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KARTET Paper 1 study materials
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KARTET Paper 1 practice questions

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Question 1Child Development and Pedagogy

According to Piaget, a child who can conserve mass and volume but still struggles with abstract hypothetical reasoning is most likely in which stage?

  1. Formal operational stage
  2. Pre-operational stage
  3. Concrete operational stage Correct answer.
  4. Sensorimotor stage

Explanation

Conservation of mass and volume emerges in the concrete operational stage, roughly ages seven to eleven, when logical thought is tied to tangible objects. Abstract hypothetical reasoning appears only in the formal operational stage.

Question 2Child Development and Pedagogy

A teacher notices that a child who once called every four-legged animal a 'dog' now says 'dog' only for dogs and 'cow' for cattle. In Piagetian terms this change illustrates:

  1. Object permanence
  2. Egocentrism
  3. Assimilation
  4. Accommodation Correct answer.

Explanation

Accommodation is the modification of an existing schema when new information does not fit it, so the broad 'four-legged' schema is revised into separate animal categories. Assimilation would instead force new experiences into the unchanged schema.

Question 3Child Development and Pedagogy

Vygotsky's concept of the zone of proximal development is best described as:

  1. The gap between what a learner can do alone and what the learner can do with guidance Correct answer.
  2. The period during which a child is most sensitive to learning a particular skill
  3. The stage at which a child can think only about concrete objects
  4. The distance between a child's mental age and chronological age

Explanation

The ZPD captures tasks just beyond independent reach that become achievable with scaffolding from a more capable person. It is a gap between unaided and guided performance, not a biological timetable.

Question 4Child Development and Pedagogy

A teacher gradually reduces hints as a learner masters a task. This practice directly reflects which Vygotskian idea?

  1. Negative transfer
  2. Scaffolding Correct answer.
  3. Discovery learning
  4. Reinforcement schedule

Explanation

Scaffolding is temporary, adjustable support that is withdrawn as competence grows, keeping the learner within the zone of proximal development. Fading the hints is the defining feature of scaffolding.

Question 5Child Development and Pedagogy

In Kohlberg's theory, a child who obeys rules mainly to avoid punishment is reasoning at which level?

  1. Universal ethical
  2. Pre-conventional Correct answer.
  3. Post-conventional
  4. Conventional

Explanation

Pre-conventional morality is self-centred and driven by consequences such as punishment and reward. Obedience to avoid punishment is its first orientation.

Question 6Child Development and Pedagogy

Erikson's psychosocial stage most relevant to the primary school years, roughly six to twelve, centres on which conflict?

  1. Industry versus inferiority Correct answer.
  2. Identity versus role confusion
  3. Trust versus mistrust
  4. Autonomy versus shame

Explanation

During the school years children seek competence through work and social comparison, producing industry or a sense of inferiority. This is Erikson's fourth psychosocial stage.

Question 7Child Development and Pedagogy

A child's language develops from single words to two-word telegraphic speech to longer sentences. This best illustrates which developmental principle?

  1. Development is unaffected by environment
  2. Development proceeds from simple to complex Correct answer.
  3. Development is purely discontinuous
  4. Development is uniform across all domains

Explanation

Language growth from single words to combinations to complex sentences shows the general simple-to-complex direction of development. It is a widely accepted principle of developmental sequence.

Question 8Child Development and Pedagogy

According to Chomsky's nativist view, the ability of young children to acquire grammar rapidly with limited input is explained by:

  1. Imitation of adult speech
  2. Explicit grammar instruction
  3. Operant conditioning by caregivers
  4. An innate language acquisition device Correct answer.

Explanation

Chomsky proposed an innate language acquisition device that equips children to extract grammatical rules from limited exposure. This addresses the poverty-of-stimulus argument.

Question 9Child Development and Pedagogy

A child says 'I goed to school' instead of 'I went'. This error most strongly indicates that the child:

  1. Is overgeneralising a past-tense rule Correct answer.
  2. Is merely imitating adult speech
  3. Has a language disorder requiring referral
  4. Lacks understanding of time concepts

Explanation

Overregularisation occurs when a child applies the regular past-tense rule to irregular verbs, showing active rule construction. It is a normal, temporary milestone in language development.

