
	Trending ▼ ICSE CBSE 10th ISC CBSE 12th CTET GATE UGC NET Vestibulares ResFinder

UGC NET JUN 2005 : PSYCHOLOGY PAPER II

24 pages, 100 questions, 52 questions with responses, 61 total responses,

	ugc_net	+Fave Message
	Profile Timeline Uploads Q & A

Home > ugc_net >

Formatting page ...

Signature and Name of Invigilator Answer Sheet No. : ...................................................... (To be filled by the Candidate) 1. (Signature) Roll No. (Name) (In figures as per admission card) Roll No. 2. (Signature) (Name) Test Booklet No. J 0 4 0 5 PAPER II PSYCHOLOGY Time : 1 hours] Number of Pages in this Booklet : 24 2. 3. 4. U 1. U DU U S U U U U Write your roll number in the space provided on the top of this page. This paper consists of fifty multiple-choice type of questions. At the commencement of examination, the question booklet will be given to you. In the first 5 minutes, you are requested to open the booklet and compulsorily examine it as below : (i) To have access to the Question Booklet, tear off the paper seal on the edge of this cover page. Do not accept a booklet without sticker-seal and do not accept an open booklet. (ii) Tally the number of pages and number of questions in the booklet with the information printed on the cover page. Faulty booklets due to pages/questions missing or duplicate or not in serial order or any other discrepancy should be got replaced immediately by a correct booklet from the invigilator within the period of 5 minutes. Afterwards, neither the question booklet will be replaced nor any extra time will be given. (iii) After this verification is over, the Serial No. of the booklet should be entered in the Answer-sheets and the Serial No. of Answer Sheet should be entered on this Booklet. Each item has four alternative responses marked (A), (B), (C) and (D). You have to darken the oval as indicated below on the correct response against each item. Example : A B C 2. - 3. U U U, - S U U U - S U (i) - S U U U U S U U- U S S U U (ii) U DU U U U - S DU U U U U U U S DU / U U U U U S S U U U U U S U U - S U U - S U UQ (iii) - S R U- U U U U U- R - S U U 4. U U (A), (B), (C) (D) U U U U U A B C D ( C) U D 5. U U I U U- U where (C) is the correct response. Your responses to the items are to be indicated in the Answer Sheet given inside the Paper I booklet only . If you mark at any place other than in the ovals in the Answer Sheet, it will not be evaluated. 6. Read instructions given inside carefully. 7. Rough Work is to be done in the end of this booklet. 8. If you write your name or put any mark on any part of the test booklet, except for the space allotted for the relevant entries, which may disclose your identity, you will render yourself liable to disqualification. 9. You have to return the test question booklet to the invigilators at the end of the examination compulsorily and must not carry it with you outside the Examination Hall. 10. Use only Blue/Black Ball point pen. 11. Use of any calculator or log table etc., is prohibited. 12. There is NO negative marking. 5. J 0405 [Maximum Marks : 100 Number of Questions in this Booklet : 50 Instructions for the Candidates 1. (In words) U U U S U U U , U 6. U U 7. (Rough Work) S DU U U 8. U- S U , U U U U 9. U # U U- S U U U U U # U U U / U Z U S U U ( U U) U U 12. U U 10. 11. 