Psychology is the science of understanding human behavior and cognition. It is relevant to education in several ways: 1. Psychology helps define and clarify the aims of education by showing what outcomes can and cannot be achieved. 2. Psychology contributes to understanding students' cognitive processes and individual differences, including various types of intelligence like verbal, logical-mathematical, and bodily-kinesthetic intelligence. 3. Student characteristics like intelligence, learning styles, and diversity impact how students learn and what teaching methods are most effective. Psychology provides insights to help teachers address individual student needs.

1. PSYCHOLOGICAL FOUNDATIONS
CECILLE M. MARTIN
MAED- SOCIAL STUDIES

2. DEFINITION
 Psychology is the science of the
intellects, characters and behavior of
animals including man.

3. RELEVANCE OF PSYCHOLOGY TO
EDUCATION
 Human education is concerned with certain
changes in the intellects, characters and
behavior of men, its problems being roughly
included under these four topics:
Aims, materials, means and methods.

4.  Psychology contributes to a better
understanding of the aims of education by
defining them, making them clearer; by
limiting them, showing us what can be done
and what can not; and by suggesting new
features that should be made parts of them.

5.  Psychology contributes to a better
understanding of the aims of education by
defining them, making them clearer; by
limiting them, showing us what can be done
and what can not; and by suggesting new
features that should be made parts of them.

6.  Psychology helps to measure the probability
that an aim is attainable.

7.  Psychology enlarges and refines the aim of
education.

8. COGNITION
&
LEARNING

9. COGNITION
 is the process by which the sensory input is
transformed, reduced, elaborated, stored, rec
overed, and used.[ In science , cognition is
the mental processing that includes
the attention of working
memory, comprehending and
producing language
, calculating, reasoning, problem
solving, and decision making.

10. HISTORY
1st used in 15th century
 Works of Aristotle
 WilhelmWundt (1832-1920) heavily
emphasized the notion of what he called
introspection; examining the inner feelings of
an individual.

11.  Herman Ebbinghaus (1850-1909) conducted
cognitive studies that mainly examined the
function and capacity of human memory.
 William James (1842-1910) is another pivotal
figure in the history of cognitive science.

13. STUDENT CHARACTERISTICS &
DIVERSITY
 INDIVIDUAL DIFFERENCES
 INTELLIGENCE

14. VERBAL INTELLIGENCE
 1.Verbal /Linguistic Intelligence:
Asks lots of questions
 Enjoys talking
 Has a good vocabulary
 Can pick up new language easily
 Enjoys playing with words (e.g., word games, puns, rhymes)


15.  Enjoys reading
 Likes to write
 Understanding the functions of language
 Can talk about language skills
 Is good at memorizing names, places, dates, and trivia

16. LOGICAL/MATHEMATICAL
 Enjoys solving puzzles
 Plays with numbers (counting)
 Wants to know how things work
 Is oriented toward rule-based activities

17.  Is interested in "if...then" logic
 Likes to collect and classify things
 Is analytical in approach to problems
 Does well at math, reasoning, logic, and problem
solving

18. VISUAL/SPATIAL
 Likes to draw
 Likes to take things apart
 Likes to build things
 Enjoys puzzles
 Likes to doodle

19.  Has a keen eye for detail
 Has a good sense of parts to the whole
 Is mechanically adept
 Remembers places by descriptions or images
 Can interpret maps

20.  Enjoys orienteering
 Is good at imagining things, sensing
changes, mazes/puzzles, reading maps and
charts

21. BODILY/KINESTHETIC
 Has a good sense of balance
 Has a good sense of rhythm
 Is graceful in movement
 "Reads" body language
 Has good hand-to-eye coordination

22.  Can solve problems through doing
 Can communicate ideas through gesture
 Has early ease in manipulating objects
(e.g., ball, needle)
 Is good at physical activities
(e.g., sports, dance, acting) and crafts

23. MUSICAL/RHYTHMIC
 Is sensitive to sound patterns
 Hums tunes
 Taps or sways in rhythm
 Discriminates among sounds
 Has a good sense of pitch
 Moves rhythmically

24.  Captures the essence of a beat and adjusts movement patterns
according to changes
 Remembers tunes and sound patterns
 Seeks and enjoys musical experiences
 Plays with sounds
 Is good at picking up sounds, remembering melodies, noticing
pitch/rhythms, and keeping time

25. INTERPERSONAL
 Demonstrates empathy toward others
 Is admired by peers
 Relates well to peers and adults alike
 Displays skills of leadership
 Works cooperatively with others

26.  Is sensitive to the feelings of others
 Acts as a mediator or counselor to others
 Is good at understanding people
 Is good at organizing communicating, and
sometimes manipulating people

27. INTRAPERSONAL
 Can express strong like or dislike of particular activities
 Can communicate feelings
 Is aware of strengths and weaknesses
 Is confident of own abilities
 Sets appropriate goals

28.  Works toward ambition
 Is good at understanding self and focusing inward on
feelings and dreams
 Is good at following own instincts
 Is good at pursuing own interests and goals
 Likes being original

29. NATURALISTIC
 Immediate Environment: effect of
sound, light, temperature,and
furniture/setting design

30. THANK YOU!!!!!!!!!!!!!!!