Question 10Child Development and Pedagogy

A teacher gives a student a sticker each time the student completes a worksheet quietly. Over time the student completes worksheets quietly without stickers. This sequence best illustrates:

  1. Positive reinforcement followed by fading Correct answer.
  2. Punishment followed by extinction
  3. Negative reinforcement followed by shaping
  4. Classical conditioning followed by generalisation

Explanation

A pleasant consequence that increases behaviour is positive reinforcement, and gradually removing it while the behaviour persists is fading. The behaviour was strengthened, not weakened.

Question 11Child Development and Pedagogy

Bandura's Bobo doll experiments primarily demonstrated that children can learn aggression:

  1. Only through genetic predisposition
  2. Only after puberty
  3. By observing and imitating models Correct answer.
  4. Only through direct reward

Explanation

Children who watched an adult model act aggressively reproduced similar behaviour, showing observational learning. Reinforcement to the model influenced performance, but direct reward to the child was not required.

Question 12Child Development and Pedagogy

A student who believes that intelligence is fixed and that failure means 'I am not smart' is most likely to:

  1. Show a mastery-oriented response
  2. Avoid challenging tasks to protect self-image Correct answer.
  3. Persist longer after setbacks
  4. Seek harder problems to grow ability

Explanation

A fixed mindset treats ability as static, so failure threatens self-worth and learners avoid risk. Mastery-oriented persistence is associated with a growth mindset.

Question 13Child Development and Pedagogy

In Maslow's hierarchy, which need must generally be met before a student can focus on esteem and achievement needs?

  1. Self-actualisation needs
  2. Safety and belonging needs Correct answer.
  3. Aesthetic needs
  4. Cognitive needs for knowledge

Explanation

Maslow placed safety and belonging below esteem, so unmet security or social needs tend to dominate attention first. Only when lower needs are reasonably satisfied can higher achievement needs motivate strongly.

Question 14Child Development and Pedagogy

Gardner's theory of multiple intelligences implies that a teacher should:

  1. Rank students by a single general intelligence score
  2. Offer varied entry points such as linguistic, spatial and bodily tasks Correct answer.
  3. Teach only verbally to build language strength
  4. Ignore individual differences in learning strengths

Explanation

Multiple intelligences theory proposes distinct relatively independent abilities, so varied instructional modes let different strengths support learning. It does not support ranking on one general factor.

Question 15Child Development and Pedagogy

A child who can classify objects by colour but cannot yet arrange them in order of size is lacking which cognitive operation?

  1. Conservation
  2. Seriation Correct answer.
  3. Classification
  4. Reversibility

Explanation

Seriation is the ability to order items along a dimension such as length or size. The child already classifies by colour but has not yet developed ordering.

Question 16Child Development and Pedagogy

A teacher asks students to explain how they solved a maths problem and to compare their method with a peer's. This most directly supports which Vygotskian process?

  1. Maturation of perceptual schemas
  2. Reduction of egocentric speech to zero
  3. Internalisation through social interaction Correct answer.
  4. Classical conditioning of number facts

Explanation

Vygotsky held that higher mental functions first appear in social interaction and are then internalised. Explaining and comparing methods makes reasoning social before it becomes individual.

Question 17Child Development and Pedagogy

A child consistently fails a conservation task but succeeds when the same task is presented with familiar everyday materials. This observation most challenges which assumption?

  1. That children learn through social interaction
  2. That reinforcement shapes behaviour
  3. That stage-based competence is a fixed, context-independent trait Correct answer.
  4. That language develops in stages

Explanation

If performance shifts with task familiarity, then a single stage label may understate competence and overstate consistency. This questions treating Piagetian stages as fixed traits independent of context.

Question 18Child Development and Pedagogy

A teacher uses a token system where students earn points for on-task behaviour and exchange them for privileges. This system is grounded primarily in:

  1. Psychoanalytic theory
  2. Operant conditioning principles Correct answer.
  3. Chomsky's nativism
  4. Piaget's stage theory

Explanation

Tokens function as secondary reinforcers that increase the frequency of targeted behaviour, a direct application of operant conditioning. Exchange for privileges sustains the reinforcement contingency.

Question 19Child Development and Pedagogy

Which assessment practice best reflects the principle that development is continuous and individual rates vary?

