Advanced Educational Psychology (Record no. 3154)

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020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number+Amount 9788195022366
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Transcribing agency IK
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 370.150 BHA
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Author Name Bhatt, Dipti Pinakin
245 ## - TITLE STATEMENT
Title Advanced Educational Psychology
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication New Delhi
Name of publisher Neelkamal Pub.
Date of publication 2021
520 ## - SUMMARY, ETC.
Summary, etc Contents: -<br/><br/>1. Introduction to Educational Psychology<br/>1.1 Meaning of Psychology<br/>1.2 Meaning of Education<br/>1.3 Educational Psychology<br/>1.4 Nature of Educational Psychology <br/>1.5 Scope of Educational Psychology<br/>1.6 Contribution of Educational Psychology to Education<br/>1.7 Aims of Educational Psychology <br/>1.8 Significance of Educational Psychology to the Teachers<br/><br/>2. Schools of Psychology<br/>2.1 Schools of Structuralism<br/>2.2 Schools of Functionalism<br/>2.3 Schools of Behaviorism<br/>2.4 School of Cognitivism<br/>2.5 School of Gestaltism<br/>2.6 School of Psychoanalysis<br/>2.7 School of Humanism <br/>2.8 School of Transpersonalism<br/><br/>3. Child Development<br/>3.1 Growth<br/>3.1.1 Definition of Growth<br/>3.1.2 Human Growth Curve<br/>3.1.3 Characteristics of Growth <br/>3.1.4 Role of Heredity in Growth<br/>3.2 Development<br/>3.2.1 Definition of Development<br/>3.2.2 Characteristics of Development <br/>3.2.3 Principles of Development<br/>3.2.4 Factors Influencing Development<br/>3.2.5 Stages of Development <br/>3.3 Impact of Heredity on Growth and Development<br/>3.3.1 Concept of Heredity <br/>3.3.2 Mechanism of Heredity<br/>3.3.3 Laws of Heredity<br/>3.4 Purpose of Studying Growth and Development<br/>3.5 Differences between Growth and Development<br/>3.6 Problems of Children during Adolescence<br/><br/>4. Major Dimensions of Development<br/>4.1 Physical Development<br/>4.2 Motor Development<br/>4.3 Emotional Development<br/>4.4 Social Development<br/>4.5 Cognitive Development<br/>4.6 Aesthetic Development<br/>4.7 oral Development<br/>4.8 Language Development<br/><br/>5. Developmental Tasks<br/>5.1 Concept of Developmental Tasks<br/>5.2 Purposes and Goals of Developmental Tasks<br/>5.3 Stage-wise Developmental Tasks <br/>5.3.1 Developmental Tasks of Infancy (upto 2 Years)<br/>5.3.2 Developmental Tasks of Early Childhood (3 to 5 Years)<br/>5.3.3 Developmental Tasks of Later Childhood (6 to 12 Years) <br/>5.3.4 Developmental Tasks of Adolescence (13 to 18 Years)<br/>5.4 Role of Teacher in Facilitating Development<br/><br/>6 Piaget's Theory of Cognitive Development<br/>6.1 Theory of Cognitive Development<br/>6.2 Stages of Cognitive Development<br/>6.3 Educational Implications<br/><br/>7. Learning and Learning Curves<br/>7.1 Definition of Learning<br/>7.2 Misconcepts about Learning<br/>7.3 Nature of Learning<br/>7.4 Characteristics of Learning<br/>7.5 Factors of Learning<br/>7.6 Meaning of Learning Curve<br/>7.7 Types