BA (Hons.

) Applied Psychology
Category-I

DISCIPLINE SPECIFIC CORE COURSE – 1

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITE OF THE COURSE

Course Title Total Credit distribution of the Eligibility Pre-requisite

& Code Credits course Criteria/ of the course, if
Lecture Tutorial Practical Prerequisite any
Basic
processes in 4 3 0 1 Class XII Nil
Psychology Passed

Course Learning Outcomes

 To develop an understanding of the foundational concepts of the human mind and

behaviour
 To identify various approaches, fields and sub-fields of Psychology
 To develop skills that enable students to apply the knowledge gained through this
course ineveryday life

Unit 1: Introduction to Psychology: Nature and scope of Psychology. Difference between

Psychology and Applied Psychology. Historical Development and Current Status. Methods
of Psychological Research (experiments, psychological tests and observation). Ethics in
Psychological Research. Biological Basis of Behavior (Structure of Neurons, Brain
Structure andfunctions, Lateralization)
(15 Hours)

Unit 2: Attention and Perception: Nature, Difference between selective and divided
attention, Theories of Selective Attention (Broadbent’s Filter Model, Triesman’s
Attenuation Model, Limited Capacity Model, Kahneman Attention Theory), Perceptual
processes: laws of perceptual organizations, depth perception, constancy (Size), Top-down
theory (Gregory’s Theory) and Bottom-up Theory (Gibson’s Ecological Theory), Illusions
and factors affecting perception. Application of attention and perception in Indian Context
( 15 Hours)

Unit 3: Learning and Memory: Nature (memory), Memory as Information Processing,

Models of Memory (Levels of Processing Model, Parallel Distributed Processing Model),
Improving Memory, Forgetting, Nature (Learning), Conditioning, Cognitive Learning,
Observation learning; applications of learning. Application of learning and memory in
Indian Context
(15 Hours)

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 PRACTICAL: (30 Hours)

Total of TWO Experiments- One each from Unit 2 and 3 based on course DSC01: Basic
Processes in Psychology. Each practical group will consist of 10-12 students.

References:
 Abhedananda, S. (2008). True Psychology. Ram Krishna Vedanta Math. Kolkata
 Atkinson, R. L., Atkinson, R. C., Smith, E. E., Bem, D. J., & Hilgard, E. R. (2013).
Introduction to Psychology. New York: H. B. J. Inc.
 Baron, R. A., & Misra, G. (2014). Psychology. New Delhi: Pearson Education.
 Ciccarelli, S. K., Meyer, G. E., & Misra, G. (2013). Psychology: South Asian Edition.
NewDelhi: Pearson Education.
 ICSSR Research Surveys and Explorations: Psychology, Vols 1–5
 Nolen-Hoeksema, S., Fredrickson, B., Loftus, G. R., & Lutz, C. (2014). Atkinson &
Hilgards: Introduction to Psychology. Andover: Cengage Learning.
 Paranjpe, C. A. (2002). Self and Identity in Modern Psychology and Indian Thought.
KluwerAcademic Publishers
 Passer, M. W., & Smith, R. E. (2013). Psychology: The Science of Mind and Behavior.
NewDelhi: Tata McGraw- Hill
 Sinha, D., Misra, G., & Dalal, K. A. (2015). Psychology for India. Sage Publications.
 Zimbardo, G. P. (2013). Psychology and Life. Pearson

DISCIPLINE SPECIFIC CORE COURSE – 2

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITE OF THE COURSE

Course Title Total Credit distribution of the Eligibility Pre-requisite

& Code Credits course Criteria/ of the course, if
Lecture Tutorial Practical Prerequisite any
Applied
Social 4 3 0 1 Class XII Nil
Psychology Passed

Course Learning Outcomes

 Describe the key concepts and methods relevant to the study of social psychology.
 Understand and improve the relationship between self and society.
 Understand the significance of indigenous social psychology and apply social
psychologicalprocesses in promoting change in Indian society.

