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WBCHSE HS Education study materials
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WBCHSE HS Education practice questions

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Question 1Educational Psychology and the Learner

In the WBCHSE Higher Secondary Education syllabus, the study of the learner's growth and development is placed within which broad area of the subject?

  1. Comparative Education and Curriculum Studies
  2. Philosophical Foundations of Education
  3. Educational Psychology and the Learner Correct answer.
  4. Educational Management and Administration

Explanation

The learner-centred unit of the syllabus, covering growth, development, intelligence, motivation and individual differences, is grouped under Educational Psychology and the Learner. The other listed areas deal with systems, institutions or philosophical inquiry rather than the psychology of the individual pupil.

Question 2Educational Psychology and the Learner

A teacher notices that a pupil's height and weight increase steadily over the school year, while the pupil's ability to reason about abstract ideas also improves. Which statement correctly distinguishes these two changes?

  1. Both changes are examples of growth because both can be measured numerically
  2. The physical change is development, while the change in reasoning is growth
  3. The physical change is growth, while the change in reasoning is development Correct answer.
  4. Neither change can be called development until the pupil reaches adolescence

Explanation

Growth refers to measurable quantitative increase in body size, whereas development refers to qualitative, progressive change in capacities such as reasoning, which may not be directly measurable in units. The two processes run together but are not identical, so the rise in height and weight is growth and the improvement in abstract reasoning is development.

Question 3Educational Psychology and the Learner

According to Piaget's theory, a child who can classify objects by a single feature but cannot yet understand that the quantity of liquid remains the same when poured into a differently shaped glass is most likely in which stage?

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

Explanation

In the pre-operational stage the child begins symbolic representation and simple classification but lacks conservation, so quantity changes appear to alter when the container changes. Conservation of liquid is normally achieved in the concrete operational stage, which follows this one.

Question 4Educational Psychology and the Learner

Kohlberg described a pupil who obeys classroom rules mainly to avoid punishment from the teacher. This reasoning belongs to which level of moral development?

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

Explanation

Kohlberg's pre-conventional level is governed by punishment avoidance and personal reward, without reference to shared social expectations. Obedience purely to escape the teacher's displeasure therefore fits the first level rather than conformity to group norms.

Question 5Educational Psychology and the Learner

Which of the following best describes the concept of readiness for learning in educational psychology?

  1. The pupil's level of maturation and prior preparation that allows a new learning task to be attempted successfully Correct answer.
  2. The teacher's preparation of a detailed lesson plan before entering the classroom
  3. The pupil's willingness to memorise answers for an approaching examination
  4. The availability of textbooks and laboratory equipment in the school

Explanation

Readiness refers to the internal condition of the learner, combining physical and mental maturation with relevant prior experience, that makes a particular task learnable. Teaching succeeds best when it is pitched at the pupil's present readiness rather than at an arbitrary age or syllabus point.

Question 6Educational Psychology and the Learner

A pupil who is strong in verbal reasoning performs poorly in mathematics despite regular practice. In terms of individual differences, this pattern best illustrates that

  1. verbal ability and mathematical ability are always negatively correlated
  2. general intelligence alone determines all school achievement
  3. mathematical ability cannot be improved through any form of teaching
  4. specific abilities can vary within the same learner and affect subject performance Correct answer.

Explanation

Individual differences include specific aptitudes as well as general ability, so a learner may be strong in one area and weaker in another. Teachers therefore need varied methods and remedial support rather than assuming uniform competence across subjects.

Question 7Educational Psychology and the Learner

Which of the following is the clearest example of intrinsic motivation in a Higher Secondary classroom?

  1. A pupil completes homework to avoid a warning from the class teacher
  2. A pupil participates in a debate to win a prize announced by the school
  3. A pupil studies education because a scholarship depends on high marks
  4. A pupil reads extra books on child development because the topic fascinates her Correct answer.

Explanation

Intrinsic motivation arises from interest, curiosity and satisfaction in the activity itself, without external reward or pressure. Reading further because the subject is personally fascinating is the only option where the activity is its own reward.

Question 8Educational Psychology and the Learner

In Vygotsky's theory, the gap between what a learner can do alone and what the learner can do with guidance from a more capable person is called the

  1. principle of contiguity
  2. law of readiness
  3. sensorimotor period
  4. zone of proximal development Correct answer.

