CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 5 Long Answer Questions Part 1.

CHSE Odisha 11th Class History Unit 5 Long Answer Questions Part-1

Long Questions With Answers

Question 1.
When the First World War began and what are its causes?
Answer:
The First World War began in 1914. It ended in 1918. As a war it is unique. It was a war that made all regions of the world take part in it, either directly or indirectly. A century before it, the great wars of Napoleon’s time were limited only to Europe. In other words, before 1914, wars were regional or confined to a continent. But the First World War was a war in which all continents fought on behalf of any one of the two main groups of nations.

Thus, Winston Churchill says, “the great war differed from all previous wars.” The world fought this war for 1565 days from 28 June 1914 to 11 November 1918. Major General Taylor, in his book “History of Modem Wars” describes this war as the bloodiest and the costliest, till 1938.
More than 13 million people died and over 15 million were wounded out of whom 7 million were rendered invalid for the rest of their lives.

These figures are more than twice the total of all wars from 1790 to 1913 taken together. The soldiers killed in the war molded into the soil, and the common people, the civilians, suffered from miseries of starvation, epidemics, massacres, raids, and diseases. The birth rate of many nations came to be affected. The economic losses of a modem war are incalculable.

Speaking of the First World War, Lipson says, “a modem war is fought on two fronts the fighting front and the home front.” Because of the incalculable economic losses in a modem war, “in an economic sense, there are no victors (of a war).” However, according to One account, the world lost 270 billion dollars as a result of the First World War. This great war had no precedent, and it produced a new out¬look to war as an institution.

Causes of the First World War (1914-1918):
The First World War was the first great war of its kind. It involved the big powers and their colonies; as such it was a global war such a great war was bound to have a number of causes at the root of its outbreak. No single cause, however important, could alone have produced such a war. Multiple causes lay behind the outbreak of the First World War.

Aggressive Nationalism :
The first cause of this great war was aggressive nationalism. The French Revolution (1789) had given a new emphasis to nationalism. It came to promote the ideas of nationalism in all countries in general and in Poland, Germany, Italy, and the Netherlands in particular. That is why Edmund Burke came to describe the 19th century as the ‘age of nationalism.

During the hundred years from the defeat of Napoleon till the outbreak of the First World War, not only the people in all countries wanted to strengthen their nations but also a sense of national pride led them to work out ways and means for making their nation stronger than other nations.

Industrial Competition:
The second cause of the First World War was the economic competition among the nations as a result of the industrial revolution. It is said, ‘‘Industrialisation gave birth to imperialism.” This is explained by the nature of the effect of the industrial revolution among tile developed nations. As industrialization grew, there also grew keen competition among these advanced countries for finding more raw – materials abroad and finding more markets for their finished products.

Pure economic greed lay at t root of it all. Britain, France, Germany, Spain, and Portugal came to be engaged n a cut-throat competition in Asia and Africa for this purpose. Thus industrialization led to commercialism, commercialism to colonialism, colonialism to imperialism, imperialism to militarism, and finally to war.

Commercial Competition :
Commercialism became the natural cause of the Great War. The primary of every commercial nation was to find out new markets and monopolize those markets for individual purposes. Production of industrial goods must be matched by more sales of those so as to bring more profit and more production.

Thus, to increase sales, new markets were necessary. The more the markets, the more the sale and so, so profit. The British did the same in India, and the European powers and Japan did it to China by the end of the 19th century. There were no accepted rules for international commerce and business was the business of the powers.

Sometimes the interests of one came in conflict with that of another. For example, in Morocco in 1906, there was almost a war between Germany on the one hand and Britain and France on the other. War might have been avoided in such cases, but the relationships grew bitter. This made a final show-down among the rivals almost certain. The First World War came as a climax to this international bitterness.

Colonial Rivalries :
One way of relief from this bitterness was to establish one’s own colonies for oneself. A colony would be only under the ‘mother country’ to whom alone it would give its raw- materials and from whom it would purchase the finished products. Regions in Asia, Africa, and South America came to see competition among these powers for colonization.

Examples of colonial rivalries were many, but the most outstanding ones were Japan’s conflict with the USA and Russia in China, Austro-German rivalry with Russia in the Balkans and Central Europe, and Anglo-German enmity arising out of naval competition and armament. Thus, international friendship and rivalries were already determined, before 1914, out of economic interests.

Imperialist Competition:
Naturally, colonialism led to imperialism, resulting in wars, sometimes small but finally the big one in 1914. The two centuries before the First World War had seen the powerful European countries establishing vast overseas empires for themselves. During the 19th century, in particular, these imperialist countries fought for more colonies.

Just as India was the colonial ‘Jewel’ in the British Crown, so every country including Germany after 1871 wanted to establish colonies or to acquire more colonies. Imperialism stands for power, strength, and forceful domination. In this game of ‘might is right’, there are no rules or referees.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Question 2.
Short Notes on.
Militarism and race for armaments :
Conquest by force was the order of the day during the forty years before the Great War. So militarism was the result of this process. Victory is possible through better and superior military power. The race for armaments began among all. Each power wanted to have the latest, the best, and the most lethal weapons. Advancements in scientific research brought many new, though inhuman, weapons, without better arms, victory is impossible in modem wars.

The race for armaments was a never-ending process. A minor spark in this race was bound to bring in conflagrations; a minor conflict might end up in a major war. Thus, aggressive nationalism, industrial competition, commercial rivalries, colonial competition, imperialism, and militarism made the First World War inevitable. The basic causes were translated to actual war by the following practical causes.

Power Politics:
The big powers of Europe were Britain, Germany, France,- Austria-Hungary, Russia, and Italy. They all looked upon one another with suspicion as all of them were engaged in the competition for more power. The rise of two non-European powers, the USA and Japan, also came to add to this struggle for power.

Thus the relations of nations came to be determined along two lines, namely, the power-politics relationship and the convenient-cooperation relationship. In the former, a friend of a friend and the enemy of an enemy was regarded as friends; the friend of an enemy and the enemy of a friend were enemies. Inconvenient cooperation relationship, two or more countries come together as long as this helped both sides.

The Russain-German friendship till 1882 and the Anglo-Japanese alliance till the war can be cited as two of the many such friendships of the period. This was the game of politics or power politics. Also, in this struggle for power, no country was sure of victory over its enemy in a war, because of the ‘balance of power’.

Balance of Power :
Since the Congress of Vienna, the countries of Europe had agreed upon a ‘balance of power’. It meant that no country would be allowed to grow stronger than others. Napoleon was defeated only by a coalition of European powers because France was stronger than any of them. Thus, they adopted the policy in 1815 that no single country would be allowed to grow stronger than others.

Thus, when a country would not sure of victory over another country, it would not resort to war; and in the absence of war, peace would prevail. From 1815 to 1914, there was no major war except the Crimean War. The peace of this period was due to the balance of power. Lord Hankey, therefore, says that the balance of power “held peace in Europe for the longest time” before the First World War.

Triple Alliance :
But this was an uneasy peace. Countries now decided to safeguard themselves by forming themselves into groups of friends or ‘alliance groups’. Countries with similar interests and having common enemies now came to form themselves into groups or ‘Collective-fronts.’ Germany had defeated France and become the strongest power in Europe. France was now its enemy, determined to avenge the Sedan- defeat. Britain was afraid of Germany.

Austria- Hungary, and Russia were the traditional enemies. After 1882, Germany neglected Russia and openly supported Austria. Italy continued to be the friend of Germany. The Balkan region was now open to domination; Austria-Hungary, with German support, wanted to dominate the region at the cost of Russia. Thus, when Italy, in 1882, decided to join the Austro-German alliance of 1879, the three of them formed the Triple Alliance.

Question 3.
How Germany is responsible for the war?
Answer:
Germany was defeated in the First World War and in the peace conference of 1919, was declared to be guilty of having started the First World War. The defeated party ways take the blame. So, British and French historians say that Germany was primarily responsible for the First World War. This is neither reasonable nor true.

No single individual or country can be held solely responsible for the outbreak of a global war. Germany had become a newly unified nation in 1871. It was rich in natural resources but did not have colonies as markets for its industry. France was defeated by Germany in 1870-71, but France had its colonies, like Britain, years before the birth of Germany in 1871.

Germany, after 1871, was not only the strongest but also the richest in Europe. It was natural for Germany to search for colonies for herself. This brought her into conflict with France, Britain, and Russia. To hold Germany ‘solely’ responsible for these conflicts is unreasonable. For example, for the crisis in Morocco (1906), France and Britain, and even, the USA were as much responsible for the danger to peace as was the German Emperor, ‘Kaiser’ William II.

Bismarck was the first Chancellor of a United Germany. He continued to enjoy the support of his Emperor ‘Kaiser’ William I in all his steps in making Germany a more industrialized imperial power. But when William I died in 1888, his successor William II could not tolerate Bismarck. ‘There can never be more than one horse in a stable.

So, Bismarck was given retirement in 1890 and William II became the sole guardian of German destiny. Wiliam II was an ambitious militant nationalist. ‘Germany was the result of Bismarck’s policy of ‘blood an iron’. The Kaiser now wanted her to dominate the world. For that, Germany was to have a strong navy.

Napoleon’s France suffered because it did not have a strong navy. So, Germany started building up a strong navy for itself. But Britain had the strongest navy in the world and never liked any other country challenging her superior navy. Therefore, when Germany started having an equally strong navy for itself, Britain wanted an early end to this German challenge and worked for it, while putting the blame on Germany for this naval race.

Imperialism could not be the monopoly policy of one nation. When German imperialism rose from strength to strength, Britain and France were alarmed and wanted to destroy it by all means. Germany had joined the race for armaments, started by Britain and others. The Kaiser asked the German people to be strong nationalists and remember their racial, cultural and military superiority always. German industries started producing to their best capacity.

The Germans now wanted to extend their dominance over the Balkans and Central Asia. Germany started constructing the railway lines to Baghdad. The Persian sea was to be made into a German lake. This naturally alarmed the ‘entente’ members. It posed a direct threat to the Russi empire and to the British Empire in India in terms of security. But this German policy was not illegal, though it came to endanger peace in the region.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Question 4.
Why Historians are confused about Russian Revolution?
Answer:
Many historians have confused ideas about the Russian Revolution of 1917. It was 1917 when Russia saw two great revolutions, one in March and the other in November. Each of these was historic*. The March revolution was purely a popular revolution for the overthrow of Tsarist rule. The people, not the Bolsheviks or Mensheviks, not Lenin Stalin, or Trotsky brought about this revolution.

It was spontaneous and leaderless. “The revolution found them sleeping”, comments Lipson on the revolutionary leaders. No revolutionary group or party prepared for it or anticipated it. It is only after Tsarism was overthrown and a provisional government set up in Russia that the revolutionary groups became active.

The Bolshevik revolutionary party, then, successfully brought about the second revolution of the year, in November and captured power under Lenin’s leadership. The latter is known as Bolshevik Revolution, with its ideals of socialism. But the March Revolution was aimed at the liberation of the people from the oppressive rule of the Tsars.

Thus, it can be said that the people of Russia liberated themselves; only after that, the Bolsheviks captured power to teach them the doctrine of socialism as opposed to capitalism. The second Bolshevik Revolution adopted the ideas of Karl Marx and Dr. Friedrich Engels. These two German geniuses developed their idea of socialism during the days of the industrial revolution in Europe.

They called for the overthrow of capitalism and the establishment of socialism in its place. Mainly they wanted all powers of production and distribution for the workers and laborers and from private owners. The means of production, privately owned under capitalism should be socially owned under socialism.

Capitalism stood for profit but socialism stood for service to all the people. Capitalism is based on conflict whereas socialism is based on cooperation. Socialism stood to end the capitalist system of exploitation of man by man. Socialism bridges the gap between the rich and the poor; capitalism widens this gap.

Question 5.
What are ‘February’ and ‘October’ Revolutions?
Answer:
The Russian Revolution of March 1917 can be described as two revolutions or a single revolution that developed in two-phase. The first phase of March 1017 was the political phase. “It sealed the fate of autocracy” and the monarchy was Overthrown. The second phase was the social phase the Bolshevik revolution of November 1917 – which brought into existence the first Republic of the workers.

It is interesting to remember that the Russian calendar of those days was normally thirteen days behind the international calendar. The Russians called these two revolutions as ‘February’ and ‘October’ revolutions because, as per their calendar, these occurred in the last week of February and October respectively.

The roots of the Russian Revolution lie deeply embedded in the history of Russia. Russia is an old country with a rich history. It was a big empire, almost one-sixth of the total land- area of the world. Though most of this empire was in Asia and the rest of it in Europe, Russia historically has been more European than Asiatic.

Since the early 17th century, it was ruled over by the Romanov dynasty. This dynasty was founded by Romanov. The Russians called their emperor as Tsar (of Czar), just as the Ger Emperor was known as ‘Kaiser’. Both these titles are derived from the title of Caesar, which meant the absolute head ofthe empire. Russia was traditionally an orthodox country.

It did not want to modernize itself as others in Europe were doing. Only Tsar Peter, the Great, wanted to modernize Russia with European ideas and ventures. He is said to have opened a ‘window’ to Europe, it was shut down after him till the 19th century when the people came to be in a revolting mood against their oppressive Tsars.

The military defeats of Russia in the Crimean (1854) and Russo-Japanese (1904-05) wars had resulted in popular revolts which were suppressed easily. But the series of defeats(from 1914 till 1917) during the First World War led to a mass eruption (‘February Revolution, 1917) that swept away the Tsars and the old order.

At the beginning of the 19th Century, Tsar Alexander-I was regarded as a leader of Europe. After him, Tsar Nicholas-I came to be an oppressive ruler who even brought the Crimean war for Russia. His successor, Tsar Alexander II brought in some reforms which roused the people more than benefitted them. This Tsar was killed by the extremists called ‘nihilists’.

The last two Tsars, Alexander-Ill (1881 -1894) and Nicholas-II (1894-1917) were oppressive and inefficient. Popular consciousness, roused since the 19th century could not tolerate the Tsars. The people voluntarily rose in revolt and overthrew the last Tsar in February 1917. This first phase is called the ‘February Revolution’.

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CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Question 6.
What are the causes of the Russian Revolution?
Answer:
Oppressive Rule of Tsars :
Among the many causes of the Russian Revolution of 1917, the first and foremost cause was the oppressive nature of Tsarist rule in Russia. Russia was a country of extremely rich and extremely poor. Tire Tsar and his royal family, ministers, and officials of the empire formed 1.5 percent of the total population but they controlled nearly 98 percent of national wealth and income.

The rest of the population were poor peasants who worked as slaves (serfs till 1861) and were made to pay the tax that was more than their income. Punishment was heavy and the will of the officers was the law of the land. This was possible because Russia was a backward country, depending only on agriculture, without any attempt at industrialization till 1891, and without an educated middle class.

In a word, Russia was a reactionary state in a liberal Europe. Those members of rich families who got liberal education outside Russia from the latter half of the 19th century, returned to Russia to realize how backward Russia was, and wanted to correct the evils of society by educating the masses. The people ultimately came to blame the Tsar for everything.

The poverty of the people and the military defeats of Russia during the First World War made them violent and revolting. Like in the French Revolution (1789), this Russian Revolution began (March 8, 1917) with cries of ‘bread’ and ‘down with autocracy’. The place of Par in the French Revolution was taken by Petrograd in the Russian Revolution.

The misery of the People of Russia:
The miserable condition of the Russian people was the next cause. The people were poor and illiterate. They had no independent income till 1861 because they worked as ‘Serfs’ in the agricultural lands of their masters (Gentry). After 1861 when the ‘Serf system was abolished, they became agricultural laborers without any land for themselves on a permanent basis.

They were heavily taxed and were also forced to pay an additional tax for having been made free from ‘Serf status. The rotation of land allotments among them made agriculture suffer. No modem methods of cultivation and the total absence of industries (till 1891) made them groan under poverty. Families were frequent. Whatever little industrialization took place after 1891 failed to satisfy the revolutionary mood of the industrial workers.

Peasants and Workers :
The popular unrest of the peasants and industrial workers was directed against the Tsar. People were convinced that Tsar cannot solve their problems of poverty, nor could he bring Russia any wealth and glory. So the people rose in rebellion against Tsar Nicholas II. They had nothing to lose and everything to gain. This was their mood on March 8, 1917.

Question 7.
Discuss the rise of the middle class and political parties.
Answer:
The rise of the middle class in Russia and their role in the revolution was the third cause. As mentioned earlier, the second half of the 19th century saw the rise of an educated middle class. The members of this middle class were educated in Europe. They realized that Russia was poor because her people were neither educated nor conscious of nationalism.

So, they started educating the people. The Tsar’s government wanted to prevent them from doing so, by threats of punishment and exile. So, they organized themselves into political parties, like the Social Democrat and the Social Revolutionary parties. Leaders like Plekhanov worked to strengthen the political parties with grass-root support and organization.

Even extremists like ‘nihilists’ came to carry out their programs for the overthrow of Tsarism with popular support. Tsar Alexander-II was killed by the nihilists in 1881 .’Tsar Alexander III then wanted to root out the nihilists. These revolutionaries were underground, organized popular support for them, and worked tirelessly for a revolution to overthrow Tsarism.

Military Defeats:
Military defeats of Russia during the first three years of the First World War I made the people of Russia violent against Tsar Nicholas II. Russians, by nature, are sensitive about national glory. So, whenever Russia lost a war, the people rose in revolt against the Tsar. In 1856, they revolted against Tsar Alexander II for Russia’s defeat in the Crimean war in 1905 they did so against Tsar Nicholas II for Russia’s defeat in the war with Japan. They would never forgive Tsar Nicholas II for a second time for the military defeats from 1914 to 1917.

Racialism:
Racialism of the Tsars was another cause of the revolution, Russia had a large number of Jews. The Jews were rich but without a homeland. The policy of Tsar Nicholas II was to capture the wealth of the Jews by killing them for any slight excuse. He organized ‘pogroms’ in Russia where Jews in large numbers would be assembled and then massacred. This led the Jews in Russia to oppose the racialist policy of the Tsar. They got the support of the Poles, Finns, Muslims, and other subjects of Russia.

Rasputin :
Another cause of the February Revolution was the notorious role played by Rasputin in the governance ofRussia. Rasputin was a Siberian monk. He was invited by the Tsar and the Tsarina to the palace at St. Petersburg, the capital of Russia The cause of this invitation was that the baby prince was suffering from a disease that only Rasputin could cure with his magical powers. Rasputin stayed in the palace and won the queen to his side.

The Tsar being away at the battlefields during the First World War, Rasputin influenced the Tsarina to act as per his advice. Soon Rasputin’s words became law. The Tsar also fell for him, as Rasputin was the only hope for the baby prince to be cured. But the people of Russia knew the true nature of Rasputin. They hated him for his oppressive measures. They wanted his removal either by fair or foul means. He was the object of universal hatred and the target of the revolutionaries. He was killed by the revolutionaries in 1916.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Question 8.
What is the ‘Bread’ riot – March 1917, Overthrow of Monarchy and Provisional Govt?
Answer:
Russia was basically an agricultural country. Industries were very few in number. The Russian peasants used to serve as soldiers in the country in times of war. Most of them were busy in the battles that Russia fought during the first three years of the Great War. So agriculture was neglected. Production of food grains fell down so much that a famine-like situation came over the whole country.

Long queues for bread led to disturbances. These led to strikes and protests against the monarchy. On March 8, 1917, the women workers of textile mills in Petrograd came out with a general strike. They demanded ‘bread’. Soon the workers and general public of Petrograd joined them. Cries for ‘bread’ soon took the tone of ‘Down with the War’ and ‘Down with monarchy’.

Within a week the agitation grew into a revolt. The Tsar ordered the Petrograd troops to go and suppress the revolt. Unfortunately, the troops, sent to suppress the revolt, joined the masses and turned against the Tsar himself. The Tsar had no other alternative. He abdicated the throne. The revolt became a revolution.

It was crowned with the success of the fall of the monarchy in Russia for all times to come. The masses set up a Provisional Government. This government abolished the monarchy in Russia and took over the administration of the whole of Russia. The deposed Tsar was murdered in July 1918 along with his family The workers who had overthrown the monarchy soon realized that they themselves cannot form the new government in Russia.

So they offered the reins of the administration of Russia to the middle class of Russia. The latter controlled the national parliament (Duma) and enjoyed the loyalty of the Russian army. The middle-class (bourgeoisie) would prevent any attempt on the part of the royal supporters for a counter-revolution.

So the ‘Petrograd Soviet of workers and soldiers ’ decided to hand over the power to the Duma. Thus ended the first successful phase of 1917, i.e., the ‘February Revolution’, This was purely and primarily a mass movement, sudden and spontaneous. No political party or person had any major role behind it.

The people, the Duma members, and the Petrograd Garrison were the only instruments of this totally leaderless movement. The leaders rose to give shape to the future destiny of Russia only after the Provisional Government took the place vacated by the monarchy for good.

Question 9.
What is the Great October Revolution (November 1917) and what caused the October Revolution?
Answer:
The Russian Revolution broke out, in its second phase, in November 1917. As per the Russian calendar which was behind the international calendar by thirteen days it was October in Russia. So it is called the October Revolution As a revolution, it was monumental and unique. It brought into focus a new ideology and a new dictatorship.

The ideology was Marxism, modified by Lenin to suit Russian conditions. The dictatorship was the ‘dictatorship of the proletariat (workers and laborers)’. Karl Marx, who was bom in Germany and who developed his doctrine of socialism in England, became the prophet of Russia.

Causes Of The October Revolution, 1917 (The Bolshevik Revolution):
First World War and the problem of Peace:
The February Revolution had overthrown Tsarism. But it had not been able to solve certain fundamental issues. The Provisional Government set up by the Duma could neither continue the war for Russia nor could it withdraw Russia from the First World War. The soldiers of Russia were tired of war and defeats. Now they “refused to fight”.

The Russian army had ceased to function, for all practical purposes, after the overthrow of the Tsar. Many in Russia believed that it was a war in which Russia took part due to the wrong policies of the Tsar; now that the Ts&r was no more there, why should Russia suffer by continuing the war? But the Provisional Government could not find a suitable way out of the problem.

Organized political parties used this popular discontent with the Government. The Bolshevik Party of Lenin made it an issue for its revolution. Why should Russia fight the imperialist war, they questioned? They commanded full popular support for this cause. Thus the first c use of the October (or Bolshevik) Revolution centered around the problem of war.

Failure of the Bourgeois Ministry:
The second cause of the October Revolution was the failure of the leadership during February-October, 1917. The Provisional Government was formed by the middle-class (bourgeoisie) ofRussia. This bourgeois ministry was liberal but dependent upon the support of the socialists. Since 1905, Russia had come to have a revolutionary body called “the Soviet of Workers’ deputies.”

It continued as a parallel institution to the Provisional Government after February 1917. The Soviets lost no opportunity to criticize the Government over the latter’s failure. The Provisional Government became extremely unpopular. It came to be known as a ‘Government on sufferance and invited its Overthrow.

The problem of land:
The third cause of the Revolution was the problem of land. Though the peasants had been freed from their bondage to the. land-lords since 1861, they were unhappy because they were not allowed to own any land and had to also pay a heavy amount as the price of their liberty (called redemption dues).

The peasants were unhappy because there was a shortage of land and no ownership of them over the land they cultivated. Inspired by the poem of Nekrasov, they believed that tillers of the soil must become the owners of the land. They were, therefore, for a fresh distribution of land and the dissolution of large land holdings of the big land owners.

With the fall of the Tsar, these peasants now became an important factor in rural Russia No government could ignore them. But the Provisional Government did nothing for them. The peasants ’ disaffection was exploited by the Bolsheviks to their advantage in the October Revolution.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Question 10.
What is ‘October’ or Bolshevik Revolution (7 November 1917) and state its results?
Answer:
The Bolsheviks had an armed guard, called the ‘Red guard’, numbering about 25,000. The number was too little against Government troops. The Bolsheviks won over the Petrograd garrison through its propaganda The Kerensky Government, unpopular due to the Bolshevik propaganda, was now defenseless and helpless Therefore, the Bolsheviks succeeded in over-running this government.

The Bolshevik Revolution began at 2 AM on November 7, 1917, their revolution by capturing the railways, banks, post and telegraph offices, and other government buildings. There was no resistance from the government, no opposition from any quarter to the Bolsheviks. Trotsky described the revolution as highly successful and almost bloodless.

He said, “There is no example in history of a revolutionary movement involving such gigantic masses being so bloodless.” But, without any opposition to it, the Revolution was one of the bloodiest. Yet, the Bolshevik Revolution was a signal triumph and Lenin captured power in Russia on the very day of the Revolution.

Results of the Bolshevik Revolution :
The Bolshevik Revolution is ‘great’ because of its results. These results were as significant for Russia as for the world at large. Firstly, Capitalism was overthrown in Russia. Russia became a dictatorship of the proletariat. It was the first government of its kind in the world. This dictatorship was a government of the proletariat consisting of peasants, soldiers, and industrial workers.

Secondly, all industrial establishments in Russia came to be nationalized. Their old owners were dispossessed and the Government became the owner and manager of all industrial and commercial establishments. Thirdly, all agricultural lands were nationalized. New committees of peasants came to be formed at the village level.

These were to not only allot land to farmers but look after agricultural production while protecting the interests of the farmers. Fourthly, the Soviets of workers came to be formed and these were given the charge of production and distribution. Thus a state of workers and peasants came to be formed. Marx developed his theory for an industrial society.

Lenin modified the theory to suit the agricultural and industrial set-up in Russia. Bolshevism, thus, stands for Marxism- Leninism. Fifthly, Lenin wanted no part in the 1 imperialist First World War. He wanted Russia to withdraw from the war. He had to sign a peace treaty with Germany. Germany dictated the terms of the treaty to Russia.

Though insulting to Russia, Lenin signed the Treaty of Brest-Litovsk with Germany in 1918. Russia thereby withdrew from the First World War. Lenin could now focus all attention on the internal reorganization of Russia. Sixthly, the Bolshevik government did not forgive its enemies inside Russia. After November 1917, the government started a ‘Red Terror’.

The deposed Tsar and his family members were killed in 1918. The opponents of the Bolsheviks called upon the ‘Allied Powers’ led by Britain and France to protect their life and property from the Bolshevik’s Red j Terror’. Seventhly, the Civil War in Russia came to be fought between the opponents and supporters of Bolshevism.

The former was led by Gen. Denikin and Admiral Kolchak, with the direct support of the foreign powers. The foreign powers did not want the Bolshevik experiment to succeed in Russia, because if it succeeds, it may infect them like a contagious disease. The foreign and Russian troops fought against the Bolshevik Red Army.

The Civil War continued for three years arid ended with success for Lenin and Bolshevik Russia. After the civil war, Lenin’s Russia came to be known by the new name of the USSR (Union of Soviet Socialist Republics). Lorain fondly ed that the example of the USSR would inspire the workers and peasants in other countries to start a series of national revolutions.

Eighthly, the Bolshevik Revolution came as an alarm to the world. After 1918, the countries of Europe as well as the USA came to stand as opposed to USSR. The world now witnessed a tug-of-war between Communist Russia and the capitalist countries. Communism came as a new ideology. Fear of Bolsheviks- a type of uprising in their own countries made every Government fearful.

Small countries in Europe and South America were the first to come under the spell of the Bolshevik ideas. Marx had given the slogan “Workers of the world unite you have nothing to lose except your chains.” This became the bible of poor workers everywhere throughout the world. Ninthly, Soviet Russia recovered economically within a short time. This was given as a credit to the Soviet system of nationalization of property and new methods of production and distribution there since 1918.

This came as an example to be followed by people from many countries. For them, it was a reality, though, in reality, it was an illusion. Communism was the enemy of democracy and this was highlighted by the military and economic steps of Lenin and Stalin. Hitler would describe communism as “a bluff, a comedy, a speculation, and a blackmail.” Gorbachev would realize the truth of it in the USSR in 1986.

Question 11.
What is the Treaty of Versailles?
Answer:
Retrospectively with the wisdom of hindsight, one could emphatically assert that the germs of the Second World War could already be seen in the Treaty of Versailles, signed in Paris. In their obsession to cripple Germany, the Alliance, France, and Great Britain in particular, encouraged the development of a revenge psychosis in Germany that needed an opportunity to break the shackles.

The Treaty of Versailles was a symbol of national humiliation for the Germans and it was logical that German nationalism would assert itself to free itself from the obligations of Versailles. It was evident that peace could prevail as long as the status quo of Paris was maintained but when Germany made gross violations of the status quo in 1939, war became inevitable.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Question 12.
What are the features of the Weimar Republic and the rise of Hitler’s Nazi Party?
Answer:
The Allies, by redeeming Germany of the autocracy of King Kaizer William-H, had set up a republic in Germany known as the Weimar Republic. From the outset, however, the Weimer Republic was doomed to failure since it appeared to Germans to be a pliant tool in the hands of the Allies. It was denounced by the Nazi Party as the Weimar Jewish Republic, which more than anything else was responsible for the defeat of Germany.

A feeling soon grew that the Republic not only compromised German nationalism but also symbolized the betrayal of the Fatherland. In 1933, the Weimar Republic was ousted and its place was taken by the National Socialists better known as the Nazi Party of Adolf Hitler. Hitler’s rise to power in Germany paved the way for another global crisis.

Rise of Fascism :
Of the many ominous developments during the interwar period, one that truly convulsed European civilization was the birth and growth of fascism in Italy. The frustration of Italians not being able to extract concessions in Paris after their victory in the First World War led to the collapse of the parliamentary government in Italy.

Italians in their zeal for social and economic stability party promised everything to the Italians. The Fascist Party of Benito Mussolini was against parliamentary democracy and international peace and when in its zeal, it sought to destroy the balance of power in Europe, it invited the Second World War.

Question 13.
What is the Cold war? Its origin and initial actors?
Answer:
The cold war is characterized by a situation where there is neither a direct confrontation nor a lasting peace. It is a situation marked by mutual suspicion, jealousy, hostility, and rivalry. The term ‘war’ implies that a real war was actually going on but that war was fought not by ‘hot’ or nuclear weapons, but by ‘cold’ or conventional arms.

The two superpowers avoided a direct confrontation but met each other indirectly through their respective allies. A mistaken notion that has generally been accepted as a fact is that the cold war originated between the United States and the Soviet Union. Nothing could be more fallacious. The original players in the Cold war were Great Britain and the Soviet Union with the Americans playing the role of mediators.

Such a situation remained unchanged virtually till the end of World War II and the death of American President Franklin Delano Roosevelt. As long as Franklin Roosevelt was alive he thought in terms of a new world order where the Americans and Russians would cooperate for the maintenance of international peace and security.

The end of World War II saw the relegation of Great Britain to a distant background depending upon the United States for its survival and the death of Roosevelt brought Harry S. Truman as the new President of the United States. Unlike Roosevelt, Truman detested communism and the Soviet Union, just as much as British Prime Minister Winston Churchill did.

Roosevelt’s political acumen lay in pacifying both Churchill and Stalin, the Soviet Premier. But, Truman’s ascendence to the Presidency saw the Americans be the major opponents of the Russians and after 1945, the Americans replaced Great Britain as the major player in the cold war.

Different views on the cold war:
To trace the origins of the cold war, some historians believe that it started as early as 1917 when the Bolshevik party under VI Leninousted Czarist misrule from Russia after the October Revolution. The Bolshevik victory in Russia led to the establishment of communism which appeared to be a direct challenge to the capitalist world. Hence, to nip communism in the bud, a sustained effort was made by western powers, and therein lies the genesis of the cold war.

Another group of historians however believes that the cold war originated during the course of the Second World War when Churchill and Stalin met for the first time during the Teheran Conference of 1943. Whatever the timing of the cold war, it remains the most, complex political development of the 20th century. All international developments after 1945 took shape under the shadow of the cold war.

Evolving of Cold war in East Europe:
The basis of the cold war, in its initial phase undoubtedly centered on developments in East Europe. For centuries East and West had been struggling with each other for control of the huge area rich inhuman and industrial resources and one that was strategically vital to both sides, either to Russia as a buffer against the west or to Germany and France as a gateway for invasion of Russia.

Till almost 1940, East Europe had sided with the west. But when East Europe was devasted by the marauding Nazi troops, the Russians bore the brunt of the war and were finally successful in liberating East Europe. Russia after 1945 controlled East Europe and this crucial result of World War II destroyed the Grand Alliance between the United States, Great Britain, France, and the Soviet Union and gave birth to the Cold War.

The American view of Friendly East European Governments:
The West, with America leading the way, was unwilling to accept Russian domination of East Europe. Although the Anglo-Americans were willing to allow Stalin a major say in the politics of the region and realized that Russian security demanded friendly governments there, they were not prepared to abandon East Europe altogether.

The Americans had a mistaken notion that it was still possible to have East European governments that were both capitalistic but friendly to Russia The Russians on the other hand forcefully put forth their plea that a ‘friendly’ government in East Europe meant only a communist government.

British intervention in Greece starts the cold war:
The first move in the cold war was, however, made by Great Britain when British Prime Minister Churchill intervened in Greece with the help of British ground forces. Though Greece had been liberated by Soviet troops and the Russian troops won the admiration of the Greeks, Churchill could never think of giving up Greece for fear of losing the entire Mediterranean zone. Stalin for the time being allowed the British to move to Greece.

Russian countermove in Poland and Rumania:
But the brazen British action in Greece had profound Churchill and far-reaching consequences and as retaliation to this action, Stalin brought Poland into the Russian fold by according to recognizing the provisional Government there. Then it was the turn of Rumania. Vyshinsky, the Soviet Foreign Minister on February 27, 1945, visited Bucharest, the Rumanian capital, and demanded the dismissal of the coalition government.

On March 6, 1945, a communist-dominated Government was sworn in. Neither the Americans nor the British could raise any objection since the Soviet action in Poland and Romania was an answer to the British action in Greece. Thus the onset of the cold war led to the formal division of Europe and it was reflected in all parts of the world.

The turning point in Soviet-American Relations :
The real turning point in Russo-American relations came during the period between December 1944 and April 1945. It was during this period that the American ambassador to the Soviet Union, Harriman, brought about a drastic changeful his attitude toward the Russians. Till very recently an ardent proponent of close Russo-American ties, Harriman, ring March- April 1945 constantly advised the American foreign office to adopt a tough attitude towards the Russians.

According to him, the Russians had violated the spirit of the Yalta Conference of February 1945 to cooperate with the west for establishing a new world order, through their action in Rumania. Hence Harriman believed that the only way of making the Russians stick to the agreements made by them was to force them to do so.

Death of Roosevelt and Ascendence of Truman:
Another major factor was the death of Roosevelt and the entry of Harry S. Truman as the President of the United States. Truman was new to international diplomacy and personally, he had an intense dislike for communism and the Soviet Union. Whereas Roosevelt always tried to act as a mediator between extreme British and Soviet positions, Truman pushed aside Great Britain to make the United States the chief antagonist of the Soviet Union in the cold war.

Common Enemy collapsed after 1945:
A basic factor that must be home in mind was that there never was any cordiality in Russo-American relations. They had merely come closer during World War II since both found a common enemy in Hitler. With Hitler gone, the Grand Alliance between the East and the West which had been forged during the war, also collapsed.

UN making exposed differences:
The process of the U.N. making also contributed to the growing suspicion between the parties. Stalin, never a proponent of having a strong United Nations, demanded certain built-in devices in the UN charter that would make Soviet participation in the world body meaningful. Russian stubbornness led to the formulation ofthe ‘Veto’ formula in the Security Council ensuring that no issue could pass through the U without the approval of all the five permanent members of the Security Council.

Hard Stance by Americans:
President Truman’s hostility towards the Soviet Union was further demonstrated When he stopped the supply of loans to the Soviet Union. These loans had been promised to the Russians for their help during the war. The Russians had been expecting a large American post-war loan for the purpose of Reconstruction and this sudden stoppage at the end of the war in Europe convinced the Russians of American betrayal.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Question 14.
What is the Truman Doctrine? States its criticism.
Answer:
The genesis of the Truman Doctrine: The American declaration of the cold war came about on March 12, 1947, when President Harry Truman went before a joint session of Congress to deliver a truly epochal speech in American history. President Truman was provoked by the British who shocked Washington by declaring that an economically burdened Britain could no longer sustain a pro-western government in Greece. Great Britain further warned that once they withdrew from Greece, communist guerillas there would receive help from their communist patrons in the Soviet Union which would probably seize control of Greece.

Greece would then gravitate within the Soviet orbit, and the position of neighboring Turkey which was already unstable would become untenable Iodine to the strategically vital eastern Mediterranean fell into Soviet hands with dangerous consequences for the western world. It was imperative, therefore, on the part of the United States as the champion of democracy to intervene in Greece and Turkey to not only save these countries from communist infiltration but also to safeguard western interests in the Mediterranean zone.

Enunciation of the Doctrine :
After hurried consultations with military and congressional leaders, President Truman outlined the situation in Greece and spelled out what was to become known as the Truman Doctrine. What he said in essence was “It must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures.”

A bolder statement, far more elaborate in scope could be interpreted when he said “wherever aggression, direct or indirect, threatens the peace, the security of the United States was involved.” The President asked congress to appropriate $400 million for economic aid and military supplies for Greece and Turkey and to authorize the dispatch of American personnel to assist with reconstruction and to provide their armies with proper instruction. Thus the United States began the policy of containment and its initial implementation was to be witnessed in Greece and Turkey.

Justification of the Doctrine :
President Truman justified his position by emphasizing that Soviet expansionist efforts left the United States with no choice but to adopt a countervailing policy. It was further stated that anti-communism had never been a major American policy during the Second World War, but hostile Soviet behavior and words were the reasons for the gradual shift of American policy and public opinion from amity to enmity.

Truman declared that despite, the universalism of the Truman Doctrine, its application was intended to be specific and limited, not global. In other words, containment was to be implemented only where the Soviet state appeared to be expanding its power.

Criticism of the Doctrine :
Despite all the show of morality and democratic pretensions, the Truman Doctrine was far from being flawless. With all talk of democratic purposes, Truman Doctrine’s first application was to Greece and Turkey, neither of which was democratic. One had to shut off one’s reasoning capacity to call Greece of the day or Turkey “free” countries both had unpopular, fascist regimes against which the United States had so recently fought World War II.

Their strategic location was considered more important than their domestic nature. The doctrine had the impact of oversimplifying issues by conveniently dividing the world into two hostile camps – the one free and the other totalitarian and declared that every nation must now choose between the two. This was tantamount to drawing the battle lines.

Henceforward, American policy all over the world was geared toward defining this split – one who is not with me is against me. The United States firmly rejected the existence of a third and middle course and in its anxiety to isolate the Soviet bloc, included all reactionary, undemocratic, and unpopular regimes in the ‘free’ camp.

At home, the Trueman Doctrine came in for severe criticism. It was stated that the scheme would cost too much since communism could not be fought with dollars. Rich though America was she would bankrupt herself by helping bankrupt governments all over the world. Americans by poking their noses into the internal affairs of foreign governments might unite the world against them.

Although Truman had been careful not to mention Soviet Russia by name, there could be no doubt that he was aiming his doctrine at her, with the imminent danger of provoking her into war. Nevertheless, the Truman Doctrine was approved in the House by 297 to 107 and in the Senate by 67 to 23, on May 15, 1947.

The Truman Doctrine was of incalculable significance. Through it, the United States seized the tactical offensive in the cold war to contain communism, Although limited for the present to Greece and Turkey the new policy was actually general in scope and led by dire steps to tire vastly more important Marshall Plan and the North Atlantic Pact.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Question 15.
What is the Marshall Plan?
Answer:
The genesis of the Marshall Plan :
The commitment to Greece and Turkey was only the beginning of the first act under the American project of containing Soviet expansion; Soon, however, the United States realized that aid for only Greece and Turkey was quite inadequate. The war in Europe had devastated the economies of all the countries and western Europe particularly was not making the necessary economic recovery.

The deepest fear was that the Soviet Union would be able to exploit Europe’s post-war economic collapse and if the situation was allowed to prevail, the communists would probably seize control of Italy and France.

American and European interests were interlinked:
The collapse of Europe posed once again the basic question of whether Europe was vital to U.S. security. The answer was obvious since America’s two previous interventions had been made to protect Europe. During both world wars, the United States had been drawn by Germany and both wars had been fought to uphold democracy in Europe.

Europe’s vital importance became quite evident since it ranked second only to the United States in its potential power – in industry, productivity, skilled manpower, scientists, and technicians. If these vital assets moved toward the Soviet side the strategic military balance would swing sharply toward the Russians and U.S. security would be endangered.

Given its huge potential and its strategic geographic position, it became apparent that Europe’s security was indeed inseparable from U.S. security. Moreover, the United States could never allow the Soviet Union the control the Western approaches to the Atlantic. Hence it was imperative for the U.S. to find a way to help Europe recover.

With Europe on the verge of not only economic ruin, but also a complete social and political breakdown, everything seemed to force it into dependence upon it. America Almost every item needed for reconstruction like wheat, cotton, coal, sulfur, sugar, machinery, and trucks, could be obtained in sufficient quantities only from the United States.

Tragically enough, Europe in 1947 had lost her capacity to buy. The only cure for Europe’s sick state was a massive injection of dollars since only a tremendous program of economic aid could restore Europe’s economy and enable it to surpass its prewar agricultural and industrial production.

Enunciation of Marshall Plan :
To come to Europe’s rescue, Secretary of State George C. Marshall announced a policy in his address at Harvard University on June 5, 1947, which eclipsed the Truman Doctrine in importance. The essence of his speech was that, if the nations of Europe would get together and devise far-visioned plans for economic recovery, concentrate on self-help and mutual assistance and present to Washington a specific statement of their needs, the United States would support them with financial help so far as it may be practical.

In “other words, American aid to Europe was made conditional upon economic cooperation among the European states and it put the burden of initiative on Europe’s shoulders. However, it soon became apparent that the Marshall scheme, unlike the Truman Doctrine which aimed at military aid or temporary relief to Greece and Turkey, was an all-inclusive plan looking toward long-range rehabilitation of Europe.

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CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Odisha State Board CHSE Odisha Class 11 Sociology Solutions Unit 3 Social Institutions Objective Questions.

CHSE Odisha 11th Class Sociology Unit 3 Social Institutions Objective Questions

Multiple Choice Questions With Answers

Question 1.
A patrilineal or matrilineal kin group whose members are assumed to have a common ancestor but who do not know their exact genealogical relationship with one another is known as:
(a) Kingship t
(b) Family
(c) Clan
(d) Marriage
Answer:
(a) Clan

Question 2.
The term family derived from which of the following word:
(a) Roman word Famulus
(b) Latin word Logos
(c) Greek word Socius
Answer:
(a) Roman word Famulus.

Question 3.
Which are not secondary kin?
(a) Sister’s husband
(b) Brother’s wife
(c) Wife’s brother
(d) Wife of brother-in-law
Answer:
(d) Wife of brother-in-law

Question 4.
Which one is the Indian type of family?
(a) Consanguinous
(b) Conjugal
(c) Polyandrous
(d) Matrilineal
Answer:
(a) Consanguinous

Question 5.
Which of the following is not primary kin?
(a) Uncle
(b) Brother
(c) Mother
(d) Father
Answer:
(a) Uncle

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 6.
Which among the following is tertiary kin?
(a) Wife of brother-in-law
(b) Uncle
(c) Brother’s son
(d) Father
Answer:
(a) Wife of brother-in-law

Question 7.
The mle of residence generally followed in society is ____________.
(a) Matrilocal
(b) Bio-local
(c) Patriloeal
(d) Avuneulocal
Answer:
(c) Patriloeal

Question 8.
Who classify functions and families into six categories.
(a) Green
(b) Iravati Karve
(c) Maclver
(d) Ogbum and Ninkoff
Answer:
(d) Ogbum and Ninkoff

Question 9.
Which among the following is tertiary kin?
(a) Father
(b) Uncle (mamu)
(c) Brother ’s son
(d) Wife of brother-in-law
Answer:
(d) Wife of brother-in-law

Question 10.
The family is an aggarian society is ________.
(a) Matriarchal
(b) Patriarchal
(c) Nuclear
(d) Matrilocal
Answer:
(b) Patriarchal

Question 11.
Family is a ________.
(a) Secondary group
(b) Reference Group
(c) Primary Group
(d) Outgroup
Answer:
(c) Primary Group

Question 12.
The word family has come from the word famulus which is a _________.
(a) Roman word
(b) Greek word
(c) French word
(d) Latinword
Answer:
(a) Roman word

Question 13.
Family is an _________.
(a) Kinship group
(b) Political group
(c) Economic Group
(d) Religious group
Answer:
(a) Kinship group

Question 14.
To constitute a family the essential characteristic is _________.
(a) Sense of unity
(b) Mutual help
(c) Specific object
(d) A form of marriage
Answer:
(d) A form of marriage

Question 15.
The family originated when _________.
(a) Promiscuous relations between him and women prevailed.
(b) Men come out of the primitive stage.
(c) Men felt the need for procreation.
(d) The lord created women.
Answer:
(c) Men felt the need for procreation.

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 16.
Which of the following statement is not hue?
(a) Family is not found among nomadic tribes.
(b) Family is both an association and an institution.
(c) Family is a universal group.
(d) Family is the nucleus of all groups.
Answer:
(a) Family is not found among nomadic tribes.

Question 17.
A matriarchal family is where in _________.
(a) Authority of the family rests on the father.
(b) Marriage relations are permanent.
(c) Descent is reckoned through the mother.
(d) All children succeed in the property.
Answer:
(c) Descent is reckoned through the mother.