1 P.T.O. PSYCHOLOGY PAPER II Note : 1. This paper contains fifty (50) multiple-choice questions, each question carrying two (2) marks. Attempt all of them. According to Gestalt Theory insight is the : (A) (B) reorganized problem structure (C) gradual accretion of a problem solution (D) 2. aha moment in problem solving main component of means-end analysis Assertion (A) : Individuality, finding one s way to the inner essence of one s being, and self-determination are important element of the phenomenological perspective. Reasoning (R) : A person s personality is partly a matter of the uniqueness hidden within and partly a matter of what the person chooses to make of it. Code : (A) (B) Both (A) and (R) are true but (R) is not the correct explanation of (A) (C) (A) is true but (R) is false (D) 3. Both (A) and (R) are true and (R) is the correct explanation of (A) (A) is false but (R) is true Information decays from long term memory : (A) (B) faster than from short term memory (C) more slowly than from short term memory (D) 4. faster than from sensory memory more slowly for rehearsed than from elaborated items In experimental research designs, error variance is sought to be minimised by : (A) (B) Control or systematic manipulation of extraneous variables only (C) Matching techniques only (D) 5. Random assignment of subjects to groups only All of the above Method of summated ratings was developed in attitude scale construction by : (A) J 0405 Thurstone (B) Bogardus (C) 2 Likert (D) Thorndike II U (50) - U (2) U 1. S h C (A) (B) S (C) 2. S S R h (D) (A) Q , S , , (R) Q Q M , (A) (B) (A) (R) (R) (A) (C) (A) (R) (D) 3. (A) (R) (R), (A) (A) (R) S O (A) (B) S (C) S (D) 4. S S (A) (B) s R h (C) m (D) 5. M h Q S (summated ratings) (A) J 0405 (B) (C) 3 (D) P.T.O. 6. Match List-A and List-B : List-A List-B Theorists Theories of personality (a) Kurt Lewin (i) Trait theory (b) Gordon Allport (ii) Field theory (c) Erik Erikson (iii) Theory of individual psychology (d) Alfred Adler (iv) Psycho-social theory Code : (a) (c) (d) (A) (ii) (i) (iv) (iii) (B) (i) (iii) (ii) (iv) (C) (iv) (ii) (iii) (i) (D) 7. (b) (iii) (ii) (iv) (i) Learning that is affected by consequences is called : (A) (B) Self-regulated learning (C) 8. Classical conditioning Behavioural self-management (D) Operant conditioning Tiny gap between the axon terminal of one neuron and the dendrites or cell body of the next neuron is : (A) (B) Synapses (C) 9. Synaptic knob Synaptic cleft (D) Synaptic vesicles Any distorting or selective effect of a person s inner world on his perception or conception of the outer world is : (A) 10. Projection (B) Introjection (C) Empathy An interval scale of measurement contains : (i) properties of nominal and ordinal scales (ii) an absolute zero point (iii) comparable differences between different intervals of the scale (iv) a minimum requirement for use of parametric tests. Code : (A) (i), (ii), (iii) and (iv) are correct (B) (i), (ii) are correct (C) (i), (ii) and (iv) are correct (D) (i), (iii) and (iv) are correct J 0405 4 (D) Denial 6. -A -B - A h - B h (a) (i) h (b) (ii) h (c) (iii) Q h (d) (iv) - h (A) (B) (C) (D) 7. (a) (ii) (i) (iv) (iii) (b) (i) (iii) (ii) (ii) (c) (iv) (ii) (iii) (iv) (d) (iii) (iv) (i) (i) m ? (A) (B) S - (C) 8. S - (D) (dendrites) (A) (B) S (C) 9. S S (D) S Q Q h (A) 10. (B) (C) (D) (i) (ii) (iii) (iv) (A) (i), (ii), (iii) (iv) (B) (i), (ii) (C) (i), (ii) (iv) (D) (i), (iii) (iv) J 0405 5 P.T.O. 11. Associative neurons are found at : (A) (B) Hands only (C) 12. Spinal chord only Legs only (D) Spinal chord and Brain only The place theory of pitch in hearing was first proposed by : (A) (B) George Von Bekesy (C) 13. Hermann Helmholtz Heinrich Hertz (D) Stevens The opponent-process theory of colour vision was formulated by : (A) (B) Hering (C) 14. Young-helmholtz Kuffler (D) Leo Hurvich and Dorothea Jameson Match List-A with List-B and select the correct answer using the codes given below : List-A List-B Nervous system and Brain Area or control (a) Central nervous system (i) nerves connecting receptors and effectors (b) Peripheral nervous system (ii) Left side of the body (c) Right cerebral hemisphere (iii) Brain and spinal chord (d) Left cerebral hemisphere (iv) Right side of the body Code : (a) (c) (d) (A) (ii) (i) (iii) (iv) (B) (iii) (i) (ii) (iv) (C) (iv) (i) (ii) (iii) (D) (i) (ii) (iii) (iv) Assertion (A) : Intelligent people are more creative. Reasoning (R) 15. (b) : Intelligence and creativity are positively related. Code : (A) Both (A) and (R) are false (B) Both (A) and (R) are true (C) (A) is true but (R) is false (D) (R) is true but (A) is false J 0405 6 11. (A) (B) (C) 12. (D) S c S - h (A) (B) (C) 13. (D) S C - R h (A) (B) (C) 14. (D) -A -B Q - A S c (a) - B (i) F (b) (ii) (c) S c (iii) S c (d) S c (iv) (a) (b) (c) (d) (A) (ii) (i) (iii) (iv) (B) (iii) (i) (ii) (iv) (C) (iv) (i) (ii) (iii) (D) (i) (ii) (iii) (iv) (A) h (R) 15. h M (A) (A) (R) (B) (A) (R) (C) (A) (R) (D) (R) (A) J 0405 7 P.T.O. 16. The Eysenck Personality Inventory (EPI) has the following dimension(s) : (A) Extraversion only (B) Extraversion and Neuroticism only (C) Neuroticism only (D) Extraversion, Neuroticism and lie only 17. When one is actively engaged in thought (trying to work through a difficult problem) the EEG record would show a rapid but rather irregular pattern of electrical activity. This sort of activity pattern of brain is called : (A) Alpha waves (B) Delta waves (C) Beta waves (D) Theta waves 18. Validity that yields information about how well the scores of one measure correlate with scores from a second measure is called : (A) Face validity (B) Content validity (C) Concurrent validity (D) Criterion validity 19. Which of the following characteristics is true of applied and basic research in Psychology ? (A) Basic research has no human relevance (B) Applied research has impact on problems in the real life (C) When basic research is applied under control conditions it becomes applied research (D) Both (A) and (B) are true 20. Which one of the following does not measure aptitude ? (A) GATB (B) TAT (C) FACT 21. Assertion (A) : Reason (R) : (D) DAT Super ego gains strength as children incorporate many of parents values and attain gender identity. Children cope with oedipus complex by repressing the associated threatening feelings and by identifying with the rival parents, and this contributes to gender identity. Code : (A) Both (A) and (R) are true and (R) is the correct explanation of (A) (B) Both (A) and (R) are true but (R) is not the correct explanation of (A) (C) (A) is true but (R) is false (D) (A) is false but (R) is true 22. When we perceive an apple from a distance of 6 or 16 feet, it makes no difference in our perception. Choose the correct reason from the following options : (A) Perceptual assimilation (B) Perceptual contract (C) Perceptual constancy (D) Perceptual vigilance J 0405 8 16. ( . . .) (Dimensions) (A) (B) (C) 17. (D) , S R M . . . R S c R (A) 18. (B) (C) (D) (A) 19. s (B) (C) (D) (Basic) (Applied) (A) (B) S (C) M (D) 20. (A) (B) ? (A) 21. (A) (B) (C) (D) - S , Q (R) - S h C (A) (B) (A) (R) (R) (A) (C) (A) (R) (D) 22. (A) (R) (R) (A) (A) (R) 6 16 , (A) (B) (C) (D) J 0405 9 P.T.O. 23. A type of thinking in which a person searches for multiple ideas or solutions is : (A) (B) Vertical thinking (C) 24. Divergent thinking Ideational fluency (D) Convergent thinking Match correctly the Psychologists (List-I) with their suggested reasons for forgetting (List-II). List-I List-II (a) Atkinson and Shiffirin (i) Lack of retrieval cues (b) Craik and Lockhart (ii) Inadequate perseveration and consolidation of learned material (c) Muller and Pilzecker (iii) Displacement of learned material (d) Tulving (iv) Dual processing of learned material in STM and LTM Code : (a) (c) (d) (A) (iii) (iv) (ii) (i) (B) (i) (ii) (iv) (iii) (C) (ii) (i) (iii) (iv) (D) 25. (b) (iv) (iii) (i) (ii) Remembering information about a stimulus in addition to what you intended to remember (eg. position of a paragraph in a page) is called : (A) (B) Elaborative learning (C) 26. Accidental learning Incidental learning (D) Intentional learning Match List-I (Test) with List-II (Population / Ability) : List-I List-II (Test) (Population / Ability) (a) Seguin Form Board Performance Test (i) Students specific abilities (b) (c) The Bayley Scale California Test of of Mental Maturity (ii) (iii) Mentally Retarded People from different cultures (d) Progressive Matrices (iv) Very young children Code : (a) (b) (c) (d) (A) (i) (ii) (iii) (iv) (B) (iv) (i) (iii) (ii) (C) (iii) (ii) (iv) (i) (D) (ii) (iv) (i) (iii) J 0405 10 23. Q , (A) (B) (C) 24. (D) -I S -II - I - II (a) (i) S (b) R (ii) - S (c) (iii) - S S (d) (iv) S - S R (A) (B) (C) (b) (iv) (ii) (i) (c) (ii) (iv) (iii) (d) (i) (iii) (iv) (D) 25. (a) (iii) (i) (ii) (iv) (iii) (i) (ii) g S Q ( l S S ) (A) (B) S (C) 26. (D) -I ( ) -II ( C) - I - II ( ) ( C / ) (a) S (i) l (b) S (ii) h (c) S (iii) S (d) (iv) (A) (B) (C) (D) J 0405 (a) (i) (iv) (iii) (ii) (b) (ii) (i) (ii) (iv) (c) (iii) (iii) (iv) (i) (d) (iv) (ii) (i) (iii) 11 P.T.O. 27. When we look at a figure for sometime and then look at another figure, the perception of the second figure is referred to as __________ . (A) (B) Illusion (C) 28. After image The figural after effect (D) Distorted perception Match the items of List-I with those of List-II. List-I List-II (a) id (i) energy that comes from the sexual instinct (b) ego (ii) mediator between reality, the super ego, and the id (c) ego ideal (iii) unconscious urges seeking expression (d) libido (iv) that part of super ego concerned with standards Code : (a) (c) (d) (A) (i) (iii) (ii) (iv) (B) (iii) (ii) (iv) (i) (C) (ii) (iii) (i) (iv) (D) (iv) (iii) (ii) (i) Assertion (A) : The polygraph is an instrument used to measure physiological responses associated with emotional arousal. Reason (R) 29. (b) : Emotions are the products of one s beliefs and physiological changes are cognitive effects. Code : (A) (B) Both (A) and (R) are true but (R) is not the correct explanation of (A) (C) (A) is true but (R) is false (D) 30. Both (A) and (R) are true and (R) is the correct explanation of (A) (A) is false but (R) is true Which of the following statements is NOT true of classical conditioning ? (A) Backward conditioning, in which UCS occurs before the CS, is more effective than delay conditioning. (B) Conditioning is faster as the intensity of CS or UCS increases (C) Longer the CS-UCS interval the weaker the conditioning (D) A weak conditioned response may reappear sometime after extinction J 0405 12 27. , (A) (B) (C) 28. (D) -I -II - I - II (a) (i) (b) (ii) S , S (c) (iii) (d) (iv) S S (a) (c) (d) (A) (i) (iii) (ii) (iv) (B) (iii) (ii) (iv) (i) (C) (ii) (iii) (i) (iv) (D) 29. (b) (iv) (iii) (ii) (i) (A) R (R) , (A) (B) (A) (R) (R) (A) (C) (A) (R) (D) 30. (A) (R) (R) (A) (A) (R) (A) C , S g S g (B) g S g (C) g -S g (D) R S J 0405 13 P.T.O. 31. According to Gestalt theory, which of the following statements is correct ? (A) (B) Perceptual organization is acquired (C) Perceptual organization is partially natural and partially acquired (D) 32. Perceptual organization is natural Perceptual organization is a false notion The aroused