CTET Full Length Practice Test Paper 2: Social Science-1 - CTET & State TET MCQ

• Genetic factors inherited from parents play a significant role in determining a child's physical characteristics, cognitive abilities, personality traits, and susceptibility to certain diseases.


• Heredity influences the child's intelligence, temperament, talents, and potential for development.


• Some traits are passed down through generations, impacting the child's overall development.

• School provides a structured environment for learning and social interaction.


• Education received in school can significantly impact a child's cognitive development, academic skills, and future opportunities.


• School also plays a role in shaping the child's social skills, emotional intelligence, and overall well-being.

• Peers influence a child's behavior, attitudes, and beliefs.


• Peer interactions play a crucial role in the child's social development, helping them learn social norms, values, and communication skills.


• Peer relationships can impact the child's self-esteem, self-confidence, and sense of belonging.

• The environment in which a child is born can influence their development in various ways.


• Factors such as socio-economic status, cultural norms, access to resources, and community support can impact the child's opportunities and outcomes.


• Birth place can also influence the quality of healthcare, education, and social services available to the child, shaping their overall development.

Understanding "Educable IQ"

• Educable IQ Definition: Educable IQ refers to the range of IQ scores that indicate a person's ability to learn and be educated within a certain range.


• Range of Educable IQ: The range typically falls between 50 to 70.


• Significance: Individuals with an educable IQ within this range may require special education services to help them reach their full potential.


• Challenges: People with educable IQ may face challenges in academic settings but can still benefit from targeted educational interventions.


• Support and Resources: It is important to provide individuals with educable IQ the necessary support, resources, and accommodations to help them succeed in their educational pursuits.

• Praise and blame fall under extrinsic motivation: Praise and blame are external factors that influence behavior by either rewarding or punishing individuals based on their actions. This type of motivation is known as extrinsic motivation because it comes from outside sources.


• Intrinsic motivation: Intrinsic motivation, on the other hand, comes from within an individual and is driven by personal enjoyment, satisfaction, or interest in the task itself.


• Self-actualization: Self-actualization is a term used in psychology to describe the realization of one's potential and self-fulfillment, which is a higher level of motivation beyond extrinsic and intrinsic factors.


• None of these: This option is incorrect because praise and blame clearly fall under the category of extrinsic motivation.

• Historical Effect: The contextual perspective emphasizes the impact of historical events, such as wars, economic depressions, and political movements, on human development. These events shape societal norms, values, and opportunities for individuals.


• Social Effect: Social factors, such as family dynamics, peer relationships, and community influences, play a crucial role in human development according to the contextual perspective. These interactions shape an individual's beliefs, behaviors, and identity.


• Cultural Effect: Cultural beliefs, traditions, and practices impact human development by influencing how individuals perceive the world, interact with others, and make decisions. The contextual perspective recognizes the importance of cultural diversity in shaping human experiences.

• Who advanced the ideas on inherited development?




• Piaget

• J.S. Mill: Known for his contributions to philosophy and political economy, but not specifically for inherited development.


• Skinner: A behaviorist psychologist known for his theories on operant conditioning, not inherited development.


• Piaget: Jean Piaget was a Swiss psychologist known for his work in child development and cognitive theory, including ideas on inherited development.


• McDougall: A British psychologist known for his work in instinct theory and social psychology, not specifically in inherited development.

In conclusion, Piaget is the one who advanced the ideas on inherited development through his groundbreaking work in child development and cognitive theory.

• Sharp Contrast: The sharp contrast between the low status of the newcomer and the high status of the fully accepted member maximizes status envy experienced by the potential member.


• Desire for Acceptance: The newcomer may feel envious of the fully accepted member's status and strive to achieve the same level of acceptance and recognition within the group.


• Motivation to Improve: Status envy can serve as a motivator for the potential member to improve their skills, knowledge, and social interactions in order to gain higher status within the group.


• Competitive Edge: The presence of status envy in the socialization process can create a competitive edge among members, leading to increased efforts and dedication to stand out and be recognized.

• Propounder: J.P. Guilford

• Overview: The Structure of Intellect (SOI) model is a framework developed by J.P. Guilford to understand human intelligence and cognition.

• Components: Guilford proposed that intelligence consists of three main components - operations, content, and products.

