﺑﺰﺭﮔﺘﺮﻳﻦ ﺎ‬ ‫‪ ( fissuure‬ﺍﺳﺳﺖ ﮐﻪ ﺩﻭﻭ ﻧﻤﻴﮑﺮﻩ ي ﻣﻐﺰ ﺭﺍ ﺍﺯ ﻳﮑﺪﻳﮕﺮ‬ ‫ﺍﻳﻨﮑﻪ ﺩﻭ ﻧﻴﻤﮑﺮﻩ ﺗﻘﺮﻳﺒﺎً‬ ‫ﻦ (‪ .‬ﺑﺎ ﻪ‬ ‫ﻞ ﭘﺎﻳﻴﻦ‬ ‫ﺟﺪﺍ ﻣﻲ ﮐﻨﺪ ) ﺷﮑ ﹺ‬ ‫ﺟﺴ ﹺﻢ ﭘﻴﻨﻪ‬ ‫ﻖ ﭘﻠﻲ ﺑﻪ ﻧﺎ ﹺﻡ ﺟ‬ ‫ﻲ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺪﺍ ﻫﺴﺘﻨﺪ ﻭﻟﻲ‬ ‫ﺍﺯ ﻳﻳﮑﺪﻳﮕﺮ ﺟﺪ‬ ‫ﺑﻪ ﻳﮑﺪﻳﮕﺮ ﻣﻣﺘﺼﻞ ﺍﻧﺪ‪.‬‬ ‫ﺍي‪ ٦‬ﻣﺴﺘﻘﻴﻤﺎً ﻪ‬

‫‪ :convolution‬ﺷﮑﻨﺞ‬ ‫‪c‬‬ ‫‪n١‬‬ ‫‪ : gyruss ٢‬ﺑﺮﺟﺴﺴﺘﮕﻲ‬ ‫ﺷﻴﺎﺭ‬ ‫‪ : sulcuss ٣‬ﺭ‬ ‫‪ : fissuree ٤‬ﺷﮑﺎﺎﻑ‬ ‫‪ ٥‬ﻧﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﻳﮏ ﮔﺮﺍﻫﺎﻡ‬ ‫ﮕﺮي ﺍﺳﺖ‪.‬‬ ‫ﻼﻋﺎﺕ ﺍﺯ ﻳﮏ ﻧﻴﻤﮑﺮﻩ ﺑﻪ ﺩﻳﮕ‬ ‫ﻲ ﺍﺯ ﮐﺎﺭﮐﺮﺩﻫﻫﺎي ﺟﺴ ﹺﻢ ﭘﻴﻨﻪ ﺍي‪ ،‬ﺍﻧﺘﻘﺎ ﹺﻝ ﺍﻃﻼ‬ ‫‪ : corpus callousum‬ﻳﮑﻲ‬ ‫‪m٦‬‬

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‫ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬ ‫ﺖ‬ ‫ﻣﺒﺎﻧﻲ‬

‫ﻫﻢ ﺟﺪﺍ‬ ‫ﺷﮑﺎﻑ ﻃﻮﻟﻲ ﮐﮐﻪ ﺩﻭ ﻧﻴﻤﮑﺮﺮﻩ ﺭﺍ ﺍﺯ ﻢ‬ ‫ﻑ‬ ‫ﻋﻼﻭﻩ ﺑﺮ‬ ‫ﻞ‬ ‫ﺍﺯ ﻗﺎﺑ ﹺ‬ ‫ﮑﺎﻑ ﺩﻳﮕﺮ ﻧﻴﺰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﮐﻪ ﺯ‬ ‫ﻣﻲ ﮐﻨﺪ ﺩﻭ ﺷﮑ‬ ‫ﻣﺤﺴﻮﺏ ﻣﻲ‬ ‫ﺏ‬ ‫ي ﻫﺮ ﻧﻴﻤﮑﺮﺮﻩ‬ ‫ﻣﺸﺎﻫﺪﻩ ﺗﺮﻳﻦ ﺑﺨﺶ ﻫﺎي‬ ‫ﺖ ﭼﭗ ( ﻭ‬ ‫ﻞ ﺳﻤ ِ‬ ‫ﺷﮑﺎﻑ ﻣﺮﮐﺰي‪ ) ١‬ﺷﮑ ﹺ‬ ‫ﻑ‬ ‫ﺷﻮﻧﻧﺪ ‪:‬‬ ‫ﺖِ ﺭﺍﺳﺖ (‪.‬‬ ‫ﺳﻤﺖ‬ ‫ﻞ ﻤ‬ ‫ﮑﺎﻑ ﺟﺎﻧﺒﻲ‪ ) ٢‬ﺷﮑ ﹺ‬ ‫ﺷﮑﺎ‬ ‫ﮑﺎﻑ ﻫﺎ ﻣﻲ ﺗﺗﻮﺍﻥ ﺳﻄﺢ ﻫﻫﺮ ﻧﻴﻤﮑﺮﻩ ﺭﺭﺍ ﺑﻪ ‪ ٤‬ﻧﺎﺣﻴﻴﻪ ﻳﺎ ﻟﻮﺏ‪ ٣‬ﺗﻘﺴﻴﻢ ﮐﺮﺩ ) ﺷﮑﻞ ﭘﺎﻳﻴﻴﻦ‬ ‫ﮐﻤﮏ ﺍﻳﻦ ﺷﮑﺎ‬ ‫ﺩﺭ ﻭﺍﻗﻊ ﺑﻪ ﮏ‬ ‫ﺏ ﭘﺲ ﺳﺮﺮي‪.‬‬ ‫ﻟﻮﺏ ﺁﻫﻴﺎﻧﻪ ﻭ ﻟﻟﻮ ﹺ‬ ‫ﺠﮕﺎﻫﻲ‪ ،‬ﺏﹺ‬ ‫ﺏ ﮔﻴﺠ‬ ‫ﭘﻴﺸﻴﻦ‪ ،‬ﻟﻮ ﹺ‬ ‫ﺏ ﻦ‬ ‫( ‪ :‬ﻟﻮ ﹺ‬

‫‪( Relando‬‬ ‫‪R‬‬ ‫ﺭﻻﻧﺪﻭ )‬ ‫ﻭ‬ ‫‪ :centtral fissure ١‬ﺑﻪ ﺁﻥ ‪ centtral sulcus‬ﻳﺎ ﺷﻴﺎﺭ ﻣﻣﺮﮐﺰي ﻧﻴﺰ ﮔﻔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﮔﺎﻫﻲ ﻫﻢ ﺑﻪ ﺁﺁﻥ ﺷﻴﺎﺭ‬ ‫ﻣﻲ ﮔﮔﻮﻳﻨﺪ‪.‬‬ ‫‪ : lateeral fissuree ٢‬ﺷﻴﺎﺭ ﺟﺎﻧﻧﺒﻲ ← ﺑﻪ ﺁﻥ ﺷﮑﺎ ِ‬ ‫ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺳﻴﻠﻮﻳﻮﺱ ﻧﻴﺰ ﮔﻔﺘﻪ ﻲ‬ ‫ﺱ‬ ‫ﻑ ﺳﻴﻠﻮﻳﺎﻥ ) ‪ ( Silvian‬ﻳﺎ‬ ‫‪ : lobee ٣‬ﺑﻪ ﻣﻨﺎﻃﻃﻘﻲ ﮐﻪ ﺑﻴﻦ ﺷﮑﮑﺎﻑ ﻫﺎ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﻧﺪ‪ ،‬ﻟﻮﺏ ﮔﻔﺘﻪ ﻣﻲ ﺷﺷﻮﺩ‪ ).‬ﻧﻘﻞ ﺍﺯ ﺭﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﺰﻳﻮﻟﻮﮊﻳﮏ ﮔﺮﺮﺍﻫﺎﻡ – ﺹ ‪١٢١‬‬ ‫(‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﺶ ﻣﺎ ﺩﺭﺑﺎﺭﻩ ي ﻧﺤﻮﻩ ي ﻋﻤﻠﮑﺮ ِﺩ ﻟﻮﺏ ﻫﺎ ﺑﻪ ﻣﺪ ِﺩ ﺗﮑﻨﻴﮏ ﻫﺎي ﮔﻮﻧﺎﮔﻮﻥِ ﺗﺼﻮﻳﺮ ﺑﺮﺩﺍﺭي ﻣﻐﺰي‬ ‫ﺑﻴﺸﺘ ﹺﺮ ﺩﺍﻧ ﹺ‬ ‫ﻂ ﺁﻧﺎﺗﻮﻣﻴﺴﺖ ﻫﺎ ﺗﻌﺮﻳﻒ ﺷﺪﻩ ﺍﻧﺪ ﻭ‬ ‫ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﺍﺳﺖ‪ .‬ﺩﺭ ﻫﺮ ﺣﺎﻝ ﺑﻪ ﺧﺎﻃ ﹺﺮ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﺪ ﮐﻪ ﻟﻮﺏ ﻫﺎ ﺗﻮﺳ ِ‬ ‫ﺵ‬ ‫ﺍﺣﺘﻤﺎﻻً ﺩﺭ ﻭﺍﻗﻌﻴﺖ ﺳﺎﺧﺘﺎﺭﻫﺎﻳﻲ ﺟﺪﺍ ﺍﺯ ﻳﮑﺪﻳﮕﺮ ﻧﻴﺴﺘﻨﺪ‪ .‬ﺑﺮﺍي ﺍﮐﺜ ﹺﺮ ﻣﻘﺎﺻﺪ ﻫﻤﻪ ي ﻟﻮﺏ ﻫﺎ ﺩﺭ » ﭘﺮﺩﺍﺯ ﹺ‬ ‫ﺍﻃﻼﻋﺎﺕ‪ « ١‬ﻭ ﺗﻮﻟﻴﺪ ﺭﻓﺘﺎﺭ ﻣﻨﺎﺳﺐ‪ ،‬ﺑﻪ ﻃﻮ ﹺﺭ ﻣﺘﺤﺪ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﻗﺴﻤﺖ ﻫﺮ ﻳﮏ ﺍﺯ ﺍﻳﻦ‬ ‫‪ ٤‬ﻟﻮﺏ ﺭﺍ ﺑﻪ ﻃﻮ ﹺﺭ ﺟﺪﺍﮔﺎﻧﻪ ﺑﺮﺭﺳﻲ ﻣﻲ ﮐﻨﻴﻢ ‪:‬‬ ‫ﻗﺸ ﹺﺮ ﻣﺦ ‪:‬‬ ‫ﺩﺭ ﻭﺍﻗﻊ ﺁﻧﭽﻪ ﮐﻪ ﻣﻐ ﹺﺰ ﭘﺴﺘﺎﻧﺪﺍﺭﺍﻥ ﺭﺍ ﺍﺯ ﻣﻐ ﹺﺰ ﺳﺎﻳ ﹺﺮ ﺟﺎﻧﻮﺭﺍ ِﻥ ﭘﺴﺖ ﺗﺮ ﻣﺘﻤﺎﻳﺰ ﻣﻲ ﮐﻨﺪ‬ ‫ﻫﻤﻴﻦ ﻗﺸﺮ ﻣﺦ ﺍﺳﺖ‪ .‬ﺍﮔﺮ ﻗﺸﺮ ﻣﺦ ﺭﺍ ﺑﻪ ﭼﻨﺪ ﺑﺨﺶ ﺗﻘﺴﻴﻢ ﮐﻨﻴﻢ‪ ،‬ﺑﻪ ﺁﻥ ﺑﺨﺶ ﺍﺯ ﻗﺸﺮ‬ ‫ﻣﺦ ﮐﻪ ﺗﻘﺮﻳﺒﺎً ﺩﺭ ﺟﻠﻮي ﺳﺮ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻗﺸﺮ ﭘﻴﺸﺎﻧﻲ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ) ﺑﺨﺶ ﻧﺎﺭﻧﺠﻲ‬ ‫ﺭﻧﮓ ﺷﮑﻞ ﻣﻘﺎﺑﻞ(‪ .‬ﻗﺸﺮ ﭘﻴﺸﺎﻧﻲ ﻣﺴﺌﻮﻝ ﻋﺎﻟﻲ ﺗﺮﻳﻦ ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﺍﺭﮔﺎﻧﻴﺴﻢ ﺍﺯ ﺟﻤﻠﻪ‬ ‫ﺣﻞ ﻣﺴﺎﻟﻪ‪ ،‬ﺗﻮﺟﻪ‪ ،‬ﺍﺳﺘﺪﻻﻝ ﻭ ﺑﺮﻧﺎﻣﻪ ﺭﻳﺰي ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﻣﻐ ﹺﺰ ﺍﻧﺴﺎﻥ ﻧﺴﺒﺖ ﺑﻪ ﺳﺎﻳ ﹺﺮ‬ ‫ﺐ ﻗﺸﺮﹺ ﭘﻴﺸﺎﻧﻲ ﺑﺴﻴﺎﺭ ﺑﺰﺭﮔﺘﺮي ﺳﺖ‪ .‬ﺣﺪﻭ ِﺩ ‪ % ٩٠‬ﻗﺸﺮﹺ ﻣﺦ‬ ‫ﭘﺴﺘﺎﻧﺪﺍﺭﺍﻥ ﺻﺎﺣ ﹺ‬ ‫ﺍﻧﺴﺎﻥ‪ ،‬ﺍﺯ ﺳﺎﺧﺘﻤﺎﻧﻲ ﺷﺶ ﻻﻳﻪ ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﺳﺖ ﮐﻪ ﺑﻪ ﺁﻥ ﻗﺸﺮﹺ ﻧﻮ ) ‪neocortex‬‬ ‫ﺖ ﺍﻳﻦ ﻧﺎﻣﮕﺬﺍﺭي ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺍﻳﻦ ﺑﺨﺶ ﺍﺯ ﻗﺸﺮﹺ ﻣﺦ ﺍﺯ ﻧﻈﺮ‬ ‫( ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﻋﻠ ِ‬ ‫ﺗﮑﺎﻣﻠﻲ ﺩﻳﺮﺗﺮ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻩ ﺍﺳﺖ‪.‬‬

‫ي ﻓﻴﺰﻳﮑﻲ ) ﻧﻮﺭ‬ ‫ﻞ ﺍﻧﺮﮊ ﹺ‬ ‫ﺕ ﻣﻮﺟﻮﺩ ﺩﺭ ﻣﺤﻴﻂ ﺑﻪ ﺷﮑ ﹺ‬ ‫‪ : information processing ١‬ﻣﻨﻈﻮﺭ ﺍﺯ ﭘﺮﺩﺍﺯﺵ ﺍﻃﻼﻋﺎﺕ ﭼﻴﺴﺖ ؟ ﺍﻃﻼﻋﺎ ِ‬ ‫ﻳﺎ ﺻﺪﺍ‪ ،‬ﻣﮑﺎﻧﻴﮑﻲ ﻳﺎ ﺷﻴﻤﻴﺎﻳﻲ ( ﺑﻪ ﺍﻓﺮﺍﺩ ﺭﺳﻴﺪﻩ ﻭ ﻫﻤﭽﻮﻥ ﻣﺤﺮﮐﻲ ﺑﺮﺍي ﺍﻧﺪﺍﻡ ﻫﺎي ﺣﺴﻲ ﻋﻤﻞ ﻣﻲ ﮐﻨﺪ‪ .‬ﺍﻳﻦ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﮔﻴﺮﻧﺪﻩ‬ ‫ﻖ ﺳﻠﻮﻝ ﻫﺎي ﻋﺼﺒ ﹺ‬ ‫ﺐ ﮐﺪﻫﺎي ﺍﻧﺮﮊي ﺍﻟﮑﺘﺮﻳﮑﻲ ﺩﺭ ﻣﻲ ﺁﻳﺪ ﻭ ﺳﭙﺲ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻫﺎي ﺣﺴﻲ ﺑﻪ ﻗﺎﻟ ﹺ‬ ‫ﻲ ﻣﺮﮐﺰي‬ ‫ﻲ ﺣﺴﻲ ﺑﻪ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﺕ ﺫﺧﻴﺮﻩ ﺷﺪﻩ ) ﺣﺎﻓﻈﻪ ( ﻳﮑﭙﺎﺭﭼﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﻪ ﺍﻳﻦ ﻣﺮﺍﺣﻞ ﺍﺻﻄﻼﺣﺎ‬ ‫ﻓﺮﺳﺘﺎﺩﻩ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﻣﻐﺰ ﻭ ﻧﺨﺎ ﹺﻉ ﺷﻮﮐﻲ ﺑﺎ ﺍﻃﻼﻋﺎ ِ‬ ‫ً ﭘﺮﺩﺍﺯﺵ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﭘﺮﺩﺍﺯﺵ ﺑﺎﻋﺚ ﻣﻲ ﺷﻮﺩ ﺗﺎ ﺍﻃﻼﻋﺎﺕ ﺑﻪ ﻋﻀﻼﺕ ﻭ ﻏﺪﺩ ﻓﺮﺳﺘﺎﺩﻩ ﺷﺪﻩ ﻭ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﻓﺮﺩ‪ ،‬ﺑﻪ ﻣﻮﻗﻌﻴﺖ‬ ‫ﻭﺍﮐﻨﺶ ﻧﺸﺎﻥ ﺩﻫﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮ ﹺﻝ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ‬ ‫ﻣﺮﺗﻀﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ – ﺻﻔﺤﻪ ي ‪( ٨٨‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﻟﻮﺏ ﻫﺎي ﻣﻐﺰ ‪:‬‬ ‫ﺏ ﭘﻴﺸﺎﻧﻲ ) ‪:( frontal lobe‬‬ ‫ﻟﻮ ﹺ‬ ‫ﻞ ﺑﺎﻻ ﻧﻴﺰ ﻣﻲ ﺑﻴﻨﻴﺪ‪ ،‬ﺷﮑﺎﻑ ﻫﺎي‬ ‫ﺶ ﺟﻠﻮﻳﻲ ﻫﺮ ﻧﻴﻤﮑﺮﻩ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻭ ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺷﮑ ﹺ‬ ‫ﺍﻳﻦ ﻟﻮﺏ ﺩﺭ ﺑﺨ ﹺ‬ ‫ﺏ ﭘﻴﺸﺎﻧﻲ‪،‬‬ ‫ﻦ ﺍﻳﻦ ﻟﻮﺏ ﻭ ﺩﻳﮕﺮ ﻟﻮﺏ ﻫﺎ ﻓﺎﺻﻠﻪ ﺍﻧﺪﺍﺧﺘﻪ ﺍﺳﺖ‪ .‬ﻳﮑﻲ ﺍﺯ ﺑﺨﺶ ﻫﺎي ﻣﻬ ﹺﻢ ﻟﻮ ﹺ‬ ‫ﻣﺮﮐﺰي ﻭ ﺟﺎﻧﺒﻲ ﺑﻴ ﹺ‬ ‫ﺕ ﻓﺮﺩ ﻣﻲ ﭘﺮﺩﺍﺯﺩ‪.‬‬ ‫ﻗﺸ ﹺﺮ ﺣﺮﮐﺘﻲ‪ ١‬ﻧﺎﻡ ﺩﺍﺭﺩ‪ .‬ﻗﺸ ﹺﺮ ﺣﺮﮐﺘﻲ‪ ،‬ﺑﺨﺸﻲ ﺍﺯ ﻗﺸﺮ ﻣﺦ ﺍﺳﺖ ﮐﻪ ﺑﻪ ﮐﻨﺘﺮ ﹺﻝ ﺣﺮﮐﺎ ِ‬ ‫ﻲ ﻟﻮ ﹺ‬ ‫ﺩﺭ ﺍﻧﺘﻬﺎي ﺟﻠﻮﻳ ﹺ‬ ‫ﺏ ﭘﻴﺸﺎﻧﻲ‪ ،‬ﺳﺎﺧﺘﺎ ﹺﺭ ﻧﺴﺒﺘﺎ ً ﺑﺰﺭﮔﻲ ﺑﻪ ﻧﺎﻡ » ﻗﺸ ﹺﺮ ﭘﻴﺶ ﭘﻴﺸﺎﻧﻲ‪ « ٢‬ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﺩﺭﺑﺎﺭﻩ ي‬ ‫ﻖ ﺍﻳﻦ ﺑﺨﺶ ﺑﺤﺚ ﻭ ﺟﺪﻝ ﻫﺎﻳﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﺍﻣﺎ ﺗﺎ ﺁﻧﺠﺎ ﮐﻪ ﻣﺸﺨﺺ ﺷﺪﻩ ﺍﺳﺖ ﺍﻳﻦ ﺑﺨﺶ ﺩﺭ‬ ‫ﮐﺎﺭﮐﺮﺩ ﺩﻗﻴ ﹺ‬ ‫ﮐﻨﺘﺮ ﹺﻝ ﺗﻮﺟﻪ‪ ،‬ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﺑﺮﻧﺎﻣﻪ ﺭﻳﺰي ﻭ ﻫﻤﭽﻨﻴﻦ ﺣﺎﻓﻈﻪ ي ﮐﻮﺗﺎﻩ ﻣﺪﺕ ) ﺗﻮﺍﻧﺎﻳﻲ ﺫﺧﻴﺮﻩ ﺳﺎﺯي ﻭ‬ ‫ﺵ ﺍﻃﻼﻋﺎﺕ ﺑﻪ ﻃﻮﺭ ﻫﻤﺰﻣﺎﻥ( ﻧﻘﺶ ﺍﻳﻔﺎ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﭘﺮﺩﺍﺯ ﹺ‬

‫‪motor cortex ١‬‬ ‫‪prefrontal cortex ٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﺏ ﺁﻫﻴﺎﻧﻪ ) ‪: ( parietal lobe‬‬ ‫ﻟﻮ ﹺ‬ ‫ﺏ ﺁﻫﻴﺎﻧﻪ‪» ،‬‬ ‫ﺏ ﺁﻫﻴﺎﻧﻪ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﻳﮑﻲ ﺍﺯ ﻗﺴﻤﺖ ﻫﺎي ﻣﻬ ﹺﻢ ﻟﻮ ﹺ‬ ‫ﺏ ﭘﻴﺸﺎﻧﻲ ﺩﺭ ﺑﺎﻻي ﻫﺮ ﻧﻴﻤﮑﺮﻩ‪ ،‬ﻟﻮ ﹺ‬ ‫ﺖ ﻟﻮ ﹺ‬ ‫ﭘﺸ ِ‬ ‫ﻞ ﺻﻔﺤﻪ ي ﺑﻌﺪ (‪.‬‬ ‫ﻗﺸ ﹺﺮ ﺣﺴﻲ _ ﺗﻨﻲ‪ « ( somatosensory cortex ) ١‬ﺍﺳﺖ) ﺷﮑ ﹺ‬ ‫ﺖ ﺳﺮ‪ ،‬ﭼﺸﻢ ﻭ ﺑﺪﻥ ﻧﻈﺎﺭﺕ ﻣﻲ ﮐﻨﺪ ﻭ ﺳﭙﺲ ﺍﻳﻦ‬ ‫ﺕ ﻣﺮﺑﻮﻁ ﺑﻪ ﻣﻮﻗﻌﻴ ِ‬ ‫ﺏ ﺁﻫﻴﺎﻧﻪ ﺑﺮ ﺍﻃﻼﻋﺎ ِ‬ ‫ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﻟﻮ ﹺ‬ ‫‪٢‬‬

‫ﻲ ﻣﻐﺰ ﮐﻪ ﺩﺭ ﮐﻨﺘﺮ ﹺﻝ ﺣﺮﮐﺎﺕ ﻧﻘﺶ ﺩﺍﺭﻧﺪ‪ ،‬ﻋﺒﻮﺭ ﻣﻲ ﺩﻫﺪ‪ ) .‬ﮔﺮﺍﺱ ﻭ ﮔﺮﺍﺯﻳﻨﻮ‬ ‫ﺍﻃﻼﻋﺎﺕ ﺭﺍ ﺑﻪ ﺩﻳﮕﺮ ﻧﻮﺍﺣ ﹺ‬ ‫‪.( ١٩٩٥‬‬

‫ﺱ ﺣﺴﻲ ‪ -‬ﺗﻨﻲ ﺍﺳﺖ ) ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ﮐﺎﻻﺕ (‬ ‫‪ : somatosensory cortex ١‬ﺑﺨﺸﻲ ﺍﺯ ﻗﺸﺮ ﻣﺦ ﮐﻪ ﻣﺮﺑﻮﻁ ﺑﻪ ﺣﻮﺍ ﹺ‬ ‫ﻒ ﺑﺪﻥ ﺩﺭﻳﺎﻓﺖ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺑﺮﺍي ﻃﺒﻘﻪ‬ ‫ﺱ ﺣﺴﻲ‪-‬ﺗﻨﻲ‪ ،‬ﺍﺣﺴﺎﺱ ﻫﺎﻳﻲ ﺍﺳﺖ ﮐﻪ ﺗﻮﺳﻂ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﺣﺴﻲ ﺍﺯ ﻧﻮﺍﺣﻲ ﻣﺨﺘﻠ ِ‬ ‫ﻣﻨﻈﻮﺭ ﺍﺯ ﺣﻮﺍ ﹺ‬ ‫ﺑﻨﺪي ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﺣﺴﻲ ‪ -‬ﺗﻨﻲ‪ ،‬ﮐﺎﻟﺒﺪ ﺷﻨﺎﺳﺎ ِﻥ ﺍﻋﺼﺎﺏ‪ ،‬ﺁﻧﻬﺎ ﺭﺍ ﺑﻪ ﺩﻭ ﻣﻘﻮﻟﻪ ي ﮐﻠﻲ ﺗﻘﺴﻴﻢ ﻧﻤﻮﺩﻩ ﺍﻧﺪ ‪:‬‬ ‫ﮏ ﺁﻧﻬﺎ‪ ٤ ،‬ﻧﻮﻉ ﺍﺩﺭﺍﮎ ﺭﺍ ﺑﻪ ﻭﺟﻮﺩ ﻣﻲ‬ ‫ﻲ ﭘﻮﺳﺖ ﻳﺎﻓﺖ ﻣﻲ ﺷﻮﻧﺪ ﻭ ﺗﺤﺮﻳ ِ‬ ‫ƒ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﭘﻮﺳﺘﻲ ‪ :‬ﺍﻳﻦ ﮔﻴﺮﻧﺪﻩ ﻫﺎ ﺩﺭ ﻧﺰﺩﻳﮑ ﹺ‬ ‫ﺁﻭﺭﺩ ‪ :‬ﺑﺴﺎﻭﺍﻳﻲ – ﻓﺸﺎﺭ‪ ،‬ﮔﺮﻣﺎ‪ ،‬ﺳﺮﻣﺎ‪ ،‬ﺩﺭﺩ‪.‬‬ ‫ƒ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﻋﻤﻘﻲ ‪ :‬ﺑﻪ ﻣﺠﻤﻮ ﹺﻉ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﻣﻮﺟﻮﺩ ﺩﺭ ﻋﻀﻼﺕ‪ ،‬ﺯﺭﺩﭘﻲ ﻫﺎ‪ ،‬ﻣﻔﺎﺻﻞ ﻭ ﺳﻴﺴﺘ ﹺﻢ ﺩﻫﻠﻴﺰي‪ ،‬ﺍﺻﻄﻼﺣﺎً ﮔﻴﺮﻧﺪﻩ‬ ‫ﻫﺎي ﻋﻤﻘﻲ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺕ ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﺍﺯ ﻫﺮ ﺩﻭ ﮔﺮﻭﻩ ﮔﻴﺮﻧﺪﻩ‪ ،‬ﻣﺴﻴﺮﻫﺎي ﻳﮑﺴﺎﻧﻲ ﺭﺍ ﺩﺭ ﻧﺨﺎﻉ ﻭ ﺳﺎﻗﻪ ي ﻣﻐﺰ ﻃﻲ ﻣﻲ ﮐﻨﻨﺪ ﻭ ﺑﻪ ﻧﻮﺭﻭﻥ ﻫﺎي‬ ‫ﺍﻃﻼﻋﺎ ِ‬ ‫ﻲ ﻗﺸﺮ ﻣﺦ ﻣﻲ ﺭﺳﺎﻧﻨﺪ‪ ).‬ﺩﺭ ﺗﺼﻮﻳ ﹺﺮ ﺻﻔﺤﻪ ي‬ ‫ﮔﻮﻧﺎﮔﻮ ِﻥ ﺯﻳﺮ ﻗﺸﺮي ﻣﻲ ﺭﻭﻧﺪ ﻭ ﺑﺎﻻﺧﺮﻩ ﺩﺍﺩﻩ ﻫﺎي ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻣﻨﻄﻘﻪ ي ﺣﺴﻲ‪ -‬ﺣﺮﮐﺘ ﹺ‬ ‫ﺑﻌﺪ ‪ ،‬ﻗﺸﺮ ﺣﺴﻲ ‪ -‬ﺗﻨﻲ ﺭﺍ ﺍﺯ ﻧﻤﺎﻳﻲ ﻧﺰﺩﻳﮏ ﺗﺮ ﻣﺸﺎﻫﺪﻩ ﻣﻲ ﮐﻨﻴﺪ‪ ) ( .‬ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬ ‫ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ – ﺻﻔﺤﻪ ي ‪( ٣٣٣‬‬ ‫‪Graziano & Gross ٢‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﺏ ﮔﻴﺠﮕﺎﻫﻲ ) ‪:( Occipital lobe‬‬ ‫ﻟﻮ ﹺ‬ ‫ﺏ ﺁﻫﻴﺎﻧﻪ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺑﻪ ﺷﮑﻞ ﺯﻳﺮ ﻧﮕﺎﻩ ﮐﻨﻴﺪ‪ .‬ﻳﮑﻲ ﺍﺯ‬ ‫ﺖ ﻟﻮﺏ ﭘﻴﺸﺎﻧﻲ ﻭ ﺯﻳ ﹺﺮ ﻟﻮ ﹺ‬ ‫ﺍﻳﻦ ﻟﻮﺏ ﺩﺭ ﭘﺸ ِ‬ ‫ﺏ ﮔﻴﺠﮕﺎﻫﻲ‪ » ،‬ﻗﺸ ﹺﺮ ﺷﻨﻮﺍﻳﻲ ﺍﻭﻟﻴﻪ ) ‪ «( Primary Auditory Cortex‬ﺍﺳﺖ‪ .‬ﺩﺭ‬ ‫ﻗﺴﻤﺖ ﻫﺎي ﻣﻬ ﹺﻢ ﻟﻮ ﹺ‬ ‫ﺏ‬ ‫ﺶ ﺍﺳﺎﺳﻲ ﺍﻳﻔﺎ ﻣﻲ ﮐﻨﺪ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ‪ ،‬ﻟﻮ ﹺ‬ ‫ﺵ ﺯﺑﺎﻥ ﻧﻘ ﹺ‬ ‫ﻲ ﭼﭗ ﺩﺭ ﭘﺮﺩﺍﺯ ﹺ‬ ‫ﺏ ﮔﻴﺠﮕﺎﻫ ﹺ‬ ‫ﺑﺴﻴﺎﺭي ﺍﺯ ﺍﻧﺴﺎﻥ ﻫﺎ‪ ،‬ﻟﻮ ﹺ‬ ‫ﺏ‬ ‫ﻲ ﺭﻓﺘﺎﺭ ﻧﻴﺰ ﻧﻘﺶ ﺩﺍﺭﺩ‪ .‬ﺁﺳﻴﺐ ﺑﻪ ﻟﻮ ﹺ‬ ‫ﮔﻴﺠﮕﺎﻫﻲ ﺩﺭ ﺑﺮﺧﻲ ﺻﻮﺭﺕ ﻫﺎي ﻋﺎﻃﻔﻲ‪-‬ﻫﻴﺠﺎﻧﻲ ﻭ ﻫﻤﭽﻨﻴﻦ ﺍﻧﮕﻴﺰﺷ ﹺ‬ ‫ﺚ ﺍﻳﺠﺎ ِﺩ ﺳﻨﺪﺭﻭﻣﻲ ﺑﻪ ﻧﺎ ﹺﻡ » ﮐﻠﻮﻭﺭ ﺑﻮﺳﻲ‪ « ١‬ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﺳﻨﺪﺭﻭﻡ‪ ،‬ﺟﺎﻧﻮﺭ‬ ‫ﮔﻴﺠﮕﺎﻫﻲ ﺑﺮﺧﻲ ﺍﻭﻗﺎﺕ ﺑﺎﻋ ِ‬ ‫ﺑﺪﻭﻥ ﻫﻴﭽﮕﻮﻧﻪ ﺗﺮﺱ ﻭ ﺩﻟﻬﺮﻩ ﺑﺎ ﺍﺷﻴﺎﺀ ﻭ ﻳﺎ ﺟﺎﻧﻮﺭﺍ ِﻥ ﺧﻄﺮﻧﺎﮎ ﺭﻭﺑﺮﻭ ﻣﻲ ﺷﻮﺩ‪.‬‬

‫‪Kluver _ Bucy ١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﺏ ﭘﺲ ﺳﺮي ) ‪: ( Temporal lobe‬‬ ‫ﻟﻮ ﹺ‬ ‫ﻲ‬ ‫ﺏ ﭘﺲ ﺳﺮي » ﻗﺸ ﹺﺮ ﺑﻴﻨﺎﻳ ﹺ‬ ‫ﺏ ﺁﻫﻴﺎﻧﻪ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﻳﮑﻲ ﺍﺯ ﻗﺴﻤﺖ ﻫﺎي ﻣﻬ ﹺﻢ ﻟﻮ ﹺ‬ ‫ﺐ ﻟﻮ ﹺ‬ ‫ﺏ ﭘﺲ ﺳﺮي‪ ،‬ﺩﺭ ﻋﻘ ﹺ‬ ‫ﻟﻮ ﹺ‬ ‫ﺚ ﻧﺎﺑﻴﻨﺎﻳﻲ ﺟﺰﺋﻲ ﻭ ﻳﺎ ﮐﺎﻣﻞ‬ ‫ﺍﻭﻟﻴﻪ )‪ « ( Primary Visual Cortex‬ﺍﺳﺖ ﮐﻪ ﺁﺳﻴﺐ ﺑﻪ ﺁﻥ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﺎﻋ ِ‬ ‫ﺶ ﺍﺳﺎﺳﻲ ﺩﺍﺭﻧﺪ‪.‬‬ ‫ﺕ ﺑﻴﻨﺎﻳﻲ ﻧﻘ ﹺ‬ ‫ﺵ ﺍﻃﻼﻋﺎ ِ‬ ‫ﺏ ﭘﺲ ﺳﺮي ﺩﺭ ﭘﺮﺩﺍﺯ ﹺ‬ ‫ﻒ ﻟﻮ ﹺ‬ ‫ﮔﺮﺩﺩ‪ .‬ﺑﻪ ﻃﻮﺭ ﮐﻠﻲ ﺑﺨﺶ ﻫﺎي ﻣﺨﺘﻠ ِ‬

‫ﺢ ﻣﻐﺰ ﭘﻴﺸﻴﻦ ﺻﺤﺒﺖ ﮐﺮﺩﻳﻢ‪ .‬ﺣﺎﻝ ﺑﻪ ﺑﺮﺭﺳﻲ ﺑﺨﺶ ﻫﺎﻳﻲ ﺍﺯ ﻣﻐ ﹺﺰ ﭘﻴﺸﻴﻦ ﻣﻲ‬ ‫ﺗﺎ ﺑﻪ ﺍﻳﻨﺠﺎ ﺗﻨﻬﺎ ﺩﺭﺑﺎﺭﻩ ي ﺳﻄ ﹺ‬ ‫ﭘﺮﺩﺍﺯﻳﻢ ﮐﻪ ﺩﺭ ﺯﻳ ﹺﺮ ﻗﺸ ﹺﺮ ﻣﺦ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﻧﺪ ‪:‬‬ ‫ﺑﺮﺧﻲ ﺍﺯ ﺑﺨﺶ ﻫﺎي ﻣﻬﻢ ﻣﻐﺰ ﭘﻴﺸﻴﻦ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪ :‬ﺳﻴﺴﺘﻢ ﻟﻴﻤﺒﻴﮏ‪ ،‬ﺳﻴﺴﺘﻢ ﻋﻘﺪﻩ ﻫﺎي ﺣﺮﮐﺘﻲ ﭘﺎﻳﻪ‪ ،‬ﺗﺎﻻﻣﻮﺱ ﻭ‬ ‫ﻫﻴﭙﻮﺗﺎﻻﻣﻮﺱ‪ .‬ﺩﺭ ﺍﻳﻦ ﻗﺴﻤﺖ ﺑﻪ ﺑﺮﺭﺳﻲ ﺍﻳﻦ ﺳﺎﺧﺘﺎﺭﻫﺎ ﻣﻲ ﭘﺮﺩﺍﺯﻳﻢ ‪:‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫‪ .١‬ﺳﻴﺴﺘﻢ ﻟﻴﻤﺒﻴﮏ‪ : ١‬ﺳﻴﺴﺘ ﹺﻢ ﻟﻴﻤﺒﻴﮏ ﺍﺯ ﺳﺎﺧﺘﺎﺭﻫﺎي ﻣﺨﺘﻠﻔﻲ ﻧﻈﻴ ﹺﺮ ﺁﻣﻴﮕﺪﺍﻝ‪ ،٢‬ﺩﻳﻮﺍﺭﻩ‪ ،٣‬ﻫﻴﭙﻮﮐﺎﻣﭗ‪،٤‬‬ ‫ﻲ‬ ‫ﻫﻴﭙﻮﺗﺎﻻﻣﻮﺱ‪ ،‬ﻗﺸﺮ ﮐﻤﺮﺑﻨﺪي‪ ،٥‬ﻓﻮﺭﻧﻴﮑﺲ‪ ٦‬ﻭ ﺟﺴ ﹺﻢ ﭘﺴﺘﺎﻧﮑﻲ‪ ٧‬ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻭﻇﻴﻔﻪ ي ﺍﺻﻠ ﹺ‬ ‫ﺳﻴﺴﺘ ﹺﻢ ﻟﻴﻤﺒﻴﮏ‪ ،‬ﺗﻨﻈﻴ ﹺﻢ ﭼﻨﺪﻳﻦ ﻧﻮﻉ ﺍﺯ ﺭﻓﺘﺎﺭﻫﺎي ﺍﻧﮕﻴﺰﺷﻲ ﺍﺯ ﺟﻤﻠﻪ ﺧﻮﺭﺩﻥ‪ ،‬ﭘﺮﺧﺎﺷﮕﺮي‪ ،‬ﺭﻓﺘﺎﺭﻫﺎي‬ ‫ﺍﺟﺘﻨﺎﺑﻲ‪ ٨‬ﻭ ﺭﻓﺘﺎ ﹺﺭ ﺟﻨﺴﻲ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺍﻳﻦ ﺳﻴﺴﺘﻢ ﺩﺭ ﻋﻮﺍﻃﻒ ﻭﻫﻴﺠﺎﻧﺎﺗﻲ ﻧﻈﻴ ﹺﺮ ﺧﺸﻢ ﻭ ﺍﺿﻄﺮﺍﺏ‬ ‫ﻧﻴﺰ ﺩﺧﺎﻟﺖ ﺩﺍﺭﺩ‪.‬‬

‫‪ :limbic system ١‬ﺑﻪ ﺁﻥ ﺩﺳﺘﮕﺎﻩ ﮐﻨﺎﺭي ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ – ﻡ‬ ‫‪ : amygdala ٢‬ﺑﻪ ﺁﻥ ﺑﺎﺩﺍﻣﻪ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ – .‬ﻡ‬ ‫‪septum ٣‬‬ ‫‪ : hippocampus ٤‬ﺑﻪ ﺁﻥ ﺍﺳﺐ ﺁﺑﻲ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ – .‬ﻡ‬ ‫‪cingulate cortex ٥‬‬ ‫‪ : fornix ٦‬ﺑﻪ ﺁﻥ ﻃﺎﻕ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ – .‬ﻡ‬ ‫‪mammillary body ٧‬‬ ‫‪ : avoidance behaviour ٨‬ﺑﻪ ﻫﺮ ﮔﻮﻧﻪ ﺭﻓﺘﺎﺭي ﮐﻪ ﺑﺮﺍي ﺍﺟﺘﻨﺎﺏ ) ﺩﻭﺭي ( ﺍﺯ ﻳﮏ ﺷﺊ ﻳﺎ ﻫﺪﻑ ﺻﻮﺭﺕ ﮔﻴﺮﺩ ﺍﺻﻄﻼﺣﺎً ﺭﻓﺘﺎ ﹺﺭ‬ ‫ﺕ ﻓﻴﺰﻳﮑﻲ ﻭ ﻳﺎ ﺭﻭﻳﮕﺮﺩﺍﻧﻲ ﺍﺯ ﺍﻓﮑﺎﺭ‪ ،‬ﻋﻘﺎﻳﺪ ﻭ ﺑﺎﻭﺭﻫﺎ ﺑﺎﺷﺪ‪ .‬ﻣﻔﻬﻮ ﹺﻡ ﺍﻳﻦ‬ ‫ﺍﺟﺘﻨﺎﺑﻲ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺣﺮﮐﺖ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﻪ ﺻﻮﺭ ِ‬ ‫ﺹ ﻧﺎﻣﻄﻠﻮﺏ ﻭ ﺁﺯﺍﺭﻧﺪﻩ ﺩﺍﺷﺘﻪ ﺍﺳﺖ‪ ) .‬ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﻓﺮﻫﻨﮓ ﻣﻌﺎﺻ ﹺﺮ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﭘﺰﺷﮑﻲ‬ ‫ﺭﻓﺘﺎﺭ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺷﺊ ﺧﻮﺍ ﹺ‬ ‫ﻞ ﺁﺗﺶ‪ ،‬ﻳﮏ ﺭﻓﺘﺎﺭ ﺍﺟﺘﻨﺎﺑﻲ ﻣﺤﺴﻮﺏ ﻣﻲ ﺷﻮﺩ – ﻡ‬ ‫ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي ( ﺑﺮﺍي ﻣﺜﺎﻝ‪ ،‬ﮐﺸﻴﺪ ِﻥ ﺩﺳﺖ ﺍﺯ ﻣﻘﺎﺑ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﻲ ﭘﺎﻳﻪ‪ : ١‬ﻋﻘﺪﻩ ﻫﺎي ﭘﺎﻳﻪ ﺍﺯ ﺑﺨﺶ ﻫﺎﻳﻲ ﻧﻈﻴ ﹺﺮ ﺟﺴﻢ ﻣﺨﻄﻂ‪ ،٢‬ﮔﻠﻮﺑﻮﺱ‬ ‫‪ .٢‬ﺳﻴﺴﺘﻢﹺ ﻋﻘﺪﻩ ﻫﺎي ﺣﺮﮐﺘ ﹺ‬ ‫ﭘﺎﻟﻴﺪﻭﺱ‪ ٣‬ﻭ ﺁﻣﻴﮕﺪﺍﻝ ) ﺍﻳﻦ ﺳﺎﺧﺘﺎﺭ ﮔﺎﻫﻲ ﻋﻀﻮ ﻋﻘﺪﻩ ﻫﺎي ﭘﺎﻳﻪ ﻭ ﮔﺎﻫﻲ ﺟﺰﻭ ﺳﻴﺴﺘﻢ ﻟﻴﻤﺒﻴﮏ ﺩﺭ‬ ‫ﻲ ﺍﺭﺍﺩي‬ ‫ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﺩ‪ ( .‬ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻋﻘﺪﻩ ﻫﺎي ﭘﺎﻳﻪ ﺑﻪ ﺍﻳﺠﺎﺩ ﻭﺍﮐﻨﺶ ﻫﺎي ﺣﺮﮐﺘ ﹺ‬ ‫ﮐﻤﮏ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬

‫‪ .٣‬ﺗﺎﻻﻣﻮﺱ ‪ :‬ﺍﻳﻦ ﻗﺴﻤﺖ ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﻳﮏ ﺍﻳﺴﺘﮕﺎ ِﻩ ﺗﻘﻮﻳﺖ ﮐﻨﻨﺪﻩ ﮐﻪ ﭘﻴﺎﻡ ﻫﺎ ﺭﺍ ﺑﻪ ﻣﺮﺍﮐ ﹺﺰ ﺑﺎﻻﺗ ﹺﺮ ﻣﻐﺰ ﻋﺒﻮﺭ‬ ‫ﺖ ﻣﺨﺎﻟﻒ ﻧﻴﺰ ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ‪ .‬ﺑﺮﺍي ﻣﺜﺎﻝ‪،‬‬ ‫ﻣﻲ ﺩﻫﺪ ﻋﻤﻞ ﻣﻲ ﮐﻨﺪ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ‪ ،‬ﻋﻤﻠﻴﺎﺗﻲ ﺩﺭ ﺟﻬ ِ‬ ‫ﺍﻧﺘﻘﺎ ﹺﻝ ﺍﻃﻼﻋﺎﺕ ﺍﺯ ﻗﺸﺮ ﺑﻴﻨﺎﻳﻲ ﺍﻭﻟﻴﻪ ﺑﻪ ﺗﺎﻻﻣﻮﺱ‪.‬‬

‫‪ .٤‬ﻫﻴﭙﻮﺗﺎﻻﻣﻮﺱ‪ : ٤‬ﻫﻴﭙﻮﺗﺎﻻﻣﻮﺱ ﺑﺴﻴﺎﺭ ﮐﻮﭼﮑﺘﺮ ﺍﺯ ﺗﺎﻻﻣﻮﺱ ﺍﺳﺖ ﻭ ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺍﺯ ﺍﺳﻤﺶ ﭘﻴﺪﺍﺳﺖ‬ ‫ﺩﺭ ﺯﻳ ﹺﺮ ﺗﺎﻻﻣﻮﺱ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﺑﺮﺧﻲ ﺍﺯ ﻭﻇﺎﻳﻒ ﻫﻴﭙﻮﺗﺎﻻﻣﻮﺱ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ ‪:‬‬ ‫ƒ ﮐﻨﺘﺮ ﹺﻝ ﺑﺮﺧﻲ ﺍﻋﻤﺎ ﹺﻝ ﺣﻴﺎﺗﻲ ﺍﺯ ﺟﻤﻠﻪ ﺩﻣﺎي ﺑﺪﻥ‪ ،‬ﮔﺮﺳﻨﮕﻲ ﻭ ﺗﺸﻨﮕﻲ‬ ‫ƒ ﮐﻨﺘﺮ ﹺﻝ ﺭﻓﺘﺎ ﹺﺭ ﺟﻨﺴﻲ‬ ‫ƒ ﺍﻳﻔﺎي ﻧﻘﺶ ﻣﻬﻢ ﺩﺭ ﮐﻨﺘﺮﻝ ﺳﻴﺴﺘﻢ ﻏﺪﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ) ﻫﻮﺭﻣﻮﻥ ﻫﺎ (‪ .‬ﺑﺮﺍي ﻣﺜﺎﻝ ﻫﻴﭙﻮﺗﺎﻻﻣﻮﺱ‬ ‫ﻣﺴﺘﻘﻴﻤﺎً ﺑﺎ ﻏﺪﻩ ي ﻫﻴﭙﻮﻓﻴﺰ ﭘﻴﺸﻴﻦ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺍﺳﺖ‪.‬‬

‫‪basal ganglia motor system ١‬‬ ‫‪striatum ٢‬‬ ‫‪globus pallidus ٣‬‬ ‫‪hypothalamus ٤‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﻧﺨﺎ ﹺﻉ ﺷﻮﮐﻲ‪: ١‬‬ ‫ﻲ ﻣﺮﮐﺰي ) ‪ ( CNS‬ﮐﻪ ﻫﻨﻮﺯ ﺩﺭﺑﺎﺭﻩ ي ﺁﻥ ﭼﻴﺰي ﻧﮕﻔﺘﻪ ﺍﻳﻢ‪ ،‬ﻧﺨﺎﻉ ﺷﻮﮐﻲ‬ ‫ﺗﻨﻬﺎ ﻗﺴﻤﺘﻲ ﺍﺯ ﺳﻴﺴﺘﻢﹺ ﻋﺼﺒ ﹺ‬ ‫ﻦ ﮐﻤﺮ ﮐﺸﻴﺪﻩ‬ ‫ﺍﺳﺖ‪ .‬ﻧﺨﺎ ﹺﻉ ﺷﻮﮐﻲ‪ ،‬ﻳﮏ ﺳﺎﺧﺘﺎ ﹺﺭ ﺑﺎﺭﻳﮏ ﺍﺳﺖ ﮐﻪ ﺍﺯ ﺍﻧﺘﻬﺎي ﻣﻐﺰ ﺗﺎ ﺍﺳﺘﺨﻮﺍ ِﻥ ﺩﻧﺒﺎﻟﭽﻪ‪ ٢‬ﺩﺭ ﭘﺎﻳﻴ ﹺ‬ ‫ﻂ ‪ ٢٤‬ﺟﻔﺖ ﻣﻬﺮﻩ ﻳﺎ ﻗﻄﻌﻪ ي ﺍﺳﺘﺨﻮﺍﻧﻲ ﻣﺤﺎﻓﻈﺖ ﻣﻲ ﺷﻮﺩ‪ .‬ﻫﺮ ﻣﻬﺮﻩ ﺩﺍﺭﺍي‬ ‫ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻧﺨﺎ ﹺﻉ ﺷﻮﮐﻲ ﺗﻮﺳ ِ‬ ‫ﻞ ﺁﻥ ﻋﺒﻮﺭ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﺳﻮﺭﺍﺧﻲ ﺳﺖ ﮐﻪ ﻧﺨﺎ ﹺﻉ ﺷﻮﮐﻲ ﺍﺯ ﺩﺍﺧ ﹺ‬

‫‪ : spinal cord ١‬ﺑﻪ ﻃﻮﺭﻋﺎﻣﻴﺎﻧﻪ ﺑﻪ ﺁﻥ ﻧﺨﺎﻉ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ – .‬ﻡ‬ ‫‪coccyx ٢‬‬

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‫ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬ ‫ﺖ‬ ‫ﻣﺒﺎﻧﻲ‬

‫ﻲ ﺩﺭ ﻧﺨﺎ ﹺﻉ ﺷﻮﮐﻲ ﻗﺮﺍ‬ ‫ﺐ ﻧﺨﺎﻋﻲ‬ ‫ﺟﺴ ﹺﻢ ﺳﻠﻮﻟﻲ ِ‪ ٣١ ١‬ﺟﻔﺖ ﻋﻋﺼ ﹺ‬ ‫ﺴ‬ ‫ﮔﺮﻓﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺯ‬ ‫ﺍﺯ ﻫﺮ ﻋﺼﺐ‪ ٢‬ﺩﻭ ﺭﻳﺸﻪ ﺟﺟﺪﺍ ﻣﻲ ﺷﻮﺩ‬ ‫) ﺷﺷﮑ ﹺ‬ ‫ﻞ ﭘﺎﻳﻴﻦ ( ‪:‬‬

‫ƒ ﺭﻳﺸﻪ ي ﭘﺸﺘﻲ ﮐﻪ ﺩﺭ ﭘﺸﺖ ﻗﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻭ ﻣﺮﺑﻮﻁ ﺑﻪ‬ ‫ﻧﻮﺭﻭﻥ ﻫﺎي ﺣﺴﻲ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻳﻳﻦ ﻧﻮﺭﻭﻥ ﻫﻫﺎ‪ ،‬ﭘﻴﺎﻡ ﻫﺎي‬ ‫ﺣﺴﻲ ﺭﺭﺍ ﺑﻪ ﻧﺨﺎ ﹺﻉ ﺷﺷﻮﮐﻲ ﻣﻲ ﺁﻭﺭﻧﺪ‪.‬‬ ‫ƒ ﺭﻳﺸﻪ ي ﺷﮑﻤﻲ ﮐﻪ ﺩﺭ ﺟﻠﻮ ﻗﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻭ ﻣﺮﺑﻮﻁ ﺑﻪ‬ ‫ﻧﻮﺭﻭﻥ ﻫﺎي ﺣﺮﮐﺘﺘﻲ ﺳﺖ‪ .‬ﺍﻳﻳﻦ ﻧﻮﺭﻭﻧﻬﺎ‪ ،‬ﭘﻴﺎﻡ ﻫﺎي‬ ‫ﺣﺮﮐﺘﻲ ﺭﺍ ﺍﺯ ﻣﻐﺰﺰ ﻭ ﻧﺨﺎ ﹺﻉ ﺷﻮﻮﮐﻲ ﺑﻪ ﻣﺎﻫﻫﻴﭽﻪ ﻫﺎي ﺍﺍﺳﮑﻠﺘﻲ ﻭ‬ ‫ﻲ‬ ‫ﻣﻲ ﺑﺮﻧﺪ‪.‬‬ ‫ﻞ ﻣﻌﺪﻩ ﻭ ﻗﻠﺐ ( ﻲ‬ ‫ﺍﻧﺪﺍﻡ ﻫﺎﺎي ﺩﺭﻭﻧﻲ ) ﻣﺜ ﹺ‬

‫ﺏ ﻧﺨﺎﻋﻋﻲ‬ ‫ﻫﺎي ﺍﻋﺼﺎ ﹺ‬ ‫ﺨﺎ ﹺﻉ ﺷﻮﮐﻲ ﻗﺮﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﺍﻣﺎ ﺁﮐﺴﻮﻥ ﻫﺎ ﻭ ﺩﻧﺪﺭﻳﺖ ي‬ ‫ﺏ ﻧﺨﺎﻋﻲ ﺩﺭ ﻧﺨ‬ ‫ﻲ ﺍﻋﺼﺎ ﹺ‬ ‫‪ ١‬ﺗﺗﻮﺟﻪ ﮐﻨﻴﺪ ﮐﮐﻪ ﺗﻨﻬﺎ ﺟﺴ ﹺﻢ ﺳﺳﻠﻮﻟ ﹺ‬ ‫ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ‪.‬‬ ‫ﺕ ﺑﻌﺪ ﺧﻮﻮﺍﻫﻴﻢ ﺩﻳﺪ ﺩﺭ ﺳﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲﹺ ﭘﻴﺮﺍﻣﻮﻧﻲ ﺭ‬ ‫ﺻﻔﺤﺎ ِ‬ ‫ﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺻ‬ ‫ﻫﻤﺎﻧﻄ‬ ‫ﻞ ﮏ‬ ‫ﻳﮏ‬ ‫ﺩﺭ ﺑﺮ ﻧﻤﻲ ﮔﻴﺮﺩﺩ‪ ،‬ﻋﺼﺐ ﮔﻔﺘﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﺮﺮﺍي ﺗﺸﮑﻴ ﹺ‬ ‫ﺟﺴﻢ ﺳﻠﻮﻟﻲ ﺭﺍ ﺭ‬ ‫ﺼﺒﻲ ﮐﻪ ﻢ‬ ‫ﻣﺠﻤﻮﻋﻪ ﺍي ﺍﺯ ﺭﺷﺘﻪ ﻫﺎي ﻋﺼ‬ ‫‪ : nervee ٢‬ﺑﻪ ﻣﺠ‬ ‫‪ CN‬ﻣﻲ ﺑﺮﻧﺪ ﺩﺭ‬ ‫ﻋﺼﺒﻲ ﺭﺍ ﺑﻪ ‪NS‬‬ ‫ﻳﮏ ﻋﺼﺐ‪ ،‬ﺑﺮﺧﺧﻲ ﺍﺯ ﺭﺷﺘﻪ ﻫﻫﺎ‪ ،‬ﭘﻴﺎﻡ ﻫﺎي ﻋﺼ‬ ‫ﻫﻢ ﺑﻴﺎﻳﻨﺪ‪ .‬ﺩﺭ ﮏ‬ ‫ﺐ‪ ،‬ﻫﺰﺍﺭﺍﻥ ﺭﺷﺷﺘﻪ ي ﻋﺼﺒﻲ ﺑﺎﻳﺴﺘﻲ ﮔﺮ ِﺩ ﻢ‬ ‫ﻋﺼﺐ‬ ‫ﻣﺨﺘﻠﻒ ﺑﺪﻥ ﻣﻲ ﺭﺳﺎﻧﻨﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﮐﻨﺘﺮ ﹺﻝ ﺣﺮﮐﺘﻲ ﺍﺯ‬ ‫ﻒ‬ ‫ﻁ‬ ‫ﺑﻪ ﻧﻘﺎ ِ‬ ‫ﻫﺎي ﺩﻳﮕﺮ ﺗﮑﺎﻧﻪﻪ ﻫﺎي ﻋﺼﺒﻲ ﺭﺭﺍ ﺍﺯ ‪ CNS‬ﻪ‬ ‫ﺣﺎﻟﻲ ﮐﻪ ﺭﺷﺘﻪ ي‬ ‫ﻲ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ – ﺻﻔﺤﻪ ي ‪( ١١٨٨‬‬ ‫ﻲ‬ ‫ﺩﻳﺪﮔﮔﺎ ِﻩ‬

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‫ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬ ‫ﺖ‬ ‫ﻣﺒﺎﻧﻲ‬

‫‪: ( Reflex‬‬ ‫‪ e‬ﺑﺎﺯﺗﺎﺏ ) ‪x‬‬ ‫ﮑﻞ ﺑﺎﻻ ﺗﻮﺟﻪ ﮐﻨﻴﺪ ‪:‬‬ ‫ﺑﻪ ﺷﮑ‬ ‫ﮎ ﺩﺩﺭﺩ‬ ‫ﻣﻌﺮﺽ ﻣﺤـﺮ ِ‬ ‫ﻭﻗﺘﻲ ﮐﻪ ﮔﻴﺮﻧﺪﻩ ﻫﻫﺎي ﺍﻳﻦ ﻧﻮﺭﻭﻭﻥ ﺑﺎ ﻗﺮﺍﺭ ﮔﺮﺮﻓﺘﻦ ﺩﺭ ﺽ‬ ‫ﺣﺴﻲ ﺍﺳﺖ‪ .‬ﻲ‬ ‫‪ .١‬ﻧﻮﺭﻭ ِﻥ ﺳﺒﺒﺰ ﺭﻧﮓ ﻳﮏ ﻧﻮﺭﻭ ِﻥ ﻲ‬ ‫ﺳﻠﻮﻟﻲِ ﻧﻮﺭﻭ ِﻥ ﺣﺴﺴـﻲ‬ ‫ﻲ‬ ‫ﻃﺮﻑ ﺟﺴﻢ‬ ‫ﻧﻮﺭﻭﻥ ﺣﺴﻲ ﭘﻴﺎﻡ ﻫﻫﺎﻳﻲ ﺑﻪ ﻑِ‬ ‫ﻥِ‬ ‫ﻖ ﺁﺁﮐﺴﻮ ِﻥ‬ ‫ﺁﻭﺭ ) ﺷﻌﻌﻠﻪ ي ﺷﻤﻊ ( ﺗﺤﺮﻳﮏ ﺷﺪﻧﺪﺪ‪ ،‬ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺨﺎ ﹺﻉ ﺷﻮﮐﻲ ﻭﺍﻗﻊ ﺷﺪﻩ ﺍﻧﺪ‪ ،‬ﺍﺭﺳﺎﻝ ﻣﻲ ﮔﺮﺮﺩﺩ‪.‬‬ ‫ﮐﻪ ﺩﺭ ﻧﺨ‬ ‫ﮐـﻪ ﻧـﻮﺭﻭ ِﻥ ﻗﺮﻣﻣـﺰ ﺭﻧـﮓ ) ﻧــﻮﺭ ِﻥ ﺭﺍﺑـﻂ ( ﺭﺍ‬ ‫ﺪﻩ ﺍي ﺁﺯﺍﺩ ﻣــﻲ ﮐﻨﻨـﺪ ﻪ‬ ‫ﻣﻮﺍ ِﺩ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪ‬ ‫ﻫﺎي ﭘﺎﻳﺎﻧﻲ ﻧﻮﺭﻭﻭ ِﻥ ﺣﺴﻲ‪ ،‬ﺍ‬ ‫‪ .٢‬ﺗﮑﻤﻪ ي‬ ‫ﭘﻴﺎﻡ ﻫﺎﻳﻲ ﺩﺭ ﺁﮐﮐﺴﻮ ِﻥ ﻧﻮﺭﻭ ِﻥ ﺭﺍﺑﻂ ﺍﻧﺘﻘﺎﻝ ﻳﺎﻳﺎﺑﺪ‪.‬‬ ‫ﻲ ﺷﻮﻧﺪ ﺗﺎ ﻡ‬ ‫ﺑﺮﺍﻧﮕﻴﺨﺘﻪﻪ‪ ،‬ﻣﻮﺟﺐ ﻣﻲ‬ ‫ﻲ ﻧﻮﻮﺭﻭ ِﻥ ﺭﺍﺑﻂ ﺰ‬ ‫‪ .٣‬ﺑﻪ ﺷﮑﻞ ﻣﻣﺸﺎﺑﻪ‪ ،‬ﺗﮑﻤﻪ ﻫﻫﺎي ﭘﺎﻳﺎﻧ ﹺ‬ ‫ﻧﻴﺰ ﻣﻮﺍﺩ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﺍي ﺁﺯﺯﺍﺩ ﻣﻲ ﮐﻨﺪ ﺗﺗﺎ ﻧﻮﺭﻭ ِﻥ ﺁﺑﻲ ﺭﻧﮓ ) ﻧـﻮﺭﻭﻥ‬ ‫ﺣﺮﮐﺖ ﺩﺭ ﻣﻲ ﺁﻳﺪ‪.‬‬ ‫ﺖ‬ ‫ﺣﺮﮐﺘﻲ ( ﺑﺮﺍﻧﮕﻴﺨﺘﻪ ﺷﺷﻮﺩ ﻭ ﭘﻴﺎﻡ ﻫﺎﻳﻳﻲ ﺩﺭ ﻃﻮ ﹺﻝ ﺁﺁﮐﺴﻮ ِﻥ ﺣﺮﮐﺘﺘﻲ ﺑﻪ‬ ‫ﻋﺼﺐ ﺑﻪ ﺳﻮي ﻋﻀ‬ ‫ﻃﺮﻳﻖ ﻳﮏ ﺐ‬ ‫ﻲ ﻧﻴﺰ ﺍﺯ ﻖﹺ‬ ‫‪ .٤‬ﺁﮐﺴﻮﻥ ﻧﻧﻮﺭﻭ ِﻥ ﺣﺮﮐﺘﻲ‬ ‫ﻀﻠﻪ ﻣـﻲ ﺭﻭﺩ‪ .‬ﻫﻨﮕـﺎﻣﻲ ﮐــﻪ ﺍﻳـﻦ ﻧـﻮﺭﻭﻥ‪ ،‬ﻣـﻮﺍ ِﺩ ﺍﻧﺘﻘــﺎﻝ‬ ‫ﺖ‬ ‫ﺩﺳـ ِ‬ ‫ﺳﻠﻮ ﹺﻝ ﻋﻀـﻼﻧﻲ ﻣﻣﻨﻘـﺒﺾ ﺷـﺪﻩﻩ‪ ،‬ﻭ ﻓـﺮﺩ ـ‬ ‫ﺩﺭ ﻋﻀﻼﺕ ﺁﺯﺯﺍﺩ ﮐﺮﺩ‪ ،‬ﻮ‬ ‫ﺩﻫﻨﺪﻩ ي ﺧﻮﺩ ﺭﺍ ﺩﺭﻭ ِﻥ ﺷﮑﺎﻑ ﺳﻴﻨﻨﺎﭘﺴﻲ ﻭﺍﻗﻊ ﺭ‬ ‫ﮎ ﺩﺭﺩﺩﺯﺍ ) ﺷﻌﻠﻪ ي ﺷﻤﻊ ( ﺩﻭﺭ ﻣﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﺧﻮﺩ ﺭﺍ ﺯ‬ ‫ﺍﺯ ﻣﺤﺮ ِ‬ ‫ﺷﻮﺩ‪.‬‬ ‫ﺍﻳﻦ ﻓﺮﺍﻳﻨﺪﻫﺎ‪ ،‬ﻣﻣﺠﻤﻮﻋﺎً ﻳﮏ » ﺑﺎﺯﺗﺎﺏ « ﮔﮔﻔﺘﻪ ﻣﻲ ﺩ‬ ‫ﺑﻪ ﻦ‬ ‫ﻣﻨﺒﻊ ‪ :‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏِ ﮐﮐﺎﺭﻟﺴﻮﻥ – ﺗﺮﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﭘﮋﻫﺎﻥ – ﻧﺸ ﹺﺮ ﻏﻏﺰﻝ – ﺻﻔﺤﻪ ي ‪٣٣‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﻲ ﭘﻴﺮﺍﻣﻮﻧﻲ ﻣﻲ ﺭﺳﺪ‪.‬‬ ‫ﻲ ﻣﺮﮐﺰي ﭘﺮﺩﺍﺧﺘﻴﻢ‪ .‬ﺣﺎﻝ ﻧﻮﺑﺖ ﺑﻪ ﺳﻴﺴﺘﻢﹺ ﻋﺼﺒ ﹺ‬ ‫ﺗﺎ ﺍﻳﻨﺠﺎ ﺑﻪ ﺑﺮﺭﺳﻲ ﺳﻴﺴﺘﻢﹺ ﻋﺼﺒ ﹺ‬

‫ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻲ ﭘﻴﺮﺍﻣﻮﻧﻲ‪: ( PNS ) ١‬‬ ‫ﺑﻪ ﺑﺨﺸﻲ ﺍﺯ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﮐﻪ ﺟﺰﻭ ﺳﻴﺴﺘ ﹺﻢ‬ ‫ﻲ ﻣﺮﮐﺰي ﻣﺤﺴﻮﺏ ﻧﻤﻲ ﺷﻮﺩ‪ ،‬ﺳﻴﺴﺘﻢﹺ‬ ‫ﻋﺼﺒ ﹺ‬ ‫ﻲ ﭘﻴﺮﺍﻣﻮﻧﻲ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ }.‬ﺩﺭ ﻭﺍﻗﻊ‬ ‫ﻋﺼﺒ ﹺ‬ ‫ﻲ ﻣﺮﮐﺰي‬ ‫ﻲ ﭘﻴﺮﺍﻣﻮﻧﻲ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﺭﺍ ﺑﻪ ﺳﺎﻳ ﹺﺮ ﻗﺴﻤﺖ ﻫﺎي ﺑﺪﻥ ﻣﺮﺗﺒﻂ ﻣﻲ ﺳﺎﺯﺩ‪{.‬‬ ‫ﻲ ﭘﻴﺮﺍﻣﻮﻧﻲ ﺭﺍ ﺑﻪ ﺩﻭ‬ ‫ﻣﻲ ﺗﻮﺍﻥ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﺑﺨﺶ ﺗﻘﺴﻴﻢ ﻧﻤﻮﺩ ‪ :‬ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﺗﻨﻲ ﻭ‬ ‫ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﺧﻮﺩﮐﺎﺭ‬

‫ﺐ ﺟﻤﺠﻤﻪ ﺍي ﺗﺸﮑﻴﻞ ﺷﺪﻩ‬ ‫ﺐ ﻧﺨﺎﻋﻲ ﻭ ‪ ١٢‬ﺟﻔﺖ ﻋﺼ ﹺ‬ ‫ﻲ ﭘﻴﺮﺍﻣﻮﻧﻲ ﺍﺯ ‪ ٣١‬ﺟﻔﺖ ﻋﺼ ﹺ‬ ‫‪ ١‬ﺍﺯ ﺩﻳﺪ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ‪ ،‬ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﺍﺳﺖ‪.‬ﺑﺮﺍي ﺗﻮﺿﻴﺢ ﺑﻴﺸﺘﺮ ‪ e‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٥‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﻂ ﺧﺎﺭﺟﻲ ﻣﻲ‬ ‫ﻦ ﺑﺪﻥ ﻭ ﻣﺤﻴ ِ‬ ‫ﻞ ﺑﻴ ﹺ‬ ‫ﺕ ﻣﺘﻘﺎﺑ ﹺ‬ ‫ﻲ ﺗﻨﻲ ﻣﺮﺑﻮﻁ ﺑﻪ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﻲ ﺗﻨﻲ‪ : ١‬ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ƒ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻲ ﺗﻨﻲ ﺍﺯ ﺩﻭ ﺩﺳﺘﻪ ﺍﻋﺼﺎﺏ ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﺳﺖ ‪:‬‬ ‫ﺷﻮﺩ‪ .‬ﺳﻴﺴﺘﻢﹺ ﻋﺼﺒ ﹺ‬ ‫ﺏ ﺁﻭﺭﺍﻥ‪ : ٢‬ﺍﻳﻦ ﺍﻋﺼﺎﺏ ﭘﻴﺎﻡ ﻫﺎي ﻋﺼﺒﻲ ﺭﺍ ﺍﺯ ﺍﻧﺪﺍﻡ ﻫﺎي ﺧﺎﺭﺟﻲ ) ﭼﺸﻢ ﻫﺎ‪ ،‬ﮔﻮﺵ‬ ‫‪ .١‬ﺍﻋﺼﺎ ﹺ‬ ‫ﻲ ﻣﺮﮐﺰي ﻣﻲ ﺑﺮﻧﺪ‪.‬‬ ‫ﻫﺎ ﻭ ﻣﺎﻫﻴﭽﻪ ﻫﺎي ﺍﺳﮑﻠﺘﻲ ﻭ ﭘﻮﺳﺖ ( ﺑﻪ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻲ ﻣﺮﮐﺰي ﺑﻪ ﺍﻧﺪﺍﻡ‬ ‫ﺏ ﻭﺍﺑﺮﺍﻥ‪ : ٣‬ﺍﻳﻦ ﺩﺳﺘﻪ ﺍﺯ ﺍﻋﺼﺎﺏ ﭘﻴﺎﻡ ﻫﺎي ﻋﺼﺒﻲ ﺭﺍ ﺍﺯ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫‪ .٢‬ﺍﻋﺼﺎ ﹺ‬ ‫ﻫﺎي ﺧﺎﺭﺟﻲ )ﭼﺸﻢ ﻫﺎ‪ ،‬ﮔﻮﺵ ﻫﺎ ﻭ ﻣﺎﻫﻴﭽﻪ ﻫﺎي ﺍﺳﮑﻠﺘﻲ ﻭ ﭘﻮﺳﺖ( ﻣﻲ ﺑﺮﻧﺪ‪.‬‬ ‫ﻂ ﺩﺍﺧﻠﻲ ﺑﺪﻥ ﻣﻲ‬ ‫ﻞ ﻣﺤﻴ ِ‬ ‫ﺕ ﻣﺘﻘﺎﺑ ﹺ‬ ‫ﻲ ﺧﻮﺩﮐﺎﺭ ﻣﺮﺑﻮﻁ ﺑﻪ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﻲ ﺧﻮﺩﮐﺎﺭ ‪ :‬ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ƒ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻞ‬ ‫ﻲ ﺑﺪﻥ ﻣﺜ ﹺ‬ ‫ﻂ ﺩﺭﻭﻧ ﹺ‬ ‫ﺏ ﺧﻮﺩﮐﺎﺭ ﻣﺮﺑﻮﻁ ﺑﻪ ﺗﻨﻈﻴ ﹺﻢ ﮐﺎﺭﮐﺮﺩﻫﺎي ﻣﺤﻴ ِ‬ ‫ﺷﻮﺩ‪ .‬ﺑﻪ ﻃﻮ ﹺﺭ ﺩﻗﻴﻖ ﺗﺮ ﺳﻴﺴﺘ ﹺﻢ ﺍﻋﺼﺎ ﹺ‬ ‫ﻞ‬ ‫ﻞ ﭘﺎﻧﮑﺮﺍﺱ‪ ،‬ﻏﺪ ِﺩ‪ .....‬ﻭ ﺁﺩﺭﻧﺎ ﹺﻝ ﻣﻴﺎﻧﻲ ( ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺩﻟﻴ ﹺ‬ ‫ﻗﻠﺐ‪ ،‬ﻣﻌﺪﻩ‪ ،‬ﮐﻠﻴﻪ ﻫﺎ‪ ،‬ﻏﺪ ِﺩ ﻣﺨﺘﻠﻒ ) ﻣﺜ ﹺ‬ ‫ﻲ ﺧﻮﺩﮐﺎﺭ ﻣﻲ ﻧﺎﻣﻨﺪ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺑﺴﻴﺎﺭي ﺍﺯ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻳﻲ ﮐﻪ ﺯﻳ ﹺﺮ‬ ‫ﺍﻳﻨﮑﻪ ﺍﻳﻦ ﺳﻴﺴﺘﻢ ﺭﺍ‪ ،‬ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻞ ﻫﻀﻢ (‪ .‬ﺍﻳﻦ ﻓﻌﺎﻟﻴﺖ ﻫﺎ‬ ‫ﻞ ﻋﻤ ﹺ‬ ‫ﻧﻈ ﹺﺮ ﺍﻳﻦ ﺳﻴﺴﺘﻢ ﮐﻨﺘﺮﻝ ﻣﻲ ﺷﻮﻧﺪ ﻏﻴﺮﺍﺭﺍﺩي ﻭ ﺧﻮﺩﺗﻨﻈﻴﻢ ﻫﺴﺘﻨﺪ ) ﻣﺜ ﹺ‬ ‫ﺖ ﺧﻮﺩ ﺍﺩﺍﻣﻪ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺳﻴﺴﺘ ﹺﻢ‬ ‫ﺵ ﺁﮔﺎﻫﺎﻧﻪ ي ﻣﺎ ﻧﺪﺍﺷﺘﻪ ﻭ ﺣﺘﻲ ﻫﻨﮕﺎ ﹺﻡ ﺧﻮﺍﺏ ﻧﻴﺰ ﺑﻪ ﻓﻌﺎﻟﻴ ِ‬ ‫ﻧﻴﺎﺯي ﺑﻪ ﺗﻼ ﹺ‬ ‫ﻲ ﺗﻨﻲ ﺩﺍﺭﺍي ﺩﻭ ﺩﺳﺘﻪ ﺍﻋﺼﺎﺏ ﺍﺳﺖ ‪:‬‬ ‫ﻲ ﺧﻮﺩﮐﺎﺭ ﻧﻴﺰ ﺑﻪ ﻣﺎﻧﻨ ِﺪ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻋﺼﺒ ﹺ‬ ‫ﺏ ﺁﻭﺭﺍﻥ ‪ :‬ﺍﻳﻦ ﺩﺳﺘﻪ ﺍﺯ ﺍﻋﺼﺎﺏ‪ ،‬ﭘﻴﺎﻡ ﻫﺎي ﺣﺴﻲ ﺭﺍ ﺍﺯ ﺍﻧﺪﺍﻡ ﻫﺎي ﺩﺍﺧﻠﻲ ﺑﻪ ﺳﻴﺴﺘ ﹺﻢ‬ ‫‪ .١‬ﺍﻋﺼﺎ ﹺ‬ ‫ﻲ ﻣﺮﮐﺰي ﻣﻲ ﺑﺮﻧﺪ‪.‬‬ ‫ﻋﺼﺒ ﹺ‬ ‫ﻲ ﻣﺮﮐﺰي ﺑﻪ ﺍﻧﺪﺍﻡ‬ ‫ﺏ ﻭﺍﺑﺮﺍﻥ ‪ :‬ﺍﻳﻦ ﺩﺳﺘﻪ ﺍﺯ ﺍﻋﺼﺎﺏ‪ ،‬ﭘﻴﺎﻡ ﻫﺎي ﺣﺮﮐﺘﻲ ﺭﺍ ﺍﺯ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫‪ .٢‬ﺍﻋﺼﺎ ﹺ‬ ‫ﻫﺎي ﺩﺍﺧﻠﻲ ﻣﻲ ﺑﺮﻧﺪ‪.‬‬ ‫‪ : somatic nervous system ١‬ﺑﻪ ﺁﻥ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﭘﻴﮑﺮي ﻳﺎ ﺑﺪﻧﻲ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ – ﻡ‬ ‫‪ : Afferent ٢‬ﺑﻪ ﻧﻮﺭﻭﻧﻲ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺍﻃﻼﻋﺎﺕ ﺭﺍ ﺑﻪ ﺳﺎﺧﺘﺎﺭ ﻣﻲ ﺁﻭﺭﺩ – ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ﮐﺎﻻﺕ ﺹ ‪ – ٤٥‬ﻡ‬ ‫‪ : Efferent ٣‬ﺑﻪ ﻧﻮﺭﻭﻧﻲ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺍﻃﻼﻋﺎﺕ ﺭﺍ ﺑﻪ ﺧﺎﺭﺝ ﺍﺯ ﺳﺎﺧﺘﺎﺭ ﻣﻨﺘﻘﻞ ﻣﻲ ﮐﻨﺪ‪ .‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ﮐﺎﻻﺕ ﺹ‬ ‫‪ – ٤٥‬ﻡ‬

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‫ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬ ‫ﺖ‬ ‫ﻣﺒﺎﻧﻲ‬

‫ﻣﺮﮐﺰي ﻭ‬ ‫ي‬ ‫ﻲ‬ ‫ﻋﺼﺒ ﹺ‬ ‫ي ﺧﻮﺩ ﺳﻴﺴﺘ ﹺﻢ ﺼﺒ‬ ‫ﻋﻼﺭﻏ ﹺﻢ ﺍﻳﻨﮑﻪ ﻣﻣﺎ ﺩﺭ ﺩﺳﺘﻪ ﺑﻨﺪ ﹺ‬ ‫ﺍﺯ ﻫﻢ ﺟﺪﺍ ﮐﮐﺮﺩﻳﻢ‪ ،‬ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺍﺍﻳﻦ ﺩﻭ ﺳﻴﺴﺴﺘﻢ‬ ‫ﭘﻴﺮﺍﺍﻣﻮﻧﻲ ﺭﺍ ﺯ‬ ‫ﺍﮐﺜﺮ ﻋﺼﺐ ﻫﺎﺎي‬ ‫ﮕﺮ ﺩﺭ ﺭﺍﺑﻄﻪﻪ ﻫﺴﺘﻨﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﺜﺮﹺ‬ ‫ﻋﻤﻼ ً ﺑﺎ ﻳﮑﺪﻳﮕ‬ ‫ﻼ‬ ‫‪ ( CN‬ﺑﺮﻧﺎﺎﻣﻪ‬ ‫ﻲ ﭘﻴﺮﺍﻣﻮﻧﻲ ﺍﺯ ﻧﺨﺎ ﹺﻉ ﺷﻮﻮﮐﻲ ) ‪NS‬‬ ‫ﺳﻴﺴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﺭﻳﺰﺰي ﻣﻲ ﺷﻮﻧﻧﺪ‪ .‬ﻋﻼﻭﻩ ﺑﺑﺮ ﺍﻳﻦ ﺍﺭﺗﺒﺎﺎﻃﺎﺗﻲ ﺑﻴ ﹺ‬ ‫ﻲ‬ ‫ﻋﺼﺒ ﹺ‬ ‫ﻦ ﺳﻴﺴﺘ ﹺﻢ ﺒ‬ ‫ﻖ ‪ ١٢‬ﺟﻔﺖ ﺼﺐ‬ ‫ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻲ ﭘﭘﻴﺮﺍﻣﻮﻧﻲ ﺯ‬ ‫ﻣﺮﮐﮐﺰي ﻭ ﺳﻴﺴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻋﺼﺐﹺ‬ ‫ﺑﻨﺪي ﮐﻠ ﹺ‬ ‫ي‬ ‫ﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺣﺎﻝ ﮐﻪ ﺑﺎ ﺩﺳﺘﻪ‬ ‫ﺠﻤﻪ ﺍي ﻭﺟ‬ ‫ﺟﻤﺠ‬ ‫ﻲ ﺳﻴﺴﺴﺘ ﹺﻢ‬ ‫ﹺ‬ ‫ﻲ‬ ‫ﻋﺼﺒ ﹺ‬ ‫ﻲ ﭘﻴﺮﺍﻣﻮﻧﻧﻲ ﺁﺷﻨﺎ ﺷﺪﺪﻳﻢ‪ ،‬ﺗﻮﺟﻪ ﺧﺧﻮﺩ ﺭﺍ ﺑﻪ ﺳﻴﺴﺘ ﹺﻢ ﺒ‬ ‫ﺼﺒ ﹺ‬ ‫ﻋﺼ‬ ‫ﻣﻌﻄﻮﻑ ﻣﻲ ﮐﻨﻴﻢﻢ‪.‬‬ ‫ﻑ‬ ‫ﺧﻮﺩﮐﺎﺭ‬

‫ﺧﻮﺩﮐﺎﺭ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺩﻭ ﺑﺨﺶ ﺗﻘﻘﺴﻴﻢ ﮐﺮﺩ ‪:‬‬ ‫ﻲﺧ‬ ‫ﺳﻴﺴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻲ ﺳﻤﻤﭙﺎﺗﻴﮏ ﺩﺭ ﻣﻮﻗﻌﻴﺖ ﻫﺎﺎﻳﻲ ﮐﻪ ﺟﺎﻧﻧﻮﺭ ﺍﺣﺘﻴﺎﺝ ﺑﻪ‬ ‫ﺳﻴﺴﺘﻢ ﻋﺼﺒ ﹺ‬ ‫ﻢﹺ‬ ‫ƒ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﺖ‬ ‫ﻲ ﺳﻤﭙﭙﺎﺗﻴﮏ‪ : ١‬ﺍﻫﻫﻤﻴ ِ‬ ‫ﻲ‬ ‫ﻋﺼﺒ ﹺ‬ ‫ﻣﻲ ﺷﻮﺩ‪ ) .‬ﻣﻣﺜﻼ ً ﻫﻨﮕﺎ ﹺﻡ ﺟﻨﮓ ﻭ ﺎﻳﺎ ﮔﺮﻳﺰ (‪ .‬ﺳﺳﻴﺴﺘ ﹺﻢ ﺒ‬ ‫ﺍﻧﺮﮊي ﻭ ﺑﺮﺍﻧﮕﻴﺨﺘﮕﮕﻲ ﺩﺍﺭﺩ‪ ،‬ﻣﻣﺸﺨﺺ ﻲ‬ ‫ﮏ‬ ‫ﻓﻌﺎﻟﻴﺖ ﺩﺭﻭ ِﻥ ﻣﻌﺪﺪﻩ‪ ،‬ﮔﺸﺎﺩ ﺷﺪ ِﻥ‬ ‫ﺶ ﺖِ‬ ‫ﺶ ﺿﺮﺑﺑﺎ ِﻥ ﻗﻠﺐ‪ ،‬ﮐﺎﺎﻫ ﹺ‬ ‫ﺚ ﺍﻓﻓﺰﺍﻳ ﹺ‬ ‫ﺳﻤﭙﺎﺗﻴﮏ‪ ،‬ﺑﺎﻋ ِ‬ ‫ﮏ‬ ‫ﻁ‬ ‫ﻣﺮﺩﻣﮏ ﻫﺎ ﻭ ﺍﻧﺒﺴﺎ ِ‬ ‫ﻧﺎﻳﮋﻩ ﻫﺎﺎي ﺷﺶ ﻫﺎ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻤﭙﺎﺗﻴﮏ ﻫﻨﮕﺎﺎﻣﻲ ﮐﻪ ﻥ‬ ‫ﻲ ﭘﺎﺭﺍﺳﻤﭙ‬ ‫ﻲ ﭘﺎﺭﺍﺳﺳﻤﭙﺎﺗﻴﮏ‪ : ٢‬ﺳﻴﺴﺘ ﹺﻢ ﻋﺼ‬ ‫ƒ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﺼﺒ ﹺ‬ ‫ﺑﺪﻥ ﺩﺭ ﺗﻼﺵ ﺑﺮﺍي ﺣﻔﻆ ﻭ‬ ‫ﺶ‬ ‫ﺶ ﺿﺮﺑﺎ ِﻥ ﻗﻠﺐ‪،‬‬ ‫ﮐﺎﻫ ﹺ‬ ‫ﺚ ﻫ‬ ‫ﺎﺭﺍﺳﻤﭙﺎﺗﻴﮏ ﺑﺎﻋ ِ‬ ‫ﮏ‬ ‫ﻲ ﭘﺎ‬ ‫ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻣﻲ ﺍﻓﺘﺪ‪ .‬ﺘ‬ ‫ﺫﺧﻴﺮﻩ ي ﺍﻧﺮﮊي ﺳﺳﺖ ﺑﮑﺎﺭ ﻲ‬ ‫ﺍﻓﺰﺍﻳﺶﹺ‬ ‫ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻫﺎي ﺷﺶ ﻫﺎ ﻲ‬ ‫ﺷﺪ ِﻥ ﻧﺎﻳﮋﻩ ي‬ ‫ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﻣﻌﺪﻩ‪ ،‬ﺗﻨﮓ ﺷﺪ ِﻥ ﻣﺮﺩﻣﮏ ﻭ ﻣﻨﻘﺒﺾ ﺪ‬

