Test: HP TGT Psychology Mock - 4 - Software Development MCQ

G. Miller theory of information processing the word ‘comprehensive’ in the scheme of continuous and comprehensive evaluation. 

The teaching-learning process is the heart of extension education, and the fulfillment of the aims and objectives of development depends on it.

• Prerequisite behavior: Gagne advocated that processes of learning move from the simple to the complex. The learner has to develop, prerequisite capabilities before s/he acquires new terminal behavior. Thus the use of a hierarchy of learning and task analysis are integral parts of instructional transactions.
• Learners' characteristics: Learners' individual differences, readiness, and motivation to learn are the important issues to be considered before designing instructional activities.
• Cognitive process and instruction: The transfer of learning, the self-management skills of the learner, and teaching learners the skills of problem-solving are integral parts of the internal conditions of learning, applicable to instruction. The skill of learning 'how to learn' should be developed in the learner and the emphasis should be on the learner's individuality.

So, we can conclude that none of the above is incorrect regarding teaching-learning process.

If a child has poor handwriting, lack of confidence, Ianguage problem etc. the child may have defective expression.

It includes the various symptoms, whose boundaries must be like things be definite.

• Children with defective expression writing difficulties include poor handwriting, lack of confidence, Language problems, etc.
• Defect in the expression and comprehension of language caused by damage to the temporal and the frontal lobes of the brain.
• Hence, we can conclude that if a child has poor handwriting, lack of confidence, Ianguage problem, etc. the child may have defective expression.

Alternative conceptions are generated as a concept is understood from different aspects, while the misconception is a thought process that goes in the wrong direction due to a lack of complete information or just ignorance.

• Alternative conceptions and misconceptions are not always baseless rather they represent children's intuitive ideas about particular concepts and the world around them​ as it shows their thinking and they can think and put forward their views.
• The formation of alternative conceptions and misconceptions is very natural among children as well as adults because it is a natural thought process and no two minds can think alike exactly.
• A teacher should definitely attend to these alternative conceptions and misconceptions as they are significant in process of teaching-learning because they are very helpful; in developing critical thinking. Without this, a child would not be able to put forward one's own views and would end up mugging things.

Thus, it is concluded that alternate conceptions and misconceptions hold by children represent intuitive ideas about particular concepts.

According to the theories of motivation, a teacher can enhance learning by setting realistic expectation from students. This is because a teacher’s expectation have a strong effect on the performance of his/her students. The expectation of a teacher from his/her students works as a motivational force for them which in turns results of better performance.

Girls are socialised to be caring while boys are discouraged to show emotions such as crying, is a gender-biased thought of the society. Girls are considered to be more caring as they are quick in showing emotions than boys who are not expected to act emotionally in front of others.

Emotions have a great role to play in our lives. It involves feelings of pleasantness and unpleasantness. It can be expressed in various ways, like facial expressions on the face, like gestures, like volume and tone of speech, by the behavioral display or motives of a person. There is no moment in our life when we do not experience emotions. They can result from a variety of external or internal stimulations.

Characteristics of emotions

• Emotions are comparatively more complex in nature.
• Any emotional experience is preceded and accompanied by feelings. For example, the feeling of pleasure will lead or will be accompanied by the emotion of happiness/ joy.
• Emotion is an effective process that is much more active.
• Emotion is both subjective and objective.
• Emotions are of different types, for example, anger, joy, jealousy, and so forth.
• Physiological changes are experienced.

So, we can conclude that emotion is both subjective and objective statement is correct regarding emotion.

The best teacher is one who finds a solution to the problem rather than reasoning about it. So, to understand the ideas about the use of some interesting techniques for teaching.

"How can you control pollution in your city?" question asked by the teacher encourages creativity and problem-solving skills among children.

In Gagne’s learning hierarchy problem-solving learning is the highest type of learning.

Gagne’s learning Theory:

This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type of learning requires different types of instruction.

Gagne identifies five major categories of learning:

1. Verbal information
2. Intellectual skills
3. Cognitive strategies
4. Motor skills
5. Attitudes

Both (A) and (R) are true and (R) is the correct explanation of (A).

5E’s Learning Model: In this model of learning, students learn in five sequential phases in order to have learning viable. The phases are Engagement, Exploration, Explanation, Elaboration, Evaluation.

• Engagement phase: In this, students are engaged in the classroom through different learning tasks. This learning task may be an activity, showing any surprising event, peculiar examples etc, where students will get an opportunity to relate their previous knowledge with the existing ideas.
• Exploration Phase: In this phase, the students have an opportunity to get directly involved with the phenomena and materials. Involving themselves in these activities they develop a grounding of experiences with the phenomenon.
• Explanation Phase: The third stage is the point at which the learner begins to put the abstract experience and clarify their misconception through discussion in the classroom. You will explain the concept only after students have got the common experiences through collaboration.
• Elaboration Phase: This phase of this learning cycle provides an opportunity for students to apply their knowledge to new situations, which may include raising new questions and hypotheses to explore.
• Evaluation Phase: The fifth ‘E’, is an on-going diagnostic process that allows you to determine, whether the learner has attained understanding of concepts and knowledge.

