Psychology & Psychiatry

Space and Time in the Bilingual Mind

If you read my posts on a regular basis, you probably know that I am quite interested in bilingualism and its effects on cognition. Another person who conducts a lot of studies in things like this is Lera Boroditsky, one of the most public-friendly academics in psycholinguistics. Boroditsky recently released an interesting paper with Vicky Lai that I thought I would report on here for you.
Something that has been on Boroditsky’s radar for quite a while is the relationship between space and time as it is mediated by language, which is primarily through metaphor. For example, in English, we have two different metaphorical views of time. The first is an ego-moving view, in which time is stationary and we are moving along it. This is the metaphor we are using when we say “we’re coming up on the deadline.” The time-moving view, in which we are stationary and time is moving, results in things like “the deadline is approaching.”
This certainly is not a universal phenomenon, though. Mandarin, for example, discusses some elements of time in terms of front and back, similar to English, but also talks about the “up month” (last month) or the “down week” (next week).
Boroditsky and Lai used three different groups of speakers: English monolinguals, Mandarin monolinguals, and English-Mandarin bilinguals. Each of these was split into two smaller groups — one for each experimental condition.
In the experiment, the researchers asked groups of participants two different questions: one about rescheduling a meeting, and one about resetting a clock. In the first question, one group was asked which day a meeting that was originally scheduled on Wednesday, but was moved forward by two days, would fall on. The second group was asked what time a clock would say if it was moved forward one hour from 1:00 p.m.
Obviously, there are two different options here: in the first case, participants could say Monday or Friday. And in the second, they could say 12:00 p.m. or 2:00 p.m.
So what happened? The monolingual results are not all that surprising: English monolinguals were more likely to say “Friday” or “2:00 p.m.” than the Mandarin speakers, indicating an ego-moving perspective. Mandarin speakers were more likely to adopt a time-moving perspective.
What interested me, though, was the bilinguals. In the meeting-rescheduling experiment, the bilinguals were tested in English, while in the clock-resetting one, they were tested in Mandarin. In both situations, though, they were less likely to use an ego-moving perspective than English speakers, but more likely to use one than Mandarin speakers.
This sounds complicated, but what it comes down to is that they fell not in line with the English speakers, and not in line with the Mandarin speakers, but somewhere in the middle. And because they were tested in both of their languages, this experiment indicates that there is an effect of their first language on their second, but also of their second language on their first.
This all sounds quite complex, but the important thing is that it provides a bit more evidence for the argument that bilinguals are not just two separate monolinguals in one mind — they actually form a third cognitive system that is not reducible to either of their languages, but results from the interaction of both.
It is this third cognitive system that really intrigues me. People have shown it in a few different fields now, including shape classification, and I am looking forward to seeing where it goes in the future.
If you would like to read more about this, I recommend checking out Aneta Pavlenko’s work — she does a lot of research on bilingual memory, restructuring, and transfer. I have listed a few books and articles below that might interest you.

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Health care

Scent of a Baby

Body odor conveys a wide variety of cues about gender, age, family, stress, and disease states. Body odors are also believed to direct mating and bonding between individuals. Now, a new study finds that newborn body odor may contribute to building maternal-child relationships.
A team of researchers in Germany conducted functional magnetic resonance imaging of the brains of 30 women. Half of the women had given birth within the previous three to six weeks, and the other half had never given birth. The brains of the women were imaged while they sniffed pajamas worn by newborn babies for the first two days of life. Both groups experienced increased dopaminergic responses, which are critical to the brain’s reward pathways. However, the new mothers experienced a significantly higher activation than the childless women.
For a mother, the smell of a newborn baby — not even her own, according to this study — provides a dose of dopamine and fills her with feelings of positivity and well-being, which acts as a reward for cuddling and snuggling the baby. Likely, this maternal physiological response aids in sealing a bond with her child. A mother craves the reward associated with being close to her baby and this motivates her attitude and behavior toward her newborn.
The response is similar to the dopaminergic rewards that are active when addicts take drugs or hungry people eat food. An activity that satisfies a craving has the potential to activate the brain’s reward centers, and, therefore, some researchers have claimed that mothers may be, in a sense, addicted to their babies.
Mammals — both humans and non-humans — have long been known to release olfactory cues to their offspring. These cues control an infant’s mood, direct attention, delay stress responses, stimulate breathing, promote feeding, and even boost learning. Maternal odors offer clues to an infant as he or she explores the body surface and environment of the mother. We are now learning that the baby’s odors may likewise aid the mother. All of these stimuli ultimately support the survival and growth of a newborn.
Much attention has been paid to auditory and visual stimuli in parental bonding, but this study offers evidence that olfactory signals may be just as important in creating human bonds. The dopaminergic activity initiated by the sensory signals is critical to rewarding satisfying behavior, and what is more satisfying than a mother’s love for her child?