Question 18.
A patriarchal family is where in _________.
(a) Marriage relations are transitional.
(b) The husband goes to live in the home of his wife.
(c) All the members share equal authority.
(d) Descent is reckoned through the father.
Answer:
(d) Descent is reckoned through the father.

Question 19.
Out of the following which one is not a basis of the classification of the family?
(a) Ancestry
(b) Structure
(c) Religion
(d) Residence
Answer:
(c) Religion

Question 20.
A family may be classified on the basis of blood relationships in which type.
(a) Nuclear of extended.
(b) Conjugal or consanguineous
(c) Matrilocalorpatrilocal
(d) Matrilineal or patrilineal
Answer:
(b) Conjugal or consanguineous

Question 21.
Which one of the following is the essential function of the family?
(a) Socialization of the child.
(b) Transmission of culture
(c) Stable satisfaction Of sex ned.
(d) Procreation and rearing of children.
Answer:
(c) Stable satisfaction Of sex ned.

Question 22.
Which one of the following is the important role played by the family in society?
(a) Contributes to the economic growth of society.
(b) Provides recreation.
(c) Satisfies sex needs.
(d) It exercises great influence on the personality of the individual.
Answer:
(d) It exercises great influence on the personality of the individual.

Question 23.
Which one is found in a modem family?
(a) Position of the mother is inferior.
(b) There is decreased control of marriage bonds.
(c) The children have less freedom.
(d) Father dominates family.
Answer:
(b) There is decreased control of marriage bonds.

Question 24.
Indian family system is based on which are of the following.
(a) Matrilineal descent.
(b) Patrilineal descent.
Answer:
(b) Patrilineal descent.

Question 25.
Which one is not a characteristic of the joint family?
(a) Small size
(b) Common Religion
(c) Joint property
(d) Common occupation
Answer:
(a) Small size

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 26.
The bond of blood is known as _________.
(a) Consanguineous kinship
(b) Attinal kinship
Answer:
(a) Consanguineous kinship

Question 27.
Out of the following which is not a feature of the modern family?
(a) Laxity in sexual relationships.
(b) Economic freedom.
(c) Subordination of wife.
(d) Declining influence in religion.
Answer:
(c) Subordination of wife.

Question 28.
Which of the following is an example of secondary kin?
(a) Sister
(b) Brother
(c) Uncle
(d) Wife of brother-in-law
Answer:
(c) Uncle

Question 29.
Which of the following factor helps in the disintegration of the family system in India?
(a) Women franchise
(b) Women’s Education
(c) Industrialisation
(d) Social Legislation
Answer:
(c) Industrialisation

Question 30.
The term education is derived from which of the following word?
(a) Greek word Pedagogy
(b) Sas word to know
(c) Latin word Educatum
Answer:
(c) Latin word Educatum

Question 31.
Education is the realization of self which is the propounder of view.
(a) Pamini
(b) Kautilya
(c) Sankaracharya
(d) GuruNanak
Answer:
(c) Sankaracharya

Question 32.
Education makes man self-reliant and selfless. Who is the propounder of view?
(a) Upanisad
(b) Yaganavalkya
(c) Kautilya
(d) Rigveda
Answer:
(d) Rigveda

Question 33.
Which of the following educational function of a family?
(a) Providing vocational education
(b) Development of knowledge
(c) Social development
(d) All of the above
Answer:
(d) All of the above

Question 34.
“By education, I mean an all-round drawing out of the best in child and man body, mind and spirit”. Who said this?
(a) Sri Aurobindo
(b) Swami Vivekananda
(c) R.N.Tagore
(d) M.K.Gandhi
Answer:
(d) M.K.Gandhi

Question 35.
The role of the family in education has been _________.
(a) Belongingness
(b) Independence
(c) Education Materials
(d)All of the above.
Answer:
(d) All of the above.

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 36.
Which of the following educational functions of school?
(a) Providing vocational education.
(b) All-round development of the individual.
(c) Character development
(d) All of the above.
Answer:
(d) All of the above

Question 37.
“Human Society” who write this book?
(a) K. Davis
(b) Burgess
(c) Locke
(d) Maclver
Answer:
(a) K. Davis

Question 38.
Which of the following educational functions of the state?
(a) Formulation of the curriculum.
(b) Establishing a new school.
(c) Controlling educational institutions.
(d) All of the above.
Answer:
(d) All of the above.

Question 39.
Who defines kinship as a cluster of social relations based on such factors as biological ties, marriage, and legal rules regarding adoption, guardianship, and the like”.
(a)K. Davis
(b) Maclver
(c) Mardock
(d) Smclser
Answer:
(c) Mardock

Question 40.
How many types of kinship are divided?
(a) Four
(b) Three
(c) Two
(d) Five
Answer:
(d) Three

Question 41.
Education is a due manifestation of the divine perfection already existing in man is defined by _________.
(a) Mahatma Gandhi
(b) Plato
(c) Pandit Gopabandhu
(d) Vivekananda
Answer:
(d) Vivekananda

Question 42.
Education is the creation of a sound mind in a sound body is defined by _________.
(a) Plato
(b) Mahatma Gandhi
(c) Aristotle
(d) Vivekananda
Answer:
(c) Aristotle

Question 43.
The term education is the combination and two words E and DUCO E – means – and DUCO means:
(a) Educare out of to lead.
(b) Educare to lead out of.
(c) All of the above.
Answer:
(c) All of the above.

Question 44.
Education as a bipolar process has been advocated by _________.
(a) Mahatma Gandhi
(b) Adam Son
(c) John Dewey
(d) Adams
Answer:
(d) Adams

Question 45.
Advocates education as a unipolar process _________.
(a) Admas
(b) Sir John Adamson
(c) John Dewey
Answer:
(a) Adams

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 46.
What is education correspond to:
(a) Aims of education
(b) Agency of Education
(c) Functions of education
(d) Meaning of Education
Answer:
(c) Functions of education

Question 47.
Advocates education as a continuous reconstruction and integration of activities and experiences.
(a) Tagore
(b) Rousseau
(c) John Dewey
(d) Gopabandhu
Answer:
(c) John Dewey

Question 48.
Who said the economy is one social superstructure?
(a) Marx
(b) Weber
(c) Durkheim
(d) None of the above
Answer:
(a) Marx

Question 49.
Who viewed the economy as one of a number of social institutions?
(a) Manx
(b) Weber
(c) Durkheim
(d) None of the above
Answer:
(c) Durkheim

Question 50.
Who viewed the economy is part as an extension of religious belief.
(a) Marx
(b) Weber
(c) Durkheim
(d) None of the above
Answer:
(b) Weber

Question 51.
Who has written ‘Communist Manifests’?
(a) Marx
(b) Weber
(c) Durkheim
(d) Plato
Answer:
(a) Marx

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 52.
Who has written the book “Division of Labour in Society”?
(a) Weber
(b) Durkheim
(c) Plato
(d) Marx
Answer:
(b) Durkheim

True / False Type Questions

Question 1.
The term family has been derived from the Greek word Famulus.
Answer:
False

Question 2.
The term family has been derived from the Roman word Famulus.
Answer:
True

Question 3.
When authority is vested in the oldest male member it is called a patrilineal family.
Answer:
False

Question 4.
When authority is vested in the oldest male member it is called a patrilineal family.
Answer:
True

Question 5.
A polygamy is an ideal form of family.
Answer:
False

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 6.
Monogamy is an ideal form of family.
Answer:
True

Question 7.
A joint family consists of a husband, wife, and unmarried children.
Answer:
False

Question 8.
A nuclear family consists of a husband, wife, and unmarried children.
Answer:
True

Question 9.
Universality and emotional basis are two general characteristics of a family.
Answer:
False

Question 10.
Universality and emotional basis are two distinctive features of the family.
Answer:
True

Question 11.
Reproduction is one of the non-essential functions of the family.
Answer:
False

Question 12.
Reproduction is one of the essential functions of the family.
Answer:
True

Question 13.
K. Davis opines family performed six important functions.
Answer:
False

Question 14.
Ogburn and Nimkoff opine family performed six important functions.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 15.
On the basis of the degree of relationship, kins are two types.
Answer:
False

Question 16.
On the basis of the degree of relationship, kins are three types.
Answer:
True

Question 17.
When ancestry or descent is determined on the father line it is called a matrilinear family.
Answer:
False

Question 18.
When descent or ancestry is determined on the father line it is called a patrilineal family.
Answer:
True

Question 19.
The bond of marriage is called affinal kinship.
Answer:
True

Question 20.
The bond of marriage is called consanguineous kinship.
Answer:
False

Question 21.
Close, direct and near relations are called secondary kins.
Answer:
False

Question 22.
Close, direct and near relations are called primary kins.
Answer:
True

Question 23.
Maclver writes the book “Human Society”.
Answer:
False

Question 24.
Kinsley Davis writes the book “Human Society”.
Answer:
True

Question 25.
Family is one of the most important social units.
Answer:
False

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 26.
The family is one of the most important biological units.
Answer:
True

Question 27.
Family is one of the most universal social processes.
Answer:
False

Question 28.
Family is one of the most universal social groups.
Answer:
True

Question 29.
Family is the center of all social organization.
Answer:
False

Question 30.
Family is the nucleus of all social organizations.
Answer:
True

Question 31.
The functions of the family may be both permanent and temporary.
Answer:
False

Question 32.
The nature of family may be both permanent and temporary.
Answer:
True

Question 33.
The nuclear family is large in size.
Answer:
False

Question 34.
The extended family is large in size.
Answer:
True

Question 35.
The family in which after marriage husband comes to reside in the family of her wife is known as a patrilocal family.
Answer:
False

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 36.
The family in which after marriage husband comes to reside in the family of her wife is known as a matrilocal family.
Answer:
True

Question 37.
The matrilocal family is just the opposite of the patrilineal family.
Answer:
False

Question 38.
The matrilocal family is just the opposite of a patrilineal family.
Answer:
True

Question 39.
Socialization is the most important characteristic of a family.
Answer:
False

Question 40.
Socialization is the most important function of a family.
Answer:
True

Question 41.
Family as a secondary social group.
Answer:
False

Question 42.
Family is a primary social group.
Answer:
True

Question 43.
Kingsley Davis essential and non-essential functions of the family.
Answer:
False

Question 44.
Maclver essential and non-essential functions of the family.
Answer:
True

Question 45.
The Kingship relationship established by family is known as affinal kinship.
Answer:
False

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 46.
The kinship relationship established by marriage is known as affinal kinship.
Answer:
True

Question 47.
Maclver identified six important bases of kinship.
Answer:
False

Question 48.
H. M. Johnson identified six important bases of kinship.
Answer:
True

Question 49.
Education is the socialization of the self.
Answer:
False

Question 50.
Education is the realization of self.
Answer:
True

Question 51.
Education is the process of living through a continuous construction of experiences.
Answer:
False

Question 52.
Education is the process of living through a continuous reconstruction of experiences.
Answer:
True

Question 53.
Education is a one-polar process.
Answer:
False

Question 54.
Education is a bi-polar process.
Answer:
True

Question 55.
Sociology is the transmission of life from the living to the living.
Answer:
False

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 56.
Education is the transmission of life from living to living.
Answer:
True

Question 57.
Education is the construction of a sound mind in a sound body.
Answer:
False

Question 58.
Education is the creation of a sound mind in a sound body.
Answer:
True

Question 59.
Education is a slow process.
Answer:
False

Question 60.
Education is a lifelong process.
Answer:
True

Question 61.
Marx claims that social and political structures are divided from the economic means of production.
Answer:
True

Question 62.
The social superstructure is not the economic base of society for Marx.
Answer:
False

Question 63.
The class which is the ruling material force of society is at the same time its ruling intellectual force.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 64.
Marx claims that communication opposes the power of oppression.
Answer:
True

Question 65.
Marx, Weber, and Durkheim are economists.
Answer:
False

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CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 5 Long Answer Questions Part 2.

CHSE Odisha 11th Class History Unit 5 Long Answer Questions Part-2

Long Questions With Answers

Question 1.
Discuss the North Atlantic Treaty Organisation (N.A.T.O.).
Answer:
The genesis of NATO :
After the initial success of the Marshall plan, it became increasingly evident that the plan by itself would not be enough. Soviet infringement in East Europe became overtly aggressive and it was well demonstrated in the Soviet-engineered coup detat in Czechoslovakia in February 1948. In June, the Soviets imposed a blockade on Berlin aimed at dislodging the western powers from there. It suddenly became too apparent that a basic necessity for Europe’s recovery was not merely economic but also military security.

An initiative by European Powers :
The first move in this direction had already been made by the Europeans themselves when in March 1947 France and Britain signed the Treaty of Dunkirk for their mutual defense against a threat to their security. An extension of this treaty was made in 1948 then through the Brussels Pact, Great Britain, France, the Netherlands, Belgium, and Luxembourg signed a collective treaty of self-defense.

The Brussels pact was established as a military counterpart to the Organisation for European Economic Cooperation, OEEC. Just as the success of the OEEC depended upon American capital the pact members expected their alliance to attract American military support too.

Question 2.
State the formation of NATO.
Answer:
The Europeans were not disappointed. The United States which sustained Europe economically and as the leader of the movement to stop the rising tide of communism was irresistibly drawn toward this new European alliance In April 41949 Belgium, Canada, Denmark, France, Great Britain, Iceland, Italy, Luxembourg, the Netherlands, Norwày, Portugal, and the United States created the historic North Atlantic Treaty Organisation.

The signatory powers stipulated that an attack by an aggressor on one was an attack on all, and that ‘each of the other nations, individually or together, would take such action as it deems necessary including and force. American justification of NATO Unquestionably, for the United States, the NATO commitment set a new precedent. For the first time in its history, the Americans had committed themselves to an âlliance in peacetime.

Europe thus became America’s ‘first line of defense’. Yet despite this drastic departure from tradition, the pact met with widespread public favor. There was a general feeling that if another world war broke out in the beginning and since this, she might be able to avert it, unlike in 1914 and 1939, by issuing a warning to potential aggressors that they would have to face American opposition from the very outset.

Thus, it was precisely intended to give a clear message to the Soviet Union that the United States would fight to preserve Europe’s freedom. Europe’s vital importance to American security had been proved beyond doubt with the American participation in the two world wars. Instead of again allowing the balance of power to be upset and once more getting drawn into war after it had started the United States now wanted to prevent such an outbreak by committing herself to the preservation of Europe in peacetime.

It was presumed that the fear of meeting stiff American resistance and fighting an all-out war with the United States would deter a potential aggressor. The North Atlantic Pact was approved by the American Senate on July 21, 1949, by a vote of 22 to 13. NATO Civil Organisation The North Atlantic Treaty provides for a directing council, to be “so organized as to be able to meet pràmptly at any time.”

Originally the council was composed of the foreign ministers of the member states, but in 1951, the participating states agreed to add the defense, economic, and finance ministers to the council wherever problems of direct interest to them were concerned. The NATO council meets at the ministerial level two or three times a year and once or twice a week at the level of permanent representatives.

Though many think of NATO as an exclusive military organization, in actual point of fact Article II of the North Atlantic Treaty calls for cooperation among member states on a wide front. The council has set up committees to direct activities in many fields like information and cultural relations, armaments, infrastructure, emergency planning, food and agriculture, industrial raw materials, and manpower planning.

There are also committees of political and economic advisers and planning boards for ocean shipping and for European inland surface transport. NATO’s secretariat has major divisions of political affairs, economics, and finance as well as an office of the scientific adviser. Most of the secretariat staff work in NATO’s permanent headquarters in Brussels.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Question 3.
What is the genesis of CENTO the Baghdad Pact?
Answer:
If NATO had its origin in the Brussels Pact, the CENTO [Central Treaty Organizatiori] too had its ancestry in the Baghdad Pact of 1955. Anti-communism being the main thrust of American Foreign Policy, it now tried to seek out ways and means to contain communism wherever it was possible.

In 1951, an Anglo-American effort for the setting up of a Middle East command misfired, largely because of its prompt rejection by Egypt. But the new Republican administration in the United States in 1953 gave another look at the idea and it encouraged the development of the “northern tier” concept.

The middle Eastern states of Asia were on the southern flank of the European continent and ran along the northern belt of the Asian continent. The Americans considered enhancing European Security by including the Middle Eastern Asian states under their security belt. Such a scheme would be advantageous to the Americans since it could give them a continuous security chain covering western Europe by NATO and the Middle East with some new regional military alliance.

The states of the “northern tier” from Turkey to Pakistan [except Afghanistan], had already come together in a series of bilateral security pacts, like the pacts between Turkey and Pakistan in August 1954, and between Turkey and Iraq in February 1955. This became the basis of the multilateral Baghdad Pact when Britain adhered to the Turkey-Iraq Pact in April, Pakistan in September, and Iraq in October 1955.

The Pact was formalized in November 1955, when five “members of the pact met in Baghdad to set up a formal organization. The organization was to have a Council of Ministers, special committees for military planning, economic cooperation, communications, and counter-subversion, and headquarters at Baghdad with a secretariat headed by a Secretary-General.

In order not to offend Egypt and Saudi Arabia, the United States did not join the pact, but it welcomed its formation, sent an observer to its original meetings and greed full participation in the Economic and counter supervision committee, and established permanent contact with the Military Committee.

Question 4.
How CENTO is formed?
Answer:
After the Iraqi revolution in 1958, a new government came to power leading to the withdrawal of Iraq from the Baghdad Pact in March 1959. The headquarters of the Baghdad Pact was promptly shifted to Ankara, and the organization was renamed Central Treaty Organisation. Unlike NATO, however, CENTO had a very development with grave consequences for the future coincided in 1979.

The Iranian Revolution of 1979, the Kampuchean crisis leading to the Sino-Vietnamese war of 1979, the US involvement in El Salvador, and finally the Soviet military intervention in Afghanistan in December 1979, gave an ominous pointer that something had gone terribly wrong somewhere.

While the Americans came to suspect the Russians of trying to impose communist dictatorship in different parts of the world the Russians were convinced of a sinister American campaign to destabilize the Soviet Union. All this and many more were a perfect recipe for the beginning of Cold War II.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Question 5.
Describe UNO and its features.
Answer:
The setting up of the United Nations Organisation thus represented a renewed attempt with new vigor to establish world peace through an international organization. The organization has been formed by an international agreement known as the ‘Charter’ of the. United Nations and the makers of the UN charter were basically the representatives of the victorious powers [Allied] of the Second World War.

It was drawn up by the representatives of fifty states at the United Nations Conference on International Organisation which met in San Francisco, United States, from April 25 to June 26, 1945. The Charter consists of articles divided into 19 chapters which are also annexed to the 70 articles with 5 chapters of the statute of the International Court of Justice.

It was unanimously passed and signed by all the representatives on June 26, 1945, that is, even while the crucial stage of the war was still being fought in Europe and the Pacific. The United Nations officially came into being on October 24, 1945, when China, France, the United Kingdom, the Union of Soviet Socialist Republics, and the United States of America and a majority of the signatories ratified the creation of the UNO in their respective legislative bodies. Each year, October 24 is universally celebrated as United Nations Day.

Organs Languages Members Head Quarters of the UNO :
The organization, competence, procedure, and functions of the United Nations are governed by the Charter which also lays down the conditions for admission, suspension, and expulsion of member states from the United Nations. The composition, functions, and powers of the six main organs – the General Assembly, the Security Council, the Economic and Social Council [ECOSOC], the Trusteeship Council, the International Court of Justice, and the Secretariat as well as their inter-relationship are set out in die Charter.

The official languages of the United Nations are Arabic, Chinese, English, French, Russian and Spanish. The permanent headquarters of the United Nations is in New York City, United States of America, and its European Office is in Geneva, Switzerland. From original members of 51 countries in 1945, the total membership of the UNO today has risen to 191.

Limitations of the UNO :
It is pertinent to observe that the United Nations is a comprehensive international organization that has replaced the League of Nations. As such, it is the most important of all international organizations established by States. The member states have pledged themselves to maintain international peace and security and to cooperate with one another in political, social, and economic fields. However, it is important to know that the United Nations is neither a world government nor a world federation.

Hence its member’s obligations are limited and only their cooperation can put UN functions into practice. Unlike national governments, the organization has no means of enforcing its decisions. Thus it is the moral obligation of the members that make the UN what it is rather than any contractual obligation on the part of the members towards the charter of the UN.

Question 6.
Describe the creation of the UN.
Answer:
Though the origin of the United Nations can be traced back to the days of the League of Nations, it would be an oversimplification to say that the UN, came into being all of a sudden in a single day. The making of the UN has been an arduous process that spanned a considerable period of time. It came into being after a series of meetings, conferences, and discussions. The genesis of the UN could be traced back to the following landmarks.

Stages of the UN creation :
St James Palace Declaration – June 12, 1941:

  • The Allied powers resolved to continue fighting against the three Axis powers [Germany, Italy, and Japan].
  • After the end of the war, an international organization for the purpose of maintaining international peace and for promoting economic collaboration among nations should be created.

The Atlantic Charter – August 14, 1941:
This is often referred to as marking the birth of the United Nations. In this document Prime Minister Winston Churchill of Great Britain and President Franklin Roosevelt of the United States, meeting on a battleship ‘USS Atlanta’, in the North Atlantic Ocean, laid down eight general principles “on which they base their hopes for a better future for the world.”

The Declaration of the United Nations – January 1, 1942:
In this declaration, using the name later adopted for the new international organization, twenty-six nations agreed to cooperate in war and peace and emphasized that there should be an international organization based on the principle of sovereign equality of all nations, both large and small, for purposes of bringing about international cooperation.

Moscow Conference, October- November 1943:
Representatives of the USSR, USA, Great Britain, and China pledged that their united action would be continued for the organization and maintenance of peace and security and declared that they recognized the necessity of establishing at the earliest practicable date a central international organization based on the principle of sovereign equality of all peace-loving states.

Teheran conference – November 1943:
This was the first meeting of the Big, Three – Churchill, Roosevelt, and Stalin, the Soviet Premier. In a joint statement, they promised that large and small nations would be invited to join a world organization.

The Bretton Woods Conference – July 1944:
This conference was attended by representatives of forty-four nations. As a prelude to the future economic and financial reconstruction of the world, it was decided to set up two important institutions

  • the International Bank for Reconstruction and Development, IBRD and
  • the International Monetary Fund (IMF). It was emphasized that no peace could entire as long as economic chaos prevailed. The IBRD and the IMF are present functioning as Specialised Agencies of the United Nations.

The Dumbarton Oaks Conference – October 1944:
[Dumbarton Oaks is an estate in Washington D.C. owned by Harvard University]. Here representatives of China, Great Britain, the USA, and the USSR, worked out proposals for the world organization to be set up. They agreed upon the blueprint and the first draft of the United Nations Charter.

Yalta Conference, February 1945:
The ‘Big Three’ – Stalin, Churchill, and Roosevelt discussed the voting procedure of the Security Council, the most important organ of the proposed world organization. It was decided here to incorporate the ‘Veto’ formula of voting which became an accepted feature of the new United Nations voting structure. France and China were made co-sponsors along with the three members of the Yalta conference. These five states finally became the five permanent members of the Security Council.

San Francisco Conference – April 25 – June 26, 1945:
Fifty-one nations [including India] were invited to attend this conference. This was the last step in the long drawing process that led to the emergence of the United Nations. A number of proposals made by medium and small powers attending the conference were discussed and it resulted in the creation of the Economic and Social Council as one of the primary organs of the United Nations.

The powers of the General Assembly and die Security Council were clearly defined and altogether there were to be six principal organs of the United Nations. On July 28, 1945, the United States of America approved its membership in the UN. Within another three months, the charter was ratified by all of the permanent members of the Security Council and by a majority of the signatories. The launching of the United Nations marked the beginning of a New World Order.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Question 7.
Write the objectives of the UN.
Answer:
The primary objectives of the United Nations are incorporated in the charter of the United Nations. Article 1 of the charter gives an elaborate and vivid description of these objectives.

Maintenance of International Peace and Security:
The maintenance of international peace and security is the primary objective of the United Nations. In order to save succeeding generations of mankind from the curse of war, world peace is to be maintained by preventing and suppressing breaches of the peace and by promoting conditions conducive to the preservation and maintenance of peace.

Avoidance of war is to be achieved by measures known as collective security. Provision is placed in the charter for powerful sanctions against states which have violated peace. The Security Council is empowered to decide on matters of world peace. The United Nations is expected to maintain the necessary armed forces from the member nations in accordance with an agreement to be concluded between the Security Council and the members of the United Nations individually.

Thus the Peace Observation Commission and the United Nations Emergency Force were created in 1950 and 1956 respectively for the basic purpose of enforcing peace where it is violated. Preservation of the world order necessitates peaceful settlement of disputes among members of the United Nations and a variety of methods for the pacific settlement of international disputes are offered to the member states.

Self-government & Independence:
Development of friendly relations among the states based on respect for equal rights and self-determination of peoples. This is another fundamental objective of the UNO, wherein it is to promote the people of different areas of the world who are hitherto dependent, to be given the right of self-government and independence.

Cooperation Socio-economic fields & Championing of Human Rights :
Furtherance of cooperation among the members in social, economic, cultural, educational, and humanitarian problems and to promote respect for human rights. To put these goals into practice the Economic and Social Council serves as a major organ and it receives adequate support from the General Assembly and various other international specialized agencies.

The ECOSOC is empowered to establish as many commissions as it deems necessary in the area of human rights and it can recommend and prepare draft conventions on human rights and fundamental freedom for all. Encouragement of respect for human rights and fundamental freedom is also stated to be a basic objective of the trusteeship system. The Universal Declaration of Human Rights was overwhelmingly adopted in the General Assembly in 1948.

Disarmament:
To work for the successful implementation of the principle of general and completed disarmament in nuclear and non-nuclear weapons.

Centre for harmonizing relations :
Another basic objective of the United Nations is to act as a center for harmonizing the actions of nations in attaining these common ends and more specific goals, e goa s as spelled out in the charter are:

  • taking appropriate measures to strengthen universal peace,
  • practicing tolerance and living – together in peace as good neighbors and
  • establishing justice and respect for international law.

Other Objectives:
Article 2 of the Charter prescribes certain other principles upon which the United Nations acts. They are:

  • The UN is based on the principle of sovereign equality of all its members.
  • All members are required to fulfill in good faith their Charter obligations.
  • Members are advised to settle their international disputes by peaceful means and without endangering peace, security, and justice.
  • Member nations are to refrain from the threat or use of force against other states.
  • Member nations are to render every possible assistance for any action the UNO takes in accordance with the Charter and shall not provide any help to the state or states against which the UN is about to take preventive or enforcement action.
  • The UN shall ensure that states which are not members act in accordance with these principles in so for as is necessary for the maintenance of international peace and security.
  • The Charter does not authorize the UN to intervene in matters which are entirely within the domestic jurisdiction of any state. The basic objectives and principles of the United Nations as enshrined in the charter are thus directed toward the maintenance and preservation of world peace and security.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Question 8.
Discuss the General Assembly and its compositions and functions.
Answer:
The General Assembly, one of the six main organs of the UN as specified in Article 7 of the charter is the deliberative organ of the UN and is its pivotal organ. It frames been described as a ‘world forum’ or the ‘world’s own meeting’.

Composition:
The General Assembly has the states as its members and all member nations are equally represented in this organ. Each member state is entitled to send 5 representatives and 5 alternate representatives. Irrespective of the number of its delegates present in the General Assembly, each member country is entitled to one vote only.

Functions:
The General Assembly’s functions are as under:
To consider and make recommendations on the principles of international cooperation in the maintenance of peace and security, including the principles governing disarmament. To discuss any problem affecting peace and security, except where a dispute is being currently discussed in the Security Council.

To initiate studies and make recommendations to promote international political cooperation, the development of international law, the realization of human rights and fundamental freedom for all, and international collaboration in economic, social, cultural, and educational arid health fields. To receive and consider reports from the Security Council and other organs of the UNO.

To elect the non-permanent members of the Security Council, the members of the Ecosoc, and the elective members of the Trusteeship Council. To take part with the Security Council in the election of Judges of the International Court of Justice and On the recommendation of the Security Council to appoint the Secretary-General.

To consider and approve the budget of the United Nations, and to examine the budgets of specialized agencies. The Uniting for Peace Resolution adopted in 1950 enlarged the sphere of activity of the General Assembly. As per this Resolution, if the Security Council failed to exercise its power for the maintenance of international peace and security due to the lack of unanimity among the permanent members, the General Assembly was authorized to consider the matter immediately and make appropriate recommendations for collective measures.

In case of a breach of the peace or an act of aggression, the General Assembly can authorize the use of armed forces when necessary. In theory, though the Charter maintains that the Security Council is the most important organ of the UN., in practice, particularly after the passage of the UN for Peace Resolution, the General Assembly has been transformed from mg the deliberative organ to the most effective organ of the UN.

Question 9.
Discuss the structure of the General
Assembly.
Answer:
Since the General Assembly is a very large body, it becomes very difficult to have a normal transaction of a business. Hence the General Assembly functions through its committees – seven main committees, two standing committees, two procedural committees, and a number of permanent, semi-permanent, and ad hoc committees.

Apart from the seven main committees, other important committees and commissions under the General Assembly are the Little Assembly, the International Law Commission, the Peace Observation Commission, the United Nations Emergency Force, the UNICEF [United Nations International Children’s Emergency Fund], the UNCTAD [United Nations Conference of Trade and Development], UNIDO [United Nations Industrial Development Organisation].

Sessions and voting procedure:
The General Assembly meets for the annual plenary session in September every year. The session extends up to the middle of December. The General Assembly can also be convened for special sessions and emergency special sessions. Voting in the body is conducted on the basis of a simple majority of those present and voting when minor issues are concerned. But for major international issues like admission, suspension, and expulsion of a member nation, a two-thirds vote of the Assembly is required.

Jurisdiction :
Though the General Assembly can discuss any issue affecting international peace and security, it cannot discuss any matter falling within the domestic jurisdiction of any member state. Since the General Assembly is not a world parliament, its de ions are not obligatory but only recommendatory in character. Members States are free to accept or reject the decision of the General Assembly.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Question 10.
Discuss the Security Council and its composition and functions.
Answer:
The Security Council functions as the executive wing of the UNO. As long as there is unanimity among, the Big Five, this organ can function very effectively and efficiently. Article 7 of the Charter states that the Security Council like the General Assembly is a primary organ of the UNO.

Composition:
Despite all claims of equality among large and small nations made in the Chapter, there is no denying the fact that the Security Council is built along the core of Big

Powers:
Membership in the Security Council is of two kinds – permanent and elective [non-permanent]. The five permanent members are named in Article 23 of the charter. They are – the United States of America, the Union of Soviet Socialist Republics, the United Kingdom, France, and China, are the big five.

It is important to observe that till 1971 the China seat in the Security Council was represented by Nationalist China based in Taiwan, but since 1971 this seat has been allotted to Communist China based in Beijing. Similarly, with the dissolution of the USSR [Soviet Union] in 1991 with the end of the cold war, the USSR seat is at present represented by Russia

Functions:
The functions of the Security Council are:

  • To maintain international peace and security in accordance with the purposes and principles of the United Nations.
  • To investigate any dispute which might lead to international friction.
  • To formulate plans for the establishment of a system to regulate armaments.
  • To call upon members to apply economic sanctions against a potential aggressor nation so as to prevent actual aggression.
  • To take military action against the aggressor.
  • To recommend the admission of new members
  • To recommend to the General Assembly the appointment of the Secretary-General and together with the General Assembly to elect the judges of the International Court of Justice.
  • To submit annual and special reports to the General Assembly.

Question 11.
Explain ECOSOC and its functions.
Answer:
The ECOSOC consists of 54 members. The General Assembly elects by a vote of two t s majority present and voting the members of the ECOSOC for three-year terms. Retiring members are eligible for immediate re-election. Eighteen members retire every year and every member state is entitled to one representative. Though there are no permanent members in the ECOSOC, in actual practice the Big Five and medium-range powers like India, Canada and Yugoslavia are frequently re-elected.

Functions:

  • To be responsible under the authority of the General Assembly, for the economic and social activities of the United Nations.
  • To initiate studies, reports, and recommendations on international economic, social, cultural, educational, health, and related matters.
  • To promote respect for and observance
    of human rights and fundamental freedoms for all.
  • To call international conferences and prepare draft conventions for submission to the General Assembly on matters within its competence.
  • To negotiate agreements with the specialized agencies, defining their relationship with the U.N.
  • To coordinate the activities of specialized agencies of the U.N. and to obtain reports from them.

The most significant of all its activities, however, is its persistent concern for human rights. Since 1960 ECOSOC has remained busy in solving the problems of and fulfilling the aspirations of developing nations. A structure like the General Assembly ofthe United Nations, the ECOSOC which has been authorized by the provisions of the Charter to establish as many subsidiary organs as may be necessary for the fulfillment of its functions, has set up a cobweb of commissions and committees.

Thus the ECOSOC works through commissions, committees, and various other subsidiary bodies.
There are seven functional commissions:

  1. The Statistical Commission.
  2. Population Commission
  3. Commission For Social Development.
  4. Commission on Human Rights.
  5. Commission on the Status of Women.
  6. Commission on Narcotic Drugs.
  7. Commission on Commodity Trade.

There is also a sub-commission on the Prevention of Discrimination and Protection of minorities which works under the direction of the Commission on Human Rights.

Regional Economic Commissions:
The ECOSOC has set up five regional commissions which study the economic problems of their respective regions and recommend courses of action related to economic development, such as electric power, inland transport, and trade promotion.
These commissions are:

  • Economic Commission for Europe [ECE]. This was established in 1947 with its headquarters in Geneva, Switzerland.
  • Economic and Social Commission for Asia and the Pacific. It was set up in 1947 with headquarters in Bangkok, Thailand.
  • Economic Commission for Latin America. Set up in 1948, it has its headquarters in Santiago, Chile.
  • Economic Commission for Africa was established in 1958 in Addis Ababa, Ethiopia.
  • Economic Commission for Western Asia was established with headquarters in Beirut, Lebanon.

Besides, there are six standing committees:

  1. Programme and Coordination
  2. Natural Resources.
  3. Non-Governmental Organisations
  4. Inter-government Agencies
  5. Transnational Corporations and
  6. Human Rights.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Question 12.
What are the Trusteeship Council and state its objectives?
Answer:
The Trusteeship Council evolved from the idea of the die Mandates system of the League of Nations. Article 7 of the charter states that the Trusteeship Council shall be a primary organ of the United Nations. But like the ECOSOC, the Trusteeship Council to does not have an independent jurisdiction. It is directly subordinated to two of her primary organs like the General Assembly and the Secretary Council.
There are two types of Trust territories:

  • Strategic Trust Territory,
  • Non-strategic Trust Territory.

The Security Council and the Trusteeship Council supervise the functioning of the Strategic Trust Territory. Till 1994 there was only one group of trust territories in the North Pacific Ocean and they are the Marshall, Mariana, and Caroline Islands. In 1994 the islands became the Republic of Belau, hence there are no strategic trust territories at present.

The General Assembly and the Trusteeship Council are the supervising authorities of the Non-strategic Trust territories. At present, there are no strategic trust territories since all such territories have attained independence The Trusteeship Council was set up to supervise and administer trust territories placed under its disposal by individual agreements.

Chapter XII of the UN charter provides for an international trusteeship system that shall apply to

  1. Territories held under the mandate of the League of Nations after the First World War, like Iraq, Syria, Lebanon, Jordan, and Palestine have all attained independence except Palestine which is now under Israeli occupation,
  2. Territories that may be detached from ex-enemy states as a result of the Second World War. The territory of Somaliland taken from Italy came under this category
  3. Territories are voluntarily placed under the System by states responsible for their administration. No such territory was voluntarily brought by any of the former colonial powers under the trusteeship system.

The objectives of the Trusteeship system are:

  • To further international peace and security.
  • To promote political, economic, social, and educational advancement.
  • To promote respect for human rights and fundamental freedoms for all the people of the trust areas.
  • To provide equal treatment for all the countries in respect of social, economic, and commercial interests in the administration of justice.
  • To promote the peoples of the area concerned to self-government or ‘ independence in accordance with the provisions of the Trusteeship Agreement for the territory.

Question 13.
Discuss the functions and compositions of the Trusteeship Council.
Answer:
Functions:
The function of the Trusteeship Council is to supervise the administration of Trust territories. In carrying out this function, the council is authorized:

  1. To formulate a questionnaire on the political, economic, social, and educational advancement of the inhabitants of Trust territories on the basis of which the Administering Authority is to make annual reports.
  2. To examine and discuss reports from Administering Authorities.
  3. To examine the petition in consultation.
  4. To expand the agreed upon with the Administering Authorities.

Composition:
The composition of the Trusteeship Council is based on three factors:
All the administering powers are to be represented on the Trusteeship Council. All the permanent members of the security council which is not have administering powers are also to be represented on the Trusteeship Council. The elective members of the Trusteeship Council are elected by the General Assembly.

Altogether there were 11 Trust territories of which 10 were designated as non-strategic trust territories and was designated as strategic trust territory. By January 31, 1968, all non-strategic trust territories had gained independence, leaving only the five permanent members of the Security Council as members of the Trusteeship Council.

In 1994 the only strategic trust territory too gained independence, hence the Trusteeship Council, with no business to perform, has become non-functional. Its works completed, the Trusteeship Council now consists of the five-year permanent members of the Security Council and it has amended its rules of procedure to allow it to meet as and when occasion requires.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Question 14.
Discuss the Jurisdiction of the Court of International Court of Justice.
Answer:
It is important to note that only states and not individuals can be parties before the court. But the greatest deficiency of the court lies in the fact that, unlike national legal systems, the ICJ does not have compulsory jurisdiction. In other words, its decisions are only recommendatory and not obligatory or binding in character.

Very often the Security Council may recommend that a legal dispute be referred to the court. The General Assembly and the Security Council can also ask the court for an advisory opinion on any legal question. Besides, other organs of the UN and specialized agencies can refer the court for an advisory opinion. Normally the maximum number of references to the court seeking advisory opinion is made by the General Assembly.

Guiding Principles :
The court while deciding disputes submitted to it in accordance with Article 3 8 of the statute, shall be guided by:

  • International conventions establish rules recognized by the contesting states.
  • International customary law.
  • General Principles of law recognized by nations.
  • Judicial decisions and the teachings of the most highly qualified publicists of the various nations. At times the court may decide a particular case by deviating from strict law but in a spirit of conciliation, compromise and friendliness, provided the parties concerned agree to such a method.

Decisions by the Court:
Despite several weaknesses and loopholes, the ICJ has played a significant role in the growth of the international legal system. Perhaps the most outstanding, contribution made by the ICJ is in the field of systematic codification of international, law. Important decisions of the court can be seen in the following cases, to name only a few:

  1. The Asylum case.
  2. The Right to Passage Over Indian Territory case.
  3. Anglo-Iranian Oil Company Case.
  4. The Corfu Channel case.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Question 15.
Discuss the position of the Secretary-General and its functions.
Answer:
The Secretary-General is not the co-employee of the Staff of the Secretariat and there exists a gulf between the Secretary- 5. General and other members of the Secretariat. The members of the Secretariat are appointed by the Secretary-General in accordance with the rules established by the General Assembly.

In their appointment, promotion, and separation from service, the Secretary-General has considerable powers, The Secretariat carries out the day-to-day work of the UN, and the staff members are drawn from more than 100 countries. The members of the staff being international civil servants are expected to fulfill their functions impartially.

The major functions of the Secretary-General are:

  • To be the chief administrative officer of the organization.
  • To act as Secretary to all the major delegate bodies of the United Nations.
  • To perform functions assigned to him by the General Assembly, the Secretary Council, the ECOSOC, and the Trusteeship Council.
  • To furnish annual reports to the General Assembly on the functioning of the organization.
  • To appoint members of the staff of the Secretariat.
  • To take initiative in bringing any matter before the Secretary Council war according to him might constitute a threat to international peace and Secretary.

In actual practice, the role of the Secretary-General has far increased in scope. And has gone much beyond the expectations of the makers of the charter Instead of being merely the chief. Administrative officer, he has become the most important political officer of the UN who constantly exerts himself for the preservation and maintenance of international peace and security.
Thus functions today may be classified under three categories

  • political functions
  • representative functions,
  • administrative functions.

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CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

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CHSE Odisha 11th Class Sociology Unit 2 Basic Concepts Objective Questions

Multiple Choice Type Questions

Question 1.
Where there is life, there is a society, who said this?
(i) Weber
(ii) Auguste Comte
(iii) Maclver and Page
(iv) Aristotle
Answer:
(iii) Maclver and Page

Question 2.
Who said the man is a social animal?
(i) Maclver
(ii) Plato
(iii) Aristotle
(iv) Comte
Answer:
(iii) Aristotle

Question 3.
Society is a consciousness of the mind is the definition of whom?
(i) Giddings
(ii) Plato
(iii) Davis
(iv) Aristotle
Answer:
(i) Giddings

Question 4.
Society determines __________ of the state.
(i) Background
(ii) Jurisprudence
(iii) Purpose
(iv) All of these
Answer:
(iii) Purpose

Question 5.
The term society in sociology is used to refer to
(i) The persons professing the same religion
(ii) The system of social relationship.
(iii) The persons living in an area.
(iv) The organised relations between individuals.
Answer:
(ii) The system of social relationship.

Question 6.
Who has defined society as a system of usage and procedure of authority and mutual aid of many groupingÿ and divisions of control of human behaviour and of liberty.
(i) Gidding
(ii) A.W. Green
(iii) Maclver
(iv) Comte
Answer:
(iii) Maclver

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 7.
What does society exclude?
(i) Differences
(ii) Interdependence
(iii) Similarity
(iv) Time boundness
Answer:-
(iv) Time boundness

Question 8.
Origin of society was due to
(i) Evolution
(ii) God’s will
(iii) Force
(iv) None of these
Answer:
(i) Evolution

Question 9.
Society exists only when
(i) The members posses common interests.
(ii) The members are at the same place and same time.
(iii) The members know each other.
Answer:
(iii) The members know each other.

Question 10.
Sociology attempts an interpretative understanding of human behaviour who said this?
(i) Max Weber,
(ii) Plato
(iii) Giddings
Answer:
(i) Max Weber

Question 11.
Whoinitiatedthisideathatthegroupmind was the basis of society.
(i) A.W. Green
(ii) Comte
(iii) Max Weber
(iv) Mc Dougall
Answer:
(iv) Me Dougall

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 12.
Which is not a characteristic society from the following?
(i) Definiteaim
(ii) Interdependence
(iii) Co-operation
(iv) Likeness
Answer:
(i) Definite aim

Question 13.
What do you mean by society?
(i) The system of usage and procedure.
(ii) The interaction of the group.
(iii) The people
(iv) The places of their residences.
Answer:
(i)The system of usage and procedure.

Question 14.
Who said society is a web of social relationships?
(i) Giddings
(ii) Cooley
(iii) Maclver
(iv) Ginsberg
Answer:
(iii) Maclver

Question 15.
Who said society is a common property?
(i) Thomas
(ii) Maclver
(iii) Colley
(iv) Giddings
Answer:
(i) Thomas

Question 16.
Which of the following is a functional prerequisite of society?
(i) Some rules
(ii) Definite area
(iii) Group of people
(iv) Provision of security
Answer:
(iv) Provision of security

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 17.
Man is not born human, but to be made human who of the following says it.
(i) Durkheim
(ii) Prof. Park
(iii) Aristotle
(iv) Comte
Answer:
(ii) Prof Park

Question 18.
Which of the following element distinguishes animal society from human society?
(i) Physical strength
(ii) Laugh
(iii) Culture
(iv) Speech
Answer:
(iii) Culture

Question 19.
Which of the following elements of difference between society and community?
(i) A group of people
(ii) Links
(iii) Definite locality
(iv) Sentiment
Answer:
(iii) Definite locality

Question 20.
Man is a social animal because_______.
(i) His nature and necessity made him so.
(ii) His forefathers have lined in society.
(iii) Society was born with him.
Answer:
(i) His nature and necessity made him so.

Question 21.
Which of the following shows the foral cases to prove social nature of man?
(i) Aristotle
(ii) K. Davis
(iii) Maclver
(iv) Comte
Answer:
(iii) Maclver

Question 22.
A group of people organised for a particular purpose is known as :
(i) Association
(ii) Society
(iii) Community
Answer:
(i) Association

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 23.
The theory which draws some similarities between society and human body is called is________.
(i) Group mind theory
(ii) Idealist theory
(iii) Organic theory
(iv) Natural theory
Answer:
(iii) Organic theory

Question 24.
Which of the following is an association?
(i) State
(ii) Trade Union
(iii) Tennis Club
(iv) All of these
Answer:
(iv) All of these

Question 25.
Which of the following is held to be the right of the origin of the society?
(i) Evolutionary theory
(ii) Genetic theory
(iii) Patriarchal theory
(iv) Divine right theory
Answer:
(i) Evolutionary theory

Question 26.
By which of the following an association is characterised?
(i) Customs
(ii) Folkways
(iii) Usage
(iv) Norms
Answer:
(iv) Norms

Question 27.
Which of the following is not the basic elements of a community?
(i) Communitysentiment
(ii) Legal status
(iii) Environment friendly
(iv) Definite locality
Answer:
(ii) Legal status

Question 28.
What makes a society?
(i) Place as their residence
(ii) Time boundness
(iii) The people
(iv) Reciprocity
Answer:
(iv) Reciprocity

Question 29.
Culture is man-made part of the environment who said this?
(i) Malimoshi
(ii) Taylor
(iii) Kroeber
(iv) None of these
Answer:
(iii) Kroeber

Question 30.
What distinguishes human society from animal society?
(i) Geography
(ii) Reproduction
(iii) Organisation
(iv) Culture
Answer:
(iv) Culture

Question 31.
Who called society mind unit large?
(i Pareto
(ii) McDougall
(iii) Aristotle
Answer:
(i) Pareto

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 32.
What is the most fundamental unit of human society?
(i) Family
(ii) Individual
(iii) Religion
(iv) Economy
Answer:
(i) Family

Question 33.
Which of the following is not a characteristic of a social group?
(i) We feeling
(ii) Similar ethnic background
(iii) Reciprocal relation
(iv) Common territory
Answer:
(ii) Similar ethnic background

Question 34.
Which of the following is characteristic of the social group.
(i) Common territory
(ii) Sense of unit
(iii) Compulsory membership
(iv) Face-to-face preserve
Answer:
(iii) Compulsory membership

Question 35.
Groups are classified into the primary groups and secondary groups by
(i) Swamper
(ii) Maclver
(iii) C.H. Cooley
(iv) Karl Marx
Answer:
(iii) C.H. Cooley

Question 36.
Which of the following is characteristic of culture?
(i) Culture makes man’s life materially comfortable.
(ii) Culture is learnt.
(iii) Culture is a divine creation.
(iv) Culture is a religious system.
Answer:
(ii) Culture is learnt.

