Learner and Learning Process Questions and Answers

Q: According to Bruner, the relation between concept formation and concept attainment is like ............. .

For Bruner, concept formation and concept attainment are different terms.In A Study of Thinking (Bruner, Goodnow and Austin), concept formation is the first step, in which a learner discovers that certain objects belong together and forms a new category. Concept attainment is the search for the attributes that distinguish members of an already existing category from non-members. Joyce and Weil's concept attainment model of teaching is built on this distinction.So saying they are not different is wrong. 'Dependent' and 'independent' describe a relationship between the two processes rather than Bruner's point, which was that they are distinct.

Q: According to Piaget, the concrete reasoning stage of the child is determined at .................. age.

Piaget's concrete operational stage runs from 7 to 11 years.In this stage children can reason logically about concrete objects and events: they understand conservation, classification, seriation and reversibility, but not yet abstract or hypothetical reasoning, which comes with the formal operational stage from about 11 or 12.The other ranges end too early, at 8, 9 or 10. All start at 7, so the question turns on the end of the stage, which Piaget placed at about 11.

Q: 'A girl learns through social interastions', this sentence is related with ............. constructivist learning principle.

The sentence fits Vygotsky's constructivist principle.Vygotsky's social constructivism holds that learning happens first between people, through social interaction with parents, teachers and more capable peers, and only then within the individual. Concepts such as the zone of proximal development and scaffolding describe how this interaction drives learning.Piaget's cognitive constructivism stresses the individual child's own action on the environment. Bruner emphasised discovery and modes of representation, and von Glasersfeld's radical constructivism focuses on the individual's own construction of knowledge.

Q: 'Ramesh can count objects and he knows only 1500 to 1900 words'. Then Ramesh may be in the stage of ....................

Ramesh is likely in the pre-childhood (early childhood) stage.Classic vocabulary norms (Madorah Smith, 1926) put a child's vocabulary at about 1,500 words at four years and about 2,000 at five. Counting objects also develops in the preschool years. A vocabulary of 1,500 to 1,900 words therefore places a child at about four to five years, in the early childhood stage.In infancy, up to about two years, children know only a few hundred words at most. By later childhood, from about six to twelve, vocabulary grows well beyond 2,500 words, and adolescents know many thousands. So only pre-childhood fits.

Q: As per Piaget's theory, 'Child can imagine, formulate hypothesis and do abstract thinking at ........ stage.

Abstract thinking appears at the formal operational stage (12 to 15 years).In Piaget's theory, the formal operational stage begins at about 11-12 years. The adolescent can reason about abstract and hypothetical ideas, form and test hypotheses systematically (hypothetico-deductive reasoning) and think about possibilities, not just concrete realities.In the concrete operational stage (7 to 11) children reason logically, but only about concrete objects and events. The pre-conceptual and pre-operational years (2 to 7) are marked by symbolic play and egocentric, intuitive thought. The sensori-motor stage (0 to 2) is learning through senses and actions.

Q: According to Sternberg's theory of intelligence ............... is the first step in information processing.

In Sternberg's theory, encoding is the first step in information processing.In the componential sub-theory of Sternberg's triarchic theory, solving a problem such as an analogy proceeds through performance components in order: encoding (identifying and representing the terms), inference (finding the relation between the first pair), mapping (relating the first term to the third), application (applying the relation to find the answer) and response.Mapping and application come in the middle of the sequence, and response is the last step, so encoding is the only option that comes first.

Q: As per Gagne's hierarchical theory of learning ................ is the last level of learning.

In Gagne's hierarchy, problem-solving is the last level.Robert Gagne arranged eight types of learning from simplest to most complex, each building on the one before: signal learning, stimulus-response learning, chaining, verbal association, multiple discrimination, concept learning, rule (principle) learning and problem solving.Signal learning is the first and simplest level, a classically conditioned response. Chain learning is the third, and concept learning the sixth. Problem solving, which combines rules to solve new problems, is the highest and last.

Q: Sujit learns to his home work to avoid punishment from the teacher. This type of learning is known as ........

The key's answer is escape learning.Sujit's behaviour, doing homework, is strengthened because it removes or prevents an unpleasant consequence, the teacher's punishment. This is learning through negative reinforcement, which textbooks describe as escape learning, or, when the response prevents the unpleasant event before it occurs, avoidance learning. The Indian textbook tradition groups both under escape learning.Punishment learning would weaken a behaviour by following it with something unpleasant. Reward learning strengthens a behaviour by following it with something pleasant. Omission learning removes a pleasant consequence after a behaviour to weaken it. None describes doing homework to avoid punishment.

Q: Which of the following statements is wrong ?

