NTA UGC NET Education | Daily Practice Quiz| Part-21
1. In programmed learning who is said to be the proponent
of ‘Adaptive programming' ?
(1) Skinner
(2) Gilbert
(3) Crowder
(4) Mager
ANSWER-3
Adaptive programming, also called branching, was
developed by Norman Crowder.
Branching programming: Branching programming was
developed by Norman A. Crowder (1954), an American technician. This is also
known as Intrinsic programming. The programming is developed to overcome the
limitation as reflected under linear programming. In this type, the learner has
several branches before him. The responses to the item determine which of
several units he will be directed to attempt. The branching type of programme
is found useful in learning problem-solving and various types of analytical
abilities.
2. As a new discipline 'Educational Psychology' has
developed owing mainly to the interactive relationship of the following:
(1) Philosophy of Education, Sociology of Education and
Educational processes
(2) Behaviour Sciences, Educational processes and various
methods of inquiry in Psychology
(3) Psychology, Anthropology and clinical methods
(4) Psychology, Sociology and Experimental methods
ANSWER-2
Educational psychology is the branch of psychology
concerned with the scientific study of human learning. The study of learning
processes, from both cognitive and behavioural perspectives, allows researchers
to understand individual differences in intelligence, cognitive development,
affect, motivation, self-regulation, and self-concept, as well as their role in
learning. Educational psychology can in part be understood through its
relationship with other disciplines. It is informed primarily by psychology, bearing
a relationship to that discipline analogous to the relationship between
medicine and biology. It has interactive relation among Behaviour Sciences,
Educational processes and various methods of inquiry in Psychology.
3. According to Piaget, in which stage of development the
child shows attainment of concept of reversibility as a cognitive capacity ?
(1) Sensory motor stage
(2) Preoperational stage
(3) Concrete operational stage
(4) Formal operational stage
ANSWER-3
Piaget considered the concrete stage a major
turning point in the child's cognitive development, because it marks the
beginning of logical or operational thought. The child is now mature enough to
use logical thought or operations (i.e., rules) but can only apply logic to
physical objects (hence concrete operational). Children gain the abilities of
conservation (number, area, volume, orientation) and reversibility. However,
although children can solve problems in a logical fashion, they are typically
not able to think abstractly or hypothetically.
4. Which of the following types of intelligence reaches
an optimal development ceiling ?
(1) Emotional intelligence
(2) Social intelligence
(3) Cognitive intelligence
(4) Spiritual intelligence
ANSWER-3
According to Piaget's stages of cognitive
development, children are not capable of performing certain tasks or
understanding certain concepts until they arrive at a particular stage of
cognitive development. A child's advancement from one Piaget stage to the next
is achieved after extensive exposure to relevant stimuli and experiences.
Physical and cognitive maturation, which is defined as the readiness to master
new skills, is also necessary to facilitate the child's progress to the succeeding
Piaget stage.
-puzzle box. The Pavlovian experiment arranges a
relation between two events, a CS and US, independently of behaviour. It is
directed toward understanding what Pavlov referred to as the process of
interchangeable signification which he believed rested equally on the
conditioning of inhibition and excitation. The Thorndikian or operant
conditioning experiment arranges a relation between behaviour and an event, or
a response and reinforcer. It is directed toward understanding the shaping and
strengthening of action through reward, the suppression and redirection of
action through punishment, and the development of stimulus control over
punished and reinforced actions.
5. In which of the following Classical Conditioning
procedures Unconditioned Stimulus (UCS) is presented after the termination of
the Conditioned Stimulus (CS) ?
(1) Forward Conditioning
(2) Backward Conditioning
(3) Trace Conditioning
(4) Simultaneous Conditioning
ANSWER-3
Trace Condition: The CS starts and terminates
before the onset of the UCS. Presumably, the response is conditioned by the
neutral trace of the conditioned stimulus, hence the name trace conditioning.
With this conditioning, the CS is presented and terminated prior to the onset
of the UCS. A parent who calls a child to dinner is using trace conditioning
6. Which of the following in Tolman's revision of his
system represents motivational principle of Freud ?
(1) Equivalence beliefs
(2) Drive Discrimination
(3) Cathexis
(4) Field Cognition Mode
ANSWER-3
Cathexis , the attachment of this general energy to
new outlets , is according to Freudian theory continuously taking place .the
energy of the id is assumed to be in a fluid state , easily shunted from one
action or image to another action or image.
7. “Formal
operational stage of cognitive development in Piaget's view will correspond to
which stage of education in India ?
(1) Primary
education
(2)
Elementary education
(3)
Secondary education
(4) Higher
education
ANSWER-3
Piaget has identified four primary stages of
development: sensorimotor, pre-operational, concrete operational, and formal
operational. The formal operational stage begins at approximately age twelve
and lasts into adulthood. As adolescents enter this stage, they gain the
ability to think in an abstract manner by manipulate ideas in their head,
without any dependence on concrete manipulation. He/she can do mathematical
calculations, think creatively, use abstract reasoning, and imagine the outcome
of particular actions.
*Formal operational stage' of cognitive development
in Piaget's view will correspond to secondary education in India.
8. Which of
the following is a subordinate law in Thorndike's system of learning ?
(1) Response
by Analogy
(2) Law of
Exercise
(3) Law of
Readiness
(4) Law of
Effect
ANSWER-1
Edward Lee Ted Thorndike was an American
psychologist, who developed learning theory that lead to the development of
operant conditioning within behaviourism. One of Thorndike major contributions
to the study of psychology was his work with animals. He believed that learning
occurred through trial and error. The animal made many responses, many of them
were wrong and ineffective and eventually learned to repeat those that got
desirable results.
Law of Response by Analogy:
According to
this law, the individual makes use of old experiences or acquisitions while
learning a new situation. There is a tendency to utilise common elements in the
new situation as existed in a similar past situation. The learning of driving a
car, for instance, is facilitated by the earlier acquired skill of driving a
motor cycle or even riding a bicycle because the perspective or maintaining a
balance and controlling the handle helps in stearing the car.
9. Which of
the following is designated as an independent variable in classical
conditioning ?
(1) Choice
of unconditioned and conditioned stimulus(US and CS)
(2) Strength
of conditioned response (CR)
(3) Number
of pairings as CS and US (conditioned and unconditioned stimulus)
(4)
Amplitude or latency of response
ANSWER-3
Classical (Pavlovian) and instrumental(Thorndikian)
conditioning are the two most widely employed paradigms for studying simple,
associative learning resulting from the organism's exposure to the temporal
conjunction of two or more events. The fully specified classical conditioning
paradigm consists of a set of operations involving an unconditioned stimulus
(US) reliably producing an unconditioned response (UR) and a conditioned
stimulus (CS) initially shown not to produce a response resembling the UR. The
CS and US are then presented repeatedly to the organism in a specified order
and temporal spacing, and a response similar to the UR develops to the CS that
is called the conditioned response (CR).
10. A trainer so designs the training procedure that in the
presence of cue, negative reinforcement is made contingent on making of a
response by the trainee. The operant conditioning procedure so used is called
by the name of :
(1) Escape
training
(2) Punishment
training
(3)
Discriminated punishment training
(4) Active -
avoidance training
ANSWER-4
Avoidance learning is the behavioural product of an
instrumental (operant) training procedure in which a predictable aversive
event, typically electric shock, does not occur contingent upon the occurrence
or nonoccurrence of a specified response by the learning organism. Avoidance
training occurs in two forms: active and passive. In the active form, the
avoidance contingency depends on the occurrence of a specified response on the
part of the organism; in the passive form, the avoidance contingency depends on
the nonoccurrence (i.e., the suppression) of some specified response. In the
active free-operant procedure there are no discrete trials signalled by WSs.
Instead, the avoidance contingency is dependent on time.
A trainer so
designs the training procedure that in the presence of cue, negative
reinforcement is made contingent on making of a response by the trainee. The
operant conditioning procedure so used is called by the name of Active
Avoidance Training.
11. What is
the 'gestalt word for transfer of learning ?
(1) Stimulus
discrimination
(2)
Transposition of understanding
(3) Stimulus
generalization
(4) Response
generalization
ANSWER-2
Transfer of learning is the dependency of human
conduct, learning, or performance on prior experience.
