Assam TET 2019 Paper 1 CDP

PART - I : Child Development and Pedagogy

1. t¡º¹ ëA¡à>ìi¡à¹ ¤àì¤ ó¡ºšøÎè [ÅÛ¡àƒà> ÒÚ ?
(A) [ÅÛ¡A¡¹ Îà‹åt¡à "à¹ç¡ A¡t¢¡¤¸[>Ë¡à (B) [ÅÛ¡A¡¹ [¤ÈÚ¤Ññ¹ `¡à>
(C) [ÅÛ¡àƒà>t¡ [ÅÛ¡A¡¹ [>Ú³à>å¤[t¢¡t¡à (D) [ÅÛ¡A¡¹ ‡à¹à l¡üì„Ÿ[®¡[v¡A¡ šàk¡ƒà>

1. >ãìW¡¹ ëA¡à>[i¡¹ ‡à¹à 󡺚øÎè [ÅÛ¡àƒà> ÒÚ ?
(A) [ÅÛ¡ìA¡¹ Îà‹åt¡à &¤} A¡t¢¡¤¸[>Ë¡à (B) [ÅÛ¡ìA¡¹ [¤ÈÚ¤Ññ¹ `¡à>
(C) [ÅÛ¡àƒàì> [ÅÛ¡ìA¡¹ [>Ú³à>å¤[t¢¡t¡à (D) [ÅÛ¡ìA¡¹ ‡à¹à l¡üì„Ÿ[®¡[v¡A¡ šàk¡ƒà>

1. ªÊ„Ê◊ ªÊŸÊ¥ »§Ê⁄UÊ¥ŸÊÿÊ ¡Ê’Êÿ ◊ÊŸ‚ -
(A) »§Ê⁄UÊ¥ÁªÁ⁄UÁŸ ‚ÊœÈÁÕ •Ê⁄UÊ πÊ◊ÊÁŸÿÊfl ŸÊ¥ÕÊ’ŸÊÿ
(B) »§Ê⁄UÊ¥ÁªÁ⁄UÁŸ •ÊÿŒÊÁŸ ‚ÊÿÊfl ÁªÿÊŸ
(C) »§Ê⁄UÊ¥ŸÊÿÊfl »§Ê⁄UÊ¥ÁªÁ⁄UÿÊ πÊÁãÕ ªÊŸÊ¥ ¡ÊŸÊÿ
(D) ÕÊ¥Áπ ªÊŸÊ¥ »§Ê⁄UÊ¥ÁªÁ⁄UÁŸ »§Ê⁄UÊ¥ŸÊÿ

1. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ‚Ê»§Àÿ◊¥Á«Uà Á‡ÊˇÊʌʟ „Ò?
(A) Á‡ÊˇÊ∑§Ê¥ ∑§Ë ‚ÊœÈÃÊ •ÊÒ⁄U ∑§ûʸ√ÿÁŸc∆UÊ– (B) Á‡ÊˇÊ∑§Ê¥ ∑§Ê Áfl·ÿflSÃÈ ∑§Ê ôÊÊŸ–
(C) Á‡ÊˇÊʌʟ ◊¥ Á‡ÊˇÊ∑§Ê¥ ∑§Ê ‚È√ÿflÁSÕà „ÊŸÊ– (D) Á‡ÊˇÊ∑§Ê¥ ∑§ mÊ⁄UÊ ©g‡ÿœ◊˸ ¬Ê∆UŒÊŸ ∑§⁄UŸÊ–
1. Effective Teaching is a result of :
(A) Teacher’s honesty and commitment (B) Teacher’s knowledge on content
(C) Teacher’s regularity in teaching (D) Objective based teaching by teachers
2. t¡ºt¡ [ƒÚà ëA¡à>ì¤à¹ Kk¡>³èºA¡ ³èº¸àÚ>¹ í¤[ÅÊ¡¸ ?
(a) Òü [>ƒà>³èºA¡ "à¹ç¡ šø[t¡A¡à¹³èºA¡¡ú (b) Òü 󡺚øÎè ƒõØn¡ãA¡¹o¹ Îå[¤‹à [ƒìÚ¡ú
(c) Òü &A¡ šøA¡à¹¹ l¡ü;šàƒ ³èº¸àÚ>¡ú (d) Òü áày-áàyã¹ "}ÅKøÒo¹ Îåì™àK šøƒà> A¡ì¹¡ú
Ç¡‡ý [¤A¡¿ìi¡à ¤à[W¡ l¡ü[º*¯à :¡
(A) ëA¡¯º (a), (b) "à¹ç¡ (d) (B) ëA¡¯º (c) "à¹ç¡ (d)
(C) ëA¡¯º (c) (D) ëA¡¯º (a), (c) "à¹ç¡ (d)

2. >ãìW¡¹ ëƒ*Úà ëA¡à>P¡[º Kk¡>³èºA¡ ³èº¸àÚì>¹ í¤[ÅÊ¡¸ ?
(a) ÒüÒà [>ƒà>³èºA¡ &¤} šø[t¡A¡à¹³èºA¡ ú (b) ÒüÒà 󡺚øÎè ƒõØn¡ãA¡¹ìo¹ Îå[¤‹à ëƒÚ¡ú
(c) ÒüÒà &A¡ šøA¡àì¹¹ l¡ü;šàƒ> ³èº¸àÚ>¡ú (d) ÒüÒà áày-áàyã¹ "}ÅKøÒìo¹ Îåì™àK šøƒà> A¡ì¹¡ú
Ç¡‡ý¡ l¡üv¡¹[i¡ ëºJ¡ú
(A) ìA¡¤º (a), (b) &¤} (d) (B) ìA¡¤º (c) &¤} (d)
(C) ìA¡¤º (c) (D) ìA¡¤º (a), (c) &¤} (d)

MPT-19/P-I/E 8

2. ªÊ„ÊÿÁŸ ’’ formative evaluation ÁŸ •πÈÕÊß»§Ê⁄U -
(a) It is diagnostic and remedial (b) It gives provision of effective feedback
(c) It is a type of product evaluation (d) It gives opportunity of student’s participation
ÕÊ⁄U Á»§ŸπÊÒ ‚Êÿπ” -
(A) (a), (b) •Ê⁄UÊ (d) •Ê‹” (B) (c) •Ê⁄UÊ (d) •Ê‹”
(C) (c) •Ê‹” (D) (a), (c) •Ê⁄UÊ (d) •Ê‹”

2. ÁŸêŸÁ‹Áπà ∑§ÊÒŸ-‚Ê ª∆UŸ◊Í‹∑§ ◊ÍÀÿÊ¥∑§Ÿ ∑§Ê flÒÁ‡Êc≈˜Uÿ „Ò?
(a) ÿ„ ÁŸŒÊŸ◊Í‹∑§ •ÊÒ⁄U ¬˝ÁÃ∑§Ê⁄U◊Í‹∑§ „Ò– (b) ß‚‚ ¬Á⁄UáÊÊ◊‚Íø∑§ ŒÎ…∏UË∑§⁄UáÊ ‚ÈÁflœÊ ŒÃÊ „Ò–
(c) ÿ„ ∞∑§ ¬˝∑§Ê⁄U ∑§Ê ©à¬ÊŒ ◊ÍÀÿÊ¥∑§Ÿ „Ò– (d) ß‚‚ ¿UÊòÊ-¿UÊòÊÊ•Ê¥ ∑§Ê •¥‡Êª˝„áÊ ∑§ Á‹∞ ‚ÈÁflœÊ ¬˝ŒÊŸ ∑§⁄UÃÊ „Ò–
‡ÊÈh Áfl∑§À¬ ∑§Ê øÈÁŸ∞ —
(A) ∑§fl‹ (a), (b) •ÊÒ⁄U (d) (B) ∑§fl‹ (c) •ÊÒ⁄U (d)
(C) ∑§fl‹ (c) (D) ∑§fl‹ (a), (c) •ÊÒ⁄U (d)

2. Which of the following is/are the characteristics of formative evaluation ?
(a) It is diagnostic and remedial (b) It gives provision of effective feedback
(c) It is a type of product evaluation (d) It gives opportunity of students’ participation
Choose the correct option :
(A) (a), (b) and (d) only (B) (c) and (d) only
(C) (c) only (D) (a), (c) and (d) only
3. t¡º¹ ëA¡à>\> ¤¸[v¡û¡ìÚ Îõ\>ãÅãºt¡à¹ š[¹³àš>¹ ¤àì¤ Îõ\>ãÅãºt¡à¹ l¡üšàƒà>γèÒ¹ š[¹³àš>¹ *š¹t¡ šø=ì³ P¡¹ç¡â«
[ƒ[Ạ?
(A) ë³A¡ì>Òüº (B) i¡ì¹X (C) =àÊ¡¢> (D) ìA¡–i¡

3. >ãìW¡¹ ëA¡à> ¤¸[v¡û¡ Îõ\>Åãºt¡à¹ š[¹³àìš¹ \>¸ Îõ\>Åãºt¡à¹ l¡üšàƒà>γèìÒ¹ š[¹³àìš¹ l¡üšì¹ šø=³ P¡¹ç¡â«
[ƒìÚ[áìº> ?
(A) ë³A¡ì>Òüº (B) i¡ì¹X (C) =àС¢> (D) ìA¡–i¡

3. ªÊ„ÊÿÁŸ ‚Ê⁄U ‚È’Èæ§Ê ‚Ê⁄UÁ¡‹ÈÁŸ Á’’Ê¥ÁŸ ÕÊπÊÿ ‚Ê⁄UÁ¡‹ÈÁŸ ªÈÁŒ ◊ÈflÊ»§Ê⁄UÁŸ Á’’Ê¥ ‚ÈŸÊÿÁŸ ‚ÊÿÊfl ÁªÁ’ÿÒ ªÊŸÊ¥ÁÕ „ÊŒÊ¥◊ÊŸ -
(A) McNeil (B) Torence (C) Thurston (D) Kent

3. ÁŸêŸÁ‹Áπà ∑§ÊÒŸ √ÿÁÄà Ÿ ‚ΡŸÊà◊∑§ÃÊ (Creativity) ∑§Ê ¬Á⁄U◊ʬŸ ∑§ Á‹∞ ‚ΡŸÊà◊∑§ÃÊ ∑§ ©¬ÊŒÊŸ ‚◊Í„ ∑§ ¬Á⁄U◊ʬŸ ¬⁄U
‚fl¸¬˝Õ◊ ◊„ûfl ¬˝ŒÊŸ Á∑§ÿÊ ÕÊ?
(A) ◊∑§Ÿß‹ (B) ≈UÊ⁄Uã‚ (C) ÕÊS≈UÊ̧Ÿ (D) ∑§ã≈U

3. Who was the first person to emphasise that creativity should be measured by measuring its elements ?
(A) McNeil (B) Torence (C) Thurston (D) Kent

MPT-19/P-I/E 9 P.T.O.

4. Îà³KøãA¡ "=¢t¡, ¤¸[t¡yû¡³ã [ÅÇ¡ ³àì> :
(A) ³à>[ÎA¡®¡àì¯ "Îà³=¢¸¤à> [ÅÇ¡ (B) [>´• ¤å[‡ý¡³v¡à¹ [ÅÇ¡
(C) "šÎ³àì™à\¹ γθà =A¡à [ÅÇ¡ (D) šø[t¡®¡à¤à>, ¤å[‡ý¡³à>, ">Køι, ³à>[ÎA¡®¡àì¯ ¤à‹àKøÑ‚ [ÅÇ¡

4. Îà³[KøA¡ "ì=¢ ¤¸[t¡yû¡[³ [ÅÇ¡ ³àì> :
(A) ³à>[ÎA¡®¡àì¤ "Îà³=¢¤à> [ÅÇ¡
(B) [>´• ¤å[‡ý¡³v¡à™åv¡û¡ [ÅÇ¡
(C) Îà³gθÒã>t¡à (maladjustment) ¤à "ÎåÑ‚t¡à¹ γθà =àA¡à [ÅÇ¡
(D) šø[t¡®¡à¤à>, ¤å[‡ý¡³à>, ">Køι, ³à>[ÎA¡®¡àì¤ ¤à‹àKøÑ‚ [ÅÇ¡

4. ‚Ê⁄UÁ’ÁÕæ§ÊÁ⁄U •Ê¥ÁÕÿÊfl ¡⁄UπÊ πÈÁŒÿÊÿÊ ¡Ê’Êÿ -
(A) ◊‹◊ÊÁ⁄U „Ê◊ÊãÕÊÿ ªÒÁÿ πÈÁŒÿÊ
(B) ªÊ„Êÿ ÕÊπÊÁŸ ‚Ê‹Ê ªÊŸÊ¥ πÈÁŒÿÊ
(C) ªÊ⁄UÊ’„ÊŸÊ „ÊÁÿ ¡¥ŸÊ ªÊŸÊ¥ πÈÁŒÿÊ
(D) „Ê◊ÊãÕÊÿ ªÊŸÊ¥, ‚Ê‹Ê ªÊŸÊ¥, ©Ÿ¡ÊŸÊÿ, ◊‹◊ÊÁ⁄U ªÊ„Ê◊ ªÒÁÿ πÈÁŒÿÊ

4. ‚Ê◊Áª˝∑§ •Õ¸ ◊¥, √ÿÁÄÃ∑˝§◊Ë Á‡Ê‡ÊÈ ∑§Ê ‚ÊœŸ —
(A) ◊ÊŸÁ‚∑§ M§¬ ‚ •‚Ê◊âÿ¸flÊŸ Á‡Ê‡ÊÈ (B) ÁŸêŸ ’ÈÁh◊ÊŸ Á‡Ê‡ÊÈ
(C) •√ÿflSÕÊ ‚◊SÿÊ „ÊŸ flÊ‹Ê Á‡Ê‡ÊÈ (D) ¬˝ÁÃ÷ÊflÊŸ, ’ÈÁh◊ÊŸ, Á¬¿U«∏, ◊ÊŸÁ‚∑§ M§¬ ‚ ’ʜʪ˝Sà Á‡Ê‡ÊÈ
4. In inclusive term, exceptional children means :
(A) the children with mental disabilities
(B) the children with low IQ
(C) the children with maladjustment problem
(D) the gifted, intelligent, backward, mentally retarded childrens
5. t¡ºt¡ [ƒÚà ìA¡à>ìi¡à/ëA¡à>ì¤à¹ áày-áàyã¹ Îà󡺸 "[®¡ì¹àW¡>¹ ³èº l¡üšàƒà> ?
(A) Q¹¹ š[¹ì¤Å, [¤ƒ¸àºÚ¹ š[¹ì¤Å¡ú
(B) ìA¡¯º Q¹¹ š[¹ì¤Å¡ú
(C) Q¹¹ š[¹ì¤Å, [¤ƒ¸àºÚ¹ š[¹ì¤Å "à¹ç Îà³à[\A¡ š[¹ì¤Å¡ú¡
(D) ìA¡¯º [¤ƒ¸àºÚ¹ š[¹ì¤Å¡ú

