How often Cognition and thinking is asked

Where it was asked

• May/Jun 20175 marks
• Oct/Nov 201312 marks
• May/Jun 201212 marks

The questions

1. May/Jun 2017, Q211 mark · multiple choice

   Identify which one of the following is NOT a recognised step in the problem-solving process: (1) identifying the problem and defining it clearly; (2) exploring various strategies; (3) asking anyone about the problem; (4) exploring possible solutions.

2. May/Jun 2017, Q221 mark · multiple choice

   Two students, discussing during myUnisa tutorial sessions how hard it is to admit they do not understand the coursework and how embarrassed they are to ask questions, are told that their thinking is restricted by one of the following: (1) insight into their problem, which only allows them to see one aspect of it; (2) cultural barriers that lead them to believe things that are not true; (3) learned barriers that prevent them from learning new concepts; (4) emotional barriers that cloud the logical analysis of the situation. Which option correctly describes what restricts their thinking?

3. May/Jun 2017, Q231 mark · multiple choice

   To help students grasp impulse conduction, a tutor offers this analogy: 'Each neuron is like an electrical battery, with positive and negative poles. When the battery is charged, there is a large potential difference between the two poles. As the battery becomes flat there is no potential difference between the two poles.' Determine which type of reasoning this example illustrates, choosing from: critical, inductive, analogical, or deductive.

4. May/Jun 2017, Q241 mark · multiple choice

   Peter remarks, 'Mr Smith did not keep his appointment. He is unreliable.' Determine which type of reasoning this statement exemplifies, selecting from: inductive, critical, logical, or deductive.

5. May/Jun 2017, Q251 mark · multiple choice

   Hierarchical concepts assist us in classifying things and making sense of the world. Given that items such as apples, bananas, tomatoes, and onions are grouped together, determine at which level(s) of classification these items are categorised, choosing from: superordinate, subordinate, intermediate, or both superordinate and intermediate (options 1 and 3).