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1 Nature and Methods of Educational Psychology

1.1

1.2

1.3

1.2.1

1.2.2

1.2.3

1.4

1.3.1

1.3.2

1.3.3

1.5

1.4.1

1.4.2

1.4.3

1.4.4

1.6

1.7

1.8

1.9

1.10

Introduction 1.1

Objectives 1.2

Psychology: Meaning, Nature and Scope 1.3

(Meaning of Psychology) 1.3.1

soul Logos Psyche study

unconcious concious Jung

Freud

subconcious J.B. Watson

Science of behaviour

Boring Longfield & Wield Crow & Crow Skinner

James Drever

(Nature of Psychology) 1.3.2

(Scope of Psychology) 1.3.3

General

Abnormal Psychology Psychology

Social Industrial Psychology Political Psychology Psychology

Clinical Psychology Milatary Psychology

1.4

(Educational Psychology: Meaning, Nature and Scope)

Meanin of Educational Psychology 1.4.1

Crow and

Crow

Skinner

Sarwrey & Telford

Nature of Educational Psychology 1.4.2

Sarwey and Telford

Crow & Crow

Scope of Educational Psychology 1.4.3

Infant Adulthood Adolescence Childhood

1.5(Methods of Educational Psychology: Introspection, Observation, Experimental and Case Study)

Introspection 1.5.1

Spiere Intro Introspection

look within Stout

Subject

Observation Method 1.5.2

Experimental Method 1.5.3

Leipzing

1879 William Wundt

Experimentum

experiment test trial

Controlled situations

Case Study 1.5.4

Need and Importance of 1.6Educational Psychology for the Teacher

Glossary 1.7

Nature

Scope

Meaning

Psychology

Psyche

Logos

Concious

Subconcious

Unconcious

Behaviour

Learning

Method

Introspection

Observation

Experiment

Case Study

Points to Remember 1.8

Model Examination Questions 1.9

L o n g An s w e r T yp e

Questions

Short Answer Type Questions

V e r y s h o r t An s w e r t yp e Questions

Objective Type Questions

Psyche

a

b

c

d

a

b

c

d

a

b

c

d

Boring a

Hull b

Wundt c

Tolman d

Berlin a

Boston b

Frankfurt c

Leipzing

d

a

b

c

d

a

b

c

d

a

b c

d

a

b

c

d

a

b

c

d

d c b a

b a

d c

Suggested Books 1.10

Kulshestra, S.P. (1997), Educational Psycholgy - Raj Printers - Meerut

Mangal, S.K (2003), Advanced Educational Psychology Prentice Hill of

India Pvt.

Ltd. New Delhi

Schopler, J. Weisz, J. King R & Morgan, C (1993), Introduction to

Psychology -

Prentice Hill of India Pvt. Ltd., New Delhi

2

Growth and Development of the Learner

Structure Introduction 2.1

Objectives 2.2

Growth and Development of the Learner

The Concept and Nature

Difference between Growth and

Development

Principles of Development

Factors influencing Growth and

Development: Heriditary and Environment

2.3.1

2.3.2

2.3.3

2.3.4

2.3

Stages of Growth and Development

Infancy

Childhood

Adolescence

2.4.1

2.4.2

2.4.3

2.4

Theories of Development

Congnative (Piget) Theory

Psycho-Social (Erikson) Theory

Moral (Kohlberg) Theory

Psycho-Analytic Theory

Language Developement theory of Noam

Chomsky

2.5.1

2.5.2

2.5.3

2.5.4

2.5.5

2.5

Glossary 2.6

Points to Remember 2.7

Model Examination Questions 2.8

Suggested Books 2.9

Introduction 2.1

Objectives 2.2

Growth and Development 2.3

The concept and nature 2.3.1

Frank

Crow and Crow

Woolf and Woolf

Difference between Growth and Development 2.3.3

(Development) (Growth)

