A good and fair usage of Malayalam hinders a student to pronounce English words correctly.
This is an example of :
Positive transfer
Negative transfer
(C) Zero transfer
(D) Vertical transfer
The correct answer is:
(B) Negative transfer
Explanation: Negative transfer occurs when the knowledge or skills from one language (in this case, Malayalam) interfere with or hinder the learning or correct usage of another language (English). Here, the student’s proficiency in Malayalam is causing difficulty in pronouncing English words correctly, which is an example of negative transfer.
Positive transfer would occur if Malayalam helped improve English pronunciation.
Zero transfer implies no influence (positive or negative) between the two languages.
Vertical transfer refers to learning progression within the same language or skill set, not between languages.
A student has the following characteristics :
Enjoys reading books and writing essays.
Easily solves complex problems.
Easily establishes good relationship with others.
Have excellent self awareness.
Select the option which indicate the multiple intelligences that the students has.
Linguistic - verbal intelligence, logical mathematical intelligence, visual spatial intelligence, Interpersonal intelligence
Linguistic - verbal intelligence, logical mathematical intelligence, Interpersonal intelligence, Intrapersonal intelligence
Linguistic - verbal intelligence, logical mathematical intelligence, visual spatial intelligence, Intrapersonal intelligence
Linguistic - verbal intelligence, visual spatial intelligence, Interpersonal intelligence, Intrapersonal intelligence
The correct answer is:
(B) Linguistic - verbal intelligence, logical mathematical intelligence, Interpersonal intelligence, Intrapersonal intelligence
Explanation: Based on the characteristics provided:
Enjoys reading books and writing essays: This indicates Linguistic - verbal intelligence, as it involves strong skills in reading, writing, and language use.
Easily solves complex problems: This points to Logical-mathematical intelligence, which involves problem-solving, logical reasoning, and handling complex ideas.
Easily establishes good relationships with others: This reflects Interpersonal intelligence, which is the ability to understand and interact effectively with others.
Has excellent self-awareness: This indicates Intrapersonal intelligence, which involves self-reflection and understanding one’s own emotions and motivations.
A student has an IQ level of 100. That student belongs to :
Superior
Average
Dull
Morons
The correct answer is:
(B) Average
Explanation: An IQ (Intelligence Quotient) score of 100 is considered the average or mean score on most standardized intelligence tests, such as the Wechsler or Stanford-Binet scales. The average IQ range typically falls between 85 and 115, with 100 being the median.
Superior: Typically corresponds to an IQ score above 120-130, depending on the scale.
Dull: Refers to lower-than-average intelligence, often associated with IQ scores below 85.
Morons: An outdated and derogatory term historically used for individuals with significantly lower IQ scores (typically below 70), often associated with intellectual disabilities.
Thus, a student with an IQ of 100 is classified as Average.
Which among the following is not an approach of KCF 2007?
Importance to learner centred education
Teacher's role as an authority of the Class
Facilitates cooperative and collaborative learning
Based on cognitive constructivism and critical pedagogy
The correct answer is:
(B) Teacher’s role as an authority of the Class
Explanation: The Kerala Curriculum Framework (KCF) 2007 emphasizes a progressive, learner-centered approach to education, moving away from traditional, teacher-dominated models. It is built on the following key principles, as outlined in the framework:
Importance to learner-centered education: KCF 2007 prioritizes learner-centered education, focusing on the needs, interests, and active participation of students in the learning process.
Facilitates cooperative and collaborative learning: The framework promotes cooperative and collaborative learning strategies, encouraging group work and peer interaction to enhance learning.
Based on cognitive constructivism and critical pedagogy: KCF 2007 is grounded in cognitive constructivism, which emphasizes students constructing their own knowledge, and critical pedagogy, which encourages critical thinking and social awareness.
However, Teacher’s role as an authority of the Class is not an approach of KCF 2007. Instead, the framework advocates for the teacher to act as a facilitator rather than an authoritarian figure, fostering a democratic and participatory classroom environment. This shift aligns with modern pedagogical trends that prioritize student autonomy and engagement over teacher-centered authority.
Observational or vicarious learning rather than the learning based on the direct experience is the base of
Insightful learning theory
Bandura's Social learning theory
Operant conditioning theory
Trial and Error learning theory
The correct answer is:
(B) Bandura’s Social Learning Theory
Explanation:
Bandura’s Social Learning Theory emphasizes observational learning or vicarious learning, where individuals learn by observing others’ behaviors, attitudes, or outcomes, rather than through direct experience. This theory highlights processes like modeling, imitation, and reinforcement observed in others, as seen in Albert Bandura’s famous “Bobo doll experiment.”
Insightful Learning Theory (associated with Wolfgang Köhler) focuses on sudden understanding or insight to solve problems, not primarily observational learning.
Operant Conditioning Theory (B.F. Skinner) is based on learning through direct consequences (rewards or punishments) of one’s own actions, not observation.
Trial and Error Learning Theory (Edward Thorndike) involves learning through repeated attempts and direct experience, not vicarious learning.
Thus, Bandura’s Social Learning Theory is the approach that relies on observational or vicarious learning.
Adolescents with delinquency and behavioural problems tend to have :
(i) negative self - identity
(il) decreased trust
iii) low level of achievement
(i) and (ii) only
(ii) and (iii) only
(i) and (iii) only
(i), (ii) and (iii)
The correct answer is:
(D) (i), (ii), and (iii)
Explanation: Adolescents with delinquency and behavioral problems often exhibit the following characteristics:
(i) Negative self-identity: Delinquent behavior is frequently associated with low self-esteem and a negative perception of oneself, leading to a poor self-identity.
(ii) Decreased trust: These adolescents may have difficulty trusting others, including peers, family, or authority figures, often due to unstable relationships or past experiences.
