NTA UGC NET Education | Daily Practice Quiz| Part-23
1. For the concept of Emotional Intelligence which theory
of intelligence is considered to be the fore-runner ?
(1) Thurstone's Multiple factor theory
(2) Vernon's hierarchical structure theory
(3) Burt's Group factor theory
(4) Gardner's theory of multiple intelligence
ANSWER-4
Emotional Intelligence : Both
Gardner's and Sternberg's theories include one or mom categories
related to the ability to understand one's self and others and to get along in
the world. In Gardner's theory, the categories interpersonal intelligence and
intrapersonal intelligence; in Sternberg's theory, practical intelligence.
Other theorists who emphasize interpersonal, intrapersonal, and practical
aspects of intelligence focus on what is called emotional intelligence, which
was popularized by Daniel Goleman in his book Emotional Intelligence.
The
concept of emotional intelligence was initially developed by Peter Salovey and
John Mayer (1990). They define emotional intelligence as the ability to
perceive and express emotion accurately and adaptively (such as taking the
perspective of others), to understand emotion and emotional knowledge (such as
understanding the roles that emotions play in friendship and marriage), to use
feelings to facilitate thought (such as being in a positive mood, which is
linked to creative thinking), and to manage emotions in oneself and others
(such as being able to control one's
anger).
2. In a learning situation, a student is able to give the
same or similar responses to a class of stimuli. This will be called a case of
(1) discrimination linked with acquisition
(2) extinction connected with elimination of behaviour
(3) generalization explaining transfer of learning
(4) spontaneous recovery of a response
ANSWER-3
Theory of Generalization
This
theory of transfer of learning was put forth by Charles Judd, The theory argued
on a systematic organization and generalization of experiences in order to
achieve the maximum transfer of learning or training. It also advocates the
transfer of generalization in new situations in place of identical elements as
suggested by Thorndike. As a result of certain experiences, the individual
reaches some conclusion or generalization. This conclusion or generalization
can be applied by him to oncoming new situation. Thus generalization is nothing
but a principle, a law or a rule that can be easily transferred to other situations.
3. For performance in learning to take place in a
positive way which of the following combinations provides an appropriate
explanation
(1) Prior experience, training and ability.
(2) Prior experience, ability and motivation.
(3) Training, social background and ability.
(4) Training, Practice and Socio-cultural background.
ANSWER-2
Learner Characteristics: Although
many
things
make people different, several characteristics are particularly important when
it comes to athletes' performance and learning. These include abilities and
capabilities, age, previous experience, stage of learning, learning style,
motivation, and goals.
4. Which of the following is correct in the context of
eclectic counselling?
(1) Role of Counsellor is conspicuous
(2) Role of Counselee is relatively more visible.
(3) Depending upon the context the role of the counsellor
and the counselee may undergo a change.
(4) Counsellor's role is of a minor nature.
ANSWER-3
Eclectic
Counselling: Eclectic counselling is a combination of directive and
nondirective technique depending upon the situational factors. This approach in
counselling is best characterised by it
freedom to the counsellor to use whatever procedures or techniques seem
to be the most appropriate to any particular time for any particular client.
This counselling is one where one who is willing to utilize any procedures
which hold promise even though their theoretical bases differed markedly. This
counselling recognizes that each theory may contain some truth and that so long
as a final decision between theories can't be made practical necessity
justifiably takes precedence over orthodoxy. The counsellor in this counselling
may start with directive technique but switches over to non-directive
counselling if the situation requires. He may also start with the non-directive
technique and switches over to directive techniques if the situation demands.
So
the counsellor in this counselling makes use of directive and non-directive
counselling and also of any other type which may be considered useful for the
purpose of modifying the ideas and attitudes of the counsellee. Hence it is
possible for the counsellor to alternate between directive and non-directive
techniques depending upon the requirements of the situation.
Features/Characteristics
of Eclectic Counselling
1.
