BPC-001 General Psychology

UNIT 1 INTRODUCTION, DEFINITION AND CONCEPT OF PSYCHOLOGY

Structure
1.0 Introduction 1.1 Objectives 1.2 Psychology: its origin and evolution
1.3 Definition of Psychology 1.3.1 Early Definitions 1.3.2 Current Definitions
1.3.3 Nature and Characteristics of Behaviour
1.4 Psychology as a Science 1.4.1 Characteristics of Science 1.4.2 Psychology: What is and what it is not?
1.4.3 Pseudo Sciences/Pseudo-Psychologies 1.4.4 Principles of Critical Thinking 1.4.5 The Tasks of Psychology
UNIT 2 BRANCHES AND FIELDS OF PSYCHOLOGY
Structure
2.0 Introduction 2.1 Objectives 2.2 Psychology: Its Relation to other Sciences
2.3 Branches and Fields of Psychology 2.3.1 Early Divisions 2.3.2 Basic Fields 2.3.3 Applied Fields
2.3.4 Both Basic and Applied Fields 2.4 Psychologists: what do they do?
UNIT 3 SYSTEMS AND THEORIES OF PSYCHOLOGY
Structure
3.0 Introduction 3.1 Objectives 3.2 A Historical Review of the Development of Psychology
3.3 Systems of Psychology/Viewpoints 3.3.1 Early Schools of Psychology 3.3.2 Modern Perspectives
UNIT 4 APPLICATION OF PSYCHOLOGY TO DIFFERENT DISCIPLINES
Structure
4.0 Introduction 4.1 Objectives 4.2 Psychology and the Social /Behavioural Sciences
4.2.1 Psychology and Economics 4.2.2 Psychology and Political Science 4.2.3 Psychology and Education
4.3 Psychology and Other Sciences 4.3.1 Psychology and the Biological Sciences
4.3.2 Psychology and the Physical Sciences 4.3.3 Psychology and the Medical Sciences
4.4 Psychology and Some Other Disciplines 4.4.1 Psychology and Engineering 4.4.2 Psychology and Cognitive
Science 4.4.3 Psychology and Environmental Sciences 4.4.4 Psychology, Law, and Criminology
UNIT 1 THEORETICAL PERSPECTIVES OF DEVELOPMENT
Structure
1.0 Introduction 1.1 Objectives 1.2 Meaning of Development 1.3 Continuous vs. Discontinuous Development
1.4 Domains of Development 1.5 Different Theoretical Perspectives 1.5.1 Cognitive Approach
1.5.2 Evolutionary 1.5.3 Learning 1.5.4 Endocrinology 1.5.5 Psychodynamic 1.5.6 Social-Cognitive
1.5.7 Socio-cultural

UNIT 2 BIOLOGIAL DEVELOPMENT (DEVELOPMENT OF THE BRAIN AND NERVOUS SYSTEM)

Structure
2.0 Introduction 2.1 Objectives 2.2 Development of the Brain 2.3 Cells 2.3.1 Receptor Cells 2.3.2 Effector Cells
2.4 Neuron 2.5 Nerve Impulse 2.6 Nervous System 2.6.1 Central Nervous System 2.6.2 Peripheral Nervous System
UNIT 3 COGNITIVE DEVELOPMENT
Structure
3.0 Introduction 3.1 Objectives 3.2 Attention 3.2.1 Cognitive Inhibition 3.2.2 Determinants of Attention
3.2.3 Types of Attention 3.3 Language 3.3.1 Characteristics of Language 3.3.2 Functions of Language
3.3.3 Language as a Means of Socialisation 3.4 Executive Functions 3.5 Intelligence 3.5.1 Types of Intelligence
3.5.2 Mental Age 3.5.3 Intelligence Quotient 3.5.4 Measurement of Intelligence 3.5.5 Uses of Intelligence Tests
3.6 Theories of Intelligence 3.7 Heredity and Environment Influences
UNIT 4 PERCEPTUAL DEVELOPMENT
Structure
4.0 Introduction 4.1 Objectives 4.2 Aspects of Perceptual Developments 4.3 Critical Periods
4.3.1 Language Acquisition 4.3.2 Second Language Acquisition 4.4 Sensorimotor Activities 4.5 Sensory Acuity
4.5.1 Visual Acuity 4.6 Sensory Deprivation 4.7 Theories of Perceptual Development
UNIT 1 DEFINITION AND CONCEPT OF SENSATION AND PERCEPTION
Structure
1.0 Introduction 1.1 Objectives 1.2 Meaning of Sensation 1.2.1 Human Senses and Physical Energy
1.2.2 Process of Sensation 1.3 Our Senses 1.3.1 Vision 1.3.1.1 Visual Aquity 1.3.1.2 Blind Spot
1.3.2 Hearing 1.3.2.1 Structure of Ear 1.3.3 Smell 1.3.4 Taste 1.3.5 Skin senses 1.3.6 Kinesthetic Sense
1.4 Perception 1.4.1 Process of Perception 1.4.2 Perceptual Constancy 1.4.3 Perceptual Organisation
UNIT 2 PSYCHOPHYSICS: THRESHOLD, SIGNAL DETECTION THEORY
Structure
2.0 Introduction 2.1 Objectives 2.2 Psychophysics 2.3 Threshold 2.4 Psychophysical Methods
2.5 The Webser’s Law 2.6 The Fechner”s Law 2.7 Steven’s Power Law 2.8 Response Bias
2.9 Signal Detection Theory 2.10 The ROC Curve 2.11 Signal Detection and Decision Process
UNIT 3 THE VISUAL SYSTEM: WAVE LENGTH, AMPLITUDE, STRUCTURE OF THE EYE,COLOUR VISION
