Thorndike:

  1. Thorndike’s connection-ism – The capacity to form concepts and grasp their significance.
  2. Thorndike – 
    1. Power of good response from the perspective of truth or fact.
  3. The correct sequence in the development of learning theories – Thorndike’s Connectionism, Pavlov’s Classical Conditioning, Skinners Operant Conditioning, Tolman’s Sign Gestalt, Cognitivist Theory and Constructivist Theory.(Bruner and ausubel)
  4. Which  of  the  following  subordinate  laws  in  Thorndike’s  Theory  of  Learning  is  equivalent  to Watson or Pavlov’s Classical Conditioning Theory – Principle of Associative shifting.
  5. Law of effect of Thorndike is nearer to Skinner’s Operant Conditioning paradigm.
List-I – the names of advocates of the concept of learningList-II refers to the learning concept
1.HullNeed-reduction theory of learning
TolmanSign learning
SkinnerOperant conditioning
KolbExperiential learning
ThorndikeS-R bond learning

Classical Conditioning:

  1. In Pavlovian conditioning paradigm,when presentation of  unconditioned stimulus precedes that of neutral stimulus,the procedure is called Backward conditioning
    1. Unconditioned Stimulus – Food > Unconditioned response – Salivate
    2. conditioned stimulus – Bell not evoking response of salivation from dog becomes neutral stimulus.
  2. In which of the following Classical Conditioning procedures Unconditioned Stimulus (UCS) is presented after the termination of the Conditioned Stimulus (CS) ?
    1. Trace Conditioning
  3. For arriving at Classical Conditioning Paradigm, Number of C.S. – U.S pairings was used as the independent variable.
  4. In pavlov’s experiment on the salivary conditioning of dogs, the Conditioned stimulus was the salaivation to the taste of food
    1. According to behavioural theorist learning occurs under certain conditions.
  5. differentiates between classical and operant conditioning paradigm
    1. Classical conditioning involves stimulus-stimulus substitution whereas operant conditioning is S-R conditioning where Stimulus is made contingent on Response.
    2. In classical conditioning reinforcement precedes a response while in operant conditioning it follows a response.
    3. The association between two stimuli is a critical factor in learning through classical conditioning while the response and reinforcement contingency is important for learning in operant conditioning.
  6. Assertion  (A)  : Operant  conditioning  emphasized  the  study  of  overt, observable behavior, environmental conditions and the processes which determine behavior.
    1. Reason  (R) :- Operant conditioning deals with the function of behavior rather than the structure of personality. It is deterministic theory in which there is no freewill.
    2. Both (A) and (R) are true and (R) is correct explanation of (A).
  7. Cognitive processes involving expectation play an important role in classical conditioning as Conditioning occurs when unconditioned stimulus and conditioned stimulus are paired.

Operant conditioning:

  1. A: Operant conditioning emphasized the study of overt, observable, behavior, environmental conditions and the process which determines the behavior.
    1. R: Operant conditioning deals with the function of behavior rather than the structure of personality, so there is no free will.
    2. Both correct and true explanation
  2. Behavior pattern that increases in frequency when followed by a reward is known as Operant conditioning.
  3. In the instructional design based on Skinner’s theory of reinforcement, which of the following set of activities are appropriate
    1. Step by step presentation of learning material, student response and immediacy of feedback = programmed instruction.
    2. Programmed learning is a procedure that provides information to the learner in small steps guarantees immediate feedback and allows the learner to determine the pace to complete the task.
  4. In the process of classroom teaching and learning, the schedules of reinforcement usually found are
    1. (1) Variable ratio schedule(3) Variable Interval schedule (4) Fixed interval schedule but no Continuous schedule
  1. A: Variable ratio schedule of reinforcement in operant conditioning is likely to produce steadiness in acquired behaviour.
    1. R: A variable-ratio produces the highest response rate for students learning a new task.
  2. On comparing classical and operant conditioning,
    1. Operant conditioning takes place as a result of some voluntary action while classical conditioning takes place without choice.
  3. Set – I (Procedure of operant conditioning) Set – II (the form of reinforcement, Cue and response)
    1. Reward training – Positive reinforcement with making of a response in the absence of cue.
    2. Escape training – Negative reinforcement with making of a response in the absence of a cue.
    3. Discrimination training – Positive reinforcement with making of response in the presence of a cue.
    4. Active-avoidance training – Negative reinforcement with making of a response in the presence of a cue.
List-I – the type of operant learning proceduresList-II –  their related procedure-paradigm
Discriminated OmissionCue Present → Response Withheld → Positive     Reinforcement
Discriminated PunishmentCue Present →Response Withheld → Negative Reinforcement
Discriminated OperantCue Present → Response Made → Positive Reinforcement
Active AvoidanceCue Present → Response Made → Negative Reinforcement
operant conditioning procedures

Tolman:

