Question 1. ______________ represents the pattern of biological, cognitive, and socio-emotional processes that beings at conception and continues through the life span.
A Development
B Growth
C Maturation
D Cognition
Answer: A Development
Explanation: Development is a lifelong process encompassing changes in biological, cognitive, and socio-emotional domains. It begins at conception and extends through various stages such as infancy, childhood, adolescence, adulthood, and old age. Each stage is characterized by unique milestones and challenges, leading to overall growth and maturity. Growth refers primarily to physical changes such as height and weight, Maturation to biological readiness, and Cognition to mental processes.
Information Booster
1. Development covers physical, cognitive, and emotional changes.
2. It is influenced by both heredity and environment.
3. Development is not uniform but varies across individuals.
4. It occurs in a sequential manner with critical periods.
5. It involves both qualitative and quantitative changes.
6. It has lifelong implications and is continuous.
Additional Knowledge
– Development: Includes all aspects-physical, cognitive, and socio-emotional. Examples: Language acquisition, emotional bonding.
– Growth: Refers to an increase in size or quantity. Example: Increase in height or weight during adolescence.
– Maturation: Involves readiness to achieve functional capability. Example: Neural maturation for walking.
– Cognition: Focuses on mental processes like learning, memory, and problem-solving. Example: Solving puzzles at a younger age.
Question 2.Piagetian concept of the incorporation of new information into existing knowledge is called ___________ .
A Assimilation
B Accommodation
C Organization
D Equilibration
Answer: A Assimilation
Explanation: Assimilation is the process of integrating new information into pre-existing cognitive frameworks or schemas. According to Piaget, it enables children to expand their understanding by applying familiar concepts to new experiences. Accommodation modifies existing schemas for new data, while Organization and Equilibration focus on schema structuring and cognitive balance.
Information Booster
1. Assimilation maintains existing schemas while adapting new input.
2. It helps in learning through experience, e.g., recognizing different breeds of dogs as ‘dogs.’
3. Balances understanding between what is already known and what is newly experienced.
4. Works alongside accommodation in learning processes.
5. Critical in early childhood cognitive development.
6. Provides a foundation for more complex learning stages.
Additional Knowledge
– Assimilation: Adds to existing cognitive structures. Example: Child calling a zebra a horse.
– Accommodation: Restructures cognitive schemas. Example: Differentiating between a zebra and a horse.
– Organization: Groups isolated behaviors or thoughts into coherent systems.
– Equilibration: Balances assimilation and accommodation to maintain cognitive stability.
Question 3. Who among the following presented a social constructivist approach to learning?
A Ausubel
B Gagne
C Jean Piaget
D Lev Vygotsky
Answer: D Lev Vygotsky
Explanation: Lev vygotsky is credited with the social constructivist approach, emphasizing the role of social interaction and cultural tools in learning. He proposed that cognitive development is heavily influenced by interaction with more knowledgeable others and is best understood within its social context. Unlike Piaget, who focused on stages of development, Vygotsky highlighted the importance of language and social tools in learning.
Information Booster
1. Social constructivism emphasizes collaborative learning.
2. Vygotsky introduced concepts like the Zone of Proximal Development (ZPD).
3. Learning precedes development, contrary to Piaget’s views.
4. Scaffolding helps learners progress within their ZPD.
5. Language plays a central role in cognitive development.
6. Learning is a socio-cultural activity.
Additional Knowledge
– Vygotsky: Key proponent of social constructivism; emphasized ZPD and scaffolding. Example: A tutor helping a student solve complex problems.
– Piaget: Focused on cognitive development stages like sensorimotor, preoperational. Example: Learning through self-discovery.
– Ausubel: Known for the theory of meaningful learning and advance organizers.
– Gagne: Introduced the nine events of instruction, focusing on hierarchical learning.
Question 4.People value trust, caring and loyalty to others as a basis for normal judgment, represents which of the following stage of Kohlberg’s theory of moral development?
