PERCEPTION

• Definition:
Meaningful interpretation of stimuli by our CNS.

• Perception includes sense organs and

attention i.e to register the stimuli in your
brain attention is required.
• Perception is not merely an interpretation
of objects or events of the external or
internal world as they exist, instead it is also
a construction of those objects and events
from one’s point of view .
Two processes of perception
1. Top-down processing

2. Bottom-up processing
Perception v/s Sensation
SENSATION : The initial experience of a stimuli or an object
registered by a particular sense organ.
• Sensation leads to perception.
• The brain interpret sensational information and turning the electrical signals into
a meaningful experience.
Perception v/s Thinking

• Perceiving is ‘ Processing through Body’ , while thinking is ‘processing through

mind’.
• When what I am thinking about and what I perceive match, mind and body are
one, though they are apart otherwise.
• Example , if there is artificial fire and I have come across with this
previously then my mind perceive the fire as artificial based on past
experience and thus my mind say that I can touch this fire.
• Another example , If I look at the window and think about my
grandmother, I perceive the window but do not think about it.
However the movement I stopped daydreaming and realize ‘ the
window is dirty’ I am now both perceiving and thinking about the
window.
Psycho-Physiology Of
Perception
Perception is the output of sensation and
interpretation .
interpretation deals with the Psychological part
where as process of sensation deals with the
physiological part.
• Let us understand the basic psycho-physiology of perception.
Stimuli

Sensation is received by
sensory receptor

Signal is received by
brain via process of
transmission

Interpretation of message
occurs in brain
 Factors Effective Perception
1. Attention
a. Selective Attention : Concerned mainly with the selection of a
limited number of stimuli from a large number of stimuli.
• Factors
- External: Depends on size, intensity,
motion, shape.
- Internal: Lies within the individual.
Further divided into Motivational and
Cognitive Factors.
Theories under selective attention:
1. Filter Theory
2. Filter Attenuation
3. Multimode Theory
1 . Filter Theory
• Developed by Broadbent in 1956.
• According to this theory many stimuli simultaneously enter our
receptor creating a kind of “bottleneck ” situation.
• In this theory only one stimulus pass through for higher level of
processing.
• Other stimuli are screened out at that movement of time.
• Thus, we become aware of only that stimulus, which get access
through the selective filter.
2.Filter Attention Theory
• Was developed by Triesman (1962) by modifying Broadbent’s theory.
• This theory purposes that the stimuli, even though fairly weak, may also
generate response occasionally by slipping through the selective filter.

3.Multimode theory
• Developed by Johnston and Heinz (1978) and it comprises of three stages.
• At stage one the sensory representation of stimuli are constructed e.g,
visual images
• At stage two the sementic representations are constructed. E. G, name of
objects
• At stsge three the sensory and sementic representation enter the
consciousness.
b. Sustained Attention: Concerned with concentration. Refers to
our ability to maintain attention on a object or event for longer
duration.
• Factors
- Sensory Modality : Performance is found to be superior
when the Stimuli are auditory than visual.
- Clarity of stimuli : Intense and long lasting stimuli
facilitated sustained attention and result in better
performance.
- Temporal Uncertainty : Stimuli appear at regular interval
of time are attended better than when they appear at
irregular interval.
- Spatial Uncertainty : Stimuli that appear at a fixed place or
readily attended than those appear at random locations.
2. Ground Dynamic Of Perception
a. Depth Perception: The process of viewing the world in three
dimension is called distance or depth perception.
For example, when we decided to call a person we determine
the loudness with which to call.
• In perceiving depth, we depend on two main sources of information
called cues.
- Monocular Cues: when the objects are
viewed with only one eye. This cues
are often used by artist to induce
depth in two dimensional paintings .
Some important molecular cues that help us in judging the distance in
depth in two dimensional surfaces are :-
i - Relative Size : ii-Inter position or Overlapping

iii- Linear Perspective iv- Areal Perspective

V- Depth Perception vi- Texture Graduate

vii-Relative Hight Perception

- Binocular Cues
• Depth perception in three dimensional space are provided by both
the eyes.
i. Retinal or Binocular disparity ii. Convergence
iii. Accommodation
• A process by which we focus the image on the retina with the help of ciliary
muscle. If the objects gets away ( more than 2 meters ), the muscle is relaxed. As
the object moves nearer, the muscle contracts and the thickness of the lens
increases. The signal about the degree of contraction of the muscle is sent to the
brain, which provide the cue for distance.
 3. Mind Perception
• Mind perception is a relation between
perceiver and what is to be perceive
(living or non-living entity). Ascribing mind
confers an entity moral rights and also
makes its action meaningful.
• Mind perception deals with two dimension

