ASSIGNMENTS

SPECIALIZEDAREA: HIGHER EDUCATION

MASTER OFARTS (EDUCATION)-2nd YEAR
January 2019 & July 2019
MES:-103: HIGHER EDUCATION: THE PSYCHO-SOCIAL CONTEXT

a) Describe in brief the different approaches to cognition. (500 Words)

b) Discuss transactional analysis theory and its relevance in classroom management at the
college level. (500 Words)

c) Interview any five college going students staying in a hostel/PG accommodation, on the
problems faced by them. Prepare a report highlighting the problems faced by them regarding
their adjustment to college life. (500 Words)

Answers

a) Describe in brief the different approaches to cognition.

Ans.: Cognition is not a simple concept. Literally to 'cognize' is 'to know', hence, cognition is'
knowing'. As Neisser (1976) puts it "Cognition is the activity of knowing: the acquisition,
organization, and use of knowledge." All our mental abilities - perceiving, remembering and
reasoning, are organised into a complex system, the overall functioning of which is termed as
cognition. This facet allows us to conclude that sensing, attending, perceiving, analysing, etc.,
are various stages in the pursuit of cognition. (Glass, Holoyoak and Santa,1979).
Cognitivism, as a paradigm involves the scientific study of mental events. These mental
events deal with acquiring information, processing, storing and retrieving it. Accordingly, the
primary focus in a cognitive analysis of learning is on the learner's mental structure or
schema - a concept that includes not only the learner's previous related knowledge and ideas,
but also the strategies that the learner might bring to the present situation. In this view the
explicit assumption is, that learners are far from equal. and it is the individual's pre-existing
network of concepts, strategies and understanding that make experience meaningful and
highly individualistic. This is the very essence of the process of cognition.
The concept of cognition and its importance, let us try to comprehend the different
approaches to cognition. These are basically the theories of cognition, each offering its own
explanation of the process of cognition. Five significant approaches to cognition will be
discussed. These include:
The Piagetian approach: In Piaget's view, cognitive development is the combined result of
the development of the brain and the nervous system, and of experiences that help the
individual adapt to his or her environment. He believed that because humans are genetically
similar, and share many of the same environmental experiences, they can be expected to
exhibit considerable uniformity in their cognitive development. To explain the process of

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cognition, Piaget used several new terms drawn from his background as a biologist like-
schemata, assimilation, accommodation, adaptation and equilibration.
Information processing approach: Information processing theory rests on a set of
assumptions of which three are worth noting. First, information is processed in steps or
stages. The major steps typically include attending to a stimulus, recognizing it, transforming
it into some type of mental representation, comparing it with information already stored in
memory, assigning meaning to it, and acting on it in some fashion (Miller, 1983). At an early
processing stage, human beings encode information (represent it in thought) in somewhat
superficial ways (as when they represent visual and auditory stimuli as true-to-life pictures
and sounds) and at later stages in more meaningful ways (as when they grasp the gist of an
idea or its relationship to other ideas). Second, there are limits on how much information can
be processed at each stage. Although the absolute amount of information human beings can
learn appears to be limitless, it must be acquired gradually. Third, the human information
processing system is interactive. Information already stored in memory influences and is
influenced by perception and attention. We see what our prior experiences direct us to see,
and, in turn, what wesee affects what we know.
The discovery approach – Bruner: Another significant approach to understanding human
cognition was given by Bruner. He propounded a cognitive model of leaning which is
prescriptive, and suggested through his theory not only how learning takes place, but also
strategies for improving learning. Brunerstrongly advocates the use of discovery in schools,
which he defined as the [Link] that takes place when students are not presented with
subject matter in its final form, but rather are required to organise it themselves. This requires
the learner to discover for himself the relationships that exist among objects and events. The
most important and most obvious characteristic of the discovery approach to teaching is that
it requires far less teacher involvement and direction than most other methods. The
advantages of the discovery approach are that such learninz facilitates transfer and retention
increases problem solving ability and motivation.
Guided discovery: Some subjects lend themselves more readily to discovery-oriented
techniques than do other subjects. For example, some (though by no means all) scientific
principles can be discovered by students in guided discovery situations in which sufficient
background information and the appropriate experimental equipment are provided. Similarly,
students on field trips can discover a variety of phenomena, although understanding and
interpreting these phenomena (and even noticing them in the first place) often require
considerable guidance.
Vygotskys socio-cultural theory: Like Piaget, Vygotsky also believed that children are
active seekers of knowledge, but cognition, he felt, was a collaborative effort of the child and
the socio-cultural environment. According to him, infants are endowed with basic perceptual,
attention and memory processes which are common to other animals as well. These develop
naturally in the first two years of life. However, once the child has acquired language skills
and has become capable of mental representation, his ability to participate in social dialogue
surrounding culturally important tasks is enhanced. This leads to the development of the
ability of the child to converse with himself in a manner similar to conversing with others. As