  1. A: Tolman‘s purposive behaviourism was considered to be a major advancement in the field of psychology
    1. R: Pre-tolman behaviorism excessive emphasized S-R relations and ignored cognitive process
    2. Both A and R true and correct explanation.
  2. According to Tolman, the three parts of learning that work together as Gestalt which advocated the role of cognitive and molar concepts
    1. Significant 2. Sign, 3. Means-end-relationship
  3. Tolman’s sign gestalt explains transfer of learning in-terms of transposition of understanding
  4. According to Tolman, the “Individual Differences” variables which interact with independent variables to produce behaviour
    1. Age, Heredity, Previous Training and Biological conditions.
    2. So, Learner centric approach for organizing educational programmes.
      1. In a typical ‘Learning’ experiment, dependent variables
        1. Probability of Response
        2. Latency
        3. Rate of Presentation
  5. Tolman’s revision of his system represents motivational principle of Freud – Cathexis
    1. Cathexis is the investment of psychic energy in the thoughts of objects or processes that will satisfy a need.
    1. learned tendency to associate certain objects with certain drives
  6. While introducing revision in his system of learning, Tolman referred to Drive discrimination learning
  7. In Tolman’s revised system of learning the concept of  Formation of Cathexis represents borrowing from Freud.
    1. Learning where an object is located.
  8. The evidence on latent learning became the basis of formulating which theory/model of learning Tolman’s sign-gestalt theory.
    1. 5 types includes
      1. Equivalence belief
      2. Cathexis
      3. Field expectancy – action lead to outcomes eg. Reward expectancy experiment.
      4. Field cognition modes -eg. Cognitive maps for latent learning in experiment of rat in maze
      5. Drive discrimination – Drives in accordance with outcomes 
        1. Motor patterns – Stimuli and movements.
  9. Tolman’s purposive behaviour
    1. 3 parts of learning that work together as gestalt are
      1. significant, sign and means-end relationship that helps in forming cognitive map.

Freud:

  1. In Freudian formulation, the level of consciousness, in which memories of thoughts are readily accessible, is called Pre-conscious level.
  2. The idea of Unconscious motivation is one of the major contributions of the psychologist suggested by Freud.
    1. Many behaviors are caused by unconscious motivation.
    2. The personality is determined by biological drives of sex and aggression.
    3. Difference in personality is determined by variation in learning experience.
  3. Characteristic of instinct by Freud:
    1. Source in some Bodily deficit
    2. an aim that focuses on some gratification of need
    3. an impetus that propels the person to act
    4. an object through which instincts achieve it aim.
  4. A: According to freud, painful memories are the target of repression
    1. R: Repression can be primal i.e innately part of the id or proper i.e unacceptable derivatives of original Id impulses
    2. Both A and R correct but  not the correct explanation.
  5. In Freud’s postulation Id is the original system of personality and is the reservoir of psychic energy. It uses the mechanism of pleasure principle and is a tension reduction mechanism.
    1. All defense mechanisms have two qualities. They deny, distort or falsify reality and they operate unconsciously.
    2. A student who fails in an examination, makes a complaint that the examiner was strict.He/she is using the defense mechanism.
  6. Defense mechanisms are used by the
    1. Ego of a person unknowingly

learning:

  1. Human associative memory includes only proposition. As the elements of thought are
    1. concepts 
    2. Propositions
    3. Images
  2. A: Teachers need to teach children the use of multiple strategies : Finding out what works well, where and when
    1. Most children are not consciously aware of a variety of strategies they employ while learning
    2. Both true and correct explanation.
  3. A procedure that provides information to the learner in small steps, guarantees immediate feedback and allows the learner to determine  the pace with which to complete the task. It is called
    1. Programmed learning
  4. the following contributes to memory
    1. Interesting / disinteresting learning material
    2. Goal behind learning
    3. Some rest after learning
  5. with respect to effective teaching
    1. Emphasize self-comparison →match student’s level →specify learning goals → suggest improvements and model problem solving.
  6. the correct explanations of discrimination and stimulus generalizations
    1. Learning to respond to one stimulus but not to the other similar stimuli.
    2. Stimuli similar to the one used during conditioning also elicit the conditioned response.

Hull’s reinforcement:

  1. The interaction of sensory impulses indicates the complexity stimulation and therefore the difficulties in predicting behavior.
    1. Hull’s theory states behaviors is seldom a function of one stimuli but rather function of many stimuli.
  2. Need reduction theory
    1. If the first innate response pattern does not alleviate need another pattern will occur.
    2. So the organism responds by generating response till the need is satisfied.
  3. In hull’s system of hierarchy of response used to depict are
    1. If the first or second or third innate response pattern does not reduce the need another pattern will occur
    2. So based on which habit strength reinforcement is done.
  4. According to Hull in a learning situation, tendency to makea given response to a given stimulus depends on
    1. habit strength, drive and incentive motivation.
  5. In Hull’s ‘reinforcement theory’ which of the  following was postulated as intervening variable Excitation reaction Potential.
    1. Independent Variable – Drive condition, Intensity of stimulus(Habit strength).
    2. Dependent Variable – Number of non reinforced responses for extinction
  6. A: Hull proposed that reaction potential is the product of habit strength and drive 
    1. It is based on hypothetico deductive model deducting testable consequence based on postulates
    2. A and R true but not the correct explanation
  7. Anxiety is emotionally based drive and it can be hypothesized that highly anxious subjects would be faster on eye lid conditioning than the low anxious subjects.

Gagne:

  1. In gagne’s hierarchy theory of learning signal learning is the first stage of learning.
  2. In Gagne’s hierarchy, the assumption is that lower order learning occurs before higher order learning.
  3. By Robert M. Gagne, a list of five types of learning indicated in a hierarchical arrangement,
    1. Signal learning (S – R learning)
    2. Chain learning
    3. Concept learning by discrimination
    4. Rule learning – Principle
    5. Problem solving.
  4. In Gagne’s hierarchy of learning Problem solving type of learning exemplifies hypothesis making and hypothesis testing.
  5. Signal learning  types will form part of chain learning.
  6. In Gagne’s hierarchy of learning Problem solving learning will not be included in rule learning .
  7.  S – R learning type corresponds to operant conditioning paradigm.
  8. In Gagne’s hierarchy, the assumption is that   lower order learning occurs before higher order learning.

