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REET Level 2 study materials
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REET Level 2 practice questions

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Question 1Child Development and Pedagogy

According to Piaget, a child who can classify objects by a single feature but cannot yet understand conservation is most likely in which stage of cognitive development?

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

Explanation

In the preoperational stage (roughly 2 to 7 years) children classify by one salient feature and are typically fooled by conservation tasks because they centre on perceptual appearance. Conservation is mastered only in the concrete operational stage. The sensorimotor stage precedes language-based classification, and formal operations involve abstract hypothetical reasoning.

Question 2Child Development and Pedagogy

A teacher notices that a student solves a puzzle alone after first solving a similar puzzle with the teacher's hints. Vygotsky would describe the gap between the unaided and aided performance as the student's:

  1. Assimilation threshold
  2. Concrete operational limit
  3. Zone of proximal development Correct answer.
  4. Psychosocial moratorium

Explanation

Vygotsky defined the zone of proximal development as the distance between what a learner can do independently and what the learner can do with guidance from a more capable person. The teacher's hints act as scaffolding within this zone. The other terms come from different frameworks and do not describe assisted versus unassisted performance.

Question 3Child Development and Pedagogy

A child who has just begun to use words like 'mama' and 'dada' meaningfully, and who searches for a toy hidden under a cloth, is showing behaviours typical of which Piagetian stage?

  1. Preoperational
  2. Formal operational
  3. Concrete operational
  4. Sensorimotor Correct answer.

Explanation

Object permanence, the understanding that objects continue to exist when out of sight, emerges near the end of the sensorimotor stage, alongside early meaningful word use. These milestones belong to roughly the second year of life. Concrete and formal operations involve much later logical and abstract abilities, and preoperational children already have stable object permanence.

Question 4Child Development and Pedagogy

Kohlberg's stage in which a child conforms to rules mainly to win the approval of parents and teachers is best described as:

  1. Punishment and obedience orientation
  2. Social contract orientation
  3. Good boy–good girl orientation Correct answer.
  4. Universal ethical principle orientation

Explanation

In Kohlberg's conventional level, the 'good boy–good girl' orientation bases moral judgement on gaining social approval and being seen as nice. The punishment and obedience orientation is preconventional and focuses on avoiding punishment. Social contract and universal principle orientations are postconventional and rely on reasoned principles rather than approval.

Question 5Child Development and Pedagogy

Erikson would predict that a nine-year-old who repeatedly fails at tasks valued by peers and teachers is most at risk of developing:

  1. Role confusion
  2. Inferiority Correct answer.
  3. Guilt
  4. Mistrust

Explanation

Erikson's industry versus inferiority stage covers roughly ages six to twelve, when children compare their competence with peers. Repeated failure at valued tasks fosters feelings of inferiority. Guilt belongs to the initiative versus guilt stage of early childhood, mistrust to infancy, and role confusion to adolescence.

Question 6Child Development and Pedagogy

A teacher gradually withdraws prompts as a learner becomes able to complete a long-division problem alone. This instructional technique is called:

  1. Classical conditioning
  2. Reinforcement schedule
  3. Negative transfer
  4. Scaffolding Correct answer.

Explanation

Scaffolding, a term linked to Vygotskian theory, means providing temporary support and progressively removing it as competence grows. Reinforcement schedules concern the timing of consequences in operant conditioning. Classical conditioning pairs stimuli, and negative transfer means prior learning hinders new learning.

Question 7Child Development and Pedagogy

A student studies in a quiet room but performs poorly in a noisy examination hall. Learning theory would attribute this drop mainly to:

  1. Overuse of discovery learning
  2. Insufficient reinforcement during study
  3. Too much meaningful learning
  4. Lack of encoding specificity between learning and test contexts Correct answer.

Explanation

Encoding specificity and context-dependent memory predict that recall is best when the cues present at learning match those at retrieval. Studying in silence then testing amid noise removes those matching cues. Reinforcement, meaningful learning and discovery learning do not explain a context mismatch.

