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1. Write your roll number in the space provided on the top of
this page.
2. This paper consists of fifty multiple-choice type of questions.
3. At the commencement of examination, the question booklet
will be given to you. In the first 5 minutes, you are requested
to open the booklet and compulsorily examine it as below
To have access to the Question Booklet, tear off the paper
seal on the edge of this cover page. Do not accept a booklet
without sticker-seal and do not accept an open booklet.
Tally the number of pages and number of questions
in the booklet with the information printed on the
cover page. Faulty booklets due to pages/questions
missing or duplicate or not in serial order or any
other discrepancy should be got replaced immediately
by a correct booklet from the invigilator within the
period of 5 minutes. Afterwards, neither the Question
Booklet will be replaced nor any extra time will be
given.
After this verification is over, the Test Booklet Number
should be entered in the OMR Sheet and the OMR Sheet
Number should be entered on this Test Booklet.
4. Each item has four alternative responses marked
and You have to darken the oval as indicated below on the
correct response against each item.
Example
where is the correct response.
5. Your responses to the items are to be indicated in the Answer
Sheet given inside the Paper I Booklet only. If you mark at
any place other than in the ovals in the Answer Sheet, it will
not be evaluated.
6. Read instructions given inside carefully.
7. Rough Work is to be done in the end of this booklet.
8. If you write your name or put any mark on any part of the test
booklet, except for the space allotted for the relevant entries,
which may disclose your identity, you will render yourself
liable to disqualification.
9. You have to return the test question booklet and OMR Answer
sheet to the invigilators at the end of the examination
compulsorily and must not carry it with you outside the
Examination Hall.
10. Use only Blue/Black Ball point pen.
11. Use of any calculator or log table etc., is prohibited.
12. Negative Marking For each incorrect answer, 0.5 marks
shall be deducted.
D-0109 P.T.O.
Signature and Name of Invigilator OMR Sheet No. .........................................
(To be filled by the Candidate)
Roll No.
(In words)
1. (Signature)
(Name)
2. (Signature)
(Name)
Roll
D-0909
PAPER-II
Test Booklet No.
Time 1 [Maximum Marks 100 4 hours]
Number of Pages in this Booklet 16 Number of Questions in this Booklet 50
Instructions for the Candidates ¯Ö¸üß�ÖÖÙ£ÖµÖÖë �êú ×»Ö. ×­Ö¤ìü¿Ö
(In figures as per admission card)
A B C D A B C D
EDUCATION
D-0909 1 P.T.O.
Paper-II 2 D-0909
EDUCATION
Paper II
Note This paper contains fifty objective type questions, each question carrying two
marks. Attempt all the questions.
1. Which of the following is not a task of Philosophy
Speculation Description and Analysis
Prescription Observation
2. Which of the following is not a unique feature of education envisaged by Swami
Vivekananda
Cultivation of heart and physical strength.
Residential programme of education.
Intelligent productive manual labour
Importance to concentrations.
3. 'Intuitive Knowledge' is attained through
External experiences
Internal experiences
Both internal and external experiences
Neither internal or external experiences
4. 'The child is an integral part of the ultimate universe' is the view point of
Realism Pragmatism
Existentialism Idealism
5. Which of the following is not a suited connotation for 'Equality of educational
opportunity'
A policy of open access to education to all.
Equitable rationing and distribution of available resources to all.
Equalisation of educational attainment by providing resources in favour of less
able and less motivated group.
Investing more funds on education.
