upkar prakashan, agra-2...ment motivation are more attracted to tasks of intermediate difficulty....

UPKAR PRAKASHAN, AGRA-2

By

Dr. Kalika Jha

Third Edition : 2015

© Publishers

Publishers

UPKAR PRAKASHAN2/11A, Swadeshi Bima Nagar, AGRA–282 002Phone : 4053333, 2530966, 2531101Fax : (0562) 4053330E-mail : [email protected], Website : www.upkar.in

Branch Offices :4845, Ansari Road, Daryaganj,New Delhi—110 002Phone : 011–23251844/66

Paras Bhawan(First Floor),Khazanchi Road,Patna—800 004Phone : 0612–2673340

1-8-1/B, R.R. Complex (Near SundaraiahPark, Adjacent to Manasa Enclave Gate),Bagh Lingampally,Hyderabad—500 044Phone : 040–66753330

28, Chowdhury Lane, ShyamBazar, Near Metro Station,Gate No. 4Kolkata—700 004 (W.B.)Phone : 033–25551510

B-33, Blunt Square, KanpurTaxi Stand Lane, Mawaiya,Lucknow—226 004 (U.P.)Phone : 0522–4109080

8-310/1, A. K. House,Heeranagar, Haldwani,Distt.—Nainital—263 139(Uttarakhand)Mob. : 7060421008

1461, Juni Shukrawari,Sakkardara Road,Opp. Hanuman Mandir,Nagpur—440 009Phone : 0712–6564222

● The publishers have taken all possible precautions in publishing this book, yet ifany mistake has crept in, the publishers shall not be responsible for the same.

● This book or any part thereof may not be reproduced in any form byPhotographic, Mechanical, or any other method, for any use, without writtenpermission from the Publishers.

● Only the courts at Agra shall have the jurisdiction for any legal dispute.

ISBN : 978-93-5013-303-3

Price : 350·00(Rs. Three Hundred Fifty Only)

Code No. 1770

Printed at : Upkar Prakashan (Printing Unit) Bye-pass, Agra

CONTENTS

● Solved PapersUnit-1 :

* Single Detection Theory …...……………..……………….… 2–18— Objective Type Questions …….……………………………… 12

Unit-2 :* Learning Theories ……………………..………………….… 19–56— Objective Type Questions …………………………………… 49

Unit-3 :* Models of Memory .....…………………………………….… 57–86— Objective Type Questions …….……………………………… 79

Unit-4 :* Cognitive Strategies …...…………..…………..………….… 87–108— Objective Type Questions …….……………………………… 101

Unit-5 :* Historical Antecedents of Motivation …...….………...….… 109–151— Objective Type Questions …….……………………………… 144

Unit-6 :* Intelligence and its Theories …...………..……………….… 152–171— Objective Type Questions …….……………………………… 164

Unit-7 :* Personality …...………………………….…...…………….… 172–197— Objective Type Questions …….……………………………… 191

Unit-8 :* Research Design …...……………..……………………….… 198–241— Objective Type Questions …….……………………………… 233

Unit-9 :* Psychological Scaling …...……………..………………….… 242–280— Objective Type Questions …….……………………………… 273

Unit-10 :* Methods of Physiological Psychology …...………..……...… 281–304— Objective Type Questions …….……………………………… 297

( vi )

Elective-1* Current Trends in Social Psychology …...……….....…...… 305–324— Objective Type Questions …….……………………………… 317

Elective-2* Development Processes …...……………...…..…………...… 325–344— Objective Type Questions …….……………………………… 337

Elective-3* Human Development and Individual Differences …...…..... 345–390— Objective Type Questions …….……………………………… 384

Elective-4— Objective Type Questions …….……………………………… 391–398

Elective-5— Objective Type Questions …….……………………………… 399–406

● Model Practice Set–1 ……………………………………………………. 407–412







Syllabus

PAPER–III (A)(CORE GROUP)

Unit-ISignal detection theory, subliminal perception

and related factors, information processingapproach to perception, culture and perception,perceptual styles. Ecological perspective onperception.

Unit-IILearning theories : Hull, Tolman, Skinner.Cognitive approaches in learning : Latent

learning, observational learning.Experimental analysis of behaviour :

Behaviour modification, Shaping Discriminationlearning.

Neurophysiology of learning.