Unit 1: Introduction: Social Psychology & Applied Social Psychology: Structure of Indian

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 Society (with reference to unity and diversity), Definitions, historical development of the field
and current status, Levels of analysis, theoretical approaches (Symbolic Interactionism, Social
Constructionism), Methodological approaches in social psychology: experimental and non-
experimental; Action research.
(15 Hours)

Unit 2: Social Cognition: Nature of social cognition, social schema, heuristic, new directions
of social cognition; Attribution theory (Heider, Kelley, Jones and Davis, Weiner); attribution
biases; Person perception: impression formation and management (definition, process and
factors).
(15 Hours)

Unit 3: Attitude & Attitude Change: Structure, functions, formation of attitudes, attitude-
behavior relationship, Attitude Change: Process of persuasion, related factors, Theories of
attitude change. Strategies of promoting attitude and behavior change in India-illustrative case
studies in Indian context.
(15 Hours)

PRACTICAL: (30 Hours)

Any 2 lab/field practicums based on course DSC02: Applied Social Psychology. Each
practical group will consist of 10-12 students.

References:

 Aronson, E., Wilson, T. D., Alert, R. M., Sommers, S. R., & Tucker, V. (2020).
SocialPsychology (10th ed.). Pearson India Education Services Pvt. Ltd.
 Baron, R. A., Branscombe, N. R., Byrne, D., & Bhardwaj, G. (2010). Social
Psychology(12th ed.). Delhi, Pearson.
 Baumeister, R. F., & Bushman, B. J. (2013). Social Psychology & Human Nature.
Wadsworth.
 Hogg, M., & Vaughan, G. M. (2008). Social Psychology. Prentice Hall.
 Myers, D. G. (2005). Social Psychology (8th ed.). New Delhi: Tata McGraw-Hill Pub.
Co.Ltd
 Tucker, V. (2020). Research Methods in Social Sciences. Pearson India Education
servicesPvt. Ltd.

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 DISCIPLINE SPECIFIC CORE COURSE – 3
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITE OF THE COURSE

Course Title Total Credit distribution of the Eligibility Pre-requisite

& Code Credits course Criteria/ of the course, if
Lecture Tutorial Practical Prerequisite any
Psychology
of Health 4 3 0 1 Class XII Nil
and Well- Passed
Being

Course Learning Outcomes

 To understand the concept of health and well-being from the standpoint of biological,
psychological, social and cultural factors in interaction with each other.
 To learn about the role of health beliefs, attitudes and behaviours affecting
individuals’decisions relating to health.
 To understand the importance of modifying the problematic health behaviours.

Unit 1: Introduction: Definition of health psychology, goals of health psychology, illness-

wellness continuum, Mind-body relationship, Bio-psychosocial model of Health; Indian
perspective to health (concept of health in Ayurveda and Yoga); Subjective Well-being (Diener);
Emotional, Social and Psychological well-being (Ryff). (15 Hours)

Unit 2: Behaviour and Health: Characteristics of health behaviours (health behaviour, illness
behaviour and sick-role behaviour); Barriers to health behaviour (individual, interpersonal and
community). Theories of health behaviour (Protective motivation theory, theory of reasoned
action, Transtheoretical model). (15 Hours)

Unit 3: Health enhancing behaviors and health compromising behaviours: Health

enhancing behaviours: Exercise, Nutrition; Health compromising behaviours: Alcoholism and
Smoking;
(15 Hours)

PRACTICAL: - 30 Hours

Any two practicums (one in lab and one in field) on any of the two topics from the DSC03:
Psychology of Health and Well-Being using scales on general health behaviours, sleep, well-
being etc. Each practical group will consist of 10-12 students.

References:

 Allen, F. (2011). Health Psychology and Behaviour. Tata McGraw-Hill Education. (Unit
1:Chapters 6,7,8 and 9; Unit 2: Chapter 4; Unit 3: Chapter -8).

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 Dalal, A., & Misra, G. (2006). Psychology of Health and Well-being. Psychological
Studies.
 Dalal, A., & Misra, G. (2012). New Directions in Health Psychology. India: Sage
Publications.
 Dalal, A. K. (2016). Cultural Psychology of Health in India: Well-being, Medicine
andraditional Health Care. India: Sage Publications.
 Dimatteo, M. R., & Martin, L. R. (2011). Health Psychology. Indian adaptation by
Tucker,
V. & Tucker O. P. (2018). New Delhi: Pearson India Educational Services Pvt. Ltd. (Unit
1:Chapter 1; Unit 2: Chapter 6).
 Hariharan, M. (2020). Health Psychology: Theory, Practice and Research. Sage
Publications.
 Ravishankar, B., & Shukla, V. J. (2007). Indian Systems of Medicine: A Brief Profile.
African Journal of Traditional, Complementary, and Alternative Medicines: AJTCAM,
4(3), 319–337.
 Snyder, C. R., Lopez, S. J., & Pedrotti, J. T. (2011). Positive Psychology: The Scientific
and Practical Explorations of Human Strengths. New Delhi: Sage. (Unit 4: Chapter 5).
 Taylor, S. E. (2006). Health Psychology (6th ed.). New Delhi: Tata McGraw-Hill. (Unit 2:
Chapter 3; Unit 3: Chapters 4 and 10).

