Syllabus for
Bachelor of Arts (Psychology, Economics)
Academic Year  (2023)

Course Description

This course is designed to give a systematic introduction to mainstream approaches to the study of microeconomics. The course begins by introducing students to the theories and derivation of demand and supply. Then the course proceeds with a systematic introduction to the theories of production. With the understanding of laws of production, cost, revenue, and functioning of various markets are introduced. The course has been designed in such a way that it stimulates awareness on essential variables for the understanding of how consumers and firms derive various decisions.

Course Objectives

The course has been conceptualised in order to help students:

• Develop an understanding of the conceptual foundations and analytical methods used in Microeconomics.
• Familiarise with the basics of consumer behaviour and decision-making criteria.
• Analyse and understand relationships and interactions in various forms of markets.

Theory of Consumer Behaviour: The Cardinal Utility Theory, The Indifference Curves Theory, Derivation of demand curve; The Market Demand: Derivation of the Market Demand- Determinants of Demand -Elasticities of Demand; Market Supply: Individual supply- Derivation of the Market Supply- Determinants of Supply -Elasticities of Supply.

Production Function; Laws of Production: The Law of Variable Proportions, Laws of Returns to Scale; Technological Progress and the Production Function.

The Traditional Theory: Short-Run Costs- Long-Run Costs, Economies and Diseconomies of scale, The 'Envelope Curve'; Modern Theory of Costs: Short-Run Costs, Long-Run Costs, The 'L-Shaped' Scale Curve.

Concepts of Revenue: Total, Marginal and Average; Market structure: Perfect Competition - Output Determination; Monopoly - Price and Output Determination, Price Discrimination; Monopolistic Competition - Price and Output Determination; Oligopoly – Cournot Model, Cartel.

Pindyck, R. S., & Rubinfeld, D. L. (2013). Microeconomics (8th ed.). New York: Pearson Education.

Salvatore, Dominick. (2017). Microeconomics Theory and Applications (5th ed.). Oxford: Oxford University Press.

Samuelson, P. A., & Nordhaus, W.D. (2010). Economics (19th ed.). New Delhi: McGraw-Hill Companies.

This course provides the basics of international trade theory stems from classical to new trade theories, and international economic policies on domestic and world welfare. This course begins with an introduction to international trade. Then the neo classical trade theories and new trade theories are discussed. The course concludes with a discussion on trade policies and its controversies. The course uses the empirical evidences to explain the theories and models in international trade.

Introduction: What is international economics about? An overview of world trade. Stylized facts about international trade, Components of Balance of Payments: Current account and Capital account.

Smith’s absolute advantage theory of trade, Ricardo’s comparative advantage theory of trade, concepts of offer curve and terms of trade; Heckscher-Ohlin theory, Rybczinski and Stolper-Samuelson theorems; factor price equalisation theorem; Leontief Paradox; Krugman’s New Trade Theory.

Instruments of trade policy; tariffs, quotas, export subsidies, voluntary export restraints, Global value Chain (GVC’s).

Political economy of trade policies, Controversies of trade policies, Free trade agreements

Francis Cherunilam. (2020). International Economics, 6th ed. McGraw Hill

Feenstra, R., Taylor, A. (2014). International Economics, 3rd ed. Worth Publishers.

Krugman, P., Obstfeld, M., Melitz, M. (2018). International Economics - Theory and Policy, 11th ed. Pearson Education

Pugel, T. (2015). International Economics, 16th ed. McGraw-Hill.

Soderstein, B and Geoffrey Reed (1999). International Economics, 3rd ed. Palgrave Macmillan

Dominick Salvatore. (2021). International Economics, 13th ed. Wiley

Antweiler, Werner and David Trefler. “Increasing Returns and All That: A View from Trade.” American Economic Review 92 no. 1 (2002): 93–119.

Bernhofen, Daniel M, and Brown. “Testing the General Validity Of the Heckscher-Ohlin Theorem: The Natural Experiment of Japan.” (PDF) University of Nottingham Working Paper, 2009.

Bowen, Harry P, Leamer, et al. “Multicountry, Multifactor Tests of the Factor Abundance Theory.” (PDF - 2.43MB) American Economic Review 77, no. 5 (1987): 791–809.

Dornbusch, R., S. Fischer, et al. “Comparative Advantage, Trade, and Payments in a Ricardian Model with a Continuum of Goods.” American Economic Review 67, no. 5 (1977): 823–39.

Eaton, J., and S. Kortum. “Technology, Geography and Trade.” Econometrica 70, no. 5 (2002): 1741–79.

Broda, Christian, Nuno Limão, and David E. Weinstein. “Optimal Tariffs and Market Power: The Evidence.” American Economic Review 98, no. 5 (2008): 2032-2065.

