TBSE Class 11 Syllabus 2021 Psychology

Reduced Syllabus : Class XI : Psychology : 70 Marks : 2020-2021

Content in English Content in Bengali

Unit I : What is Psychology ? xôƒyÎ˚ 1 / ÙˆÏly!ÓK˛yl ܲ#⁄
2– ÙˆÏly!ÓK˛yl ܲ#⁄
2. What is Psychology ?
• K˛yˆÏlÓ˚ ˆ«˛e !•§yˆÏÓ ÙˆÏly!Óòƒy–
• Psychology as a Discipline.
• ≤ÃyÜ,˛!ï˛Ü˛ !ÓK˛yl !•§yˆÏÓ ÙˆÏly!Óòƒy–
• Psychology as a Natural Science.
• §yÙy!çܲ !ÓK˛yl !•§yˆÏÓ ÙˆÏly!Óòƒy–
• Psychology as a Social Science. 3– Ùl G xyã˛Ó˚ˆÏîÓ˚ í˛z˛õ°!kô–
3. Understanding Mind and Behaviour. 4– ÙˆÏly!ÓòƒyÓ˚ ˆ«˛ˆÏe çl!≤ÃÎ˚ ôyÓ˚îy§Ù)•–
4. Popular Notions about the Discipline of 5– ÙˆÏly!ÓK˛yˆÏlÓ˚ !ÓÓï≈˛l–
Psychology. 6– ˲yÓ˚ï˛ÓˆÏ£Ï≈ ÙˆÏly!ÓK˛yˆÏlÓ˚ !Óܲy¢–
5. Evolution of Psychology. 7– ÙˆÏly!ÓK˛yˆÏlÓ˚ ¢yáy–
6. Development of Psychology in India. 8– àˆÏÓ£Ïîy ~ÓÇ ≤ÈÏÎ˚yˆÏàÓ˚ !Ó£ÏÎ˚Ó›–
7. Branches of Psychology. 9– ÙˆÏly!ÓK˛yl ~ÓÇ xlƒylƒ ˆ«˛e §Ù)•–
8. Themes of Research and Applications. 10– ܲÙ≈Ó˚ï˛ ÙˆÏly!ÓK˛yl#–
9. Psychology and other Disciplines. 11– ˜òl!®l ç#ÓˆÏl ÙˆÏly!ÓK˛yl–
10. Psychology at work
11. Psychology in Everyday Life.

Unit II : Methods of Enquiry in Psychology xôƒyÎ˚ 2 / ÙˆÏly!ÓòƒyÓ˚ xl%§rôyˆÏl ÓƒÓ•,ï˛ ˛õÂô!ï˛§Ù)•
2. Goals of Psychological Enquiry. 2– ÙˆÏly˜ÏÓK˛y!lܲ xl%§rôyˆÏlÓ˚ ˛í˛zˆÏj¢ƒ§Ù)•–
• Steps in conducting Scientific Research. • !ÓK˛yl!˲!_ܲ àˆÏÓ£ÏîyÓ˚ !Ó!˲ߨ hflÏÓ˚–
• Alternative Paradigms of Research. • àˆÏÓ£ÏîyÓ˚ !Óܲ“ ò,T˛yhs˝§Ù)•–
3. Nature of Psychological Data. 3– ÙˆÏly˜ÏÓK˛y!lܲ í˛z˛õyˆÏ_Ó˚ ≤ÃÜ,˛!ï˛–
4. Some important Methods in Psychology. 4– ÙˆÏly!ÓK˛yˆÏlÓ˚ !ܲS%È à%Ó˚%c˛õ)î≈ ˛õÂô!ï˛–
• Observational Method. • ˛õÎ≈ˆÏÓ«˛îÙ)°Ü˛ ˛õÂô!ï˛–
• Experimental Method. • ˛õÓ˚#«˛îÙ)°Ü˛ ˛õÂô!ï˛–
• Correlational Research. • §•à!ï˛Ù)°Ü˛ àˆÏÓ£Ïîy–
• Survey Research. • ç!Ó˚˛õÙ)°Ü˛ àˆÏÓ£Ïîy–
• Psychological Testing. • ÙˆÏly˜ÏÓK˛y!lܲ x!˲«˛y–
• Case Study. • ˆÜ˛§ fiê˛y!í˛–
5. Analysis of Data 5– í˛z˛õy_ !ӈϟ’£Ïî–
• Quantitative Method. • ˛õ!Ó˚Ùyîàï˛ ˛õÂô!ï˛–
• Qualitative Method. • à%îàï˛ ˛õÂô!ï˛–
6. Limitations of Psychological Enquiry. 6– ÙˆÏly˜ÏÓK˛y!lܲ xl%§rôyˆÏlÓ˚ §#ÙyÓÂôï˛y–
7. Ethical Issues. 7– ˜l!ï˛Ü˛ !Ó£ÏÎ˚Ó›–

