Q.No.

1
Compare and contrast among different methods of
educational psychology. Which Method is best suited to
address the educational problems of students at in
Schools?
ANSWER:
Educational psychology have various methods which are
used by different systems of psychology. Psychology uses
many methods which are approximately close to ideal.
Some of the methods are not scientific though they
supply a lot of information about human mind and
behavior. Scientific method is used for the study of
humans.
Main characteristics of scientific methodology are as:
It assumes that universe is an orderly system which
operates on the principle of cause and effect
relationship.
Experiments are used to gather data.
Devices, tools and apparatus are to ensure the reliability.
To study man, this type of psychology is used.
Educational psychologists use following methods:
 1. Clinical method
2. Psychological method
3. Experimental method
4. Differential method

Comparison between clinical method and

psychological:
Clinical method is the finding of the fact that each man is
different from another and therefore it is considered as
separate case. His problems have definite causes and
antecedent are present not only in himself but also in his
environment. Also the problem exist does not appear at
once but it contain a history or series of past events
which are the result of the problem. These factors are
external and internal.
Clinical methods suggest both diagnosis and treatment
and in doing so it is working as arts as well as science.
In this method, problems which are under investigation
are shyness, Nervousness, speech defects, thumb-
sucking, truancy, phobias, stealing, telling lies, sex
disorders and sex offences etc.
Diagnosis is the first step in this method. A careful
physical analysis is needed. To gain insight of the
problem a case history is needed. It also include
interviews and psychological testing of the individual’s
abilities and personality traits.
Then a hypothesis is developed on the basis of which
treatment is suggested. Suggested treatment may
include the change of environment (school or home). But
more important is the attitude of the individual, we can
help the child through play-therapy, psycholo-drama,
role-play or modification techniques based on the
principle of conditioning.
Psycho-physical method:
A method of quantitative relationship between stimuli
and response, or the quantitative relation between
physical stimuli and psychological events.
In education psychology, this method is used to study the
problem of school noise, class-room illumination, fatigue,
attention, perception, learning, remembering, forgetting,
and education of children with sensory handicaps.
Main methods suggested are:
Method of constant stimuli
Method of adjustment
Methods of limits, minimal changes
In minimal method, a threshold is determined by minimal
change in stimuli followed by successive trials along with
some physical dimension until the sensation is felt, or
conversely is not felt.
In method of adjustment, the subject himself control the
stimuli, by increasing its intensity, it is just barely sensed
or by decreasing its intensity, a sensation just barely
disappeared.
In constant stimuli method, stimulus values are
presented in regulated steps but in an irregular order,
the subject respond to the stimuli and the percentage of
correct and incorrect responses are calculated.

Comparison of experimental and

differential method:
An experiment include hypothesis that is tested under
strictly controlled conditions. Hypothesis include an
independent variable and at least one dependent
variable. Experiment is conducted in a controlled
environment or laboratory, a class-room or other field.
Mostly educational psychologists perform experiment in
class-room rather than individual.
The idea of experiment in education is borrowed from
science and mathematics. Experimental method is also
considered as most sophisticated research method for
testing hypothesis.
Differential method:
Individual differences are the variables of investigation in
this method. The investigator selects his subjects
according to certain criterion and then compare their or
growth or performance in the light of the criterion. For
example, investigator may select his subject in the basis
of intelligence and then compare their achievement on
various school subjects.
Q. No.2
Critically examine different theories of
personality. Also reflect upon your
Personality under Jung’s personality theory.
Answer:
Personality shows different aspects of an individual
development. It may include physical, mental, emotional
and social factors of individuality.
Woodsworth says that” personality is the total quality of
individual behavior”
Theories of personality are as follows:
1. Jung’s theory of personality: Jung classified all the
individual on the basis of their social participation
and psychological characteristics into two
categories:
Extroverts
Introverts
There is no clear boundary that define absolute extrovert
or introvert but some people behave like introverts or
extroverts in specific conditions.
Extrovert are social, adventurous, co-operative, bold,
optimistic, risk-takers, change seekers.
Introverts are shy, sensitive, aloof, self-centered, less
social and less adventurous.
Theories adopting trait approach:
Traits are considered keys to personality. Traits are the
basic elements of personality. We cannot see traits ut we
can supposed them from the behavior shown by
individual in different situations. Traits can be classified
into four categories:
Common traits: traits which are commonly distributed in
population are referred to as common traits. General
mental ability is one common trait everyone possess it,
but it may vary from person to person.
Unique traits: traits which are possessed by particular
persons or they are unique in persons. For example a
person is interested in planting or another person is
interested in stamp collection.
Surface traits: traits which are easily recognized by
manifestation of behavior for example honesty,
tactfulness, sincerity, truthfulness.
Source traits: it constitute the core of personality. Source
traits are always small in number but can be a better
indicator of personality.
Eysenck’s theory of personality:
Eysenck divide people into four on the basis of
organization of traits which form the behavior of
individual
Specific response level: it is the lowest level of behavior
organization. These are individual behavior that may or
may not be characteristics of an individual, for example,
an employee coming late in office by chance is an
example of specific response level.
Habitual response level: response that re-occur in a
similar situation. For example, if an employee frequently
come late to office it is a habitual behavior.
Trait level: several related habitual response form a trait.
For example, if a person goes late to office works slowly
at home and delay every activity, we can say that he has
a trait of in-activity.
Type: an inter-related organization of traits. For example,
inactivity is related to aloofness, social shyness, coolness,
and several other traits of introverts.

