3.

Discuss the clear example the concept and difference between Emotive and

Cognitive meaning?

Cognitive meaning/Denotation: This is the sort of meaning that one finds in the dictionary. A
word’s cognitive meaning is the literal definition of the word itself.

 Emotive meaning/Connotation: This refers to the emotional impact that a word might
have.
 Cognitive meaning involves knowing how other people think and feel, while emotional
empathy involves feeling another person's emotions.
 Cognitive meaning is when words are used to convey information and emotive meaning
is when words are used to convey your own beliefs (your emotions). These relate back to
the discussion of subjective and objective claims back in Chapter 2, but they are not the
same thing. For example, you might want to say,
 This is a claim phrased as an objective claim (it’s declarative and is subject to being true
or false) and has cognitive meaning since it is communicating information. When
someone says this, what they actually mean is something like this,
 This claim is now phrased as a subjective claim with emotive meaning since the truth
value of it is based upon the reality of whether or not I actually believe this and it is
conveying my own feelings on the topic. Additionally, it is cognitive because it is
conveying information. Every single emotive statement will also be cognitive because
anything that is said conveys at least a minimal amount of information. The issue then is
when something also (or only) conveys emotive meaning.
 Why does this matter? Because if we’re using a lot of emotive meaning, we might be
muddling up the facts and the importance of what we’re trying to say. For example, if I
say, “those people are mean jerks,” I might not be as convincing as if I say, “those people
were just bullying that person in a wheelchair, which is not a nice thing to do.” The hope
is that we avoid emotive meaning as much as we can, but it’s unavoidable in any
argument: by taking a side and defending it, you will be using your own beliefs and
emotions. That’s just fine, but your goal should be to be as impartial and fair in your
claims as you can be, remembering to defend each and every belief you have as much as
is necessary to convince your reader that your viewpoint is justified.
  Although they are quite different, both cognitive empathy and emotional empathy are
equally important for helping us form and maintain connections with others. Learn what
each type of empathy is and how to find a balance between the two.
 Cognitive empathy means that you can understand another person's perspective. It is also
referred to as perspective-taking or putting yourself in someone else's shoes.

In essence, you can imagine what it might be like to be that person in their situation, giving you a
better understanding of their experience.

An example of cognitive empathy is if a friend doesn't get a job they interviewed for. We can see
that they are hurting and disappointed, and we can also understand why they would feel this way
after not being offered the job.

When practicing cognitive empathy, we imagine what it might be like to be that person at that
moment. This is different than looking at the situation from our perspective, such as by
recognizing that the person is talented and will likely find a great job soon.

What Is Emotional Empathy?

Emotional empathy is when you can feel another person's emotions. If you're sitting close to a
loved one and they start to cry, for example, you might begin to feel sad too. This is emotional
empathy. What they are experiencing emotionally has an impact on your emotional state.

When we experience emotional empathy, we are moving from the cognitive perspective into a
shared emotional experience.

Social psychology researchers describe emotional empathy in three parts:3

 Feeling the same emotion as the other person

 Feeling our own distress in response to their pain
 Feeling compassion toward the other person
 Research indicates that there is a positive correlation between emotional empathy and a
willingness to help others.3 In other words, it is more likely that someone with emotional
empathy will be moved to help a person in need.

Cognitive Empathy vs. Emotional Empathy

The two different kinds of empathy—cognitive empathy and emotional empathy—reveal the
ways we are able to relate to a friend or family member in crisis. But there are distinct
differences between these two types of empathy.1

Cognitive
 Taking another person's perspective
 Imagining what it's like in another person's shoes
 Understanding someone's feelings
Emotive
 Sharing an emotional experience
 Feeling distress in response to someone's pain
 Experiencing a willingness to help someone

The ability to have a shared emotional experience with another person is missing when there is
too much cognitive empathy and not enough emotional empathy. The following is a simple
example of what this might look like.

Imagine if someone were to say, "My grandmother just died and we were really close," and then
they start to cry. Here is how a person might respond using the two different types of empathy:

 Cognitive empathy response: "I'm sorry. I know you are sad and that what you are
going through is hard."
 Emotional empathy response: "I'm sorry to hear about your grandmother. I know you
miss her. I'm here for you." (This response may be accompanied by becoming tearful or
expressing sadness.)
Within this very simplistic illustration, we can get a sense of what it might feel like for the other
person if we stop at cognitive empathy and don't bring emotional empathy into the interaction.

The person receives the condolences for their grandmother passing away and knows you are
trying to provide comfort, but there is no opportunity for a shared emotional experience. A
shared emotional experience can feel quite comforting and healing to someone in need.
4. Discuss the deficiency of cognitive meaning and types of disputes with
examples and elaborate the main criteria for lexical definitions?