THEORY,ILLUSION, PERCEPTION OF PAIN PHANTOM LIMB EXPLANATION
Structure
3.0 Introduction 3.1 Objectives 3.2 Visual System 3.2.1 The Structure of the Eye 3.2.2 Functions of Visual System
3.2.3 The Duplicity Theory of Vision 3.2.4 Colour Vision 3.2.5 The Dimensions of Colour 3.3 The Theories of Colour
Vision 3.3.1 Trichromatic Theory 3.3.2 The opponent Process Theory 3.4 Illusions 3.5 Phantom limb Explanation
3.6 Physiological Explanation 3.7 Psychological Explanation
UNIT 4 LEARNING AND MEMORY: DEFINITION; CHARACTERISTIC FEATURES; OBSERVATIONAL,
EXPERIMENTAL LEARNING; SENSORY, SHORT TERM AND LONG TERM MEMORY; INFORMATION
PROCESSING MODEL
Structure
4.0 Introduction 4.1 Objectives 4.2 Learning: Definitions and Characteristics 4.2.1 Observational Learning
4.2.2 Experimental Learning 4.2.2.1 Classical Conditioning 4.2.2.2 Higher Order Conditioning
4.2.2.3 Temporal Relations Between CS and UCS 4.2.2.4 Instrumental Conditioning
4.2.2.5 The Operant Approach 4.3 Sensory, Short Term and Long Term Memory: Information Processing Model
4.3.1 Definitions of Memory 4.3.2 Short Term Memory (STM) 4.3.3 Long Term Memory (LTM)
4.3.4 Forgetting from LTM 4.3.5 Varieties of LTM 4.3.6 Information Processing Model
UNIT 1 INTRODUCTION TO SOCIAL BEHAVIOUR – CONCEPT, PERCEIVING AND BEHAVING , SOCIAL
INTERACTION
Structure
1.0 Introduction 1.1 Objectives 1.2 Definition of Person Perception and Impression Formation
1.2.1 Impression Formation 1.2.2 Impression Formation through Stereotyping
1.2.3 Non-Verbal Behavioural Cues 1.2.4 Detecting Deception in the Self-Presentations of Others
1.2.5 Forming Personality Impressions 1.2.6 Central Traits and Forming Impressions
1.3 Biases in Personality Judgment 1.3.1 Implicit Personality Theory
1.3.2 Self-Concept and the False Concept Bias 1.3.3 Positivity Bias 1.3.4 Negativity Bias
1.3.5 Primacy and Recency Effects 1.3.6 Making Attributions 1.4 Heider’s Naïve Psychology
1.4.1 Primary Dimensions of Causal Experience 1.5 Theories of Attributions 1.5.1 Correspondent Inference Theory
1.5.2 Kelly’s Co Variation Theory/Model 1.5.3 Biases in Attribution. 1.5.4 The Role of Perceptual Salience
1.5.5 The Actor – Observer Effect 1.5.6 Social Perceivers being Good or Bad
1.6 Social Interaction 1.6.1 Interdependent Sets of Factors in Social Situations
1.6.2 Factors Related to the Prevailing Relations Among Participants
1.6.3 Set of Factors Pertaining to the Characteristics of the Activity, Task, Problem or Occasion at Hand
1.6.4 Set of Factors Pertaining to thel Ocation and Facilities
1.6.5 Set of Factors Pertaining to the Individual Participants Relation to the above 3 Sets of Factors
1.6.6 Differential Effects of Social Status 1.6.7 Awareness in “Verbal Conditioning” Experiments
1.6.8 Milgram’s Experiments on Reacrtions to Authority 1.6.9 Actions of Other Persons Like Ourselves
1.6.10 Agreement with Another’s Judgment in Situations Varying in Structure 1.6.11 Moving with the Crowd has Limits
UNIT 2 INTENTION, ATTITUDES AND INTEREST: DEVELOPMENT AND MANAGEMENT
Structure
2.0 Introduction 2.1 Objectives 2.2 Definition of Attitudes, Intention and Interest
2.3 Theories of Attitude Organisation 2.3.1 Consistency as an Organising Principle
2.3.2 Heider’s Balance Theory of Attitude Organisation 2.3.3 Newcomb’s Theory of Symmetry
2.3.4 Osgood and Tannenbaum’s Theory of Congruity 2.3.5 Festinger’s Theory of Cognitive Dissonance
2.3.6 McGuire’s Two-Process Theory of Consistency 2.3.7 Katz and Statland’s Theory of Attitude Change
2.3.8 Kelman’s Three Process Theory of Attitude Change
2.3.9 Rosenberg’s Theory of Affective Cognitive Consistency 2.4 Festinger’s Theory of Cognitive Dissonance
2.5 Formation of Attitudes and Factors in Attitude Change 2.5.1 Factors in Formation of Attitudes
2.5.2 Factors Causing Attitudinal Change 2.5.3 Characteristics of the Source of Communication and Attitude Change
2.5.4 Medium of Communication 2.5.5 Form and Content of Communication 2.5.6 Situational Factors
2.5.7 Brainwashing 2.5.8 Group Affiliation 2.6 Intention 2.6.1 Characteristics of Intention 2.6.2 Theories of Intention