Transposition:
It is advocated by Gestalt psychology. Transfer starts in understanding the fact and perception of similarity by the learner. It is known as
pattern of relationship. It is not the specific skills or facts or even
underlying principles which are important, but the understanding of
relationship between facts, process and the principles are the real basis of transfer.
12. In
Hull's system of learning which one of the following was postulated as an
important intervening variable ?
(1) Drive
condition
(2)
Intensity of stimulus
(3)
Excitatory reaction potential
(4) Number
of non - reinforced responses for extinction
ANSWER-3
The most
important hypothesis among Hull's 17
postulates formulates the functional relation between the most important
hypothetical variables determining acquired behaviour. These hypothetical
variables together produce the hypothetical variable that directly determines
behaviour. In his chief works, Hull calls this variable 'reaction potential',
but in the original miniature systems Hull employs the term “excitatory
potential (having Pavlov's most important hypothetical term in mind). Thus,
Hull expresses this symbolically as Er', where 'E' stands for 'excitatory
potential and the associated 'S' and 'R' are there to remind his readers that
all hypothetical variables are 'intervening variables' between stimuli and
reactions.
13. In
Gagne's learning hierarchy which of the following is the highest type of
learning ?
(1) Creative
learning
(2) Problem
solving learning
(3) Concept
learning
(4) Chain
learning
ANSWER-2
The psychologist Robert M. Gagne has done the
research into the phases of learning sequence and the types of learning. His research
is particularly relevant for teaching Mathematics. There are eight types of
learning. They are signal learning, stimulus-response learning, chaining,
verbal association, discrimination learning, concept learning, rule learning,
and problem solving. ' Problem Solving As one might expect, problem-solving is
a higher order and more complex type learning than rule-learning, and rule
acquisition is prerequisite to problem-solving. Problem solving involves
selecting and chaining sets of rules in a manner unique to the learner which
results in the establishment of a higher order set of rules which was
previously unknown to the learner. Real-word problem solving usually involves
five steps, they are: . Presentation of the problem in a general form . Restatement
of the problem into an operational definition . Formulation of alternative
hypothesis and procedures which may be appropriate means of attacking the
problem Testing hypothesis and carrying out procedures to obtain a solution or
a set of alternative solutions
• Deciding which possible solution is most
appropriate or verifying that a single solution is correct.
14. Who
among the following cognitive learning promoters developed the concept of
meaningful learning ?
(1) Jean
Piaget
(2) David
Ausubel
(3) Jerome
S. Bruner
(4) Ference
Merton
ANSWER-2
David Paul Ausubel is an American psychologist and
educator. According to Ausubel, meaning is created through some forms of
representational equivalence between language and mental context. There are two
processes involved:
First: Reception, which is employed in meaningful
verbal learning.
Second: Discovery, which is involved in concept
formation and problem-solving.
Ausubel's
work is usually compared to Bruner's work because both of them held similar
views about the hierarchical nature of knowledge. However, Bruner gave more
emphasis on discovery process. On the other hand, Ausubel was strongly oriented
toward the verbal learning methods of speaking. reading, and writing.
15. While
introducing revision in his system of learning, Tolman referred to which of the
following ?
(1) Place
learning
(2) Learning
of reward expectancy
(3) Latent
learning
(4) Drive
discrimination learning
ANSWER-4
Tolman was doing active research on learning in the
first half of 20th century and although he appreciated behaviourism for its
scientific approach, his views are partly derived from behaviourist views but
moved more towards gestalt psychology or cognitivism. Instead of observing
behaviours on molecular level, Tolman suggested studying them on the molar
level.
According to
Tolman, learning occurs as learners following signs to a goal. Learning was
about finding a way and meanings instead of reproducing behaviours. Organisms
learn behaviour route and relations rather than behaviour patterns. There is no
need for reinforcement when speaking about learning since the behaviour is
driven by a meaning. In the end Tolman, influenced by Guthrie, Freud and
reinforcement theorists, concluded there are six forms of learning:
• Cathexis
.
Equivalence Beliefs
. Field Expectancies
. Field
Cognition Modes
• Drive Discrimination
. Motor Patterns.