Methods of counselling may change from counsellee to counsellee/counsellee or
even with the same client from time to time.
2.
Flexibility is the key note of this counselling.
3.
Freedom of choice and expression is open to both, the counsellor and the client.
4. The client and the philosophical framework
are adjusted to serve the purposes of the relationship.
5.
Experience of mutual confidence and faith in the relationship are basic.
6.
Feelings of comfort are essential.
5. Which of the following statements is correct with
regard to growth and development ?
(1) Growth is psychological and development is physical
(2) Growth is physical while development is psychological
(3) Both growth and development are psychological
(4) Both growth and development are physical
ANSWER-2
In psychology,
though, growth and maturation are a little different. Growth is the physical
process of development, particularly the process of becoming physically larger.
It is quantifiable, meaning that it can be measured, and it is mostly
influenced by genetics.
On the other hand,
development is the psychological, intellectual, or emotional process of
development. Development is often not quantifiable, and it too is mostly
influenced by genetics.
6. Development of creative thinking begins at what stage
?
(1) Infancy
(2) Childhood
(3) Adolescence
(4) Adulthood
ANSWER-2
Imagination
fosters cognitive and social development. Everyone wants to raise children who
reach their highest intellectual and social/emotional potential. In early
childhood education, critical thinking skills and creative problem-solving
abilities are goals for children's development. Imagining, trying new ways of
doing things, and experimenting help develop critical thinking in children and
foster creative problem solving. Furthermore, imagination builds
social-emotional development by allowing children to contemplate different
resolutions, thus boosting children's confidence which can be used in
interaction with others. Imagination and creativity are also skills which our
children will need when they join the workforce of the future.
7. Which stage of development is said to be overpowered
with a tendency for “hero worship' ?
(1) Early childhood
(2) Later childhood
(3) Early adolescence
(4) Later adolescence
ANSWER-3
Hero-worshipping:
Hero-worshipping is a tendency of the early adolescent stage. It means that the
adolescents start to identity themselves with an ideal hero, whom they obey and
follow. They admire and respect him. They organize their thoughts and activities
in conformity with the ideal of the hero. The hero becomes the source of
inspiration for the adolescents to aim for their future. For this reason, the
adolescent should be encouraged to study biographies of great man so that they
can shape their own life following the ideals of theses great men.
8. According to Piaget, the most important cognitive
outcome of the sensori-motor stage of development is :
(1) Object permanence
(2) Identification
(3) Language
(4) Reasoning
ANSWER-1
Piaget proposed four stages: The Sensorimotor, preoperational,
concrete operational, and formal operational.
Sensorimotor
Stage: Birth to 2 Years. During the sensorimotor stage, children base their
understanding of the world primarily on touching, sucking, chewing, shaking,
and manipulating objects. In the initial part of the stage, children have
relatively little competence in representing the environment by using images,
language, or other kinds of symbols. Consequently, infants lack what Piaget
calls object permanence, the awareness that objects--and people--continue to
exist even if they are out of sight.
How can we know
that children lack object permanence? Although we cannot ask infants, we can
observe their reactions when a toy they are playing with is hidden under a
blanket. Until the age of about 9 months, children will make no attempt to
locate the hidden toy. However, soon after that age they will begin to search
actively for the missing object, indicating that they have developed a mental
representation of the toy. Object permanence, then, is a critical development
during the sensorimotor stage
9. Which one of the following concepts of intelligence
uses associative thinking ?
(1) Academic intelligence
(2) Emotional intelligence
(3) Spiritual intelligence
(4) Numerical intelligence
ANSWER-2
Associative
Thinking: This kind of thinking helps us to form associations between things
like hunger and the food that will satisfy it, between home and comfort, mother
and love, barking dogs and danger, the colour red and emotions of excitement or
danger. Associative thinking underlies most of our purely emotional
intelligence -- the link between one emotion and another, between emotions and
bodily feelings, emotions and the environment. It also enables us to recognize
patterns like faces or smells, and to learn bodily skills like riding a bicycle
or driving - a car. It is 'thinking' with the heart and the body. EQ,, while
normally thought of as our 'emotional intelligence', is also the body's
intelligence. It is the intelligence used to great effects by a gifted athlete
or by a pianist the has practised painstakingly.
