Assam TET Paper 2 CDP

PART - I : Child Development and Pedagogy

1. "[®¡šøàÚ¹ šøA¡à¹ "à¹ç¡ ÒüÚ๠l¡üƒàÒ¹oì¤à¹ [ƒÚà íÒìá :
"[®¡šøàÚ¹ šøA¡à¹ l¡üƒàÒ¹o
(a) í\[¯A¡ "[®¡šøàÚ (i) \ã¯>¹ ºÛ¡¸
(b) Îà³à[\A¡ "[®¡šøàÚ (ii) >´÷tø ¡à/Îà‹åt¡à
(c) ¤¸[v¡û¡Kt¡ "[®¡šøàÚ (iii) "àÒà¹/Jàƒ¸
(d) Aõ¡[y³ "[®¡šøàÚ (iv) šå¹ÍHþà¹
Ç¡‡ý¡ [³ºìi¡à ¤à[W¡ l¡ü[º*¯à :
(A) (a) - (i), (b) - (ii), (c) - (iii), (d) - (iv) (B) (a) - (iv), (b) - (i), (c) - (ii), (d) - (iii)
(C) (a) - (iii), (b) - (iv), (c) - (i), (d) - (ii) (D) (a) - (iii), (b) - (ii), (c) - (iv), (d) - (i)

1. "[®¡šøàìÚ¹ šøA¡à¹ &¤} t¡à샹 l¡üƒàÒ¹oγèÒ ëƒ*Úà Òº :
"[®¡šøàìÚ¹ šøA¡à¹ l¡üƒàÒ¹o
(a) î\[¤A¡ "[®¡šøàÚ (i) \ã¤ì>¹ ºÛ¡¸
(b) Îà³à[\A¡ "[®¡šøàÚ (ii) >´÷t¡à/Îà‹åt¡à
(c) ¤¸[v¡û¡Kt¡ "[®¡šøàÚ (iii) "àÒà¹/Jàƒ¸
(d) Aõ¡[y³ "[®¡šøàÚ (iv) šå¹ÑHþà¹
Ç¡‡ý¡ [³º>[i¡ Jåòì\ >à* ú¡
(A) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv) (B) (a)-(iv), (b)-(i), (c)-(ii), (d)-(iii)
(C) (a)-(iii), (b)-(iv), (c)-(i), (d)-(ii) (D) (a)-(iii), (b)-(ii), (c)-(iv), (d)-(i)

1. ªÊ‚Ê ¡ÊŸÊÿ (motives) ÁŸ ⁄UÊπÊ◊»§Ê⁄U •Ê⁄UÊ ’»§Ê⁄UÁŸ Á’ÁŒÁãÕπÊÒ ªÊ„ÊÿÊfl „ÊŸÊÿ ¡Ê’Êÿ -
ªÊ‚Ê ¡ÊŸÊÿÁŸ ⁄UÊπÊ◊»§Ê⁄U Á’ÁŒÁãÕ»§Ê⁄U
(Types of motives) (Examples)
(a) ¡Ò’ÊÁ⁄U ªÊ‚Ê ¡ÊŸÊÿ (i) Á¡©ÁŸ ÕÊ¥Áπ
(Organic motives) (Aim of Life)
(b) ‚◊Ê¡ÊÁ⁄U ªÊ‚Ê ¡ÊŸÊÿ (ii) ‚ÊœÈÁÕ
(Social motive) (Honesty)
(c) ªÊflÊÁ⁄U ªÊ‚Ê ¡ÊŸÊÿ (iii) •ÊŒÊ⁄U
(Personal motive) (Food)
(d) πÊ‹Ê◊ç‹ÊŸÊÿ ∞’Ê ŒÊŸÊŸÒ ‹ÊŸÊÿ ªÊ‚Ê ¡ÊŸÊÿ (iv) ’ÊãÕÊ
(Artificial motive) (Award)
ÕÊ⁄U Á»§ŸπÊÒ ‚Êÿπ” -
(A) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv) (B) (a)-(iv), (b)-(i), (c)-(ii), (d)-(iii)
(C) (a)-(iii), (b)-(iv), (c)-(i), (d)-(ii) (D) (a)-(iii), (b)-(ii), (c)-(iv), (d)-(i)

UPT-19/P-II/L 8

1. •Á÷¬˝Êÿ ∑§Ê ¬˝∑§Ê⁄U •ÊÒ⁄U ß‚∑§Ê ©ŒÊ„⁄UáÊ ‚◊Í„ ÁŒÿÊ ªÿÊ „Ò —
•Á÷¬˝Êÿ ∑§Ê ¬˝∑§Ê⁄U ©ŒÊ„⁄UáÊ
(a) ¡ÒÁfl∑§ •Á÷¬˝Êÿ (i) ¡ËflŸ ∑§Ê ‹ˇÿ
(b) ‚Ê◊ÊÁ¡∑§ •Á÷¬˝Êÿ (ii) Ÿ◊˝ÃÊ/‚ÊœÈÃÊ
(c) √ÿÁÄêà •Á÷¬˝Êÿ (iii) •Ê„Ê⁄U/πÊl
(d) ∑ΧÁòÊ◊ •Á÷¬˝Êÿ (iv) ¬È⁄US∑§Ê⁄U
‡ÊÈh ◊‹ ∑§Ê øÈŸ∑§⁄U Á‹Áπ∞ —
(A) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv) (B) (a)-(iv), (b)-(i), (c)-(ii), (d)-(iii)
(C) (a)-(iii), (b)-(iv), (c)-(i), (d)-(ii) (D) (a)-(iii), (b)-(ii), (c)-(iv), (d)-(i)

1. Types of Motives and their examples are given below :
Types of Motive Examples
(a) Organic motive (i) Aim of Life
(b) Social motive (ii) Honesty
(c) Personal motive (iii) Food
(d) Artificial motive (iv) Award
Find the correct match :
(A) (a) - (i), (b) - (ii), (c) - (iii), (d) - (iv) (B) (a) - (iv), (b) - (i), (c) - (ii), (d) - (iii)
(C) (a) - (iii), (b) - (iv), (c) - (i), (d) - (ii) (D) (a) - (iii), (b) - (ii), (c) - (iv), (d) - (i)
2. [ÅÇ¡¹ [¤A¡àŹ [ƒÅγèÒ "à¹ç¡ ÒüÚ๠í¤[ÅÊ¡¸Î³èÒ [ƒÚà íÒìá :
[ÅÇ¡¹ [¤A¡àŹ [ƒÅγèÒ î¤[ÅÊ¡¸Î³èÒ
(a) ®¡àÈ๠[¤A¡àÅ (i) [ÅÇ¡ì¯ šøÅ— A¡[¹¤ šà칡ú
(b) Î}`¡à>àuA¡ [¤A¡àÅ (ii) [ÅÇ¡ì¯ ëJà\ A¡à[Øn¡¤ šà칡ú
(c) "àì¤[KA¡ [¤A¡àÅ (iii) [ÅÇ¡ì¯ "à>–ƒ ">审¯ A¡ì¹¡ú
(d) Åà¹ã[¹A¡ [¤A¡àÅ (iv) [ÅÇ¡ì¯ "àìºàW¡>àt¡ ®¡àK º¤ šà칡ú
Ç¡‡ý¡ [³ºìi¡à ¤à[W¡ l¡ü[º*¯à :
(A) (a) - (i), (b) - (iv), (c) - (iii), (d) - (ii) (B) (a) - (iv), (b) - (iii), (c) - (i), (d) - (ii)
(C) (a) - (iv), (b) - (i), (c) - (iii), (d) - (ii) (D) (a) - (i), (b) - (ii), (c) - (iv), (d) - (iii)

2. [ÅÇ¡¹ [¤A¡àìŹ [ƒA¡P¡ìºà &¤} t¡à¹ í¤[ÅÊ¡¸P¡ìºà ëƒ*Úà Òº :
[ÅÇ¡¹ [¤A¡àìŹ [ƒA¡P¡ìºà î¤[ÅÊ¡¸P¡ìºà
(a) ®¡àÈ๠[¤A¡àÅ (i) [ÅÇ¡ šøÅ— A¡¹ìt¡ šàì¹
(b) Î}`¡à>àuA¡ [¤A¡àÅ (ii) [ÅÇ¡ Òòài¡ìt¡ šàì¹
(c) "àì¤[KA¡ [¤A¡àÅ (iii) [ÅÇ¡ "à>–ƒ ">审¤ A¡ì¹
(d) Åà¹ã[¹A¡ [¤A¡àÅ (iv) [ÅÇ¡ "àìºàW¡>àÚ "}Å [>ìt¡ šàì¹
Ç¡‡ý¡ l¡üv¡¹[i¡ ë¤ìá 뤹 A¡¹ :
(A) (a)-(i), (b)-(iv), (c)-(iii), (d)-(ii) (B) (a)-(iv), (b)-(iii), (c)-(i), (d)-(ii)
(C) (a)-(iv), (b)-(i), (c)-(iii), (d)-(ii) (D) (a)-(i), (b)-(ii), (c)- (iv), (d)-(iii)

UPT-19/P-II/L 9 P.T.O.

2. ªÕ”‚Ê»§Ê⁄UÁŸ ¡ÊÒªÊπÊ¥ŸÊÿÁŸ Á’ÁÕ¥»§Ê⁄U •Ê⁄UÊ ’ •ÊπÈÕÊß»§Ê⁄UπÊÒ „ÊŸÊÿ ¡ÊŒÊ¥ -
ªÕ”‚Ê»§Ê⁄U ¡ÊÒªÊπÊ¥ŸÊÿÁŸ Á’ÁÕ¥»§Ê⁄U •ÊπÈÕÊß»§Ê⁄U
(a) ⁄UÊflÁŸ ¡ÊÒªÊπÊ¥ŸÊÿ (i) ªÕ”‚ÊÿÊ ‚Ê¥ÁÕ ‚Ê¥ŸÊ „ÊÿÊ
(b) ’ÈÁ¡ŸÊ „ÊŸÊÿÊfl ¡ÊÒªÊπÊ¥ŸÊÿ (ii) ªÕ”‚ÊÿÊ ÕÊ’ÊÿŸÊ „ÊŸÊÿ
(c) ªÊ‚Ê ‚ÊŸÁdÿÊÁ⁄U ¡ÊÒªÊπÊ¥ŸÊÿ (iii) ªÕ”‚ÊÿÊ ªÊ¡ÊãŸÊÿπÊÒ ◊ÊãŒÊ¥ „ÊŸÊÿ
(d) Œ„ÊÿÊÁ⁄U ¡ÊÒªÊπÊ¥ŸÊÿ (iv) ªÕ”‚ÊÿÊ ‚Êfl⁄UÊÿŸÊÿÊfl ’ʄʪÊ ‹ÊŸÊ „ÊŸÊÿ
ªÊ„ÊÿÁŸ ÕÊ⁄U ªÊ⁄UÊ’ÕÊßπÊÒ ‚Êÿπ” -
(A) (a)-(i), (b)-(iv), (c)-(iii), (d)-(ii) (B) (a)-(iv), (b)-(iii), (c)-(i), (d)-(ii)

(C) (a)-(iv),(b)-(i), (c)-(iii), (d)-(ii) (D) (a)-(i), (b)-(ii), (c)-(iv), (d)-(iii)

2. Á‡Ê‡ÊÈ Áfl∑§Ê‚ ∑§Ê ¬„‹Í ‚◊Í„ •ÊÒ⁄U ß‚∑§Ê flÒÁ‡Êc≈U ‚◊Í„ ÁŒÿÊ ªÿÊ „Ò–
Á‡Ê‡ÊÈ Áfl∑§Ê‚ ∑§ ¬„‹È∞° flÒÁ‡Êc≈U ‚◊Í„
(a) ÷Ê·Ê ∑§Ê Áfl∑§Ê‚ (i) Á‡Ê‡ÊÈ ¬˝‡Ÿ ∑§⁄U ‚∑§ÃÊ „Ò–
(b) ‚¥ôÊÊŸÊà◊∑§ Áfl∑§Ê‚ (ii) Á‡Ê‡ÊÈ ¬ÒŒ‹ ø‹ ‚∑§ÃÊ „Ò–
(c) •ÊflÁª∑§ Áfl∑§Ê‚ (iii) Á‡Ê‡ÊÈ •ÊŸãŒ •ŸÈ÷fl ∑§⁄UÃÊ „Ò–
(d) ‡ÊÊ⁄UËÁ⁄U∑§ Áfl∑§Ê‚ (iv) Á‡Ê‡ÊÈ •Ê‹ÊøŸÊ ◊¥ •¥‡Ê ‹ ‚∑§ÃÊ „Ò–
‡ÊÈh ◊‹ ∑§Ê øÈŸ∑§⁄U Á‹Áπ∞ —
(A) (a)-(i), (b)-(iv), (c)-(iii), (d)-(ii) (B) (a)-(iv), (b)-(iii), (c)-(i), (d)-(ii)

(C) (a)-(iv), (b)-(i), (c)-(iii), (d)-(ii) (D) (a)-(i), (b)-(ii), (c)-(iv), (d)-(iii)

2. Aspects of Development of a child and characteristics are given as :

Aspects of Development of a child Characteristics

(a) Language Development (i) The child ask questions

(b) Cognitive Development (ii) The child is able to walk

(c) Emotional Development (iii) The child feels happy

(d) Physical Development (iv) The child takes part in discussion

Find the correct match :

(A) (a) - (i), (b) - (iv), (c) - (iii), (d) - (ii) (B) (a) - (iv), (b) - (iii), (c) - (i), (d) - (ii)

(C) (a) - (iv), (b) - (i), (c) - (iii), (d) - (ii) (D) (a) - (i), (b) - (ii), (c) - (iv), (d) - (iii)

UPT-19/P-II/L 10

3. &[¹A¡W¡>¹ [¤A¡àŹ Ñz¹Î³èÒ¹ t¡w³ìt¡ [¤A¡àŹ ëA¡à>ìi¡à Ñz¹t¡ ‘š[¹W¡Ú ¤>à³ ®¡à* "њʡt¡à’ &i¡à í¤[ÅÊ¡¸ [ÒW¡àìš ìšà¯à
™àÚ ?
(A) ëAò¡W塯à A¡àº (B) šè¤¢ ¤àº¸A¡àº (C) l¡üv¡¹ ¤àº¸A¡àº (D) îA¡ìÅ๠A¡àº

3. &[¹A¡Îì>¹ [¤A¡àìŹ Ñz¹Î³èìÒ¹ t¡w ³ìt¡ [¤A¡àìŹ ëA¡à> Ñz¹[i¡ìt¡ ‘‘š[¹W¡Ú ¤>à³ íÑ‚™¢W塸[t¡¹ ®è¡[³A¡à’’ &A¡[i¡ í¤[ÅÊ¡¸
[ÒìÎì¤ šà*Úà ™àÚ ?
(A) íÅŤ A¡àº (B) šè¤¢ ¤àº¸A¡àº (C) l¡üv¡¹ ¤àº¸A¡àº (D) îA¡ìÅ๠A¡àº

3. ßÁ⁄U∑§‚ŸÁŸ ¡ÊÒªÊπÊ¥ŸÊÿÁŸ ’È¥»È§⁄U‹ÈÁŸ ’ÊÁŒé‹Ê ’’ πÊãŒÊ ‚◊Êfl “Identity Vs Role Confusion” •ÊπÈπÊÒ ŸÈŸÊ ◊ÊŸÊ?
(A) ªÊ‹Ò¸‚◊ (B) ªÊ‹Ò¸ ‚◊ÁŸ ©ŸÊfl (C) ©ãŒÒ ‚◊ÁŸ Á‚ªÊ¥ (D) ©ãŒÒ ‚◊

3. ∞Á⁄U∑§‚Ÿ ∑§Ê Áfl∑§Ê‚ ∑§Ê SÃ⁄U ‚◊Í„ ∑§Ê Ãûfl ∑§ •ŸÈ‚Ê⁄U Áfl∑§Ê‚ ∑§Ê SÃ⁄U ◊¥ “¬Á⁄Uøÿ ’ŸÊ◊ (vs) ∑§Êÿ¸ •SÃ√ÿSÃÃÊ” ∞∑§ flÒÁ‡Êc≈U
∑§ M§¬ ◊¥ Á◊‹ÃÊ „Ò?
(A) Á‡Ê‡ÊÈ∑§Ê‹ (B) ¬Ífl¸ Á‡Ê‡ÊÈ∑§Ê‹ (C) ©ûÊ⁄U Á‡Ê‡ÊÈ∑§Ê‹ (D) Á∑§‡ÊÊ⁄U ∑§Ê‹

3. According to Erikson’s theory of stages of development in which stage, the “Identity Vs Role confusion” is
found as characteristics of development ?
(A) Infancy (B) Early childhood (C) Later childhood (D) Adolescence

4. óø¡Úl¡¹ ³ì>à[¤ìÅÃÈo t¡wt¡ ‘‘Òül¡’’ (Id) __________¡ú
(A) &i¡à "ìW¡t¡> "¯Ñ‚à "à¹ç¡ ¤àÑz¯¹ ºKt¡ ÒüÚ๠ëA¡àì>à ë™àKàì™àK >àÒü¡ú
(B) ™å[v¡û¡‹³¢ã šøAõ¡[t¡¹¡ú
(C) ³>¹ &i¡à ëW¡t¡> "¯Ñ‚à "à¹ç¡ ¤àÑz¯¹ ºKt¡ ÒüÚ๠&i¡à ëšà>ši¡ãÚà ë™àKàì™àK "àìá ú
(D) ¤àÑz¯t¡à >ã[t¡¹ *š¹t¡ šø[t¡[Ë¡t¡¡ú

4. óø¡ìÚìl¡¹ ³ì>à[¤ìÅÃÈo t¡ìw ‘Òül¡’(Id) Òº -
(A) &A¡ "ìW¡t¡> "¤Ñ‚à &¤} ¤àÑz줹 ÎìU t¡à¹ ëA¡àì>à ë™àKàì™àK ë>Òü¡ú
(B) &A¡ ™å[v¡û¡‹³¢ã šøAõ¡[t¡¹¡ú
(C) ³ì>¹ &A¡ ëW¡t¡> "¤Ñ‚à &¤} ¤àÑz줹 ÎìU t¡à¹ &A¡ šøt¡¸Û¡ ë™àKàì™àK "àìá ú
(D) >ã[t¡ ™à ¤àÑz¤t¡à¹ *š¹ šø[t¡[Ë¡t¡ ú

4. »˝§ÿ«UÁŸ ªÊ‚Ê Á’ÁªÿÊŸ Á’Á¡⁄UUÁÕÁŸ ’È¥»§Ê⁄UÁÕ ’ÊÁŒé‹Ê ‘Id’ •Ê »§Ê⁄U◊ÊÿÊ __________–
(A) ◊ÊŸ‚ Õ⁄U ªÒÿÒ „Ê‹ÊŒ •Ê⁄UÊ ◊Ê∑§ÕÊ¥¡Ê¥ ¡’Ê ‚Ê◊ÊãŒÊ ªÒÿÒ
(B) ¡ÈÁÄà „◊ÕÊ’ª˝Ê •ÊπÈ
(C) ªÊ‚Ê•Êfl ‚Ê¥ª˝Ê¥ÁÕ ’⁄UπÊ¥»Ò§ŸÊÿ •Ê⁄UÊ ◊Ê∑§ÕÊ¥¡Ê¥ Á’„Ê ÕÊ¥¡Ê¥ ‚Ê◊ÊãŒÊ ÕÊŸÊÿ
(D) ◊Ê∑§ÕÊ¥ ‚ÒÕÊÕÊÁŸ ‚ÊÿÊfl ª‚¥ÕÊŸÊÿ

UPT-19/P-II/L 11 P.T.O.