Cognitive impairment is an inclusive term to describe any characteristic that acts as a barrier to

the cognition process or different areas of cognition.[Cognition, also known as cognitive

function, refers to the mental processes of how a person gains knowledge, uses existing

knowledge, and understands things that are happening around them using their thoughts and

senses. A cognitive impairment can be in different domains or aspects of a person's cognitive

function including memory, attention span, planning, reasoning, decision-making, language

(comprehension, writing, and speech), executive functioning, and visuospatial functioning. The

term cognitive impairment covers many different diseases and conditions and may also be

symptom or manifestation of a different underlying condition. Examples include impairments in

overall intelligence (as with intellectual disabilities), specific and restricted impairments in

cognitive abilities (such as in learning disorders like dyslexia), neuropsychological impairments

(such as in attention, working memory or executive function), or it may describe drug-induced

impairment in cognition and memory (such as that seen with alcohol, glucocorticoids, and the

benzodiazepines. Cognitive impairments may be short-term, progressive (gets worse over time)

or permanent.

There are different approaches to assessing or diagnosing a cognitive impairment including

neuropsychological testing using various different tests that consider the different domains of

cognition. Examples of shorter assessment clinical tools include the Mini Mental State

Examination (MMSE) and the Montreal Cognitive Assessment (MoCA).[5] There are many

different syndromes and pathologies that cause cognitive impairments including dementia or

major neurocognitive disorder and alzheimer's disease

 cognitive deficits include memory difficulties, changes in behavior, mood swings,

agitation, trouble learning, and more. Cognitive deficit refers to the impairment of many

categories of cognition. Cognitive deficiency is not restricted to any one disease or

condition but may be one of the symptoms of another's underlying condition.

 Because the function of a lexical definition is to report the way a word is actually used

in a language, lexical definitions are the ones we most frequently encounter and are what

most people mean when they speak of the ‗‗definition‘‘ of a word. Accordingly, it is

appropriate that we have a set of rules that we may use in constructing lexical definitions

of our own and in evaluating the lexical definitions of others. Rule 1: A Lexical

Definition Should Conform to the Standards of Proper Grammar A definition, like any

other form of expression, should be grammatically correct. Examples of definitions that

are grammatically incorrect are as follows:  Vacation is when you don‘t have to go to

work or school.

  Furious means if you‘re angry at someone. The corrected versions are:

 ‗Vacation‘‘ means a period during which activity is suspended from work or school.

 Furious‘‘ means a condition of being angry. Technically the definiendum should be put

in quotation marks or italics, but this convention is not always followed. Rule 2: A

Lexical Definition Should Convey the Essential Meaning of the Word Being Defined

The word ‗‗human‘‘ is occasionally defined as featherless biped. Such a definition fails

to convey the essential meaning of ‗‗human‘‘ as the word is used in ordinary English. It

says nothing about the important attributes that distinguish humans from the other

animals, namely, the capacity to reason and to use language on a sophisticated level. A
 more adequate definition would be ‗‗‗human‘ means the animal that has the capacity to

reason and to speak.‘‘

Rule 3: A Lexical Definition Should Be neither Too Broad nor Too Narrow If a definition is too

broad, the definiens includes too much; if it is too narrow, the definiens includes too little. If, for

example, ‗‗bird‘‘ were defined as any warm-blooded animal having wings, the definition would

be too broad because it would include bats, and bats are not birds. If, on the other hand, ‗‗bird‘‘

were defined as any warm-blooded, feathered animal that can fly, the definition would be too

narrow because it would exclude ostriches, which cannot fly.

Rule 4: A Lexical Definition Should Avoid Circularity Sometimes the problem of circularity

appears in connection with pairs of definitions. The following pair is circular:  ‗‗Science‘‘

means the activity engaged in by scientists.  ‗‗Scientist‘‘ means anyone who engages in

science. At other times a definition may be intrinsically circular. Of the following, the first is a

synonymous definition, the second a definition by genus and difference:  ‗‗Quiet‘‘ means

peacefulness.

Limitations in their ability to learn and function.

The two systems most commonly used to categorize individuals with intellectual disabilities are

those adopted by the American Association on Intellectual and Developmental Disabilities

(AAIDD) and the American Psychiatric Association (DSM-IV-TR).

The DSM-IV subdivides individuals with intellectual disability into degrees of severity based on

their level of impairment (mild, moderate, severe, or profound) in intellectual functioning, while
the AAMR classifies individuals on their ability to function in an inclusive environment and

defines the degree of severity (intermittent, limited, extensive, or pervasive) based on the

patterns and intensity of support needed.

About 5% of the population has cognitive deficits, and most of these individuals fall into the

mild range deficit category.

Sometimes, children with attention deficits, learning disabilities, communication disorders, or

pervasive developmental disorders may be thought to have an intellectual disabilities. To make a

correct diagnosis, all children with a pattern of delayed or abnormal development or learning

should undergo comprehensive psychoeducational testing. Psychologist diagnoses a cognitive

deficit through several tests including the IQ test, the Bayley scales of infant development, the

Stanfor-Binet Intelligence scale, and the Wechsler Intelligence Scale for Children. nGenetic

counseling might be useful in family planning and in identifying hereditary conditions that may

cause cognitive deficits.