PSY406 Midterm Solved Papers Set 2

PSY406

ABSTRACT This comprehensive collection of notes is accurately crafted to empower students to excel academically, ensuring they achieve a minimum of 80% marks in their examinations. The content is organized with clarity and precision, focusing on key concepts, critical analyses, and practical applications tailored to the syllabus. These notes serve as a reliable resource for both thorough preparation and last-minute revision. Designed to inspire confidence and mastery, this guide is an essential tool for students striving for academic excellence.

Maha Malik Educational Psychology B.Ed. (1.5 Years) BS English Files

Q. What is the difference between hostile and instrumental aggression? Explain with two examples.

Instrumental Aggression is used to gain an object or achieve a goal, not to harm.

Example: A child fights another to take a pen—aim is to get the pen, not to hurt.

Hostile Aggression is intended to harm someone.

Overt aggression: Physical harm, e.g., slapping a peer. Relational aggression: Damaging relationships, e.g., spreading rumors.

Q. How does enactive learning differ from vicarious learning? Provide examples.

Enactive Learning: Learning by doing and experiencing consequences.

Example: Learning to ride a bicycle by actually doing it.

Vicarious Learning: Learning through observation.

Example: A child learns how to wear a dupatta by watching elders.

Q. What is the difference between continuous reinforcement and intermittent reinforcement? Which is more suitable for teaching students with autism?

Continuous Reinforcement: Reinforcer is presented after every appropriate response. Intermittent Reinforcement: Reinforcer is given only at certain times, not every time.

For teaching children with autism, continuous reinforcement is preferred initially to build behavior, followed by intermittent reinforcement for maintaining it.

Q. What do you know about demonstrating as a teaching strategy?

Demonstrating is a part of expository teaching where the teacher presents material in a structured way, from general to specific. It's effective when combined with lecturing and practice, especially for engaging students and clarifying abstract concepts.

Q. Describe the strategy of problem-solving. Explain the working backward strategy with an example.

Problem-Solving: Finding new answers to achieve a goal by going beyond known rules. Working Backward Strategy: Start from the goal and move backward to the starting point.

Example: In geometry, students may start with the proof and trace back to the given data.

Q. List and explain common strategies for problem solving.

Algorithms: Step-by-step procedures for solving a specific problem (domain-specific). Heuristics: General strategies like:

o Working backward

Analogical thinking (solving a new problem based on similar old ones) Verbalization (clearly stating the problem aloud to help process it).

Q. What are some teaching strategies for handling talented students?

While not explicitly listed for talented students alone, general strategies for effective teaching include:

Well-organized lessons Anticipating student difficulties Clear explanations Linking previous and current learning Variety and interactive questioning These strategies help meet the advanced cognitive needs of talented students.

Q. How can modeling and self-talk be used as effective learning strategies?

Modeling: Students learn behaviors by observing others (e.g., teachers, peers). Teachers can act as role models to promote positive behaviors like enthusiasm and punctuality. Self-talk: Helps children plan, guide, and regulate their own actions. Positive self-talk enhances learning, performance, and even health. Teachers should encourage rather than dismiss it.

Q. What is the difference between long-term and short-term memory?

Short-term Memory: Holds information temporarily (15–20 seconds), can hold 5–9 items. Long-term Memory: Stores information permanently and is divided into:

•  Declarative memory: Facts and information
•  Procedural memory: How-to knowledge (skills)
•  Episodic memory: Personal events
•  Implicit/Explicit memory: Unconscious vs. conscious recall.

Q. How is perception related to past experiences? Provide examples.

Perception is attaching meaning to sensations. It is influenced by:

Bottom-up processing: Perceiving based on features Top-down processing: Influenced by prior knowledge and expectations

Example: Hearing a ringtone and recognizing it as your phone ringing because of past experience.

Q. What is sensory memory?

Sensory memory is the initial processing stage where stimuli from the environment (e.g., sights, sounds, smells) are briefly stored. It allows us to transform incoming stimuli into information we can interpret before it fades away.