Personality:

  1. Set(Personality Theorist) – I Set – II (Concepts of personality advocated)
    1. Cattel – Surface and source traits
    2. Adler – Striving for superiority
    3. Jung – The Anima and the Animus – Psychological personality type
    4. Freud – Id, Ego and superego – Psycho-analytic theory of personality
    5. Allport – Cardinal, central and secondary traits. – Personality based on personal disposition.
  2. Adler’s developmental path to psychological health in his book The Science of Living
    1. Feeling  of  Inferiority  →Striving  for  superiority  to  attain  completion  → Constructive life style→Psychological health
  3. Adler advanced the concept of ‘creative self’ as the most essential aspect of one’s personality.
  4. The theory of personality will explain the case of maladaptive behavior in adolescents on the basis of style of life in Alfred Adler’s individual psychology.
  1. Trait theory – Consistent pattern of emotional and behavioral reactions a person displays across variety of situations
  2. In terms of personality dynamics, which of the following statements best explain the nature and character of one’s personality?
    1. Human behaviour does not occur randomly
    2. Human personality represents an integration of traits
    3. In personality formation, creative self of a person  gives meaning to life.
    4. Man’s behavior is conditioned by his individual racial history and aspiration
  3. The  basic  competencies  needed  for  an  effective  teacher   education  program  have  to  be related to which of the following personality and attitude related domains?
    1. Locus of control
    2. Self-efficacy
    3. Positive expectancy
  4. Humanistic theories of personality are characterized as
    1. Having optimistic ideas about human nature gives the description of naturally striving persons.
    2. Emphasize personal responsibility
    3. No denial to importance of past, but more focus on present

Allport

  1. Allport – an arch advocate of trait based theory of personality – Proposed functional autonomy of motives.
  2. Allport’s traits of personality are indicative of a neuro- psychic structure expressed through modes of behavior.
    1. So, consistent style of behavior or emotion, a person displays across the situations.
  3. Intrinsic motivation according to self-determination theory – competency and autonomy.
  4. Autonomy or being self determining, independent and able to resist social pressures to think and act in a certain way
    1. Psychological well being

Cattell:

  1. Theory of Fluid and Crystallized Intelligence – Cattell, intelligence is neither completely monarchic, nor oligarchic nor anarchic.
    1. It is the relationship among ergs(Unit of energy), attitudes and sentiments forms the cattle’s dynamic lattice theory.
  2. In cattel’s theory dynamic lattice shows the relationship among ergs, sentiments and  attitudes.
  3. Assertion(A):  Cattell proposed that dynamic traits are organised  in  complex  ways within the cognitive and motivational structure of the individual.
    1. Reason(R):- Dynamic traits are relatively interdependent of each other.
    2. (A) is true, but (R) is false
  4. Traits of personality are influenced by both environment and inheritance – Cattell’s theory of surface and source traits.
  5. A: Surface traits are simply a collection of trait elements which go together in many different individuals and circumstances. Inter correlated trait elements or variables cluster together to form a surface trait.
    1. R: source traits are underlying factors that control variation in surface clusters.
    2. Both true but not the correct explanation.

Jung:

  1. According to jung, the deepest and darkest part of collective unconscious and contains all the animal instincts – shadow
    1. Personal  unconscious is the region next to ego which consists of all the forgotten experiences that have lost their intensity.
    2. Persona is a compromise between demands of the environment and necessities of individuals.
    3. Archetypes are themes that have existed in all cultures through history.
  2. In Jung’s frame of reference, the part of the mind that grows out of past experience of human being is designated as Collective unconsciousness.
  3. Psychological types of Jung – Traits represent two extreme points on a scale rather than two types.
  4. Collective unconscious made up of all the archetypes taken together. Jung identified 8 personality types on the basis of
    1. It includes 2 attitudes and 4 functions
      1. Introvert and Extrovert
        1. Self, Id, Shadow and Persona

Motivation:

  1. Set – I (Theory of Motivation) Set – II (Promoters of theories of motivation)
    1. Theory of Self Actualization – Maslow
    2. Theory of Achievement Motivation – Meclelland
    3. Theory of Ego-involvement – Sherif and Cantril
    4. ERG Theory – Alderfer
    5. Functional Autonomy Theory – Allport
  2. Identify the characteristics of psychological behavior according to cognitive field theory of learning and motivation:
    1. An overt purposive act
    1. An attitudinal shift
    2. A change in the perceived value of an object
    3. A new relationship established between two or more events.
  3. The statements which have a direct support from theories of learning and motivation
    1. The  probability  of  an  operant  response  increases  if  it  is  immediately  followed  by reward.
    2. Motivation is a necessary but not a sufficient condition for learning.
    3. The learner forms a cognitive map when learning takes place.
    4. The  number  of  pairings  of  a  conditioned  stimulus  with  that  of  unconditioned stimulus tends to reduce the latency of a response.
  4. (A) : Motivation is a necessary factor in learning but in itself it is not sufficient for learning to occur.
    1. Reason (R) :Performance on a task depends on one’s ability and motivation.
      1. Both (A) and (R) are true and (R) is the correct explanation of (A)
    2. By placement of an individual in socially and culturally advanced environment, the intelligence quotient can increase but not his/her classification on the basis of intellectual capacity.
    3. The optimum point in one’s mental development is reached during adulthood.
  1. For optimizing self-learning which of the following motivational principles will be most helpful?
    1. Providing scope for satisfying the need for competence
  1. Mechanistic behavior analyses are characterized as 
    1. Direction of behavior is determined by SR bonds or habits
    2. Behavior directed towards the goal persists till the achievement of goal.
  2. Mechanistic view of motivation
    1. Direction determined by SR bond
    2. Probability of habits depends on prior reinforcement contingencies
    3. Persistence of behaviors.
  3. Mechanistic and cognitive approaches to motivation differ in the extent to which higher mental process are invoked to account for the initiation, direction, intensity and persistence of goal directed behaviour.

