CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 1 Early Societies Long Answer Questions.

CHSE Odisha 11th Class History Unit 1 Early Societies Long Answer Questions

Long Questions With Answers

Question 1.
Describe the classification of early humans.
Answer:
The remains of early humans have been classified into different species. These are often distinguished from one another on the basis of differences in bone structure. For instance, species of early humans are differentiated in terms of their skull size and distinctive jaws. These characteristics may have evolved due to what has been called the positive feedback mechanism.

For example, bipedaliSm enabled hands to be freed for carrying infants or objects. In turn, as hands were used more and more, upright walking gradually became more efficient. Apart from the advantage of freeing hands for various uses, far less energy is consumed while walking as compared to the movement of a quadruped.

However, the advantage in terms of saving energy is reversed while running. There is indirect evidence of bipedalism as early as 3.6 mya. This comes from the fossilised hominid footprints at Laetoli, Tanzania. Fossil limb bones recovered from Hadar, Ethiopia provides more direct evidence of bipedalism.

With the onset of a phase of glaciation (or an Ice Age), when large parts of the earth were covered with snow, there were major changes in climate and vegetation. Due to the reduction in temperatures as well as rainfall, grassland areas expanded at the expense of forests, leading to the gradual extinction of the early forms of Australopithecus (that were adapted to forests) and the replacement by species that were better adapted to the drier conditions.

Among these were the earliest representatives of the genus Homo. Homo is a Latin word, meaning ‘man’, although there were women as well. Scientists distinguish amongst several types of Homo. The names assigned to these species are derived from what is regarded as their typical characteristics.

So fossils are classified as Homo hails (the toolmaker), Homo erectus (the upright man), and Homo sapiens (the wise or thinking man). Fossils of Homo habilis have been discovered at Omo in Ethiopia and at Olduvai Gorge in Tanzania. The earliest fossils of Homo erectus have been found both in Africa and Asia: Koobi Fora, west Turkana, Kenya, Modjokerto and Sangiran, Java.

As the finds in Asia belong to a later date than those in Africa, it is likely that hominids migrated from East Africa to southern aid northern Africa, to southern and north-eastern Asia, and perhaps to Europe, sometime between 2 and 1.5 mya. This species survived for nearly a million years.

In some instances, the names of fossils are derived from the places where the first fossils of a particular type were found. So fossils found in Heidelberg, a city in Germany, were called Homo heidelbergensis, while those found in the Neander valley were categorised as Homo neanderthalensis. The earliest fossils from Europe are of Homo heidelbergensis and Homo neanderthalensis.

Both belong to the species of archaic (that is, old) Homo sapiens. The fossils of Homo heidelbergensis (0.8-0.1 mya) have a wide distribution, having been found in Africa, Asia and Europe. The Neanderthals occupied Europe and western and Central Asia from roughly 130,000 to 35,000 years ago. They disappeared abruptly in Western Europe around 35,000 years ago.

In general, compared with Australopithecus, Homo have a larger brain, jaws with a reduced outward protrusion and smaller teeth. An increase in brain size is associated with more intelligence and better memory. The changes in the jaws and teeth were probably related to differences in dietary habits.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 2.
How early did humans obtain their food?
Answer:
Early humans would have obtained food in a number of ways, such as gathering, hunting, scavenging and fishing. The gathering would involve collecting plant foods such as seeds, nuts, berries, fruits and tubers. That gathering was practised is generally assumed rather than conclusively established, as there is very little direct evidence for it.

While we get a fair amount of fossil bones, fossilised plant remains are relatively rare. The only other way of getting information about plant intake would be if plant remains were accidentally burnt. This process results in carbonisation. In this form, organic matter is preserved for a long span of time. However, so far archaeologists have not found much evidence of carbonised seeds for this very early period.

In recent years, the term hunting has been under discussion by scholars. Increasingly, it is being suggested that the early hominids scavenged or foraged for meat and marrow from the carcasses of animals that had died naturally or had been killed by other predators. It is equally possible that small mammals such as rodents, birds (and their eggs), reptiles and even insects (such as termites) were eaten by early hominids.

Hunting probably began later – about 5000 years ago. The earliest clear evidence for the deliberate, planned hunting and butchery of large mammals comes from two sites: Boxgrove in southern England (500,000 years ago) and Schoningen in Germany (400,000 years ago) Fishing was also important, as is evident from the discovery of fish bones at different sites.

Fishing was also important, as is evident from the discovery of fish bones at different sites. From about 3 5,000 years ago, there is evidence of planned hunting from some European sites. Some sites, such as (Dolni Vestontee) in the Czech Republic, which was near a river, seem to have been deliberately chosen by early people.

Herds of migratory animals such as reindeer and horses probably crossed the river during their autumn and spring migrations and were killed on a large scale. The choice of such sites indicates that people knew about the movement of these animals and also about the means of killing large numbers of animals quickly.

Question 3.
How early did humans make their tools?
Answer:
Birds are known to make objects to assist them with feeding, hygiene and social encounters and while foraging for food some chimpanzees use tools that they have made. However, there are some features of human tool-making that are not known among apes. As we have seen certain anatomical and neurological (related to the nervous system) adaptations have led to the skilled use of hands, probably due to the important role of tools in human lives.

Moreover, the ways in which humans use and make tools often require greater memory and complex organisational skills, both of which are absent in apes. The earliest evidence for the making and use of stone tools comes from sites in Ethiopia and Kenya. It is likely that the earliest stone tool makers were the Australopithecus.

As in the case of other activities, we do not know whether tool-making was done by men or women or both. It is possible that stone toolmakers were both women and men. Women in particular may have made and used tools to obtain food for themselves as well as to sustain their children after weaning.

About 35,000 years ago, improvements in the techniques for killing animals are evident from the appearance of new kinds of tools such as spear-throwers and the bow and arrow. The meat thus obtained was probably by drying, smoking and storage. Thus, food processed by removing the bones followed and could be stored for later consumption.

There were other changes, such as the trapping of fur-bearing animals (to use the fur’ for clothing) and the invention of sewing needles. The earliest evidence of sewn clothing comes from about 21,000 years ago. Besides, with the introduction of the punch blade technique to make small chisel-like tools, it was now possible to make engravings on bone, antler, ivory or wood.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 4.
What was the way people communicates in early times?
Answer:
Among living beings, it is humans alone that have a language. There are several views on language development:

  • that hominid language involved gestures or hand movements
  • that spoken language was preceded, by vocal but non-verbal communication such as singing or humming
  • that human speech probably began with calls like the ones that have been observed among primates.

Humans may have possessed a small number of speech sounds in the initial stage. Gradually, these may have developed into language. It has been suggested that the brain of Homo habilis had certain features which would have made it possible for them to speak. Thus, language may have developed as early as 2 mya.

The evolution of the vocal tract was equally important. This occurred around 2000 years ago. It is more specifically associated with modem humans. A third suggestion is that language developed around the same time as art, that is, around 40,000-35,000 years ago. The development of spoken language has been seen as closely connected with art since both are media for communication.

Hundreds of paintings of animals (done between 30,000 and 12,000 years ago) have been discovered in the caves of Lascaux and Chauvet, both in France and Altamira, in Spain. These include depictions of bison, horses, ibex, deer, mammoths, rhinos, lions, bears, panthers, hyenas and owls. More questions have been raised than answered regarding these paintings.

For example, why do some areas of caves have paintings and not others? Why were some animals painted and not others? Why were men painted both individually and in groups, whereas women were depicted only in groups? Why were men painted near animals but never women? Why were groups of animals painted in the sections of caves where sounds carried well? Several explanations have been offered.

One is that because of the importance of hunting, the paintings of animals were associated with ritual and magic. The act of painting could have been a ritual to ensure a successful hunt. Another explanation offered is that these caves were possibly meeting places for small groups of people or locations for group activities.

These groups could share hunting techniques and knowledge, while paintings and engravings served as the media for passing information from one generation to the next. The above account of early societies has been based on archaeological evidence. Clearly, there is much that we still do not know. As mentioned at the beginning of this chapter, hunter-gatherer societies exist even today.

Question 5.
Who is known as the hunter-gather society in early times?
Answer:
African pastoral group about its initial contact in 1870 with the Kung an, a hunter-gatherer society living in the Kalahari desert:
When we first came into this area, all we saw were strange footprints in the sand. We wondered what kind of people these were. They were very afraid of us and would hide whenever we came around.

We found their villages, but they were always empty because as soon as they saw strangers coming, they would scatter and hide in the bush. We said: ‘Oh, this is good; these people are afraid of us, they are weak and we can easily rule over them.’ So we just ruled them. There was no killing or fighting. You will read more about encounters with hunter-gatherers in Themes 8 and 10.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 6.
Who are the Hadza?
Answer:
The Hadza are a small group of hunters and gatherers, living in the vicinity of Lake Eyasi, a salt, rift-valley lake. The country of the eastern Hadza, dry, rocky savanna, dominated by thorn scrub and acacia trees is rich in wild foods. Animals are exceptionally numerous and were certainly commoner at the beginning of the century.

Elephants, rhinoceros, buffalo, giraffes, zebra, waterbuck, gazelle, warthog, baboon, lion, leopards, and hyenas are all common, as are smaller animals such as porcupines, hares, jackals, tortoises and many others. All of these animals, apart from the elephant, are hunted and eaten by the Hadza.

The amount of meat that could be regularly eaten without endangering the future of the game is probably greater than anywhere else in the world were hunters and gatherers live or have lived in the recent past. Vegetable food – roots, berries, the fruit of the baobab tree, etc. – though not often obvious to the casual observer, is always abundant even at the height of the dry season in a year of drought.

The type of vegetable food available is different in the six-month wet season from the dry season but there is no period of shortage. The honey and grubs of seven species of wild bees are eaten supplies of these vary from season to season and from year to year. Sources of water are widely distributed over the country in the wet season but are very few in the dry season.

The Hadza consider that about 5-6 kilometres are the maximum distance over which water can reasonably be carried and camps are normally sited within a kilometre of a water course. Part of the country consists of open grass plains but the Hadza never build camps there. Camps are invariably sited among trees or rocks and, by preference, among both.

The eastern Hadza assert no rights over land and its resources. Any individual may live wherever he likes and may hunt animals, collect roots, berries, and honey and draw water anywhere in Hadza country without any sort of restriction. In spite of the exceptional numbers of game animals in their area, the Hadza rely mainly on the wild vegetable matter for their food.

Probably as much as 80 per cent of their food by weight is vegetable, while meat and honey together account for the remaining 20 per cent. Camps are commonly small and widely dispersed in the wet season, large and concentrated near the few available sources of water in the dry season. There is never any shortage of food even in times of drought.

Question 7.
Discuss the Hunter-Gatherer Societies from the present to the past.
Answer:
As our knowledge of present-day hunter-gatherers increased through studies by anthropologists, a question that began to be posed was whether the information about living hunters and gatherers could be used to understand past societies. Currently, there are two opposing views on this issue.

On one side are scholars who have directly applied specific data from present-day hunter-gatherer societies to interpret the archaeological remains of the past. For example, some archaeologists have suggested that the hominids, sites, dating to 2 mya, along the margins of Lake Turkana could have been dry season camps of early humans, because such a practice has been observed among the Hadza and the Kung San.

On the other side are scholars who feel that ethnographic data cannot be used for understanding past societies as the two are totally different. For instance, present-day hunter-gatherer societies pursue several other economic activities along with hunting and gathering. These include engaging in exchange and trade in minor forest produce or working as paid labourers in the fields of neighbouring farmers.

Moreover, these societies are totally marginalised in all senses -geographically, politically and socially. The conditions in which they live are very different from those of early humans. Another problem is that there is a tremendous variation amongst living hunter-gatherer societies. There are conflicting data on many issues such as the relative importance of hunting and gathering, group sizes, or the movement from place to place.

Also, there is little consensus regarding the division of labour in food procurement. Although today generally women gather and men hunt, there are societies where both women and men hunt and gather and make tools. In any case, the important role of women in contributing to the food supply in such societies cannot be denied.

It is perhaps this factor that ensures a relatively equal role for both women and men in present-day hunter-gatherer societies, although there are variations. While this may be the case today, it is difficult to make any such inference from the past.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 8.
How farming has started in early times?
Answer:
For several million years, humans lived by hunting wild animals and gathering wild plants. Then, between 10,000 and 4,500 years ago, people in different parts of the world learnt to domesticate certain plants and animals. This led to the development of farming and pastoralism as a way of life. The shift from foraging to fanning was a major turning point in human history.

Why did this change take place at this point in time? The last ice age came to an end about 130 years ago and with that warmer, wetter conditions prevailed. As a result, conditions were favourable for the growth of grasses such as wild barley and wheat. At the same time, as open forests and grasslands expanded, the population of certain animal species such as wild sheep, goats, cattle, pigs and donkeys increased.

What we find is that human societies began to gradually prefer areas that had an abundance of wild grasses and animals. Now relatively large, permanent communities occupied such areas for most parts of the year. With some areas being clearly preferred, pressure may have built up to increase the food supply. This may Have triggered the process of domestication of certain plants and animals.

It is likely that a combination of factors which included climatic change, population pressure, a greater reliance on and knowledge of a few species of plants (such as wheat, barley, rice and millet) and animals (such as sheep, goat, cattle, donkey and pig) played a role in this transformation.

One such area Where farming and pastoralism began around 10,00t) years ago was the Fertile Crescent, extending from the Mediterranean coast to the Zagros mountains in Iran. With the introduction of agriculture, more people began to stay in one place for even longer periods than they had done before. Thus permanent houses began to be built of mud, mud bricks and even stone. These are some of the earliest villages known to archaeologists.

Farming and pastoralism led to the introduction of many other changes such as the making of pots in which to store grain and other produce and to cook food. Besides, new kinds of stone tools came into use. Other new tools such as the plough were used in agriculture. Gradually, people became familiar with metals such as copper and tin. The wheel, important for both pot making and transportation, came into use.

Question 9.
Discuss Mesopotamia and its Geography.
Answer:
Iraq is left of diverse environments. In the northeast lie green, undulating plains, gradually rising to tree-covered mountain ranges with clear streams and wildflowers, with enough rainfall to grow crops. Here, agriculture began between 7000 and 6000 BCE. In the north, there is a stretch of upland called a steppe, where animal herding offers people a better livelihood than agriculture – after the winter rains, sheep and goats feed on the grasses and low shrubs that grow here.

To the east, tributaries of the Tigris provide routes of communication into the mountains of Iran. The south is a desert – and this is where the first cities and writing emerged (see below). This desert could support cities because the rivers Euphrates and Tigris, which rise in the northern mountains, carry loads of silt (fine mud).

When they flood or when their water is let out onto the fields, fertile silt is deposited. After the Euphrates has entered the desert, its water flows out into small channels. These channels flood their banks and, in the past, functioned as irrigation canals: water could be let into the fields of wheat, barley, peas or lentils when necessary.

Of all ancient systems, that of the Roman Empire (Theme 3) included, it was the agriculture of southern Mesopotamia that was the most productive, even though the region did not have sufficient rainfall to grow crops. Not only agriculture but Mesopotamian sheep and goats also grazed on the steppe, the northeastern plains and the mountain slopes (that is, on tracts too high for the rivers to flood and fertilise).

Produced meat, milk and wool in abundance, Further, fish was available in rivers and date palms gave fruit in summer. Let us not, however, make the mistake of thinking that cities grew simply because of rural prosperity. We shall discuss other factors by and by, but first, let us be clear about city life.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 10.
How the development of writing takes place in Mesopotamia civilizations?
Answer:
All societies have languages in which certain spoken sounds convey certain meanings. This is verbal communication. Writing too is verbal communication – but in a different way. When we talk about writing or a script, we mean that spoken sounds are represented in visible signs. The first Mesopotamian tablets, written around 3200 BCE, contained picture-like signs and numbers.

These were about 5,000 lists of oxen, fish, bread loaves, etc. lists of goods that were brought into or distributed from the temples of Uruk, a city in the south. Clearly, writing began when society needed to keep records of transactions because in city life transactions occurred at different times and involved many people and a variety of goods.

Mesopotamians wrote on tablets of clay. A scribe would wet clay and pat it into a size he could hold comfortably in one hand. He would carefully smoothen its surfaces. With the sharp end of the agreed cut obliquely, he would press wedge-shaped cuneiform signs onto the smoothened surface while it was still moist.

Once dried in the sun, the clay would harden and tablets would be almost as indestructible as pottery. When a written record of, say, the delivery of pieces of metal had ceased to be relevant, the tablet was thrown away. Once the surface dried, signs could not be pressed onto a tablet: so each transaction, however minor, required a separate written tablet.

This is why tablets occur by the hundreds at Mesopotamian sites. And it is because of this wealth of sources that we know so much more about Mesopotamia than we do about contemporary India. By 2600 BCE or so, the letters became cuneiform and the language was Sumerian.

The writing was now used not only for keeping records, but also for making dictionaries, giving legal validity to land transfers, narrating the deeds of kings, and announcing the changes a king had made in the customary laws of the land. Sumerian, the earliest known language of Mesopotamia, was gradually replaced after 2400 BCE by the Akkadian language. Cuneiform writing in the Akkadian language continued in use until the first century CE, that is, for more than 2,000 years.

Question 11.
Discuss the temples and kings in Mesopotamia as a civilization.
Answer:
Early settlers (their origins are unknown) began to build and rebuild temples at selected spots in their villages. The earliest known temple was a small shrine made of unbaked bricks. Temples were the residences of various gods of the Moon God of Ur, or of manna the Goddess of Love and War.

Constructed in brick, temples became larger over time, with Several rooms around open courtyards. Some of the early ones were possibly not unlike the ordinary house for the temple was the house of a god. But temples always had their outer walls going in and out at regular intervals, which no ordinary building ever did.

The god was the focus of worship to his or her people and brought grain, curd and fish (the floors of some early temples had thick layers of fish bones). The god was also the theoretical owner of the agricultural fields, the fisheries, and the herds of the local community. In time, the processing of produce (for example, oil pressing, grain grinding, spinning, and the weaving of woollen cloth) was also done in the temple.

The organiser of production at a level above the household, employer of merchants and keeper of written records of distributions and allotments of grain, plough animals, bread, beer, fish, etc., the temple gradually developed its activities and became the main urban institution.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 12.
What is a family system in Mesopotamia civilization?
Answer:
In Mesopotamian society, the nuclear family was the norm, although a married son and his family often resided with his parents. The father was the head ofthe family. We know a little about the procedures for marriage. A declaration was made about the willingness to marry, and the bride’s parents gave their consent to the marriage.

Then a gift was given by the groom’s people to the bride’s people. When the wedding took place, gifts were exchanged by both parties, who ate together and made offerings in a temple. When her mother-in-law came to fetch her, the bride was given her share of the inheritance by her father. The father’s house, herds, fields, etc., were inherited by the sons.

Abstract Archaeologists have made attempts to reconstruct the lives of early people to find out about the shelters in which they lived, the food they ate by gathering plant produce and hunting animals, and the ways in which they expressed themselves. Other important developments include the use of fire and of language.

And, finally, you will see whether the lives of people who live by hunting and gathering today can help us to understand the past. The second theme deals with some of the earliest cities of Mesopotamia, present-day Iraq. These cities developed around temples and were centres of long-distance trade.

Archaeological evidence remains of old settlements and an abundance of written material are used to reconstruct the lives of the different people who lived there craftspeople, scribes, labourers, priests, kings and queens. You will notice how pastoral people played an important role in some of these towns.

A question to think about is whether the many activities that went on in cities would have been possible if the writing had not developed. You may wonder how people who for millions of years had lived in forests, in caves or in temporary shelters began to eventually live in villages and cities.

Well, the story is a long one and is related to several developments that took place at least 5,000 years before the establishment ofthe first cities. One ofthe most far-reaching changes was the gradual shift from nomadic life to settled agriculture, which began around 10,000 years ago. As you will see in Theme 1, prior to the adoption of agriculture, people gathered plants to produce as a source of food.

Slowly, they learnt more about different kinds of plants – where they grew, the seasons when they bore fruit and so on. From this, they learnt to grow plants. In West Asia, wheat and barley, peas and various kinds of pulses were grown. In East and Southeast Asia, the crops that grew easily were millet and rice. Millet was also grown in Africa.

Around the same time, people learnt how to domesticate animals such as sheep, goats, cattle, pigs and donkeys. Plant fibres such as cotton and flax and animal fibres such as wool were now woven into cloth. Somewhat later, about 5,000 years ago, domesticated animals such as cattle and donkeys were harnessed to ploughs and carts.

These developments led to other changes as well. When people grew crops, they had to stay in the same place till the crops ripened. So, settled life became more common. And with that, people built more permanent structures in which to live. This was also the time when some communities learnt how to make earthen pots.

These were used to store grain and other produce, and to prepare and cook a variety of foods made from the new grains that were cultivated. In fact, a great deal of attention was given to processing foods to make them tasty and digestible. The way stone tools were made also changed.

While earlier methods of making tools continued, some tools and equipment were now smoothened and polished by an elaborate process of grinding. New equipment included mortars and pestles for preparing grain, as well as stone axes and hoes, which were used to clear land for cultivation, as well as for digging the earth to sow seeds.

In some areas, people learnt to tap the ores of metals such as copper and tin. Sometimes, copper ores were collected and used for their distinctive bluish-green colour. This prepared the way for the more extensive use of metal for jewellery and for tools subsequently. There was also a growing familiarity with other kinds of produce from distant lands (and seas).

This included wood, stones, including precious and semi-precious stones, metals and shells, and hardened volcanic lava. Clearly, people were going from place to place, carrying goods and ideas with them. With increasing trade, the growth of villages and towns, and the movements of people, in place of the small communities of early people there now grew small states.

While these changes took place slowly, over several thousand years, the pace quickened with the growth of the first cities. Also, the changes had far-reaching consequences. Some scholars have, described this as a revolution, as the lives of people were probably transformed beyond recognition.

Look out for continuities and changes as you explore these two contrasting themes in early history. Remember too, that we have selected only some examples of early societies for detailed study. There were other kinds of early societies, including farming communities and pastoral peoples. And there were other peoples who were hunter-gatherers as well as city dwellers, apart from the examples selected.

Peopling Of The World

When

Where

Who

5-1 Sub-Saharan Africa Australopithecus, early Homo, Homo erectus
1 mya-40,000 years ago Africa, Asia and Europe in mid-latitudes Homo erectus, archaic Homo sapiens, Neanderthals, Homo sapiens sapiens /modern humans
45,000 years ago Australia Modern Humans
40,000 years ago to present Europe in high latitudes and Asia- Pacific islands
North and South America in deserts, rainforests
Late Neanderthals, modern humans

 

The Earliest Fossils Of Modern Humans
Where When (Years Ago)
Ethiopia
Omo Kibish
195,000-160,000
South Africa
Border Cave
Die Kelders
KJasiersRiver Mouth
120,000-50,000
Morocco
Dar es Saltan
70,000-50,000
Israel
QafzehSkhul
100,000-80,000
Australia
Lake Mungo
  45,000-35,000
Borneo
Niah Cave
40,000
France
Cro-Magnon,
near Les Eyzles
35,000

What is a family system in Mesopotamia civilization Q12

What is a family system in Mesopotamia civilization Q12 1.2

              Timeline 1(mya)

36-24 mya Primates
Monkeys in Asia and Africa
24 mya (Superfamily) Hominoids;
Gibbons, Asian orang-utan and African apes (gorilla, chimpanzee and bonobo or ‘pygmy’ chimpanzee)
6.4 mya Branching out of hominoids and hominids
5.6 mya Australopithecus
2.6-2.5 Earliest stone tools
2.5-2.0 Cooling and drying of Africa, resulting in a decrease in woodlands and an increase in grasslands
2.5-2.0 mya Homo
2.2 mya Homohabilis
1.8 mya Homo erectus
1.3 mya Extinction of Australopithecus
0.8 mya ‘Archatic’ sapiens, Homo heidelbergensis
0.19-0.16 mya Homo sapiens sapiens (modem humans)

 

                                                                     Timeline 2 (years ago)
The earliest evidence of burials 300,00
Extinction of Homo erectus 200,000
Development of voice box 200,000
Archaic Homo sapiens skull in the Narmada valley, India 200,000-130,000
The emergence of modem humans 195,000-160,000
Emergence of Neanderthals 130,000
The earliest evidence of hearths 125,000
Extinction of Neanderthals 35,000
The earliest evidence of figures made of fired clay 27,000
The invention of sewing needles 21,000

Writing and City Life:
City life began in Mesopotamia, the land between the Euphrates and the Tigris rivers that is now part of the Republic of Iraq Mesopotamian civilisation is “known for its prosperity, city life, its voluminous and rich literature and Us mathematics and astronomy. Mesopotamia’s writing system and literature spread to the eastern Mediterranean, northern Syria, and Turkey after 2000 BCE, so the kingdoms of that entire region were writing to one another, arid to the Pharaoh of Egypt, in the language and script of Mesopotamia.

Here we shall explore the connection between city life and writing, and then look at some outcomes of a sustained tradition of writing. At the beginning of recorded history, the land, mainly the urbanised south (see discussion below), was called Sumer and Akkad. After 2000 BCE, when Babylon became an important city, the term Babylonia was used for the southern region. From about 1100 BCE, when the Assyrians established their kingdom in the north, the, region became, known as Assyria.

The first known language of the land was Sumerian. It was gradually replaced by Akkadian around 2400 BCE when Akkadian speakers arrived. This language flourished till about Alexander’s-time (316 – 323 BCE)with some regional changes occurring. From 1400 BCE, Aromatic also trickled in. This language, similar to Hebrew, became widely spoken after 1000 BCE. It is still spoken in parts of Iraq.

What is a family system in Mesopotamia civilization Q12 1.3
Excavation Mesopotamian Towns:
Today, Mesopotamian excavators have much higher standards of accuracy and care in recording than in the old days, so few dig huge areas the way Ur was excavated. Moreover, few archaeologists have the funds to employ large teams of excavators. Thus, the mode of obtaining data has changed. Take the small at Abu Salabikh, about 10 hectares in area in 2500 BCE with a population of less than 10,000.

The outlines of walls were first traced by scraping surfaces. This involves scraping off the top few millimetres of the mound with the sharp and wide end of a shovel or other tool. While the soil underneath was still slightly moist, the archaeologist could make out different colours, textures and lines of brick walls or pits or other features. A few houses that were discovered were excavated.

The archaeologists also sieved through tons of earth to recover plant and animal remains and in the process identified many species of plants and animals and found large quantities of charred fish bones that had been swept out onto the streets. Plant seeds and fibre remained after during cakes had been burned as fuel and thus kitchens were identified. Living rooms were those with fewer traces.

Because they’d found the teeth of very young pigs on the streets, archaeologists concluded that pigs must have roamed freely here as in any other Mesopotamian town. In fact, one house burial contained some pig bones – the dead person must have been given some park for his nourishment in the afterlife! The archaeologists also made microscopic studies of room floors to decide which rooms in a house were roofed (with poplar logs, palm leaves, straw, etc.) and which were open to the sky.

TIMELINE
C. 7000-6000 BCE Beginning of agriculture in the northern Mesopotamian plains.
C.5000 BCE The earliest temples in southern Mesopotamia were built.
C. 3000 BCE First writing in Mesopotamia
C. 3000 BCE Uruk develops into a huge city, increasing the use of bronze tools
C. 2700-2500 BCE Early kings, including, possibly, the legendary male Gilgamesh
C. 2600 BCE Development of the cuneiform script
C. 2400 BCE Replacement of Sumerian by Akkadian
C. 370 BCE Sargon, king of Akkad
C. 2000 BCE Spread of cuneiform writing to Syria, Turkey and Egypt; Mari and Babylon emerge as important urban centres
C. 1800 BCE Mathematical texts composed; Sumerian no longer spoken
C. 1100 BCE Establishment of the Assyrian kingdom
C. 1000 BCE Use of iron
720-610 BCE Assyrian empire
668 – 627 BCE Rule of Assurbanipal
331 BCE Alexander conquers Babylon
C. 1st Century CE Akkadian and cuneiform remain in use
1850s Decipherment of the cuneiform script

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Odisha State Board CHSE Odisha Class 11 Psychology Solutions Unit 4 Process of Thinking Objective Questions.

