CTET Previous Year Question Paper - 1 Set C (July - 2024) | CTET Previous Year Question Papers - CTET & State TET PDF Download

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P-I  !JSS-24-I! C
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
1. Howard Gardner’s concept of Intelligence implicates that :
(1) intelligence has only one dimension.
(2) intelligence is only about ‘practical’ learning.
(3) everyone processes and understands the world in the same way.
(4) human beings differ in their abilities in different domains.
„ÊÚ?«¸U ªÊ«¸UŸ/U ?§Ë ŒË ªß¸ ’ÈÁh ?§Ë •?œÊ/UáÊÊ ?§Ê ÁŸÁ„ÃÊÕ¸ „Ò Á?§ —
(1) ’ÈÁh ?§Ê ??§?‹ 8?§ „Ë •ÊÿÊ? „Ê?ÃÊ „Ò–
(2) ’ÈÁh ??§?‹ ¬?ÿÊ?ªÊà??§ •Áœª? ‚? ‚¥’¥ÁœÃ „Ò–
(3) ‚÷Ë ‹Ê?ª ŒÈÁŸÿÊ ?§Ê? ‚?ÊŸ M§¬ ‚? ‚?¤ÊÃ? •ÊÒ/U ‚¥‚ÊÁœÃ ?§/UÃ? „Ò¥–
(4) •‹ª-•‹ª •ÊÿÊ?Ê?¥ ??¥ ‹Ê?ªÊ?¥ ?§Ë •‹ª-•‹ª ÿÊ?ÇÿÃÊ8° „Ê?ÃË „Ò¥–
2. While talking about her poor marks in mathematics Avi says “I just don’t have the sense for numbers”
Avi is attributing his performance to :
(1) Lack of effort (2) Lack of ability (3) Luck (4) Task difficulty
ªÁáÊà ??¥ •¬Ÿ? p/UÊ’ •¥?§Ê?¥ ??§ ’Ê/?U ??¥ ’Êà ?§/UÃ? „È8 •Á? ?§„ÃÊ „Ò, ““?ȤÊ? •¥?§Ê?¥ ?§Ë ‚?¤Ê Ÿ„Ë¥ „Ò””–  •Á? •¬Ÿ? ¬?Œ‡Ê¸Ÿ ?§Ê
?§Ê/UáÊ Á?§‚?§Ê? ?U„/UÊ /U„Ê „Ò?
(1) ?§Ê?Á‡Ê‡Ê ?§Ë ?§?Ë (2) ÿÊ?ÇÿÃÊ ?§Ê •÷Ê? (3) Á?§S?à (4) ?§Êÿ¸ ?§Á?UŸÊ߸
3. Which of the following is not an effective memory technique for meaningful learning ?
(1) Concept Mapping (2) Elaborative Rehearsal
(3) Rote Rehearsal (4) Mnemonics
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ë ‚ÊÕ¸?§ ‚ËpŸ? ??§ Á‹8 8?§ ¬?÷Ê?Ë S?ÎÁà Ã?§ŸË?§ Ÿ„Ë¥ „Ò?
(1) ‚¥?§À¬ŸÊ ÁøòÊáÊ (2) Á?SÃÎà ŒÊ?„/UÊ?
(3) /U˜UŸ? ? ŒÊ?„/UÊ? (4) S?ÎÁà ‚„Êÿ?§ Á?ÁœÿÊ°
4. Repetitive and ritualistic behaviour is an identifying characteristic of :
(1) Attention Deficit Hyperactivity Disorder
(2) Cerebral palsy
(3) Autism Spectrum Disorder
(4) Learning Disabilities
ŒÊ?„/UÊ? ? ’Ê/Uê’Ê/U Á?§8 ¡ÊŸ? ?Ê‹Ê vÿ?„Ê/U Á?§‚?§Ë Á?Á‡Êc˜U ¬„øÊŸ „Ò?
(1) äÿÊŸ ãÿÍŸÃÊ •ÁÃÁ??§ÿʇÊË‹ÃÊ Á??§Ê/U ?§Ë
(2) ?ÁSÃc?§ ¬?ÊÊÉÊÊà ?§Ë
(3) S?‹ËŸ ??§? Á??§Ê/U ?§Ë
(4) •Áœª?Êà??§ Á??§‹Ê¥ªÃÊ ?§Ë
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
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P-I  !JSS-24-I! C
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
1. Howard Gardner’s concept of Intelligence implicates that :
(1) intelligence has only one dimension.
(2) intelligence is only about ‘practical’ learning.
(3) everyone processes and understands the world in the same way.
(4) human beings differ in their abilities in different domains.
„ÊÚ?«¸U ªÊ«¸UŸ/U ?§Ë ŒË ªß¸ ’ÈÁh ?§Ë •?œÊ/UáÊÊ ?§Ê ÁŸÁ„ÃÊÕ¸ „Ò Á?§ —
(1) ’ÈÁh ?§Ê ??§?‹ 8?§ „Ë •ÊÿÊ? „Ê?ÃÊ „Ò–
(2) ’ÈÁh ??§?‹ ¬?ÿÊ?ªÊà??§ •Áœª? ‚? ‚¥’¥ÁœÃ „Ò–
(3) ‚÷Ë ‹Ê?ª ŒÈÁŸÿÊ ?§Ê? ‚?ÊŸ M§¬ ‚? ‚?¤ÊÃ? •ÊÒ/U ‚¥‚ÊÁœÃ ?§/UÃ? „Ò¥–
(4) •‹ª-•‹ª •ÊÿÊ?Ê?¥ ??¥ ‹Ê?ªÊ?¥ ?§Ë •‹ª-•‹ª ÿÊ?ÇÿÃÊ8° „Ê?ÃË „Ò¥–
2. While talking about her poor marks in mathematics Avi says “I just don’t have the sense for numbers”
Avi is attributing his performance to :
(1) Lack of effort (2) Lack of ability (3) Luck (4) Task difficulty
ªÁáÊà ??¥ •¬Ÿ? p/UÊ’ •¥?§Ê?¥ ??§ ’Ê/?U ??¥ ’Êà ?§/UÃ? „È8 •Á? ?§„ÃÊ „Ò, ““?ȤÊ? •¥?§Ê?¥ ?§Ë ‚?¤Ê Ÿ„Ë¥ „Ò””–  •Á? •¬Ÿ? ¬?Œ‡Ê¸Ÿ ?§Ê
?§Ê/UáÊ Á?§‚?§Ê? ?U„/UÊ /U„Ê „Ò?
(1) ?§Ê?Á‡Ê‡Ê ?§Ë ?§?Ë (2) ÿÊ?ÇÿÃÊ ?§Ê •÷Ê? (3) Á?§S?à (4) ?§Êÿ¸ ?§Á?UŸÊ߸
3. Which of the following is not an effective memory technique for meaningful learning ?
(1) Concept Mapping (2) Elaborative Rehearsal
(3) Rote Rehearsal (4) Mnemonics
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ë ‚ÊÕ¸?§ ‚ËpŸ? ??§ Á‹8 8?§ ¬?÷Ê?Ë S?ÎÁà Ã?§ŸË?§ Ÿ„Ë¥ „Ò?
(1) ‚¥?§À¬ŸÊ ÁøòÊáÊ (2) Á?SÃÎà ŒÊ?„/UÊ?
(3) /U˜UŸ? ? ŒÊ?„/UÊ? (4) S?ÎÁà ‚„Êÿ?§ Á?ÁœÿÊ°
4. Repetitive and ritualistic behaviour is an identifying characteristic of :
(1) Attention Deficit Hyperactivity Disorder
(2) Cerebral palsy
(3) Autism Spectrum Disorder
(4) Learning Disabilities
ŒÊ?„/UÊ? ? ’Ê/Uê’Ê/U Á?§8 ¡ÊŸ? ?Ê‹Ê vÿ?„Ê/U Á?§‚?§Ë Á?Á‡Êc˜U ¬„øÊŸ „Ò?
(1) äÿÊŸ ãÿÍŸÃÊ •ÁÃÁ??§ÿʇÊË‹ÃÊ Á??§Ê/U ?§Ë
(2) ?ÁSÃc?§ ¬?ÊÊÉÊÊà ?§Ë
(3) S?‹ËŸ ??§? Á??§Ê/U ?§Ë
(4) •Áœª?Êà??§ Á??§‹Ê¥ªÃÊ ?§Ë
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
P-I  !JSS-24-I! C
3
5. Assertion (A) : While some children start babbling and uttering two word sentences at 12 months,
others don’t do this till they are 20 months old.
