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PSYCHOLOGY (855)
Aims:
(i) To develop an
understanding of human behaviour: the nature of individuals
and of members of social groups. (ii) To develop an
understanding of the methods of research and study employed in
Psychology. (iii) To develop an appreciation of the practical
value of Psychology and its applications in daily life.
CLASS XI
There will be two papers in
the subject.
Paper I - Theory: 3 hours
70 marks
Paper II- Practical Work:
30 marks
PAPER - I (THEORY) 70 Marks
Part I (20 marks) will
consist of compulsory short answer questions relating to the
fundamental aspects of the entire syllabus.
Part II (50 marks) will
consist of two sections, A and B.
Candidates will be required
to answer two out of
three questions from Section
A and three out of five
questions from Section B.
Each question in this part
shall carry 10 marks.
SECTION A
1. The Subject Psychology (i)
Definition of Psychology; Nature bio science, social science
or pure science; schools of thought Structuralism,
Functionalism, Behaviourism, Psychoanalysis, Gestalt
psychology. Definition of Psychology, subject matter / nature
of Psychology as a bio science, social science or pure
science. The eclectic approach of modern Psychology. Emergence
of Psychology as an independent discipline - different views
regarding the nature of this new subject. Approaches of James
Watson and Freud. Main features of the schools of
Structuralism, Functionalism and Behaviourism, Psychoanalysis,
Gestalt psychology. (ii) Fields of Psychology clinical,
counselling, developmental, educational, organizational and
social. The general importance and aims of studying Psychology
and its special benefits. Applications - different branches
and the kind of work done in special fields - clinical,
counselling, developmental, educational, organizational
and social (in brief). (iii) Heredity and Environment
meaning of the term heredity; basic principles and
mechanism of heredity. Meaning of the term environment;
importance of both heredity and environment in behaviour.
The role of chromosomes; the laws of heredity: uniformity and
variability. Significance of environment: physical and
social. How both heredity and environment interact to
produce behaviour. 2 Methods of Psychology(i) Scientific
Methods in Psychology - observation, case study, surveys,
psychological tests, experimentation steps. Psychological
tests and their uses. The application of scientific methods in
the study of behaviour. What is meant by scientific
observation? Field study; controlled and uncontrolled
observation; longitudinal and cross-sectional studies; the
case history method; the experimental method - variables and
controls - steps in an experiment; surveys and use of
questionnaires/self reports. Meaning of samples -
random, biased, representative population. Psychological
tests - definition, uses. 59 (ii) Interpretation of
research results use of statistics in interpretation of data
- understanding of why statistics is used (descriptive &
inferential). Basic statistical concepts statistics, sample,
population. Why statistics is used in Psychology -
interpretation of findings: describing and summarizing data,
comparing individuals/ groups, investigating relationships
between variables, predicting. Descriptive statistics - for
summarizing scores. Inferential statistics - to determine
whether observed differences between groups are
likely/unlikely to have occurred by chance. How scores
are grouped into frequency distributions; central tendency of
a frequency distribution - mean, median, mode and when each
measure is used; dispersion: the extent to which scores are
spread out - range, variance, standard deviation; why both
central tendency and variability are important. 3. Attention
and Perception (i) Nature of attention - its inner and outer
determinants. The importance of attention in perception - how
both physical factors such as size, colour, movement, change,
intensity, contrast and psychological factors such as need,
interest and emotion determine attention and perception.
(ii) Perceptual processes - difference between sensation and
perception. Organizational principles of perception - laws,
constancies, depth and colour perception. Process involved in
transforming sensation to perception. Important factors
in perceptual process - figure and ground, laws of grouping:
similarity, proximity, continuation, simplicity, good figure;
constancy of size, shape and colour; factors involved in depth
perception -monocular and binocular cues; how colour is
perceived - biological and psychological factors attributes of
colour - hue, brightness and saturation; laws of colour
mixture; colour blindness, adaptation and after-images. (iii)
Errors in perception - illusions of size and shape; what is
meant by extra-sensory perception (ESP). False interpretations
- illusions: Muller-Lyer, Height -Width, Ponzo, Zoellner,
Poggendorf; ESP - perceptions not based on any of the known
senses (general understanding of ESP).
