Syllabus for
Bachelor of Arts (Communication and Media, Psychology)
Academic Year  (2023)

This course has been conceptualized to provide an overview of digital culture, exploring how digital technologies, social media, and other related communication technology have transformed society. This includes the history of digital technologies, their effect on society and culture, and their impacts on human life. 

Digital technology and culture; History of digital technology; Digital culture and social change; Digital culture and globalization

Online communities and social network; Cultural impact of social media; Privacy and Surveillance; Political activism and social media.

History of Digital art; Impact of Digital technologies on art and creativity; Ethics of Digital Art; NFT and politics of ownership

Digital technology and democracy; Digital divide and social inequality; Future of Digital Culture

 Turkle, Sherry (2004). How Computers change the way we think. Routledge

Castells, Manuel (1996) Rise of Network Society. Sage

 Sunstein, Cass (2007) Republic.com 2.0, Princeton

Buckingham, D. (2007). Youth, identity, and digital media (p. 216).

The MIT Press.  Dewdney, A., & Ride, P. (2006).

The Digital Media Handbook. Routledge.  Feldman, T. (2003).

 An introduction to digital media. Routledge.  Lindgren, S. (2017). Digital media and society. Sage.

CIA2: (25)

CIA3: (10)

 End-semester exam/submission:(50)

Attendance: (5)

Course Description:

Through this course, students will be exposed to the aesthetics and technicalities of photography with hands-on experience. Students can pick up the basic skills necessary to handle diverse photography assignments.

A brief history of the evolution of photography, Camera Obscura, deconstructing a photograph, a comparative study of photography and painting, Ways of Seeing, fundamental principles of image making-Physics and chemistry involved, Composition techniques: 9 grids, Rule of Thirds, Golden Triangle, Golden Ratio, and other geometrical applications, Fundamentals of visual cognition, Symmetry, Balance, Perspective, Angle. Colour: colour contrast and complementary colours,

Understanding Technicalities and digital Formats, equipment for different genres, Digital Photography fundamentals: Exposure Triangle, Exposure compensation, Metering and other dial options, Lenses for DSLR and Mirrorless cameras, Crop frame, Full frame, Adopters, White Balance

Understanding quantity, direction and tonality of light, working with natural lights, Incident and direct light, Artificial lighting, Strobes, Flash, Continuous light, Light meter, Working in Studio-one point, Two-point and Three-point lighting, experimenting with portraits and product photography

Black and white, still life, Food, Sports, Wildlife, Macro, Concept photography and Documentary Photography-Understanding news photography, Humanitarian photographySeminal works of photographers and photojournalists

CIA 2 –  25

 CIA 3 – 10

End semester examination/submission & VIVA: 50

Attendance - 5

The purpose of this paper is to empower stakeholders in the field of communication and media, primarily schoolchildren, NGO workers, and the target groups of these NGOs. The media domain skill sets would be used to bridge the gap between service-learning students and the community.

The Concept, Objectives, and Scope; Need for Community and University students, Case study presentations.

Orientation on the action plan for Service-Learning, planning, prototype, support and evaluation (reflective journal, Report and Viva Voce).

Outcomes of service-learning: Personal, social, learning and career outcomes.

Practical Stage 1 reflection – Identify the community and Field visit.

Discipline Specific with project guide’s approval - Understanding the Needs of the Community, conduct need analysis in the community, plan the service-learning project to be undertaken, Understand the steps involved in planning a service-learning project, Identify the resources needed for a successful service-learning project, develop a plan for a service-learning project.

Implementing a Service-Learning Project - Understand the importance of communication and collaboration in service-learning, Identify the challenges of implementing a service-learning project, develop strategies for overcoming challenges in service-learning.

Students to reflect on their service-learning experience, use their reflections to improve their service-learning projects. Students will use their reflections to develop a deeper understanding of the community and the impact of their service-learning project.

