Test: HP TGT Psychology Mock - 3 - Software Development MCQ

Intuitive stage is not the part of Bruner's cognitive development theory.

Jerome Bruner, an American psychologist has made crucial contributions in the field of human cognitive psychology. He has identified three stages of cognitive representation which includes:

Enactive stage:

• It refers to the representation of knowledge through actions.
• Learning by doing is the main principle.
• They learn by physical actions and storing things in memory.

Iconic stage:

• It refers to the visual summarization of images.
• The learner stores sensory images which are visual ones.

Symbolic stage:

• It refers to the use of words and other symbols to describe experiences.
• The experience stored in memory in the form of symbols i.e., language.

Mastery of needs: An individual prefers jobs that are challenging, intellectually demanding, and thought-oriented. He or she enjoys playing a leadership role in groups and is able to complete tasks already started.

Work orientation: An individual takes a proactive attitude toward work and loves what he or she does. He or she obtains a sense of satisfaction from work and pursues self-realization and growth.

Competition: An individual hopes for victory and has the desire to win over others.

Personal unconcern: An individual does not consider success or stellar performance to be the cause of being rejected by others. In other words, there is no fear of success. 

Hence, from the above points, we can conclude that the motivation present is the Achievement Motivator.

The Experiment on maize learning was done with the help of rats. It is a learning theory experiment. 

Interest is the inner state of focus. The work in which a person is more interested, he does that work with attention, due to which he gets the feeling of joy and the desired purpose.

Observational learning concept was given by Albert Bandura. Observational learning concept is formed by observing the behavior of others. Bandura extensively explored observational learning in several experimental studies. In this type of learning, the individual learns social behaviours, hence it is sometimes called social learning.

Inclusive Education implies ensuring that no child is left behind in education.

Inclusive Education: It is concerned with the learning and participation of all students vulnerable to exclusionary pressures not only those with impairments or those who are categorised ‘having special educational needs’. Inclusion is all about embracing all.

According to Lev Vygotsky learning is an active process of constructing knowledge.

A teacher should motivate students to learn for enhancing their understanding of the concepts.

Performance of the students depends on many factors such as the development of the students, nutrition, cognition, abilities, disabilities, environment, family backgrounds, Friends, Teaching methods, the environment of the classroom, behavior of the teacher, etc. So that we can say that performance of a child varies from each other.

When students are not good performers a teacher:

• Using different methods of teaching to know about all the aspects/skills of the students.
• Performance should be maintained by analyzing the system of the teaching-learning process from time to time.
• Make the classroom free for students so that they can engage in the learning process easier.
• Teachers should have to cover all the needs of the students which can motivate them to maintain their performance.
• Learning should be done in a collaborative manner.
• Never leveling the students on behalf of their performance, marks, and score.
• Always use a diagnostic type test to assess students.
• So by all these aspects, we can conclude that the performance of the student can be understood by the teacher by analyzing the system.

Learning is a comprehensive process that refers to a change in behavior, knowledge, and skill as a result of practice and experience.

• Learning is an active process that takes into account the information children learn outside of school.

Effective strategies to support children's learning in the classroom:

Helping students develop concept maps: 

• Concepts maps include graphical and diagrammatical representations to illustrate the meaningful acquisition of various sub-topics of a concept. 
• It helps the learners to draw an outline of the topic/concept or briefly explain the concept or to link any two concepts of any subject by summarizing it.   

Teaching students the use of mnemonics and chunking:

• Mnemonics is a method or technique of enhancing memory. Chunking is the process of remembering a large number in a group of smaller numbers that are easy to remember.
• For example, it helps children memorize phone numbers by dividing 10 digits of phone numbers into 3 - 4 smaller units and then the remainder.

Encouraging children to sit and learn with peers:

• Peer relations are those which a child makes outside of his families such as friends and classmates. If the peer group of the child is motivated then the child will also display interest in learning.
• When children sit and learn with peers in a group, the bright children who have gained mastery over some concepts in a subject may act as tutors and teach the other children in the group.

So, it is clear that asking students to passively copy the solution of a question is NOT an effective strategy to support children's learning in the classroom rather it will hinder learning by making leaner passive recipients of knowledge.

Concept development is strongly influenced by learning and experience. Artificial or natural materials can be used to teach concepts. The following are the steps of concept formation, revelation, Differentiation, Separation, Generalization; That's why the first step of concept formation will be revelation.

Inclusive Education refers to the inclusion of all children in the education system, regardless of their differences and disabilities. Inclusive education welcomes and celebrates diversity. Heterogeneity refers to a group which includes all individuals with different abilities, interests, educational level, skills, cultural backgrounds, beliefs, values, sexes, ages, ethnicities, etc.

Main feature of inclusive education:

• Teacher organizes the classroom with the scope of heterogeneity in the classroom.
• It values the diversity, each child brings to the classroom and facilitates all with equal opportunities to learn and grow.
• Inclusive education improves the quality and making provisions of education for all.
• It provides a provision to include disabled children along with normal children in a regular classroom environment.
• It refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic, or other conditions.