SECTION B
4. Emotions and Motivation (i)
What is meant by emotion; the basic emotions. Subjective and
cognitive experience, physiological reactions and overt
expression. Primary emotions - fear, anger, joy, sorrow,
affection. (ii) Theories of emotion dealing with
physiological, subjective and cognitive aspects. James Lange,
Cannon Bard, Schachter - Singer theories. (iii) What is meant
by motives, needs and instincts; unconscious motives.
Motivation as an internal force generating certain behaviour -
biological needs and homeostasis; instincts as unlearned
and physiological desires; evidence indicating the existence
of unconscious motives. Intrinsic - the desire to perform
activities for their own sake. (iv) Theories of Motivation.
Pull and push theories, Optimum Arousal theory and Expectancy
theory - Graphic representation of Maslow's >eeds Hierarchy.
(v) Social motives. Three distinctively human motives:
Achievement - accomplishing difficult tasks; Power - exerting
influence over others; Aggression - learning and control of
human aggression. (vi) Frustration - blocking of motives;
conflict among motives. Frustration as a result of motives not
finding free or adequate expression. Different types of
conflict among motives: approach-approach,
avoidance-avoidance, multiple approachavoidance. 60 5.
Learning (i) What is meant by learning; how learning takes
place - Classical and Operant conditioning; Insight learning,
observational learning and learning styles. Definition
of learning - Pavlov and classical conditioning; Thorndike and
Trial and Error; Skinner and Operant Conditioning;
experiments, findings and principles established. Insight and
observational learning - Kohler and Bandura's studies.
Learning styles auditory, visual and kinesthetic (ii)
Learning disabilities: definition and types. Characteristics
of the disabilities - Dyslexia, dyscalculia, dysgraphia,
dyspraxia. Adjustment problems and coping with academics.
6. Remembering and Forgetting (i) The memory system - how it
works - different models. Sensory memory, Short and Long
term memory - encoding, storage, retrieval. Semantic and
Procedural memory. Processing memory - the Atkinson
Shiffrin Model and Parallel Distributed processing. (ii) Why
and how forgetting occurs. Trace decay, retro and pro active
interference, amnesia - retrograde and anterograde;
Alzheimer's disease. Dementia. (iii) How memory can be
improved. Attention, use of imagery, Mnemonic devices,
application of principles of learning. 7. Thinking, Problem
Solving and Creativity (i) What is meant by thinking. >ature
and elements of thinking: images, concepts and language -
interdependence of language and thought; different kinds
of thinking: convergent, divergent, creative, goal-oriented
and aimless thinking. (ii) Concepts and how they are formed.
Definition - importance of concepts in thinking - artificial,
natural, simple and complex concepts. (iii) Reasoning - how it
is carried out; common errors in reasoning, how reasoning can
be made more effective. Decision making and problem solving -
heuristics and algorithms. Reaching specific conclusions from
available information - deductive and inductive reasoning;
common errors - faulty premises, biases, fallacy of single
case, rationalization, hindsight. Improving reasoning -
avoiding errors, examining premises and ambiguities, guarding
against emotion. Decision making and problem solving - steps
involved, optimum expected utility, means-end-analysis,
analogy. (iv) Creative thinking - what is meant by convergent
and divergent thinking; stages in creative thinking, how
creativity can be fostered. Use of divergent thinking in
creativity - stages in creative thinking, preparation,
incubation, illumination, verification/validation. How
creativity may be encouraged: enrich knowledge and experience,
encourage independence, curiosity and promote positive mood.
PAPER - II (PRACTICAL WORK)
30 Marks
Candidates will be expected
to have completed two studies / experiments from any chapter
covered in Theory. Assessment will be based on a written
report which should cover (I) Aim (II) Basic concept :
Definition of concepts used and related theory. Identification
of variables independent and dependent. (III) Method - (i)
Sample of the Study (ii) Procedure followed (data- collection,
nature of raw data) (iii) Treatment of Data (iv) Results &
Discussion (v) Conclusion (IV) Bibliography Mark allocation
per study [15 marks]: Basic Concept 3 marks Method
(correctness of procedure) 4 marks Results and discussion 4
marks Viva 4 marks
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