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 APPLIED PSYCHOLOGY
COURSES OFFERED BY DEPARTMENT OF PSYCHOLOGY

Category I
[UG Programme for Bachelor in APPLIED PSYCHOLOGY (Honours) degree in three years]

FIRST YEAR- SEMESTER 2

DISCIPLINE SPECIFIC CORE COURSE -4 (DSC-4) - :

FOUNDANTIONS OF INTELLIGENCE, PERSONALITY AND AFFECT

CREDIT DISTRIBUTION, ELIGI BI LITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course

·DSC-4:
- 4 3 0 1 12
th
Pass
(if any)
Nil
FOUNDANTIONS
OF
INTELLIGENCE,
PERSONALITY
AND AFFECT

Learning Objectives
The Learning Objectives of this course are as follows:
• Understanding and applying psychological determinants to everyday life events .
• Evaluating correct, logical, and unbiased inferences about human behaviour from
empirical information and evidences.
• Leaming to design, conduct, or evaluate basic psychological research based on
individual differences ,affect and motivation.
• Demonstrating knowledge of ethical principles that influence psychologists in their
research on individual differences.

20
 • Learning outcomes
• The Learning Outcomes of this course are as follows:
• Demonstrate an understanding and knowledge of the focus of Differential
Psychology/Individual Differences as a separate area of study along with a focus on
motivation and emotion
• Demonstrate comprehension in their abilities to define, operationalize, and assess
psychological constructs on which individuals differ as well as areas related to
· motivation and emotion.
• Display an understanding of how these aspects of individual differences, motivation
and emotion are studied in the laboratory. ·

SYLLABUS OF DSC-4

UNIT-I (5 Weeks)

.
Intelligence:

. Defining Intelligence;

. Historical perspective;
Hereditary, Environment and Intelligence;
Theories: Psychometric approach, Cognitive processes approach, contemporary
theories of R. Sternberg and H. Gardner;
• Emotional intelligence; Assessment of intelligence with group differences;
. Extremes oflntelligence: Giftedness and MR

UNIT-II (5 Weeks)
Personality:
• Defining Personality;
• Personality-environment interaction;
• Theories: Psychodynamic, phenomenological-humanistic, behavioural and social-
cognitive, Trait Perspective;
• Biological basis of personality.
• Assessment of Personality

UNIT- III (5 Weeks)

Motivation & Emotion
• Perspectives on motivation: Instinct Theory of Motivation (McDougall),
Psychodynamic and humanistic views, Maslow's theory, Self-determination theory;
Types of Motives;
• Emotions: Nature: Cognitive and Physiological components;
• Bodily changes and Emotions;
• The facial expression of emotions and Display rules;
• Theories: The James-Lange Somatic theory, The Cannon-Bard Theory,, Schachter -
Singer Theory.

Practical component (7 Weeks per practicum)

PRACTICAL: Any TWO test from the THREE units above.
Report writing in the APA style. Each practicum group will consist of 10-12 students.

Essential/recommended readings
• Passer, M.W. & Smith, R.E. (2013). Psychology: The Science of Mind and
Behaviour. New Delhi: Tata McGraw- Hill
• Ciccarelli,S . K., Meyer, G. E. &Misra, G. (2013/latest). Psychology: South Asian
Edition. New Delhi: Pearson Education.
• Nolen-Hoeksema, S., Fredrickson, B., Loftus, G. R., & Lutz, C. (2014). Atkinson &
Hilgard's: Introduction to psychology. Wadworth: Cengage Learning

21
Suggestive reading
• Sibia, A., &Misra, G. (2011). Understanding emotion. Handbook of psychology in
India, 286-298.Johnson, W . (2014) Developing difference. Palgrave Macmillan.
'
Note : Examination scheme and. mode shall be as prescribed by the Examination
Branch, University of Delhi, from time to time.

