WHAT IS EDUCATIONAL PSYCHOLOGY?

WHAT IS EDUCATIONAL PSYCHOLOGY?

Content outline: Psychology Behaviour Subfields Theory Approaches to study of human behaviour (neurobiological, behaviouristic, cognitive, psychoanalytic, humanistic) Methods of study (introspection, extrospection/observation, experiment, case study / survey) Psychology its focal areas and specific objectives. Educational

Psychology:

There are many false notions about psychology and psychologists. Psychology is not mind reading and psychologists are not gifted with mystic powers; they are not demi-gods with spiritual powers. They cannot size up people effortlessly; they cannot assess the character, the personality of the individual at a glance. There are many self-styled psychologists who claim to study personality and thoughts of an individual by his physical features, his handwriting by the way he is seated, by the style of his walking. They are psycho-quacks. Psychology is a science and psychologist is a scientist. Science is a body of verifiable knowledge based on observation and experimentation. Scientists do not take things for granted; they observe, investigate and find truth by themselves. Science begins with observation. The fundamental principle of science is to seek facts rather than depend upon authority or sheer speculation. Scientist begins with questions, looks for relevant data and observes under controlled conditions. He is not trying to prove something, he is testing something; he is impartial and objective; he is intellectually honest and open-minded.

Psychology was once a branch of philosophy. It was defined as a study of soul; then as a study of mind (mental (m philosophy) and later as a study of consciousness and now as a study of behaviour.

Subfileds:

Psychology is a collection of several subfields. Some psychologists employ basic research (development of theories); Some applied research (testing theories) some provide professional services (teaching, counseling and the like). Basic Research is often employed by Biological Psychologists (focus: links between brain and mind), Developmental Psychologists (focus: growth and development from birth), Cognitive psychologists (focus: how we perceive.. Imagine think, reason and solve problems) and Personality Psychologists (focus: how we perceive influence one another). Applied Research is employed by lo (Industrial/Organizational Psychologists) and Educational Psychologists. Clinical Psychologists study and assess troubled people: they administer and interpret tests, provide psychotherapy and mental health programmes. They conduct both basic and applied research. Psychiatrists are medical doctors; they prescribe drugs or other methods to treat physical causes of psychological disorders.

effect A theory is a statement that establishes a cause relationship between factors (variables). A Psychological theory is an explanation through a set of criteria that predicts behaviours, Behaviour

Behaviour is your response to a situation with which you are confronted. Behaviour may be internal (implicit, covert) or external (explicit, overt). Any behaviour which can be observed, interpreted and evaluated is external physical movements, gestures and facial expressions, the way we walk, the way we talk and the like behaviours. Internal behaviour refers to our thoughts and feelings which cannot be observed directly. Action is external; Motive is internal. For every action there is a corresponding motive. No action is motiveless. There may be different motives which generate the same action. A motive may cause different actions. Research studies focus more on internal behaviours than on external ones. Psychologists who attempt to modify or refine external behaviour must investigate and identify the corresponding internal behaviour. Then only their attempts will be effective.

Psychologists view human behaviour as a result of 'inside' forces or outside forces. Inside forces refer to needs, wants, desires, interests, attitudes, feelings and the like. Outside forces refer to attractive or disturbing aspects of the situation, attitudes and expectations of others, social approval or rejection, rewards, dangers, threats and so forth. Domains of Behaviour

Psychologists identify three domains of behaviour:

Cognitive domain (thinking intellectual activities)

Affective domain (feelings, emotions, attitudes and the like) Psychomotor domain (acting or doing, motor activities, previously called conative domain) Approaches to Behaviour

There are different approaches to study and interpret human. behaviour. Neurobiological approach focusses on the central nervous system (According to Biological Psychologists, any thing psychological is basically biological, Without your body you are nobody'). Behaviouristic psychologists, (Behaviour means external behaviour which can be observed) believe in 'shaping" behaviour by training. Cognitive approach focusses on our thought processes - sensation, perception, imagination, thinking, reasoning and problem solving. Psychoanalytic approach emphasizes the role of "the unconscious mind" in the study of behaviour (Freudean approach to human behaviour). Humanistic approach has soft corner for the human being. It focusses on current motives and drives.

It gives least importance to genetic influence, historical roots or the unconscious motives.

Neurobiological Approach:

This is the approach of physicians, medical scientists and biological scientists. The human brain (the central nervous system) is the most sophisticated computer system. Psychologists who employ neurobiological approach to study human behaviour try to identify a part or a point in the central nervous system especially in the brain for any human behaviour to be associated with. For any change in that behaviour (appearance or disappearance, improvement or decrease) the particular part or point is to be treated through medicine or exercise; for example the role played by temporal lobe in memory (through memory trace); the role played by hypothalamus in emotion and so on. However this approach is not in a position to change human behaviour completely in several situations.

Behaviouristic Approach:

Behaviourists mean external behaviour when they use the term, 'Behaviour'. According to them only those behaviours which can be seen or observed by others are verifiable and hence they only constitute the study of psychology. They believe in conditioning-classical, instrumental.