‫‪Sympathhetic nervo‬‬ ‫‪ous system‬‬ ‫‪m١‬‬ ‫‪Paarasympathhetic nervo‬‬ ‫‪ous system‬‬ ‫‪m ٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﺏ ﭘﺎﺭﺍﺳﻤﭙﺎﺗﻴﮏ‬ ‫ﺏ ﺳﻤﭙﺎﺗﻴﮏ ﻭ ﻫﻢ ﺍﻋﺼﺎ ﹺ‬ ‫ﻲ ﺑﺪﻥ ﭘﻴﺎﻡ ﻫﺎﻳﻲ ﺭﺍ ﻫﻢ ﺍﺯ ﺍﻋﺼﺎ ﹺ‬ ‫ﺗﻘﺮﻳﺒﺎ ً ﻫﻤﻪ ي ﺍﻧﺪﺍﻡ ﻫﺎي ﺩﺍﺧﻠ ﹺ‬ ‫ﻲ ﺳﻤﭙﺎﺗﻴﮏ ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﻳﮏ ﮐﻞ ﻋﻤﻞ ﻣﻲ ﮐﻨﺪ‬ ‫ﺩﺭﻳﺎﻓﺖ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻻﺯﻡ ﺍﺳﺖ ﺑﺪﺍﻧﻴﺪ ﮐﻪ‪ ،‬ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻲ ﭘﺎﺭﺍﺳﻤﭙﺎﺗﻴﮏ ﺍﻏﻠﺐ ﺩﺭ ﻫﺮ ﺯﻣﺎﻥ ﺗﻨﻬﺎ ﻳﮑﻲ ﺍﺯ ﺍﻧﺪﺍﻡ ﻫﺎي ﺑﺪﻥ ﺭﺍ‬ ‫ﻲ ﺑﺪﻥ ( ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫) ﺗﻤﺎﻣ ﹺ‬ ‫ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﺪ‪.‬‬ ‫ﻲ ﺳﻤﭙﺎﺗﻴﮏ ﻭ‬ ‫ﺖ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻲ ﺑﺪﻥ ﺑﺴﺘﮕﻲ ﺑﻪ ﻣﻴﺰﺍ ِﻥ ﻓﻌﺎﻟﻴ ِ‬ ‫ﺖ ﻫﺮ ﮐﺪﺍﻡ ﺍﺯ ﺍﻧﺪﺍﻡ ﻫﺎي ﺩﺍﺧﻠ ﹺ‬ ‫ﻣﻴﺰﺍ ِﻥ ﻓﻌﺎﻟﻴ ِ‬ ‫ﻲ ﭘﺎﺭﺍ‬ ‫ﻲ ﺳﻤﭙﺎﺗﻴﮏ ﺑﻴﺸﺘﺮ ﺍﺯ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﺖ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﭘﺎﺭﺍﺳﻤﭙﺎﺗﻴﮏ ﺩﺍﺭﺩ‪ .‬ﺑﺮﺍي ﻣﺜﺎﻝ‪ ،‬ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﻓﻌﺎﻟﻴ ِ‬ ‫ﺖ ﺳﻴﺴﺘ ﹺﻢ ﭘﺎﺭﺍﺳﻤﭙﺎﺗﻴﮏ ﺑﻴﺸﺘﺮ ﮔﺮﺩﺩ‬ ‫ﺳﻤﭙﺎﺗﻴﮏ ﺑﺎﺷﺪ ﺿﺮﺑﺎ ِﻥ ﻗﻠﺐ ﺑﺎﻻ ﻣﻲ ﺭﻭﺩ ﻭ ﺩﺭ ﻣﻘﺎﺑﻞ ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﻓﻌﺎﻟﻴ ِ‬ ‫ﻲ ﺳﻤﭙﺎﺗﻴﮏ ﻭ‬ ‫ﺿﺮﺑﺎ ِﻥ ﻗﻠﺐ ﭘﺎﻳﻴﻦ ﻣﻲ ﺁﻳﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﻣﻤﮑﻦ ﺍﺳﺖ ﺣﺪﺱ ﺯﺩﻩ ﺑﺎﺷﻴﺪ‪ ،‬ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﺖ ﻳﮑﺪﻳﮕﺮ ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺁﺗﮑﻴﻨﺴﻮﻥ‪،‬‬ ‫ﻑ ﺟﻬ ِ‬ ‫ﭘﺎﺭﺍﺳﻤﭙﺎﺗﻴﮏ ﺍﻏﻠﺐ ﺩﺭ ﺧﻼ ِ‬ ‫ﺁﺗﮑﻴﻨﺴﻮﻥ‪ ،‬ﺍﺳﻤﻴﺖ ﻭ ﺑﻢ ) ‪ ( ١٩٩٣‬ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺍﻧﺪ ﺑﺮﺧﻲ ﺍﺳﺘﺜﻨﺎﻫﺎ ﻧﻴﺰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺍﺯ ﺟﻤﻠﻪ ‪:‬‬

‫ﻲ ﺳﻤﭙﺎﺗﻴﮏ ﺩﺭ ﻣﻮﻗﻌﻴﺖ ﻫﺎي ﺗﺮﺱ ﻭ ﻳﺎ ﻫﻴﺠﺎﻧﻲ‬ ‫ƒ ﻣﻮﻗﻌﻴﺖ ﻫﺎي ﺗﺮﺳﻨﺎﮎ ‪ :‬ﺑﺎ ﺍﻳﻨﮑﻪ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﺖ ﺳﻴﺴﺘ ﹺﻢ ﭘﺎﺭﺍﺳﻤﭙﺎﺗﻴﮏ ﻧﻴﺰ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﺎﻋﺚ ﺷﻮﺩ ﺗﺎ ﺍﻓﺮﺍﺩي ﮐﻪ ﺗﺮﺳﻴﺪﻩ‬ ‫ﺖ ﺑﺎﻻﻳﻲ ﺩﺍﺭﺩ ﺍﻣﺎ ﻓﻌﺎﻟﻴ ِ‬ ‫ﻓﻌﺎﻟﻴ ِ‬ ‫ﺍﻧﺪ ﻭ ﻳﺎ ﻫﻴﺠﺎﻧﻲ ﺷﺪﻩ ﺍﻧﺪ ﻳﮏ ﺗﺨﻠﻴﻪ ي ﻏﻴﺮﺍﺭﺍﺩي ﺩﺭ ﻣﺜﺎﻧﻪ ﻳﺎ ﺭﻭﺩﻩ ﺷﺎﻥ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‪.‬‬ ‫ﻲ ﭘﺎﺭﺍﺳﻤﭙﺎﺗﻴﮏ ﻻﺯﻡ ﺍﺳﺖ ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ‬ ‫ﺖ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ƒ ﺭﺍﺑﻄﻪ ي ﺟﻨﺴﻲ ﺩﺭ ﻣﺮﺩﺍﻥ ‪ :‬ﺑﺮﺍي ﻧﻌﻮﻅ‪ ،‬ﻓﻌﺎﻟﻴ ِ‬ ‫ﻲ ﺳﻤﭙﺎﺗﻴﮏ ﻧﻴﺎﺯ ﺍﺳﺖ‪.‬‬ ‫ﺖ ﻋﺼﺒ ﹺ‬ ‫ﺑﺮﺍي ﺍﻧﺰﺍﻝ‪ ،‬ﻓﻌﺎﻟﻴ ِ‬

‫ﻲ ﺳﻤﭙﺎﺗﻴﮏ‪ ،‬ﺑﺪﻥ ﺭﺍ‬ ‫ﺍﺯ ﺍﻳﻦ ﺍﺳﺘﺜﻨﺎﻫﺎ ﮐﻪ ﺑﮕﺬﺭﻳﻢ‪ ،‬ﺩﺭ ﻣﺠﻤﻮﻉ ﻣﻲ ﺗﻮﺍﻥ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ ﮐﻪ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﺢ‬ ‫ﺖ ﻣﻌﻤﻮﻟﻲ ﻭ ﺳﻄ ﹺ‬ ‫ﺖ ﺁﺭﺍﻣﺶ ﻭ ﺑﺮﮔﺮﺩﺍﻧﺪﻥِ ﺑﺪﻥ ﺑﻪ ﺣﺎﻟ ِ‬ ‫ﻲ ﭘﺎﺭﺍﺳﻤﭙﺎﺗﻴﮏ ﺟﻬ ِ‬ ‫ﺑﺮﺍﻧﮕﻴﺨﺘﻪ ﻣﻲ ﮐﻨﺪ ﻭ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻧﺮﻣﺎ ﹺﻝ ﺍﺯ ﺍﻧﮕﻴﺨﺘﮕﻲ ﻋﻤﻞ ﻣﻲ ﮐﻨﺪ‪.‬‬

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‫ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬ ‫ﺖ‬ ‫ﻣﺒﺎﻧﻲ‬

‫ﺑﺼﻞ ﺍﻟﻨﺨﺎﻉ‬

‫ﭘﻞِ ﻣﻣﻐﺰي‬

‫ﻣﻐﺰ ﭘﺴﻴﻦ‬

‫ﺨﭽﻪ‬ ‫ﻣﺨ‬

‫ﺑﺮﺟﺟﺴﺘﮕﻲ ﻓﻮﻗﺎﻧﻲ‬ ‫ﺑﺎﺎﻡ‬ ‫ﺑﺮﺟﺟﺴﺘﮕﻲ ﺗﺤﺘﺎﻧﻲ‬ ‫ﻣﻐﺰ ﻣﻴﺎﻧﻲ‬ ‫ﮐﻼﻫﮏ‬

‫ﻣﻐﺰ‬

‫ﻫﻴﭙﻮﺗﺎﻻﻣﻮﺱ‬ ‫ﺳﻴﺴﺘﺘﻢِ‬ ‫ﻫﻴﭙﻮﮐﺎﻣﭗ‬

‫ﺗﺎﻻﻣﻣﻮﺱ‬

‫ﻓﻮﺭﻧﻴﮑﺲ‬

‫ﺳﻴﺴﺘﻢِ ﻟﻴﻤﺒﻴﮏ‬

‫ﻋﺼﺒﻲِﻣﻣﺮﮐﺰي‬ ‫ﻣﻐﺰِ ﭘﻴﺸﻴﻦ‬

‫ﺟﺴﻢِ ﺳﻠﻮﻮﻟﻲِ‬ ‫ﺁﻣﻣﻴﮕﺪﺍﻝ ) ﺑﺎﺩﺍﻣﻪ‬ ‫(‬

‫ﻋﻘﺪﻩ ﻫﻫﺎي ﭘﺎﻳﻪ‬

‫ﺼﺐِ‬ ‫‪ 31‬ﺟﻔﺖ ﻋﺼ‬

‫ﺨﺎﻉِ ﺷﻮﮐﻲ‬ ‫ﻧﺨ‬

‫ﻧﺨﺎﻋﻲ‬

‫ﻗﺸﺮ ﻣﺦ‬ ‫ﺮ‬

‫ﻲ‬ ‫ﻋﺼﺒﻲ‬ ‫ﺳﻴﺴﺘﻢِ‬

‫ﺳﺳﻴﺴﺘﻢِ ﺗﻨﻲ‬ ‫ﮏ‬ ‫ﺳﻤﭙﺎﺗﻴﮏ‬ ‫ﺳﻴﺴﺘﻢِ‬ ‫ﺳﻴﺴﺴﺘﻢِ ﺧﻮﺩﮐﺎﺭ‬ ‫ﺳﻴﺴﺘﻢِ‬ ‫ﮏ‬ ‫ﭘﺎﺭﺍﺳﻤﭙﺎﺗﻴﮏ‬

‫ﺳﻴﺴﺘﻢِ ﻋﻋﺼﺒﻲِ‬ ‫‪ 1‬ﺟﻔﺖ ﻋﺼﺐ‬ ‫‪12‬‬ ‫ﺟﻤﺠﻪ ﺍي‬ ‫‪ 3‬ﺟﻔﺖ ﻋﺼﺐ‬ ‫‪31‬‬ ‫ﻧﺨﺎﻋﻲ‬

‫ﭘﻴﺮﺍﻣﻮﻮﻧﻲ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﺧﻼﺻﻪ ي ﻓﺼﻞ ‪:‬ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ‬ ‫ﻲ ﻣﺮﮐﺰي ) ﻣﻐﺰ ﻭ‬ ‫ﺶ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ƒ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﺍﺯ ﻧﻮﺭﻭﻧﻬﺎ ﻭ ﮔﻠﻴﺎﻫﺎ ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﺳﺖ ﻭ ﺑﻪ ﺩﻭ ﺑﺨ ﹺ‬ ‫ﻲ ﭘﻴﺮﺍﻣﻮﻧﻲ ﺗﻘﺴﻴﻢ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻧﺨﺎ ﹺﻉ ﺷﻮﮐﻲ ( ﻭ ﺳﻴﺴﺘﻢﹺ ﻋﺼﺒ ﹺ‬ ‫ﻞ ﻣﻐﺰ ﻭ ﻧﺨﺎﻉ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻲ ﻣﺮﮐﺰي ﺷﺎﻣ ﹺ‬ ‫ƒ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ƒ ﻣﻐﺰ ﺑﻪ ﺳﻪ ﻧﺎﺣﻴﻪ ي ﺍﺻﻠﻲ ﺗﻘﺴﻴﻢ ﻣﻲ ﺷﻮﺩ‪ .‬ﻣﻐ ﹺﺰ ﭘﺴﻴﻦ‪ ،‬ﻣﻴﺎﻧﻲ ﻭ ﭘﻴﺸﻴﻦ‪.‬‬ ‫ﻞ ﻣﺨﭽﻪ ) ﺩﺭ ﮐﻨﺘﺮ ﹺﻝ ﺗﻌﺎﺩﻝ ﻭ ﺣﺮﮐﺖ ﻧﻘﺶ ﺩﺍﺭﺩ ( ﻭ ﺑﺼﻞ ﺍﻟﻨﺨﺎﻉ ) ﺩﺭ ﮐﻨﺘﺮ ﹺﻝ ﺗﻨﻔﺲ‪،‬‬ ‫ƒ ﻣﻐ ﹺﺰ ﭘﺴﻴﻦ ﺷﺎﻣ ﹺ‬ ‫ﺗﺮﺷﺢ ﺑﺰﺍﻕ ﻭ ﺳﻴﺴﺘ ﹺﻢ ﻗﻠﺒﻲ ﻋﺮﻭﻗﻲ ﻧﻘﺶ ﺩﺍﺭﺩ ( ﻣﻲ ﺑﺎﺷﺪ‪.‬‬ ‫ƒ ﻣﻐ ﹺﺰ ﻣﻴﺎﻧﻲ ﺷﺎﻣﻞ ﺑﺎﻡ ﻭ ﮐﻼﻫﮏ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺭﻳﺸﻪ ﻫﺎﻳﻲ ﺑﺮﺍي ﺩﺍﺩﻩ ﻫﺎي ﺣﺴﻲ ﺩﺭ ﻣﻐ ﹺﺰ ﻣﻴﺎﻧﻲ ﻭﺟﻮﺩ‬ ‫ﺕ ﺷﺒﮑﻪ ﺍي ﻧﻴﺰ ﺩﺭ ﺁﻥ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ‪ ،‬ﻣﻐ ﹺﺰ ﻣﻴﺎﻧﻲ‪،‬‬ ‫ﺩﺍﺭﺩ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺑﺨﺶ ﻫﺎﻳﻲ ﺍﺯ ﺗﺸﮑﻴﻼ ِ‬ ‫ي ﭘﺎﺭﮐﻴﻨﺴﻮﻥ ﺷﻮﺩ‪.‬‬ ‫ﻞ ﺟﺴ ﹺﻢ ﺳﻴﺎﻩ ﻧﻴﺰ ﻫﺴﺖ ﮐﻪ ﺁﺳﻴﺐ ﺑﻪ ﺁﻥ ﻣﻲ ﺗﻮﺍﻧﺪ ﻣﻨﺠﺮ ﺑﻪ ﺑﻴﻤﺎﺭ ﹺ‬ ‫ﺷﺎﻣ ﹺ‬ ‫ﻲ ﻣﻐ ﹺﺰ ﭘﻴﺸﻴﻦ‪ ،‬ﻗﺸ ﹺﺮ ﻣﺦ ﻧﺎﻡ ﺩﺍﺭﺩ‪ .‬ﺑﻴﺸﺘﺮ ﻗﺸﺮ ﻣﺦ ﺩﺭ ﺍﻧﺴﺎﻥ ﺍﺯ ﻗﺸﺮ ﻧﻮ ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ƒ ﻧﺎﺣﻴﻪ ي ﺑﻴﺮﻭﻧ ﹺ‬ ‫ﺏ ﭘﻴﺸﺎﻧﻲ ) ﺷﺎﻣﻞ ﺑﺨﺶ ﻫﺎي ﻣﺮﺑﻮﻁ ﺑﻪ ﮐﻨﺘﺮ ﹺﻝ ﺗﻮﺟﻪ‬ ‫ƒ ﻣﻲ ﺗﻮﺍﻥ ﻗﺸ ﹺﺮ ﻣﺦ ﺭﺍ ﺑﻪ ‪ ٤‬ﻟﻮﺏ ﺗﻘﺴﻴﻢ ﮐﺮﺩ ‪ :‬ﻟﻮ ﹺ‬ ‫ﺵ ﺣﺲ ﻫﺎي ﺗﻨﻲ ﻭ ﺩﺍﺩﻩ ﻫﺎي ﻻﻣﺴﻪ (‪،‬‬ ‫ﻞ ﺑﺨﺶ ﻣﺮﺑﻮﻁ ﺑﻪ ﭘﺮﺩﺍﺯ ﹺ‬ ‫ﺏ ﺁﻫﻴﺎﻧﻪ ) ﺷﺎﻣ ﹺ‬ ‫ﻭ ﺣﺎﻓﻈﻪ ي ﻓﻌﺎﻝ‪ ،‬ﻟﻮ ﹺ‬ ‫ﺐ ﺍﻧﮕﻴﺰﺵ ﻭ ﻋﻮﺍﻃﻒ ﻭ ﻫﻴﺠﺎﻥ‬ ‫ﺵ ﺯﺑﺎﻥ ﻭ ﺑﺮﺧﻲ ﺟﻮﺍﻧ ﹺ‬ ‫ﻞ ﺑﺨﺶ ﻣﺮﺑﻮﻁ ﺑﻪ ﭘﺮﺩﺍﺯ ﹺ‬ ‫ﺏ ﮔﻴﺠﮕﺎﻫﻲ ) ﺷﺎﻣ ﹺ‬ ‫ﻟﻮ ﹺ‬ ‫ﺵ ﺑﻴﻨﺎﻳﻲ‪( .‬‬ ‫ﺏ ﭘﺲ ﺳﺮي ) ﺗﺨﺼﺺ ﻳﺎﻓﺘﻪ ﺑﺮﺍي ﭘﺮﺩﺍﺯ ﹺ‬ ‫( ﻭ ﻟﻮ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﻞ ﻫﻴﭙﻮﺗﺎﻻﻣﻮﺱ ﻭ ﺗﺎﻻﻣﻮﺱ ﺍﺳﺖ‪ .‬ﻫﻴﭙﻮﺗﺎﻻﻣﻮﺱ ﺩﺭ ﮐﻨﺘﺮﻝ ﺩﻣﺎي ﺑﺪﻥ‪،‬‬ ‫ƒ ﻣﻐ ﹺﺰ ﭘﻴﺸﻴﻦ ﻫﻤﭽﻨﻴﻦ ﺷﺎﻣ ﹺ‬ ‫ﮔﺮﺳﻨﮕﻲ ﻭ ﺗﺸﻨﮕﻲ ﻧﻘﺶ ﺩﺍﺭﺩ ﻭ ﺗﺎﻻﻣﻮﺱ ﻳﮏ ﺍﻳﺴﺘﮕﺎ ِﻩ ﻣﻮﻗﺘﻲ ﺑﺮﺍي ﭘﻴﺎﻡ ﻫﺎي ﺣﺴﻲ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬ ‫ﻲ ﺧﻮﺩﮐﺎﺭ ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﻲ ﺗﻨﻲ ﻭ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻲ ﭘﻴﺮﺍﻣﻮﻧﻲ ﺍﺯ ﺩﻭ ﺑﺨﺶ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ƒ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻂ ﺧﺎﺭﺟﻲ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬ ‫ﺕ ﻣﺘﻘﺎﺑﻞ ﺑﺎ ﻣﺤﻴ ِ‬ ‫ﻲ ﺗﻨﻲ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ƒ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻲ‬ ‫ﺖ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻲ ﺑﺪﻥ ﺑﻮﺩﻩ ﻭ ﺧﻮﺩ ﺑﻪ ﺩﻭ ﻗﺴﻤ ِ‬ ‫ﻂ ﺩﺭﻭﻧ ﹺ‬ ‫ﻲ ﺧﻮﺩﮐﺎﺭ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﻣﺤﻴ ِ‬ ‫ƒ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﺳﻤﭙﺎﺗﻴﮏ ﻭ ﭘﺎﺭﺍﺳﻤﭙﺎﺗﻴﮏ ﺗﻘﺴﻴﻢ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻭﻟﻲ ﻫﻨﮕﺎﻣﻲ ﺩﺭﮔﻴﺮ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺍﻧﺮﮊي ﻭ ﺑﺮﺍﻧﮕﻴﺨﺘﮕﻲ‬ ‫ﻣﻮﺭ ِﺩ ﻧﻴﺎﺯ ﺑﺎﺷﺪ‪ ) .‬ﻣﺜﻼً ﻣﻮﻗﻌﻴﺖ ﻫﺎي ﺍﺳﺘﺮﺱ ﺯﺍ ( ﺩﺭ ﺣﺎﻟﻴﮑﻪ ﺩﻭﻣﻲ ﻫﻨﮕﺎﻣﻲ ﺩﺭﮔﻴﺮ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺑﺪﻥ‬ ‫ﻧﻴﺎﺯ ﺑﻪ ﺫﺧﻴﺮﻩ ي ﺍﻧﺮﮊي ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎي ﻣﺘﺮﺟﻢ ‪:‬‬ ‫ي ﺍﻧﺘﺨﺎﺑﻲ ﺩﺍﺭﺩ‪ ،‬ﻳﻌﻨﻲ ﺑﺮﺧﻲ ﻣﻮﺍﺩ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺍﺯ ﺁﻥ ﻋﺒﻮﺭ ﮐﻨﻨﺪ ﻭ ﻣﻮﺍ ِﺩ‬ ‫]‪ [١‬ﺳﺪ ﺧﻮﻧﻲ – ﻣﻐﺰي ﻧﻔﻮﺫﭘﺬﻳﺮ ﹺ‬ ‫ي ﺑﻴﺸﺘﺮي ﺩﺍﺭﺩ‪ .‬ﻳﮑﻲ ﺍﺯ ﺍﻳﻦ‬ ‫ﻲ ﻣﻐﺰ ﺍﺳﺖ ﮐﻪ ﺍﻳﻦ ﺳﺪ ﻧﻔﻮﺫﭘﺬﻳﺮ ﹺ‬ ‫ﺩﻳﮕﺮ‪ ،‬ﻧﻤﻲ ﺗﻮﺍﻧﻨﺪ‪ .‬ﺗﻨﻬﺎ ﺩﺭ ﺑﺮﺧﻲ ﺍﺯ ﻧﻮﺍﺣ ﹺ‬ ‫ﻧﻮﺍﺣﻲ‪ ،‬ﺩﺭ ﺯﻳﺮ ﻣﺨﭽﻪ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻳﻌﻨﻲ ﺟﺎﻳﻲ ﮐﻪ ﮐﻨﺘﺮ ﹺﻝ ﻋﻤﻞ ﺍﺳﺘﻔﺮﺍﻍ ﺭﺍ ﺑﺮ ﻋﻬﺪﻩ ﺩﺍﺭﺩ‪ .‬ﺳ ِﺪ ﺧﻮﻧﻲ – ﻣﻐﺰي‬ ‫ﺵ ﺧﻮﻥ‬ ‫ﺩﺭ ﺍﻳﻦ ﻧﺎﺣﻴﻪ ﺗﺎ ﺣﺪﻭﺩي ﺿﻌﻴﻒ ﺗﺮ ﺍﺳﺖ‪ .‬ﭼﻨﺎﻧﭽﻪ ﻳﮏ ﻣﺎﺩﻩ ي ﺳﻤﻲ ﺍﺯ ﻣﻌﺪﻩ ﻭﺍﺭﺩ ﺳﻴﺴﺘ ﹺﻢ ﮔﺮﺩ ﹺ‬ ‫ﺷﻮﺩ‪ ،‬ﻣﻲ ﺗﻮﺍﻧﺪ ﺍﻳﻦ ﻧﺎﺣﻴﻪ ﺭﺍ ﺗﺤﺮﻳﮏ ﻧﻤﻮﺩﻩ‪ ،‬ﺑﺎﻋﺚ ﺍﺳﺘﻔﺮﺍﻍ ﺷﻮﺩ‪ .‬ﺍﮔﺮ ﺟﺎﻧﺪﺍﺭ ﺧﻮﺵ ﺷﺎﻧﺲ ﺑﺎﺷﺪ‪ ،‬ﻣﺎﺩﻩ ي‬ ‫ﺐ ﻓﺮﺍﻭﺍﻧﻲ ﻭﺍﺭﺩ ﺁﻭﺭﺩ‪ ،‬ﺑﺪﻳﻦ ﻃﺮﻳﻖ ﺍﺯ ﻣﻌﺪﻩ ﺧﺎﺭﺝ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺳﻤﻲ ﭘﻴﺶ ﺍﺯ ﺁﻧﮑﻪ ﺑﺘﻮﺍﻧﺪ ﺁﺳﻴ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏِ ﮐﺎﺭﻟﺴﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﭘﮋﻫﺎﻥ – ﻧﺸ ﹺﺮ ﻏﺰﻝ – ﺻﻔﺤﻪ ي ‪٣٢‬‬

‫]‪ [٢‬ﻓﺮﺩ ﻧﻤﻲ ﺗﻮﺍﻧﺪ ﻫﺮ ﻟﺤﻈﻪ ﻫﻤﻪ ي ﻣﺤﺮﮎ ﻫﺎي ﻣﻮﺟﻮﺩ ﺩﺭ ﻣﺤﻴﻂ ﺭﺍ ﺁﮔﺎﻫﺎﻧﻪ ﭘﺮﺩﺍﺯﺵ ﮐﻨﺪ‪ .‬ﻳﮑﻲ ﺍﺯ‬ ‫ﺖ ﺍﻧﺘﺨﺎﺏ ﻭ ﺗﻮﺟﻪ ﺑﻪ ﻣﺤﺮﮎ ﻫﺎي ﻣﺮﺑﻮﻁ ﺩﺭ ﻣﺤﻴﻂ ﻭ‬ ‫ﻞ ﺑﺴﻴﺎﺭ ﺗﻌﻴﻴﻦ ﮐﻨﻨﺪﻩ ﺩﺭ ﺭﻓﺘﺎ ﹺﺭ ﺣﺮﮐﺘﻲ‪ ،‬ﻗﺎﺑﻠﻴ ِ‬ ‫ﻋﻮﺍﻣ ﹺ‬ ‫ﻦ ﻣﺤﺮﮎ ﻫﺎي ﻧﺎﻣﺮﺑﻮﻁ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺍﻣﮑﺎﻥ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﮐﻪ ﺷﺨﺺ ﺗﻮﺟﻪ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻳﮏ ﻣﺤﺮﮎ‬ ‫ﻧﺎﺩﻳﺪﻩ ﮔﺮﻓﺘ ﹺ‬ ‫ﺱ ﻣﺨﺘﻠﻒ‪ ،‬ﺑﻪ ﻧﺤ ﹺﻮ ﮔﺴﺘﺮﺩﻩ ﺍي ﻧﺎﺩﻳﺪﻩ‬ ‫ﻣﻌﻄﻮﻑ ﻧﻤﺎﻳﺪ ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺍﻧﺒﻮﻩ ﻣﺤﺮﮎ ﻫﺎي ﺩﺭﻳﺎﻓﺖ ﺷﺪﻩ ﺍﺯ ﺣﻮﺍ ﹺ‬ ‫ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﺯ ﻣﺤﺮﮎ ﻫﺎي ﺑﺴﻴﺎﺭي ﮐﻪ ﺳﻴﺴﺘ ﹺﻢ ﺣﺴﻲ ﻣﺎ ﺭﺍ ﺑﻤﺒﺎﺭﺍﻥ ﻣﻲ ﮐﻨﻨﺪ‪ ،‬ﺻﺮﻓﺎً ﺗﻌﺪﺍ ِﺩ ﻣﺤﺪﻭﺩي‬ ‫ﺑﺮﺍي ﺗﻮﺟﻪ ﺍﺗﻨﺨﺎﺏ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ –‬ ‫ﺻﻔﺤﻪ ي ‪٩٤‬‬

‫ﺖ ﺩﻳﮕﺮ ﻣﺘﻐﻴﺮ ﺍﺳﺖ‪ .‬ﻭﻗﺘﻲ ﺷﺨﺺ ﻣﺸﻐﻮ ﹺﻝ ﻳﮏ‬ ‫ﺺ ﺳﺎﻟﻢ‪ ،‬ﻣﻴﺰﺍ ِﻥ ﻫﻮﺷﻴﺎﺭي ﺍﺯ ﺳﺎﻋﺘﻲ ﺑﻪ ﺳﺎﻋ ِ‬ ‫]‪ [٣‬ﺩﺭ ﻳﮏ ﺷﺨ ﹺ‬ ‫ي ﺍﻭ ﻧﻴﺰ ﺑﺎﻻ ﻣﻲ ﺭﻭﺩ‪ .‬ﺍﻣﺎ ﻭﻗﺘﻲ‬ ‫ﺢ ﻫﻮﺷﻴﺎﺭ ﹺ‬ ‫ﻦ ﻳﮏ ﺿﺮﺑﻪ ي ﭘﻨﺎﻟﺘﻲ (‪ ،‬ﺳﻄ ﹺ‬ ‫ﺗﺠﺮﺑﻪ ي ﺩﺷﻮﺍﺭ ﺍﺳﺖ ) ﻣﺜﻼً ﮔﺮﻓﺘ ﹺ‬ ‫ي ﺍﻭ ﺑﺴﻴﺎﺭ ﮐﻤﺘﺮ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬ ‫ﺕ ﻫﻮﺷﻴﺎﺭ ﹺ‬ ‫ﺕ ﮔﺬﺷﺘﻪ ﺍﺵ ﻣﻲ ﺍﻧﺪﻳﺸﺪ‪ ،‬ﺷﺪ ِ‬ ‫ﺩﺭ ﻳﮏ ﺻﻨﺪﻟﻲ ﻟﻢ ﺩﺍﺩﻩ ﻭ ﺑﻪ ﺧﺎﻃﺮﺍ ِ‬ ‫ﺖ ﻣﻘﺎﺑﻞ ﻣﺘﻐﻴﺮ‬ ‫ﻲ ﺷﺪﻳﺪ ﺩﺭ ﺳﻤ ِ‬ ‫ﺡ ﻫﻮﺷﻴﺎﺭي ﺍﺯ ﺑﻴﻬﻮﺷﻲ ﺩﺭ ﻳﮏ ﺳﻤﺖ ﺗﺎ ﺗﻮﺟﻪ ﻭ ﺑﺮﺍﻧﮕﻴﺨﺘﮕ ﹺ‬ ‫ﺩﺭ ﻣﺠﻤﻮﻉ‪ ،‬ﺳﻄﻮ ﹺ‬ ‫ﺍﺳﺖ‪ -‬ﻡ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ‪٧‬‬

‫ﺡ » ﻗﺸﺮ ﻣﺦ «‪ ،‬ﺍﺯ ﻭﺍﮊﻩ ﻫﺎﻳﻲ ﻧﻈﻴ ﹺﺮ » ﻗﺸﺮ ﻣﻐﺰ « ﻭ » ﮐﺮﺗﮑﺲ ﻣﺦ « ﻧﻴﺰ‬ ‫]‪ [٤‬ﺩﺭ ﺑﺮﺧﻲ ﻣﺘﻮﻥ ﺑﻪ ﺟﺎي ﺍﺻﻄﻼ ﹺ‬ ‫ﺍﺳﺘﻔﺎﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪.‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺳﻮﺍﻝ ﮐﻨﻴﺪ ﭼﻪ ﺗﻔﺎﻭﺗﻲ ﺑﻴﻦ ﻣﺦ ﻭ ﻣﻐﺰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ؟ ﺷﺎﻳﺪ ﺑﺘﻮﺍﻥ ﮔﻔﺖ ﮐﻪ‬ ‫ﻭﺍﮊﻩ ي » ﻣﺦ « ) ‪ ( cerebrum‬ﺩﺭ ﻣﻘﺎﺑﻞ ﻭﺍﮊﻩ ي » ﻣﺨﭽﻪ « ) ‪ ( cerebellum‬ﺑﮑﺎﺭ ﻣﻲ ﺭﻭﺩ‪ .‬ﺩﺭ ﺣﺎﻟﻲ‬ ‫ﮐﻪ ﻣﻐﺰ ﻫﺮ ﺩﻭي ﺍﻳﻦ ﺳﺎﺧﺘﺎﺭﻫﺎ ﺭﺍ ﺷﺎﻣﻞ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﻨﺎﺑﺮ ﺗﻌﺮﻳﻒ ﺭﺍﺑﺮﺕ ﮔﺮﺍﻫﺎﻡ ‪ :‬ﻣﺦ ﻳﻌﻨﻲ ﺗﻤﺎﻣﻲ ﻗﺴﻤﺖ‬ ‫ﻫﺎي ﻣﻐﺰ ﮐﻪ ﺑﺎﻻي ﺳﻄﺢ ﺳﺎﻗﻪ ي ﻣﻐﺰ ﺭﺍ ﻓﺮﺍ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ ).‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ﺑﻲ ﮔﺮﺍﻫﺎﻡ ‪ -‬ﺻﻔﺤﻪ ي‬ ‫‪ .( ١١٩‬ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ » ﻗﺸﺮ ﻣﺦ « ﻣﻨﻈﻮﺭ ﻣﺎﺩﻩ ي ﺧﺎﮐﺴﺘﺮي ﺍﺳﺖ ﮐﻪ ﺳﻄﺢ ﻣﺦ‬ ‫ﺭﺍ ﭘﻮﺷﺎﻧﺪﻩ ﺍﺳﺖ‪ .‬ﺍﺯ ﺍﻳﻦ ﻫﻤﻪ ﻣﻲ ﺗﻮﺍﻥ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ ﮐﻪ ﻋﺒﺎﺭﺕ » ﻗﺸﺮ ﻣﺦ « ﺗﺎ ﺣﺪي ﺩﺭﺳﺖ ﺗﺮ ﺍﺯ » ﻗﺸﺮ‬ ‫ﻣﻐﺰ « ﺍﺳﺖ‪ – .‬ﻡ‬ ‫ﺐ‬ ‫ﺐ ﻧﺨﺎﻋﻲ ﻭ ‪ ١٢‬ﺟﻔﺖ ﻋﺼ ﹺ‬ ‫ﻲ ﭘﻴﺮﺍﻣﻮﻧﻲ ﺍﺯ ‪ ٣١‬ﺟﻔﺖ ﻋﺼ ﹺ‬ ‫]‪ [٥‬ﺍﺯ ﺩﻳﺪ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ‪ ،‬ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻲ ﺍﻳﻦ ﺭﺷﺘﻪ ﻫﺎي ﻋﺼﺒﻲ ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ‬ ‫ﺟﻤﺠﻤﻪ ﺍي ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﺳﺖ‪.‬ﺑﺮﺍي ﺗﻮﺿﻴﺢ ﺑﻴﺸﺘﺮ ﺟﺴ ﹺﻢ ﺳﻠﻮﻟ ﹺ‬ ‫ﺕ ﻗﺒﻞ ﺩﻳﺪﻳﻢ ﺩﺭ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﻣﺮﮐﺰي ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪:‬‬ ‫ﺻﻔﺤﺎ ِ‬ ‫ﺐ‬ ‫ﺐ ﻧﺨﺎﻋﻲ ﺑﻪ ﺑﺨﺶ ﻫﺎي ﺧﺎﺻﻲ ﺍﺯ ﺑﺪﻥ‪ ،‬ﺭﺷﺘﻪ ﻫﺎي ﻋﺼﺒﻲ ﻣﻲ ﺭﺳﺎﻧﺪ‪ .‬ﺍﺯ ‪ ٣١‬ﺟﻔﺖ ﻋﺼ ﹺ‬ ‫ƒ ﻫﺮ ﻋﺼ ﹺ‬ ‫ﻧﺨﺎﻋﻲ‪ ٨ ،‬ﻋﺪﺩ ﻣﺮﺑﻮﻁ ﺑﻪ ﮔﺮﺩﻥ‪ ١٢ ،‬ﻋﺪﺩ ﻣﺮﺑﻮﻁ ﺑﻪ ﻗﻔﺴﻪ ي ﺳﻴﻨﻪ‪ ٥ ،‬ﻋﺪﺩ ﻣﺮﺑﻮﻁ ﺑﻪ ﻧﺎﺣﻴﻪ ي ﮐﻤﺮ‪،‬‬ ‫‪ ٥‬ﻋﺪﺩ ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﺳﺘﺨﻮﺍ ِﻥ ﺧﺎﺟﻲ ﻭ ﻳﮑﻲ ﻣﺮﺑﻮﻁ ﺑﻪ ﺩﻧﺒﺎﻟﻴﭽﻪ ﺍﺳﺖ‪.‬‬ ‫ﺕ‬ ‫ﻦ ﻣﻐﺰ ﺑﻮﻳﮋﻩ ﺳﺎﻗﻪ ي ﻣﻐﺰ ﻧﺸﺎﺕ ﻣﻲ ﮔﻴﺮﻧﺪ‪ .‬ﺁﻧﻬﺎ ﺍﻃﻼﻋﺎ ِ‬ ‫ﺐ ﺟﻤﺠﻤﻪ ﺍي ﺍﺯ ﻣﺮﺍﮐ ﹺﺰ ﭘﺎﻳﻴ ﹺ‬ ‫ƒ ‪ ١٢‬ﺟﻔﺖ ﻋﺼ ﹺ‬ ‫ﺣﺴﻲ ﺭﺍ ﺍﺯ ﺍﻧﺎﻡ ﻫﺎﻳﻲ ﻧﻈﻴ ﹺﺮ ﭼﺸﻢ ﻫﺎ‪ ،‬ﮔﻮﺵ ﻫﺎ‪ ،‬ﺑﻴﻨﻲ ﻭ ﺩﻫﺎﻥ ﺑﻪ ﻣﻐﺰ ﺍﻧﺘﻘﺎﻝ ﻣﻲ ﺩﻫﻨﺪ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ –‬ ‫ﺻﻔﺤﻪ ي ‪١١٨ -١٢٠ -١٢١‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﻫﺸﺘﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎ‬

‫ﺼﻞ ﻫﻫﺸﺘﻢ‬ ‫ﻓﺼ‬ ‫ﺗﺎﺛﺛﻴﺮ ﺩﺍﺍﺭﻭﻫﺎ ﻭ ﻣﻮﻮﺍﺩ ﺑﺮﺮ ﺭﻓﺘﺎﺭ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

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‫ﻓﻬﺮﺳﺖ ﻓﺼﻞ ﻫﺸﺘﻢ ‪:‬‬

‫ﻓﺼﻞ ﻫﻔﺘﻢ ‪ :‬ﺗﺎﺛﻴﺮ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﺑﺮ ﺭﻓﺘﺎﺭ ‪  ٢٧٧ .......................................................................‬‬ ‫ﻓﻬﺮﺳﺖ ﻓﺼﻞ ﻫﻔﺘﻢ ‪  ٢٧٨ ................................................................................................:‬‬ ‫ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﮐﻨﺪﺳﺎﺯ ‪  ٢٨٢ ........................................................................................... :‬‬ ‫ﻣﻮﺍﺩ ﻣﺤﺮﮎ ‪  ٢٨٧ ....................................................................................................... :‬‬ ‫ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍ ِﺩ ﺗﻮﻫﻢ ﺯﺍ ‪  ٢٩٢ ........................................................................................... :‬‬ ‫ﺕ ﺗﺮﻳﺎﮎ ‪  ٢٩٧ ................................................................................................... :‬‬ ‫ﻣﺸﺘﻘﺎ ِ‬ ‫ﮐﺎﻧﺎﺑﻴﺲ ) ﻣﺎﺭي ﺟﻮﺍﻧﺎ( ﻭ ﺣﺸﻴﺶ ‪  ٣٠٤ ............................................................................... :‬‬ ‫ﺍﻟﮑﻞ ﻭ ﺍﻟﮑﻠﻴﺴﻢ ‪  ٣١٠ .................................................................................................... :‬‬ ‫ﺍﻋﺘﻴﺎﺩ ‪  ٣١٥ ............................................................................................................... :‬‬ ‫ﭼﺮﺍ ﺍﻓﺮﺍﺩ ﻣﻌﺘﺎﺩ ﻣﻲ ﺷﻮﻧﺪ ؟ ‪  ٣١٨ .......................................................................................‬‬ ‫ﻧﻈﺮﻳﻪ ي ﻭﺍﺑﺴﺘﮕﻲ ﺑﺪﻧﻲ ‪  ٣١٩ .......................................................................................... :‬‬ ‫ﻧﻈﺮﻳﻪ ي ﭘﺎﺩﺍ ﹺ‬ ‫ﺵ ﻣﺜﺒﺖ ‪  ٣٢٣ ............................................................................................ :‬‬ ‫ﺧﻼﺻﻪ ي ﻓﺼﻞ ‪  ٣٣٠ ....................................................................................................:‬‬

‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﻫﺸﺘﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎ‬

‫ﺭﺳﺎﻧﻪ ﻫﺎ ﺑﻴﺸﺘﺮ ﺗﺗﻤﺎﻳﻞ ﺩﺍﺭﻧﺪ ﺗﺎ ﺑﺮ ﺩﺍﺭﻭﻫﻫﺎ ﻭ ﻣﻮﺍﺩ ﻏﻴ ﹺﺮ‬ ‫ﺷﺎﻳﺪ ﻫﺰﺍﺭﺍﻥ ﻧﻮﻮﻉ ﺩﺍﺭﻭ ﻭ ﻣﻣﻮﺍﺩ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﻪ‬ ‫ﺻﺪﺪﻫﺎ ﻭ ﻳﺎ ﺪ‬ ‫ﻧﻮﻧ ﹺ‬ ‫ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﻗﺎﻧﻮ‬ ‫ﺎ‬ ‫ﻗﺎﻧﻮﻮﻧﻲ )ﻧﻈﻴ ﹺﺮ ﺍﮐﮐﺴﺘﺎﺯي‪ ،‬ﻫﺮﺮﻭﺋﻴﻦ ﻭ ﻳﺎ ﮐﻮﮐﺎﺋﻴﻦ ( ﺗﻤﺮﮐﺰ ﮐﻨﻨﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﺟﻮﺩ‬ ‫ﻲ ﺑﻴﺸﻤﺎﺭﺭي‬ ‫ﺍﺯ ﺍﻳـﻦ ﺩﺍﺭﻭﻫﻫـﺎ‬ ‫ﺷـﻮﺩ‪ .‬ﺑﺮﺧـﻲ ﺯ‬ ‫ﺍﺳـﺘﻔﺎﺩﻩ ﻣـﻲ ﺩ‬ ‫ﻩ‬ ‫ﺍﺯ ﻣـﺮﺩ ﹺﻡ ﺟﻬــﺎﻥ‬ ‫ﻣﻴﻠﻴﻮﻥ ﻫﺎ ﻧﻔـﺮ ﺯ‬ ‫ﻥ‬ ‫ﻂ‬ ‫ﺗﻮﺳ ِ‬ ‫ﻭﺟﻮﻮﺩ ﺩﺍﺭﻧﺪ ﮐﮐﻪ ﻫﺮ ﺭﻭﺯ ﺗﻮ‬ ‫ﭼـﺎي‪،‬‬ ‫ﻫﺎﻳﻲ ﻧﻈﻴ ﹺﺮ ي‬ ‫ﻳﺎﻓﺖ ﻣﻲ ﺷﻮﺩ ( ‪ ،‬ﮐﺎﻓﺌﻴﻦ ) ﮐﻪ ﺩﺭ ﻧﻮﺷﻴﺪﻧﻲ ﻲ‬ ‫ﮑﻞ‪ ،١‬ﻧﻴﮑﻮﺗﻴﻴﻦ ) ﮐﻪ ﺩﺭ ﺳﻴﮕﺎﺭ ﺖ‬ ‫ﻋﺒﺎﺭﺭﺗﻨﺪ ﺍﺯ ‪ :‬ﺍﻟﮑ‬ ‫ﺍﺷـﮑﺎ ﹺﻝ‬ ‫ﺎ‬ ‫ﮐـﻪ ﺑـﻪ‬ ‫ﺩﺍﺭﻭﻫـﺎﻳﻲ ﺧـﻮﺍﻫﻴﻢ ﭘﭘﺮﺩﺍﺧـﺖ ﮐـ‬ ‫ﻲ‬ ‫ﺨﺶ ﺑﻪ ﺑﺮﺭﺳﺳﻲ ﻣﻮﺍﺩ ﻭ‬ ‫ﻗﻬﻮﻮﻩ ﻭ ﻧﻮﺷﺎﺑﻪ ﻭﺟﻮﺩ ﺩﺍﺭﺩﺩ ( ﺩﺭ ﺍﻳﻦ ﺑﺨ‬ ‫ﺼـﺒ ﹺ‬ ‫ﺕ ﺑﺴﻴﺎﺭ ﻣﻣﺨﺮﺑـﻲ ﺑـﺮ ﺳﻴﺴـﺘ ﹺﻢ ﻋﺼ‬ ‫ﺍ‬ ‫ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻣﻲ ﺩﺩﻫﻨﺪ‪.‬‬ ‫ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﺭﺍ ﺗﺤﺖ ﺮ‬ ‫ﮔﻮﻧﻧﺎﮔﻮﻥ ﺘ‬ ‫ﻲ ﻣﺮﮐـﺰﺰي‬ ‫ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺩﺍﺷﺷﺘﻪ ﺑﺎﺷﻨﺪ‪.‬‬ ‫ﻐﺰ ) ﻣﺜﻼً ﮐﺎﺎﺭﮐﺮﺩﻫﺎي ﺯﻳﺮﺑﻨـﺎﻳﻲ ﺍﻧﻧﺘﻘـﺎﻝ ﺩﻫﻨـﺪﺪﻩ‬ ‫ﺑﺮﺍي ﻓﻬ ﹺﻢ ﺑﻬﺘﺮ ﻣﻣﮑﺎﻧﻴﺴﻢِ ﻣﻐﺰ‬ ‫ﻲ ﺗﻮﺍﻥ ي‬ ‫ﺍﺯ ﺍﻳﻦ ﻳﺎﻓﺘﻪ ﻫﺎ ﻫﻤﭽﻨﻴﻦ ﻣﻲ‬ ‫ﮐﻤﮏ ﮔﺮﻓﺖ‪.‬‬ ‫ﮎ ﺣﺣﺴﻲ ( ﻣﻲ ﺷﺷﻮﺩ ﻧﻴﺰ ﻤﮏ‬ ‫ﻣﺜﻼً ﺍﺩﺭﺍ ِ‬ ‫ﻫﺎي ﻋﺼﺒﻲ ( ﻭ ﺁﻧﭽﻪ ﮐﻪ ﺑﺑﺎﻋﺚ ﺗﻐﻴﻴﺮ ﻓﺮﺍﻳﻨﺪﻫﺎي ﺫﻫﻨﻲ ) ﻼ‬ ‫ي‬ ‫ﺭﻓﺘﺎﺭ ﺩﺍﺭﻧـﺪ‪ .‬ﺑـﺮﺮﺍي ﻧﻤﻮﻧـﻪ ﻣﻣـﻲ ﺗـﻮﺍﻥ ﺑﺑـﻪ‬ ‫ﺕ ﻣﺜﺒﺘﺘﻲ ﺑﺮ ﺭ‬ ‫ﻣﻮﺍﺩ ﺍﺛﺮﺍ ِ‬ ‫ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﮔﺎﻫﻲ ﺍﻭﻗﺎﺕ‪ ،‬ﺩﺍﺭﺭﻭﻫﺎ ﻭ ﺩ‬ ‫ﺍﻟﺒﺘﻪ ﺑﺎﻳﺪ ﺪ‬ ‫ﻪ‬ ‫ﻣﻲ ﮔﻴﺮﻧﺪ‪ ) .‬ﻧﻈﻴ ﹺﺮ ﺩﺍﺭﻭﻫﻫـﺎ‬ ‫ﺫﻫﻨﻲ ﻣﻮﺭ ِﺩ ﺍﺳﺘﻔﻔﺎﺩﻩ ﻗﺮﺍﺭ ﻲ‬ ‫ﺑﻴﻤﺎﺭي ﻫﺎي ﻲ‬ ‫ي‬ ‫ﻣﻮﺍﺩي ﺍﺷﺎﺭﻩ ﮐﺮﺮﺩ ﮐﻪ ﺩﺭ ﺩﺭﺭﻣﺎ ِﻥ‬ ‫ي‬ ‫ﺩﺍﺭﻭﻫﺎ ﻭ‬ ‫ﺍﺳﮑﻴﺰﻭﻓﺮﻧﻲ ﻣﻮﺭ ِﺩ ﺍﺳﺘﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﻣﻣﻲ‬ ‫ﻲ‬ ‫ﺩﺍﺭﻭﻫﺎﻳﻲ ﮐﻪ ﺩﺭ ﮐﻨﻨﺘﺮ ﹺﻝ ﻋﻼﺋ ﹺﻢ‬ ‫ﻲ‬ ‫ﺿﻄﺮﺍﺏ‪ ،‬ﺿﺪﺪ ﺍﻓﺴﺮﺩﮔﻲ ﻭ‬ ‫ﻣﻮﺍﺩ ﺿ ِﺪ ﺍﺿ‬ ‫ﻭ ﻣﻮ‬ ‫ﮔﻴﺮﺮﺩ‪(.‬‬

‫ﻧﻴﺴﺖ‪.‬‬ ‫ﻑ ﺍﻟﮑﮑﻞ ﻗﺎﻧﻮﻧﻲ ﺖ‬ ‫‪ ١‬ﺍﻟﻟﺒﺘﻪ ﺩﺭ ﮐﺸﻮ ﹺﺭ ﻣﺎ ﻣﺼﺮ ِ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﻖ ﺗﺎﺛﻴﺮ ﮔﺬﺍﺭي ﺑﺮ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ‪ ،‬ﺭﻓﺘﺎ ﹺﺭ ﻣﺎ ﺭﺍ‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﭘﻴﺶ ﺗﺮ ﮔﻔﺘﻴﻢ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺩﻭ ﺩﺳﺘﻪ ي ﮐﻠﻲ ﺗﻘﺴﻴﻢ ﮐﺮﺩ ‪:‬‬ ‫ﺗﺤ ِ‬ ‫ﺕ ﻳﮏ ﻳﺎ ﭼﻨﺪ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺭﺍ‬ ‫‪ .١‬ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﺁﮔﻮﻧﻴﺴﺖ ‪ :‬ﺍﻳﻦ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﻨﺪ‪.‬‬ ‫ﺕ ﻳﮏ ﻳﺎ ﭼﻨﺪ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺭﺍ‬ ‫‪ .٢‬ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﺁﻧﺘﺎﮔﻮﻧﻴﺴﺖ ‪ :‬ﺍﻳﻦ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﮐﺎﻫﺶ ﻣﻲ ﺩﻫﻨﺪ‪.‬‬

‫ﺕ ﻣﺘﻌﺪﺩي ﺑﺮ ﮐﺎﺭﮐﺮ ِﺩ ﻣﻐﺰ ﺩﺍﺭﻧﺪ‪ .‬ﺍﻳﻦ ﻣﺴﺎﻟﻪ ﺭﺍ ﻣﻲ ﺗـﻮﺍﻥ ﺑـﻪ ﻭﺿـﻮﺡ ﺩﺭ ﻣـﻮﺭ ِﺩ‬ ‫ﺍﮐﺜ ﹺﺮ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ‪ ،‬ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺕ ﺫﻫﻨـﻲ ) ﻧﻈﻴـﺮ ﺩﺍﺭﻭﻫـﺎي ﺿـﺪ ﺍﺿـﻄﺮﺍﺏ‪ ،‬ﺩﺍﺭﻭﻫـﺎي ﺿـﺪ‬ ‫ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﺗﻮﻟﻴﺪ ﺷﺪﻩ ﺟﻬﺖِ ﺩﺭﻣﺎ ِﻥ ﺍﺧﺘﻼﻻ ِ‬ ‫ﻒ ﻭﺳـﻴﻌﻲ ﺍﺯ‬ ‫ﺍﻓﺴﺮﺩﮔﻲ ( ﻣﺸﺎﻫﺪﻩ ﮐﺮﺩ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕِ ﺩﻗﻴﻖ ﺗﺮ ﺗﻘﺮﻳﺒﺎً ﻫﻤﻪ ي ﺍﻳﻦ ﺩﺍﺭﻭﻫـﺎ ﻭ ﻣـﻮﺍﺩ‪ ،‬ﺩﺍﺭﺍي ﻃﻴـ ِ‬ ‫ﻲ ﻧﺎﺧﻮﺍﺳﺘﻪ ﻫﺴﺘﻨﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﻣﺎ ﻫﻨﻮﺯ ﻧﺘﻮﺍﻧﺴﺘﻪ ﺍﻳﻢ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩي ﺑﺴﺎﺯﻳﻢ ﮐﻪ ﺩﺍﺭﺍي ﻋﻤﻠﮑـﺮ ِﺩ‬ ‫ﺽ ﺟﺎﻧﺒ ﹺ‬ ‫ﻋﻮﺍﺭ ﹺ‬ ‫ﮐﺎﻣﻼً ﺩﻗﻴﻖ ﻭ ﻣﻌﻴﻦ ﺑﺎﺷﻨﺪ‪.‬‬ ‫ﻲ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍ ِﺩ ﻗﺎﻧﻮﻧﻲ ﻭ ﻏﻴﺮ ﻗﺎﻧﻮﻧﻲ‪ ،‬ﺭﻭﺍﻧﺸﻨﺎﺳـﺎﻥ ﺗﻮﺟـ ِﻪ ﻭﻳـﮋﻩ ﺍي ﺑـﻪ ﻣـﻮﺍ ِﺩ ﺭﻭﺍﻥ ﮔـﺮﺩﺍﻥ‬ ‫ﺩﺭ ﻣﻴﺎ ِﻥ ﺗﻤﺎﻣ ﹺ‬

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‫ﺩﺍﺭﻧﺪ‪ .‬ﻣﻨﻈﻮﺭ ﺍﺯ ﻣﻮﺍ ِﺩ ﺭﻭﺍﻥ ﮔﺮﺩﺍﻥ‪ ،‬ﻣﻮﺍﺩي ﺍﺳﺖ ﮐﻪ ﻓﺮﺍﻳﻨﺪﻫﺎي ﺫﻫﻨﻲ‪ ٢‬ﺭﺍ ﺗﻐﻴﻴﺮ ﻣﻲ ﺩﻫﻨـﺪ‪ .‬ﺑـﻪ ﺷـﮑﻞ ﻫـﺎي‬ ‫ﻣﺨﺘﻠﻔﻲ ﻣﻲ ﺗﻮﺍﻥ ﻣﻮﺍ ِﺩ ﺭﻭﺍﻥ ﮔﺮﺩﺍﻥ ﺭﺍ ﻃﺒﻘﻪ ﺑﻨﺪي ﮐﺮﺩ‪ .‬ﺍﻣﺎ ﺑﻪ ﻫﺮ ﺷﮑﻞ ﮐﻪ ﺍﻳﻦ ﻣﻮﺍﺩ ﺭﺍ ﻃﺒﻘﻪ ﺑﻨﺪي ﮐﻨﻴﻢ ﺑﺎﺯ‬ ‫ﺖ ﮐﺎﻣﻞ ﺑﻪ ﻳﮑﺪﻳﮕﺮ ﻧﺪﺍﺭﻧﺪ‪.‬‬ ‫ﻫﻢ ﺗﻤﺎﻣﻲ ﻣﻮﺍ ِﺩ ﻣﻮﺟﻮﺩ ﺩﺭ ﻳﮏ ﻃﺒﻘﻪ ﺷﺒﺎﻫ ِ‬

‫‪psychoactive drugs ١‬‬ ‫‪ : mental ٢‬ﻋﻘﻠﻲ‪ ،‬ﺫﻫﻨﻲ‪ ،‬ﺭﻭﺍﻧﻲ‪ ،‬ﺭﻭﺣﻲ ‪ :‬ﺑﻪ ﻃﻮﺭ ﮐﻠﻲ ﺁﻧﭽﻪ ﺑﻪ ﺫﻫﻦ ﻭ ﺭﻭﺍﻥ ﻣﻨﺴﻮﺏ ﺍﺳﺖ‪ ).‬ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ (‬

‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﻫﺸﺘﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎ‬

‫‪ ( ١٩٩٥‬ﻣﻲ ﺗﻮﺍﻥﻥ ﻣـﻮﺍ ِﺩ ﺭﻭﺍﻥ ﮔـﺮﺩﺍﻥ ﺭﺭﺍ ﺑـﻪ ﺳـﻪ ﺩﺳـﺘﻪ ي ﮐﻠــﻲ‬ ‫‪١‬‬ ‫ي ﻫﺎﻣﻴﻠﺘﺘﻮﻥ ﻭ ﺗﻴﻤﻮﻧﺰ‪) ١‬‬ ‫ﺱ ﻃﺒﻘﻪ ﺑﻨﺪ ﹺ‬ ‫ﺑﺮ ﺍﺳﺎ ﹺ‬ ‫ﺗﻘﺴﺴﻴﻢ ﻧﻤﻮﺩ ‪:‬‬ ‫ﺍﻳـﻦ ﻣـﻮﺍﺩ ﺑﺎﻋــﺚ‬ ‫ﻑ ﻦ‬ ‫ﺼـﺮ ِ‬ ‫‪ .١‬ﮐﻨﺪﺳﺳﺎﺯﻫﺎ‪ : ٢‬ﻣﺼ‬ ‫ﺖ ﺁﺭﺭﺍﻣﺶ ﻭ ﺧـﻮﻮﺍﺏ ﺁﻟـﻮﺩﮔﮔﻲ‬ ‫ﺍﻳﺠﺎﺩ ﺣﺎﻟ ِ‬ ‫ﺩ‬ ‫ﻦ ﺭﻭ ﺍﺻﻄﻼﺣﺣﺎً ﮔﻔﺘـﻪ ﻣﻣـﻲ‬ ‫ﻣﻲ ﺷﺷﻮﺩ‪ .‬ﺍﺯ ﺍﻳﻦ‬ ‫‪٣‬‬

‫ﺑﺨـﺶ‬ ‫ﺍﺕ ﺁﺭﺍﻡ ﺶ‬ ‫ﺷﻮﺩ ﮐـﻪ ﺍﻳـﻦ ﻣﻣـﻮﺍﺩ ﺍﺛـﺮ ﺕِ‬

‫ﺳﺎﺯ ﻣﻲ ﺗـﻮﺍﻥ ﺑـﻪ‬ ‫ﻦ ﻣﻮﻮﺍ ِﺩ ﮐﻨﺪ ﺯ‬ ‫ﺩﺍﺭﻧﺪ‪ .‬ﺍﺯ ﺑﻴ ﹺ‬ ‫ﺪ‬ ‫ﺍﺷﺎﺭﻩ ﮐﺮﺩ‪.‬‬ ‫ﺍﻟﮑﻞ ﻭ ﺑﺎﺭﺑﻴﺘﻮﺭﺍﺍﺕ ﻫﺎ ﻩ‬ ‫ﻞ‬ ‫ﺍﻓﺰﺍﻳﺶ ﺩﺍﺩﻩ ﺷﺪﻩ ﻭ ﺍﺣﺴـﺎﺱ‬ ‫ﺱﹺ‬ ‫ﺶ‬ ‫ﺑﺰﻧﮕﻲ‪ ٥‬ﺭﺍ‬ ‫ﺖ ﻫﺸﻴﺎﺭي ﻭ ﮔﮔﻮﺵ ﻲ‬ ‫ﺼﺮ ِ‬ ‫ﻣﺤﺮﮎ ﻫﺎ‪ : ٤‬ﻣﺼ‬ ‫ﮎ‬ ‫ﻑ ﺍﻳﻦ ﻣﻣﻮﺍﺩ ﺣﺎﻟ ِ‬ ‫‪.٢‬‬ ‫ﺁﻣﻔﺘـﺎﻣﻴﻦ‪،‬‬ ‫ﻦ‬ ‫ﻦ ﻣﻮﻮﺍ ِﺩ ﻣﺤﺮﮎ ﻣﻲ ﺗـﻮﺍﻥ ﺑــﻪ‬ ‫ﺩﻫﺪ‪ .‬ﺍﺯ ﺑﻴ ﹺ‬ ‫ﺍﻃﻤﻴﻨﻨﺎﻥ ﻭ ﺍﻋﺘﻤﺎﺩﺩ ﺑﻪ ﻧﻔﺲ‪ ٦‬ﻓﻓﺮﺩ ﺭﺍ ﺍﻓﺰﺍﻳﻳﺶ ﻣﻲ ﺪ‬ ‫ﮐﺎﻓﺌﻴﻴﻦ ﻭ ﻧﻴﮑﻮﺗﻴﻴﻦ ﺍﺷﺎﺭﻩ ﮐﺮﺮﺩ‪.‬‬ ‫ﺕ ﺫﻫﻨـﻲ ﺷـﺪﻩ ﻭ ﻣـﻲ ﺗﻮﺍﻧــﺪ‬ ‫ﺑﻪ ﺍﻳﺠﺎ ِﺩ ﺗﺤﺮﺮﻳﻔﺎﺕ ِ‪ ٢‬ﻭ ﺗﺗﻮﻫﻤـﺎ ِ‬ ‫ﻑ ﺍﻳﻦ ﻣﻮﻮﺍﺩ ﻣﻨﺠﺮ ﻪ‬ ‫ﺼﺮ ِ‬ ‫ﺗﻮﻫﻢ ﺯﺍﻫﺎ‪ : ١‬ﻣﺼ‬ ‫‪ .٣‬ﻢ‬ ‫ﻦ ﻣﻮﺍ ِﺩ ﺗﻮﻫﻢ ﺯﺍ‪ ،‬ﻣﻣـﻲ ﺗـﻮﺍﻥ ﺑــﻪ ‪ LSD‬ﻭ ‪ PCP‬ﺍﺷـﺎﺭﺭﻩ‬ ‫ﻧﺸﺎﻧﻪ ﻫﺎي‪ ٣‬ﺭﻭﺍﻥﻥ ﭘﺮﻳﺸﺎﻧﻪ‪ ٤‬ﺍﺍﻳﺠﺎﺩ ﮐﻨﺪ‪ .‬ﺍﺯ ﺑﻴ ﹺ‬ ‫ﻪ‬ ‫ﮐﺮﺩ‪.‬‬

‫‪T‬‬ ‫‪Timmons & Hamiltonn ١‬‬ ‫‪Depressants‬‬ ‫‪D‬‬ ‫‪s٢‬‬ ‫‪stimulantss ٣‬‬ ‫‪sedativee ٤‬‬ ‫ﻅ‬ ‫ﻟﺤﺎ ِ‬ ‫ﻲ ﻭﺍﮊﻩ ي » ‪ «conssciousness‬ﻧﻴﺰ » ﻫﻮﺷﻴﺎﺭي « ﺍﺳﺖ‪ .‬ﺍﻣﺎ ﺍﻳﻦ ﺩﺩﻭ ﻭﺍﮊﻩ ﺍﺯ ﺎ‬ ‫‪ : alertnesss ٥‬ﺗﻮﺟﻪ ﮐﻨﻴﺪ ﮐﮐﻪ ﻳﮑﻲ ﺍﺯ ﻣﻌﺎﺎﻧ ﹺ‬ ‫ﻴﺮﺍﻣﻮﻧﺶ ﺍﺳﺖ‪) .‬‬ ‫ﺍﺷﻴﺎﺀ ﻭ ﺣﻮﺍﺩ ِ‬ ‫ﺙ ﭘﻴﺮ‬ ‫ﻣﻌﻨﺎي ﺩﻗﻴﻖ ﺷﺪ ِﻥ ﻣﻮﺟﻮ ِﺩ ﺯﻧﺪﻩ ﻧﻧﺴﺒﺖ ﺑﻪ ﺀ‬ ‫ﻣﻌﻨﺎﻳﻳﻲ ﺑﺎ ﻳﮑﺪﻳﮕﺮ ﺗﻔﺎﻭﺕ ﺩﺍﺭﻧﺪ‪ .‬ﺩﺭ ﺍﻳﻨﺠﺎ ﻫﻮﺷﺷﻴﺎﺭي ﺑﻪ ي‬ ‫ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩﺩ (‬ ‫‪confidencee ٦‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺖ ﺑﺎﻻ ﺑﻪ ﻫﻴﭻ ﻭﺟﻪ ﺩﻗﻴﻖ ﻭ ﮐﺎﻣﻞ ﻧﻴﺴﺖ‪ .‬ﺑﺮﺍي ﻧﻤﻮﻧـﻪ ﺩﺭ ﺍﻳـﻦ ﻟﻴﺴـﺖ ﺍﺯ ﺩﺍﺭﻭﻫـﺎ ﻭ‬ ‫ﻻﺯﻡ ﺑﻪ ﺫﮐﺮ ﺍﺳﺖ ﮐﻪ ﻟﻴﺴ ِ‬ ‫ﺕ ﺗﺮﻳﺎﮎ‪ ) ٥‬ﻣﺜﻼً ﻫﺮﻭﺋﻴﻦ‪ ،‬ﻣﺮﻓﻴﻦ ( ﻧﺎﻣﻲ ﺑﺮﺩﻩ ﻧﺸﺪﻩ ﺍﺳﺖ‪ .‬ﺩﺭ‬ ‫ﻣﻮﺍﺩ ﺧﻄﺮﻧﺎﮐﻲ ﻧﻈﻴ ﹺﺮ ﻣﺎﺭي ﺟﻮﺍﻧﺎ ﻭ ﻳﺎ ﻣﺸﺘﻘﺎ ِ‬ ‫ﺑﺨﺶ ﻫﺎي ﺑﻌﺪي ﺍﻳﻦ ﻣﻮﺍﺩ ﺭﺍ ﻧﻴﺰ ﺑﺮﺭﺳﻲ ﺧﻮﺍﻫﻴﻢ ﮐﺮﺩ‪.‬‬

‫‪hallucinogens ١‬‬ ‫ﻞ ﻃﺒﻴﻌﻲِ ﺁﻥ‬ ‫‪ : distortions ٢‬ﺗﺤﺮﻳﻒ‪ ،‬ﻣﺴﺦ ﺷﺪﮔﻲ‪ ،‬ﺩﮔﺮﮔﻮﻥ ﺳﺎﺯي‪ .‬ﺑﻪ ﻃﻮﺭ ﮐﻠﻲ ﻫﺮ ﮔﻮﻧﻪ ﭘﻴﭽﺶ ﻭ ﮐﺸﺶ ﮐﻪ ﭼﻴﺰي ﺭﺍ ﺍﺯ ﺷﮑ ﹺ‬ ‫ﻲ ﺩﮐﺘﺮ‬ ‫ﻖ ﺁﻥ ﺷﺊ ﻧﺒﺎﺷﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ي ﻭﺭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﻧﭙﺰﺷﮑ ﹺ‬ ‫ﻞ ﺟﺪﻳﺪ ﻧﻤﺎﻳﺶ ﺩﻫﻨﺪﻩ ي ﺩﻗﻴ ﹺ‬ ‫ﺧﺎﺭﺝ ﺳﺎﺯﺩ ﺑﻪ ﻃﻮﺭي ﮐﻪ ﺷﮑ ﹺ‬ ‫ﭘﻮﺭﺍﻓﮑﺎﺭي (‬ ‫‪ : symptoms ٣‬ﻫﺮﮔﻮﻧﻪ ﻭﺍﻗﻌﻪ ﻳﺎ ﻧﺸﺎﻧﻲ ﮐﻪ ﻭﺟﻮﺩ ﺑﻴﻤﺎﺭي ﻳﺎ ﺍﺧﻼﻟﻲ ﺭﺍ ﻧﺸﺎﻥ ﺩﻫﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي‬ ‫ﻧﮋﺍﺩ (‬ ‫‪ : psychotic ٤‬ﺭﻭﺍﻥ ﭘﺮﻳﺸﺎﻧﻪ‪ ،‬ﺭﻭﺍﻥ ﭘﺮﻳﺶ ‪ :‬ﻫﻤﭽﻨﻴﻦ ﺑﻪ ﻓﺮﺩي ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﮔﺮﻓﺘﺎ ﹺﺭ ﺭﻭﺍﻧﭙﺮﻳﺸﻲ ) ‪ ( psychosis‬ﺍﺳﺖ )‬ ‫ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ (‬ ‫‪ :opiates ٥‬ﺑﻪ ﻣﻮﺍﺩ ﻭ ﺩﺍﺭﻭﻫﺎﻳﻲ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺍﺯ ﺗﺮﻳﺎﮎ ) ‪ ( opium‬ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﺑﺎﺷﻨﺪ ) ﻣﺸﺘﻖ ﺷﺪﻩ ﺑﺎﺷﻨﺪ‪ ( .‬ﺩﺭ ﺑﺨﺶ ﻫﺎي‬ ‫ﺕ ﻣﻔﺼﻠﻲ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺍﺭﺍﺋﻪ ﺧﻮﺍﻫﺪ ﺷﺪ‪.‬‬ ‫ﺑﻌﺪي‪ ،‬ﺗﻮﺿﻴﺤﺎ ِ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﮐﻨﺪﺳﺎﺯ‪: ١‬‬ ‫ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍ ِﺩ ﮐﻨﺪﺳﺎﺯ ﺍﻧﻮﺍ ﹺﻉ ﮔﻮﻧﺎﮔﻮﻧﻲ ﺩﺍﺭﻧﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺑﻴﻦ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺍﻟﮑﻞ‪ ٢‬ﻭ ﺑﺎﺭﺑﻴﺘﻮﺭﺍﺕ ﻫﺎ ﺍﺷﺎﺭﻩ ﮐـﺮﺩ‪.‬‬ ‫ﻂ ﻣﻴﻠﻴﻮﻥ ﻫـﺎ ﻧﻔـﺮ ﺩﺭ‬ ‫ﺩﺭ ﺍﻳﻦ ﻗﺴﻤﺖ ﻣﺎ ﺑﻴﺸﺘﺮ ﺗﻤﺮﮐ ﹺﺰ ﺧﻮﺩ ﺭﺍ ﺑﺮ ﺍﻟﮑﻞ ﻣﻌﻄﻮﻑ ﻣﻲ ﮐﻨﻴﻢ ﭼﺮﺍ ﮐﻪ ﺭﻭﺯﺍﻧﻪ ﺗﻮﺳ ِ‬ ‫ﺳﺮﺗﺎﺳ ﹺﺮ ﺟﻬﺎﻥ ﻣﺼﺮﻑ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻟﮑﻞ ﺑﻪ ﺍﻳﻦ ﺩﻟﻴﻞ ﻳﮏ ﺩﺍﺭﻭي ﮐﻨﺪﺳﺎﺯ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐـﻪ ﺩﺭ ﺩﻭ ﹺﺯ‬ ‫ﮏ ﻧﻮﺭﻭﻧﻲ ﺭﺍ ﮐﺎﻫﺶ ﻣﻲ ﺩﻫﺪ‪.‬‬ ‫ﻣﺘﻮﺳﻂ ﺑﻪ ﺑﺎﻻ‪ ،‬ﺷﻠﻴ ِ‬ ‫ﻖ ﮔﻔﺘﻪ ي ﭘﻴﻨﻞ ) ‪ ( ١٩٩٧‬ﺍﻟﮑﻞ ﺑﻪ ﺷﮑﻞ ﻫﺎي ﮔﻮﻧﺎﮔﻮﻧﻲ ﺑﺮ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﺍﺛﺮ ﻣﻲ ﮔﺬﺍﺭﺩ ‪:‬‬ ‫ﻃﺒ ﹺ‬ ‫ﻞ ﺳﻠﻮﻝ ﻫﺎي ﻋﺼـﺒﻲ ﺭﺍ ﮐـﺎﻫﺶ‬ ‫ﻖ ﻋﻤﻞ ﺑﺮ ﺭﻭي ﮐﺎﻧﺎﻝ ﻫﺎي ﮐﻠﺴﻴﻢ‪ ،‬ﻭﺭﻭﺩ ﮐﻠﺴﻴﻢ ﺑﻪ ﺩﺍﺧ ﹺ‬ ‫‪ .١‬ﺍﻟﮑﻞ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻣﻲ ﺩﻫﺪ‪.‬‬ ‫ﺖ ﮔﺎﺑﺎ ) ‪ ( GABA‬ﺭﺍ ﺑﺎ ﻋﻤﻞ ﺑﺮ ﺭﻭي‬ ‫ﻲ ﺑﺎﺯﺩﺍﺭﻧﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻟﮑﻞ‪ ،‬ﻓﻌﺎﻟﻴ ِ‬ ‫‪ .٢‬ﮔﺎﺑﺎ ﻳﮏ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒ ﹺ‬ ‫ﻣﺠﻤﻮ ﹺﻉ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﮔﺎﺑﺎ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﺪ‪ } .‬ﺩﺭ ﻧﺘﻴﺠﻪ ﺑﺎﺯﺩﺍﺭي ) ﺑﺮ ﻧﻮﺭﻭﻥ ﻫـﺎي ﻣﻌﻴﻨـﻲ ( ﺍﻓـﺰﺍﻳﺶ‬ ‫ﻣﻲ ﻳﺎﺑﺪ‪{ .‬‬ ‫ﻲ ﺗﻬﻴﻴﺞ ﮐﻨﻨﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻟﮑﻞ ﺗﻌﺪﺍ ِﺩ ﻣﺤﻞ ﻫﺎي ﻣﺘﺼـﻞ ﺷـﻮﻧﺪﻩ ﺑـﻪ‬ ‫‪ .٣‬ﮔﻠﻮﺗﺎﻣﺎﺕ ﻳﮏ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒ ﹺ‬ ‫ﮔﻠﻮﺗﺎﻣﺎﺕ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﺪ‪ } .‬ﺩﺭ ﻧﺘﻴﺠﻪ ﺗﻬﻴﻴﺞ ﺩﺭ ﻧﻮﺭﻭﻥ ﻫﺎي ﻣﻌﻴﻨﻲ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﻳﺎﺑﺪ‪{ .‬‬ ‫‪ ١‬ﺍﺻﻄﻼﺣﺎً ﺑﻪ ﻣﻮﺍﺩ ﺷﻴﻤﻴﺎﻳﻲ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﻧﺪ ﮐﻪ ﺑﺎﻋﺚ ﮐﻨﺪ ﺷﺪ ِﻥ ﺭﻓﺘﺎﺭ ﻭ ﻓﺮﺍﻳﻨﺪ ﻫﺎي ﺷﻨﺎﺧﺘﻲ ﻣﻲ ﮔﺮﺩﻧﺪ‪ – .‬ﻡ‬ ‫‪ ٢‬ﺍﻟﮑﻞ ) ﺍﺗﺎﻧﻮﻝ ( ‪ :‬ﺍﺗﺎﻧﻮﻝ ﻳﮏ ﻣﻮﻟﮑﻮ ﹺﻝ ﮐﻮﭼﮏ‪ ،‬ﺧﻨﺜﻲ ﻭ ﻣﺤﻠﻮﻝ ﺩﺭ ﺁﺏ ﺍﺳﺖ‪ .‬ﺍﺣﺘﻴﺎﺝ ﺑﻪ ﻫﻀﻢ ﻧﺪﺍﺭﺩ ﻭ ﺩﺭ ﻃﻮ ﹺﻝ ﺩﺳﺘﮕﺎ ِﻩ ﮔﻮﺍﺭﺵ‬ ‫ﻖ ﺭﻭﺩﻩ ي ﮐﻮﭼﮏ ﺟﺬﺏ ﻣﻲ‬ ‫ﮎ ﻣﻌﺪﻩ ﺣﺪﻭ ِﺩ ‪ ٨٠‬ﺩﺭﺻ ِﺪ ﻣﻘﺪﺍ ﹺﺭ ﻣﺼﺮﻓﻲ ﻓﻮﺭﺍ ً ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻖ ﺍﻧﺘﺸﺎﺭ ﺟﺬﺏ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﻌﺪ ﺍﺯ ﺗﺮ ِ‬ ‫ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻞ ﺟﺬﺏ ﺷﺪﻩ ﻓﻮﺭﺍ ً ﺩﺭ ﺳﺮﺍﺳﺮ ﻣﺎﻳﻌﺎ ِ‬ ‫ﮔﺮﺩﺩ‪ .‬ﺍﻟﮑ ﹺ‬ ‫ﺖ ﺁﻥ ﺩﺭ ﻫﺮ‬ ‫ﺕ ﺑﺪ ِﻥ ﻣﻨﺘﺸﺮ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﺍﻟﮑﻞ ﻣﺤﻠﻮﻝ ﺩﺭ ﺁﺏ ﺍﺳﺖ‪ ،‬ﻏﻠﻈ ِ‬ ‫ﻞ ﺟﺬﺏ ﺷﺪﻩ ﺩﺭ ﺧﻮﻥ ﻭ ﻣﻘﺪﺍ ﹺﺭ ﮐﻤﻲ ﺩﺭ ﺑﺎﻓﺖ ﻫﺎي‬ ‫ﺖ ﺁﺏ ﺩﺭ ﺁﻥ ﺑﺎﻓﺖ ﺩﺍﺭﺩ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺩﻟﻴﻞ ﻣﻘﺪﺍ ﹺﺭ ﺯﻳﺎﺩي ﺍﺯ ﺍﻟﮑ ﹺ‬ ‫ﺑﺎﻓﺘﻲ ﺑﺴﺘﮕﻲ ﺑﻪ ﻏﻠﻈ ِ‬ ‫ﺕ‬ ‫ﻖ ﮐﻠﻴﻪ ﻭ ﺭﻳﻪ ﻫﺎ ﺩﻓﻊ ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﺭ ﺻﻮﺭ ِ‬ ‫ﭼﺮﺏ ﻭ ﺍﺳﺘﺨﻮﺍﻥ ﻳﺎﻓﺖ ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﻓ ﹺﻊ ﺍﻟﮑﻞ ﻧﺎﭼﻴﺰ ﺍﺳﺖ ﻭ ﺗﻨﻬﺎ ﺣﺪﻭ ِﺩ ‪ % ٥‬ﺍﺯ ﺁﻥ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺽ ﺍﺳﻴﺪﻫﺎي ﭼﺮﺏ ﻭ ﮔﻠﻮﮐﺰ ﻣﺘﺎﺑﻮﻟﻴﺰﻩ ﮐﻨﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ‪ ،‬ﺍﻟﮑﻞ ﺑﻼﻓﺎﺻﻠﻪ ﺑﻪ‬ ‫ﻭﺟﻮﺩ ﺍﻟﮑﻞ ﺩﺭ ﺑﺪﻥ‪ ،‬ﺑﺪﻥ ﺗﺮﺟﻴﺢ ﻣﻲ ﺩﻫﺪ ﺍﻟﮑﻞ ﺭﺍ ﺑﻪ ﻋﻮ ﹺ‬ ‫ﺁﺏ‪ CO٢ ،‬ﻭ ﺍﻧﺮﮊي ﺗﺒﺪﻳﻞ ﻣﻲ ﺷﻮﺩ‪ – .‬ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ ﺗﻐﺬﻳﻪ – ﻩ ‪ .‬ﺁ ‪ .‬ﮔﺘﺮي ‪ -‬ﻣﻴﻨﻮ ﻓﺮﻭﺯﺍﻧﻲ – ﻧﺸﺮ ﭼﻬﺮ – ﭼﺎﭖ ﺷﺸﻢ ‪– ١٣٨٠‬‬ ‫ﺻﻔﺤﻪ ي ‪٤٤ - ٤٣‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫‪ .٤‬ﺍﻟﮑﻞ ﺍﺛ ﹺﺮ ﮔﻠﻮﺗﺎﻣﺎﺕ ﺭﺍ ﺑﺮ ﺑﺮﺧﻲ ﺍﺯ ﮔﻴﺮﻧﺪﻩ‬ ‫ﻫﺎي ﺯﻳﺮ ﻣﺠﻤﻮﻋﻪ ي‪ ١‬ﮔﻠﻮﺗﺎﻣـﺎﺕ ﮐـﺎﻫﺶ‬ ‫ﻣﻲ ﺩﻫﺪ‪.‬‬ ‫ﻞ‬ ‫ﻲ ﺛﺎﻧﻮﻳﻪ ي ﺩﺍﺧـ ﹺ‬ ‫‪ .٥‬ﺍﻟﮑﻞ ﺑﺎ ﺳﻴﺴﺘ ﹺﻢ ﭘﻴﺎﻡ ﺭﺳﺎﻧ ﹺ‬ ‫ﻧﻮﺭﻭﻧﻬﺎ ﺗﺪﺍﺧﻞ ﺍﻳﺠﺎﺩ ﻣﻲ ﮐﻨﺪ‪.‬‬

‫ﻑ ﺍﻟﮑﻞ ﭼﻪ ﺍﺛﺮﺍﺗﻲ ﺑﺮ ﻓﺮﺩ ﺩﺍﺭﺩ ؟‬ ‫ﻣﺼﺮ ِ‬ ‫ﺶ ﺑﻴﺸـﺘﺮ ﻭ ﺧﻮﻳﺸـﺘﻦ ﺩﺍﺭي‬ ‫ﺶ ﺍﺿـﻄﺮﺍﺏ‪ ،‬ﺁﺭﺍﻣـ ﹺ‬ ‫ﻑ ﺍﻟﮑﻞ ﺩﺭ ﻣﻘﺎﺩﻳ ﹺﺮ ﮐﻢ‪ ،‬ﻣﻌﻤﻮﻻً ﻣﻨﺠﺮ ﺑﻪ ﮐﺎﻫ ﹺ‬ ‫ƒ ﻣﺼﺮ ِ‬ ‫ﮐﻤﺘﺮ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﮔﺮي‪ .( ١٩٨٢ ٢‬ﺍﻳﻦ ﺗﻐﻴﻴﺮﺍﺕ ﺗﺎ ﺣﺪي ﺑﻪ ﺍﻳﻦ ﺩﻟﻴﻞ ﺍﺳﺖ ﮐﻪ ﺍﻟﮑـﻞ ﺍﻧﺘﻘـﺎ ﹺﻝ ﮔﺎﺑـﺎ ﺭﺍ‬ ‫ﻑ ﺍﻟﮑﻞ ﺩﺭ ﻣﻘﺎﺩﻳ ﹺﺮ‬ ‫ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﺪ‪ .٣‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ‪ ،‬ﻣﺼﺮ ِ‬ ‫ﮐﻢ‪ ،‬ﻣﺴﻴﺮﻫﺎي ﺩﻭﭘﺎﻣﻴﻦ ﺭﺍ ﺗﺤﺮﻳﮏ ﻣﻲ ﮐﻨﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺑﻪ‬ ‫ﻞ‬ ‫ﺶ ﺍﻟﮑﻞ ﺑـﻪ ﺩﻟﻴـ ﹺ‬ ‫ﺕ ﻟﺬﺕ ﺑﺨ ﹺ‬ ‫ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﺑﺨﺸﻲ ﺍﺯ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺢ ﺩﻭﭘﺎﻣﻴﻦ ﺑﺎﺷـﺪ‪ ) .‬ﺭﻭﺯﻧﺰﻭﻳـﮓ ‪ ،‬ﺑﺮﻳـﺪﻻﻭ ﻭ‬ ‫ﺶ ﺳﻄ ﹺ‬ ‫ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﻟﻴﻤﻦ‪( ٢٠٠٢ ٤‬‬