Reason (R) : Development milestones are only suggestive and development of individual
children can be quite varied.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷?§ÕŸ (A) : ¡’Á?§ ?ȧ¿U ’ëø? 12 ?„ËŸ? ?§Ë ©?? ??¥ ’«?’«?ÊŸÊ •ÊÒ/U ŒÊ? ‡ÊéŒÊ?¥ ?§Ê ?ÊÄÿ ’Ê?‹ŸÊ ‡ÊÈM§ ?§/U Œ?Ã? „Ò¥, •ãÿ
20 ?„ËŸ? ?§Ë ©?? Ã?§ 8?‚Ê Ÿ„Ë¥ ?§/UÃ? „Ò¥–
?§Ê/UáÊ (R) : Á??§Ê‚Êà??§ ¬?ÁÃ?ÊŸ ??§?‹ ‚Ê¥??§ÁÃ?§ „Ò¥ •ÊÒ/U vÿÁÄêà ’ëøÊ?¥ ?§Ê Á??§Ê‚ ?§Ê»§Ë Á÷㟠„Ê? ‚?§ÃÊ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
6. According to Lev Vygotsky, children regulate their own behaviour through the :
(1) Process of equilibration (2) Use of self-reinforcement
(3) Processes of adaptation (4) Use of inner speech
‹?? ?ÊÿªÊ?àS?§Ë ??§ •ŸÈ‚Ê/U, ’ëø? •¬Ÿ? S?ÿ¥ ??§ vÿ?„Ê/U ?§Ê? Á?§‚ ¬??§Ê/U ÁŸÿÁ?à ?§/UÃ? „Ò¥?
(1) ‚¥ÃÈ‹Ë?§/UáÊ ?§Ë ¬?Á??§ÿÊ mÊ/UÊ (2) pÈŒ ?§Ê? ¬ÈŸ’¸‹Ÿ ??§ ©¬ÿÊ?ª mÊ/UÊ
(3) •ŸÈ?ͧ‹Ÿ ?§Ë ¬?Á??§ÿÊ8° mÊ/UÊ (4) •Êà? ?Ê?˜§ ??§ ¬?ÿÊ?ª mÊ/UÊ
7. According to Lev Vygotsky’s theory, which of the following is a recommended approach in order
to optimize students’ learning experience ?
(1) providing no support to students and leaving them to struggle on their own.
(2) providing students with work that they can manage and complete individually.
(3) providing students with work that is completely unrelated to their current level of
understanding.
(4) providing students with work that is just beyond their current level of understanding, with
appropriate support and guidance.
‹?? ?ÊÿªÊ?àS?§Ë ??§ Á‚hʥà ??§ •ŸÈ‚Ê/U, ¿UÊòÊÊ?¥ ??§ ‚ËpŸ? ??§ •ŸÈ÷? ?§Ê? ’?„Ã/U ’ŸÊŸ? ??§ Á‹8 ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê 8?§
•ŸÈ‡Ê¥Á‚à ŒÎÁc˜U?§Ê?áÊ „Ò?
(1) ¿UÊòÊÊ?¥ ?§Ê? ?§Ê?߸ ‚„ÊÿÃÊ Ÿ„Ë¥ Œ?ŸÊ •ÊÒ/U ©ã„?¥ •¬Ÿ? Œ? ¬/U ‚¥ÉÊ·¸ ?§/UŸ? ??§ Á‹8 ¿UÊ?«? Œ?ŸÊ–
(2) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ Á¡‚? ?? vÿÁÄêà M§¬ ‚? ¬?’¥ÁœÃ •ÊÒ/U ¬Í/UÊ ?§/U ‚??¥§–
(3) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ ¡Ê? ©Ÿ?§Ë ‚?¤Ê ??§ ?ø?ÊŸ SÃ/U ‚? ¬Í/UË Ã/U„ ‚? •‚¥’¥ÁœÃ „Ê?–
(4) ¿UÊòÊÊ?¥ ??§ ?ø?ÊŸ SÃ/U ¬/U •ÊœÊÁ/Uà ©Ÿ?§Ê? ©Áøà ‚?Õ¸Ÿ •ÊÒ/U ?ʪ¸Œ‡Ê¸Ÿ ??§ ‚ÊÕ ?§Ê? ¬?ŒÊŸ ?§/UŸÊ–
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P-I  !JSS-24-I! C
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
1. Howard Gardner’s concept of Intelligence implicates that :
(1) intelligence has only one dimension.
(2) intelligence is only about ‘practical’ learning.
(3) everyone processes and understands the world in the same way.
(4) human beings differ in their abilities in different domains.
„ÊÚ?«¸U ªÊ«¸UŸ/U ?§Ë ŒË ªß¸ ’ÈÁh ?§Ë •?œÊ/UáÊÊ ?§Ê ÁŸÁ„ÃÊÕ¸ „Ò Á?§ —
(1) ’ÈÁh ?§Ê ??§?‹ 8?§ „Ë •ÊÿÊ? „Ê?ÃÊ „Ò–
(2) ’ÈÁh ??§?‹ ¬?ÿÊ?ªÊà??§ •Áœª? ‚? ‚¥’¥ÁœÃ „Ò–
(3) ‚÷Ë ‹Ê?ª ŒÈÁŸÿÊ ?§Ê? ‚?ÊŸ M§¬ ‚? ‚?¤ÊÃ? •ÊÒ/U ‚¥‚ÊÁœÃ ?§/UÃ? „Ò¥–
(4) •‹ª-•‹ª •ÊÿÊ?Ê?¥ ??¥ ‹Ê?ªÊ?¥ ?§Ë •‹ª-•‹ª ÿÊ?ÇÿÃÊ8° „Ê?ÃË „Ò¥–
2. While talking about her poor marks in mathematics Avi says “I just don’t have the sense for numbers”
Avi is attributing his performance to :
(1) Lack of effort (2) Lack of ability (3) Luck (4) Task difficulty
ªÁáÊà ??¥ •¬Ÿ? p/UÊ’ •¥?§Ê?¥ ??§ ’Ê/?U ??¥ ’Êà ?§/UÃ? „È8 •Á? ?§„ÃÊ „Ò, ““?ȤÊ? •¥?§Ê?¥ ?§Ë ‚?¤Ê Ÿ„Ë¥ „Ò””–  •Á? •¬Ÿ? ¬?Œ‡Ê¸Ÿ ?§Ê
?§Ê/UáÊ Á?§‚?§Ê? ?U„/UÊ /U„Ê „Ò?
(1) ?§Ê?Á‡Ê‡Ê ?§Ë ?§?Ë (2) ÿÊ?ÇÿÃÊ ?§Ê •÷Ê? (3) Á?§S?à (4) ?§Êÿ¸ ?§Á?UŸÊ߸
3. Which of the following is not an effective memory technique for meaningful learning ?
(1) Concept Mapping (2) Elaborative Rehearsal
(3) Rote Rehearsal (4) Mnemonics
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ë ‚ÊÕ¸?§ ‚ËpŸ? ??§ Á‹8 8?§ ¬?÷Ê?Ë S?ÎÁà Ã?§ŸË?§ Ÿ„Ë¥ „Ò?
(1) ‚¥?§À¬ŸÊ ÁøòÊáÊ (2) Á?SÃÎà ŒÊ?„/UÊ?
(3) /U˜UŸ? ? ŒÊ?„/UÊ? (4) S?ÎÁà ‚„Êÿ?§ Á?ÁœÿÊ°
4. Repetitive and ritualistic behaviour is an identifying characteristic of :
(1) Attention Deficit Hyperactivity Disorder
(2) Cerebral palsy
(3) Autism Spectrum Disorder
(4) Learning Disabilities
ŒÊ?„/UÊ? ? ’Ê/Uê’Ê/U Á?§8 ¡ÊŸ? ?Ê‹Ê vÿ?„Ê/U Á?§‚?§Ë Á?Á‡Êc˜U ¬„øÊŸ „Ò?
(1) äÿÊŸ ãÿÍŸÃÊ •ÁÃÁ??§ÿʇÊË‹ÃÊ Á??§Ê/U ?§Ë
(2) ?ÁSÃc?§ ¬?ÊÊÉÊÊà ?§Ë
(3) S?‹ËŸ ??§? Á??§Ê/U ?§Ë
(4) •Áœª?Êà??§ Á??§‹Ê¥ªÃÊ ?§Ë
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
P-I  !JSS-24-I! C
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5. Assertion (A) : While some children start babbling and uttering two word sentences at 12 months,
others don’t do this till they are 20 months old.
