1. The document discusses anxiety as it relates to second language acquisition, outlining different types of anxiety including trait anxiety, state anxiety, and situation specific anxiety.
2. It examines various studies that have explored the relationship between anxiety and language learning, with many finding that lower anxiety is associated with better learning outcomes.
3. The role of parents, teachers, and learning environments in influencing learner anxiety is discussed, along with strategies like stress-relieving exercises that may help reduce debilitating anxiety.
The Child Apperception Test, often abbreviated as CAT, is an individually administered projective personality test appropriate for children aged 3 to 10 years old. The CAT, developed by psychiatrist and psychologist Leopold Bellak and Sonya Sorel Bellak and first published in 1949 It is based on the picture-story test called the Thematic Apperception Test (TAT). The TAT, created by psychologist Henry A. Murray for children (ten years old and older) as well as adults, uses a standard series of 31 picture cards in assessing perception of interpersonal relationships. The cards, which portray humans in a variety of common situations, are used to stimulate stories or descriptions (orally or in writing) about relationships or social situations and can help identify dominant drives, emotions, sentiments, conflicts and complexes. The examiner summarizes and interprets the stories in light of certain common psychological themes.
In creating the original CAT, animal figures were used instead of the human figures depicted in the TAT because it was assumed that children from three to ten years of age would identify more easily with drawings of animals. The original CAT consisted of ten cards depicting animal (CAT-A) figures in human social settings. The Bellaks later developed the CAT-H, which included human figures, for use in children who, for a variety of reasons, identified more closely with human rather than animal figures. A supplement to the CAT (the CAT-S), which included pictures of children in common family situations, was created to elicit specific rather than universal responses.
Sentence completion tests are a class of semi-structured projective techniques.
Sentence completion tests typically provide respondents with beginnings of sentences, referred to as "stems", and respondents then complete the sentences in ways that are meaningful to them.
The responses are believed to provide indications of
Attitudes,
Beliefs,
Motivations, or other
Mental states.
Therefore, sentence completion technique, with such advantage, promotes the respondents to disclose their concealed feelings.
There is debate over whether or not sentence completion tests elicit responses from conscious thought rather than unconscious states.
This debate would affect its categorizing as projective tests
In a word association test, the researcher presents a series of words to individual respondents. For each word, participants are instructed to respond with the first word (i.e., associate) that comes to mind.
History
Freud believed that such responses provided clues to peoples' personalities (free association).
Galton introduced the first word-association test . He used a list of 75 stimulus words with which he read and noted his responses. Galton, who thought that there might be a link between a person's I.Q. (intelligence quotient) and word associations
The conscious mind and pain points
Jung began to study trauma and complexes at the Burghölzli Psychiatric Hospital of the University of Zurich and worked under Eugen Bleuler.
According to him, one way to understand them and bring them to light was through dreams.
They could also be brought forth through active imagination or fantasy.
During his daily work with patients, he discovered that certain words and expressions acted as stimulating impulses on the unconscious mind.
This activation about and achieving contact with the psychological universe of trauma, fears, and conflicts was to evoke a group of key words.
Jung WAT has been discussed
The Child Apperception Test, often abbreviated as CAT, is an individually administered projective personality test appropriate for children aged 3 to 10 years old. The CAT, developed by psychiatrist and psychologist Leopold Bellak and Sonya Sorel Bellak and first published in 1949 It is based on the picture-story test called the Thematic Apperception Test (TAT). The TAT, created by psychologist Henry A. Murray for children (ten years old and older) as well as adults, uses a standard series of 31 picture cards in assessing perception of interpersonal relationships. The cards, which portray humans in a variety of common situations, are used to stimulate stories or descriptions (orally or in writing) about relationships or social situations and can help identify dominant drives, emotions, sentiments, conflicts and complexes. The examiner summarizes and interprets the stories in light of certain common psychological themes.
In creating the original CAT, animal figures were used instead of the human figures depicted in the TAT because it was assumed that children from three to ten years of age would identify more easily with drawings of animals. The original CAT consisted of ten cards depicting animal (CAT-A) figures in human social settings. The Bellaks later developed the CAT-H, which included human figures, for use in children who, for a variety of reasons, identified more closely with human rather than animal figures. A supplement to the CAT (the CAT-S), which included pictures of children in common family situations, was created to elicit specific rather than universal responses.
Sentence completion tests are a class of semi-structured projective techniques.
Sentence completion tests typically provide respondents with beginnings of sentences, referred to as "stems", and respondents then complete the sentences in ways that are meaningful to them.
The responses are believed to provide indications of
Attitudes,
Beliefs,
Motivations, or other
Mental states.
Therefore, sentence completion technique, with such advantage, promotes the respondents to disclose their concealed feelings.
