MAp 601 9-10

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2 M.A.(Psy) SYSTEM AND THEORY Course Code: MAP601 Semester: First E-Lesson: SLM Unit: 8 9-10 www.cuidol.in https://images.app.goo.gl/YSL3acgti2rtPY6y5 Unit-9,10(MAP 601) All right are reserved with CU-IDOL

SYSTEM AND THEORY 33 OBJECTIVES INTRODUCTION To enable students to gather a creative and in The unit covers the field theory given by depth understanding of psychology as a science. Kurt Lewin and his concept of the idea of conflict. To understand the role and importance of various school of psychology. The unit further discusses the contribution of Jean Piaget theory of To familiarize students with recent development cognitive development. in the fields in the field of Psychology. Students will acquire and demonstrate Unit-9,10(MMAAPP660011)) INASlTl ITriUgThEt OarFeDrIeSsTeArNvCeEd AwNitDh OCNUL-IIDNOE LLEARNING knowledge of information pertaining to personality and individual differences. . www.cuidol.in

TOPICS TO BE COVERED 4 > KURT LEWIN > LEWIN’S FIELD THEORY > JEAN PIAGET > COGNITIVE DEVELOPMENT THEORY www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

KURT LEWIN (1890–1947) 5 • Born on September 9 in Mogilno, Germany. • Kurt Lewin received his doctorate in 1914 from the University of Berlin. • Lewin was a visiting lecturer at Stanford University in 1932 and from 1933 to 1935 at Cornell. • Considered as father of social psychology. https://images.app.goo.gl/fPkG81qaW6yCZZRBA www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

LIFE SPACE 6  It is the Lewin’s most fundamental theoretical concept.  A person’s life space consists of all influences acting on him or her at a given time  It of consist of an awareness of • internal events (such as hunger, pain, and fatigue), • external events (restaurants, restrooms, other people, stop signs, and angry dogs) • recollections of prior experiences (knowing that a particular person is pleasant or unpleasant or knowing that one’s mother tends to say yes to certain requests and no to others). These influences are called psychological facts. https://images.app.goo.gl/MH7Zw1p7ehRR4vb97 www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

LIFE SPACE 7 • Principle of contemporaneity states that only https://images.app.goo.gl/FNoV4DAV4ZgmWyZq7 those facts that are currently present in the life space can influence a person’s thinking and behavior. • According to Lewin, that experiences from infancy or childhood can influence adult behavior only if those experiences are reflected in a person’s current awareness. • person’s life space reflects not only real, personal, physical, and social events, but it also reflects imaginary events. • According to Lewin, if a need arises, the life space is articulated with facts that are relevant to the satisfaction of that need. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

LIFE SPACE 8 www.cuidol.in https://images.app.goo.gl/iZvsAADG4wSmRxQy9 All right are reserved with CU-IDOL Unit-9,10(MAP 601)

MOTIVATION 9 • Lewin believed that people seek a cognitive balance. • According to Lewin, both biological and psychological needs cause tension in the life space, and the only way to reduce the tension is through satisfaction of the need. • Psychological needs, which Lewin called quasi needs, include such intentions as wanting a car, wanting to go to a concert, or wanting to go to medical school. • Bluma Zeigarnik (1927) tested Lewin’s tension-system hypothesis concerning motivation. According to this hypothesis, needs cause tensions that persist until the needs are satisfied. It was Lewin’s custom to have long discussions with his students in a café while drinking coffee and snacking. • The subjects were allowed to finish some tasks but not others. Zeigarnik later tested the subjects on their recall of the tasks, and she found that the subjects remembered many more of the uncompleted The subjects were allowed to finish some tasks but not others. Zeigarnik later tested the subjects on their recall of the tasks, and she found that the subjects remembered many more of the uncompleted www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

CONFLICT 10 • Lewin studied conflict experimentally . • He studied 3 kinds of conflicts: 1. AN APPROACH-APPROACH conflict occurs when a person is attracted to two goals at the same time, E.g. when you need to choose from two attractive items https://images.app.goo.gl/TLnYutMkHxpFwRPn7 on a menu or between two equally attractive colleges after being accepted by both. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

CONFLICT 11 2. AN AVOIDANCE-AVOIDANCE: conflict occurs when a person is repelled by two unattractive goals at the same time, E.g. when one must get a job or not have enough money or study for an examination or get a bad grade. https://images.app.goo.gl/RF9Ubyev7iBNGnzGA www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

CONFLICT 12 3. AN APPROACH-AVOIDANCE: Conflict is often the most difficult to resolve because it involves only one goal about which one has mixed feelings, E.g.: when having a T-bone steak is an appealing idea but it is one of the most expensive items on the menu or when marriage is appealing but it means giving up a great deal of independence. https://images.app.goo.gl/TLnYutMkHxpFwRPn7 www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

JEAN PIAGET 13 • Born in switzerland in 1896. • Earned doctrate in natural science. • Began to study children in 1920. • “He suggested that children sort the knowledge they acquire through their experiences and interactions into groupings known as schemas.” https://images.app.goo.gl/RF9Ubyev7iBNGnzGA www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