They believe in 'shaping' behaviour as advocated by Skinner. They advocate intensive training and physical occupation (rigorous physical exercises) as modes of modification of behaviour. Some psychologists call it a 'black box' approach to human behaviour since it does not take into account what goes on "inside the organism' (human mind), which, according to them, is largely responsible for behaviour.

Cognitive Approach:

The focus of cognitive psychologist is entirely on cognitive processes like perception, imagination, thinking and reasoning. In addition to those processes behaviour is caused by affective processes (feelings, emotions, drives and urges) too. Hence any approach to study human behaviour entirely on cognition is not likely to be effective. Psycholo-Analysis:

Freud and his followers highlighted the role of the unconscious mind' in human behaviour. We do agree that there are behaviours which are caused by unconscious impulses. But we cannot attribute all behaviour to the unconscious. Further only psychiatrists will be in a position to identity the unconscious motive or drive which is instrumental to a particular behaviour. Psycholo-analysis is theoretically interesting but, in practice, extremely difficult.

Humanistic Approach:

Humanistic psychologists have 'soft corner for human beings. Freudean observation is: Man is basically bad driven by infrahuman motives; he is to be sublimated and refined. Humanistic psychologists are of the opinion: Man is basically good; it is the environment that makes or mars him. Their focus is on the current motives and drives - what has happened right here, right now. Their approach is also called here and now approach. They give least importance to genetic influence, historical roots or the unconscious motives. Counsellers of the day employ humanistic approach to study and modify human behaviour.

Finale:

Modern approach is integrated in nature, a judicious mixture. of the most appropriate ones depending upon the nature of the person, the nature of the problem, the nature of the circumstances. and such other related factors. These approaches are not contradictory but complementary.

METHODS OF STUDY

Introspection: It is self-observation looking within 'or looking inward'.

To introspect means to attend to the workings of one's own mind in a systematic way. Mental experiences are observed as and when. they occur and attempts are made to understand their nature so that generalizations can be made. The results of introspection are usually subjective; they are not scientifically valid. Further the moment you begin to study a mental state, it tends to disappear. In case of anger fear one becomes emotional. In such circumstances one cannot look within. Suppose you are being chased by a wild animal, you start running under the grip of fear. Suppose you have become extremely angry because of disturbance caused by somebody, you are charged with emotion. In such frightened or emotionally charged circumstances, you can never introspect. The remedy suggested is retrospection observation of the mental process immediately after it is over, when the impression or memory is still fresh. To think about a present experience is introspection. To collect a past experience is retrospection. As a result of a gap between the present and the past the original account may be distorted. Introspection cannot be used to study the behaviour of children, animals or insane people. In spite of its imitations introspection, as a method of study of human

behaviour, is still valid with special reference to mental processes like thinking or reasoning.

Extrospection (Observation):

While introspection is subjective extrospection is objective. We observe the mental processes of others by observing their behaviour overt behaviour and motor reactions. When we want to study the experiences of the individual not only from the pointMETHODS OF STUDY

Introspection:

It is self-observation looking within 'or looking inward'. To introspect means to attend to the workings of one's own mind in a systematic way. Mental experiences are observed as and when they occur and attempts are made to understand their nature so that generalizations can be made. The results of introspection are usually subjective; they are not scientifically valid. Further the moment you begin to study a mental state, it tends to disappear. In case of anger or fear one becomes emotional. In such circumstances one cannot look within. Suppose you are being chased by a wild animal, you start running under the grip of fear. Suppose you have become extremely angry because of disturbance caused by somebody, you are charged with emotion. In such frightened or emotionally charged circumstances, you can never introspect. The remedy suggested is retrospection observation of the mental process immediately after it is over, when the impression or memory is still fresh. To think about a present experience is introspection. To collect a past experience is retrospection. As a result of a gap between the present and the past the original account may be distorted. Introspection cannot be used to study the behaviour of children, animals or insane people. In spite of its imitations introspection, as a method of study of human behaviour, is still valid with special reference to mental processes.

like thinking or reasoning. Extrospection (Observation):

While introspection is subjective extrospection is objective. We observe the mental processes of others by observing their behaviour overt behaviour and motor reactions. When we want to study the experiences of the individual not only from the point

of view of overt expressions but from the point of view of inner impressions, feelings, this method will have serious limitations.

Observation is regulated perception disciplined perception perception with a specific purpose. By observing external behaviour, we attempt to study and interpret internal behaviour. There are different kinds of observation direct and indirect, scheduled and unscheduled, participant and non-participant. To make observation purposeful and meaningful the observer should specify the objectives of observation in clear and operational terms. 

Experimental Method:

Experiment is observation under controlled conditions. Modern psychological science is largely based on experimental method. It is not able to depend wholly on this kind of method (experimental) used by exact sciences because of the subject matter of psychology, the human being. Experiment consists of objective observation of actions performed under rigidly controlled conditions. The purpose of experiment in psychology is to identify the causal factors of behaviour.

