Comprehension
Learning Characteristics
Some of the important characteristics of learning are as given below:
1. Learning is Unitary: It implies that the learner reacts as a whole person to the whole situation in a unified way. It means that the learner responds intellectually, emotionally, physically and spiritually at the same time. This attitude helps in the achievement of educational goals.
Development of skills: A skill is a learned activity that one develops through practice and reflection. It is the ability to perform a learned activity well and at will. Skill, as an ability to perform something, includes proficiency, competence, and expertise in the activity. Skill refers to learning psycho-motor behaviors required in the activities such as driving a car or swinging a tennis racket. The development of skills entails the following stages:
a. Cognitive Stage: Achieved through declarative knowledge.
b. Associative Stage: Combining individual steps into larger units.
c. Automated Stage: Where the whole procedure can be accomplished without much attention. In the last stage, the brain process shifts from reflective to reflexive.
Development of Attitudes: Attitude is mental state held by an individual which affects the way that person responds to events and organizes responses. Attitudes are commonly held to have three essential components or dimensions:
i. A Cognitive Dimension: Beliefs and rationalizations which explains the holding of the attitudes.
ii. An Affective Dimension: Emotional aspects of attitudes, such as likes, dislikes, feeling of distaste, and
iii. A Conative or Behavioral Dimension which involves the extent to which the individual is prepared to act on the attitude that they hold.
2. Learning may be planned or unplanned.
3. Learning can be active as well as passive
4. Learning is usually individual, but it can also be collectively generated in groups.
5. Learning is treated both as a process and as an outcome learning is lifelong process.
6. Learning may be incremental-it may add cumulatively to the prior learning or transformation.
7. Learning can be stimulated or triggered by any experience, failure, success, and anything else.
Some of the important characteristics of learning are as given below:
1. Learning is Unitary: It implies that the learner reacts as a whole person to the whole situation in a unified way. It means that the learner responds intellectually, emotionally, physically and spiritually at the same time. This attitude helps in the achievement of educational goals.
Development of skills: A skill is a learned activity that one develops through practice and reflection. It is the ability to perform a learned activity well and at will. Skill, as an ability to perform something, includes proficiency, competence, and expertise in the activity. Skill refers to learning psycho-motor behaviors required in the activities such as driving a car or swinging a tennis racket. The development of skills entails the following stages:
a. Cognitive Stage: Achieved through declarative knowledge.
b. Associative Stage: Combining individual steps into larger units.
c. Automated Stage: Where the whole procedure can be accomplished without much attention. In the last stage, the brain process shifts from reflective to reflexive.
Development of Attitudes: Attitude is mental state held by an individual which affects the way that person responds to events and organizes responses. Attitudes are commonly held to have three essential components or dimensions:
i. A Cognitive Dimension: Beliefs and rationalizations which explains the holding of the attitudes.
ii. An Affective Dimension: Emotional aspects of attitudes, such as likes, dislikes, feeling of distaste, and
iii. A Conative or Behavioral Dimension which involves the extent to which the individual is prepared to act on the attitude that they hold.
2. Learning may be planned or unplanned.
3. Learning can be active as well as passive
4. Learning is usually individual, but it can also be collectively generated in groups.
5. Learning is treated both as a process and as an outcome learning is lifelong process.
6. Learning may be incremental-it may add cumulatively to the prior learning or transformation.
7. Learning can be stimulated or triggered by any experience, failure, success, and anything else.
Question: 1
The synonyms of 'unitary' are:
A. Plenary
B. Unabridged
C. Deficient
D. Outright
Choose the correct option:
The synonyms of 'unitary' are:
A. Plenary
B. Unabridged
C. Deficient
D. Outright
Choose the correct option:
A. Plenary
B. Unabridged
C. Deficient
D. Outright
Choose the correct option:
Updated On: Mar 22, 2024
- A and D
- A, B and C
- A, B and D
- A and D
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The Correct Option is C
Solution and Explanation
The correct option is(C): A, B and D
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Question: 2
Read the statements carefully and answer.
Statement I: Unitary learning refers to the reaction of the whole person to the whole situation who facilitates learning.
Statement II: Skill refers to learning psycho-motor behaviours in different activities.
In the light of the above statements, choose the most appropriate answer from the options given below:
Read the statements carefully and answer.
