Course: DDE 601 - Educational Psychology (2 Credits - Compulsory)

Course Duration: Two hours per week for 15 weeks (30 hours) Lecturer: ABDULLAHI, O. E. Ph. D. Educational Psychology (Ilorin), M.Ed. Educational Psychology (Kano), M.Ed. Guidance and Counselling (Ibadan), B.A. Ed. Educational / Geography (Kano), NCE, ATC/ABU (Zaria) Department of Arts and Social Sciences Education Faculty of Education University of Ilorin, Ilorin, Nigeria. E-Mail: onimisiekuh@yahoo.com abdullahi@unilorin.edu.ng Office Location: Room 7, Arts and Social Sciences Education Block; Faculty of Education, University of Ilorin, Ilorin, Nigeria. Consultation Hours: 8.00 am - 10.00 (Tuesdays) 2.00 pm - 4.00 pm (Wednesdays)

Course Content Theories of Learning; their classroom implications on various educational practices. Developmental stages in childhood, adolescence and adulthood. Interaction processes with the environment and influence of these on intellectual, social and emotional development. Course Description The course provides an overview and definitions of theories of learning and discusses the principles generated and their implication on various educational practices, the personalities of theorist and their contributions to knowledge. It also highlights the similarities and criticisms of the theories. As learning centres on man, the course provides in-depth knowledge of the developmental stages in childhood, adolescence and adulthood and their learning implications. It further examines the impact of interaction on man in his environment as well as the influence of such interaction on intellectual, social and emotional development. The global view on pedagogical materials and the influence on learning materials will also be examined. Course Justification The bedrock of human existence, growth and development centres on learning; that is, a relatively permanent experience. For foundational knowledge, human beings must have sufficient knowledge of what is learning, learning mechanisms, in terms of theories, the influence of human growth and development as well as how environment has impacted on learning experience. Expert opinion in psychology is briefly examined as basis for detailed learning and understanding of human beings. Course Objectives The main objective of the course is to introduce the basic concepts needed to develop an in-depth knowledge of human learning in his environment. The course I also designed to developmental stages of man and their impact on learning. By the end of the course, the students will be able to:

(i) (ii) (iii) (iv) (v) (vi)

Explain the basic concepts of learning and theories of learning. Explain the stages of human growth and development Explain the implication of learning at various stages Be equipped with the basic knowledge of human growth and development Explain the influence of environment on human learning capacity Explain the problems of human learning and suggest meaningful solution in the African context.

Course Requirements Students are required to attend normal lectures, read extensively in order to contribute meaningfully, list and discuss in details three types of learning theories, articulate the development stages and show the impact of environment on learning abilities interms of intelligence, moral, social and emotional development. To qualify to sit for examination at the end of the course; an individual is expected to have 75% lecture attendance. It is also required of the students to submit soft and hard copies of their experience gained from the course content. Methods of Grading S/N TYPE OF GRADING 1. Test 2. Assignment 3. Report of each student 4. Participation in class discussion 5. Final examination TOTAL

SCORE (%) 10 10 15 5 60 100

Course Delivery Strategies Lecturing method will be the major strategy of course delivery. There will be individual course report to be presented in a seminar form. There will also be an online exchange of ideas. Lecture Content Week 1: Definitions and overview of the course content Objectives: The objective is to define the main concepts and have an overview of the course content, i.e. the definition of Psychology, its origin and study. Learning the meaning of theory. The need for a theory, and the advantages or importance of psychology to mankind. Description: Definition of the main concepts: Psychology, Learning theory, the need for theory, the origin and development of psychological knowledge, the branches of psychology, the advantage or importance of theory of learning, various schools of thought in psychology. Study Questions: 1. What is psychology? 2

2. 3. 4. 5. 6.

What was its origin? List and explain three schools of thought in psychology. What is the meaning of Learning? What is a theory? What are theories in psychology called @Theories of Learning?of learning called Theories of Learning? Why do we study psychology? List and describe branches of psychology.

