Learner as an Individual — II (Motivation, Self-concept, Emotions) — Practice

Q1. According to E.L. Thorndike's Law of Readiness, when a learner is ready for a modifiable connection and is allowed to act, the act is

• A. annoying or dissatisfying
• B. satisfying
• C. automatic and reflexive
• D. punished by the environment

Q2. In a Class VIII friction lesson, Sudarshan begins by

• A. directly defining friction and listing its types
• B. asking learners to slow down after lunch break and then throwing marbles on the floor
• C. showing a video of brake systems in cars
• D. writing the formula for frictional force on the board

Q3. According to Fredrick J. McDonald (1965), motivation is an energy change within a person that is characterised by

• A. affective arousal and anticipatory goal reaction
• B. physiological hunger and thirst alone
• C. punishment and avoidance of pain
• D. imitation of role models

Q4. In Maslow's Need Hierarchy (1954), the level at the very top of the pyramid is

• A. Safety needs
• B. Esteem needs
• C. Self-Actualization
• D. Belonging and love needs

Q5. Incentive is defined as a reinforcing agent that adds force to drive. Which of these is given as an example of an incentive?

• A. hunger
• B. thirst
• C. fear
• D. appreciation, rewards and bonus

Q6. Intrinsic motivation is associated with activities where

• A. the task itself is the reward and the locus of control lies inside the person
• B. the learner expects a prize from the teacher
• C. fear of failure forces the learner to act
• D. parents promise a gift for high marks

Q7. The behavioural approach to motivationemphasises which of the following in the classroom?

• A. self-actualisation and personal growth
• B. the learner's internal attribution and control belief
• C. grades, stars, rewards, certification and appreciation as incentives
• D. need of affiliation and peer recognition

Q8. Brophy (1988) defined motivation to learn as a learner's tendency to find academic activities

• A. easy and effortless
• B. meaningful and worthwhile, and to try to drive the intended academic benefits from them
• C. competitive against peers
• D. useful only for getting good marks

Q9. Among teacher strategies to motivate learners, which one is recommended?

• A. Rank children publicly so they compete with each other.
• B. Encourage a habit of self-comparison in learners; avoid comparing children's work among themselves.
• C. Set very difficult, hard-to-reach goals to push learners.
• D. Ignore learners' existing level and start from the syllabus.

Q10. Aptitude is best defined as

• A. a person's general fund of knowledge gained from schooling
• B. the set of abilities essential for acquiring knowledge and skills specific to an area of performance
• C. a fixed inborn IQ score that cannot change
• D. the same thing as a learner's interest in a subject

Q11. The psychomotor component of aptitude involves abilities such as

• A. memory, reasoning and judgement
• B. colour sensitivity and pitch discrimination
• C. strength, impulsion, precision and flexibility of body parts
• D. vocabulary and verbal fluency

Q12. The instructional strategy recommended for high-aptitude learners is

• A. highly structured small units with sequential steps and feedback
• B. compensatory training in note-taking and study habits
• C. unstructured, discovery-oriented and learner-centred approach with minimum guidance
• D. rote memorisation of textbook chapters

Q13. Allport (1935) defined attitude as a

• A. momentary feeling about an object
• B. mental neural state of readiness organised through experiences, exerting a directive influence on an individual's response
• C. set of abilities for performing a specialised activity
• D. biological drive towards basic needs

Q14. The major component of creativity is identified as

• A. convergent thinking — finding the one acceptable answer
• B. divergent thinking — generating more than one alternative idea or answer to a problem
• C. rote recall of facts
• D. imitation of established artists

Q15. The first listed role of curiosity in learning is that curiosity

• A. prepares the brain for learning
• B. guarantees high marks in examinations
• C. replaces the need for teaching aids
• D. makes a learner the most intelligent in the class