a. Experience( the capacity to sense and

feel )
b. Agency ( the capacity to plan and act )
4. Movement
• To detect motion in an object is called motion perception or
perception of movement. When a stimulus changes its position with
the passage of time, it is labelled as motion.
• Eg- while being in train that started moving very slowly, it looks that it
is the platform that is moving and not the train.
• Perception of movement involves the visual message from the eye
and the kinetic message from the muscle.
• Speed ,size , distance are the factors which affect motion perception.
• Movement is of two types –
a. Real movement
b. Apparent movement
A. Real movement
• When object or stimuli actually change their position with the
passage of time it is known as real movement.
• E.g.- movement of humans , animals and other vehicles are easily
observed whereas movement of bullet fired from a gun is not
observed easily though it is a real movement.
B. Apparent movement
• This movement is due to some higher order level organization
procedure .
• E.g.- Phi-phenomenon and auto-kinetic
a. Phi-phenomenon
• The simplest form of apparent motion is called phi-phenomenon. It
occurs when two stationary spots of light in different positions in the
visual field are turned on and off alternately at a rate of about 4 to 5
times per second.
b. Auto-kinetic effect
• it is another form of apparent movement in which a single stimuli is
seen as moving.
PERCEPTUAL ERRORS : When our
perception do not match the object , we get of
perceptions . Errors are classified into:
a. Illusions – they are false perceptions in which the stimuli are
misinterpreted .
• Geometrical illusion : Visual illusion that occur due to the shapes of
objects .
• Non geometrical illusions : perception of objects
affected by its colors . Lighter colors make object
looks larger while darker colors make objects look
smaller.
• Illusion of motion : for example when we a movie
, the pictures are actually motionless but we
perceive them to be in motion.
• Illusion of set and expectations : For example ,
a thirsty traveler in the desert sees water when it is
actually sand which is shining.
• Muller-Lyer illusion : illusion where lines of
same length appear to be of different lengths.
• Vertical-horizontal illusion figures : the
misperception that vertical lines are longer than
horizontal lines when both are actually of the same
length.
b. Hallucinations : in hallucinations, a person sees or
hears or feels things which do not exist, but he feels
they are present , i.e. the stimuli which normally gives
rise to perceptions are absent.
Types of hallucinations :
• Auditory : in which the patient hears different voices that may be
moderate ,intense, confused , or strange.
• Visual hallucinations : patient sees faces in rooms
or on the walls that can be strange , familiar, or of
animals or insects coming towards them.
• Gustatory hallucination : patient refuses to
eat food as they sense poison in them.
• Kinesthetic hallucination : patient feels
electricity shooting through their body or someone
is controlling their body movements.
• Olfactory hallucinations : patients smell
blood , poison or any bad odour.
c. Delusions : beliefs or convictions that are firmly
held despite objective evidence to the contrary.
Delusions have three major characteristics :
1. They are those belief that are untrue and improbable.
2. They do not come from experience , hence they cannot be
corrected by logic.
3. They are out of harmony with individuals , education and
surroundings
Types of delusions :

• Expansive : direct compensation for feeling of inadequacy. These are

beliefs of possession of immense abilities – exaggeration of one’s own
importance . E.g – delusions of grandeur in which the psychotic may
believe to be a president , jesus.
• Derogatory : convictions of worthlessness ,
evil , depravity , sickness , guilty of
unpardonable sins.
• Persecutory : unjustified belief of enemies to injure the
individual or loved ones .
The person believes that the enemy has taken control of
him . E.g – delusions of spreading rumors about him ,
delusion of poisoning ,delusion of suspicion
• Hypochondriac : delusions related with excessive pre
occupation with imaginary physical or mental sickness
or diseases . Patients state that they do not have brain ,
blood is turning into water or bones are getting fragile ,
many complaints that they are suffering from caner or
tuberculosis.
Physio-psychology basis of perceptual errors

Misinterpretation of Perceptual errors

stimuli

Factors that leads to misinterpretation of stimuli:

1. Lack of attention.
2. Stereotyping i.e. fixed mindset based on inaccurate or misinformation.
3. Horn effect i.e. assumptions set due to few bad quality.
4. Halo effect i.e. assumptions set due to few good quality.
5. Recency effect i.e. judging on the basis of recent information.
6. Selective effect i.e. judging on your personal experience.
7. Projection effect i.e. seeing our own trait in another person .
Socio-cultural influences of perception

• Segall , Campbell and Herskovits carried out the most extensive study of Muller-Lyer
and vertical-horizontal illusion susceptibility by comparing samples from remote
African villages and western urban settings.
• It was found that African subjects showed greater susceptibility to vertical-horizontal
illusion as they regularly experienced long tress of dense forests.
• Hudson did seminal study in Africa and found that person who
have never seen pictures had great difficulty in recognizing objects
depicted in them and in interpretating depth cues e.g.
superimposition.