5. >ãìW¡¹ ëƒ*Úà ëA¡à>P¡[º áày-áàyã¹ Îà󡺸 "\¢ì>¹ šø‹à> l¡üšàƒà> ?
(A) ¤à[Øl¡¹ š[¹ì¤Å * [¤ƒ¸àºìÚ¹ š[¹ì¤Å
(B) Ç¡‹å ¤à[Øl¡¹ š[¹ì¤Å
(C) ¤à[Øl¡¹ š[¹ì¤Å, [¤ƒ¸àºìÚ¹ š[¹ì¤Å * Îà³à[\A¡ š[¹ì¤Å
(D) Ç¡‹å [¤ƒ¸àºìÚ¹ š[¹ì¤Å

MPT-19/P-I/E 10

5. »§⁄UÊÿ‚Ê»§Ê⁄UÁŸ achievement motivation ÁŸ ÕÊπÿ ªÊ„ÊÿÁŸ ’’ ªÈÁŒ◊ÈflÊ»§Ê⁄U Ê ªÊŸÊ¥ -
(A) Ÿπ⁄UÊÁ⁄U •Ê’„ÊflÊ •Ê⁄UÊ »§⁄UÊÿ‚ÊÁ‹ •Ê’„ÊflÊ
(B) Ÿπ⁄UÊÁ⁄U •Ê’„ÊflÊ‹”
(C) Ÿπ⁄UÊÁ⁄UU •Ê’„ÊflÊ, »§⁄UÊÿ‚ÊÁ‹ •Ê’„ÊflÊ •Ê⁄UÊ ‚◊Ê¡ÊÁ⁄U •Ê’„ÊflÊ
(D) »§⁄UÊÿ‚ÊÁ‹ •Ê’„ÊflÊ‹”

5. ÁŸêŸÁ‹Áπà ∑§ÊÒŸ-‚Ê/Á∑§Ÿ ©¬ÊŒÊŸ ¿UÊòÊ/¿UÊòÊÊ•Ê¥ ∑§ ‚»§‹ÃÊ ∑§Ê •Á÷¬˝⁄UáÊ ∑§Ê ◊Í‹ ©¬ÊŒÊŸ „Ò?
(A) ÉÊ⁄U ∑§Ê ¬Á⁄Ufl‡Ê, ÁfllÊ‹ÿ ∑§Ê ¬Á⁄Ufl‡Ê–
(B) ◊ÊòÊ ÉÊ⁄U ∑§Ê ¬Á⁄Ufl‡Ê–
(C) ÉÊ⁄U ∑§Ê ¬Á⁄Ufl‡Ê, ÁfllÊ‹ÿ ∑§Ê ¬Á⁄Ufl‡Ê •ÊÒ⁄U ‚Ê◊ÊÁ¡∑§ ¬Á⁄Ufl‡Ê–
(D) ◊ÊòÊ ÁfllÊ‹ÿ ∑§Ê ¬Á⁄Ufl‡Ê–

5. Which of the following is/are important elements of achievement motivation of students ?
(A) Home environment and School environment
(B) Home environment only
(C) Home environment, School environment and Social environment
(D) School environment only
6. [ÅÇ¡¹ ³à\t¡ Îõ\>ãÅãºt¡à¹ [¤A¡àŹ ëA¡ïźγèìÒ "”zK¢t¡ A¡ì¹ :
(A) ‹à¹o๠l¡üšÑ‚àš> (B) γθ๠γà‹à>
(C) ƒºãÚ "àìºàW¡>à (D) l¡üšì¹àv¡û¡ ÎA¡ìºà

6. [ÅÇ¡¹ ³ì‹¸ Îõ\>Åãºt¡à¹ [¤A¡àìŹ ëA¡ïźγèìÒ "”zK¢t¡ A¡ì¹ :
(A) ‹à¹o๠l¡üšÑ‚àš> (B) γθ๠γà‹à>
(C) ƒºãÚ "àìºàW¡>à (D) l¡üšì¹¹ ΤP¡[º

6. πÈÁŒÿÊ»§Ê⁄UÁŸ ª¡⁄UÊfl ‚Ê⁄UÁ¡‹È ¡ÊÒªÊπÊ¥ŸÊÿÁŸ Á‚¥ÁŸ •ÊŒ’»§Ê⁄UÊfl ÕÊ»§ÊÿÊ —
(A) ‚ÊãŒÊ¥ÁÕ ÁŒÁãջȥ§ŸÊÿ (B) ¡¥ŸÊ ’ÊdÊ¥ŸÊÿ
(C) „Êã¡Ê ‚Êfl⁄UÊÿŸÊÿ (D) ªÊ¡ÊÒÁŸ ªÊ‚Ò’Ê

6. Á‡Ê‡ÊÈ ∑§ ’Ëø ‚ΡŸÊà◊∑§ÃÊ (Creativity) ∑§Ê Áfl∑§Ê‚ ∑§Ê ∑§Ê҇ʋ ‚◊Í„ ∑§Ê •ãê¸Ã ∑§⁄UÃ „Ò¥ —
(A) œÊ⁄UáÊÊ ∑§Ê ©¬SÕʬŸ (B) ‚◊SÿÊ ∑§Ê ‚◊ʜʟ
(C) ‚Ê◊ÍÁ„∑§ •Ê‹ÊøŸÊ (Group discussion) (D) ©¬ÿȸÄà ‚÷Ë
6. Techniques for fostering creativity in children include :
(A) Concept presentation (B) Problem solving
(C) Group discussion (D) All of the above

MPT-19/P-I/E 11 P.T.O.

7. t¡º¹ ëA¡à>ìi¡à "[®¡ì¹àW¡> šø[yû¡Ú๠"}Å >ÒÚ ?
(A) šøìÚà\> (B) ìšø¹oà (C) šøì¹àW¡A¡ (D) ¤}ÅK[t¡

7. >ãìW¡¹ ëA¡à>[i¡ ">åìšø¹oà šø[yû¡Ú๠"}Å >Ú ?
(A) šøìÚà\> (B) ìšø¹oà (C) šøì¹àW¡A¡ (D) ¤}ÅK[t¡

7. ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ÿÊ ªÊ‚Ê ŒÈ¥πÊ¥„ÊŸÊÿ ◊ÊflπÊÁãÕ (motivation process) ÁŸ ◊ÊŸ‚ ’ʄʪÊ Ÿæ§Ê -
(A) Need (B) Drives (C) Incentives (D) Heredity

7. ÁŸêŸÁ‹Áπà ∑§ÊÒŸ-‚Ê •Á÷¬˝⁄UáÊ ¬˝Á∑˝§ÿÊ ∑§Ê •¥‡Ê Ÿ„Ë¥ „Ò?
(A) ¬˝ÿÊ¡Ÿ (B) ¬̋⁄UáÊÊ (C) ¬˝⁄UÊø
 ∑§ (D) fl¥‡ÊªÁÃ

7. Which of the following is not a part of motivation process ?
(A) Need (B) Drives (C) Incentives (D) Heredity

8. ¤å‡ý¡à}Å [>o¢Ú¹ Ç¡‡ý¡ š‡ý¡[t¡ìi¡à Ò’º :

³à>[ÎA¡ ¤ÚÎ ³à>[ÎA¡ ¤ÚÎ
(A) IQ = (B) IQ = × 100
A¡àºyû¡[³A¡ ¤ÚÎ A¡àºyû¡[³A¡ ¤ÚÎ

A¡àºyû¡[³A¡ ¤ÚÎ A¡àºyû¡[³A¡ ¤ÚÎ
(C) IQ = × 100 (D) IQ =
³à>[ÎA¡ ¤ÚÎ ³à>[ÎA¡ ¤ÚÎ

8. ¤å‡ý¡¸ìS¡¹ [>o¢ìÚ¹ Ç¡‡ý¡ š‡ý¡[t¡[i¡ Òº :

´á>[ÏA¡ ¥ÛÏ ´á>[ÏA¡ ¥ÛÏ
(A) IQ = (B) IQ = × 100
A¡á»yü¡[´A¡ ¥ÛÏ A¡á»yü¡[´A¡ ¥ÛÏ

A¡á»yü¡[´A¡ ¥ÛÏ A¡á»yü¡[´A¡ ¥ÛÏ
(C) IQ = × 100 (D) IQ =
´á>[ÏA¡ ¥ÛÏ ´á>[ÏA¡ ¥ÛÏ

8. Intelligence Quotient (IQ) ÁŒ„ÈÛÊÊÿÁŸ ÕÊ⁄U •ÊŒ’Ê ¡Ê’Êÿ -

Mental age Mental age
(A) IQ = (B) IQ = × 100
Chronological age Chronological age

Chronological age Chronological age
(C) IQ = × 100 (D) IQ =
Mental age Mental age

MPT-19/P-I/E 12

8. ’ÊÒÁh∑§ SÃ⁄U ÁŸáʸÿ ∑§Ê ‡ÊÈh ¬hÁà „Ò —

◊ÊŸÁ‚∑§ ©◊˝ ◊ÊŸÁ‚∑§ ©◊˝
(A) IQ = (B) IQ = × 100
∑§Ê‹∑˝§Á◊∑§ ©◊˝ ∑§Ê‹∑˝§Á◊∑§ ©◊˝

∑§Ê‹∑˝§Á◊∑§ ©◊˝ ∑§Ê‹∑˝§Á◊∑§ ©◊˝
(C) IQ = × 100 (D) IQ =
◊ÊŸÁ‚∑§ ©◊˝ ◊ÊŸÁ‚∑§ ©◊˝

8. The correct method of calculating Intelligence Quotient (IQ) is :

Mental age Mental age
(A) IQ = (B) IQ = × 100
Chronological age Chronological age

Chronological age Chronological age
(C) IQ = × 100 (D) IQ =
Mental age Mental age

9. ‹ã¹K[t¡¹ [ÅA¡à¹ç¡¹ ìÅøoãìA¡àk¡àt¡, [¤³èt¢¡ ‹à¹oàì¤à¹ ³èt¢¡ A¡[¹¤îº, [ÅÛ¡A¡¹ ¤àì¤ "ài¡àÒüt¡îA¡ ®¡àº š‡ý¡[t¡ìi¡à Ò’º :
(A) ¤v¡ûõ¡t¡à š‡ý¡[t¡ (B) "àìºàW¡>à š‡ý¡[t¡
(C) KõÒA¡³¢ š‡ý¡[t¡ (D) šøƒÅ¢> š‡ý¡[t¡

9. ‹ã¹K[t¡¹ [ÅÛ¡à=¢ã¹ ëÅøoãA¡ìÛ¡, [¤³èt¢¡ ‹à¹oàP¡ìºà ³èt¢¡ A¡¹à¹ \>¸, [ÅÛ¡ìA¡¹ \>¸ Τì=ìA¡ ®¡àº š‡ý¡[t¡[i¡ Òº :
(A) ¤v¡ûõ¡t¡à š‡ý¡[t¡ (B) "àìºàW¡>à š‡ý¡[t¡
(C) KõÒA¡³¢ š‡ý¡[t¡ (D) šøƒÅ¢> š‡ý¡[t¡

9. Abstract ‚ÊãŒÊ¥ÁÕπÊÒ concrete ◊„⁄UÊfl „ÊŸÊ ‹Ê‚Ò ‚Ê‹Ê¥ª˝Ê ÕÊπÊ πÕÊÿÊfl ‚Ê‚ »§Ê⁄UÊ¥ÁªÁ⁄UÁŸ ‚Ê’Á‚Ÿ •ÊŒ’ÊŸÊ ¡Ê’Êÿ -
(A) Lecture method (Á’’È¥ÁÕ •ÊŒ’)
(B) Discussion method (‚Êfl⁄UÊÿ •ÊŒ’)
(C) Home Assignment method (ŸÁŸ „Ê’Ê „ÊŸÊÿ •ÊŒ’)
(D) Demonstration method (ÁŒÁãջȥ§ •ÊŒ’)

9. œË⁄U ªÁà ∑§Ê ¿UÊòÊ ∑§Ê o˝áÊË ∑§ˇÊÊ ◊¥, Áfl◊Íø œÊ⁄UáÊÊ•Ê¥ ∑§Ê ◊Íø ∑§⁄UŸ ∑§ Á‹∞, Á‡ÊˇÊ∑§Ê¥ ∑§ Á‹∞ ‚’‚ •Áœ∑§ ©ûÊ◊ ¬hÁà „Ò —
(A) √ÿÊÅÿÊŸ ¬hÁÃ (B) •Ê‹ÊøŸÊ ¬hÁÃ
(C) ªÎ„∑§◊¸ ¬hÁà (D) ¬˝Œ‡Ê¸Ÿ ¬hÁÃ

9. To concretise the abstract concepts in a slow learners’ classroom the best method for a teacher is :
(A) Lecture method (B) Discussion method
(C) Home Assignment method (D) Demonstration method

MPT-19/P-I/E 13 P.T.O.