DISCIPLINE SPECIFIC CORE COURSE - 5 (DSC-5): DEVELOPMENTAL PSYCHOLOGY

Credit distribution, Eligibility and Prerequisites of the Course

Course title & Credits Credit distribution of the Eligibility Pre-·

Code course criteria requisite
I
' Lecture Tutorial Practical/ of the
' Practice course
(if any}
DSC-5: 4 3 0 1 1th Pass Nil
DEVELOPMENTAL
PSYCHOLOGY

Learning Objectives
• The Learning Objectives of this course are as follows:
• Assist students in understanding how developmental psychology plays a role in their
own lives and future careers
• Connects students to current research and real-world application
• Through an integrated approach students gain the insight they need to understand,
explain & apply key human development issues in Real life setting
• Describe ways that culture impacts development.
• Hands on training to students with the help of practical listed in the course

Learning outcomes
• The Learning Outcomes of this course are as follows:
• Critically evaluate theories of lifespan development
• Assess the biological cognitive, emotional and social factors that influence development
• Discuss methodological approaches used to study development
• Examine development issues of children and adolescent in the Indian context.

SYLLABUS OF DSC- 5

UNIT - I ( 5 Weeks)
Nature and Perspectives of Development: Understanding context: family, peers, school;
research methods and designs (Longitudinal & Cross-Sectional). Physical development:
patterns of growth from prenatal development to adolescence.

UNIT - II (5 Weeks) .
Cognitive Development: Brief introduction to cognitive development: Piagetian,
Vygotskian. Language development

UNIT - ill (5 Weeks)

Emotional Development : Displaying, Recognizing & Interpreting Emotions; Attachment;
Theories of Moral development (Kohlberg, Gilligan). ·

22
Practical component
• PRACTICAL: Any two practicals from the following list based on DSC05:
DevelopmentalPsychology. Each practical group will consist of 10-12 students.
• Assessment of cognitive or socio-emotional status with the help of standardized
psychological tests.
• Field report: The interaction between individuals and contexts (family, school,
peers,culture).
• Case study of an atypical individual.
• Field work: Visit to an NGO working in the area of issues of children/adolescents

Essential/recommended readings
• Berk, L. E. (2010). Child Development (9th Ed.). New Delhi: Prentice Hall. (Unit 3:
Chapter 12)
• Feldman, R.S. & Babu, N. (2011). Discovering the life-span. New-Delhi: Pearson.
(Unit 1: Chapter 1, 2 to 8)
• Kakar, S. (2012) The inner world: A psychoanalytic study of childhood and society in
India (4th Ed.). New Delhi. Oxford University Press (Unit 3) ·
• Santrock, J.W. (2012). A topical approach to life-span development. New Delhi:Tata
McGraw- Hill.( Unit 1 to 3)
• Shaffer, D.R. &Kipp, K. (2007). Developmental psychology: Childhood and
Adolescence Indian reprint:Thomson Wadsworth (Unit 2 : Chapter 7 to 10, Unit 3:
Chapter 11 ,15 &16)
• Sharma, N . & Chaudhary, N . (2009). Human development: Contexts and processes In
G. Misra (ed) .
• Psychology in India, Vol 1: Basic psychological processes and human development.
India: Pearson. (Unit 3)

Suggestive readings (if any)

Georgas, J., John W. Berry., van debVijver,F.J.R, Kagit~ibasi, <;igdem,Poortinga, Y.
P. (2006). Family across Thirty Cultures: A Thirty Nation Psychological
Study.Cambridge Press.
Mitchell, P . and Ziegler, F. (2007). Fundamentals of development: The Psychology of
Childhood. New York: Psychology Press.
Saraswathi, T.S . (2003). Cross-cultural perspectives in Human Development:
Theory,Research and Applications. New Delhi: Sage Publications.
Srivastava, A.K. (1997). Child Development: An Indian Perspective. New Delhi.
Patra ,S (2022) .Adolescence in India : Issues ,Challenges & Possibilities .New Delhi:
Springer

DISCIPLINE SPECIFIC CORE COURSE-6 (DSC-6):

SOCIAL AND GROUP PROCESSES

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture I Tutorial I Practical/ criteria of the course

23
 Code Practice (if any)
DSC-6: 4 3 0 1 1th Pass Nil
SOCIAL

AND

GROUP

PROCESSES

Learning Objectives
The Learning Objectives of this course are as follows:
• Understand the process of social interaction and human behaviour.
• Understand various processes and their implications in Indian society.
• Describe the cultural and personal diversities in India and their relationship with
certain social problems in Indian context

Learning outcomes

The Learning Outcomes of this course are as follows:

• Understand the importance of self and its implications for social relationships .
• Understand the dimensions of aggression in society and create harmonious
relationshipsbased on prosocial behaviour and non-violence.
• Describe and understand the social problems in the Indian context with respect to
the role ofgroups and group dynamics .

