UNIT1 Final
UNIT1 Final
UNIT1 Final
Structure
1.1 Introduction
1.2 Objectives
1.3 Psychology
1.3.1Definition of Psychology
1.3.2Relationship between Psychology and education
1.4 History of Psychology
1.5 Branches of Psychology
1.5.1 General Psychology
1.5.2 Child Psychology
1.5.3 Clinical Psychology
1.5.4 Development Psychology
1.5.5 Social Psychology
1.5.6 Industrial Psychology
1.5.7 Educational Psychology
1.6 Research Methods in Psychology
1.6.1 Introspection
1.6.2 Observation
1.6.3 Interview
1.6.4 Experimental
1.6.5 Case study
1.6.6 Survey
1.7 Psychology of Learning and Education – Learning
1.8 Let us Sum up
1.9 Unit – End- Exercises
1.10 Answer to check you Progress
1.11 Suggested Readings
1.1 INTRODUCTION
1.2 OBJECTIVES
1.3 PSYCHOLOGY
b) Compare your answer with the one given at the end of the unit.
1. Define Psychology.
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1.5. BRANCHES OF PSYCHOLOGY
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2. Whatisishardly
There the relationship
any spherebetween
of humanPsychology
life whereand Education?
psychology is not being used in
modern times to understand
……………………………………………………………………………………… and improve the existing conditions. Important
branches of psychology are mentioned below:
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General Psychology
Child Psychology
Clinical Psychology
Development Psychology
Social psychology
Industrial Psychology
Educational psychology
1.5.1. General Psychology
This deals with the basic principles underlying in different branches of
psychology. General behaviour of normal adults forms the subject matter of
general psychology. General psychology deals with such concepts as
perception, emotions, motivation, learning, thinking, sources of individual
differences and their measurement etc.
1.5.2. Child Psychology
That branch of psychology which deals with growth and development of
children, role of heredity and environment in child development, different
potentials found in children and their measurement, different aspects of
adjustment in behaviour with environment that children achieve etc. is known as
child Psychology. Today, infant psychology and adolescent psychology have
also emerged out of child psychology
1.5.3. Clinical Psychology
The branch of psychology is an applied one is popular among the professional
psychologists. In society there are people whose behaviour is abnormal in the
sense that they manifest significant behavioural deviations from the norms of the
society or the groups in which they live. There are various forms of behavioural
disorders like that of psychosis (which refer to serious forms of mental illness),
the neurosis (mild forms of functional disorders which can be treated without the
patient being hospitalized) and feeble mindedness (which points to persons who
are poorly endowed with intellectual capacities making them incompetent to
make efficient and effective adjustments to the demand of reality and to come up
socially). Besides these, there are other forms of abnormal behaviour. Some
people may be emotionally unstable, some may find it difficult to establish
healthy interpersonal relations with people, adapt themselves vocationally to the
work situations, etc. In all such cases it is the clinical psychologists provide
service to those who have mental or emotional problems. Clinical psychologists
work in psychiatric clinics, child guidance centers, and mental hospitals. They
mostly work in collaboration with medical doctors trained in treating mental
disorders who are known as psychiatrists.
1.5.4. Development Psychology
Development Psychology deals with all aspects of growth and
development of the individual throughout his life span. Right from the time of
fertilization in the Womb, up to the time of old age and death, all aspects of
human development are studied in great depth and detail. Different stages of
development, ranging from pre-natal period, through the stages of infancy and
childhood to that of middle age and old age are studied. There is a concentration
of studies in childhood and adolescence. Of late, there is a growing interest and
hence a number of studies on old age and its problems (Gerontology). The
findings of developmental psychologists are utilized extensively by educational,
clinical and counseling psychologists, though many of them in their own right
are not applied in nature.
1.5.5. Social Psychology
Social psychology has two aspects. The first one is a pure science which
applies itself to problems such as the role of society and culture in influencing
the development of personality of the individual, social motives, development of
communication and language and problems of competitions, co-operation,
imitation and role-playing. The second one, i.e. social psychology, as a applied
science is concerned with attitudes and preferences as they exist and as to how
they are modified or changed. In short, as an applied science, social psychology
is interested in helping people to solve public problems of high importance.
Of late, social psychology has chosen to enter into community work by its
adopting procedures for studying attitudes of groups and for modifying them,
By this, it tries to reduce intergroup tensions. In this manner, the development of
this kind of psychology may be called clinical social psychology because it does
to the community, what clinical psychology does to the individual person.
Besides the kinds of functions that are described above, social psychologists
engage themselves in such kinds of activities like conducting market research,
audience-response measurements, opinion surveys, etc.
1.5.6. Industrial Psychology
This is another applied branch of psychology which concerns itself with
industrial and business situations. It deals with all kinds of problems in industry
such as selection of right men for various jobs, promotions or supervision and
interpersonal relationship among the employees. It also studies such aspects as
fatigue, accidents and working conditions and their improvement in industry.