10. [ÅÛ¡A¡ [ÒW¡àìš, "š¹à‹šø¯o [ÅÇ¡ÎA¡ºA¡ "[®¡ì¹àW¡>¹ ¤àì¤ t¡ºt¡ [ƒÚàì¤à¹¹ ëA¡à>ìi¡à "ài¡àÒüt¡îA¡ ®¡àº l¡üšàÚ ?
(A) [¤ƒ¸àºÚt¡ ëJºà‹èºà¹ ¤àì¤ š™¢¸àœ¡ Îåì™àK šøƒà> A¡¹à¡ú
(B) ìt¡*òìºàA¡A¡ "t¡¸à[‹A¡ Ѭà‹ã>t¡à šøƒà> A¡[¹¤ ºàìK¡ú
(C) ìA¡àì>à [¤ìÅÈ ¤¸¯Ñ‚à ë>àìºà¯àîA¡ &[¹ [ƒ¤ ºàìK¡ú
(D) ìÅøoãt¡ "t¡¸à[‹A¡ [¤ƒ¸àÚt¡[>A¡ ëÒòW¡à [ƒ¤ ºàìK¡ú

10. [ÅÛ¡A¡ [ÒÎàì¤ "š¹à‹šø¤o [Åǡ샹ìA¡ l¡ü;ÎàÒ ëƒ*Ú๠\>¸ [>ìW¡ ëƒ*Úà ëA¡à>[i¡ Τì=ìA¡ ®¡àº l¡üšàÚ ?
(A) [¤ƒ¸àºìÚ ëJºà‹èºà¹ \>¸ š™¢àœ¡ Îåì™àK šøƒà> A¡¹à¡ú
(B) t¡à샹ìA¡ "t¡¸[‹A¡ Ѭà‹ã>t¡à šøƒà> A¡¹ìt¡ Ò줡ú
(C) ìA¡àì>à [¤ìÅÈ ¤¸¤Ñ‚à >à [>ìÚ ëáìØl¡ [ƒìt¡ Ò줡ú
(D) ìÅøoãìt¡ šØl¡àÇ¡>๠[¤ÈìÚ "t¡¸[‹A¡ W¡àš [ƒìt¡ Ò줡ú

10. »§Ê⁄UÊ¥ÁªÁ⁄U ◊„⁄ÒU ŒÊÿ π‹Ê◊ŸÊÿ πÈÁŒÿÊ»§Ê⁄UπÊÒ ªÊ‚Ê Œ¥ÈπÊ¥„ÊŸÊÿÁŸ ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ÿÊ ‚Ê’Á‚Ÿ ⁄UÊ„Ê -
(A) »§⁄UÊÿ‚ÊÁ‹ÿÊfl ª‹ŸÊÿÁŸ ÕÊ¡Ê‚ πÊ’È „ÊŸÊÿ
(B) ŸÊ¥ªÊÒÁŸ ’Ê⁄UÊ Á’‚Ê⁄UŸÊ ©ŒÊ¥Ád „ÊŸÊÿ
(C) ¡’Ê ¡⁄UπÊ ⁄UÊ„Ê ‹ÊÿÊ‹Ê’Ê Á’‚Ê⁄UπÊÒ ∞¥ªÊ⁄U ŸÊ „ÊŸÊ¥ªÊÒ
(D) ÕÊπÊ•Êfl ‚Ê‹Ê¥ÕÊßÁŸ »§Ê⁄U‚ ’Ê⁄UUÊ ¡⁄U „ÊŸÊ¥ªÊÒ

10. Á‡ÊˇÊ∑§ ∑§ M§¬ ◊¥ •¬⁄UÊœ¬˝fláÊ Á‡Ê‡ÊÈ•Ê¥ ∑§Ê •Á÷¬˝⁄UáÊ ∑§ Á‹∞ ÁŸêŸÁ‹Áπà ∑§ÊÒŸ-‚Ê ‚’‚ •Áœ∑§ ©ûÊ◊ ©¬Êÿ „Ò?
(A) ÁfllÊ‹ÿ ◊¥ π‹∑ͧŒ ∑§ Á‹∞ ¬ÿʸåà ‚ÈÁflœÊ ¬˝ŒÊŸ ∑§⁄UŸÊ–
(B) ߟ∑§Ê •àÿÁœ∑§ Sflʜ˟ÃÊ ¬˝ŒÊŸ ∑§⁄UŸÊ øÊÁ„∞–
(C) ∑§Ê߸ Áfl‡Ê· √ÿflSÕÊ Ÿ„Ë¥ ‹∑§⁄U ¿UÊ«∏ ŒŸÊ øÊÁ„∞–
(D) üÊáÊË ◊¥ •àÿÁœ∑§ ‡ÊÒÁˇÊ∑§ Œ’Êfl «∏Ê‹ŸÊ øÊÁ„∞–

10. As a teacher, which of the following is the best way to motivate delinquent children ?
(A) Enough opportunity for games and sports should be provided in school
(B) Excess freedom should be provided to them
(C) They should be left without any treatment
(D) Excess academic pressure should be given in the class
11. ‘ƒõØn¡ãA¡¹o¹ ‹à¹oà’ t¡º¹ ëA¡à>ìi¡à t¡w¹ ³èº l¡üšàƒà> ?
(A) [ÅA¡>¹ ">å¤Þê¡> t¡w¡ú (B) [ÅA¡>¹ A¡à™¢àuA¡ ">å¤Þê¡> t¡wú
(C) [ÅA¡>¹ Îà³[KøA¡t¡à¤àƒ t¡w¡ú (D) [ÅA¡>¹ ®å¡º "à¹ç¡ šøìW¡Ê¡à t¡w¡ú

11. ‘‘¤º šøìÚàK ‹à¹oà’’ (Concept of reinforcement) >ãìW¡¹ ìA¡à> t¡ìw¹ ³èº l¡üšàƒà> ?
(A) [ÅÛ¡ìo¹ ">å¤Þê¡> (Classical) t¡w (B) [ÅÛ¡ìo¹ A¡à™¢àuA¡ ">å¤Þê¡> t¡w
(C) [ÅÛ¡ìo¹ Îà³[KøA¡t¡à¤àƒ t¡w (D) [ÅÛ¡ìo¹ ®å¡º &¤} šøìW¡Ê¡à t¡w

MPT-19/P-I/E 14

11. “Concept of reinforcement” •Ê ◊ÊŸ‚ ªÊŸÊ¥ ªÈÁŒ◊ÈflÊ -

(A) Classical conditioning theory of learning ÁŸ

(B) Operant conditioning theory of learning ÁŸ

(C) Gestalt theory of learning ÁŸ

(D) Trial and error theory of learning ÁŸ

11. “‚Ȍ΅∏Ë∑§⁄UáÊ ∑§Ë œÊ⁄UáÊÊ” ÁŸêŸÁ‹Áπà ∑§ÊÒŸ-‚Ê Ãûfl ∑§Ê ◊Í‹ ©¬ÊŒÊŸ „Ò?
(A) Á‡ÊˇÊÊ ¬˝ÊÁåà ∑§Ê •ŸÈ’㜟 Ãûfl (B) Á‡ÊˇÊÊ ¬˝ÊÁåà ∑§Ê ∑§Êÿʸà◊∑§ •ŸÈ’㜟 Ãûfl
(C) Á‡ÊˇÊÊ ¬˝ÊÁåà ∑§Ê ‚Ê◊Áª˝∑§ÃÊflÊŒ Ãûfl (D) Á‡ÊˇÊÊ ¬˝ÊÁåà ∑§Ë ÷Í‹ •ÊÒ⁄U ¬˝øc≈ÊU Ãûfl
11. “Concept of reinforcement” is an important element of :
(A) Classical conditioning theory of learning
(B) Operant conditioning theory of learning
(C) Gestalt theory of learning
(D) Trial and error theory of learning

12. [ÅÛ¡o¹ šøA¡¿ š‡ý¡[t¡t¡ [ÅÛ¡A¡¹ ®è¡[³A¡à :
(A) [ÅÛ¡à=¢ãt¡îA¡ Î[yû¡Ú (B) γθ๠γà‹à> A¡ì¹àt¡à
(C) ¤Þêå¡, ƒàÅ¢[>A¡ "à¹ç¡ [>샢ÅA¡ (D) A¡tõ¡¢ ⫳º
è A¡

12. [Åۡ๠šøA¡¿ š‡ý¡[t¡ìt¡ [ÅÛ¡ìA¡¹ ®è¡[³A¡à :
(A) [ÅÛ¡à=¢ã¹ ë=ìA¡ Î[yû¡Ú (B) γθà γà‹à> A¡¹à
(C) ¤Þêå, ƒàÅ¢[>A¡ &¤} [>샢ÅA¡ (D) A¡tõ¢¡â«³èºA¡

12. Á’ÕÊ¥Áπ •ÊŒ’ (Project Method) •Êfl »§Ê⁄UÊ¥ÁªÁ⁄UÁŸ »§Ê⁄UÊ¥ŸÊÿÁŸ Á’„Ê◊ÊÿÊ ¡Ê’Êÿ -
(A) »§⁄UÊÿ‚Ê»§Ê⁄UÁŸ∫Èß ‚Ê¥ª˝Ê¥Á‚Ÿ (B) ¡¥ŸÊ ’ÊdÊ¥ª˝Ê
(C) ‹ÊªÊ, ‚ÊãÕÊÒÁªÁ⁄UU •Ê⁄UÊ ŒÒŒŸÁªÁ⁄U (D) Á’ªÊ◊ÊÁªÁ⁄U (Authoritative)

12. Á‡ÊˇÊáÊ ∑§Ê ¬˝∑§À¬ ¬hÁà ◊¥ Á‡ÊˇÊ∑§ ∑§Ë ÷ÍÁ◊∑§Ê —
(A) ÁfllÊÕ˸ ‚ ÷Ë ‚Á∑˝§ÿ (B) ‚◊SÿÊ ‚◊ʜʟ ∑§⁄UŸ flÊ‹Ê
(C) Á◊òÊ, ŒÊ‡Ê¸ÁŸ∑§ •ÊÒ⁄U ÁŸŒ¸‡Ê∑§ (D) ∑§ûʸûfl◊Í‹∑§

12. In project method of teaching, the role of the teacher is __________.
(A) Active than students (B) Problem solver
(C) Friend, Philosopher and Guide (D) Authoritative

MPT-19/P-I/E 15 P.T.O.

13. t¡ºt¡ [ƒÚà t¡à[ºA¡à¹ š¹à ¤[Ò¢³åJã ¤¸[v¡û¡â«¹ í¤[ÅÊ¡¸Î³èÒ ¤à[W¡ l¡ü[º*¯à :
(a) Îà³à[\A¡®¡àì¯ ë¤[á Î[yû¡Ú "à¹ç¡ t¡;š¹¡ú
(b) ΃àÚ [W¡”zà³N— "¯Ñ‚àt¡ ëšà¯à ™àÚ¡ú
(c) ƒºKt¡ [yû¡Úàt¡îA¡ "àu[yû¡Úàt¡ìÒ ë¤[á P¡¹ç¡â« [ƒìÚ¡ú
(d) >³>ãÚ ƒõ[Ê¡®¡}Kã "à¹ç¡ ¤Þêå¡â«Î庮¡ šøAõ¡[t¡¹¡ú
(e) "àì¤[KA¡ γθ๚¹à ³åv¡û¡¡ú
Ç¡‡ý¡ [¤A¡¿ìi¡à ¤à[W¡ l¡ü[º*¯à :
(A) ëA¡¯º (b) "à¹ç (c) (B) ëA¡¯º (a), (c) "à¹ç (e)¡
(C) ëA¡¯º (a), (d) "à¹ç (e) (D) ëA¡¯º (a), (c), (d) "à¹ç (e)¡

13. >ãìW¡¹ ëƒ*Úà t¡à[ºA¡à ë=ìA¡ ¤[Ò³å¢Jã ¤¸[v¡û¡ì⫹ í¤[ÅÊ¡¸P¡[º 뤹 A¡¹ :
(a) Îà³à[\A¡®¡àì¤ ë¤[Å Î[yû¡Ú &¤} Î}줃>Å㺡ú
(b) Τ¢ƒà [W¡”zà³N— "¤Ñ‚àÚ =àA¡à¡ú
(c) ƒºKt¡ [yû¡Ú๠ë=ìA¡ "àu[yû¡Úàìt¡ ë¤[Å P¡¹ç¡â« ëƒ*Úà¡ú
(d) >³>ãÚ ƒõ[Ê¡®¡[U &¤} ¤Þêå¡â«Î庮¡ šøAõ¡[t¡¡ú
(e) "àì¤[KA¡ γθà ë=ìA¡ ³åv¡û¡¡ú
Ç¡‡ý¡ l¡üv¡¹P¡[º ìºJ :
(A) ìA¡¤º (b) &¤} (c) (B) ìA¡¤º (a), (c) &¤} (e)
(C) ìA¡¤º (a), (d) &¤} (e) (D) ìA¡¤º (a), (c), (d) &¤} (e)

13. ªÊ„ÊÿÊfl „ÊŸÊÿ »§ÊÁ⁄U‹ÊßÁŸ»˝§Êÿ ‚Ê‚ Extrovert personality ÁŸ •ÊπÈÕÊßπÊÒ ‚Êÿπ” —
(a) Socially very active and sensitive.
(b) Always found busy in thinking.
(c) Emphasis on individual work rather than group work.
(d) Flexible outlook and friendly in nature.
(e) Free from emotional problems.
ÕÊ⁄U Á»§ŸπÊÒ ‚Êÿπ” -
(A) (b) •Ê⁄UÊ (c) •Ê‹” (B) (a), (c) •Ê⁄UÊ (e) •Ê‹”
(C) (a), (d) •Ê⁄UÊ (e) •Ê‹” (D) (a), (c), (d) •Ê⁄UÊ (e) •Ê‹”

13. ÁŸêŸÁ‹Áπà ‚ÍøË ‚ ’Á„◊ȸπË √ÿÁÄÃàfl ∑§Ê Áfl‡Ê·ÃÊ ‚◊Í„ ∑§Ê øÈŸ ‹ËÁ¡∞ªÊ —
(a) ‚Ê◊ÊÁ¡∑§ M§¬ ‚ •Áœ∑§ ‚Á∑˝§ÿ •ÊÒ⁄U ‚¥flŒË–
(b) „◊‡ÊÊ ÁøãÃÊ◊ÇŸ •flSÕÊ ◊¥ ⁄U„ÃÊ „Ò–
(c) ‚Ê◊ÍÁ„∑§ Á∑˝§ÿÊ ‚ ÷Ë •Êà◊Á∑˝§ÿÊ ◊¥ •Áœ∑§ ªÈL§àfl ŒÃÊ „Ò–
(d) Ÿ◊ŸËÿ ŒÎÁc≈U÷¥ªË •ÊÒ⁄U ◊ÒÁòʬÍáʸ ¬˝∑ΧÁà ∑§Ê–
(e) •ÊflÁª∑§ ‚◊SÿÊ ‚ ◊ÈÄà „Ê∑§⁄U ⁄U„ÃÊ „Ò–
‡ÊÈh Áfl∑§À¬ ∑§Ê øÈÁŸ∞ªÊ —
(A) ◊ÊòÊ (b) •ÊÒ⁄U (c) (B) ◊ÊòÊ (a), (c) •ÊÒ⁄U (e)
(C) ◊ÊòÊ (a), (d) •ÊÒ⁄U (e) (D) ◊ÊòÊ (a), (c), (d) •ÊÒ⁄U (e)

