Learn 40 questions from K-TET III - PART - 1- August 2026 - Adolescent Psychology, Theories of Learning and Teaching Aptitude

K-TET III - PART - 1- August 2026 - Adolescent Psychology, Theories of Learning and Teaching Aptitude Questions

<h3 style="color: rgb(255,255,255);">Concept of Attention</h3><ul style="color: rgb(255,255,255);"><li>Definition: In cognitive psychology, attention is the process of selectively focusing on specific sensory information or mental thoughts while ignoring other irrelevant stimuli from the surrounding environment.</li><li>William James' View (1890): Described attention as "the taking possession by the mind, in clear and vivid form, of one out of what may seem several simultaneously possible objects or trains of thought."</li></ul><h3 style="color: rgb(255,255,255);">Types of Attention</h3><ul style="color: rgb(255,255,255);"><li>Selective Attention: The ability to concentrate on a targeted stimulus while filtering out distractions (e.g., the Cocktail Party Effect).</li><li>Sustained Attention (Vigilance): The ability to maintain focused awareness on a single task or stimulus over an extended period.</li><li>Divided Attention: The ability to process multiple inputs or carry out more than one task simultaneously (often termed multitasking).</li><li>Alternating Attention: The capacity to shift the focus of cognitive control back and forth between tasks that have different cognitive requirements.</li></ul><h3 style="color: rgb(255,255,255);">Key Theories and Models</h3><ul style="color: rgb(255,255,255);"><li>Broadbent's Filter Theory (1958): Proposed an early selection model suggesting that a bottleneck or sensory filter allows only selected information to reach conscious awareness for processing.</li><li>Treisman's Attenuation Theory (1964): Suggested that unattended stimuli are not completely blocked, but rather "attenuated" or weakened in strength.</li><li>Kahneman's Capacity Model (1973): Conceptualized attention as a limited pool of cognitive resources distributed according to task demands and arousal levels.</li></ul>

Selecting and focusing on specific stimuli

To remove the learning difficulties of students

<ul style="color: rgb(255,255,255);"><li>Charles Edward Spearman, an English psychologist, proposed the Two-Factor Theory of Intelligence in 1904.</li><li>He used a statistical method known as Factor Analysis to assess correlations between tests of different mental abilities.</li><li>According to Spearman, intellectual performance depends on two main factors:<ul style="color: rgb(255,255,255);"><li>General Factor ('g' factor): An innate, universal mental capacity common to all cognitive activities. It remains constant throughout an individual's life and acts as mental energy.</li><li>Specific Factor ('s' factor): Specialized abilities required for specific tasks (e.g., musical, mathematical, artistic, or spatial skills). These can be developed and enhanced through training and experience.</li></ul></li><li>An individual's total intelligence is the combination of the common general factor (g) and task-specific factors (s1, s2, s3, ...).</li></ul>

<ul style="color: rgb(255,255,255);"><li>ECCE stands for Early Childhood Care and Education.</li><li>It refers to the holistic development and learning provisions provided to children during their early formative years, typically from birth to 8 years (covering both preschool/pre-primary and the initial years of primary schooling).</li><li>Constitutional Provision: Article 45 of the Directive Principles of State Policy (DPSP) under the Indian Constitution directs the State to endeavor to provide early childhood care and education for all children until they complete the age of six years.</li><li>NEP 2020 Framework: Under the 5+3+3+4 school curriculum structure introduced in the National Education Policy (NEP) 2020, ECCE forms the foundation of the Foundational Stage (ages 3 to 8 years).</li><li>Curriculum Approach: ECCE emphasizes a play-based, activity-based, and inquiry-based learning approach rather than formal rote learning.</li><li>Global Target: Target 4.2 of Sustainable Development Goal 4 (SDG 4) aims to ensure that by 2030, all girls and boys have access to quality early childhood development, care, and pre-primary education.</li><li>In India, early childhood care services are primarily delivered through Anganwadi Centres under the Integrated Child Development Services (ICDS) / Mission Saksham Anganwadi and Poshan 2.0.</li></ul>

Every Childhood Counselling and Education.

Organizing and interpreting sensory information

By providing equal learning opportunities for all

Offering emotional support and fostering mental health

Identify the areas of difficulty and take remedial measures

Test whether the objectives are attained or not

Understand the effectiveness of the learning activities provided

<ul style="color: rgb(255,255,255);"><li>Definition under RTE Act: Under Section 3(2) of the Right of Children to Free and Compulsory Education (RTE) Act, 2009, free education means that no child is liable to pay any kind of fee, charges, or expenses that may prevent them from pursuing and completing elementary education (Classes 1 to 8).</li><li>Constitutional Basis: The RTE Act was enacted following the 86th Constitutional Amendment Act, 2002, which inserted Article 21A into the Constitution of India, making education a Fundamental Right for children aged 6 to 14 years.</li><li>Date of Enforcement: The RTE Act came into effect across India on April 1, 2010.</li><li>Coverage of Expenses: The concept of 'free education' ensures the provision of essential schooling needs without cost, including free textbooks, uniforms, writing materials, and mid-day meals, so that financial constraints do not act as a barrier to completing elementary schooling.</li><li>Meaning of 'Compulsory': Under the Act, compulsory education casts an obligation on the appropriate Government and local authorities to provide and ensure admission, attendance, and completion of elementary education.</li><li>Reservation in Private Schools: Under Section 12(1)(c) of the Act, non-minority private unaided schools are mandated to reserve at least 25% of seats in entry-level classes for children belonging to economically weaker sections and disadvantaged groups.</li></ul>

No fees or expenses that prevent completion of elementary education

Moving from specific cases to general conclusions

Moving from general principles to specific conclusions

Evaluating student's academic performance only

It helps and direct students for selecting higher education courses

For increasing competition among students

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