Unit-IIIModels of memory : Atkinson and Shiffrin,

Craik and Lockhart, Tulving.

Semantic memory : Episodic, trace modeland network model.

Long-term memory : Retrieval cues,flashbulb memory, constructive processes inmemory, eyewitness testimony, autobiographicalmemory.

Biological basis of memory : The search forthe engram, PET scan, and biochemical factors inmemory.

Improving memory : Strategies.

Unit-IVCognitive strategies : Algorhythms and

heuristics.Convergent and divergent thinking.Decision-making; impediments to problem-

solving.

Creative thinking and problem-solving.Language and thought.

Unit-VHistorical antecedents of motivation from

Mechanism to Cognition.

Cognitive bases of motivation : Intrinsicmotivation, Attribution, Competence.

Measurement of motives : Issues andtechniques.

Gross-cultural perspectives of motivation :Achievement, Aggression.

Components of emotion : Physiological,expressive and cognitive.

Neural mechanism of emotion : Central andperipheral.

Measurement of emotions : Physiological,expressive and cognitive measures. Currenttheories of emotions and facial feedbackhypothesis.

Stress and coping : Reactions to stress,outcomes of stress.

Unit-VITheories of intelligence : Cattell, Jensen,

Sternberg Goleman.Creativity : Views of Torrance, Getzels,

Guilford.Intelligence and creativity : Relationship.Abilities and achievement : Concept and

role of emotional intelligence.

Unit-VIIClinical and growth approaches to personality.Existential and humanistic theories of

personality : Frankl, Rollo May, Maslow, Rogers.Personality assessment : Projective,

Psychometric and behavioural measures.

( viii )

Psychology of self : Western and Easternperspectives, measurement of self.

Unit-VIIIResearch designs : Correlational, factorial,

randomized block, matched group, quasiex-perimental, time series design.

ANOVA : Randomized and repeated.Correlational analysis : Partial, multiple and

regression analysis.

Factor analysis : Assumptions, methods,rotation and interpretation.

Unit-IXPsychological scaling : Purpose and

methods.Sources of bias in psychological testing.Ethical issues in psychological testing.Application of factor analysis in standardi-

zation of tests-with important illustrations.

Unit-XMethods of Physiological Psychology :

Lesion and Brain Stimulation.

Sleep and waking : Stages of sleep,Disorders of sleep and Physiological mechanismsof sleep and waking.

Ingestive Behaviour : Drinking and itsneural mechanism; hunger and its neuralmechanism.

Endocrine system : Chemical and glandular.

PAPER–III (B)[ELECTIVE/OPTIONAL]

Elective-ICurrent trends in Social Psychology.Social cognition.Social influence.Prosocial behaviour.Applied social psychology : Health,

Environment and Law.

Elective-IIDevelopment processes : Nature, Principles

and related.Concepts-maturity, experience factors in

development : Biogenic, Psychogenic andSociogenic.

Stages of Development : Theories ofDevelopment : Psychoanalytic, Behaviouristic andCognitive.

Various aspects of development : Sensory-motor, cognitive, language, emotional, social andmoral.

Elective-IIIHuman development and individual

differences.Motivation and learning.Factors in educational achievement.Social psychology of education.Teacher effectiveness.Guidance in schools : Needs, organizational

set up and techniques.Counselling : Process and areas.

Elective-IVDevelopment of industrial and organizational

psychology.Selection processes in organization.Organizational trainingPerformance appraisal.Motivation and work.Leadership.Work environment.Organizational behaviour : Theories,

socialization, effectiveness.

Elective-VPsychopathology : Concepts, classification

and causes : clinical diagnostics.Common clinical disorders.Mental retardation.

Mental Health : Intervention models andpsychotherapies.

UGC–NET Psychology–III (J–16) | 1

Psychology(Paper–III)

UGC-NET/JRF Exam.(July 2016)

Solved Paper


July 2016

Psychology(Paper–III)

Note—This paper contains Seventy five (75)objective type questions of two (2) marks each. Allquestions are compulsory.