• Western subjects showed greater susceptibility to muller-lyer illusion as their

environment is characterized by right angles develops a tendency to underestimate the
lengths.
• Therefore the habits of perception are learnt differently in different cultural settings.

• Sinha and Mishra have carried out several studies on pictorial perception using a
variety of pictures with people from diverse cultural setting such as hunters and
gatherers living in forests , agriculturalists living in villages and people employed and
living in cities. Their studies indicate that those who are less exposed to pictures
have difficulty in interpretation of actions or events depicted in them.
Interpersonal perception : It is the process of
making meaning from the people in our environment and
our relationships with them.

The process of perception occurs in three stages :

1. SELECTION : what we choose to pay attention to.
2. ORGANISATION : how we classify the stimulus.
3. INTERPRETATION : what meaning we assign to the stimulus.
Several factors that affect selection :
4. How unusual or unexpected the stimulus is.
5. Frequency of exposure to the stimuli
6. Intensity of stimuli.
Types of organization:
1. physical constructs : to classify people according to their appearance.
2. role constructs : use social positions to organize perceptions.
3. interaction constructs : focuses on social behaviour.
5. psychological constructs : refer to internal dispositions

Influences on interpretation:
1. Experience with the other person.
2. Knowledge of him or her.
3. Closeness of relationship.

Several influences affect the accuracy of interpersonal perceptions :

4. Physiological states and traits.
5. Culture and co-culture.
6. Social roles
Gestalt psychology

• Given by Kohler, Koffka and Wertheimer.

• Gestalt means regular form or figure , according to this psychology we
perceive different stimuli not as discrete elements but as an organized
whole that carries a definite form.
• E.g – a flower pot with a bunch of flower is a whole , if the flowers are
removed , the flower pot still remains as a whole . Pot with flower is
one configuration and pot without flower is another configuration.
• It indicate that our cerebral processes are always oriented towards
the perception of good figure or pragnanz.
• Figure ground segregation : certain aspects of
surface clearly stand out as separate entities. E.g.
birds flying in the sky , here birds stand out from the
background.
• We distinguish figure from the ground on the basis of following
characteristics:
1. Figure has a definite form , while the background id relatively formless.
2. Figure is more organized as compared to its background.
3. Figure has a clear contour (outline) while the background is contour less.
4. Figure stands out from the background while the background stays
behind the figure.
5. Figure appears more clear , limited and relatively nearer while the
background appears relatively unclear , unlimited and away from us.
Principles based on gestalt psychology

1. The principle of proximity : objects that are close together in space

or time are perceived as belonging together or as a group.
2. The principle of similarity : objects that are
similar to one another and have similar characteristics
are perceived as a group.
3. Principle of continuity : we tend to perceive objects
as belongings together if they appear to form a
continuous pattern.
4. Principle of smallness : smaller areas tend to
seen as figure against a larger background.
5. Principle of symmetry : symmetrical areas tend
to be seen as figure against asymmetrical
background .
6. The principle of surroundedness : the areas
surrounded by others tend to be perceived as
figures.
7. The principle of closure : we tend to fill the gaps
in stimulation and perceive the objects as whole rather
than their separate parts.
Homoeopathic Classical Gestalt
Approach
• Homoeopathy is a holistic approach to sickness that is based on
gestalt theory and says that no disease is localized and affect the
entire body.
• This gestalt is the substance of the entire set of symptoms , and it
must be studies by the patients , those around him and by
homoeopath’s observations.
• It emphasis on a holistic approach is influential in domain such as
cognitive psychology , perception and social psychology.
Perceptual dyslexia

• It is a visual-perceptual disorder affecting reading and writing based

activities such as:
1. Difficulty in reading
2. Slow at learning the data
3. Delayed speech development.
4. Child confuses between left and right
5. Lack of concentration
6. Child reverses the letters
7. Many children with dyslexia have attention deficit hyperactivity disorder
(ADHD).
Types of Dyslexia :

1. Phonological dyslexia : people find difficult to decode words.

2. Surface dyslexia : kids go through the trouble with words that don’t sound the way they are
spelled.
3. Rapid naming dyslexia : kids can’t rapidly name letters and numbers when they see them.
4. Visual dyslexia : kids can’t recognize whole words by sight.
5. Double deficit dyslexia : mixture of phonological and rapid dyslexia.