MPT-19/P-I/E 16

13. Identify the characteristics of an extrovert personality from the list given below :
(a) Socially very active and sensitive.
(b) Always found busy in thinking.
(c) Emphasis on individual work rather than group work.
(d) Flexible outlook and friendly in nature.
(e) Free from emotional problems.
Choose the correct option :
(A) (b) and (c) only (B) (a), (c) and (e) only
(C) (a), (d) and (e) only (D) (a), (c), (d) and (e) only
14. ³ì>à[¤`¡à>¹ ³t¡¤àƒÎ³èÒ "à¹ç¡ ëÎÒüì¤à¹¹ γ=¢A¡ ÎA¡º¹ t¡à[ºA¡à t¡ºt¡ [ƒÚà íÒìá :
³ì>à[¤`¡à>¹ ³t¡¤àƒÎ³èÒ Î³=¢A¡ ÎA¡º
(a) "àW¡¹o¤àƒ (i) ®¡àÚKi¡ÑHþã
(b) ³ì>à[¤ìÅÃÈo (ii) ÑHþã>à¹
(c) Îà³[KøA¡t¡à¤àƒ (iii) óø¡Úl¡
(d) Kk¡>¤àƒ ¤à ¹W¡>àuA¡¤àƒ (iv) ì¯Òü¹ì=Òü³à¹
Ç¡‡ý¡ [³ºìi¡à ¤à[W¡ l¡ü[º*¯à¡ú
(A) (a) - (i), (b) - (ii), (c) - (iii), (d) - (iv) (B) (a) - (ii), (b) - (iii), (c) - (iv), (d) - (i)
(C) (a) - (iv), (b) - (ii), (c) - (i), (d) - (iii) (D) (a) - (ii), (b) - (iii), (c) - (i), (d) - (iv)

14. ³ì>à[¤`¡àì>¹ ³t¡¤àƒÎ³èÒ &¤} t¡à샹 γ=¢A¡ìƒ¹ t¡à[ºA¡à [>ìW¡ ëƒ*Úà ÒìÚìá ú
³ì>à[¤`¡àì>¹ ³t¡¤àƒÎ³èÒ Î³=¢A¡
(a) "àW¡¹o¤àƒ (i) ®¡àÚKi¡[ÑHþ
(b) ³ì>à[¤ìÅÃÈo (ii) ÑHþã>à¹
(c) Îà³[KøA¡t¡à¤àƒ (iii) óø¡àÚl¡
(d) Kk¡>¤àƒ ¤à ¹W¡>àuA¡¤àƒ (iv) *Úà¹ì=Òü³à¹
Ç¡‡ý¡ [³ºP¡[º 뤹 A¡¹ :
(A) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv) (B) (a)-(ii), (b)-(iii), (c)-(iv), (d)-(i)
(C) (a)-(iv), (b)-(ii), (c)-(i), (d)-(iii) (D) (a)-(ii), (b)-(iii), (c)-(i), (d)-(iv)

14. ªÊ‚Ê Á’ÁªÿÊŸÁŸ ◊Ã’ÊŒ»§Ê⁄U •Ê⁄UÊ ’»§Ê⁄UπÊÒ ªŸÊÿÁÕ „Êª˝Ê»§Ê⁄UÁŸ »§ÊÁ⁄U‹ÊßπÊÒ ªÊ„ÊÿÊfl „ÊŸÊÿ ¡Ê’Êÿ -
ªÊ‚Ê Á’ÁªÿÊŸÁŸ ◊Ã’ÊŒ»§Ê⁄U ªŸÊÿÁÕ „Êª˝Ê»§Ê⁄U
(a) „Ȍʒʌ (Behaviourism) (i) ÷Êߪ≈US∑§Ë
(b) ªÊ‚Ê Á’Á¡⁄UÁÕ (Psychoanalysis) (ii) S∑§ËŸÊ⁄U
(c) ‚Ê⁄UÁªÁŒæ§ÊÁ⁄U’ÊŒ (Gestaltism) (iii) »˝§ÿÊ«U
(d) ŒÊÕÊÿÊÁ⁄U ’ÊŒ (Constructivism) (iv) fl⁄UÕß ◊Ê⁄U
ÕÊ⁄U ªÊ⁄UÊ’‹ÊÿŸÊÿπÊÒ ‚Êÿπ -
(A) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv) (B) (a)-(ii), (b)-(iii), (c)-(iv), (d)-(i)
(C) (a)-(iv), (b)-(ii), (c)-(i), (d)-(iii) (D) (a)-(ii), (b)-(iii), (c)-(i), (d)-(iv)

MPT-19/P-I/E 17 P.T.O.

14. ◊ŸÊÁflôÊÊŸ ∑§ ◊ÃflÊŒ ‚◊Í„ •ÊÒ⁄U ߟ∑§ ‚◊Õ¸∑§Ê¥ ∑§Ë ‚ÍøË ŸËø ŒË ªÿË „Ò —
◊ŸÊÁflôÊÊŸ ∑§Ê ◊ÃflÊŒ ‚◊Õ¸∑§Ê¥ ∑§Ê ŸÊ◊
(a) •Êø⁄UáÊflÊŒ (i) ÷ÿª”≈US∑§Ë
(b) ◊ŸÊÁfl‡‹·áÊ (ii) S∑§ËŸ⁄U
(c) ‚Ê◊Áª˝∑§ÃÊflÊŒ (iii) »˝§Êÿ«U
(d) ⁄UøŸÊà◊∑§flÊŒ (iv) flß⁄UÕß ◊Ê⁄U
‡ÊÈh ◊‹ ∑§Ê øÈÁŸ∞ªÊ —
(A) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv) (B) (a)-(ii), (b)-(iii), (c)-(iv), (d)-(i)
(C) (a)-(iv), (b)-(ii), (c)-(i), (d)-(iii) (D) (a)-(ii), (b)-(iii), (c)-(i), (d)-(iv)

14. Schools of Psychology and their supporters are listed below :
Schools of Psychology Supporters
(a) Behaviourism (i) Vygotsky
(b) Psychoanalysis (ii) Skinner
(c) Gestaltism (iii) Freud
(d) Constructivism (iv) Wertheimer
Find the correct match :
(A) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv) (B) (a)-(ii), (b)-(iii), (c)-(iv), (d)-(i)
(C) (a)-(iv), (b)-(ii), (c)-(i), (d)-(iii) (D) (a)-(ii), (b)-(iii), (c)-(i), (d)-(iv)
15. [ÅÛ¡o¹ Î[yû¡ìÚàv¡¹ Ñz¹t¡ t¡º¹ ëA¡à>ìi¡à A¡à™¢ A¡¹à >ÒÚ ?
(A) šøAõ¡t¡ "àW¡¹o³èºA¡ š[¹¯t¢¡>¹ ¤¸àJ¸àA¡¹o (B) l¡üš™åv¡û¡ ³èº¸àÚ>¹ ëA¡ïź "à¹ç¡ [>¤¢àW¡>
(C) [ÅÛ¡o¹ ëA¡ïź "à¹ç¡ š”‚๠š[¹¯t¢¡> (D) îÅ[Û¡A¡ l¡üì„Ÿ¹ [>‹¢à¹o

15. [ÅÛ¡ìo¹ Î[yû¡ìÚàv¡¹ Ñzì¹ [>ìW¡¹ ëA¡à>[i¡ A¡à™¢A¡¹ >Ú ?
(A) šøAõ¡t¡ "àW¡¹o³èºA¡ š[¹¤t¢¡ì>¹ ¤¸àJ¸àA¡¹o (B) l¡üš™åv¡û¡ ³èº¸àÚì>¹ ëA¡ïź [>¤¢àW¡>
(C) [ÅÛ¡ìo¹ ëA¡ïź &¤} š”‚๠š[¹¤t¢¡> (D) [Åۡ๠l¡üì„Ÿ [>‹¢à¹o
15. »§Ê⁄UÊ¥ŸÊÿÊfl ‚Ê¥ª˝Ê¥ÁÕ πÊ‹Ê◊ŸÊÿ Á’ÁÕæ§Êfl ªÊ„ÊÿÁŸ ’’ πÊ◊ÊÁŸπÊÒ ◊ÊflŸÊÿ ¡ÊÿÊ -
(A) ÕÊ⁄U •ÊπÈÕÊßÿÊÁ⁄U ‚Ê‹ÊÿŸÊÿπÊÒ ’πflÁÕŸÊÿ (B) •Ê⁄U¡ÊÕÊfl ‚È◊ÊãÕÊß •ÊŒ’ ‚ÊÿπŸÊÿ
(C) »§Ê⁄UÊ¥ŸÊÿÁŸ •ÊŒ’ •Ê⁄UÊ πÊÁãÕπÊÒ ‚Ê‹ÊÿŸÊÿ (D) ‚Ê‹Ê¥ÕÊßÿÊÁ⁄U ÕÊ¥ÁππÊÒ ‚ÊÿπŸÊÿ
15. Á‡ÊˇÊáÊ ∑§Ê ‚Á∑˝§ÿûÊ⁄U SÃ⁄U ◊¥ ÁŸêŸÁ‹Áπà ∑§ÊÒŸ-‚Ê ∑§Êÿ¸ Ÿ„Ë¥ Á∑§ÿÊ ¡ÊÃÊ?
(A) ¬˝∑Χà •Êø⁄UáÊ◊Í‹∑§ ¬Á⁄UfløŸ ∑§Ê √ÿÊÅÿÊ∑§⁄UáÊ (B) ©¬ÿÈÄà ◊ÍÀÿÊ¥∑§Ÿ ∑§Ê ∑§Ê҇ʋ ÁŸflʸøŸ
(C) Á‡ÊˇÊáÊ ∑§Ê ∑§Ê҇ʋ •ÊÒ⁄U ¬¥Õ ∑§Ê ¬Á⁄UfløŸ (D) ‡ÊÒÁˇÊ∑§ ©g‡ÿ ∑§Ê ÁŸœÊ¸⁄UáÊ

15. Which of the following is not carried out in Post-Active Phase of Teaching ?
(A) Defining the real behavioural change
(B) Selection of appropriate evaluation techniques
(C) Changing the techniques and strategies of teaching
(D) Setting of educational objectives

MPT-19/P-I/E 18

16. ³àWô¡º’¹ "[®¡ì¹àW¡>¹ t¡w³ìt¡, t¡ºt¡ [ƒÚàì¤à¹¹ [®¡t¡¹t¡ ‘‘šøìÚà\>’’ γèÒ¹ Ç¡‡ý¡ yû¡³ ëA¡à>ìi¡à ?
(A) [>¹àšv¡à\[>t¡ šøìÚà\> → ³¹³ "à¹ç¡ ëÑ•Ò\[>t¡ šøìÚà\> → í\[¯A¡t¡à\[>t¡ šøìÚà\> → Ζµà>\[>t¡ šøìÚà\>
→ "àu[¤A¡àÅ\[>t šøìÚà\>
(B) í\[¯A¡t¡à\[>t¡ šøìÚà\> → [>¹àšv¡à\[>t¡ šøìÚà\> → ³¹³ "à¹ç¡ ëÑ•Ò\[>t¡ šøìÚà\> → Ζµà>\[>t¡ šøìÚà\>
→ "àu[¤A¡àÅ\[>t šøìÚà\>
(C) í\[¯A¡t¡à\[>t¡ šøìÚà\> → ³¹³ "à¹ç¡ ëÑ•Ò\[>t¡ šøìÚà\> → [>¹àšv¡à\[>t¡ šøìÚà\> → "àu[¤A¡àÅ\[>t
šøìÚà\> → Ζµà>\[>t¡ šøìÚà\>
(D) ³¹³ "à¹ç¡ ëÑ•Ò\[>t¡ šøìÚà\> → [>¹àšv¡à\[>t¡ šøìÚà\> → Ζµà>\[>t¡ šøìÚà\>→ í\[¯A¡t¡à\[>t¡ šøìÚà\>
→ "àu[¤A¡àÅ\[>t šøìÚà\>

16. ³àκì\¹ ëšø¹o๠t¡w ³ìt¡, [>ìW¡¹ ëƒ*Úà ‘šøìÚà\>’ γèìÒ¹ Ç¡‡ý¡ yû¡³ ëA¡à>[i¡ ?
(A) [>¹àšv¡à\[>t¡ šøìÚà\> → ®¡àº¤àÎà &¤} ëÑ•Ò\[>t¡ šøìÚà\> → í\[¤A¡t¡à\[>t¡ šøìÚà\> → δ¶à>\[>t¡
šøìÚà\> → "àu[¤A¡àÅ\[>t¡ šøìÚà\>¡
(B) í\[¤A¡t¡à\[>t¡ šøìÚà\> → [>¹àšv¡à\[>t¡ šøìÚà\> → ®¡àº¤àÎà &¤} ëÑ•Ò\[>t¡ šøìÚà\> → δ¶à>\[>t¡
šøìÚà\> → "àu[¤A¡àÅ\[>t¡ šøìÚà\>¡
(C) í\[¤A¡t¡à\[>t¡ šøìÚà\> → ®¡àº¤àÎà &¤} ëÑ•Ò\[>t¡ šøìÚà\> → [>¹àšv¡à\[>t¡ šøìÚà\> →
"àu[¤A¡àÅ\[>t¡ šøìÚà\> → δ¶à>\[>t¡ šøìÚà\>¡
(D) ®¡àº¤àÎà &¤} ëÑ•Ò\[>t¡ šøìÚà\> → [>¹àšv¡à\[>t¡ šøìÚà\> → δ¶à>\[>t¡ šøìÚà\> → í\[¤A¡t¡à\[>t¡
šøìÚà\> → "àu[¤A¡àÅ\[>t¡ šøìÚà\>¡

16. Maslow ÁŸ theory of motivation ’ÊÁŒÿÒ ªÊ„ÊÿÁŸ ’’ “needs” ÁŸ ÕÊ⁄U »§ÊÁ⁄U -
(A) Safety needs → Love and belongingness needs → Physiological needs → Esteem needs →
Self-actualization needs
(B) Physiological needs → Safety needs → Love and belongingness needs → Esteem needs →
Self-actualization needs
(C) Physiological needs → Love and belongingness needs → Safety needs → Self-actualization needs
→ Esteem needs
(D) Love and belongingness needs → Safety needs → Esteem needs → Physiological needs →
Self-actualization needs

16. ◊Ò‚‹Ê •Á÷¬˝⁄UáÊ Ãûfl ∑§ •ŸÈ‚Ê⁄U, ŸËø ÁŒ∞ ª∞ “¬˝ÿÊ¡Ÿ” ‚◊Í„ ∑§Ê ‡ÊÈh ∑˝§◊ ∑§ÊÒŸ-‚Ê „Ò?
(A) ‚È⁄UˇÊÊà◊∑§ ¬˝ÿÊ¡Ÿ → åÿÊ⁄U •ÊÒ⁄U SŸ„Êà◊∑§ ¬˝ÿÊ¡Ÿ → ¡ÒÁfl∑§ÃÊà◊∑§ ¬˝ÿÊ¡Ÿ → ‚ê◊ÊŸ¡Ÿ∑§ ¬˝ÿÊ¡Ÿ →
•Êà◊Áfl∑§Ê‚Êà◊∑§ ¬˝ÿÊ¡Ÿ
(B) ¡ÒÁfl∑§ÃÊà◊∑§ ¬˝ÿÊ¡Ÿ → ‚È⁄UˇÊÊà◊∑§ ¬˝ÿÊ¡Ÿ → åÿÊ⁄U •ÊÒ⁄U SŸ„Êà◊∑§ ¬˝ÿÊ¡Ÿ → ‚ê◊ÊŸ¡Ÿ∑§ ¬˝ÿÊ¡Ÿ →
•Êà◊Áfl∑§Ê‚Êà◊∑§ ¬˝ÿÊ¡Ÿ
(C) ¡ÒÁfl∑§ÃÊà◊∑§ ¬˝ÿÊ¡Ÿ → åÿÊ⁄U •ÊÒ⁄U SŸ„Êà◊∑§ ¬˝ÿÊ¡Ÿ → ‚È⁄UˇÊÊà◊∑§ ¬˝ÿÊ¡Ÿ → •Êà◊Áfl∑§Ê‚Êà◊∑§ ¬˝ÿÊ¡Ÿ →
‚ê◊ÊŸ¡Ÿ∑§ ¬˝ÿÊ¡Ÿ
(D) åÿÊ⁄U •ÊÒ⁄U SŸ„Êà◊∑§ ¬˝ÿÊ¡Ÿ → ‚È⁄UˇÊÊà◊∑§ ¬˝ÿÊ¡Ÿ → ‚ê◊ÊŸ¡Ÿ∑§ ¬˝ÿÊ¡Ÿ → ¡ÒÁfl∑§ÃÊà◊∑§ ¬˝ÿÊ¡Ÿ →
•Êà◊Áfl∑§Ê‚Êà◊∑§ ¬˝ÿÊ¡Ÿ

MPT-19/P-I/E 19 P.T.O.