CHSE Odisha 11th Class Psychology Unit 4 Process of Thinking Objective Questions

Multiple Choice Questions With Answers

Question 1.
Drawing a mental picture in the absence of the object is called _______.
(a) Perception
(b) Illusion
(c) Hallucination
(d) Image
Answer:
(d) Image

Question 2.
Creativity is explored at _______.
(a) early age
(b) middle age
(c) late age
(d) right
Answer:
(a) early age

Question 3.
There is no test to measure creativity among _______.
(a) children
(b) adults
(c) illiterates
(d) educated persons
Answer:
(c) illiterates

Question 4.
Creativity is a branch of ________.
(a) Social Psychology
(b) General Psychology
(c) Industrial Psychology
(d) Personality Psychology
Answer:
(b) General Psychology

Question 5.
Creativity means _______.
(a) Autistic thinking
(b) Associative
Answer:
(b) Associative

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 6.
The pioneer of creativity research is _______.
(a) Yackson
(b) Wertheimer
(c) Guilford
(d) Torrence
Answer:
(d) Torrence

Question 7.
Creativity depends on _______.
(a) Originality
(b) Personality
(c) Learning Capacity
(d) Retention capacity
Answer:
(a) Originality

Question 8.
Creativity is otherwise known as _______.
(a) Imaginative thinking
(b) Insightful thinking
(c) Autistic thinking
(d) None of these
Answer:
(a) Imaginative thinking

Question 9.
Vigour research on creativity was started in the year _______.
(a) 1877
(b) 1945
(c) 1960
(d) 1918
Answer:
(d)1918

Question 10.
Creativity starts growing from the age of _______.
(a) 6 months
(b) 3 years
(c) 20 years
(d) 30 years
Answer:
(a) 6 months

Question 11.
Daydreams are _______.
(a) realistic
(b) unrealistic
(c) fantasies
(d) none of these
Answer:
(c) fantasies

Question 12.
Problem-solving seems an impossibility in the absence of _______.
(a) Verbal symbols
(b) Non-verbal symbols
(c) Sensory symbols
Answer:
(a) Verbal symbols

Question 13.
Problem-solving involves _______.
(a) Conditioning
(b) Trial and error
(c) Rigidity
Answer:
(b) Trial and error

Question 14.
Motivation gives problem-solving a _______.
(a) Set
(b) Meed
(c) Direction
(d) None of these
Answer:
(c) Direction

Question 15.
The solution to the problem becomes difficult when the person is emotionally _______.
(a) Upset
(b) Sound
(c) immature
(d) None of these
Answer:
(c) immature

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 16.
_______ stands in the way of a solution to a problem.
(a) flexibility
(b) rigidity
(c) partiality
(d) intelligence
Answer:
(b) rigidity

Question 17.
When in a problem-solving situation the solution to a problem occurs after dealing with the problem it is called ________.
(a) Foresight
(b) hindsight
(c) Insight
(d) None of these
Answer:
(b) hindsight

Question 18.
Problem-solving has been essentially regarded as a process of thinking in _______.
(a) function
(b) structure
(c) solution
(d) manipulation
Answer:
(d) manipulation

Question 19.
Every person’s thinking takes place in his own unique.
(a) environment
(b) background
(c) society
(d) status
Answer:
(a) environment

Question 20.
For the solution of problems, manipulation __________ is necessary.
(a) Ideas
(b) concepts
(c) percepts
(d) all of these
Answer:
(d) all of these

Question 21.
In thinking _________ trial and error is mostly involved.
(a) overt
(b) covert
(c) manual
Answer:
(b) covert

Question 22.
Language is unique to ________.
(a) human beings
(b) higher animals
(c) animals
(d) subhuman species
Answer:
(a) human beings

Question 23.
For communication _______ is essential.
(a) gesture
(b) language
(c) thought
(d) crying
Answer:
(b) language

Question 24.
Language and thought are ________.
(a) same
(b) different
(c) independent of each other
(d) overlap each other
Answer:
(b) different

Question 25.
Language is an important mode of _______.
(a) communication
(b) gesture
(c) silent talk
(d) overt activity
Answer:
(a) communication

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 26.
Thought is _______.
(a) Overt
(b) Covert
(c) External
(b) Verbal
Answer:
(a) Overt

Question 27.
Language has _______ contents.
(a) two
(b) three
(c) four
(d) five
Answer:
(b) three

Question 28.
Motive is a ________.
(a) desire
(b) impulse
(c) behaviour
(d) general trait
Answer:
(a) desire

Question 29.
Edwards’s personal preference schedule assesses,
(a) one single motive
(b) many motives
(c) many desires
(d) strength of motives
Answer:
(d) strength of motives

Question 30.
Animals stop behaving when they _______.
(a) sleep
(b) rest
(c) pause
(d) die
Answer:
(d) die

Question 31.
When there is a drive-in level of activity the strength of the drive is supposed to _______.
(a) decrease
(b) increase
(c) remains constant
(d) none of these
Answer:
(b) increase

Question 32.
Drive is a _______state.
(a) physiological
(b) social
(c) personal
(d) all of these
Answer:
(a) physiological

Question 33.
Organic drives are also known as drives ___________.
(a) physiological
(b) biological
(c) social
(d) all these
Answer:
(a) physiological

Question 34.
___________ refers to the motive to keep contact with people.
(a) curiosity
(b) gregariousness
(c) assertiveness
Answer:
(b) gregariousness

Question 35.
Activity method measures the __________of motive.
(a) type
(b) strength
(c) nature
(d) all these
Answer:
(b) strength

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 36.
The desire to explore refers to the motive of ___________.
(a) approval
(b) achievement
(c) affiliation
(d) curiosity
Answer:
(d) curiosity

Question 37.
Though ___________method one chooses between two or more incentives.
(a) activity method
(b) method of choice
(c) method of preference
(d) all these
Answer:
(c) method of preference

Question 38.
__________acts as a motivation to perform.
(a) curiosity
(b) knowledge of result
(c) approval
Answer:
(b) knowledge of result

Question 39.
___________stressed the idea of psychic determinism in unconscious motivation.
(a) Jung
(b) Freud
(c) Adler
(d) None of these
Answer:
(a) Jung

Question 40.
Motivation is related to the _________ of human behaviour.
(a) What
(b) How
(c) Why
(d) all these
Answer:
(c) Why

Question 41.
Factors of motivation can be categorised under ______ and ______ head.
(a) need
(b) drive
(c) physiological
(d) social
(e) incentive
Answer:
(d) social

Question 42.
In motivational cycle _______steps are invoked.
(a) four
(b) three
(c) two
(d) five
Answer:
(b) three

Question 43.
The goal is the______ point of a motivational cycle.
(a) beginning
(b) middle
(c) end
(d) none of these
Answer:
(c) end

Question 44.
The importance of motivation for learning follows from ________.
(a) law of exercise
(b) law of belongingness
(c) law of effect
(d) law of readiness
Answer:
(c) law of effect

Question 45.
The famous experiment on knowledge of results was conducted by ________.
(a) Hull
(b) Thorndike
(c) Watson
(d) Leeper
Answer:
(b) Thorndike

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 46.
Motivation is _______ for learning.
(a) useless
(b) indispensable
(c) unnecessary
Answer:
(b) indispensable

Question 47.
Level of aspiration is also known as ________.
(a) goal discrepancy behaviour
(b) attainment discrepancy behaviour
(c) goal setting behaviour
(d) all the above
Answer:
(c) goal setting behaviour

Question 48.
Morgan offers a theory of motivation which is basically _______.
(a) Psychological
(b) Sociological
(c) Physiological
(d) None of these
Answer:
(c) Physiological

Question 49.
The physiological theory of motivation has been advanced by _______.
(a) Hilgard
(b) Young
(c) Morgan
(d) Murray
Answer:
(c) Morgan

Question 50.
Hunger, thirst and sex are known as _______drives.
(a) basic
(b) secondary
(c) psychological
Answer:
(a) basic

Question 51.
The self-actualisation theory of motivation is also called the _______ theory of motivation.
(a) physiological
(b) psychoanalytic
(c) hierarchical
(d) achievement
Answer:
(c) hierarchical

Question 52.
The self-actualisation of the theory of motivation was advanced by _______.
(a) Leeper
(b) Lindsey
(c) Maslow
(d) Young
Answer:
(c) Maslow

Question 53.
Curiosity is a _______ drive.
(a) Psychological
(b) Organic
(c) social
(d) Personal
Answer:
(a) Psychological

Question 54.
Need for aggression is inevitable for self _______.
(a) Actualisation
(b) Preservation
(c) Sufficiency
(d) None of those
Answer:
(b) Preservation

Question 55.
Social approval motive is measured by the _______.
(a) T.A.T. method
(b) Questionnaire technique
(c) Maslow Crowne social desirability scale.
Answer:
(c) Maslow Crowne social desirability scale.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 56.
Level of activity is _______ related to the strength of motive.
(a) positively
(b) negatively
(c) neutrally
(d) none of these
Answer:
(a) positively

Question 57.
P.T. Young conducted an experiment on the method of preference using _______.
(a) monkeys
(b) cats
(c) rats
(d) human beings
Answer:
(c)rats

Question 58.
The constancy of the internal environment is maintained by _______.
(a) mobilisation of behaviour
(b) homeostasis
(c) drive
Answer:
(b) homeostasis

Question 59.
Social motives are called _______ motives.
(a) primary
(b) secondary
(c) essential
(d) none of these
Answer:
(b) secondary

Question 60.
A socially approved person shows greater sensitivity and respect to _______.
(a) personal interest
(b) society
(c) fulfilment of basic needs
Answer:
(b) society

Question 61.
Many different activities may have a _______motivation.
(a) specific
(b) common
(c) different
Answer:
(b) common

Question 62.
Post-hypnotic suggestion provides a good example of _______ motivation.
(a) conscious
(b) unconscious
(c) social
(d) biological
Answer:
(b) unconscious

Question 63.
The motive to keep contact with others is called _______.
(a) self-assertiveness
(b) gregariousness
(c) mastery
(d) dependency.
Answer:
(b) gregariousness

Question 64.
_______ is among the Arapesh, Zuni, Hopi and other groups.
(a) self-assertiveness
(b) gregariousness
(c) mastery
(d) dependency
Answer:
(a) self-assertiveness

Question 65.
The urge to achieve is expressed in _______.
(a) need for self-actualisation
(b) assertiveness
(c) need for achivement .
Answer:
(c) need for achievement

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 66.
Gregariousness is due to _______.
(a) social conditioning
(b) inherited traits
(c) biological factors
Answer:
(a) social conditioning

Question 67.
Both thrive and incentive factors in mobilising one’s _______.
(a) resources
(b) ability
(c) need
(d) all the above
Answer:
(d) all the above

Question 68.
Some organic, needs can be made extremely great by removing of certain _______.
(a) duct glands
(b) ductless glands
(c) sex glands
(d) none of these
Answer:
(b) ductless glands

Question 69.
The obstruction box has been standardised by _______.
(a) Warden and his associates
(b) Weiner ardstellar
(c) HoffinanandWed
(d) Nissen
Answer:
(a) Warden and his associates

Question 70.
The delayed reward of even 15 seconds reduces the incentive value considerably as viewed by _______.
(a) Warden
(b) Hamilton
(c) Skinner
(d) Hull
Answer:
(a) Warden

Question 71.
Perhaps the clearest picture of the uncomplicated effect of punishment is obtained by experiments with the _______.
(a) obstruction box
(b) Skinner box
(c) Maize box
(d) Problem box
Answer:
(b) Skinner box

Question 72.
Sherrington’s work on the integrative action of the nervous system is his discovery of
(a) reactive inhibition
(b) reciprocal inhibition
(c) response inhibition
(d) stimulus inhibition
Answer:
(b) reciprocal inhibition

Question 73.
A challenging frustration-aggression hypothesis was put forward by group _______ of investigators.
(a) Yale
(b) Swiss
(c) German
(d) Harvard
Answer:
(a) Yale

Question 74.
An electric grill is a very convenient form of _______.
(a) Stimulator
(b) Obstructor
(c) Reactor
(d) Respirator
Answer:
(b) Obstructor

Question 75.
Anger is a ______ emotion.
(a) Positive
(b) Negative
(c) Neutral
Answer:
(b) Negative

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 76.
Fear is a ______emotion.
(a) Positive
(b) Negative
(c) Neutral
Answer:
(b) Negative

Question 77.
Love is a ______emotion.
(a) Positive
(b) Negative
(c) Neutral
Answer:
(a) Positive

Question 78.
The Russian Psychologist _______ found that involuntary finger movements were a valuable adjunct to the word association method of the detection.
(a) Pavlov
(b) Luria
(c) Luchins
(d) Chappella
Answer:
(a) Pavlov

Question 79.
Cannon’s theory of emotion was mainly concerned with _______.
(a) Endocrine glands
(b) Blood pressure
(c) Sensitivity to the environmental stimulus
Answer:
(b) Blood pressure

Question 80.
The emergency theory of emotion is also called _______.
(a) James Lange’s theory
(b) Cannon-Bard Theory
(c) Hypothalamic theory
(d) Activation theory
Answer:
(d) Activation theory

Question 81.
The Cannon-Bard theory is different from _______.
(a) Activation theory
(b) Emergency theory
(c) Hypothalamic theory
Answer:
(b) Emergency theory

Question 82.
At the time of emotion secretion from glands are _______.
(a) Reduced
(b) Stopped
(c) Accelerated
(d) As usual
Answer:
(a) Reduced

Question 83.
________have a major role to play during emotional situations.
(a) rods and cones
(b) ear
(c) glands
(d) hands and muscles
Answer:
(c) glands

Question 84.
During the strong emotional experience, the physiological changes that occur in the human body are mainly due to _______.
(a) Sudden rise in blood pressure
(b) Sudden rise in a heartbeat.
(c) Impulses from the autonomic nervous system
(d) Impulses coming from sex glands.
Answer:
(c) Impulses from the autonomic nervous system

Question 85.
Watson conducted an experiment on a baby named to ______ demonstrate how fear develops.
(a) Aalinc
(b) Albert
(c) Aiers
(d) Alps
Answer:
(c) Aiers

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 86.
To demonstrate how the emotion of fear develops an experiment on a baby named Albert was conducted by ______.
(a) Bridges
(b) Watson
(c) Williams
(d) Jersild
Answer:
(b) Watson

Question 87.
A severe crisis situation is successfully dealt with by people because of the secretion of ______ to blood.
(a) Pituitrin
(b) Thyroxine
(c) Proactive
(d) Sex hormones
Answer:
(b) Thyroxine

Question 88.
________is associated with emotion.
(a) Frontal cortex
(b) Cerebellum
(c) Hypothalamus
Answer:
(b) Cerebellum

Question 89.
In anger, excessive secretion of _______is found.
(a)Thyroxine
(b) Adrenalin
(c)Putitarin
Answer:
(c)Putitarin

Question 90.
Sympathetic activation causes ________.
(a) a decrease in the heart rate
(b) an increase in the heart rats
(c) a decrease in pulse rate
(d) decrease in blood pressure
Answer:
(b) an increase in the heart rats

Question 91.
During states of emotional stress skin resistance to electric current.
(a) increases
(b) decreases
(c) no change in the earlier resistance
(d) creates a feeling of discomfort
Answer:
(b) decreases

Question 92.
According to the emergency theory of emotion, the function of emotion is to ________.
(a) reduce anxiety
(b) provide body relief
(c) increase emergency action
(d) all these
Answer:
(b) provide body relief

Question 93.
The hypothalamus which controls emotional behaviour is located ________.
(a) in the brain stem
(b) in the cerebral cortex
(c) at the base of the brain
(d) in the medulla
Answer:
(c) at the base of the brain

Question 94.
Fear stimulus initiates physiological reactions in the ________.
(a) central nervous system
(b) reticular activating system
(c) spinal cord
(d) sympathetic nervous system
Answer:
(d) sympathetic nervous system

Question 95.
Which of the following is connected with emotional behaviour?
(a) Pons
(b) Occipital lobe
(c) Hypothalamus
(d) Reticular activating system
Answer:
(d) Reticular activating system

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 96.
Which of the following is not connected with emotional behaviour?
(a) Thalamus
(b) Hypothalamus
(c) Hindbrain
Answer:
(c) Hindbrain

Question 97.
Cannon Brad’s theory is related to ________.
(a) learning
(b) perception
(c) motivation
(d) emotion
Answer:
(c) motivation

Question 98.
The James-Lange theory is in relevance with ________.
(a) personality
(b) motivation
(c) emotion
(d) sensation
Answer:
(d) sensation

Question 99.
The motivational theory of Leoper is a theory of ________.
(a) emotion
(b) motive
(c) thinking
(d) sensation
Answer:
(c) thinking

Question 100.
That the infant is bom with one basic emotion, a general excitement is the view of ________.
(a) Watson
(b) Morgan
(c) Darwin
(d) Bridges
Answer:
(a) Watson

Question 101.
________was one of the first scientists to investigate emotional expressions in infants.
(a) Watson
(b) Morgan
(c) Darwin
(d) Irwin
Answer:
(d) Irwin

Question 102.
By the age of 24 months, all emotions develop. This is held by ________.
(a) Darwin
(b) Watson
(c) Bridges
(d) all these
Answer:
(a) Darwin

Question 103.
Freedom, Loring and Martin have advanced a theory that emphasises the adaptive and survival value of infants.
(a) crying
(b) smiling
(c) jealousy
(d) anger
Answer:
(c) jealousy

Question 104.
Stranger anxiety and separation anxiety appear towards the end of the ________of life.
(a) eight months of life
(b) one year of life
(c) 24 months of life
Answer:
(c) 24 months of life

Question 105.
Fear of snakes is a product of psychological maturation. This is held by ________.
(a) Valentine
(b) Watson
(c) Donald Hebb
(d) Gewirtz
Answer:
(b) Watson

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 106.
________factors are important in determining the nature and importance of children’s fears.
(a) Cognitive
(b) Conative
(c) Affective
(d) All of these
Answer:
(b) Conative

Question 107.
Mother emotion with important social implications for social development is ________.
(a) Distress
(b) Zcalousy
(c) Sentiment
(d) Fear
Answer:
(d) Fear

Question 108.
________is a social phenomenon.
(a) Anger
(b) Laughter
(c) Distress
(d) All of these
Answer:
(a) Anger

Question 109.
In the development of emotion, _________ plays a major role.
(a) Maturation
(b) Intelligence
(c) Personality
(d) Organic factors
Answer:
(b) Intelligence

Question 110.
The galvanic skin response is measured with an apparatus called ________.
(a) Pupillo metrics
(b) Psychogalvanometer
(c) Kymograph
(d) All of these
Answer:
(a) Pupillo metrics

Question 111.
William James who developed the James Lange theory belongs to the ________school of psychology.
(a) Structural
(b) Functional
(c) Behaviouristic
(d) Cognitive
Answer:
(b) Functional

Question 112.
Smiling in response to a smile does not usually occur before the child is about ________ months old.
(a) one month
(b) two months
(c) five months
(d) six month
Answer:
(b) two months

Question 113.
Pleasure and displeasure of a person can be known from his _______.
(a) Physiological change
(b) facial expression
(c) blood pressure
Answer:
(b) facial expression

Question 114.
Emotion is expressed through ______.
(a) language
(b) gesture
(c) facial expression
(d) all of these
Answer:
(b) gesture

Question 115.
The activity of the heart in emotion is often studied by examining the shape of the curve obtained with an _______.
(a) electroencephalograph
(b) electric cardiograph
(c) electric strobophoto graph
(d) none of these
Answer:
(d) none of these

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 116.
The importance of postural reaction in emotion has been given by _______.
(a) James Lange’s theory
(b) Emergency theory
(c) Activation theory
(d) Opponent process theory
Answer:
(b) Emergency theory

Question 117.
Gastrointestinal functions are often measured by means of ballons into the ______.
(a) stomach
(b) intestine
(c) stomach or intestine
Answer:
(a) stomach

Question 118.
Whether a person is emotionally aroused or not can be known by measuring his ______.
(a) Physiological changes
(b) Psychological changes
(c) Facial expression
(d) All the above
Answer:
(b) Psychological changes

Question 119.
A can differentiate emotion from nonemotional states.
(a) Kymograph
(b)Neumograph
(c) Lie detector
(d) Pupilometrics
Answer:
(d) Pupilometrics

Question 120.
Excessive discharge of adrenalin during emotional states increases the level of _______.
(a) Blood pressure
(b) Blood sugar
(c) Heart Action
(d) All the above
Answer:
(d) All the above

Question 121.
James Lange’s theory is also known as ______.
(a) thalamic theory
(b) hypothalamic
(c) emergency theory
(d) none of these
Answer:
(d) none of these

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 122.
The lie detector was devised by _______.
(a) Frans Halls
(b) Good enough
(c) Davis
(d) Leonarde Keeler
Answer:
(d) Leonarde Keeler

True Or False Type Questions With Answers

Question 1.
Imagination is a controlled association while thinking is a free association. (True/False)
Answer:
False

Question 2.
Thinking always involves a problem. (True/False)
Answer:
True

Question 3.
Thinking is not possible without images. (True/False)
Answer:
True

Question 4.
Creativity is not found in idiots. (True/False)
Answer:
True

Question 5.
Deaf is equally creative. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 6.
Physical handicap has nothing to do with creativity. (True/False)
Answer:
True

Question 7.
Blinds are more creative than normals. (True/False)
Answer:
True

Question 8.
Physical handicaps stand in the way of creativity. (True/False)
Answer:
False

Question 9.
A creative individual is equally creative in all fields. (True /False)
Answer:
False

Question 10.
Creativity starts growing from birth. (True/False)
Answer:
False

Question 11.
Reasoning at the human level begins in early childhood. (True /False)
Answer:
True

Question 12.
The reasoning is not found in animals. (True/False)
Answer:
False

Question 13.
Reasoning first appears in lower animals like rats. (True/False)
Answer:
True

Question 14.
Reasoning combined with past experience helps in solving a problem. (True/False)
Answer:
True

Question 15.
Multiple choice test in a sense is a set of generalising abilities. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 16.
Maier has developed a reasoning test for children. (True/False)
Answer:
True

Question 17.
Maier has developed a reasoning test for rats. (True /False)
Answer:
False

Question 18.
Nerve has developed a multiple-choice apparatus for use with human subjects. (True/False)
Answer:
True

Question 19.
Proper direction helps to reason. (True/False)
Answer:
True

Question 20.
Thinking is called sub-vocal talking. (True/False)
Answer:
True

Question 21.
Language is unique in human beings. (True/False)
Answer:
True

Question 22.
Language has no role in the socialization process. (True/False)
Answer:
False

Question 23.
Language is not required for the transmission of culture and heritage. (True/False)
Answer:
False

Question 24.
The acquisition of language is required for concept formation. (True/False)
Answer:
True

Question 25.
A language is a primary tool of communication. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 26.
Biological motives are inborn. (True/ False)
Answer:
True

Question 27.
Drive and incentives are emotional factors as distinguished from ability. (True / False)
Answer:
True

Question 28.
Me Dougall and Freud both treated motivation in terms of energy. (True/False)
Answer:
True

Question 29.
The importance of motivation for learning follows from the law of exercise. (True/False)
Answer:
False

Question 30.
The barrier makes the motive stronger. (True/False)
Answer:
False

Question 31.
Knowledge of results brings improvement in learning. (True/False)
Answer:
True

Question 32.
Level aspiration is improved by failure and lowered by success. (True/False)
Answer:
False

Question 33.
The level of aspiration is also known as goal discrepancy behaviour. (True/False)
Answer:
True

Question 34.
The level of aspiration is indispensable for learning. (True/False)
Answer:
True

Question 35.
The level of aspiration acts as a drive or motivator. (True/ False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 36.
The physiological theory of motivation has been advanced by Morgan. (True/False)
Answer:
True

Question 37.
Hunger, sex and thirst are organic drives. (True/False)
Answer:
True

Question 38.
The Law of effect directs human behaviour in a particular direction. (True/False)
Answer:
True

Question 39.
The level of aspiration is otherwise known as goal-setting behaviour. (True/False)
Answer:
True

Question 40.
The hierarchical theory of motivation is also known as the self-actualisation theory of motivation. (True/False)
Answer:
True

Question 41.
The self-actualisation theory of motivation was advanced by Wolfe. (True/False)
Answer:
False

Question 42.
Curiosity is a physical drive. (True/False)
Answer:
False

Question 43.
The need for aggression is inevitable for self-preservation. (True/False)
Answer:
True

Question 44.
Gregariousness is an inborn need. (True/False)
Answer:
False

Question 45.
Gregariousness develops out of social conditioning. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 46.
As the human child grows his physiologically motivated behaviours are socialised. (True/False)
Answer:
True

Question 47.
The socialisation of motives takes place because of social approval and conditioning. (True/False)
Answer:
True

Question 48.
Social approval motive is measured by the Socio-Economic Status Scale. (True/False)
Answer:
False

Question 49.
Social approval is measured by Maslow’s crown social desirability scale. (True/False)
Answer:
True

Question 50.
Social approval motive is very much desirable for sound personality development.(True/False)
Answer:
True

Question 51.
PT. Young conducted an experiment On the method of preference using cats. (True/False)
Answer:
False

Question 52.
Seasonal breeding, the cycle of feeding, elimination and seasonal changes in the migration of birds is observed by the laboratory observation method. (True/False)
Answer:
False

Question 53.
Homeostasis refers to the restoration of physiological balance and equilibrium. (True/ False)
Answer:
True

Question 54.
Organic drives are also known as biological drives. (True/False)
Answer:
True

Question 55.
The thirst drive is stronger than the hunger drive. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 56.
Sleep is a basic need. (True/False)
Answer:
True

Question 57.
Sex is said to be a powerful personal drive. (True/False)
Answer:
False

Question 58.
Social motives are called secondary motives. (True/False)
Answer:
True

Question 59.
Two equally attractive goals produce conflict. (True/False)
Answer:
True

Question 60.
Slip of the tongue is an unconscious motivation. (True/False)
Answer:
True

Question 61.
An unconscious attitude is illustrated by Phobia whose origin is unknown to the person concerned. (True/False)
Answer:
True

Question 62.
Many of the motives which influence the behaviour of a particular individual significantly are unrecognised by the person himself. (True/False)
Answer:
True

Question 63.
Personal variation is found in different types of motivation. (True/False)
Answer:
True

Question 64.
Life goals have often their origin in early experiences. (True/False)
Answer:
True

Question 65.
Particular motives often characterise a given culture rather than the whole of mankind. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 66.
All motives are free from childhood training. (True/False)
Answer:
False

Question 67.
The origin of some motives is found in childhood training. (True/False)
Answer:
True

Question 68.
All motives are acquired. (True/False)
Answer:
False

Question 69.
Drives and instincts are the same. (True/False)
Answer:
False

Question 70.
Knowledge of performance is a material incentive. (True/False)
Answer:
False

Question 71.
Many different activities may have common motivations. (True/False)
Answer:
True

Question 72.
Post-hypnotic suggestion provides a good example of Unconscious motivation. (True/ False)
Answer:
True

Question 73.
Social motives are found in all normal human beings. (True/False)
Answer:
True

Question 74.
We acquire hundreds of needs, few of which have very clear psychological roots. (True/False)
Answer:
True

Question 75.
The self-assertive motive is also known as the mastery motive. (True/False)
Answer:
True

Question 76.
The motive to keep contact with others is called assertiveness. (True/False)
Answer:
False

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 78.
Frigidity and impotence represent high tide in sexual drive. (True/False)
Answer:
False

Question 79.
Testosterone and androgenic hormone appear to play a key role in the sexual life of female animals. (True/False)
Answer:
True

Question 80.
The influence of social eating on the amount eaten is observed even in animals. (True/False)
Answer:
True

Question 81.
Habit and social customs account for most of our aversions to certain foods. (True/False)
Answer:
True

Question 82.
Hunger pangs, stomach contractions and related body activity, in general, depend upon blood chemistry. (True/False)
Answer:
True

Question 83.
Motivation is derived from the Latin word “Movere” which means to move. (True/False)
Answer:
True

Question 84.
Social motives are not always learned motives. (True/False)
Answer:
False

Question 85.
At birth and soon after almost all needs of the body are physiological in nature. (True/False)
Answer:
True

Question 86.
Gregariousness is due to social conditioning. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 87.
Escape is motivated by the shock. (True/False)
Answer:
True

Question 88.
Hunger and thirst are equivalent in relation to milk as an incentive. (True/False)
Answer:
True

Question 89.
A manipulatory drive is most clearly manifested in the play of the human child. (True/False)
Answer:
True

Question 90.
According to James Lange’s theory of emotion. “We first see a bear, we are afraid and then (True/False)
Answer:
True

Question 91.
Emotion is also a kind of motivic. (True/False)
Answer:
True

Question 92.
Hypothalamus has no role in emotion. (True/False)
Answer:
False

Question 93.
Emotion is an acute disturbance of the body. (True/False )
Answer:
True

Question 94.
Anger is a positive emotional parent. (True/False)
Answer:
False

Question 95.
Joy is a positive emotion. (True/False)
Answer:
True

Question 96.
The Ameti can Psychologist Luna found that voluntary finger movements were a valuable adjunct to the word association method of lie detection. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 97.
The level of activation increases when the person is guilty. (True/False)
Answer:
True

Question 98.
Lie detection puts a level of activation to work. (True/False)
Answer:
True

Question 99.
The thalamic theory of emotion is also called the emergency theory of emotion. (True/False)
Answer:
True

Question 100.
Cannon-Bard theory and emergency theory of emotion are different from each other. (True/False)
Answer:
False

Question 101.
James Lange’s theory and emergency theory are the same. (True/False)
Answer:
False

Question 102.
William James is a founder of the functional school of Psychology. (True/False)
Answer:
True

Question 103.
According to lo Mc Dougall feeling and emotion have only ascending roles in the field of motivation. (True/False)
Answer:
True

Question 104.
Instincts and emotions are the same. (True/False)
Answer:
False

Question 105.
Shcrrington’s experiments with cats and Cannon’s experiments with dogs prove that total separation of the Viscera from the CNS does not alter emotional behaviour. (True/False)
Answer:
True

Question 106.
The thalamic theory differs from the J.L. theory chiefly in its emphasis on the independence of emotional experiences and emotional behaviour. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 107.
The emergency theory emphasises the role of the hypothalamus in originating emotional behaviour. (True/False)
Answer:
True

Question 108.
Emotional behaviour is essentially disorganised. (True/False)
Answer:
True

Question 109.
The autonomous nervous system controls emotion. (True/False)
Answer:
True

Question 110
Anger is an innate emotion. (True/False)
Answer:
False

Question 111.
The basis of emotional behaviour is general excitement. (True/False)
Answer:
True

Question 112.
General excitement is inherited. (True/False)
Answer:
True

Question 113.
From delight, joy develops. (True/False)
Answer:
True

Question 114.
Fear increases with the development of language. (True/False)
Answer:
True

Question 115.
Fear for human beings is more found during childhood. (True/False)
Answer:
False

Question 116.
Fear can be eliminated by behaviour therapy. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 117.
Fear can be eliminated by conditioning techniques. (True/False)
Answer:
True

Question 118.
A large number of fears occur due to social imitation. Fear can be removed by unlearning. (True/False)
Answer:
True

Question 119.
Fear can be removed by unlearning. (True/False)
Answer:
True

Question 120.
Anger can be treated by removing the irritating factors and substituting a different goal. (True/False)
Answer:
True

Question 121.
Fear is otherwise known as a temper tantrum. (True/False)
Answer:
False

Question 122.
Jealousy develops at the age of five months. (True/False)
Answer:
False

Question 123.
Fear grows from distress. (True/False)
Answer:
False

Question 124.
Affection develops by the age of two years. (True/False)
Answer:
True

Question 125.
There is only three innate emotions, fear, anger, and love. (True/False)
Answer:
False

Question 126.
Bridges maintained that the infant is bom with one basic emotion, a general excitement. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 127.
Watson and Morgan theorised that there are only three basic emotions. (True/False)
Answer:
True

Question 128.
Bridges viewed that by the age of 24 months all emotions are developed. (True/False)
Answer:
True

Question 129.
A theory that emphasises the adaptive and survival value of infant smiling has been advanced by Frccpair, Loring and Valentine. (True/False)
Answer:
False

Question 130.
Two fears such as stranger anxiety and separation anxiety appear towards the end of the first year of life. (True/False)
Answer:
True

Question 131.
Morgan and Ricciuti’s study shows the developmental course of stranger and separation anxiety. (True/False)
Answer:
True

Question 132.
Donald Iiebb argued that fear of snakes in a product of psychological maturation rather than of learning. (True/False)
Answer:
True

Question 133.
Watson’s view that fear is an innate response to loud noises or the sudden loss of support is no longer accepted. (True/False)
Answer:
False

Question 134.
Cognitive factors are important in determining the nature and importance of children’s fears. (True/False)
Answer:
True

Question 135.
How much a child smiles is determined by genetic factors. (True/False)
Answer:
False

Question 136.
Emotional development indicated a pattern of increasing differentiation from a generalised excitement into progressively more precise emotional reactions. (True/
False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 137.
Smillinglikecryingmayhaveasurvivalvaluetothechild. (True/False)
Answer:
True

Question 138.
Younger children show a fear of concrete objects while older children fear more abstract things. (True/False)
Answer:
True

Question 139.
Disgust is a positive emotion. (True/ False)
Answer:
False

Question 140.
Certain parts of the limbic system are intimately linked with emotional behaviour. (True/False)
Answer:
True

Question 141.
Maturation and learning are inextricably related to emotional behaviour. (True/False)
Answer:
True

Question 142.
The septal-damaged animals are generally preservative and compulsive in their behaviour. (True/False)
Answer:
True

Question 143.
Parts of the cerebral cot ex, the septal region, the ventral medial nucleus and the pyriform cortex function as brakes. (True/False)
Answer:
True

Question 144.
The back portion of the hypothalamus, the septal region of the brain helps in suppressing primitive emotional reactions. (True/False)
Answer:
True

Question 145.
When the septal area is destroyed, the organism underacts emotionally. (True/False)
Answer:
False

Question 146.
The cerebral cortex has some power to execute visceral activity which is commonly associated with emotional responses. (True/False)
Answer:
False

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 147.
William James who developed the J-L theory of emotion belongs to the structural school of psychology. (True/False)
Answer:
False

Question 148.
The term emotion has been derived from the Greek word E- Mover. (True/False)
Answer:
False

Question 149.
Emotions involve internal changes and disturbances in the autonomic nervous system, ductless glands and visceral organs. (True/False)
Answer:
True

Question 150.
At birth, the new bom baby shows undifferentiated, diffused and general excitement. (True/False)
Answer:
True

Question 151.
Watson conducted a study on a six-month baby Albert to demonstrate how fear response develops. (True/False)
Answer:
False

Question 152.
According to Brides emotional development has a genetic sequence. (True/False)
Answer:
True

Question 153.
Symbolic fears are otherwise known as phobias. (True/False)
Answer:
True

Question 154.
Leonarde Keelar devised the lie detector. (True/False)
Answer:
True

Question 155.
The lie detector detects emotional reactions in response to questions. (True/False)
Answer:
True

Question 156.
Many chronic gastrointestinal disorders are precipitated by chronic emotional states. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Objective Questions

Question 157.
Psychosomatic, disorders are related to the emotional states of people. (True/False)
Answer:
True

Question 158.
Prolonged emotional upsets may contribute to organic disorder. (True/False)
Answer:
True

CHSE Odisha Class 11 Sociology Unit 5 Sociology, Methods and Techniques Long Answer Questions

Odisha State Board CHSE Odisha Class 11 Sociology Solutions Unit 5 Sociology, Methods and Techniques Long Answer Questions.

CHSE Odisha 11th Class Sociology Unit 5 Sociology, Methods and Techniques Long Answer Questions

Long Type questions and answers

Question 1.
Discuss different Criticism on Srinivas?
Answer:
It must be admitted that Srinivas has made a serious attempt to analyse social change not only in villages but in the wider society at large. Concepts are not theories they are only formats of a theory.

There is a possibility of a format to suffer from several weaknesses. Response of Srinivas’ concept of Sanskritisation has been much encouraging, not with standing its drawbacks.

For instance, in 1965, the University of Chicago organised a seminar on ‘Social Change in India’. The seminar was important in the sense that it was attended by Srinivas himself and a number of social anthropologists, such as Bernard S. Cohen, David G. Mandelbaum, McKim Marriott, Owen M. Lynch, Milton Singer and a few others.