1. Amit met with an accident and later turned intoimpulsive, irresponsible and less concernedwith the consequences of his actions. He musthave suffered damage in—

(A) Parietal lobe (B) Frontal lobe

(C) Occipital lobe (D) Temporal lobe

2. Effective teaching may include conceptualscaffolding, which is best described by thefollowing statement—(A) Introducing practice sessions after every

module

(B) Gradually fading support as studentproficiency increases

(C) Punishing student for incorrect answers(D) Encouraging brighter students to help

weaker students

3. Read each of the following two statements—Asertion (A) and Reason (R) and indicate youranswer using codes given below—Assertion (A) : Individuals high in achieve-ment motivation are more attracted to tasks ofintermediate difficulty.Reason (R) : Individuals high in achievementmotivation are highly motivated to avoidfailure.

Codes :

(A) Both (A) and (R) are true and (R) is thecorrect explanation of (A)

(B) Both (A) and(R) are true, but (R) is notthe correct explanation of (A)

(C) (A) is true, but (R) is false

(D) (A) is false, but (R) is true

4. A social worker, appointed to asist the psychia-trist, used to administer and interpret Rorschachtest. This is an—

(A) Ethically incorrect practice

(B) Ethically correct practice

(C) Ethically correct practice provided theresults are used only for diagnostic purpose

(D) Ethically correct practice provided theresults are kept confidential and are usedonly for diagnostic purpose

5. Facial feedback hypothesis means—

1. Your facial expression affects other’semotions.

2. Other’s facial expression affects youremotions.

3. Facial expression provides feedback to thebrain about emotions.

4. All the three.

Codes :

(A) 1 only

(B) 1 and 2

(C) 3 only

(D) 4 and 3

6. The following instrument can not be utilizedin the measurement of emotions—

(A) Sphygmomanometer

(B) Galvanic skin response

(C) Digital thermometer

(D) Pupillary measurement camera

4 | UGC–NET Psychology–III (J–16)

7. Match the items of List–I with List–II—List-I(Disorder)(a) PTSD(b) Major depressive disorder(c) Parkinson’s Disease(d) Catatonic Schizophrenia

List-II(Typical Symptoms)1. Pill rolling movement2. Flashbacks3. Echolalia4. Appetite loss

Codes :(a) (b) (c) (d)

(A) 1 2 3 4(B) 4 3 2 1(C) 3 1 4 2(D) 2 4 1 3

8. Arrange in sequence the stage of personalitydevelopment according to Rollo May—(A) Innocence—ordinary consciousness of

self—rebellion—creative consciousness ofself

(B) Innocence—rebellion—ordinary con-sciousness of self—creative conscious-ness of self

(C) Oridnary consciousness of self—inno-cence—rebellion—creative consciousnessof self

(D) Rebellion—innocence—ordianry con-sciousness of self—creative conscioiusnessof self

9. The rapid change in performance as the size ofreinforcement in varied is called—(A) Crespi effect(B) Disequilibrium hypothesis(C) Premack principal(D) Programmed learning

10. Creativity has been conceptualized in terms offollowing—1. Creativity as a product2. Creativity as a process

3. Creativity as a potential

4. Creativity as perseverance

Codes :

(A) 1 and 2 only (B) 2 and 3 only

(C) 1, 2 and 3 only (D) 1, 2 and 4 only

11. In Solomon Asch’s study on conformity, sub-jects conformed to the Group approximatelywhat per cent of time ?

(A) 25% (B) 35%

(C) 45% (D) over 50%

12. Perceived fairness of the amount and rewardsamong indivdiuals refers to ............ whileperceived fairness of the ways used for rewardsand pays refers to .........

(A) Organizational Justice, distributive justice

(B) Equity, Organizational justice

(C) Distributive justice; Procedural justice

(D) Procedural justice; distributive justice

13. Match List–I with List–II and select thecorrect answer by choosing from the codesgiven below—

List-I (Verbal Responses)

(a) Mand

(b) Tact

(c) Echoic behaviour

(d) Autoclitic behaviour

List-II (Explanations)

1. Provides grammatical framework forverbal behaviour

2. Repeating someone else’s utterances

3. Verbal behaviour of naming things

4. Veral command that is reinforced whenthe listener carries out the command

Codes :

(a) (b) (c) (d)

(A) 4 3 2 1

(B) 3 4 1 2

(C) 3 4 2 1

(D) 4 3 1 2



List-I (Scale)

(a) Structural scales

(b) Lambda

(c) Abasement

(d) Impulsive Sensation Seeking

List-II (Test)

1. Rorschach Inkblot Test

2. Zukerman-Kuhlman Personality Question-naire

3. California Psychological Inventory

4. Thematic Apperception Test

Codes :

(a) (b) (c) (d)

(A) 1 2 3 4

(B) 3 1 4 2

(C) 2 3 1 4

(D) 4 1 2 3

15. The concept of .............. is vital in the under-standing of fractional antedating goal repsonse.

(A) Drive stimulus reduction

(B) Reactive Inhibition

(C) Secondary Reinforcement

(D) Conditioned Inhibition


List-I (Term in factor analysis)

(a) Factor extraction method

(b) Cattell’s scree

(c) Factor rotation method

(d) Inter-factor correlation matrix

List-II (Example/Brief explanation)

1. Correlations among varimax rotated factors

2. Promax

3. Principal axes

4. Correlation among oblique-rotated factor’s

5. Method to decide number of factors forrotation

Codes :

(a) (b) (c) (d)

(A) 3 5 2 4

(B) 3 5 2 1

(C) 5 3 2 4

(D) 3 2 5 4

17. Which of the following identity status describesthe individual who has been exploring, but notyet committed to self chosen values and goals ?

(A) Identity achievement

(B) Identity foreclosure

(C) Identity diffusion

(D) Identity moratorium

18. Scientific study of Creativity is considered tobe started by—

(A) Galton (B) Guilford

(C) Torrance (D) Mednick

19. Match List–I with List–II and select the correctanswer by choosing from the codes givenbelow—

List-I (Concepts)

(a) Metacomponents

(b) Selective Encoding

(c) Motivating Oneself

(d) Practical Intelligence

List-II (Explanation)

1. Determining which elements in a set of in-formation are relevant for one’s purposeand which are not.

2. Marshalling emotions in the service of agoal.

3. Higher-order mental processes being usedto guide problem solving efforts.

4. Using mental components to help one toadapt, shape, or select an environment thatis appropriate for oneself.


Codes :

(a) (b) (c) (d)(A) 1 2 3 4(B) 3 1 2 4(C) 2 3 4 1(D) 4 3 1 2

20. Culture exerts strong effect on memory throughthe operation of cultural schema. One’s memoryis influenced by learning in—(A) Own culture effect(B) Culture effect due to enculturation(C) Acculturation effect(D) Socialization effect

21. Evolutionary Social Psychology Research seeksto investigate—(A) Changes in human behaviour(B) Seeks to investigate the potential role of

genetic factors on social behaviour(C) Interrelationships between people of two

groups of different social enviornment(D) Focuses on individual’s behaviour

22. Which one of the following is the right expla-nation of flash bulb memory ?(A) New, important, helpful social events(B) Unspecific, important, common events(C) Specific, surprising, unimportant events(D) Unspecific, important, common events

23. Read each of the following two statements—Asertion (A) and Reason (R) and indicate youranswer using codes given below—Assertion (A) : Heteronomous children focuson the objective consequences rather thanintentions.Reason (R) : Moral development in aheternomous child is limited.Codes :


(B) Both (A) and (R) are true, but (R) is notthe correct explanation of (A)

(C) (A) is true, but (R) is false(D) (A) is false, but (R) is true

24. Match List–I with List–II and select the correctanswer by choosing from the codes givenbelow—

List-I (Psychologist)(a) Ebbinghaus (b) Barlett

(c) Murray (d) Lewin

List-II (Phenomenon)1. Some tasks to complete

2. Short Stories Use

3. Use of Meaningful Words

4. Use of Non-sense Syllables

Codes :

(a) (b) (c) (d)

(A) 1 2 3 4

(B) 2 3 4 1

(C) 3 4 1 2

(D) 4 3 2 1

25. Which of the following sequences is correctwith respect to effective teaching ?

(A) Match student’s level → specify learninggoals → emphasize self comparison → sug-gest improvements and model problem solv-ing

(B) Specify learning goals → emphasize self-comparsion → suggest improvements andmodel problem solving → match student’slevel

(C) Suggest improvements and model problemsolving → match student’s level → specifylearning goals → emphasize self-compari-son

(D) Emphasize self-comparison → matchstudent’s level → specify learning goals→ suggest improvements and model prob-lem solving

26. Which of the following techniques can be usedto study activities in a living human brain ?

1. Computerized Tomography

2. Ablation and Lesioning

3. Stereotoxic Procedures

4. Functional Magnetic Resonance Imaging


Codes :

(A) only 1 and 4

(B) only 3 and 4

(C) only 2, 3 and 4

(D) only 1, 3 and 4

27. Read each of the following two statements—Assertion (A) and Reason (R) and indicate youranswer using codes given below :

Assertion (A) : Preoperational child hasirreversible thought.