16. Which of the following is correct sequence of “needs” according to Maslow’s theory of motivation ?
(A) Safety needs → Love and belongingness needs → Physiological needs → Esteem needs → Self-
actualization needs
(B) Physiological needs → Safety needs → Love and belongingness needs → Esteem needs → Self-
actualization needs
(C) Physiological needs → Love and belongingness needs → Safety needs→ Self-actualization needs
→ Esteem needs
(D) Love and belongingness needs → Safety needs → Esteem needs → Physiological needs → Self-
actualization needs

17. ì™[t¡Úà ëA¡àì>à &A¡ γθ๠&i¡àt¡îA¡ ë¤[ᡠδ±à¤¸ γà‹à> =àìA¡, "à¹ç¡ ët¡ì>‹¹>¹ γθ๠δ±à¤¸ γà‹à> Îõ[Ê¡ A¡[¹¤ š¹à
[W¡”z>A¡ [A¡ >àì³ì¹ \>à ™àÚ ?
(A) "[®¡Îà¹ã [W¡”z> (B) "šÎà¹ã [W¡”z>
(C) šø[t¡ó¡ºA¡ [W¡”z> (D) γàìºàW¡>àuA¡ (critical) [W¡”z>

17. ™J> ëA¡àì>à &A¡ γθ๠&A¡[i¡¹ ë¤[Šδ±à¤¸ γà‹à> =àìA¡, &¤} ëÎÒü ‹¹ì>¹ γθà δ±à¤¸ γà‹à> Îõ[Ê¡ A¡¹ìt¡ šà¹à
[W¡”z>ìA¡ š[¹[W¡t¡ A¡¹à Òì¤ :
(A) "[®¡Îà¹ã [W¡”z> (B) "šÎà¹ã [W¡”z>
(C) šø[t¡ó¡ºA¡ [W¡”z> (D) γàìºàW¡>àuA¡ (critical) [W¡”z>

17. ¡é‹Ê ’’’Ê ◊ÊŸ‚ ¡¥ŸÊπÊÒ ’ÊdÊ¥ŸÊ ◊ÊŸ‚ÁŸ»˝§ÿ ’Ê¥Á‚Ÿ ⁄UÊ„Ê ÕÊÿÊ •Ê⁄UÊ ’’ÊÁŒ ¡¥ŸÊ ’ÊdÊ¥ŸÊ „ÊÕÊfl ‚ÊÛÊÊÿ ‚Ê◊Á¡πÊ¥ŸÊÿ
◊ÊflπÊÁãÕπÊÒ ◊Ê ◊È¥¡Ê¥ Á◊ÁÕŸÊÿ ¡ÊÿÊ —
(A) Convergent Thinking (B) Divergent Thinking
(C) Reflective Thinking (D) Critical Thinking

17. ¡’ ∑§Ê߸ ∞∑§ ‚◊SÿÊ ∑§Ê ∞∑§ ‚ •Áœ∑§ ‚¥÷Ê√ÿ ‚◊ʜʟ ⁄U„Ã „Ò¥, •ÊÒ⁄U ∞‚ „Ë ‚◊SÿÊ ∑§Ê ‚◊ʜʟ ‚ÎÁc≈U ∑§⁄UŸ flÊ‹Ê Áø¥ÃŸ
∑§Ê Á∑§‚ ŸÊ◊ ‚ ¡ÊŸÃÊ „Ò?
(A) •Á÷‚Ê⁄UË Áø¥ÃŸ (B) •¬‚Ê⁄UË Áø¥ÃŸ
(C) ¬˝Áû§‹∑§ Áø¥ÃŸ (D) ‚◊Ê‹ÊøŸÊà◊∑§ Áø¥ÃŸ

17. When a problem has more than one probable solution, and the thinking process which create those probable
solution for the problem is called :
(A) Convergent Thinking (B) Divergent Thinking
(C) Reflective Thinking (D) Critical Thinking

MPT-19/P-I/E 20

18. [ÅA¡>¹ ëA¡à>ìi¡à t¡â«Òü áày-áàyãA¡ ëA¡¯º [>¹¯ ëÅøàt¡à ëÒà¯à¹ š[¹¯ìv¢¡ `¡à>¹ "à[¯ÍHþ๹ ¤àì¤ Î[yû¡Ú A¡¹à¹ *š¹t¡ P¡¹ç¡â«
[ƒìÚ¡?
(A) l¡ü„ãšA¡ šø[t¡[yû¡Ú๠t¡â« (B) ">å¤Þê¡>¤àƒ t¡â«
(C) ìKÊ¡àÂi¡ t¡â« ¤à Îà³[KøA¡t¡à¤àƒ (D) ¹W¡>àuA¡¤àƒ

18. [ÅÛ¡ìo¹ ëA¡à> t¡w[i¡ áày-áàyã샹 ëA¡¤º >㹤 ëÅøàt¡à Ò*Ú๠š[¹¤ìt¢¡ `¡à> "à[¤ÑHþàì¹¹ \>¸ Î[yû¡Ú A¡¹à¹ l¡üš¹
P¡¹ç¡â« ëƒÚ ?
(A) l¡ü„ãšA¡ šø[t¡[yû¡Úà t¡w (B) ">å¤Þê¡>¤àƒ (conditioning theory) t¡w
(C) ëKСàÂi¡ t¡w ¤à Îà³[KøA¡t¡à¤àƒ (D) ¹W¡>àuA¡¤àƒ/¤à Kk¡>àuA¡¤àƒ

18. ‚Ê‹Ê¥ŸÊÿÁŸ ’’ theory •Ê »§⁄UÊÿ‚Ê»§Ê⁄UπÊÒ Á‚Á⁄U πÊŸÊ‚¥ª˝Ê‹” ¡ÊŸÊÿÁŸ ‚Ê‹Êÿ ÁªÿÊŸ ’È⁄UπÊ¥ŸÊ ÕÊπÿ ‚Ê¥ª˝Ê¥ πÊ‹Ê◊ŸÊÿÁŸ
‚ÊÿÊfl ªÊŸÊ¥ÁÕ „ÊÿÊ -
(A) Stimulus Response Theory (B) Conditioning Theory
(C) Gestalt Theory (D) Constructivist Theory

18. Á‡ÊˇÊÊ ¬˝ÊÁåà ∑§Ê ∑§ÊÒŸ-‚Ê Ãûfl ∑§ mÊ⁄UÊ ¿UÊòÊ-¿UÊòÊÊ•Ê¥ ∑§Ê ∑§fl‹ ÁŸ⁄Ufl üÊÊÃÊ „ÊŸ ∑§ ’Œ‹ ôÊÊŸ ∑§Ê •ÊÁflc∑§Ê⁄U ∑§ Á‹∞ ‚Á∑˝§ÿ
∑§⁄UŸ ¬⁄U ◊„ûfl ¬˝ŒÊŸ ∑§⁄UÃÊ „Ò?
(A) ©gˬ∑§ ¬˝ÁÃÁ∑˝§ÿÊ ∑§Ê Ãûfl (B) •ŸÈ’㜟flÊŒ Ãûfl
(C) ªc≈UÊ‹ ÿÊ ‚Ê◊Áª˝∑§ÃÊflÊŒ (D) ⁄UøŸÊà◊∑§ÃÊflÊŒ

18. Which theory of learning emphasise on making the student active for the discovery of knowledge in place
of becoming a passive listener only ?
(A) Stimulus Response Theory (B) Conditioning Theory
(C) Gestalt Theory (D) Constructivist Theory

19. ³à>[ÎA¡®¡àì¯ Ñ¬àÑ‚¸¤à> [ÅÛ¡A¡ÎA¡ìº t¡º¹ ëA¡à>ìA¡Òüi¡à í¤[ÅÊ¡¸ šøƒÅ¢> A¡ì¹¡?
(a) ìt¡*òìºàìA¡ [>\¹ ëA¡¯º Τºt¡à δšìA¢¡ ®¡àºƒì¹ \àì>¡ú
(b) ìt¡*òìºàìA¡ "à>¹ ëA¡¯º ƒè¤¢ºt¡à δšìA¢¡ ®¡àºƒì¹ \àì> ¡ú
(c) ët¡*òìºàìA¡ [>\¹ ®å¡ºì¤à¹ Ç¡‹¹ç¡¯à¹ l¡üšàÚ l¡ü[ºÚàÒü ºÚ¡ú
(d) [>\¹ A¡³¢A¡îº ët¡*òìºàA¡ ΔñÊ¡¡ú
(e) ìt¡*òìºàìA¡ "Aõ¡t¡A¡à™¢¸t¡àA¡ "[t¡ ÎÒì\ KøÒo A¡[¹¤ šà칡ú
Ç¡‡ý¡ [¤A¡¿ìi¡à ¤à[W¡ l¡ü[º*¯à :
(A) (a), (c), (d) "à¹ç (e) (B) (a) "à¹ç (b)

(C) (c), (d) "à¹ç (e) (D) (a), (c) "à¹ç (d)

MPT-19/P-I/E 21 P.T.O.

19. ³à>[ÎA¡®¡àì¤ Ñ¬àÑ‚¸¤à> [ÅÛ¡A¡¹à >ãìW¡¹ ëA¡à> í¤[ÅÊ¡¸P¡[º¹ šøƒÅ¢> A¡ì¹ ?
(a) t¡àÒà¹à ìA¡¤º [>ì\¹ Τºt¡à δšìA¢¡ ®¡àìºà®¡àì¤ \àì>¡ú
(b) t¡àÒà¹à ìA¡¤º "ì>¸¹ ƒè¤¢ºt¡à δšìA¢¡ ®¡àìºà®¡àì¤ \àì>¡ú
(c) t¡àÒà¹à [>ì\¹ yç¡[i¡P¡[º Ç¡‹¹àì>๠l¡üšàÚ ë¤¹ A¡ì¹¡ú
(d) [>ì\¹ A¡àì\ t¡àÒà¹à ΔñÊ¡¡ú
(e) t¡àÒà¹à "Aõ¡t¡A¡à™¢t¡àìA¡ "[t¡ ÎÒì\ KøÒo A¡¹ìt¡ šà칡ú
Ç¡‡ý¡ l¡üv¡¹P¡[º ìºJ :
(A) (a), (c), (d) &¤} (e) (B) (a) &¤} (b)
(C) (c), (d) &¤} (e) (D) (a), (c) &¤} (d)

19. ‚ÊflÁdÿÊÁ⁄U •Ê⁄UÊ ªÊ‚Ê•ÊÁ⁄U ªÊ∫Ê¥ »§Ê⁄UÊ¥ÁªÁ⁄U»§Ê⁄UÁŸÿÊfl ªÊ„ÊÿÁŸ ’’ •ÊÿÈÕÊß»§Ê⁄UπÒ ŸÈŸÊ ◊ÊŸÊ -
(a) Á’‚Ê⁄UÊ ªÊfl‚Ê⁄UÁŸ ªÊ„ÊπÊÒ‹” ◊Ê¡ÊæÒ§ Á◊ÁÕÿÊ
(b) Á’‚Ê⁄UÊ ªÈ’ÈŸÁŸ ‹Ê⁄U’Ê¥ÁÕπÊÒ‹” ◊Ê¡ÊæÒ§ Á◊ÁÕÿÊ
(c) Á’‚Ê⁄UÊ ªÊfl‚Ê⁄UÁŸ ªÊ⁄UÊÁãÕπÊÒ ‚ÈŒ˝ÊÿŸÊ ⁄UÊ„Ê ŸÊÁª⁄UŸÊ ‹ÊÿÊ
(d) Á’‚Ê⁄UÊ ªÊfl‚Ê⁄UÁŸ πÊ◊ÊÁŸπÊÒ ‹ÊŸÊŸÒ ªÊ¡ÊÛÊÊÿ ◊ÊŸÊ
(e) Á’‚Ê⁄UÊ »Ò§◊Ê‹ ¡ÊŸÊÿπÒ ªÊ⁄U‹ÒÿÒ ŸÊ¡ÊflŸÊ ‹ÊÿÊ
ÕÊ⁄U Á»§ŸπÊÒ ‚Êÿπ” -
(A) (a), (c), (d) •Ê⁄UÊ (e) (B) (a) •Ê⁄UÊ (b)
(C) (c), (d) •Ê⁄UÊ (e) (D) (a), (c) •Ê⁄UÊ (d)

