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B9ED102CCT
(Psychology of Learner and Learning)
32
©
ISBN: 978-93-80322-08-7First Edition: August, 2018Second Edition: July, 2019Third Edition: March, 2021
2021
3000
(Psychology of Learner and Learning)
for B.Ed. 1st Semester
On behalf of the Registrar, Published by:Directorate of Distance Education
Maulana Azad National Urdu UniversityGachibowli, Hyderabad-500032 (TS), Bharat
Director: dir.dde@manuu.edu.in Publication: ddepublication@manuu.edu.inPhone: 040-23008314 Website: manuu.edu.in
(Editorial Board-1st and 2nd Edition)
(Subject Editor)
Prof. Mohd. Moshahid
Department of Education & Training
Maulana Azad National Urdu University
(Language Editor)
Dr. Aslam Parvez
(Translator)Direcotrate of Translation & Publication
Maulana Azad National Urdu University
32
(SLM Based on Distance & Regular Mode Synchronized Syllabus)
(Editorial Board)
(Subject Editors)
Prof. Mushtaq Ahmed I. PatelProfessor, Education (DDE)
Dr. Najmus SaharAssociate Professor, Education (DDE)
Dr. Sayyad Aman UbedAssociate Professor, Education (DDE)
Dr. Banwaree Lal MeenaAssistant Professor, Education (DDE)
(Language Editors)
Professor Abul KalamDirector, DDE
Dr. Mohd Akmal KhanGuest Faculty, Urdu (DDE)
32
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8
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136
(Challanges)
1998
1998
2004
UGC-DEB
SLM
5 9
155
(Psychology of Learner and Learning)
1 (Nature and Methods of Educational Psychology)
(Introduction) 1.1
(Objectives) 1.2
(Psychology: Meaning, Nature and scope) 1.3
(Meaning of Psychology) 1.3.1
(Nature of Psychology) 1.3.2
(Scope of Psychology) 1.3.3
(Educational Psychology: Meaning, Nature and Scope) 1.4
(Meaning of Educational Psychology) 1.4.1
(Nature of Educational Psychology) 1.4.2
(Scope of Educational Psychology) 1.4.3
(Methods of Educational Psychology) 1.5
(Interospection) 1.5.1
(Obserbational Method) 1.5.2
(Experimental Method) 1.5.3
(Case Study) 1.5.4
1.6
(Need and Importance of Educational Psychology for the Teacher)
(Points to Remember) 1.7
(Glossary) 1.8
(Unit End Activities) 1.9
(Suggested Readings) 1.10
11
(Introduction) 1.1
(Objectives) 1.2
(Psychology: Meaning, Nature and scope) 1.3
(Meaning of Psychology) 1.3.1
12
study soul Logos Psyche
Freud unconcious concious Jung
subconcious Science of WatsonJ.B.
Behaviour
?
(Boring Longfield & Wield Crow&Crow Skinner
James Drever)
Nature of Psychology 1.3.2
13
1
2
3
4
5
6
Scope of Psychology 1.3.3
General Psychology
Abnormal Psychology
Social Psychology
14
Military Industrial Psychology Political Psychology Clinical Psychology Psychology
1.4
(Educational Psychology : Meaning, Nature and Scope)
Meaning of Educational Psychology 1.4.1
Crow and Crow Skinner
Sarwrey & Telford
15
Nature of Educational Psychology 1.4.2
Sarwey and Telford
Crow&Crow
1
2
3
4
5
6
7
8
Scope of Educational Psychology 1.4.3
1
Infancy Adulthood Adolescence Childhood
16
2
3
4
5
1.5(Methods of Educational Psychology: Introspection, Observation, Experimental and Case study)
17
Introspection 1.5.1
Spiere Intro Introspection
look within Stout
Subject
1
2
3
1
2
3
4
5
6
1
2
3
4
18
5
Observation Method 1.5.2
1
2
3
4
1
2
3
19
4
5
1
2
3
4
5
6
1
2
3
4
5
20
Experimental Method 1.5.3
Leipzing
1879 William Wundt
Experimentum
experiment test trial
Controlled situations
1
2
3
5
21
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
Case Study 1.5.4
22
1
2
3
4
5
1
2
3
23
4
1
2
3
4
1
2
3
4
1.6
Need and Importance of Educational Psychology for the Teacher)
24
1
2
3
4
25
5
6
7
8
9
10
26
11
12
Points to Remember 1.7
27
Glossary 1.8
Nature
Scope
Meaning
Psychology
Psyche
Logos
Concious
Subconcious
Unconcious
Behaviour
Learning
Method
Introspection
Observation
Experiment
Case Study
(Unit End Activities) 1.9
Psyche 1
b a
d c
2
28
b a
d c
3
a
b
c
d
4
Hull b Boring a
Tolman d Wundt c
5
Boston b Berlin a
Leipzig d Frankfurt c
1
2
3
4
5
6
7
8
9
1
29
2
3
4
5
6
(Suggested Readings) 1.10
1
2
3
4
5
6
(7)Kulshestra, S.P. (1997), Educational Psychology - Raj Printers - Meerut
(8)Mangal, S.K. (2003), Advanced Educational Psychology - Prentice Hill of India Pvt. Ltd.