• Operations: These are the mental processes involved in intellectual activities, such as convergent thinking, divergent thinking, evaluation, and memory.

• Content: This refers to the specific information or knowledge that a person possesses and uses in intellectual tasks.

• Products: These are the outcomes of intellectual activities, such as ideas, solutions, and creations.

• Impact: Guilford's SOI model has been influential in the field of psychology and education, shaping research on intelligence and cognitive processes.

• Conclusion: The Structure of Intellect model provides a comprehensive framework for understanding the complexities of human intelligence and cognition, contributing to advancements in various fields of study.

• Excessive anxieties in parents towards their children: When parents are overly anxious about their children's well-being, it can lead to emotional development issues in children. Constant worry and overprotectiveness can hinder a child's ability to develop independence and resilience.


• Rejection of the children by their parents: Children who experience rejection from their parents may struggle with self-esteem and emotional regulation. This can impact their emotional development and lead to issues such as low self-worth and trust issues.


• Overprotection of children given by the parents: While it is important for parents to protect their children, excessive overprotection can have negative consequences on a child's emotional development. Children need opportunities to learn and grow through experiences, and being overly sheltered can hinder this process.

• Encourage healthy emotional expression: Parents should create a safe environment for their children to express their emotions and feelings without judgment.


• Provide opportunities for independence: It is essential for parents to allow their children to take on age-appropriate responsibilities and make decisions on their own.


• Build a strong emotional connection: Developing a secure attachment with children can help them feel safe and supported, which is crucial for healthy emotional development.


• Seek professional help if needed: If parents notice significant emotional development issues in their children, it is important to seek help from a mental health professional for guidance and support.

• Reflective thinking involves the ability to think through a number of possible strategies or 'experiments'.


• It allows one to carefully consider different options and weigh their potential outcomes.


• Reflective thinking enables individuals to analyze a situation from different perspectives.


• It helps in making informed decisions by evaluating the pros and cons of each strategy.


• By reflecting on past experiences and learning from them, one can improve their decision-making skills.

• Cognitive Structures: Schemata are cognitive structures in memory that help individuals organize and interpret information.


• Framework: They serve as a framework for understanding the world and processing new information.


• Categories: Schemata can be thought of as mental categories that help us make sense of our experiences.


• Assimilation: They allow us to assimilate new information into existing knowledge frameworks.


• Adaptation: Schemata can also adapt and change based on new experiences and information.


• Types: There are different types of schemata, such as social schemata, script schemata, and self-schemata.


• Importance: Schemata play a crucial role in cognitive processes such as perception, memory, and problem-solving.

• Linguistics: Linguistics is the scientific study of language and its structure. It involves analyzing the form, meaning, and context of language, as well as how languages evolve over time.


• Structured systems of rules: Linguistics examines the rules and patterns that govern language, including syntax, semantics, and phonology.


• Origin of languages: Linguistics seeks to understand how languages originated and evolved, exploring historical and comparative linguistics.


• Relationships among languages: Linguistics studies the relationships between different languages, including language families, language contact, and language typology.


• Language change over time: Linguistics investigates how languages change over time through processes such as sound change, grammaticalization, and language contact.


• Nature of language sounds: Linguistics explores the nature of language sounds, including phonetics, phonology, and the production and perception of speech sounds.

• Aptitude Test: An aptitude test is designed to assess a person's natural ability to learn or to develop skills in a particular area. It measures a person's potential for success in a certain field or occupation.


• Achievement Test: An achievement test measures a person's current knowledge or skills in a specific subject or area. It assesses what a person has already learned or achieved.


• Attitude Test: An attitude test measures a person's attitudes, beliefs, or opinions on certain topics. It assesses how a person feels or thinks about specific issues.


• Creativity Test: A creativity test measures a person's ability to think creatively, generate new ideas, or solve problems in innovative ways. It assesses a person's creative thinking skills.

Therefore, in the context of predicting a person's future performance or capacity to learn, an aptitude test is the most appropriate option as it focuses on assessing a person's natural abilities and potential for success in a particular field.

• States within the person: Motivation refers to the internal processes that activate, guide, and maintain behavior over time.


• Drive behavior towards some goal: Motivation is the process that moves people towards achieving a certain goal or outcome.

• Enhances performance: Motivation can increase productivity and efficiency in individuals.