Unit III : The Bases of Human xôƒyÎ˚ 3 / ÙylÓ xyã˛Ó˚ˆÏîÓ˚ !˲!_
Behaviour 1– Ë)˛!Ùܲy–
1. Introduction 2– !ÓÓï≈˛ˆÏlÓ˚ ˛õ!Ó˚ˆÏ≤Ã!«˛ï˛–
2. Evolutionary Perspective. 3– ¢yÓ˚#Ó˚Ó,_#Î˚ ~ÓÇ §yÇfl,Ò!ï˛Ü˛ !˲!_–
3. Biological and Cultural Roots 4– xyã˛Ó˚ˆÏîÓ˚ ˜ç!Óܲ !˲!_–
4. Biological Basis of Behaviour. • !lí˛zÓ˚l–
• Neurons
5– fl¨yÎ˚%ï˛sf ~ÓÇ xhs˝«˛Ó˚y @˝Ã!rÌÓ˚ àë˛l G ܲyÎ≈yÓ°# ~ÓÇ
xyã˛Ó˚î G x!˲K˛ï˛yÓ˚ §ˆÏAà ï˛yˆÏòÓ˚ §¡õÜ≈˛–
5. Structure and Functions of Nervous
• fl¨yÎ˚%ï˛sf–
System and Endocrine System and their
• xhs˝/«˛Ó˚y @˝Ã!rÌï˛sf–
Relationship with Behaviour
6– ÓÇ¢à!ï˛ / !çl ~ÓÇ xyã˛Ó˚î–
and Experience.
7– §yÇfl,Ò!ï˛Ü˛ !˲!_ / xyã˛Ó˚ˆÏîÓ˚ §ÙyçÈüȧyÇfl,Ò!ï˛Ü˛ Ó˚)˛õyÎ˚l–
• The Nervous system.
• §Çfl,Ò!ï˛Ó˚ ôyÓ˚îy–
• The Endocrine system.
8– §Çfl,Ò!ï˛Ü˛Ó˚î–
6. Heredity : Genes and Behaviour. 9– §yÙy!çܲ#ܲÓ˚î–
7. Cultural Basis : Socio-Cultural Shaping 10– ˛õÓ˚§Çfl,Ò!ï˛ @˝Ã•î–
of Behaviour.
• Concept of Culture.
8. Enculturation.
9. Socialization.
10. Acculturation.

Unit IV : Human Development xôƒyÎ˚ 4 / ÙylÓ !Óܲy¢
1. Introduction 1– Ë)˛!Ùܲy–
2. Meaning of Development 2– !ÓܲyˆÏ¢Ó˚ xÌ≈–
* Life-Span Perspective on • ç#ÓlÓƒy˛õ# !ÓܲyˆÏ¢Ó˚ ˛õ!Ó˚ˆÏ≤Ã!«˛ï˛–
Development 3– !ÓܲyˆÏ¢Ó˚ ≤Ã˲yÓ!ÓhflÏyÓ˚ܲyÓ˚# í˛z˛õyòyl–
3. Factors Influencing Development 4– !ÓܲyˆÏ¢Ó˚ ≤çAà–
4. Context of Development 5– !Óܲy¢Ù)°Ü˛hflψÏÓ˚Ó˚ ˛õ!Ó˚ò¢≈l–
5. Overview of Developmental Stages • ≤Ãy܉˛çß√hflÏÓ˚–
* Prenatal Stage • ˜¢¢Ó–
* Infancy • Óy°ƒÜ˛y°–
* Childhood • ÓÎ˚/§!rôܲyˆÏ°Ó˚ ÓyôyÈüÈ!Ó˛õ!_–
* Challenges of Adolescence • ≤ÃyÆÓÎ˚flÒ ~ÓÇ Óyôܲƒç!lï˛ hflÏÓ˚–
* Adulthood and Old Age

