NCERT Solutions for Class 11 Psychology - Thinking Class

Q1: Explain the nature of thinking.
Ans:  Thinking is a complex mental process that involves:

• Manipulating and analysing information from the environment or memory.
• Using mental representations, such as images or concepts.
• Engaging in activities like problem solving, reasoning, and decision-making.

This internal process can be inferred from observable behaviour. For instance, a chess player deep in thought before making a move demonstrates the nature of thinking, as it is often goal-directed and organised.

Q2: What is a concept? Explain the role of concept in the thinking process.
Ans:  Concepts are mental categories that group together objects and events sharing similar characteristics. They help us organise our knowledge and assumptions about the world. Key points about the role of concepts in the thinking process:

• Building Blocks: Concepts serve as the fundamental units of thought, allowing us to structure information systematically.
• Concept Formation: This involves identifying common properties among a group of objects or ideas, which aids in classification.
• Efficiency: By forming concepts, we can access knowledge quickly and with less effort, similar to how we organise items at home.
• Real-Life Example: Just as children organise their books and stationery in specific places, concepts help streamline our thought processes.
• Library Organisation: Books are categorised by subject, making it easier to locate them, illustrating the importance of concepts in everyday life.

Hence, concepts enhance our thinking by enabling us to categorise and retrieve information efficiently.

Q3: Identify obstacles that one may encounter in problem solving.
Ans: The obstacles that one may encounter in problem solving are as follows:
(i) Mental Set

1. It is a tendency of a person to solve problems by following the previously tried mental operations based upon prior success.
2. It can create a mental rigidity and hinder problem solving since the problem solver does not think of new rules and ideas.
3. It is also related to functional fixedness, whereby people fail to solve a problem because they get fixed or stuck on the usual function of things.

(ii) Lack of Motivation

1. Motivation is a very important condition to solve problems. Sometimes people give up easily while encountering a problem or when they have had met a failure previously.
2. Thus, they become de-motivated and are unable to solve problems.

Q4: How does reasoning help in solving problems?
Ans:  Reasoning is a vital part of problem solving. It involves:

• Gathering and analysing information to reach conclusions.
• Making inferences based on the data collected.

There are different types of reasoning:

• Inductive Reasoning: This type relies on specific facts and observations. It helps in forming general rules based on multiple instances, often used in scientific contexts.
• Deductive Reasoning: This starts with a general statement and derives specific conclusions from it.
• Analogy: This method draws comparisons between two different things, helping to identify key attributes that might otherwise be overlooked.

Overall, reasoning enhances our ability to solve problems effectively by allowing us to evaluate situations and make informed decisions.

Q5: Are judgment and decision-making interrelated processes? Explain.
Ans:  Judgment and decision-making are closely related processes:

• Judgment involves forming opinions and conclusions based on available evidence.
• Decision-making requires selecting from various alternatives by assessing the costs and benefits of each option.
• Both processes rely on reasoning to arrive at conclusions.

For example:

• When choosing between subjects like psychology and economics, a student evaluates personal interest, future prospects, and teacher effectiveness.
• In everyday life, decisions can be influenced by quick judgments based on prior experiences.

Thus, effective decision-making often stems from sound judgment.

Q6: Why is divergent thinking important in creative thinking process?
Ans:  Divergent thinking is essential in the creative process as it allows for the generation of a wide range of ideas, even those that may seem unrelated. Key abilities associated with divergent thinking include:

• Fluency: The ability to produce numerous ideas for a specific task. For instance, the more uses one can think of for a paper cup, the higher their fluency.
• Flexibility: This refers to the variety in thinking. It involves considering different uses for an object or various interpretations of an image or story. For example, a paper cup could be used as a container or to draw a circle.
• Originality: The capacity to come up with unique ideas that are not commonly thought of.
• Elaboration: This skill enables a person to develop ideas in detail and explore their implications.

Divergent thinking encourages the exploration of remote associations, leading to innovative solutions. For example, thinking about food production might typically involve seeds and fertilisers, but considering cultivation in a desert for protein extraction from weeds showcases a more creative approach. Both divergent and convergent thinking are crucial for creativity. While divergent thinking generates a variety of ideas, convergent thinking helps identify the most effective or suitable solution.

Q7: How can creative thinking be enhanced?
Ans: Creative thinking can be enhanced by the following ways:

• Awareness: Be more aware of your surroundings. Notice feelings, sights, sounds, and textures. This helps you identify problems and gaps that others might miss.
• Idea Generation: Aim to generate as many ideas as possible for a task. This increases your flow of thoughts and allows you to choose the best options.
• Brainstorming: Use Osborn's brainstorming technique to think freely without judging your ideas. This encourages flexibility and creativity.
• Experience: Engage in activities that foster independent thinking. Practice helps you make better judgments.
• Imaginative Activities: Participate in activities that require imagination and original thinking.
• Feedback: Seek feedback on your ideas and consider solutions from others.
• Incubation: Allow your ideas to incubate. Sometimes, the best ideas come when you're not actively thinking about the problem.
• Visualisation: Use diagrams to understand solutions better and to visualise causes and consequences.
• Delayed Gratification: Resist the urge for immediate rewards, as this can stifle creativity.
• Confidence: Maintain a positive attitude and confidence in your abilities to tackle problems.

Q8: Does thinking take place without language? Discuss.
Ans:  According to Benjamin Lee Whorf, the contents of thought are shaped by language, a view known as the linguistic relativity hypothesis. This suggests that the limits of our thoughts are defined by the language we use, a concept referred to as linguistic determinism. In contrast, Jean Piaget argued that thought comes before language. He noted that children often imitate adults, demonstrating that thinking can occur without language. For instance:

• Children observe and mimic behaviours, which shows thought in action without verbal expression.
• Language serves as a tool for thinking, but it is not essential for the initial formation of thoughts.

Lev Vygotsky presented a third perspective, suggesting that thought and language develop separately in early childhood. He believed:

• Before the age of two, thought is primarily non-verbal and expressed through actions.
• After this age, children begin to verbalise their thoughts, leading to a blend of language and thought.

In summary, scholars have differing views on whether thinking can occur without language. Some argue for the independence of thought, while others see a strong connection between the two. Ultimately, thinking and language are interrelated processes.

Q9: How is language acquired in human beings?
Ans: Language acquisition in human beings occurs through several stages:

• Infants start by crying and making various sounds, learning to babble around six months. By nine months, these patterns become more consistent.
• By the age of one, infants develop holophrases, using single words to convey whole ideas. At 18-20 months, they progress to two-word telegraphic speech, combining two words.
• Behaviourists, such as B.F. Skinner, suggest that language is learned through imitation, reinforcement, and associating words with objects. Children mimic the sounds of their caregivers, receiving positive reinforcement for correct attempts.
• This reinforcement can lead to regional differences in pronunciation and phrasing.
• Linguist Noam Chomsky argues that children worldwide go through similar stages of language development and possess an innate ability for language acquisition, known as universal grammar.
• Chomsky also highlights a critical period for language learning, suggesting that children are naturally equipped to learn language without direct teaching.