New Delhi
(9)Schopler, J. Weisz, J. King R & Morgan,k C (1993), Introduction to Psychology -
Prentice Hill of India Pvt. Ltd., New Delhi
30
2
(Growth and Development of the Learner)
(Introduction) 2.1
(Objectives) 2.2
(Growth and Development) 2.3
(Concept and Nature) 2.3.1
(Difference between growth and development) 2.3.2
(Principles of Development) 2.3.3
(Factors influencing Gwoth and Development) 2.3.4
(Stage of Growth and Development) 2.4
(Infancy) 2.4.1
(Early Childhood) 2.4.2
(Later Childhood) 2.4.3
(Adolescence) 2.4.4
(Concepts of Growth and Development) 2.5
(Piaget's Theory of Cognative Development) 2.5.1
(Erikson's Theory of Psycho-Social Development) 2.5.2
2.5.3
(Lawrence Kholberg's Theory of Moral Development)
2.5.4
(Psychoanalytic Theory of Freud and Moral Development)
(Language development theory of Noam Chomsky) 2.5.5
(Glossary) 2.6
(Points to Remember) 2.7
(Unit End Activies) 2.8
(Suggested Readings) 2.9
31
(Introduction) 2.1
(Objectives) 2.2
32
Growth and Development 2.3
The Concept and Nature 2.3.1
Frank
Crow and Crow)
Woolf and Woolf
33
(Difference between Growth and Development) 2.3.2
Development Growth
1
2
3
4
5
34
6
(Principles of Developement 2.3.3
Principle of Continuity 1
Skinner
Principle of Sequentiality 2
Geseel Shirley
Principle of Unifrom Pattern 3
6
12
35
(Principle of Direction of Developement 4
Principle of General to Specific Responses) 5
Principle of Integration 6
Principle of Different Rate of Development) 7
Principle of Interrelation 8
9
Principle of Interaction of Heredity and Environment
36
Principle of Individual Difference 10
(Factors Influencing Growth and Development) 2.3.4
Environment Heredity
Genes
JamesDrever
Peterson
Laws of Heredity
Law of Resemblence 1
37
Law of Variation 2
Law of Regression 3
Wood worth
(Boring Longfield & Wild
Stages of Growth and Development 2.4
38
1.0
2
62
126
1812
4018
6540
65
Infancy 2.4.1
2
9 6 2018
1512
50 10
39
67
Early Childhood 2.4.2
6
40 38
62
Later Childhood 2.4.3
40
11 32
28 43 57.5 58
90% 1110
Adolescence 2.4.4
1812
Gonads 13
15
18
41
(Concepts of Growth and Development) 2.5
(Piaget's Theory of Cognative Development) 2.5.1
1932 1923 1980' '1896Jean Piaget
Adaptation 1
Accomodation Assimilation
Equilibration 2
Schema 3
42
Sensory Motor Stage 1
Pre-operational Stage) 2
(Concrete Operational Stage) 3
(Stage of Formal Operation) 4
Assumptions
I
II
(Assimilation and Accomodation)
Physical Equilibration III
Nervous system Maturation
Sensory organs
Cognative structure Equilibration IV
Sensory motor stage 1
30 (Stage of reflex activities) I
(Stage of Primary)
4 (Stage of primary circular reactions) II
43
84 (Stage of secondory circular reactions) III
manipulation
(Stage of coordination of secondary sehergrate) IV
Means Goal 128
i m i t a t i o n
Generalization Schema
Trial and Error V
(Stage of the invention of new means through VI
24 18 mental ombinaiton)
43 Object permanence
Pre-operational stage) 2
7 2
Intutive period Preconceptual period Signifiers 4 2 I