  1. Ranking children strictly against class averages
  2. Comparing a child with the child's own earlier performance Correct answer.
  3. Treating a single test score as final ability
  4. Using one fixed age norm for all children

Explanation

Recognising varied rates means judging progress relative to the child's own baseline rather than a rigid uniform norm. This respects individual developmental trajectories.

Question 20Child Development and Pedagogy

A child's attention span and impulse control improve markedly between ages six and ten. This change is most associated with:

  1. Development of conservation
  2. Onset of formal operations
  3. Maturation of the prefrontal cortex Correct answer.
  4. Loss of egocentric speech

Explanation

The prefrontal cortex supports planning, attention and inhibition, and its gradual maturation underlies gains in self-regulation during the primary years. Conservation and formal operations are cognitive-stage changes, not the basis of impulse control.

Question 21Child Development and Pedagogy

A student from a disadvantaged home frequently arrives hungry and cannot concentrate. The most appropriate teacher response, consistent with Maslow, is to:

  1. Warn the student about poor grades
  2. Refer immediately for a cognitive assessment
  3. Assign extra homework to build discipline
  4. Ensure access to a meal before expecting sustained academic effort Correct answer.

Explanation

Physiological needs such as hunger dominate attention until satisfied, so meeting them is a precondition for higher-level engagement. Addressing the basic need is the Maslow-consistent first step.

Question 22Child Development and Pedagogy

A teacher who consistently attributes a struggling student's failure to lack of effort rather than lack of ability is most directly fostering:

  1. A growth-oriented attribution that supports persistence Correct answer.
  2. A fixed mindset
  3. Learned helplessness
  4. Reduced self-efficacy

Explanation

Effort attributions imply ability is improvable, which encourages persistence after setbacks. Ability attributions for failure more often undermine motivation.

Question 23Child Development and Pedagogy

Which classroom practice best supports the development of metacognition in primary students?

  1. Increasing the amount of content covered per lesson
  2. Removing all self-checking activities
  3. Asking students to predict, monitor and reflect on their own learning Correct answer.
  4. Providing answers before students attempt the task

Explanation

Metacognition involves planning, monitoring and evaluating one's own thinking, which prediction and reflection exercises directly train. Simply covering more content does not build self-regulation.

Question 24Child Development and Pedagogy

Piaget's concept of egocentrism in the pre-operational child is best illustrated by:

  1. A child recognising that a peer holds a different belief
  2. A child classifying shapes by the number of sides
  3. A child ordering sticks from shortest to longest
  4. A child covering their eyes and assuming the teacher cannot see them Correct answer.

Explanation

Egocentrism is difficulty distinguishing one's own perspective from another's, so hiding one's own eyes is assumed to hide oneself from others. Perspective-taking and seriation reflect later development.

Question 25Child Development and Pedagogy

A child who has just begun to use symbols and pretend play but cannot yet conserve number is in which Piagetian stage?

  1. Formal operational
  2. Concrete operational
  3. Pre-operational Correct answer.
  4. Sensorimotor

Explanation

Symbolic play emerges in the pre-operational stage, where representation grows but conservation is not yet achieved. Conservation of number typically appears later in the concrete operational stage.

Question 26Child Development and Pedagogy

According to Vygotsky's sociocultural theory, a teacher can best promote a child's cognitive development by:

  1. offering hints, prompts, and models that enable the child to succeed on a task just beyond current ability Correct answer.
  2. providing tasks that the child can already do independently without help
  3. waiting for the child to reach the formal operational stage before introducing abstract concepts
  4. allowing the child to discover everything alone without adult intervention

Explanation

Vygotsky argued that learning is most effective when it occurs within the zone of proximal development, the gap between what a child can do alone and what they can do with guidance. Scaffolding-hints, prompts, and models-helps the child accomplish tasks just beyond their independent level and gradually internalise the skills. This guidance is then withdrawn as competence grows.

Question 27Child Development and Pedagogy

A teacher notices that a student who usually finishes maths work quickly becomes anxious and makes errors when the class is given a timed test. The teacher's best interpretation, using the Yerkes–Dodson principle, is that:

  1. the student is deliberately choosing to work slowly
  2. the student lacks the underlying mathematical ability
  3. timed tests should never be used in primary classes
  4. moderate arousal can aid performance, but high anxiety can impair it Correct answer.