Limao, Nuno. “Preferential Trade Agreements as Stumbling Blocks for Multilateral Trade Liberalization: Evidence for the United States.” American Economic Review 96, no. 3 (2006): 896–914.

Rose, Andrew K. “Do We Really Know That the WTO Increases Trade?” American Economic Review 94, no. 1 (2004): 98–114.

This course is designed to introduce some branches of mathematics used to understand microeconomic theory and macroeconomic theory in a lucid manner. The course begins by introducing students to the idea of basic concepts of mathematics and its application in economics. The course then systematically introduces students to the higher level of mathematics such as, differential calculus and integral calculus; and their applications in the field of microeconomics and macroeconomics at the rudimentary level.

The course aims to help students to:

• understand the basic concepts, procedures and techniques of mathematical economics.
• apply mathematical techniques to economic theory in general.

Concept and Types of Functions- limits and continuity. Elementary Algebra-Linear and Non- linear- quadratic, Cubic, Parabolic, Hyperbolic, Logarithmic and Exponential functions and their graphs. Simultaneous equations- applications to market equilibrium analysis, one and two commodity case, specific tax and subsidy case.

Meaning and Rules of Differentiation, Marginal concept, First and Second Order Derivatives, Concept of Elasticity, Elasticity of substitution, Partial Derivatives- First and Second Order Partial Derivatives, Cross partial derivatives, Application in Economics: Relationship among Total, Marginal and Average Concepts; Homogenous functions and its application in Economics: Cobb-Douglas Production Function and CES Production.

Single and Multivariable Functions- Unconstrained and Constrained optimization: Lagrangian Multiplier Method-Applications on Consumer Equilibrium-Utility maximization, Application on Production and Cost Theory: Output Maximisation and Cost Minimisation; Profit Maximization under Perfect Competition, Monopoly, and Oligopoly markets (Cournot and Cartel) for Determination of Price and Output.

Integration; Indefinite and Definite Integral, Application of Integral Calculus in Economics: Marginal Revenue to Total Revenue, Marginal Cost to Total Cost, Investment and Time Path, Consumers’ and Producers’ Surplus in Market Equilibrium.

Sydsaeter, K. & Hammond, P. (2016). Mathematics for Economic Analysis. New Delhi: Pearson Education Inc.

Dowling, E. T. (2012). Schaum’s Outlines-Introduction to Mathematical Economics. (3rd ed.). New York: McGraw Hill.

Renshaw, G. (2011). Maths for Economics. (4t h ed.). Oxford: Oxford University Press.

* Mid Semester Exam      ** End Semester Exam

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.

Service learning combines community service with academic instruction, focusing on critical, reflective thinking and personal and civic responsibility. Service-learning programs involve students in activities that address community-identified needs while developing their academic skills and commitment to their community. It not only helps students to observe, analyze and understand the community but also allows the student to identify themselves in the community, build community partnerships and take up civic responsibilities. The course gives a first-hand opportunity for a student to utilize academic knowledge and skills by adopting a participatory learning approach. The course expects students to complete a minimum of 30 hours of community work under faculty supervision. There would be weekly class meetings that help students to reflect on their learning and learn from peers. 

Service learning: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of the psychologist in community service:  The action plan for service learning: Awareness, Planning, prototype, support, expansion and evaluation. Outcomes of service learning: Personal outcome; Social outcome, Learning outcome and Career outcome.

Planning and carrying out a community service project under supervision - 30 hours of community work

Weekly reflections & supervision

Lerner, J. V., Phelps, E., Forman, Y. E., & Bowers, E. P. (2009). Positive youth development. Handbook of adolescent psychology.

Lerner, J. V., Phelps, E., Forman, Y. E., & Bowers, E. P. (2009). Positive youth development. Handbook of adolescent psychology.

Course Description

This course is in continuation to the Introductory Macroeconomics course offered in the second semester. The course first introduces students to the mathematical framework for Keynesian economics – ISLM. Then the links between output, inflation, and unemployment and the effectiveness of policies are discussed from the Keynesian and the Monetarist perspectives. The third unit then introduces students to the open economy framework, and the course concludes with a discussion on the contemporary debates in the field of macroeconomic theory and policies.

Course Objectives

The course aims to:

• enhance the understanding of the learners regarding the macroeconomic dynamics in the short-run closed as well as open economy.
• understand and analyse the nexus between output, inflation and unemployment in both the short-run and in the long-run.
• understand and critically evaluate contemporary macroeconomic policies, create reports and deliver presentations

The goods market and derivation of IS curve; real influences and Shift in IS schedule; the money market and derivation of LM curve; monetary influences and the shift in LM curve; determination of equilibrium income and interest rates; the relative efficacy of fiscal and monetary policy under IS-LM framework; Critiques of IS-LM.