Sign Symbol
Object
Preoperation Sign Symbol
44
Signifiers Symbolic function
Play Imitation
Limitations
Animism a
Egocentrism b
Reasoning Intutive period II
242 224 (Trait of reversibbility)
12 7 Stage of Concrete Operation III
A,B A,B,C,
Trait of 422 224 reversibility
Relation Conservation Concept
45
Weight Length Liquid Classification
Seriation
Systematic Brown & Cook) 1986
Systematic
11 (Stage of Formal Operations) 3
Items
Reality Objectivity
Decentring Variable
1
subjective
2
Cognintive Gelman, 1978
Competence
Conservation
46
3
Qualitative distinct
Biological maturation 4
Visual Object permanance
Formal operation stimulus
(Erikson's theory of Psycho-social Development) 2.5.2
Erik Erikson
Basic needs I
Self Ego II
III
Crises Challenge IV
Motivation v
47
Trust vs Mistrust 1
Trust
Autonomy vs shame and doubt) 2
3 ?
Crises
Restraint Will power
Initiative vs Guilt) 3
5 3
(Industry vs Inferiority) 4
12 6
Industry Solution
(Identity vs Confusion) 5
18 12 Identity
Solution
48
Fidelity (Intimacy vs Isolation) 6
30 20
(Generativity vs Stagnation) 7
Generativity 50 40
(Integrity vs Despair) 8
60
Integrity (Development (Socio-emotional tasks)
Identity framework)
2.5.3
(Lawrence Kholberg's Theory of Moral Development)
1610
Order Level Fixed
49
(Level of Perconventional Morality) A
10 4
(Punishment and Orientation) I
Physical
consequences)
(Instrumental Relativist Orientation) II
Bartering
(Level of Conventionality) B
Standard 13 10
(Good-boy and Nice-girl Orientation) I
Heintz
Postconventionalof Level c
Internal control
Social Control-orientation I
50
II
Self-condemnatioan
2.5.4
(Psychoanalytic Theory of Freud and Moral Development)
Super ego
Drives Moral commander
Socialization Id
Internalization
Guilt Anxiety Self-Punishment
External punishment Suprego Self control External Control Self punishment
Moral standards
Super ego
2.5.5
( Language Development, Theory of Noam Chomsky)
(Principal of 1928 7
Linguistics Generative Grammer)
51
(Verbal behaviors) 1967
Linguistic Data LAD The Ability to Understand and Produce Sentences
(Processing) (Out put)
( B u i l t - I n S ys t e m ) LAD-Language) Acquisition Device
Analogy LAD
Device LAD
Grammer 1950
Universal
LAD
Subject, Verb, Object)
Exception
52
Innate 1972Language) & Mind)
Human essence
Points to Remember) 2.6
2
12 2
1812
3 2 1
4
2 1 Erikson
4 3
104 1
53
1311 2
14 3
Glossary 2.7
Concept
Growth
Development
Physical development
Emotional development
Congnative development
Infancy
12 Childhood
Adolescence
Maturity
Nature
(Unit End Activities) 2.8
1
54
d c b a
2
d c b a
3
b a
d c
4
b a
d c
5
d c b a
6
b a
d c
7
d c b a
8
d c b a
9
d c b a
10
d c b a
1
2
55
3
4
5
1
2
3
4
5
6
7
(Suggested Readings) 2.98
1
2
3
4
5
6
(7) Kulshestra, S.P. (1997), Educational Psycholgy - Raj Printers - Meerut
(8) Mangal, S.K (2003), Advanced Educational Psychology Prentice Hill of India
Pvt. Ltd. New Delhi
(9) Schopler, J. Weisz, J. King R & Morgan, C (1993), Introduction to Psychology, Prentice