Reason (R) : Development milestones are only suggestive and development of individual
children can be quite varied.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷?§ÕŸ (A) : ¡’Á?§ ?ȧ¿U ’ëø? 12 ?„ËŸ? ?§Ë ©?? ??¥ ’«?’«?ÊŸÊ •ÊÒ/U ŒÊ? ‡ÊéŒÊ?¥ ?§Ê ?ÊÄÿ ’Ê?‹ŸÊ ‡ÊÈM§ ?§/U Œ?Ã? „Ò¥, •ãÿ
20 ?„ËŸ? ?§Ë ©?? Ã?§ 8?‚Ê Ÿ„Ë¥ ?§/UÃ? „Ò¥–
?§Ê/UáÊ (R) : Á??§Ê‚Êà??§ ¬?ÁÃ?ÊŸ ??§?‹ ‚Ê¥??§ÁÃ?§ „Ò¥ •ÊÒ/U vÿÁÄêà ’ëøÊ?¥ ?§Ê Á??§Ê‚ ?§Ê»§Ë Á÷㟠„Ê? ‚?§ÃÊ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
6. According to Lev Vygotsky, children regulate their own behaviour through the :
(1) Process of equilibration (2) Use of self-reinforcement
(3) Processes of adaptation (4) Use of inner speech
‹?? ?ÊÿªÊ?àS?§Ë ??§ •ŸÈ‚Ê/U, ’ëø? •¬Ÿ? S?ÿ¥ ??§ vÿ?„Ê/U ?§Ê? Á?§‚ ¬??§Ê/U ÁŸÿÁ?à ?§/UÃ? „Ò¥?
(1) ‚¥ÃÈ‹Ë?§/UáÊ ?§Ë ¬?Á??§ÿÊ mÊ/UÊ (2) pÈŒ ?§Ê? ¬ÈŸ’¸‹Ÿ ??§ ©¬ÿÊ?ª mÊ/UÊ
(3) •ŸÈ?ͧ‹Ÿ ?§Ë ¬?Á??§ÿÊ8° mÊ/UÊ (4) •Êà? ?Ê?˜§ ??§ ¬?ÿÊ?ª mÊ/UÊ
7. According to Lev Vygotsky’s theory, which of the following is a recommended approach in order
to optimize students’ learning experience ?
(1) providing no support to students and leaving them to struggle on their own.
(2) providing students with work that they can manage and complete individually.
(3) providing students with work that is completely unrelated to their current level of
understanding.
(4) providing students with work that is just beyond their current level of understanding, with
appropriate support and guidance.
‹?? ?ÊÿªÊ?àS?§Ë ??§ Á‚hʥà ??§ •ŸÈ‚Ê/U, ¿UÊòÊÊ?¥ ??§ ‚ËpŸ? ??§ •ŸÈ÷? ?§Ê? ’?„Ã/U ’ŸÊŸ? ??§ Á‹8 ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê 8?§
•ŸÈ‡Ê¥Á‚à ŒÎÁc˜U?§Ê?áÊ „Ò?
(1) ¿UÊòÊÊ?¥ ?§Ê? ?§Ê?߸ ‚„ÊÿÃÊ Ÿ„Ë¥ Œ?ŸÊ •ÊÒ/U ©ã„?¥ •¬Ÿ? Œ? ¬/U ‚¥ÉÊ·¸ ?§/UŸ? ??§ Á‹8 ¿UÊ?«? Œ?ŸÊ–
(2) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ Á¡‚? ?? vÿÁÄêà M§¬ ‚? ¬?’¥ÁœÃ •ÊÒ/U ¬Í/UÊ ?§/U ‚??¥§–
(3) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ ¡Ê? ©Ÿ?§Ë ‚?¤Ê ??§ ?ø?ÊŸ SÃ/U ‚? ¬Í/UË Ã/U„ ‚? •‚¥’¥ÁœÃ „Ê?–
(4) ¿UÊòÊÊ?¥ ??§ ?ø?ÊŸ SÃ/U ¬/U •ÊœÊÁ/Uà ©Ÿ?§Ê? ©Áøà ‚?Õ¸Ÿ •ÊÒ/U ?ʪ¸Œ‡Ê¸Ÿ ??§ ‚ÊÕ ?§Ê? ¬?ŒÊŸ ?§/UŸÊ–
P-I  !JSS-24-I! C
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8. Assertion (A) : Classroom pedagogy should be culturally responsive to meet the needs of students
from diverse cultural backgrounds.
Reason (R) : Equity in classroom can be ensured only through standardized curriculum and
assessment.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷?§ÕŸ (A) : Á?Á?œ ‚Ê¥S?ΧÁÃ?§ ¬Îc?U÷ÍÁ? ‚? ¿UÊòÊÊ?¥ ?§Ë ¡M§/UÃÊ?¥ ?§Ê? ¬Í/UÊ ?§/UŸ? ??§ Á‹8 ?§?ÊÊ Á‡Ê?ÊáÊ ?§Ê? ‚Ê¥S?ΧÁÃ?§ M§¬
‚? ©ûÊ/UŒÊÿË „Ê?ŸÊ øÊÁ„8–
?§Ê/UáÊ (R) : ?§?ÊÊ ??¥ ‚?ÃÊ ??§?‹ ?ÊŸ?§Ë?Χà ¬Ê?˜Uÿøÿʸ ? •Ê?§‹Ÿ ??§ mÊ/UÊ ‚ÈÁŸÁ‡øà ?§Ë ¡Ê ‚?§ÃË „Ò–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „¥Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
9. Which of the following is correct about the process of learning, according to socio-constructivist
theories ?
(1) Learning is a passive process that occurs solely through observation.
(2) Learning is a social process of meaning making.
(3) Learning is an individualistic process that occurs in isolation.
(4) Learning occurs only in a classroom or formal educational setting.
‚Ê?ÊÁ¡?§ /UøŸÊÁ?ÁŒÿÊ?¥ ??§ •ŸÈ‚Ê/U •Áœª? ?§Ë ¬?Á??§ÿÊ ??§ ’Ê/?U ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ?§ÕŸ ‚„Ë „Ò?
(1) •Áœª? 8?§ ÁŸÁc??§ÿ ¬?Á??§ÿÊ „Ò ¡Ê? ??§?‹ •?‹Ê??§Ÿ ??§ ?Êäÿ? ‚? „Ê?ÃÊ „Ò–
(2) •Áœª? •Õ¸ ÁŸ?ʸáÊ ?§Ë 8?§ ‚Ê?ÊÁ¡?§ ¬?Á??§ÿÊ „Ò–
(3) •Áœª? 8?§ vÿÁÄÃ?ÊŒË ¬?Á??§ÿÊ „Ò ¡Ê? •‹ªÊ? ??¥ „Ê?ÃÊ „Ò–
(4) •Áœª? ??§?‹ ?§?ÊÊ ÿÊ •ÊÒ¬øÊÁ/U?§ ‡ÊÒÁ?Ê?§ Á?ãÿÊ‚ ??¥ „Ê?ÃÊ „Ò–
10. Which of the following is correct in context of gifted children ?
(1) Gifted students are always happy, popular and well adjusted.
(2) Gifted students learn at comparatively advanced pace than other students.
(3) Gifted children are free from risk of learning disability.
(4) Gifted children certainly excel in all areas academic, social and emotional.
¬?ÁÃ÷ʇÊÊ‹Ë ’ëøÊ?¥ ??§ ‚¥Œ÷¸ ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ‚„Ë „Ò?
(1) ¬?ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ „??‡ÊÊ pȇÊ, ‹Ê??§Á¬?ÿ •ÊÒ/U •ë¿UË Ã/U„ ‚? ‚?ÊÿÊ?Á¡Ã „Ê?Ã? „Ò¥–
(2) ¬?ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ •ãÿ ¿UÊòÊÊ?¥ ?§Ë ÃÈ‹ŸÊ ??¥ •¬??ÊÊ?Χà ©ãŸÃ ªÁà ‚? ‚ËpÃ? „Ò¥–
(3) ¬?ÁÃ÷ʇÊÊ‹Ë ’ëø? ‚ËpŸ? ?§Ë •?Ê?ÃÊ ??§ ¡Ê?Áp? ‚? ?ÈÄà „Ê?Ã? „Ò¥–
(4) ¬?ÁÃ÷ʇÊÊ‹Ë ’ëø? ÁŸÁ‡øà M§¬ ‚? ‡ÊÒ?ÊÁáÊ?§, ‚Ê?ÊÁ¡?§ •ÊÒ/U ÷Ê?ŸÊà??§ ‚÷Ë ?Ê?òÊÊ?¥ ??¥ ©à?Χc˜UÃÊ ¬?Êåà ?§/UÃ? „Ò¥–
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PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
1. Howard Gardner’s concept of Intelligence implicates that :
(1) intelligence has only one dimension.
