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Cultural Blocks to Problem Solving

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• Assignment Question

Explain the barriers to problem solving.

BARRIERS TO PROBLEM SOLVING

1. Perceptual Blocks

Perceptual blocks exist when we are unable to clearly perceive a problem or the information needed to solve it effectively.

They include:

a) Seeing only what you expect to see

Obscures the “true nature of a problem, either because we exclude relevant information or include information simply because we assume it is there.

b) Stereotyping

Often we don’t look beyond the obvious and tend to label. For example, if someone isn’t working as hard as we would like and we apply the label ‘lazy’ to that person, we might overlook the possibility that boredom with monotonous work is the problem, and not laziness

c) Not recognising problems

Problems go unnoticed until the effects have become severe and emergency action is required.

d) Not seeing the problem in perspective

This results from taking too narrow a view of the situation, so that we recognise only part of the problem or the information required to solve it. Sometimes people fail to recognise how different parts of the problem are related, rather they look at the problem more superficially and hence the solution alsom becomes inadequate.

e) Mistaking cause and effect

If cause and effect are confused then we are unlikely to find an effective solution. For example, if goods do not arrive and we assume that the supplier is late indespatching them when in fact our ordering department has failed to send out the order, then our search for solutions will be misdirected. In this situation the late despatch of the goods is an effect of the problem and not a cause.

2. Emotional Blocks

Emotional blocks exist when we perceive a threat to our emotional needs. These needs differ in type and strength from person to person but include needs for achievement, recognition, order, belonging and self-esteem. The emotional blocks include:

a) Fear of making mistakes or looking foolish

This is the most significant emotional block because it affects most of us and is difficult to overcome. As a result of traditional schooling, the expected reaction when we make a mistake or suggest radically different ideas is laughter and ridicule. No one likes being laughed at and as a result we learn to fear making mistakes and to avoid suggesting ideas which are different. This block becomes more severe in the presence of colleagues of a different rank to our own. With those who are more senior we imagine that we will be thought inexperienced or immature. With those more junior we want to protect our image as being knowledgeable and experienced.

b) Impatience

Being impatient to solve a problem may be due either to a desire to succeed quickly or to end the discomfort or loss caused by the problem. This has two major consequences. We tend to grab the first solution which comes along, without adequate analysis of the problem, and we evaluate ideas. too fast, almost instinctively rejecting unusual ideas. Either way, our solution is unlikely to be the most effective available.

c) Avoiding anxiety

This is another common block. Some of- us are more susceptible to anxiety and also find it more unpleasant than others. Many factors can cause anxiety, including high risk, disorder and ambiguity, long-term stress, and fear for our security. The effects on problem solving include avoiding risks, indecision in situations which are not ‘black and white’, excessive reliance on others’ judgement, and avoiding challenging the status quo.

d) Fear of taking risks

This leads to the avoidance of situations where the outcome is uncertain or could be unpleasant. A major cause is our desire for security. The consequences include setting objectives within easy reach, so that there is no risk of failure, and accepting known solutions in preference to the unusual because their value is certain. A liking for taking risks and over-confidence in being able to avoid unpleasant, consequences are more dangerous blocks.

e) Need for order

This is related to avoiding anxiety. It can lead to an inability to cope with the frustration of situations which are not clear cut or where ambiguities exist.

f) Lack of challenge

This may arise when the problem is routine or the benefits/losses are not significant to us. The result is that either we don’t tackle the problem or we take the easiest, quickest route to solution.

3. Intellectual Blocks

Intellectual blocks exist when we don’t have the necessary thinking skills to find a successful solution, or are unable to use them effectively. They include:

a) Lack of knowledge or skill in the problem solving process

This is one of the most common blocks. It includes: inadequate skills in analytical and creative thinking; an inflexible strategy, using one approach for every type of problem; the inability to use the various problem solving techniques. They can all lead to ineffective solutions.

b) Lack of creative thinking

This is always caused by an inability to use the skills rather than their absence, resulting from the dominance of analytical thinking in our day-to-day lives and a lack of practice.

c) Inflexible thinking

This is a difficulty in switching from one type of thinking skill to another, such as from analysis to idea generation or from verbal to visual thinking.

d) Not being methodical

This is perhaps the most common block. A step-by-step approach is essential to solving problems effectively.

e) Lack of knowledge or skill in using the ‘Language’ of the problem

If a problem involves a language that we cannot understand or cannot use, such as specialist jargon or statistical analysis, we will not be able to tackle the problem effectively. Similarly, we may use an inappropriate language, such as trying to find an error in accounts by describing the situation verbally rather than analysing it mathematically.

f) Using inadequate information

This happens when we do not make sufficient effort to collect the relevant information, or do not understand what information is relevant, where to find it, or how it relates to the problem. Similarly, using inaccurate information can lead us to the wrong conclusions.