6. 'Learning in communion with nature' was propagated by
Swami Vivekananda Sri Aurobindo
Rabindranath Tagore Mahatma Gandhi 
D-0909 3 Paper-II
׿ÖÖÖ
¯ÖÏ¿-Ö¯Ö¡Ö II
-ÖÖê™ü ‡ÃÖ ¯ÖÏ¿-Ö¯Ö¡Ö ´Öë ¯Ö"ÖÖÃÖ ²ÖÆãü-×¾Öú»¯ÖßµÖ ¯ÖÏ¿-Ö Æïü … ¯ÖÏŸµÖêú ¯ÖÏ¿-Ö êú ¤üÖê †Óú Æïü … ÃÖ³Öß ¯ÖÏ¿-ÖÖë êú ˆ¢Ö¸ü ¤ëü …
1. ´Öë ÃÖê ÃÖÖ úÖ´Ö ¤ü¿ÖÔ-Ö¿ÖÖÃ¡Ö úÖ -ÖÆüà Æîü
¤æü¸üú»¯Ö-ÖÖ ŸÖ£ÖÖ ×¾Ö¿»ÖêÂÖ,Ö
†¾Ö»ÖÖêú-Ö
2. ´Öë ÃÖê ÃÖÖ, þÖÖ´Öß ×¾Ö¾ÖêúÖ-ÖÓ¤ü «üÖ¸üÖ ¯ÖÏן֯ÖÖפüŸÖ ׿Ö4ÖÖ ¯Ö¨ü×ŸÖ úÖ †-Öã¯Ö´Ö 6Öã,Ö -ÖÆüà Æîü
Çü¤üµÖ ŸÖ£ÖÖ ¿ÖÖ¸üß׸üú ¿ÖÛOEŸÖ úÖ ×¾ÖúÖÃÖ
׿Ö4ÖÖ êú †Ö¾ÖÖÃÖß úÖµÖÔÎú´Ö
ÃÖã²Öãרü ŸÖ£ÖÖ ˆŸ¯ÖÖ¤ü-Ö¿Öᯙ ¿ÖÖ¸üß׸üú ÁÖ´Ö
‹úÖ6ÖÏŸÖÖ úÖ ´ÖÆü¢¾Ö
3. '†-ŸÖ´ÖãÔ=Öß ¯ÖÏÖ¯ŸÖ ÆüÖêŸÖÖ Æîü
²ÖÖÊ †-Öã³Ö¾ÖÖë «üÖ¸üÖ
†Ö-ŸÖ׸üú †-Öã³Ö¾ÖÖë «üÖ¸üÖ
²ÖÖÊ ŸÖ£ÖÖ †Ö-ŸÖ׸üú ¤üÖê-ÖÖë †-Öã³Ö¾ÖÖë «üÖ¸üÖ
²ÖÖÊ ŸÖ£ÖÖ Æüß †ÖÓŸÖ׸üú †-Öã³Ö¾ÖÖë «üÖ¸üÖ
4. ¯Ö¸ü´Ö ²ÖÎÉ úÖ †Ó6Ö Æîü…' µÖÆü ×¾Ö"ÖÖ¸ü ´Öë ÃÖê ×úÃÖúÖ Æîü
µÖ£ÖÖ£ÖÔ¾ÖÖ¤ü ¾µÖ¾ÖÆüÖ¸ü¾ÖÖ¤ü
†Ûß֟¾Ö¾ÖÖ¤ü †Ö¤ü¿ÖÔ¾ÖÖ¤ü
5. ´Öë ÃÖê ÃÖß µÖãÛOEŸÖ '¿Öî×4Öú †¾ÖÃÖ¸üÖë úß êú ÃÖÓ¤ü³ÖÔ ´Öë ˆ¯ÖµÖãOEŸÖ -ÖÆüà Æîü
ÃÖ²Öêú ×»Ö‹ ׿Ö4ÖÖ êú ¤ü¸ü¾ÖÖ•Öê =Öã»Öê ÆüÖê-ÖÖ …
ˆ¯Ö»Ö²¬Ö úÖ ÃÖÖ´µÖ ×¾ÖŸÖ¸ü,Ö …
ú´Ö µÖÖê6µÖŸÖÖ ŸÖ£ÖÖ †»¯Ö¯ÖÏê׸üŸÖ ¾Ö6ÖÖí êú ¯Ö4Ö ´Öë ¿Öî×4Öú †¾ÖÃÖ¸üÖë úÖ ²Ö¸üÖ²Ö¸ü ×¾ÖŸÖ¸ü,Ö …
׿Ö4ÖÖ ¯Ö¸ü †Öî¸ü †×¬Öú …
6. '¯ÖÏéú×ŸÖ êú ÃÖÓÃÖ6ÖÔ ´Öë †×¬Ö6Ö´Ö' úÖê ´Öë ÃÖê ×úÃÖ-Öê ¯ÖÏÃÖÖ׸üŸÖ ×úµÖÖ £ÖÖ
þÖÖ´Öß ×¾Ö¾ÖêúÖ-Ö-¤ü ÁÖß †¸ü×¾Ö-¤ü
¸ü¾Öß-¦ü-ÖÖ£Ö ™îü6ÖÖê¸ü ´ÖÆüÖŸ´ÖÖ 6ÖÖÓ¬Öß 
Paper-II 4 D-0909
7. The founder of Pragmatism was
John Dewey William James
Kilpatrick Charles Sanders Peirce
8. Rousseau's conception of 'freedom' was not accepted by
Pestalozzi Jean Paul Sartre
Paulo Freire John Dewey
9. "Discipline through direct consequence" was propagated by
Existentialist Pragmatist
Naturalist Realist
10. The School of Philosophy which upholds the primacy of 'mind over matter' is
Existentialism Realism
Pragmatism Idealism
11. The teacher is very much concerned with epistemology because his aim is to promote
Values Truth
Knowledge Skills
12. Which School of Philosophy maintains that the 'universe is an expression of
intelligence and will'
Pragmatism Realism
Idealism Existentialism
13. "Education according to interest rather than the caste, creed, race or religion" was
