IGNOU

1.2 Cognitive Psychology: An Introduction
1.3 Research Methods in Cognitive Psychology
1.3.1 Goals of Research
1.3.2 Distinctive Research Methods
1.4 Domains of Cognitive Psychology
1.5 A Brief History of Cognitive Psychology
1.5.1 Early Thoughts of Thinking
1.5.2 Cognition in the Renaissance and Beyond
1.5.3 Cognitive Psychology in Early Twentieth Centuary
1.5.4 Cognitive Psychology — As it is Today
1.6 Key Issues in the Study of Cognitive Psychology
1.7 Key Ideas in Cognitive Psychology
1.7.1 Computer Metaphor and Human Cognition
1.7.2 Cognitive Science
1.7.3 Neuroscience and Cognitive Psychology

1. Discuss ‘Indianisation’ of English, citing examples of some major features of Indian English. (20)
2. Give a complete description of the consonants of English. (20)
3. What, in your view, are the most important learner variables in the learning of a second language?
Explain. (20)
4. What do you understand by ‘foregrounding’? Discuss with suitable examples. (20)
5. Write short notes on the following: (20)
a) The function of intonation.
b) Conversion as a morphological device.
1. Discuss the relationship between language and our perception of reality in terms of
linguistic relativity and linguistic determinism.
2. Write short notes on any four of the following, giving examples as far as possible:
i) Changes in the meaning of words from Old to Modern English.
ii) Langue and Parole
iii) Problems in defining a speech community
iv) Code mixing and code switching
v) Status versus Corpus planning
vi) Monism and Dualism
3. What is Theta theory? Which parts of grammar does it affect? Discuss with examples of
your own.
4. Discuss in detail four different approaches of looking at language and society (Unit 1,
Block 6). Highlight the differences between all these approaches.
5. Historically discuss the rise of American English and its chief characteristics

1. Explain any two of the excerpts of poems given below with reference to their
context: 10 X 2 = 20
(i) Now, sire”, quod she, “When we flee fro the bemes
For Goddess love, as taak som laxative.
Up peril of my soule and o lif,
I counseille yow the beeste, I wol nat lye,
(ii) My loue is now awake out of her dreams (s),
and her fayre eyes like stars that dimmed were
With darksome cloud, now shew theyr goodly beams
More bright then Hesperus his head doth rere.
(iii) I wonder by my troth, what thou, and I
Did, till we lov’d? were we not wean’d till then?
(iv) Damn with faint praise, assent with civil leer,
And without sneering, teach the rest to sneer;
Willing to wound, and yet afraid to strike

2. Highlight the salient features of Romanticism with illustrations from the poems
prescribed for study. 20

3. Attempt a comparison between the Epithalamion and the Prothalamion as wedding
songs. 20
4. Would you agree that Milton reflects on blindness in Sonnets 19 & 23? Give a
reasoned answer. 20
5. Would you consider Sylvia Plath’s Daddy to be an expression against the voice of
patriarchy? Comment critically. 20
1. Locate Chaucer’s Prologue to the Canterbury Tales within his vast writing career, as
a social commentary of the age. 20
2. What do you understand by the term renaissance? Examine Spenser’s Prothalamion
as an example of both renaissance writing as well as a nuptial song. 20
3. Examine any one poem by Donne or Herbert or Marvel as an example of metaphysical
poetry. 20
4. Critically examine Blake’s Songs of Innocence and Songs of Experience as precursors
of the Romantic Age. 20
5. Who were the Pre- Raphaelites? Critically appreciate any one poem of this
age/movement and highlight the characteristics of the movement. 20

Structure 1.0 Introduction 1.1 Learning Objectives 1.2 Aim of History Taking 1.3 Setting of the Interview 1.4 Duration of the Interview 1.5 General Principles of Interviewing 1.6 Elements of History Taking and Recording 1.7 Techniques of History Taking 1.8 Closing of Interview 1.9 Medical Records 1.10 Interviewing the Difficult Patients 1.11 Let Us Sum Up 1.12 Answers to Check Your Progress Exercises 1.13 Unit End Questions 1.14 References and Suggested Readings

1.2 Language and Cognition
1.3 Linguistics
1.3.1 The Structure of Language
1.3.2 The Buildings Blocks of Language
1.4 Language Acquisition
1.4.1 Stages of Language Acquisition
1.4.2 Language Acquisition and Cognitive Science
1.4.3 Language and Thought
1.5 Theories of Language Acquisition
1.5.1 Behaviouristic Theory
1.5.2 Limitations of Behaviourism Theory
1.5.3 Innateness Theory
1.5.4 Evidence to Support Innateness Theory
1.5.5 Limitations of Chomsky’s Theory
1.5.6 Cognitive Theory
1.5.7 Limitations of Cognitive Theories
1.5.8 Inputs or Integrationist Theories
1.5.9 Limitations of Inputs Theories
1.6 The Biology of Language Acquisition
1.6.1 Maturational Changes in Brain
1.6.2 Dissociations Between Language and General Intelligence
1.6.3 Neural Networks