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a result, the child's basic mental capacities are transformed into uniquely human higher
cognitive processes.
Individual variations in cognition: In any classroom situation, we find a wide, variety and
range of learners. Each pupil is different from the other and differences can also be seen in
their learning level. Perhaps they follow their own style of learning as well. Some try to grasp
the content just by listening and some pupils try to learn slowly while some pupils are very
quick. A teacher should have the knowledge of individual differences in order to
accommodate them in the classroom, to help her learners realize their potential, optimally.
This knowledge would also help her to plan out her instructional objectives, strategies and
content in such a way that it solicits attention and interest from all her learners. Let us look at
these individual variations one by one. You may recall that cognition is the act of human
information processing. Cognitive processes include the everyday activities of sensing,
attending, perceiving, remembering, learning, comprehending and problem-solving. People
perceive, cognize and acquire knowledge in different ways. Variations also emerge from the
process of interpretation, organization and conceptualization of knowledge, gained through
the perceptual process.
b) Discuss transactional analysis theory and its relevance in classroom management at the
college level.
Ans.: Classroom management is viewed as a broad concept, encompassing not just
techniques to control behavior, but also academic climate and effective teaching practices.
Successfd classroom management involves not only responding effectively when problems
occur, but preventing the frequent occurrence of problems. Therefore it may be more accurate
and more productive to think of classroom management as 'the orchestration of classroom life
so that all students can maximize their learning potential'.
Any teaching act is the result of a decision, whether conscious or unconscious, that the
teacher makes after the complex cognitive processing of available information. Studies in
education have focused on a wide variety of variables, several of which are directly under the
teacher's control. These include room arrangement, selection of material, instructional
resources, academic tasks, handling of material, grouping for instruction, time on task,
discipline procedures, I teaching methods and assessment practices. The teacher is thus the
key actor I in generating an effective classroom environment.
There are various approaches towards classroom management, which have taken the form of
well articulated theories:
Behaviorism: Much of the movement that is seen in education today stems from the desire to
be scientific. Behavior modification techniques suggest that specific rewards and
punishments will yield predictable results in the behavior of students. Behaviorism suggests a
system that will modify students to comply with prescribed norms. This is the discipline
system known as assertive discipline. This teaches students to accept the consequences of
their actions. It has as its basic premise, the reinforcement of appropriate behavior.
Practitioners of this are taught that they must learn to be assertive in taking control of the
class. A system of rewards and punishments are devised by the teacher to let students know

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when they have acted correctly or incorrectly. Increasingly unpleasant penalties are incurred
by students who continue to make improper choices. However, the self-esteem of students
often decreases; also it does not recognize that behavior problems in the classroom might
possibly be a function of poor teaching. It is up to the teacher to make and enforce classroom
rules.
Ginott model: The Ginott model focuses on the communication between the teacher and
student. This approach concentrates on avoiding criticism and trying to understand the
student's feelings. Teachers are encouraged to foster student autonomy and try to help
students take responsibility for their actions. These goals are accomplished by establishing a
communication with the students and by reasoning with them.
Kay model: People constantly judge their actions by internal standards. By teaching and
building upon these internal standards, students can be taught by becoming self-governing
and being responsible for their own actions. It rests on the beliefs that students are
intrinsically motivated to behave properly if they are taught how to do it. They can be
responsible for their own motivation and fbr monitoring their own behavior. Teachers should
not lift these responsibilities off of the students' shoulders. The role of the teacher is to teach
students how to monitor themselves.
Control theory: According to this theory, there are four basic human needs. They are love,
control, freedom, and fun. These four components are necessary for a healthy psychological
balance. Students need to be taught how to control their behavior. People have perceptions of
their needs and how they can be gatisfied. However, most feel that they do not have a choice.
It is the responsibility of a teacher to teach students that 'they choose how they act.' 'The
teacher's task is to help students make good choices by making clear the connection between
student behavior and its consequences'.
c) Interview any five college going students staying in a hostel/PG accommodation, on the
problems faced by them. Prepare a report highlighting the problems faced by them regarding
their adjustment to college life.
Ans.: In some countries the word hostel is specifically used for the accommodation of student
and travelers. However in India and Pakistan, the hostel is believed to be a place of residence
that a school, colleges or universities has, all hostels are supervised by the hostel wardens and
other staff. The hostel generally consists hundreds of students. All of them make a group of
students. These students come from different ethical, social, geographical and economical
background.
The hostel is a place where students stay for pursuing formal education away from their
homes. But the concept of hostel is not only limited to place of residence, hostel is a human
practical laboratory. Therefore hostel is not simply a place for living it is a center of
education. Students learn as much as from their teachers as well as fellows during hostel stay.
It enriches the understanding of the curriculum through analytical discussion among the
students living in the hostels, and may contribute to character building as well. Students in
hostel not only learn the theoretical material they also learn how to enhance their personal
abilities and learn to live independently.