Question 37.
Culture has importance for the group because
(i) It satisfies human needs for food and shelter.
(ii) It provides stability to the goal.
(iii) It keeps social relationships in fact.
(iv) It marks off one group from the other.
Answer:
(iii) It keeps social relationships in fact.

Question 38.
To constitute culture the acquired behaviours should be________.
(i) Shared by and transmitted among the members of the group.
(ii) Believed to be ideal by the group.
(iii) Shared by the group.
(iv) Transmitted a way to the members of the group.
Answer:
(ii) Shared by and transmitted among the members of the group.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 39.
Material culture implies
(i) Possession of essential commodities.
(ii) Possession of material occupation.
(iii) Possession of luxurious articles.
(iv) Possession of concrete ideas of beliefs.
Answer:
(iii) Possession of luxurious articles.

Question 40.
What does culture usually reflect in modem society?
(i) Religionculture
(ii) National culture
(iii) Geographical culture
(iv) Group culture
Answer:
(ii) National culture

Question 41.
Society is co-operation and crossed by conflict was said by __________.
(i) Cooley
(ii) GillinandGillin
(iii) Maclver
Answer:
(iii) Maclver

Question 42.
Our culture is what are, our civilization is what we have who said this?
(i) Comte
(ii) C.C. North
(iii) Max Weber
(iv) Maclver
Answer:
(iv) Maclver

Question 43.
Culture may be defined as________.
(i) Sumtotalofcollective behaviour.
(ii) Unconditioned people.
(iii) Pattern of arrangements by society.
(iv) Typical habit patterns of people.
Answer:
(iv) Typical habit patterns of people.

True or False Type Questions

Question 1.
Maclver insists that sociability is the essence of society.
Answer:
False
George Simmel insists that sociability is the essence of society.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 2.
The term sociology was coined in the year 1848.
Answer:
False
The term sociology was coined in the year 1939.
Answer:
True

Question 3.
Maclver says that society rests on consciousness kind.
Answer:
False
F.H. Giddings says that society rests on consciousness of kind.
Answer:
True

Question 4.
The term society was derived from the Greek word “socius”?
Answer:
False
The term society was derived from the Latin word socius means companions.
Answer:
True

Question 5.
Society is a web or network of human relationships.
Answer:
False
Society is a web or network of social relationships.
Answer:
True

Question 6.
The word community has been derived from the Greek word commences.
Answer:
False
The word community has been derived from the Latin word commences.
Answer:
True

Question 7.
Comte cited three cases of infant isolation from the group to prove social nature of man.
Answer:
False
Maclver cited three cases of infant isolation to prove social mature of man.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 8.
Community sentiment means a feeling to differences.
Answer:
False
Community sentiment means a feeling of being together or a sense of we feeling.
Answer:
True

Question 9.
A community is bigger than society.
Answer:
False
Community is smaller than society.
Answer:
True

Question 10.
Community is a creation of human all.
Answer:
False
Community is grows spontaneously.
Answer:
True

Question 11.
Aristotle says society involves both likeness and differences.
Answer:
False
Maclver says society involves both likeness and differences.
Answer:
True

Question 12.
K. Davis opines community is the smallest territorial group that can embrace all aspects of social life.
Answer:
True
Community sentiment is the most important characteristic of a community.
Answer:
True

Question 13.
Community sentiment is the most important characteristic of a community.
Answer:
True

Question 14.
A community does not possesses a definite territory.
Answer:
False
A community always possesses a definity territory.
Answer:
True

Question 15.
A community is a temporary social group.
Answer:
False
A community is a permanent social group.
Answer:
True

Question 16.
Village is an example of association.
Answer:
False
Political party is an example of association.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 17.
Association is a group of organised people having common interest.
Answer:
True
An association may be both temporary or permanent.
Answer:
True

Question 18.
An association may be both temporary or permanent.
Answer:
True

Question 19.
Association has no aims.
Answer:
True
Association has definite aims.
Answer:
True

Question 20.
An association does not have any states.
Answer:
True

Question 21.
Association is natural formed.
Answer:
False
Association is artifical formed.
Answer:
True

Question 22.
Membership of an association is compulsory.
Answer:
False
Membership of an association is optional.
Answer:
True

Question 23.
Association is permanent in nature.
Answer:
True
Association may be both temporary and permanent.
Answer:
True

Question 24.
Ogbrum Nimkoff says that a social group is a system of social interaction.
Answer:
False
H. M. Johnson says that a social group is a system of social interaction.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 25.
Family is an example of a secondary group.
Answer:
False
Family is an example of primary group.
Answer:
True

Question 26.
C. H. Cooley wrote the book ‘Social Organisation’.
Answer:
True

Question 27.
Playgroup is an example of primary group.
Answer:
True

Question 28.
A political party is an example of secondary group.
Answer:
True

Question 29.
Red Cross society is an example of primary group.
Answer:
True

Question 30.
Secondary relation is an end in itself,
Answer:
False
Secondary relation is a means of an end i.e. it is goal oriented.
Answer:
True

Question 31.
Cooley classifies group into in-group and out-group.
Answer:
False
Cooleyclassifies group into primary and secondary groups.
Answer:
True

Question 32.
Summer classifies groups into in-group and out-group on the basis of contract.
Answer:
True
Summer classifies groups into in-groups and out-groups on the basis of consciousness of kind.
Answer:
True

Question 33.
K. Davis has outlined the characteristics of the primary group as internal and external.
Answer:
True

Question 34.
Culture is individual behaviour.
Answer:
False
Culture is a shared behaviour.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 35.
Maclver first used the term culture.
Answer:
False
E.B. Tylor first used the term culture.
Answer:
True

Question 36.
Culture is inborn.
Answer:
False
Culture is learned not inborn.
Answer:
True

Question 37.
Culture is not based on symbols.
Answer:
False
Culture is based on symbols.
Answer:
True

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CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

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CHSE Odisha 11th Class Sociology Unit 2 Basic Concepts Long Answer Questions

Long Type Questions and Answers

Question 1.
What do you mean by society? Explain the characteristics of society.
Answer:
The term “society” is derived from the Latin word ’socius’, which means companionship means sociability. As George Simmel pointed out, it is this element of sociability which defines the true essence of society. It indicates that man always lives in the company of other people. ‘Man is a social animal’, said Aristotle centuries ago. Man lives in towns, cities, tribes, villages, but never alone.

Loneliness brings him boredom and fear. Man needs society for his living, working and enjoying life. Society has become an essential condition for human life to arise and to continue. Human life and society always together.

(1) According to Maclver and Page, “Society is a system of usages and procedures, authority and mutual aid of many groupings and divisions, of control, of human behaviour and of liberties”.
(2) According to F.H. Giddings, “Society is the union itself, the organisation, the sum of formal relations in which associating individuals are bound together”.

Characteristics of Society:
In its broadest sense society means the whole human society, the community of all human beings. A very large section of the humanity may be called a society. The Western Christendom; the people of Islam, the Indians, the English and the French are some such societies because they belong to very large social communities.

A society, thus, means a large social community having many things in common in the way of living of its members for a closer and better understanding we have to discuss the characteristics of society. Society is composed of people, without the students and the teachers there can be no college and no university. Similarly, without people there can be no society, no social relationships, and no social life at all.

Society is a group of people in continuous interaction with each other. It refers to the reciprocal contract between two or more persons. It is a process where by men interpenetrate the minds of, each other. An individual is a member of society so long as he engages in relationsihp with Other members of society. It means that individuals are in continuous interaction with other individuals of society.

The limits of society are marked by the limits of social interactions. Social interaction is made possible because of mutual awareness. Society is understood as a network of social relationships only where the members are aware of each other. Society exists only where social beings ‘behave’ towards one another in ways determined by their recognition of one another. Without this awareness there can be no society. A social relationship, thus implies mutual awareness.

The principle of likeness is essential for society. It exists among those who resemble one another in some degree, in body and in mind.
Likeness refers to the similarities. People have similarities with regards to their needs, works, aims, values, outlook towards, and so on. Just as the ‘birds of the same father flock together’, men belonging to the same species called homosapiens, have many things in common.

Society, hence rests on what F.H. Giddings calls consciouness of kind. “Comradeship, Intimacy, association of any kind or degree would be impossible without some understanding of each by the other and that understanding depends on the likeness which each apprehends in other”. Society in brief, exists among like beings and likeminded.

Society also implies difference. A society based entirely on likeness and uniformities is bound to be loose in socialites. If men are exactly alike, their social relationships would be very much limited. There would be little give-and-take, little reciprocity. They would contribute Very little to one another. More than that, life becomes boring, monotonous and uninteresting, if differences are not there.

Hence, we find difference in society. Family for example, rests on biological difference between the sexes. People differ from one another in their looks, personalities, ability, talent, attitude, interest, taste, intelligence, faith and soon. People pursue different activities because of these difference.

Thus we find farmers, labourers, teachers, soldiers, businessmen, bankers, engineers, doctors, advocates, writers, artists, scientists,- musicians, actors, politicians, bureaucrats and others working in different capacities, in different fields in society. However, difference alone cannot create society. It is subordinated to likeness.

Society is not static, it is dynamic. Change is ever present in society. Changeability is an inherent quality of human society. No society can Over remain constant for any length of time. Society is like water in a stream or river that forever flows. It is always in flux. Old men die and new ones are born.

New associations and institutions and groups may come into being and old ones may die a natural death. The existing ones may undergo changes to suit the demands of time or they may give birth to the new ones. Changes may take place slowly and gradually or suddenly and abruptly.

Primarily likeness and secondarily difference create the division of labour. Division of labour involves the assignment to each unit or group a specific share of a common task. For example, the common task of producing cotton clothes is shared by a number of people like the farmers who grow cotton, the spinners, the weavers, the dyers, and the merchants.

Similarly, at home work is divided and shared by the father, mother and children. Division of labour leads to specialisation. Division of labour and specialisation are the marks of modem complex society. Division of labour is possible because of co-operation. Society is based on cooperation. It is the very basis of our social life.

As C.H. Cooley says, cooperation arises when men realise that they have common interests. It refers to the mutual working together for the attainments of a common goal. Men satisfy many of their desires and fulfil interests through joint efforts. People may have direct or indirect co-operation among them. Thus co-operation and division of labour have made possible social solidarity or social cohesion.

Society has its own ways and means of controlling the behaviour of its members cooperation, no doubt exists in society. But side by side. Competitions, conflicts, tensions, revolts, rebellions and suppression are also there. They appear and re-appear off and an. Clash of economic or political or religions interests is not uncommon. Left to themselves, they may damage the very fabric of society.

They are to be controlled. The behaviour or the activities of people are to be regulated. Society has various formal as well as informal means of social control. It means society has customs, traditions, conventions and folkways, mores, manners, etiquettes and other informal means of social control. Also it has law, legislation, constitution, police, court, army and other formal means of social control to regulate the behaviour of its members.

Social relationships are characterised by interdependence. Family, the most basic social group, for example, is based upon the interdependence of man and woman. One depends upon the other for the satisfaction of one’s needs. As society advances, the area of interdependence also grows.

Today, not only individuals are interdependent upon one another, but even, communities, social groups, societies and nations are also interdependent. Each society has its own ways of life Culture. This distinguishes one society from another. Culture refers to the total range of our life. It includes knowledge, belief, art, morality, values, ideas, ideologies, sciences and philosophies.

A society has a comprehensive culture. It is culturally self-sufficient. It may carry on trade with other societies, but the cultural patterns involved in this trade are the part of the culture of the society itself. For example, the pattern of extending credit, the recognized rates of exchange, the means of payment, the form of contacts all these cultural patterns are the parts of the culture of each society involved in interaction.

The members of a society share a common and unique culture. In our society we share such cultural symbols as the August Fifteen, January Twenty six and so on. We also share cultural values of collectivism and spiritualism. Collectivism means the economic theory and industry should be carried on with a collective capital and spiritualism is the philosophical doctrine that nothing is real but soul or spirit.

Me Dougall, say that man is social because of the basic human instinct called the gregarious instinct. Gregariousness refers to the tendency of man to live in groups. Man always lives amidst, men. He cannot live without it. This internal nature of man has forced him to establish social groups and societies and to live in them.

Human life and society almost go together. Man is born in society and bred up in society, nourished and nurtured in society. From childhood to adolescence, from adolescence to youth, from youth to maturity, from maturity to old age, from old age up to death, man lives in society. He depends on society for protection and comfort, for nature and education.

Participation in society is necessary for the development of personality. Various cases show that man can become man only among man. Society makes our life livable. It is the nurse of youth, the arena of manhood and womanhood. Society, is therefore, as Maclver puts it, more than our environment. It is within us as well as around us, Society not only liberates the activities of men, but it limits their activities also. It controls their behaviour in countless ways.

It shapes our attributes, our beliefs, our morals and our ideals. Emotional development, intellectual maturity, satisfaction of problems needs and material comforts are unthinkable without society. Society is a part of our mental equipment and we are. a part of society, stimulates the growth of our personality. It liberates and controls out talents and capacities.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 2.
Examine the importance of the functional pre-requisites of society.
Answer:
Preservation of human society requires the fulfilment of certain functional necessities, which we may call as functional pre-requisites. There are certain pre-requisites of a harmonious and active social system. A tension ridden social system cannot function efficiently. As a healthy body works if there is no disorder in its parts.

Similarly, a society system can function efficiently if there is order among its parts. There are so many needs or requisite, which society needs. It is impossible to analyse all the requisites society needs. Yet some of the important pre-requisites of society are discussed here.

The basic needs are food, clothing, shelter and security. Every man needs food for very survival. Without it life is impossible. As a civilized being clothing is also another bare necessity of human being. Similarly for his rest, to avoid rain, cold and other hazards of environment he needs shelter.

Therefore, food, clothing and shelter are regard as the most human being is security. No human being or human society can survive without protection from its members. Therefore, human being needs protection from every front for his survival.

Another important need of human society is the human actions and systematic social relationship. For this there must be division of labour. Every society has a clear division & labour among men and women, the young and the old and on the basis of ability. Division of labour and division of responsibility if necessary for every society. Similarly, systematic of relationship rests upon the likeness among the people,

There should be sufficient number of people in a social system so that it may function efficiently. The number should not be too much or too less. In a society there should be a definite system of procreation to maintain the continuity. Procreation is the means through which new members come and old members are replaced.

The new members of society learn social values and systems of behaviour because of which continuity of society is maintained. Therefore, replacement of population is the need of society. Socialization of the young is very much necessary. Not only young but also other members go through the process of socialisation.

Through the process of socialisation the cultural norms of a society is transferred, to the next generation. Socialisation plays a very important role in this regard. Because no new generation is not a new beginning. The new members of society learn social values and systems of behaviour because of which the continuity in society is maintained.

Attainment of goal is another prerequisite of society. There must be flow among the members, a continuous stream of meaningfulness and goal without which the survival of society comes into question. Each social system has some norms of conduct. These are socially approved ways of behaviour which the members are expected to observe or to follow. If these are violated social system cannot function effectively

Sometimes individuals knowingly or unknowingly deviate – the existing social order for which it becomes impossible to maintain order in the society. Therefore, control should be exercised over individuals to observe the, norms of society. As a result of which the social system may function in a satisfactory manner. Social control helps members to learn and preserve value oriented behaviours;

The actors of a society should accept the social system instead of showing resentment against it. Even they should have eagerness towards positive action.

Question 3.
Analyse the characteristics of Community.
Answer:
Community consists of a group of people without a group of people community can not be formed. Every community has a definite geographical territory. This territory can be changed according to the growth of population. The members of a community have a sense of community sentiment and degree of we-feeling.

The customs, traditions, folkways, mores, language and many other things of the members of a community are very, similar. Like crowed community is not temporary or short lived. It is a natural and permanent organisation. A community may be big or small in size. The small community exists within a big community.

Every community has certain rules and regulations which members compulsorily obeyed Community fulfils all the fundamentals needs of its members. Community is not deliberately or purposively created. It is a spontaneous and naturally and group. It group naturally develops spontaneously. Each and every community has a particular name by which one community is distinct from another.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 4.
Analyse the characteristics of Association.
Answer:
An association is formed or created by people. It is basically a social group. Without people there can be no association. An association is not merely a collection of individuals. It consists of those individuals who have more or less the same interests. An association is based on the cooperative spirit of its members. People work together to achieve some definite purpose.

Association denotes some kind of organisation. An association is known essentially as an organised groups. Every association has its own ways and means of regulating the relations of its members. Associations, are means or agencies through which their members seek to realise their similar or shared interests.

Such social organisations necessarily act not merely through leaders, but through officials or representatives, as agencies. An association may be permanent or temporary. There are some long-standing associations like the state, family, religious associations etc. some associations may be purely temporary in nature.

Question 5.
Analyse the characteristics of Social Institution.
Answer:
The main characteristics of social institutions may be described here:
Institutions come into being due to the Collective activities of the people. They are essentially social in nature. Social institutions are ubiquitous. They exists in all the societies and existed at all the stages of social development. An institution must be understood as standardised procedures and norms.

They prescribe the way of doing things. They also prescribe rules and regulations that are to be followed. Marriage, as an institution, for example, govern the relations between the husband and wife. Institutions are established by men themselves. They cater to the satisfaction of some basic and vital needs of man.

Institutions like religion, morality, state, government, law, legislation etc., control the behaviour of men. These mechanisms preserve the social order and give stability to it. Institutions are like wheels on which human society marches on towards the desired destination. Institution normally do not undergo sudden or rapid changes.

Institutions are not external, visible or tangible things. They are abstract. Institutions may persist in the form of oral and or written traditions. Institutions may have their own symbols, material or non-material. Institutions, though diverse, are interrelated.

Question 6.
Distinguish between Society and Community.
Answer:
Society is a web of social relationship but community consists of a group of individuals living in a particular area with some degree of we filling. A definite geographical area is not an essential aspect of society. A definite locality or geographic area is essential for community.
Society is abstract but community is concrete.

Community sentiment or a sense of we-feeling may be present or may not. But for the community sentiment is an essential element of community. There can be no community in its absence. Society is wider community is smaller than society: There can be more than one community in a society.

The objectives and interests of society are more extensive and valid but community has limited objectives. Society involves both likeness differences, but likeness is more important in community. There is common agreement of interests and objectives on the post of members.

Question 7.
Different between Association and Institution.
Answer:
An association is a group of people organised for the purpose of fulfilling a need or needs. But institutions refers to the organised way of doing things. It represent common procedure. Association denotes membership but institution denotes only a mode or means of service. We belong to association, to political parties, trade unions, youth clubs, families etc.

We do not belong to institution. We do not belong to marriage property, education or law. Association consists of individuals, institution consists of laws, rules and regulations. Association are concrete but institutions are abstract. An association has a location, it makes sense to ask where it is but an institution does not have location. The question where it is, makes no sense at all.

Thus, a family can be located in space but we cannot locate examination, education, marriage etc. Association are mostly created or established but institution are primarily evolved. An association may have its own distinctive name but institution does not process specific names, but has a structure and may have a symbol. Association may be temporary or permanent but institution are relatively more durable.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 8.
Discuss the characteristics of Secondary Group.
Answer:
Large Size:
The first characteristic of secondary group is its large size. The size of secondary group is so large because it is formed by a large number of people. Secondary group have spread all over the country. For example political party which is secondary group, consisting of thousands of members and work throughout the country. Similarly, the members of International Red Cross Society scatter all over the world. Due to large size, all the members of secondary group are indirectly related to each other.

Indirect Relations:
Secondary groups are characterized by indirect relations. All members are indirectly related to each other because a secondary group is bigger in size than a primary group and the members cannot say together. The specialization of functions leads to indirect relation in secondary groups.

For example, in the large scale organizations where division of labour is complex, the members have not only different functions but also different powers, different degrees of participation, different sights and obligations. All these lead to indirect relations. The contacts and communications in secondary group are mostly indirect.

Formal and Impersonal Relations:
Relation among the members of secondary groups are formal and impersonal. The members do not have face-to-face relations. People do not develop personal relations among themselves. In large scale organization, there are contacts and they may be face-to-face, but they are, “as says Kingsley Davis, “the touch-and go variety. The numbers in secondary group are more concerned with their self-centred interests than with other persons. Thus the secondary relations are formal and impersonal.

Voluntary Membership:
The membership of secondary group is not compulsory but always voluntary. People may join secondary groups according to their sweet will. For instance, one may join a political party or may not joint it. Similarly one may or may not join a political party or may not joint it. Similarly one may or may not join a particular recreational club. It is not essential to become the member of Rotary International Club or Red Cross Society. This is no compulsion. This voluntary membership leads indirect and impersonal relations among the members of a secondary group.

Formal Rules:
Secondary groups are regulated by formal rules and regulations. A secondary group exercises control over its members through formal ways. The secondary relation are directly controlled by police, jail, anny, court and various other formal means. Status of Individual depends upon his role. In secondary group the position of status of every member depends upon his role.

Every members in a secondary group plays a role or a number of roles. His status in the group is determined by his role. For example, the status of the president of a political party depends upon the role he plays in the party and not upon his birth or personal qualities. Similarly, in a college, the status of the principal depends upon his role not upon his birth and other traits.

Individuality in Persons:
Secondary groups are sometimes called “special-interest groups”. Individuality develops in the persons in secondary groups because, their relations are based on self-interests. When their interests are satisfied they lose interest in the group. Thus self-interest leads the members to develop their individuality in secondary groups.

Active and Inactive Members: A secondary group is very large in size. Physical closeness and intimacy are totally absent among its members. Owing to this reason, some members of the group become active and some others are quite inactive. For instance, in a national political party, a majority of the members take active interest where as the rest of the members do not take any active interest in the party work.

Self-dependence Among the Members: The members of a secondary group are self-dependent. They want or desire to fulfil their self-interests. For this purpose, the members of a secondary group depend upon themselves in order to safeguard their own interests.

Goal Orientation:
Lastly, the main purpose of a secondary group is fulfill a specific aim. That means each secondary group is formed to achieve a specific goal. The members are not interested in maintaining close and personal relations but they are only interested in achieving the aim or which they have joined the group.

For example trade union is formed for the better working conditions of the workers. Similarly, a teacher’s association is formed for securing better conditions of service for teacher.

Question 9.
Describe the characteristics of Primary group.
Answer:
According to C.II. Cooley, following are the important and essential characteristics of a primary group.
Physical Proximity:
The members of primary group must be physically close to one another. They develop intimacy on account of close contact among themselves. It will be very difficult to exchange ideas and thoughts in the primary group unless its members are in close physical proximity to one another.

So that there exists a physical proximity among the members of a primary group which leads to the exchange of thoughts among them. Therefore, physical closeness is an essential ingredient of a primary group.

Small Size:
The primary group is always small in size. It is so small, that the desired intimate relationship can be developed among its members. Due to its small size, the members of a primary group know each other personally and develop a group character.

Continuity of Relationship:
The relations among the members of the primary group are direct, close, intimate and personal. These relations are continuous and permanent. The members of the primary group meet and discuss with each other frequently. The continuous and frequent relations bring stability in the primary group.

We-Feeling:
There a is strong “We- Feeling” among the members of a primary group. They are always motivated by unique slogan that ‘we are all the members of a particular group’. They treat the members of their own group as their near relatives or friends and the persons belonging to other groups their own group and all of them protect their interest unitedly.

The members of a primary group stand each other for the welfare of their group. For instance, the parents often sacrifice their interests for the sake of the family.

Personal Relations:
The relations among the members of primary group are personal, spontaneous and inclusive that means all the members of the primary group personally known each other. Member of primary groups have personal relations and this is why the gap of one member’s absence is not filled completely by the other.

For instance, in the family after the death of wife, a person may marry again but the memory of the dead wife does not end with it. No other person can take the place of a particular friend or a family member. Thus Maclver says that “in the primary group-life our relations with other are always, to some extent, personal”.

Common Aims and Objectives:
In a primary group all the members have common aims and objectives. For example in family the pleasure and pain of every member is shared by the whole family and all the members work for some common aim. Thus in primary groups, the aims and objectives are the same for all the members. In other words, all the members of a primary group work collectively for the fulfilment of their common aims and objectives.

Similarity of Background:
The members of a primary groups always have similar background. They should be equally experienced so that each member can either give or take something from other members. According to Maclver “A level on which every group must dwell and the person who is too far above or below it, disturbs the process of group participation”. In the primary group each member presents his own view point and accepts the view-point of others.

Limited Self-interest:
The member of a primary group have their own interest but self-interest of the members is subordinated to the common interest of the group as a whole.

They must come together in spirit to participate co-operatively. The common interest must predominate in their mind. It introduces the element of common cause among the members of a primary group. The common interest provide mental pleasure and contentment to the members.

Stability:
A primary group is more stable than other groups. To promote closeness and intimacy of relationship, the primary group should be stable and permanent to some extent. The stability of nature of primary groups brings unity and integrity among the members.

Maximum Control over the Member: Due to the intimacy, spontaneity, physical proximity, small size and stability of the group, all the member of a primary group can know each other personally. In the primary group, it is very difficult for any person to avoid the other. Therefore, primary group exercises Maximum control over the members.

In a primary group, the younger members are directly controlled by the elder members. For instance, in a family, the parents control the younger ones. The primary group does not permit anybody to follow a wrong path and stops him from doing any action contradictory to group customs, traditions, more, norms, values and ideals.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 10.
Distinguish between Primary and Secondary Group.
Answer:
Size of the primary groups is usually very small. It is because the big size of the group defeats the very purpose of a primary x group whereas the size of secondary groups is very large and runs into many thousands in many cases. Membership of a primary group are spread in a limited area whereas the members of the secondary group can be found all over the world.

Relations between the members in a primary group are very intimate, close and direct whereas the relations between members are neither very close nor direct but indirect and formal. Members in primary groups cooperate spontaneously with each other. They meet on long-term basis and solve their problems and differences.

Whereas in secondary groups deliberate efforts have to be made to organise and the members meet only for particular purpose and as soon as that purpose is achieved, the group is dissolved. In primary groups all the members have common interest They struggle and work hard to achieve those interests. Efforts are collective and combined.

In secondary groups the members have no direct interest. They have selfish aims and try to achieve them by joining this type of group. Therefore, efforts are not collective and combined. There is no formal code of conduct for the working of members ofprimary group. But in the case of secondary group a detailed code of conduct is required for the smooth working of the group.

A formal authority is also needed to regulate conduct and behaviour of members of the group. In primary groups no such authority is needed. In the primary group, all the members take active part formatting the group self-sufficient. But in the Case of secondary groups many members are not active but take only passive interest with the result that only few are leaders and all others are followers.

The primary groups are found in rural areas while secondary groups are found in urban areas. The size of the primary group being small, it does not include any other group in it. But the secondary group being large, many other small groups are included in it. A primary group sees that there is an allround development of personality of an individual.

It see that personality of an individual finds fullest expression in the group. The second any groups do not care for all sided development of its individuals. It is concerned with only one aspect of his life and tries to develop that one.  In primary groups, the co-operation of the members is direct and willing.

where as co-operation of members in the secondary groups is indirect and even that is not willing forthcoming. Thus it is clear that the primary groups were most suited in the primitive societies where social structure was neither complex nor complicated. But these groups cannot function smoothly in modem times because of our complicated social arrangement. It does not mean in any way that the need of primary groups has decreased.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 11.
Explain the Cultural Lag.
Answer:
The concept of cultural lag has come to occupy an important place in the writings of eminent sociologists. It is a concept that has a particular appeal in an age in which technological inventions and innovations of many other kinds are constantly disturbing the elder ways of livings. Ogburn was the first sociologist to elaborate upon the idea of cultural lag and to formulate a definite theory, though in the writings of other sociologists particularly Sumner, Muller-Lyer, Wallar and Spencer the existence of a cultural lag is implied.

Ogburn distinguishes between ‘material’ and ‘non-material’ culture. By material aspects of culture he means things like took utensils, machines, dwellings, the manufacture of goods and transportation. In the non-material aspects he includes family, religion government and education. When changes occur in the material aspects, those in turn simulate changes in the non-material aspects.

The non-material culture, according to Ogbum is often slow to respond to the rapid inventions in material culture. When non-material culture does not adjust itself readily to the material changes it falls behind the material and gives rise to cultural lag: In Ogbums words. “The strain that exists between two correlated parts of culture that changes as unequal rates of speed may be interpreted as a lag in the part that is changing at the slowest rate, for the one lags behind the other”.

In material culture, discoveries and inventions are rapidly made to which the non-material culture is to adjust itself and if it cannot, a lag culture. If society is to maintain an equilibrium, both the parts of culture, material and non-material should be properly adjusted. Ogburn, therefore concluded that the problem of adjustment in Modem society is chiefly one of enabling the non-material aspects of culture to catch up with the material aspects.

In other words, man should adopt his ways of thinking and behaving to the state of his technology. Ogburn gave examples to substantiate his thesis. The patriarchal type of family, adapted to agricultural conditions, is continued in a largely industrial urban society. The major problems faced by the modem family come from the persistence in any obsolete form.

Similarly, the old concepts of sovereignty are still held despite the obvious changes that have brought nations close to each other and made them much more interdependent than in the past. Another instance of a lag is the discrepancy between the number of police official and the growth of population.

The growing cities have not increased their police force fast enough, nor the decreasing cities have reduced their soon enough. The change in the number of police officials lags behind the change in the population. During the late nineteenth and early twentieth-century industry changed first, and the family lagged behind in its change.

Women were slow in following their jobs outside the home. Thus after citing various examples Ogbum concluded that “the many and frequent technological innovations of our modem age by occurring prior to the social changes they precipitate, are the causes of many cultural lags in society”.

Among the various technological developments and inventions that are producing cultural lags in contemporary society Ogbum included the telephone, motor-car, wireless, cinema, power-driven agricultural. machines, printing, photographs, alloys, electrical goods, welding, the aeroplane, air conditioning, artificial lighting contraceptives, television etc. These are resulting in a terrific impact on society its social institutions, its customs and its philosophies.

The result is a vast accumulation of cultural lags. Thus, in the modem age, cultural lag is visible in the various elements of culture. Lumley has beautifully written that “It seems as if many pedestrian soldiers or a complete army are marching out of step or as if some of the performers of an orchestra are playing last year’s music and still others last century’s music or even more ancient music at the same time.

Criticism:
Ogburn’s hypothesis of cultural lag has been accepted by many of sociologist but there are a few critics who point out that the distinction between material and non-material culture is not a workable one. It we cling to the old fashioned way when under new conditions our needs could be better served by changing them we cannot properly say that the lag is between the material and non-material.

Nor should it be assumed that it is always the material that is in advance of the non-material or that the main problem is of adjusting non-material to the material culture. Maclver observes that the term lag is not properly applicable to relations between technological factors and the cultural pattern of between the various components of the culture pattern itself.

He regards “technological lag” a better term than “cultural lag”. According to Meuller, “Cultural lag is artificial and imaginary.” Coming to the influence of cultural factors on social relationships it has been acknowledged by all that there is an intimate connection between our beliefs and our institutions. Our valuations and our social relationships.

The social and cultural factors are closely interwoven that all cultural change involves social change. New ideologies causes significant changes in the modes of group life. It was the social philosophy or Marxism, wrought into a dynamic evangelism and finding its opportunity in the suffering.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 12.
Define Culture and discuss its features.
Or,
What is Culture? Analyse the characteristics of Culture.
Answer:
Culture is one of the most important and basic concepts of sociology. In sociology culture has a specific mean. The anthropologists believe that the behaviour which is meant is called culture, hi other words the behaviour which is transmitted to as by some one is called culture. The way of living, eating, wear, sing dance and talk it are all parts of a culture.

In common parlance the word culture is understood to mean beautiful, refined or interesting. In sociology we use the word culture to denote acquired behaviour which are shared by and transmitted among the members of the society. In other words, culture is s system of learned behaviour shared by and transmitted among the member of the society.

In other words, culture is a system of learning behaviour shared by and transmitted among the members of a group. Definitions of Culture“Culture has been defined in various ways by sociologists and anthropologists. Following are the important definition of culture”. E.B. Tyler defines “Culture is that complex whole which includes knowledge, belief, art, morals, law, customs and any other capabilities and habits acquired by man as a member of society”.

Edward Spiro says that “Culture is any socially inherited element the life of man, material and spiritual”. Malinowaski defines “Culture the handiwork of man and conventional understanding manifest in art and artist which persisting through which he achieves his ends”. Redfiled remarks that “Culture is an organised body of conventional understanding manifest in art and artifact which characterizes a human group”.

Maclver is of view that “Culture is the expression of our nature in our modes of living and our thinking. Intercourse in our literature in religion, in recreation and enjoyment”. According to E.S. Bogardus “Culture is all the ways of doing and thinking of a group”. Characteristics of Culture For a clear understanding of the concept of culture it is necessary far as to know its main characteristics. Culture has several characteristics. Following are the main characteristics of culture.

Culture in Learnt:
Culture is not inherited biologically, but learnt socially by man. It is not an inborn tendency. There is so culture instinct as such culture is often called learned, ways of behaviour, unlearned behaviour such as closing the eyes. While sleeping the eye blinking reflex and so on are purely physiological and culture sharing hands or saying namaskar or thanks and sharing and dressing on the other hand are culture.

Similarly wearing clothes, combing the hair, wearing ornaments, looking the food, drinking from a glass, eating from a place or leaf, reading a newspaper, driving a car, enacting a role in drama, singing worship etc. are all ways of behaviour learnt by culturally.

Culture is Social:
Culture does not exist in isolation neither is it an individual phenomenon, it is product of society. It originates and develops through social interact. It is shared by the members of society. No man can acquire culture without association with other human beings. Man becomes man only among men. It is the culture which helps man to develop human qualities in a human environment deprivation is nothing but deprivation of human qualities.

Culture is Shared:
Culture in the sociological sense, is something shared. It is not something that an individual alone can possess. For example customs, traditions, beliefs, ideas, values, morals etc. are shared by people of group or society. The invention of Arya Bhatta or Albert Einstein.

Charaka or Charles Dante, the philosophical works of Confucious or LaoTse, Shankaracharya or Swami Vivekananda, the artistic work of Kavi Verma or Raphall etc. are all shared by a large number of people, culture is something adopted used, believed, practised or possessed by more than one person. It depends upon group life for its existence (Robert Brerstedt).

Culture is Transmissive:
Culture is capable of being transmitted from one generation to the next. Parents pass on culture traits to their children and they in turn to then- children and so on. Culture is transmitted not through genes by means of language. Language is the main vehicle of culture.

Language in its different forms like reading, writing and speaking makes it possible for the present generation to understand the achievements to earlier generation. But language itselfs is apart of culture. Once language is acquired it unfolds to the individuals it wide field. Transmission of culture may take place by imitation as well as by interaction.

Culture is Continuous and Cummulative:
Culture exists as a continuous process. In its historical growth, it tends to become cummulative culture is growing whole which includes in itselfs, the achievement of the past and present and makes provision for the future achievements of mankind. Culture way thus be conceived of as a kind of stream flowing down through the centuries from one generation to another.

Hence some sociologists like Lotion called culture the social heritage of man. As Robert writes culture or the money of human race. It becomes difficult for its to imagine what society would be like without his accumulation of culture what lives would be without it.

Culture is consistent and inter-related:
Culture in its development has revealed tendency to be consistent. At the same time different parts of culture are inter-connected For examples the value system of a society. A society is closely connected with its other aspects such a morality, religion, customs, traditions, beliefs and so on.

Culture is Dynamic and Adoptive:
Though culture is relatively stable it is not altogether static. It is subject to slow but constant, change. Change and growth are latent in culture. We find amazing growth in the present Indian culture when we compare it with the culture of the Vedic times. Culture is hence dynamic.

Culture is responsive to the changing conditions of the physical world. It is adoptive. It also intervence in the natural environment and man in his process of adjustment. Just as our house shelter us from the storm, so also does our culture help us from natural changes and assist us the service. Few of us indeed could survive without culture.

Culture is Gratifying:
Culture provides proper opportunities and prescribes means for the satisfaction our need and desires. These needs may be biological or social in nature our need for food, shelter and clothing on the one hand our desire for status,’ name formed money mates, etc. are all for example, fulfilled according to the culture ways, culture determines and guides the varied activities of man. In fact culture is defined as the process through which human beings satisfy their wants.

Culture varies from Society to Society:
Eyery society has a culture on its own. It differs from society to society. Culture of every society is quite to itself Cultures are uniform. Culture elements such as customs, tradition, ideals, values, ideologies, beliefs practice philosophic institutions, etc. are not uniform everywhere, ways of eating, speaking, greeting, dressing, entertaining, living etc. of different specialities differ significantly. Culture varies from time to time also.

No culture ever remains constant or changeless. It Manu were to come back to see the Indian society, today he would be bewildered to witness the vast changes that have taken place in our culture.

Culture is super-organic and identical:
Culture is sometimes called the super-organic. By super organic Herbert Spencer meant that culture is neither organic, nor inorganic nature but above those two, the term implies the social meaning may be independent of physiological and physical, properties and characteristics for example the social meaning of a national flag is not just a piece of coloured cloth.

The flag represents a nation, similarly, priests and prisoners professors and professionals, players, engineers are not just biological beings. There social status and role can be understood only through culture.

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CHSE Odisha Class 11 Psychology Unit 3 Learning Long Answer Questions Part-2

Odisha State Board CHSE Odisha Class 11 Psychology Solutions Unit 3 Learning Long Answer Questions Part 2.

CHSE Odisha 11th Class Psychology Unit 3 Learning Long Answer Questions Part-2

Long Type Questions with Answers

Question 1.
Discuss the meaning and operational definition of learning?
Answer:
Meaning and operational definition of learning:
Learning has been described by some as a modification of behavior. In learning vocabulary, tennis, football, remembering a poem, learning typing, or driving modification of behavior takes place. As a result of repeated practice modification of behavior takes place whether it is sensory, motor or psychological learning starts with an absolute zero. But this definition is too wide and suffers from vagueness. All modifications of behavior cannot be called learning. Some cases of change of behavior appear like learning from the surface. Once not actually learning modification of behavior due to:

  • Sensory adaptation
  • Maturation
  • Fatigue
  • Drugs cannot be attributed to learning

Sensory adaption:
When you entered the class you got the strong smell of perfume. But after a few minutes, you are no more aware of the fragrance as the Olfactory sense organ has adapted very quickly. This insensitiveness to the smell of perfume is not because of previous learning but because of the adaptability of the Olfactory senses of the individual.

Maturation:
Two kinds of changes in behavior take place: Those changes which occur due to endogenous (internal) factors are called changes due to growth and maturation, Those changes in behavior that take place due to external factors like environment are called learning changes, called maturational changes. Thus, due to maturation birds start signing at a particular period. The human babysits, stands, walks, and babbles at a particular age. Sexual growth starts at a particular age and so on.

Changes in behavior due to maturation should not, therefore, be confused with changes in behavior due to learning. Changes due to maturation are usually stereotyped and practically identical to all members of the species. But most of the learning changes are varied, also behavior changes due to abnormal glandular secretion, brain damage, and disease should not be attributed to learning.

Fatigue:
A decrement in work performance takes place because of fatigue or tiredness. Fatigue decreases efficiency. A student who is taking down notes in the class at a fantastic speed in the early hours, may not be able to write at the same speed in the last hours. comparative change in performance is not due to learning, but due to fatigue. A person is instructed to draw two parallel lines as quickly as possible for an unlimited period.

After some time, the performance gradually decreases and a period comes when he cannot move his wrist any further. Does this work decrement take place because of practice, due to learning? No, it is not due to practice or learning. It is due to fatigue. This work decrement is also temporary and disappears after rest or change in work.

Drug:
After taking some drugs, some people may suffer from the “drug effects”. The effect of drugs brings a complete change in their behavior for a temporary period. This change in behavior of the ‘ O ’ is not due to practice and hence cannot be attributed to learning. Further temporary that it cannot be called a case of learning.

In view of these facts, learning can be described as a permanent modification of behavior as a result of past experience and practice. Practice reinforces learning firstly, the change in behavior must be more or less, permanent and secondly, it must be the effect of past experience and practice. Any modification of behavior not due to past experience and practice cannot be attributed to learning.

Learning can also be defined as a progressive improvement in performance as a function of practice. No improvement in performance would be possible if the practice does not result in cumulative retention. Secondly, the change that we refer to in learning must be a quantitative and measurable change in performance. The following table demonstrates the measurable change in the performance of a person while learning typing.

Day                 Errors Av. Performance in 30 Minutes
1 25 15Owords
2 32 180 words
3 34 190 words
4 30 190 words
5 25 200 words
6 15 230 words
7 15 230words
8 12 250words
9 06 300 words
10 00 320 words

Both reductions in error and an increase in the speed of typing day by day suggest that the output of learning can be measured by trial. A number of different learning psychologists have emphasized different aspects of learning in their definitions. Some of them are discussed below Boaz (1984) defines learning as the process by which the individual acquires various habits, knowledge, and attitudes that are necessary to meet the demands of life in general.

Learning according to Boaz is a continuous psychological activity that takes place to solve the problems, needs, and demands of the concerned person. Secondly, by learning he develops those attitudes, knowledge, and habits that are required to meet the specific needs of problems of the learner. A person leams typing and shorthand to get a paying job as a personal secretary. A student leams cycling, so as to cover the distance from his residence to school.

A housewife leams the operation of electrical gadgets for the smooth functioning of domestic work, a girl learns cooking, knitting, and signing to have better prospects in the marriage market. Thus, Boaz emphasizes the motivation behind every learning. Learning by Morgan and King (1978) is defined “as any relatively permanent change in behavior which occurs as a result of practice and experience.” thus he deals with three major elements Learning is a change in behavior.

it is a change that takes place through practice and experience. Before it can be called learning, the change must be relatively permanent; it must last a fairly long time. According to Garrett, “Learning is that activity by virtue of which we organize our response with new habits.” Thus the element of organization in learning cannot be overlooked according to Garrett. In the opinion of Woodworth, learning a new thing adds to one’s experiences. He emphasizes the role of reinforcement in learning by saying it is indispensable for learning.

Woodworth and Scholasberg have given a very comprehensive definition of learning. According to them, “Learning is a change that occurs in the ‘O ’during any kind of activity. It shows later on after the effect of activity. A later activity is different from the earlier activity. We are tempted to say that learning is demonstrated when even a later activity shows some after-effects of earlier activity.

According to Ruch (1970), Learning is a process that brings about changes in the individual s way of responding as a result of contact with aspects of the environment. Ruch views that behavioral changes induced by drugs, brain injury, and maturation are not considered to involve learning Hilgard has defined.

learning as follows Learning is the process by which an activity originates or is changed through training procedures as is distinguished from changes by factors attributable to training. According McGcoch, “Learning as we measure it is a change in performance as a function of practice. In most cases, if not in all, this change has a direction which satisfies the current motivating conditions of the individual.”

CHSE Odisha Class 11 Psychology Unit 3 Learning Long Answer Questions Part-2

Question 2.
What is trial and error of learning? Describe the process of trial and error learning with an experiment?
Answer:
Methods or process of Learning :
How learning takes place? This has been a major issue for many decades and various methods have been developed for learning psychologists to explain how learning takes place. Theories of learning explain the learning process. Mainly the learning theories can be classified into two groups on the basis of their approaches. Stimulus – Response Theory supported by Thorndike, Pavlov, Skinner, Hull, Guthrie, etc. Cognitive Theory is supported by Kohler, Koffka Tolman, Lewin, etc.

The S-R theorists argue that learning occurs by habit due to a chain of reflexes. The ‘ O ’ learns to perform an activity by repeating the performance which brings the correct response or which leads one to reach the goal. This sort of learning process according to them takes place purely mechanically due to habit, due to stimulus-response association.

It does not require the understanding, the brain, or the intelligence of the learner. Paradoxically, cognitive theorists stress the role of organism variables in any learning. They argue that for any learning process to continue, intelligence, understanding, cognitive structure, etc. play an important role. Thus, they stress the role of brain processes in learning. They emphasize the means and the end, and understanding of the situation as a whole.

E.L. Thorndike’S Contribution To Trial And Error Learning:
The psychology of learning owes its existence to American Psychologist E.L. Thorndike (1874¬1949) for his first scientific study of learning. A glance at the contemporary situation of learning psychology indicates that for over half a century, the whole scene of learning psychology has been dominated by one person directly or indirectly and he is E.L. Thorndike.

