Showing posts with label PSYCHOLOGY. Show all posts
Showing posts with label PSYCHOLOGY. Show all posts

PSYCHOLOGY OF LEARNING AND MOTIVATION INDIVIDUAL DIFFERENCES NATURE OF INDIVIDUAL DIFFERENCES CAUSE OF INDIVIDUAL DIFFERENCES

 


 

PSYCHOLOGY OF LEARNING AND MOTIVATION

 

INDIVIDUAL DIFFERENCES

We notice that there are individual differences in structure, mental abilities, the colour of skin etc. in the students when we look at their faces each individual is unique.  If we carefully observe we can notice some are healthy and jolly and others are weak and irritable.  Some forget quickly and some remember well and some respond quickly and others slowly.  In this way, there are differences in individuals.  Every one of us is a typical human being in himself.  These differences in one form or other found in individual is named as “Individual Differences”  in psychological terminology.

PSYCHOLOGY OF LEARNING AND MOTIVATION INDIVIDUAL DIFFERENCES NATURE


The answers to these differences are found in two major forces i.e. heredity and environment.  Nature and nurture (Education) are two great influences which make the individuals today what they are.

NATURE OF INDIVIDUAL DIFFERENCES

Followings are the varieties of individual differences found in human beings:

1)   Physical Differences :  Height, weight, colour of skin and eyes structure  

etc. are the main physical difference.

2) Mental Differences :   People differ in intellectual abilities and capacities like problem solving and thinking  power, power of imagination, concentration etc. In the field of general intelligence also, we find lot of difference.

3) Difference in Motor Abilities : Very wide difference in motor abilities such as reaction time, speed of action, steadiness, rate of muscular movement, manual dexterity and resistance of fatigue etc.

 4)Emotional Difference :  In some individuals positive emotions like love, affection and amusement etc. are more prevalent whereas in other negative emotions are powerful.  Some are emotionally stable and others are emotionally unstable and immature.

5) Difference in respect of Interest and Aptitude :  Specific tastes and interests vary widely from person to person.  Some feel happy in solitude and some others feel happy in meeting persons and social work etc.  Some have  mechanical aptitude and other have artistic and musical aptitude.

6) Learning Difference : In the field of learning very vast individual differences are notice since the inception of teaching.  Some learn more easily and able to make their learning more comfortable than others. 

A particular type of method may be suitable for one group of learners but other group of learners cannot able to adjust in this method and they may more comfortable in other method.  In the same way the suitability of learning situation also depends upon the individual nature of the learner.

7) Difference in Social and Moral Development:  There may be lot of differences in respect of moral and social developments.  Some are found to be adjusted properly in the social situation and lead happy social life while others are socially handicapped – unsocial or antisocial, similarly people are found to differ in ethical or moral sense.

8) Economic Condition :

9) Relation with Parents :

CAUSE OF INDIVIDUAL DIFFERENCES :

Whatever may the differences in the individuals seems to exist can be clearly say to the variations in hereditary or environmental situation or both.


The numerous special factors that cause people to differ can be traced back to heredity and environment.  Individuals different in many cases because one has had better opportunities than another an environment factor – but even when given the same opportunities one person make better use of them than the another because he is better equipped by HEREDITY to take advantage of what the ENVIRONMENT has to offer.

i) HEREDITY :  “Heredity means the biological potentialities passed on through the GENES from the parents to the children.  Heredity consists of tendencies to develop in certain ways, these tendencies are not left behind in infancy but are carried along through life.”

ii) ENVIRONMENT : “Environment means all of the extrinsic forces, influence and conditions, which effect the life, nature, behaviours, growth, development and maturation of live organism.”

Heredity covers all the factors that were present in individuals when he began life, while environment covers all the outside factors that have acted on him since that time.


INDIVIDUAL DIFFERENCES ON EDUCATION :  The common belief is  that individuals differs in various abilities, capacities and personal characteristic is in fact responsible for bringing individual tendencies in education.  It has helped to teachers to realize the following facts.

a) In any group there may be persons deviate from the norms of the group.

b) Along with the average is the presence of very superior and extremely dull is equally possible in the class.

c)Every teacher should try to have the desired knowledge of the abilities, capacities, attitudes, aptitudes, interest and other personality traits of his students and in the light of his knowledge, he should give individual guidance to the learners for maximum use of their abilities.

d) From a group of students in particular field a teacher cannot expect uniformity in going proficiency or success.  Due to their subs-normal intelligence, previous background, lack of proper interest aptitude and attitude etc., some students have to lag behind in some other area of achievement.

e) It is important to know all students cannot be benefited by a particular method of instruction, a uniform and rigid curriculum.



