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AIOU Solved Assignments code 840 Autumn & Spring 2024 Assignment 1& 2 Course: Educational Psychology (840) Spring 2024. AIOU past papers

ASSIGNMENT No: 1& 2 Educational Psychology (840) Semester Autumn & Spring 2024

AIOU Solved Assignment 1& 2 Code 840 Autumn & Spring 2024

One of the things that educational psychology addresses is how people learn. Some of the topics that this field might cover include individual learning differences, instructional processes, learning outcomes, learning disabilities, and gifted learners.

Although this psychology branch often focuses on children and adolescents, these psychologists study cognitive, social, and processes in all age groups. Some of the other disciplines that also play a role include cognitive, behavioral, and developmental psychology.

How Long Has This Field in Psychology Been Around?

Education-related psychology has seen a large amount of growth, despite its relative newness as a distinct subfield. Because psychology only achieved status as a separate science in the late 1800s, most psychology work was related to education.

Some of these early figures include:

John Locke – Locke was a philosopher who lived between 1632 and 1704 who promoted the theory of the mind being a blank slate that develops through learning and experience, with beliefs strongly influenced by Enlightenment ideas
Johann Herbart – Herbart was a philosopher and early psychologist who lived between 1776 and 1841 emphasized teachers providing instruction according to students’ interests, as well as prior knowledge when determining an instruction type
William James – James lived from 1842 to 1910 and was the psychologist most well-known for lectures that addressed how teachers could help students learn most effectively, as well as the first to teach a psychology class
Alfred Binet – Binet, who was born in 1857 and died in 1911, was the inventor of what we now know as intelligence tests, which helped identify possible developmental delays
John Dewey – Dewey, who lived from 1859 to 1952, was both an educational reformer and psychologist who emphasized learning through doing and progressive education
Jean Piaget – Piaget, who was born in 1892 and died in 1980, was the psychologist best known for promoting cognitive development theory
B.F. Skinner – Skinner, who lived between 1904 and 1990, was the behaviorist most responsible for promoting the theory of operant conditioning
Benjamin Bloom – Bloom, who was born in 1913 and died in 1999, was the developer of the taxonomy that describes and categorizes the three primary educational objectives, which are affective, cognitive, and psychomotor.

Related resource: Top Master’s Degrees in Educational Psychology

What Are the Main Subjects That This Subset Focuses On?

Educational psychologists work closely with students, teachers, and administration staff to learn more about the most effective learning methods. According to The Bureau of Labor Statistics, educational settings represent one of the biggest markets for jobs in psychology. A few of the responsibilities might include identifying students having difficulty and developing programs to help them overcome their struggles. New learning methods may come about as a result of this type of work.

Some of the important career focuses include:

Educational technology
Instructional design
Organizational learning
Curriculum development
Special education
Gifted students

The Role of Education Technology

Educational technology is one field that can help maximize how technology allows students to learn more effectively. Both hardware and software, as well as theoretical concepts, play crucial roles in education technology. The use of technology is of vital importance in providing the education that students need in today’s learning environment. A background in psychology helps fill in where technology cannot work in its own right. Psychology helps educators understand the impact that certain forms of technology have on the learning process.

What Instructional Design Does

Another field is instructional design, which relates to learning materials development. Education-related psychology gives educators the background they need to develop the proper materials for student needs. Both public and private schools have begun to appreciate the value of adapting learning materials to their students’ needs. One of the things that has come about from schools and educators being more responsive to the needs of students is better learning outcomes, making this focus of great importance for psychology students.

The Impact of Organizational Learning

Many psychologists with an educational background study the organizational learning process, as well as curriculum development. The organizational learning process is one of the most critical areas of study in education-focused psychology. One of the most essential functions that organizational learning serves is helping educators and psychologists learn more about learning processes in a group setting, which differ somewhat from individual methods and are worthy of their own study.

Curriculum Development and Its Importance

Developing an effective curriculum is a vital part of ensuring that students get the most out of the learning process. The backgrounds that psychologists who have studied education have provided them with better knowledge in the ways that students might process information. A more thorough understanding of how students learn helps educators design the curriculum in more effective ways.

The Role of Psychologists in Special Education

Another setting that many educational psychologists work in is helping students with special or gifted needs. Special education-focused psychologists help students who need specialized instruction due to developmental or physical disabilities. An understanding of psychology helps educators tailor the learning experience to the unique needs of special education students. These students often require learning techniques structured towards their different abilities.

How Psychologists Help Gifted Students

Psychologists who specialize in education may also help identify gifted students, who are also likely to have needs that a standard curriculum might not meet. In many cases, these students are at risk of not reaching their potential if their typical academic program fails to hold their interest. Regardless of the circumstances, these psychologists will help students try to reach their full potential.

What Are Some of the Major Perspectives in This Field?

All branches of psychology feature different approaches or perspectives that might be used for problem-solving, and the education-related subfield is no exception. These different perspectives include:

Developmental
Constructivist

Each of these perspectives brings a new way of looking at psychology in education to key decision-makers. Although most psychologists who work in an educational setting will not be likely to use all of these approaches, an understanding of all of them is important. The more educational psychologists understand the processes, the more they will know how to address these needs in the future.

About the Behavioral Approach

The behavioral approach to psychology has its basis in the idea that all behaviors are learned through the conditioning process. This approach relies heavily on Skinner’s theories of operant conditioning. One example of this approach is the use of rewards. However, critics feel that those approach does not address intrinsic motivations, cognitions, or attitudes. The behavioral perspective continues to be a topic of much discussion in spite of its long-standing acceptance in the world of psychology.

The Developmental Perspective

The developmental perspective draws on Piaget’s cognitive development stages. Knowledge and skills that children adopt as they grow play an essential role in understanding children’s’ capabilities at different stages. One of the things that is most helpful for educators about this perspective is that they can adapt both their materials and methods to suit the needs of different age groups. Some educators feel that this approach is one of the most helpful for adopting a curriculum that adapts to students’ changing educational needs.