Explanation

Vygotsky used the term zone of proximal development for the range of tasks a learner can accomplish with assistance but not yet independently. Instruction is most effective when it targets this zone, because it stretches the learner just beyond present unaided ability.

Question 9Educational Psychology and the Learner

A pupil who once feared mathematics now associates the subject with a friendly teacher and begins to feel relaxed in mathematics classes. In classical conditioning terms, the friendly teacher's presence has functioned as

  1. a negative reinforcement that removes the fear
  2. an unconditioned response
  3. a conditioned stimulus that elicits a changed emotional response Correct answer.
  4. a schedule of intermittent reinforcement

Explanation

Classical conditioning explains how a neutral stimulus, through repeated pairing with an emotional experience, comes to elicit a similar response. Pairing the mathematics setting with a warm teacher turns the classroom cues into conditioned stimuli that now evoke calm rather than fear.

Question 10Educational Psychology and the Learner

A teacher praises a pupil's neat handwriting every time it occurs, and the pupil begins to write neatly more often. This change is best explained by

  1. punishment
  2. extinction
  3. positive reinforcement Correct answer.
  4. negative reinforcement

Explanation

Positive reinforcement occurs when a pleasant consequence follows a behaviour and increases its frequency. Praise added after neat writing is a pleasant stimulus that strengthens the response, so it is positive reinforcement.

Question 11Educational Psychology and the Learner

Which classroom practice is most consistent with the Gestalt principle of closure in perception?

  1. Presenting information in a single sense modality for the whole lesson
  2. Asking pupils to memorise isolated facts without any connecting theme
  3. Requiring pupils to copy every diagram exactly as printed in the textbook
  4. Encouraging pupils to complete a partially drawn diagram by supplying the missing parts from their understanding Correct answer.

Explanation

The Gestalt principle of closure describes the tendency to perceive incomplete figures as complete wholes by filling gaps. Inviting learners to supply missing parts of a diagram exercises exactly this organising tendency and supports meaningful, whole-oriented perception.

Question 12Educational Psychology and the Learner

A pupil remembers a list of new education terms better when the terms are grouped into meaningful categories such as 'theorists', 'stages' and 'principles'. This improvement is best explained by

  1. rote repetition without any organisation
  2. chunking and meaningful organisation in memory Correct answer.
  3. proactive inhibition among the items
  4. the recency effect alone

Explanation

Grouping separate items into meaningful units, known as chunking, reduces the load on short-term memory and links new material to existing knowledge. Organised categories therefore improve both storage and later retrieval compared with unrelated lists.

Question 13Educational Psychology and the Learner

According to Spearman's two-factor theory of intelligence, performance on any intellectual task depends on

  1. a general factor 'g' together with a specific factor 's' for that task Correct answer.
  2. seven distinct primary abilities such as verbal comprehension and spatial reasoning
  3. three separate forms of intelligence, namely practical, experiential and componential
  4. a set of entirely independent primary mental abilities

Explanation

Spearman proposed that every intellectual task draws on a general factor 'g' common to all tasks and a specific factor 's' unique to the task at hand. The other options describe the theories of Thurstone, Sternberg and Gardner, not Spearman's two-factor model.

Question 14Educational Psychology and the Learner

A pupil obtains a mental age of 12 years on a standardised intelligence test while her chronological age is 10 years. Using the traditional ratio formula, her intelligence quotient is

  1. 100
  2. 125
  3. 120 Correct answer.
  4. 83

Explanation

The ratio IQ is calculated as mental age divided by chronological age, multiplied by 100. Here 12 divided by 10 equals 1.2, and multiplying by 100 gives an IQ of 120.

Question 15Educational Psychology and the Learner

A test of educational aptitude is administered twice to the same group of pupils within a short interval, and the two sets of scores are highly consistent. This property of the test is referred to as

  1. reliability Correct answer.
  2. objectivity
  3. standardisation
  4. validity

Explanation

Reliability refers to the consistency and stability of scores across repeated administrations or across equivalent forms of a test. High agreement between two sittings therefore demonstrates reliability, though it does not by itself guarantee that the test measures what it claims.

Question 16Educational Psychology and the Learner

A pupil avoids participating in group work, has few friends in class and complains of frequent headaches on school mornings. Which area of the learner's development is most directly implicated?

  1. Psychomotor development
  2. Perceptual development
  3. Linguistic development
  4. Socio-emotional development Correct answer.