All these had rich experience of working in Indian villages. Sanskritisation was discussed thoroughly in this conference. Besides, some of the Indian sociologists also conducted intensive field studies to verify the concept. The critique which we give below is drawn from all these comments:

Religion is suigeneris for Srinivas:
Whether we consider dominant caste, Sanskritisation on westernisation, in all these concepts the major thrust of Srinivas is caste. Caste is related to religion and, therefore, when Srinivas talks about caste he means religion.

His fundamental assumption is that caste has originated from religion. It is the Brahma who created four varnas out of the different parts of his body.

Religion and caste, therefore, for Srinivas, are the two sides of the same coin. Viewed from this perspective, the concept of Sanskritisation is the concept of religion.

And when he focuses on caste, he is concerned with hierarchy. K.L. Sharma (1986) rightly observes: Srinivas’s study of the role of religion among the Coorgs is clearly an extension of Radcliffe Brown’s functionalism. Religion is sui generis for Srinivas.

Caste and religion are intertwined. Hence religion becomes the basis of caste hierarchy (emphasis ours). The weakness of the concept of Sanskritisation is that it is only concerned with the culture.

It would not be wrong to say that Srinivas is concerned only with the cultural and normative criteria which bring change in rural society. The economic and political parameters of change have largely been overlooked by him.

Hierarchy is supreme:
The concept of sanskritisation is based on hierarchy. The idea in the process of sanskritisation is that the lower castes might rise to higher caste by imitating the sanskritic rights of the twice-born.

Such a social change is hierarchical. When today, in contemporary India, democratisation has become a new value, hierarchical transformation is increasingly becoming weak.

Parvathamma brings out this weakness of sanskritisation when she observes: In all the writings of Srinivas, the Brahmin non-Brahmin values are juxtapose, hierarchy remains basic to Srinivas.

Social tensions and contradictions by-passed:
For Srinivas, the idea of Indian society is that of caste society. lie altogether forgets that Indian society is a plural society; it does not discriminate individuals on the basis of caste.

By giving the concept of sanskritisation he very rigidly adheres to caste model of Indian society. K.L. Sharma comments harshly on this weakness of Srinivas.

A scholar of the eminence Srinivas does not take cognizance, perhaps inadvertently, of the continuity of ‘social formation’ of Indian society, and prefers to adhere to caste model of Indian society. He refers to ‘rural caste’ and ‘urban caste’, like some American scholars, such as Rosen and Marriott.

Caste and class, theoretically speaking, are principles of social status determination, hence not concerned with ‘rural’ or ‘urban’ people as such. ‘Rural’ and ‘urban’ are patterns of living and not principles of ranking (emphasis ours).

Sanskritisation may lead to interclass hostility:
Yogendra Singh has yet another weakness in the concept of Sanskritisation given by Srinivas. His guess is that sometimes Sanskritisation may manifest suppressed inter-class hostility. In support of his guess Yogendra Singh refers to the observation made by Harold Gould.

One of the prime motives behind Sanskritisation is this factor of repressed hostility which manifests itself not in the form of rejecting the caste system but in the form its victims trying to seize control of it and, thereby, expiate their frustrations on the same battlefield where they acquired them.

Only then can there be a sense of satisfaction in something achieved, i.e., tangible, concrete, and relevant to past experience. Not only Yogendra Singh but Srinivas himself has admitted that Sanskritisation subsumes many meanings. Some of the meanings are mutually antagonistic.

Sanskritisation is a limited concept:
Surely, one of the weaknesses of Sanskritisation is its limited usefulness. It refers only to social change in the caste hierarchy: Caste hierarchy is basically ritual-cultural hierarchy. But beyond caste, i.e., in secular hierarchy Sanskritisation ceases of exist. In any case the concept is not comprehensive enough in explaining social change.

It is a process confined too little tradition only: Admittedly,” Sanskritisation is a process of social change. Theoretically, “Sanskritisation may represent changes in cultural structure, of the little as well as the great tradition: But most empirical observations of this process are confined to the little tradition”.

In other words, changes in the great tradition, i.e., in epics like Puranas can be made by a comprehensive cultural renaissance that can be effected at the local level.

And, therefore, Sanskritisation though wider in scope remains restricted to a few castes found in a specific region. For instance, if there is a movement of Sanskritisation among the potters, it does not necessarily mean that the movement would spread among the potters at national level. Obviously, a caste varies from place to place, region to region.

Sanskritisation sometimes is a protest against the normative structure:
There are empirical observations in some parts of rural India that the lower castes have rebelled against the Sanskritic values of the higher castes. Such protests have resulted out of the democratic values given by education, party ideology and idiom of equality.

Emphasising this point Yogendra Singh observes:
Looked at from an ideal-typical value frame, Sanskritisation is a form of protest against the normative structure and principles laid down by the great tradition.

It, amongst to a rejection of the Hindu theory of karma which integrates the various levels of role institutionalisation supposed to be ascribed by birth, is thus a process of usurpation of a position higher in hierarchy as defined by the great tradition, by rejection of fundamental principle of hierarchy (great tradition).

The protest against sanskritisation thus gets manifested in the denial of the karmakanda practised by Brahmins. The ritual status of Brahmin in this process gets eroded.

Similarly, the former ruling class of Rajputs is also looked down by the rebels. And, therefore, it would be erroneous to understand that on all occasion’s sanskritisation is looked with favour.

Weakening dominant caste also lowers Sanskritisation:
The concept of dominant caste is a supplement to the concept of Sanskritisation. In modern India, the construct of dominant caste is fast becoming irrelevant. No more are Brahmins a dominant caste in many of the villages.

Dominance carries power, professional status and party association. Quite like the construct of dominant caste sanskritisation also suffers certain weaknesses. The developed villages now hardly consider dominant caste as their reference models for sanskritisation.

Power acquisition and political participation are more important than cultural status:
Milton Singer has brought out new empirical evidence (1968) to suggest that the contemporary upward mobile group has rejected sanskritisation for political participation. Singer, in this regard, refers to the studies of Owen Mr Lynch and William Rowe. Lynch conducted a study among the Jatav of Agra.

What is the view of Luynch While rejecting Srinivas? The concept of sanskritisation describes the social changes occurring in modem India in tenns of sanskritisation and westernisation.

The description is primarily in cultural and not in structural terms. Lynch argues that in place of sanskritisation the process of‘elite emulation’ applies well so far the Jatavas, i.e., Chamars are concerned.

He says that the Jatavas have given up claims to a ‘dominant’ status of Kshatriya and sanskritic cultural behaviour, and have become antagonist of castes and caste system; in effect, they have reversed their old position against the Adi-IIindu movement. The reasons for rejection of sanskritisation, i.e., caste culturology, as given by Lynch, are:

The change is due to the fact that sanskritisation is no longer as functional as is political participation for achieving a change in style of life and a rise in the Indian social system, now composed of both caste and class elements. The object of sanskritisation was ultimately to open and legitimise a place in the opportunity and power structures of the caste society.

The same object can now be better achieved by active political participation. It is no longer ascription based on caste status, but rather achievement based on citizenship status that, manifestly at least, is the recruitment principle for entrance into the power and opportunity structures. For Lynch, Rowe, Singer and others sanskritisation is basically a concept of social mobility.

Quite like these American scholars Y.B. Damle has also applied Merton’s reference group reference group theory to analyse social change in rural India. It is argued that sanskritisation is very limited in its scope, whereas reference group theory is quite comprehensive. Concluding bur description on sanskritisation it could be said that the nature of sanskritisation is definitely empirical.

It focuses on localised culture. It is concerned with the culture of the twist-born. Its weaknesses are several. The difficulty with the concept is that rural India is changing fast and the concept has not received any corresponding change. It is well known in theory that concepts commit their own suicide when they do not interact with the reality.

This is exactly what has happened with the concept of Sanskritisation. Some of the youngsters even belonging to the dalit castes raise their heads and say: Who cares for the twice-born? We have our own dignity. We have our legitimate rights. Who can deny it?

CHSE Odisha Class 11 Sociology Unit 5 Sociology, Methods and Techniques Long Answer Questions

Question 2.
What are the features of sanskritization?
Answer:
In the traditional society, the occupations practiced by castes, their diet, and the customs they observe determine their status in the hierarchy. Thus, practicing an occupation such as tanning, butchery puts a caste in a low position. Eating beef, fish and mutton is considered defiling. Offering animal sacrifices to deities is viewed as a low practice than offering fruit and flowers.

As such, castes following these customs, diet habits, etc. adopt the life of the Brahmins to achieve a higher status in the caste hierarchy. This is moving of a low caste upwards in the social structure.

Srinivas termed this process as “Sanskritisation”. M.N. Srinivas first introduced the notion of Sanskritisation to explain the process of cultural mobility in India, in his book ‘Religion and Society among the Coorgs’.

In his study of the Coorgs, he found that the lower castes adopted some customs of the Brahmins and gave up some of their own, which were considered to be impure by the higher castes in order to raise their position in the caste hierarchy. For example, they gave up meat-eating, consumption of liquor and animal sacrifice to their deities.

They imitated the Brahmins in matter of food, dress and rituals. To denote this process of mobility Srinivas first used the term ‘Brahmanisation’.

Subsequently he replaced it by Sanskritisation. Srinivas preferred the term ‘Sanskritisation’ to ‘Brahmanisation’. Sanskritisation is a broader term, while Brahmanisation is a narrower term.

In fact, Brahmanisation is subsumed in the wider process of Sanskritisation. For instance, the Brahmins of the Vedic period consumed alcohol (soma), ate beef, and offered animal sacrifices. But these practices were given up by them in the poscyedic times, perhaps under the influence of Jainism and Buddhism.

Today, by and large, Brahmins are vegetarians and teetotalers; only the Kashmiri, Bengali and Saraswati Brahmins eat non-vegetarian food. Had the term ‘Brahmanisation’ been used, it would have been necessary to specify which particular Brahmin group was meant. In fact Srinivas has been “broadening his definition of Sanskritisation from time to time”.

Initially he described it as “the process of mobility of lower castes by adopting vegetarianism and teetotalism to move in the caste hierarchy in a generation or two”; Latter on, he redefined it as “a process by which a low caste or a tribe or other group changes its customs, rituals, ideology and way of life in the direction of a high twice-born caste”.

The second connotation of Sanskritisation is thus much broader because first Srinivas talked of imitation of mere food habits, rituals, religious practices but later on he talked of imitation of ideologies too (which include ideas of Karma, Dharma, Papa, a Punya, Moksha, etc). By means of these changes in customs and rituals the low caste or tribal people claim a higher position in the caste hierarchy (Srinivas 1952).

Srinivas has admitted that he emphasised unduly on the Brahminical model of Sanskritisation and ignored other models – Kshatriya, Vaishya and Sudra in his book on Coorgs. According to him, the lower castes also imitated the cultural ways of other higher castes such as Kshatriyas and Vaishyas, and the Sudras in various regions of the country.

Further, he says, dominant castes set the model for the majority of people living in rural areas including, occasionally, Brahmins. If the local dominant caste is Brahmin it will tend to transmit a Brahminical model, whereas if it is Kshatriya or Vaishya it will transmit Kshatriya or Vaishya model. Srinivas also says that small number of Brahmins or other high castes (Kshatriyas, Vaishyas) may gradually assimilate from the culture of locally dominant caste.

It is important to mention that the dominance of a caste is characterised by secular values. Thus, it appears that Brahmin and other higher castes imitate the cultural values of locally dominant castes which are secular in nature. On the other hand lower castes follow cultural ways of both ritually higher castes and dominant castes which include both sacred and secular values.

CHSE Odisha Class 11 Sociology Unit 5 Sociology, Methods and Techniques Long Answer Questions

Question 3.
What are the Features of Sanskritisation?
Answer:
The process of Sanskritisation is characterised by imitation, change of ideals, social mobility, social change etc. The concept ‘Sanskritisation’ has been integrated with economic and political domination, that is, the role of local dominant caste in the process of cultural transmission has been stressed.

Besides the castes, the process of Sanskritisation has been indicated in tribal communities like Bhils of Rajasthan, Gonds of Madhya Pradesh and other hilly tribes. By the process of Sanskritisation a tribal community tries to prove itself to be a part of Hindu society.

Sanskritisation occurred sooner or latter in those castes which enjoyed political and economic power but have not rated high in ritual ranking (that is, there was a gap between their ritual and politico-economic positions).

Economic betterment is not a necessary pre-condition to Sanskritisation, nor must economic development necessarily lead to Sanskritisation. However, sometimes a group may start by acquiring political power and this may lead to economic betterment and Sanskritisation.

Srinivas has given the example of untouchables of Rampura village in Mysore who have got increasingly sanskritised though their economic condition has remained almost unchanged.

The British rule provided impetus to the process of Sanskritisation but political independence has weakened the trend towards this change. The emphasis is now on the vertical mobility and not on the horizontal mobility. Describing social change in India in terms of Sanskritisation is to describe it primarily in cultural and not in structural terms.

Srinivas himself has conceded that Sanskritisation involves ‘positional change’ in the caste system without any structural change. Factors that have made Sanskritisation possible are industrialisation, occupational mobility, developed communication, spread of literacy, and western technology.

No wonder, the spread of Sanskrit theological ideas immersed under the British rule. The development of communications carried Sanskritisation to areas previously inaccessible and the spread of literacy carried it to groups very low in the caste hierarchy. M.N. Srinivas has specifically referred to one factor which has helped the spread of Sanskritisation among the low castes.

It is the separation of ritual acts from the accompanying mantras which facilitated the spread of Brahmanical rituals among all Hindu castes, including the untouchables. Furthermore, the political institution of parliamentary democracy has also contributed to the increased Sanskritisation, according to Srinivas.
Assessment:
The process of Sanskritisation indicates

  • a process of change
  • upward mobility or aspirations of lower castes to move upward in hierarchy and
  • attack on hierarchy and leveling of culture.

As regards attack on hierarchy, it is not only the lower castes but even the tribes and castes in the middle regions of the hierarchy which try to take over the customs and way of life of the higher castes. As regards the upward mobility, Yogendra Singh calls it ‘contextual specific’ connotation of Sanskritisation.

This is because it explains the process of cultural imitation by lower castes of upper castes, which could be Rajputs, Jats, Brahmins, Baniyas etc. In some places, tribes are reported to imitate the customs of the caste Hindus. As regards merely ‘the process of change’, Yogendra Singh calls it the ‘historical specific’ connotation of Sanskritisation.

In this sense, it refers to the process in the Indian history which led to changes in the status of various castes or its cultural patterns in different periods of history.

It is also indicative of an endogenous source of social change. So far as the religious aspect is concerned, the Hinduisation of tribals is an example of religious Sanskritisation.

In the social field, the low caste individuals are elevating their social status within the caste hierarchy. Coming to the role of Sanskritisation in economic field we observe that the members of SC & ST are entering into higher posts and are obtaining reservation in services. Last but not the least, the life styles of the lower castes have considerably improved.

The usefulness of the concept of Sanskritisation as a tool in the analysis of Indian society has been described by Srinivas himself as ‘greatly limited because of the complexity of the concept as well as its looseness”.

Certain deficiencies in the concept may be noted. Since the reference group is not always a caste but in many cases it is the local ‘dominant caste (which could be a Rajput, Bania, Jat etc).

The context of Sanskritisation varies not only in each model but also within the same model from region to region. Power and dominance have been integrated by Srinivas with the process of Sanskritisation. This introduces the structural element in the Sanskritisation model of social change. Srinivas has not made this explicit.

Srinivas’s model explains the process of social change only in India which is based on the caste system. It is not useful for other societies. Yogendra Singh maintains that Sanskritisation fails forecourt for many aspects of cultural changes in the past and contemporary India as it neglects the non-Sanskritic, traditions, which often are a localized form of the Sanskrit’ tradition.

McKim Marnot also found such phenomenon in his study of a village community in India. Sanskritisation is not a universal process. Srinivas accepts that in Hinduism the lower castes are taking to the norms and values of the higher castes. This fact may be true with reference to a particular community or region but it is not universal.

D.N. Majumdar has shown in his study of Mahana village, in U.P., that there is no tendency among the lower castes to adopt the customs and manners of higher Caste nor does it help in elevating the status of any caste. Majumdar has also shown that in the social stratification the movement among the castes is not vertical but horizontal.

As Majumdar says, there are more signs of the reverse process namely de- Sanskritisation in evidence all over the country. In de-Sanskritisation the members of higher caste abandon their dress and rituals, for example Kashmir. Pandits. According to him, the shrinkage of distance between castes is not due to Sanskritisation but its-reverse.

Sanskritisation has been a major process of cultural change in Indian history and it has occurred in every part of the Indian sub-continent (Srinivas). It can be said that the process of Sanskritisation has occurred in specific historical context and led to changes in the status of different castes. As says Prof. Y. Singh, this is the historical specific connotation.

In contextual specific sense, however, Sanskritisation denotes contemporaneous process of cultural imitation of upper castes by lower castes or sub-castes in different parts of India. The nature of this type of Sanskritisation is by no means uniform as the context on cultural norms or customs being imitated may vary from Sanskrit or Hindu traditional forms to tribal and even the Islamic patterns.

He notes how the tribal groups such as the Bhils Gonds and Oraons claim to be a caste through, the process of Sanskritisation and claim a place in the caste hierarchy. Consequently, he has been changing his definition from time to time.

The definition of Sanskritisation does not mean change in customs, ritual, ideology and way of life of a Tow’ Hindu caste or tribal in the direction of a high, frequently twice born caste.

Rather it means cross imitation of customs and way of life among different social groups. In other words, Sanskritisation is only an illustration of the operation of the ‘reference group’ process. A reference group is a group which is used as a standard to evaluate one’s attitudes, customs, rituals etc.

The influence of the reference group on the behaviour of a person or group depends on the prestige of that group in the given society. So long as the caste has prestige in the social groups it serves as a model. In the same way a ruling caste or group will also serve as a model when it commands prestige in the society.

As Srinivas himself has observed, “The best way of staking a claim to a higher position is to adopt the customs and way of life of a higher caste. Though over a long period of time, Brahminical rites and customs spread among the lower castes, in short run the locally dominant caste was imitated by the rest” even if it was not Brahmin.

Merton (1957) has written about the influence of reference group with respect to the norms and standards and by providing a frame for comparison. Non-members try to adopt the norms of the reference group and also develop the characteristic attitude of that group.
They also aspire to be the members of those groups. Theoretically, Sanskritisation is an ideological borrowing process.

It as a process only refers to changes in cultural attributes of a caste and not a structural change. It might be used as the means available to lower castes for status mobility in a closed system of stratification. But this status mobility during post-colonial phase may be better explained in terms of modernisation as it already gathered momentum having the status mobility.

Sanskritisation, to quote Y. Singh, is psychologically or even structurally, & a kin to modernisation in so far as the motive forces to challenge the deprivations by Great Traditions are stronger.

As Srinivas himself points out, the Varna hierarchy is clear and immutable. It is evident that Sanskritisation reinforces and consolidates the immutable Varna hierarchy rather than dislodges it or modifies it.

Thus, Sanskritisation is not a process by which structural changes in Hindu Society can become possible. Sanskritisation as a concept is irrelevant to explain cultural and, status mobility in independent India. There is greater homogeneity in the cultural values of the members of all castes exposed to the process of modernisation.

CHSE Odisha Class 11 Sociology Unit 5 Sociology, Methods and Techniques Long Answer Questions

Question 4.
What is research, purpose of research, scientific research, research and theory? What is research?
Answer:
The unique characteristic of human mind is the curiosity to know about the universe. Innumerable questions arise in our mind about our environment, planet and the universe.

Most of these questions starting with what, why, how and soon. For example, what are stars? why day and night alternate? How is rain formed and why the mode of life and activities of human beings vary from place to place?

Whenever such questions arise we seek answer to them or we try to find out solutions to them. Seeking answers to questions and finding solutions to the problems have been the basis of human progress. A systematic search for an answer to a question or a solution to a problem is called research.

Actually research is simply the process of arriving as dependable solution to a problem through the planned and systematic collection, analysis and interpretation of a data. Research is the most important process for advancing knowledge for promoting progress and to enable man to relate more effectively to his environment to accomplish his purpose and to solve his conflicts.

Although it is not the only way, it is one of the most effective ways of solving problems. The term research consist of two words,’ Re’+’Search’. “Re” means again and again and “Search” means to find out something. The following is the process; Observes collection of data Person phenomena conclusions Again and again Analysis of data.

Therefore, the research is a process of which a person observes the phenomena again and again and collects the data and on the basis of data he draws some conclusions.

Research seeks to find out explanations to unexplained phenomena to clarify the doubtful propositions and to correct the misconceived facts. It simply means a search for facts, answer to questions and solutions to problems. The search for facts may be made through either

  1. arbitrary (unscientific) method or
  2. scientific method.

Characteristic of Research The above definitions reveal the following characteristics of research.

  • Research is a systematic and critical investigation to a phenomenon.
  • It aims at interpreting and explaining a phenomenon.
  • It adopts scientific method.
  • It is based on empirical evidences and observable experience.
  • It develops generalizations, principles or theories.
  • It directed towards finding answer to the questions and solutions to the problems.

Question 5.
What is the Purpose of Research?
Answer:
The purposes or objectives of research are varied. They are Research extends knowledge of human beings social life, environment. Research reveals the mysteries of nature. Research establishes generalizations and general laws and contributes to theory building in various fields of knowledge. Research verifies and tests existing facts and theory.

Research helps us to improve our knowledge and ability to handle situations. General laws developed through research may enable us to make reliable predictions of events. Research aims to analyze inter-relationship between variables and to derive causal explanations, which help us to better understanding of the world in which we live.

Research aims to finding solutions to the problem, e.g: socio-economic problems, health problems, organizational and human relational problems and so on.

Research also aims at developing new tools, concepts and theories for better understanding to unknown phenomena. Research helps national planning board to focus our national development. It enables the planners to evaluate alternative strategies, ongoing programs and evaluation, etc., Research provides functional data for rational decision making and formulation of strategies and policies.

CHSE Odisha Class 11 Sociology Unit 5 Sociology, Methods and Techniques Long Answer Questions

Question 6.
Discuss different types and methods of social research?
Answer:
Types of Research:
The purpose of research is to discover answer to questions through application of scientific procedures. Research always starts from a question like why, what, how etc,. The nature of questions varies the type research procedure and methods and procedure also varies. Research may be classified crudely, according to its major intent or the method.

According to the intent, research may be classified as pure research (basic research), applied research, exploratory research, descriptive study, action research etc,. According to the method of study, research may be classified as experimental research, analytical study, historical research and survey.

The above classification is not a watertight demarcation. It is just a narration to understand the different approaches to research The different types of research are not sharply distinguishable from one another. There may be overlapping between one type and other.

Pure (Basic) Research and Applied Research:
The reason for asking research questions are of two general kinds; intellectual and practical. Intellectual questions are based on the desire to know or understand for the satisfaction of knowing or understanding. Practical questions based on the desire to do something better or more efficiently. The investigation to which these two types questions lead, sometimes labeled “pure” or basic and applied research.

Pure Research:
Pure research is focused to collect knowledge without any intention to apply it. It is purely intellectual in character. It is also known as basic or fundamental research.

Intellectual curiosity is the only motivational factor behind it. It is not necessarily problem oriented. It aims at extension of knowledge. It may lead to either discovery of a new theory or refinement of an existing theory.

The development of various sciences owes much too pure research. The findings of pure research enrich the store house of knowledge. Pure research lays the foundation for applied research.

The findings of pure research formed the basis for innumerable scientific and technological inventions like steam engine, auto mobiles and telecommunication etc, which have revloutionalized and enriched our human life.

Basic research had many definitions, most of them unsatisfying in one way or another. It can even authoritatively been said that an adequate or operational definition of basic research is not possible (Kidd-1959). In many cases basic research is done to test theory to test relations among phenomena in order to understand the phenomena, with little or to thought of application of the results to practical problems (Kerlinger – 1972).

The best example is that to Michael Faraday. He said research in electricity, with out knowing that, it would be useful. He did continuous search to find out the truth or knowledge. Knowledge for knowledge sake only.

Contributions of Pure Research:
Pure research of solutions to many practical problems by developing principles. Pure research helps to find out the critical factors in practical problems. Pure research provides many alternative solutions and thus enables us to choose best solutions.

Applied Research:
Applied research is focused up on a real life problem requiring an action or policy decision. It tries to find out practical and immediate result. It is thus problem oriented and action directed.

According to Kerlinger (1979) applied research is research directed towards the solution of specified practical problems. Julian Simon has pointed out that applied social sciences help in making policy decision.

Applied research methods are sometimes more sophisticated than any methods used in pure research (offers: 1950). There is vast scope for applied research in the fields of technology, management, commerce, economics and other social sciences. Innumerable problems are face in these areas.

They need empirical study for finding solutions. The immediate purpose of an applied research is to find solutions to practical problems. It may incidentally contribute to the development of theoretical knowledge by leading to the discovering of new facts or testing of a theory or to conceptual clarity.

Contributions of Applied Research:
Applied Research can contribute new facts. It uncovers new facts which enrich the concerned body of knowledge. Applied research can put theory to the test.

It offers an opportunity to test the validity of existing theory. Applied research may aid in conceptual clarification. Many concepts are vague. E.g. small farmer, social responsibility, social structure etc.

Applied research aid conceptual clarity. Applied research may integrate previously existing theories. A practical problem has many facts. It cannot be solved by the application of abstract principles from a single science. The solution of a practical problem may require some integration of the theories and principles of various disciplines.

Relation between Pure and Applied Research:
The distinction between pure and applied research is not absolute. Both are not contradictory but are complementary. Pure research may have significant potential for its application to the solution of a practical problem and applied research may end up with making a scientific contribution to the development of the theoretical knowledge.

The terms ‘pure’ and ‘applied just represent the polar of a continuum. Morry said “research studies have differing degree of purity and ‘applicability’, depending on whether their purpose is solely to advance knowledge in a field or to solve some financial problem.

Action Research:
Conventional social scientific research is concerned to analyse and explain phenomena. The role of research is detached, in order to minimize disturbance of the phenomena under investigation. In action research, research is jointed with action. Researcher became participants in planned policy initiatives. It is an action programme launched foe solving a problem or for improving an existing situation.

Government institutions and voluntary agencies undertake action programmes for achieving specific goals or objectives. Social welfare programmes human resource development programmes, research for improving the qualities of life in factories an offices etc, are some examples of action research programme.

Types of Action Research:
R covar categorize action research into five types.
Classical design:
Research and action are separated and independent. The connection between research and action is not purposely sought. It may occur by chance.

Interdependence of action and research:
Action is carried out by an agency not connected with a research institution. Research on action may be entrusted to an independent research body; For example government may launch a development programme and a university social scientist may be welcomed to study the on-going programme.

Evaluate research built into an action programme:
In this case, research is dependent upon action, and the action people define the scope of the research.

Action for research:
In this type research is joined with action. Researcher became participants in planned policy initiatives.

CHSE Odisha Class 11 Sociology Unit 5 Sociology, Methods and Techniques Long Answer Questions

Question 7.
What is Observation method?
Answer:
Observation Method
Observation is one of the cheaper and more effective techniques of data collection. Observation, in simple terms, is defined as watching the things with some purpose in view.

However, in research activity the term has a wider meaning than simple watching. Observation, is a systematic and deliberate study through eye of spontaneous occurrence at the time, they occur.

Observation may serve a variety of research purposes, it may be used to explore the given area of subject matter or to gain insight into the research problem and provide a basis for development of hypotheses.

Observation may also be used as the primary technique of data collection in descriptive studies and also in the experimental studies designed for testing casual hypotheses.

Observation many times is a perception. Observation has mainly three components-Sensation, attention and perception. The accuracy of observation depends on knowledge and experience. Generally, the intellectual, physical and moral conditions are very important in observation.

General characteristics of observation method

  • It is a physical and mental activity.
  • It is selective and purposeful.
  • It is ai scientific tool of research.
  • It is a direct study of the situation or phenomenon.
  • It tries to establish cause and effect relationship in the observed phenomenon.

Question 8.
Discuss the process and types of observation?
Answer:
Observation is one of the cheaper and more effective techniques of data collection. Observation, in simple terms, is defined as watching the things with some purpose in view. However, in research activity the term has a wider meaning than simple watching. Observation, is a systematic and deliberate study through eye of spontaneous occurrence at the time, they occur.

Observation may serve a variety of research purposes, it may be used to explore the given area of subject matter or to gain insight in to the research problem and provide a basis for development of hypotheses.

Observation may also be used as the primary technique of data collection in descriptive studies and also in the experimental studies designed for testing casual hypotheses.

Observation many times is a perception. Observation has mainly three components-Sensation, attention and perception. The accuracy of observation depends on knowledge and experience. Generally, the intellectual, physical and moral conditions are very important in observation.

PROCESS OF OBSERVATION
There are five sequential steps in the observation method:

  • Preparation and training.
  • 2. Entry into the study environment.
  • 3. Initial interaction.
  • 4. Observation and training.
  • 5. Termination of fieldwork.

Aids in observation process:
In order to make the process of observation effective and reduce the faults, of the observer, a researcher may use a range of tools for systematising and recording data.

Diaries, field notes, maps, checklists, cameras, audio, video tape recorders, maps, analogy, checklist, sociometric scales, mechanical devices are the major tools adopted by the researcher to make the observation process as accurate as possible.

Types of Observation:
Observation, which is the most classical method of scientific enquiry, may take many forms. With reference to investigators role, it may be classified into:
Participant observation:
In this observation, the observer is a part of the phenomenon or group which is observed and he acts as both an observer and a participant. The persons who are observed group should not be aware of the researcher’s purpose.

Then only their behaviour will be natural. The observer can understand the emotional reactions of the observe group, and get a deeper insight of their experiences.

Non-Participant observation:
In this type of observation, the researcher does not actually participate in the activities of the group to be studied. There is no emotional involvement on the part of the observer. Observer would be simply present in the group to note down the behaviour of the respondents.

Controlled observation:
This type of observation is found quite useful in either in the laboratory or in the field. This involves standardization of the fields like psychology and sociology; Controlled observation is carried out observational techniques and exercise of maximum control over extrinsic and intrinsic variables

Uncontrolled observation:
If the observation takes place in the natural settings, it may be termed as uncontrolled observation. The main aim of this observation is get spontaneous picture of life. This does not involve control over any extrinsic or intrinsic variables.

Direct observation:
In this type of observation, the event or the behaviour of the person is observed as it occurs. This method is flexible and allows the observer to see and record subtle aspects of events and behaviour as they occur.

Indirect observation:
This does not involve the physical presence of the observer, and the recording is done by mechanical, photographic or electronic devices. This method is less flexible than direct observation. In other words, the behaviour of the person is not observed, rather its effects are observed.

CHSE Odisha Class 11 Sociology Unit 5 Sociology, Methods and Techniques Long Answer Questions

Question 9.
What are the Advantages of observation method?
Answer:
Observation is one of the cheaper and more effective techniques of data collection. Observation, in simple terms, is defined as watching the things with some purpose in view.

However, in research activity the term has a wider meaning than simple watching. Observation, is a systematic and deliberate study through eye of spontaneous occurrence at the time, they occur.

Observation may serve a variety of research purposes, it may be used to explore the given area of subject matter or to gain insight in to the research problem and provide a basis for development of hypotheses.

Observation may also be used as the primary technique of data collection in descriptive studies and also in the experimental studies designed for testing casual hypotheses. Observation many times is a perception.

Observation has mainly three components-Sensation, attention and perception. The accuracy of observation depends on knowledge and experience. Generally, the intellectual, physical and moral conditions are very important in observation.

  • It is the most direct means of studying a wide variety of phenomena based on actual and first-hand experience.
  • It enables the observer to code and record behaviour at the time of its occurrence.
  • The behavior of human beings can be best studied. It is the basis for formulating hypothesis.
  • Data collected under this method is more accurate and reliable, as it is based on the first hand perception of the eyes.

CHSE Odisha Class 11 Sociology Unit 1 Sociology & Its Relationship Objective Questions

Odisha State Board CHSE Odisha Class 11 Sociology Solutions Unit 1 Sociology & Its Relationship Objective Questions.

