CDP Test- 5 - CTET & State TET MCQ

Eclectic counseling is defined as the combination of the two extremes that is directive and non-directive counseling.. In eclectic counseling, the counselor is neither too active as in the directive counseling nor too passive as in the non-directive counseling. He just follows the middle path between these two.

• Controlled observations (usually a structured observation) are likely to be carried out in a psychology laboratory. The researcher decides where the observation will take place, at what time, with which participants, in what circumstances and uses a standardized procedure. Participants are randomly allocated to each independent variable group.
• Participant observation is a variant of the above (natural observations) but here the researcher joins in and becomes part of the group they are studying to get a deeper insight into their lives.
• Non-participant Observation involves observing participants without actively participating. This option is used to understand a phenomenon by entering the community or social system involved, while staying separate from the activities being observed.
• Naturalistic observation is a research method that is used by psychologists and other social scientists. The technique involves observing subjects in their natural environment.

Controlled observations (usually a structured observation) are likely to be carried out in a psychology laboratory. The researcher decides where the observation will take place, at what time, with which participants, in what circumstances and uses a standardized procedure. Participants are randomly allocated to each independent variable group. Participant observation is a variant of the above (natural observations) but here the researcher joins in and becomes part of the group they are studying to get a deeper insight into their lives. Non-participant Observation involves observing participants without actively participating. This option is used to understand a phenomenon by entering the community or social system involved, while staying separate from the activities being observed. Naturalistic observation is a research method that is used by psychologists and other social scientists. The technique involves observing subjects in their natural environment.

The O'Connor Tweezer Dexterity Test requires the use of tweezers in placing a single pin in each 1/16 inch diameter hole. A high score indicates manual aptitude for work involving the use of precision small tools. Includes 1 tweezer, 100 pins, and detailed examiner's manual.

Conventional morality - In Kohlberg's theory of moral development, this is the second level of moral reasoning, characterized by an awareness and focus on societal laws, norms, and rules. Two stages comprise this level of moral reasoning. In stage 3, good-boy-good-girl orientation, individuals judge behaviors on the basis of how closely actions conform to accepted norms of behavior, and what is considered appropriate or is approved of by others. In stage 4, authority orientation, individuals judge actions on the basis of their adherence to authority and rules, and insofar as they maintain the social order or fulfill obligations. In this stage, there is respect for rules, authority, and the social order not because of any underlying principles or the benefits that can be reaped but because of unquestioning respect for authority. Youth in the early to mid-adolescent years are typically categorized in this level of moral reasoning

Stage 5: Adolescence
Age: Adolescence --12 to 18 years
Conflict: Identity vs. Role Confusion
Important Event: Peer relationships
Description: At this stage, adolescents are in search of an identity that will lead them to adulthood. Adolescents make a strong effort to answer the question "Who am I?" Erikson notes the healthy resolution of earlier conflicts can now serve as a foundation for the search for an identity.
If the child over comes earlier conflicts they are prepared to search for identity. Did they develop the basic sense of trust? Do they have a strong sense of industry to believe in themselves?

Fixed Schedule- In a fixed schedule the number of responses or amount of time between reinforcements is set and unchanging. The schedule is predictable. Variable Schedule- In a variable schedule the number of responses or amount of time between reinforcements change randomly. The schedule is unpredictable. Ratio Schedule- In a ratio schedule reinforcement occurs after a certain number of responses have been emitted. Interval Schedule - Interval schedules involve reinforcing a behavior after a period of time has passed.

The preoperational stage is the second stage in Piaget's theory of cognitive development. This stage begins around age two and lasts until approximately age seven. During this period, children are thinking at a symbolic level but are not yet using cognitive operations.Animism - This is the belief that inanimate objects (such as toys and teddy bears) have human feelings and intentions. By animism Piaget (1929) meant that for the pre-operational child the world of nature is alive, conscious and has a purpose.

It was Albert Bandura‘s intention to explain how children learn in social environments by observing and then imitating the behaviour of others. In essence, be believed that learning could not be fully explained simply through reinforcement, but that the presence of others was also an influence. He noticed that the consequences of an observed behavior often determined whether or not children adopted the behavior themselves.

1. Attention: We cannot learn if we are not focused on the task. If we see something as being novel or different in some way, we are more likely to make it the focus of their attention. Social contexts help to reinforce these perceptions.

2. Retention: We learn by internalizing information in our memories. We recall that information later when we are required to respond to a situation that is similar the situation within which we first learned the information.

3. Reproduction:We reproduce previously learned information (behavior, skills, knowledge) when required. However, practice through mental and physical rehearsal often improves our responses.

4. Motivation: We need to be motivated to do anything. Often that motivation originates from our observation of someone else being rewarded or punished for something they have done or said. This usually motivates us later to do, or avoid doing, the same thing.

Types of Transfer of Learning: There are three types of transfer of learning:

1. Positive transfer: When learning in one situation facilitates learning in another situation, it is known as positive transfer. For example, skills in playing violin facilitate learning to play piano. Knowledge of mathematics facilitates to learn physics in a better way. Driving a scooter facilitates driving a motorbike.

2. Negative transfer: When learning of one task makes the learning of another task harder- it is known as negative transfer. For example, speaking Telugu hindering the learning of Malayalam. Left hand drive vehicles hindering the learning of right hand drive.

3. Neutral transfer: When learning of one activity neither facilitates nor hinders the learning of another task, it is a case of neutral transfer. It is also called as zero transfer.

For example, knowledge of history in no way affects learning of driving a car or a scooter.