UGC NET Questions (Paper – 1)

Statements A, B and D are correct, whereas C is incorrect. A is true because vague comments such as “good” or “bad” are less useful than specific remarks that indicate what worked and what needs improvement. B is true since focusing on behaviour and performance avoids attacking the learner’s personality and supports growth. D is true because feedback that the receiver cannot understand will not help learning. C is false because effective feedback is not defined by long delay; in many cases, timely or even immediate feedback is more beneficial.

Option A:
Option A is incorrect because it includes only A and B and omits D, which is also a correct characteristic of effective feedback. Without D, the set of statements does not fully capture what makes feedback useful for the receiver. Therefore A and B only is incomplete.

Option B:
Option B is correct because it groups A, B and D, combining specificity, focus on behaviour and clarity for the receiver. It correctly leaves out C, which wrongly insists on delayed feedback as a requirement. As it contains all and only the correct statements, this option is the right answer.

Option C:
Option C is incorrect because it selects B and D only and leaves out A. While B and D are valid, excluding A ignores the crucial role of specificity. Thus this option does not present the complete profile of effective feedback.

Option D:
Option D is incorrect because it treats all four statements as correct, including C. Since C misrepresents feedback timing by making delay compulsory, this option mixes a false statement with true ones and cannot be accepted.

Statements A, B, C, D and F are correct, whereas E is the only wrong statement. Effective feedback is concrete, focuses on performance, is timely, allows clarifying questions and points out both what was done well and what needs improvement. Delivering feedback in a humiliating manner damages students’ dignity and usually harms motivation. Therefore E alone contradicts recognised principles of constructive feedback. Selecting E only correctly identifies the wrong statement.

Option A:
Option A is correct because it singles out E as the statement recommending a harmful approach. It respects the importance of specificity, timeliness, dialogue and balance between strengths and weaknesses. As a result, E only is the accurate response.

Option B:
Option B is incorrect since it also labels A, a correct statement on specificity, as wrong. Vague comments like “good” or “bad” do not help students improve. Including A in the wrong set makes A and E only inconsistent with feedback theory.

Option C:
Option C is wrong because it treats C and F, both correct statements, as wrong along with E. Timely feedback and highlighting strengths plus weaknesses are widely recommended practices. Therefore C, E and F only cannot be chosen as the set of wrong statements.

Option D:
Option D is incorrect as it adds B and F to the wrong set, undermining the role of performance focus and balanced comments. Publicly attacking students or withholding positive feedback reduces effectiveness. Hence B, E and F only is not a valid answer.

Statements A, B, C and E are correct, whereas D is incorrect. A is true because persuasion typically relies on arguments and evidence to influence attitudes. B is true since propaganda often involves one-sided or distorted information. C is true as ethics in communication include honesty about motives. E is true because media literacy equips learners to analyse messages critically. D is false because propaganda is rarely neutral; it is usually value-laden and directed toward specific outcomes. Therefore, D only is the wrong statement.

Option A:
Option A correctly isolates D as the only incorrect statement, acknowledging that all other statements align with established views on persuasion, propaganda and ethics. By pointing out that propaganda is not neutral, it highlights the manipulative potential often associated with it. Hence, D only is the correct choice.

Option B:
Option B combines A and D as wrong, but A accurately describes persuasion based on reasoning and evidence. Treating A as incorrect misrepresents the concept of persuasion, so A and D only cannot be accepted.

Option C:
Option C groups D and E as wrong, but E is actually a correct statement about the importance of critical media literacy. Labelling E as incorrect contradicts contemporary approaches to media education, making D and E only an invalid option.

Option D:
Option D lists B, D and E as wrong, but both B and E are correct: B describes propaganda’s use of distortion and E stresses media literacy. Including two true statements among supposed wrong ones renders B, D and E only unacceptable.

Statements A, B and E are correct, whereas C, D and F are wrong and therefore form the correct set of wrong statements. Rumours do travel through informal networks, grapevine talk often mixes facts and assumptions, and its patterns can reveal organisational climate. Saying administrators should always ignore informal messages, that all informal talk can be eliminated, or that students never join grapevine communication is unrealistic. Thus the wrong statements are precisely C, D and F.

