Advanced Educational Psychology
Bhatt, Dipti Pinakin
Advanced Educational Psychology - New Delhi Neelkamal Pub. 2021 - 362p
Contents: -
1. Introduction to Educational Psychology
1.1 Meaning of Psychology
1.2 Meaning of Education
1.3 Educational Psychology
1.4 Nature of Educational Psychology
1.5 Scope of Educational Psychology
1.6 Contribution of Educational Psychology to Education
1.7 Aims of Educational Psychology
1.8 Significance of Educational Psychology to the Teachers
2. Schools of Psychology
2.1 Schools of Structuralism
2.2 Schools of Functionalism
2.3 Schools of Behaviorism
2.4 School of Cognitivism
2.5 School of Gestaltism
2.6 School of Psychoanalysis
2.7 School of Humanism
2.8 School of Transpersonalism
3. Child Development
3.1 Growth
3.1.1 Definition of Growth
3.1.2 Human Growth Curve
3.1.3 Characteristics of Growth
3.1.4 Role of Heredity in Growth
3.2 Development
3.2.1 Definition of Development
3.2.2 Characteristics of Development
3.2.3 Principles of Development
3.2.4 Factors Influencing Development
3.2.5 Stages of Development
3.3 Impact of Heredity on Growth and Development
3.3.1 Concept of Heredity
3.3.2 Mechanism of Heredity
3.3.3 Laws of Heredity
3.4 Purpose of Studying Growth and Development
3.5 Differences between Growth and Development
3.6 Problems of Children during Adolescence
4. Major Dimensions of Development
4.1 Physical Development
4.2 Motor Development
4.3 Emotional Development
4.4 Social Development
4.5 Cognitive Development
4.6 Aesthetic Development
4.7 oral Development
4.8 Language Development
5. Developmental Tasks
5.1 Concept of Developmental Tasks
5.2 Purposes and Goals of Developmental Tasks
5.3 Stage-wise Developmental Tasks
5.3.1 Developmental Tasks of Infancy (upto 2 Years)
5.3.2 Developmental Tasks of Early Childhood (3 to 5 Years)
5.3.3 Developmental Tasks of Later Childhood (6 to 12 Years)
5.3.4 Developmental Tasks of Adolescence (13 to 18 Years)
5.4 Role of Teacher in Facilitating Development
6 Piaget's Theory of Cognitive Development
6.1 Theory of Cognitive Development
6.2 Stages of Cognitive Development
6.3 Educational Implications
7. Learning and Learning Curves
7.1 Definition of Learning
7.2 Misconcepts about Learning
7.3 Nature of Learning
7.4 Characteristics of Learning
7.5 Factors of Learning
7.6 Meaning of Learning Curve
7.7 Types of Learning Curve Plateaus in Learning
7.8.1 Why do Plateaus Occur?
7.9 Role of Teacher in Learning
7.10 Learning Styles
8. Theories of Learning
8.1 Thondike's Theory of Trial and Error
8.2 Pavlov's Classical Conditioning Theory
8.3 Skinner's Operant Conditioning Theory
8.4 Kohler's Theory of Insight
8.5 Bruner's Theory of Discovery
8.6 Gagne's Theory of Learning
8.7 Hull's Formal Theory of Learning
8.7.1 Formal Theory of Learning
8.8 Guthrie's Theory of Learning
8.8.1 Theory of Learning
9. Measurement of Intelligence
9.1 Definitions of Intelligence
9.1.1 Classification of Definitions
9.1.2 Types of Intelligence 9.1.3 Attributes of Intelligence
9.2 Emotional Intelligence (EI)
9.3 Intelligence Tests
9.3.1 Classification of Intelligence Tests