Question 8Child Development and Pedagogy

Which of the following best illustrates the Piagetian process of accommodation?

  1. A child changes an existing 'bird' schema after learning that penguins swim and cannot fly. Correct answer.
  2. A child imitates an action immediately after seeing it.
  3. A child repeats a familiar action to reproduce a pleasing result.
  4. A child calls every four-legged animal 'dog'.

Explanation

Accommodation is the modification of an existing schema to fit new information that does not match it. Revising the bird schema to include swimming, flightless birds is a clear example. Calling all four-legged animals dogs is assimilation, while circular reactions and deferred imitation are sensorimotor behaviours, not schema revision.

Question 9Child Development and Pedagogy

A teacher who gives a struggling reader easier passages and gradually raises difficulty is applying a principle most directly associated with:

  1. Bandura's vicarious reinforcement
  2. Skinner's punishment contingency
  3. Pavlov's extinction procedure
  4. Bruner's spiral curriculum Correct answer.

Explanation

Bruner's spiral curriculum revisits concepts at increasing levels of complexity so learners build on prior mastery. Gradually raising text difficulty while keeping skills in focus reflects that principle. Extinction, punishment and vicarious reinforcement concern conditioning or modelling consequences, not graded curricular revisiting.

Question 10Child Development and Pedagogy

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

  1. Has not yet acquired any grammar
  2. Has a language disorder requiring referral
  3. Is overgeneralising a grammatical rule Correct answer.
  4. Is imitating adult speech exactly

Explanation

Overgeneralisation occurs when a child applies a regular rule, such as adding -ed for past tense, to irregular verbs. Such errors are a normal sign that rule learning is underway, not evidence of disorder. The utterance shows active rule construction rather than simple imitation or absence of grammar.

Question 11Child Development and Pedagogy

According to Chomsky's nativist view, the ease with which young children acquire complex grammar without explicit instruction is best explained by:

  1. Imitation of caregivers' complete sentences
  2. Explicit grammar drills in early childhood
  3. An innate language acquisition device Correct answer.
  4. Systematic operant shaping of each sentence

Explanation

Chomsky proposed an innate language acquisition device that equips children to extract grammatical rules from the language they hear. This accounts for rapid rule learning despite limited and imperfect input. Behaviourist shaping, imitation and formal drills cannot easily explain the creation of novel, rule-governed utterances.

Question 12Child Development and Pedagogy

A teacher wants to reduce a student's habit of calling out answers without raising her hand. Which approach reflects operant conditioning most directly?

  1. Ignoring the calling out and praising hand-raising Correct answer.
  2. Explaining the classroom rule once at the start of term
  3. Asking the student to reflect on her feelings
  4. Punishing the entire class whenever anyone calls out

Explanation

Operant conditioning changes behaviour through consequences; withholding attention for the undesired behaviour and reinforcing the desired alternative applies extinction and positive reinforcement. Punishing the whole class is indiscriminate and not targeted at the behaviour. A one-off explanation or reflective conversation is not a systematic consequence arrangement.

Question 13Child Development and Pedagogy

A student who was once bitten by a dog now fears all dogs, including friendly ones. In classical conditioning terms, the fear of all dogs illustrates:

  1. Stimulus discrimination
  2. Spontaneous recovery
  3. Stimulus generalisation Correct answer.
  4. Higher-order conditioning

Explanation

Stimulus generalisation occurs when a conditioned response spreads to stimuli similar to the original conditioned stimulus. Fearing all dogs after one bite is a classic example. Discrimination would mean responding only to the specific dog, recovery would mean a return of fear after extinction, and higher-order conditioning would involve a new neutral stimulus paired with the feared one.

Question 14Child Development and Pedagogy

A teacher who publicly compares students' marks on a wall chart and ranks them is most likely to undermine which of the following?