10. In Gagne's hierarchy of learning which one of the
following will not be included in rule learning ?
(1) Concept learning
(2) Discrimination learning
(3) SR learning
(4) Problem solving learning
ANSWER-4
Robert M. Gagné
has developed a behaviouristic, eclectic approach to instructional design. He
emerged from a military background in which he became convinced that the
practical tasks of training (in the air force) required a psychological
analysis of the component steps a student needs to learn in order to perform
some complex skill. Out of this recognition, Gagné developed his idea of
task-skill hierarchies that provide guidance as to sequencing. Moreover, he
identified eight distinct types of learning arranged in order of increasing
complexity: (1) signal learning, (2) stimulusresponse learning, (3) chaining,
(4) verbal association, (5) discrimination learning, (6) concept learning.. (7)
rule learning, and (8) problem solving.
11. Educational performance of a student is a function of
:
(1) Ability and motivation
(2) Motivation and social background
(3) Social background and parentage
(4) Academic reputation of the school
ANSWER-1
Performance is a
multiplicative function of both ability and motivation.
Performance =
Ability * Motivation
For example, a student with very high ability
but low motivation is unlikely to perform well, whereas a student with low
ability but high motivation is likely to perform well. That is, the variability
in motivation across students may dampen associations between ability and performance.
12. Who in the following list of learning psychologists
accepted ‘Cathexis' as a form of learning ?
(1) Tolman
(2) Kurt Lewin
(3) Kohler
(4) Piaget
ANSWER-1
Types of Learning
Tolman
distinguished six types of learning (1) Cathexis, (2) Equivalence beliefs, (3)
Field expectancy, (4) Field congnition modes, (5) Drive discriminination, (6)
Motor patterns.
Cathexis: In this
type of learning, an association appears to be formed between certain objects
and certain drive states. Persons belonging to cold countries where liquors are
usually consumed for satisfying the thirst drive, will certainly tend to seek
such drinks in preference to a simple glass of water mainly because for them,
water has not been associated with the satisfaction of the thirst drive.
13. The idea of ‘Unconscious motivation' is one of the
major contributions of the psychologist :
(1) Adler
(2) Allport
(3) Freud
(4) Jung
ANSWER-3
The psychodynamic
or psychoanalytic model is based on the work of Freud. Freud was a major
theorist, and probably the most widely known in psychology.
There are a number of fundamental ideas which
formed the basis of Freud's theory: the principle of psychological determinism,
the a role of the unconscious, and the importance of childhood in determining
adult behaviour. Psychological determinism. refers to the idea that all
behaviour is-motivated, and the reasons we behave as we do are often
unconscious. Unconscious motivation can be illustrated by Freudian slips or
parapraxes, where a person says or does something which they had not
consciously intended to say or do.
14. An individual tends to show immature, self centred,
seductive and attention getting behaviour. The type of personality implied here
is :
(1) Antisocial personality
(2) Histrionic personality
(3) Paranoid personality
(4) Compulsive personality
ANSWER-2
Histrionic
Personality Disorder: An individual with a histrionic personality disorder
exhibits immature, self-centered, seductive, attention-getting behaviour.
People with this disorder are likely to be manipulative; they get others to do
their bidding by indirect tactics. A “southern-belle" style and a knack
for making others feel guilty for. one's awful sufferings are often
characteristic of the histrionic personality. Such people are likely to be
flamboyant, to exaggerate how “truly wonderful" good things are and how
deeply tragic” bad things are.