‫‪subtype ١‬‬ ‫‪Gray ٢‬‬ ‫ي ﻓﺮﺩ‬ ‫ﺶ ﺁﺯﺍﺩ ﺳﺎﺯي ﮔﺎﺑﺎ ﺑﺎﻋﺚ ﻣﻲ ﺷﻮﺩ ﺗﺎ ﺑﺴﻴﺎﺭي ﺍﺯ ﺍﻓﮑﺎﺭ ﺩﻭﺭﺍﻧﺪﻳﺸﺎﻧﻪ ﻭ ﺍﺣﺘﻴﺎﻁ ﺁﻣﻴﺰ ﺑﺎﺯﺩﺍﺭي ﺷﺪﻩ ﻭ ﺍﺯ ﺧﻮﻳﺸﺘﻦ ﺩﺍﺭ ﹺ‬ ‫‪ ٣‬ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﮐﺎﺳﺘﻪ ﺷﻮﺩ‪.‬‬ ‫‪Rosenzweig , Breedlove , Leiman ٤‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺕ ﺁﺭﺍﻡ ﺑﺨﺶ ﺩﺍﺭﺩ‪ .‬ﺑﺎ ﺍﻳﻦ ﺣﺎﻝ ﺑﺮﺧـﻲ ﺩﻳﮕـﺮ‬ ‫ﻑ ﺍﻟﮑﻞ ﺩﺭ ﻣﻘﺎﺩﻳ ﹺﺮ ﺑﺎﻻ ﺩﺭ ﺑﺴﻴﺎﺭي ﺍﺯ ﺍﻓﺮﺍﺩ‪ ،‬ﺍﺛﺮﺍ ِ‬ ‫ƒ ﻣﺼﺮ ِ‬ ‫ﺭﺍ ﺑﻪ ﺍﻓﺮﺍﺩي ﭘﺮﺧﺎﺷﮕﺮ ﻭ ﺟﻨﮕﺠﻮ ﺗﺒﺪﻳﻞ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﻦ ﺗﻌﺎﺩﻝ ﻭ ﻫﻤـﺎﻫﻨﮕﻲ‪ ،‬ﺭﻓﺘﺎﺭﻫـﺎي ﺿـﺪ‬ ‫ﺚ ﺍﺯ ﺩﺳﺖ ﺭﻓﺘ ﹺ‬ ‫ﻑ ﻣﻘﺪﺍ ﹺﺭ ﺑﺴﻴﺎﺭ ﺯﻳﺎ ِﺩ ﺍﻟﮑﻞ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﺎﻋ ِ‬ ‫ƒ ﻣﺼﺮ ِ‬ ‫ﻲ ﮐﻮﺗﺎﻩ‪ ،‬ﻣﻘـﺪﺍ ﹺﺭ‬ ‫ﻦ ﻫﺸﻴﺎﺭي ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻓﺮﺍﺩي ﮐﻪ ﺩﺭ ﻳﮏ ﺩﻭﺭﻩ ي ﺯﻣﺎﻧ ﹺ‬ ‫ﺍﺟﺘﻤﺎﻉ ﻭ ﺣﺘﻲ ﺍﺯ ﺩﺳﺖ ﺭﻓﺘ ﹺ‬ ‫ﺯﻳﺎﺩي ﺍﻟﮑﻞ ﻣﺼﺮﻑ ﻣﻲ ﮐﻨﻨﺪ ﻣﺘﻌﺎﻗ ﹺ‬ ‫ﮎ ﺍﻟﮑﻞ‪ « ٢‬ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺍﻳﻦ ﺳﻨﺪﺭﻭﻡ‬ ‫ﺐ ﺁﻥ ﺩﭼﺎ ﹺﺭ » ﺳﻨﺪﺭﻭﻡ ِ‪ ١‬ﺗﺮ ِ‬ ‫ﺳﻪ ﻣﺮﺣﻠﻪ ﺩﺍﺭﺩ ‪:‬‬ ‫ﺕ ﺷﮑﻤﻲ ﺩﺭ ﺣـﺪﻭ ِﺩ ‪ ٥‬ﺳـﺎﻋﺖ‬ ‫‪ .١‬ﺗﺠﺮﺑﻪ ي ﺳﺮﺩﺭﺩ‪ ،‬ﺗﻬﻮﻉ‪ ،‬ﺗﻌﺮﻳﻖ ﻭ ﺍﻧﻘﺒﺎﺽ ) ﮔﺮﻓﺘﮕﻲ ( ﻋﻀﻼ ِ‬ ‫ﭘﺲ ﺍﺯ ﻗﻄﻊ ﻧﻮﺷﻴﺪ ِﻥ ﺍﻟﮑﻞ‪.‬‬ ‫ﺖ ﺗﺸﻨﺞ ﮐﻪ ﻣﻲ ﺗﻮﺍﻧﺪ ﺣﺪﻭ ِﺩ ‪ ١‬ﺭﻭﺯ ﭘﺲ ﺍﺯ ﻗﻄ ﹺﻊ ﻧﻮﺷـﻴﺪ ِﻥ ﺍﻟﮑـﻞ ﺑـﺮﺍي ﭼﻨـﺪﻳﻦ‬ ‫‪ .٢‬ﺗﺠﺮﺑﻪ ي ﺣﺎﻟ ِ‬ ‫ﺳﺎﻋﺖ ﺩﺭ ﻓﺮﺩ ﻇﺎﻫﺮ ﺷﻮﺩ‪.‬‬ ‫ﻞ ﻣـﻮﺍﺭﺩي ﻧﻈﻴـ ﹺﺮ ﺗﻮﻫﻤـﺎﺕ‪ ، ٣‬ﺑﻴﻘـﺮﺍﺭي‪ ،‬ﻫـﺬﻳﺎﻥ ﻭ‬ ‫ﻲ ﻧﺎﺷـﻲ ﺍﺯ ﺍﻟﮑـﻞ ﮐـﻪ ﺷـﺎﻣ ﹺ‬ ‫‪ .٣‬ﺁﺷﻔﺘﮕﻲ ﺫﻫﻨ ﹺ‬ ‫ﺶ ﺩﻣﺎي ﺑﺪﻥ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺍﻓﺰﺍﻳ ﹺ‬

‫ﻑ ﺍﻟﮑﻞ ﺩﺭ ﻣﻘﺎﺩﻳﺮ ﺑﺎﻻ ﻣﻲ ﺗﻮﺍﻧﺪ ﺍﻓﺮﺍﺩ ﺭﺍ ﭘﺮﺧﺎﺷﮕﺮ ﻭ ﻣﺘﺠﺎﻭﺯ ﮔﺮﺩﺍﻧﺪ‪ .‬ﺑﺮﺍي ﻧﻤﻮﻧﻪ‪،‬‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﮔﻔﺘﻴﻢ ﻣﺼﺮ ِ‬ ‫ﻂ ﺍﻓﺮﺍﺩي ﮐﺸﺘﻪ ﻣﻲ ﺷﻮﻧﺪ ﮐﻪ ﺍﻟﮑـﻞ ﻣﺼـﺮﻑ ﮐـﺮﺩﻩ ﺍﻧـﺪ‪ ) .‬ﺑﻮﺷـﻤﻦ ﻭ ﮐـﻮﭘﺮ‪.( ١٩٩٠ ٤‬‬ ‫ﺍﮐﺜ ﹺﺮ ﻣﻘﺘﻮﻟﻴﻦ ﺗﻮﺳ ِ‬ ‫ﻞ ﺁﻧﻬﺎ ﺭﺍ ﺑﺮﺍي ﺗﻮﺟﻪ ﻭ ﺗﻤﺮﮐﺰ ﺑﺮ ﺭﻭي ﻗﻴﺪ‬ ‫ﺍﺣﺘﻤﺎﻻً ﺍﻟﮑﻞ ﺑﻪ ﺍﻳﻦ ﺩﻟﻴﻞ ﺍﻓﺮﺍﺩ ﺭﺍ ﭘﺮﺧﺎﺷﮕﺮ ﻣﻲ ﮔﺮﺩﺍﻧﺪ ﮐﻪ ﺗﻤﺎﻳ ﹺ‬ ‫‪ : syndrome ١‬ﺳﻨﺪﺭﻭﻡ‪ ،‬ﻧﺸﺎﻧﮕﺎﻥ‪ ،‬ﻣﺠﻤﻮﻋﻪ ﻋﻼﺋﻢ ‪ :‬ﻣﺠﻤﻮﻋﻪ ﺍي ﺍﺯ ﻋﻼﺋﻢ ﻣﺮﺗﺒﻂ ) ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠـﻮﻡ ﺭﻓﺘـﺎﺭي ﺩﮐﺘـﺮ ﺷـﻌﺎﺭي‬ ‫ﻧﮋﺍﺩ (‬ ‫‪alcohol withdrawal syndrome ٢‬‬ ‫ﻲ ﺻﻔﺖ ﻳﺎ ﭼﻴﺰي ﮐﻪ ﺍﻧﮕﻴﺰﻩ ي ﻣﻨﺎﺳﺐ ﺧﺎﺭﺟﻲ ﻧﺪﺍﺭﺩ ﺗﻮﻫﻢ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬ﻣﺎﻧﻨﺪ‬ ‫ﮎ ﺣﺴ ﹺ‬ ‫‪ : Hallucination ٣‬ﺍﺻﻄﻼﺣﺎ ً ﺑﻪ ﺍﺩﺭﺍ ِ‬ ‫ﺷﻨﻴﺪﻥِ ﺻﺪﺍ ﻳﺎ ﺩﻳﺪﻥ ﺷﮑﻠﻲ ﮐﻪ ﺩﺭ ﺍﻃﺮﺍ ِ‬ ‫ﻑ ﻓﺮﺩ ﻭﺟﻮﺩ ﺧﺎﺭﺟﻲ ﻧﺪﺍﺭﺩ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ (‬ ‫‪Bushman , Cooper ٤‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﻭ ﺑﻨﺪﻫﺎ ﻭ ﻣﺤﺪﻭﺩﻳﺖ ﻫﺎي ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﺩﻳﮕـﺮ ﻗﻴـﺪ ﻭ ﺑﻨـﺪﻫﺎﻳﻲ ﮐـﻪ ﺩﺭ ﻣﻮﺍﻗـ ﹺﻊ ﺩﻳﮕـﺮ ﻣـﺎﻧﻊﹺ ﺑـﺮﻭ ﹺﺯ ﺭﻓﺘﺎﺭﻫـﺎي‬ ‫ﭘﺮﺧﺎﺷﮕﺮﺍﻧﻪ ﻣﻲ ﮔﺮﺩﺩ ﮐﺎﻫﺶ ﻣﻲ ﺩﻫﺪ‪.١‬‬

‫ﻑ ﺍﻟﮑﻞ ﺑﺮ ﻋﻤﻠﮑﺮ ِﺩ ﺭﺍﻧﻨﺪﮔﻲ ﻧﻴﺰ ﺩﺭ ﺟﺎﻣﻌﻪ‬ ‫ﺕ ﻣﺼﺮ ِ‬ ‫ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺖ ﻭﻳﮋﻩ ﺍي ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ‪ .‬ﺩﺭﻭ‪ ،‬ﮐﻠﮑﻮﻫـﻮﻥ ﻭ‬ ‫ﺍﺯ ﺍﻫﻤﻴ ِ‬ ‫ﻑ‬ ‫ﺖ ﺗﻌﺠﺐ ﺩﺭﻳﺎﻓﺘﻨﺪ ﺣﺘﻲ ﻣﺼﺮ ِ‬ ‫ﻻﻧﮓ‪ ( ١٩٥٨ ) ٢‬ﺑﺎ ﻧﻬﺎﻳ ِ‬ ‫ﺶ ﺳــﺮﻋﺖِ‬ ‫ﻖ ﮐــﺎﻫ ﹺ‬ ‫ﻣﻘــﺪﺍ ﹺﺭ ﺑﺴــﻴﺎﺭ ﮐﻤــﻲ ﺍﻟﮑــﻞ ﺍﺯ ﻃﺮﻳــ ﹺ‬ ‫ﻭﺍﮐﻨﺶ‪ ،‬ﭘﺎﻳﻴﻦ ﺁﻣﺪ ِﻥ ﻫﺪﺍﻳﺖ ﻭ ﮐﻨﺘﺮ ﹺﻝ ﻣـﻮﺛ ﹺﺮ ﺍﺗﻮﻣﺒﻴـﻞ ﻭ‬ ‫ﺶ ﻣﻴﺰﺍ ِﻥ ﺗﻮﺟﻪ ﻫﻨﮕﺎ ﹺﻡ ﺧﻮﺍﻧﺪ ِﻥ ﻧﻮﺷﺘﻪ ﻫﺎي ﮐﻴﻠـﻮﻣﺘﺮ‬ ‫ﮐﺎﻫ ﹺ‬ ‫ﺐ‬ ‫ﺞ ﺗﺼﻮﻳ ﹺ‬ ‫ﺷﻤﺎﺭ ﺩﺭ ﻋﻤﻠﮑﺮ ِﺩ ﺭﺍﻧﻨﺪﮔﻲ ﻓﺮﺩ ﺍﺧﺘﻼﻝ ﺍﻳﺠﺎﺩ ﻣﻲ ﮐﻨﺪ‪ .‬ﺳﺎﺑﻲ ﻭ ﮐﺪﻟﻴﻨﮓ‪ ( ١٩٧٥ ) ٣‬ﺩﺭ ﻣﻮﺭﺩ ﻧﺘﺎﻳ ﹺ‬ ‫ﻞ ﻣﻮﺟﻮﺩ ﺩﺭ ﺧـﻮﻥ ﺩﺳـﺖ ﺑـﻪ ﺗﺤﻘﻴﻘـﻲ‬ ‫ﺢ ﺍﻟﮑ ﹺ‬ ‫ﻗﺎﻧﻮ ِﻥ ﺟﺪﻳﺪ ﺩﺭ ﺑﺮﻳﺘﺎﻧﻴﺎ ﻣﺒﻨﻲ ﺑﺮ ﺗﻌﻴﻴﻦﹺ ﻳﮏ ﺣ ِﺪ ﻣﺠﺎﺯ ﺑﺮﺍي ﺳﻄ ﹺ‬ ‫ﺙ ﺟـﺎﺩﻩ ﺍي ﺩﺭ ﺳـﺎﻋﺎﺕِ‬ ‫ﺐ ﺍﻳﻦ ﻗـﺎﻧﻮﻥ‪ ،‬ﺗﻌـﺪﺍ ِﺩ ﻗﺮﺑﺎﻧﻴـﺎﻥِ ﺣـﻮﺍﺩ ِ‬ ‫ﺯﺩﻧﺪ‪ .‬ﺁﻧﻬﺎ ﺩﺭﻳﺎﻓﺘﻨﺪ ﮐﻪ ﺩﺭ ﺳﺎﻝ ﺑﻌﺪ ﺍﺯ ﺗﺼﻮﻳ ﹺ‬ ‫ﺙ ﺟﺎﺩﻩ‬ ‫ﻑ ﺍﻟﮑﻞ ﻳﻌﻨﻲ ‪ ١٠‬ﺷﺐ ﺗﺎ ‪ ٤‬ﺻﺒﺢ ‪ % ٣٦‬ﮐﺎﻫﺶ ﻳﺎﻓﺖ‪ .‬ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺗﻌﺪﺍ ِﺩ ﻗﺮﺑﺎﻧﻴﺎ ِﻥ ﺣﻮﺍﺩ ِ‬ ‫ﻲ ﻣﺼﺮ ِ‬ ‫ﺍﺻﻠ ﹺ‬ ‫ﺖ ‪ ٤‬ﺻﺒﺢ ﺗﺎ ‪ ١٠‬ﺷﺐ ﺗﻨﻬﺎ ‪ % ٧‬ﮐﺎﻫﺶ ﻳﺎﻓﺘﻪ ﺑﻮﺩ‪.‬‬ ‫ﻦ ﺳﺎﻋ ِ‬ ‫ﺍي ﺑﻴ ﹺ‬ ‫ﺢ ﻫﻮﺷﻴﺎﺭي‪،‬‬ ‫ﺶ ﺳﻄ ﹺ‬ ‫ﻲ ﺍﻟﮑﻞ ﺑﺮ ﻋﻤﻠﮑﺮﺩ ﺭﺍ ﭼﻨﻴﻦ ﺟﻤﻊ ﺑﻨﺪي ﻣﻲ ﮐﻨﺪ ‪ :‬ﮐﺎﻫ ﹺ‬ ‫ﺕ ﻣﻨﻔ ﹺ‬ ‫ﻫﺎﮐﻲ‪ ( ١٩٨٣ ) ٤‬ﺍﺛﺮﺍ ِ‬ ‫ﺖ ﺣﺎﻓﻈﻪ ي ﮐﻮﺗﺎﻩ ﻣﺪﺕ‪ .‬ﺩﺭ ﻧﺘﻴﺠﻪ ﻣﻲ ﺗﻮﺍﻥ‬ ‫ﺶ ﻇﺮﻓﻴ ِ‬ ‫ﺖ ﻋﻤﻠﮑﺮﺩ‪ ،‬ﮐﺎﻫ ﹺ‬ ‫ﺶ ﺩﻗ ِ‬ ‫ﺖ ﻋﻤﻠﮑﺮﺩ‪ ،‬ﮐﺎﻫ ﹺ‬ ‫ﺶ ﺳﺮﻋ ِ‬ ‫ﮐﺎﻫ ﹺ‬ ‫ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ ﮐﻪ ﺍﻟﮑﻞ ﻋﻤﻠﮑﺮ ِﺩ ﻓﺮﺩ ﺭﺍ ﺗﻘﺮﻳﺒﺎً ﺩﺭ ﻫﻤﻪ ي ﮐﺎﺭﻫﺎ ﻣﺨﺘﻞ ﻣﻲ ﮐﻨﺪ‪.٥‬‬ ‫‪ e ١‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١‬‬ ‫‪Drew , Colquhoun & Long ٢‬‬ ‫‪Codling & Sabey ٣‬‬ ‫‪Hockey ٤‬‬ ‫‪ e ٥‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﻣﻮﺍﺩ ﻣﺤﺮﮎ ‪:‬‬ ‫ﺚ ﺗﻮﻟﻴﺪ ﺣﺎﻟﺖ ﻫﺎﻳﻲ‬ ‫ﻲ ﺳﻤﭙﺎﺗﻴﮏ ﺭﺍ ﺗﺤﺮﻳﮏ ﮐﺮﺩﻩ ﻭ ﺑﺎﻋ ِ‬ ‫ﻣﻮﺍ ِﺩ ﻣﺤﺮﮎ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ﻣﻮﺍﺩي ﮐﻪ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻧﻈﻴﺮ ﺧﻮﺵ ﺑﻴﻨﻲ ﻭ ﺍﻧﺮﮊي ﺑﻲ ﺣﺪ ﻭ ﺣﺼﺮ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺍﺛﺮﺍﺕ ﺑﻪ ﻧﻮﺑﻪ‬ ‫ﻞ ﺗﻮﺟﻬﻲ ﺍﺯ ﺁﻧﻬﺎ ﺭﺍ‬ ‫ﻑ ﻣﻘﺪﺍ ﹺﺭ ﻗﺎﺑ ﹺ‬ ‫ﻞ ﻻﺯﻡ ﺑﺮﺍي ﻣﺼﺮ ِ‬ ‫ي ﺧﻮﺩ ﭘﺘﺎﻧﺴﻴ ﹺ‬ ‫ﻓﺮﺍﻫﻢ ﻣﻲ ﺁﻭﺭﺩ‪ .‬ﺍﺯ ﻣﻴﺎ ِﻥ ﻣﻮﺍ ِﺩ ﻣﺤﺮﮎ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﮐﺎﻓﺌﻴﻦ‪ ،‬ﻧﻴﮑﻮﺗﻴﻦ‪،‬‬ ‫ﺍﮐﺴﺘﺎﺳﻲ‪ ،‬ﺁﻣﻔﺘﺎﻣﻴﻦ ﻭ ﮐﻮﮐﺎﺋﻴﻦ ﺍﺷﺎﺭﻩ ﮐﺮﺩ‪ .‬ﺩﺭ ﺍﺩﺍﻣﻪ ﻧﮕﺎﻫﻲ ﻣﺨﺘﺼﺮ‬ ‫ﺑﻪ ﺍﻳﻦ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﻣﻲ ﺍﻧﺪﺍﺯﻳﻢ ‪:‬‬

‫ƒ ﮐﺎﻓﺌﻴﻦ ‪ :‬ﮐﺎﻓﺌﻴﻦ ﺑﻪ ﺻﻮﺭﺕ ﻃﺒﻴﻌﻲ ﺩﺭ ﻗﻬﻮﻩ‪ ،‬ﭼﺎي ﻭ ﮐﺎﮐﺎﺋﻮ ﻣﻮﺟﻮﺩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﻣﺎﺩﻩ ﻏﺎﻟﺒﺎً ﺑﻪ ﻋﻨﻮﺍﻥ‬ ‫ﻳﮏ ﻣﺎﺩﻩ ي ﻣﻼﻳﻢ ﻭ ﺑﻲ ﺧﻄﺮ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﻣﺼﺮﻑ ﺩﻭﺯﻫﺎي ﺑﺎﻻي ﺁﻥ ﻣﻲ‬ ‫ﺗﻮﺍﻧﺪ ﻣﻨﺠﺮ ﺑﻪ ﺍﺿﻄﺮﺍﺏ ‪ ،‬ﺑﻲ ﺧﻮﺍﺑﻲ‪ ،‬ﻭ ﺳﺎﻳﺮ ﺷﺮﺍﻳﻂ ﻧﺎﺧﻮﺷﺎﻳﻨﺪ ﮔﺮﺩﺩ‪.‬‬ ‫ƒ ﻧﻴﮑﻮﺗﻴﻦ ‪ :‬ﻧﻴﮑﻮﺗﻴﻦ ﺑﻪ ﺻﻮﺭﺕ ﻃﺒﻴﻌﻲ ﺗﻨﻬﺎ ﺩﺭ ﺗﻨﺒﺎﮐﻮ ﻳﺎﻓﺖ ﻣﻲ ﺷﻮﺩ‪ .‬ﮔﺮﭼﻪ ﻧﻴﮑﻮﺗﻴﻦ ﻳﮏ ﻣﺤﺮﮎ‬ ‫ﺍﺳﺖ‪ ،‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﺩﺭ ﺩﻭﺯ ﺑﺎﻻ ﻣﺼﺮﻑ ﺷﻮﺩ ﺑﻪ ﻣﺎﻧﻨﺪ ﻳﮏ ﻣﺎﺩﻩ ي ﮐﻨﺪﺳﺎﺯ ﻋﻤﻞ ﻣﻲ‬ ‫ﮐﻨﺪ‪.١‬‬

‫ﺖ ﺑﻴﺸﺘﺮي‬ ‫ﻲ ﺩﻭ ﻣﺎﺩﻩ ي ﻣﺤﺮﮎ ﮐﻪ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺳﺎﻳ ﹺﺮ ﻣﻮﺍ ِﺩ ﻣﺤﺮﮎ ﺍﺯ ﺍﻫﻤﻴ ِ‬ ‫ﺩﺭ ﺍﻳﻦ ﻗﺴﻤﺖ ﺑﻪ ﺑﺮﺭﺳ ﹺ‬ ‫ﺑﺮﺧﻮﺭﺩﺍﺭﻧﺪ‪ ،‬ﻣﻲ ﭘﺮﺩﺍﺯﻳﻢ ‪ :‬ﮐﻮﮐﺎﺋﻴﻦ ﻭ ﺁﻣﻔﺘﺎﻣﻴﻦ‬

‫‪ e ١‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٣‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﮐﻮﮐﺎﺋﻴﻦ‪: ١‬‬ ‫ﮐﻮﮐﺎﺋﻴﻦ ﺍﺯ ﺑﺮﮒ ﻫﺎي ﺩﺭﺧﺘﭽﻪ ي ﮐﻮﮐﺎ ﮐﻪ ﺩﺭ ﭼﻨﺪ ﮐﺸﻮﺭ‬ ‫ﻧﻈﻴ ﹺﺮ ﭘﺮﻭ‪ ،‬ﮐﻠﻤﺒﻴﺎ ﻭ ﺑﻮﻟﻴﻮي ﺭﺷﺪ ﻣﻲ ﮐﻨﺪ ﺑﻪ ﺩﺳﺖ ﻣﻲ ﺁﻳﺪ‪.‬‬ ‫ﺍﻳﻦ ﻣﺎﺩﻩ ﺑﻪ ﺷﮑﻞ ﻫﺎي ﻣﺨﺘﻠﻔﻲ ﻣﺼﺮﻑ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﺯ ﺟﻤﻠﻪ ‪:‬‬ ‫ƒ ﮔﺮ ِﺩ ﮐﻮﮐﺎﺋﻴﻦ ‪ :‬ﮐﻮﮐﺎﺋﻴﻦ ﻣﻲ ﺗﻮﺍﻧـﺪ ﺑـﻪ ﺻـﻮﺭﺕِ ﮔـﺮﺩ‬ ‫ﺖ ﭼﭗ (‬ ‫ﻞ ﺳﻤ ِ‬ ‫ﻣﺼﺮﻑ ﺷﻮﺩ ﮐﻪ ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ ﺑﻪ ﺳﺮﻋﺖ ﻭﺍﺭ ِﺩ ﺟﺮﻳﺎ ِﻥ ﺧﻮﻥ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﺷﮑ ﹺ‬ ‫ﻞ ﺳﻴﮕﺎﺭ ﮐﺸﻴﺪﻩ ﺷﻮﺩ ﻭ ﺍﺯ ﺍﻳﻦ ﻃﺮﻳـﻖ ﺑـﻪ ﺳـﺮﻋﺖ‬ ‫ﻦ ﮐﺮﮎ ﻣﻲ ﺗﻮﺍﻧﺪ ﻣﺜ ﹺ‬ ‫ﻦ ﮐﺮﮎ‪ : ٢‬ﮐﻮﮐﺎﺋﻴ ﹺ‬ ‫ƒ ﮐﻮﮐﺎﺋﻴ ﹺ‬ ‫ﺖ ﺭﺍﺳﺖ (‬ ‫ﻞ ﺳﻤ ِ‬ ‫ﻭﺍﺭﺩ ﺟﺮﻳﺎ ِﻥ ﺧﻮﻥ ﻭ ﻫﻤﭽﻨﻴﻦ ﻣﻐﺰ ﺷﻮﺩ‪ ) .‬ﺷﮑ ﹺ‬ ‫ﻦ ﮐﺮﮎ ﺍﺯ ﮔﺮ ِﺩ ﮐﻮﮐـﺎﺋﻴﻦ‬ ‫ﻦ ﮐﺮﮎ ﺑﺴﻴﺎﺭ ﺳﺮﻳﻊ ﺗﺮ ﺍﺯ ﮔﺮ ِﺩ ﮐﻮﮐﺎﺋﻴﻦ ﺍﺳﺖ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﮐﻮﮐﺎﺋﻴ ﹺ‬ ‫ﺗﺎﺛﻴ ﹺﺮ ﮐﻮﮐﺎﺋﻴ ﹺ‬ ‫ﺍﻋﺘﻴﺎﺩ ﺁﻭﺭﺗﺮ ﺍﺳﺖ‪.‬‬

‫ﺖ » ﺗﻘﻮﻳـﺖ ﮐﻨﻨـﺪﮔﻲ‪ « ٣‬ﺑﺴـﻴﺎﺭ‬ ‫ﮐﻮﮐﺎﺋﻴﻦ ﻣﺎﺩﻩ ي ﻣﺨﺪﺭي ﺳﺖ ﮐﻪ ﺩﺍﺭﺍي ﺧﺼﻮﺻﻴ ِ‬

‫ﺕ ﮐﻮﮐﺎﺋﻴﻦ ﺑﻪ ﻭﺳﻴﻠﻪ ي ﺑﻮﺯﺍﺭﺕ ﻭ ﻭﺍﻳﺰ‪١٩٨٥ ) ٤‬‬ ‫ﺑﺎﻻﻳﻲ ﺳﺖ‪ .‬ﺑﺨﺸﻲ ﺍﺯ ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﻗﺪﺭ ِ‬ ‫( ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﺍﺳﺖ‪ .‬ﺁﻧﻬﺎ ﺁﺯﻣﺎﻳﺸﻲ ﺗﺮﺗﻴﺐ ﺩﺍﺩﻧﺪ ﮐﻪ ﺩﺭ ﺁﻥ‪ ،‬ﻣﻮﺵ ﻫـﺎ ﻣـﻲ ﺗﻮﺍﻧﺴـﺘﻨﺪ ﺑـﺎ ﻓﺸـﺎﺭ ﺩﺍﺩﻥ ﻳـﮏ‬ ‫ﭘﺪﺍﻝ‪ ،‬ﺑﻪ ﺑﺪ ِﻥ ﺧﻮﺩ ﮐﻮﮐﺎﺋﻴﻦ ﺗﺰﺭﻳﻖ ﮐﻨﻨﺪ‪ .‬ﺑﻌـﺪ ﺍﺯ ‪ ٢٥‬ﺭﻭﺯ ﮐـﻪ ﻣـﻮﺵ ﻫـﺎ ﺑـﻪ ﻃـﻮ ﹺﺭ ﻧﺎﻣﺤـﺪﻭﺩ ﺑـﻪ ﮐﻮﮐـﺎﺋﻴﻦ‬ ‫ﺩﺳﺘﺮﺳﻲ ﺩﺍﺷﺘﻨﺪ‪ ،‬ﺑﻴﺸﺘﺮ ﺍﺯ ‪ % ٩٠‬ﻣﻮﺵ ﻫﺎ ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﻞ ﺍﺳﺘﻔﺎﺩﻩ ي ﺯﻳﺎﺩ ﺍﺯ ﺍﻳﻦ ﻣﺎﺩﻩ ﺟﺎ ِﻥ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻧﺪ‪.‬‬ ‫ﺶ ﻣﺸﺎﺑﻪ ﺑﺎ ﻫﺮﻭﺋﻴﻦ ﺩﺭ ﻣﺪﺕ ﺯﻣﺎ ِﻥ ﻣﺸﺎﺑﻪ ﺗﻨﻬﺎ ‪ % ٤٠‬ﻣﻮﺵ ﻫﺎ ﺍﺯ ﺑﻴﻦ ﺭﻓﺘﻨﺪ‪.٥‬‬ ‫ﺩﺭ ﻣﻘﺎﺑﻞ ﺩﺭ ﻳﮏ ﺁﺯﻣﺎﻳ ﹺ‬

‫‪ : Cocaine ١‬ﺑﻪ ﺁﻥ ﮐﺮﮎ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ – ﻡ ‪ e‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٤‬‬ ‫‪Crack ٢‬‬ ‫ﻲ‬ ‫ﻞ ﺗﻮﺟﻬﻲ ﺩﺭ ﮐﺎﺭﺑﺮ ِﺩ ﺍﻳﻦ ﺍﺻﻄﻼﺡ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﻫﻤﻪ ي ﺁﻧﻬﺎ ﺩﺭ ﻣﻌﻨ ﹺ‬ ‫ﻲ ﻗﺎﺑ ﹺ‬ ‫‪ : reinforcement ٣‬ﺗﻘﻮﻳﺖ‪ .‬ﮔﻮﻧﺎﮔﻮﻧ ﹺ‬ ‫ﺳﺎﺩﻩ ﺍي ﻣﺸﺘﺮﮎ ﻫﺴﺘﻨﺪ ‪ :‬ﭘﺪﻳﺪﻩ ﺍي ﮐﻪ ﭘﺲ ﺍﺯ ﺭﻓﺘﺎﺭ ﺭﺥ ﻣﻲ ﺩﻫﺪ ﻭ ﺑﺎﻋﺚ ﻣﻲ ﺷﻮﺩ ﺭﻓﺘﺎﺭ ﺩﺭ ﺁﻳﻨﺪﻩ ﺑﻴﺸﺘﺮ ﺑﻪ ﻭﻗﻮﻉ ﺑﭙﻴﻮﻧﺪﺩ‪.‬‬ ‫‪Bozarth & Wise ٤‬‬ ‫‪ e ٥‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٥‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﻫﺸﺘﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎ‬

‫ﺗﻐﻴﻴﺮ ﻧﮕﺮﺮﺵ ﻫﺎ ﺩﺭ ﻃﻃﻮ ﹺﻝ ﺯﻣﺎﻥ ‪:‬‬ ‫ﺩﺭ ﻃﻮ ﹺﻝ ﺯﻣﺎﻥ‬ ‫ﻧﮕﺮﺵ ﺑﻪ ﺍﻧﻮﺍ ﹺﻉ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﻮﺍ ِﺩ ﻣﺨﺪﺭ ﺭ‬ ‫ﻃﺮﺯﹺ ﺵ‬ ‫ﺍﻳﻦ ﺩﮔﺮﮔﻮﻧﻲ ﻫﻤﭽﻨﺎﻥ ﻧﻴﺰ ﺍﺩﺍﻣﻪ ﺩﺍﺭﺩ‪.‬‬ ‫ﺩﮔﺮﮔﻮﻥ ﺷﺪﻩ ﻭ ﻦ‬ ‫ﻣﺼﺮﻑ ﮐﻮﮐﺎﺋﻴﻦ ﮐﮐﺮﺩ ﺑﺎ ﺷﻮﺭ ﻭ‬ ‫ﻑِ‬ ‫ﻫﻨﮕﺎﻣﻲ ﮐﮐﻪ ﻓﺮﻭﻳﺪ ﺷﺮﺮﻭﻉ ﺑﻪ‬ ‫ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﻳﮏ ﺩﺍﺭﻭي ﺩﺭﻣﺎﻧﻧﻲ ﺟﺎﻧﺒﺪﺍﺭي‬ ‫ﺣﺮﺍﺭﺕ ﺍﺯ ﮐﻮﮐﺎﺋﻴﻦ ﻪ‬ ‫ﻣﻲ ﮐﺮﺩ‪ .‬ﺍﻭ ﺣﺘﻲ ﺁﻥ ﺭﺍ ﺑﻪ ﺑﺴﻴﺎﺭي ﺍﺯ ﻣﺮﺩﻡ ﺍﺯ ﺟﺟﻤﻠﻪ ﺩﻭﺳﺘﺎﻥ‬ ‫ﺍﻳﻦ ﺭﻭﻧﺪ ﺍﺩﺍﻣﻪ‬ ‫ﻣﻲ ﮐﺮﺩ‪ .‬ﻦ‬ ‫ﻭ ﺧﺎﻧﻮﺍﺩﻩ ي ﺧﻮﺩ ﻧﻴﻴﺰ ﭘﻴﺸﻨﻬﺎﺩ ﻲ‬ ‫ﮏ ﻓﺮﻭﻳﺪ‪ ،‬ﻓﻠﻴﺸﻞ ﺑﻪ‬ ‫ﻳﮑﻲ ﺍﺯ ﺩﻭﺳﺘﺎ ِﻥ ﻧﺰﺩﻳ ِ‬ ‫ﺩﺍﺷﺖ ﺗﺎ ﻭﻗﺘﻲ ﮐﻪ ﻲ‬ ‫ﺷﺪﺕ ﺑﻪ ﮐﻮﮐﺎﺋﻴﻦ ﻣﻌﺘﺘﺎﺩ ﺷﺪ ﻭ ﺳﺮﺮﺍﻧﺠﺎﻡ ﺍﻳﻦ ﺍﻋﻋﺘﻴﺎﺩ ﻣﻨﺠﺮ ﺑﻪ‬ ‫ﺩﻳﮕﺮ ﺑﻪ ﮐﻮﮐﺎﺋﻴﻦ‬ ‫ﺍﺳﺘﻴﻮﻧﺲ ‪ ( ١٩٨٩‬ﺍﻣﺮﻭﺯﻩ ﺮ‬ ‫ﺲ‬ ‫ﮒ ﺍﻭ ﺷﺪ‪) .‬‬ ‫ﻣﺮ ِ‬ ‫ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﮏ ﺩﺍﺭﻭي ﺩﺩﺭﻣﺎﻧﻲ ﻧﮕﺮﻳﺴﺴﺘﻪ ﻧﻤﻲ ﺷﻮﺩ‪.‬‬ ‫ﺩﺭ ﺩﻫﻪ ي ‪ ١٩٦٠‬ﻭ ‪ ١٩٧٠‬ﺁﻣﻔﺘﺘﺎﻣﻴﻦ ﺑﻪ ﻋﻨﻮﻮﺍﻥ ﺳﺮﮐﻮﺏ‬ ‫ﻣﻲ ﺷﺪ‪ .‬ﺑﺎ ﺍﻳﻦ‬ ‫ﺶ ﻭﻭﺯﻥ ﺗﺠﻮﻳﺰ ﻲ‬ ‫ﮐﻨﻨﺪﻩ ي ﺍﺷﺘﻬﺎ ﻭ ﺮ‬ ‫ﻣﻮﺛﺮ ﺩﺭ ﮐﺎﻫ ﹺ‬ ‫ﮎ ﺁﺁﻣﻔﺘﺎﻣﻴﻦ ﻧﻴﺰ‬ ‫ﻲ ﻫﻮﻟﻨﺎ ِ‬ ‫ﺟﺎﻧﺒ ﹺ‬ ‫ﺕ ﺒ‬ ‫ﻭﺟﻮﺩ‪ ،‬ﭘﭘﺲ ﺍﺯ ﻣﺪﺗﻲ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺷﺪ‪ .‬ﻫﻢ ﺍﮐﻨﻮﻥ‬ ‫ﺷﻨﺎﺧﺘﻪ ﺷﺷﺪ ﻭ ﺗﺠﻮﻳﺰ ﺍﺍﻳﻦ ﺩﺍﺭﻭ ﮐﻨﺎﺭ ﮔﺬﺍﺷﺘﻪ ﺪ‬ ‫ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺧﻄﺮﻧﺎﮎ ﻗﻠﻤﺪﺍﺩ ﻲ‬ ‫ﮎ‬ ‫ﺁﻣﻔﺘﺎﻣﻴﻦ ﻳﮏ ﻣﺎﺩﻩ ي ﺑﺴﻴﺎﺭ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺁﻣﻔﺘﺎﻣﻴﻦ‪:١‬‬ ‫ﺕ ﮐﻮﮐﺎﺋﻴﻦ ﺩﺍﺭﺩ‪ .‬ﺁﻣﻔﺘـﺎﻣﻴﻦ‬ ‫ﺁﻣﻔﺘﺎﻣﻴﻦ ﻳﮏ ﻣﺎﺩﻩ ي ﻣﺼﻨﻮﻋﻲ ) ﻏﻴﺮ ﻃﺒﻴﻌﻲ ( ﺍﺳﺖ ﮐﻪ ﺗﺎﺛﻴﺮﺍﺗﻲ ﻣﺸﺎﺑ ِﻪ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺕ ﺁﻣﻔﺘﺎﻣﻴﻦ ﻭ ﮐﻮﮐﺎﺋﻴﻦ ﺍﻳﻦ ﺍﺳـﺖ ﮐـﻪ‬ ‫ﺍﻓﺮﺍﺩ ﺭﺍ ﺑﺴﻴﺎﺭ ﻫﻮﺷﻴﺎﺭ‪ ،‬ﺑﺮﺍﻧﮕﻴﺨﺘﻪ ﻭ ﭘﺮﺍﻧﺮﮊي ﻣﻲ ﮔﺮﺩﺍﻧﺪ‪ .‬ﻳﮏ ﺗﻔﺎﻭ ِ‬ ‫ﺕ ﮐﻮﮐﺎﺋﻴﻦ ﮐﻮﺗﺎﻩ ﺗﺮ ) ﺩﺭ ﺣﺪﻭ ِﺩ ‪ ٣٠‬ﺩﻗﻴﻘﻪ (‬ ‫ﺕ ﺁﻣﻔﺘﺎﻣﻴﻦ ﺑﺮﺍي ﭼﻨﺪﻳﻦ ﺳﺎﻋﺖ ﺑﺎﻗﻲ ﻣﺎﻧﺪﻩ ﻭﻟﻲ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﻭﻗﺘﻲ ﺗﺎﺛﻴ ﹺﺮ ﺁﻣﻔﺘﺎﻣﻴﻦ ﺍﺯ ﺑـﻴﻦ ﻣـﻲ ﺭﻭﺩ‪ ،‬ﻓـﺮﺩ ﺩﭼـﺎ ﹺﺭ ﺣـﺎﻟﺘﻲ ﻣﻌـﺮﻭﻑ ﺑـﻪ » ﺩﺭ ﻫـﻢ‬ ‫ﻑ ﮐﻮﮐـﺎﺋﻴﻦ ﻧﻴـﺰ ﺍﻳﺠـﺎﺩ ﻣـﻲ ﺷـﻮﺩ‪ .‬ﺍﺳـﺘﻔﺎﺩﻩ ي ﻣـﺪﺍﻭﻡ ﺍﺯ‬ ‫ﺷﮑﺴﺘﮕﻲ‪ « ٢‬ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺣﺎﻟﺖ‪ ،‬ﺑﺮ ﺍﺛـﺮ ﻣﺼـﺮ ِ‬ ‫ي ﺭﻭﺍﻥ ﭘﺮﻳﺸـﺎﻧﻪ ﻭ ﺩﺭﺟـﻪ ي ﺑـﺎﻻﻳﻲ ﺍﺯ ﻋﺼـﺒﺎﻧﻴﺖ ﻭ ﭘﺮﺧﺎﺷـﮕﺮي‬ ‫ﺚ ﺍﻳﺠﺎﺩِ ﻧﺸﺎﻧﻪ ﻫـﺎ ﹺ‬ ‫ﺁﻣﻔﺘﺎﻣﻴﻦ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﺎﻋ ِ‬ ‫ﮔﺮﺩﺩ ‪.‬‬

‫‪ e Amphetamine ١‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٦‬‬ ‫ﻑ‬ ‫ﺖ » ﺩﺭ ﻫﻢ ﺷﮑﺴﺘﮕﻲ « ﭘﺲ ﺍﺯ ﻧﺸﺌﻪ ي ﺁﻣﻔﺘﺎﻣﻴﻦ ﻭ ﮐﻮﮐﺎﺋﻴﻦ‪ .‬ﺍﻳﻦ ﺣﺎﻟﺖ ﻓﻘﻂ ﭘﺲ ﺍﺯ ﻣﺼﺮ ِ‬ ‫ﺡ ﻋﺎﻣﻴﺎﻧﻪ ﺑﺮﺍي ﺣﺎﻟ ِ‬ ‫‪ : crash ٢‬ﺍﺻﻄﻼ ﹺ‬ ‫ﮓ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬ ‫ﻲ ﺍﻳﻦ ﻣﻮﺍﺩ ﻣﺸﺎﻫﺪﻩ ﻣﻲ ﺷﻮﺩ ﻭ ﺑﺎ ﺍﺿﻄﺮﺍﺏ‪ ،‬ﻟﺮﺯﺵ‪ ،‬ﺗﺤﺮﻳﮏ ﭘﺬﻳﺮي ﻭ ﺍﻓﺴﺮﺩﮔﻲ ﻣﺸﺨﺺ ﺍﺳﺖ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨ ِ‬ ‫ﻃﻮﻻﻧ ﹺ‬ ‫ﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي (‬ ‫ﻭ ﺭﻭﺍﻧﭙﺰﺷﮑ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺁﻣﻔﺘﺎﻣﻴﻦ ﭼﮕﻮﻧﻪ ﺑﺮ ﻋﻤﻠﮑﺮﺩِ ﻣﻐﺰ ﺗﺎﺛﻴﺮ ﻣﻲ ﮔﺬﺍﺭﺩ ؟‬ ‫ﻳﮑﻲ ﺍﺯ ﻣﻮﻟﮑﻮﻝ ﻫﺎي ﺁﻣﻔﺘﺎﻣﻴﻦ ﺳـﺎﺧﺘﺎﺭي ﻣﺸـﺎﺑ ِﻪ ﺳـﺎﺧﺘﺎ ﹺﺭ ﺍﻧﺘﻘـﺎﻝ ﺩﻫﻨـﺪﻩ ﻫـﺎي ﻋﺼـﺒﻲ ﻧﻈﻴـﺮ ﻧﻮﺭﺁﺩﺭﻧـﺎﻟﻴﻦ‪،‬‬ ‫ﺶ ﺁﺯﺍﺩﺳﺎﺯي ﺍﻳﻦ ﺳـﻪ ﺍﻧﺘﻘـﺎﻝ ﺩﻫﻨـﺪﻩ‬ ‫ﺚ ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﺁﺩﺭﻧﺎﻟﻴﻦ ﻭ ﺩﻭﭘﺎﻣﻴﻦ ﺩﺍﺭﺩ‪ .‬ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﺁﻣﻔﺘﺎﻣﻴﻦ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﺎﻋ ِ‬ ‫ﻫﺎي ﻋﺼﺒﻲ ﺍﺯ ﭘﺎﻳﺎﻧﻪ ﻫﺎي ﭘﻴﺶ ﺳﻴﻨﺎﭘﺴﻲ ﻣﻲ ﺷﻮﺩ‪ .‬ﺁﻣﻔﺘﺎﻣﻴﻦ ﻫﻤﭽﻨﻴﻦ ﺑﺎﻋـﺚ ﻣـﻲ ﺷـﻮﺩ ﺍﻧﺘﻘـﺎﻝ ﺩﻫﻨـﺪﻩ ﻫـﺎي‬ ‫ي ﺧـﻮﺩ‬ ‫ﻲ ﮐﺎﺗﻪ ﮐﻮﻻﻣﻴﻨﻲ‪ ١‬ﻣﺪﺕ ﺯﻣﺎﻥ ﻧﺴﺒﺘﺎً ﻃﻮﻻﻧﻲ ﺩﺭ ﻓﻀﺎي ﺳﻴﻨﺎﭘﺴﻲ ﺑـﺎﻗﻲ ﻣﺎﻧـﺪﻩ ﻭ ﺑـﻪ ﺍﺛﺮﮔـﺬﺍﺭ ﹺ‬ ‫ﻋﺼﺒ ﹺ‬ ‫ﻖ ﺟﻠﻮﮔﻴﺮي ﺍﺯ ﺑﺎﺯﺟﺬﺏ ) ﺟﻤﻊ ﺁﻭﺭي ﻣﺠﺪﺩ ( ﺍﻳـﻦ ﺍﻧﺘﻘـﺎﻝ ﺩﻫﻨـﺪﻩ‬ ‫ﺍﺩﺍﻣﻪ ﺩﻫﻨﺪ‪ .‬ﺁﻣﻔﺘﺎﻣﻴﻦ ﺍﻳﻦ ﮐﺎﺭ ﺭﺍ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻫﺎي ﻋﺼﺒﻲ ﺑﻪ ﺩﺭﻭ ِﻥ ﭘﺎﻳﺎﻧﻪ ﻫﺎي ﭘﻴﺶ ﺳﻴﻨﺎﭘﺴﻲ ﺍﻧﺠﺎﻡ ﻣﻲ ﺩﻫﺪ‪.‬‬

‫ﻂ ﻫﺎﮐﻲ ) ‪ (١٩٨٣‬ﺟﻤﻊ ﺑﻨﺪي ﺷﺪﻩ ﺍﻧﺪ ‪:‬‬ ‫ﺕ ﺁﻣﻔﺘﺎﻣﻴﻦ ﺑﺮ ﺭﻓﺘﺎﺭ ﺗﻮﺳ ِ‬ ‫ﺗﺎﺛﻴﺮﺍ ِ‬ ‫‪ .١‬ﺁﻣﻔﺘﺎﻣﻴﻦ ﺩﺭ ﺩﻭ ﹺﺯ ) ﻣﻘﺪﺍﺭ ( ﻣﺘﻮﺳﻂ‪ ،‬ﺳﺮﻋﺖِ ﻋﻤﻠﮑﺮﺩ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫـﺪ‪ .‬ﺑـﺎ ﺍﻳـﻦ ﻭﺟـﻮﺩ ﺍﻳـﻦ ﺍﻣـﺮ‬ ‫ﻲ ﻣﺘﻌﺪﺩ ﺑﻪ ﺩﺳﺖ ﻣﻲ ﺁﻳﺪ‪.‬‬ ‫ﺕ ﺟﺎﻧﺒ ﹺ‬ ‫ﺖ ﺍﺑﺘﻼ ﺑﻪ ﺍﺧﺘﻼﻻ ِ‬ ‫ﺑﻌﻀﻲ ﻭﻗﺖ ﻫﺎ ﺑﻪ ﻗﻴﻤ ِ‬ ‫‪ .٢‬ﻫﻤﭽﻨﻴﻦ ﻣﻴﺰﺍ ِﻥ ﺗﻮﺟﻪ ﺍﻧﺘﺨﺎﺑﻲ ﺍﻓﺰﺍﻳﺶ ﻳﺎﻓﺘﻪ ﻭ ﻣﺤﺮﮎ ﻫﺎي ﻣﺤﻴﻄﻲ ﺍي ﮐﻪ ﻧﺴﺒﺘﺎً ﮐﻢ ﺍﻫﻤﻴـﺖ ﻫﺴـﺘﻨﺪ‬ ‫ﻧﺎﺩﻳﺪﻩ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫ﺖ ﺣﺎﻓﻈﻪ ي ﮐﻮﺗﺎﻩ ﻣﺪﺕ‪ ٢‬ﺭﺍ ﮐﺎﻫﺶ ﻣﻲ ﺩﻫﺪ‪.‬‬ ‫‪ .٣‬ﺁﻣﻔﺘﺎﻣﻴﻦ ﻇﺮﻓﻴ ِ‬

‫‪ ١‬ﺩﺳﺘﻪ ﺍي ﺍﺯ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ‪ .‬ﺍﺯ ﻣﻮﺍﺩي ﮐﻪ ﺩﺭ ﺍﻳﻦ ﺩﺳﺘﻪ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﻧﺪ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﻧﻮﺭﺍﭘﻲ ﻧﻔﺮﻳﻦ‪ ،‬ﺍﭘﻲ ﻧﻔﺮﻳﻦ ﻭ‬ ‫ﺩﻭﭘﺎﻣﻴﻦ ﺍﺷﺎﺭﻩ ﮐﺮﺩ‪.‬‬ ‫‪ : working memory ٢‬ﺣﺎﻓﻈﻪ ي ﮐﺎﺭي‪ .‬ﺑﻪ ﺁﻥ ﺣﺎﻓﻈﻪ ي ﮐﻮﺗﺎﻩ ﻣﺪﺕ ) ‪ ( short term memory‬ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﺮﺍي‬ ‫ﺗﻮﺿﻴﺢ ﺑﻴﺸﺘﺮ ‪ e‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٧‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍ ِﺩ ﺗﻮﻫﻢ ﺯﺍ‪: ١‬‬ ‫ﻣﻮﺍ ِﺩ ﺗﻮﻫﻢ ﺯﺍ ﻣﻮﺍﺩي ﻫﺴﺘﻨﺪ ﮐﻪ ﻣﺼﺮﻑ ﺁﻧﻬﺎ ﻣﻨﺠﺮ ﺑـﻪ ﺍﻳﺠـﺎ ِﺩ‬ ‫ﺗﻮﻫ ﹺﻢ ﺩﻳﺪﺍﺭي‪ ،‬ﺧﻄﺎﻫﺎي ﺍﺩﺭﺍﮎ‪ ٢‬ﻭ ﺩﻳﮕﺮ ﺗﺤﺮﻳﻒ ﻫﺎ ﺩﺭ ﺭﻭﻧـ ِﺪ‬ ‫ﺗﻔﮑﺮ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﺮﺧـﻲ ﺍﺯ ﻣـﻮﺍ ِﺩ ﺗـﻮﻫﻢ ﺯﺍ ﺑـﻪ ﺻـﻮﺭﺕِ ﻃﺒﻴﻌـﻲ‬ ‫ﺕ‬ ‫ﻣﻮﺟـــﻮﺩ ﻫﺴـــﺘﻨﺪ ﺩﺭ ﺣﺎﻟﻴﮑـــﻪ ﺑﺮﺧـــﻲ ﺩﻳﮕـــﺮ ﺑـــﻪ ﺻـــﻮﺭ ِ‬ ‫ﺁﺯﻣﺎﻳﺸﮕﺎﻫﻲ ) ﺗﺮﮐﻴﺒﻲ ( ﻭ ﻳﺎ ﺻﻨﻌﺘﻲ ﺑﻪ ﺩﺳﺖ ﻣﻲ ﺁﻳﻨﺪ‪ .‬ﻣﻮﺍ ِﺩ‬ ‫ﺗﻮﻫﻢ ﺯﺍﻳﻲ ﮐﻪ ﺑﻪ ﺻﻮﺭﺕِ ﻃﺒﻴﻌﻲ ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪:‬‬ ‫ƒ ﺳﻴﻠﻮﺳﻴﺒﻴﻦ‪ : ٣‬ﺩﺭ ﻗﺎﺭﭺ ﻫﺎي ﺟﺎﺩﻭﻳﻲ ﻳﺎﻓﺖ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫ﺱ ﻣﺴﮑﺎﻝ ﺑﻪ ﺩﺳﺖ ﻣﻲ ﺁﻳﺪ‪.‬‬ ‫ƒ ﻣﺴﮑﺎﻟﻴﻦ‪ : ٤‬ﺍﺯ ﮐﺎﮐﺘﻮ ﹺ‬

‫ﻦ ﻣﻮﺍ ِﺩ ﺗﻮﻫﻢ ﺯﺍي ﮐﺎﺭﺧﺎﻧﻪ ﺍي ) ﺻﻨﻌﺘﻲ ( ﻧﻴﺰ ﻣﻲ ﺗـﻮﺍﻥ ﺑـﻪ ﻣـﻮﺍﺩي ﻧﻈﻴـ ﹺﺮ ‪ ،٦ DMT ،٥ LSD‬ﻓﻨﺴـﻲ‬ ‫ﺍﺯ ﺑﻴ ﹺ‬ ‫ﺳﻠﻴﺪﻳﻦ‪ ٧‬ﻭ ‪ ٨PCP‬ﺍﺷﺎﺭﻩ ﮐﺮﺩ‪.‬‬

‫‪Hallucinogens ١‬‬ ‫‪ -١: illusions ٢‬ﺗﻌﺒﻴﺮ ﻭ ﺗﻔﺴﻴﺮ ﺍﺷﺘﺒﺎﻫﻲ ﺍﺩﺭﺍﮐﺎﺕ ﺣﺴﻲ – ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ – ‪ -٢‬ﺣﺎﻟﺘﻲ ﮐﻪ‬ ‫ﺍﺩﺭﺍﮎ ﻓﺮﺩ ﺍﺯ ﻳﮏ ﻣﺤﺮﮎ ﺑﺎ ﺧﻮﺍﺹ ﻓﻴﺰﻳﮑﻲ ﺁﻥ ﻣﺤﺮﮎ ﻣﻨﻄﺒﻖ ﻧﺒﺎﺷﺪ – ﻧﻘﻞ ﺍﺯ » ﺍﺣﺴﺎﺱ ﻭ ﺍﺩﺭﺍﮎ « ﺍﺛﺮ ﺍي‪ .‬ﺑﺮﻭﺱ ﮔﻠﺪﺷﺘﺎﻳﻦ –‬ ‫ﺗﺮﺟﻤﻪ ي ﻫﻤﺎﻳﻮﻥ ﻣﻬﻴﻦ – ﺍﻧﺘﺸﺎﺭﺍﺕ ﺩﺍﻧﺸﮕﺎﻩ ﺗﺒﺮﻳﺰ ‪ -‬ﻡ‬ ‫‪Psilocybin ٣‬‬ ‫‪mescaline ٤‬‬ ‫‪ lysergic acid diethylamide ٥‬ﺑﻪ ‪ ،LSD‬ﺍﺳﻴﺪ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫‪ :dimethyltryptamine ٦‬ﺩي ﻣﺘﻴﻞ ﺗﺮﻳﭙﺘﺎﻣﻴﻦ‬ ‫‪phencyclidine ٧‬‬ ‫‪phenylcyclohexylpiperidine ٨‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺕ ﺍﻳـﻦ‬ ‫ﺕ ﺑﻴﺸﻤﺎﺭي ﺑﺮ ﻓﺮ ِﺩ ﻣﺼﺮﻑ ﮐﻨﻨﺪﻩ ﺩﺍﺭﻧﺪ‪ .‬ﻫﺎﻟﺠﻴﻦ ﻭ ﻭﻳـﺖ ﺑـﻮﺭﻥ‪ (١٩٩٧ ) ١‬ﺍﺛـﺮﺍ ِ‬ ‫ﻣﻮﺍ ِﺩ ﺗﻮﻫﻢ ﺯﺍ‪ ،‬ﺍﺛﺮﺍ ِ‬ ‫ﻞ ﺯﻳﺮ ﺑﻴﺎﻥ ﮐﺮﺩﻩ ﺍﻧﺪ ‪:‬‬ ‫ﺩﺍﺭﻭﻫﺎ ﺭﺍ ﺑﻪ ﺷﮑ ﹺ‬ ‫ﺱ ﺍﺯ ﺩﺳﺖ‬ ‫ﺖ ﺷﺨﺼﻲ ﺍﺯ ﺁﻧﻬﺎ ‪ ،‬ﺗﺮ ﹺ‬ ‫ﺕ ﭘﻴﺶ ﻭ ﭘﺎ ﺍﻓﺘﺎﺩﻩ ﻭ ﺑﺮﺩﺍﺷ ِ‬ ‫ﺍﻳﺠﺎ ِﺩ ﺍﺿﻄﺮﺍﺏ‪ ،٢‬ﺍﻓﺴﺮﺩﮔﻲ‪،‬ﺑﺪﻓﻬﻤﻴﺪ ِﻥ ﺍﻇﻬﺎﺭﺍ ِ‬ ‫ﺩﺍﺩ ِﻥ ﻋﻘﻞ ﻭ ﺷـﻌﻮﺭ‪ ،‬ﺍﻓﮑـﺎ ﹺﺭ ﭘﺎﺭﺍﻧﻮﻳـﺎﻳﻲ‪ ٣‬ﻭ ﺑـﻪ ﻃـﻮﺭ ﮐﻠـﻲ ﻋﻤﻠﮑـﺮ ِﺩ ﻫﻤـﺮﺍﻩ ﺑـﺎ ﺍﺧـﺘﻼﻝ‪ .‬ﻫﻤﭽﻨـﻴﻦ ﺍﺯ ﺩﻳﮕـﺮ‬ ‫ﺕ ﭼﺸﻤﮕﻴ ﹺﺮ ﺍﻳﻦ ﻣﻮﺍﺩ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺗﻐﻴﻴﺮﺍﺕِ ﺍﺩﺭﺍﮐﻲ‪ ،‬ﻣﺴ ﹺ‬ ‫ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﺦ ﺷﺨﺼﻴﺖ‪ ، ٤‬ﺗﻮﻫﻢ‪ ،‬ﻫﺬﻳﺎﻥ ﺍﺷﺎﺭﻩ ﮐﺮﺩ‪.‬‬ ‫ﮎ ﺗﻮﻫﻤﻲ ﭘﺎﻳﺪﺍﺭ‪ « ٥‬ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺍﺧﺘﻼﻝ ﻏﺎﻟﺒﺎً ﺯﻣﺎﻧﻲ‬ ‫ﻑ ﻣﮑﺮﺭ ﻣﻮﺍ ِﺩ ﺗﻮﻫﻢ ﺯﺍ ﻣﻨﺠﺮ ﺑﻪ ﺍﺧﺘﻼ ﹺﻝ » ﺍﺩﺭﺍ ِ‬ ‫ﻣﺼﺮ ِ‬ ‫ﻞ‬ ‫ﻇﺎﻫﺮ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﻓﺮﺩ ﺑﺮﺍي ﭼﻨﺪ ﻫﻔﺘﻪ ﺍﺯ ﻫﻴﭻ ﮔﻮﻧﻪ ﻣﺎﺩﻩ ي ﺗﻮﻫﻢ ﺯﺍﻳﻲ ﺍﺳﺘﻔﺎﺩﻩ ﻧﻤﻲ ﮐﻨﺪ‪ .‬ﺍﻳﻦ ﺍﺧﺘﻼﻝ ﺷﺎﻣ ﹺ‬ ‫ﻧﺸﺎﻧﻪ ﻫﺎي ﻧﻈﻴﺮ ﭘﺲ ﻧﻤﺎﻳﻲ‪ ،٦‬ﺍﻧﻮﺍ ﹺﻉ ﺗﻮﻫﻢ‪ ،‬ﻫﺬﻳﺎﻥ‪ ٧‬ﻭ ﺗﻐﻴﻴﺮﺍﺕِ ﺧﻠﻖ ﻭ ﺧﻮ ﻣـﻲ ﺑﺎﺷـﺪ‪ .‬ﺑﺴـﻴﺎﺭي ﺍﺯ ﺍﻳـﻦ ﺍﻓـﺮﺍﺩ‬ ‫ﺣﺎﻟﺖ ﻫﺎي ﺷﺒﻴﻪ ﺑﻪ » ﻧﺸﺌﻪ ي ﻫﻤﺮﺍﻩ ﺑﺎ ﺗﻮﻫﻢ‪ « ٨‬ﺭﺍ ﺗﺠﺮﺑﻪ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺍﺯ ﺟﻤﻠﻪ ﻭﺍﮐﻨﺶ ﻫﺎي ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮑﻲ ﻣﻲ‬

‫‪Halgin , Whitbourne ١‬‬ ‫‪anxiety ٢‬‬ ‫‪ : paranoid thinking ٣‬ﺷﺨﺼﻲ ﮐﻪ ﺩﭼﺎﺭ ﺑﻴﻤﺎﺭي ﭘﺎﺭﺍﻧﻮﻳﺎ ﺍﺳﺖ‪ ،‬ﺩﭼﺎﺭ ﺣﻤﻼﺕ ﻣﻮﻗﺖ ﺗﻮﻫﻢ ﺍﺯ ﺟﻤﻠﻪ ﺗﻮﻫ ﹺﻢ ﺁﺳﻴﺐ ﻭ ﺁﺯﺍﺭ ﺩﻳﺪﻥ‬ ‫ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﺯ ﻭﻳﮋﮔﻲ ﻫﺎي ﺍﻓﺮﺍﺩ ﭘﺎﺭﺍﻧﻮﻳﺎﻳﻲ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﻣﻮﺍﺭﺩي ﻧﻈﻴ ﹺﺮ ﺑﺪﮔﻤﺎﻧﻲ ﺷﺪﻳﺪ‪ ،‬ﺣﺴﺎﺩﺕ ﺷﺪﻳﺪ‪ ،‬ﻟﺠﺎﺟﺖ‪ ،‬ﻭ ﻏﺒﻄﻪ ﺧﻮﺭﺩﻥ ﺍﺷﺎﺭﻩ‬ ‫ﮐﺮﺩ– ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ – ﻡ‬ ‫‪ : depersonalisation ٤‬ﻓﻘﺪﺍﻥ ﺷﺨﺼﻴﺖ‪،‬ﺷﺨﺼﻴﺖ ﺯﺩﺍﻳﻲ‪ ،‬ﺩﮔﺮﺳﺎﻥ ﺑﻴﻨﻲ ‪ :‬ﻳﮏ ﻧﻮﻉ ﺣﺎﻟﺖ ﻣﺮﺿﻲ ﺳﺖ ﮐﻪ ﺷﺨﺺ ﻣﺒﺘﻼ ﺍﺯ‬ ‫ﺍﺣﺴﺎﺱ ﻭﺍﻗﻌﻴﺖ ﻭﺟﻮﺩﺵ ﻋﺎﺟﺰ ﻣﻲ ﺷﻮﺩ ﻳﺎ ﺑﺪﻥ ﺧﻮﺩ ﺭﺍ ﻏﻴﺮ ﻭﺍﻗﻌﻲ ﻣﻲ ﭘﻨﺪﺍﺭﺩ‪ – .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ –‬ ‫ﻡ‬ ‫‪hallucinogen persisting perception disorder ٥‬‬ ‫‪ : flashbacks ٦‬ﺑﺎﺯﮔﺸﺖ ﺑﻪ ﮔﺬﺷﺘﻪ‬ ‫‪ : delusion ٧‬ﻫﺬﻳﺎﻥ ‪ :‬ﺍﻋﺘﻘﺎﺩ ﻏﻠﻂ ﻭ ﻧﺎﺩﺭﺳﺖ ﮐﻪ ﻫﻴﭻ ﮔﻮﻧﻪ ﺩﻟﻴﻞ ﻭ ﮔﻮﺍﻩ ﻣﻨﻄﻘﻲ ﺑﺮﺍي ﺩﺭﺳﺘﻲ ﺁﻥ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ ﻭ ﺍﺯ ﺧﺼﺎﻳﺺ‬ ‫ﺐ ﺟﻨﻮﻥ ﻫﺎﺳﺖ – ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ – ﻡ‬ ‫ﺍﻏﻠ ﹺ‬ ‫‪hallucinogenic intoxication ٨‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺶ ﺿﺮﺑﺎﻥ ﻗﻠﺐ‪ ،‬ﺗﻌﺮﻳﻖ‪ ،‬ﺗﭙﺶﹺ ﻗﻠﺐ‪ ،‬ﺩﻳ ِﺪ ﺗﺎﺭ‪ ،‬ﻟﺮﺯﺵ‪ ،‬ﻧﺎﻫﻤـﺎﻫﻨﮕﻲ ﻭ ﻋـﺪﻡ‬ ‫ﺗﻮﺍﻥ ﺑﻪ ﮔﺸﺎﺩ ﺷﺪ ِﻥ ﻣﺮﺩﻣﮏ‪ ،‬ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﺗﻌﺎﺩﻝ‪.‬‬ ‫ﻂ ﺩﺍﻧﺸﻤﻨﺪي ﺑﻪ ﻧﺎ ﹺﻡ ﺁﻟﺒﺮﺕ‬ ‫ﺕ ﺑﻴﺸﺘﺮي ﺩﺍﺭﺩ‪ .‬ﺍﻳﻦ ﻣﺎﺩﻩ ﺩﺭ ﺳﺎ ﹺﻝ ‪ ١٩٤٣‬ﺗﻮﺳ ِ‬ ‫ﻦ ﻣﻮﺍ ِﺩ ﺗﻮﻫﻢ ﺯﺍ‪ LSD ،‬ﺷﻬﺮ ِ‬ ‫ﺩﺭ ﺑﻴ ﹺ‬ ‫ﻒ ﺍﻭ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﺑﻮﺩ ‪:‬‬ ‫ﻫﺎﻓﻤﻦ‪ ١‬ﮐﺸﻒ ﺷﺪ‪ .‬ﮐﺸ ِ‬ ‫ﺍﻭ ﻳﮏ ﻣﺎﺩﻩ ي ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﺍﺯ ﻳﮏ ﻗﺎﺭﭺ‬ ‫ﮐﻪ ﮔﻤﺎﻥ ﻣﻲ ﮐﺮﺩ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﺍﻓﺮﺍ ِﺩ ﻣﺒﺘﻼ‬ ‫ﺕ ﺗﻨﻔﺴﻲ ﮐﻤﮏ ﮐﻨﺪ ﺭﺍ ﻗـﻮﺭﺕ‬ ‫ﺑﻪ ﻣﺸﮑﻼ ِ‬ ‫ﺩﺍﺩ‪ .‬ﺑﺪﺑﺨﺘﺎﻧﻪ ﺍﻳﻦ ﻣـﺎﺩﻩ ﺍﻭ ﺭﺍ ﺩﺭ ﺭﺍ ِﻩ ﺧﺎﻧـﻪ‬ ‫ﺩﭼـﺎ ﹺﺭ ﺗــﻮﻫ ﹺﻢ ﺷــﺪﻳﺪي ﮐـﺮﺩ‪ .‬ﺑــﻪ ﮔﻔﺘــﻪ ي‬ ‫ﺧــﻮ ِﺩ ﺍﻭ ‪ " :‬ﺑــﻪ ﻗــﺪﺭي ﺍﻳــﻦ ﺣﺎﻟــﺖ ﻏﻴ ـ ﹺﺮ‬ ‫ﻣﻌﻤﻮﻟﻲ ﺑﻮﺩ ﮐﻪ ﺗﺮﺳﻴﺪﻡ ﻣﺒﺎﺩﺍ ﺩﻳﻮﺍﻧﻪ ﺷﺪﻩ‬ ‫ﺶ‬ ‫ﺑﺎﺷﻢ ! " ﺩﺭ ﺩﻫـﻪ ي ‪ LSD ١٩٦٠‬ﻧﻘـ ﹺ‬ ‫ﻲ ﺍﻳﻦ‬ ‫ﮓ ﻣﻮﺍ ِﺩ ﻣﺨﺪﺭ ﭘﻴﺪﺍ ﮐﺮﺩ‪ .‬ﺗﻴﻤﻮﺗﻲ ﻟﻴﺮي‪ ٢‬ﺍﺳﺘﺎﺩ ﺩﺍﻧﺸﮕﺎ ِﻩ ﻫﺎﺭﻭﺍﺭ ِﺩ ﺁﻣﺮﻳﮑﺎ ﺩﺭ ﻣﻌﺮﻓ ﹺ‬ ‫ﺑﺴﻴﺎﺭ ﻣﻬﻤﻲ ﺩﺭ ﻓﺮﻫﻨ ِ‬ ‫ﻣﺎﺩﻩ ﻧﻘﺸﻲ ﺍﺳﺎﺳﻲ ﺩﺍﺷﺖ !‬ ‫ﻦ ‪ ٤‬ﺗـﺎ ‪١٢‬‬ ‫ﻑ ﺍﻳﻦ ﻣﺎﺩﻩ ﻣﻌﻤﻮﻻً ﺑﻴ ﹺ‬ ‫ﺖ » ﭘﺮﻭﺍﺯ‪ «٣‬ﻧﺎﺷﻲ ﺍﺯ ﻣﺼﺮ ِ‬ ‫ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﻓﺮﺩ ‪ Lsd‬ﻣﺼﺮﻑ ﻣﻲ ﮐﻨﺪ‪ ،‬ﺣﺎﻟ ِ‬ ‫ﻑ ‪ LSD‬ﻣﻲ ﺗﻮﺍﻧﺪ ﺍﻓـﺮﺍﺩ ﺭﺍ‬ ‫ﺳﺎﻋﺖ ﺑﺎﻗﻲ ﻣﻲ ﻣﺎﻧﺪ‪ .‬ﺭﻭﻧﺪ ﺗﻔﮑ ﹺﺮ ﺑﻪ ﻫﻢ ﺭﻳﺨﺘﻪ ﻭ ﺗﺤﺮﻳﻒ ﺷﺪﻩ ي ﻧﺎﺷﻲ ﺍﺯ ﻣﺼﺮ ِ‬ ‫ﻓﺮﻳﺐ ﺩﺍﺩﻩ ﻭ ﺑﻪ ﻓﮑ ﹺﺮ ﭘﺮﻭﺍﺯ ﻳﺎ ﭘﺮﻳﺪﻥ ﺍﺯ ﺍﺭﺗﻔﺎﻉ ﺑﺪﻭ ِﻥ ﺍﻳﻨﮑﻪ ﺁﺳﻴﺐ ﺑﺒﻴﻨﻨﺪ ﻭ ﺍﺯ ﺍﻳﻦ ﻗﺒﻴﻞ ﮐﺎﺭﻫﺎ ﻫﺪﺍﻳﺖ ﮐﻨـﺪ‪.‬‬

‫‪Albert Hoffmann ١‬‬ ‫‪Timothy Leary ٢‬‬ ‫ﻲ ﺷﺪﻳﺪ ﺑﻪ ﺍﺩﺍﻣﻪ ي ﻣﺼﺮﻑ ﺩﺍﺭﻭ ‪ -‬ﻧﻘﻞ ﺍﺯ‬ ‫ﻲ ﺭﻭﺍﻧﻲ ‪ :‬ﻧﻴﺎ ﹺﺯ ﺭﻭﺍﻧ ﹺ‬ ‫‪ : psychological dependence ٣‬ﻭﺍﺑﺴﺘﮕﻲ ﺫﻫﻨﻲ‪ ،‬ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﮒ ﻓﺮﺩ ﮔـﺮﺩﺩ‪ .‬ﺑـﻪ ﻧﻈـﺮ‬ ‫ﭼﻨﻴﻦ ﺍﻓﮑﺎ ﹺﺭ ﺗﻮﻫﻢ ﮔﻮﻧﻪ ﺍي ﺍﮔﺮ ﺑﻪ ﻣﺮﺣﻠﻪ ي ﻋﻤﻞ ﺑﺮﺳﺪ ﻣﻲ ﺗﻮﺍﻧﺪ ﺣﺘﻲ ﻣﻨﺠﺮ ﺑﻪ ﻣﺮ ِ‬ ‫ﻲ ﻓﻴﺰﻳﮑﻲ ﺍﻳﺠﺎﺩ ﻧﮑﻨـﺪ‪ .‬ﻫﻤﭽﻨـﻴﻦ ﺯﻣـﺎﻧﻲ ﮐـﻪ ﺍﻓـﺮﺍﺩ ﺍﺳـﺘﻌﻤﺎ ﹺﻝ ﺁﻥ ﺭﺍ‬ ‫ﻣﻲ ﺭﺳﺪ ﺍﺳﺘﻌﻤﺎ ﹺﻝ ﻣﮑﺮ ﹺﺭ ‪ LSD‬ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﮎ ﻣﺤﺪﻭﺩي ﺭﺍ ﺗﺠﺮﺑﻪ ﮐﻨﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﺣﺎﻝ ﻭﺍﺿﺢ ﻧﻴﺴـﺖ ﮐـﻪ‬ ‫ﻣﺘﻮﻗﻒ ﻣﻲ ﮐﻨﻨﺪ‪ ،‬ﺗﻨﻬﺎ ﻣﻤﮑﻦ ﺍﺳﺖ ﻧﺸﺎﻧﻪ ﻫﺎي ﺗﺮ ِ‬ ‫ﻲ ﺫﻫﻨﻲ‪ ١‬ﮔﺮﺩﺩ ﻳﺎ ﻧﻪ‪.‬‬ ‫ﺁﻳﺎ ‪ LSD‬ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﺎﻋﺚِ ﻭﺍﺑﺴﺘﮕ ﹺ‬

‫ﺕ‬ ‫ﺕ ‪ PCP‬ﻳﺎ » ﮔﺮ ِﺩ ﺷﻴﻄﺎﻥ « ﻣﺸﺎﺑ ِﻪ ﺍﺛﺮﺍ ِ‬ ‫ﻳﮑﻲ ﺩﻳﮕﺮ ﺍﺯ ﻣﻮﺍ ِﺩ ﺗﻮﻫﻢ ﺯﺍ ‪ PCP‬ﻧﺎﻡ ﺩﺍﺭﺩ‪ .‬ﺑﺮﺧﻲ ﺍﺯ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫‪ LSD‬ﻫﺴﺘﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ‪ PCP‬ﺍﺯ ‪ LSD‬ﻧﻴﺰ ﺧﻄﺮﻧﺎﮎ ﺗﺮ ﺍﺳﺖ‪ .‬ﺑﺮﺧﻲ ﺍﺯ ﺗﺎﺛﻴﺮﺍﺕ ‪ PCP‬ﺩﺭ ﺯﻳﺮ‬ ‫ﺁﻣﺪﻩ ﺍﺳﺖ ‪:‬‬ ‫ƒ ‪ PCP‬ﻣﻲ ﺗﻮﺍﻧﺪ ﻓﺮﺩ ﺭﺍ ﭘﺮﺧﺎﺷﮕﺮ‪ ،‬ﺑﻲ ﻗﺮﺍﺭ ﻭ ﻣﺘﺠﺎﻭﺯ‬ ‫ﮔﺮﺩﺍﻧﺪﻩ ﻭ ﺑﺮﺧﻲ ﻋﻼﺋ ﹺﻢ ﺍﺳﮑﻴﺰﻭﻓﺮﻧﻲ ﺭﺍ ﺩﺭ ﻭي ﺍﻳﺠﺎﺩ ﮐﻨﺪ‪.‬‬ ‫ﺚ ﺳﺮﺩﺭﮔﻤﻲ ﻭ ﺭﻓﺘﺎﺭﻫﺎي‬ ‫ﻑ ‪ PCP‬ﺑﺎﻋ ِ‬ ‫ƒ ﮔﺎﻫﻲ ﺍﻭﻗﺎﺕ ﻣﺼﺮ ِ‬ ‫ﮐﻠﻴﺸﻪ ﺍي‪ ٢‬ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻦ ﻓﺸﺎ ﹺﺭ ﺧﻮﻥ‪ ،‬ﺗﺸﻨﺞ ﻭ‬ ‫ƒ ‪ PCP‬ﻣﻲ ﺗﻮﺍﻧﺪ ﻣﻨﺠﺮ ﺑﻪ ﺑﺎﻻ ﺭﻓﺘ ﹺ‬ ‫ﻦ ﻓﺮﺩ ﮔﺮﺩﺩ‪ ) .‬ﺧﻄﺮﻧﺎﮎ ﺗﺮﻳﻦ ﺍﺛﺮ ‪( PCP‬‬ ‫ﺣﺘﻲ ﺑﻪ ﮐﻤﺎ ﺭﻓﺘ ﹺ‬

‫ﺕ ﺗﺨﺼﺼﻲ ﺑﺎﺯ ﻣﻲ ﮐﻨﺪ‪ .‬ﺍﻳﻦ ﺍﺻﻄﻼﺡ ﺑﻪ ﺩﻭﺭﻩ ي ﺯﻣﺎﻧﻲ ﮐﻪ‬ ‫‪ : trip ١‬ﭘﺮﻭﺍﺯ‪ .‬ﺍﺻﻄﻼﺣﻲ ﻋﺎﻣﻴﺎﻧﻪ ﮐﻪ ﺗﺪﺭﻳﺠﺎً ﺟﺎي ﺧﻮﺩ ﺭﺍ ﺩﺭ ﻣﻘﺎﻻ ِ‬ ‫ﮓ‬ ‫ﻞ ‪ LSD‬ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨ ِ‬ ‫ﻦ ﺁﻥ ﺗﺤﺖ ﺗﺎﺛﻴ ﹺﺮ ﻳﮏ ﺩﺍﺭﻭي ﺗﻮﻫﻢ ﺯﺍ ﻳﺎ ﻣﻘﻠ ِﺪ ﺭﻭﺍﻥ ﭘﺮﻳﺸﻲ ﻣﺜ ﹺ‬ ‫ﻓﺮﺩ ﺿﻤ ﹺ‬ ‫ﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي (‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﻧﭙﺰﺷﮑ ﹺ‬ ‫‪ : stereotyped behaviour ٢‬ﺭﻓﺘﺎﺭ ﮐﻠﻴﺸﻪ ﺍي ) ﺛﺎﺑﺖ ( ﻳﺎ ﻗﺎﻟﺒﻲ ‪:‬‬ ‫‪ .١‬ﺭﻓﺘﺎﺭ ﻳﺎ ﭘﺎﺳﺦ ﺍﻧﻌﻄﺎﻑ ﻧﺎﭘﺬﻳﺮ ﻭ ﻳﮑﻨﻮﺍﺧﺖ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ (‬ ‫ﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي (‬ ‫ﮓ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﻧﭙﺰﺷﮑ ﹺ‬ ‫ﺕ ﮐﻼﻣﻲ ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨ ِ‬ ‫ﻲ ﺣﺮﮐﺎﺕ ﻳﺎ ﺍﺻﻮﺍ ِ‬ ‫‪ .٢‬ﺗﮑﺮﺍ ﹺﺭ ﺑﻴﻤﺎﺭ ﮔﻮﻧﻪ ﻭ ﻃﻮﻻﻧ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺕ ﻣﻮﺍ ِﺩ ﺗﻮﻫﻢ ﺯﺍ ﺑﺮ ﻣﻐﺰ ﭼﻴﺴﺖ ؟‬ ‫ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺳﺎﺧﺘﺎ ﹺﺭ ‪ LSD‬ﻣﺸﺎﺑ ِﻪ ﺳﺎﺧﺘﺎ ﹺﺭ ﺳﺮﻭﺗﻮﻧﻴﻦ ﺍﺳﺖ‪ ،‬ﺩﺭ ﻧﺘﻴﺠﻪ ﺑﺮ ﺭﻭي ﺳﻴﺴﺘ ﹺﻢ ﺳﺮﻭﺗﻮﻧﻴﻦ ﺗﺎﺛﻴﺮ ﻣﻲ ﮔﺬﺍﺭﺩ‪ .‬ﺑﻪ ﻃﻮ ﹺﺭ‬ ‫ﺩﻗﻴﻖ ﺗﺮ ‪:‬‬ ‫ﺖ ﺳﺮﻭﺗﻮﻧﻴﻦ ﺍﺳﺖ ﻭ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﺳﺮﻭﺗﻮﻧﻴﻦ ﺭﺍ ﺗﺤﺮﻳﮏ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫• ‪ LSD‬ﺁﮔﻮﻧﻴﺴ ِ‬ ‫• ﻫﻤﭽﻨﻴﻦ ﻣﻌﻠﻮﻡ ﺷﺪﻩ ﺍﺳﺖ ﮐﻪ ﺳﺮﻭﺗﻮﻧﻴﻦ ﺩﺭ ﮐﻨﺘﺮ ﹺﻝ ﺭﻭﻳﺎ ﻧﻴﺰ ﻧﻘﺶ ﺩﺍﺭﺩ‪) .‬ﮐﺎﺭﻟﺴﻮﻥ‪( ١٩٩٤ ١‬‬ ‫ﺚ ﺍﻳﺠـﺎ ِﺩ ﻓﻌﺎﻟﻴـﺖ ﻫـﺎي ﺭﻭﻳـﺎ‬ ‫ﺍﮔﺮ ﺍﻳﻦ ﻳﺎﻓﺘﻪ ﻫﺎ ﺭﺍ ﮐﻨﺎ ﹺﺭﻫﻢ ﺑﮕﺬﺍﺭﻳﻢ ﻣﺸﺨﺺ ﻣﻲ ﺷﻮﺩ ﮐﻪ ‪ LSD‬ﭼﮕﻮﻧﻪ ﺑﺎﻋـ ِ‬ ‫ﻣﺎﻧﻨﺪ‪ ،‬ﺣﺘﻲ ﺩﺭ ﺯﻣﺎ ِﻥ ﺑﻴﺪﺍﺭي ﻣﻲ ﮔﺮﺩﺩ‪.‬‬ ‫ﺐ ﺗﺤﺮﻳﮏ ﻭ ﺁﺯﺍﺩﺳﺎﺯي ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ ﺩﻳﮕﺮي ﺑﻪ ﻧﺎ ﹺﻡ ﺩﻭﭘﺎﻣﻴﻦ ﻣﻲ ﮔﺮﺩﺩ‪) .‬ﮔﺮﻟﻴﮏ ﻭ‬ ‫‪ PCP‬ﻣﻮﺟ ﹺ‬ ‫ﺖ ﺗـﺎﺛﻴﺮ ‪ PCP‬ﻗـﺮﺍﺭ‬ ‫ﻦ ﻣﺪﺍﺭﻫﺎي ﻣﻐﺰي ﮐﻪ ﺗﺤـ ِ‬ ‫ﺑﺎﻟﺴﺘﺮ‪ . ( ١٩٩٥ ٢‬ﺩﺭ ﻫﺮ ﺣﺎﻝ ﺗﺤﻘﻴﻘﺎﺕ ﺩﺭ ﺗﻼﺵ ﺑﺮﺍي ﻳﺎﻓﺘ ﹺ‬ ‫ﻣﻲ ﮔﻴﺮﻧﺪ ﻫﻤﭽﻨﺎﻥ ﺍﺩﺍﻣﻪ ﺩﺍﺭﺩ‪ ) .‬ﺭﻭﺯﻧﺰﻭﻳﮓ‪ ،‬ﻟﻴﻤﻦ ﻭ ﺑﺮﻳﺪﻻﻭ ‪. ( ١٩٩٩‬‬

‫‪Carlson ١‬‬ ‫‪Gorelick , Balster ٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺕ ﺗﺮﻳﺎﮎ‪:١‬‬ ‫ﻣﺸﺘﻘﺎ ِ‬ ‫ﺕ ﺗﺮﻳـﺎﮎ ﺩﺍﺭﻧـﺪ‪ .‬ﺩﺭ ﻣﻴـﺎ ِﻥ ﺍﻳـﻦ ﺩﺳـﺘﻪ ﺍﺯ ﻣـﻮﺍﺩ‪،‬‬ ‫ﺕ ﺗﺮﻳﺎﮎ‪ ،‬ﻣﻮﺍﺩي ﻫﺴﺘﻨﺪ ﮐﻪ ﺗﺎﺛﻴﺮﺍﺗﻲ ﻣﺸﺎﺑ ِﻪ ﺗـﺎﺛﻴﺮﺍ ِ‬ ‫ﻣﺸﺘﻘﺎ ِ‬ ‫ﺱ ﺗﺮﻳـﺎﮎ‬ ‫ﺕ ﺗﺮﻳﺎﮎ‪ ،‬ﻫﻤﮕﻲ ﺑﺮ ﺍﺳـﺎ ﹺ‬ ‫ﺑﺮﺧﻲ ﺍﺯ ﺧﻄﺮﻧﺎﮎ ﺗﺮﻳﻦ ﻭ ﺍﻋﺘﻴﺎﺩ ﺁﻭﺭﺗﺮﻳﻦ ﻣﻮﺍﺩ ﺣﻀﻮﺭ ﺩﺍﺭﻧﺪ‪ .‬ﻣﺸﺘﻘﺎ ِ‬ ‫ﺕ‬ ‫ﮐﻪ ﺧﻮﺩ ﺍﺯ ﺷﻴﺮﻩ ي ﭼﺴﺒﻨﺎﮎِ ﺧﺸﺨﺎﺵ ﺑﻪ ﺩﺳﺖ ﻣﻲ ﺁﻳﺪ‪ ،‬ﺗﻮﻟﻴﺪ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺑﺮﺧﻲ ﺍﺯ ﻣﻌﺮﻭﻑ ﺗﺮﻳﻦ ﻣﺸـﺘﻘﺎ ِ‬ ‫ﻲ ﺗﺮﻳﺎﮎ ﻣﺤﺴﻮﺏ ﻣﻲ ﺷﻮﺩ‪ .‬ﻫـﺮﻭﺋﻴﻦ‬ ‫ﺗﺮﻳﺎﮎ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪ :‬ﻣﻮﺭﻓﻴﻦ‪ ،‬ﻫﺮﻭﺋﻴﻦ ﻭ ﮐﻮﺩﺋﻴﻦ‪ .‬ﻣﻮﺭﻓﻴﻦ ﻋﻨﺼ ﹺﺮ ﺍﺻﻠ ﹺ‬ ‫ﻭ ﮐﻮﺩﺋﻴﻦ ﻧﻴﺰ ﻫﺮ ﺩﻭ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺍﺯ ﻣﻮﺭﻓﻴﻦ ﺑﻪ ﺩﺳﺖ ﺑﻴﺎﻳﻨﺪ‪.‬‬