Unit V : Sensory, Attentional and xôƒyÎ˚ 5 / §ÇˆÏÓòlñ ÙˆÏlyˆÏÎyà ~ÓÇ ≤Ãï˛ƒ«˛îÙ)°Ü˛ ≤Ã!ܲÎ˚y
Perceptual Process 1– Ë)˛!Ùܲy–
2– ˛˛õ,!ÌÓ#ˆÏܲ çyly–
3– í˛zj#˛õˆÏܲÓ˚ fl∫Ó˚)˛õ ~ÓÇ ≤ÃܲyÓ˚ˆÏ˲ò–
2. Knowing the World
4– §ÇˆÏÓòˆÏlÓ˚ Ó˚)˛õ–
3. Nature and Varieties of Stimulus
• ò,!T˛àï˛ §ÇˆÏÓòl–

4. Sense Modalities • ◊Óîàï˛ §ÇˆÏÓòl–
* Visual Sensation 5– ÙˆÏlyˆÏÎyàÙ)°Ü˛ ≤Ã!ܲÎ˚y–
* Auditory Sensation • !lÓ≈yã˛lÙ)°Ü˛ ÙˆÏlyˆÏÎyà–
5. Attentional Processes • !fiÌ!ï˛¢#° ÙˆÏlyˆÏÎyà–
* Selective Attention 6– ≤Ãï˛ƒ«˛îÙ)°Ü˛ ≤Ã!ܲÎ˚y–
* Sustained Attention • ≤Ãï˛ƒ«˛îÙ)°Ü˛ ≤Ã!ܲÎ˚yÓ˚ ò,!T˛Ë˛!Aà–
6. Perceptual Processes 7– ≤Ãï˛ƒ«˛îܲyÓ˚#–
* Processing Approaches in Perception 8– ≤Ãï˛ƒ«˛îÙ)°Ü˛ §Çàë˛ˆÏlÓ˚ l#!ï˛–
7. The Perceiver 9– fiÌylñ à˲#Ó˚ï˛y G ò)Ó˚ˆÏcÓ˚ ≤Ãï˛ƒ«˛î–
8. Principles of Perceptual Organisation
• ~Ü˛ã˛«%˛Ù)°Ü˛ §)e ~ÓÇ !mÈüÈã˛«%˛Ù)°Ü˛ §)e–
9. Perception of Space, Depth, and Distance
10– ≤Ãï˛ƒ«˛îÙ)°Ü˛ fiÌyÎ˚#c
11– xôƒy§–
* Monocular Cues and Binocular Cues
12– ≤Ãï˛ƒ«˛ˆÏî §Ùyç §Çfl,Ò!ï˛Ù)°Ü˛ ≤Ã˲yÓ–
10. Perceptual Constancies
11. Illusions
12. Socio-Cultural Influences on Perception

Unit VI : Learning xôƒyÎ˚ 6 / !¢ál
1. Introduction
2– !¢áˆÏlÓ˚ fl∫Ó˚)˛õ–
2. Nature of Learning
3– !¢áˆÏlÓ˚ ï˛_¥–
3. Paradigms of Learning
4– ≤Ãyã˛#l xl%Óï≈˛l–
4. Classical Conditioning
• ≤Ãyã˛#l xl%Óï≈˛ˆÏlÓ˚ !lô≈yÓ˚ܲ–
* Determinants of Classical Conditioning
5– §!ܲÎ˚‡Îy!sfܲ xl%Óï≈˛l–
5. Operant/Instrumental Conditioning
• §!ܲÎ˚ xl%Óï≈˛ˆÏlÓ˚ !lô≈yÓ˚ܲ–
* Determinants of Operant Conditioning
• Ù)° !¢ál ≤Ã!ܲÎ˚y–
* Key Learning Processes 6– ˛õÎ≈ˆÏÓ«˛îÙ)°Ü˛ !¢ál–
6. Observational Learning 7– K˛ylÙ)°Ü˛ !¢ál–
7. Cognitive Learning 8– ˲y£ÏyÙ)°Ü˛ !¢ál–
8. Verbal Learning 9– ôyÓ˚îyÓ˚ !¢ál–
9. Concept Learning 10– ˆÜ˛Ô¢° !¢ál–
10. Skill Learning 11– !¢ál §M˛y°l–
11. Transfer of Learning 12– !¢áˆÏl §y•yÎƒÜ˛yÓ˚# í˛z˛õyòyl–
12. Factors Facilitating Learning 13– !¢ál ܲï≈˛y / !¢áˆÏlÓ˚ ôÓ˚î–
13. The Learner : Learning Styles 14– !¢álÙ)°Ü˛ x«˛Ùï˛y–
14. Learning Disabilities 15– !¢áˆÏlÓ˚ l#!ï˛Ó˚ ≤ÈÏÎ˚yà–
15. Applications of Learning Principles