Explanation

The Yerkes–Dodson law states that performance is best at moderate levels of arousal; too little or too much arousal (such as high anxiety) degrades performance, especially on complex tasks. The student's errors under time pressure are consistent with excessive arousal rather than lack of ability. The teacher should consider reducing pressure or teaching test-anxiety strategies.

Question 28Child Development and Pedagogy

In the context of language development, 'overgeneralisation' is best illustrated when a child says:

  1. milk
  2. daddy go
  3. please
  4. I runned fast Correct answer.

Explanation

Overgeneralisation occurs when a child applies a grammatical rule too broadly, such as adding the regular past-tense '-ed' to an irregular verb, producing 'runned' instead of 'ran'. This error shows that the child has extracted a rule and is actively applying it. It is a normal and temporary feature of language acquisition.

Question 29Child Development and Pedagogy

A teacher wants to reduce a student's habit of calling out answers without raising a hand. Which strategy is most consistent with operant conditioning?

  1. move the student to a seat at the back of the room
  2. explain to the class why calling out is impolite
  3. ask the student to write an essay on classroom manners
  4. ignore the calling out and praise the student whenever a hand is raised Correct answer.

Explanation

Operant conditioning changes behaviour through consequences. Ignoring the undesired behaviour (extinction) while reinforcing the desired behaviour with praise (positive reinforcement) directly applies these principles. The other options rely on explanation, punishment, or seating changes that do not systematically reinforce the target behaviour.

Question 30Child Development and Pedagogy

A child who is consistently able to sort objects by two criteria at once, such as colour and shape, and can order sticks by length is most likely in which of Piaget's stages?

  1. formal operational
  2. sensorimotor
  3. pre-operational
  4. concrete operational Correct answer.

Explanation

Concrete operational children, roughly ages seven to eleven, master classification and seriation-sorting by multiple criteria and arranging objects in order along a dimension. These skills require mental operations that are applied to concrete, visible materials. Formal operations involve abstract hypothetical reasoning, which is not required for these tasks.

Question 31Child Development and Pedagogy

A teacher who wants to support the development of theory of mind in young children should provide activities that:

  1. require children to memorise number bonds to twenty
  2. have children copy sentences from the board
  3. ask children to predict what a story character will feel or do next Correct answer.
  4. drill letter–sound correspondences daily

Explanation

Theory of mind is the understanding that others have mental states-beliefs, desires, and feelings-that may differ from one's own. Activities that ask children to consider a character's perspective, such as predicting feelings or actions, directly exercise this understanding. Rote drills in phonics, number bonds, or copying do not address mental-state reasoning.

Question 32Child Development and Pedagogy

According to Kohlberg's theory of moral development, a child who says 'I won't cheat because it's against the rules and I might get punished' is reasoning at which level?

  1. amoral
  2. postconventional
  3. preconventional Correct answer.
  4. conventional

Explanation

Kohlberg's preconventional level, typical of young children, is based on obedience and punishment avoidance or on self-interest. The child's concern with rules and punishment fits the punishment-and-obedience orientation of this level. Conventional reasoning focuses on social approval or law and order, while postconventional reasoning appeals to universal ethical principles.

Question 33Child Development and Pedagogy

A teacher uses a rubric to assess a group project and also asks each student to reflect on their own contribution. This practice primarily supports which assessment purpose?

  1. formative assessment and self-regulated learning Correct answer.
  2. norm-referenced ranking of students
  3. diagnostic assessment of learning disabilities
  4. summative assessment of final grades

Explanation

Formative assessment is used to inform teaching and learning during the process, and self-reflection promotes self-regulated learning by helping students monitor their own work. A rubric makes criteria explicit, and reflection encourages metacognition. Summative, norm-referenced, and diagnostic purposes have different goals and are not the primary focus here.

Question 34Child Development and Pedagogy

A teacher who wants to foster intrinsic motivation in students should:

  1. publicly rank students by marks each week
  2. threaten loss of recess for incomplete work
  3. provide choices and explain the relevance of tasks to students' interests Correct answer.
  4. offer a small prize for every completed assignment

Explanation

Intrinsic motivation arises from interest, autonomy, and perceived value. Offering choices supports autonomy, and explaining relevance helps students connect tasks to their own goals, both of which foster intrinsic motivation. Tangible rewards, public ranking, and threats tend to undermine intrinsic motivation or promote extrinsic compliance.