Intelligence:

  1. By arranging following concepts of intelligence in the order in which they appeared, select the correct code :    
    1. I. Academic intelligence II. Emotional intelligence III. Spiritual intelligence IV. Ethical intelligence.
  2. The correct sequence of their historic formulation about a few theories of intelligence have been indicated
    1. Spearman’s two factor theory,
    2. Burt’s group factor theory,
    3. Vernon’s hierarchical structure theory,
    4. Thurstone’s Multiple factor theory,
    5. Guilford’s structure of intellect,
    6. Gardner’s theory of multiple intelligence,
    7. Daniel Goleman’s theory of Emotional intelligence,
    8. Zohar and Marshall’s theory of spiritual intelligence.

Thurstone:

  1. Thurstone criticized Spear-man’s ‘G’ mainly on the grounds
    1. Human intelligence can not be considered as a single unitary trait.
    2. Intelligent  behavior  does  not  arise  from  a  general factor  instead  emerges  from different primary abilities. – Multiple Factor Theory
  2. Thurstone labelled his theory of intelligence as theory of primary mental abilities.
    1. Verbal Comprehension;
    2. Verbal Fluency;
    3. Numerical Ability;
    4. Memory;
    5. Perceptual Speed;
    6. Inductive Reasoning,
    7. Spatial Visualization
      1. Verbal and non verbal tests assumes that up-to a certain chronological age intelligence reaches a peak.

Guilford:

  1. Guilford initially started his work on SOI extending Thurstone’s theory of primary abilities but later on diverged on the grounds
    1. It was found difficult to name the abilities/factors found in data.
    2. Obtained factors were not primary (independent) rather related to each other
    3. Thurston’s factor analysis was mainly oriented to get simple structure
  2. In guilford’s structure of intellect, obtained abilities have been named in the following sequence
    1. Operation, content and Products but not process.
    2. Intelligence can be taken as superset of creativity
      1. Hierarchical structure of intellectual – abilities
  3. As per Guilford’s SOI model, intelligence can be taken as superset of creativity.
    1. Reason (R) : Creativity involves divergent production that is just one of five operations of intellect.
    2. Both (A) and (R) are true and (R) is the correct explanation of (A).
  4. true of the threshold hypothesis regarding intelligence creativity relationship
    1. The relationship between the two is ‘ill-defined’ above a specific level of intelligence.
    2. There is a negative correlation between Intelligence and Creativity beyond a particular level of Intelligence.
  5. A: Intelligent teachers select information that is relevant for their pedagogical purpose.
    1. R: Selective combination involves determining which elements in a set of information are relevant for a given purpose.
    2. A is true R is false
  6. Child’s cognitive transition from external influence to internal thoughts occurs in 4 stages
    1. Natural/primitive
    2. naive
    3. Ego-centrist speech
    4. In-growth stage
  7. Pre-operational child incapable of performing operation since they cannot mentally rearrange sequence of events into reverse order
  1. List – I (Authors) List – II   (Concepts)
    1. Catt-ell – Fluid and Crystallized intelligence
    2. Spear-man – General and Specific factors
    3. Gardner – Multiple Intelligence theory
    4. Stern berg – Triarchic theory of intelligence

Gardner:

  1. Gardner’s multiple and emotional intelligence theory – Abilities can be nurtured and developed
  2. In developing seven ‘multiple intelligence’. Gardner made some important observations.
    1. Intelligence is not entirely genetic.
    2. Intelligence is not fixed at birth.
    3. Intelligence can be nurtured and grown.
  3. Gardner’s theory of multiple intelligence  is considered to be the fore-runner to Emotional Intelligence.

Sternberg:

  1. Sternberg’s Triarchic theory of intelligence:
    1. Analytical
    2. Creative
    3. Practical
  2. Sternberg defines intelligence as “the mental capability of emitting contextually appropriate behavior at those regions in the experiential continuum that involve response to novelty or automatization of information processing as a function of 3 components.”
    1. Metacomponents
    2. Performance components
    3. The knowledge-acquisition
  3. In sternberg’s triarchic theory, the type of intelligence that involves the ability to think critically and analytically.
    1. By Component analysis – Context, components and experiential.
      1. Experience – Creative intelligence –
        1. Creative thinking is a combination of flexibility in thinking and reorganization in understanding to produce innovative ideas and solutions.
      2. Context- Practical
      3. Components – Analytical.
        1. Meta-component – mental process individuals use effectively to guide their problem solving efforts.
  4. Tri-archic theory of intelligence correct functional sequence of meta components
    1. Identification of problem –
    2. Defining the goals and obstacles –
    3. selection of lower order process –
    4. choosing appropriate strategy –
    5. selecting a mental representation –
    6. allocating mental resources –
    7. monitoring and evaluation.
  5. Creative thinking is different from routine problem solving in respect of
    1. Fluency
    2. Flexibility
    3. Originality
      1. Creative thinking is a combination of flexibility in thinking and reorganization in understanding to produce innovative ideas and solutions.
  6. According to Sternberg the most important goal in learning intelligent behaviour is Confronting novel tasks and situations of learning to deal with them.
  7. Coping Theory of Intelligence by Sternberg proposes that the  intelligence can be taught and the classroom is the logical place to teach it
  8. According to Sternberg, there are three basic types of human intelligence, what are they?
    1. (A) Componential or analytic intelligence, involves the abilities to think critically and analytically.
    2. (B) Experiential or creative intelligence emphasizes insight and the ability to formulate new ideas.
    3. (C) Contextual or practical intelligence is most interesting of all. Persons high on this dimension are intelligent in a practical, adaptive sense- they have what many would term “street smart” and are adept to solving the problems of everyday life.

