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IGNOU
MA (PSYCHOLOGY)
Programme Code: MAPC Course Code: MPCL- Name: Sangam Tamu Gurung Enrolment Number: 2007338420 Address: Below Swastik Gate, Swastik, Gangtok, East Sikkim. Phone No.: +91- Email: sangamgurung25@gmail.com Study Centre Name/Address: Sikkim University, 6th^ Mile, Samdur, Tadong, Gangtok-737101,Sikkim. Study Centre Code: 2420 Regional Centre Code: 24: GANGTOK Due Date: 15 th^ May, 2021
o Title: Social Learning Theory & Social Cognitive Theory.
o Aim: To understand Social Learning Theory & Social Cognitive Theory with the help of ‘ Bobo Doll Experiment (Bandura) ’.
- Difference between Social Learning Theory and Social Cognitive Theory. Social Learning Theory and Social Cognitive Theory both try to explain learning in the social context. Both theories focus solely on behaviours that can be learned through observation. Both the theories are similar in content, with ‘Social Learning Theory’ being an older body of knowledge which is a collection of ideas from various thinkers and ‘Social Cognitive Theory’ being attributed solely to Bandura. ‘Social Learning Theory’ is a cognitive-behavioural theory of learning which proposes that we learn new behaviours simply by observing it along with its consequences. As mentioned above ‘Social Learning Theory’ is a collective work from various thinkers but Bandura is credited with the most of this body of knowledge. With the help of his famous ‘Bobo Doll Experiment’ we can understand that, learning occurs by observing the behaviour of a model, which includes extracting information about the observation and deciding on performing the behaviour. Also, that behaviour can be reinforced by observing the consequences that happen to the model after the behaviour was performed. And it must be noted that a learner observes and copies the model that he/she identifies with or has the most emotional attachment with. Now, ‘Social Cognitive Theory’ is the expanded form of Social Learning Theory which states that learning can occur by observing a behaviour and then the manifestation of that behaviour in the learner is regulated by the triadic reciprocal
Yes, I do think and believe violence is contagious. Not all behavioural patterns I feel are contagious. After studying Bandura’s Bobo Doll Experiment and also remembering my own childhood and the behavioural patterns I have learnt, I feel I have learnt most of my behavioural patterns through observation and acquired them from models whom I have Identified with, such as my father, my elder siblings, my seniors in school, and people whom I look up to. So yes, I do think that violence along with other behavioural patterns are contagious. More so I feel ‘Social Cognitive Theory’ covers more broadly the learning process. As I agree with Bandura on self-efficacy, and one’s own capability to act accordingly to foreseeable situations or free will.
o Title: Intelligence. o Aim: Understanding what true intelligence is.
- What I feel true intelligence is… Intelligence may seem like a simple term but define it can be bit hard, as intelligence is a very dynamic term. Theories of Intelligence range from having one general intelligence, to certain primary mental abilities, and to multiple intelligences. After looking into all the theories of intelligence and also, Robert. J. Sternberg’s article: ‘COVID-19 has truly taught us what intelligence is…’
I feel true intelligence refers to a compilation of basic general mental ability, multiple specific skills including verbal, spatial, numerical and mechanical, also the ability to retain and recall from one’s memory. I believe intelligence is a broad dynamic term and believe in the existence of multiple intelligences. Which can be roughly classified as Analytical Intelligence, Creative Intelligence, and Practical Intelligence. and after carefully reading Sternberg’s article, it has solidified my stance on intelligence not just being everything that I’ve stated above but also the ability to adapt, survive and also to add the emotional aspect of human intelligence that cares for other beings.
o Title: Adulthood & Aging. o Aim/Objective: To understand the process of aging. o Materials Required: Pen and Notebook. o Participant’s Profile: Name: Person A Age: 52 Gender: Male Educational Qualification: Bachelor of Commerce Occupation: Contractor, Tours & Travels, Self Employed. o Procedure and Administration: Preparation: A pen and Notebook was made ready.
want to do in life, how they are going to earn a living. And with all the hustle in his life he opens his eyes one day and finds that both his sons have grown up. He feels he was 32 just a few weeks ago and now he’s 52, few weeks ago he had an elder brother who took most of the responsibilities off of him but now as he as lost his only brother he feels all the responsibilities have crashed upon as if a dam had burst and there was this flash flood that could wash away a town. Now, he just wants to see what life has to offer and wants to take life as positively as possible. He feels he’s still young but he can definitely feel world changing around him. He simply put it in a beautiful way “Its more like I have never changed, I was who I was back when I was a child. I only changed physically maybe yes mentally too but deep down within I know I’am still that kid who wants to go into the woods to gather firewood for the week. Its just that the world has changed and will keep on changing. Time changes and generations change. And I accept that.”
- Has the participant been able to promote one’s wellness? Not as much as he’d like too. He smokes and occasionally drinks. But he agrees that his smoking is one thing he’d like to remove from his life but he just won’t. Also he recently visited the hospital to get checked for a persistent stomach pain and was diagnosed with kidney stones. So to manage that he’s started drinking a lot of water. He’s never been one to take care of himself so his wife has to deal with all the troubles. He’d like to think more about it but his work doesn’t allow him that luxury and he’s fine with that.