propagated by
Vedantic Education Islamic Education
Jainistic Education Buddhistic Education
14. The major constraint of social change is
caste education
religion poverty
15. Modernisation of 'educational programmes' has posed many issues in the society.
Which one of the following is not applicable
Increasing numbers of crimes in teenagers.
Increasing number of suicides in students.
Misuse of media by youngsters.
Reduced status of teachers. 
D-0909 5 Paper-II
7. ¾µÖ¾ÖÆüÖ¸ü¾ÖÖ¤ü úÖ ¯ÖϾ֟ÖÔú £ÖÖ
•ÖÖò-Ö ›ü¶æ¾Öß ×¾Ö×»ÖµÖ´Ö •Öê´•Ö
×ú»Ö¯Öî×™Òüú "ÖÖ»ÃÖÔ ÃÖÖ,›üÃÖÔ ¯ÖßµÖÃÖÔ
8. ºþÃÖÖê úß úß †¾Ö¬ÖÖ¸ü,ÖÖ úÖê ´Öë ÃÖê ×úÃÖ-Öê þÖßéúŸÖ -ÖÆüà ×úµÖÖ £ÖÖ
¯ÖêÙüÖê»ÖÖò•Öß ¯ÖÖò»Ö ÃÖ¸ü¡Öê
¯ÖÖî»ÖÖê ±ÏúßµÖ¸ü •ÖÖò-Ö ›ü¶æ¾Öß
9. "ÃÖ߬Öê ¯Ö׸ü,ÖÖ´Ö «üÖ¸üÖ †-Öã¿ÖÖÃÖ-Ö" úÖê ×úÃÖ-Öê ¯ÖÏן֯ÖÖפüŸÖ ×úµÖÖ
†Ûß֟¾Ö¾ÖÖ¤üß ¾µÖ¾ÖÆüÖ¸ü¾ÖÖ¤ß
¯ÖÏéúן־ÖÖ¤üß µÖ£ÖÖ£ÖÔ¾ÖÖ¤üß
10. ¤ü¿ÖÔ-Ö •ÖÖê '¦ü¾µÖ ÃÖê †×¬Öú ´ÖÛßÖÂú' úÖê ¾Ö¸üßµÖŸÖÖ ¤êüŸÖÖ Æîü, ¾ÖÆü Æîü
†Ûß֟¾Ö¾ÖÖ¤ü µÖ£ÖÖ£ÖÔ¾ÖÖ¤ü
¾µÖ¾ÖÆüÖ¸ü¾ÖÖ¤ü †Ö¤ü¿ÖÔ¾ÖÖ¤ü
11. †¬µÖÖ¯Öú úÖ †×¬Öú ÃÖ´²Ö-¬Ö ÃÖê Æîü OEµÖÖë×ú ˆÃÖúÖ ˆ§êü¿µÖ Æîü
´Ö滵ÖÖë úÖ ×¾ÖúÖÃÖ ÃÖŸµÖ úÖ ×¾ÖúÖÃÖ
úÖ ×¾ÖúÖÃÖ úÖî¿Ö»Ö úÖ ×¾ÖúÖÃÖ
12. '²ÖÎÉÖ,›ü ²Öãרü ŸÖ£ÖÖ ‡""ûÖ úß †×³Ö¾µÖÛOEŸÖ Æîü…' µÖÆü ÃÖê ¤ü¿ÖÔ-Ö úÖ ×¾Ö"ÖÖ¸ü Æîü
¾µÖ¾ÖÆüÖ¸ü¾ÖÖ¤ü µÖ£ÖÖ£ÖÔ¾ÖÖ¤ü
†Ö¤ü¿ÖÔ¾ÖÖ¤ü †Ûß֟¾Ö¾ÖÖ¤ü
13. "¹ý×"Ö êú †-ÖãÃÖÖ¸ü ׿Ö4ÖÖ ×ú ¬Ö´ÖÔ ŸÖ£ÖÖ úÖµÖÔ êú †-ÖãÃÖÖ¸ü" µÖÆü
¾Öê¤üÖÛ-ŸÖú ׿Ö4ÖÖ úÖ Æîü … ‡Ã»ÖÖ×´Öú ׿Ö4ÖÖ úÖ Æîü …
¬Ö´ÖÔ úÖ Æîü … ²ÖÖî¨ü ¬Ö´ÖÔ úÖ Æîü …
14. ÃÖÖ´ÖÖוÖú ¯Ö׸ü¾ÖŸÖÔ-Ö êú ×»Ö‹ ÃÖ²ÖÃÖê ²Ö›Íüß ¹ýúÖ¾Ö™ü Æîü
•ÖÖן֯ÖÏ£ÖÖ ×¿Ö4ÖÖ
¬Ö´ÖÔ
15. '¿Öî×4Öú úÖµÖÔÎú´ÖÖë' êú †Ö¬Öã×-Öúßú¸ü,Ö ÃÖ´ÖÖ•Ö êú ÃÖÖ´Ö-Öê ²ÖÆãüŸÖ ÃÖê ´Öã§êü ¸ü=Öê Æïü … ´Öë ÃÖê ÃÖÖ ‡-Ö´Öë
¿ÖÖ×´Ö»Ö -ÖÆüà Æîü
×ú¿ÖÖê¸üÖë ´Öë ²ÖoeÍüŸÖß †¯Ö¸üÖ¬Ö ¯ÖϾÖé×¢Ö
²Ö""ÖÖë ´Öë ²ÖoeÍüŸÖß †ÖŸ´ÖÆüŸµÖÖ úß ¯ÖϾÖé×¢Ö
"ûÖê™êü ²Ö""ÖÖë «üÖ¸üÖ ÃÖÓ"ÖÖ¸ü ´ÖÖ¬µÖ´ÖÖë úÖ ¤ãü¹ý¯ÖµÖÖê6Ö
†¬µÖÖ¯ÖúÖë úß ¯ÖÏÛãÖ×ŸÖ ´Öë ×6Ö¸üÖ¾Ö™ü 
Paper-II 6 D-0909
16. Analysis of the sociological processes involved in the educational institutions could
be known as
Social foundations of Education
Sociology of Education
Educational Sociology
Social Science of Education
17. According to Talcott Parson, social change deals with
Spiritual upliftment Economic upliftment
Cultural revolution Functional needs of the society
18. Caste system can create a
closed society changing society
dead society open society
19. It is often complained that there is a 'brain drain' in our country. The implication is
that
the brains of educated persons are being washed in unnecessary pursuits.
students' brains are burdened with education unnecessarily.
education today is creating strain to the brains of students.
educated and capable people are seeking jobs in other countries for better
opportunities and economic benefits.
20. Some sociologists have given importance to the functioning factors of social
interaction. These factors are concerned with
the proximity and similarity of the societies
the purpose and common facts of societies.
the needs and past experiences of the societies.
goodness, common cause and economy of the societies.
21. National Reconstruction in any country should be based on
improvement of adjustability and adaptability of people.
familiarising the children with the nation's culture and philosophy.
weeding out the unsocial and unscientific practices at the top level.
developing ambitious outlooks among administrator.