It is also interesting to note that Thorndike has many followers as well as haters and rivals. When he first propounded his theory of Trial and Error Learning, it produced quite a stir in psychology. Tolman has, therefore, rightly pointed out, “He may be a starting point of attack.”. So, it is said that the psychology of animal learning, not to speak that of child learning, has been or still is primarily a matter of agreeing or disagreeing with Thorndike or tiyin in minor ways to improve upon him.

Prior to Thorndike, nobody did deal with the problem of motivation, not even Wundt or Ebbinghaus. But Thorndike brought a radical change in the history of psychology by bringing motivation into the picture. He conducted a large number of experiments on animal learning, and contemporary psychology and came to the conclusion that animals have no rational faculty in learning. They do not leam by reasoning but by trial and error.

Trial And Error Learning:
Animals go on hitting the target by impulse or leam out of a blunder of hit and miss. This is called Trial and Error Learning. Among the random hits, the correct response which is rewarded is ‘ Stamped in’. The wrong response which is not rewarded is ‘ Stamped out’. Thus; stamping incorrect responses and stamping out wrong ones is the core of learning according to Thorndike.

Trial and error is the simplest form of learning. It came into existence by means of animal experimentation. The trial and error method means trying one way to escape, reach the food or solve a problem, becoming unsuccessful and so trying another way. In this manner, the animal tries and tries until the correct solution is achieved until the goal is reached. The correct response is then repeated to strengthen the S-R connection.

What is trial and error of learning Describe the process of trial and error learning with an experiment q2

This sort of hit-and-miss learning proceeds slowly, and gradually. The errors fall slowly. The process of selecting and rejecting consists of this gradualness. On the basis of his vast amount of findings on animal experimentation. Thorndike viewed that animals come to leam things quite by chance rather than by anything like understanding. They learn blindly, mechanically, and randomly.

The solution comes by chance, accidentally. To study animal learning by Trial and Error method. Thorndike conducted a classic experiment on a hungry cat, which is described below A hungry cat was put inside a puzzle box. A piece of food (motivation) was kept outside the box at a little distance so that the cat cannot reach it unless she opens the door of the puzzle box. The cat had to press the lever by pulling the loop of the chord to open the door and to get the fish.

At first, the cat tried a number of ways and made lots of unnecessary movements to open the door. The random movements included clawing, biting, pulling, pushing, thrusting, and paws through any opening and the like. In this way after trying several hit-and-miss random acts, making enough struggle, accidentally, the loop was pulled and the door opened.

Finally, the animal reached its goal. Time taken for reaching the food was recorded. After several trials like this, the cat learned to go straight to the lever, press it, open the door and reach the food. A comparison of the time and unnecessary movements from the first to the last trial showed a gradual decrement in the time taken to reach the food.

Also, the unnecessary movements gradually decreased. This type of random hit-or-miss, exploratory activity is called Trial and Error. When these data are plotted into a curve, the irregular slopes at places indicate that animals do things accidentally without understanding. In this case, the cat leams through errors.

Question 3.
Discuss the stages of trial and error learning?
Answer:
Stages of Trial and Error Learning:
Need or Drive:
For any learning to operate need or drive is essential. It goals or motivates the organism to action. In Thorndike’s experiment, the cat was hungry. Hunger was the drive and the need was to get food. In certain cases when the cat is not hungry, the drive for exploration may serve as the need in learning the maze. The motivation should be goal oriented.

For instance, the cat is hungry. But there is no food outside the puzzle box. In this case, the animal will not try at all to open the door, unless, of course, the need to escape from the box operates as a goal. There must be some goal whatsoever, otherwise learning will not be effective.

Block or Resistance:
By preventing the direct release of tension blocks are created so that the animal would make attempts to learn. Without blocks, there cannot be any learning. Thorndike made many T & Y mazes and artificial blocks.

Random Movement:
Rigidity on the part of the ‘O’ does not help to learn quickly. Accidentally the rat heats so many paths; shows random, variable hit-and-miss kinds of activities that are blind, mechanical, and lack understanding and meaning.

Chance Success:
When the cat was trying to get the fish, it made many random unsuccessful activities. Out of these random attempts, by chance, accidentally, the ‘O’ succeeds in reaching the goal. So in .trial and error learning, success comes by chance.

Selection:
The successful movements or the correct responses which lead to the goal are reinforced and hence selected for further practice. The unsuccessful activities are discarded and the successful ones are encountered. This is called selection.

Repetition of the Successful Movements:
Repetition of successful movements leads to the establishment of a habit for a definite movement. When the cat found that certain selected movements led him to food, it attempted only those movements that enabled him to get out of the box and reach the food.

Fixation:
Fixation takes place due to habit, due to the repetition of the successful movements. The habit leads to a definite S-R connection. In fixation, certain essential factors like a decrease in time taken to reach the goal, no random movement, and anticipation of behavior observed. All the above principles are found generally, in any type of trial and Error learning.

CHSE Odisha Class 11 Psychology Unit 3 Learning Long Answer Questions Part-2

Question 4.
Discuss briefly the curve of trial and error learning and maze learning?
Answer:
The curve of Trial and Error:
A curve can be drawn by taking the learning trial, a number of errors, etc. into consideration. The trial and error learning curve has the usual characteristics of a gradual decrease in time and error.

Discuss briefly the curve of trial and error learning and maze learningq4

The blind and random activities, at last, come to an end. Errors become zero when the learning becomes perfect. But the time period never comes to zero because some time is necessary to reach the food object. It will vary from organism to organism according to its physiological limit A Japanese experimenter, Kuo did an experiment, on Maze. Shock chambers and confined chambers were allowed.

The shock was given in the earlier path but no food, he went in the short path but got shocked. So he went on another path but again got shocked. Finally, he went on another path and took more time to run. He learned the last path because it gave him reward and pleasure. In this case frequency with reward was found to be the effective answer. Kuo thus disapproved. Thorndike’s Frequency Theory by finding that frequency followed by motivation results in learning.

Kuo’s experiment concludes that practice always depends upon the consequence of reward. The rewarded learning is only fixated. Adam repeated Trial and Error Learning and formulated certain principles which opposed Thorndike’s. He conducted an experiment on discrimination learning where the monkey was trained to select a particular circle that brought him food.

There are two circles, one is big and the other is small. Food is always reinforced to the small circle. After some training, this big circle was substituted by a small circle which was smaller than the second one. In spite of this change in the size of the first circle, the monkey discriminated between the two circles and also learned to always respond to the circle which accompanied the food.

Here, Adam says, the monkey did not learn quite blindly but tried to perceive the relationship between the circles and discriminate one from the other. So he retorted, animals always do not learn by chance. Their activities are not always random or unsuccessful. Sometimes the animal tries to understand the situation and gives a response accordingly.

Thorndike counteracted this criticism by the argument that trial and error learning occurs in the case of lower animals only. Monkeys, chimpanzees, and human beings do not learn by trial and error. Adam conducted another experiment where even after 21 trials, the animal did not learn to open the latch because there was no reinforcement (food) outside the box. But when the smell of fish was noticed by the animal, it tried to open the latch.

Thus, Adam proved that motivation followed by practice strengthens learning. He proved that without motivation learning cannot be specific. This data also went against Throndike’s assumption and emphasized more practice for effective learning. The findings of several such studies led to severe criticism of the Law of Exercise of Thorndike. Thus after 1933 of Effect was included along with the Law of Exercise.

Maze Learning:
Several maze methods were used extensively to demonstrate trial-and-error learning. Maze refers to a number of complicated ways in which the ‘O’ tries to escape or to seek food. In such learning, time and errors are taken as criteria of learning. As the time and errors, reduce the ‘O’ is said to proceed toward learning. The number of unnecessary movements taken to reach the goal is counted as error. By making suitable readjustments, each time the ‘O’ attempts to improve his performance.

Discuss briefly the curve of trial and error learning and maze learning q4 picture 2

Question 5.
What is human learning define the meaning of the law of learning and explain different laws of learning?
Answer:
Human Learning:
Human beings also learn by trial and error method. A human ‘O’ is given to learning a complicated maze blindfolded. In the beginning, he makes several wrong movements though less in degree than, the animal. Gradually in a few trials, he learns the maze. Besides simple mazes, hand stylus and complicated mazes are also used in human learning. Trial and learning also take place in our everyday life.

Opening a lock by selecting from a bunch of keys without knowing the actual key, solving a sum by different formulas, sensory-motor learning like tracing star papers with the help of mirror drawing, typing, cycling, and other motor skills are all cases of trial and error learning. Though simple by nature, the trial and error method is said to be one of the most important methods of learning.

In some conditioning and insightful learning trial and error, the method is also involved. Trial and error learning can be overt and covert. Thinking is said to be covert or mental trial and error. However, the trial and error method does not take into account the importance of the whole situation in learning. It has always emphasized part learning, i.e., learning part by part.

Laws of Learning:
on the basis of several experimental findings on animal learning. Thorndike formulated certain laws to explain, the fundamental process of learning. Learning can be explained as an operation of these laws or principles. These laws explain the how and why of learning, a) Law, of Readiness It refers to the physical or psychological (mental) preparedness of a person to do a job or to attend to a stimulus.

If one is prepared to learn; or acquire something, he welcomes it and gets a satisfying feeling while doing it. Conversely, if one is not ready to receive a stimulus, he regrets it and demonstrates dissatisfaction while making a response. Thus, in the opinion of Thorndike, readiness for doing work makes learning smooth, pleasant, and economical.

The Law of readiness has three parts:
If there is, a conduction unit that is ready to conduct an impulse, the act of conducting is satisfying or pleasing. This unit is nothing but a neural pathway or a relay of neural. If there is a conduction unit that is ready to conduct, not doing so is annoying. You are all prepared to/run a race. You are in attendance. If this race is canceled suddenly you are annoyed.

You are all dressed for a film show. Your spouse or friend does not reach in time to accompany you to the show. So it is canceled and you are deeply annoyed. If there is a conduction unit not ready to conduct and if you force one to conduct that creates annoyance. For instance, when you are not ready to sing a song but are forced to do so, it creates annoyance.

Some critics of Thorndike argue that Thorndike in three formulations speaks entirely in terms of physiology, only neural readiness. But looking at these laws, it seems that no legitimate physiological meaning can be attached to them. Later students of Thorndike attempted to attach a more legitimate meaning to these principles.

They say that though Thorndike speaks in the language of physiology, he actually meant psychology. Thus they interpret the conduction unit as a readiness, a set, a preparedness for making a response tendency which is more a psychological readiness.

Law of Exercise:
It is the principle of repetition or the frequency principle. This law states that if an S-R connection is used repeatedly, the strength of that connection is increased and if an S-R connection is not used, the strength of that connection is weakened. Repetition, therefore, increases the strength of response and lack of repetition weakens it. Hence, the law of exercise is based on the principle “Practice makes one perfect. A person who has repeated a poem several times will remember it more than one who has not.

The Law of exercise comprises two short laws:
Law of use and law of disuse. The S-R connection is strengthened by using it and weakened by not using it. This law of exercise is defined in terms probability of response strengthening and weakening. This suggests that the response acquires proficiency when it is repeated. Proficiency decreases when it is not repeated.

Criticism – Other behaviorists Thorndike took the law of exercise as the sole principle of learning. They argued that it leads to the fixation of certain definite S-R responses, a tendency leading to specific learning. But many experiments including Adam proved that learning is net-specific as Thorndike thought. It is rather a general orientation. Adam and others found that the same animal used different methods to achieve the same goal.

Thus, considerable doubt is focused on the specific nature of learning. Secondly, subsequent learning psychologists did not find the law of exercise as effective as Thorndike thought. Mere repetition without motivation does hot achieves anything. The person must have some reinforcement or incentive to learn a skill. Otherwise, practice proves ineffective.

Several experiments on knowledge of results show that repetition without reinforcement does not bring learning. Japanese psychologist Kuo has also found the same thing. That learning becomes ineffective without an intention to learn is proven in most of our daily activities. In view of this criticism, Thorndike decided to Supplement the Law exercise with the law of effect.

Law of Effect:
It follows from the Law of Exercise. The Law of effect refers to Some kind of reward or reinforcement. It stresses the role of motivation in learning. It is the cornerstone, the cardinal principle of Thorndike’s theory of learning. Thorndike viewed that in all situations involving learning, be its sensory or motor or both, the principle of effect is exemplified. conditioning learning, insightful learning, and in trial and or learning, the law of effect is indispensable. This law is responsible for the selection of some goals and the rejection of others. The whole system of Thorndike, in fact, falls or rises with this law.

CHSE Odisha Class 11 Psychology Unit 3 Learning Long Answer Questions Part-2

Question 6.
What is learning of performance and discuss the maturation of learning?
Answer:
Learning and Performance:
Sometimes learning is confused performance. But learning is different from performance. Learning cannot be directly observed, but it is inferred from performance. So learning contributes to performance, but it is only one ingredient of performance. Performance is affected by many factors other than learning. Performance refers to observed behavior while learning can only be observed through performance.

The several factors which influence performance are – need, motivation, attitude, past experience, and learning. Thus, among several factors influencing performance, learning is only one factor.

Learning and Maturation:
Learning basically depends upon the psychological system, i.e. the sensory organs and the cerebral cortex. The growth of organs, therefore, helps in learning. Whatever training we may give to a baby of 5 months, he cannot walk or speak a language. Similarly, a five-year-old boy cannot solve complex mathematical problems, because the solution to mathematical problems depends upon the development of intelligence and the cerebral cortex.

If the brain is not ready enough to grasp a thing, learning will not be possible. Thus it seems apparent that maturation of that organ is necessary, which is to be used for particular learning. What is Maturation? If simply refers to growth, both physically arid and mental. Munn (1954) opines that maturation in man depends upon the existence of human genes and human intracellular, intercellular, and external preconditions.

Those changes which take place due to endogenous or internal factors are called changes due to the influence of growth and maturation. Changes due to the influence of external factors are due to learning. Maturation mostly depends upon prenatal conditions and genes and partly upon the environment. Maturation can be accelerated or retarded by the postnatal environment because feedback from the early environment has also something to do with growth and maturation.

Maturation occurs after birth as well as before. Maturation greatly depends upon heredity. But since the early environmental conditions play a role in development, it would be incorrect to say that any structure or function which matures is purely inherited. Due to the major influence of heredity and genes upon maturation, birds start singing at a particular age, and children start walking and babbling at a particular age. Sexual growth also begins at a particular period of life, even though no training is given.

Hence maturation does not depend upon learning maturation can be accelerated by training, by the factors of the external environment. Maturation can take place without learning, within the four walls. A person can sit, stand, walk and babble without getting special training. A lot of research on maturation has been conducted on animals and some on human infants. Evidence of maturation is found in experiments on birds, rats, monkey,s and human infants.

Arnold Gesell (1946) conducted a study to examine the importance of maturation over learning. She took two twin girls, say A and B. At 46 weeks A was trained to climb stairs and she took several weeks to leam the skill. At 53 weeks B, her sister, was taught to climb the same stairs. She only took 2 weeks to leam it. This difference in learning can be well attributed to better maturation in the case of who was taught to climb stairs seven weeks after her sister A was taught.

The findings of this study make it clear that maturation helps one to leam much more quickly. It also suggests that maturation may not necessarily depend upon learning, but learning definitely depends upon maturation. Why? According to Boaz (1984) “for the learning of complex tasks, particularly for the symbolic learning, maturation of the cerebral cortex and its association areas is an absolute necessity.

Lashley’s experimental findings also show that learning ability directly depends upon the size of the cerebral cortex. That is why, when the child is not ready to leam, no amount of teaching or training will make any good. This is what everyone, including the parents and the teachers, should realize.

Kellog and Kellog (1933) conducted a classic experiment on “The Ape and the Child.” A human child Donald and a Chimpanzee baby Gua were brought up in the same environment and treated identically. Gua, who was two months younger than Donald was humanized earlier than Donald. Munn in this connection describes.

In learning to skip, cooperate with her foster parent, obey requests, kiss to makeup, open doors, anticipate her bowel and bladder needs, eat with a spoon, drink from a glass, and understand such expressions as “Kiss, Kiss” “Come here” Shake hands” and “Bad girl”. Gua was ahead of Donald. She learned faster than Donald because she was more mature.

The conclusions of this study are:
Though the Chimpanzee was of an inferior race and was superior to the child in certain respects due to greater early maturation, Donald could leam certain things like speaking, which Gua without special training could not leam, even though she was more mature. It is because men are more mature than apes.

CHSE Odisha Class 11 Psychology Unit 3 Learning Long Answer Questions Part-2

Question 7.
Define (aw of learning). Describe the law of effect?
Answer:
On the basis of several experimental findings on animal learning. Thorndike formulated certain laws to explain the fundamental process of learning. Learning can be explained as an operation of these laws or principles.

Law of Effect:
It follows from the law of exercise. The Law of effect refers to some kind of reward or reinforcement. It stresses the role of motivation in learning. It is the consumer stone, the cardinal principle of Thorndike’s theory of learning. Thorndike viewed that in all situations involving learning. Law of effect in Thorndike’s opinion refers to the strengthening and weakening of connection as a result of its consequences.

When a modifiable connection is made and is followed by a satisfying state of affairs, the strength of the connection is increased. If a connection is made and is followed by an annoying state of affairs, the strength is decreased. If the hungry rat gets food after running the maze, it again runs the maze when hungry. But if it fails to get food, it will no more run.

Similarly, if the dog in the conditioned response method gets food, after salivating to bell it will again salivate to below. The learning which gives satisfaction is repeated over and over again. Conversely, failure and dissatisfaction will create an aversion to that learning. If several runs in a particular pathway do not lead to food, but to shock, the rat with a feeling of failure leaves that path and takes another, which leads to a reward.

If the animal is rewarded, next time it expects food and so learns quickly. Thorndike talks about the effect in operational terms. A connection is strengthened and associated with fulfillment of drive, weakened in the case of the opposite. The strength of connection takes place in terms of result i.e., it depends upon the result. The law of effect, therefore, can be called the law of consequence of results from this angle.

The satisfying consequences or results are retained and the dissatisfying ones are eliminated. Thorndike said, “By a satisfying state of affairs is meant one which the animal does nothing to avoid, often doing things which maintain or renew it. It is something that the animal always tried to maintain. An annoying state of affairs is meant one in which the animal does nothing to preserve often doing things that put an end to it.

Objections against the Law of Effect:
Some have argued that Thorndike’s reasoning is circular. Thorndike had to define satisfaction and annoyance in the manner of annoyance. In the pretension of defining a problem, he again comes back to the same problem. Another objection comes from Watson himself. He said that it has a subjective tinge. So he stated that satisfaction and annoyance are connected with some mental state and as such is inappropriate for the description of animal behavior.

Thirdly, the “backward effect” of the Law of Effect has been certified, because the effect going backward is not logical according to them. In Thorndike’s view learning consists of a series of S-R units like S -S2-S3-S4-S5 and so on. The effect comes only at 5. However, it not only influences S. but all the back stimuli like S, S, S3, and S4. But since learning is discreet, how can it be connected with other stimuli, and how the correct response at the 5th’ stage can again go back to the first one?

This idea of Thorndike is very legitimately doubted. To meet this criticism Thorndike argued that the effect of going backward is a matter of empirical observation and reality and hence should not be challenged. The Geslaltists rejected the law of effect. Their objections were based upon experiments and hence more troublesome for Thorndike, the Law of effect, in spite of this criticism is central not only to Thorndike but to all who believe in some sort of reinforcement in learning.

This was the position of Thorndike up to 1929. From 1929 onwards, a very great change took place in his theory, i.e., he modified it. The necessity of modification arose due to severe criticism from various contemporaries like behaviorists and Gestalt Psychologists. Thorndike was so much perturbed by the criticism coming from the Gestalt School and from Iris’s own experimental findings at the meeting of International Congress in Psychology (1927).

he confessed “I am wrong” With this statement, he suggested some radical modifications to his theory of trial and error. He completely gave up the law of exercise and so the law of effect after 1930 was called the “Truncated Law of Effect.” The weakening effect of punishment was also given up or renounced. Thus, he substituted only half of the original law of effect.

The other half dealing with punishment was given up as the negative side appeared to be unimportant for learning. He stated that mere occurrence was enough to counterbalance the eliminating force of punishment. This he did on the basis of his famous experiment on chicks. In a simple maze, the choice of three correct pathways was given such as:

  • Freedom,
  • Company,
  • Food.

The wrong responses led to a punishment of confinement for 30 seconds. A careful record of the data was kept in regard to the times the chicks followed a path when it led to rewarding and it led to punishment. The aim was to examine if a particular pathway led to food or freedom or company or electric shock, and how often the different paths are repeated.

The findings of this study led Thorndike to conclude that rewarding a connection always strengthened it substantially, and punishing it weakened, it a little or not at all. Thorndike found that there was almost a universal view that reward was more efficacious than punishment. Contemporary psychologists called this the law reinforcement. Thorndike also discovered another important phenomenon in the law of effect.

It is known as The Spread of Effect. He noticed that the effect of reward was not only upon the connection with which the reward associated but also upon the neighborhood connections. Effect strengthens these connections which have preceded and followed reward. In short, reward not only strengthens the right connections but also the adjacent connections.

This Thomdike said is a kind of gradient effect. Subsequent experiments on the spread of the effect have yielded similar findings. Tiffin and Nuttin, for instance, got extensive results. However, this phenomenon of the spread of effect has been denied on experimental and statistical grounds. People said on the basis of empirical findings that the spread of effect is not real but conditional.

Thorndike’s theory after 1930 can be summarized as follows:
Reward is extremely urgent for learning. It minimizes the effect of punishment. In matters of potency, the reward is so potent counterbalances the effect of punishment. Rewarding connection always strengthens it substantially. Punishment weakens the connection little or not at all. Thorndike’s law of learning after 1930had a lot of social implications. The modification of this law is at the root of all social changes. It is more practical in classroom teaching, in jails, and in juvenile reform centers.

Spare the rod, spoil the child is based on this principle of learning. Canning has been banned in educational institutions. Physical punishment also is not in much use today. Thus, prisoners in jail, school students, and for juvenile delinquents laws of effect tremendous importance. The three important views about the law of effect are as follows Law of effect is essential to learning – Thorndike, Hull.

Question 8.
Discuss the few other laws of the theory of Thorndike and critical evaluation?
Answer:
Thorndike’s theory:
Thorndike has a number of subsidiary laws. They are The law of multiple responses, i.e. there are a number of responses at the disposal of the ‘O’. when one fails, one other is tried by the law of prepotency; and the law of associative setting. A few other laws of learning have also been referred to by Thorndike, which are discussed below:

Law of Contiguity:
Contiguity refers to nearness. Nearness can be two types, nearness of space and nearness of time. If two things are experienced together, either due to the nearness of space or time, when one is experienced, the other immediately comes to our mind. Blackboard and chalk, library and librarian are related by contiguity of space. When is face one, the other immediately comes focus of our consciousness? An example of the contiguity of time is thunder and lightning. When we see the lightning, immediately we anticipate the thunder which follows the lightning at once.

Law of Frequency:
It is a frequent occurrence that gives an advantage. When nerve connections are frequently used, they leave a particular mark on memory. This is suggested by Thorndike physiological change. It is very much related to the law of exercise. The Law of frequency and the law of exercise are sometimes considered as having equal functions.

Law of Recency:
Any act which has been performed recently has the advantage of being learned and remembered more quickly than the older, far-off, and distant experiences. The recent experiences are better remembered because Neural pathways involved in recent experiences are the last to be activated and the impression in the nerves is fresh. they were the acts nearer to the solution and satisfaction of the need.

The last attempt is the recent attempt and it is a nearer goal that gives a satisfying experience. So it is learned and remembered quickly. While learning the maze box, the rat remembers the last path move vividly as it brought food and satisfied its hunger need. Psychologists who have criticized the law of recency and the law of exercise believe that it is an atomic or molecular approach.

Law of Primacy:
First impressions last long. Other things being equal, all first-learned things are better remembered. The first time one meets a person, the first day of joining college, the first night of I marriage, and the first, time one joins a job or receives his pay packet are examples. Similarly, the first line of a song and the first syllable from a list of nonsense syllables are quickly learned.

Due to the operation of a law of primacy and recency, the first and last nonsense syllables of a list are more easily remembered than the materials in the middle of the list. The first things get enough time to be consolidated and there is no proactive inhibition in this case while in the middle series, both proactive inhibition and retroactive inhibition operate.

Law of Intensity:
If the experience is very intense and emotional, it is easily remembered and further learning may not be necessary to remember it. Certain childhood experiences which are extremely pleasant or deeply shocking like getting a gold medal as a reward, the sudden death of parents and failure in an examination may be remembered for the entire life because of their intense nature.

Intense experiences need not be repeated. One single experience will be enough to be remembered for one entire life. However, according to the theory of repression, if the experience is too shocking or unpleasant, it may be forgotten due to the operation of the mechanism of repression.

Law of Belongingness:
The Law of belongingness by its recognition of an organizing principle is foreign to the structure of Thorndike’s theory of specificity and mechanical action. Rather it gives some recognition to the Gestalt principles in learning. Attacked by Kohler, Koffka, and other Gestaltists for his neglect of organizational principles, Thorndike developed this law of belongingness. It states that the effect is stronger if it belongs to the stimulus-response connection.

Following this line, Thorndike said that if there is an S R connection and the effect belongs to it, the influence is weaker. When one is hungry, food belongs to the situation and so the hunger-food connection makes learning more efficient. When one is hungry, water does not belong to it, only food belongs to it, and only food can satisfy the need of hunger. The belongingness of reward and punishment depends upon the appropriateness of satisfying an arousal motive or want in the learner.

The concession to the principle of belongingness is a concession to the field psychologists who stress the field factor in every learning. Introducing this principle, Thorndike says that effect is more efficacious when it is an effect with belongingness. Belongingness of reward and punishment depends upon its appropriateness is satisfying.

An aroused motive or want in the learner and in its logical and informative relationship to the activities rewarded and punished. To be rewarded with a glass of water when one is thirsty is a reward with belongingness. Without belongingness, though the aftereffect cannot be denied, with belongingness they are more effective.

Critical Evaluation of Thorndike’s Theory:
Thorndike for the first time made a systematic and scientific study of the problems of learning. He developed methods of animal experimentation and gave such genetic and comparative psychology which provided the impetus for a tremendous amount of research on animal psychology. Looking at the theory of Thorndike, we find, it is one man who has created regular stomachs in the whole field of learning.

Though several decades have passed, still we find Thorndike at the root of all kinds of discussions in learning. Some of his ideas, though have been modified and improved, but the law of effect still continues to have a very significant place in learning. Chiefly two kinds of criticisms have been leveled against Thorndike. His stress on reaction performance, on parts rather than on whole has been criticized.

These are criticisms that result from differences in outlook and temperament. The second type of criticism is very fundamental and specific mainly against the law of effect. It was argued that the law of effect is subjective in nature and the backward nature of the law of effect was also criticized. There are also some important experimental criticisms like renunciations of punishment in the law of effect. While Mouren and others have viewed that punishment is very significant in the acquisition of behavior, taking the help of latent learning.

Tolman of the Gestalt School argued that learning can take place with simplicity without reward. The attacks by the Gestalt School in the 20s were more telling and Thorndike began to later meet some of these criticisms. But it was before the International Congress of Psychology Newttaven in September 1929, he came out with the statement “I am Wrong.”

Transfer of Training:
The theory of transfer of training refers to the popular concept that man should be given training in a general way which includes language, mathematics, and classics. They thought that training in these areas positively transferred to various walks of life. It was found that formal education is transferred to various life situations and vocations. The pattern of education at that time in England was, therefore, mainly restricted to classics, language, and mathematics.

Subsequently, there was a lot of discussion on the generalization of the transfer of training and transfer of mathematics to another subject. Thorndike was the first person to raise his voice against the unscientific character of this presupposition and said, it would be illusory to support that there is a transfer from mathematics to other subjects, He viewed that training in one subject helps the other subject only to the extent they have elements or aspects in common.

The identity may be in substance or in the procedure. Thus there can be a transfer from mathematics to statistics or knowledge of addition helps in multiplication; because both have necessary similarities. 11 hence, it is also called the “theory of identical elements”. Thorndike’s theory of transfer began to take shape in an experimental study done in collaboration with Woodworth (1903).

This study presupposes that transfer depends upon the presence of identical elements between the original and subsequent learning. What is implied by the transfer of training? When previous training or knowledge influences the acquisition of subsequent learning it is called a transfer of training. There are three types of transfer of training positive transfer, negative transfer, and zero transfer.

Positive Transfer:
In the positive transfer of training acquisition of skill in one situation facilitates the training in subsequent situations. For instance, knowledge of physics facilitates training in electronics. knowledge of mathematics accelerates the training in statistics or computer science; knowledge of language facilitates the study of classics and literature.

Positive transfer of training occurs due to the similarity of content, the similarity of technique, and the similarity of principle. Thorndike was of opinion that one activity influences another to the extent that they have common or identical elements. Contrary to the popular belief that transfer is general in nature, Thorndike put forth the idea that transfer is a matter of specific connections.

CHSE Odisha Class 11 Psychology Unit 3 Learning Long Answer Questions Part-2

Question 9.
What is insightful learning? Discuss its characteristics and types?
Answer:
Insightful learning owes its existence to the Gestalt School of Psychology, particularly to its founders Kohler and Koffka. The theory of insightful learning developed as a revolt against Titchener’s structuralism, Thorndike’s trial and error learning, and part-whole relationship. As opposed to Thorndike, Gestalt developed and theory of whole part position in learning and perception.

Gestalt is a German word with no exact English translation. It more or less refers to the form organized whole and configuration. Objects and things are perceived and learned as a whole, in complete form. This is the salient point of the Gestalt School. According to Crow and Crow, Gestalt is a pattern a configuration of a form of apprehending a stimulus situation.

Characteristics of Insightful Learning:
Insightful learning, the ‘ O ’ reacts to the whole situation and not to some details only. The ‘ O ’ finds out the relationship between the various stimuli within the situation as a whole. The relationship that the ‘O’ perceives is mostly between a means and the end or goal. While learning by the insight the ‘ O’ modifies and restructures the perceptual field. A sudden change in the behavior of the ‘O’ is frequently observed.

The solution to the problem comes all of a sudden, in a sudden flash. The capacity for insightful learning is restricted by age and individual differences. Older children give a better response to learning by insight than younger ones. Similarly, higher animals like monkeys and chimpanzees solve problems by insight than guinea pigs. Insight depends upon past experience. However, the Gestaltists do not agree with this. They instead emphasize the present experiences of the learner.

But one must accept that a child cannot get into the heart of a mathematical problem unless the symbols stated therein are understood. For this, past knowledge of the subject is required. Even. when the problem is at the capacity level since he does not know the signs and symbols, he cannot solve the problem. Generally, it has been found that once one gets the idea for the solution to the problem in subsequent situations, that idea helps in solving the problem.

Insightful leaming needs experimental arrangement. The problem situation must be properly arranged and the tools must be kept systematically so that the necessary aspects are amendable to observation. If the required tool is out of the field of perception, solving the problem becomes difficult. Certain cases of insightful learning may be preceded by trial and error or a period for search or preparation.

In the stick and banana experiment, the first half was trial and error learning. Once achieved, insight can be used in a new situation. The same method can be repeated over and over again to solve new problems. The idea is thus transferred or carried over from previous to subsequent learning situations. In the case of human subjects, insight is often accompanied by verbal cues which help in subsequent learning. A solution of insightful learning can be readily repeated.

This has been proved in the case of the Sultan. When Sultan was again placed in the box with a bunch of bananas the next day, it repeated the same idea of joining the two sticks and getting the banana. Only it did not show any trial and error behavior as on the first day. In insightful learning we observe an integrating and reintegrating of part processes into a new total pattern, these part processes having been provided by experience, though the Gestalt School gives emphasis on the present situational factors.

Insightful learning can be of two types :

  • Learning by Foresight.
  • Learning by Hindsight Foresight

When the solution to the problem comes at once in the first attempt without actually trying the situation, it is called foresight. When a person solves a mathematical problem suddenly without using trial and method error it is a case of foresight. Hindsight Solution comes after trying with the elements.

Question 10.
Define observational learning?
Answer:
At the time there were rarely computer monitors in the airports of India showing the time of arrival and departure of planes indicated by their flight numbers. Only there were occasional announcements. I was waiting for a security check-up along with so many other passengers who were waiting for different flights with boarding cards of different colors kept in their shirt (front) pockets. I was a little nervous and worried because I was not very sure if I could be able to go to the right gate for a security check-up and board the right plane.

My boarding card was pink in color. Immediately I got the intrusion to follow the passengers who had also pink-colored boarding cards. I observed them and found four, or five passengers with pink colored cards, and I gave a sigh of relief. When there was a call for a security check-up, occupants of the pink-colored card got up to proceed and I quietly followed them and arrived at the right gate for the security check-up.

Subsequently, things became easy for me. I observed and imitated the activities of my co-passengers and followed them till I reached the plane. When the plane was about to take off, the air hostess announced that every one should fasten their seat belts. I tried with the seat belt but could not fasten it around my waist. Then I observed my co-passenger silently and learned the technique.

These are examples of observational learning. Observational learnings are most common in our day-to-day life. Observational learning in most cases is a simple type of learning whereby watching others in activities we learn a lot. Even we leam abstract rules, concepts, and ideas by observing others’ behavior either in reality or from cinema or T.V. Thus while watching T.V. people also learn to do things.

People leam social customs, rules, regulations, traditions, rituals, and cultural heritages of the society by observing others so that many embarrassments are avoided. When a child sees his mother showing respect to another person, the child also does the same. The child also does the same. ‘In society we leam from other people’s experiences by observing them, watching them. In fact, people leam both positive and negative behavior patterns like sociability and aggressiveness through observation of models.

Bandura, the pioneer of observational learning opines that it is a third major way by which we leam next to trial and error and conditioning. Several research findings suggest that observational learning places some role in every aspect of human behavior and we cannot manage without this method of learning. We leam cooking, stitching, washing clothes, toilet habits, knitting, making art and drawings, decorations by watching other people doing the same.

Even we leam a lot of necessities of day-to-day life by watching the T.V. Most of the household activities and various exercises are learned through observation. Many experiments on children prove this point. The famous Bobo doll experiment of Bandura, Ross, and Ross (1963) indicate how children leam to be aggressive by observing an adult aggressive model. They took two groups of nursery school children as samples. The control group was exposed to a non-aggressive amiable adult model.

But the experimental group was exposed to an aggressive adult model who kicked a big doll, scolded and insulted it. Then the children of both groups were allowed to play in a room with several toys. Children of the experimental group showed more aggressive behavior towards their toys and dolls compared to the children of the control group. This may also be called “Imitation Learning”.

Social scientists explain the indisciplined, aggressive, unruly violent, and ruthless behavior of many modem youths as a consequence of imitating the same from T.V. Cinema and video films. The ability to learn by observing others’ activities is due to the cognitive influence of learning. Even Toman’s experiment on rats learning to run mazes substantiates the fact that simple creatures can learn from experience to form internal models to guide later behavior.

Basic Principle of Observational:
The principles of observational learning explain what factors and conditions determine whether and to what extent we learn information skills, concepts, and ideas from others’ behaviors. Following are four basic principles of observational learning as suggested by Bandura.

The direction of attention to appropriate models performing a particular activity:
People generally imitate such people’s behavior which seems appropriate to serve their purpose or aim. Intelligent, pretty, attractive people demonstrating cognitive ability, having unique status, and success come under this category.

Remembering the actions, behaviors and skills shown by the model:
In order to be successful in observational learning, the person must retain what he has observed from his model so that he can behave in a similar way when required.

Production process or conversion of the retained behavior of the model into appropriate action at the time of requirement:
According to Bandura production processes depend upon one’s own physical abilities which can give a clear representation of its memory at the appropriate time, and the capability to monitor one’s own performance and manipulate it till it matches the behavior of the model.

Motivation:
In Bandura’s view, one may observe another person’s behavior but he may not convert it to action unless he is motivated to do so. Only those behavior that is required and useful for a person, he is motivated to practice them, so motivation is required to observe actively other’s activities and put them into practice.

Observational learning may not always be as simple as it appears. It is more complex than mere learning by imitation. It plays an important role in modifying our behaviors through observation. Observational learning leads to aggressive behavior (Baron and Richardson, 1994, Central wails 989, Synder, 1991, Wood, Wrong, and Chachese (1997). Children are found to show aggressive behavior after imitating their age mates.

It can also be used as a technique to train workers for the improvement of interpersonal relationships. Sociability, courteousness, and amiability can be developed by observing these qualities regularly in other people. Culture shock can also be avoided through observational learning. Asian and Western cultures differ contrastingly. It becomes difficult for people of both cultures to adjust and interact normally with each other. Similarly, with the globalization of the world economy, people of different cultures have to interact with each other when they meet.

CHSE Odisha Class 11 Psychology Unit 3 Learning Long Answer Questions Part-2

Question 11.
Define the stage of insightful learning. Differentiate between insightful learning and trial, and error learing?
Answer:
Stages of insightful learning:
Need:
Like any learning, the need to leam is essential in insightful learning. The need may be biological like hunger, sex, or thirst or social like gregariousness, or personal like the desire for power, prestige, and recognition.

Preparation:
Preparation is a basic precondition before insightful learning starts. In Kohler’s experiment on the Sultan with problems involving the use of readymade implements, there were preliminary preparations for the learning. The leader makes various surveys, inspections, and acute examinations of the problem and its field.

Incubation:
It refers to the stage of clearness or dormant period when all overt activities are suspended. It is a period of progress when the ‘O’ silently thinks over the problem.

Inspiration:
In this stage, the idea for the solution to the problem comes suddenly. It flashes in the mind at once. The bright ideal, the “brain wave” comes to the mind during this stage. This stage is sometimes characterized by shouting and jumping in joy, as the ‘O’ is enlightened by the bright idea which came in a flash.

Verification:
It is the last stage of insightful learning in which the ‘O’ makes practical application of his bright new idea. In the case of the Sultan, it joined both the sticks, placed the boxes one after another, and got upon the third box, and brought the bunch of bananas hanging on the roof.

Critical Analysis of Insightful Learning Theory:
Kohler, Koffka, and other advocates of insightful learning have stated that perception of the relationship between different parts of the visual field and the goal plays a significant part in learning. They have also said that learning by insight takes a single attempt to solve a problem. But this is not the fact in reality. In most cases, we find that learning is a gradual process and the errors reduce gradually which the insight theory is not ready to accept.

So insight is not the only method of learning. It is nevertheless one of the methods of learning. Practice is also essential for learning. But practice is totally unacceptable to Gestalt psychologists. However, it can be said that in every difficult and complicated situation the only type of learning that is involved is insightful learning. Munn (1953) thus comments, “Insight is rare in animals, not quite so rare in children and quite common in human adults!”.

While American psychologists have mostly used mazes and puzzle boxes, German psychologists, used situations where all relevant aspects of the problem are visible. Thus Bertrand Russel remarked “Animals studied by Americans run about frantically, with an incredible display of hustle and pep, and at last achieve the desired result by chance. Animals observed by Germans still and think and at last evolve the solution out of their inner consciousness.”

Difference between Insightful and Trial and Error Learning:
Trial and error are more often found in lower animals and children while insightful learning is rare in animals, not so rare in children, and commonly found in human adults. Trial and error learning depends upon practice and repetition while insightful learning does not require much practice. Trial and error learning is mechanical, random, blind, a hit-and-miss type of learning where a solution comes by chance, accidentally.

Insightful learning depends upon intelligence, understanding, grasping, and perception of the whole field of the organization. Trial and error is a simple type of learning mostly found in the acquisition of skills, particularly motor skills. Insight is a complex method of learning. It is more effective in cognitive and verbal learning. Trial and error learning is gradual and slow. Several trials are required to lead.

Insightful learning is sudden and comes abruptly at once in a flash. One trial is necessary for learning. Trial and error learning is more or less temporary. When practice is given up, the acquisition of skill fades up. Insightful learning is permanent as it grows out of understanding the relationship between the tools and the goals. In trial-error learning, a reaction to a part and specific stimulus is made.

In insightful learning, the situation is perceived as a whole to bring the solution. Trial and error learning does not involve insight. Learning by the insight in many cases involves some amount of trial and error. Trial and error depend upon practice and past experience. Gestalt School argues that it does not depend upon past experience which is a controversial view. Learning is transferred from one situation to another on the basis of transposition. In insightful learning transfer of training takes place in the form of identical elements,

Question 12.
What is classical conditioning? Describe determinants and basic processes in classical conditioning?
Answer:
This type of learning was first investigated by Ivan R Parlov (1849 -1936). He was an eminent Russain Psychologist and a Nobel prize winner for his work on the physiology of digestion. During his studies, he observed that dogs started secreting saliva as soon as they did. Sighted the empty plate in which food was served. As we are aware, saliva secretion i.e. reflexive response to food or something in the mouth.

This observation led to the famous conditioned response of learning. Pavlov designed an experiment to understand this process in detail. In the first phase, a dog was left in a box and harnessed. The dog was left in the box for some time. This was repeated a number of times on different days. Then a simple surgery was made and one end of the tube was inserted in the dog’s jaw and the other end of the tube was put in a measuring glass.

Then, in the second phase of the experiment, the dog was deprived of food and was kept hungry. Again, the dog was placed in a harness with one end of the tube in the jaw and the other end of the glass jar. Now a bell was sounded and then meat powder (food) was served. The dog was allowed to eat it. This exercise was repeated for a few days. After a number of trials, a test trial was introduced in which the set up was the same except for the presentation of food.

In the first phase, the dog was secreting saliva in response to the Unconditioned Stimuli (US). But after conditioning, salivation started to occur in the presence of the sound of the bell (CS). Here, the bell becomes a Conditioned Stimulus (CS) and saliva secretion, a Conditioned Response (CR). Here, it is obvious that the learning situation in classical conditioning is one of the S-S learning, in which one stimulus (i.e. bell sound) becomes a signal of another stimulus (i.e. food).

So one stimulus signifies the possible occurrence of another stimulus. Examples of classical conditioning are many. Suppose someone has finished lunch and was satisfied with his food. But suddenly he saw some sweet dish served on the adjoining table. Then the secretion of saliva in his mouth became automatic. He felt like eating it. This is a conditioned response (CR).

Stages of Condition big Operations
(a) Before Sound of Bell -Alertness (No specific response)
(b) During Sound of the Bell (CS) + Food (US) – Salivation (UCR)
(c) After Sound of the Bell – Salivation (CS) (CR)

Determinants of Classical Conditioning:
Practically, the acquisition of a response occurs very quickly and strongly in classical conditioning. But how it occurs depends upon several factors. Some of the major factors influencing learning a CR are enumerated below.

Time relations between Stimuli:
Basically, there are four types of classical conditioning procedures. These procedures are based on the time relations between the onset of conditioned (CS) and, unconditioned stimuli (US). The first three are called ‘Forward Conditioning’ procedures and the fourth one is called the ‘Backward conditioning’ procedure.

The basic experimental arrangements of these procedures are as follows When the onset of CS and US are concurrent, it is called simultaneous conditioning. In delayed conditioning, the onset of CS precedes the onset of the US. The CS ends before the end of the US. In trace conditioning, the onset and end of the CS precede the onset of the US with some blank time between the two.

In backward conditioning, the US precedes the onset of CS. Now it is obvious that the delayed conditioning procedure is the most directive way of acquiring a CR. Again, simultaneous and trace conditioning procedures require a greater number of acquisition trials in comparison to the delayed conditioning procedure. But the acquisition of response under a backward conditioning procedure is very rare.

Type of Unconditioned Stimuli:
I.P. Pavlov used two types of unconditioned stimuli in classical conditioning – appetitive and aversive. Appetitive unconditioned stimuli automatically elicit approach responses, such as eating, drinking, caressing, etc. But the aversive US is painful, and harmful and elicits avoidance and escape responses. Examples are noise, bitter taste, electric shock, painful injecting, etc.

The observation indicated that appetitive classical conditioning is slower and requires a greater number of acquisition trials. But depending on the intensity of the aversive US, aversive classical conditioning can be established in one or two trials.

The intensity of Conditioned Stimuli:
The intensity of CS influences the course of both appetitive and aversive classical conditioning. It observed that more intense conditioned stimuli are more effective in accelerating the acquisition of conditioned responses. In other words, the more intense the CS, the fewer the number of acquisition trials required for conditioning.

Basic Process in Classical Conditioning Parlov’s classical conditioning is an extremely simple form of learning. Truly speaking, it is regarded as the building block of all forms of learning from simple to more complex. The basic processes involved in Pavlovian conditioning are enumerated below.

Acquisition:
In the classical conditioning experiment, the paired presentation of CS and UCS is called a trial. The period in which the organism learns the association between the CS and UCS is the acquisition phase. As the trials continue, the CS becomes gradually stronger to elicit the CR. Presenting UCS with CS during the acquisition phase is a critical operation in classical conditioning.

Here the UCS serves as a reinforcer because it reinforces the connection. Again, the trials on which UCS occurs are called reinforced trials and the trials on which the UCS is omitted are called unreinforced trials. At the beginning trials of the acquisition phase, the strength of CR increases rapidly.

What is classical conditioning Describe determinants and basic process in classical conditioningQ12

The rate of acquisition during the reinforced trials depends on several factors. The important factors are the time – interval between the CS and the UCS. the intensity of the CS. the intensity of the UCS and the reliability of the CS in predicting the onset of UCS. As the reinforced trials continue, the strength of CR increases but not as rapidly as it used to be in the beginning trials.