(iii) Low level of achievement: Behavioral problems can interfere with academic and personal success, resulting in lower achievement levels in school or other areas.
"Intelligence is the aggregate or global capacity of an individual to act purposefully, to think rationally and deal effectively with his environment." This definition is given by:
David Wechsler
Stern
Woodworth and Marquis
Terman
The correct answer is:
(A) David Wechsler
Explanation: The definition of intelligence as “the aggregate or global capacity of an individual to act purposefully, to think rationally, and to deal effectively with his environment” is attributed to David Wechsler, a prominent psychologist known for developing the Wechsler Adult Intelligence Scale (WAIS) and Wechsler Intelligence Scale for Children (WISC). This definition reflects his view of intelligence as a multifaceted ability that encompasses purposeful action, rational thinking, and effective adaptation to the environment.
In Right to Education act 2009, the responsibilities of schools and teachers is mentioned in :
Chapter I
Chapter II
Chapter IIII
Chapter IV
The correct answer is:
(D) Chapter IV
Explanation: The Right of Children to Free and Compulsory Education Act, 2009 (RTE Act) outlines the responsibilities of schools and teachers in Chapter IV, titled “Responsibilities of Schools and Teachers”. This chapter details specific duties, such as ensuring the admission of children in age-appropriate classes, maintaining pupil-teacher ratios, prohibiting physical punishment or mental harassment, and ensuring teachers meet prescribed qualifications. It also includes responsibilities like maintaining regularity, completing the curriculum, and assessing students’ learning abilities.
An adolescent with eating disorder goes on eating binge, then purges by self-induced vomiting or using a laxative. The eating disorder of the person is :
Anorexia nervosa
Bulimia nervosa
Binge Eating Disorder (BED)
Pica
The correct answer is:
(B) Bulimia nervosa
Explanation:
Bulimia nervosa is characterized by recurrent episodes of binge eating (consuming large amounts of food in a short period) followed by purging behaviors, such as self-induced vomiting, misuse of laxatives, or excessive exercise, to prevent weight gain. This matches the description provided in the question.
Anorexia nervosa involves extreme restriction of food intake, intense fear of gaining weight, and a distorted body image, but it does not typically include binge eating followed by purging.
Binge Eating Disorder (BED) involves recurrent binge eating without the compensatory purging behaviors seen in bulimia nervosa.
Pica is characterized by eating non-food substances (e.g., dirt, paper) and is unrelated to bingeing or purging.
Thus, the adolescent’s eating disorder, as described, is Bulimia nervosa.
Match the following :
(I)Theory of social cognitive constructivism - (a) Abraham Maslow
(II) Psychoanalytic theory - (b) Sigmund Freud
(III) Self actualisation theory - (c) Vygotsky
(i)-(a), (ii)-(b), (iii)-(c)
(i)-(c), (ii)-(b), (iii)-(a)
(i)-(b), (ii)-(a), (iii)-(c)
(i)-(c), (ii)-(a), (iii)-(b)
The correct matching is:
(I) Theory of social cognitive constructivism - (c) Vygotsky
(II) Psychoanalytic theory - (b) Sigmund Freud
(III) Self actualisation theory - (a) Abraham Maslow
Explanation:
(I) Theory of social cognitive constructivism: This is associated with Lev Vygotsky, who emphasized the role of social interaction and cultural context in cognitive development, particularly through concepts like the Zone of Proximal Development (ZPD) and scaffolding.
(II) Psychoanalytic theory: Developed by Sigmund Freud, this theory focuses on unconscious processes, childhood experiences, and the structure of personality (id, ego, superego) as key influences on behavior.
(III) Self actualisation theory: Proposed by Abraham Maslow, this theory is part of his hierarchy of needs, where self-actualization represents the highest level of psychological development, achieved when basic needs are met, allowing individuals to realize their full potential.
The concept of insight learning was introduced by :
Kohler
Pavlov
Skinner
Thorndike
The correct answer is:
(A) Kohler
Explanation: The concept of insight learning was introduced by Wolfgang Köhler, a German psychologist and a key figure in Gestalt psychology. He proposed that learning can occur through a sudden understanding or realization of a problem’s solution, rather than through trial and error or conditioning. His famous experiments with chimpanzees, such as those involving problem-solving to reach bananas, demonstrated this concept.
Pavlov: Ivan Pavlov is known for classical conditioning, not insight learning.
Skinner: B.F. Skinner developed operant conditioning, focusing on reinforcement and punishment.
Thorndike: Edward Thorndike is associated with trial and error learning and the Law of Effect, not insight learning.
Pre-Active stage, Inter-Active stage and Post-Active stage are the three stages of teaching. This idea was proposed by :
Ausubel
Gagne
Jackson
Vygotsky
The correct answer is:
(C) Jackson
Explanation: The concept of the three stages of teaching—Pre-Active Stage, Inter-Active Stage, and Post-Active Stage—was proposed by Philip W. Jackson. These stages describe the process of teaching as follows:
Pre-Active Stage: The planning phase, where teachers prepare objectives, content, and teaching strategies before the lesson.
Inter-Active Stage: The implementation phase, where teachers engage with students, deliver the lesson, and manage classroom interactions.
Post-Active Stage: The evaluation and reflection phase, where teachers assess student learning and reflect on the effectiveness of the lesson.
Ausubel: David Ausubel is known for advance organizers and meaningful learning theory, not the three stages of teaching.
Gagne: Robert Gagné developed the nine events of instruction and conditions of learning, not these specific stages.
Vygotsky: Lev Vygotsky is associated with social constructivism and concepts like the Zone of Proximal Development, not teaching stages.