SYLLABUS OF DSC-6

UNIT-I ( 5 Weeks)
Self and social influence:
Defining the self, sources of self-knowledge, social and cultural influences on self, social
identity theory, social cognitive perspective of self (self-schema, self-schema clarity and
complexity). Social influence, conformity, compliance and obedience.
UNIT - II (5 Weeks) .
Social Interaction:
Interpersonal Attraction: meaning and nature of interpersonal attraction, Determinants of
_interpersonal attraction, Theories of interpersonal attraction; Prosocial Behaviour: Nature &
determinants, Bystander effect, Theories of Prosocial Behaviour; Aggression: definition,
causes, theories and reducing aggression (Indian perspective - Gandhi's Non:..violence) .

. UNIT- III ( 5 Weeks)

Group Dynamics: (12 classes)
Group Dynamics: Definition, types of groups, formation, structural properties, group decision
making, group think and group polarization, social loafing, social facilitation.

Practical component
Any 2 practicums either in lab and/or field based on DSC06: Social and GroupProcesses.
Each practical group will consist of 10-12 students.

Essential/recommended readings

24
• Aronson, E., Wilson, T. D., Ale1i, R. M., Sommers, S. R., & Tucker, V. (2020).
SocialPsychology ( I 0th ed.). Pearson India Education Services Pvt. Ltd.
• Baron, R. A., Branscombe, N. R., Byrne, D., & Bhardwaj, G. (2010). Social
Psychology(l2th ed.). Delhi, Pearson.
• Baumeister, R. F., & Bushman, B. J. (2013). Social Psychology & Human Nature.
Wadsworth

Suggestive readings

• Hogg, M., & Vaughan, G. M . (2008). Social Psychology. Prentice Hall.

• Myers, D. G. (2005). Social Psychology (8th ed.). New Delhi: Tata McGraw-Hill
Pub Co.Ltd

COMMON POOL OF GENERIC ELECTIVES (GE) COURSES

B.A. (Hons.)Psychology & B.A. (Hons.) Applied Psychology
First Year- Semester II

GENERIC ELECTIVES (GE-5):

INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the Eligibil Pre-
course ity requisit
Lecture Tutorial Practical/ criteri e of the
Practice a course
th
GE-5: 4 3 0 1 12 Nil
INDUSTRIAL AND Pass
ORGANIZATIONAL
PSYCHOLOGY

Learning Objectives

The Learning Objectives of this course are as follows:

• To understand the scope of organisational psychology
• Know about contemporary trends in industrial/ organisational behaviour
• Analyze motivational cycle
• To learn about theories of job satisfaction
• Examine varied theories and models of leadership
• To exhibit an experiential understanding of practical aspects of
industrial/organisational psychology

25
 B.A. (HONS.) APPLIED PSYCHOLOGY
Category I
(B.A. Honours in Applied Psychology in three years)

DISCIPLINE SPECIFIC CORE COURSE 07: Psychology Of Positive Living

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE – REQUISITES OF THE COURSE

Credit Distribution of the
Pre –
Course
Eligibility requisite of
Course title & Code Credits Practic
Tutoria Criteria the Course (if
Lecture al/Pract
l Any)
ice

DSC- 07
Class 12
PSYCHOLOGY OF 4 3 0 1 Nil
Pass
POSITIVE LIVING

Learning Objectives
The Learning Objectives of this course are as follows:
• Understanding the meaning and emergence of the field of positive psychology in the west and in the east.
• Learning the various pathways through which cognitive states and processes like optimism, Hope and
mindfulness influence well-being.
• Understanding the applications of positive psychology in various context.