Hill of India Pvt. Ltd., New Delhi
56
3 (Individual as a Unique Learner)
(Introduction) 3.1
(Objectives) 3.2
(Concept and Types of individual difference) 3.3
(Concept of Individual difference) 3.3.1
(Types of Individual diffrence) 3.3.2
(Concepy of Intra and Inter Individual Differences) 3.4
(Factors Responsible for Individual Differences) 3.5
3.6
(Implication of Individual diffrences for organizing educational programmes)
(Points to Remember) 3.7
(Glossary) 3.8
(Unit End Activities) 3.9
(Suggested readings) 3.10
57
(Introduction) 3.1
Gene Genetic Factors
IQ
(Objectives) 3.2
58
(Concept and Types of individual difference) 3.3
(Concept of Individual Differences) 3.3.1
Unique
Individual Differences
59
Individual Differences Definitions of Id)
Skinner
Tyler James Drever
(Woodword & Marquis)
Individual Differences (Characteristics of Individual Differences)
Phenomenon
60
Types of Individual Differences 3.3.2
Universal
Tyler
61
IQ
IQ IQ IQ
Please Normal
62
63
64
Sensitive
24
Academic Achivement
65
66
3.4
Concept of Intra and Inter Individual Differences)
Intra Individual Inter Individual
Intra Individula Differences
95 20 50 40 70
67
Individual Inter Differences
Factors Respondible for Individual Differences) 3.5
Environment Heredity
Heredity
68
Chromosomes 46 46 23 23
23 23
Environment
69
3.6
(Implications of Individual differences for Organizing Education Programmes)
70
70
70
71
(Points to Remember) 3.7
Individual
Differences
72
Intra Individual Differences
Inter Individual Differences
(Glossary) 3.8
(Unit End Activities) 3.9
1
b a
b a d c
2
b a
73
d c
3
b a
d c
4
b a
b a d c
1
2
3
4
5
1
–––– 2
3
4
(Suggested Readings) 3.10
2004 1
2014 2
2001 3
5 Mangal S.K. (1991), Educational Prychology, Prakash Brothers Educational Publisher,
Ludhiana
6 Chauhan, S.S (1995), Advanced Educational Prychology, Vikas Publishing Home Pvt.
Ltf. New Delhi
74
4
(Personality of Learner and its Assesment)
(Introduction) 4.1
(Objectives) 4.2
(Personality) 4.3
(Concept of Personality) 4.3.1
(Nature of Personality) 4.3.2
(Types of Personality) 4.3.3
Type Approach 4.3.4
(Classic Indian Classification) 4.3.4.1
(Hippocrates Classification) 4.3.4.2
4.3.4.3
(Sheldon's Classification) 4.3.4.4
(Jung's Classification) 4.3.4.5
Trait Approach of classification 4.3.5
4.3.5.1 4.3.5.2
4.4
(Heredity) 4.4.1
(Environment) 4.4.2
(Rearing Patterns) 4.4.3
(Regularity) 4.4.4
(Parent-child interaction and Relations) 4.4.5
75
(Development of Integrated Personality) 4.5
4.5.1
4.5.2
4.5.3
(Personality Test) 4.6
(Projective Technique) 4.6.1
(Rorschach Inkblot test) 4.6.1.1
(Thematic Apperception Test) 4.6.1.2
(Children Apperception Test) 4.6.1.3
(Non-Projectice Techniques) 4.6.2
(Observation Method) 4.6.2.1
(Questionnaire) 4.6.2.2
(Interview) 4.6.2.3
(Rating Scale) 4.6.2.4
(Check List) 4.6.2.5
(Attitude Scale) 4.6.2.6
(Anecdotal Record) 4.6.2.7
(Points to remember) 4.7
(Glossary) 4.8
(Unit End Activities) 4.9
(Suggested Readings) 4.10
76
(Introduction) 4.1
