# UGC NET Paper 1 December (Pack of 7) - UGC NET Paper 1 6th December 2019 Morning Shift

>>>>>>>>UGC NET Paper 1 6th December 2019 Morning Shift

• A

Deductive fallacy  • B

Inductive fallacy  • C

Abductive fallacy  • D

Informal fallacy  • Option : A
• Explanation :
This commits a deductive fallacy, formal fallacy, logical fallacy or non sequitur (Latin for "it does not follow"). It is a pattern of reasoning rendered invalid by a flaw in its logical structure -- fallacy wherein the conclusion does not follow from the propositions.

• A

8  • B

9  • C

36  • D

64  • Option : D
• Explanation :
Let the number 'k' is cube of number x and square of number (x + y).
Then, k = x3   ... (i)
k = (x + y)2   ... (ii)
Here, 1 ≤ (x,y) < k/2
From (i) and (ii),
x3 = (x + y)2
x3 = x2 + y2 + 2xy
x3 - x2 = y2 + 2xy
x2(x-1) = y(y + 2x)
For x = 2, 22(2 - 1) = y(y + 4)
This is not valid for any integer value of y.
For x = 3, 32(3 - 1) = y(y+ 6)
18 = y(y+ 6)
This is not valid for any integer value of y.
For x = 4, 42(4 - 1) = y(y + 8)
48 = y(y + 8)
48 = 4(4 + 8) = 48
Thus x = 4,and y = 4
Hence, Number k = (x)3 = (4)3 = 64.

 Set I (Behaviour modification techniques) Set II(Example) (A) Positive reinforcement i.  Withdrawal of a pleasant stimulus or application of an aversive stimulus to stop the behaviour (B) Negative reinforcement ii. Painful or aversive stimulus is presented to stop the occurrence of behaviour (C) Punishment iii. The behaviour increases in frequency after the removal of the stimulus (D) Extinction iv. The behaviour increases in frequency after the presentation of a stimulus
• A

(A)-(i), (B)-(ii),(C)-(iii),(D)-(iv)  • B

(A)-(ii), (B)-(i), (C)-(iii),(D)-(iv)  • C

(A)-(iv),(B)-(iii),(C)-(ii),(D)-(i)  • D

(A)-(iii),(B)-(i),(C)-(ii),(D)-(iv)  • Option : C
• Explanation :
Positive reinforcement-The behaviour increases in frequency after the presentation of a stimulus
Negative reinforcement-The behaviour increases in frequency after the removal of the stimulus
Punishment-Painful or aversive stimulus is presented to stop the occurrence of behaviour
Extinction-Withdrawal of a pleasant stimulus or application of an aversive stimulus to stop the behaviour

• A

Cognitive disruptions  • B

Semantic noise  • C

Feedback analysis  • D

Weak channelization  • Option : C
• Explanation :
This can be understood in terms of teaching-learning in an educational institution.
In the classroom the teacher is the encoder of messages and the student, the decoder. After the teaching, the encoder/teacher takes the feedback in the form of students' response-sheets to an assessment exercise/ test. When the encoder takes up the activity of analysing the feedback, i.e., checking! evaluating the responses, the roles of encoder-decoder stand swapped. Here, the students have encoded messages that the teacher has to decode.

• A

Sheer formality  • B

Needed formality  • C

Superuous act  • D

Part of ethically  • Option : D
• Explanation :
Acknowledging the help, support and guidance availed in course of completing a research study is not just formality, nor a required formal process nor a superfluous act. It is part of ethicality involved in the research process. Research ethics are the moral principles that a researcher must follow in every way in every aspect of the research undertaken. Following ethical principles is indeed crucial for maintaining research integrity.