●      Community partner: Service-Learning Toolkit

●      (https://www.duq.edu/assets/Documents/service-learning/spring/_pdf/Community_Partnership_Toolkit.pdf)

Service-Learning Essentials: Questions, Answers, and Lessons Learned by Barbara Jacoby; Jeffrey Howard (Foreword by)

Service-Learning by Shane Lavery (Editor); Dianne Chambers (Editor); Glenda Cain (Editor); Chris Forlin (Editor)

Creating Our Identities in Service-Learning and Community Engagement by Barbara E. Moely; Shelley Billig; Barbara A. Holland

CIA 2 – Reflection- 15

CIA 3 – Project completion and reflection- 25

Cognitive Processes are the most basic aspects in the attempt to understand the psychology of

individuals. This course will help students to understand the structure and functioning of

senses; the principles of perception, and how perception helps an individual to understand

their world; principles, and theories of memory and attention. Through classroom discussions

and research discussions, the student will also be able to apply this knowledge in their daily

lives to improve their own functioning, as well as apply it to evaluate various real-world

issues such as artificial intelligence, machine learning, design thinking and so on. The

experimental psychology laboratory practicum taken alongside the course during the semester

will help students understand various psychophysical experiments and connect the theoretical

underpinnings of such tests to concepts learned in this course.

What is cognition?

what are the frameworks of studying cognition?- Information processing, history -classic works, debates- arguments.

Can animals and machines think? Human and animal cognition;

machine learning-robotics

Scope- cognitive neuroscience and computational neuroscience information processing model, cognitive models, parallel distributed processing model

Artificial Intelligence (AI) and human cognition, neurocognitive techniques, evolutionary and cultural cognitive psychology.

How do we study cognition? experimental and theoretical methods

Definitions and theories of sensation, perception- illusion ; Absolute and difference threshold; Signal detection theory; Sensory adaptation;Perception: Understanding perception, Gestalt laws of organization, Perceptual constancy - depth perception, size perception, perception of movement; Various sensory modalities; Extrasensory perception.

attention-Concept of attention, bottleneck theories of attention - Broadbent’s filter model, Treisman’s attenuation model, Deutsch-Norman’s memory selection model, capacity theory, automatic processing.

A cognitive perspective on consciousness -alertness and arousal states

memory and forgetting- Definition of memory, Atkinson and Shiffrin model, the neural network models, short term memory and working memory, long term memory and its types, forgetting, memory disorders, techniques to improve memory. 

Language as a cognitive process-Chomsky’s theory, linguistic-relativity hypothesis, bilingualism and dialect, neuropsychology of language–aphasia

problem-solving, reasoning;

decision-making: representativeness

creativity-functional

fixedness -Evaluate using examples to educational

settings - design-thinking;

Artificial intelligence and machine learning-application to mental health

Social setting- heuristics, availability heuristics, anchoring and adjustment heuristics, framing effect, hindsight bias

Clinical settings- cognitive deficits; eye-witness testimony

2. Norton. Goldstein, E. (2007). Cognitive Psychology: connecting mind, research and everyday experience (2ndEdiction). Wadsworth.