Explanation

Peer relationships, group participation and emotional complaints such as school-related headaches fall within socio-emotional development, which concerns feelings, attitudes and social adjustment. These signs suggest a need for supportive guidance rather than remediation of motor, language or perceptual skills.

Question 17Educational Psychology and the Learner

Erikson's theory suggests that the central psychosocial task of adolescence is the formation of

  1. a sense of generativity towards the next generation
  2. a sense of personal identity Correct answer.
  3. basic trust in caregivers
  4. a sense of initiative in play

Explanation

Erikson placed identity versus role confusion at adolescence, when the young person seeks a coherent sense of self and direction. Success at this stage prepares the individual for later tasks such as intimacy in young adulthood.

Question 18Educational Psychology and the Learner

A teacher plans a lesson with a clear statement of objectives, an outline of the main points, guided practice and a summary. This plan most directly supports learning by

  1. ensuring that every pupil learns at exactly the same pace
  2. increasing the number of unrelated facts presented in the lesson
  3. organising content and aiding the learner's encoding and retention Correct answer.
  4. removing all forms of feedback from the teaching process

Explanation

Structured presentation with objectives, outlines, guided practice and summaries helps learners organise new information and connect it to prior knowledge, which improves encoding and later recall. Such planning reflects psychological principles of memory and instruction rather than mere coverage of content.

Question 19Educational Psychology and the Learner

A pupil with a hearing impairment is placed in a regular classroom with an interpreter and adapted seating. This arrangement best reflects which principle of special education?

  1. Inclusive education with appropriate support services Correct answer.
  2. Exclusion of such learners from practical examinations
  3. Segregation of learners with disabilities into separate institutions
  4. Uniform instruction without any adaptation for individual needs

Explanation

Inclusive education keeps learners with disabilities in mainstream settings while providing the support they need to participate fully. An interpreter and adapted seating are precisely such supports, allowing participation without segregation.

Question 20Educational Psychology and the Learner

Which statement about the relationship between intelligence and academic achievement is most defensible on the basis of educational psychology?

  1. Intelligence correlates with achievement, but motivation, study habits and teaching quality also contribute Correct answer.
  2. A pupil with average intelligence can never achieve high marks under any circumstances
  3. Achievement is entirely independent of intelligence in all school subjects
  4. Intelligence is the only factor that determines achievement, so teaching methods are irrelevant

Explanation

Research indicates a substantial positive correlation between measured intelligence and school achievement, but it is far from perfect because motivation, effort, prior knowledge and instructional quality also matter. The nuanced statement is therefore the only defensible one among the choices.

Question 21Educational Psychology and the Learner

A teacher asks pupils to relate a new topic on learning theories to their own classroom experiences before presenting the formal definitions. This strategy is most closely based on

  1. Ausubel's idea of meaningful learning through anchoring new ideas to existing knowledge Correct answer.
  2. Pavlov's concept of stimulus substitution in reflex conditioning
  3. Thorndike's law of exercise through repeated drill
  4. Kohler's experiments on sudden insight in chimpanzees

Explanation

Ausubel argued that meaningful learning occurs when new information is deliberately linked to relevant concepts already in the learner's cognitive structure. Inviting pupils to connect the topic with personal experience provides exactly such anchoring ideas before formal definitions are introduced.

Question 22Educational Psychology and the Learner

Two pupils of the same age and similar intelligence differ markedly in their ability to solve problems requiring flexible use of strategies. According to the concept of cognitive style, this difference is best explained by

  1. differences in physical growth rates between the two pupils
  2. differences in characteristic ways of processing information, such as field dependence and field independence Correct answer.
  3. differences in the school's supply of laboratory equipment
  4. differences in the number of years of schooling completed

Explanation

Cognitive style refers to consistent preferences in perceiving, organising and using information, such as the extent to which a learner can isolate relevant elements from a distracting context. Because the pupils are matched on age and intelligence, differences in information processing style offer the most appropriate explanation.

Question 23Educational Psychology and the Learner

A teacher consistently gives higher marks to pupils sitting in the front rows, irrespective of answer quality, and later claims the test is valid because it correlates with previous marks. Which criticism is most justified?

  1. The test is unreliable because marks differ between pupils, and any variation indicates unreliability
  2. The test is valid because any correlation with previous marks proves that it measures the same attribute
  3. The test is reliable but its validity is compromised by scorer bias, so the correlation does not establish validity Correct answer.
  4. The test is valid because front-row seating is itself a measure of pupil ability

Explanation

Scorer bias undermines the accuracy of measurement, so high consistency alone cannot establish validity, and correlation with previous marks may simply reflect the same bias operating again. Validity requires evidence that the test measures the intended attribute without contamination from irrelevant factors such as seating position.

