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Which one of the following is a feature of an attitude?
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A working group was formed to organise the annual sports competition in a school. At a particular stage, there was a lot of conflict in the group. Identify this stage and the stage that is likely to follow it.
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Explain any two elements of a group structure.
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Ananya had been trying to learn a new form of dance to win a competition. She decided to join a dance group that was also practicing the same dance form. Identify the reason for Ananya wanting to join the dance group. Explain some of the other reasons that make people join groups.
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Explain the term intelligence.
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Explain the characteristics of an attitude in terms of complexity and centrality.
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Mary found herself very lonely when she joined a new college, but soon felt at ease when she made friends and became a member of a 'hobby group' too. With the help of this example, discuss the conditions that lead to group formation.
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The self that values family and social relationships is referred to as:
- Personal
- Social
- Familial
- Relational
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Values and beliefs are not the same as attitudes. Explain this statement with the help of examples.
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Mehak is an important member of her Psychology group and has recently been selected to be a member of the football team as well. What is the main difference between the group and the team that she is a part of?
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The centrality of an attitude reflects ______.
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Four friends are working together to develop a plan for their new start-up. After some initial conflict, the group started to work together and became unified. Now the group is very productive and the group goal is in the process of being achieved. Identify the stage of group formation that the group has presently reached. Explain the stages that the group has passed through to reach the present stage.
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Read the case and answer the questions that follow.
| The Pygmalion effect, or Rosenthal effect, is a psychological phenomenon in which high expectations lead to improved performance in a given area. The hypothesis was that expectations can influence performance. Robert Rosenthal chose an elementary school in California for his study and having tested all the children’s IQ, the researchers selected a sample of children at random. He informed the teachers that these were children of high academic potential. Following the test, the teachers were given the names of the ‘intellectual bloomers,’ but no scores were disclosed. At the end of the school year, all the students retook the test. While the overall scores had risen, the so called ‘intellectual bloomers’ had improved the most because of the teachers' efforts and the attention they got from them. The evidence seemed to indicate that the teachers’ expectations had an impact on the student outcomes, especially in the younger students. A similar process works in the opposite direction in the case of low expectations. The idea of the Pygmalion effect can be applied in many situations. Our beliefs about others can lead us to treat them in such a way that they subsequently start behaving in accordance with our beliefs. |
Explain the cognitive and behavioural components of the teachers’ attitude towards the ‘intellectual bloomers’ in the Rosenthal study.
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Read the case and answer the question that follow.
| The Pygmalion effect, or Rosenthal effect, is a psychological phenomenon in which high expectations lead to improved performance in a given area. The hypothesis was that expectations can influence performance. Robert Rosenthal chose an elementary school in California for his study and having tested all the children’s IQ, the researchers selected a sample of children at random. He informed the teachers that these were children of high academic potential. Following the test, the teachers were given the names of the ‘intellectual bloomers,’ but no scores were disclosed. At the end of the school year, all the students retook the test. While the overall scores had risen, the so-called ‘intellectual bloomers’ had improved the most because of the teachers' efforts and the attention they got from them. The evidence seemed to indicate that the teachers’ expectations had an impact on the student outcomes, especially in the younger students. A similar process works in the opposite direction in the case of low expectations. The idea of the Pygmalion effect can be applied in many situations. Our beliefs about others can lead us to treat them in such a way that they subsequently start behaving in accordance with our beliefs. |
Explain the cognitive and behavioural components of the teachers’ attitude towards the ‘intellectual bloomers’ in the Rosenthal study.
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Read the case and answer the questions that follow.
| The Pygmalion effect, or Rosenthal effect, is a psychological phenomenon in which high expectations lead to improved performance in a given area. The hypothesis was that expectations can influence performance. Robert Rosenthal chose an elementary school in California for his study and having tested all the children’s IQ, the researchers selected a sample of children at random. He informed the teachers that these were children of high academic potential. Following the test, the teachers were given the names of the ‘intellectual bloomers,’ but no scores were disclosed. At the end of the school year, all the students retook the test. While the overall scores had risen, the so called ‘intellectual bloomers’ had improved the most because of the teachers' efforts and the attention they got from them. The evidence seemed to indicate that the teachers’ expectations had an impact on the student outcomes, especially in the younger students. A similar process works in the opposite direction in the case of low expectations. The idea of the Pygmalion effect can be applied in many situations. Our beliefs about others can lead us to treat them in such a way that they subsequently start behaving in accordance with our beliefs. |
Explain the cognitive and behavioral components of the teachers’ attitude towards the ‘intellectual bloomers’ in the Rosenthal study?
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Read the case and answer the questions that follow.
| The Pygmalion effect, or Rosenthal effect, is a psychological phenomenon in which high expectations lead to improved performance in a given area. The hypothesis was that expectations can influence performance. Robert Rosenthal chose an elementary school in California for his study and having tested all the children’s IQ, the researchers selected a sample of children at random. He informed the teachers that these were children of high academic potential. Following the test, the teachers were given the names of the ‘intellectual bloomers,’ but no scores were disclosed. At the end of the school year, all the students retook the test. While the overall scores had risen, the so called ‘intellectual bloomers’ had improved the most because of the teachers' efforts and the attention they got from them. The evidence seemed to indicate that the teachers’ expectations had an impact on the student outcomes, especially in the younger students. A similar process works in the opposite direction in the case of low expectations. The idea of the Pygmalion effect can be applied in many situations. Our beliefs about others can lead us to treat them in such a way that they subsequently start behaving in accordance with our beliefs. |
Explain the cognitive and behavioural components of the teachers’ attitude towards the ‘intellectual bloomers’ in the Rosenthal study.
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Explain briefly the multiple intelligences identified by Gardner?
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How does the triarchic theory help us to understand intelligence?
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“Any intellectual activity involves the independent functioning of three neurological systems”. Explain with reference to PASS model.
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How can you differentiate between verbal and performance tests of intelligence?
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