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Definite articl & Indefinite article

Definite article

A definite article indicates that its noun is a particular one (or ones) identifiable to the listener. It may be something that the speaker has already mentioned, or it may be something uniquely specified. The definite article in English, for both singular and plural nouns, is the.

The children know the fastest way home.

The sentence above refers to specific children and a specific way home; it contrasts with the much more general observation that:

Children know the fastest way home.

The latter sentence refers to children in general, perhaps all or most of them. Likewise,

Give me the book.

refers to a specific book whose identity is known or obvious to the listener; as such it has a markedly different meaning from

Give me a book.

which does not specify what book is to be given. The definite article can also be used in English to indicate a specific class among other classes:

The cabbage white butterfly lays its eggs on members of the Brassica genus.

The definite article is sometimes also used with proper names, which are already specified by definition (there is just one of them). For example: the Amazon, the Hebrides. In these cases, the definite article is strictly speaking superfluous. Some languages also use definite articles with personal names. For example, such use is standard in Portuguese: a Maria, literally: "the Maria". It also occurs colloquially in Spanish, German and other languages, and is sometimes heard in Italian. In Hungary it is considered to be Germanism.

Indefinite article

An indefinite article indicates that its noun is not a particular one (or ones) identifiable to the listener. It may be something that the speaker is mentioning for the first time, or its precise identity may be irrelevant or hypothetical, or the speaker may be making a general statement about any such thing. English uses a/an, from the Old English forms of the number 'one', as its primary indefinite article. The form an is used before words that begin with a vowel sound (even if spelled with an initial consonant, as in an hour), and a before words that begin with a consonant sound (even if spelled with a vowel, as in a European).

She had a house so large that an elephant would get lost without a map.

Before some words beginning with a pronounced (not silent) h in an unstressed first syllable, such as hallucination, hilarious, historic(al), horrendous, and horrific, some (especially older) British writers prefer to use an over a (an historical event, etc.).^[3] An is also preferred before hotel by some writers of British English (probably reflecting the relatively recent adoption of the word from French, where the h is not pronounced).^[4] The use of "an" before words beginning with an unstressed "h" is more common generally in British English than American.^[4] American writers normally use a in all these cases, although there are occasional uses of an historic(al) in American English.^[5] According to the New Oxford Dictionary of English, such use is increasingly rare in British English too.^[3] Unlike British English, American English typically uses an before herb, since the h in this word is silent for most Americans. The correct usage in respect of the term "hereditary peer" was the subject of an amendment debated in the UK Parliament.^[6]
The word some is used as a functional plural of a/an. "An apple" never means more than one apple. "Give me some apples" indicates more than one is desired but without specifying a quantity. This finds comparison in Spanish, where the singular indefinite article 'un/una' ("one") is completely indistinguishable from the unit number, except where it has a plural form ('unos/unas'): Dame una manzana" ("Give me an apple") > "Dame unas manzanas" ("Give me some apples"). However, some also serves as a quantifier rather than as a plural article, as in "There are some apples there, but not many."
Some also serves as a singular indefinite article, as in "There is some person on the porch". This usage differs from the usage of a(n) in that some indicates that the identity of the noun is unknown to both the listener and the speaker, while a(n) indicates that the identity is unknown to the listener without specifying whether or not it is known to the speaker. Thus There is some person on the porch indicates indefiniteness to both the listener and the speaker, while There is a person on the porch indicates indefiniteness to the listener but gives no information as to whether the speaker knows the person's identity

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Village study

  

 Panighatta village study....