According to Piaget, formal operational thought is characterised by :
Thinking expands beyond actual concrete experiences and think in more abstract terms and reason about them
Intuitive thought is replaced by logical thought
Thought that focus on a single characteristic or feature for understanding an event
Could not think about an object which is not physically present
The correct answer is:
(A) Thinking expands beyond actual concrete experiences and think in more abstract terms and reason about them
Explanation: According to Jean Piaget’s theory of cognitive development, the Formal Operational Stage (typically beginning around age 11 and continuing into adulthood) is characterized by the ability to think abstractly, reason logically, and engage in hypothetical-deductive reasoning. In this stage, individuals can think beyond concrete experiences and manipulate abstract concepts, such as solving hypothetical problems, reasoning about possibilities, and thinking systematically about abstract ideas.
Option (B): “Intuitive thought is replaced by logical thought” is more characteristic of the transition from the Preoperational Stage to the Concrete Operational Stage, where logical thinking begins to replace intuitive, egocentric thought, but it is still tied to concrete objects.
Option (C): “Thought that focus on a single characteristic or feature for understanding an event” describes centration, a feature of the Preoperational Stage, not the Formal Operational Stage.
Option (D): “Could not think about an object which is not physically present” is incorrect for the Formal Operational Stage, as it applies to the Sensorimotor Stage (where object permanence is not yet developed) or early Preoperational Stage, not the advanced abstract thinking of the Formal Operational Stage.
Thus, thinking in abstract terms and reasoning about them is the hallmark of Piaget’s Formal Operational Stage.
Which among the following is not a characteristics of emotionally intelligent person ?
He/She is able to perceive various types of emotions in others
He/She is able to sense his/her feelings and emotions
He/She must have an IQ level greater than 140
He/She has the ability to control and regulate his/her emotions
The correct answer is:
(C) He/She must have an IQ level greater than 140
Explanation: Emotional intelligence (EI), as defined by psychologists like Daniel Goleman, refers to the ability to recognize, understand, manage, and influence one’s own emotions and the emotions of others. The characteristics of an emotionally intelligent person include:
(A) He/She is able to perceive various types of emotions in others: This is a key component of EI, often referred to as social awareness or empathy, which involves recognizing and understanding others’ emotions.
(B) He/She is able to sense his/her feelings and emotions: This reflects self-awareness, a core aspect of EI, where individuals understand their own emotions and their impact.
(D) He/She has the ability to control and regulate his/her emotions: This is part of self-regulation, another critical component of EI, involving managing one’s emotions effectively.
However, (C) He/She must have an IQ level greater than 140 is not a characteristic of emotional intelligence. Emotional intelligence is distinct from cognitive intelligence (IQ). A high IQ (e.g., above 140, which is considered “genius” level) is not a requirement for emotional intelligence, as EI focuses on emotional and social skills, not cognitive or academic aptitude. People with varying IQ levels can have high emotional intelligence.
Which of the following is not a method used in verbal learning ?
Paired - associate learning
Serial learning
Free recall
Insight learning
The correct answer is:
(D) Insight learning
Explanation: Verbal learning involves acquiring, retaining, and recalling information presented in verbal or linguistic form, such as words, lists, or paired associations. Common methods used in verbal learning include:
Paired-associate learning: Learning to associate pairs of stimuli, such as a word and its meaning or a stimulus and response (e.g., learning vocabulary by pairing a word with its definition).
Serial learning: Learning a sequence of items in a specific order, such as memorizing a list of words or numbers in sequence.
Free recall: Recalling items from a list in any order without cues, often used in memory studies to test retention.
Insight learning, however, is not a method of verbal learning. It is a concept introduced by Wolfgang Köhler in Gestalt psychology, describing a sudden understanding or realization of how to solve a problem, often involving cognitive restructuring rather than rote memorization or verbal associations. It is more associated with problem-solving and cognitive learning than verbal learning tasks.
"When any conduction unit is ready to conduct for it to do so is satisfying. When any conduction unit is not in readiness to conduct for it to conduct is annoying" This is the statement of a law related to learning. This law was propounded by :
Gardner Murphy
Kigsley and Garry
E.L. Thorndike
Henry P. Smith
The correct answer is:
(C) E.L. Thorndike
Explanation: The statement refers to the Law of Readiness, one of the learning principles proposed by Edward L. Thorndike. This law is part of Thorndike’s theory of connectionism, which emphasizes the formation of associations between stimuli and responses. The Law of Readiness states that learning is more effective and satisfying when the learner is ready to act (i.e., motivated or prepared), and it is annoying or ineffective when the learner is not ready. Thorndike’s other key laws include the Law of Effect and the Law of Exercise.
The sensory memory for stimuli due to touch is known as :
Iconic memory
Echoic memory
Haptic memory
Short term memory
The correct answer is:
(C) Haptic memory
Explanation:
Haptic memory refers to the sensory memory for stimuli received through touch. It allows individuals to briefly retain and process tactile information, such as the feel of an object, for a short duration (typically a few seconds).
Iconic memory is the sensory memory for visual stimuli, lasting about 0.5 seconds.
Echoic memory is the sensory memory for auditory stimuli, lasting about 3-4 seconds.
Short-term memory is not a sensory memory but a stage of memory that holds information temporarily (about 15-30 seconds) for processing, regardless of the sensory modality.
Thus, the sensory memory for touch is Haptic memory.
A teacher wants to teach a large number of students to develop factual knowledge of a subject in short time. Which method is most suitable ?
Lecture method
Heuristic method
Demonstration method
Project method
The correct answer is:
(A) Lecture method
Explanation: The Lecture method is most suitable when a teacher aims to impart factual knowledge to a large number of students in a short time. This method involves the teacher presenting information in a structured and direct manner, allowing for efficient delivery of facts, concepts, or theories to a large group. It is particularly effective for covering a broad amount of content quickly, with minimal interaction, focusing on clear and organized transmission of knowledge.
Heuristic method: This involves student-centered, discovery-based learning, encouraging students to explore and solve problems independently. It is time-consuming and less suited for delivering factual knowledge to a large group quickly.
