ISC Class 12 Psychology Board Exam Question Paper 2018 with Solutions

ISC Class 12 Psychology Board Exam Question Paper with Solutions

Part - I (20 Marks)

Answer all questions.

Question 1. [20]
Answer briefly all the questions (i) to (xx) :
(i) Who put forward the General Adaptation Syndrome model of stress ?

Answer:
Hans Selye in 1936, put forward the General Adaptation Syndrome model of stress.

Teacher's Note:
a) Remember the name of the pioneer researcher and the year associated with the GAS model.
b) Avoid confusing Hans Selye with other stress theorists like Lazarus.

(ii) Define personality according to Allport. [1 Mark]

Answer:
According to G. Allport, Personality is the dynamic organization within the individual of those psychophysical systems that determine his characteristic behavior and thought.

Teacher's Note:
a) Direct definitions by prominent psychologists must be quoted accurately.
b) Ensure key terms like "dynamic organization" and "psychophysical systems" are included.

(iii) What is meant by abnormal behavior ? [1 Mark]

Answer:
Abnormal behavior of an individual is marked by limited intelligence, emotional instability, personality disorganization and character defects, who for the most part, have led wretched personal lives and become social misfits or liabilities.

Teacher's Note:
a) Understand that abnormality involves maladaptiveness and personal distress or social deviance.
b) Write the definition comprehensively covering both psychological and social impairment.

(iv) Name one information processing theory of intelligence. [1 Mark]

Answer:
Triarchic Theory of Intelligence.

Teacher's Note:
a) Information processing approaches focus on how individuals process and manipulate information.
b) Sternberg's Triarchic Theory is a classic example of this approach.

(v) Explain the term central trait. [1 Mark]

Answer:
The term central trait by Allport refers to general characteristics that form the foundation or most descriptive trait of an individual's personality, such as honesty, hard-working, intelligence, and outgoing nature.

Teacher's Note:
a) Allport categorized traits into cardinal, central, and secondary.
b) Central traits are building blocks of a person's personality.

(vi) What is counter transference ? [1 Mark]

Answer:
In psychotherapy, counter transference occurs when the therapist transfers his or her own attitude or feelings onto the patient, which originated outside the therapy situation.

Teacher's Note:
a) Differentiate it clearly from transference, where the client projects feelings onto the therapist.
b) It is an important psychodynamic concept managed during supervision.

(vii) How is discrimination related to prejudice ? [1 Mark]

Answer:
Discrimination is the behavioral manifestation of prejudice, where members of a particular community, class, or group are treated differently based on group membership rather than personal merit.

Teacher's Note:
a) Prejudice is an attitude (affective/cognitive), while discrimination is the overt behavior.
b) Link attitude and behavior clearly in the explanation.

(viii) What is attribution ? [1 Mark]

Answer:
Attribution is the process through which we seek to determine the causes behind others' behavior.

Teacher's Note:
a) It explains how people make inferences about the motives and traits of others.
b) Mention internal and external attribution for completeness.

(ix) Explain the term super ego. [1 Mark]

Answer:
According to Freud, the super ego is akin to conscience, which incorporates the moral standards and values of parents, rules, and norms of society that caution the person to remain firmly on the right path.

Teacher's Note:
a) Understand the tripartite structure of personality (Id, Ego, Super-ego).
b) The super-ego operates on the moral principle.

(x) State any two symptoms of histrionic personality disorder. [1 Mark]

Answer:
1. Using proactive or sexually seductive behavior to draw attention.
2. Adopting a theatrical speech style to impress others.

Teacher's Note:
a) Histrionic personality disorder is characterized by excessive emotionality and attention-seeking.
b) List precise behavioral symptoms as specified in diagnostic manuals.

(xi) What is the difference between interest and achievement ? [1 Mark]

Answer:
Interest is what one enjoys doing, while achievement is the knowledge or skill a person acquires in a particular domain after training or practice.

Teacher's Note:
a) Interest represents preference and motivation, whereas achievement represents actual proficiency.
b) Keep the distinction crisp and concise.