9.3.1.1 Individual Tests
9.3.1.2 Group Tests
9.3.2 Comparison between Individual and Group Tests
9.3.3 Limitations of Intelligence Tests
9.3.4 Administration of Intelligence Tests
9.3.5 Uses of Intelligence Tests
9.3.6 Intelligence Testing in India
9.4 Concept of Mental Age and Intelligence Quotient
9.4.1 Formula for IQ
9.4.2 Concept of Mental Age
9.4.3 Classification
9.4.4 Deviation of I.Q.
9.5 Stanford-Binet Intelligence Test
9.5.1 Revision of the Stanford-Binet Test
9.5.2 Components in the Stanford-Binet Test
9.6 Wechsler Bellevue Test
9.7 Types of Intelligence
9.7.1 Visual-Spatial Intelligence
9.7.2 Linguistic-Verbal Intelligence
9.7.3 Logical-Mathematical Intelligence
9.7.4 Bodily-Kinesthetic Intelligence
9.7.5 Musical Intelligence
9.7.6 Interpersonal Intelligence
9.7.7 Intrapersonal Intelligence
9.7.8 Naturalistic Intelligence
9.8 Integrating Learning Styles and Multiple Intelligence
9.9 Multiple Intelligence in the Classroom
9.10 Uses of Intelligence Testing
9.10.1 Use in Selection
9.10.2 Use in Classification
9.10.3 Use in Assessment for Promotion
9.10.4 Use in Provision of Guidance
9.10.5 Use for Improving the Learning Process
9.10.6 Use in Setting Proper Level of Aspiration
9.10.7 Use for Diagnosis
9.10.8 Use in Research Work
10. Theories of Intelligence
10.1 Two Factor Theory' of Spearman
10.2 Multi Factor Theory or Anarchic Theory
10.3 Group Factor Structure of Intelligence (1921) of Thorndike
10.4 Hierarchical Theory of Intelligence
10.5 Three Dimensional Theory of Guilford
10.6 Golman's Theory of Intelligence
10.7 Gardner's Theory of Multiple Intelligences
10.8 Fluid and Crystallized Theory of Intelligence
11. Construction and Standardization of Tests
11.1 Qualities of a Good Test
11.2 Principles of Test Construction
11.2.1 Planning the Test
11.2.2 Preparing the Test
11.2.3 Trying Out the Test
11. 2.4 Evaluating the Test
11.3 Steps to Follow in Test Construction
11.4 Standardization of a Psychological Test
11.4.1 Process of Standardization of a Test
11.4.2 Advantages with Standardization
12. Information Processing and Forgetting
12.1 Definition of Information Processing
12.2 Theories of Information Processing
12.2.1 Dual Coding Theory
12.2.2 Multi Model Theary
12.2.3 Levels of Processing Theory
12.3 Educational Implications of Theories of Information Processing
12.4 Types of Memory
12.5 Definition of Forgetting
12.6 Ebbinghaus's Curve of Forgetting
13. Attitudes and Values
13.1 Concept of Attitude
13.2 Definition of Attitude
13.3 Characteristics of Attitude
13.4 Factors Influencing Attitude
13.5 Components of Attitudes
13.6 Concept of Values
13.7 Characteristics of Values
13.8 Types of Values
13.9 Similarities between Values and Attitudes
13.10 Differences between Values and Attitudes
13.11 Personal Values Assessment (PVA)
13.12 How Values are to be Taught in the Classroom?
14. Psychology of Aptitude
14.1 Definitions
14.2 Measurement of Aptitude
14.2.1 Mechanical Aptitude Tests
14.2.2 Clerical Aptitude Tests
14.2.3 Musical Aptitude Tests
14.3 Utility of Aptitude Tests