condition of an organism that results from some bodily or tissue deficit is called : (A) 33. Drive (B) Motive (C) Goal (D) Incentive The theory of emotion proposed by Schacter and Singer is a : (A) (B) neurobiological theory of emotions (C) 34. social theory of emotions cognitive theory of emotions (D) psychoanalytic theory of emotions A researcher compared the effects of two methods of treatment on depressive patients. The first 20 patients admitted to a clinic were treated by method 1 and the next 20 by method 2. Pre-and post-treatment depression scores of the two groups were compared. Assertion (A) : The research design is quasi-experimental and not an experimental design. Reasoning (R) : Experimental procedures require random or systematic assignment of subjects to treatment conditions. Code : (A) (B) Both (A) and (R) are true but (R) is not the correct explanation of (A) (C) (A) is true but (R) is false (D) 35. Both (A) and (R) are true and (R) is the correct explanation of (A) (A) is false but (R) is true For Piaget, achieving a harmony between sensory information and accumulated knowledge is called : (A) (B) learning (C) 36. assimilation disequilibrium (D) equilibrium Which of the following is not true about the trait approach as compared to type approach ? (A) A trait is more limited in influence (B) Unlike the type approach, the trait approach permits a large number of dimensions (C) Trait approach avoids over simplification (D) Any number of traits can be combined into a systematic theory J 0405 14 31. S h ? (A) (B) (C) S (D) 32. S S (A) 33. (B) (C) (D) m h (A) (B) h (C) 34. h h (D) h m m - # (A) - (R) R S h M (A) (B) (A) (R) (R) (A) (C) (A) (R) (D) 35. (A) (R) (R) (A) (A) (R) $ S (A) 36. (B) (C) (D) ? (A) (B) (C) (D) R h h J 0405 15 P.T.O. 37. Punishment involves : (i) Suppression of behaviour (ii) Behaviours being followed by unpleasant consequences (iii) Avoidance conditioning (iv) Increasing strength of a response Which of the following is true ? (A) (i) and (iii) are correct (B) (ii) and (iii) are correct (C) (i) and (ii) are correct (D) (i), (ii) and (iii) are correct 38. Assertion (A) Reasoning (R) : : In variable-interval schedule organisms respond at a steady rate. Variable-interval schedule of reinforcement is a partial or intermittent schedule. Code : (A) Both (A) and (R) are true and (R) is the correct explanation of (A) (B) Both (A) and (R) are true, but (R) is not the correct explanation of (A) (C) (A) is true but (R) is false (D) (A) is false but (R) is true 39. When a Conditioned Stimulus (CS) is no longer followed by the Unconditioned Stimulus (UCS), the CS gradually loses the ability to evoke Conditioned Response (CR). This phenomenon is known as : (A) Reconditioning (B) Backward conditioning (C) Discrimination learning (D) Extinction 40. Match List-I with List-II : List-I (Phenomena) (a) Rules regarding delivery of reinforcement (b) Approximation of desired behaviour (c) Process of weakening or decreasing rate of response (d) Voluntary response Code : (a) (A) (v) (B) (iv) (C) (iv) (D) (v) J 0405 (b) (i) (iii) (i) (iii) (c) (ii) (v) (ii) (i) (i) (ii) Reinforcement (iv) (v) 16 Punishment (iii) (d) (iii) (ii) (v) (ii) List-II (Concepts) Shaping Schedules of reinforcement Operant 37. (i) (ii) (iii) (iv) R ? (A) (B) (C) (D) 38. (A) (R) (A) (B) (C) (D) 39. (i) (iii) (ii) (iii) (i) (ii) (i), (ii) (iii) R Q (A) (R) (R), (A) (A) (R) (R) (A) (A) (R) (A) (R) S g (UCS) g (CS) , g R - # R (A) (C) 40. (B) (D) -I -II - I ( ) (a) (b) (c) - II ( ) (i) (ii) (iii) (iv) (v) R $ R (d) R R (A) (B) (C) (D) J 0405 (a) (v) (iv) (iv) (v) (b) (i) (iii) (i) (iii) (c) (ii) (v) (ii) (i) (d) (iii) (ii) (v) (ii) 