The Cognitive Approach

The cognitive approach involves understanding more about thinking, learning, remembering, and processing information. This perspective has become much more popular in recent years. Some of the things that educators working through this approach do is understand what motivates learning in children or adolescents, how they remember the information received, and their problem-solving. A better understanding of all these concepts makes it easier for educators to know how to create materials with the most significant impact.

The Constructivist Perspective

The constructivist perspective in educational psychology is relatively newer, with a focus on children’s active construction of their world knowledge. This approach treats cultural and social influences as having a significant impact. Lev Vygotsky was the psychologist who played the most considerable role in advancing this perspective, and the approach continues to draw a lot of attention today.

What is the Career Outlook Like for This Form of Psychology?

Although this psychology subset is relatively new, it has a growing following. A better understanding of how people learn, instead of only what they learn, is going to keep playing more of a role in teaching on education. With psychology either being an elective or a requirement in many degree programs, it is likely that interest will continue to grow in the coming years.

Choosing a career in education-related psychology can be a wise choice for students interested in the development of curriculum and teaching methods. Career prospects for this field are promising, especially as educators continually look for ways to refine their techniques for different student groups.

Scope of the subject implies its field of study. Speaking in specific terms, it means the areas of study that are included in a particular subject.

The scope of Educational Psychology is securing greater and greater importance in the field of education. Educational psychology is the combination of two i.e. Educational and Psychology. So educational psychology is the study of behavior of the teacher, taught and persons connected to educational environment.

Educational psychology is, therefore, that branch of educational content, which deals with human behavior and its modification.

The following are included in the scope of Educational Psychology.

(1) Human Behavior:

It studies human behavior in educational situations. Psychology is the study of behavior and education deals with the modification of behavior and hence, educational psychology pervades in whole field of education.

(2) Growth and Development:

It studies growth and development of the child. How a child passes through various stages of growth and what are the characteristics of each stage are included in the study of Educational Psychology.

(3) Learning Process:

It studies the law of learning: learning is a major phenomenon in education. It studies how learning can take place most effectively and economically.

(4) Heredity and Environment:

To what extent heredity and environment contribute towards the growth of the individual and how this knowledge can be used for bringing about the optimum development of the child, form a salient feature of the scope of Educational Psychology.

(5) Personality:

Educational Psychology deals with the nature and development of the personality of an individual. In fact, education has been defined as an all-round development of the personality of an individual; personality development also implies a well-adjusted personality.

(6) Individual Difference:

Every individual differs from another and it is one of the fundamental facts of human nature, which has been brought to light by Educational Psychology. This one fact has revolutionized the concept and process of education.

(7) Intelligence and its Measurement:

The scope of Educational Psychology includes the study of the nature of intelligence as well as its measurement. This is of great importance for a teacher or an educator.

(8) Guidance and Counseling:

This is one of the most important fields or areas of study included in the field of Educational Psychology. Education is nothing but providing guidance to the growing child. Thus, guidance forms an important aspect of Educational Psychology.

The following five areas were named by American Psychological Associations:

(1) Human growth and development, including the effect of heredity and environment on various aspects of individual,

(2) Learning: The nature of learning process, factors influencing the learning process etc.,

(3) Personality and adjustment: It include many sub-topics, such as, mental health of the students and teachers character,

(4) Measurement and evaluation, statistics,

(5) Techniques and methods of Educational Psychology.

Thus, Educational Psychology describes and explains the learning experience of an individual from birth to old age. Its subject matter is concerned with the conditions that affect learning.

The period of human growth from birth to adolescence is commonly divided into the following stages:

Infancy: From birth to weaning.
Childhood: From weaning to the end of brain
Juvenile: From the end of childhood to adolescence.
Adolescence: From the start of growth spurt at puberty until sexual maturity.

Growth curves are used to measure growth. The distance curve is a measure of size over time; it records height as a function of age and gets higher with age. The velocity curve measures the rate of growth at a given time for a particular body feature (such as height or weight). The height velocity curve is highest in infancy, up to two years of age, with more consistent annual growth afterwards and increases again at puberty. The height of the average infant increases by 30% by the age of five months and by 50% by the age of one year. The height of a five-year-old usually doubles relative to that at birth. The limbs and arms grow faster than the trunk, so that body proportions undergo marked variation as an infant grows into an adolescent. Different body systems grow and develop at different rates. For example, if infants grew in height as quickly as they do in weight, the average one-year-old would be approximately 5 ft (1.5m) tall. Thus, weight increases faster than height—an average infant doubles his birth weight by the age of five months and triples it by the age of one year. At two years of age, the weight is usually four times the weight at birth.

Physical development

During the growth period, all major body systems also mature. The major changes occur in the following systems:

Skeletal system. At birth, there is very little bone mass in the infant body, the bones are softer (cartilagenous) and much more flexible than in the adult. The adult skeleton consists of 206 bones joined to ligaments and tendons. It provides support for the attached muscles and the soft tissues of the body. Babies are born with 270 soft bones that eventually fuse together by the age of 20 into the 206 hard, adult bones.
Lymphatic system . The lymphatic system has several functions. It acts as the body’s defense mechanism by producing white blood cells and specialized cells (antibodies) that destroy foreign organisms that cause disease. It grows at a constant and rapid rate throughout childhood, reaching maturity just before puberty. The amount of lymphatic tissue then decreases so that an adult has approximately 50% less than a child.
Central nervous system (CNS). The CNS consists of the brain, the cranial nerves, and the spinal cord . It develops mostly during the first years of life. Although brain cell formation is almost complete before birth, brain maturation continues after birth. The brain of the newborn is not yet fully developed. It contains about 100 billion brain cells that have yet to be connected into functioning networks. But brain development up to age one is more rapid and extensive than was previously realized. At birth, the brain of the infant is 25% of the adult size. At the age of one year, the brain has grown to 75% of its adult size and to 80% by age three, reaching 90% by age seven. The influence of the early environment on brain development is crucial. Infants exposed to good nutrition , toys, and playmates have better brain function at age 12 than those raised in a less stimulating environment.