Question 24Educational Psychology and the Learner

A pupil who has repeatedly failed mathematics begins to attribute failures to lack of ability and successes to luck. According to attribution theory, this pattern is educationally significant mainly because

  1. attributions have no influence on a pupil's future effort or achievement
  2. stable external attributions always lead to improved academic performance
  3. attributing failure to stable internal causes tends to reduce effort and persistence in future tasks Correct answer.
  4. attributing success to luck reliably increases intrinsic motivation and effort

Explanation

In attribution theory, failure ascribed to a stable internal factor such as lack of ability implies that the outcome cannot be changed, which lowers expectancy of success and weakens persistence. Teachers therefore help pupils reinterpret failure in terms of effort and strategy, which are controllable and modifiable.

Question 25Educational Psychology and the Learner

A teacher who wishes to promote transfer of learning from a lesson on conditioning to pupils' everyday habits should most appropriately

  1. require verbatim memorisation of definitions for the examination
  2. present the theory only in abstract terminology without examples
  3. guide pupils to identify and apply the principles in varied real-life situations Correct answer.
  4. teach the topic in a single context and discourage discussion of other examples

Explanation

Transfer is promoted when learners practise applying principles across varied contexts and recognise their relevance beyond the original lesson. Abstract presentation, rote memorisation and single-context teaching all restrict the generalisation needed for transfer.

Question 26Educational Psychology and the Learner

In the context of the psychology of the learner, which statement best defines the term 'learning' as used in the WBCHSE Education syllabus?

  1. A relatively permanent change in behaviour or behavioural potential produced by experience Correct answer.
  2. Any temporary change in behaviour caused by fatigue, drugs or maturation
  3. The storage of information in memory without any change in performance
  4. The unfolding of inherited traits according to a fixed biological timetable

Explanation

Learning is defined as a relatively permanent modification of behaviour or behavioural potential that results from experience or practice. Temporary states such as fatigue and purely maturational changes are excluded because they are not produced by experience. This definition is the foundation for distinguishing learning from reflexes, maturation and temporary performance fluctuations.

Question 27Educational Psychology and the Learner

A teacher wants pupils to remember the stages of Piaget's cognitive development in correct order. Which instructional device is most directly supported by the findings of memory research on organisation?

  1. Presenting the stages as a labelled ladder from sensorimotor to formal operational Correct answer.
  2. Asking pupils to read the list of stages aloud ten times in random order
  3. Giving pupils a long unorganised paragraph containing all the stage names
  4. Testing pupils on the stages before any teaching has taken place

Explanation

Memory research shows that organised, meaningfully structured material is retained better than isolated items. A labelled ladder supplies an ordered framework that links each stage to its position, aiding encoding and later retrieval. Rote repetition of random items and unorganised prose lack this structural support.

Question 28Educational Psychology and the Learner

According to Thorndike's laws of learning, which classroom arrangement best reflects the Law of Exercise?

  1. Providing repeated guided practice of a newly taught computation method Correct answer.
  2. Making the lesson interesting so that the pupil pays attention
  3. Punishing a pupil for every incorrect response
  4. Rewarding a pupil with a star for a correct answer

Explanation

Thorndike's Law of Exercise states that connections between stimulus and response are strengthened by repeated use and weakened by disuse. Repeated guided practice is therefore its direct classroom expression. Rewards and punishments belong to the Law of Effect, while interest relates to the Law of Readiness.

Question 29Educational Psychology and the Learner

A pupil tells the teacher that she studies hard because she wants to become a doctor and help her village. In terms of motivation, this is best described as

  1. a sign of low achievement motivation
  2. extrinsic motivation arising from fear of punishment
  3. a long-term goal or life aspiration serving as an intrinsic motive Correct answer.
  4. a reflex response to classroom stimuli

Explanation

Motivation directed by a personally valued future goal is a powerful intrinsic motive, since the pupil studies because the goal matters to her rather than for an immediate external reward. Such life aspirations sustain persistent effort in Higher Secondary learners. Fear of punishment and reflex responses do not fit the described situation.

Question 30Educational Psychology and the Learner

Which statement most accurately describes the relationship between attention and perception in the classroom?