17 P.T.O. 41. Conditioning technique designed to gradually reduce anxiety about a particular object or situation is called : (A) (B) Cognitive Therapy (C) 42. Sensitization Therapy Desensitization Therapy (D) Cognitive-Behavioural Therapy Lazarus suggests different components of emotions. Arrange them in sequence. (i) Cognitive Appraisal (ii) Person-environment relationship (iii) Emotional Responses Code : (A) (iii) (i) (B) (i) (iii) (ii) (C) (i) (ii) (iii) (D) 43. (ii) (ii) (i) (iii) Memories that shed light on the power of distinctiveness and has strong vivid recollection of same autobiographical event and that carries with it strong emotional reaction is known as : (A) (B) Distinctive Memory (C) 44. Picture Memory Flashbulb Memory (D) Semantic Memory Match List-I (Type of Research) with List-II (Essential feature). List-I List-II (Type of Research) (Essential feature) (a) Laboratory of Experiments (i) Unobtrusive observation (b) Field study (ii) Study of covariation of events (c) Survey Method (iii) Naturalistic observation (d) Correlational Research (iv) Information collected through interviews or questionnaires (v) Control and systematic manipulation of variables Code : (a) (b) (c) (d) (A) (i) (iii) (ii) (iv) (B) (v) (i) (iii) (iv) (C) (i) (ii) (iii) (iv) (D) (v) (iii) (iv) (ii) J 0405 18 41. S S ? (A) (B) (C) 42. (D) $ R h (i) (ii) Q - (iii) R (A) (iii) (i) (B) (i) (iii) (ii) (C) (i) (ii) (iii) (D) 43. (ii) (ii) (i) (iii) S , R (A) (C) 44. S (B) S S (D) S -I ( ) -II ( ) - I ( ) - II ( ) (a) (i) (b) (ii) (c) (iii) (d) (iv) m C (v) R h (a) (b) (c) (d) (A) (i) (iii) (ii) (iv) (B) (v) (i) (iii) (iv) (C) (i) (ii) (iii) (iv) (D) (v) (iii) (iv) (ii) J 0405 19 P.T.O. Read the passage below and answer the questions (45-50) that follow, based on your understanding of the passage : Jerome S. Bruner is a cognitive psychologist, with primary interest in the development of mental abilities. He had a major impact on the education profession with the publication of his book The process of education (1960). He later proposed some theorems regarding instruction, illustrated by the teaching of mathematics, and moved further toward a theory of instruction in a subsequent collection of essays (Bruner, 1966). In the latter, he points out that a theory of instruction is prescriptive in that it proposes rules for achieving knowledge or skill and provides techniques for measuring or evaluating outcomes. It is also normative, in that it sets goals to be achieved and deals with conditions for meeting them. He goes on to specify four features that a theory of instruction must encompass : 1. Predisposition to learn. A theory of instruction must be concerned with the experiences and contexts that will tend to make the child willing and able to learn when he or she enters school. 2. Structure of knowledge. It must specify the ways in which a body of knowledge should be structured so that it can be most readily grasped by the learner. 3. Sequence. It should specify the most effective sequences in which to present the materials. 4. Reinforcement. It should specify the nature and pacing of rewards, moving from extrinsic rewards to intrinsic ones. Bruner has taken the position that, with sufficient understanding of the structure of a field of knowledge, something anticipating the later, more advanced concepts can be taught appropriately at much earlier ages. His aphorism has been widely quoted : Any subject can be taught effectively in some intellectually honest form to any child at any stage of development . The developmental aspect of Bruner s theory lies in his