Test: HP TGT Psychology Mock - 7 - Software Development MCQ

To have confidence that a test is valid, and thus the inferences we make based on the test scores are valid, three kinds of validity evidence are:

Construct- It is the extent to which the content of the test matches the instructional objectives.

Criterion- It is the extent to which scores on the test are in agreement with or predict an external criterion.

Content- It is the extent to which an assessment corresponds to other variables, as predicted by some rationale or theory.

Squinting the eyes while reading shows the low vision. If you find yourself squinting a lot, there's probably a reason for it. It's likely that you have a refractive error (near sightedness or far sightedness) and need glasses or a new prescription.

Cognition and emotions are interrelated to each other.

Spiritual development does not pertain to the intellectual development aim of education.

Spiritual development is the development of the non-material aspects of life, focusing on personal insight, values, meanings, and purpose. Pupils should have the opportunity to experience the “awe and wonder” of life. Students should develop a zest for life and the courage and ability to persevere, overcoming any inner resistance and vacillation when approaching obstacles. They must develop the desire to use and extend what they learn in school. A student’s perspective on life may be informed by a religious belief, but equally may not.

Observation of germinating sprouts from moong is the most suitable activity for students to understand the process of germination.

The seeds swell or increase in size on Day 1. The next day, a small white structure emerges from each seed. It gradually elongates during the next 2-3 days and small hair-like outgrowths appear around it just behind its tips.

Learning is the acquisition of new behaviour or the strengthening or weakening of old behaviour as a result of experience. It represents progressive changes in behaviour. It also involves the acquisition of knowledge, habits, and attitude. 

Factors Affect Learning:

The main factors affecting learning are Motivation of the learner, Maturation of the learner, Teaching strategies, and Physical and emotional health of the learner.

• The Interest of the Student - The factor of interest is very closely related in nature to that of symbolic drive and reward.  A favourable mental attitude facilitates learning. 
• Teaching Strategies - The strategies or steps taken by the teacher to make the class environment interactive and that also engrave interest among students regarding the topic.
• Physical and Emotional Health of the Learner: Concentration needs emotional and mental poise and absence of mental conflict or complexity. Some children find it difficult to prepare for the examinations, simply because of fear of the examination and anxiety neurosis.
• Giving motivation to the learner can increase their interest in learning.
• Maturation of the learner affects learning because ​maturation is related to the structure and potential capacity. Maturation is the process by which we change, grow, and develop throughout life. 

So, from the above-mentioned points, it becomes clear that all the given factors affect learning.

A student, while reading a story, finds some new words and is not aware of the meaning of those words. He should guess the meaning of the word in the context.

Primary school children learn most effectively in an atmosphere where the socio-emotional needs for the children are taken care of.

Young children acquire social and emotional skills, such as regulating emotions, sharing with others and following instructions. These skills lay the foundation for developing literacy, numeracy and other cognitive abilities that are critical for success in school and life.

According to Vygotsky, development does not coincide with learning. In fact, the processes of the former lag behind the processes of the latter. Subsequently, the zones of proximal development are formed. 

Zone of proximal development is the difference between what a learner can do without help, and what they can’t do.

Repeatedly asking children to engage in learning activities either to avoid punishment or to gain a reward decreases children’s natural interest and curiosity involved in learning.

Tips to Encourage Curiosity in Children:

• Be a good role model: Your child does everything he or she sees you doing. So take advantage of this behaviour to increase their curiosity.
• Encourage your child’s interest: Your child’s curiosity will lead him or her naturally towards subjects and topics that are of interest to them. 
• Give your child curiosity tools: Give your kids the ability to pursue their curiosity on their own. Try to build a good stock of books at your home as well as getting them membership in the local library.
• Let your child make mistakes: As parents, our tendency is to prevent our kids from feeling disappointed, hurt, discouraged, or rejected. But making mistakes and pulling themselves up again keeps your child curious and resilient.
• Fight boredom: Your child learns from you. When you label any activity or situation as “boring” they too will learn that only.
• Teach them how to observe: When you are with them encourage them to look around themselves and notice things that seem interesting, mysterious, exciting, etc. Teach them to look for the small details also and not just the big picture.
• Talk to your child about the impact of curiosity: Explain to your child how so many of the things that are staples in our lives are born out of someone’s curiosity about that subject.
• Give open-ended materials to play: Along with toys that have specific ways to be played with give your child open-ended materials like sand, arts and craft supplies, empty boxes, blocks that can be used in any way they want.

