CHSE Odisha Class 12 Psychology Unit 1 Objective & Short Answer Type Questions

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 1 Objective & Short Answer Type Questions.

CHSE Odisha 12th Class Psychology Unit 1 Objective & Short Answer Type Questions

Multiple Choice Questions With Answers

Question 1:
Life span development psychology is the _____ psychology.
(a) Behaviour
(b) Development
(c) branch
(d) none of the above
Answer:
(c) branch

Question 2:
_____ has pointed out “not only description but also explication of age-related. changes is behaviour in terms of antecedent – consequent relationships”.
(a) La Bouvie
(b) Siegel
(c) Dietrich Tiedemarm’s
(d) both (a) and (b)
Answer:
(a) La Bouvie

Question 3:
Life span psychologists have six major objective ______.
(a) to find out what are the common and characteristic change.
(b) to find out when these changes occur.
(c) both (a) and (b)
(d) none of the above
Answer:
(c) both (a) and (b)

Question 4:
The baby biographies journals published in _____ year.
(a) 1787
(b) 1777
(c) 1767
(d) 1774
Answer:
(a) 1787

Question 5:
Who observations of his son’s sensory-motor, language and cognitive behaviour during the first 2.1/2 years.
(a) Siegel
(b) La Bouvie
(c) Dietrich Tiedemann’s
(d) none of the above.
Answer:
(c) Dietrich Tiedemann’s

Question 6:
In ____ year Daruin published notes on his son boddy’s sensory, cognitive and emotional development during his first twelve months.
(a) 1877
(b) 1904
(c) 1916
(d) 1922
Answer:
(a) 1877

Question 7:
Who has explained structures are “far from being static and given him the start?
(a) Van den Dacle
(b) Piaget
(c) GStancbey
(d) Daniel Uvirson.
Answer:
(b) Piaget

Question 8:
Who called the first year the oral stage.
(a) Freud
(b) Erikson
(c) Darkein
(d) none of the above
Answer:
(a) Freud

Question 9:
Categories of stress in middle Adulthood are
(a) Somatic stress
(b) Cultural stress
(c) Economic stress
(d) all the above
Answer:
(d) all the above

Question 10:
Who has explained “Life span psychology was preoccupied with ages and stages. Investigators sought to learn the typical age at which various stages of’ development occurred”
(a) La Bouvie
(b) Siegel
(c) Dietrich
(d) none of the above
Answer:
(b) Siegel

Question 11:
G. Stanley Hall, a pioneer in child study published “popular book is called _____.
(a) Adolescence
(b) Senescence
(c) baby biographies
(d) none of the above.
Answer:
(a) Adolescence

Question 12:
_____ causes more neonatal deaths.
(a) prematurity
(b) postmaturity
(c) both (a) and
(d) none of the above
Answer:
(a) prematurity

Question 13:
_____ theory is major impacts in education.
(a) Erikson
(b) Piaget
(c) Fraid
(d) None of the above
Answer:
(b) Piaget

Question 14:
Characteristics of adolescence is
(a) Adolescence is an important period.
(b) Adolencence is a transactional period.
(c) both (a) and (b)
(d) None of the above
Answer:
(c) both (a) and (b)

Question 15:
The word adult comes from the same Latin verb as the term adolescence – adult care which means _____.
(a) grown to full size and strength
(b) to grow to maturity
(c) only (a)
(d) none of the above
Answer:
(b) to grow to maturity

True/False questions

Question 1:
La Bounce has pointed out is “not only description but also explication of age-related changes in behaviour in terms of antecedent consequent relationships”
Answer:
True

Question 2:
Development psychologists study developmental change not covering life span.
Answer:
False

Question 3:
Baby biographies journal published in 1787 in England.
Answer:
False

Question 4:
In 1877 Drawin published notes on his son noddy’s sensory.
Answer:
True

Question 5:
Piget has pointed out “development implies qualitative change”
Answer:
False

Question 6:
Life span development is not branch of psychology.
Answer:
False

Question 7:
The human beings are never static.
Answer:
True

Question 8:
Miller has said, “In all the rest of his life there will never be such a sudden and complete change of locale”
Answer:
True

Question 9:
Prematurity causes more neonatal deaths.
Answer:
True

Question 10:
Freud the first year of the oral stage.
Answer:
True

Very short answer questions with answers

Question 1:
Appearance
Answer:
Developments that improve one’s appearance are welcome and lead to favorable attitudes while those that detract from one’s appearance are resisted and every possible attempt is made to camouflage them.

Question 2:
Cultural Values
Answer:
Each culture has certain values associated with different ages. Because maximum productivity is associated with young through early middle-age adulthood, attitudes toward this age group are more favorable than attitudes toward other ages.

Question 3:
Hereditary Endowment
Answer:
The first important happening at the time of conception is the determination of the newly created individual’s hereditary endowment. The contributions to this endowment from both parents and from both maternal and “paternal ancestors.