2.6.3 Behavioural Beliefs and Attitude Towards Beahviour 2.6.4 Strengths and Weaknesses of Theories of Intention
2.6.5 Application of Theory 2.7 Social Influence
UNIT 3 SOCIAL DISTANCE : STATUS DISTANCE, BEHAVIOURAL DISTANCE, THE SOCIO CULTURAL FIELD,
SPACE AND FORCE
Structure
3.0 Introduction 3.1 Objectives 3.2 Concept of Social Distance 3.3 Types of Social Distance
3.4 Bogardus Social Distance Scale 3.5 Rank and Behaviour 3.6 Status Disequilibrium and Behaviour
3.7 Status Theory 3.7.1 Status Components 3.7.2 Status Mobility 3.8 Social Learning Theory
UNIT 4 CONFLICT IN THE SOCIAL CULTURAL FIELD, THE ELEMENTS AND PROCESS OF SOCIAL CONFLICT,
THE NATURE OF POWER, SOCIAL POWER AND FAMILY POWER
Structure
4.0 Introduction 4.1 Objectives 4.2 Definition of Social Conflict 4.3 Violence 4.4 Conflict of Interest
4.5 Social Power and Special Power 4.5.1 Coercive Power 4.5.2 Bargaining Power
4.5.3 Power as Status 4.6 Essence of Power 4.6.1 Power Relative or Absolute 4.6.2 Identive Power
4.6.3 Assertive Power 4.6.4 Power and Interests 4.6.5 Force and Physical Power 4.7 Family Power
BPC-002 Developmental Psychology
UNIT 1 INTRODUCTION TO LIFE SPAN DEVELOPMENT, DEFINITION, CONCEPT AND CHARACTERISTIC
FEATURES
Structure
1.0 Introduction 1.1 Objectives 1.2 Life Span Development 1.2.1 Issues in Human Development
1.2.2 Stages of Development 1.3 Concept of Life Span Development 1.3.1 Definition of Life Span Development
1.3.2 Periods of Development 1.3.3 Human Development Domains 1.4 Characteristic of Life Span Development
1.5 Significant Facts about Development 1.6 Theories of Child Development
UNIT 2 THEORIES OF HUMAN DEVELOPMENT
Structure
2.0 Introduction 2.1 Objectives 2.2 Psychodynamic Theories 2.2.1 Sigmund Freud’s Theory
2.2.2 Erik Erikson’s Psychsocial Theory 2.3 Humanistic Theories 2.3.1 Abraham Maslow’s Theory
2.3.2 Carl Roger’s Theory 2.4 Behaviouristic Theories 2.4.1 Ivan Pavlov’s Classical Conditioning Theory
2.4.2 B. Frederick Skinner’s Operant Conditioning Theory 2.4.3 Difference between Classical and Operant
Conditioning 2.5 Cognitive Theory 2.5.1 Jean Piaget’s Theory
UNIT 3 PRENATAL, PERINATAL, ANTENATAL AND POSTNATAL DEVELOPMENT
Structure
3.0 Introduction 3.1 Objectives 3.2 Prenatal Development 3.2.1 Definitions of Prenatal Period
3.3 Issues in Development 3.4 Principles of Development 3.5 Prenatal Period 3.5.1 Period of Prenatal Development
3.5.2 Hazards during Prenatal Development 3.6 Postnatal Period 3.6.1 Adjustments to Postnatal Period
3.6.2 How Birth Affect Postnatal Development 3.6.3 Stages of Postnatal Development
UNIT 4 PERCEPTUAL AND LANGUAGE DEVELOPMENT
Structure
4.0 Introduction 4.1 Objectives 4.2 Perceptual Development 4.2.1 Process of Perceptual Development
4.2.2 Milestones in Perceptual Development 4.2.3 Critical Periods 4.2.4 Constructivist and Ecological Views
4.2.5 Perceptual Processing in Infancy 4.2.6 Perceptual Development Beyond Infancy 4.3 Language Development
4.3.1 Stages of Language Development 4.3.2 Theoretical Viewpoints of Language Development
4.3.3 Factors Affecting Language Development
UNIT 1 PHYSICAL AND MOTOR DEVELOPMENT, PSYCHO SOCIAL DEVELOPMENT
Structure
1.0 Introduction 1.1 Objectives 1.2 Psychosocial Development: Definition 1.2.1 Psycho Social Development
1.3 Erickson’s Theory of Psycho Social Development 1.4 Major Factors Contributing to Psycho Social Development
1.4.1 Child Rearing Practices 1.4.2 Temperament 1.4.3 Relationship with Peers
1.4.4 Pro Social Behaviour and Aggression 1.4.5 Gender 1.4.6 Play 1.4.7 Sibling Relationships
1.5 Physical Development 1.5.1 Early Childhood 1.5.2 Late Childhood 1.5.3 Major Changes
1.5.4 Late Childhood or Preteen Years (9-12 Years of Age) 1.5.5 Motor Development
UNIT 2 RELATIONSHIP IN EARLY YEARS (ATTACHMENT THEORY)
Structure
2.0 Introduction 2.1 Objectives 2.2 Relationship with Parents 2.3 Attachment Theory 2.3.1 Concepts and Terminology
2.3.2 Development of Attachment in Early Years 2.3.3 Internal Working Model of Social Relationships
2.4 Attachment Patterns 2.4.1 Secure Attachment 2.4.2 Avoidant Insecure Attachment
