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Thinking, Intelligence and Creativity Questions and Answers

171.

The mental representation of what one wants to say comprises the

Exam Year(s)

UGC NET - 2013,

Answer: D

The mental representation of what one wants to say is the deep phrase structure. In Chomsky's account, deep structure carries the meaning of a sentence, and transformations change it into the surface structure that is spoken.

The surface structure is the form of the words actually said. The terms central phrase structure and primary phrase structure are not standard names, so the other options are wrong.

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172.

Read each of the following two statements - Assertion (A) and Reason (R) and indicate your answer using the codes given below :

Assertion (A) : Psychometric and cognitive (Information Processing) approaches to study intelligence are complimentary to each other.
Reason (R) : Psychometric theories deal with intelligence primarily in its structural aspects, cognitive theories deal with it primarily in its processing aspects.
Codes :

Exam Year(s)

UGC NET - 2013,

Answer: A

Both statements are true and the Reason explains the Assertion, which is the first code.

The psychometric approach deals with the structure of intelligence, in terms of factors and abilities, while the cognitive approach deals with the processes by which people solve problems. Since one describes the structure and the other the processing, the two approaches complement each other, and (R) explains why (A) holds.

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173.

Some Psychologist stated that the relationship between intelligence and creativity is not the same throughout the range of intelligence (I.Q). Which out of following is appropriate explanation of the relationship between these at different levels of I.Q.

Exam Year(s)

UGC NET - 2013,

Answer: D

Below a critical level of IQ the relationship between intelligence and creativity is positive, and above that level the relationship is zero. This is the threshold hypothesis, which holds that some intelligence is needed for creativity but beyond a point higher intelligence adds nothing.

The options that make the relationship negative anywhere, or zero below the level and positive above it, reverse this pattern and are therefore wrong.

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174.

Read the below given statements marked as Assertion (A) and Reason (R), indicate your answer using the codes given below :

Assertion (A) : Solution to any problem generally requires making reason from long-term goal to short-term goals, and so on.
Reason (R) : Generating short-term goals are necessary for finding the most-suitable solution to the problem.
Codes :

Exam Year(s)

UGC NET - 2013,

Answer: D

Both statements are true and the Reason is the correct explanation of the Assertion, which is the last code.

A problem is usually solved by breaking the long-term goal down into short-term goals, so (A) is true. Generating those short-term goals is what makes the most suitable solution reachable, so (R) states the necessary step that explains why (A) holds. The codes that treat either statement as false, or the reason as not the explanation, are rejected.

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175.

Match List - I with List - II and indicate your answer with the help of code given below :

List - I (Phenomenon)List - II (Psychologist)
p. Explanation of creativity in terms of product1. Getzels and Jackson
q. Explanation of creativity in terms of process2. Gordon
r. Explanation of creativity in terms of personality characteristics3. Torrance
s. Explanation of creativity in terms of motivational factors4. Rogers

Codes : p q r s

Exam Year(s)

UGC NET - 2013,

Answer: D

The key gives the matching as product with Rogers (4), process with Torrance (3), personality characteristics with Getzels and Jackson (1) and motivational factors with Gordon (2). The code is 4, 3, 1, 2.

Rogers is linked with the product of creativity as an emergent novel outcome, Torrance with the process of sensitivity to problems and gaps, and Getzels and Jackson with the characteristics of creative persons. The other codes break at least one of these pairs.

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176.

Match List - I and List - II and indicate your answer using the codes given below :

List - I (Phenomenon)List - II (Psychological term)
p. Tendency to stick to one's own preconceptions1. Mental Set
q. Inability to judge a problem from alternative perspective2. Confirmation bias
r. Tendency to judge a problem and find its solution from previous results3. Functional fixedness
s. Tendency to think about things only in respect of their usual functions4. Fixation

Codes : p q r s

Exam Year(s)

UGC NET - 2013,

Answer: C

The correct matching is the tendency to stick to one's own preconceptions with confirmation bias (2), the inability to judge a problem from an alternative perspective with fixation (4), the tendency to judge a problem and find its solution from previous results with mental set (1) and thinking about things only in terms of their usual functions with functional fixedness (3). The code is 2, 4, 1, 3.

Each of the other codes assigns at least one of these terms to a description that fits another term.

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177.

Which is the most basic and common obstacle to problem solving ?

Exam Year(s)

UGC NET - 2013,

Answer: B

Fixation is marked as the most basic and common obstacle to problem solving.

Fixation is the tendency to keep to one way of looking at a problem and to be unable to think of other approaches. It is the general barrier from which others, such as functional fixedness and mental set, are particular cases.

Confirmation bias, functional fixedness and mental set are narrower obstacles, so the key picks fixation as the basic and common one.

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178.

Problem solving comprises of four stages. Choose the correct sequence of stages

Exam Year(s)

UGC NET - 2013,

Answer: B

The stages of problem solving run: preparation, incubation, illumination, verification.

This is the classical sequence of Wallas for creative problem solving. The person first prepares by studying the problem, then sets it aside for a while (incubation), then a solution arrives in a flash (illumination), and finally the solution is checked (verification).

The other options start with incubation or put illumination before incubation, so they break the order. Wallas proposed these four stages in 1926 and they are still used in the study of creativity.

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179.

Match the following lists :

List - I (Author)List - II (Focus/Emphasis)
a. Kagan & Haveman, 19791. Mental manipulation
b. Silverman, 19782. Solution of problem
c. Whittaker, 19703. Mediating process
d. Humphrey, 19634. Goal directed process

Codes : a b c d

Exam Year(s)

UGC NET - 2013,

Answer: A

The correct code is a-1, b-2, c-4, d-3.

The key pairs Kagan and Haveman (1979) with mental manipulation, Silverman (1978) with the solution of the problem, Whittaker (1970) with goal directed process, and Humphrey (1963) with mediating process. These are the emphases that the authors give in their definitions of thinking.

The other codes interchange the goal directed and mediating process definitions, and so differ from the key.

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180.

Major criticisms of Thurston's theory of intelligence are based on

I. Use of subjective measures
II. Restricted heterogeneity in sample
III. Method of factor analysis

Exam Year(s)

UGC NET - 2013,

Answer: C

Statements II and III are the major criticisms of Thurstone's theory.

Thurstone's primary mental abilities were obtained by factor analysis on a sample of college students, a restricted group. Critics say that such a sample lacks heterogeneity and that the method of factor analysis he used, with its rotation of axes, can give different results.

The measures he used were not subjective, so statement I is not a criticism. Hence the option with II and III is right.

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