This document provides information about behavioral sciences and the biopsychosocial model of health care. It defines behavioral sciences as a branch of science that deals with human and animal behavior through systematic observation and experimentation. It notes key differences between behavioral sciences and social sciences in their level of analysis. The document also describes the biopsychosocial model, which views health as influenced by biological, psychological, and social factors rather than just biological ones. It discusses implications and challenges of this model in medicine.

1. ATIF MEHMOOD
LECTURER (RADIOLOGY)
INSTITUTE OF PARAMEDICAL SCIENCES
KHYBER MEDICAL UNIVERSITY PESHAWAR

2. Behavioural sciences
 A branch of science (as psychology, sociology, or
anthropology) that deals primarily with human action and
often seeks to generalize about human behavior in society
 Behavioural science is a branch of the sciences which is
concerned with the study of human and animal behavior
 The term behavioural sciences encompasses all the
disciplines that explore the activities of and interactions
among organisms in the natural world
 It involves the systematic analysis and investigation
of human and animal behaviour through controlled and
naturalistic observation, and disciplined scientific
experimentation.

3.  Difference between behavioural sciences and social
sciences
 The term behavioural sciences is often confused with the
term social sciences. Though these two broad areas are
interrelated and study systematic processes of behaviour,
they differ on their level of scientific analysis of various
dimensions of behaviour.
 Behavioural sciences abstract empirical data to investigate
the decision processes and communication strategies within
and between organisms in a social system. This involves
fields like psychology, social neuroscience and cognitive
science

4.  In contrast, social sciences provide a perceptive framework to
study the processes of a social system through impacts of
social organisation on structural adjustment of the individual
and of groups. They typically include fields
like sociology, economics, public
health, anthropology, demography and political science
 Categories of behavioural sciences Behavioural sciences
includes two broad categories: neural — Information
sciences and social — Relational sciences.

5.  Information processing sciences deals with information
processing of stimuli from the social environment by
cognitive entities in order to engage in decision making,
social judgment and social perception for individual
functioning and survival of organism in a social
environment. These include psychology, cognitive
science, psychobiology, neural networks, social
cognition, social psychology, and social neurosciences
 On the other hand, Relational sciences deals with
relationships, interaction, communication networks,
associations and relational strategies or dynamics between
organisms or cognitive entities in a social system. These
include fields like sociological social psychology, social
networks, dynamic network analysis, agent-based model
and microsimulation

6. Why study behavioral science?
 By studying this you will be able professionally explore the
activities of and interactions among organisms in the natural
world.
 You will be involved in the systematic analysis and
investigation of human and animal behaviour through
controlled and naturalistic observation.
 Basically if you love to investigate human behaviour, and
why they do what they do, then this field is for you...

7. Bio-Psycho-Social Model of Health Care
and the Systems Approach
 The biopsychosocial model (abbreviated "BPS") is a
general model or approach posessing
that biological, psychological (which entails thoughts,
emotions, and behaviors), and social factors, all play a
significant role in human functioning in the context
of disease or illness.
 Indeed, health is best understood in terms of a combination
of biological, psychological, and social factors rather than
purely in biological terms.

8.  This is in contrast to the traditional, reductionist biomedical
model of medicine that suggests every disease process can be
explained in terms of an underlying deviation from normal
function such as a pathogen, genetic or developmental
abnormality, or injury.
 The concept is used in fields such
as medicine, nursing, health psychology and sociology, and
particularly in more specialist fields such
as psychiatry, health psychology, family therapy,clinical
social work, and clinical psychology

9.  The biopsychosocial paradigm is also a technical term for the
popular concept of the "mind–body connection", which
addresses more philosophical arguments between the
biopsychosocial and biomedical models, rather than their
empirical exploration and clinical application
 The biopsychosocial model of health is based in part
on social cognitive theory
 The biopsychosocial model implies that treatment of disease
processes, for example type two diabetes and cancer, requires
that the health care team
address biological, psychological and social influences upon
a patient's functioning

10. Model description and application
in medicine
 In a philosophical sense, the biopsychosocial model states
that the workings of the body can affect the mind, and the
workings of the mind can affect the body
 This means both a direct interaction between mind and body
as well as indirect effects through intermediate factors
 The biopsychosocial model presumes that it is important to
handle the three together

11. Implications
 Consider biological, psychological, and social factors
 Relationships are significant to health
 Patient and doctor
 Patient and family, friends, others
 Keep people healthy rather than wait to treat them
when they become ill.