  1. Perception is entirely independent of attention, since the senses register everything equally
  2. Perception occurs only when attention is deliberately sustained for more than an hour
  3. Attention reduces perception by blocking all incoming sensory information
  4. Attention selects certain stimuli for clearer perception while others remain in the margin of awareness Correct answer.

Explanation

Attention acts as a selective filter that brings some stimuli into the focus of awareness while others remain marginal. Perception of a stimulus is therefore clearer and more organised when attention is directed toward it. Attention does not switch perception off, nor does it require an arbitrarily long duration.

Question 31Educational Psychology and the Learner

A pupil who is very good at debating and group discussion but struggles to solve abstract puzzles alone is being described in terms of

  1. a fixed intelligence quotient that cannot vary between tasks
  2. the absence of any measurable cognitive ability
  3. a single general intelligence factor that explains all performance
  4. a profile of relative strengths and weaknesses across different abilities Correct answer.

Explanation

The description contrasts strong verbal-social performance with weaker abstract-reasoning performance, which is a profile of differentiated abilities rather than a single uniform factor. Modern theories of intelligence recognise such uneven profiles within the same learner. It does not mean the pupil lacks measurable cognitive ability.

Question 32Educational Psychology and the Learner

A teacher uses a slow, step-by-step explanation with concrete examples for a pupil who finds abstract reasoning difficult. This adjustment is best justified by which principle of learner-centred education?

  1. Pupils should be left entirely alone to discover everything without help
  2. Instruction should be adapted to the learner's present cognitive level and needs Correct answer.
  3. All pupils must be taught at exactly the same pace to maintain fairness
  4. Assessment should be abolished for pupils who find a subject difficult

Explanation

Learner-centred education holds that teaching must be matched to the learner's current cognitive level, prior knowledge and needs. Providing concrete, graded steps for a pupil who struggles with abstraction is a direct application of this principle. Uniform pacing and abandoning assessment do not serve the learner's development.

Question 33Educational Psychology and the Learner

A pupil's answer to an essay question is marked down because the teacher dislikes the pupil's handwriting. This is best identified as an example of

  1. a reliable measurement of the pupil's knowledge
  2. a halo effect influencing the teacher's judgement Correct answer.
  3. an objective scoring of the answer's content
  4. a valid assessment of the pupil's writing skill

Explanation

The halo effect occurs when one salient characteristic, such as neat or untidy handwriting, spreads to influence judgement of unrelated qualities. Here the handwriting contaminates the assessment of content, reducing objectivity. Objective, reliable and valid assessment would require judging the answer on its substance.

Question 34Educational Psychology and the Learner

According to Bandura's social learning theory, a pupil is most likely to imitate a model's behaviour when

  1. the behaviour is complex and no consequences are shown to the observer
  2. the model has high status and the behaviour is followed by rewarding consequences Correct answer.
  3. the pupil has never observed the behaviour being performed
  4. the model is punished for the behaviour and the pupil observes the punishment

Explanation

Bandura's theory stresses vicarious reinforcement: observing a valued model receive rewards for a behaviour increases the observer's tendency to imitate it. Model status and observed consequences jointly determine imitation. Observing punishment, or never observing the behaviour at all, does not promote imitation.

Question 35Educational Psychology and the Learner

A pupil in a Higher Secondary class becomes restless, argumentative and emotionally volatile during the adolescent period. From the standpoint of educational psychology, the most appropriate teacher response is to

  1. treat the behaviour as deliberate indiscipline and apply maximum punishment
  2. recognise it as a developmental phase and provide guidance, patience and opportunities for responsibility Correct answer.
  3. ignore the pupil completely until the phase passes on its own
  4. transfer the pupil to another school to protect classroom discipline

Explanation

Adolescence is marked by rapid physical, emotional and social change, and emotional volatility is a recognised developmental feature. Educational psychology recommends understanding, guidance and opportunities for responsible participation rather than punitive or dismissive responses. Such support helps the pupil develop self-regulation and identity.

Question 36Educational Psychology and the Learner

Which practice best illustrates the use of formative evaluation in teaching the topic of conditioning?

  1. Conducting a final annual examination after the syllabus is complete
  2. Recording marks in a register without giving any feedback to pupils
  3. Asking short oral questions during the lesson to check understanding and adjust the explanation Correct answer.
  4. Ranking pupils publicly on the basis of terminal examination scores

Explanation

Formative evaluation is continuous assessment carried out during teaching to diagnose understanding and modify instruction. Short oral checks during a lesson serve exactly this purpose. Final examinations and terminal ranking are summative, and recording marks without feedback does not guide learning.