4. »˝§ÊÚÿ«U ∑§Ê ◊ŸÊÁfl‡‹·áÊ Ãûfl ◊¥ “ß«U” (Id) :
(A) ∞∑§ •øß •flSÕÊ •ÊÒ⁄U flÊSÃfl ∑§ ‚ÊÕ ß‚∑§Ê ∑§Ê߸ ‚ê¬∑¸§ Ÿ„Ë¥ „Ò–
(B) ÿÈÁÄÃÿÈÄà ¬˝∑ΧÁÖ
(C) ◊Ÿ ∑§Ê ∞∑§ øß •flSÕÊ •ÊÒ⁄U flÊSÃfl ∑§ ‚ÊÕ ß‚∑§Ê ∞∑§ ¬˝àÿˇÊ ‚ê¬∑¸§ „Ò–
(D) flÊSÃfl ŸËÁà ¬⁄U ¬˝ÁÃÁc∆Uà „Ò–

4. In Psychoanalysis theory of Freud, “Id” refers to __________.
(A) Unconscious in nature and has no direct contact with reality.
(B) It is logical in nature.
(C) It is conscious state of mind and has direct contact with reality.
(D) It is based on reality principle.

5. šø[t¡¹Û¡à ëA¡ïź¹ t¡à[ºA¡à "à¹ç¡ ëÎÒüì¤à¹¹ l¡üƒàÒ¹o [ƒÚà íÒìá :
šø[t¡¹Û¡à ëA¡ïź¹ t¡à[ºA¡à l¡üƒàÒ¹o
(a) Û¡[t¡šè¹o (i) š¹ãÛ¡àt¡ [¤ó¡º ëÒà¯à áày &\ì> ët¡*¹ [¤ó¡ºt¡à¹ ¤àì¤ [ÅÛ¡A¡A¡
\K¹ãÚà A¡¹àú
(b) šø[t¡K³> (ii) Òü}¹à\ã [¤ÈÚt¡ ƒè¤¢º áày &\> [yû¡ìA¡i¡t¡ ®¡àº Ò’¤ šà칡ú
(c) ™å[v¡û¡A¡¹o (iii) ¤åØn¡à ³à>åÒ &\ì> ΃àÚ [>\¹ º’¹à[º¡ A¡àº¹ A¡=àì¤à¹ A¡Ú¡ú
(d) [W¡>àv¡û¡A¡¹o (iv) [ÅÇ¡ì¯ ¹à\î>[t¡A¡ ë>t¡à¹ í¤[ÅÊ¡¸Î³èÒ "àÒ¹o¹ ëW¡Ê¡à A¡¹à¡ú
Ç¡‡ý¡ [³ºìi¡à ¤à[W¡ l¡ü[º*¯à :
(A) (a) - (ii), (b) - (iii), (c) - (i), (d) - (iv) (B) (a) - (i), (b) - (ii), (c) - (iii), (d) - (iv)
(C) (a) - (ii), (b) - (i), (c) - (iv), (d) - (iii) (D) (a) - (iii), (b) - (iv), (c) - (ii), (d) - (i)

5. šø[t¡¹Û¡à ëA¡ïÅ캹 t¡à[ºA¡à &¤} t¡à샹 l¡üƒàÒ¹o ëƒ*Úà Òº :
šø[t¡¹Û¡à ëA¡ïÅ캹 t¡à[ºA¡à l¡üƒàÒ¹o
(a) Û¡[t¡šè¹o (i) š¹ãÛ¡àÚ "Aõ¡t¡A¡à™¢ &A¡\> áày t¡à¹ [¤ó¡ºt¡à¹ \>¸ [ÅÛ¡A¡ìA¡ ƒàÚã
A¡ì¹ ú
(b) šø[t¡K³> (ii) Òü}¹à\ã [¤ÈìÚ ƒè¤¢º áày &A¡\> ®¡àº [yû¡ìA¡i¡à¹ Òìt¡ šà칡ú
(c) ™å[v¡û¡A¡¹o (iii) ¤õ‡ý¡ ³à>åÈ [™[> Τ¢ƒà [>ì\¹ ¤àº¸A¡à캹 A¡=à ¤ìº>¡ú
(d) Å>àv¡û¡A¡¹o (iv) [ÅÇ¡ ¹à\î>[t¡A¡ ë>t¡à¹ í¤[ÅÊ¡¸Î³èÒ "àÒ¹ìo¹ ëW¡Ê¡à A¡¹à ú
Ç¡‡ý¡ [³º>[i¡ ë¤ìá >à* ú¡
(A) (a)-(ii), (b)-(iii), (c)-(i), (d)-(iv) (B) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv)

(C) (a)-(ii), (b)-(i), (c)-(iv), (d)-(iii) (D) (a)-(iii), (b)-(iv), (c)-(ii), (d)-(i)

UPT-19/P-II/L 12

5. »§⁄UÊÿ‚Ê»§Ê⁄UπÊÒ ⁄ÒUπÊÁÕ „ÊŸÊÿÁŸ ◊ÊπÊ‚ ‹Ê◊Ê •Ê⁄UÊ ’ÁŸ Á’ÁŒÁãÕ»˝§Ê ¡Ê’Êÿ -
List of Defense mechanisms Examples
(a) π„Ê ‚Ȼȥ§ŸÊÿ (i) •Êã¡ÊŒ•Êfl ©ÁÕ˝ŸÊ „ÊÁÿ »§⁄UÊÿ‚Ê ‚Ê‚ÿÊ ªÊflÁŸ ©ÁÕ˝ŸÊ „ÊÁÿÁŸ ÕÊπÊÿ
»§Ê⁄UÊ¥ÁªÁ⁄UπÊÒ ŒÊÿ „◊ŸÊÿ–
(b) Á‚ªÊ¥ÁŸ „Ê‹ÊŒ•Êfl ÁªÁŒ¥‹Ê¥Á»§ãŸÊÿ (ii) ߥ⁄UÊ¡Ë •ÊÿŒÊÿÊfl ‹Ê’ÊZ ‚Ê‚ »§⁄UÊÿ‚ÊÿÊ Á∑˝§∑§≈UπÊÒ ◊Ê¡Ê¥ ª‹ŸÊ „ÊÿÊ–
(c) ¡ÈÁÄà »§Ê⁄U◊ÊÿŸÊÿ (iii) ’Ê⁄UÊÿ ◊ÊŸÁ‚ ‚Ê‚ÿÊ ¡é‹Ê’Ê ªÊflÁŸ ©ãŒÒ ‚◊ÁŸ πÊÕÊπÊÒ ’È¥’ÊÿÕÊÿÊ–
(d) Á‚ŸÊÿÁÕ „ÊŸÊÿ (iv) ªÕ”»˝§Ê ⁄UÊ¡πÊÁãÕ ŒÒŒŸÁªÁ⁄U»§Ê⁄UÁŸ •ÊπÈÕÊß»§Ê⁄UπÊÒ ‚Ê‹Ê¥ŸÊ ŸÊ¡ÊÿÊ–
ÕÊ⁄U ªÊ⁄UÊ’ÕÊÿ ªÊŸÊ¥πÊÒ ‚Êÿπ”
(A) (a)-(ii), (b)-(iii), (c)-(i), (d)-(iv) (B) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv)
(C) (a)-(ii), (b)-(i), (c)-(iv), (d)-(iii) (D) (a)-(iii), (b)-(iv), (c)-(ii), (d)-(i)

5. ‚È⁄UˇÊÊ ∑§Ê҇ʋ ∑§Ë ‚ÍøË •ÊÒ⁄U ߟ∑§Ê ©ŒÊ„⁄UáÊ ÁŒÿÊ ªÿÊ „Ò —
‚È⁄UˇÊÊ ∑§Ê҇ʋ ∑§Ë ‚ÍøË ©ŒÊ„⁄UáÊ
(a) ˇÊÁà ¬ÍÁø (i) ¬⁄UˡÊÊ ◊¥ Áfl»§‹ „ÊŸflÊ‹Ê Á∑§‚Ë ∞∑§ ¿UÊòÊ ©‚∑§Ê Áfl»§‹ÃÊ ∑§ Á‹∞ Á‡ÊˇÊ∑§ ∑§Ê
Á¡ê◊flÊ⁄U ∑§⁄UŸÊ–
(b) ¬˝Áê◊Ÿ (ii) •¥ª˝¡Ë Áfl·ÿ ◊¥ ∑§◊¡Ê⁄U ∞∑§ ¿UÊòÊ ÷Ë Á∑˝§∑§≈U ◊¥ •ë¿UÊ Áπ‹Ê«∏Ë ’Ÿ ‚∑§ÃÊ „Ò–
(c) ÿÈÁÄÃ∑§⁄UáÊ (iii) ’Í…∏Ê •ÊŒ◊Ë „◊‡ÊÊ ÁflªÃU ’ÊÀÿ∑§Ê‹ ∑§Ë ∑§„ÊŸË ∑§„ÃÊ „Ò–
(d) Á‡ÊŸÊÅÃ∑§⁄UáÊ (iv) Á‡Ê‡ÊÈ ⁄UÊ¡ŸÒÁÃ∑§ ŸÃÊ ∑§Ê flÒÁ‡Êc≈U ‚◊Í„ ∑§Ê •¡¸Ÿ ∑§⁄UŸÊ øÊ„ÃÊ „Ò–
(Identification)

‡ÊÈh ◊‹ ∑§Ê øÈŸ∑§⁄U ÁŸ∑§ÊÁ‹∞ —
(A) (a)-(ii), (b)-(iii), (c)-(i), (d)-(iv) (B) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv)
(C) (a)-(ii), (b)-(i), (c)-(iv), (d)-(iii) (D) (a)-(iii), (b)-(iv), (c)-(ii), (d)-(i)

5. List of Defense mechanisms and their examples are given :
List of Defense mechanisms Examples
(a) Compensation (i) The student who fails in examination blame teachers
for his failure.
(b) Regression (ii) The student who is weak in English but good in
Cricket.
(c) Rationalization (iii) The old man who always talks about his youth.
(d) Identification (iv) Child attempts to acquire characteristics of Political
leader.
Choose the correct match :
(A) (a) - (ii), (b) - (iii), (c) - (i), (d) - (iv) (B) (a) - (i), (b) - (ii), (c) - (iii), (d) - (iv)
(C) (a) - (ii), (b) - (i), (c) - (iv), (d) - (iii) (D) (a) - (iii), (b) - (iv), (c) - (ii), (d) - (i)

UPT-19/P-II/L 13 P.T.O.

6. t¡º¹ ëA¡à>ì¤àì¹ [ÅA¡>¹ šøAõ¡[t¡ ¤å\àÚ ?
(a) [ÅA¡> š[¹šB¡t¡à¹ *š¹t¡ [>®¢¡¹ >A¡ì¹¡ú (b) [ÅA¡ì> "šÎ³àì™à\>t¡ l¡üƒôK[> ë>àì™àKàÚ¡ú
(c) [ÅA¡> &A¡ [>[ÑI¡Ú šø[yû¡Úà >ÒÚ¡ú (d) [ÅA¡> ºÛ¡¸¹ ºKt¡ δš[A¢¡t¡ >ÒÚ¡ú
Ç¡‡ý¡ [¤A¡¿ìi¡à ¤à[W¡ l¡ü[º*¯à :
(A) ëA¡¯º (a), (b) "à¹ç¡ (d) (B) ëA¡¯º (a) "à¹ç¡ (b)
(C) ëA¡¯º (b) "à¹ç¡ (c) (D) ëA¡¯º (a) "à¹ç¡ (d)

6. [>´•[º[Jt¡ ëA¡à>P¡ìºà [ÅÛ¡ìo¹ šøAõ¡[t¡ ë¤àc¡àÚ ?
(a) [ÅÛ¡o š[¹šB¡t¡à¹ l¡üšì¹ [>®¢¡¹ A¡ì¹ >à¡ú (b) [ÅÛ¡o "šÎ³ÞìÚ ëšø¹oà ëƒÚ >à¡ú
(c) [ÅÛ¡o &A¡ [>[ÑI¡Ú šø[yû¡Úà >Ú¡ú (d) [ÅÛ¡o ºìÛ¡¸¹ ÎìU δš[A¢¡t¡ >Ú¡ú
Ç¡‡ý¡ l¡üv¡¹[i¡ ë¤ìá >à*¡ú
(A) Ç¡‹å (a), (b) &¤} (d) (B) Ç¡‹å (a) &¤} (b)
(C) Ç¡‹å (b) &¤} (c) (D) Ç¡‹å (a) &¤} (d)

6. ªÊ„ÊÿÁŸ ’’ ’’ÿÊ ‚Ê‹Ê¥ÕÊßÁŸ •ÊπÈÕÊßÿÊfl ªÊÇ‹ÒÿÊ?
(a) ‚Ê‹Ê¥ŸÊÿÊ ’Ò‚Ê ⁄UÊŸÊÿπÊÒ ‹Ê◊Ê ŸÊÿÊ
(b) ‚Ê‹Ê¥ÕÊßÿÊ ªÊŸÊ¥ ªÒÿÒ ’ÊÁ‚‹ÊߟÊÿπÊÒ ¡ÊÿªÊ „Ê•Ê
(c) ‚Ê‹Ê¥ÕÊßÿÊ ¡’Ê πÊ◊ÊÁŸÿÊfl ©ŒÊÿÒ ¡ÊŸÊ ÕÊŸÊÿ Ÿæ§Ê
(d) ‚Ê‹Ê¥ÕÊßÿÊ ÕÊ¥ÁπÿÊfl ‚ÊÒ„ÒŸÊÿ¡Ê¥ ¡’Ê ‚Ê◊ÊãŒÊ ªÒÿÊ
ªÊ¡ÊÒÁŸ ’È¥ÁÕ»§Ê⁄UÁŸ ’’ ◊ÊŸ‚ÿÊ ÕÊ⁄U ‚Êÿπ”
(A) (a), (b) •Ê⁄UÊ (d) •Ê‹” ÕÊ⁄U (B) (a) •Ê⁄UÊ (b) •Ê‹” ÕÊ⁄U
(C) (b) •Ê⁄UÊ (c) •Ê‹” ÕÊ⁄U (D) (a) •Ê⁄UÊ (d) •Ê‹” ÕÊ⁄U

6. ÁŸêŸÁ‹Áπà ∑§ÊÒŸ-‚Ê Á‡ÊˇÊÊ ¬˝ÊÁåà ∑§Ê ¬˝∑ΧÁà ‚◊¤ÊÊÃÊ „Ò?
(a) Á‡ÊˇÊÊ-¬˝ÊÁåà ¬Á⁄U¬ÍáʸÃÊ ¬⁄U ÁŸ÷¸⁄U Ÿ„Ë¥ ∑§⁄UÃÊ– (b) Á‡ÊˇÊÊ-¬˝ÊÁåà mÊ⁄UÊ •¬‚◊ÊÿÊ¡Ÿ ∑§Ë ¬˝Êà‚Ê„Ÿ Ÿ„Ë¥ ∑§⁄UÃÊ–
(c) Á‡ÊˇÊÊ-¬˝ÊÁåà ∞∑§ •√ÿflSÕÃÊ ¬Íáʸ ¬˝Á∑˝§ÿÊ Ÿ„Ë¥ „Ò– (d) Á‡ÊˇÊÊ-¬˝ÊÁåà ∑§Ê ‹ˇÿ ∑§ ‚ÊÕ ‚ê¬Á∑¸§Ã Ÿ„Ë¥ „Ò–
‡ÊÈh Áfl∑§À¬ ∑§Ê øÈŸ∑§⁄U ÁŸ∑§ÊÁ‹∞ —
(A) ∑§fl‹ (a), (b) •ÊÒ⁄ (d)U (B) ∑§fl‹ (a) •ÊÒ⁄ (b)U
(C) ∑§fl‹ (b) •ÊÒ⁄ (c)U (D) ∑§fl‹ (a) •ÊÒ⁄ (d)U
6. Which of the following indicates nature of learning ?
(a) Learning is not based on maturation. (b) Learning does not promotes maladjustment.
(c) Learning is not a passive process. (d) Learning is not related to goals.
Choose the correct option :
(A) (a), (b) and (d) only (B) (a) and (b) only
(C) (b) and (c) only (D) (a) and (d) only

UPT-19/P-II/L 14

7. Piaget-¹ ³ìt¡, ëA¡à> ¤á¹¹ š¹à &[i¡ [ÅÇ¡ìÚ "àu‹à¹oà Kk¡> A¡[¹¤îº "๴± A¡ì¹ ?
(A) 11 ¤á¹ (B) 12 ¤á¹ (C) 13 ¤á¹ (D) 18 ¤á¹