Demonstration method: This involves showing students how something works (e.g., experiments or procedures), which is effective for practical or skill-based learning but less efficient for conveying large amounts of factual knowledge in a short time.
Project method: This is a hands-on, collaborative approach where students work on extended projects, fostering deep understanding but requiring significant time, making it unsuitable for quick delivery of factual knowledge.
Thus, the Lecture method is the most appropriate choice for the given scenario.
Every different intellectual activity involves a general factor (g) and a specific factors (s). This concept is the basis of :
Unitary theory
Anarchic theory
Spearman's two factor theory
Thurston's Group factor theory
The correct answer is:
(C) Spearman’s two factor theory
Explanation: Spearman’s Two Factor Theory, proposed by Charles Spearman, posits that every intellectual activity involves a general factor (g), which represents general intelligence common to all cognitive tasks, and a specific factor (s), which is unique to a particular task or ability. Spearman developed this theory based on his observation of positive correlations among various cognitive tasks, suggesting a common underlying intelligence factor (g) supplemented by task-specific abilities (s).
Unitary theory: Suggests intelligence is a single, unified ability, not a combination of general and specific factors.
Anarchic theory: Not a recognized theory of intelligence; it may refer to unstructured or chaotic models, but it is not associated with intelligence theories.
Thurston’s Group Factor Theory: Proposed by Louis Leon Thurston, this theory suggests intelligence consists of multiple primary mental abilities (e.g., verbal, spatial, numerical) rather than a single general factor and specific factors.
Thus, the concept of a general factor (g) and specific factors (s) is the basis of Spearman’s Two Factor Theory.
Adolescence is regarded as the period of rapid change, both biological and
psychological.
Which of the following is/ are not considered as the characteristics of adolescence ? Choose from the following.
(i) At adolescence, development of primary and secondary sexual
characters is at the maximum.
(ii) Adolescence is characterised by hypothetical deductive reasoning.
(iii) Imaginary audience and personal fable are two components of adolescent's egocentrism.
(iv) At adolescence, loss of energy, dwindling of health, weakness of muscles and bone are often.
(iii) only
(iv) only
(i) and (ii)
(ii) and (iii)
The correct answer is:
(B) (iv) only
Explanation: Adolescence is a developmental stage marked by significant biological and psychological changes, typically occurring between ages 10 and 19. Let’s evaluate each option to determine which is not a characteristic of adolescence:
(i) At adolescence, development of primary and secondary sexual characters is at the maximum: This is true. Adolescence is marked by puberty, during which primary sexual characteristics (e.g., reproductive organs) mature, and secondary sexual characteristics (e.g., breast development, facial hair) develop rapidly due to hormonal changes.
(ii) Adolescence is characterised by hypothetical deductive reasoning: This is true. According to Jean Piaget’s cognitive development theory, adolescence corresponds to the Formal Operational Stage, where individuals develop the ability to engage in hypothetical-deductive reasoning, allowing them to think abstractly, solve problems systematically, and consider hypothetical scenarios.
(iii) Imaginary audience and personal fable are two components of adolescent’s egocentrism: This is true. David Elkind’s theory of adolescent egocentrism highlights two phenomena: the imaginary audience (believing others are constantly observing and judging them) and the personal fable (feeling unique or invincible, as if their experiences are singular). These are hallmark psychological characteristics of adolescence.
(iv) At adolescence, loss of energy, dwindling of health, weakness of muscles and bone are often: This is not true. Adolescence is typically a period of peak physical health, strength, and energy, with rapid growth and development of muscles and bones due to puberty. Loss of energy, declining health, and muscle or bone weakness are more associated with aging or specific medical conditions, not adolescence.
Analysis of options:
(iii) only: Incorrect, as (iii) is a true characteristic of adolescence.
(iv) only: Correct, as (iv) is not a characteristic of adolescence.
(i) and (ii): Incorrect, as both (i) and (ii) are true characteristics.
(ii) and (iii): Incorrect, as both (ii) and (iii) are true characteristics.
Thus, (iv) only is not a characteristic of adolescence.
According to Piagets stages of cognitive development, adolescent belongs to :
Formal operational stage
Concrete operational stage
Pre-operational stage
Sensorimotor stage
The correct answer is Formal Operational Stage.
According to Jean Piaget’s theory of cognitive development, adolescents (typically ages 11 and older) belong to the Formal Operational Stage. This stage is characterized by the development of abstract thinking, hypothetical reasoning, and the ability to solve complex problems systematically. Adolescents can think logically about abstract concepts, consider multiple perspectives, and engage in deductive reasoning, which are critical for advanced cognitive tasks.
Concrete Operational Stage (ages 7–11):
This stage involves logical thinking about concrete, tangible objects and events. Children can understand conservation and reversibility but are not yet capable of advanced abstract or hypothetical reasoning, which is more typical of adolescents.
Pre-operational Stage (ages 2–7):
In this stage, children engage in symbolic play and develop language but are egocentric and struggle with logical operations or understanding others’ perspectives. This stage is far too early for adolescents.
Sensorimotor Stage (birth–2 years):
This is the earliest stage, where infants learn through sensory experiences and motor actions, developing object permanence. It is not relevant to adolescents.
The chairman of the steering committee of NCF 2005 was :
Prof. Yashpal
Shri. Rohith Dhankar
Dr. Kasthurirangan
Kothari
The chairman of the steering committee of the National Curriculum Framework (NCF) 2005 was Prof. Yashpal.
Which among the following is/are the important characteristic/s of a good teacher ?
(I) Provides self learning conditions to students in the classroom
(ii) Systematically plan the lesson/ unit before teaching
(iii)Promotes democratic values in the class
(iv) Gives proper punishment to learners to achieve maximum score in their exams
(i), (i), (iii) and (iv)
(i), (iii) and (iv)
(i), (ii), and (iv)
(i), (ii), and (iii)
The important characteristics of a good teacher among the given options are:
(i) Provides self-learning conditions to students in the classroom – Encouraging self-learning fosters independence and critical thinking, which are essential for student development.