Question 37Educational Psychology and the Learner

A pupil who has always lived in a remote village with limited exposure to books and technology joins an urban school. Her initial difficulty in a computer-based lesson is best explained by

  1. an innate deficit in intelligence that cannot be changed
  2. the influence of environmental deprivation and lack of prior experience Correct answer.
  3. a deliberate refusal to cooperate with the teacher
  4. a permanent learning disability requiring segregation

Explanation

Differences in prior experience and environmental opportunity strongly influence initial classroom performance. The pupil's difficulty reflects restricted exposure rather than any fixed incapacity. Enriched experience and supportive teaching can close such gaps, so the deficit is not innate or permanent.

Question 38Educational Psychology and the Learner

A pupil who habitually attributes failure to lack of ability becomes increasingly passive in mathematics. According to Weiner's attribution theory, which teacher intervention most directly targets this pattern?

  1. Praising the pupil's natural talent so that ability is no longer questioned
  2. Guiding the pupil to attribute success and failure to effort and strategy, which are within her control Correct answer.
  3. Reminding the pupil that mathematics is only for gifted pupils
  4. Removing mathematics from the pupil's timetable to reduce stress

Explanation

In Weiner's model, attributions to controllable causes such as effort and strategy sustain motivation, whereas attributions to fixed lack of ability produce helplessness. Redirecting attribution toward effort and strategy therefore directly addresses the passive pattern. Emphasising fixed talent or removing the subject reinforces helplessness.

Question 39Educational Psychology and the Learner

A teacher designs a lesson in which pupils first record what they already know about 'forgetting', then read a text, then compare their earlier ideas with the text and note the differences. This design draws most directly on which pair of psychological concepts?

  1. Prior knowledge activation and conceptual change through cognitive conflict Correct answer.
  2. Punishment and negative reinforcement
  3. Maturation and reflex action
  4. Classical conditioning and spontaneous recovery

Explanation

Recording existing ideas activates prior knowledge, and comparing those ideas with new text creates cognitive conflict that can drive conceptual change. The design thus combines two well-established principles of meaningful learning. Conditioning, reinforcement and maturation do not explain the deliberate comparison of old and new understanding.

Question 40Educational Psychology and the Learner

A school claims its new aptitude test is valid because it correlates highly with an existing test that measures the same construct. Which type of validity is the school demonstrating?

  1. Content validity established by expert review of syllabus coverage
  2. Predictive validity established by correlation with later academic success
  3. Face validity established by the test appearing suitable to pupils
  4. Concurrent validity established by correlation with an already accepted measure Correct answer.

Explanation

Concurrent validity is demonstrated when a new test correlates with an established measure of the same construct administered at about the same time. The school's comparison with an accepted test of the same construct fits this definition. Content, face and predictive validity involve syllabus coverage, appearance and future performance respectively.

Question 41Growth, Development and Stages of Development

শিশুর বিকাশ বলতে কী বোঝায়?

  1. কেবল সামাজিক আচরণের পরিবর্তন
  2. দৈহিক আকার ও ক্ষমতার গুণগত ও পরিমাণগত পরিবর্তন Correct answer.
  3. কেবল উচ্চতা ও ওজনের বৃদ্ধি
  4. কেবল বয়সের সঙ্গে বুদ্ধির পরিবর্তন

Explanation

বিকাশ হলো জন্ম থেকে মৃত্যু পর্যন্ত ব্যক্তির দৈহিক, মানসিক, সামাজিক ও আবেগিক দিকের সামগ্রিক ও ধারাবাহিক পরিবর্তন। এটি কেবল আকার বৃদ্ধি নয়, বরং গুণগত ও পরিমাণগত উভয় পরিবর্তনকে অন্তর্ভুক্ত করে। তাই বিকাশকে বৃদ্ধির চেয়ে ব্যাপক ধারণা হিসেবে দেখা হয়।

Question 42Growth, Development and Stages of Development

বৃদ্ধি (growth) ও বিকাশের (development) মধ্যে মূল পার্থক্য কোনটি?