14.4 The Differential Aptitude Test
14.5 General Aptitude Test Battery
14.6 Teacher Aptitude Test
15. Interests and Attention
15.1 Definition of Interest
15.2 Classification of Interest
15.3 Development of Interest
15.4 Education Implications of Interest
15.5 How to Create Interest in Children?
15.6 Tests of Interest
15.7 Characteristics of Interest
15.8 Meaning and Definition of Attention
15.9 Types of Attention
15.10 Determinants of Attention
15.10.1 External Factors or Condition
15.10.2 Internal or Subjective Factors
16. Perception and Concept Formation
16.1 Definition of Perception
16.2 Formation of Perception
16.3 Factors Influencing Perception
16.4 Perception Development
16.5 Meaning and Nature of Concept
16.6 Steps in Concept Formation
16.6.1 Abstract Concepts
16.6.2 Concept Attainment
16.6.3 Concept Formation
16.6.4 Children's Concepts
16.7 Role of the Teacher in Concept Formation
16.8 Utility of Concepts
17. Thinking, Reasoning and Problem Solving
17.1 Thinking
17.1.1 Meaning and Definition of Thinking
17.1.2 The Process of Thinking
17.1.3 Types of Thinking
17.1.4 Tools for Assessing Thinking
17.1.5 Educational Implication of Thinking
17.2 Reasoning
17.2.1 Meaning of Reasoning
17.2.2 Characteristics of Reasoning
17.2.3 The Process of Reasoning
17.2.4 Factors Affecting Reasoning
17.2.5 Reasoning and Creative Thinking
17.2.6 Types of Reasoning
17.3 Problem Solving
17.3.1 Meaning and Definition of Problem Solving
17.3.2 Main Features of Problem Solving
17.3.3 Steps Involved in Problem Solving Activity
18. Psychology of Adjustment
18.1 Definition of Adjustments
18.2 Definition of Maladjustment
18.3 Causes of Maladjustment
18.3.1 Psychological Factors
18.3.2 Psychosocial Factors
18.3.3 Physiological Factors
18.4 Symptoms of Maladjustment
18.5 Maladjustment in Schools
18.6 Characteristics of Adjustment
18.7 Criteria for Good Adjustment
18.8 Characteristics of Well Adjusted Person
18.9 Academic Adjustment in Schools
18.9.1 Academic Adjustment
18.9.2 Areas of Academic Adjustment
18.9.3 Dimensions of Students Adjustment
18.10 Role of Teacher in Pupil Adjustment
19. Mental Health & Hygiene
19.1 Meaning of Mental Hygiene
19.2 Goals of Mental Hygiene
19.3 Concept of Mental Health
19.4 Factors Affecting Mental Health
19.4.1 Home
19.4.2 School
19.5 Characteristics of Mentally Healthy Person
19.6 Educational Implications of Mental Health
19.7 Mental Disorders
19.7.1 Meaning of Mental Disorders
19.7.2 Causes for Mental Disorders
19.8 Neurotic Disorders
19.8.1 Characteristics of Neurotic Behaviour
19.8.2 Causes for Psychoneurotic Disorders
19.8.3 Major Types of Neurotic Disorders
19.9 Psychotic Disorders
19.9.1 Causes for Psychotic Disorders
19.9.2 Types of Psychotic Disorders
19.9.3 Treatment of Psychotic Disorders
19.10 Psycho-physiological Disorders
19.10.1 The Characteristics of Psycho-physiological Disorders
19.10.2 Types of Psycho-Physiological Disorders
19.10.3 Causes for Psycho-physiological Disorders
19.10.4 Prevention and Treatment
20. Defence Mechanisms and Conflicts
20.1 Meaning of Conflicts?