‫ﻫﺮﻭﺋﻴﻦ‪ ٢‬ﭼﮕﻮﻧﻪ ﻭﺍﺭ ِﺩ ﺟﻮﺍﻣﻊ ﺷﺪ ؟‬ ‫ﺶ ﺩﺭﺩ‪،‬‬ ‫ﺩﺭ ﺯﻣﺎﻧﻲ ﻧﻪ ﭼﻨﺪﺍﻥ ﺩﻭﺭ‪ ،‬ﺑﻪ ﺳﺮﺑﺎﺯﺍﻥ ﺑﺮﺍي ﮐﺎﻫ ﹺ‬ ‫ﻣﻮﺭﻓﻴﻦ ﺗﺰﺭﻳﻖ ﻣﻲ ﺷﺪ‪ .‬ﺍﻣﺎ ﺍﻳﻦ ﺳﺮﺑﺎﺯﺍﻥ ﭘـﺲ ﺍﺯ ﻣـﺪﺗﻲ‬ ‫ﺑﻪ ﺁﻥ ﻣﻌﺘﺎﺩ ﻣﻲ ﺷﺪﻧﺪ‪ .‬ﺩﺭ ﭘﺎﻳﺎﻥِ ﻗﺮﻥِ ﻧﻮﺯﺩﻫﻢ ﺑﺮﺍي ﺭﻓـ ﹺﻊ‬ ‫ﻲ ﺑـﺎﻳﺮ ) ‪ ،( bayer‬ﻫـﺮﻭﺋﻴﻦ‬ ‫ﺍﻳﻦ ﻣﺸﮑﻞ ﮐﻤﭙﺎﻧﻲِ ﺩﺍﺭﻭﻳ ﹺ‬ ‫ﺭﺍ ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﻧﻮﻋﻲ ﻣـﻮﺭﻓﻴﻦ ﮐـﻪ ﺍﺛـ ﹺﺮ ﺍﻋﺘﻴـﺎﺩ ﺁﻭﺭ ﻧـﺪﺍﺭﺩ‬ ‫ﻋﺮﺿﻪ ﮐﺮﺩ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﻫﺮﻭﺋﻴﻦ ﭘﺲ ﺍﺯ ﻣﺪﺗﻲ ﺩﺍﺭﺍي‬ ‫ﻫﻤﺎﻥ ﻣﻴﺰﺍﻥ ﺍﻋﺘﻴﺎﺩ ﺁﻭﺭي ﺷﺪ ﮐـﻪ ﻣـﻮﺭﻓﻴﻦ ﺑـﺎ ﺧـﻮﺩ ﺑـﻪ‬ ‫ﻫﻤﺮﺍﻩ ﺩﺍﺷﺖ‪! ٣‬‬

‫‪Opiates ١‬‬ ‫ﻲ ﺁﻥ ‪ diacetylmorphine‬ﻣﻲ ﺑﺎﺷﺪ‪.‬‬ ‫‪ : Heroin ٢‬ﻧﺎﻡ ﻋﻠﻤ ﹺ‬ ‫‪ ٣‬ﻫﺮﻭﺋﻴﻦ ﺩﺭ ﺑﺪﻥ ﺑﻪ ﺳﺮﻋﺖ ﺑﻪ ﻣﻮﺭﻓﻴﻦ ﺗﺒﺪﻳﻞ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﺍﻧﮕﻴﺰﺵ ﻭ ﻫﻴﺠﺎﻥ ﺍﺛﺮ ﺭﺍﺑﺮﺕ ﻓﺮﺍﻧﮑﻦ – ﻧﺸﺮ ﻧﻲ – ﺻـﻔﺤﻪ ي ‪٣١٤‬‬ ‫(‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫‪: Opiates e‬‬ ‫ﺑﺎﻳﺴﺘﻲ ﺑﻴﻦ ﺳﻪ ﻭﺍﮊﻩ ي ‪ opiates ،opium‬ﻭ ‪ opioids‬ﺗﻔﺎﻭﺕ ﻗﺎﺋﻞ ﺷﺪ ‪:‬‬ ‫ƒ‬

‫ﮎ ﮔﻴﺎ ِﻩ ﺧﺸﺨﺎﺵ ﺑﻪ ﺩﺳـﺖ ﻣـﻲ ﺁﻳـﺪ‪،‬‬ ‫‪ : Opium‬ﺗﺮﻳﺎﮎ ) ﺍﻓﻴﻮﻥ ( ‪ :‬ﺑﻪ ﻣﺎﺩﻩ ﺍي ﮐﻪ ﺍﺯ ﺷﻴﺮﻩ ي ﭼﺴﺒﻨﺎ ِ‬ ‫ﺗﺮﻳﺎﮎ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬

‫ƒ ‪ : Opiates‬ﻣﺸﺘﻘﺎِﺗﺘﺮﻳﺎﮎ ) ﻣﻮﺍﺩ ﺍﻓﻴﻮﻧﻲ ( ‪ :‬ﻫﺮﮔﻮﻧﻪ ﻣﺎﺩﻩ ﺍي ﮐﻪ ﺍﺯ ﺗﺮﻳﺎﮎ ﮔﺮﻓﺘﻪ ﺷﻮﺩ ﭼـﻪ ﻃﺒﻴﻌـﻲ )‬ ‫ﻞ ﻣﻮﺭﻓﻴﻦ‪ ،‬ﮐﻮﺩﺋﻴﻦ ( ﻭ ﭼﻪ ﻧﻴﻤﻪ – ﻣﺼﻨﻮﻋﻲ ) ﻣﺜﻼً ﻫـﺮﻭﺋﻴﻦ ( ﻭ ﻗـﺎﺩﺭ ﺑـﻪ ﺍﺗﺼـﺎﻝ ﺑـﻪ ﮔﻴﺮﻧـﺪﻩ ﻫـﺎي‬ ‫ﻣﺜ ﹺ‬ ‫ﺕ ﺗﺮﻳﺎﮎ ﻣﺤﺴﻮﺏ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺗﺮﻳﺎﮎ ﺑﺎﺷﺪ‪ ،‬ﺟﺰﻭ ﻣﺸﺘﻘﺎ ِ‬ ‫ƒ ‪ : Opioids‬ﻣﻮﺍﺩ ﺷﺒﻪ ﺍﻓﻴﻮﻧﻲ ‪ :‬ﺑﻪ ﻫﺮﮔﻮﻧﻪ ﻣﺎﺩﻩ ﺍي ﮐﻪ ﻗﺎﺩﺭ ﺑﻪ ﺍﺗﺼﺎﻝ ﺑﻪ ﮔﻴﺮﻧﺪﻩ ﻫـﺎي ﺗﺮﻳـﺎﮎ ﺩﺭ ﻣﻐـﺰ‬ ‫ﺕ ﺗﺮﻳﺎﮎ ﻧﻴﺰ ﺟـﺰﻭ ﻣـﻮﺍﺩ ﺷـﺒﻪ‬ ‫ﺑﺎﺷﺪ‪ ،‬ﻣﺎﺩﻩ ي ﺷﺒﻪ ﺍﻓﻴﻮﻧﻲ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﺪﻳﻬﻲ ﺍﺳﺖ ﮐﻪ ﺗﻤﺎﻣﻲ ﻣﺸﺘﻘﺎ ِ‬ ‫ﺍﻓﻴﻮﻧﻲ ﺑﻪ ﺣﺴﺎﺏ ﻣﻲ ﺁﻳﻨﺪ‪ .‬ﺍﺯ ﺟﻤﻠﻪ ﻣـﻮﺍﺩ ﺷـﺒﻪ ﺍﻓﻴـﻮﻧﻲ ﺩﻳﮕـﺮ ﻣـﻲ ﺗـﻮﺍﻥ ﺑـﻪ ﺗﺮﺍﻣـﺎﺩﻭﻝ ‪،Tramadol‬‬ ‫ﻣﺘﺎﺩﻭﻥ ‪ Methadone‬ﻭ ﻟﻮﭘﺮﺍﻣﻴﺪ ‪ Loperamide‬ﺍﺷﺎﺭﻩ ﮐﺮﺩ‪.‬‬ ‫ﺕ ﻫﺮ ﺳﻪ ﺩﺳﺘﻪ ي ﻣﺬﮐﻮﺭ‪ ،‬ﺑﺴﻴﺎﺭ ﺷﺒﻴﻪ ﻳﮑﺪﻳﮕﺮ ﺍﺳﺖ‪.‬‬ ‫ﻻﺯﻡ ﺑﻪ ﺫﮐﺮ ﺍﺳﺖ ﮐﻪ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﻣﻨﺒﻊ ‪www.drugs-forum.co.uk/ :‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﻫﺸﺘﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎ‬

‫ﻣﻲ ﮔﺬﺍﺭﻧﺪ؟‬ ‫ﺕ ﺗﺮﻳﺎﮎ ﭼﭼﮕﻮﻧﻪ ﺑﺮ ﻣﻐﺰ ﺍﺛﺮ ﻲ‬ ‫ﻫﺮﻭﻭﺋﻴﻦ ﻭ ﺳﺎﻳ ﹺﺮ ﻣﺸﺘﻘﺎﺕ‬

‫ﺕ ﺗﺮ ﮎ‬ ‫ﻳـﺎﮎ‬ ‫ﻑ ﻣﺸﺘﺘﻘﺎ ِ‬ ‫ﺕ ﺗﺮﻳﺎﮎ ﻭﺟﺟﻮﺩ ﺩﺍﺭﺩ ! ﻣﻣﺼﺮ ِ‬ ‫ﻣﺨﺼﻮﺹ ﻣﺸﺘﻘﺎ ِ‬ ‫ﺹﹺ‬ ‫ﻒ ﻣﻐﺰﺰ ﮔﻴﺮﻧﺪﻩ ﻫﺎﻳﻳﻲ‬ ‫ﺩﺭ ﺑﺨﺶ ﻫﺎي ﻣﻣﺨﺘﻠ ِ‬ ‫ﺖ ﺫﻫﻨﻨﻲ ﻓﺮﺩ ﺗﻐﻴﻴــﺮ‬ ‫ﺩﺭ ﺣﺎﻟ ِ‬ ‫ﻲ ﺷﻮﺩ ﺗﺎ ﺍﻳﻳﻦ ﮔﻴﺮﻧﺪﻩ ﻫﻫﺎ ﺗﺤﺮﻳﮏ ﺷﻮﻧﺪ ﻭ ﺑﻪ ﺍﺍﻳﻦ ﺷﮑﻞ ﺭ‬ ‫) ﻣﺜﺜﻼً ﻫﺮﻭﺋﻴﻦ (‪ ،‬ﺑﺎﻋﺚ ﻣﻲ‬ ‫ﺠﺎﺩ ﺷﻮﺩ‪.‬‬ ‫ﺍﻳﺠﺎ‬ ‫ﺕ ﺗﺮﻳﺎﮎ ﻭﺟـﻮﺩ ﺩﺍﺭﺭﺩ ؟ ﺩﺭ ﭘﺎﺳــﺦ‬ ‫ﻣﺸﺘﻘﺎ ِ‬ ‫ﺎ‬ ‫ﻣﺨﺼﻮﺹ ﺑﻪ‬ ‫ﺹ‬ ‫ﮑﻦ ﺍﺳﺖ ﺳﻮﻮﺍﻝ ﮐﻨﻴﺪ ﭼﭼﺮﺍ ﺩﺭ ﺑﺪ ِﻥ ﻣﻣﺎ ﮔﻴﺮﻧﺪﻩ ﻫﻫﺎي‬ ‫ﻣﻤﮑ‬ ‫ﺕِ‬ ‫ﻣﺸﺘﻘﺎﺕ‬ ‫ﮔﻮﻧﺎﮔﻮﻧﻲ ﺍﺯ‬ ‫ﻲ‬ ‫ﻦ ﮔﻴﺮﻧﺪﻩ ﻫﺎ ﺩﺭ ﺑﺪ ِﻥ ﻣﺎ ﺍﻳﻦ ﺍﺳﺖ ﮐﮐﻪ ﺩﺭ ﺩﺍﺧﻞﹺ ﺑﺪ ِﻥ ﻣﺎ ﺍﻉﹺ‬ ‫ﺍﻧﻮﺍﻉ‬ ‫ﺩﻟﻴﻞ ﻭﺟﻮ ِﺩ ﺍﻳﻦ‬ ‫ﺑﺎﻳﺪ ﮔﻔﺖ ﻞﹺ‬ ‫ﺪ‬ ‫ﺕ‬ ‫ﻣﻮﺍﺩ ﻣﺘﺼﻞ ﺷﻮﻧﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﻧــﻮﻉ‬ ‫ﺲ ﺑﻪ ﮔﻴﺮﻧﺪﻩ ﻫﺎﻳﻲ ﺍﺣﺘﻴﻴﺎﺝ ﺍﺳﺖ ﺗﺎ ﺑﻪ ﺍﻳﻦ ﺩ‬ ‫ﺗﺮﻳﺎﺎﮎ ﺳﺎﺧﺘﻪ ﻣﻲ ﺷﻮﺩ ﭘﺲ‬ ‫ﻣﺸـﺘﻘﺎﺕِ‬ ‫ﮎ ﺩﺩﺭﻭﻥ ﺯﺍﺩ‪ ١‬ﮔﮔﻔﺘﻪ ﻣﻲ ﺷﻮﻮﺩ‪ .‬ﺩﻭ ﻧﻤﻮﻧﻧـﻪ‬ ‫ﻣﺸﺘﻘﺎﺕ ﺗﺮﻳﺎ ِ‬ ‫ﺕِ‬ ‫ﺍﺻﻄﻼﺣﺎً‬ ‫ﻼ‬ ‫ﺗﺮﻳﺎﺎﮎ ﮐﻪ ﺩﺭ ﺩﺭﻭﻥ ﺑﺪﻥ ﺳﺎﺧﺘﻪ ﻣﻲ ﺷﺷﻮﻧﺪ‬ ‫ﺻﻔﺤﻪ ي ﺑﻌﺪ ﺍﺭﺍﺋﻪ ﺷﺪﻩ ﺍﺍﺳﺖ (‬ ‫ﺍﺯ ﺍﻳﻦ ﻣﻮﺍﺩ ﻋﺒﺎﺎﺭﺗﻨﺪ ﺍﺯ ﺍﻧﮑﮑﻔﺎﻟﻴﻦ‪ ٢‬ﻭ ﺑﺘﺘﺎﺍﻧﺪﻭﺭﻓﻴﻦ‪ ) .٣‬ﺗﻮﺿﻴﺢ ﺑﻴﺸﺘﺮ ﺩﺭ ﺻ‬

‫ﺑﺪﻥ ﺗﻮﻟﻴﺪ ﺷﻮﻧﺪ‪.‬‬ ‫ﻞ ﻥ‬ ‫ﮐﻪ ﺩﺭ ﺩﺍﺧ ﹺ‬ ‫‪ : endogenous‬ﺩﺭﻭﻥ ﺯﺍﺩ‪ ،‬ﺑﻪ ﻣﻮﺍﺩي ﮔﻔﺘﺘﻪ ﻣﻲ ﺷﻮﺩ ﻪ‬ ‫‪e‬‬ ‫‪s١‬‬ ‫‪encephalinn ٢‬‬ ‫‪B-endorphinn ٣‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺲ ﺩﺭﺩ‪ ،‬ﺗﻘﻮﻳـﺖ‪ ،‬ﺗﺴـﮑﻴﻦ ﻭ‬ ‫ﻑ ﻣﮑﺮ ﹺﺭ ﻫﺮﻭﺋﻴﻦ‪ ،‬ﭼﻬﺎﺭ ﭘﻴﺎﻣ ِﺪ ﺍﺳﺎﺳﻲ ﺑﺮﺍي ﻓﺮﺩ ﺑﻪ ﻫﻤﺮﺍﻩ ﺩﺍﺭﺩ ‪ :‬ﻓﻘﺪﺍ ِﻥ ﺣـ ﹺ‬ ‫ﻣﺼﺮ ِ‬ ‫ﮎ ﻣﺘﻤـﺎﻳﺰي‬ ‫ﺕ ﺗﺮﻳـﺎ ِ‬ ‫ﺶ ﺩﻣﺎي ﺑﺪﻥ‪ .‬ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﺑﺮﺍي ﻫﺮ ﻳﮏ ﺍﺯ ﺍﻳﻦ ﻣـﻮﺍﺭﺩ‪ ،‬ﮔﻴﺮﻧـﺪﻩ ﻫـﺎي ﻣﺸـﺘﻘﺎ ِ‬ ‫ﮐﺎﻫ ﹺ‬ ‫ﻭﺟﻮﺩ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ‪:‬‬

‫ﻞ ﺗﺎﺛﻴﺮ ﻫﺮﻭﺋﻴﻦ ﺑﺮ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﻣﻮﺟﻮﺩ ﺩﺭ ﻳﮏ ﺑﺨﺶ ﺍﺯ‬ ‫‪ -١‬ﻓﻘﺪﺍ ِﻥ ﺣﺲ ﺩﺭﺩ‪ ) ١‬ﺑﻲ ﺩﺭﺩي ( ‪ :‬ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﻣﻐﺰﻣﻴﺎﻧﻲ ‪.‬‬ ‫ﺕ‬ ‫ﻞ ﺗﺎﺛﻴ ﹺﺮ ﻫﺮﻭﺋﻴﻦ ﺑﺮ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﻣﻮﺟـﻮﺩ ﺩﺭ ﺑﺨﺸـﻲ ﺍﺯ ﻣﻐـ ﹺﺰ ﭘﻴﺸـﻴﻦ ‪ .‬ﻣﺸـﺘﻘﺎ ِ‬ ‫‪ -٢‬ﺗﻘﻮﻳﺖ‪ : ٢‬ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﻞ ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ ﺁﺯﺍﺩﺳﺎﺯ ﹺ‬ ‫ﺗﺮﻳﺎﮎ‪،‬ﺑﻪ ﺷﮑ ﹺ‬ ‫ي ﺩﻭﭘﺎﻣﻴﻦ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﻨﺪ‪.٣‬‬ ‫ﺕ ﺷﺒﮑﻪ ﺍي ِ‪ ٥‬ﻣﺰﺍﻧﺴﻔﺎﻟﻴﮏ‪.‬‬ ‫ﻞ ﺗﺎﺛﻴ ﹺﺮ ﻫﺮﻭﺋﻴﻦ ﺑﺮ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﻣﻮﺟﻮﺩ ﺩﺭ ﺗﺸﮑﻴﻼ ِ‬ ‫‪ -٣‬ﺗﺴﮑﻴﻦ‪ : ٤‬ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫‪ -٤‬ﮐﺎﻫ ﹺ‬ ‫ﻞ ﺗﺎﺛﻴ ﹺﺮ ﻫﺮﻭﺋﻴﻦ ﺑﺮ ﮔﻴﺮﻧﺪﻩ ﻫـﺎي ﻣﻮﺟـﻮﺩ ﺩﺭ ﻧﺎﺣﻴـﻪ ي‬ ‫ﺶ ﺩﻣﺎي ﺑﺪﻥ ) ﻫﻴﭙﻮﺗﺮﻣﻴﺎ‪ : ( ٦‬ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﻲ ﻣﻐﺰ‪.‬‬ ‫ﭘﻴﺶ ﺑﻴﻨﺎﻳ ﹺ‬

‫‪ e Analgesia ١‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٨‬‬ ‫‪ : reinforcement ٢‬ﺗﻮﺟﻪ ﮐﻨﻴﺪ ﺩﺭ ﺍﻳﻨﺠﺎ ﻣﻨﻈﻮﺭ ﺍﺯ ﺗﻘﻮﻳﺖ‪ ،‬ﻳﮏ ﺻﻔﺖ ﻣﺜﺒﺖ ﺑﻪ ﻣﻌﻨﺎي ﺑﻬﺒﻮﺩ ﻓﺮﺩ ﻣﺼﺮﻑ ﮐﻨﻨﺪﻩ ﻧﻴﺴﺖ ! – ﻡ‬ ‫‪ e ٣‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٩‬‬ ‫‪sedation ٤‬‬ ‫ﺖ ﺷﺒﮑﻪ ﺍي‪ ،‬ﺗﺸﮑﻴﻼ ِ‬ ‫‪ : reticulat formation ٥‬ﺳﺎﺧ ِ‬ ‫ﺕ ﻣﺸﺒﮏ ‪ :‬ﺑﻪ ﻣﺠﻤﻮﻋﻪ ي ﻧﻮﺭﻭﻥ ﻫﺎ ﻭ ﻫﺴﺘﻪ ﻫﺎ ﻳﻲ ﮐﻪ ﺩﺭ ﺳﺮﺗﺎﺳ ﹺﺮ ﺳﺎﻗﻪ ي‬ ‫ﺕ ﺷﺒﮑﻪ ﺍي ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‬ ‫ﻣﻐﺰ ﮔﺴﺘﺮﺩﻩ ﺷﺪﻩ ﺍﻧﺪ ﺍﺻﻄﻼﺣﺎ ً ﺗﺸﮑﻴﻼ ِ‬ ‫ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ ﻣﺮﺗﻀﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ – ﺻﻔﺤﻪ ي ‪( ١٣٢‬‬ ‫‪hypothermia ٦‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﻲ ﺍﻧﺴﺎﻥ ‪:‬‬ ‫ﺖ ﺫﻫﻨ ﹺ‬ ‫ﺕ ﺗﺮﻳﺎﮎ ﺑﺮ ﺣﺎﻟ ِ‬ ‫ﺕ ﻣﺸﺘﻘﺎ ِ‬ ‫ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺖ‬ ‫ﺚ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪ ِﻥ ﺣﺎﻟـ ِ‬ ‫ﻑ ﻫﺮﻭﺋﻴﻦ ﺑﺎﻋ ِ‬ ‫ﻳﮑﻲ ﺍﺯ ﺭﺍﻳﺞ ﺗﺮﻳﻦ ﻭ ﻣﻌﺮﻭﻓﺘﺮﻳﻦ ﻧﻮ ﹺﻉ ﺗﺮﻳﺎﮎ‪ ،‬ﻫﺮﻭﺋﻴﻦ ﺍﺳﺖ‪ .‬ﻣﺼﺮ ِ‬ ‫ﺕ ﻣﺸـﺎﺑ ِﻪ‬ ‫» ﺳﺮﺧﻮﺷﻲ ِ‪ « ١‬ﺗﻘﺮﻳﺒﺎً ﺁﻧﻲ ﻭ ﺑﻪ ﺩﻧﺒﺎ ﹺﻝ ﺁﻥ ﺭﺧﻮﺕ ﻭ ﺧﺮﺳـﻨﺪي ﻣـﻲ ﮔـﺮﺩﺩ‪ .‬ﻣـﻮﺭﻓﻴﻦ ﻧﻴـﺰ ﺗـﺎﺛﻴﺮﺍ ِ‬ ‫ﻞ ﺗﻮﺟﻬﻲ ﺩﺭ ﺍﺯ ﺑﻴﻦ ﺑﺮﺩ ِﻥ ﺩﺭﺩﻫﺎ ﺩﺍﺭﺩ‪.‬‬ ‫ﻫﺮﻭﺋﻴﻦ ﺩﺍﺷﺘﻪ ﻭ ﻋﻼﻭﻩ ﺑﺮ ﺁﻥ‪ ،‬ﺍﺛ ﹺﺮ ﻗﺎﺑ ﹺ‬

‫ﺶ‬ ‫ﺶ ﭘﺮﺧﺎﺷﮕﺮي‪ ،‬ﮐـﺎﻫ ﹺ‬ ‫ﻲ ﻭﺧﻴﻤﻲ ﻧﻈﻴ ﹺﺮ ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺍﺳﺘﻔﺎﺩﻩ ي ﻣﮑﺮﺭ ﺍﺯ ﺍﻳﻦ ﺩﺍﺭﻭﻫﺎ ﭘﻴﺎﻣﺪﻫﺎي ﺍﺟﺘﻤﺎﻋ ﹺ‬ ‫ﺗﻮﺍﻧﺎﻳﻲ ﻣﻌﺎﺷﺮﺕ ﺑﺎ ﻣﺮﺩﻡ ﺭﺍ ﻧﻴﺰ ﺑﻪ ﻫﻤﺮﺍﻩ ﺩﺍﺭﺩ‪ .‬ﺁﻧﻬﺎﻳﻲ ﮐﻪ ﺑﻪ ﻃﻮ ﹺﺭ ﻣﻨﻈﻢ ﺍﻧﺪﺍﺯﻩ ي ﻣﻌﻴﻨـﻲ ﻫـﺮﻭﺋﻴﻦ ﻣﺼـﺮﻑ‬ ‫ﻦ ﭘﻴﺸـﻴﻦ ﺗـﺎﺛﻴ ﹺﺮ‬ ‫ﻑ ﻣﻘـﺪﺍ ﹺﺭ ﻣﻌـﻴ ﹺ‬ ‫ﻣﻲ ﮐﻨﻨﺪ ﭘﺲ ﺍﺯ ﻣﺪﺗﻲ ﻧﺴﺒﺖ ﺑﻪ ﺍﻳﻦ ﻣﺎﺩﻩ ﺗﺤﻤﻞ‪ ٢‬ﭘﻴﺪﺍ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﻳﻌﻨـﻲ ﻣﺼـﺮ ِ‬ ‫ﺕ ﻧﺎﺷﻲ ﺍﺯ ﺁﻥ ﮐﺎﻫﺶ ﻣﻲ ﻳﺎﺑﺪ‪ .‬ﺟﺎي ﺗﻌﺠﺐ ﻧﺪﺍﺭﺩ ﮐﻪ ﺍﮐﺜ ﹺﺮ‬ ‫ﻫﻤﻴﺸﮕﻲ ﺭﺍ ﻧﺪﺍﺷﺘﻪ ﻭ ﺭﻭﺯ ﺑﻪ ﺭﻭﺯ ﺗﺎﺛﻴﺮ ﺁﻥ ﻭ ﻟﺬ ِ‬ ‫ﻦ‬ ‫ﻲ ﭘﻴﺸﻴﻦ‪ ،‬ﻣﺠﺒﻮﺭ ﻣﻲ ﺷـﻮﻧﺪ ﺭﻭﺯ ﺑـﻪ ﺭﻭﺯ ﻣﻘـﺪﺍﺭ ﻫـﺮﻭﺋﻴ ﹺ‬ ‫ﺖ ﺳﺮﺧﻮﺷ ﹺ‬ ‫ﻣﺼﺮﻑ ﮐﻨﻨﺪﮔﺎﻥ ﺑﺮﺍي ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺣﺎﻟ ِ‬ ‫ﺑﻴﺸﺘﺮي ﻣﺼﺮﻑ ﮐﻨﻨﺪ‪.‬‬ ‫ﻑ ﻣﺎﺩﻩ ي ﻣﻮﺭ ِﺩ ﻧﻈﺮ ﺑﺎ ﺧﺒﺮ‬ ‫ﮎ ﻣﺼﺮ ِ‬ ‫ﮎ ﻫﺮﻭﺋﻴﻦ ﺣﺘﻲ ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﻓﺮﺩ ﺍﺯ ﭘﻴﺎﻣﺪﻫﺎي ﺧﻄﺮﻧﺎ ِ‬ ‫ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ‪ ،‬ﺗﺮ ِ‬ ‫ﺍﺳﺖ ﻧﻴﺰ ﺑﺴﻴﺎﺭ ﺩﺷﻮﺍﺭ ﺍﺳﺖ‪ .‬ﭼﺮﺍ ؟‬ ‫ﺐ ﺁﻥ ﻧﺸﺎﻧﻪ ﻫﺎي ﺗﺮﮎ‪.‬‬ ‫ﺑﻪ ﺩﻭ ﺩﻟﻴﻞ ‪ :‬ﻭﺍﺑﺴﺘﮕﻲ ﻭ ﻣﺘﻌﺎﻗ ﹺ‬

‫ﺱ ﻣﺜﺒﺖِ " ﺳﺮﺣﺎﻝ ﺑﻮﺩﻥ ﺍﺯ ﻧﻈ ﹺﺮ ﺟﺴﻤﻲ ﻭ ﺭﻭﺍﻧﻲ " ﻧﻴﺰ ﺗﻌﺮﻳﻒ ﮐﺮﺩﻩ‬ ‫‪ : euphoria ١‬ﻧﺸﺌﻪ‪ ،‬ﮐﻴﻔﻮﺭي‪ ،‬ﺷﻨﮕﻮﻟﻲ‪ .‬ﺍﻳﻦ ﺣﺎﻟﺖ ﺭﺍ ﺍﺣﺴﺎ ﹺ‬ ‫ﻲ ﺩﮐﺘﺮ‬ ‫ﺍﻧﺪ‪ .‬ﺩﺭ ﺣﺎﻟﺖ ﻧﺸﺌﻪ ﻫﻤﻪ ﭼﻴﺰ ﺧﻮﺷﺎﻳﻨﺪ ﻭ ﻫﺮ ﺍﺗﻔﺎﻗﻲ ﻣﺴﺮﺕ ﺑﺨﺶ ﺍﺳﺖ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ِ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﻧﭙﺰﺷﮑ ﹺ‬ ‫ﭘﻮﺭﺍﻓﮑﺎﺭي (‬ ‫‪ : tolerance ٢‬ﺗﺤﻤ ﹺ‬ ‫ﻞ ﺩﺍﺭﻭﻳﻲ ‪ :‬ﻳﮑﻲ ﺍﺯ ﻣﺸﺨﺼﻪ ﻫﺎي ﺍﺻﻠﻲ ﺑﺮﺍي ﭘﻲ ﺑﺮﺩ ِﻥ ﺑﻪ ﺍﻳﻨﮑﻪ ﺁﻳﺎ ﻓﺮﺩ ﺑﻪ ﻳﮏ ﻧﻮﻉ ﻣﺎﺩﻩ ي ﺧﺎﺹ ﻭﺍﺑﺴﺘﮕﻲ‬ ‫ﻞ ﺩﺍﺭﻭﻳﻲ ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ ﻓﺮﺩ ﻣﺠﺒﻮﺭ ﺍﺳﺖ ﺭﻭﺯ ﺑﻪ ﺭﻭﺯ ﻣﻘﺪﺍﺭ ﺑﻴﺸﺘﺮي ﺍﺯ ﻣﺎﺩﻩ ي ﻣﻮﺭﺩ‬ ‫ﭘﻴﺪﺍ ﮐﺮﺩﻩ ﺍﺳﺖ ﻳﺎ ﻧﻪ‪ ،‬ﻇﺎﻫﺮ ﺷﺪ ِﻥ ﺗﺤﻤ ﹺ‬ ‫ﻧﻈﺮ ﻣﺼﺮﻑ ﮐﻨﺪ ﺗﺎ ﺑﻪ ﻟﺬﺕ ﺳﺎﺑﻖ ﺩﺳﺖ ﻳﺎﺑﺪ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫◄ ﻭﺍﺑﺴﺘﮕﻲ ‪ :‬ﻭﺍﺑﺴﺘﮕﻲ ﺑﻪ ﻳﮏ ﻣﺎﺩﻩ ﻣﻤﮑﻦ ﺍﺳﺖ ﺟﺴﻤﻲ‪ ،‬ﺭﻭﺍﻧﻲ ﻭ ﻳﺎ ﻫﺮ ﺩﻭ ﺑﺎﺷﺪ ‪:‬‬

‫ƒ‬

‫ﻞ ﺷـﺪﻳ ِﺪ‬ ‫ﻲ ﺭﻭﺍﻧﻲ ‪ :‬ﺍﻳﻦ ﻧﻮﻉ ﻭﺍﺑﺴﺘﮕﻲ ﮐﻪ ﻋﺎﺩﺕ ﻧﻴﺰ ﻧﺎﻣﻴﺪﻩ ﻣـﻲ ﺷـﻮﺩ‪ ،‬ﺑـﺎ ﻣﻴـ ﹺ‬ ‫ﻭﺍﺑﺴﺘﮕ ﹺ‬

‫ﻑ ﺩﺍﺭﻭ ﺑﺮﺍي ﮔﺮﻳﺰ ﺍﺭ ﺁﺛﺎ ﹺﺭ ﺧﻤـﺎﺭي ﻳـﺎ ﻧـﺎﺭﺍﺣﺘﻲ ﺍﻃـﻼﻕ ﻣـﻲ‬ ‫ﻣﺴﺘﻤﺮ ﻳﺎ ﻣﺘﻨﺎﻭﺏ ﺑﺮﺍي ﻣﺼﺮ ِ‬ ‫ﻲ ﺭﻭﺍﻧﻲ ﺍﻳﻦ ﺍﺳﺖ ﮐﻪ ﺍﻓﺮﺍﺩ ﺩﺭ ﺍﻳﻦ ﻧـﻮﻉ ﻭﺍﺑﺴـﺘﮕﻲ ﺑـﻪ ﻫﻨﮕـﺎ ﹺﻡ‬ ‫ﮔﺮﺩﺩ‪ .‬ﺍﺯ ﻧﺸﺎﻧﻪ ﻫﺎي ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﺚ‬ ‫ﺕ ﺑﺪﻧﻲ ﺷﺪﻳﺪ ﻧﻤﻲ ﺷﻮﻧﺪ‪ .‬ﺍﺯ ﺟﻤﻠﻪ ﻣـﻮﺍﺩي ﮐـﻪ ﺑﺎﻋـ ِ‬ ‫ﮎ ﻣﺎﺩﻩ ي ﻣﺼﺮﻓﻲ‪ ،‬ﺩﭼﺎ ﹺﺭ ﺍﺧﺘﻼﻻ ِ‬ ‫ﺗﺮ ِ‬ ‫ﻲ ﺭﻭﺍﻧﻲ « ﻣﻲ ﺷﻮﻧﺪ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ » ﺣﺸﻴﺶ « ﺍﺷﺎﺭﻩ ﮐﺮﺩ‪.‬‬ ‫ﺍﻳﺠﺎﺩ » ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ƒ‬

‫ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﺕ ﻓﻴﺰﻳﻮﻟﻮﮊﻳـﮏ‬ ‫ﺖ ﺗﻐﻴﻴـﺮ ﺩﺭ ﺣـﺎﻻ ِ‬ ‫ﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ‪ :‬ﺍﻳﻦ ﻧﻮﻉ ﻭﺍﺑﺴﺘﮕﻲ ﺑﻪ ﻋﻠ ِ‬

‫ﻑ ﻣﮑﺮ ﹺﺭ ﻣﻮﺍﺩ ﭘﺪﻳﺪ ﻣﻲ ﺁﻳﺪ‪ .‬ﺧﺼﻮﺻـﻴﺘﻲ ﮐـﻪ ﺍﻳـﻦ ﻧـﻮﻉ ﻭﺍﺑﺴـﺘﮕﻲ ﺭﺍ ﺍﺯ‬ ‫ﺩﺭ ﻧﺘﻴﺠﻪ ي ﻣﺼﺮ ِ‬ ‫ﺕ ﺷﺪﻳ ِﺪ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ﺩﺭ ﭘـﻲ ﻗﻄـ ﹺﻊ‬ ‫ﻲ ﺭﻭﺍﻧﺸﻨﺎﺧﺘﻲ ﻣﺸﺨﺺ ﻣﻲ ﺳﺎﺯﺩ‪ ،‬ﺑﺮﻭ ﹺﺯ ﺍﺧﺘﻼﻻ ِ‬ ‫ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﻲ‬ ‫ﺕ ﺩﻳﮕــﺮ‪ ،‬ﻭﺍﺑﺴــﺘﮕ ﹺ‬ ‫ﻲ ﻣــﺎﺩﻩ ﻳــﺎ ﺗﺠــﻮﻳ ﹺﺰ ﺁﻧﺘﺎﮔﻮﻧﻴﺴــﺖ ﻫــﺎي ﺁﻥ ﺍﺳــﺖ‪ .‬ﺑــﻪ ﻋﺒــﺎﺭ ِ‬ ‫ﻧﺎﮔﻬــﺎﻧ ﹺ‬ ‫ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ﺑﺎ ﻧﻴﺎﺯ ﺑﻪ ﻣﺼﺮ ِ‬ ‫ﻑ ﻣﺎﺩﻩ ﺑﺮﺍي ﭘﻴﺸﮕﻴﺮي ﺍﺯ ﻭﻗﻮ ﹺﻉ ﻧﺸﺎﻧﻪ ﻫﺎي ﺗﺮﮎ ﻣﺸﺨﺺ ﻣـﻲ‬ ‫ﻲ ﺟﺴﻤﻲ ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﺯ ﺟﻤﻠﻪ ﻣـﻮﺍﺩي ﮐـﻪ‬ ‫ﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ‪ ،‬ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﺷﻮﺩ‪ .‬ﺑﻪ ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﺕ ﺗﺮﻳــﺎﮎ ﻭ‬ ‫ﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳــﮏ « ﻣــﻲ ﺷــﻮﻧﺪ ﻣــﻲ ﺗــﻮﺍﻥ ﺑــﻪ ﻣﺸــﺘﻘﺎ ِ‬ ‫ﺚ ﺍﻳﺠــﺎ ِﺩ » ﻭﺍﺑﺴــﺘﮕ ﹺ‬ ‫ﺑﺎﻋـ ِ‬ ‫ﺑﺎﺭﺑﻴﺘﻮﺭﺍﺕ ﻫﺎ ﺍﺷﺎﺭﻩ ﮐﺮﺩ‪.‬‬

‫ﻑ‬ ‫ﻒ ﻣﺼـﺮ ِ‬ ‫ﺐ ﺗﻮﻗـ ِ‬ ‫ﻲ ﻧﺎﺧﻮﺷﺎﻳﻨﺪي ﺳـﺖ ﮐـﻪ ﻣﺘﻌﺎﻗـ ﹺ‬ ‫ﺕ ﻓﻴﺰﻳﮑﻲ ﻳﺎ ﺭﻭﺍﻧﺸﻨﺎﺧﺘ ﹺ‬ ‫◄ﻧﺸﺎﻧﻪ ﻫﺎي ﺗﺮﮎ ‪ :‬ﺍﺛﺮﺍ ِ‬ ‫ﻣﺎﺩﻩ ي ﻣﺬﮐﻮﺭ ﺑﻪ ﻭﺟﻮﺩ ﻣﻲ ﺁﻳﺪ‪.‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﻫﺸﺘﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎ‬

‫ﻤﻴﻢ‬ ‫ﻨﺎﻧﭽـﻪ ﺗﺼـﻤﻴ‬ ‫ﺩﺭ ﻧﺘﻴﺠـﻪ ﭼﻨﺎ‬ ‫ﺼﺮﻑ ﮐﻨﻨﺪﮔﮔﺎ ِﻥ ﻫﺮﻭﺋﻴﻦ ﺑﻪ ﺳﺮﻋﺖ ﻧﻧﺴﺒﺖ ﺑﻪ ﺍﻳﻦ ﻣﺎﺩﻩ ﻭﺍﺑﺴﺘﺘﮕﻲ‪ ١‬ﭘﻴﺪﺍ ﻣﻣﻲ ﮐﻨﻨﺪ‪ ،‬ﺭ‬ ‫ﻣﺼ‬ ‫ﺍﺯ ‪:‬‬ ‫ﺑﮕﻴﺮﻧﺪ‪ » ،‬ﻧﺸﺎﻧﻪ ﻫﻫﺎي ﺗﺮﮎ‪ « ٢‬ﻣﺘﻌﺪﺩي ﺭﺭﺍ ﺗﺠﺮﺑﻪ ﺧﻮﻮﺍﻫﻨﺪ ﮐﺮﺩ‪ .‬ﺑﺮﺧﻲ ﺍﺯ ﺍﻳﻦ ﻧﺸﺎﻧﻪ ﻫﺎ ﻋﺒﺎﺭﺗﻨـﺪ ﺯ‬ ‫ﺪ‬ ‫ﺑﻪ ﺗﺗﺮﮎ‬ ‫ﺕ ﭘﺎﻫﻫﺎ‪ .‬ﺩﺭ ﻫﺮ ﺣﺎﺎﻝ‬ ‫ﺧﻮﺍﺑﻲ ﻭ ﮐﻨﺘﺮﻝ ﻧﺪﺍﺷﺘﻦ ﺑﺮ ﺣﺣﺮﮐﺎ ِ‬ ‫ﻲ‬ ‫ﺗﻌﺮﻳﻖ‪ ،‬ﺑﻲ‬ ‫ﺶﹺ ﺿﺮﺑﺎ ِﻥ ﻗﻗﻠﺐ‪ ،‬ﻖ‬ ‫ﺭﻓﺘﺎﺎﺭﻫﺎي ﺍﺿﻄﺮﺮﺍﺑﻲ‪ ،‬ﺍﻓﺰﺍﻳﺶ‬ ‫ﺍﻧﮕﻴـﺰ ﻭ ﺭﻗـﺖ ﺁﻭﻭﺭ‬ ‫ﺰ‬ ‫ﺩﺍﺩﻩ ﻣـﻲ ﺷـﻮﺩ ﻏـﻢ‬ ‫ﺳـﻴﻨﻤﺎﻳﻲ ﻧﺸـﺎﻥ ﻩ‬ ‫ﻲ‬ ‫ﻫـﺎي‬ ‫ﺗﺮﮎ ﻣﻌﻤﻮﻻً ﺑﻪﻪ ﺣﺪي ﮐﻪ ﺩﺭ ﻓﻴﻠﻢ ي‬ ‫ﻧﺸﺎﻧﻧﻪ ﻫﺎي ﮎ‬ ‫ﻧﻴﺴﺘﺘﻨﺪ‪ ) .‬ﮐﺎﺭﻟﺴﺴﻮﻥ ‪( ١٩٩٤‬‬

‫ﻭﺍﺑﺴـﺘﮕﻲ «‬ ‫ﻲ‬ ‫ﺍﺻـﻄﻼﺡ »‬ ‫ﺡﹺ‬ ‫ﻲ‪ ،‬ﻭﺍﺑﺴـﺘﮕﻲ ﺑــﻪ ﻣـﻮﺍﺩ‪ .‬ﺩﺭ ﺳﺳـﺎﻝ ﻫـﺎي ﺍﺧﻴــﺮ ﺩﺭ ﻣﺘـﻮﻥ ﻋﻠﻠﻤـﻲ‪،‬‬ ‫ﻲ ﺩﺍﺭﻭﻳﻲ‬ ‫‪ : drug dependence‬ﻭﺍﺑﺴﺴﺘﮕ ﹺ‬ ‫‪d‬‬ ‫‪e١‬‬ ‫ﺖ ﺟﺟﻬﺎﻧﻲ ﺑﻪ ﺍﻳﻦ ﻧﺘﺘﻴﺠـﻪ ﺭﺳـﻴﺪ ﮐﮐـﻪ‬ ‫ﺳﺎﻝ ‪ ،١٩٦٤‬ﺳﺎﺯﻣﻣﺎ ِﻥ ﺑﻬﺪﺍﺷ ِ‬ ‫ﮔﺮﺩﻳﺪﻩ ﺍﺳﺖ‪ .‬ﺩﺭ ﻝﹺ‬ ‫ﻩ‬ ‫ﺣﺎﺗﻲ ﻧﻈﻴ ﹺﺮ » ﺍﻋﻋﺘﻴﺎﺩ « ﻭ » ﻋﺎﺩﺩﺕ «‬ ‫ﻦ ﺍﺻﻄﻼﺣ‬ ‫ﮕﺰﻳ ﹺ‬ ‫ﺟﺎﻳﮕ‬ ‫ﺻﻴﻪ ﻧﻤﻮﺩ‪ .‬ﺑﺎ ﺍﻳﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﮐﻠﻤﻤﻪ ي ﺍﻋﺘﻴﺎﺩ ﻫﻨﻮﻮﺯ‬ ‫ﺑﻪ ﺟﺎي ﺁﻥ ﺗﻮﺻ‬ ‫ﻲ ﺩﺩﺍﺭﻭﻳﻲ « ﺭﺍ ﻪ‬ ‫ﮕﺮ ﺍﺻﻄﻼﺣﻲ ﻋﻠﻤﻲ ﻧﻴﺴﺖ ﻭ » ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﺡ ﺍﻋﺘﻴﺎﺩ ﺩﻳﮕ‬ ‫ﺍﺻﻄﻄﻼ ﹺ‬ ‫ِ‬ ‫ﻲ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺎﺭي (‬ ‫ﻓﺮﻫﻨﮓ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﻧﭙﺰﺷﮑ ﹺ‬ ‫ﮓ‬ ‫ﻦ ﻋﻮﺍﻡ ﺭﺍﻳﺞ ﺍﺳﺖ‪ ) .‬ﻧﻘﻞ ﺍﺯ‬ ‫ﭘﺰﺷﮑﻲ ﻭ ﺑﻴ ﹺ‬ ‫ﻫﻢ ﺩﺩﺭ ﻣﻨﺎﺑ ﹺﻊ ﮑﻲ‬ ‫ﻫﺎي ﮐﻨﺎﺭﻩ ﮔﻴﺮي‬ ‫‪ : w‬ﻧﺸﺎﻧﻪ ﻫﺎي ﺗﺮﮎ‪ .‬ﻧﺸﺎﻧﻪ ﻫﺎ‬ ‫‪withdrawal symptomss ٢‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﻫﺸﺘﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎ‬

‫ﮐﺎﻧﺎﺑﻴﺲ ) ﻣﺎﺭي ﺟﻮﻮﺍﻧﺎ‪ (١‬ﻭ ﺣﺸﻴﺶ ‪:‬‬ ‫ﻑ ﻣﺎﺭي ﺟﻮﺍﻧﺎ ﻗﺪﻣﺘﺘﻲ‬ ‫ﺼﺮ ِ‬ ‫ﻧﻈﺮﮔﺮﻓﺘﻦ ﺍﺳﻨﺎﺩ ﻭ ﻣﺪﺪﺍﺭﮐﻲ ﮐﻪ ﺍﺯ ﭼﻴﻦ ﺑﻪ ﺩﺩﺳﺖ ﺁﻣﺪﻩ‪ ،‬ﻣﻲ ﺗﻮﺍﻥ ﮔﮔﻔﺖ ﮐﻪ ﻣﺼ‬ ‫ﻦﹺ‬ ‫ﺑﺎ ﺩﺭ‬ ‫ﮏ ﮐﺎﻧﺎﺑﻴﺲ ﻳﺎ ﮔﻴﺎ ِﻩ ﺷﺎﻫﺪﺍﺍﻧﻪ‪ ٢‬ﺩﺍﺩﻩ ﺍﻧــﺪ‪ .‬ﺍﻳـﻦ ﮔﻴــﺎﻩ‬ ‫ﮒ ﺧﺸ ِ‬ ‫ﺑﺮ ِ‬ ‫‪ ٦‬ﻫﻫﺰﺍﺭﺳﺎﻟﻪ ﺩﺍﺭﺭﺩ‪ .‬ﻣﺎﺭي ﺟﺟﻮﺍﻧﺎ ﻧﺎﻣﻲ ﺳﺳﺖ ﮐﻪ ﺑﻪ ﺮ‬ ‫ﺍﺳﺎﺳﺳﺎً ﺩﺭ ﺁﺏ ﻭ ﻫﻮﺍي ﮔﺮﺮﻡ ﺭﺷﺪ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﺖ‬ ‫ﺑﺪﺳـﺖ‬ ‫ﺍﺯ ﮔﻴـﺎﻩ ﺷـﺎﻩ ﺩﺍﻧـﻪ‬ ‫ﺍﺳﺖ‪.‬ﺣﺸﻴﺶ ﻭ ﻣﺎﺭي ﺟﻮﺍﺍﻧﺎ ﻫﺮ ﺩﻭ ﺯ‬ ‫‪ ٣ THC‬ﺖ‬ ‫ﻋﻨﺼ ﹺﺮ ﺍﺻﻠﻲ ﻭ ﻓﻌﺎ ﹺﻝ ﮔﻴﺎ ِﻩ ﺷﺎﻩ ﺩﺍﻧﻪ‪C ،‬‬ ‫ﺼ‬ ‫ﻞ‬ ‫ﺷـﺎﻣ ﹺ‬ ‫ﺍﺯ ﻣـﺎﺭي ﺟﻮﻮﺍﻧـﺎ ﺍﺳـﺖ ﭼﭼـﺮﺍ ﮐـﻪ ﺣﺣﺸـﻴﺶ ﻣ‬ ‫ﺣﺸﻴﺶ‪ ٤‬ﻗﻮﻳﺘﺮ ﺯ‬ ‫ﺁﻣﺪﺪﻩ ﻭ ﺣﺎﻭي ‪ THC‬ﻫﺴﺘﺘﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﻭﺟﻮﺩ ﺶ‬ ‫ﺷﺎﻩ ﺩﺍﻧﻪ ﺍﺳﺖ‪.‬‬ ‫‪ TH‬ﺑﺪﺳﺖ ﺁﺁﻣﺪﻩ ﺍﺯ ﺻﻤﻤ ﹺﻎ ﮔﻴﺎ ِﻩ ﻩ‬ ‫‪HC‬‬

‫ﺷﻮﺩ – ﻡ‬ ‫ﺱ ) ﻋﻠﻒ ( ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺩ‬ ‫‪ : M‬ﺑﻪ ﺁﻥ ﮔﺮﺱ‬ ‫‪Marijuana or cannabiis ١‬‬ ‫‪Hempp ٢‬‬ ‫‪delta-٩-tetrahydrocannabinoll ٣‬‬ ‫‪hashh ٤‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫‪ THC‬ﭼﮕﻮﻧﻪ ﺑﺮ ﻣﻐﺰ ﺗﺎﺛﻴﺮ ﻣﻲ ﮔﺬﺍﺭﺩ ؟‬ ‫ﻒ ﻣﻐـﺰ‪ ،‬ﺍﺯ ﺟﻤﻠـﻪ ﻫﻴﭙﻮﮐﺎﻣـﭗ‪ ،‬ﻣﺨﭽـﻪ‪ ،‬ﻫﺴـﺘﻪ ي ﺩﻣـﻲ‪ ١‬ﻭ‬ ‫ﻖ ﻣﺨﺘﻠـ ِ‬ ‫‪ THC‬ﺑﻪ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﻣﻮﺟـﻮﺩ ﺩﺭ ﻣﻨـﺎﻃ ﹺ‬ ‫ﻧﺌﻮﮐﺮﺗﮑﺲ ﻣﺘﺼﻞ ﻣﻲ ﺷﻮﺩ‪) .‬ﻣﺎﺗﺴﻮﺩﺍ‪ ،‬ﻟﻮﻟﻴﺖ‪ ،‬ﺑﺮﺍﻭﻥ ﺍﺷﺘﺎﻳﻦ‪ ،‬ﻳﺎﻧﮓ ﻭ ﺑﻮﻧﺮ‪. ( ١٩٩٠ ٢‬‬ ‫ي ﺩﻭﭘﺎﻣﻴﻦ ﺍﺳﺖ‪ .‬ﭼﻦ‬ ‫ﺕ ‪ THC‬ﺁﺯﺍﺩﺳﺎﺯ ﹺ‬ ‫ﻳﮑﻲ ﺍﺯ ﺍﺛﺮﺍ ِ‬ ‫ﻖ ‪ THC‬ﺑـﻪ‬ ‫ﻭ ﻫﻤﮑﺎﺭﺍﻧﺶ‪ ( ١٩٩٠ ) ٣‬ﺩﺭﻳﺎﻓﺘﻨﺪ ﺗﺰﺭﻳـ ﹺ‬ ‫ﻣﻮﺵ ﻫﺎي ﺻﺤﺮﺍﻳﻲ‪ ٤‬ﻣﻨﺠـﺮ ﺑـﻪ ﺁﺯﺍﺩﺷـﺪﹺﻧﺪﻭﭘﺎﻣﻴﻦ ﺩﺭ‬ ‫ﻲ ﺁﻧﻬـﺎ‬ ‫ﺑﺨﺶ ﻫﺎي ﻫﺴﺘﻪ ي ﺩﻣﻲ ﻭ ﻗﺸ ﹺﺮ ﭘﻴﺸﺎﻧﻲ _ ﻣﻴﺎﻧ ﹺ‬ ‫ﻣﻲ ﮔﺮﺩﺩ‪.‬‬ ‫ﻞ ﺳـﻴﮕﺎﺭي ﮐﺸـﻴﺪﻩ ﻣـﻲ‬ ‫ﻣﺎﺭي ﺟﻮﺍﻧﺎ ﻣﻌﻤﻮﻻً ﺑـﻪ ﺷـﮑ ﹺ‬ ‫ﺷﻮﺩ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ ﻫﻢ ﻣﻲ ﺗﻮﺍﻥ ﺁﻧﺮﺍ ﺧﻮﺭﺩ ﻭ ﻫﻢ ﻣﻲ‬ ‫ﺕ ﺍﻳـﻦ ﻣـﺎﺩﻩ ﺗـﺎ ﺣـﺪﻭ ِﺩ ‪٢‬‬ ‫ﺗﻮﺍﻥ ﺗﺰﺭﻳﻖ ﮐـﺮﺩ‪ .‬ﺗـﺎﺛﻴﺮﺍ ِ‬ ‫ﻲ ﺁﻥ ﻳﻌﻨﻲ ‪ THC‬ﺗﺎ ﭼﻨﺪﻳﻦ ﺭﻭﺯ ﺩﺭ ﺑﺪﻥ ﺑﺎﻗﻲ ﻣﻲ ﻣﺎﻧﺪ‪.‬‬ ‫ﺳﺎﻋﺖ ﺑﺎﻗﻲ ﻣﻲ ﻣﺎﻧﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﻋﻨﺼ ﹺﺮ ﺍﺻﻠ ﹺ‬ ‫ﺖ ﻋﻨـﻮﺍ ِﻥ ﺧـﺎﻧﻮﺍﺩﻩ ي‬ ‫ﺑﻪ ﻃﻮﺭ ﮐﻠﻲ ‪ ،THC‬ﻣﺎﺭي ﺟﻮﺍﻧﺎ‪ ،‬ﺣﺸﻴﺶ ﻭ ﺑﺮﺧﻲ ﻣﻮﺍﺩ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺁﻧﻬﺎ ﻫﻤﮕﻲ ﺗﺤـ ِ‬ ‫ﮐﺎﻧﺎﺑﻴﻨﻮﻳﺪ‪٥‬ﻫﺎ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﻧﺪ‪ .‬ﺩي ﺗﻮﻣﺎﺳﻮ‪ ،‬ﺑﻠﺘﺮﺗﺎﻣﻮ ﻭ ﭘﻼﻣﻠﻲ‪ ( ١٩٩٦ ) ٦‬ﺩﺭﻳﺎﻓﺘﻨـﺪ ﮐـﻪ ﺩﺭ ﺷـﮑﻼﺕ ﻧﻴـﺰ‬ ‫ﻞ ﺍﻳﻨﮑﻪ ﻣﺮﺩﻡ ﺍﻳﻨﻘـﺪﺭ ﺷـﮑﻼﺕ ﺩﻭﺳـﺖ ﺩﺍﺭﻧـﺪ ﻧﻴـﺰ‬ ‫ﻣﻘﺪﺍﺭ ﺑﺴﻴﺎﺭ ﮐﻤﻲ ﺍﺯ ﮐﺎﻧﺎﺑﻴﻨﻮﻳﺪﻫﺎ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺷﺎﻳﺪ ﺩﻟﻴ ﹺ‬ ‫ﻫﻤﻴﻦ ﺑﺎﺷﺪ !‬ ‫‪caudate nucleus ١‬‬ ‫‪Matsuda ,Lolait , Brownstein , Young , Bonner ٢‬‬ ‫‪Chen et al ٣‬‬ ‫‪rats ٤‬‬ ‫‪Cannabinoids ٥‬‬ ‫‪Di Tomaso , Beltramo & Plomelli ٦‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺕ ﻣﺎﺭي ﺟﻮﺍﻧﺎ ﻳﺎ ﮐﺎﻧﺎﺑﻴﺲ ﺑﺮ ﻓﺮﺍﻳﻨﺪ ﻫﺎي ﺫﻫﻨﻲ ﻭ ﺭﻓﺘﺎﺭ ﭼﻴﺴﺖ ؟‬ ‫ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺕ ﻓـﺮﺩي‬ ‫ﻞ ﻋﺠﻴﺒﻲ ﺍﺯ ﻓﺮﺩي ﺑﻪ ﻓﺮ ِﺩ ﺩﻳﮕﺮ ﻣﺘﻔﺎﻭﺕ ﺑﻮﺩﻩ ﻭ ﺗﺎ ﺍﻧﺪﺍﺯﻩ ﺍي ﺑـﻪ ﺍﻧﺘﻈـﺎﺭﺍ ِ‬ ‫ﺕ ﺫﻫﻨﻲ ﺁﻥ ﺑﻪ ﺷﮑ ﹺ‬ ‫ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﮐﻪ ﺁﻥ ﺭﺍ ﻣﺼﺮﻑ ﻣﻲ ﮐﻨﺪ ﺑﺴﺘﮕﻲ ﺩﺍﺭﺩ‪ .‬ﺍﺛﺮﺍﺕ ﺩﻭﺯﻫﺎي ﭘﺎﻳﻴﻦ ) ﻣﻘﺎﺩﻳ ﹺﺮ ﮐﻢ ( ﺑﺴﻴﺎﺭ ﻇﺮﻳﻒ ﻭ ﭘﻴﭽﻴﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﻲ ﻧﺎﻇﺮ ﺑﺮ ﺳﻮﺀ ﺍﺳﺘﻔﺎﺩﻩ ﻫﺎي ﺩﺍﺭﻭﻳﻲ ) ‪ ( ١٩٧٢‬ﻓﺮﺩي ﮐﻪ ﻣﻘﺪﺍﺭ ﮐﻤـﻲ ﻣـﺎﺭي ﺟﻮﺍﻧـﺎ‬ ‫ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﮐﻤﺴﻴﻮ ِﻥ ﻣﻠ ﹺ‬ ‫ﺕ ﺯﻳﺮ ﺭﺍ ﺗﺠﺮﺑﻪ ﮐﻨﺪ ‪:‬‬ ‫ﻣﺼﺮﻑ ﻣﻲ ﮐﻨﺪ ﻣﻤﮑﻦ ﺍﺳﺖ ﺣﺎﻻ ِ‬ ‫ﺖ ﺳﺮﺧﻮﺷﻲ‬ ‫ƒ ﺍﻓﺰﺍﻳﺶ ﺣﺎﻟ ِ‬ ‫ﺖ ﺑﻲ ﺧﻴﺎﻟﻲ ﻭ ﺭﻭﻳﺎﻣﺎﻧﻨﺪ ﺍﺯ ﺁﺭﺍﻣﺶ‬ ‫ƒ ﺑﻲ ﺗﺎﺑﻲ ﻭ ﺷﻨﮕﻮﻟﻲ ﺍﻭﻟﻴﻪ ﻭ ﻣﺘﻌﺎﻗﺐ ﺁﻥ ﻳﮏ ﻭﺿﻌﻴ ِ‬ ‫ﺵ ﻓﻀﺎ ﻭ ﺯﻣﺎﻥ‬ ‫ﻞ ﮔﺴﺘﺮ ﹺ‬ ‫ƒ ﺗﻐﻴﻴﺮ ﺩﺭ ﺍﺩﺭﺍﮎ ﻫﺎي ﺣﺴﻲ ﺷﺎﻣ ﹺ‬ ‫ﺱ ﺑﺴﺎﻭﺍﻳﻲ ) ﻻﻣﺴﻪ (‪ ،‬ﺑﻮﻳﺎﻳﻲ‪ ،‬ﺷﻨﻮﺍﻳﻲ‪ ،‬ﭼﺸﺎﻳﻲ‪ ،‬ﺑﻴﻨﺎﻳﻲ‬ ‫ƒ ﻗﻮي ﺷﺪ ِﻥ ﺑﻴﺶ ﺍﺯ ﺣ ِﺪ ﺣﻮﺍ ﹺ‬ ‫ﻞ ﺷﺪﻳﺪ ﻭ ﭘﺎﻳﺪﺍﺭ ﺑﻪ ﺷﻴﺮﻳﻨﻲ ﻫﺎ‬ ‫ﺱ ﮔﺮﺳﻨﮕﻲ‪ ،‬ﺑﻪ ﻭﻳﮋﻩ ﻣﻴ ﹺ‬ ‫ƒ ﺍﺣﺴﺎ ﹺ‬ ‫ƒ ﺗﻐﻴﻴﺮﺍﺕِ ﺑﺴﻴﺎﺭ ﻇﺮﻳﻒ ﺩﺭ ﻧﺤﻮﻩ ي ﺷﮑﻞ ﮔﻴﺮي ﻭ ﺑﻴﺎ ِﻥ ﺍﻓﮑﺎﺭ‬

‫ﺕ ﻣﻨﻔﻲ ﺁﻥ ﺭﺍ ﺗﺸﺪﻳﺪ ﻣﻲ ﮐﻨﺪ ‪:‬‬ ‫ﻑ ﺩﻭﺯﻫﺎي ﺑﺎﻻ ) ﻣﻘﺎﺩﻳ ﹺﺮ ﺯﻳﺎ ِﺩ( ﻣﺎﺭي ﺟﻮﺍﻧﺎ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﻣﺼﺮ ِ‬ ‫ƒ ﺗﻌﺎﺩﻝ ﻭﻫﻤﺎﻫﻨﮕ ﹺ‬ ‫ﻲ ﺿﻌﻴﻒ‬ ‫ƒ ﻧﺎﺗﻮﺍﻧﻲ ﺩﺭ ﺗﻤﺮﮐﺰ‬ ‫ƒ ﮐﻨﺎﺭﻩ ﮔﻴﺮي ﺍﺯ ﺟﺎﻣﻌﻪ‬ ‫ﻒ ﺣﺎﻓﻈﻪ ي ﮐﻮﺗﺎﻩ‬ ‫ƒ ﺗﺤﺮﻳ ِ‬ ‫ƒ‬

‫ي ﺣﻮﺍﺱ‬ ‫ﺗﺤﺮﻳﻒ ﻭ ﮐﮋﺍﻧﮕﺎﺭ ﹺ‬

‫ƒ ﭼﺸﻤﺎ ِﻥ ﺍﺷﮏ ﺁﻟﻮﺩ ﻭ ﻣﺮﻃﻮﺏ‬ ‫ƒ ﺟﻮﻳﺪﻩ ﺟﻮﻳﺪﻩ ﺳﺨﻦ ﮔﻔﺘﻦ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﻲ ﺍﻓﺮﺍﺩ ﺩﺭ ﺭﺍﻧﻨﺪﮔﻲ ﺗﺎﺛﻴﺮ ﻣﻲ ﮔﺬﺍﺭﺩ‪.‬‬ ‫ﻑ ﮐﺎﻧﺎﺑﻴﺲ ﺑﺮ ﺗﻮﺍﻧﺎﻳ ﹺ‬ ‫ﺕ ﻣﺼﺮ ِ‬ ‫ﺑﺨﺸﻲ ﺍﺯ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺕ ﺭﺍﻧﻨﺪﮔﻲ ﺩﺭ ﺁﻻﺑﺎﻣﺎ ﻣﺸﺨﺺ ﺷﺪ ﮐﻪ ‪ % ١٧‬ﺭﺍﻧﻨﺪﮔﺎﻥ‪ ،‬ﻣﺎﺭي ﺟﻮﺍﻧﺎ‬ ‫ﺩﺭ ﻳﮏ ﺗﺤﻘﻴﻖ ﺑﺮ ﺭﻭي ﻗﺮﺑﺎﻧﻴﺎ ِﻥ ﺗﺼﺎﺩﻓﺎ ِ‬ ‫ﻑ ﻣﺎﺭي ﺟﻮﺍﻧﺎ ﺑﺎﻋﺚ ﻣﻲ‬ ‫) ﮐﺎﻧﺎﺑﻴﺲ ( ﻣﺼﺮﻑ ﮐﺮﺩﻩ ﺑﻮﺩﻧﺪ‪ ) .‬ﻓﻮﺭﺗﻦ ﺑﺮي‪ ،‬ﺑﺮﺍﻭﻥ ﻭ ﺷﻮﻟﻴﻦ‪ .( ١٩٨٦ ١‬ﻣﺼﺮ ِ‬ ‫ﺖ‬ ‫ﺷﻮﺩ ﺭﺍﻧﻨﺪﮔﺎﻥ ﻧﺴﺒﺘﺎً ﺩﻳﺮﺗﺮ ﺩﺭﻳﺎﺑﻨﺪ ﮐﻪ ﺑﺎﻳﺴﺘﻲ ﺗﻮﻗﻒ ﮐﻨﻨﺪ‪ .‬ﺟﺎﻟﺐ ﺍﻳﻨﺠﺎﺳـﺖ ﮐـﻪ ﻣـﺎﺭي ﺟﻮﺍﻧـﺎ ﺩﺭ ﺳـﺮﻋ ِ‬ ‫ﻞ ﻫﻤﻴﺸﻪ ﺍﺳـﺖ‬ ‫ﺶ ﺁﻧﻬﺎ ﻣﺜ ﹺ‬ ‫ﺶ ﺁﻧﻬﺎ ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﺗﺼﻤﻴﻢ ﺑﻪ ﺗﻮﻗﻒ ﻣﻲ ﮔﻴﺮﻧﺪ ﺗﺎﺛﻴﺮي ﻧﺪﺍﺭﺩ ) ﺳﺮﻋﺖِ ﻭﺍﮐﻨ ﹺ‬ ‫ﻭﺍﮐﻨ ﹺ‬ ‫(‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﺁﻧﻬﺎ ﻓﻘﻂ ﺩﻳﺮﺗﺮ ﺗﺼﻤﻴﻢ ﻣﻲ ﮔﻴﺮﻧﺪ ﮐﻪ ﺗﻮﻗﻒ ﮐﻨﻨﺪ ! ) ﻣﻮﺳﮑﻮﻭﻳﺘﺰ‪ ،‬ﻫﺎﻟﺒﺮﺕ ﻭ ﻣـﮏ ﮔﻠـﻮﺗﻴﻦ‬ ‫‪. ( ١٩٧٦‬‬

‫‪ : causal ١‬ﺭﺍﺑﻄﻪ ي ﻋﻠﻲ‪ ،‬ﺳﺒﺒﻲ‪ ،‬ﺭﺍﺑﻄﻪ ي ﻋﻠﺖ ﻭ ﻣﻌﻠﻮﻝ‬ ‫‪lethargy ٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﮎ ﺁﻥ ) ﺍﺯ ﺟﻤﻠﻪ ﺗﻬﻮﻉ‪ ،‬ﺍﺧـﺘﻼ ﹺﻝ ﺧـﻮﺍﺏ (‬ ‫ﺑﻪ ﻃﻮﺭ ﮐﻠﻲ ﻣﺎﺭي ﺟﻮﺍﻧﺎ ﺧﻴﻠﻲ ﺍﻋﺘﻴﺎﺩ ﺁﻭﺭ ﻧﻴﺴﺖ ﻭ ﻧﺸﺎﻧﻪ ﻫﺎي ﺗﺮ ِ‬ ‫ﻋﻤﻮﻣﺎً ﺑﻪ ﺻﻮﺭﺕِ ﻣﻼﻳﻢ ﻭ ﮐﻮﺗﺎﻩ ﻣﺪﺕ ﻫﺴﺘﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺑﺴﻴﺎﺭي ﺍﺯ ﺍﻓﺮﺍﺩ ﺑﻪ ﺻﻮﺭﺕِ ﻣﻨﻈﻢ ﻭ ﺑﺮﺍي ﺩﻭﺭﻩ‬ ‫ﺕ ﻧﺎﺧﻮﺷﺎﻳﻨ ِﺪ ﮔﻮﻧﺎﮔﻮﻧﻲ ﺩﭼـﺎﺭ ﻣـﻲ ﺷـﻮﻧﺪ‪ .‬ﺍﺯ‬ ‫ﻫﺎي ﻧﺴﺒﺘﺎً ﻃﻮﻻﻧﻲ ﻣﺎﺭي ﺟﻮﺍﻧﺎ ﻣﺼﺮﻑ ﻣﻲ ﮐﻨﻨﺪ ﻭ ﺑﻪ ﻣﺸﮑﻼ ِ‬ ‫ﺟﻤﻠﻪ ‪:‬‬

‫ﻖ ﺍﻳﺠـﺎ ِﺩ ﺳـﺮﻣﺎﺧﻮﺭﺩﮔﻲ‪ ،‬ﺁﺳـﻢ ﻭ ﺑﺮﻭﻧﺸـﻴﺖ ﺩﺭ ﻋﻤﻠﮑـﺮ ِﺩ ﺳﻴﺴـﺘ ﹺﻢ ﺗﻨﻔﺴـﻲ‬ ‫‪ -١‬ﺍﻳﻦ ﻣﺎﺩﻩ ﻣﻲ ﺗﻮﺍﻧﺪ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺍﺧﺘﻼﻝ ﺍﻳﺠﺎﺩ ﮐﻨﺪ‪.‬‬ ‫‪ -٢‬ﮔﻔﺘﻪ ﺷﺪﻩ ﺍﺳﺖ ﮐﻪ ﺍﻳﻦ ﻣﺎﺩﻩ ﺩﺭﺟﻪ ي ﺍﻧﮕﻴﺰﺵ ﺭﺍ ﺩﺭ ﻓﺮﺩ ﮐﺎﻫﺶ ﺩﺍﺩﻩ‪ ،‬ﺩﺭ ﻧﺘﻴﺠﻪ ﺍﺯ ﮐﺎﺭ ﮐﺮﺩ ِﻥ ﺍﻓﺮﺍﺩ‬ ‫ﮎ ﻧﺴﺒﺘﺎً ﮐﻤـﻲ ﺑـﺮﺍي ﺍﻳـﻦ‬ ‫ﻞ ﻣﻮﺛﺮ ﺟﻠﻮﮔﻴﺮي ﻣﻲ ﮐﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺗﺎ ﺑﻪ ﺣﺎﻝ ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭ ِ‬ ‫ﺑﻪ ﺷﮑ ﹺ‬ ‫ﻲ ﺩﺍﻧﺸـﺠﻮﻳﺎﻧﻲ ﮐـﻪ‬ ‫ﮔﻔﺘﻪ ﺍﺭﺍﺋﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺑﺮﻳﻞ ﻭ ﮐﺮﻳﺴـﺘﻲ‪ (١٩٧٤ ) ١‬ﺩﺭﻳﺎﻓﺘﻨـﺪ ﻋﻤﻠﮑـﺮ ِﺩ ﺗﺤﺼـﻴﻠ ﹺ‬ ‫ﻑ‬ ‫ﻣﺎﺭي ﺟﻮﺍﻧﺎ ﻣﺼﺮﻑ ﻣﻲ ﮐﻨﻨﺪ ﺑﺎ ﺑﻘﻴﻪ ي ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻳﮑﺴﺎﻥ ﺍﺳﺖ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﻣﻤﮑﻦ ﺍﺳﺖ ﻣﺼـﺮ ِ‬ ‫ﺩﺭﺍﺯﻣﺪﺕ ﻭ ﺯﻳﺎ ِﺩ ﮐﺎﻧﺎﺑﻴﺲ ﻣﻨﺠﺮ ﺑﻪ ﺭﺧﻮﺕ ﻭ ﮐﻨﺪي‪ ٢‬ﮔﺮﺩﺩ‪.‬‬ ‫ﻑ ﺩﺭﺍﺯ ﻣـﺪﺕ ﻭ ﺯﻳـﺎ ِﺩ ﮐﺎﻧـﺎﺑﻴﺲ ﺩﺭ ﻣـﺮﺩﺍﻥ ﻣﻴـﺰﺍ ِﻥ ﻫﻮﺭﻣـﻮﻥِ‬ ‫‪ -٣‬ﺑﺮﺧﻲ ﻳﺎﻓﺘﻪ ﻫﺎ ﺣﺎﮐﻲ ﺍﺯ ﺁﻧﻨﺪ ﮐﻪ ﻣﺼﺮ ِ‬ ‫ﻲ ﺍﻓﺮﺍﺩ ﺍﺧﺘﻼﻝ ﺍﻳﺠﺎﺩ ﻣـﻲ‬ ‫ﻲ ﻣﺮﺩﺍﻧﻪ‪ ،‬ﺗﺴﺘﺴﺘﺮﻭﻥ ﺭﺍ ﮐﺎﻫﺶ ﺩﺍﺩﻩ ﻭ ﺑﻪ ﺍﻳﻦ ﻃﺮﻳﻖ ﺩﺭ ﻋﻤﻠﮑﺮ ِﺩ ﺟﻨﺴ ﹺ‬ ‫ﺟﻨﺴ ﹺ‬ ‫ﮐﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺍﮐﺜ ﹺﺮ ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ﺍﺯ ﺍﻳﻦ ﻣﻮﺭﺩ ﺣﻤﺎﻳﺖ ﻧﻤﻲ ﮐﻨﻨﺪ‪ ) .‬ﭘﻴﻨﻞ ‪( ١٩٩٧‬‬ ‫‪ -٤‬ﮔﻔﺘﻪ ﺷﺪﻩ ﺍﺳﺖ ﮐﻪ ﻣﺼﺮ ِ‬ ‫ﻲ ﺟﺴـﻤﻲ ﻣـﻲ ﮔـﺮﺩﺩ‪ .‬ﭼـﺮﺍ ﮐـﻪ ﺍﻳـﻦ ﻣـﺎﺩﻩ ﺩﺭ‬ ‫ﻑ ﮐﺎﻧﺎﺑﻴﺲ ﻣﻨﺠﺮ ﺑﻪ ﻧﺎﺧﻮﺷ ﹺ‬ ‫ﻲ ﺑﺪﻥ ﺍﺧﺘﻼﻝ ﺍﻳﺠﺎﺩ ﮐﺮﺩﻩ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﺿﺮﺑﺎ ِﻥ ﻗﻠﺐ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﺪ‪ .‬ﺩﺭ ﺍﻳـﻦ‬ ‫ﻋﻤﻠﮑﺮ ِﺩ ﺳﻴﺴﺘ ﹺﻢ ﺍﻳﻤﻨ ﹺ‬ ‫ﮎ ﮐﺎﻓﻲ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪.‬‬ ‫ﻣﻮﺭﺩ ﻧﻴﺰ ﻫﻨﻮﺯ ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭ ِ‬

‫‪Christie & Brill ١‬‬ ‫‪Tennan & Rey ٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﮐﺎﻧﺎﺑﻴﺲ ﻭ ﺭﻭﺍﻥ ﭘﺮﻳﺸﻲ ‪:‬‬ ‫ﻑ ﻣﺎﺭي ﺟﻮﺍﻧﺎ ) ﮐﺎﻧﺎﺑﻴﺲ ( « ﺩﺭ ﺑﺴﻴﺎﺭي ﺍﺯ ﮐﺸﻮﺭﻫﺎ ﮔﺰﺍﺭﺵ ﺷﺪﻩ‬ ‫ﻲ ﻧﺎﺷﻲ ﺍﺯ ﻣﺼﺮ ِ‬ ‫ﺖ » ﺭﻭﺍﻥ ﭘﺮﻳﺸ ﹺ‬ ‫ﺩﺭ ﺳﺎﻟﻬﺎي ﺍﺧﻴﺮ‪ ،‬ﺣﺎﻟ ِ‬ ‫ي ﺧﺸﻢ‪،‬‬ ‫ﻦ ﺁﻥ ﻓﻮﺭﺍﻥ ﻫﺎي ﻏﻴﺮ ﻋﺎﺩ ﹺ‬ ‫ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﻧﻮﻉ ﺭﻭﺍﻥ ﭘﺮﻳﺸﻲ‪ ،‬ﺩﻭﺭﻩ ﻫﺎﻳﻲ ﺍﺯ ﺳﺴﺘﻲ ﻭ ﺧﻮﺍﺏ ﺁﻟﻮﺩﮔﻲ ﻭ ﺩﺭ ﺑﻴ ﹺ‬ ‫ﺖ ﺍﻳﻦ ﻣﺴﺎﻟﻪ ﺷﺎﻳﺪ‬ ‫ﺩﺭﺳﺖ ﻣﺎﻧﻨﺪ ﻧﺸﺎﻧﻪ ﻫﺎي ﺍﺳﮑﻴﺰﻭﻓﺮﻧﻲ ﻭ ﻳﺎ ﺍﻓﺴﺮﺩﮔﻲ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﺭي ﻭ ﺗﻨﺎﻧﺖ ‪ . ( ٢٠٠٢‬ﻋﻠ ِ‬ ‫ي‬ ‫ﺕ ﺩﻗﻴﻖ ﺗﺮ ﺗﺮﺍﮐ ﹺﻢ ﺷﺪﻳﺪ ‪ THC‬ﺩﺭ ﺑﺪﻥ ﻭ ﺷﺎﻳﺪ ﻫﻢ ﻳﮏ ﺁﺳﻴﺐ ﭘﺬﻳﺮ ﹺ‬ ‫ﻗﻮي ﺑﻮﺩ ِﻥ ﺑﻴﺶ ﺍﺯ ﺣ ِﺪ ﮐﺎﻧﺎﺑﻴﺲ ﺑﺎﺷﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﮊﻧﺘﻴﮑﻲ ﺑﻪ ﺍﻳﻦ ﻣﺎﺩﻩ‪.‬‬ ‫ﻑ ﮐﺎﻧﺎﺑﻴﺲ ﻭ ﺭﻭﺍﻥ ﭘﺮﻳﺸﻲ‬ ‫ﻦ ﻣﺼﺮ ِ‬ ‫ﻁ ﻋﻠﻲ ﺑﻴ ﹺ‬ ‫ﺕ ﻃﻮﻟﻲ ﺩﺭ ﺳﻮﺋﺪ‪ ،‬ﻫﻠﻨﺪ‪ ،‬ﻧﻴﻮﺯﻟﻨﺪ ﻭ ﺁﻣﺮﻳﮑﺎ ﻫﻤﮕﻲ ﻭﺟﻮ ِﺩ ﻳﮏ ﺍﺭﺗﺒﺎ ِ‬ ‫ﻣﻄﺎﻟﻌﺎ ِ‬ ‫ﻑ‬ ‫ﺶ ﻣﺼﺮ ِ‬ ‫ﻲ ﻓﺮﺩ ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﺭﺍ ﺗﺎﻳﻴﺪ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺩﺭ ﻫﻤﻪ ي ﺍﻳﻦ ﺗﺤﻘﻴﻘﺎﺕ ﻣﻌﻠﻮﻡ ﺷﺪﻩ ﺍﺳﺖ ﮐﻪ ﻣﻴﺰﺍ ِﻥ ﺭﻭﺍﻥ ﭘﺮﻳﺸ ﹺ‬ ‫ﺚ ﻓﻌﺎﻝ‬ ‫ﻲ ﺍﻳﻦ ﻣﺴﺎﻟﻪ ﻫﺴﺘﻨﺪ ﮐﻪ ﺁﻳﺎ ﻣﺼﺮﻑ ﮐﺎﻧﺎﺑﻴﺲ ﺑﺎﻋ ِ‬ ‫ﮐﺎﻧﺎﺑﻴﺲ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﻳﺎﺑﺪ‪ .‬ﺩﺭ ﺣﺎ ﹺﻝ ﺣﺎﺿﺮ ﻣﺤﻘﻘﺎﻥ ﻣﺸﻐﻮ ﹺﻝ ﺑﺮﺭﺳ ﹺ‬ ‫ﺷﺪ ِﻥ ﺯﻣﻴﻨﻪ ي ﻧﻬﻔﺘﻪ ي ﻓﺮﺩ ﺑﺮﺍي ﺍﺑﺘﻼ ﺑﻪ ﺭﻭﺍﻥ ﭘﺮﻳﺸﻲ ﻣﻲ ﺷﻮﺩ ﻳﺎ ﻭﺍﻗﻌﺎً ﺑﻪ ﻃﻮ ﹺﺭ ﻣﺴﺘﻘﻴﻢ ﻓﺮﺩ ﺭﺍ ﺑﻪ ﺭﻭﺍﻥ ﭘﺮﻳﺸﻲ ﺩﭼﺎﺭ ﻣﻲ‬ ‫ﮐﻨﺪ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺍﻟﮑﻞ ﻭ ﺍﻟﮑﻠﻴﺴﻢ‪: ١‬‬ ‫ﺕ ﺍﻟﮑﻞ ﺑﺮ ﺭﻓﺘﺎﺭ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺩﻭ ﻗﺴﻤﺖ ﺗﻘﺴﻴﻢ ﮐﺮﺩ ‪:‬‬ ‫ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺕ ﻣﺴﺘﻘﻴﻢ ‪ :‬ﺗﺎﺛﻴﺮﺍﺗﻲ ﮐﻪ ﺍﻟﮑﻞ ﻣﺴﺘﻘﻴﻤﺎً ﺑﺮ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﺍﻋﻤﺎﻝ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫‪ -١‬ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺕ ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ ‪ :‬ﺁﻥ ﺩﺳﺘﻪ ﺍﺯ ﺗﺎﺛﻴﺮﺍﺗﻲ ﮐﻪ ﺍﻧﺘﻈﺎﺭ ﺩﺍﺭﻳﻢ ﺍﺯ ﻧﻮﺷﻴﺪ ِﻥ ﺍﻟﮑﻞ ﺩﺭ ﻣﺎ ﺍﻳﺠﺎﺩ ﺷﻮﺩ‪.‬‬ ‫‪ -٢‬ﺗﺎﺛﻴﺮﺍ ِ‬

‫ﺢ ﻣﻮﺭ ِﺩ ﺩﻭﻡ ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﮐﻪ ﺍﻓﺮﺍﺩ ﺑﺴﺘﻪ ﺑﻪ ﻧﻮ ﹺﻉ ﺍﻧﺘﻈﺎﺭﺍﺗﻲ ﮐﻪ ﺍﺯ ﺗﺎﺛﻴ ﹺﺮ ﺍﻟﮑﻞ ﺑﺮ ﺭﻓﺘﺎﺭﺷﺎﻥ ﺩﺍﺭﻧـﺪ‪،‬‬ ‫ﺩﺭ ﺗﻮﺿﻴ ﹺ‬ ‫ﺍﺯ ﺧﻮﺩ ﺭﻓﺘﺎﺭﻫﺎﻳﻲ ﺑﺮﻭﺯ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺍﻳﻦ ﺭﻓﺘﺎﺭﻫﺎ ﻧﺎﺷﻲ ﺍﺯ ﺗﺎﺛﻴ ﹺﺮ ﻣﺴﺘﻘﻴﻢﹺ ﺍﻟﮑﻞ ﺑـﺮ ﺳﻴﺴـﺘ ﹺﻢ ﻋﺼـﺒﻲ ﻧﻴﺴـﺖ‪ .‬ﺍﻳـﻦ‬ ‫ﻣﻮﺭﺩ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺩﺭ ﻣﻮﺭﺩ ﮐﺴﺎﻧﻲ ﮐﻪ ﺑﻪ ﺁﻧﻬـﺎ‬ ‫ﻧﻮﺷﻴﺪﻧﻲ ﻏﻴﺮﺍﻟﮑﻠﻲ ﺩﺍﺩﻩ ﻣﻲ ﺷﻮﺩ ﺍﻣﺎ ﺑـﻪ ﺩﺭﻭﻍ‬ ‫ﺑﻪ ﺁﻧﻬﺎ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﻧﻮﺷﻴﺪﻧﻲ ﻣﻮﺭﺩ ﻧﻈـﺮ‬ ‫ﺍﻟﮑﻠﻲ ﺳﺖ ﺑﻪ ﺧﻮﺑﻲ ﻣﺸﺎﻫﺪﻩ ﮐـﺮﺩ‪ .‬ﻋـﻼﻭﻩ ﺑـﺮ‬ ‫ﺍﻳﻦ‪ ،‬ﺍﻧﺘﻈـﺎﺭﺍﺕِ ﺩﺭﻭ ِﻥ ﻫـﺮ ﻓﺮﻫﻨـﮓ ﻧﻴـﺰ ﺗـﺎﺛﻴ ﹺﺮ‬ ‫ﺞ‬ ‫ﻋﻈﻴﻤﻲ ﺑﺮ ﺭﻓﺘﺎ ﹺﺭ ﻓﺮﺩ ﺩﺍﺭﺩ‪ .‬ﺑﺮﺍي ﻧﻤﻮﻧﻪ‪ ،‬ﻧﺘـﺎﻳ ﹺ‬ ‫ﺗﺤﻘﻴﻘـﺎ ِ‬ ‫ﺕ ﺑﺎﻧـﺪ ﻭ ﻫـﺎﻝ‪ ، (١٩٨٦ ) ٢‬ﻧﺸـﺎﻥ ﺩﺍﺩ‬ ‫ﻣﺮﺩﺍﻧﻲ ﮐﻪ ﺑﻪ ﺩﺭﻭﻍ ﺑـﻪ ﺁﻧﻬـﺎ ﮔﻔﺘـﻪ ﺷـﺪﻩ ﺑـﻮﺩ‬ ‫ﮎ ﺟﻨﺴﻲ ﺗﺤﺮﻳﮏ ﻣﻲ ﺷـﺪﻧﺪ ﺍﺯ ﺧـﻮﺩ‬ ‫ﻲ ﺍﻟﮑﻠﻲ ﺳﺖ‪ ،‬ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﺑﻪ ﻭﺳﻴﻠﻪ ي ﻣﺤﺮ ِ‬ ‫ﺁﻧﭽﻪ ﻣﻲ ﺧﻮﺭﻧﺪ ﻧﻮﺷﻴﺪﻧ ﹺ‬ ‫ﻑ ﻧﻈﺮ ﺍﺯ ﺍﻳﻦ ﺑﻮﺩ ﮐﻪ ﺑﻪ ﺭﺍﺳﺘﻲ‬ ‫ﺱ ﮔﻨﺎ ِﻩ ﮐﻤﺘﺮ ﺑﺮﻭﺯ ﻣﻲ ﺩﺍﺩﻧﺪ‪ .‬ﺍﻳﻦ ﺭﻓﺘﺎﺭ ﺻﺮ ِ‬ ‫ﻲ ﺑﺎﻻﺗﺮ ﻭ ﺍﺣﺴﺎ ﹺ‬ ‫ﻲ ﺟﻨﺴ ﹺ‬ ‫ﺍﻧﮕﻴﺨﺘﮕ ﹺ‬ ‫ﺍﻟﮑﻞ ﻣﺼﺮﻑ ﮐﺮﺩﻩ ﺑﻮﺩﻧﺪ ﻳﺎ ﻧﻪ‪.‬‬ ‫ﻞ ﺭﻭﺍﻧﻲ‪ ،‬ﺑﻴﻦ ﻓﺮﺩي‪ ،‬ﻭ ﭘﺰﺷﮑﻲ‬ ‫ﻁ ﺍﻟﮑﻞ ﮐﻪ ﻣﺴﺎﺋ ﹺ‬ ‫ﻑ ﻣﺰﻣﻦ ﻭ ﻣﻔﺮ ِ‬ ‫ي ﻧﺎﺷﻲ ﺍﺯ ﻣﺼﺮ ِ‬ ‫‪ : alcoholism ١‬ﺍﻟﮑﻠﻴﺴﻢ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﻧﻮﻋﻲ ﺑﻴﻤﺎﺭ ﹺ‬ ‫ﺑﻪ ﻭﺟﻮﺩ ﻣﻲ ﺁﻭﺭﺩ‪ ،‬ﺗﻌﺮﻳﻒ ﻧﻤﻮﺩ‪.‬‬ ‫‪Bond & Hull ٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺍﻟﮑﻠﻴﺴﻢ‪: ١‬‬ ‫ﺕ ﺩﻗﻴﻖ ﺗﺮ‪ ،‬ﺗﻨﻬـﺎ ﺑـﻪ ﺑﺮﺧـﻲ ﺍﻓـﺮﺍﺩ )‬ ‫ﻫﺮ ﮐﺴﻲ ﮐﻪ ﺍﻟﮑﻞ ﻣﺼﺮﻑ ﻣﻲ ﮐﻨﺪ ﺍﻟﮑﻠﻲ ﻣﺤﺴﻮﺏ ﻧﻤﻲ ﺷﻮﺩ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﺑﺨﺼﻮﺹ ﻣﺮﺩﺍﻥ ( ﮐﻪ ﻣﻌﺘﺎﺩ ﺑﻪ ﺍﻟﮑﻞ ﻫﺴﺘﻨﺪ‪ ،‬ﺍﻟﮑﻠﻲ ﻣﻲ ﮔﻮﻳﻨﺪ‪ ) .‬ﮐﻼﻧﻴﮕﺮ‪ ،( ١٩٨٧ ) ( ٢‬ﺍﻟﮑﻠﻲ ﻫﺎ ﺭﺍ ﺑـﻪ ﺩﻭ‬ ‫ﺩﺳﺘﻪ ي ﮐﻠﻲ ﺗﻘﺴﻴﻢ ﻣﻲ ﮐﻨﺪ ‪:‬‬ ‫‪ -١‬ﺍﻟﮑﻠﻲ ﻫﺎي ﺩﺍﺋﻤﻲ‪ : ٣‬ﮐﺴـﺎﻧﻲ ﻫﺴـﺘﻨﺪ‬ ‫ﮐﻪ ﺍﺻﻮﻻً ﻫﺮ ﺭﻭﺯ ﺍﻟﮑﻞ ﻣﺼﺮﻑ ﻣﻲ‬ ‫ﮐﻨﻨﺪ ﻭ ﺑﺮﺍﻳﺸﺎﻥ ﺑﺴﻴﺎﺭ ﺩﺷـﻮﺍﺭ ﺍﺳـﺖ‬ ‫ﮐﻪ ﺍﺯ ﻧﻮﺷـﻴﺪﻥ ﺩﺳـﺖ ﺑﮑﺸـﻨﺪ‪ .‬ﺁﻧﻬـﺎ‬ ‫ﮔــﺎﻫﻲ ﺣﺘــﻲ ﺑــﻪ ﺻــﻮﺭﺕِ ﻧﺎﺷــﺘﺎ ﻧﻴــﺰ‬ ‫ﺍﻟﮑﻞ ﻣﺼﺮﻑ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬ ‫‪ -٢‬ﺍﻟﮑﻠﻲ ﻫﺎي ﭘﺮ ﺧﻮﺭ‪ : ٤‬ﮐﺴﺎﻧﻲ ﻫﺴﺘﻨﺪ‬ ‫ﮐﻪ ﺗﻨﻬﺎ ﺑﻌﻀﻲ ﺍﻭﻗﺎﺕ ﺍﻟﮑﻞ ﻣﺼﺮﻑ‬ ‫ﻣﻲ ﮐﻨﻨﺪ ﻭﻟﻲ ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﺷﺮﻭﻉ ﺑﻪ‬ ‫ﻣﺼﺮﻑ ﻣﻲ ﮐﻨﻨﺪ ﺩﻳﮕﺮ ﻧﻤﻲ ﺗﻮﺍﻧﻨﺪ‬ ‫ﺟﻠﻮي ﺧﻮﺩ ﺭﺍ ﺑﮕﻴﺮﻧﺪ‪.‬‬