  1. বৃদ্ধি সারাজীবন চলে, বিকাশ শৈশবে থামে
  2. বৃদ্ধি কেবল মানসিক, বিকাশ কেবল দৈহিক
  3. বৃদ্ধি ও বিকাশ একই অর্থ প্রকাশ করে
  4. বৃদ্ধি পরিমাপযোগ্য ও পরিমাণগত, বিকাশ তুলনামূলকভাবে অপরিমাপযোগ্য ও গুণগত Correct answer.

Explanation

বৃদ্ধি হলো দৈহিক মাপে প্রকাশযোগ্য পরিমাণগত বৃদ্ধি, যেমন উচ্চতা ও ওজন। বিকাশ হলো গুণগত পরিবর্তন, যেমন ভাষার উন্নতি বা নৈতিক বিচারের পরিণতি, যা সরাসরি মাপা যায় না। বিকাশ বৃদ্ধিকে ধারণ করে, কিন্তু বৃদ্ধির মধ্যে সীমাবদ্ধ নয়।

Question 43Growth, Development and Stages of Development

বিকাশের ধারাবাহিকতার নীতি অনুযায়ী নিচের কোন বক্তব্যটি সঠিক?

  1. বিকাশ একটি ধারাবাহিক প্রক্রিয়া, যেখানে প্রতিটি স্তর পূর্ববর্তী স্তরের উপর নির্ভর করে Correct answer.
  2. বিকাশ হঠাৎ লাফ দিয়ে ঘটে এবং স্তরগুলোর মধ্যে সম্পর্ক নেই
  3. বিকাশ শুধু বয়ঃসন্ধিকালে ঘটে
  4. বিকাশের প্রতিটি স্তর একে অপরের থেকে সম্পূর্ণ স্বতন্ত্র

Explanation

বিকাশের ধারাবাহিকতা নীতি বলে বিকাশ ধাপে ধাপে ঘটে এবং প্রতিটি নতুন স্তর পূর্বের অর্জনের ভিত্তিতে গড়ে ওঠে। যেমন শিশু বসা শেখার পর হাঁটতে শেখে। ফলে স্তরগুলোর মধ্যে পারস্পরিক নির্ভরতা থাকে।

Question 44Growth, Development and Stages of Development

শিশুর বিকাশে বংশগতি ও পরিবেশের ভূমিকা সম্পর্কে সবচেয়ে গ্রহণযোগ্য মত হলো-

  1. বংশগতি ও পরিবেশ উভয়েই বিকাশে মিথস্ক্রিয়া করে Correct answer.
  2. বংশগতি ও পরিবেশের কোনো ভূমিকাই নেই
  3. কেবল বংশগতি বিকাশ নির্ধারণ করে
  4. কেবল পরিবেশ বিকাশ নির্ধারণ করে

Explanation

আধুনিক মনোবিজ্ঞান মনে করে বংশগতি সম্ভাবনার সীমা নির্ধারণ করে এবং পরিবেশ সেই সম্ভাবনাকে রূপ দেয়। অর্থাৎ বিকাশ হলো উত্তরাধিকার ও পরিবেশের মিথস্ক্রিয়ার ফল। কোনো একটি কারণকে এককভাবে দায়ী করা সমীচীন নয়।

Question 45Growth, Development and Stages of Development

সাধারণভাবে মানবশিশুর বিকাশের সঠিক ক্রম কোনটি?

  1. মাথা ও শরীরের উপরের অংশ আগে, নিচের অংশ পরে Correct answer.
  2. পা আগে, মাথা পরে
  3. হাত আগে, মাথা পরে
  4. শরীরের নিচের অংশ আগে, উপরের অংশ পরে

Explanation

বিকাশের সেফালোকডাল (মাথা থেকে পা) নীতি অনুযায়ী মাথা ও শরীরের উপরের অংশ আগে এবং নিচের অংশ পরে বিকশিত হয়। এ কারণেই শিশু আগে মাথা নিয়ন্ত্রণ শেখে, পরে হাঁটতে শেখে।

Question 46Growth, Development and Stages of Development

শৈশবকালীন বিকাশের কোন বৈশিষ্ট্যটি সবচেয়ে সঠিক?

  1. শৈশবে সামাজিক সম্পর্কের কোনো গুরুত্ব নেই
  2. শৈশবে বিকাশ সম্পূর্ণ থেমে যায়
  3. শৈশবে কেবল মানসিক পরিবর্তন ঘটে, দৈহিক নয়
  4. শৈশবে দৈহিক বৃদ্ধির গতি অপেক্ষাকৃত দ্রুত এবং ভাষার ভিত্তি গড়ে ওঠে Correct answer.