20.1.1 Real Goals and False Goals
20.2 Types of Conflict
20.2.1 Approach - Approach Conflict
20.2.2 Approach-Avoidance Conflict
20.2.3 Avoidance - Avoidance Conflict
20.2.4 Double Approach-Avoidance Conflict
20.3 Methods of Tension Reduction 20.3.1 Direct Methods
20.3.2 Indirect Methods
20.3.3 Compensatory Methods
20.3.4 Aggression as a Method of Defence
21. Psychology of Creativity
21.1 Definition of Creativity
21.2 Nature and Characteristics of Creativity
21.3 Characteristics of a Creative Person
21.4 The Factors of Creativity
21.5 Four 'C' Model of Creativity
21.6 Theories of Creativity
21.6.1 Theory of Environmentally Acquired Creativity
21.6.2 Taylor's Level Theory of Creativity
21.6.3 Psychoanalytical Theory of Creativity
21.6.4 Arieti's Theory of Creativity
21.7 Assessment of Creativity
21.7.1 Creativity Quotient (CQ)
21.7.2 Types of Tests
21.7.3 Self-report Questionnaires
21.7.4 Guilford's Psychometric Approach
21.7.5 Torrance Tests of Creative Thinking
21.7.6 Theories of Relationship between Creativity and Intelligence
21.8 Relationship between Creativity and Intelligence
22. Group Dynamics
22.1 Important Definitions of Group
22.2 Characteristics of Human Group
22.3 Characteristics of Social Group
22.4 Classification of Groups
22.4.1 William Graham Sumner's Classification
22.4.2 Thelen's Classification
22.4.3 Cooley's Classification
22.5 Role Groups in Group Dynamics
22.5.1 Primary Group
22.5.2 Secondary Group
22.5.3 Difference between Primary Group and Secondary Group
22.5.4 Reference Group
22.6 Factors Affecting Group Dynamics
22.7 Definition of Sociometry
22.8 Importance of Sociogram
22.9 Need for Sociometry
22.10 Administration of Sociometry
22.11 Group Relationship in the Class
22.12 Need of Group Dynamics to a Teacher
22.12.1 Need to the Teacher
22.12.2 Role of a Teacher
23. Assessment of Personality
23.1 Meaning and Concept of Personality
23.2 Definition of Personality
23.3 Characteristics of Personality
23.4 Dimensions of Personality
23.5 Types of Personality
23.6 Concept and Meaning of Trait
23.6.1 Concept of Personality Traits
23.6.2 Meaning of Personality Traits
23.7 Factors and Characteristics of Traits
23.8 Types of Personality Traits
23.8.1 Trait Theory (or Types of Traits)
23.9 Methods of Personality Assessment
23.10 Tools of Personality Assessment
23.10.1 Rating Scales
23.10.2 Personality Inventory
23.10.3 Projective Techniques
24. Theories of Personality
24.1 Eyensck Theory of Personality
24.2 Galen Theory of Temperament
24.3 Allport Theory of Personality
24.4 Freud's Psychoanalytic Theory of Personality
24.5 Erikson's Biological Theory of Personality
24.6 Carl Roger's Self-theory of Personality
24.7 Maslow's Self-actualization Theory of Personality
24.8 Dollard and Miller Behaviour Theory of Personality
24.9 Bandura's Social Learning Theory of Personality
24.10 Cattle Theory of Behavioural Personality
25. Models of Teaching
25.1 Models of Teaching
25.2 Self-concept Model
25.3 Advance Organizer Model
25.4 Self-Control Model
Bibliography
Index
List of Figures
Fig.3.1: Mechanism of Heredity Fig.