‫‪ e ١‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١٠‬‬ ‫‪cloniger ٢‬‬ ‫‪steady drinkers ٣‬‬ ‫‪binge drinkers ٤‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﭼﺮﺍ ﺁﺩﻡ ﻫﺎ ﺍﻟﮑﻠﻲ ﻣﻲ ﺷﻮﻧﺪ ؟‬ ‫ﻲ ﻓﺮﺩ ﺑﺴﺘﮕﻲ ﺩﺍﺷـﺘﻪ ﺑﺎﺷـﺪ‪.‬‬ ‫ﺕ ﮊﻧﺘﻴﮑ ﹺ‬ ‫ﺖ ﺍﻳﻨﮏ ﻳﮏ ﻓﺮﺩ ﺍﻟﮑﻠﻲ ﻣﻲ ﺷﻮﺩ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﻣﺤﻴﻂ ﻭ ﻳﺎ ﺧﺼﻮﺻﻴﺎ ِ‬ ‫ﻋﻠ ِ‬ ‫ﺖ‬ ‫ﮐﻼﻧﻴﮕﺮ‪ ،‬ﺑﻮﻫﻤﻦ ‪ ،‬ﺯﻳﮕﻮﺍﺭﺩﺳـﻮﻥ ﻭ ﻭﺍﻥ ﻧﻮﺭﻳﻨـﮓ‪ ( ١٩٨٥ ) ١‬ﻳـﮏ ﻣﻄﺎﻟﻌـﻪ ي ﻓﺮﺯﻧـﺪ ﺧﻮﺍﻧـﺪﮔﻲ‪ ٢‬ﺟﻬـ ِ‬ ‫ﻞ ﻣﺤﻴﻄﻲ ﻭ ﮊﻧﺘﻴﮑﻲ ﺩﺭ ﺍﻟﮑﻠﻲ ﺷﺪ ِﻥ ﺍﻓﺮﺍﺩ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻧﺪ ‪:‬‬ ‫ﺖ ﻋﻮﺍﻣ ﹺ‬ ‫ﻲ ﻣﻴﺰﺍ ِﻥ ﺍﻫﻤﻴ ِ‬ ‫ﺍﺭﺯﻳﺎﺑ ﹺ‬ ‫ﺶ ﺑﺴﺰﺍﻳﻲ ﺩﺭ ﺍﻟﮑﻠﻲ ﺷﺪﻥ ﺍﺯ ﻧـﻮ ﹺﻉ ﺍﻭﻝ ) ﺍﻟﮑﻠـﻲ ﻫـﺎي ﺩﺍﺋﻤـﻲ ( ﺩﺍﺭﺩ‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ‪ ،‬ﻧﻘ ﹺ‬ ‫ƒ ﺩﺭ ﻣﺮﺩﺍﻥ‪ ،‬ﻋﻮﺍﻣ ﹺ‬ ‫ﺕ ﺩﻗﻴﻖ ﺗﺮ ﻣﺮﺩﺍﻧﻲ ﮐﻪ ﭘﺪ ﹺﺭ ﺯﻳﺴﺘﻲ ﺷﺎﻥ‪ ،٣‬ﺍﻟﮑﻠﻲ ﺍﺯ ﻧﻮ ﹺﻉ‬ ‫ﻭﻟﻲ ﺩﺭ ﻣﻮﺭ ِﺩ ﺯﻧﺎﻥ ﺍﻳﻦ ﻃﻮﺭ ﻧﻴﺴﺖ‪ .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﺍﻭﻝ ﻣﻲ ﺑﺎﺷﺪ‪ ،‬ﻣﺴﺘﻌ ِﺪ ﺍﻟﮑﻠﻲ ﺷﺪﻥ ﺍﺯ ﻧﻮ ﹺﻉ ﺍﻭﻝ ﻫﺴـﺘﻨﺪ‪ ،‬ﺍﻣـﺎ ﺍﻟﮑﻠـﻲ ﺑـﻮﺩ ِﻥ ﺍﻋﻀـﺎي ﺧـﺎﻧﻮﺍﺩﻩ ي ﻏﻴـﺮ‬ ‫ﺯﻳﺴﺘﻲ ﺗﺎﺛﻴﺮي ﺩﺭ ﺍﻟﮑﻠﻲ ﺷﺪﻥ ﻓﺮﺩ ﻧﺪﺍﺭﺩ‪.‬‬ ‫ƒ ﺩﺭ ﻣﻮﺭ ِﺩ ﺍﻟﮑﻠﻲ ﻫﺎي ﺍﺯ ﻧـﻮ ﹺﻉ ﺩﻭﻡ ) ﺍﻟﮑﻠـﻲ‬ ‫ﻫﺎي ﭘﺮﺧﻮﺭ ( ﻭﺿـﻊ ﺑـﻪ ﮔﻮﻧـﻪ ي ﺩﻳﮕـﺮي‬ ‫ﺳﺖ‪ .‬ﺍﻟﮑﻠـﻲ ﺷـﺪﻥ ﺍﺯ ﻧـﻮ ﹺﻉ ﺩﻭﻡ ﭼـﻪ ﺑـﺮﺍي‬ ‫ﻞ‬ ‫ﻣــﺮﺩﺍﻥ ﻭ ﭼــﻪ ﺑــﺮﺍي ﺯﻧــﺎﻥ ﻫــﻢ ﺑــﻪ ﻋﻮﺍﻣ ـ ﹺ‬ ‫ﻞ ﮊﻧﺘﻴﮑـﻲ ﺑﺴـﺘﮕﻲ‬ ‫ﻣﺤﻴﻄﻲ ﻭ ﻫـﻢ ﺑـﻪ ﻋﻮﺍﻣـ ﹺ‬ ‫ﻦ‬ ‫ﺩﺍﺭﺩ‪ .‬ﺍﻟﮑﻠﻲ ﻫـﺎي ﭘﺮﺧـﻮﺭ ﺍﮐﺜـﺮﺍً ﻭﺍﻟـﺪﻳ ﹺ‬ ‫ﻲ ﭘﺮﺧــﻮﺭ ﺩﺍﺭﻧــﺪ ﻭ‬ ‫ﺯﻳﺴــﺘﻲ ﺍﺯ ﻧــﻮ ﹺﻉ ﺍﻟﮑﻠــ ﹺ‬ ‫ﻲ ﺷـﺪﻳﺪ‬ ‫ﺐ ﻳﮏ ﻳﺎ ﭼﻨـﺪ ﺍﻟﮑﻠـ ﹺ‬ ‫ﻣﻌﻤﻮﻻً ﺻﺎﺣ ﹺ‬ ‫ﺩﺭ ﺧﺎﻧﻮﺍﺩﻩ ي ﻏﻴﺮ ﺯﻳﺴﺘﻲ ﺧﻮﻳﺶ ﻫﺴﺘﻨﺪ‪.‬‬

‫‪Cloniger , Bohman , Sigvardsson , Von Knorring ١‬‬ ‫‪ : adoption study ٢‬ﻣﻄﺎﻟﻌﻪ ﺑﺮ ﺭﻭي ﺧﺎﻧﻮﺍﺩﻩ ﻫﺎﻳﻲ ﮐﻪ ﺩﺍﻭﻃﻠﺒﺎﻧﻪ ﻳﮏ ﻧﻔﺮ ﺭﺍ ﺑـﻪ ﻓﺮﺯﻧـﺪي ﻣـﻲ ﮔﻴﺮﻧـﺪ‪ ).‬ﻧﻘـﻞ ﺍﺯ ﻓﺮﻫﻨـﮓ ﻋﻠـﻮﻡ‬ ‫ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ – ﻡ (‬ ‫‪ ٣‬ﭘﺪﺭي ﮐﻪ ﺩﺭ ‪ % ٥٠‬ﮊﻥ ﻫﺎ ﺑﺎ ﺍﻭ ﻣﺸﺘﺮﮎ ﻫﺴﺘﻨﺪ – ﭘﺪﺭ ﻭﺍﻗﻌﻲ ‪ -‬ﻡ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﻂ ﺍﺳـﻤﻴﺖ ﻭ ﻫﻤﮑـﺎﺭﺍﻧﺶ )‬ ‫ﻞ ﮊﻧﺘﻴﮑﻲ ﺩﺭ ﺍﺑـﺘﻼ ﺑـﻪ ﺍﻟﮑﻠﻴﺴـﻢ ﺗﻮﺳـ ِ‬ ‫ﺖ ﻋﻮﺍﻣ ﹺ‬ ‫ﮎ ﺩﻗﻴﻖ ﺗﺮ ﺩﺭ ﺍﻫﻤﻴ ِ‬ ‫ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭ ِ‬ ‫ﺕ ﺧـﻮﺩ ﺭﺍ ﺑـﺮ ﺭﻭي ﻳـﮏ ﮊﻥ ﺑـﺎ ﻧﺸـﺎ ِﻥ ﻣﺸـﻬﻮﺩ ﺩﺭ ﻳﮑـﻲ ﺍﺯ‬ ‫‪ ( ١٩٩٢‬ﺍﺭﺍﺋﻪ ﺷﺪ‪ .‬ﺍﻳـﻦ ﭘﮋﻭﻫﺸـﮕﺮﺍﻥ ﺗﺤﻘﻴﻘـﺎ ِ‬ ‫ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ ﻣﺘﻤﺮﮐﺰ ﮐﺮﺩﻧﺪ‪ .‬ﺁﻧﻬﺎ ﺩﺭﻳﺎﻓﺘﻨﺪ ﮐـﻪ ﺍﻳـﻦ ﮊ ِﻥ ﻣﺨﺼـﻮﺹ ﺩﺭ ‪ % ٦٩‬ﺍﻟﮑﻠـﻲ ﻫـﺎ ﻭﺟـﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺩﺭ‬ ‫ﺣﺎﻟﻲ ﮐﻪ ﺗﻨﻬﺎ ‪ % ٢٠‬ﺍﻓﺮﺍ ِﺩ ﻏﻴﺮ ﺍﻟﮑﻠﻲ ﺩﺍﺭﺍي ﺍﻳﻦ ﮊﻥ ﻫﺴﺘﻨﺪ‪ .‬ﮊﻥ ﻫﺎي ﺩﻳﮕﺮي ﻧﻴﺰ ﺩﺭ ﺍﻳﻦ ﻣﺴﺎﻟﻪ ﻧﻘﺶ ﺩﺍﺭﻧﺪ‪.‬‬

‫ﭘﺲ ﺍﺯ ﺍﻳﻨﮑﻪ ﻓﺮﺩ ﺍﻟﮑﻞ ﻣﺼﺮﻑ ﻣﻲ ﮐﻨﺪ ﮐﺒﺪ ﺁﻧﺰﻳﻢ ﻫﺎي ﻣﻮﺟﻮﺩ ﺩﺭ ﺁﻥ ﺭﺍ ﺑﻪ ﺍﺳﺘﺎﻟﺪﻫﻴﺪ‪ ١‬ﮐـﻪ ﻳـﮏ ﻣـﺎﺩﻩ ي‬ ‫ﺳﻤﻲ ﺳﺖ ﺗﺠﺰﻳﻪ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺁﻧﺰﻳ ﹺﻢ ﺩﻳﮕﺮي ﺑﻪ ﻧﺎ ﹺﻡ ﺍﺳﺘﺎﻟﺪﻫﻴﺪ ﺩﻫﻴﺪﺭﻭﮊﻧﺰ‪ ، ٢‬ﺍﺳﺘﺎﻟﺪﻫﻴﺪ ﺭﺍ ﺑﻪ ﺍﺳﻴﺪ ﺍﺳﺘﻴﮏ ﮐـﻪ‬ ‫ﻳﮏ ﻣﻨﺒﻊﹺ ﺍﻧﺮﮊي ﺳﺖ ﺗﺒﺪﻳﻞ ﻣﻲ ﮐﻨﺪ‪ .‬ﺗﻘﺮﻳﺒﺎً ‪ % ٥٠‬ﺁﺳﻴﺎﻳﻲ ﻫﺎ ﻣﻘـﺪﺍ ﹺﺭ ﻧﺴـﺒﺘﺎً ﮐﻤـﻲ ﺍﺳـﺘﺎﻟﺪﻫﻴﺪ ﺩﻫﻴـﺪﺭﻭﮊﻧﺰ‬ ‫ﺱ ﻧﺎﺧﻮﺷﻲ ﻣﻲ ﮐﻨﻨﺪ ﻭ ﭼﻬﺮﻩ ﺷﺎﻥ ﺳـﺮﺥ‬ ‫ﻑ ﺍﻟﮑﻞ‪ ،‬ﺍﺣﺴﺎ ﹺ‬ ‫ﺩﺍﺭﻧﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺑﺴﻴﺎﺭي ﺍﺯ ﺁﺳﻴﺎﻳﻲ ﻫﺎ ﭘﺲ ﺍﺯ ﻣﺼﺮ ِ‬ ‫‪acetaldehyde ١‬‬ ‫‪acetaldehyde dehydrogenase ٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﻣﻲ ﺷﻮﻧﺪ‪.‬ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺗﺎ ﺣﺪي ﺭﻭﺷﻦ ﻣﻲ ﮐﻨﺪ ﮐﻪ ﭼﺮﺍ ﭼﻴﻨﻲ ﻫﺎ ﻭ ﮊﺍﭘﻨﻲ ﻫﺎ ﻧﺴﺒﺖ ﺑﻪ ﻏﺮﺑﻲ ﻫﺎ ﮐﻤﺘـﺮ ﺍﻟﮑـﻞ‬ ‫ﻣﺼﺮﻑ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬ ‫ﺍﺯ ﺍﻳﻦ ﻧﮑﺘﻪ ﺩﺭ ﺗﻬﻴﻪ ي ﺩﺍﺭﻭﻫﺎي ﺑﺎﺯﺩﺍﺭﻧﺪﻩ ﺑﺮﺍي ﺩﺭﻣﺎ ِﻥ ﺍﻟﮑﻠﻴﺴﻢ ﻧﻴﺰ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺩﺍﺭﻭﻫﺎي‬ ‫ﻑ ﺍﻟﮑﻞ ﺑﻪ‬ ‫ﺑﺎﺯﺩﺍﺭﻧﺪﻩ‪ ،‬ﻣﻘﺪﺍ ﹺﺭ ﺍﺳﺘﺎﻟﺪﻫﻴﺪ ﺩﻫﻴﺪﺭﻭﮊﻧﺰ ﺭﺍ ﮐﺎﻫﺶ ﺩﺍﺩﻩ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﻓﺮﺩ ﻃﻲ ‪ ٢‬ﺭﻭﺯ ﭘﺲ ﺍﺯ ﻣﺼﺮ ِ‬ ‫ﺷﺪﺕ ﺑﻴﻤﺎﺭ ﻭ ﻧﺎﺧﻮﺵ ﻣﻲ ﮔﺮﺩﺩ‪.‬‬

‫ﺍﻟﮑﻠﻲ ﺷﺪﻥ ﭼﻪ ﭘﻴﺎﻣﺪﻫﺎﻳﻲ ﺩﺍﺭﺩ ؟‬ ‫ﺚ ﺳﻴﺮﻭﺯ ِ‪١‬ﮐﺒﺪ ﮔﺮﺩﺩ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻣﻲ ﺗﻮﺍﻧـﺪ ﺑـﺎ‬ ‫ﺍﻟﮑﻠﻴﺴﻢ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﺎﻋ ِ‬ ‫ﻂ ﮐﺒـﺪ‪،‬‬ ‫ﻦ ﺗﻴـﺎﻣﻴﻦ ) ‪ ( B ١‬ﺗﻮﺳـ ِ‬ ‫ﺟﻠﻮﮔﻴﺮي ﺍﺯ ﺗﺠﺰﻳـﻪ ي ﻭﻳﺘـﺎﻣﻴ ﹺ‬ ‫ﻣﻨﺠﺮ ﺑﻪ ﺁﺳﻴﺐ ﻫﺎي ﺟﺪي ﮔﺮﺩﺩ‪ .‬ﮐﻤﺒﻮ ِﺩ ﺗﻴﺎﻣﻴﻦ ﻣﻨﺠـﺮ ﺑـﻪ ﺍﺯ ﺑـﻴﻦ‬ ‫ي ﻓﺮﺍﻣﻮﺷـﻲ‬ ‫ﻲ ﻣﻐﺰ ﻭ ﺳﺮﺍﻧﺠﺎﻡ ﺍﺑﺘﻼ ﺑﻪ ﺑﻴﻤﺎﺭ ﹺ‬ ‫ﻦ ﺳﻠﻮﻝ ﻫﺎي ﻋﺼﺒ ﹺ‬ ‫ﺭﻓﺘ ﹺ‬

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‫ﻞ ﺳﻨﺪﺭﻭ ﹺﻡ ﮐﺮﻭﺳﺎﮐﻮﻑ‪ ٣‬ﮔـﺮﺩﺩ‪.‬‬ ‫ﻭ ﻳﺎ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩ ِﻥ ﺣﺎﻓﻈﻪ ﺑﻪ ﺷﮑ ﹺ‬ ‫ﻲ‬ ‫ﺐ ﺁﮔـﺎﻫ ﹺ‬ ‫ﺑﻴﻤﺎﺭﺍﻧﻲ ﮐﻪ ﺑﻪ ﺍﻳﻦ ﺳـﻨﺪﺭﻭﻡ ﻣﺒـﺘﻼ ﻣـﻲ ﺷـﻮﻧﺪ ﺩﺭ ﮐﺴـ ﹺ‬ ‫ﺕ ﺟـﺪي‬ ‫ﺟﺪﻳﺪ ﺍﺯ ﺟﻬﺎ ِﻥ ﭘﻴﺮﺍﻣﻮ ِﻥ ﺧﻮﻳﺶ ﻭ ﺗﺠﺮﺑﻴﺎﺗﺸﺎﻥ ﺑـﺎ ﻣﺸـﮑﻼ ِ‬ ‫ﻣﻮﺍﺟﻬﻨــﺪ‪ .‬ﺁﻧﻬــﺎ ﺍﺯ ﺣﺎﻓﻈــﻪ ي ﺩﺭﺍﺯ ﻣــﺪ ِ‬ ‫ﺕ ﺿــﻌﻴﻔﻲ ﺑﺮﺧﻮﺭﺩﺍﺭﻧــﺪ‪.٤‬‬

‫‪ : cirrhosis ١‬ﺗﺸﻤﻊ‪ ،‬ﺳﻴﺮﻭﺯ‪ ،‬ﺍﻟﺘﻬﺎﺏ ﺑﻴﻨﺎﺑﻴﻨﻲ ﺑﺎﻓﺘﻬﺎي ﻳﮏ ﻋﻀﻮ ﺑﺨﺼﻮﺹ ﮐﺒﺪ‪ -.‬ﻓﺮﻫﻨﮓ ﭘﺰﺷﮑﻲ ﺩﻭﺭﻟﻨﺪ‬ ‫‪Amnesia ٢‬‬ ‫‪Korsakoff `s syndrome ٣‬‬ ‫‪ e ٤‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺍﻋﺘﻴﺎﺩ‪: ١‬‬ ‫ﻒ ﺍﻋﺘﻴﺎﺩ ﺭﻧﺞ ﻣﻲ ﺑﺮﻧﺪ ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‬ ‫ﻣﻴﻠﻴﻮﻥ ﻫﺎ ﻧﻔﺮ ﺍﺯ ﻣﺮﺩ ﹺﻡ ﺳﺮﺗﺎﺳ ﹺﺮ ﺟﻬﺎﻥ ﻣﻲ ﮔﻮﻳﻨﺪ ﮐﻪ ﺍﺯ ﺷﮑﻞ ﻫﺎي ﻣﺨﺘﻠ ِ‬ ‫ﺏ ﺭﺍﻫﻨﻤـﺎي ﺗﺸﺨﻴﺼـﻲ ﻭ‬ ‫ﻒ ﺩﻗﻴﻖ ﻭ ﻗﺎﻧﻊ ﮐﻨﻨﺪﻩ ﺍي ﺍﺯ ﻭﺍﮊﻩ ي ﺍﻋﺘﻴﺎﺩ ﭼﻨﺪﺍﻥ ﺳﺎﺩﻩ ﻧﻴﺴـﺖ‪ .‬ﮐﺘـﺎ ﹺ‬ ‫ﺍﺭﺍﺋﻪ ي ﺗﻌﺮﻳ ِ‬ ‫ﺕ‬ ‫ﺶ ﺍﺧـﺘﻼﻻ ِ‬ ‫ﺕ ﺫﻫﻨﻲ ) ‪ ١٩٩٤ DSM –IV‬ﺍﻧﺠﻤﻦ ﺭﻭﺍﻧﭙﺰﺷﮑﺎﻥ ﺁﻣﺮﻳﮑﺎ ( ﺍﻋﺘﻴـﺎﺩ ﺭﺍ ﺩﺭ ﺑﺨـ ﹺ‬ ‫ي ﺍﺧﺘﻼﻻ ِ‬ ‫ﺁﻣﺎﺭ ﹺ‬ ‫ﻖ ﺗﻌﺮﻳﻒ ﺍﻳﻦ ﺍﻧﺠﻤﻦ ﮐﺴﺎﻧﻲ ﮐﻪ ﺍﺯ ﺍﻳﻦ ﺍﺧﺘﻼﻝ ) ﺍﻋﺘﻴﺎﺩ ( ﺭﻧﺞ ﻣﻲ‬ ‫ﻣﺮﺑﻮﻁ ﺑﻪ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﺪ‪ .‬ﻃﺒ ﹺ‬ ‫ﺑﺮﻧﺪ‪ ،‬ﺍﻏﻠﺐ ﻧﺴﺒﺖ ﺑﻪ ﻣﺎﺩﻩ ي ﻣﻮﺭ ِﺩ ﻧﻈﺮ ﻭﺍﺑﺴﺘﮕﻲ‪ ٢‬ﭘﻴﺪﺍ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﻭﻗﺘﻲ ﻣﻲ ﮔﻮﻳﻴﻢ ﻓﺮﺩ ﻧﺴﺒﺖ ﺑﻪ ﻳـﮏ ﻣـﺎﺩﻩ‬ ‫ﻞ ﺷﻨﺎﺧﺘﻲ‪ ،‬ﺭﻓﺘﺎﺭي ﻭ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮑﻲ ﻓﺮﺩ‪ ،‬ﺍﻭ ﺭﺍ ﻣﺠﺒﻮﺭ ﮐـﺮﺩﻩ‬ ‫ﻭﺍﺑﺴﺘﮕﻲ ﭘﻴﺪﺍ ﮐﺮﺩﻩ ﺍﺳﺖ ﻳﻌﻨﻲ ﻣﺠﻤﻮﻋﻪ ﻋﻮﺍﻣ ﹺ‬ ‫ﻑ ﻣﺎﺩﻩ ي ﻣﻮﺭ ِﺩ ﻧﻈﺮ ﺭﺍ ﻋﻼﺭﻏ ﹺﻢ ﺯﻳﺎﻥ ﻫﺎﻳﺶ ﻫﻤﭽﻨﺎﻥ ﺍﺩﺍﻣﻪ ﺩﻫﺪ‪.‬‬ ‫ﺍﺳﺖ ﺗﺎ ﻣﺼﺮ ِ‬

‫‪ e Addiction ١‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١٢‬‬ ‫‪dependence ٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺺ ﻭﺍﺑﺴﺘﮕﻲ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﺩ‪،‬ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ ‪:‬‬ ‫ﺑﺮﺧﻲ ﻣﻌﻴﺎﺭﻫﺎﻳﻲ ﮐﻪ ‪ DSM _ IV‬ﺑﺮﺍي ﺗﺸﺨﻴ ﹺ‬ ‫ƒ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪ ِﻥ ﺗﺤﻤﻞ‪) ١‬ﺭﻭﺯ ﺑﻪ ﺭﻭﺯ ﻣﻘﺪﺍﺭ ﺑﻴﺸﺘﺮي ﺍﺯ ﻣﺎﺩﻩ ي ﻣﻮﺭ ِﺩ ﻧﻈﺮ ﺑﺎﻳﺴﺘﻲ ﻣﺼﺮﻑ ﺷـﻮﺩ‬ ‫ﺗﺎ ﺗﺎﺛﻴ ﹺﺮ ﭘﻴﺸﻴﻦ ﺩﺭ ﻓﺮﺩ ﺍﻳﺠﺎﺩ ﺷﻮﺩ‪(.‬‬ ‫ƒ ﺗﻼﺵ ﻫﺎ ﺑﺮﺍي ﮐﺎﻫﺶ ﻭ ﻳﺎ ﮐﻨﺘﺮ ﹺﻝ ﻣﺎﺩﻩ ي ﻣﺼﺮﻓﻲ ﺑﺎ ﺷﮑﺴﺖ ﺭﻭﺑﺮﻭ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ƒ ﻣﺎﺩﻩ ي ﻣﻮﺭ ِﺩ ﻧﻈﺮ ﺍﻏﻠﺐ ﺑﻪ ﻣﻘﺪﺍﺭ ﺑﻴﺸﺘﺮ ﻭ ﻃﻲ ﺩﻭﺭﻩ ﻫﺎي ﻃﻮﻻﻧﻲ ﺗـﺮ ﺍﺯ ﺣـﺪي ﮐـﻪ ﻓـﺮﺩ ﺑـﺮﺍي‬ ‫ﺧﻮﺩ ﻣﻘﺮﺭ ﮐﺮﺩﻩ ﺍﺳﺖ ﻣﺼﺮﻑ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ƒ ﻓﺮﺩ‪ ،‬ﺯﻣﺎ ِﻥ ﺯﻳﺎﺩي ﺭﺍ ﺻﺮﻑ ﻣﻲ ﮐﻨﺪ ﺗﺎ ﻣﻄﻤﺌﻦ ﺷﻮﺩ ﮐﻪ ﺑﻪ ﻣﺎﺩﻩ ي ﻣﻮﺭ ِﺩ ﻧﻈﺮ ﺩﺳﺘﺮﺳﻲ ﺩﺍﺭﺩ‪.‬‬ ‫ﻑ ﻣﻮﺍﺩ ﮐﺎﻫﺶ ﻣـﻲ ﻳﺎﺑـﺪ ﻭ‬ ‫ﻲ ﻓﺮﺩ ﺩﺭ ﻧﺘﻴﺠﻪ ي ﻣﺼﺮ ِ‬ ‫ƒ ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﻣﻬ ﹺﻢ ﺍﺟﺘﻤﺎﻋﻲ‪ ،‬ﺷﻐﻠﻲ ﻳﺎ ﺗﻔﺮﻳﺤ ﹺ‬ ‫ﻳﺎ ﺑﻪ ﻃﻮ ﹺﺭ ﮐﻠﻲ ﺗﻌﻄﻴﻞ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻞ ﺩﺍﺭﻭﻳﻲ ﺍﻳﺠﺎﺩ ﻣﻲ ﮐﻨﻨﺪ ﺑﻪ ﺍﻳﻦ ﻣﻌﻨﻲ ﮐﻪ ﺍﺛ ﹺﺮ ﻣﻘﺪﺍﺭ ﻣﺸﺨﺼﻲ ﺍﺯ ﻣﺎﺩﻩ ي ﻣﻮﺭ ِﺩ ﻧﻈﺮ ﭘـﺲ ﺍﺯ‬ ‫ﺍﮐﺜ ﹺﺮ ﻣﻮﺍﺩ‪ ،‬ﺗﺤﻤ ﹺ‬ ‫ﻑ ﻣﮑﺮﺭ ﮐﺎﻫﺶ ﻣﻲ ﻳﺎﺑﺪ‪ .‬ﻣـﺜﻼً ﻧﻮﺷـﻴﺪ ِﻥ ﻣﻘـﺪﺍ ﹺﺭ ﮐﻤـﻲ ﺍﻟﮑـﻞ‬ ‫ﻣﺼﺮ ِ‬ ‫ﻂ ﮐﺴﻲ ﮐﻪ ﻫﺮﮔﺰ ﭘﻴﺶ ﺍﺯ ﺁﻥ ﺍﻟﮑﻞ ﻣﺼﺮﻑ ﻧﮑـﺮﺩﻩ ﺍﺳـﺖ ﻣـﻲ‬ ‫ﺗﻮﺳ ِ‬ ‫ﺗﻮﺍﻧﺪ ﺍﺛ ﹺﺮ ﻣﺴﺖ ﮐﻨﻨﺪﻩ ﺑﺮ ﻓﺮﺩ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ﺩﺭ ﺣﺎﻟﻴﮑـﻪ ﻫﻤـﻴﻦ ﻣﻘـﺪﺍﺭ‬ ‫ﻲ ﺣﺮﻓﻪ ﺍي ﻧﺨﻮﺍﻫـﺪ ﺩﺍﺷـﺖ‪ .‬ﺩﺭ ﺍﻳـﻦ‬ ‫ﺍﻟﮑﻞ ﻫﻴﭻ ﺗﺎﺛﻴﺮي ﺑﺮ ﻳﮏ ﺍﻟﮑﻠ ﹺ‬ ‫ﻲ ﺣﺮﻓﻪ ﺍي ﻧﺴﺒﺖ ﺑﻪ ﺍﻟﮑﻞ‪ ،‬ﺗﺤﻤﻞ‬ ‫ﺣﺎﻟﺖ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﻳﮏ ﺍﻟﮑﻠ ﹺ‬ ‫ﭘﻴﺪﺍ ﮐﺮﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﺕ‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺍﻧﺘﻈﺎﺭ ﻣﻲ ﺭﻭﺩ » ﺗﺤﻤﻞ « ﺍﻏﻠﺐ ﺑﺎﻋﺚ ﻣﻲ ﺷﻮﺩ ﺗﺎ ﻓـﺮﺩ ﻣﺠﺒـﻮﺭ ﺷـﻮﺩ ﺑـﺮﺍي ﺭﺳـﻴﺪﻥ ﺑـﻪ ﻟـﺬ ِ‬ ‫ﭘﻴﺸﻴﻦ‪ ،‬ﺭﻭﺯ ﺑﻪ ﺭﻭﺯ ﻣﻘﺪﺍ ﹺﺭ ﺑﻴﺸﺘﺮي ﺍﺯ ﻣﺎﺩﻩ ي ﻣﻮﺭﺩ ﻧﻈﺮ ﻣﺼﺮﻑ ﮐﻨﺪ‪ .‬ﺷﺎﻳﺪ ﺳﻮﺍﻝ ﮐﻨﻴﺪ ﮐﻪ ﭼﺮﺍ ﻓـﺮﺩ ﻧﺴـﺒﺖ‬ ‫ﺶ ﺑﻌﺪ‪ ،‬ﺗﻼﺵ ﻣﻲ ﮐﻨﻴﻢ ﺗﺎ ﺑﻪ ﺍﻳﻦ ﺳﻮﺍﻝ ﭘﺎﺳﺦ ﺩﻫﻴﻢ‪.‬‬ ‫ﺑﻪ ﻳﮏ ﻣﺎﺩﻩ ﻳﺎ ﺩﺍﺭﻭ ﺗﺤﻤﻞ ﭘﻴﺪﺍ ﻣﻲ ﮐﻨﺪ‪ .١‬ﺩﺭ ﺑﺨ ﹺ‬ ‫‪tolerance ١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﻞ ﭘﻴﺪﺍ ﮐﻨﺪ ؟‬ ‫ﭼﻪ ﭼﻴﺰي ﺑﺎﻋِﺜﻤﻲ ﺷﻮﺩ ﺗﺎ ﻓﺮﺩ ﺑﻪ ﻳﮏ ﻣﺎﺩﻩ ﺗﺤﻤ ﹺ‬ ‫ﭼﻨﺪﻳﻦ ﻋﺎﻣﻞ ﺩﺭ ﺍﻳﻦ ﻣﺴﺌﻠﻪ ﻧﻘﺶ ﺩﺍﺭﻧﺪ ‪:‬‬ ‫‪ -١‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﻪ ﺗﺪﺭﻳﺞ ﺳﺮﻋﺖِ ﺗﺠﺰﻳﻪ ﻭ ﻣﺘﺎﺑﻮﻟﻴﺰﻩ ﺷﺪﻥ ﻣﺎﺩﻩ ي ﻣﻮﺭﺩ ﻧﻈﺮ ﺩﺭ ﺑﺪﻥ ﺍﻓـﺰﺍﻳﺶ ﻳﺎﺑـﺪ‪.‬‬ ‫ﻂ ﮐﺒﺪ ﺍﻓﺰﺍﻳﺶ ﻳﺎﻓﺘـﻪ‬ ‫ﻑ ﭘﻴﺎﭘﻲ‪ ،‬ﺗﻮﻟﻴ ِﺪ ﺁﻧﺰﻳﻢ ﻫﺎي ﻣﺨﺘﻠﻒ ﺗﻮﺳ ِ‬ ‫ﻣﺜﻼً ﺩﺭ ﻣﻮﺭ ِﺩ ﺍﻟﮑﻞ‪ ،‬ﺩﺭ ﺍﺛ ﹺﺮ ﻣﺼﺮ ِ‬ ‫ﻭ ﺍﻳﻦ ﺑﻪ ﻧﻮﺑﻪ ي ﺧﻮﺩ ﺳﺮﻋﺖِ ﺗﺠﺰﻳﻪ ي ﺍﻟﮑﻞ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﺪ‪.‬‬

‫ﺕ ﻣﺎﺩﻩ ي ﻣـﻮﺭ ِﺩ ﻧﻈـﺮ ﭘـﺎﻳﻴﻦ‬ ‫ﺖ ﻧﻮﺭﻭﻥ ﻫﺎ ﺑﻪ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫‪ -٢‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺩﺭ ﺍﺛﺮ ﺍﺳﺘﻔﺎﺩﻩ ي ﻣﮑﺮﺭ‪ ،‬ﺣﺴﺎﺳﻴ ِ‬ ‫ﺖ ﺳﺎﺑﻖ‪ ،‬ﻣﻘـﺪﺍﺭ ﺑﻴﺸـﺘﺮي ﺍﺯ ﻣـﺎﺩﻩ ي ﻣـﻮﺭﺩ‬ ‫ﺑﻴﺎﻳﺪ‪ .‬ﺩﺭ ﻧﺘﻴﺠﻪ ﻓﺮﺩ ﻣﺠﺒﻮﺭ ﺷﻮﺩ ﺑﺮﺍي ﺗﺠﺮﺑﻪ ي ﺣﺎﻟ ِ‬ ‫ﺕ ﭘﻴﺸـﻴﻦ ﻣﻘـﺪﺍﺭ ﺑﻴﺸـﺘﺮي‬ ‫ﻧﻈﺮ ﻣﺼﺮﻑ ﮐﻨﺪ‪ .‬ﺩﺭ ﻧﺘﻴﺠﻪ ﻓﺮﺩ ﻣﺠﺒﻮﺭ ﻣﻲ ﺷﻮﺩ ﺑﺮﺍي ﺭﺳﻴﺪﻥ ﺑـﻪ ﻟـﺬ ِ‬ ‫ﺍﻟﮑﻞ ﻣﺼﺮﻑ ﮐﻨﺪ‪.‬‬ ‫‪ -٣‬ﻋﻮﺍﻣﻞ ﻣﺤﻴﻄﻲ ﺑﻪ ﻃﺮ ﹺﺯ ﺷﮕﻔﺖ ﺁﻭﺭي ﻣﻬﻢ ﻫﺴـﺘﻨﺪ‪ .‬ﺑـﺮﺍي ﻧﻤﻮﻧـﻪ‪ ،‬ﻟـﻲ ﻭ ﻫﻤﮑـﺎﺭﺍﻧﺶ‪(١٩٧٩ ) ٢‬‬ ‫ﺗﺤﻘﻴﻘﻲ ﺑﺮ ﺭﻭي ﺩﻣﺎي ﺑﺪ ِﻥ ﻣﻮﺵ ﻫﺎي ﺻﺤﺮﺍﻳﻲ ﭘﺲ ﺍﺯ ﻧﻮﺷﻴﺪ ِﻥ ﻣﻘﺪﺍﺭ ﻣﻌﻴﻨﻲ ﺍﻟﮑﻞ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻧﺪ‪.‬‬ ‫ﻑ ﺍﻟﮑﻞ ﮐﺎﻫﺶ ﻣﻲ ﻳﺎﺑﺪ‪ .‬ﺑـﺎ ﺍﻳـﻦ‬ ‫ﺁﻧﻬﺎ ﻣﺘﻮﺟﻪ ﺷﺪﻧﺪ ﺩﻣﺎي ﺑﺪﻥ ﻣﻮﺵ ﻫﺎي ﺻﺤﺮﺍﻳﻲ ﭘﺲ ﺍﺯ ﻣﺼﺮ ِ‬ ‫ﻭﺟﻮﺩ ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﺍﻳﻦ ﺁﺯﻣﺎﻳﺶ ﺑﺮﺍي ﭼﻨﺪﻳﻦ ﺭﻭﺯ ﺩﺭ ﻫﻤﺎﻥ ﺍﺗﺎﻕ ﺗﮑﺮﺍﺭ ﺷﺪ ﻣﻮﺵ ﻫـﺎ ﻧﺴـﺒﺖ ﺑـﻪ‬ ‫ﺍﻟﮑﻞ ﺗﺤﻤﻞ ﭘﻴﺪﺍ ﮐﺮﺩﻧﺪ‪ ) .‬ﺑﻪ ﺍﻳﻦ ﻣﻌﻨﻲ ﮐﻪ ﺭﻭﺯ ﺑﻪ ﺭﻭﺯ ﺩﻣـﺎي ﺑـﺪﻥ ﻣـﻮﺵ ﻫـﺎ ﭘـﺲ ﺍﺯ ﻧﻮﺷـﻴﺪ ِﻥ‬ ‫ﻂ‬ ‫ﺍﻟﮑﻞ‪ ،‬ﮐﻤﺘﺮ ﮐﺎﻫﺶ ﻣﻲ ﻳﺎﻓﺖ‪ (.‬ﺍﻣﺎ ﻧﮑﺘﻪ ي ﺟﺎﻟﺐ ﺍﻳﻦ ﺑﻮﺩ ﮐﻪ ﻭﻗﺘﻲ ﻫﻤﻴﻦ ﺁﺯﻣﺎﻳﺶ ﺭﺍ ﺩﺭ ﻣﺤﻴ ِ‬ ‫ﻞ ﺩﺍﺭﻭﻳﻲ ﺭﺥ ﻧﺪﺍﺩ ﻭ ﺩﻣﺎي ﺑـﺪ ِﻥ ﻣـﻮﺵ ﻫـﺎ ﻫﻤـﺎﻥ ﻣﻘـﺪﺍﺭ‬ ‫ﺟﺪﻳﺪي ﺗﮑﺮﺍﺭ ﮐﺮﺩﻧﺪ ﻫﻴﭻ ﮔﻮﻧﻪ ﺗﺤﻤ ﹺ‬ ‫ﺶ ﺍﻭﻝ ﺛﺒﺖ ﺷﺪﻩ ﺑﻮﺩ!‬ ‫ﮐﺎﻫﺸﻲ ﺭﺍ ﭘﻴﺪﺍ ﮐﺮﺩ ﮐﻪ ﺩﺭ ﺷﺮﻭ ﹺﻉ ﺁﺯﻣﺎﻳ ﹺ‬

‫‪ e ١‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١٣‬‬ ‫‪Le et al ٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﮔﺎﻫﻲ ﺩﺭ ﺑﺮﺧﻲ ﮐﺘﺎﺏ ﻫﺎي ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﻋﺘﻴﺎﺩ‬ ‫ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﻫﺮ ﻓﺮﺩي ﺑﻪ ﻳﮏ ﻣﺎﺩﻩ ي‬ ‫ﺧﺎﺹ‪ ،‬ﺍﻋﺘﻴﺎﺩ ﻭ ﻳﺎ ﻭﺍﺑﺴﺘﮕﻲ ﭘﻴﺪﺍ ﻣﻲ ﮐﻨﺪ‪ .‬ﺩﺭ‬ ‫ﺣﺎﻟﻲ ﮐﻪ ﺑﺎﻳﺪ ﮔﻔﺖ ﺍﻳﻦ ﻋﻘﻴﺪﻩ ﺍﺷﺘﺒﺎﻩ ﺍﺳﺖ‪.‬‬ ‫ﺍﮐﺜ ﹺﺮ ﺍﻓﺮﺍﺩي ﮐﻪ ﺑﻪ ﺳﻮﺀ ﺍﺳﺘﻔﺎﺩﻩ ﻫﺎي ﺩﺍﺭﻭﻳﻲ‬ ‫) ﻣﻮﺍﺩ ( ﺩﭼﺎﺭﻧﺪ‪ ،‬ﻣﺼﺮﻑ ﮐﻨﻨﺪﻩ ي ﺣﺮﻓﻪ ﺍي‬ ‫ﺩﻭ ﻳﺎ ﭼﻨﺪ ﻣﺎﺩﻩ ي ﻣﺨﺘﻠﻒ ﻫﺴﺘﻨﺪ‪ ) .‬ﮔﻮﺳﻮﭖ‪(١٩٩٥ ١‬‬

‫ﭼﺮﺍ ﺍﻓﺮﺍﺩ ﻣﻌﺘﺎﺩ ﻣﻲ ﺷﻮﻧﺪ ؟‬ ‫ﻲ ﺑﻪ ﻣﻮﺍﺩ ( ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪:‬‬ ‫ﺖ ﺍﺑﺘﻼ ﺑﻪ ﺍﻋﺘﻴﺎﺩ ) ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﺩﻭ ﻧﻈﺮﻳﻪ ي ﺍﺻﻠﻲ ﺩﺭ ﻣﻮﺭ ِﺩ ﻋﻠ ِ‬ ‫ﻲ ﺑﺪﻧﻲ‪ : ٢‬ﻃﺒﻖ ﺍﻳﻦ ﻧﻈﺮﻳﻪ‪ ،‬ﺍﻓﺮﺍﺩ ﺑﻪ ﻣﺼﺮﻑ ﻣـﻮﺍﺩ ﺍﺩﺍﻣـﻪ ﻣـﻲ ﺩﻫﻨـﺪ ﺗـﺎ ﺍﺯ ﺍﺛـﺮﺍﺕ‬ ‫‪ .١‬ﻧﻈﺮﻳﻪ ي ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﺐ ﺗﺮﮎ ﻣﻮﺍﺩ ﺑﻪ ﻭﺟﻮﺩ ﻣﻲ ﺁﻳﺪ ) ﻧﺸﺎﻧﻪ ﻫﺎي ﺗﺮﮎ (‪ ،‬ﺩﺭ ﺍﻣﺎﻥ ﺑﻤﺎﻧﻨﺪ‪.‬‬ ‫ﻧﺎﺧﻮﺷﺎﻳﻨﺪي ﮐﻪ ﻣﺘﻌﺎﻗ ﹺ‬ ‫ﻑ ﻣﻮﺍﺩ‪،‬‬ ‫ﻑ ﻣﻮﺍﺩ ﺍﺩﺍﻣﻪ ﻣﻲ ﺩﻫﻨﺪ ﺯﻳﺮﺍ ﻣﺼﺮ ِ‬ ‫ﺵ ﻣﺜﺒﺖ‪ : ٣‬ﻃﺒﻖ ﺍﻳﻦ ﻧﻈﺮﻳﻪ‪ ،‬ﺍﻓﺮﺍﺩ ﺑﻪ ﻣﺼﺮ ِ‬ ‫‪ .٢‬ﻧﻈﺮﻳﻪ ي ﭘﺎﺩﺍ ﹺ‬ ‫ي ﻣﺮﺑﻮﻁ ﺑﻪ ﭘﺎﺩﺍﺵ ﺍﺛﺮ ﻣﻲ ﮔﺬﺍﺭﻧﺪ‪.‬‬ ‫ﺑﺮ ﻣﺴﻴﺮﻫﺎي ﻣﻐﺰ ﹺ‬

‫ﻲ ﺩﻗﻴﻖ ﺗ ﹺﺮ ﺍﻳﻦ ﺩﻭ ﻧﻈﺮﻳﻪ ﻭ ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺁﻧﻬﺎ ﻣﻲ ﭘﺮﺩﺍﺯﻳﻢ ‪:‬‬ ‫ﺩﺭ ﺍﺩﺍﻣﻪ ﺑﻪ ﺑﺮﺭﺳ ﹺ‬

‫‪Gossop ١‬‬ ‫‪physical dependence theory ٢‬‬ ‫‪positive reward theory ٣‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﻫﺸﺘﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎ‬

‫ﻧﻈﺮﺮﻳﻪ ي ﻭﻭﺍﺑﺴﺘﮕﻲ ﺑﺪﻧﻲ ‪:‬‬ ‫ﺐ‬ ‫ﻃﺮﻓﻓﺪﺍﺭﺍﻥ ﺍﻳﻦ ﻧﻈﺮﻳﻪ ﺍﻋﺘﻘﻘﺎﺩ ﺩﺍﺭﻧـﺪ ﮐﮐـﻪ ﺍﻋﺘﻴـﺎﺩ ﺩﺩﺭ ﺍﻏﻠـ ﹺ‬ ‫ﻲ ﺑـﺪﻧﻲ ﺑـﻪ‬ ‫ﻲ ﺑﺪﺪﻧﻲ « ﺍﺳﺖ‪ .‬ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﻞ » ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﻣﻮﺍﺭﺩ ﺷﺎﻣ ﹺ‬ ‫ﺝ‬ ‫ﻣﻌـﻴﻦ ﺍﺣﺘﻴـﺎ ﹺ‬ ‫ﮏ ﻣﺎﺩﻩ ﻳﺎ ﺩﺩﺍﺭﻭي ﻦ‬ ‫ﮐﻪ ﺑﺪﻥ ﺑﻪ ﻳﮏ‬ ‫ﺍﻳﻦ ﻣﻌﻨﺎﺳﺖ ﻪ‬ ‫ﻣﻲ ﮐﻨﺪ ﻭ ﭼﻨﻨﺎﻧﭽﻪ ﻣﺎﺩﻩ ﺎﻳﺎ ﺩﺍﺭﻭي ﻣـﻮﻮﺭ ِﺩ ﻧﻈـﺮ‬ ‫ﻣﺒﺮﺮﻣﻲ ﭘﻴﺪﺍ ﻲ‬ ‫ﮎ ﺟﺟﺪي ﻇﺎﻫﺮ ﻣﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻫﺎي ﺗﺮ ِ‬ ‫ﺩﺭ ﺩﺳﺘﺮﺱ ﻧﺒﺎﺷﺷﺪ‪ ،‬ﻧﺸﺎﻧﻪ ﻫﺎ‬ ‫ﮕﻲ ﺑـﺪﻧﻲ‬ ‫ﻧﻈﺮﻳﻪ ي ﻭﺍﺑﺴـﺘﮕ‬ ‫ﻪ‬ ‫ﻦ ﺍﻳﻦ ﻣﺴﺎﻟﻪﻪ‪ ،‬ﺩﺭ‬ ‫ﮔﺮﻓﺘ ﹺ‬ ‫ﺑﺎ ﺩﺭ ﻧﻈﺮ ﺘ‬ ‫ﻣﺼـﺮﻑِ‬ ‫ﻑ‬ ‫ﺳـﻮي ﺁﻥ‬ ‫ﺩﺭ ﻳﮏ ﺩﻭ ﹺﺭ ﺑﺑﺎﻃﻞ ﮐﻪ ﺩﺭ ﻳﮏ ي‬ ‫ﻭﺍﺑﺴﺘﮕﻲ ﺑﺪﻧﻲ‪ ،‬ﻣﻌﻌﺘﺎﺩﺍﻥ ﺭﺍ ﺭ‬ ‫ﮕﻲﹺ‬ ‫ﻓﺮﺽ ﻣﻲ ﺷﻮﺩ ﮐﮐﻪ "‬ ‫ﺍﻳﻦ ﻃﻮﺭ ﺽ‬ ‫ﻓـﺮ ِﺩ‬ ‫ﺕ ﺩﺩﻳﮕـﺮ ﻫﻨﮕـﺎﺎﻣﻲ ﮐـﻪ ﺮ‬ ‫ﻣﻲ ﺳﺎﺯﺩ‪ " .‬ﺑﺑﻪ ﻋﺒـﺎﺭ ِ‬ ‫ﺩﺍﺭﺩ ﮔﺮﻓﺘﺎﺭ ﻲ‬ ‫ﺗﺮﮎ ﻗﺮﺍﺭ ﺩ‬ ‫ﺳﻮي ﺩﻳﮕﺮ ﻧﺸﺎﻧﻪ ﻫﺎي ﮎ‬ ‫ﻣﻮﺍﺩ ﻭ ﺩﺭ ي‬ ‫ﺩﭼﺎ ﹺﺭ ﻧﺸﺎﻧﻪ ي‬ ‫ﻣﻲ ﮔﻴﺮﺩ ﭼﺎ‬ ‫ﻑ ﻣﻮﺍﺩ ﻲ‬ ‫ﻣﺼﺮ ِ‬ ‫ﮎ ﻳﺎ ﮐﮐﺎﻫﺶ ﺮ‬ ‫ﻣﻌﺘﺎﺎﺩ‪ ،‬ﺗﺼﻤﻴﻢ ﺑﺑﻪ ﺗﺮ ِ‬ ‫ﻫﺎي ﺗﺮﮎ ﺷﺪﺪﻩ ﻭ ﺑﻪ ﺍﻳـﻦ ﺷـﮑﻞ ﻧﺎﭼــﺎﺭ‬ ‫ﻦ ﻏﻴﻴﺮﻣﺘﺨﺼﺼـﺎﺎﻥ‪ ،‬ﻫـﻮﺍﺩﺍﺭﺍ ِﻥ‬ ‫ﻧﻈﺮﻳـﻪ ﺩﺭ ﺑـﻴ ﹺ‬ ‫ﻪ‬ ‫ﭘﻴﻨـﻞ ‪ .(١٩٩٧‬ﺍﻳـﻦ‬ ‫ﻑ ﻣﻣﻮﺍﺩ ﺍﺩﺍﻣﻪ ﺩﺩﻫﺪ‪ ) .١‬ﻞ‬ ‫ﺖ‬ ‫ﺍﺳﺖ ﻫﻤﭽﻨﺎﻥ ﺑﻪ ﻣﺼﺮ ِ‬ ‫ﺑﺴﻴﺎﺎﺭ ﺩﺍﺭﺩ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺍﻧﻧﺘﻘﺎﺩ ﻫﺎي ﺟﺟﺪي ﺑﻪ ﺁﻥ ﻭﺍﺭﺩ ﺍﺳﺖ‪.‬‬

‫ﺷﻮﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ‪:‬‬

‫ﺐ ﻣﺎﺩﻩ ي‬ ‫ﻋﮑﺲ ﻋﻮﺍﻗ ﹺ‬ ‫ﺖ ﺲﹺ‬ ‫ﻋﻮﺍﻗﺒﻲ ﺩﺭﺳ ِ‬ ‫ﻲ‬ ‫ﻓﺮﺍﻳﻨﺪﻫﺎﻳﻲ ﺭﺍ ﺑﻪ ﮐﺎﺭ ﺍﻧﺪﺪﺍﺯﺩ ﺗﺎ‬ ‫ﻲ‬ ‫ﺽ ﻣﺎﺎﺩﻩ ﺍي ﻗﺮﺍﺭ ﮔﮔﻴﺮﺩ‪ ،‬ﻣﻤﮑﻦ ﺍﺳﺳﺖ‬ ‫ﻣﮑﺮﺭﺍً ﺩﺭ ﻣﻌﺮ ﹺ‬ ‫ﺍ‬ ‫‪ ١‬ﻣﻣﻐﺰ ﺍﮔﺮ‬ ‫ﻦ ﻣﺼﺮ ِ‬ ‫ﺗﻌﺎﺩﻝ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺣﺣﻴ ﹺ‬ ‫ﺖ ﻝﹺ‬ ‫ﻣﻮﺭ ِﺩ ﻧﻈﺮ ﺍﻳﺠﺎﺩ ﮐﮐﻨﻨﺪ‪ .‬ﻣﻐﺰ ﺑﺎ ﮐﻤﻤﮏ ﺍﻳﻦ ﻓﺮﺍﻳﻨﻨﺪﻫﺎ ﻣﻲ ﺧﻮﺍﻫﻫﺪ ﺣﺎﻟ ِ‬ ‫ﻑ ﺁﺁﻥ ﻣﺎﺩﻩ ﺣﻔﻆ ﮐﻨﺪ‪ ،‬ﻭﻟﻲ ﻫﻤﻤﻴﻦ‬ ‫ﮐﻪ ﺣﺎﻻ ﻣﻘﺎﻭﻡ ﻫﻢ‬ ‫ﺳﻴﺴﺘﻢ ﻫﺎي ﻟﺬﺕ ﻪ‬ ‫ﻢ‬ ‫ﻑ ﻣﺎﺩﻩ ﺩﺳﺖ ﺑﺮ ﻣﻣﻲ ﺩﺍﺭﺩ‪ ،‬ﻓﻌﺎﻝ ﻧﺒﻮﺩ ِﻥ‬ ‫ﺧﻮﺷﺎﻳﻨﺪ ﻫﺴﺘﻨﺪﺪ‪ .‬ﻭﻗﺘﻲ ﻣﻌﺘﺎﺩ ﺍﺯ ﻣﺼﺮ ِ‬ ‫ﻓﺮﺍﻳﻨﻳﻨﺪﻫﺎ ﺧﻮﺩ ﻧﺎﺧ‬ ‫ﺕ ﺁﻥ ﻣﺎﺩﺩﻩ ﺭﺍ ﺍﻳﺠﺎﺩ ﮐﺮﺮﺩﻩ ﺍﻧﺪ ﻣﻲ ﺗﻮﻮﺍﻧﻨﺪ ﺑﺎ ﻫﻢ ﻧﺸﺎﺎﻧﻪ ﻫﺎي ﺗﺮﮎ ﺭﺍ‬ ‫ﺲ ﺍﺛﺮﺍ ِ‬ ‫ﺷﺪﻩ ﺍﻧﺪ‪ ،‬ﻭ ﻓﻌﺎﻝ ﺑﺑﻮﺩ ِﻥ ﻓﺮﺍﻳﻨﺪ ﻫﻫﺎي ﻧﺎﺧﻮﺷﺎﻳﻨﺪﺪي ﮐﻪ ﻋﮑ ﹺ‬ ‫ﻩ‬ ‫ﮑﻞ ﺍﺯ ﺩﭼﺎﺭ ﺷﺷﺪﻥ ﺑﻪ ﻧﺸﺎﻧﻪ ﻫﺎ‬ ‫ﮐﻨﺪ ﺗﺎ ﺑﻪ ﻣﺼﺮﻑِ ﻣﻮﺍﺩ ﺍﺩﺍﻣﻪ ﺩﻫﻫﺪ ﻭ ﺑﻪ ﺍﻳﻦ ﺷﮑ‬ ‫ﮕﻴﺰﻩ ﭘﻴﺪﺍ ﺪ‬ ‫ﻲ ﺷﻮﺩ ﻣﻌﺘﺎﺩ ﺍﻧﮕ‬ ‫ﺣﺎﻟﺖ ﺑﺎﻋﺚ ﻣﻲ‬ ‫ﺍﻳﺠﺎﺩ ﮐﻨﻨﺪ‪ .‬ﺍﻳﻦ ﺣ‬ ‫ﻫﺎي‬ ‫ﺭﻓﻴﻌﻲ ﻭ ﻫﻤﮑﺎﺭﺍﻥ – ﻧﺸ ﹺﺮ ﺍﺭﺟﻤﻨﺪ –‬ ‫ﺑﻤﺎﻧﺪ‪ ) .‬ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﺪﮐﻲ ﺗﻠﺨﻴﺺ ﺍﺍﺯ ﺯﻣﻴﻨﻪ ي ﺭﻭﻭﺍﻧﺸﻨﺎﺳﻲ ﻫﻴﻠﮕﺎﺎﺭﺩ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻲ‬ ‫ﺗﺮﮎ ﺩﺭ ﺍﻣﺎﻥ ﺪ‬ ‫ﮎ‬ ‫ﭼﺎﭖ ﻫﺸﺘﻢ ﺻﻔﺤﻪ ي ‪(٢٢‬‬ ‫ﭖ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﻲ ﺑـﺪﻧﻲ ﺣﻤﺎﻳـﺖ ﻧﻤـﻲ‬ ‫• ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ﺑﺪﺳﺖ ﺁﻣﺪﻩ ﺍﺯ ﺭﻭﺵ » ﺳﻢ ﺯﺩﺍﻳﻲ « ﺍﺯ ﻧﻈﺮﻳﻪ ي ﻭﺍﺑﺴـﺘﮕ ﹺ‬ ‫ﮐﻨﺪ‪ .‬ﺩﺭ ﺭﻭﺵ ﺳﻢ ﺯﺩﺍﻳﻲ‪ ،‬ﺩﺍﺭﻭ ﻳﺎ ﻣﺎﺩﻩ ﺍي ﮐﻪ ﻓﺮﺩ ﺑﻪ ﺁﻥ ﻣﻌﺘﺎﺩ ﺍﺳﺖ ﺑﻪ ﺗـﺪﺭﻳﺞ ﮐﻨـﺎﺭ ﮔﺬﺍﺷـﺘﻪ ﻣـﻲ‬ ‫ﺷﻮﺩ ﺗﺎ ﺯﻣﺎﻧﻲ ﮐﻪ ﺍﻳﻦ ﻣﺎﺩﻩ ﺑﻪ ﻃﻮ ﹺﺭ ﮐﺎﻣﻞ ﺍﺯ ﺑﺪ ِﻥ ﺍﻭ ﺧﺎﺭﺝ ﺷﻮﺩ‪ .‬ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﻓﺮﺩ ﺑﻪ ﻫﻴﭻ ﮔﻮﻧﻪ ﻧﺸﺎﻧﻪ‬ ‫ﻲ‬ ‫ﺕ ﺩﻳﮕﺮ‪ ،‬ﺍﺯ ﺩﻭ ﹺﺭ ﺑﺎﻃﻞ ﻣﻲ ﮔﺮﻳﺰﺩ (‪ .‬ﺍﮔﺮ ﻧﻈﺮﻳﻪ ﻫﺎي ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﻫﺎي ﺗﺮﮎ ﺩﭼﺎﺭ ﻧﻤﻲ ﺷﻮﺩ‪ ) .‬ﺑﻪ ﻋﺒﺎﺭ ِ‬ ‫ﻒ ﺍﻋﺘﻴﺎﺩ ﺷﻮﺩ‪ }.‬ﭼﺮﺍ ﮐـﻪ ﻇـﺎﻫﺮ ﺷـﺪﻥ ﻧﺸـﺎﻧﻪ ﻫـﺎي‬ ‫ﺚ ﺗﻮﻗ ِ‬ ‫ﺑﺪﻧﻲ ﺩﺭﺳﺖ ﺑﺎﺷﺪ‪ ،‬ﺑﺎﻳﺴﺘﻲ ﺳﻢ ﺯﺩﺍﻳﻲ ﺑﺎﻋ ِ‬ ‫ﻦ ﻣﻮﺍﺩ ﺫﮐﺮ ﻣﻲ ﺷﻮﺩ ﺍﺯ ﻃﺮﻳـﻖ ﺳـﻢ ﺯﺩﺍﻳـﻲ ﺣـﺬﻑ ﻣـﻲ‬ ‫ﺖ ﻧﺎﺗﻮﺍﻧﻲ ﻓﺮﺩ ﺩﺭ ﮐﻨﺎﺭﮔﺬﺍﺷﺘ ﹺ‬ ‫ﺗﺮﮎ ﮐﻪ ﻋﻠ ِ‬ ‫ﺷﻮﺩ { ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﻭﺍﻗﻌﻴﺖ ﭼﻴ ﹺﺰ ﺩﻳﮕﺮي ﺭﺍ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ‪ .‬ﺩﺭ ﺣﻘﻴﻘﺖ‪ ،‬ﺑﺴـﻴﺎﺭي ﺍﺯ ﻣﻌﺘـﺎﺩﺍﻥ ﻳـﮏ‬ ‫ﻑ‬ ‫ﺕ ﮐﻤﻲ ﻣﺠﺪﺩﺍً ﺷﺮﻭﻉ ﺑـﻪ ﻣﺼـﺮ ِ‬ ‫ﺖ ﺳﺮ ﻣﻲ ﮔﺬﺍﺭﻧﺪ ﭘﺲ ﺍﺯ ﻣﺪ ِ‬ ‫ﺭﻭﻧ ِﺪ ﺳﻢ ﺯﺩﺍﻳﻲ‪ ١‬ﺭﺍ ﺑﺎ ﻣﻮﻓﻘﻴﺖ ﭘﺸ ِ‬ ‫ﻣﻮﺍﺩ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬ ‫ﻲ ﺑﺪﻧﻲ‪ ،‬ﺍﻳﻦ ﻃﻮﺭ ﻓﺮﺽ ﻣﻲ ﮐﻨﻨﺪ ﮐﻪ ﺍﮔﺮ ﻓﺮﺩ ﭘﺲ ﺍﺯ ﻭﺍﺑﺴﺘﻪ ﺷﺪﻥ ﺑﻪ ﻳﮏ ﻣـﺎﺩﻩ‬ ‫• ﻧﻈﺮﻳﻪ ﻫﺎﻳﻲ ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﻑ ﻣﺎﺩﻩ ﻳﺎ ﺩﺍﺭﻭي ﻣﻮﺭﺩ ﻧﻈﺮ ﺭﺍ ﻣﺘﻮﻗﻒ ﮐﻨﺪ‪ ،‬ﺣﺘﻤﺎً ﺩﭼﺎ ﹺﺭ ﻧﺸﺎﻧﻪ ﻫﺎي ﺗﺮﮎ ﻣﻲ ﮔﺮﺩﺩ‪.‬‬ ‫ﻳﺎ ﺩﺍﺭﻭ‪ ،‬ﻣﺼﺮ ِ‬ ‫ﺍﻳﻦ ﻣﺴﺎﻟﻪ ﺑﻪ ﻃﻮ ﹺﺭ ﮐﻠﻲ ﺩﺭﺳﺖ ﺍﺳـﺖ‪ .‬ﺍﻣـﺎ‬ ‫ﺍﺳــﺘﺜﻨﺎﻫﺎي ﺑﺴــﻴﺎﺭي ﻧﻴــﺰ ﻭﺟــﻮﺩ ﺩﺍﺭﺩ ﮐــﻪ‬ ‫ﻑ ﺍﻳﻦ ﺍﻣﺮ ﺭﺍ ﺛﺎﺑـﺖ ﻣـﻲ ﮐﻨـﺪ‪ .‬ﺑـﺮﺍي‬ ‫ﺧﻼ ِ‬ ‫ﻣﺜﺎﻝ‪ ،‬ﻣﻮﺍﺩي ﻧﻈﻴ ﹺﺮ ﮐﻮﮐـﺎﺋﻴﻦ ﻭ ﺁﻣﻔﺘـﺎﻣﻴﻦ‬ ‫ﮎ ﺟـﺪي‬ ‫ﺑﻪ ﻧﺪﺭﺕ ﻫﻤﺮﺍﻩ ﺑﺎ ﻧﺸﺎﻧﻪ ﻫﺎي ﺗﺮ ِ‬ ‫ﻫﺴﺘﻨﺪ‪ ) .‬ﮐﺎﻻﺕ‪( ٢٠٠٠ ٢‬‬

‫‪detoxification ١‬‬ ‫‪Kalat ٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺢ ﺍﻳﻨﮑﻪ ﭼﺮﺍ ﻣﻌﺘﺎﺩﺍﻥ ﺣﺘﻲ ﭘﺲ ﺍﺯ ﺍﻳﻨﮑـﻪ ﻫﻤـﻪ ي‬ ‫ﻲ ﺑﺪﻧﻲ ﺗﻮﺿﻴ ﹺ‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﻣﻲ ﺑﻴﻨﻴﻢ‪ ،‬ﺑﺮﺍي ﻧﻈﺮﻳﻪ ي ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﺕ ﻣﺎﺩﻩ ي ﻣﻮﺭﺩ ﻧﻈﺮ ﺍﺯ ﺑﺪﻧﺸﺎﻥ ﺧﺎﺭﺝ ﻣﻲ ﺷﻮﺩ‪ ،‬ﻣﺠﺪﺩﺍً ﺑﻪ ﻣﺼﺮﻑ ﻣﻮﺍﺩ ﺭﻭي ﻣﻲ ﺁﻭﺭﻧﺪ‪ ،‬ﺩﺷﻮﺍﺭ ﺍﺳـﺖ‪.‬‬ ‫ﺫﺭﺍ ِ‬ ‫ﻞ ﺍﻳـﻦ ﻣﺴـﺎﻟﻪ ﻓﺮﺍﻳﻨـ ِﺪ ﺷـﺮﻃﻲ‬ ‫ﺩﺭ ﺍﻳﻦ ﺭﺍﺳﺘﺎ‪ ،‬ﮐﻮﺏ ﻭ ﻫﻤﮑﺎﺭﺍﻧﺶ‪ ( ١٩٩٣ ) ١‬ﻋﻨﻮﺍﻥ ﮐﺮﺩﻧﺪ ﻣﻤﮑﻦ ﺍﺳﺖ ﺩﻟﻴـ ﹺ‬ ‫ﻞ ﺗـﻮﺟﻬﻲ‬ ‫ﺕ ﮔﺬﺷﺘﻪ ي ﻗﺎﺑـ ﹺ‬ ‫ﺷﺪﻥ ﺑﺎﺷﺪ‪ .‬ﻓﺮﺽ ﮐﻨﻴﺪ ﻳﮏ ﻣﻌﺘﺎﺩ ﺑﻪ ﻣﻮﻗﻌﻴﺖ ﻭ ﻣﺤﻴﻄﻲ ﺑﺮ ﻣﻲ ﮔﺮﺩﺩ ﮐﻪ ﺗﺠﺮﺑﻴﺎ ِ‬ ‫ﺕ ﺷـﺮﻃﻲ‬ ‫ﻑ ﻣﻮﺍﺩ ﺩﺭ ﺁﻥ ﻣﺤﻴﻂ ﻳﺎ ﻣﻮﻗﻌﻴﺖ ﺩﺍﺷﺘﻪ ﺍﺳﺖ‪ .‬ﻗﺮﺍﺭ ﮔﺮﻓﺘﻦ ﺩﺭ ﺍﻳﻦ ﻣﻮﻗﻌﻴﺖ‪ ،‬ﺍﺛﺮﺍ ِ‬ ‫ﺩﺭ ﻣﻮﺭ ِﺩ ﻣﺼﺮ ِ‬

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‫ﻑ ﻣـﻮﺍﺩ ﺭﻭ ﺁﻭﺭﺩ‪ .‬ﺩﺭ ﻭﺍﻗـﻊ‪ ،‬ﻣﻌﺘـﺎﺩﺍﻥ‬ ‫ﺍﻳﺠﺎﺩ ﻣﻲ ﮐﻨﺪ ﻭ ﻣﻤﮑﻦ ﺍﺳﺖ ﻣﻌﺘﺎﺩ ﺩﺭ ﻭﺍﮐﻨﺶ ﺑﻪ ﺁﻥ ﻣﺠﺪﺩﺍً ﺑﻪ ﻣﺼﺮ ِ‬ ‫ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﺑﻪ ﻳﮏ ﻣﺤﻴﻂ ﮐﻪ ﺳﺎﺑﻘﺎً ﺩﺭ ﺁﻥ ﻣﻮﺍﺩ ﻣﺼﺮﻑ ﻣﻲ ﮐﺮﺩﻩ ﺍﻧﺪ ﺑﺮﮔﺮﺩﺍﻧﺪﻩ ﻣﻲ ﺷﻮﻧﺪ‪ ،‬ﺑﻴﺸﺘﺮ ﺍﺯ ﺍﻳﻨﮑﻪ‬ ‫ﻲ ﻧﺎﺷـﻲ ﺍﺯ‬ ‫ﺕ ﻣﻨﻔـ ﹺ‬ ‫ﺗﻤﺎﻳﻞ ﺑﻪ ﺗﺠﺮﺑﻪ ي ﺍﺛـﺮﺍ ِ‬ ‫ﺗﺮﮎ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ ﻣﺎﻳﻞ ﺑﻪ ﺗﺠﺮﺑﻪ ي ﻣﺠﺪ ِﺩ‬ ‫ﻑ ﻣـﻮﺍﺩ‬ ‫ﺕ ﺧﻮﺷﺎﻳﻨ ِﺪ ﻧﺎﺷﻲ ﺍﺯ ﻣﺼﺮ ِ‬ ‫ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﻫﺴﺘﻨﺪ‪ .٣‬ﻣﺜﻼً ﺑﺮﺧﻲ ﻣﻌﺘﺎﺩﺍ ِﻥ ﻫﺮﻭﺋﻴﻦ ﺑﻪ »‬ ‫ﻫﻴﻮﻻﻫﺎي ﺳﻮﺯﻧﻲ « ﻣﻌﺮﻭﻑ ﻫﺴﺘﻨﺪ ﺯﻳـﺮﺍ‬ ‫ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﮐـﻪ ﺁﻧﻬـﺎ ﺍﺯ ﻓـﺮﻭ ﮐـﺮﺩ ِﻥ‬ ‫ﺳﻮﺯﻥ ﻫﺎي ﺧﺎﻟﻲ ﺩﺭ ﺑﺪ ِﻥ ﺧﻮﺩ ﻟـﺬﺕ ﻣـﻲ‬ ‫ﺑﺮﻧﺪ‪.‬‬ ‫‪Koob et al ١‬‬ ‫ﺕ ﺷﺮﻃﻲ‪ .‬ﻫﺮ ﮔﻮﻧﻪ ﺍﺛﺮي ﮐﻪ ﺩﺭ ﻧﺘﻴﺠﻪ ي ﻓﺮﺍﻳﻨ ِﺪ ﺷﺮﻃﻲ ﺳﺎﺯي ﺍﻳﺠﺎﺩ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺑﺮﺍي ﻓﻬ ﹺﻢ ﺑﻬﺘ ﹺﺮ‬ ‫‪ : conditioned effects ٢‬ﺍﺛﺮﺍ ِ‬ ‫ﺖ‬ ‫ﻦ ﺷﺮﻃﻲ ﺳﺎﺯي ﮐﻼﺳﻴﮏ ﻭ ﺍﺑﺰﺍﺭي ﺑﺎﺧﺒﺮ ﺑﺎﺷﻴﺪ‪ .‬ﻣﮑﺎﻧﻴﺴ ﹺﻢ ﺷﺮﻃﻲ ﺳﺎﺯي ﺍﻭﻟﻴﻦ ﺑﺎﺭ ﺗﻮﺳﻂ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﺴ ِ‬ ‫ﺍﻳﻦ ﻣﻔﻬﻮﻡ ﺑﺎﻳﺴﺘﻲ ﺍﺯ ﻗﻮﺍﻧﻴ ﹺ‬ ‫ﺭﻭﺱ‪ ،‬ﺍﻳﻮﺍﻥ ﭘﺎﻭﻟﻮﻑ ﮐﺸﻒ ﺷﺪ ﻭ ﺑﻪ ﺷﺮﻃﻲ ﺳﺎﺯي ﮐﻼﺳﻴﮏ ﻣﻌﺮﻭﻑ ﺍﺳﺖ‪ .‬ﺷﺮﻃﻲ ﺳﺎﺯ ﹺ‬ ‫ي ﺍﺑﺰﺍﺭي ﻧﻴﺰ ﺩﺳﺘﺎﻭﺭ ِﺩ ﺑﻲ ﺍﻑ ﺍﺳﮑﻴﻨﺮ‬ ‫ﺱ ﺁﻣﺮﻳﮑﺎﻳﻲ ﺍﺳﺖ‪.‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎ ﹺ‬ ‫‪ e ٣‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١٤‬‬

‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﻫﺸﺘﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎ‬

‫ﺍﺭﺯﺯﻳﺎﺑﻲ ‪:‬‬ ‫ﻣﻔﻴﺪ ﺑﺎﺷﺪ‪.‬‬ ‫ﺑﻪ ﺍﻟﮑﻞ ﺪ‬ ‫‪ 9‬ﺍﻳﻦ ﻧﻈﺮﻳﻪ ﻣﻣﻤﮑﻦ ﺍﺳﺖ ﺩﺭ ﺗﻮﺿﻴﺢﹺ ﻭﺍﺑﺴﺘﮕﻲ ﻪ‬ ‫ﺐ ﻣﻮﺍﺭﺭﺩ ﭘـﺲ ﺍﺯ ﮐﮐﻨـﺎﺭ ﮔﺬﺍﺷــﺘﻦ ﻣـﺎﺩﻩ ي ﻣـﻮﺭﺩ ﻧﻈـﺮﺮ‪،‬‬ ‫ﺩﺭ ﺍﻏﻠ ﹺ‬ ‫ﮐﻪ ﺍﻳﻦ ﻧﻈﺮﻳﻪﻪ ﭘﻴﺶ ﺑﻴﻨﻲ ﻣﻲ ﮐﻨﺪ ﺭ‬ ‫‪ 9‬ﻫﻤﺎﻧﻄﻮﺭ ﻪ‬ ‫ﺗﺮﮎ ﻇﺎﻫﺮ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻧﺸﺎﻧﻧﻪ ﻫﺎي ﮎ‬ ‫ﺳﻢ ﺯﺩﺍﻳﻲ ﺑﺮﺮﺍي ﺩﺭﻣﺎ ِﻥ ﺍﻋﻋﺘﻴﺎﺩ ﺩﺭ ﮐﺜ‬ ‫ﻞ ﻢ‬ ‫ﺍﮐﺜ ﹺﺮ ﻣﻮﺍﻗﻊ ﺑﺎ ﺷﮑﺴﺖ ﺭﻭﻭﺑﺮﻭ ﻣﻲ ﺷﻮﺩ‪،‬‬ ‫‪ 8‬ﺍﺍﻳﻦ ﻭﺍﻗﻌﻴﺖ ﮐﻪ ﺍﺳﺘﻔﺎﺩﻩﻩ ﺍﺯ ﻋﻤ ﹺ‬ ‫ﺍﺳﺖ‪.‬‬ ‫ﺩﺭ ﺗﻀﺎﺩ ﺖ‬ ‫ﻲ ﺑﺪﻧﻲ « ﺭ‬ ‫ﺑﺎ ﭘﻴﻴﺶ ﺑﻴﻨﻲ ﻫﺎي ﻧﻈﺮﻳﻪ ي » ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﻂ ﺍﻳﻦ ﻧﻈﺮﻳﻪ ﭘﻴﻴﺶ ﺑﻴﻨﻲ ﻲ‬ ‫‪ 8‬ﻧﻧﺸﺎﻧﻪ ﻫﺎي ﺷﺷﺪﻳ ِﺪ ﺗﺮﮎ ﮐﻪ ﺗﻮﺳ ِ‬ ‫ﻣﻲ ﺷﻮﺩ ﺩﺭ ﺑﺮﺮﺧﻲ ﻣﻮﺍﺩ ﺩﺩﻳﺪﻩ ﻧﻤﻲ ﺷﺷﻮﺩ‪ ).‬ﻣﺜﻼً ﺩﺩﺭ‬ ‫ﮐﻮﮐﮐﺎﺋﻴﻦ ﻭ ﻳﺎ ﺁﺁﻣﻔﺘﺎﻣﻴﻦ (‬ ‫ﺘﮕﻲ ﺑـﻪ ﻣـﻮﻮﺍﺩ‬ ‫ﭘﺎﺩﺍﺵ ﺩﻫﻨـﺪﻩ‪ ١‬ي ﺩﺍﺭﻭﻫـﺎ ﺭﺍ ﺩﺭ ﺍﻋﺘﻴــﺎﺩ ﻭ ﻭﺍﺑﺴـﺘﮕ‬ ‫ﺶ ﺵ‬ ‫‪ 8‬ﻃﻃﺮﻓﺪﺍﺭﺍ ِﻥ ﻧﻈﻈﺮﻳﻪ ي ﻭﺍﺑﺴﺴﺘﮕ ﹺ‬ ‫ﻲ ﺑﺪﻧﻲ‪ ،‬ﻧﻘ ﹺ‬ ‫ﻧﺎﺩﻳﻳﺪﻩ ﻣﻲ ﮔﻴﺮﺮﻧﺪ‪.‬‬

‫ﮑﻠﻴﻒ ﻋﺮﺿﻪ ﻣﻣﻲ‬ ‫ﻞ ﺍﻧﺠﺎ ﹺﻡ ﺗﮑ‬ ‫ﺑﺨﺶ ﻭ ﺭﺍﺿﻲ ﮐﻨﻨﺪﺪﻩ ﺍﺳﺖ ﻭ ﺩﺭ ﻣﻘﺎﺑ ﹺ‬ ‫‪ : rewardd ١‬ﭘﺎﺩﺩﺍﺵ‪ .‬ﺑﻪ ﻃﻮ ﹺﺭ ﮐﮐﻠﻲ ﺑﻪ ﻫﺮ ﺭﺧﺧﺪﺍﺩ ﻳﺎ ﭼﻴﺰي ﮐﻪ ﻟﺬﺕ ﺶ‬ ‫ﻦ ﺍﻳﻦ ﻣﻔﻔﻬﻮﻡ ﻭ ﻣﻔﻬﻮ ﹺﻡ » ﺗﻘﻮﻳﺖ ‪ « reeinforcement‬ﻣﻮﺟﺐ ﺷﺷﺪﻩ ﺍﺳﺖ ﺗﺎ ﺑﺮﺮﺧـﻲ ﺍﺯ ﻣـﻮﻟﻔﻔﻴﻦ‬ ‫ﺖ ﺑﻴ ﹺ‬ ‫ﺷﻮﺩ ﭘﺎﺩﺍﺵ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺷﺒﺎﻫﻫ ِ‬ ‫ﺩ‬ ‫ﺪﺍﻧﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﺟﻮﺩ‪ ،‬ﺍﻳﻦ ﺩﻭ ﻣﻣﻔﻬﻮﻡ ﺩﻗﻴﻘﺎً ﻳﻳﮑﻲ ﻧﻴﺴﺘﻨﺪ‪.‬‬ ‫ﺁﻥ ﺩﺩﻭ ﺭﺍ ﻣﻌﺎﺩﻝ ﺑﺪ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺵ ﻣﺜﺒﺖ‪: ١‬‬ ‫ﻧﻈﺮﻳﻪ ي ﭘﺎﺩﺍ ﹺ‬ ‫ﻖ ﺍﻳﻦ ﻧﻈﺮﻳﻪ‬ ‫ﻂ ﻭﺍﻳﺰ )‪ ( ١٩٩٦‬ﺑﻴﺎﻥ ﺷﺪﻩ ﺍﺳﺖ ‪ :‬ﻃﺒ ﹺ‬ ‫ي ﻧﻈﺮﻳﻪ ي ﭘﺎﺩﺍﺵ ﻣﺜﺒﺖ ﺑﻪ ﻃﻮﺭ ﻣﺨﺘﺼﺮ ﺗﻮﺳ ِ‬ ‫ﺽ ﮐﻠﻴﺪ ﹺ‬ ‫ﻓﺮ ﹺ‬ ‫ﺚ ﻣﻌﺘﺎﺩ ﺷﺪ ِﻥ ﻓﺮﺩ ﻣﻲ ﮔﺮﺩﻧـﺪ‪ .‬ﺯﻳـﺮﺍ‬ ‫ﻑ ﻣﻮﺍﺩ ﻭ ﺩﺍﺭﻭﻫﺎ ﻫﺴﺘﻨﺪ ﮐﻪ ﺑﺎﻋ ِ‬ ‫ي ﻧﺎﺷﻲ ﺍﺯ ﻣﺼﺮ ِ‬ ‫" ﺍﻳﻦ ﭘﺎﺩﺍﺵ ﻫﺎي ﻣﻐﺰ ﹺ‬ ‫ﺍﻳﻦ ﻣﻮﺍﺩ ﺑﺮ ﻣﺪﺍﺭﻫﺎﻳﻲ ﺍﺯ ﻣﻐﺰ ﮐﻪ ﻣﺴﺌﻮ ﹺﻝ ﭘﺎﺩﺍﺵ ﻫﺎي ﻃﺒﻴﻌﻲ ﻭ ﺍﺯ ﻟﺤـﺎﻅ ﺯﻳﺴـﺖ ﺷـﻨﺎﺧﺘﻲ ﺑـﺎ ﺍﻫﻤﻴـﺖ ) ﻣﺜـﻞ‬ ‫ﺕ ﺩﻗﻴﻖ ﺗﺮ ‪:‬‬ ‫ﺧﻮﺭﺩﻥ‪ ،‬ﺭﺍﺑﻄﻪ ي ﺟﻨﺴﻲ ( ﻫﺴﺘﻨﺪ ﺗﺎﺛﻴﺮ ﻣﻲ ﮔﺬﺍﺭﻧﺪ‪ ".٢‬ﺑﻪ ﻋﺒﺎﺭ ِ‬