3. Matlin, M W (2009). Cognition (7th Edition), Wiley.

4. Galotti, K.M. (2001). Cognitive Psychology in and out of the Laboratory. SAGE Publications.

CIA 1 & 3 will be individual assignments

CIA2- will be mid-semester exam- case study based questions

End Semester Pattern- 2 hrs- 50 Marks

Section A (Very short Answer). 2 Marks X 5Qs= 10 Marks

Section B (Short answers). 5 Marks X 2Qs= 10 Marks

Section C (Essay questions). 10 Marks X 2Qs= 20 Marks

Section D (Case study). 10 Marks x 1Q= 10 Marks

The coursework aims to provide undergraduate psychology students with the knowledge and hands-on practice of experimental psychology. The course imparts training in classic and contemporary experiments from the domains of sensation and perception and other cognitive processes. The course introduces students to traditional psychophysical experiments and contemporary computer-assisted experiments. In the process, they will be provided with an understanding of central concepts, such as ethics, lab protocols and major elements of a psychological experiment, including variables and hypothesis. The course adopts a problem-based learning approach where students will get an opportunity to conduct a computer-assisted experiment to explain a given psychophysical phenomenon. Due attention is given to issues of identifying and selecting experiments, conducting experiment processes in an ethical manner and writing APA-style reports. The course has two components of lecture and laboratory work. The lecture classes will consist of a mixture of lectures and group discussions. Lectures are designed to clarify and deepen understanding of experimental methods and descriptive statistics. The laboratory sections will be a space to practice conducting psychological experiments and to begin learning some basics of data analysis.

Experimental methods and designs-variables, hypothesis, testing, Ethical issues; Principles of experimental design and analyse the strengths and weaknesses of experimental methodology in different esearch contexts.

Understand the meaning of descriptive statistical concepts (e.g. population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g. significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI

Introduction to Psychology Laboratory and experiments- Introduction to the ethical standards and lab protocols 

Two experiments each from the major domains mentioned below in a total of six-eight experiments, of which at least two should be computer-assisted tests

a. Sensation and Perception,

b. attention, and memory

c. Problem-solving, decision-making, creativity and cognitive errors or biases

APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual and ethical perspective 

Problem-based learning approach- in pairs (group to two members only) plan and carry out a laboratory session in the form of a smaller experiment and in writing be able to analyse, report and discuss its results

Cohen, R. J. & Swerdlik, M. E. (2013). Psychological Testing and Assessment: An Introduction to Tests and Measurement (Eighth Edition). McGraw-Hill.

Gravetter, F.J. &Wallnau, L.B  (2009). Statistics for the Behavioral Sciences (9th Ed.). Cengage Learning.

Woodworth, R.S., Schlosberg, H (1971). Experimental Psychology, Oxford & IBH Publishing Company, Private Limited.

Baron, J. (2000). Thinking and Decision Making. Cambridge University.

Kaur, H (2012). Experimental Psychology. Phi Learning Private Ltd.

Martin, D. W. (2008). Doing psychology experiments. Thomson-Wad sworth.

The course offers a comprehensive reading on the history and contemporary landscape of the Indian film industry. The course considers several critical issues, including questions of ownership and control, global dimensions of the Indian language film industry, division of creative workers, cultural hybridization, the national versus the transnational, regionalism, the cultural flow, and mixes in cinema. Students will have the opportunity to analyze and appreciate Popular Indian cinema.

The Parsi theatre and Silent Era; Beginning of Talkie and Studio Era; Narrating the nation in Indian cinema

Genres, themes, and narrative style; Star era and Fans association in Hindi and South Indian film industry; regional cinema spectator;

New Wave Cinema; Middle and formula films; Indian Diaspora and contemporary Indian cinema

Film Journalism in India – Past and Present; Introduction to Indian film historians, theoretician, and Critics work.

Rajadhyaksha and Willeman, Encyclopedia of Indian Cinema

Ashish Rajadhyaksha, “The Phalke Era: Conflict of Traditional Form and Modern Technology,” in Interrogating Modernity: Culture and Colonialism in India, ed. Tejaswini Niranjana, P. Sudhir, and Vivek Dhareshwar

Rosie Thomas, “Sanctity and Scandal: The Mythologization of Mother India,” Quarterly Review of Film and Video 11:3 (1989): 11-30.

 Screenings: D. G. Phalke Kalia Mardan and Sri Krishna Janma;  Himansu Rai and Franz Osten, The Light of Asia; Awara

Partha Chatterjee, "A Bit of Song and Dance," pp. 197-228.

Spectatorial Desires and the Hierarchies of Stardom

Majumdar, Neepa. Wanted Cultured Ladies Only! Female Stardom and Cinema in India, 1930s-1950s, University of Illinois Press, 2009.