22. Which of the following is not an attribute of culture
Shared Transmittable
Innate Learnt 
D-0909 7 Paper-II
16. ¿Öî×4Öú ÃÖÓãÖÖ†Öë ´Öë ×-Ö×ÆüŸÖ ÃÖÖ´ÖÖוÖú ¯ÖÏ×ÎúµÖÖ†Öë êú ×¾Ö¿»ÖêÂÖ,Ö úÖê úÆüÖ •ÖÖ ÃÖúŸÖÖ Æîü
׿Ö4ÖÖ úß ÃÖÖ´ÖÖוÖú ¯Öéšü³Öæ×´Ö
׿Ö4ÖÖ úÖ ÃÖ´ÖÖ•Ö¿ÖÖáÖ
¿Öî×4Öú ÃÖ´ÖÖ•Ö¿ÖÖáÖ
׿Ö4ÖÖ úÖ ÃÖ´ÖÖ•Ö
17. ™üÖ»ÖúÖê™ü ¯ÖÖ¸üÃÖ-Ö êú †-ÖãÃÖÖ¸ü ÃÖÖ´ÖÖוÖú ¯Ö׸ü¾ÖŸÖÔ-Ö úÖ ÃÖÓ²ÖÓ¬Ö Æîü
†Ö¬µÖÖÛŸ´Öú ÃÖê †ÖÙ£Öú ÃÖê
ÃÖÖÓÃéúןÖú ÎúÖÓ×ŸÖ ÃÖê ÃÖ´ÖÖ•Ö úß ×ÎúµÖÖ¿Öᯙ †Ö¾Ö¿µÖúŸÖÖ†Öë ÃÖê
18. •ÖÖ×ŸÖ ¯ÖÏ£ÖÖ ú¸ü ÃÖúŸÖß Æîü
ÃÖÓãú×"ÖŸÖ ÃÖ´ÖÖ•Ö ¯Ö׸ü¾ÖŸÖÔ-Ö¿Öᯙ ÃÖ´ÖÖ•Ö
´ÖéŸÖ ÃÖ´ÖÖ•Ö ´ÖãOEŸÖ ÃÖ´ÖÖ•Ö
19. †úÃÖ¸ü ׿ÖúÖµÖŸÖ ÆüÖêŸÖß Æîü ×ú Æü´ÖÖ¸êü ¤êü¿Ö ÃÖê 'פü´ÖÖ6Öß ²Ö×Æü6ÖÔ´Ö-Ö' ÆüÖê ¸üÆüÖ Æîü … ×-Ö×ÆüŸÖÖ£ÖÔ µÖÆü Æîü ×ú
׿Ö×4ÖŸÖ »ÖÖê6Ö †¯Ö-ÖÖ ×¤ü´ÖÖ6Ö †-ÖÖ¾Ö¿µÖú ´Öë ¾µÖ£ÖÔ 6Ö¾ÖÖÑ ¸üÆêü Æïü …
"ûÖ¡ÖÖë êú פü´ÖÖ6Ö †-ÖÖ¾Ö¿µÖú ׿Ö4ÖÖ êú ²ÖÖê—Ö êú -Öß"Öê ¤ü²Öê Æãü‹ Æïü …
×¾ÖªÖÙ£ÖµÖÖë êú פü´ÖÖ6Ö ¯Ö¸ü †Ö•Ö úß ×¿Ö4ÖÖ ŸÖ-ÖÖ¾Ö ¯Öî¤üÖ ú¸üŸÖß Æîü …
׿Ö×4ÖŸÖ †Öî¸ü ÃÖ4Ö´Ö »ÖÖê6Ö †Öî¸ü-†×¬Öú †""êû †¾ÖÃÖ¸ü †Öî¸ü †ÖÙ£Öú »ÖÖ³Ö êú ×»ÖµÖê ¤æüÃÖ¸êü ¤êü¿ÖÖë ´Öë
-ÖÖîú¸üß oeæÑüoeÍüŸÖê Æïü …
20. ÃÖÖ´ÖÖוÖú †ÓŸÖ:×ÎúµÖÖ êú ×ÎúµÖÖ¿Öᯙ úÖ¸üúÖë úÖê ãú"û ÃÖ´ÖÖ•Ö¿ÖÖÛáֵÖÖë ´ÖÆü¢¾Ö פüµÖÖ Æîü … µÖÆü úÖ¸üú ÃÖÓ²ÖÓ×¬ÖŸÖ Æïü
ÃÖ´ÖÖ•Ö úß ×-Öú™üŸÖÖ †Öî¸ü ÃÖ´ÖÖ-ÖŸÖÖ êú ÃÖÖ£Ö
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21. ×úÃÖß ³Öß ¤êü¿Ö úÖ ¸üÖ™ÒüßµÖ ¯Öã-ÖÙ-Ö´ÖÖÔ,Ö †Ö¬ÖÖ׸üŸÖ ÆüÖê-ÖÖ "ÖÖ×Æü‹
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¸üÖ™Òü úß ÃÖÓÃéú×ŸÖ †Öî¸ü ¤ü¿ÖÔ-Ö¿ÖÖÃ¡Ö ÃÖê ²Ö""ÖÖë úÖê ¯Ö׸ü×"ÖŸÖ ú¸üÖ-Öê ¯Ö¸ü
ˆ""Ö ÃŸÖ¸ü ¯Ö¸ü ¯ÖÏ"Ö×»ÖŸÖ †ÃÖÖ´ÖÖוÖú †Öî¸ü †¾Öî-ÖÖ×-Öú ¯ÖÏ£ÖÖ†Öë úÖê ×-ÖúÖ»Ö ¤êü-Öê ¯Ö¸ü
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22. ´Öë ÃÖê ÃÖÖ ÃÖÓÃéú×ŸÖ 6Öã,Ö¬Ö´ÖÔ -ÖÆüà Æîü
ÃÖÛ´´Ö×»ÖŸÖ ÃÖÓ"ÖÖ¸ü,ÖßµÖ
†ÓŸÖÙ-Ö×ÆüŸÖ †×¬Ö6Öé×ÆüŸÖ 
Paper-II 8 D-0909
23. The Kothari Commission's report was entitled as
Education and National Development
Learning to Be
Diversification of Education
Education and social change in Democracy.