Statement I: Unitary learning refers to the reaction of the whole person to the whole situation who facilitates learning.
Statement II: Skill refers to learning psycho-motor behaviours in different activities.
In the light of the above statements, choose the most appropriate answer from the options given below:
Statement I: Unitary learning refers to the reaction of the whole person to the whole situation who facilitates learning.
Statement II: Skill refers to learning psycho-motor behaviours in different activities.
In the light of the above statements, choose the most appropriate answer from the options given below:
Updated On: Mar 22, 2024
- Both Statement I and Statement II are true
- Both Statement I and Statement II are false
- Statement I is true but Statement II is false
- Statement I is false but Statement II is true
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The Correct Option is D
Solution and Explanation
The correct option is(D): Statement I is false but Statement II is true
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Question: 3
Which of the following is not a dimension of attitude?
Which of the following is not a dimension of attitude?
Updated On: Mar 22, 2024
- Beliefs and rationalization
- Emotional aspects
- Conative dimension
- Active and passive dimension
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The Correct Option is D
Solution and Explanation
The correct option is(D): Active and passive dimension
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Question: 4
If analysis: dissection, then synthesis: _________?
A.disintegration
B.integration
C.coalescence
D.differentiation.
Choose the appropriate answer:
If analysis: dissection, then synthesis: _________?
A.disintegration
B.integration
C.coalescence
D.differentiation.
Choose the appropriate answer:
A.disintegration
B.integration
C.coalescence
D.differentiation.
Choose the appropriate answer:
Updated On: Mar 22, 2024
- A and C
- A and D
- B and C
- C and D
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The Correct Option is C
Solution and Explanation
The correct option is(C): B and C
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Question: 5
What is the true about learning?
A.It is active as well as passive.
B.Learning is always individual in nature.
C.It can be added cumulatively to the prior learning.
D.It can be stimulated by only negative experiences.
Choose the correct answer from the options given below:
What is the true about learning?
A.It is active as well as passive.
B.Learning is always individual in nature.
C.It can be added cumulatively to the prior learning.
D.It can be stimulated by only negative experiences.
Choose the correct answer from the options given below:
A.It is active as well as passive.
B.Learning is always individual in nature.
C.It can be added cumulatively to the prior learning.
D.It can be stimulated by only negative experiences.
Choose the correct answer from the options given below:
Updated On: Mar 22, 2024
- A and B
- A and C
- B and C
- A, B and D
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The Correct Option is B
Solution and Explanation
The correct option is(B): A and C
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Top Questions on Reading Comprehension
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THE FAIR ISLE METHOD: Fair Isle knitting is a traditional technique that involves using two or more colours of yarn in a single row to create intricate patterns and designs. This method requires careful tension management to ensure even stitches and prevent puckering. To begin, select your colours and cast on the desired number of stitches. As you knit, alternate between colours every few stitches, carrying the unused yarn along the back of the work. Mastering the Fair Isle technique allows you to create stunning visual effects in garments, accessories, and home textiles.
THE CONTINENTAL STYLE: The Continental knitting style, often referred to as “picking,” involves holding the yarn in the left hand while the right hand manipulates the needles. This method allows for greater speed and efficiency, particularly when working with complex patterns or multiple colours. To practice this style, start by casting on your stitches and using your left hand to tension the yarn. With each stitch, simply “pick” the yarn with your right needle, forming a quick and fluid motion. As you become comfortable with this technique, you may find that your overall knitting speed and comfort improve significantly.