Reason (R) : The preoperational child fails toperform conservation tasks.

Codes :


(B) Both (A) and (R) are true, but (R) is not thecorrect explanation of (A)

(C) (A) is true, but (R) is false

(D) (A) is false, but (R) is true

28. Sleep disorders can be categorized as—

(A) Paraphilias and Dysfunctions

(B) Insomnia and Hypersomnia

(C) Parsomnias and Dyssomnias

(D) Serotonergic and Dopaminergic


List-I (Goals in educational achievement)(a) Mastery

(b) Task involvement

(c) Performance improvement

(d) Ego involvement

List-II (Description)

1. Solving problem at hand gains importance

2. Students intend to maximize ability,regardless of short term failure

3. Students focus on how they are judged byothers

4. Students intend to increase competence


(A) 2 1 4 3(B) 1 2 3 4(C) 3 4 2 1(D) 4 3 2 1

30. Which of the following phenomena result fromfailures in attentional capture ?1. Inattentioanl blindness2. Change detection3. Flicker paradigm

Codes :(A) Only 1 and 3 (B) Only 1 and 2(C) Only 2 and 3 (D) 1, 2 and 3

31. Read each of the following two statements—Assertion (A) and Reason (R) and indicate youranswer using codes given below :Assertion (A) : Individuals high in self-esteemhave a relatively weak desire for social rewards.Reason (R) : Social anxiety and loneliness areboth associated with unrewarding social inter-actions.Codes :(A) Both (A) and (R) are true and (R) is the

correct explanation of (A)(B) Both (A) and (R) are true, but (R) is not

the correct explanation of (A)(C) (A) is true, but (R) is false(D) (A) is false, but (R) is true

32. Which of the following statement/s is/are trueabout culture-fair tests ?1. They attempt to minimize the use of

language.2. Suitable different versions of the test are

devised for different cultural groups.3. They are composed of materials to which

all sociocultural groups have been presum-ably exposed.

4. They attempt to assess the effects ofculture on people’s intellectual and creativeskills.

Codes :(A) 1 only (B) 1 and 3 only(C) 1, 2 and 3 only (D) 2, 3, 4 only


33. Which is the correct sequence of the stagesinvolved in creative thinking ?

(A) Preparation; orientation; illumination;incubation; verification

(B) Preparation; incubation; illumination;orientation; verification

(C) Orientation; preparation; incubation;illumination; verification

(D) Orientation; preparation; illumination; in-cubation; verification

34. Selective attention in vision and auditionrespectively have been dubbed as—

(A) ‘optic’ and ‘haptic’

(B) ‘spotlight’ and ‘gateway’

(C) ‘spatial’ and ‘acoustic’

(D) ‘central’ and ‘peripheral’


List-I (Intervention model)(a) Eye Movement Desensitization and

Retraining

(b) Client Centred Therapy

(c) Rational Emotive Behaviour Therapy

(d) Behavioiur Therapy

List-II (Used primarily for)1. Ventilation

2. Cognitive Restructuring

3. Post-traumatic Stress

4. Desensitization

Codes :

(a) (b) (c) (d)

(A) 2 3 4 1

(B) 1 2 3 4

(C) 3 1 2 4

(D) 4 3 2 1

36. Which is not the part of “on the job training” ?

(A) Orientation training

(B) Job instruction training

(C) Role playing

(D) Apprentice training


List-I

(a) Symbolizing (b) Forethought

(c) Self-regulatory (d) Self-reflective

List-II

1. Employee’s belief that how successfullythey can accomplish the task in future

2. Employees process visual experiences thatguide for their future actions

3. Employees plan their actions anticipatingtheir desired performance level

4. Employees actions by setting internal stan-dards for their performance

Codes :

(a) (b) (c) (d)