(Objectives) 4.2
(Personality) 4.3
(Concept of Personality) 4.3.1
Persona Personality Personality
77
Allport
Allport1937
(Walter Mischel 1981)
(Nature of Personality) 4.3.2
New Comb
78
(Types of Personality) 4.3.3
Type Approach (i)
Trait Approach (ii)
Type Approach 4.3.4
4.3.4.1
Wind … Vatt 1
Bile … Pitt 2
Mucus … Kaff 3
Vatt
79
(Hippocrates Classification) 4.3.4.2
Blood 1
2
3
4
: 4.3.4.3
Pyknic type 1
Athletic type 2
Leptosomatic type 3
:Sheldon's classification 4.3.4.4
Endomorphic 1
Pyknic
Mesomorphic 2
Ectomorphic 3
:Jung's classification 4.3.4.5
Extrovert 1
Introvert 2
80
4.3.5
4.3.5.1
4,541 95317,
Cardinal Traits
Central Traits Secondary Traits
Cardinal Traits 1
Central Traits 2
Secondary Traits 3
4.3.5.2
4 1956
171
4
81
Common Trait 1
Unique Trait 2
Surface Trait 3
Source Trait 4
1
2
3
4
4.4
(Factors Influencing Personality: Heredity and Environment)
Heredity 4.4.1
82
Freeman, Goddard and Dugdal Francis Galton
496 46 480
Environment 4.4.2
Rearing Patterns 4.4.3
Interaction
83
Erickson
rigidity
Regularity 4.4.4
Parent-Child Interaction and Relations 4.4.5
Nuclear family
84
Neigh bourhood
Development of Integrated Personality 4.5
4.5.1
4 3 2 1
7 6 5
85
4.5.2
1
2
3
4
5
6
7
4.5.3
4.6
86
(Projective Technique) (i)
(Non-Projective Technique) (ii)
(Projective 4.6.1
10
(i)
TAT (ii)
(iii)
4.6.1.1
10
Unstructured
87
Scoring, Analysis and Interpretation of the Test
location 1
Contents 2
Originality 3
Determinants 4
Thematic Apperception Test 4.6.1.2
30
1
2
3
88
Children Apperception Test CAT 4.6.1.3
Leopold Bellack CAT TAT 103 CAT
89
Non Projective Techniques 4.6.2
Observation Method 4.6.2.1
Questionnaire 4.6.2.2
…
…
Interview 4.6.2.3
90
…
…
Rating Scale 4.6.2.4
rating
Check List 4.6.2.5
1 1
91
……
…………
..……
…….…
………
Attitude Scale 4.6.2.6
Anecdotal Record 4.6.2.7
Anecdotal
92
(Points to Remember) 4.7
Persona Personality Personality
10
93
Glossary 4.8
Trait
Projective Techniques
Non-Projective Techniques
(Unit End Activities) 4.9
1
2 1
4 3
2
2 1
4 3
3
2 1
4 3
94
4
82 2 42 1
155 4 103 3
5
2 1
4 3
6
2 1
4 3
1
2
3
4
5
6
7
8
9
10
11
12
13
14
95
1
2
3
4
5
6
7
8
9
10
(Suggested Readings) 4.10
2004 1
2014 2
2001 3
4 Mangal S.K. (1991), Educational Prychology, Prakash Brothers Educational
Publisher,Ludhiana
5 Chauhan, S.S. (1995), Advanced Educational Prychology, Vikas Publishing Home
Pvt. Ltd., New Delhi
96
5 (Learning and Memory)
(Introduction) 5.1
(Objectives) 5.2
5.3
(Concept of Learning) 5.3.1
(Objectives of Learning) 5.3.2
(Learning Process) 5.3.3
(Principles of Learning) 5.3.4
5.4
(Individual Factor) 5.4.1
(Mental Factor) 5.4.2
(Theories of Learning and its Classroom Implication) 5.5
(Trial and Error theory of Learning) 5.5.1
(Classical Conditioning Theory of Learning) 5.5.2
(Operant Conditioning theory of Learning) 5.5.3
(Insight theory of Learning) 5.5.4
(Social Theory of Learning) 5.5.5
5.6
5.6.1
5.6.2
5.6.3
(Memory and Forgetting) 5.7
97
(Factors of Memory) 5.7.1
(Types of Memory) 5.7.2
(Forgetting) 5.7.3