Politics as Performance: A social history of Telugu cinema by S V Srinivas

Screenings:Sholay

Satyajit Ray, "What is wrong with Indian cinema?" "A long time on the little road." In Our films, their films (New York : Hyperion Books, c1994. ISBN: 0786861223) CR

Barnouw, Eric and S. Krishnaswami. Indian  film (2nd edn.) New York: Oxford University Press, 1980.

Baskaran S.T. The eye of the serpent: an  introduction to Tamil cinema. Madras: East-West Books, 1996.

Bharucha, R. On the border of fascism: manufacture  of consent in Roja. ‘Economic and Political Weekly’ 29(23): 4 June  1994: 1389-1395.

Biswas, Moinak. ed. Apu and After: Re-visiting Ray's Cinema (London: Seagull, 2006).

Bhowmik, S. Indian cinema, colonial contours.  Calcutta: Papyrus, 1995.

Chakravarty, Sumita S. National identity in Indian  popular cinema, 1947-1989. Austin: University of Texas Press, 1993.

Chatterjee, Gayatri. Awara. New Delhi: Wiley  Eastern, 1993.

Chatterjee, Partha. A bit of song and dance, in Aruna Vasudev (ed) Frames of mind: reflections on Indian cinema. Bombay,  Calcutta, Bangalore, Madras: UBS Publishers, 1995.

Hughes, Stephen. “Pride of Place,” Seminar 525, May 2003

Jaikumar, Priya. Cinema at the End of Empire. Duke University Press, 2006.

Pandian, M.S.S. Tamil cultural elites and cinema:  outline of an argument. ‘Economic and Political Weekly’ 13(15): April  1996. A Tamil translation was published in ‘Kalachuvadu’:  July-September 1997.

Pandian, M.S.S. The image trap: M.G. Ramachandran  in films and politics. New Delhi: Sage Publications, 1992.

Prasad, Madhava. Ideology of the Hindi film: a  historical construction. Delhi: Oxford University Press, 1998.

Rajadhyaksha, A. (ed) Film studies. ‘Journal of  Arts and Ideas’ 29: special issue: January 1996.

Rajadhyaksha, Ashish and Paul Willemen.  Encyclopaedia of Indian cinema. London: British Film Institute/New Delhi:  Oxford University Press, 1994. Distributed in USA by Indiana University  Press, second revised edition, 1999.

Srinivas, S.V. Devotion and defiance in fan  activity, in Ravi Vasudevan (ed) Making meaning in Indian cinema. Delhi:  OUP, 2000.

Srinivas, S.V. Roja in law and order state. ‘Economic  and Political Weekly’ 29(20): 14 May 1994: 1225-1226.

Vasudevan, R. “Addressing the Spectator of the ‘third world’ national cinema: the Bombay ‘Social’ Film of the 1940s and 1950s,” Screen 36:4, 1995.

Vasudevan, Ravi. Making Meaning in Indian Cinema (New Delhi, Oxford University Press, 2000).

CIA 2 - 25 MARK

CIA 3 - 10 MARK

CIA 4 - 50  MARK

* ATTENDANCE 50 MARK

This course has been conceptualized to provide students’ knowledge and skills required to become multimedia professionals in news and non-news environments. The new media ecosystem requires media professionals to be well-versed in all formats from Broadcast, Digital, and social media, to Mobile. Journalists and other professional communicators today must be trained to create and edit content according to the need of the format. As content in audio-visual form is being consumed more than any other form these days, budding journalists and content creators must learn the art of visual storytelling.

The course also intends to enhance the theoretical understanding of students on the principles of video production and multimedia storytelling. The students will learn how interesting and professional stories can be created using new technological tools like advanced cameras, smartphones and video editing software. They will learn how to write, report, and video edit the story. They will nurture video production skills for multimedia formats and learn the whole process from pre to post production. After this course, the students will be able to work both as freelancers and as multimedia professionals with established media outlets.