The wrong statement is that guidance is a part of counselling.The relationship is the other way round: guidance is the broader process of helping individuals understand themselves and make choices, and counselling is one of its services, the most intensive, face-to-face part of it. Counselling is therefore a part of guidance.The other statements are correct. Guidance is a process rather than a product, it is continuous throughout a person's education and life, and it is an integral part of education.

Q: Arrange the stages in Moral Development in a sequence :(i) Principle Orientation(ii) Obedience-Punishment Orientation(iii) Authority and Social order Orientation(iv) Naively egoistic orientation(v) Contractual-legalistic Orientation(vi) Interpersonal Concordance OrientationChoose the correct answer from options given below :

The correct sequence is (ii) (iv) (vi) (iii) (v) (i).Kohlberg's six stages of moral development, in three levels:Pre-conventional: obedience and punishment orientation (ii), then naively egoistic, instrumental orientation (iv).Conventional: interpersonal concordance, the 'good boy, nice girl' orientation (vi), then authority and social order maintaining orientation (iii).Post-conventional: contractual-legalistic, social contract orientation (v), then universal ethical principle orientation (i).The other sequences start with principle orientation or the contractual stage, which are the highest stages, or place interpersonal concordance first, so they do not follow the order of development.

81.

According to Bruner, the relation between concept formation and concept attainment is like ............. .

A.Concept formation and concept attainment are different terms
B.Concept formation and concept attainment are not different terms
C.Concept formation and concept attainment are dependent terms
D.Concept formation and concept attainment are independent terms

Exam Year(s)

MH SET - 2024, SET Exam - 2024,

Answer: A

For Bruner, concept formation and concept attainment are different terms.

In A Study of Thinking (Bruner, Goodnow and Austin), concept formation is the first step, in which a learner discovers that certain objects belong together and forms a new category. Concept attainment is the search for the attributes that distinguish members of an already existing category from non-members. Joyce and Weil's concept attainment model of teaching is built on this distinction.

So saying they are not different is wrong. 'Dependent' and 'independent' describe a relationship between the two processes rather than Bruner's point, which was that they are distinct.

Discuss in Forum

82.

According to Piaget, the concrete reasoning stage of the child is determined at .................. age.

A.7 to 10 year
B.7 to 9 year
C.7 to 8 year
D.7 to 11 year

Exam Year(s)

MH SET - 2024, SET Exam - 2024,

Answer: D

Piaget's concrete operational stage runs from 7 to 11 years.

In this stage children can reason logically about concrete objects and events: they understand conservation, classification, seriation and reversibility, but not yet abstract or hypothetical reasoning, which comes with the formal operational stage from about 11 or 12.

The other ranges end too early, at 8, 9 or 10. All start at 7, so the question turns on the end of the stage, which Piaget placed at about 11.

Discuss in Forum

83.

'A girl learns through social interastions', this sentence is related with ............. constructivist learning principle.

A.Piaget
B.Bruner
C.Vygotsky
D.Glaserfield

Exam Year(s)

MH SET - 2024, SET Exam - 2024,

Answer: C

The sentence fits Vygotsky's constructivist principle.

Vygotsky's social constructivism holds that learning happens first between people, through social interaction with parents, teachers and more capable peers, and only then within the individual. Concepts such as the zone of proximal development and scaffolding describe how this interaction drives learning.

Piaget's cognitive constructivism stresses the individual child's own action on the environment. Bruner emphasised discovery and modes of representation, and von Glasersfeld's radical constructivism focuses on the individual's own construction of knowledge.

Discuss in Forum

84.

'Ramesh can count objects and he knows only 1500 to 1900 words'. Then Ramesh may be in the stage of ....................

A.Infancy
B.Pre-childhood
C.Post-childhood
D.Adolescent

Exam Year(s)

MH SET - 2025, SET Exam - 2025,

Answer: B

Ramesh is likely in the pre-childhood (early childhood) stage.

Classic vocabulary norms (Madorah Smith, 1926) put a child's vocabulary at about 1,500 words at four years and about 2,000 at five. Counting objects also develops in the preschool years. A vocabulary of 1,500 to 1,900 words therefore places a child at about four to five years, in the early childhood stage.

In infancy, up to about two years, children know only a few hundred words at most. By later childhood, from about six to twelve, vocabulary grows well beyond 2,500 words, and adolescents know many thousands. So only pre-childhood fits.

Discuss in Forum

85.

As per Piaget's theory, 'Child can imagine, formulate hypothesis and do abstract thinking at ........ stage.

A.Concrete operational (7 to 11 years)
B.Formal operational (12 to 15 years)
C.Pre-conceptual (2 to 7 years)
D.Sensori-motor - (0 to 2 years)

Exam Year(s)

MH SET - 2025, SET Exam - 2025,

Answer: B

Abstract thinking appears at the formal operational stage (12 to 15 years).

