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1. According to Gestalt Theory insight is the :
(A). naha" moment in problem solving Both and (R) are true and (R) is the correct explanation of and (R) are true but (R) is not the correct explanation of is true but (R) is false is false but (R) is true faster than from sensory memory Random assignment of subjects to groups only Thurstone Kurt Lewin (i) Trait theory (ii) (i) (iv) (iii) Classical conditioning Synaptic knob Projection (i), (ii), (iii) and (iv) are correct Spinal chord only
(B). reorganized problem structure Both faster than from short term memory Control or systematic manipulation of extraneous variables only Bogardus Gordon Allport (ii) Field theory (i) (iii) (ii) (iv) Self-regulated learning Synapses Introjection (i), (ii) are correct Hands only
(C). gradual accretion of a problem solution more slowly than from short term memory Matching techniques only Likert Erik Erikson (iii) Theory of individual psychology (iv) (ii) (iii) (i) Behavioural self-management Synaptic cleft Empathy (i), (ii) and (iv) are correct Legs only
(D). main component of means-end analysis1. aaaaaaaaaa 3. Information decays from long term memory : more slowly for rehearsed than from elaborated items4. In experimental research designs, error variance is sought to be minimised by : All of the above5. Method of summated ratings was developed in attitude scale construction by : Thorndike 6. Match List-A and List-B : List-A List-B Theorists Theories of personality Alfred Adler (iv) Psycho-social theoryCode : (iii) (ii) (iv) (i)7. Learning that is affected by consequences is called : Operant conditioning8. Tiny gap between the axon terminal of one neuron and the dendrites or cell body of the next neuron is : Synaptic vesicles9. Any distorting or selective effect of a person's inner world on his perception or conception of the outer world is : Denial 10.An interval scale of measurement contains : i properties of nominal and ordinal scales ii an absolute zero point iiicomparable differences between different intervals of the scale iv a minimum requirement for use of parametric tests Code : (i), (iii) and (iv) are correct11. Associative neurons are found at : Spinal chord and Brain only
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2. The place theory of pitch in hearing was first proposed by :
(A). Hermann Helmholtz
(B). George Von Bekesy
(C). Heinrich Hertz
(D). Stevens
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3. The opponent-process theory of colour vision was formulated by :
(A). Young-helmholtz
(B). Hering
(C). Kuffler
(D). Leo Hurvich and Dorothea Jameson
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4. Match List-A with List-B and select the correct answer using the codes given below : List-A List-B Nervous system and Brain Area or control
(A). Central nervous system (i) nerves connecting receptors and effectors (ii) (i) (iii) (iv)
(B). Peripheral nervous system (ii) Left side of the body (iii) (i) (ii) (iv)
(C). Right cerebral hemisphere (iii) Brain and spinal chord (iv) (i) (ii) (iii)
(D). Left cerebral hemisphere (iv) Right side of the bodyCode : (i) (ii) (iii) (iv)
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5. Assertion
(A). : Intelligent people are more creative. Reasoning (R) : Intelligence and creativity are positively related. Code : Both and (R) are false and (R) are true is true but (R) is false is false
(B). Both
(C).
(D). (R) is true but
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6. The Eysenck Personality Inventory (EPI) has the following dimension(s) :
(A). Extraversion only
(B). Extraversion and Neuroticism only
(C). Neuroticism only
(D). Extraversion, Neuroticism and lie only
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7. When one is actively engaged in thought (trying to work through a difficult problem) the EEG record would show a rapid but rather irregular pattern of electrical activity. This sort of activity pattern of brain is called :
(A). Alpha waves
(B). Delta waves
(C). Beta waves
(D). Theta waves
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8. Validity that yields information about how well the scores of one measure correlate with scores from a second measure is called :
(A). Face validity
(B). Content validity
(C). Concurrent validity
(D). Criterion validity
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9. Which of the following characteristics is true of applied and basic research in Psychology ?