7. [šÚàì\ìi¡¹ (Piaget) ³ìt¡ A¡t¡ ¤á¹ ¤ÚÎë=ìA¡ &A¡[i¡ [ÅÇ¡ "àu‹à¹oà Kk¡> A¡¹ìt¡ Ç¡¹ç¡ A¡ì¹ ?
(A) 11 ¤á¹ (B) 12 ¤á¹ (C) 13 ¤á¹ (D) 18 ¤á¹

7. Piaget ÁŸ ’ÊÁŒé‹Ê ’’ ’Ê‚Ê⁄UÁŸ»˝§Êÿ ‚Ê‚ πÈÁŒÿÊÁŸ ªÊfl ‚ÊãŒÊ¥ÁÕ ¡ÊҪʟÊÿ ¡ÊªÊÿÊ -
(A) 11 ’Ê‚Ê⁄U (B) 12 ’Ê‚Ê⁄U (C) 13 ’Ê‚Ê⁄U (D) 18 ’Ê‚Ê⁄U

7. Piaget ∑§ •ŸÈ‚Ê⁄U ∞∑§ Á‡Ê‡ÊÈ ◊¥ Á∑§‚ fl·¸ ‚ •Êà◊ œÊ⁄UáÊÊ ∑§Ê Áfl∑§Ê‚ •Ê⁄Uê÷ „ÊÃÊ „Ò?
(A) 11 ‚Ê‹ (B) 12 ‚Ê‹ (C) 13 ‚Ê‹ (D) 18 ‚Ê‹

7. According to Piaget, from which year a child starts to develop self concept ?
(A) 11 years (B) 12 years (C) 13 years (D) 18 years
8. ‹ã¹ K[t¡¹ [ÅÇ¡ÎA¡º¹ ³à\t¡ ¤v¡ûõ¡t¡à š‡ý¡[t¡ 󡺚øÎè A¡[¹¤îº &\> [ÅÛ¡ìA¡ :
(a) Ѭ¹ šøìÛ¡šo A¡[¹¤ >àºàìK [™ìÒtå¡ Òü ³ì>àì™àKt¡ ¤¸àQàt¡ A¡[¹¤ šà칡ú
(b) ì¤ÃA¡¤l¢¡/Aõ¡Ì¡ó¡ºA¡¹ š™¢¸àœ ¤¸¯Ò๠A¡[¹¤ ºàìK¡ú
(c) [>´•t¡³ [ÅÛ¡oãÚ Îò\å[º¹ ¤¸¯Ò๠"à¹ç¡ Τ¢à[‹A¡ A¡=à A¡’¤ ºàìK¡ú
(d) [>´•t¡³ šø[t¡šå[Ê¡ "à¹ç¡ Τ¢à[‹A¡ l¡üšìƒÅ [ƒ¤ ºàìK¡ú
Ç¡‡ý¡ [¤A¡¿ìi¡à ¤à[W¡ l¡ü[º*¯à :
(A) (a), (b) "à¹ç¡ (c) (B) (a) "à¹ç¡ (b) (C) ëA¡¯º (b) (D) (b), (c) "à¹ç¡ (d)

8. ‹ã¹K[t¡¹ [Åǡ샹 ³ì‹¸ ¤v¡ûõt¡à š‡ý¡[t¡ 󡺚øÎè A¡¹ìt¡ Òìº &A¡\> [ÅÛ¡ìA¡¹ :¡
(a) Ѭ¹ šøìÛ¡šo A¡¹à [>ÍßìÚà\> ë™ìÒtå¡ *i¡à ³ì>àì™àìK ¤¸àQàt¡ A¡¹ìt¡ šà칡ú
(b) ì¤ÃA¡ì¤àl¢¡/Aõ¡Ì¡ó¡ºìA¡¹ š™¢àœ¡ ¤¸¤Ò๠A¡¹ìt¡ ÒÚ¡ú
(c) [>´•t¡³ [ÅÛ¡oãÚ Î¹gàì³¹ ¤¸¤Ò๠&¤} Τ¢à[‹A¡ A¡=à ¤ºìt¡ ÒÚ¡ú
(d) [>´•t¡³ šø[t¡[yû¡Úà &¤} Τ¢à[‹A¡ l¡üšìƒÅ [ƒìt¡ ÒÚ¡ú
Ç¡‡ý¡ [¤A¡¿ ëA¡à>[i¡ ?
(A) (a), (b) &¤} (c) (B) (a) &¤} (b) (C) ëA¡¤º (b) (D) (b), (c) &¤} (d)

8. ‹Ê‚Ò ‹Ê‚Ò‚Ê ‚Ê‹Ê¥ª˝Ê ªÕ”»§Ê⁄UÁŸ ª¡⁄UÊfl Á’’È¥ÁÕ „ÊŸÊÿ ’ÊÁŒ »§Ê⁄UÊ¥ŸÊÿ¡Ê¥ ◊Ê¡ÊæÒ§ ⁄UÊ¥„ÊŸÊé‹Ê ‚Ê‚ »§Ê⁄UÊ¥ÁªÁ⁄UÿÊ -
(a) ªÊ⁄UÊ¥ ◊ÁŒ©‹‚Ÿ πÊ‹Ê◊ŸÊæ§Ê ◊ÊŸÊŸÿ Á’‚Ê⁄U ªÊ‚Ê „ÊŸÊÿÊfl „¥ÕÊ ◊ÊÛÊÊ „ʪÊÒ–
(b) é‹∑§’«¸UπÊÒ „ÊŸÊÿ ◊ÊÁŸ ’Ê„ÊÿŸÊ¥ªÊÒ–
(c) π◊ Á’’Ê¥ÁŸ »§Ê⁄UÊ¥ª˝Ê •Êª¡È ’Ê„ÊÿŸÊ¥ªÊÒ •Ê⁄UÊ ’Ê¥Á‚Ÿ πÊÕÊ ’È¥ŸÊ¥ªÊÒ–
(d) π◊ Á’’Ê¥ÁŸ feedback „ÊŸÊ¥ªÊÒ •Ê⁄UÊ ’Ê¥Á‚Ÿ ’Ê‚ÊŸ „ÊŸÊ¥ªÊÒ–
ªÊ¡ÊÒÁŸπÊÒ ŸÊÿŸÊ ÕÊ⁄U ªÊ⁄UÊ’ÕÊÿπÊÒ ‚Êÿπ”ŸÊ ÁŒ„ÈŸ -
(A) (a), (b) •Ê⁄UÊ (c) (B) (a) •Ê⁄UÊ (b) (C) (b) •Ê‹” ÕÊ⁄U (D) (b), (c) •Ê⁄UÊ (d)

UPT-19/P-II/L 15 P.T.O.

8. œË⁄UªÁà ‚ê¬ÛÊ Á‡Ê‡ÊÈ ∑§ ’Ëø √ÿÊÅÿÊŸ ¬hÁà ∑§Ê ‚Ê»§Àÿ◊Áá«Uà ∑§⁄UŸ ∑§ Á‹∞ ∞∑§ Á‡ÊˇÊ∑§ —
(a) Sfl⁄U ¬˝ˇÊ¬Ÿ Ÿ„Ë¥ ∑§⁄UŸÊ øÊÁ„∞ ÄÿÊ¥Á∑§ ß‚ ◊ŸÊÿÊª ∑§Ê √ÿÊÉÊÊà ∑§⁄U ‚∑§ÃÊ „Ò–
(b) é‹Ê∑§ ’Ê«¸U ¬ÿʸåà √ÿfl„Ê⁄U ∑§⁄UŸÊ øÊÁ„∞–
(c) ÁŸêŸÃ◊ Á‡ÊˇÊáÊ ∑§Ê ‚Ê◊ª˝Ë √ÿfl„Ê⁄U •ÊÒ⁄U ‚flʸÁœ∑§ ’Êà ∑§⁄UŸË øÊÁ„∞–
(d) ÁŸêŸÃ◊ »§Ë«U’Ò∑§ •ÊÒ⁄U ‚flʸÁœ∑§ ©¬Œ‡Ê ŒŸÊ øÊÁ„∞–
‡ÊÈh Áfl∑§À¬ ∑§Ê øÈŸ∑§⁄U Á‹Áπ∞ —
(A) (a), (b) •ÊÒ⁄ (c)U (B) (a) •ÊÒ⁄ (b)U (C) ∑§fl‹ (b) (D) (b), (c) •ÊÒ⁄ (d)U

8. To make Lecture method effective among the slow learners, a teacher :
(a) Should not use Voice Modulation as it distract their attention.
(b) Should use Blackboard sufficiently.
(c) Should use minimum teaching aids and maximum talk.
(d) Should provide less feedback and more advice.
Find the correct option :
(A) (a), (b) and (c) (B) (a) and (b) (C) (b) only (D) (b), (c) and (d)

9. ¤[Ò³å¢Jã ¤¸[v¡û¡â«¹ ¤¸[v¡û¡¹ ëÛ¡yt¡ [>ì´•à[º[Jt¡ ëA¡à>ìi¡à ¤¸[v¡û¡â«¹ Î}ºÛ¡o ëƒJà ™àÚ ?
(A) "àuìA¡[–ƒøA¡t¡à (B) γà\ìA¡[–ƒøA¡t¡à (C) ºà\Aå¡[¹Úà (D) "A¡ºÅ¹ãÚàîA¡ =A¡à

9. ¤[Ò³å¢Jã ¤¸[v¡û¡ì⫹ ¤¸[v¡û¡¹ ëÛ¡ìy [>´•[º[Jt¡ ëA¡à>¡ ¤¸[v¡û¡â« Î}ºÛ¡o ëƒJà ™àÚ ?
(A) "àuìA¡[–ƒøA¡t¡à (B) γà\ìA¡[–ƒøA¡t¡à (C) ºðàÅãºt¡à (D) &A¡àA¡ãìâ« =àA¡à

9. ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚πÊÒ ‚◊Ê¡¡Ê¥ ‚Ê◊ÊãŒÊ ªÊŸÊ¥ (Extrovert person) ‚Ê‚ ‚È’È¥ÁŸ ªÊflÊÁ⁄U •ÊπÈÕÊßπÊÒ ◊ÊŸÊ -
(A) ªÊflπÊÒ‹” Á◊L§ πÊ‹Ê◊ŸÊÿ (Self Centredness)
(B) ‚◊Ê¡πÊÒ Á◊L§ πÊ‹Ê◊ŸÊÿ (Society Centredness)
(C) ‹ÊÁ¡ªÈ‚È (Shyness)
(D) „Ê⁄UÁ‚æÒ§ ÕÊŸÊÿ (Aloofness)

9. ’Á„◊ȸπË √ÿÁÄÃàfl ∑§ √ÿÁÄà ∑§ ˇÊòÊ ◊¥ ÁŸêŸÁ‹Áπà ∑§ÊÒŸ ‚Ë √ÿÁÄêà πÊÁ‚ÿà ¬Ê߸ ¡ÊÃË „Ò?
(A) •Êà◊ ∑§ÁãŒ˝∑§ÃÊ (B) ‚◊Ê¡ ∑§ÁãŒ˝∑§ÃÊ (C) ‚¥∑§ÊøË (D) ©ŒÊ‚ËŸ

9. Which of the following personality traits is found in an extrovert person ?
(A) Self centredness (B) Society centredness
(C) Shyness (D) Aloofness

UPT-19/P-II/L 16

10. t¡ºt¡ [ƒÚà ëA¡à>ì¤à¹ ">å[ÅÛ¡o¹ ëÛ¡yt¡ Ît¡¸ ?
(a) ÒüÚàA¡ šøAõ¡t¡ ëÅøoãìA¡àk¡à¹ š[¹ì¤Åt¡ ">åÅãº> A¡¹à >ÒÚ¡ú
(b) šøoàºã¤‡ý¡ šø[t¡šå[Ê¡ šøƒà> A¡¹à >ÒÚ¡ú
(c) Òü ‹[¹ ºÚ ë™ [ÅÛ¡o íÒìá &A¡ \[i¡º A¡à™¢¸¡ú
(d) [ÅÛ¡o¹ ëA¡ïźγèÒ &i¡à &i¡àîA¡ ">åÅãº> A¡¹à >ÒÚ¡ú
(e) Òü [ÅA¡>¹ "àW¡¹>¤àƒã t¡w¹ *š¹t¡ šø[t¡[Ë¡t¡¡ú
Ç¡‡ý¡ [¤A¡¿ ¤à[W¡ l¡ü[º*¯à :
(A) (a), (c) "à¹ç¡ (d) (B) (c), (d) "à¹ç¡ (e) (C) (b), (c), (d) "à¹ç¡ (e) (D) (a), (c) "à¹ç¡ (e)

10. [>ìW¡ ëƒ*Úà ëA¡à>P¡ìºà "oå[ÅÛ¡ìo¹ ëÛ¡ìy Ît¡¸ ?
(a) &ìA¡ šøAõ¡t¡ ëÅø[oA¡ìÛ¡¹ š[¹ì¤ìÅ ">åÅãº> A¡¹à ÒÚ >à¡ú
(b) šøoàºã¤‡ý¡ šø[t¡[yû¡Úà šøƒà> A¡¹à ÒÚ >à¡ú
(c) ‹ì¹ ë>*Úà ëÒàA¡ ë™ [ÅÛ¡o Òº &A¡[i¡ \[i¡º A¡à™¢¸ ú
(d) [ÅÛ¡o ëA¡ïźγèÒ &A¡i¡à &A¡i¡à A¡ì¹ ">åÅãº> A¡¹à ÒÚ >à¡ú
(e) &[i¡ [ÅÛ¡ìo¹ ¤¸¤Ò๤àƒã t¡ìw¹ *šì¹ šø[t¡[Ë¡t¡¡ú
Ç¡‡ý¡ [¤A¡¿ ëA¡à>[i¡ ?
(A) (a), (c) &¤} (d) (B) (c), (d) &¤} (e) (C) (b), (c), (d) &¤} (e) (D) (a), (c) &¤} (e)

10. ªÊ„ÊÿÁŸ ’’ ’’ÿÊ micro teaching ÁŸ ÕÊ⁄U •ÊŒ’ -
(a) ’πÊÒ ÕÊ⁄U ÕÊπÊ πÕÊÁŸ ÕÊ‚ÊÁ⁄UÿÊfl ‚⁄U‚Ê πÊ‹Ê◊ŸÊÿ ¡ÊÿÊ
(b) πÊÁãÕ’ÊÁŒ ◊ÊflÁ»§ÕÊßÁŸ Á»§ŸπÊÒ „ÊŸÊÿ ¡ÊÿÊ
(c) »§Ê⁄UÊ¥ŸÊÿπÊÒ ◊ÊŸ‚ ¡ÊÕÊ ªÊŸÊ¥ „Ê’Ê ◊„⁄ÒU „◊ŸÊÿ ¡ÊÿÊ
(d) ªÊflÊÁ⁄U »§Ê⁄UÊ¥ŸÊÿ •ÊŒ’πÊÒ ‚⁄U‚Ê πÊ‹Ê◊ŸÊÿ ¡ÊÿÊ
(e) ’ÿÊ behaviouristic theory of learning ÁŸ ‚ÊÿÊfl Á’ÕÊ πÊ‹Ê◊ŸÊÿ
ÕÊ⁄U Á»§ŸπÊÒ ‚Êÿπ” -
(A) (a), (c) •Ê⁄UÊ (d) (B) (c), (d) •Ê⁄UÊ (e) (C) (b), (c), (d) •Ê⁄UÊ (e) (D) (a), (c) •Ê⁄UÊ (e)

UPT-19/P-II/L 17 P.T.O.