• Increases persistence: Motivation helps individuals to persevere and overcome obstacles in order to reach their goals.


• Improves focus: Motivation directs attention and effort towards specific tasks or objectives.

• Intrinsic motivation: Motivation that comes from within, driven by personal enjoyment or satisfaction.


• Extrinsic motivation: Motivation that comes from external rewards or punishments.


• Achievement motivation: Motivation to excel and succeed in competitive situations.

• Individual differences: People have different levels of motivation based on their personality, experiences, and beliefs.


• Goal setting: Setting specific, challenging goals can increase motivation and drive individuals towards achievement.


• Rewards and incentives: Offering rewards or recognition can motivate individuals to perform better.

• Internal Conditions: Internal conditions refer to the mental and emotional state of the learner that can impact the learning process.


• Stimulus: Stimulus is any event or situation that evokes a response in the learner and contributes to the learning process.


• Learner: The learner is a crucial element of the learning event as they are the ones who are actively engaged in acquiring knowledge and skills.


• Teacher: While the teacher plays a significant role in facilitating the learning process, they are not considered an inherent element of the learning event itself. The presence of a teacher is not essential for learning to occur.

Therefore, the correct answer is Teacher as it is not an element of the learning event itself, but rather a facilitator in the process.

• Operant conditioning:


• Operant conditioning is a theory that suggests that behavior can be shaped through reinforcement and punishment.


• It involves the use of reinforcement to strengthen desired behaviors.


• Through operant conditioning, behaviors that are closer to the desired behavior are reinforced, leading to a gradual shaping of the desired behavior.


• Successive approximation is the process of reinforcing behaviors that are increasingly similar to the desired behavior.


• By reinforcing these successive approximations, the individual learns to perform the desired behavior.


• Operant conditioning is based on the idea that behavior is influenced by its consequences, and that behaviors that are reinforced are more likely to be repeated.


• Overall, operant conditioning is a powerful tool for shaping behavior and teaching new skills.

• Definition: The Zone of Proximal Development refers to the difference between what a learner can do without help and what they can achieve with guidance and support from a more knowledgeable individual.



• Key Points:




• Vygotsky believed that learning takes place within this zone, where learners can accomplish tasks with assistance that they could not do independently.


• It highlights the importance of social interaction and collaboration in the learning process.


• ZPD helps educators determine the most effective ways to support students in their learning by providing tasks that are challenging but achievable with guidance.





• Implications for Teaching:




• Teachers can scaffold learning by providing appropriate support and guidance to help students progress through their ZPD.


• Collaborative learning activities, peer tutoring, and group projects are effective strategies to facilitate learning within the ZPD.


• Assessment should focus on a student's potential for growth and development, rather than just their current abilities.

• Inability to concentrate: Individuals with ADHD often have difficulty focusing on tasks for an extended period of time. They may have trouble organizing their thoughts and staying on track.



• Inability to pay attention: People with ADHD may struggle to pay attention to details, follow instructions, or complete tasks. They may easily become distracted and have a tendency to daydream.



• Difficulty in maintaining social relationships: ADHD can impact social interactions as individuals may have challenges with impulse control, communication, and understanding social cues. This can lead to misunderstandings and difficulties in forming and maintaining relationships.



• All of the above: ADHD is a complex neurodevelopmental disorder that encompasses a combination of symptoms including inattention, hyperactivity, and impulsivity. These characteristics can significantly impact an individual's daily functioning in various aspects of their life.

ADHD is a multifaceted disorder that affects individuals in different ways. The inability to concentrate, pay attention, and maintain social relationships are key characteristics of ADHD. It is important for individuals with ADHD to receive proper diagnosis and treatment, which may include therapy, medication, and behavioral interventions. By understanding the symptoms and challenges associated with ADHD, individuals can better manage their condition and improve their overall quality of life.

• Observable: Behaviors are actions that can be seen or observed by others.


• Measured: Behaviors can be quantified or assessed using various tools and techniques.


• Both (A) and (B): Since behaviors are both observable and measurable, the correct answer is option C.

• The temporal lobes are responsible for processing auditory information and are involved in hearing.

• The primary function of the temporal lobes is to control hearing.


• They process sound and allow individuals to interpret and understand auditory stimuli.