7.1: Learning Curve
Fig. 7.2: Types of Learning Curves
Fig. 8.1: Pavlov's Experiment
Fig.8.2 Skinner's Experiment with Rat and Pigeons
Fig.8.3: Kohler's Experiment on Chimpanzee
Fig.8.4: Pyramidal Structure of Leaming Hierarchy
Fig 8.5: Hull's Theory
Fig.9.1: Sample "Kinesthetic" Vocations by Style
Fig.9.2: Multiple Intelligences: Classroom Application
Fig. 10.1: Two Factor Theory
Fig.10.2: Group Factor Structure of Intelligence
Fig. 10.3: Burt's 5-level Hierarchical Model of Intelligence
Fig 10.4: Three Dimensional Theory or Guilfords Structure of Intellect
Fig.10.5: Theory of Multiple Intelligences
Fig 12.1: Allan Paivio's Dual-Coding Theory
Fig. 12.2: Three Stage Information Processing Theory
Fig. 12.3: Ebbinghaus's Curve of Forgetting
Fig.15.1: Classification of Attention
Fig.20.1: Approach-Approach Conflict
Fig.20.2: Approach-Avoidance Conflict
Fig.20.3: Avoidance-Avoidance Conflict
Fig.20.4: Double Approach - Avoidance Conflict
Fig 22.1: Sociogram
Fig 25.1: Self-concept
Fig 25.2: Self-concept Theory of Personality
9788195022366
370.150 BHA
Advanced Educational Psychology - New Delhi Neelkamal Pub. 2021 - 362p
Contents: -
1. Introduction to Educational Psychology
1.1 Meaning of Psychology
1.2 Meaning of Education
1.3 Educational Psychology
1.4 Nature of Educational Psychology
1.5 Scope of Educational Psychology
1.6 Contribution of Educational Psychology to Education
1.7 Aims of Educational Psychology
1.8 Significance of Educational Psychology to the Teachers
2. Schools of Psychology
2.1 Schools of Structuralism
2.2 Schools of Functionalism
2.3 Schools of Behaviorism
2.4 School of Cognitivism
2.5 School of Gestaltism
2.6 School of Psychoanalysis
2.7 School of Humanism
2.8 School of Transpersonalism
3. Child Development
3.1 Growth
3.1.1 Definition of Growth
3.1.2 Human Growth Curve
3.1.3 Characteristics of Growth
3.1.4 Role of Heredity in Growth
3.2 Development
3.2.1 Definition of Development
3.2.2 Characteristics of Development
3.2.3 Principles of Development
3.2.4 Factors Influencing Development
3.2.5 Stages of Development
3.3 Impact of Heredity on Growth and Development
3.3.1 Concept of Heredity
3.3.2 Mechanism of Heredity
3.3.3 Laws of Heredity
3.4 Purpose of Studying Growth and Development
3.5 Differences between Growth and Development
3.6 Problems of Children during Adolescence
4. Major Dimensions of Development
4.1 Physical Development
4.2 Motor Development
4.3 Emotional Development
4.4 Social Development
4.5 Cognitive Development
4.6 Aesthetic Development
4.7 oral Development
4.8 Language Development
5. Developmental Tasks
5.1 Concept of Developmental Tasks
5.2 Purposes and Goals of Developmental Tasks
5.3 Stage-wise Developmental Tasks
5.3.1 Developmental Tasks of Infancy (upto 2 Years)
5.3.2 Developmental Tasks of Early Childhood (3 to 5 Years)
5.3.3 Developmental Tasks of Later Childhood (6 to 12 Years)
5.3.4 Developmental Tasks of Adolescence (13 to 18 Years)
5.4 Role of Teacher in Facilitating Development
6 Piaget's Theory of Cognitive Development
6.1 Theory of Cognitive Development
6.2 Stages of Cognitive Development
6.3 Educational Implications
7. Learning and Learning Curves
7.1 Definition of Learning
7.2 Misconcepts about Learning
7.3 Nature of Learning
7.4 Characteristics of Learning
7.5 Factors of Learning
7.6 Meaning of Learning Curve
7.7 Types of Learning Curve Plateaus in Learning
7.8.1 Why do Plateaus Occur?
7.9 Role of Teacher in Learning
7.10 Learning Styles
8. Theories of Learning
8.1 Thondike's Theory of Trial and Error
8.2 Pavlov's Classical Conditioning Theory
8.3 Skinner's Operant Conditioning Theory
