Cognition & Emotions — Practice

Question 1

Which of the following is NOT one of Goleman's five components of emotional intelligence?

Accepted Answer

C

Question 2

A student shows only mild interest in a lesson and little urgency to engage with it. According to the Yerkes-Dodson law, this student's arousal level is most likely

Accepted Answer

B

Question 3

A study guide claims Daniel Goleman 'invented' the concept of emotional intelligence in his 1995 book. This claim is

Accepted Answer

B

Question 4

A teacher realises a quiet student's silence in class reflects anxiety rather than lack of interest, but has not yet taken any action about it. This best illustrates

Accepted Answer

A

Question 5

According to Vygotsky, a child's higher mental functions first appear

Accepted Answer

B

Question 6

Two students receive the same public correction from a teacher in front of the class. One is mildly embarrassed and moves on within minutes; the other is deeply distressed for days afterward. Vygotsky's concept most directly relevant to explaining this difference is

Accepted Answer

C

Question 7

A Class VIII student refuses to raise her hand, convinced that any small mistake will be noticed and mocked by 'everyone' in the room, even though her classmates are largely focused on their own work. This is best explained by

Accepted Answer

B

Question 8

A Class VIII student takes part in a risky prank, insisting 'nothing bad will happen to me, I'm different,' despite knowing the general danger involved. This reflects

Accepted Answer

B

Question 9

A well-prepared student consistently underperforms on tests relative to what her classroom work suggests she knows, and reports 'blanking out' during the exam. The most likely explanation, connected to the Yerkes-Dodson law, is

Accepted Answer

B

Question 10

Which classroom practice is most consistent with reducing exam-related anxiety, per CTET's pedagogical approach?

Accepted Answer

B

Question 11

A teacher, aware that she tends to react sharply when a lesson plan goes off track, consciously takes a breath and calmly redirects a chaotic group activity instead of reacting sharply. This sequence demonstrates, in order

Accepted Answer

B

Practice — Cognition & Emotions

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