• Damage to the temporal lobes can result in hearing impairments or difficulties in processing sound.

• While the temporal lobes are primarily responsible for hearing, they also play a role in reading and listening.


• Reading involves both visual and auditory processing, with the temporal lobes aiding in the interpretation of written words.


• Listening, similarly, involves the processing of auditory information, which is a function of the temporal lobes.

• In conclusion, the temporal lobes are crucial for hearing function, but they also contribute to reading and listening abilities.


• Overall, the temporal lobes are essential for processing auditory information and play a significant role in various cognitive functions related to hearing, reading, and listening.

• Difficulty with Reversals: Confusing letters like b and d or numbers like 16 and 61 is a common sign of dyslexia, a specific learning disability that affects reading and writing skills.


• Visual Processing Issues: Children with learning disabilities may have difficulty processing visual information, leading to confusion with letters and numbers.


• Language Processing: Learning disabilities can also impact language processing, making it challenging for a child to understand and use written language correctly.


• Intervention Strategies: It is important to provide appropriate intervention and support for children with learning disabilities to help improve their reading and writing skills.

• Early Recognition: Identifying signs of learning disabilities early on can help children receive the necessary support and resources to succeed academically.


• Individualized Instruction: Tailoring instruction to meet the specific needs of a child with a learning disability can help them overcome challenges and build confidence in their abilities.


• Positive Learning Environment: Creating a supportive and inclusive learning environment can encourage children with learning disabilities to thrive and reach their full potential.


• Collaboration with Parents: Working closely with parents to develop strategies and interventions for their child can lead to greater success in managing learning disabilities.

• Definition: Scaffolding is a teaching strategy that involves providing temporary support and guidance to a student as they learn new concepts or skills.


• Role: The teacher or peer provides Shagun with the necessary assistance to help her solve the problem on her own.


• Gradual Release: Scaffolding involves gradually reducing the support provided to the student as they become more proficient in the task.


• Zone of Proximal Development: Scaffolding is closely related to the concept of the Zone of Proximal Development, which is the difference between what a learner can do on their own and what they can achieve with guidance.


• Benefit: Scaffolding helps students build their skills and confidence by allowing them to work through challenging tasks with support.

• Tolman's research focused on cognitive processes in learning, particularly in the field of latent learning and cognitive maps.


• Sensory preconditioning is a type of classical conditioning where two neutral stimuli are paired together before one of them is paired with an unconditioned stimulus.


• Tolman's studies on rats in mazes demonstrated that animals can form cognitive maps of their environment and use them to navigate even without immediate reinforcement.


• This type of learning contradicted the behaviorist principles of reinforcement learning, which emphasized the importance of rewards and punishments in shaping behavior.


• Therefore, Tolman's work is most closely associated with sensory preconditioning and the cognitive aspects of learning.

• Helps in the learning of operant behaviour: Operant conditioning is a type of learning in which behaviors are strengthened or weakened based on the consequences that follow them. It helps individuals learn new behaviors through reinforcement and punishment.


• Called type-R conditioning: Type-R conditioning refers to operant conditioning, where the focus is on the response or behavior of the individual. The reinforcement or punishment is contingent on the response made by the individual.


• Strength of conditioning is shown by the response: In operant conditioning, the strength of the conditioning is determined by the response made by the individual. If the response increases in frequency or intensity, it indicates that the conditioning is effective.

• Called type-S conditioning: This is not a characteristic of operant conditioning. Type-S conditioning is not a term commonly used to describe operant conditioning. The correct term for operant conditioning is type-R conditioning, where the focus is on the response or behavior of the individual.

• Assimilation: This is when a child incorporates new experiences into their existing mental structures or schemas. In this scenario, the child believes that the ocean's waves only roll in when he is there watching them, which shows how he is interpreting this new experience based on his existing understanding of the world.


• Accommodation: This is the process of changing existing mental structures to accommodate new experiences. The child in this situation has not yet realized that the ocean's waves continue to roll in even when he is not present, showing that he has not accommodated this new information into his understanding.

Therefore, the child in the scenario is expressing assimilation by fitting the new experience of the ocean's waves into his existing mental structures, and he has not yet attained accommodation by adjusting his understanding to incorporate the fact that the waves continue whether he is there to witness them or not.

