Scribd
Upload
20 views

Biological Basis Presentation

Uploaded by

aqsaali31103
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
20 views

Biological Basis Presentation

Uploaded by

aqsaali31103
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 28

Emotions.

Emotional
Intelligence.
Alishba Faisal.
Definition.

Emotional intelligence is mainly


referred to as a person's
capabilities of understanding their
own emotional behaviors and
handling them. People who have
high emotional intelligence are
able to figure out how to control
their emotions in different
situation, along with
understanding others emotions.
Perceiving emotions:

Component
• The first step in understanding
emotions is to perceive them
accurately. In many cases, this
might involve understanding

s of nonverbal signals such as body


language and facial expressions.
Reasoning with emotions:

Emotional • The next step involves using


emotions to promote thinking
and cognitive activity. Emotions

Intelligence.
help prioritize what we pay
attention and react to; we
respond emotionally to things
that garner our attention.
Understanding emotions:
• The emotions that we perceive can carry a wide
variety of meanings. If someone is expressing angry
emotions, the observer must interpret the cause of
the person's anger and what it could mean. For
example, if your boss is acting angry, it might mean
that they are dissatisfied with your work, or it could
be because they got a speeding ticket on their way
to work that morning or that they've been fighting
with their partner.
Managing emotions:
• The ability to manage emotions effectively is a
crucial part of emotional intelligence and the
highest level. Regulating emotions and responding
appropriately as well as responding to the emotions
of others are all important aspects of emotional
management.
Uses of Emotional Intelligence.

1 2 3 4 5
Being able to Being able to Being able to say Being able to Being able to
accept criticism move on after no when you need share your solve problems in
and responsibility making a mistake to feelings with ways that work for
others everyone
Symptoms of
Emotional Intelligence.
• An ability to identify and describe what people are feeling
• An awareness of personal strengths and limitations
• Self-confidence and self-acceptance
• The ability to let go of mistakes
• An ability to accept and embrace change
• A strong sense of curiosity, particularly about other people
• Feelings of empathy and concern for others
• Showing sensitivity to the feelings of other people
Communication.
Sitara Maryam.
Role of Emotion in
Communication.
• Emotions play a significant role in communication
from a biological behavior perspective. Emotions
are complex psychological and physiological states
that arise in response to specific stimuli, triggering
a range of behavioral and physiological responses.
They serve as a fundamental mechanism for
signaling and expressing information to others.
• In terms of communication, emotions provide important cues that convey information about an
individual's internal state, intentions, and social signals. These cues can be expressed through facial
expressions, body language, vocal intonation, and other nonverbal behaviors. For example, a smile
can indicate happiness or friendliness, while a frown can signal sadness or disapproval.
• Biologically, emotions are associated with various neural and physiological processes. The limbic
system, including structures like the amygdala and the prefrontal cortex, plays a crucial role in
processing and regulating emotions. These brain regions help in the interpretation and generation of
emotional responses, as well as the recognition of emotional cues in others.
• Emotional communication serves several functions. It facilitates social bonding and cooperation by
expressing affiliation, trust, or empathy. For instance, a comforting gesture or a soothing tone of voice
can convey empathy and provide support to someone in distress. Emotions also contribute to the
regulation of social interactions by signaling dominance, submission, aggression, or appeasement.
Factors in development
of speech.
Eman Aftab.
Determining
factors.
There is also considerable agreement that the course of language
development reflects the interplay of factors in at least five
domains: social, perceptual, cognitive processing, conceptual and
linguistic.
Social
• Toddlers infer a speaker’s communicative intent and use that
information to guide their language learning. For example, as
early as 24 months, they are able to infer solely from an adult’s
excited tone of voice and from the physical setting that a new
word must refer to an object that has been placed on the table
while the adult was away.10
• The verbal environment influences language learning. From ages
one to three, children from highly verbal “professional” families
heard nearly three times as many words per week as children
from low verbal “welfare” families. Longitudinal data show that
aspects of this early parental language predict language scores at
age nine.11
Perceptual
• Infant perception sets the stage. Auditory perceptual skills at six or 12 months of age can predict
vocabulary size and syntactic complexity at 23 months of age.
• Perceptibility matters. In English, the forms that are challenging for impaired learners are forms with
reduced perceptual salience, e.g. those that are unstressed or lie united within a consonant cluster.
Cognitive processes
• Frequency affects rate of learning. Children who hear an unusually high proportion of examples of a
language form learn that form faster than children who receive ordinary input.
• “Trade-offs” among the different domains of language can occur when the total targeted sentence
requires more mental resources than the child has available. For example, children make more errors
on small grammatical forms such as verb endings and prepositions in sentences with complex syntax
than in sentences with simple syntax.
Conceptual
• Relational terms are linked to mental age. Words that
express notions of time, causality, location, size and order
are correlated with mental age much more than words
that simply refer to objects and events. 16 Moreover,
children learning different languages learn to talk about
spatial locations such as in or next to in much the same
order, regardless of the grammatical devices of their
particular language.
• Language skills are affected by world knowledge. Children
who have difficulty recalling a word also know less about
the objects to which the word refers.
Linguistic
• Verb endings are cues to verb meaning. If a verb ends in –
ing, three-year-olds will decide that it refers to
an activity, such as swim, rather than to a completed
change of state, such as push off.
• Current vocabulary influences new learning. Toddlers
usually decide that a new word refers to the object for
which they do not already have a label.
Speech Abnormalities.
Alina Kazmi.
What is speech abnormalities.
• A speech abnormalities is any condition
that affects a person’s ability to produce
sounds that create words. Damage to
muscles, nerves, and vocal structures can
cause it.
• Speech abnormalities affect a person’s
ability to form the sounds that allow them
to communicate with other people. They
are not the same as language disorders.
• It prevent people from forming correct
speech sounds, while language disorders
affect a person’s ability to learn words or
understand what others say to them.
Causes of Speech
abnormalities.
Causes of speech disorders can include:
• brain damage due to a stroke or head injury
• muscle weakness
• damaged vocal cords
• Cancer that affects the mouth or throat
• Hearing loss.
Treatments.
Target selection
• Target selection involves a person
practicing specific sounds or words to
familiarize themselves with particular
speech patterns.
Contrast therapy
• Contrast therapy involves saying word pairs
that contain one or more different speech
sounds. An example word pair might be
“beat” and “feet” or “dough” and “show.”
Ear device
• Ear devices are small electronic aids that fit
inside the ear canal. These devices can
help improve fluency in people who have a
stutter.
Types of Speech disorder.
Sidra Naseem.
Aphasia.
Child facing problem in
understanding or producing
spoken language.
This can be due to brain injury in
the foetal period that is before
birth.
They don’t have any other sensory
impairment.