Psychomotor development

During the first year of life, a baby goes through a series of crucial stages to develop physical coordination. This development usually proceeds cephalocaudally, that is from head to toe. For example, the visual system reaches maturity earlier than do the legs. First, the infant develops control of the head, then of the trunk (sitting up), then of the body (standing), and, finally, of the legs (walking). Development also proceeds proximodistally, that is from the center of the body outward. For example, the head and trunk of the body develop before the arms and legs, and infants learn to control their neck muscles before they learn to direct their limbs. This development of physical coordination is also referred to as motor development and it occurs together with cognitive development, meaning the development of processes such as knowing, learning, thinking, and judging.

The stages of motor development in children are as follows:

First year. The baby develops good head balance and can see objects directly in his line of vision . He learns how to reach for objects and how to transfer them from one hand to the other. Sitting occurs at six months of age. Between nine and 10 months, the infant is able to pull himself to standing and takes his first steps. By the age of eight to 25 months, the baby can perform a variety of tasks such as opening a small box, making marks with a pencil, and correctly inserting squares and circles in a formboard. He is able to seat himself in small chair, he can point at objects of interest, and can feed himself with a spoon.
Second year. At 25-36 months, the child can turn the pages of a book, scribble with a pencil, build towers with blocks up to a height of about seven layers, and complete a formboard with pieces that are more complex than circles or squares. He can kick a ball, and walks and runs fairly well, with a good sense of balance. Toilet training be started.
Third year. The child can now draw circles, squares, and crosses. He can build 10-block towers and imitate the building of trains and bridges. He is also achieving toilet independence. Hand movements are well coordinated and he can stand on one foot.
Four years. At that age, a child can stand heel to toe for a good 15 seconds with his eyes closed. He can perform the finger-to-nose test very well, also with eyes closed. He can jump in place on both feet.
Five years. The child can balances on tiptoe for a 10-second period, he can hops on one foot, and can part his lips and clench his teeth.
Six years. The child can balance on one foot for a 10-second period, he can hit a target with a ball from 5 ft (1.5 m), and jumps over a rope 8 in (20 cm) high.
Seven years. He can now balance on tiptoes for a 10-second period, bend at the hips sideways, and walk a straight line, heel-to-toe for a distance of 6 ft (1.8 m).
Eight years. The child can maintain a crouched position on tiptoes for a 10-second period, with arms extended and eyes closed. He is able to touch the fingertips of one hand with his thumb, starting with the little finger and repeating in reverse order.

The development of motor skills in the child goes hand in hand with the development of cognitive skills, a process called cognitive development. Cognitive development can be divided into four stages:

Sensorimotor stage. At this stage, infants discover their environment using a combination of sensory impressions (sight, smell , hearing , taste , and touch) and motor activities.
Preoperational stage. At this stage, children are not able to use information in rational and logical ways, rather they use images and symbols. They learn how to associate cause and effect and to represent something with something else. Speech development begins.
Concrete operational stage. At this stage, children understand elementary logical principles that apply to concrete external objects. They learn to sort things into categories, reverse the direction of their thinking, and think about two concepts (such as length and width) simultaneously.
Formal operational stage. This stage is reached at adolescence. The individual can think in the abstract and speculate about probabilities and possibilities as well as reflect on their own thinking activities.

Social Development

Psychosocial development.

Adolescents continue to refine their sense of self as they relate to others. Erikson referred to the task of the adolescent as one of identity versus role confusion. Thus, in Erikson’s view, an adolescent’s main questions are “Who am I?” and “Who do I want to be?” Some adolescents adopt the values and roles that their parents expect for them. Other teens develop identities that are in opposition to their parents but align with a peer group. This is common as peer relationships become a central focus in adolescents’ lives.

As adolescents work to form their identities, they pull away from their parents, and the peer group becomes very important (Shanahan, McHale, Osgood, & Crouter, 2007). Despite spending less time with their parents, most teens report positive feelings toward them (Moore, Guzman, Hair, Lippman, & Garrett, 2004). Warm and healthy parent-child relationships have been associated with positive child outcomes, such as better grades and fewer school behavior problems, in the United States as well as in other countries (Hair et al., 2005).

It appears that most teens don’t experience adolescent storm and stress to the degree once famously suggested by G. Stanley Hall, a pioneer in the study of adolescent development. Only small numbers of teens have major conflicts with their parents (Steinberg & Morris, 2001), and most disagreements are minor. For example, in a study of over 1,800 parents of adolescents from various cultural and ethnic groups, Barber (1994) found that conflicts occurred over day-to-day issues such as homework, money, curfews, clothing, chores, and friends. These types of arguments tend to decrease as teens develop (Galambos & Almeida, 1992).

Social Changes

Parents. Although peers take on greater importance during adolescence, family relationships remain important too. One of the key changes during adolescence involves a renegotiation of parent–child relationships. As adolescents strive for more independence and autonomy during this time, different aspects of parenting become more salient. For example, parents’ distal supervision and monitoring become more important as adolescents spend more time away from parents and in the presence of peers. Parental monitoring encompasses a wide range of behaviors such as parents’ attempts to set rules and know their adolescents’ friends, activities, and whereabouts, in addition to adolescents’ willingness to disclose information to their parents (Stattin & Kerr, 2000 [1] ). Psychological control , which involves manipulation and intrusion into adolescents’ emotional and cognitive world through invalidating adolescents’ feelings and pressuring them to think in particular ways (Barber, 1996 [2] ), is another aspect of parenting that becomes more salient during adolescence and is related to more problematic adolescent adjustment.