- Any specific stereotypes towards aging. He feels that the most common stereotype is that people widely think of aging and being weak physically and wise mentally but it isn’t always the case as he feels he’s still that same kid he was back then and not at all wise or not at all weak physically, yes 52 is not that old but given such times where life expectancy has reduced a lot he feels he is old enough to comment on that. o Discussion: After interviewing the participant I feel that he’s a very wise person even though he said he wasn’t. I felt he didn’t say much and also at the end of the interview he did crack a joke saying “You get old yourself and you’ll know what I know.”
o Title: Locus of Control. o Aim/Objectives: To determine a person’s Locus of Control. o Introduction: Rotter (1966) defined locus of control as a ‘personality trait referring to a person’s stable beliefs about personal efficacy’. Internal locus of control refers to the tendency to perceive the life outcomes as a result of one’s action and to be under one’s control. External locus of control refers to the tendency to perceive life outcomes because of chance factors or powerful others. Since then, psychologists have added various dimensions to it and many scales have been constructed.
o Scoring and Interpretation: 0-15 Very strong external locus of control 20-35 External locus of control 40-60 Both external and internal locus of control 65-80 Internal locus of control 85-100 Very strong internal locus of control After performing the test the participant has scored 70 on the given questionnaire. o Conclusion: The participant has scored 70 which means that he has an Internal Locus of Control. Which means that he perceives life’s outcomes as a result of one’s actions and to be under ones control.
o Title: Cattell’s 16 PF. o Aim/Objectives: To measure 16 personality factor traits. o Introduction: In his explorations of personality, British psychologist Raymond Cattell found that variations in human personality could be best explained by a model that has sixteen variables (personality traits), using a statistical procedure known as factor analysis. Following this discovery he went on to create and promote the 16PF Questionnaire. This test uses a public domain scales from the International Personality Item Pool to measure the same traits. o Description of The Test: This personality test consists of 164 statements about oneself, for each indicate how accurate it is on the scale of (1) disagree (2)
slightly disagree (3) neither agree nor disagree (4) slightly agree (5) agree. It will take most people around ten minutes to complete. o Materials Required: 16PF questionnaire, Mobile Phone. o Participants Profile: Name: Person C Age: 27 Gender: Female Educational Qualification: Master of Arts (Political Science) Occupation: Lower Division Clerk o Procedure and Administration: Preparation: The questionnaire was made ready. Rapport: The participant was informed that her identity and responses would be kept confidential and the test was well explained to her. Introspective Report: Both the participant and I myself felt distracted by the background noises she was having in her house. The test was taking via phone call. o Scoring and Interpretation: The participant scored the following scores on the 16 PF questionnaire. Scores are between 0 – 4. 2.7 on Warmth, Warmth is how nice to people you are. Low scorers are impersonal, distant, cool, reserved, detached, formal and aloof. High scorers are outgoing, attentive to others, kindly, easy-going, participating and like people. 2.9 on Reasoning, Reasoning is how good at abstract thinking you are. Low scorers prefer common sense, high scorers prefer abstract thinking.
2.0 on Vigilance, Vigilance. Low scorers are trusting, unsuspecting, accepting, unconditional and easy. High scorers are vigilant, suspicious, skeptical, distrustful and oppositional. 3.3 on Abstractedness, Abstractedness is how imaginative you are. Low scorers are grounded, practical, prosaic, solution oriented, steady and conventional. High scorers are abstract, imaginative, absent minded, impractical and absorbed in ideas. 2.0 on Privateness, Privateness is how honest you are about who you are. Low scorers are forthright, genuine, artless, open, guileless, naive, unpretentious and involved. High scorers are private, discreet, non-disclosing, shrewd, polished, worldly, astute and diplomatic. 2.0 on Apprehension, Apprehension is how troubled you are. Low scorers are self-assured, unworried, complacent, secure, free of guilt, confident and self satisfied. High scorers are apprehensive, self-doubting, worried, guilt prone, insecure, worrying and self blaming. 3.4 on Openness to Change, Openness to change is how not stuck in your ways you are. Low scorers are traditional, attached to familiar, conservative and respect traditional ideas. High scorers are open to change, experimental, liberal, analytical, critical, free-thinking and flexible. 3.0 on Self Reliance, Self-reliance is how contained your needs are. Low scorers are group-oriented and affiliative. High scorers are self-reliant, solitary, resourceful, individualistic and self-sufficient. 2.3 on Perfectionism, Perfectionism is how high you standards are for yourself. Low scorers tolerate disorder are unexacting, flexible, undisciplined, lax, self-conflict, impulsive, careless of social rules and uncontrolled. High
scorers are perfectionist, organized, compulsive, self-disciplined, socially precise, exacting will power, control and self-sentimental. 1.2 on Tension, Tension is how driven you are, crossed with impatience. Low scorers are relaxed, placid, tranquil, torpid, patient, composed low drive. High scorers are tense, high energy, impatient, driven, frustrated, over wrought and time driven.