"Making errors is a shameful act for the learners". This statement is detrimental to student's learning.

Teacher's beliefs impact their teaching behaviour, learner development, guide their decision making and interactions with their learners. Beliefs help teachers from their planning, curricular decisions and identify what should be taught in the classroom.

Teachers’ beliefs are related to some factors that interact with each other in the processes of teaching and learning. Teachers bring beliefs acquired from many years of learning experiences to a teacher education that impacts what and how they learn to teach. Teachers’ beliefs affect what they say and do in the classroom which forms their beliefs. Teachers’ beliefs affect teacher awareness, teaching attitudes, and teaching methods. Teachers’ beliefs impact their teaching behaviour, and learner development, and guide their decision-making and interactions with their learners. Beliefs help teachers form their planning and curricular decisions and identify what should be taught in the classroom. On the whole, it can be concluded that teachers’ beliefs will have a great effect on forming active teaching methods and will bring about a considerable amount of advance in learners’ language capabilities.

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

Teacher should employ multiple ways of assessment in their classroom because children success and failure in classroom cannot be accurately and adequately determined only by a paper-pencil test. Multiple assessment includes oral test, group/individual assessment, maps, graphics, activities, assignments etc.

The behavioristic approach focuses on the mechanics of learning.

• Behaviorist approach is the study of cognitive development that is concerned with the basic mechanics of learning. Learning - changes in behavior because of experiences (excluding changes due to fatigue, injury, or drug effects), is at the center of this approach.
• The central tenet of behaviorism is that an organism learns behavioral adaptation, whose learning is governed by the principles of association (forming connections between ideas and events).
• Behaviorism stands apart from other approaches by its emphasis on the relationship between observable behavior (responses) and environmental events (stimuli).

Behaviorism or the behaviorist approach lays stress on the role of environmental stimuli in determining the way we act. Behaviorism is also referred to as behavioristic psychology.

When a child gets bored while doing a task, it is a sign that the task may have become mechanically repetitive.

These activities have the following characteristics to avoid boredom in the classroom:

• It allows vigorous physical activity as children are energetic. Keeping this in mind, plan play activities involving running, jumping, climbing, catching and throwing.
• During the day there should be some indoor and some outdoor play activities. Outdoor play is generally vigorous and indoor activities are usually quieter.
• There must be a balance between structured activities initiated by you and free play initiated by the children. For example, taking the children out on a trip or organizing activities around a particular theme are structured activities. 
• During the day you must organize both group and individual activities. The group activities will foster a spirit of cooperation and social skills, while the individual activities will give the child a chance to be alone and do something on her own, hence children are intelligent enough to do things by their own, and are capable of learning. 
• The schedule of activities should be at a reasonable pace throughout the day. This means that you should allow enough time to children. But it should not be too slow that children begin to repeat it after completing it, else it will make children bored.

A child with Learning Disability has a right to study in the regular school where there are special provisions for him.

Learning disability is a syndrome found in children of normal or above intelligence characterized by specific difficulties in learning to read (dyslexia), to write (dysgraphia), and to do grade-appropriate mathematics (dyscalculia).

"The concept of fractions should be demonstrated in multiple situations" is a desirable practice for teaching fractions at the primary level.

Fractions are important because they tell you what portion of a whole you need, have, or want. Fractions are used in baking to tell how much of an ingredient to use. Fractions are used in telling time; each minute is a fraction of the hour.

Motivation is considered a psychological factor.

Learning is a process that refers to a change in behaviour, knowledge and skill as a result of practice and experience. There are many factors that affect learning and the 'psychological aspect' is one of them. Psychological Factors are the elements of one's personality that limit or enhance the ways that one learn and thinks. Some Psychological factors that affect learning are :

• Physical Health (Age)
• Readiness
• Maturation and Ability
• Motivation and Interest
• Learning Desire
• Positive Learning Environment

Motivation is the psychological factor that initiates, guides and maintains goal oriented behaviour. It is the process of stimulating people to action for accomplishing the goal. Motivation is an urge to behave or act in a way that will satisfy certain conditions, such as wishes, desires, or goals.

Erikson’s theory describes the impact of social experience across the whole lifespan. He felt the course of development is determined by the interaction of the body (genetic biological programming), mind (psychological), and cultural (ethos) influences. the psychosocial theory basically asserts that people experience eight ‘psychosocial crisis stages’ which significantly affect each person’s development and personality. Each crisis stage relates to a corresponding life stage and its inherent challenges. Erikson used the words ‘syntonic’ for the first listed ‘positive’ disposition in each crisis (example trust) and ‘dystonic’ for the second listed ‘negative’ disposition (example, Mistrust).