What is Multimedia environment? Components of Multimedia. Multimedia and Hypermedia. The emergence of new communication technologies and media convergence. Media convergence and industry practices. Changing trends in production, distribution and consumption of content. A journey from one-way to an interactive media environment. Difference between traditional and new media.

Camera – Types of shots, camera angles and movements. The three stages of production. Resolution, Shooting at different frame rates and its importance. White Balance. Shooting for consumption on vertical and horizontal screens. Mobile Production and MOJO – Producing news content. Using DSLR and mirrorless cameras. Framing and composition. Rule of thirds, 180- degree rule, Shoot for the edit, continuity. Types of microphones.

Video Editing – Basics of video editing, editing software, Timeline, Correct sequencing of shots, cuts and transitions, types and video effects and their use. Fast and slow motion, Colour grading, Use of AI enabled tools in advanced editing software, creating montage and graphics for the edit. Graphics and image editing. Audio Editing, Noise removal.

Adobe Illustrator: Logo Design, Poster, Pamphlets, Brouchures Design. Photoshop, Tools in Photoshop: Pen tools, Cloning, Matt painting, etc. InDesign: Page Layout Design, Cover Page Design, Ad copy design. Popular file formats GIF, JPEG, PNG, TIFF, EXIF, Graphics and Animation files. Colour grading. 

Importance of Aspect Ratios. Different aspect ratios for different media platforms especially social media. Different formats for visual storytelling – Anchor visuals, News packages, Documentary, Short filmmaking, Producing a news or entertainment show, Interviews, Panel Discussions.

 Xu, X., Yan, H. & Wang, X. (2022). Research on Postproduction of Film and Television Based on Computer Multimedia Technology. Scientific Programming.

Ruiz, D.I. (2018). David Isaac Ruiz (Author)Multimedia Production Handbook: From the idea to the remake: Theater, Radio, Filming, Television, Internet and more (Promonet, E, Eds) Independently Published.

Dwyer, P. (2019). Understanding Media Production. Routledge.

Bruce, D.L. (2008). Multimedia production as composition. In J. Flood, S. Brice Heath, D. Lapp (Ed.), Handbook of research in teaching literacy through the communicative and visual arts (2^nd Ed., pp. 13-18). Routledge.

CIA 2 - 25 MARK

CIA 3 - 10 MARK

CIA 4 - 50 MARK

*ATTENDANCE - 5 MARK

The course will help the students to develop an understanding of human development from conception to the later stages of life. This course has been conceptualized in order to provide a general introduction to various developmental concepts across the different stages of the lifespan, with the nature versus nurture debate as a concurrent theme. The primary purpose of this course is to examine the physical, cognitive, and socio-emotional development of infants, children, adolescents, and adults and the various factors (e.g., genetics, parenting, peer groups, culture) that influence development. Prominent theories of development and research methods in developmental psychology are reviewed. Specific topics that are covered include prenatal development, aggression, attachment, gender development, language development, moral development, cognitive development, cultural influences, and ageing.

Concept and principles of human development;

Naturevs Nurture debate;

developmental milestones;

Periods of lifespan development;

Domains of human development;

methods to study developmentlongitudinal, cross-sectional and sequential

biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem mode -

cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language;

Prenatal development - stages, development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome);

growth spurts inchildren and adolescents- motor, speech and puberty

Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning

Erickson and Marica, gender identity, the role of peers and media

Socio-emotional aspects- development of empathy,

emotional regulation

temperament- cycle of aggression/transgenerational trauma

Bowlby and Ainsworth: stages and types;

Parenting -Diana Bauimrind-

Cross-cultural views on family and parenting

myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities.

stages-emerging adult- Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage

Berk, L. E. (2016). Exploring lifespan development. Pearson.

Arnett, J. J. (2014). Adolescence and emerging adulthood. Pearson Education Limited.