Effects of perceptual dyslexia:

6. Brains are in “overdrive” when deals with working problems.
7. Signal in visual neural pathways of optic nerves of perceptual dyslexia is different.
8. Dyslexics use larger portion of brain’s capacity in reading and visual tasks.
Tools For Assessment Of Learning Disability
In India:

1. Dyslexia screening test (DST)

2. Diagnostic test for learning disabilities (DTLD)
3. Grade level assessment device for children with learning problems in
primary school (GLAD)
4. Arthematic diagnostic test for primary school children.
5. NIMHANS battery diagnostic tool is recommended by government
Role of homoeopathy in learning disorders
and few rubrics and homoeopathic
medicine :
Homoeopathic medicine can enhance brain functioning and help connect the child with
environment. When combined with special education or speech, language and counselling for
children, the integrative approach can make significant difference in child’s development.
Homoeopathy medications improve child’s focus and also emotional state will improve .
RUBRICS ACCORDING TO ROBIN MURPHY AND KENT :
1. Mind – dyslexia – reading in
2. Mind – dyslexia – speaking in
3. Mind – mistake – writing in
4. Mind – dyslexia – understanding in
5. Mind – speech - confused
6. Mind – reading – aversion to
7. Mind – writing – aversion to , inability to, disconnected
HOMOEOPATHIC REMEDIES:

1. Calcarea carb. – sluggish children with a lot of apprehension and fear. They are often forgetful ,
confused , and low spirited. They are slow learners and tend to misplace words.
2. Lycopodium – suited to low self confidence children who are extremely sensitive. Often make
mistakes in spelling or writing wrong words .
3. Phosphoric acidicum – the child has mental debility and then physical debility. They often
become blank and cannot collect their thoughts or find the word.
4. Helleborus – an effective remedy for learning disabilities with weak memory. the child feels
difficulty remembering things. The child is slow in answering . He/she unable to think , slow in
perception and inattentive.
5. Baryta carb. – an excellent remedy for learning disorders in children especially in dwarfish
children. The child is inattentive and appears to learn something today but completely forgets
tomorrow. The child has a mental weakness , loss of confidence and confusion.
 EFFORTS THAT ONE CAN PUT DEALING WITH
DYSLEXIA CHILD:

• Children with dyslexia may work with a trained specialist to

learn new reading skills. Sometimes , slowing down a
lesson gives a child with dyslexia more time to cover
topics .
• Spend time reading loud with child
• Be patient and supportive , encouragement improves and
boost your child needs as they learn to manage their
dyslexia.
• Try to develop Individualized Educational Plan (IEP) , that
develop personalized lessons for child.
INTELLIGE
NCE
• DEFINITION:

Intelligence is a person’s innate capacity.

It is a comprehensive term for observing,
understanding, remembering, thinking and
gaining knowledge.
1. Intelligence is the capacity of the
organism to adjust itself to the complex
environment.
2. It is the capacity to meet a novel
situation.
3. Intelligence is the general capacity of the
organism to act purposefully, to think
rationally
61
and to deal effectively with the
environment.
 APPROACHES TO Click icon to insert picture

UNDERSTAND
INTELLIGENCE
• When it comes to understanding intelligence, there are
various approaches that people take.

• One common approach is the psychometric approach, which

focuses on measuring intelligence through standardized tests

• . Another approach is the cognitive approach, which

examines the mental processes involved in intelligence, such
as problem-solving and decision-making

• . There's also the social intelligence approach, which looks at

how individuals interact with others and navigate social
situations
 Click icon to insert picture
APPROACH
• The psychometric approach to understanding
intelligence is all about measuring intelligence using
standardized tests

• These tests, like IQ tests, assess cognitive abilities

such as logical reasoning, problem-solving, and
memory
• They assign a numerical score that is used to compare
individuals' intelligence levels.

• The psychometric approach has been widely used and

has contributed to our understanding of intelligence.