(2) intelligence is only about ‘practical’ learning.
(3) everyone processes and understands the world in the same way.
(4) human beings differ in their abilities in different domains.
„ÊÚ?«¸U ªÊ«¸UŸ/U ?§Ë ŒË ªß¸ ’ÈÁh ?§Ë •?œÊ/UáÊÊ ?§Ê ÁŸÁ„ÃÊÕ¸ „Ò Á?§ —
(1) ’ÈÁh ?§Ê ??§?‹ 8?§ „Ë •ÊÿÊ? „Ê?ÃÊ „Ò–
(2) ’ÈÁh ??§?‹ ¬?ÿÊ?ªÊà??§ •Áœª? ‚? ‚¥’¥ÁœÃ „Ò–
(3) ‚÷Ë ‹Ê?ª ŒÈÁŸÿÊ ?§Ê? ‚?ÊŸ M§¬ ‚? ‚?¤ÊÃ? •ÊÒ/U ‚¥‚ÊÁœÃ ?§/UÃ? „Ò¥–
(4) •‹ª-•‹ª •ÊÿÊ?Ê?¥ ??¥ ‹Ê?ªÊ?¥ ?§Ë •‹ª-•‹ª ÿÊ?ÇÿÃÊ8° „Ê?ÃË „Ò¥–
2. While talking about her poor marks in mathematics Avi says “I just don’t have the sense for numbers”
Avi is attributing his performance to :
(1) Lack of effort (2) Lack of ability (3) Luck (4) Task difficulty
ªÁáÊà ??¥ •¬Ÿ? p/UÊ’ •¥?§Ê?¥ ??§ ’Ê/?U ??¥ ’Êà ?§/UÃ? „È8 •Á? ?§„ÃÊ „Ò, ““?ȤÊ? •¥?§Ê?¥ ?§Ë ‚?¤Ê Ÿ„Ë¥ „Ò””–  •Á? •¬Ÿ? ¬?Œ‡Ê¸Ÿ ?§Ê
?§Ê/UáÊ Á?§‚?§Ê? ?U„/UÊ /U„Ê „Ò?
(1) ?§Ê?Á‡Ê‡Ê ?§Ë ?§?Ë (2) ÿÊ?ÇÿÃÊ ?§Ê •÷Ê? (3) Á?§S?à (4) ?§Êÿ¸ ?§Á?UŸÊ߸
3. Which of the following is not an effective memory technique for meaningful learning ?
(1) Concept Mapping (2) Elaborative Rehearsal
(3) Rote Rehearsal (4) Mnemonics
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ë ‚ÊÕ¸?§ ‚ËpŸ? ??§ Á‹8 8?§ ¬?÷Ê?Ë S?ÎÁà Ã?§ŸË?§ Ÿ„Ë¥ „Ò?
(1) ‚¥?§À¬ŸÊ ÁøòÊáÊ (2) Á?SÃÎà ŒÊ?„/UÊ?
(3) /U˜UŸ? ? ŒÊ?„/UÊ? (4) S?ÎÁà ‚„Êÿ?§ Á?ÁœÿÊ°
4. Repetitive and ritualistic behaviour is an identifying characteristic of :
(1) Attention Deficit Hyperactivity Disorder
(2) Cerebral palsy
(3) Autism Spectrum Disorder
(4) Learning Disabilities
ŒÊ?„/UÊ? ? ’Ê/Uê’Ê/U Á?§8 ¡ÊŸ? ?Ê‹Ê vÿ?„Ê/U Á?§‚?§Ë Á?Á‡Êc˜U ¬„øÊŸ „Ò?
(1) äÿÊŸ ãÿÍŸÃÊ •ÁÃÁ??§ÿʇÊË‹ÃÊ Á??§Ê/U ?§Ë
(2) ?ÁSÃc?§ ¬?ÊÊÉÊÊà ?§Ë
(3) S?‹ËŸ ??§? Á??§Ê/U ?§Ë
(4) •Áœª?Êà??§ Á??§‹Ê¥ªÃÊ ?§Ë
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
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5. Assertion (A) : While some children start babbling and uttering two word sentences at 12 months,
others don’t do this till they are 20 months old.
Reason (R) : Development milestones are only suggestive and development of individual
children can be quite varied.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷?§ÕŸ (A) : ¡’Á?§ ?ȧ¿U ’ëø? 12 ?„ËŸ? ?§Ë ©?? ??¥ ’«?’«?ÊŸÊ •ÊÒ/U ŒÊ? ‡ÊéŒÊ?¥ ?§Ê ?ÊÄÿ ’Ê?‹ŸÊ ‡ÊÈM§ ?§/U Œ?Ã? „Ò¥, •ãÿ
20 ?„ËŸ? ?§Ë ©?? Ã?§ 8?‚Ê Ÿ„Ë¥ ?§/UÃ? „Ò¥–
?§Ê/UáÊ (R) : Á??§Ê‚Êà??§ ¬?ÁÃ?ÊŸ ??§?‹ ‚Ê¥??§ÁÃ?§ „Ò¥ •ÊÒ/U vÿÁÄêà ’ëøÊ?¥ ?§Ê Á??§Ê‚ ?§Ê»§Ë Á÷㟠„Ê? ‚?§ÃÊ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
6. According to Lev Vygotsky, children regulate their own behaviour through the :
(1) Process of equilibration (2) Use of self-reinforcement
(3) Processes of adaptation (4) Use of inner speech
‹?? ?ÊÿªÊ?àS?§Ë ??§ •ŸÈ‚Ê/U, ’ëø? •¬Ÿ? S?ÿ¥ ??§ vÿ?„Ê/U ?§Ê? Á?§‚ ¬??§Ê/U ÁŸÿÁ?à ?§/UÃ? „Ò¥?
(1) ‚¥ÃÈ‹Ë?§/UáÊ ?§Ë ¬?Á??§ÿÊ mÊ/UÊ (2) pÈŒ ?§Ê? ¬ÈŸ’¸‹Ÿ ??§ ©¬ÿÊ?ª mÊ/UÊ
(3) •ŸÈ?ͧ‹Ÿ ?§Ë ¬?Á??§ÿÊ8° mÊ/UÊ (4) •Êà? ?Ê?˜§ ??§ ¬?ÿÊ?ª mÊ/UÊ
7. According to Lev Vygotsky’s theory, which of the following is a recommended approach in order
to optimize students’ learning experience ?
(1) providing no support to students and leaving them to struggle on their own.
(2) providing students with work that they can manage and complete individually.
(3) providing students with work that is completely unrelated to their current level of
understanding.
(4) providing students with work that is just beyond their current level of understanding, with
appropriate support and guidance.
‹?? ?ÊÿªÊ?àS?§Ë ??§ Á‚hʥà ??§ •ŸÈ‚Ê/U, ¿UÊòÊÊ?¥ ??§ ‚ËpŸ? ??§ •ŸÈ÷? ?§Ê? ’?„Ã/U ’ŸÊŸ? ??§ Á‹8 ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê 8?§
•ŸÈ‡Ê¥Á‚à ŒÎÁc˜U?§Ê?áÊ „Ò?
(1) ¿UÊòÊÊ?¥ ?§Ê? ?§Ê?߸ ‚„ÊÿÃÊ Ÿ„Ë¥ Œ?ŸÊ •ÊÒ/U ©ã„?¥ •¬Ÿ? Œ? ¬/U ‚¥ÉÊ·¸ ?§/UŸ? ??§ Á‹8 ¿UÊ?«? Œ?ŸÊ–
(2) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ Á¡‚? ?? vÿÁÄêà M§¬ ‚? ¬?’¥ÁœÃ •ÊÒ/U ¬Í/UÊ ?§/U ‚??¥§–
(3) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ ¡Ê? ©Ÿ?§Ë ‚?¤Ê ??§ ?ø?ÊŸ SÃ/U ‚? ¬Í/UË Ã/U„ ‚? •‚¥’¥ÁœÃ „Ê?–
(4) ¿UÊòÊÊ?¥ ??§ ?ø?ÊŸ SÃ/U ¬/U •ÊœÊÁ/Uà ©Ÿ?§Ê? ©Áøà ‚?Õ¸Ÿ •ÊÒ/U ?ʪ¸Œ‡Ê¸Ÿ ??§ ‚ÊÕ ?§Ê? ¬?ŒÊŸ ?§/UŸÊ–
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8. Assertion (A) : Classroom pedagogy should be culturally responsive to meet the needs of students
from diverse cultural backgrounds.