(ii) Systematically plans the lesson/unit before teaching – Effective planning ensures structured and meaningful delivery of content, enhancing learning outcomes.
(iii) Promotes democratic values in the class – Fostering democratic values creates an inclusive environment where students feel valued and respected, promoting collaboration and fairness.
(iv) Gives proper punishment to learners to achieve maximum score in their exams – This is not a characteristic of a good teacher. Punishment-focused approaches can create fear, hinder learning, and are not aligned with modern pedagogical practices that emphasize positive reinforcement and motivation.
Thus, the correct answer is (i), (ii), and (iii).
The disorder that characterized by difficulty in muscle control, which causes problems with movement and coordination, language and speech which inturn can affect learning is,
Dyslexia
Dysgraphia
Dyspraxia
Dyscalculia
The correct answer is Dyspraxia.
Dyspraxia (also known as Developmental Coordination Disorder) is a neurological disorder that affects muscle control, leading to difficulties with movement, coordination, language, and speech. These challenges can impact learning, as they may affect a student’s ability to perform tasks requiring fine or gross motor skills (e.g., writing, tying shoelaces) or to process and articulate thoughts effectively. Dyspraxia can also influence academic performance due to difficulties in organizing tasks or following instructions, which are critical for learning.
Dyslexia:
Dyslexia is a learning disorder primarily characterized by difficulties with reading, spelling, and decoding words. It affects the ability to process written language due to challenges in phonological processing, word recognition, or fluency. While dyslexia can impact learning, it is not primarily associated with muscle control, movement, coordination, or speech difficulties, which are central to the question.
Dysgraphia:
Dysgraphia is a learning disorder that affects writing abilities, including handwriting, spelling, and organizing thoughts on paper. It may involve difficulties with fine motor skills specific to writing, but it does not broadly impact overall muscle control, coordination, or speech. Its scope is narrower than dyspraxia and does not fully align with the symptoms described in the question.
Dyscalculia:
Dyscalculia is a learning disorder that affects a person’s ability to understand and work with numbers, perform mathematical calculations, or grasp numerical concepts. It is unrelated to muscle control, movement, coordination, or speech and language difficulties, making it an incorrect choice for this question.
Analytical intelligence, Creative intelligence and Contextual intelligence are the three types of intelligences. This is better explained in :
Cattel and Horn's theory of Intelligence
Sternberg's triarchic theory of intelligence
Howard Gardner's theory of multiple intelligence
Vernon's Hierarchical Theory
The correct answer is Sternberg’s Triarchic Theory of Intelligence.
Sternberg’s Triarchic Theory of Intelligence proposes three types of intelligence: Analytical Intelligence, Creative Intelligence, and Contextual Intelligence (also referred to as practical intelligence).
Analytical Intelligence involves problem-solving and logical reasoning, often associated with academic skills.
Creative Intelligence refers to the ability to generate novel ideas and adapt to new situations.
Contextual Intelligence involves practical, real-world problem-solving and adapting to one’s environment.
This theory directly aligns with the three types of intelligence mentioned in the question.
Cattell and Horn’s Theory of Intelligence:
This theory distinguishes between fluid intelligence (ability to solve novel problems using reasoning) and crystallized intelligence (knowledge acquired through experience and education). It does not include analytical, creative, or contextual intelligence as specific categories, making it an incorrect choice.
Howard Gardner’s Theory of Multiple Intelligences:
Gardner’s theory proposes multiple distinct intelligences, such as linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential. While some of these may overlap conceptually with Sternberg’s categories, Gardner’s framework does not specifically use the terms analytical, creative, or contextual intelligence, so it does not fit the question.
Vernon’s Hierarchical Theory:
Vernon’s theory organizes intelligence hierarchically, with a general intelligence factor (g) at the top, followed by major group factors like verbal-educational and practical-mechanical abilities. It does not categorize intelligence into analytical, creative, or contextual types, making it an incorrect choice.
A new behaviour is learned but not demonstrated until reinforcement is provided for displaying it. This type of cognitive learning is called :
Insight learning
Latent learning
Social learning
Verbal learning
The correct answer is Latent Learning.
Latent Learning refers to learning that occurs without immediate reinforcement or demonstration of the learned behavior. The knowledge or behavior is acquired but remains “hidden” or latent until a situation arises where reinforcement or motivation prompts its expression. For example, a child may learn how to solve a puzzle by observing others but only demonstrates this skill when offered a reward.
Insight Learning:
Insight learning involves a sudden realization or understanding of how to solve a problem, often described as an “aha” moment. It does not require reinforcement to demonstrate the behavior and is not characterized by learning that remains hidden until reinforcement is provided, making it incorrect for this question.
Social Learning:
Social learning involves acquiring behaviors through observation and imitation of others, as described in Bandura’s theory (e.g., modeling). While reinforcement can influence whether the behavior is performed, social learning is not specifically defined by learning that remains latent until reinforcement is provided, so it does not fit the description.
Verbal Learning:
Verbal learning focuses on the acquisition of information through language, such as memorizing words, lists, or verbal associations. It is not specifically tied to behaviors that are learned but not demonstrated until reinforcement is provided, making it an incorrect choice.
A person forgets previously learned list of words when a new list of words is learned. This is an example of :
Retroactive inhibition
Proactive inhibition
Inhibition due to repression
Inhibition due to time lapse
The correct answer is Retroactive Inhibition.
Retroactive Inhibition (also known as retroactive interference) occurs when newly learned information interferes with the recall of previously learned information. In this case, learning a new list of words disrupts the ability to remember the earlier list of words, which perfectly matches the description provided in the question.