of Learning Curve Plateaus in Learning<br/>7.8.1 Why do Plateaus Occur? <br/>7.9 Role of Teacher in Learning <br/>7.10 Learning Styles<br/><br/>8. Theories of Learning<br/>8.1 Thondike's Theory of Trial and Error<br/>8.2 Pavlov's Classical Conditioning Theory <br/>8.3 Skinner's Operant Conditioning Theory<br/>8.4 Kohler's Theory of Insight<br/>8.5 Bruner's Theory of Discovery<br/>8.6 Gagne's Theory of Learning<br/>8.7 Hull's Formal Theory of Learning<br/>8.7.1 Formal Theory of Learning <br/>8.8 Guthrie's Theory of Learning<br/>8.8.1 Theory of Learning<br/><br/>9. Measurement of Intelligence<br/>9.1 Definitions of Intelligence<br/>9.1.1 Classification of Definitions<br/>9.1.2 Types of Intelligence 9.1.3 Attributes of Intelligence<br/>9.2 Emotional Intelligence (EI)<br/>9.3 Intelligence Tests<br/>9.3.1 Classification of Intelligence Tests<br/>9.3.1.1 Individual Tests <br/>9.3.1.2 Group Tests<br/>9.3.2 Comparison between Individual and Group Tests<br/>9.3.3 Limitations of Intelligence Tests<br/>9.3.4 Administration of Intelligence Tests<br/>9.3.5 Uses of Intelligence Tests<br/>9.3.6 Intelligence Testing in India<br/>9.4 Concept of Mental Age and Intelligence Quotient<br/>9.4.1 Formula for IQ<br/>9.4.2 Concept of Mental Age<br/>9.4.3 Classification<br/>9.4.4 Deviation of I.Q. <br/>9.5 Stanford-Binet Intelligence Test<br/>9.5.1 Revision of the Stanford-Binet Test <br/>9.5.2 Components in the Stanford-Binet Test <br/>9.6 Wechsler Bellevue Test<br/>9.7 Types of Intelligence<br/>9.7.1 Visual-Spatial Intelligence<br/>9.7.2 Linguistic-Verbal Intelligence <br/>9.7.3 Logical-Mathematical Intelligence<br/>9.7.4 Bodily-Kinesthetic Intelligence<br/>9.7.5 Musical Intelligence<br/>9.7.6 Interpersonal Intelligence<br/>9.7.7 Intrapersonal Intelligence<br/>9.7.8 Naturalistic Intelligence<br/>9.8 Integrating Learning Styles and Multiple Intelligence<br/>9.9 Multiple Intelligence in the Classroom<br/>9.10 Uses of Intelligence Testing<br/>9.10.1 Use in Selection<br/>9.10.2 Use in Classification<br/>9.10.3 Use in Assessment for Promotion<br/>9.10.4 Use in Provision of Guidance<br/>9.10.5 Use for Improving the Learning Process<br/>9.10.6 Use in Setting Proper Level of Aspiration<br/>9.10.7 Use for Diagnosis <br/>9.10.8 Use in Research Work <br/><br/>10. Theories of Intelligence<br/>10.1 Two Factor Theory' of Spearman<br/>10.2 Multi Factor Theory or Anarchic Theory <br/>10.3 Group Factor Structure of Intelligence (1921) of Thorndike<br/>10.4 Hierarchical Theory of Intelligence<br/>10.5 Three Dimensional Theory of Guilford<br/>10.6 Golman's Theory of Intelligence<br/>10.7 Gardner's Theory of Multiple Intelligences <br/>10.8 Fluid and Crystallized Theory of Intelligence<br/><br/>11. Construction and Standardization of Tests<br/>11.1 Qualities of a Good Test<br/>11.2 Principles of Test Construction<br/>11.2.1 Planning the Test<br/>11.2.2 Preparing the Test <br/>11.2.3 Trying Out the Test<br/>11. 2.4 Evaluating the Test<br/>11.3 Steps to Follow in Test Construction <br/>11.4 Standardization of a Psychological Test<br/>11.4.1 Process of Standardization of a Test<br/>11.4.2 Advantages with Standardization<br/><br/>12. Information Processing and Forgetting<br/>12.1 Definition of Information Processing <br/>12.2 Theories of Information Processing<br/>12.2.1 Dual Coding Theory<br/>12.2.2 Multi Model Theary<br/>12.2.3 Levels of Processing Theory <br/>12.3 Educational Implications of Theories of Information Processing<br/>12.4 Types of Memory<br/>12.5 Definition of Forgetting<br/>12.6 Ebbinghaus's Curve of Forgetting<br/><br/>13. Attitudes and Values<br/>13.1 Concept of Attitude <br/>13.2 Definition of Attitude<br/>13.3 Characteristics of Attitude<br/>13.4 Factors Influencing Attitude<br/>13.5 Components of Attitudes<br/>13.6 Concept of Values<br/>13.7 Characteristics of Values<br/>13.8 Types of Values<br/>13.9 Similarities between Values and Attitudes<br/>13.10 Differences between Values and Attitudes<br/>13.11 Personal Values Assessment (PVA)<br/>13.12 How Values are to be Taught in the Classroom?<br/><br/>14. Psychology of Aptitude<br/>14.1 Definitions<br/>14.2 Measurement of Aptitude<br/>14.2.1 Mechanical Aptitude Tests<br/>14.2.2 Clerical Aptitude Tests<br/>14.2.3 Musical Aptitude Tests <br/>14.3 Utility of Aptitude Tests<br/>14.4 The Differential Aptitude Test<br/>14.5 General Aptitude Test Battery <br/>14.6 Teacher Aptitude Test<br/><br/>15. Interests and Attention<br/>15.1 Definition of Interest<br/>15.2 Classification of Interest<br/>15.3 Development of Interest<br/>15.4 Education Implications of Interest<br/>15.5 How to Create Interest in Children?<br/>15.6 Tests of Interest<br/>15.7 Characteristics of Interest<br/>15.8 Meaning and Definition of Attention<br/>15.9 Types of Attention<br/>15.10 Determinants of Attention<br/>15.10.1 External Factors or Condition<br/>15.10.2 Internal or Subjective Factors<br/><br/>16. Perception and Concept Formation<br/>16.1 Definition of Perception<br/>16.2 Formation of Perception<br/>16.3 Factors Influencing Perception<br/>16.4 Perception Development<br/>16.5 Meaning and Nature of Concept<br/>16.6 Steps in Concept Formation<br/>16.6.1 Abstract Concepts<br/>16.6.2 Concept Attainment<br/>16.6.3 Concept Formation <br/>16.6.4 Children's Concepts<br/>16.7 Role of the Teacher in Concept Formation<br/>16.8 Utility of Concepts<br/><br/>17. Thinking, Reasoning and Problem Solving<br/>17.1 Thinking<br/>17.1.1 Meaning and Definition of Thinking<br/>17.1.2 The Process of Thinking<br/>17.1.3 Types of Thinking<br/>17.1.4 Tools for Assessing Thinking<br/>17.1.5 Educational Implication of Thinking<br/>17.2 Reasoning <br/>17.2.1 Meaning of Reasoning<br/>17.2.2 Characteristics of Reasoning<br/>17.2.3 The Process of Reasoning<br/>17.2.4 Factors Affecting Reasoning <br/>17.2.5 Reasoning and Creative Thinking<br/>17.2.6 Types of Reasoning<br/>17.3 Problem Solving<br/>17.3.1 Meaning and Definition of Problem Solving<br/>17.3.2 Main Features of Problem Solving<br/>17.3.3 Steps Involved in Problem Solving Activity<br/><br/>18. Psychology of Adjustment<br/>18.1 Definition of Adjustments<br/>18.2 Definition of Maladjustment<br/>18.3 Causes of Maladjustment<br/>18.3.1 Psychological Factors<br/>18.3.2 Psychosocial Factors <br/>18.3.3 Physiological Factors<br/>18.4 Symptoms of Maladjustment <br/>18.5 Maladjustment in Schools<br/>18.6 Characteristics of Adjustment<br/>18.7 Criteria for Good Adjustment<br/>18.8 Characteristics of Well Adjusted Person<br/>18.9 Academic Adjustment in Schools<br/>18.9.1 Academic Adjustment<br/>18.9.2 Areas of Academic Adjustment<br/>18.9.3 Dimensions of Students Adjustment<br/>18.10 Role of Teacher in Pupil Adjustment<br/><br/>19. Mental Health & Hygiene <br/>19.1 Meaning of Mental Hygiene<br/>19.2 Goals of Mental Hygiene<br/>19.3 Concept of Mental Health<br/>19.4 Factors Affecting Mental Health<br/>19.4.1 Home<br/>19.4.2 School<br/>19.5 Characteristics of Mentally Healthy Person<br/>19.6 Educational Implications of Mental Health<br/>19.7 Mental Disorders<br/>19.7.1 Meaning of Mental Disorders<br/>19.7.2 Causes for Mental Disorders<br/>19.8 Neurotic Disorders<br/>19.8.1 Characteristics of Neurotic Behaviour <br/>19.8.2 Causes for Psychoneurotic Disorders<br/>19.8.3 Major Types of Neurotic Disorders<br/>19.9 Psychotic Disorders <br/>19.9.1 Causes for Psychotic Disorders<br/>19.9.2 Types of Psychotic Disorders<br/>19.9.3 Treatment of Psychotic Disorders<br/>19.10 Psycho-physiological Disorders<br/>19.10.1 The Characteristics of Psycho-physiological Disorders<br/>19.10.2 Types of Psycho-Physiological Disorders<br/>19.10.3 Causes for Psycho-physiological Disorders <br/>19.10.4 Prevention and Treatment<br/><br/>20. Defence Mechanisms and Conflicts<br/>20.1 Meaning of Conflicts?<br/>20.1.1 Real Goals and False Goals<br/>20.2 Types of Conflict <br/>20.2.1 Approach - Approach Conflict<br/>20.2.2 Approach-Avoidance Conflict<br/>20.2.3 Avoidance - Avoidance Conflict<br/>20.2.4 Double Approach-Avoidance Conflict<br/>20.3 Methods of Tension Reduction 20.3.1 Direct Methods<br/>20.3.2 Indirect Methods<br/>20.3.3 Compensatory Methods <br/>20.3.4 Aggression as a Method of Defence<br/><br/>21. Psychology of Creativity <br/>21.1 Definition of Creativity<br/>21.2 Nature and Characteristics of Creativity<br/>21.3 Characteristics of a Creative Person <br/>21.4 The Factors of Creativity<br/>21.5 Four 'C' Model of Creativity<br/>21.6 Theories of Creativity<br/>21.6.1 Theory of Environmentally Acquired Creativity<br/>21.6.2 Taylor's Level Theory of Creativity <br/>21.6.3 Psychoanalytical Theory of Creativity<br/>21.6.4 Arieti's Theory of Creativity<br/>21.7 Assessment of Creativity <br/>21.7.1 Creativity Quotient (CQ)<br/>21.7.2 Types of Tests<br/>21.7.3 Self-report Questionnaires <br/>21.7.4 Guilford's Psychometric Approach<br/>21.7.5 Torrance Tests of Creative Thinking<br/>21.7.6 Theories of Relationship between Creativity and Intelligence<br/>21.8 Relationship between Creativity and Intelligence<br/><br/>22. Group Dynamics<br/>22.1 Important Definitions of Group <br/>22.2 Characteristics of Human Group<br/>22.3 Characteristics of Social Group <br/>22.4 Classification of Groups<br/>22.4.1 William Graham Sumner's Classification<br/>22.4.2 Thelen's Classification<br/>22.4.3 Cooley's Classification<br/>22.5 Role Groups in Group Dynamics<br/>22.5.1 Primary Group<br/>22.5.2 Secondary Group <br/>22.5.3 Difference between Primary Group and Secondary Group<br/>22.5.4 Reference Group<br/>22.6 Factors