(A). Basic research has no human relevance and GATB : Super ego gains strength as children incorporate many of parents' values and attain gender identity. Both and (R) are true and (R) is the correct explanation of and (R) are true but (R) is not the correct explanation of is true but (R) is false is false but (R) is true Perceptual assimilation Divergent thinking Atkinson and Shiffirin (i) Lack of retrieval cues (iii) (iv) (ii) (i) Accidental learning Seguin Form Board (i) Students' specific abilities Performance Test (i) (ii) (iii) (iv) After image id (i) energy that comes from the sexual instinct (i) (iii) (ii) (iv) : The polygraph is an instrument used to measure physiological responses associated with emotional arousal. Both and (R) are true and (R) is the correct explanation of and (R) are true but (R) is not the correct explanation of is true but (R) is false is false but (R) is true Backward conditioning, in which ?CS occurs before the CS, is more effective than delay conditioning. Perceptual organization is natural Drive social theory of emotions : The research design is quasi-experimental and not an experimental design. Both and (R) are true and (R) is the correct explanation of and (R) are true but (R) is not the correct explanation of is true but (R) is false is false but (R) is true assimilation A trait is more limited in influence (i) and (iii) are correct : In variable-interval schedule organisms respond at a steady rate. Both and (R) are true and (R) is the correct explanation of and (R) are true, but (R) is not the correct explanation of is true but (R) is false is false but (R) is true Reconditioning Rules regarding delivery of (i) Shaping reinforcement (v) (i) (ii) (iii) Sensitization Therapy (ii) (iii) (i) Picture Memory Laboratory of Experiments (i) ?nobtrusive observation (i) (iii) (ii) (iv) application of learning theory suggests practical applications concepts can be taught only in appropriate stages sequencing of development stages existing organization of knowledge in learner's mind (i), (ii) and (iii)
(B). Applied research has impact on problems in the real life are true TAT Both Perceptual contract Vertical thinking Craik and Lockhart (ii) Inadequate perseveration and consolidation of learned material (i) (ii) (iv) (iii) Elaborative learning The Bayley Scale (ii) Mentally Retarded (iv) (i) (iii) (ii) Illusion ego (ii) mediator between reality, the super ego, and the id (iii) (ii) (iv) (i) Both Conditioning is faster as the intensity of CS or ?CS increases Perceptual organization is acquired Motive neurobiological theory of emotions Both learning ?nlike the type approach, the trait approach permits a large number of dimensions (ii) and (iii) are correct Both Backward conditioning Approximation of desired (ii) Punishment behaviour (iv) (iii) (v) (ii) Cognitive Therapy (i) (iii) (ii) Distinctive Memory Field study (ii) Study of covariation of events (v) (i) (iii) (iv) application of principles of development to education sets objectives or goals concepts should only be taught after emergence of words individual differences among children organization of knowledge to facilitate understanding (iii), (ii) and (i)
(C). When basic research is applied under control conditions it becomes applied research FACT Perceptual constancy Ideational fluency Muller and Pilzecker (iii) Displacement of learned material (ii) (i) (iii) (iv) Incidental learning California Test of (iii) People from different cultures of Mental Maturity (iii) (ii) (iv) (i) The figural after effect ego ideal (iii) unconscious urges seeking expression (ii) (iii) (i) (iv) Longer the CS-?CS interval the weaker the conditioning Perceptual organization is partially natural and partially acquired Goal cognitive theory of emotions disequilibrium Trait approach avoids over simplification (i) and (ii) are correct Discrimination learning Process of weakening or (iii) Reinforcement decreasing rate of response (iv) (i) (ii) (v) Desensitization Therapy (i) (ii) (iii) Flashbulb Memory Survey Method (iii) Naturalistic observation (i) (ii) (iii) (iv) role of language in human development has educational relevance concepts can be appropriately taught at any stage of development cognitive development iconic, enactive and symbolic modes of knowledge (i), (iii) and (ii)
(D). Both 20. Which one of the following does not measure aptitude ? DAT 21. Assertion Reason (R) : Children cope with oedipus complex by repressing the associated threatening feelings and by identifying with the rival parents, and this contributes to gender identity. Code : 22. When we perceive an apple from a distance of 6 or 16 feet, it makes no difference in our perception. Choose the correct reason from the following options : Perceptual vigilance23. A type of thinking in which a person searches for multiple ideas or solutions is : Convergent thinking24. Match correctly the Psychologists (List-I) with their suggested reasons for forgetting (List-II). List-I List-II Tulving (iv) Dual processing of learned material in STM and LTMCode : (iv) (iii) (i) (ii)25. Remembering information about a stimulus in addition to what you intended to remember (eg. position of a paragraph in a page) is called : Intentional learning26. Match List-I (Test) with List-II (Population / Ability) : List-I List-II (Test) (Population / Ability) Progressive Matrices (iv) Very young childrenCode : (ii) (iv) (i) (iii)27. When we look at a figure for sometime and then look at another figure, the perception of the second figure is referred to as ?????????? . Distorted perception28. Match the items of List-I with those of List-II. List-I List-II libido (iv) that part of super ego concerned with standardsCode : (iv) (iii) (ii) (i)29. Assertion Reason (R) : Emotions are the products of one's beliefs and physiological changes are cognitive effects. Code : 30. Which of the following statements is NOT true of classical conditioning ? A weak conditioned response may reappear sometime after extinction31. According to