So, we conclude that the above statement relates to the Engagement Phase.

Cultural demand is an environmental factor influencing the learning. 

Learning-centred education focuses on the learning process. Although its primary concern is on the learning of the students, all those involved in the education of students such as teachers are also co-learners with the students in the learning-centred education. It is basically learner-centred but includes teachers in the process of learning in a classroom situation. Learner-related factors affecting learning are:

Following are the factors affecting individual learning:

• Physical health
• Sensation or perception
• Needs
• Emotional conditions
• Mental health
• Willingness to learn
• Learning time
• Readiness to learn
• Student's basic ability
• Intelligence level
• Interest
• Motivation level

The success of a diagnostic test depends on identifying the cause of learning gaps.

Diagnostic test is a form of pre-assessment that allows a teacher to determine students' individual strengths, weaknesses, knowledge, and skills prior to instruction. It is primarily used to diagnose students' difficulties and to guide lesson and curriculum planning.

A child in school is called a problem child when he behaves in such a way that becomes a problem for the teacher to understand him.

A child in school is called a problem child who:

• Demonstrate aggressiveness.
• Dominate the discussion and demands attention.
• Are inattentive and unprepared.
• Behaves in such a way that becomes a problem for a teacher.
• Make excuses.

Cognitive engagement of children within a constructive classroom can be facilitated by children's talk, emotions of a teacher and positive interpersonal relationships among children.

Characteristics of Social-emotional Development

• The social context involves the interpersonal relationships of an individual, her acquired social skills, values, and how an individual adjusts to society. learning such qualities as sharing, cooperation, waiting for one’s turn, respecting other people and things, and so on, forms a part of learning through social context. 
• Emotions are the feelings or affect of an individual towards a person, object, or situation, which may generate physiological arousal, conscious experience, and/or behavioral expressions. 
• Learning involves the acquisition of new knowledge, skills, values, and dispositions and as it takes shape in the young child's life it is more than intellectual in nature. It is a process located in and influenced by the social and emotional experiences and characteristics of the environment. 
• The nature and quality of emotional experiences and the sense of security and belongingness at home and in the immediate surroundings at the early stages in life and attachments developed are crucial for the learning to take place. 

Thus from the above-mentioned points, it is clear that social context and emotions play a very important role in learning. 

Model of teaching enables students to engage in robust cognitive and social tasks and teach students how to use them productively. It provides comprehensive blueprints for the curriculum to design instructional materials, planning lessons, teacher-pupils roles, supporting aids and so forth. These are designed to meet specific objectives or goals. Helps in creating a proper teaching-learning environment, it ensures maximum achievement of instructional objectives.

There are five components of teaching models:

1. Focus: Focus is the main point in a teaching model. It is an objective and specifies the reason for teaching a particular topic. The focus of the teaching model is related to instructional objectives which are achieved through the teaching-learning process.
2. Syntax: Syntax refers to the phase of stages or the sequence of activities. It explains the structure of activities involved in the teaching-learning process which are to be followed strictly.
3. Social System: It describes the role of students and teachers and the relationship between them.
4. Support System: It helps in making teaching-learning effective and refers to material such as audio-visual aids, articles, books, journals, etc. It also helps in evaluating teaching on basis of acquired knowledge.
5. Application: It refers to the use and application of models for specific objectives.

So, it can be concluded that all the given points are the elements of the teaching models.

Story telling is an example of authentic listening.

Storytelling is a remarkable tool for helping students develop speaking and listening skills. When a child listens to a story the absence of visual cues helps them imagine the story and process the tale.

All learners make mistakes. As someone has said: "You can't learn without goofing". Whether you are learning how to ride a bicycle, how to fly a kite or learn a language, everyone does make mistakes.

• An error is an incorrect form and a sure indication that the learner has not mastered the core of the selective topic in a learning process.
• Errors offer an opportunity for the teachers to understand students’ thinking or thought processes since they are a window to children's thinking. 
• Errors are necessary for the learning process to give insight into children's thinking. It helps the teacher to be aware of learners' learning styles and to cater to them according to their needs.
• Making an error cannot be just due to negligence and carelessness. It may be so that students are thinking about it in a different manner other than what is the right process.
• To understand this, a teacher should analyze what mistake the students are doing, how the mistake is generated, and where exactly they tend to make mistakes.​

So, it is clear that errors offer an opportunity for the teachers to understand students’ thinking.

Demonstration method- it is the autocratic strategy of teaching. Teacher shows all the activities given in a lesson to the students as an action and explains the important points before them during demonstration. It is a teaching method used in technical and training colleges and in teacher education. This strategy focuses to achieve psychomotor and cognitive objectives. 

Heuristic method- it is a democratic strategy of teaching. Students learn themselves as teachers raise problem before the students and ask them to discover the answer. 

Discovery method- this method is used in social science to clarify the facts and concepts. This is democratic style of teaching. 