‫ﻲ ﻣﻐـﺰ ﮐـﻪ ﻣﺮﺑـﻮﻁ ﺑـﻪ‬ ‫ﻲ ﺍﺻﻠ ﹺ‬ ‫• ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﺑﺮﺧﻲ ﺍﺯ ﻧﻮﺍﺣ ﹺ‬ ‫ﺳﻴﺴﺘ ﹺﻢ ﭘﺎﺩﺍﺵ ﻫﺴﺘﻨﺪ ﺩﺭ ﺑﺨﺶ ﻫﺎﻳﻲ ﺍﺯ ﻣﻐﺰ ﻧﻈﻴـ ﹺﺮ » ﻣﺠﻤﻮﻋـﻪ‬ ‫ﺏ ﺑﺨــﺶ ﻣﻴــﺎﻧﻲ ﻣﻐــ ﹺﺰ ﭘﻴﺸــﻴﻦ‪ ،« ( MFB ) ٣‬ﻧﺎﺣﻴــﻪ‬ ‫ﺍﻋﺼــﺎ ﹺ‬ ‫ﮐﻼﻫﮑﻲ ‪ -‬ﺷﮑﻤﻲ‪ ،( VTA ) ٤‬ﻫﺴـﺘﻪ ي ﺁﮐـﻮﻡ ﺑﻨـﺰ‪ ٥‬ﻭ ﭘـﻞ‬ ‫ﻣﻐﺰ‪ ٦‬ﺟﺎي ﺩﺍﺭﻧﺪ‪.‬‬ ‫• ﺍﺯ ﻃﺮﻑ ﺩﻳﮕﺮ ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﮐﻪ ﺑﺴﻴﺎﺭي ﺍﺯ ﻣﻮﺍﺩ ﺷـﺪﻳﺪﺍً‬ ‫ﺍﻋﺘﻴﺎﺩ ﺁﻭﺭ ﻧﻴﺰ ﺗﺮﺍﮐ ﹺﻢ ﺩﻭﭘﺎﻣﻴﻦ ﺭﺍ ﺩﺭ ﻫﻤـﻴﻦ ﻧـﻮﺍﺣﻲ ﺑـﺎﻻ ﻣـﻲ‬ ‫ﺑﺮﻧﺪ‪ ) .‬ﻭﺍﻳﺰ ‪.( ١٩٩٦‬‬

‫‪positive reward theory ١‬‬ ‫ﺖ ﺳﻴﺴﺘ ﹺﻢ ﭘﺎﺩﺍﺵ ﺭﺍ ﺭﺍ ﺑﻪ ﺣﺪي ﺑﺎﻻ ﺑﺒﺮﻧﺪ ﮐﻪ‬ ‫ﺢ ﻓﻌﺎﻟﻴ ِ‬ ‫‪ ٢‬ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﻣﻮﺍﺩ ﻣﺴﺘﻘﻴﻤﺎً ﺑﺮ ﻧﻮﺭﻭﻥ ﻫﺎي ﻣﻐﺰ ﺍﺛﺮ ﻣﻲ ﮔﺬﺭﻧﺪ‪ ،‬ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺳﻄ ﹺ‬ ‫ﺢ ﻓﻌﺎﻟﻴﺘﻲ ﺑﺎﺷﺪ ﮐﻪ ﺑﺎ ﻣﺸﻮﻕ ﻫﺎي ﻃﺒﻴﻌﻲ ) ﻏﺬﺍ‪ ،‬ﻣﺤﺮﮎ ﺟﻨﺴﻲ ﻭ‪ ( ...‬ﺍﻳﺠﺎﺩ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺑﺴﻴﺎﺭ ﺑﻴﺸﺘﺮ ﺍﺯ ﺳﻄ ﹺ‬ ‫‪medial forebrain bundle ٣‬‬ ‫‪ventral tegmental area ٤‬‬ ‫‪nucleus accumbens ٥‬‬ ‫‪pons ٦‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺍﻓﺮﺍﺩ ﻏﺎﻟﺒﺎً ﭘﺲ ﺍﺯ ﻣﺪﺗﻲ ﻧﺴﺒﺖ ﺑﻪ ﻣﻮﺍﺩ ﺗﺤﻤﻞ ﭘﻴﺪﺍ ﻣﻲ ﮐﻨﻨﺪ ﻭ ﺍﻳﻦ ﺗﺤﻤﻞ ﺭﻭﺯ ﺑﻪ ﺭﻭﺯ ﺍﻓﺰﺍﻳﺶ ﻣـﻲ ﻳﺎﺑـﺪ‪ .‬ﺍﺯ‬ ‫ﻑ ﻣﻮﺍﺩ ﺑﻪ ﺧﻮﺩي ﺧﻮﺩ ﻟﺬﺕ ﻧﻤﻲ ﺑﺮﻧﺪ‪ .‬ﺑـﺎ ﺍﻳـﻦ ﻭﺟـﻮﺩ‪ ،‬ﺑﺴـﻴﺎﺭي ﺍﺯ‬ ‫ﺍﻳﻦ ﺭﻭ ﺁﻧﻬﺎ ﭘﺲ ﺍﺯ ﻣﺪﺗﻲ ﺩﻳﮕﺮ ﺍﺯ ﻣﺼﺮ ِ‬ ‫ﻖ ﮔﻔﺘﻪ ي ﺭﺍﺑﻴﻨﺴﻮﻥ ﻭ ﺑـﺮﻳﺞ‪ ،( ١٩٩٣ ) ١‬ﺑـﺮﺍي ﻓﻬـ ﹺﻢ‬ ‫ﻑ ﺩﺍﺭﻭﻫﺎ ﺍﺩﺍﻣﻪ ﻣﻲ ﺩﻫﻨﺪ ! ﭼﺮﺍ ؟ ﻃﺒ ﹺ‬ ‫ﻣﻌﺘﺎﺩﺍﻥ ﺑﻪ ﻣﺼﺮ ِ‬ ‫ﻑ ﺁﻧﻬﺎ ﺗﻔﺎﻭﺕ ﻗﺎﺋﻞ ﺷﺪ‪ .‬ﺩﺭ ﺍﺑﺘﺪﺍ‪،‬‬ ‫ﺕ ﻣﻮﺭﺩ ﺍﻧﺘﻈﺎﺭ ﺍﺯ ﻣﺼﺮ ِ‬ ‫ﺶ ﻣﻮﺍﺩ ﻭ ﻟﺬ ِ‬ ‫ﺕ ﻟﺬﺕ ﺑﺨ ﹺ‬ ‫ﻦ ﺍﺛﺮﺍ ِ‬ ‫ﻣﻮﺿﻮﻉ ﺑﺎﻳﺴﺘﻲ ﺑﻴ ﹺ‬ ‫ﺕ ﻟﺬﺕ ﺑﺨﺸﺸﺎﻥ ﻣﺼﺮﻑ ﻣﻲ ﺷﻮﻧﺪ ﺍﻣﺎ ﺩﺭ ﻣﻌﺘﺎﺩﺍﻥ ﻭﺿﻊ ﺑﻪ ﮔﻮﻧﻪ ي ﺩﻳﮕﺮي ﺳـﺖ‪ .‬ﺁﻧﻬـﺎ ﺍﺯ‬ ‫ﻞ ﺍﺛﺮﺍ ِ‬ ‫ﻣﻮﺍﺩ ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﻣﺼﺮﻑ ﺩﺍﺭﻭ ﻟﺬﺕ ﻧﻤﻲ ﺑﺮﻧﺪ ﺑﻠﮑﻪ ﺗﻨﻬﺎ ﺗﻼﺵ ﻣﻲ ﮐﻨﻨﺪ ﺗﺎ ﺑﻪ ﻳﮏ ﻧﻴﺎﺯ ﭘﺎﺳﺦ ﺩﻫﻨﺪ‪ .‬ﺁﻧﻬﺎ ﺍﮐﺜـﺮﺍً ﺑـﻪ ﺍﻳـﻦ ﺩﻟﻴـﻞ‬ ‫ﻞ ﺑـﻪ‬ ‫ﻣﻮﺍﺩ ﻣﺼﺮﻑ ﻣﻲ ﮐﻨﻨﺪ ﺗﺎ ﺑﻪ ﻟﺬﺗﻲ ﮐﻪ ﻣﻮﺭﺩ ﺍﻧﺘﻈﺎﺭ ﺁﻧﻬﺎﺳﺖ ﺩﺳﺖ ﻳﺎﺑﻨﺪ‪ } .‬ﺍﻳﻦ ﻧـﻮﻉ ﻟـﺬﺕ ﻧﻴـﺰ ﺑـﻪ ﺩﻟﻴـ ﹺ‬ ‫ﻭﺟﻮﺩ ﺁﻣﺪ ِﻥ » ﺗﺤﻤﻞ « ﺭﻭﺯ ﺑﻪ ﺭﻭﺯ ﺩﻭﺭﺗﺮ ﻭ ﻏﻴﺮ ﻗﺎﺑﻞ ﺩﺳﺘﺮﺱ ﺗﺮ ﻣﻲ ﺷﻮﺩ‪{.‬‬

‫‪Berridge & Robinson ١‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﻫﺸﺘﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎ‬

‫ﺷﻮﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮎ ‪:‬‬ ‫ﺷﻨﺎﺳـﺎﻳﻲ ﺟﺎﻳﮕـﺎﻩِ ﻳﻳـﮏ‬ ‫ﻲ‬ ‫ﻳﮑﻲ ﺍﺯ ﺍﻭﻟﻴﻦ ﺗﻼﺵ ﻫﺎ ﺑﺮﺍي‬ ‫ﻲ‬ ‫ﺳﻴﺴﺴﺘﻢ ﭘﺎﺩﺍﺵ ﺩﺩﺭ ﻣﻐﺰ ﺗﻮﺳﺳﻂ ﺍﻭﻟﺪ ﻭ ﻣﻴﻠﻨـﺮ‪١٩٥٤ ) ١‬‬ ‫ﮔﺮﻓﺖ‪ .‬ﺁﻧﻬﺎ ﺩﺭﺭﻳﺎﻓﺘﻨﺪ ﮐﻪ ﻣﻣﻲ ﺗـﻮﺍﻥ ﻣــﻮﺵ‬ ‫ﺻﻮﺭﺕ ﺖ‬ ‫(ﺻ‬ ‫ﺻــﺤﺮﺍﻳﻲ ) ﺭﺍﺕ ﻫـــﺎ ( ﺭﺍ ﺁﻣــﻮﻮﺯﺵ ﺩﺍﺩ ﺗــــﺎ ﺑــﺎ‬ ‫ﻲ‬ ‫ﻫــﺎي‬ ‫ـﭙﺘﺎﻝ‪ ٢‬ﻣﻐــﺰ ﺧــﻮﻮﺩ ﺭﺍ‬ ‫ﻓﺸــﺮﺩ ِﻥ ﻳــﮏ ﺍﺍﻫــﺮﻡ‪ ،‬ﻧﺎﺣﻴــﻪ ي ﺳـ ﻝ‬ ‫ﻣﻮﺵ ﻫـﺎ‬ ‫ي ﺍﺯ ﺍﻳﻦ ﺗﺤﻘﻘﻴﻘﺎﺕ ﺵ‬ ‫ﺗﺤﺮﺮﻳﮏ ﮐﻨﻨﺪ‪ .‬ﺩﺭ ﺑﺴﻴﺎﺭي‬ ‫ﮕﻴﺰي‪ .( ٣‬ﺁﻧﻧﻬﺎ‬ ‫ﮐﻨﻨﺪ ) ﺧﻮﺩ ﺍﻧﮕ‬ ‫ﺤﺮﻳﮏ ﺪ‬ ‫ﺷﺪﻳﻳﺪﺍً ﺗﻼﺵ ﻣﻣﻲ ﮐﺮﺩﻧﺪ ﺗﺗﺎ ﺑﺘﻮﺍﻧﻨﺪ ﺑﺎ ﻓﺸﺎﺭ ﺩﺍﺩ ِﻥ ﺍﺍﻫﺮﻡ‪ ،‬ﻣﻐ ﹺﺰ ﺧﻮﻳﺶ ﺭﺍ ﺗﺤ‬ ‫ﻣﻄﺎﻟﻌﺎﺕ ﻧﺸﺎﻥ ﻣﻲ ﺩﺍﺩ ﮐـﻪ ﺁﻧﻬﻬـﺎ‬ ‫ﺕ‬ ‫ﺩﺭ ﺳﺎﻋﺖ ﺍﻫﺮﺮﻡ ﺭﺍ ﻓﺸﺎﺭ ﻣﻲ ﺩﺍﺩﻧﺪ ! ﺍﻳﻦ‬ ‫ﺣﺘﻲ ﺩﺭ ﺑﻌﻀﻲ ﺍﻭﻗﺎﺕ ﺗﺎ ‪ ٢٠٠٠٠‬ﺑﺎﺭ ﺭ‬ ‫ﻲ‬ ‫ﻖ » ﺧﻮﻮﺩﺍﻧﮕﻴﺰي « ﺑﻪ ﺧﻮﺩ ﭘﺎﺩﺍﺵ ﻣﻲ ﺩﺍﺩﻧﺪ‪.‬‬ ‫ﺍﺯ ﻃﻃﺮﻳ ﹺ‬ ‫ِ‬ ‫ﺍﺯ ﺳـﺎﺧﺘﺎﺭﻫﺎي‬ ‫ﺑﺨـﺶﹺ ﻭﺳـﻴﻊ ﺯ‬ ‫ﺗﺤﺮﻳـﮏ ﻳـﮏ ﺶ‬ ‫ﮏ‬ ‫ﺍﻭﻟـﺪﺯ‪ (١٩٦٣ ٤‬ﻧﻧﺸـﺎﻥ ﺩﺍﺩ ﮐﮐـﻪ‬ ‫ﺯ‬ ‫ﻟﺪﺯ ﻭ‬ ‫ﺑﻌﺪي ) ﻣﺜﻼً ﺍﻭﻟﺪ‬ ‫ﺕ ي‬ ‫ﺗﺤﻘﻘﻴﻘﺎ ِ‬ ‫ﹺ‬ ‫ﺏ‬ ‫ﺩﺭ ﺍﻳﻦ ﻣﻴﺎﻥ‪ » ،‬ﻣﺠﻤﻮﻋﻪ ﺍﻋﺼﺎ ﹺ‬ ‫ﺶ ﻣﻴﺎﻧﻲ ﻣﻐﻐﺰ ﭘﻴﺸـﻴﻦ « )‬ ‫ﺑﺨﺶ‬ ‫ﺑﺨﺶ ﺍﺳﺖ‪ .‬ﺭ‬ ‫ﻟﻴﻤﺒﺒﻴﮏ ﻭ ﺩﻳﺎﻧﺴﺴﻔﺎﻟﻴﮏ ﻧﻴﺰﺰ ﭘﺎﺩﺍﺵ ﺶ‬ ‫ﺖ ﻭﻳﮋﻩ ﺍﺍي ﺑﺮﺧﻮﺭﺩﺍﺍﺭ ﺍﺳﺖ‪.‬‬ ‫‪ ( MF‬ﺍﺯ ﺍﻫﻤﻤﻴ ِ‬ ‫‪FB‬‬ ‫ﮏ ﻣﻐﺰ ﺩﺭ ﻧﻮﺍﺍﺣ ﹺ‬ ‫ي ﺍﻳﻦ ﺁﺯﻣﺎﻳﻳﺶ ﻫﺎ ﺍﻳﻦ ﺑﻮﺩﻩ ﺍﺳﺖ ﮐﮐﻪ ﺗﺤﺮﻳ ِ‬ ‫ﺩﺭ ﻣﺠﻤﻮﻉ‪ ،‬ﻳﺎﻓﻓﺘﻪ ي ﮐﻠﻴﺪي‬ ‫ﻲ ﺁﮐﺴـﻮﻮﻥ ﻫـﺎي ﺁﺯﺯﺍﺩ‬ ‫ﭘﺎﺩﺍﺵ ﺑﺨﺶ ﺗﺮ ﺍﺳﺳﺖ‪ .‬ﺍﻳﻦ ﺑﻪ ﻣﻌﻨـﺎي ﺁﻧﺴﺴـﺖ ﮐـﻪ ﺩﻭﻭﭘـﺎﻣﻴﻦ ﺶﹺ‬ ‫ﻧﻘـﺶ‬ ‫ﻨﺪﻩ ي ﺩﻭﭘﺎﻣﻣﻴﻦ ﺍﺯ ﻫﻤﻪ ي ﻧﻮﺍﺣﻲ ﺩﺩﻳﮕﺮ ﺵ‬ ‫ﮐﻨﻨﺪ‬ ‫ﻣﻐﺰ ﺍﻳﻔﺎ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﺍﺳﺎﺳﺳﻲ ﺩﺭ ﺳﻴﺴﺴﺘ ﹺﻢ ﭘﺎﺩﺍﺵ ﻣﻐ‬

‫‪Olds & Milnerr ١‬‬ ‫ﻲ » ﻧﺎﺣﻴﻪ ي ﺟﺟﺪﺍﺭي « ﺗﺮﺟﻤﻤﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫‪ : septall ٢‬ﺍﻳﻦ ﻭﻭﺍﮊﻩ ﺩﺭ ﻓﺎﺭﺳﻲ‬ ‫ﺷﻮﮐﻲ ﺑﻪ » ﻣﺮﮐﺰ ﻟﺬﺕ « ) ﺳﻴﺴﺴﺘ ﹺﻢ‬ ‫ﻲ‬ ‫ﭘﺎﺳﺨﻲ ﮐﻪ ﻣﻮﺟﺐ ﻣﻣﻲ ﺷﻮﺩ‬ ‫ﻲ‬ ‫‪ : self - stimulation‬ﺧﻮﻮﺩ ﺍﻧﮕﻴﺰي ‪ :‬ﺩﺩﺭ ﻣﻄﺎﻟﻌﺎﺕِ ﺣﻴﻴﻮﺍﻧﻲ‪،‬‬ ‫‪s‬‬ ‫‪n٣‬‬ ‫ﻲ ﺩﮐﮐﺘﺮ ﭘﻮﺭ ﺍﻓﮑﺎﺭي (‬ ‫ﮓ ﺭﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﺭﻭﺍﻧﭙﺰﺷﮑ ﹺ‬ ‫ﻞ ﺍﺯ ﻓﺮﻫﻨ ِ‬ ‫ﺵ ( ﺩﺭ ﻣﻐﺰ ﻭﻭﺍﺭﺩ ﺷﻮﺩ‪ ) .‬ﻧﻘﻞ‬ ‫ﭘﺎﺩﺍﺵ‬ ‫‪Olds & Oldss ٤‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﻫﺸﺘﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎ‬

‫ﻧﻘـﺶ‬ ‫ﺑﺮﺍي ﻳﺎﻓﺘﻦ ﺷـﻮﻮﺍﻫﺪ ﻭ ﻣـﺪﺍﺍﺭﮎ ﺩﺭ ﺭﺍﺑﺑﻄـﻪ ﺑـﺎ ﺶ‬ ‫ي‬ ‫ﻣﻨﺎﺳـﺒﻲ‬ ‫ﻲ‬ ‫ﻴﺴﺘﻢ ﭘﺎﺩﺍﺵ ﻭ ﺍﻋﺘﻴﺎﺩ‪ ،‬ﺭﺭﻭﺵ‬ ‫ﺩﻭﭘﭘﺎﻣﻴﻦ ﺩﺭ ﺳﻴﺴ‬ ‫ﻣــﻮﺍ ِﺩ‬ ‫ﺵ ﺑــﺎ ﺍﺳــﺘﻔﻔﺎﺩﻩ ﺍﺯ ﺍ‬ ‫ﻭﺟـــﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺩﺩﺭ ﺍﻳــﻦ ﺭﻭﺵ‬ ‫ﺍﻧﺘﺨﺎﺑﻲ‬ ‫ﻲ‬ ‫ﺁﻧﺘﺎﮔﻮﻧﻴﺴﺖ‪،‬ﮔﮔﻴﺮﻧﺪﻩ ﻫﺎي ﺩﻭﭘﺎﻣﻴﻦ ﺑﻪ ﻃﻮﺭ‬ ‫ﺍﻳﻦ‬ ‫ﻣﺴﺪﺪﻭﺩ ﻣﻲ ﺷﻮﻮﺩ‪ .‬ﻫﻤﺎﻧﻄﻮﺭﺭ ﮐﻪ ﺍﻧﺘﻈﺎﺭ ﻣﻲ ﺭﻭﺩ‪ ،‬ﻳﻦ‬ ‫ﺧـﻮﺩ ﺍﻧﮕﻴـﺰي ﺩﺩﺭ‬ ‫ﺁﻧﺘﺎﮔﻮﻧﻴﺴﺖ ﻫــﺎ ﺑﺎﻋـﺚ ﮐــﺎﻫﺶ ﺩ‬ ‫ﻫﻤﮑـﺎﺭﺍﻧﺶ‬ ‫ﺶ‬ ‫ﺣﻴﻮﻮﺍﻧﺎﺕ ﻣﻲ ﺷﺷـﻮﻧﺪ‪ ) .‬ﺭﻭﻭﺯﻧﺰﻭﻳـﮓ ﻭ‬ ‫‪ ( ٢٠٠٢‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ‪ ،‬ﻣﻄﻄﺎﻟﻌﺎﺕ ﺑﺮ ﺭﻭﻭي ﺍﻧﺴﺎﻥ ﻫﺎ ﻧﻴﺰ ﻧﺸﺎﻥ ﺩﺩﺍﺩﻩ ﺍﺳـﺖ ﮐﮐـﻪ ﺑﮑـﺎﺭ ﺑــﺮﺩ ِﻥ ﺁﻧﺘﺎﮔﻮﻮﻧﻴﺴـﺖ ﻫـﺎي‬ ‫ﻥ‬ ‫ﺑﺮﮔـﺮ ﻭ‬ ‫ﻦ ﻣﻣﻴﻞ ﺷـﺪﻳﺪ‪ ١‬ﺑـﻪ ﮐﻮﮐـﺎﺋﺋﻴﻦ ﻣـﻲ ﺷـﻮﻮﺩ‪ ) .‬ﺮ‬ ‫ﻣﻌﻴﻦ‪ ،‬ﺑﺎﻋﺚ ﺍﺯ ﺑﻴﻦ ﺭﻓﺘ ﹺ‬ ‫ﻦ‬ ‫ﻫﻤﮑـﺎﺭﺍﻥ‪ .( ١٩٩٦ ٢‬ﺍﺳـﺘﻔﺎﺩﻩ ﺍﺯ‬ ‫ﻑ ﺁﻣﻔﺘــﺎﻣﻴﻦ ﻫـﺎ ﻧﻴــﺰ‬ ‫ﺼﺮ ِ‬ ‫ﻲ ﻧﺎﺷﻲ ﺍﺯ ﻣﺼ‬ ‫ﺕ ﺧﻮﺷﺎﻳﻨﺪ ﻭ ﺳﺮﺧﻮﺷ ﹺ‬ ‫ﺁﻧﺘﺎﮔﻮﻧﻴﺴﺖ ﻫﺎﺎي ﺩﻭﭘﺎﻣﻴﻨﺮﺮﮊﻳﮏ ﻧﻴﺰ ﺑﻪ ﺍﺣﺴﺎﺳﺎ ِ‬ ‫ﭘﺎﻳﺎﻥ ﻣﻲ ﺩﻫﻨﺪ‪ ) .‬ﻣﺜﻼً ﻭﺍﺍﻳﺰ ﻭ ﺑﻮﺯﺍﺭﺕ‬ ‫ﺕ ‪.( ١٩٨٤‬‬

‫ﻧﻮﺷـﻴﺪﻥ ﻭ ﺭﺍﺑﻄـﻪ ي‬ ‫ﻥ‬ ‫ﻣﻬﻢ ﻃﺒﻴﻌـﻲ ﻭ ﺯﻳﺴـﺘﻲ ) ﻣﻣـﺜﻼً ﺧـﻮﺭﺩﺩﻥ‪،‬‬ ‫ﺺ ﺷﻮﺩ ﭘﺎﺩﺍﺵ ﻫﺎي ﹺﻢ‬ ‫ﺍﺳﺖ ﮐﻪ ﻣﺸﺨﺺ‬ ‫ﺑﺴﻴﺎﺎﺭ ﻣﻬﻢ ﺖ‬ ‫ﺷـﺪ‪.‬‬ ‫ﺑﻪ ﺧﻮﺩ ﺍﻧﮕﻴﺰﺰي ﺑﺎ ﻣﻮﺍﺩ ﺷﺷﻨﺎﺳﺎﻳﻲ ﺪ‬ ‫ﻣﻄﺎﻟﻌﺎﺕ ﻣﺮﺑﻮﻁ ﻪ‬ ‫ﺕِ‬ ‫ﻧﻘﺶ ﺩﺍﺭﻧﺪ ﮐﻪ ﺩﺭ‬ ‫ﺟﻨﺴﺴﻲ (‪ ،‬ﺩﺭ ﻫﻤﻤﺎﻥ ﺳﻴﺴﺘ ﹺﻢ ﭘﺎﺩﺍﺷﻲ ﺶ‬ ‫ﺷﺪ ِﻥ ﺩﻭﭘﺎﻣﻴﻦ ﻣـﻲ ﺷـﻮﺩ‪) .‬‬ ‫ﺚ ﺁﺯﺍﺩ ﺪ‬ ‫ﺑﺎﻋ ِ‬ ‫ﺟﻨﺴﻲ ﻧﻴﺰ ﻋ‬ ‫) ﻭﺍﻳﺰ ‪ ( ١٩٩٦‬ﺩﺭ ﺍﻳﻦ ﺭﺍﺍﺳﺘﺎ ﻣﻌﻠﻮﻡ ﺷﺷﺪﻩ ﺍﺳﺖ ﮐﮐﻪ ﻫﻴﺠﺎ ِﻥ ﺟﻨ‬ ‫ﺳﻄﺢ ﺩﻭﭘﺎﻣﻴﻦ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﻣﻣﻲ ﺩﻫﺪ‪ ) .‬ﻣـﺎﻳﺮﻧﻮﻳﮑﺰ ﻭ‬ ‫ﮐﺎﻻﻻﺕ ‪ ( ٢٠٠٠‬ﻫﻤﭽﻨﻴﻦ ﺍﺭﺭﺍﺋﻪ ي ﺁﺏ ﻣﻴﻮﻩ ﺑﻪ ﻣﻴﻤﻤﻮﻥ ﻧﻴﺰ ﻄﺢﹺ‬ ‫ﺷﻮﻟﻟﺘﺰ‪( ١٩٩٦ ٣‬‬ ‫ﮐﻨﻨﺪﻩ ي ﺧﺎﺹ‪ .‬ﺣﺣﺎﻟﺘﻲ ﺳﺖ ﮐﻪ ﺩﺭ‬ ‫ﻩ‬ ‫ﺵ ﻗﻮي ﺑﺮﺮﺍي ﻳﮏ ﭼﻴﺰ ﺧﺸﻨﻮﺩ‬ ‫ﮕﻴﺰ ﹺ‬ ‫‪ : cravingg ١‬ﺍﺷﺷﺘﻴﺎﻕ‪ ،‬ﻣﻴﻞ ﺷﺪﺪﻳﺪ‪ ،‬ﻫﻮﺱ‪ ،‬ﻭﻳﻳﺎﺭ ‪ :‬ﻣﻴﻞ ﻳﺎ ﺍﻧﮕ‬ ‫ﻣﻲ ﺷﻮﺩ ﺩﻗﺖ ﻭ ﻭﺗﻮﺟﻪ ﮐﻨﺪ‪) .‬‬ ‫ﺐ ﺧﺸﺸﻨﻮﺩي ﻭي ﻲ‬ ‫ﻋﻼﻗﻪ ﻣﻨﺪ ﺍﺳﺖ ﺗﺎ ﺑﻪ ﺍﻧﮕﻴﺰﻩ ﺍي ﮐﮐﻪ ﻣﻮﺟ ﹺ‬ ‫ﺁﻥ ﺍﺍﺭﮔﺎﻧﻴﺴﻢ‪ ،‬ﺑﻲ ﻗﺮﺍﺭ ﻭ ﻧﺎﺁﺭﺍﻡ ﺍﺳﺖ ﻭ ﻪ‬ ‫ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩﺩ (‬ ‫‪Berger‬‬ ‫‪B‬‬ ‫‪et all ٢‬‬ ‫‪M‬‬ ‫‪Mirenowiczz & Schultzz ٣‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺕ‬ ‫ﻖ ﺳﻴﺴـﺘ ﹺﻢ ﭘـﺎﺩﺍﺵ ﺍﻋﻤـﺎﻝ ﻣـﻲ ﮐﻨﻨـﺪ ؟ ﺗﺤﻘﻴﻘـﺎ ِ‬ ‫ﺁﻳﺎ ﺍﮐﺜﺮ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﺍﻋﺘﻴﺎﺩ ﺁﻭﺭ ﺗﺎﺛﻴﺮﺍﺗﺸـﺎﻥ ﺭﺍ ﺍﺯ ﻃﺮﻳـ ﹺ‬ ‫ﮔﻮﻧﺎﮔﻮﻥ ﺑﻪ ﺍﻳﻦ ﭘﺮﺳﺶ ﭘﺎﺳﺦ ﻣﺜﺒﺖ ﻣﻲ ﺩﻫﺪ ‪:‬‬ ‫ﺶ ﻣﺮﺑﻮﻁ ﺑﻪ ﺧﻮﺩ ﺍﻧﮕﻴﺰي ﮐﻪ ﺑﺎ ﺍﻟﮑﺘﺮﻳﺴﻴﺘﻪ ﺍﻧﺠـﺎﻡ ﻣـﻲ ﺷـﺪ‬ ‫ﻑ ﻣﻮﺍﺩ ﻭ ﺩﺍﺭﻭﻫﺎ ﻧﻴﺰ ﻫﻤﺎﻧﻨ ِﺪ ﺁﺯﻣﺎﻳ ﹺ‬ ‫‪ .١‬ﻣﺼﺮ ِ‬ ‫ﻣﻴﺰﺍﻥ ﻓﺸﺮﺩ ِﻥ ﺍﻫﺮﻡ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﺩﻫﻨﺪ‪.‬ﺍﻳﻦ ﭘﻴﺶ ﺑﻴﻨﻲ ﺑﺎ ﺑﺴﻴﺎﺭي ﺍﺯ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﺍﺯ ﺟﻤﻠـﻪ ﺁﻣﻔﺘـﺎﻣﻴﻦ‪،‬‬ ‫ﻣﻮﺭﻓﻴﻦ‪ ،‬ﮐﻮﮐﺎﺋﻴﻦ‪ ،‬ﻧﻴﮑﻮﺗﻴﻦ ﻭ ﮐﺎﻧﺎﺑﻴﺲ ) ﻣﺎﺭي ﺟﻮﺍﻧﺎ ( ﺗﺎﻳﻴﺪ ﺷﺪﻩ ﺍﺳﺖ‪ ) .‬ﻭﺍﻳﺰ ‪ ١٩٩٦‬ﺍﻳﻦ ﻣﺴـﺎﻟﻪ‬ ‫ﻖ ﺳﻴﺴﺘ ﹺﻢ ﭘﺎﺩﺍﺵ ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ‪( .‬‬ ‫ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﮐﻪ ﻣﻮﺍﺩ ﻧﻴﺰ ﻏﺎﺑﺎً ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺵ ﻣﻐﺰ ﺍﻳﻔﺎ ﻣﻲ ﮐﻨﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭي ﮐﻪ ﺩﻳـﺪﻳﻢ‪ ،‬ﺑﺴـﻴﺎﺭي‬ ‫ﺶ ﺍﺳﺎﺳﻲ ﻭ ﻣﺮﮐﺰي ﺩﺭ ﺳﻴﺴﺘ ﹺﻢ ﭘﺎﺩﺍ ﹺ‬ ‫‪ .٢‬ﺩﻭﭘﺎﻣﻴﻦ ﻧﻘ ﹺ‬ ‫ي ﺩﻭﭘﺎﻣﻴﻦ ﺭﺍ ﺧـﻮﺍﻩ ﺑـﻪ ﺷـﮑﻞ ﻣﺴـﺘﻘﻴﻢ ﻭ ﺧـﻮﺍﻩ ﺑـﻪ ﺷـﮑﻞ ﻏﻴـﺮ‬ ‫ﺍﺯ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﻧﻴﺰ ﻣﻴﺰﺍ ِﻥ ﺁﺯﺍﺩﺳﺎﺯ ﹺ‬ ‫ﺕ ﺗﺮﻳـﺎﮎ ) ﻣﺜـﻞ ﻫـﺮﻭﺋﻴﻦ ﻭ ﻣـﻮﺭﻓﻴﻦ (‪،‬‬ ‫ﻣﺴﺘﻘﻴﻢ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺍﺯ ﺑﻴﻦ ﺁﻧﻬﺎ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﻣﺸـﺘﻘﺎ ِ‬ ‫ﻣﺤﺮﮎ ﻫﺎ ) ﻣﺜﻞ ﮐﻮﮐﺎﺋﻴﻦ ﻭ ﺁﻣﻔﺘﺎﻣﻴﻦ (‪ ،‬ﻣﺎﺭي ﺟﻮﺍﻧﺎ ﻭ ‪ PCP‬ﺍﺷﺎﺭﻩ ﮐﺮﺩ‪ .‬ﻫﻨﻮﺯ ﻭﺍﺿـﺢ ﻧﻴﺴـﺖ ﮐـﻪ‬ ‫ﺖ ﺩﻭﭘﺎﻣﻴﻦ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﻨﺪ ﻳﺎ ﻧـﻪ‪ .‬ﺑـﺎ ﺍﻳـﻦ ﻭﺟـﻮﺩ‪،‬‬ ‫ﺁﻳﺎ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﺍﻋﺘﻴﺎﺩ ﺁﻭ ﹺﺭ ﺩﻳﮕﺮ ﻧﻴﺰ ﻓﻌﺎﻟﻴ ِ‬ ‫ﺕ ﺍﻋﺘﻴﺎﺩ ﺍﻭﺭ ﺍﻟﮑـﻞ ﻧﻴـﺰ ﺗـﺎ ﺣـﺪي ﺑﺴـﺘﮕﻲ ﺑـﻪ‬ ‫ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭﮐﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﮐﻪ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﺍﺛﺮﺍ ِ‬ ‫ﺳﻴﺴﺘ ﹺﻢ ﺩﻭﭘﺎﻣﻴﻦ ﺩﺍﺭﺩ‪ ) .‬ﺳﺎﻣﺴﻮﻥ ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪.( ١٩٩٣ ١‬‬ ‫ﺖ ﺩﻭﭘﺎﻣﻴﻦ ﺗﻮﺳﻂِ ﮐﻴﻮﻫﺮ ﻭ ﻫﻤﮑـﺎﺭﺍﻧﺶ‪ ( ١٩٩١) ٢‬ﮔـﺰﺍﺭﺵ‬ ‫ﮎ ﺑﻴﺸﺘﺮ ﺩﺭ ﻣﻮﺭﺩ ﺍﻫﻤﻴ ِ‬ ‫‪ .٣‬ﺷﻮﺍﻫﺪ ﻭ ﻣﺪﺍﺭ ِ‬ ‫ﺕ ﺩﺍﺭﻭﻫﺎﻳﻲ ﮐﻪ ﺑﻪ ﻃﻮﺭ ﺍﻧﺘﺨﺎﺑﻲ ﮔﻴﺮﻧﺪﻩ‬ ‫ﺷﺪ‪ .‬ﺁﻧﻬﺎ ﻃﻲ ﺗﺤﻘﻴﻘﻲ ﺑﺮ ﺭﻭي ﺣﻴﻮﺍﻧﺎﺕ ﺑﻪ ﻣﺸﺎﻫﺪﻩ ي ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﻫﺎي ﺩﻭﭘﺎﻣﻴﻨﺮﮊﻳﮏ ﺭﺍ ﻣﺴﺪﻭﺩ ﻣﻲ ﮐﺮﺩ ﭘﺮﺩﺍﺧﺘﻨﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﻧﻈﺮﻳـﻪ ي ﭘـﺎﺩﺍﺵ ﻣﺜﺒـﺖ ﭘـﻴﺶ ﺑﻴﻨـﻲ‬ ‫ﺶ ﮐﻮﮐﺎﺋﻴﻦ ﺭﺍ ﺍﺯ ﺑﻴﻦ ﻣﻲ ﺑﺮﺩﻧﺪ‪.‬‬ ‫ﺕ ﭘﺎﺩﺍﺵ ﺑﺨ ﹺ‬ ‫ﮐﺮﺩﻩ ﺑﻮﺩ‪ ،‬ﺍﻳﻦ ﺩﺍﺭﻭﻫﺎي ﻣﺴﺪﻭﺩ ﮐﻨﻨﺪﻩ ﺧﺼﻮﺻﻴﺎ ِ‬

‫‪Samson et al ١‬‬ ‫‪Kuhar et al ٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺖ ﺳﻴﺴﺘﻢ ﭘﺎﺩﺍﺵ ﻭ ﺩﻭﭘـﺎﻣﻴﻦ ﺩﺭﻣﺴـﺎﻟﻪ‬ ‫ﺩﺭ ﻫﺮ ﺣﺎﻝ ﺑﺎﻳﺴﺘﻲ ﺩﺭ ﻣﻮﺭﺩ ﺍﻫﻤﻴ ِ‬ ‫ي ﺍﻋﺘﻴــﺎﺩ ﺍﻏــﺮﺍﻕ ﻧﮑﻨــﻴﻢ‪ .‬ﺑــﺮﺍي ﻧﻤﻮﻧــﻪ ﮐﺎﺭﻟﺴــﻮﻥ ﻭ ﻭﺍﻳــﺰ‪(١٩٩٦ ) ١‬‬ ‫ﺩﺭﻳﺎﻓﺘﻨﺪ ﮐﻪ ﻫﺮﻭﺋﻴﻦ ﺣﺘﻲ ﭘﺲ ﺍﺯ ﻣﺴﺪﻭﺩ ﺷﺪ ِﻥ ﺳﻴﻨﺎﭘﺲ ﻫـﺎي ﺩﻭﭘـﺎﻣﻴﻦ‪،‬‬ ‫ﺕ ﭘﺎﺩﺍﺵ ﺑﺨﺶ ﺍﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ ‪ LSD‬ﺑﻴﺸﺘﺮ ﺍﺯ‬ ‫ﻫﻤﭽﻨﺎﻥ ﺩﺍﺭﺍي ﺑﺮﺧﻲ ﺍﺛﺮﺍ ِ‬

‫ﻗﺮص هﺎﯼ اﮐﺴﺘﺎﺳﯽ‬

‫ﺍﻳﻨﮑﻪ ﺑﻪ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﺩﻭﭘﺎﻣﻴﻦ ﻣﺘﺼﻞ ﺷﻮﺩ ﻭ ﺁﻧﻬـﺎ ﺭﺍ ﺗﺤﺮﻳـﮏ ﮐﻨـﺪ‪ ،‬ﺑـﺎ‬ ‫ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﺳﺮﻭﺗﻮﻧﻴﻦ ﺳﺮ ﻭ ﮐﺎﺭ ﺩﺍﺭﺩ‪ .‬ﻧﻤﻮﻧﻪ ي ﺩﻳﮕﺮ ﺍﮐﺴﺘﺎﺯي ﺍﺳﺖ ﮐﻪ ﺩﺭ ﻣﻘﺎﺩﻳ ﹺﺮ ﮐﻢ ﺑﺎﻋـﺚ ﺁﺯﺍﺩ ﺷـﺪ ِﻥ‬ ‫ﺕ ﻗﻮﻳﺘﺮي ﺑﺮ ﺭﻭي ﺳﻴﻨﺎﭘﺲ ﻫﺎي ﺳﺮﻭﺗﻮﻧﻴﻦ ﻣـﻲ‬ ‫ﺩﻭﭘﺎﻣﻴﻦ ﻣﻲ ﺷﻮﺩ‪ ،‬ﺍﻣﺎ ﺩﺭ ﻣﻘﺎﺩﻳﺮ ﺑﺎﻻ ﺑﻪ ﻃﻮﺭ ﺗﺼﺎﻋﺪي ﺍﺛﺮﺍ ِ‬ ‫ﮔﺬﺍﺭﺩ‪.‬‬

‫ﺍﺯ ﺗﻤﺎﻣﻲ ﻳﺎﻓﺘﻪ ﻫﺎي ﺑﺎﻻ ﭼﻪ ﻧﺘﻴﺠﻪ ﺍي ﻣﻲ ﺗﻮﺍﻥ ﮔﺮﻓﺖ ؟‬ ‫ﻭﺍﻳﺰ ) ‪ ( ١٩٩٦‬ﭘﺲ ﺍﺯ ﻣﺮﻭﺭ ﺗﻤﺎﻣﻲ ﺩﺍﺩﻩ ﻫﺎ ﻣﻮﺿﻮﻉ ﺭﺍ ﺍﻳـﻦ ﭼﻨـﻴﻦ ﺟﻤـﻊ‬ ‫ﺑﻨﺪي ﻣﻲ ﮐﻨﺪ ‪:‬‬ ‫" ﺗﻌﺪﺍﺩي ﺍﺯ ﻣﻮﺍ ِﺩ ﺑﺴﻴﺎﺭ ﺍﻋﺘﻴﺎﺩ ﺁﻭﺭ ) ﻣﺜﻼً ﻣﺤﺮﮎ ﻫﺎي ﺭﻭﺍﻧﻲ – ﺣﺮﮐﺘﻲ‪،‬‬ ‫ﮏ»‬ ‫ﺕ ﺗﺮﻳــﺎﮎ‪ ،‬ﻧﻴﮑــﻮﺗﻴﻦ‪ ،‬ﻓﻨﺴــﻲ ﻟﻴــﺪﻳﻦ ﻭ ﮐﺎﻧــﺎﺑﻴﺲ ( ﺑــﺎ ﺗﺤﺮﻳ ـ ِ‬ ‫ﻣﺸــﺘﻘﺎ ِ‬ ‫ﺏ ﺑﺨﺶ ﻣﻴﺎﻧﻲ ﻣﻐﺰ ﭘﻴﺸـﻴﻦ « )‪ ( MFB‬ﺳـﺮ ﻭ ﮐـﺎﺭ ﺩﺍﺭﻧـﺪ‪.‬‬ ‫ﻣﺠﻤﻮﻋﻪ ﺍﻋﺼﺎ ﹺ‬ ‫ﻲ ﺍﻳﻦ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣـﻮﺍﺩ‪ ،‬ﺗﺠﻤـ ﹺﻊ ﺩﻭﭘـﺎﻣﻴﻦ ﺭﺍ ﺩﺭ ﻫﺴـﺘﻪ ي ﺁﮐـﻮﻡ ﺑﻨـﺰ ﻭ‬ ‫ﺗﻤﺎﻣ ﹺ‬ ‫ﻲ ﺩﻭﭘﺎﻣﻴﻦ ﺑﺎﻻ ﻣﻲ ﺑﺮﻧﺪ‪".‬‬ ‫ﺩﻳﮕﺮ ﺭﺷﺘﻪ ﻫﺎي ﭘﺎﻳﺎﻧ ﹺ‬

‫‪Carlezon & Wise ١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺍﺭﺯﻳﺎﺑﻲ ‪:‬‬ ‫ﻲ ﻭﺍﺑﺴﺘﮕﻲ ﺑﻪ ﺩﺍﺭﻭﻫـﺎ ﻭ ﻣـﻮﺍﺩ ﺑﻴﺸـﻤﺎﺭي ﺍﺯ ﺟﻤﻠـﻪ‬ ‫‪ 9‬ﻧﻈﺮﻳﻪ ي ﭘﺎﺩﺍﺵ ﻣﺜﺒﺖ ﺑﻪ ﻣﺎ ﺍﻣﮑﺎﻥ ﻣﻲ ﺩﻫﺪ ﺗﺎ ﭼﮕﻮﻧﮕ ﹺ‬ ‫ﻣﺸﺘﻘﺎﺕ ﺗﺮﻳﺎﮎ‪ ،‬ﻣﺤﺮﮎ ﻫﺎ‪ ،‬ﻣﺎﺭي ﺟﻮﺍﻧﺎ ﻭ ‪ PCP‬ﺭﺍ ﺩﺭﻳﺎﺑﻴﻢ‪.‬‬ ‫ﺶ ﮐﻠﻴـﺪي ﺩﻭﭘـﺎﻣﻴﻦ‬ ‫‪ 9‬ﻧﻮﺍﺣﻲ ﺍﺻﻠﻲ ﻣﻐﺰ ﮐﻪ ﻣﺮﺑﻮﻁ ﺑﻪ ﺳﻴﺴﺘ ﹺﻢ ﭘﺎﺩﺍﺵ ﻫﺴﺘﻨﺪ ﺷﻨﺎﺳﺎﻳﻲ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻧﻘ ﹺ‬ ‫ﺑﺮﺍي ﺑﺴﻴﺎﺭي ﺍﺯ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﻣﺸﺨﺺ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﺢ ﺧـﺎﺭﺝ ﺳـﻠﻮﻟﻲ‬ ‫ﺶ ﻗﺎﺑﻞ ﺗﻮﺟﻪ ﺩﺭ ﺁﺳﺘﺎﻧﻪ ي ﭘﺎﺩﺍﺵ ﻭ ﻳﺎ ﺑﺎﻻ ﺑﺮﺩﻥ ﺳﻄ ﹺ‬ ‫‪ " 8‬ﻫﻤﻪ ي ﻣﻮﺍﺩ ﺍﻋﺘﻴﺎﺩﺁﻭﺭ ﺑﺎﻋﺚِ ﮐﺎﻫ ﹺ‬ ‫ﺩﻭﭘﺎﻣﻴﻦ ﻧﻤﻲ ﮔﺮﺩﻧﺪ‪) " .‬ﻭﺍﻳﺰ ‪ ( ١٩٩٦‬ﺩﺍﺭﻭﻫﺎﻳﻲ ﮐﻪ ﺍﺯ ﺍﻳـﻦ ﻣـﺪﻝ ﭘﻴـﺮﻭي ﻧﻤـﻲ ﮐﻨﻨـﺪ ﻋﺒﺎﺭﺗﻨـﺪ ﺍﺯ ﺍﻟﮑـﻞ‪،‬‬ ‫ﮐﺎﻓﺌﻴﻦ‪ ،‬ﺑﺎﺭﺑﻴﺘﻮﺭﺍﺕ ﻫﺎ ﻭ ﺑﻨﺰﻭﺩﻳﺎﺯﭘﺎﻳﻦ ﻫﺎ‪.‬‬ ‫‪ 8‬ﺗﺤﺮﻳ ِ‬ ‫ﮏ ﻧﻮﺍﺣﻲ ﺑﻴﺸﻤﺎﺭي ﺍﺯ ﻣﻐﺰ‪ ،‬ﭘﺎﺩﺍﺵ ﺑﺨﺶ ﻳﺎ ﺗﻘﻮﻳﺖ ﮐﻨﻨﺪﻩ ﺍﺳﺖ‪ .‬ﺍﺯﺍﻳﻦ ﺭﻭ ﻣﻌﻠﻮﻡ ﻧﻴﺴﺖ ﮐﻪ ﺁﻳﺎ ﻳﮏ‬ ‫ﺳﻴﺴﺘﻢ ﭘﺎﺩﺍﺵ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻳﺎ ﻣﺠﻤﻮﻋﻪ ﺍي ﺍﺯ ﺳﻴﺴﺘﻢ ﻫﺎي ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﻳﮑﺪﻳﮕﺮ‪.‬‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﻫﺸﺘﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎ‬

‫ﻼﺻﻪ ي ﻓﺼﻞ ‪ :‬ﺩﺩﺍﺭﻭﻫﺎ‪ ،‬ﻣﻣﻮﺍﺩ ﻭ ﺭﻓﺘﺎﺭ‬ ‫ﺧﻼ‬ ‫ﺍﺿﻄﺮﺍﺏ ﺭﺍ ﮐﺎﻫﺶ ﻣﻲ ﺩﻫﺪ‪.‬‬ ‫ﺏ‬ ‫ﺍﺣﺴﺎﺱ‬ ‫ﺱﹺ‬ ‫ﺍﺳﺖ ﮐﻪ‬ ‫ﻳﮏ ﺩﺍﺭﻭي ﮐﮐﻨﺪﺳﺎﺯ ﺖ‬ ‫ƒ ﺍﻟﮑﻞ ﮏ‬ ‫ﺭﺿـﺎﻳﺖ ﻭ ﺧﺮﺳـﻨﺪي‬ ‫ﺖ‬ ‫ﺐ ﺁﺁﻥ‬ ‫ﻫﺮﻭﺋﻴﻦ‪ ،‬ﻣﻮﺭﻓﻴﻦ ( ﺍﺣﺴﺎ ﹺ‬ ‫ﻦ‬ ‫ﻣﺸﺘﻘﺎﺕ ﺗﺮﻳﺎﮎ ) ﻣﺜﻞﹺ‬ ‫ﺕ‬ ‫ﺱ ﺳﺳﺮﺧﻮﺷـﻲ ﻭ ﻣﺘﻌﺎﻗـ ﹺ‬ ‫ƒ‬ ‫ﮕﺮي ﻭ ﻡ‬ ‫ﻣﻨﺠﺮ ﺑﻪ ﭘﺮﺧﺎﺷﮕ‬ ‫ﺍﻳﻦ ﻣﻮﺍﺩ ﻣﻲ ﺗﻮﺍﻧﺪ ﺮ‬ ‫ﺍﻳﺠﺎﺩ ﻣﻣﻲ ﮐﻨﻨﺪ ‪ .‬ﺍﺳﺳﺘﻔﺎﺩﻩ ي ﺩﺭﺍﺯﻣﺪﺕ ﻦ‬ ‫ﻋـﺪﻡ ﺗﻮﺍﻧـﺎﻳﻲ ﺩﺩﺭ‬ ‫ﺕ ﺍﺟﺘﻤﺎﻋﻲ ﮔﮔﺮﺩﺩ‪.‬‬ ‫ﺑﺮﻗﺮﺍﺭي ﺍﺭﺗﺒﺎﻃﺎﺕ‬ ‫ي‬ ‫ﻣﺼﺮﻑ ﮐﻮﮐﺎﺋﻴﻦ ﺑﺎﻋﺚ ﻣﻲ ﺷﺷﻮﺩ ﺗﺎ ﺑﻪ ﻓﺮﺮﺩ ﺍﺣﺴﺎﺱ ﺳﺳﺮﺧﻮﺷﻲ‪ ،‬ﻗﻗـﺪﺭﺕ ﻭ ﻫﻮﺷـﻴﺎﺭي ﻗﻗﺎﺑـﻞ ﺗـﻮﺟﻬﻬﻲ‬ ‫ﻑ‬ ‫ƒ‬ ‫ﺕِ‬ ‫ﺗﺎﺛﻴﺮﺍﺕ‬ ‫ﭘﺮﻳﺸﺎﻧﻪ ﺍﻳﺠﺎﺩ ﻣﻲ ﮐﮐﻨﺪ‪.‬‬ ‫ﻪ‬ ‫ﻣﮑﺮﺭ ﺍﻳﻦ ﻣﺎﺩﻩ ﻧﺸﺸﺎﻧﻪ ﻫﺎي ﺭﻭﻭﺍﻥ‬ ‫ﺩﺳﺖ ﺩﺩﻫﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﻭﺟﻮﺩ ﺍﺳﺘﻔﺎﺎﺩﻩ ي ﺭ‬ ‫ﮐﻮﮐـﺎﺋﻴﻦ ﻫـﺮ ﺩﻭ ﺁﮔﮔﻮﻧﻴﺴـﺖ ﻫـ‬ ‫ﻦ‬ ‫ﺕ ﮐﻮﮐﮐﺎﺋﻴﻦ ﺍﺳﺖ‪ .‬ﺁﻣﻔﺘـﺎﻣﻴﻦ ﻭ‬ ‫ﻫـﺎي ﺩﻭﭘـﺎﻣﻴﻴﻦ‬ ‫ﺁﻣﻔﺘﺎﻣﻴﻴﻦ ﻣﺸﺎﺑﻪ ﺗﺎﺛﺛﻴﺮﺍ ِ‬ ‫ﻣﻲ ﺩﻫﺪ‪( .‬‬ ‫ﻣﻐﺰ ﺭﺍ ﺗﺤﺖ ﺗﺎﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻲ‬ ‫ﺵ ﺰ‬ ‫ﺳﻴﺴﺘﻢ ﭘﺎﺩﺍ ﹺ‬ ‫ﻢﹺ‬ ‫ﻦ ﻧﻴﺰ‬ ‫ﻫﺴﺘﻨﺪ‪ ) .‬ﻭ ﺩﻭﭘﺎﻣﻴﻦ‬

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‫ﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﻫﺸﺘﻢ‬ ‫ﻣﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎ‬

‫ﺕ ﻓﮑـﺮﺮي‬ ‫ﺚ ﺍﻳﺠﺎ ِﺩ ﺗﻮﻮﻫﻢ‪ ،‬ﺧﻄﺎﻫﺎي ﺍﺩﺭﺍﮐﻲ ﻭ ﺳﺎﻳ ﹺﺮ ﺗﺤﺮﺮﻳﻔﺎ ِ‬ ‫ﺑﺎﻋ ِ‬ ‫ﻞ ‪ LSD‬ﻭ ‪ PCP‬ﻋ‬ ‫ﺗﻮﻫﻢ ﺯﺍﻳﻲ ﻣﻣﺜ ﹺ‬ ‫ƒ ﻣﻮﺍﺩ ﺗﻮ‬ ‫ﺚ ﺍﺍﻳﺠـﺎ ِﺩ ﺍﺿـﻄﻄﺮﺍﺏ‪ ،‬ﺍﻓﮑــﺎ ﹺﺭ‬ ‫ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺍﺳﺘﻔﺎﺩﻩ ي ﻃﻮﻻﻧﻲ ﻣـﺪﺕ ﺍﺯ ﻣﻣـﻮﺍ ِﺩ ﺗـﻮﻫﻢ ﺯﺍ ﻣـﻲ ﺗﻮﺍﺍﻧـﺪ ﺑﺎﻋـ ِ‬ ‫ﻣﻲ ﺩﻫﻨﺪ‪.‬‬ ‫ﺷﻮﺩ‪ .‬ﻣﻮﺍﺩ ﺗﻮﻫﻫﻢ ﺯﺍ ﺳﻴﺴﺘ ﹺﻢ ﺳﺮﻭﺗﻮﻧﻴﻦ ﺭﺍ ﺗﺤﺖ ﺗﺎﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻲ‬ ‫ﭘﺎﺭﺍﻧﻮﻳﺎﺎﻳﻲ ﻭ ﭘﺮﺧﺎﺷﺷﮕﺮي ﺩ‬ ‫ﺶ ـ‬ ‫ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﺎﻋﻋﺚ ﺗﻮﻟﻴ ِﺪ ﺁﺭﺭﺍﻣﺶ‪ ،‬ﺵ‬ ‫ي ‪ THC‬ﻫﻫﺴﺘﻨﺪ ﮐﻪ ﻲ‬ ‫ƒ ﮐﺎﻧﺎﺑﻴﻨﻮﻮﻳﺪ ﻫﺎ ﺣﺎﻭﻭ ﹺ‬ ‫ﻞ‬ ‫ﻣﻴـ ﹺ‬ ‫ﺧﻮﺵ ﺧﻠﻘﻲ ﻭ ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﮐﺎﻫﺶ ﮐﺎﺭﮐﺮ ِﺩ ﺗﻮﻟﻴ ِﺪ ﻣﺜـﻞ ﻭ‬ ‫ﺍﺯ ﺍﻳﻦ ﻣﻮﺍﺩ ﻣﻣﻲ ﺗﻮﺍﻧﺪ ﻣﻨﻨﺠﺮ ﺑﻪ ﺶﹺ‬ ‫ﺟﻨﺴﻲ ﮔﺮﺩﺩ‪ .‬ﺍﺳﺘﻔﻔﺎﺩﻩ ي ﻃﻮﻻﻻﻧﻲ ﻣﺪﺕ ﺯ‬ ‫ﺷﺪﻳﺪ ﮔﺮﺩﺩ‪.‬‬ ‫ﻟﻮﺩﮔﻲ ﻳﺪ‬ ‫ﺳﺴﺘﻲ ﻭ ﺧﻮﺍﺏ ﺁﻟﻮ‬ ‫ﺗﺮﺷﺢ ﺩﻭﭘـﺎﻣﻴﻦ ﺭﺍ‬ ‫ﻣﺜﻼً ﻣﺸﺘﻘﺎﺕ ﺗﺮﻳﺎﮎ‪ ،‬ﺩﺍﺍﺭﻭﻫﺎي ﻣﺤﺮﺮﮎ ( ﺢ‬ ‫ƒ ﺑﺴﻴﺎﺭي ﺍﺯ ﺩﺍﺭﻭﻫﺎ ﻭ ﻣﻮﺍﺩ ﺍﻋﺘﻴﺎﺎﺩ ﺁﻭﺭ ) ﺜﻼ‬ ‫ﻣﻐـ ﹺﺰ‬ ‫ﺑﺨـﺶ ﻣﻴـﺎﻧﻲ ـ‬ ‫ﺼـﺎﺏ ﺶ‬ ‫ﺠﻤﻮﻋـﻪ ﺍﻋﺼ‬ ‫ﺳﻴﺴﺘﻢ ﭘﺎﺩﺍﺵ ﺍﺯ ﺟﻤﻠـﻪ » ﻣﺠ‬ ‫ﺖ ﺘﻢﹺ‬ ‫ﺍﻓﺰﺍﻳﺶ ﺩﺍﺩﻩ ﻭ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﻓﻌﻌﺎﻟﻴ ِ‬ ‫ﺶ‬ ‫ﺩﺭ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺶ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﻮﺩ ﺍﻳﻦ ﺳﻴﺴﺘﺘﻢ ﭘﺎﺩﺍﺵ ﺭ‬ ‫ﭘﻴﺸﻴﻦ « ﺭﺍ ﺍﻓﺰﺍﻳﺶ‬ ‫ﺕ ﻧﺎﺎﺷﻲ ﺍﺯ ﺍﻟﮑــﻞ‪ ،‬ﮐـﺎﻓﺌﻴﻦ ﻭ‬ ‫ﻲ ﻧﺪﺍﺭﺩ ‪.‬‬ ‫ﺑﺎﺭﺑﻴﺘﻮﺭﺭﺍﺕ ﻫﺎ ﻧﻘﺸﻲ‬

‫ﻳﺎﺩﺩﺩﺍﺷﺖ ﻫﻫﺎي ﻣﺘﺮﺟﺟﻢ ‪:‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﻞ ﺧﻠﻖ ﻭ ﺧﻮ ﻭ ﺑﻪ‬ ‫ﻑ ﺍﻟﮑﻞ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﮐﻪ ﻣﺮﺩﻡ ﺍﻟﮑﻞ ﺭﺍ ﺑﺮﺍي ﺗﻌﺪﻳ ﹺ‬ ‫]‪ [١‬ﻣﻄﺎﻟﻌﻪ ي ﻳﮑﻲ ﺍﺯ ﺍﻟﮕﻮﻫﺎي ﻣﺼﺮ ِ‬ ‫ﺶ ﺧﻠﻖ ﻭ ﺧﻮﻫﺎي ﻣﻨﻔﻲ )‬ ‫ﺏ ﻫﻴﺠﺎﻧﻲ ﻣﺜﺒﺖ ‪ -٢‬ﮐﺎﻫ ﹺ‬ ‫ﺖ ﻣﺨﺘﻠﻒ ﻣﺼﺮﻑ ﻣﻲ ﮐﻨﻨﺪ ‪ -١:‬ﺍﻓﺰﺍﻳﺶ ﺗﺠﺎﺭ ﹺ‬ ‫ﺩﻭ ﻋﻠ ِ‬ ‫ﺽ ﻣﻨﻔﻲ ﺑﻴﺸﺘﺮي ﻣﻮﺍﺟﻪ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫ﻖ ﺍﻳﻦ ﺍﻟﮕﻮ‪ ،‬ﺍﻓﺮﺍﺩ ﻣﺪ ﹺﻝ ﺩﻭﻡ ﺑﺎ ﻋﻮﺍﺭ ﹺ‬ ‫ﻣﺜﻼً ﺍﺿﻄﺮﺍﺏ (‪ .‬ﺑﺮ ﻃﺒ ﹺ‬ ‫ﻞ ﺍﺯ ﺍﻧﮕﻴﺰﺵ ﻭ ﻫﻴﺠﺎﻥ ﺍﺛﺮ ﺭﺍﺑﺮﺕ ﻓﺮﺍﻧﮑﻦ – ﻧﺸﺮ ﻧﻲ – ﺻﻔﺤﻪ ي ‪٣٠٩‬‬ ‫ﻧﻘ ﹺ‬

‫ﺐ ﺳﻮﺀ ﺗﻐﺬﻳﻪ ﺷﻮﺩ ‪:‬‬ ‫ﻖ ﻣﻲ ﺗﻮﺍﻥ ﺳﺒ ﹺ‬ ‫ﻑ ﺍﻟﮑﻞ ﺍﺯ ﭼﻨﺪ ﻃﺮﻳ ﹺ‬ ‫]‪ [٢‬ﻣﺼﺮ ِ‬ ‫ﻑ ﻏﺬﺍ ﺷﻮﺩ‪.‬‬ ‫ﺶ ﻣﺼﺮ ِ‬ ‫ﺚ ﮐﻢ ﺷﺪ ِﻥ ﺍﺷﺘﻬﺎ ﻭ ﺑﺎﻟﻨﺘﻴﺠﻪ ﮐﺎﻫ ﹺ‬ ‫ƒ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﺎﻋ ِ‬ ‫ﻑ ﻣﻮﺍ ِﺩ ﻣﻐﺬي ﻣﻲ ﮔﺮﺩﺩ‪.‬‬ ‫ﺶ ﻣﺼﺮ ِ‬ ‫ﻦ ﻏﺬﺍ ﺷﻮﺩ ﮐﻪ ﻣﻨﺠﺮ ﺑﻪ ﮐﺎﻫ ﹺ‬ ‫ƒ ﻣﻤﮑﻦ ﺍﺳﺖ ﺟﺎﻳﮕﺰﻳ ﹺ‬ ‫ﺐ ﺍﺧﺘﻼﻝ ﺩﺭ ﻫﻀﻢ ﻭ ﺟﺬﺏ ﮔﺮﺩﺩ‪.‬‬ ‫ƒ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﺮ ﺩﺳﺘﮕﺎ ِﻩ ﮔﻮﺍﺭﺵ ﺍﺛﺮ ﮔﺬﺍﺭﺩ ﻭ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﺳﺒ ﹺ‬ ‫ƒ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻖ ﺍﺛ ﹺﺮ ﺍﻟﮑﻞ ﺑﺮ ﮐﺒﺪ‪ ،‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺗﻐﻴﻴﺮﺗﻲ ﺩﺭ ﺍﻧﺘﻘﺎﻝ‪ ،‬ﺍﺳﺘﻔﺎﺩﻩ ﻭ ﺫﺧﻴﺮﻩ ي ﻣﻮﺍﺩ ﻣﻐﺬي ﮔﺮﺩﺩ‪.‬‬ ‫ﺖ‬ ‫ﻑ ﺧﺮﻳ ِﺪ ﺍﻟﮑﻞ ﻣﻲ ﺷﻮﺩ‪ ،‬ﺳﺒﺐ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﻣﻘﺪﺍﺭِﮐﻤﺘﺮي ﭘﻮﻝ ﺟﻬ ِ‬ ‫ƒ ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ ﻫﺎ ﭘﻮﻟﻲ ﮐﻪ ﺻﺮ ِ‬ ‫ﺧﺮﻳ ِﺪ ﻏﺬﺍ ﺑﺎﻗﻲ ﺑﻤﺎﻧﺪ ﻭ ﺍﻳﻦ ﺑﺨﺼﻮﺹ ﺩﺭ ﺧﺎﻧﻮﺍﺩﻩ ﻫﺎي ﻏﻴﺮﻣﺮﻓﻪ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬ ‫ﭖ ﺷﺸﻢ – ﺻﻔﺤﻪ ي ‪٤٤‬‬ ‫ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ ﺗﻐﺬﻳﻪ‪ ،‬ﺍﺛ ﹺﺮ ﻩ‪.‬ﺍ‪.‬ﮔﺘﺮي – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻓﺮﻭﺯﺍﻧﻲ‪ .‬ﻧﺸﺮ ﭼﻬﺮ – ﭼﺎ ﹺ‬

‫ﻦ ﻧﻴﮑﻮﺗﻴﻦ ﻭ ﻣﻘﺪﺍﺭ ﺍﺳﻴ ِﺪ ﻣﻮﺟﻮﺩ ﺩﺭ ﺍﺩﺭﺍﺭ ﻓﺮﺩ ﺭﺍﺑﻄﻪ ﺍي ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ‬ ‫]‪ [٣‬ﺟﺎﻟﺐ ﺍﺳﺖ ﺑﺪﺍﻧﻴﺪ ﺑﻴ ﹺ‬ ‫ﻦ ﺑﻴﺸﺘﺮي ﺍﺯ ﺑﺪﻥ ﺧﺎﺭﺝ ﻣﻲ ﺷﻮﺩ ﻭ ﺑﻨﺎﺑﺮﺍﻳﻦ ﺳﻴﮕﺎﺭ ﮐﺸﻴﺪﻥ‬ ‫ﺢ ﺍﺳﻴﺪ ﺍﺩﺭﺍﺭ ﺑﺎﻻ ﺑﺎﺷﺪ‪ ،‬ﻧﻴﮑﻮﺗﻴ ﹺ‬ ‫ﺩﻗﻴﻖ ﺗﺮ‪ ،‬ﻭﻗﺘﻲ ﺳﻄ ﹺ‬ ‫ﻞ‬ ‫ﺶ ﺗﻤﺎﻳ ﹺ‬ ‫ﺢ ﺍﺳﻴ ِﺪ ﺍﺩﺭﺍﺭ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﺪ‪ ،‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﻳﺎﺑﺪ‪ .‬ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﺍﺳﺘﺮﺱ ﻧﻴﺰ ﺳﻄ ﹺ‬ ‫ﺍﻓﺮﺍﺩ ﺑﻪ ﺳﻴﮕﺎﺭ ﮐﺸﻴﺪﻥ ﺑﻪ ﻫﻨﮕﺎ ﹺﻡ ﺍﺳﺘﺮﺱ ﺑﻪ ﻫﻤﻴﻦ ﺩﻟﻴﻞ ﺑﺎﺷﺪ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﻧﮕﻴﺰﺵ ﻭ ﻫﻴﺠﺎﻥ ﺍﺛﺮ ﺭﺍﺑﺮﺕ ﻓﺮﺍﻧﮑﻦ – ﻧﺸﺮ ﻧﻲ – ﺻﻔﺤﻪ ي ‪ - ٣٣٧‬ﻡ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﻑ ﮐﻮﮐﺎﺋﻴﻦ ﺗﺪﺭﻳﺠﺎً ﺩﻣﺎي ﻣﻐﺰ ﺭﺍ ﮐﺎﻫﺶ ﻣﻲ ﺩﻫﺪ‪.‬‬ ‫]‪ [٤‬ﻣﺼﺮ ِ‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺗﺼﻮﻳ ﹺﺮ ﻣﻘﺎﺑﻞ ﻣﺸﺎﻫﺪﻩ ﻣﻲ ﮐﻨﻴﺪ‬ ‫ﺖ‬ ‫ﺢ ﻓﻌﺎﻟﻴ ِ‬ ‫‪ PET‬ﺍﺳﮑﻦ ﻫﺎ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﻨﺪ ﮐﻪ ﺳﻄ ﹺ‬ ‫ﺖ ﭼﭗ ( ﺩﺭ‬ ‫ﻣﻐﺰ ِ ﻳﮏ ﻓﺮ ِﺩ ﻋﺎﺩي ) ﺗﺼﻮﻳ ﹺﺮ ﺳﻤ ِ‬ ‫ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﻓﺮﺩي ﮐﻪ ﮐﻮﮐﺎﺋﻴﻦ ﻣﺼﺮﻑ ﻣﻲ ﮐﻨﺪ‬ ‫ﺑﺴﻴﺎﺭ ﺑﻴﺸﺘﺮ ﺍﺳﺖ‪ .‬ﻻﺯﻡ ﺑﻪ ﺫﮐﺮ ﺍﺳﺖ ﮐﻪ ﻣﻌﻴﺎﺭي ﮐﻪ‬ ‫ﺖ ﻣﻐﺰ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ ﺷﻮﺩ‪،‬‬ ‫ﺶ ﻣﻴﺰﺍ ِﻥ ﻓﻌﺎﻟﻴ ِ‬ ‫ﺑﺮﺍي ﺳﻨﺠ ﹺ‬ ‫ي ﺁﺑﻲ ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩ‬ ‫ﻑ ﮔﻠﻮﮐ ﹺﺰ ﺑﺎﻻ ﻭ ﺑﺨﺶ ﻫﺎ ﹺ‬ ‫ﻑ ﮔﻠﻮﮐﺰ ﺍﺳﺖ‪ .‬ﺑﺨﺶ ﻫﺎي ﻗﺮﻣﺰ ﺣﺎﮐﻲ ﺍﺯ ﻣﺼﺮ ِ‬ ‫ﻣﻴﺰﺍ ِﻥ ﻣﺼﺮ ِ‬ ‫ﻑ ﮔﻠﻮﮐﺰ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬ ‫ﺢ ﻣﺼﺮ ِ‬ ‫ي ﭘﺎﻳﻴﻦ ﺗﺮﻳﻦ ﺳﻄ ﹺ‬ ‫ﻣﻨﺒﻊ ‪Onken LS, Blaine JD, Boren JJ. Integrating behavioral therapies with medications in the :‬‬ ‫‪treatment of drug dependence. Rockville, MD: National Institutes of Health, National Institute on‬‬ ‫‪Drug Abuse. ١٩٩٥‬‬

‫]‪[٥‬ﺩﻭ ﻧﻮﻉ ﮐﻢ ﻭ ﺑﻴﺶ ﻣﺘﻔﺎﻭﺕ ﺍﺯ ﺍﻓﺮﺍﺩ ﻣﻮﺍﺩ ﻣﺼﺮﻑ ﻣﻲ ﮐﻨﻨﺪ ‪:‬‬ ‫ﺶ ﻣﻮﺍﺩ ﺑﻪ ﻣﺼﺮﻑ ﺁﻥ ﻣﻲ ﭘﺮﺩﺍﺯﻧﺪ‪.‬‬ ‫ƒ ﺍﻓﺮﺍ ِﺩ ﻟﺬﺕ ﮔﺮﺍ ‪ :‬ﺍﻳﻦ ﺍﻓﺮﺍﺩ ﺑﺮﺍي ﺗﺠﺮﺑﻪ ي ﺍﺛﺮ ﻟﺬﺕ ﺑﺨ ﹺ‬ ‫ﻑ ﻣﻮﺍﺩ ﻣﻲ ﺯﻧﻨﺪ‪.‬‬ ‫ƒ ﺍﻓﺮﺍ ِﺩ ﺭﻭﺍﻥ ﺭﻧﺠﻮﺭ ‪ :‬ﺍﻳﻦ ﺍﻓﺮﺍﺩ ﺑﺮﺍي ﺧﻼﺻﻲ ﺍﺯ ﺍﺿﻄﺮﺍﺏ ﺩﺳﺖ ﺑﻪ ﻣﺼﺮ ِ‬ ‫ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﺍﻓﺮﺍﺩي ﮐﻪ ﺑﺮﺍي ﻓﺮﺍﺭ ﺍﺯ ﻣﻮﻗﻌﻴﺖ ﻫﺎي ﺍﺿﻄﺮﺍﺏ ﺍﻧﮕﻴﺰ ﻳﺎ ﺍﺟﺘﻨﺎﺑﻲ ﺑﻪ ﻣﻮﺍﺩ ﺭﻭي ﻣﻲ ﺁﻭﺭﻧﺪ‪،‬‬ ‫ﻞ ﺗﻔﺮﻳﺢ ﻣﺼﺮﻑ ﻣﻲ ﮐﻨﻨﺪ‪ ،‬ﺑﻴﺸﺘﺮ ﺩﺭ ﺧﻄ ﹺﺮ ﻣﻌﺘﺎﺩ ﺷﺪﻥ ) ﻭﺍﺑﺴﺘﮕﻲ ( ﻗﺮﺍﺭ‬ ‫ﻧﺴﺒﺖ ﺑﻪ ﺍﻓﺮﺍﺩي ﮐﻪ ﻣﻮﺍﺩ ﺭﺍ ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﺩﺍﺭﻧﺪ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﻧﮕﻴﺰﺵ ﻭ ﻫﻴﺠﺎﻥ ﺍﺛﺮ ﺭﺍﺑﺮﺕ ﻓﺮﺍﻧﮑﻦ – ﻧﺸﺮ ﻧﻲ – ﺻﻔﺤﻪ ي ‪٣١٣ – ٣٠٨‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﻑ ﻣﺘﺎﺁﻣﻔﺘﺎﻣﻴﻦ ) ﮐﺮﻳﺴﺘﺎﻝ (‬ ‫ي ﺍﺯ ﻣﺼﺮ ِ‬ ‫ﺖ ﻧﻘﻞ ﻭ ﺍﻧﺘﻘﺎﻝ ﺩﻭﭘﺎﻣﻴﻦ ﭘﺲ ﺍﺯ ‪ ١٤‬ﻣﺎﻩ ﺧﻮﺩﺩﺍﺭ ﹺ‬ ‫]‪ [٦‬ﺑﻬﺒﻮ ِﺩ ﻭﺿﻌﻴ ِ‬

‫ﺖ ﭼﭗ‪ :‬ﻣﻐ ﹺﺰ ﻳﮏ ﻓﺮﺩ ﺳﺎﻟﻢ‬ ‫• ﺗﺼﻮﻳﺮ ﺳﻤ ِ‬ ‫ﺕ ‪ ١‬ﻣﺎﻩ‬ ‫ﻑ ﺁﻣﻔﺘﺎﻣﻴﻦ ﺑﻪ ﻣﺪ ِ‬ ‫ﻦ ﻣﺼﺮ ِ‬ ‫• ﺗﺼﻮﻳﺮ ﻭﺳﻂ ‪ :‬ﻣﻐ ﹺﺰ ﻓﺮﺩ ﭘﺲ ﺍﺯ ﮐﻨﺎﺭ ﮔﺬﺍﺷﺘ ﹺ‬ ‫ﺖ ﺭﺍﺳﺖ ‪ :‬ﻣﻐﺰ ﻓﺮﺩ‪ ١٤ ،‬ﻣﺎﻩ ﭘﺲ ﺍﺯ ﺗﺮﮎ‬ ‫• ﺗﺼﻮﻳﺮ ﺳﻤ ِ‬ ‫•‬ ‫ﺡ ﺑﺎﻻي ﺍﻧﺘﻘﺎ ﹺﻝ‬ ‫ﮓ ﻗﺮﻣﺰ ﺩﺭ ﺗﺼﻮﻳﺮ ﺑﺎﻻ ﻧﺸﺎﻧﻪ ي ﺳﻄﻮ ﹺ‬ ‫ﺭﻧ ِ‬ ‫ﮓ ﺁﺑﻲ ﻭ ﺳﺒﺰ ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩ ي ﻣﻴﺰﺍ ِﻥ ﻧﻘﻞ‬ ‫ﺩﻭﭘﺎﻣﻴﻦ ﻭ ﺭﻧ ِ‬ ‫ﻭ ﺍﻧﺘﻘﺎ ﹺﻝ ﺩﻭﭘﺎﻣﻴﻦ ﺩﺭ ﺣ ِﺪ ﺑﺴﻴﺎﺭ ﭘﺎﻳﻴﻦ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬ ‫ﻣﻨﺒﻊ ‪Onken LS, Blaine JD, Boren JJ. Integrating :‬‬ ‫‪behavioral therapies with medications in the‬‬ ‫‪treatment of drug dependence. Rockville, MD:‬‬ ‫‪National Institutes of Health, National Institute on‬‬ ‫‪Drug Abuse. ١٩٩٥‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫]‪ : working memory [٧‬ﺣﺎﻓﻈﻪ ي ﮐﺎﺭي‪ .‬ﺑﻪ ﺁﻥ ﺣﺎﻓﻈﻪ ي ﮐﻮﺗﺎﻩ ﻣﺪﺕ ) ‪( short term memory‬‬ ‫ﻲ ﺭﻣﺰ ﺷﺪﻩ ﻭ ﻣﺤﺘﻮﺍي ﺣﺎﻓﻈﻪ‬ ‫ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﺮﺍي ﺗﻮﺿﻴﺢ ﺑﻴﺸﺘﺮ ﺍﻳﻦ ﻧﻮﻉ ﺍﺯ ﺣﺎﻓﻈﻪ‪ ،‬ﺑﻴﻦ ﺩﺍﺩﻩ ﻫﺎي ﺣﺴ ﹺ‬ ‫ي ﺑﻠﻨﺪﻣﺪﺕ ﻣﻘﺎﻳﺴﻪ ي ﺳﺮﻳﻌﻲ ﺍﻧﺠﺎﻡ ﻣﻲ ﺩﻫﺪ ﻭ ﺑﺪﻳﻦ ﻭﺳﻴﻠﻪ ﻣﻌﻨﺎي ﺩﺍﺩﻩ ﻫﺎي ﺣﺴﻲ ﺭﻣﺰﺷﺪﻩ ﺭﺍ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ‬ ‫ﺕ ﮔﺬﺷﺘﻪ ﺗﻌﻴﻴﻦ ﻣﻲ ﮐﻨﺪ‪ ) .‬ﻣﻨﻈﻮﺭ ﺍﺯ ﺭﻣﺰ ﺷﺪﻩ‪ ،‬ﺩﺍﺩﻩ ﻫﺎي ﺣﺴﻲ ﺗﺒﺪﻳﻞ ﺷﺪﻩ ﺑﻪ ﺭﻣﺰﻫﺎي‬ ‫ﺗﺠﺮﺑﻴﺎ ِ‬ ‫ﺕ ﺑﺴﻴﺎﺭ‬ ‫ﺡ ﮐﻮﺗﺎﻩ ﻣﺪﺕ ﺍﺷﺎﺭﻩ ﺑﻪ ﺍﻳﻦ ﻭﺍﻗﻌﻴﺖ ﺩﺍﺭﺩ ﮐﻪ ﺩﺭ ﺍﻳﻨﺠﺎ ﺍﻃﻼﻋﺎﺕ ﺑﻪ ﻣﺪ ِ‬ ‫ﺍﻟﮑﺘﺮﻭﺷﻴﻤﻴﺎﻳﻲ ﺍﺳﺖ ( ﺍﺻﻄﻼ ﹺ‬ ‫ﮐﻮﺗﺎﻩ ﻭ ﺩﺭ ﻣﻘﺎﺩﻳ ﹺﺮ ﺑﺴﻴﺎﺭ ﻧﺎﭼﻴﺰ ﻧﮕﻬﺪﺍﺭي ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕِ ﺩﻗﻴﻖ ﺗﺮ‪ ،‬ﺑﺮﺍي ﺍﮐﺜﺮ ﺑﺰﺭﮔﺴﺎﻻﻥ‪ ،‬ﻣﻴﺰﺍ ِﻥ‬ ‫ﺍﻃﻼﻋﺎﺗﻲ ﮐﻪ ﻣﻲ ﺗﻮﺍﻥ ﺩﺭ ﻟﺤﻈﻪ ﺑﻪ ﺫﻫﻦ ﺳﭙﺮﺩ‪ ،‬ﺍﺯ ﻫﻔﺖ ﻗﻄﻌﻪ ي ﺍﻃﻼﻋﺎﺗﻲ ﺗﺠﺎﻭﺯ ﻧﻤﻲ ﮐﻨﺪ‪.‬ﺑﺮﺍي ﻣﺜﺎﻝ‪ ،‬ﺁﻧﻬﺎ‬ ‫ﻦ ﻫﻔﺖ ﺭﻗﻤﻲ ﺭﺍ ﺑﻪ ﺫﻫﻦ ﺑﺴﭙﺎﺭﻧﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﻧﻮﻉ ﺣﺎﻓﻈﻪ‪ ،‬ﺣﺎﻓﻈﻪ ي ﮐﺎﺭي ﻧﻴﺰ‬ ‫ﺗﻨﻬﺎ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﻳﮏ ﺷﻤﺎﺭﻩ ﺗﻠﻔ ﹺ‬ ‫ﺕ ﺩﺭﻳﺎﻓﺘﻲ ﺍﺯ ﮔﻴﺮﻧﺪﻩ ﻫﺎي ﺣﺴﻲ ﻭ ﺍﻃﻼﻋﺎﺗﻲ ﮐﻪ ﺍﺯ ﺣﺎﻓﻈﻪ ي‬ ‫ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﺯﻳﺮﺍ ﻓﺮﺍﻳﻨ ِﺪ ﺩﺳﺘﮑﺎﺭي ﺍﻃﻼﻋﺎ ِ‬ ‫ﺩﺭﺍﺯ ﻣﺪﺕ ﻓﺮﺍﺧﻮﺍﻧﻲ ﻣﻲ ﺷﻮﻧﺪ‪ ،‬ﺩﺭ ﺍﻳﻦ ﻣﮑﺎﻥ ﺍﻧﺠﺎﻡ ﻣﻲ ﮔﻴﺮﺩ‪.‬‬ ‫ﭖ‬ ‫ﻦ ﺗﺤﻮ ﹺﻝ ﺍﻧﺴﺎﻥ – ﺗﺎﻣﺲ ﻣﻮﺭي ﻫﺎﻧﺲ ﺗﺮﺟﻤﻪ ي ﺣﺎﻣ ِﺪ ﺑﺮﺁﺑﺎﺩي – ﺣﻤﻴﺪﺭﺿﺎ ﺁﻗﺎ ﻣﺤﻤﺪﻳﺎﻥ – ﻧﺸﺮ ﻧﻲ – ﭼﺎ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﻧﻈﺮﻳﻪ ﻫﺎي ﻧﻮﻳ ﹺ‬ ‫ﺍﻭﻝ – ﺻﻔﺤﻪ ي ‪٣٩ - ٨٤‬‬