8.4 Kohler's Theory of Insight
8.5 Bruner's Theory of Discovery
8.6 Gagne's Theory of Learning
8.7 Hull's Formal Theory of Learning
8.7.1 Formal Theory of Learning
8.8 Guthrie's Theory of Learning
8.8.1 Theory of Learning
9. Measurement of Intelligence
9.1 Definitions of Intelligence
9.1.1 Classification of Definitions
9.1.2 Types of Intelligence 9.1.3 Attributes of Intelligence
9.2 Emotional Intelligence (EI)
9.3 Intelligence Tests
9.3.1 Classification of Intelligence Tests
9.3.1.1 Individual Tests
9.3.1.2 Group Tests
9.3.2 Comparison between Individual and Group Tests
9.3.3 Limitations of Intelligence Tests
9.3.4 Administration of Intelligence Tests
9.3.5 Uses of Intelligence Tests
9.3.6 Intelligence Testing in India
9.4 Concept of Mental Age and Intelligence Quotient
9.4.1 Formula for IQ
9.4.2 Concept of Mental Age
9.4.3 Classification
9.4.4 Deviation of I.Q.
9.5 Stanford-Binet Intelligence Test
9.5.1 Revision of the Stanford-Binet Test
9.5.2 Components in the Stanford-Binet Test
9.6 Wechsler Bellevue Test
9.7 Types of Intelligence
9.7.1 Visual-Spatial Intelligence
9.7.2 Linguistic-Verbal Intelligence
9.7.3 Logical-Mathematical Intelligence
9.7.4 Bodily-Kinesthetic Intelligence
9.7.5 Musical Intelligence
9.7.6 Interpersonal Intelligence
9.7.7 Intrapersonal Intelligence
9.7.8 Naturalistic Intelligence
9.8 Integrating Learning Styles and Multiple Intelligence
9.9 Multiple Intelligence in the Classroom
9.10 Uses of Intelligence Testing
9.10.1 Use in Selection
9.10.2 Use in Classification
9.10.3 Use in Assessment for Promotion
9.10.4 Use in Provision of Guidance
9.10.5 Use for Improving the Learning Process
9.10.6 Use in Setting Proper Level of Aspiration
9.10.7 Use for Diagnosis
9.10.8 Use in Research Work
10. Theories of Intelligence
10.1 Two Factor Theory' of Spearman
10.2 Multi Factor Theory or Anarchic Theory
10.3 Group Factor Structure of Intelligence (1921) of Thorndike
10.4 Hierarchical Theory of Intelligence
10.5 Three Dimensional Theory of Guilford
10.6 Golman's Theory of Intelligence
10.7 Gardner's Theory of Multiple Intelligences
10.8 Fluid and Crystallized Theory of Intelligence
11. Construction and Standardization of Tests
11.1 Qualities of a Good Test
11.2 Principles of Test Construction
11.2.1 Planning the Test
11.2.2 Preparing the Test
11.2.3 Trying Out the Test
11. 2.4 Evaluating the Test
11.3 Steps to Follow in Test Construction
11.4 Standardization of a Psychological Test
11.4.1 Process of Standardization of a Test
11.4.2 Advantages with Standardization
12. Information Processing and Forgetting
12.1 Definition of Information Processing
12.2 Theories of Information Processing
12.2.1 Dual Coding Theory
12.2.2 Multi Model Theary
12.2.3 Levels of Processing Theory
12.3 Educational Implications of Theories of Information Processing
12.4 Types of Memory
12.5 Definition of Forgetting
12.6 Ebbinghaus's Curve of Forgetting
13. Attitudes and Values
13.1 Concept of Attitude
13.2 Definition of Attitude
13.3 Characteristics of Attitude
13.4 Factors Influencing Attitude
13.5 Components of Attitudes
13.6 Concept of Values
13.7 Characteristics of Values
13.8 Types of Values
13.9 Similarities between Values and Attitudes
13.10 Differences between Values and Attitudes
13.11 Personal Values Assessment (PVA)
13.12 How Values are to be Taught in the Classroom?
14. Psychology of Aptitude
14.1 Definitions
14.2 Measurement of Aptitude
14.2.1 Mechanical Aptitude Tests
14.2.2 Clerical Aptitude Tests
14.2.3 Musical Aptitude Tests
14.3 Utility of Aptitude Tests
14.4 The Differential Aptitude Test
14.5 General Aptitude Test Battery