Gestalt theory, which of the following statements is correct ? Perceptual organization is a false notion32. The aroused condition of an organism that results from some bodily or tissue deficit is called : Incentive 33. The theory of emotion proposed by Schacter and Singer is a : psychoanalytic theory of emotions34. A researcher compared the effects of two methods of treatment on depressive patients. The first 20 patients admitted to a clinic were treated by method 1 and the next 20 by method 2. Pre-and post-treatment depression scores of the two groups were compared. Assertion Reasoning (R) : Experimental procedures require random or systematic assignment of subjects to treatment conditions. Code : 35. For Piaget, achieving a harmony between sensory information and accumulated knowledge is called : equilibrium36. Which of the following is not true about the trait approach as compared to type approach ? Any number of traits can be combined into a systematic theory37. Punishment involves : (i) Suppression of behaviour (ii) Behaviours being followed by unpleasant consequences(iii) Avoidance conditioning (iv) Increasing strength of a response Which of the following is true ? (i), (ii) and (iii) are correct38. Assertion Reasoning (R) : Variable-interval schedule of reinforcement is a partial or intermittent schedule. Code : 39. When a Conditioned Stimulus (CS) is no longer followed by the ?nconditioned Stimulus (?CS), the CS gradually loses the ability to evoke Conditioned Response (CR). This phenomenon is known as : Extinction40. Match List-I with List-II : List-I List-II (Phenomena) (Concepts) Voluntary response (iv) Schedules of reinforcement(v) Operant Code : (v) (iii) (i) (ii)41. Conditioning technique designed to gradually reduce anxiety about a particular object or situation is called : Cognitive-Behavioural Therapy42. Lazarus suggests different components of emotions. Arrange them in sequence. (i) Cognitive Appraisal (ii) Person-environment relationship(iii) Emotional Responses Code : (ii) (i) (iii)43. Memories that shed light on the power of distinctiveness and has strong vivid recollection of same autobiographical event and that carries with it strong emotional reaction is known as : Semantic Memory44. Match List-I (Type of Research) with List-II (Essential feature). List-I List-II (Type of Research) (?ssential feature) Correlational Research (iv) Information collected through interviews or questionnaires(v) Control and systematic manipulation of variables Code : (v) (iii) (iv) (ii)Read the passage belot and anster the questions (45-50) that follot, based on your understanding of the passage : Jerome S. Bruner is a cognitive psychologist, with primary interest in the development of mental abilities. He had a major impact on the education profession with the publication of his book The process of education (1960). He later proposed some theorems regarding instruction, illustrated by the teaching of mathematics, and moved further toward a theory of instruction in a subsequent collection of essays (Bruner, 1966). In the latter, he points out that a theory of instruction is prescriptive in that it proposes rules for achieving knowledge or skill and provides techniques for measuring or evaluating outcomes. It is also normative, in that it sets goals to be achieved and deals with conditions for meeting them. He goes on to specify four features that a theory of instruction must encompass : 1 Predisposition to learn. A theory of instruction must be concerned with the experiences and contexts that will tend to make the child willing and able to learn when he or she enters school. 2 Structure of knowledge. It must specify the ways in which a body of knowledge should be structured so that it can be most readily grasped by the learner. 3 Sequence. It should specify the most effective sequences in which to present the materials. 4 Reinforcement. It should specify the nature and pacing of rewards, moving fromextrinsic rewards to intrinsic ones. Bruner has taken the position that, with sufficient understanding of the structure of a field of knowledge, something anticipating the later, more advanced concepts can be taught appropriately at much earlier ages. His aphorism has been widely quoted : nAny subject can be taught effectively in some intellectually honest form to any child at any stage of development". The developmental aspect of Bruner's theory lies in his interest in cognitive development, originally stimulated by Piaget. This has led him to emphasize three modes of representation in a developmental sequence : the enactive, the iconic, and the symbolic. The enactive mode is learning through action, an essentially wordless learning, such as learning to ride a bicycle. The iconic mode is based on representation through perceptual means (hence the nicon", or image standing for something). A mental map that permits us to follow a route from where we are to where we are going constitutes such an iconic representation. Finally, the symbolic mode enables the translation of experience into words, and these permit eventually the kinds of transformations that at the later stages become of so much interest to Piaget. 45. This passage shows that Bruner is primarily concerned with : teaching of mathematics46. Prescriptive theory is one which : specifies learning outcomes47. According to Bruner, children should learn concepts only through action48. A theory of instruction must deal with predisposition to learn which refers to : the conditions of child's environment before entering school49. In Bruner's theory, structure of knowledge refers to : images associated with a system of knowledge50. Based on the information available in the passage, arrange the following in the order in which they develop according to Bruner's theory. (i) Language based representation and transformation of knowledge (ii) Action based knowledge(iii) Image based knowledge Code : (ii), (iii) and (i)
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