GROUP 2

INTERACTING
BIOLOGICAL
AND
SOCIAL FACTOR
 Biological Influences on
 It Behavior
can be difficult to determine whether
genetic or environmental factors have greater
influence on our developing behaviors. Our
genes have a huge role in when and how we
learn, grow and develop. For instance, the
genetic makeup of a child determine the age
range in which the child will begin walking,
but the environmental factors will influence
whether they begin at the beginning or
toward the end of this range. On the other
hand, a human’s physiological development
refers to his or her emotional, cognitive,
intellectual, and social skills through his or
her lifetime.
 Relevance of the Body
Embodiments of Love!
 Wealth, friends, property, and even wife, if lost, can be acquired
again, but the human body is not like that; once lost, it can never be
got back, no matter how hard one may try. Human life is most
precious, highly sacred, beautiful, and invaluable. It is, therefore,
the prime duty of every individual to take the greatest possible care
of the body.
 The body is an indispensable vehicle for experiences. Without it
nothing can be done, not even a simple task. The human body is,
therefore, more precious than worldly wealth and such other
material acquisitions. Life must be sanctified by making proper use
of the body and engaging it in sacred actions. Time gone will never
come back.
 It is most important to understand the role and the value of the
human body. It is the body that shelters the Divinity within. The
body is like an iron safe used for storing jewelry and other such
valuables. In the case of the body, the valuables stored are good
feelings, good thoughts, and virtues
 Double Aspect of Self

 PERSONAL SELF
- Our personal self or personality is being
directed at all times by our mind and our
five senses.

 IMPERSONAL SELF
- Impersonal self or core essence, the
being within, is being directed by
something far greater than you can
imagine.
 Interpreting Self
Experimental Perspective

 Previous work within self experimental

perspective has shown that
experimentally framing and learning
activity in terms of extrinsic rather
than intrinsic goals results in poorer
conceptual learning and performance
because extrinsic goal framing detracts
attention.