19. ◊ÊŸÁ‚∑§ M§¬ ‚ SflÊSâÿflÊŸ Á‡ÊˇÊ∑§ªáÊ ÁŸêŸÁ‹Áπà Á∑§Ÿ flÒÁ‡Êc≈˜Uÿ ∑§Ê ¬˝ŒÁ‡Ê¸Ã ∑§⁄UÃ „Ò¥?
(a) ßã„Ê¥Ÿ •¬Ÿ ∑§Ê ◊ÊòÊ ◊ŸÊ’‹ ∑§Ê ÷Á‹÷Ê°Áà ¡ÊŸÃ „Ò¥–
(b) ßã„Ê¥Ÿ ŒÍ‚⁄UÊ¥ ∑§ ∑§fl‹ ŒÈ’¸‹ÃÊ ∑§Ê ÷Á‹÷Ê°Áà ¡ÊŸÃ „Ò¥–
(c) ßã„Ê¥Ÿ •¬ŸË ª‹ÃË ∑§Ê ‚ÈœÊ⁄UŸ ∑§ Á‹∞ ©¬Êÿ πÊ¡ ‹Ã „Ò¥–
(d) •¬Ÿ ∑§◊¸ ∑§Ê ‹∑§⁄U ‚ãÃÈc≈U ⁄U„Ã „Ò¥–
(e) ßã„Ê¥Ÿ •¬ŸÊ Áfl»§‹ÃÊ ∑§Ê ‚„¡ M§¬ ‚ ª˝„áÊ ∑§⁄U ‹Ã „Ò¥–
‡ÊÈh ©ûÊ⁄U ∑§Ê øÈÁŸ∞ªÊ —
(A) (a), (c), (d) •ÊÒ⁄U (e) (B) (a) •ÊÒ⁄U (b)
(C) (c), (d) •ÊÒ⁄U (e) (D) (a), (c) •ÊÒ⁄U (d)

19. Which of the following characteristics are exhibited by mentally healthy teachers ?
(a) They know well about their strengths only.
(b) They know well about others’ weaknesses only.
(c) They find means of correcting their own mistakes.
(d) They are satisfied with their job.
(e) They accept failure very easily.
Choose the correct option :
(A) (a), (c), (d) and (e) (B) (a) and (b)
(C) (c), (d) and (e) (D) (a), (c) and (d)

MPT-19/P-I/E 22

20. Îõ\>ãÅãºt¡à¹ ‘Ñz¹t¡â«’ ëA¡àì> [¤A¡àÅ A¡[¹[Ạ?
(A) ëi¡Úº¹ (B) [l¡ö®¡à¹ (C) yû¡ (D) ¤ö¡ç W¡

20. Îõ\>Åãºt¡à¹ ‘Ñz¹t¡w’ ëA¡ [¤A¡àÅ ¤à Îõ[Ê¡ A¡ì¹[Ạ?
(A) ëi¡º¹ (B) [l¡ö®¡à¹ (C) yû¡ (D) ¤øç¡Î

20. Creativity ÁŸ Level theory πÊÒ ‚Ê⁄U ŒÊflªÊπÊ¥„ÊŒÊ¥◊ÊŸ -
(A) Taylor (B) Drever (C) Crow (D) Bruce

20. “‚ΡŸÊà◊∑§ÃÊ” SÃ⁄U Ãûfl ∑§Ê Áfl∑§Ê‚ Á∑§‚Ÿ Á∑§ÿÊ ÕÊ?
(A) ≈Uÿ‹⁄U (B) Á«˛UflÊ⁄U (C) ∑˝§Ê (D) ’Í̋‚
20. Who developed the level theory of creativity ?
(A) Taylor (B) Drever (C) Crow (D) Bruce
21. ³ì>à>ài¡A¡ (Psychodrama) íÒìá :
(A) &i¡à ¤¸[v¡û¡â«¹ t¡w¹ >à³ (B) ¤¸[v¡û¡â«¹ *š¹t¡ =A¡à &J> [A¡t¡àš¹ >à³
(C) &A¡ šøA¡à¹¹ W¡àÒüA¡’ì=¹àšã (D) &[¤‹ ¤¸[v¡û¡â«¹ Î}ºÛ¡o

21. ³ì>à>ài¡A¡ (Psychodrama) ÒìZá :
(A) &A¡[i¡ ¤¸[v¡û¡â« t¡ìw¹ >à³ (B) ¤¸[v¡û¡ì⫹ l¡üšì¹ ìºJà &A¡[i¡ Kø씂¹ >à³
(C) &A¡ šøA¡à¹ ÎàÒüìA¡àì=¹à[š (D) &A ‹¹ì>¹ ¤¸[v¡û¡ì⫹ Î}ºÛ¡o

21. Psychodrama ÿÊ ¡Ê’Êÿ __________.
(A) personality theory ÁŸ ◊ÊŸ‚ ◊È¥ (B) personality ªÊŸÊ¥ ªÊ¥‚ Á’¡Ê’ÁŸ ◊È¥
(C) psychotherapy ÁŸ ◊ÊŸ‚ ◊„⁄U (D) ⁄UÊπ◊‚ personality ÁŸ •Êπȧ

21. ◊ŸÊŸÊ≈U∑§ (Psychodrama) „Ò —
(A) ∞∑§ √ÿÁÄÃàfl ∑§ Ãûfl ∑§Ê ŸÊ◊– (B) √ÿÁÄÃàfl ∑§ ™§¬⁄U ◊¥ ⁄U„ŸflÊ‹Ë ∞∑§ Á∑§ÃÊ’ ∑§Ê ŸÊ◊–
(C) ∞∑§ ¬˝∑§Ê⁄U ∑§Ê ‚Êß∑§ÊÕ⁄Uʬ˖ (D) ∞∑§ ¬˝∑§Ê⁄U √ÿÁÄÃàfl ∑§Ê ‚¥‹ÇŸ–
21. Psychodrama is __________.
(A) name of a personality theory (B) name of a book on personality
(C) a form of psychotherapy (D) a personality trait
22. ëÅøoãìA¡àk¡àt¡ [ÅÛ¡ìA¡ šàk¡ƒà> 󡺚øÎ计àì¯ Î´šàƒ> A¡[¹¤îº áàyáàyã¹ šøà¹[´±A¡ ³ì>àì™àK "àA¡È¢o A¡[¹¤ ºàìK¡ú &Òü
ëÛ¡yt¡ [ÅA¡>¹ ëA¡à>ìi¡à >ã[t¡ šøìÚàK íÒìá ?
(A) šøÑñ[t¡¹ >ã[t¡ (B) ">åÅãº>¹ >ã[t¡
(C) ó¡ºà󡺹 >ã[t¡ (D) l¡ü„ãšA¡¹ šø௺¸¹ >ã[t¡

MPT-19/P-I/E 23 P.T.O.

22. ìÅøoãA¡ìÛ¡, [ÅÛ¡A¡ìA¡ šàk¡ƒà> 󡺚øÎ计àì¤ Î´šàƒ> A¡¹à¹ \>¸ áàyáàyã¹ šøà¹[´±A¡ ³ì>àì™àK "àA¡È¢o A¡¹ìt¡ Òì¤ ú &Òü
ëÛ¡yìt¡ [ÅÛ¡ìo¹ ëA¡à> >ã[t¡[i¡ šøìÚàK ÒìÚìá ?
(A) šøÑñ[t¡¹ >ã[t¡ (B) ">åÅãº> >ã[t¡
(C) ó¡ºàó¡º >ã[t¡ (D) l¡ü„ãšìA¡¹ šøऺ¸ >ã[t¡

22. ª¥‚ ÕÊπÊ πÕÊÿÊfl ªÊ„Ê◊ ªÊŸÊ¥ »§⁄UÊ »§Ê⁄UÊ¥ŸÊ ÕÊπÊÿ »§Ê⁄UÊ¥ÁªÁ⁄UÿÊ »§⁄UÊÿ‚Ê»§Ê⁄UπÊÒ ªÊ‚Ê ªÈŒÈ¥ π‹Ê◊ª˝ÊŸÊ ªÊŸÊ¥ ¡ÊÿÊ– ’ Á’ÁÕæ§Êfl
’’ ‚Ê‹Ê¥ŸÊÿÁŸ πÊÁãÕπÊÒ ’Ê„ÊÿŸÊÿ ¡ÊÿÊ -
(A) Law of readiness (B) Law of exercise
(C) Law of effect (D) Law of intensity of stimulus

22. ∑§ˇÊÊ ◊¥ Á‡ÊˇÊ∑§ ¬Ê∆UŒÊŸ ‚»§‹ÃʬÍfl¸∑§ ‚ê¬ÊŒŸ ∑§⁄UŸ ∑§ Á‹∞ ¿UÊòÊ/¿UÊòÊÊ•Ê¥ ∑§Ê ¬˝Ê⁄UÁê÷∑§ äÿÊŸÊ∑§Á·¸Ã ∑§⁄UŸÊ øÊÁ„∞– ß‚ ˇÊòÊ
◊¥ Á‡ÊˇÊÊ ¬˝ÊÁåà ∑§ Á‹∞ ∑§ÊÒŸ-‚Ë ŸËÁà ¬˝ÿÊª ∑§Ë ¡ÊÃË „Ò?
(A) ÃÒÿÊ⁄UË ∑§Ë ŸËÁà (B) •ŸÈ‡ÊË‹Ÿ ∑§Ë ŸËÁÃ
(C) ¬Á⁄UáÊÊ◊ ∑§Ë ŸËÁà (D) ©gˬ∑§ ∑§Ê ¬˝ÊflÀÿ ∑§Ë ŸËÁÃ

22. In a classroom, teacher should gain preliminary attention of students to impart a lesson effectively. In this
case, which of the laws of learning is applied ?
(A) Law of readiness (B) Law of exercise
(C) Law of effect (D) Law of intensity of stimulus
23. [ÅÛ¡o¹ ¤v¡ûõ¡t¡à šøƒà> š‡ý¡[t¡ :
(A) [ÅÛ¡A¡ ëA¡[–ƒøA¡ (B) áày-áàyã ëA¡[–ƒøA¡
(C) ³ì>à[¤`¡à> [®¡[v¡A¡ (D) š[¹ì¤Å ëA¡[–ƒøA¡
23. [ÅÛ¡ìo¹ ¤v¡ûõ¡t¡à šøƒà> š‡ý¡[t¡ :
(A) [ÅÛ¡A¡ ëA¡[–ƒøA¡ (B) áày-áàyã ëA¡[–ƒøA¡
(C) ³ì>à[¤`¡à> [®¡[v¡A¡ (D) š[¹ì¤Å ëA¡[–ƒøA¡
23. Á’’¥ÈÁÕ •ÊŒ’ (Lecture method) »§Ê⁄UÊ¥ŸÊÿÊ ¡Ê’Êÿ ◊ÊŸ‚ -
(A) »§Ê⁄UÊ¥ÁªÁ⁄UπÊÒ‹” Á◊M§ πÊ‹Ê◊ŸÊÿ (Teacher centric)
(B) »§⁄UÊÿ‚Ê»§Ê⁄UπÊÒ‹” Á◊M§ πÊ‹Ê◊ŸÊÿ (Student centric)
(C) ªÊ‚Ê Á’ÁªÿÊŸπÊÒ‹” Á’ÕÊ πÊ‹Ê◊ŸÊÿ (Psychological based)
(D) •Ê’„ÊflÊπÊÒ‹” Á◊M§ πÊ‹Ê◊ŸÊÿ (Environment centric)

23. Á‡ÊˇÊáÊ ∑§Ë √ÿÊÅÿÊ ¬˝ŒÊŸ ¬hÁà —
(A) Á‡ÊˇÊ∑§ ∑§ÁãŒ˝∑§ (B) ¿UÊòÊ/¿UÊòÊÊ ∑§ÁãŒ˝∑§
(C) ◊ŸÊÁflôÊÊŸ ¬˝Á∑˝§ÿÊ (D) ¬Á⁄Ufl‡Ê ∑§ÁãŒ˝∑§
23. Lecture method of teaching is :
(A) Teacher centric (B) Student centric
(C) Psychological based (D) Environment centric

MPT-19/P-I/E 24

24. &\> ë>t¡à [ÒW¡àìš [ÅÛ¡A¡\ì> :
(A) ÎA¡ìºàì¹ *š¹t¡ Û¡³t¡à "à¹ç¡ "à[‹št¡¸ [¤Ñz๠A¡[¹¤ ºàìK
(B) A¡tõ¢¡â«Åàºã Ò’¤ ºàìK
(C) &A¡>àÚA¡â«¤àƒ šà¤ ºàìK
(D) K[t¡Å㺠Ғ¤ ºàìK

24. &A¡\> ë>t¡à [ÒÎàì¤ [ÅÛ¡ìA¡¹ ®è¡[³A¡à :
(A) ÎA¡ìº¹ šø[t¡ Û¡³t¡à &¤} "à[‹št¡¸ [¤Ñz๠A¡¹ìt¡ Òì¤
(B) A¡tõ¢¡â«Åàºã Òìt¡ Òì¤
(C) &A¡>àÚA¡â«¤àƒ Òìt¡ Òì¤
(D) K[t¡Å㺠Òìt¡ Òì¤

24. ‚Ê‚ ŒÒŒŸÁªÁ⁄U ◊„¥⁄ÒU »§Ê⁄UÊ¥ÁªÁ⁄UÿÊ -
(A) ªÊ‚ÒŸÊ’Ê ªÊ„Ê •Ê⁄UÊ Œ⁄UÁ‚Ÿ ªÊ„ÊπÊÒ ⁄UÊŸ‚Ê⁄UŸÊ „ÊŸÊ¥ªÊÒ
(B) πÈ¥ÕÊßÁªÁ⁄U ¡ÊŸÊ ŸÊ¥ªÊÒ
(C) ªÊfl‹” ªÊ„ÊπÊÒ ‹ÊŸÊ ŸÊ¥ªÊÒ
(D) πÊ⁄UÕÊߪÊŸÊ¥ ¡ÊŸÊ ŸÊ¥ªÊÒ

24. ∞∑§ ŸÃÊ ∑§ M§¬ ◊¥ Á‡ÊˇÊ∑§ ∑§Ê __________–
(A) ‚’∑§ ™§¬⁄U ˇÊ◊ÃÊ •ÊÒ⁄U •ÊÁœ¬àÿ ÁflSÃÊ⁄U ∑§⁄UŸÊ øÊÁ„∞
(B) ∑§ûʸàfl‡ÊÊ‹Ë „ÊŸÊ øÊÁ„∞
(C) ∞∑§ŸÊÿ∑§àflflÊŒË „ÊŸÊ øÊÁ„∞
(D) ªÁÇÊË‹ „ÊŸÊ øÊÁ„∞

24. As a leader the teacher must try to :
(A) attain power and supremacy over others
(B) be authoritative
(C) attain dictatorship
(D) be dynamic
25. ">åÅãº>¹ >ã[t¡ìÚ P¡¹ç¡â« [ƒìÚ :
(A) 󡺚øÎè [ÅA¡>¹ "[¤¹t¡ "®¡¸àι (B) [ÅÛ¡à=¢ã¹ >tå¡> [ÅA¡>¹ šø[t¡ "àKøÒ Îõ[Ê¡ A¡¹àt¡
(C) [™³à>ƒè¹ šà[¹ [¤ó¡ºt¡à š[¹Ò๠A¡¹àt¡ (D) [ÅÛ¡à=¢ã¹ ëA¡ïtè¡Òº ¤õ[‡ý¡t¡¡

25. ">åÅãº> >ã[t¡ P¡¹ç¡â« šøƒà> A¡ì¹ :
(A) 󡺚øÎè [ÅÛ¡ìo¹ "[¤¹à³ "®¡¸àìι *š¹ (B) [ÅÛ¡à=¢ã¹ >tå¡> [ÅÛ¡ìo¹ šø[t¡ "àKøÒ Îõ[Ê¡ A¡¹à¹ *š¹
(C) ™t¡ƒè¹ 䱤 [¤ó¡ºt¡à š[¹Ò๠A¡¹à¹ *š¹ (D) [ÅÛ¡à=¢ã¹ ëA¡ïtè¡Òº ¤õ[‡ý¡ A¡¹à¹ *š¹

MPT-19/P-I/E 25 P.T.O.