- Drive
Discrimination
learning to discriminate between drives in
accordance with desired outcomes, like learning to satisfy hunger with food and
thirst with water in animals. This type of learning is very similar to cathexis
and it is not quite clear why Tolman introduced a new category for it.
16. Who
among the following was the first to use the word ‘mental measurement ?
(1) Terman
(2) Binet
(3)
Thurstone
(4) Galton
ANSWER-4
Gattell was engaged with experiment in reaction
time, as at that time even Galton and many others regarded it as essentially a
measure of intelligence. In 1890, he published in Mind an article that has
become a classic, because for the first time in the history of psychological
measurement, the term "mental tests” was used in this article.
17. A high
school student soon after passing the examination intends to choose subjects
for future professional placement. Which of the following will be useful in
this regard ?
(1) Career
counselling
(2)
Educational guidance
(3)
Vocational guidance
(4) Personal
guidance
ANSWER-1
The objective of Career Counselling and Guidance is
to bring a career awareness campaign among the students, parents and teachers
at the secondary and senior secondary education. Career counselling workshop
gives an understanding to the students the importance of ones academic
potential, attribute, personality, talents, interest, expectation, resource,
strength and weakness while choosing a course for a right career at the right
time for a bright future. The career counselling intends to show the students a
planned route to a career right in the school years keeping in mind all above
attributes so that the students remain motivated and effective during the most
difficult years of the school system i.e. 10th to 12th and helping them to
choose an appropriate stream/career after 10th or 12th standard.
18. To bring
about the attitudinal changes in the students, which of the following guidance
techniques will be helpful ?
(1) Group
guidance
(2)
Directive counselling
(3) Non -
directive counselling
(4)
Individual guidance
ANSWER-1
Group guidance provides beneficial information to a
number of people at once, instead of repeatedly explaining the concept to each
person individually. This offers the group leader a more efficient way to
educate. It also allows individuals the opportunity to interact with others
facing issues similar to their own.
However, for
the experimental group before each practice exam, there was a pre-listening
activity consisting of two parts, an initial relaxation exercise and then, in
this state of relaxation, a second part designed to bring about attitudinal
changes through visuali sations.
19. For
making guidance and counselling an effective pragramme in indian context, which
of the following is the major constraint ?
(1) Scarcity
of funds
(2)
Educational policy
(3) Mind set
of functionaries at various levels of education
(4) Apathy
of parents
ANSWER-3
There are many good policies and programmes in our
country related to counselling and guidance but still the present picture of
guidance and counselling in India is dismal as far as organized work, provision
of professional services, and implementation of policies are concerned. As of
now, there is no legislation for the certification of counsellor and guidance
workers in India. There is lack of direction and coordination, supervision and
planning, administrative support and finances. In 2014, there is a shift in
Government of India and the new Government of India is more conscious about
their Youths Empowerment & Skills Development to improve their
Employability. They are also preparing new educational policy. The government
should keep the importance of counselling & guidance in theil mind and give
it more importance. They should also keep one thing in their mind that the kind
of counselling assistance sought for and provided in the western world need not
necessarily be applicable to the Indian society. However, counselling is as
much necessary in India today as it is elsewhere in the world.
20.In the context of social development which of the
following stages is characterized by ‘Intense self Awareness'?
(1) Infancy
(2) Childhood
(3) Adolescence
(4) Adulthood
ANSWER-3
Intensification
of Self-awareness: Self consciousness is extremely
developed in adolescence. There is a strong desire in an adolescent that his or
her bodily changes should be noticed by the elders as well as by the members of
his own age group. Adolescence can be described as an age of self-decoration.
Boys and girls pay more attention to their dresses, make-up, manner of talking,
walking, eating, etc. In fact, there is a craving for recognition in
adolescents. Every adolescent desires that he or she should be the centre of
attraction for the opposite sex and his abilities, intelligence, and
capabilities should be recognized by the peer group and elders. Moreover,
adolescents are very sensitive, touchy and inflammable. They aim to maintain at
any cost their concept of themselves and whenever possible to enhance their
status among their peers. An attack on their phenomenal self invites strong
reactions and behavioural problems. It makes an adolescent either aggressive or
withdrawn depending upon the circumstances.