As children become adolescents, they usually begin spending more time with their peers and less time with their families, and these peer interactions are increasingly unsupervised by adults. Children’s notions of friendship often focus on shared activities, whereas adolescents’ notions of friendship increasingly focus on intimate exchanges of thoughts and feelings. During adolescence, peer groups evolve from primarily single-sex to mixed-sex. Adolescents within a peer group tend to be similar to one another in behavior and attitudes, which has been explained as being a function of homophily (adolescents who are similar to one another choose to spend time together in a “birds of a feather flock together” way) and influence (adolescents who spend time together shape each other’s behavior and attitudes). One of the most widely studied aspects of adolescent peer influence is known as deviant peer contagion (Dishion & Tipsord, 2011 [3] ), which is the process by which peers reinforce problem behavior by laughing or showing other signs of approval that then increase the likelihood of future problem behavior.

Peers can serve both positive and negative functions during adolescence. Negative peer pressure can lead adolescents to make riskier decisions or engage in more problematic behavior than they would alone or in the presence of their family. For example, adolescents are much more likely to drink alcohol, use drugs, and commit crimes when they are with their friends than when they are alone or with their family. However, peers also serve as an important source of social support and companionship during adolescence, and adolescents with positive peer relationships are happier and better adjusted than those who are socially isolated or have conflictual peer relationships.

Crowds are an emerging level of peer relationships in adolescence. In contrast to friendships (which are reciprocal dyadic relationships) and cliques (which refer to groups of individuals who interact frequently), crowds are characterized more by shared reputations or images than actual interactions (Brown & Larson, 2009 [4] ). These crowds reflect different prototypic identities (such as jocks or brains) and are often linked with adolescents’ social status and peers’ perceptions of their values or behaviors.

Romantic relationships

Adolescence is the developmental period during which romantic relationships typically first emerge. Initially, same-sex peer groups that were common during childhood expand into mixed-sex peer groups that are more characteristic of adolescence. Romantic relationships often form in the context of these mixed-sex peer groups (Connolly, Furman, & Konarski, 2000 [5] ). Although romantic relationships during adolescence are often short-lived rather than long-term committed partnerships, their importance should not be minimized. Adolescents spend a great deal of time focused on romantic relationships, and their positive and negative emotions are more tied to romantic relationships (or lack thereof) than to friendships, family relationships, or school (Furman & Shaffer, 2003 [6] ). Romantic relationships contribute to adolescents’ identity formation, changes in family and peer relationships, and adolescents’ emotional and behavioral adjustment.

Furthermore, romantic relationships are centrally connected to adolescents’ emerging sexuality. Parents, policymakers, and researchers have devoted a great deal of attention to adolescents’ sexuality, in large part because of concerns related to sexual intercourse, contraception, and preventing teen pregnancies. However, sexuality involves more than this narrow focus. For example, adolescence is often when individuals who are lesbian, gay, bisexual, or transgender come to perceive themselves as such (Russell, Clarke, & Clary, 2009 [7] ). Thus, romantic relationships are a domain in which adolescents experiment with new behaviors and identities.

Behavioral And Psychological Adjustment

Identity formation.

Theories of adolescent development often focus on identity formation as a central issue. For example, in Erikson’s (1968 [8] ) classic theory of developmental stages, identity formation was highlighted as the primary indicator of successful development during adolescence (in contrast to role confusion, which would be an indicator of not successfully meeting the task of adolescence). Marcia (1966 [9] ) described identify formation during adolescence as involving both decision points and commitments with respect to ideologies (e.g., religion, politics) and occupations. He described four identity statuses: foreclosure, identity diffusion, moratorium, and identity achievement. Foreclosure occurs when an individual commits to an identity without exploring options. Identity diffusion occurs when adolescents neither explore nor commit to any identities. Moratorium is a state in which adolescents are actively exploring options but have not yet made commitments. Identity achievement occurs when individuals have explored different options and then made identity commitments. Building on this work, other researchers have investigated more specific aspects of identity. For example, Phinney (1989 [10] ) proposed a model of ethnic identity development that included stages of unexplored ethnic identity, ethnic identity search, and achieved ethnic identity.

Aggression and antisocial behavior

Several major theories of the development of antisocial behavior treat adolescence as an important period. Patterson’s (1982 [11] ) early versus late starter model of the development of aggressive and antisocial behavior distinguishes youths whose antisocial behavior begins during childhood (early starters) versus adolescence (late starters). According to the theory, early starters are at greater risk for long-term antisocial behavior that extends into adulthood than are late starters. Late starters who become antisocial during adolescence are theorized to experience poor parental monitoring and supervision, aspects of parenting that become more salient during adolescence. Poor monitoring and lack of supervision contribute to increasing involvement with deviant peers, which in turn promotes adolescents’ own antisocial behavior. Late starters desist from antisocial behavior when changes in the environment make other options more appealing. Similarly, Moffitt’s (1993 [12] ) life-course persistent versus adolescent-limited model distinguishes between antisocial behavior that begins in childhood versus adolescence. Moffitt regards adolescent-limited antisocial behavior as resulting from a “maturity gap” between adolescents’ dependence on and control by adults and their desire to demonstrate their freedom from adult constraint. However, as they continue to develop, and legitimate adult roles and privileges become available to them, there are fewer incentives to engage in antisocial behavior, leading to desistance in these antisocial behaviors.

Anxiety and depression

Developmental models of anxiety and depression also treat adolescence as an important period, especially in terms of the emergence of gender differences in prevalence rates that persist through adulthood (Rudolph, 2009 [13] ). Starting in early adolescence, compared with males, females have rates of anxiety that are about twice as high and rates of depression that are 1.5 to 3 times as high (American Psychiatric Association, 2013 [14] ). Although the rates vary across specific anxiety and depression diagnoses, rates for some disorders are markedly higher in adolescence than in childhood or adulthood. For example, prevalence rates for specific phobias are about 5% in children and 3%–5% in adults but 16% in adolescents. Anxiety and depression are particularly concerning because suicide is one of the leading causes of death during adolescence. Developmental models focus on interpersonal contexts in both childhood and adolescence that foster depression and anxiety (e.g., Rudolph, 2009 [15] ). Family adversity, such as abuse and parental psychopathology, during childhood sets the stage for social and behavioral problems during adolescence. Adolescents with such problems generate stress in their relationships (e.g., by resolving conflict poorly and excessively seeking reassurance) and select into more maladaptive social contexts (e.g., “misery loves company” scenarios in which depressed youths select other depressed youths as friends and then frequently co-ruminate as they discuss their problems, exacerbating negative affect and stress). These processes are intensified for girls compared with boys because girls have more relationship-oriented goals related to intimacy and social approval, leaving them more vulnerable to disruption in these relationships. Anxiety and depression then exacerbate problems in social relationships, which in turn contribute to the stability of anxiety and depression over time.