‫ﻞ ﻫﺮﻭﺋﻴﻦ ﻭ ﻣﻮﺭﻓﻴﻦ‪ ،‬ﺍﺯ ﻃﺮﻳﻖ ﭼﻨﺪﻳﻦ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒﻲ‪ ،‬ﺍﺯ ﺟﻤﻠﻪ ﻧﻮﺭﺍﭘﻲ‬ ‫]‪ [٨‬ﻣﺸﺘﻘﺎﺕ ﺗﺮﻳﺎﮎ‪ ،‬ﻣﺜ ﹺ‬ ‫ﻧﻔﺮﻳﻦ‪ ،‬ﺳﺮﻭﺗﻮﻧﻴﻦ ﻭ ﻣﺎﺩﻩ ي ‪ p‬ﺑﺮ ﻓﺮﺩ ﺗﺎﺛﻴﺮ ﻣﻲ ﮔﺬﺍﺭﻧﺪ‪ ) .‬ﺟﺎﻑ ﻭ ﻣﺎﺭﺗﻴﻦ ‪ ،١٩٩٠‬ﺩﺍﻳﮑﺴﺘﺮﺍ ‪ ( ١٩٩٢‬ﻣﺎﺩﻩ‬ ‫ﺶ ﺧﻠﻖ ﻭ ﺧﻮ ﺩﺧﻴﻞ‬ ‫ي ‪ P‬ﺩﺭ ﺍﻧﺘﻘﺎﻝ ﺩﺭﺩ ﻧﻘﺶ ﺩﺍﺭﺩ‪ ،‬ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﻧﻮﺭﺍﭘﻲ ﻧﻔﺮﻳﻦ ﻭ ﺳﺮﻭﺗﻮﻧﻴﻦ ﺩﺭ ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﻧﮕﻴﺰﺵ ﻭ ﻫﻴﺠﺎﻥ ﺍﺛﺮ ﺭﺍﺑﺮﺕ ﻓﺮﺍﻧﮑﻦ – ﻧﺸﺮ ﻧﻲ – ﺻﻔﺤﻪ ي ‪٣١٥‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫]‪ [٩‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺳﻮﺍﻝ ﮐﻨﻴﺪ ﺗﻘﻮﻳﺖ ﭼﻪ ﺍﺭﺗﺒﺎﻃﻲ ﺑﺎ ﺩﻭﭘﺎﻣﻴﻦ ﺩﺍﺭﺩ ؟ ﺩﺭ ﭘﺎﺳﺦ ﺑﺎﻳﺪ ﮔﻔﺖ ﮐﻪ ﻣﺴﺎﻟﻪ ي‬ ‫ﺵ ﻣﻐﺰ ﺩﺍﺭﺩ ﻭ ﺳﻴﺴﺘ ﹺﻢ ﭘﺎﺩﺍﺵ ﻧﻴﺰ ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺑﺨﺶ ﻫﺎي ﺑﻌﺪي‬ ‫ﻁ ﻣﺴﺘﻘﻴﻤﻲ ﺑﺎ ﺳﻴﺴﺘ ﹺﻢ ﭘﺎﺩﺍ ﹺ‬ ‫ﺗﻘﻮﻳﺖ‪ ،‬ﺍﺭﺗﺒﺎ ِ‬ ‫ﺖ‬ ‫ﻞ ﺧﺼﻮﺻﻴ ِ‬ ‫ﻲ ﺩﻳﮕﺮي ﺑﺎ ﺩﻭﭘﺎﻣﻴﻦ ﺳﺮ ﻭ ﮐﺎﺭ ﺩﺍﺭﺩ‪ .‬ﺩﻟﻴ ﹺ‬ ‫ﺧﻮﺍﻫﻴﻢ ﺩﻳﺪ‪ ،‬ﺑﻴﺶ ﺍﺯ ﻫﺮ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ي ﻋﺼﺒ ﹺ‬ ‫ﺕ ﻏﻴ ﹺﺮ‬ ‫ﺕ ﺗﺮﻳﺎﮎ‪ ،‬ﺳﻴﻨﺎﭘﺲ ﻫﺎي ﺩﻭﭘﺎﻣﻴﻦ ﺭﺍ ﺑﻪ ﺻﻮﺭ ِ‬ ‫ﺕ ﺗﺮﻳﺎﮎ ﻧﻴﺰ ﻫﻤﻴﻦ ﺍﺳﺖ ﭼﺮﺍ ﮐﻪ ﻣﺸﺘﻘﺎ ِ‬ ‫ﻲ ﻣﺸﺘﻘﺎ ِ‬ ‫ﺗﻘﻮﻳﺘ ﹺ‬ ‫ﺕ ﺗﺮﻳﺎﮎ‪ ،‬ﻧﻮﺭﻭﻧﻬﺎي ﺁﺯﺍﺩﮐﻨﻨﺪﻩ ي ‪ GABA‬ﺭﺍ ﺑﺎﺯﺩﺍﺭي‬ ‫ﻣﺴﺘﻘﻴﻢ ﻓﻌﺎﻝ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﭼﺮﺍ ﻏﻴﺮﻣﺴﺘﻘﻴﻢ ؟ ﻣﺸﺘﻘﺎ ِ‬ ‫ﻣﻲ ﮐﻨﻨﺪ‪ GABA .‬ﻧﻴﺰ ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﭘﻴﺶ ﺗﺮ ﮔﻔﺘﻴﻢ‪ ،‬ﺁﺯﺍﺩﺳﺎﺯي ﺩﻭﭘﺎﻣﻴﻦ ﺭﺍ ﺑﺎﺯﺩﺍﺭي ﻣﻲ ﮐﻨﺪ‪ .‬ﺩﺭ ﻧﺘﻴﺠﻪ‪ ،‬ﻣﻲ‬ ‫ﻞ ﻏﻴﺮﻣﺴﺘﻘﻴﻢ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﻨﺪ‪ ) .‬ﻣﻨﻔﻲ ﺩﺭ ﻣﻨﻔﻲ‬ ‫ي ﺩﻭﭘﺎﻣﻴﻦ ﺭﺍ ﺑﻪ ﺷﮑ ﹺ‬ ‫ﺕ ﺗﺮﻳﺎﮎ‪ ،‬ﺁﺯﺍﺩﺳﺎﺯ ﹺ‬ ‫ﺗﻮﺍﻥ ﮔﻔﺖ ﻣﺸﺘﻘﺎ ِ‬ ‫= ﻣﺜﺒﺖ (‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﻲ ﺑﻪ ﺍﻟﮑﻞ ﺑﺎ ﻳﮑﻲ ﺍﺯ ﺳﻪ ﻣﺸﺨﺼﻪ ي ﺯﻳﺮ ﻫﻤﺮﺍﻩ ﺍﺳﺖ ‪:‬‬ ‫ي ‪ ،DSM-III- R‬ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﻖ ﺩﺳﺘﻪ ﺑﻨﺪ ﹺ‬ ‫]‪ [١٠‬ﻃﺒ ﹺ‬ ‫ﺖ ﺭﻭﺯﺍﻧﻪ‬ ‫ﻑ ﻣﻘﺎﺩﻳ ﹺﺮ ﺯﻳﺎ ِﺩ ﺍﻟﮑﻞ ﺑﺮﺍي ﻋﻤﻠﮑﺮ ِﺩ ﺑﺎ ﮐﻔﺎﻳ ِ‬ ‫‪ .١‬ﻧﻴﺎﺯ ﺑﻪ ﻣﺼﺮ ِ‬ ‫ﺕ ﺁﺧ ﹺﺮ ﻫﻔﺘﻪ‬ ‫ﻲ ﻣﺤﺪﻭﺩ ﺑﻪ ﺗﻌﻄﻴﻼ ِ‬ ‫ﻲ ﺍﻓﺮﺍﻃ ﹺ‬ ‫‪ .٢‬ﺑﺎﺩﻩ ﻧﻮﺷ ﹺ‬ ‫ﻑ ﺍﻟﮑﻞ ﮐﻪ‬ ‫ﻦ ﺁﻧﻬﺎ ﺩﻭﺭﻩ ﻫﺎي ﺍﻓﺮﺍﻁ ﺩﺭ ﻣﺼﺮ ِ‬ ‫ﻲ ﭘﺮﻫﻴﺰ ﮐﻪ ﺩﺭ ﻓﺎﺻﻠﻪ ي ﺑﻴ ﹺ‬ ‫‪ .٣‬ﺩﻭﺭﻩ ﻫﺎي ﻃﻮﻻﻧ ﹺ‬ ‫ﻫﻔﺘﻪ ﻫﺎ ﻳﺎ ﻣﺎﻩ ﻫﺎ ﻃﻮﻝ ﻣﻲ ﮐﺸﺪ‪ ،‬ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬ ‫ﺍﺯ ﺩﻳﮕﺮ ﻭﻳﮋﮔﻲ ﻫﺎي ﺍﻓﺮﺍﺩ ﺍﻟﮑﻠﻲ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﻣﻮﺍﺭ ِﺩ ﺯﻳﺮ ﺍﺷﺎﺭﻩ ﮐﺮﺩ ‪:‬‬ ‫ﺶ ﻣﺼﺮﻑ ﻳﺎ ﻗﻄ ﹺﻊ ﺑﺎﺩﻩ ﺧﻮﺍﺭي‬ ‫ƒ ﻧﺎﺗﻮﺍﻧﻲ ﺩﺭ ﮐﺎﻫ ﹺ‬ ‫ﺶ ﺍﻓﺮﺍﻁ ﺩﺭ ﻣﺼﺮ ِ‬ ‫ﻦ‬ ‫ﻑ ﺍﻟﮑﻞ ﺑﺎ ﭘﺮﻫﻴﺰﻫﺎي ﻣﻮﻗﺘﻲ ﻳﺎ ﻣﺤﺪﻭﺩ ﺳﺎﺧﺘ ﹺ‬ ‫ﺶ ﻣﮑﺮﺭ ﺑﺮﺍي ﮐﻨﺘﺮﻝ ﻳﺎ ﮐﺎﻫ ﹺ‬ ‫ƒ ﮐﻮﺷ ﹺ‬ ‫ﻑ ﺍﻟﮑﻞ ﺑﻪ ﺳﺎﻋﺎﺕِ ﻣﻌﻴﻨﻲ ﺍﺯ ﺭﻭﺯ‬ ‫ﻣﺼﺮ ِ‬ ‫ﻲ ﻣﻤﺘﺪ ﮐﻪ ﺣﺪﺍﻗﻞ ﺩﻭ ﺭﻭ ﹺﺯ ﭘﻴﺎﭘﻲ ﻃﻮﻝ ﺑﮑﺸﺪ‪.‬‬ ‫ƒ ﺩﻭﺭﻩ ﻫﺎي ﻣﺴﺘ ﹺ‬ ‫ﺏ ﺗﻘﻄﻴﺮي ) ﻳﺎ ﻣﻌﺎﺩ ﹺﻝ ﺁﻥ ﺁﺑﺠﻮ ﻳﺎ ﺷﺮﺍﺏ (‬ ‫ي ﻣﺸﺮﻭ ﹺ‬ ‫ﻑ ﮔﺎﻩ ﺑﻪ ﮔﺎ ِﻩ ﻳﮏ ﭘﻨﺠ ﹺﻢ ﺑﻄﺮ ﹺ‬ ‫ƒ ﻣﺼﺮ ِ‬ ‫ƒ ﺩﻭﺭﻩ ﻫﺎي ﻓﺮﺍﻣﻮﺷﻲ ﻧﺴﺒﺖ ﺑﻪ ﺍﺗﻔﺎﻗﺎﺗﻲ ﮐﻪ ﺩﺭ ﺟﺮﻳﺎ ِﻥ ﻣﺴﺘﻲ ﺭﻭي ﻣﻲ ﺩﻫﺪ‪.‬‬ ‫ﻑ ﺍﻟﮑﻞ ﻭﺧﻴﻤﺘﺮ ﻣﻲ‬ ‫ﻲ ﺟﺪي ﮐﻪ ﺷﺨﺺ ﻣﻲ ﺩﺍﻧﺪ ﺑﺎ ﻣﺼﺮ ِ‬ ‫ﻞ ﺟﺴﻤ ﹺ‬ ‫ﻑ ﺍﻟﮑﻞ ﻋﻼﺭﻏ ﹺﻢ ﻣﺴﺎﺋ ﹺ‬ ‫ƒ ﺍﺩﺍﻣﻪ ي ﻣﺼﺮ ِ‬ ‫ﮔﺮﺩﻧﺪ‪.‬‬ ‫ﻞ ﺳﻮﺧﺖ (‪.‬‬ ‫ي ﺍﻟﮑﻞ‪ ،‬ﻳﺎ ﺍﻟﮑ ﹺ‬ ‫ﻲ ﺣﺎﻭ ﹺ‬ ‫ﺕ ﺻﻨﻌﺘ ﹺ‬ ‫ﻞ ﺷﺮﺏ ) ﻣﺜﻼً ﻣﺤﺼﻮﻻ ِ‬ ‫ﻞ ﻏﻴﺮﻗﺎﺑ ﹺ‬ ‫ﻑ ﺍﻟﮑ ﹺ‬ ‫ƒ ﻣﺼﺮ ِ‬ ‫ﺍﻣﺮﻭﺯﻩ ﺩﺭ ﺑﺴﻴﺎﺭي ﺍﺯ ﮐﺸﻮﺭﻫﺎ‪ ،‬ﺍﻟﮑﻠﻴﺴﻢ ﻏﺎﻟﺒﺎ ً ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﮏ ﺑﻴﻤﺎﺭي ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﺩ ﺗﺎ ﺑﻪ ﻋﻨﻮﺍﻥ‬ ‫ﺟﺮﻡ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ‪:‬‬ ‫‪ .١‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻣﺮﺿﻲ – ﺍﺛﺮ ﺳﺎﺭﺍﺳﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻧﺠﺎﺭﻳﺎﻥ ﻭ ﻫﻤﮑﺎﺭﺍﻥ – ﻧﺸﺮ ﺭﺷﺪ – ﺻﻔﺤﻪ ي ‪٤٦‬‬ ‫ﮓ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻭ ﺭﻭﺍﻧﭙﺰﺷﮑﻲِ ﺩﮐﺘﺮ ﭘﻮﺭﺍﻓﮑﺎﺭي‬ ‫‪ .٢‬ﻓﺮﻫﻨ ِ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﻞ ﺟﻨﻴﻦ) ‪: ( FAS‬‬ ‫]‪ [١١‬ﺳﻨﺪﺭﻭ ﹺﻡ ﺍﻟﮑ ﹺ‬ ‫ﻞ ﺟﻨﻴﻦ‬ ‫ﺩﺭ ﺳﺎﻟﻬﺎي ﺍﺧﻴﺮ‪ ،‬ﺍﺧﺘﻼﻟﻲ ﺑﻪ ﻧﺎ ﹺﻡ » ﺳﻨﺪﺭﻭ ﹺﻡ ﺍﻟﮑ ﹺ‬ ‫« ﺷﻨﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺳﻨﺪﺭﻭﻡ ﺩﺭ ﻧﺘﻴﺠﻪ ي‬ ‫ﺐ ﻣﺸﺮﻭﺑﺎﺕِﺍﻟﮑﻠﻲ ﺣﺘﻲ ﺑﻪ ﻣﻘﺪﺍﺭ ﮐﻢ ﻣﺜﻼ‬ ‫ﻑ ﻣﺮﺗ ﹺ‬ ‫ﻣﺼﺮ ِ‬ ‫ً ‪ ٩٠‬ﻣﻴﻠﻲ ﻟﻴﺘﺮ ﺩﺭ ﺭﻭﺯ‪ ،‬ﺩﺭ ﺩﻭﺭﺍ ِﻥ ﺣﺎﻣﻠﮕﻲ ﭘﻴﺶ ﻣﻲ‬ ‫ﺁﻳﺪ‪ .‬ﻋﻼﺋ ﹺﻢ ﻣﺸﺨﺺ ﮐﻨﻨﺪﻩ ي ﺍﻳﻦ ﺣﺎﻟﺖ ﻋﺒﺎﺭﺕ ﺍﺳﺖ‬ ‫ﺕ ﻧﺎﻣﺮﺗﺐ ﻭ‬ ‫ي ﺭﺷﺪ‪ ،‬ﺳ ﹺﺮ ﮐﻮﭼﮏ‪ ،‬ﺻﻮﺭ ِ‬ ‫ﺍﺯ ﮐﻨﺪ ﹺ‬ ‫ﻲ ﮐﻮﺩﮎ‪ .‬ﺑﺮﺁﻭﺭﺩ ﺷﺪﻩ‬ ‫ﻲ ﺫﻫﻨ ﹺ‬ ‫ﺑﺎﻻﺧﺮﻩ ﻋﻘﺐ ﺍﻓﺘﺎﺩﮔ ﹺ‬ ‫ﺍﺳﺖ ﮐﻪ ﺳﺎﻟﻴﺎﻧﻪ ﺣﺪﺍﻗﻞ ‪ ٥٠٠٠‬ﮐﻮﺩﮎ ﺑﺎ ﻳﮑﻲ ﻭ ﻳﺎ‬ ‫ﺑﻴﺸﺘﺮ ﺍﺯ ﻋﻼﺋ ﹺﻢ ﻓﻮﻕ ﻣﺘﻮﻟﺪ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬

‫ﻧﻘﻞ ﺍﺯ ﻣﺒﺎﻧﻲ ﺗﻐﺬﻳﻪ‪ ،‬ﺍﺛ ﹺﺮ ﻩ‪.‬ﺍ‪.‬ﮔﺘﺮي – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻓﺮﻭﺯﺍﻧﻲ‪ .‬ﻧﺸﺮ‬ ‫ﭖ ﺷﺸﻢ – ﺻﻔﺤﻪ ي ‪٤٦‬‬ ‫ﭼﻬﺮ – ﭼﺎ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﻑ ﻣﻮﺍﺩ « ﻭ » ﺍﻋﺘﻴﺎﺩ « ﺭﺍ‬ ‫ﻑ ﻣﻮﺍﺩ «‪ » ،‬ﺳﻮﺀ ﻣﺼﺮ ِ‬ ‫ﺡ » ﻣﺼﺮ ِ‬ ‫ﺕ ﻣﻴﺎ ِﻥ ﺳﻪ ﺍﺻﻄﻼ ﹺ‬ ‫]‪ [١٢‬ﻻﺯﻡ ﺍﺳﺖ ﺗﻔﺎﻭ ِ‬ ‫ﻒ » ﺳﺎﺯﻣﺎ ِﻥ ﻣﻠﻲ ﺳﻮﺀ ﻣﺼﺮﻑ ﻣﻮﺍﺩ ‪: « NIDA‬‬ ‫ﻖ ﺗﻌﺮﻳ ِ‬ ‫ﻣﺘﺬﮐﺮ ﺷﻮﻳﻢ ‪ :‬ﻃﺒ ﹺ‬ ‫ƒ ﻣﺎﺩﻩ ) ‪ : ( Drug‬ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ " ﻫﺮ ﻧﻮﻉ ﻣﺎﺩﻩ ي ﺷﻴﻤﻴﺎﻳﻲ ) ﺍﺯ ﺟﻤﻠﻪ ﻣﺨﺪﺭ ﻭ ﻳﺎ ﺗﻮﻫﻢ ﺯﺍ ( ﮐﻪ‬ ‫ﺚ ﺗﻐﻴﻴﺮ ﺩﺭ ﺭﻓﺘﺎﺭ ﺷﺪﻩ ﻭ ﻏﺎﻟﺒﺎ ً ﭘﺲ ﺍﺯ ﭼﻨﺪي‬ ‫ﻲ ﻣﺮﮐﺰي ﺭﺍ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﺩﺍﺩﻩ‪ ،‬ﺑﺎﻋ ِ‬ ‫ﺳﻴﺴﺘﻢﹺ ﻋﺼﺒ ﹺ‬ ‫ﮓ ﻭﺑﺴﺘﺮ (‬ ‫ﻣﻨﺠﺮ ﺑﻪ ﺍﻋﺘﻴﺎﺩ ﺷﻮﺩ‪ ) ".‬ﻓﺮﻫﻨ ِ‬ ‫ﻑ ﺍﺗﻔﺎﻗﻲ ﺑﺪﻭ ِﻥ ﺁﺷﮑﺎﺭ ﺷﺪ ِﻥ » ﺗﺤﻤﻞ « ﻭ ﻳﺎ » ﻧﺸﺎﻧﻪ ﻫﺎي ﺗﺮﮎ « ﺑﻪ ﻫﻨﮕﺎ ﹺﻡ‬ ‫ƒ ﻣﺼﺮﻑ ) ‪ : ( Use‬ﻣﺼﺮ ِ‬ ‫ﻦ ﻣﺎﺩﻩ ي ﻣﻮﺭ ِﺩ ﻧﻈﺮ‪.‬‬ ‫ﮐﻨﺎﺭﮔﺬﺍﺷﺘ ﹺ‬ ‫ƒ ﺳﻮﺀ ﻣﺼﺮﻑ ) ‪ " : ( Drug Abuse‬ﻣﺼﺮ ِ‬ ‫ﻑ ﻧﺎﻣﻨﺎﺳﺐﹺ ﻣﻮﺍ ِﺩ ﻗﺎﻧﻮﻧﻲ‪".‬‬ ‫ﻑ ﻣﻮﺍ ِﺩ ﻏﻴﺮﻗﺎﻧﻮﻧﻲ ﻭ ﻳﺎ ﻣﺼﺮ ِ‬ ‫ي ﭘﻴﭽﻴﺪﻩ ي ﻣﻐﺰي ﺍﺳﺖ ﮐﻪ ﺑﺎ ﻇﺎﻫﺮ‬ ‫ƒ ﺍﻋﺘﻴﺎﺩ ﺑﻪ ﻣﺎﺩﻩ ) ‪ " : ( Drug Addiction‬ﺍﻋﺘﻴﺎﺩ ﻳﮏ ﺑﻴﻤﺎﺭ ﹺ‬ ‫ﻞ‬ ‫ﺷﺪ ِﻥ » ﺗﺤﻤﻞ « ﻭ » ﻧﺸﺎﻧﻪ ﻫﺎي ﺗﺮﮎ « ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺷﺮﻭ ﹺﻉ ﺁﻥ ﭘﻲ ﺑﺮﺩ‪ .‬ﺍﺯ ﻣﺸﺨﺼﻪ ﻫﺎي ﺁﻥ ﻣﻴ ﹺ‬ ‫ﺐ ﺑﺴﻴﺎﺭ‬ ‫ﻑ ﻣﻮﺍﺩ‪ ،‬ﺟﺴﺘﺠﻮ ﻭ ﺗﺪﺍﻭ ﹺﻡ ﻣﺼﺮﻑ ﺣﺘﻲ ﭘﺲ ﺍﺯ ﻣﺸﺎﻫﺪﻩ ي ﻋﻮﺍﻗ ﹺ‬ ‫ﺷﺪﻳﺪ ﺑﻪ ﺳﻮﺀ ﻣﺼﺮ ِ‬ ‫ﺕ ﻳﮏ ﺭﻓﺘﺎ ﹺﺭ‬ ‫ي ﻣﻮﺍﺩ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﺮﺍي ﻓﺮﺩ ﺗﺎ ﺣﺪ ﺯﻳﺎﺩي ﺑﻪ ﺻﻮﺭ ِ‬ ‫ﻧﺎﺧﻮﺷﺎﻳﻨﺪ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺟﺴﺘﺠﻮ ﹺ‬ ‫ﻑ ﻣﺎﺩﻩ ي ﻣﻮﺭ ِﺩ ﻧﻈﺮ‬ ‫ﺕ ﻣﺼﺮ ِ‬ ‫ﺕ ﺩﺭﺍﺯ ﻣﺪ ِ‬ ‫ﺍﺟﺒﺎﺭي ﺩﺭ ﺁﻳﺪ‪ .‬ﺍﻳﻦ ﺭﻓﺘﺎ ﹺﺭ ﺍﺟﺒﺎﺭي ﻣﻲ ﺗﻮﺍﻧﺪ ﻧﺎﺷﻲ ﺍﺯ ﺍﺛﺮﺍ ِ‬ ‫ﺑﺮ ﻋﻤﻠﮑﺮ ِﺩ ﻣﻐﺰ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﺑﺮ ﺭﻓﺘﺎﺭ ﺻﻮﺭﺕ ﮔﻴﺮﺩ‪ .‬ﺑﺮﺍي ﺑﺴﻴﺎﺭي ﺍﺯ ﺍﻓﺮﺍﺩ ﮐﻪ ﺯﻣﺎﻧﻲ ﻣﻌﺘﺎﺩ ﺑﻮﺩﻩ ﺍﻧﺪ‪،‬‬ ‫ﺑﺎﺯﮔﺸﺖ ﺑﻪ ﺳﻮﺀ ﻣﺼﺮﻑ ﺩﻭﺭ ﺍﺯ ﺍﻧﺘﻈﺎﺭ ﻧﻴﺴﺖ ﺣﺘﻲ ﺍﮔﺮ ﺍﻳﻦ ﺑﺎﺯﮔﺸﺖ ﭘﺲ ﺍﺯ ﺩﻭﺭﻩ ﻫﺎي ﻃﻮﻻﻧﻲ ﺍﺯ‬ ‫ﺧﻮﺩ ﺩﺍﺭي ﺭﺥ ﺩﻫﺪ‪.‬‬ ‫ﻦ ﺍﺻﻄﻼﺣﺎﺗﻲ ﻧﻈﻴ ﹺﺮ » ﺍﻋﺘﻴﺎﺩ « ﻭ » ﻋﺎﺩﺕ‬ ‫ﺡ » ﻭﺍﺑﺴﺘﮕﻲ « ﺟﺎﻳﮕﺰﻳ ﹺ‬ ‫ﺩﺭ ﺳﺎﻝ ﻫﺎي ﺍﺧﻴﺮ ﺩﺭ ﻣﺘﻮﻥ ﻋﻠﻤﻲ‪ ،‬ﺍﺻﻄﻼ ﹺ‬ ‫ﺡ ﺍﻋﺘﻴﺎﺩ ﺩﻳﮕﺮ‬ ‫ﺖ ﺟﻬﺎﻧﻲ ﺑﻪ ﺍﻳﻦ ﻧﺘﻴﺠﻪ ﺭﺳﻴﺪ ﮐﻪ ﺍﺻﻄﻼ ﹺ‬ ‫« ﮔﺮﺩﻳﺪﻩ ﺍﺳﺖ‪ .‬ﺩﺭ ﺳﺎ ﹺﻝ ‪ ،١٩٦٤‬ﺳﺎﺯﻣﺎﻥِ ﺑﻬﺪﺍﺷ ِ‬ ‫ﻲ ﺩﺍﺭﻭﻳﻲ « ﺭﺍ ﺑﻪ ﺟﺎي ﺁﻥ ﺗﻮﺻﻴﻪ ﻧﻤﻮﺩ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ‪ ،‬ﮐﻠﻤﻪ ي ﺍﻋﺘﻴﺎﺩ‬ ‫ﺍﺻﻄﻼﺣﻲ ﻋﻠﻤﻲ ﻧﻴﺴﺖ ﻭ » ﻭﺍﺑﺴﺘﮕ ﹺ‬ ‫ﻫﻨﻮﺯ ﻫﻢ ﺩﺭ ﻣﻨﺎﺑﻊﹺ ﭘﺰﺷﮑﻲ ﻭ ﺑﻴ ﹺ‬ ‫ﻦ ﻋﻮﺍﻡ ﺭﺍﻳﺞ ﺍﺳﺖ‪ ) .‬ﻣﻨﺒﻊ ‪( http://www.nida.nih.gov :‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻫﺸﺘﻢ‬

‫ﺖ ﺍﻧﻄﺒﺎﻕ ﺑﺎ‬ ‫ﺕ ﺍﻧﮕﻴﺰﺷﻲ ﻣﻌﺎﺻﺮ‪ ،‬ﻋﻘﻴﺪﻩ ﺩﺍﺭﻧﺪ ﮐﻪ ﻫﻤﻪ ي ﺭﻓﺘﺎﺭ ﻫﺎ ﮐﻮﺷﺸﻲ ﺩﺭ ﺟﻬ ِ‬ ‫]‪ [١٣‬ﺑﺴﻴﺎﺭي ﺍﺯ ﻧﻈﺮﻳﺎ ِ‬ ‫ﻣﺤﻴﻂ ﺍﺳﺖ‪ .‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺍﻳﻦ ﺳﻮﺍﻝ ﭘﻴﺶ ﺑﻴﺎﻳﺪ ﮐﻪ ﺍﮔﺮ ﻫﻤﻪ ي ﺭﻓﺘﺎﺭﻫﺎ ﮐﻮﺷﺸﻲ ﺑﺮﺍي ﺍﻧﻄﺒﺎﻕ ﺑﺎ ﻣﺤﻴﻂ ﺍﺳﺖ‪،‬‬ ‫ﻑ ﻣﻮﺍﺩ ﺭﺍ ﮐﻪ ﺑﻪ ﻧﻈﺮ ﻧﻤﻲ ﺭﺳﺪ ﺍﻧﻄﺒﺎﻗﻲ ﺑﺎﺷﺪ‪ ،‬ﻣﻲ ﺗﻮﺍﻥ ﺗﻮﺿﻴﺢ ﺩﺍﺩ ؟ ﻧﻈﺮﻳﻪ‬ ‫ﭼﮕﻮﻧﻪ ﺭﻓﺘﺎﺭﻫﺎﻳﻲ ﻧﻈﻴ ﹺﺮ ﻣﺼﺮ ِ‬ ‫ﻑ ﻣﻮﺍﺩ‪ ،‬ﻣﺴﺘﻠﺰ ﹺﻡ ﺑﻌﻀﻲ‬ ‫ﻞ ﻣﺼﺮ ِ‬ ‫ﭘﺮﺩﺍﺯﺍ ِﻥ ﺍﻧﮕﻴﺰﺵ ﺩﺭ ﺟﻮﺍﺏ ﺑﻪ ﺍﻳﻦ ﺳﻮﺍﻝ ﻋﻨﻮﺍﻥ ﻣﻲ ﮐﻨﻨﺪ ﮐﻪ ﺭﻓﺘﺎﺭﻫﺎﻳﻲ ﻣﺜ ﹺ‬ ‫ﺐ ﺁﺯﺍﺩ ﺷﺪ ِﻥ ﺑﺮﺧﻲ ﺍﺯ ﻣﻮﺍ ِﺩ‬ ‫ﻑ ﻣﻮﺍﺩ‪ ،‬ﻣﻮﺟ ﹺ‬ ‫ﻲ ﺭﻓﺘﺎﺭﻫﺎي ﺩﻳﮕﺮ ﺍﺳﺖ‪ .‬ﻓﺮﺩ ﺑﺎ ﻣﺼﺮ ِ‬ ‫ﺍﺯ ﺳﺎﺯﻭ ﮐﺎﺭﻫﺎي ﺍﻧﻄﺒﺎﻗ ﹺ‬ ‫ﺷﻴﻤﻴﺎﻳﻲ ﻣﻲ ﺷﻮﺩ ﮐﻪ ﺑﻪ ﻃﻮﺭ ﻃﺒﻴﻌﻲ ﻓﻘﻂ ﻫﻨﮕﺎﻣﻲ ﺁﺯﺍﺩ ﻣﻲ ﺷﻮﻧﺪ ﮐﻪ ﻭي ﺭﻓﺘﺎ ﹺﺭ ﺍﻧﻄﺒﺎﻗﻲ ) ﻣﺜﻼ ً ﻏﺬﺍ‬ ‫ﻲ ﺍﻧﻄﺒﺎﻕ ﻣﻲ ﺑﺎﺷﺪ‪.‬ﺑﻪ‬ ‫ﻑ ﻣﻮﺍﺩ ﺭﺍﻫﻲ ﻣﻴﺎﻥ ﺑﺮ‪ ،‬ﺩﺭ ﻣﺴﻴ ﹺﺮ ﻣﻌﻤﻮﻟ ﹺ‬ ‫ﺧﻮﺭﺩﻥ‪ ،‬ﺭﺍﺑﻄﻪ ي ﺟﻨﺴﻲ ( ﺑﺮﻭﺯ ﺩﻫﺪ‪ .‬ﻣﺼﺮ ِ‬ ‫ﻑ ﻣﻮﺍﺩ‬ ‫ﺦ ﺍﻧﻄﺒﺎﻗﻲ‪ ،‬ﺑﻪ ﻋﻨﻮﺍ ِﻥ ﭘﺎﺩﺍﺷﻲ ﺑﺮﺍي ﻣﺼﺮ ِ‬ ‫ﻃﻮﺭي ﮐﻪ‪ ،‬ﻣﺎﺩﻩ ي ﺷﻴﻤﻴﺎﻳﻲ ﺑﻪ ﺟﺎي ﭘﺎﺩﺍﺵ ﺩﺍﺩ ِﻥ ﻳﮏ ﭘﺎﺳ ﹺ‬ ‫ﻂ ﻣﻌﻴﻨﻲ‪،‬‬ ‫ﻑ ﻣﻮﺍﺩ‪ ،‬ﺣﺪﺍﻗﻞ ﺗﺤﺖ ﺷﺮﺍﻳ ِ‬ ‫ﻦ ﭼﻨﻴﻦ ﺩﻳﺪﮔﺎﻫﻲ ﻣﻲ ﻓﻬﻤﻴﻢ ﮐﻪ ﻣﺼﺮ ِ‬ ‫ﻋﻤﻞ ﻣﻲ ﮐﻨﺪ‪ .‬ﺑﺎ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘ ﹺ‬ ‫ﺵ ﻓﺮﺩ ﺑﺮﺍي ﺍﻧﻄﺒﺎﻕ‪ .‬ﺗﻼﺷﻲ ﮐﻪ ﻏﺎﻟﺒﺎً ﺑﻪ ﻧﺘﻴﺠﻪ ي ﻣﻌﮑﻮﺱ ﻣﻲ ﺍﻧﺠﺎﻣﺪ‪.‬‬ ‫ﺑﺎﺯﺗﺎﺑﻲ ﺳﺖ ﺍﺯ ﺗﻼ ﹺ‬ ‫ﻦ ﺷﻤﺲ ﺍﺳﻔﻨﺪ ﺁﺑﺎﺩ ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪ -‬ﻧﺸﺮ ﻧﻲ – ﺻﻔﺤﻪ ي ‪٣١‬‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﻧﮕﻴﺰﺵ ﻭ ﻫﻴﺠﺎﻥ ﺍﺛﺮ ﺭﺍﺑﺮﺕ ﻓﺮﺍﻧﮑﻦ ﺗﺮﺟﻤﻪ ي ﺣﺴ ﹺ‬

‫ﺖ ﻣﺤﻴﻂ ﺩﺭ ﮔﺮﺍﻳﺶ ﺑﻪ ﻣﻮﺍﺩ‪ ،‬ﺫﮐﺮ ﻧﮑﺘﻪ ي ﺯﻳﺮ ﺑﻲ ﻓﺎﻳﺪﻩ ﻧﻴﺴﺖ ‪ :‬ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﻣﻌﻠﻮﻡ ﺷﺪ‬ ‫ﺏ ﺍﻫﻤﻴ ِ‬ ‫]‪ [١٤‬ﺩﺭ ﺑﺎ ﹺ‬ ‫ﺖ ﺁﺯﻣﺎﻳﺶ ﻗﺮﺍﺭ‬ ‫ﺳﺮﺑﺎﺯﺍﻥ ﺩﺭ ﺟﻨﮓِ ﻭﻳﺘﻨﺎﻡ‪ ،‬ﻫﺮﻭﺋﻴﻦ ﻣﺼﺮﻑ ﻣﻲ ﮐﻨﻨﺪ‪ ،‬ﺍﺭﺗﺶ ﺗﺼﻤﻴﻢ ﮔﺮﻓﺖ ﺳﺮﺑﺎﺯﺍﻥ ﺭﺍ ﺗﺤ ِ‬ ‫ﺩﻫﺪ‪ .‬ﺩﺭ ﻧﺘﻴﺠﻪ ي ﺍﻳﻦ ﺁﺯﻣﺎﻳﺶ ﻫﺎ ﻣﻌﻠﻮﻡ ﺷﺪ ﺗﻌﺪﺍ ِﺩ ﻣﺼﺮﻑ ﮐﻨﻨﺪﻩ ﻫﺎ ﺑﺴﻴﺎﺭ ﺯﻳﺎﺩ ﺍﺳﺖ‪ .‬ﭘﺲ ﺍﺯ ﺍﻧﺠﺎ ﹺﻡ ﻳﮏ‬ ‫ﻦ ﺳﺮﺑﺎﺯﺍ ِﻥ ﻣﻌﺘﺎﺩ ‪ % ٩٠‬ﺣﺘﻲ ﭘﺲ ﺍﺯ ﺟﻨﮓ ﻭ ﺑﺎﺯﮔﺸﺖ ﺑﻪ‬ ‫ﺳﺮي ﺗﺤﻘﻴﻘﺎﺕ‪ ،‬ﺍﺭﺗﺶ ﭘﻴﺶ ﺑﻴﻨﻲ ﮐﺮﺩ ﮐﻪ ﺍﺯ ﺑﻴ ﹺ‬ ‫ﻲ‬ ‫ﻑ ﻣﻮﺍﺩ ﺍﺩﺍﻣﻪ ﺧﻮﺍﻫﻨﺪ ﺩﺍﺩ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﭘﺲ ﺍﺯ ﺑﺎﺯﮔﺸﺖ ﺍﻳﻦ ﺍﻓﺮﺍﺩ ﺑﻪ ﺧﺎﻧﻪ ﻭ ﺯﻧﺪﮔ ﹺ‬ ‫ﺧﺎﻧﻪ ﻧﻴﺰ ﺑﻪ ﻣﺼﺮ ِ‬ ‫ﺕ ﺍﺭﺗﺶ ﺩﺭ ﮐﻤﺎ ﹺﻝ ﺷﮕﻔﺘﻲ ﺩﺭﻳﺎﻓﺘﻨﺪ ﮐﻪ ﺗﻨﻬﺎ ‪ ١٥‬ﺩﺭﺻ ِﺪ ﻣﺼﺮﻑ ﮐﻨﻨﺪﮔﺎﻥِ‬ ‫ﺧﻮﻳﺶ‪ ،‬ﭘﮋﻭﻫﺸﮕﺮﺍﻥ ﻭ ﻣﻘﺎﻣﺎ ِ‬ ‫ﻖ ﻧﺘﺎﻳﺞ ﻧﺸﺎﻥ ﺩﺍﺩ ﮐﻪ ﺍﻳﻦ ‪ ١٥‬ﺩﺭﺻﺪ ﺍﮐﺜﺮﺍً ﮐﺴﺎﻧﻲ ﻫﺴﺘﻨﺪ ﮐﻪ ﻗﺒﻞ‬ ‫ﻞ ﺩﻗﻴ ﹺ‬ ‫ﻫﺮﻭﺋﻴﻦ ﺩﻭﺑﺎﺭﻩ ﻣﻌﺘﺎﺩ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﺗﺤﻠﻴ ﹺ‬ ‫ﮓ ﻭﻳﺘﻨﺎﻡ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﮐﻪ ﻭﻗﺘﻲ‬ ‫ﺍﺯ ﺭﻓﺘﻦ ﺑﻪ ﻭﻳﺘﻨﺎﻡ ﻧﻴﺰ ﻣﻮﺍﺩ ﻣﺼﺮﻑ ﻣﻲ ﮐﺮﺩﻧﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﺗﺠﺮﺑﻪ ي ﺟﻨ ِ‬ ‫ﻓﺮﺩ ﺑﻪ ﻣﺎﺩﻩ ﺍي ﻣﺨﺪﺭ ﻣﻌﺘﺎﺩ ﻣﻲ ﺷﻮﺩ‪ ،‬ﻣﺠﺒﻮﺭ ﻧﻴﺴﺖ ﺑﺮﺍي ﻫﻤﻴﺸﻪ ﻣﻌﺘﺎﺩ ﺑﺎﻗﻲ ﺑﻤﺎﻧﺪ‪.‬‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﻧﮕﻴﺰﺵ ﻭ ﻫﻴﺠﺎﻥ ﺍﺛﺮ ﺭﺍﺑﺮﺕ ﻓﺮﺍﻧﮑﻦ – ﻧﺸﺮ ﻧﻲ – ﺻﻔﺤﻪ ي ‪٣٢٢ -٣٢٠‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﻧﻬﻢ‬

‫ﺼﻞ ﻧﻬﻬﻢ‬ ‫ﻓﺼ‬ ‫ﺘﻢ ﻏﺪﺩ ﺩﺭﻭﻭﻥ ﺭﻳﻳﺰ ﻭ ﻫﻮﺭﻣﻣﻮﻧﻬﺎ‬ ‫ﺳﻴﺴﺘﻢ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﻓﻬﺮﺳﺖ ﻓﺼﻞ ﻧﻬﻢ ‪:‬‬ ‫‪ ‬‬ ‫ﻓﺼﻞ ﻧﻬﻢ ‪ :‬ﺳﻴﺴﺘﻢ ﻏﺪﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﻭ ﻫﻮﺭﻣﻮﻧﻬﺎ ‪٣٤١ ..........................................................................................................‬‬ ‫ﻓﻬﺮﺳﺖ ﻓﺼﻞ ﻧﻬﻢ ‪٣٤٢ .................................................................................................................................................... :‬‬ ‫ﺳﻴﺴﺘﻢﹺ ﻏﺪﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ‪٣٤٣ ............................................................................................................................................... :‬‬ ‫ﻫﻮﺭﻣﻮﻥ ﻫﺎ ‪٣٤٤ ................................................................................................................................................................ :‬‬ ‫ﻧﻘﻞ ﻭ ﺍﻧﺘﻘﺎﻝﹺ ﻫﻮﺭﻣﻮﻧﻲ ﻭ ﻋﺼﺒﻲ ‪٣٤٥ .. ………………………………………………………:‬‬ ‫ﺍﻫﻤﻴﺖ ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺗﺎ ﭼﻪ ﺣﺪ ﺍﺳﺖ ؟‪٣٦٠ ...........................................................................................................................‬‬ ‫ﺧﻼﺻﻪ ي ﻓﺼﻞ ‪ :‬ﺳﻴﺴﺘﻢﹺ ﻏﺪﺩِ ﺩﺭﻭﻥ ﺭﻳﺰ ﻭ ﻫﻮﺭﻣﻮﻥ ﻫﺎ ‪٣٦٢ .............................................................................................‬‬ ‫ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎي ﻣﺘﺮﺟﻢ ‪٣٦٣ ................................................................................................................................................ :‬‬ ‫ﻣﻨﺎﺑﻌﻲ ﺑﺮﺍي ﻣﻄﺎﻟﻌﻪ ي ﺑﻴﺸﺘﺮ ‪٣٦٥ ................................................................................................................................... :‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﺳﻴﺴﺘ ﹺﻢ ﻏﺪﺩ ﺩﺭﻭﻥ ﺭﻳﺰ‪: ١‬‬ ‫ﻋﻼﻭﻩ ﺑﺮ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ‪ ،‬ﺳﻴﺴﺘ ﹺﻢ ﺍﺭﺗﺒﺎﻃﻲ ﺩﻳﮕﺮي ﺩﺭ ﺑﺪﻥ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﮐﻪ ﺑﻪ ﺁﻥ ﺳﻴﺴﺘ ﹺﻢ ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﮔﻔﺘـﻪ‬ ‫ﺕ ﺑﻴﺸـﻤﺎﺭي‬ ‫ﻣﻲ ﺷﻮﺩ‪ .‬ﻫﺮﭼﻨﺪ ﮐﻪ ﺳﻴﺴﺘ ﹺﻢ ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳﺰ‪ ،‬ﺑﺨﺸﻲ ﺍﺯ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﻧﻴﺴﺖ‪ ،‬ﺍﻣﺎ ﻓﻌـﻞ ﻭ ﺍﻧﻔﻌـﺎﻻ ِ‬ ‫ﺑﻴﻦ ﺍﻳﻦ ﺩﻭ ﺳﻴﺴﺘﻢ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬ ‫ﺳﻴﺴﺘ ﹺﻢ ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺍﺯ ﻧﺎﻣﺶ ﭘﻴﺪﺍﺳﺖ ﺍﺯ ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﻏﺪﺩ ﻋﺒﺎﺭﺗﻨﺪ‬ ‫ﺍﺯ ‪ :‬ﻏﺪﻩ ي ﻫﻴﭙﻮﻓﻴﺰ‪ ،‬ﻏﺪﻩ ي ﺗﻴﺮﻭﺋﻴﺪ‪ ،‬ﻏﺪﻩ ي ﭘﺎﺭﺍ ﺗﻴﺮﻭﺋﻴﺪ‪ ،‬ﻏﺪﺩ ﺁﺩﺭﻧﺎﻝ‪ ،‬ﻏﺪﻩ ي ﭘﺎﻧﮑﺮﺍﺱ ﻭ ﮔﻨﺎﺩﻫﺎ ﻳﺎ ﻏﺪ ِﺩ‬ ‫ﺟﻨﺴﻲ‪ ،‬ﻏﺪﻩ ي ﺻﻨﻮﺑﺮي‪.‬‬ ‫ﮐﺎﺭ ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﺗﻮﻟﻴﺪ ﻭ ﺗﺮﺷﺢ ﻫﻮﺭﻣﻮﻥ‪ ٢‬ﻫﺎﺳﺖ‪ .‬ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﻣﻮﺍﺩي ﻫﺴﺘﻨﺪ ﮐـﻪ ﺩﺭ ﺟﺮﻳـﺎ ِﻥ ﺧـﻮﻥ ﺁﺯﺍﺩ‬ ‫ﻖ ﻓﺮﺍﻳﻨﺪ ﻫﺎي ﺣﻴﺎﺗﻲ ﻧﻈﻴ ﹺﺮ ﺳﻮﺧﺖ ﻭ ﺳﺎﺯ‪ ،‬ﺭﺷﺪ ﻭ ﺭﺷ ِﺪ ﺟﻨﺴـﻲ ﺭﺍ ﻫـﺪﺍﻳﺖ ﻭ ﮐﻨﺘـﺮﻝ ﻣـﻲ‬ ‫ﺷﺪﻩ ﻭ ﺍﺯ ﺍﻳﻦ ﻃﺮﻳ ﹺ‬ ‫ﮐﻨﻨﺪ‪ .‬ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺩﺭ ﺗﻨﻈﻴﻢﹺ ﺣﺎﻟﺖ ﻫﺎي ﻋﺎﻃﻔﻲ ‪ -‬ﻫﻴﺠﺎﻧﻲ ﻧﻴﺰ ﻧﻘﺶ ﺩﺍﺭﻧﺪ‪.‬‬

‫ﺕ ﺧـﻮﺩ ) ﻫﻮﺭﻣـﻮﻥ ﻫـﺎ ( ﺭﺍ ﺑـﻪ‬ ‫ﭼﺮﺍ ﺑﻪ ﺍﻳﻦ ﻏﺪﺩ‪ ،‬ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ؟ ﺯﻳﺮﺍ ﺍﻳﻦ ﻏـﺪﺩ ﻣﺤﺼـﻮﻻ ِ‬ ‫ﻁ ﻣﺨﺘﻠﻒِ ﺑﺪﻥ ﻣﻨﺘﻘﻞ ﻣـﻲ ﺷـﻮﻧﺪ‪.‬ﺩﺭ ﻭﺍﻗـﻊ ﻏـﺪ ِﺩ ﺩﺭﻭﻥ‬ ‫ﻞ ﺧﻮﻥ ﺭﻳﺨﺘﻪ ﻭ ﺍﺯﺍﻳﻦ ﻃﺮﻳﻖ ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺑﻪ ﻧﻘﺎ ِ‬ ‫ﺩﺍﺧ ﹺ‬ ‫ﺭﻳﺰ‪ ،‬ﻏﺪﺩي ﺑﺪﻭ ِﻥ ﻣﺠﺮﺍ‪ ٣‬ﻫﺴﺘﻨﺪ‪ .‬ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﺎ ﻣﻘﺎﻳﺴﻪ ي ﺁﻧﻬﺎ ﺑﺎ ﻏﺪ ِﺩ ﺩﺍﺭﺍي ﻣﺠـﺮﺍ ﻧﻈﻴـ ﹺﺮ ﻏـﺪ ِﺩ‬ ‫ﺢ ﺑﺪﻥ ﻣﻲ ﺭﺳﺎﻧﻨﺪ ﻣﻘﺎﻳﺴﻪ ﮐﺮﺩ‪.‬‬ ‫ﻖ ﻣﺠﺮﺍﻫﺎﻳﻲ ﺑﻪ ﺳﻄ ﹺ‬ ‫ﺍﺷﮏ ﻳﺎ ﻋﺮﻕ ﮐﻪ ﻣﺤﺼﻮﻻﺕِ ﺧﻮﺩ ﺭﺍ ﺍﺯﻃﺮﻳ ﹺ‬

‫‪ : Endocrine gland ١‬ﻏﺪﻩ ي ﺩﺭﻭﻥ ﺭﻳﺰ ‪ :‬ﻫﺮ ﻏﺪﻩ ﻳﻲ ﻧﻈﻴ ﹺﺮ ﻓﻮﻕ ﮐﻠﻴﻮي ﻳﺎ ﻫﻴﭙﻮﻓﻴﺰ ﺩﺭ ﻣﻬﺮﻩ ﺩﺍﺭﺍﻥ ﮐﻪ ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﺗﺮﺷﺤﻲ‬ ‫ﻖ ﺧﻮﻥ ﻳﺎ ﻟﻨﻒ ﺁﺯﺍﺩ ﮐﻨﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﺳﻮﺳﻴﻮﺑﻴﻮﻟﻮﮊي ﺍﺛﺮ ﺍﺩﻭﺍﺭﺩ ﻭﻳﻠﺴﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﻈﺮ‬ ‫ﺍﺵ ﺭﺍ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺟﻬﺎﺩﺩﺍﻧﺸﮕﺎﻫﻲ ﻣﺸﻬﺪ – ﺻﻔﺤﻪ ي ‪( ٣١٢‬‬ ‫ﻂ ﻳﮏ ﻏﺪﻩ ي ﺩﺭﻭﻥ ﺭﻳﺰ ﺩﺭ ﺧﻮﻥ ﻳﺎ ﻟﻨﻒ ﺗﺮﺷﺢ ﺷﻮﺩ ﻭ ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮑﻲ‬ ‫‪ :Hormone ٢‬ﻫﻮﺭﻣﻮﻥ ‪ :‬ﻫﺮ ﻣﺎﺩﻩ ﺍي ﮐﻪ ﺗﻮﺳ ِ‬ ‫ﻖ ﺁﻥ ﺑﺮ ﺭﻓﺘﺎﺭ ﻧﻴﺰ ﺗﺎﺛﻴﺮ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪) .‬‬ ‫ﺳﺎﻳ ﹺﺮ ﺍﻧﺪﺍﻡ ﻫﺎي ﺑﺪﻥ ﺭﺍ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﺩﻫﺪ‪ .‬ﻫﻮﺭﻣﻮﻥ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﺮ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﻭ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ﺳﻮﺳﻴﻮﺑﻴﻮﻟﻮﮊي ﺍﺛﺮ ﺍﺩﻭﺍﺭﺩ ﻭﻳﻠﺴﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﻈﺮ ﺟﻬﺎﺩﺩﺍﻧﺸﮕﺎﻫﻲ ﻣﺸﻬﺪ – ﺻﻔﺤﻪ ي ‪( ٣١٥‬‬ ‫‪ductless ٣‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﻫﻮﺭﻣﻮﻥ ﻫﺎ ‪:‬‬ ‫ﺕ ﺷﮕﺮﻓﻲ ﺑﺮ ﺧﻠﻖ ﻭ ﺧﻮ ﻭ ﺭﻓﺘﺎ ﹺﺭ ﻣﺎ ﺩﺍﺭﻧـﺪ‪ .‬ﺑـﺎ ﺍﻳـﻦ ﻭﺟـﻮﺩ ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑـﻪ‬ ‫ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺩﺭ ﺑﺮﺧﻲ ﻣﻮﺍﺭﺩ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﻖ ﺟﺮﻳﺎ ِﻥ ﺧﻮﻥ ﻭ ﺑﻪ ﺁﺭﺍﻣﻲ ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ‪ ،‬ﻣﺪﺗﻲ ﻃﻮﻝ ﻣﻲ ﮐﺸﺪ ﺗـﺎ ﺍﻳـﻦ‬ ‫ﻏﺎﻟﺒﺎً ﺍﻧﺘﻘﺎ ﹺﻝ ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﻞ ﮐﻠـﻲ ﺩﺭ ﻣـﻮﺭ ِﺩ‬ ‫ﺕ ﺭﻭﺯﻧﺰﻭﻳﮓ ﻭ ﻫﻤﮑﺎﺭﺍﻧﺶ )‪ ١٠ ،(١٩٩٩‬ﺍﺻـ ﹺ‬ ‫ﺗﺎﺛﻴﺮﺍﺕ ﺁﺷﮑﺎﺭ ﺷﻮﺩ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﺤﻘﻴﻘﺎ ِ‬ ‫ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪:‬‬ ‫‪ .١‬ﺍﮐﺜ ﹺﺮ ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺑﻪ ﻃﻮ ﹺﺭ ﻧﺴﺒﺘﺎً ﺗﺪﺭﻳﺠﻲ ﻭ ﺁﻫﺴﺘﻪ ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬ ‫‪ .٢‬ﺑﺮ ﺧﻼ ِ‬ ‫ﺐ ﻣﻮﺍﺭﺩ ﺗﻨﻬﺎ ﻗﺎﺩﺭﻧﺪ ﺩﺭ ﺷﺪﺕ ﻭ‬ ‫ﻑ ﺑﺎﻭﺭ ﻋﻤﻮﻣﻲ‪ ،‬ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺭﻓﺘﺎﺭ ﺭﺍ ﺗﻌﻴﻴﻦ ﻧﻤﻲ ﮐﻨﻨﺪ‪ .‬ﺁﻧﻬﺎ ﺩﺭ ﺍﻏﻠ ﹺ‬ ‫ﺍﺣﺘﻤﺎ ﹺﻝ ﺭﺥ ﺩﺍﺩﻥ ﺑﺮﺧﻲ ﺭﻓﺘﺎﺭﻫﺎ ﺗﻐﻴﻴﺮ ﺍﻳﺠﺎﺩ ﮐﻨﻨﺪ‪.‬‬ ‫ﺢ ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺷﻮﻧﺪ‪.‬‬ ‫ﺚ ﺗﺮﺷ ﹺ‬ ‫ﻞ ﺑﻴﺮﻭﻧﻲ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺑﺎﻋ ِ‬ ‫ﻞ ﺩﺭﻭﻧﻲ ﻭ ﻫﻢ ﻋﻮﺍﻣ ﹺ‬ ‫‪ .٣‬ﻫﻢ ﻋﻮﺍﻣ ﹺ‬ ‫ﻞ ﺍﺛﺮﮔﺬﺍﺭي ﺑﺮ ﺭﻭي ﺍﻧﺪﺍﻡ ﻫﺎ‪ ،‬ﺑﺎﻓـﺖ‬ ‫ﺕ ﻣﺘﻌﻌﺪ ﻭ ﻣﺘﻔﺎﻭﺗﻲ ﺩﺍﺭﻧﺪ‪ .‬ﺍﻳﻦ ﺗﺎﺛﻴﺮﺍﺕ ﺷﺎﻣ ﹺ‬ ‫‪ .٤‬ﺍﮐﺜ ﹺﺮ ﻫﻮﺭﻣﻮﻥ ﻫﺎ‪ ،‬ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﻫﺎ ﻭ ﺭﻓﺘﺎﺭ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬ ‫‪ .٥‬ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺑﻪ ﻃﻮﺭ ﮐﻠﻲ ﺩﺭ ﻣﻘﺎﺩﻳ ﹺﺮ ﮐﻢ ﺗﻮﻟﻴﺪ ﺷﺪﻩ ﻭ ﺍﻏﻠﺐ ﺑﻪ ﻃﻮﺭ ﻧﺎﮔﻬﺎﻧﻲ ﺗﺮﺷﺢ ﻭ ﺁﺯﺍﺩ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫ﺢ ﻫﻮﺭﻣـﻮﻥ ﻫـﺎي‬ ‫ﺖ ﺗـﺎﺛﻴﺮ ﭼﺮﺧـﻪ ي ‪ ٢٤‬ﺳـﺎﻋﺘﻪ ﺑـﻮﺩﻩ ﻭ ﺩﺭ ﻧﺘﻴﺠـﻪ ﺳـﻄ ﹺ‬ ‫‪ .٦‬ﺳﻴﺴﺘﻢ ﻫﺎي ﻫﻮﺭﻣﻮﻧﻲ ﺑﻪ ﺷﺪﺕ ﺗﺤ ِ‬ ‫ﻣﺨﺘﻠﻒ ﺩﺭ ﻃﻮ ﹺﻝ ﺷﺒﺎﻧﻪ ﺭﻭﺯ ﻣﺘﻐﻴﺮ ﺍﺳﺖ‪.‬‬ ‫‪ .٧‬ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺍﮐﺜﺮﺍً ﺑﺮ ﻳﮑﺪﻳﮕﺮ ﻧﻴﺰ ﺗﺎﺛﻴﺮ ﻣﻲ ﮔﺬﺍﺭﻧﺪ‪.‬‬ ‫‪ .٨‬ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺗﻐﻴﻴﺮﺍﺕِ ﻣﺘﺎﺑﻮﻟﻴﮑﻲ ) ﺳﻮﺧﺖ ﻭ ﺳﺎﺯي ( ﮔﻮﻧﺎﮔﻮﻧﻲ ﺍﻳﺠﺎﺩ ﻣﻲ ﮐﻨﻨﺪ‪ ،‬ﻭ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﻣﻲ ﺗﻮﺍﻧﻨﺪ‬ ‫ﺩﺭ ﺗﺠﺰﻳﻪ ي ﭘﺮﻭﺗﺌﻴﻦ ﻫﺎ‪ ،‬ﭼﺮﺑﻲ ﻫﺎ ﻭ ﮐﺮﺑﻮﻫﻴﺪﺭﺍﺕ ﻫﺎ ﻧﻘﺶ ﺍﻳﻔﺎ ﮐﻨﻨﺪ‪.‬‬ ‫‪ .٩‬ﻋﻤﻠﮑﺮ ِﺩ ﻫﺮ ﻫﻮﺭﻣﻮﻥ ﺩﺭ ﻫﺮ ﺟﺎﻧﻮﺭي ﺗﺎ ﺣﺪي ﻣﺘﻔﺎﻭﺕ ﺑﺎ ﺟﺎﻧﻮ ﹺﺭ ﺩﻳﮕﺮ ﺍﺳﺖ‪.‬‬ ‫‪.١٠‬‬

‫ﻳﮏ ﻫﻮﺭﻣﻮﻥ ﺗﻨﻬﺎ ﺑﺮ ﺳﻠﻮﻝ ﻫﺎي ﻣﻌﻴﻨﻲ ﺍﺛﺮ ﻣﻲ ﮔﺬﺍﺭﺩ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻗﻴﻖ ﺗﺮ‪ ،‬ﻫﺮ ﻫﻮﺭﻣﻮﻥ ﺗﻨﻬﺎ ﺑﺮ ﺳـﻠﻮﻝ‬

‫ﺺ ﺁﻥ ﻫﻮﺭﻣﻮﻥ ﺭﺍ ﺩﺍﺭﺍ ﺑﺎﺷﺪ‪.‬‬ ‫ﻫﺎﻳﻲ ﺍﺛﺮ ﻣﻲ ﮔﺬﺍﺭﺩ ﮐﻪ ﭘﺮﻭﺗﺌﻴﻦﹺ ﻻﺯﻡ ﺑﺮﺍي ﺗﺸﺨﻴ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﻞ ﺷﻨﺎﺳﺎﻳﻲ‬ ‫ﺗﺎﮐﻨﻮﻥ ﺗﻌﺪﺍﺩي ﺍﺯ ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺷﻨﺎﺧﺘﻪ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﺩﻳﮕﺮي ﻧﻴﺰ ﺩﺭ ﻣﺮﺍﺣ ﹺ‬ ‫ﻭ ﮐﺸﻒ ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ‪ .‬ﺑﻪ ﻃﻮﺭ ﮐﻠﻲ ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺳﻪ ﺩﺳﺘﻪ ﺗﻘﺴﻴﻢ ﮐﺮﺩ ‪:‬‬ ‫‪ -١‬ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﭘﺮﻭﺗﺌﻴﻨﻲ‪ ) ١‬ﻣﺜﻼً ﻫﻮﺭﻣﻮﻥ ﺍﻧﺴﻮﻟﻴﻦ (‬ ‫ﮎ ﻓﻮﻟﻴﮑﻮﻝ (‬ ‫‪ -٢‬ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﭘﭙﺘﻴﺪي‪ ) ٢‬ﻣﺜﻼً ﻫﻮﺭﻣﻮ ِﻥ ﻣﺤﺮ ِ‬ ‫‪ -٣‬ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﺍﺳﺘﺮﻭﺋﻴﺪي‪ : ٣‬ﻫﻤـﻪ ي ﻫﻮﺭﻣـﻮﻥ ﻫـﺎي ﺩﺭﻭ ِﻥ ﺍﻳـﻦ ﺩﺳـﺘﻪ ﺍﺯ ‪ ٤‬ﺣﻠﻘـﻪ ي ﮐـﺮﺑﻦ‬ ‫ي ﻣﻬﻢ ﻣﻲ ﺗـﻮﺍﻥ ﺑـﻪ ﭘﺮﻭﮊﺳـﺘﺮﻭﻥ‪ ،٤‬ﺗﺴﺘﺴـﺘﺮﻭﻥ‪،‬‬ ‫ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﺍﺯ ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﺍﺳﺘﺮﻭﺋﻴﺪ ﹺ‬ ‫ﺍﺳﺘﺮﺩﺍﻳﻮﻝ‪ ،٥‬ﮐﻮﺭﺗﻴﮑﻮﺳﺘﺮﻭﻥ‪ ٦‬ﻭ ﮐﻮﺭﺗﻴﺰﻭﻝ‪ ٧‬ﺍﺷﺎﺭﻩ ﮐﺮﺩ‪.‬‬

‫ﺑﻪ ﻃﻮﺭ ﮐﻠﻲ‪ ،‬ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﭘﺮﻭﺗﺌﻴﻨﻲ ) ﻣﺜﻼً ﺍﻧﺴﻮﻟﻴﻦ (‬ ‫ﺕ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﻣﺪﺕ ﺯﻣﺎ ِﻥ ﻧﺴﺒﺘﺎ ً ﮐﻢ ) ﭼﻨﺪ ﺛﺎﻧﻴﻪ‬ ‫ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﺕ‬ ‫ﻳﺎ ﺩﻗﻴﻘﻪ ( ﺍﻋﻤﺎﻝ ﻣﻲ ﮐﻨﻨﺪ‪ ،‬ﺩﺭ ﺣﺎﻟﻴﮑﻪ ﺗﺎﺛﻴﺮﺍ ِ‬ ‫ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﺍﺳﺘﺮﻭﺋﻴﺪي ) ﻣﺜﻼً ﺗﺴﺘﺴﺘﺮﻭﻥ ( ﻣﻌﻤﻮﻻً‬ ‫ﺗﺎ ﭼﻨﺪ ﺳﺎﻋﺖ ﺑﻌﺪ ﺍﺯ ﺗﺮﺷﺢ ﺁﺷﮑﺎﺭ ﻧﻤﻲ ﺷﻮﺩ‪.‬‬

‫‪protein hormones ١‬‬ ‫‪peptide hormones ٢‬‬ ‫‪estroid hormones ٣‬‬ ‫‪progesterone ٤‬‬ ‫‪estradiol ٥‬‬ ‫‪corticosterone ٦‬‬ ‫‪cortisol ٧‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﻧﻬﻢ‬

‫ﺼﺒﻲ ‪:‬‬ ‫ﻧﻘﻞ ﻭ ﺍﻧﺘﻘﺎﻝﹺ ﻫﻮﺭﻣﻮﻮﻧﻲ ﻭ ﻋﺼ‬ ‫ﻞ‬ ‫ﻂ ﺍﻧﺘﻘـﺎﺎﻝ‬ ‫ﺗﻮﺳـ ِ‬ ‫ﻫـﺎي ﺍﺭﺳـﺎﻟﻲ ﺗﻮ‬ ‫ﻂ ﻫﻮﻮﺭﻣﻮﻥ ﻫـﺎ ﻭ ﭘﻴـﺎﻡ ي‬ ‫ﺍﺭﺳﺎﻟﻲ ﺗﻮﺳ ِ‬ ‫ﻲ‬ ‫ﻦ ﭘﻴﺎﻡ ﻫﺎي‬ ‫ﺷﺎﻳﺪ ﺳﻮﺍﻝ ﮐﻨﻴﻴﺪ ﭼﻪ ﺗﻔﺎﻭﺗﺗﻲ ﺑﻴ ﹺ‬ ‫ﺪ‬ ‫ﺼﺒﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ؟‬ ‫ﺩﻫﻨﻨﺪﻩ ﻫﺎي ﻋﺼ‬ ‫ﺼﺒﻲ ﺷﺒﺎﻫﺖ ﻫﺎﻳﻲ ﻭﺟﻮﻮﺩ ﺩﺍﺭﺩ ‪:‬‬ ‫ﺑﻴﻦ ﺍﻧﺘﻘﺎ ﹺﻝ ﻫﻮﺭﻣﻮﻧﻲ ﻭ ﻋﺼ‬ ‫‪ .١‬ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﻫﻮﺭﻣﻮﻮﻥ ﻫﺎي ﺧﻮﺩ ﺭﺍ ﺫﺧﻴﺮﻩ ﻣﻲ ﮐﻨﻨﺪ ﺗﺎ ﺩﺭ ﺯﻣﺎ ِﻥ ﻻﻻﺯﻡ ﺁﻧﻬﺎ ﺭﺍ ﺁﺯﺍﺩ ﮐﻨﻨﺪ‪ .‬ﻧﻮﺭﻭﻧﻬـﺎ ﻧﻴــﺰ‬ ‫ﺳﺎﺯي ﺩﺭ ﺁﻳﻨﺪﻩ ﺫﺧﻴﺮﻩ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬ ‫ﺑﺮﺍي ﺁﺯﺍﺩ ي‬ ‫ﺪﻩ ﻫﺎي ﻋﺼﺒﺒﻲ ﺭﺍ ي‬ ‫ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪ‬ ‫ﻫـﻢ ﺑـﻪ ﻋﻨـﻮﺍ ِﻥ‬ ‫ﮐﻲ‪-‬ﻧﻴﻦ‪ ( ١‬ﻫـ‬ ‫ﺳﻴﺲ‪ -‬ﺗﻮ‪ -‬ﻲ‬ ‫ﮐﻮ‪ -‬ﻟﻪ – ﺲ‬ ‫‪ .٢‬ﭼﻨﺪ ﻣﺎﺩﻩ ي ﺷﻴﻤﻴﺎﻳﻲ ) ﻣﺜﻞﹺ ﺁﺩﺭﻧﺎﺎﻟﻴﻦ‪ ،‬ﻧﻮﺭﺁﺩﺭﻧﺎﻟﻴﻦ ﻭ ﻮ‬ ‫ﻣﻲ ﮐﻨﻨﺪ‪.‬‬ ‫ﻫﻮﺭﻣﻮﻥ ﻭ ﻫﻢ ﺑﻪ ﻋﻨﻮﺍﻥﻥِ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﻨﺪﻩ ي ﻋﺼﺒﺒﻲ ﻋﻤﻞ ﻲ‬

‫ﻣﺎ ﺩﺍﺭﻧﺪ «‬ ‫ﺕ ﮔﻮﻮﻧﺎﮔﻮﻥ ﻭ ﺑﻴﺸﺸﻤﺎﺭي ﺑﺮ ﻋﻮﺍﻃﻒ ﻭ ﻫﻴﺠﺎﻧﺎﺎﺕ ﻭ ﺭﻓﺘﺎﺭ ﺎ‬ ‫» ﻫﻮﺭﻣﻮﻥ ﻫﻫﺎ ﺗﺎﺛﻴﺮﺍ ِ‬

‫‪choleecyctokininn ١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﻧﻬﻢ‬

‫ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪:‬‬ ‫ﺩ‬ ‫ﻣﻴﺎﻥ ﻧﻘﻞ ﻭ ﺍﻧﺘﻘﻘﺎﻝ ﻫﺎي ﻫﻮﻮﺭﻣﻮﻧﻲ ﻭ ﻋﻋﺼﺒﻲ‬ ‫ﺑﺎ ﺍﻳﻳﻦ ﺣﺎﻝ ﺗﻔﺎﻭﻭﺕ ﻫﺎي ﭼﻨﻨﺪي ﻧﻴﺰ ﻥِ‬ ‫ﮑـﻪ‬ ‫ﺪﻥ ﭘﺮﺍﮐﻨﺪﻩ ﻣﻲ ﺷﻮﻧﺪ‪ ) .‬ﺩﺭ ﭼﻨـﺪ ﻣﻣﻴﻠـﻲ ﺛﺎﻧﻴـﻪ ( ﺩﺭ ﺣﺎﻟﻴﮑ‬ ‫ﺩﺭ ﺳﺮﺗﺎﺳ ﹺﺮ ﺑﺪ‬ ‫ﻫﺎي ﻋﺼﺒﻲ ﺑﻪﻪ ﺳﺮﻋﺖ ﺭ‬ ‫‪ .١‬ﭘﻴﺎﻡ ي‬ ‫ﺳﺎﻋﺖ (‬ ‫ﻣﻲ ﺷﻮﻧﺪ‪ ) .‬ﭼﭼﻨﺪ ﺛﺎﻧﻴﻪ‪ ،‬ﺩﻗﻴﻘﻪ ﻳﺎ ﺖ‬ ‫ﺗﺪﺭﻳﺞ ﭘﺨﺶ ﻲ‬ ‫ﺁﻫﺴﺘﮕﻲ ﻭ ﺑﻪ ﻳﺞ‬ ‫ﻲ‬ ‫ﻲ ﺑﻪ‬ ‫ﻫﺎي ﻫﻮﺭﻣﻮﻧﻲ‬ ‫ﭘﻴﺎﻡ ي‬ ‫ﻃﻮ ﹺﺭ‬ ‫ﻦ ﻣﺎﻫﻴﭽﻪ ﻫﺎ ﻭ ﺳﺎﻳﺮ ﺑﺎﻓﺖ ﻫﺎ‪ ،‬ﻓﻌﻌﺎﻟﻴﺖ ﻫﺎي ﺑﺪﺪﻥ ﺭﺍ ﺑﻪ ﻮ‬ ‫ﻓﻌﺎﻟﻴﺖ ﻭﺍﺩﺍﺷﺷﺘ ﹺ‬ ‫ﻖ ﺑﻪ ﻓﻌ‬ ‫ﻫﺎي ﻋﺼﺒﻲ ﺍﺯﺯ ﻃﺮﻳ ﹺ‬ ‫‪ .٢‬ﭘﻴﺎﻡ ي‬ ‫ﻞ ﻏﻏﻴﺮﻣﺴـﺘﻘﻴﻢ ﻭ‬ ‫ﻣﺴﺘﻘﻴﻢ ﮐﻨﺘﺮﻝ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺩﺭ ﺣﺣﺎﻟﻲ ﮐﻪ ﺳﻴﺴﺴﺘ ﹺﻢ ﻏﺪ ِﺩ ﺩﺭﺭﻭﻥ ﺭﻳﺰ ﮐﻨﻨﺘﺮ ﹺﻝ ﺧﻮﺩ ﺭﺭﺍ ﺑﻪ ﺷـﮑ ﹺ‬ ‫ﮐﻨﺪ‪.‬‬ ‫ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺩﺭ ﺟﺮﻳﻳﺎ ِﻥ ﺧﻮﻥ ﺍﻋﻤﻤﺎﻝ ﻣﻲ ﺪ‬ ‫ﻥ‬ ‫ﺍﺯ ﻖﹺ‬ ‫ﻃﺮﻳﻖ ﺁﺯﺍﺩ ﻧﻤﻮﺩﺩ ِﻥ‬ ‫ﮑـﻪ‬ ‫ﻋﺼﺒﻲ ﺗـﺎﺛﻴﺮﺍﺕِ ﮐـﺎﻣﻼً ﻣﺸﺸـﺨﺺ ﻭ ﻣﻮﻮﺿـﻌﻲ ﺩﺍﺭﻧـﻧـﺪ ﺩﺭﺣﺎﻟﻴﮑ‬ ‫ﻲ‬ ‫‪ .٣‬ﺍﻧﺘﻘﺎﻝ ﺩﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ ﺩﺭ ﺳﺳﻴﺴﺘ ﹺﻢ‬ ‫ﭘﺨﺶ ﻣﻲ ﺷﻮﻧﺪ‪.‬‬ ‫ﺳﺮﺗﺎﺳ ﹺﺮ ﺑﺪﻥ ﺶ‬ ‫ﺳ‬ ‫ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﻣﻌﻤﻮﻻﻻً ﺩﺭ‬ ‫ﻥ‬ ‫ﮑﻪ ﻫﻮﺭﻣﻮﻥ ﻫﺎ‬ ‫ﺍﺳﺖ‪ ،‬ﺩﺭﺣﺎﻟﻴﮑ‬ ‫ﺼﺒﻲ ﺩﺭ ﺳﻴﺴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﻧﺴﺒﺘﺎً ﮐﻮﺗﺎﻩ ﻣﺪﺕ ﺖ‬ ‫ﺗﺎﺛﻴﺮﺍﺕ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﻨﺪﻩ ﻫﺎي ﻋﺼ‬ ‫ﺕِ‬ ‫‪.٤‬‬ ‫ﻃﻮﻻﻧﻲ ﺩﺭ ﺟﺮﻳﺎ ِﻥ ﺧﻮﻥ ﺑﺎﻗﻲ ﺑﻤﺎﻧﻨﺪ‪.‬‬ ‫ﻲ‬ ‫ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺑﺮﺍي ﻣﺪﺪﺗﻲ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﻞ ﺯﻳﺮ ﺟﻤﻊ ﺑﻨـﺪي ﻣـﻲ ﮐﻨـﺪ ‪" :‬‬ ‫ﻦ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﻭ ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﺭﺍ ﺑﻪ ﺷﮑ ﹺ‬ ‫ﻭﺳﺘﻦ ) ‪ ( ١٩٩٦‬ﺗﻔﺎﻭﺕ ﻫﺎي ﺑﻴ ﹺ‬ ‫ﺐ‬ ‫ﻦ ﺩﻫﺎﻥ ﻭ ﺭﺳﺎﻧﻪ ﻫﺎي ﭘﺮﻣﺨﺎﻃﺐ ﺍﺳﺖ‪ ) .‬ﻣﺨﺎﻃ ﹺ‬ ‫ﺕ ﺑﻴ ﹺ‬ ‫ﻞ ﺗﻔﺎﻭ ِ‬ ‫ﻦ ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﻭ ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﻣﺜ ﹺ‬ ‫ﺗﻔﺎﻭﺕ ﺑﻴ ﹺ‬ ‫ﺩﻫﺎ ِﻥ ﻳﮏ ﻧﻔﺮ ﻭ ﻳﺎ ﺣﺪﺍﮐﺜﺮ ﭼﻨﺪ ﻧﻔﺮ ﺍﺳﺖ ﺩﺭ ﺣﺎﻟﻲ ﮐﻪ ﺭﺳﺎﻧﻪ ﻫـﺎي ﭘﺮﻣﺨﺎﻃـﺐ ﻣـﻲ ﺗﻮﺍﻧﻨـﺪ ﺩﺭ ﻳـﮏ ﻟﺤﻈـﻪ‬ ‫ﺍﻃﻼﻋﺎﺕ ﺭﺍ ﺑﻪ ﺻﺪﻫﺎ ﻣﻴﻠﻴﻮﻥ ﻧﻔﺮ ﻣﻨﺘﻘﻞ ﮐﻨﻨﺪ‪" (.‬‬

‫» ﻫﻮﺭﻣﻮﻥ ﻫﺎ «‬

‫» ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪﻩ ﻫﺎي ﻋﺼﺒﻲ «‬ ‫‪ .١‬ﺑﻪ ﺳﺮﻋﺖ ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬

‫‪ .١‬ﺁﻫﺴﺘﻪ ﻭ ﺑﻪ ﺗﺪﺭﻳﺞ ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬

‫‪ .٢‬ﺑﻪ ﻃﻮ ﹺﺭ ﻣﺴﺘﻘﻴﻢ ﻓﻌﺎﻟﻴﺖ ﻫﺎ ﺭﺍ ﮐﻨﺘﺮﻝ ﻣـﻲ‬

‫‪ .٢‬ﺑﻪ ﺻﻮﺭﺕِ ﻏﻴ ﹺﺮ ﻣﺴﺘﻘﻴﻢ ﻓﻌﺎﻟﻴﺖ ﻫﺎ ﺭﺍ ﮐﻨﺘﺮﻝ ﻣﻲ‬

‫ﮐﻨﻨﺪ‪.‬‬ ‫‪ .٣‬ﺗﺎﺛﻴﺮﺍﺕ ﻣﺸﺨﺺ ﻭ ﻣﻮﺿﻌﻲ ﺍﻳﺠـﺎﺩ ﻣـﻲ‬ ‫ﮐﻨﺪ‪.‬‬ ‫‪ .٤‬ﺗﺎﺛﻴﺮﺍﺕ ﮐﻮﺗﺎﻩ ﻣﺪﺕ ﻭ ﻣﻘﻄﻌﻲ ﺳﺖ‪.‬‬

‫ﮐﻨﺪ‪.‬‬ ‫‪ .٣‬ﺩﺭ ﺳﺮﺗﺎﺳ ﹺﺮ ﺑﺪﻥ ﭘﺨﺶ ﻣﻲ ﮔﺮﺩﻧﺪ‪.‬‬ ‫‪ .٤‬ﺑﺮﺍي ﻣﺪﺕ ﻧﺴﺒﺘﺎً ﻃﻮﻻﻧﻲ ﺩﺭ ﺟﺮﻳﺎ ِﻥ ﺧﻮﻥ ﺑﺎﻗﻲ‬ ‫ﻣﻲ ﻣﺎﻧﻨﺪ‪.‬‬

‫ﺩﺭ ﺍﻳﻦ ﻗﺴﻤﺖ ﻗﺼﺪ ﺩﺍﺭﻳﻢ ﻧﮕﺎﻫﻲ ﺍﺟﻤﺎﻟﻲ ﺑﺮ ﻏـﺪ ِﺩ ﺍﺻـﻠﻲ ﻭ ﻫﻮﺭﻣـﻮﻥ ﻫـﺎي ﺩﺭ ﺍﺭﺗﺒـﺎﻁ ﺑـﺎ ﺁﻧﻬـﺎ ﺑﻴﺎﻧـﺪﺍﺯﻳﻢ ‪:‬‬ ‫ﻒ‬ ‫ﻒ ﺳﻴﺴﺘ ﹺﻢ ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳـﺰ ﺩﺭ ﻗﺴـﻤﺖ ﻫـﺎي ﻣﺨﺘﻠـ ِ‬ ‫ﻞ ﺭﻭﺑﺮﻭ ﻣﻲ ﺑﻴﻨﻴﺪ‪ ،‬ﺑﺨﺶ ﻫﺎي ﻣﺨﺘﻠ ِ‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺷﮑ ﹺ‬ ‫ﺑﺪﻥ ﭘﺮﺍﮐﻨﺪﻩ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺗﺼﻮﺭ ﮐﻨﻴﺪ ﮐﻪ ﺍﻳﻦ ﻗﺴﻤﺖ ﻫﺎ ﻣﺴﺘﻘﻞ ﺍﺯ ﻳﮑـﺪﻳﮕﺮ ﻋﻤـﻞ ﻣـﻲ ﮐﻨﻨـﺪ‪ .‬ﺍﻣـﺎ‬ ‫ﻒ ﺳﻴﺴﺘ ﹺﻢ ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﻫﻤﺒﺴﺘﮕﻲ‬ ‫ﻦ ﺑﺨﺶ ﻫﺎي ﻣﺨﺘﻠ ِ‬ ‫ﺑﺎﻳﺪ ﺑﮕﻮﻳﻴﻢ ﮐﻪ ﻫﻤﻴﺸﻪ ﺍﻳﻦ ﻃﻮﺭ ﻧﻴﺴﺖ‪ .‬ﺩﺭ ﺣﻘﻴﻘﺖ ﺑﻴ ﹺ‬ ‫ﻞ ﺳﻴﺴﺘ ﹺﻢ ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳـﺰ ﺭﺍ ﻧﻴـﺰ‬ ‫ﻞ ﺗﻮﺟﻬﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ ﺑﺎﻳﺴﺘﻲ ﮐ ﹺ‬ ‫) ﻭﺍﺑﺴﺘﮕﻲ ﻫﺎي ﻣﺘﻘﺎﺑﻞ ( ﻗﺎﺑ ﹺ‬ ‫ﻲ ﺑﺪﻥ ﺗﻠﻘﻲ ﮐﺮﺩ‪.‬‬ ‫ﺑﺨﺸﻲ ﺍﺯ ﺳﻴﺴﺘﻢِ ﻋﻤﻮﻣ ﹺ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﺍﻣﺎ ﭘﻴﺶ ﺍﺯ ﻣﻌﺮﻓﻲ ﻏﺪﺩ ﺩﺭﻭﻥ ﺭﻳﺰ‪ ،‬ﺑﺎﻳﺴﺘﻲ ﺑﻪ ﻳﮏ ﺑﺨﺶ ﺑﺴﻴﺎﺭ ﻣﻬﻢ ﺍﺯ ﻣﻐﺰ ﺍﺷﺎﺭﻩ ﮐﻨﻴﻢ ‪ :‬ﻫﻴﭙﻮﺗﺎﻻﻣﻮﺱ‬ ‫ﻂ‬ ‫ﺖ ﺍﻋﻈ ـ ﹺﻢ ﺳﻴﺴــﺘ ﹺﻢ ﻏــﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳــﺰ ﺗﻮﺳ ـ ِ‬ ‫ﻞ ﻣﻐــﺰ ﺍﺳــﺖ‪ .‬ﻗﺴــﻤ ِ‬ ‫ﻫﻴﭙﻮﺗــﺎﻻﻣﻮﺱ ﺳــﺎﺧﺘﺎ ﹺﺭ ﮐــﻮﭼﮑﻲ ﺩﺭ ﺩﺍﺧ ـ ﹺ‬ ‫ﻫﻴﭙﻮﺗﺎﻻﻣﻮﺱ ﮐﻨﺘﺮﻝ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﺎ ﺍﻳﻦ ﻭﺟﻮﺩ ﺍﻳﻦ ﮐﻨﺘﺮﻝ‪ ،‬ﺑﻪ ﻃﻮﺭ ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ ﺻـﻮﺭﺕ ﻣـﻲ ﮔﻴـﺮﺩ‪ .‬ﺑـﻪ ﺍﻳـﻦ‬ ‫ﺷﮑﻞ ﮐﻪ ﻫﻴﭙﻮﺗﺎﻻﻣﻮﺱ ﺑﺮ ﻏﺪﻩ ي ﻫﻴﭙﻮﻓﻴ ﹺﺰ ﭘﻴﺸﻴﻦ ﺍﺛﺮ ﻣﻲ ﮔﺬﺍﺭﺩ ﻭ ﻫﻴﭙﻮﻓﻴ ﹺﺰ ﭘﻴﺸﻴﻦ ﻧﻴﺰ ﺑﻪ ﻧﻮﺑﻪ ي ﺧﻮﺩ ﺳـﺎﻳ ﹺﺮ‬ ‫ﻞ‬ ‫ﻏﺪﺩ ﺭﺍ ﮐﻨﺘﺮﻝ ﻣﻲ ﮐﻨﺪ‪ .١‬ﺍﮔﺮ ﺑﺨﻮﺍﻫﻴﻢ ﺩﻗﻴﻖ ﺗﺮ ﺳﺨﻦ ﺑﮕﻮﻳﻴﻢ‪ ،‬ﻫﻮﺭﻣـﻮﻥ ﻫـﺎي ﻫﻴﭙﻮﺗـﺎﻻﻣﻮﺱ ) ﻣـﺜﻼً ﻋﺎﻣـ ﹺ‬ ‫ﮏ ﻏﺪﻩ ي ﻫﻴﭙﻮﻓﻴ ﹺﺰ ﭘﻴﺸﻴﻦ ﻭ ﺁﺯﺍﺩ ﺷـﺪ ِﻥ ﻫﻮﺭﻣـﻮﻥ ﻫـﺎ ﺍﺯ ﺁﻥ‬ ‫ﺚ ﺗﺤﺮﻳ ِ‬ ‫ﺁﺯﺍﺩ ﮐﻨﻨﺪﻩ ي ﮐﻮﺭﺗﻴﮑﻮﺗﺮﻭﭘﻴﻦ‪ ( ٢‬ﺑﺎﻋ ِ‬ ‫ﻞ ﻣﻮﻳﺮﮒ ﻫﺎي ﺭﻳﺰي ﮐﻪ ﺁﻥ ﺭﺍ ﺑﻪ ﻏﺪﻩ ي ﻫﻴﭙﻮﻓﻴﺰ ﻣﺘﺼﻞ ﻣﻲ ﮐﻨﺪ‪ ،‬ﺍﻳﻦ ﻏﺪﻩ ﺭﺍ‬ ‫ﺢ ﻫﻮﺭﻣﻮﻥ ﻫﺎﻳﻲ ﺑﻪ ﺩﺍﺧ ﹺ‬ ‫‪ ١‬ﻫﻴﭙﻮﺗﺎﻻﻣﻮﺱ ﺑﺎ ﺗﺮﺷ ﹺ‬ ‫ﺗﻨﻈﻴﻢ ﻣﻲ ﻧﻤﺎﻳﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﺍﻧﮕﻴﺰﺵ ﻭ ﻫﻴﺠﺎﻥ ﺍﺛﺮ ﺟﺎﻥ ﻣﺎﺭﺷﺎﻝ ﺭﻳﻮ ﺗﺮﺟﻤﻪ ي ﻳﺤﻴﻲ ﺳﻴﺪ ﻣﺤﻤﺪي ﻧﺸﺮ ﻭﻳﺮﺍﻳﺶ – ﭼﺎﭖ ﺩﻫﻢ ﺻﻔﺤﻪ ي‬ ‫‪( ٥٤‬‬ ‫‪corticotropin ٢‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﻂ ﻫﻴﭙﻮﻓﻴ ﹺﺰ ﭘﻴﺸﻴﻦ ﻋﻤﻠﮑﺮ ِﺩ ﻗﺴـﻤﺖ ﻫـﺎي ﺩﻳﮕـ ﹺﺮ ﺳﻴﺴـﺘ ﹺﻢ ﻏـﺪ ِﺩ‬ ‫ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺳﭙﺲ‪ ،‬ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﺁﺯﺍﺩ ﺷﺪﻩ ﺗﻮﺳ ِ‬ ‫ﺩﺭﻭﻥ ﺭﻳﺰ ﺭﺍ ﮐﻨﺘﺮﻝ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﺣﺎﻝ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﺪ ﮐﻪ ﺭﺍﺑﻄﻪ ﺑﻪ ﺍﻳﻦ ﺳﺎﺩﮔﻲ ﻫﻢ ﻧﻴﺴﺖ‪ .‬ﺑﻪ ﺍﻳـﻦ ﻣﻌﻨـﻲ ﮐـﻪ‬ ‫ﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ‬ ‫ﻂ ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﻧﻴﺰ ﺍﻏﻠﺐ ﻫﻴﭙﻮﺗﺎﻻﻣﻮﺱ ﻭ ﻫﻴﭙﻮﻓﻴ ﹺﺰ ﭘﻴﺸﻴﻦ ﺭﺍ ﺗﺤ ِ‬ ‫ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﺁﺯﺍﺩ ﺷﺪﻩ ﺗﻮﺳ ِ‬ ‫ﮏ ﻣﻨﻔﻲ ﺍﻳـﻦ‬ ‫ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﻳﮏ ﺳﻴﺴﺘﻢ ﻓﻴﺪﺑﮏ‪ ١‬ﻣﻨﻔﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ) ﻭﻳﮑﻨﺰ ‪ .( ٢٠٠٠‬ﻣﻨﻈﻮﺭ ﺍﺯ ﻓﻴﺪﺑ ِ‬ ‫ﻂ ﻏﺪﻩ ي ﻫﻴﭙﻮﻓﻴﺰ ﺩﺭﻳﺎﻓﺖ ﻣﻲ ﺷﻮﺩ ﻭ ﺍﺯ ﺍﻳـﻦ ﻃﺮﻳـﻖ‬ ‫ﺢ ﻫﻮﺭﻣﻮﻧﻲ‪ ،‬ﺗﻮﺳ ِ‬ ‫ﺶ ﺳﻄ ﹺ‬ ‫ﺍﺳﺖ ﮐﻪ ﭘﻴﺎ ﹺﻡ ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﺖ ﮐﻨﺘﺮ ﹺﻝ ﺧﻮﺩ ﺭﺍ ﮐﺎﻫﺶ ﻣﻲ ﺩﻫﺪ‪.٢‬‬ ‫ي ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﺗﺤ ِ‬ ‫ﻏﺪﻩ ي ﻫﻴﭙﻮﻓﻴﺰ ﺭﻭﻧﺪ ﺁﺯﺍﺩ ﺳﺎﺯ ﹺ‬