1

2

3

4

5

6

Principles of Developement 2.3.3

Principle of Continuity 1

Skinner

Principle of Sequentiality 2

Geseel Shirley

Principle of Unifrom Pattern 3

6 12

Principles of Direction of Developement 4

Principle of General to Specific Responses 5

Principle of Integration 6

Principle of Different Rate of Development 7

Principle of Interrelation 8

Principle of Interaction of Heredity and 9

Environment

Principle of Individual Difference 10

Factors influencing Growth 2.3.4

and Development: Heredity & Environment

Environment Heredity

Genes

James Drever

Peterson

Laws of Heredity

Law of Resemblence 1

Law of Variation 2

Law of Regression 3

Wood worth

Boring Longfield & Wild

Stage of Growth and Development 2.4

1.0

2

62

12 6

18 12

40 18

6540

65

Infancy 2.4.1

2 0

20 18

1512

50 10

7 - 6

Early Childhood 6

40 38

6 2

Later Childhood

32 28 4 3 57.5 58

90% 1110

Adolescence

1812

Gonads 13

15

18

Piaget's Theory of Cognative Development

1932 1923 '1896- 1980' Jean Piaget

(Adaptation) 1

(Accomodation) (Assimilation)

(Equilibration) 2

(Schema) 3

(Sensory motor stage)

(Pre-operational stage)

(Stage of concrete operational stage)

(Stage of formal operation)

Assumption

I

II

(Assimilation and Accomodation)

(Equilibration) III

Nervous system (Physical Maturation)

Sensory organs

Cognative structure Equilibration IV

Sensory motor stage

Stage of reflex activities I

Sucking

reflex

Stage of primary circular reactions II

Stage of secondory circular reactions III

manipulation

Stage of coordination of secondary IV

Goal sehergrate

Means

imitation Schema

Generalization

Trial and Error V

(stage of the invention of new VI

means through mental cmbination

Object permanence

Pre-operational stage

Preconceptual period

Intutive period

Signifiers I

Sign Symbol

Object

Preoperation Sign Symbol

Signifiers Symbolic function

Play- imitation

Limitations

Animism (a)

Egocentrism b

reasoning Intutive period II

422 22 4 trait of reversibility

Stage of concrete operation III

A,B,C, A,B

Trait of 422 22 4 reversibility

Conservation Concept

Length Liquid Classification relation

Weight

Seriation

Systematic

Brown & Cook 1986 Systematic

Stage of formal operations

Items

Objectivity decentring reality

Variable

subjective

Gelman, (Cognative competence)

Conservation 1978

Qualitative distinct

Biological maturation

Visual Object permanance Formal operation stimulus

Erikson's Theory of Psycho-social Development

Erik Erikson

Basic needs I

Self Ego II

III

Challenge IV

Crises

Motivational (v)

Trust v Mistrust

Trust

Autonomy vs shame and doubt

Crises Will power

Restraint

Initiative vs Guilt

Industry vs Inferiority

Industry

Solution

Identity vs Confusion

Identity

Fidelity Solution

Intimacy vs Isolation

Generativity vs Stagnation

Generativity

Integrity vs Despair

Integrity

S oc i o - e mo t i on a l t a s ks Development framework

Identity

Lawrence Kholberg's Theory of Moral Development

Level Fixed Order

Level of perconventional Morality A

!

Punishment and orientation I

Physical consequences

Instrumental relativist orientation II

Bartering

Lelvel of conventionality B

Standard

Good boy and nice girl orientaion I

Heintz

Level of postconventional c

Internal control

Social control-orientation I

II

Self - condemnatioan

Psychoanalytic Theory of Freud and Moral Development

Super ego

Moral commander

Id Drives

Socialization

Internalization

Guilt Anxiety Self-Punishment

External Supr -ego External Control Self punishment punishment

Self control

Moral standards

Super ego

Language Development ,theory of Noam chomsky

Principal of 1928 Linguistics generative Grammer)

Verbal behaviors 1967

Linguistic

Data

LAD The Ability to Understand

and produce sentences

(Processing)

(Out put)

LAD- Built- In System

Language Acquisition Device

Analogy LAD

Device LAD

Universal 1950

Grammer

LAD

Subject,Verb, Object

Exception

Innate 1972 Language & Mind

Human essence

Glossary 2.6

Concept

Nature

Growth

Development

Physical development

Emotional development

Congnative development

Infancy

12 childhood

Adolescence

Maturity

Points to Remember 2.7

2

12 2

18 12

Erikson

10 4

13 11

14

Model Examination Question 2.8

Objective Type Questions

d c b a

d c b a

b a

d c

b a

d c

d c b a

b a

d c

d c b a

d c b a

d c b a

d c b a

Suggested Books 2.9

Kulshestra, S.P. (1997), Educational Psycholgy - Raj Printers - Meerut

Mangal, S.K (2003), Advanced Educational Psychology Prentice Hill of

India Pvt.