Reason (R) : Equity in classroom can be ensured only through standardized curriculum and
assessment.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷?§ÕŸ (A) : Á?Á?œ ‚Ê¥S?ΧÁÃ?§ ¬Îc?U÷ÍÁ? ‚? ¿UÊòÊÊ?¥ ?§Ë ¡M§/UÃÊ?¥ ?§Ê? ¬Í/UÊ ?§/UŸ? ??§ Á‹8 ?§?ÊÊ Á‡Ê?ÊáÊ ?§Ê? ‚Ê¥S?ΧÁÃ?§ M§¬
‚? ©ûÊ/UŒÊÿË „Ê?ŸÊ øÊÁ„8–
?§Ê/UáÊ (R) : ?§?ÊÊ ??¥ ‚?ÃÊ ??§?‹ ?ÊŸ?§Ë?Χà ¬Ê?˜Uÿøÿʸ ? •Ê?§‹Ÿ ??§ mÊ/UÊ ‚ÈÁŸÁ‡øà ?§Ë ¡Ê ‚?§ÃË „Ò–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „¥Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
9. Which of the following is correct about the process of learning, according to socio-constructivist
theories ?
(1) Learning is a passive process that occurs solely through observation.
(2) Learning is a social process of meaning making.
(3) Learning is an individualistic process that occurs in isolation.
(4) Learning occurs only in a classroom or formal educational setting.
‚Ê?ÊÁ¡?§ /UøŸÊÁ?ÁŒÿÊ?¥ ??§ •ŸÈ‚Ê/U •Áœª? ?§Ë ¬?Á??§ÿÊ ??§ ’Ê/?U ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ?§ÕŸ ‚„Ë „Ò?
(1) •Áœª? 8?§ ÁŸÁc??§ÿ ¬?Á??§ÿÊ „Ò ¡Ê? ??§?‹ •?‹Ê??§Ÿ ??§ ?Êäÿ? ‚? „Ê?ÃÊ „Ò–
(2) •Áœª? •Õ¸ ÁŸ?ʸáÊ ?§Ë 8?§ ‚Ê?ÊÁ¡?§ ¬?Á??§ÿÊ „Ò–
(3) •Áœª? 8?§ vÿÁÄÃ?ÊŒË ¬?Á??§ÿÊ „Ò ¡Ê? •‹ªÊ? ??¥ „Ê?ÃÊ „Ò–
(4) •Áœª? ??§?‹ ?§?ÊÊ ÿÊ •ÊÒ¬øÊÁ/U?§ ‡ÊÒÁ?Ê?§ Á?ãÿÊ‚ ??¥ „Ê?ÃÊ „Ò–
10. Which of the following is correct in context of gifted children ?
(1) Gifted students are always happy, popular and well adjusted.
(2) Gifted students learn at comparatively advanced pace than other students.
(3) Gifted children are free from risk of learning disability.
(4) Gifted children certainly excel in all areas academic, social and emotional.
¬?ÁÃ÷ʇÊÊ‹Ë ’ëøÊ?¥ ??§ ‚¥Œ÷¸ ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ‚„Ë „Ò?
(1) ¬?ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ „??‡ÊÊ pȇÊ, ‹Ê??§Á¬?ÿ •ÊÒ/U •ë¿UË Ã/U„ ‚? ‚?ÊÿÊ?Á¡Ã „Ê?Ã? „Ò¥–
(2) ¬?ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ •ãÿ ¿UÊòÊÊ?¥ ?§Ë ÃÈ‹ŸÊ ??¥ •¬??ÊÊ?Χà ©ãŸÃ ªÁà ‚? ‚ËpÃ? „Ò¥–
(3) ¬?ÁÃ÷ʇÊÊ‹Ë ’ëø? ‚ËpŸ? ?§Ë •?Ê?ÃÊ ??§ ¡Ê?Áp? ‚? ?ÈÄà „Ê?Ã? „Ò¥–
(4) ¬?ÁÃ÷ʇÊÊ‹Ë ’ëø? ÁŸÁ‡øà M§¬ ‚? ‡ÊÒ?ÊÁáÊ?§, ‚Ê?ÊÁ¡?§ •ÊÒ/U ÷Ê?ŸÊà??§ ‚÷Ë ?Ê?òÊÊ?¥ ??¥ ©à?Χc˜UÃÊ ¬?Êåà ?§/UÃ? „Ò¥–
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11. Learners feel engaged and actively involved in process of learning when :
(1) socio-emotional needs of learners are ignored.
(2) their prior knowledge is discarded and negated.
(3) activities are related to their context.
(4) focus of learning is repetition and memorization.
Á‡Ê?ÊÊÕ˸ •Áœª? ¬?Á??§ÿÊ ??¥ vÿSà •ÊÒ/U ‚Á??§ÿ M§¬ ‚? ‡ÊÊÁ?‹ ?„‚Í‚ ?§/UÃ? „Ò¥ ¡’ —
(1) Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ?§Ë ‚Ê?ÊÁ¡?§-÷Ê?ŸÊà??§ •Ê?‡ÿ?§ÃÊ•Ê?¥ ?§Ë ©¬??ÊÊ ?§Ë ¡ÊÃË „Ò–
(2) ©Ÿ??§ ¬Í?¸ ôÊÊŸ ?§Ê? ¬ÎÕ?§ Á?§ÿÊ ¡ÊÃÊ „Ò •ÊÒ/U Ÿ?§Ê/UÊ ¡ÊÃÊ „Ò–
(3) ªÁÃÁ?ÁœÿÊ° ©Ÿ??§ ‚¥Œ÷¸ ‚? ‚¥’¥ÁœÃ „Ê?ÃË „Ò¥–
(4) •Áœª? ?§Ê ’‹ ŒÊ?„/UÊ? •ÊÒ/U /U˜UŸ? ¬/U „Ê?ÃÊ „Ò–
12. As per Jean Piaget, pre-operational stage is characterized by abilities to perform :
(1) Imitation and reversibility (2) Symbolic play and animism
(3) Classification and seriation (4) Conservation and abstract thinking
¡ËŸ Á¬ÿÊ¡? ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ?§ÊÒŸ-‚Ë ?Ê?ÃÊ8° ¬Í?¸-‚¥Á??§ÿÊà??§ •?SÕÊ ?§Ë Á?‡Ê?·ÃÊ „Ò¥?
(1) Ÿ?§‹ •ÊÒ/U ¬?ÁÃ?Ã˸ÃÊ (2) ¬?ÃË?§Êà??§ p?‹ •ÊÒ/U ¡Ë??ÊŒ
(3) ?ªË¸?§/UáÊ •ÊÒ/U ??§?’Œ˜œÃÊ (4) ‚¥/U?ÊáÊ •ÊÒ/U •?Íø Áø¥ÃŸ
13. Assertion (A) : Teachers should focus on asking questions in classroom and encouraging children
also to ask questions rather than giving instructions.
Reason (R) : Child-centred pedagogy means giving opportunities to children’s voices and
ensuring their participation.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷?§ÕŸ (A) : Á‡Ê?Ê?§Ê?¥ ?§Ê? ?§?ÊÊ ??¥ ¬?‡Ÿ ¬Í¿UŸ? ¬/U äÿÊŸ Œ?ŸÊ øÊÁ„8 •ÊÒ/U ÁŸŒ?¸‡Ê Œ?Ÿ? ??§ ’¡Êÿ ©ã„?¥ ¬?‡Ÿ ¬Í¿UŸ? ??§ Á‹8
¬?Ê?à‚ÊÁ„Ã ?§/UŸÊ øÊÁ„8–
?§Ê/UáÊ (R) : ’Ê‹-??¥§ÁŒ?à Á‡Ê?ÊʇÊÊSòÊ ?§Ê •Õ¸ „Ò ?§?ÊÊ ??¥ ’ëøÊ?¥ ?§Ë •Ê?Ê¡ ?§Ê? ?„à? Œ?ŸÊ •ÊÒ/U ©Ÿ?§Ë ¬?ÁÃ÷ʪËÿÃÊ
?§Ê? ‚ÈÁŸÁ‡øà ?§/UŸÊ–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
14. When presented with Heinz’s dilemma, Arunima reasons : “The law wasn’t set up for these
circumstances.  Taking the drug in this situation isn’t really right, but it’s justified.”