10. ÁŸêŸÁ‹Áπà ∑§ÊÒŸ-‚Ê •ŸÈÁ‡ÊˇÊáÊ ∑§ ˇÊòÊ ◊¥ ‚àÿ „Ò?
(a) ß‚∑§Ê ¬˝∑Χà üÊáÊË ∑§ˇÊÊ ∑§Ê ¬Á⁄Ufl‡Ê ◊¥ •ŸÈ‡ÊË‹Ÿ Ÿ„Ë¥ Á∑§ÿÊ ¡ÊÃÊ „Ò–
(b) ¬˝áÊÊ‹Ë’h »§Ë«U’Ò∑§ ¬˝ŒÊŸ Ÿ„Ë¥ Á∑§ÿÊ ¡ÊÃÊ „Ò–
(c) ÿ„ ◊ÊŸ Á‹ÿÊ ªÿÊ „Ò Á‡ÊˇÊáÊ ∞∑§ ∑§Á∆UŸ ∑§Êÿ¸ „Ò–
(d) Á‡ÊˇÊáÊ ∑§Ê ∑§Ê҇ʋ ‚◊Í„ ∞∑§-•ŸÈ‡ÊË‹Ÿ Ÿ„Ë¥ Á∑§ÿÊ ªÿÊ „Ò–
(e) ÿ„ Á‡ÊˇÊÊ ¬˝ÊÁåà ∑§Ê •Êø⁄UáÊflÊŒË ÃûflÊ¥ ¬⁄U •ÊœÊÁ⁄Uà „Ò–
‡ÊÈh Áfl∑§À¬ ∑§Ê øÈŸ∑§⁄U Á‹Áπ∞ —
(A) (a), (c) •ÊÒ⁄ (d)U (B) (c), (d) •ÊÒ⁄ (e)U (C) (b), (c), (d) •ÊÒ⁄ (e)U (D) (a), (c) •ÊÒ⁄ (e)U

10. Which of the following are correct about micro teaching technique ?
(a) It is not practised in real classroom situation.
(b) Systematic feedback is not provided.
(c) It assumes that teaching is a complex activity.
(d) Individual teaching skills are not practised.
(e) It is based on the behaviouristic theory of learning.
Choose the correct option :
(A) (a), (c) and (d) (B) (c), (d) and (e) (C) (b), (c), (d) and (e) (D) (a), (c) and (e)

11. ëÅøoãìA¡àk¡àt¡ ë™àK "à¹ç¡ [¤ìÚàK [ÅA¡à¹ šàát¡, &\> [ÅÛ¡à=¢ãìÚ &i¡à šàyt¡ =A¡à 11i¡à "à욺¹š¹à 6i¡à l¡ü[ºÚàÒü "à[>,
5i¡à =à[A¡º ¤å[º ¤å[\ ëšà¯àt¡ γ=¢ ÒÚ, ët¡ì”z ëÎÒüìi¡à Ò’¤ :

(A) [ÅA¡>¹ "[¤A¡º Ñ‚à>à”z¹o (B) [ÅA¡>¹ ">åyû¡[³A¡ Ñ‚à>à”z¹o
(C) [ÅA¡>¹ ˜¡oàuA¡ Ñ‚à>à”z¹o (D) [ÅA¡>¹ ‹>àuA¡ Ñ‚à>à”z¹o

11. ìÅøoãA¡ìÛ¡ ë™àK &¤} [¤ìÚàK ëÅJ๠šì¹, &A¡\> [ÅÛ¡à=¢ã &A¡[i¡ šàìy =àA¡à 11[i¡ "à욺 ë=ìA¡ 6[i¡ 뤹 A¡ì¹ ì>*Úà¹
š¹ 5i¡à ¹Òüìºà ¤ìº ¤å\ìº t¡ì¤ ëÎi¡à Òì¤ :
(A) [ÅÛ¡ìo¹ "[¤A¡º Ñ‚à>à”z¹o (B) [ÅÛ¡ìo¹ ">åyû¡[³A¡ Ñ‚à>à”z¹o
(C) [ÅÛ¡ìo¹ ˜¡oàuA¡ Ñ‚à>à”z¹o (D) [ÅÛ¡ìo¹ ‹>àuA¡ Ñ‚à>à”z¹o

11. ÕÊπÊ πÕÊÿÊfl ŒÊ¡Ê’ •Ê⁄UÊ ŒÊŸπ” »§Ê⁄UÊ¥πÊ¥ŸÊÿÁŸ ©ŸÊfl ‚Ê‚ »§⁄UÊÿ‚ÊÿÊ ◊ÊŸ‚ •Êÿ¡æ§Êfl ÕÊŸÊÿ ÕÊß 11 •Ê¬‹ÁŸ»˝§Êÿ
ÕÊß 6 πÊÒ ’„ÛÊÊŸÒ ÕÊß’Ê ÕÊ’Êÿ „ÊÛÊÊ ’ÈÁ¡ŸÊ „ÊŸÊÿ ¡ÊÿÊ •é‹Ê ’πÊÒ ◊Ê ’È¥ªÊŸ?
(A) Lateral Transfer of Learning (B) Sequential Transfer of Learning
(C) Negative Transfer of Learning (D) Positive Transfer of Learning

UPT-19/P-II/L 18

11. üÊáÊË ∑§ˇÊÊ ◊¥ ÿÊª •ÊÒ⁄U ´§áÊÊà◊∑§ Á‡ÊˇÊÊ ŒŸ ∑§ ’ÊŒ, Á∑§‚Ë ∞∑§ ÁfllÊÕ˸ Ÿ ∞∑§ ∑§‹„ ◊¥ ⁄UπÊ ªÿÊ 11 •¬‹Ê¥ ◊¥ ‚ 6 •¬‹
ÁŸ∑§Ê‹ ∑§⁄U 5 ⁄U„ ªÿÊ ‚◊¤Ê ¬ÊŸ ∑§Ê ‚◊Õ¸flÊŸ „ÊÃÊ „Ò, Ã’ fl„ „ÊªÊ —

(A) Á‡ÊˇÊÊ ¬˝ÊÁåà ∑§Ê •Áfl∑§‹ SÕÊŸÊãÃ⁄UáÊ (B) Á‡ÊˇÊÊ ¬˝ÊÁåà ∑§Ê •ŸÈ∑˝§Á◊∑§ SÕÊŸÊãÃ⁄UáÊ

(C) Á‡ÊˇÊÊ ¬˝ÊÁåà ∑§Ê ´§áÊÊà◊∑§ SÕÊŸÊãÃ⁄UáÊ (D) Á‡ÊˇÊÊ ¬˝ÊÁåà ∑§Ê ÿÊªÊà◊∑§ SÕÊŸÊãÃ⁄UáÊ

11. After teaching substraction and addition in class, a student is able to remove six apples from a pot containing
11 and understand that there would be five left, then it is a :

(A) Lateral transfer of learning (B) Sequential transfer of learning

(C) Negative transfer of learning (D) Positive transfer of learning

12. [ÅÛ¡o¹ šøA¡¿ š‡ý¡[t¡ ëA¡à>ìi¡à ƒÅ¢>¹ *š¹t¡ [®¡[v¡ A¡[¹ [¤A¡àÅ íÒìá ?

(A) "àƒÅ¢¤àƒã ƒÅ¢> (B) šøìÚàK¤àƒã ƒÅ¢> (C) šøAõ¡[t¡¤àƒã ƒÅ¢> (D) ¤àÑz¯¤àƒã ƒÅ¢>

12. [ÅÛ¡ìo¹ šøA¡¿ š‡ý¡[t¡ [>´•[º[Jt¡ ëA¡à> ƒÅ¢>[i¡¹ *šì¹ [®¡[v¡ A¡ì¹ [¤A¡àÅ ÒìÚìá ?

(A) "àƒÅ¢¤àƒã ƒÅ¢> (B) šøìÚàK¤àƒã ƒÅ¢> (C) šøAõ¡[t¡¤àƒã ƒÅ¢> (D) ¤àÑz¤¤àƒã ƒÅ¢>

12. Project method of teaching •Ê ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ ‚ÊŸÁd¡Ê¥ ŒÊflªÊÿÊ __________.

(A) Idealistic philosophy (B) Pragmatic philosophy

(C) Naturalistic philosophy (D) Realistic philosophy

12. Á‡ÊˇÊáÊ ∑§Ê ¬˝∑§À¬ ¬hÁà ∑§ÊÒŸ-‚Ê Œ‡Ê¸Ÿ ¬⁄U •ÊœÊÁ⁄Uà „Ê∑§⁄U Áfl∑§Ê‚ „ÊÃÊ „Ò?

(A) •ÊŒ‡Ê¸flÊŒË (B) ¬˝ÿÊªflÊŒË (C) ¬˝∑ΧÁÃflÊŒË (D) flÊSÃÁfl∑§ÃÊflÊŒË

12. Project method of teaching is developed on the basis of which Philosophy ?

(A) Idealistic Philosophy (B) Pragmatic Philosophy

(C) Naturalistic Philosophy (D) Realistic Philosophy

UPT-19/P-II/L 19 P.T.O.

13. [ÅA¡>¹ t¡wγèÒ "à¹ç¡ ëÎÒüì¤à¹¹ l¡üŠ±à¯A¡¹ >à³ [ƒÚà íÒìá :
[ÅA¡>¹ t¡wγèÒ l¡üŠà± ¯A¡ÎA¡º
(a) Î}ì™àK¤àƒ (i) A¡Òºà¹
(b) Îà³[KøA¡t¡à¤àƒ (ii) ÑHþã>à¹
(c) A¡à™¢àuA¡ ">å¤Þê¡>¤àƒ (iii) ìš®¡º¯
(d) ">å¤Þê¡>¤àƒ (iv) =>¢l¡àÒüA¡
Ç¡‡ý¡ [³ºìi¡à ¤à[W¡ l¡ü[º*¯à :
(A) (a) - (iv), (b) - (ii), (c) - (i), (d) - (iii) (B) (a) - (i), (b) - (ii), (c) - (iii), (d) - (iv)
(C) (a) - (iv), (b) - (i), (c) - (ii), (d) - (iii) (D) (a) - (ii), (b) - (i), (c) - (iii), (d) - (iv)

13. [ÅÛ¡ìo¹ t¡wγèÒ &¤} t¡à샹 l¡üŠ±à¤A¡ìƒ¹ >à³ ëƒ*Úà Òº :
[ÅÛ¡ìo¹ t¡wγèÒ l¡üŠà± ¤A¡ìƒ¹ >à³
(a) Î}ì™àK¤àƒ (i) ìA¡àÒºà¹
(b) Îà³[KøA¡t¡à¤àƒ (ii) ÑHþã>à¹
(c) A¡à™¢àuA¡ ">å¤Þê¡>¤àƒ (iii) š¸à®¡º®¡
(d) ">å¤Þê¡>¤àƒ (iv) =>¢l¡àÒüA¡
Ç¡‡ý¡ l¡üv¡¹[i¡ ë¤ìá >à* ú¡
(A) (a)-(iv), (b)-(ii), (c)-(i), (d)-(iii) (B) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv)

(C) (a)-(iv), (b)-(i), (c)-(ii), (d)-(iii) (D) (a)-(ii), (b)-(i), (c)-(iii), (d)-(iv)

13. ‚Ê‹Ê¥ŸÊÿÁŸ ’È¥»È§⁄U‹È»§Ê⁄U •Ê⁄UÊ ’πÊÒ ÁŒ„ÈŸª˝Ê»§Ê⁄UÁŸ ◊È¥πÊÒ „ÊŸÊÿ ¡Ê’Êÿ -
‚Ê‹Ê¥ŸÊÿÁŸ ’È¥»È§⁄U‹È ÁŒ„ÈŸÁªÁ⁄U»§Ê⁄U
(Theory of learning) (Propounder)

(a) Connectionism (i) Kohler
(b) Gestalt theory of learning (ii) Skinner
(c) Theory of operant conditioning (iii) Pavlov

(d) Theory of classical conditioning (iv) Thorndike

ªÊ¡ÊÒÁŸπÊÒ ŸÊÿŸÊ ªÊ⁄UÊ’ÕÊÿπÊÒ ‚Êÿπ”
(A) (a)-(iv), (b)-(ii), (c)-(i), (d)-(iii) (B) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv)
(C) (a)-(iv), (b)-(i), (c)-(ii), (d)-(iii) (D) (a)-(ii), (b)-(i), (c)-(iii), (d)-(iv)

UPT-19/P-II/L 20

13. Á‡ÊˇÊÊ-¬˝ÊÁåà ∑§Ê Ãûfl‚◊Í„ •ÊÒ⁄U ߟ∑§Ê ¬˝Ê¬Ê©ã«U⁄U ∑§Ê ŸÊ◊ ÁŒÿÊ ªÿÊ „Ò —
Á‡ÊˇÊÊ-¬˝ÊÁåà ∑§Ê Ãûfl‚◊Í„ ¬˝Ê¬Ê©ã«U⁄U
(a) ‚¥ÿÊªflÊŒ (i) ∑§Ê„‹Ê⁄U
(b) ‚Ê◊Áª˝∑§ÃÊflÊŒ (ii) ÁS∑§ŸÊ⁄U
(c) ∑§Êÿʸà◊∑§ •ŸÈ’㜟flÊŒ (iii) ¬fl‹fl
(d) •ŸÈ’㜟flÊŒ (iv) ÕÊÚŸ«¸ UÊß∑§
‡ÊÈh Áfl∑§À¬ ∑§Ê øÈŸ∑§⁄U ÁŸ∑§ÊÁ‹∞ —
(A) (a) - (iv), (b) - (ii), (c) - (i), (d) - (iii) (B) (a) - (i), (b) - (ii), (c) - (iii), (d) - (iv)
(C) (a) - (iv), (b) - (i), (c) - (ii), (d) - (iii) (D) (a) - (ii), (b) - (i), (c) -(iii), (d) - (iv)

13. Names of the Learning Theories and their Propounders are given :
Learning Theories Propounders
(a) Connectionism (i) Kohler
(b) Gestalt theory of learning (ii) Skinner
(c) Theory of operant conditioning (iii) Pavlov
(d) Theory of classical conditioning (iv) Thorndike
Choose the correct match :
(A) (a) - (iv), (b) - (ii), (c) - (i), (d) - (iii) (B) (a) - (i), (b) - (ii), (c) - (iii), (d) - (iv)
(C) (a) - (iv), (b) - (i), (c) - (ii), (d) - (iii) (D) (a) - (ii), (b) - (i), (c) -(iii), (d) - (iv)

14. [ÅÛ¡o [ÅA¡>¹ ëÛ¡yt¡ t¡º¹ ëA¡à>ì¤à¹ "[®¡ì¹àW¡> "ài¡àÒüt¡îA¡ P¡¹ç¡â«šèo¢ ëA¡ïź ?
(a) ÎQ>àÚ Åà[Ñz¹ ¤¸¯Ò๠A¡¹à (b) [ÅÛ¡à=¢ãìÚ ºÛ¡¸Î³èÒ [Ñ‚¹ A¡[¹ ëºà¯à¡ú
(c) [ÅÛ¡à=¢ã¹ ÎÒòà[¹¹ l¡üš™åv¡û¡ šø[t¡šå[Ê¡ [ƒÚà¡ú (d) [ÅÛ¡à=¢ã¹ ®å¡º¹ ¤àì¤ ët¡*òìºàA¡A¡ \K¹ãÚà A¡¹à¡ú
Ç¡‡ý¡ l¡üv¡¹ìi¡à ¤à[W¡ l¡ü[º*¯à :
(A) ëA¡¯º (a), (b) "à¹ç¡ (c) (B) ëA¡¯º (b) "à¹ç¡ (c)
(C) ëA¡¯º (a), (b) "à¹ç¡ (d) (D) ëA¡¯º (b), (c) "à¹ç¡ (d)

14. [ÅÛ¡o [Åۡ๠ëÛ¡ìy [>ìW¡¹ ëA¡à> ëšø¹oàP¡ìºà Τì=ìA¡ P¡¹ç¡â«šèo¢ ëA¡ïź ?
(a) ¤à¹ ¤à¹ Åà[Ñz¹ ¤¸¤Ò๠A¡¹à (b) [ÅÛ¡à=¢ã샹 ‡à¹à [Åۡ๠ºÛ¡¸Î³èÒ [Ñ‚¹ A¡¹à
(c) [ÅÛ¡à=¢ã¹ l¡üv¡ì¹¹ ™=à™= šø[t¡[yû¡Úà ëƒ*Úà (d) [ÅÛ¡à=¢ã¹ ®å¡ìº¹ \>¸ t¡à샹 ëƒàÈ ëƒ*Úà
Ç¡‡ý¡ l¡üv¡¹[i¡ ë¤ìá >à*¡ú
(A) Ç¡‹å (a), (b) &¤} (c) (B) Ç¡‹å (b) &¤} (c)
(C) Ç¡‹å (a), (b) &¤} (d) (D) Ç¡‹å (b), (c) &¤} (d)

UPT-19/P-II/L 21 P.T.O.

14. ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ÿÊ Motivation in the teaching-learning situation ÁŸ ‚Ê’Á‚Ÿ ⁄UÊ„Ê?
(a) πŸ‹ πŸ‹ ‚Ê¡Ê „ÊŸÊÿ–
(b) ‚Ê‹Ê¥‚ÊÿÊ ÕÊ¥Áπ»§Ê⁄UπÊÒ ÁÕ πÊ‹Ê◊ŸÊ ‹ÊŸÊÿ–
(c) »§⁄UÊÿ‚ÊÿÊ ‹È’ÒŸÊÿ ’ÊÁŒ ªŸÊÿ¡ÊÕÊfl ’Ê‚ÊŸ „ÊŸÊÿ–
(d) »§⁄UÊÿ‚ÊÁŸ ªÊ⁄UÊÁãÕÁŸ ÕÊπÊÿ Á’‚Ê⁄UπÊÒ ŒÊÿÁŸÁªÁ⁄U πÊ‹Ê◊ŸÊÿ–
ªÊ¡ÊÒÁŸπÊÒ ŸÊÿŸÊ ÕÊ⁄U Á»§ãŸÊÿπÊÒ ‚Êÿπ”
(A) (a), (b) •Ê⁄UÊ (c) •Ê‹” ÕÊ⁄U (B) (b) •Ê⁄UÊ (c) •Ê‹” ÕÊ⁄U
(C) (a), (b) •Ê⁄UÊ (d) •Ê‹” ÕÊ⁄U (D) (b), (c) •Ê⁄UÊ (d) •Ê‹” ÕÊ⁄U

14. “Á‡ÊˇÊáÊ-Á‡ÊˇÊÊ-¬˝ÊÁåÔ ∑§ ˇÊòÊ ◊¥ ÁŸêŸÁ‹Áπà ∑§ÊÒŸ-‚Ê •Á÷¬˝⁄UáÊ ∑§Ê ‚’‚ ◊„ûfl¬Íáʸ ∑§Ê҇ʋ „Ò?
(a) ÁŸ⁄UãÃ⁄U ‚$¡Ê ŒŸÊ–
(b) Á‡ÊˇÊÊÕ˸ ∑§ mÊ⁄UÊ ‹ˇÿ ∑§Ê ÁSÕ⁄U ∑§⁄U ‹ŸÊ–
(c) Á‡ÊˇÊÊÕ˸¸ ∑§Ë ‚„ÿÊÁªÃÊ ∑§Ê ©¬ÿÈÄà ¬ÈŸÁŸ¸fl‡ÊŸ ∑§⁄UŸÊ–
(d) Á‡ÊˇÊÊÕ˸ ∑§Ë ÷Í‹ ∑§ ¬˝Áà ߟ ‹ÊªÊ¥ ∑§Ê Á¡ê◊flÊ⁄U ∑§⁄UŸÊ–
‚„Ë ©ûÊ⁄U ∑§Ê øÈÁŸ∞ —
(A) ∑§fl‹ (a), (b) •ÊÒ⁄ (c) (B) ∑§fl‹ (b) •ÊÒ⁄ (c)
(C) ∑§fl‹ (a), (b) •ÊÒ⁄ (d) (D) ∑§fl‹ (b), (c) •ÊÒ⁄ (d)