interest in cognitive development, originally stimulated by Piaget. This has led him to emphasize three modes of representation in a developmental sequence : the enactive, the iconic, and the symbolic. The enactive mode is learning through action, an essentially wordless learning, such as learning to ride a bicycle. The iconic mode is based on representation through perceptual means (hence the icon , or image standing for something). A mental map that permits us to follow a route from where we are to where we are going constitutes such an iconic representation. Finally, the symbolic mode enables the translation of experience into words, and these permit eventually the kinds of transformations that at the later stages become of so much interest to Piaget. 45. This (A) (B) (C) (D) 46. Prescriptive theory is one which : (A) suggests practical applications (C) has educational relevance J 0405 passage shows that Bruner is primarily concerned with : application of learning theory application of principles of development to education role of language in human development teaching of mathematics (B) (D) 20 sets objectives or goals specifies learning outcomes (45 - 50) l l . M S The process of education (1960) S (Bruner, 1966) h h Prescriptive S c normative S # h 1. S (Predisposition) - h Z S 2. S C S m 3. R S C R S S 4. S S M S C S M m , , M S C h h the enactive, the iconic the symbolic. Enactive R Iconic R m S - Iconic S Symbolic l S , L 45. (A) (B) - h (C) (D) 46. h R h (A) (B) g (C) (D) c J 0405 21 P.T.O. 47. According to Bruner, (A) (B) concepts should only be taught after emergence of words (C) concepts can be appropriately taught at any stage of development (D) 48. concepts can be taught only in appropriate stages children should learn concepts only through action A theory of instruction must deal with predisposition to learn which refers to : (A) (B) individual differences among children (C) cognitive development (D) 49. sequencing of development stages the conditions of child s environment before entering school In Bruner s theory, structure of knowledge refers to : (A) (B) organization of knowledge to facilitate understanding (C) iconic, enactive and symbolic modes of knowledge (D) 50. existing organization of knowledge in learner s mind images associated with a system of knowledge Based on the information available in the passage, arrange the following in the order in which they develop according to Bruner s theory. (i) Language based representation and transformation of knowledge (ii) Action based knowledge (iii) Image based knowledge Code : (A) (i), (ii) and (iii) (B) (iii), (ii) and (i) (C) (i), (iii) and (ii) (D) (ii), (iii) and (i) J 0405 22 47. (A) (B) (C) S Q M (D) 48. Q S R m - h M (predisposition) (A) (B) Q (C) (D) 49. S R h S S - h (A) (B) (C) , S M (D) 50. h R S h (i) (ii) R (iii) (A) (i), (ii) (iii) (B) (iii), (ii) (i) (C) (i), (iii) (ii) (D) (ii), (iii) (ii) J 0405 23 P.T.O. Space For Rough Work J 0405 24

Formatting page ...

Top Contributors
to this ResPaper
(answers/comments)

mrinaalini
(19)

nishi_150
(15)

NVS Shillong
(7)

will67
(5)

Formatting page ...

Additional Info : Ugc Net June 2005 Question Paper - Psychology Paper II
Tags : cbse ugc net question papers, UGC NET Solved Sample Question Paper, UGC NET Exam Papers, ugc net past question papers, ugc net syllabus, ugc net specimen, ugc net study material, UGC NET Study Materials FREE, UGC NET Exam Pattern, Free Ugc Net Online Practice Tests, ugc net previous question papers, central board of secondary education,

ugc_net chat

Horizontal lines at:
Guest Horizontal lines at:
AutoRM Data:
Box geometries: