The Fiction and Drama course explores the literary genres of fiction and drama, including the study of literary techniques, themes, and styles. The course will examine classic and contemporary works in both genres, focusing on the analysis of plot, character, setting, dialogue, and other literary elements. The course will also introduce students to critical theory and literary criticism.

·       To develop students' critical reading and analytical skills through the study of fiction and drama.

·       To introduce students to the key concepts and terminology of literary analysis.

·       To enhance students' understanding of the techniques, themes, and styles of fiction and drama.

·       To enable students to evaluate and compare works of fiction and drama.

Aristophanes - Frogs

Christopher Marlowe - The Tragical History of the Life and Death of Doctor Faustus

            William Shakespeare - Hamlet

Harold Pinter - The Dumb Waiter

            Girish Karnad - Nagamandala

Jane Eyre - Charlotte Bronte

The Heart of Midlothian - Walter Scott

The Great Gatsby - F. Scott Fitzgerald

Kabuliwala - Rabindranath Tagore

Things Fall Apart - Chinua Achebe

Mastering English Literature - Richard Gill Palgrave

Jane Eyre - Charlotte Bronte

The Heart of Midlothian - Walter Scott

The Great Gatsby - F. Scott Fitzgerald

Kabuliwala - Rabindranath Tagore

Things Fall Apart - Chinua Achebe

CIA I - 20 Marks 

1. A class test based on the text

2. Essay on concepts and its application

3. A book/film/media review

CIA III - 20 Marks, the students can be asked

1. To prepare group presentations on topics relevant to the units

2. To put up an exhibition/display of

MSE - 50 Marks - Centralized Exam

(5 out of 7) x 10=50 Marks 

ESE - 50 Marks - Centralized Exam

(5 out of 7) x 10=50 Marks 

This course is an attempt at introducing students to one of the primary concerns of our time – Ecological well-being. The course is aimed at exploring the interrelationship between the environment, humans and society. It helps students understand the role of Literature in constructing, shaping and driving our interactions with ecology. This course will enable students to analyse both literary and non-fictional texts to understand how Nature and the Environment are perceived, imagined, and created. Students who pursue this course will not just be introduced to theoretical concepts but will also be introduced to practical modules and assignments that help impart critical thinking and a deeper understanding of the course's themes.

Course Objectives:

• To help students understand the complex and diverse ways in which humans and human societies construct, shape, and interact with their environment

• To examine the complex ways in which Nature is perceived, and represented in both fiction and non-fiction

• To explore an interdisciplinary approach among students by introducing them to Ecology and its allied disciplines through both theoretical and practical deliberations and field visits

·       To promote a critical ecological awareness which leads to affirmative action and produces sustainable solutions to the current ecological crisis

·       To help students gain a holistic perspective on development, economic growth, and ecological and social justice

Topics:

• Overview of Environmental Humanities and its importance in modern times
• Environmental crisis and its impact on society
• Cultural and socio-historical contexts of human-nature relationship
• Capitalism, consumerism, and their impact on the environment

Practical Modules:

Analysis of a contemporary piece of literature with an environmental theme

Critical review of a documentary on environmental issues

Suggested Readings

A River by A K Ramanujan

I Wandered Lonely as a Cloud – William Wordsworth

Binsey Poplars by G M Hopkins

Dust on the Mountain by Ruskin Bond

Topics:

• Historical perspectives on human-nature relationship
• Anthropological insights into environmental issues
• Socio-cultural determinants of environmental attitudes and behaviours

Practical Modules:

• Historical analysis of a contemporary environmental issue
• Anthropological analysis of a case study on environmental behaviour

Suggested Readings:

·       Environmentalism: A Global History – Going Green – Ramachandra Guha

·       To Ashes by W S Merwin

Topics:

• Ecocriticism and its role in environmental humanities
• Environmental ethics and its relationship to environmental policy
• Non-fiction works on environmental issues

Practical Modules:

• Analysis of an ecocritical literary work
• Ethical analysis of a case study on environmental policy

Suggested Readings:

• Excerpts from Walden by Henry David Thoreau

·       Shooting an Elephant – George Orwell

·       London – William Blake

·       The Adivasi Will Not Dance: Stories by Hansda Sowvendra Shekhar

Topics:

