GENERAL EDUCATIONAL PSYCHOLOGY

SCHOOL OF EDUCATION DEPARTMENT OF EDUCATIONAL PSYCHOLOGY UNIT CODE: PSY 211 UNIT TITLE: GENERAL EDUCATIONAL PSYCHOLOGY TABLE OF CONTENTS TOPIC ONE 2 1.0 Meaning of psychology and Educational Psychology 2 1.1 Definition of Psychology. 2 1.2 Goals of Psychology 2 1.3 Branches of Psychology 4 1.3.1 Basic psychology 4 1.3.2 Applied Psychology 5 1.4 Areas of Educational Psychology 7 1.4.1 Cognitive Psychology 7 1.4.2 Development Psychology 7 1.4.3 Social Psychology 8 1.4.4 Psychometric Psychology 9 1.4.5 Personality Psychology 9 1.4.6 Mental hygiene 9 1.5 Psychology Key issues /Concerns 9 1.6 Relevance of Education Psychology to Teacher Education 10 TOPIC TWO 11 ATTENTION AND PERCEPTION 11 2.1 The Concepts of Attention and Perception 11 2.2 Factors that Determine Sustained Attention 11 2.4 SENSATION 12 2.4.2 Perception 14 2.4.3 Gestalt Principles of Grouping 14 2.4.4 Maintaining Perceptual Constancy 15 2.4.5 Perceiving Distance 15 2.5 Components of Perception 16 2.5.2 How teachers can facilitate selective perception. 17 2.5.3 Factors affecting perception 17 TOPIC THREE 18 LEARNING/MEMORY 18 3.1 Learning 18 3.2 The Relevance of Learning 18 3.3 Attributes of Learning 19 3.4 Learning Domains/ Categories 19 3.4.1 Cognitive Domain 19 3.4.2Affective Domain 20 3.4.3 Psychomotor Domain 21 3.5 Importance of Learning to Teachers 21 3.6 Theories of Learning 22 3.6.1 Classical Conditioning (Ivan Pavlov ) 22 3.6.1.1Classical Conditioning Phenomena 23 3.6.1.2 Education Implications of Classical Conditioning Theory 24 3.6.2 Operant/ Instrumental Conditioning by B.F Skinner. 24 3.6.2.1 Role of Reinforcement and Punishment in Operant Conditioning 25 3.6.2.2 Reinforcement Schedule 26 3.6.2.3 Punishments 28 3.6.2.4 Educational Implications of Operant/ Instrumental Conditioning 29 3.6.3 Differences between Operant and Classical Conditioning 29 3.6.3 Observational/ Social Learning (Imitational) by Albert Bandura 30 3.6.3.1 Factors facilitating Social Learning 30 3.6.3.2 Results of Social Learning 31 3.6.3.3 Educational Implications of Social Learning Theory 31 3.7 Memory, Remembering and Forgetting 32 3.7.1 Types of Memory 32 3.7.2 Factor that Facilitate Memory / Intelligence 33 3.8 Forgetting 34 3.8.1 Causes of Persistent Forgetting 34 3.8.2 Educational Implications of Memory, remembering and Forgetting 35 TOPIC FOUR 36 PERSONALITY 36 4.1 Meaning of Personality 36 4.2 Fundamental Qualities of Personality 36 4.3 Rational for the Study of Personality 37 4.4 Determinants of personality 37 4.5 PERSONALITY THEORIES 38 4.5.1 Psycho-Analytic Theory of Personality by Sigmound 39 Freud (1933) 39 4.5.1.1 Levels of Personality 39 4.5.1.2 Structure of Personality according to Freud 40 4.5.1.3 Anxiety and Ego Defense Mechanism 41 4.5.1.4 Personality Development and stages according to Sigmund 45 4.5.1.5 Contribution of Psycho-Analysis Theory to Education 48 4.5.2 Social Learning Theory of Personality ( Albert Bandura 1977) 49 4.5.3 Constitutional Theory of Personality by William Sheldon 49 7.5.4 Eysenk’s Dimensions of Personality by Han's Eysenks (1970) 50 4.5.5 Humanistic theory to personality (Maslow’s Theory) 50 TOPIC FIVE 52 ATTITUDE 52 5.1 Attitudes 52 5.2 Components of Attitudes 52 5.3 Characteristic of Attitudes 52 5.4 Functions of Attitudes 52 5.5 Attitude Change 53 5.6 Theories of Attitude Change 55 5.6.1 Cognitive Dissonance Theory of Attitude Change 55 5.6.2 Self-Perception Theory by Daryl Bem (1967) 55 5.6.3. Educational Implications of Attitude 56 TOPIC SIX 57 MOTIVATION AND EMOTION 57 6.1 Meaning of Motivation And Emotion 57 6.2 Theories of Motivation 57 6.2.1 Abraham Maslow’s Hierarchy of Human Needs 57 6.2.2 Implications of Maslow’s Motivational Theory to Education 60 6.2.3 Drive Reduction Theory of Motivation by Clark Hull [1943] 60 6.2.4 Intrinsic and Extrinsic Motivation 61 6.3 Rewards and Punishment and their Impact on Motivation 61 6.4 Emotion 62 6.4.1 Components of Emotions 62 6.4.2 Functions Of Emotions 62 6.4.3 THEORIES OF EMOTIONS 63 6.4.3.1 James Lange Theory of Motivation 63 6.4.3.2 Cannon Bard Theory -after L. Bard and W. Cannon of (1927) 63 6.4.3.3 Schotcher and Singers Theory of Cognitive Arousal. 63 Topic 7 65 INTELLIGENCE 65 7.1 Meaning and Definition of Intelligence 65 7.2 Types of Intelligence 65 7.3 History of Intelligence Testing 67 7.4 Types of intelligence tests 68 7.5 Implication of Intelligence on Classroom Learning Situation. 69 REFERENCES 70