• it's interesting to see how these tests can provide

insights into different aspects of cognitive abilities
 Click icon to add picture

CONGNATIVE APPROACH

• IntelligenceThe cognitive approach to understanding

intelligence focuses on the mental processes involved in
intelligence. It explores how individuals perceive, think, reason,
problem-solve, and make decisions. This approach emphasizes
the role of cognitive abilities and processes in determining
intelligence.
• Researchers in the cognitive approach investigate various
aspects of intelligence, such as memory, attention, language,
and problem-solving skills. They aim to understand how these
cognitive processes contribute to intelligent behavior and
performance.
• For example, cognitive psychologists might
study how individuals use strategies to solve
complex problems or how they process
information efficiently. They also examine
factors like working memory capacity and
executive functions, which play a role in
cognitive abilities
•
Overall, the cognitive approach provides
insights into the underlying cognitive
mechanisms and processes that contribute to
intelligence

66
SOCIAL
Click icon to add picture
INTELLANGENCE
APPROCH
• The social intelligence approach to understanding intelligence focuses on
how individuals interact with others and navigate social situations. It
recognizes that intelligence is not solely based on cognitive abilities, but
also on the ability to understand and respond to social cues, emotions,
and interpersonal dynamics

• Social intelligence encompasses skills like empathy, emotional

intelligence, social awareness, and effective communication. It involves
understanding and interpreting social cues, accurately perceiving others’
emotions, and adapting one’s behavior to different social contexts.

• Researchers in the social intelligence approach study factors such as social

perception, perspective-taking, and social problem-solving. They explore how
individuals navigate social interactions, build relationships, and understand
social norms.
68
 Click icon to add picture
MULTIPLE
INTELLIGENCE
• Multiple Intelligences (Howard Gardner)Gardner thinks there are
eight types of intelligence. He believes each of us have all of the
eight types of intelligence to varying degrees

• These multiple intelligences are related to how an individual

prefers tolearn and process information.Verbal skills: The ability to
think in words and use language to express meaningSensitivity to
the meanings and sounds of words, mastery of syntax,
appreciation of the wayslanguage can be used (authors,
journalists, speakers, poets, teachers)

• Mathematical skills: The ability to carry out mathematical

operationsUnderstanding of objects and symbols and of actions
that be performed on them and of the relations between these
actions, ability for abstraction, ability to identify problems
69
• Spatial skills: The ability to think three-
dimensionallyCapacity to perceive the visual world
accurately, to perform transformations upon
perceptions and to re-create aspects of visual
experience in the absence of physical stimuli,
sensitivity to tension, balance, and composition,
ability to detect similar patterns (architects, artists,
sailors, chess masters).

• Bodily-kinesthetic skills: The ability to manipulate

objects and be physically adeptUse of one's body in
highly skilled ways for expressive or goal-directed
purposes, capacity to handle objects skillfully
• Musical
(surgeons,
skills:craftspeople, dancers,
A sensitivity to pitch, athletes,
melody, rhythm,actors)
and
toneSensitivity to individual tones and phrases of music, on
understanding of ways to combine tones and phrases into
larger musical rhythms and structures, awareness of emotional
aspects of music Imusicians, composers, sensitive listeners)
70
• Interpersonal skills: The ability to understand and
effectively interact with others Ability to notice and
make distinctions among the moods, femperaments,
motivations, and intentions of other people and
potentially to act on this knowledge (teachers, mental
health professionals, parents, religious and political
leaders)
• Intrapersonal skills: The ability to understand oneself
Access to one’s own feelings, ability to draw on one’s
emotions to guide and understand one’s behavior,
recognition of personal strengths and weaknesses
(theologians, novelists, psychologists, therapists

71
• Naturalistic skills: The ability to
observe patterns in nature and
understand natural and human-
made systems Sensitivity and
understanding of plants, animals,
and other aspects of nature
(farmers, botanists,ecologists,
landscapers, environmentalists)

72
 1.The
TRIARCHI
C Theory
of
Intelligen
TRIARCHIC
THEORY OF
INTELLIGENCE
By Dr. Robert sternberg
 Triarchic theory of
intelligence
▪ In 1985, Robert stenberg proposed
triachic theory of intelligence
▪ Psychologist Robert Sternberg define
intelligence is mental activity directed
towards purposive adaptation to
selection and shaping of real world
environments relevant to one ‘s life
 According to this theory there are three
basic types of intelligence

Componenti Experienti
Contextual
al al
/ practical
/analytical / Creative
Intelligence
intelligence intelligent
 1. Componential intelligence
3 components ▪ Componential or analytical
are: intelligence is the analysis of
the information to solve
• Knowledge problems persons.
acquisition
• meta or ▪ high on these ability think
higher order analytically and critically and
component succeed in schools .
• performance ▪ this intelligence has three
component components each serving a
different functions.
 2. Experiental intelligence