Extinction:
When the CS is repeated without UCS then the CR gradually weakens and finally disappears. The disappearance of the CR due to non reinforcement is called extinction or experimental extinction. In the classical conditioning experiments, if a bell is presented time and again without food (reinforcement).

the amount of salivation gradually decreases and finally disappears. In short, when the reinforcement is withdrawn, the CR fails to appear. But extinction is not forgetting. The CR is only temporarily suppressed and after a brief rest period, a part of CR appears.

Spontaneous Recovery:
According to Pavlov, complete or permanent extinction of conditioned response is not possible. The reappearance of an extinguished CR after a Rest period is known as spontaneous recovery. Here the CR is partially recovered after a Rest period. hr classical conditioning experiment, after the salivation response, was given a rest period for thirty minutes.

After this span of rest, the bell was presented without food (UCS), following it. Then the salivation to bell suddenly reappeared. Very often, the response is successively extinguished when it reappears, then the spontaneous recovery diminishes. As a result, the CR fails to be shown even following the rest period. This is known as permanent extinction.

Stimulus Generalization:
In conditioning, generalization occurs to a certain class of stimuli rather than to a specific stimulus. In short, it is a tendency for the CR to be aroused by a similar stimulus.

What is classical conditioning Describe determinants and basic process in classical conditioningQ12

In Pavlovian conditioning, the dog was conditioned to salivate to a specific tone. Then the CR is generalized to a second tone similar in characteristics to the first tone. As a result, a new procedure began. The first tone (CS) and the second tone (new stimulus) were presented on alternate trials. The first tone was followed by food (reinforcement) and the second was never followed by food (no reinforcement).

Consequently, the CR to the first tone was maintained and the generalized response to the second tone invited extinction. The dog learned to salivate to the first tone and to withhold salivate to the second tone. Finally, the dog was able to discriminate between the two stimuli because of differential reinforcement.

Like generalization, discrimination has also an adaptive significance, too much generalization is over-responsive, whereas, too much discrimination is over-selective. In a sophisticated manner, conditioning is a process in which discrimination ultimately wins over-generalization. Salivation to light by frequently associating it will bell but without presenting the food is called second-order conditioning.

CHSE Odisha Class 11 Psychology Unit 3 Learning Long Answer Questions Part-2

Question 13.
Define operant conditioning?
Answer:
There are two main forms of simple learning. One is Classical and the other is Instrumental, Instrumental conditioning is also known as operant Conditioning. You can take a simple example here to describe instrumental behavior. When a dog responds to the commands of its master to get some biscuits, the dog has learned an instrumental response. The dog is rewarded for a particular response.

In nutshell, the dog’s response was instrumental in fetching a sought-after reward. That is why it is called instrumental conditioning. This type of conditioning was first investigated by B.F. Skinner. He studied conditioning of voluntary responses found when an organism operates on the environment. He called them operants. Operants are that behavior or responses, which are emitted by animals and human beings voluntarily and are under their control.

Here the very term ‘Operant’ is used because any organism operates on the environment. Skinner conducted His experiments on rats and pigeons in specially designed boxes, known as Skinner boxes. A skinner box usually contains a mechanism for delivering a consequence whenever the animal in the box makes a readily identifiable response that the experimenter has decided to reinforce or punish.

In experiments that involve rewards, the delivery mechanism is often a small lever or bar on the side of the box. Whenever the animal inside presses it, the response is rewarded (B.F. Skinner, 1938,1956). In his experiment, Skinner put a hungry rat in the chamber, which was so built that the rat could move inside but could not come out. In the chamber, there was a lever, which was connected to a good container kept on the plate placed close to the lever.

The hungry rat accidentally pressed the lever while moving around and pawing the walls (exploratory behavior). The hungry rat ate the food and in the next trial, after a while, the exploratory behavior again starts. As the trials increase, the rat takes lesser and lesser time to press the lever for food. However, conditioning is complete when the rat pressed the lever immediately after it is placed in the chamber.

It is obvious that lever pressing is an operant response and getting food is its consequence. In this situation, the response is instrumental in getting the food. That is why this type of learning is also called instrumental conditioning. Examples of instrumental conditioning are around in our everyday life. Flumen beings leam shortcuts to attain desired goals through instrumental conditioning. Through this process, children learn to be polite and say please to get favors from their parents and others.

Here the response is changed according to the need and the demand of the individual. The response is made and determined by the organism himself. This is the most distinguishing feature of operant behavior. The organism is capable of making varied types of responses according to the demand of the environment.

Recently biofeedback technique is being used in instrumental conditioning which informs the individual about his unknown physiological function. But if is still unknown whether biofeedback provides direct control over involuntary responses or whether this control is mediated by voluntary processes.

Determinants of Operant Conditioning:
No doubt, operant or instrumental conditioning is a form of learning in which behavior is learned, maintained, or changed through its consequences. Such consequences are known as reinforcers. A reinforcer is defined as any stimulus or event, which increases the probability of the occurrence of a (desired) response. In other words, the stimulus event which increases the probability that behavior will reoccur is called a reinforcer (Or reward).

The impact or consequence generated by a reinforcer is called reinforcement. By contrast, a publisher is a stimulus event that decreases the probability that the behavior will reoccur. The impact of punisher punishment. Punishment is more likely to be confused with negative refreshment since both involve an aversive stimulus that the individual likes to avoid or escape from Always remember that the negative refreshment increases the response probability whereas punishment decreases the response probability.

On the whole, positive and negative reinforcements are procedures that increase or strengthen behaviors. An organism obtains reinforcement in two ways by obtaining a pleasant stimulus and by avoiding a painful stimulus. There are two types of reinforcement – Positive and Negative. In positive reinforcement, the probability of a response increases, because it is followed by a pleasant stimulus. In negative reinforcement, the response probability also increases, because the response removes an unpleasant stimulus.

Schedules of Reinforcement:
The reinforcement schedule refers to the arrangement delivery of reinforcement during conditioning trials. Each schedule reinforcement influences the course of conditioning in its own way. In our life instances, reinforcement comes on and goes off unpredictably. In many instances, reinforcements are delivered according to rules. For example, we receive a salary every month according to the rules. When the reinforcement is continuous, every occurrence of behavior is reinforced.

This simplest form of reinforcement delivery is termed a “continuous reinforcement schedule If the pigeon receives a food pellet every time it presses the tire lever, it is on a continuous reinforcement schedule. The other type is partial reinforcement (intermittent reinforcement). In partial reinforcement, the response is not rewarded every time it occurs. This type of reinforcement is conducive to maintaining learned behaviors. Once a response is learned under this schedule, it takes a longer span of time to be extinguished.

Four types of partial reinforcement schedules are:

  • Fixed-interval
  • Variable-interval
  • Fixed ratio and
  • Variable-ratio.

In the fixed-interval schedule, the organism is rewarded for the first response occurring after a fixed interval of time. Students increase their study hours as the examination approaches. The pigeon is rewarded for the first lever-pressing response occurring after one minute interval.

Define operant conditioningQ13

In a variable-interval schedule, the organism is rewarded after a variable amount of time has elapsed. The hungry rat gets the food pallet after 2 minutes, the next one after 5 minutes, the third one after 3 minutes, and so on. 1 Here, the organism responds at a steady rate in the variable interval schedule as reinforcement may come any time. Gambling behavior is the best example here.

Schedules of Partial Reinforcement Time Interval (Interval) No. of Responses(Ratio)
Predictable Fixed-Interval (low response) rate after each  reinforcement Fixed-Ratio (high) response rate with brief pauses after each reinforcement
Unpredictable                 (Variable) Variable-Interval Steady response rate Variable-Ratio (high and steady response rate)

CHSE Odisha Class 11 Psychology Unit 3 Learning Long Answer Questions Part-2

Question 14.
What is cognitive learning? Describe insightful learning and its stages or features?
Answer:
The process of acquiring knowledge about the environment which has an internal mental representation is called cognition. But learning is a relatively permanent change in behavioral tendency. The two terms are put together to generate the term ‘cognitive learning.
Two forms of cognitive learning:

  • Insightful learning.
  • Observational learning.

We first discussed the:
Insightful Learning:
I. P. Pavlov, S.L. thorndike and B.F. Skinner was all behaviorist. Obviously, they have ignored the study of learning based on reason and intelligence thinks when it learns. The chimpanzee evaluates the information in the learning situation and learns to reach a goal by developing insight. Wolfgang Kohler (1887-1968) arrived at Tenerife, the small island of the West Coast of Africa, to take charge of an institute for the study of the anthropoid apes, he was a German psychologist.

He was forced to stay on the island during World War-I. He engaged himself in an intensive study of how chimpanzees perceive, think, and learn. The results were translated into English in 1925 with the little ‘The Mentality of Apes’. Kohler used five types of problems to study how Chimpanzees solve complex problems. The two most fascinating and important problems were the ‘stick’ problem and the ‘box’ problem. Both these problems involved insightful solutions.

Besides chimpanzees, he also used dogs, hens, and little girls as subjects in his experiments. Kohler placed a hungry chimpanzee named Sultan inside a cage in the ‘stick problem. A bunch of bananas was kept outside the cage beyond the direct reach of the Chimpanzee. Two hollow bamboo sticks were kept inside the cage. One of them is very short and the other one is long. Since the sticks were hollow, one stick could be pushed into one end of the other to form a longer stick.

The bananas were kept at such a distance that neither of these sticks alone would be sufficiently long enough to reach the banana. But the Chimpanzee could get the banana if the two sticks were joined. The goal of the Sultan was to fetch the banana since he was hungry. Initially, he has shown all types of reactions that, generally, a Chimpanzee shows inside a cage. First, he used one of the sticks to draw the banana towards him but did not succeed. Then he tried the other sticks but in vain.

After some unsuccessful attempts, Sultan gave up the idea of getting food and sat in one corner of the cage. Then, after a short span of rest, he started playing with the sticks. He pushed one stick out as far as it could go and then pushed the first stick with the other until the first touched the banana. He started playing with the sticks again and accidentally one of the sticks went into the hollow end of the other. A sudden insight dawned upon Sultan and he solved the problem mentally.

Then he used two sticks to form longer sticks and with the help of this long stick, he pulled the banana inside the cage. When he faced the same problem on the next day, he solved it immediately. In another situation, Kohler demonstrated insightful learning in the ‘box’ problem. Here a bunch of bananas was kept on the tire ceiling of a cage, which Sultan could not reach. There were some empty boxes inside the cage. After some trials and errors, the animal could be able to snatch bananas by stacking several boxes.

Stages of Insightful Learning:
Here, the organism needs to reach a goal by solving a problem. The subject (learner) makes inspections, surveys, and examinations of the problem and the stimulus field. The ‘incubation period’ begins after an initial period of trial and error, all overt activities are withdrawn at this stage. The organism sits silently and thinks over the problem. Suddenly the organism develops insight into the problem after the incubation period.

The subject (learner) makes an attempt to make practical verification of his idea or insight about the problem. Once the subject achieves insight and solves the problem, the organism repeats the same method of solution without any hesitation. The organism attends to the relevant aspects and ignores the irrelevant ones when it attempts to solve similar problems in the future.

Common features of Insightful Learning:
Very often, the question arises – what does Kohler mean by ‘insight’ According to him, the common features of insightful learning are as follows The experimental situation is very important in insightful learning. The organism must be able to perceive the relationship among all relevant parts of the problem before insight can occur.

In this type of learning, the organism reacts to the whole situation, not to its component parts. Perceiving the relationship between the means and goal is very important in insightful learning. He also restructures the perceptual field during experimentation. Insight is followed by a period of trial and error behavior. During this span, the organism does not exhibit blind and random attacks as shown by Thomndike’s cat.

On the contrary, he tests behavioral hypotheses in the form of accepting some and rejecting others. The insight solution comes all of a sudden. Once the insight is reached, the organism shows a high degree of retention and transfer to similar problems. There is a correlation between insight and the capacity of the organism. This capacity depends upon age, experience, and individual differences.

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CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Odisha State Board CHSE Odisha Class 11 Psychology Solutions Unit 3 Learning Objective Questions.

CHSE Odisha 11th Class Psychology Unit 3 Learning Objective Questions

Multiple Choice Type Questions

Question 1.
Experiments on remembering and forgetting were started for the first time by ______?
(a) Ailgard
(b) McGeoch
(c) Guthrie
(d) Ebbinghaus
Answer:
(b) McGeoch

Question 2.
Ebbinghaus’s method of measuring memory is called?
(a) Qualitative method
(b) Quantitative method
(c) Exact method
(d) All the above
Answer:
(c) Exact method

Question 3.
Ebbinghaus used the ______ method for the measurement of memory?
(a) Recall
(b) Recognition
(c) Relearning
(d) Reconstruction
Answer:
(a) Recall

Question 4.
The first verbal materials used for measuring memory case?
(a) Meaningful words
(b) Story
(c) Diagram
(d) Nonsense syllables
Answer:
(d) Nonsense syllables

Question 5.
Forgetting pictures with the passage of line can be due to?
(a) Proactive inhibition
(b) Retroactive inhibition
(c) decay through discuss
(d) All the above
Answer:
(d) All the above

Question 6.
Memory is measured in the laboratory by the instrument named?
(a) Tachistoscope
(b) Memory drum
(c) Aesthesio meter index
Answer:
(b) Memory drum

Question 7.
Pleasant and interesting materials are better remembered than?
(a) Nonsense syllables
(b) Meaningful words
(c) Unpleasant materials
Answer:
(c) Unpleasant materials

Question 8.
Both the recall and recognition methods can be measured?
(a) Learning
(b) Perception
(c) Memory
(d) Imagination
Answer:
(c) Memory

Question 9.
Memory is the mental power by which past experiences are?
(a) relearned
(b) retained
(c) recalled
(d) recalled and recognized
Answer:
(b) retained

Question 10.
The degree of retention depends upon the?
(a) Meaningfulness of the material
(b) Degree of learning
(c) Noninterference and judicious rest
(d) None of them
Answer:
(d) None of them

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 11.
Zeigamik effect is evident in the continuous tension over a task that is _________?
(a) Unpleasant and incomplete
(b) Pleasant and unfinished
(c) Pleasant and completed
(d) None of them
Answer:
(a) Unpleasant and incomplete

Question 12.
Ebbinghaus was a ________ psychologist.
(a) American
(b) British
(c) German
(d) Swiss
(e) None of these
Answer:
(c)German

Question 13.
Amount of retention does not depend on one of the following?
(a) Meaningfulness
(b) Amount ofintereference during original learning and retention interval
(c) Amount of practice
(d) Emotional factors affecting learning
(e) Interest in learning
(f) Defects in motor capacity
Answer:
f) Defects in motor capacity

Question 14.
Ebbinghaus conducted memory experiments on?
(a) rats
(b)dogs
(c) monkeys
(d) human beings
(e) himself
Answer:
(c) monkeys

Question 15.
For the first time, Ebbinghaus conducted an experiment on memory using?
(a) Meaningful words
(b) Nonsense syllables
(c) drawings
(d) all these
Answer:
(b) Nonsense syllables

Question 16.
Do nonsense syllables consist of ______?
(a) two consonants and one vowel
(b) three consonants
(c) one consonant and two vowel
(d) all the above
Answer:
(a) two consonants and one vowel

Question 17.
Does a trigram consist of one vowel and two consonants?
(a) three consonants
(b) three vowels
(c) all the above
Answer:
(b) three vowels

Question 18.
Does a nonsense syllable consist of _____?
(a) three letters
(b) four letters
(c) five letters
Answer:
(a) three letters

Question 19.
When materials memorized afterward stand in the way of recall of materials memorized earlier, it is called?
(a) Proactive inhibition
(b) retroactive inhibition
(c) retrograde amnesia
(d) proactive facilitation
Answer:
(b) retroactive inhibition

Question 20.
When materials memorized afterward are interfered with by the materials learned earlier it is called?
(a) retroactive inhibition
(b) proactive inhibition
(c) simple inhibition
(d) none of the above
Answer:
(b) proactive inhibition

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 21.
That method which shows earlier learning not discovered by other usual methods in?
(a) whole learning
(b) distributed learning
(c) recall
(d) saving recognition
Answer:
(c) recall

Question 22.
Distortion in day-to-day learning along with forgetting is called?
(a) trace theory
(b) motivated forgetting theory
(c) qualitative change theory
(d) none of these
Answer:
(c) qualitative change theory

Question 23.
Which of the following psychologists can be associated with the psychoanalytic theory of forgetting?
(a) Ebbinghaus
(b) McGeoch
(c) Ereud
(d) Bartlett
Answer:
(c) Ereud

Question 24.
Which of the following psychologists can be associated with the theory of constructive changes in memory?
(a) Meltzer
(b) Ebbinghaus
(c) Sears
(d) Bbartlett
Answer:
(d) Bartlett

Question 25.
The use of nonsense syllables in the Laboratory was first introduced by?
(a) William James
(b) Osgood
(c) Ebbinghaus
(d) Muller
Answer:
(c) Ebbinghaus

Question 26.
The curve of forgetting was developed?
(a) Thorndike
(b) Kohler
(c) Ebbinghaus
(d) McGeoch
Answer:
(c) Ebbinghaus

Question 27.
When new learning is disturbed by old learning it is called _________?
(a) Proactive inhibition
(b) Retroactive inhibition
(c) Conditioned inhibition
(d) disinhibition
Answer:
(a) Proactive inhibition

Question 28.
Recognition thresholds are higher for _______ words?
(a) Taboo
(b) Neutral
(c) Pleasant
(d) All the above
Answer:
(c) Pleasant

Question 29.
That sense modality through which learning produces better retention is ________?
(a) Visual
(b) Auditory
(c) Olfactory
(d) Kinesthetic
Answer:
(a) Visual

Question 30.
Retention in comparison to learning is a?
(a) Passive process
(b) Active process
(c) Moderately passive and moderately active
(d) None of the above
Answer:
(a) Passive process

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 31.
Forgetting is at first rapid but gradually the rate of forgetting becomes?
(a) Speedy
(b) Slow
(c) Moderate
Answer:
(b)Slow

Question 32.
The basic law that tine rate of forgetting is rapid in the beginning and then slows down with the passage of time holds good, for?
(a) Nonsense Syl labels alone
(b) Meaningful words alone
(c) Digits alone
(d) All types of materials
Answer:
(d) All types of materials

Question 33.
Ebbinghaus mostly used methods to study remembering and forgetting?
(a) Recall method
(b) Recognition method
(c) Saving method
(d) All the above
Answer:
(a) Recall method

Question 34.
The recall is of types?
(a) Two
(b) Three
(c) Four
Answer:
(a) Two

Question 35.
Forgetting due to sudden shock and emotional blocking is called?
(a) Primary forgetting
(b) Secondary forgetting
(c) Retrograde amnetia
(d) All the above
Answer:
(c) Retrograde amnetia

Question 36.
The easiest method of measuring retention or memory is _______ method?
(a) Recall
(b) Recognition
(c) Saving
(d) Reconstruction
Answer:
(b) Recognition

Question 37.
When two items or stimuli appear similar to each other percentage of recognition is from when they are dissimilar?
(a) more
(b) less
(c) moderate
Answer:
(b) less

Question 38.
The relearning method is also known as?
(a) Reconstruction method
(b) Anticipation
(c) Prompting method
(d) Saving method
Answer:
(a) Reconstruction method

Question 39.
Do digits have a better memory span than?
(a) Nonsense syllables
(b) Meaningful words
(c) Trigrams
Answer:
(a) Nonsense syllables

Question 40.
There is usually no increase in memory span after the age of?
(a) 4-5 years
(b) 6-8 years
(c) 12-15 years
Answer:
(c) 12-15 years

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 41.
Do meaningful and rhythmic materials have an effect on retention?
(a) beneficial
(b) harmful
(c) neutral
(d) all of the above.
Answer:
(a) beneficial

Question 42.
Remembering is greatly aided by?
(a) disassociation
(b) association.
(c) negative transfer
(d) zero transfer
Answer:
(b) association.

Question 43.
Words are quickly less than nonsense syllables because of their value?
(a) associative
(b) transfer value
(c) meaningfulness
(d) none of these
Answer:
(a) associative

Question 44.
Not the retention interval as such, but what happens during the retention interval is very important for?
(a) remembering
(b) reminiscence
(c) disuse
Answer:
(a) remembering

Question 45.
When the two stimuli and responses are identical in original learning and interpolated activity there occurs?
(a) maximum inhibition
(b) maximum facilitation
(c) no visible effect
Answer:
(b) maximum facilitation

Question 46.
Interpolated activity nearer to the original learning and subsequent recall the influence of retroactive inhibition?
(a) heightens
(b) decreases
(c) no influence
(d) non of the these
Answer:
(a) heightens

Question 47.
When the retention interval is free from activity, there is almost no loss of retention. This has been held by?
(a) Muller and Pilzecker
(b) MimaniandDallenbach
(c) McGeoch and Underwood
Answer:
(b)MimaniandDallenbach

Question 48.
To study whether cockroaches can remember what they have learned an experiment was conducted by?
(a) Underwood
(b) McGeoch
(c) Hunter
(d) Duncan
Answer:
(c) Hunter

Question 49.
Minami and Dallenbach have got empirical support for the fact that when the retention interval is free from activity there is almost no?
(a) learning
(b) retention
(c) forgetting
(d) none of these
Answer:
(c) forgetting

Question 50
also, occurs when the new learning is disturbed by old learning?
(a) proactive inhibition
(b) retroactive inhibition
(c) retrograde amnesia
Answer:
(a) proactive inhibition

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 51.
The decrement in the retention of a task as a consequence of other learning coming prior to the learning of the task is known as?
(a) Associative interferences
(b) Retroaction
(c) Proactive inhibition
Answer:
(c) Proactive inhibition

Question 53.
When the degree of prior learning increases, proactive ve inhibition?
(a) decreases
(b) increases
(c) remains constant
(d) none of these
Answer:
(b) increases

Question 54.
According to point of view, forgetting is due to the repression of the learned material?
(a) Freudian
(b) Gestalt
(c) Neo Freudians
(d) All these
Answer:
(a) Freudian

Question 55.
The mechanism of repression explains many men in everyday life?
(a) Learning
(b) retention
(c) forgetting
(d) all these
Answer:
(c) forgetting

Question 56.
The unacceptable shocking, antisocial, unpleasant, and ego-dissatisfying experiences are pressed back into the deep chamber of the unconscious by the mechanism of?
(a) Suppression
(b) Repression
(c) Dissociation
(d) All these
Answer:
(b) Repression

Question 57.
Pleasant experiences are recalled better than unpleasant ones. (True/False)
Answer:
True

Question 58.
The repressed urges are recalled back through hypnosis, dream analysis, and psychoanalysis. (True/False)
Answer:
False

Question 59.
Emotion-provoking situations immediately before or immediately after learning, have got no obliterating effect on memory. (True/False)
Answer:
True

Question 60.
Retroactive inhibition is the cause of forgetting?
(a) one of the
(b) only
(c) important
Answer:
(a) one of the

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 61.
Memory traces fade either due to biological factors or external factors like Retroactive inhibition. This has been held by?
(a) Freudians
(b) Gestalts
(c) Trace Psychologists
Answer:
(b) Gestalts

Question 62.
Sometimes retention curves show a period of increased retention immediately after the practice is stopped. This concept is known as?
(a) long term memory
(b) short term memory
(c) reminiscence
(d) none of these
Answer:
(c) reminiscence

Question 63.
In the earlier stage reminiscence was called?
(a) Ballard-William Phenomena
(b) Mimani-Dallenbach Phenomena
(c) Skagg-Robinson Hypothesis
(d) McGeoch-Irrion Hypothesis
Answer:
(a) Ballard-William Phenomena

Question 64.
The phenomenon of reminiscence while studying verbal discrimination learning was found by?
(a) McClelland
(b) McGeoch
(c) Hunter
(d) all these
Answer:
(a) McClelland

Question 65.
The classic experiment on short-term memory was conducted by?
(a) English and Well-borne
(b) McGeoch and Irrion
(c) Peterson and Peterson
Answer:
(c) Peterson and Peterson

Question 66.
Words processed at a deeper level are better retained than processed at a superficial level. These is the findings of the study conducted by?
(a) Nonnen and Rumehert
(b) CraikandTullving
(c) Muller and Pilzecker
Answer:
(b) CraikandTullving

Question 67.
The interference theory was propounded by?
(a) Muller and Pilzecker
(b) Melton and Irriwin
(c) McGeoch and McDonald
Answer:
(a) Muller and Pilzecker

Question 68.
The theory of forgetting advanced by Ebbinghaus is known as?
(a) Memory Trace theory
(b) Disuse theory
(c) 1ntcrfcrcncc theory
(d) None of the these
Answer:
(b) Disuse theory

Question 69.
Optimum retention occurs when the interpolated learning is introduced in the middle of a long retention interval. This view has been advocated by the?
(a) memory trace theory
(b) disuse theory
(c) interference theory
Answer:
(c) interference theory

Question 70.
Trace theory of forgetting has been advanced by?
(a) Behaviourists
(b) Gestalts
(c) Freudians
(d) All these
Answer:
(b) Gestalts

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 71.
When the ego is threatened by certain situations, in order to defend itself, the ego represses them?
(a) Bartlett
(b) Freudians
(c) Gestalts
Answer:
(b) Freudians

Question 72.
came forward with his qualitative approach to remembering?
(a) Freud
(b) Ebbinghaus
(c) Bartlett
(d) Irwin
Answer:
(c) Bartlett

Question 73.
The method of repeated reproduction is also known as the method of?
(a) Social Reproduction
(b) Successive reproduction
(c) Associative reproduction
Answer:
(b) Successive reproduction

Question 74.
Pleasant materials are quickly remembered and retained for a long time compared to unpleasant materials keeping other factors constant. This is obvious from the experiment of?
(a) McGeoch and irrion
(b) Skaggs and Robinson
(c) Jersild and Meltzer
Answer:
(c) Jersild and Meltzer

Question 75.
The view that perceptual motor skills are retained relatively well over a considerable period of time than verbal materials has been supported by?
(a) Irrion
(b) Hamilton
(c) Katona
(d) Ebbinghaus
Answer:
(c) Katona

Question 76.
A principle of learning that is involved in training is?
(a) a period of no learning
(b) a period of instruction
(c) a period of boredom
(d) None of these
Answer:
(b) a period of instruction

Question 77.
The approach to the study of the biology of learning is?
(a) the capacity approach
(b) the research approach
(c) the structural approach
(d) the functional approach
Answer:
(d) the functional approach

Question 78.
The first person to conduct experiments of trial and error learning was?
(a) Pavlov
(b) Kohler
(c) Titchener
(d) Thorndike
Answer:
(d) the functional approach

Question 79.
The first person to conduct- experiments in classical conditioning was?
(a) Watson
(b) Bechtervev
(c) Pavlov
(d) James
Answer:
(c) Pavlov

Question 80.
The school first conducted experiments on insightful learning is?
(a) Gestalt
(b) Functional
(c) Structural
(d) Psychoanalysis
Answer:
(c) Structural

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 81.
Operant conditioning is also known as?
(a) Escape conditioning
(b) Backward conditioning
(c) Avoidance conditioning
(d) Instrumental conditioning
Answer:
(d) Instrumental conditioning

Question 82.
A stimulus that reinforces behavior, which terminates it is called?
(a) conflict
(b) reflex
(c) positive stimulus
(d) negative reinforcer
(e) Unconditional stimulus
Answer:
(c) positive stimulus

Question 83.
The process b.y which a C.R. can be weakened and finally eliminated is known as?
(a) Spontaneous recovery
(b) Deconditioning
(c) Experimental Neuroses
(d) Experimental Extinction
Answer:
(b) Deconditioning

Question 84.
A response may be more resistant to experimental extinction if reinforcement in conditioning trial has been?
(a) periodic
(b) continuous
(c) never provided
(d) none of the above
Answer:
(a) periodic

Question 85.
The process through which a CR is elicited by a stimulus similar to the original conditioned stimulus it is called?
(a) Stimulus generalisation
(b) Response generalisation
(c) Differentiation
(d) Internal Inhibition
Answer:
(a) Stimulus generalization

Question 86.
The ability of the organism to respond to the reinforcing stimulus and not to the neutral or noil reinforcing one is called?
(a) Stimulus generalization
(b) Stimulus discrimination
(c) Response discrimination
Answer:
(c) Response discrimination

Question 87.
Operant conditioning is usually studied in the laboratory using a?
(a) Problem box
(b) Maze
(c) Skinner box
(d) Activity case
Answer:
(c) Skinner box

Question 88.
When the experimentally extinguished response reappears again after a period it is called?
(a) Hxperimental neuroses
(b) Spontaneous recovery
(c) Internal inhabitation
Answer:
(b) Spontaneous recovery

Question 89.
Spontaneous recovery will grow weaker and weaker if no reinforcement is provided after?
(a) The U.S.
(b) C.S.
(c) C.R
(d) none of the above
Answer:
(b) C.S.

Question 90.
Once conditioning is firmly established for further conditioning the C.S. can be used as?
(a) Unconditioned Reflex
(b) Unconditioned stimulus
(c) Unconditioned Response
Answer:
(b) Unconditioned stimulus

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 91.
Negative conditioning is also known as?
(a) forward conditioning
(b) Backward conditioning
(c) Reconditioning
Answer:
(b) Backward conditioning

Question 92.
Experiments on withdrawal conditioning were first conducted by Russian physiologist?
(a) Freud
(b) Pavlov
(c) Bechterev
(d) Watson
Answer:
(c) Bechterev

Question 93.
If differentiation is pushed too far the organism fails to discriminate between two stimuli becomes very nonadoptive and develops?
(a) Negative attitude
(b) Withdrawal symptoms
(c) Experimental Neuroses
(d) None of the above
Answer:
(c) Experimental Neuroses

Question 94.
Many of our bad habits of day to day life can be removed by?
(a) Positive conditioning
(b) Classical conditioning
(c) Negative conditioning
(d) Generalisation
Answer:
(c) Negative conditioning

Question 95.
Irrelevant fear is removed by?
(a) Conditioning
(b) Negative conditioning
(c) Spontaneous recovery
(d) Backward conditioning
Answer:
(b) Negative conditioning

Question 96.
The concept of experimental neuroses which threw light on various aspects of abnormal behaviour has been studied in depth by?
(a) llilgard
(b) Meyer
(c) Pavlov
(d) None of these
Answer:
(b) Meyer

Question 97.
has remarked that establishment conditioning is not simply a matter of diverting nerve impulses from one channel to another?
(a) Tolman
(b) Hilgard
(c) Hull
(d) Bechterev
Answer:
(d) B echterev

Question 98.
has remarked that the whole situation under which conditioning is established is a specific one and we can hardly establish it in actual life?
(a) Koffka
(b) Sears
(c) Janguill
(d) Hull
Answer:
(b) Sears

Question 99.
Differentiation develops out of?
(a) Extinction
(b) Generalisation
(c) lighter order conditioning
(d) None of these
Answer:
(b) Generalisation

Question 100.
When the stimulus becomes too small for the organism to discriminate nervous breakdown?
(a) Obvious
(b) Reduced
(c) Extinguished
(d) None of these
Answer:
(a) Obvious

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 101.
Internal inhibition is a kind of negative learning not to salivate and can be applied to the curve of?
(a) Learning
(b) Retention
(c) Forgetting
Answer:
(c) Forgetting

Question 102.
Pavlov for the first time conducted experiments on conditioning?
(a) Classical
(b) Operant
(c) Instrumental
Answer:
(a) Classical

Question 103.
In conditioning U.S. is always presented after the C.S.?
(a) Classical
(b) Operant
(c) Backward
(d) None of these
Answer:
(a) Classical

Question 104.
Pavlov was the founder of the most important theory of learning called?
(a) Conditioning
(b) Classical conditioning
(c) Instrumental conditioning
Answer:
(b) Classical conditioning

Question 105.
Pavlov was a?
(a) Physiologist
(b) Psychologist
(c) Neurologist
(d) Biologist
Answer:
(a) Physiologist

Question 106.
Bechterev was a coworker of?
(a) Hilgard
(b) Sears
(c) Meyers
(d) Pavlov
Answer:
(d) Pavlov

Question 107.
Wertheimer is famous as the founder of?
(a) Behaviourism
(b) Associationism
(c) First laboratory in Psychology
(b) Associationism
Answer:
(b)Associationism

Question 108.
Watson is remembered for his contribution to?
(a) Learning
(b) Associationism
(c) Thinking
(d) Structuralism
Answer:
(a) Learning

Question 109.
Thorndike is remembered for his famous contribution to?
(a) Insightful learning
(b) Conditioning
(c) Trial and Error
(b) Conditioning
Answer:
(c) Trial and Error

Question 110.
The Gestalt school of psychology is well known for its?
(a) Conditioning theory of learning
(b) Trial and error theory of learning
(c) insight theory of learning
(d) All the above
Answer:
(c) insight theory of learning

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 111.
It is easier to conduct experiments on learning in the laboratory taking?
(a) Human subject
(b) Animal subjects
(c) Insects
(d) None of these
Answer:
(b) Animal subjects

Question 112.
More and more learning experiments have been conducted with the help of?
(a) cats
(b) dogs
(c) rats
(d) human beings
Answer:
(c) rats

Question 113.
Learning is a kind of behavior?
(a) Change
(b) Continuation
(c) Extension
(d) Inhibition
Answer:
(a) Change

Question 114.
Learning is a sort of modification of behavior is the light of?
(a) Present experience
(b) Past experience
(c) Future experience
Answer:
(b) Past experience

Question 115.
All modification of behavior is not?
(a) Performance
(b) Learning
(c) Thinking
(d) Activity
Answer:
(b) Learning

Question 116.
Law of the exercise was introduced by?
(a) I Iilgard
(b) Thorndike
(c) I lull
(d) Tolman
Answer:
(b) Thorndike

Question 117.
The Law of effect was advanced by?
(a) Freud
(b) William James
(c) Gvthrie
(d) Thorndike
Answer:
(d) Thorndike

Question 118.
Learning is an association between a stimulus and?
(a) Response
(b) Present experience
(c) Past Experience
(d) Behaviour
Answer:
(a) Response

Question 119.
Learning and performance are?
(a) Same
(b) Different
(c) None of these
Answer:
(b) Different.

Question 120.
Learning is a modified behavior that is mostly the outcome of?
(a) Intimation
(b) Inheritance
(c) Effort
(d) Practice
Answer:
(d) Practice

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 121.
The experiment on Chimpanzee Sultan was conducted by Kohler and Kottke to demonstrate?
(a) Trial and Error I.earning
(b) Insightful Learning
(c) Stimulus-Response Learning
(d) Instrumental Conditioning Learning
Answer:
(b) Insightful Learning

Question 122.
Gestalt is a – word?
(a) German
(b) English
(c) French
(d) American
(e) None of these
Answer:
(d) American

Question 123.
developed a theory of whole part position in learning and perception?
(a) Structuralists
(b) Functionalists
(c) Behaviourists
(d) None of these
Answer:
(a) Structuralists

Question 124.
Insightful learning is mostly limited to?
(a) Higher Animals
(b) Lower Animals
(c) Insects
Answer:
(a) Higher Animals

Question 125.
Insightful learning is basically learning by?
(a) Intelligence
(b) Practice
(c) Conditioning
(d) imitation
Answer:
(b) Practice

Question 126.
Learning is a type of acquisition of new behavior which is relative?
(a) Temporary
(b) Permanent
(c) Sudden
(d) Quick
Answer:
(a) Temporary

Question 127.
Knowledge of result is?
(a) Advantageous to learning
(b) Adverse to learning
(c) Stops learning
(d) Retards learning
Answer:
(a) Advantageous to learning

Question 128.
Knowledge of the result is a type of?
(a) Positive reinforcement
(b) Negative reinforcement
(c) Reinforcement
(d) Secondary reinforcement
Answer:
(a) Positive reinforcement

Question 129.
Strong punishment?
(a) Retards learning
(b) Promotes learning
(c) Creates fear psychoses
(d) has no effect on learning
Answer:
(a) Retards learning

Question 130.
Watson viewed conditioning as the only method to?
(a) Learn
(b) Remember
(c) Imitate
(d) Unlearn
Answer:
(d) Unlearn

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 131.
The Law of effect was introduced by?
(a) Pavlov
(b) Bechterev
(c) Kohler
(d) Thorndike
Answer:
(c) Kohler

Question 132.
Similarity, contrast, and contiguity are the laws of?
(a) Association
(b) Learning
(c) Action
(d) None of the above
Answer:
(b) Learning

Question 133.
Law of belongingness, readiness, and contiguity are laws of?
(a) Perception
(b) Learning
(c) Action
(d) None of the above
Answer:
(c) Action

Question 134.
One who can drive a fiat car can also drive a Maruti car without difficulty. The above phenomenon is due to?
(a) Overlearning
(b) Relearning
(c) Transfer of training
Answer:
(a) Overlearning

Question 135.
A material is learned quickly because of the use of?
(a) Economical methods of learning
(b) Emotion
(c) Thinking
(d) Imagination
Answer:
(b) Emotion

Question 136.
Practice in the right hand interferes with learning in the left hand. This is due to the?
(a) Unilateral transfer
(b) Negative transfer
(c) Zero transfer
Answer:
(c) Zero transfer

Question 137.
When learning of one material does not facilitate or interfere with learning of another material, it is called?
(a) Negative transfer
(b) Bilateral transfer
(c) Zero transfer
Answer:
(c) Zero transfer

Question 138.
Habit interference is also known as _________?
(a) Unilateral transfer of training
(b) Bilateral transfer of training
(c) Negative transfer of learning
Answer:
(c) Negative transfer of learning

Question 139.
When the acquisition of a skill in one situation inhibits the acquisition of a skill in the subsequent situation it is called?
(a) Zero transfer
(b) positive transfer
(c) Negative transfer
Answer:
(a) Zero transfer

Question 140.
The bilateral transfer is also called _______?
(a) Cross education
(b) Associative education
(c) Acquisition of education
Answer:
(b) Associative education

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 141.
Zero transfer is also known as _______?
(a) Negative transfer
(b) Neutral transfer
(c) Unilateral transfer
Answer:
(b) Neutral transfer

Question 142.
The theory of transfer of training was introduced for the first time by ________?
(a) Ililgard
(b) Hull
(c) James
(d) Thorndike
Answer:
(c) James

Question 143.
Does positive transfer greatly depend upon the presence of identical elements between the original and subsequent?
(a) Perception
(b) Attention
(c) Learning
Answer:
(b) Attention

Question 144.
There are types of transfer of training?
(a) Two
(b) Three
(c) Four
Answer:
(b) Three

Question 145.
A student who more often than not performs better in a simple learning situations belongs to the group have?
(a) High Anxiety
(b) No anxiety
(c) Middle-level anxiety
(d) low anxiety
Answer:
(d) low anxiety

Question 146.
Amount of learning depends upon?
(a) Meaningfulness
(b) Association
(c) Repetition
(d) Motivation
(e) All the above
Answer:
(d) Motivation

Question 147.
The amount of acquisition in verbal learning does not depend on one of the following?
(a) Meaningfulness of the material
(b) similarity
(c) Low Anxiety
(d) Defects in muscles
Answer:
(d) Defects in muscles

Question 148.
Does learning take place through _______?
(a) Problem-solving along
(b) Practice alone
(c) Conditioning alone
(d) All the three
Answer:
(d) All the three

Question 149.
When an organism learns something by observing stimulus in the environment and makes the response accordingly, it is?
(a) Discrimination learning.
(b) Problem-solving learning
(c) Signal learning
(d) Stimulus-response learning
(e) All the above
Answer:
(a) Discrimination learning.