Goleman:

  1. The characteristics of which of the components of Emotional Intelligence as proposed by Goleman’s Management of emotions.
    1. Handling feelings appropriately, ability to soothe oneself, and ability to shake off rampant anxiety
  2. Emotional intelligence test measures
    1. Perceiving emotions,
    2. Using emotions to facilitate thought, and
    3. Understanding emotions.
  3. The nature and characteristics of Emotional Intelligence of a person
    1. Ability to handle fear and anxiety
    2. Ability to see others point of view
    3. Ability to promote feeling of satisfaction
  4. According to Bandura, which of the following is the correct sequence of processes involved in observation learning – Attention →Retention →Cognitive Rehearsal →Corrective Action
    1. Characteristics of Attention
      1. Initial Detection of stimuli
      2. Processing capacity
      3. Control.

Piaget:

  1. Set-I (Stage of cognitive development) – Set-II (Distinctive cognitive features)
    1. Sensory motor stage – Object permanence 0-2 yrs
    2. Pre-operational stage – Transductive reasoning – kindergarden and early primary level of education – 3-7 Years
      1. the children are able to grasp the concept of object performance and conservation in Pre-operational stage
    3. Concrete operational stage – Reversibility concept – Logical but depends upon concrete referent objects eg. conservation 7-12 years
    4. Formal operational stage – Hypothesis making and hypothesis testing – 12 – 15 years = Secondary and senior secondary level =  Adolescence
  2. According to Piaget, which one of the following pairs is essential for cognitive development of the child – Assimilation and Accommodation.
  3. Jean Piaget Knowledge construction procedure is assimilation, accommodation and adoption based cognitive approach.
  4. Piaget’s theory
    1. Individual stages of development cannot be skipped or omitted from the sequence
    2. stages of equilibrium do not long as long as stages of disequilibrium
    3. later stages are independent of the elements and experiences of early stages
  5. Piaget’s theory:
    1. disequilibrium terminates in structural change
    2. individual stages of development cannot be skippped
    3. stages of equilibrium do not last as long as stages of dis-equilibrium

Vygotsky:

  1. Peer group based interactive and social learning approach
  2. Cognitive development occurs in a sociocultural context and evolves out of the child’s social interactions
  3. According to this theorist, language plays a crucial role in the development of cognitive ability by Vygotsky
  4. The relationship between development and learning as proposed by Vygotsky – Development process lags behind the learning process
  5. According to vygotsky, zone of proximal development is the gap between what the child can do independently and with assistance.
  6. Assertion (A)  :  Scaffolding not only provides the solution of specific problems but also aids in the overall cognitive development.
    1. Reason (R)  : Zone of proximal development is the level at which a child can almost but not fully comprehend or perform a test on his own.
    2. (1)  Both (A) and (R) are true and (R) is the correct explanation of (A).
  7. Lev Vygotsky Knowledge construction procedure – peer group based interactive and social learning approach – Scaffolding
  8. A: According to vygotsky, human thinking and reasoning are products of social activity
    1. R: Every cognitive process appears first on social plane and then on psychological plane after internalization
    2. A and R correct and true explanation.
  9. Scaffolding – Temporary  support  that  parents  provide  to  a  child  to  do  a task  until  the  child  can  do  it alone
  10. Speech and language development by vygotsky
    1. primitive
    2. naive
    3. egocentric
    4. Ingrowth

Ausubel:

  1. The cognitive learning promoters who developed the concept of meaningful learning is David Ausubel.
  2. the following  cognitive  learning  promoters  developed  the  concept  of  meaningful learning.
    1. advanced organizer, expository organiser and comparative organizers based learners approach = The focus is intellectual scaffolding
    2. The  basic  reason  why  meaningful material is learned rapidly is that it  is  related  to  previous experience of the learner.
  3. Instructional Mechanism in advance of learning at a higher level of abstraction, generality and inclusiveness.
  4. Organisers acts as a subsuming bridge between new learning material and existing related ideas.
    1. Therefore cross referencing old and new ideas across different disciplines.
  5. Ausubel’s theory is concerned with how individuals learn large amounts of meaningful material from verbal/textual presentations
    1. It clearly distinguishes from rote and discovery learning.
    2. Meaningful way of learning gives rise to long term memory.
  6. In Advance organizer model, the focus is on Intellectual scaffolding.
    1. Instructional Mechanism in advance of learning at a higher level of abstraction, generality and inclusiveness.
    2. Organizers acts as a subsuming bridge between new learning material and existing related ideas.
    3. Therefore cross referencing old and new ideas across different disciplines.