12. Challenges
 Poverty as underlying issue
 Lack of resources, education
 Behavior and/or lifestyle
 Misuse of antibiotics
 Gaps in immunizations
 Lack of access to healthcare
 New diseases and re-emerging strains

13. Biopsychosocial Model of Disease
Biology
•Age, sex
•Disease state
•Genetics/heredity
•Physical symptoms
•Meds/drugs/addictio
n
Psychology
•Attitudes/beliefs
•Mood state
•Behaviors
•Religiosity/spirituality
Social
•Support:
formal/informal
•Roles:
work/family/peers
•Physician-patient
relationship
•Socioeconomic status
Environment
•School/work place
•Church
•Social norms / cultural norms
•Community / Health services
•Neighborhoods / National
economy
•Mass media
•Policy / laws

14. Normality vs. Abnormality
 Normality
The absence of illness and the presence of state of well being
called normality.
 The condition of being normal; the state of being usual, typical, or
expected
 Abnormality
 A physical malformation; deformity
 Deviation from the typical or usual; irregularity

( According to Morgan & King)
Abnormality is the significant deviation from commonly accepted
patterns of behavior, emotion or thought".

15.  NORMALITY
 As we have seen, normality means different things to
different people at different times in different settings. If, as a
soldier, we shoot someone in wartime we may receive a
medal; if we shoot someone in peacetime we will be put in
prison. If we lose our job and someone close to us dies then it
is normal for us to be unhappy and depressed. In fact if we
were not unhappy and depressed it would be abnormal.
Therefore we have to look at emotions and behavior in the
context in which they occur

16.  Characteristics of a normal mentality, person
 1. Efficient perception of reality
 They have a realistic view of their strengths and weaknesses
 They know what they have the ability to do and what they
cannot do. They have a realistic Perception of what is
happening around them and their reactions to those events

17.  2. Self knowledge
 They have an understanding of WHY they do things and
WHY they have certain emotions. None of us has complete
Insight into our feelings and behavior but normal people
have more Insight than the mentally ill
 3. ability to control behaviour
 Occasionally normal people may act impulsively [Without
thinking] but normally they can control DRIVES such as
aggression

18.  4. Self-esteem
 They know their own value and feel happy with their
achievements and abilities. They feel accepted by those
around them. They may wish that they were more handsome
or intelligent but they don't allow these ideas to rule their
lives. They know that though they may not be handsome
they have a nice personality or, that though they cannot be a
university professor they are doing a useful job which brings
in money for the family to live on.
 Mentally disordered people often feel that they are worthless
and not accepted by other people. They may blame society or
other people for their feelings of worthlessness and Rejection

19.  5. Able to form close relationships
 NORMAL people are able to form close and satisfying
friendships and relationships. They are aware of other
peoples feelings and beliefs and adapt to them.
 Mentally disordered people often think only of their own
problems and are unable to care about other peoples
problems [they are often Self-centered]. Sometimes they do
not want to form close friendships because at some time in
the past they were emotionally hurt by the breakup of a
relationship

20.  6. Productivity
 They are able to channel their energies into work' and social
life. They are enthusiastic about their lives and enjoy
activities.
 Mentally disordered people often feel chronically tired and
each day is an obstacle to be suffered, not enjoyed.

