MAPC Solution Series
2015 2016 2017 2018
June & December
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MAPC Solution Series
Cognitive Psychology
(June 15 - Dec 18)
SPRING SEASON PUBLICATIONS
Navi Mumbai, INDIA
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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
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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
Question was asked in June 18, Please see Page No. 33
Emotional Blocks to Problem Solving
Question was asked in June 16, Please see Page No. 87
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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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