Reading list: 1. Abdullahi4, O. E. (2003). Handbook in Psychology of Learning. 2. Blavi1, B.M.; R.S. Simpson; R.H. (1962). Educational psychology. New York. Macmillan Pub. Co. Inc. (pp.3-22; 105-119). 3. John1 F.T. (1972) Fundamentals of psychology. Massachusetts, Library of Congress Catalog. (pp. 3-22; 182 293). 4. Hilgard4, E.R.; Azkinson, R.C.; Rita, L. A. (1975) (6th ed.); Psychology. USA, Library Congress Catalog Card; (PP 3-30; 31-66; 247-268). Week 2: Theories of Learning and Classroom implications

Objectives: The main objective is that by the end of the week, the students should be able to list the proponents of popular theories of the contributions of learning and be able to list and explain one of such theorists. Description: (i) Edward L. Thomdikes Connectionism or Trial by Error (ii) Ivan Parlovs Classical Conditioning Discuss the above learning theories under the following headings: (a) Brief history of the proponent of the theory (b) Experimental procedures and observations (c) Principles of Laws derived from the experiment (d) Main criticism by other psychologists. (e) Contribution to knowledge (Educational Practices) Study Questions: (1) Examine in brief the life history of Edward L. Thomdike (2) Explain in details the connectionism or Trial by Error Learning Theory propounded by Edward L. Thomdike. (3) What are the basic criticisms of the theory? (4) What are the contributions arising from this theory of Learning? (5) What is the relevance of the theory to Nigerian classroom situation? Reading list: 1. Abdullah4, O. E. (2004). Handbook on Theories of Learning 2. William4, N.D. (1970) General Psychology. Minnesota. Prentice Hall Inc. (pp. 309-380) 3. Hilgard1,4, E.R.; Azkinson, R.C.; Rital L.A. (1975), Psychology, Harcourt Brace Jovenovich, USA. (pp. 192-220; 247-260)

Week 3: Theories of Learning and classroom implications Objectives: The main aim is to acquaint the students with the basic knowledge of B. F. Skinners operant conditioning called Instrumental and Woflgang Kohlers (1974) Kurt Koffhs (1935) cognitive or Gestalt Insightful theory of Learning. Description: (i) Discuss B.F. Skinners Operant Conditioning (ii) Discuss Wolfgang Kohlers and Kurt Koffh cognitive Learning theory (iii) Kurt Lewins One Shot learning Study Questions: Discuss the learning theories listed above under the following headings: (a) Brief life history of such proponent of the theory of learning (b) Examine the experimental procedures and list the observations (c) Examine the Principles or laws arising from the theories (d) List the main criticisms of the theories of learning (e) Discuss the contributions of such learning theories (f) Compare and contrast connectionism with operant conditioned learning theories Reading list: 1. Abdullahi4, O. E. (2004). Handbook on Theories of Learning 2. William1I. N.D. (1970) General Psychology. Minnesota. Prentice Hall Inc. (pp. 309-380) 3. Hilgard1,4, E.R.; Azkinson, R.C.; Rital L.A. (1975), Introduction to Psychology, (6th ed.) Harcourt Brace Jovenovich, USA pp. 67-103. ISBN 015-543651. Week 4: Developmental Stages in Childhood Objectives: By the end of the week, the students should be able to: (a) Explain the prenatal stages of child development (b) Explain the factors that affect the prenatal stage of child development Description: (i) An overview of the historical development of the concept of child development by early philosophers like Plato, Aristotle. (ii) Various methods of studying a child, the merits and limitations, such as Rating Scales, Baby Biography, Time sampling, Sociometric Techniques, Questionnaires, Clinical Interviews, Tests, Projective Technique, Experiments, Cross sectional, Longitudinal and Observational methods. (iii) Hereditary, Basic Units and Process of Hereditary Transmission. (iv) Sex Determination, Genetic Denormalities Sex Linked Recessive Trials (v) Factors that affect parental abnormalities such as nutrition, infectious diseases, drugs-Tranquilizers, aspirin, LSD and Heroin, radiation RH, B blood factor, age of the mother emotional factors, etc.