Option A:
Option A is incorrect because it marks C only as wrong and overlooks D and F, which also seriously misrepresent informal communication. It underestimates how unrealistic it is to eliminate all informal talk or to assume students are not involved. Therefore C only cannot be accepted as the full set of wrong statements.

Option B:
Option B is still incomplete as it identifies C and D only and omits F. Students often participate in grapevine exchanges, so claiming they never do is also a wrong statement. By failing to include F, C and D only does not cover all the incorrect statements provided.

Option C:
Option C is correct because it groups C, D and F, the three statements that deny the pervasiveness and complexity of informal networks. It correctly leaves A, B and E as accurate descriptions of how rumours and grapevine function. For this reason C, D and F only is the right answer.

Option D:
Option D is wrong as it adds B, a true statement about the mixed nature of grapevine messages, to the wrong set. B accurately recognises that grapevine information often combines facts and guesses. Including B among wrong statements creates a logically inconsistent option.

Spiral of silence theory explains why people may withhold minority views when they feel outnumbered and fear social isolation. The stem describes individuals who disagree but stay silent for this reason. This matches the central idea of the spiral of silence.

Option A:
Spiral of silence is about withholding minority opinions due to fear of isolation,exactly as described.

Option B:
Uses and gratifications is about active media use to satisfy needs,not silence.

Option C:
Cultivation theory looks at long term media exposure shaping perceptions of reality.

Option D:
Diffusion of innovations concerns adoption of new ideas,not suppression of opinions.

Cultural transmission refers to the process by which media and other institutions pass on norms,values and traditions from one generation to the next. Children learn many behaviours and expectations from TV programmes. The stem clearly refers to this learning of social norms,so cultural transmission is the correct answer.

Option A:
Cultural transmission (media socialisation) is about passing norms,values and traditions to audiences,especially younger generations.

Option B:
Gatekeeping is the selection and filtering of information before publication,not value teaching.

Option C:
Surveillance is about informing people of events,not necessarily socialising them.

Option D:
Economic function concerns advertising and market activity,not the teaching of traditions.

Mass communication reaches large,heterogeneous audiences separated by time and space through media such as television,radio and newspapers. A national educational programme telecast to millions fits this description exactly. The flow is typically one-to-many and feedback is limited or delayed. Therefore,the correct term is mass communication.

Option A:
In mass communication,the message is designed for a broad audience rather than a specific individual or small group. The TV example in the stem fits this pattern,so mass is the appropriate choice.

Option B:
Interpersonal communication would involve direct contact between a small number of individuals rather than a nationwide broadcast.

Option C:
Intrapersonal communication concerns communication within an individual’s mind,not a programme sent to many people.

Option D:
Horizontal communication usually refers to message flow between peers within an organisation,not to broadcast media.

One key function of mass communication is to provide entertainment and diversion to audiences. Comedy shows and game shows are designed mainly to amuse viewers and offer relaxation. They may contain information,but their central purpose is enjoyment. Therefore,they exemplify the entertainment function of media.

Option A:
Surveillance refers to informing the public about events and dangers,which is not the main aim of comedy programmes.

Option B:
Correlation involves interpreting and analysing events to help people make sense of the world,as in editorials.

Option C:
Entertainment content helps reduce stress and provides leisure,which aligns strongly with the TV examples given,making option C correct.

Option D:
Mobilisation refers to rallying people for social or political causes,and is usually seen in campaigns or appeals,rather than in light entertainment shows.

Statements A, B and C are correct, whereas D is incorrect. A is true because the pattern begins with teacher initiation, usually a question or cue. B is true as the learner’s response forms the second move in this triadic sequence. C is true since the teacher then provides feedback, evaluation or follow-up comment. D is false because while IRF can be useful, it does not always maximise autonomy or extended student-led discussion; it can also reinforce teacher control if overused.

Option A:
Option A groups A and B only and omits C, failing to mention the important feedback move that completes the IRF cycle. Without C, the description of the pattern is incomplete. Therefore A and B only cannot be accepted as the correct answer.

Option B:
Option B includes A, B and C, capturing initiation, response and feedback, and excludes D, which overstates the autonomy created by IRF. This combination accurately reflects how the pattern functions in classroom discourse. Hence A, B and C only is the correct answer.