Brain storming- a problem is given to the students and they are asked to put forward their views one by one, conclusion is drawn after evaluating their jumbled ideas.

Misconceptions refer to a wrong or inaccurate idea that takes place due to the mismatch in previously assimilated and newly accommodated knowledge. 

misconceptions in students' life are playing important role in the teaching-learning process. They are necessary for the learning process to give insight into students' thinking.

•  Discovery learning: Discovery learning is the type of learning in which students can learn by finding the correct approach for the problem through their cognition.
  • Example: Finding the types of plants while going on a visit.
• This we can conclude that students can reduce or eliminate their misconceptions by finding the correct approach with the reference to discovery learning, Hence a teacher should have to facilitate discovery learning to deal with misconceptions.​

Misconceptions in student's life are:

• a significant step in the teaching-learning process.
• helping the teacher to be aware of learners' learning styles, and to cater to them according to their needs.
• Very normal among children in the learning process because it is a natural thought process and no two minds can think alike exactly.
• The misconception is an important topic among teachers because it can shape how students learn. It helps the teacher to be aware of learners' learning styles and to cater to them according to their needs.

Factors that affect a child's physical growth and development are Heredity and Environment.

• Heredity:
  • Heredity is the transmission of physical characteristics from parents to children through their genes. It impacts all aspects of physical appearance such as height, weight, body structure, the color of the eye, the texture of the hair, and even intelligence and aptitudes.
• Environment:
  • The environment plays a significant role in the development of children and it represents the sum total of physical and psychological stimulation the child receives.

The student wants to participate in a sport because it’s fun and she enjoys it. This is an example that shows Intrinsic motivation is better than extrinsic motivation for learning.

• Intrinsic Motivation refers to motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on any external pressure. Intrinsic Motivation is based on taking pleasure in an activity rather working towards an external reward. Intrinsic motivation results in high-quality learning and creativity For example; preparing any project in science/ mathematics, participating in a sport may give pleasure to the pupil as a result of which he/she is motivated to undertake similar activities on his/her own.

Multigrade teaching refers to a teaching situation in which a teacher has to teach the students of two or more grade levels in the same classroom.

The major drawback of multigrade teaching is that it allows less individual attention as in multigrade classroom:

• every child has their own individual learning needs and styles.
• every child is unique that's why no teaching method will be applicable to all.
• every child brings a wide range of aptitudes, developmental stages, experiences, etc.
• every child differs from the others on psychological aspects such as intelligence, personality, etc.

So, addressing those needs of different level students of different grades simultaneously, is the most important issue of multigrade teaching.

So, it could be concluded that the major drawback of multigrade teaching is that it allows less individual attention.

Visual-spatial disability is a non-verbal learning disability. The children have problems with visual-spatial information. It includes:

• Difficulties with visual-spatial orientation.
• Difficulties in interpreting graphs, charts, maps.
• Difficulties in judging rotate figures because of the direction and position concepts.
• Difficulties with a sense of direction, estimation of size, shape, distance, time.

Thus, it is concluded that Visual-spatial dysfunction is a learning disability.

Factors influencing learning includes:

• Cultural content: Cultural content and its value are significant influencers in the process of learning. A child who is aware of his culture and is motivated to preserve the cultural integrity of the society develops an interest in learning more about the society and thinks about the ways towards the betterment of the society.
• Maturation: Maturation is the process by which we change, grow, and develop throughout life. The maturation of the learner affects learning because ​maturation is related to the structure and potential capacity.
• Interest: Interest refers to a feeling that keeps learners involved and attentive while learning or doing a specific task. Subjects in which a learner is interested reflect his motivation, attraction, and attentiveness in favor of that subject. If a learner is disinterested in learning a particular subject it shows that he/she has a feeling of demotivation against that subject.
• Emotional factor/Emotions: Emotion impacts our levels of motivation. Positive emotions can help a student engage with learning longer because they stay motivated. Emotions during learning also impact our feelings toward education. If we have positive experiences, we are more likely to enjoy our schooling and develop a love for learning.

So, it is clear that all (i), (ii), (iii) and (iv) factors influence learning.

When the outcome is uncertain and the focus is on failure, students are likely to experience feelings of anxiety.

The evidence on latent learning became the basis of formulating Tolman’s sign-gestalt theory of learning.

It was Tolman, who highlighted the importance of mental and cognitive factors in learning within the theoretical framework of behaviorism. Learning is the interaction of internal, mental processes with the external events of our environment.

Latent learning is defined as learning which was not evidenced by behavior at the time it is learned is termed latent learning and has been studied in rats running mazes. Latent learning usually takes place when no one is present and motivation (or drive) is not great.

The four basic language skills and their natural order are listening-speaking-reading-writing. These foundational skills of language are divided into two categories which are receptive and productive skills.

For example, at first, the child starts listening to the sounds of people around him and then observes how they speak and started speaking, then later development of reading and writing skills takes place.

Let's understand it briefly:

 Thus, from the above-mentioned points, it becomes clear that A is correct and R is incorrect.