Learner and Learning Process Questions and Answers

Q: One's attitudes and values form the basis of one's

One's attitudes and values form the basis of one's self concept.A person's view of himself or herself is built from the beliefs, attitudes and values he or she holds about what is important and who he or she is.Popularity and reputation are the opinions others form, and effectiveness and adjustment are results that follow from the self concept, not what it is built from.

Q: Who among the following is not a cognitive gestalt psychologist ?

The person who is not a cognitive gestalt psychologist is Tolman.Lewin, Kohler and Wertheimer belong to the Gestalt school, which stressed insight and the organisation of the whole field. Wertheimer founded it, Kohler studied insight in apes, and Lewin developed field theory.Tolman was a behaviourist who brought cognitive ideas such as cognitive maps and expectancy into behaviourism, and is not classed among the Gestalt psychologists in the key.

Q: Two boys have an I.O. of 120. It can be concluded that

For two boys with an IQ of 120, none of these is necessarily true.An IQ is a ratio of mental age to chronological age and does not tell success, the parents' ability or the mental ages themselves.Success in school depends on motivation and opportunity. The mental ages are equal only if the chronological ages are the same, which is not given. Parents' intelligence is not fixed by a child's IQ. So none of the first three statements must follow.

Q: Emotions can be considered as motives because

Emotions can be considered motives because they initiate and direct behaviour towards the attainment of certain goals.A motive is anything that starts and steers behaviour towards a goal. Emotions such as fear and anger do just that: fear leads us away from danger, and anger drives us to remove the obstacle.Being universal and innate, governed by recognised stimuli or part of adjustment are features some emotions have, but they do not by themselves make something a motive.

Q: Training in advance of normal maturation is generally

The key gives training in advance of normal maturation as beneficial to harmful depending on the method used in training.Research on readiness shows that teaching before the child is ready brings little gain for the effort, and a forced or badly planned method may do harm through frustration and fatigue. A carefully planned method can give some benefit, so the outcome varies with how the training is done.The statements that it is always highly beneficial, always harmful or merely harmless are all too sweeping.

181.

A less experienced learner acquires knowledge and skills under the guidance of an expert is a concept of

A.Constructivism
B.Scaffolding
C.Situated Learning
D.Cognitive Apprenticeship

Exam Year(s)

UGC NET - 2013,

Answer: D

A less experienced learner acquiring knowledge and skills under the guidance of an expert is the concept of cognitive apprenticeship.

The idea of Collins, Brown and Newman is that the expert models a skill, coaches the novice and gradually withdraws the support, as in the old craft apprenticeship but for thinking skills.

Scaffolding is the support given during such guidance, but it is a technique within it. Constructivism is a general view that learners build knowledge, and situated learning says that learning takes place in the context of use, and neither names the expert-novice arrangement.

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182.

The conscious ego is one of the elements of personality given by the Psychologist

A.Freud
B.Jung
C.Adler
D.Allport

Exam Year(s)

UGC NET - 2013,

Answer: B

The conscious ego is one of the elements of personality given by Jung.

Jung divided the psyche into the conscious ego, the personal unconscious and the collective unconscious.

Freud's elements are the id, ego and superego, Adler stressed striving for superiority and Allport described traits, so none of them is the source of this description.

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183.

One's attitudes and values form the basis of one's

A.Popularity and reputation
B.Self concept
C.Effectiveness in dealing with one's environment
D.Personal and social adjustment

Exam Year(s)

UGC NET - 2013,

Answer: B

One's attitudes and values form the basis of one's self concept.

A person's view of himself or herself is built from the beliefs, attitudes and values he or she holds about what is important and who he or she is.

Popularity and reputation are the opinions others form, and effectiveness and adjustment are results that follow from the self concept, not what it is built from.

Discuss in Forum

184.

Who among the following is not a cognitive gestalt psychologist ?

A.Tolman
B.Lewin
C.Kohler
D.Wertheimer

Exam Year(s)

UGC NET - 2013,

Answer: A

The person who is not a cognitive gestalt psychologist is Tolman.

Lewin, Kohler and Wertheimer belong to the Gestalt school, which stressed insight and the organisation of the whole field. Wertheimer founded it, Kohler studied insight in apes, and Lewin developed field theory.