CHSE Odisha 11th Class Sociology Unit 1 Sociology & Its Relationship Objective Questions

Multiple Choice Type Questions

Question 1.
Which of the following defines sociology in the following manner?“Sociology is a science of social phenomena subject to natural and invariable laws, the discovery to which is the object at investigation”.
(i) Maclver
(ii) Auguste Comte
(iii) Alex Inkles
(iv) II. M. Johnson
Answer:
(ii) Auguste Comte

Question 2.
Which of the following country auguste Comte belong to?
(i) England
(ii) France
(iii) Italy
(iv) Germany
Answer:
(ii) France

Question 3.
Who of the following is not a supporter of synthetic school of thought?
(i) Emile Durkheim
(ii) F. Tonnies
(iii) L.T.IIobhouse
(iv) P. A. Sorokin
Answer:
(ii) F. Tonnies

Question 4.
“Sociology is the study of human interactions and interrelations, their conditions and consequences” who of the following gives the above definition of Sociology?
(i) Augueste Comte
(ii) Morris Ginsberg
(iii) Aristotle
(iv) Tonies
Answer:
(ii) Morris Ginsberg

Question 5.
Who of the following is the father of Sociology?
(i) Auguste Comte
(ii) EmileDuikheim
(iii) Spencer
(iv) Karl Marx
Answer:
(i) Auguste Comte

CHSE Odisha Class 11 Sociology Unit 1 Sociology & Its Relationship Objective Questions

Question 6.
In which year the term sociology was coined?
(i) 1947
(ii) 1885
(iii) 1839
(iv) 1939
Answer:
(iii) 1839

Question 7.
Which of the following social philosophers named sociology as “Social Physics”?
(i) Auguste
(ii) Maclver
(iii) Pareto
(iv) Spencer
Answer:
(i) Auguste

Question 8.
Who of the following is not a supporter off or malistic school of thought?
(i) George Simmel
(ii) Max weber
(iii) Sorokin
(iv) Small
Answer:
(iii) Sorokin

Question 9.
The society has passed through three stages of its developments Theological, Metaphysical and the positive. This view was held by_______.
(i) Aristotle
(ii) AugusteComte
(iii) Sorokin
(iv) Max Weber
Answer:
(ii) Auguste Comte

Question 10.
Who was proposed the theory of organic analogy?
(i) Spencer
(ii) Comite
(iii) H.M. Johnson
(iv) George Simmel
Answer:
(i) Spencer

CHSE Odisha Class 11 Sociology Unit 1 Sociology & Its Relationship Objective Questions

Question 11.
The organic theory of society seems to establish that:
(i) Society is like a living organism.
(ii) Society is unlike living organism
(iii) Like human beings society has no subsidiary organs.
Answer:
(i) Society is like a living organism.

Question 12.
Who proposed the theory of organic analogy?
(i) Auguste Comte
(ii) Darwin
(iii) Durkheim
(iv) Spencer
Answer:
(iv) Spencer

Question 13.
Who said the society is a web of social relationship?
(i) Giddings
(ii) Maclver
(iii) Giddings
(iv) Colley
Answer:
(ii) Maclver

Question 14.
Whose definition society is a consciousness of the kind?
(i) Davis
(ii) Maclver
(iii) Weber
(iv) Giddings
Answer:
(iv) Giddings

Question 15.
Who propounded the theory of suicide?
(i) Durkheim
(ii) Spencer
(iii) Comte
(iv) Maclver
Answer:
(i) Durkheim

CHSE Odisha Class 11 Sociology Unit 1 Sociology & Its Relationship Objective Questions

Question 16.
Who said “where there is life, there is society”?
(i) Maclver and Page
(ii) Comte
(iii) Aristotle
(iv) Weber
Answer:
(i) Maclver and Page

Question 17.
Who said man is a social animal?
(i) Weber
(ii) Davis
(iii) Plato
(iv) Aristotle
Answer:
(iv) Aristotle

Question 18.
Who said that sociology attempts an interpretative understanding of human behaviour?
(i) Weber
(ii) Comte
(iii) Cooley
(iv) Ogburn
Answer:
(i) Weber

Question 19.
Who propounded the law of three stages of social development?
(i) Maclver
(ii) Spencer
(iii) Durkheim
(iv) Auguste Comte
Answer:
(iv) Auguste Comte

Question 20.
Who wrote the book positive philosophy?
(i) F. Tonnies
(ii) W.F. Ogburn
(iii) Spenncer
(iv) Auguste Comte
Answer:
(iv) Auguste Comte

CHSE Odisha Class 11 Sociology Unit 1 Sociology & Its Relationship Objective Questions

Question 21 .
Who says sociology and anthropology as twin sisters.
(i) Peter Worsley
(ii) A. Toynbee
(iii) M. Duverger
(iv) A. L. Kroeber
Answer:
(iv) A. L. Kroeber

Question 22.
The suicide caused by breakdown of social norms is called as__________.
(i) Anomic suicide
(ii) Egoistic suicide
(iii) Altruistic suicide
Answer:
(i) Anomic suicide

Question 23.
When one sacrifices one’s life for the group it is called __________.
(i) Altruistic suicide
(ii) Fatalistic suicide
(iii) Anomic suicide
Answer:
(i) Altruistic suicide

Question 24.
Who says history is the past sociology and sociology is present history.
(i) Peter Worsley
(ii) M. Duverger
(iii) A. L. Kroeber
(iv) G E. Haward
Answer:
(iv) G E. Haward

Question 25.
Who defines sociology is about social relationships, the network of social relationship society.
(i) Maclver and Page
(ii) M. Ginsberg
(iii) Auguste Comte
(iv) K. Davis
Answer:
(i) Maclver and Page

CHSE Odisha Class 11 Sociology Unit 1 Sociology & Its Relationship Objective Questions

Question 26.
The stage in which observation predominates over imagination and all theological concepts become scientific, we call it as______.
(i) Metaphysical stage
(ii) Positive stage
(iii) Theological stage
Answer:
(ii) Positive stage

Question 27.
Who says “Historically Sociology has its main roots in politics and philosophy of history”.
(i) Morris Ginsberg
(ii) Plato
(iii) Aristotle
(iv) Kautilya
Answer:
(i) Morris Ginsberg

True or False Type Questions

Question 1.
Sociology is a social science.
Answer:
True

Question 2.
Sociology first originated in India.
Answer:
False

Question 3.
Auguste Comte is regarded as the father of sociology.
Answer:
True

Question 4.
Comte regards sociology as the science of social institutions.
Answer:
False

Question 5.
The term sociology was coined in the year 1930.
Answer:
False

Question 6.
The term sociology has been derived from the Latin word ‘Socious’ and Greek word ‘Logos’.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 1 Sociology & Its Relationship Objective Questions

Question 7.
Sociology is a national science.
Answer:
False

Question 8.
Sociology is an abstract science.
Answer:
True

Question 9.
Alex-Ankles opines sociology is the science that deals with social groups.
Answer:
False

Question 10.
H. M. Johnson opines sociology is the: science that deals with social groups.
Answer:
True

Question 11.
The formalistic school of thought is led by Max Weber.
Answer:
False

Question 12.
The formalistic school of thought is led by German sociologist Simmel.
Answer:
True

Question 13.
Sociology is applied science.
Answer:
False

Question 14.
Sociology is a pure science.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 1 Sociology & Its Relationship Objective Questions

Question 15.
Tonnies, Small and Weber are the supporters of a synthetic school.
Answer:
False

Question 16.
Tonnies, Small and Weber are the support of formalistic school.
Answer:
True

Question 17.
About the scope of sociology there are one school of thought.
Answer:
False

Question 18.
About the scope of sociology there are two school of thought.
Answer:
True

Question 19.
Formalistic school conscious sociology as a synthesis of social sciences.
Answer:
False

Question 20.
Synthetic school conscious sociology as a synthesis of social science.
Answer:
True

Question 21.
Formalistic school opines the scope of sociology is very wide.
Answer:
False

Question 22.
Formalistic school opines the scope of sociology is limited.
Answer:
True

Question 23.
Synthetic school considers sociology as a pure and independent science.
Answer:
False

CHSE Odisha Class 11 Sociology Unit 1 Sociology & Its Relationship Objective Questions

Question 24.
Formalistic shcool considers as a pure and independent science.
Answer:
True

Question 25.
Oswald Spengler wrote the book “A study of history”.
Answer:
False

Question 26.
Oswald Spengler wrote the book “Decline of the west”.
Answer:
True

Question 27.
Durkheim, Sorokin and Ginsberg are the supporters of formalistic school of thought.
Answer:
True

Question 28.
Evan Pritchard says “sociology and social anthropology are one and same”.
Answer:
False

Question 29.
Hoebed says “Sociology and social anthropology are one and same”.
Answer:
True

Question 30.
Formalistic school considers the subject matter of sociology include social relationship.
Answer:
False

Question 31.
Fonnalistic school rethought considers the subject matter of sociology include forms of social relationship.
Answer:
True

Question 32.
A Toymbee remarks that “History is a past sociology and sociology is the present history”.
Answer:
False

CHSE Odisha Class 11 Sociology Unit 1 Sociology & Its Relationship Objective Questions

Question 33.
GE. Haward remarks that history is the past sociology and sociology is present history.
Answer:
True

Answer In One Sentence

Question 1.
When was the term sociology coined?
Answer:
Sociology was coined by Auguste Comte (1798-1857) the French philosopher and sociologist in the year 1833.

Question 2.
What is the etymological meaning of sociology?
Answer:
The term sociology has been derived from the Latin word societies or socius meaning society or associate and the Greek word Logos meaning theory or study of science. Etymologically them sociology means the science or theory of human society or of human association.

Question 3.
Who is the father of sociology?
Answer:
The famous french philosopher and sociologist Auguste Comte is the father of sociology.

Question 4.
Who introduced the term sociology for the first time?
Answer:
The famous French philosopher ” Auguste Comte introduced the term sociology for the first time in 1839.

Question 5.
Give a definition of sociology?
Answer:
Sociology is about social relationships the network of social relationship we call society.

CHSE Odisha Class 11 Sociology Unit 1 Sociology & Its Relationship Objective Questions

Question 6.
Write the definition of sociology of Max Weber is?
Answer:
ThedefinitionofsociologyofMax Weber is as the science which attempts the interpretative understanding of social action in order thereby to arrive at a causal explanation of its course and effects.

Question 7.
Write Johnson’s definition of sociology?
Answer:
II. M. Johnson opines that sociology is the science that deals with social groups.

Question 8.
About sociology what is comte definition.
Answer:
Auguste Comte defines sociology is the science of social phenomena subject to natural and invariable laws the discovery as which is the subject of investigation.

Question 9.
Write M. Jone’s definition of sociology?
Answer:
M. Jones define “sociology as the study of man-in-relationship-to men”.

Question 10.
Why is sociology called a pure science?
Answer:
Sociology does make use of scientific methods in the study of its subject matter and it therefore entitled to be called a science.

Question 11.
Write Kingsley Davis definition of sociology?
Answer:
KingsleyDavissays that sociology is a general science of society.

CHSE Odisha Class 11 Sociology Unit 1 Sociology & Its Relationship Objective Questions

Question 12.
Write any five sociologists name.
Answer:
(1 ) Maclver and Page
(2) Gillin and Gillin
(3) M. Gonsberg
(4) II. M. Johnson
(5) K. Davis

Question 13.
Write Ginsberg’s definition of sociology?
Answer:
MorrisGinsbergdefines sociology in the following way. In the broadest since, sociology is the study of human interactions and interrelations, their conditions and consequence.

Question 14.
Write Small’s definition of sociology.
Answer:
Small defines sociology as the science of social relations.

Question 15.
Write Park’s definition of sociology?
Answer:
Park regards sociology as the / science of collective behaviour.

Question 16.
Is sociology a generalising science?
Answer:
Sociology tries to find out the general laws or principles about human interaction and association about the nature form. Content and structure of human groups and societies. It does not study each and every event that takes place in society. It is not possible also. It tries to make generalisation or the basis of the study of some selected events.

CHSE Odisha Class 11 Sociology Unit 1 Sociology & Its Relationship Objective Questions

Question 17.
Write II. Fairchilad’s definition of sociology.
Answer:
H. Fairchild defines sociology as the study of man and his human environment on their relations to each other.

Question 18.
Write Ogburn and Nimkoft definition of sociology.
Answer:
Ogburn and Nimkoft defines sociology as the scientific study of social life.

Question 19.
Why sociology is called an abstract science?
Answer:
This does not mean that sociology is an art and not a science. Nor does not mean it is unnecessarily complicated and unduly difficult. It only means that sociology is not interested in concrete manifestations of human events. It is more concerned with the forms of human events and their patterns.

Question 20.
How many schools of thought are there regarding the scope of sociology?
Answer:
There are two important schools of the thought regarding the scope of sociology is
(1) formalistic school
(2) Synthetic school.

Question 21.
Write any two characteristics of sociology.
Answer:
(1) Sociology has now emerged into an independent science.
(2) Sociology belongs to the family of social science and not to the family of physical sciences.

Question 22.
Write Eli. Gidding is definition of sociology.
Answer:
F.H. Gidding defines sociology as the scinece of social phenomena

Question 23.
What is the formalistic school?
Answer:
The sociologists who belong to the formalistic school of belief that sociology, deals with various forms of human or social relations. They regard sociology is a pure and independent branch of knowledge, distinct from all other social sciences.

Question 24.
Who are the supporters of formalistic school?
Answer:
The German sociologist George Simmel, AlfredVierkandt, Leopold Van Wiese, Max Weber, Albion’Small and Ferdinard Tonnies are the supports of formalistic school.

Question 25.
What is the nature of sociology?
Answer:
Sociology does frame laws and attempts to predict. Its approach is both categorical and abstract. It is empirical rational and pure. It embrances all most all our social behaviour. It tries to discover laws that the generally applicable regardless of variation or culture.

CHSE Odisha Class 11 Sociology Unit 1 Sociology & Its Relationship Objective Questions

Question 26.
What are main points of arguments of the scholars who oppose sociology as a science?
Answer:
Those who oppose sociology as a science the scholar argues that it lacks universal theory, measurement experimentation objective and predictive ability.

Question 27.
What is the synthetic school.
Answer:
The synthetic school of thought, holds the view that sociology is the synthesis of all social sciences; sociology is the science of sciences. It embraces all social services known its scope.

Question 28.
Who are the supporters of the synthetic school?
Answer:
The supporters of the synthetic school are Emile – Durkhiem, L.T. Hobhouse, P.A. Sorokin, Morris Ginsberg and other have been the chief supporters of synthetic school.

Question 29.
Write Alex Inkeles’s definition of sociology.
Answer:
Alenlnkeles says sociology is the study of systems of social action and of their interrelations.

Question 30.
Who leds the specialistic school?
Answer:
German sociologist, George Simmel, Vier Kandt, Max Weber and other sociologist leds the specialistic school.

CHSE Odisha Class 11 Sociology Unit 1 Sociology & Its Relationship Objective Questions

Question 31.
What is Vicrkandt views on the scope of sociology?
Answer:
Vierkandt mentions that sociology is an independent social science or a special branch of knowledge.

Question 32.
What is Durkhiem’s definition of sociology?
Answer:
Emile Durkhiem regards “sociology as the science of social institution”.

Question 33.
What are the Hobhouse view on scope of sociology?
Answer:
According to Hobhouse on English Sociologist sociology should be a synthesis of numerous social sciences. It should other sciences in its scope.

Question 34.
What are the main points of arguments in forwards of sociology as a science?
Answer:
The supporters of sociology claim that it is a science and find the methods and qualities of science in its observation generalisation, accurate measurement prediction and objectivity which are common to all sciences are found in sociology.

Question 35.
What are P. Sorokins views on the scope of sociology?
Answer:
According to P. Sorokinsociology should aim at studying the relationship that exists between the differents aspects of social phenomena and between social and non-social phenomena. It should study the general features of social phenomena as well.

Question 36.
What is Small’s views regarding the scope of sociology?
Answer:
Small insists that sociology should continue itself to the study of forms of social processes.

CHSE Odisha Class 11 Sociology Unit 1 Sociology & Its Relationship Objective Questions

Question 37.
Mention any four sociolgist in India.
Answer:
(1) M. N. Srinivas
(2) P. N. Prabhu
(3) K. M. Kapadia
(4) Mrs. Iravati Karve.

Question 38.
Who is the four-founding fathers?
Answer:
Auguste Comte, Herbert Spencer, Max Weber and Emile Durkheim.

Question 39.
Who introduced the term sociology for the first time?
Answer:
Auguste Comte introduced the term sociology from the first time.

Question 40.
What is a psychology?
Answer:
Social psychology is to sociology and psychology as Bio-chemistry is to Biologyandchemistry. Psychology is the positive science of human experience and behaviour.

Question 41.
Write any four sociologist in the world.
Answer:
Karl Marx, Raster F. Ward, George Simmel, Small.

Question 42.
What is economics?
Answer:
Economics deals with the economic activities of man. According to Prof. Lionel Robbins, Economics the science of human behaviour on its relations with ends and scare means which have alternative uses.

Question 43.
What is Anthropology?
Answer:
Anthropology is a general science like sociology.

Question 44.
Write any two political sociologist?
Answer:
F. G Wison and GE.C. Catlin.

CHSE Odisha Class 11 Sociology Unit 1 Sociology & Its Relationship Objective Questions

Question 45.
Write any one relationship between sociology and economics.
Answer:
Economics is in fact, but one branch of the comprehensive science of sociology.

Question 46.
What is History?
Answer:
History is the reconstruction of man’s post.

Question 47.
Write any two historical sociologists.
Answer:
Arnold Toynbee and Oswald Spengler.

Question 48.
What is political science?
Answer:
Political science deals with the political activities of man in studies of Social groups organised under the sovereignty of the state.

Question 49.
What is the opinion of Prof. Giddings concerning the relationship of sociology with other social sciences?
Answer:
According to Prof. Giddings sociology is not the sole science not the mother of other social sciences but only their common sister.

Question 50.
Write any two Anthropologists.
Answer:
Kroeber and Robert Redfield.

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 1 Early Societies Objective & Short Answer Type Questions.

CHSE Odisha 11th Class History Unit 1 Early Societies Objective & Short Answer Type Questions

Multiple Choice Questions With Answers

Question 1.
Where we found the use of glass bottles?
(a) Rome
(b) Egypt
(c) Greece
(d) Sudan
Answer:
(b) Egypt

Question 2.
Where we found the first cultivation of wheat and barley?
(a) Rome
(b) Egypt
(c) Grece
(d) Sudan
Answer:
(c) Grece

Question 3.
Where we found early agricultural settlements?
(a) Rome
(b) Egypt
(c) Baluchistan
(d) Grece
Answer:
(c) Baluchistan

Question 4.
In which year Charles Darwin’s on the origin of species was published?
(a) 24th November 1859
(b) 24th November 1858
(c) 24th November 1856
(d) 24th November 1850
Answer:
(a) 24th November 1859

Question 5.
Who made the excavations at Olduvai and Laetoli?
(a) Mary Leakey
(b) Mary
(c) Leakey
(d) None
Answer:
(a) Mary Leakey

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 6.
The name Aulstalopithecus comes from a _______word ‘austral’ meaning southern.
(a) Latin
(b) Greek
(c) French
(d) English
Answer:
(a) Latin

Question 7.
A Greek word ‘Pilhekos’ mean:
(a) Ape
(b) Monkey
(c) Human
(d) Dogs
Answer:
(a) Ape

Question 8.
Order the early humans as fortune :
(a) Homahabilis
(b) Homeerctus
(c) Homo
(d) Australopithecus
(a) CABD
(b) ABCD
(c) ACBD
(d) ACDB
Answer:
(a) CABD

Question 9.
The earliest evidence of burials is found to be a custom _______year ago.
(a) 300,000
(b) 30,000
(c) 30,00,000
(d) 40,00,00
Answer:
(a) 300,000

Question 10.
Development of voice box:
(a) 2,000
(b) 400,000
(c) 30,00,00
(d) 200
Answer:
(b) 400,000

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question Question11.
The invention of early sewing needles _________ years ago.
(a) 21,000
(b) 20,000
(c) 30,000
(d) 22,000
Answer:
(a) 21,000

Question 12.
Early agriculture was found in Mesopotamian plains around:
(a) 7,000-6,000 BCE
(b) 7,000-8,000 BCE
(c) 3,200 BCE
(d) 32,000 BCE
Answer:
(a) 7,000-6,000 BCE

Question 13.
Mesopotamia is situated between two rivers.
(a) Euphrates and Tigres
(b) Nile and Tigres
(c) Meso and Euphrates
(d) None of the above
Answer:
(a) Euphrates and Tigres

Question 14.
Where the Hebrew language was usually spoken:
(a) Iraq
(b) Rome
(c) Greece
(d) England
Answer:
(a) Iraq

Question 15.
In which country early use of fire is found?
(a) China
(b) Italy
(c) Greece
(d) India
Answer:
(a) China

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 16.
The first cultivation of beans goes to:
(a) Australia
(b) America
(c) China
(d) India
Answer:
(b) America

Question 17.
When earliest stone tools were found to exist?
(a) 2.6 – 2.5 mya
(b) 2.5 – 2.6 mya
(c) 2.2 mya
(d) 1.3 mya
Answer:
(a) 2.6 – 2.5 mya

Question 18.
Where Lazaret cave is situated:
(a) France
(b) Italy
(c) China
(d) Greece
Answer:
(a) France

Question 19.
The earliest fossils of Homo Erectus have been found:
(a) Africa
(b) Asia
(c) Both Africa artel Asia
(d) None
Answer:
(c) Both Africa artel Asia

Question 20.
Early humans are different from each other on the basis.
(a) Faces
(b) Places
(c) Bone structure
(d) Skulls
Answer:
(c) Bone structure

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 21.
Homo sapiens are found in different parts of _________.
(a) Greece
(b) Africa
(c) Asia
(d) America
Answer:
(b) Africa

True And False Type Questions With Answers

Question 1.
Discoveries of human fossils, store foals, and cave paintings help us to understand early human history.
Answer:
True

Question 2.
The Olduvai Gorge was first discovered by a German butterfly collector.
Answer:
True

Question 3.
Hazards are the food collection.
Answer:
False

Question 4.
Hazards are a small group of hunters.
Answer:
True

Question 5.
The evolution of the vocal font was around 2,00,00 years ago.
Answer:
False

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 6.
The evolution of the vocal font was around 2,00,000 years ago.
Answer:
True

Question 7.
The development of language is closely related to art.
Answer:
True

Question 8.
Altamira is a cave site in Greece.
Answer:
False

Question 9.
Altamira is a cave site in Spain.
Answer:
True

Question 10.
Animal paintings are discovered in the caves of Lascaux and Chauvet.
Answer:
True

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 11.
Lascaux and Chauvet are in Greek.
Answer:
False

Question 12.
Lascaux and Chauvet are in France and Spain.
Answer:
True

Question 13.
Hadza is known as hunter.
Answer:
True

Question 14.
The last ice age came around about 130 years ago.
Answer:
True

Question 15.
Assyrian king acknowledged the southern region of Babylonia as the center of high culture.
Answer:
True

Question 16.
Homo habits have been discovered in Africa
Answer:
False

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 17.
Homa habits have been discovered at Omo in Ethiopia and at Olduvai Gorge in Tanzania
Answer:
True

Short-Answer Type Questions

Question 1.
Where pieces of baked clay and burnt bone were found?
Answer:
Pieces of baked clay and burnt bone along with stone tools dated between 1.4 and 1 mya have been found at Chesowanja, Kenya, and Swartkrans South Africa.

Question 2.
Describe the punch blade technique.
Answer:
The top of a large pebble is removed using a hammerstone. This produces a flat surface called the striking platform. This is then struck using a hammer and a punch, made at bone or antler. This leads to the production of blades that can be used as knives or modified to serve as chisels or burins which could be used to engrave bone, antler, ivory, or wood.

Question 3.
Who first discovered the cave painting at Atamira?
Answer:
Marcelino Sanz de saultuela a local landowner and an amateur archeologist by his daughter, Maria in November 1879 first brought painting at Altamira.

Question 4.
Who are Hominoids?
Answer:
Hominoids are different from monkeys in ways. They have a larger bodies and do not have a tail. There is a longer period of infant development and dependency among hominoids. They belong to the family of Hominoids.

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 5.
Write the characteristics- of hominoids.
Answer:
Hominoids include a large brain size, upright posture, bipedal locomotion, and specialization of the hand.

Question 6.
What is the major difference between Australopithecus and Homo?
Answer:
They are different in brain size, jaws, and teeth. The former has a smaller brain size, heavier jaws, and larger teeth than the latter.

Question 7.
What archaeologists believed about Homos?
Answer:
They suggest that early hominoids such as Homo abilities probably consumed most of the food where they found it, slept in different places, and spent much of their time in trees.

Question 8.
Where did Hadza live?
Answer:
Hadza’s are a group of hunters and gathers living in the vicinity of lake Eyasi, a salt, rift valley lake.

Question 9.
What is ethnography?
Answer:
It is the study of contemporary either groups. It includes an examination of their modes of livelihood, technology, gender roles, rituals, political institutions, and social customs.

Question 10.
Why Mesopotamia is important to Europeans?
Answer:
Mesopotamia was important to Europeans because of references to it in the old testament. The first part of the Bible. For instance, the Book of Geneses of the old testament refers to ‘ Shimar’ meaning summer, as the land of brick built city.

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 11.
Which story of Bible is similar to the story of the Mesopotamian tradition of Ziusudra or Uthapishtiom?
Answer:
The story of Noah who was sent by God with a huge boat to look a pair each of all species of animals and birds on board the ark and survived in the flood.

Question 12.
What are the things Mesopotamians traded?
Answer:
They could have traded their abundant textiles and agricultural produce for wood, copper, tin, silver, gold, shell, and various stores from Turkey and Iran or across the Gulf.

Question 13.
When did spoken language emerge?
Answer:
It has been suggested that the brain of Homo habilis had certain features which would have made it possible for them to speak. Thus language may have developed as early as 2 mya.

Question 14.
What are Fossils?
Answer:
Fossils are the remain or impressions of a very old plant, animal, or human which have turned into stone. These are often embedded in rock and are thus preserved for millions of years.

Question 15.
Who are primates?
Answer:
Primates are a subgroup of a larger group of mammals. They include monkeys, apes, and humans. They have body hair, a relatively long gestation period following birth, mammary, glands, different types of teeth, and the ability to maintain a constant body temperature.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Short Answer Questions

Odisha State Board CHSE Odisha Class 11 Psychology Solutions Unit 4 Process of Thinking Short Answer Questions.

CHSE Odisha 11th Class Psychology Unit 4 Process of Thinking Short Answer Questions

Short Type Questions With Answers

Question 1.
Tools of thinking.
Answer:
Percept: The object or stimulus which is perceived is called the percept.
Images: Images are mental pictures of actual sensory experiences.

Question 2.
Creative thinking.
Answer:
Creative thinking refers to the ability for original thinking. Cognitive activity directed towards some creative work refer to creative thinking.

Question 3.
Stages of creative thinking.
Answer:
The common stage of creative thinking. They are:
(a) perception
(b) incubation
(c) inspiration or illumination
(d) evaluation
(e) verification or revision.
Trench experienced these stages of thinking.

Question 4.
Incubation.
Answer:
In this stage of creative thinking, there is almost a complete absence of overt activity. The unconscious process may be at work during incubation.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Short Answer Questions

Question 5.
Language.
Answer:
Language is the best medium of thinking. Language provides the most useful and common kinds of symbols in human behavior.

Question 6.
Rigidity.
Answer:
Rigidity cements new ideas and thoughts helpful for problem-solving. Lyman and Anderson have suggested the following eight rules to prevent rigidity in thinking.

Question 7.
Images.
Answer:
Images are mental pictures of actual sensory experiences. It represents the percept in its absence.

Question 8.
Sensory motor period.
Answer:
The sensory-motor period is the period that starts before the language development of the child. Piaget distinguished between two major stages in cognitive development.

Question 9.
Conflict motive.
Answer:
When the ‘O’ has to choose between two equally attractive goals, he faces the problem of conflict the lie is in conflict as he is unable to decide which goal to pursue both have equal attraction.

Question 10.
Need for power.
Answer:
Some people are heard saying, “I don’t need any power.” Though, power by itself is a motive. It may help in achieving other motives easily.

Question 11.
Need for achievement.
Answer:
Achievement motivation is the need or desire to achieve something. It is a strong motive.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Short Answer Questions

Question 12.
Need for approval.
Answer:
Man is a social animal. For any social organism need for approval is a must.

Question 13.
Activity method.
Answer:
In this method, the activity of the ‘O’ is observed by introducing a drive. It is two types:

  • field observation
  • laboratory observation

Question 14.
Need for aggression.
Answer:
Aggression is a hostile response to any stimulus. The motive of aggression may be expressed due to the imitation of aggressive models.

Question 15.
Need for recognition.
Answer:
The urge to process status in society is a commonly observed need found by human beings. Every human being wants his merit abilities to be recognized in society.

Question 16.
Hunger.
Answer:
Hunger occupies the most prominent position among all the biological drives and obviously, most of the studies have been done on hunger drive. Hunger is concluded by Ruch.

Question 17.
Thirst.
Answer:
Thirst is also a periodic drive. The strength of thirst is also greater than hunger drive.

Question 18.
Biological motive.
Answer:
Organic drives are known as physiological or biological drives as the physiological state of the organism drives him to action. The biological drive is innate.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Short Answer Questions

Question 19.
Jealousy.
Answer:
Jealousy is an outgrowth of anger. It is an attitude of resentment directed towards other people only. It is a negative motion.

Question 20.
Causes of anger
Answer:
The cause of anger is interference or restriction of any type or it may be due to frustration. This frustration may be due to personal, physical, or social causes.

Question 21.
Joy, pleasure, delight.
Answer:
All these are positive emotions and they generally belong to joy. Such emotions always give pleasure to the individual.

Question 22.
Pre-operational period.
Answer:
The preparational period extends from two to seven years. The first part of this stage is also known as the pre-conceptual period. It is characterized by the use of language and symbolic function. Pre-conceptual refers to the beginning of symbolization in thinking. It is the period prior to the use of symbols in thinking or the preparatory stage for the same.

Question 23.
Language.
Answer:
Language is the best medium of thinking. Language provides the most useful and common kind of symbols in human behavior. Most of the thinking is the modem age is done by verbal symbols, which are expressed through language. Though in thinking some amount of language is involved a certain amount of thinking. It serves to communicate ideas from one person to another.

Question 24.
Creative thinking.
Answer:
Creative thinking refers to the ability for original thinking. In other words, cognitive activity directed towards some creative work refers to creative thinking. Creative thinkers are great boons to society. Creative thinking is a must for the progress and prosperity of any country. In creative thinking, there is general freedom from rigid thought patterns.

Question 25.
Past experience.
Answer:
The positive transfer effect facilitates problem-solving a great deal. Acquisitions of the past in similar situations are generalized in the present situation. This makes it easier to solve the problem. Certain problems do require finding new strategies and new concepts for solutions. It has been found that new problems can be solved completely by past learning.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Short Answer Questions

Question 26.
Frustration and stress.
Answer:
Several studies have been conducted on the adverse effect of frustration and stress on problem-solving behavior. A study by Monson (1954) indicates that initially, the frustrated group showed a greater gain them control, apparently being highly motivated to succeed this time having failed the block tapping test. Cowen( 1959) has found that when people don’t feel that. Subjects who had shown the most frustration in the block tapping test did most poorly on the difficult problem. Reynolds shows that stress operates as a hindrance to problem-solving.

Question 27.
Rigidity.
Answer:
Run over the elements of the problem in rapid succession several times until a pattern emerges which encompasses all these elements simultaneously. Suspend judgment – Don’t jump to conclusions. Produce a second solution after the first. Rigidity cements new ideas and thoughts helpful for problem-solving.

Question 28.
Thirst.
Answer:
Like hunger, thirst is also a periodic drive. The strength of thirst is also greater than hunger drive. The necessity of thirst for survival is greater than food. According to Cannon’s theory, he has treated the thirst. This is highlighted.

Question 29.
External expressions of emotions.
Answer:

  • Facial expression:
    The face is the most expressive organ of the human body.
  • Postural reaction:
    Different emotions arouse different postures.
  • Vocal expressions:
    Voice is a powerful organ of indicating different types of emotions experienced.
  • Scholrberg found a high correlation in the judgments of different observers found that in several pictures.
  • It is thus said to be the barometer of emotion.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Short Answer Questions

Question 30.
Obstruction method.
Answer:
The last form of counterbalancing motives is the obstruction method. In this method of putting on obstruction, the persistence of a particular drive is measured. The Columbia obstruction apparatus has been extensively used by the warden. He found the crossing of an electric grill. It is the strongest obstruction.