• What is ecosophy?
• Environmental philosophy and its impact on society
• Deep Ecology
• Bioregionalism

Practical Modules:

• Document and record the influence of Nature on the individual’s psyche
• Create a 30 second short video on any of the ecospiritual experiences

Suggested Readings

• Excerpts from Nature by Ralph Waldo Emerson

·       Excerpts from A Sand County Almanac (Thinking Like a Mountain) by Aldo Leopold

·       Excerpts from The Ecology of Wisdom by Arne Naess        

·       Excerpts from Life is a Miracle by Wendell Berry

A River by A K Ramanujan

I Wandered Lonely as a Cloud – William Wordsworth

Binsey Poplars by G M Hopkins

Dust on the Mountain by Ruskin Bond

Environmentalism: A Global History – Going Green – Ramachandra Guha

To Ashes by W S Merwin

Excerpts from Walden by Henry David Thoreau

Shooting an Elephant – George Orwell

London – William Blake

The Adivasi Will Not Dance: Stories by Hansda Sowvendra Shekhar

Excerpts from Nature by Ralph Waldo Emerson

Excerpts from A Sand County Almanac (Thinking Like a Mountain) by Aldo Leopold

Excerpts from The Ecology of Wisdom by Arne Naess        

Excerpts from Life is a Miracle by Wendell Berry

The Ecocriticism Reader: Landmarks in Literary Ecology Eds. Cheryll Glotfelty, Harold Fromm University of Georgia Press, 1996

The Green Studies Reader: From Romanticism to Ecocriticism Laurence Coupe, Jonathan Bate, Psychology Press, 2000

Writing the Environment: Ecocritcism and Literature Eds.   Richard Kerridge, Neil Sammells Zed Books, 1998

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.

The paper initiates the students to unlearn some of their conventional notions about what is literature;  introduces them to a varied schools of literary criticism and critical theory; and equips them to frame their own sense of 'literature' and 'theory'.

Course Objectives: This course aims to introduce the students to concepts, concerns, critical debates in theorising literary texts and expose them to the applicability of these theoretical frameworks. It will enable students to critically perceive and engage with the production of meanings, significations and negotiations. This paper will act as a bridge to Cultural Studies; Popular Culture; Indian Literatures; Postcolonial Studies; Ecological Studies and other studies that will be introduced in the final year and Honours in English.  

Level of Knowledge: Working knowledge of English and literature

I.1 What is Literature?

I.2 What is Literary Criticism; Literary/Critical Theory?

1.3 Literary Criticism/Theory: Key Ideas: Plato to Leavis 

(An Overview of the development of theory)

II. 1. Structuralism

a.      What is Structuralism?

b.     The Project of the Structuralists.

c.      Key Ideas/Theorists: Ferdinand de Saussure and Claude Levi-Strauss

II. 2 Poststructuralism

1. What is Poststructuralism?
2. The Project of the Poststructuralists
3. Key Ideas/Theorist: Deconstruction and Jacques Derrida

III. 1 Psychoanalysis:

1. What is Psychoanalysis?
2. The Project of Psychoanalysis and its working in Literature.
3. Key Ideas/Theorists: Sigmund Freud and Jacques Lacan

III. 2 Feminism:

a.      What is Feminism?

b.     Pre-poststructuralist’ Feminist Literary Theory

c.      Poststructuralist Feminist Theory            

d.     Key Ideas/Theorists: Virginia Woolf, Elaine Showalter, Helene Cixous

IV. 1 Ideology and Discourse:

a.      What is Ideology?

b.     Key Ideas/Theorists: Karl Marx; Louis Althusser; and Antonio Gramsci

c.      What is Discourse and it implications?

Key Ideas/Theorists:Michel Foucault; New Historicism;

V. 1 Postmodernism: Knowledge and Glocalization

a. What is Modernism and Postmodernism?

b. Key Ideas/Theorists: Jean Baudrillard; Jean-François Lyotard; Giles Deleuze and Felix    Guattari;  

V.2 Ecocriticism : Green Studies and Sustainability

a. What is Ecocriticism?

b. Key Ideas/Theorists: Cheryl Glotfelty and Harold Fromm

V. 3 Narratology : Telling and Retelling Stories

a. What is Narratology ?

b. Key Ideas/Theorists: Gerard Gennette and Vladimir Propp

Peter Barry: Beginning Theory: An Introduction to Literary and Cultural Theory.