Bruner:

  1. According to Bruner discovery approach is a must for learning with components – Knowledge construction procedure – activation, maintenance and direction based exploratory learning approach.
  2. Cognitive structure(Mental models) provide meaning and organisation to experience and allows the individual to go beyond the information given.
  3. How knowledge is represented and organized through different modes of thinking – constructivist theory  in the process of Education by discovering
    1. Action based – enactive – activation
    2. Image based – Iconic mode of representation – maintenance
    3. Language based – Symbolic – direction
  4. Learner selects and transforms information, constructs hypotheses and makes decisions, relying on cognitive structure.

Gestalt learning:

  1. koffka‘s work – Principles of gestalt psychology – extending gestalt theory to developmental psychology – Development of perception, interpretation and learning
  2. Max wertheimer attempted to train children to think in a logical and systematic way where he used several figures
    1. squares, rectangles, parallelograms and triangles
  3. Isomorphism by gestalt psychologist Wertheimer is the idea that perception and the underlying physiological representation are similar because of related gestalist qualities.
    1. The objective brain process with particular phenomenological approaches experience functionally same form and structure as the subjective experience.
  4. Gestalt principles of perception conducted in a study were shown novel geometric shapes to a target group.
    1. These fragments of shapes were quicker to recognize for those who are a part of the original target than who are not.
  5. The inputs from our sensory receptors are structured by
    1. Gestalt principles.
  6. Gestalt principles of perception in a study 
    1. Participants were shown novel geometric shapes that served as targets.
    2. Then they were shown fragments of these shapes.
    3. Participants were quicker to recognize the fragments as part of the original target.
  7. The Gestalt psychology laws of perception
    1. Relative size
    2. Proximity
    3. Continuity
      1. A: Perception remains constant although the proximal sensation changes.
        1. Reason (R) : Our perceptual system has mechanisms that adjust our perception of the proximal  stimulus.
        2. Both  (A) and  (R) are true, and  (R)  is the correct explanation of  (A).
  8. According to gestalt learning, learning is not just the outcome of an association of a series of stimuli-responses but the perception of whole learning task.
    1. So such learning not translated into performance and remains dormant for long period of time.

Counselling:

  1. the order of preference from ideally most appropriate to the least appropriate method to be used for the school students
    1. Psychoeducation
    2. Identifying and improving work goals
    3. Counseling
    4. Psychotherapy
  2. A teacher discusses in depth the problems and challenges being faced by a student with a view to help him/her to arrive at a decision. The modality of Guidance will designate this situation appropriately is Counseling type.
  3. a few strategies for making guidance and counselling programme effective in the Indian context
    1. Making follow-up an integral part of guidance and counselling programme
    2. Providing need based counselling opportunities
    3. Changing the mind set of parents
    4. Linking guidance activities with curriculum
  1. List I includes description of various steps of Directive Counselling, as given by Williamson and List II indicates the steps.
Description of Counselling(Steps of Counselling)
Collection of information about an individual through different sourcesAnalysis
Organization of information in logical männer to analyse the potentialitiesSynthesis
Interpretation of data in the light of nature and causes of problemDiagnosis
Prediction about the future development of the problemPrognosis
Bringing about adjustment and re-adjustment of the clientCounselling  
Knowing the present state of affairs of the clientFollow-up
DIrective counselling
  1. Non-directive counselling, Where the counselor does not impose his/her views on the client
    1. It is mainly meant for emotional release.
    1. Mental Inhibitions trait can be measured by exploring the meaning context of creativity.
    2. It is done effectively through projective techniques of personality.
  2. For an effective non-directive counselling session, the most essential is Establishing a rapport with the client.
    1. So, is also known as ‘client centered’ counselling.
  3. Non-directive counselling is mainly meant for emotional release
  4. Set – I                                 Set – II
    1. Non – directive counselling –  Where the counsellor does not impose his/her views on the client
    2. Group guidance –  Clients are given help in respect of their problems collectively
    3. Testing service –  Where a client receives assistance to get an exact idea about his qualities/abilities
    4. Occupational inventory –  A list of occupations with job descriptions
    5. Personal guidance –  Where an individual is helped to become adjusted to his/her circumstance
  5. In the Indian context counselling services at all the levels of education have not proved to be effective owing to the  Inadequate school – community linkages

Carl rogers – The freedom to learn:

  1. Rogers in his Person Centered Counselling approach emphasizes Unconditional Positive Regard and Empathy.
  2. A: Clients must be allowed complete freedom to discuss in their natural manner to communicate respect and acceptance
    1. R: Completely suspending the judgement and expressing positive regard are rogers core therapeutic condition
    2. Both true and correct explanation
  3. According to Rogers, “Individuals have within themselves vast resources for self-understanding and for altering their self-concepts, basic attitudes, and self-directed behavior.
  4. Elements in the Carl rogers person centered theory of personality
    1. ideal self
    2. Congruence and
    3. Positive regard
  5. A: According to rogers ideal condition for the development of healthy self concept and movement towards becoming fully functioning is unconditional positive regard
    1. R: With unconditional positive regard there is congruence between true self and experience
    2. Both true and correct explanation
  6. A: Rogers suggest not all people but many are capable of growth and personal development
    1. R: Positive change is a natural and expected progression
    2. Both are true and correct explanation.
  7. Carl rogers about positive change is natural and expected progression
    1. In behaviour therapy, those clients who are capable of growth and personal development are those who accepts change.
  8. The techniques in respect of ‘human learning context’ advocated by Carl Rogers were given the caption
    1. Self-regulated learning
  9. Empathetic understanding of the client’s problem is stressed in Person-centred humanistic approach dominated counselling.
  10. It is a nondirective counselling, empathetic approach that empowers and motivates the client in the therapeutic process
  11. Mr.A is very good at discriminating between progressive and regressive ways of behaviour. His choices are clearly perceived by him and adequately symbolised
    1. According to rogers these are the characteristics of 
      1. Individual tendency towards growth
      2. Tendency to self actualise
  12. Rogers in his Person Centred Counselling approach emphasizes Unconditional Positive Regard and Empathy.
  13. Establishment of Rapport in this context of counselling where there is trusting relationship between the Counselor and Counselee.