  1. The physical development of students
  2. The validity of the curriculum
  3. Students' intrinsic motivation and self-efficacy Correct answer.
  4. The reliability of the test scores

Explanation

Public ranking emphasises external comparison and evaluation, which can reduce intrinsic motivation and lower self-efficacy in lower-ranked students. It does not directly affect test reliability or curriculum validity, and it has no bearing on physical development. The main psychological risk is motivational.

Question 15Child Development and Pedagogy

According to Maslow's hierarchy, a hungry child who cannot concentrate on a lesson is primarily impeded because:

  1. Higher-order needs must be met before physiological needs
  2. Esteem needs are always satisfied first
  3. Self-actualisation precedes safety needs
  4. Physiological needs take priority over higher-order needs Correct answer.

Explanation

Maslow arranged needs so that basic physiological needs such as hunger and thirst dominate until satisfied, allowing attention to move to higher needs. A hungry child is therefore focused on the unmet lower need. The other options reverse the order of the hierarchy.

Question 16Child Development and Pedagogy

A teacher designs a task that is slightly beyond what students can currently do alone but achievable with peer collaboration and hints. This design is grounded most directly in:

  1. Thorndike's law of effect
  2. Watson's behaviourist manifesto
  3. Vygotsky's zone of proximal development Correct answer.
  4. Pavlov's concept of spontaneous recovery

Explanation

The zone of proximal development describes tasks a learner cannot yet manage independently but can complete with guidance or collaboration. Designing work just beyond independent ability with peer support applies that idea directly. The law of effect, spontaneous recovery and behaviourism concern conditioning effects rather than assisted learning.

Question 17Child Development and Pedagogy

A child can sort blocks by colour, then re-sort the same blocks by size, and understands that the amount of water stays the same when poured into a taller glass. These behaviours indicate:

  1. Preoperational thought
  2. Sensorimotor thought
  3. Concrete operational thought Correct answer.
  4. Formal operational thought

Explanation

Reversible classification and conservation of liquid quantity are hallmarks of the concrete operational stage, roughly ages seven to eleven. Preoperational children fail conservation, sensorimotor children lack symbolic operations, and formal operational thought involves abstract hypothetical reasoning beyond these concrete tasks.

Question 18Child Development and Pedagogy

A teacher's belief that a particular student is 'bright' leads her to give that student more challenging questions and more feedback, and the student then improves. This pattern best illustrates:

  1. The spacing effect
  2. The Flynn effect
  3. A ceiling effect
  4. A self-fulfilling prophecy effect Correct answer.

Explanation

A self-fulfilling prophecy, or teacher expectancy effect, occurs when a teacher's belief shapes her behaviour toward a student, which in turn produces the expected outcome. The Flynn effect concerns rising population IQ scores over time, a ceiling effect concerns tests too easy to discriminate, and the spacing effect concerns distributed practice.

Question 19Child Development and Pedagogy

A test of mathematical reasoning is administered twice to the same students a week apart, and scores are highly consistent. This consistency is evidence of the test's:

  1. Validity
  2. Usability
  3. Reliability Correct answer.
  4. Objectivity

Explanation

Reliability refers to the consistency and stability of scores across repeated administrations, which test-retest consistency directly demonstrates. Validity concerns whether the test measures what it claims, objectivity concerns freedom from scorer bias, and usability concerns practical administration. Consistency alone does not establish validity.

Question 20Child Development and Pedagogy

Which of the following is the strongest example of a formative assessment practice in a child development and pedagogy classroom?

  1. Recording attendance for administrative purposes
  2. Using a quick exit ticket to adjust the next day's teaching Correct answer.
  3. Awarding final grades based on a single end-of-term examination
  4. Ranking students publicly by their terminal scores

Explanation

Formative assessment gathers evidence during learning to inform and adjust instruction; an exit ticket used to plan the next lesson fits this purpose. A single terminal examination, public ranking and attendance records are summative or administrative, not used to shape ongoing teaching.