Abrams, M.H. A Glossary of Literary Terms. 8^th ed. New York: Wardworth, 2005.

Ahmand, Aijaz. In Theory: Classes, Nations, Literatures. Rpt. New Delhi: OUP, 2006.

Culler, Jonathan. The Pursuit of Signs: Semiotics, literature, deconstruction. London/New York: Routledge, 2001. Print.

Devy, G.N., ed. Indian Literary Criticism: Theory and Interpretation. Rpt. Hyderabad: Orient Longman, 2007. Print.

Eagleton, Terry. Literary Theory: An Introduction. 2^nd ed. Oxford: Blackwell, 2008

---. The Function of Criticism. London: Verso, 2005. Print.

Gurrin, Wilfred L, et al. A Handbook of Critical Approaches to Literature. 5^th ed.             New York: OUP, 2005. Print.

Habib, M.A.R., ed. A History of Literary Criticism and Theory: From Plato to the Present. Oxford: Blackwell, 2008. Print.

John, Eileen, and Dominic McIver Lopes, eds. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Print.

John, Eileen, and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004.

Kapoor, Kapil. Literary Theory: Indian Conceptual Framework. New Delhi: Affiliated East-West Press, 1998. Print.

Klages, Mary. Literary Theory: A Guide for the Perplexed. London: Continuum, 2006

Leitch, Vincent B., ed. The Norton Anthology of Theory and Criticism. New York:Norton, 2001. Print.

Rice, Philip, and Patricia Waugh. Modern Literary Theory. 4^th ed. London: Hodder Arnold, 2001. Print.

Rivkin, Julie, Michael Ryan, eds. Literary Theory: An Introduction. Rev ed. Oxford: Blackwell, 2003. Print.

Rooney, Ellen ed. Feminist Literary Theory. Cambridge: CUP, 2006. Print.

Waugh, Patricia. Literary Theory and Criticism: An Oxford Guide. Oxford: OUP,             2006. Print.

CIA II: Mid Semester 

Section A: Any 3 questions out of 5. (3x10=30) (Conceptual Questions)

Section B: 1x 20=20. Application question. Compulsory no choice.

Total = 50.

CIA I: A class test (open book or otherwise on concepts and application) for 20 marks

CIA III: Any creative test that is application based for 20 marks.

End Semester Pattern

Section A: 5x10 =50 (Answer any 5 out of 7) Conceptual Questions alone

Section B: 2x25 = 50 (Answer any 2 out of 3) Application based

Total 100

The questions can be specific to topics or comparative.

CIA I - 20 Marks 

1. A class test based on the text

2. Essay on concepts and its application

3. A book/film/media review

CIA III - 20 Marks, the students can be asked

1. To prepare group presentations on topics relevant to the units

2. To put up an exhibition/display of

MSE - 50 Marks - Centralized Exam

(5 out of 7) x 10=50 Marks 

ESE - 50 Marks - Centralized Exam

(5 out of 7) x 10=50 Marks 

This is an intermediate level course which trains the students to critically analyze the ideas of self, mind, and society at the intersection of Psychology and Cultural Studies. The course is designed to provide conceptual and empirical tools to think in a multidisciplinary as also interdisciplinary framework about the nature of thinking and how it is in a dynamic relation with culture and society constituting a large array of human experience. The course also trains students to tackle more complex theoretical and empirical texts building on previous courses especially in Cultural Studies and Literary Theory. A competence in those courses is assumed. The course uses multiple resources including academic writings and varied forms of visual texts.

Course Objectives

·       To train learners in developing a theoretical and empirical framework incorporating disciplinary aspects of Psychology and Cultural Studies.

·       To train learners in analysing cultural and social phenomena based on the above-mentioned framework.

·       To give the basics of new frontiers in the understanding of mind, culture, and society with the advent of AI and other innovations.

This unit lays the theoretical and conceptual foundation of the ways in which questions of self, mind, and society have been thought both in the Western tradition as well as in the postcolonial Indian condition. The learners will get a full range of thinkers both from the global and national perspectives at the interface of mind, culture, and society.