21. Criteria often used in defining abnormality
 1. Deviation from social norms
 Every society has certain standards [or Norms] of behavior
that it expects. Such things as the way we dress, politeness,
bad language are subject to certain rules [often unwritten].
However, Social Norms are different in different societies.
Eating in public during the day at Ramadan would be
regarded as a deviation in the Emirates and would be
punished. It would not be a deviation in a non-Islamic
country.

22.  2. Maladaptive behaviour
 Behavior is abnormal if it is Maladaptive ie: it has an adverse
[bad] effect on the well-being of the individual or society. For
example a person who is so frightened of crowds that he
cannot leave his home or a person who drinks so much
alcohol that he cannot live a normal life. Individuals who are
violent and aggressive have a bad effect on society. They may
release their aggression on the roads and cause traffic
accidents or indulge in crime.

23.  3. Personal distress
 In this criteria one would look at the person's subjective
[internal] feelings rather than their [external] behavior. They
may feel unhappy, depressed and agitated. They may be
unable to concentrate or sleep. They may hide these feelings
from others and their behavior may appear normal. There
may be the "Smiling Depression" where an individual is very
depressed but hides that depression from family and friends.
Often the first that his family know of the depression is when
he attempts to kill himself.

25. Perception
 The ability to see, hear, or become aware of something
through the senses
 The way you notice things, especially with the senses
 The ability to understand the true nature of something
 An idea, a belief or an image you have as a result of how you
see or understand something
 She showed great perception in her assessment of the family
situation
 There is a general public perception that standards in schools
are falling.

26. Perception: is a process
by which individuals organize
and interpret their sensory
impressions in order to give meaning
to their environment.

33. Factors Influencing Perception:
1.) Perceiver
2.) Target
3.) Situation

34. Factors that Influence
Perception
 The Object of Perception:
some things in our environment tend to attract attention
 Backgrounds and Surroundings
our surroundings at the moment of perception will affect
our perceptions
 The Perceiver
we each bring unique experiences and personal points of
view to each situation

37. What is attention?

38. SIMPLIFIED DEFINITION
OF ATTENTION
 Attention is a cognitive process whereby you
direct and maintain awareness of stimuli
detected by the senses and use that
information to make decisions and choose
responses.
 You continually receive information about your internal
and external environment through your senses.
 You can not be aware of all the sensory information
coming into your senses.
 Perception occurs when you attend to sensory
information
 Decision-making and response selection require
attention directed toward key perceptual informant.

39. What are the two (2)
dimensions of attention?

40. DIMENSIONS OF ATTENTION
 width of attention (broad or narrow)
 broad focus would attend to a large number of stimuli at the
same time
 narrow focus (e.g., golfer lining up a putt)
 direction of attention (internal or external)
 internal focus is directed inward on thoughts and feelings
(e.g., monitor your body’s responses and mental skills).
 external focus is directed to events happening in the
environment (e.g., evaluating playing conditions)

41. What is attentional
capacity and how does
it impact performance?

42. ATTENTIONAL CAPACITY
 You have a limited “attentional capacity.”
 Controlled Processing – occurs when athletes
consciously focus on performing the sport skill
(e.g, focusing on the mechanics of how to
execute a tennis serve)
 Controlled processing is slow, conscious,
deliberate, step-by-step and attention-demanding
process.

43.  Automatic Processing – when you perform a skill
without conscious attention thought.
 Automatic processing is fast, holistic, occurs
below the conscious level, and is not attention
demanding (e.g., can dribble in traffic while
looking for an open player to pass to).

44. What is selective
attention?

45. SELECTIVE ATTENTION
 Selective Attention –
 is the process of attending to some information
coming into our senses and ignoring or screening
out other information.
 Experts must be able to select the correct cues
from countless irrelevant and competing stimuli
(e.g., information to focus on when returning
serve).

46. What is concentration
and what is the
concentration
paradox?

47. CONCENTRATION:
SUSTAINING ATTENTION
 Concentration – is the ability to sustain attention on
selected stimuli for a period of time.
 Concentration can easily be broken by . . .
 external distractions,
 our own thoughts and feelings,
 planned “psych out” strategies, and
 the intense energy demands of intense concentration.