25. Law of Exercise •Ê ªÊŸÊ¥ÁÕ „ÊÿÊ -
(A) Á»§ÕÊß ªÊŸÊ¥ ‚Ê‹Ê¥ŸÊÿÁŸ ‚‚ʸÿÊfl (B) »§⁄UÊÿ‚ÊÿÊ ªÊŒÊŸ Á’ÁÕ¥ ‚Ê‹Ê¥ŸÊÿÁŸ »§Ê‚¸ ªÊ‚Ê ¡Ê„ÊŸÊÿÊfl
(C) ¡‚’Ê¥ „ÊÿÊ »Ò§◊Ê‹πÊÒ ¡ÊŸªÊ⁄U„ÊŸÊÿÊfl (D) ‚Ê‹Ê¥ª˝ÊÁŸ ªÊ‚Ê ¡ÊŸÊÿπÊÒ ’Ê¥„ÊŸÊÿÊfl

25. •ŸÈ‡ÊË‹Ÿ ŸËÁà mÊ⁄UÊ ◊„ûfl ¬˝ŒÊŸ ∑§⁄UÃ „Ò¥ —
(A) ‚»§‹ Á‡ÊˇÊÊ ¬˝ÊÁåà ∑§Ê •Áfl⁄Uà •èÿÊ‚ ‚– (B) Á‡ÊˇÊÊÕ˸ ∑§Ê ŸÿÊ Á‡ÊˇÊÊ ¬˝ÊÁåà ∑§ ¬˝Áà •Êª˝„ ‚ÎÁc≈U ∑§⁄UŸ ◊¥–
(C) ¡„Ê° Ã∑§ „Ê ‚∑§ Áfl»§‹ÃÊ ∑§Ê ¬Á⁄U„Ê⁄U ∑§⁄UŸ ◊–¥ (D) Á‡ÊˇÊÊÕ˸ ∑§Ê Á¡ôÊÊ‚Ê flÎÁh ∑§⁄UŸ ◊¥–
25. The law of exercise emphasises on :
(A) Constant practice of useful learning (B) Arouse of interest of the pupils towards new learning
(C) Avoiding failure as far as possible (D) Increasing curiosity of the learner

26. [šÚàì\¹ [¤A¡àŹ t¡w³ìt¡, t¡º¹ ëA¡à>ìi¡à šø`¡à>àuA¡ [¤A¡àŹ Ñz¹Î³èÒ¹ Ç¡‡ý¡ š™¢¸àÚyû¡³ ?
(A) Î}줃ã Îe¡àº>¹ š™¢¸àÚ → šøàA¡ Î}`¡àuA¡ š™¢¸àÚ → ³èt¢¡ Î}[yû¡ÚàuA¡ š™¢¸àÚ → [¤[‹¤; Î}[yû¡ÚàuA¡ š™¢¸àÚ¡
(B) šøàA¡ Î}`¡àuA¡ š™¢¸àÚ → Î}줃ã Îe¡àº>¹ š™¢¸àÚ → ³èt¢¡ Î}[yû¡ÚàuA¡ š™¢¸àÚ → [¤[‹¤; Î}[yû¡ÚàuA¡ š™¢¸àÚ¡
(C) [¤[‹¤; Î}[yû¡ÚàuA¡ š™¢¸àÚ → ³èt¢¡ Î}[yû¡ÚàuA¡ š™¢¸àÚ → šøàA¡ Î}`¡àuA¡ š™¢¸àÚ → Î}줃ã Îe¡àº>¹ š™¢¸àÚ
(D) Î}줃ã Îe¡àº>¹ š™¢¸àÚ → šøàA¡ Î}`¡àuA¡ š™¢¸àÚ → [¤[‹¤; Î}[yû¡ÚàuA¡ š™¢¸àÚ → ³èt¢¡ Î}[yû¡ÚàuA¡ š™¢¸àÚ

26. [šÚàì\i¡ [¤A¡àìŹ t¡w ³ìt , [>ìW¡¹ ëA¡à>[i¡ šø`¡à>àuA¡ [¤A¡àìŹ Ñz¹Î³èìÒ¹ Ç¡‡ý¡ š™¢àÚyû¡³ ?
(A) Î}줃ã Îe¡àºì>¹ š™¢àÚ → šøàA¡ Î}`¡àuA¡ š™¢àÚ → ³èt¢¡ Î}[yû¡ÚàuA¡ š™¢àÚ → [¤[‹¤; Î}[yû¡ÚàuA¡ š™¢àÚ¡
(B) šøàA¡ Î}`¡àuA¡ š™¢àÚ → Î}줃ã Îe¡àºì>¹ š™¢àÚ → ³èt¢¡ Î}[yû¡ÚàuA¡ š™¢àÚ → [¤[‹¤; Î}[yû¡ÚàuA¡ š™¢àÚ¡
(C) [¤[‹¤; Î}[yû¡ÚàuA¡ š™¢àÚ → ³èt¢¡ Î}[yû¡ÚàuA¡ š™¢àÚ → šøàA¡ Î}`¡àuA¡ š™¢àÚ → Î}줃ã Îe¡àºì>¹ š™¢àÚ
(D) Î}줃ã Îe¡àºì>¹ š™¢àÚ → šøàA¡ Î}`¡àuA¡ š™¢àÚ → [¤[‹¤; Î}[yû¡ÚàuA¡ š™¢àÚ → ³èt¢¡ Î}[yû¡ÚàuA¡ š™¢àÚ

26. Á¬ÿÊ¡∆UÁŸ ’È¥»§Ê⁄UÁÕ ’ÊÁŒÿÒ ªÊ„ÊÿÁŸ ’’ ÕÊπÊ »§ÊÁ⁄UÿÊ ◊‹◊ÊÁ⁄U ŒÊflªÊŸÊÿ ÁŸ ÕÊ⁄U »§ÊÁ⁄U -
(A) Sensorimotor stage → Preoperational stage → Concrete operational stage → Formal operational
stage
(B) Preoperational stage → Sensorimotor stage → Concrete operational stage → Formal operational
stage
(C) Formal operational stage → Concrete operational stage → Preoperational stage → Sensorimotor
stage
(D) Sensorimotor stage → Preoperational stage → Formal operational stage → Concrete operational
stage

26. Á¬ÿÊ¡ ∑§Ê Áfl∑§Ê‚ ∑§Ê Ãàfl ∑§ •ŸÈ‚Ê⁄U, ÁŸêŸÁ‹Áπà ∑§ÊÒŸ-‚Ê ¬˝ôÊÊŸÊà◊∑§ Áfl∑§Ê‚ ∑§Ê SÃ⁄U ‚◊Í„ ‡ÊÈh ¬ÿʸÿ∑˝§◊ „Ò?
(A) ‚¥flŒË ‚¥øÊ‹Ÿ ∑§Ê ¬ÿʸÿ → ¬˝Ê∑§ ‚¥ôÊÊà◊∑§ ¬ÿʸÿ → ◊Íø ‚¥Á∑˝§ÿÊà◊∑§ ¬ÿʸÿ → ÁflÁœflà ‚¥Á∑˝§ÿÊà◊∑§ ¬ÿʸÿ
(B) ¬˝Ê∑§ ‚¥ôÊÊà◊∑§ ¬ÿʸÿ → ‚¥flŒË ‚¥øÊ‹Ÿ ∑§Ê ¬ÿʸÿ → ◊Íø ‚¥Á∑˝§ÿÊà◊∑§ ¬ÿʸÿ → ÁflÁœflà ‚¥Á∑˝§ÿÊà◊∑§ ¬ÿʸÿ
(C) ÁflÁœflà ‚¥Á∑˝§ÿÊà◊∑§ ¬ÿʸÿ → ◊Íø ‚¥Á∑˝§ÿÊà◊∑§ ¬ÿʸÿ → ¬˝Ê∑§ ‚¥ôÊÊà◊∑§ ¬ÿʸÿ → ‚¥flŒË ‚¥øÊ‹Ÿ ∑§Ê ¬ÿʸÿ
(D) ‚¥flŒË ‚¥øÊ‹Ÿ ∑§Ê ¬ÿʸÿ → ¬˝Ê∑§ ‚¥ôÊÊà◊∑§ ¬ÿʸÿ → ÁflÁœflà ‚¥Á∑˝§ÿÊà◊∑§ ¬ÿʸÿ → ◊Íø ‚¥Á∑˝§ÿÊà◊∑§ ¬ÿʸÿ

MPT-19/P-I/E 26

26. According to Piaget theory of development, what is the correct sequence of stages of cognitive
development ?
(A) Sensorimotor stage → Preoperational stage → Concrete operational stage →
Formal operational stage
(B) Preoperational stage → Sensorimotor stage → Concrete operational stage →
Formal operational stage
(C) Formal operational stage → Concrete operational stage → Preoperational stage → Sensorimotor
stage
(D) Sensorimotor stage → Preoperational stage → Formal operational stage →
Concrete operational stage

27. [ÅÇ¡ ³ì>à[¤`¡à>¹ [štõ¡ ëA¡à> ?
(A) ìÊ¡>[º Òº (B) Òü®¡à> ëš®ô¡º®ô¡ (C) l¡üºôó¡ìK} A¡Òºà¹ (D) A¡ài¢¡ ëº[¯>

27. [ÅÇ¡ ³ì>à[¤`¡àì>¹ \>A¡ ëA¡ ?
(A) ëС>[º Òº (B) Òü®¡à> š¸à®¡º®¡¡ (C) l¡üºó¡K} ìA¡àҺ๠(D) A¡ài¢¡ ëº[¤>

27. πÈÁŒÿÊ ªÊ‚Ê Á’ÁªÿÊŸÁŸ Á’»§ÊÿÊ ‚Ê⁄U —
(A) S≈UŸÁ‹ „‹ (B) ß÷ÊŸ ¬÷‹÷ (C) ©‹»§ª¥ ∑§„‹Ê⁄U (D) ∑§Ê≈¸U ‹ÁflŸ

27. Á‡Ê‡ÊÈ ◊ŸÊÁflôÊÊŸ ∑§Ê ¡Ÿ∑§ ∑§ÊÒŸ „Ò?
(A) S≈UŸÁ‹ „Ê‹ (B) ßflÊŸ ¬Êfl‹Êfl (C) ©‹»§ªæ§ ∑§Ê„‹Ê⁄U (D) ∑§≈¸U ‹ÁflŸ

27. Who is the father of Child Psychology ?
(A) Stanley Hall (B) Ivan Pavlov (C) Wolfgang Kohler (D) Kurt Lewin

28. [ÅA¡>¹ "à>å®è¡[t¡A¡ ëÛ¡y¹ Ñz¹Î³èÒ¹ Ç¡‡ý¡ yû¡³ìi¡à [A¡ ?
(A) KøÒo A¡¹à → šø[t¡[yû¡Úà → ³èº¸ "àì¹àš A¡¹à → Î}Kk¡> → í¤[ÅÊ¡¸A¡¹o
(B) KøÒo A¡¹à → ³èº¸ "àì¹àš A¡¹à → Î}Kk¡> → šø[t¡[yû¡Úà → í¤[ÅÊ¡¸A¡¹o
(C) šø[t¡[yû¡Úà → KøÒo A¡¹à → ³èº¸ "àì¹àš A¡¹à → Î}Kk¡> → í¤[ÅÊ¡¸A¡¹o
(D) ³èº¸ "àì¹àš A¡¹à → KøÒo A¡¹à → Î}Kk¡> → í¤[ÅÊ¡¸A¡¹o → šø[t¡[yû¡Úà

28. [ÅÛ¡ìo¹ "à>å®è¡[t¡A¡ ëÛ¡ìy¹ Ñz¹Î³èÒ Ç¡‡ý¡ yû¡ì³ [A¡ ?
(A) KøÒo A¡¹à → šø[t¡[yû¡Úà → ³èº¸ "àì¹àš A¡¹à → Î}Kk¡> → î¤[ÅÊ¡¸A¡¹o¡
(B) KøÒo A¡¹à → ³èº¸ "àì¹àš A¡¹à → Î}Kk¡> → šø[t¡[yû¡Úà → î¤[ÅÊ¡¸A¡¹o¡
(C) šø[t¡[yû¡Úà → KøÒo A¡¹à → ³èº¸ "àì¹àš A¡¹à → Î}Kk¡> → î¤[ÅÊ¡¸A¡¹o¡
(D) ³èº¸ "àì¹àš A¡¹à → KøÒo A¡¹à → Î}Kk¡> → î¤[ÅÊ¡¸A¡¹o → šø[t¡[yû¡Úà

MPT-19/P-I/E 27 P.T.O.

