BG 3rd semester education major/minor notes for Kashmir University and cluster university, Study notes of Educational Psychology

Download BG 3rd semester education major/minor notes for Kashmir University and cluster university and more Study notes Educational Psychology in PDF only on Docsity!

BG-3rd SEM EDUCATION MAJOR/ MINOR

NOTES COMPOSED BY SUHAIL RESHI

UNIT -

Discuss the meaning and definitions

of learning?

Learning is the process by which we acquire new knowledge, skills, attitudes, or values through experiences, study, teaching, or social interactions. It's a fundamental aspect of human development, shaping our understanding of the world and our ability to interact with it. Learning isn't just about absorbing information; it involves making sense of that information, connecting it to what we already know, and applying it in real-life situations. It's a lifelong journey that occurs in various contexts—formal education, work, personal experiences, and social interactions. Definitions of Learning:

1. Psychological Perspective: Learning is defined as a relatively permanent change in behaviour or knowledge due to experience. For example, when someone learns to drive a car, their behaviour changes because of the practice they've gone through. 2. Educational Perspective: From an educational standpoint, learning is the process of acquiring knowledge, skills, attitudes, or values through systematic instruction, study, or practice. This includes both formal education in schools and informal learning through life experiences.

3. Cognitive Perspective: Learning is seen as the process of acquiring, storing, and retrieving information. It involves mental activities such as thinking, understanding, problem-solving, and memory, allowing individuals to make sense of and interact with their environment. 4. Social Perspective: Learning is understood as a process that occurs through social interactions. We learn by observing others, engaging in discussions, and participating in community activities. This perspective emphasises the role of culture, communication, and social networks in shaping how and what we learn. In summary, learning is a multifaceted process that helps us grow intellectually, socially, and personally, enabling us to adapt to new situations and challenges throughout our lives.

Discuss the characteristics of

learning?

Learning is a complex and dynamic process involving the acquisition, understanding, and application of knowledge, skills, and attitudes. One of its key characteristics is that it is an active process, where learners are engaged and participate actively in their learning journey rather than passively receiving information. This engagement can happen through observation, practice, and experimentation. Another essential characteristic of learning is that it is

The trial and error theory of learning is a basic way of understanding how we learn new things. This theory, first proposed by psychologist Edward Thorndike in the early 20th century, suggests that people and animals learn by trying different methods to solve a problem and seeing which ones work.Imagine you're trying to open a new kind of lock. At first, you don't know the combination, so you might start by guessing random numbers. Each time you guess, you either succeed or fail. When you fail, you learn that those particular numbers aren't correct. When you eventually guess correctly, you remember that combination as the successful solution.Thorndike's experiments often involved animals, like cats, in puzzle boxes. The animals would try different actions (like pressing levers or pulling strings) to escape the box and get a reward. Initially, their actions seemed random, but over time, they learned which actions led to success. They repeated the successful actions more often and quickly learned how to escape the box efficiently. Key ideas of trial and error theory Trial : This involves experimenting with different methods or actions to solve a problem or achieve a goal. Each attempt is a new trial where you test a particular strategy or solution. This process is exploratory and can involve various approaches until you find one that seems to work. Error: This refers to the process of learning from unsuccessful attempts. When an action doesn’t lead to the desired outcome, you recognize that it is not effective. These errors or mistakes provide valuable feedback, helping you to understand what doesn’t work

and why. Each error refines your approach by ruling out ineffective strategies. Success: After numerous trials and errors, you eventually find a method or action that successfully achieves the goal. Success is not just about finding the right solution but also about reinforcing and repeating the methods that led to it. This successful approach becomes more familiar and reliable through repetition, which helps in efficiently solving similar problems in the future.Through this iterative process of trying, failing, learning from mistakes, and succeeding, you gradually develop a better understanding and improve your ability to solve problems.

Explain conditioning theory of

learning?