48. CONCENTRATION
ROADBLOCKS
Factors that interfere with quieting or
“parking” the mind include . . .
 excessive thinking
 stress,
 pain, and
 fatigue.

49. How can you improve
your concentration?

50. CONCENTRATION IMPROVEMENT
GUIDELINES
1. learn to manage stress,
2. recognize energy demands of concentration,
3. practice concentrating
4 experience the skill
5 direct attention away from distracting thoughts
and feelings
6 think non judgmentally

51. 51

52. Memory
 Memory is the process in which information is encoded,
stored, and retrieved (Recovered).
 From an information processing perspective there are three
main stages in the formation and retrieval of memory:
 Encoding or registration: receiving, processing and
combining of received information
 Storage creation of a permanent record of the encoded
information
 Retrieval, recall or recognition: calling back the stored
information in response to some cue for use in a process or
activity

53. Memory and Its Processes
 Memory - an active system that receives
information from the senses, organizes and alters it
as it stores it away, and then retrieves the
information from storage.
 Processes of Memory:
 Encoding - the set of mental operations that people perform on
sensory information to convert that information into a form
that is usable in the brain’s storage systems.
 Storage - holding onto information for some period of time.
 Retrieval - getting information that is in storage into a form
that can be used.

54. 54
Studying Memory:
Keyboard
(Encoding)
Disk
(Storage)
Monitor
(Retrieval)
Sequential Process

55. Stages of Memory
1. Sensory Memory
2. Short-Term Memory
3. Long-Term Memory

56. Sensory Memory
 Sensory memory - the very first stage of memory, the
point at which information enters the nervous system
through the sensory systems.
 Iconic memory - visual sensory memory, lasting only a fraction
of a second.
 Capacity – everything that can be seen at one time.
 Duration - information that has just entered iconic memory will be
pushed out very quickly by new information, a process called masking.

57. Short-Term Memory
 Short-term memory (STM) (working memory) - the
memory system in which information is held for brief
periods of time while being used.
 Selective attention – the ability to focus on only one stimulus from
among all sensory input.

58. Short-Term Memory
 Maintenance rehearsal - practice of saying some
information to be remembered over and over in one’s head
in order to maintain it in short-term memory (STMs tend to
be encoded in auditory form).
 Duration of STM - lasts from about 12 to 30 seconds without
rehearsal.
 STM is susceptible to interference
(e.g., if counting is interrupted,
have to start over).

59. Long-Term Memory
 Long-term memory (LTM) - the
system of memory into which all
the information is placed to be kept
more or less permanently.
 Elaborative rehearsal - a method of
transferring information from STM
into LTM by making that
information meaningful in some
way.

60. Amnesia
The loss of memory is described as forgetfulness, or as a
medical disorder, called amnesia
 Retrograde amnesia - loss of memory from the point of
some injury or trauma backwards, or loss of memory for
the past.
 Anterograde amnesia - loss of memory from the point of
injury or trauma forward, or the inability to form new
long-term memories (“senile dementia”).
 Infantile amnesia - the inability to retrieve memories
from much before age 3

61. Whole Learning: Studying an entire package of information at once, like a
poem
Part Learning: Studying subparts of a larger body of information (like text
chapters)
Recitation: Summarizing aloud while you are learning
Rehearsal: Reviewing information mentally (silently)
Selection: Selecting most important concepts to memorize
Spaced Practice: Alternating study sessions with brief rest periods
Massed Practice: Studying for long periods without rest periods
• Lack of sleep decreases retention; sleep aids consolidation
• Hunger decreases retention
Some Ways to Improve Memory

63. Thinking
 Thinking can refer to the act of
producing thoughts or the process of
producing thoughts.
 Thought can refer to the ideas
or arrangements of ideas that result
from thinking, the act of producing
thoughts, or the process of producing
thoughts
 Thinking or cognition
refers to a process that involves
knowing, understanding, remembering
and communicating.