Question 35Child Development and Pedagogy

A child who has a strong understanding of syntax but struggles to use language appropriately in social contexts, such as taking turns in conversation, is most likely lacking in:

  1. morphology
  2. pragmatics Correct answer.
  3. semantics
  4. phonology

Explanation

Pragmatics is the aspect of language concerned with using language appropriately in social contexts, including turn-taking, topic maintenance, and adjusting speech to the listener. Syntax, phonology, morphology, and semantics refer to sentence structure, sound, word formation, and meaning respectively. The child's difficulty is social use, not grammar or vocabulary.

Question 36Child Development and Pedagogy

According to Piaget, a child who can solve a conservation task when the materials are familiar but fails when the same task uses unfamiliar objects is most likely:

  1. showing that cognitive development is domain-specific and context-sensitive Correct answer.
  2. demonstrating that conservation is an innate, fixed ability
  3. unable to think at all about conservation
  4. in the formal operational stage

Explanation

Neo-Piagetian and information-processing research shows that children's performance on Piagetian tasks can vary with familiarity, context, and task demands, indicating that cognitive development is not as stage-like and uniform as Piaget proposed. Success with familiar materials suggests the underlying competence exists but is not consistently applied. This challenges the view of a single, fixed stage.

Question 37Child Development and Pedagogy

A teacher notices that a student who is generally well-behaved becomes disruptive only during whole-class lessons when the teacher's attention is divided. The most likely function of this behaviour is:

  1. to gain teacher attention Correct answer.
  2. to satisfy a physiological need
  3. to escape from an easy task
  4. to obtain a tangible reward

Explanation

Functional behaviour assessment considers what consequence maintains a behaviour. Disruption occurring when the teacher is busy and attention is scarce suggests the behaviour is maintained by attention. Escape, tangible rewards, and physiological needs would be associated with different patterns, such as avoiding work or seeking food.

Question 38Child Development and Pedagogy

Which of the following best reflects the concept of 'inclusive education' in the primary classroom?

  1. separating students with disabilities into a special room for most lessons
  2. focusing only on students who perform at grade level
  3. adapting curriculum, materials, and assessment so that diverse learners can participate in the same classroom Correct answer.
  4. teaching all students in the same way to ensure fairness

Explanation

Inclusive education means that students with diverse needs, including disabilities, learn alongside their peers in the general classroom, with adaptations to curriculum, materials, and assessment to ensure access. It is not about identical treatment or segregation. The goal is full participation and belonging for all learners.

Question 39Child Development and Pedagogy

A teacher who wants to support a student with a specific learning disability in reading (dyslexia) should prioritise:

  1. increasing the amount of independent silent reading without support
  2. reducing all reading expectations to avoid frustration
  3. waiting for the student to mature out of the difficulty
  4. explicit, systematic instruction in phonological awareness and phonics Correct answer.

Explanation

Evidence-based instruction for dyslexia emphasises explicit, systematic teaching of phonological awareness and phonics, often with multisensory reinforcement. This directly addresses the core difficulty in decoding. Simply increasing unsupported reading or lowering expectations does not provide the structured support needed.

Question 40Child Development and Pedagogy

A Class III teacher notices that a girl in her class, who earlier used to describe herself mainly in physical terms such as 'I am tall and I have short hair', now says things like 'I am good at drawing but I get nervous while reading aloud'. According to the development of self-concept in middle childhood, this shift is best explained by:

  1. a decline in the child's self-esteem that requires immediate referral for counselling
  2. regression to the pre-operational stage, where self-descriptions are magical and unrealistic
  3. an increasing reliance on social comparison and psychological traits rather than only concrete physical attributes Correct answer.
  4. the onset of formal operational thinking, which allows abstract self-analysis

Explanation

During middle childhood, children move from describing themselves in concrete, physical and observable terms towards describing themselves through psychological traits, abilities and comparisons with peers. This is a normal developmental shift in self-concept, not a sign of low self-esteem or of formal operational thought, which typically emerges in adolescence.

Question 41Language I (Kannada)

ಕನ್ನಡ ವರ್ಣಮಾಲೆಯಲ್ಲಿ ಸ್ವರಗಳ ಸಂಖ್ಯೆ ಎಷ್ಟು?

