Second – Third Year hdfs

Faculty of Family and Community Sciences

Department of Human Development and Family Studies

University Road, Vadodara – 390 002, INDIA.

Ph : C/o. (+91-0265) 2793984 Telegram : HOMSCIENCE

Academic Year

2015-2016

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  Develop an understanding of the major concepts and processes of learning and motivation development.
  
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  Develop an understanding of the major theoretical and research contributions in the study of education psychology.
  
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  Develop sensitivity to the social / cultural / individual (special needs) contexts of learning.
  

1. 
   Introduction to Education Psychology
   

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  Definition
  
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  Scope of education psychology
  
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  Brief historical overview
  
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  Historical overview of Indian education system since ancient times
  

2. 
   Learning & Motivation
   

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  Definition of learning
  
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  Principles of learning
  
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  Definition of performance and
  
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  Definition of motivation, types of motivation and self determination theory
  
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  Motivation and learning
  

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  Achievement motivation (Weiner’s theory of attribution, Bloom’s model of taxonomy, Motivational tools use by teachers in classroom learning (free time, token economy, and contingency contract).
  

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  Relationship differences between learning, performance and motivation (Teachers as motivators)
  
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  Alternate schooling
  

Classical conditioning

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  Principle of classical cond. (UCS, UCR, NS, CS, CR. Explain Pavlov’s experiment: dog, food & tuning fork/bell. Discriminate between stimulus, extinction, spontaneous recovery.
  
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  Application of classical conditioning to human behaviour – especially for the development of emotional responses. (Explain using Watson & Rayner’s experiment of Albert and the white rat as an e.g.)
  

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  Operant conditioning
  

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  Principle of operant conditioning (The Premack Principle – The law of effect). Explain with Edward Thorndike’s experiment (hungry cats in a puzzle box) and Skinner’s experiment (rat as an e.g.).
  
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  Reinforcement – definition, positive and negative reinforcement, schedules of reinforcement (continuous & intermittent), schedule of intermittent reinforcement (fixed – ratio, variable ratio, fixed interval, variable interval), difference between reinforcement and punishment.
  
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  Application of operant conditioning as therapy: behaviour modification.
  

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  Complex learning processes
  

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  Verbal learning and retention, factors affecting retention (distribution of practice, learning in whole vs. parts, rehearsal, meaningfulness of content).
  
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  Concept learning: process involved in concept learning (generalization & discrimination), utility of concepts (reduce complexity, facilitate transfer of learning); teaching concepts at school – (points to be kept in mind while doing so).
  
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  Problem solving: Insight vs. trail & error, problem solving process – recognition, analysis, evaluation of hypothesis, evaluation of hypothesis.
  

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  Introduction – Testing (definition) & types of tests
  
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  Benefits and demerits of tests.
  
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  Construction of classroom tests.
  
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  Uses of testing in the classroom.
  

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  Socialization – definition
  

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  Process of socialization (observation learning, effect of positive and negative events, agents of socialization (parents, teachers, peers).
  
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  Effect of social development on learning process (area of social behavior –
  

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  dependence Vs. Independence, competition, aggression, sex roles, fear of success).
  
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  Schooling as a part of socialization – school as a social agency
  

1. 
   Cognitive Development
   

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  Revision of definition and theories of J. Piaget, & L. Vygotsky (with a focus on the learning process).
  

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  Introduction to theories of J. Bruner and R. Gagne.
  
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  J. Bruner – bench marks of intellectual growth – Modes of representation
  
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  R. Gagne – cognitive growth exclusively results of learning – Lateral vs. vertical transfer of learning.
  

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  Classroom implications for Exceptional children
  
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  Implication for classroom teaching learning – progressive differentiation of learning, transfer of learning, intellectual empathy, sequencing instructions, tasks taught consistent with level of audience, over learning, error analysis.
  

2. 
   Language Development
   

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  Definition and uses of language.
  
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  Learning of languages
  

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  Biological factors
  
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  Linguistic environment – home, school
  

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  Linguistics and its components
  
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  Acquisitions of languages – across life span – focus on early years.
  

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  J. Piaget – language symptom of mental development.
  
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  J. Bruner – language crucial for cognitive development.
  
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  N. Chomsky – intuitive grasp over native language (LAD).
  

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  Language in the classroom.
  
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  Implication of language development for teaching
  

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  Teacher should – (a) maintain native language skills of child, (b) remove source of anxiety, (c) state explicitly & adhere to rules about language use, (d) engage more in dialogue, (e) teach mnemonic devices to aid memory, (f) reward reflective speech.
  
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  Non-standard English U different language U deficient language? Intellectual non-competence.
  

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  Bilingualism: superior to monolinguals.