Question 31.
The contrast of motives.
Answer:
In this method, one motive is contrasted with another at a time. Hunger-sex, sex-thirst, thirst hunger, thirst-maternity drive, and soon. In another study, Elliot noticed that motivation suddenly changed with the change in goal. Seymour and stein trained the animal to a given food. This method is used to measure mostly animal drives.

Question 32.
Conflict of motives.
Answer:
When the ‘O’ has to choose between two equally attractive goals, he faces the problem of conflict the lie is in conflict as he is unable to decide which goal to pursue as both have equal attraction and strength in fulfilling his motive. A person who lives both fish and meat, when asked to select only one of these preparations faces conflict. In our day-to-day life, we face conflict. A dog is trained to bark in a circle.

Question 33.
Hunger.
Answer:
Hunger occupies the most prominent position among all the biological drives been on hunger drive. The survival of the ‘O’ depends upon the satisfaction of hunger need. Ehrlich suggests that the most significant physiological factor is the regulation of hunger. The importance of hunger drive in human beings has been proved by many classic studies. From several studies on hunger drives, the role of environment and training is strong.

Question 34.
Method of preference.
Answer:
The method of preference makes to choose between two or more incentives that arouse one and the same drive. Two incentives are given at a time and it is observed which one of the two is preferred by the organism. If the driver is hungry, the incentives may be different types of food. P.T. Young made an experiment by this method using rats. The motive is one but the incentives are many.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Short Answer Questions

Question 35.
Role of motivation in learning.
Answer:
The importance of motivation in learning follows from the law of effects. Thorndike has shown that there is a close relationship between learning and motivation. Motivation is indispensable for learning. Pavlov’s conditioning technique. When a student is motivated by praise and verbal reward he quickly improves in his learning.

Question 36.
Role of the hypothalamus in emotion.
Answer:
The hypothalamus plays a significant role in emotional behavior. This is substantiated by various experimental studies on animals. Removal of the hypothalamus in cats and dogs brings a full stop to all emotional expressions. Observations show that when the hypothalamus is seriously impaired by accident or the like, occurs that is there is no emotional reaction. Drugs like sodium amytal and metrazol have a specific effect on the hypothalamus producing significant changes in the emotional behavior of human beings and arid animals.

Question 37.
Cannon-Bord Theory of Emotion.
Answer:
Cannon formulated his own theory of emotion which is called the Thalamic or emergency theory of emotion. Modem physiological views of emotion may be said to start with Cannon. He was the first to develop a broad and integrated physiological picture of emotion. Cannons conducted a series of experiments. The Thalamic theory differs from the James Lange theory chiefly units emphasis upon the independence of emotional experiences.

Question 38.
Jealousy.
Answer:
Jealousy is an outgrowth of anger. It is an attitude of resentment directed towards other people only while anger can be directed toward people, self, and others. It is a negative emotion. The arousal of jealousy depends upon training and the treatment that one gets from others. Child-rearing practices have got a lot to do with the development of jealousy.

CHSE Odisha Class 11 History Unit 5 Objective Questions

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 5 Objective Questions.

CHSE Odisha 11th Class History Unit Unit 5 Objective Questions

Multiple Choice Questions With Answers

Question 1.
Who did describe the 19th century as the age of Nationalism?
(a) Kant
(b) Hegel
(c) Edmund Burke
(d) Winston Churchill
Answer:
(c) Edmund Burke

Question 2.
Who did clamor – ‘revenge of Sedan’?
(a) Italians
(b) French
(c) English
(d) Americans
Answer:
(b) French

Question 3.
Who was the king of Germany during World War 1?
(a) William I
(b) William II
(c) Alexander I
(d) Alexander II
Answer:
(b) William II

Question 4.
Which three countries did from the Tripple Alliance?
(a) France, Russia, and Britain
(b) May, France, and Britain
(c) Austria, Germany, and Italy
(d) Austria, Britain, and Russia
Answer:
(c) Austria, Germany, and Italy

Question 5.
With which treaty did the Balkan war come to end?
(a) Treaty of Prague
(b) Treaty of Versailles
(c) Frankfurt Treaty
(d) Treaty of Bucharest
Answer:
(d) Treaty of Bucharest

CHSE Odisha Class 11 History Unit 5 Objective Questions

Question 6.
When was Archduke Francis Ferdinand killed?
(a) 1914, June 24
(b) 1914, June 28
(c) 1914, July 24
(d) 1914, July 28
Answer:
(b) 1914, June 28

Question 7.
When did the U.S.A. join the First World War?
(a) 1914
(b) 1915
(c) 1916
(d) 1917
Answer:
(d) 1917

Question 8.
Who was known as Kaiser?
(a) Emperor of Russia
(b) Emperor of Germany
(c) Emperor of Austria
(d) Emperor of Italy
Answer:
(b) Emperor of Germany

Question 9.
Name of the Tsar who was killed by the nihilists?
(a) Alexander I
(b) Alexander II
(c) Alexander II
(d) Nicholas II
Answer:
(b) Alexander II

Question 10.
Who was Rasputin?
(a) A Siberian monk
(b) War minister ofRussia
(c) Prince ofRussia
(d) A famous clergy of France
Answer:
(a) A Siberian monk

Question 11.
By which name the national parliament ofRussia was known?
(a) Diet
(b) Duma
(c) Congress
(d) Senate
Answer:
(b) Duma

Question 12.
When was the war between Russia and Japan fought?
(a) 1902
(b) 1905
(c) 1908
(d) 1911
Answer:
(b) 1905

Question 13.
Where was Karl Marx born?
(a) England
(b) Russia
(c) Germany
(d) France
Answer:
(c) Germany

Question 14.
Who did give the slogan ‘Peace, Land and Bread’?
(a) Bolsheviks
(b) Mensheviks
(c) Women Workers
(d) Socialists
Answer:
(a) Bolsheviks

Question 15.
Who did edit the magazine ‘Iskra’?
(a) Karim Marx
(b) Joseph Stalin
(c) Leon Trotsky
(d) Lenin
Answer:
(d) Lenin

CHSE Odisha Class 11 History Unit 5 Objective Questions

Question 16.
Which treaty did Lenin sign with Germany in 1918?
(a) Treaty of Paris
(b) Treaty of Brest-Litovsk
(c) Treaty of Bucharest
(d) Treaty of Praque
Answer:
(b) Treaty of Brest-Litovsk

Question 17.
Who found Nazi Party in Germany?
(a) Mussolini
(b) Hitler
(c) William II
(d) General Franco
Answer:
(b) Hitler

Question 18.
Which place was occupied by Japan in 1931?
(a) Manchuria
(b) Siberia
(c) Abyssinia
(d) Czechoslovakia
Answer:
(a) Manchuria

Question 19.
Which country did commit aggression upon Ethiopia in 1935?
(a) Italy
(b) Japan
(c) France
(d) Russia
Answer:
(a) Italy

Question 20.
Name the two countries to adopt the policy of Appeasement during Second World War.
(a) Austria and Russia
(b) U.S.A. and Britain
(c) Britain and France
(d) Itlay and Japan
Answer:
(c) Britain and France

Question 21.
When did Hitler attack Poland?
(a) 1937
(b) 1938
(c) 1939
(d) 1940
Answer:
(c) 1939

Question 22.
Where did Churchill and Stalin meet for the first time in 1943?
(a) Talta Conference
(b) London Conference
(c) Potsdam Conference
(d) Teheran Conference
Answer:
(d) Teheran Conference

Question 23.
Who did enunciate the ‘Doctrine of Containment?
(a) Geroge F. Kennan
(b) Harry S. Trumon
(c) Harriman
(d) Roosevelt
Answer:
(a) Geroge F. Kennan

Question 24.
Which country took leadership in the formation of NATO?
(a) France
(b) Russia
(c) Britain
(d) America
Answer:
(d) America

Question 25.
Which crisis led to the Sino- Vietnamese War of 1979?
(a) Korean Crisis.
(b) Congo Crisis
(c) Kampuchean Crisis
(d) Suez Crisis
Answer:
(c) Kampuchean Crisis

CHSE Odisha Class 11 History Unit 5 Objective Questions

Question 26.
When did Bush and Boris Yeltsin declare an end to the Cold War?
(a) 1990
(b) 1991
(c) 1992
(d) 1993
Answer:
(c) 1992

Question 27.
Which year did see the birth of the U.N.O?
(a) 1944
(b) 1945
(c) 1946
(d) 1947
Answer:
(b) 1945

Question 28.
How many countries did represent UNO at the time of its formation?
(a) 50
(b) 51
(c) 52
(d) 53
Answer:
(b) 51

Question 29.
In which conference the ‘Veto’ formula of the UNO voting structure was accepted?
(a) Yalta Conference
(b) Teheran Conference
(c) Moscow Conference
(d) Bretton Woods Conference
Answer:
(a) Yalta Conference

Question 30.
How many members are there in the Security Council of UNO?
(a) 12
(b) 13 7
(c) 14
(d) 15
Answer:
(d) 15

Question 31.
Which of the following languages is not an official language of the United Nations?
(a) Arabic
(b) Chinese.
(c) English
(d) Hindi
Answer:
D

Question 32.
Where is the headquarters of the International Court of Justice situated?
(a) London
(b) Newyork
(c) Haque
(d) Delhi
Answer:
(c) Haque

Question 33.
By which body the Secretary General of the UNO Secretariat is appointed?
(a) The General Assembly
(b) The Trusteeship Council
(c) The Economic and Social Council
(d) The International Court of Justice
Answer:
(a) The General Assembly

CHSE Odisha Class 11 History Unit 5 Objective Questions

Question 34.
Who was the Secretary-General of UNO in the year 1946?
(a) Kurt Waldheim
(b) U Thant
(c) Dag Hammarskjold
(d) Trygve Lie
Answer:
(d) Trygve Lie

True And False Type Questions With Answers

Question 1.
World War -1 fought on all three fronts land, air, and water.
Answer:
True

Question 2.
World War began in 1918.
Answer:
False

Question 3.
World War began in 1914.
Answer:
True

Question 4.
World War ended in 1918.
Answer:
True

Question 5.
Taylor has written a book “History of Modem Wars” which describes the World War.
Answer:
True

CHSE Odisha Class 11 History Unit 5 Objective Questions

Question 6.
The first cause of the great war aggressive nationalism.
Answer:
True

Question 7.
Russian Revolution started in 1918.
Answer:
False

Question 8.
Russian Revolution started in 1917.
Answer:
True

Question 9
Russians called the true revolution in the name of February and October.
Answer:
True

Question 10.
The roots of the Russian Revolution lie deeply embedded in the history of Russia.
Answer:
True

Question 11.
Russia called their king Kaiser.
Answer:
False

Question 12.
Russain called their king a Tsar.
Answer:
True

Question 13.
German emperor was known as Kaiser.
Answer:
True

Question 14.
Tsar controlled nearly 98 percent of the National Wealth and Income of Russia.
Answer:
True

Question 15.
The place of Paris in the French Revolution was taken by Petrograd in the Russian Revolution.
Answer:
True

CHSE Odisha Class 11 History Unit 5 Objective Questions

Question 16.
The first milestone on the road to Second World War was the Manchurian crisis of 1931.
Answer:
False

Question 17.
France, Italy, and England, and they’re allied formed the ‘Allied Camp’.
Answer:
False

Question 18.
France, England, and their allies formed the Allied Camp.
Answer:
True

Question 19.
Hitler’s attack on Poland forced England and France to retaliate.
Answer:
True

Question 20.
After First World War Benito Mussolini took charge of leadership after First World War.
Answer:
True

Question 21.
The Soviet Union signed the Warsaw Pact with other communist nations.
Answer:
True

Question 22.
Hitler’s attack of Poland forced England and France to retaliate.
Answer:
True

Question 23.
Under the leadership of England, the NATO alliance was formed.
Answer:
False

Question 24.
Under the leadership of the United States, the NATO alliance was formed.
Answer:
True

Question 25.
Mikhail Gorbachev wanted to bring an end to the Cold War.
Answer:
True

CHSE Odisha Class 11 History Unit 5 Objective Questions

Question 26.
UN is based on the principle of sovereign equality of all its members.
Answer:
True

Question 27.
The United Nations Organisation has six primary organs.
Answer:
True

Question 28.
The United Nations Organisation came into being on October, 24,1946.
Answer:
False

Question 29.
The United Nations Organisation came into being on October, 24,1945.
Answer:
True

Question 30.
The primary rights of the UN are human rights.
Answer:
False

CHSE Odisha Class 11 History Unit 5 Objective Questions

Question 31.
The primary rights of the UN are Human rights.
Answer:
False

Question 32.
The primary right of the UN is Human rights and Fundamental freedoms.
Answer:
True

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-1

Odisha State Board CHSE Odisha Class 11 Psychology Solutions Unit 4 Process of Thinking Long Answer Questions Part 1.

CHSE Odisha 11th Class Psychology Unit 4 Process of Thinking Long Answer Questions Part-1

Long Questions With Answers

Question 1.
Define the meaning and definition of thinking.
Answer:
Thinking is a very often used psychological term in our daily life. The importance of thinking is evident not only for the wide use of the term but also because thinking helps in the solution of all our day-to-day problems. Thinking is the most complex of all psychological processes and it is thinking that normally differentiates man from lower animals.

The reasoning is different from mere thinking of something, as it involves a sequence of symbolic activities. Reasoning also differs from the free association of ideas as in reasoning recall and the sequence of associations is more or less controlled. Thinking helps in solving a problem, and in fulfilling a need or motivation.

Ruch (1970) observed that thinking is always directed toward preparation for action towards producing new meanings, towards producing beliefs, and towards attending enjoyment. The graphic and verbal symbols are mentally manipulated in order to solve a problem, plan a building a decorate a drawing room. Thinking is, therefore, called ‘mental trial and error’.

The motor activities are minimum in thinking. Thinking is also called a symbolic process. Earlier we have discussed how thinking has been described in different ways by different psychologists on the basis of its characteristics such as thinking as a mental exploration, symbolic process, cognitive activity, problem-solving, behavior, mental or implicit trial and error, subvocal talking, and so on.

However, Warren has attempted to give a more comprehensive definition of thinking which embraces most of its characteristics. According to him “thinking is an activity concerning in cell. It is symbolic in character initiated by a problem or task which the individual is facing involving some trial and error but under the directing influence of that problem and ultimately leading to a conclusion or solution of the problem.”

Thinking is possible without immediate stimulus, with the help of ideas. An idea or an image stands as a substitute for an object in its absence. This is called a symbol. A symbol is said to be anything that stands for something else. All thinking deals with substitutes for things. That is why thinking is called a symbolic behavior. Hence, symbolic representation, and manipulation are the most important characteristics of thinking.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-1

Question 2.
Define the pre-operational period.
Answer:
The preoperational period extends from two to seven years. The first part of this stage is also known as the pre-conceptual period. It is characterized by the use of language and symbolic function. These two are built upon the systematic use of representation which begins in the last stage of sensory-motor operation.

Pre-conceptual refers to the beginning of symbolization in thinking. It is the period prior to the use of symbols in thinking or the preparatory stage for the same. Actually, the pre-operational stage extends from the end of the sixth stage of the sensory-motor period i.e., about 18 months to -1 year of age to 6 or 7 years.

The pre-operational period is sub-divided into

  • Pre conceptual period roughly lasts for 2-4 years and
  • Intuitive 4-7 years.

By the time the child reaches the pre-conceptual period he has mastered some language, constructs symbols, and is engaged in make-believe play like preparing food for mama in small covers of tins and bottles getting their dollars married, giving injections to their dollars, etc. It is the period when the child develops his symbolic function, imagery, and genuine representation.

He starts differentiating between words and images and perceptually absent events. The connection between these two is made by images that intervene in the development of imitation, play, and cognitive representation. Piaget thus states “Towards one half to two years, the symbolic function appears, language, symbolic play (the beginning of fictional invention) deferred imitation i.e., occurring sometime after the original event and that kind of internalized imitation which give rise to mental imagery occurs.

However the child cannot immediately construct such an operation, several years of preparation and organization are still required. In fact, it is much more difficult to reproduce and act correctly in thought than to carry it out on the behavioral level. The child of 2 years, for example, is able to coordinate his movements from place to place (when he walks about the room or in the garden) in a group, as well as his movements when he turns objects around.

But a lengthy period of time will elapse before he will be able to represent them precisely in thought in reproducing, for example, from memory with the help of objects, a plan of the room or garden, or in inverting the positions of objects in thought by turning the pan around.” Another important characteristic of the pre-operational stage is showing a response to a new stimulus considering it as if a previously known stimulus.

For instance, a two-year-old child may use a stick as a candle and try to light it putting it on the candle stand, or taking several matchboxes he may try to construct a two-story building. It is commonly seen that children consider their toys or dolls as brothers, sisters, and playmates and talk with the term, feed them, make them sleep on their laps sing a lorry, etc.

HoweverAnurag the two-year-old grandson of this author while playing with dolls “Anu and Sweta clearly express that they are not real Anu and Sweta. He says, “real Sweta is at Bangalore and real Anime. “These two are false ones.” However, pre-conceptual thinking at this stage is not of a high order compared to older children and adults. The child during the pre-operational stage only possesses preconceptions.

Question 3.
Define the sensory-motor period.
Answer:
Sensory-Motor Period:
The sensory-motor period is the period that starts before the language development of the child. Piaget distinguished between two major stages in cognitive development i.e., sensory-motor intelligence (0-2 years) and conceptual intelligence (0-to Maturity). During the sensory-motor period, the child’s adaptations and activities do not involve extensive use of symbols or language.

For example, the ability of a 9-month-old baby to search for a missing toy under the bed or to move a blanket towards him to get the toy that is kept on the other end of the blanket is an act of intelligence that does not require any language. In this manner through various sensory-motor acts, the baby solves and adapts to various demands of life.

These acts are considered pre-verbal. The sensory-motor period extends approximately from birth to -2 years of age approximately. It is divided into six phases. Through these six stages, a gradually complex pattern of intellectual behavior develops. The first four stages of the sensory-motor period are generally achieved during the first year.

Reflex – (0 – 1 month):
During this stage, innate and simple reflexes like sucking movements become more prominently seen, for the first month the infant only exercises the reflexes present at birth. This is the only mental organization at this age according to Piaget. Besides sucking (reflex) the nipple put inside the infant’s mouth, other reflexes are crying, grasping, movement of arms, trunks, and head, etc.

All stimuli the infant faces in the environment are reacted through these reflex activities present at birth. These unlearned inborn reflexes constitute the major adaptive behavior of the infant.

Primary Circular Reaction (1-4 months):
This stage extends roughly from the age of one month to 0-4 months after birth. During this period simple activities are characterized by repeated acts. The same activity or reaction like sucking, fingering the bed sheet, and opening and closing of the fists are done repeatedly. These activities the child does without any purpose or intention.

He also appears not to be interested in the effect that his behavior has on the environment around him. His activities lack purpose and he makes simple coordinated movements. Particularly thumb sucking becomes habitual. Thus the primary circular reaction stage involves the coordination of responses and reflexes. There is eye-hand coordination. When he hears something he looks in that direction which is called orienting reflex. He grasps objects and sucks them.

Secondary Circular Reaction (4 to 8 months):
This is the third stage of the sensory-motor period, which extends from four to eight months approximately. In contrast to the second stage in this phase, the child is able to anticipate the consequences of his actions. After about four months of postnatal age, the infant starts making purposeful movements and intentionally repeats responses to achieve some end.

For instance, grasping activities are extended to pulling and shaking, etc. He may kick his legs at a toy to make astringing movements hanging in front of him. The child repeats responses to get some meaningful and interesting results. Most of the movements of the hand-eye and mouth are coordinated. His interest and attention are now shifted to objects outside his body.

Intentionality is the main characteristic of this stage which differentiates it from the second stage of the sensory-motor period. He repeats various activities to produce changes in his environment. He looks for toys and Other objects in which he is interested in places where he has seen them being kept earlier.

For instance, if he is interested in a pen kept on the small table, he may try to reach for it there. In the second stage, the act was repeated for its own sake without any intent or purpose while here the aim is to produce an interesting stimulus effect. Piaget names this act as reproductive assimilation meaning the child tries to reproduce events with an intention.

Now he is more interested in the objective world around him of which he was not aware in the earlier stages. These are all signs of intellectual development. Actions of this stage are called secondary as they are an amalgamation of images previously developed. Reactions are called circular because they are repetitive and self-reinforcing (Philips -1969).

Coordination of Secondary Circular Reactions (7-10 months):
In this stage, there is further development in the child’s mental activity. He starts solving simple problems and shows capability for the same. He uses already-learned responses to achieve a goal. A cigarette packet kept in daddy’s shirt’s front pocket earlier was hidden behind a pillow. Now when he does not sec it in daddy’s, he will try to search for it behind the pillow.

Here he uses his earlier learning of moving the pillow to get an object. The child understands that means are separate from ends and also forms a means-end relationship which is a sign of developed intellectual behavior, in this stage, he uses his learned response as a means to attain the desired goal (getting the toy) and not as an end in itself.

In this stage, he will with all seriousness do the job to achieve something in mind. He will try to overcome all obstacles to get the desired object. Thus his behavior shows greater intentionality. he shows the ability to anticipate. New objects are incorporated into the already existing schemata of the child. He shows lots of interest in different objects and play materials, and examines those in which he is interested.

He learns the shape, and size of the objects thus acquiring constancy of the shape and size of objects. He leams that an object exists in space even if it cannot be seen directly. This is a very important sign of improvement in the cognitive ability of the baby. This type of reaction indicates the rudiments of reasoning and anticipatory behavior.

Tertiary Circular Reactions (11-18 months):
This stage is characterized by active trial and error, experimentation like exploration, variation, and change of behavior. By the age of one year, the child seems to be really interested in new things and demonstrates a great deal of curiosity which indicate his operations at a higher level. He starts forming new schemata to solve new problems.

He will not play with the same toys again and again. In the earlier stages, he was repeatedly playing with the same toys. Now he wants new toys every day to play with and explore. He breaks toys to see what is inside. He would try to open toy cars, telephones, piano, etc, and then again would try to put them in order.

The child tries to experiment through trial and error methods to develop new means of reaching the end. Develops curiosity about different objects around him, and tries to know about them by asking questions like “what is this”, in the case of every object. He tries to solve various simple problems like opening a small pencil box, opening.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-1

Question 4.
What is the period of institutional thought and concrete operative stage?
Answer:
Period of Intuitive Thought:
This stage lasts for 4 to 7 or 8 years, concepts develop more at his stage. He elaborates his concepts, thoughts, images and more complex representations are constructed. Now he is capable of grouping objects together into classes as per his own perception of similarity. Now he gathers some ideas about class membership and objects included in that particular class.

The child uses quantifiers such as some, all, more little, less, etc when Anurag who is now 26 months old eats a mixture, we put them one by one in his mouth, but he wants to eat more, says give me more or when a full spoon of rice is put inside his mouth, he says “give me less otherwise it will be stuck in my throat and I will have vomiting.”

Here he draws logical conclusions like if you give me more, it will stick inside my throat and I will vomit “If you go away I will cry”. However, in most children, this ability to draw logical conclusions at this stage is very very limited. His understanding is still comprehended objects or situations, from one angle only as discussed earlier.

A child of two years of age very well knows the existence of an object even if it is hidden from him. Even if the moon is not found in the sky in the daytime or during certain periods of the month, he knows that the moon stays in the sky because he asks his mama or grandma to show him the moon in the sky.

Irreversibility is the most important characteristic of the pre-operational stage according to Piaget. Reversibility refers to the ability of the child to main fair equivalence to perceive the object in a stereo-typed manner in spite of the change in the perceptual field. If papa is taller than Mama, then mama is shorter than Papa, and he is unable to accept, understand or conceive.

Thus during the age of 4 to 7 years, he does not develop the concept of invariance. Gradually his language develops and his thought processes become less entered. Conservation refers to the conceptualization that the quantity remains the same in spite of any change in the shape or position of the object.

Conservation of number appears around the age of 6-7 years. The conservation ability of the child can be increased through instruction and using various reinforcement techniques. But Piaget said that conservation comes mainly through experience, manipulation, and exposure, not by teaching the child how to conserve.

No difference is observed in the conservation ability of children of the same age who go to school and who remain at home. This happens for all cultures in the world. Further pre operational children are qualitatively different from sensory-motor children in thought.

Language helps tremendously in mental development at this stage. Piaget is of opinion that language serves three major purposes in mental development.

  • It helps in the socialization process.
  • The child thinks by using words and signs.
  • Action is more internalized and symbolized rather than perceptual motor because of language development. Language facilitates logical thought.

Between the age of 2 to 4 years, the child’s speech is mostly egocentric. He speaks to himself even when no one is present. In all his talk he says “It is mine I have done this, where is my toy, my mama, my papa, my pencil, my rocket, etc? He is not concerned about others. His speech does not mention others. But between 4 to 7 years of age language becomes more communicative.

He talks with others and exchanges ideas. Instead of ‘I’, I mine more and more your, you, he, she, mama, papa, etc. are used in language and speech. Thus their speech becomes more and more socialized between the age of 4-7 years. Socialization starts speedily after language is developed. Through language, the child begins better communication with family members peers, and outsiders.

He is now able to express his thought and images through language. Bernstein’s observations on class differences in children’s language ability indicate that lower-class children perform relatively more poorly than their middle-class counterparts on tasks involving cognitive functioning i.e., thinkings, reasoning, conceptualization, and on standard intelligent tests which depend upon language skills.

This gap between the middle and lower classes becomes more significant with an increase in age. Culture has also a pronounced effect on intellectual development. Culturally deprived and disadvantaged environments produce and maintain progressive retardation in the area of intelligence, cognitive development, and school achievement.

Hers and Shipman (1965) conducted some very important research in America the results of which confirmed Bernstein’s findings. But certain studies show that with concentrated individual training, the effects of early deprivation can be overcome and market gain can be observed in intellectual functioning. (Blank and Soloman, 1968).

Concrete Operation Stage:
The concrete operation stage starts from 7 years and continues up to 11-12 years. Real symbolic activity emerges during this period. Improvement in language ability helps in mediation, concept formation, abstraction, and problem-solving, children at this age instruct and direct themselves through silent talking and covert speech.

During the concrete operation stage when the child reaches 7 years of age, he begins to relate different aspects of a situation to one another and at last arrives at a “notion of conservation”. Piaget calls this principle of invariance. Suppose the child is making different shapes of animals from a particular amount of clay which remains constant, say an elephant or a dog or a horse.

The child now understands that whatever may be the figure or shape the amount of clay remains constant, the figure may vary, but the clay is the same. He could not have had this idea in the earlier period. A five-year-old child believes that.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-1

Question 5.
What is creative thinking and describe the stage and characteristics of creative thinking?
Answer:
Creative Thinking:
Creative thinking refers to the ability to explore the situation in a novel way to contribute something new to society and mankind. It becomes explosive in the performance of a person. A creative person tries to achieve something new, to produce something original, something unique.

Creative thinkers are great boons to society. Creative thinking is a must for the progress and prosperity of any country. The advancement of science and technology in any country is the outcome of creative thinking. On the whole, creativity is a characteristic of thought and of problem-solving, generally considered to include originality, novelty, and appropriateness.

It is the process of developing original level and yet appropriate responses to a problem. However, unless an original and novel solution is appropriate, it can not be termed creative. An appropriate response is one that is deemed reasonable in terms of the situation.

Stages in Creativity:
Morris Stein (1974) has defined creativity as a process involving three stages:

  • hypothesis formation
  • hypothesis testing and
  • communication of results.

In hypothesis formation, people try to formulate a new response to the problem. However, finding a new response to a problem is not an easy affair. Individuals have to confront situations and try to think in non-stereotyped ways. They have to explore paths that have not been explored before and think in new ways. Creative persons sometimes experience a sudden brilliant illumination.

The creative person may be a scientist, an artist, or an artisan. But new ideas (or hypotheses) have to be tested against reality. At this stage, applying the criterion of appropriateness is crucial. If the result is novel, original, and appropriate, the individual can move towards the third stage i.e., communication of results. Communicating the idea is sometimes straightforward.

Very often, the process requires extensive explanation. Characteristics vary with creative people. Understanding the thought processes of creative individuals may allow psychologists to help others to become creative. Further, identifying the characteristics of creative individuals may allow psychologists and educators to spot these gifted persons early in life and facilitate the development of their creative abilities.

Research works of psychologists reveal that creative people are flexible in their approach to a problem. They do not use preconceived solutions. These people always desire a complex array of thoughts, ideas, and data (Dallas & Gaier, 1970). Moreover, creative people approach problem-solving in unique ways.

Guilford (1967) has defined creative thinking as a form of thought that is divergent. Guilford reveals that divergent thinking is the production of new information from known information or the generation of logical possibilities which serve as the basis of creativity. Emphatically he told that divergent thinking occurs in response to a problem that as yet is not defined.

The divergent mode of thinking is the essence of creative performance. From different studies, it was found that there is no significant difference between normal and creative people so far as brain-wave patterns are concerned. There is no firm evidence that creative people are either more or less intelligent than other people.

The data relating to IQ scores and creativity are inconclusive. Some studies have found a distinction between creativity and intelligence test scores others have shown a positive correlation. Creative people tend to be independent non-conformists, experiencing great tension and strong opposite drives.

Henry Poincare, the great French Mathematician experienced the following stages of creative thinking. These stages have been obtained through questionnaires, interviews, and the introspection of creative thinkers. Though these stages of creative thinking vary from individual to individual and problem to problem, still there are some common stages of creative thinking.
These stages are:

  • Preparation
  • Incubation
  • Inspiration or Illumination
  • Evaluation
  • Verification or Revision.

Preparation:
The first step of creative thinking is preparation. Education prepares an individual for creative work. The training that a doctor, an engineer, and a scientist gets through education, takes them in a new direction and opens new vistas for them. Moreover, formulation of a problem, collection of information, a survey of relevant work in the concerned field, preliminary knowledge of the subject, and trial and error method are all essential for creative thinking. According to Edison, preparation provides much inspiration for creative work. It is the foundation for creative thinking.

Incubation:
This is the second stage of creative thinking. In this stage, there is an almost complete absence of overt activity. Conscious thought about the problem is totally absent. This is said to be a period of no progress. But the thinker is not aware of the progress. Some experts opine that though the creative thinker does not think consciously about his creation, the problem is solved without his awareness. This is how many problems are solved while we are asleep. In this span of time, the ideas which were interfering with the solution to the problem tend to fade.

Inspiration or Illumination:
In a sudden flash, creative ideas come to mind after the period of incubation. If you were unable to solve a mathematical problem yesterday, now all of a sudden the solution comes to your mind abruptly. Very often, new ideas come in the dream, when the person is in the subconscious stage. For creative people, these sudden ideas are very crucial. The period of inspiration is often proceeded by a certain amount of trial and error. Some experts view that trial and error activity does not, anyway, supplement creative thinking. However, inspiration provides a specific direction toward the goal and it makes the person think in that direction.

Evaluation:
This is the fourth stage of thinking. Here the thinker tries to find out whether the solution which comes to his mind is correct or not. Very often, the apparent solution proves to be wrong. When the thinker feels that it is wrong, then he goes back to the first stage of creative thinking i.e., the preparatory stage.

Verification:
It is the individual finds that the solution is correct, then it is accepted. If it is proven wrong, then he thinks that it does not suit the assumption. As a result, he has to start again from the beginning. In certain cases, he may invite some modifications or revisions. Some observations indicate that ‘inspiration’ comes as the last stage of creative thinking instead of ‘verification’. But studies reveal that it becomes necessary to evaluate the process of creative thinking in most cases.

Characteristics of Creative Thinkers:
Generally, creative people are high in intellectual ability, but they are not necessarily in the highest brackets measured by these tests. Many creative people are talented in some special way – in music or in literature. In other words, they have certain specific abilities that they can use in their search for new ideas.

No doubt, many creative thoughts come as sudden insights. But such ‘ flashes’ are more likely after hard thinking about a problem. So in one way, diligence and strong motivation to work at solving problems are characteristics of creative thinkers. Further, creative thinkers have some personality features in common. Evidence from personality tests indicates that these people have the following traits:

  • They prefer complexity.
  • They are more complex psychodynamically and have greater personal scope.
  • They are more independent in their judgments.
  • They are more self-assertive and dominant.
  • They reject suppression as a mechanism for the control of impulses. (Barron, 1963).

In 1975, Welsh revealed that a personality dimension “origins” is related to creativity. An individual high on this dimension resists conventional approaches which have been determined by others. Such a person is more interested in artistic, literary, and aesthetic matters.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-1

Question 6.
Describe the stages of cognitive development by Piaget.
Answer:
Piaget is a development theorist who believes that cognitive development occurs gradually phase by phase.
Piaget has divided the entire period of cognitive development into four basic stages.