A Stage 2 individualism, Purpose, and exchange
B Stage 3 Mutual interpersonal expectations, relationships, and interpersonal conformity
C Stage 4 social system morality
D Stage 1 Heteronomous Morality
Answer: B Stage 3 Mutual interpersonal expectations, relationships, and interpersonal conformity
Explanation: Stage 3 of Kohlberg’s moral development emphasizes interpersonal relationships and the desire to maintain trust, care, and loyalty as critical for moral reasoning. Individuals seek approval from others and conform to societal expectations to be viewed as “good.” This stage is part of the Conventional Level, where individuals value social harmony and reciprocal relationships.
Information Booster
1. Focuses on maintaining social relationships.
2. Morality is defined by approval from others.
3. Actions are judged based on intent and care.
4. Seeks validation through loyalty and trust.
5. Precedes Stage 4, which emphasizes law and order.
6. Common in adolescence when peer approval is significant.
Additional Knowledge
– Stage 1 Heteronomous Morality: Emphasizes obedience and punishment. Example: Avoiding theft to evade punishment.
– Stage 2 Individualism, Purpose, and Exchange: Focuses on self-interest and mutual benefit. Example: Helping someone for a favor in return.
– Stage 4 Social System Morality: Highlights the importance of laws and social order. Example: Obeying traffic rules for societal order.
– Stage 3 Mutual Interpersonal Expectations: Values relationships and community approval. Example: Helping friends to maintain trust.
Question 5. In triarchic theory of intelligence as given by Sternbeg, which of the following is not included?
A Spatial
B Analytical
C Creative
D Pratical
Answer: A Spatial
Explanation: Sternberg’s Triarchic Theory of Intelligence includes Analytical, Creative, and Practical intelligence. Spatial intelligence, however, is a part of Howard Gardner’s Multiple Intelligences theory, not Sternberg’s framework. Analytical intelligence deals with problem-solving, Creative intelligence with innovation, and Practical intelligence with real-world application.
Information Booster
1. Analytical Intelligence: Focuses on problem-solving and logical reasoning.
2. Creative Intelligence: Relates to innovation and generating novel ideas.
3. Practical Intelligence: Involves adapting to real-world contexts.
4. Sternberg’s theory emphasizes that intelligence is dynamic and contextual.
5. Distinct from Gardner’s theory, which includes multiple domains like spatial and musical.
6. Practical intelligence is sometimes referred to as “street smarts.”
Additional Knowledge
– Spatial: Part of Gardner’s theory, refers to visual-spatial reasoning. Example: Navigating maps or visualizing 3D objects.
– Analytical: Linked to academic problem-solving. Example: Solving a mathematical equation.
– Creative: Key for innovation and imagination. Example: Developing a new story or design.
– Practical: Used in day-to-day decision-making. Example: Negotiating in social settings.
Question6. Which of the following represents the acquisition of a traditional masculine or feminine role?
A Gender roles
B Gender typing
C Gender integration
D Gender serotyping
Answer: B Gender typing
Explanation: Gender typing refers to the process where individuals acquire traditional gender roles and behaviors aligned with societal expectations for masculinity or femininity. It begins early in life through socialization and cultural influences. Gender roles are predefined norms, while stereotyping reinforces fixed ideas. Integration refers to blending diverse roles.
Information Booster
1. Gender typing is influenced by family, peers, and media.
2. Leads to adherence to traditional roles.
3. Can perpetuate gender stereotypes.
4. Plays a role in shaping identity during childhood.
5. Often leads to role expectations in adulthood.
6. Different cultures have varying degrees of gender typing.
Additional Knowledge
– Gender roles: Societal norms for behavior based on sex. Example: Women as caregivers, men as providers.
– Gender typing: Acquisition of role-specific behaviors. Example: Boys encouraged to play with trucks, girls with dolls.
– Gender integration: Promotes balance and blending of roles. Example: Encouraging participation in nontraditional roles.
– Gender stereotyping: Overgeneralized beliefs about gender. Example: “Men are strong, women are emotional.”
Question7. In Pavlov’s experiments, Pavlov gave food to the dog only after ringing the bell, not after any other sound, represents which of the following concepts?
A Generalization
B Discrimination
C Extinction
D Sensitization
Answer: B Discrimination
Explanation: Discrimination in classical conditioning involves the ability to distinguish between the conditioned stimulus (CS) and other similar stimuli. In Pavlov’s experiment, the dog learned to respond to the bell (CS) but not to other sounds, showing stimulus discrimination. Generalization would involve response to similar stimuli, while extinction occurs when the conditioned response (CR) weakens. Sensitization refers to an increased reaction over time to a stimulus.