24. Acculturation is the process of
developing qualities affecting the culture of a nation.
accepting the innovations required for the development of nation's culture.
being influenced by the cultural imperatives of a nation.
following the latest trends of a culture as opposed to the past traditions.
25. The SUPW has been introduced in the school curriculum due to the recommendation
of
The Kothari Education Commission's Report
The Ishverbhai Patel Educational Review Committee
The Secondary Education Commission's Report
The University Education's Committee Report
26. For Harmonious development of the personality of the child, parents should
Over-protect the child.
Regularly compare the child with other children.
Provide conducive environment at home.
Engage qualified teachers for Her.
27. During early phases of Development, Educational Psychology has drawn its content
from the researches in
Physical Sciences Medical Sciences
Social Sciences Natural Sciences
28. Who among the following described the intellectual development as age related
development
Jerome S. Bruner Jean Piaget
David Ausubel Hilda Taba
29. Most important factor(s) in the development of child are
Physical and moral environment of the child.
Social and Economic status of the family.
Educational and social status of parents.
Socio-economic and intellectual environment of the child. 
D-0909 9 Paper-II
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׿Ö4ÖÖ úÖ ¾Öî×¾Ö׬Öú¸ü,Ö
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24. ÃÖÓÃéúןÖ-ÃÖÓÎú´Ö,Ö úß ¯ÖÏ×ÎúµÖÖ úÖ †£ÖÔ Æîü
¤êü¿Ö úß ÃÖÓÃéú×ŸÖ ¯Ö¸ü †ÃÖ¸ü ú¸ü-Öê ¾ÖÖ»Öê 6Öã,Ö¬Ö´ÖÖí úÖ ×¾ÖúÖÃÖ …
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¤êü¿Ö úß ÃÖÖÓÃéúןÖú †×-Ö¾ÖÖµÖÔŸÖÖ†Öë ÃÖê ¯ÖϳÖÖ×¾ÖŸÖ ÆüÖê-ÖÖ …
ÃÖÓÃéú×ŸÖ úß ³ÖæŸÖúÖ»Öß-Ö ¯Ö¸Óü¯Ö¸üÖ†Öë êú ×¾Ö¹ý¨ü †Ö¬Öã×-Öú ¯ÖϾÖé×¢ÖµÖÖë úÖ …
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6ÖµÖÖ £ÖÖ
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×¾Ö¿¾Ö×¾ÖªÖ»ÖµÖ ×¿Ö4ÖÖ ÃÖ×´ÖןÖ
26. ²Ö""Öê êú ¾µÖÛOEŸÖŸ¾Ö êú ‹úÃÖæ¡ÖßµÖ ×¾ÖúÖÃÖ êú ×»Ö‹ ´ÖÖÑ-²ÖÖ¯Ö úÖê "ÖÖ×Æü‹ ×ú ¾ÖÆü
²Ö""Öê úÖê †×ŸÖÃÖã¸ü×4ÖŸÖ …
²Ö""Öê úß ŸÖã»Ö-ÖÖ »Ö6ÖÖŸÖÖ¸ü ¤æüÃÖ¸êü ²Ö""ÖÖë ÃÖê ú¸ëü …