14.6 Teacher Aptitude Test
15. Interests and Attention
15.1 Definition of Interest
15.2 Classification of Interest
15.3 Development of Interest
15.4 Education Implications of Interest
15.5 How to Create Interest in Children?
15.6 Tests of Interest
15.7 Characteristics of Interest
15.8 Meaning and Definition of Attention
15.9 Types of Attention
15.10 Determinants of Attention
15.10.1 External Factors or Condition
15.10.2 Internal or Subjective Factors
16. Perception and Concept Formation
16.1 Definition of Perception
16.2 Formation of Perception
16.3 Factors Influencing Perception
16.4 Perception Development
16.5 Meaning and Nature of Concept
16.6 Steps in Concept Formation
16.6.1 Abstract Concepts
16.6.2 Concept Attainment
16.6.3 Concept Formation
16.6.4 Children's Concepts
16.7 Role of the Teacher in Concept Formation
16.8 Utility of Concepts
17. Thinking, Reasoning and Problem Solving
17.1 Thinking
17.1.1 Meaning and Definition of Thinking
17.1.2 The Process of Thinking
17.1.3 Types of Thinking
17.1.4 Tools for Assessing Thinking
17.1.5 Educational Implication of Thinking
17.2 Reasoning
17.2.1 Meaning of Reasoning
17.2.2 Characteristics of Reasoning
17.2.3 The Process of Reasoning
17.2.4 Factors Affecting Reasoning
17.2.5 Reasoning and Creative Thinking
17.2.6 Types of Reasoning
17.3 Problem Solving
17.3.1 Meaning and Definition of Problem Solving
17.3.2 Main Features of Problem Solving
17.3.3 Steps Involved in Problem Solving Activity
18. Psychology of Adjustment
18.1 Definition of Adjustments
18.2 Definition of Maladjustment
18.3 Causes of Maladjustment
18.3.1 Psychological Factors
18.3.2 Psychosocial Factors
18.3.3 Physiological Factors
18.4 Symptoms of Maladjustment
18.5 Maladjustment in Schools
18.6 Characteristics of Adjustment
18.7 Criteria for Good Adjustment
18.8 Characteristics of Well Adjusted Person
18.9 Academic Adjustment in Schools
18.9.1 Academic Adjustment
18.9.2 Areas of Academic Adjustment
18.9.3 Dimensions of Students Adjustment
18.10 Role of Teacher in Pupil Adjustment
19. Mental Health & Hygiene
19.1 Meaning of Mental Hygiene
19.2 Goals of Mental Hygiene
19.3 Concept of Mental Health
19.4 Factors Affecting Mental Health
19.4.1 Home
19.4.2 School
19.5 Characteristics of Mentally Healthy Person
19.6 Educational Implications of Mental Health
19.7 Mental Disorders
19.7.1 Meaning of Mental Disorders
19.7.2 Causes for Mental Disorders
19.8 Neurotic Disorders
19.8.1 Characteristics of Neurotic Behaviour
19.8.2 Causes for Psychoneurotic Disorders
19.8.3 Major Types of Neurotic Disorders
19.9 Psychotic Disorders
19.9.1 Causes for Psychotic Disorders
19.9.2 Types of Psychotic Disorders
19.9.3 Treatment of Psychotic Disorders
19.10 Psycho-physiological Disorders
19.10.1 The Characteristics of Psycho-physiological Disorders
19.10.2 Types of Psycho-Physiological Disorders
19.10.3 Causes for Psycho-physiological Disorders
19.10.4 Prevention and Treatment
20. Defence Mechanisms and Conflicts
20.1 Meaning of Conflicts?
20.1.1 Real Goals and False Goals
20.2 Types of Conflict
20.2.1 Approach - Approach Conflict
20.2.2 Approach-Avoidance Conflict
20.2.3 Avoidance - Avoidance Conflict
20.2.4 Double Approach-Avoidance Conflict
20.3 Methods of Tension Reduction 20.3.1 Direct Methods
20.3.2 Indirect Methods
20.3.3 Compensatory Methods
20.3.4 Aggression as a Method of Defence
21. Psychology of Creativity
21.1 Definition of Creativity
21.2 Nature and Characteristics of Creativity
21.3 Characteristics of a Creative Person
21.4 The Factors of Creativity
21.5 Four 'C' Model of Creativity
21.6 Theories of Creativity