Links between output and unemployment: Okun’s law; Estimates of potential GDP and their limitations; Natural rate of unemployment; Factors affecting natural rate of unemployment; Links between inflation and unemployment: Phillips curve; Friedman-Phelps expectations augmented Phillips curve; Output-inflation trade-off: Keynesian vs. Monetarists view.

The Mundell-Fleming model: assumptions; determining equilibrium output and exchange rate in a small open economy; the monetary and fiscal policy under floating and fixed exchange rates regimes.

Economic Stabilization-Monetary vs. Fiscal Policy; Handling Recession- Higher Spending vs. Tax Cuts; Monetary Policy-Rule vs. Discretion Based; Central Bank Goal: Zero vs. non-zero Inflation; Government Budget - Balanced vs. Unbalanced; Tax Laws for Savings – Reformed vs. Not Reformed.

Froyen, R. (2014). Macroeconomics: Theories and Policies (10th ed.). Pearson Education.

Mankiw, N. G. (2014). Principles of Macroeconomics (7th ed.). Cengage Learning.

Mankiw, N. G. (2015). Macroeconomics (9th ed.). USA: Worth Publishers.

Blanchard, O. (2009). Macroeconomics (5th ed.). New Delhi: Pearson Education.

Heijdra, B. J. & Ploeg, F. V. (2001). Foundations of Modern Macroeconomics. Oxford: Oxford University Press.

McConnell, C. R., & Brue, S. L. (2011). Macroeconomics, Principles, Problems, and Policies.  New York: McGraw Hill Inc.

Moorthy, V. (2017). Applied Macroeconomics. New Delhi: I. K. International Publishing House.

Thomas, A. M. (2021). Macroeconomics: An Introduction. Cambridge: Cambridge University Press.

Public Economics is the study of government policy from the point of view of economic efficiency and equity. This course introduces students to allocation,distribution, stabilisation and regulatory functions of government. The course discusses about concept of public goods, club goods, and merit goods, andanalyses causes of externalities and market failures. It then does a systematic analysis of sources of government revenue, expenditure, public debt which is inclusive of theories on taxation, public expenditure and Economist views on public debts to provide students a broader perspective to analyse such issues. Last unit, provides a thorough understanding on fiscal institutions with a careful analysis of the issues pertaining to budgetary policies in general and Indian experience in particular.

The nature, scope and significance of public economics – Principle of Maximum Social advantage: Approaches and Limitations- Functions of Government - Economic functions - allocation, distribution and stabilization; Regulatory functions of the Government and its economic significance

Concept of public goods - characteristics of public goods, national vs. local public goods; Externality - concept of social versus private costs and benefits, merit goods, club goods; Provision versus production of public goods - Market failure and public Provision.

Concept of tax, types, canons of taxation-Incidence of taxes; Taxable capacity; Approaches to the principle of Equity in taxation -Ability to Pay principle, Benefit Approach; Sources of Public Revenue; VAT, Goods and Services Tax.

Structure and growth of public expenditure; Wagner’s Law of increasing state activities; Wiseman-Peacock hypothesis Different approaches to public debt; concepts of public debt; sources and effects of public debt; Methods of debt redemption- Trends of Public expenditure, Public debt and subsidies in India.

Government budget and its structure – Receipts and expenditure - concepts of current and capital account, balanced, surplus, and deficit budgets, concept of budget deficit vs. fiscal deficit- FRBM Act. Federal Finance: Different layers of the government; Inter governmental Transfer; horizontal vs. vertical equity; Principle of federal finance; Theory of Grants; Finance Commission.

Bhatia A.K. (2018). Public Economics, Wisdom Press, New Delhi.  Chapter -1.

Musgrave, R.A. and P.B Musgrave (1989). Public Finance in Theory and Practice, Tata McGraw-Hill, New Delhi.

Jha, R (2010). Modern Public Economics, Rutledge, London.

Cullis, John G. & Jones, Philip R. (2009). Public finance and public choice: analytical perspectives.  Oxford ; New York :  Oxford University Press

Tyagi B.P., Public Finance, Jai Prakash Nath Pub. Meerut (UP).

Government of India Budget Report, various issues

Citizen Report, various issues

Srivastava, D. K (2000). Fiscal Federalism in India, New Delhi, Har-Anand Publication Ltd.

Finance Commission Reports.

Economic Survey, Government of India, various issues.

State Finances: A Study of Budgets, Reserve Bank of India, various issues.

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).