Question 21Child Development and Pedagogy

A student who has mastered multiplication tables struggles to apply them when solving a word problem about sharing sweets. This difficulty most clearly reflects a gap in:

  1. Fine motor coordination
  2. Rote recall of number facts
  3. Auditory discrimination
  4. Transfer of learning to a new context Correct answer.

Explanation

Transfer of learning is the application of acquired knowledge to new situations or problem contexts. Knowing tables but failing to deploy them in a sharing problem shows that the knowledge has not transferred. Rote recall is intact, and motor or auditory skills are irrelevant here.

Question 22Child Development and Pedagogy

A teacher notices a child consistently avoids group tasks, prefers solitary reading and rarely initiates peer interaction. Before concluding anything, the most appropriate professional step is to:

  1. Label the child as having a social disorder
  2. Gather information across settings and consult parents and colleagues Correct answer.
  3. Refer the child immediately for clinical assessment
  4. Ignore the behaviour because preferences vary

Explanation

Judgements about a child's behaviour should rest on multiple observations across settings and on input from parents and colleagues, which improves accuracy and avoids premature labelling. Immediate labelling or referral on limited evidence is unprofessional, and ignoring persistent patterns forfeits useful support.

Question 23Child Development and Pedagogy

A teacher plans activities that let children explore materials, ask questions and construct explanations with minimal direct instruction. This approach is most consistent with:

  1. Classical conditioning of attitudes
  2. Behaviourist drill and practice
  3. Constructivist pedagogy Correct answer.
  4. Transmission model of teaching

Explanation

Constructivist pedagogy holds that learners actively build understanding through exploration, questioning and explanation rather than passively receiving information. Drill and practice and the transmission model place the teacher as the direct source of knowledge. Classical conditioning of attitudes concerns emotional associations, not knowledge construction.

Question 24Child Development and Pedagogy

A teacher assesses a child's development using a checklist of milestones and finds the child is behind in one area. Which interpretation is most defensible?

  1. The result is a single data point that needs confirmation with other evidence Correct answer.
  2. The child definitely has a developmental disability
  3. The checklist is invalid and should be discarded
  4. The child should be moved to a lower grade immediately

Explanation

A single checklist result is one piece of evidence and should be corroborated through observation, work samples and consultation before any conclusion. Concluding a disability from one instrument overstates certainty, discarding the checklist ignores its usefulness, and changing grades is a disproportionate response.

Question 25Child Development and Pedagogy

In Bandura's social learning theory, a child who learns to share after watching a classmate being praised for sharing has learned through:

  1. Latent inhibition
  2. Fixed-interval scheduling
  3. Vicarious reinforcement Correct answer.
  4. Direct punishment

Explanation

Vicarious reinforcement occurs when observing another person receive a consequence changes the observer's behaviour. Watching a classmate praised for sharing and then sharing oneself is a textbook example. Direct punishment applies to the learner, latent inhibition concerns suppressed conditioning, and fixed-interval schedules concern timing of reinforcement.

Question 26Child Development and Pedagogy

In Piaget's theory, a child in the concrete operational stage is typically able to perform which of the following tasks that a preoperational child cannot?

  1. Conserving quantity when water is poured into a differently shaped glass Correct answer.
  2. Imitating an action seen a few minutes earlier
  3. Using a word to stand for an absent object
  4. Recognising that a hidden toy still exists

Explanation

Conservation of quantity is a hallmark achievement of the concrete operational stage, roughly ages 7 to 11, because the child can now mentally reverse operations and decentre attention from a single perceptual feature. Object permanence, deferred imitation and symbolic labelling all emerge earlier, in the sensorimotor or preoperational periods.

Question 27Child Development and Pedagogy

A teacher notices that a child who used to say 'milk' now says 'milk please' and later 'can I have milk please'. This progression best illustrates which principle of language development?