SUGGESTION HOW TO DEAL WITH INDIVIDUAL DIFFERECE

When we realize the above facts, we think that some provisions we must have for the wide individual schooling and learning to individual.  However, the following suggestion may prove helpful for the teacher in this direction.

a) PROPER KNOWLEDGE OF THE INDIVIDUAL :  First step in making provision for individual differences is to know about abilities, capacities, interests, attitudes and other personality traits of the individual learners.  To find out, intelligence test, aptitude test and assessing personality traits should be taken.

b) HOMOGENEOUS GROUPING : a homogeneous group will definitely reduce the wide range of individual differences.  This is actually ability grouping.  I.Q. Performance test may be used for this grouping.

INTELLIGENCE : “Intelligence is a general capacity of an individual consciously to adjust his thinking to know requirement, it is general mental adaptability to our problems and conditions of life.”   -  “Slern”

“Intelligence is contained in comprehension, invention, direction and criticism.”   “Benet”

Intelligence test invented by French Scientist “Benet” & “Simon” in 1904.  I.Q.

(Intelligence Quotient) – Intelligence always refers to aptitude rather than achievement.  A student can be very intelligent yet accomplish very little in his studies.  The term I.Q.  is simply a moan of relating general aptitude to age.  It is determined by standard intelligence tests given under controlled conditions.

Psychologist applied the following formula for calculating I.Q.

I.Q.  =  MA/CA  X  100, where, MA  =  Mental Age           CA   =  Chronological Age

The intelligence quotient indicates the rate of mental growth of a child.

CLASSIFICATION  :

For purposed as comparison.  I.Q. are generally classified as per following table:

Sl. No.

Classification

I.Q.

% of normal population

01

Genius

140 &above

0.25%

02

Very superior

130-139

0.75%

03

Superior

120-129

5%

04

Above Average

110-119

13%

05

Average

90-109

60%

06

Below Average

80-89

13%

07

Dull or Border Lim

70-79

6%

08

Feeble minded

50-69

0.75%

09

Mentally Retarded (Moron)

49 & below

0.25%

(Classifications are required at the time of grouping the students for instruction.)


c) INDIVIDUALISING INSTRUCTION  : This enables the learner to learn at their own individual rate.  He may be asked to spend more time to study work or subjects and loss on stronger ones.

d) ADJUSTING THE METHOD OF TEACHING  : Every teacher does this to some extent.  Things are explained in different ways and the importance ones are repeated.  Appeal is made to different senses.  Formal instructions are supplemented by individual and group activity.

e) SPECIAL COACHING FOR DULL AND VERY BRIGHT LEARNERS  : Special coaching will be desirable to help the dull learner to overcome specific difficulties and frustration due to the poor relative achievement and to prevent the bright learner becoming board, disinterested and retarded.  Special arrangement also be made for those who are disable in sensory or physically.

f) ACCELERATION TO ABLER GOUP  : Extra promotion or giving special grades in a period may be satisfying and encouraging the learners.


REFERENCE TO READING :

1) The Instructor and His Job    by   H.C. Rose.

2) Educational Psychology        by    B.C. Rai.


ASSIGNMENTS

1) Name the varieties of individual differences.  Why is it necessary to take care of these differences sins the process of education?

2) Name the causes of individual differences and explain briefly.

3) What are the provisions for adjusting individual differences?


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Explanation On Why PSYCHOLOGY OF EDUCATION LEARNING Is Important.

PSYCHOLOGY OF EDUCATION LEARNING

A.  Psychology means the Science of Human & Animal behavior. The psychology which is applied to the teaching-learning situation is known as educational psychology. It is an applied branch being one of the main fields of psychology. It consists of the application of psychological principles and techniques to the development of educational strategies and programs and to the solution of educational problems. The main function is that of helping peoples who are involved in education to develop a better theoretically and functional understanding of the educational process.

     
PSYCHOLOGY-OF-EDUCATION-LEARNING
PSYCHOLOGY OF EDUCATION LEARNING


B.  PSYCHOLOGY OF INDUSTRIAL TRAINING

The psychology of learning has a special significance to a person, interested in the field of industrial training. The reason for this is quite plain. The seeds of learning are always sown in the brain or mind. So the science of mind engulfs (covers) everything related to learning and teaching.