Another division of industrial psychology which is known as ‘consumer
psychology’ deals with such problems as techniques of marketing, advertising
and propaganda. Ultimately industrial psychology aims at increasing
productivity, improving the performance of employees and finding good market
for the products. This is essential for building greater productivity and industrial
peace.
1.6. RESEARCH METHODS OF PSYCHOLOGY
Educational Psychology employs various methods to improve teaching-
learning process in the classroom. It uses methods to gather facts about the
nature of children: and how they learn. It employs methods to know how they
develop. It employs methods to know how child’s personalities like learning,
social adjustment, or skill grow from the elementary stage to a complex one. It
studies how a group of children passes through the several stages of growth and
development. As educational psychology is an applied branch of general
psychology, it makes use of methods of general psychology. Some of the most
commonly used methods of psychology or educational psychology are:
Introspection methods
Observation method
Interview method
Experimental method
Case-study method
Differential method
In this section we will try to discuss all these methods.
1.6.1. Introspection Method
Introspection is composed of two words ‘intro’ and ‘aspection’. ‘Intro’ means
‘within or’ inward’ and ‘aspection’ means ‘looking’. Hence it implies self-
observation or looking ‘within’ or looking ‘inward’ to experience one’s own
mental state. It is a process for examine one’s own mental process of thought,
feeling and motives. An individual looks within, observes, analyses and reports
his own feelings. Let us explain this process with the help of an example.
Suppose you are happy and in this state of happiness you look within yourself.
It is said that you are introspecting your own mental feelings and examining
what is going on in your mental process in the state of happiness. Similarly, you
may introspect in state of anger or fear etc. Introspection is also defined as the
notice which the mind takes of itself. Introspection is the oldest method which
was formerly used by philosophers. This method was developed by
structuralists in psychology who defined psychology as the study of conscious
experience of the individual.
Merits of the Method of Introspection
It is the most economical method and it does not involve any apparatus or
laboratory for its use.
This method can be used at anytime and everywhere.
It is the only method that an individual knows his/her emotions and
feelings
Demerits of the method of Introspection
Data collected through this method is highly subjective.
There is ample scope for the individual to hide facts
Abnormal individuals cannot be introspected.
1.6.2. Observation Method
Observation is one of the oldest techniques that man has made use of. It is
defined as seeing things as they are in their natural setting. It does not mean
seeing things as they were or as they should be. Observation deals with the overt
behaviour of persons in appropriate situations. Observation has been defined as
‘measurement without instruments’. ‘In education, observation is the most
commonly employed all measurement techniques.
Types of observation
Observation is of following types:
Participant observation
Non-participant observation
Structured observation
Unstructured observation
Participant Observation: Here the observer plays a double role. He becomes
by and large a member of the group under observation and shares the situation as
a visiting stranger, an eager learner and an attentive listener.
Non-participant Observation: This is used with such groups as infants,
children of abnormal persons. The observer takes such a position as he is able to
observe in detail the behaviour of the individual under observation. The position
of the observer is least disturbing to the subject under study.
Structured Observation: Structured observation starts with relatively specific
formulations. The observer in advance set up categories in terms of which he
wishes to analyze the problem. The observer always keeps in view;
A frame of reference
Time units
Limits of an act
Unstructured Observation: It mainly takes the form of participant observation.
The observer takes the role of a member of the group.
Merits of the method of Observation
Observation can be used with children of all ages.
It does not require any special tool or equipment.
It is adaptable both to the individual and groups.
Demerits of the method of Observation
There is a great scope for personal prejudices and bias of the observer.
Records may not be written with cent percent accuracy as the observation
is recorded after the actions of the observed.
It reveals the overt behaviour only.
1.6.3. Interview Method
Interview method provides an opportunity for getting information directly from
the subject about his behaviour in fact to-face contact or relationship. Here the
subject and the psychologist both engage themselves in the mutual exchange of
idea as and information. For this purpose, the interviewer makes an attempt to
fix a fact –to-face appointment with the person whose behaviour he wants to
investigate. The major steps to be followed in this method can be listed as
below:
Preparation for the Interview
Taking an Interview
Closure of the interview.
Merits of the method of Interview
Interview enables the teacher to tackle his /her everyday classroom
problems.
It is a superior data collecting device.
It creates friendly atmosphere for proper response.
It promotes exchange of ideas.
Information received through interview is more reliable.
Demerits of the Method of Interview
It is subjective
Interviewer may try to tackle a minor problem.
Interview is placed in an artificial situation.
Sometimes it becomes difficult to interpret the results of an interview.
Interviewee may not give details of himself/herself.
Knowledge of mental health: Mental health of the teacher and the taught is
very important for efficient learning. The teacher from the study of psychology
can know the various factors which are responsible for the mental ill-health and
maladjustment. He can prevent maladjustment in children provided he is
equipped with the fundamental knowledge of mental hygiene.