Directions (Q.91-93): Read the following passages and answer the items that follow. Read the following passages and answer the items that follow.
PASSAGE-I
Those responsible for teaching young people have resorted to a variety of means to make their pupils learn. The earliest of these was the threat of punishment. This meant that the pupil who was slow, careless or inattentive risked either physical chastisement or the loss of some expected privilege. Learning was thus associated with feat. At a later period, pupils were encouraged to learn in the hope of some kind of reward. This often took the form of marks awarded for work done and sometimes of prizes given at the end of the year to the best scholar. Such a system appealed to the competitive spirit, but was just as depressing as the older system for the slow pupil.
In the nineteenth century sprang up a new type of teacher, convinced that learning was worthwhile for its own sake and that the young pupil’s principal stimulus should neither be anxiety to avoid a penalty nor ambition to win a reward, but sheer desire to learn. Interest, direct or indirect, became the keyword of instruction.
A) rewards |
B) labour |
C) punishment |
D) competition |
C) punishment |
1). The system based on rewards satisfied all except:
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2). The system which appealed to the competitive spirit in the pupils was largely based on:
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3). The snake has an advantage over men inside a jungle, because there:
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4). What helps the snakes to receive advance warning is their sensitivity to:
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5). Which one of the following alternatives brings out the meaning of 'to have a bearing upon' clearly?
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6). Which one of the following statements is correct?
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7). The statement 'if one allows ambition to drive one to attempt things which are beyond one's own personal capacity, than unhappiness will result,' means that:
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8). Which one of the following statements best reflects the underlying tone of the passage?
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9). Which one of the following statements can be assumed to be true?
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10). The passage says that early instruments for , measuring earthquakes were:
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