Academic achievement

Adolescents spend more waking time in school than in any other context (Eccles & Roeser, 2011 [16] ). Academic achievement during adolescence is predicted by interpersonal (e.g., parental engagement in adolescents’ education), intrapersonal (e.g., intrinsic motivation), and institutional (e.g., school quality) factors. Academic achievement is important in its own right as a marker of positive adjustment during adolescence but also because academic achievement sets the stage for future educational and occupational opportunities. The most serious consequence of school failure, particularly dropping out of school, is the high risk of unemployment or underemployment in adulthood that follows. High achievement can set the stage for college or future vocational training and opportunities.

Adolescent development does not necessarily follow the same pathway for all individuals. Certain features of adolescence, particularly with respect to biological changes associated with puberty and cognitive changes associated with brain development, are relatively universal. But other features of adolescence depend largely on circumstances that are more environmentally variable. For example, adolescents growing up in one country might have different opportunities for risk taking than adolescents in a different country, and supports and sanctions for different behaviors in adolescence depend on laws and values that might be specific to where adolescents live. Likewise, different cultural norms regarding family and peer relationships shape adolescents’ experiences in these domains. For example, in some countries, adolescents’ parents are expected to retain control over major decisions, whereas in other countries, adolescents are expected to begin sharing in or taking control of decision making.

Even within the same country, adolescents’ gender, ethnicity, immigrant status, religion, sexual orientation, socioeconomic status, and personality can shape both how adolescents behave and how others respond to them, creating diverse developmental contexts for different adolescents. For example, early puberty (that occurs before most other peers have experienced puberty) appears to be associated with worse outcomes for girls than boys, likely in part because girls who enter puberty early tend to associate with older boys, which in turn is associated with early sexual behavior and substance use. For adolescents who are ethnic or sexual minorities, discrimination sometimes presents a set of challenges that nonminorities do not face.

Finally, genetic variations contribute an additional source of diversity in adolescence. Current approaches emphasize gene X environment interactions, which often follow a differential susceptibility model (Belsky & Pluess, 2009 [17] ). That is, particular genetic variations are considered riskier than others, but genetic variations also can make adolescents more or less susceptible to environmental factors. For example, the association between the CHRM2genotype and adolescent externalizing behavior (aggression and delinquency)has been found in adolescents whose parents are low in monitoring behaviors (Dick et al., 2011 [18] ). Thus, it is important to bear in mind that individual differences play an important role in adolescent development.