COGNITIVE STRUCTURES 14  Cognitive structures are patterns of physical or mental action that underlie specific acts of intelligence. These patterns correspond with stages of child development. Piaget based his theory on two biological tendencies: organization and adaptation.  According to Piaget there are two processes at work in cognitive development: assimilation and accommodation. • Assimilation occurs when we modify or change new information to fit into our schemas (what we already know). It keeps the new information or experience and adds to what already exists in our minds. • Accommodation is when we restructure of modify what we already know so that new information can fit in better. This results from problems posed by the environment and when our perceptions do not fit in with what we know or think www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

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STAGES OF COGNITIVE 16 DEVELOPMENT 1. Sensorimotor Stage (Birth – 18months/2 years) • This stage involves the use of motor activity without the use of symbols. • Knowledge is limited in this stage, because it is based on physical interactions and experiences. • Infants cannot predict reaction, and therefore must constantly experiment and learn through trial and error. • Early language development begins during this stage. • Object permanence occurs at 7-9 months, Infants realize that an object exists after it can no longer be seen. https://images.app.goo.gl/XHhsitCJx9GVK9GSA www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

STAGES OF COGNITIVE 17 DEVELOPMENT 2. Preoperational stage :(18-24months to7 years). • During this stage children begin to use language; memory and imagination also develop. • In the preoperational stage, children engage in make believe and can understand and express relationships between the past and the future. • More complex concepts, such as cause and effect relationships, have not been learned. • Intelligence is egocentric and intuitive, not logical. • Animism: when child feels inanimate objects also has feelings or life. https://images.app.goo.gl/dMq6a7CKXsZonpqz8 www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

STAGES OF COGNITIVE 18 DEVELOPMENT https://images.app.goo.gl/dKRfd6v9g2c31huKA www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

STAGES OF COGNITIVE 19 DEVELOPMENT 3. Concrete Operational Stage (7-11 years): • Intellectual development in this stage is demonstrated through the use of logical and systematic manipulation of symbols, which are related to concrete objects. • Thinking becomes less egocentric with increased awareness of external events, and involves concrete references. https://images.app.goo.gl/R5Za22XxJWJuejnGA www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

STAGES OF COGNITIVE 20 DEVELOPMENT 4. Formal operational stage (adolescence through adulthood ): • Adolescents and adults use symbols related to abstract concepts. • Adolescents can think about multiple variables in systematic ways, can formulate hypotheses, and think about abstract relationships and concepts. • Piaget believed that intellectual development was a lifelong process, it involves developing more complex schema through the addition of knowledge. https://images.app.goo.gl/YXTFQBDTzgEamn9E8 www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

CRITICISM 21 • First, critics argue that by describing tasks with confusing abstract terms and using overly difficult tasks, Piaget under estimated children's abilities. Researchers have found that young children can succeed on simpler forms of tasks requiring the same skills. • Second, Piaget's theory predicts that thinking within a particular stage would be similar across tasks. In other words, preschool children should perform at the preoperational level in all cognitive tasks. Research has shown diversity in children's thinking across cognitive tasks. • Third, according to Piaget, efforts to teach children developmentally advanced concepts would be unsuccessful. Researchers have found that in some instances, children often learn more advanced concepts with relatively brief instruction. Researchers now believe that children may be more competent that Piaget originally thought, especially in their practical knowledge. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

MULTIPLE CHOICE QUESTIONS 22 1. Which of the following is the equation gave by Kurt lewin? a. B=f(p.e) b. E=f(b.p) c. f=b(p.e) d. p=e(f.b) 2. when we modify or change new information to fit into our schemas is known as______. a. Accomodation b. Equilibrium c. Assimilation d. Schema Answers: 1. a. 2.c. Unit-9,10(MAP 601) All right are reserved with CU-IDOL www.cuidol.in

MULTIPLE CHOICE QUESTIONS 23 3. Which of the following types of conflict involves two negative goals and is a fairly common experience? a. Approach-Approach Conflict b. Avoidance-Avoidance conflict c. Approach-Avoidance conflict d. Multiple approach-Avoidance conflict 4. What is the correct sequence of cognitive development stages by Piaget? a. Concrete operational- sensorimotor- formal operation- preoperational b. Sensorimotor – preoperational-formal operational- Conrete operational c. Sensorimotor– preoperational– concrete operational – formal operational d. Formal operational– senorimotor– Concrete operational –Preoperational Answers: 3.b 4.c. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

FREQUENTLY ASKED QUESTIONS 24 1. Highlight the significance of field theory given by Kurt Lewin. 2. Elaborate the cognitive developmental stage given by jean piaget. 3. What is conflict? Elaborate on its types with the help of examples. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

REFERENCES 25 • Retrieved: https://resources.saylor.org/wwwresources/archived/site/wpcontent/uploads/2011/07/psych 406-5.3.2.pdf • Retrieved: https://www.massey.ac.nz/~wwpapajl/evolution/assign2/DD/theory.html • Hergenhahn, B.R. & Oslon, M.H.(2001). An Introduction to theories of Learning 6th Edition. New Jersey, USA: Prentice Hall. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

26 THANK YOU www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL