How to Qualify UGC NET in Psychology and Become JRF

The Marshmallow Test: Understanding the Power of Delayed Gratification

2023-07-23T19:25:00.004+05:30

Introduction

In the realm of psychological studies, few have captured the public's imagination as much as the iconic "Marshmallow Test." Conducted by psychologist Walter Mischel in 1960, this groundbreaking experiment delved into the fascinating concept of delayed gratification and its long-term effects on human behavior. The study's insights have since become foundational in understanding self-control and its impact on success in later life.

The Marshmallow Test - A Sweet Experiment

Picture a room with a group of young children, each presented with a tantalizing marshmallow on a plate. The researchers gave them a simple choice: they could either eat the marshmallow right away, or if they resisted the temptation for a short period, they would receive an additional marshmallow as a reward. The wait time varied between fifteen minutes and twenty minutes, during which the researchers left the room to observe the children's reactions.

Self-Control and Delayed Gratification

At first glance, the Marshmallow Test might appear to be a mere exercise in self-control for children. However, its implications extended far beyond the immediate context. Those children who demonstrated the ability to delay gratification and wait for the second marshmallow displayed higher levels of self-control. In contrast, those who couldn't resist the urge tended to indulge impulsively and consume the single marshmallow promptly.

Long-Term Impact

The true significance of the Marshmallow Test emerged when the researchers followed up with the participants over the years. Remarkably, the children's ability to delay gratification during this simple experiment had far-reaching consequences. Those who showed patience and self-control were found to have better academic performance, improved emotional regulation, and healthier relationships later in life.

Academic Success: The ability to delay gratification is closely linked to improved academic achievement. Patient children tend to be more focused, persistent, and better able to concentrate on their studies, giving them an edge in the learning process.

Emotional Regulation: Delayed gratification fosters emotional resilience. Children who learn to manage their impulses and emotions are more capable of coping with stress and setbacks, leading to enhanced psychological well-being.

Social Skills: Patience and self-control are integral to maintaining positive relationships. Individuals who can delay immediate rewards are more likely to develop stronger social skills and empathy towards others.

Professional Success: The correlations between delayed gratification and success in adulthood extend to the professional realm. As adults, those who exhibited self-control during the Marshmallow Test were more likely to demonstrate discipline, adaptability, and goal-oriented behaviour in their careers.

The Role of Parenting

The Marshmallow Test also provided valuable insights into the role of parenting in fostering self-control in children. Children who came from supportive and nurturing environments tended to perform better in the experiment, as they had learned to trust that delaying gratification would result in positive outcomes. On the other hand, children raised in less stable environments may have developed a stronger inclination towards immediate rewards as a way to cope with uncertainty.

Conclusion

The Marshmallow Test continues to serve as a timeless reminder of the significance of self-control and delayed gratification in our lives. Understanding the capacity to resist temptation and forego immediate rewards can have far-reaching implications for academic success, emotional well-being, and professional achievements. As parents, educators, or individuals seeking personal growth, we can draw valuable lessons from this iconic experiment and apply them to build a brighter and more successful future. So the next time you encounter a tempting marshmallow in your life, remember the power of patience and self-discipline!

Preparation Strategy

2015-03-03T10:33:00.002+05:30

Several people have requested me to formulate a strategy to qualify UGC NET as they've left their studies years before. But this post would help those also who want to adopt a new strategy after successive failures. Moreover in this post I've tried to integrate the various posts of the blog so that you may easily access them.

First and foremost it is essential to assess whether you would be willing to INVEST at least 2/3 hours daily or not. Then...

1. Start with the NCERT: It'll serve two purposes first you'd able to reassess your level of familiarity with the material and secondly it'd act as a catalyst in consolidating the remnants of Psychology which has decayed over a long period of time.

2. Refer either Morgan & King or Atkinson for General Psychology.

(If you are pursuing/ have completed Post Graduation from IGNOU then revise the IGNOU Notes, for they are without an iota of doubt quite good.)

3. Dissect the syllabus in the manner I had already dealt with. Go to the following link, either click here or paste the link provided in the bracket. (http://psychologyjrf.blogspot.in/2012/10/analysis-of-syllabus.html ).

4. Refer to the Book list I've compiled ( http://psychologyjrf.blogspot.in/2012/10/books.html). Thoroughly study them.

5. Practice solving MCQs.
Which book to refer? Go to the following Post of the Blog( http://psychologyjrf.blogspot.in/2012/10/books-for-multiple-choice-questions.html).

6. Solve questions asked during the last 4/5 years.

Finally the three R's of success:
First: Read;
Second: Revise; and
Third: Keep on revising.

If you've any suggestions feel free in updating the same in the comment box.
All the Best

Question on the Sanctity of UGC NET

2014-07-16T14:22:00.001+05:30

The University Grant Commission (UGC) has been entrusted with the responsibility of conducting the National Eligibility Test (NET). According to UGC, NET determines the eligibility of Indian nationals for the Award of Junior Research Fellowship (JRF) and eligibility for lectureship in order to ensure minimum standards for the entrants in the teaching profession and research. It is conducted twice in a year, first in June and then in December. Till December 2011 the test consisted of three papers. Paper-I comprised of 60 objective type questions of general nature, intended to assess the teaching/research aptitude of the candidate. Paper-II consisted of 50 objective type compulsory questions based on the subject selected by the candidate. Paper-III consisted of only descriptive questions from the subject selected by the candidate. From June 2012, Paper-III consists of 75 objective type compulsory questions from the subject selected by the candidate.

UGC demonstrated its penchant for the multiple choice question (MCQ) format by adopting it wholeheartedly at all levels which brought efficiency in conduction of the test and declaration of the results. But it failed to introduce subsequent and essential changes in other areas. That is why it has flaws at almost all stages.

Registration and Sitting Arrangement

Of the roll number, the first two digits are the centre code while the third and fourth digits denote the subject code and the last four digits are assigned in the order of form submission e.g. 02040122 here 02, 04, and 0122 are the code of the University of Allahabad, code of the subject Psychology, and order of form submission respectively. This is a grave mistake committed by UGC because candidates who have planned for cheating or euphemistically speaking helping each other, submit the form together one after the other. So they get the roll number in serial order. Sometimes two or three students apply only to help another student in getting qualified. Moreover all the candidates of a particular subject are allotted their centre of examination at one place or two/three places if candidates are in large number in that particular subject. Candidates of two subjects are seated alternatively i.e. one of Psychology then another of Political Science then of Psychology and this continues. In sitting arrangement of this ilk, those who have planned for prosocial behaviour in the exam easily circumvent the fragile inspection of the invigilators.

Syllabus and Question Paper

Although Paper 3 which earlier required descriptive responses has been converted into objective type yet the syllabus has not been revised despite the fact that Paper 2 is already objective type. The question paper of Paper 2 and Paper 3 has only one set so all the candidates of a particular subject have the question in the same order. Due to that the language of signs and symbols improvised by candidates works efficiently in the examination hall.

Time in Paper 3

In Paper 3 there are only 75 objective type questions and the time given to the candidates is two hours and thirty minutes (150 minutes). Candidates complete their paper effectively in not more than 75 minutes. So there is plenty of time for cherishing friendship and cheating.

In conclusion, it can be said that NET has an inherently flawed structure which inadvertently helps unscrupulous examinees. This is the reason that many charlatans have qualified the test. It is compromising the future of the higher education system. Prevent this obnoxious practice before the whole system is hijacked by them. To plug these loopholes UGC is required to take the following actions.

Candidates of each subject should be scattered at many centres of examination. In one hall there should be candidates of at least four or five subjects.

There is an urgent need for revising the syllabus of Paper 3 which was originally meant for conventional essay type answers.
In Paper 2 and Paper 3 also there should be four sets of question papers so that candidates who are close to each other have questions in different order.
Introduce the system of negative marking in all the papers so guessing would become fruitless and self-injurious.
The number of questions should be increased in Paper 3 which will cover the syllabus more exhaustively and hence will serve three purposes: enhance the content validity of the test, increase the reliability of the test, and leave the cheaters with less spare time for cheating.
If UGC is not inclined towards increasing the number of questions then the time allotted should be reduced to not more than 90 minutes in Paper 3.

Authors and their Books

2013-12-22T22:04:00.000+05:30

There are many books which had tremendous influence on the discipline of Psychology and thus have attained the status of classic or were best sellers. Occasionally UGC asks questions in which a person is required to match the authors and the books. While studying we come across many books and authors, we need to make a list of such books and their authors. But a vast majority seldom does that. I, therefore, have tried to compile a list which is not exhaustive but I hope will help many students. Don’t try to memories the whole list, just go through it few times that would help in recognising/matching them in the exam because most of the names of the books are associated with the theories of the respective authors.

There is one more technique that you may try. Almost all the authors are associated with some theories so when you are preparing notes then after the theories, write down the names of the books associated with the author. Or if you don’t prepare notes and prefer to read from textbooks then write down after the chapters.

Gordon Allport

Personality: A Psychological Interpretation (1937)

Traits Revisited (1966)

Alan Baddeley

Working Memory (1986)

Frederick Bartlett

Remembering: A Study in Experimental and Social Psychology (1932)

John Bowlby

Attachment and Loss, Volume 1: Attachment (1969)

Attachment and Loss, Volume 2: Separation, Basic Books (1973)

Attachment and Loss, Volume 3: Loss, Sadness and Depression (1980)

Raymond Cattell

Personality and Learning Theory (1979)

Intelligence: Its Structure, Growth and Action (1987)

Noam Chomsky

Syntactic Structures (1957)

Studies of Semantics in Generative Grammar (1972)

Rules and Representations (1980)

Erik Erikson

Childhood and Society (1950)

Insight and Responsibility (1964)

Identity, Youth and Crisis (1968)

Gandhi’s Truth (1969)

Dimensions of a New Identity (1974)

Life History and the Historical Moment (1975)

The Life Cycle Completed: A Review (1982)

Sigmund Freud

The Interpretation of Dreams (1900)

The Psychopathology of Everyday Life (1904)

Three Essays on the Theory of Sexuality (1905)

Totem and Taboo: Resemblances between the Psychic Lives of Savages and Neurotics (1913)

Beyond the Pleasure Principle (1920)

The Ego and the Id (1923)

The Future of an Illusion (1927)

Civilization and Its Discontents (1930)

Clark Hull

Principles of Behavior (1943)

Essentials of Behavior (1951)

A Behavior System (1952)

Carl Jung

Psychological Types (1923)

Contributions to Analytic Psychology (1928)

Modern Man in Search of a Soul (1933)

Lawrence Kohlberg

The Philosophy of Moral Development (1981)

The Meaning and Measurement of Moral Development (1981)

Kurt Lewin

A Dynamic Theory of Personality (1935)

Principals of Topological Psychology (1936)

The Conceptual Representation and the Measurement of Psychological Forces (1938)

Konrad Lorenz

On Aggression (1963)

The Foundations of Ethology (1981)

Abraham Maslow

Motivation and Personality (1954)

Toward a Psychology of Being (1962)

The Farther Reaches of Human Nature (1971)

David McClelland

The Achieving Society (1961)

Stanley Milgram

Obedience to Authority (1974)

Jean Piaget

Judgment and Reasoning in the Child (1928)

Play, Dreams and Imitation in Childhood (1951)

The Child’s Conception of Number (1952)

Origins of Intelligence in the Child (1953)

Construction of Reality in the Child (1954)

Biology and Knowledge (1971)

Equilibration of Cognitive Structures (1985)

Carl Rogers

Counselling and Psychotherapy (1942)

Client-Centred Therapy (1951)

On Becoming a Person (1961)

A Way of Being (1980)

Herbert Simon

Human problem-solving (1972) (with A. Newell)

B. F. Skinner

Science and Human Behavior (1953)

Verbal Behavior (1957)

Schedules of Reinforcement (1957) (with C. B. Ferster)

Beyond Freedom and Dignity (1971)

About Behaviorism (1974)

Edward Thorndike

Animal Intelligence (1911)

The Psychology of Wants, Interests and Attitudes (1935)

John Watson

Animal Education: An Experimental Study on the Psychical Development of the White Rat (1903)

Behavior: An Introduction to Comparative Psychology (1914)

Behaviorism (1914)

Psychology from the Standpoint of a Behaviorist (1919)

Wilhelm Wundt

Principles of Physiological Psychology (1873–74)

Outlines of Psychology (1907)

Reasoning

2013-03-17T13:10:00.002+05:30

Reasoning (including Mathematical)

The strategy which I'm gonna discuss here will help you in other exams also.

After filling in the required details in the paper, flip over to the last page where you are supposed to do your rough work. Quickly write down the following table.

1 A Z 26
2 B Y 25
3 C X 24
4 D W 23
5 E V 22
6 F U 21
7 G T 20
8 H S 19
9 I R 18
10 J Q 17
11 K P 16
12 L O 15
13 M N 14.

This table will help you in solving coding-decoding type questions. By using it you'll know the exact position of each letter both in forward and backward directions. Moreover you know which letter is opposite of, for example, D when direction is reversed. It is W.

This question was given in December 2008.

The letter in the first set have a certain relationship. On the basis of this relationship mark the right choice for the second set:

AST : BRU :: NQV : ?

(A) ORW

(B) MPU

(D) OPW

Solution.

Write down their numerical position.

AST= 1 19 20

BRU= 2 18 21

Now through the numbers the relationship is evident. 1 i.e. A has become 2 i.e. B. The first letter has moved forward. 19 i.e. S becomes 18 i.e. R. The second letter has moved backward. The third letter has moved forward. So the same rule will be followed to find the answer.

NQV= 14, 17, 22. It will become 15, 16, 23 (OPW) So the correct answer is (D).

The following question was asked in June 2008 and December 2009 UGC NET Exam.

What will be the next term in the following?

DCXW, FEVU, HGTS, ?

(A) AKPO

(B) ABYZ

(D) LMRS

Solution.

DCXW (4,3,24,23)

FEVU (6,5,22,21)

HGTS (8,7,20,19). The first two letters are moving forward (+2) and the last two letters are moving backward (-2). Follow the same rule. 8 will become 10 (J) and 7 will become 9 (I). From here itself the answer is clear i.e. option (C). 20 and 19 will become 18 (R) and 17 (Q) respectively.

General Paper on Teaching and Research Aptitude.

2013-03-17T13:01:00.000+05:30

General Paper on Teaching and Research Aptitude.

There are 10 sections and each section gets equal weightage. 6 questions are asked from each section thus there are 60 questions in toto. But you're required to attempt only 50 questions. It is advantageous that you can skip ten questions about which you don't have even a faint idea. Before proceeding further let's get acquainted with the different sections.

The 10 sections are viz. 1. Teaching Aptitude, 2. Research Aptitude, 3. Reading Comprehension, 4. Communication, 5. Reasoning (including Mathematical), 6. Logical Reasoning, 7. Data Interpretation, 8. Information and Communication Technology, 9. People and Environment, and 10. Higher Education System: Governance, Polity and Constitution. I'll analyse each section separately and elucidate the strategies.

The question frequently asked is which book to refer. A book to be considered as a good one should fulfil the following requirements

1. It must contain the previous year question papers (at least 5 years) with answers. The practice of these questions will familiarize you with the kind of problems that you will encounter in your next exam. If some questions are repeated, then you already know the answer.

2. Each section should have detailed theoretical explanations.

3. At the end of each chapter there should be exercises to practice.

The ten sections require different approaches for preparation so I'll elaborate on the strategies and the materials required for each section separately. I'll be updating each section regularly in due succession.

Assertion-Reason Type Questions

2012-12-13T19:50:00.000+05:30

Assertion-Reason type questions are very confusing to some of the aspirants while others play with it. Its difficulty and ease both lie in the options furnished. An analysis of the options would simplify the inherent complexities.

There are four alternatives A, B, C, and D. The instructions are given as following.

Read the following two statements Assertion (A) and Reason (R) and indicate your answer using the codes given below :

(A). Both (A) and (R) are true and (R) is the correct explanation of (A).

(B). Both (A) and (R) are true but (R) is not the correct explanation of (A).

(C). (A) is true, (R) is false.

(D). (A) is false, (R) is true.

The last two are the easiest ones. The moment you detect that the Assertion is false then the correct answer is D even if the second statement (Reason) is beyond your ken of knowledge. If the Reason is false then automatically the answer would be C, despite you having no idea about the Assertion.

Let's take an example.

Assertion (A) : A large body of research indicates that violence and aggression is learned through observation.
Reason (R) : Learning through observation takes place due to exposure to similar situation and experienced reinforcement.

The Assertion is true for instance recall Bandura's Bobo doll experiment. The Reason puts forth two causes first "due to exposure to similar situation" and second "experienced reinforcement". The first cause is correct but second isn't because in observational learning the reinforcement is vicarious. Hence Reason is false and the correct answer would be C [(A) is true, (R) is false].

The real problem arises when both the statements i.e. Assertion and Reason are correct. Then deciding between options A and B becomes difficult. In that case read the Assertion and add Because then read the Reason. If you find that Reason is explaining the cause of Assertion then the answer is A. If the Reason fails to do so then the answer is B. It is easily said than done, isn't it. Let's take some concrete example to demystify it.