4. Expressive Blocks

Expressive blocks arise when we are unable to communicate in the way required to produce an effective solution, e.g. not being able to express our ideas effectively to those who have to implement the solution. .

Expressive blocks exist when we do not have the knowledge or skills necessary to communicate or record ideas in the ways required. They are caused by an inability to use ‘languages’ effectively, such as words, drawings, mathematics, scientific symbols, and so on. They include:

a) Using the wrong language

Some problems are more effectively solved or communicated using one language rather than another. For example, we are unlikely to get very far if we record data only verbally when the problem requires quantitative analysis. Similarly, people may find it hard to grasp our meaning if we try to explain our feelings about a situation using mathematics instead of words.

b) Unfamiliarity with a particular application of a language

The most obvious example is the difficulty many people have making a speech, even though they can write their ideas effectively on paper.

Inadequate explanations

These can result from a real lack of information about what you are trying to convey, or from assuming that your audience already has some of the information when, they don’t.

c) A passive management style

A situation where we are reluctant to or find it difficult to exert influence may prevent us communicating our ideas effectively. This is particularly important when people need to be convinced of the validity of ideas.

d) A dominant management style

This is when we exert oppressive control, either deliberately or unconsciously, and can make those we are communicating with automatically reluctant to accept what we say or hostile to our ideas.

5. Environmental Blocks

Environmental blocks are caused by external obstacles in the social or physical environment, which prevent us from solving a problem effectively, e.g. distractions from the task.

Environmental blocks, which exist when the social or physical environment hinders our problem solving, include:

i) Management style

The way in which we are managed can influence both our attitude to problem solving and the freedom we have to create and implement ideas. For example, if our ideas are dismissed constantly with comments such as ‘No, it wouldn’t work because ...’, or ‘No, we’ve tried it before and it didn’t work’, we soon give up trying.

ii) Distractions

Due to excessive noise and interruptions, these affect some people more than others, but in general they have a detrimental effect on problem solving.

iii) Physical discomfort

This can create a distraction as well as resulting in stress or lethargy depending on the circumstances. For example, poorly designed chairs may create a distraction by giving us backache which, in turn, can make us irritable and less interested in any type of work.

iv) Lack of support

This comes in many forms. For example, we may need specialist information, advice, skills or other resources, or authority to take action. A more pervasive aspect of this block is a lack of encouragement and the necessary organisational structure to support and exploit people’s ideas.

Stress due to pressure of work and deadlines, affects people differently. For those who are susceptible to stress it can be a powerful block, hindering creative thinkingin particular.

vi) Lack of communication

This has a number of effects, including inability to get the information you require and a lack of encouragement.

vii) Monotonous work

This can dull enthusiasm for solving problems and put us onto ‘automatic pilot’, making us blind to problems when they occur.

viii) Expectations of others

These can influence both our general performance in problem solving and the objectives we set ourselves. For example, if our peers and superiors are happy with a regular solution to a problem we may feel that it’s a waste of time looking for a new; more effective solution. On the other hand, if we are expected to find an innovative solution we are likely to make a greater effort.

6. Cultural Blocks

Cultural blocks result from our conditioning to accept what is expected or ‘normal’ in a given situation, e.g. when the work ethic says that we must be serious-minded, but finding an effective solution requires some playful fantasy.