• Experiential or creative
intelligence is involved in
using past experience is
creativity to solve novel
problems.
• persons high on these
aspect integrate different
experience in and original
Intelligence
way to make new
discoveries and
inventions.
3.Contactual intelligence
• Contextual or practical
intelligence involves the
ability to deal with
environment and demands
encounter on a daily basis.
• it may be called as “street
smartness or business sense
.”
• there for date on out to be
successful in life.
 2. The fluid and
crystalline theory
of intelligence
THE FLUID AND
CRYSTALLINE
THEORY

By Dr. Raymond cattell

DR. RAYMOND CATTEL GIVE 2
INTELLIGENCE

FLUID CRYSTALLINE
INTELLIGENCE
INTELLIGENC
FLUID INTELLIGENCE

Fluid intelligence is the

ability to develop
techniques for solving
problems that are new
and unusual from the
perspective of the
problem solver reflects
reasoning memory and
information processing
CRYSTALLINE INTELLIGENCE

Crystalline intelligence
is the ability to bring
previously acquired
often cultural define
problem solving
method to beer on the
current problems
Two Content Layout with Table
 INTELLIGENCE
Fluid intelligence Crystalline
• Short term memory
intelligence
• New information • Long term memory
• Increase through childhood • stored information
, • increase through
peak at adolence , childhood and slow
Then decline
with aging then
stabilized or continue
through the life
 INTELLIGENCE
• Functions include • Functions include
1. Working memory 1. Practical
2. reasoning 2. wisdom
3. Attention task 3. generalised and
4. Creativity Specialised
knowledge
5. Processing speed 4. declarative
Example: We solve maths problem buy only
what we learning it is crystalline
intelligence
But we solve maths problems in new way what
we are not learning by our multiple thinking
it is fluid intelligence
INTELLIGENCE
IQ
DEFINITION
•Intelligent is assessed through
various tests which is
expressed in the terms of I.Q.
William stern, a germen
psychologist, first coined this
1. Iq is the ratio of mental age divided
by chronological age
• IQ=MA÷CA×100
• Mental age concept was introduce by
Alfred Binet,a french psychologist.
• The chronological age is determine from
the date of birth.
• Mental age is determine by intelligence
tests.
PROS OF MEASUREMENT OF IQ

• It provide unique and important information about

young child‘s intellectual development that family or
professional may not have picked up on or been able
to explain.
• It also provide information about how child is
functioning in relation to different cognitive
processes.
• Mapping this pattern of strengths and any relative
weakness can also help in the identification of
possible specific learning.
CONS ABOUT MEASUREMENT OF IQ

• The test provide a snapshot of child ‘s responses

at time of taking the test.For various
reasons,children may not demonstrate their full
potential on the test.Very young children, who are
shy,or those from disadvantages or diverse cultural or
non-english speaking backgrounds, may be
disadvantage by the test children may be tired unwell.
• IQ test focus on measuring a particular range of
intellectual abilities thus,they do not assess a child’s
CONTRIBUTIONS OF HEREDITARY
AND ENVIRONMENT TO
INTELLIGENCE
 CONTRIBUTION OF HEREDITARY

• Hereditary is a term from population.

• The proportion of total variation in given characteristic in a
given population that can be attributed to genetic
difference between members of that population.
• It may differ in different societies, or in the same society at
different times.
• It probably include many other things thy we now take for
granted as universal rights adequate nutrition, reasonable
health care,etc.
CONTRIBUTIONS OF ENVIRONMENT TO
INTELLIGENCE
• No phenotypic character is produced by genetic instructions acting in an
environmental void,and this is clearly true of performance on an IQ test.
• It include Parental IQ,education, social class,income, criminal record, the
neighbourhood in which they live .
• The best evidence of a sizeable environmental effect on IQ scores is the
finding that in most industrialized countries, average test scores have
increased by some 20 points or more over the past 75 years.
• Numerous factors are correlated with difference in IQ: Parental social
class,parental behaviour and attitude, prenatal and perinatal
complications.
METHOD OF ACCESSING
INTELLIGENCE
•IQ measures intelligence based on a
person’s ability to reason using
logic.
•The most widely used intelligence
tests include ‘The stanford Binet
Intelligence‘ and ‘Wechsler scales’.
STANFORD BINET
INTELLIGENCE
• It was developed by french psycholist Alfred Binet .
• It is used to test attention,memory, verbal skill of
schoolchildren .
• Factors being tested are knowledge, quantitative
reasoning, visual spatial processing, working
memory and fluid reasoning.
• It is calculated by formula
• IQ scores = Mental age ÷ Chronological age
×100
• METHOD OF ACCESSING INTELLIGENCE
ALFRED
BINET
WECHSLER ADULT
INTELLIGENCE SCALE
EMOTIONAL INTELLIGENCE
 Peter John mayer Daniel goleman
Salovey

• Term EI was coined by researchers

John Mayers & Peter Salovey in
1990.