Question 150.
An infant can develop an acquisition fear of a stimulus except for loud noise through?
(a) Conditioning learning
(b) Insightful learning
(c) Unconditioning
(d) All the above
Answer:
(d) All the above

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 151.
Does much learning take place through _________?
(a) Problem-solving alone
(b) Imitation alonge
(c) All the above
Answer:
(b) Imitation alonge

Question 152.
In classical conditioning, the stimuli are presented in the following order?
(a) C.S. and US at the same time
(b) C.S. first C.S. again
(c) C.S. first US next
(d) CS first CS again
Answer:
(c)C.S. first US next

Question 153.
In instrumental conditioning, the reward or reinforcement depends upon the animals?
(a) Activity
(b) Response
(c) Correct response
(d) None of the above
Answer:
(c) Correct response

Question 154.
Instrument conditioning is a happy union of classical conditioning and the law of _______?
(a) Exercise
(b) Contiguity
(c) Effect
(d) Association
Answer:
(c) Effect

Question 155.
B.F. Skinner, was a psychologist?
(a) German
(b) British
(c) American
(d) Swiss
Answer:
(d) Swiss

Question 156.
The procedure by which the withdrawal of reinforcement decreases gradually the occurrence of an acquired response is known as ___?
(a) Intentional reinforcement
(b) Secondary reinforcement
(c) Inhibition
(d) Extinction
Answer:
(d) Extinction

Question 157.
The process by which the desire to check a response becomes stronger and stronger is called?
(a) Extinction
(b) Withdrawal
(c) Negative conditioning
(d) Internal inhibition
Answer:
(c) Negative conditioning

Question 158.
The process by which the experimentally extinguished response reappears again after a period is called?
(a) Conditioned response
(b) Unconditioned response
(c) Spontaneous recovery
(d) Generalised response
Answer:
(c) Spontaneous recovery

Question 159.
The procedure by which a firmly established conditioning is further used as an unconditional stimulus for the establishment of further conditioning is called?
(a) Low-order conditioning
(b) Spontaneous recovery
(c) Higher-order conditioning
Answer:
(a) Low-order conditioning

Question 160.
The process through which a person learns not to make a response to a particular stimulus and make a response to another stimulus is called?
(a) Differentiation
(b) Generalisation
(c) Positive transfer
(d) None of the above
Answer:
(a) Differentiation

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 161.
When some 1 variety in content, technique and principle is found in two different learning materials transfer of training takes place?
(a) Positive transfer
(b) Negative transfer
(c) Zero transfer
Answer:
(c) Zero transfer

Question 162.
When a previous experience too much obstructs learning in a new situation, obviously there is?
(a) Zero transfer
(b) High positive transfer
(c) High negative transfer
(d) Low negative transfer
Answer:
(b) High positive transfer

Question 163.
In the conditioning technique introduced by Pavlov?
(a) Both stimulus and response change
(b) The same response is made to a different stimulus
(c) To the same stimulus a different response is made
(d) None of the above.
Answer:
(b) The same response is made to a different stimulus

Question 164.
When a particular response becomes in turn a stimulus for a further response this stimulus is called _____?
(a) Unconditioned stimulus
(b) Conditioned stimulus
(c) Dependent stimulus
Answer:
(b) Conditioned stimulus

Question 165.
In a situation where one is conditioned to show fear to while rabbit and this makes him show fear to any type of white animal like a white cat, or white dog, it is called?
(a) Discrimination
(b) Generalisation
(c) Substitution
(d) Distortion
Answer:
(a) Discrimination

Question 166.
A response is weakened through punishment and strengthened through ________?
(a) Reward
(b) Response
(c) Emotion
Answer:
(c) Emotion

Question 167.
The organization and coordination of different sequential habit patterns and acquisitions are called?
(a) A response
(b) A reflex
(c) A skill
(d) An act
Answer:
(a) A response

Question 168.
The concept among the following that is most kin to negative transfer is ________?
(a) Similarity
(b) Habit strength
(c) Massed practice
(d) None of the above
Answer:
(a) Similarity

Question 169.
Generalization is the most important factor in ________?
(a) Positive transfer
(b) Negative transfer
(c) Habit strength
(d) Part and the whole learning
Answer:
(d) Part and the whole learning

Question 170.
strength Over learning occurs because of _______?
(a) Practice
(b) Speed
(c) Resistance to forgetting
(d) Allofthesee
(e) None of these
Answer:
(b) Speed

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 171.
When one behaves differently in a slightly different situation it is called?
(a) Stimulus genralisation
(b) Stimulus discrimination
(c) Response discrimination
Answer:
(b) Stimulus discrimination

Question 172.
In withdrawal learning the ‘O’ learns to withdraw from ________?
(a) Positive Reinforcement
(b) Negative reinforcement
(c) Full avoidance of any reinforcement
Answer:
(b) Negative reinforcement

Question 173.
Any learning based on maturation and understanding is more or less?
(a) Permanent
(b) Temporary
(c) Efficient
(d) Inefficient
Answer:
(c) Efficient

Question 174.
Which of the following psychologists can be remembered for their contribution to learning theory?
(a) Titchener
(b) Anna Freud
(c) IIull
(d) Ebbinghaus
Answer:
(c)IIull

Question 175.
Better recall after a period of no practice is called?
(a) Retention
(b) Reconstruction
(c) Reminiscence
(d) Recall
Answer:
(c) Reminiscence

Question 176.
Punishing a child for his misbehavior is _______?
(a) Ineffective behavior reinforcement
(b) Positive reinforcement
(c) Negative social reinforcement
(d) None of these
Answer:
(c) Negative social reinforcement

Question 177.
Which one of the following procedures is used in verbal learning?
(a) Paired associate learning
(b) Serial learning
(c) Cognitive learning
(d) Free recall
Answer:
(a) Paired associate learning

Question 178.
Learning is the outcome of _______?
(a) Practice
(b) Imitation
(c) Inheritance
(d) None of these
Answer:
(b) Imitation

Question 179.
Mi n or Drawing apparatus is used in ________?
(a) Verbal learning
(b) Sensory motor learning
(c) Serial learning
Answer:
(b) Sensory motor learning

Question 180.
Classical conditioning is associated with ________?
(a) Bechterev
(b) Pavlov
(c) Koffka
(d) Skinner
Answer:
(a) Bechterev

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 181.
The gradual decrease in errors in a typing test is attributed to _______?
(a) Trial and error learning
(b) Memory
(c) Intelligence
(d) None of the above
Answer:
(c) Intelligence

Question 182.
Any change in behavior through physiological growth is due to _____?
(a) Practice
(b) Leaming
(c) Maturation
(d) Environment
Answer:
(a) Practice

Question 183.
Avoidance learning is also called ________?
(a) Withdrawal learning
(b) Discrimination learning
(c) Forced learning
(d) Substitute learning
Answer:
(a) Withdrawal learning

Question 184.
Learning can not be possible without ________?
(a) Perception
(b) Imagination
(c) Emotion
Answer:
(c) Emotion

Question 185.
Learning cycling is a type of ________?
(a) Classical conditioning learning
(b) Insightful learning
(c) Trial and error learning
Answer:
(b) Insightful learning

Question 186.
Mirror drawing experiment is ________?
(a) Instrumental conditioning learning
(b) Trial and Error Learning
(c) Association learning ‘
Answer:
(b) Trial and Error Learning

Question 187.
Typing is a ________?
(a) Sensory learning
(b) Sensory motor learning
(c) Motor learning
(d) All the above
Answer:
(a) Sensory learning

Question 188.
Working out mathematical problems is ________?
(a) Problem-solving learning
(b) T & E-learning
(c) Conditioning learning
Answer:
(a) Problem-solving learning

Question 189.
The fear response is acquired through ______?
(a) Conditioning
(b) Trial and Error
(c) Insight
Answer:
(c) Insight

Question 190.
Repetition without motivation ________?
(a) Very much helps to learn
(b) Hinders learning
(c) Is not of much help
Answer:
(a) Very much helps to learn

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

True & False Type Questions With Answers

Question 1.
The strength of recall is a measurement of creativity. (True/False)
Answer:
False

Question 2.
The memory trace of items entering short-term memory is liable to rapid decay. (True/False)
Answer:
True

Question 3.
Due to the mechanism of repression, a lot of forgetting related to personal matters takes place. (True/False)
Answer:
True

Question 4.
Efficient memory does not depend upon efficient learning. (True/False)
Answer:
False

Question 5.
Forgetting raises the probability of a wrong response. (True/False)
Answer:
True

Question 6.
The more similar the two materials are, the more the chance of confusion while recalling them. (True/False)
Answer:
True

Question 7.
Knowledge of results improves memory. (True/False)
Answer:
True

Question 8.
The incorrect responses are forgotten more quickly when it is pointed out that they are incorrect. (True/False)
Answer:
True

Question 9.
Ebbinghaus used meaningful materials for his experiments on memory. (True/False)
Answer:
False

Question 10.
Nonsense syllables were coined first by Irrion. (True/False)
Answer:
False

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 11.
The curve of forgetting is based on the theory of Ebbinghaus. (True/False)
Answer:
True

Question 12.
Memory is always better for meaningful materials than for nonsense syllables. (True/False)
Answer:
True

Question 13.
Remembering depends upon learning. (True/False)
Answer:
True

Question 14.
Interference is minimum when the materials are extremely similar or dissimilar. (True/False)
Answer:
True

Question 15.
It is difficult to remember tilings in terms of theoretical concepts. (True/False)
Answer:
True

Question 16.
Examples and illustrations help in better remembering. (True/False)
Answer:
True

Question 17.
Forgetting is a decay of old impressions and associations because of atrophy through disuse. (True/False)
Answer:
False

Question 18.
There is a high degree of relationship between the R.I. and RI. (True/False)
Answer:
True

Question 19.
Newman found that forgetting is almost the same after the activity as memory before the activity. (True/False)
Answer:
True

Question 20.
The effects of retroactive inhibition are transitory in all amounts of interpolated learning. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 21.
The unpleasant, ego-dissatisfying materials are quickly forgotten because of repression. (True/False)
Answer:
True

Question 22.
Jenkins and Dallenbach conducted an experiment on the effect of sleep on retention. (True/ False)
Answer:
True

Question 23.
During sleep there is a complete Psychological vacuum and forgetting is nil. (True/False)
Answer:
False

Question 24.
In the sleeping condition, some activity is present as the ‘ S ’ does not always go to sleep immediately after the learning is complete. (True/False)
Answer:
True

Question 25.
McGeoch for the first time studied the problem of reminiscence. (True/False)
Answer:
False

Question 26.
There exists some relationship between the Gestalt theory of forgetting and Bartlett’s constructive change theory of forgetting. (True/False)
Answer:
True

Question 27.
McClelland found the phenomenon of reminiscence while studying verbal discrimination learning. (True/False)
Answer:
True

Question 28.
During the retentional interval there is scope for rehearsal of the original learning, and reminiscence may occur. (True/False)
Answer:
True

Question 29.
In the case of nonsense syllables, verbatim and trigrams reminiscence is high. (True/False)
Answer:
False

Question 30.
Reminiscence may be noticed because of positive transfer. (True /False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 31.
In our daily life, we meet more short-term memory cases than long-term ones. (True/False)
Answer:
True

Question 32.
STM is more often experienced in nonverbal materials. (True /False)
Answer:
False

Question 33.
Ordinarily, the capacity of STM is limited to 6 to 7 items. (True /False)
Answer:
True

Question 34.
With organization of materials, the length of short-term memory becomes higher. (True/False)
Answer:
True

Question 35.
Short-term memory is also known as secondary memory. (True/False)
Answer:
False

Question 36.
Long term memory is also called primary memory. (True/False)
Answer:
False

Question 37.
LTM has limited storage capacity. (True/False)
Answer:
False

Question 38.
New information must undergo a period of consolidation to enter long-term storage. (True/False)
Answer:
True

Question 39.
Immediate and short-term memory supplies the code that we use to store materials in more lasting memory and later on to retrieve them. (True/False)
Answer:
True

Question 40.
The materials Of short-term memory are made ready for long-term memory through rehearsal. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 41.
Elaborate rehearsal is more effective for STM. (True/False)
Answer:
False

Question 42.
Words learned with meaning and association is better remembered than processed at a superficial level. (True/False)
Answer:
True

Question 43.
Nonsense materials are better remembered than digits. (True/False)
Answer:
False

Question 44.
Trigrams are better remembered than nonsense syllables. (True/False)
Answer:
False

Question 45.
For the first time, nonsense syllables were prepared by Bartlett. (True/False)
Answer:
False

Question 46.
A nonsense syllable consists of two vowels and one consonant. (True/False)
Answer:
True

Question 47.
In a trigram there is consonant. (True/False)
Answer:
True

Question 48.
Nonsense syllables have zero associative value. (True/False)
Answer:
True

Question 49.
Retention interval as such is not the cause of forgetting. (True/False)
Answer:
True

Question 50.
The interference theory of forgetting was propounded by Muller and Pilzecker. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 51.
Interference theory holds that forgetting takes place because of proactive inhibition and Retroactive inhibition. (True/False)
Answer:
True

Question 52.
Atrophy through disuse and the theory of disuse are the same. (True/False)
Answer:
True

Question 53.
According to the interference theory, optimum retention occurs when interpolated learning is introduced in the middle of a long retention interval. (True/False)
Answer:
True

Question 54.
Interference explains most of our forgetting in day to day life. (True/False)
Answer:
True

Question55.
Trace theory has been advanced by the behaviouristic school of psychology. (True/False)
Answer:
False

Question 56.
Gestalt have approached the study of memory from the side of perception. (True/False)
Answer:
True

Question 57.
According to Ebbinghaus our memory is more or less organized. (True/False)
Answer:
False

Question 58.
The unorganized and less structured materials have stable memory traces. (True/False)
Answer:
False

Question 59.
The unpleasant experiences associated with shame and guilt are forgotten because of the operation of repression. (True /False)
Answer:
True

Question 60.
The controversy between Bartlett and Ebbinghaus mainly arises due to the methods they use as models. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 61.
According to Ebbinghaus transformation is the chief characteristic of remembering. (True/False)
Answer:
False

Question 62.
Differences in transformation in remembering takes place because of the difference in the meaning of the materials. (True/False)
Answer:
False

Question 63.
Bartlett used three methods for measuring memory. (True/False)
Answer:
False

Question 64.
The method of repeated reproduction is also known as the method of successive reproduction. (True/False)
Answer:
True

Question 65.
The conditions necessary for efficient learning also determine efficient remembering. (True/False)
Answer:
True

Question 66.
An organized learning always produces better remembering as it leads to the development of patterns. (True/False)
Answer:
True

Question 67.
A need to learn is essential to make memory better and permanent. (True/False)
Answer:
True

Question 68.
Need is not essential for memory. (True/False)
Answer:
False

Question 69.
Practice is a better reinforcer than a need for remembering. (True/False)
Answer:
False

Question 70.
Pleasant materials are better remembered than unpleasant ones. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 71.
Under the prompting and anticipation method, paired associated learning and serial learning are performed. (True/False)
Answer:
True

Question 72.
Those factors which influence learning do not necessarily influence retention. (True/False)
Answer:
False

Question 73.
Different retention cur\ cs lut\ c by and large similar characteristics. (True/False)
Answer:
True

Question 74.
Ebbinghaus conducted a classic experiment to determine the rate of forgetting with the passage of time. (True/False)
Answer:
True

Question 75.
At first, forgetting is slow but as time passes, the rate of forgetting becomes rapid. (True/False)
Answer:
False

Question 76.
There is almost no loss in the number of materials after a good deal of interval. (True/False)
Answer:
True

Question 77.
Ebbing a conducted experiments on himself using nonsense syllables. (True/False)
Answer:
True

Question 78.
The experiments conducted by Ebbinghaus on the measurement of memory were based on qualitative methods. (True/False)
Answer:
False

Question 79.
The speed of forgetting is the same for all the materials. (True/ False)
Answer:
False

Question 80.
Retention curves on the whole indicate that forgetting is never complete. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 81.
The result of various studies shows that the rate of forgetting is slower with meaningful material. (True/False)
Answer:
True

Question 82.
Perceptual motor skills appear to be retained quite well in comparison to verbal skills. (True/False)
Answer:
True

Question 83.
Mirror Drawing learning is a type of perceptual-motor skill which is retained through practice. (True/False)
Answer:
True

Question 84.
Recognition is the easiest method of measuring retention. (True/False)
Answer:
True

Question 85.
As similarity between interpolated activity and original learning is reduced to a near identity, retention rises and then falls to a minimum again but with an increase in similarity, it never reaches the level obtained with maximum similarity. (True/False)
Answer:
True

Question 86.
The formula to calculate the percentage of savings is Xj 100. (True/False)
Answer:
True

Question 87.
The factors responsible for forgetting may be divided into
(a) the factors operating the time of learning
(b) the factors operating afterward. (True/False)
Answer:
True

Question 88.
Associated pairs of words are better remembered than unassociated pairs of words. (True/False)
Answer:
True

Question 89.
completed tasks are more rapidly forgotten than an incomplete one. (True/False)
Answer:
True

Question 90.
Isolated materials are forgotten more quickly than crowded materials. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 91.
Intra serial interference leads to more forgetting. (True/False)
Answer:
True

Question 92.
Learned helplessness affects the retrieval of unpleasant memory. (True/False)
Answer:
True

Question 93.
The disuse theory was challenged by Muller and Pilzecker. (True/False)
Answer:
True

Question 94.
Disuse and not the interpolated activity are the cause of forgetting. (True/False)
Answer:
True

Question 95.
The intensity of the interpolated activity causes more inhibition. (True/False)
Answer:
True

Question 96.
Maximum facilitation occurs when the learned materials are identical in the original learning and interpolated activity. (True/False)
Answer:
True

Question 97.
Any stimulus which is discriminated in a series by virtue of its quality is definitely favored in retention. (True/False)
Answer:
True

Question 98.
More forgetting occurs because of similarity in the method of learning during the original learning and retention interval. (True/False)
Answer:
True

Question 99.
Inhibition Is greater when the original learning and the interpolated learning are learned through the same sense modality than through different sensory modalities. (True/False)
Answer:
True

Question 100.
The longer the rest and relaxation between original learning and subsequent recall, the less is forgetting. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 101.
Proactive inhibition is the decrement in retention of a task as a result of other learning coming prior to the learning of the task on which the retention test is made. (True/False)
Answer:
True

Question 102.
Underwood has conducted quite a number of useful studies on proactive inhibition. (True/False)
Answer:
True

Question 103.
In the serial reproduction method, one person is involved while in the repeated reproduction method several persons are involved. (True/False)
Answer:
False

Question 104.
In our day to day life hardly any reproductive method of memory is found. (True /False)
Answer:
True

Question 105.
In immediate memory the processing capacity of the individual is limited. (True/False)
Answer:
True

Question 106.
Ebbinghaus method is called reproductive while Bartlett’s method is called constructive. (True/False)
Answer:
True

Question 107.
In part learning the material of learning is divided into different parts. (True/False)
Answer:
True

Question 108.
Iconic memory is an immediate sensory memory that lasts for a long period. (True/False)
Answer:
True

Question 109.
Deliberate use of reconditioning increases greatly immediate memory span. (True/False)
Answer:
True

Question 110.
Both echoic memory and iconic memory are examples of immediate sensory memory. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 111.
Grouping makes remembering easier. (True/False)
Answer:
True

Question 112.
The transfer of new information from short-term memory to long-term is promoted by processing it for meaning. (True/False)
Answer:
True

Question 113.
Short-term memory holds verbal materials primarily in acoustic form. (True/False)
Answer:
False

Question 114.
Episodic memory is a memory for the temporarily dated autobiographical experiences. (True/False)
Answer:
True

Question 115.
Remembering one item in a category usually means that the majority of the other items in the category will come to mind. (True/False)
Answer:
True

Question 116.
Organization helps memory. (True/False)
Answer:
True

Question 117.
The ability to recognize an item seems to depend on a lesser degree of learning than the ability to reproduce an item actively. (True/False)
Answer:
False

Question 118.
Retention can not be measured by the speed with which an ‘ S ’ can relearn a task. (True/False)
Answer:
True

Question 119.
The method of relearning measures retention independently of the availability of specific responses. (True/False)
Answer:
True

Question 120.
The method of reconstruction is related to the method of saving but puts its main emphasis on the retention of serial position. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 121.
The method of reconstruction can be used only with materials that can be readily broken down into separate units. (True/False)
Answer:
True

Question 122.
The temporal characteristics of the responses of the subject in particular are sensitive indices of the degree of retention. (True /False)
Answer:
False

Question 123.
The most striking feature of the curve of forgetting Ebbinghaus is its decelerated drop. (True/False)
Answer:
True

Question 124.
The amount of retention increases indefinitely as a function of the degree of learning. (True/False)
Answer:
False

Question 125
A whole, method of learning is always superior to the part method of learning. (True/False)
Answer:
False

Question 126
The operant conditioning technique is not the same as the classical conditioning technique of Pavlov. (True/False)
Answer:
True

Question 127.
Aversive conditioning and classical conditioning are similar techniques in learning. (True/False)
Answer:
True

Question 128.
Thorndike made experiments on the conditioning method of learning. (True/False)
Answer:
False

Question 129.
Interest is not a necessary determinant of learning. (True/False)
Answer:
False

Question 130.
Intentional learning is always better than incidental learning. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 131.
Learning by insight simply means learning by habit. (True/False)
Answer:
False

Question 132.
Conditioning responses are nothing but a chain of habit patterns. (True/False)
Answer:
True

Question 133.
Insightful learning is gradual in nature. (True/False)
Answer:
False

Question 134.
Whole and part learning are equally beneficial. (True/False)
Answer:
True

Question 135.
Learning and Maturation are related concepts. (True/False)
Answer:
True

Question 136.
When we leam to ride a bicycle conditioning learning is involved. (True/False)
Answer:
False

Question 137.
Flilgard experimented on sultan to demonstrate insightful learning. (True/False)
Answer:
False

Question 138.
The Law of effect was introduced by Thorndike. (True/False)
Answer:
True

Question 139.
In trial-and-error learning emphasis is put on practice. (True/False)
Answer:
True

Question 140.
The Mirror Drawing apparatus is used to demonstrate insightful learning. (True/False)
Answer:
False

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 141.
Maze learning is a type of trial-and-error learning. (True/False)
Answer:
True

Question 142.
Operant conditioning is otherwise known as instrumental conditioning. (True/False)
Answer:
True

Question 143.
Trial and error learning was introduced by Bechterev. (True/False)
Answer:
False

Question 144.
Leamingis are dependent upon practice.(True/False)
Answer:
True

Question 145
The Gestalt school for the first time conducted experiments on the laws of learning. (True/False)
Answer:
False

Question 146.
Backward conditioning and escape conditioning are the same. (True/False)
Answer:
True

Question 147.
Positive stimulus reinforces behavior while negative stimulus inhibits it. (True/False)
Answer:
True

Question 148.
The process by which a CR can be eliminated is known as unconditing. (True/False)
Answer:
True

Question 149.
Experimental extinction and experimental neuroses are the same. (True/False)
Answer:
False

Question 150
The procedure through which a CR is excited by a stimulus that has similarity with the original stimulus is called response generalization. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 151.
A response may be more resistant to extinction if the reinforcement in the conditioning trial has been continuous. (True/False)
Answer:
True

Question 152.
Once conditioning is finally established the C.S. can be used as an unconditioned stimulus for further conditioning.(True/False)
Answer:
True

Question 153.
Negative conditioning is also known as backward conditioning. (True/False)
Answer:
True

Question 154.
Pavlov was a swiss physiologist. (True/False)
Answer:
False

Question 155.
The Gestalt School of Psychology mainly aims at finding the whole-part relationship. (True/False)
Answer:
True

Question 156.
Nail biting habits can be eliminated by trial and error method. (True/False)
Answer:
False

Question 157.
the concept of experimental neuroses has been studied intensively by Hilgard. (True/False)
Answer:
False

Question 158.
Delay in reinforcement stands in the way of strengthing S-R connections and habits. (True/False)
Answer:
True

Question 159.
There is a high positive relationship between immediate reward and amount of learning. (True/False)
Answer:
True

Question 160.
Rein forcement is the motivating force behind all eating. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 161.
Thorndike’s concept of spread of effect provides the reinforcement theorists strong support. (True/False)
Answer:
True

Question 162.
In learning, through the error can be zero time can never the zero. (True/False)
Answer:
True

Question 163.
In all learning curves, there need not necessarily be a plateau. (True/False)
Answer:
True

Question 164.
Perception of the relationship between different parts of the visual field and the goal plays a significant role in learning. (True/False)
Answer:
True

Question 165.
Learning by insight takes a single attempt to solve a problem. (True/False)
Answer:
True

Question 166.
Learning and performance are the same. (True/False)
Answer:
False

Question 167.
Kohler and Koffka conducted an experiment on chimpanzees Sultan to demonstrate learning by conditioning. (True/False)
Answer:
False

Question 168.
Gestalt is a German word.(True/False)
Answer:
True

Question 169.
The behaviorist school of psychology developed a theory of whole part position in learning and perception. (True/False)
Answer:
False

Question 170.
The unconditioned stimulus is always presented after the conditioned stimulus to classical conditioning. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 171.
Ebbinghaus is remembered for his contribution to learning psychology. (True/False)
Answer:
False

Question 172.
Learning is a process that starts from the delivery table. (True/False)
Answer:
True

Question 173.
When the stimulus becomes too small for the organism to discriminate a nervous breakdown is obvious. (True/False)
Answer:
True

Question 174.
Operant conditioning is usually studied in a laboratory using a Skinner box. (True/False)
Answer:
True

Question 175.
Behavior therapy is based on operant conditioning. (True/False)
Answer:
True

Question 176.
Spontaneous recovery will grow weaker and weaker if no reinforcement is provided. (True/False)
Answer:
True

Question 177.
Many of our bad habits can be removed by trial and error method. (True/False)
Answer:
False

Question 178.
Any learning based on maturation is more or less temporary. (True/False)
Answer:
False

Question 179.
Overlearning occurs because of practice. (True/False)
Answer:
True

Question 180.
Trial and Error learning is demonstrated experimentally in the laboratory by Tachistoscope. (True/False)
Answer:
False

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 181.
In withdrawal learning the ‘ O’ learns to withdraw from negative reinforcement. (True/False)
Answer:
True

Question 182.
Titchener is remembered for his contribution to learning. (True/False)
Answer:
False

Question 183.
Punishing a child for his misbehavior is negative social reinforcement. (True/False)
Answer:
True

Question 184.
Cycling is a sensory-motor learning. (True/False)
Answer:
False

Question 185.
Typing is sensory learning. (True/False)
Answer:
False

Question 186.
Transfer of learning from the right hand to the right leg is called unilateral transfer of training. (True/False)
Answer:
True

Question 187.
Fear for dogs is acquired through trial and error, and learning. (True/False)
Answer:
False

Question 188.
Repetition without motivation is not of much help to improve learning. (True/False)
Answer:
True

Question 189.
Generalization and discrimination are opposite concepts.(True/False)
Answer:
True

Question 190.
Discrimination develops out of generalization. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 191.
Spontaneous recovery has lots of similarities with reminiscence. (True/False)
Answer:
True

Question 192.
The similarity in content, technique, and principle leads to zero transfer. (True/False)
Answer:
False

Question 193.
Spread up effect is an extension of the law of exercise. (True/False)
Answer:
False

Question 194.
Learning establishes a new relationship between the stimulus and the response. (True/False)
Answer:
True

Question 195.
Learning is defined as the modification of behavior. (True/False)
Answer:
False

Question 196.
Reinforcement is indispensable for learning. (True/False)
Answer:
True

Question 197.
Behavioral changes induced by drugs, brain injury, and maturation are not considered to involve learning. (True/False)
Answer:
True

Question 198.
Maturation occurs before birth as well as afterward while learning occurs after birth. (True/False)
Answer:
True

Question 199.
E.L. Thorndike was German Psychologist. (True/False)
Answer:
False

Question 200.
Animals mostly do not leam by reasoning but by trial and error. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 201.
In the conditioning technique as the number of trials increases, unnecessary irrelevant and random activities reduce. (True/False)
Answer:
False

Question 202
After 1933 law of effect was included by Thomidke along with the law of exercise. (True/False)
Answer:
True

Question 203.
Law “of readiness refers to the physical or psychological preparedness of a person to attend to a stimulus. (True/False)
Answer:
True

Question 204.
The Law of readiness has three parts. (True/False)
Answer:
True

Question 205.
Law ofçxcrcisc comprises the law of use and law of disuse. (True/False)
Answer:
True

Question 206.
The Law of effect is the cardinal principle of Thorndike’s theory of learning. (True/False)
Answer:
True

Question 207.
The spread of effect was discovered by Guthrie. (True/False)
Answer:
False

Question 208.
In classical conditioning, reinforcement is used in a restricted sense. (True/False)
Answer:
True

Question 209.
Before ‘insight’ can occur the learner should be able to see the relationship among all the parts of the problem. (True/False)
Answer:
True

Question 210.
In insightful learning, integrating and reintegrating part processes into a new total pattern is observed. (True/ False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 211.
When the solution comes after trying the elements present in the learning field, it is known as foresight. (True/False)
Answer:
False

Question 212.
When the solution to the problem occurs in the first attempt without actually trying the situation, it is called hindsight. (True/False)
Answer:
False

Question 213.
The non-reinforcement theorists are the advocates of latent learning. (True/False)
Answer:
True

Question 214.
The whole part phenomenon of learning and perception was developed by the Gestalt school of Psychology. (True/False)
Answer:
True

Question 215.
There are two types of transfer of training. (True/False)
Answer:
False

Question 216.
Low anxiety is necessary for efficient learning. (True/False)
Answer:
True

Question 217.
When a previous experience obstructs learning in a new situation it is called a positive transfer of training. (True/False)
Answer:
False

Question 218.
Insightful learning was advocated by Pavlov. (True/False)
Answer:
False

Question 219.
In insightful learning solution to the problem comes gradually. (True/False)
Answer:
False

Question 220.
For human learning, the first verbal material used was meaningful words. (True/False)
Answer:
False

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 221.
Pavlov s studies on conditioning come under instrumental conditioning. (True/False)
Answer:
False

Question 222.
When we intentionally attend to something it is called habitual attention. (True/False)
Answer:
False

Question 223.
One of the most important characteristics of learning is change. (True/False)
Answer:
True

Question 224.
Learning is most effective if the learner is interested in participating in the learning experience. (True /False)
Answer:
True

Question 225.
Each and every learning direction is not necessary. (True/False)
Answer:
False

Question 226.
All learning can be possible by the conditioned response. (True/False)
Answer:
False

Question 227.
Watson believed that environmental influences have a secondary role in learning. (True/False)
Answer:
False

Question 228.
In learning past experience is not necessary. (True/False)
Answer:
False

Question 229.
Kohler developed insightful learning techniques. (True/False)
Answer:
True

Question 230.
Trial and error is the simplest form of learning. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 3 Learning Objective Questions

Question 231.
Pavlov was a Russian Psychologist. (True/False)
Answer:
False

Question 232.
Extinction means an increase in the probability of response. (True/False)
Answer:
True

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CHSE Odisha Class 11 Foundations of Education Unit 3 Education and Society Long Answer Questions

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 3 Education and Society Long Answer Questions.

CHSE Odisha 11th Class Foundations of Education Unit 3 Education and Society Long Answer Questions

Long Type Question With Answers

Question 1.
Discuss the interrelationship between society and education. Discuss the scope of education in society.
Answer:
The world itself and everything are dynamic. Society is dynamic Man is a social being and he needs and formed a society in a democratic way. Education is an activity, which goes on in the society in which it takes place. The Republic of Plato, Politics of Aristotle, and Democracy of Education by John Dewey prove that education is a dimension of politics.

Hence society and education are intimately related to society and education. People living together are said to live in a society or a community. The two words community and society are used same sense they differ from each other. the words of R.G Collingwood, A community is everybody, adult and children, social and non-social persons living in a certain territory where all share a mode of life, but not all are conscious of its organization or purpose.

A society is a kind of community or a part of a community whose members have become socially conscious of their mode of life, and are united by a common set of aims and values. This distinction between community and society relates education to society. Children are members of the community.’ It is education that prepares them for full membership in society.

They remain as members of the non-social community, during student life. When they develop social consciousness through the impact of education, they, become a potential member of society. This study of relations between education and society is known as the sociology of education. The Scope of Education Every society has some set of aims and values.

In order to achieve these aims and values, education plays a double role. First, it attempts to develop the personality of the child and then prepares him for membership in society. Thus a person plays a dual role in his life as an individual and as a member of society. So we can not think of an individual without society and vice versa.

He needs education for the development of his personality and for the adjustment to the human environment Throughout this life, a man tries to make an adjustment to his physical universe and the social world around it. He also creates his own environment in order to feel at home and fries to master them. The situation calls for creative adjustment.

That is why the change in society goes on in a never-ending way. So education and society are interrelated and education is aimed at building a modem society. Society is dynamic because education is dynamic to the growth in science and. technology.

Question 2.
What is social change? Discuss the factors affecting social change?
Answer:
As social change refers to the movement of social progress, social interaction and social organization. To K. Device, social change alteration occurs in social organization, the structure and function of the society. To us, social change means a change in the culture and in its chief factors, material and non-material culture. Factors that determine social change are a continuous process. Change in one aspect of society affects to other aspects for example change in the political system affects religious and economic aspects of the society.

The factors that affect social change are as follows:
The action of the exceptional individuals :
History recalls the personal influences of exceptional individuals have brought about changes in political, economic, social, and religious fields. For example, scientists like Galileo, religious reformers like Shankaracharya, Lord Budha and Jesus Christ and Social reforms like Gandhi, Gopabandhu and Lenin had a profound influence on society.

The personal Qualities of those personalities affect society and brought a change in the social traditions, and customs and brought a change in society such customs are Sati rights, the early marriage system and untouchables etc. During the period Lord Bentick, Raja Rammohan Ray brought a change in Sati Right.

The widow has not have to sacrifice in the burning fire of his husband and can have the right to marry for a second time. The social reformer Gandhi brought a change in Untouchables in India. He claimed the South Africa equal rights of Black people with white. The slavery system in South Africa was abolished.

Impact of Ideas and Ideologies :
In the energy age ideas and ideologies proved to be a powerful instrument of social change. The world-famous revolution of France resulted in liberty equality and fraternity. Besides, the ideologies of socialization, communism, fascism, democracy, secularism, humanism etc. have a very powerful influence on the change of society.

Effects of cultural diffusion :
A society isolated from other contacts remains static. So relations with other countries bring cultural diffusion. With the coming of British rule, India was influenced Western Technology and Western culture and there is cultural diffusion. For example, English language and literature and science and technology etc.

Impact of changes in the physical environment :
Changes in the physical environment bring a change in society. For example, food, drought, earthquakes can bring about radical changes in food, clothing, houses and ways of learning, living style of the people. Geographical and environmental factors like climate, topography, means of communication, and availability and non-availability of resources affect the people. If the physical environment wholesome people lead a hopeful life and if there is obstruction, the life patterns differ from country to country

Impact of Science and Technology:
Social change occurs through the interaction of technological techniques and social values. All those two factors change society. Techniques  means by which members of society satisfy their basic human needs for food, shelter, clothing, communication, social organizations, reproduction etc.

The development of these factors and techniques depends on inventions and discoveries. Social inventions and the development of social techniques satisfy, to needs of living together in a group. Values are concerned with the religion, philosophy, and ideology of the people aimed at truth, beauty and goodness. All these things make human life dynamic successful and purposive.

Change through collective actions:
These can be rapid social change through planned group action. The legislators can change the society by majority rate in the parliament and state legislative assemblies.

Role of war in social change :
World war twice has brought a change in the political, economic, and ideologies of the people. An agency of social change it brings new values and problems. The enemies never hesitate to destroy hospitals, schools, temples, churches and mosques. They also go against traditions and customs. The population also transfer from one place to another. Transfer and migration cause a lot of economic and political problems which leads to social change.

Contribution of Heredity and environment to social change :
Humanity is the result of heredity. Both heredity and environment influence man’s behaviour. Heredity theory is supported by Galton, and Freud, whereas environmentalists like Karl Marx. Opined social change brought in two ways. The relationship like painter and brush, Heredity has potentialities and the environment offers a change a bringing them out. the interplay of both Heredity and environment contributes to social change.

CHSE Odisha Class 11 Foundations of Education Unit 3 Education and Society Long Answer Questions

Question 3.
Discuss the characteristics of social change?
Answer:
The phenomenon of social change is complex and the characteristics of such social factors are as follows :
Social change is a continuous process:
Social change is a continuous process. Society is ever-changing phenomenon, undergoing endless changes, an ongoing process. Recall the past ancient civilization and cultures and compare them with the modem civilization and cultures. There is a radical change of science and technology. The social relationship is not permanent and there is no museum to save it from the ravages of time.

Social change is universal :
The social structure of social organization change is the law of nature and social institutions are all dynamic. Social change occurs in all societies and at all times. Society remains static.

Social change is social :
Society is a ‘web of social relationships’ and social change means a change in the social system of social relationships, and it is the social process and social change, which influence the community.

Social change occurs as an essential law :
Change is the law of nature. Social change also natural change is an unavoidable and unchangeable laws of nature. By nature we desire change and to satisfy these needs social change becomes a necessity.

The rate and tempo of social change are uneven :
Though social change is a must and every society the rate, tempo speed and extent of change are not uniform. It differs society to society. In some society its speed is rapid, in another, it may be slow, for example in modem industrial society its speed and extent of changes is faster than in traditional agriculture and rural society.

Social change is bound by time factors :
Social change is tempered in nature. The caste system is a pillar of stability in traditional Indian society is now undergoing considerable changes in the modem India. In the 19th century, India become more industrialized and the speed of social changes increased.

Social change due to multi factors:
Social change is due to a multinumber of factors such as war, conquest, natural calamities, like earthquakes, Sunami, industrial development and political ideologies etc.

Social change may be violent or peaceful:
The social change may be violent, rapid or peaceful. The term violence frequently refers to the threat or use of physical forms that violently affect emotions, values and expectations.

Social changes involve non-value judgement:
Social change does not attach any value judgement. It is neither moral nor immoral. The study of social change involves no judgement but is ethical.

Social change may be planned or unplanned :
Social change may occur in the natural course unplanned change refers to change resulting from natural calamities such as Famine, and floods, earthquakes and volcanic eruptions etc. It is known as the unchangeable law of nature.

Social change may be endogeneous or Exogeneous :
Endogeneous social change refers to the change caused by the factors that are generated by society or a given subsystem of society. Conflict, communication regionalism etc. are some examples of endogenous social change. On the other hand, exogenous social change is the impact of forces externally such as technology transfer and brain drain, political and cultural, imperialism and diffusion of cultural traits etc.

Question 4.
What is social change? Discuss the factors affecting social change?
Answer:
Social change refers to the movement social progress, social interaction, social organization. To K. Device, By social change alteration that occurs in social organizations, the Structure and function of the society. To obtain, social change means a change With cultural good in its chief factors, material and no material cultures.

Factors that determine social changes :
Social change is a continuous process of change in one aspect of to society, that affects other aspects for example change in the political system affects religious change are as follows.

The action of the exceptional Individuals :
History recalls the personal influences of exceptional individuals has brought about changes in the political, economic, social, and religious field. For example scientists like Galileo, religious reformers like Shankaracharya, Lord Buddha and Jesus Christ and social reformers like Gandi, Gopabandu and Lenin had a profound influence on society.

The personal Qualities of those personalities affect society and brought a change in the social traditions, customs and brought a change in social traditions, customs and brought a change in the society such customs are Sati rights early marriage system and untouchables etc.

Impact of ideas and ideologies :
A powerful instrument of social change. The world-famous revolutions of France resulted in liberty, ability and fraternity. Besides ideologies of socialization, communism, Fascism, democracy, secularism, Humanism etc. have a very powerful influence on the change of society.

Effect of cultural diffusion :
A society isolated from other contacts remains static. So die relationship with other countries brings cultural diffusion. With the coming of British Rule, India was influenced by western technology and western culture and there is cultural diffusion. For example, English language and literature, science and technology etc.

Impact of changes in the Physical environment :
Changes in the physical environment bring a change in society. For example, Food, drought, earthquakes can bring about radical changes in food, clothing, houses and ways of learning, living style of the people. Geographical and environmental factors like climate, topography, means of communication, and availability and non-availability of resources affect the people. If the physical environment is wholesome people lead a happy life and if there is obstruction, the life patterns differ from country to country.

Impact of science and technology:
Social change occurs through the interaction of technological techniques and social values. All these two factors change society. Techniques means by which members of society satisfy their basic human needs for food, shelter, clothing, communication, social organization, reproduction etc.

The development of these techniques depends on inventions and discoveries. Social inventions and the development of social techniques satisfy the need of living together in a group. Values are concerned with religious philosophy and ideology of the people aimed at truth, beauty and goodness. All these things make human life dynamic, successful and purposive.

Change through collective actions:
There can be rapid social change through planned group action. The legislators can change the society by majority rate in the parliament and state legislative assemblies.

Role of war in Social Change :
World war twice has fought a change in the political, and economic ideologies of the people. As an agency of social change, it brings new values and problems. The enemies never hesitate to destroy hospitals, schools, temples, churches and mosques. They also against traditions and customs. The population also transfer from one place to another transfer and migration cause a lot of economic and political problems which leads to social change.

Contribution of Heredity and environment to social change :
Humanity is the result of heredity. Both heredity and environment influence man’s behaviours. Heredity theory is supported by Galton, and Freud, whereas,-environmentalists like Karl Marx opined social change is brought by two ways. The relationship is like painter and brush. Heredity has potentialities and the environment offers a change bringing them out. Thus, the interplay of both heredity and the environment contributes to social change.

CHSE Odisha Class 11 Foundations of Education Unit 3 Education and Society Long Answer Questions

Question 5.
Discuss the role of education in social change?
Answer:
Education is a strong and powerful device to change human nature in a desirable way. The process of education helps an individual to know himself and others and recognizes and intensifies the feeling of others.
The main role of education is social change are as follows:

Conservative role of Education :
The supporters of conservation claim that education should conserve the existing social culture and transfer it to the next generation. The conservative role of education in respect of social change should be creative in nature to maintain stability to instability, and security to insecurity. Building new institutions out of old ones and opening new institutions is a problem. So education should take the lead to solve the problem.

Progressive Role of Education:
Progressives oppose conservation. To them, education must be a source of new ideas for school programmes that are constantly undergoing reconstruction. One group progressives opined that education should act as an independent critic of states and others agree that the role of education should be direct purposive and progressive. It should form a definite conception of a better social order.

In a mature society education and politics should be one and something. It will help us to manage public affairs effectively and intelligently. So in learning all of social programmes should be studied. In a totalitarian state, the people are subordinate to the state authority. In a pluralistic state, it is also desirable. So education should play an independent role to bring about desirable social change.

Neutral Role of Education :
For social change education also play a neutral role, remains aloof from politics and devotes time to pursuing external values and mastering universal truth. Individuals be compelled to follow a particular ideology. Neutrality leads to academic paralysis. Neutrality in education is not desirable. So education should remain all of from controversial issues and it should be responsible for social progress.

Education for Revolutionary changes:
Social progress should take place through evolution rather than revolution. Sometimes our students should take part in agitation to fulfil their demands. The government remains adamant and opposes their agitation and when Govt, becomes callous and indifferent situation becomes worst.

The tension between the students and the teacher goes against the orderly process of social change. There is social change when capitalism to communalism and firm democracy to fascism etc. The Marxist wants social revolution through physical force to bring about desirable social change.

Education is a tool for social control:
Education plays an important role in social control. As a tool of social control, it plays a dual role. The first role of education is to assimilate, preservation and transmission of useful elements of the patterns of folkway move the institutions. The second role includes the development and promotion of non-cultural patterns. Through the process of teaching and learning, education tries to modify society as a whole, it acts as an important agency for socializing human beings.

The effects of social change in the emerging Indian society:
Mass communication :
Education suffers a lot from a lack of communication. Schools are scattered, at far distances as a result the deserving and desirous students could not be benefited. Some are these populated regions and others are thickly populated. Communication facilities the expansion of transport, telegraph and telephonic services, ideas, the beliefs, undergo revolutionary change. The educationally backward areas have become very close to educationally advanced areas.

Growth of cities and changing population :
The growth of cities and the role of population growth helps in social change. People from rural areas migrate to the urban areas, being attached by the new industries, for employment business and economic needs. Social interaction has a tremendous influence on education of the people.

Social legislation and social awakening :
The development of new social legislation to bring a change in the attitude of the people. The Indian laws and customs religious sanctions. But the new laws have been enacted according to the existing social practice and humanistic philosophy of life. The social, and economic need is determined by the new emerging humanism. By legislation, the minimum age for marriage is fixed.

Question 6.
What do you mean by social satisfaction? Give its nature and characteristics?
Answer:
Human society is heterogeneous in nature in that there are rich, poor and industrialists, rulers and ruled. The term ‘stratification’ refers to a process by which individuals and groups are ranked in a more or less enduring hierarchy of status. It refers to division of the population into strata. With certain characteristics like qualities, material possessions and performances.

To Raymond W. Murray, “Social stratification is a hierarchical division of society into higher and lower social traits. To Melvia M. Tumin, social stratification refers arrangement of any social group or society unequal with regard to power, and proper social evaluation. To Landry, A stratified society is one marked by inequality by differences among people that are evaluated as being lower and higher.

Society becomes a hierarchy, that is a society which is organized in successive grades. Sociologists have been able to establish several strata in a society. Society is composed of social classes. The social structure looks like a pyramid.

The stratification involves two phenomena such as:

  • Differences of individuals or groups, higher rank
  • The ranking of individuals according to some basis of valuation

Every society is divided into more and less distinct groups with the scale of value. Such distinction is based on age, sex and kinship and there is economic social and political inequality.

Characteristics :
It is universal:
Social stratification is universal. The difference between rich and poor, they have and have not is evident everywhere. Even in non-literate societies, stratification is very much present.

It is in diverse forms :
Social stratification has never been uniform in all societies. Ancient Roman society was stratified into strata – the patricians and Plebicians Any society was divided into four varnas The Brahman, Kshetriya, Vaishyas and the Sudras, the ancient greek society into freeman and slaves, the ancient Chinese society into mandarins, merchants.

It is consequential :
To stratification system has its own consequences. The most important searches things in human life are distributed unequally because of stratification. The system leads to two kinds of consequences such as life changes and lifestyle changes referring to such things as infant mortality, longevity, physical and mental illness, marital housing, residential area, education, means of recreation, the relation between parent and children, modes of conveyance and so on.

CHSE Odisha Class 11 Foundations of Education Unit 3 Education and Society Long Answer Questions

Question 7.
Explain the principles or forms of stratification?
Answer:
Social stratification may be based on a variety of forms or interpenetrating principles such as free and unfree, class, caste, estate, occupation, administrative hierarchy or income level.

Free and unfree:
The population of a society may be divided into free men and slaves. In certain communities, the slaves do not enjoy rights and privileges. The slave is practically at the disposal of his master. He is the property of his master. The slave can always be bought and sold, through his treatment and the degree of protection accorded him very from place to place and from time to time he comes from various sources like war, slave capture, purchase, birth or seizure for debt.

Class :
It is a principal basis of social stratification found especially in the modem civilized countries. In a society where Sellman is free before the law, stratification may be based upon accepted and self-estimation of superiority or inferiority. Social classes may be described as partitions of community or collections of individuals standing to each other in relation to Quality and marked from other persons by standards superiority and inferiority.

Caste :
Social stratification is also based on caste. In an open society, individuals can move from one class or status level to another and equality of opportunity in virtually absent. The Indian class system provides a classic example in that a class system is one in which an individual’s rank, rights and obligations are ascribed in the basis of birth into a particular group.

Hindu society is having five main strata :
four castes and a fifth group, the outcaste whose members were known as untouchables. Each caste is subdivided sub-casts. Untouchables are defined as unclean and impure status affects other social relationships. They must be segregated from members of other castes and live on the outskirts of the village. The Brahmins were custodians of law and the legal system.

Estate :
the estate provides another system of stratification. The feudal estates were legally defined. Each estate had a status, for example, in the state system of France and Japan, differences in legal status, and civil, and political rights, were not equal, or identical. The feudal estates include political groups. An assembly of estates is an organized collection of several orders, and conditions of man.

Occupation and Income :
Occupation is an aspect of economic stems which influences social class structure. Social stratification in France and United States stressed that for all the criteria mentioned in determining class position, the occupational position is the most which indicates the various strata in both societies occupational achievement and prestige attached to the occupation gives strata. Society is also stratified on the basis of income and difference in income leads to a very unequal standard of life.

Administrative Hierarchy :
There is a system of stratification based on the administrative position. Variations in rank with services and graded hierarchy of the church is the example, of it. In civil services, various grades are distinguished from each other.

Question 8.
What is social mobility? Give its types and sources. Explain the role of education in social mobility?
Answer:
Social mobility refers to the passage of persons from one social class to another. This is a status movement of persons. Man makes endless efforts to enhance their status in society, moving from lower position to higher position. Sometimes the higher status is also forced to go to a lower status. In this way, the people in society continue to move up and down the social ladder.

This movement is called social mobility. By social mobility, sociologists mean, the movement of persons or groups up or down the making order of a social stratification system which means a change in social status. Sometimes group mobility also takes place. Group mobility is seen when the oppressed group improves its collective social status move. Such mobility may occur, through such structural changes as revolution, modernization and social reforms.

Types of social mobility:
There are two types of social mobility such as:

  • Horizontal mobility and
  • Vertical mobility

Horizontal mobility:
Horizontal social mobility means the movement of an individual from one social group to another movement of the individual, citizenship to another, from one family to another by divorce or marriage, and from one factory to another in the same occupational position.

Vertical mobility :
Vertical social mobility refers to the movement of an individual from one social status to another. There are two types of vertical mobility. Upward and downward. A motor driver’s son when joined as a Bank officer achieved upward mobility. If one loses a job and becomes labour it becomes downward vertical mobility.

Sources of Mobility :
Social mobility may take place through changes in the social structure brought about by industrialization, urbanization and modernization. It may be fostered by struggles, for collective gains by political reforms or by revolution. Modernisation creates mobility a country industrialises.

there is the conversion of labourers and the size of the middle class has increased Urbanisationalso contributes to the degree of mobility. In such cases, mobility seems from lower-class and working-class occupations to middle-class occupations. Mobility also be fostered by struggle for collective gains through organizations like a labour unions.

Role of education in social mobility :
Through education, one is capable of occupying a better job which implies better income and enhance standard of living and social status changed. The social origins of undergraduate women students and students in medical technological management and other professional courses demonstrated that they are predominantly drawn from higher-status families characterized by high educational, occupational and income backgrounds.

The mean family income becomes high and influences admission to urban higher and professional education. The persons acquire skills to improve and imbibe values like national integration, unity, women eQuestion equality, environment conservation and small family norm, are to examples of social mobility. The revised policy of education of 1992 also resolved to assure that free compulsory education of satisfactory.

Quality is provided to all children up to 14 years of age before we enter the 21st century. Education is a major tool for economic education employable by providing them with various skills. It will also help when there is increased investment in agriculture and the setting up of sma|l industries etc.