Cultural blocks exist when our problem solving is hindrance by accepting that some things are good or right and are done, while others are bad or wrong and are not done, So that we become bound by custom. They include:

a) Unquestioning acceptance of the status quo

There is a tendency to conform to established ideas an methods of working and not to question them or express ideas which depart from them. If something is not normal done we tend to look for the reasons why it can’t be done or why it wouldn’t work, rather that looking for ‘the reasons why it should be done or why it could work’.

b) Dislike of change

The attitude that tradition is preferable to change can arise, from the need for security. If a situation is acceptable as it is, any change, which must involve some uncertainty, is felt to be threatening by some people. However, as we become more and more accustomed to change this block is becoming less common, but there must be reasons for change. Change for change’s sake can be dangerous.

c) Fantasy and humour are not productive

There is still a widespread belief that fantasy and humour have no place in the serious business of problem solving. Subjective reports from innovators suggest otherwise. Fantasy and humour are connected by one common feature – the unlikely combination of ideas (think about it’ next time you hear a good joke – the punch line is always unexpected). Innovative solutions to problems arise in the same way – by making a link between apparently unrelated ideas.

d) Feelings, intuition and subjective judgements are unreliable’

There is a strong bias towards reason, logic and quantitative judgements because they can be measured and communicated in accurate terms. Feelings, intuition and subjective judgements, which cannot be measured or communicated as effectively, are seen as unrealiable and are mistrusted.

Even in mathematics, one of the most logical of sciences, intuition is often reported as playing a key role in, problem solving. A good problem solver needs to be able to use both objective, logical methods and subjective, intuitive methods in the search for solutions.

e) Over-emphasis on competition or cooperation

A strongly competitive environment (for recognition, promotion, and so on) can make people unwilling to listen to the ideas of those with whom they are competing. Similarly, in a strongly cooperative environment we may avoid expressing new ideas because we don’t want to stand out from the crowd.

Some actions and ideas are excluded from problem solving because they are regarded as distasteful, or are harmful, or contravene accepted moral codes. For example, in a test of creativity a group of students were given a problem to solve using calculus. They had to follow certain rules and the objective was to see who produced the largest number of different routes to the correct solution. A few students produced a lot more than the others because they chose to break the rules they were told to follow.

Although eventually we may not decide to break a taboo, there is no harm in breaking them in thought. This can often lead to new perspectives on a problem.

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Barriers to Effective Problem Solving

Learning how to effectively solve problems is difficult and takes time and continual adaptation. There are several common barriers to successful CPS, including:

• Confirmation Bias: The tendency to only search for or interpret information that confirms a person’s existing ideas. People misinterpret or disregard data that doesn’t align with their beliefs.
• Mental Set: People’s inclination to solve problems using the same tactics they have used to solve problems in the past. While this can sometimes be a useful strategy (see Analogical Thinking in a later section), it often limits inventiveness and creativity.
• Functional Fixedness: This is another form of narrow thinking, where people become “stuck” thinking in a certain way and are unable to be flexible or change perspective.
• Unnecessary Constraints: When people are overwhelmed with a problem, they can invent and impose additional limits on solution avenues. To avoid doing this, maintain a structured, level-headed approach to evaluating causes, effects, and potential solutions.
• Groupthink: Be wary of the tendency for group members to agree with each other — this might be out of conflict avoidance, path of least resistance, or fear of speaking up. While this agreeableness might make meetings run smoothly, it can actually stunt creativity and idea generation, therefore limiting the success of your chosen solution.
• Irrelevant Information: The tendency to pile on multiple problems and factors that may not even be related to the challenge at hand. This can cloud the team’s ability to find direct, targeted solutions.
• Paradigm Blindness : This is found in people who are unwilling to adapt or change their worldview, outlook on a particular problem, or typical way of processing information. This can erode the effectiveness of problem solving techniques because they are not aware of the narrowness of their thinking, and therefore cannot think or act outside of their comfort zone.

According to Jaffa, the primary barrier of effective problem solving is rigidity. “The most common things people say are, ‘We’ve never done it before,’ or ‘We’ve always done it this way.’” While these feelings are natural, Jaffa explains that this rigid thinking actually precludes teams from identifying creative, inventive solutions that result in the greatest benefit. “The biggest barrier to creative problem solving is a lack of awareness – and commitment to – training employees in state-of-the-art creative problem-solving techniques,” Mattimore explains. “We teach our clients how to use ideation techniques (as many as two-dozen different creative thinking techniques) to help them generate more and better ideas. Ideation techniques use specific and customized stimuli, or ‘thought triggers’ to inspire new thinking and new ideas.” MacLeod adds that ineffective or rushed leadership is another common culprit. “We're always in a rush to fix quickly,” she says. “Sometimes leaders just solve problems themselves, making unilateral decisions to save time. But the investment is well worth it — leaders will have less on their plates if they can teach and eventually trust the team to resolve. Teams feel empowered and engagement and investment increases.”