• Later was popularized by

• Defines
As:
An ability to recognise,

“ understand, manage and

effectively express one’s own
emotions, as well as the
capacity to effectively interact
“
with others by understanding
and managing their emotions
• A manager taking on the role as
a leader to complete project
assign to his group
• A psychiatrist listening
actively to his/her patient to
resolve problems
• Parents providing emotional
support and giving empathy
to their child for scoring low
marks in exam
 Empathy Self Awareness

5 Skills that characterizes

emotional intelligence
Social Skill

Self Regulation

Motivation
Self Awareness
• Having a through recognition
of our personal strengths and
weaknesses

• Know when to step back and

question your emotional
state and thoughts before
acting
• This component of EQ helps us
in quickly understand why do
we feel a particular way and
how it affects the people
around us
Self Awareness
• How to improve it -
1.Be mindful of your strengths,
weaknesses, thoughts and
emotions

2.Identify your triggers to help

managing your own emotions

3.Consider how your actions affect

those around you

4.Positive self talk

5.By developing growth mindset

Self Regulation
• To self regulate is to turn
negative thoughts and feeling
into positive one’s

• Know when to pause between

emotions and subsequent
actions

• Helps in regulating negative

emotion into productive
manner rather than destructive
one making easier to solve
problems with cool head

• Become flexible in your

Self Regulation
• How to improve it -

1. Be attentive to your thoughts

and feelings

2. Learn to accept your emotions

and become more emotionally
resilient

3. Prepare to take responsibility for

your action

4. Stay mindfull of your moral value

Motivation
• People who are emotionally
intelligent are motivated by things
beyond external rewards instead
they have a passion to fulfill their
own inner needs and goal

• People of this component tends to

be action oriented

• Good at taking initiative

• Set goals have a high need for

achievement and always looking for
ways to be better
Motivation
• How to improve it -

1.Celebrate your results

2.Avoid over using extrinsic

rewards

3.Introduce challenge to keep

things interesting

4.Set goals to help build

intrinsic motivation
Social Skill
• To understand emotions of
people around you and to
manage them productively

• Good social skill allows you to

build meaningful relationship
with others and develop
stronger understanding of them
and yourself

• It helps in building network and

connect with people

• Leads to better leadership

Social Skill
• How to improve it -

1. Show interest in other people

2. Enhance verbal and nonverbal

communication skill

3. Practice confident eye contact

4. Ask open ended questions

5. Listen more and practice active

listening
Empathy
• Means ‘I sense your pain’

• An emotionally intelligent person can

walk in another person’s shoes knowing
what someone is going through helps to
understand them better

• It allows you to be aware of others

feelings, it’s important to acknowledge
and respond to them even if you don’t
agree with them

• This skill helps in identifying which

emotion another person is feeling and
can tell the difference between genuine
Empathy
• How to improve it -

1.Start listening to others more

without interrupting them

2.Putting yourself in the situation of

opponent

3.Be open to sharing your feelings

where appropriate

4.Work on your body language and

reading that of others
 How EI helps to an
individual
• Helps to have uncomfortable conversation without hurting feelings

• Manage our emotions when stressed or feeling overwhelmed

• Improve relationships with the people we care about

• Being able to accept criticism and responsibility

• Having empathy for other people

• Not being judgemental of others

• Channelising negativity to productive conclusion rather than setback

• Good communication skill

• Building the ability of frustration tolerance

 How EI helps as in
group
• Creates productive and positive environment around

• improved communication with each other creates good bonding and

understanding between members leading to be successful as a group

• Motivate each other for all the challenges to take on as an opportunity

• Boost team performance

• Provides feedback which allows you to be self regulated and analysing

your strength and weaknesses

• Find ways to manage difficult emotions

• Stress management
Defining Creativity
Creativity is the ability to generate original ideas, think outside the box, and
develop innovative solutions. It is a fundamental human trait that allows us to
explore new possibilities and push the boundaries of what is known.

by Srushti Parmar
The Importance of Creativity
Problem Solving Innovation Personal Growth

Creativity enables us to Creative thinking fuels the Engaging in creative

tackle complex challenges development of new activities can enhance our
and find unique solutions technologies, products, and mental well-being, boost
that improve our lives and services that drive progress self-confidence, and promote
the world around us. and economic growth. a sense of fulfillment.
Factors that Influence Creativity

1 Education and Experience 2 Personality Traits

The knowledge and skills we acquire Characteristics like openness, curiosity,
through learning and life experiences can and risk-taking can contribute to an
shape our creative potential. individual's creative abilities.