  1. ೧೫
  2. ೧೦
  3. ೧೩ Correct answer.
  4. ೧೧

Explanation

ಕನ್ನಡ ವರ್ಣಮಾಲೆಯಲ್ಲಿ ಅ, ಆ, ಇ, ಈ, ಉ, ಊ, ಋ, ಎ, ಏ, ಐ, ಒ, ಓ, ಔ ಎಂಬ ಹದಿಮೂರು ಸ್ವರಗಳಿವೆ. ಇವು ಸ್ವತಂತ್ರವಾಗಿ ಉಚ್ಚರಿಸಲ್ಪಡುವ ಧ್ವನಿಗಳು. ಒಂದು ಸ್ವರವು ವ್ಯಂಜನದೊಂದಿಗೆ ಸೇರಿದಾಗ ಗುಣಿತಾಕ್ಷರ ರೂಪ ಪಡೆಯುತ್ತದೆ.

Question 42Language I (Kannada)

ಕನ್ನಡದಲ್ಲಿ 'ಕ' ಗುಣಿತಾಕ್ಷರದ ಕೆಳಗೆ ಸೇರಿಸುವ ದೀರ್ಘ ಸ್ವರದ ಚಿಹ್ನೆ ಯಾವುದು?

  1. ಕು
  2. ಕಿ
  3. ಕಾ Correct answer.
  4. ಕೀ

Explanation

'ಕ' ಎಂಬ ವ್ಯಂಜನಕ್ಕೆ ಆ ಎಂಬ ದೀರ್ಘ ಸ್ವರದ ಗುಣಿತ ಚಿಹ್ನೆ ಸೇರಿದಾಗ 'ಕಾ' ಎಂಬ ರೂಪ ಬರುತ್ತದೆ. ಇಲ್ಲಿ ಕೊಂಬಿನ ಆಕಾರದ ಚಿಹ್ನೆ ದೀರ್ಘ ಆ ಸ್ವರವನ್ನು ಸೂಚಿಸುತ್ತದೆ. ಇದು ಸ್ವರ ಮತ್ತು ವ್ಯಂಜನದ ಸಂಯೋಗದ ಮೂಲ ರೂಪ.

Question 43Language I (Kannada)

'ಸೂರ್ಯ' ಎಂಬ ಪದದಲ್ಲಿ ಕಂಡುಬರುವ ಸಂಧಿ ಯಾವುದು?

  1. ಸವರ್ಣದೀರ್ಘ ಸಂಧಿ Correct answer.
  2. ಯಣ್ ಸಂಧಿ
  3. ವೃದ್ಧಿ ಸಂಧಿ
  4. ಗುಣ ಸಂಧಿ

Explanation

'ಸೂರ್ಯ' ಎಂಬುದು 'ಸೂ + ಅರ್ಯ' ಎಂದು ಬಿಡಿಸಬಹುದಾದ ರೂಪವಾಗಿದ್ದು, ಸವರ್ಣದೀರ್ಘ ಸಂಧಿಯಲ್ಲಿ ಎರಡು ಸವರ್ಣ ಸ್ವರಗಳು ಸೇರಿ ದೀರ್ಘ ಸ್ವರವಾಗುತ್ತದೆ. ಇಲ್ಲಿ ಉ ಮತ್ತು ಅ ಸೇರಿ ಊ ಆಗಿದೆ. ಇದು ಸವರ್ಣದೀರ್ಘ ಸಂಧಿಯ ಲಕ್ಷಣ.

Question 44Language I (Kannada)

'ರಾಜನ ಮಗನು ಊರಿಗೆ ಹೋದನು' ಎಂಬ ವಾಕ್ಯದಲ್ಲಿ 'ಊರಿಗೆ' ಎಂಬ ಪದದ ವಿಭಕ್ತಿ ಯಾವುದು?