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What is Problem – Solving Techniques

Problem-solving strategies are a set of strategies, methods, and equipment that persons use to clear up complicated problems. These methods assist humans to method troubles systematically, pick out the root reason of the problem, and enhance fantastic solutions.Effective problem-solving methods contain breaking down the trouble into smaller parts, inspecting every part, and then growing a format to clear up the problem. Additionally, these methods regularly contain brainstorming, collaboration, and essential questioning to strengthen a complete solution.

Steps for Problem-Solving:

Here are the steps you can take to solve problems: To solve a problem, follow these easy steps:

• Understand the problem: Learn all you can about the problem so you can describe it well.
• Analyze the problem: Break the problem into small parts and find out what’s causing it.
• Create a solution: Think of ways to solve the problem and choose the best one.
• Take action: Put the solution into action and keep track of how it’s working. If it’s not working, try something else.
• Check the solution: See if your solution worked. If it did, great! If it didn’t, go back to step 2 and try again.

Using Computer as a Problem-Solving Tool:

There are specific approaches to solve problems. Here are a number of them:

• Get information: Using laptop equipment, collect extra details about the hassle you are trying to remedy. This will assist you apprehend the hassle higher.
• Plan: Create laptop-primarily based plans to check out viable approaches to remedy the hassle before genuinely trying them in real life. This will assist you identify the handiest answer.
• Use era: Utilize pc equipment to make the hassle-solving manner quicker and easier. This ought to involve the usage of software program applications to automate certain obligations or simulations to test ability solutions.
• Work with others: Collaborate with other people the use of online gear to discuss and brainstorm potential answers. This will help you get a different perspective and provide you with more revolutionary answers.

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Explain the barriers to problem solving.

• Post author: IGNOU ASSIGNMENT WALA
• Post published: June 20, 2023
• Post category: Updates
• Post comments: 0 Comments

: Different blocks, and combinations of these result in a range of barriers to problem solving. There is no definitive way to link blocks to batTiers but some suggestions are…

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Cultural blocks to problem solving

Problem-solving is an essential skill that allows individuals and societies to overcome challenges and make progress. However, various cultural factors can significantly influence the problem-solving process, either facilitating or inhibiting effective solutions. This essay explores the concept of cultural blocks to problem solving, highlighting how cultural norms, values, beliefs, and biases can create barriers to effective problem-solving efforts. 

By recognizing and understanding these cultural blocks, individuals and societies can develop strategies to overcome them and promote more inclusive and effective problem-solving approaches.

1. Cultural Norms: Cultural norms refer to the shared expectations and rules within a particular society or group. While norms provide a sense of identity and social cohesion, they can also impose limitations on problem-solving. For example, some cultures emphasize conformity and discourage individualistic thinking, which can hinder creative problem-solving approaches that require thinking outside the box. 

Cultural blocks to problem solving- Similarly, cultures that prioritize hierarchy and authority may discourage dissent and critical thinking, stifling the exploration of alternative solutions.

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2. Values and Beliefs: Values and beliefs play a significant role in shaping cultural perspectives and can impact problem-solving processes. For instance, cultures that place a high value on tradition and the preservation of the status quo may resist change and innovation, making it challenging to address complex problems that require adaptive solutions. 

Cultural blocks to problem solving- Additionally, cultural beliefs and taboos surrounding certain topics can prevent open discussion and exploration of potential solutions, limiting progress in those areas.

3. Communication Styles: Communication is a crucial aspect of problem-solving, and cultural differences in communication styles can create barriers to effective collaboration. Direct and explicit communication styles may be valued in some cultures, encouraging open and assertive problem-solving discussions. However, in other cultures, indirect communication or avoidance of conflict may be preferred, making it difficult to address problems directly and find mutually acceptable solutions. These cultural differences in communication styles can lead to misunderstandings, lack of trust, and ineffective problem-solving outcomes.