14. Which of the following are the most important techniques of motivation in the teaching-learning
situations ?
(a) Frequent use of punishment (b) Setting of goals by the students
(c) Proper feedback of student’s response (d) Blame the students for their fault
Find the correct answer :
(A) (a), (b) and (c) only (B) (b) and (c) only
(C) (a), (b) and (d) only (D) (b), (c) and (d) only
15. ì™[t¡Úà, [ÅÇ¡ &[i¡¹ ¤å‡ý¡à}Å 70 - 90 ¹ [®¡t¡¹t¡ =àìA¡, ët¡ì”z ët¡ì> [ÅÇ¡A¡ ëA¡à>ìi¡à ëÅøoãt¡ ¹Jà ÒÚ ?
(A) šø[t¡®¡à¯à> [ÅÇ¡ (B) ‹ã¹ K[t¡¹ [ÅÇ¡
(C) ³èJ¢ [ÅÇ¡ (D) \Øl¡ ¤å[‡ý¡ [ÅÇ¡

15. ™J> &A¡[i¡ [ÅÇ¡¹ ¤å[‡ý¡¹ "}Å 70-90 &¹ 뮡t¡ì¹ =àìA¡, t¡J> *Òü [ÅÇ¡ìA¡ ëA¡à> ëÅøoãìt¡ ¹àJà ÒÚ ?
(A) šø[t¡®¡à¤à> [ÅÇ¡ (B) ‹ã¹K[t¡ìt¡ [ÅÛ¡à ºà®¡ A¡ì¹ &³> [ÅÇ¡
(C) ³èJ¢ [ÅÇ¡ (D) \Øl¡¤å[‡ý¡Î´šÄ [ÅÇ¡

15. ¡é‹Ê ‚Ê‚ ªÕ”ÁŸ ‚Ê‹ÊÁŸ ¡πÊ (IQ) •Ê 70 - 90 ÁŸ ª¡⁄UÊfl ÕÊÿÊ •é‹Ê Á’ÿÊ ªÊ„ÊÿÁŸ ’’ ÕÊπÊ•Êfl ªÊÇ‹ÒÿÊ?
(A) ß‚Ê⁄UÁŸ ŒÊŸ ◊ÊÛÊÊÿ ªÕ” (B) ‹Ê‚Ò ‹Ê‚Ò ‚Ê‹Ê¥ª˝Ê ªÕ”
(C) ◊Èπ¸ ªÕ” (D) ªÊ‚Ê•ÊÁ⁄U ‚ÊflÁd ªÒÿÒ ‚Ê‹ÊÁŸ ªÕ”

UPT-19/P-II/L 22

15. ¡’ ∑§Ê߸ ∞∑§ Á‡Ê‡ÊÈ ∑§Ê ‘Intelligence Quotient (IQ) 70 - 90 ∑§ ’Ëø ⁄U„ÃÊ „Ò, Ã’ ∞‚ Á‡Ê‡ÊÈ ∑§Ê Á∑§‚ üÊáÊË ◊¥ ⁄UπÊ ¡Ê ‚∑§ÃÊ
„Ò?
(A) ¬˝ÁÃ÷ÊflÊŸ Á‡Ê‡ÊÈ (B) œË⁄ UªÁà ∑§Ê Á‡Ê‡ÊÈ (C) ◊Íπ¸ Á‡Ê‡ÊÈ (D) ¡«∏ ’ÈÁh ‚ê¬ÛÊ Á‡Ê‡ÊÈ

15. When the Intelligence Quotient (IQ) of a child is between 70 - 90, he is generally categorized as :
(A) Gifted (B) Slow learner (C) Idiot (D) Moron

16. t¡º¹ ëA¡à>ìi¡à [¤A¡¿Òü Kk¡>¤àƒ¹ ‘‘5-E [ÅA¡> "à[Ò¢ìi¡à’’ Ç¡‡ý¡îA¡ ëƒJå*¯àÒüìá ?
(A) \[Øl¡t¡ A¡¹à (Engage), "ìo«Èo A¡¹à (Explore), ¤¸àJ¸à A¡¹à (Explain), [¤Åƒ [¤¯¹o [ƒÚà (Elaborate),
³èº¸àÚ> A¡¹à (Evaluate)
(B) \[Øl¡t¡ A¡¹à (Engage), šø¤å‡ý¡ A¡¹à (Enlighten), šøA¡àÅ A¡¹à (Express), [¤Åƒ [¤¯¹o [ƒÚà (Elaborate),
³èº¸àÚ> A¡¹à (Evaluate)
(C) "ìo«Èo A¡¹à (Explore), ¤¸àJ¸à A¡¹à (Explain), šøA¡àÅ A¡¹à (Express), ³èº¸àÚ> A¡¹à (Evaluate),
l¡ü[ƒt¡ ëÒà¯à (Emergent)
(D) \[Ø l ¡t¡ A¡¹à (Engage), ¤¸àJ¸à A¡¹à (Explain), šø ¤ å ‡ ý ¡ A¡¹à (Enlighten), šø A ¡àÅ A¡¹à (Express),
l¡ü[ƒt¡ ëÒà¯à (Emergent)

16. [>ìW¡¹ ëA¡à>[i¡ìt¡ [¤A¡¿ Kk¡>¤à샹 ‘‘5-E [ÅÛ¡o "àƒÅ¢’’[i¡ Ç¡‡ý¡ ¹ê¡ìš ëƒJàì>à ÒìÚìá¡?
(A) [>™åv¡û¡ A¡¹à, "ìÞÈo A¡¹à, ¤¸àJ¸à A¡¹à, [¤Åƒ [¤¤¹o ëƒ*Úà, ³èº¸àÚ> A¡¹à
(B) [>™åv¡û¡ A¡¹à, šø¤å‡ý¡ A¡¹à, šøA¡àÅ A¡¹à, [¤Åƒ [¤¤¹o ëƒ*Úà, ³èº¸àÚ> A¡¹à¡
(C) "ìÞÈo A¡¹à, ¤¸àJ¸à A¡¹à, šøA¡àÅ A¡¹à, ³èº¸àÚ> A¡¹à, l¡ü[xt¡ Ò*Úà¡
(D) [>™åv¡û¡ A¡¹à, ¤¸àJ¸à A¡¹à, šø¤å‡ý¡ A¡¹à, šøA¡àÅ A¡¹à, l¡ü[xt¡ Ò*Úà¡

16. ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ÿÊ ŒÊÕÊÿ’ÊŒ (Constructivism) ÁŸ “5-E learning model” ÁŸ ÕÊ⁄ ◊„⁄UπÊÒ ÁŒÁãÕÿÊ -U
(A) ŸÊ¥ÕÊ’ŸÊÿ (Engage), ‚¥ÁŒ„ÈãŸÊÿ (Explore), ’πflÁÕŸÊÿ (Explain), ªÈflÊ⁄ÒU »§Ê⁄U◊ÊÿÁÕŸÊÿ (Elaborate), ‚È◊ÊãÕÊÿ
(Evaluate)

(B) ŸÊ¥ÕÊ’ŸÊÿ (Engage), ⁄U¡¥ªÊ πÊ‹Ê◊ŸÊÿ (Enlighten), »§Ê⁄U◊ÊÿŸÊÿ (Express), ªÈflÊ⁄ÒU »§Ê⁄U◊ÊÿÁÕŸÊÿ (Elaborate),
‚È◊ÊãÕÊÿ (Evaluate)
(C) ‚¥ÁŒ„ÈãŸÊÿ (Explore), ’πflÁÕŸÊÿ (Explain), »§Ê⁄U◊ÊÿÁÕŸÊÿ (Express), ‚È◊ÊãÕÊÿ (Evaluate), •Ê¥UπÊ⁄U’ÊŸÊÿ
(Emergent)

(D) ŸÊ¥ÕÊ’ŸÊÿ (Engage), ’πfl ÁÕŸÊÿ (Explain), ⁄U¡ª¥ Ê πÊ‹Ê◊ŸÊÿ (Enlighten), »§Ê⁄U◊ÊÿÁÕŸÊÿ (Express), •Êπ
¥ Ê⁄U’ÊŸÊÿ
(Emergent)

UPT-19/P-II/L 23 P.T.O.

16. ÁŸêŸÁ‹Áπà ∑§ÊÒŸ-‚Ê Áfl∑§À¬ ª∆UŸflÊŒ ∑§Ê “5-E Á‡ÊˇÊÊ ¬hÁà ◊ÊÚ«U‹” ∑§Ê ‡ÊÈh M§¬ ‚ ÁŒπÊÃÊ „Ò?

(A) √ÿSà ⁄U„ŸÊ (Engage), •ãfl·áÊ (Explore), √ÿÊÅÿÊ ∑§⁄UŸÊ (Explain), ÁflSÃÎà fláʸŸ (Elaborate), ◊ÍÀÿÊ¥∑§Ÿ (Evaluate)

(B) √ÿSà ⁄U„ŸÊ (Engage), ¬˝’Èh ∑§⁄UŸÊ (Enlighten), ¬˝∑§Ê‡Ê ∑§⁄UŸÊ (Express), ÁflSÃÎà fláʸŸ (Elaborate), ◊ÍÀÿÊ¥∑§Ÿ
(Evaluate)

(C) •ãfl·áÊ (Explore), √ÿÊÅÿÊ ∑§⁄UŸÊ (Explain), ¬˝∑§Ê‡Ê ∑§⁄UŸÊ (Express), ◊ÍÀÿÊ¥∑§Ÿ (Evaluate), ©ÁŒÃ „ÊŸÊ (Emergent)

(D) √ÿSà ⁄U„ŸÊ (Engage), √ÿÊÅÿÊ ∑§⁄UŸÊ (Explain), ¬˝’Èh ∑§⁄UŸÊ (Enlighten), ¬˝∑§Ê‡Ê ∑§⁄UŸÊ (Express),
©ÁŒÃ „ÊŸÊ (Emergent)

16. Which of the following options correctly depicts the “5-E learning model” of constructivism ?

(A) Engage, Explore, Explain, Elaborate, Evaluate

(B) Engage, Enlighten, Express, Elaborate, Evaluate

(C) Explore, Explain, Express, Evaluate, Emergent

(D) Engage, Explain, Enlighten, Express, Emergent

17. [Kºó¡l¢¡¹ ¤å[‡ý¡¹ "à[Ò¢ t¡w³ìt¡, ë¤ï[‡ý¡A¡ A¡à™¢¸¹ ³èº l¡üšàƒà> Ò’º -

(A) šø[yû¡Úà, [¤ÈÚ¤Ññ "à¹ç¡ š[¹oೡ (B) šø[yû¡Úà, ³èº¸àÚ>, [¤ÈÚ¤Ññ "à¹ç¡ š[¹oà³

(C) šø[yû¡Úà, Ѷõ[t¡, [W¡”zà "à¹ç¡ š[¹oà³ (D) Ѷõ[t¡, [¤ÈÚ¤Ññ "à¹ç¡ š[¹oà³

17. [Kºó¡ìl¢¡¹ ¤å[‡ý¡¹ ³àyà t¡w ³ìt¡, ì¤ï[‡ý¡A¡ A¡ì³¢¹ ³èº l¡üšàƒà> Òº :

(A) šø[yû¡Úà, [¤ÈÚ¤Ññ &¤} š[¹oà³ (B) šø[yû¡Úà, ³èº¸àÚ>, [¤ÈÚ¤Ññ &¤} š[¹oà³

(C) šø[yû¡Úà, Ѷõ[t¡, [W¡”zà &¤} š[¹oà³ (D) Ѷõ[t¡, [¤ÈÚ¤Ññ &¤} š[¹oà³

17. Guilford ÁŸ structure of intellect ’È¥»§Ê⁄UÁÕ ’ÊÁŒé‹Ê Main dimension of intellect »˝§Ê ¡Ê’Êÿ -

(A) Á’ÁÕ¥, „Ê’Ê»§ÊÁ⁄U •Ê⁄UÊ ßÿÈŸ Á»§ÕÊß–

(B) Á’ÁÕ¥, ‚È◊ÊãÕÊß, „Ê’Ê»§ÊÁ⁄U •Ê⁄UÊ ßÿÈŸ Á»§ÕÊß–

(C) Á’ÁÕ¥, ªÊ‚ÊπÊ¥ ªÊ„Ê, Á‚ãÃÊ •Ê⁄UÊ ßÿÈŸ Á»§ÕÊß–

(D) ªÊ‚ÊπÊ¥ ªÊ„Ê, „Ê’Ê»§ÊÁ⁄U •Ê⁄UÊ ßÿÈŸ Á»§ÕÊß–

UPT-19/P-II/L 24

17. Áª‹»§Ê«U¸ ∑§Ë ’ÈÁh …∏Ê°øÊ Ãûfl ∑§ •ŸÈ‚Ê⁄U, ’ÊÒÁh∑§ ∑§Êÿ¸ ∑§Ê ◊Í‹ ©¬ÊŒÊŸ „Ò —
(A) ¬˝Á∑˝§ÿÊ, Áfl·ÿflSÃÈ •ÊÒ⁄U ¬Á⁄UáÊÊ◊ (B) ¬˝Á∑˝§ÿÊ, ◊ÍÀÿÊ¥∑§Ÿ, Áfl·ÿflSÃÈ •ÊÒ⁄U ¬Á⁄UáÊÊ◊
(C) ¬˝Á∑˝§ÿÊ, S◊ÎÁÃ, ÁøãÃÊ •ÊÒ⁄U ¬Á⁄UáÊÊ◊ (D) S◊ÎÁÃ, Áfl·ÿflSÃÈ •ÊÒ⁄U ¬Á⁄UáÊÊ◊

17. According to Guilford structure of intellect, the main dimensions of intellect are :

(A) Operation, Content and Product

(B) Operation, Evaluation, Content and Product

(C) Operation, Memory, Thinking and Product

(D) Memory, Content and Product

18. t¡ºt¡ [ƒÚà ëA¡à>ì¤à¹ ³ì>àì™àK "àA¡È¢o¹ ¤¸[v¡û¡ ÎàìšìÛ¡ W¡t¢¡¹ [®¡t¡¹t¡ šì¹ ?
(a) t¡ã¤öt¡à (b) "àA¡à¹ (c) "àKøÒ (d) šøAõ¡[t¡
(e) "àì¯K (f) "¯[Ñ‚[t¡ (g) šå>¹à¤õ[v¡ (h) "[®¡`¡t¡à
Ç¡‡ý¡ l¡üv¡¹ìi¡à ¤à[W¡ l¡ü[º*¯à :
(A) (a), (c), (f), (h) (B) (a), (b), (f), (g) (C) (b), (c), (f), (g) (D) (c), (d), (e), (h)

18. [>ìW¡ ëƒ*Úà ëA¡à>P¡ìºà ³ì>àì™àK "àA¡È¢ìo¹ ¤¸[v¡û¡ ÎàìšÛ¡ Åìt¢¡¹ ³ì‹¸ šì¹ ?
(a) t¡ã¤øt¡à (b) "àA¡à¹ (c) "àKøÒ (d) šøAõ¡[t¡
(e) "àì¤K (f) š[¹[Ñ‚[t¡ (g) šåo³¢èº¸àÚo (h) "[®¡`¡t¡à
Ç¡‡ý¡ l¡üv¡¹[i¡ ë¤ìá >à* ¡ú
(A) (a), (c), (f), (h) (B) (a), (b), (f), (g) (C) (b), (c), (f), (g) (D) (c), (d), (e), (h)

18. ªÊ„ÊÿÁŸ ’’ ’’»§Ê⁄UÊ ªÊflπÊÒ ªÊ‚Ê ¡Ê„ÊŸÊÿÁŸ Á’ÁÕæ§Êfl „Ê’»§ÊŒ⁄UŸÊÿ -
(a) ªÊ∫ÒÁÕ (Intensity) (b) ◊„⁄U (Size) (c) ªÊ‚Ê ŒÈ¥ŸÊÿ (Interest)
(d) ◊ÊãŒÊ¥ÁÕ (Instinct) (e) •Ê’ª (Emotion) (f) ÕÊ‚ÊÁ⁄U (Situation)
(g) •Êfl⁄UÊÿÁ»§ãŸÊÿ (Review) (h) ⁄UÊ¥◊ÊãÕÊß (Experience)
ÕÊ⁄U Á»§ŸπÊÒ ‚Êÿπ” -
(A) (a), (c), (f), (h) (B) (a), (b), (f), (g) (C) (b), (c), (f), (g) (D) (c), (d), (e), (h)

UPT-19/P-II/L 25 P.T.O.

18. ÁŸêŸÁ‹Áπà ∑§ÊÒŸ-‚Ê ◊ŸÊÿÊª •Ê∑§·¸áÊ ∑§Ê √ÿÁÄà ‚ʬˇÊ ‡Êø ∑§ ’Ëø „Ò?
(a) ÃËfl˝ÃÊ (b) •Ê∑§Ê⁄U (c) •Êª˝„ (d) ¬˝∑§Î ÁÃ
(e) •Êflª (f) •flÁSÕÁà (g) ¬ÈŸ⁄UÊflÎÁûÊ (h) •Á÷ôÊÃÊ
‡ÊÈh ©ûÊ⁄U ∑§Ê øÈŸ∑§⁄U Á‹Áπ∞ªÊ —
(A) (a), (c), (f), (h) (B) (a), (b), (f), (g)U (C) (b), (c), (f), (g) (D) (c), (d), (e), (h)

18. Which of the following are included in the subjective condition of attention ?
(a) Intensity (b) Size (c) Interest (d) Instinct
(e) Emotion (f) Situation (g) Review (h) Experience
Choose the correct option :

(A) (a), (c), (f), (h) (B) (a), (b), (f), (g) (C) (b), (c), (f), (g) (D) (c), (d), (e), (h)

19. t¡ºt¡ ëA¡à>ìi¡à ™å[v¡û¡ [ÅÛ¡o¹ [Òl¡ü[¹áô[i¡A¡ š‡ý¡[t¡¹ ëÛ¡yt¡ Ç¡‡ý¡ ?
(A) áày-áàyãA¡ Î[yû¡Ú®¡àì¯ "}ÅKøÒo A¡ì¹à¯à "à¹ç¡ γθ๠γà‹à> [¤W¡¹àt¡ ÎÒàÚ A¡¹à¡ú
(B) ìÅøoãìA¡àk¡àt¡ [ÅÛ¡A¡\> ë¤[á Î[yû¡Ú "à¹ç¡ áày-áàyãÎA¡º [>[ÑI¡Ú¡ú
(C) [ÅÛ¡ìA¡ áàyáày㹠δ¶åJt¡ "àKt¡ãÚàîA¡ šøÑñt¡ A¡[¹ ">à [¤ÈÚ¤Ññ l¡üšÑ‚àš> A¡ì¹¡ú
(D) [ÅÛ¡o¹ A¡à™¢¸Î³èÒ šøA¡¿¹ \[¹Úìt¡ A¡ì¹à¯à ÒÚ¡ú

19. [>ìW¡¹ ëA¡à> ³”z¤¸[i¡ [ÅÛ¡ìo¹ [Òl¡ü[¹Îô[i¡A¡ š‡ý¡[t¡¹ ëÛ¡ìy Ç¡‡ý¡ ?
(A) áày-áàyã샹 Î[yû¡Ú®¡àì¤ "}ÅKøÒo A¡¹àì>à &¤} γθ๠γà‹àì>¹ ëÛ¡ìy ÎàÒà™¸ A¡¹à¡ú
(B) ìÅø[oA¡ìÛ¡ [ÅÛ¡A¡ ë¤[Å Î[yû¡Ú &¤} áày-áàyã¹à [>[ÍI¡Ú¡ú
(C) [ÅÛ¡A¡ áày-áàyã샹 δ¶åìJ šè줢 šøÑåñt¡ A¡ì¹ "à>à [¤ÈÚìA¡ l¡üšÑ‚àš> A¡ì¹>¡ú
(D) [ÅÛ¡ìo¹ A¡à\P¡ìºà šøA¡ì¿¹ ³à‹¸ì³ A¡¹àì>à ÒÚ¡ú

19. ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ÿÊ Heuristic method of teaching ÁŸ ÕÊ⁄U ’È¥»§Ê⁄UÁÕ -
(A) »§⁄UÊÿ‚Ê»§Ê⁄UπÊÒ ‚Ê¥ª˝ÊæÒ§ πÊ◊ÊÁŸÿÊfl ŸÊ¥ÕÊ’„ÊŸÊÿ •Ê⁄UÊ Á’‚Ê⁄UÁŸ ¡¥ŸÊ ’ÊdÊ¥ŸÊÿÊfl „»§Ê¡Ê’ „ÊŸÊÿ
(B) ÕÊπÊ πÕÊÿÊfl »§Ê⁄UÊ¥ÁªÁ⁄UÿÊ ’Ê¥Á‚Ÿ ‚Ê¥ª˝Ê¥ •Ê⁄UÊ »§⁄UÊÿ‚Ê»§Ê⁄UÊ ‚Ê¥ª˝Ê¥ Ÿæ§Ê
(C) »§Ê⁄UÊ¥ÁªÁ⁄UÿÊ Á‚ªÊ¥ª˝Ê ¡ÕÊÿŸÊÿ »§⁄UÊÁ’ŒÊ¥»§Ê⁄UπÊÒ »§⁄UÊÿ‚Ê»§Ê⁄UÁŸ Á‚ªÊæ§Êfl ÁŒÁãÕŸÊÿ
(D) »§Ê⁄UÊ¥ŸÊÿ πÊ◊ÊÁŸ»§Ê⁄UπÊÒ ◊ÊŸ‚ ◊Êfl Á’ÕÊ¥Áπ¡Ê¥ ◊Êfl»È¥§ŸÊÿ

UPT-19/P-II/L 26

19. ÁŸêŸÁ‹Áπà ∑§ÊÒŸ-‚Ë ©ÁÄà Á‡ÊˇÊáÊ ∑§Ê „˜ÿÍÁ⁄UÁS≈U∑§ (Heuristic) ¬hÁà ∑§Ê ˇÊòÊ ◊¥ ‡ÊÈh „Ò?

(A) ¿UÊòÊ-¿UÊòÊÊ∞° ∑§Ê ‚Á∑˝§ÿ M§¬ ‚ •¥‡Êª˝„áÊ ∑§⁄UŸÊ •ÊÒ⁄U ‚◊SÿÊ ‚◊ʜʟ πÊ¡Ÿ ◊¥ ‚„ÊÿÃÊ ∑§⁄UŸÊ–

(B) üÊáÊË ∑§ˇÊ ◊¥ Á‡ÊˇÊ∑§ ∑§Ê •Áœ∑§ ‚Á∑˝§ÿ •ÊÒ⁄U ¿UÊòÊ-¿UÊòÊÊ ∑§Ë ÁŸÁc∑˝§ÿ ∑§⁄UŸÊ–

(C) Á‡ÊˇÊ∑§ ∑§Ê ¿UÊòÊ-¿UÊòÊÊ ∑§ ‚ê◊Èπ ◊¥ ¬„‹ ‚ ¬˝SÃÈà ∑§⁄U∑§ ‹ÊŸÊ Áfl·ÿflSÃÈ ∑§Ê ©¬SÕʬŸ ∑§⁄UŸÊ–

(D) Á‡ÊˇÊáÊ ∑§Ê ∑§Êÿ¸ ‚◊Í„ ¬˝∑§À¬ ∑§ mÊ⁄UÊ Á∑§ÿÊ ¡ÊÃÊ „Ò–

19. Which of the following statement is correct regarding Heuristic method of teaching ?

(A) Engage the students actively and help them to get solution of a problem.

(B) In classroom, the teacher is more active and students are passive.

(C) Teacher presents pre-prepared materials in front of students.

(D) Teaching activities are conducted with a project.

20. íA¡ìÅ๠A¡àº íÒìá &i¡à ‘‹å³åÒà "à¹ç¡ šãØl¡>¹’ (Storm and Stress) A¡àº - &Òü A¡à=àÈ๠ëA¡àì> íA¡[Ạ?

(A) "àì>¢Ê¡ ë\à>W¡ (B) ìÊ¡>ºã Òº (C) ¯ài¡W¡> (D) ÑHþã>à¹

20. íA¡ìÅ๠A¡àº Òº &A¡ ‘c¡Øl¡ &¤} šãØl¡>’(storm and stress) &¹ A¡àº - &Òü A¡=à[i¡ ëA¡ ¤ìº[áìº> ?

(A) "àì>¢Ê¡ ë\à>ôÎ (B) ìС>ºã Òº (C) *Úàiô¡Î> (D) ÑHþã>à¹

20. ‘Adolescence is a period of Storm and Stress’ ’ ’ÊÕ˝ÊπÊÒ ‚Ê⁄U ’È¥ŒÊ¥◊ÊŸ?

(A) •ÊŸ¸c≈U ¡Ÿø (B) c≈UŸ‹Ë „‹ (C) flÊ≈U‚Ÿ (D) S∑§ËŸÊ⁄U

20. “Á∑§‡ÊÊ⁄UÊflSÕÊ” „Ò ∞∑§ ““ÃÍ»§ÊŸ •ÊÒ⁄U ¬Ë«∏Ÿ”” (Storm and Stress) ∑§Ê‹ „Ò - ß‚ ∑§ÕŸ ∑§Ê Á∑§‚Ÿ ∑§„Ê ÕÊ?

(A) •ÊŸ¸c≈U ¡Êã‚ (B) S≈UŸ‹Ë „Ê‹ (C) flÊ≈U‚Ÿ (D) ÁS∑§ŸÊ⁄U

20. Adolescence is a period of “Storm and Stress” - Who said this statement ?

(A) Ernest Jones (B) Stanly Hall (C) Watson (D) Skinner

UPT-19/P-II/L 27 P.T.O.

21. Ç¡‡ý¡ [¤A¡¿ìi¡à ¤à[W¡ l¡ü[º*¯à :
(A) &\> l¡üZW¡ ¤å[‡ý¡Î´šÄ ¤¸[v¡û¡ ΃àÚ Îõ[Ê¡Å㺠ÒÚ¡ú
(B) &\> Îõ[Ê¡Å㺠¤¸[v¡û¡ ΃àÚ ¤å[‡ý¡Î´šÄ >ÒÚ¡ú
(C) &\> ¤å[‡ý¡Î´šÄ ¤¸[v¡û¡ Îõ[Ê¡Å㺠>Ò’¤* šàì¹, [A¡”ñ &\> Îõ[Ê¡Å㺠¤¸[v¡û¡ ¤å[‡ý¡Î´šÄ Ò¤Òü¡ú
(D) &\> ¤¸[v¡û¡¹ ¤å[‡ý¡ "à¹ç¡ Îõ[Ê¡Åãºt¡à¹ ³à\t¡ ëA¡àì>à δšA¢¡ >àÒü¡ú

21. Ç¡‡ý¡ l¡üv¡¹[i¡ 뤹 A¡¹ :
(A) &A¡\> l¡üZW¡ ¤å[‡ý¡Î´šÄ ¤¸[v¡û¡ Τ¢ƒà Îõ[Ê¡Å㺠Ò>¡ú
(B) &A¡\> Îõ[Ê¡Å㺠¤¸[v¡û¡ Τ¢ƒà ¤å[‡ý¡Î´šÄ Ò> >à¡ú
(C) &A¡\> ¤å[‡ý¡Î´šÄ ¤¸[v¡û¡ Îõ[Ê¡Å㺠>à Òìt¡* šàì¹>, [A¡”ñ &A¡\> Îõ[Ê¡Å㺠¤¸[v¡û¡ ¤å[‡ý¡Î´šÄ Òì¤>Òü¡ú
(D) &A¡\> ¤¸[v¡û¡¹ ¤å[‡ý¡ &¤} Îõ[Ê¡Åãºt¡à¹ ³ì‹¸ ëA¡àì>à δšA¢¡ ë>Òü¡ú

21. ªÊ„ÊÿÁŸ»˝§Êÿ ªÊ⁄UÊ’ÕÊÿ ‚ÊŸÁdπÊÒ ‚Êÿπ”?
(A) ‚Ê‚ ‚ÊŸªÊ⁄U Ê¥ ‚È’Èæ§Ê ¡é‹Êÿ’Ê ‚Ê⁄UÁ¡‚È‹Ê ¡ÊÿÊ–
(B) ‚Ê‚ ‚Ê⁄UÁ¡‚È‹Ê ‚È’Èæ§Ê ¡é‹Êÿ’Ê ‚Ê‹ÊªÊŸÊ¥ ¡ÊÿÊ–
(C) ‚Ê‚ ‚ÊŸªÊ⁄U Ê¥ ‚È’Èæ§Ê ‚Ê⁄UÁ¡‚È‹Ê ¡ÊÿÊ’Ê ¡ÊŸÊ „ʪÊÒ ŸÊÕÊÿ ‚Ê‚ ‚Ê⁄UÁ¡‚È‹Ê ‚È’Èæ§Ê ‚ÊŸªÊ⁄U Ê¥ ¡ÊªÊŸÊŸÊ–
(D) ‚Ê‚ ‚È’È¥ÁŸ ‚ÊãŸÊ „ÊŸÊÿÊfl ªÊ⁄UÊ¥ •Ê⁄UÊ ‚Ê⁄UÁ¡‚È‹Ê ªÊ„ÊÁŸ ª¡⁄UÊfl ¡’Ê ‚Ê◊ÊãŒÊ ªÒÿÊ–

21. ‡ÊÈh Áfl∑§À¬ ∑§Ê øÈŸ∑§⁄U ÁŸ∑§ÊÁ‹∞ —
(A) ∞∑§ ©ìÊ ’ÈÁh ‚ê¬ÛÊ √ÿÁÄà „◊‡ÊÊ ‚ÎÁc≈U‡ÊË‹ „ÊÃÊ „Ò–
(B) ∞∑§ ‚ÎÁc≈U‡ÊË‹ √ÿÁÄà „◊‡ÊÊ ’ÈÁh‡ÊË‹ Ÿ„Ë¥ „ÊÃÊ „Ò–
(C) ∞∑§ ’ÈÁh ‚ê¬ÛÊ √ÿÁÄà ‚ÎÁc≈U‡ÊË‹ Ÿ„Ë¥ ’Ÿ ‚∑§ÃÊ „Ò Á∑§ãÃÈ ∞∑§ ‚ÎÁc≈U‡ÊË‹ √ÿÁÄà ’ÈÁh ‚ê¬ÛÊ „ÊªÊ „Ë–
(D) ∞∑§ √ÿÁÄà ∑§Ë ’ÈÁh •ÊÒ⁄U ‚¡¸ŸÊà◊∑§ÃÊ ∑§ ’Ëø ∑§Ê߸ ‚ê¬∑¸§ Ÿ„Ë¥ „Ò–

21. Find the correct option :
(A) A highly intelligent person is always creative.
(B) A creative person is not always intelligent.
(C) An intelligent person may not be creative but a creative person should always be intelligent.
(D) There is no relation between intelligence and creativity of a person.

UPT-19/P-II/L 28

22. t¡º¹ ëA¡à>ìi¡à "à‹å[>A¡ íÅ[Û¡A¡ [>¹ãÛ¡o¹ ëÛ¡yt¡ Ç¡‡ý¡ >ÒÚ ?
(A) [>¹ãÛ¡o &i¡à ®å¡ºì¤à¹ [¤W¡à[¹ l¡ü[º*¯à A¡à™¢¸¡ú (B) [>¹ãÛ¡o &i¡à ÎÒì™àKãt¡à³èºA¡ A¡à™¢¸¡ú
(C) [>¹ãÛ¡o &i¡à Îà³à[\A¡ ëίà¡ú (D) [>¹ãÛ¡o &i¡à ì>tõ¡w¹ A¡à™¢¸¡ú
22. [>ìW¡¹ ëA¡à>[i¡ "à‹å[>A¡ íÅ[Û¡A¡ [>¹ãÛ¡ìo¹ ëÛ¡ìy Ç¡‡ý¡ >Ú ?
(A) [>¹ãÛ¡o &A¡[i¡ ®å¡º Jåòì\ 뤹 A¡¹à A¡à™¢¡ú (B) [>¹ãÛ¡o &A¡[i¡ ÎÒì™àKãt¡à³èºA¡ A¡à™¢¡ú
(C) [>¹ãÛ¡o &A¡[i¡ Îà³à[\A¡ ëΤà¡ú (D) [>¹ãÛ¡o &A¡[i¡ ë>tõ¡â«³èºA¡ A¡à™¢¡ú
22. ªÊ„ÊÿÁŸ ’’ÿÊ ªÊŒÊŸ ‚Ê‹Ê¥ÕÊßÁŸ ŸÊÿÁ’Á¡⁄U‚¥ŸÊÿÁŸ (Supervision) ÕÊ⁄U Á’ÁÕ¥ Ÿæ§Ê -
(A) ŸÊÿÁ’Á¡⁄U‚¥ŸÊÿÊ ◊ÊŸ‚ ªÊ⁄UÊÁãÕπÊÒ ÁŒ„ÈãŸÊÿ „Ê’Ê (B) ŸÊÿÁ’Á¡⁄U‚¥ŸÊÿÊ ◊ÊŸ‚ „»§Ê¡Ê’ „Ê‹ÊÿŸÊÿ „Ê’Ê
(C) ŸÊÿÁ’Á¡⁄U‚¥ŸÊÿÊ ◊ÊŸ‚ ‚◊Ê¡ÊÁ⁄U Á‚Á’ŸÊÿ (D) ŸÊÿÁ’Á¡⁄U‚¥ŸÊÿÊ ◊ÊŸ‚ ŒÒŒŸÁªÁ⁄UÁŸ „Ê’Ê

22. ÁŸêŸÁ‹Áπà ∑§ÊÒŸ-‚Ê •ÊœÈÁŸ∑§ ‡ÊÒÁˇÊ∑§ ÁŸ⁄UˡÊáÊ ∑§Ê ˇÊòÊ ‡ÊÈh Ÿ„Ë¥ „Ò?
(A) ÁŸ⁄UˡÊáÊ ∞∑§ ÷Í‹‚◊Í„ ∑§Ê øÈŸ∑§⁄U ÁŸ∑§Ê‹Ÿ ∑§Ê ∑§Êÿ¸–
(B) ÁŸ⁄UˡÊáÊ ∞∑§ ‚„ÿÊÁªÃÊ◊Í‹∑§ ∑§Êÿ¸–
(C) ÁŸ⁄UˡÊáÊ ∞∑§ ‚Ê◊ÊÁ¡∑§ ‚flÊ–
(D) ÁŸ⁄UˡÊáÊ ∞∑§ ŸÃÎàfl ∑§Ê ∑§Êÿ¸–

22. What is not correct about modern educational Supervision ?
(A) Supervision is a fault finding activity (B) Supervision is a cooperative activity
(C) Supervision is a social service (D) Supervision is a leadership activity
23. t¡º¹ ëA¡à>ì¤à¹ l¡ü„ãšA¡ [®¡Ät¡à¹ ëA¡ïź¹ l¡üšàƒà>?
(a) Ѭ¹ šøìÛ¡šo
(b) W¡A塹 Î}ì™àK "à¹ç¡ W¡ºàW¡º
(c) [ÅÛ¡A¡¹ W¡º>ó塹>
(d) šà¹Ñš[¹A¡ [yû¡Ú๠š[¹¤t¢¡>
(e) Î}ì¤ƒã ³à‹¸³¹ š[¹¤t¢¡>
Ç¡‡ý¡ [¤A¡¿ ¤à[W¡ l¡ü[º*¯à :
(A) (a), (b), (c), (d), (e) (B) (a), (c), (d) (C) (b), (d), (e) (D) (a), (b), (c), (e)

23. [>ìW¡¹ ëA¡à>P¡ìºà l¡ü„ãšA¡ [®¡Ät¡à ëA¡ïź ¤à ƒÛ¡t¡à¹ l¡üšàƒà> ?
(a) Ѭ¹ šøìÛ¡šo
(b) ìW¡àìJ¹ Î}ì™àK &¤} W¡ºàW¡º
(c) [ÅÛ¡ìA¡¹ K[t¡[¤[‹
(d) šà¹Ñš[¹A¡ [yû¡Ú๠š[¹¤t¢¡>
(e) Î}ì¤ƒã ³à‹¸ì³¹ š[¹¤t¢¡>
Ç¡‡ý¡ l¡üv¡¹ ë¤ìá >à*¡ú
(A) (a), (b), (c), (d), (e) (B) (a), (c), (d) (C) (b), (d), (e) (D) (a), (b), (c), (e)

UPT-19/P-II/L 29 P.T.O.