21.6.1 Theory of Environmentally Acquired Creativity
21.6.2 Taylor's Level Theory of Creativity
21.6.3 Psychoanalytical Theory of Creativity
21.6.4 Arieti's Theory of Creativity
21.7 Assessment of Creativity
21.7.1 Creativity Quotient (CQ)
21.7.2 Types of Tests
21.7.3 Self-report Questionnaires
21.7.4 Guilford's Psychometric Approach
21.7.5 Torrance Tests of Creative Thinking
21.7.6 Theories of Relationship between Creativity and Intelligence
21.8 Relationship between Creativity and Intelligence
22. Group Dynamics
22.1 Important Definitions of Group
22.2 Characteristics of Human Group
22.3 Characteristics of Social Group
22.4 Classification of Groups
22.4.1 William Graham Sumner's Classification
22.4.2 Thelen's Classification
22.4.3 Cooley's Classification
22.5 Role Groups in Group Dynamics
22.5.1 Primary Group
22.5.2 Secondary Group
22.5.3 Difference between Primary Group and Secondary Group
22.5.4 Reference Group
22.6 Factors Affecting Group Dynamics
22.7 Definition of Sociometry
22.8 Importance of Sociogram
22.9 Need for Sociometry
22.10 Administration of Sociometry
22.11 Group Relationship in the Class
22.12 Need of Group Dynamics to a Teacher
22.12.1 Need to the Teacher
22.12.2 Role of a Teacher
23. Assessment of Personality
23.1 Meaning and Concept of Personality
23.2 Definition of Personality
23.3 Characteristics of Personality
23.4 Dimensions of Personality
23.5 Types of Personality
23.6 Concept and Meaning of Trait
23.6.1 Concept of Personality Traits
23.6.2 Meaning of Personality Traits
23.7 Factors and Characteristics of Traits
23.8 Types of Personality Traits
23.8.1 Trait Theory (or Types of Traits)
23.9 Methods of Personality Assessment
23.10 Tools of Personality Assessment
23.10.1 Rating Scales
23.10.2 Personality Inventory
23.10.3 Projective Techniques
24. Theories of Personality
24.1 Eyensck Theory of Personality
24.2 Galen Theory of Temperament
24.3 Allport Theory of Personality
24.4 Freud's Psychoanalytic Theory of Personality
24.5 Erikson's Biological Theory of Personality
24.6 Carl Roger's Self-theory of Personality
24.7 Maslow's Self-actualization Theory of Personality
24.8 Dollard and Miller Behaviour Theory of Personality
24.9 Bandura's Social Learning Theory of Personality
24.10 Cattle Theory of Behavioural Personality
25. Models of Teaching
25.1 Models of Teaching
25.2 Self-concept Model
25.3 Advance Organizer Model
25.4 Self-Control Model
Bibliography
Index
List of Figures
Fig.3.1: Mechanism of Heredity Fig.
7.1: Learning Curve
Fig. 7.2: Types of Learning Curves
Fig. 8.1: Pavlov's Experiment
Fig.8.2 Skinner's Experiment with Rat and Pigeons
Fig.8.3: Kohler's Experiment on Chimpanzee
Fig.8.4: Pyramidal Structure of Leaming Hierarchy
Fig 8.5: Hull's Theory
Fig.9.1: Sample "Kinesthetic" Vocations by Style
Fig.9.2: Multiple Intelligences: Classroom Application
Fig. 10.1: Two Factor Theory
Fig.10.2: Group Factor Structure of Intelligence
Fig. 10.3: Burt's 5-level Hierarchical Model of Intelligence
Fig 10.4: Three Dimensional Theory or Guilfords Structure of Intellect
Fig.10.5: Theory of Multiple Intelligences
Fig 12.1: Allan Paivio's Dual-Coding Theory
Fig. 12.2: Three Stage Information Processing Theory
Fig. 12.3: Ebbinghaus's Curve of Forgetting
Fig.15.1: Classification of Attention
Fig.20.1: Approach-Approach Conflict
Fig.20.2: Approach-Avoidance Conflict
Fig.20.3: Avoidance-Avoidance Conflict
Fig.20.4: Double Approach - Avoidance Conflict
Fig 22.1: Sociogram
Fig 25.1: Self-concept
Fig 25.2: Self-concept Theory of Personality
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370.150 BHA