Various Psychological Theories MCQ Quiz in मल्याळम - Objective Question with Answer for Various Psychological Theories - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

Educational Psychology is the application of psychological findings in the field of education.

Experimental Research:

• This method was propounded by Wilhelm Wundt in 1879 and the introduction of the experimental method in research has made educational psychology a science just like other disciplines of science such as physics.
• It is considered to be the most scientific and objective method for studying behaviour.
• It helps in identifying the cause and effect of variables in a controlled environment.
• The steps in conducting an Experimental Research are - selection of a research problem and the formulation of hypotheses, selection of a research design, collection of data, analysis and interpretation of data and the findings.

Observation: It means looking outside of oneself. This method is suitable for observing children or abnormal people who cannot be studied through introspection.

Clinical method: It is concerned with the detailed study of maladjusted individuals to diagnose specific problems and to suggest measures to improve upon them.

Survey method: It is concerned with the extensive study of what relationships exists between the various variables under study.

Observational learning, also known as social learning theory or modeling, is a process in which individuals learn new behaviors by observing the actions of others.

 Key PointsObservational learning can occur in various contexts, including in-person interactions, media (such as television and online videos), and even through written descriptions. Bandura's model of observational learning involves several key processes.

• The first is attention, where the observer focuses on the model's behavior and its consequences.
  • This attention can be influenced by factors such as the observer's motivation, the characteristics of the model, and the complexity of the behavior being observed.
• The second process is retention, which refers to the observer's ability to remember the behavior for future reference.
  • This retention can be influenced by factors such as the observer's cognitive abilities, the frequency of exposure to the behavior, and the presence of cues that aid in memory retrieval.
• The third process is behavioral rehearsal, which involves the observer attempting to reproduce the behavior that was observed.
  • This rehearsal can be influenced by factors such as the observer's self-efficacy (belief in their ability to perform the behavior), the availability of resources needed to perform the behavior, and the feedback received during the rehearsal process.
• Finally, the fourth process is motivation, which refers to the observer's drive to learn and perform the behavior.
  • This motivation can be influenced by factors such as the perceived benefits of the behavior, the social norms surrounding the behavior, and the consequences (positive or negative) associated with performing the behavior.

Overall, Bandura's model of observational learning emphasizes the importance of attention, retention, behavioral rehearsal, and motivation in the learning process.

 Additional InformationBy understanding these processes, educators and others can design effective learning experiences that maximize the potential for observational learning to occur.

Transfer of Learning:

• It occurs when a previously learnt skill affects the relearning or acquisition of another skill. Thus, it is closely associated with forgetting and loss of a previously learnt skill.
• A positive transfer is when a new task is learnt quickly as a result of earlier training on another task whereas a negative transfer is when acquiring a new task is hindered by an earlier acquired skill.
• The identical-elements theory of Thorndike and Woodworth helps in explaining this phenomenon of transfer.
• They claimed that the transfer of learning from one task to another task would occur when both task shared some kind of common or identical elements. i.e the greater the number of common elements, the greater the amounts of transfer.

Critical thinking is a process that challenges an individual to use reflective reasonable, rational thinking to gather, interpret, and evaluate information in order to derive a judgment. 

Sir Francis Burton noticed that the individuals who are regarded as critical thinkers are

• Inquisitive
• See relationships as well as distinctions among things
• Ask questions
• Reflect
• Consider multiple points of view
• Support their viewpoints and argues on the basis of evidence and reasons
• Capable to judge the credibility of sources and make independent decisions about information
• Alert to all deception.

So, we can say that all the above points are related to individuals who are regarded as critical thinkers.

Additional Points to boost your preparation:

Developing a habit of questioning is basic to critical thinking. According to Edward Glaser, there are a few abilities underlie critical thinking.

• They are the ability to Recognise problems
• Find workable means to meet those problems
• Gather and marshal pertinent information
• Recognise unstated assumptions and values
• Comprehend and use language with accuracy, clarity and discrimination
• Interpret data
• Appraise evidence and evaluate statements
• Recognize logical connections between statements
• Draw warranted conclusions and generalizations
• Test the conclusions and generalizations arrived at

As pre-teenage(age between 9 to 12) children enter into teenage,

• the significance of peer relationships increases drastically.
• By age 12, they start to define their self-worth in terms of what their peers think of them.
• This is a time of intense change in a pre-teen’s life.
• At this stage, their need to please adults gets replaced by the need for belonging and approval from peers.
• These young adolescents crave approval not from their family but from peers. They, usually, gain peer approval by openly rebelling parents and engaging in risk-taking.

The correct answer is A, C, B, E, D.
Important Points

Johann Friedrich Herbart, a German philosopher, psychologist, and founder of pedagogy as an academic discipline, proposed a five-step methodology for teaching and learning.

These steps, in their correct sequence, are:

Preparation:

• This step involves preparing the learner's mind to receive new knowledge.
• It is about creating a fertile ground for learning by relating new content to prior knowledge and experiences.