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Living away from family for a specific period of time leaves some enduring experiences in
the life of the students. In this new life style student learns to live independently, and learn
how to compromise with the other students and roommates.
Students living in hostels face many difficulties and hurdles such as financial crises,
adjustment issues, personal helplessness, distress, changes in eating and sleep habits, and
many other issues. Research suggests that Empathy, altruistic behavior, emotional stability
will be more in hostel students. Hostel environment gives an opportunity for socialization
among students.
While living in hostel students share their personal ideology with other students, and learn
many new ideas from their hostel fellows. Hostel life also influences the students’ views and
perceptions about the religion. Hostel life also makes students more ambitious, those students
who have stayed in hostels are more self-reliant and confident than other students. In hostels
students learns courage and spirit from other students, and that may help students to face the
practical life more confidently.
It is a common perception that, hostel life has a unique impact on the pattern of students’ life.
Living in the hostel makes students socially and behaviorally different. Boarding or hostel
life is a combination of different cultural backgrounds, in the hostel life students learns to live
with different cultural background people.
Personality is the combinations of multiple traits which are consistent and enduring.
Personality is what a person is. The interaction with others is the expression of the one’s
personality. Thinking and behaving is the elements of personality, thinking is linked with the
emotions. Therefore individual’s perception and thinking are related to the thinking process.
Life experiences also affect the individual ways of thinking and behaving.
Personality is the characteristics those are persistent in different situation. Personality is the
expression of individual’s being. Life experiences are shown by the behaviors of individuals.
Behaviors vary from individual to individual and also changed by the surrounding
environment.
Social life experiences enable individuals to transfer the knowledge, experiences, and values
to the personal abilities. These personal abilities are the sole of the individual personality. So
the personality characteristics are shaped by the social exposure and individual’s ability of
gaining knowledge of the external world. Life skills are the ability that teach individual to
behave appropriately to the situation.
A qualitative research study was conducted to understand the impact of hostels on the life of
students such as behavior and personality. In-depth interviews were conducted to collect
information about the hostel life experiences. Students spoke about hostel life very
elaborately, they indicated that hostels have a great importance in our country as they provide
shelter to students, and it also reduces the distance to educational institutions. It provides an
opportunity for students to continue the process of education. It provides an ideal
environment for study. Female hostel student stated about hostel that:

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“Hostel is a place where students stay for a limited period, and pay for the accommodation
facilities. Most of the educational institutions have hostel. It helps those students who are not
able to come daily from their homes to educational institutions.”
Study revealed that hostel and home are interrelated. At home individuals have the support of
parents and siblings and in hostel students have to deal with their problems with the help of
hostel friends and roommates. Nature of responsibilities changes in hostel. They learn to take
care of themselves, become sensitive toward others, and learn to avoid others irritating
behaviors. Students independently handle all matters. One of male hostel student reported
that:
“In hostel students become more responsible because in hostel students live without their
parents and they got support from their hostel fellows to complete their works.”
When students come in hostel the first problem they have to face was to adjust with the hostel
environment and roommates. Students reported that in starting days they missed their home
and family too much and sometime after talking with parents on cell phones theystarted to
weep for some time and then get control of their emotions. At that time roommate and hostel
friends provide helps to adjust in a hostel. One male hostel student stated that:
“When I go back to my home after spending some time in hostel at home I treated like a
guest. My mother prepared special dishes for me and I really missed my mother’s cooked
food in hostel.”
The study explored the impact of hostel life on hostel students. It highlighted the experiences,
behavioral changes, and personality characteristics of the hostel students. It also studies the
gender differences among the roommates. Results show that male hostel students are more
prone to affect negatively during hostel stay as most of them indulge in drug addiction.
Female hostel students adjust in hostel more easily than male students. Positive behavioral
changes involved character building and preparing students for future practical life. The
negative behavioral adaptations included students become lazy, show careless attitude toward
studies, wasting time with friends, smoking and drug addiction in male students. Personality
characteristics related with hostel students are as such they considered to be realistic,
punctual, disciplined, independent, compromising, and well organized.