  1. Children acquire syntax through a fixed sequence of increasingly complex rule-governed structures Correct answer.
  2. Children imitate phrases without understanding any underlying rules
  3. Children's language growth depends mainly on the size of their vocabulary list
  4. Children learn grammar only through adult correction of errors

Explanation

Language development follows a predictable sequence in which children move from single words to telegraphic two-word combinations and then to fuller grammatical constructions, showing that they are building and refining rules rather than merely copying strings. Adult correction alone is too inconsistent to explain this orderly progression.

Question 28Child Development and Pedagogy

According to Vygotsky, the 'more knowledgeable other' in a classroom primarily serves which function?

  1. Replacing the learner's own thinking with the adult's finished solution
  2. Providing scaffolding that lets the learner accomplish tasks within the zone of proximal development Correct answer.
  3. Testing the child's intelligence against a fixed age-based norm
  4. Identifying which children are genetically predisposed to academic success

Explanation

In Vygotsky's framework the more knowledgeable other, whether a teacher or a capable peer, supports the learner through dialogue and hints so that tasks just beyond independent reach become achievable. The support is gradually withdrawn as the learner takes over the regulatory function.

Question 29Child Development and Pedagogy

A teacher wants to strengthen a pupil's habit of completing homework by using a schedule in which the pupil receives a reward after every third completed assignment. Which schedule of reinforcement is being used?

  1. Variable-ratio schedule
  2. Variable-interval schedule
  3. Fixed-ratio schedule Correct answer.
  4. Fixed-interval schedule

Explanation

A fixed-ratio schedule delivers reinforcement after a set number of responses, here after every third completed assignment. Ratio schedules are based on the count of responses, whereas interval schedules are based on the passage of time.

Question 30Child Development and Pedagogy

A teacher asks pupils to explain their reasoning to a partner, then to the whole class, and finally to write a short reflection on how their thinking changed. This sequence is most directly grounded in which perspective on learning?

  1. Maturationism, in which development unfolds on a fixed biological timetable
  2. Social constructivism, in which meaning is built through interaction and reflection Correct answer.
  3. Behaviourism, in which learning is a change in observable stimulus-response bonds
  4. Information processing, in which learning is the passive storage of transmitted facts

Explanation

The sequence moves from peer dialogue to public articulation to individual reflection, which is the social constructivist cycle of negotiating meaning and internalising it. Behaviourism would focus on reinforcement contingencies rather than on reasoning and reflection.

Question 31Child Development and Pedagogy

A pupil who repeatedly fails mathematics begins to say 'I am just bad at maths' and stops trying. The teacher responds by having the pupil succeed on a short, well-structured task and then attributing the success to effort and strategy. The teacher is mainly attempting to change which factor?

  1. The pupil's stage of cognitive development
  2. The pupil's attribution of success and failure Correct answer.
  3. The pupil's rate of physical maturation
  4. The pupil's level of physiological need

Explanation

Attribution theory holds that learners who credit failure to stable, internal causes such as fixed ability tend to give up, while crediting success to effort and strategy sustains persistence. By engineering success and labelling its cause, the teacher is reshaping the pupil's attributional pattern.

Question 32Child Development and Pedagogy

A teacher records a pupil's performance on a developmental checklist in September, January and April to see how skills are progressing over the year. This practice is best described as which type of assessment?

  1. Norm-referenced assessment
  2. Longitudinal assessment Correct answer.
  3. Aptitude assessment
  4. Summative assessment

Explanation

Repeated observations of the same pupil across time constitute longitudinal assessment, which reveals growth patterns rather than a single point-in-time score. Summative assessment judges achievement at the end of a period, and norm-referenced assessment compares the pupil with a reference group.

Question 33Child Development and Pedagogy

A teacher wants to reduce the subjectivity of her observations of children's social behaviour. Which step most directly improves the reliability of her records?