Tolman was a behaviourist who brought cognitive ideas such as cognitive maps and expectancy into behaviourism, and is not classed among the Gestalt psychologists in the key.

Discuss in Forum

185.

Two boys have an I.O. of 120. It can be concluded that

A.both boys would be successful in high school and college.
B.these boys have equal mental ages.
C.the parents of both are above average in intelligence.
D.none of these is necessarily true.

Exam Year(s)

UGC NET - 2013,

Answer: D

For two boys with an IQ of 120, none of these is necessarily true.

An IQ is a ratio of mental age to chronological age and does not tell success, the parents' ability or the mental ages themselves.

Success in school depends on motivation and opportunity. The mental ages are equal only if the chronological ages are the same, which is not given. Parents' intelligence is not fixed by a child's IQ. So none of the first three statements must follow.

Discuss in Forum

186.

Emotions can be considered as motives because

A.they are universal and presumably innate.
B.they initiate and direct behaviour towards the attainment of certain goals.
C.they are governed by consciously recognized stimulus and goal objects.
D.they are integral parts of the process of adjustment.

Exam Year(s)

UGC NET - 2013,

Answer: B

Emotions can be considered motives because they initiate and direct behaviour towards the attainment of certain goals.

A motive is anything that starts and steers behaviour towards a goal. Emotions such as fear and anger do just that: fear leads us away from danger, and anger drives us to remove the obstacle.

Being universal and innate, governed by recognised stimuli or part of adjustment are features some emotions have, but they do not by themselves make something a motive.

Discuss in Forum

187.

In operant conditioning the reinforcement is contingent upon

A.Nature of the stimulus
B.Nature of the response
C.Both (A) and (B)
D.None of these

Exam Year(s)

UGC NET - 2013,

Answer: B

In operant conditioning the reinforcement is contingent upon the nature of the response.

In Skinner's operant conditioning the reinforcer is given only after the organism makes the desired response, so the response decides whether reinforcement follows. In classical conditioning the reinforcement comes with the stimulus.

The nature of the stimulus is the feature of classical conditioning, so (A) is wrong, which also rules out 'both' and 'none of these'.

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188.

According to Guilford's SI model, total number of factors that constitute to human intellect is

A.60
B.90
C.120
D.150

Exam Year(s)

UGC NET - 2013,

Answer: C

According to Guilford's Structure of Intellect model the number of factors is 120.

The model has three dimensions: five kinds of operations (cognition, memory, divergent production, convergent production and evaluation), four kinds of content (figural, symbolic, semantic and behavioural) and six kinds of products (units, classes, relations, systems, transformations and implications).

\[ 5 \times 4 \times 6 = 120 \]

Guilford's earlier figure of 150 counted content as five kinds, and 60 and 90 do not follow from the dimensions given above.

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189.

Training in advance of normal maturation is generally

A.Highly beneficial with respect to performance of common skills.
B.Harmful from an overall point of view.
C.Harmless but essentially a waste of time.
D.Beneficial to harmful depending on the method used in training.

Exam Year(s)

UGC NET - 2013,

Answer: D

The key gives training in advance of normal maturation as beneficial to harmful depending on the method used in training.

Research on readiness shows that teaching before the child is ready brings little gain for the effort, and a forced or badly planned method may do harm through frustration and fatigue. A carefully planned method can give some benefit, so the outcome varies with how the training is done.

The statements that it is always highly beneficial, always harmful or merely harmless are all too sweeping.

Discuss in Forum

190.

Generally the most effective approach to dealing with the child's aggressive behaviour is

A.to channel his/her aggression into legitimate areas of competition.
B.to reward him/her for friendly behaviour and to ignore his/her aggressive behaviour.
C.to give him due punishments, when he shows aggressive tendencies.
D.to insist that he/she apologies for his undesirable behaviour.

Exam Year(s)

UGC NET - 2013,

Answer: A

The most effective approach to a child's aggressive behaviour is to channel the aggression into legitimate areas of competition.

Aggression is an energy that cannot simply be removed, but it can be given an acceptable outlet such as sport, games and competitive tasks, where it earns approval and does no harm.

Punishment can increase hostility and teach the child that force is used by those with power. Ignoring the behaviour while rewarding friendliness is milder, but it leaves the energy without an outlet, and forcing an apology does not change the behaviour.

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