Eclectic counselling:

  1. In the context of eclectic counselling
    1. type of counselling is neither counsellor centered only nor client centered
    2. Depending upon the context the role of the counselor and the counseled may undergo a change.
    3. For organizing eclectic counselling there is a study of needs and personality characteristics.
  2. REBT – Rational Emotive Behavior Therapy – Cognitive restructuring
    1. Imaginal disputation by using the ability of client is a method of  REBT.
    2. It emphasizes emotions, feelings and experimental aspects of the client.
    3. Self-acceptance, flexibility, recognition and awareness are some important are the concepts of Rational Emotive behavior therapy.
  3. If two or more methods are mixed up for teaching, the teaching method will be known as  Eclectic Method
  4. In cognitive therapy by Ellis the sequence of activating the event
    1. Understanding the corresponding belief
    2. recognizing the emotional/behavioral consequence of belief
    3. challenging and counteracting these beliefs
    4. discriminating the new emotional/behavioral consequence
    5. recognize new feeling
  5. Conclusion of Ellis – Becoming conscious of the problem was not enough to lead to actual changes in behavior.
  6. Assertion (A) : Behavior therapy helps people to respond to life situations in the way they would like to respond.
    1. Reason (R) : Positive therapeutic relationship is necessary but not sufficient condition for effective behavior therapy.
    2. Both  (A) and  (R)are true, but(R)is not the correct explanation of (A).
  7. According to Behavior theory, the characteristics of psychological behaviors are,
    1. Behavior showing associative shifting
    2. Reinforcement contingent response
    3. Behavior with longer latency.
  1. with reference to counselling process in school settings.
    1. List – I (Counseling approach) List – II (Characteristics)
      1. Client Centered  –  Non-directive
      2. Reality Therapy –  Oriented to life circumstances
      3. Rational Emotive Therapy – Socratic dialogue
      4. Behaviour Therapy  – contingency contracting

Guidance:

  1. a student has graduated from a university. He/She wants help in making the choice of stream of education. The type of guidance to be put in place for such a case will be called Educational guidance.
  2. In the context of Principles of Guidance
    1. Guidance is for all
    2. Guidance is based on individual differences
    3. Guidance is a continuous process
    4. Guidance is an organised effort
    5. Guidance has a specific code of ethics
    1. Guidance is not the panacea for all ills
  3. Match the items of Set – I with that of Set – II and give answer by choosing the appropriate code : Set – I (Characteristic) Set – II (Stage at which this feature appears)
    1. Ability to understand symbols – In the intellectual development during childhood
    2. Tendency of being away from parents – In the social development during childhood
    3. Development of self concept – In the intellectual development of adolescence
    4. Hero worship – In the social development of adolescence 
    5. Conflict in motivation – In emotional development of adolescence from concrete situations.
  4. typical  characteristic  of  the  social  development  during adolescence.
    1. Intense self-awareness
    2. Moral development
    3. Formation of cliques or associations
  5. Concept and explanation:
    1. Adaptation – Building schema through direct interaction with environment
    2. Operation – ability to remember and copy the behavior of models who are not present 
    3. assimilation – Using current schema to interpret the world
    4. Mental representation – mental representation of actions as they obey logical rules
  6. Concept and Description
    1. Naturalistic intelligence – skill critical and important for archaeologist
    1. Cognitive processing – ability to execute easily and highly over learned skill
    2. Meta-component – mental process individuals use effectively to guide their problem solving efforts
    3. motivating self – delaying gratification and stifling impulsiveness
  7. Concept and Explanation
    1. Selective Encoding – Determining which elements in a set of information are relevant for one’s purpose and which are not
    2. Motivating Oneself – Marshalling emotions in the service of a goal
    3. Practical Intelligence – Using mental components to help one to adapt, shape, or select an environment that is appropriate for oneself.
  8. Concept and Description
    1. Cognitive processing speed – ability to execute easy and highly over learned cognitive tasks
    2. Meta components – Mental process individuals use effectively to guide their problem solving
    3. Motivating oneself – Delaying gratification and stifling impulsiveness
    4. Naturalistic intelligence – Skills Critical for science.
  9. Steps involved in cognitive behavior modification are
    1. Cognitive modeling →overt external guidance  →overt self – guidance  →faded overt self – guidance  →Covert self-instruction
  10. Sequence of instructional phases
    1. Gaining attention.
    2. Informing the learner of the objectives.
    3. Stimulating recall of prerequisite learning.
    4. Presenting the stimulus material.
    5. Providing learning guidance.
  1. Schools of psychology and concept
    1. Psycho analysis – Unconscious process
    2. Behaviouralism  – S-R relation
    3. Structuralism – elements of conscious experience
    4. Transpersonal psychology – self actualisation.
  2. The need for affiliation produces active, controlling social bhaviour while need for intimacy produces more passive less controlling social behaviour.