Explanation

শৈশব হলো দ্রুত দৈহিক বৃদ্ধি ও মৌলিক ভাষা, অনুভূতি এবং সামাজিক সংযুক্তি গড়ে ওঠার সময়। এই পর্যায়ে মস্তিষ্কের বিকাশও দ্রুত ঘটে। তাই শৈশবকে ভিত্তি নির্মাণের কাল বলা হয়।

Question 47Growth, Development and Stages of Development

বয়ঃসন্ধিকালের (adolescence) একটি প্রধান বৈশিষ্ট্য হলো-

  1. দৈহিক বৃদ্ধির সম্পূর্ণ সমাপ্তি
  2. সামাজিক ভূমিকার সম্পূর্ণ অনুপস্থিতি
  3. ভাষা শেখার একমাত্র সংবেদনশীল কাল
  4. যৌন পরিপক্বতা অর্জন ও আত্মপরিচয় গঠনের সন্ধান Correct answer.

Explanation

বয়ঃসন্ধিকালে যৌন পরিপক্বতা অর্জিত হয় এবং আত্মপরিচয়, স্বাধীনতা ও সমকক্ষ সম্পর্ক গুরুত্ব পায়। এই সময়ে আবেগ ও আত্মসচেতনতাও তীব্র হয়। তাই এটি শৈশব ও প্রাপ্তবয়সের মধ্যবর্তী সন্ধিকাল।

Question 48Growth, Development and Stages of Development

বিকাশের 'প্রকৃতির পক্ষপাত'(nature) বলতে কী বোঝায়?

  1. পরিবেশ ও প্রশিক্ষণ বিকাশ নির্ধারণ করে
  2. কেবল বিদ্যালয়ের শিক্ষা বিকাশ নির্ধারণ করে
  3. কেবল পুষ্টি বিকাশ নির্ধারণ করে
  4. জন্মগত বংশগতিক কারণ বিকাশ নির্ধারণ করে Correct answer.

Explanation

প্রকৃতির পক্ষপাত (nature) হলো বংশগতি, জিন ও জন্মগত সম্ভাবনার উপর গুরুত্বারোপ। এই মত অনুযায়ী বিকাশের ধরন মূলত উত্তরাধিকার দ্বারা নির্ধারিত হয়। বিপরীতে 'পালন' (nurture) পরিবেশের ভূমিকার উপর জোর দেয়।

Question 49Growth, Development and Stages of Development

বিকাশের হেতুবাদ (maturation) বলতে বোঝায়-

  1. বংশগতভাবে নির্ধারিত স্বাভাবিক সময়সূচি অনুযায়ী ক্ষমতার প্রকাশ Correct answer.
  2. কেবল সামাজিক অনুকরণের ফল
  3. কেবল পুষ্টির ফলে দৈহিক বৃদ্ধি
  4. কেবল অনুশীলন ও প্রশিক্ষণের ফলে অর্জিত দক্ষতা

Explanation

হেতুবাদ হলো বয়সের সঙ্গে সঙ্গে জৈবিক ও স্নায়বিক পরিপক্বতার ফলে স্বাভাবিক ক্রমে ক্ষমতার প্রকাশ। যেমন শিশু নির্দিষ্ট বয়সে হাঁটতে শুরু করে, যা মূলত পরিপক্বতার ফল। অনুশীলন এই প্রক্রিয়াকে ত্বরান্বিত করতে পারে, কিন্তু সৃষ্টি করে না।

Question 50Growth, Development and Stages of Development

একটি শিশু ৬ মাসে বসতে শেখে এবং ১২ মাসে হাঁটতে শেখে। এই ক্রমটি বিকাশের কোন নীতিকে সমর্থন করে?

  1. সেফালোকডাল নীতি Correct answer.
  2. প্রক্সিমোডিস্টাল নীতি
  3. স্বতন্ত্র পার্থক্যের নীতি
  4. মিথস্ক্রিয়ার নীতি

Explanation

বসা ও হাঁটার মতো ক্রমিক দক্ষতা মাথা থেকে পা পর্যন্ত বিকাশের ধারাকে নির্দেশ করে, যা সেফালোকডাল নীতি। শিশু আগে মাথা ও ধড় নিয়ন্ত্রণ করে, পরে পা দিয়ে হাঁটে। তাই এই ক্রমটি সেফালোকডাল নীতির উদাহরণ।