Imagination develops the thought process of the students, their thoughts became divergent.

It improves the cognition of the student by using their knowledge, and analogies, in different conditions.

Children become fully active during imagination, it covers all the possible aspects of the problem for image formation.

So we can say that when the teacher explains about rivers, mountains, etc. Shivani tries to form an image in her mind, this is an example of imagination.

Effective strategies to support children's learning in the classroom:

Helping students develop concept maps: 

• Concepts maps include graphical and diagrammatical representations to illustrate the meaningful acquisition of various sub-topics of a concept. 
• It helps the learners to draw an outline of the topic/concept or briefly explain the concept or to link any two concepts of any subject by summarizing it.   

Teaching students the use of mnemonics and chunking:

• Mnemonics is a method or technique of enhancing memory. Chunking is the process of remembering a large number in a group of smaller numbers that are easy to remember.
• For example, it helps children memorize phone numbers by dividing 10 digits of phone numbers into 3 - 4 smaller units and then the remainder.

Encouraging children to sit and learn with peers:

• Peer relations are those which a child makes outside of his family such as friends and classmates. If the peer group of the child is motivated then the child will also display interest in learning.
• When children sit and learn with peers in a group, the bright children who have gained mastery over some concepts in a subject may act as tutors and teach the other children in the group.

So, it is clear that asking students to passively copy the solution of question is not an effective strategy to support children's learning in the classroom rather it will hinder learning by making leaner a passive recipient of knowledge.

Change in behavior through experience is called learning. According to psychologist Simpson - "Any change in behavior that is the result of experiences and as a result of which the individual copes with the adopted situations in a different way, is called learning."

Learning is a behavior that comes from Practice. A child needs the practice to get a better response in the learning process.

The sequence of the lesson planning using inquiry approach is:

• Stimulate students interest.
• Provide plenty of time for discussions before presenting the scientific terms.
• Give opportunity for applications of the concepts and principles.

Socialisation is a life long process of inheriting norms, customs and philosophies from prevailing environment . It provides an individual with the necessary skills and habits that help him/her get accustomed to the given social environment.

Lev Vygotsky, a Russian psychologist, proposed a theory of cognitive development known as ‘Socio-Cultural Theory’. He believed that children gain knowledge through social and cultural experiences.

• When the child is having interactions with peers and adults, they learn the values, beliefs, customs, and language of their culture. As per his socio-cultural theory, development takes place due to the intermingling of culture, social interaction, and language.

• According to Vygotsky, 'zone of proximal development' or 'ZPD' refers to the:

  • the gap between what the child can do independently and with assistance.
  • difference between what a learner can do on his/her own and what he/she can do with someone's help.
  • range of tasks too difficult for the child to do alone, but possible with the help of adults and more skilled peer.
  • distance between learners' actual development level and his/her level of development under someone's guidance.

Therefore, it is concluded that Aanav struggles with addition of three digit numbers on his own but is able to do so with support with teacher, In Lev Vygotsky's theory, this highlights Zone of proximal development.

The social and cultural contexts in which children grow up exert influences in making sense of the social world of the child, children develop in quite different ways and also describe how development is shaped by the role of culture and the child's immediate environment. The socio-cultural perspective emphasizes the role of culture and social interaction in the process of child development.

• Lev Vygotsky, the propounder of socio-cultural perspective, focuses that a child's thinking does not develop in a vacuum but rather is influenced by the sociocultural context in which s/he grows up.
• Vygotsky believed that the development of memory, attention, and reasoning includes learning to use the language, mathematical systems, and memory strategies that are prevalent in society.
• Thus, it is clear that each culture provides its members with certain tools of thought. How individuals in various cultures passed information to posterity are embodied in various languages; thereby shape thoughts. So, we may say that thinking varies across social and historical contexts.

Thus from the above-mentioned points, it is clear that children's development takes place in a socio-cultural context.

Jean Piaget’s stage theory describes the cognitive development in children.

• Cognitive development involves changes in cognitive processes and abilities. In Piaget’s view, early cognitive development involves processes based upon actions and later progresses into changes in mental operations

• Concrete Operational Stage

  • 'Concrete Operational Stage' lasts around 7 to 11 years of age which refers to the late childhood stage of child development.
  • In this stage, children can classify objects into groups and subgroups and gain the abilities of conservation of number, area and volume.
  • Children show attainment of the concept of reversibility, seriation, transitivity as a cognitive capacity.
  • Children can conserve numbers (age 6), mass (age 7), and weight (age 9). Conservation is the understanding that something stays the same in quantity even when its appearance changes.

Thus, it infers that according to Jean Piaget, for children who are in the concrete operational stage teachers should provide opportunities to classify objects and ideas on increasingly complex levels.

Bani doesn't speak much at home, but speaks a lot in school. It shows her thoughts and ideas get importance in her school.