(Types of Forgetting) 5.7.4
(Reason of Forgetting) 5.7.5
(Importance of Forgetting) 5.7.6
5.7.7
5.7.8
(Ebbing Haus's Curve of Forgetting 5.7.9
5.7.10
(Points to Remember) 5.8
(Glossary) 5.9
(Unit End Activities) 5.10
(Suggested Readings) 5.11
98
(Introduction) 5.1
(Objectives) 5.2
5.3
Care of Psychology
99
Concept of Learning 5.3.1
G.D.Butch
Garrage
Smith
Crow&Crow
Wood Worth
Gardnar Murphy
(Objectives of Learning) 5.3.2
3 2 1
Response R Stimulus S RS
Bond RS
Learning Prosess 5.3.3
100
Principles of Learning 5.3.4
s
Law of Readiness 1
Law of Effect 2
Law of Exercise 3
Law of Intensity 4
1
Preposition 2
Partial Activity 3
Analogy 4
Associate 5
Bond
101
Rewarding
102
Practice makes a man perfect
Law of Use 1
Law of Disuse 2
Law of Use 1
Bond
Law of Disuse 2
Bond Response
Law of Intensity
Response
103
5.4
a
b
c
a
(Individual Differences) 5.4.1
Physical Factor 1
Mental Factor 2
Physical Factor 1
Fatigue cMaturity bAge a
Age a
b
104
Fatigue c
Interval
Mental Factor 5.4.2
Motivation cAttention b Interest a Interest a
Attention b
Motivation c
c Difficulty Level b a
a
b
c
III
105
5.5
(Theories of Learning and its Classroom Implications)
(Trial and Error Theory of Learning) 5.5.1
(Trial & Error Method of Learning) Connectionism Learning Theory
Response Stimulus Connectionism Connection
Connectionism Theory of Learning
Trial & Error Method of Learning)
Learning Experiment Thorndike
106
3 2 1
Thorndike Puzzale Box
Motive, Need 1
Goal 2
Barrier 3
Trial 4
Random Success 5
Selection 6
Fixation 7
Step by Step Process
Motive
107
B.Ed.
Selection
LawsPrinciples Learning
Primary Basic Laws or Principles
( Secondary Laws or Principles)
"Practice makes man perfect"
Revision
Poem
Rhyms
108
Law of Effect
Reward
Clapping
Excellent Very good Good Wonderful
Educational Implication
1
109
2
3
4
5
6
(Classical Conditioning Theory of Learning) 5.5.2
Physiologist I.V. Pavlov
Digestive Process
Learning Experiement of Pavlov
4 3 2 1
Saliva
110
Learning Conditioned
Terminology
Natural Saliva
Artificial Natural Response Stimulus
Unconditonal Stimulus Conditioned Stimulus Stimulus
CS UCR UCS
Conditioned CR Conditional Learning Theory
Artificial Stimulus Natural Stimulus
111
Educational Implication
1
2
3
4
Psychotherapy Physiotherapy 5
6
7
(Operant Conditioning Theory of Learning) 5.5.3
B.F. Skinner
ResponseStimulus Stimulus Based
Stimulus
"Response" "Stimulus"
Behaviourism "Watson"
112
: Learning Experiment of Skinner Skinner
3 2 1
(Skinner Box)
Operant Conditioning
Steps of Operant Learning
Shaping 1
Reinforcement
113
Chaining 2
Chaining
Extinction 3
Reinforcement
Concept of Reinforcement
Hull Reinforcement
Positive Reinforcement 1
Negative Reinforcement 2
Schedule
I
II
III
IV
114
Educational Implication
1
Desirable Change Programmed Learning 2
3
4
5
6
7
8
9
10
Insight Theory of Learning 5.5.4
Gestalt Psychologist Koffka Wertheimer An Organized Whole Gestalt Kohler
Insight
Insight Gestalt
115
(Experiment of Insight Learning Theory)
Chimpanzee Kohler