Teachers can facilitate children's understanding of complex concepts by providing opportunities for exploration and discussion.

A teacher asks learners to brainstorm on the topic "Pollution due to Urbanization". Here, brainstorming means noting down points pertaining to a topic randomly.

For effective language development, it is very important to create a print-rich environment in the classroom as it refers to the classroom environment in which different forms of print such as labels, instructions, pictures, etc. are used as teaching aids. 

• A conducive environment such as a print riched and linguistically riched environment plays a meaningful role in language development as they consist of context-based relevant material for children such as pictures, rhymes, etc, and provide visual cues to learners which are required to complete a language task.
• These context-based printed materials are very helpful in literacy and language development as they allow children to talk about things and people.

So, we conclude that it is very important to create a print-rich environment in the classroom as a conducive environment plays a meaningful role in language. 

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

This task is known as paragraph dictation.

Retreat is not considered as a factor of cognition.

Cognitive factors refer to characteristics of the person that affect performance and learning. These factors serve to modulate performance such that it may improve or decline. These factors involve cognitive functions like attention, memory, and reasoning.

• Most psychologists today believe that our cognitions, i.e. our perceptions, memories, interpretations are essential ingredients of emotions.
• Stanley Schachter and Jerome Singer have proposed a two-factor theory in which emotions have two ingredients: physical arousal and a cognitive label.
• They presumed that our experience of emotion grows from our awareness of our present arousal. They also believed that emotions are physiologically similar.
• Therefore, Anger, Hunger, and fear are factors of cognition.

This type of schooling is called Submersion education.

"Use of formula for area-measurement should be taught before estimation of areas" is NOT correct in the context of teaching area- measurement of plane figures.

Measurement of plane figures: A plane, or flat, surface has two dimensions—length and width. The perimeter of a plane figure is the distance around it.

In the context of teaching area- measurement of plane figures correct statements:

• Students should be given a chance to 'discover' the various formulae.
• Grid paper can be a useful device for introducing and implementing the formal units of measurement.
• Tessellations with regular shapes can be useful for teaching area measurement.

Repeatedly asking children to engage in learning activities either to avoid punishment or to gain a reward decreases children’s natural interest and curiosity involved in learning.

Children love to see pictures and describe them in their own way. As a teacher you should use picture books because it will help learners to understand and analyze the pictures.

To meet the needs of students experiencing learning difficulties, a teacher should not practice rigid structures for teaching and evaluation.

• Learning difficulties can be defined as imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. 
• Learning disability is believed to be present if there is a substantial difference between expected and actual performance based on intelligence, ruling out other contributing factors such as poor learning-teaching environment, second language etc.

‘Choice of challenge’ is a characteristic of motivation.

Motivation is the drive to achieve something in life that satisfies one’s needs. There are two primary types of motivation namely, intrinsic motivation and extrinsic motivation. A number of behavioural characteristics are indicators of high motivation. Here are some of the important factors and some ways to help a child develop these characteristics:

• Persistence is the ability to stay with a task for a reasonably long period of time. While very young children cannot concentrate on one activity for an hour, there are still measurable differences in the length of time that young children will engage in an activity. A highly motivated child will stay involved for a long period of time, whereas an unmotivated child will give up very easily when not instantly successful.  Children learn persistence when they are successful at a challenging task.
• Choice of challenge is another characteristic of motivation. Children who experience success in meeting one challenge will become motivated, welcoming another. These motivated learners will choose an activity that is slightly difficult for them but provides an appropriate challenge. Unmotivated children (those who have not experienced early success) will pick something that is very easy and ensures instant success.
• The amount of dependency on adults is another indicator of motivation. Children with strong intrinsic motivation do not need an adult constantly watching and helping with activities. Children who have a lower level of motivation or are extrinsically motivated need constant attention from adults and cannot function independently.
• The last indicator of motivational level is emotion. Children who are clearly motivated will have a positive display of emotion. They are satisfied with their work and show more enjoyment in the activity. Children without appropriate motivation will appear quiet, sullen and bored.

The learner-centred approach of teaching puts learners in the centre and gives primacy to children's experiences and needs. It strongly believes that when children are given the freedom to work at their own pace, they develop the ability to assimilate the concepts efficiently.