Study Questions 1. Explain in details the views of Plato, Aristotle and John Dewey on child rearing practices. 2. List and examine in details the historical development of child raising practices. 3. List and explain the content, merit and limitation of some methods of child study. 4. What do you understand as hereditary in parental development of a child? 5. Explain the process of Basic Units and Process of hereditary transmission. 6. Explain the concepts of Genotype, Phenotype, Sex determination and Genetic abnormalities. 7. List and explain 10 factors that affect prenatal development. Reading List 1. Abdullahi4, O. E. (2004) Handbook on Developmental Psychology 2. Horlock1, E. B. (1973) Child Development (6th ed.) Magraw-Hill Series in Psychology. New Jersey pp. 1-95. ISBN 0-07-08531246. 3. Hilgard1,, E.R.; Azkinson, R.C.; Rital L.A. (1975), Introduction to Psychology, (6th ed.) Harcourt Brace Jovenovich, USA pp. 67-103. ISBN 0-15-543651. Week 5: Theories of child development: Sigmund Freud, Jean Praget, J. Brunei Objectives By the end of the week, the learners would be able to: (a) Explain each of Sigmund Freud, Jean Praget and Jerome Bruners theories of child development. (b) List and examine the merits and limitations of each philosophers theory. (c) Appraise the theories of child development by the three philosophers. Description (1) An overview of the historical development of the concept of child development by early philosophers like Plato, Aristotle. (2) Various methods of studying a child, the merits and limitations, such as Rating Scales, Baby Biography, Time Sampling, Sociometric Techniques, Questionnaires, Clinical Interviews, Tests, Projective Technique, Experiments, Cross sectional, Longitudinal and Observational methods. (3) Hereditary, Basic Units and Process of Hereditary Transmission (4) Sex Determination, Genetic denormalities, Sex Linked Recessive Trails (5) Factors that effect parental abnormalities such as Nutrition, infectious diseases, Drugs- Tranquilizers, aspirin, LSD and Heroin, radiation RH. Blood factor, Age of the mother emotional factors etc. Study Questions: 1.) Examine in details the stages of child development by Freud i.e. Psychosocial development. 2.) List and explain defensive identification of boys and girls. 3.) What is personality structure: Id, Ego, Super Ego 4.) What is Defence Mechanism? List and explain types of defence mechanisms. 5.) Examine in details the stages of child development by Erick H. Erickson. 6.) What is Scheme? 7.) List and explain Jean Piagets stage of child development.

8.) 9.)

List and explain Jerome Brunners stages of child development. Examine in details the relevance of each of the theories of child development listed above to education.

Reading List 1. Abdullahi4, O. E. (2003) Handbook on theories of child development. 2. Blair4, M. G., Jones, S. R. and Simpson, R. H. (1975) Educational Psychology (4th ed.) Macmillan Pub. Co. Inc. pp. 26, 64-65, 363-364, 369. ISBN: 0-02310500-3. 3. Elliot1,4, S. N., Krotochainill, T. R., Cook, L. V. and Iraunois, J. (2000) Educational Psychology. The Mcgraw-Hill Company, New Jersey pp. 35-47. Week 6: The first two years of child development Objectives: By the end of the 6th week, the students would be able to explain: b) the major characteristics of a child at 2 years c) the cognitive development of a child at 2 years d) the physical growth of a child at 2 years e) the overall influence of environmental factor on the physical and cognitive development of a child at 2 years Description: The first two years of a childs physical and cognitive development Study Questions 1) What is target seeking tendency? 2) Explain these terms, cepha locudal good proxidistal growth. 3) Examine the conceptual development of a child at 2 years. 4) What is dishabituation? 5) Examine the maturation and learning ability of a child at 2 years with reference to Gosell. 6) Examine in details the early language development of a child at 2 years 7) Examine Piagets stages of the sensorimoto period. Reading list: 1. Abdullahi4, O. E. (2004) Handbook on Developmental Psychology 2. Horlock4, E. B. (1973) Child Development (6th ed.) Magraw-Hill Series in Psychology. New Jersey pp. 109-284. ISBN 0-07-08531246. Week 7: The first two years of Child Parent Relationships Objectives By the end of the 7th week, the students should be able to explain: a) the child attachment to mother during critical period. b) the implication of these attach mechanism. c) the influence of institutionalized babies in a restricted environment. d) how infant feed is an important factor whether breast fed or not breast fed. e) some behavior modification approach to toilet training.