4. Cognitive Biases: Cognitive biases are innate tendencies that influence how individuals perceive and process information. Cultural factors can shape these biases, impacting problem-solving approaches. For example, confirmation bias, which involves seeking information that confirms pre-existing beliefs, can hinder the exploration of alternative viewpoints and potential solutions. Cultural biases can also contribute to stereotypes and prejudices, leading to the exclusion of diverse perspectives and hindering inclusive problem-solving efforts.

5. Risk Aversion: Cultural attitudes towards risk-taking can significantly influence problem-solving processes. Some cultures may prioritize caution and aversion to risk, leading to conservative decision-making and reluctance to explore innovative solutions. In contrast, other cultures may embrace risk-taking and experimentation, fostering a more dynamic problem-solving environment. Cultural blocks related to risk aversion can limit the exploration of new ideas, impede progress, and stifle creativity in problem-solving efforts.

6. Ethnocentrism: Ethnocentrism refers to the tendency to evaluate other cultures based on the standards and values of one's own culture. This mindset can hinder effective problem-solving by limiting the consideration of alternative perspectives and solutions. Ethnocentric biases can lead to a lack of cultural diversity in problem-solving teams, preventing the integration of different viewpoints that could contribute to more robust and comprehensive solutions.

7. Lack of Cultural Competence: Cultural competence refers to the ability to interact effectively and respectfully with individuals from diverse cultures. Insufficient cultural competence can create barriers to problem-solving by impeding collaboration and understanding among team members from different cultural backgrounds. Without cultural competence, misinterpretations, misunderstandings, and conflicts may arise, hindering effective problem-solving efforts and limiting the potential for innovative solutions.

Importance of Cultural Competence

Cultural competence refers to the ability to understand, appreciate, and effectively interact with individuals from diverse cultural backgrounds. In an increasingly interconnected and globalized world, cultural competence has become a vital skill for individuals, organizations, and communities. This essay aims to explore the significance of cultural competence and its impact on various aspects of society, including healthcare, education, business, and social cohesion. By fostering cultural competence, individuals and institutions can enhance their ability to communicate, collaborate, and respect diverse perspectives, leading to more inclusive and harmonious communities.

1. Understanding and Respect: Cultural competence promotes understanding and respect for diverse cultures, traditions, and beliefs. It encourages individuals to recognize and appreciate the rich tapestry of human experiences, fostering empathy and reducing prejudice. By understanding the historical, social, and cultural context of different groups, individuals can avoid making assumptions or perpetuating stereotypes. 

Cultural blocks to problem solving- This understanding creates a foundation for meaningful relationships and effective communication, breaking down barriers and fostering trust.

2.  Healthcare: Cultural competence is crucial in healthcare settings to provide equitable and effective care. Patients from different cultural backgrounds may have unique health beliefs, practices, and preferences. Healthcare professionals who are culturally competent can adapt their approaches to meet the needs of diverse patients, improving patient satisfaction and health outcomes. 

Cultural blocks to problem solving- Culturally competent care also reduces disparities in healthcare access and quality, addressing social determinants of health and promoting health equity.

3. Education: Cultural competence plays a significant role in education by creating inclusive learning environments and promoting academic success for all students. Students from diverse cultural backgrounds bring unique perspectives and knowledge to the classroom. Educators who embrace cultural competence can design curriculum and teaching strategies that resonate with students' cultural backgrounds, fostering engagement and motivation. Furthermore, culturally competent education promotes social cohesion by cultivating mutual respect and appreciation among students from different cultural backgrounds, preparing them to thrive in a diverse society.

4. Business: In today's globalized economy, cultural competence is essential for successful business interactions. Companies that prioritize cultural competence gain a competitive advantage by understanding and effectively serving diverse markets. Cultural competence enables organizations to navigate cross-cultural communication challenges, build relationships, and negotiate business deals more effectively. Moreover, fostering cultural competence within the workplace promotes inclusivity, diversity, and innovation. 

Cultural blocks to problem solving- Employees who feel valued and respected for their cultural identities are more likely to contribute their unique perspectives and talents, leading to better problem-solving and creativity within teams.

5. Social Cohesion: Cultural competence plays a vital role in building social cohesion within communities. It fosters a sense of belonging, acceptance, and harmony among individuals from different cultural backgrounds. By embracing cultural diversity, communities can leverage the collective strengths and resources of their members, promoting social integration and reducing social divisions. 