  1. The sensory-motor period is 0-2 years approximately.
  2. Preoperational period 2-7years approximately.
  3. Concrete operational period 7-12 years approximately
  4. The formal operational period is 12 years above approximately.

Sensory motor period:
The sensory-motor period is the period that starts before the language development of the child. Piaget distinguished between 2 major stages in cognitive development that is sensory-motor intelligence (0-2 years) and conceptual intelligence (0-10 maturity). During the sensory-motor period, the child’s adaptions and activities don’t involve extensive use of symbols or language.

It is divided into six phases:
Reflex (0-1) month:
During this stage, innate and simple reflexes of live sucking movements become more prominently seen.

Primary circulation reaction (1-4) months:
This stage extends roughly from the age of one month to 0-1 month after birth.

Secondary circular reaction (4 to 8 months):
This is the 3rd. stage of the sensory-motor period who extends from four to eight months approximately.

Coordination of secondary circular reactions (7-10 months):
In this stage, there is further development in the child’s mental activity.

Tertiary circular reactions (11-18 months):
This stage is characterized by active trial and error, experimentation like exploration, variation, and change of behavior.

Internal mental combination (18-24 months):
This is the final and most advanced stage.

Pre-operational period:
The preoperational period extends from two to seven years. The first part of this stage is also known as the pre-conceptual period. It is characterized by the use of language and symbolic function. These two are built upon the systematic use of representation which begins in the last stage of sensory-motor operation.

Pre-conceptual refers to the beginning of symbolization in thinking. It is the period of the use of symbols in thinking or the preparatory stage for the same. Actually, the pre-operational stage extends from the end of the sixth stage of the sensory-motor period which is about 18 months to 1 year of age to 6 or 7 years.

The pre-operational period is subdivided into

  • The pre-conceptual period roughly lasts 2-4 years.
  • Initiative 4-7 years.

By the time the child reaches the pre-conceptual period he has mastered some language that he uses in his thinking process as a symbolic unit.

Period of intuitive Thought:
This stage lasts for 4 to 7 or 8 years. Concepts develop more at this stage. He elaborates his concepts, thoughts images, and more complex representations are constructed. Now he is capable of grouping objects together into classes as per his own perception of similarity. Now he gathers some ideas about class membership and objects included in that particular class.

The chi Id uses quantifiers such as some, all, more little, less, etc. when Anurag who is now 26 months, old cats mixture we put one by one in his mouth, but he wants to eat more sayS, give me more or when a full spoon of rice is put inside his mouth, he says, “give me less. Otherwise, it will stuck in my throat and I will have to vomit.”

Concrete operation Stage:
The concrete operation stage starts from 7 years and continues up to 11-12 years. Real symbolic activity emerges during this period. Improvement in language ability helps in mediation, concept formation, abstraction, and problem-solving, children at this age instruct and direct them through silent talking and covert speech. During the concrete operation stage when the child reaches 7 years of age, he begins to relate different aspects of a situation to one another and at last arrives at a “notion of conservation” Piaget catches this principle in this stage.

Formal operation stage (11 years and above):
After the age of 11, the child is capable of abstract thinking and reasoning. In the concrete operations stage, he uses logic and reasoning in an elementary way, applying them in the manipulation of concrete objects.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-1

Question 7:
Define thinking as a problem-solving behavior and its steps involved in problem-solving.
Answer:
The problem means any conflict or difference between one situation and the goal is a problem. T}ie thinking that we do in problem-solving is goal-directed. For solving problems, we use some rules. But two rules are important algorithms and heuristics. An algorithm is a set of rules which if followed correctly will guarantee a solution to a problem.

Thinking is initiated by a problem and ends with a solution. The individual while interacting with the environment needs to solve several problems and fulfill goals and motives. But the satisfaction of various needs and desires is not so easily done. Sometimes using a face barrier to the goal blocks the satisfaction of a motive.

There is no readymade or immediate means to cross the barrier and reach the goal. Thus, the individual is faced with a problem. The problem is how to cross the barrier. For the solution to this problem, the person has to take recourse to some psychological process which helps in removing the obstacle from the way to the goal. This very psychological process is called thinking or problem-solving behavior.

Steps involved in problem-solving
Problem:
To start thinking the basic requirement is the perception of a problem. The ‘ S ’ or the individual must be interested to solve the problem. He must understand the importance of the problem.

Formulation of a Hypothesis:
The ‘S’ must analyze and review the problem from various angles and standpoints. Certain assumptions are made regarding the final outcome. These assumptions are called hypotheses.

Preparation:
Preparation includes assembling the tools or materials required to solve the problem. New ideas crystalize at this stage.

Possible solutions:
In this stage, this subject is engaged in finding out the solution. A variety of solutions may come to his mind.

Evaluation:
This stage includes checking the hypothesis against the obtained solution.

Testing and Revision of the solution:
Tentative solutions are carefully tested before they are accepted for practical use. All these steps are blended and interwoven in most problem-solving behaviors.

Question 8.
Define strategies in problem-solving and describe the different factors in helping problem-solving.
Answer:
While trying to solve a problem, the person seeks a strategy or systematic mode of attacking the problem:
Problem-solving as Gap Filling:
Bart left on the basis of his research on the thinking process has concluded that all problem-solving appears to illustrate one or more of B kinds of gap-filling processes.

Structures in problem-solving:
Problem-solving has been regarded as essentially a process of thinking in Structure.

Problem-solving involves trial and error:
When a problem becomes quite difficult for the S to solve only by thinking, the S may be engaged in random. Trial and error, the case of Thorndike’s cat in the puzzle box serves as an example of physical trial and error.

Problem-solving and insight:
In many problem-solving experiments, it has been found the solution to the problem comes suddenly without any observable trial and error.

Problem-solving involves concepts:
By manipulating concepts, problems are solved easily. According to Crovitz, “practice with the method of manipulating, concepts increases the ability to solve problems easily.

Factors in helping problem-solving behavior:
Every person’s thinking takes place in his own unique, background and psychological setup like the attitude, belief, motive, past experience, and mental set of the thinker.

Motivation:
Like learning motivation is one of the most important factors which make problem-solving easy by giving it direction. It directs behavior toward the goal. Tinking is always motivated by some problems.

Past Experience:
The positive transfer effect facilitates problem-solving a great deal. Acquisitions of the past in similar situations are generalized in the present situation. This makes it easier to solve the problem.

Personal Context:
Milton (1959) conducted a study to compare the responses of men and women to problems appropriate to masculine and feminine roles. Results show the influence of an individual’s personal context on his problem-solving behavior.

Mental Set:
The importance of a set as a preparatory adjustment for performing a task has been shown in diverse fields of different psychological experiments. Set because of its facilitatory or inhibitory effect has occupied an outstanding position in the psychology of thinking.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-1

Question 9.
Define psychological or personal motive.
Answer:
Curiosity:
Curiosity is a psychological motive. It is a motivational tendency to act which does not have specific and indefinable goals. Behind any act of exploration, investigation, and research, there is a desire to know any curiosity. Research findings of Dember (1956) and Fowler (1958) revealed that rats preferred novelty, change, and complexity in Y and T mazes. It is not an exclusively human trait.

Animal experiments proved that curiosity behavior is also found in many animals (Buttler, 1954). Curiosity motives for sensory stimulation are also conducive to the motive for exploration. Evidence indicated that the curiosity motive can be unlearned. The need for changing sensory stimulation is closely related to curiosity. It is the basic motive. Exploration and curiosity are just two expressions of it. Very often, we are motivated to master challenges in the environment. This is called “Competence Motivation”.

Achievement Motivation:
The need for achievement causes individuals to strive for bigger and better accomplishments. It is a personal need that directs a person to strive constantly for excellence and success. It is a personality variable that appears to differ from one individual to another. Some people are highly achievement-oriented and competence-oriented and others are not so.

Need for Achievement:
It is a personal need that directs a person to strive constantly for excellence and success. This motive has been subjected to intensive study by a group of Harvard psychologists like David Me Cleveland and John Atkinson. They used projective tests to asses achievement motivation. Many studies have been done to find out the relationship between achievement motivation and performance.

Generally, people with a need for achievement seek to accomplish things and improve performance. The results of these studies revealed that people who are high in achievement motivation generally do better on tasks than those who are low. Further studies also revealed that people high in need for achievement are motivated to succeed.

Research works also indicated that the need for achievement is increased by independence, training, and self-dependent attitudes. Me Cleveland has found that the need for achievement is also related positively to the higher economic status of the society. Experts also revealed that both extrinsic and intrinsic motivation are closely related to achievement motivation.

Self-actualization:
A humanistic approach to motive was developed by Maslow (1954). It is very important for its practical value. His humanistic model is popularly known as the theory of ‘self-actualization’. Maslow’s approach was unique. He attempted to portray a total picture of human behavior.

Maslow tried to explain human motives or needs by arranging them in a hierarchy. His arrangement was made in the order of potency and priority of unsatisfied human needs. The most basic aspects of human motivation are physiological needs and at the highest level, the desire to utilize one’s personal capacities is found.

Here the individual develops his potentialities to the fullest and engages in activities for which he is well-studied.’ This level is called ‘self-actualization’. Maslow’s approach reveals that every category of need has a limited capacity to motivate behavior. Beyond this point of limitation, it is necessary to involve a higher category of need.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 3 Changing Traditions Objective & Short Answer Type Questions.

CHSE Odisha 11th Class History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Multiple Choice Questions With Answers

Question 1.
Where was Jesus Christ born?
(a) Bethelham
(b) Galilee
(c) Nazareth
(d) Madina
Answer:
(a) Bethlehem

Question 2.
Who was the king of Judea during the time of Jesus’s birth?
(a) Herod
(b) B John
(c) Nero
(d) Constantine
Answer:
(a) Herod

Question 3.
By whom Jesus Christ was baptised?
(a) John
(b) Saint Peter
(c) Pontius Pillate
(d) Moses
Answer:
(a) John

Question 4.
Which of the following is called the temple of Jeusish?
(a) Pyramid
(b) Masque
(c) Church
(d) Synagogus
Answer:
(d) Synagogus

Question 5.
When did the Gospels come to be complied?
(a) 1st Century A.D.
(b) 2nd Century A.D.
(c) 3rd Century A.D.
(d) 4th CenturyA.D.
Answer:
(a) 1st Century A.D.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Question 6.
What was the previous name of Paul?
(a) Peter
(b) Saul
(c) Mark
(d) Mathew
Answer:
(b) Saul

Question 7.
When was Prophet Mohammed born?
(a) 570 A.D.
(b) 610 A.D.
(c) 622 A.D.
(d) 632A.D.
Answer:
(a) 570 A.D.

Question 8.
Who brought up Mohammed when he was a child?
(a) Abutalib
(b) Abu Bakr
(c) Omar
(d) AK
Answer:
(a) Abutalib

Question 9.
Which of the following events is called as“Hijrat”?
(a) Meditation at Mount Hira.
(b) Advice of Angel Gabriel.
(c) Journey of Mohammed to Medina.
(d) Mohammed’s acquisition of knowledge.
Answer:
(c) Journey of Mohammed to Medina.

Question 10.
How many chapters of suras are there in Koran?
(a) 112
(b) 113
(c) 114
(d) 115
Answer:
(c) 114

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Question 11.
What is Haj?
(a) Holy tax giving on wealth.
(b) Visit to Mecca once in lifetime.
(c) Fasting in the month of Ramzan.
(d) Prayer for five times a day.
Answer:
(b) Visit to Mecca once in lifetime.

Question 12.
Who was the first caliph of Islamic religion?
(a) Abu Bakr
(b) Omar
(c) AH
(d) Abdulla
Answer:
(a) Abu Bakr

Question 13.
Who was the first order of society in Europe?
(a) Knight
(b) People ofState
(c) Clevgy
(d) Monk
Answer:
(c) Clevgy

Question 14.
Doon de Mayence a 13th century poem recounting the adventures of______.
(a) People
(b) Clergy
(c) Knights
(d) Soldier
Answer:
(c) Knights

Question 15.
The word monastery derived from the Greek word_______.
(a) Monos
(b) Mono
(c) Mana
(d) Manas
Answer:
(a) Monos

Question 16.
In Benedictine monastries of France this are________chapter of rules which were followed by monks.
(a) 74
(b) 73
(c) 75
(d) 80
Answer:
(b) 73

Question 17.
Who has written Canterbury tales?
(a) Geoflry Chaucer
(b) Beowolf
(c) Shakespeare
(d) Flowman
Answer:
(a) Geoflry Chaucer

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Question 18.
Who has written piers Floman contrasting the ease and luxury lives of some monks.
(a) Geoflry Chaucer
(b) Langland
(c) Shakespeare
(d) Flowman
Answer:
(b) Langland

Question 19.
Which period is known as Black death?
(a) 1347-50
(b) 1347-58
(c) 1347-60
(d) 1347-90
Answer:
(a) 1347-50

Question 20.
In which year peasant revolted?
(a) 1380
(b) 1381
(c) 1375
(d) 1395
Answer:
(b) 1381

Question 21.
Who is given the ‘poet laureate’ title in Rome in the year 1341.
(a) Georflry Chaucer
(b) Ottonman
(c) Petrach
(d) Leonoardo
Answer:
(c) Petrach

Question 22.
What was the name of the painting of Leonardo da vinici?
(a) Monalisa
(b) The Last Super
(c) Manarch
(d) Both A&B
Answer:
(d) Both A&B

Question 23.
When Thomas More’s Utopia was published?
(a) 1516
(b) 1517
(c) 1522
(d) 1518
Answer:
(a) 1516

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Question 24.
Who has published the Principia Mathematica book?
(a) Issac Newton
(b) Luther
(c) Gregorian
(d) Harvey
Answer:
(a) Issac Newton

Question 25.
When Gregorian calendar was introduced by Pope Gregory XIII?
(a) 1582
(b) 1583
(c) 1584
(d) 1589
Answer:
(a)1582

Question 26.
Where Academy of Science was set up?
(a) France
(b) Italy
(c) Paris
(d) England
Answer:
(c) Paris

Question 27.
Who translated the Bible into German?
(a) Luther
(b) Harvey
(c) Issac
(d) More
Answer:
(a) Luther

Question 28.
In which new Columbus discovered India?
(a) Santa Maria
(b) Santa Cruise
(c) Santa Merry
(d) None of the above
Answer:
(a) Santa Maria

Question 29.
Where did Vasco da Gama reach in India?
(a) Calicut
(b) Kozhikode
(c) Both Calicut or Kozhikode
(d) None
Answer:
(c) Both Calicut or Kozhikode

Question 30.
In which year Cortes defeats Aztecs?
(a) 1520
(b) 1521
(c) 1530
(d) 1533
Answer:
(b) 1521

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

True or False Type Questions with Answers

Question 1.
Jesus is not called Nazareth.
Answer:
False

Question 2.
Jesus spent 25 years of Nazareth.
Answer:
True

Question 3.
Christians sacred text is Bible.
Answer:
True

Question 4.
Muslims sacred text is Koran.
Answer:
True

Question 5.
Islam is based on principles of Namaz, Zakat, Ramzan and Haj.
Answer:
True

Question 6.
Christians believe that three days after Jesus death, he came back to life.
Answer:
True

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Question 7.
At age 40 years Jesus baptised by John.
Answer:
False

Question 8.
At age 30 years Jesus baptised by John.
Answer:
True

Question 9.
Mohammed died in 630 AD.
Answer:
False

Question 10.
Mohammed died in 632 AD.
Answer:
True

Question 11.
Clovis became king of France in 481.
Answer:
True

Question 12.
Nomans defeat Anglo Saxons and conquer England in 1068.
Answer:
False

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Question 13.
Nomans defeat Anglo Saxons and conquer England in 1066.
Answer:
True

Question 14.
Leon Batista Albeti wrote an art theory and architecture.
Answer:
True

Question 15.
Niccala Machiavelli wrote about human nature in his books Human’.
Answer:
False

Question 16.
Niccala Machiavelli wrote about human nature in his books “The Prince”.
Answer:
True

Question 17.
Gregorian calendar was introduced by Pope Gregory XIII.
Answer:
True

Question 18.
Issac Newton’s Principia Mathematica was published in 1688.
Answer:
False

Question 19.
Issac Newton’s Principia Mathematica was published in 1687.
Answer:
True

Question 20.
Balboa crosses Panama Isthmus sights pacific ocean in 1513.
Answer:
True

Question 21.
John Caborts Englishman explores North American coast.
Answer:
True

Question 22.
True History of the conquest of Mexico was written by Bernard Diaz Del Castello.
Answer:
True

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Short type Questions With Answers

Question 1.
Write some rules of Benedictine monasteries of 13 rules for monks?
Answer:
Rules are:
(a) Permission to speak should rarely be granted to monks.
(b) Humility means obedience.
(c) No monk should own private property.
(d) Idleness is the enemy of sould.

Question 2.
Where did monk lived?
Answer:
Monk lived in religious communities called abbeys or monasteries, often in places very far from human habitation.

Question 3.
What are two well known monasteries?
Answer:
Two of the well known monasteries were those establised by St. Benedict in Italy and of Cluny in Burgundy.

Question 4.
Why France and England were often at war?
Answer:
William, the Duke of Normandy, crossed the English Channel with an army and defeated the Saxon king of England often at war because of disputes over territory and trade.

Question 5.
What was the famous Catherdal in England then?
Answer:
Salisbury Cathedral.

Question 6.
Whom Historians called the new monarchs and why?
Answer:
In 15th and 16th centuries European kings strengthened their military and financial power. They created powerful new states in Europe. They are Louix XI in France, Maximellionin Austria Henry VII in England and Isabella and Ferdin and in Spain.

Question 7.
Who had written the book “The Prince”?
Answer:
Niccola Machiavelli wrote about the human nature in fifteenth chapter of his book “The Prince”.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Question 8.
What is the meaning of Nao?
Answer:
Nao means a heavy ship in Spanish. It is derived from Arabic and this is explained by the fact of Arab occupation of the region till 1492.

Question 9.
Which place does Calumbus claim to be Spain?
Answer:
Bahama Island and Cuba.

Question 10.
Who is Dona Marina?
Answer:
The people of Tabasco gave Cortes a woman attendant called Dona Marina. She was fluent in three local languages and was able to play a crucial role as an interpreter of Cortes. Without Dona Marina, we could not have understood the language of New Spain and Mexico.

Question 11.
What is the meaning of Malinchista?
Answer:
It means someone who slavishly copies the costumes and language of other people.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-2

Odisha State Board CHSE Odisha Class 11 Psychology Solutions Unit 4 Process of Thinking Long Answer Questions Part 2.

CHSE Odisha 11th Class Psychology Unit 4 Process of Thinking Long Answer Questions Part-2

Long Questions With Answers

Question 1.
Define meaning, the definition of motivation, and the goals of motivation.
Answer:
All these motivational terms regulate the behavior of a person. When we say one is motivated, we mean to say that he is driven or moved to an act by an inner control urge or force as in the case of the writer just discussed. In any action, except a simple reflex, the ‘O’ is guided by certain underlying internal conditions.

They direct the ‘O’ toward specific goals. In the opinion of Bunch (1958) a drive or a motive is a “persistent behavior which appears to be dominated by the time being by a relatively limited group of stimuli acting on the organism.” Motivation is derived from the Latin word “Movere” which means to move.

In the literal sense, it is a process that arouses the energy or drives in the individual to proceed in an activity. The activity aroused, fulfills the need, and reduces the drive or tension. Until it has not fulfilled the need, the drive is not reduced. P.T. Young has defined motivation as the process of arousing an action, sustaining the activity in progress, and regulating the pattern of activity.

Let us take the case of hunger which is a common biological motive. When one is hungry, the need is food. This need creates internal physiological changes in the ‘ O’ which induces a drive. This drive goal or directs the ‘O’ to search for food: When the food is available, the hunger needs is fulfilled and the drive is reduced and the activity ceases then and there.

A motivated act is completed When the goal is reached. Take the case of Thomdike’s eats. Only when the cat is hungry or has the need to escape out ofthe problem box, it tries to open the door. Otherwise, the cat may simply sleep inside the problem box very peacefully. Lashley (1938). He indicated that motivated behavior does not consist simply of chains of stimulus-response sequences.

Conditions within ‘O’ change his response to a particular stimulus at a particular moment. That is why the same person may show different types of responses to the same stimulus on different occasions. Motivation also varies from person to person. Freud, Young, Woodworth, and McDougall, all are of opinion that every action has an underlying cause behind it.

Every learning goal-oriented. Motivation is the superhighway to learning. So Thompson remarked, “All our behaviors are controlled from within the organism by primary motives and the secondary motives are determined by external stimuli.” McDougall and Freud both treated motivation in terms of energy, a conception That has persisted in the psychology of motivation down to the present time.

Freud stated that this energy is derived from a general reservoir of sexual motivation, the libido which is further supplied to all other behavior. McDougall said that all motives are purposive and directed towards a goal. “He led the foundation stone to the idea of motivational energy, the varieties of its expression, and the physiological mechanisms through which it operates.” (Kimbel and Germany 1980).

According to Atkinson (1958), the term motivation refers to the arousal ofthe tendency to act to produce one or more effects. Murphy considered motivation as the general name for the fact that an organism’s act is partly determined by its own nature and internal structure. N.R.F. Maier says that motivation is the process by which the expression of behavior is determined or future expression is influenced by consequences to which such behavior leads.

According to Guilford (1960), all the internal conditions that stir up activity and sustain activity come under motivation. Internal stimulation for motivation is essential while external stimulus may be of secondary importance. Like, if you are hungry, you will definitely search for food. Otherwise, food in the external environment will not motivate you.

Underwood (1968) gives the following operational definition of motivation. The classes of operations used to produce and measure changes in performance and changes in energy output. Maslow held that motivated behavior is need-related and need-based. I Ic also talked about the hierarchy of motives.

Maier defined motivation as a goal-directed activity. Young tried to define motive in a wider sense. He believed that “motivation is the process of arousing the action, sustaining the activity in progress, and regulating the pattern of activity”. New Comb has defined motive as “a state of the ‘O’ in which bodily energy is mobilized and selectively directed towards parts of the environment”.

According to Morgan and King (1975), “Motivation refers to states within a person or animal that drives behavior towards some goal”.
Thus, in the process of motivation, the following stages have involved

  • a state that drives behavior or drives
  • arousal of behavior by this physiological state, and
  • the direction of the behavior toward a specific or selective goal is found. This definition more or less deals with the aspects of the motivational process.

Drive:
Drive is a psychological state, a tateWhjph leads one to activity. This State of the body leads the ‘O’ to a certain specific and selective activity that produces tension. When one is thirsty, if he is given food instead of water, it may not reduce his driving state. His activity is specifically directed towards getting a glass of water for the reduction of thirst drive. Drive is pure energy that is mobilized and made available for activity. Drive is further a consequence of unsatisfied needs. Only art unsatisfied need generates a drive.

Goal Or Incentive:
According to Ruch (1970), “A goal refers to some substance, objects or environmental initiated action. “Skinner and Bugelski have shown symbolic incentives in rats temporarily eliminating the complexity of internal conditions which initiated action, “Briefly, a goal is a reward, an incentive, or a motivation towards which behavior is directed.

The term incentive refers demotivational value of reinforcer. Without an incentive or reinforcer, motivation cannot be fulfilled, the incentive may be positive or negative, like food and electric shock or reward and punishment. It may be material, semi-material or non-material. It may also be verbal, non-verbal, biological, or social.

The incentive may be symbolic also when it does not have direct reinforcing power. Token experiments by Wulfe (1936) and Cowles (1937) have proved this, By achieving the goal through I the incentive satisfaction of the motive takes place. The goal or incentive varies with die nature of the drive. For hunger, food is the goal, for thirst water, sex mate and maternal-drive children, etc. are considered as goals.

A goal may be distant or near. It may be a long-range behavior sequence or a short-range behavior sequence or a short-range behavior sequence. Usually, near goals act as a better motivating factor than distant goals. In any process of motivation, we find this need, drive, and incentive (goal) sequence.

These three are indispensable for the process of motivation to operate and to be completed. Without a need, there cannot be a drive and without a drive, the behavior cannot be goal-oriented. Finally, without a goal or incentive, a motive cannot function successfully. Thus, it is aided by Hull that all learnings are purposive.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-2

Question 2.
Define the meaning and definition of emotion and describe the nature or characteristics of emotion.
Answer:
Emotion:
Meaning, operational definition, and nature of emotion:
The only child of a woman dies in a road accident. She is so disturbed by this, pathetic incident that she sits like a statue for days together, completely motionless. Then one day her dead body is found inside a well. An old man, at last, is ruined by his long-lost son. He just cries and cries, not out of misery but in happiness.

The first incident indicates emotions of sorrow, distress, and unhappiness, and the second one of happiness, joy, and pleasure. Thus, emotions take life interesting as well as distressing pleasant as well as unpleasant, and happy as well as unhappy, sometimes emotions bring distress and disaster in human life, disorganize, and disturb the entire life pattern.

At other times, it rebuilds functions and organizes activities. The emotion of love, happiness, and joy help in uniting and reuniting many friends, relations, couples, and marriage patterns. Without emotions, life would have been dull and colorless, devoid of charm. Emotions are also responsible for the finest human characteristics as well as for the most horrible and mean things in life. Emotion makes life pleasurable as well as miserable.

According, to Ruch (1970), “Emotions play a vital part in our motivational patterns. Life without emotion would be virtually a life without motion. Emotion has also organized and motivational values. When strong emotions arise strong motives are satisfied.” Emotion, a very complex and intricate psychological process has been a matter of discussion by, physiologists and psychologists for the last 100 years or more.

Emotion Defined:
It is quite difficult to give a comprehensive definition of emotion, which is a very complex and intricate psychological process. Different psychologists have defined emotion in several different ways. But the most appropriate definition of emotion so far is given by P.T. Young. According to him, “Emotion is an acute disturbance ofthe organism, as a whole, psychological in origin involving behavior, conscious experience, and visceral functioning.

An analysis of this definition points out four important characteristics of emotion:
Emotion is acute or strong in the body, unlike feelings in which the disturbance is mild. The whole body is strongly disturbed and agitated.
The disturbance due to emotion has always had a psychological origin. That is, a stimulus either external or internal always produces an emotional reaction.

Suppose the person saw a tiger in the forest and became afraid. This very fear is psychological in nature, and it introduces a stirred-up state. Thirdly, the disturbed state produced by an emotional experience creates bodily l changes which are physiological in nature. Physiological changes take place in the entire body system.

Finally, emotion is a conscious experience. The person facing the emotion-provoking situation must perceive it as significant. Then only emotion can be produced. The individual must be aware that the situation is such and such, that it is dangerous for him and hence should be avoided, and so on.

Nature And Characteristics of emotion:
The term emotion has been derived from the Latin word E-mover, which means to move to stir up, to agitate, to excite, and to arouse oneself. This arousal of self creates an art urge towards action. It is a very complex, disturbed state of the organism. That is why emotion has been defined as a stirred-up state of the organism.

The entire organism is disturbed both physiologically and psychologically, activated, and excited. Titchener defined emotion as an affected state of the organism. By affective state, he meant to say joy, sorrow, love, hatred, etc. Emotion has got both integrating and disintegrating roles in life.

According to Carr (1925) emotion is a form of energy mobilization. On a Scale of one end, there is a strong emotion and at the other end, no emotion or sleep will be there. This mobilization of energy helps the individual overcome an obstacle at the time of emergency situation like fear or anger.

The person sees a shake, immediately he is activated by tonnes of energy to run away from that place. Emotion is very brief. It starts very abruptly and ends soon after the incident is over Since emotion involves physiological changes, it disappears after the emotional outburst is over. Emotion deals with both physiological and psychological changes, both Objective and subjective aspects.

It has got feeling or covert aspects as well as overt or behavioral aspects. Some psychologists like McDougall have considered emotions as instincts. But this is only a historical and Controversial issue. Emotions occur as a reaction to some basic biological drives. When the basic needs are not satisfied, the person is frustrated.

For example, fear is associated with danger. Similarly, joy is felt when a long-cherished need is satisfied. Certain emotional experiences also help in the satisfaction of some biological needs. During anger, we are able to make use Of more energy in fighting the obstructing situation. Thus, emotions have biological values. Strong emotions help the individual tO be less sensitive to pain.

Question 3.
Discuss the common emotional patterns and describe the cause of fear. Prevention and Elimination.
Answer:
Common Emotional Patterns:
Fear:
As Bridges (1932) says, at first fear is generated more like a state of panic, and excitement than of any specific form. Gradually with the development of language, fear increases and is expressed in many other linguistic expressions than by crying alone. Fear appears clearly at the age of six months.

It is supposed to be a very early emotion and in most cases very dangerous for normal personality development. The arousal of fear depends upon different situations. Loss of support, the sudden approach of anything, or loud noise lead to inherent fears. A five-year-old child has a fear of dogs, doctors, machines, etc. death, fainting persons, dead bodies, being left alone, deep water, etc.

All these are not natural but acquired fears. Fear for animals and fire etc. occurs because of conditioning and habit, says Watson, children also may develop certain imaginative fears or symbolic fears like fear for rats, and spiders. Fear for the parents may be expressed in fear for the teacher who resembles a parent.

However, before the age of 5, symbolic fear does not arise. Fear for animals is more found in childhood, but for non-animals, it increases with age such as fear of disease, illness, dentists, and doctors. Boys usually show more fear towards school work and girls towards illness, disease, darkness, and night. The stimulus itself does not create fear, the way it is presented determines a fear, response.

Causes Of Fear:
Suggestion and imitation:
Dreadful stories narrated by the parents or grandparents, particularly at night cause dangerous fear in them. Mother suggests the baby certain feared objects like Ghost, Tiger, and Demon, and sleeps peacefully, while the baby spends the night with horrible experiences and nightmares without being able to sleep.

In a particular case, whenever the mother sees a rat she screams in fear as if she is facing a lion. The child at the early stage had no such fear of rats. But when he saw several times his mother screaming, at the sight of a rat, he also gradually developed this fear of rats. Most of our childhood fears are partly due to imitation and partly due to suggestion.

For Getting Attention:
One shows fear of getting attention also. In order to escape an unpleasant task or experience one develops a fear response.

Poor Training:
Overprotected and sheltered home life prevents emotional maturity. Wien the mother or other family members make it a point to accompany the child whenever he goes, wherever he goes, to protect him, in future he cannot go anywhere alone, let it be the latrine or bathroom. If we say, don’t go in the dark, you will fall down, don’t go alone, somebody will kidnap you. Don’t touch the switch, you will get shocked, don’t go to high places, you will fall down, and the child will be afraid of everything and every place.

Symbolic and Imaginary fears:
Phobias are of this type. To repress fear for one tiling, they show fear for other things, such fear for spiders, a bunch of hair, and small rats, which are mostly symbolic fears. Since these are harmless stimuli, one should not normally show fear of these stimuli. But when these objects stand for some other feared objects because of repression, such fears become unhealthy for normal personality development.

Unpleasant Dreams:
Dreams about ghosts, demons; dangerous animals give rise to various fears.

Prevention and Elimination of Fear:
Jones found two broad techniques for preventing fear.

  • social Imitation
  • Direct Conditioning

Social Imitation:
Just as fear develops by imitation, it can also be eliminated by imitation. Suppose the child is afraid of a cat. The mother or somebody whom the child loves, respects, and obeys, should bring the cat, hold it, and show the child in a gradual process that the cat is not harmful. Similarly, fear of different domestic animals, dark places, open places, high places, rivers, water, and crowdy places can be removed by imitation. Thus far can be removed by allowing the child to learn from others.

Direct Conditioning:
By associating the feared object with a stimulus that the child wants or desires to get, fear can be eliminated. By associating with a stimulus that the child likes or wants to get, say with a chocolate or ice cream or with the mother or some near and dear one the child’s fear can be eliminated. However, the prevention of fear by the conditioning method cannot be done in a day or two. It is a gradual and slow process, which requires patience, time, and understanding of the child, his current needs, and desires.

Fear can also be prevented by other techniques :
Prevention of useless and needless fear like goats or big fish. Many persons develop an aversion to fish or meat by visualizing the killing of these stimuli. This should be discouraged. The child must not be told or allowed to hear horrible and dreadful stories as they imagine these stories in reality and develop tremendous fears. Stories of ghosts and witches should be avoided completely.