  1. Recording only the impressions she forms at the end of each day
  2. Writing brief anecdotal records that describe specific observed behaviour without evaluative labels Correct answer.
  3. Asking children to report on their own social popularity
  4. Noting behaviour only when it is unusual or disruptive

Explanation

Reliable observation requires concrete, dated descriptions of what the child actually did, separated from the observer's inferences, so that another observer could recognise the same event. Evaluative labels and memory-based summaries introduce bias and reduce consistency.

Question 34Child Development and Pedagogy

A teacher says to a pupil: 'You have finished the first three sums correctly; now try the next two on your own.' This statement is best understood as an example of which practice?

  1. Punishment by removal of a privilege
  2. Scaffolding with gradual fading of support Correct answer.
  3. Classical conditioning of a response
  4. Rote memorisation without feedback

Explanation

The teacher gives specific feedback, confirms what the pupil can already do and then hands over the next step, which is the essence of scaffolding followed by fading. The support is contingent on the pupil's current competence and is reduced as independence grows.

Question 35Child Development and Pedagogy

A teacher finds that a child can name all the letters of the alphabet but cannot use letter-sound knowledge to decode a simple word. This gap most directly suggests a difficulty in which area?

  1. Gross motor coordination
  2. Auditory acuity for pure tones
  3. Conservation of number
  4. Phonological processing and application of the alphabetic principle Correct answer.

Explanation

Knowing letter names without being able to map letters to sounds and blend them indicates a weakness in phonological processing and in applying the alphabetic principle. Decoding requires connecting graphemes to phonemes, not merely naming the letters.

Question 36Child Development and Pedagogy

A child of about four insists that a tall, narrow beaker holds more water than a short, wide one even after seeing the water poured from one to the other. Which characteristic of preoperational thought does this best illustrate?

  1. Lack of object permanence
  2. Egocentric speech in private talk
  3. Centration on a single perceptual dimension Correct answer.
  4. Reversible mental operations

Explanation

The child fixes attention on the height of the liquid and ignores its width, which is centration, a defining limitation of preoperational thought. Because the child cannot mentally reverse the pouring, the judgement of quantity remains tied to appearance.

Question 37Child Development and Pedagogy

A teacher uses the same short quiz at the start of every lesson to decide what to reteach the following day. The primary purpose of this quiz is which of the following?

  1. Measurement of innate intelligence
  2. Final certification of pupil achievement
  3. Comparison of pupils against a national sample
  4. Diagnostic and formative feedback to adjust instruction Correct answer.

Explanation

A quick check used to decide the next teaching step serves a diagnostic, formative function: it generates feedback for the teacher and learner while learning is still in progress. Certification, norm comparison and intelligence measurement are not its purpose.

Question 38Child Development and Pedagogy

A teacher believes that intelligence can grow with effort and good strategies, and therefore praises pupils for using new approaches and persisting after errors. This belief is most consistent with which view?

  1. A behaviourist view that ignores cognition
  2. A fixed, entity view of intelligence
  3. An incremental, malleable view of intelligence Correct answer.
  4. A purely maturational view of development

Explanation

An incremental theory holds that ability is developable, which leads teachers to praise process, strategy and persistence rather than stable traits. This orientation supports mastery goals and resilience after failure.

Question 39Child Development and Pedagogy

A teacher wants to help a pupil with a mild learning difficulty master a multi-step subtraction procedure. Which approach is best supported by research on instructional design for such pupils?

  1. Teach one step at a time with modelled examples, guided practice and immediate corrective feedback Correct answer.
  2. Present the whole procedure once and then assign independent practice
  3. Rely on peer tutoring alone without teacher modelling
  4. Delay instruction until the pupil's cognitive stage changes

Explanation

Breaking a complex procedure into small steps, modelling each step, guiding practice and giving immediate corrective feedback reduces cognitive load and prevents the rehearsal of errors. Independent practice is introduced only after the pupil can perform the steps accurately with support.

