IGNOU MPC 001 Solved Assignment 2022-23

IGNOU MPC 001 Solved Assignment 2022-23 : MPC is MA Psychology , MPC 001 Assignment 2023 , MPC 001 Solved Assignment 2022-23, MPC 001 Assignment 2022-23 , You have to complete one Tutor Marked Assignment (TMA) for each of the courses in the Master’s Degree Programme in Psychology.

Each assignment has 10 questions which have to be answered. MPC 001 Assignment, IGNOU MPC 001 Solved Assignment 2022-23 IGNOU Assignments 2022-23- INDIRA Gandhi National Open University had recently uploaded the assignments of the present session for MEG Programme for the year 2022-23. Students are recommended to download their Assignments from this webpage itself.

IGNOU MPC 001 Solved Assignment 2022-23

Submission Date :

  • 31st March 2023 (if enrolled in the July 2022 Session)
  • 30th Sept, 2023 (if enrolled in the January 2023 session).


Q1. Discuss the structure and functions of language.

Ans. As an ELL teacher, Stella cares tremendously about her students’ capacity to use language to meet their own communication needs. One thing she has been thinking about lately is the ways that the structures, or components of language, relate to language functions, or the underlying goals of language.

Stella understands that the relationship between structure and function is important: it will help her teach her students the specific components they need in the English language so that they can communicate what they want to say.

She begins thinking about what structure really means and how it can make a difference in linguistic function.

Language Structures refer to sentence-level comprehension of text, including how the arrangement of words within sentences impacts the meaning. While vocabulary supports readers’ understanding of individual word meanings, language structure understanding helps readers interpret the meaning of full sentences. The order of the words in a sentence can drastically change the meaning, so attention to the “rules” of the language helps children understand text, conversation and communicate effectively.

Syntax is the underlying system within a language of how words are arranged to make sense. This requires explicit teaching of taking sentences apart, unpacking their meaning, and connecting how the parts contribute to the overall meaning. Skilled readers “are able to process the meaning of sentences quickly and accurately, making inferences as they go” (Moats, 2020) whereas readers who have less understanding about the rule system of syntax exert extra energy rereading sentences to decipher meaning. Grammar is the set of rules within a language of how words can be used, or the word order that conveys the intended meaning. Syntax determines whether a sentence is grammatically correct. Most grammatical knowledge can be learned from exposure to language, such as through read-alouds, conversation with proficient speakers, and other classroom listening and speaking experiences.

Semantics refers to the overall message of the sentence, including the tone and mood, as determined by the words used within the sentence. The study of semantics includes looking closely at words with similar meaning and determining where they subtly differ, or which would be most appropriate for the tone of the sentence.

Functions refer to what items of language actually do in a real context, as opposed to what they might mean literally. These include suggesting, criticising, refusing, agreeing and disagreeing, enquiring, talking about the past, and giving advice.

Functions refer to what items of language actually do in a real context, as opposed to what they might mean literally. These include suggesting, criticising, refusing, agreeing and disagreeing, enquiring, talking about the past, and giving advice.
In the classroom – It is important for learners to understand that one form may have many different functions, and to see how functions work in context, as the example above shows. Many forms have sensitive functions and so their appropriacy, formality and degree need to be considered.

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Q2. Critically discuss Das, Naglieri and Kirby’s PASS theory.

Ans. The PASS (Planning, Attention-arousal, and Simultaneous-successive )THEORY of intelligence has been developed by J.P Das, Jack Naglieri, and Kirby (1994). They proposed that three functional units of brain determine the intellectual activity of an individual.

These three units are responsible for planning, arousal/attention and simultaneous/Successive processing These PASS processes are interactive in nature yet each has its own distinctive functions.

Attention-Arousal:  This process is basic to any behavior and it is processed by 1st functional unit of brain that involves the ability to selectively attend to stimuli while ignoring other distractions. Arousal keeps people awake ana alert .The arousal functions are generally associated with the brain stem and thalamus. Individuals with Attention Deficit Disorder (ADD) have impairments in this area. An optimal level of arousal focuses our attention to the relevant portion of a problem.

Simultaneous Processing: This involves the ability to integrate separate stimuli/information to our knowledge system as a interrelated whole. The occipital and parietal lobes are thought to be important for these functions. For example, in Raven’s Progressive Matrices (RPM) Test, a design is given and one of its part has been removed. We are required to choose one of the six options which completes the design. Simultaneous processing helps us in finding relationship between the given abstract figures. Simultaneous processing is broadly with occipital and parietal lobes.