Ltd. New Delhi

Schopler, J. Weisz, J. King R & Morgan, C (1993), Introduction to

Psychology -

Prentice Hill of India Pvt. Ltd., New Delhi

Individual as a Unique Learner

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

3.10

3.1

Gene Genetic Factors

IQ

3.2

Concept of Individual Differences 3.3

Unique

Individual Differences

In d i v i d u a l Differences

Definitions of ID

Skinner Tyler

James Drever

Woodword & Marquis

Individual Differences

Characteristics of Individual Differences

Phenomenon

Types of Individual Differences 3.4

Universal

Tyler

IQ

IQ

IQ IQ

Normal Please

Sensitive

24

Academic Achivement

3.5

(Concept of Intra and Inter Individula Differences

Intra Inter Individual Individual

Intra Individula Differences

95 20 50 40 70

Inter Individual Differences

3.6

Factors Responsible for Individual Differences

Environment Heredity

Heredity

Chromosomes 46 46 23 23

23 23

Environment

3.7

(Implication of Individual Differences for Organizing Education

Programmes)

70

70

3.8Individual

Differences

Intra Individual Differences

Inter Individual Differences

3.9 1

–––– 2

3

4

1

2

3

4

5

1

b a

b a d c

2

b a

d c

3

b a

d c

4

b a

b a d c

3.10 2004

2014

2001

Mangal S.K. (1991), Educational Prychology Prakash Brothers Educational

Publisher, Ludhiana

Chauhan, S.S. (1995), Advanced Educational Prychology Vikas Publishing Home

Pvt. Ltd., New Delhi

4

4.1

4.2

4.3

4.4

4.5

Type Approach / 4.5.1

4.5.1.1

4.5.1.2

4.5.1.3

4.5.1.4

4.5.1.5

(Trait Approach) 4.5.2

4.5.2.1

4.5.2.2

4.1

4.6

4.6.1

4.6.2

4.7

4.8

4.8.1

4.8.1.1

TAT 4.8.1.2

4.8.1.3

4.8.2

4.8.2.1

4.8.2.2

4.8.2.3

4.8.2.4

4.8.2.5

4.8.2.6

4.8.2.7

4.9

4.10

4.11

Introduction 4.1

Objectives 4.2

Personality concept 4.3

Persona Personality Personality

Allport

Allport 1937

Walter Mischel 1981

4.4

New Comb

4.5

Type Approach / 4.5.1

(Trait Approach) 4.5.2

Type Approach / 4.5.1

4.5.1.1

Wind Vatt

Bile Pitt Mucus Kaff

Vatt

Hippocrates Classification 4.5.1.2

Blood

4.5.1.3

Pyknic type Athletic type

Leptosomatic type

Sheldon's classification 4.5.1.4

Endomorphic

Pyknic

Mesomorphic

Ectomorphic

Jung's classification 4.5.1.5

Extrovert

Introvert

4.5.2

4.5.2.1

17, 953 4,541

Cardinal Traits Central Traits

Secondary Traits Cardinal Traits

Central Traits

Secondary Traits

4.5.2.2

171 4 1956

4

Common Trait

Unique Trait

Surface Trait

(source Trait)

4.6

Factors influencing personality: heredity and

environment

Heredity 4.6.1

Francis Galton Freeman, Goddard and Dugdal

480 496 46

Environment 4.6.2

Rearing Patterns 4.6.2.1

interaction

Erickson

rigidity

(Regularity) 4.6.2.2

(Parent-child Interaction and Relations) 4.6.2.3

(Nuclear family)

(Neighbourhood)