  

  Panighatta  is one small and beautiful Village. Taluka  Shiggava, Dist Haveri and this village have 8 temples And This village have some specialty and that specialty  Is school And that school established 1928-05-01 and this village have  Cool climate village surround four Lake Is there and so many caste people Is there, Gramsaba Is working Is good  Gram Panchayat member Is there like president members, population Is 1815 & voting 1400, And specially there growing ground nut  & cotton

Salutation

1.  Sanitation problems

    2. To aware the people About health

    3. Meet the Gram panchayat member

    4. Arrange one meeting regarding sanitation

    5. How important Sanitation that one explain to village people

    6. Disadvantage & advantages describe

Case work

  1.  Name –Verashadh khan, Guttal

ž Result of 7th

86 and In SSLC he completed Khadarling private school

( Hulgur) in there he got percentage 53% here also he got

Highest no In math’s 77

ž And he is athletic player IN that time because he won 1999

Running race 2000 500, meter running kabbadi cuckoo

player Also

ž And 2001 he selected to state level running race 500 meter

And there also he won

ž And he have so many medals and cup

 class total no 351, 58% In math's he got

ž He left study because he face’d so many

Problems and he suffered so many problems

Because his father had “leprosy” disses and His

mother was only going to work that time After

that he also saw everything that’s way he Left

and he also join with his mother later on He 19

year old that time he went to “Bangalore” And

he did there work after that Later he left That

job and he came to face army exam In there

he selected but officer asked to him Money

corruption 1,20,000 he unable to gave That

much huge money he left and he did normal

work.

ž Like this intelligent person’s are not

Growing because corruption and when

he faced that time he easily selected

but there he face's like this problems

and when he selected in army force that

time he so happy and he celebrate but

corruption came In middle

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Time Management

                 Time Management

        DevelopingTime Management Skills & Journey

One goal is to help yourself become aware of how you use your time
And that time will manage to us how to reach the goal and when some points we are Uploaded means that time we will reach & points are, Prioritize your assignments, Identify resources to help you.

 

  Prioritize your assignments

When studying, get in the habit of beginning with the most difficult subject or task. You'll be Fresh, and have more energy to take them on when you are at your best. For more difficult Courses of study, try to be flexible: for example, build in reaction time when you can get Feedback on assignments before they are due.

What subject has always caused you problems?

  Identify resources to help you

Are there tutors An expert friend Have you tried a keyword search on the Internet to get better Explanations? Are there specialists in the library that can point you to resources? What about Professionals and professional organizations. Using outside resources can save you time and Energy, and solve problems.

Write down three examples for that difficult subject above?
Be as specific as possible.

Time waster

Here how peoples are simply waste them time and they don’t know about time management And we will see bellows

1-    Poor planning

2-    Poorly run meeting

3-    Extended tea lunch breaks

Poor planning –

some peoples are not planning there’s life because they don’t have Planning that’s way they are fail in them life and they are going some were Computation That time they are become failover in there’s life  because if some person have some Time management that time only they are reach there’s goal and first they are give value  For time

Poorly running meeting.

Here some people’s are become a so lazy and they are simply waste the time and they are not maintaining the time and they always run be hand time because they don’t know proper planning

  Extended tea lunch breaks

While some people’s are going to have a break that time they are simply waste the time teasing the people and talking about third person that time people’s are not reach there’s goal because them are not maintaining time

My learning

I felt very good when I sat time management class and belive me sir I learnt lot of In that Class and I came to know about what Is time and how I give respect that I learnt

Conclusion..

 In time manage ment I learnt & time how change the life that also here I learnt and I came to know how Important tim… 

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