Assertion (A) : Median is used as a measure of scale value in method of equal appearing intervals.

Reason (R) : In normal distribution mean, median and mode are identical.

In this question the Assertion is correct and Reason is also true. But the Reason (In normal distribution mean, median and mode are identical) fails to explain why the "Median is used as a measure of scale value in method of equal appearing intervals". The correct answer, therefore, would be B [ Both (A) and (R) are true but (R) is not the correct explanation of (A)].
Here is another question.

Assertion (A) : Research suggests that delay conditioning is generally the most effective method for establishing a conditioned response.

Reason (R) : Conditioned stimulus helps predict forthcoming presentation of the unconditioned stimulus.

In delay conditioning the CS is presented before the onset of US and it is true that the delay conditioning is generally the most effective method for establishing a conditioned response. This effectiveness is contingent upon the prediction which the CS makes about US. In this way the Reason successfully explains the Assertion, so the option A [Both (A) and (R) are true and (R) is the correct explanation of (A)] is correct.

'Match the List' type questions

2012-10-30T19:39:00.001+05:30

The difficulty level of questions of this ilk is contingent upon the manner in which options are furnished. The focus on the options, therefore, would help in pointing out the correct choice.

Let's go through an easy example.

Match List 1 (Brain Part) with List 2 (Function):

List 1 (Brain Part) List 2 (Function)

(a) Medulla (1) For emotion and maintaining homeostasis

(b) Thalamus (2) Responsible for respiration and postural reflexes

(d) Hypothalamus (4) Is concerned with motor coordination

Codes

a b c d

A 1 3 2 4

B 2 3 4 1

C 3 2 1 4

D 4 1 3 2

If you know the function only of medulla or cerebellum or hypothalamus, you can easily answer (B) this question.

Here is a difficult one.

Match List 1 (Description) with List 2 (Theories):

List 1 (Description) List 2 (Theories)

(a) Each person has a unique construct (1) Erikson

system to interpret experience

(b) All humans have two broad categories (2) Kelly

of motives, deficit and growth motives

in terms of continuous reciprocal interplay among

behavioural, cognitive and environmental influences

(d) Ego development proceeds through (4) Maslow

a series of universal stages

Codes: a b c d

A 4 2 3 1

B 2 4 3 1

C 4 1 2 3

D 2 4 1 3

To answer this question, you must match at least two. But suppose you can match only one (Ego development- Erikson), then look which of the alternatives provides that match. You find A and B, so you have effectively reduced the uncertainty by 50%. After that if you have no idea then guess (there is 50% chance of correct choice). If you match (deficit and growth motives- Maslow), you have got the answer i.e B

In the former case, matching only one item of the list served the purpose while in the latter case even that of two may or may not help. So it is the way options are set that make the question difficult or easy.

How to Attempt Multiple Choice Questions

2012-10-28T10:27:00.000+05:30

It happens that the one we guess in an exam is mostly the incorrect choice...
Here I'm going to discuss some techniques that would help you in choosing the correct option when you are confused or don't know the answer.
If you know the exact answer then go for it without hesitation.
While attempting a multiple choice question (MCQ) one has to keep in mind that only one option is correct but it may seem to us that more than one option is correct. So you have to select the most appropriate answer.

Pay special attention to words like "never", "always", "only", "often", "sometimes", "...except for" etc. because questions with such wordings are often misunderstood.

One of the best techniques is elimination technique. Instead of finding the correct answer, observe which can't be the probable answer and now eliminate it. Then you are left with less options.
Elimination helps in narrowing down. It may not always lead to the correct answer but by eliminating improbable choices, you reach close to the potential answer.

Let's take an example, the following question was asked in second paper of December 2005 UGC NET exam.
Which of the the following is the correct sequence of motivational set?
(A) Goal directed behaviour, attainment of goal, drive, satisfaction
(B) Drive, satisfaction, attainment of goal, Goal directed behaviour
(C) Drive, Goal directed behaviour, attainment of goal, satisfaction
(D) Goal directed behaviour, drive, satisfaction, attainment of goal
Suppose you don't know the exact answer but have some familiarity with motivational concepts. You remember that goal directed behaviour can't begin on its own, so you eliminate choice A and D. Now you are left with B and C. You know that drive can't directly lead to satisfaction so eliminate B. The only option which remains now is C and that logically seems correct.

Later I'll discuss some other techniques also.

Books for Multiple Choice Questions

2012-10-24T11:49:00.001+05:30

Since UGC has changed the pattern and now asking only objective type questions.
I've observed that many friends of mine have good understanding of the subject who can explain the concept but when it comes to singling out the correct choice, they get confused and feel utterly helpless.
The real issue at the core of the problem is that they lack practice of solving multiple choice questions.
For that I would highly recommend Kaplan GRE Psychology book. This book has highly condensed quality material that would enrich your understanding. Moreover the best part is that it has practice sets at the end of each chapter and the questions are very good and their explanation is excellent.
The student of Hindi Medium can refer to AK Singh's Pratiyogita Manovigyan but be cautious while solving objective questions because many friends have reported that there are many errors in the answer key.
If you find Kaplan GRE Psychology to be tough then start from CliffsAP Psychology. CliffsAP Psychology is easier than Kaplan GRE Psychology but can serve as a better starting point.

Books

2012-10-24T08:37:00.002+05:30

To get selected for JRF you need to score very high and that would require an indepth study, therefore, each topic should be studied in great detail.

If you have not done a serious study till now then read and reread Atkinson & Hilgard's Introduction to Psychology.
For basic conceptual clarity do refer to NCERT books of Psychology.

The most indispensable tool that is required is a dictionary of Psychology. Either Oxford or Penguin Dictionary of Psychology would suffice. Whenever you encounter a new concept, refer to the dictionary it will clarify that.

The second unit in both papers is 'Learning Processes' for that I would recommend Mazur's Learning and Behavior.

For personality consult either Schultz or Hall and Lindzey. The latter is better.

To study the physiological bases of behaviour refer to Pinel's Biopsychology or Carlson's Foundations of Physiological Psychology.

Matlin's book Cognition and Sternberg's Cognitive Psychology give a detailed account of Perceptual Processes, Working Memory, Longterm Memory, Problem Solving and Creativity.

For Research Methodology, Measurement and Testing A K Singh's book on Research Methodology is a good one but it does not cover all the topics.

Siegel's Nonparametric Statistics is one of the best for Nonparametric tests.

In my view Hogg and Vaughan's Social Psychology is better than Baron and Byrne's Social Psychology because it provides rich theoretical material that would help in answering questions

I'll update this list later also.

Analysis of the Syllabus

2012-10-23T21:16:00.001+05:30

Holistic Approach

The biggest mistake is committed when a student starts preparing each paper separately. The approach should be holistic i.e. if similar topics/areas of Psychology appear in paper 2 and paper 3 then the topics should be mustered together and prepared collectively. For example, in paper 2 the first unit is ‘Perceptual Processes’ and in paper 3 the first unit is related to the same broad area but the topics are different so prepare your own syllabus which would include the topics from the first unit of paper 2 and paper 3 both. Likewise the second unit in both the papers is related to ‘Learning Processes’.

You can download the syllabus from here.
http://oldwebsite.ugc.ac.in/inside/syllabuspdf/04.pdf

Introduction

2012-10-23T20:03:00.001+05:30

Why I have created this blog...

In Dec. 24, 2011 UGC NET Examination, not even a single student of Psychology all over India qualified for JRF.

In June 2012 UGC NET Examination, only 26 students all over India qualified for JRF.
Many of my juniors and class mates often ask me how to ace UGC NET exam.

The previous results and trend bear testimony to the fact that qualifying for JRF is comparatively difficult in Psychology.

Despite that I strongly believe that a well planned strategy and hard work can do wonders. Although most of those applying for UGC NET in Psychology exert a lot of effort yet they hardly get the fruits of their toil in the proportion of their physical and mental labour exerted.
As for as preparation is concerned in Psychology there is dearth of guidance. A large majority is oblivious to the need of a planned strategy.

So here I can simplify the task in many ways.

How to analyse the prescribed syllabus and thereby lessen the burden.
I shall prescribe some essential books you need and sometimes the topics that should be read from particular books because many of my friends ask me which book to read and this confusion in rampant in students of Psychology.

How to utilize those books most effectively.
How to choose the best answer out of the four alternatives. If you know the art of choosing the best alternative (yes I do call it an art) then many times you would select the correct answer even if you had superficial knowledge of the question concerned.