THE SHORT-ROW TECHNIQUE: Short-row knitting is an advanced technique that allows for the creation of shaped garments, such as sleeves and shoulders, without the need for complex shaping. To make a sleeve using this technique, begin by casting on the required number of stitches. Work a portion of the row, then turn your work and return without completing the full row to create the “short rows” that shape the curves of the sleeve. To prevent holes at the turn, wrap the stitch before you turn your work. Repeat this process as needed to achieve the desired shaping and dimension of the sleeve. Once you have shaped the sleeve, you can then sew the side seams to connect the pieces of your garment and finally, complete the edges to ensure a clean finish. This method not only helps shape curves but also adds dimension to your piece, allowing you to enhance fit and style.- AILET BALLB (Hons.) - 2025
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The Story of Coffee
Coffee, a beloved beverage enjoyed by millions around the globe, has a rich and captivating history that spans centuries. The story of coffee begins in the ancient highlands of Ethiopia, where, according to legend, a goat herder named Kaldi discovered the stimulating effects of coffee beans. One day, Kaldi noticed his goats frolicking with unusual energy after eating red berries from a certain tree. Curious, he tried the berries himself and experienced a newfound alertness. This discovery soon spread to monasteries, where monks used it to stay awake during long hours of prayer. From Ethiopia, coffee cultivation and consumption spread to the Arabian Peninsula, particularly in Yemen, where the practice of roasting coffee beans and brewing the drink began to take shape. By the 15th century, coffee had become a popular beverage in the Islamic world, with coffee houses known as ‘qahveh khaneh’ emerging as social hubs for conversation, music, and intellectual exchange. These coffee houses became centers of culture and commerce, influencing the spread of coffee to Turkey and beyond, eventually reaching Europe. In Europe, coffee initially faced resistance from religious authorities who considered it a ‘Muslim drink’ and tried to ban it. However, its popularity persisted, and by the 17th century, coffee houses had sprung up in major European cities, becoming important gathering places for artists, writers, and thinkers. The stimulating effects of coffee were embraced during the Age of Enlightenment, where it was seen as a catalyst for intellectual discussion and innovation. The journey of coffee continued with the establishment of colonial plantations in tropical regions such as the Caribbean, Central and South America, and Southeast Asia. These plantations fuelled the global demand for coffee, transforming it from a regional specialty to a major commodity. The industrial revolution further accelerated coffee production and consumption, leading to innovations in coffee brewing methods and the development of instant coffee. In the modern era, coffee has evolved into a deeply ingrained part of daily life for people worldwide. Its cultural significance spans from the bustling cafes of Paris to the quiet coffee farms of Colombia. Today, coffee remains not only a popular beverage but also a symbol of social interaction, productivity, and enjoyment. Whether sipped slowly over a conversation with friends or grabbed hastily on the way to work, the story of coffee continues to unfold, intertwining with the histories and cultures of countless societies across the globe.- AILET BALLB (Hons.) - 2025
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The intricate world of modern manufacturing is a web of precision and innovation, where even the tiniest components play a pivotal role. One such element, often overlooked but crucial, is the sub-subpart. Whether it’s a carpenter fashioning a bespoke piece of furniture or an automobile engineer designing the next generation of vehicles, the creation of sub-subparts is a fundamental process that demands meticulous craftsmanship and cutting-edge technology. In the realm of woodworking, carpenters frequently work with sub-subparts like dowels, screws, and hinges. These minute components may appear insignificant, yet they determine the structural integrity and functionality of the final product. Crafting a dowel, for instance, begins with selecting the appropriate wood species, followed by precision cutting and shaping. The result is a perfectly cylindrical, sturdy sub-subpart that seamlessly joins two larger pieces of wood. The advent of computer-aided design (CAD) and computer numerical control (CNC) machines has revolutionised this process, enabling carpenters to create sub-subparts with unparalleled precision.
Similarly, in the automobile industry, sub-subparts are the unsung heroes of vehicle construction. Take, for instance, the ball bearing—a minuscule but essential component in the wheels and transmission system. Manufacturing these precision-engineered spheres involves intricate processes like forging, heat treatment, and precision machining. Modern techniques such as laser cutting and 3D printing have streamlined production, ensuring that these sub-subparts meet the demanding standards of the automotive sector. The manufacturing of sub-subparts is a testament to the convergence of traditional craftsmanship and cutting-edge technology. Whether it’s a carpenter’s workshop or a high-tech automotive assembly line, the quest for perfection in sub-subpart creation remains unwavering. The attention to detail and precision required in these processes is a testament to the dedication of craftsmen and engineers alike.
To conclude, while sub-subparts may be small in size, their significance in various industries cannot be overstated. Whether it’s a carpenter working on a timeless piece of furniture or an automotive engineer striving for superior performance, the manufacturing of sub-subparts is a crucial step towards achieving excellence in craftsmanship and technology. This fusion of tradition and innovation accentuates the essence of modern manufacturing.- AILET BALLB (Hons.) - 2025
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