Objectives :
To enable the students to be familiar with the contributions of schools of Psychology to education.
To enable them to understand the theoretical contributions and conceptual background of theories of Learning, Personality, development and adjustment.
To assist them in developing insight into educational implications of these concepts and principles.
Unit - I Psychology and its bearing on Education.
1.1 Nature, scope and methods of educational psychology
1.2 Basic elemtns of schools of psychology
1.2.1 Gestalt : Max ertheiemer, Kohler, Koffka
1.2.2 Psychoanalytic : Fredd, Adler and Jung
1.2.3 Behavioristic : J.B. Watson.
1.2.4. Hormic : William M.C. Dougall
Unit - II Individual Difference
2.1 Aspects of individual differences : intelligence, Attitudes, interest, Sociability.
2.2 Extent of individual differences and its measurement
2.3 Nature of individual difference
2.4 Implications of individual differences for organizing educational programmes:
(a) Classroom instruction
(b) Exceptional children - gifted, backward, physically and mentally handicapped.
Unit - III Learning and Teaching
3.1 Concepts and Definition.
3.2 Theories of learning.
3.2.1 Stimulus - response theories of learning.
3.2.1.1 Pavlov's classical conditioning
3.2.1.2 Watson's behaviorism.
3.2.1.3 Thorndike's connectionism
3.2.1.4 Guthrie's contiguous conditioning
3.2.1.5 Skinner's Operant conditioning
3.2.1.6 Hull's Systematic theory.
3.2.2 Congnitive theories of learning.
3.2.2.1 Gestalt (Koffka, Kohler, Wertheimer)
3.2.2.2 Kurt Lewin's Field theory.
3.2.2.3 Tolman's Systematic theory.
3.2.3 Gagne's condition of learning.
3.3 Correlates of Learning.
3.3.1 Maturation
3.3.2 Intelligence
3.3.3 Motivation
3.3.4 Aptitudes and Abilities
3.3.5 Interested and Aptitudes.
3.4 Transfer of Learning
3.4.1 Theories of Transfer.
3.4.2 Major experiments on transfer
3.4.3 Conditioning facilitating transfer
3.5 Nature of teaching process, correlates of teaching
Unit - IV Personality, Adjustment and Mental Health
4.1 Definitions of Personality
4.2 Theories of Personality
4.2.1. Freud's Psychoanalytical theory.
4.2.2. Jung's analytical theory
4.2.3. Freud's Psychoanalytical theory.
4.2.4. Aloport's approach of unique organism
4.3 Concept of Adjustment :
4.3.1. Characteristic of well adjusted person.
4.3.2. Characteristic of maladjusted person.
4.3.3. Causes of maladjusted behavior.
4.3.4. The adjustment of process : different adjustment mechanisms.
4.3.5. Juyenile delinquency, handicaps and remedical programs.
4.3.6. Role of counselling in adjustment.
4.3.7. Guidance : Personal, educational, Vocational.
Unit - V Creativity
5.1 Concepts
5.2 Creativity and Intelligence
5.3 Characteristic of a creative Individual
5.4 Education for encouraging creativity.
Bibliography :
Hilgard and Atkinson, Introduction to Psycology, New York, Hercourt Brace Inc. (6th ed.) 1975.
Cronbach L.J. Eudcational Psycology, New York, Hercourt (2nd ed.) 1958.
Kuppuswamy, B. (2nd) Advanced Educational Psychology, Delhi, University Pubilshers, 1964.
Bhatia, H.R. A text book of Educatiobnal Psycology Bombay, Asia Publishing Hourse, 1965.
Heriboreders E- Seven Psycologisteg N.Y. Appleton Centure.
Wood MZ. R.S. : Contemporary schools of Psychology. London, Methuen, 1951.
Dandekar W.N. The Psychological Foundations of Education, Delhi, Mac.Millah, 1976.
Morris Land, Hunt Maurice P.L. Psychological Foundations of Education, An introduction to human development and Learning. - Harper Bros. Publisher N.Y. 1962
Hilgard Earnest R. - Theories of Learning N.Y. Appleton Century Crofts, 1956.
D. Cecco John P. The Psychology and IEarning and Instructions.
Reilly Robert and Ernest Lewis - Educational Psychology Application for classroom Learning and instruction, New York Mac Millan Publishing Co., Inc, 1983.
Beihler, Robert F and Jack Snowman Psychology applied to Teaching, 4th edition Boston, Houghton, Company, 1982.
Bigge, Morns L. Learning theories for Teachers. 5th ed. New York Harper Row Publishers, 1982.
Hilgard Ernest R. Ed. Theories and Learning and instruction - the sixty third year book of the national study of Ed. Chicago University of Illenois press, 1964.
Wilhelams Fred T. Ed. - Evaluation as Feedback and Guide. Washington D.C. Association for Supervision curriculum Development.
Bloom Benjamin S. George F. Madans and J Thomas Hastings. Evaluation to improve Learning. New York. Mc Graw Hill Book Co, 1981.
Shaffer and Sholoen The Psychology of Adjustment, Boston Houghton, Militing Co., 1956.
Bernard H.W. Mental Hygiene for classroom teachers. Mc Graw Hill N.Y. 1961.
Bischof Ledford J. - "Interpreting personality Theories" International student reprint, 1964.
Freud Anna - Introduction of Psychoanalysis for Teachers. George Allen and Unwin London, 1931.
Freud Sigmund "Introductory Lectures in Psychoanalysis." Allen Unwin London, 1940.
Vernon P.E. "Personality Assessment A Critical Survey" Methuen, London 1964.
Dosajh N.L. - Advanced Educational Psychology. 1982. Allied.
Chauhan S.S. - Advanced educational Psychology. 1982 Vikas.
Mukerji K. And Basu M. - Assessments of delinquency. W.E.
Sandeep (ponnala) - Schools and mental ability. New Delhi, Light & Life publishers, 1981 8 + 205 p.
Krishna Shyam. - Personality Characteristic of problem children 1983. Pustakshtha. 1983.
Stutt (Denis) - Helping the Maladjusted child. Keynes, Open Uni. Pr. 1982 P. 8-124.
Donald W. Mckinnon : "The Nature And Nature of Creative Talent". American psychologist, 16 July, 62 484-495.
Jacob. W. And Philip W. : Creativity and Intelligence, N.Y., John Wiley, 1962.
Rogers Carl R. "Toward a Theory of Creativity" in H.H. Anderson (ed) Creativity and its cultivation, N.Y. Harper, 1959.
Torrance, E Paul : Guiding Creative Talent, Englewood cliff, N.T. Prentice Hall, 1962.
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