Programmes of________education, both pre-service and in-service, have become increasingly effective:

Related Mcqs:

1. Montel, a white university student, is on academic probation for poor grades. Ever since he received notice of his probation, Montel has become increasingly hostile toward racial minority students and staff on campus. His increasing hostility can best be explained in terms of:

   A. the reciprocity norm
   B. the scapegoat theory
   C. ingroup bias
   D. the just- world phenomenon

2. Who are becoming increasingly alert to the results of psychological studies that deal with individual patterns of growth, maturational readiness to learn, and individual differences in rate and limit of learning?

   A. Planers
   B. Researchers
   C. Educators
   D. Group leaders

3. The general aim of______is to provide a body organized facts and generalization that will enable the teacher to realize increasingly both cultural and professional objectives:

   A. Educational psychology
   B. Learning
   C. Syllabus
   D. None of these

4. planned programmes of study represent formal education, or:

   A. Better education
   B. Skilled education
   C. School learning
   D. School training

5. By dividing board concepts into increasingly smaller and detailed sub-groupings, we create:

   A. category hierarchies
   B. functional fixedness
   C. algorithms
   D. overconfidence

6. Andrea views her work as primarily an opportunity to climb up the corporate ladder in pursuit of increasingly better positions. Andrea apparently views her work as a:

   A. flow
   B. contract
   C. career
   D. calling

7. These programmes derived from the continual attempt to develop new conceptual frameworks, to try out innovations and to view these innovations from a variety to perspectives There is no specified and preferred.

   A. Innovation
   B. Perspective
   C. Programme
   D. Logic

8. Stroebe and Diehl (1994) conducted a clever piece of research into why brainstorming does not appear to enhance individual creativity. They hypothesized that, during a brainstorming session, because may speak at a time, other group members have to keep silent, and may be distracted by the content of the group discussion or forget their own ideas. Storebe and Diehi termed this phenomenon ‘production blocking’, because the waiting time before speaking and the distracting influence of others ‘ idea could potentially block individuals from coming up with their ideas. The result of their subsequent study were clear-cut: participants generated approximately twice as many ideas when they were allowed to express their ideas as they occurred than when they had to wait their turn. But which two of the following can we infer from these results?
   1.That ‘production blocking’ does not occur in interactive brainstorming groups.
   2.That ‘production blocking’ is an important factor explaining the inferiority of interactive brainstorming groups.
   3.That it may be more effective to ask group members to develop their ideas in one group, and than express them to another group.
   4.That it may be more effective to ask group members to develop their ideas separately, and then express them in a subsequent joint meeting.

   A. 1 & 2
   B. 2 & 3
   C. 1 & 3
   D. 2 & 4

9. Stroebe and Diehl(1994) conducted a clever piece of research into why brainstorming does not appear to enhance individual creativity. They hypothesized that, during a brainstorming session, because may speak at a time, other group members have to keep silent, and may be distracted by the content of the group discussion or forget their own ideas. Storebe and Diehi termed this phenomenon ‘production blocking’, because the waiting time before speaking and the distracting influence of others ‘ idea could potentially block individuals from coming up with their ideas. The result of their subsequent study were clear-cut: participants generated approximately twice as many ideas when they were allowed to express their ideas as they occurred than when they had to wait their turn. But which two of the following can we infer from these results?
   1.That ‘production blocking’ does not occur in interactive brainstorming groups.
   2.That ‘production blocking’ is an important factor explaining the inferiority of interactive brainstorming groups.
   3.That it may be more effective to ask group members to develop their ideas in one group, and than express them to another group.
   4.That it may be more effective to ask group members to develop their ideas separately, and then express them in a subsequent joint meeting.

   A. 1 & 2
   B. 2 & 3
   C. 1 & 3
   D. 2 & 4

10. Which is the last of the pre-linguistic stages in a child’s development of speech?

    A. phonemes
    B. basic cry
    C. babbling
    D. anagrammatic