Learning Outcomes
The learning outcomes of this course are as follows:
• After the completion of the course the students will be able to:
• Gain deeper insights into the emergence of the field of Positive Psychology and its progression in the west
and east, particularly in India.
• Have a better understanding of cognitive states like Optimism, Hope and Mindfulness in
• Positive Psychology.
• Comprehend, appreciate and implement the positive psychological concepts in real world.

SYLLABUS OF DSC- 07

UNIT-I (15 Hours)

Introduction: Meaning and goals of Positive Psychology; Historical development and culturally embedded
understanding of the field [An overview of Hinduism, Buddhism and Sufism].

UNIT– II (15 Hours)

Positive Cognitive States and Processes: Optimism [Seligman theory and Scheier and Carver’s perspective;
scales of measurement and outcomes] and Hope[Snyder theory, scales for measurement and outcomes],
Mindfulness [Jon Kabat-Zinn perspective and Vipassana meditation].

UNIT- III (15 Hours)

Applying Positive Psychology in real life: Positive psychology in education (components, care, trust & respect

246
for diversity), Positive psychology at workplace (gainful employment), Community (Me/We balance).

Practical component – 30 Hrs.

1. One practicum based upon Experiential exercise/s on any of the units given above
2. One practicum based on field study or Lab study/experiment from any of the units given
Above

Tutorial component – NIL

Essential/Recommended Readings:

Cassaniti, J.L. (2014). Buddhism and Positive Psychology. In: Kim-Prieto, C. (eds) Religion and Spirituality Across
Cultures. Cross-Cultural Advancements in Positive Psychology, vol 9. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-8950-9_6
Varma, S. (2009). Summary of Buddhism. Unpublished Paper
Ghosh and Deb (2016). Positive Psychology Progress in India: Accomplishments and Pathways Ahead. Psychological
Studies. Springer
Pradhan, M (2019). Positive psychology in context with Indian Heritage. Indian Journal of Community Psychology
Kumar, Kiran. (2015).Indian Perspectives and Positive Psychology. In Upadesh Kumar, Archana, & Vijay Prakash
(Eds.) (2015). Positive Psychology: Applications in Work, Health and Well-being. New Delhi: Pearson India.
Pp. 1-18
Frager, Robert & Fadiman, James. (2013). Personality and Personal Growth. Pearson Education.
Carr, A. (2004). Positive Psychology: The Science of Happiness and Human Strength. London, UK: Routledge.
Snyder, C. R., & Lopez, S. (Eds.) (2002). Handbook of Positive Psychology. New York: Oxford University Press.

Suggestive Readings:

Dhar, P.L. No I, No Problems: The Quintessence of Buddhist Psychology of Awakening. Psychol Stud 56, 398 (2011).
https://doi.org/10.1007/s12646-011-0111-0
Dalal, A. K., & Misra, G. (2010). The Core and Context of Indian Psychology. Psychology and Developing Societies,
22(1), 121–155. https://doi.org/10.1177/097133360902200105
Shirazi, B.A.K. (2014). The Sufi path of self-transformation. In Cornelissen, M, MisraG,
Varma, S (Eds). Foundations and applications of Indian psychology. Pearson Education India. (Sufism)
Varma S. (2017). Non-violent ways of relating: Love, healing, and beyond. In W. Shukla [Eds.], Annals of Hindi
Studies. New Delhi: JBS Publications India.
Baumgardner, S.R., & Crothers, M.K. (2010). Positive Psychology. Upper Saddle River, New Jersey: Prentice Hall.
Snyder, C.R., & Lopez, S.J.(2007). Positive Psychology: The Scientific and Practical Exploration of Human Strengths.
Thousand Oaks, CA: Sage.
Peterson, C. (2006). A Primer in Positive Psychology. New York: Oxford University Press.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

247
 DISCIPLINE SPECIFIC CORE COURSE – 8: BIOPSYCHOLOGY

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
(if any)
DSC- 8 4 3 1 0 Passed Nil
Biopsychology Class 12th

This DSC is offered in BA (H) Psychology of Semester-I. The syllabus of this DSC may
be seen at the link mentioned below :

du.ac.in/uploads/24-11-2022-Artsfaculty.pdf

248
• To understand into the nature and scope of bio psychology and its applications in
psychology
• To learning the structure and function of Neuron and the importance of action potential
andsynaptic activity
• To become aware of the methods to study the brain and its role in behavior
• To learn how endocrine glands mediate behavior.