3 Environment and Culture 4 Motivation and Passion

The social, cultural, and physical The drive to explore, experiment, and find
surroundings can either foster or hinder fulfillment in creative pursuits can be a
creative thinking and expression. powerful catalyst for innovation.
Techniques to Enhance Creativity
Mindfulness Brainstorming
Practicing mindfulness can help reduce Generating a wide range of ideas, without
stress, increase focus, and open the mind to judgment, can stimulate creative thinking
new perspectives. and lead to unexpected solutions.

Diversity of Experiences Playful Exploration

Exposing ourselves to new experiences, Engaging in playful, hands-on activities can
cultures, and ideas can challenge our tap into our innate creativity and foster a
assumptions and inspire creativity. sense of joy.
Fostering a Creative Environment
Encourage Collaboration
Providing opportunities for team members to exchange ideas and work together
can stimulate creative problem-solving.

Embrace Diversity
Promoting a diverse and inclusive environment allows for a range of perspectives
and approaches to emerge.

Offer Autonomy
Giving individuals the freedom to explore, experiment, and take risks can unleash
their creative potential.
Overcoming Barriers to Creativity

Fear of Failure Time Constraints Cognitive Biases Rigid Thinking

Overcome the fear of Allocate dedicated Recognize and Cultivate an open
failure by embracing time for creative challenge our own and flexible mindset
a growth mindset exploration and cognitive biases that to break free from
and viewing mistakes ensure that deadlines can limit our creative fixed patterns and
as opportunities for don't stifle the thinking and explore new
learning. creative process. problem-solving. possibilities.
Extream intelligence

Definition:
Extream intelligence is strongly correlated with the
highest of human achievement, but also paradoxically,
with higher relationship contact, career difficulty, mental
illness and high IQ crime.
Increased intelligence does not necessary increase
success, it should be considered as a minority special
need that requires nurturing.
Signs of an extreamely Intelligent
person
1.Curiosity: They have a strong desire to
Learn and explore new ideas.

B b 2.Critical
Thinking:They can enalyze
Situation
deeply and think critically.
3.Problem solving skills: They excel at solving
complex problems efficiently.

4. Creativity:
They demonstrate
Innovation
and come up with
unique
solution.
5.Execellent Memory: They have a remarkable
Ability to retain and recall information. They
quickly adapt to new situation and challenges.

6.Good
Judgment: They make sond
based on
logicak reasoning.
Needs of person occupying the
extream intelligence
1.Intellectual Stimulation : - It’s crucial to provide constanr intellectual
Stimulation to keep them
engaged and
chellenged.

- This could involve advanced

reading materials,
complex peoblem-solving tasks,
or opportunity
For creative expression.
2.Social and emotional support : -Sometimes, individuals
with excep-
tional
intelligence can struggle with
social
interaction or experience
Bbbb isolation due to
unique abilities.

-Providing a
supportive environment
where they
can connect with like-
minded
3.Individualized learning:-Tailoring their education
experience to
match their pace and
interests is essential.

- This might involve

ecceleration in certain
subject, enrichment
activities o access
to specialized
programs for gifted
individuals.
4. Emotional Regulation : -Some highly intelligent
individuals may
experience heightened
sensitivity perfecti-
onism.

-Helping them to
develop emotional regul-
ation skills and
copying strategies can
support their overall
well-being.
5.Opportunity for growth: - Encouraging them to purse
their passion
Bb bbbbbbbb and interests can lead to
remarkable
achievements, or
mentorship can help
them reach their
full potential.

Each individual is unique, so it’s essential to approach

 GUIDED BY - DR.RIMA MAKWANA
• MADE BY
◆ Uday
◆ pinal bavadiya
◆ Ishita
◆ Rinkal
◆ Dharmesh
◆ Jinal
◆ jayshree
◆ shrushti baa
◆ Prince
◆ krupali
◆ vaishali
◆ anil
◆ tyeba
◆ koffe and Rashmi