  1. ದ್ವಿತೀಯಾ ವಿಭಕ್ತಿ
  2. ಚತುರ್ಥೀ ವಿಭಕ್ತಿ Correct answer.
  3. ಪ್ರಥಮಾ ವಿಭಕ್ತಿ
  4. ತೃತೀಯಾ ವಿಭಕ್ತಿ

Explanation

'ಊರು' ಎಂಬ ನಾಮಪದಕ್ಕೆ 'ಗೆ' ಪ್ರತ್ಯಯ ಸೇರಿ 'ಊರಿಗೆ' ಆಗಿದೆ; ಇದು ಚತುರ್ಥೀ ವಿಭಕ್ತಿಯ ರೂಪ. ಚತುರ್ಥೀ ವಿಭಕ್ತಿಯು ಸಾಮಾನ್ಯವಾಗಿ 'ಗೆ/ಇಗೆ' ಪ್ರತ್ಯಯದಿಂದ ಕೂಡಿ ಗಮ್ಯಸ್ಥಾನ ಅಥವಾ ಸಂಪ್ರದಾನವನ್ನು ಸೂಚಿಸುತ್ತದೆ. ಇಲ್ಲಿ ಹೋಗುವ ಸ್ಥಳವನ್ನು ಸೂಚಿಸುತ್ತದೆ.

Question 45Language I (Kannada)

'ಕಣ್ಣು' ಎಂಬ ಪದದ ಬಹುವಚನ ರೂಪ ಯಾವುದು?

  1. ಕಣ್ಣುಗ
  2. ಕಣ್ಣಿನ
  3. ಕಣ್ಣಿಗೆ
  4. ಕಣ್ಣುಗಳು Correct answer.

Explanation

ಕನ್ನಡದಲ್ಲಿ ಬಹುತೇಕ ನಾಮಪದಗಳಿಗೆ 'ಗಳು' ಪ್ರತ್ಯಯ ಸೇರಿಸಿ ಬಹುವಚನ ರೂಪ ಮಾಡಲಾಗುತ್ತದೆ. 'ಕಣ್ಣು' ಎಂಬುದಕ್ಕೆ 'ಗಳು' ಸೇರಿದಾಗ 'ಕಣ್ಣುಗಳು' ಆಗುತ್ತದೆ. ಇದು ಸಾಮಾನ್ಯ ನಾಮಪದಗಳ ಬಹುವಚನ ರಚನೆಯ ನಿಯಮ.

Question 46Language I (Kannada)

'ಹಸಿದವನಿಗೆ ಅನ್ನ ಕೊಡು' ಎಂಬ ವಾಕ್ಯದಲ್ಲಿ 'ಹಸಿದವನಿಗೆ' ಎಂಬುದು ಯಾವ ಅಂಶ?

  1. ಕ್ರಿಯಾಪದ
  2. ಸರ್ವನಾಮ Correct answer.
  3. ವಿಶೇಷಣ
  4. ಅವ್ಯಯ

Explanation

'ಹಸಿದವನಿಗೆ' ಎಂಬುದು 'ಹಸಿದ' ಎಂಬ ಗುಣವಾಚಕ ಮತ್ತು 'ಅವನು' ಎಂಬ ಸರ್ವನಾಮದ ಸಂಯೋಗದ ರೂಪವಾಗಿದ್ದು, ವ್ಯಕ್ತಿಯನ್ನು ಸೂಚಿಸುವ ಸರ್ವನಾಮ ಪದವಾಗಿದೆ. ಇದು ನಿರ್ದಿಷ್ಟ ವ್ಯಕ್ತಿಯನ್ನು ಪರೋಕ್ಷವಾಗಿ ಸೂಚಿಸುತ್ತದೆ. ಆದ್ದರಿಂದ ಇದನ್ನು ಸರ್ವನಾಮ ಎಂದು ಪರಿಗಣಿಸಲಾಗುತ್ತದೆ.

Question 47Language I (Kannada)

'ಬೆಟ್ಟ' ಎಂಬ ಪದಕ್ಕೆ ಸರಿಯಾದ ಸಮಾನಾರ್ಥಕ ಪದ ಯಾವುದು?

  1. ಕೆರೆ
  2. ಗಿರಿ Correct answer.
  3. ಮರ
  4. ಹೊಳೆ

Explanation

'ಬೆಟ್ಟ' ಎಂಬುದಕ್ಕೆ 'ಗಿರಿ', 'ಪರ್ವತ', 'ಅದ್ರಿ' ಮುಂತಾದವು ಸಮಾನಾರ್ಥಕ ಪದಗಳು. ಇವು ಒಂದೇ ಅರ್ಥವನ್ನು ಸೂಚಿಸುವ ಬೇರೆ ಬೇರೆ ಪದಗಳು. ಆದ್ದರಿಂದ 'ಗಿರಿ' ಸರಿಯಾದ ಆಯ್ಕೆ.

