2015 2016 2017 2018 june & december - ignou mapc

MAPC Solution Series

2015 2016 2017 2018

June & December

This is SAMPLE Document. Full Document is available on www.springseason.in

MAPC Solution Series

Cognitive Psychology

(June 15 - Dec 18)

SPRING SEASON PUBLICATIONS

Navi Mumbai, INDIA


Content

1 June 15 1

2 Dec 15 17

3 June 16 32

4 Dec 16 48

5 Dec 16s 62

6 June 17 72

7 Dec 17 77

8 June 18 83

9 Dec 18 93


Dec 18 Solved Question Paper Cognitive Psychology

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Dec 2018

Section – A (450 Words)

Q. No. 1. What is Intelligence? Compare and contrast Spearman’s two

factor theory and Thurston’s Group factor theory of intelligence.

3+7 Marks

Answer: Intelligence - Intelligence is the level of ability to:

• Learn: The acquisition, retention, and use of knowledge is an

important component of intelligence

• Recognize problems: To put knowledge to use, people must be able to

identify possible problems in the environment that need to be addressed

• Solve problems: People must then be able to take what they have

learned to come up with a useful solution to a problem they have

noticed in the world around them

Basically, Intelligence is “the capacity to acquire and apply knowledge.”

Intelligence includes the ability to benefit from past experience, act

purposefully, solve problems, and adapt to new situations. Intelligence can also

be defined as “the ability that intelligence tests measure.”

Compare and contrast Spearman’s two factor theory and Thurston’s

Group factor theory of intelligence

An individual may not have factors common to all intellectual abilities. But

he/she may have few abilities that are common to a few activities that could be

grouped. And hence the term ‘group factor’ was proposed to describe the new

theory called Group Factor theory. Spearman’s two factor theory and Thurston’s

Group factor theory of intelligence are part of group factor theory.

Spearman’s two-factor theory is based on assumption that all mental tasks need



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kinds of abilities or factors. A general factor “g” that is common to all the tasks

carried out by an individual; and specific factors “s” that help an individual deal

with specific tasks.

The “g” and “s” factors are working together in a unit. Generally, “g” factor of

intelligence is not found in the same proportion among all individuals.

Variations in “g” factors are due to individual differences. Concept of a “g”

factor is the physical energy of the individuals. “g” factor is a general energy

that functions in all mental activity, but such as mathematics, language, science

or any special ability. “g” factor is gifted ability of the individual.

Most important information to have about a person’s intellectual ability is an

estimate of their “g”. Thus, all intellectual tests center on “g”.

Thurston (1946) rejected the General theory of intelligence and instead

presented his own theory.

Thurston who proposed that the general factor, “g”, cannot be the only common

factor as professions such as those of nurses, compounders and doctors could

not be put in one group.

Like Spearman proposed a general factor “g”, Thurston proposed that certain

mental operations have a common primary factor which gives them

psychological and functional unity which differentiates them from other mental

operations.

These mental operations constitute a group factor. So, there are a number of

groups of mental abilities and each of these groups has its own primary factor.

Thurston has developed a test called Primary Mental Abilities test to assess

these factors. Thurstone felt that differences in the results of intellectual tasks



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could be attributed to one or more of seven independent abilities. Though these

abilities appear to be different, they are related to each other. They are:

.

(492 Words)

Q. No. 2. Discuss the various research methods in cognitive psychology.

10 Marks

Question was asked in June 15, Please see Page No. 1

Q. No. 3. Describe the stages of creativity. Explain the relationship between

intelligence and creativity 5+5 Marks

Answer: Stages of Creativity

Question was asked in Dec 16s, Please see Page No. 65

Relationship between intelligence and creativity – The relationship between

intelligence and creativity is that both of them are functions of the brain that

process information to determine a solution or an answer to a problem.



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Intelligence and creative skills often overlap, but being highly creative or highly

intelligent doesn’t necessarily mean high function with both.