23. ªÊ„ÊÿÁŸ ’’ •ÊŒ’»§Ê⁄UÊ Stimulus variation ÁŸ ÕÊŒ⁄U‚Ê»§Ê⁄U -
(a) ªÊ⁄UÊ¥ ‚Ê‹ÊÿŸÊÿ (Voice modulation)
(b) ◊ªŸ¡Ê¥ ◊ªŸ ŸÊ¡Ê⁄U »§ÊŸÊ¥ŸÊÿ •Ê⁄UÊ ŸÊÿÁŒ¥ŸÊÿ (Eye contact and movement)
(c) »§Ê⁄UÊ¥ÁªÁ⁄UÁŸ ŸÊÿÁŒ¥ŸÊÿ (Teachers movement)
(d) ⁄UÊÿí‹Êÿ‹ÊÿŸÊÿ •ÊŒ’πÊÒ ‚Ê‹ÊÿŸÊÿ (Change in interaction style)
(e) Õ⁄UªÊŸÊ¥ Á’¡Ê¥ ‚Ê‹ÊÿŸÊÿ (Switching sensory channels)
ÕÊ⁄U Á»§ŸπÊÒ ‚Êÿπ” -
(A) (a), (b), (c), (d), (e) (B) (a), (c), (d) (C) (b), (d), (e) (D) (a), (b), (c), (e)

23. ÁŸêŸÁ‹Áπà ∑§ÊÒŸ-‚Ê ©gˬ∑§ Á÷ÛÊÃÊ ∑§Ê҇ʋ ∑§Ê „Ò?
(a) Sfl⁄U ¬˝ˇÊ¬áÊ
(b) ŸòÊ ∑§Ê ‚¥ÿÊª •ÊÒ⁄U ªÁÃ-ÁflÁœ
(c) Á‡ÊˇÊ∑§Ê¥ ∑§Ê øÊ‹-ø‹Ÿ
(d) ¬Ê⁄US¬Á⁄U∑§ Á∑˝§ÿÊ ∑§Ê ¬Á⁄UfløŸ
(e) ‚¥flŒË ◊Êäÿ◊ ∑§Ê ¬Á⁄UfløŸ
‡ÊÈh Áfl∑§À¬ ∑§Ê øÈÁŸ∞ —
(A) (a), (b), (c), (d), (e)U (B) (a), (c), (d)U (C) (b), (d), (e)U (D) (a), (b), (c), (e)U

23. Which of the following are components of the skill of stimulus variation ?

(a) Voice modulation

(b) Eye contact and movement

(c) Teacher’s movement

(d) Change in interaction styles

(e) Switching sensory channel

Choose the correct option :

(A) (a), (b), (c), (d), (e) (B) (a), (c), (d) (C) (b), (d), (e) (D) (a), (b), (c), (e)

UPT-19/P-II/L 30

24. ³à>[ÎA¡ ѬàÑ‚¸ "à¹ç¡ ³à>[ÎA¡ ѬàÑ‚¸[¤`¡à>A¡îº [ƒÚà t¡º¹ ™å[v¡û¡ì¤à¹¹ ëA¡à>ìi¡à "Ç¡‡ý¡ ?
(A) ³à>[ÎA¡ ѬàÑ‚¸ íÒìá γàì™à\> A¡¹à¹ Îà³=¢¸ "à¹ç¡ ³à>[ÎA¡ ѬàÑ‚¸[¤`¡àì> ³à>[ÎA¡ ѬàÑ‚¸A¡îº A¡à³ A¡ì¹¡ú
(B) ³à>[ÎA¡ ѬàÑ‚¸[¤`¡à> "[¤Òì>* ³à>[ÎA¡ ѬàÑ‚¸ šà¤ šà[¹¡ú
(C) ³à>[ÎA¡ ѬàÑ‚¸[¤`¡àì> ³à>[ÎA¡ ѬàÑ‚¸t¡ šø®¡à¯ 뚺àÚ¡ú
(D) ³à>[ÎA¡ ѬàÑ‚¸ "à¹ç¡ ³à>[ÎA¡ ѬàÑ‚¸[¤`¡à> Òüìi¡à [Îìi¡à¹ ºKt¡ δš[A¢¡t¡¡ú

24. ³à>[ÎA¡ ѬàÑ‚¸ &¤} ³à>[ÎA¡ ѬàÑ‚¸[¤`¡à> δšìA¢¡ ìƒ*Úà [>ìW¡¹ ™å[v¡û¡P¡ìºà¹ ëA¡à>[i¡ "Ç¡‡ý¡ ?
(A) ³à>[ÎA¡ ѬàÑ‚¸ Òº γÞÚ A¡¹à¹ Îà³=¢¸ &¤} ³à>[ÎA¡ ѬàÑ‚¸[¤`¡à> ³à>[ÎA¡ ѬàìÑ‚¸¹ \>¸ A¡à\ A¡ì¹¡ú
(B) ³à>[ÎA¡ ѬàÑ‚¸[¤`¡à> áàØl¡à* ³à>[ÎA¡ ѬàÑ‚¸ ëšìt¡ šà[¹¡ú
(C) ³à>[ÎA¡ ѬàÑ‚¸[¤`¡à> ³à>[ÎA¡ ѬàìÑ‚¸ šø®¡à¤ ëó¡ìº¡ú
(D) ³à>[ÎA¡ ѬàÑ‚¸ &¤} ³à>[ÎA¡ ѬàÑ‚¸[¤`¡à> &ìA¡ "šì¹¹ ÎìU δš[A¢¡t¡¡ú

24. ªÊ‚Ê•ÊÁ⁄U ‚ÊflÁd •Ê⁄UÊ ªÊ‚Ê ‚ÊflÁd Á’ÁªÿÊŸÁŸ ‚Ê◊ÊãŒÒ ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ ’È¥»§Ê⁄UÁÕÿÊ ÕÊ⁄U Ÿæ§Ê -
(A) ªÊ‚Ê•ÊÁ⁄U ‚ÊflÁdÿÊ ¡ÊŒÊ¥ ¡¡Ê¥’Ê ªÊ⁄UÊ’ŸÊ „ÊŸÊÿ •Ê⁄UÊ ªÊ‚Ê Á’ÁªÿÊŸÊ ªÊ‚Ê•ÊÁ⁄U ‚ÊflÁdÁŸ ÕÊπÊÿ πÊ◊ÊÁŸ ◊ÊflÊ–
(B) ªÊ‚Ê ‚ÊflÁd Á’ÁªÿÊŸÁŸ •ŸªÊÿÒ’Ê ªÊ‚Ê•ÊÁ⁄U ‚ÊflÁd ◊ÊãŸÊ „ÊÿÊ–
(C) ªÊ‚Ê ‚ÊflÁd Á’ÁªÿÊŸ•Ê ªÊ‚Ê•ÊÁ⁄U ‚ÊflÁdÁŸ ‚ÊÿÊfl ªÊ„Ê◊ πÊÅ‹ÒÿÊ–
(D) ªÊ‚Ê•ÊÁ⁄U ‚ÊflÁd •Ê⁄UÊ ªÊ‚Ê ‚ÊflÁd Á’ÁªÿÊŸ ◊ÊãŸÒ’Ê ◊ÊŸ‚ÿÊ ◊ÊŸ‚¡Ê¥ ‚Ê◊ÊãŒÊ ªÊŸÊ¥–

24. ◊ÊŸÁ‚∑§ SflÊSâÿ •ÊÒ⁄U ◊ÊŸÁ‚∑§ SflÊSâÿ ÁflôÊÊŸ ∑§Ë ŸËø ÁŒ∞ ª∞ ÿÈÁÄÃÿÊ¥ ◊¥ ‚ ∑§ÊÒŸ ‚Ê •‡ÊÈh „Ò?
(A) ◊ÊŸÁ‚∑§ SflÊSâÿ „Ò ‚◊ÊÿÊ¡Ÿ ∑§⁄UŸ ∑§Ê ‚Ê◊âÿ¸ •ÊÒ⁄U ◊ÊŸÁ‚∑§ SflÊSâÿ ÁflôÊÊŸ Ÿ ◊ÊŸÁ‚∑§ SflÊSâÿ ∑§Ê ‹∑§⁄U ∑§Ê◊ ∑§⁄UÃÊ
„Ò–
(B) ◊ÊŸÁ‚∑§ SflÊSâÿ ÁflôÊÊŸ ∑§ Á’ŸÊ ◊ÊŸÁ‚∑§ SflÊSâÿ Á◊‹ ‚∑§Ã „Ò¥–
(C) ◊ÊŸÁ‚∑§ SflÊSâÿ ÁflôÊÊŸ ∑§ mÊ⁄UÊ ◊ÊŸÁ‚∑§ SflÊSâÿ ◊¥ ¬˝÷Êfl ¬«∏ÃÊ „Ò–
(D) ◊ÊŸÁ‚∑§ SflÊSâÿ •ÊÒ⁄U ◊ÊŸÁ‚∑§ SflÊSâÿ ÁflôÊÊŸ ∞∑§-ŒÍ‚⁄UÊ¥ ∑§ ‚ÊÕ ‚ê¬Á∑¸§Ã „Ò–

24. Which of the following statements is incorrect regarding mental health and mental hygiene ?
(A) Mental health is ability to adjust and mental hygiene is science to deal with mental health.
(B) Mental health can be attained without mental hygiene.
(C) Mental hygiene affects mental health.
(D) Mental health and mental hygiene are related to each other.

UPT-19/P-II/L 31 P.T.O.

25. îA¡ìÅ๠A¡àºt¡ &i¡à [ÅÇ¡ì¯ t¡ºt¡ [ƒÚà ëA¡à>ì¤à¹ γθ๠δ¶åJã> ÒÚ ?
(a) ë™ï> δš[A¢¡t¡ γθà
(b) ³à>[ÎA¡ \[i¡ºt¡à¹ γθà
(c) "š¹à‹šø¯ot¡à¹ γθà
(d) Îà³à[\A¡ γàì™à\>¹ γθà
(e) "àu[>®¢¡¹Åãºt¡à¹ γθà
Ç¡‡ý¡ [¤A¡¿ìi¡à ¤à[W¡ l¡ü[º*¯à :
(A) (a), (b) "à¹ç¡ (c) (B) (a), (c) "à¹ç¡ (d)

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

25. îA¡ìÅ๠A¡àìº &A¡[i¡ [ÅÇ¡ [>ìW¡ ëƒ*Úà ëA¡à> γθàP¡ìºà¹ δ¶åJã> ÒÚ ?
(a) ë™ï> δš[A¢¡t¡ γθà
(b) ³à>[ÎA¡ \[i¡ºt¡à¹ γθà
(c) "š¹à‹ šø¤ot¡à¹ γθà
(d) Îà³à[\A¡ γÞìÚ¹ γθà
(e) "àu[>®¢¡¹Åãºt¡à¹ γθà
Ç¡‡ý¡ [¤A¡¿[i¡ ë¤ìá >à*¡ú
(A) (a), (b) &¤} (c) (B) (a), (c) &¤} (d)

(C) (a), (b), (c), (d) &¤} (e) (D) (b), (d) &¤} (e)

25. ©ãŒÒ ‚◊Êfl ‚Ê‚ ªÕ”flÊ ªÊ„ÊÿÊfl „ÊŸÊÿ ’’ ◊ÊŸ‚ ¡¥ŸÊ¡Ê¥ ◊ÊªÊ ◊ÊÁª ¡ÊŸÊæ§Ê?
(a) •ÊÕÊŸÊÁ⁄U ¡¥ŸÊ
(b) ªÊ‚Ê ’ÊÿŸÊ¥ŸÊÿ ¡¥ŸÊ
(c) ◊ÊflŸÊÁæ§πÊÒ ◊Êflç‹Ê¥ŸÊÿ ¡¥ŸÊ
(d) ‚◊Ê¡¡Ê¥ ªÊ⁄UÊ’ŸÊ¥ªÊÒÁŸ ¡¥ŸÊ
(e) ªÊflÁŸ •ÊÁÕæ§Êfl ª‚¥ŸÊ¥ªÊÒÁŸ ¡¥ŸÊ
ªÊ„ÊÿÁŸ ÕÊ⁄U ªÊ⁄UÊ’ÕÊÿπÊÒ ‚Êÿπ”
(A) (a), (b) •Ê⁄UÊ (c) (B) (a), (c) •Ê⁄UÊ (d)

(C) (a), (b), (c), (d) •Ê⁄UÊ (e) (D) (b), (d) •Ê⁄UÊ (e)

UPT-19/P-II/L 32

25. Á∑§‡ÊÊ⁄U ∑§Ê‹ ◊¥ Á∑§‚Ë ∞∑§ Á‡Ê‡ÊÈ ∑§Ê ÁŸêŸÁ‹Áπà ∑§ÊÒŸ-‚Ë ‚◊SÿÊ•Ê¥ ∑§Ê ‚Ê◊ŸÊ ∑§⁄UŸÊ ¬«∏ÃÊ „Ò?
(a) ÿÊÒŸ ‚◊SÿÊ
(b) ◊ÊŸÁ‚∑§ ‚¥∑§≈U ∑§Ë ‚◊SÿÊ
(c) •¬⁄UÊœ ¬˝fláÊÃÊ ∑§Ë ‚◊SÿÊ
(d) ‚Ê◊ÊÁ¡∑§ ‚◊ÊÿÊ¡Ÿ ∑§Ë ‚◊SÿÊ
(e) •Êà◊ÁŸ÷¸⁄UÃÊ ∑§Ë ‚◊SÿÊ
‡ÊÈh Áfl∑§À¬ ∑§Ê øÈŸ∑§⁄U Á‹Áπ∞ —
(A) (a), (b) •ÊÒ⁄ (c)U (B) (a), (c) •ÊÒ⁄ (d)U

(C) (a), (b), (c), (d) •ÊÒ⁄ (e)U (D) (b), (d) •ÊÒ⁄ (e)U

25. In the period of adolescence, which of the following problems are faced by a child ?
(a) Sex related problems
(b) Problem of mental complexity
(c) Problem of Delinquency

(d) Problem of Social adjustment
(e) Problem of self-dependent
Choose the correct option :
(A) (a), (b) and (c) (B) (a), (c) and (d)
(C) (a), (b), (c), (d) and (e) (D) (b), (d) and (e)

26. ¤¸[v¡û¡â«¹ šøA¡à¹¹ t¡à[ºA¡à "à¹ç¡ ëÎÒüì¤à¹¹ l¡üŠ±à¯A¡ÎA¡º¹ >à³ [ƒÚà íÒìá :
¤¸[v¡û¡â«¹ šøA¡à¹¹ t¡à[ºA¡à l¡üŠà± ¯A¡ÎA¡º
(a) "”z³å¢Jã "à¹ç¡ ¤[Ò³å¢Jã (i) ìyû¡i¡á³à¹
(b) t¡à[â«A¡, "=¢î>[t¡A¡ "à¹ç¡ ëÎï–ƒ™¢šø¯o (ii) óø¡Úl¡
(c) ì³ï[JA¡ ¹[t¡³èºA¡, šàÚå¹[t¡³èºA¡ "à¹ç¡ l¡üšÑ‚ ¹[t¡³èºA¡ (iii) ìÑß}Kà¹
(d) ìKàºàA¡àÚ, ƒãQ¢A¡àÚ, šåÊ¡A¡àÚ "à¹ç¡ [¤Aõ¡t¡A¡àÚ (iv) Úå}/ÚåRô¡
Ç¡‡ý¡ [³º ¤à[W¡ l¡ü[º*¯à :
(A) (a) - (i), (b) - (ii), (c) - (iii), (d) - (iv) (B) (a) - (iii), (b) - (i), (c) - (ii), (d) - (iv)
(C) (a) - (iv), (b) - (iii), (c) - (i), (d) - (ii) (D) (a) - (iv), (b) - (iii), (c) - (ii), (d) - (i)

UPT-19/P-II/L 33 P.T.O.

