Psychology of Learning and Learners - MANUU

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

1 2 3 4 5

7

8

9

11 1:

31 2:

57 3:

75 4:

97 5:

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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