In Piaget's theory, the formal operational stage begins at about 11-12 years. The adolescent can reason about abstract and hypothetical ideas, form and test hypotheses systematically (hypothetico-deductive reasoning) and think about possibilities, not just concrete realities.

In the concrete operational stage (7 to 11) children reason logically, but only about concrete objects and events. The pre-conceptual and pre-operational years (2 to 7) are marked by symbolic play and egocentric, intuitive thought. The sensori-motor stage (0 to 2) is learning through senses and actions.

Discuss in Forum

86.

According to Sternberg's theory of intelligence ............... is the first step in information processing.

A.Response
B.Encoding
C.Mapping
D.Application

Exam Year(s)

MH SET - 2025, SET Exam - 2025,

Answer: B

In Sternberg's theory, encoding is the first step in information processing.

In the componential sub-theory of Sternberg's triarchic theory, solving a problem such as an analogy proceeds through performance components in order: encoding (identifying and representing the terms), inference (finding the relation between the first pair), mapping (relating the first term to the third), application (applying the relation to find the answer) and response.

Mapping and application come in the middle of the sequence, and response is the last step, so encoding is the only option that comes first.

Discuss in Forum

87.

As per Gagne's hierarchical theory of learning ................ is the last level of learning.

A.Chain-learning
B.Signal-learning
C.Concept-learning
D.Problem-solving

Exam Year(s)

MH SET - 2025, SET Exam - 2025,

Answer: D

In Gagne's hierarchy, problem-solving is the last level.

Robert Gagne arranged eight types of learning from simplest to most complex, each building on the one before: signal learning, stimulus-response learning, chaining, verbal association, multiple discrimination, concept learning, rule (principle) learning and problem solving.

Signal learning is the first and simplest level, a classically conditioned response. Chain learning is the third, and concept learning the sixth. Problem solving, which combines rules to solve new problems, is the highest and last.

Discuss in Forum

88.

Sujit learns to his home work to avoid punishment from the teacher. This type of learning is known as ........

A.Punishment learning
B.Escape learning
C.Omission learning
D.Reward learning

Exam Year(s)

MH SET - 2025, SET Exam - 2025,

Answer: B

The key's answer is escape learning.

Sujit's behaviour, doing homework, is strengthened because it removes or prevents an unpleasant consequence, the teacher's punishment. This is learning through negative reinforcement, which textbooks describe as escape learning, or, when the response prevents the unpleasant event before it occurs, avoidance learning. The Indian textbook tradition groups both under escape learning.

Punishment learning would weaken a behaviour by following it with something unpleasant. Reward learning strengthens a behaviour by following it with something pleasant. Omission learning removes a pleasant consequence after a behaviour to weaken it. None describes doing homework to avoid punishment.

Discuss in Forum

89.

Which of the following statements is wrong ?

A.Guidance is a process and not the product
B.Guidance is a part of counselling
C.Guidance is a continuous process
D.Guidance is a part of education

Exam Year(s)

MH SET - 2025, SET Exam - 2025,

Answer: B

The wrong statement is that guidance is a part of counselling.

The relationship is the other way round: guidance is the broader process of helping individuals understand themselves and make choices, and counselling is one of its services, the most intensive, face-to-face part of it. Counselling is therefore a part of guidance.

The other statements are correct. Guidance is a process rather than a product, it is continuous throughout a person's education and life, and it is an integral part of education.

Discuss in Forum

90.

Arrange the stages in Moral Development in a sequence :

(i) Principle Orientation
(ii) Obedience-Punishment Orientation
(iii) Authority and Social order Orientation
(iv) Naively egoistic orientation
(v) Contractual-legalistic Orientation
(vi) Interpersonal Concordance Orientation

Choose the correct answer from options given below :

A.(i) (vi) (v) (ii) (iv) (iii)
B.(v) (iv) (vi) (i) (iii) (ii)
C.(ii) (iv) (vi) (iii) (v) (i)
D.(vi) (v) (iii) (i) (iv) (ii)

Exam Year(s)

MH SET - 2025, SET Exam - 2025,

Answer: C

The correct sequence is (ii) (iv) (vi) (iii) (v) (i).

Kohlberg's six stages of moral development, in three levels:

Pre-conventional: obedience and punishment orientation (ii), then naively egoistic, instrumental orientation (iv).
Conventional: interpersonal concordance, the 'good boy, nice girl' orientation (vi), then authority and social order maintaining orientation (iii).
Post-conventional: contractual-legalistic, social contract orientation (v), then universal ethical principle orientation (i).

The other sequences start with principle orientation or the contractual stage, which are the highest stages, or place interpersonal concordance first, so they do not follow the order of development.

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