‫ﻞ‬ ‫ﻂ ﻳﮏ ﺳﻴﺴﺘﻢ ﺑﺮﺍي ﺗﻨﻈﻴﻢ ﻭ ﺗﻌﺪﻳ ﹺ‬ ‫‪ : feedback ١‬ﺑﺎﺯﺧﻮﺭﺩ‪ ،‬ﭘﺲ ﺧﻮﺭﺍﻧﺪ ‪ :‬ﺍﺳﺎﺳﺎ ً ﺑﻪ ﻣﻌﻨﺎي ﺍﻃﻼﻋﺎﺕ ﻭ ﻋﻼﺋﻤﻲ ﺍﺳﺖ ﮐﻪ ﺗﻮﺳ ِ‬ ‫ﺕ ﻳﮏ ﺳﻴﺴﺘ ﹺﻢ ﺣﺮﺍﺭﺗﻲ ﺍﺳﺖ‪ ،‬ﺑﺮﺍي ﺭﻭﺷﻦ ﻳﺎ ﺧﺎﻣﻮﺵ ﮐﺮﺩﻥ ﺳﻴﺴﺘ ﹺﻢ‬ ‫ﺍﻋﻤﺎﻝ ﺧﻮﺩ ﺁﻥ ﺳﻴﺴﺘﻢ ﺑﮑﺎﺭ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﻣﺜﻼ ً ﺗﺮﻣﻮﺳﺘﺎ ِ‬ ‫ﺣﺮﺍﺭﺗﻲ ﺍﺯ ﺣﺮﺍﺭ ِ‬ ‫ﺶ ﺍﻳﻦ ﮐﻪ‬ ‫ﺕ ﺍﺗﺎﻕ ﻓﻴﺪﺑﮏ ﺩﺭﻳﺎﻓﺖ ﻣﻲ ﮐﻨﺪ‪ .‬ﻳﮏ ﻣﺜﺎ ﹺﻝ ﺩﻳﮕﺮ ﻳﮏ ﺳﺨﻨﺮﺍﻥ ﺍﺳﺖ ﮐﻪ ﺍﺯ ﺭﻓﺘﺎ ﹺﺭ ﻣﺨﺎﻃﺒﺎﻥ ﺑﺮﺍي ﺳﻨﺠ ﹺ‬ ‫ﺡ ﻓﻴﺪﺑﮏ ﺩﺭ ﺭﺷﺘﻪ ﻫﺎي ﻣﺨﺘﻠﻒ‪ ،‬ﮐﺎﺭﺑﺮﺩﻫﺎي ﻣﺘﻔﺎﻭﺗﻲ‬ ‫ﺁﻳﺎ ﺳﺨﻨﺎﻧﺶ ﺧﺴﺘﻪ ﮐﻨﻨﺪﻩ ﺑﻮﺩﻩ ﺍﺳﺖ ﻳﺎ ﻧﻪ‪ ،‬ﻓﻴﺪﺑﮏ ﺩﺭﻳﺎﻓﺖ ﻣﻲ ﮐﻨﺪ‪ .‬ﺍﺻﻄﻼ ﹺ‬ ‫ﺩﺍﺭﺩ‪.‬‬ ‫‪ e ٢‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﻏﺪﻩ ي ﻫﻴﭙﻮﻓﻴﺰ ‪:‬‬ ‫ﺖ ﺑـﺎﻻي ﻏـﺪﻩ ي‬ ‫ﺖ ﺑﻴﺶ ﺍﺯ ﺣ ِﺪ ﺍﻳﻦ ﻏﺪﻩ‪ ،‬ﺍﻏﻠﺐ ﺑﻪ ﺁﻥ " ﭘﺎﺩﺷﺎ ِﻩ ﻏﺪﻩ ﻫﺎ " ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻫﻤﻴـ ِ‬ ‫ﻞ ﺍﻫﻤﻴ ِ‬ ‫ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﻫﻴﭙﻮﻓﻴﺰ‪ ،‬ﺑﻴﺸﺘﺮ ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﻞ ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﺣﻴﺎﺗﻲ ﻫﻴﭙﻮﻓﻴ ﹺﺰ ﭘﻴﺸﻴﻦ ﺍﺳﺖ‪.‬‬

‫ﻫﻴﭙﻮﻓﻴ ﹺﺰ ﭘﻴﺸﻴﻦ ‪:‬‬ ‫ﻂ ﻫﻴﭙﻮﺗﺎﻻﻣﻮﺱ ﮐﻨﺘﺮﻝ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ي ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺍﺯ ﻫﻴﭙﻮﻓﻴﺰ ﭘﻴﺸﻴﻦ ﺗﻮﺳ ِ‬ ‫ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﻳﺪﻳﻢ ﻓﺮﺍﻳﻨ ِﺪ ﺁﺯﺍﺩ ﺳﺎﺯ ﹺ‬ ‫ﻏﺪﻩ ي ﻫﻴﭙﻮﻓﻴ ﹺﺰ ﭘﻴﺸﻴﻦ ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﻣﺨﺘﻠﻔﻲ ﺗﻮﻟﻴﺪ ﻣﻲ ﮐﻨﺪ‪ .‬ﺍﻳﻦ ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪:‬‬ ‫‪ .١‬ﻫﻮﺭﻣﻮ ِﻥ ﺭﺷﺪ ) ﺳﻮﻣﺎﺗﻮﺗﺮﻭﭘﻴﻦ‪ :( ١‬ﺍﻳﻦ ﻫﻮﺭﻣﻮﻥ ﻣﻮﺟـﺐ ﺭﺷـ ِﺪ‬ ‫ﻒ ﺑﺪﻥ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻗﺴﻤﺖ ﻫﺎي ﻣﺨﺘﻠ ِ‬ ‫ﺕ ﻏـﺪ ِﺩ ﭘﺴـﺘﺎﻧﻲ ﺭﺍ‬ ‫‪ .٢‬ﻫﻮﺭﻣﻮ ِﻥ ﭘﺮﻭﻻﮐﺘﻴﻦ‪ : ٢‬ﺍﻳﻦ ﻫﻮﺭﻣـﻮﻥ ﺗﺮﺷـﺤﺎ ِ‬ ‫ﮐﻨﺘﺮﻝ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﺕ ﻗﺸـ ﹺﺮ ﺁﺩﺭﻧـﺎﻝ ﺭﺍ‬ ‫‪ .٣‬ﻫﻮﺭﻣﻮ ِﻥ ‪ : ٣ ACTH‬ﺍﻳﻦ ﻫﻮﺭﻣـﻮﻥ ﺗﺮﺷـﺤﺎ ِ‬ ‫ﮐﻨﺘﺮﻝ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﮎ ﻓﻮﻟﻴﮑـﻮﻝ‪ : ٤‬ﺍﻳـﻦ ﻫﻮﺭﻣـﻮﻥ ﺑﺨﺸـﻲ ﺍﺯ ﮐﻨﺘـﺮﻝﹺ‬ ‫‪ .٤‬ﻫﻮﺭﻣﻮ ِﻥ ﻣﺤـﺮ ِ‬ ‫ﺕ ﮔﻨﺎﺩﻫﺎ ) ﻏﺪ ِﺩ ﺟﻨﺴﻲ ( ﺭﺍ ﺑﺮ ﻋﻬﺪﻩ ﺩﺍﺭﺩ‪.‬‬ ‫ﺗﺮﺷﺤﺎ ِ‬ ‫ﺕ ﮔﻨﺎﺩﻫﺎ ﻧﻘﺶ ﺩﺍﺭﺩ‪.‬‬ ‫‪ .٥‬ﻫﻮﺭﻣﻮ ِﻥ ﺟﺴ ﹺﻢ ﺯﺭﺩ‪ : ٥‬ﺍﻳﻦ ﻫﻮﺭﻣﻮﻥ ﻧﻴﺰ ﺩﺭ ﮐﻨﺘﺮ ﹺﻝ ﺗﺮﺷﺤﺎ ِ‬ ‫ﺕ ﻏﺪﻩ ي ﺗﻴﺮﻭﺋﻴﺪ ﺭﺍ ﮐﻨﺘﺮﻝ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﮎ ﺗﻴﺮﻭﻳﻴﺪ ‪ :‬ﺍﻳﻦ ﻫﻮﺭﻣﻮﻥ ﺗﺮﺷﺤﺎ ِ‬ ‫‪ .٦‬ﻫﻮﺭﻣﻮ ِﻥ ﻣﺤﺮ ِ‬

‫‪somatotropin ١‬‬ ‫‪prolactin ٢‬‬ ‫‪adrenocorticotrophic ٣‬‬ ‫‪follicle –stimulating ٤‬‬ ‫‪luteinising ٥‬‬

‫‪٣٥١‬‬

‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻢ‬ ‫ﻧﻬﻢ‬

‫ﻫﻴﭙﭙﻮﻓﻴﺰ ﭘﺴﻴﻴﻦ ‪:‬‬ ‫ﻫﻴﭙﭙﻮﻓﻴ ﹺﺰ ﭘﺴﻴﻦ ﻧﻴﺰ ﺩﻭ ﻫﻮﺭﺭﻣﻮ ِﻥ ﻣﻬﻢ ﺗﺮﺮﺷﺢ ﻣﻲ ﮐﻨﻨﺪ ‪:‬‬ ‫ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﻫﻮﺭﻣـﻮﻮﻥ‬ ‫ﻦ‪ : ١‬ﺑﻪ ﺍﻳﻦ ﻫﻫﻮﺭﻣﻮﻥ‪ ،‬ﻫﻮﻮﺭﻣﻮ ِﻥ ﮐﺎﻫﻫﻨﺪﻩ ي ﺍﺩﺭﺍﺭ‪ ٢‬ﻧﻴﺰ ﻪ‬ ‫‪ .١‬ﻭﺍﺯﻭﭘﺮﺳﻴﻦ‬ ‫ي ﺁﺏ ﺑﺑﺪﻥ ﻣﻲ ﺷﻮﻮﺩ‪.‬‬ ‫ﮏ ﮐﻠﻴﻪ ﺑﺮﺍي ﺟﻤﻊ ﺁﺁﻭﺭ ﹺ‬ ‫ﻣﻮﺟ ﹺ‬ ‫ﺐ ﺗﺤﺮﺮﻳ ِ‬ ‫ﺭﺣـﻢ ﺩﺭ ﻫﻨﮕـﺎ ﹺﻡ ﺯﺍﻳﻤـﺎﻥ ﻣــﻲ‬ ‫ﻑ ﻢ‬ ‫ﺽ ﺑﺎﻓﺖ ﻫﺎي ﺻ‬ ‫ﺑﺎﻋﺚ ﺍﻧﻘﺒﺎ ﹺ‬ ‫‪ .٢‬ﺍﮐﺴﻲ ﺗﻮﺳﺳﻴﻦ‪ : ٣‬ﺍﻳﻦ ﻫﻫﻮﺭﻣﻮﻥ ﺚِ‬ ‫ﺻـﺎ ِ‬ ‫ﺩﻫﺪ ﺍﮐﺴﻲ ﺗﻮﺳﺳﻴﻦ ﺩﺭ ﻫ ﹺ‬ ‫ﺱ‬ ‫ﺍﺳـﺘﺮﺱ‬ ‫ﺍﺿـﻄﺮﺍﺏ ﻭ‬ ‫ﺏ‬ ‫ﺶ‬ ‫ﮐﺎﻫﺶ‬ ‫ﺷﻮﺩ‪ .‬ﺷﻮﺍﻫﻫﺪي ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﮐﻪ ﻧﺸﺸﺎﻥ ﻣﻲ ﺪ‬ ‫ﻧﻴﺰ ﻧﻘﺶ ﺩﺍﺍﺭﺩ‪.‬‬ ‫ﻫﻴﭙﻮﻓﻴﺰ ﺩﺭ ﻧﻤﻮﺩﺍﺭ ﺯﻳﺮ ﺍﺭﺍﺋﻪ ﺷﺷﺪﻩ ﺍﺳﺖ ‪:‬‬ ‫ﺰ‬ ‫ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﻏﺪﻩ ي‬ ‫ﺑﺮﺧﺧﻲ ﺍﺯ ﺖ‬

‫ﻏﺪﻩ ي ﻫﻴﭙﻮﻓﻓﻴﺰ‬

‫ﻏﺪﻩ ي ﻫﻴﭙﻮﻓﻴﺰ‬ ‫ﻩ‬

‫ﻫﻴﭙﻮﻓﻴﺰ‬ ‫ﺰ‬ ‫ﻏﺪﻩ ي‬

‫ﭘﺴﻴﻦ‬

‫ﭘﻴﺸﻴﻦ‬

‫ﻫﻮﺭﻣﻮﻥ‬ ‫ﺍﮐﺴﻲ ﺗﻮﺳﻴﻦ‬

‫ﺭﺣﻢ ) ﺯﻫﺪﺍﻥ (‬

‫‪vasopressin‬‬ ‫‪v‬‬ ‫‪n١‬‬ ‫‪Antidiureti‬‬ ‫‪A‬‬ ‫‪c٢‬‬ ‫‪oxytocinn ٣‬‬

‫ﻫﻮﺭﻣﻮﻥ ﮐﺎﻫﻨﺪﻩ ي‬ ‫ﺍﺩﺩﺭﺍﺭ‬

‫ﻫﻮﺭﻣﻮﻥ‬

‫ﻫﻮﺭﻣﻮﻥ‬

‫ﺗﻴﺮﻭﺗﺮﻭﭘﻴﮏ‬ ‫ﮏ‬

‫ﮔﻨﻨﺎﺩﻭﺗﺮﻭﭘﻴﮏ‬

‫ﻫﻮﺭﻣﻮﻥ ‪ACT‬‬

‫ﻫﻮﺭﻣﻮﻥ ﺭﺷﺪ‬

‫) ﺁﻧﺘﻲ ﺩﺩﻳﻮﺭﺗﻴﮏ (‬

‫ﮐﻠﻴﻠﻴﻪ ﻫﺎ‬

‫ﻏﺪﻩ ي ﺗﻴﺮﻭﻭﻳﺪ‬

‫ﮔﻨﺎﺩ ﻫﺎ‬

‫ﻗﺸﺮ ﺁﺩﺭﻧﺎﻝ‬

‫ﭘﺎﻧﮑﺮﺍﺱ )‬ ‫ﻟﻮﺯﺍﻟﻤﻌﺪﻩ (‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﮔﻨﺎﺩ ﻫﺎ ‪:‬‬ ‫ﻲ ﺑﺪﻥ ﻫﺴﺘﻨﺪ ‪ .‬ﮔﻨﺎﺩﻫﺎي ﻣﺮﺩﺍﻧﻪ ﺑﻴﻀﻪ ﻫﺎ‪ ١‬ﻭ ﮔﻨﺎﺩﻫﺎي ﺯﻧﺎﻧﻪ ﺗﺨﻤﺪﺍﻥ ﻫﺎ‪ ٢‬ﻫﺴﺘﻨﺪ‪ .‬ﺑﻴﻀـﻪ‬ ‫ﮔﻨﺎﺩﻫﺎ ﻏﺪﻩ ﻫﺎي ﺟﻨﺴ ﹺ‬ ‫ﻂ ﻳﮑـﻲ ﺍﺯ ﻫﻮﺭﻣـﻮﻥ ﻫـﺎي‬ ‫ﺖ ﮔﻨﺎﺩ ﻫـﺎ ﺗﻮﺳـ ِ‬ ‫ﻫﺎ ﺍﺳﭙﺮﻡ ﻭ ﺗﺨﻤﺪﺍﻥ ﻫﺎ ﺗﺨﻤﮏ ﻳﺎ ﺍﻭﻭﻡ‪ ٣‬ﺗﻮﻟﻴﺪ ﻣﻲ ﮐﻨﻨﺪ‪ .٤‬ﻓﻌﺎﻟﻴ ِ‬ ‫ﻫﻴﭙﻮﻓﻴ ﹺﺰ ﭘﻴﺸﻴﻦ ﺑﻪ ﻧﺎ ﹺﻡ ﺟﺴ ﹺﻢ ﺯﺭﺩ ﺗﺤﺮﻳﮏ ﻣﻲ ﺷﻮﺩ‪ .‬ﮔﻨﺎﺩﻫﺎ ﻫﻤﺎﻧﻨﺪ ﺳﺎﻳﺮ ﻏـﺪﺩ ﺑـﺪﻥ ﺍﺯ ﺧـﻮﺩ ﻫﻮﺭﻣـﻮﻥ ﻫـﺎﻳﻲ‬ ‫ﺗﺮﺷﺢ ﻣﻲ ﮐﻨﻨﺪ‪ .‬ﺍﺯ ﺟﻤﻠﻪ ‪:‬‬ ‫ﺶ ﺳـﺎﺋﻖ‪ ٦‬ﻭ ﺍﻧﮕﻴﺰﻧـﺪﻩ ي‬ ‫‪ .١‬ﺁﻧﺪﺭﻭﮊﻥ ﻫﺎ‪ : ٥‬ﺍﺻﻠﻲ ﺗﺮﻳﻦ ﺁﻧﺪﺭﻭﮊﻥ‪ ،‬ﺗﺴﺘﺴﺘﺮﻭﻥ ﺍﺳﺖ ﮐﻪ ﺗﺎ ﺣﺪﻭﺩي ﻧﻘـ ﹺ‬ ‫ﺟﻨﺴﻲ ﺭﺍ ﺍﻳﻔﺎ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫‪ .٢‬ﺍﺳﺘﺮﻭﮊﻥ ﻫﺎ‪ : ٧‬ﺩﺳﺘﻪ ﺍي ﺍﺯ ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﺟﻨﺴﻲ‪ ٨‬ﻫﺴﺘﻨﺪ ﮐﻪ ﺍﺑﺘﺪﺍ ﺗﻨﻬـﺎ ﺩﺭ ﺗﺨﻤـﺪﺍﻥ ﻫـﺎ ﺗﻮﻟﻴـﺪ ﻣـﻲ‬ ‫ﻲ‬ ‫ﻦ ﺁﻧﻬﺎ ﺍﺳﺘﺮﺍﺩﻳﻮﻝ‪ ٩‬ﺍﺳﺖ‪ .‬ﺍﺳﺘﺮﻭﮊﻥ ﻫﺎ ﺩﺭ ﺭﺷ ِﺪ ﭘﺴﺘﺎﻥ ﻫﺎ‪ ،‬ﺗﮑﺎﻣﻞﹺ ﺍﻧﺪﺍﻡ ﻫﺎي ﺗﻨﺎﺳـﻠ ﹺ‬ ‫ﺷﻮﻧﺪ‪ .‬ﺍﺻﻠﻲ ﺗﺮﻳ ﹺ‬ ‫ﺵ ﺟﻨﺴﻲ ﻧﻘﺶ ﺩﺍﺭﻧﺪ‪.‬‬ ‫ﺯﻧﺎﻧﻪ ﻭ ﺍﻧﮕﻴﺰ ﹺ‬ ‫ﻂ ﺗﺨﻤﺪﺍﻥ ﻫﺎ ﺗﻮﻟﻴﺪ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺍﻳﻦ ﻫﻮﺭﻣﻮﻥ ﻫﺎ‬ ‫‪ .٣‬ﮊﺳﺘﺎﮊﻥ ﻫﺎ‪ : ١‬ﺩﺳﺘﻪ ﺍي ﺍﺯ ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﻫﺴﺘﻨﺪ ﮐﻪ ﺗﻮﺳ ِ‬ ‫ﻞ ﺣﺎﻣﻠﮕﻲ ﻭ ﻫﻤﭽﻨﻴﻦ ﺣﻔـﻆ ﺣـﺎﻣﻠﮕﻲ ﮐﻤـﮏ ﻣـﻲ‬ ‫ﻦ ﺁﻧﻬﺎ ﭘﺮﻭﮊﺳﺘﺮﻭﻥ ﺍﺳﺖ‪ ،‬ﺑﻪ ﺗﺴﻬﻴ ﹺ‬ ‫ﮐﻪ ﺍﺻﻠﻲ ﺗﺮﻳ ﹺ‬ ‫ﮐﻨﻨﺪ‪.‬‬ ‫‪testes ١‬‬ ‫‪ovaries ٢‬‬ ‫‪ovum ٣‬‬ ‫‪ e ٤‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٢‬‬ ‫‪androgens ٥‬‬ ‫ﺖ ﻋﻀﻮي ﺩﺭﻭﻧﻲ ﺍﺳﺖ ﮐﻪ ﻣﻮﺟﻮ ِﺩ ﺯﻧﺪﻩ ﺭﺍ ﺑﻪ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻥ ﻋﻤﻞ ﺧﺎﺻﻲ ﺑﺮ ﻣﻲ ﺍﻧﮕﻴﺰﺩ‪ – ٢ .‬ﺍﺿﻄﺮﺍﺏ ﻭ‬ ‫‪ -١ : drive ٦‬ﻫﺮ ﻧﻮﻉ ﺣﺎﻟ ِ‬ ‫ﺁﺷﻔﺘﮕﻲ ﻳﺎ ﻋﺪﻡ ﺗﻌﺎﺩﻝ ﻓﻴﺰﻳﻮﻟﻮﺯﻳﮏ ﺍﺳﺖ ﻣﺎﻧﻨﺪ ﮔﺮﺳﻨﮕﻲ‪ ،‬ﺗﺸﻨﮕﻲ‪ ،‬ﻭ ﻣﻴﻞ ﺟﻨﺴﻲ ﮐﻪ ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ ﺭﺍ ﺑﺮﺍي ﺑﺮﻃﺮﻑ ﺳﺎﺧﺘﻦ ﺁﻥ ﺑﻪ‬ ‫ﮐﺎﺭﻫﺎ ﻭ ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﻣﺨﺼﻮﺻﻲ ﻭﺍﺩﺍﺭ ﻭ ﺭﻫﺒﺮي ﻣﻲ ﮐﻨﺪ‪ – .‬ﻧﻘﻞ ﺍﺯ ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺭﻓﺘﺎﺭي ﺩﮐﺘﺮ ﺷﻌﺎﺭي ﻧﮋﺍﺩ – ﻡ‬ ‫‪oestrogens ٧‬‬ ‫‪ e ٨‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٣‬‬ ‫‪oestradiol ٩‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫‪gestagens ١‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﻏﺪﺩ ﺁﺩﺭﻧﺎﻝ ‪:‬‬ ‫ﺩﺭ ﺑﺎﻻي ﻫﺮ ﻳﮏ ﺍﺯ ﺩﻭ ﮐﻠﻴﻪ‪ ،‬ﻳﮏ ﻏﺪﻩ ي ﺁﺩﺭﻧﺎﻝ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺑﻪ ﻏﺪ ِﺩ ﺁﺩﺭﻧـﺎﻝ‪ ،‬ﻏـﺪﺩ ﻓـﻮﻕ‬ ‫ﺖ ﺳﺎﻳ ﹺﺮﻏﺪﺩ ﺭﺍ ﮐﻨﺘﺮﻝ ﻣـﻲ ﮐﻨـﺪ‪.‬‬ ‫ﮐﻠﻴﻮي ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﻳﺪﻳﻢ ﻏﺪﻩ ي ﻫﻴﭙﻮﻓﻴﺰ ﭘﻴﺸﻴﻦ ﻓﻌﺎﻟﻴ ِ‬ ‫ﺗﺎﺛﻴ ﹺﺮﻏﺪﻩ ي ﻫﻴﭙﻮﻓﻴﺰ ﭘﻴﺸﻴﻦ ﺑﺮ ﻏﺪ ِﺩ ﺁﺩﺭﻧﺎﻝ ﻧﻴﺰ ﺑﻪ ﺍﻳﻦ ﺷﮑﻞ ﺍﺳﺖ ﮐﻪ ﺗﺮﺷﺢ ﻫﻮﺭﻣﻮ ِﻥ ‪ ACTH‬ﺗﻮﺳـﻂ ﻏـﺪﻩ‬ ‫ي ﻫﻴﭙﻮﻓﻴ ﹺﺰ ﭘﻴﺸﻴﻦ‪ ،‬ﻏﺪﺩ ﺁﺩﺭﻧﺎﻝ ﺭﺍ ﺗﺤﺮﻳﮏ ﻣﻲ ﮐﻨﺪ‪ .‬ﺩﺭ ﻧﺘﻴﺠﻪ ي ﺍﻳﻦ ﺗﺤﺮﻳﮏ ﻏﺪﺩ ﺁﺩﺭﻧﺎﻝ ﺍﺯ ﺧﻮﺩ ﻫﻮﺭﻣﻮﻥ‬ ‫ﻫﺎي ﮔﻮﻧﺎﮔﻮﻧﻲ ﺗﺮﺷﺢ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﻲ ﺁﺩﺭﻧﺎﻝ‪ ١‬ﻭ ﻳـﮏ ﻻﻳـﻪ ي ﺑﻴﺮﻭﻧـﻲ‬ ‫ﺶ ﻣﻴﺎﻧ ﹺ‬ ‫ﺶ ﻣﺮﮐﺰي ﺑﻪ ﻧﺎ ﹺﻡ ﺑﺨ ﹺ‬ ‫ﻫﺮ ﻏﺪﻩ ي ﺁﺩﺭﻧﺎﻝ ﻳﺎ ﻓﻮﻕ ﮐﻠﻴﻮي ﺍﺯ ﻳﮏ ﺑﺨ ﹺ‬ ‫ﺑﻪ ﻧﺎ ﹺﻡ ﻗﺸ ﹺﺮ ﺁﺩﺭﻧﺎﻝ‪ ٢‬ﺗﺸﮑﻴﻞ ﺷﺪﻩ ﺍﻧﺪ ‪:‬‬ ‫ﻲ ﻏــﺪ ِﺩ ﺁﺩﺭﻧــﺎﻝ ﻫﻮﺭﻣــﻮﻥ ﻫــﺎﻳﻲ ﻧﻈﻴ ـ ﹺﺮ ﺍﭘــﻲ ﻧﻔــﺮﻳﻦ ) ﺁﺩﺭﻧ ـﺎﻟﻴﻦ ( ﻭ ﻧــﻮﺭﺍﭘﻲ ﻧﻔــﺮﻳﻦ )‬ ‫ﺶ ﻣﻴــﺎﻧ ﹺ‬ ‫ƒ ﺑﺨ ـ ﹺ‬ ‫ﻧﻮﺭﺁﺩﺭﻧﺎﻟﻴﻦ ( ﺁﺯﺍﺩ ﻣﻲ ﮐﻨﺪ‪.٣‬‬ ‫ƒ ﻗﺸــ ﹺﺮ ﺁﺩﺭﻧــﺎﻝ ﻧﻴــﺰ ﻭﻇﻴﻔــﻪ ي ﺗﺮﺷــ ﹺ‬ ‫ﻞ ﮐــﻮﺭﺗﻴﺰﻭﻥ‪،٥‬‬ ‫ﺢ ﺧــﺎﻧﻮﺍﺩﻩ ي ﮔﻠﻮﮐﻮﮐﻮﺭﺗﻴﮑﻮﻳــﺪ ﻫــﺎ‪ ٤‬ﺷــﺎﻣ ﹺ‬ ‫ﻫﻴﺪﺭﻭﮐﻮﺭﺗﻴﺰﻭﻥ‪ ٦‬ﻭ ﮐﻮﺭﺗﻴﮑﻮﺳﺘﺮﻭﻥ‪ ٧‬ﻭ ﮐﻮﺭﺗﻴﺰﻭﻝ ﺭﺍ ﺑﻪ ﻋﻬﺪﻩ ﺩﺍﺭﺩ‪.‬‬ ‫ﺑﺮﺧﻲ ﺍﺯ ﻭﻇﺎﻳﻒ ﮔﻠﻮﮐﻮﮐﻮﺭﺗﻴﮑﻮﻳﺪ ﻫﺎ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ ‪:‬‬ ‫ﻞ ﺍﺳﺘﻔﺎﺩﻩ ﺗﺮ ﺑـﺮﺍي ﺑـﺪﻥ‬ ‫ﻞ ﭘﺮﻭﺗﺌﻴﻦ ﻭ ﭼﺮﺑﻲ ﺑﻪ ﺷﮑﻞ ﻫﺎي ﻗﺎﺑ ﹺ‬ ‫‪ .١‬ﮔﻠﻮﮐﻮﮐﻮﺭﺗﻴﮑﻮﻳﺪ ﻫﺎ ﺩﺭ ﺗﺒﺪﻳ ﹺ‬ ‫ﮐﻤﮏ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬ ‫ﺏ ﺳﻴﺴﺘﻢ ﺍﻳﻤﻨﻲ ﺑﺪﻥ ﻧﻴﺰ ﻧﻘﺶ ﺩﺍﺭﻧﺪ‪.٨‬‬ ‫‪ .٢‬ﮔﻠﻮﮐﻮﮐﻮﺭﺗﻴﮑﻮﻳﺪﻫﺎ ﺩﺭ ﺳﺮﮐﻮ ﹺ‬ ‫ﻂ ﻏـﺪ ِﺩ‬ ‫ي ﺿﺪ ﺍﻟﺘﻬﺎﺏ‪ ١‬ﺩﺍﺷﺘﻪ ﻭ ﺩﺭ ﻭﺍﮐـﻨﺶ ﺑـﻪ ﺟﺮﺍﺣـﺎﺕ ﺗﻮﺳـ ِ‬ ‫ﺕ ﺑﺴﻴﺎﺭ ﻗﻮ ﹺ‬ ‫‪ .٣‬ﮐﻮﺭﺗﻴﺰﻭﻝ ﺍﺛﺮﺍ ِ‬ ‫ﺁﺩﺭﻧﺎﻝ ﺗﺮﺷﺢ ﻣﻲ ﺷﻮﺩ‪.‬‬

‫ﻕ ﮐﻠﻴﻮي ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺍﺯ ﺍﺳﻤﺸﺎﻥ ﭘﻴﺪﺍﺳﺖ‪ ،‬ﺩﺭ ﺑﺎﻻﺗﺮﻳﻦ‬ ‫ﻕ ﮐﻠﻴﻮي ﺍﺳﺖ‪ .‬ﻏﺪ ِﺩ ﻓﻮ ﹺ‬ ‫ﻲ ﻏﺪ ِﺩ ﻓﻮ ﹺ‬ ‫ﺶ ﺩﺭﻭﻧ ﹺ‬ ‫‪ : adrenal medulla ١‬ﺑﺨ ﹺ‬ ‫ﺢ ﮐﻠﻴﻪ ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ‪.‬‬ ‫ﺳﻄ ﹺ‬ ‫‪adrenal cortex ٢‬‬ ‫ﺶ ﺿﺮﺑﺎ ِﻥ ﻗﻠﺐ ﻭ ﻓﺸﺎ ﹺﺭ ﺧﻮﻥ ( ﻭ ﺗﺎﺛﻴﺮ ﺑﺮ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫‪ ٣‬ﻫﻢ ﺍﭘﻲ ﻧﻔﺮﻳﻦ ﻭ ﻫﻢ ﻧﻮﺭﺍﭘﻲ ﻧﻔﺮﻳﻦ ﺩﺭ ﺑﺮﺍﻧﮕﻴﺨﺘﮕﻲ ) ﻣﺜﻼً ﺍﻓﺰﺍﻳ ﹺ‬ ‫ﻲ ﺳﻤﭙﺎﺗﻴﮏ‬ ‫ﺶ ﻣﻴﺰﺍﻥ ﺍﺳﺘﺮﺱ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ ﺷﻮﺩ‪ ) .‬ﻓﺼﻞ ‪( ٥‬‬ ‫ﺢ ﺑﺎﻻي ﺁﺩﺭﻧﺎﻟﻴﻦ ﻭ ﻧﻮﺭﺁﺩﺭﻧﺎﻟﻴﻦ ﮔﺎﻫﻲ ﺍﻭﻗﺎﺕ ﺑﺮﺍي ﺳﻨﺠ ﹺ‬ ‫ﻧﻘﺶ ﺩﺍﺭﻧﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺍﺯ ﺳﻄ ﹺ‬ ‫‪glucocorticoids ٤‬‬ ‫‪Cortisone ٥‬‬ ‫‪hydrocortisone ٦‬‬ ‫‪Corticosterone ٧‬‬ ‫ﺕ ﮔﻠﻮﮐﻮﮐﻮﺭﺗﻴﮑﻮﻳﺪﻫﺎ ﺳﻴﺴﺘ ﹺﻢ ﺍﻳﻤﻨﻲ ﺑﺪﻥ ﺳﺮﮐﻮﺏ ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﺭ ﻧﺘﻴﺠﻪ ﻓﺮﺩ ﻧﺴﺒﺖ ﺑﻪ ﺑﻴﻤﺎﺭﻳﻬﺎ ﻭ‬ ‫ﺢ ﺩﺭﺍﺯﻣﺪ ِ‬ ‫‪ ٨‬ﺩﺭ ﻧﺘﻴﺠﻪ ي ﺗﺮﺷ ﹺ‬ ‫ﺕ ﮔﻠﻮﮐﻮﺭﺗﻴﮑﻮﻳﺪﻫﺎ ﻣﻲ ﺷﻮﺩ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺍﺳﺘﺮﺱ ﺍﺷﺎﺭﻩ‬ ‫ﺢ ﺩﺭﺍﺯﻣﺪ ِ‬ ‫ﻋﻔﻮﻧﺖ ﻫﺎ ﺁﺳﻴﺐ ﭘﺬﻳﺮ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﺯ ﺟﻤﻠﻪ ﻋﻮﺍﻣﻠﻲ ﮐﻪ ﺑﺎﻋﺚ ﺗﺮﺷ ﹺ‬ ‫ﮐﺮﺩ‪ .‬ﺍﺯ ﺍﻳﻨﺠﺎ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﻧﻘﺶ ﻣﻨﻔﻲ ﻭ ﺯﻳﺎﻥ ﺁﻭﺭ ﺍﺳﺘﺮﺱ ﭘﻲ ﺑﺮﺩ‪ ).‬ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮏ ﮐﺎﺭﻟﺴﻮﻥ ﺹ ‪( ٣٠٧‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﻏﺪﺩ ﺗﻴﺮﻭﺋﻴﺪ ﻭ ﭘﺎﺭﺍ ﺗﻴﺮﻭﺋﻴﺪ ‪:‬‬ ‫ﻏﺪﻩ ي ﺗﻴﺮﻭﺋﻴﺪ ‪ :‬ﻏﺪﻩ ي ﺗﻴﺮﻭﺋﻴﺪ ﺩﺭﺳﺖ ﺯﻳ ﹺﺮ ﺣﻨﺠﺮﻩ ﻗﺮﺍﺭ ﮔﺮﻓﺘـﻪ ﺍﺳـﺖ‪ .‬ﺍﻳـﻦ ﻏـﺪﻩ ﺍﺯ ﺧـﻮﺩ‬ ‫ﻲ ﺑـﺪﻥ ﺭﺍ‬ ‫ﻫﻮﺭﻣﻮ ِﻥ ﺗﻴﺮﻭﮐﺴﻴﻦ‪ ٢‬ﺗﺮﺷﺢ ﻣﻲ ﮐﻨﺪ‪ .‬ﺍﻳـﻦ ﻫﻮﺭﻣـﻮﻥ ﻣﻘـﺪﺍ ﹺﺭ ﻓﻌﺎﻟﻴـﺖ ﻫـﺎي ﻣﺘـﺎﺑﻮﻟﻴﮑ ﹺ‬ ‫ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﺪ‪ .‬ﺩﺭ ﺑﺮﺧﻲ ﺍﻓﺮﺍﺩ‪ ،‬ﻫﻮﺭﻣﻮ ِﻥ ﺗﻴﺮﻭﮐﺴﻴﻦ ﺑﻴﺶ ﺍﺯ ﺣﺪ ﺗﻮﻟﻴﺪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺍﻓـﺮﺍﺩ‬ ‫ﺍﺻﻄﻼﺣﺎً ﺩﭼﺎ ﹺﺭ » ﭘﺮﮐﺎﺭي ﺗﻴﺮﻭﺋﻴﺪ « ﻫﺴﺘﻨﺪ‪ .‬ﺩﺭ ﻧﺘﻴﺠﻪ ي ﺍﻳﻦ ﺑﻴﻤﺎﺭي‪ ،‬ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﺳـﻮﺧﺖ ﻭ‬ ‫ﺳﺎ ﹺﺯ ﺑﺪﻥ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﻳﺎﺑﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺍﮐﺜ ﹺﺮ ﺍﻳﻦ ﺍﻓﺮﺍﺩ ﺩﭼﺎ ﹺﺭ ﮐﻤﺒﻮ ِﺩ ﻭﺯﻥ ﻭ ﺑـﻲ ﺧـﻮﺍﺑﻲ ﻫﺴـﺘﻨﺪ‪.‬‬ ‫ي ﻋﻤـﻮﻣﻲ ﻣـﻲ‬ ‫ﺚ ﭼـﺎﻗﻲ ﻭ ﮐﻨـﺪ ﹺ‬ ‫ﺩﺭ ﻣﻘﺎﺑﻞ‪ ،‬ﺗﻮﻟﻴﺪ ﻧﺸﺪ ِﻥ ﺍﻳﻦ ﻫﻮﺭﻣﻮﻥ ﺑﻪ ﺍﻧﺪﺍﺯﻩ ي ﮐـﺎﻓﻲ ﺑﺎﻋـ ِ‬ ‫ﮔﺮﺩﺩ‪ ) .‬ﮐﻢ ﮐﺎﺭي ﺗﻴﺮﻭﺋﻴﺪ (‬

‫ﮏ ﻏﺪﻩ ي ﺗﻴﺮﻭﺋﻴﺪ ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ‪ .‬ﻓﻌﺎﻟﻴـﺖ‬ ‫ﻏﺪﺩ ﭘﺎﺭﺍﺗﻴﺮﻭﺋﻴﺪ ‪ :‬ﻏﺪ ِﺩ ﭘﺎﺭﺍﺗﻴﺮﻭﺋﻴﺪ ‪ ٤‬ﺗﺎ ﻫﺴﺘﻨﺪ ﻭ ﻧﺰﺩﻳ ِ‬ ‫ﻫﺎي ﺍﻳﻦ ﻏﺪﺩ ﻧﺴﺒﺖ ﺑﻪ ﺗﻴﺮﻭﺋﻴﺪ ﻣﺤﺪﻭﺩ ﺗﺮ ﺍﺳـﺖ‪ .‬ﺍﻳـﻦ ﻏـﺪﺩ ﻫﻮﺭﻣـﻮﻥِ ﮐﺎﻟﺴـﻴﺘﻮﻧﻴﻦ‪ ٣‬ﺁﺯﺍﺩ ﻣـﻲ‬ ‫ﻦ‬ ‫ﮐﻨﻨﺪ‪ .‬ﺍﻳﻦ ﻫﻮﺭﻣﻮﻥ ﺁﺯﺍﺩ ﺷﺪ ِﻥ ﮐﻠﺴﻴﻢ ﺍﺯ ﺍﺳﺘﺨﻮﺍﻥ ﺭﺍ ﮐﺎﻫﺶ ﺩﺍﺩﻩ ﻭ ﺑﺪﻳﻦ ﺷـﮑﻞ ﺍﺯ ﺑـﺎﻻ ﺭﻓـﺘ ﹺ‬ ‫ﺑﻴﺶ ﺍﺯ ﺣ ِﺪ ﻣﻴﺰﺍ ِﻥ ﮐﻠﺴﻴ ﹺﻢ ﺧﻮﻥ ﺟﻠﻮﮔﻴﺮي ﻣﻲ ﮐﻨﺪ‪.‬‬

‫‪anti- inflammatory effects ١‬‬ ‫‪thyroxin ٢‬‬ ‫‪Calcitonin ٣‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﻏﺪﻩ ي ﭘﺎﻧﮑﺮﺍﺱ ) ﻟﻮﺯﺍﻟﻤﻌﺪﻩ ( ‪:‬‬ ‫ﺍﻳﻦ ﻏﺪﻩ ﺩﺭ ﻧﺰﺩﻳﮑﻲ ﻏﺪ ِﺩ ﺁﺩﺭﻧﺎﻝ ﻭ ﻣﻌﺪﻩ ﻗﺮﺍﺭ ﺩﺍﺷﺘﻪ ﻭ ﺩﻭ ﻫﻮﺭﻣﻮ ِﻥ ﺑﺴﻴﺎﺭ ﻣﻬﻢ ﺗﺮﺷﺢ ﻣﻲ ﮐﻨـﺪ ‪ :‬ﺍﻧﺴـﻮﻟﻴﻦ ﻭ‬ ‫ﮔﻠﻮﮐﺎﮔﻮﻥ‪.١‬‬

‫ﻦ ﮔﻠﻮﮐ ﹺﺰ ﺧﻮﻥ ﺟﻠﻮﮔﻴﺮي ﻣﻲ ﮐﻨﺪ ‪.‬‬ ‫ƒ ﺍﻧﺴﻮﻟﻴﻦ ‪ :‬ﺍﻧﺴﻮﻟﻴﻦ ﺍﺯ ﺑﻼ ﺭﻓﺘ ﹺ‬ ‫ﺩﺭ ﺑﻴﻤﺎﺭﺍ ِﻥ ﺩﻳﺎﺑﺘﻲ‪ ،٢‬ﺑﺪﻥ ﻓﺮﺩ ﻗﺎﺩﺭ ﻧﻴﺴﺖ ﺑﻪ ﻣﻘﺪﺍﺭ ﮐﺎﻓﻲ ﺍﻧﺴـﻮﻟﻴﻦ‬ ‫ﺗﻮﻟﻴﺪ ﮐﻨﺪ‪ ،‬ﺩﺭ ﻧﺘﻴﺠﻪ ﻣﻴﺰﺍ ِﻥ ﮔﻠﻮﮐ ﹺﺰ ﺧـﻮﻥ‪ ٣‬ﺑـﺎﻻ ﺭﻓﺘـﻪ ﻭ ﺳـﻼﻣﺘﻲ‬ ‫ﻓﺮﺩ ﺑﻪ ﺧﻄﺮ ﻣﻲ ﺍﻓﺘﺪ‪ .‬ﺍﻳﻦ ﻋﺎﺭﺿﻪ ﺑﻪ ﻃﻮ ﹺﺭ ﺑﺎﻟﻘﻮﻩ ﻣﺮﮔﺒﺎﺭ ﺍﺳﺖ ﺍﻣـﺎ‬ ‫ﻖ ﻣﺪﺍﻭ ﹺﻡ ﺍﻧﺴﻮﻟﻴﻦ ( ﺍﺯ ﺑﺮﻭ ﹺﺯ‬ ‫ﻖ ﺗﺰﺭﻳ ﹺ‬ ‫ﻣﻲ ﺗﻮﺍﻥ ﺑﺎ ﮐﻨﺘﺮ ﹺﻝ ﺁﻥ ) ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﺧﻄﺮ ﺟﻠﻮﮔﻴﺮي ﮐﺮﺩ‪ .‬ﺍﺯ ﺳﻮي ﺩﻳﮕﺮ ﭼﻨﺎﻧﭽﻪ ﺍﻧﺴﻮﻟﻴﻦ ﺑﻴﺶ ﺍﺯ ﺣ ِﺪ ﻻﺯﻡ ﺗﻮﻟﻴﺪ ﺷﻮﺩ‪ ،‬ﻣﻨﺠﺮ ﺑـﻪ ﭘـﺎﻳﻴﻦ‬ ‫ﺢ ﻗﻨ ِﺪ ﺧﻮﻥ ﻭ ﻋﻼﺋﻤﻲ ﻧﻈﻴ ﹺﺮ ﺧﺴﺘﮕﻲ ﻭ ﺳﺮﮔﻴﺠﻪ ي ﺷﺪﻳﺪ ﻣﻲ ﮔﺮﺩﺩ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐـﻪ ﻣﻤﮑـﻦ‬ ‫ﺁﻣﺪ ِﻥ ﺳﻄ ﹺ‬ ‫ﺢ ﺍﻧﺴﻮﻟﻴﻦ ﺭﻓﺘﺎﺭ ﺧﻮﺭﺩﻥ ﺭﺍ ﻧﻴﺰ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﺪ‪ ) .‬ﻓﺼﻞ ‪( ١٠‬‬ ‫ﺍﺳﺖ ﺣﺪﺱ ﺯﺩﻩ ﺑﺎﺷﺪ‪ ،‬ﺳﻄ ﹺ‬ ‫ﻞ ﺟﺮﻳﺎﻥ ﺧﻮﻥ ﻣﻲ ﺷـﻮﺩ‪ } .‬ﺩﺭ ﻭﺍﻗـﻊ ﻣـﻲ‬ ‫ƒ ﮔﻠﻮﮐﺎﮔﻮﻥ‪ :‬ﺍﻳﻦ ﻫﻮﺭﻣﻮﻥ ﺑﺎﻋﺚ ﺁﺯﺍﺩﺷﺪ ِﻥ ﮔﻠﻮﮐﺰ ﺑﻪ ﺩﺍﺧ ﹺ‬ ‫ﺗﻮﺍﻥ ﮔﻔﺖ ﺍﻧﺴﻮﻟﻴﻦ ﻭ ﮔﻠﻮﮐﺎﮔﻮﻥ ﻋﮑﺲ ﻫﻢ ﻋﻤﻞ ﻣﻲ ﮐﻨﻨﺪ‪ ) {.‬ﻓﺼﻞ ‪( ١٠‬‬

‫‪glucagons ١‬‬ ‫‪diabetes mellitus ٢‬‬ ‫‪blood – suger ٣‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﻏﺪﻩ ي ﺻﻨﻮﺑﺮي‪: ١‬‬ ‫ﻏﺪﻩ ي ﺻﻨﻮﺑﺮي ﻏﺪﻩ ي ﻧﺴﺒﺘﺎً ﮐﻮﭼﮑﻲ ﺍﺳﺖ‪ .‬ﺗﻘﺮﻳﺒﺎً ﺑﻪ ﺍﻧﺪﺍﺯﻩ ي ﻳﮏ ﻧﺨﻮﺩ ! ﺍﻳﻦ ﻏـﺪﻩ ﺩﺭ ﺑـﺎﻻي ﺳـﺎﻗﻪ ي‬ ‫ﻲ ﺳﻤﭙﺎﺗﻴﮏ ﺩﺭﻳﺎﻓﺖ ﻣﻲ ﮐﻨـﺪ‪ .‬ﻏـﺪﻩ ي ﺻـﻨﻮﺑﺮي‬ ‫ﻣﻐﺰ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﻭ ﺩﺭﻭﻧﺪﺍﺩ‪٢‬ﻫﺎي ﻋﺼﺒﻲ ﺭﺍ ﺍﺯ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒ ﹺ‬ ‫ﻫﻮﺭﻣﻮﻧﻲ ﺑﻪ ﻧﺎ ﹺﻡ ﻣﻼﺗﻮﻧﻴﻦ ﺁﺯﺍﺩ ﻣﻲ ﮐﻨﺪ‪ .‬ﺍﻳﻦ ﻫﻮﺭﻣﻮﻥ ﻣﻌﻤﻮﻻً ﻓﻘﻂ ﺷﺐ ﻫﺎ ) ﺩﺭ ﺗﺎﺭﻳﮑﻲ ( ﺁﺯﺍﺩ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﺯ‬ ‫ﺶ ﺍﺳﺎﺳﻲ ﺍي ﮐﻪ ﺩﺭ‬ ‫ﻞ ﻧﻘ ﹺ‬ ‫ﺍﻳﻦ ﺭﻭ ﮔﺎﻫﻲ ﺑﻪ ﺁﻥ ﻫﻮﺭﻣﻮ ِﻥ » ﺩﺭﺍﮐﻮﻻ « ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﻫﻮﺭﻣﻮﻥ ﺑﻪ ﺩﻟﻴ ﹺ‬ ‫ﺖ ﺑﺎﻻﻳﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ‪.‬‬ ‫ﺍﻳﺠﺎﺩ ﺧﻮﺍﺏ ﺑﻪ ﻋﻬﺪﻩ ﺩﺍﺭﺩ ﺍﺯ ﺍﻫﻤﻴ ِ‬

‫‪Pineal gland ١‬‬ ‫ﻂ ﻓﺮﺩ ﺩﺭﻳﺎﻓﺖ ﻣﻲ ﺷﻮﺩ‪ » ،‬ﺩﺭﻭﻧﺪﺍﺩ« ﻧﺎﻣﻴﺪﻩ ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﺭ‬ ‫‪ : input ٢‬ﺗﻤﺎ ﹺﻡ ﻣﺤﺮﮎ ﻫﺎﻳﻲ ) ﺍﻃﻼﻋﺎﺗﻲ ( ﮐﻪ ﺩﺭ ﻳﮏ ﺯﻣﺎ ِﻥ ﻣﻌﻴﻦ ﺗﻮﺳ ِ‬ ‫ﺖ‬ ‫ﻞ ﻋﻀﻼﻧﻲ ﻳﺎ ﻓﻌﺎﻟﻴ ِ‬ ‫ﺐ ﻋﻤ ﹺ‬ ‫ﻞ ﺍﻳﻦ ﻭﺍﮊﻩ‪ ،‬ﻭﺍﮊﻩ ي ‪ » output‬ﺑﺮﻭﻧﺪﺍﺩ « ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﮐﻪ ﺑﻪ ﻣﻌﻨﺎي ﭘﺎﺳﺦ ) ﻳﺎ ﺭﻓﺘﺎﺭي ( ﺍﺳﺖ ﮐﻪ ﺩﺭ ﻗﺎﻟ ﹺ‬ ‫ﻣﻘﺎﺑ ﹺ‬ ‫ﻏﺪﻩ ﺍي ﺑﺮﻭﺯ ﻣﻲ ﮐﻨﺪ‪ ) .‬ﻧﻘﻞ ﺍﺯ ﻳﺎﺩﮔﻴﺮي ﻭ ﮐﻨﺘﺮﻝﹺ ﺣﺮﮐﺘﻲ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﻋﺼﺐ ﺷﻨﺎﺧﺘﻲ ﺍﺛ ﹺﺮ ﺟﻮﺭﺝ ﺳﻴﭻ ﺗﺮﺟﻤﻪ ي ﺣﺴﻦ‬ ‫ﻣﺮﺗﻀﻮي ﻧﺸﺮ ﺳﻨﺒﻠﻪ – ﺻﻔﺤﻪ ي ‪( ٨٩‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﺍﻫﻤﻴﺖ ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺗﺎ ﭼﻪ ﺣﺪ ﺍﺳﺖ ؟‬

‫ﺕ‬ ‫ﻫﻤــﺎﻧﻄﻮﺭ ﮐــﻪ ﺩﻳــﺪﻳﻢ‪ ،‬ﻫﻮﺭﻣــﻮﻥ ﻫــﺎ ﺗــﺎﺛﻴﺮﺍ ِ‬ ‫ﮔﻮﻧﺎﮔﻮﻥ ﻭ ﺑﻴﺸﻤﺎﺭي ﺑﺮ ﻋﻮﺍﻃﻒ ﻭ ﻫﻴﺠﺎﻧـﺎﺕ ﻭ‬ ‫ﻞ ﺭﻓﺘﺎ ﹺﺭ‬ ‫ﺭﻓﺘﺎﺭ ﻣﺎ ﺩﺍﺭﻧﺪ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﺟﻬﺖِ ﻓﻬ ﹺﻢ ﮐﺎﻣ ﹺ‬ ‫ﻲ‬ ‫ﺍﻧﺴــﺎﻥ‪ ،‬ﻣﻄﺎﻟﻌــﻪ ي ﻫﻮﺭﻣــﻮﻥ ﻫــﺎ ﻭ ﭼﮕــﻮﻧﮕ ﹺ‬ ‫ﻋﻤﻠﮑﺮ ِﺩ ﺁﻧﻬﺎ ﺿﺮﻭﺭي ﺳﺖ‪.‬‬

‫ﻲ ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﻫﻨﮕﺎﻣﻲ ﻧﻤﺎﻳـﺎﻥ ﻣـﻲ‬ ‫ﺖ ﺣﻴﺎﺗ ﹺ‬ ‫ﺍﻫﻤﻴ ِ‬ ‫ﺷﻮﺩ ﮐﻪ ﺩﺭ ﻧﻈـﺮ ﺑﮕﻴـﺮﻳﻢ ﭼـﻪ ﺍﺗﻔـﺎﻗﻲ ﺧﻮﺍﻫـﺪ‬ ‫ﺢ ﻫﻮﺭﻣﻮﻥ ﻫـﺎي ﻣﺨﺘﻠـﻒ ﮐـﻢ ﻳـﺎ‬ ‫ﺍﻓﺘﺎﺩ ﺍﮔﺮ ﺳﻄ ﹺ‬ ‫ﺯﻳــﺎﺩ ﺷــﻮﺩ‪ .‬ﺑــﺮﺍي ﻣﺜــﺎﻝ‪ ،‬ﺍﻓــﺮﺍﺩي ﺭﺍ ﺩﺭ ﻧﻈــﺮ‬ ‫ﺑﮕﻴﺮﻳﺪ ﮐﻪ ﻏﺪﻩ ي ﺗﻴﺮﻭﺋﻴﺪ ﺁﻧﻬـﺎ ﺑـﻪ ﻃـﻮﺭ ﻏﻴـﺮ‬ ‫ﻋﺎﺩي ﮐﺎﺭ ﻣﻲ ﮐﻨﺪ ‪:‬‬

‫ƒ ﺁﻧﻬﺎﻳﻲ ﮐﻪ ﺩﺍﺭﺍي ﻏﺪﻩ ي ﺗﻴﺮﻭﺋﻴﺪي ﺑﺎ ﻓﻌﺎﻟﻴﺖ ﺑﻴﺶ ﺍﺯ ﺣﺪ ﻫﺴﺘﻨﺪ‪ ،‬ﻣﻌﻤﻮﻻً ﺑﺴﻴﺎﺭ ﻣﻀـﻄﺮﺏ ﻭ ﺁﺷـﻔﺘﻪ‬ ‫ﻫﺴﺘﻨﺪ‪.‬‬ ‫ƒ ﺩﺭ ﻣﻘﺎﺑﻞ ﺍﻓﺮﺍﺩي ﮐﻪ ﺩﺍﺭﺍي ﻏﺪﻩ ي ﺗﻴﺮﻭﺋﻴﺪ ﺑﺎ ﻓﻌﺎﻟﻴﺖ ﭘﺎﻳﻴﻦ ﺗـﺮ ﺍﺯ ﻣﻌﻤـﻮﻝ ﻫﺴـﺘﻨﺪ‪ ،‬ﺍﻏﻠـﺐ ﺍﻓﺴـﺮﺩﻩ‬ ‫ﺕ ﺷﻨﺎﺧﺘﻲ ﺩﺭ ﺁﻧﻬﺎ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺑﻮﺩﻩ ﻭ ﺷﻮﺍﻫﺪي ﻣﺒﻨﻲ ﺑﺮ ﺍﺧﺘﻼﻻ ِ‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﺑﺪ ﻧﻴﺴﺖ ﺑﻪ ﺩﻭ ﻣﻮﺭ ِﺩ ﺩﻳﮕﺮ ﻧﻴﺰ ﺍﺷﺎﺭﻩ ﮐﻨﻴﻢ ‪:‬‬ ‫‪ .١‬ﺩﺭ ﺑﺮﺧﻲ ﺍﻓﺮﺍﺩ ﻗﺸﺮ ﺁﺩﺭﻧﺎﻝ ﺑﻴﺶ ﺍﺯ ﺣﺪ ﻣﻌﻤـﻮ ﹺﻝ ﮔﻠﻮﮐﻮﮐﻮﺭﺗﻴﮑﻮﻳـﺪ ﺗﺮﺷـﺢ ﻣـﻲ ﮐﻨـﺪ‪ .‬ﺍﻳـﻦ‬ ‫ﺍﻓﺮﺍﺩ ﻏﺎﻟﺒﺎً ﺍﺯ ﺳﻨﺪﺭﻭ ﹺﻡ ﮐﻮﺷﻴﻦ‪ ١‬ﺭﻧﺞ ﻣﻲ ﺑﺮﻧﺪ‪ .‬ﺍﻳﻦ ﺳﻨﺪﺭﻭﻡ ﺑﺎ ﻧﺸﺎﻧﻪ ﻫﺎﻳﻲ ﻧﻈﻴـﺮ ﺍﻓﺴـﺮﺩﮔﻲ‪،٢‬‬ ‫ي ﻣﻮ ﺩﺭ ﺑﺪﻥ ﻣﺸﺨﺺ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺧﺴﺘﮕﻲ ﻭ ﺗﻮﺯﻳ ﹺﻊ ﻏﻴﺮﻋﺎﺩ ﹺ‬ ‫ﻲ‬ ‫ﺶ ﺗـﺪﺭﻳﺠ ﹺ‬ ‫ﺚ ﺍﻓـﺰﺍﻳ ﹺ‬ ‫‪ .٢‬ﺍﮔﺮ ﻏﺪﻩ ي ﭘﺎﺭﺍﺗﻴﺮﻭﺋﻴﺪ ﺑﻪ ﻃﻮﺭ ﻏﻴﺮ ﻋـﺎﺩي ﮐـﺎﺭ ﮐﻨـﺪ ﻣـﻲ ﺗﻮﺍﻧـﺪ ﺑﺎﻋـ ِ‬ ‫ﺏ ﮐﻠﺴﻴﻢ ﺩﺭ ﻋﻘﺪﻩ ﻫﺎي ﭘﺎﻳﻪ‪ ٣‬ﺷﺪﻩ ﮐﻪ ﺩﺭ ﻧﺘﻴﺠـﻪ ﻣﻨﺠـﺮ ﺑـﻪ ﻃﻴﻔـﻲ ﺍﺯ ﻧﺸـﺎﻧﻪ ﻫـﺎي ﻣﺸـﺎﺑ ِﻪ‬ ‫ﺭﺳﻮ ﹺ‬ ‫ي ﺍﺳﮑﻴﺰﻭﻓﺮﻧﻲ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺑﻴﻤﺎﺭ ﹺ‬ ‫ﺕ ﺭﻓﺘــﺎﺭي‪ ،‬ﺁﻧ ـﺎﺗﻮﻣﻴﮑﻲ ﻭ‬ ‫ﺢ ﻧﺎﮐــﺎﻓﻲ ﻳــﺎ ﺑــﻴﺶ ﺍﺯ ﺣ ـ ِﺪ ﻫﻮﺭﻣــﻮﻥ ﻫــﺎ ﻣــﻲ ﺗﻮﺍﻧــﺪ ﺍﺧــﺘﻼﻻ ِ‬ ‫ﺩﺭ ﻣﺠﻤــﻮﻉ‪ ،‬ﺳــﻄ ﹺ‬ ‫ﻲ ﮔﻮﻧﺎﮔﻮﻥ ﺍﻳﺠﺎﺩ ﮐﻨﺪ‪.٤‬‬ ‫ﻓﻴﺰﻳﻮﻟﻮﮊﻳﮑ ﹺ‬

‫‪Cushings syndrome ١‬‬ ‫‪ e depression ٢‬ﺑﻪ ﺍﻧﺘﻬﺎي ﻓﺼﻞ ﺭﺟﻮﻉ ﮐﻨﻴﺪ ]‪[٤‬‬ ‫‪basal ganglia ٣‬‬ ‫ﺶ ﻣﺘﻘﺎﺑﻞ ﻣﻴﺎ ِﻥ ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﺑﺪﻥ ﻭ ﮐﻢ ﻭ ﺯﻳﺎﺩ ﺷﺪ ِﻥ‬ ‫ﺖ ﺑﻪ ﻫﻢ ﺧﻮﺭﺩ ِﻥ ﮐﻨ ﹺ‬ ‫‪ ٤‬ﺑﻪ ﻫﻢ ﺧﻮﺭﺩ ِﻥ ﻧﻈ ﹺﻢ ﭼﺮﺧﻪ ي ﻗﺎﻋﺪﮔﻲ ﺩﺭ ﺯﻧﺎﻥ ﻧﻴﺰ ﺑﻪ ﻋﻠ ِ‬ ‫ﻲ ﺯﻧﺎﻥ – ﺍﺛﺮ ﺟﺎﻧﺖ ﺷﻴﺒﻠﻲ ﻫﺎﻳﺪ – ﺗﺮﺟﻤﻪ ﺩﮐﺘﺮ‬ ‫ﻣﻴﺰﺍ ِﻥ ﻫﺮ ﻳﮏ ﺍﺯ ﺍﻳﻦ ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺭﺥ ﻣﻲ ﺩﻫﺪ‪ ) .‬ﻧﻘﻞ ﺑﺎ ﺍﻧﺪﮐﻲ ﺗﻐﻴﻴﺮ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬ ‫ﺧﻤﺴﻪ – ﻧﺸﺮ ﺁﮔﻪ ﻭ ﺍﺭﺟﻤﻨﺪ – ﺻﻔﺤﻪ ي ‪( ٣٤٥‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﺧﻼﺻﻪ ي ﻓﺼﻞ ‪ :‬ﺳﻴﺴﺘ ﹺﻢ ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﻭ ﻫﻮﺭﻣﻮﻥ ﻫﺎ‬ ‫• ﺳﻴﺴﺘ ﹺﻢ ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﺍﺯ ﻏﺪ ِﺩ ﮔﻮﻧﺎﮔﻮﻧﻲ ﺗﺸﮑﻴﻞ ﺷـﺪﻩ ﺍﺳـﺖ‪ .‬ﺍﺯ ﺟﻤﻠـﻪ ﻏـﺪﻩ ي ﻫﻴﭙـﻮﻓﻴﺰ‪ ،‬ﺗﻴﺮﻭﺋﻴـﺪ‬ ‫ﭘﺎﺭﺍﺗﻴﺮﻭﺋﻴﺪ‪ ،‬ﺁﺩﺭﻧﺎﻝ‪ ،‬ﭘﻴﻨﻪ ﺁﻝ ) ﺻﻨﻮﺑﺮي (‪ ،‬ﭘﺎﻧﮑﺮﺍﺱ ) ﻟﻮﺯﺍﻟﻤﻌﺪﻩ ( ﻭ ﮔﻨﺎﺩ ﻫﺎ ) ﻏﺪ ِﺩ ﺟﻨﺴﻲ (‪.‬‬ ‫ي ﻫﻮﺭﻣﻮﻥ ﻫﺎﺳﺖ‪.‬‬ ‫• ﮐﺎ ﹺﺭ ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﺗﺮﺷﺢ ﻳﺎ ﺁﺯﺍﺩﺳﺎﺯ ﹺ‬ ‫• ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺑﻪ ﺻﻮﺭﺕِ ﺗﺪﺭﻳﺠﻲ ﻋﻤﻞ ﮐﺮﺩﻩ ﻭ ﻏﺎﻟﺒﺎً ﺑﺨـﺶ ﻫـﺎي ﻭﺳـﻴﻌﻲ ﺍﺯ ﺑـﺪﻥ ﺭﺍ ﺑـﻪ ﺷـﮑﻞ ﻫـﺎي‬ ‫ﮔﻮﻧﺎﮔﻮﻥ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﻨﺪ‪.‬‬ ‫ﻂ ﻫﻴﭙﻮﺗﺎﻻﻣﻮﺱ ﮐﻨﺘﺮﻝ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫• ﺑﺨﺶ ﻋﻈﻴﻤﻲ ﺍﺯ ﺳﻴﺴﺘ ﹺﻢ ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﺗﻮﺳ ِ‬ ‫• ﻫﻴﭙﻮﺗﺎﻻﻣﻮﺱ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﻏـﺪﻩ ي ﻫﻴﭙـﻮﻓﻴ ﹺﺰ ﭘﻴﺸـﻴﻦ ﺍﺳـﺖ‪.‬‬ ‫ﻂ ﭘﻴﺸﻴﻦ ﺑﻪ » ﭘﺎﺩﺷﺎ ِﻩ ﻏﺪﺩ « ﻣﻌﺮﻭﻑ ﺍﺳﺖ ﻭ‬ ‫ﻏﺪﻩ ي ﻫﻴﭙﻮﻓﻴ ِ‬ ‫ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﺑﻴﺸﻤﺎﺭي ﺗﺮﺷﺢ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﻲ ﺑـﺪﻥ ﻣـﻲ ﺑﺎﺷـﻨﺪ‪ .‬ﻣﺴـﺌﻮﻟﻴﺖ ﺗﺮﺷـﺢ‬ ‫• ﮔﻨﺎﺩ ﻫـﺎ ﻏـﺪ ِﺩ ﺟﻨﺴـ ﹺ‬ ‫ﺁﻧﺪﺭﻭﮊﻥ ﻫﺎ‪ ،‬ﺍﺳﺘﺮﻭﮊﻥ ﻫﺎ ﻭ ﮊﺳﺘﺎﮊﻥ ﻫـﺎ ﺑـﺮ ﻋﻬـﺪﻩ ي ﮔﻨـﺎﺩ‬ ‫ﻫﺎﺳﺖ‪.‬‬ ‫• ﻏﺪ ِﺩ ﺁﺩﺭﻧﺎﻝ ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﮔﻮﻧﺎﮔﻮﻧﻲ ﺗﺮﺷﺢ ﻣﻲ ﮐﻨﻨـﺪ‪ ).‬ﺍﺯ‬ ‫ﺟﻤﻠﻪ ﺁﺩﺭﻧﺎﻟﻴﻦ‪ ،‬ﻧﻮﺭﺁﺩﺭﻧﺎﻟﻴﻦ ﻭ ﮐﻮﺭﺗﻴﺰﻭﻝ (‪.‬‬ ‫• ﻏﺪﻩ ي ﺗﻴﺮﻭﺋﻴﺪ‪ ،‬ﻣﺴﺌﻮﻝ ﺗﺮﺷﺢ ﻫﻮﺭﻣﻮ ِﻥ ﺗﻴﺮﻭﮐﺴﻴﻦ ﺍﺳﺖ‪ .‬ﻫﻮﺭﻣﻮﻥ ﺗﻴﺮﻭﮐﺴﻴﻦ ﻣﻴﺰﺍﻥ ﺳﻮﺧﺖ ﻭ ﺳﺎ ﹺﺯ‬ ‫ﺑﺪﻥ ﺭﺍ ﺍﻓﺰﺍﻳﺶ ﻣﻲ ﺩﻫﺪ‪.‬‬ ‫ﺢ ﮔﻠـﻮﮐ ﹺﺰ ﺧـﻮﻥ ﺭﺍ ﮐﻨﺘـﺮﻝ‬ ‫• ﭘﺎﻧﮑﺮﺍﺱ ﻫﻮﺭﻣﻮ ِﻥ ﺍﻧﺴﻮﻟﻴﻦ ﻭ ﮔﻠﻮﮐﺎﮔﻮﻥ ﺭﺍ ﺗﺮﺷﺢ ﻣﻲ ﮐﻨﺪ‪ .‬ﺍﻧﺴﻮﻟﻴﻦ ﺳﻄ ﹺ‬ ‫ﺚ ﺗﺤﺮﻳ ِ‬ ‫ﻣﻲ ﮐﻨﺪ‪ .‬ﮔﻠﻮﮐﺎﮔﻮﻥ ﺑﺎﻋ ِ‬ ‫ﮏ ﺁﺯﺍﺩ ﺷﺪ ِﻥ ﮔﻠﻮﮐﺰ ﺩﺭ ﺧﻮﻥ ﻣﻲ ﺷﻮﺩ‪.‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎي ﻣﺘﺮﺟﻢ ‪:‬‬ ‫]‪ [١‬ﺍﺯ ﺁﻧﺠﺎﻳﻴﮑﻪ ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﻏﺪﻩ ي ﻫﻴﭙﻮﻓﻴﺰ ﺭﻭي ﺗﺨﻤﺪﺍﻥ ﻫﺎ ﺍﺛﺮ ﻣﻲ ﮔﺬﺍﺭﻧﺪ‪ ،‬ﺷﺎﻳﺪ ﻏﻴﺮﻋﺎﺩي ﺟﻠﻮﻩ ﮐﻨﺪ‬ ‫ﮐﻪ ﺗﺨﻤﺪﺍﻥ ﻫﺎ ﻧﻴﺰ ﺑﻪ ﻧﻮﺑﻪ ي ﺧﻮﺩ ﺭﻭي ﻏﺪﻩ ي ﻫﻴﭙﻮﻓﻴﺰ ﺍﺛﺮ ﺑﮕﺬﺍﺭﻧﺪ‪ .‬ﺍﻣﺎ ﺍﻳﻦ ﺩﺭ ﻭﺍﻗﻊ ﻧﻤﻮﻧﻪ ﺍي ﺍﺳﺖ ﻋﺎﺩي‬ ‫ﺍﺯ ﺍﻳﻦ ﮐﻪ ﻓﺮﺍﻳﻨﺪﻫﺎي ﺟﺴﻤﺎﻧﻲ ﭼﮕﻮﻧﻪ ﺗﻨﻈﻴﻢ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﻫﺮ ﮐﻨﺸﻲ ﻣﻌﻤﻮﻻً ﻭﺍﮐﻨﺸﻲ ﺭﺍ ﺑﻪ ﺩﻧﺒﺎﻝ ﺩﺍﺭﺩ ‪ :‬ﻳﮏ‬ ‫ﮏ ﻣﻨﻔﻲ ﻋﻤﻞ ﻣﻲ ﮐﻨﺪ‪.‬‬ ‫ﻖ ﻓﻴﺪﺑ ِ‬ ‫ﻧﻈﺎ ﹺﻡ ﺧﻮﺩ ﻓﺮﻣﺎﻥ ﮐﻪ ﺍﺯ ﻃﺮﻳ ﹺ‬ ‫ﭖ ﺳﻮﻡ –‬ ‫ﺖ ﻧﻔﺮﺁﺑﺎﺩي– ﻧﺸ ﹺﺮ ﻧﻮ – ﭼﺎ ﹺ‬ ‫ﺖ ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ ﺍﺛﺮ ﺁﻧﺘﻮﻧﻲ ﺑﺎﺭﻧﺖ ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﺑﺎﻃﻨﻲ – ﻣﺎﻩ ﻃﻠﻌ ِ‬ ‫ﻧﻘﻞ ﺍﺯ ﺍﻧﺴﺎﻥ ﺑﻪ ﺭﻭﺍﻳ ِ‬ ‫ﺻﻔﺤﻪ ي‪٦٠‬‬

‫]‪ [٢‬ﺗﺨﻤﮏ ﻓﻘﻂ ﺩﺍﺭﺍي ﻳﮏ ﮐﺮﻭﻣﻮﺯﻡ ﺍﺯ ﻫﺮ ﺟﻔﺖ ﻣﺠﻤﻮﻋﻪ ﮐﺮﻭﺯﻭﻣﻮﻫﺎي ﻣﺎﺩﺭ ﺍﺳﺖ‪ .‬ﺍﺳﭙﺮﻡ ﻧﻴﺰ ﻓﻘﻂ‬ ‫ﻂ ﺍﺳﭙﺮﻡ‬ ‫ﻳﮏ ﮐﺮﻭﻣﻮﺯﻭﻡ ﺍﺯ ﻫﺮ ﺟﻔﺖ ﻣﺠﻤﻮﻋﻪ ﮐﺮﻭﻣﻮﺯﻭﻡ ﻫﺎي ﭘﺪﺭ ﺭﺍ ﺩﺍﺭﺍﺳﺖ‪ .‬ﻫﻨﮕﺎﻣﻲ ﮐﻪ ﺗﺨﻤﮏ ﺗﻮﺳ ِ‬ ‫ﺑﺎﺭﻭﺭ ﺷﺪ‪ ،‬ﺍﻳﻦ ﺩﻭ ﻣﺠﻤﻮﻋﻪ ي ﻧﺎﻗﺺ ) ﻫﺎﭘﻠﻮﺋﻴﺪ ( ﮐﺮﻭﻣﻮﺯﻭﻣﻲ ﺑﻪ ﻳﮑﺪﻳﮕﺮ ﭘﻴﻮﺳﺘﻪ ﻭ ﻳﮏ ﺳﻠﻮﻝ ﮐﺎﻣﻞ )‬ ‫ﺩﻳﭙﻠﻮﺋﻴﺪ ( ﺭﺍ ﺗﺸﮑﻴﻞ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﺳﻠﻮ ﹺﻝ ﮐﺎﻣﻞ‪ ،‬ﺯﻳﮕﻮﺕ ) ﺗﺨﻢ ( ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺯﻳﮕﻮﺕ ﺳﻠﻮﻟﻲ ﺍﺳﺖ‬ ‫ﺕ ﺩﻭ ﺳﻠﻮ ﹺﻝ ﺟﻨﺴﻲ ﺣﺎﺻﻞ ﻣﻲ ﺷﻮﺩ ﻭ ﺩﺭ ﺁﻥ ﻫﺴﺘﻪ ﻫﺎي ﺩﻭ ﺳﻠﻮﻝ ﺑﺎ ﻫﻢ ﻳﮑﻲ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺍﺑﺘﺪﺍﻳﻲ‬ ‫ﮐﻪ ﺍﺯ ﻭﺣﺪ ِ‬ ‫ﻞ ﺩﻳﭙﻠﻮﺋﻴﺪ‪.‬‬ ‫ﺗﺮﻳﻦ ﻣﺮﺣﻠﻪ ي ﻧﺴ ﹺ‬ ‫ﻧﻘﻞ ﺍﺯ ‪:‬‬ ‫ﭖ ﺳﻮﻡ –‬ ‫ﮏ ﺭﻓﺘﺎﺭي ﺍﺛ ﹺﺮ ﺭﺍﺑﺮﺕ ﭘﻼﻣﻴﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻧﻴﮑﺨﻮ ﻭ ﺁﻭﺍﺩي ﻳﺎﻧﺲ – ﻧﺸﺮ ﻣﻬﺘﺎﺏ – ﭼﺎ ﹺ‬ ‫ƒ ﮊﻧﺘﻴ ِ‬ ‫ﺻﻔﺤﻪ ي‪٣٦‬‬ ‫ƒ ﻧﻘﻞ ﺍﺯ ﺳﻮﺳﻴﻮﺑﻴﻮﻟﻮﮊي ﺍﺛﺮ ﺍﺩﻭﺍﺭﺩ ﻭﻳﻠﺴﻮﻥ – ﺗﺮﺟﻤﻪ ي ﺩﮐﺘﺮ ﻭﻫﺎﺏ ﺯﺍﺩﻩ – ﻧﻈﺮ ﺟﻬﺎﺩﺩﺍﻧﺸﮕﺎﻫﻲ ﻣﺸﻬﺪ – ﺻﻔﺤﻪ ي ‪٣٢٥‬‬

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‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ ‪ :‬ﻓﺼﻞ ﻧﻬﻢ‬

‫]‪ [٣‬ﺗﺎﺛﻴﺮﺍﺕ ﻫﻮﺭﻣﻮﻥ ﻫﺎي ﺟﻨﺴﻲ ﺑﺮ ﺭﻓﺘﺎﺭ ﺩﺭ ﺩﻭ ﻣﺮﺣﻠﻪ ي ﺍﺳﺎﺳﻲ ﺍﺯ ﺭﺷﺪ ﻭ ﺗﺤﻮ ﹺﻝ ﻓﺮﺩ ﺭﺥ ﻣﻲ ﺩﻫﺪ ‪:‬‬ ‫ﻦ ﻟﻘﺎﺡ ﻭ ﺗﻮﻟﺪ (‬ ‫‪ .١‬ﺯﻣﺎ ِﻥ ﭘﻴﺶ ﺍﺯ ﺗﻮﻟﺪ ) ﺯﻣﺎﻧﻲ ﺑﻴ ﹺ‬ ‫‪ .٢‬ﺩﺭ ﻃﻲ ﺩﻭﺭﺍ ِﻥ ﺑﻠﻮﻍ ﻭ ﭘﺲ ﺍﺯ ﺁﻥ ) ﺑﺰﺭﮔﺴﺎﻟﻲ (‪.‬‬ ‫ﺕ ﺳﺎﺯﻣﺎﻥ ﺩﻫﻨﺪﻩ‬ ‫ﻣﺘﺨﺼﺼﺎ ِﻥ ﻏﺪ ِﺩ ﺩﺭﻭﻥ ﺭﻳﺰ ﺑﻪ ﺍﺛﺮﺍﺗﻲ ﮐﻪ ﺩﺭ ﺩﻭﺭﻩ ي ﺟﻨﻴﻨﻲ ﺭﺥ ﻣﻲ ﺩﻫﺪ‪ ،‬ﺍﺻﻄﻼﺣﺎً » ﺍﺛﺮﺍ ِ‬ ‫ي ﺑﺮﺧﻲ‬ ‫« ) ‪ ( organizing effects‬ﻣﻲ ﮔﻮﻳﻨﺪ‪ ،‬ﭼﺮﺍ ﮐﻪ ﺁﻧﻬﺎ ﻳﮏ ﺍﺛ ﹺﺮ ﻧﺴﺒﺘﺎ ً ﺩﺍﺋﻤﻲ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﺑﻨﺪ ﹺ‬ ‫ﺕ ﻫﻮﺭﻣﻮﻥ ﻫﺎ ﺭﺍ ﺩﺭ‬ ‫ﺳﺎﺧﺘﺎﺭﻫﺎ‪ ،‬ﻫﻢ ﺩﺭ ﺳﻴﺴﺘ ﹺﻢ ﻋﺼﺒﻲ ﻭ ﻫﻢ ﺩﺭ ﺳﻴﺴﺘ ﹺﻢ ﺗﻮﻟﻴ ِﺪ ﻣﺜﻞ ﻣﻲ ﮔﺬﺍﺭﻧﺪ‪ .‬ﺩﺭ ﻣﻘﺎﺑﻞ‪ ،‬ﺍﺛﺮﺍ ِ‬ ‫ﺕ ﻓﻌﺎﻝ ﮐﻨﻨﺪﻩ ) ‪ ( activation effects‬ﻧﺎﻣﻴﺪﻩ ﺍﻧﺪ‪ ،‬ﭼﺮﺍ ﮐﻪ ﺁﻧﻬﺎ ﺭﻓﺘﺎﺭﻫﺎي ﺧﺎﺻﻲ ﺭﺍ ﻓﻌﺎﻝ‬ ‫ﺑﺰﺭﮔﺴﺎﻟﻲ‪ ،‬ﺍﺛﺮﺍ ِ‬ ‫ﻳﺎ ﺧﻨﺜﻲ ﻣﻲ ﮐﻨﻨﺪ‪.‬‬ ‫ﻲ ﺯﻧﺎﻥ – ﺍﺛﺮ ﺟﺎﻧﺖ ﺷﻴﺒﻠﻲ ﻫﺎﻳﺪ – ﺗﺮﺟﻤﻪ ﺩﮐﺘﺮ ﺧﻤﺴﻪ – ﻧﺸﺮ ﺁﮔﻪ ﻭ ﺍﺭﺟﻤﻨﺪ – ﺻﻔﺤﻪ ي ‪٣٢٣‬‬ ‫ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬

‫]‪ [٤‬ﻃﺒﻖ ﺩﺳﺘﻪ ﺑﻨﺪي ﺑﮏ ﻭ ﮔﺮﻳﻦ ﺑﺮﮒ ) ‪ ( ١٩٧٤‬ﻧﺸﺎﻧﻪ ﻫﺎي ﺍﻓﺴﺮﺩﮔﻲ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ‪:‬‬ ‫ﺱ ﺑﻲ ﺍﺭﺯﺵ ﺑﻮﺩﻥ‬ ‫ﻖ ﻏﻤﮕﻴﻦ‪ ،‬ﺍﺣﺴﺎ ﹺ‬ ‫‪ .١‬ﺟﻨﺒﻪ ﻫﺎي ﻋﺎﻃﻔﻲ ‪ :‬ﻳﮏ ﺧﻠ ﹺ‬ ‫ﺕ ﻣﻨﻔﻲ ﺩﺭﺑﺎﺭﻩ ي ﺁﻳﻨﺪﻩ‬ ‫ﻦ ﮐﺎﻫﺶ ﻳﺎﻓﺘﻪ ﻭ ﺍﻧﺘﻈﺎﺭﺍ ِ‬ ‫‪ .٢‬ﺟﻨﺒﻪ ﻫﺎي ﺷﻨﺎﺧﺘﻲ ‪ :‬ﺍﺣﺘﺮﺍﻡ ﺑﻪ ﺧﻮﻳﺸﺘ ﹺ‬ ‫ﺵ ﭘﺎﻳﻴﻦ ﻭ ﻧﺎﺗﻮﺍﻧﻲ ﺩﺭ ﺣﺮﮐﺖ ﺩﺍﺩ ِﻥ ﺧﻮﻳﺶ ﺑﺮﺍي ﺍﻧﺠﺎﻡ ﺩﺍﺩ ِﻥ ﻓﻌﺎﻟﻴﺖ‬ ‫‪ .٣‬ﺟﻨﺒﻪ ﻫﺎي ﺍﻧﮕﻴﺰﺷﻲ ‪ :‬ﺍﻧﮕﻴﺰ ﹺ‬ ‫ﺶ ﺍﺷﺘﻬﺎ‪ ،‬ﺍﺧﺘﻼ ﹺﻝ ﺧﻮﺍﺏ‪ ،‬ﺑﻲ ﻋﻼﻗﮕﻲ ﺑﻪ ﺭﺍﺑﻄﻪ ي ﺟﻨﺴﻲ‪ ،‬ﺗﻤﺮﮐ ﹺﺰ ﺿﻌﻴﻒ ﻭ‬ ‫‪ .٤‬ﺟﻨﺒﻪ ﻫﺎي ﺭﻓﺘﺎﺭي ‪ :‬ﮐﺎﻫ ﹺ‬ ‫ﺱ ﺧﺴﺘﮕﻲ‬ ‫ﺍﺣﺴﺎ ﹺ‬ ‫ﻲ ﺯﻧﺎﻥ – ﺍﺛﺮ ﺟﺎﻧﺖ ﺷﻴﺒﻠﻲ ﻫﺎﻳﺪ – ﺗﺮﺟﻤﻪ ﺩﮐﺘﺮ ﺧﻤﺴﻪ – ﻧﺸﺮ ﺁﮔﻪ ﻭ ﺍﺭﺟﻤﻨﺪ – ﺻﻔﺤﻪ ي ‪٤٤٩‬‬ ‫ﻧﻘﻞ ﺍﺯ ﺭﻭﺍﻧﺸﻨﺎﺳ ﹺ‬

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‫ ﻓﺼﻞ ﻧﻬﻢ‬: ‫ﻣﺒﺎﻧﻲ ﺷﻨﺎﺧﺖ ﺍﻧﺴﺎﻥ‬

: ‫ﻣﻨﺎﺑﻌﻲ ﺑﺮﺍي ﻣﻄﺎﻟﻌﻪ ي ﺑﻴﺸﺘﺮ‬ Buss,D.M.( ١٩٩٩ ). Evolutionary psychology : The new science of the mind. Boston : Allyn & Bacon. ‫ ﺍﻭﻟﻴﻦ ﮐﺘﺎﺏ ﺩﺭﺳﻲ ﺩﺭ ﺯﻣﻴﻨﻪ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﮑﺎﻣﻠﻲ ﺍﺳﺖ ﻭ ﺑﻪ ﺧﻮﺑﻲ ﺿﻌﻒ ﻫﺎ ﻭ ﻗﻮﺕ ﻫﺎي ﺍﻳﻦ‬،‫ﺍﻳﻦ ﮐﺘﺎﺏ‬ .‫ﺭﻭﻳﮑﺮﺩ ﺭﺍ ﺑﻴﺎﻥ ﮐﺮﺩﻩ ﺍﺳﺖ‬ Kalat , J.W. ( ٢٠٠٠ ). Biological psychology ( ٧th ed. ) Belmont , CA : Wadsworth. .‫ﺍﻳﻦ ﮐﺘﺎﺏ ﺷﺎﻣﻞ ﺗﻮﺿﻴﺤﺎﺕ ﻗﺎﺑﻞ ﺩﺳﺘﺮﺱ ﺩﺭ ﺯﻣﻴﻨﻪ ي ﺳﻴﺴﺘﻢ ﻋﺼﺒﻲ ﻭ ﺗﺎﺛﻴﺮ ﺁﻥ ﺑﺮ ﺭﻓﺘﺎﺭ ﻣﻲ ﺑﺎﺷﺪ‬ Rosensweig , M. R. , Breedlove , S.M. , % Leiman , A. L. ( ٢٠٠٢ ). Biological psychology : An introduction to behavioural , cognitive , and clinical neuroscience ( ٣rd ed. ) Sunderland, MA: Sinauer Associates. .‫ﺍﺳﺎﺱ ﺯﻳﺴﺘﻲ ﺭﻓﺘﺎﺭ ﺑﺎ ﺗﻤﺎﻡ ﺟﺰﺋﻴﺎﺕ ﺩﺭ ﺍﻳﻦ ﮐﺘﺎﺏ ﺑﺮﺭﺳﻲ ﺷﺪﻩ ﺍﺳﺖ‬