Presentation:

• In this step, new knowledge is presented to the learner.
• This could be in the form of a lecture, a demonstration, a text, a real-world problem, or a thought-provoking question.

Association:

• During this phase, learners are encouraged to connect new knowledge with what they already know, forming associations that help to embed the new knowledge into their mental frameworks.

Generalisation:

• This stage involves distilling a general principle or rule from the learning experience. It's about abstracting the key insights from specific examples or experiences.

Application: In the final stage, learners are encouraged to apply their new knowledge or skills to different contexts or situations. This helps to reinforce the learning and make it more robust.

So the correct sequence would be: A (Preparation), C (Presentation), B (Association), E (Generalisation), D (Application).

Piaget and Vygotsky proposed theory regarding the role of language for development and the relationship between language and thought.

• According to Piaget, thought comes before language, which is only one of its forms of expression. The formation of thought basically depends on the coordination of sensory-motor schemes and not of language. This can occur only after the child has reached a certain level of mental abilities, subordinating herself, to the thought processes. The language allows the child to evoke an object or event absent at the communication of concepts.
• Piaget insists that the language and thought of the child are aspects of cognitive processes. The intellectual development of the child can be understood through his/her language and thought processes.
• Piaget primarily concentrated on the cognitive aspect, another dimension was added by Vygotsky
• According to Vygotsky, thought and language is interdependent processes, from the beginning of life. The acquisition of language by the child modifies its higher mental functions: it gives a definite shape to thought, enables the emergence of imagination, memory usage, and action planning.
• All fundamental cognitive activities including language take place in a matrix of social history. He believed that cognitive skills and patterns of thinking are not determined by innate factors but are the product of the interaction between the individual and the socio-cultural institution where the individual grows up.

Hence, from the above point it is clear that according to Piaget, a thought emerges first and according to Vygotsky, language has a profound effect on thought.

Concept of Frustration:

• Sigmund Freud, the founder of psychoanalysis, was the first person who tried to establish the causal relationship between frustration and behaviour disorders.
• Frustration is an inevitable phenomenon.
• There is some driving force behind all kinds of behaviour, which helps the individual for achieving the goal when motivated behaviour is blocked by an obstacle, tension is produced and it lasts as long as the barrier is present.
• Frustration occurs only when an individual meets barriers which are difficult or impossible to overcome.
• In other words, when progress toward a motivated behaviour is blocked by an insurmountable barrier, before achieving its goal, and underlying tension unresolved, it results in frustration.

Abraham Maslow, an American psychologist, best known for creating "Maslow's Hierarchy of Needs", in which he has proposed eight categories of needs, in which:

Key Points

• the first four are considered as B-level or being/growth needs(Self-actualization, Cognitive, Aesthetics, and Self-Transcendent needs).
• the last four are considered as ​D-level or deficiency needs (Physiological needs, Safety needs, Love & Belongingness, Esteem & Self Esteem needs).

He explained need by making a pyramid and keeping the needs according to requirements.

These needs are:

Among the above eight needs, "Cognitive needs" and "Aesthetic needs" are "being needs" in Maslow's hierarchy of needs.

The importance of these needs defined by Maslow in the following way:

Hence, it could be concluded that "Cognitive needs" and "Aesthetic needs" are "being needs" in Maslow's (1970) hierarchy of needs.

Kolb's Learning Styles: There are different models of learning styles. One most accepted model is that of David Kolb’s which is based on experiential learning. According to Kolb’s model, there are four major types of learning styles depending on the two approaches toward grasping experience viz. Concrete Experience(CE) and Abstract Conceptualization(AC), as well as two related approaches toward transforming experience viz. Reflective Observation(RO) and Active Experimentation(AO). These four learning styles are: 

• Diverging (feeling and watching - CE/RO): Learners with the diverging style is sensitive and are able to look at things from different (divergent) perspectives. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They choose to work in groups, to listen with an open mind, and to receive personal feedback, hence it is the most cognitive approach.
• Assimilating (watching and thinking - AC/RO): Learners with an assimilating learning style are less focused on people and more interested in ideas and abstract concepts. They are more attracted to logically sound theories than approaches based on practical value. They prefer readings, lectures, exploring analytical models, and having time to think things through.
• Converging (doing and thinking - AC/AE): Learners with a converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks and are less concerned with people and interpersonal aspects. They can solve problems and make decisions by finding solutions to questions and problems. They like to experiment with new ideas, to simulate, and to work with practical applications.
• Accommodating (doing and feeling - CE/AE): The accommodating learning style is ‘hands-on’ and relies on intuition rather than logic. These learners use other people’s analysis and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. They prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective. Learning style is influenced by learning situations, experiences, and motivation and may be regarded as a link between the personality and cognitive behaviour of the learner.

Hence, we conclude that Kolb's learning styles includes approaches towards grasping experience and approaches towards transforming experience.