Proactive Inhibition:
Proactive inhibition (or proactive interference) occurs when previously learned information interferes with the ability to learn or recall new information. For example, if the old list of words made it harder to learn the new list, that would be proactive inhibition. This is the opposite of the scenario described, so it is incorrect.
Inhibition Due to Repression:
Inhibition due to repression refers to the unconscious blocking of memories or information due to emotional or psychological factors, as described in psychoanalytic theory. Forgetting a list of words due to learning a new list is a cognitive process, not related to emotional repression, making this choice incorrect.
Inhibition Due to Time Lapse:
Inhibition due to time lapse refers to forgetting information simply because of the passage of time, often due to memory decay. The question specifies that forgetting occurs because of learning a new list, not due to time passing, so this option is incorrect.
Which of the following factors affect learning ?
(i) Motivation
(i) Level of aspiration
(iii) Learner characteristics
(i) only
(i) and (ii)
(i) and (iii)
(i), (ii) and (iii)
The correct answer is (i), (ii), and (iii).
All three factors listed—Motivation, Level of Aspiration, and Learner Characteristics—significantly affect learning. Here’s why:
Motivation:
Motivation drives a learner’s engagement and persistence in acquiring knowledge or skills. It influences the effort a learner puts into tasks and their willingness to overcome challenges. For example, intrinsic motivation (learning for personal satisfaction) or extrinsic motivation (learning for rewards) both enhance learning outcomes.
Level of Aspiration:
The level of aspiration refers to the goals or expectations a learner sets for themselves. It impacts learning by shaping the effort and strategies a learner employs. For instance, high but realistic aspirations can motivate learners to strive harder, while unrealistic aspirations may lead to frustration or disengagement.
Learner Characteristics:
Individual characteristics, such as cognitive abilities, prior knowledge, learning styles, personality traits, and emotional states, play a critical role in how effectively a person learns. For example, a learner’s attention span, memory capacity, or self-confidence can influence their learning process.
A parent always punishes his son without any basic reasons whenever he returns home from the work place. This lead the child to fear him and developed anxiety reactions at the time of arrival of the parent. This is a direct case of :
Classical conditioning
Law of effect
Positive reinforcement
Motor learning
The correct answer is Classical Conditioning.
Classical Conditioning is a learning process where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. In this scenario:
The unconditioned stimulus (US) is the parent’s punishment, which naturally causes fear or anxiety (the unconditioned response, UR).
The neutral stimulus (NS) is the parent’s arrival home, which initially does not cause fear.
Over time, the child associates the parent’s arrival (NS) with punishment (US), leading to a conditioned response (CR) of fear and anxiety when the parent returns home.
This is a direct example of classical conditioning, as the child learns to associate the parent’s arrival with punishment, resulting in an automatic emotional response (fear/anxiety).
Law of Effect:
The Law of Effect, proposed by Edward Thorndike, states that behaviors followed by positive outcomes are more likely to be repeated, while those followed by negative outcomes are less likely. This scenario does not involve the child’s behavior being reinforced or discouraged to increase/decrease its frequency; instead, it involves an emotional response (fear) triggered by a stimulus (parent’s arrival). Thus, this is not applicable.
Positive Reinforcement:
Positive reinforcement involves adding a rewarding stimulus to increase the likelihood of a behavior recurring. In this case, the parent’s punishment is a negative stimulus that induces fear, not a reward that encourages behavior. Therefore, positive reinforcement does not apply.
Motor Learning:
Motor learning refers to the process of acquiring and refining physical skills through practice, such as riding a bike or playing a sport. The scenario describes an emotional response (fear and anxiety) rather than the development of physical skills, so motor learning is irrelevant.
The ability of a test to produce consistent and stable scores is its :
Standardisation
Reliability
Mean deviation
Validity
The correct answer is Reliability.
Reliability refers to the ability of a test to produce consistent and stable scores across different administrations, conditions, or raters, assuming no significant changes in the measured trait. A reliable test yields similar results when taken by the same individual under similar conditions, indicating its dependability and repeatability.
Standardisation:
Standardisation refers to the process of developing a test with uniform procedures for administration and scoring, ensuring that it is administered and evaluated consistently across different individuals or groups. While standardisation contributes to reliability, it is not the same as the test’s ability to produce consistent scores.
Mean Deviation:
Mean deviation is a statistical measure of the average deviation of scores from the mean in a dataset. It is not related to a test’s consistency or stability in producing scores, making it an incorrect choice.
Validity:
Validity refers to the extent to which a test measures what it is intended to measure. While validity is crucial for a test’s effectiveness, it does not directly address the consistency or stability of the scores, which is the focus of reliability.
The curve of forgetting was first drawn by:
Pavlov
Skinner
Ebbinghaus
Levin
The correct answer is Ebbinghaus.
Explanation of the Correct Answer:
Hermann Ebbinghaus, a German psychologist, was the first to systematically study memory and forgetting. He conducted experiments on himself in the late 19th century, memorizing nonsense syllables and testing his recall over time. His findings led to the development of the forgetting curve, which illustrates how memory retention declines rapidly at first and then levels off over time. Ebbinghaus published his work in 1885 in his book Memory: A Contribution to Experimental Psychology.
Consider the following learning curve,
Which of the following is correct regarding this curve ?
There is slow initial improvement in learning
Learning decreases with time
The task given is difficult and learner has no previous practice on similar work
The task given is simple and the learner has previous practice on similar task
After presenting a controversial topic, arguments in favour and against are put forward and a detailed analysis of facts is done. This method of teaching learning strategy is :
Seminar
Project
Debate
Group discussion
The correct answer is Debate.
Debate is a teaching-learning strategy where a controversial topic is presented, and participants present arguments both in favor and against it, followed by a detailed analysis of facts. In a debate, two or more sides articulate their positions, supported by evidence and reasoning, and engage in a structured discussion to evaluate the topic critically. This method encourages critical thinking, analysis, and the ability to view a topic from multiple perspectives.