Unit 1: Introduction to Biopsychology & Nerve Impulse: Nature & scope of bio
psychology( briefly explain what is bio psychology, and its application in psychology).

(9 Hours)

Unit 2: Neuron: structure and function of Neurons, action potential/nerve impulse,

synaptic transmission

(12 Hours)

Unit 3:Brain and Behavior: Methods (EEG, CT, fMRI), CNS and behavior( Spinal cord
and Brain functions.)

(12 Hours)

Unit 4: Endocrine System: Endocrine basis of behavior, Structure, function and

abnormalities (Pituitary, Adrenal,Thyroid, Gonads)

(12 Hours)
References:

• Carlson, N. R.(2009). Foundations of Physiological Psychology (6th ed.). New Delhi:

Pearson Education. (Latest ed., pp. 26-59; pp. 62-92).
• Khosla, M. (2017).Physiological Psychology: An Introduction.Delhi: Sage Texts.
• Leukel,F. (1976). Introduction to Physiological Psychology. Pearson: New Delhi. (pp
35-55).
• Levinthal, C. F. (1983). Introduction to Physiological psychology. New Delhi. PHI. (pp
116-151).
• Pinel, J. P. J. (2016). Biopsychology (9th ed.). New Delhi: Pearson Education.(Pp 25-39,
pp75-120).

References for Additional Readings:

• Kolb, B., & Whishaw, I. Q. (2009). Fundamentals of Human Neuropsychology, 6th

Edition.
Worth Publishers: New York. Pg 51-81, 110-131
• Rains, G. D. (2002). Principles of Human Neuropsychology. McGraw Hill: New York.
Pg 45-71.

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 CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
4 3 0 1 12th Pass NIL
DSC-9

Basic Statistics in
Psychology

Learning Objectives

The Learning Objectives of this course are as follows:

• The basic level course will assist the students in grasping the fundamental research and techniques of
descriptive statistics used in social sciences. Additionally, it will aid them in developing the conceptual
foundations of correlation, normal probability curve and acquiring appropriate computation skills.
● Calculate measures of central tendency, variability, and score transformations.
● Define and calculate correlation coefficients and understand the concepts of prediction and regression.
● Describe the normal curve and use the curve to solve various problems including probability.

Learning outcomes

By studying this course, students will be able to:

• Understand fundamental research, statistical techniques and analyse simple data.
● Calculate the statistics necessary to solve problems using measures of central tendency, correlation
coefficients and simple regression.
● Communicate the meaning of statistical analyses in everyday language and professional formats (e.g.,
graphs and tables).

SYLLABUS OF DSC 06

UNIT – I (15 Hours)

Introduction to Descriptive Statistics: Level of measurement; Measures of central tendency: mean, median and
mode (characteristics and computation); Measures of variability: range, semi-interquartile range, standard
deviation, variance (characteristics and computation)

UNIT – II (15 Hours)

Score transformations: standard scores and percentile ranks (characteristics and computation); Normal
probability curve: Characteristics and application of normal probability curve.

UNIT – III (15 Hours)

Analysis of relationships: Meaning, direction and degree of correlation; Factors affecting Pearson’s correlation;
Computation of correlation: Pearson’s coefficient correlation and Spearman’s rank order correlation; Prediction
and Simple Regression (Concept and calculation)

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Practical component (if any) - (30 Hours)
Total of two practicums based on statistical analysis of data:
• One practicum from Unit I based on any one of the statistics: measures of central Measures of
central tendency: mean, median and mode; Measures of variability: range, semi-interquartile
range, standard deviation, variance (characteristics and computation)
• One practicum from Unit III based on analysis of relationship (correlation or prediction)
Data sets available online or those from other sources can be used for this purpose. The Practicum
should focus on conceptual understanding of the statistical techniques used.

Essential/recommended readings
Aron, A., Aron, E.N. & Coups, E.J. (2007). Statistics for Psychology. (4th Ed.) India: Pearson Education
King, B.M., Rosopa, P.J., & Minium, E.W. (2007). Statistical Reasoning in the Behavioral Sciences.
(7th Ed.) USA: John Wiley.
Mangal, S.K. (2010). Statistics in Psychology and Education (2nd Ed.). PHI Learning.

Suggestive readings
Garrett, H.E. (1973). Statistics in Psychology and Education. Bombay: Vakils, Feffer and Simons
Private Ltd.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

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