Option C:
Option C lists B and C only and leaves out A, disregarding the teacher-initiated nature of most IRF exchanges. Since A is also a correct statement, this combination does not fully describe the pattern. As a result, B and C only is not valid.

Option D:
Option D treats all four statements as correct, but D exaggerates the autonomy-producing effect of IRF and ignores its potential to remain teacher-centred. Including D with the correct statements makes the option inconsistent, so it cannot be chosen.

Statements A, B and D are correct, whereas C and E are incorrect. A is true because unclear handwriting or disorganised remarks reduce usefulness. B is true as balanced feedback motivates while still pointing to improvements. D is true since specific suggestions help learners know what to do next. C is false because one-word comments rarely show what is good or vague, and E is false because harsh or supportive tone influences how feedback is interpreted. Therefore, A, B and D only is the correct combination.

Option A:
Option A gathers A, B and D, illustrating legibility, balance and future-oriented guidance, and rejects C and E, which minimise detail and tone. Because all included statements are accurate and the incorrect ones are excluded, this option is correct.

Option B:
Option B lists A and B only and omits D, ignoring the crucial role of feedback in directing future work. As such, A and B only is incomplete.

Option C:
Option C brings together B, D and E, but E wrongly states that tone does not matter, contradicting evidence about affective responses to feedback. Including E makes B, D and E only invalid.

Option D:
Option D presents A, C and D, but C is incorrect because vague comments do not provide actionable guidance. Therefore, A, C and D only cannot be accepted.

Proxemics examines how the use of physical distance and spatial arrangements communicate messages. A teacher moving closer to inattentive students signals focus,control and concern. The behaviour relies on spatial positioning rather than words. Therefore it is a case of proxemics.

Option A:
Oculesics focuses on eye contact and gaze,not body distance.

Option B:
Chronemics relates to timing and pauses rather than spatial proximity.

Option C:
Proxemics is about communicating through space/distance; moving closer to manage attention is a clear proxemic cue.

Option D:
Haptics involves communication through touch,which is not described here.

Silence can function as a purposeful communication device,not merely as absence of speech. In questioning,teachers often pause to give students processing time; this “wait time” is deliberate silence that signals expectation of response. Thus the stem refers to silence as a communication tool.

Option A:
Noise is unwanted sound and would not help students think better.

Option B:
Silence here encourages deeper answers and signals that reflection is valued,making option B correct.

Option C:
Distortion changes message content and is unrelated to pausing.

Option D:
Secrecy hides information,whereas the teacher still invites responses.

Agenda setting theory states that media may not tell people what to think,but they are very effective in telling people what to think about. Continuous coverage of certain issues makes them seem more important in the public mind. The stem describes this influence on perceived importance,which is the essence of agenda setting.

Option A:
Surveillance refers to media’s role in providing information about events in the environment,but does not specifically address issue priority.

Option B:
Gatekeeping is about selecting which stories are broadcast,while agenda setting focuses on the cumulative effect of coverage on public priorities.

Option C:
Noise is interference with signal transmission and does not explain why some issues become highly salient.

Option D:
Agenda setting helps explain why some topics dominate public debate even if others are equally serious,making option D appropriate.

Phatic communication consists of social niceties and small talk that maintain relationships rather than convey serious information. Greetings like "How are you?" among colleagues show friendly recognition and reduce social distance. The stem describes precisely this function.

Option A:
Persuasive communication aims at changing attitudes or behaviour,which is not the purpose of simple greetings.

Option B:
Phatic expressions keep channels open and sustain interpersonal bonds,making this option correct.

Option C:
Ritualistic communication may involve formal ceremonies,rather than everyday small talk.

Option D:
Informational communication would convey substantive content,which is minimal in phatic exchanges.

Media richness theory states that channels differ in their capacity to carry multiple cues,provide immediate feedback and adapt messages. Face to face communication is considered a rich medium because it allows verbal and non verbal cues,questions and clarification. Using it for complex grievances reflects preference for a rich medium.

Option A:
Lean media,like simple memos,are suitable for routine messages but not for emotionally charged or complex issues.

Option B:
Rich media help reduce ambiguity by offering more information,making this option correct.

Option C:
Asynchronous refers to timing rather than cue capacity.

Option D:
Mechanical focuses on technical aspects,not richness of cues.