Which stage of moral development is Arunima according to the theory of Lawrence Kohlberg ?
(1) Orientation towards punishment and obedience accepted law
(2) Instrumental purpose and exchange
(3) Social concern and conscience
(4) Morality of contrast, of individual rights and of democratically
„?¥¡ ?§Ë ŒÈÁ?œÊ ?§Ê? ¬?‡Ê Á?§8 ¡ÊŸ? ¬/U, •L§ÁáÊ?Ê Ã?¸§ Œ?ÃË „Ò¥ — ““?§ÊŸÍŸ ߟ ¬Á/UÁSÕÁÃÿÊ?¥ ??§ Á‹8 SÕÊÁ¬Ã Ÿ„Ë¥ Á?§ÿÊ ªÿÊ ÕÊ–
ß‚ ÁSÕÁà ??¥ Œ?Ê ‹?ŸÊ ?ÊSÃ? ??¥ ‚„Ë Ÿ„Ë¥ „Ò, ‹?Á?§Ÿ ÿ„ ©Áøà „Ò–””
‹ÊÚ/?¥U‚ ?§Ê?„‹’ª¸ ??§ Á‚hʥà ??§ •ŸÈ‚Ê/U •L§ÁáÊ?Ê ŸÒÁÃ?§ Á??§Ê‚ ?§Ë ?§ÊÒŸ-‚Ë •?SÕÊ „Ò?
(1) Œ¥«U ?§Ë •Ê?/U ©ã?ÈpË?§/UáÊ •ÊÒ/U •ÊôÊÊ?§ÊÁ/UÃÊ S?Ë?Χà ?§ÊŸÍŸ
(2) ÿÊ¥ÁòÊ?§ ©g?‡ÿ ? Á?ÁŸ?ÿ
(3) ‚Ê?ÊÁ¡?§ ‚/UÊ??§Ê/U •ÊÒ/U Á????§
(4) ŸÒÁÃ?§ÃÊ ?§Ê Á?/UÊ?œÊ÷Ê‚, vÿÁÄêà •Áœ?§Ê/U ? ‹Ê??§ÃÊ¥ÁòÊ?§ÃÊ
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PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
1. Howard Gardner’s concept of Intelligence implicates that :
(1) intelligence has only one dimension.
(2) intelligence is only about ‘practical’ learning.
(3) everyone processes and understands the world in the same way.
(4) human beings differ in their abilities in different domains.
„ÊÚ?«¸U ªÊ«¸UŸ/U ?§Ë ŒË ªß¸ ’ÈÁh ?§Ë •?œÊ/UáÊÊ ?§Ê ÁŸÁ„ÃÊÕ¸ „Ò Á?§ —
(1) ’ÈÁh ?§Ê ??§?‹ 8?§ „Ë •ÊÿÊ? „Ê?ÃÊ „Ò–
(2) ’ÈÁh ??§?‹ ¬?ÿÊ?ªÊà??§ •Áœª? ‚? ‚¥’¥ÁœÃ „Ò–
(3) ‚÷Ë ‹Ê?ª ŒÈÁŸÿÊ ?§Ê? ‚?ÊŸ M§¬ ‚? ‚?¤ÊÃ? •ÊÒ/U ‚¥‚ÊÁœÃ ?§/UÃ? „Ò¥–
(4) •‹ª-•‹ª •ÊÿÊ?Ê?¥ ??¥ ‹Ê?ªÊ?¥ ?§Ë •‹ª-•‹ª ÿÊ?ÇÿÃÊ8° „Ê?ÃË „Ò¥–
2. While talking about her poor marks in mathematics Avi says “I just don’t have the sense for numbers”
Avi is attributing his performance to :
(1) Lack of effort (2) Lack of ability (3) Luck (4) Task difficulty
ªÁáÊà ??¥ •¬Ÿ? p/UÊ’ •¥?§Ê?¥ ??§ ’Ê/?U ??¥ ’Êà ?§/UÃ? „È8 •Á? ?§„ÃÊ „Ò, ““?ȤÊ? •¥?§Ê?¥ ?§Ë ‚?¤Ê Ÿ„Ë¥ „Ò””–  •Á? •¬Ÿ? ¬?Œ‡Ê¸Ÿ ?§Ê
?§Ê/UáÊ Á?§‚?§Ê? ?U„/UÊ /U„Ê „Ò?
(1) ?§Ê?Á‡Ê‡Ê ?§Ë ?§?Ë (2) ÿÊ?ÇÿÃÊ ?§Ê •÷Ê? (3) Á?§S?à (4) ?§Êÿ¸ ?§Á?UŸÊ߸
3. Which of the following is not an effective memory technique for meaningful learning ?
(1) Concept Mapping (2) Elaborative Rehearsal
(3) Rote Rehearsal (4) Mnemonics
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ë ‚ÊÕ¸?§ ‚ËpŸ? ??§ Á‹8 8?§ ¬?÷Ê?Ë S?ÎÁà Ã?§ŸË?§ Ÿ„Ë¥ „Ò?
(1) ‚¥?§À¬ŸÊ ÁøòÊáÊ (2) Á?SÃÎà ŒÊ?„/UÊ?
(3) /U˜UŸ? ? ŒÊ?„/UÊ? (4) S?ÎÁà ‚„Êÿ?§ Á?ÁœÿÊ°
4. Repetitive and ritualistic behaviour is an identifying characteristic of :
(1) Attention Deficit Hyperactivity Disorder
(2) Cerebral palsy
(3) Autism Spectrum Disorder
(4) Learning Disabilities
ŒÊ?„/UÊ? ? ’Ê/Uê’Ê/U Á?§8 ¡ÊŸ? ?Ê‹Ê vÿ?„Ê/U Á?§‚?§Ë Á?Á‡Êc˜U ¬„øÊŸ „Ò?
(1) äÿÊŸ ãÿÍŸÃÊ •ÁÃÁ??§ÿʇÊË‹ÃÊ Á??§Ê/U ?§Ë
(2) ?ÁSÃc?§ ¬?ÊÊÉÊÊà ?§Ë
(3) S?‹ËŸ ??§? Á??§Ê/U ?§Ë
(4) •Áœª?Êà??§ Á??§‹Ê¥ªÃÊ ?§Ë
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
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5. Assertion (A) : While some children start babbling and uttering two word sentences at 12 months,
others don’t do this till they are 20 months old.
Reason (R) : Development milestones are only suggestive and development of individual
children can be quite varied.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷?§ÕŸ (A) : ¡’Á?§ ?ȧ¿U ’ëø? 12 ?„ËŸ? ?§Ë ©?? ??¥ ’«?’«?ÊŸÊ •ÊÒ/U ŒÊ? ‡ÊéŒÊ?¥ ?§Ê ?ÊÄÿ ’Ê?‹ŸÊ ‡ÊÈM§ ?§/U Œ?Ã? „Ò¥, •ãÿ
20 ?„ËŸ? ?§Ë ©?? Ã?§ 8?‚Ê Ÿ„Ë¥ ?§/UÃ? „Ò¥–
?§Ê/UáÊ (R) : Á??§Ê‚Êà??§ ¬?ÁÃ?ÊŸ ??§?‹ ‚Ê¥??§ÁÃ?§ „Ò¥ •ÊÒ/U vÿÁÄêà ’ëøÊ?¥ ?§Ê Á??§Ê‚ ?§Ê»§Ë Á÷㟠„Ê? ‚?§ÃÊ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
6. According to Lev Vygotsky, children regulate their own behaviour through the :
(1) Process of equilibration (2) Use of self-reinforcement
(3) Processes of adaptation (4) Use of inner speech
‹?? ?ÊÿªÊ?àS?§Ë ??§ •ŸÈ‚Ê/U, ’ëø? •¬Ÿ? S?ÿ¥ ??§ vÿ?„Ê/U ?§Ê? Á?§‚ ¬??§Ê/U ÁŸÿÁ?à ?§/UÃ? „Ò¥?
(1) ‚¥ÃÈ‹Ë?§/UáÊ ?§Ë ¬?Á??§ÿÊ mÊ/UÊ (2) pÈŒ ?§Ê? ¬ÈŸ’¸‹Ÿ ??§ ©¬ÿÊ?ª mÊ/UÊ
(3) •ŸÈ?ͧ‹Ÿ ?§Ë ¬?Á??§ÿÊ8° mÊ/UÊ (4) •Êà? ?Ê?˜§ ??§ ¬?ÿÊ?ª mÊ/UÊ
7. According to Lev Vygotsky’s theory, which of the following is a recommended approach in order
to optimize students’ learning experience ?