Unit VII : Human Memory xôƒyÎ˚ 7 / ÙylÓ flø,!ï˛
2. Nature of Memory 2– flø,!ï˛Ó˚ ≤ÃÜ,˛!ï˛–
3. Information Processing Approach : The 3– ï˛Ìƒ ≤Ã!ܲÎ˚yܲÓ˚î ˛õÂô!ï˛ / ˆfiê˛ç ÙˆÏí˛°–
Stage Model 4– flø,!ï˛ ˛õÂô!ï˛ / §ÇˆÏÓòlàï˛ñ «˛îfiÌyÎ˚#
4. Memory Systems : Sensory, Short-term G ò#â≈fiÌyÎ˚# flø,!ï˛–

and Long-term Memories 5– ≤Ã!ܲÎ˚yܲÓ˚ˆÏîÓ˚ hflÏÓ˚–
5. Levels of Processing 6– ò#â≈fiÌyÎ˚# flø,!ï˛Ó˚ ≤ÃܲyÓ˚ˆÏ˲ò
6. Types of Long-term Memory • ˆây£ÏîyÙ)°Ü˛ G ˛õÂô!ï˛Ù)°Ü˛ñ í˛z˛õyáƒylÙ)°Ü˛ G
* Declarative and Procedural; Episodic ¢∑yÌ≈ܲ–
and Semantic 7– K˛yl ≤Ã!ï˛!l!ôc G flø,!ï˛ˆÏï˛ §Çàë˛l–
7. Knowledge Representation and 8– àë˛lÙ)°Ü˛ ≤Ã!ܲÎ˚y !•§yˆÏÓ flø,!ï˛–
Organisation in Memory 9– !Óflø,!ï˛Ó˚ ≤ÃÜ,˛!ï˛ G ܲyÓ˚î–
8. Memory as a Constructive Process • !ã˛•´«˛ˆÏÎ˚Ó˚ ܲyÓ˚ˆÏî !Óflø,!ï˛ñ •hflψϫ˛˛õ G
9. Nature and Causes of Forgetting ˛õ%lÓ˚%ˆÏoˆÏܲ ÓƒÌ≈ï˛y–
* Forgetting due to Trace Decay, 10– flø,!ï˛Ó˚ í˛zߨ!ï˛Ü˛Ó˚î–
Interference and Retrieval Failure • Ùyl§!ã˛e G §Çàë˛l ÓƒÓ•,ï˛ !lˆÏÙy!l:–
10. Enhancing Memory
* Mnemonics using Images and
Organisation

Practical (Assigments) : 30 marks
The students shall be required to undertake one assigment on any one of the following topics :

i) Structure and function of Neurone.

ii) Structure and function of Human Brain.

iii) Structure and function of eye and ear.

N.B.:- * Word limit of the assignment should be 500 words.

* Suitable diagrams are mandatory.

ÓƒÓ•y!Ó˚ܲ ≤Ãܲ“˛õe ˛õ)î≈ÙylÈüÈ30
SÈyeSÈye#ˆÏòÓ˚ !l¡¨!°!áï˛ ˆÎˆÏܲyl ~ܲ!ê˛ Ü˛yÎ≈≤Ãîy°# ÓySÈy•z ܲˆÏÓ˚ ≤Ãܲ“ §¡õyòl ܲÓ˚ˆÏï˛ •ˆÏÓ–
ܲä !lí˛zˆÏÓ˚yˆÏlÓ˚ àë˛l ~ÓÇ Ü˛yÎ≈yÓ°#–
áä ÙylÓ Ù!hflψϋÒÓ˚ àë˛l ~ÓÇ Ü˛yÎ≈yÓ°#–
àä ˆã˛yá ~ÓÇ Ü˛yˆÏlÓ˚ àë˛l ~ÓÇ Ü˛yÎ≈yÓ°#–
!ÓÉoÉ/ÈüÈ D ¢∑§#Ùy ˛õÑyã˛¢ (500) ¢ˆÏ∑Ó˚ ÙˆÏôƒ •ˆÏï˛ •ˆÏÓ !ã˛e§•–