PSY

According to Jung's theory of Psychological Types we are all different in fundamental ways. One's ability to process different information is limited by their particular type. These types are sixteen.

People can be either Extroverts or Introverts, depending on the direction of their activity; Thinking, Feeling, Sensing, Intuitive, according to their own information pathways; Judging or Perceiving, depending on the method in which they process received information.


Extroverts vs. Introverts

Extroverts are directed towards the objective world whereas Introverts are directed towards the subjective world. The most common differences between Extroverts and Introverts are shown below:

Extroverts

* are interested in what is happening around them
* are open and often talkative
* compare their own opinions with the opinions of others
* like action and initiative
* easily make new friends or adapt to a new group
* say what they think
* are interested in new people
* easily break unwanted relations

Introverts

* are interested in their own thoughts and feelings
* need to have own territory
* often appear reserved, quiet and thoughtful
* usually do not have many friends
* have difficulties in making new contacts
* like concentration and quiet
* do not like unexpected visits and therefore do not make them
* work well alone

Source : http://socionics.com

Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment among the general population and sub-populations such as gifted children and those subject to specific disabilities.

Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology and also between Engineering and Physics. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.

The research methods used in educational psychology tend to be drawn from psychology and other social sciences. There is also a history of significant methodological innovation by educational psychologists, and psychologists investigating educational problems. Research methods address problems in both research design and data analysis. Research design informs the planning of experiments and observational studies to ensure that their results have internal, external and ecological validity. Data analysis encompasses methods for processing both quantitive (numerical) and qualitative (non-numerical) research data. Although, historically, the use of quantitative methods was often considered an essential mark of scholarship, modern educational psychology research uses both quantitative and qualitative methods.

Source : http://en.wikipedia.org