(IGNOU) MPC-001 Important Questions with Answers English Medium- Delving into the intricate workings of our minds, IGNOU’s MPC-001, Cognitive Psychology, Learning, and Memory, is a comprehensive course designed to illuminate the fascinating frontiers of human cognition. This intensive exploration, spanning 16 units across four blocks, delves into the mechanisms behind how we acquire, retain, and utilize information, unraveling the mysteries of intelligence, creativity, and problem-solving.
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Course Structure
Block 1: Information Processing
- Unit 1: Cognitive Psychology: Introduces the field of cognitive psychology, its major approaches, and its methods of research.
- Unit 2: Information Processing in Learning and Memory: Explores the different stages of information processing, including attention, perception, encoding, storage, and retrieval, in the context of learning and memory.
- Unit 3: Neuropsychological Basis of Learning and Memory: Examines the role of the brain and nervous system in learning and memory, focusing on key structures and functions.
- Unit 4: Models of Information Processing: Discusses different models of information processing, including Atkinson-Shiffrin model, multi-store model, and working memory model.
Block 2: Intelligence and Creativity
- Unit 1: Theories of Intelligence (G and S Factor and the Model of JP Das): Introduces the concept of intelligence, explores various theories of intelligence (G factor, S factor, JP Das model), and examines the strengths and limitations of each.
- Unit 2: Multiple Theories of Intelligence (Guilford, Gardner and Sternberg): Discusses alternative perspectives on intelligence, including Guilford’s structure of intellect model, Gardner’s theory of multiple intelligences, and Sternberg’s triarchic theory.
- Unit 3: Measurement of Intelligence: Explores various methods of measuring intelligence, including IQ tests and other psychometric assessments, and critically analyzes their validity and reliability.
- Unit 4: Creativity and Problem Solving: Investigates the nature of creativity, its relationship to intelligence, and various models of creative thinking. Additionally, it explores different problem-solving approaches and identifies factors that influence success in problem-solving. (IGNOU) MPC-001 Important Questions with Answers English Medium
Block 3: Language
- Unit 1: Language Acquisition: Examines the process of language acquisition in children, including the role of critical periods and different theoretical perspectives on language development.
- Unit 2: Language Processing (Comprehension and Language Expression): Explores how we comprehend and produce language, focusing on the cognitive processes involved in both receptive and expressive language. MPC-001 Important Questions with Answers English Medium
- Unit 3: Multilingualism and Cognition: Discusses the cognitive effects of bilingualism and multilingualism, exploring the advantages and challenges associated with speaking multiple languages.
- Unit 4: Language and Speech Disorders: Examines various language and speech disorders, including aphasia, dyslexia, and stuttering, and discusses their causes, diagnosis, and treatment options.
Block 4: Problem Solving
- Unit 1: Nature of Problem Solving: Introduces the concept of problem solving, its different types, and the various stages involved in the problem-solving process.
- Unit 2: Stages of Problem Solving: Examines the different stages of problem solving in detail, including problem representation, information search, strategy selection, and solution evaluation.
- Unit 3: Theoretical Approaches to Problem Solving: Discusses various theoretical approaches to understanding problem solving, including Gestalt psychology, information processing theory, and cognitive neuroscience.
- Unit 4: Impediments to Problem Solving: Identifies and analyzes various factors that can hinder effective problem solving, such as cognitive biases, heuristics, and emotional influences.
1) Describe two characteristics each of sensory memory, short term memory, and long term memory.
Sensory Memory
- Duration: Sensory memory is characterized by a very brief duration, typically lasting only a fraction of a second to a few seconds. It holds information for a short period, allowing the brain to decide whether to discard or transfer it to the next stage.
- Capacity: Sensory memory has a large capacity to hold a vast amount of sensory information temporarily. However, only a small portion of this information is eventually transferred to short-term memory for further processing. MPC-001 Important Questions with Answers
Short-Term Memory (STM)
- Duration: Short-term memory has a limited duration, typically lasting around 15-30 seconds without rehearsal. If information is not rehearsed or transferred to long-term memory, it may be lost.
- Capacity: STM has a limited capacity, usually referred to as the “magic number 7 (plus or minus 2).” This suggests that people can generally hold about seven items (chunks of information) in their short-term memory at once.
Long-Term Memory (LTM)
- Duration: Long-term memory has a potentially limitless duration. Once information is successfully transferred from short-term memory to long-term memory through processes like encoding, it can be stored for an extended period, ranging from days to a lifetime.
- Capacity: Long-term memory has a vast capacity for storing information. It is capable of holding a large amount of data over the long term, including facts, experiences, and skills acquired throughout one’s life. (IGNOU) MPC-001 Important Questions with Answers English Medium
2) Discuss the information processing approaches of learning and memory.
3) How would you design a study program to process the information so that it can be retained in long term memory?
4) Describe the development of memory with reference to information processing
5) How would your life be different if you could greatly enhance your memory skills?
6) What are the basic principles of information processing?
7) What are the three things you have learned about memory that can help you learn new information so that you can effectively recall the information over the long-term?
8) Describe the major historical schools of psychological thought leading up to the development of cognitive psychology.
9) Analyse how various research methods in cognitive psychology reflect empirist and rationalist approaches to gaining knowledge.
10) Design a rough sketch of a cognitive-psychological investigation involving one of the research methods described in this chapter. Highlight both the advantages and disadvantages of using this particular method for your investigation.
11) Describe Cognitive Psychology as it is today. How might you speculate that the field will change in the next 50 years?
12) How might an insight gained from basic research lead to practical use in an everyday setting?
13) Describe some real life situations related to different domains of cognitive psychology.
14) How might an insight gained from applied research lead to deepened understanding of fundamental features of cognition?
15) What was the importance of the computer to the development of cognitive psychology?
16) Summarize the findings of neuropsychological research on localising memor in the brain.
17) Compare and contrast the human and animal models of the study of neural basis of memory.
18) What exactly do findings from memory studies with amnesic patients tell us about the way memory operates in nonamnesic people?
19) Imagine what it would be like to recover from one of the forms of amnesia. Describe your impressions of and reactions to your newly recovered memory abilities.
20) How would you design an experiment to study the neural process of semantic memory by functional MRI technique?