Question 48Language I (Kannada)

'ಅಗ್ನಿ' ಎಂಬ ಪದದ ವಿರುದ್ಧಾರ್ಥಕ ಪದ ಯಾವುದು?

  1. ಬೆಂಕಿ
  2. ಕಿಚ್ಚು
  3. ಜ್ವಾಲೆ
  4. ನೀರು Correct answer.

Explanation

ವಿರುದ್ಧಾರ್ಥಕ ಪದವು ಒಂದು ಪದಕ್ಕೆ ವಿರುದ್ಧ ಅರ್ಥವನ್ನು ನೀಡುತ್ತದೆ. 'ಅಗ್ನಿ' ಎಂಬುದಕ್ಕೆ ವಿರುದ್ಧವಾದುದು 'ನೀರು', ಏಕೆಂದರೆ ಅಗ್ನಿ ಉಷ್ಣ ಮತ್ತು ಒಣ ಸ್ವಭಾವದ್ದು, ನೀರು ಶೀತ ಮತ್ತು ಆರ್ದ್ರ ಸ್ವಭಾವದ್ದು. 'ಬೆಂಕಿ', 'ಜ್ವಾಲೆ', 'ಕಿಚ್ಚು' ಎಲ್ಲವೂ ಸಮಾನಾರ್ಥಕ ಪದಗಳು.

Question 49Language I (Kannada)

'ಕೈಗನ್ನಡಿ' ಎಂಬ ಪದದಲ್ಲಿ ಕಂಡುಬರುವ ಸಮಾಸ ಯಾವುದು?

  1. ದ್ವಂದ್ವ ಸಮಾಸ
  2. ಬಹುವ್ರೀಹಿ ಸಮಾಸ
  3. ಕರ್ಮಧಾರಯ ಸಮಾಸ Correct answer.
  4. ತತ್ಪುರುಷ ಸಮಾಸ

Explanation

'ಕೈಗನ್ನಡಿ' ಎಂಬುದು 'ಕೈಯಲ್ಲಿರುವ ಕನ್ನಡಿ' ಎಂದು ಬಿಡಿಸಿದಾಗ ಪೂರ್ವಪದವು ಉತ್ತರಪದದ ವಿಶೇಷಣವಾಗಿ ನಿಂತಿದೆ. ವಿಶೇಷಣ ಮತ್ತು ವಿಶೇಷ್ಯದ ಸಂಬಂಧವಿರುವ ಸಮಾಸವನ್ನು ಕರ್ಮಧಾರಯ ಸಮಾಸ ಎನ್ನುತ್ತಾರೆ. ಇಲ್ಲಿ 'ಕೈ' ಎಂಬುದು 'ಗನ್ನಡಿ'ಯನ್ನು ವಿಶೇಷಿಸುತ್ತದೆ.

Question 50Language I (Kannada)

'ಅವನು ಓದಿದನು ಮತ್ತು ಬರೆದನು' ಎಂಬ ವಾಕ್ಯದಲ್ಲಿ 'ಮತ್ತು' ಎಂಬುದು ಯಾವ ಪದಜಾತಿಗೆ ಸೇರುತ್ತದೆ?

  1. ನಾಮಪದ
  2. ಕ್ರಿಯಾಪದ
  3. ಸಂಯೋಜಕ ಅವ್ಯಯ Correct answer.
  4. ಸರ್ವನಾಮ

Explanation

'ಮತ್ತು' ಎಂಬುದು ಎರಡು ಪದಗಳನ್ನು ಅಥವಾ ವಾಕ್ಯಾಂಶಗಳನ್ನು ಸೇರಿಸುವ ಸಂಯೋಜಕ ಅವ್ಯಯ ಪದ. ಅವ್ಯಯ ಪದಗಳಿಗೆ ಲಿಂಗ, ವಚನ, ವಿಭಕ್ತಿ ಬದಲಾವಣೆ ಇರುವುದಿಲ್ಲ. ಇದು ವಾಕ್ಯದಲ್ಲಿ ಸಂಬಂಧವನ್ನು ಸ್ಥಾಪಿಸುವ ಕಾರ್ಯ ಮಾಡುತ್ತದೆ.