´Öë †-Öãæú»µÖ ¾ÖÖŸÖÖ¾Ö¸ü,Ö ¯ÖÏÖ¯ŸÖ ú¸ü¾ÖÖ‹Ñ …
²Ö""Öê êú ×»Ö‹ µÖÖê6µÖ †¬µÖÖׯÖúÖ úÖ ¯ÖϲÖÓ¬Ö ú¸ëü …
27. †¯Ö-Öê ×¾ÖúÖÃÖ êú †Ö¸üÛ´³Öú ´Öë ׿Ö4ÖÖ †¯Ö-Öß ×¾ÖÂÖµÖ ÃÖÖ´Ö6ÖÏß ×•ÖÃÖ 4Öê¡Ö êú ÃÖÓ¿ÖÖê¬Ö úÖµÖÖí ÃÖê »Öß
¾ÖÆ Æîü
³ÖÖîןÖú ×"Ö×úŸÃÖÖ
ÃÖÖ´ÖÖוÖú ¯ÖÏÖéúןÖú
28. ´Öë ÃÖê ×úÃÖ-Öê ²ÖÖîרüú ×¾ÖúÖÃÖ úÖê †ÖµÖã ÃÖê ÃÖ´²ÖÛ-¬ÖŸÖ ×¾ÖúÖÃÖ ²ÖŸÖÖµÖÖ Æîü
•Öê¸üÖî´Ö ‹ÃÖ. ²ÖÎæ-Ö¸ü ׯֵÖÖ•Öê
›êü×¾Ö›ü †ÖîÃÖÖê²Ö»Ö ×Æü»¤üÖ ŸÖÖ²ÖÖ
29. ²ÖÖ»Öú êú ×¾ÖúÖÃÖ ´Öë ÃÖ²ÖÃÖê ´ÖÆü¢¾Ö¯Öæ,ÖÔ úÖ¸üú Æîü
²ÖÖ»Öú úÖ ³ÖÖîןÖú ‹¾ÖÓ -ÖîןÖú ¾ÖÖŸÖÖ¾Ö¸ü,Ö …
¯Ö׸ü¾ÖÖ¸ü úß ÃÖÖ´ÖÖוÖú ‹¾ÖÓ †ÖÙ£Öú ÛãÖ×ŸÖ …
´ÖÖŸÖÖ-ׯ֟ÖÖ úÖ ¿Öî×4Öú ‹¾ÖÓ ÃÖÖ´ÖÖוÖú ßָü …
²ÖÖ»Öú úÖ ÃÖÖ´ÖÖוÖú-†ÖÙ£Öú ‹¾ÖÓ ²ÖÖîרüú ¾ÖÖŸÖÖ¾Ö¸ü,Ö … 
Paper-II 10 D-0909
30. Differences in 'Learning Styles' among learners may be attributed to
Socialisation process of learner.
Thinking strategies adopted by learner.
Economic conditions of the family.
Parenting of the child.
31. Two-factor theory of intelligence is given by
Alfred Binnet and L. Simon C.E. Spearman
J.P. Guilford L.M. Terman
32. Children whose mental age is lower than chronological age are called
Gifted children Normal children
Learning disabled Retarded children
33. Concepts are important vehicles in
Learning communication Thinking processes
Motivating the learner Achievement of learner
34. The meaningful reception learning was explained by
Robert Gagne David Ausubel
Jean Piaget Jerom S. Bruner
35. The type of learning explained by Albert Bandura is also known as
Insight learning Observational learning
Sign learning Verbal learning
36. A child is working very hard for her examination. Her behaviour is an indicator of her
Sharp cognitive abilities
High achievement motivation
Very busy schedule
Desire to impress her parents
37. The purpose of instructional theory is
Descriptive Instructive
Prescriptive Evaluative 
D-0909 11 Paper-II
30. ×¾ÖªÖÙ£ÖµÖÖë ´Öë ¯ÖÖ‹ ¾ÖÖ»Öß '†×¬Ö6Ö´Ö ¿Öî×»ÖµÖÖë' ´Öë úÖ ÆüÖê ÃÖúŸÖê Æïü
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²ÖÖ»Öú úÖ ¯ÖÖêÂÖ,Ö …
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32. ¾ÖÆü ²Ö""Öê וÖ-Öúß ´ÖÖ-Ö×ÃÖú †ÖµÖã úÖ»ÖÖ-ÖãÎú×´Öú †ÖµÖã ÃÖê ú´Ö ÆüÖêŸÖß Æîü, úÆü»ÖÖŸÖê Æïü
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