CIA 2 (Mid Semester Examination): 25 Marks

CIA 3: 10 Marks

5 marks for attendance as per University Policy

CIA 1 & 3 will be individual assignments
CIA2- will be mid-semester exam- case study based questions

End Semester Pattern- 2 hrs- 50 Marks
Section A (Very short Answer). 2 Marks X 5Qs= 10 Marks
Section B (Short answers). 5 Marks X 2Qs= 10 Marks
Section C (Essay questions). 10 Marks X 2Qs= 20 Marks
Section D (Case study). 10 Marks x 1Q= 10 Marks

This course has been conceptualised for students to understand the historical and scientific developments in the field of social psychology. Students will explore the theoretical bases of the development of the social self and the dynamics of social perception and cognition, interpersonal attraction, prosocial behaviour, aggression, prejudice, attitudes, social influence and group processes in a social context. The course will engage students through pedagogy designed for a hands-on experience, critical reading of journal articles, discussion of contemporary social issues, and small study groups to facilitate a deeper understanding of human social behaviour. Further, the course aims to use a multicultural and intersectional lens to build on the student's understanding.

Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit (non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments,  Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies ; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour

Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition;  Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture;  Regulating and controlling the self;  Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation,  False modesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases).

Attitudes, Stereotypes , Prejudice, and Discrimination :  Attitudes : Definition, How attitudes influence behaviour, Attitude change : Persuasion and Cognitive dissonance ; Definitions  : Equality, equity, and social justice ; The nature and origins of stereotyping : Illusory correlation, Ingroup-bias, Outgroup homogeneity , Subcategorization ; Prejudice: Nature of the problem : Stigma,  Stereotype threat ; Sherif’s Boy’s camp studies, Tajfel’s minimal group studies ;  Contrasting perspectives on origins of prejudice:  Prejudiced personality, Threat to self-esteem, Competition for resources, Social categorization ; Ways to reduce prejudice: Social learning, Contact, Superordinate goals , Recategorization ; Discrimination: Sexism (hostile, benevolent, tokenism , glass cliff effect, glass ceiling effect), Modern racism (aversive, ambivalent) ; Discussion topic :Casteism in the Indian context.

Prosocial Behaviour & Interpersonal relationships :

Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective, Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility),  Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression). Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ;  Factors based on social interaction (similarity and mutual liking);  Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ;  Loneliness and social isolation among youth.

Branscombe, N.R & Baron, R.A (2023). Social Psychology, (15th Global Ed.). Pearson Education Limited. 

Bowleg, L. (2017).Intersectionali ty : An Underutilized but Essential Theoretical Framework for Social Psychology.pp 515-522. (In Eds.)

Brendan Gough. Palgrave Handbook of Critical Social Psychology.Palgrave Macmillan Figgou, L. & Pavlopoulos, P.(2015). Social psychology :Research methods. International Encyclopedia of the Social & Behavioral Sciences (2nd Ed.) Volume 22. Pp. 544–552. http://dx.doi.org/10.1 016/B978-0-08-0970 86-8.24028-2

Smith. J.R. & Haslam, S.A. (2012). Social psychology : Revisiting the classic studies. Sage publications.

 Qui,L., Chan, S.H.M., & Chan, D (2018). Big data in social and psychological science: theoretical and methodological issues. Journal of Computational Social Science 1,pp. 59–66. https://doi.org/10.100 7/s42001-017-0013-6

Crisp, R.J. & Turner, R.N. (2020). Essential Social Psychology, (4th ed.) .Sage Publications.

Reicher.S & Haslam,S.A. (2006). Tyranny revisited : Groups, psychological well-being, and the health of societies. The Psychologist, 19 (3)

Kassin, S. Fein, S. & Markus, H. (2014). Social Psychology, (9th ed.). WadsworthCengage learning. Myers, D.G , Sahajpal ,P. & Behera, P. (2019) Social Psychology, (10th Ed). McGraw Hill Education (India) Private Limited).