Conditioning theory of learning explores how behaviors are acquired and modified through different types of experiences. This theory is primarily divided into two types: classical conditioning and operant conditioning. Classical Conditioning was pioneered by Ivan Pavlov, a Russian psychologist. His most well-known experiment involved dogs, which led to the discovery that behaviours can be learned through association. Pavlov initially observed that dogs naturally salivate when they are presented with food, an automatic response known as an unconditioned response. He then introduced a neutral stimulus, such as the sound of a bell, immediately before presenting the food. After several pairings of the bell with the food, the dogs began to salivate in response to the bell alone. The

Operant conditioning, a concept developed by B.F. Skinner, is a fundamental theory in behavioural psychology that focuses on how the consequences of a behaviour influence the likelihood of that behaviour being repeated. Skinner's research, primarily involving experiments with animals such as pigeons and rats, demonstrated that behaviour can be shaped by controlling the stimuli in an environment. According to this theory, behaviours that are followed by positive outcomes are more likely to be repeated, while behaviours followed by negative outcomes are less likely to occur again. Principles of Operant Conditioning:

1. Positive Reinforcement: This principle involves presenting a rewarding stimulus after a desired behaviour, which increases the probability of that behaviour being repeated. For example, if a child receives praise and a small reward for completing their homework, they are more likely to continue completing their homework in the future. 2. Negative Reinforcement: This principle involves removing an aversive stimulus as a result of a desired behaviour. The removal of the unpleasant stimulus reinforces the behaviour. For instance, if a teacher stops giving extra homework when students complete their assignments on time, the removal of the extra work reinforces timely completion of assignments. 3. Punishment: Punishment aims to decrease the likelihood of a behaviour by introducing an adverse

consequence or removing a pleasant stimulus. Positive punishment adds an unpleasant outcome, such as giving extra chores for misbehaviour. Negative punishment involves taking away a pleasant stimulus, like removing a child’s privileges when they break a rule.

4. Extinction: This principle refers to the gradual reduction of a behaviour when it is no longer reinforced. For instance, if a parent stops paying attention to a child’s tantrums, the lack of reinforcement may eventually lead to a decrease in tantrum behaviour. Extinction involves the cessation of reinforcement, leading to the decrease and eventual disappearance of the undesired behaviour. These principles demonstrate how operant conditioning can be applied to influence behaviour in various settings, from educational environments to everyday life.

Explain social learning theory?

Social Learning Theory, developed by psychologist Albert Bandura, emphasises how people learn new behaviours, values, and attitudes by observing others. Unlike traditional learning theories that focus mainly on direct reinforcement and punishment, Social Learning Theory suggests that much of learning occurs through imitation and modelling. At the core of this theory is the concept of observational learning. This happens when a person

UNIT-

Define intelligence?

Intelligence is the ability to learn, understand, and apply knowledge and skills effectively. It involves thinking critically, solving problems, and adapting to new situations. Intelligent people can analyze information, make informed decisions, and use their knowledge to navigate complex challenges. Intelligence isn't just about academic or book learning; it also includes emotional and social skills, like understanding others and managing emotions. Essentially, it's the capacity to use what you know in practical ways to achieve goals and respond to the world around you.

Definitions of intelligence?

Intelligence is a multifaceted concept with various definitions depending on the context. Here are some common definitions:

1. Psychological Definition: Intelligence is often defined as the ability to learn, understand, and apply knowledge and skills to adapt to new situations and solve problems. 2. Cognitive Definition: In cognitive psychology, intelligence is viewed as a set of mental abilities that include reasoning, problem-solving, planning, abstract thinking, and comprehending complex ideas. 3. Educational Definition: In educational contexts,

intelligence is sometimes defined as the capacity to achieve academic and practical success through the application of knowledge and skills.

4. Multiple Intelligences: Howard Gardner's theory of multiple intelligences suggests that intelligence is not a single ability but a range of distinct types, including linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences. 5. Emotional Intelligence: This concept, popularized by Daniel Goleman, refers to the ability to recognize, understand, manage, and utilize emotions effectively in oneself and others. 6. Social Intelligence: This involves the ability to navigate social interactions, understand social dynamics, and manage relationships effectively. Each definition highlights different aspects of intelligence and reflects its complexity as a concept.

Define IQ?

IQ, or Intelligence Quotient, is a measure of a person's intellectual abilities compared to others. It is often assessed through standardized tests that evaluate various cognitive skills such as reasoning, problem-solving, and understanding complex ideas. The score is typically adjusted so that the average IQ in the general population is set at 100. A higher score suggests above-average intellectual abilities, while a

general intelligence factor and several specific factors. This dual-factor model explains why people might perform differently in various cognitive tasks, despite having a baseline level of general intelligence.

Discuss multi factor theory?

Edward Thorndike’s multifactor theory of intelligence offers a nuanced view of cognitive abilities, proposing that intelligence is not a singular, general trait but rather a collection of distinct, specialised abilities. This perspective highlights that different types of intelligence contribute to overall cognitive performance in various ways. Key Components:

1. Social Intelligence: Thorndike introduced the concept of social intelligence, which involves the ability to effectively understand and manage social relationships. This type of intelligence is crucial for navigating social environments, interpreting social cues, and building and maintaining successful interpersonal relationships. Social intelligence encompasses skills such as empathy, social awareness, and communication, which are vital for interacting with others and understanding social dynamics. 2. Abstract Intelligence: Abstract intelligence refers to the capacity to engage in complex, logical reasoning and problem-solving that involves concepts and ideas rather than concrete objects. This type of intelligence is

essential for tasks that require abstract thinking, such as mathematical reasoning, philosophical contemplation, and understanding theoretical concepts. Abstract intelligence involves the ability to think critically and solve problems that do not have immediate or tangible solutions.

3. Concrete Intelligence: Concrete intelligence is characterised by practical problem-solving skills and the ability to handle physical objects and tasks. It involves direct interaction with the environment and application of practical knowledge to achieve specific outcomes. This type of intelligence includes skills related to manual dexterity, mechanical understanding, and hands-on problem solving. Concrete intelligence is crucial for tasks that require direct manipulation of materials and practical application of skills. **Principles of Thorndike’s Theory:

1. Specific Abilities:** Thorndike’s theory emphasizes that intelligence is composed of multiple, independent abilities rather than a single, overarching general intelligence. Each type of intelligence—social, abstract, and concrete—functions independently of the others, contributing uniquely to a person's overall cognitive profile. This means that an individual might excel in one type of intelligence while having different levels of proficiency in others. 2.Measurement and Application: To gain a comprehensive understanding of a person’s cognitive abilities, assessments should evaluate various types of

According to Thurstone, these factors are independent of one another, meaning that being strong in one does not necessarily mean being strong in another. Components of Group Factor Theory Thurstone identified seven primary mental abilities, which he believed represented the core components of intelligence:

1. Verbal Comprehension (V): The ability to understand and use language effectively. This includes vocabulary and reading comprehension. 2. Word Fluency (W): The ability to think of words rapidly, such as in word association tasks or generating synonyms. 3. Number Facility (N): The ability to perform basic arithmetic operations quickly and accurately. 4. Spatial Visualization (S): The ability to visualize and manipulate objects in space, such as in puzzles or navigating through a space. 5. Memory (M): The ability to recall information, such as words, numbers, and other data. 6. Perceptual Speed (P): The ability to quickly and accurately compare and identify differences between objects or symbols. 7. Inductive Reasoning (I): The ability to identify

patterns and make generalisations from specific observations. Principles of Group Factor Theory

1. Multiple Abilities: Intelligence is a combination of multiple distinct abilities rather than a single general ability (g-factor). Each of these abilities can be measured independently. 2. Independence of Factors: The seven abilities are largely independent, meaning that a person could be strong in one and weaker in another without one necessarily affecting the other. 3. Hierarchical Structure: While each factor is independent, they can also combine in various ways to solve complex problems, making Thurstone’s theory a balance between the idea of multiple intelligences and a single unified intelligence. In summary, Thurstone's group factor theory suggests that intelligence is multifaceted, consisting of distinct abilities that work independently but can also combine to contribute to overall cognitive performance.

Give the detailed description of the

Simon Bennet scale verbal

intelligence test?

The Simon-Binet Scale, more commonly known as the Binet-Simon Intelligence Scale, is a psychological