The personality implies psychological and social character that an individual acquires by hereditary biological endowment which provides him the basis for development and social growth of environment within which he springs forth. Personality is the product of social interaction in group life. In society every person has different traits such as skin, color, height and weight. They have different types of personalities because individuals are not alike. It refers to the habits, attitudes as well as physical traits of a person which are not same but have vary from group to group and society to society, everyone has personality, which may be good or bad, impressive or unimpressive. It develops during the process of socialization in a culture of a specific group or society. One cannot determine it of an individual exactly because it varies from culture to culture and time to time. For example, a killer is considered criminal in peace time and hero in war. The feeling and actions of an individual during interaction moulds the personality. It is the sum of total behaviors of the individual and covers both overt and covert behaviors, interests, mentality and intelligence. It is the sum of physical and mental abilities and capabilities. Personality has been derived from the Latin word “persona” which means “mask” used by the actors to change their appearance. It is the combination of an individual thoughts, characteristics, behaviors, attitude, idea and habits. The Meaning of Personality: The term ‘personality’ is derived from the Latin word ‘persona’ which means a mask. According to K. Young, “Personality is a …. patterned body of habits, traits, attitudes and ideas of an individual, as these are organised externally into roles and statuses, and as they relate internally to motivation, goals, and various aspects of selfhood.” G. W. Allport defined it as “a person’s pattern of habits, attitudes, and traits which determine his adjustment to his environment.” According to Robert E. Park and Earnest W. Burgess, personality is “the sum and organization of those traits which determine the role of the individual in the group.” Herbert A. Bloch defined it as “the characteristic organization of the individual’s habits, attitudes, values, emotional characteristics……. which imparts consistency to the behavior of the individual.” According to Arnold W. Green, “personality is the sum of a person’s values (the objects of his striving, such as ideas, prestige, power and sex) plus his non- physical traits (his habitual ways of acting and reacting).” According to Linton, personality embraces the total “organised aggregate of psychological processes and status pertaining to the individual.” Personality, as we understand it, says MacIver, “is all that an individual is and has experienced so far as this “all” can be comprehended as unity.” According to Lundberg and others, “The term personality refers to the habits, attitudes, and other social traits that are characteristic of a given individual’s behaviour.” By personality Ogburn means “the integration of the socio psychological behaviour of the human being, represented by habits of action and feeling, attitudes and opinions.” Davis regards personality “a psychic phenomenon which is neither organic nor social but an emergent from a combination of the two.” According to Anderson and Parker, “Personality is the totality of habits, attitudes, and traits that result from socialization and characterizes us in our relationships with others.” According to N.L. Munn, “Personality may be defined as the most characteristic integration of an individual’s structure modes of behaviour, interests, attitudes, capacities, abilities and aptitudes.” According to Morton Prince, “Personality is the sum total of all the biological innate dispositions, impulses tendencies and instincts of the individual, and the acquired disposition and tendencies acquired by experience.” According to Young, “Personality is the totality of behaviour of an individual with a given tendency system interacting with a sequence of situations.” Lawrence A. Pewin has given a working definition of personality in these words, “Personality represents those structural and dynamic properties of an individual or individuals as they reflect themselves in characteristic responses to situations.” Characteristics of personality (i) Personality is not related to bodily structure alone. It includes both structure and dynamics (ii) Personality is an indivisible unit. (iii) Personality is neither good nor bad. (iv) Personality is not a mysterious phenomenon. (v) Every personality is unique.(vi) Personality refers to persistent qualities of the individual. It expresses consistency and regularly. (vii) Personality is acquired. (viii) Personality is influenced by social interaction. It is defined in terms of behaviour. Types of Personality Following are the three types of personality 1. Extrovert Personality This type has the tendency to live mostly outside the like to live with others. Those individuals are highly socialized and have contact with outside people in the society. They want to join other groups who are more in number. These type of people are drivers, excessive drinkers, smokers, robbers, thieves, wicked persons etc. 2. Introvert Personality Introvert is opposite to extrovert. Those people are always live alone in their rooms and do not want to go outside. They have their own imaginary world. They are teachers, scientists, thinkers and philosophers. 3. Ambivert Personality Between extrovert and introvert personalities there is a third one type called ambivert. People belonging to this type enjoy both the groups and attend them. They have middle mind and want to live in both parties. Sometimes they join outside people but sometimes they live in their own rooms. Factors of Personality Enormously the following five factors of personality are contributing to the formation and development of human personality. 1.Biological Factors 2.Social Factors 3.Cultural Factors PERSONALITY DEVELOPMENT TIPS 1.Should be a better listener 2.Good conversation 3.Be positive in outlook and attitude 4.More reading and building interest 5.Should be a good courteous 6.Interaction with new people 7.Helpful to other people 8.Give respect if you want respect 9.Confident about yourself 4.Physical Environment 5.Situational Factors 1. Biological Factors of Personality Biological factors of personality are very important for the formation of human personality. Children are born in a family; inherit many traits and features from their parents. Children get physical and psychological characteristics from their parents which becomes a part of their personalities. Some of the inherited traits are courage, coward, intelligence, weakness etc. For example it was experimented on the negro that they are biological inferior. A normal healthy man has some physical similarities such as two hands five senses, two eyes and these biological similarities help to explain some of the similarities in the behavior. It separates individuals from one another and their various physical characteristics except identical twins having the same physical qualities. So, biological factors of personality are responsible for the development of personality. 2. Social Factors of Personality When an individual interact with other persons in his/her group give and take relationship takes place and it affects the personality of an individual social factors of personality are responsible for the formation of personality, when an individual has group experience and contact with others personality of an individual is influenced by others may be bad or good but depends on the association in which he/she keeps. In a society every person plays a specific role and status. For example in our society younger are expected to be respectful for elders. Many other social factors like environment, group life, family, media with which an individual interact in his/her society daily life mold their personalities. We can say that whatever comes in contact with an individual’s social life affects personality of that individual and develop good or bad personality. 3. Cultural Factors of Personality Both material as well as non-material culture affects personality of an individual. An individual living in his/her culture adopts the traits consciously or unconsciously and acts accordingly. Culture of any society determines the behaviors and personality of an individual and he/she is expected to act according to the culture. A person follows all the social norms of a culture which results in the formation of good personality while non-conformity to the cultural rules develops abnormal or bad personality. So, the culture in which an individual seeks satisfaction adjusts himself/herself and develops personality. 4. Physical Environment Physical environment also determines the personality of an individual. Environmental factors include land, river, mountains, hills, forests, plain area, atmosphere etc which affect the personality to be good or bad, healthy or weak. All the feelings, emotions, ideas, attitudes, habits and behavior as well as body structure is the result of physical environment of to which an individual belongs. For example, body structure, physique, color and health of the rural people are different from urban people. These people have different environment due to which they develop variety of personalities. The people living in cities have facilities and modern ways of life which creates to develop delicate bodies and minds as compare to the rural people who are deprived of these facilities. 5. Situational Factors of Personality Situational factors of personality also have a complete share in the formation of personality of an individual. situational factors of personality are charging according to the social situations. Every person face may situations in his life which enables him/her to change his/her behavior. For example, a teacher may be rigid and strict with students but may not with his/her family. An officer may behave with the subordinates differently as compare to his/her friends. Personality is not the result of only one factor but every factor is responsible to give complete share in its formation. A person behave and his/her personality exists when interacts with environment, culture, society, parents, friends and to those who come in contact by chance.

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Course code 840 solved assignment semester spring 2022.

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ELIGIBILITY CRITERIA At least 2nd division bachelor’s degree from a recognized University. DURATION 2 Years

3 Credit Hours Book MA Education and M.ED Assignment Submission Date Autumn 2022

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AIOU Course Code 1429-1 Solved Assignment Spring 2022

Course: Business Mathematics (1429)

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Semester: Spring, 2022

ASSIGNMENT No. 1

(a)

A sample of 800 parts has been selected from three product lines and inspected by the quality control department. The given table summarizes the results of the inspection. If a part is selected at random from this sample, what is the probability that:

The part is of the product 1 type

180 /800 = 0.225

The part is unacceptable

If unacceptable so the calculation not possible.

The part is an acceptable unit of product 3

230 / 800 = 0.2875

The part is an unacceptable unit of product 1

800 / 180 = 4.44

The part is acceptable, given that the selected part is a unit of product 2

390 / 800 = 0.4875

The part is product 1, given that the selected part is acceptable

570 / 800 = 0.7125

The part is product 3, given that the selected part is unacceptable

800 / 390 = 2.051

(b) What is the difference between the states of statistical independence and statistical dependence?

When two events are dependent events, one event influences the probability of another event. A dependent event is an event that relies on another event to happen first. Dependent events in probability are no different from dependent events in real life: If you want to attend a concert, it might depend on whether you get overtime at work; if you want to visit family out of the country next month, it depends on whether or not you can get a passport in time. More formally, we say that when two events are dependent, the occurrence of one event influences the probability of another event.