64.  Thinking allows humans to make sense
of interpret, represent
or model the world they experience,
and to make predictions
about that world.
 In spite of the fact that thought
is a fundamental human activity
familiar to everyone, there is no
generally accepted agreement
as to what thought is or how it is created.

65.  Different Types of Thinking
 1. Critical thinking - This is convergent thinking. It assesses
the worth and validity of something existent. It involves
precise, persistent, objective analysis.
2. Implementation thinking is the ability to organize ideas
and plans in a way that they will be effectively carried out.
 3. Conceptual thinking consists of the ability to find
connections or patterns between abstract ideas and then
piece them together to form a complete picture

66.  4.Innovative thinking involves generating new ideas or
new ways of approaching things to create possibilities and
opportunities.
 5.Intuitive thinking is the ability to take what you may
sense or perceive to be true and, without knowledge or
evidence, appropriately factor it in to the final decision.

67. Theories and Models of Thinking
 Behaviorist Theory
 Behaviorists view thinking as something that produces a
measureable change in an individual’s actions. Since
thinking takes place as a result of reacting to external stimuli
in this model
 Pavlov’s famous experiment about dogs salivating when they
would hear the dinner bell ring is an example of behaviorist
theory
 Cognitive Theory
Cognitive theorists such as Piaget and Gagne argue that
thinking and learning are internal mental actions that take
place in the brain and include sensory perception, processing
of information, applying and combining information, and
memory

68.  Humanist Theory
 In the humanist model, the purpose of thinking is to fulfill
an individual’s potential. As such, the acts of thinking and
learning are always personal, not institutional.
 Also known as “whole child” theory, humanists advise that
the purpose of education is to develop a self-motivated,
autonomous individual who can think and learn on his own

70. Cognition
 The word cognition comes from
the Latin verb cognosco (con 'with' + gnōscō 'know'), 'I
know' so broadly, 'to conceptualize' or 'to recognize'
 The mental process of knowing, including aspects such as
awareness, perception, reasoning, and judgment
 That which comes to be known, as through perception,
reasoning, or intuition; knowledge
 In science cognition is a group of mental processes that
includes attention, memory, producing and
comprehending language, learning, reasoning, problem
solving, and decision making

71.  Cognition is a faculty for the processing of information,
applying knowledge, and changing preferences
 Cognition, or cognitive processes, can be natural or artificial,
conscious or unconscious
 It encompasses the mental functions, mental processes
(thoughts), and states of intelligent entities
 In cognitive psychology and cognitive engineering, cognition
is typically assumed to be information processing in a
participant’s or operator’s mind or brain

72. Stages of Processing
 Stages of Processing: The steps required to form, use, and
modify mental representations in a cognitive task.
 Perhaps perceiving, encoding, remembering
and retrieving

73. The mind is a complex machine –an
information processing machine
 It uses Hardware (the brain)
 Software – (mental images or reperesentations)
 Information input to the mind comes via bottom- up
processing (from the sensory system)
 Information is processed in the mind by top down
processing via prestored information in the memory
 Output is in the form of behavior

74. Levels of Cognition
 Bloom's Taxonomy of Cognitive Domain
 Bloom identified six levels within the cognitive domain, from
the simple recall or recognition of facts, as the lowest level,
through increasingly more complex and abstract mental
levels, to the highest order which is classified as evaluation.