Defense Mechanism:

  1. In the context of adjustment and use of defense mechanisms. The following highlight the rate of defense mechanism
    1. Sidetracking the issues.
    2. Unconscious use to promote comfort level  in life situations.
    3. Facing the challenges straightway without giving time to solve problems.
  2. the psychoanalytic model of adjustment
    1. Ego mechanisms play an important role in respect of adjustment process
    2. Adjustment of a person with his/her environment is based on his/her personal and racial unconscious.
  3. the characteristics of a well-adjusted person
    1. one who shows little or no difference between his/her sayings and doings.
    2. the person who remains unruffled and takes decisions by looking into pros and cons.
    3. one who has learnt to defer the gratification of his/her needs according to the demand of situations.
  4. Best describes the process of adjustment in the context of education,
    1. Adjustment is the outcome of the individual’s efforts to deal with stress.
    2. For defining adjustment the reciprocal influence between a person and his/her social group has to be emphasized.
    3. Adjustment is a continuous process of satisfying one’s needs.
    4. In adjustment both individual and his/her environment undergo a change.
    5. Conflicts and tensions are a part of the adjustment process.
  5. Defense mechanism are used by a normal person unconsciously for adjustment.
  6. Proper use of defense mechanisms is based on development of wellness life style.

Maslow:

  1. The correct order of human needs as formulated in Maslow’s hierarchy of needs
    1. Physiological needs
    2. Safety needs
    3. Love and belonging needs
    4. Esteem needs
    5. Self-actualisation needs
  2. Maslow identified behaviours that lead to self- actualisation
    1. growth choices
    2. self- awareness
    3. concentration
  3. Self-actualizers are characterised as
    1. They have more efficient perception of reality than non-actualisers.
    2. They show greater acceptance of themselves, others, and nature than do non-actualizers.
    1. They also have some weaknesses but not so anxious.
  4. A: According to Maslow, after the gratification of basic needs we move in positive direction but it is not automatic.
    1. R: We often fear our best side, our talents, our finest impulses, our creativeness
    2. Both A and R true and R is the correct explanation of A
  1. Shaping of a response in instrumental conditioning means reinforcing, successive approximations of the final desired behavior – Programmed learning with individualization.
  2. List-1 Type of Conditioning and List – II Explanation
    1. Delayed conditioning – The onset of the CS precedes the onset of the UCS and the CS remains on for the initial part of UCS
    2. Trace conditioning – The onset of CS precedes the onset of the UCS and the CS goes off before the onset of UCS.
    3. Backward conditioning – The onset of UCS precedes the onset of the CS and the UCS goes off before CS comes on
  1. A: Culture encompasses life styles, values, practices, and goals which provide distinct identities to the people and community
    1. R: Culture enable growth of community
      1. A: Perceived fairness of the interpersonal treatment is used to determine organisational outcomes
        1. R: People expect informational transparency and respect in organisation.
        2. Both true and correct explanation
  2. List-1 Theorist and List-2 Explanation
    1. Piaget – Children construct knowledge by transforming, organizing and reorganizing previous knowledge.
    2. Kohlberg – Children’s moral thoughts are advanced through discussions with others
    3. Vygotsky – Children construct knowledge through social interaction with others.
  3. Assertion (A)  :  Pre-operational child has irreversible thought.
    1. R:– Pre-operational child fails to perform conservation tasks
      1. Both true and correct explanation
      2. It is called transductive reasoning.
  1. Children construct knowledge by transforming, organizing and reorganizing previous knowledge.
  2. Set-I (Stage of cognitive development) – Set-II (Distinctive cognitive features)
    1. Kindergarten and early primary level of education – Sensorimotor stage – Object permanence
    2. Upper primary level – Pre-operational stage – Transductive reasoning – Pre-operational child incapable of performing operation.
    3. Secondary school level – Concrete operational stage – Reversibility concept – One can mentally rearrange sequence of events into reverse order.
    4. Senior secondary level – Formal operational stage – Hypothesis making and hypothesis testing – Abstract thinking.
  3. A: According to vygotsky, human thinking and reasoning are products of social activity
    1. R: Every cognitive process appears first on social plane and then on psychological plane after internalization
    2. A and R correct and true explanation.
  4. Successful Intelligence – Structure of Intellect – Ability to achieve one’s goals of life across given cultural contexts, capitalizing on strengths and correcting weaknesses to adapt with the environment
    1. Personality structure – Stable and enduring qualities that define the individual and distinguish individuals from one another – People with external locus of control are prone to learned helplessness.
    1. Practical Intelligence – Gestalt psychology – Ability to cope with the problems of day-to-day life – Using mental components to help one to adapt, shape, or select an environment that is appropriate for oneself
    2. Creative Intelligence – Ability to cope with novel problems and situations – Higher-order mental processes being used to guide problem solving efforts.
    1. Personality process – Psychological reactions and motives that change dynamically over relatively brief periods – People with internal locus of control believe that intelligence is changeable and they work at developing new strategies.
    1. Personality development – Everybody comes up to be an unique individual by adulthood.
  5. The concept of SQ (Spiritual Intelligence) will be helpful in
    1. Looking for problems which go beyond the present situation
  6. the correct sequence in terms of development of transfer of learning theories
    1. Identity of Elements , Faculty , Generalization, Transposition theory.
UGC NET previous year questions
Attention, Retention, Motivation