Selective Mutism is a complex childhood anxiety disorder characterized by a child’s inability to speak and communicate effectively in select social settings. These children are able to speak and communicate in settings where they are comfortable, secure, and relaxed. This applies to Bani in the given example, she talks a lot in school because she feels comfortable, secure, and relaxed as her thoughts get acknowledged at school.

Knowledge: knowledge is a complex one because the range of what constitutes knowing or knowledge is very wide.

• Knowledge can be used to mean a variety of things, such as familiarity with people, places, persons, skills, and competencies of performing various tasks, beliefs, faiths, and everyday experiences.
• Meta-cognition: A learner needs to be aware of the processes he/she is engaged in during the course of learning. This helps him/her to learn the new learning task effectively. This awareness of one's processes of learning a new learning task is understood as metacognition.

Thus, by encouraging students to reflect on their cognitive abilities to reach a specified goal, a teacher is facilitating the development of metacognition.

"Motivation is the art of creating interest in the student.” Motivation is that internal force, which is the result of their stimulation, through which the child is active and controlled in the direction of certain behavior, it always keeps the students active by creating curiosity in them to learn.

Emotion is a mental state associated with fear, anger, love, etc. The emotional states of an individual are the combination of cognitive experience, physiological change, and behavioral changes. Together, these are known as the elements of emotion.

Three elements of emotion are as follows:

• Cognitive experience:  Emotions also involve cognitive processes such as memorials, perceptions, expectations, and interpretations. Our appraisal of an event plays an especially significant role in the meaning it has for us. Thinking of life events can produce emotions.
• Physical changes: Emotions involve the brain, nervous system, and hormones so that when you’re emotionally aroused the hormone secretion is more to give us instant energy. Each emotion has a specific characteristic of physiological aspects. Fear may cause blood pressure to rise, pupils to dilate, etc.
• Behavioral changes: Emotions also involve behavioral reactions, both expressive and instrumental. Facial expressions such as smiles and frowns, as well as gestures and Lories of voice, all serve to communicate our feelings that may enhance our chances for survival. Overt expressions such as smiles, or frowns to reveal emotions.

So, we can conclude that Sensory is not an element of emotion, rather it refers to the use of senses to understand the physical world.

Procedural knowledge: We need procedural knowledge for making use of concepts. It relates to knowing the procedure for doing a certain task.

• For example, when we add 2 two-digit numbers, we must start from the unit’s column; carryover if the total is more than 9; then add the second column; finally use the hundred’s column in case the total exceeds 9.
• For being able to learn this task first of all we need to observe that steps need to be carried out in the order they have been specified. However, for remembering the steps it is necessary that the learner understands the logic behind each step and the concept behind that step.
• For example, if the learner is not comfortable with the concept of place value, she will find it difficult to appreciate the importance of the step of ‘carrying’.
• "What is the method of adding 3 - digit numbers?" - is related to procedural knowledge as the student can describe the method of addition of 3 digit numbers only if, he knows the procedure and steps of how to do that sum.

So, we can conclude that "What is the method of adding 3 - digit numbers?" - is related to procedural knowledge.

Both Peterson and Godard said “intelligent parent will have intelligent children while dull parents will have dull children” in context of heredity.

As per Godard specific genetic traits are responsible for intelligence of a child and associate IQ levels of parents and siblings. The ability of effective learning, analysis and decision making capacity develops from the level of intelligence that a child inherits.

As per Peterson, heredity may be defined as “what one gets from his ancestral stock through his parents”.

Piaget’s stage theory describes the cognitive development in children.

Thus, it infers that according to Jean Piaget, at the Pre-operational Stage of cognitive development the child understand that symbols can be used to represent objects - 'bicycle' will generate an image even when absent.

• Cognitive development involves changes in cognitive processes and abilities. In Piaget’s view, early cognitive development involves processes based upon actions and later progresses into changes in mental operations
• 'Preoperational period' lasts around 2 to 6 or 7 years of age.
• In this stage, the child assumes that other people feel, see, and hear exactly the same as the child does.
• It refers to the child's inability to infer the perspective of other people or to see a situation from other's points of view.
• The child has mental representations and are also able to understand things symbolically (playing house, having a tea party).
• The child during this stage engages in what is called a symbolic play that is, the wooden box is considered as a car, a rounding, the steering wheel and the stick, a gun. That is during play an object takes the place of or represents something else in the child’s mind.
• Piaget noted that children are unable to take the point of view of other people, which he termed egocentrism. Egocentrism is when children experience difficulty in experiencing another person’s perspectives.

The statement "It is a normative science" is not related to the nature of educational psychology.

Educational psychology is a branch of psychology in which the findings of psychology are applied in the field of education.

Nature of Education Psychology: Its nature is scientific as it has been accepted that it is a Science of Education. We can summarize the nature of Educational Psychology in the following ways:

• Educational psychology is a behavioural science
  
• Educational psychology is a social science
  
• Educational psychology is a positive science
  
• Educational psychology is an applied science
  

Normative science like Logic or Ethics deals with facts as they ought to be.

To be relevant and meaningful a concept needs to be linked with the social context of the child's life.