Question 40Child Development and Pedagogy

A teacher notices that a child who is generally sociable becomes withdrawn and inattentive for several weeks after a family disruption. Which response best reflects an understanding of the relationship between emotional factors and learning?

  1. Publicly discuss the family situation with the class so peers can help
  2. Observe the child's behaviour over time, provide predictable routines and emotional support, and refer for counselling if the withdrawal persists Correct answer.
  3. Increase academic pressure to distract the child from personal worries
  4. Conclude that the child has a permanent learning disability and lower academic expectations

Explanation

Emotional distress can temporarily depress attention, motivation and participation, so the appropriate response is sustained observation, a stable and supportive classroom environment and referral when difficulties persist. This distinguishes a situational reaction from a lasting learning disorder.

Question 41Language I (Hindi, English, Sanskrit, Urdu, Sindhi, Gujarati, Punjabi or Rajasthani as applicable)

हिंदी में 'संधि' शब्द का अर्थ क्या है?

  1. दो वर्णों के मेल से उत्पन्न विकार
  2. शब्द के अंतिम अक्षर का लोप
  3. दो ध्वनियों या शब्दों का निकट संयोग Correct answer.
  4. वाक्य में विराम चिह्न का प्रयोग

Explanation

संधि का शाब्दिक अर्थ है मेल या संयोग। जब दो वर्ण या दो शब्द परस्पर जुड़कर एक नया रूप बनाते हैं तो उसे संधि कहते हैं, जैसे विद्या + आलय = विद्यालय। यह हिंदी व्याकरण का मूलभूत प्रकरण है जिस पर वर्ण-विचार के बाद अभ्यास कराया जाता है।

Question 42Language I (Hindi, English, Sanskrit, Urdu, Sindhi, Gujarati, Punjabi or Rajasthani as applicable)

'सूर्योदय' शब्द में कौन-सी संधि है?

  1. विसर्ग संधि
  2. गुण संधि Correct answer.
  3. वृद्धि संधि
  4. यण संधि

Explanation

सूर्य + उदय में अ + उ के स्थान पर 'ओ' आया है, जो गुण संधि का नियम है। अ/आ के बाद उ/ऊ आने पर ओ बनता है, जैसे नर + उत्तम = नरोत्तम। अतः सूर्योदय गुण संधि का उदाहरण है।

Question 43Language I (Hindi, English, Sanskrit, Urdu, Sindhi, Gujarati, Punjabi or Rajasthani as applicable)

हिंदी में 'उपसर्ग' की पहचान किस लक्षण से होती है?

  1. यह शब्द के अंत में जुड़कर अर्थ बदलता है
  2. यह केवल क्रिया के साथ जुड़ता है
  3. यह स्वतंत्र शब्द होता है
  4. यह शब्द के आरंभ में जुड़कर अर्थ में परिवर्तन लाता है Correct answer.

Explanation

उपसर्ग वे शब्दांश हैं जो किसी मूल शब्द से पहले जुड़कर उसके अर्थ में विशेष परिवर्तन उत्पन्न करते हैं, जैसे 'प्र' + 'गति' = प्रगति। ये स्वतंत्र रूप से प्रयुक्त नहीं होते। हिंदी में अनु-, अधि-, अप-, प्र-, वि- आदि उपसर्ग प्रचलित हैं।

Question 44Language I (Hindi, English, Sanskrit, Urdu, Sindhi, Gujarati, Punjabi or Rajasthani as applicable)

'राम ने पत्र लिखा' वाक्य में 'ने' किस कारक का चिह्न है?

  1. कर्म कारक
  2. कर्ता कारक Correct answer.
  3. संप्रदान कारक
  4. अपादान कारक

Explanation

कर्ता कारक क्रिया को करने वाले से संबंध दर्शाता है और सकर्मक भूतकाल में इसका परसर्ग 'ने' होता है। 'राम ने' यहाँ कार्य करने वाले का बोध कराता है। इसीलिए यह कर्ता कारक का उदाहरण है।

Question 45Language I (Hindi, English, Sanskrit, Urdu, Sindhi, Gujarati, Punjabi or Rajasthani as applicable)

'मैंने उसे देखा' - इस वाक्य में कौन-सा सर्वनाम है?

  1. संबंधवाचक
  2. प्रश्नवाचक
  3. पुरुषवाचक Correct answer.
  4. निजवाचक

Explanation

'मैं' और 'उसे' दोनों पुरुषवाचक सर्वनाम हैं, क्योंकि ये वक्ता और अन्य व्यक्ति का बोध कराते हैं। हिंदी में उत्तम, मध्यम और अन्य पुरुष के सर्वनाम इसी वर्ग में आते हैं।

Question 46Language I (Hindi, English, Sanskrit, Urdu, Sindhi, Gujarati, Punjabi or Rajasthani as applicable)

In English, which word class does the underlined word belong to in the sentence 'She spoke softly to the child'?

  1. Conjunction
  2. Preposition
  3. Adverb Correct answer.
  4. Adjective

Explanation

'Softly' modifies the verb 'spoke' by describing the manner of speaking, so it functions as an adverb of manner. Adverbs commonly modify verbs, adjectives or other adverbs, often ending in -ly. An adjective would instead describe a noun, as in 'a soft voice'.

Question 47Language I (Hindi, English, Sanskrit, Urdu, Sindhi, Gujarati, Punjabi or Rajasthani as applicable)

In English, which of these sentences uses the present perfect tense correctly?

  1. She finish her homework just now.
  2. She is finishing her homework yesterday.
  3. She finished her homework tomorrow.
  4. She has finished her homework already. Correct answer.

Explanation

The present perfect is formed with has/have plus the past participle and links a past action to the present, often with 'already', 'just' or 'yet'. 'Has finished' fits this structure and meaning. The other options pair incompatible time markers with the wrong tense forms.

Question 48Language I (Hindi, English, Sanskrit, Urdu, Sindhi, Gujarati, Punjabi or Rajasthani as applicable)

संस्कृत में 'बालकः पठति' वाक्य का कर्ता कौन है?

  1. वाक्य
  2. पठति
  3. बालकः Correct answer.
  4. क्रिया

Explanation

संस्कृत वाक्य में कर्ता प्रायः प्रथमा विभक्ति में आता है और क्रिया उसी के अनुसार चलती है। 'बालकः' प्रथमा एकवचन का रूप है और 'पठति' क्रिया उसी के पुल्लिंग एकवचन के अनुरूप है। अतः 'बालकः' ही कर्ता है।

Question 49Language I (Hindi, English, Sanskrit, Urdu, Sindhi, Gujarati, Punjabi or Rajasthani as applicable)

हिंदी में 'कवि' शब्द का बहुवचन कौन-सा है?

  1. कवियों Correct answer.
  2. कवियाँ
  3. कविगण
  4. कवि

Explanation

आकारांत पुल्लिंग संज्ञाओं में बहुवचन बनाते समय अंतिम 'इ' या 'ई' के बाद 'यों' जोड़ा जाता है, जैसे कवि से कवियों। यह रूप विभक्ति चिह्न के साथ प्रयुक्त होता है। 'कवि' स्वयं एकवचन है।

Question 50Language I (Hindi, English, Sanskrit, Urdu, Sindhi, Gujarati, Punjabi or Rajasthani as applicable)

'नीलकमल' शब्द में कौन-सा समास है?

  1. बहुव्रीहि समास
  2. द्वंद्व समास
  3. कर्मधारय समास Correct answer.
  4. द्विगु समास

Explanation

कर्मधारय समास में पूर्वपद विशेषण और उत्तरपद विशेष्य होता है। 'नील' विशेषण है और 'कमल' विशेष्य, अतः नीलकमल का अर्थ है नीला कमल। इसी विशेषण-विशेष्य संबंध के कारण यह कर्मधारय है।