75.  Knowledge is defined as remembering of previously learned
material. Knowledge represents the lowest level of learning
outcomes in the cognitive domain.
 Verbs: arrange, define, duplicate, label, list, memorize,
name, order, recognize, relate, recall, repeat, reproduce state.
 Comprehension is defined as the ability to grasp the
meaning of material.
 Verbs: classify, describe, discuss, explain, express, identify,
indicate, locate, recognize, report, restate, review, select,
translate
 Application refers to the ability to use learned material in
new and concrete situations
 Verbs: apply, choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, practice, schedule, sketch, solve,
use, write

76.  Analysis refers to the ability to break down material into its
component parts so that its organizational structure may be
understood
 Verbs: analyze, appraise, calculate, categorize, compare,
contrast, criticize, differentiate, discriminate, distinguish,
examine, experiment, question, test.
 Synthesis refers to the ability to put parts together to form a
new whole. This may involve the production of a unique
communication (theme or speech), a plan of operations
(research proposal)
 Verbs: arrange, assemble, collect, compose, construct,
create, design, develop, formulate, manage, organize, plan,
prepare, propose, set up, write

77.  Evaluation is concerned with the ability to judge the value of
material (statement, novel, poem, research report) for a
given purpose. The judgements are to be based on definite
criteria.
 Verbs: appraise, argue, assess, attach, choose compare,
defend estimate, judge, predict, rate, core, select, support,
value, evaluate.

78. Don't know, what we learned

79. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved.

80. Communication
 Communication (from Latin commūnicāre, meaning "to
share" ) is the activity of conveying information through the
exchange of thoughts, messages, or information, as by
speech, visuals, signals, writing, or behavior.
 It is the meaningful exchange of information between two or
more living creatures.
 One definition of communication is “any act by which one
person gives to or receives from another person information
about that person's needs, desires, perceptions, knowledge,
or affective states.

81.  Communication may be intentional or unintentional, may
involve conventional or unconventional signals, may take
linguistic or non-linguistic forms, and may occur through
spoken or other modes
 Communication requires a sender, a message, and a recipient
 The communication process is complete once the receiver
understands the sender's message

94.  Characteristics of a good Communicator
 having good listening skills
 being able to communicate in a way that is clear and concise
 Effective communicators also know their audience.
 Good communicators are not afraid to ask for clarification if
something was not clearly stated.
 They also are aware of the body language of their audience
and keep eye contact with them as much as possible to make
sure they are understanding.

95.  Communication………???????????????????????????????????????

98.  Personality is the particular combination of emotional,
attitudinal, and behavioral response patterns of an individual
 Attractive qualities that make something unusual or
interesting
 Personality" is a dynamic and organized set of characteristics
possessed by a person that uniquely influences his or
her cognitions, emotions, motivations, and behaviors in
various situations
 Personality also refers to the pattern of thoughts, feelings,
social adjustments, and behaviors consistently exhibited over
time that strongly influences one's expectations, self-
perceptions, values, and attitudes.

99.  Components of Personality
 So what exactly makes up a personality? As described in the
definitions above, you would expect that patterns of thought
and emotion make up an important part. Some of the other
fundamental characteristics of personality include:
 Consistency - There is generally a recognizable order and
regularity to behaviors. Essentially, people act in the same
ways or similar ways in a variety of situations.

Psychological and physiological - Personality is a
psychological construct, but research suggests that it is also
influenced by biological processes and needs.

100.  It impacts behaviors and actions - Personality does not
just influence how we move and respond in our environment;
it also causes us to act in certain ways.

Multiple expressions - Personality is displayed in more
than just behavior. It can also be seen in our thoughts,
feelings, close relationships and other social interactions.
What are the Factors Affecting Personality
Development??
 The important factors in which the origin of personality lies

101.  (I) Heredity
 Hereditary factors may be summed as constitutional biological
and physiological factors:
 1.Constitutional Factors
 The constitution of an individual is an effective factor in
determining the type of his Personality. There can be 3 bodily
types of personality- (1) short and stout, (2) tall and thin, (3)
muscular and well Proportioned. We are always impressed by an
individual who has a muscular and a well proportioned body.
Height, Weight, physical defects, health and strength affect
Personality.
 2. Biological Factors
 The working of the nervous system, glands and blood chemistry
determines our characteristics and habitual modes of behaviour.
These factors form the biological basis of our personality.