(Development of Integrated Personality) 4.7

4.7.1

4.7.2

4.7.3

4.8

4.8.1

4.8.2

4.8.1

10

4.8.1.1

TAT 4.8.1.2

4.8.1.3

10 4.8.1.1

Unstructured

Scoring, Analysis and Interpretation of the

Test

(location)

(content) originality

Determinants

Thematic Apprecption Test 4.8.1.2

30

Children Appreception (CAT) 4.8.1.3

Leopold Bellack

CAT TAT 10 3 CAT

Non Projective Techniques 4.8.2

(Observation Method) 4.8.2.1

Questionnaire 4.8.2.2

Interview 4.8.2.3

Rating Scale 4.8.2.4

rating

Check List 4.8.2.5

-1 +1

Attitude Scale 4.8.2.6

Anecdotal Record 4.8.2.7

Anecdotal

Glossary 4.9

Trait

Projective Techniques

Non- Projective Techniques

4.10

Persona Personality Personality

10

Model Examination Question 4.11

4.11.1

4.11.2

(A) Psychology of Learner and Learning

5.1

5.2

5.3

5.4

5.5

5.6

5.7

5.8

5.9

Objectives

Introduction 5.1

5.2

Care of Psychology

Concept of Learning

G.D.Butch

Garrage

Smith

Crow & Crow

Wood Worth

Gardnar Murphy

3 2 1

R Stimulus S S-R

Response

Bond S-R

Learning Prosess

Principles of Learning

Law of Readiness 1

Law of Effect 2

Law of Exercise 3

Law of Intensity 4

1

Preposition 2

Partial Activity 3

Analogy 4

Associate 5

Bond

Rewarding

Practise Makes a Man Perfect

Law of Used

Law of Disuse

Law of Used

Bond

Law of Disuse

Bond Response

Law of Intensity

Response

5.3

a

b

c

a

Physical Factor 1

Mental Factor 2

Physical Factor 1

Fatigue c Maturity b Age a

Age a

b

Fatigue c

Interval

Mental Factor

Motivation c Attention b Interest a Interest a

Attention b

Motivation c

c Difficulty Level b a

a

b

c

III

Transfer of Learning 5.4

Scorience

Positive Transfer of Learning 1

Negative Transfer of Learning 2

Zero Transfer of Learning 3

Bilateral Transfer of Learning 4

Positive Transfer of Learning 1

Negative Transfer of Learning 2

Put But

Zero Transfer of Learning 3

Bilateral Transfer of Learning 4

G Spearman

S

Spearman

Reybur

1

2

3

4

5

Memory and Forgetting) 5.5

Wood Worth

Memorising 1

Retention 2

Recall 3

Recognition 4

Memorising 1

1

2

3

4

5

6

7

8

Retention 2

Nerves

Record Record

Recall 3

Recognition 4

Recall

Recall

Types of Memory

1

2

3

4

5

1

2

Bad Memory

3

Rote Memory 4

128 Rote Memory

5

6

7

Images

Auditory Images

Inventive Images

Forgetting

Munn

Passive Natural Forgetting 1

Active Morbet Forgetting 2

Passive Natural Forgetting 1

Active Morbet Forgetting 2

1

a

b

c

2

a

b

c

a

b

a

b

c

Sigmend Fried

1

2

3

1

15 15

50

1514

2

3

Teaching

Learning Material

a

b

c

d

e

f

g

h

Ebbing Haus's Curve of Forgetting

Ebbing Ebbing Haus

Haus's Curves of Forgetting

CEM BDF NOF Nonsense Syllabal Syllabal

Ebbing Haus's

S.No. Time Laps

% Amount of Forgetting

1. After 20 Minuts

47%

2. After 60 Minuts 60

53%

3. After One Day 66%

4. After Two Days

72%

5. After Six Days

75%

6. After Thirtz oneDays 31

79%

Will to Learn 1

Interest and Attention 2

Grouping and Rhytheming 3

Arranging Learning Better Situation 4

Repetation and Practice 5

5.6Stimulus

Response Intensity

Fatigue

Memory

Motivation

Transfer of Learning

Logical Memory

5.7

i

ii

iii

i

ii

iii

iv

i

ii

iii

iv

Passive Natural Forgetting i

Active Marbet Forgetting ii

i

ii

5.8

5.9

1

SCERT 2

1988 3

4

(B) (Theories of Learning and its Classroom Implications)