Simple examples of dependent events:

Robbing a bank and going to jail.
Not paying your power bill on time and having your power cut off.
Boarding a plane first and finding a good seat.
Parking illegally and getting a parking ticket. Parking illegally increases your odds of getting a ticket.
Buying ten lottery tickets and winning the lottery. The more tickets you buy, the greater your odds of winning.
Driving a car and getting in a traffic accident.

An independent event is an event that has no connection to another event’s chances of happening (or not happening). In other words, the event has no effect on the probability of another event occurring. Independent events in probability are no different from independent events in real life. Where you work has no effect on what color car you drive. Buying a lottery ticket has no effect on having a child with blue eyes.

When two events are independent, one event does not influence the probability of another event.
Owning a dog and growing your own herb garden.
Paying off your mortgage early and owning a Chevy Cavalier.
Winning the lottery and running out of milk.
Buying a lottery ticket and finding a penny on the floor (your odds of finding a penny does not depend on you buying a lottery ticket).
Taking a cab home and finding your favorite movie on cable.
Getting a parking ticket and playing craps at the casino.
Here are more formal ways to quantify dependent or independent events. You’ll come across these formulas in basic probability .
P(A|B) = P(A).
P(B|A) = P(B)

The probability of A, given that B has happened, is the same as the probability of A. Likewise, the probability of B, given that A has happened, is the same as the probability of B. This shouldn’t be a surprise, as one event doesn’t affect the other. You can use the following equation to figure out probability for independent events: P(A∩B) = P(A) · P(B).

(a) Unemployment statistics within a western state indicate that 6 percent of those eligible to work are unemployed. Suppose that an experiment is conducted where three persons are selected at random and their employment status is noted. If the random variable for this experiment is defined as the number of persons unemployed.

i) Construct the probability distribution for this experiment and determine the probability that
ii) None of three is unemployed

iii) Or two or more are employed

(b) Find a formula for the probability distribution of the number of boys in families with three children assuming equal probabilities for boys and girls.

All girls – 0.5*0.5*0.5 =0.125 (12.5%)
2Boys 1 Girl — 3C2 * 0.125 = 37.5%
At least 2 girls — 2Girls 1 boy + all girls = 37.5% +12.5% = 50%
2 Boys at most — All posibilities — P(all boys) = 100%– 12.5% =67.5%

(a) Sketch the plane representing 2x + y + 0z = 4

(b) The average size of farms in the United State increased from 100 acres in 1920 to 700 acres in 1980. Let y be the average size x years after 1900. In what year was the average size 400 acres?

Number of years = 1980 – 1920 = 60

Total growth in farm size between (1920-1980) = 700 acres

Average yearly growth in farm size (x) = (700 acres – 100 acres)/ 60 = 600/60 = 10 acres

10 acres X 30 years = 300 acres

1920 + 30years = 1950

(a) Sketch the following intervals.

ii) [–5, –3]

iii) [–5, –1)

iv) (5, 10]

(b) Solve:

i) |7x – 12 | = |4–3x|
ii) [5x – 4| £ –10

(a) The value of machine is expected to decrease at a liner rate over the time. Two data points indicate that the value of the machine at t=0 (time of purchase) is $18,000 and its value in 1 year will equal $14,500.

i) Determine the slope intercept equation (V = mt + k) which relates the value V of the machine to its age t.

The two ordered pairs are (0, 18000) and (1, 14500).

So, the equation will be

⇒ V – 18000 = – 3500t

⇒ V = – 3500t + 18000 (Answer)

ii) Interpret the meaning of the slope and V intercept.

Now, the slope in the above equation i.e. – 3500 is the rate of decrease of machine value in $ per year.

And the V-intercept 18000 gives the initial value of the machine.

iii) Solve for the t intercept and interpret its meaning.

The t-intercept will give

0 = – 3500t + 18000

⇒ t = 5.14 years.

This means the value of the machine will become zero after 5.14 years.

(b) Solve graphically and check your answer algebraically.

–x + 3y = 2

4x – 12 = –8

x=1 and y=1

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International exhibition NEFTEGAZ-2022

Neftegaz (Oil and gas exhibition) is the largest exhibition in Russia, which is one of the ten most significant in the industry. Lots of business meetings. Sighning of contracts. Experience exchange. The exhibition is attended by over 500 companies from around the world.

Moscow International Film Festival

The film festival has been held since 1935. Second oldest after the Venice Film Festival. Moscow International Film Festival is one of the most important events in the film industry. This is not only an influential professional venue, but also an interesting event for muscovites and guest of the city.

Christmas Festival

This is the most favourite festival of Muscovites and guests of the city. Interesting events take place at 80 venues throughout the city. Numerous ice rinks, food zones, hockey courts, slides, a children’s snowboard park are open. Every day, in special chalets around the city, puppet shows and fairy tales are read. Concerts and master classes await visitors, where you can try yourself in Gzhel painting, clay modelling, decoupage. You can make jewellery, toys and gifts to loved ones, as well as send a letter to Santa Claus. On Red Square, everyone is interested in not only skating on the rink themselves, but also enjoying the colourful ice show from the famous Russian skaters.

Festival “Moscow Maslenitsa”

One of the brightest, longest events in Russia, dedicated to the seeing off of winter and the meeting of spring. Everyone will be able to learn how to cook pancakes, attend a lot of creative and craft workshops. Take part in traditional Shrovetide fun. Build a huge stuffed animal from straw and burn it, ride on crusts, take part in a masquerade parade. At numerous venues it will be possible to see street performances and performances by the best vocal ensembles and folk artists.

New Year on Red Square

The festive concert begins at 20.00. Then everyone lights the New Year tree together. At midnight, guests will be surprised by festive fireworks. Tickets are on sale in advance at the expected symbolic price of 2,025 rubles.