f) early skin to skin contact, maternal critical period, sex-typed and androgynous parents, child abuse, and multiple caretakers. Study Questions 1) Examine in details, the influence and effects of mother attachment to a child using Harlow experiment findings 2) What are the implication of these attached to the childs later behaviours? 3) What are the implications of institutionalized child? 4) Explain the role of toileting in the childs behaviours 5) What is the maternal influence on the child? 6) Explain the following concepts; (a) Skin to skin contact (b) Maternal critical period (c) Androgynous (d) Child abuse (e) Multiple caretakers 7) Explain the overall influence of the lesson on a childs later educational development Reading list: 1. Abdullahi4, O. E. (2004) Handbook on Developmental Psychology 2. Horlock1, E. B. (1973) Child Development (6th ed.) Magraw-Hill Series in Psychology. New Jersey pp. 1-95. ISBN 0-07-08531246. Week 8: Two Five years Childs Personality Development Description: Two to five years of childs development Objectives: By the end of the 8th week, the students would be able to explain: a) The concept and factors of personality development b) The influence of personality of 2-5 years of childs development c) The influence of parents personality on the child of 2-5 years d) The influence of peers on 2-5 year childs personality development e) The aggressive behaviour of 2-5 year old child f) The influences of pre-social and emotional factors on 2-5 years childs development Study question 1) What do you understand as personality? Explain the origin of the concept. 2) Examine in details the personality development of a 2-5 year child. 3) Itemize and explain the influence of parentals personality on 2-5 year child 4) Examine in details the influence of peer group on a 2-5 year child 5) What is aggressive behaviour? Examine in details the aggressive behaviour of a 2-5 year old child. 6) Explain in details the pre-social behavior of a 2-5 year child. 7) What is emotion? Explain the influence of emotional factor on a 2-5 year child

Reading list 1. Abdullahi4, O. E. (2004) Handbook on Developmental Psychology 2. Hilgard1, E.R.; Azkinson, R.C.; Rital L.A. (1975), Introduction to Psychology, (6th ed.) Harcourt Brace Jovenovich, USA pp. 364-394. ISBN 0-15-543651. 3. Horlock1, E. B. (1973) Child Development (6th ed.) Magraw-Hill Series in Psychology. New Jersey pp. 491-518, 523-557. ISBN 0-07-08531246. Week 9: Adolescence I Objectives: By the end of the 9th week, the students would be able to explain: a. the physical growth of an adolescence b. the social development of adolescence c. in details, the educational implication of the physical, sexual and social development of an adolescent. Description: The physical, sexual and social development of an adolescent Study Questions: 1. Who is an adolescent? 2. What are the characteristics of an adolescent? 3. What are the adolescents developmental tasks. 4. Explain in details, the differences between a male and a female adolescent 5. Explain in details the physical characteristics of adolescence in line with: a.Stages of development b. thinking in terms of cohorts c. impact of puberty d. differences in terms of maturation e. concern about appearance. 6. Explain the sexual development of an adolescent with specific reference to psychoanalytic interpretation of an adolescent sexuality 7. Explain the social development of an adolescent with specific reference to Ericksons psychosocial interpretation of adolescent identity Reading list: 1. Abdullahi4, O. E. (2004) Handbook on Developmental Psychology 2. Blair1, M. G., Jones, S. R. and Simpson, R. H. (1975) Educational Psychology (4th ed.) Macmillan Pub. Co. Inc. pp. 75-104. ISBN: 0-02-310500-3. 3. Adegoke1, A. A. (2003) Adolescents in Africa. Haddesh Pub. Co. Ilorin, Nigeria. Week 10: Adolescence II Objectives: By the end of the 10th week, the students would be able to explain: a) the cognitive development of an adolescent b) the moral development of an adolescent c) the emotional development of an adolescent d) the educational implications of the cognitive, moral and emotional development of an adolescent