2.4.3 Resistant Insecure Attachment 2.4.4 Disorganised Attachment 2.4.5 Significance of Patterns
2.4.6 Factors Promoting Secure Attachments
UNIT 3 CHILD REARING PRACTICES
Structure
3.0 Introduction 3.1 Objectives 3.2 Child Rearing Practices: Concept and Terminology 3.3 Models of Parenting
3.4 The Interactive Model 3.4.1 Trait Model 3.4.2 Child Effect Model 3.4.3 Process Model 3.4.4 Transactional Model
3.4.5 Contextual Model 3.4.6 Parenting Style 3.5 Child Rearing Practices: Parenting Style and Parenting Dimensions
3.5.1 Authoritarian Style 3.5.2 Authoritative Style 3.5.3 Permissive Style 3.5.4 Uninvolved Style
3.6 The Impact of Parenting Style 3.6.1 The Reasons for Differing Parenting Styles
UNIT 4 SCREENING AND ASSESSMENT FOR DEVELOPMENTAL DISORDERS
Structure
4.0 Introduction 4.1 Objectives 4.2 Developmental Disorders: Diagnostic Guidelines
4.3 Developmental Disorders of Speech and Language 4.3.1 Diagnostic Guidelines 4.3.2 Expressive Language
4.3.3 Acquired Aphasia 4.4 Developmental Disorders of Scholastic Skills 4.4.1 Specific Reading Disorder
4.4.2 Specific Spelling Disorder 4.4.3 Disorder of Arithmetical Skills 4.5 Developmental Disorders of Motor Functions
4.6 Pervasive Developmental Disorders 4.6.1 Childhood Autism
UNIT 1 PHYSICAL DEVELOPMENT AND ADJUSTMENT
Structure
1.0 Introduction 1.1 Objectives 1.2 Adolescent Development 1.2.1 Meaning and Definition
1.3 Physical Development 1.3.1 Adolescent Males 1.3.2 Adolescent Females 1.4 Puberty
1.4.1 Adolescent Males 1.4.2 Adolescent Females
UNIT 2 SEXUAL MATURITY IN MALE AND FEMALE, IDENTITY, SELF CONCEPT AND SELF ESTEEM
Structure
2.0 Introduction 2.1 Objectives 2.2 Identity in Adolescence 2.2.1 Identity Crisis 2.2.2 Marcia’s Identity Statuses
2.3 Self Concept in Adolescence 2.4 Self- Esteem in Adolescence 2.4.1 Improving and Building of Self-esteem in
Adolescence 2.5 Peer Group Relationship 2.5.1 Adolescence Peer Culture and School
UNIT 3 RELATIONSHIP – FAMILY AND PEER GROUP
Structure
3.0 Introduction 3.1 Objectives 3.2 Adolescence Relations 3.3 Adolescence Relations with Family
3.3.1 Parenting Styles 3.3.2 Impact of Parenting Styles 3.3.3 Attachment Perspective
3.3.3.1 Parent Child Attachment in Adolescence 3.3.4 Parent Child Communication
3.4 Adolescence Relations with Peers 3.5 Peers vs. Parents
UNIT 4 INFORMATION PROCESSING AND COGNITIVE THEORY
Structure
4.0 Introduction 4.1 Objectives 4.2 Information Processing 4.2.1 Information Processing Theory
4.2.2 Information Processing Model 4.3 Cognitive Psychology 4.3.1 Cognitive Theory
4.3.2 Cognitive Information Processing
UNIT 1 PHYSICAL, PSYCHOLOGICAL AND SOCIAL CHANGES
Structure
1.0 Introduction 1.1 Objectives 1.2 Introduction to Physical Changes 1.2.1 Early Adulthood 1.2.2 Middle Adulthood
1.2.3 Late Adulthood or Old Age 1.3 Psychological and Social Changes 1.3.1 Early Adulthood
1.3.2 Middle Adulthood 1.3.3 Late Adulthood or Old Age
UNIT 2 HAVIGHURST’S DEVELOPMENTAL TASKS FOR ADULTHOOD, MIDDLE AGE AND OLD AGE
Structure
2.0 Introduction 2.1 Objectives 2.2 What is a Developmental Task? 2.2.1 Characteristics of Developmental Task
2.3 Stages of Development 2.4 Sources of Developmental Tasks 2.5 Developmental Tasks
2.5.1 Adulthood Developmental Tasks (19 – 30 years) 2.5.2 Middle-age Developmental Tasks (30 – 60 years)
2.5.3 Old Age or Later Maturity Developmental Tasks (60 Years and Over) 2.6 Overview of Developmental Tasks
UNIT 3 ERIKSON’S CONCEPT REGARDING ADULTHOOD, MIDDLE AGE AND OLD AGE
Structure
3.0 Introduction 3.1 Objectives 3.2 The Epigenetic Principle 3.2.1 Psychosocial Virtues or Strengths (Positive
Outcomes) 3.2.2 Psychosocial Maladaptations and Malignancies (Negative Outcomes)
3.3 Ego Identity 3.4 Erikson’s of Psychosocial Stage for 3.4.1 Young Adulthood 3.4.2 Middle Adulthood
3.4.3 Later Adulthood or Old Age
UNIT 4 CONCEPT AND ATTITUDE TOWARDS SUCCESSFUL AGEING, DEATH AND DYING
Structure
4.0 Introduction 4.1 Objectives 4.2 Ageing 4.2.1 Types of Ageing
4.2.2 Characteristics Associated with Successful Ageing 4.3 Domains of Successful Ageing
4.3.1 Successful Biological Ageing: Born to Live Long
4.3.2 Successful Cognitive Ageing: The Power of Comparisons