If two situations are a like in every respect and one factor is introduced or withdrawn from the one but not from the other, any difference that emerges is the result of the operation of that factor.

Here is an illustration. Suppose we want to study the effect of encouraging remarks the answer scripts. Two equivalent groups of students are identified based on 'matching' or 'balancing' them on their previous academic performance and related factors. One is called control group. No remarks (encouraging or discouraging) are given on the answer scripts of these students. The other group is called experimental group. Encouraging remarks are given on the answer scripts. After some time (six months or so six monthly tests and treatment) the performance of the two groups are compared. If the experimental group is superior of view of overt expressions but from the point of view of inner impressions, feelings, this method will have serious limitations.

Observation is regulated perception disciplined perception perception with a specific purpose. By observing external behaviour, we attempt to study and and interpret internal behaviour. There are different kinds of observation direct and indirect, scheduled and unscheduled, participant and non-participant. To make observation purposeful and meaningful the observer should specify the objectives of observation in clear and operational terms.

Experimental Method:

Experiment is observation under controlled conditions. Modern psychological science is largely based on experimental method. It is not able to depend wholly on this kind of method (experimental) used by exact sciences because of the subject matter of psychology, the human being. Experiment consists of objective observation of actions performed under rigidly controlled conditions. The purpose of experiment in psychology is to identify the causal factors of behaviour.

If two situations are a like in every respect and one factor is introduced or withdrawn from the one but not from the other, any difference that emerges is the result of the operation of that factor.

Here is an illustration. Suppose we want to study the effect of encouraging remarks on the answer scripts. Two equivalent groups of students are identified based on 'matching' or 'balancing' them on their previous academic performance and related factors. One is called control group. No remarks (encouraging or discouraging) are given on the answer scripts of these students. The other group is called experimental group. Encouraging remarks are given on the answer scripts. After some time (six months or sosix monthly tests and treatment) the performance of the two groups are compared. If the experimental group is superior to the control one, then it can be concluded that encouraging remarks the answer scripts do facilitate higher academic performance.

Case Study:

A case study is also known as the case history of the individual because it is the analysis of the most important aspects of the individual. The analysis is in the form of past record, present position and future possibilities. The objective of case study is to study the individual or the group to diagnose specific problems and suggest remedial measures. The complete and detailed study of a case may involve the use of observations, interview, medical examination and use of various tests in intelligence, interest, aptitude and personality. Case study may involve a group of individuals, an institution, or a psychological phenomenon and the like.

Survey:

Case study is intensive whereas survey is extensive. With the application of psychology to various aspects of life it has become necessary to collect data from a large number of people-attitudes, beliefs, prejudices and the like. Questionnaires, attitude scales, rating scales, observation schedules, interview schedules, interest inventories, personality inventories and such other tools of research will be employed to collect data. Appropriate statistical techniques will be used to analyse and interpret data. Educational Psychology:

Educational psychology is not merely the application of principles of psychology to educational situations but something more than that. It is the study of the psychological aspects of educational situations. The objective of educational psychology is to help teachers develop an understanding of educational process especially class room learning.

Educational psychology is concerned with three focal areasthe learner, the learning process and the learning situation.

The Learner:

Teachers must have an understanding of the psychology of the learner the various psychological forces which operate in his field interests, attitudes, feelings, sentiments emotions, needs, urges and the like.

The Learning Process:

It focusses on what happens to the individual when he learns, why he learns what the teacher wants him to learn, why he does not learn what the teacher wants him to learn. It attempts to pinpoint specific behaviours of learning.

The Learning Situation:

It is concerned with those factors or conditions that influence the learner and the learning process class room climate conducive to effective learning. Can we identify and introduce factors which facilitate learning? Can we identify and remove factors which affect learning?

Good teaching is much more than understanding these areas. But understanding is a basic requirement. The specific objectives of educational psychology are:

To develop a scientific attitude in the teacher towards. educational problems..

To help the teacher set up appropriate educational situations so that changes in behaviour of the learners can be brought about towards desirable goals.

To help the teacher in treating his students with sympathy and empathy.

To help the teacher organize the academic content to be taught.

To help the teacher realize that the social relationships are of utmost importance in the educational process.

To help the teacher develop a problem solving research attitude.

To help the teacher in providing guidance and counselling to his students.

To help the educational administrators organize and administer the instituions.

To provide the teacher with effective methods of teaching.

Questions:

1. What is Psychology? (in about 75 words)

2 Identify the major subfields of psychology (in about 75 words)

3 Define the term, Theory (in about 25 words).

4 Define 'Behaviour'. Identify and briefly explain the three domains of behaviour (in about 75 words)

5 Attempt a critical estimate of the different approaches to human behaviour (in about 750 words)

6 Distinguish between introspection and extrospection (in about 150 words)

7 Define and explain experimental method in psychology (in about 300 words)

8 Distinguish between case study and survey (in about 300 words)

9 Define the term, 'Educational Psychology'. Identify and briefly explain its three focal areas. Briefly outline its specific objectives (in about 300 words).