(A) 1 2 3 4

(B) 2 3 4 1

(C) 3 4 1 2

(D) 4 1 2 3

38. “Pygmalion effect” in educational settingsuggests—

(A) Exceptional progress by student as aresult of high teacher expectations

(B) Biases creeping into summative assessment

(C) Authenticity factors in classroom assess-ment

(D) Influences on curricular structure


List-I (Psychologist)

(a) Vygotsky (b) Piaget

(c) Bronfenbrenner (d) Bowlby

List-II (Concept/approach)

1. Ethological approach

2. Ecological approach

3. Zone of proximal development

4. epistemological apporach



(A) 3 4 2 1(B) 3 1 2 4(C) 1 4 3 2(D) 4 1 2 3

40. Which of the following is not a diagnosablesleep disorder—(A) Somnambulism (B) Somniloquy(C) Sleep terror (D) Insomnia

41. A field experiment at the Bronx Zoo illustratedthe potential importance of ................ indicat-ing that an individual has legitimate authority.Fill in the blank from given below.(A) Gender(B) Uniforms(C) Age(D) An authoritarian personality

42. Self-actualizers are characterised as—1. They have more efficiency perception of

reality than non-actualisers.2. They show greater acceptance of them-

selves, others, and nature than do non-actualizers.

3. They tend to be more concerned withundertaking tasks that will benefit them-selves.

4. They also have some weaknesses.

Codes :(A) 1, 2 and 3 only(B) 1, 2 and 4 only(C) 2, 3 and 4 only(D) 1, 3 and 4 only

43. Thinking is a complex set of collaborationsbetween ............. and ................ representa-tions and processes.(A) Linguistic; semantic(B) Linguistic; verbal(C) Semantic; non-linguistic(D) Linguistic; non-linguistic


List-I(a) Autistic thinking(b) Creative thinking(c) Deterministic thinking(d) Cognitive thinking

List-II1. Planning2. Fantasy3. Illusion4. Dreams

Codes :

(a) (b) (c) (d)(A) 1 2 3 4(B) 4 3 2 1(C) 4 1 2 3(D) 1 4 3 2

45. Signal detection depends upon—

(A) Motivation and expectations

(B) Signal intensity and noise

(C) Sensitivity and response criterion

(D) Absolute and relative thresholds

46. Which of the following does not present withsymptoms of mental retardation ?

(A) Cri du chat syndrome

(B) Down’s syndrome

(C) Fugue

(D) Trisomy-21

47. Read each of the following two statements—Assertion (A) and Reason (R) and indicate youranswer using codes given below :

Assertion (A) : Neurons cannot fire duringabsolute refractory period.

Reason (R) : A neuron can release only oneneurotransmitter.Codes :


(B) Both (A) and (R) are true, but (R) is notthe correct explanation of (A)

(C) (A) is true, but (R) is false(D) (A) is false, but (R) is true

continue

PRODUCT NOT FOUND!

Product not found!

School BooksOswaal BooksClass 9th BooksClass 10th BooksClass 11th BooksClass 12th Books

Engineering BooksRGPV Books & NotesVT U Books & NotesFree Engineering BooksInformation T echnology BooksElectrical Engineering Books

Competitive ExamsBank PO Exam

Login | Register 0

Search by Title / Author / ISBN / Description

javascript:void(0)http://www.kopykitab.com/index.php?route=account/loginhttp://www.kopykitab.com/index.php?route=account/registerhttp://www.kopykitab.com/download-kopykitab-ebook-readerhttp://www.kopykitab.com/http://www.kopykitab.com/higher-education-ebookshttp://www.kopykitab.com/Professional-Courseshttp://www.kopykitab.com/Competitive-Exams-eBookshttp://www.kopykitab.com/School-Education-eBookshttp://www.kopykitab.com/free-ebooks-download/index.php?route=product/category/byParams&product_type[]=test_preparation&product_type[]=mock_testhttp://www.kopykitab.com/blog/http://www.kopykitab.com/http://www.kopykitab.com/Oswaal-Bookshttp://www.kopykitab.com/School-Education-eBooks/eBooks-for-Class-9thhttp://www.kopykitab.com/School-Education-eBooks/eBooks-for-Class-10thhttp://www.kopykitab.com/School-Education-eBooks/eBooks-for-Class-11thhttp://www.kopykitab.com/School-Education-eBooks/eBooks-for-Class-12thhttp://www.kopykitab.com/index.php?route=product/search&filter_name=rgpv&filter_description=truehttp://www.kopykitab.com/index.php?route=product/search&filter_name=vtu&filter_description=truehttp://www.kopykitab.com/engineering-ebooks-free-downloadhttp://www.kopykitab.com/engineering-eBooks/Information-Technology-eBookshttp://www.kopykitab.com/engineering-eBooks/electrical-engineering-ebookshttp://www.kopykitab.com/eBooks-For-Bank-PO