Question 9.
Explain education for socialization. Or Discuss education for cohesion and social efficiency?
Answer:
Education for socialization means social cohesion and social interaction which otherwise means the cohesion of education between man and society. John Dewey, the advocate of socialism of education says “He is a citizen – growing and thinking’ in vast, complex of relation and interaction. Socialization is a Quality of man which evokes the Quality of social awareness and social potentiality to become an ideal citizen. Ideal citizenship training is needed for socialization. The home and school is the socializing agency which socializes the child with social potential like cooperation, fellow feeling and social service attitude etc.

It is through active interaction with social experiences and participation in ‘Common activities or life that children develop in him a social consciousness. The social consciousness in education for by providing on social lines. Knowledge is, therefore, acquired through social participation which develops social efficiency and cohesion and enables the individual to join freely and fully in common activities of life. The new educational approach speaks that social efficiency is supposed for national development.

Education must aim at developing the .national powers or efficiency of the man but the real value of efficiency lies in the good that it brings to his social group. The child through the social agencies participates in social agencies like SUPW activities and community work, NSS, social service, NCC, Boy scouts, and Girls Guide and there is social cohesion.

CHSE Odisha Class 11 Foundations of Education Unit 3 Education and Society Long Answer Questions

Question 10.
Discuss the globalization tendency in Education?
Answer:
In most countries, there is a National system of education. Under this system of education, national character and national integration is being emphasized. Nationalism is a narrow concept. There is a trend of humanisation along with nationalism UNESCO has been established for encouraging and organizing educational cultural and scientific programmes at the international level. Internationalisation is one aspect of globalization. It is a broader concept.

Definition of globalization :
Globalization as internationalization :
Globalization describes the growth in international exchange and interdependence. With growing flows of trade and capital investment, there is the possibility of moving beyond an inter-national economy.

Globalization as liberalization :
Globalization refers to a process of removing Govt, imposed restrictions on movements between countries in order to create open borderless world economy.

Globalization as Universalization:
Global is used in the sense of being worldwide and globalization is the process of spreading various objects and experiences to people at all comers of the earth. A classic example of this would be the spread of computers, television etc.

Globalization as westernization or Modernization :
Here globalization is understood as a dynamic by the social structures of modernity capitalism, rationalism, industrialism, bureaucratism etc. are spread the world- over, normally destroying the pre-existent cultures and local self determinded in the process.

5. Globalization of Deterritorialization (or spread of super territoriality) :
It means the social spot of globalization is no longer mapped in terms of territorial places territorial distances and territorial borders. So globalization is the intensification of worldwide social relations. To David Held, globalization is a process which embodies a transformation in the spatial organization of social relations transactions.

Question 11.
What is Globalization? Give its characteristics and features?
Answer:
Globalization is commonly used as a short-hand way describing the spread and connectedness of production, communication technologies across the world. That spread has involved the interlacing of economic and cultural activity. IMF and world bank is to create a global free market for goods and services. Globalization involves the diffusion of ideas, practices and technologies. It is something internationalization universalization. It is not simply modernization or westernization.  Globalization is thus, has powerful economic political, cultural and social dimensions. It focuses on four things.

  • De-localization and supraterritoriality
  • The speed of technological innovation.
  • The rise of multinational corporations
  • The creation of global free markets lead to instability and division.

Globalization :
Delocalization and supra territoriality It means the significant de-localization in social and economic exchange activities and relationships has been uprooted from local origins and cultures. Businesses are organized around a network of production, management and distribution, sophisticated information systems are essential in such globalization.

Globalization and the decline in the power of national government :
The major casualty of the process has been a decline in the power of the national government to direct and influence their economies. the process of the shift in economic activity of Japan and the USA is felt in countries all over the globe. The internationalization of the financial market of technology and of some manufacturing and services brings with them a new set of limitations upon the freedom of action nation-states. It creates the conditions for effective international governance. In short, globalization adopts policies in shaping and reshaping social relations within all countries.

Risk, technological innovation and globalization :
A particular feature of globalization is the momentum and power of the change involved in the interaction of extraordinary technological innovation. Development in life science and in digital technology opened up new possibilities for production and exchange innovations of the internet have made it possible to access information end resources across to the world and to coordinate activities.

Globalization and the knowledge economy :
Because of globalization’s success knowledge economies have to take a democratic approach to the spread Of knowledge. We must breed an ambitious society. There is significant growth by large corporations to claim intellectual rights over new discoveries. For example, in genetic research.

Globalization and the impact of multinational local communities:
Multinational corporations establish production sales and services in countries and regions where they can exploit cheaper labour resources. Multinationals constantly seek out new or under-exploited markets. They look to increase sales by creating new needs among different target groups.

Example The activities of tobacco companies in southern countries. Multinational companies have significant influences on policy formation in many national governments. The World Bank has also profited from privatization and the opening up of services.

Globalization and multinationals :
In globalization, there is growth in the scale and scope of multinational corporations. Multinationals have played a very significant role in the growth of globalization. capitalism is essentially disruptive and ever-changing and takes very different forms across the world while produces wealth for significant numbers of people, many others have suffered.

There is a difference in income per head between the richest nation and the poorest non-industrial country. The development of markets, and the expression of economic activity is experienced by populations as a whole. Education, land reform and legal framework for activity deeply influenced by public policies.

Question 12.
Discuss the role of globalization in Education?
Answer:
The role of globalization in education is as follows.
The educational policy must be efficiently diversified must be so designed as not to become another contributory cause of social exclusion. The socialization of individuals must not conflict with personal development. It is therefore necessary to work towards a system that strives to combine the virtues of integration with respect of individual rights. Education can not solve the problems raised by social ties.

It can, however, be expected to help to foster the desire, to live, together, which is a basic component of social cohesion and national identity. Schools cannot succeed in the task unless they make their own contribution to the advancement, integration of minority groups mobilizing loosely concerned while snowing due regard for their personality. Democracy appears to be progressing, taking forms and passing through stages that fit the situation in each country.

Education for conscious and active citizenship must begin at school. Democratic participation, a matter of good citizenship, but it can be encouraged and stimulated by instruction and practices adopted to the media and information society. It is the role of education to provide children and adults with the cultural background that will enable them, as far as possible, to make sense of the changes taking place.

Role of international education commission (1993-96) :
UNESCO appointed an international commission in 1993 and the commission submitted its. the report in 1996 entitled. “Learning the treasure within”. It seeks to answer “How to plan for education for the 21st century. Jacques Delores was the chairman of this commission. The commission included 15 members. The commission report was four pillars, such as:

  • Learning to learn or to know
  • Learning to do or perform
  • Learning to live together and
  • Learning to be

The commission has used the term Teaming’ both as a process and product which in education and teaching is an activity and action and learning is its product.

A brief discussion of the pillars is given below:
Learning to know:
Combining sufficiently formatted general knowledge with the opportunity to work in-depth and a small number of subjects means learning to learn, so as to benefit from the opportunities education provides throughout life.

Learning to do:
In order to acquire notarially occupational skills but also, more broadly, the competence to local with many situations and work in teams means learning to do in the context of young people. Various social and work experiences may be informal as a result of the local or national context, and formal, involving courses, alternating study and, work.

Learning to live together:
Developing an understanding of other people and an appreciation of interdependence – carrying out joint projects and learning to manage conflicts – in a spirit of respect for the values of pluralism, mutual understanding and peace mean learning to live together.

Learning to ‘be’:
To develop one’s personality and be able to act with even greater autonomy, judgement and personal responsibility education must riot disregard any aspect of & a person’s potential memory, reasoning aesthetics & senses physical capacities and communication skills. The aims of education can be achieved by generating. the following situations for learning.

If means all-around development.

  • There should be full freedom for working or learning
  • There should be autonomy for taking decisions.
  • There should be training for performing their role and responsibility.
  • Some situations should be given for developing values and feelings of commitment.

The following abilities are to be developed.

  • Communication competency
  • Reasoning abilities
  • Memory abilities
  • Physical capacities
  • Social and cultural efficiency and
  • Moral and aesthetic values.

CHSE Odisha Class 11 Foundations of Education Unit 3 Education and Society Long Answer Questions

Question 13.
Discuss and explain the new trend in education in advanced countries?
Answer:
There is a rapid change in the education system of different countries due to nationalism and globalization. A brief description of new trends in education has been provided in following ways. USA – For many years the education service has been characterized by change. Much of the post-II war period was in independent nations and the post-independence period.

India has been marked by tremendous growth, a large increase in the number of pupils, the expansion of higher education and increased expenditure. Recent years have been increasing easement, consolidation and curricular changes. U.K. – In the UK, the Govts. Policies for raising standards in schools were set out in a white paper titled “Better schools published in March 1985. In 199:1, the Govt, published three white papers to transform education.

USSR – The public discussion on the integration of education science and production began in the USSR in 1984. Humanization and democratization education was emphasized. After the disintegration of the USSR, liberalism in education is the dominant factor in India – The National Education Policy 1986 and the programme of Action (POA) 1986 were emphasized.

Question 14.
Discuss the International education programme in globalization?
Answer:
After the second world war, every country wanted international peace, For this UNO was established in 1945 at the international level. It has formed other sub-organizations related to different areas. UNESCO was established in 1946 for educational, cultural and scientific programmes. The committees and council were established some of them are as follows.

  • National Education Association
  • Fulbright Scheme
  • Exchange in International Education

National Education Association:
The association was formed by the teachers and education offers in 1920. The purpose of this committee was to establish international relations. This committee was undertaken by UNO in the form of UNESCO. It is the international body for educational, cultural and scientific programmes.

The 110 countries were members of UNESCO in 1994 and 2500 branches in the whole world 34,000 Indian students were studying in the USA, UK,- Canada, China and France. A world conference was organized in 1951 in Paris on the curriculum of teacher education programmes for developing international cooperation and understanding.

It was 12 years scheme 6 regional countries were established and 2 years training programme was developed. Textbooks and educational materials were also published. The programme UNESCO for teacher training was organized by the USA. These programmes were financed by the UK, USA had given full cooperation to UNESCO in achieving the objectives.

The teachers were invited from different countries of the world. After training, were assigned the responsibility of developing international cooperation feelings -among the students of their own countries. this way, UNESCO has been attempting5 to develop feelings international cooperation and understanding.

Fulbright Scheme (1946):
According to this scheme, some programmes were organized on international education. It was realized that American students should go to other countries to study and understand culture, civilization, knowledge and science. The students of other countries should understand the culture civilization, knowledge and science of America. The state departments should provide financial assistance to students other countries.

Exchanges in international education:
This type of programme is organized by UNESCO. Students and teachers from other countries should come to America for knowledge and training. The technician mechanics and scientists and Govt, employees should come.to America. They should be exchange programmes for the interaction among different fields. Their type of exchange programme will improve vocational and industrial efficiency for the economic growth of the countries.

There are 12800 foreign institutions for extending educational facilities. Scholarships are given to scholars. In USA two lac. Students are studying from other countries. Now the main emphasis is on international cooperation and understanding. Thirty thousand students from America and studying in other countries. A country can go and develops through interaction and interchange programmes with other progressive countries of the world.

Question 15.
How can integration be set up between Nationalism and globalization? Explain?
Answer:
Nowadays great educationists and great thinkers object to the use of education for fostering national sentiment because they have come across many bad effects of narrow nationalism in many countries of the world and have seen that education for nationalism has stood in the way of the growth of internationalism. The education for nationalism that was given in Italy and Germany, for example, was completely opposed to internationalism.

It is in connection with this one-sided education. Bertrand Russell pointed out that children are taught to exhibit complete devotion worship to the state in which they are citizens. The lesson taught to them is that the workshop of the state consists of as directed by the state. For this, they are taught distorted, versions of history, politics and economics so that they should not be critical of the blind national faith expected of them.

They are acquainted with the evil actions of other nations but not of their own, although the truth is that each nation has been unjust to other nations. It is unquestionably true that the facts of history are distorted in order to propagate the sentiment of nationalism alone. It is true of most human beings and that they impede the growth of any liberal latitude.

If for example, an individual has an intense love for his family this may come in the way of his loving his nation, but this does not imply that love for the nation can exist only at the cost of love for family. A proper and healthy love for family does not impede love for the nation, it helps it to grow. In the same way, healthy nationalism also does not preclude the possibility of internationalism.

As Louise, has said that it is essential to strengthening one’s love for one’s motherland, but it does not make it proper to violate the canons of humanity, for the external benefit of one’s own nation. It is obvious, therefore, that education must not only propagate nationalism but must also encourage internationalism. The plan for national education was prevented by such eminent educationists as Mahatma Gandhi, Sri Aurobindo, Vivekananda, Rabindranath Tagore etc.

have kept this in view nationalism and internationalism should grow harmoniously. That is the reason Rabindranath Tagore’s Shantiniketan turned into an ideal institution for education in internationalism. According to Tagore, education’s aim is to reach the level at which there is no distinction between nationalism and Internationalism. To develop the informational outlook of children he developed it with a new name Biswa Bharati University, which bears the culture of the 140 countries.

Students from different countries of the world read here and lecturers were engaged from different countries. It east-and-west relationship. In Biswa Bharati there is a union of nationalism and internationalism. Harmony is set up between the two in Shantiniketan and Biswabharati university. Tagore is considered an Internationalist.

CHSE Odisha Class 11 Foundations of Education Unit 3 Education and Society Long Answer Questions

Question .16
Explain Education for citizenship and socialization?
Answer:
India is a vast democratic republic in the world which needs ideal citizens. With the development of democracy, training for citizenship is being advocated in many quarters as the aim of education. Education should offer such experiences as would make one a good citizen of a democratic state. This view is mostly the outcome of the sociological approach to education. Education is to prepare the individual for the different roles he has to perform in life.

In a democratic society, the political role to be played is very complicated and at the same time important. A citizen and individual have certain rights from it. Education for citizenship should train him to discharge his duties and make him conscious of his rights. The practice, of education for citizenship results only in training to work out the political machinery of democracy such as election, responsible executive to carry on public business, legislation by discussions and debates etc.

It is because of this, that democratic machinery is introduced to regulate the group’s life in school. The pupils run their own union by electing office bearers for it, they are trained in debates. In progressive schools. The library, the school discipline, etc are also managed by the pupils through their elected self-governing councils.

But, if the aim of education for citizenship is only the training in running the political machinery of a democratic society, it is a very limited aim. It may be noted that the political role is not the only role which a citizen has to play in life his economic, social and religious roles are nonetheless important.

Besides, an individual is not only a member of society, but he is also an autonomous entity himself, no doubt he is a social being but he is an individual all the same. Hence, if education caters only to his social side neglecting his individual one, it is necessary to have a wider and more comprehensive aim for education.

Education for socialization :
Man is a social being. He fulfils the needs of or within society. Socialization is a virtue, Qualities of man to share the joins and Sooners with others. Socialization is training for ideal citizenship. In participating in social service programmes, Red-cross unit, SUPW activities community work and community participation the child is endowed with such Qualities.

In schools and colleges community service programmes, are arranged to inculcate such potentialities in children. A socialized individual is an ideal citizen. Ideal citizenship training is performed through social activities. Social awareness is evoked education for citizenship socialization, now become an essential part of education. Gender disparity & the role of education

Question 17.
Discuss Gender disparity in work, paid work, and work in the organized sector?
Answer:
Women run households, rear children, care for the aged and the sick, foil on farms and in the factories and in performing economic and non-economic activities. Now they are seen working in official, factories and farms. But most times, their working hands remain invisible. Their participation in the economy is undermined.

Most of the tasks within the home were done by the mother, grandmother, and sister and soon involved no payment. Workers for which payment is received include economic activity and national income. But these tasks for which no payment is made like kitchen gardening, post harvesting, processing, livestock maintenance unpaid labour in family farm etc.

non-economic activities are performed by women. Women’s work participation is lower in comparison to men’s. According to the 1991 census, 22.27% of women were in the workforce. Apart from this, there is the existence of a wide difference in the participation of women and men in the economy. In the 2001 census 30.9% of women in rural areas and about 11.55% of women in rural areas and 50% of men in urban areas.

Through the female work participation rate increased from 19.7% in 1981 to 25.7% in 2004, but still it is much lower than the male work participation rates in both urban and rural areas. The disparity in work participation across rural and urban areas is also large. Participation of adult women in the work force is much lower than men.

Type of work:
The women perform seven categories of work in rural and urban India. These are:

  • Wage and salaried employment
  • Self-employment outside the household for profit
  • Self-employment in cultivation and household industries and household industries for profit.
  • Self-employment in cultivation for own consumption,
  • Other subsistence activities in allied. sectors such as dairying, fishing and cultivation of fruits etc.
  • Activities are related to domestic work such as repair of dwelling, fetching, fuel, fodder, making cow dung cakes etc.
  • Domestic work such as cooking, cleaning, care of children etc.

Paid work:
Women also work for wages in fields, forests, mines, factories, offices, and small-scale and household industries. The nature and extent of such work differ according to the location, of the family in the social hierarchy. In the rural sector, the subsistence work burden falls heavily on women while in higher castes and higher income groups on women while in higher castes and higher income groups non-work of women is given more value.

In the middle-class families:
In middle-class families, women work for improving or maintaining the standard of living of the family or to provide a cushion against rising, cost of living. Performing family responsibilities does not guarantee a better status for Women.

Women’s work in unorganized sectors :
In rural areas, women work in the sectors of agriculture, plantations, fisheries, and dairy. In urban areas, they work for manufacturing units of garments and food processing and household-related activities. Agriculture confines to be a major field for women’s employment.

Women work harder and for longer houses and contribute to the economy:
Working for long hours in the assembly line of small electronics manufacturing units or the beedi, tobacco, and cashew nut, factories women live in fear of retrenchment, exploitation and inadequate ways. In informal sectors, there is no redress for problems, no maternity or other leave benefits and little security of service.

Women’s work in the organized sector:
It includes Govt, services at the central, state and local levels, public sector undertakings such as agriculture, industry, credit financing, and public services the women cannot perform duty successfully. So, only a negligible number of women is employed in the organized sector. But the number of women workers in industries such as textiles and mining has reduced.

In modem industries also such as food, textiles, and pharmaceuticals employed a substantial number of women for three decades. Women are interested inflexible jobs like clerks, typists telephone and nursing but in harder skilled jobs like engineering defence, airline services etc the performance of the work by men is successful.

CHSE Odisha Class 11 Foundations of Education Unit 3 Education and Society Long Answer Questions

Question 18.
Discuss the factors and causes affecting women’s education?
Answer:
There are a number of factors that causes and affect the education of women includes:

  • Socio-cultural factors
  • Economic factors
  • Other factors such as
  • Distance of school
  • Absence of female teachers
  • Absence of girls schools
  • Insufficient number of teachers
  • Lack of basic amenities
  • Inadequate childcare facilities
  • Insufficient incentives
  • Teaching method, school curriculum etc.

Socio-Cultural Factors:
The socio-cultural factors play an important role in inhibiting the participation of women in education. The low status of our women is the major cause of low female literacy. Parents are illiterate. They engage the girls in household work, They think that an educated girl would require an educated husband. An educated in-law would demand a higher dowry.

It is not easy to find a suitable match with an equal educational level. Secondly, many parents do not like to send their daughters to co-educational schools and schools without female teachers. Such age-old negative attitudes still prevail towards women’s education. Most parents consider that after marriage the daughter will leave their family and have to take the role of a mother and a housewife.

In certain parts, girls are expected to be given marriage in their early teens. The sociocultural practice of early marriage important reason for dropping out girls from educational institutions. Many parents also do not allow send their daughters for education after they attain puberty. Such attitude of the parents and the community restricts women’s education.

Economic Factors :
An important reason for the low participation of girls, in education, is that girls from a very early age begin to take care of their younger siblings to relieve their parents to go out for work. Again girls in rural areas or in the low-income groups of the urban areas often assist the family either by working in the field or in household work. The parents in such families may be reluctant to send their girls to school and not prepared to lose their working hands.

If the girl can directly earn for example, as a domestic servant, the family may not be prepared to use her by sending her to school. Although no school fee is charged, for girls’ education still certain items like books stationary and uniforms retail costs which poor families sometimes is not able to meet and prefer not to send their daughters to school.

Some parents consider their son’s education as an investment for better employment opportunities in future, where as daughters’ education does not receive such concern and so they do not give priority to their daughter’s education. The parents again think that the cost of education would be incurred in their marriage. If they educate their daughter then they have to look for an equally educated groom and have to spend more during her marriage.

So they educate their daughter till the level where they can find a suitable match. For their daughter. In some families the young girls are engaged in home-based productions of incense, papads beedi, rolling, gem polishing, making paper bags, stitching, making ready-made garments and assembling electrical and electronic goods etc. So the parents of these girls do not take interest in sending their daughters to schools for receiving an education.

Other factors:
Due to some other factors, women are not able to participate in education. Some of the factors are as follows
Distance of school:
Distance of school from home imposes restrictions on girls, particularly after a certain age because parents are unwilling to send their daughters to these schools. They are more concerned about the safety of the girls than their education.

Absence of female teachers :
Many parents want a female teacher too. teach their daughters. But due to the lack of female teachers in the schools, they do not send their daughters to school.

Absence of Girls’ schools :
Due to our cultural and social heritage, parents are often reluctant to send, their daughters to co-education schools, especially from middle level. The lack of an adequate number of girls’ schools or colleges hinders women’s education.

An insufficient number of teachers :
Many schools are run by single teachers and there are many schools where teachers remain absent frequently in such situations parents are reluctant to expose their daughters to a potentially unprotected environment.

Lack of basic Amenities :
In most schools, a minimum study environment is not available. There are schools without buildings and operated in a tent or in open spaces. There are schools where there are no drinking water facilities and no separate lavatory for girls students. Some parents do not want to enrol their girls in such schools.

Inadequate childcare facilities:
Studies have shown that the number of girls attending schools increases where childcare facilities are available in or near the schools. In view of such a situation, various schemes have been advocated. But unfortunately except Tamilnadu, no other state has the requisite provision of childcare services.

Insufficient incentives :
There are various incentives such as scholarships, mid-day meals, free books, free uniforms etc. Which operates to enhance the enrollment of more girls in schools. the studies show that the delivery system is delayed. The parents do not have the resources to support their children in the interim period.

Teaching method, school curriculum:
The school curriculum mostly shows urban with little to no relevance to rural or tribal life and environment. addition, dull teaching methods, and lack of educational support at home lead to low performance. Further, in schools where the Quality of education is low when minimum level of learning is not attained, parents withdraw their children from the school system. These are the barriers to the participation of girls in school. In disadvantaged classes, the girls face socio-economic surveys.

Question 19.
What are the measures for promoting women’s education?
Answer:
The measures in promoting the education of women are as follows.
Incentives like a free supply of books, stationery, uniform, mid-day meals, scholarships and stipends should be provided in time to all these girls’ students who hail from the poor sections of society. Girls’ schools should be established in the area where there is demand for them.
Some standard of courses should be made available to the students of girl schools.

More committed women teachers should be employed and special facilities should be provided to them. The school environment should be made attractive, adequate basic facilities like proper seats in the class separate toilets and suitable extracurricular activities and games should be made available in the schools, especially in co-educational institutions.

The common and relevant curriculum for boys and girls should be introduced to have equal educational opportunities. Childcare centres should be made available near the school. Schools should be opened within working distance from their homes and when this is not possible adequate arrangements for free or cheap based accommodation for girls should be provided.

Special campaigns should be launched to change pupils’ attitudes in favour of girls’ education. Educated women should be projected through the mass media as a leader, reformers, facilitators or as role method to influence their own group towards education. An educational curriculum should be made relevant to their daily lives and should enable them to run their homes better in later life. The education system should be oriented to generate greater employment opportunities or to help them to enhance their income.

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CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Odisha State Board CHSE Odisha Class 11 Psychology Solutions Unit 5 Intelligence Questions and Answers.

CHSE Odisha 11th Class Psychology Unit 5 Intelligence Questions And Answers

Short-Answer Type Questions

Question 1:
Creativity
Answer:
Creativity is a kind of cognitive activity that results in a new way of solving problems. The concept of creativity needs special attention.

Question 2:
Artificial Intelligence
Answer:
In the stage of information technology and computer science artificial intelligence. The computer’s performance is done by artificial intelligence.

Question 3:
Hereditary factors
Answer:
Several studies have been conducted on identical twins to determine the role of hereditary. Holzinger identicals this twins.

Question 4:
Age and Intelligence
Answer:
I.Qs tend to be erratic in the first few years of life, whole intellectual ability. Binet’s intelligence tests were first administered to individuals of different age groups.

Question 5:
Emotional Intelligence
Answer:
The concept of emotional intelligence is quite a novel one. Current researchers have started recognising that in the world.

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Question 6:
Distribution of intelligence in the population
Answer:
When intelligence test is administered to thousands of children of the same age the population. In the OX axis, the amount of I.Q. is presented.

Question 7:
Sternberg’s briarchic theory of approach.
Answer:
Sternberg (1985) has attempted to explain the concept of intelligence. Componential intelligence. Experiential intelligence emphasizes insight and involves the ability to formulate new 7 ideas. Contextual intelligence it is 3rd aspect. Sternberg’s view of intelligence is purposive adaption.

Question 8:
Emotional intelligence
Answer:
The concept of emotional intelligence is quite a novel one. Current researchers have started recognising that in the practical world. This is in fact very encouraging and illuminating research in the finding in the area of intelligence. Intelligence is the capacity to adapt and adjust quickly to-varied circumstances of life. This is more necessary and required in life than theoretical or abstract intelligence.

Question 9:
Artificial Intelligence
Answer:
In the age of information technology and computer science, artificial intelligence demonstrates intelligent performance. Intelligence is created by human beings. Examples computerisation, calculations perceptual tasks etc. We can solve problems and play complex games on computers. We can plan everything easily through the computers.

Question 10:
Mental age (M.A.)
Answer:
Mental age is a measure of the absolute level of intelligence. A 6-years old child who performs the intelligence test of a 5-year-old child is said to have mental age, of 5 years. In short, mental age refers to a type of norm. The Stanford-Binet test result indicates that mental ability increases as the child grows older. In the case of children with normal intelligence mental age increases at the same rate as chronological age.

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Question 11:
Intelligence Quotient (I.Q.)
Answer:
The ratio which states the relationship between mental age and chronological age is called I.Q. The I.Q. or the intelligent Quotient is computed by the formula. The I.Q. as a ratio gives a figure for any person that remains more or less constant for a period of years. An intelligent person is referred to in the term I.Q. Children who are above average will receive an I.Q. above 100.

Question 12:
Infant intelligence tests
Answer:
Some intelligence tests have also been constructed to measure the intelligence of infants and babies. Most of these are meant to measure sensory motor skills. Arnold GeseU’s development schedules like Binet and Wechsler Scaler indicate a clear age progression. The age levels vary from one month to two years. At each age level, the tests are divided into four categories such as motor, adaptive, and language.

Question 13:
Contextual intelligence
Answer:
This is the 3rd aspect of stemborg’s theory. If centres around that intelligence which deals with the inter environment and external world. Persons who rate high on the dimension of contextual intelligence. Stenberg’s, theory puts emphasis on the basic knowledge about cognition. Sternberg’s view of intelligence is purposive adaptation.

Long Questions With Answers

Question 1.
Define intelligence and its definitions.
Answer:
Nature and operational definition of Intelligence.
Geeta is the brightest child I ever saw. Look at her big black eyes; how sharp and 1 expressive they are! She learns a thing almost before you have told it to her. Oh! see how smart Sushil is, you would think he was two years instead of one year. He is S-0-0 intelligent and sharp. These are the common expressions we hear from parents, teachers, neighbours and friends regarding various children.

Brightness, sharpness, and cleverness all refer to some sort of intelligence, which is recognized universally as one of the most important attributes of any person at any age. Those who are most alert mentally, who can react and respond very quickly to any stimulation and cap grapes at the earliest and can understand things before you complete your sentence are l said to be very intelligent.

An intelligent person is always in an advantageous position in society. He can adjust to various circumstances of life in the most appropriate way, can solve problems quickly, can achieve things at a greater speed, can perceive the relationship between different things in the field and can give shape, an organisation to any perception.

On the whole, an intelligent person usually becomes the most successful person, keeping other factors constant. The term intelligence is so commonly used, but it is so complex that it is difficult to give a comprehensive and precise definition of intelligence which would be accepted by most.

As years, pass, volumes of research on intelligence make it so complicated that it becomes difficult to embrace all attributes of intelligence in a single definition. However, psychologists have defined intelligence in their own characteristic way, according to their own conceptions and theories. There still prevails a controversy about its exact meaning although the country’s definitions of intelligence have been there.

The term ‘intelligence’ is derived from a Latin word, framed by Gicepo to translate a Greek word used by Aristotle to include all cognitive processes. This cognitive capacity was called ‘ Intelligence’ and it was thought to be inherited, innate and general to nature. Spencer believes that intelligence is the capacity of the organism to adjust itself to an increasingly complex environment.

Thus, he believed biological adjustment to be a sign of intelligence. Solving complex situations of life means solving the problems of engineering, science, medicine, mathematics, economics, social science, agriculture, business and management”. Galton (1900) was of the opinion that intelligence refers to the general cognitive, innate ability of an organism which was accepted by Binet.

Intelligence is a trait of personality which every living organism possesses to a greater or lesser degree. It is innate, given by birth. Whatever may be the meaning of intelligence, it definitely refers to the individual’s effectiveness or ability to carry on real tasks of day-to-day life successfully and efficiently.

Hence, a person who is able to meet the demands and challenges of life successfully, one who is able to carry out the duties of life effectively is said to be more intelligent than one who does not. According to Binet (1905), the pioneer in the construction of intelligence tests “Intelligence refers to comprehension, intention, direction and criticism”.

Intelligence, therefore, refers to the capacity to comprehend the interrelationship between two things when many other things are present, being more akin to insight. The comprehensive capacity of a less intelligent person or an idiot is superficial, his power to invent is limited. An intelligent person can direct things in a successful manner and can criticise and appreciate things.

Wyatt defines intelligence as the power of apprehending the relationship. According to Stem “Intelligence is a general mental adaptability to new problems and conditions”. In Thorndike’s opinion intelligence is the combination of certain specific abilities. Terman defined intelligence as the capacity to carry out abstract thinking.

Terman is of opinion that we are able to act until gently in proportion we are able to think in abstract terms. But this is quite a narrow definition of intelligence as it does not involve other psychological processes such as perception, imagination etc. Superman (1904) suggested that intelligence is the capacity for constructive thinking, a discovery of appropriate qualities and relations of the ideas that are before us.

Spearman also believes intelligence to be the capacity by which the entire cognitive life is built. According to him, intelligence depends upon the clarity with which he apprehends his own experience, the speed with which he deduces relations and correlations and the complexity of the relation and correlations he deduces.

Most of the modem tests of intelligence are based on these lines. David Wechsler defines intelligence as the aggregate or global capacity of the individual to act purposefully to think rationally and deal effectively with the environment. Precisely, he says that intelligence characterises the individual’s behaviour as a whole. But acting purposefully is not an intelligent behaviour because it refers to the conative aspects of one’s behaviour, while intelligence is related to the cognitive process.

According to Thurstone (1930), intelligence consists of many primary abilities. Some have also defined intelligence as “flexibility or versatility in the use of symbolic processes”. A person who is more flexible and versatile in his reasoning, understanding of concepts, recall, perception and learning is said to be more intelligent.

The theme of these definitions advanced by different psychologists can be summarized as follows:

  • Intelligence is the ability of the organism to adjust consciously to new conditions and problems of life.
  • It is the capacity to leam, to solve higher kinds of mental activities, to do harder tasks in a shorter time and to profit from past experience.

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Question 2.
Critically examine the necessity of infant intelligence tests.
Answer:
Infant intelligence tests according to Gesell these tests do not measure intelligence but the level of development of the child. Thus, the score obtained by an infant in these tests is called Development Quotient (DQ). This is calculated with the same formula used to calculate I.Qs. Performance is scored in months which becomes D. A. (Development Age) like M. A. That is, if a child of two years is able to perform the tests meant, a baby of one year, his D. A. is one year and C. A. is two years and his DQ=\(\frac{12 \times 100}{24}\)=50.

Studies, however, indicate that D.Qs found during infancy do not correlate with I.Qs. achieved at maturity level (16-20 years). The most outstanding study to support this assumption is the Berkeley Growth Study by Bayley and Schaefer (1964) in which children were tested from the first month to the age of 16,17 and 18 years and their D.Qs were compared.

The lack of correlation between these studies explained the fact that the two scores reflect different abilities. This study also strongly supports the assumption that intelligence is not a single capacity growing with age; but rather a collection of several abilities some found in the young child and others found in the older child.

In one study by Hotstaetter(1954) early test scores were found to depend mostly on sensory-motor alertness whereas measures of persistence were important in determining test scores from ages 2-4. Verbal reasoning ability increased rapidly through the pre-school years and as the child grew they became the more important determinants of test scores. All these results suggest that with the growth of intelligence, mental functioning changes qualitatively as well as quantitatively.

Mental Age (M.A.):
Mental age is a measure of the absolute level of intelligence. A 6-year-old child who performs the intelligence test of a 5-year-old child is said to have a mental age of 5 years. When a child of 10 years passes all the tests of a 6-year-old child and half of the tests of 7 year old and none for those of 8 years, his mental age is calculated as 6 years + 6 months + 0 = 78 months.

His chronological age is 10 years. Thus, the mental age is calculated by first finding the age level at which the child passed all the test items, this is called the basal age and then adding up the values for the I remaining items correctly answered. In short, the mental ages refer to a type of norm.

The Stanford-Binet test results indicate that mental ability increases as the child grows older. In the case of children with normal (average) intelligence mental age increases at the same rate as chronological age. But in the case of bright children, there is a more rapid increase in mental ability as a result of which their mental age becomes greater than their chronological age.

On the other hand, in the case of less intelligent (slow) children, the mental age increases at a slower rate in comparison to their chronological age. Thus a six-year-old who performs the tests of a three-year-old only is said to be dull or an idiot. When a 5-year aid is able to answer the test of 10-year-old children, he is said to be very bright. For the calculation of I.Q. mental age is necessary.

Intelligence Quotient (I.Q):
The ratio which states the relationship between mental age and chronological age is called the I.Q. or the Intelligent Quotient. The I.Q. is computed by the following formula :

I.Q=\(\frac{M \cdot A}{C \cdot A}\)x100 if the M. A. and C. A. of an individual are the same, say 10, his I.Q. would be 100 which refers to the average intelligence: (M.A.=10, C.A.=10; I.Q.=\(\frac{10}{10}\)x100=100). Thus normal persons have an I.Q. of 100. If M.A. is 6 and C.A. is 5, I.Q. will be \(\frac{6}{5}\)x100=120, which means better than average intelligence.

Similarly, if one’s M.A. is 10 and C.A. is 15, his I.Q. would be \(\frac{10}{5}\)x100=66.66. This refers to the intelligence level of a moron. The I.Q. as a ratio gives a figure for any person that remains more or less constant for a period of years. Children who are above average will receive an I.Q. above 100. Those below the average will receive an I.Q. below 100.

The I.Q. is not only a measure of relative brightness, but it is also a measure ofthe individual’s rate of intellectual development. Usually, tire levels of intelligence of a person are referred to in terms of I.Q. ranges. The following table show levels of intelligence in terms of Stanford-Binet I.Q. ranges:

                   I.Q. Range
Idiot 0-25
Imbecile 25-50
Moron 50-70
Borderline 70-80
Low normal 80-90
Normal 90-100
Superior 110-120
Very Superior 120-140
Near genius 140 and over

In general, it can be assumed that the higher the economic standing of an occupational group, the higher would be the average I.Q. keeping other factors constant. It is a comparative rather than an absolute measure of intelligence. It is relative to the standardization group and the condition under which the groups were tested. If the individual’s I.Q. remains the same at yearly age levels it cannot be said that he maintains his relative position in the group.

Distribution of I.Qs. In The Population:
When an intelligence test is administered to thousands of children the same age as the population, their I.Q. can be represented graphically in the following manner: In the Ox axis, the amount of I.Q. is presented. In the OY axis percentage of children in each category of I.Q. is presented.

That is 2.15 percent of children’s scores. I.Q. between 0-70, 13.59 percent between 70 to 85 and 34.13 percent between 5 to 100, and 34.13 percent of children score between 100 and 115 I.Q. In short, the maximum number of children has an I.Q. between 85-115 population.

Critically examine the necessity of infant intelligence tests Q2

Constancy Of I.Q.
The entire concept of I.Q. suggests that an individual will maintain the same relative position in his group as he grows. I.Qs. are constant throughout childhood and adolescence. For one thing, I.Qs. are not very stable during pre-school years (Sontagetal, 1958). The findings of several studies indicate that on the whole I.Q. remains essentially constant.

When other conditions like health, type of education, home situation and other situational facilities do not have a significant change. But in the case of very young children, there may be some deviation from this general rule as their potentialities may still be more variable. Among many studies on the constancy of I.Q., the typical study by Hirt (1945) supports the view that the I.Q. remains relatively constant.

Although a few cases show a change of 50 or more I.Q. points, most studies, comparing the I.Qs. obtained after the pre-school years indicate an average fluctuation of about 5 points plus or minus. Adverse physical conditions like deficient thyroid gland, and insufficient food rand-nutrition may affect them. I.Q. level, though there is no clear-cut evidence in support of these views.

Unusual environmental conditions and lack of normal educational opportunities may lead to the decline in I.Q. to a limited point. But when normal educational opportunities are provided improvement in I.Q. is again found. Good enough (1940) has, however, found a progressive change in the I.Q. of children. The I.Q. changed at yearly intervals like 133,150,143,147 and 151. The child’s school progress also indicated arise.

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Question 3.
Sternberg’s approach to intelligence.
Answer:
Sternberg’s Triarchic Theory Approach:
Sternberg (1985) has attempted to explain the concept of intelligence through his Triarchic theory or Triarchic model of intelligence. This theory holds that there are three types of human intelligence.

Componential Intelligence:
It emphasizes effectiveness in information processing. Persons who score high on this dimension are able to think analytically as well as critically. Meritorious students come under this category. These persons generally do excellent on standard tests of academic potential. Componential intelligence includes 3 types of components:

  • Knowledge acquisition component
  • Performance components for problem-solving methods or strategies
  • Metacognitive components for selecting a strategy and monitoring programmes towards success.

Experimental Intelligence:
It emphasizes insight and involves the ability to formulate new ideas. Persons scoring high on this dimension of intelligence excel in knowing what information is important in a given situation and they also succeed at combining unrelated facts into a related one. Great scientists and inventors like Einstein, Newton, Freud etc. come under this category.

Various Nobel prize winners in science and medicine come under this category. Experiential intelligence helps in learning new things and then doing them in reality. It is reflected in creative works. It involves the ability to picture the external world by using and manipulating very different experiences in a unique and original manner. Artists, scientists, and fashion designers score high in this type of intelligence.

Contextual Intelligence:
This is the third aspect of Sternberg’s theory. It centres around that intelligence dealing with the outer environment and external world. It means man’s adjustment to his environment and outer or practical world. How we select our external world, how we change or manipulate our environment as per our needs and requirements and finally how capable we are to adjust to it, all come under conceptual intelligence.

This, in short, refers to practical intelligence. Persons who rate high on the dimension of contextual intelligence are highly adaptive in the practical field. They can adapt very quickly to their surroundings and environment. They can perceive quickly what is required from them in a particular situation and what type of behaviours or responses will bring them success and act accordingly.

People who prove to be very successful in their respective fields of life score very high in this component of intelligence. In a party or in a formal or informal meeting these people become the “man/woman of the day”. They succeed in making their presence felt by everybody. Practical management of day-to-day work come under this category. They shape the environment as per their needs.

Successful professionals and businessmen score high in this category. Stenberg’s theory thus puts emphasis on the basic knowledge about cognition. But if only the I.Q. scores are taken into consideration contextual and experimental intelligence will not be traced. Along with I.Q. tests observation of the behaviour of persons in day-to-day life are also essential. While solving mathematical problems a person also uses his past experience which is part of the intellectual ability according to Sternberg.

Sternberg (1985) divides this experience into two parts:

  • Ability to deal with the new situation
  • Development of autonomic mechanisms for processing information.

To emphasise this point Sternberg says “I propose that intelligence involves not merely the ability to learn and reason with new concepts, intelligence is not so much the ability to learn and within familiar conceptual systems as it is the ability to learn and think with new conceptual systems which can then be brought to bear upon already existing knowledge.”

In Sternberg’s view, Intelligence is a purposive adaptation to the appropriate environment and selection of an external environment required for living successfully in the environment. The knowledge acquisition component of Sternberg’s theory deals with adjustment to the external world of the organism.

Thus, intelligent people not only adapt to their existing environment but also make changes in their environment and shape it as and when necessary like social reformer Raj a Ram Mohan Ray or famous novelist Prem Chand, who have brought changes in society through their revolutionary works.

Question 4.
Define the Gardener multiple intelligence approach.
Answer:
Recently a few psychologists working in the area of intelligence have attempted to explain intelligence from different angles. These approaches may also be called models of intelligence.

Gardner’s Multiple Intelligence Approach:
According to Gardner (1983) intelligence includes numerous abilities and each one is equally important. The value of each ability is culturally determined as per the need of society. Thus, Gardner has attempted to explain intelligence in terms of culture. Gardner’s theory of intelligence has seven separate abilities. They are briefly discussed below.

  • Linguistic Ability:
    The verbal ability or the ability of a person to deal with grammar, speech and language etc. refers to linguistic intelligence.

Socio-Mathematical Ability:
It refers to the numerical ability of a person or the ability to deal with numbers and digits, solving arithmetic or problems related to mathematics and logical puzzles. According to this approach, good logicians are also good mathematicians. Logic and mathematics both deal with reasoning ability also. So there is a positive correlation between logic and the manipulation of symbols.

Spatial Ability:
It deals with orientation or ability in space reading. People having good spatial ability are hence good at map reading, visual arts, and playing different games like chess “Passa” which require good spatial ability.

Musical Ability:
The ability to be a good musician refers to musical intelligence which is a kind of very specialized ability. This ability is not found in all persons. Hence every one cannot be a good musician.

Bodily-Kinesthetic Ability:
Dancing, athletics, running, mountaineering, swimming activities and specialisation related to bodily movements even surgery depend upon the above ability. These intellectual abilities are located in the motor cortex. But whether these are abilities or skills is still controversial and needs further research in the area.

Inter-personal Ability:
It refers to the ability to deal with and understand others. Inter-personal intellectual abilities deal with understanding others’ behaviour, intentions, attitudes and temperaments. It is held that a successful salesman or a good sales representative, a politician, a doctor, a public relations officer, an insurance agent or a postal agent etc.

Who prove successful in their job and have good interpersonal abilities. These are commonly called skills, but in Gardner’s opinion, they are abilities by birth. So this type of ability determines the relationship between self and outsiders. But some people.

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Question 5.
Discuss the studies on the role of the environment in intelligence development.
Answer:
Some studies have been conducted in Odisha on the role of the environment on intellectual development. Das, jaw chuck and Panda (1968) conducted a study on the high and low economic groups of Brahmin and Ilarijan children (High and low castes). They found that the poor Haorijan children scored lowest in the cognitive tests in comparison to children of all other groups.

Though the rich Harijan children performed better than the poor Harij children, they scored lower scores than the Brahim (High caste) children. Rath, Dash, and Dash (1973) conducted a comparative study on the cognitive and intellectual development of some Brahmin, Adivasi and Harij children of Odisha.

Das and Singh’s (1976) study on rural and urban Brahmin and Harijan children indicated that there was no difference in the intelligence of urban grade, Brahmin and Harijan children. But the rural Brahmin children scored higher in intelligence tests than the rural Harijan children. Jack and Mohanti (1974) conducted a study on Low Socioeconomic status and progressive Retardation in cognitive skills.

They found that children of high SES performed better in every respect in cognitive skills. Surprisingly, they found that lower SES children of higher age groups showed poor performance in comparison to lower age groups. Thus they found that children of higher age groups of low SES show slower progress in cognitive development in comparison to higher SES groups.

Culture:
There is very little empirical study on the influence of culture on the development of intelligence. But it has been observed that different cultures lead to the development of different patterns of ability. This is because a particular type of environment requires a particular type of adaptive behaviour. For this adjustment, one has to accelerate the development of certain abilities.

In another culture, certain other abilities are developed. ?Comparison of abilities necessary in different cultures proves this fact. In this connection, the study conducted by Straus (1951) is notable where intelligence test scores of college freshmen in Ceylon and the United States were compared. The Ceylonese students scored consistently higher scores than the United States students.

Secondly, the Ceylonese students scored higher in the language items compared to the Americans, although the test was given in English. This higher score on the Ceylonese people intelligence test is attributed to the emphasis on verbal achievement in Ceylonese culture. The influence of cultural factors on intelligence was also proved during I World War. In general, blacks did poorly than whites.

Sex Differences:
Although early studies do not point out any striking difference in the I.Q. of boys and girls, some recent studies indicate several interesting sex differences in intelligence. By using modem measuring instruments primary mental abilities have been measured. In a study by Hobson (1947) primary mental ability tests were conducted on three successive junior high classes in Brookline.

Results showed boys being superior in spatial intelligence, and in rote memory, reasoning and word fluency. Boys did better than girls in verbal comprehension. But no significant difference in numerical ability was noticed. Havighurst and Breese (1949) administered the Thurstone battery of primary mental abilities test to all thirteen years old children in amid western community of 6,000 persons.

