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020			_a9788195022366
040			_cIK
082			_a370.150 BHA
100			_aBhatt, Dipti Pinakin _91194
245			_aAdvanced Educational Psychology
260			_aNew Delhi _bNeelkamal Pub. _c2021
300			_a362p
520			_aContents: - 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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