Seminar:
A seminar involves a detailed presentation or discussion on a specific topic, typically led by an expert or a group of participants who share prepared material. It focuses on sharing knowledge or research rather than structured arguments for and against a controversial topic, making it less relevant to the scenario described.
Project:
A project is a student-centered learning strategy where individuals or groups work on an in-depth investigation or task over time, often resulting in a product or presentation. It does not inherently involve presenting arguments for and against a controversial topic or a detailed analysis of facts in a debate-like format.
Group Discussion:
A group discussion involves participants sharing ideas and opinions on a topic in a collaborative setting. While it may involve differing viewpoints, it is less structured than a debate and does not typically focus on presenting formal arguments for and against a topic with a detailed analysis of facts.
A boy wearing a shirt with non noticeable ink spot thinks that all will notice the ink spot on his shirt. This is an example of :
Personal fable
Imaginary audience
Identity crisis
Delinquency
The correct answer is Imaginary Audience.
Imaginary Audience is a concept from adolescent psychology, particularly associated with David Elkind’s theory of adolescent egocentrism. It describes a common belief among adolescents that others are constantly observing and judging them, leading to heightened self-consciousness. In this scenario, the boy believes that everyone will notice the ink spot on his shirt, even though it is not noticeable, because he feels as though he is the focus of others’ attention. This is a classic example of the imaginary audience phenomenon, where the adolescent assumes others are as preoccupied with their appearance or actions as they are themselves.
Personal Fable:
Personal fable is another aspect of adolescent egocentrism, where adolescents believe their experiences, feelings, or situations are unique and that they are special or invulnerable (e.g., “No one understands me” or “I can’t get hurt”). The scenario does not describe the boy feeling unique or invulnerable but rather overly concerned about others noticing the ink spot, so personal fable is incorrect.
Identity Crisis:
Identity crisis, a term associated with Erik Erikson’s psychosocial development theory, refers to a period of uncertainty and confusion during adolescence as individuals struggle to define their sense of self and place in society. The scenario of worrying about an ink spot does not relate to a broader struggle with identity, making this choice incorrect.
Delinquency:
Delinquency refers to minor crimes or antisocial behaviors, typically committed by juveniles. The scenario involves no such behavior, only a psychological perception about being noticed, so delinquency is irrelevant.
Which is least considered in the teaching learning process ?
Demonstration of experiments
Lecturing in impressive manner
Scolding and punishing the students
Usage of whiteboard/blackboard in classroom
The correct answer is Scolding and punishing the students.
In the modern teaching-learning process, scolding and punishing students is the least considered approach. Contemporary educational practices emphasize positive reinforcement, constructive feedback, and creating a supportive learning environment to foster student engagement and motivation. Scolding and punishment can create fear, anxiety, or disengagement, which are counterproductive to effective learning. While discipline may be necessary, it is not a primary or preferred strategy in the teaching-learning process, as it does not directly contribute to knowledge acquisition or skill development.
Demonstration of Experiments:
Demonstrations, especially in subjects like science, are a key teaching strategy to make abstract concepts concrete, engage students, and promote hands-on learning. This is widely considered an effective method in the teaching-learning process, so it is not the least considered.
Lecturing in Impressive Manner:
Lecturing, when done effectively (e.g., in an engaging and clear manner), is a fundamental teaching strategy, particularly for delivering content, explaining concepts, or providing context. It remains a widely used and valued method in education, making it far from the least considered.
Usage of Whiteboard/Blackboard in Classroom:
The use of whiteboards or blackboards is a common and effective tool in the teaching-learning process. They help teachers visually present information, illustrate concepts, and facilitate interactive learning. This method is integral to classroom instruction and is not the least considered.
The method of learning - operant conditioning was proposed by :
Ivan Pavlov
B.F. Skinner
Woodworth
E.L. Thorndike
The correct answer is B.F. Skinner.
Operant Conditioning is a learning theory proposed by B.F. Skinner, an American psychologist. It describes how behaviors are learned and modified through consequences, such as reinforcement (positive or negative) and punishment. Skinner’s work emphasized that behaviors followed by rewarding consequences are more likely to be repeated, while those followed by undesirable consequences are less likely to occur. His experiments, often using a “Skinner box” with animals like pigeons or rats, demonstrated how reinforcement shapes behavior.
Ivan Pavlov:
Ivan Pavlov is associated with classical conditioning, not operant conditioning. His experiments with dogs showed how a neutral stimulus (e.g., a bell) could elicit a conditioned response (e.g., salivation) when paired with an unconditioned stimulus (e.g., food). This is distinct from operant conditioning, which focuses on voluntary behaviors and their consequences.
Woodworth:
Robert S. Woodworth was an American psychologist known for his work in experimental psychology and his dynamic psychology approach, which emphasized motivation and drives. He did not propose operant conditioning or any closely related learning theory, making this choice incorrect.
E.L. Thorndike:
Edward L. Thorndike contributed to the foundation of operant conditioning with his Law of Effect, which states that behaviors followed by satisfying outcomes are more likely to be repeated. While Thorndike’s work influenced Skinner, operant conditioning as a formalized theory was developed and named by Skinner, so Thorndike is not the correct answer.
Two students have same IQ. Which of the following cannot be correct ?
Both can have same chronological age and mental age
Both can have different chronological age and mental age
One is elder than the other
Both can have same chronological age but different mental age
IQ is typically defined as the ratio of mental age (MA) to chronological age (CA), multiplied by 100:
IQ = (MA / CA) × 100
If two students have the same IQ, their mental age to chronological age ratios must be equal. Let’s analyze each option:
Options Analysis:
Both can have the same chronological age and mental age:
If both students have the same chronological age (CA1 = CA2) and the same mental age (MA1 = MA2), their IQs would be equal because IQ = (MA / CA) × 100. For example, if both have CA = 10 years and MA = 10 years, then IQ = (10/10) × 100 = 100 for both. This is possible, so this statement can be correct.