Question 4:
Number of Offspring
Answer:
The third important happening at the time of conception or shortly thereafter is the determination of the number of offspring there will be. While most humans are singletons, multiple births also occur.

Question 5:
Mental Development
Answer:
Mental similarities between identical twins are much greater than between nonidentical twins and this persists into old age. Identical twins also show strong similarities in terms of special abilities, such as musical and artistic aptitudes.

Question 6:
Personality Development
Answer:
Many twins have difficulty in developing a sense of personal identity. This is especially true of identical twins and of nonidentical twins of the same sex. Others enjoy the close relationship of twinship and the attention they receive as a result of their similarity in appearance. This leads to self-satisfaction and self-confidence.

Question 7:
Physical Hazards
Answer:
Each of the three major subdivisions of the prenatal period involves particular physical hazards. While these do not affect all individuals by any means, they do occur with some frequency and can be serious enough to affect the development of the individual throughout life.

Question 8:
Infancy Is a Hazardous Period
Answer:
Infancy is a hazardous period, both physically and psychologically. Physically, it is hazardous because of the difficulties of making the necessary radical adjustments to the totally new and different environment. The high infant mortality rate is evidence of this. Psychologically, infancy is hazardous because it is the time when the attitudes of significant people toward the infant are crystallized.

Question 9:
Elimination:
Answer:
The infant’s organs of elimination begin to work soon after birth; formerly, waste products were eliminated through the umbilical cord. Every newborn infant finds adjustment to postnatal life difficult at first. Some have trouble adjusting to temperature changes and develop colds, which may turn into pneumonia. Others find breathing difficult and must be given oxygen.

Question 10:
Prematurity:
Answer:
Prematurity causes -more neonatal deaths than any other condition. Prematurely born infants are also especially susceptible to brain damage at birth because the skull is not yet developed enough to protect the brain from pressures experienced during birth. Anoxia is another common problem since the premature baby’s respiratory mechanism is not fully developed.

Short answer questions with answers

Question 1:
Developmental tasks of early childhood.
Answer:
Although the foundations of some of the developmental tasks young children are expected to master before they enter school are laid in toddlerhood, much remains to be learned in the relatively short four-year span of early childhood. When toddlerhood ends, all normal babies have learned to walk, though with varying degrees of proficiency; have learned to take solid foods and have achieved a reasonable degree of physiological stability.

The major task of learning to control the elimination of body wastes has been almost completed and will be fully mastered within another year or two.While most babies have built up a useful vocabulary, have reasonably correct pronunciation of the words they use, can comprehend the meaning of simple statements and commands and can put together several words into meaningful sentences, their ability to communicate with others and to comprehend what others say to them is still on a low level. Much remains to be mastered before they enter school.

Similarly, they have some simple concepts of social and physical realities, but far too few to meet their needs as their social horizons broaden and as their physical environment expands.Few babies know more than the most elementary facts about sex differences and even fewer understand the meaning of sexual modesty. It is questionable whether any babies, as they enter early childhood, actually know what is sex- appropriate in appearance and they have only the most rudimentary understanding of sex-‘ appropriate behavior.

Question 2:
Nutrition.
Answer:
With the transition to early childhood, many children become unpredictable and choosy eaters. This decline in appetite is normal. It occurs because growth has slowed. Furthermore, preschoolers’ wariness of new foods may be adaptive. By sticking to familiar foods, they are less likely to swallow dangerous substances when adults are not around to protect them. Parents need not worry about variations in amount eaten from meal to meal.

Preschoolers compensate for a meal in which they ate little with a later one in which they eat more. Even though they eat less, preschoolers need a high-quality diet.They require the same foods adults do-only smaller amounts. Fats, oils, and salt should be kept to a minimum because of their link to high blood, pressure and heart disease in adulthood. Foods high in sugar should also be avoided. In addition to causing tooth decay, they lessen young children’s appetite for healthy foods and increase their risk of overweight and obesity.

The social environment powerfully influences young children’s food preferences. Children tend to imitate the food choices of people they admire-adults as well as peers. A pleasant mealtime climate also encourages healthy eating. Repeated exposure to a new food (without any direct pressure to eat it) increases children’s acceptance. Sometimes parents bribe their children, saying, “Finish your vegetables and you can have an extra cookie.

Question 3:
Piget Theory.
Answer:
Piaget’s theory has had a major impact on education, especially during early childhood. Three educational principles derived from his theory continue to have a widespread influence on teacher training and classroom practices:

Discovery learning:
In a Piagetian classroom,’ children are encouraged to discover for themselves through spontaneous interaction with the environment. Instead of presenting ready-made knowledge verbally, teachers provide a rich variety of activities designed to promote exploration-art materials, puzzles, table games, dress-up clothing, building blocks, books, measuring tools, musical instruments and more.