Cultural blocks to problem solving- Cultural competence also enhances intercultural communication and conflict resolution skills, facilitating constructive dialogue and peaceful coexistence.

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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.

• 1.1 Q1. Discuss the structure and functions of language.
• 1.2 Q2. Critically discuss Das, Naglieri and Kirby’s PASS theory.
• 1.3 Q3. Explain the barriers to problem solving.
• 1.4 Q4. Describe the levels of processing model by Craik and Lockhart.
• 1.5 Q5. Explain the factors affecting problem solving.
• 1.6 Q6. Discuss Guilford’s model of intelligence.
• 1.7 Q7. Define creativity. Describe the stages of creativity.
• 1.8 Q8. Explain the key issues in the study of cognitive psychology.
• 1.9 9. Seven primary factors given by Thurstone
• 1.10 10. Aspects of creativity
• 1.11 11. Heuristics
• 1.12 12. Long term memory
• 1.13 13. Role of hippocampus in memory
• 1.14 14. Four principles of information processing
• 1.15 15. Neuroscience and cognitive psychology
• 1.16 16. Problem space hypothesis
• 1.17 17. Means-ends analysis
• 1.18 18. Types of problems
• 1.19 Please ensure the following before submitting your assignment response:
• 1.20 Important GUIDELINES FOR IGNOU Assignments
• 1.21.1 Related

Submission Date :

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

SECTION – A

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.

SECTION – B

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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..

SECTION – C

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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IGNOU BPCS-186 - Managing Stress

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BPCS–186 empowers students with the knowledge that is required to understand and deal with stress. Disciplines covered in BPCS–186 include stress models, factors, and effects. Coping and utilizing various techniques to manage stress are also part of this course.

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IGNOU BPCS-186 Code Details

• University IGNOU (Indira Gandhi National Open University)
• Title Managing Stress
• Language(s) English and Hindi
• Code BPCS-186
• Subject Psychology
• Degree(s) BAG , BSCG , BA (Honours) , BAECH , BAHIH , BAPSH , BAPCH , BAPAH , BASOH , BAEGH , BAHDH
• Course Skill Enhancement Courses (SEC)

IGNOU BPCS-186 English Topics Covered

Block 1 - introduction to stress.

• Unit 1 - Stress: An Introduction
• Unit 2 - Models of Stress
• Unit 3 - Factors Contributing to Stress Proneness
• Unit 4 - Effects of Stress

Block 2 - Stress Management

• Unit 1 - Coping with Stress
• Unit 2 - Stress Management Techniques-I
• Unit 3 - Stress Management Techniques-II
• Unit 4 - Stress Management Techniques-III

IGNOU BPCS-186 Hindi Topics Covered

Block 1 - तनाव का परिचय.

• Unit 1 - तनाव एक परिचय
• Unit 2 - तनाव के प्रतिरूप
• Unit 3 - तनाव प्रवणता में योगदान देने वाले कारक
• Unit 4 - तनाव का प्रभाव

Block 2 - तनाव प्रबंधन

• Unit 1 - तनाव का सामना करना (कोपिंग )
• Unit 2 - तनाव प्रबंधन तकनीक -I
• Unit 3 - तनाव प्रबंधन तकनीक -II
• Unit 4 - तनाव प्रबंधन तकनीक-III

IGNOU BPCS-186 (July 2023 - January 2024) Assignment Questions

Ignou bpcs-186 (july 2022 - january 2023) assignment questions, related codes.

• BPCG-171 सामान्य मनोविज्ञान - General Psychology
• BPCG-172 युवा, जेंडर एवं पहचान - Youth, Gender and Identity
• BPCG-173 स्वास्थय और कल्याण के लिए मनोविज्ञान - Psychology for Health and Well Being
• BPCG-174 मनोविज्ञान और मीडिया - Psychology and Media
• BPCG-176 लिंग मनोविज्ञान - Psychology of Gender
• BPCS-183 सांवेगिक बुद्धि - Emotional Intelligence
• BPCS-184 विद्यालय मनोविज्ञान - School Psychology
• BPCS-185 सांवेगिक सक्षमता का विकास - Developing Emotional Competence
• BPCS-188 सामाजिक मनोविज्ञान का अनुप्रयोग - Application of Social Psychology

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