Successive Processing:  This involves the ability to integrate stimuli/information into a sequential order. Learning of digits, alphabets, multiplication tables, etc. are examples of successive processing. This type of processing is related to temporal lobe.

Planning:  This is the ability of an individual to make decisions about how to solve problems and how to carry out the task. It involves setting goals, courses of action to  reach the goal and anticipating their consequences. Planning is associated with the frontal lobes of the brain.

The Planning, Attention-Arousal, Simultaneous and Successive (PASS) theory of intelligence, first proposed in 1975 Das, Kirby, and Jarman (1975), and later elaborated by Das, Naglieri & Kirby (1994) and Das, Kar & Parrila, (1996) challenges g-theory on the grounds that the brain is made up of interdependent, but separate, functional systems. Neuroimaging studies and clinical studies of individuals with brain lesions make it clear that the brain is modularized; for example, damage to a very specific area of the left temporal lobe will impair the production (but not the comprehension) of spoken and written language. Damage to an adjacent area will have the opposite impact, preserving the individual’s ability to produce, but not understand speech and text.

The PASS (Planning, Attention, Simultaneous and Successive cognitive processing) theory of intelligence identifies three operational units that are important to understand mental functioning: attention, simultaneous and successive processing, and planning. The PASS theory of intelligence is based on the neuropsychological work of A.R.Luria. The PASS model is an alternative approach to measuring and studying intelligence.

Based on A. R. Luria’s (1966) work on modularization of brain function, and supported by decades of neuroimaging research, the PASS Theory of Intelligence proposes that cognition is organized in three systems and four processes. The first process is Planning, which involves executive functions responsible for controlling and organizing behavior, selecting and constructing strategies, and monitoring performance. The second is the Attention process, responsible for maintaining arousal levels and alertness, and ensuring focus on relevant stimuli. The two processes, Simultaneous Processing and Successive Processing encode, transform, and retain information. Simultaneous processing is engaged for determination of the relationship between items integration into whole units of information is required. Examples of this include recognizing figures, such as a triangle within a circle vs. a circle within a triangle. Successive processing is required for organizing separate items in a sequence such as remembering a sequence of words or actions exactly in the order in which they had just been presented. These four processes are hypothesized to functions of four areas of the brain. Planning is broadly located in the front part of our brains, the frontal lobe. Attention and arousal are combined functions of the frontal lobe and the lower parts of the cortex, although the parietal lobes are also involved in attention as well. Simultaneous processing and Successive processing occur in the posterior region or the back of the brain. Simultaneous processing is broadly associated with the occipital and the parietal lobes while Successive processing is broadly associated with the frontal-temporal lobes. The PASS (Planning/Attention/Simultaneous/Successive) theory is heavily indebted to both Luria (1966, 1973), and studies in cognitive psychology involved in promoting a different look at intelligence.

Q3. Explain the barriers to problem solving.


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Q4. Describe the levels of processing model by Craik and Lockhart.

Q5. Explain the factors affecting problem solving.

Q6. Discuss Guilford’s model of intelligence.

Q7. Define creativity. Describe the stages of creativity.

Q8. Explain the key issues in the study of cognitive psychology.


9. Seven primary factors given by Thurstone

10. Aspects of creativity

11. Heuristics

12. Long term memory

13. Role of hippocampus in memory

14. Four principles of information processing

15. Neuroscience and cognitive psychology

16. Problem space hypothesis

17. Means-ends analysis

18. Types of problems

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Please ensure the following before submitting your assignment response:

1. Your enrolment number, name and address have been written correctly.
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3. Each assignment on each course has been written on separate sheets and pinned properly.
4. All the questions in the assignments have been answered.

Important GUIDELINES FOR IGNOU Assignments

You will find it useful to keep the following points in mind:

  1. Planning: Read the questions carefully. IGNOU MPC 001 Solved Assignment 2022-23 Download PDF Go through the units on which they are based. Make some points regarding each question and then rearrange these in a logical order. And please write the answers in your own words. Do not reproduce passages from the units.
  2. Organisation: Be a little more selective and analytic before drawing up a rough outline of your answer. In an essay-type question, give adequate attention to your introduction and conclusion. IGNOU MPC 001 Solved Assignment 2022-23 Download PDF The introduction must offer your brief interpretation of the question and how you propose to develop it. The conclusion must summarise your response to the question. In the course of your answer, you may like to make references to other texts or critics as this will add some depth to your analysis.
  3. Presentation: IGNOU MPC 001 Solved Assignment 2022-23 Download PDF Once you are satisfied with your answers, you can write down the final version for submission, writing each answer neatly and underlining the points you wish to emphasize.

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