The objectives of education are more general and these of training more specific. The figures shown below brings out the interrelation between education and training.
                                                                          

          T R A I N I N G                                                      E D U C A T I O N
                                                                                             

Broadly speaking training goals at developing an industrial in the spheres of vocational skills, related knowledge, and attitude. A person can not play a profession successfully unless he is through with the skills implied therein. The related professional knowledge is desirable to have a versatile (wide) background of the profession. Without this professional upgrading would not be possible.

Background knowledge enables a person to use his direction whenever the same is required to be exercised. Otherwise, he would simply “do as told”. The importance of attitude surpasses both skill and knowledge. One may possess any amount of professional skills and knowledge. Skill and knowledge remaining constant performance are proportional to the attitude towards work. Present-day the trend has demonstrated the truth of this hypothesis beyond doubt.

In an organized effort (called training) the development of skill, knowledge, and attitude is carried out through the process of teaching. The process of human development, by way of definition, means unfolding, out of originally unorganized individual human functions. It follows from this definition that natural potential (through heredity) should be possessed by the individual so that it could be developed through training. The natural potential for specific functions is called aptitude. There is a possibility that so people may mix up the term attitude and aptitude. Aptitude is the basic ability to perform a particular function, whereas, attitude means the will to perform. Training can develop an attitude and aptitude. Aptitude is a pre-requisite in a learner before the start of the teaching process. Aptitude can be developed but generally can not be changed totally but attitude can be developed and changed through training. 

DEFINITION OF LEARNING

 The acquirement of new knowledge, skill, and technique which can be reproduced at will in response to a given stimulus or situation. Learning is a change in behavior.

OBJECTIVE

Learning feeds on success.

Adjusting the human being to this changing world.

Common and agreed facts about the learning process that are:-

1. Learning is essentially a natural process – a process of growing.

2. Essentially an “active process”. Such activeness being with either mental or physical or combination of both.

3. A continuous process that begins at birth and continues throughout life. (the saying “Never too old to learn” comes from this)

4. Learning is a slow and continuous process and becomes easy when goes from simple to complex.   

5. Learning through the involvement of senses is more effective, clear and deep-rooted.

TEACHING AND LEARNING
Teaching and learning are clearly two different processes, (through inter-related). The process of teaching has to abide by the factors of learning. And for this reason, the teaching techniques have to take a clue from the learning process. Any effort to improve the efficiency of the teaching process would fail unless it is well connected and based on the basic factors/principles of learning.


Eliminate Your Fears And Doubts About THEORIES OF LEARNING

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The Shocking Revelation of EDUCATIONAL PSYCHOLOGY.


EDUCATIONAL PSYCHOLOGY
Introduction: Your experience and behavior have much in common with the experience and behavior of other people. Even your problem of adjustment – the frustration to be overcome, the aspirations to be achieved, the emotions to be controlled, the personal and interpersonal conflicts to be resolved – are shared by many others. So, look upon this as a subject about yourself – not as a  treatise on some hypothetical human being. While studying it, continually ask yourself, “How does this apply to me”. Remember, too, that the study of psychology can give you insight into the conduct of other people. It should increase your understanding; improve your ability to predict, perhaps even control, their behavior. Application of psychology in the home, in the classroom, in the professions, in business, in industry, in warfare, and in the perpetuation of peace are focused primarily on the prediction and control of human conduct.
Shocking Revelation of EDUCATIONAL PSYCHOLOGY
Shocking Revelation of EDUCATIONAL PSYCHOLOGY

The professional preparation for teaching requires more than mere knowledge of a given subject. The aspiring teacher should have a solid foundation in general education in addition to a sound knowledge of the subject of his specialization. Besides, he must have knowledge of Educational Psychology.

Educational Psychology plays a significant role in equipping the student-teacher for effectively guiding children and young people in their growth and development through learning. The nature and scope of Educational Psychology are examined in the discussion, which follows.
Psychology and Education: Before we explain Educational Psychology, it may be appropriate to define education and psychology individually. Education attempts to modify behavior through the process of learning, while psychology studies behavior. Behavior can be modified only after it has been studied and understood. Thus, a student-teacher must learn and absorb psychology before he proceeds to impart education.

Pestalozzi, a Swiss schoolmaster, ingeniously thought of psychologizing education by stating that “a good schoolmaster studies his scholar’s nature as carefully as they study their books.” He proclaimed that the mind of a people is the primary concern of the educator and that the art of education must be based on accurate knowledge of the mental processes. He must know both English and the people in order to teach English to him. Since the knowledge of the people in psychology, the teacher must know psychology.   