e) the differences in cognitive, moral and emotional characteristics of male and female adolescent f) the cognitive deficit among African children Description: The cognitive, moral and emotional development of adolescence. Study questions: 1. List and examine the stages of cognitive development of an adolescent 2. Explain in details adolescence moral development with specific reference to Kohlbergs theory of moral development 3. Explain in details, the adolescence emotional stages of development and examine the educational implication 4. Explain the differences between male and female adolescents moral, cognitive and emotional characteristics 5. Explain the following terms with specific reference to adolescence i.) Identity status and identity diffusion type ii.) Moratorium type, suffering for enclosure types iii.) Unquestioning endorsement of goals and values of parents iv.) Identity academic achievement and underachievement v.) Behaviour disorders in adolescence vi.) Suicide triggers vii.) Examine the factors of cognitive deficit among African children Reading list 1. Blair1, M.G. Jones, S. R and Simpson, R. H. (1975) Educational Psychology. (4th ed.) Macmillan Pub. Co. Incorporated (pp. 363-387) ISBN: 0-02-310500-3. 2. Smith1, Boyd (1995) Psychology Science and Understanding Week 11: Adulthood: Interaction processes within the environment Objectives: By the end of the 11th week, the students should be able to explain: a. the concept and origin of personality b. two theories of personality development c. the factors of personality development d. the following concepts: Introversion, Extroversion, Body structures Phlegmatic and Endomorphic. Description Personal development and interaction within the environment at adulthood. Study questions: 1. Define the concept of personality and explain its historical origin. 2. List and explain three theories of personality development. 3. Examine critically the factors of personality development. 4. Explain in details the controversy of nature and nurture in human development. 5. Write short notes on the following concepts: (a) Introversion and Extroversion

(b) (c) (d) (e) Reading list:

An adult body structure. Anxiety and trait factors. Human abnormality in Adulthood. Examine the role of environment in the personality of adulthood.

1. Travers1, J. F. (1972) Fundamentals of educational psychology. International Textbook Company, Boston pp. 399-429. ISBN: 1-7002-22790 2. Hilgard1, E.R.; Azkinson, R.C.; Rital L.A. (1975), Introduction to Psychology, (6th ed.) Harcourt Brace Jovenovich, USA pp. 364-394. ISBN 0-15-543651. 3. Horlock1, E. B. (1973) Child Development (6th ed.) Magraw-Hill Series in Psychology. New Jersey pp. 523-557. ISBN 0-07-08531246. Week 12: Emotional Intelligence Objectives: By the end of week 12 the learners would be able to explain: (a) The origin of the concept of emotional intelligence. (b) The academic definition of emotional intelligence. (c) Theories of emotional intelligence and its criticism. (d) The rationale for the advocacy of the inclusion of emotional intelligence in tertiary education. (e) Explain the benefits of emotional intelligence. (f) The role of teachers in emotional intelligence in tertiary education. (g) The socialization of emotional competencies in man and woman and its implications. Description: Emotional intelligence in Nigerian Higher Institutions. Study Questions: 1. Explain the academic definition and history of emotional intelligence. 2. Examine in details some of the theories of emotional intelligence and their criticisms. 3. Explain the rationale for the inclusion of emotional intelligence in tertiary education. 4. Explain the benefits of emotional intelligence with particular reference to Nigerian education system. 5. Explain the roles of teachers in the inclusion of emotional intelligence in the the Nigerian tertiary educational. 6. Examine, in details, the socialization of emotional competencies in man, woman and its implications in the Nigerian context. Reading List: 1. Abdullahi1, O.E. (2009). Introducing emotional intelligence in the Nigeria High education. Journal of Education Review 2 (2) 97 103