Girls surpassed boys in number, word, fluency, reasoning and memory. Boys did better than girls in spatial ability. No significant difference was found in the verbal comprehension test. A study on college students by Sweeney (1953) showed men surpassed women in solving problems which required logic and ingenuity. All these studies indicate that girls show superiority in some abilities and boys in others.

These differences cancel each other when general tests are used leading to no general difference between the two sexes in the overall level of intelligence. However, the sex differences in these specific abilities are attributed by some to basic constitutional differences partly and partly to socio-cultural training. A study by Deborah (1977) indicates that the better spatial ability of men may be related to their physiological differences from women.

Health:
Innumerable studies show that health is positively correlated with intelligence. In other words, keeping other factors constant, good general health goes with high intelligence, because superior heredity is related to physical and mental superiority as pointed out by Terman (1925). The relationship between secretions from the endocrine glands and intelligence is not yet clearly established.

As such, there is no evidence, for the common belief that pituitary disorder lowers intelligence. Scholar (1938) has found that persons with a severe pituitary deficiency may actually be above average intelligence. The belief that intelligence does not improve by improving the diets of undernourished children has been supported by investigations on the effects of nutrition on intelligence.

But it has been found that a child’s intelligence may be affected by the quality of the mother’s diet during pregnancy (Harrell, Woodyard and Gates, 1955). The view of some that children suffer from tonsils and adenoids, decayed teeth and rickets have how intelligence is not supported by recent studies.

Family Size:
A low negative correlation has been found between intelligence and the number of siblings particularly in lower-income groups as found by Gille (1954), and Heuyer (1950).

Social Deprivation:
According to some, social experiences are of tremendous importance to intellectual development and this socio-cultural deprivation lowers I.Q. An investigation conducted by Skeels (1966) supplies evidence for this. He found that when the social environment of some children was changed, they received additional stimulation in the new environment.

Their average I.Q. increased by 28 points while the I.Q. of the children who remained in the deprived social environment (orphanage) dropped by 20 points. But this study has raised certain controversial issues regarding the relationship between social deprivation and intellectual development.

It has, however, been concluded that “the effects of social deprivation on the development of intelligence depends in part on how long it is endured”. When children live under deprived circumstances, it may not have any visible effect on their intellectual development, but deprivation for a longer period is assumed to have permanent and significant detrimental effects on intellectual development.

Socio-economic status:
People belonging to upper-class families get more intellectual stimulation and enriched environmental facilities in comparison to persons belonging to the lower class. This is believed to influence their intelligence level in a positive direction. Data collected during Second World War by Harrell and Harell (1945) show that people with higher I.Qs usually fill up professional posts.

The enriched environment included varied factors such as greater availability of educational and instructional materials like books charts, diagrams, and instruments and high parental aspirations. Moreover, the study by Yando, Seitz and Zigler (1979) indicates that children of higher and lower SES bring different attitudes and styles to problem-solving that could affect their performance in intelligence tests.

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Question 6.
The determinants of intelligence or factors influencing intelligence.
Answer:
The determinants of intelligence also refer to the factors related to mental development. It is found that in the general population some are of superior intelligence, most are of average intelligence and some are below normal intelligence or are mentally retarded. What are the factors which lead to such variations in human intelligence?

Obviously, heredity and environment are two chief variables which influence the growth and development of intelligence. Intelligence varies with varying influences of heredity and environment. As observations and empirical findings show intelligence is determined by both heredity and environment.

Hereditary Factors:
Several studies have been conducted on identical twins to determine the role of heredity in the development of intelligence. Two important studies may be mentioned in this connection. Newman, Freeman and Ilolzinger (1937) took 19 pairs of identical twins, who were reared separately through adaption into different foster homes.

The findings showed that the intelligence test scores of identical twins reared separately were almost as similar to two scores achieved by the same person at different times. Besides, they were mostly like identical twins reared together. Thus, these investigators concluded that the possession of identical heredity was a factor operating system to determining the development of similar intelligence.

Another recent study was done by Shields (1962). He took 88 pairs of identical twins of which half were reared together and the other half were reared in different homes. The correlations between their intelligence test scores were 77 for those reared together and 76 for those brought up separately. This proves the role of heredity and not an environment in the development of intelligence.

In some other studies, the I.Q. of the child is studied by keeping him in a separate environment, particularly at an early age (pre-school age). But it retains its constancy thereafter even when there is a significant change in the environment. The constancy of I.Q, in spite of the change in the environment, supports the role of strong hereditary influences. A study by Blewett (1954) indicates that intelligence is largely determined by heredity.

Jensen’S Theory:
Prof. Arthur Jensen’s article “How much can we boost: I.Q. and Scholastic achievement” published in Harvard Educational Review (1969) brought a revolution and led to a lot of debate on the role of heredity in the development of intelligence. Jensen has evaluated the findings of ‘Project Head Start’ conducted as a compensatory project to help the socially disadvantaged Negroes and Asiatic origin lower class people.

By means of special education programmes, provision of different incentives, enriched environmental facilities etc. In Jensen’s opinion because of these programmes, there has been no improvement in the intelligence Of disadvantaged and underdeveloped children. Since there has been no cognitive development, it is no use of continuing these developmental programmes, he opined.

But many thought this was an attack on the developmental work of the minority groups, or more correctly, an attack on the minority groups themselves. Jensen states that the I.Q. of Blacks is always less than that of Whites, the reason being that, the standard of living of black people is always lower than that of whites.

Low socio-economic status and deprived environmental facilities for ages have been responsible for this genetic difference in the I.Q. of blacks and whites, Jenson stated. Taking the help of several investigations Jensen has shown that abstract reasoning differs significantly on the basis of class and caste. Jensen’s theory has been severely criticised by many.

Whitten and Kagan (1969) have viewed this theory as “Jensen’s dangerous half-truth”. They hold that there are many other basic factors responsible for the difference in I.Q. of the Negroes and whites than actual intelligence itself and one of them is the cultural variation undoubtedly, they say. Secondly, they say that at least this compensatory project has been very successful in Israel. If it is not successful in other places it is due to organisational defects, they assert. More research in this area is necessary.

Environmental Factors:
Although strong hereditary influence on the growth of intelligence is obvious from these studies, they do not necessarily conclude that poor environmental facilities don’t retard the development of intelligence.

Question 7.
Define intelligence tests and individual tests and verbal or non-verbal tests.
Answer:
Intelligent tests:
Alford Binet (1867 -1911) is the first person who devised systematic tests to measure the intelligence of children the lie was particularly interested in the intellectual differences among individuals. Binet (1905), a french psychologist designed the very first test of intelligence at the request of the Paris school authorities to help them to select children of low intelligence, who could not gain from attending the gene classes in school.

Lewin Terman (1877 -1956) of Stanford University revised Binet’s scale intended for school children in the United States. Tennant, in fact, is responsible for bringing the Binet Test into the mainstream of academic life in America. This revised test was known as Stanford Binet Test. This test was similar to Binet’s 1911 version except that Terman made some changes and added the age placement of many items according to the performance of children in the United States. The test was standardized for the U.S.A. children. This Stanford-Binet test became the model for many intelligence tests developed after that.

Individual Tests:
Particularly those non-verbal tests which require the use of apparatus, become individual tests because it is not possible to conduct tests on 50-60 people using 50-60 pieces of equipment simultaneously. Since most of the non-verbal tests need paper and pencil, they are usually conducted in groups.

Verbal And Non-Verbal Tests:
All verbal tests require tire use of language, understanding and literacy. To avoid the limitations of verbal tests, when the person is illiterate and is of a different language, non-verbal or performance tests are applied. In non-verbal tests, some kinds of motor activity are involved. Motor activities of different difficulty levels are prepared so that they could measure different levels of intelligence. Some examples of verbal and non-verbal tests are given below:

Verbal Tests:

  • Opposition in a fixed time limit – Opposite of certain words are to be given.
  • Verbal comprehension – Meaning and short explanations have to be given for the words presented in the test.
  • Analogies
  • Classifications
  • Reasoning Test
  • Following directions

Non-Verbal Tests:

  • Form Board
  • Picture completion
  • Drawing test
  • Alexander’s Pass long test
  • Cube Construction test
  • Block design test, picture arrangement test
  • Progressive matrices test
  • Chatteijee’s non-verbal test of intelligence.

Bhogle, Sudha and Jai Prakash Indira (1992) in a study called the performance of Indian children on the Coloured Progressive Matrices developed norms for Raven’s Coloured Progressive Matrices (RCPM) for Indian children by administering it to 248 male and 252 female subjects in the age range of 5-12 years. Age-wise norms and working percentiles have been reported. Comparisons with original norms have been made. The performance of the children in the present sample is found to be comparable to that of the standardized sample.

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Question 8.
Discuss theories of intelligence.
Answer:
There are several theories that explain the components of intelligence. There are:
Two-factors theory of spearman:
Spearman (1904) one of the greatest British Psychologists initiated the two-Tractor theory of intelligence. lie held that intelligence consisted of two factors, a general factor (G) and several specific factors (S). Spearman said that there was a general ability employed by people while adjusting to different sorts of intellectual tests. This is a general factor-specific ability called specific factors.

Theory of intelligence by Thorndike:
Thorndike an American Psychologist of eminence holds a different opinion regarding the theory of intelligence. In place of holding a single general factor common to all mental activities, he considers different kinds of mental activities as highly specific in themselves, though they have certain elements in common. These common elements are responsible for the correlation between different performances shown by the same person.

Thorndike holds that the common elements don’t make the whole of intelligence and intelligence into different kinds

  • the ability to deal with ideas and symbols
  • concrete intelligence or the ability to handle concrete things and situations
  • social intelligence or the ability to get on with people.

Theory of Intelligence by Cattell:
According to Raymond B called general intelligence can be divided into two independent parts fluid intelligence and crystallized intelligence.

Points to remember

Question 1.
Nature and operational definition of Intelligence.
Answer:
Geeta is the brightest child I ever saw. Look at her big black eyes; how sharp and expressive they are! She learns a tiling almost before you have told it her. Oh! see how smart Sushil is, you would think he was two years instead of one year. He is S-O- 0 intelligent, so sharp. These are the common expressions we hear from parents, teachers, neighbours and friends regarding various children.

Question 2.
Sternberg’s Triarchic Theory Approach.
Answer:
Sternberg (1985) has attempted to explain the concept of intelligence through his Triarchic theory or Triarchic model of intelligence. This theory holds that there are three types of human intelligence.

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Question 3.
Intelligent tests.
Answer:
Alfred Binet (1867 -1911) is the first person who devised systematic tests to measure the intelligence of children. He was particularly interested in the intellectual differences among individuals. Binet (1905), a french psychologist designed the very first test of intelligence at the request of the Paris school authorities to help them to select children of low intelligence, who could not gain from attending the general classes in school.

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CHSE Odisha Class 11 Foundations of Education Unit 4 Method of Teaching Maths Questions and Answers

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CHSE Odisha 11th Class Foundations of Education Unit 4 Method of Teaching Maths Questions and Answers

Long Questions With Answers

Question 1.
Discuss the Aims and Objectives of teaching Mathematics.
Answer:
The knowledge of mathematics is very essential for everybody. The most important aims and objectives of mathematics are discussed below.

To develop the thinking and reasoning, power of the child:
The power of thinking and reasoning is very much essential for an. individual to lead a disciplined and well-adjusted life. These powers can be developed by knowing mathematics.

To provide a suitable discipline to the mind:
Mathematics knowledge makes the mind of the learners disciplined which is essential for leading a healthy social life.

To develop an art of living:
Mathematics prepares children for economic, purposeful, productive, creative, and constructive life. The children learn an act of effective living.

To acquaint the learners with cultures:
Mathematics is the backbone of culture. So by studying mathematics an individual becomes acquainted with his own culture. So cultural development is possible.

To prepare the pupil for various professions:
The children are prepared to enter into various professions of engineering, cashiers, statisticians, accountants, auditors, bankers, etc.

To prepare the students for various higher educational centers:
Mathematics forms the basis of many educational courses and as engineering physical science etc.

To develop the habits of concentration, self-reliance, and discovery:
The habits of concentration, self-reliance, and power to discover new things, new laws, and principles in students are created by mathematics.

To create a love for hard work:
Mathematics as a subject needs consistent hard work. This has helped the student to undertake hard work for a longer period.

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CHSE Odisha Class 11 Foundations of Education Unit 4 Method of Teaching Maths Questions and Answers

Question 2.
Discuss briefly the inductive-deductive method of teaching mathematics. Bring a difference between the inductive and deductive methods.
Answer:
“Inductive-deductive method is the combination of two separate method-inductive and deductive methods.
Inductive method:-
The inductive method is based on induction. Induction is proving a universal truth or theorem by showing that if it is true of any particular case, it is also true for the next case in the same serial order. In this method, we proceed from particular to general, from concrete cases to abstract cases, and from specific to general formulas. In adopting this method, the students are required not to accept the already, discovered formula without knowing the formula by adopting inductive reasoning.

Example No.1:-
The students may be asked to construct a few triangles of various sizes and shapes. They may be asked to measure and sum the angle in each case. Then the sum will come to be the same in all cases. i.e, the sum in all cases will come to be two right angles. Hence, the students may conclude through induction that the sum of these angles of a triangle is equal to two right angles.

Example No.2:- Suppose we find out the simple interest of Rs. 400/- in four years at 5% per annum. It will be equal to Rs.80/-

Or, S.I=\(\frac{400 \times 5 \times 4}{100}\)=80.00

Similarly, the simple interest Rs. 500/- in a year at 6% per annum will be 90.00.

Or, S.I=\(\frac{500 \times 6 \times 3}{100}\)=90.00

From the above, two examples the students can evolve a rule that,

Simple Interest=

C:\Users\Shaheena\Desktop\Discuss briefly the inductive-deductive method of teaching mathematics Q2.png

S.I=\(\frac{\text { PRT }}{100}\)

Deductive Method :
The deduction is the chief generalized form. In this method, one follows deductive reasoning which is just the opposite of inductive reasoning. Abstract ideas are preceded by concrete experience. The students memorize the different formulas and then apply them to solve a particular problem.

Examples- If the teacher wants to teach the calculation of simple interest in the class the formula for calculating interest to the students.

i.e. S.L =\(\frac{\text { PRT }}{100}\)

Question 2.
Explain with examples the analytic and synthetic methods of teaching mathematics. What are the merits and demerits?
Answer:
Analytic Method:
Analytic means breaking up the problem in such a manner that it ultimately gets connected with some known. The method proceeds from known to known. The analysis is the process of unfolding the problem to know the hidden aspects. We have to begin with what is to be found out and then proceed to further steps and possibilities that may concern the unknown with the known, the desired result is found out.

Merits of Analytic Method:
The Analytic Method has the following merits.
It is a logical method that leaves no doubt and it convinces the learner. The steps are developed in a general manner. Each step has a reason and justification. It facilitates understanding and creates an urge to discover facts. As the students face questions is what a statement is into simple elements they grapple with the problem confidently and intelligently. He gains competencies and skills.

Demerits:

  • It is a lengthy method.
  • It is very difficult to acquire efficiency and speed.
  • It may not be applicable to all topics equally.

Example

If \(\frac{a}{b}=\frac{c}{d}\) prove that \(\frac{a c-2 b^2}{b}=\frac{c^2-2 b d}{d}\)

∴\(\frac{a c-2 b}{b}=\frac{c^2-2 b d}{d}\)

By cross multiplication

acd – 2b2d = be2 – 2b2d

Cancellation of the common quality -2b²d from both sides can further he canceled.
acd = bc2 will be true
If this is if ad = bc arranged in a more systematic form, ad = bc will be true.

\(\frac{\mathrm{a}}{\mathrm{b}}=\frac{\mathrm{c}}{\mathrm{d}}\) which is given is thus true.
So, we can say that,

\(\frac{\mathrm{ac}-\mathrm{b}^2}{\mathrm{~d}}=\frac{\mathrm{c}^2-2 \mathrm{bd}}{\mathrm{d}}\) is also true.

Synthetic Method :
The synthetic method is just the opposite of the analytic method. One has to proceed from known to unknown in this method. Synthesis implies the placing together of the parts to get the solution. One has to start from what is known as given and proceed toward the unknown part of the problem, thus, the unknown information becomes known and free. In practice, synthesis is complementary to analysis.

Merits :

  • This is a logical method.
  • It is short and elegant.
  • It glorifies memory.

Demerits :
It leaves a long number of doubts in minds of readers and offers no explanation for them. As the reader gets no satisfactory explanation for his doubts while solving the problem, he will be perplexed when faced with a need problem. He may not recall the steps of synthesis. There is no provision for a complete understanding of the method. Discovery and thinking have no place in this method. Memory work and homework are too heavy.

Example:
Let us take the same example.

\(\frac{a}{b}=\frac{c}{d}\) then prove that \(\frac{a-2 b^2}{b}=\frac{c^2-2 b d}{d}\)

We have to start with the given or known fact \(\frac{a}{b}=\frac{c}{d}\)

∴\(\frac{2 b}{c}\) be subtracted from both sides

∴\(\frac{a}{b}=\frac{2 b}{c}=\frac{c}{d}=\frac{2 b}{c}\)

Or, \(\frac{a c-2 b^2}{b c}=\frac{c^2-2 b d}{c d}\)

\(\frac{a-2 b^2}{b}=\frac{c^2-2 b d}{d}\)

(Cancelling from both sides)
Thus identity is proved.

CHSE Odisha Class 11 Foundations of Education Unit 4 Method of Teaching Maths Questions and Answers

Question 3.
Explain the problem-solving methods of teaching mathematics. What are the merits and demerits?
Answer:
The problem-solving method aims at presenting and repurposing the existence of problems in the teaching-learning situation. A problem is a sort of difficulty which has to be overcome to reach the goal. It may be a purely mental difficulty. The problem-solving methods aim at presenting the knowledge to be learned in the form of a problem.

It begins with a problematic situation and consists of continuous meaningful well-integrated activity. Mathematics is a subject of problems. Its teaching and learning depend on solving innumerable problems. Efficiency and ability in solving problems is a guarantee in learning this subject. The procedure of problem-solving is (almost like the project method. It can be taken the form of an inductive deductive method.

Steps to the situation :
Sensing the problem, interpreting, defining, and delimiting the problem. Gathering data in a systematic manner, organizing and evaluating the data, formulating tentative solutions, arriving at the true and correct solution, and verifying the results. It is a research-like method that involves scientific thinking as a process of learning.

How it is employed :
Suppose finding the volume of a cylinder is a problem before the class. Its formula is to be developed on the basis of the earlier formula for the volume of a thing while analyzing the problem it gets connected with the previous knowledge that the volume of any regular solid can be found by multiplying the area of its base with the height of the object.

The area of the base of the cylinder is found by the only known formula a new the results are checked. The solution to the problem and the result comes from the students. The teacher remains in the background and directs or guides the students from the position.

Merits of problem-solving method:
This method satisfies the laws of teaching. It involves reflective thinking. So it stimulates thinking and learning through self-effort, reasoning, and critical judgment in the students. It develops qualities of imitative and self-dependence in the students. It is a stimulating method, The problem is a challenge.

Once it is properly recognized it acts as a great motivating force and directs the students, attention, and activity. It serves individual differences. A student can solve any number of problems in a specific and make progress accordingly. It is especially suitable for mathematics which is a subject of problems. It develops desirable study habits in the students.

Limitations:
The process is purely literary. It only needs a mental solution. Life problems -need some physical activity also. All problems cannot be solved by this method. The method does not suit the students in lower classes. Teachers, the burden becomes heavy. Textbooks written in the traditional style do not help in the use of this method. There is an absence of suitable books for reference and guidance.

Question 4.
Discuss the steps in lesson planning.
Answer:
J.F. Herbert has suggested six important steps in planning a lesson. After his name, those steps are called “Herbartion” steps.
These six steps are:

  • Preparation
  • Introduction
  • Presentation
  • Recapitulation (comprehension)
  • Summarisation
  • Application

Preparation:
The teacher has to prepare himself and the students for the lesson. He has to formulate the objectives, select the content matters from the textbook, select the teaching aids and prepare the lesson accordingly.

Introduction:
The main purpose of the introduction is to motivate the pupils. The teacher has to test the previous knowledge of the students by asking some questions. Then the teacher can know the background knowledge is to be linked with the previous knowledge through the introduction. A teacher can introduce a reason by various means such as:-

  • asking question
  • showing pictures and models
  • citing an example
  • dramatization
  • quoting a dialogue

Presentation:
It is the most important step in the lesson. During this step, the teacher presents some new ideas to the pupils. Questioning discussion, demonstration of aids, active pupil participation, and blackboard work are some of the essential elements of the presentation. The objectives of the lesson determine the nature of the presentation.

Recapitulation:
The teacher should ascertain to what extent the students have understood the topic taught by him. To test their understanding and comprehension the teacher has to put some questions. On this topic, after the presentation is over, this will also help the teacher to know whether his teaching is effective or not.

Summarisation :
The teacher has to associate and generalize the subject matter taught in the lesson in forming a blackboard. Summary, a formula or a rule ‘or a skeleton chart of the important learning points. The step completes the presentation by providing the gist of the topic.

Application :
At this step, the students make use to acquire, knowledge in familiar situations. It tests the validity of the generalization, rule principles or formula arrived at by the pupils at the end of the topic. Through the application, the new knowledge acquired by the students is retained in their minds for a longer period.

CHSE Odisha Class 11 Foundations of Education Unit 4 Method of Teaching Maths Questions and Answers

Question 5.
Six aims and objectives of Mathematics:
Answer:
It develops the power of thinking and reasoning. It helps the child to solve mathematical problems. It develops the self-confidence and habit of concentration. To help the child to develop the power of expression, and appreciation. It enables the child to go through the transaction of coins. It helps the child to lead a career as an accountant, auditor, engineer, and scientist.

Question 6.
Analytic method:
Answer:

  • It proceeds from unknown to known.
  • It is a process of thinking.
  • It demands exploration.
  • It is a method for. thinkers and discoverers.
  • It develops originality.
  • It is informal, psychological, and based on heuristic lines.

Question 7.
Aids used in teaching mathematics:
Answer:
Visual aids:
Samples, umbrellas, stick-rounded things, dolls, toys, balloons, plates blackboard, models, etc.

Audio Aids:
Radio, gramophone, tape recorders, etc.

Audio-visual aids:
T.V. and films. Through these aids, subjects are taught by experts. These are effective aids in teaching mathematics.

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CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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CHSE Odisha 11th Class Psychology Unit 5 Intelligence Objective Questions

Multiple Choice Questions With Answers

Question 1.
The intelligence of a person can be accurately assessed from his _________.
(a) eyes
(b) performance
(c) conversation
(d) intelligence test scores
Answer:
(d) intelligence test scores

Question 2.
I.Q. is calculated by the following formula
(a) I.Q=\(\frac{\text { Age }}{\text { Mental Age }}\)x100

(b) I.Q\(\frac{\text { Mental Age }}{\text { Chronological Age }}\)x100

(c) I.Q=\(\frac{\text { Chronological Age }}{\text { Mental Age }} \)x100

(d) I.Q=\(\frac{\text { Mental Age }}{\text { Chronological Age }}\)
Answer:
(b) I.Q=\(\frac{\text { Mental Age }}{\text { Chronological Age }}\)x100

Question 3.
The term intelligence is derived from the _________.
(a) Latin word
(b) Greek word
(c) German word
(d) None of these
Answer:
(a) Latin word

Question 4.
Intelligence refers to the _________.
(a) Effective capacity
(b) thinking capacity
(c) Cognitive capacity
(d) Conative capacity
Answer:
(d) Conative capacity

Question 5.
That intelligence is a capacity of the ‘O’ to adjust itself to an increasingly complex environment is believed by _________.
(a) Gallon
(b) Spencer
(c) Binet
(d) Spearman
Answer:
(b) Spencer

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 6.
The two-factor theory of intelligence was proposed by _________.
(a) Guilford
(b) Thurstone
(c) Stanford
(d) Spearman
Answer:
(d) Spearman

Question 7.
Intelligence is influenced by _________.
(a) Hereditary factors
(b) Environmental factors
(c) Organic factors
(d) both hereditary and environmental factors
Answer:
(d) both hereditary and environmental factors

Question 8.
Accurate assessment of intelligence is possible through _________.
(a) Observation of behavior
(b) Abstract performance
(c) Mathematical ability
(d) Standardised intelligence test
Answer:
(d) Standardised intelligence tes

Question 9.
Edward’s personal preference schedule is a _________.
(a) Open-end inventory
(b) True/False questionnaire
(c) Forced choice inventory
(d) Multiple-choice inventory
Answer:
(d) Multiple-choice inventory

Question 10.
The factors of 16 PF questionnaires were selected through _________.
(a) Chi-square
(b) Factor analysis
(c) Rating
(d) Rank difference method
Answer:
(b) Factor analysis

Question 11.
When no language is used in an intelligence test it is called a _________.
(a) Performance test
(b) Non-performance test
(c) Verbal test
(d) None of these
Answer:
(a) Performance test

Question 12.
When the suitability of a particular person for a specific job is to be assessed he should be administered with _________.
(a) Power test
(b) Intelligence test
(c) Aptitude test
(d) Performance test
Answer:
(c) Aptitude test

Question 13.
A performance test is that which _________.
(a) Uses language
(b) Does not use language
(c) Assess special ability
(d) Assesses mechanical ability
(b) Does not use language

Question 14.
The progressive Matrices test is a test of _________.
(a) Aptitude
(b) Intelligence
(c) Attitude
(d) Language
Answer:
(b) Intelligence

Question 15.
Children’s progressive matrices test is a _________.
(a) Verbal test
(b) Non-verbal test
(c) Imagination test
(d) Creativity test
Answer:
(b) Non-verbal test

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 16.
The capacity to perceive the relationship between the means and the end is called _________.
(a) Imagination
(b) Sensation
(c) Intelligence
(d) Learning
Answer:
(c) Intelligence

Question 17.
The first group test of intelligence was _________.
(a) W.A.T.
(b) T.A.T.
(c) The Standard Binet
(d) The Army Alpha
Answer:
(c) The Standard Binet

Question 18.
MMPI is a test of _________.
(a) Intelligence
(b) Personality
(c) Aptitude
(d) Interest
Answer:
(b) Personality

Question 19.
Rorschach test is a test of _________.
(a) Intelligence
(b) Power
(c) Personality
(d) Aptitude
Answer:
(c) Personality

Question 20.
Intelligence is the aggregate or global capacity of the individual to act purposely, to think rationally, and to deal effectively with his environment. This definition of intelligence was given by _________.
(a) Binet
(b) Thurstone
(c) Wechsler
(d) Spearman
Answer:
(c) Wechsler

Question 21.
The concept of mental age was introduced by _________.
(a) Wechsler
(b) Spearman
(c) Binet
(d)Galton
Answer:
(c) Binet

Question 22.
The adult intelligence scale Of Wechsler constitutes of _________.
(a) Non-verbal scale
(b) Verbal scale
(c) Verbal and performance scale
(d) none of these
Answer:
(c) Verbal and performance scale

Question 23.
Binet was a/an _________psychologist.
(a) French
(b) Germany
(c) English
(d)American
Answer:
(a) French

Question 24.
Binet with the help of another collaborator devised a scale consisting of 80 tests arranged from the simplest to the most complex. Who is that another collaborator?
(a) Galton
(b) Simen
(c) Terman
(d) None of these
Answer:
(b) Simen

Question 25.
Binet and Simon revised the 1905 test scale in the year _________.
(a) 1908
(b) 1910
(c) 1913
(d) 1917
Answer:
(a) 1908

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 26.
When the M.A. and the C.A. are the same, the I.Q. is _________.
(a) 95
(b) 98
(c) 100
Answer:
(c) 100

Question 27.
Mental age is calculated on the basis of _________.
(a) Chronological age
(b) Mental ability as calculated from the intelligence test score
(c) Ability calculated from the test of creativity
(d) None of these
Answer:
(b) Mental ability as calculated from the intelligence test score

Question 28.
Raven’s progressive Matrices test is _________.
(a) Verbal test
(b) Performance test
(c) Non-performance test
(d) None of these
Answer:
(b) Performance test

Question 29.
Raymond cattle’s IPTAtest is a _________.
(a) Culture fair intelligence test
(b) Culture-free intelligence test
(c) Structural test of intelligence
(d) Personality test
Answer:
(a) Culture fair intelligence test

Question 30.
The process of classifying all intellectual abilities into a systematic framework has been developed by _________.
(a) Guilford
(b) Stanford
(c) Jensen
(d) Thorndike
Answer:
(a) Guilford

Question 31.
The structure of intellect can be classified into _________.
(a) Three different ways
(b) Four different ways
(c) Five different ways
Answer:
(a) Three different ways

Question 32.
Intelligence reaches its peak by the age of 16-20 years and remains at the same level up to _________.
(a) 40 years
(b) 45 years
(c) 50 years
(d) 60 years
Answer:
(b) 45 years

Question 33.
Two children of the same age will have the same _________.
(a) Intelligence Quotient
(b) Mental age
(c) Chronological age
(d) None of these
Answer:
(c) Chronological age

Question 34.
Intelligence is the ability to _________.
(a) Perceive new situations and learn
(b) To adjust oneself to the new situations
(c) To think about the present situation
(d) To do all the three above
Answer:
(d) To do all the three above

Question 35.
Most of the infant intelligence tests are meant to measure _________.
(a) Intelligence
(b) Sensory motor skills
(c) Perceptual ability
(d) All of these
Answer:
(b) Sensory motor skills

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 36.
The score obtained by an infant in the infant intelligence test is called _________.
(a) Intelligence Quotient
(b) Mental Age
(c) Development Quotient
(d) None of these
Answer:
(c) Development Quotient

Question 37.
Mental age is a measure of the level of intelligence _________.
(a) Specific level
(b) Absolute
(c) General
(d) All of these
Answer:
(b) Absolute

Question 38.
The most outstanding study conducted to compare the Developmental Quotient and I.Q. of children was conducted by _________.
(a) fleidbrelder
(b) Gessel
(c) Bayley and Schaefer
(d) None of these
Answer:
(b) Gessel

Question 39.
The very earliest tests of intelligence were based on the assumption that intelligence has a _________.
(a) Physiological basis
(b) Hereditary basis
(c) Environmental basis
(d) Psychological basis
Answer:
(b) Hereditary basis

Question 40.
_________believed that the fine-tuning of the nervous systems of intelligent people extended to their bodies and made them physically vigorous.
(a) Binet
(b) Galton
(c) Simon
(d) Wechsler
Answer:
(b) Galton

Question 41.
Binet had developed a number of intelligence tests by _________.
(a)1890
(b)1900
(c)1905
(d)1910
Answer:
(c)1905

Question 42.
The book “Experimental study of intelligence” authored by Binet was published in _________.
(a) 1900
(b) 1903
(c) 1905
(d) 1913
Answer:
(c) 1905

Question 43.
The mental age is computed by first finding the age level at which the child passed all the test items which is called the _________.
(a) Basal age
(b) Fractional age
(c) Chronological age
(d) None of these
Answer:
(a) Basal age

Question 44.
The _________Psychologist Louis Stem suggested the division of mental age by Chronological age to asses relative intelligence.
(a) American
(b) Germanic
(c) Swiss
(d) English
Answer:
(c) Swiss

Question 45.
Terman issued the first American revision of the Binet scale in _________which was called the Stanford Binet intelligence scale.
(a) 1910
(b) 1912
(c) 1916
(d) 1918
Answer:
(a) 1910

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 46.
Intelligence tests are so constructed that the average person will receive an I.Q. score of about _________.
(a) 90
(b) 100
(c) 105
(d) 110
Answer:
(b) 100

Question 47.
An I.Q. of _________indicates the role of the intellectual development of the average person in the population.
(a) 95
(b) 100
(c) 105
(d) 110
Answer:
(b) 100

Question 48.
A person having an I.Q. of 55 is called _________.
(a) Imbecile
(b) Moron
(c) Idiot
(d) Boarder line case
Answer:
(b) Moron

Question 49.
When the number and representatives of the individuals in the standardizing sample increased the adequacy of the standardizing procedure.
(a) Decreases
(b) Increases
(c) Does not change
(d) Remains moderate
Answer:
(b) Increases

Question 50.
That intelligence is best conceptualized as a large number of independent abilities held by__________.
(a) Galton
(b) Cattell
(c) Thorndike
(d) Guilford
Answer:
(c) Thorndike

Question 51.
One of the most elaborate schemes for classifying intelligence into specific abilities was proposed by _________.
(a) Gallon
(b) Guilford
(c) Cattell
(d) Hebb
Answer:
(d) Hebb

Question 52.
Guilford made a unique contribution to the understanding of intelligence by including in his model the operation of thinking _________.
(a) Convergent thinking
(b) Divergent thinking
(c) Abstract thinking
Answer:
(b) Divergent thinking

Question 53.
Guilford’s “Plot Title Test” is an example of a test of _________.
(a) Divergent thinking
(b) Convergent thinking
(c) Creative thinking
(d) Autistic thinking
Answer:
(a) Divergent thinking

Question 54.
The ability to think abstractly was the essential ingredient of intellectual effectiveness. This was the view of _________.
(a)Terman
(b)Galton
(c) Guilford
(d)Thurstone
Answer:
(a)Terman

Question 55.
_________ holds that intelligence consists of specific cognitive abilities that enable an individual to adapt to the environment.
(a) IIebb
(b) Guilford
(c) Gallon
(d) Charlesworth
Answer:
(c) Gallon

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 56.
That intelligence changes with age was the general observation made for the first time by _________.
(a) Spearman
(b) Gallon
(c) Binet
(d) Simen
Answer:
(d) Simen

Question 57.
Most of the infant intelligence tests are constructed to measure _________.
(a) Perceptual skill
(b) Sensory motor skill
(c) Cognitive ability
(d) Abstract thinking
Answer:
(b) Sensory motor skill

Question 58.
The most important infant intelligence test was developed by _________.
(a) Clark
(b) Charles Worth
(c) Gessel
(d) All of these
Answer:
(c) Gessel

Question 59.
The infant intelligence scale developed by Gessel is called _________.
(a) Differential Schedule
(b) Generalised Schedule
(c) Developmental Schedule
(d) Specified Schedule
Answer:
(c) Developmental Schedule

Question 60.
Gessel’s tests measure not intelligence but the child’s level of _________.
(a) Growth
(b) Emotion
(c) Adaptive Capacity
(d) Divergent thinking
Answer:
(a) Growth

Question 61.
In Gessel’s test, the score obtained by a child is called _________.
(a) Developmental Quotient
(b) Intelligence Quotient
(c) Creativity Quotient
(d) None of these
Answer:
(a) Developmental Quotient

Question 62.
Turnstone identified _______ primary mental abilities.
(a) 5
(b) 7
(c) 9
(d) 11
Answer:
(b) 7

Question 63.
Guilford proposed a structure of intellect containing items _________.
(a) 100
(b) 110
(c) 120
(d) 130
Answer:
(c) 120

Question 64.
Intelligence develops most rapidly during _________.
(a) Infancy
(b) Childhood
(c) Adulthood
(d) Late adulthood
Answer:
(b) Childhood

Question 65.
Boys score _________ in intelligence tests compared to girls.
(a) Higher
(b) Similar
(c) Lower
(d) None of these
Answer:
(b) Similar

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 66.
Multifactor theory of intelligence is given by _________.
(a) Binet
(b) Spearman
(c) Guilford
(d) Thurstone
Answer:
(d) Thurstone

True Or False Type Questions

Question 1.
All intelligence tests also test creativity. (True / False)
Answer:
False

Question 2.
Intelligence tests are measured of both intellectual ability and achievement although the emphasis clearly strives to be on the former. (True / False)
Answer:
True

Question 3.
Culture-free intelligence tests measure intelligence more accurately than culturally biased tests. Culturally unfair tests do not under asses a child’s intelligence. (True /False)
Answer:
True

Question 4.
IPAT culture fair intelligence test was devised by Thurstone. (True / False)
Answer:
False

Question 5.
It is erroneous to define intelligence on the basis of abilities related to school performance. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 6.
Standard intelligence tests fail to measure all the cognitive abilities that contribute to intelligence, broadly defined. (True/False)
Answer:
True

Question 7.
I.Q. is only a measure of intelligence ‘B’. (True / False)
Answer:
False

Question 8.
According to Ilebb, the term intelligence ‘A refers to an innate potentiality for the development of intellectual capacities, and intelligence ‘B’ to die level of that development at a later time when the S’s intellectual functioning can be observed. (True / False)
Answer:
True

Question 9.
Spearman thought of intelligence as composed ofthe ‘g’ factor and a number of ‘g’ factors. (True/False)
Answer:
True

Question 10.
Guilford included in his model of intelligence the operation of convergent thinking. (True/False)
True

Question 11.
Guilford’s ‘Plot Title test’ ’ is an example of a test of convergent thinking. (True/False)
Answer:
True

Question 12.
Little relation has been found between scores obtained on standard I.q. tests and scores achieved on tests of divergent thinking. (True/False)
Answer:
False

Question 13.
The ability to think abstractly was according to Tennant the essential ingredient of intellectual effectiveness. (True/False)
Answer:
True

Question 14.
Charlesworth was an opinion that intelligence consists of specific cognitive abilities that enable an individual to adapt to the environment. (True / False)
Answer:
False

Question 15.
Intelligence changes with age. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 16.
Intellectual growth continues throughout the lifespan. (True /False)
Answer:
False

Question 17.
Most infant intelligence tests are constructed to assess sensory-motor skills. (True/False)
Answer:
True

Question 18.
The most important infant intelligence test was developed by Spearman. (True / False)
False

Question 19.
The most important infant intelligence test was developed by Gessel. (True / False)
Answer:
True

Question 20.
The infant intelligence test developed by Arnold Gessel is known as Developmental schedules. (True/False)
Answer:
True

Question 21.
Gessel’s developmental schedules contain items that show a clear age progression. (True/False)
Answer:
True

Question 22.
Gessel’s test measures not intelligence but the child’s level of development. (True/False)
Answer:
True

Question 23.
In Gessel’s test, the score obtained by an infant is called the developmental quotient. (True/False)
Answer:
True

Question 24.
The failure to find a strong relationship between infant DQs and their subsequent I.Qs suggests that two scores reflect different abilities. (True / False)
Answer:
True

Question 25.
Verbal reasoning grows with age. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 26.
Crystalised intelligence increases with age and declines only with the approach of very old age. (True/False)
Answer:
True

Question 27.
There is no difference between pure intelligence and measured intelligence. (True/False)
Answer:
True

Question 28.
Thurstone identified nine primary mental abilities. (True/False)
Answer:
False

Question 29.
Guilford proposed a structure of intellect containing 120 separate items. (True/False)
Answer:
True

Question 30.
Intelligence develops most rapidly during childhood. (True/False)
Answer:
True

Question 31.
General intelligence continues to increase until the later adult years. (True / False)
Answer:
True

Question 32.
The rate of increase in intelligence slows down as the person grows older. (True/False)
Answer:
True

Question 33.
Usually, boys score higher in standard intelligent tests than girls. (True / False)
Answer:
False

Question 34.
The scores of boys and girls are marked by similarity in standard intelligent tests. (True /False)
Answer:
True

Question 35.
Some personality traits are associated with the I.Q. (True /False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 36.
Aggression, competition, and self-reliance traits are found to but associated with the increase in I.Qs. (True/False)
Answer:
True

Question 37.
Social class does not influence the I.Q. of a person. (True / False)
Answer:
False

Question 38.
Intellectual development is a smooth and continuous process. (True/False)
Answer:
True

Question 39.
Extreme and prolonged social deprivation produces intellectual impairment. (True/False)
Answer:
True

Question 40.
Gifted individuals are those whose I.Qs are at the upper end of the distribution of intelligence. (True/False)
Answer:
True

Question 41.
Creativity has no relationship with giftedness. (True/False)
Answer:
False

Question 42.
Creative persons have a high tolerance for ambiguity. (True/False)
Answer:
True

Question 43.
Children’s reasoning and their use of increasingly complex hypotheses in problem-solving tasks indicate a progression through cognitive stages. (True / False)
Answer:
True

Question 44.
Piaget has emphasized the biological and adaptive significance of intelligence. (True/False)
Answer:
True

Question 45.
During the preparational state, children begin to use symbols like imagery and language. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 46.
The sensory-motor stage continues from birth to five years. (True/False)
Answer:
False

Question 47.
The stage of formal operations is the third stage of Piagetian stages of cognitive development. (True/False)
Answer:
False

Question 48.
The preparational stage lasts from three to seven years. (True / False)
Answer:
False

Question 49.
Cross-cultural studies have indicated that the stages Piaget has observed in western children are also found in children of very different societies. (True / False)
Answer:
True

Question 50.
Intelligence and creativity are highly co-related. (True / False)
Answer:
True

Question 51.
A maximum level of intelligence is required to be creative. (True / False)
Answer:
True

Question 52.
Flexibility is essential for creativity. (True / False)
Answer:
True

Question 53.
Intelligence can be greatly improved by competition. (True/False)
Answer:
False

Question 54.
The two-factor theory of intelligence was proposed by Stanford. (True / False)
Answer:
False

Question 55.
Accurate assessment of intelligence is possible, through standardized intelligence tests. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 56.
Accurate assessment of intelligence is possible, through standardized intelligence tests. (True/False)
Answer:
True

Question 57.
Edward’s personal preference schedule is a multiple-choice inventory. (True/False)
Answer:
True

Question 58.
When no language is used in an intelligence test, it is called a verbal test of intelligence. (True/False)
Answer:
False

Question 59.
A performance test does not use language. (True/False)
Answer:
True

Question 60.
The Army Alpha test is the first group test of intelligence. (True/False)
Answer:
True

Question 61.
M.M.P.I. is a test of intelligence. (True / False)
Answer:
False

Question 62.
The concept of mental age was introduced by Galton. (True/False)
Answer:
False

Question 63.
The adult intelligence scale of Wechsler deals with non-verbal scales. (True / False)
Answer:
False

Question 64.
Binet was an American Psychologist. (True/ False)
Answer:
False

Question 65.
Binet and Simon revised the 1905 test scale in the year 1908. (True/ False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 66.
When the M.A. and C.A. are the same the I.Q. is 100. (True/ False)
Answer:
True

Question 67.
Mental ability is calculated from the intelligence test score. (True/ False)
Answer:
True

Question 68.
Mental age is calculated from the chronological age. (True/ False)
Answer:
False

Question 69.
Raymond Cattell’s IPTA test is a culture fair test. (True/ False)
Answer:
True

Question 70.
A culture-fair test is otherwise called a culture-free test. (True/ False)
Answer:
True

Question 71.
The process of classifying all intellectual abilities into a systematic framework has been developed by Stanford. (True/False)
Answer:
False

Question 72.
Intelligence reaches its peak by the age of 16 to 21 years. (True/ False)
Answer:
True

Question 73.
Ordinarily, intelligence does not grow after 45 years. (True /False)
Answer:
True

Question 74.
Two children of the same age will have the same mental age. (True / False)
Answer:
False

Question 75.
Two children of the same age will have the same chronological age. (True / False)
Answer:
False

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 76.
The actual age of a person and his chronological age are the same. (True / False)
Answer:
True

Question 77.
Intelligence quotient and mental age are the same. (True / False)
Answer:
False

Question 78.
Guilford included in his model the operation of thinking. (True / False)
Answer:
True

Question 79.
Guilford’s Plot title test is an example of convergent thinking. (True/False)
Answer:
True

Question 80.
Guilford was of opinion that the ability to think abstractly was the essential ingredient of intellectual effectiveness. (True/False)
Answer:
False

Question 81.
Charlesworth held that intelligence consists of specific cognitive abilities that enable the individual to adapt to the environment. (True / False)
Answer:
True

Question 82.
That intelligence changes with age was for the first time made public by Binet. (True / False)
Answer:
True

Question 83.
Thurstone identified nine specific mental abilities which according to him are the constituents of intelligence. (True/False)
Answer:
False

Question 84.
Intelligence develops most rapidly during adolescence. (True / False)
Answer:
False

Question 85.
Boys are more intelligent compared to girls. (True / False)
Answer:
False

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 86.
The sensory-motor stage Piaget continues from birth to two years. (True / False)
Answer:
True

Question 87.
F or Piaget the function of intelligence is the adoption to the world. (True / False)
Answer:
True

Question 88.
Children’s cognitive system change and grow to become more adaptive and hence provides a more realistic understanding of the world. (True / False)
Answer:
True

Question 89.
Accommodation is a change of the internal cognitive system to provide a better match to outside information. (True/False)
Answer:
True

Question 90.
Intelligence quotient and mental age are different concepts. (True / False)
Answer:
True

Question 91.
I.Q. and Developmental age are different. (True/ False)
Answer:
True

Question 92.
Most infant intelligence tests are meant to measure sensory motor skills. (True/False)
Answer:
True

Question 93.
Mental age is a measure of the absolute level of intelligence. (True / False)
Answer:
True

Question 94.
Gcssel conducted the most brilliant study to compare the D.Q. of children with their I.Q. (True/False)
Answer:
True

Question 95.
The very earliest tasks of intelligence were based on the assumption that intelligence has a physiological basis. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 96.
The book experimental study of intelligence was authored by Binet. (True/False)
Answer:
True

Question 97.
The PASS Model of intelligence was developed by cattle. (True / False)
Answer:
False

Question 98.
The sensory-motor stage continues from birth to two years. (True/False)
Answer:
True

Question 99.
Piaget has chartered major stages of cognitive development three. (True/False)
Answer:
False