Both can have different chronological age and mental age:
If both students have different chronological ages (CA1 ≠ CA2) and different mental ages (MA1 ≠ MA2), they can still have the same IQ as long as the ratio MA/CA is the same. For example, Student A with CA = 10 and MA = 10 has IQ = (10/10) × 100 = 100, and Student B with CA = 12 and MA = 12 also has IQ = (12/12) × 100 = 100. This is possible, so this statement can be correct.
One is elder than the other:
This refers to one student having a higher chronological age than the other (CA1 > CA2). For them to have the same IQ, their mental ages must adjust proportionally. For example, if Student A is 12 years old (CA1 = 12) with MA1 = 12, their IQ is (12/12) × 100 = 100. Student B, who is younger, say CA2 = 10, must have MA2 = 10 to maintain IQ = (10/10) × 100 = 100. This is possible, so this statement can be correct.
Both can have the same chronological age but different mental age:
If both students have the same chronological age (CA1 = CA2), their IQs are determined by their mental ages: IQ = (MA / CA) × 100. If their mental ages differ (MA1 ≠ MA2), their IQs will also differ. For example, if CA1 = CA2 = 10 years, but MA1 = 10 and MA2 = 12, then Student A’s IQ = (10/10) × 100 = 100, while Student B’s IQ = (12/10) × 100 = 120. Since the IQs are different, this contradicts the condition that both students have the same IQ. Therefore, this statement cannot be correct.
Correct Answer: Both can have the same chronological age but different mental age.
Match List - I with List - II and select the correct option :
Theory of identical elements - (i) Thorndike
Theory of generalisation - (ii) Charles Judd
(c) Theory of Ideals - (iii) W.C. Bagley
(a)-(i), (b)-(ii), (c)-(iii)
(a)-(ii), (b)-(i), (c)-(iii)
(a)-(iii), (b)-(i), (c)-(ii)
(a)-(i), (b)-(iii), (c)-(ii)
Theory of Identical Elements:
The Theory of Identical Elements was proposed by Edward L. Thorndike. This theory is related to the concept of transfer of learning, which suggests that learning in one context can be applied to another if the two situations share similar or “identical” elements. Thorndike argued that the degree of transfer depends on the similarity between the original and new tasks. Thus, (a) matches with (i) Thorndike.
Theory of Generalisation:
The Theory of Generalisation is associated with Charles Judd. Judd’s theory of transfer of learning emphasized that learning general principles or concepts in one situation can facilitate problem-solving in different but related situations. He focused on the role of understanding broad principles (generalization) rather than specific identical elements. Thus, (b) matches with (ii) Charles Judd.
Theory of Ideals:
The Theory of Ideals is attributed to William Chandler Bagley. Bagley, an educational theorist, emphasized the importance of teaching enduring values, ideals, and essential knowledge to prepare students for responsible citizenship. His theory focused on the transmission of cultural and moral ideals through education. Thus, (c) matches with (iii) W.C. Bagley.
Correct Answer:
The correct option is (a)-(i), (b)-(ii), (c)-(iii).
Which of the following is not an advantage of Computer Assisted Instruction (CAI) ?
Easy handling of text and multimedia content
Easy practice of multiple - choice questions
Immediate feedback can be taken
Counselling for students who faces mental problem can be easily done
The correct answer is Counselling for students who face mental problems can be easily done.
Computer Assisted Instruction (CAI) refers to the use of computers to deliver instructional content, facilitate learning, and provide interactive educational experiences. While CAI has several advantages, such as handling multimedia content, practicing multiple-choice questions, and providing immediate feedback, it is not designed to provide counselling for students facing mental problems. Counselling requires human interaction, empathy, and professional expertise, which are beyond the scope of CAI systems. Therefore, this is not an advantage of CAI.
Assumptions in Life Span Perspective (LSP) on development are :
(i) Development is life long.
(ii) Development is unidirectional.
(iii) Biological, cognitive and socio emotional processes are interwoven in development.
(iv) Skills and abilities can be improved throughout the life span.
(A) (i), (ii), (iii) and (iv)
(B) (i), (iii) and (iv)
(C) (i), (ii) and (iii)
(D) (ii), (iii) and (iv)
The correct answer is (B) (i), (iii), and (iv).
The Life Span Perspective (LSP), developed by psychologists like Paul Baltes, views human development as a lifelong process with specific characteristics. Let’s evaluate each assumption in the context of LSP:
(i) Development is lifelong:
This is a core assumption of the Life Span Perspective. LSP posits that development continues from birth to death, encompassing all stages of life, including childhood, adolescence, adulthood, and old age. This assumption is correct.
(ii) Development is unidirectional:
This is not an assumption of LSP. The Life Span Perspective views development as multidirectional, meaning that abilities can improve (gains) or decline (losses) at different points in life, depending on the domain and context. For example, cognitive abilities like wisdom may improve with age, while certain physical abilities may decline. Assuming development is unidirectional (only improving or only declining) contradicts this principle, so this assumption is incorrect.
(iii) Biological, cognitive, and socio-emotional processes are interwoven in development:
This is a key assumption of LSP. Development is seen as a complex interplay of biological (e.g., physical health), cognitive (e.g., memory, problem-solving), and socio-emotional (e.g., relationships, emotional regulation) processes that influence each other across the lifespan. This assumption is correct.
(iv) Skills and abilities can be improved throughout the life span:
This aligns with LSP’s assumption of plasticity, which suggests that skills and abilities can be modified or improved at any age through learning, practice, or intervention, even though there may be limits due to biological or environmental factors. This assumption is correct.