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2. Gazzard3, A. (2000). Emotional Intelligence: Does philosophy have a part to play? Being an article presented as a paper at the 5th NAACI conference. Van couver, Canada. 3. Bar-On1,2 (2006). Emotional Quotient Inventory (Eo-O: Technical Manual, Mutti Health Systems. Toronto 4. Cole1, Six Miners, C.T.H. (2006). Emotional Intelligence, cognitive intelligence and job \ performance: Administrative Science Quarterly 5 (1) 128 5. Goleman1, D. (1995). Emotional Intelligence. New York. Bantan Books. 6. Goleman1, D. (1995) Emotional Intelligence New York. Bantan Books. 7. Goleman1, D. (1998) Working with emotional Intelligence New York Bantan. Books. 8. Haward1, G (1983). Frames of Mind. New York Basics Books. 9. Landy1, F.J. (2005). Some historical scientific issues related to research on emotional intelligence, Journal of Organizational Behavior 26 411 424 10. Hein1, S. (2005). Introduction to emotional intelligence. 11. Mayor1 J. O. & Salovey, P. (1997). What is emotional Intelligence? In P. Salovey & Slayter (eds) Emotional development and Emotional Intelligence: Implication for education (pp. 3. 31). New York Basic Books. 12. Salovey1, P. & Mayor, J. D. (1990). Emotional Intelligence. Imagination Cognition and Personality. 9-185 211 Nigeria (2004; National Policy on education, Lagos. 13. Payne1, W.L. (1983/1986). A study of emotion: developing emotional intelligence: Self integration, relating to fear: pain and desire. Dissertation Abstracts International: 47P. 203A University microfilm No. AAC 8605928.

Week 13:

Educational psychology as a foundation in teacher education: performing an old notion

Objectives: By the end of the 13th week, the learners would be able to explain: a.) the rethinking in Educational Psychology b.) dilemma in the Learning and Teaching of Educational Psychology c.) assumptions underlying Psychology as a foundation d.) beliefs about knowledge and understanding Psychology e.) the knowledge of the Psychology of teachers learning f.) the adaptation of the content and methods of Educational Psychology g.) some theories in Educational Psychology, i.e. theory of teaching, instruction and their and applications. Description: Educational Psychology as a Foundation in Teacher Education Study questions: 1.) What is Educational Psychology? 2.) What are the role of Educational Psychology in teaching and learning? 3.) Explain the benefits of the knowledge of Educational Psychology to a teacher

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4.) How can the knowledge of psychology ( Educational Psychology) assist in the context of educational policy? 5.) Explain some theories of psychology ( Educational Psychology) 6.) Examine the role of Educational Psychology in the context of educational method i.e. theory of teaching, instructional theory and application. Reading list: Peneolope3, L., Peterson, C. M. & Partie W.D. (1990). Educational Psychology as a Foundations in teacher education. Reforming an old notion; Teacher College Record 1-9 Week 14: Revision and Face to Face Interaction