4.3.3 Successful Psychological Ageing: The Power of Well Being 4.4 Theories of Successful Ageing
4.5 Death and Dying 4.5.1 Definitions of Death and Dying 4.5.2 Attitudes Towards Death and Dying
4.5.3 Different Viewpoints of Death 4.6 Kubler-Ross Model

BPC-005 Theories of Personality

UNIT 1 DEFINITION, ORIGINS AND CHARACTERISTICS FEATURES OF PERSONALITY
Structure
1.0 Introduction 1.1 Objectives 1.2 Definitions of Personality 1.2.1 Popular Definition of Personality
1.2.2 Political Definition of Personality 1.2.3 Biophysical Definition of Personality 1.2.4 Omnibus Definition
1.2.5 Integrative Definition 1.2.6 Psychological Definition 1.3 Characteristic Features of Personality
1.4 Dimensions of Personality 1.4.1 Traits 1.4.2 Motivation 1.4.3 Temperament 1.4.4 Character
UNIT 2 FACTORS INFLUENCING PERSONALITY
Structure
2.0 Introduction 2.1 Objectives 2.2 Hereditary Factors 2.2.1 Physique and Physical Health 2.2.2 Endocrin System
2.2.3 Nervous System 2.3 Environmental Factors 2.3.1 Social Factors 2.3.2 Cultural Factors 2.3.3 Economic Factors
UNIT 3 THEORIES OF PERSONALITY (Types and Traits) (TYPES AND TRAITS)
Structure
3.0 Introduction 3.1 Objectives 3.2 Nature of Personality Theories 3.2.1 Descriptive Functions 3.2.2 Predictive Functions
3.3 Judging Personality Theories 3.3.1 Verifiability 3.3.2 Heuristic Value 3.3.3 Internal Consistency 3.3.4 Parsimony
3.3.5 Comprehensiveness 3.3.6 Functional Significance 3.4 Theories of Personality 3.4.1 Psychoanalytic Approach
3.4.2 Trait Approach 3.4.3 Constitutional Approach 3.4.4 Life-Span Approach 3.4.5 Humanistic Approach
UNIT 4 ASSESSMENT OF PERSONALITY
Structure
4.0 Introduction 4.1 Objectives 4.2 Personality Assessment 4.3 Personality Inventories 4.3.1 Cattell’s Sixteen PF Scale
4.3.2 Bell Adjustment Inventory 4.3.3 California Psychological Inventory 4.3.4 Minnesota Multiphasic Personality Inventory
4.3.5 Merits and Demerits of Inventories 4.4 Projective Methods 4.4.1 History of Projective Methods 4.4.2 Types of Projective
Tests 4.4.3 Evaluation of Projective Tests 4.5 Observational Methods 4.5.1 Rating Scales 4.5.2 Interview
UNIT 1 INTRODUCTION TO PSYCHODYNAMIC THEORIES OF PERSONALITY
Structure
1.0 Introduction 1.1 Objectives 1.2 Personality 1.3 Psychodynamics 1.3.1 History 1.3.2 Freudian Psychodynamics
1.3.3 Jungian Psychodynamics 1.3.4 Positive Psychology 1.4 Psychoanalysis 1.4.1 Key Terms of Psychoanalytical Theory
1.4.2 Strengths of Psychoanalysis 1.4.3 Criticisms of Psychoanalysis 1.5 Psychodynamic Theory of Personality
1.5.1 Psychodynamic Treatment 1.6 Other Psychodynamic Theorists
UNIT 2 PSYCHODYNAMIC THEORIES OF PERSONALITY (FREUD AND ERICKSON)
Structure
2.0 Introduction 2.1 Objectives 2.2 Introduction to Psychodynamic Theories of Personality
2.3 Psychoanalytic Theory by Sigmund Freud 2.3.1 The Conscious, the Preconscious, and the Unconscious
2.3.2 The Id, the Ego, and the Superego 2.3.3 Defense Mechanisms 2.3.4 Psychosexual Stages of Development
2.4 Erikson’s Theory of Psychosocial Development 2.4.1 The Ego Psychology 2.4.2 The Epigenetic Principles
UNIT 3 SOCIAL PSYCHOLOGICAL THEORIES OF PERSONALITY (ALFRED ADLER, ERIC FROMM, KAREN
HORNEY AND HARRY STACK SULLIVAN)
Structure
3.0 Introduction 3.1 Objectives 3.2 Introduction to Social Psychological Theories of Personality 3.3 Theory of Alfred Adler
3.3.1 Childhood 3.3.2 Birth Order 3.3.3 Therapist and Patient 3.4 Theory of Eric Fromm 3.4.1 Ways to Escape Freedom
3.4.2 Preferred Ways to Escape Freedom and the Causes 3.4.3 Human Needs 3.5 Theory of Karen Horney
3.5.1 Patterns of Neurotic Needs 3.5.2 Categories of the Needs 3.5.3 Neurotic Needs 3.6 Theory of Harry Stack Sullivan
3.6.1 Personifications 3.6.2 Modes of Experiencing 3.6.3 Developmental Epochs
UNIT 4 HUMANISTIC THEORIES OF PERSONALITY
Structure
4.0 Introduction 4.1 Objectives 4.2 Introduction to Humanistic Theories 4.3 Theory of Abraham Maslow
4.3.1 Hierarchy of Needs 4.3.2 Homeostasis 4.3.3 The Concept of Neurosis 4.3.4 Metaneeds and Metapathologies
4.4 Theory of Carl Rogers 4.4.1 Incongruity 4.4.2 Defenses 4.4.3 The Fully Functioning Person 4.4.4 Therapy