102.  3. Intelligence
 Intelligence is mainly hereditary. Persons who are very
intelligent can make better adjustment in home, school and
society than those who are less intelligent.
 4. Sex Differences
 Sex differences play a vital role in the development of
personality of individual. Boys are generally more assertive
and vigorous. They prefer adventures. Girls are quieter and
more injured by personal, emotional and social problems.
 5. Nervous System
 Development of personality is influenced by the nature of
nervous system.

103.  (II) Environment
 The sociologists emphasize that the personality of the
individual develops in a social environment. It is in the social
environment, that he comes to have moral ideas, social
attitudes and interests. This enables him to develop a social
'self which is another term for personality.
 The important aspects of the environment are as follows:
 (1) Physical Environment
 (2) Social Environment
 (3) Family Environment
 (4) Cultural Environment
 (5) School Environment

104.  How personality can be assessed?
 Assessment methods
 The interview
 Rating scales
 Self-report tests
Influence of personality in determining reactions
during health, disease, hospitalization, stress
 Individuals differ dramatically in their response to a problem
or a stressor. Some people are born with a temperament that
predisposes them to higher or lower levels of tolerance to
stress.
 Your cognitive reaction to a situation plays a role in
determining how stressful a situation is to you

105. TAKE CARE

106. 
 Intelligence

107. Intelligence
 Intelligence has been defined in many different ways
including logic, abstract thought, understanding, self-
awareness, communication, learning, having emotional
knowledge, retaining, planning, and problem solving.
 A very general mental capability that, among other things,
involves the ability to reason, plan, solve problems, think
abstractly, comprehend complex ideas, learn quickly and
learn from experience.
 It is not merely book learning, a narrow academic skill, or
test-taking smarts. Rather, it reflects a broader and deeper
capability for comprehending our surroundings—"catching
on," "making sense" of things, or "figuring out" what to do

108. Types of Intelligence
1. Linguistic
2. Logical/ Mathematical
3. Spatial
4. Bodily/ Kinesthetic
5. Musical
6. Interpersonal
7. Intrapersonal
8. Naturalistic

109. Linguistic
Intelligence
Skilled with words
“The Word Player”

111. Logical/ Mathematical
Intelligence
Skilled with numbers &
reasoning
“The Questioner”

113. Spatial Intelligence
Skilled with pictures &
images
“The Visualizer”

115. Bodily/ Kinesthetic
Intelligence
Physical skill
“The Mover”

117. Musical Intelligence
Skilled with melody &
rhythm
“The Music Lover”

119. Interpersonal Intelligence
Skills of social
understanding
“The Socializer”

121. Intrapersonal Intelligence
Skills of self-knowledge
“The Individual”

123. Naturalistic Intelligence
Skills of making
connection to elements
in nature
“The Outdoorsman”

125. Factors Affecting Intelligence
 1) Heredity and Environment
 2) Age
 3) Race and Nationality
 4) Culture:
 5) Health and Physical Development
 6) Sex differences
 7) Social and Economic Conditions

126. Are you Intelligent???

146. Emotional Quotient (EQ)
 Also referred to as emotional intelligence, emotional
quotient is a person's intelligence in regard to theirs or other
people's emotions.
 This is the ability to control and monitor what they or other
people are feeling
 Emotional intelligence (EI) is the ability to identify, assess,
and control the emotions of oneself, of others, and of
groups..

187. How to Become a More Effective
Learner/Strategies to improve learning
skills:
 1. Memory Improvement Basics
 some of the best ways to improve memory. Basic tips such as
improving your focus, avoiding cram sessions, and
structuring your study time are a good place to start,

188.  2. Keep Learning (and Practicing) New Things
 Learning and practicing new skills helps your brain retain new
information

189.  3. Learn in Multiple Ways

190.  4. Teach What You've Learned to Another Person

191.  5. Utilize Previous Learning to Promote New Learning

192.  6. Gain Practical Experience

193.  7. Look Up Answers Rather Than Struggle to Remember

194.  8. Understand How You Learn Best

195.  9. Use Testing to Boost Learning

196.  10. Stop Multitasking