4.2 Creativity
4.2.1 Meaning and Aspects of Creativity
4.2.2 Investment and Confluence Theory of Creativity
4.2.3 Aspects of Creativity
4.2.4 Stages of Creativity
4.2.5 Creativity and Intelligence
4.2.6 Measurement of Creativity
4.3 Problem Solving
4.3.1 Terms Related to Problem Solving
4.3.2 Typologies of Problems
4.3.3 Stages of Problem Solving
4.3.4 Strategies of Problem Solving
4.3.4.1 Algorithms
4.3.4.2 Heuristics
4.3.5 Factors Affecting Problem Solving

Indira Gandhi National Open University, New Delhi, Distinguished Speaker Zoom presentation slideshow with screenshots and links for research. The presentation shows how global faculty development represents surprisingly specific actions to bring educators and university faculties up to global academic standards. In the current world situation, teaching online is suddenly universal, and lifestyles will continue largely online. For language teachers, the presentation considers many online educational technologies in terms of constructivist pedagogy, data  processing requirements, and ease of use for students and teachers. NOTE: There is a link to the Zoom recording of the presentation in this PDF slideshow. The video is 28 minutes of lecture with clear sound, then 14 minutes of Q&A, turbulent at times, but interesting interactions with the New Delhi leaders and participants.

Virtual learning environment became very popular in the present learning environment. Not only higher education institutes, rather small institutes are also adopting it to facilitate their students. Present paper is in effort made by a small study centre run by IGNOU to create such learning environment. Open source software, i.e. MOODLE (Modular Object-Oriented Dynamic Learning Environment) was used for the present study. The software was customized as per the requirements, especially considering a distance education mode institute, tested it by uploading information/ data including grades, assignments, students profile, etc. for the present study. The students of the centre were acquainted with the practicalities of the MOODLE. This article endeavors to discuss the experiences of the administrator, teachers and also the ultimate users with the present study.

Online education is the most exciting segment in the Indian IT space. A host of e-education sites continue to enter the market with focused offerings, linking up students and teachers, almost on a daily basis. This is happening because the new medium seeks to supplement – not replace – traditional teaching-learning methodologies. Keeping in view the global and in country/domestic market changes, India has to play a vital role in terms of software exports, skilled manpower support, and online education. With India currently in the midst of a "dotcom" wave, Indira Ghandi National Open University (IGNOU) has taken the initiative in launching online in January 2000 two of its educational computer programmes. In July 2000 it launched twenty capsule courses (each comprising three courses) in different specialization areas of management [http://www.ignou.com/index.htm]. Each of these capsules addresses one specific functional or specialization area, one basic course pertaining to that specialization and a project course. The Bachelor of Information Technology and Advanced Diploma in Information Technology programmes are offered through a Virtual Campus Initiative (VCI). Management Programme capsule courses are offered through Project MEIDS (Management Education through Interactive Delivery Systems).

Human Past or History is divided into three main periods, namely, 1) Stone Age, 2) Bonze Age, and 3) Iron Age. These are not simply technological stages implying that tools and weapons were made of stone during the Stone Age, of bronze during the Bronze Age, and of iron during the Iron Age. These Ages imply much more than technology. They imply subsistence economy or ways of acquiring food, social organisation, including caring for the weak, sick and old, mode of disposing of the dead, art, and other aspects of life.

Abstract Education is an organic entity and it evolves continuously to cater to the emerging needs of a society. In India, the educational system has changed over the centuries and with it transformed the way teaching-learning is transacted. Education has changed from 'art to craft to technology'. Now we are witnessing technology-induced knowledge revolution. National boundaries and location of learner in spatial and temporal dimensions have lost significance. A learner on an atoll in the vast expanse of the Pacific Ocean can learn a ...

Distance Education in India has come a long way since the launch of correspondence courses in 1962 at the Delhi University. There have been many changes over the period of time, and thus, a transition was observed from print based correspondence courses to media supported distance education. With the advent of technology, expansion of telephone network, and lowering of tariff, there has been expansion of e-learning services, web based education, and mobile learning. Currently there are around 600 conventional (face-to-face) universities in India serving around 1.2 billion students. Starting with one Open University in 1982, now we have 15 open universities. There are single mode and dual mode distance education institutions. These provide instructions from print based to technology enabled means. All these developments transformed the teaching learning. Many of the institutions followed Open Educational Resources and Open Source movement. Reasons are varied for adopting open source. With the purpose to reduce the costs on software development, freedom to improve the software and freedom to redistribute to help neighbours has made individuals, institutions, and governments support open source. In this chapter, the author examines some of the initiatives of Open Source in the field of higher, open and distance education in India.