UNIT 1 TRAIT AND TYPE THEORIES OF PERSONALITY, DIFFERENCES BETWEEN TRAIT AND TYPE
Structure
1.0 Introduction 1.1 Objectives 1.2 Type Approach 1.2.1 Hippocrate’s Typology 1.2.2 Krestchmer’s Typology
1.2.3 Sheldon’s Typology 1.2.4 Jung’s Typology 1.2.5 Spranger’s Typology 1.2.6 Holland’s Typology
1.3 Evaluation of Type Theories 1.4 Trait Theories 1.4.1 Allport’s Trait Theory 1.4.2 Cattell’s Trait Theory
1.4.3 Eysenck’s Trait Theory 1.5 Trait Vs. Types
UNIT 2 ALLPORT’S TRAIT THEORY OF PERSONALITY
Structure
2.0 Introduction 2.1 Objectives 2.2 Structure of Personality 2.2.1 Definition of Personality 2.2.2 Traits or Dispositions
2.2.3 The Proprium 2.3 Dynamics of Personality 2.3.1 Functional Autonomy 2.3.2 Conscious and Unconscious Motivation
2.3.3 Psychological Maturity 2.4 Evaluation of Allport’s Thoory
UNIT 3 TYPE A AND TYPE B PERSONALITY THEORY, TRAIT THEORIES OF PERSONALITY (CARL JUNG
AND THE MYERS-BRIGGS TEST)
Structure
3.0 Introduction 3.1 Objectives 3.2 Type A and Type B Personality Theory 3.2.1 Type A Personality 3.2.2 Type B Personality
3.2.3 Development of Type A Behaviour 3.2.4 Health Implications 3.2.5 Criticism of Type A and Type B Theory
3.3 Jung’s Theory 3.3.1 Archetypes 3.3.2 The Persona 3.3.3 The Dynamics of the Psyche 3.3.4 The Self 3.3.5 The Functions
3.4 Myers Briggs® Type Indicator (MBTI)
UNIT 4 EYSENCK’S PERSONALITY THEORY AND BIG FIVE FACTOR THEORY OF PERSONALITY
Structure
4.0 Introduction 4.1 Objectives 4.2 Five Factor Model 4.3 Trait Units of Personality 4.3.1 NEO-PI-R Facet Scales Associated with
the Big Five Trait Factors 4.3.2 Research Evidence 4.3.3 Diagnosis of Personality Disorders 4.4 Eysenck’s Personality Theory
4.4.1 Definition of Personality by Eysenck 4.4.2 Hierarchical Nature of Personality 4.4.3 Structure of Personality
4.4.4 Physiological Basis of Personality
UNIT 1 CLASSICAL CONDITIONING BY PAVLOV
Structure
1.0 Introduction 1.1 Objectives 1.2 Concept of Classical Conditioning 1.3 Pavlov’s Experiment on Classical Conditioning
1.3.1 The Experiment 1.3.2 Interpretation of the Results of the Experiment 1.3.3 Principles of Classical Conditioning
1.4 Implications of Pavlov’s Classical Conditioning in Understanding Personality
1.4.1 Conditioned Emotional Responses – the Case of Little Albert 1.4.2 Classical Conditioning of Social Attitudes
1.4.3 Psychopathological Conditions Explained by Classical Conditioning 1.5 Applications of Classical Conditioning in
Psychotherapy 1.6 Critical Evaluation of Classical Conditioning
UNIT 2 OPERANT CONDITIONING BY SKINNER
Structure
2.0 Introduction 2.1 Objectives 2.2 Concept of Operant Behaviour and Operant Conditioning
2.3 Skinner’s Experiment on Classical Conditioning 2.3.1 The Experiment 2.3.2 Interpretations of the Results of the Experiment
2.3.3 Measuring Operant Behaviour 2.4 Functional Analysis of Behaviour 2.4.1 Shaping
2.4.2 Reinforcements in Operant Conditioning and its Schedules 2.4.3 Punishment
2.4.4 Generalisation and Discrimination in Operant Conditioning 2.5 Operant Conditioning and Human Behaviour
2.5.1 Skinner’s View of Human Nature 2.5.2 Psychopathology from Operant Conditioning Perspective
2.5.3 Operant Conditioning of Social Attitudes 2.6 Application of Skinnerian Principles to Psychotherapy
2.7 Critical Analysis of Skinner’s Approach to Personality
UNIT 3 DOLLARD AND MILLER THEORY OF PERSONALITY
Structure
3.0 Introduction 3.1 Objectives 3.2 The Stimulus Response Paradigm 3.3 Structure versus Dynamics of Personality: The Major
Elements 3.3.1 Habit 3.3.2 Drive 3.3.3 Cue 3.3.4 Reinforcement 3.4 Miller’s Experiment on Secondary Drives
3.4.1 Implications of Miller’s Experiment 3.5 Explanation of Social Behaviour of Human beings and Higher Mental Processes
Using the S-R Paradigm 3.5.1 Language and Culture 3.5.2 Principles of Development of the Human Child 3.6 Conflict
3.7 Psychopathology and Treatment 3.8 Critical Evaluation of Dollard and Miller’s Approach to Personality
UNIT 4 BANDURA’S SOCIAL COGNITIVE THEORY OF PERSONALITY
Structure
4.0 Introduction 4.1 Objectives 4.2 The Person as an Agent 4.2.1 Intentionality 4.2.2 Forethought 4.2.3 Self Reactiveness