There is debate over whether or not sentence completion tests elicit responses from conscious thought rather than unconscious states.
This debate would affect its categorizing as projective tests
In a word association test, the researcher presents a series of words to individual respondents. For each word, participants are instructed to respond with the first word (i.e., associate) that comes to mind.
History
Freud believed that such responses provided clues to peoples' personalities (free association).
Galton introduced the first word-association test . He used a list of 75 stimulus words with which he read and noted his responses. Galton, who thought that there might be a link between a person's I.Q. (intelligence quotient) and word associations
The conscious mind and pain points
Jung began to study trauma and complexes at the Burghölzli Psychiatric Hospital of the University of Zurich and worked under Eugen Bleuler.
According to him, one way to understand them and bring them to light was through dreams.
They could also be brought forth through active imagination or fantasy.
During his daily work with patients, he discovered that certain words and expressions acted as stimulating impulses on the unconscious mind.
This activation about and achieving contact with the psychological universe of trauma, fears, and conflicts was to evoke a group of key words.
Jung WAT has been discussed
Language Anxiety Variables and Their Negative Effects on SLA: A Psychosocial ...TheDigitalDew
The study aimed to explore the psychological and socio-cultural factors that contribute to situation-specific anxiety and
impede second language acquisition (SLA). It collected data from
a survey questionnaire, semi-structured interviews, and focus
group discussions with 39 Bangladeshi EFL learners at the
tertiary level. The findings indicate that situation-specific anxiety
has a negative impact on the acquisition of a second language.
This language anxiety stems from distinct personality traits,
including fear of public speaking, fear of making mistakes, fear
of being negatively judged by teachers and peers, lack of self-confidence, peer comparison, fear of native cultural exclusion,
and an overall unfavorable classroom environment. The results
imply several psychosocial and individual perspectives which
cannot be ignored in the essential concept of second language
acquisition. Teachers may use this study as a reference to assist
their students in generating better ideas and understanding
second language acquisition from the perspective of the learners.
Language Anxiety Variables and Their Negative Effects on SLA: A Psychosocial ...souvikbarua3
The study aimed to explore the psychological and sociocultural factors that contribute to situation-specific anxiety and
impede second language acquisition (SLA). It collected data from
a survey questionnaire, semi-structured interviews, and focus
group discussions with 39 Bangladeshi EFL learners at the
tertiary level. The findings indicate that situation-specific anxiety
has a negative impact on the acquisition of a second language.
This language anxiety stems from distinct personality traits,
including fear of public speaking, fear of making mistakes, fear
of being negatively judged by teachers and peers, lack of self-confidence, peer comparison, fear of native cultural exclusion,
and an overall unfavorable classroom environment. The results
imply several psychosocial and individual perspectives which
cannot be ignored in the essential concept of second language
acquisition. Teachers may use this study as a reference to assist
their students in generating better ideas and understanding
second language acquisition from the perspective of the learners.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
The Gram stain is a fundamental technique in microbiology used to classify bacteria based on their cell wall structure. It provides a quick and simple method to distinguish between Gram-positive and Gram-negative bacteria, which have different susceptibilities to antibiotics
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
3. Presented To: Venerable Prof.Dr.Mamuna Ghani The Chairperson Department of English, The Islamia University Bahawalpur.
4. Presented By: Muhammad Sajid Us Salam MPhil Linguistics The Islamia University Bahawalpur, [email_address]
5. Anxiety Introduction During the last 3 decades, researchers extensively studied the role of emotional variables in a Second/Foreign Language Learning/ Teaching
8. Definition 1. “Anxiety is a stage of apprehension, a vague fear that is only indirectly associated with its object……… it is generated through the arousal of the limbic system , the primitive, subcortal “chassis” of the cerebrum , which plays an important, indirect role in many kinds of human enterprises, including communication”. Scovel (1978:134)
9. Limbic system. A group of interconnected deep brain structures, common to all mammals, and involved in olfaction, emotion, motivation, behavior, and various autonomic functions. Subcortal a longitudinal vein in the anterior portion of brain
10. 2.“language anxiety is the feeling of tension and apprehension specifically associated with second language contexts, including speaking, listening and learning.” Macintyre & Gardner (1994:284)
12. Reasons of Anxiety? • Difficulties with emotion regulation • Changes in routine • Changes in expectations • Apprehension in social situations • Fear of future change • Poor understanding of occurrences in Surroundings-Change
13. What is Stress? • The most commonly accepted definition of stress (mainly attributed to Richard S Lazarus ) is that stress is a condition or feeling experienced when a person perceives that “demands exceed the personal and social resources the individual is able to mobilize.” • Fight and flight response
14. Negative Consequences of Anxiety • Anxious, jumpy and irritable • Reduces ability to work effectively • Intense focus on threat reduces ability to make judgments by drawing information from many sources • More accident prone • Long term health risks both psychological and physical • Few situations in day to day life where this is useful • Needs to be kept under control
17. Anxiety in Asperger Syndrome • Children, adolescents and adults with AS experience high levels of anxiety • Studies have found that children with AS experience levels of anxiety more similar to children with diagnosed anxiety disorders than to non-anxious children (Kim et al., 2000; Sofronoff & Russell ,2005)
20. Types of Anxiety 1. Trait Anxiety “a more permanent predisposition to be anxious. It is related to learner’s Personality.” (Scovel, p. 137). 2. State Anxiety “apprehension that is experienced at a particular moment in time as a response to a definite situation” (Spielberger 1983) 3. Situation Specific Anxiety “the anxiety which is aroused by a specific type of situation or event such as Public Speaking, Examination or class participation.”