Easter Gift Festival

Easter festival is one of the most striking and major events of the city in April. Guests and residents of the city will be able to learn about the traditions of Easter, taste various options for Easter cakes, try other holiday treats. And also take part in charity events.

The solemn ceremony of the changing of the guard at the walls of the Moscow Kremlin

The ceremony is held every on the Cathedral Square of the Kremlin. This is a colourful sight introducing Russian military traditions. Every year, the organizers introduce new elements into the program, preserving the classic part. To enter the territory of the Kremlin, an entrance ticket is required.

Russia Victory Day in the Great Patriotic War 1941-1945

In May 9th Russia celebrate the day of victory of Soviet troops over Nazi Germany. On this day, parades, commemorative events, and festive fireworks are held solemnly throughout the country. The main military parade of the country takes place in Moscow on Red Square. Throughout the city, at special concert venues, art groups perform, songs of the war years are heard everywhere. People dance, relax. Many older people cry, remembering the horror of years gone by.

Night of museums

Museum Night is an annual project that will take place in Moscow 15 times. Most of the city’s cultural institutions traditionally take part in it. Most of the city’s museums and exhibitions are free to visit. In parks, country estates, thematic performances and entertainment cultural events are held. About 200 museums, exhibition halls and art spaces take part in the festival. Many sites prepare special projects on the topic for visitors.

Fish Week festival

This year the festival will be held in Moscow for the sixth time. Everyone can taste a variety of seafood dishes, as well as purchase fish, shrimp, caviar «take away”. Every day, gastronomic shows and various master classes for both adults and children will be held at the festival venues.

A cappella Moscow Spring international festival

Bright and talented performers and bands from different countries come to Moscow to demonstrate all their singing a cappella skills. The show takes place at different open-air scenes in the center of Moscow. Everyone can visit any city concerts, creative workshops, music, theatre performances.

Horse racing events

In Moscow, the racing season lasts from May to September. Purebred racehorse competitions are held at the Central Moscow Hippodrome. Throughout the entire period, horses demonstrate all their power, beauty and strength. By tradition, in the spring a big holiday is held, dedicated to the opening of the race.

Day of Russia

On this day, all cities of the country host ceremonies, entertainment programs, holiday concerts with the participation of popular performers. Everyone can participate in sports and youth flash mobs, visit museums and improvised fairs. And the culmination of the holiday will be a big fireworks.

Flower Jam Festival

Within the framework of the festival, the international competition of urban landscape design of the same name takes place. The task of the contestants is to come up with gardens, compositions that will beneficially affect the emotional and physical condition of the city residents. Across the city will appear compositions of fresh flowers. The city is blooming.

International Festival "Russian Cuisine"

This year the festival of Russian cuisine will be held for the forth time. Guests will be able to taste a wide palette of dishes from multinational Russia. Appreciate the skills of the best chefs in Russia. Taste ready-made dishes according to old Russian recipes. The largest outdoor food court in Moscow will open. Performances of famous pop singers and folk artists will complement the holiday atmosphere.

International Fireworks Festival Rostec

The largest festival of pyrotechnic art in Russia. The strongest pyrotechnics from different countries gather to show the audience all their highest skills and compete for the title of best. A diverse program is provided for guests and residents of the city: creative and sporting events, thematic spaces, quests and games, performances by musical groups and much more.

International Military Music Festival Spasskaya Tower

This holiday festival takes place on Red Square. This is one of the most ambitious and vibrant events of the year. Spectators are waiting for the parade of military bands, musical groups from around the world. Music from classical to pop sounds in the city center. Military bands from many countries demonstrate entire dance performances, performances with weapons. Colorful laser and pyrotechnic shows decorate this event. The grand fireworks on the closing day are unforgettable.

Moscow City day

Bright, large-scale and spectacular holiday. In 2022, Muscovites will celebrate the 875th anniversary of their city. Moscow greets this day on a grand scale. The whole city is seething. At various venues there are concerts and live music. Sports competitions for families, fairs for all are held. Everywhere – an atmosphere of joy and emancipation.

Moscow Balloon Festival

The festival will be held at the Expocentre on Krasnaya Presnya. This is the largest festival in Europe in terms of the number of participants, guests and sponsors. The best professional graphic designers from all over the world compete here. The program includes: an air show, master classes, an exhibition of sculptures from balloons, as well as exciting seminars from professional aero designers.

XI Moscow International Festival Circle of Light

One of the largest light festivals in the world. Grand multimedia shows await guests and residents: 3D mapping, pyrotechnic effects using high-altitude fountains, fire flames, laser projections. Many light installations of fireworks with musical accompaniment.

XVIII Moscow Gastronomic Festival

Hundreds of restaurants in Moscow present a signature tasting menu. It offers new tastes, unusual food combinations, bold culinary experiments. Special brunches take place all month. The city has a lot of thematic entertainment, promotions from the partners of the festival. At the end of the festival, a magnificent ball is held at which members of the international jury will choose the winner.

National Unity Day of Russia

In Moscow, the program of this general public holiday is especially solemn and vibrant. A variety of patriotic events, rallies, parades are held. In the evening, festive concerts of pop stars and musical groups will take place.

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Easter Gift Festival. Easter festival is one of the most striking and major events of the city in April. Guests and residents of the city will be able to learn about the traditions of Easter, taste various options for Easter cakes, try other holiday treats. And also take part in charity events. 22.04.2024−17.05.2024.

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There are 2 assignments for this course. You will find all the assignments below. اس کورس کی 2 اسائنمنٹ ہیں آپ کو سب اسائنمنٹ نیچے مل جائے گی۔

Educational Psychology Code 840 Assignment Number 2

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AIOU Solved Assignment 1&2 Code 840 Autumn & Spring 2024

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How Long Has This Field in Psychology Been Around?

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What Are Some of the Major Perspectives in This Field?

What is the Career Outlook Like for This Form of Psychology?

Physical development

Psychomotor development

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International exhibition NEFTEGAZ-2022