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A Groundwork of Educational Psychology and Experiments


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By merely looking at the contents herein one may easily have an idea about the extensive ground that has been attempted to cover in designing this work. So no reference appears to be necessary to the same.

In explanations of various psychological concepts and ideas, both old and new, we have mainly depended upon the contentions of authorities in the field as evinced through their laboratory findings and interpretations. In this connection at several relevant places, illustrations from actual life situations of children in relation to their behaviour and responses with parents at home and with teachers in schools, have been given. This approach has been followed in order to make this work more readable, interesting and useful to all concerned. At the same time an attempt has also been made to indicate how the parents and teachers should perform their duties in relation to their children in their respective places, in order that the optimum development of children may be ensured. It is because of this style that it is felt that this work will be useful not only in universities and college but also to general parents at home and teachers in school.

Students of educational psychology are also required to understand the application of elementary statistics for understanding the general trends of behavioural and mental growth of children. Hence, an independent chapter has been devoted to this subject also.

Some psychological experiments are also prescribed for students of educational psychology. So towards the close of the book we have explained the basic elements of 15 experiments which the students are generally required to perform.

Contents –

Part 1 – Psychology and Education
1. Nature, Scope and Methods of Psychology
2. Some Schools of Psychology and Education
3. Relation between Psychology and Education
Part 2 – Human Development and Education
4. Nervous System
5. Heredity, Environment and Education
6. Infancy, Childhood, Adolescence and Education
7. Social Development
8. Mental Development
9. Development of Creativity
10. Emotions and Education
11. Needs, Drives and Frustrations
12. Instincts and Their Modification
13. Instincts and Education
14. Sentiments, Complexes and Education
15. Educational Guidance
16. Vocational Guidance
17. Individual Differences and Education
18. Intelligence and Its Testing
19. Sensation, Perception and Observation
Part 3 – Learning
20. Motivation in Learning
21. Theories of Learning
22. Thorndike’s Laws of Learning
23. Analysis, Curve and Plateau of Learning
24. Factors Influencing Learning
25. Transfer of Training
26. Programmed Learning
27. Theories of Teaching
28. Imagination
29. Thinking, Reasoning and Language
30. Memory and Forgetting
31. Attention, Interest and Fatigue
Part 4 – Personality, Mental Hygiene and Types of Children
32. Personality, Nature, Testing and Development
33. Mental Conflict
34. Mental Hygiene
35. Will Power and Education
36. Character and Its Education
37. The Gifted, Precocious and Backward Children
38. Delinquent Children, Their Causes and Remedies
Part 5 – Group Psychology
39. Group Psychology and Education
40. Social Learning in Classroom
41. Suggestion, Sympathy, Imitation, Emulation and Education
42. Play
43. Routine Tendency and Habit
Part 6 – Evaluation and Statistics
44. Achievement Test
45. Action Research in Education
46. Statistics in Education
Part 7 – Experiments
47. Some Laboratory Experiments

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Dr. Akhilesh Chaube,

Prof. S. P. Chaube


Himalaya pub