Survey
Hesitation,Pause
Trial
In first trial fail, new trial)
Learning
116
Principles of Learning
Organisation Principle of Organisation
Law pf NearnessProxomity
Law of Similarity
Law of Simplicity
Educational Implication
117
Part Whole
Discoveries Inventions
Imagination ReasoningThinking
Creativity Constructive
Social Learning Theory 5.5.5
Albert Bandura
Reinforcement Observation Theory of Learning)
Follow
Modelling Learning Theory
Aggressive
118
18 14
Aggression Aggression
Real Life Model 1
Symbolic Model 2
Messages
Factors for Selection of Models)
119
Sex
Status
Important Components of Learning
Attention 1
70 Retention 2
Behavioural Production 3
Motivation & Reinforcement 4
120
Educational Implication
Psycho - motor Affective Domain Cognitive Domain
Domain
Transfer of Learning 5.6
: Scorience
121
: 5.6.1
Positive Transfer of Learning 1
Negative Transfer of Learning 2
Zero Transfer of Learning 3
Bilateral transfer of Learning) 4
Positive Transfer of Learning 1
Negative transfer of Learning 2
Put But
(Zero Transfer of Learning) 3
Bilateral Transfer of Learning 4
5.6.2
122
G Spearman
S Spearman
5.6.3
Reybur
1
2
3
123
4
5
Memory and Forgetting) 5.7
Wood Worth
(Factors of Memory) 5.7.1
Memorising 1
Retention 2
Recall / 3
Recognition 4
124
Memorising 1
1
2
3
4
5
6
7
8
Retention 2
Nerves
Record er Record
Recall 3
Recognition 4
Recall
Recall
125
Types of Memory 5.7.2
3 2 1
5 4
: 1
: 2
Bad Memory
: 3
Rote Memory 4
128 Rote Memory
: 5
: 6
: 7
Images
126
Auditory Images
Inventive Images
Forgetting 5.7.3
Munn
(Types of Forgetting) 5.7.4
Passive Natural Forgetting 1
Active Morbid Forgetting 2
Passive Natural Forgetting 1
Active Morbid Forgetting 2
?
127
(Reason of Foregetting) 5.7.5
1
c b a
2
c b a
a
b
a
b
128
c
(Importance of Forgetting) 5.7.6
Sigmend Fried
5.7.7
1
2
3
1
15 15
50
1514
129
2
3
Material
Teaching Learning
5.7.8
a
b
c
d
e
f
g
h
(Ebbing Haus's Curve of Forgetting 5.7.9
Forgetting Ebbing Haus
Syllabal Curves of
CEM NOFBDF Nonsense Syllabal
130
Ebbing Haus
S.No. Time Laps
% Amount of Forgetting
1. After 20 Minutes
47%
2. After 60 Minutes
60
53%
3. After One Day
66%
4. After Two Days
72%
5. After Six Days
75%
6. After Thirty one Days
31
79%
5.7.10
Will to Learn 1
Interest and Attention 2
Grouping and Rhytheming 3
131
Arranging better LearningSituation 4
Repetation and Practice 5
(Points to Remember) 5.9
ii i
iii
ii i
iv iii
ii i
iv iii
Active Marbid Forgetting ii Passive Natural Forgetting i
ii i
Response Stimulus
132
Connectionism
6 5 4 3 2 1 7
Response Stimulus
133
(Glossary) 5.9
Response Stimulus
Fatigue Intensity
Motivation Memory
Logical Memory Transfer of Learning
(Unit End Activities) 5.10
1
d c b a
2
d c b a
3
d c b a
4
d c b a
Reinforcement 5
d c b a
1
2
3
4
5
6
134
7
8
9
10
11
12
13
14
1
2
3
4
5
6
(Suggested Readings) 5.11
(2001) 1
SCERT 2
2004 3
(4) Chuhan, S.S. (1995), Advanced Educational Prychology Vikas Publishing Home Pvt.
New DelhiLtd.,
135
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