• Positive reinforcement: Encourage the child by praising their efforts and progress, this will motivate them to concentrate more.



• Set realistic goals: Help the child set achievable goals and break down tasks into smaller steps to make studying less overwhelming.



• Provide support: Offer assistance and guidance when needed, show that you are there to help and support them in their studies.



• Use different teaching methods: Try different teaching techniques to keep the child engaged and interested in learning.



• Encourage a growth mindset: Teach the child that intelligence and abilities can be developed through hard work and dedication, this will help them stay motivated.



• Communicate with parents: Keep parents informed about the child's progress and work together to create a supportive environment for learning.

• Definition: Concurrent Verbalization, also known as Thinking Aloud, is a technique used in cognitive psychology where individuals verbalize their thoughts as they perform a task or solve a problem.


• Purpose: The main purpose of Concurrent Verbalization is to gain insight into the thought processes and decision-making strategies of individuals as they engage in a task.


• Method: Participants are asked to verbalize their thoughts out loud while performing a task, allowing researchers to analyze the cognitive processes involved in real-time.


• Benefits: This technique helps researchers understand how individuals approach and solve problems, providing valuable information about cognitive functioning and decision-making.


• Applications: Concurrent Verbalization is commonly used in studies related to problem-solving, decision-making, and task performance in various fields such as education, psychology, and human-computer interaction.

• Pencil and paper questionnaires: One way to measure social motives such as the need for achievement and need for power is through the use of pencil and paper questionnaires. These questionnaires are designed to assess an individual's self-reported levels of these motives.



• Projective tests: Another method used to measure social motives is through projective tests. These tests involve presenting individuals with ambiguous stimuli and asking them to interpret what they see. The individual's responses are then analyzed to determine underlying social motives.



• Inferences from actual behavior: Social motives can also be measured by observing and analyzing an individual's actual behavior in specific situations designed to elicit expressions of these motives. By studying how individuals respond in different scenarios, researchers can infer their levels of achievement or power motivation.



• All of these: Ultimately, a comprehensive understanding of an individual's social motives is best achieved by utilizing a combination of methods, including pencil and paper questionnaires, projective tests, and observations of actual behavior. Each method provides valuable insights into different aspects of social motives, allowing researchers to paint a more complete picture of an individual's motivation.

• According to the Montreal studies, the original infant emotion upon which all others are based is Excitement.

• The Montreal studies suggest that excitement is the primary emotion that infants experience, forming the basis for other emotions to develop.


• Infants often display excitement through their facial expressions, body movements, and vocalizations.


• This initial excitement can later evolve into other emotions such as fear, love, or distress as the infant grows and experiences different situations.


• Understanding this original infant emotion can help caregivers and parents better respond to and support the emotional development of infants.

• Goals and Motives: Students' interest in the classroom can be influenced by their personal goals and motives. If they see the relevance of the material being taught to their future aspirations, they are more likely to be engaged.



• Attitudes of Students: The attitudes of students towards the subject matter, their peers, and the teacher can impact their level of interest. Positive attitudes can lead to increased engagement and interest in learning.



• Emotions and Sentiments: Students' emotions and sentiments play a significant role in their interest in the classroom. If students feel happy, motivated, and connected to the learning environment, they are more likely to be interested in the material being taught.



• Culture and Training: The cultural background of students and their previous training experiences can also affect their interest in the classroom. Different cultures value education differently, and students with varying levels of training may have different levels of interest in the material being presented.

These external factors can all play a role in shaping students' interest in the classroom and can be important considerations for educators when designing learning experiences.

• Home: The home environment plays a crucial role in the social development of a child. It is where a child learns basic social skills, values, and norms from their family members.



• Neighbourhood: The neighbourhood also influences a child's social development as they interact with peers, neighbors, and community members. These interactions help in developing social skills, cooperation, and empathy.



• Family: Family is the primary socializing agent for a child. Parents, siblings, and extended family members shape a child's social development by providing emotional support, guidance, and modeling appropriate behavior.



• All of the above: All the mentioned factors - home, neighbourhood, and family - collectively contribute to the social development of a child. Each environment provides unique opportunities for social learning and growth.

Therefore, the agency of social development of the child encompasses various aspects of their immediate surroundings, interactions, and relationships within the family and community.