Gate BooksT eaching Exams BooksAIEEE-NIT -JEE MAINS BooksUPSC Books

Professional CoursesICSI Books & Study MaterialsChartered Accountant BooksCompany Secretary BooksICSI 7 days T rialLatest Scanners

About KopyKitab.com

Kopykitab is India's largest Digital platform with Multiple publishers. Kopykitab has the largest collection ofeBooks & branded digital content in Higher Education, School (K12), Professional & Competitive Exams. Wehave a strong foundation of leading publishers & tutorials as content partners.

We offer eBook, Test Preparation, Notes, Videos & LMS for a variety of curriculum to Students, Professionals &Institutes. Our goal is to make education affordable & accessible.A user can access the content in all electronic devices e.g. Mobile, PC & Tabs

Informat ion

About Us

FAQ

Privacy Policy

T erms & Conditions

Payment Information

Links

ICSI eLibrary

KopyKitab eBook Reader

Contact Us

Site Map

My Account

Refer & Earn

My Account

Order History

Wish List

Newsletter

My Library

Office 365 Email Login

Google Login

Verified By

©2017 DigiBook Technologies (P) Ltd, All Rights Reserved. An ISO 9001:2008 Certified Company

http://www.kopykitab.com/eBooks-For-GATEhttp://www.kopykitab.com/eBooks-for-teaching-examshttp://www.kopykitab.com/Competitive-Exams-eBooks/eBooks-For-AIEEE-NIT-JEE-MAINShttp://www.kopykitab.com/Competitive-Exams-eBooks/eBooks-For-UPSChttp://icsi.kopykitab.com/content/http://www.kopykitab.com/Chartered-Accountanthttp://www.kopykitab.com/Company-Secretaryhttp://icsi.kopykitab.com/#free-trialhttp://www.kopykitab.com/Shuchita-Prakashan-solved-scanners-cs-ca-books-ebooks-publishershttp://www.kopykitab.com/about_ushttp://www.kopykitab.com/KopyKitab-FAQhttp://www.kopykitab.com/Kopykitab-Privacy-Policyhttp://www.kopykitab.com/Terms-and-Conditionshttp://www.kopykitab.com/payment-informationhttp://icsi.kopykitab.com/https://play.google.com/store/apps/details?id=com.kopykitab.ereaderhttp://www.kopykitab.com/index.php?route=information/contacthttp://www.kopykitab.com/index.php?route=information/sitemap/index.php?route=account/referralhttp://www.kopykitab.com/index.php?route=account/accounthttp://www.kopykitab.com/index.php?route=account/orderhttp://www.kopykitab.com/index.php?route=account/wishlisthttp://www.kopykitab.com/index.php?route=account/newsletterindex.php?route=/account/profilehttps://login.microsoftonline.com/common/oauth2/v2.0/authorize?client_id=c10b242b-fb71-4e65-901c-94d505ff6ca7&redirect_uri=https%3A%2F%2Fwww.kopykitab.com%2Fmicrosoftonline&response_type=code&scope=openid+email+profile+https%3A%2F%2Foutlook.office.com%2Fmail.readhttps://accounts.google.com/o/oauth2/v2/auth?client_id=1034096850870-11b3ebbb69vs8p5avn49ec14f677thbq.apps.googleusercontent.com&redirect_uri=https%3A%2F%2Fwww.kopykitab.com%2Fgoogle_oauth&response_type=code&scope=openid+email+profile+https%3A%2F%2Fwww.googleapis.com%2Fauth%2Fandroidpublisher

PRODUCT NOT FOUND!About KopyKitab.comInformationLinksMy Account

upkar prakashan, agra-2...ment motivation are more attracted to tasks of intermediate difficulty....

Documents