28. ‚Ê‹Ê¥ŸÊÿÁŸ ªÊ„Ê◊ ªÊŸÊ¥ •ÊflÕÊÁŸ ÕÊπÊ»§Ê⁄UÁŸ ÕÊ⁄U »§ÊÁ⁄UÿÊ ◊Ê -
(A) Receiving → Responding → Valuing → Organization → Characterization
(B) Receiving → Valuing → Organization → Responding → Characterization
(C) Responding → Receiving → Valuing → Organization → Characterization
(D) Valuing → Receiving → Organization → Characterization → Responding

28. Á‡ÊˇÊÊ ¬˝ÊÁåà ∑§Ê •ÊŸÈ÷ÍÁÃ∑§ ˇÊòÊ ∑§Ê SÃ⁄U ‚◊Í„ ∑§Ê ‡ÊÈh ∑˝§◊ ÄÿÊ „Ò?
(A) ª˝„áÊ ∑§⁄UŸÊ → ¬˝ÁÃÁ∑˝§ÿÊ → ◊ÍÀÿÊ¥∑§Ÿ ∑§⁄UŸÊ → ‚¥ª∆UŸ → flÒÁ‡Êc≈˜Uÿ∑§⁄UáÊ
(B) ª˝„áÊ ∑§⁄UŸÊ → ◊ÍÀÿÊ¥∑§Ÿ ∑§⁄UŸÊ → ‚¥ª∆UŸ → ¬˝ÁÃÁ∑˝§ÿÊ → flÒÁ‡Êc≈˜Uÿ∑§⁄UáÊ
(C) ¬˝ÁÃÁ∑˝§ÿÊ → ª˝„áÊ ∑§⁄UŸÊ → ◊ÍÀÿÊ¥∑§Ÿ ∑§⁄UŸÊ → ‚¥ª∆UŸ → flÒÁ‡Êc≈˜Uÿ∑§⁄UáÊ
(D) ◊ÍÀÿÊ¥∑§Ÿ ∑§⁄UŸÊ → ª˝„áÊ ∑§⁄UŸÊ → ‚¥ª∆UŸ → flÒÁ‡Êc≈˜Uÿ∑§⁄UáÊ → ¬˝ÁÃÁ∑˝§ÿÊ

28. What is the correct sequence of steps of affective domain of learning ?
(A) Receiving → Responding → Valuing → Organization → Characterization
(B) Receiving → Valuing → Organization → Responding → Characterization
(C) Responding → Receiving → Valuing → Organization → Characterization
(D) Valuing → Receiving → Organization → Characterization → Responding
29. ¤å[‡ý¡¹ t¡â«Î³èÒ "à¹ç¡ &Òü t¡w "àK¤ìØn¡à¯à ¤¸[v¡û¡¹ >à³ t¡ºt¡ [ƒÚà íÒìá :
¤å[‡ý¡¹ t¡wγèÒ t¡w "àK¤ìØn¡à¯à ¤¸[v¡û¡
(a) [‡-l¡üšàƒà> t¡w (i) =>¢l¡àÒüA¡
(b) ¤× l¡üšàƒà> t¡w (ii) [ÑšìÚ¹ì³>
(c) γèÒãÚà l¡üšàƒà> t¡w (iii) =³W¡>
(d) šø[t¡ƒÅ¢ Î}KøÒA¡¹o t¡w (iv) =àìÊ¡¢à>
Ç¡‡ý¡ [³ºìi¡à ¤à[W¡ l¡ü[º*¯à¡ú
(A) (a) - (ii), (b) - (iii), (c) - (i), (d) - (iv) (B) (a) - (i), (b) - (ii), (c) - (iii), (d) - (iv)
(C) (a) - (iii), (b) - (iv), (c) - (i), (d) - (ii) (D) (a) - (ii), (b) - (i), (c) - (iv), (d) - (iii)

29. ¤å[‡ý¡¹ t¡wγèÒ &¤} &Òü t¡w l¡üšÑ‚àšA¡ ¤¸[v¡û¡¹ >à³ [>ìW¡ ëƒ*Úà Òº :
¤å[‡ý¡¹ t¡wγèÒ t¡w l¡üšÑ‚àšA¡ ¤¸[v¡û¡
(a) [‡-l¡üšàƒà> t¡w (i) =>¢l¡àÒüA¡
(b) ¤× l¡üšàƒà> t¡w (ii) [ÑšÚà¹ì³>
(c) ìÅøoã ¤à γ[Ê¡ l¡üšàƒà> t¡w (iii) =³Å>
(d) >³å>à t¡w (iv) =àìС¢à>
Ç¡‡ý¡ [³ºP¡[º ìºJ :
(A) (a)-(ii), (b)-(iii), (c)-(i), (d)-(iv) (B) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv)
(C) (a)-(iii), (b)-(iv), (c)-(i), (d)-(ii) (D) (a)-(ii), (b)-(i), (c)-(iv), (d)-(iii)

MPT-19/P-I/E 28

29. Theory of Intelligence •Ê⁄UÊ ’»§Ê⁄UÁŸ ÁŒ„ÈŸÁªÁ⁄U»§Ê⁄UπÊÒ ªÊ„ÊÿÊfl „ÊŸÊÿ ¡Ê’Êÿ -
Theory of Intelligence Propounders
(a) Two factor theory (i) Thorndike
(b) Multi factor theory (ii) Spearman
(c) Group factor theory (iii) Thomson
(d) Sampling theory (iv) Thurstone
ÕÊ⁄U Á»§ŸπÊÒ ‚Êÿπ” -
(A) (a)-(ii), (b)-(iii), (c)-(i), (d)-(iv) (B) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv)
(C) (a)-(iii), (b)-(iv), (c)-(i), (d)-(ii) (D) (a)-(ii), (b)-(i), (c)-(iv), (d)-(iii)

29. ’ÈÁh ∑§Ê Ãûfl ‚◊Í„ •ÊÒ⁄U ß‚ Ãûfl ∑§Ê ¬˝SÃÈà ∑§⁄UŸ flÊ‹ √ÿÁÄà ∑§ ŸÊ◊ ŸËø ÁŒ∞ ª∞ „Ò¥ —
’ÈÁh ∑§Ê Ãûfl ‚◊Í„ Ãûfl ¬˝SÃÈà ∑§⁄UŸ flÊ‹ √ÿÁÄÃ
(a) Ám-©¬ÊŒÊŸ Ãûfl (i) ÕÊÚŸ«¸ UÊß∑§
(b) ’„È ©¬ÊŒÊŸ Ãûfl (ii) ÁS¬ÿ⁄U◊Ÿ
(c) ‚Ê◊ÍÁ„∑§ ©¬ÊŒÊŸ Ãûfl (iii) ÕÊÚ◊‚Ÿ
(d) ¬˝ÁÃŒ‡Ê¸ ‚¥ª˝„∑§⁄UáÊ Ãûfl (iv) ÕÊS≈UÊ̧Ÿ
‡ÊÈh ◊‹ ∑§Ê øÈÁŸ∞ªÊ —
(A) (a)-(ii), (b)-(iii), (c)-(i), (d)-(iv) (B) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv)
(C) (a)-(iii), (b)-(iv), (c)-(i), (d)-(ii) (D) (a)-(ii), (b)-(i), (c)-(iv), (d)-(iii)

29. Theory of Intelligence and their Propounders are given below :
Theory of Intelligence Propounders
(a) Two factor theory (i) Thorndike
(b) Multi factor theory (ii) Spearman
(c) Group factor theory (iii) Thomson
(d) Sampling theory (iv) Thurstone
Choose the correct match :
(A) (a)-(ii), (b)-(iii), (c)-(i), (d)-(iv) (B) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv)
(C) (a)-(iii), (b)-(iv), (c)-(i), (d)-(ii) (D) (a)-(ii), (b)-(i), (c)-(iv), (d)-(iii)

30. t¡ºt¡ [ƒÚà ëA¡à>ìi¡à/ëA¡à>ìA¡Òüi¡à l¡ü[v¡û¡ [ÅÇ¡¹ ¤õ[‡ý¡ "à¹ç¡ [¤A¡àŹ ëÛ¡yt¡ Ç¡‡ý¡ ?
(a) ¤õ[‡ý¡ìÚ ëA¡¯º í\[¯A¡ "à¹ç¡ íƒ[ÒA¡ š[¹¤t¢¡>A¡ ÎèW¡àÚ ; [A¡”ñ [¤A¡àìÅ ³à>[ÎA¡, Îà³à[\A¡ "à¹ç¡ "àì¯[KA¡ š[¹¯t¢¡>A¡
¤å\àÚ¡ú
(b) ¤õ[‡ý¡ Ñ‚[¯¹ ; [A¡”ñ [¤A¡àÅ &i¡à ‹à¹à¤à[ÒA¡ šø[yû¡Úà¡ú
(c) [¤A¡àŹ "[¤Òì> ¤õ[‡ý¡ Ò¤ ë>à¯à칡ú
(d) ¤õ[‡ý¡ "à¹ç¡ [¤A¡àÅ ëKàìi¡Òü \ã¯> \å[¹ íÒ =àìA¡¡ú
Ç¡‡ý¡ l¡üv¡¹ìi¡à ¤à[W¡ l¡ü[º*¯à :
(A) ëA¡¯º (a) (B) (a) "à¹ç (b)¡ (C) (a), (b) "à¹ç (d) (D) (b) "à¹ç (c)

MPT-19/P-I/E 29 P.T.O.

30. >ãìW¡¹ ëƒ*Úà ëA¡à> l¡ü[v¡û¡P¡[º [ÅÇ¡¹ ¤õ[‡ý¡ &¤} [¤A¡àìŹ ëÛ¡ìy Ç¡‡ý¡ ?
(a) ¤õ[‡ý¡ ëA¡¤º í\[¤A¡ &¤} íƒ[ÒA¡ š[¹¤t¢¡>ìA¡ ë¤àc¡àÚ, [A¡”ñ [¤A¡àÅ ³à>[ÎA¡, Îà³à[\A¡ * "àì¤[KA¡ š[¹¤t¢¡>ìA¡
ë¤àc¡àÚ¡ú
(b) ¤õ[‡ý¡ Ñ‚[¤¹ ; [A¡”ñ [¤A¡àÅ &A¡ ‹à¹à¤à[ÒA¡ šø[yû¡Úà¡ú
(c) [¤A¡àÅ áàØl¡à ¤õ[‡ý¡ Òìt¡ šàì¹ >à¡ú
(d) ¤õ[‡ý¡ * [¤A¡àŠγKø \ã¤> ‹ì¹ Òìt¡ =àìA¡ ¡ú
Ç¡‡ý¡ l¡üv¡¹[i¡ 뤹 A¡¹ :
(A) ìA¡¤º (a) (B) (a) &¤} (b) (C) (a), (b) &¤} (d) (D) (b) &¤} (c)

30. ªÊ„ÊÿÁŸ ’’/’’»§Ê⁄U ’È¥ÁÕÿÊ πÈÁŒÿÊ ¡ÊҪʟÊÿ •Ê⁄UÊ ŒÊflªÊŸÊÿÁŸ Á’ÁÕæ§Êfl ÕÊ⁄U -
(a) ¡ÊҪʟÊÿÊ ¡Ò’ÊÁ⁄U •Ê⁄UÊ Œ„ÊÿÊÁ⁄U ‚Ê‹ÊÿŸÊÿπÒ‹” »§Ê⁄U◊ÊÿÊ, ŸÊÕÊÿ ŒÊflªÊŸÊÿÊ ªÊ‚Ê•ÊÁ⁄U, ‚◊Ê¡ÊÁ⁄U •Ê⁄UÊ •ÊflªÊÁ⁄U
‚Ê‹ÊÿŸÊÿπÊÒ »§Ê⁄U◊ÊÿÊ
(b) ¡ÊҪʟÊÿÊ ÕÊÁÕ⁄U ªÊŸÊ¥ •Ê⁄UÊ ŒÊflªÊŸÊÿÊ ‚ÊÁ‹ªÊÁ‚ŸÊ ÕÊŸÊÿ ◊ÊflπÊÁãÕ
(c) ¡ÊҪʟÊÿÊ ŒÊflªÊŸÊÿ ªÒÿÊ‹ÊÁ‚ŸÊ ¡ÊŸÊ „ÊÿÊ
(d) ¡ÊҪʟÊÿÊ •Ê⁄UÊ ŒÊflªÊŸÊÿÊ Á¡©ŸÊæÒ§ ¡ÊªÊÁ‚ŸÊ ÕÊÿÊ
ÕÊ⁄U Á»§ŸπÊÒ ‚Êÿπ” -
(A) (a) •Ê‹” (B) (a) •Ê⁄UUÊ (b) (C) (a), (b) •Ê⁄UÊ (d) (D) (b) •Ê⁄UÊ (c)

30. ŸËø ÁŒ∞ ª∞ ∑§ÊÒŸ-‚Ê/Á∑§Ÿ ©ÁÄÃÿÊ° Á‡Ê‡ÊÈ ∑§Ë flÎÁh •ÊÒ⁄U Áfl∑§Ê‚ ∑§ ˇÊòÊ ◊¥ ‡ÊÈh „Ò/„Ò¥?
(a) flÎÁh ‚ ∑§fl‹ ¡ÒÁfl∑§ •ÊÒ⁄U ŒÒÁ„∑§ ¬Á⁄UfløŸ ‚ ‚ê’㜠⁄UπÃ „Ò¥, Á∑§ãÃÈ Áfl∑§Ê‚ ‚ ◊ÊŸÁ‚∑§, ‚Ê◊ÊÁ¡∑§ •ÊÒ⁄U •ÊflÁª∑§
¬Á⁄UfløŸ ∑§Ê ◊ÊŸÃ „Ò¥–
(b) flÎÁh SÕÁfl⁄U Á∑§ãÃÈ Áfl∑§Ê‚ ∞∑§ •Áfl⁄UÊ◊ ¬˝Á∑˝§ÿÊ „Ò–
(c) Áfl∑§Ê‚ ∑§ Á’ŸÊ flÎÁh Ÿ„Ë¥ „Ê ‚∑§ÃË–
(d) flÎÁh •ÊÒ⁄U Áfl∑§Ê‚ ‚◊ª˝ ¡ËflŸ ÷⁄U ø‹ÃÊ „Ò–
‡ÊÈh ©ûÊ⁄U ∑§Ê …Í°U…∏ ÁŸ∑§ÊÁ‹∞ªÊ —
(A) ∑§fl‹ (a) (B) (a) •ÊÒ⁄U (b) (C) (a), (b) •ÊÒ⁄U (d) (D) (b) •ÊÒ⁄U (c)

30. Which of the following statements on the concept of growth and development of a child
is/are correct ?
(a) Growth refers to only biological and physical changes but development refers to mental, social and
emotional changes.
(b) Growth is static but development is a continuous process.
(c) Growth can’t be taken place without development.
(d) Growth and development are taken place throughout the life.
Find the correct answer :
(A) Only (a) (B) (a) and (b) (C) (a), (b) and (d) (D) (b) and (c)

MPT-19/P-I/E 30