26. ¤¸[v¡û¡ì⫹ šøA¡à¹ì®¡ìƒ¹ t¡à[ºA¡à &¤} t¡à샹 l¡üŠ±à¤A¡ìƒ¹ >à³ ëƒ*Úà "àìá¡ú
¤¸[v¡û¡ì⫹ šøA¡à¹ì®¡ìƒ¹ t¡à[ºA¡à l¡üŠà± ¤A¡ìƒ¹ >à³
(a) "”z³å¢Jã &¤} ¤[Ò³å¢Jã (i) ìyû¡iô¡á³à¹
(b) t¡à[â«A¡, "=¢î>[t¡A¡ &¤} ëÎï–ƒ™¢šø¤o (ii) óø¡ìÚl¡
(c) ì³ï[JA¡ ¹[t¡³èºA¡, šàÚå¹[t¡³èºA¡ &¤} l¡üšÑ‚ ¹[t¡³èºA¡ (iii) ìÑß}Kà¹
(d) ìKàºàA¡àÚ, ƒãQ¢A¡àÚ, šåÊ¡A¡àÚ &¤} [¤Aõ¡[t¡A¡àÚ (iv) ÚåRô
Ç¡‡ý¡ l¡üv¡¹[i¡ ë¤ìá >à* ú¡
(A) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv) (B) (a)-(iii), (b)-(i), (c)-(ii), (d)-(iv)

(C) (a)-(iv), (b)-(iii), (c)-(i), (d)-(ii) (D) (a)-(iv), (b)-(iii), (c)-(ii), (d)-(i)

26. Personality types •Ê⁄UÊ Á’‚Ê⁄UÁŸ ’È¥ÁÕÁªÁ⁄U»§Ê⁄UÁŸ ◊È¥πÊÒ ªÊ„ÊÿÊfl „ÊŸÊÿ ¡ÊŒÊ¥ -

Personality types Name of Propounders
(a) Introvert and Extrovert (i) Kretschmer
(b) Theoretical, Economic and Aesthetic (ii) Freud
(c) Oral erotic, Anal and Genital (iii) Spranger
(d) Pyknic, Asthenic, Athletic and Dysplastic (iv) Jung

ªÊ„ÊÿÁŸ ÕÊ⁄U ªÊ⁄UÊ’ÕÊÿπÊÒ ‚Êÿπ”
(A) (a)-(i), (b)-(ii),(c)-(iii), (d)-(iv) (B) (a)-(iii), (b)-(i), (c)-(ii), (d)-(iv)
(C) (a)-(iv), (b)-(iii), (c)-(i), (d)-(ii) (D) (a)-(iv), (b)-(iii), (c)-(ii), (d)-(i)

26. √ÿÁÄÃàfl ¬˝∑§Ê⁄U ∑§Ë ‚ÍøË •ÊÒ⁄U ߟ∑§Ê ¬˝Ê¬Ê©ã«U⁄U ∑§Ê ŸÊ◊ ÁŒÿÊ ªÿÊ „Ò —
√ÿÁÄÃàfl ¬˝∑§Ê⁄U ∑§Ë ‚ÍøË ¬˝Ê¬Ê©ã«U⁄U ∑§Ê ŸÊ◊
(a) •ãÃ◊ȸπË •ÊÒ⁄U ’Á„◊ȸπË (i) ∑̋§‡Ê◊⁄U
(b) ÃÊÁûfl∑§, •Õ¸ŸÒÁÃ∑§ •ÊÒ⁄U ‚ÊÒãŒÿ¸¬˝fláÊ (ii) »˝§ÊÚÿ«U
(c) ◊ÊÒÁπ∑§ ⁄UÁÃ◊Í‹∑§, ¬ÊÿÈ⁄UÁÃ◊Í‹∑§ •ÊÒ⁄U ©¬SÕ ⁄UÁÃ◊Í‹∑§ (iii) S¬Ò¥˝ª⁄U
(d) ªÊ‹Ê∑ΧÁÃ, ŒËÉʸ∑§Êÿ, ¬Èc≈U∑§Êÿ •ÊÒ⁄U Áfl∑ΧÃ∑§Êÿ (iv) ÿÍX§
‡ÊÈh ◊‹ ∑§Ê øÈŸ∑§⁄U Á‹Áπ∞ —
(A) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv) (B) (a)-(iii), (b)-(i), (c)-(ii), (d)-(iv)

(C) (a)-(iv), (b)-(iii), (c)-(i), (d)-(ii) (D) (a)-(iv), (b)-(iii), (c)-(ii), (d)-(i)

UPT-19/P-II/L 34

26. List of Personality types and their Propounders are given below :
Personality types Name of Propounders
(a) Introvert and Extrovert (i) Kretschmer
(b) Theoretical, Economic and Aesthetic (ii) Freud
(c) Oral erotic, Anal and Genital (iii) Spranger
(d) Pyknic, Asthenic, Athletic and Dysplastic (iv) Jung
Choose the correct match :
(A) (a) - (i), (b) - (ii), (c) - (iii), (d) - (iv) (B) (a) - (iii), (b) - (i), (c) - (ii), (d) - (iv)
(C) (a) - (iv), (b) - (iii), (c) - (i), (d) - (ii) (D) (a) - (iv), (b) - (iii), (c) - (ii), (d) - (i)
27. "àì>¢Ê¡ ë\à>W¡-¹ ³ìt¡ íA¡ìÅ๠A¡àº¹ ¤ÚÎÎã³à [A¡ ?
(A) 11 ¤á¹¹ š¹à 18 ¤á¹ (B) 12 ¤á¹¹ š¹à 18 ¤á¹
(C) 12 ¤á¹¹ š¹à 16 ¤á¹ (D) 13 ¤á¹¹ š¹à 18 ¤á¹

27. "àì>¢Ê¡ ë\à>ìι ³ìt¡ íA¡ìÅ๠A¡à캹 ¤ÚÎÎã³à [A¡ ?
(A) 11 ¤á¹ ë=ìA¡ 18 ¤á¹ (B) 12 ¤á¹ ë=ìA¡ 18 ¤á¹
(C) 12 ¤á¹ ë=ìA¡ 16 ¤á¹ (D) 13 ¤á¹ ë=ìA¡ 18 ¤á¹

27. Ernest Jones ÁŸ ’ÊÁŒé‹Ê ¡ÊÒ◊ÊŸ (Adolescence) ÁŸ ’Ò‚Ê Á‚◊ÊÿÊ ¡Ê’Êÿ -
(A) 11 ’Ê‚Ê⁄UÁŸ»˝§Êÿ 18 ’Ê‚Ê⁄U (B) 12 ’Ê‚Ê⁄UÁŸ»˝§Êÿ 18 ’Ê‚Ê⁄
(C) 12 ’Ê‚Ê⁄UÁŸ»˝§Êÿ 16 ’Ê‚Ê⁄ (D) 13 ’Ê‚Ê⁄UÁŸ»˝§Êÿ 18 ’Ê‚Ê⁄

27. Ernest Jones ∑§ •ŸÈ‚Ê⁄U Á∑§‡ÊÊ⁄UÊflSÕÊ ∑§Ë •ÊÿÈ‚Ë◊Ê Á∑§ÃŸË „Ò?
(A) 11 ‚Ê‹ ‚ 18 ‚Ê‹ (B) 12 ‚Ê‹ ‚ 18 ‚Ê‹
(C) 12 ‚Ê‹ ‚ 16 ‚Ê‹ (D) 13 ‚Ê‹ ‚ 18 ‚Ê‹

27. What is the age level of Adolescence according to Ernest Jones ?
(A) 11 years to 18 years (B) 12 years to 18 years
(C) 12 years to 16 years (D) 13 years to 18 years
28. γ[Ê¡Kt¡ ³èº¸àÚ> ³àì> Ò’º :
(A) ìÅøoãìA¡àk¡à¹ [ÅÛ¡àƒà>¹ γÚt¡ A¡à™¢¸ƒÛ¡t¡à [>o¢Ú A¡¹à¡ú
(B) [ÅÛ¡à¤È¢¹ "๴±[>ìt¡ Îà󡺸¹ Ñz¹ [>o¢Ú A¡¹à¡ú
(C) [>ƒà>³èºA¡ šàk¡ƒà>¹ ¤àì¤ áày-áàyã¹ ³à> [>o¢Ú A¡¹à/ì\àJà¡ú
(D) [ÅÛ¡à¤È¢¹ Îà³[œ¡t¡ Îà󡺸¹ Ñz¹ ³èº¸àÚ> A¡¹à¡ú

28. γ[Ê¡Kt¡ ³èº¸àÚ> Òº :
(A) ëÅø[oA¡ìÛ¡ [ÅÛ¡àƒàì>¹ γìÚ A¡à™¢ƒÛ¡t¡à [>o¢Ú A¡¹à¡ú
(B) [ÅÛ¡à¤ìÈ¢¹ šøà¹ì´± Îàó¡ìº¸¹ Ñz¹ [>o¢Ú A¡¹à¡ú
(C) [>ƒà>³èºA¡ šàk¡ƒàì>¹ \>¸ áày-áàyã¹ ³à> [>o¢Ú A¡¹à¡ú
(D) [ÅÛ¡à¤ìÈ¢¹ γà[œ¡ìt¡ Îàó¡ìº¸¹ Ñz¹ ³èº¸àÚ> A¡¹à¡ú

UPT-19/P-II/L 35 P.T.O.

28. Summative ‚È◊ÊãÕÊÿÊ ¡Ê’Êÿ -

(A) ÕÊπÊ πÕÊÿÊfl »§Ê⁄UÊ¥ŸÊÿ ‚◊Êfl ◊Êfl»È¥§ŸÊÿπÊÒ Á’Á¡⁄UŸÊÿ
(B) ‚Ê‹Ê¥ÕÊß ’Ê‚Ê⁄UÁŸ ¡ÊªÊÿ¡ãŸÊÿÊflŸÊ ¡Ê»È¥§‚Ê⁄UŸÊÿÁŸ ÕÊπÊπÊÒ ‚Êÿπ”ŸÊÿ
(C) ‚ÈŒ˝ÊÿŸÊÿ ªÊŸÊ¥ »§Ê⁄UÊ¥ÕÊßÁŸ ÕÊπÊÿ »§⁄UÊÿ‚Ê»§Ê⁄UÁŸ ◊ÊŸπÊÒ Á’Á¡⁄UŸÊÿ
(D) ‚Ê‹Ê¥ÕÊß ’Ê‚Ê⁄UÁŸ ¡Ê’ÁÕÿÊfl ¡Ê»È¥§‚Ê⁄UŸÊÿÁŸ ÕÊπÊπÊÒ ‚È◊ÊãÕÊÿ πÊ‹Ê◊ŸÊÿ

28. Summative Evaluation „Ò —

(A) üÊáÊË ∑§ˇÊÊ ∑§Ê Á‡ÊˇÊÊ ¬˝ŒÊŸ ∑§ ‚◊ÿ ◊¥ ∑§Êÿ¸ŒˇÊÃÊ ∑§Ê ÁŸáʸÿ ∑§⁄UŸÊ–
(B) Á‡ÊˇÊÊ fl·¸ ∑§Ê ¬˝Ê⁄Uê÷ ◊¥ ‚»§‹ÃÊ ∑§Ê SÃ⁄U ÁŸáʸÿ ∑§⁄UŸÊ–
(C) ÁŸŒÊŸ◊Í‹∑§ ¬Ê∆UŒÊŸ ∑§⁄UŸÊ ¿UÊòÊ-¿UÊòÊÊ ∑§Ê ◊ÊŸ ÁŸáʸÿ ∑§⁄UŸÊ–
(D) Á‡ÊˇÊÊ fl·¸ ∑§Ê ‚◊ÊÁåà ◊¥ ‚»§‹ÃÊ ∑§Ê SÃ⁄U ◊ÍÀÿÊ¥∑§Ÿ ∑§⁄UŸÊ–

28. Summative Evaluation implies :
(A) Judging the performance during classroom teaching.
(B) Identifying level of achievement at the time of starting of the academic year.
(C) Judging the students for remedial teaching.
(D) Evaluating the level of achievement at the end of academic session.

29. &\> ¤¸[v¡û¡¹ "àì¯K "à¹ç¡ ®¡à¯¤õ[v¡ δšìA¢¡ t¡º¹ ëA¡à>ì¤à¹ l¡ü[v¡û¡ Ç¡‡ý¡ ?
(a) "àì¯Kì¤à¹ Ò’º ">å®è¡[t¡¹ "[>Ú[”|t¡ "¯Ñ‚à "à¹ç¡ ®¡à¯¤õ[v¡ Ò’º ">å®è¡[t¡¹ Î}K[k¡t¡ "¯Ñ‚à¡ú
(b) "àì¯Kì¤à¹ Ñ‚àÚã "à¹ç¡ ®¡à¯¤õ[v¡ì¤à¹ "Ñ‚àÚã¡ú
(c) "àì¯Kì¤à¹ "[\¢t¡ "à¹ç¡ ®¡à¯¤õ[v¡ì¤à¹ \–µKt¡¡ú
(d) "àì¯Kì¤à¹ íÒìá ®¡à¯¤õ[v¡¹ ³èº 뮡ò[i¡¡ú
Ç¡‡ý¡ [¤A¡¿ìi¡à ¤à[W¡ l¡ü[º*¯à :
(A) (c) "à¹ç¡ (b) (B) (a) "à¹ç¡ (d) (C) (c) "à¹ç¡ (d) (D) (a) "à¹ç¡ (b)

29. &A¡\> ¤¸[v¡û¡¹ "àì¤K &¤} ®¡à¤¤õ[v¡ δšìA¢¡ [>ìW¡¹ ëA¡à> l¡ü[v¡û¡P¡[º Ç¡‡ý¡ ?
(a) "àì¤KP¡[º Òº ">å®è¡[t¡¹ "[>Ú[”|t¡ "¤Ñ‚à¡&¤} ®¡à¤¤õ[v¡ Òº ">å®è¡[t¡¹ Î}K[k¡t¡ "¤Ñ‚à¡ú
(b) "àì¤KP¡ìºà Ñ‚àÚã [A¡”ñ ®¡à¤¤õ[v¡P¡ìºà "Ñ‚àÚã¡ú
(c) "àì¤KP¡ìºà "[\¢t¡ [A¡”ñ ®¡à¤¤õ[v¡P¡ìºà \–µKt¡¡ú
(d) "àì¤KP¡ìºà Òº ®¡à¤¤õ[v¡¹ ³èº [®¡[v¡¡ú
Ç¡‡ý¡ l¡üv¡¹[i¡ Òº :
(A) (c) &¤} (b) (B) (a) &¤} (d) (C) (c) &¤} (d) (D) (a) &¤} (b)

UPT-19/P-II/L 36

29. ‚Ê‚ ‚È’È¥ÁŸ •Ê’ª (Emotion) •Ê⁄UÊ ªÊ‚Ê•Êfl ŸÊ¥ŸÊÿ (Sentiment) ÁŸ ‚Ê◊ÊãŒÒ ªÊ„ÊÿÁŸ ’’ ’È¥»§Ê⁄UÁÕÿÊ ÕÊ⁄ U-
(a) •Ê’ª»§Ê⁄UÊ ‚ÊãŒÊ¥ÁÕÁŸ ‚Ê◊‹Êÿ¡ÊÁÿ ◊„⁄U •Ê⁄UÊ ªÊ‚Ê•Êfl ŸÊ¥ŸÊÿÊ ¡Ê’Êÿ ‚ÊãŒÊ¥ÁÕÁŸ ŒÊÕÊÿÊÁ⁄U ◊„⁄U
(b) •Ê’ª»§Ê⁄UÊ •⁄UÊÿÕÊ •Ê⁄UÊ ªÊ‚Ê•Êfl ŸÊ¥ŸÊÿÊ ŒÊÁ㌠¡Ê⁄U
(c) •Ê’ª»§Ê⁄UÊ ‚Ê⁄UÁ¡¡ÊŸÊÿ •Ê⁄UÊ ªÊ‚Ê•Êfl ŸÊ¥ŸÊÿÊ ¡ÊŸÊ◊ÁŸ
(d) •Ê’ª»§Ê⁄UÊ ªÊ‚Ê•Êfl ŸÊ¥ŸÊÿÁŸ ªÈÁŒ Á’ÕÊ
ÕÊ⁄U Á»§ŸπÊÒ ‚Êÿπ” -
(A) (c) •Ê⁄UÊ (b) (B) (a) •Ê⁄UÊ (d) (C) (c) •Ê⁄UÊ (d) (D) (a) •Ê⁄UÊ (b)

29. Á∑§‚Ë ∞∑§ √ÿÁÄà ∑§Ê •Êflª •ÊÒ⁄U ÷Êfl¬˝fláÊ ‚ê¬∑¸§ ∑§Ê ÁŸêŸÁ‹Áπà ∑§ÊÒŸ-‚Ë ©ÁÄà ‡ÊÈh „Ò?
(a) •Êflª ‚◊Í„ •ŸÈ÷ÍÁà ∑§Ê •ÁŸÿ¥ÁòÊà •flSÕÊ •ÊÒ⁄U ÷Êfl¬˝fláÊ „Ò •ŸÈ÷ÍÁà ∑§Ê ‚¥ªÁ∆Uà •flSÕÊ–
(b) •Êflª ‚◊Í„ SÕÊÿË •ÊÒ⁄U ÷Êfl¬˝fláÊ •SÕÊÿË „Ò–
(c) •Êflª ‚◊Í„ •Á¡¸Ã •ÊÒ⁄U ÷Êfl¬˝fláÊ ¡ã◊¡Êà „Ò–
(d) •Êflª ‚◊Í„ ÷Êfl¬˝fláÊ ∑§Ê ◊ÈÅÿ •ÊœÊ⁄U „Ò–
‡ÊÈh Áfl∑§À¬ ∑§Ê øÈŸ∑§⁄U Á‹Áπ∞ —
(A) (c) •ÊÒ⁄ (b)U (B) (a) •ÊÒ⁄ (d)U (C) (c) •ÊÒ⁄ (d)U (D) (a) •ÊÒ⁄ (b)U

29. Which of the following are correct statement about Emotion and Sentiment of a person ?
(a) Emotions are uncontrolled form of feelings and Sentiments are organized form of feelings.
(b) Emotions are permanent but Sentiments are temporary.
(c) Emotions are acquired but Sentiments are inborn.
(d) Emotions are the main base of Sentiments.
Choose the correct option :
(A) (c) and (b) (B) (a) and (d) (C) (c) and (d) (D) (a) and (b)
30. [ÅA¡> ¤à‹àšøàœ¡ A¡¹à &i¡à l¡üšàƒà> Ò’º :
(A) "[®¡ì¹àW¡> (B) "Ò}®¡à¯ (C) ³ì>àì™àK (D) "àKøÒ
30. [ÅÛ¡oìA¡ ¤à‹àšøàœ¡ A¡¹à¹ &A¡[i¡ l¡üšàƒà> Òº :
(A) ëšø¹oà (B) "Ò}®¡à¤ (C) ³ì>àì™àK (D) "àKøÒ
30. ‚Ê‹Ê¥ÕÊßπÊÒ „¥ÕÊ „Êª˝Ê ◊ÊŸ‚ ¡Ê„ÊŸÊ ¡Ê’Êÿ -
(A) ªÊ‚Ê ŒÈ¥πÊ¥„ÊŸÊÿ (Motivation) (B) •„¥∑§Ê⁄U (Egoistic Feeling)
(C) ªÊ‚Ê „ÊŸÊÿ (Attention) (D) ªÊ‚Ê ¡ÊŸÊÿ (Interest)
30. ‚ËπŸ ◊¥ ’ÊœÊ «UÊ‹Ÿ flÊ‹Ê ∞∑§ ∑§Ê⁄U∑§ „Ò —
(A) ¬̋⁄UáÊÊ (B) •„¥∑§Ê⁄UË ÷ÊflŸÊ∞° (C) äÿÊŸ (D) L§Áø
30. One of the factors which Obstruct learning is :
(A) Motivation (B) Egoistic feeling (C) Attention (D) Interest

UPT-19/P-II/L 37 P.T.O.