15. A teacher holds discussion with a student and enables
him/her to select appropriate choice of subject at higher secondary stage. This
type of guidance is called :
(1) Personal guidance
(2) Vocational guidance
(3) Educational guidance
(4) Psychological guidance
ANSWER-3
Guidance is a
concept as well as a process. As a concept guidance is concerned with the
optimal development of the individual. As a process guidance helps the
individual in self understanding and in self-direction. Educational Guidance:
If one closely examines the problems of young pupils in schools and colleges,
one would exactly realize the need of educational guidance. Educational
problems had the needs of students' problems. So education is an important
guidance area.
Some of the aims
and objectives of educational guidance are:
• To assist the
pupil to understand him/ herself i.e. to understand his/her potentialities,
strength and limitations.
• To help the child make educational plans
consist with his/her abilities, interests and goals.
• To enable the
student to know detail about the subject and courses offered.
. To assist the
student in making satisfactory progress in various school/college subjects.
• To help the
child to adjust with the schools, its rules, regulations, social life connected
with it.
• To help the
child in developing good study habits.
- To help the
child to participate in out of class educational activities in which he can
develop leadership and other social qualities.
16. The overall changes in shape, form or structure
resulting in the improved quality functioning refer to the
(1) growth
(2) quality of growth
(3) development
(4) quantity of growth
ANSWER-3
Basic difference between
Growth and Development: Growth
17. The problem solving ability depends upon the
(1) growth in height and weight
(2) development of vocabulary
(3) development of thinking and reasoning
(4) development in size and shape
ANSWER-3
Development of
Problem-solving ability: Problem-solving ability is an important constituent of
mental development. An individual needs this type of ability in discovering the
solution of the problems faced by him. Both thinking and reasoning power are used
in problem-solving. Therefore problem-solving ability depends upon the
development of thinking and reasoning. Thinking and reasoning powers begin to
grow as early as two and a half or three years. However reasoning at this stage
is confined to concrete and personal things from the child's immediate
environment.
18. With respect to social development at which stage
individuals may sacrifice their own interests for the greater cause of the
group, society and the nation ?
(1) Later childhood
(2) Adolescence
(3) Adulthood
(4) Old age
ANSWER-2
During adolescence
stage, group loyalty becomes very much pronounced. Like childhood, it does not
confine itself to the gang only but extends to the school, community, province
and the nation. Martyrs and patriots are the product of this age. Cooperation
reaches its peak during this period and the individuals are in a mood to
sacrifice their own interests for the greater cause of the group, society and
the nation.
19. Which of the following intelligence does not stop
increasing with age of a person ?
(1) Academic Intelligence
(2) Spatial Intelligence
(3) Verbal Intelligence
(4) Emotional Intelligence
ANSWER-4
Emotional
Intelligence (EQ or EI) can be defined as the ability to understand, manage,
and effectively express one's own feelings, as well as engage and navigate successfully
with those of others. It does not stop increasing with age of a person.
According to these psychologists, EI improves
social relations. The emotionally intelligent person:
. Perceives
emotions, uses them in thought, understands their meanings, and manages them
better than others can
. Solves emotional problems with less thought
-Has highly
developed verbal skills
. Tends to be more
open and agreeable than others
. Seeks
occupations involving social
interactions such as teaching and counselling
• Avoids
self-destructive behaviour such as smoking, excessive drinking, drug abuse, or
violence
. Owns objects
with sentimental value.
20. In Emotional Intelligence which will not be
considered a component ?
(1) Self management
(2) Self analysis
(3) Self motivation
(4) Empathy
ANSWER-2
Emotional
intelligence (EI) is the ability to understand and manage your own emotions,
and those of the people around you. People with a high degree of emotional
intelligence know what they're feeling, what their emotions mean, and how these
emotions can affect other people.
According to Daniel Goleman, an American
psychologist who helped to popularize EI, there are five main elements of
emotional intelligence:
1. Self-awareness
2. Self-regulation
3. Motivation
4. Empathy
5. Social skills