Reconditioning of fear by gradually familiarising the child with the fearful object, say water or any animal. This has been discussed earlier. By having someone with whom he has got confidence. Fear of a dog increases when the child is taken to the dog by a stranger. But when he approaches the dog with his mother or father, the fear gradually subsides.

By introducing counter motives by presenting the feared stimulus with attraction and pleasant ones. Curiosity and heroism should be developed to avoid fear. A sense of curiosity is required to avoid symbolic fear. Security in the family decreases fear response (Jersild and Homes).

Verbal appeal and reassurance combined with practical demonstration reduce fear. By developing good health. Self-expression and self-criticism also reduce fear (Conn). Acquaintance with the environment. According to Slater, Beekwitn, and Behnke fear of the unfamiliar disappears as the child becomes acquainted with his environment.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-2

Question 4.
Define Anger and discuss the causes of treatment and jealousy.
Answer:
Anger:
Anger is said to be a negative emotion like fear. In the beginning, generalized undifferentiated and mass anger response is found. But gradually it is distinguished and differentiated. Anger is a more frequent emotional response in children than fear, as anger-provoking stimuli are more than fear-provoking stimuli in the child’s environment. When the natural desires and motives are not freely satisfied, but obstructed, anger is shown.

Causes of Anger:
The cause of anger is interference or restriction of any type or it may be due to frustration. This frustration may be due to personal, physical, or social causes. Ricketts has pointed out certain other causes of anger like conflict over playthings, conflict over toilet and dressing, interruption of interesting activities like pressurizing the child to leave play and study, etc.

Jones has found that in 3-5 years children’s anger is created over their daily toilet, habits, dressing, going to school, etc. But by and large, the main cause of anger both in children and adults is interference in the fulfillment of wishes and desires.

Treatment or Anger:
Checking or repression of anger is undesirable. Anger should be channelized in socially acceptable Ways rather than being suppressed, repressed, or restricted. In general, anger can be treated by obtaining a clear picture of all factors, removing the irritating factors which annoy the child, substituting a different goal, and redirecting its motives.

Jealousy:
Jealousy is an outgrowth of anger. It is an attitude of resentment directed towards other people only while anger can be directed towards people, self, and others. It is a negative emotion. The arousal of jealousy depends upon training and the treatment that one gets from others. Child-rearing practices have got a lot to do with the development of jealousy.

Clinical studies of jealousy in young children show that it is a common emotional experience, originating with the birth of younger siblings. Children also show jealousy towards parents, especially towards the father when they see him showing affection towards their mother. The characteristic expression of jealousy includes hurting others, reverting to infantile behavior like bed wetting, thumb sucking, and attention-catching.

In older people jealousy is directly expressed in verbal quarrels, gossiping, name-calling, and making sarcastic and taunting jokes. Jealousy is indirectly expressed in daydreams. Girls are found to be more jealous than boys as found by Foster. More Jealousy is found in children of higher intellectual levels.

Question 5.
Define the bodily changes and eternal expressions of emotion.
Answer:
Bodily changes from individual to individual. In spite of these variations, there are some common bodily changes, which can be divided into overt and covert, as external and internal bodily changes.

External Expressions of :
Facial Expression:
The face is the most expressive organ of the human body. It is thus said to be the barometer of emotion. The muscles in the forehead, head, around the eyes, nose, and mouth are used differently with each emotion. Facial expressions vary from emotion to In anger the facial expression is different than when one is happy or afraid or sony. But it is not always easy to judge accurately one’s emotions from these facial expressions, particularly of adults.

Besides, some do not show any definite pattern of facial expression for a particular emotion. Munn states that it is much easier to differentiate facial expressions of pleasant and unpleasant emotions than it is to differentiate expressions of specific emotions, say joy versus love or sorrow versus fear. In a study to relate the different facial expressions of emotion. Schlosberg (1952) obtained certain pictures of the same face posed to express different emotions.

These pictures were given to observe to sort out into one of the following six categories:

  • Love, happiness, mirth
  • Surprise
  • Fear, suffering
  • Anger, determination
  • Disgust
  • Contempt

Schlosberg found a high correlation in the judgments of different observers but found that in several cases pictures posed to express love were confused with those posed to express contempt. Nevertheless, looking at someone’s face we can say whether he is happy, angry, or afraid. The many parts of the face like eyes, nose, lips, cheeks, forehead, etc. reflect the emotional pattern of anger.

In joy, the eyes may shine. In grief, they get dimmed. In anger the face becomes red, and the nostrils may expand or contract, in happiness the bps may smile. The cheeks may be red in anger or when one blushes because of shyness. In fear, the mouth gets dry, the face is full of sweets, the body shakes and the hair stands.

Postural Reaction:
Different emotions arouse different postures. Fear involves flight violent anger involves not flight but aggressive movements, which may either be abusive or involve an actual attack. In grief we bow, we stiffen in anger, and we lean forward when we are anxious and expect something.

In the emotion of love, there is movement in the direction of the beloved. In sorrow, there is a general slumping posture while in joy the opposite is involved, i.e. the head is he Id high and chest out, and there is the movement of hands. Gestures as expressions of bodily changes are to what extent influenced by culture is not known.

The importance of postural reaction in emotional experience has been emphasized by James Lange’s theory. It holds that stimulations produced by assuming different postures contribute to the feeling aspect of emotion. For instance, it holds that if we put our hands on our cheeks and sit lowering our faces, we will feel sorry.

Vocal Expression:
Voice is a powerful organ for indicating different types of emotional experiences. The modulation of voice, change in loudness, and pitch may represent different types of emotion. A loud sound with enough variation in pitch indicates excitement, a rising inflection usually indicates a feeling of surprised doubt, and loud laughter indicates joy and happiness. A slow monotonous voice expresses defeat and dejection.

A higher pitch indicates anger. In anger the increase in body tension leads to more tension in the vocal cords which leads to a rise in voice, similarly, in fear there is suffering. Though the high pitch associated with anger is inborn these vocal expressions in most cases are also colored by cultural training. The word can be uttered differently to express different emotions. Say “COME” C…O…M…E‘come’.

Therefore from the verbal expression of a person, his emotional state can be easily detected in addition to his facial expression, postural and other reactions. Merry by recording the speaking and singing voices of actors and singers has shown how different emotions are expressed through them. In addition to these bodily expressions of emotion Ruch(1970) has stated four other emotional behavior patterns.

Destruction:
Destruction is found mostly in anger reactions. In anger, the most typical physical reaction is overt aggression or attack. The type of attack varies from culture to culture. In the case of uncivilized people, the attack is more of biting, hitting, shooting, and piercing with a knife. In the case of civilized people, the attack is more symbolic. This implies that in place of physical injury attack is made through language, i.e., sarcastic remarks, taunting words, abuses, etc.

Approach:
In happiness, joy, delight, pleasure, and love, the response made by the experiencing person can be said to be one of the approaches. The approach leads to further stimulation. Success in life produces elation. This is also an approach reaction. Even anticipation of success brings some pleasant emotion and ultimately an approach response.

Retreat or Flight:
The emotion erf fear, the typical bodily response observed universally is the flight from the emotion-provoking stimulus or retreat. By withdrawing from the fearful or dangerous situation the person saves himself. Flight is said to be the best medium of adjustment in dangerous situations.

In civilized people, the retreat may also be through symbols and withdrawal reactions like daydreaming. Ruch remarks “In civilized life, however, we often retreat symbolically through words, apologies, compromises, discussions, and various psychological mechanisms of withdrawal”.

Stopping of Response:
In sorrow, gloom, and depression, there is no destruction, no approach, no flight, but by and large a stop of unusual response. The person in such emotional experiences never shows any behavior. Even a strong stimulus does not bring any response in him.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-2

Question 6.
Discuss bodily or organic Or physiological changes in emotion.
Answer:
Bodily changes mean physiological changes. Because of the excessive activation of different organs during emotional states, physiological changes occur.
They are discussed below:

  • External expressions of emotion.
  • Physiological changes.
  • Glandular responses
  • The Galvanic skin responses
  • Pupillometrics
  • Gastro-Intestinal functions

External Expressions of Emotion:
Facial expression:
The face is the most expressive organ of the human body.

Postural Reaction:
Different emotions arouse different postures, fear involves a flight. Violent anger involves not flight but aggressive movements.

Vocal Expression:
Voice is a powerful organ for indicating different types of emotional experiences.

Physiological Changes:
In our day-to-day experience of emotion, we find the body undergoing various physiological changes like the rate of breathing increases, the rise of heart palpitation, sinking feeling in the stomach, general feeling of weakness, sweating, trembling, rise in blood pressure, and similar physiological changes.

The symptoms of fear reported by thousands of soldiers during the second world war are given below:

Some felt symptoms of fear of Violent
the pounding of the heart 86%
The sinking feeling in the stomach 75%
Feeling sick in the stomach 59%
Trembling and shaking 56%
Cold Sweat 55%
Tense feeling in my stomach 53%
The feeling of weakness and tenseness 51%
Vomiting (Quoted from Munn M.L. 1953) 24%

A large number of researches have been undertaken to objectively measure the physiological concomitants of emotion to discover how the different physiological processes change during emotion and whether there are different patterns of physiological change underlying specific emotions like fear, rage, and disgust.

In such studies changes in blood pressure, heart-best, and respiration are recorded during emotional states by different instruments. The activity of the heart during an emotional state is studied by examining the shape of the curve recorded by an electrocardiograph.

Glandular Responses:
Glands play an important role during different emotional states. In anger, the module of the adrenal gland secrets excessive amount of adrenaline and non-adrenaline and pours them into the bloodstream. Adrenaline is responsible for many characteristics of strong emotional experiences. The level of sugar in the blood rises because of excessive secretion of this hormone.

This increases heartbeat, and blood pressure increases due to the release of glycogen from the lever. The pulse rate also rises. Blood clots more quickly, more air enters the lungs, pupils enlarge and the body sweats profusely. The skin temperature also rises. Non-adrenaline constricts the blood vessels at the surface of the body as a result of which more blood is sent to other parts of the body.

Evidence also indicates the role of the thyroid and pituitary gland in emotional response. Research shows that adrenaline by itself may not necessarily arouse emotional experience or behavior. In a study done jointly by Cantril and Hunt (1932), 22 normal subjects were injected with adrenaline, 3 out of 22 reported unpleasant experiences, one pleasant experience, and ten no emotional experience, and the rest had different kinds of emotions.

Though subjects injected with adrenaline report that they feel as if they are going to have an emotional experience, they do not experience it. This suggests that in addition to adrenaline, probably emotion-provoking situations arid-related postural activities are necessary to produce emotional states.

The Galvanic Skin Response:
The galvanic skin response is measured with an apparatus called a psycho-galvanometer. It measures the electrical resistance in the skin; technically called electrodermal changes. These changes result from the activity of the sweat glands. The galvanic skin response associated with blood pressure and respiration is a highly sensitive objective indication that an emotional experience is taking place.

In addition to its presence in manual and mental work, its presence is evident in upsetting emotional conditions. According to Munn (1953), changes in the galvanometer following emotional stimulations are due to the lowering of electrical resistance between the two electrodes on the skin. Munn further adds that the GSR may be studied in terms of its latency, its amplitude, its duration, and some derivative of such indices.

Pupillometrics:
Pupillometry is a novel technique for measuring physiological changes during emotional studies. The pupil of the eye during emotional states dilates in response to stimuli that arouse a favorable reaction and contracts in response to unpalatable and disliked stimuli. Thus pupillometry is based on Darwin’s view of the eyes widening and narrowing during emotion.

In 1960, Eckhard Hess rediscovered this fact in an incidental observation. Hess made further laboratory study on this and found the size of the pupil changes with die favorable or unfavorable nature of the stimulus, which may be taste, sound, or sight. It is assumed that pupillometrices are of immense value in psychotherapy as a diagnostic tool, in particular.

By looking at pictures loaded with emotional complexes the patient can without his knowledge hint at the stresses in his personality. Precisely, the reactions of his eyes will reveal this. Pupillometrics can also be used in lie detection, as pupil contracts only to unpleasant stimuli.

Gastro-Intestinal Functions:
There is also a change in gastrointestinal functions during emotional behavior. Gastro¬intestinal functions are usually measured with the help of balloons inserted into the stomach or intestines. By observing the stomach directly gastric functions can also be measured. Munn (1953) has given an example of this connection.

The patient suddenly experienced fear one morning amid a phase of accelerated gastric function. An errata doctor entered the room muttering imprecations about an important protocol that had been lost. The patient had misled it and feared that he had lost the record and his job. He lay motionless on the table and his face became pale.

Prompt and decided pallor occurred also in his gastric mucosa, and associated with it there occurred a fall in the rate of acid production. A minute later the doctor found his paper and left the room. Forthwith the face and the gastric mucosa of the patient regained their former color”.

Read More:

Nr7 Screener For Intraday

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-2

Question 7.
What is the motive? Describe biological motive.
Answer:
Motivational terms like line desire, wish aim, drive, purpose, goal-oriented activity, urge, incentive and so on which go to mean motive. All these motivational terms regulate the behavior of a person. Motivation is derived from the Latin word “movere” which means to move.

Types of motive:
Motivation has been classified by psychologists into some categories. These are:

  • Biological motives
  • Social motives
  • Psychological motives

We discussed the
Biological Motives:
The biological motives are rooted in the physiological state of the body, hunger, thirst, sex is the most obvious biological or physiological motives. They are physiological because they are associated directly with physiological systems. Other physiological motives include temperature regulation, sleep, pain avoidance, and a need for oxygen.

Hunger:
Earlier Experimental literature on hunger reveals that the source of hunger drive is stomach contractions. The experiments were simple. The observers used subjects who were trained to swallow small balloons with rubber tubes attached. The balloons were inflated in the stomach and the rubber tubes were connected to kymographs recording mechanisms.

Here each spasm of the stomach muscles could cause a mark on the smoked drum. On different occasions, the subjects were also asked to press the key when they felt hunger pangs. As a result, a mark was made on the drum just below the record of stomach activities. Further, the abnormal breathing of subjects was also recorded.

The investigator, here, could decide very well whether the spasms represented in the record were due to the stomach or abdominal movements. It was observed that the hunger pangs coincided with stomach contractions, but these pangs were not related to movements of the abdominal muscles. But the recent works on hunger reveal a different story.

The conclusions depict that the relationship between stomach contractions and hunger is weak. A joint venture of both psychologists and physiologists tried to find out some other conditions of the body which trigger hunger. Recent research also has shown that people report normal feelings of hunger even when the nerves from the stomach have been cut or the stomach has been entirely removed.

Physiologists believe that changes in the metabolic functions of the liver when fuel supplies are low provide the body’s stimulus for hunger. The liver can give a signal to the hypothalamus that more fuel is needed which triggers the hunger drive. Further experiments on the functions of the hypothalamus revealed that two regions of the hypothalamus are involved in the hunger drive-lateral hypothalamus and ventromedial area.

The lateral hypothalamus is the excitatory area. Animals eat when this area is stimulated. When this area is damaged, animals stop eating and die of starvation. On the other hand, the ventromedial area is located in the middle of the hypothalamus, which is otherwise known as the ‘ hunger-controlling area’. Experts consider this area as the inhibited region of the hunger drive.

Studies revealed that when this ventromedial area is dangered, animals develop voracious appetites. They went to take a huge amount of food and they also overeat. Experimental literature also reveals that cessation of eating or satiety is controlled by a hormone called Cholecystokinin (cck), which is released into the bloodstream when food reaches the intestine (Gibbs Smith, 1973).

Injections of cck into food-deprived rats who are eating causes them to stop eating and start grooming and other behaviors which are part of satiety in animals (Smith & Gibbs, 1976). But the role of ‘cck’ as a satiety hormone has been questioned. Both the hypothalamus and blood chemistry are, no doubt, responsible for hunger.

Thirst:
Thirst serves as a strong drive mechanism in both animals and humans. Humans can live for weeks without eating, but they can not live only for a few days without replenishing their supply of fluid. When human beings experience fluid deprivation, their mouths and throats become dry, cooling them to drink.

Previously it was believed that drinking is triggered by a dry mouth. But physiologists revealed that dry mouth does not result in enough drinking to regulate the water balance of the body. Thirst and drinking are controlled by processes within the body itself. Since maintaining the water level is essential for life itself.

The body has a set of complicated internal homeostatic processes to regulate its fluid level and drinking behavior. Our body’s water level is maintained by physiological events in which several hormones play a vital role. One of these hormones is the antidiuretic hormone (ADII). It regulates the loss of water through the kidneys.

Experts feel that thirst drive and drinking of water are mainly triggered by two mechanisms. The first one is that when the water level of the body goes down, certain neurons located within the hypothalamus begin to give out water. The thirst which results from this mechanism is known as “cellular dehydration thirst.”

Some experimental results also revealed that the loss of water from the cells in a particular region of the hypothalamus might initiate the drinking behavior. The experiments view that the neurons in the preoptic regions of the hypothalamus (Known as osmoreceptors) are responsible for controlling the drinking behavior of the organism.

Thirst triggered by the loss of water from the osmoreceptors is called “cellular-dehydration thirst”. The second mechanism which is responsible for triggering drinking behavior is known as t ‘hypovolemia’ or the condition of low blood plasma volume. Loss of water in the body results in hypovolemia or a decrease in the volume of the blood.

When blood volume goes down, so does blood pressure. The drop in blood pressure stimulates the kidney to release an enzyme called ‘renin’. This enzyme is involved in the formation of a substance known as ‘angiotensin’ which circulates the blood and may trigger drinking.

Sex Drive:
Partially sexual behavior depends on physiological conditions. So it may be considered a biological motive. But sexual motivation is far more than a biological drive. Sexual motivation is social because it involves other people and provides the basis for social grouping in higher animals.

Sexual behavior is powerfully regulated by social pressures and religious beliefs. Sex is psychological because it is an important part of our emotional lives. It can provide intense pleasure, but it can also give us agony and involve us in many difficult decisions. Till now, physiologists are trying to find out the exact location of the internal control of the sexual drive.

No doubt, the intensity of sexual urges is dependent upon chemical substances circulating in the blood known as sex hormones. Studies confirmed that this urge is profoundly influenced by the presence of hormones produced by tests in males and ovary cases of human beings, socio-cultural and emotional factors seem to play pivotal roles.

Sleep:
Sleep is a basic necessity of life. About one-third of our life is spent sleeping. It is a dramatic alteration of consciousness and it also happens spontaneously. The ordinary fluctuations in consciousness are part of the rhythmic. All creatures in this world are influenced by nature’s rhythms.

Human beings are at least a time cycle known as circadian rhythms. These rhythms are bodily patterns that repeat approximately every 24 hours. About one-third of the circadian rhythm is devoted to the period of energy-restoring rest called sleep. The most significant discovery after EEG technology in sleep research was that of rapid eye movement (REM).

These are the bursts of quick eye movements under closed eyelids, occurring at periodic intervals during sleep. The time when a sleeper is not showing REM is known as non-REM or NREM sleep (NREM). Dreams are possible during REM sleep. But NREM reports were filled with brief descriptions of ordinary daily activities, similar to waking thoughts.

Research evidence indicated that over the course of the night, our sleep cycle crosses several stages, each of which shows a distinct EEG pattern. It takes about 90 minutes to progress through the first four stages of sleep (NREM sleep). The first period of REM sleep last for about 10 minutes. In a night’s sleep, an individual passes through this 100-minute cycle four.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-2

Question 8.
What are social motives?
Answer:
Social motives are otherwise known as secondary motives. These are also known as acquired learned motives. These motives are complex in nature. Social motives are called secondary because they involve interaction with others and are learned due to social conditioning in a social context.

Need for affiliation:
Seeking other human beings and waiting to be close to them both physically and psychologically is called affiliation. It refers to keeping contact with other people, in other words, affiliation refers to the need that people have to be with others. This motive is aroused when individuals feel helpless or threatened and also when they are happy.

Research findings indicate that fear and anxiety are closely related to affiliation motives. Where the degree of anxiety and threat is very high, such affiliation behavior is often absent. Studies also revealed that early learning experiences influence this motive. The first-born or the only child in the family had stronger affiliation motives than those bom later.

Studies have also shown that children who are brought up to be dependent or raised with closed family ties show a stronger affiliation motive than those coming from more closely-knit families which encourages early independence. Cultural differences were also found. Affiliation needs are stronger in some cultures than in others.

Need for Power:
The need for power is an independent motive. It expresses itself in behaviors, which tend to control and influence the course of events including the behaviors of others. History reveals that mankind has always struggled for power. Power was desired by the individuals as an instrument to satisfy other motives like aggression, greed, affiliation, etc. But in recent years, emphasis has been placed on the power motive as independent in itself. This view was emphasized by McClelland.

In his theory, David Me Clelland (1975) has expressed that power motivation can be revealed in four general ways:

People do things to gain feelings of power and strength from sources outside themselves. For example, children express power motivation by reading stories. Individuals gain strength fry reading the activities of past leaders. People do things to gain feelings of power and strength from sources within themselves.

For example, a college student may express power motivation by building up the body and by mastering urges and impulses. People do things to have an impact on others. For example, an individual may argue with another individual or may have a competitive attitude in order to influence that person. People do things as members of organizations to have an impact on others.

For example, the leader of a political party may use the principles of his party or an army officer may express the need for power through the chain of command to influence others. Studies reveal that for any individual, one of these ways of expressing power motivation may dominate. But a combination of power motives can not be ruled out.

With age and life experiences, the dominant mode of expression often changes. Studies have also shown that women seem to have less strong needs for power than men. They choose indirect ways to impact and influence. For example, women prefer to express their power motivation by being counselors, advisors, and resource persons for other people.

Depending on motive:
Shortly speaking dependency refers to interpersonal relationships where an individual behaves in a way in order to gain attention, assistance, comfort, and support from fellow men. For example, children use to spend more time with parents or intimate friends in difficult situations. People appear to be more dependent on social interactions and approval. Studies reveal that girls and women tend to be more dependent and affiliative than boys. In stress, people want to resort to dependency.

Co-operation motive:
Co-operation is an acquired motive. Moreover, it is a condition manifested when two or more individuals or groups work together to achieve a common goal. It signifies a lack of mutual disagreement and opposition among fellow group members and the absence of rivalry. Research evidence indicates that the citizens of Zuni of New Mexico are found to be extremely cooperative.

Being wealthy in Zuni brings no status. Status is derived not from power, but from friendship. A happy and successful Zuni has many friends. Different studies on altruism among children provide evidence that helping behavior can be fostered through the use of models (Paulson, 1974).

Conformity motive:
Conformity refers to the tendency to allow one’s opinions, attitudes, actions, and even perceptions to be affected by prevailing opinions, attitudes, actions, and perceptions. Very often people act in ways consistent with the majority. This tendency to ‘go along with the group is popularly known as behavioral conformity.

Changes in attitude and belief also take place due to pressures from others. It is known as ‘ attitudinal conformity’. There is also conformity of personality traits i.e. underlying characteristics of a person changes according to the norms of society. With the help of a conformity curve, F.H. Allport (1935) described the conformity motive phenomena.

He related that most people exhibit complete conformity to social norms with fewer and fewer people having deviations. Our submissiveness to social influences is due to conformity motives to the norms of the society in which we live. Norms refer to behavior that is usual or expected, acceptable, and socially prescribed.

Points to remember:

Question 1.
Define the meaning and definition of thinking.
Answer:
Thinking is a very often used psychological term in our daily life. The importance of thinking is evident not only for the wide use of the term but also because thinking helps in the solution of all our day-to-day problems. Thinking is the most complex of all psychological processes and it is thinking that normally differentiates man from lower animals.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-2

Question 2.
Define the sensory-motor period.
Answer:
Sensory-Motor Period.
The sensory-motor period is the period that starts before the language development of the child. Piaget distinguished between two major stages in cognitive development i.e. sensory-motor intelligence (0-2 years) and conceptual intelligence (0-to Maturity). During the sensory-motor period, the child’s adaptations and activities do not involve extensive use of symbols or language.

Question 3.
Describe the stages of cognitive development by Piaget.
Answer:
Piaget is a development theorist who believes that cognitive development occurs gradually phase by phase.
Piaget has divided the entire period of cognitive development into four basic stages.

  • A sensorimotor period is 0-2 years approximately.
  • Preoperalionalperiod 2-7years approximately.
  • The concrete operational period is 7-12 years approximately.
  • The formal operational period is 12 years above approximately.

Must Try:

GAIL Pivot Point Calculator

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 3 Changing Traditions Long Answer Questions.

CHSE Odisha 11th Class History Unit 3 Changing Traditions Long Answer Questions

Long Questions With Answers

Question 1.
Discuss the life and teaching of Jesus.
Answer:
According to New Testament Jesus was born on 25th. December 4 B.C. He was born in Bethlehem in province of Judea. Bethlehem was a village, five miles way from Jerusalem.

His father Joseph was a poor carpenter and his mother was Virgin Mary. They lived in the village of Nazaerth near city of Galilee.

Mary had recieved a divine message that a son would be born to her who would deliver the world from its sins. They shifted from Nazareth to Bethlehem where they took shelter inside a stable. In that stable was born Jesus. Many miracles were associated with Jesus before and after he was born.

To the Jesus, these were auspicious signs that the king of kings would be born to deliver them from their sufferings. Joseph could not give proper education to his son. However, Jesus attended the synagogue and was greatly moved by the recitation of the holy scriptures by the priests.

Not much is known about his childhood Teachings of Jesus Christ teaching were primarily oral. These were delivered through the word of his mouth.

Our chief sources of information regarding these are principally five. Fistofthese are the writings of the New Testament and the Gospels. The compositions of Apocrypta constitute of second source of information.

The third source, the writing of Philo, name great help to understand the then ‘conduction of society and the attitude of the people to religion’. The writings of Josephus from our fourth source, though these appear to carry some meaning only for Pelemics. Finally comes the Old Testament.

The Jewish Portions of the Old Testament like the book of Daniel and the book of Enoch are important in that these tell us about the theories associated with the rise of prophets or messiahs.

Also they give us a clear picture as associated with the rise of prophets or messiahs. Also they give us a clear picture us frequently used, ‘son of man’ can be understood properly after reading about it from the book of Enoch.

The Gospels came to be complied during the later half of the 1 st. century A.D. These are filled with stories of miracles and supernatural elements.

The four Gospels named after the four Apostles, namely Mathew, Mark, John and Luke were not authored by then but carry the traditions that prevailed during the time of each one of them.

These Gospels historic significance. The Gospels are historic significance. The Gospel of Luke is in particular, based upon the documents of the time so it is historical. These Gospels echo the teaching of Jesus.

The teaching of Jesus were not written down and complied during his lifetime. They came to be written down into the New Testament of the Bible during 70 and 100 A.D. ‘

Jesus has ‘the words of eternal life’. He didn’t proclaim himself as the Massiah. He rejected the superistion of the Jewish faith. He believed in the one god of the early Jewish faith. The God was their father. He asked them to pray so that father’s will would be done on earth. It would them be that the kingdom would be stablished.

This divine kingdom was in the hearts of men and women. Virtues would entitle them to this kingdom, so he asked the people to develop love, faith, charity, justice, equality and humility etc. ‘Love your enemies’ the kingdom of God is come high to you’ ‘bless them that curse you’ ‘do good to ‘them that hate you’ were some of his own words.

All are equal before God. He preached for universal brotherhood. He praised truth asked people to avoid falsehood. Jesus died the death of a martyr. In his own words ‘Better the death of one man than the ruin of a people’.

He anticipated his death at hands of the pilate, so he said ‘my kingdom is not of this world’.

When he was crucified his final prayer was an appeal to God to excuse his murderers. The crucifixation took place in 33rd. year of the Christian Era. “Jesus was not a founder of dogma or a maker of a creed; he infused into the world a new spirit”.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 2.
Describe the life and teaching of Mohammed?
Answer:
Prophet Mohammed, the founder of Islam or Mahammedianism was born in Arabia. Arabia is a land of sandy deserts and green cases in the middle east. Its people are known as the Arabs. Arabs important towns were Mecca and Medina.

Mecca however is famous for something much more wonder than the haaba shrine of their chief God, here was born the prophet of Isam Mahammed in 570 A.D.

His father was Abdulah and mother Fatima were poor and by his sixth year Mohammed last birth. The orphan boy was brought up by grandfather Abdul Matailb and uncle Abu Talib.

This illustrate shephered boy was made to near sheep and whenever he was alone and felt inspired he would leave the sheep to graze and go to the cave to meditate all by himself.

In his youth he was chooser by a wealthy widow of Mecca named Khadija to look after her trade. He later looked after her as well after he married1 her. Soon a daughter was homed to them known as Fatima.

He was deeply influenced by the idea of one God or monotheism of the Syrian Jews. The Christianity of Palestine also influenced him.
This influence led him to the critical of the Arabs who worshipped many idols.

Often he retired to Mount Hera near Mecca and meditated. Then suddenly a realization or divine message came to him.

It was said that Archangel Gabriel was sent by God to advise Mohammed to preach the divine message the people as a prophet of God.
Mohammed founded Islam. It meant total surrender to the will of the God or Allah.

He started to convert others. But for long he could not convert any other than Khadija and Slalve Zeid as well as adopted son Ali and friend Abu. People opposed them.

Gradually other converted. The authorities of Mecca tried to punish him so he flee from Mecca to escape trial and prosecution. Medina invited Mohammed.

His flight from Mecca to Medina is known as the Hijra from these day was started the first Islamic year, to mark the down of a new era. People of Medina accepted him get converted to his faith and made him their governor.

His followers used force on other Arab tribes to convert them to Islam. He stayed in Medina for long eight years. During this time he built the first mosque after the synagogue of the Jews.

In 630A.D. the prohet of Islam became the leader in the first major among military success of Islam when his Medina ary defeated Mecca.

Mohammed entered into Mecca in a triumphant procession. He convinced and converted the inhabitants of Mecca. Soon whole Arabia came to accept him. They spread Islam far and wide. He died on 632 A.D., Holy Koran is the sacred scripture of the Mohammedans or Islametas or Muslims.

It has 114 chapters or suras. Mohammed was illiterate but he used to dictate his visions and sermons to his followers. They wrote these down and records are preserved carefully one of Mohammed’s wives in a box. This collection later known as Koran.

Teaching Islam as noted earlier means the ‘surrender to the God’. This God is Allah, the supreme and kind, the only God. They believed that God sent prophets to the earth, that Abraham and Moses had been the prophets earlier and Mohammed was the last and greatest prophet.

They believed in the final day of judgement on which the refers non Muslims will go to hell and the good Koran abiding believer will enter paradise. This last belief is directly borrowed from Jews and Christians.

Mohammed believed in tire Heaven of only physical enjoyment. Thus his idea of Heaven is different from thsoe of the Christians and the Hindus.

A true Mohammed performs five duties of his life, He should offer prayers five times a day, at fixed hours he must recite. There is not God but true god is Allah and Mohammed is his prophet. He should give alms to the poor. He must observe fasting from down to dusk during the month of Ramzan.

This is the month when Mohammed received the Words of God from Gabriel, finally life of the believer would be incomplete without at least a single pilgrimage to Mecca. Mohammed expected his followers to defend their faith even at the cost of their lives.

Question 3.
Describe about the first order of three orders society?
Answer:
Priests placed themselves in the first order, and nobles in the second. The nobility had, in reality, a central role in social processes. This is because they controlled land. This control was the outcome of a practice called ‘vassalage’.

The kings of France were linked to the people by ‘vassalage’, similar to the practice among the Germanic peoples, of whom the Franks were one. The big landowners the nobles were vassals of the king, and peasants were vassals of the landowners.

A nobleman accepted the king as his seigneur (senior) and they made a mutual promise: the seigneur/lord (lord’ was derived from a word meaning one who provided bread) would protect the vassal, who would be loyal to him. This relationship involved elaborate rituals and exchange of vows taken on the Bible in a church.

At this ceremony, the vassal received a written charter or a staff or even a clod of earth as a symbol of the land that was being given to him by his master.

The noble enjoyed a privileged status. He had absolute control over his property, in perpetuity. He could raise troops called ‘feudal levies’. The lord held his own courts of justice and could even coin his own money.

He was the lord of all the people settled on his land. He owned vast tracts of land which contained his own dwellings, his private fields and pastures and the homes and fields of his tenant-peasants. His house was called a manor.