Psycho-analytical theory of Freud:

According to Freud, personality is composed of three
inter-related systems namely as id, ego, super-ego.
Id is the store house of energy.it is totally unconscious,
operate on pleasure principle. It represent animal
instinct an immoral tendencies.id knows no laws, no
rules to follow, solely consider s the satisfaction of needs.
Ego works on the principle of reality .if id left to be itself
it can be disastrous. Ego control the functioning of id.ego
formulates a plan for the satisfaction of need.
Super-ego: it represent morality and ethics.
Trait theory of personality:
Trait theory assume that personality can be
characterized by knowing a person’s trait.
There are two weaknesses of trait theory. The first is that
the trait profile which indicates an individual standing on
each of the primary trait which emerges from his score is
not an appropriate description of his personality.
Secondly a person’s trait are his way of behaving under
environmental provocation and the very expression of
trait depends upon the interaction between person and
his environment.
A person may be aggressive under certain circumstances
but may show no aggressive tendency even when he is
provokes in other situation. Thus the mere knowledge
that a person possess some traits may not help us at all
in predicting his behavior in real situation. This is very
serious defect in personality trait theory.
Q.NO.3
How intelligence can be measured? What
are different types of intelligence tests and
Which one is the best? Being classroom
teacher, what is the implication of
Intelligence test for you?
ANSWER:
According to Thorndike, Intelligence is the ability to make
profitable use past experience .To make the nature of
intelligence clear, it is necessary to know that intelligence
is neither a skill nor a memory or talent, even knowledge
cannot be called as intelligence. Intelligence is abstract,
mechanical and social.
Wechsler has indicated following abilities in intelligence:
The ability to act purposefully
The ability to think rationally
The ability to deal with environment effectively
So we can say that intelligence is the collective ability of
all three elements.
Psychologists have not be able to agreed on the one
common definition of intelligence.one group of definition
places emphasis on the adjustment and adaption of the
individual to his environment or to its limited aspects.
They say that intelligence is a general mental adaptability
to new problems.
According to British psychologists:
Ability to see relevant relationship between objects and
ideas
Ability to apply these ideas to novel situation.
Some psychologists particularly Thorndike, believes that
various kind of intelligence should be distinguished from
each other. According to him, intelligence is divided into
three kinds:
1. Social intelligence or the ability to deal with persons
2. Concrete or mechanical intelligence or ability to deal
with things, tools or instruments
3. Abstract intelligence, the ability to deal with symbols
specially verbal and mathematical symbols.
Degree of intelligence cannot be measured in its pure
form except in so far as intelligence is expressed in
behavior. The ideal procedure is to measure the degree
or extent of an individual’s mental abilities is to observe
his behavior and see what success he achieve in his
activities.
BINET TEST:
The father of intelligence testing Alfred binet, disagreed
with some of his contemporaries who tried to measure
general intelligence by testing reaction time, rote
memory, sensory activity or muscular movement.
According to him, intelligence can be estimated only by
test of higher faculties like reasoning, comprehension,
judgment, adaptability, persistence or self-criticism.
Binet work on these lines in collaboration with Theophile
Simon published the first intelligence test in 1905. This
test has thirty items arranged in order of increasing
difficulty.
Intelligence test and difficulty for teachers:
It is believed by almost all psychologists that every
person has different intelligence also that all cannot work
with same speed and efficiency. The intelligence test is of
great use in school. To be a successful teacher one
should know his students thoroughly and should have an
instrument to measure his student’s intelligence. The
work of the teacher is the work of handling young
growing minds therefore a teacher must know about
these minds.
Binet’s rod of mental measurement is an instrument for
teacher to find out the exact caliber of the minds of his
pupils. Intelligence test help teachers to discover
whether a child is backward or dull or intelligent .it is not
possible to gauge the intelligence of a children without
the use of their mental test. Their intelligence cannot be
measured from the marks obtained in their school
subjects.

Limitations of intelligence test:

First limitation intelligence test is that they are all-in-all-
in measuring the various aspects of personality of
individual. Intelligence is not only the factor which
determine the equipment of a man for the journey of
life.
Intelligence is not only the factor that play a significant
role in the success or failure of a man in a particular
vocation. Intelligence test fail to take into account
environmental factors and educational factors thus
misleading a result.
While interpreting a test result the teacher should take a
certain precautions:
Intelligence test results for socially disadvantaged
children should be interpreted with caution.
Intelligence test have untouched many important aspects
such as interests, attitudes and motives.