Information Booster
1. Discrimination sharpens conditioned responses.
2. Ensures specific stimuli trigger a response.
3. Opposite of generalization, which broadens responses.
4. Essential for refined learning and adaptation.
5. Helps organisms distinguish relevant cues in the environment.
6. Can be trained or naturally developed.
Additional Knowledge
– Generalization: Broadens response to stimuli similar to the CS. Example: Responding to similar tones.
– Discrimination: Differentiates between CS and other stimuli. Example: Only responding to a specific tone.
– Extinction: Weakening of the CR when CS is repeatedly presented without the unconditioned stimulus (UCS).
Example: Bell without food reduces salivation.
– Sensitization: Increased reaction to a stimulus over time. Example: Repeated exposure to loud noises intensifies reaction.
Question 8. The concept of child-centred education is advocated by
A John Dewey
B Pestalozzi
C Herbart
D Froebel
Answer: A John Dewey
Explanation: John Dewey is the primary advocate of child-centred education. His philosophy emphasizes active learning where the child is at the core of the educational process. Dewey believed in experiential learning, where education is tailored to meet the needs, interests, and experiences of the child. Pestalozzi, Herbart, and Froebel also contributed significantly to educational thought, but Dewey’s progressive education model emphasizes learning through doing.
Information Booster
1. Emphasizes individual needs, experiences, and interests.
2. Promotes experiential and active learning.
3. Focuses on developing problem-solving and critical thinking skills.
4. Teachers act as facilitators, not authoritative figures.
5. Encourages collaborative learning.
6. Aims to prepare students for real-world challenges.
Additional Knowledge
– John Dewey: Focused on experiential learning. Example: Learning science through experiments.
– Pestalozzi: Emphasized holistic education integrating head, heart, and hands. Example: Hands-on learning activities.
– Herbart: Advocated structured and teacher-led education. Example: Systematic instruction methods.
– Froebel: Known for developing kindergarten. Example: Learning through play and creative activities.
Question 9.Which of the following is not a characteristic of emotional intelligence given by Peter Salovey?
A Perceiving emotions
B Managing emotions
C Using emotions
D Controlling emotions
Answer: D Controlling emotions
Explanation: Peter Salovey and John Mayer identified four core components of emotional intelligence: perceiving emotions, using emotions to facilitate thinking, understanding emotions, and managing emotions. Controlling emotions is not explicitly listed in their framework, as emotional intelligence focuses on effective regulation rather than rigid control.
Information Booster
1. Emotional intelligence includes emotional awareness.
2. Helps in social interactions and relationship building.
3. Aids in managing stress and conflict resolution.
4. Perceiving emotions is foundational for empathy.
5. Using emotions enhances creativity and problem-solving.
6. Managing emotions ensures effective decision-making.
Additional Knowledge
– Perceiving emotions: Recognizing emotions in oneself and others. Example: Noticing sadness in a friend.
– Using emotions: Leveraging emotions to enhance cognitive tasks. Example: Using excitement to fuel creative work.
– Managing emotions: Regulating emotions in different situations. Example: Staying calm in a heated argument.
– Controlling emotions: Implies suppressing emotions, which can be counterproductive if overdone.
Question 10.The concept of continuous and comprehensive evaluation is mandated in the year _____________ .
A 2010
B 2005
C 2009
D 2004
Answer: C 2009
Explanation:Continuous and Comprehensive Evaluation (CCE) was mandated in 2009 under the Right to Education (RTE) Act. It aimed to shift from rote learning to a holistic approach by assessing students continuously in both scholastic and co-scholastic domains. CCE focuses on regular assessment, reducing exam stress, and promoting all-round development.
Information Booster
1. CCE assesses academic and co-curricular performance.
2. Encourages skill-based and activity-oriented learning.
3. Reduces reliance on final exams for evaluation.
4. Aims to make learning more interactive and student-friendly.
5. Provides feedback for corrective measures.
6. Implemented across schools following CBSE guidelines.