24. Study of Situational Anxiety in SLA by Horwitz and young ( 1991: Collection of Papers on anxiety in classroom setting.) Types of Research Type B Research Type D Research Series of Events together Diaries of students
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35. “ Title Claims that ESL students" experience a kind of anxiety that is related to test anxiety , fear of negative evaluation , and communication apprehension ” (Title 1997) “a similar study was done on ESL Language anxiety in Mexican Girl by Eleni Pappamihiel”(Pappamihiel 2001)
36. Many of the Studies showed that learner with low anxiety learns better. “the student who feels at ease in the classroom and likes the teacher may seek out more intakes by volunteering----- and may be more accepting of the teacher as a source of input.” (Krashen 1981:23)
38. Model of the role of anxiety in language learning based on MacIntyre & Gardner (1989a) Continued poor performance Poor performance and continued bad learning experiences result in increased anxiety Later Learner expect to be nervous and performs poorly Situation anxiety develops if learner develops negative expectations based on bad learning experiences. Post-Beginner None Very Little- Restricted to stage anxiety Beginner Effect on Learning Type of Anxiety Stage
39.
40. Interaction among Anxiety and other individual differences Interaction between level of anxiety and IQ level. “ Higher states of anxiety facilitate learning at upper levels of intelligence, whereas they are associated with poorer performance at lower IQ levels” (Scovel, p. 136).
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42. Individual Differences in SLA: Methods / Affect One dominant methodology for SLA studies of the affective domain; Elkhafaifi introduced: Correlation research
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46. Individual Differences in SLA: Self-Report Data In correlation studies of SLA affect, informants provide information about themselves (about their anxiety, tolerance for ambiguity, motivation, and so on) by completing the instrument (a questionnaire). The results are called “self-report data.” What are the pros and cons of self-report data? Advantages : they provide a fast and easy way of categorizing informants’ affective characteristics. We could categorize informants ethnographically (through observation), but this would require a considerable investment in time and resources. Self-report data represent a trade-off for researchers in time-energy-accuracy.
47. Individual Differences in SLA: Self-Report Data Disadvantages : Hawthorne effect: Informants may provide data they think the researcher wants to receive. Self-flattery syndrome: They may provide data that present themselves favorably, but which may be inaccurate.
48. Individual Differences in SLA: Correlation Self-report data are then correlated with some measure of SLA success (test scores, typically), so that researchers can draw conclusions about the relationship between affect (extroversion, self-esteem, anxiety, and so on) and success in SLA. Remember what correlation is not: Causation Correlation simply shows a relationship between two things, not that one causes the other. With that in mind, what is wrong with this statement? “ The majority of studies support the view that anxiety contributes to poor performance, not the reverse” (Elkhafaifi, p. 208).
49. Alpha & Omega Anxiety is one of the main Blocking Factor in the Process of Effective Language Learning.
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51. Now, Mr. Hamza Niaz Would share “ Role of Parents in Anxiety”
52.
53. “ If a stressed mother slams the door and throws down her keys, she is teaching her child one way to relieve her stress……if she goes out for a jog, meditates or practices yoga, she is teaching other ways.” (Stolberg, 2002)
55. The Parents should not quarrel in front of children. Because it is a big cause of anxiety in children and may also enhance anxiety already present in children.
56. It has been observed that performance of the children in the class is deeply affected by the disturbed home environment.
57. I would like to invite Mr. Saqib Aftab to continue.
58.
59. Teacher’s Role in Class-Room Anxiety 1. State of equilibrium in Class. 2. Positive Thinking towards Students 3. Encouragement 4. Overlook Student’s mistakes 5. Stress free environment.
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61. I would like to invite Mr. Muhammad Asif Khan to Continue.