The earlier definitions of psychology as the science of the soul, or mind or of the consciousness have since been discarded in favor of the definition that psychology is the science of behavior. Various states of consciousness like thinking, feeling and desiring can no doubt be examined by looking into one’s mind, i.e., by introspection, but introspection is not foolproof. Behavior, on the other hand, can be successfully studied by several means, besides the simple method of observing it. You cannot study a child conscious state like anger directly, but you can definitely recognize it from his behavior: from the glare in his eyes, his flushed face and clenched fists, all of which are easily observable. You know from your own experience how you behave when angry and hence conclude from the child’s behavior that he is angry. Thus, psychology is the interpretation and explanation of behavior in mental and psychical terms. The assumption behind this belief is that the mind controls behavior or is the source of behavior.

Educational psychology helps the teacher to understand his pupils, whose education or training is his responsibilities. It also makes him more competent to shape them. It helps him to know himself and to adjust himself to the demands of the school environment. It gives him the confidence to deal with his pupils and the ability to control and manipulate the teaching methods and materials. Psychology is the science that underlies the art of teaching.

IMPORTANCE OF EDUCATIONAL PSYCHOLOGY FOR TEACHERS:   

Educational psychology helps the teacher to become a better teacher, and to learner to become a better learner. In the education of teachers, educational psychology makes discipline a scientific tool, a precision instrument by which teachers can clarify goals, increase their perspective of the learning process, and learn to evaluate not only their pupils but also themselves.

Educational psychology is as crucial to teacher education as physics is to engineering or anatomy is to medicine. Although the anatomy teacher suggests no surgical techniques, one can imagine the consequences if a surgeon were to operate without a sound knowledge of anatomy. A similar relationship exists between educational psychology and teaching. Educational psychology advocates no particular teaching method or learning theory, but a variety of choices that would help one to understand standard behavior and thus improves one’s teaching techniques (Travers, 1979).
Educational psychology equips the teacher with such knowledge as can make him competent to direct or guide learning, motivates pupils to learn, helps pupils develop desirable attitudes, improve teaching techniques, and achieve those personal qualities that are conducive to successful teaching (Crow and Crow, 1964).
The teaching-learning process is somewhat like that of selling and buying. A salesman’s job is to convince customers to buy his wares. He has to demonstrate and smooth talk, irrespective of the fact whether he wins a prospective buyer. Hence all that he does from promoting to actual selling is merely a means to an end.

Similarly, the primary task of an educationist is to guide and direct the learning process of students and steer them towards a goal: that of knowledge and wisdom. And the more his persuasive skills the better he can instruct and edify. The educator is in effect an applied scientist who on the basis of his knowledge and teaching skills can guide young minds to be on the right track to academic aims and aspirations.
Another way of looking at it is to consider learning as a natural process of growth of the mind and intellect. And for healthy growth, a child requires an atmosphere congenial to his physical, mental and psychological development. At the same time, he can best excel in the field he has an aptitude for.

We must also remember that children learn according to their abilities and in terms of what nature has endowed them with. An effective teacher is one who has the ability to recognize a child’s aptitude and help him or her excel in his area of interest. Teachers should consistently encourage students to cultivate their skills and not to strive to excel in what he is not good at. The teacher must be a keen observer of a child’s behavior. Apart from classroom lessons, learning from experience, curiosity, and observation is also a natural process. Hence the social milieu in which a child grows up has a significant role to play in the child’s education. Nowadays, with the breakdown of the family values, loneliness has become a deterrent to the healthy growth of a child.

Hence the teachers should also be in constant interaction with parents, especially in the case of children with attitude problems. Thus a teacher also has a vital role to play in the psychological well-being of a child. To effectively take on these multifaceted roles, the teacher must not only be academically accomplished but also morally sound and socially mature. How thoroughly he has understood and accepted his responsibilities, determines his success as an educator.
Over and above these basics, a teacher must have patience, self-direction, and perseverance.
The teacher’s position is like that of the medical practitioner who has to study his patient before giving a prescription. The teacher who knows his pupils and the psychological principles, but does not know diagnose and improve his own behavior and his relationship with his pupils may be ineffective. Educational psychology functions as an essential aid to the work of the teacher. It, therefore, assists him to develop competence in studying children, in utilizing psychological principles, and in evaluating his own teaching methods.


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