This Photo by Unknown author is licensed under CC BY-SA-NC.


Articulation
Problems.
• The Phonological sounds, produced by the combined
movement of tongue, lips and jaws.
• Child facing problem in pronouncing sounds of the
letters is said to be having articulation problems.
• It includes:
Omission error such as Fi instead of Fish.
Substitution error such as Ton for Son .
Distoration error such as Fiyth instead of Fish.
Addition error such as iskool instead of School.
Stuttering and Cluttering.

Is the involuntary repetition, prolonged pauses


Stuttering: during speaking.
It is involuntary and unconsciously.

Is a kind of disorder where child speak at


Cluttering: extremely high speed with errors.
Brain Areas in Speech.
Abgina Sattar.
Major Components of Brain.
• Broca Area
• Wernicke Area
Are considered the major components of the brain involved in speech
What are
Broca's area and
Werincke's area?
• Broca's and Wernicke's areas are
cortical areas specialized for production
and comprehension, respectively, of
human language.
Broca's
Area.
• Broca's area is found in left
inferior frontal gyrus. Broca's
area is a key component of
a complex speech network,
interacting with the flow of
sensory information from the
temporal cortex, devising a
plan for speaking and
passing that plan along to
the motor cortex, which
controls the movements of
the mouth.
Wernicke's Area.
• Wernicke's area is located in the left posterior superior temporal
gyrus. It is the region of the brain that contains motor neurons
involved in the comprehension of speech.
• This area was first described in 1874 by German neurologist Carl
Wernicke. Wernicke's are plays a vital role in processing and
comprehending spoken and written language. It helps
in interpreting the meaning of words and sentences, and also in
generating appropriate responses. Damage to this area can result in
language comprehension problems, such as difficulty understanding
spoken or written language.

You might also like