Ashis Nandy- “The Uncolonized Mind” from The Intimate Enemy

Charles Lindholm- Chapter 2: “The Discovery of the Individual” and Chapter 3 “Authenticity and its Vicissitudes” from Culture and Identity

The unit introduces to the learners the complex ways in which language and thought is constitutive of debates around culture. The learners will be made aware of the multiple ways in which this problem has been addressed.

Claude Levi-Strauss- “The Science of the Concrete (Pg 1-22) from The Savage Mind

Michel Foucault- “Preface” from The Order of Things

Ludwig Wittgenstein- §1- 18 from Philosophical Investigations

This unit acquaints the learners to the diverse ways in which “self” is created in the Indian context. The unit is divided into readings and visual texts covering issues such as caste, gender religion, class, youth culture and memory.

B R Ambedkar- “Castes in India” in The Essential Writings of B R Ambedkar edited by Valerian Rodrigues

Nida Kirmani-“Deconstructing and Reconstructing ‘Muslim Women’ through Women's Narratives.” Journal Of Gender Studies (doi: /10.1080/09589230802584253)

 Constantine V. Nakassis-Youth Masculinity, ‘Style’ and the Peer Group in Tamil Nadu, India

 Vanita Sharma- Inherited Memories Second-Generation Partition Narratives from Punjabi Families in Delhi and Lahore

 Visual Texts:

 Short Film- In My Own Skin (dir: Mehak Jamal)

Documentary- Seasons of Life (dir: Dolly Kikon)

Photographs- “Talking Albums- Pictures and their Spoken Story” in People’s Archive of Rural India

Film: Sleeping Cities (dir: Shaunak Sen)

This unit provides students the basics of the debate on the idea of thinking and the social in the aftermath of digital revolution.

Essay- Andreas Kaplan- “Artificial Intelligence (AI): When Humans and Machines Might Have to Coexist” (pg 21-32) in AI for Everyone

Nick Seaver- “Algorithms as Culture: Some Tactics for the Ethnography of Algorithmic Systems” in Big Data & Society

Documentary: The Social Dilemma (dir: Jeff Orlowski)

Ashis Nandy- “The Uncolonized Mind” from The Intimate Enemy

Charles Lindholm- Chapter 2: “The Discovery of the Individual” and Chapter 3 “Authenticity and its Vicissitudes” from Culture and Identity

Ludwig Wittgenstein- §1- 18 from Philosophical Investigations

B R Ambedkar- “Castes in India” in The Essential Writings of B R Ambedkar edited by Valerian Rodrigues

 Vanita Sharma- Inherited Memories Second-Generation Partition Narratives from Punjabi Families in Delhi and Lahore

 Visual Texts:

 Short Film- In My Own Skin (dir: Mehak Jamal)

 Documentary- Seasons of Life (dir: Dolly Kikon)

 Photographs- “Talking Albums- Pictures and their Spoken Story” in People’s Archive of Rural India

 Film: Sleeping Cities (dir: Shaunak Sen)

Essay- Andreas Kaplan- “Artificial Intelligence (AI): When Humans and Machines Might Have to Coexist” (pg 21-32) in AI for Everyone

 Nick Seaver- “Algorithms as Culture: Some Tactics for the Ethnography of Algorithmic Systems” in Big Data & Society

 Documentary: The Social Dilemma (dir: Jeff Orlowski)

Michel Foucault- “Preface” from The Order of Things

Nida Kirmani-“Deconstructing and Reconstructing ‘Muslim Women’ through Women's Narratives.” Journal Of Gender Studies (doi: /10.1080/09589230802584253)

 Constantine V. Nakassis-Youth Masculinity, ‘Style’ and the Peer Group in Tamil Nadu, India

CIA I - 20 Marks 

1. A class test based on the text

2. Essay on concepts and its application

3. A book/film/media review

CIA III - 20 Marks, the students can be asked

1. To prepare group presentations on topics relevant to the units

2. To put up an exhibition/display of

MSE - 50 Marks - Centralized Exam

(5 out of 7) x 10=50 Marks 

ESE - 50 Marks - Centralized Exam

(5 out of 7) x 10=50 Marks 

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.

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