Sensitivity to children’s readiness to learn:
A Piagetian classroom does not try to speed up development. Instead, Piaget believed that appropriate learning experiences build on children’s current thinking. Teachers watch and listen to their students, introducing experiences that enable them to practice newly discovered schemes and that are likely to challenge their incorrect ways of viewing the world. But teachers do not impose new skills before children indicate they are interested and ready.

Acceptance of individual differences:
Piaget’s theory assumes that all children go through the same sequence of development but at different rates. Therefore, teachers must plan activities for individual children and small groups rather than just for the whole class. In addition, teachers evaluate educational progress by comparing each child to that child’s own previous development. They are less interested in how children measure up to normative standards or the average performance of same-age peers.

Question 4:
Erikson’s Theory.
Answer:
Erikson described early childhood as a period of “vigorous unfolding.” Once children have a sense of autonomy, they become less contrary than they were as toddlers. Their energies are freed for tackling the psychological conflict of the preschool years: initiative versus guilt. As the word initiative suggests, young children have a new sense | of purposefulness. They are eager to tackle new tasks, join in activities with peers and discover what they can do with the help Of adults. And they also make strides in conscience development.

Erikson regarded play as a central means through which young children find out about themselves and their social world. Play permits preschoolers to-tryout new skills with little risk of criticism and failure. It also creates a small social organization of children who must cooperate to achieve common goals. Around the world, children act out family scenes and highly visible occupations-police officer, doctor and nurse. It is known Erikson’s theory builds on Freud’s psychosexual stages.

In Freud’s well-known Oedipus and Electra v, conflicts, to avoid punishment and maintain the affection of parents, children form a superego, or conscience, by identifying with the same-sex parent. That is, they take the parent’s characteristics into their personality and as a result, adopt the moral and gender role standards of their society. Each time the child disobeys standards of conscience, painful feelings of guilt occur.

Question 5:
Define two characteristics of adolescence.
Answer:
Like every important period during the life span, adolescence has certain characteristics that distinguish it from the periods that preceded it and the periods that will follow it. These characteristics are explained briefly below.

Adolescence is an important period:
As all periods in the life span are important, some are more important than others because of their immediate effects on attitudes and behavior, whereas others are significant because of their long-term effects. Adolescence is one of the periods when, both the immediate effects and long-term effects are important. Some periods are important for their physical and some for their psychological effects.
Adolescence is important for both. Accompanying these rapid and important physical developments, especially during the early adolescent period, rapid mental developments occur. These give rise to the need for mental adjustments and the necessity for establishing new attitudes, values and interests.

Adolescence is a transitional period:
Transition does not mean a break with or a change from what has gone before but rather a passage from one stage of development to another. This means that what has happened before will leave its mark on what happens now and in the future. Children, when they go from childhood to adulthood, must “put away childish things” and they must also learn new patterns of behavior and attitudes to replace those they have abandoned.

Question 6:
What is the Goal of Life span Changes?
Answer:
It is to enable people to adapt to the environment in which they live. To achieve this goal, self-realization, or, as it is sometimes called, ‘Self-actualization,” is essential. However, this goal is never static. It may be considered an urge-the urge to do what one is fitted to do, the urge to become the person, both physically and psychologically, that one wants to be. The way people express this urge depends on the individual’s innate abilities and training, not only during the early, formative years of childhood but also as he or she grows older and comes under greater pressures to conform to social expectations.

Since self-realization plays an important role in mental health, people who make good personal and social adjustments must have opportunities to express their interests and desires in ways that give them satisfaction but, at the same time, conform to accepted standards. Lack of these opportunities will result in frustrations and generally negative attitudes toward people and toward life in general.

Question 7:
Write the aspects that influence attitudes toward Life span changes?
Answer:
Appearance: Developments that improve one’s appearance are welcome and lead to favorable attitudes while those that detract from one’s appearance are resisted and every possible attempt is made to camouflage them.

1. Behaviour:
   As and when behaviour changes are disconcerting, as during puberty and senescence, they affect attitudes toward the changes unfavorably. The reverse is true when changes are favorable, as occurs, for example, when the helplessness of babyhood gradually gives way to the independence of childhood.
2. Cultural Stereotypes:
   From mass media, people learn cultural stereotypes associated with different ages and they use these stereotypes to judge people of those ages.
3. Cultural Values:
   Each culture has certain values associated with different ages. Because maximum productivity is associated with young through early middle-age adulthood, attitudes toward this age group are more favorable than attitudes toward other ages.
4. Role Changes:
   Attitudes toward people of different ages are greatly influenced by the roles they play. When people change their roles to less favorable ones, as in the case of retirement or widowhood, social attitudes toward them are less sympathetic.
5. Personal Experiences:
   Personal experiences have a profound effect on an individual’s attitude toward developmental changes. Since the authority and prestige of middle-aged executives decreases as they approach retirement, their attitudes toward aging are, for example, unfavorably affected. These attitudes are intensified by unfavorable social attitudes.