Objectives: By the end of the 14th week, the learners should be able to: a) appraise the content that was taught in the course b) appraise the relevance of Educational Psychology in the Nigerian school environment c) appraise the problems and prospect of the trend of Educational Psychology with reference to the Nigerian School environment. Description Revision of the course content and asking and answering of questions related to the course content. Week 15: Objectives: This is to examine, and evaluate the learners achievements in the course for the purpose of certification. Description: Four questions will be set and candidates will be required to answer all. Maximum score obtainable: 60 marks. General Reading List: 1. Travers1, J. F. (1972) Fundamentals of educational psychology. International Textbook Company, Boston pp. 399-429. ISBN: 1-7002-22790 2. Hilgard1, E.R.; Azkinson, R.C.; Rital L.A. (1975), Introduction to Psychology, (6th ed.) Harcourt Brace Jovenovich, USA pp. 364-394. ISBN 0-15-543651. 3. Horlock1, E. B. (1973) Child Development (6th ed.) Magraw-Hill Series in Psychology. New Jersey pp. 523-557. ISBN 0-07-08531246. 4. Blair1, M.G. Jones, S. R and Simpson, R. H. (1975) Educational Psychology. (4th ed.) Macmillian Pub. Co. Incorporated (pp. 363-387) ISBN: 0-02-3105003. Examination

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5. Danbor1, N. W. and Jenkins, J. J. (1970) General Psychology:Modeling behaviour and experience. Prentice-Hall International, Inc. London pp. 15-38, 345-426, 513-560. ISBN 13-350843-9. 6. Elliot1, S. N., Kratochimill, T. R. Cook, L. V., Iramers, J. (2000) Educational Psychology. The Mcgraw-Hill Company. New Jersey pp. 14-21, 28-65, 35-47, 51-68, 70-89, 199-243, 245-321. 7. Fontana1, D. (1981) Psychology for teachers. The British Psychological Societies, Great Britain, pp. 1-402 8. Kauchak1, M. (1999) Educational Psychology. Mcgraw-Hill Sciences in Psychology, New Jersey pp. 27-45, 53-63, 70-109, 150-179, 197-227, 242307. 9. Hendrikz1, E. (1986) Introduction to educational psychology, Mcmillian, Hong Kong pp. 1-205. 10. Lewis1, J. R. and Allen, V. L. (1976) cognitive Learning in Children. Thomas and Strategies, Academic Press, UK pp. 5-288. 11. Abdullahi1, O.E. (2009). Introducing emotional intelligence in the Nigeria High education. Journal of Education Review 2 (2) 97 103 12. Gazzard3, A. (2000). Emotional Intelligence: Does philosophy have a part to play? Being an article presented as a paper at the 5th NAACI conference. Van couver, Canada. 13. Bar-On3 (2006). Emotional Quotient Inventory (Eo-O: Technical Manual, Mutti Health Systems. Toronto 14. Cole1, Six Miners, C.T.H. (2006). Emotional Intelligence, cognitive intelligence and job \ performance: Administrative Science Quarterly 5 (1) 128 15. Golema1, D. (1995). Emotional Intelligence. New York. Bantan Books. 16. Goleman1, D. (1995) Emotional Intelligence New York. Bantan Books. 17. Goleman1, D. (1998) Working with emotional Intelligence New York Bantan. Books. 18. Haward1, G (1983). Frames of Mind. New York Basics Books. 19. Landy1, F.J. (2005). Some historical scientific issues related to research on emotional intelligence, Journal of Organizational Behavior 26 411 424 20. Hein1, S. (2005). Introduction to emotional intelligence. 21. Mayor1 J. O. & Salovey, P. (1997). What is emotional Intelligence? In P. Salovey & Slayter (eds) Emotional development and Emotional Intelligence: Implication for education (pp. 3. 31). New York Basic Books. 22. Salovey1, P. & Mayor, J. D. (1990). Emotional Intelligence. Imagination Cognition and Personality. 9-185 211 Nigeria (2004; National Policy on education, Lagos. 23. Payne1, W.L. (1983/1986). A study of emotion: developing emotional intelligence: Self integration, relating to fear: pain and desire. Dissertation Abstracts International: 47P. 203A University microfilm No. AAC 8605928. Legend 1) Available in the University Library 2) Available in Local Bookshops. 3) Available on the Internet. 4) Personal Collection. 5) Departmental Library.

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