4.2.4 Self Reflectiveness 4.3 Observational Learning 4.3.1 Stages and Factors of Observational Learning
4.3.2 Bandura’s Experiment on Performance Versus Acquisition 4.3.3 Vicarious Conditioning
4.4 Applications of Social-Cognitive Approach for Changing Behaviour
4.5 Social Cognitive Approach to Psychopathology and Treatment
4.5.1 Explanation of Psychopathology in Terms of Social-cognitive Learning
4.5.2 Treatment of Psychopathology Using Social-cognitive Approach
4.6 Critical Analysis of Social-Cognitive Approach to Personality

BPC-006 Social Psychology

UNIT 1 DEFINITION, CONCEPT AND RESEARCH METHODS IN SOCIAL PSYCHOLOGY
Structure
1.0 Introduction 1.1 Objectives 1.2 Definition and Concept of Social Psychology 1.2.1 Concept of Social Psychology
1.2.2 Concept of Social Behaviour 1.2.3 Concept of Social Interaction 1.2.4 Concept of Social Influence
1.2.5 Scope of Social Psychology 1.3 Research Methods in Social Psychology 1.3.1 Goals of Research in Social Psychology
1.3.2 Sources of Research in Social Psychology 1.4 Experimental Methods 1.4.1 Laboratory Method 1.4.2 Field Method
1.5 Non-Experimental Methods 1.5.1 Observation Method 1.5.2 Archival Method 1.5.3 Case Study Method
1.5.4 Correlational Method 1.5.5 Survey Method 1.6 Other Research Methods 1.6.1 Cross Cultural Method
1.6.2 Research Through Internet 1.7 Research Ethics
UNIT 2 HISTORICAL PERSPECTIVE OF SOCIAL PSYCHOLOGY, SOCIAL PSYCHOLOGY AND OTHER
RELATED DISCIPLINES
Structure
2.0 Introduction 2.1 Objectives 2.2 Historical Perspective 2.2.1 Social Philosophers 2.2.2 Pioneer Anthropologists
2.2.3 British Evolutionists 2.2.4 Early Sociologists 2.3 Landmarks in the History of Social Psychology
2.4 Social Psychology and other Related Disciplines 2.4.1 Levels of Analysis of Behaviour
2.4.2 Social Psychology and General Psychology 2.4.3 Social Psychology and Sociology
2.4.4 Social Psychology and Anthropology 2.4.5 Social Psychology and Ethics 2.4.6 Social Psychology and Political Science
2.4.7 Social Psychology and Economics 2.4.8 Significance of Social Psychology Today
UNIT 3 SOCIAL AND PERSON PERCEPTION– DEFINITION, DESCRIPTION AND FUNCTIONAL FACTORS
Structure
3.0 Introduction 3.1 Objectives 3.2 Social Cognition – Description and Nature 3.3 Social Perception – Definition
3.4 Mechanisms Social Perception 3.4.1 Understanding Temporary States 3.4.2 Basic Channels Non-verbal Communication
3.5 Understanding of the Most Permanent or Lasting Characteristics – Attributions 3.5.1 Types of Attributions
3.5.2 Theories of Attributions 3.6 Impression Formation 3.7 Implicit Personality Theory 3.8 Person Perception
3.8.1 Mechanisms of Person Perception
UNIT 4 COGNITIVE BASIS AND DYNAMICS OF SOCIAL PERCEPTION AND PERSON PERCEPTION
Structure
4.0 Introduction 4.1 Objectives 4.2 Cognitive and Motivational Basis of Social and Person Perception
4.2.1 Impression Formation and Management 4.2.2 Impression Management 4.2.3 Theories of Self Presentation
4.2.4 Self Presentation Tactics 4.2.5 Individual Differences in Self Presentation 4.3 Bias in Attribution 4.4 Schemas
4.5 Role of Emotions, Motivation in Information Processing 4.6 Motivated Person Perception
4.7 Effect of Cognitive and Emotional States 4.7.1 Emotion, Mood and Social Influence 4.7.2 Automatic Evaluation
4.7.3 Motivation and Inferences 4.7.4 Suppressing Thoughts and Emotions
UNIT 1 DEFINITION, CONCEPT, DESCRIPTION, CHARACTERISTIC OF ATTITUDE
Structure
1.0 Introduction 1.1 Objectives 1.2 Defining Attitudes 1.3 Attitudes, Values and Beliefs 1.3.1 Attitudes and Values
1.3.2 Attitudes and Beliefs 1.4 Formation of Attitudes 1.4.1 Classical Conditioning 1.4.2 Instrumental Conditioning
1.4.3 Observational Learning 1.4.4 Genetic Factors 1.5 Functions of Attitudes 1.5.1 Utilitarian Function
1.5.2 Knowledge Function 1.5.3 Ego-Defensive Function 1.5.4 Value-Expressive Function 1.5.5 Social Identity Function
UNIT 2 COMPONENTS OF ATTITUDE
Structure
2.0 Introduction 2.1 Objectives 2.2 ABCs of Attitudes 2.2.1 Affect 2.2.2 Cognition 2.2.3 Behaviour 2.3 Properties of Attitudes