Affecting Group Dynamics<br/>22.7 Definition of Sociometry<br/>22.8 Importance of Sociogram <br/>22.9 Need for Sociometry<br/>22.10 Administration of Sociometry<br/>22.11 Group Relationship in the Class<br/>22.12 Need of Group Dynamics to a Teacher<br/>22.12.1 Need to the Teacher <br/>22.12.2 Role of a Teacher<br/><br/>23. Assessment of Personality<br/>23.1 Meaning and Concept of Personality <br/>23.2 Definition of Personality<br/>23.3 Characteristics of Personality<br/>23.4 Dimensions of Personality <br/>23.5 Types of Personality<br/>23.6 Concept and Meaning of Trait<br/>23.6.1 Concept of Personality Traits<br/>23.6.2 Meaning of Personality Traits<br/>23.7 Factors and Characteristics of Traits<br/>23.8 Types of Personality Traits<br/>23.8.1 Trait Theory (or Types of Traits) <br/>23.9 Methods of Personality Assessment<br/>23.10 Tools of Personality Assessment<br/>23.10.1 Rating Scales<br/>23.10.2 Personality Inventory<br/>23.10.3 Projective Techniques<br/><br/>24. Theories of Personality <br/>24.1 Eyensck Theory of Personality<br/>24.2 Galen Theory of Temperament<br/>24.3 Allport Theory of Personality<br/>24.4 Freud's Psychoanalytic Theory of Personality<br/>24.5 Erikson's Biological Theory of Personality <br/>24.6 Carl Roger's Self-theory of Personality<br/>24.7 Maslow's Self-actualization Theory of Personality<br/>24.8 Dollard and Miller Behaviour Theory of Personality<br/>24.9 Bandura's Social Learning Theory of Personality<br/>24.10 Cattle Theory of Behavioural Personality<br/><br/>25. Models of Teaching<br/>25.1 Models of Teaching<br/>25.2 Self-concept Model<br/>25.3 Advance Organizer Model<br/>25.4 Self-Control Model<br/>Bibliography<br/>Index<br/><br/><br/>List of Figures<br/>Fig.3.1: Mechanism of Heredity Fig.<br/>7.1: Learning Curve<br/>Fig. 7.2: Types of Learning Curves<br/>Fig. 8.1: Pavlov's Experiment<br/>Fig.8.2 Skinner's Experiment with Rat and Pigeons<br/>Fig.8.3: Kohler's Experiment on Chimpanzee<br/>Fig.8.4: Pyramidal Structure of Leaming Hierarchy<br/>Fig 8.5: Hull's Theory<br/>Fig.9.1: Sample "Kinesthetic" Vocations by Style<br/>Fig.9.2: Multiple Intelligences: Classroom Application<br/>Fig. 10.1: Two Factor Theory<br/>Fig.10.2: Group Factor Structure of Intelligence<br/>Fig. 10.3: Burt's 5-level Hierarchical Model of Intelligence<br/>Fig 10.4: Three Dimensional Theory or Guilfords Structure of Intellect<br/>Fig.10.5: Theory of Multiple Intelligences <br/>Fig 12.1: Allan Paivio's Dual-Coding Theory<br/>Fig. 12.2: Three Stage Information Processing Theory <br/>Fig. 12.3: Ebbinghaus's Curve of Forgetting<br/>Fig.15.1: Classification of Attention<br/>Fig.20.1: Approach-Approach Conflict <br/>Fig.20.2: Approach-Avoidance Conflict<br/>Fig.20.3: Avoidance-Avoidance Conflict<br/>Fig.20.4: Double Approach - Avoidance Conflict<br/>Fig 22.1: Sociogram<br/>Fig 25.1: Self-concept <br/>Fig 25.2: Self-concept Theory of Personality<br/>
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    Dewey Decimal Classification     Guru Nanak College of Education Guru Nanak College of Education   21.02.2022 450.00 2 370.150 BHA BED0006566 13.03.2023 01.03.2023 450.00 21.02.2022 Reserve Books Section