Intelligence Creativity

Intelligence is the ability to acquire

and utilize knowledge

Creativity is viewed as a mental

operation accessible to everyone

Intelligence is the quality of being

very smart and well-informed

Creativity is the ability to cause or to

exist

Intelligence demonstrates ability to

gather knowledge and effectively use

it

Creativity is the ability to go beyond

the intelligence frame and capitalize

on seemingly random connections of

concepts

Creativity and intelligence are regarded as totally independent of each other

Creativity is the highest form of intelligence because it goes beyond knowledge

recall and extends into knowledge creation

Intelligence is not supposed to influence creativity

Studies have shown that highly creative people are highly intelligent but highly

intelligent people are not always creative

Convergent Thinking Divergent Thinking

Cause/Effect Abstraction/Metaphor

Intelligence can be measured by the

intelligence quotient or IQ Creativity is not so easy to measure

(199 Words)

Q. No. 4. Describe Haynes’ model and Hall’s model for effective problem

solving. Discuss the perceptual, cultural and emotional blocks to problem

solving 2+8 Marks

Answer: Haynes’ model and Hall’s model for effective problem solving

Depending on the kind of dilemma or problem, there are a number of models

that can help people to think through their approaches to decision-making.

Haynes’ Model - Suggests a 3-step approach in the form of reflective questions,

for dealing with ethical decision-making dilemmas and problems



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Hall’s Model - Offers a set of questions to help in considering all things before

deciding what ought to do when confronted with an ethical problem, and how to

do it.

Perceptual Blocks to Problem Solving

Perceptual Blocks are obstacles that prevent the problem solver from clearly

perceiving either the problem itself or the information needed to solve it. A few

types of perceptual blocks are

• Seeing What You Expect to See – Stereotyping

• Limiting the problem unnecessarily

• Saturation or information overload

• Defining the Problem Area Too Narrowly

• Difficulty in Isolating the Problem

• Inability to see the problem from various viewpoints

• Failure to utilize all sensory inputs

• An inability to define the terms

• Difficulty in seeing remote relationships

• Failure to investigate the obvious (177 Words)

Cultural Blocks to Problem Solving


Emotional Blocks to Problem Solving




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Section – B (250 Words)

Q. No. 5. Define Aphasia. Differentiate Broca’s and Wernicke’s aphasia

2+4 Marks

Aphasia - Question was asked in June 18, Please see Page No. 90

Differentiate Broca’s and Wernicke’s Aphasia

Question was asked in June 16s, Please see Page No. 69

Q. No. 6. Explain Atkinson and Shiffrin’s stage model of memory 6 Marks

Answer: The Atkinson-Shiffrin modal model of memory was first developed by

Richard Atkinson and Richard Shiffrin in 1968. Atkinson and Shiffrin believed

that once information enters the brain, it must be either stored or maintained and

that the information which is stored goes into three distinct memory systems: the

sensory register, short-term memory, and long-term memory.

External stimuli first enter the sensory memory in an uncoded form where they

can be registered for very brief periods of time; in order for information to be

passed into the short-term memory store attention is vital. The short-term

memory stores approximately 7 +/-2 items in an acoustic code for approximately

15-30 seconds. It is therefore easy to forget things at this stage, as information

will be lost within 30 seconds unless it is repeated or rehearsed. Memories from

this store are lost either because new information comes along and pushes the

old information out (displacement), or because they simply fade away (decay).

However, if information is sufficiently well rehearsed, it is able to pass into the

long-term memory. In the long-term memory store, an unlimited amount of

information may stay for as long as a lifetime through semantic encoding.

However, it may be forgotten because memory traces can decay, ‘new’



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information causes confusion and interferes with the old information or

particular cues within the environment are not available causing retrieval failure.

(177 Words)

Q. No. 7. Discuss the key issues in the study of cognitive psychology

6 Marks

Question was asked in Dec 16, Please see Page No. 48

Q. No. 8. Explain the single system verses dual system hypothesis regarding

acquisition of second language 6 Marks

Question was asked in June 16s, Please see Page No. 70

Q. No. 9. Discuss the strategies of problem solving and point out their

advantages and disadvantages 6 Marks


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