5.1

5.2

5.3

5.4

5.5

5.6

5.7

5.8

5.9

5.10

5.1

5.2

5.3Trial and Error Theory of Learning (Thorndike)

(Trial & Error Method of Learning) (Connectionism Learning Theory)

(Response) (Stimulus) Connection

(Connectionism theory of learning) (Connectionism)

(Trial & Error Method of Learning)

(Learning Experiment of Thorndike)

(Thorndike Puzzle Box)

(Motive, Need)

(Goal)

(Barrier)

(Trial)

(Random Success)

(Selection)

(Fixation)

Step by Step Process

Motive

B.Ed.

Selection

(Laws/Principles of Learning)

(Primary/ Basic Laws or Principles)

(Secondary Laws or Principles)

"Practice Makes Man Perfect"

Revision

Poem

Rhyms

(Law of Effect)

(Reward)

Clapping

Excellent Very good Good Wonderful

Educational Implication

5.4

Classical Conditioning Theory of Learning

(Physiologist) (I.V. Pavlov)

(Digestive Process)

Learning Experiement of Pavlov

(Saliva)

Conditioned

Learning

(Terminology)

(Saliva)

(Natural Response) (Natural Stimulus)

Conditioned Stimulus (Artificial Stimulus)

(Unconditonal Stimulus)

Steps of Experiment

UCS

CS UCR Conditioned CR

Conditional Learning Theory Artificial Stimulus

Natural Stimulus

Educational Implication

Psychotherapy Physiotherapy

5.5

(Operant Conditioning Theory of Learning) (B.F. Skinner)

Response Stimulus (Stimulus Based)

Stimulus

"Response" "Stimulus"

"Watson"

Behaviourism

Learning Experiment of Skinner (Skinner)

(Skinner Box)

(Operant Conditioning)

Steps of Operant Learning

(Shaping)

(Reinforcement)

(Chaining)

Chaining (Extinction)

(Reinforcement)

Concept of Reinforcement (Hull) (Reinforcement)

(Positive Reinforcement) (Negative Reinforcement)

(Schedule)

I

II

III

IV

Educational Implication

(Desirable Change) (Programmed Learning)

5.6

Insight Theory of Learning (Gestalt)

(Gestalt Psychologist)

(Wertheimer) (An Gestalt (Kohler) (Koffka)

Organized Whole)

Insight

Insight Gestalt

Experiment of Insight Learning Theory

(Chimpanzee) (Kohler)

(Survey)

(Hesitation, Pause)

(Trial)

(In first trial fail, new trial)

(Learning)

Principles of Learning

(Principle of Organisation) Organisation

(Law of Proxomity/Nearness)

(Law of Similarity)

(Law of Simplicity)

Educational Implication

Part Whole

(Discoveries) (Inventions)

Imagination Reasoning Thinking

(Creativity) (Constructive)

Social Learning Theory 5.7 (Albert Bandura)

(Observation Theory (Reinforcement)

of Learning)

Follow (Modelling

Learning Theory)

Aggressive

Aggression Aggression

(Real Life Model)

(Symbolic Model)

Messages

Factors for Selection of Models

(Sex)

(Status)

Important Components of Learning

(Attention)

70 (Retention)

TLM

(Behavioural Production)

Motivation & Reinforcement

Educational Implication

(Psycho-motor (Effective Domain) (Cognitive Domain) Domain)

5.8

Response Stimulus Connectionism

(Stimulus) (Response)

5.9

(b) (a)

(d) (c)

(b) (a)

(d) (c)

(b) (a)

(d) (c)

(b) (a)

(d) (c)

Reinforcement

(b) (a)

(d) (c)

5.10 2001

2004

2014

Chauhan, S.S. (1995), Advanced Educational Prychology Vikas Publishing Home

Pvt. Ltd., New Delhi

Mangal S.K. (1991), Educational Prychology Prakash Brothers Educational

Publisher, Ludhiana