His private lands were cultivated by peasants, who were also expected to act as foot-soldiers in battle when required, in addition to working on their own farms.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 4.
What are importance of church in society?
Answer:
The Catholic Church had its own laws, owned lands given to it by milers and could levy taxes. It was thus a very powerful institution which did not depend on the king. A

t the head of the western Church was the Pope. He lived in Rome. The Christians in Europe were guided by Bishops and clerics – who constituted the first ‘order’.

Most villages had their own church, where people assembled every Sunday to listen to the sermon by the priest and to pray together.

Everyone could not become a priest. Serfs were banned, as were the physically challenged. Women could not become priests. Men who became priests could not marry.

Bishops were the religious nobility. Like lords who owned vast landed estates the Bishops also had the use of vast estates, and lived in grand palaces. The Church was entitled to a tenth share of whatever the peasants produced from their land over the course of the year, called a ‘tithe’.

Money also came in the form of endowments made by the rich for their own welfare and the welfare of their deceased relatives in the afterlife.

Some of the important ceremonies conducted by the Church copied formal customs of the feudal elite. The act of kneeling while praying, with hands clasped and head bowed, was an exact replica of the way in which a knight conducted himself while taking vows of loyalty to his lord.

Similarly, the use of the term ‘lord’ for God was another example of feudal culture that found its way into the practices of the Church. Thus, the religious and the lay worlds of feudalism shared many customs and symbols.

Question 5.
Describe about the third order: Peasants, free and unfree society?
Answer:
Let us now turn to the vast majority of people, namely, those who sustained the first two orders. Cultivators were of two kinds: free peasants and serfs (from the verb to serve’)

Free peasants held their farms as tenants of the lord. The men had to render military service (at least forty days every year). Peasant families had to set aside certain days of the week, usually three but often more, when they would go to the lord’s estate and work there. The output from such labour, called labour-rent, would go directly to the lord.

In addition, they could be required to. do other unpaid labour services, like digging ditches, gathering firewood, building fences and repairing roads and buildings. Besides helping in the fields, women and children had to do other tasks. They spun thread, wove cloth, made candles and pressed grapes to prepare wine for the lord’s use.

There was one direct tax called that kings sometimes imposed on peasants (the clergy and nobles were exempted from paying this).
Serfs cultivated plots of land, but these belonged to the lord. Much of the produce from this had to be given to the lord. They also had to work on the land which belonged exclusively to the lord.

They received no wages and could not leave the estate without the lord’s permission. The lord claimed a number of monopolies at the expense of his serfs.

Serfs could use only their lord’s mill to grind their flour, his oven to bake their bread, and his wine-presses to distil wine and beer. The lord could decide whom a serf should many, or might give his blessing to the serfs choice, but on payment of a fee.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 6.
What were the development of science in 11th- 17th centuries?
Answer:
By the eleventh century, there is evidence of several technological changes. Instead of the basic wooden ploughs, cultivators began using heavy iron-tipped ploughs and mould-boards.

These ploughs could dig much deeper and the mould-boards turned the topsoil properly. With this the nutrients from the soil were better utilised.

The methods of harnessing animals to the plough improved. Instead of the neck- harness, the shoulder-harness came into use. This enabled animals to exert greater power.

Horses were now better shod, with iron horseshoes, which prevented foot decay. There was increased use of wind and water energy for agriculture.

More water-powered and wind-powered mills were set up all over Europe for purposes like milling com and pressing grapes.
There were also changes in land use.

The most revolutionary one was the switch from a two-field to a three-field system. In this, peasants could use a field two years out of three if they planted it with one crop in autumn and a different crop in spring a year and a half later.

That meant that farmers could break their holdings into three fields. They could plant one with wheat or rye in autumn for human consumption. The second could be used in spring to raise peas, beans and lentils for human use and oats and barley for the horses. The third field lay fallow. Each year they rotated the use among the three fields.

With these improvements, there was an almost immediate increase in the amount of food produced from each unit of land. Food availability doubled.

The greater use of plants like peas and beans meant more vegetable proteins in the diet of the average European and a better source of fodder for their animals. For cultivators, it meant better opportunities.

They could now produce more food from less land. The average size of a peasant’s farm shrank from about 100 acres to 20 to 30 acres by the thirteenth century.

Holdings which were smaller could be more efficiently cultivated and reduced the amount of labour needed, This gave the peasants time for other activities.

Some of these technological changes cost a lot of money. Peasants did not have enough money to set up watermills and windmills. Therefore the initiative was taken by the lords. But peasants were able to take the initiative in many things, such as extending arable land.

They also switched to the three-field rotation of crops, and set up small forges and smithies in the villages, where iron-tipped ploughs and horseshoes were made and repaired cheaply.

From the eleventh century, the personal bonds that had been the basis of feudalism were weakening, because economic transactions were becoming more and more money based.

Lords found it convenient to ask for rent in cash, not services, and cultivators were selling their crops for money (instead of exchanging them for other goods) to traders, who would then take such goods to be sold in the towns.

The increasing use of money began to influence prices, which became higher in times of poor harvests. In England, for instance, agricultural prices doubled between the 1270s and the 1320s.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 7.
Why the Europeans economic expansion slowed down?
Answer:
In Northern Europe, by the end of the thirteenth century the warm summers of the previous 300 years had given way to bitterly cold summers.

Seasons for growing crops were reduced by a month and it became difficult to grow crops on higher ground. Storms and oceanic flooding destroyed many farmsteads, which resulted in less income in taxes for governments.

The opportunities offered by favourable climatic conditions before the thirteenth century had led to large-scale reclamation of the land of forests and pastures for agriculture.

But intensive ploughing had exhausted the soil despite the practice of the three-field rotation of crops, because clearance was not accompanied by proper soil conservation.

The shortage of pasturage reduced the number of cattle. Population growth was outstripping resources and the immediate result was famine. Severe famines hit Europe between 1315 and 1317, followed in the 1320s by massive cattle deaths.

In addition, trade was hit by a severe shortage of metal money because of a shortfall in the output of silver mines in Austria and Serbia. This forced governments to reduce the silver content of the currency and to mix it with cheaper metals.

The worst was yet to come. As trade expanded in the thirteenth and fourteenth centuries, ships carrying goods from distant countries had started arriving in European ports. Along with the ships came rats -carrying the deadly bubonic plague infection (the Black Death’).

Western Europe, relatively isolated in earlier centuries, was hit by the epidemic between 1347 and 1350. The modern estimate of mortality in that epidemic is that 20 percent of the people of the whole of Europe died, with some places losing as much as 40 percent of the population.
As trade centres, cities were the hardest hit.

In enclosed communities like monasteries and convents, when one individual contracted the plague, it was not long before everyone did. And in almost every case, none survived.

The plague took its worst toll among infants, the young and the elderly. There were other relatively minor episodes of plague in the ,1360s and 1370s. The population of Europe, 73 million in 1300, stood reduced to 45 million in 1400.

This catastrophe, combined with the economic crisis, caused immense social dislocation. Depopulation resulted in a major shortage of labour. Serious imbalances were created between agriculture and manufacture, because there were not enough people to engage in both equally.

Prices of agricultural goods dropped as there were fewer people to buy. Wage rates increased because the demand for labour, particularly agricultural labour, rose in England by as much as 250 percent in the aftermath of the Black Death. The surviving labour force could now demand twice their earlier wages.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 8.
What are the political changes occured during 11th and 17th centuries?
Answer:
Developments in the political sphere paralleled social processes. In the fifteenth and sixteenth centuries, European kings strengthened their military and financial power.

The powerful new states they created were as significant for Europe as the economic changes that were occurring. Historians have therefore called these kings ‘the new monarchs’.

Louis XI in France, Maximilian in Austria, Henry VII in England and Isabella and Ferdinand in Spain were absolutist rulers, who started the process of organising standing armies, a permanent bureaucracy and national taxation and, in Spain and Portugal, began to play a role in Europe’s expansion overseas (see Theme 8).

The most important reason for the triumph of these monarchies was the social changes which had taken place in the twelfth and thirteenth centuries.

The dissolution of the feudal system of lordship and vassalage and the slow rate of economic growth had given the first opportunity to kings to increase their control over their powerful and not-so-system of feudal levies for their armies and introduced professionally trained infantry equipped with guns and siege artillery (see Theme 5) directly under their control.

The resistance of the aristocracies crumbled in the face of the firepower of the kings.

Question 9.
Describe culture, literature and art of Europe?
Answer:
From the fourteenth to the end of the seventeenth century, towns were growing in many countries of Europe. A distinct ‘urban culture’ also developed. Townspeople began to think of themselves as more ‘civilised’ than rural people. Towns particularly Florence, Venice and Rome became centres of art and learning.

Artists and writers were patronised by the rich and the aristocratic. The invention of printing at the same time made books and prints available to many people, including those living in distant towns or countries.

A sense of history also developed in Europe, and people contrasted their ‘modem’ world with the ‘ancient’ one of the Greeks and Romans.

Religion came to be seen as something which each individual should choose for himself. The church’s earth-centric belief was overturned by scientists who began to understand the solar system and new geographical knowledge overturned the Europe-centric view that the Mediterranean Sea was the centre of the world.

There is a vast amount of material on European history from the fourteenth century – documents, printed books, paintings, sculptures, buildings, textiles. Much of this has been carefully preserved in archives, art galleries and museums in Europe and America.

From the nineteenth century historians used the tenn ‘Renaissance’ (literally, rebirth) to describe the cultural changes of this period.

The historian who emphasised these most was a Swiss scholar Jacob Burckhardt (1818-97) of the University of Basle in Switzerland. He was a student of the German historian Leopold von Ranke (1795-1886), Ranke had taught him that the primary concern of the historian was to write about states and politics using papers and files of government departments.

Burckhardt was dissatisfied with these very limited goals that his master had set out for him. To him politics was not the be-all and end-all in history writing, History was as much concerned with culture as with politics.

In 1860, he wrote a book called The Civilisation of the Renaissance in italti in which he called his readers’ attention to literature, architecture and painting to tell the story of how a new ‘humanist’ culture had flowered in Italian towns from the fourteenth to the seventeenth century.

This culture, he wrote, was characterised by a new belief – that man, as an individual, was capable of making his own decisions and developing his skills. He was ‘modern’, in contrast to ‘medieval’ man whose thinking had been controlled by the church.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 10.
Describe about the education of Europe.
Answer:
The earliest universities in Europe had been set up in Italian towns. The universities of Padua and Bologna had been centres of legal studies from the eleventh century.

Commerce being the chief activity in the city, there was an increasing demand for lawyers and notaries (a combination of solicitor and record-keeper) to write and interpret rules and written agreements without which trade on a large scale was not possible.

Law was therefore a popular subject of study, but there was now a shift in emphasis. It was studied in the context of earlier Roman culture.
Francesco Petrarch (1304-78) represented this change.

To Petrarch, antiquity was a distinctive civilisation which could be best understood through the actual words of the ancient Greeks and Romans.

He therefore stressed the importance of a close reading of ancient authors. This educational programme implied that there was much to be learnt which religious teaching alone could not give. This was the culture which historians in the nineteenth century were to label ‘humanism’.

By the early fifteenth century, the term ‘humanist’ was used for masters who taught grammar, rhetoric, poetry, history and moral philosophy. The, Latin word humanitas, from which ‘humanities’ was derived, had been used many centuries ago by the Roman lawyer and essayist Cicero (106-43 BCE), a contemporary of Julius Caesar, to mean culture.

These subjects were not drawn from or connected with religion, and emphasised skills developed by individuals through discussion and debate.

These revolutionary ideas attracted attention in many other universities, particularly in the newly established university in Petrarchis own hometown of Florence. Till the end of the thirteenth century, this city had not made a mark as a centre of trade or of learning, but things changed dramatically in the fifteenth century.

A city is known by its great citizens as much as by its wealth and Florence had come to be known because of Dante Alighieri (1265¬1321), a layman who wrote on religious themes, and Giotto (1267-1337), an artist who painted lifelike portraits, very different from the stiff figures done by earlier artists. From then it developed as the most exciting intellectual city in Italy and as a centre of artistic creativity.

The term ‘Renaissance Man’ is often used to describe a person with many interests and skills, because many of the individuals who became well known at this time were people of many parts. They were scholar-diplomat- theologian-artist combined in one.

Question 11.
Describe about the Artists and Realism of Europe?
Answer:

Formal education was not the only way through which humanists shaped the minds of their age. Art, architecture and books were wonderfully effective in transmitting humanist ideas.

Artists were inspired by studying works of the past. The material remains of Roman culture were sought with as much excitement as ancient texts: a thousand years after the fall of Rome, fragments of art were discovered in the ruins of ancient Rome and other deserted cities.

Their admiration for the figures of ‘perfectly’ proportioned men and women sculpted so many centuries ago, made Italian sculptors want to continue that tradition. In 1416, Donatello (1386-1466) broke new ground with his lifelike statues.

Artists’ concern to be accurate was helped by the work of scientists. To study bone structures, artists went to the laboratories of medical schools. Andreas Vesalius (1514-64), a Belgian and a Professor of Medicine at the University of Padua, was the first to dissect the human body. This was the beginning of modem physiology.

Painters did not have older works to use as a model. But they, like sculptors, painted as realistically as possible. They found that a knowledge of geometry helped them understand perspective and that by noting the changing quality of light, their pictures acquired a three-dimensional quality.

The use of oil as a medium for painting also gave a greater richness of colour to paintings than before. In the colours and designs of costumes in many paintings, there is evidence of the influence of Chinese and Persian art, made available to them by the Mongols.

Thus, anatomy, geometry, physics, as well as a strong sense of what was beautiful, gave a new quality to Italian art, which was to be called ‘realism’ and which continued till the nineteenth century.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 12.
What is the Copernican Revolution? Discuss.
Answer:
The Christian notion of man as a sinner was questioned from an entirely different angle – by scientists. The turning point in European science came with the work of Copernicus (1473-1543), a contemporary of Martin Luther. Christians had believed that the earth was a sinful place and the heavy burden of sin made it immobile.

The earth stood at the centre of the universe around which moved the celestial planets. Copernicus asserted that the planets, including the earth, rotate around the sun. A devout Christian, Copernicus was afraid of the possible reaction to his theory by traditionalist clergymen.

For this reason, he did not want his manuscript, De revolutionibus (The Rotation) to be printed. On his deathbed, he gave it to his follower, Joachim Rheticus. It took time for people to accept this idea.

It was much later – more than half a century later, in fact – that the difference between ‘heaven’ and earth was bridged through the writings of astronomers like Johannes Kepler (1571¬1630) and Galileo Galilei (1564-1642).

The theory of the earth as part of a sun-centred system was made popular by Kepler’s Cosmographical Mystery, which demonstrated that the planets move around the sun not in circles but in ellipses.

Galileo confirmed the notion of the dynamic world in his work 7he Motion. This revolution in science reached its climax with Isaac Newton’s theory of gravitation.

Galileo once remarked that the Bible that lights the roads to heaven does not say much on how the heavens work. The work of these thinkers showed that knowledge, as distinct from belief was based on observation and experiments.

Once these scientists had shown the way, experiments and investigations into what came to be called physics, chemistry and biology expanded rapidly.

Historians were to label this new approach to the knowledge of man and nature the Scientific Revolution. Consequently, in the minds of sceptics and non-believers, God began to be replaced by Nature as die source of creation.

Even those who retained their faith in God started talking about a distant God who does not directly regulate the act of living in the material world.

Such ideas were popularised through scientific societies that established a new scientific culture in the public domain. The Paris Academy, established in 1670 and the Royal Society in London for the promotion of natural knowledge, formed in 1662, held lectures and conducted experiments for public viewing.

Question 13.
Was there a European ‘Renaissance’ in the fourteenth century? Discuss.
Answer:
Let us now reconsider the concept ‘ of the ‘Renaissance’. Can we see this period as marking a sharp break with the past and the rebirth of ideas from Greek and Roman traditions? Was the earlier period (twelfth and thirteenth centuries) a time of darkness?

Recent writers, like Peter Burke of England, have suggested that Burckhardt was exaggerating the sharp difference between this ‘ period and the one that preceded it, by using the term ‘Renaissance’, which implies that the Greek and Roman civilisations were reborn at this time and that scholars and artists of this period substituted the pre-Christian world¬view for the Christian one. Both arguments were exaggerated.

Scholars in earlier centuries had been familiar with Greek and Roman cultures and religion continued to be a very important part of people’s lives. To contrast the Renaissance as a period of dynamism and artistic creativity and the Middle Ages as a period of gloom and lack of development is an over-simplification.

Many elements associated with the Renaissance in Italy can be traced back to the twelfth and thirteenth centuries. It has been suggested by some historians that in the ninth century in France, there had been similar literary and artistic blossoming.

The cultural changes in Europe at this time were not shaped only by the ‘classical’ civilisation of Rome and Greece. The archaeological and literary recovery of Roman culture did create a great admiration of that civilisation. But technologies and skills in Asia had moved far ahead of what the Greeks and Romans had known.

Much more of the world had become connected and the new techniques of navigation enabled people to sail much further than had been possible earlier. The expansion of Islam and the Mongol conquests had linked Asia and North Africa with Europe, not politically but in terms of trade and of learning skills.

The Europeans learned not just from the Greeks and Romans, but from India, Arabia, Iran, Central Asia, and China. These debts were not acknowledged for a long time because when the history of this period started to be written, historians saw it from a Europe-centred viewpoint.

An important change that did happen in this period was that gradually the ‘private’ and the ‘public’ spheres of life began to become separate: the ‘public’ sphere meant the area of government and of formal religion; the ‘private’ sphere included the family and personal religion. The individual had a private as well as a public role.

He was not simply a member of one of the ‘three orders’; he was also a person in his own right. An artist was not just a member of a guild, he was known for himself. In the eighteenth century, this sense of the individual would be expressed in a political form, in the belief that all individuals had equal political rights.

Another development was that the different regions of Europe started to have their separate sense of identity, based on language. Europe, earlier united partly by the Roman Empire and later by Latin and Christianity, was now dissolving into states, each united by a common language.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 14.
Explain the civilization of Aztecs?
Answer:
In the twelfth century, the Aztecs had migrated from the north into the central valley of Mexico (named after their god Mexitli). They expanded their empire by defeating different tribes, who were forced to pay tribute. Aztec society was hierarchical. The nobility included those who were nobles by birth, priests, and others who had been awarded the rank.

The hereditary nobility were a small minority who occupied the senior positions in the .government, the and the priesthood. The nobles chose from among them a supreme leader who ruled until his death. The king was regarded as the representative of the sun on earth.

Warriors, priests and nobles were the most respected groups, but traders also enjoyed many privileges and often served the government as ambassadors and spies. Talented artisans, physicians and wise teachers were also respected.

Since land Was limited, the Aztecs undertook reclamations. They made chinampas, artificial islands, in Lake Mexico, by weaving huge reed mats and covering them with mud and plants. Between these exceptionally fertile islands, canals were constructed on which, in 1325, was built the capital city Tenochtitlan.

Its palaces and pyramids rose dramatically out of the lake. Because the Aztecs were frequently engaged in war, the most impressive temples were dedicated to the gods of war and the sun.

The empire rested on a rural base. People cultivated corn, beans, squash, pumpkins, manioc root, potatoes and other crops. Land was owned not by individuals but by clans, which, also organised public construction works, Peasants, like European serfs, were attached to lands owned by the nobility and cultivated them in exchange for part of the harvest.

The poor would sometimes sell their children as slaves, but this was usually only for a limited period and slaves could buy back their freedom.
The Aztecs made sure that all children went to school. Children of the nobility attended the calmecac and were trained to become military and religious leaders.

All others went to the tepochcalli in their neighborhood, where they learned history, myths, religion and ceremonial songs. Boys received military training as well as training in agriculture and the trades. Girls were trained in domestic skills.

In the early sixteenth century, the Aztec empire was showing signs of strain. This was largely to do with discontent among recently conquered peoples who were looking for opportunities to break free from central control.

Question 15.
Describe the civilization of the Mayas.
Answer:
The Mayan culture of Mexico developed remarkably between the eleventh and fourteenth centuries, but in the sixteenth century they had less political power than the Aztecs. Com cultivation was central to their culture, and many religious ceremonies were centred on the planting, growing and harvesting of com.

Efficient agricultural production generated surplus, which helped the ruling classes, priests and chiefs to invest in architecture and in the development of astronomy and mathematics. The Mayas devised a pictographic form of writing that has only been partially deciphered.

Question 16.
What was the largest civilization in the South America. Discuss.
Answer:
The largest of the indigenous civilisations in South America was that of the Quechuas or Incas in Peru. In the twelfth century the first Inca, Manco Capac, established his capital at Cuzco. Expansion began under the ninth Inca and at its maximum extent the Inca empire stretched 3,000 miles from Ecuador to Chile.

The empire was highly centralised, with the king representing the highest source of authority. Newly conquered tribes were absorbed effectively; every subject was required to speak Quechua, the language of the court. Each tribe was ruled independently by a council of elders, but the tribe as a whole owed its allegiance to the ruler.

At the same time, local rulers were rewarded for their military cooperation. Thus, like the Aztec empire, the Inca empire resembled a confederacy, with the Incas in control. There are no precise figures of the population, but it would seem that it included over a million people.
Like the Aztecs, the Incas too were magnificent builders.

They built roads through mountains from Ecuador to Chile. Their forts were built of stone slabs that were so perfectly cut that they did not require mortar. They used labour-intensive technology to carve and move stones from nearby rock falls. Masons shaped the blocks, using an effective but simple method called flaking.

Many stones weighed more than 100 metric tons, but they did not have any wheeled vehicles to transport these. Labour was organised and very tightly managed. The basis of the Inca civilisation was agriculture. To cope with the infertile soil conditions, they terraced hillsides and developed systems of drainage and irrigation.

It has been recently pointed out that in 1500, cultivation in the Andean highlands was much greater than what it is today, The Incas grew com and potatoes and reared llamas for food and labour.

Their weaving and pottery were of a high quality. They did not develop a system of writing. However, there was an accounting system in place – the quipu, or cords upon which knots were made to indicate specific mathematical units. Some scholars now suggest that the Incas wove a sort of code into these threads.

The organisation of the Inca empire, with its pyramid-like structure, meant that if the Inca chief was captured, the chain of command could quickly come apart. This was precisely what happened when the Spaniards decided to invade their country. The cultures of the Aztecs and Incas had certain features in common, different from European culture.

Society was were very hierarchical, but there was no private ownership of resources by a few people, as in Europe. Though priests and shamans were accorded an exalted status, and large temples were built, in which gold was used ritually, there was no great value placed on gold or silver. This was also in marked contrast to contemporary European society.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 17.
Discuss the voyages of exploration by Europeans.
Answer:
The people of South America and the Caribbean got to know of the existence of European people when the latter began to sail across the Atlantic Sea. The magnetic compass, which helped identify the cardinal points accurately, had been known since 1380, but only in the fifteenth century did people use it when they ventured on voyages into unknown areas.

By this time many improvements had been made in European sailing ships. Larger ships were built, that could carry a huge quantity of cargo as well as equipment to defend themselves if attacked by enemy ships.

The circulation of travel literature and books on cosmography and geography created widespread interest right through the fifteenth century.

Christopher Columbus (1451-1506) was a self-taught man who sought adventure and glory. Believing in prophecies, he was convinced that his destiny lay in discovering a route to the East (the ‘Indies’) by sailing westwards.

He was inspired by reading Imago Mundi (a work on astronomy and geography) by Cardinal Pierre d’Ailly written in 1410. He submitted his plans to the Portuguese Crown, only to have them turned down. He had better luck with the Spanish authorities who sanctioned a modest expedition that set sail from the port of Palos on 3 August 1492.

Nothing, however, prepared Columbus and his crew for the long Atlantic crossing that they embarked upon, or for the destination that awaited them. The fleet was small, consisting of a small nao called Santa Maria, and two caravels (small light ships) named Pinta and Nina.

Columbus himself commanded the Santa Maria along with 40 capable sailors. The outward journey enjoyed fair trade winds but was long. For 33 days, the fleet sailed without sight of anything but sea and sky. By this time, the crew became restive and some of them demanded that they turn back.

On 12 October 1492, they sighted land; they had reached what Columbus thought was India, but which was the island of Guanahani in the Bahamas. (It is said that this name was given by Columbus, who described the Islands as surrounded by shallow seas, Baja mar in Spanish.)

They were welcomed by the Arawaks, who were happy to share their food and provisions; in fact, their generosity made a deep impression upon Columbus.

As he wrote in his log-book, They are so ingenuous and free with all they have, that no one would believe it who has not seen of it, anything they possess, if it be asked of them, they never say no, on the contrary, they invite you to share it and show as much love as if their hearts went with it.

Columbus planted a Spanish flag in Guanahani (which he renamed San Salvador), held a prayer service and, without consulting the local people, proclaimed himself viceroy.

He enlisted their cooperation in pressing forward to the larger islands of Cubanscan (Cuba, which he thought was Japan!) and Kiskeya (renamed Hispaniola, today divided between two countries, Haiti and the Dominican Republic).

Gold was not immediately available, but the explorers had heard that it could be found in Hispaniola, in the mountain streams in the interior.
But before they could get very far, the expedition was overtaken by accidents and had to face the hostility of the fierce Carib tribes. The men clamoured to get back home.

The return voyage proved more difficult as the ships were worm-eaten and the crew tired and homesick. The entire voyage took 32 weeks. Three more voyages followed, in the course of which Columbus completed his explorations in the Bahamas and the Greater Antilles, the South American mainland and its coast.

Subsequent voyages revealed that it was not the ‘Indies’ that the Spaniards had found, but a new continent. Columbus’s achievement had been to discover the boundaries of what seemed like infinite seas and to demonstrate that five weeks’ sailing with the trade wind took one to the other side of the globe.

Since places are often given the names of individuals, it is curious that Columbus is commemorated only in a small district in the USA and in a country in northwestern South America (Columbia), though he did not reach either of these areas.

The two continents were named after Amerigo Vespucci, a geographer from Florence who realised how large they might be, and described them as the ‘New World’. The name ‘America’ was first used by a German publisher in 1507.

Abstract

We have seen how, by the ninth century, large parts of Asia and America witnessed the growth and expansion of great empires – some nomadic, some based on 1 -developed cities and trading networks that centred on them.

The difference between the Macedonian, Roman and Arab empires and the ones that preceded them (the Egyptian, Assyrian, Chinese, Mauryan) was that they covered greater areas of territory and were continental or transfer continental in nature.

The Mongol empire was similar. Different cultural encounters were crucial to what took place. The arrival of empires was almost always sudden, but they were almost always the result of changes that had been taking place over a long time in the core of what would become an empire.

Traditions in world history could change in different ways. In western Europe during the period from the ninth to the seventeenth century, much that we connect with modem times evolved slowly the development of scientific knowledge based on experiment rather than religious belief, serious thought about the organisation of government, with attention to the creation of civil services, parliaments and different codes of law, improvements in technology that was used in industry and agriculture.

The consequences of these changes could be felt with great force outside Europe. As we have seen, by the fifth century CE, the Roman Empire in the west had disintegrated.

In western and central Europe, the remains of the Roman Empire were slowly adapted to the administrative requirements and needs of tribes that had established kingdoms there. However, urban centres were smaller in western Europe than further east.

By the ninth century, the commercial and urban centres, Aix, London, Rome, Sienna – though small, could not be dismissed. From the ninth to the eleventh centuries, there were major developments in the countryside in western Europe. The Church and royal government developed a combination of Roman institutions with the customary rules of tribes.

The finest example was the empire of Charlemagne in western and central Europe at the beginning of the ninth century. Even after; its rapid collapse, urban centres and trading networks persisted, albeit under heavy attack from Hungarians, Vikings and others. What happened was called ‘feudalism’.

Feudalism was marked by agricultural production around castles and ‘manor houses’, where lords of the manor possessed land that was cultivated by peasants (serfs) who pledged them loyalty, goods and services.

These lordis in turn pledged their loyalty to greater lords who were ‘vassals’ of kings. The Catholic Church (centred on the papacy) supported this state of affairs and itself possessed land.

In a world where uncertainties of life, poor sense of medicine and low life expectancy were common, the Church showed people how to behave so that life after death at least would be tolerable Monasteries were created where God-fearing people could devote themselves to the service of God in the way Catholic churchmen thought fit.

Equally, churches were part of a network of scholarship that ran from the Muslim states of Spain to Byzantium and they provided the petty kings of Europe with a sense of the opulence of the eastern Mediterranean and beyond.

The influence of commerce and towns in the feudal order came to evolve and change encouraged by Mediterranean entrepreneurs in Venice and Genoa (from the twelfth century).

Their ships carried on a growing trade with Muslim states and the remains of the Roman Empire in the east. Attracted by the lure of wealth in these areas, and inspired by the idea of freeing ‘holy places’ associated with Christ from Muslims, European kings reinforced links across the Mediterranean during the ‘crusades’.

Trade within Europe improved (centred on fairs and the port cities of the Baltic Sea and the North Sea and stimulated by a growing population). Opportunities for commercial expansion coincided with changing attitudes concerning the value of life.

Respect for human beings and living things that marked much of Islamic art and literature, and the example of Greek art and ideas that came to Europe from Byzantine trade encouraged Europeans to take a new look at the world.

And from the fourteenth century (in what is called the ‘Renaissance’), especially in north Italian towns, the wealthy became less concerned with life after death and more with the wonders of life itself. Sculptors, painters and writers became interested in humanity and the discovery of the world.

By the end of the fifteenth century, this state of affairs encouraged travel and discovery as never before. Voyages of discovery took place. Spaniards and Portuguese, who had traded with northern Africa, pushed further down the coast of western Africa, finally leading to journeys
around the Cape of Good Hope to India which had a great reputation in Europe as a source of spices that were in great demand.

Columbus attempted to find a western route to India and in 1492 reached the islands which the Europeans called the West Indies. Other explorers tried to ’ find a northern route to India and China via the Arctic.

European travellers encountered a range of different peoples in the course of their journeys. In part, they were interested in learning from them.

The papacy encouraged the work of the North African geographer and traveller Hasan al-Wazzan (later known in Europe as Leo Africanus), who wrote the first geography of Africa in the early sixteenth century for Pope Leo X.

Jesuit churchmen observed and wrote on Japan in the sixteenth century. An Englishman Will Adams became a friend and counsellor of the Japanese Shogun, Tokugawa Ieyasu, in the early seventeenth century.

As in the case of Hasan al-Wazzan, peoples that the Europeans encountered in the Americas often took a great interest in them and sometimes worked for them.

For example an Aztec woman – later known as Dona Marina – befriended the Spanish conqueror of Mexico, Cortes, and interpreted and negotiated for him.

In their encounters, Europeans were sometimes cautious, self-effacing and observant, even as they frequently attempted to establish trade monopolies and enforce their authority by force of arms as the Portuguese attempted to do in the Indian Ocean after Vasco da Gama’s arrival in Calicut (present-day Kozhikode) in 1498.

In other cases, they were overbearing, aggressive and cruel and adopted an attitude of superiority to those they met, considering such people ignorant. The Catholic Church encouraged both attitudes.

The Church was the centre for the study of other cultures and languages, but encouraged attacks on people it saw as ‘un-Christian.

From the point of view of non-Europeans, the encounter with Europe varied. For much of the Islamic lands and India and China, though, Europeans remained a curiosity until the end of the seventeenth centuiy. They were perceived as hardy traders and seamen who had little to contribute to their sense of the larger world.

The Japanese learnt some of the advantages of European technology quickly-for instance, they had begun large-scale production of muskets by the late sixteenth century. In the Americas, enemies of the Aztec empire sometimes used Europeans to challenge the power of the Aztecs.

At the same time the diseases the Europeans brought devastated the populations, leading to the death of over 90 percent of the people in some areas by the end of the sixteenth century.

An Introduction to Feudalism
The term ‘feudalism’ has been used by historians to describe the economic, legal, political and social relationships that existed in Europe in the medieval era.

Derived from the German and word ‘feud’, which means ‘a place of land’, it refers to the kind of society that developed in medieval France, and later in England and in Southern Italy.

In an economic sense, feudalism refers to a kind of agricultural production which is based on the relationship between lords and peasants. The latter cultivated their own land as well as that of the lord. The peasants performed labour services for the lords, who in exchange provided military protection.

They also had extensive judicial control over peasants. Thus, feudalism went beyond the economic to cover the social and political aspects of life as well.

Although its roots have been traced to practices that existed in the Roman Empire and during the age of the French king Charlemagne (742 – 814), feudalism as an established way of life in large parts of Europe may be said to have emerged later, in the eleventh century.