(1) providing no support to students and leaving them to struggle on their own.
(2) providing students with work that they can manage and complete individually.
(3) providing students with work that is completely unrelated to their current level of
understanding.
(4) providing students with work that is just beyond their current level of understanding, with
appropriate support and guidance.
‹?? ?ÊÿªÊ?àS?§Ë ??§ Á‚hʥà ??§ •ŸÈ‚Ê/U, ¿UÊòÊÊ?¥ ??§ ‚ËpŸ? ??§ •ŸÈ÷? ?§Ê? ’?„Ã/U ’ŸÊŸ? ??§ Á‹8 ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê 8?§
•ŸÈ‡Ê¥Á‚à ŒÎÁc˜U?§Ê?áÊ „Ò?
(1) ¿UÊòÊÊ?¥ ?§Ê? ?§Ê?߸ ‚„ÊÿÃÊ Ÿ„Ë¥ Œ?ŸÊ •ÊÒ/U ©ã„?¥ •¬Ÿ? Œ? ¬/U ‚¥ÉÊ·¸ ?§/UŸ? ??§ Á‹8 ¿UÊ?«? Œ?ŸÊ–
(2) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ Á¡‚? ?? vÿÁÄêà M§¬ ‚? ¬?’¥ÁœÃ •ÊÒ/U ¬Í/UÊ ?§/U ‚??¥§–
(3) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ ¡Ê? ©Ÿ?§Ë ‚?¤Ê ??§ ?ø?ÊŸ SÃ/U ‚? ¬Í/UË Ã/U„ ‚? •‚¥’¥ÁœÃ „Ê?–
(4) ¿UÊòÊÊ?¥ ??§ ?ø?ÊŸ SÃ/U ¬/U •ÊœÊÁ/Uà ©Ÿ?§Ê? ©Áøà ‚?Õ¸Ÿ •ÊÒ/U ?ʪ¸Œ‡Ê¸Ÿ ??§ ‚ÊÕ ?§Ê? ¬?ŒÊŸ ?§/UŸÊ–
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8. Assertion (A) : Classroom pedagogy should be culturally responsive to meet the needs of students
from diverse cultural backgrounds.
Reason (R) : Equity in classroom can be ensured only through standardized curriculum and
assessment.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷?§ÕŸ (A) : Á?Á?œ ‚Ê¥S?ΧÁÃ?§ ¬Îc?U÷ÍÁ? ‚? ¿UÊòÊÊ?¥ ?§Ë ¡M§/UÃÊ?¥ ?§Ê? ¬Í/UÊ ?§/UŸ? ??§ Á‹8 ?§?ÊÊ Á‡Ê?ÊáÊ ?§Ê? ‚Ê¥S?ΧÁÃ?§ M§¬
‚? ©ûÊ/UŒÊÿË „Ê?ŸÊ øÊÁ„8–
?§Ê/UáÊ (R) : ?§?ÊÊ ??¥ ‚?ÃÊ ??§?‹ ?ÊŸ?§Ë?Χà ¬Ê?˜Uÿøÿʸ ? •Ê?§‹Ÿ ??§ mÊ/UÊ ‚ÈÁŸÁ‡øà ?§Ë ¡Ê ‚?§ÃË „Ò–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „¥Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
9. Which of the following is correct about the process of learning, according to socio-constructivist
theories ?
(1) Learning is a passive process that occurs solely through observation.
(2) Learning is a social process of meaning making.
(3) Learning is an individualistic process that occurs in isolation.
(4) Learning occurs only in a classroom or formal educational setting.
‚Ê?ÊÁ¡?§ /UøŸÊÁ?ÁŒÿÊ?¥ ??§ •ŸÈ‚Ê/U •Áœª? ?§Ë ¬?Á??§ÿÊ ??§ ’Ê/?U ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ?§ÕŸ ‚„Ë „Ò?
(1) •Áœª? 8?§ ÁŸÁc??§ÿ ¬?Á??§ÿÊ „Ò ¡Ê? ??§?‹ •?‹Ê??§Ÿ ??§ ?Êäÿ? ‚? „Ê?ÃÊ „Ò–
(2) •Áœª? •Õ¸ ÁŸ?ʸáÊ ?§Ë 8?§ ‚Ê?ÊÁ¡?§ ¬?Á??§ÿÊ „Ò–
(3) •Áœª? 8?§ vÿÁÄÃ?ÊŒË ¬?Á??§ÿÊ „Ò ¡Ê? •‹ªÊ? ??¥ „Ê?ÃÊ „Ò–
(4) •Áœª? ??§?‹ ?§?ÊÊ ÿÊ •ÊÒ¬øÊÁ/U?§ ‡ÊÒÁ?Ê?§ Á?ãÿÊ‚ ??¥ „Ê?ÃÊ „Ò–
10. Which of the following is correct in context of gifted children ?
(1) Gifted students are always happy, popular and well adjusted.
(2) Gifted students learn at comparatively advanced pace than other students.
(3) Gifted children are free from risk of learning disability.
(4) Gifted children certainly excel in all areas academic, social and emotional.
¬?ÁÃ÷ʇÊÊ‹Ë ’ëøÊ?¥ ??§ ‚¥Œ÷¸ ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ‚„Ë „Ò?
(1) ¬?ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ „??‡ÊÊ pȇÊ, ‹Ê??§Á¬?ÿ •ÊÒ/U •ë¿UË Ã/U„ ‚? ‚?ÊÿÊ?Á¡Ã „Ê?Ã? „Ò¥–
(2) ¬?ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ •ãÿ ¿UÊòÊÊ?¥ ?§Ë ÃÈ‹ŸÊ ??¥ •¬??ÊÊ?Χà ©ãŸÃ ªÁà ‚? ‚ËpÃ? „Ò¥–
(3) ¬?ÁÃ÷ʇÊÊ‹Ë ’ëø? ‚ËpŸ? ?§Ë •?Ê?ÃÊ ??§ ¡Ê?Áp? ‚? ?ÈÄà „Ê?Ã? „Ò¥–
(4) ¬?ÁÃ÷ʇÊÊ‹Ë ’ëø? ÁŸÁ‡øà M§¬ ‚? ‡ÊÒ?ÊÁáÊ?§, ‚Ê?ÊÁ¡?§ •ÊÒ/U ÷Ê?ŸÊà??§ ‚÷Ë ?Ê?òÊÊ?¥ ??¥ ©à?Χc˜UÃÊ ¬?Êåà ?§/UÃ? „Ò¥–
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11. Learners feel engaged and actively involved in process of learning when :
(1) socio-emotional needs of learners are ignored.
(2) their prior knowledge is discarded and negated.
(3) activities are related to their context.
(4) focus of learning is repetition and memorization.
Á‡Ê?ÊÊÕ˸ •Áœª? ¬?Á??§ÿÊ ??¥ vÿSà •ÊÒ/U ‚Á??§ÿ M§¬ ‚? ‡ÊÊÁ?‹ ?„‚Í‚ ?§/UÃ? „Ò¥ ¡’ —
(1) Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ?§Ë ‚Ê?ÊÁ¡?§-÷Ê?ŸÊà??§ •Ê?‡ÿ?§ÃÊ•Ê?¥ ?§Ë ©¬??ÊÊ ?§Ë ¡ÊÃË „Ò–
(2) ©Ÿ??§ ¬Í?¸ ôÊÊŸ ?§Ê? ¬ÎÕ?§ Á?§ÿÊ ¡ÊÃÊ „Ò •ÊÒ/U Ÿ?§Ê/UÊ ¡ÊÃÊ „Ò–
(3) ªÁÃÁ?ÁœÿÊ° ©Ÿ??§ ‚¥Œ÷¸ ‚? ‚¥’¥ÁœÃ „Ê?ÃË „Ò¥–
(4) •Áœª? ?§Ê ’‹ ŒÊ?„/UÊ? •ÊÒ/U /U˜UŸ? ¬/U „Ê?ÃÊ „Ò–
12. As per Jean Piaget, pre-operational stage is characterized by abilities to perform :
(1) Imitation and reversibility (2) Symbolic play and animism
(3) Classification and seriation (4) Conservation and abstract thinking
¡ËŸ Á¬ÿÊ¡? ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ?§ÊÒŸ-‚Ë ?Ê?ÃÊ8° ¬Í?¸-‚¥Á??§ÿÊà??§ •?SÕÊ ?§Ë Á?‡Ê?·ÃÊ „Ò¥?