2.3.1 Attitude Strength 2.3.2 Attitude Accessibility 2.3.3 Attitude Ambivalence
UNIT 3 PREDICTING BEHAVIOUR FROM ATTITUDE
Structure
3.0 Introduction 3.1 Objectives 3.2 Relationship between Attitude and Behaviour 3.3 Attitudes Predict Behaviour
3.3.1 True Versus Expressed Attitudes 3.3.2 One Instance Versus Aggregate 3.3.3 Level of Attitude-behaviour Specificity
3.3.4 Self Awareness 3.3.5 Attitude Strength 3.3.6 Attitude Accessibility 3.4 Attitudes Determine Behaviour?
3.5 Behaviour Determine Attitudes 3.5.1 Role Playing 3.5.2 Foot in the Door Phenonmenon 3.6 Behaviour and Moral Attitudes
UNIT 4 EFFECTING ATTITUDINAL CHANGE AND COGNITIVE DISSONANCE THEORY, COMPLIANCE OF
ELFPERCEPTION THEORY, SELFAFFIRMATION
Structure
4.0 Introduction 4.1 Objectives 4.2 Self Presentation 4.3 Cognitive Dissonance 4.4 Cognitive Dissonance and Attitude Change
4.5 Self Perception 4.6 Self Affirmation
UNIT 1 INTRODUCTION TO GROUPS: DEFINITION, CHARACTERISTICS AND TYPES OF GROUPS
Structure
1.0 Introduction 1.1 Objectives 1.2 Groups-Definition, Meaning and Concepts 1.2.1 Group Psychology
1.2.2 Concept of Social Group 1.2.3 Definition and Meaning of Groups 1.3 Characteristics Features of Group
1.3.1 Salient Features of Group 1.3.2 The Role of Groups 1.4 Types of Group 1.4.1 The Level of Intimacy
1.4.2 On the Basis of Relationship 1.4.3 Organised Vs. Disorganised 1.4.4 On the Basis of Tasks 1.4.5 Interest Groups
1.4.6 Friendship Groups 1.4.7 Reference Groups
UNIT 2 GROUP PROCESS: SOCIAL FACILITATION, SOCIAL LOAFING, GROUP INTERACTION, GROUP
POLARIZATION AND GROUP MIND
Structure
2.0 Introduction 2.1 Objectives 2.2 Group Processes 2.2.1 Development of Group 2.2.2 Group ‘as a whole’ Processes
2.3 Social Facilitation 2.3.1 Drive Theory of Social Facilitation 2.4 Social Loafing 2.4.1 Characteristics of Social Loafing
2.5 Group Interaction 2.6 Group Morale 2.7 Group Polarization 2.8 Group Mind
UNIT 3 GROUP BEHAVIOUR: INFLUENCE OF NORMS, STATUS AND ROLES; INTRODUCTION TO CROWD
BEHAVIOURAL THEORY, CROWD PSYCHOLOGY (CLASSICAL AND CONVERGENCE THEORIES)
Structure
3.0 Introduction 3.1 Objectives 3.2 Human Behaviour in Groups 3.3 Influence of Norms, Status and Roles
3.3.1 Salient Features of Norms 3.4 Roles 3.4.1 Types of Roles 3.4.2 Salient Features of Roles 3.5 Status 3.5.1 Salient Features of
Status 3.5.2 Status and Position 3.6 Crowd Behavioural Theory 3.7 Crowd Psychology 3.7.1 Crowd Behaviour
3.7.2 Classical Theory of Crowd Behaviour 3.7.3 Convergence Theory of Crowd Behaviour 3.7.4 Group Mind
UNIT 4 CROWD PSYCHOLOGY: COLLECTIVE CONSCIOUSNESS AND COLLECTIVE HYSTERIA
Structure
4.0 Introduction 4.1 Objectives 4.2 Crowd: Definition and Characteristics 4.2.1 Crowd Psychology: Definition and Characteristics
4.3 Collective Behaviour 4.3.1 Mass Society 4.3.2 Audience 4.3.3 Mob 4.3.4 Fashion 4.4 Collective Hysteria
UNIT 1 DEFINITION OF NORMS, SOCIAL NORMS, NEED AND CHARACTERISTIC FEATURES OF NORMS
Structure
1.0 Introduction 1.1 Objectives 1.2 Norms 1.2.1 Meaning of Norms 1.2.2 Types of Norms 1.2.3 Violation of Social Norms
1.3 Need and Importance of Social Norms 1.4 Characteristic Features of Social Norms
UNIT 2 NORM FORMATION, FACTORS INFLUENCING NORMS, ENFORCEMENT OF NORMS, NORM
FORMATION AND SOCIAL CONFORMITY
Structure
2.0 Introduction 2.1 Objectives 2.2 Norm Formation 2.3 Factors Influencing Norm Formation 2.3.1 Social Learning
2.3.2 Cost of Individual Learning 2.3.3 Adoption by Group Members 2.3.4 Cooperative Group Behaviour
2.4 Enforcement of Norms 2.5 Social Conformity 2.5.1 Factors Affecting Conformity 2.5.2 Factors for Conformity
2.5.3 Factors of Non Conformity
UNIT 3 AUTOKINETIC EXPERIMENT IN NORM FORMATION
Structure
3.0 Introduction 3.1 Objectives 3.2 Muzafer Sherif – The Pioneer Social Psychologist
3.3 Autokinetic Experiment in Norm Formation 3.3.1 Autokinetic Effect 3.3.2 Sherif’s Experiment 3.3.3 Salient Features of
Sherif’s Autokinetic Experiments 3.3.4 Critical Appraisal 3.4 Related Latest Research on Norm Formation
UNIT 4 NORMS AND CONFORMITY: ASCH’S LINE OF LENGTH EXPERIMENTS
Structure
4.0 Introduction 4.1 Objectives 4.2 Solomon E. Asch – A Leading Social Psychologist 4.3 Line and Length Experiments
4.3.1 Asch’s Conformity Experiment 4.3.2 Asch’s Experiment in Detail 4.4 Alternatives Available with Probable Consequences
4.4.1 Variables 4.4.2 Procedure 4.4.3 Results 4.5 Explanation of the Yielding Behaviour 4.6 Variants in Asch’s Experiments
4.7 Salient Features 4.8 Critical Appraisal 4.9 Related Research on Asch’s Experiments