(1) Ÿ?§‹ •ÊÒ/U ¬?ÁÃ?Ã˸ÃÊ (2) ¬?ÃË?§Êà??§ p?‹ •ÊÒ/U ¡Ë??ÊŒ
(3) ?ªË¸?§/UáÊ •ÊÒ/U ??§?’Œ˜œÃÊ (4) ‚¥/U?ÊáÊ •ÊÒ/U •?Íø Áø¥ÃŸ
13. Assertion (A) : Teachers should focus on asking questions in classroom and encouraging children
also to ask questions rather than giving instructions.
Reason (R) : Child-centred pedagogy means giving opportunities to children’s voices and
ensuring their participation.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷?§ÕŸ (A) : Á‡Ê?Ê?§Ê?¥ ?§Ê? ?§?ÊÊ ??¥ ¬?‡Ÿ ¬Í¿UŸ? ¬/U äÿÊŸ Œ?ŸÊ øÊÁ„8 •ÊÒ/U ÁŸŒ?¸‡Ê Œ?Ÿ? ??§ ’¡Êÿ ©ã„?¥ ¬?‡Ÿ ¬Í¿UŸ? ??§ Á‹8
¬?Ê?à‚ÊÁ„Ã ?§/UŸÊ øÊÁ„8–
?§Ê/UáÊ (R) : ’Ê‹-??¥§ÁŒ?à Á‡Ê?ÊʇÊÊSòÊ ?§Ê •Õ¸ „Ò ?§?ÊÊ ??¥ ’ëøÊ?¥ ?§Ë •Ê?Ê¡ ?§Ê? ?„à? Œ?ŸÊ •ÊÒ/U ©Ÿ?§Ë ¬?ÁÃ÷ʪËÿÃÊ
?§Ê? ‚ÈÁŸÁ‡øà ?§/UŸÊ–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
14. When presented with Heinz’s dilemma, Arunima reasons : “The law wasn’t set up for these
circumstances.  Taking the drug in this situation isn’t really right, but it’s justified.”
Which stage of moral development is Arunima according to the theory of Lawrence Kohlberg ?
(1) Orientation towards punishment and obedience accepted law
(2) Instrumental purpose and exchange
(3) Social concern and conscience
(4) Morality of contrast, of individual rights and of democratically
„?¥¡ ?§Ë ŒÈÁ?œÊ ?§Ê? ¬?‡Ê Á?§8 ¡ÊŸ? ¬/U, •L§ÁáÊ?Ê Ã?¸§ Œ?ÃË „Ò¥ — ““?§ÊŸÍŸ ߟ ¬Á/UÁSÕÁÃÿÊ?¥ ??§ Á‹8 SÕÊÁ¬Ã Ÿ„Ë¥ Á?§ÿÊ ªÿÊ ÕÊ–
ß‚ ÁSÕÁà ??¥ Œ?Ê ‹?ŸÊ ?ÊSÃ? ??¥ ‚„Ë Ÿ„Ë¥ „Ò, ‹?Á?§Ÿ ÿ„ ©Áøà „Ò–””
‹ÊÚ/?¥U‚ ?§Ê?„‹’ª¸ ??§ Á‚hʥà ??§ •ŸÈ‚Ê/U •L§ÁáÊ?Ê ŸÒÁÃ?§ Á??§Ê‚ ?§Ë ?§ÊÒŸ-‚Ë •?SÕÊ „Ò?
(1) Œ¥«U ?§Ë •Ê?/U ©ã?ÈpË?§/UáÊ •ÊÒ/U •ÊôÊÊ?§ÊÁ/UÃÊ S?Ë?Χà ?§ÊŸÍŸ
(2) ÿÊ¥ÁòÊ?§ ©g?‡ÿ ? Á?ÁŸ?ÿ
(3) ‚Ê?ÊÁ¡?§ ‚/UÊ??§Ê/U •ÊÒ/U Á????§
(4) ŸÒÁÃ?§ÃÊ ?§Ê Á?/UÊ?œÊ÷Ê‚, vÿÁÄêà •Áœ?§Ê/U ? ‹Ê??§ÃÊ¥ÁòÊ?§ÃÊ
P-I  !JSS-24-I! C
6
15. Heredity totally determine an individual’s :
(i) Sex (ii) Gender
(iii) Academic Success (iv) Learning Style
(1) (i), (iii), (iv) (2) (ii), (iii), (iv) (3) (i) (4) (ii)
•ÊŸÈ?¥Á‡Ê?§ÃÊ ¬Í/UË Ã/U„ ‚? 8?§ vÿÁÄà ??§/?§Ë __________ ?§Ê ÁŸœÊ¸/UáÊ ?§/UÃË „Ò–
(i) ‚?Ä‚ (ii) ¡?¥«U/U
(iii) ‡ÊÒ?ÊÁáÊ?§ ‚»§‹ÃÊ (iv) ‚ËpŸ? ?§Ë ‡ÊÒ‹Ë
(1) (i), (iii), (iv) (2) (ii), (iii), (iv) (3) (i) (4) (ii)
16. Which of the following is not a characteristic of a well-formulated critical thinking question ?
(1) It requires analysis and evaluation of information.
(2) It promotes higher-level thinking and problem-solving skills.
(3) It is open-ended and allows for multiple answers.
(4) It is based primarily on factual information.
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê 8?§ •ë¿UË Ã/U„ ‚? ÃÒÿÊ/U Á?§8 ª8 •Ê‹Ê?øŸÊà??§ ‚Ê?ø ?Ê‹? ¬?‡Ÿ ?§Ë Á?‡Ê?·ÃÊ Ÿ„Ë¥ „Ò?
(1) ß‚??¥ ‚ÍøŸÊ ??§ Á?‡‹?·áÊ •ÊÒ/U ?ÍÀÿÊ¥?§Ÿ ?§Ë •Ê?‡ÿ?§ÃÊ „Ê?ÃË „Ò–
(2) ÿ„ ©ëø SÃ/UËÿ ‚Ê?ø •ÊÒ/U ‚?SÿÊ ‚?ʜʟ ?§Ê҇ʋ ?§Ê? ’…?Ê?Ê Œ?ÃÊ „Ò–
(3) ÿ„ pÈ‹Ê ¬?‡Ÿ „Ò •ÊÒ/U ?§ß¸ ©ûÊ/UÊ?¥ ?§Ê? ¬?SÃÈà ?§/UŸ? ?§Ë •ŸÈ?Áà Œ?ÃÊ „Ò–
(4) ÿ„ ?ÈÅÿ M§¬ ‚? ÃâÿÊà??§ ¡ÊŸ?§Ê/UË ¬/U •ÊœÊÁ/Uà „Ò–
17. Which of the following statement about development is correct ?
(1) Development proceeds from specific to general.
(2) Different aspects of development are independent to each other.
(3) Development is a discontinuous process.
(4) Development occurs in a spiral manner, not linear.
Á??§Ê‚ ??§ ‚ãŒ÷¸ ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ?§ÕŸ ‚„Ë „Ò?
(1) Á??§Ê‚ Á?Á‡Êc˜U ‚? ‚Ê?Êãÿ ?§Ë •Ê?/U ’…?ÃÊ „Ò–
(2) Á??§Ê‚ ??§ Á?Á÷㟠¬„‹Í 8?§-ŒÍ‚/?U ‚? S?Ã¥òÊ „Ê?Ã? „Ò¥–
(3) Á??§Ê‚ 8?§ •‚Ãà ¬?Á??§ÿÊ „Ò–
(4) Á??§Ê‚ øÁ??§ÿ Ã/UË??§ ‚? „Ê?ÃÊ „Ò, /ÒUÁp?§ Ÿ„Ë¥–
18. Assertion (A) : Teachers should constantly examine their own attitudes and biases while working
with children.
Reason (R) : The process of problem-solving is hindered by functional fixedness.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷?§ÕŸ (A) : Á‡Ê?Ê?§Ê?¥ ?§Ê? ’ëøÊ?¥ ??§ ‚ÊÕ ?§Ê? ?§/UÃ? ‚?ÿ ‹ªÊÃÊ/U •¬Ÿ? S?ÿ¥ ??§ ŒÎÁc˜U?§Ê?áÊ •ÊÒ/U ¬Í?ʸª?„Ê?¥ ?§Ë ¡Ê¥ø
?§/UŸË øÊÁ„8–
?§Ê/UáÊ (R) : ‚?SÿÊ-‚?ʜʟ ?§Ë ¬?Á??§ÿÊ ?§Êÿʸà??§ ÁSÕ/UÃÊ ‚? ’ÊÁœÃ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–