(xii) Name the principle on which Id functions. [1 Mark]

Answer:
The pleasure principle.

Teacher's Note:
a) The Id demands immediate gratification of all needs, desires, and urges.
b) Contrast it briefly with the reality principle of the ego.

(xiii) Who put forward the theory of moral development ? [1 Mark]

Answer:
Piaget and Kohlberg.

Teacher's Note:
a) Both Jean Piaget and Lawrence Kohlberg made foundational contributions to moral development theories.
b) Kohlberg expanded significantly on Piaget's earlier stages.

(xiv) What is meant by intelligence ? [1 Mark]

Answer:
Intelligence is the mental quality that consists of the ability to learn from experience, adapt to new situations, understand and handle abstract concepts, and use knowledge to manipulate one's environment.

Teacher's Note:
a) Use standard psychological definitions covering adaptation and problem-solving.
b) Avoid colloquial definitions.

(xv) State two characteristics of Generalized Anxiety Disorder. [1 Mark]

Answer:
1. Distress and uneasiness are persistent.
2. Painful and spread across multiple situations.

Teacher's Note:
a) GAD is characterized by chronic, excessive worry without a specific trigger.
b) Highlight the pervasive and generalized nature of the anxiety.

(xvi) What is meant by the term psychoanalysis ? [1 Mark]

Answer:
Psychoanalysis is a method of psychotherapy in which the therapist attempts to bring repressed unconscious material into the conscious mind.

Teacher's Note:
a) Founded by Sigmund Freud.
b) Emphasizes the role of unconscious conflicts in psychological disorders.

(xvii) Explain the term relaxation training. [1 Mark]

Answer:
Relaxation training refers to therapeutic techniques designed to reduce bodily tension and autonomic arousal by inducing calm, meditative emotional states.

Teacher's Note:
a) Commonly used in behavioral therapies like systematic desensitization.
b) Focuses on the physiological reduction of stress responses.

(xviii) What is meant by gender stereotype ? [1 Mark]

Answer:
Gender stereotypes are oversimplified ideas, beliefs, and images about the behavioral, psychological, and physical differences between males and females.

Teacher's Note:
a) Recognize how societal expectations shape these cognitive generalizations.
b) Emphasize the oversimplified and rigid nature of stereotypes.

(xix) Explain the term belief. [1 Mark]

Answer:
Beliefs are an acceptance that something exists or is true, often formed without empirical proof or strict logic.

Teacher's Note:
a) Beliefs form the cognitive component of attitudes.
b) They guide perceptions and behavioral tendencies.

(xx) What is meant by the term puberty ? [1 Mark]

Answer:
Puberty is the developmental period during which the capability for sexual reproduction is attained, marked by rapid physical changes in primary and secondary sexual characteristics.

Teacher's Note:
a) Differentiate between puberty (physiological) and adolescence (psychosocial transition).
b) Highlight the maturation of reproductive systems.

Part - II (50 Marks)

Section - A

Answer any two questions.

Question 2.
(a) Explain the various subsets of Wechsler Adult Intelligence Scale. [6]
(b) Give any four reasons for assessing Interest. [4]

Answer:
(a) The Wechsler Adult Intelligence Scale (WAIS) consists of subtests divided into Verbal and Performance scales:
1. Information test: Covers a wide range of general cultural information across 29 items.
2. Comprehension test: Evaluates practical judgment and social understanding through real-world scenarios.
3. Arithmetic test: Measures mental arithmetic and numerical reasoning.
4. Similarities test: Assesses abstract verbal reasoning by asking how two things are alike.
5. Digit span test: Evaluates short-term auditory memory using number sequences.
6. Vocabulary test: Measures word definition skills and serves as a strong correlate of general intelligence.
7. Performance Scale (Digit Symbol, Picture Completion, Block Design, Picture Arrangement, Object Assembly): Assesses non-verbal abilities, perceptual organization, and processing speed.
(b) Four reasons for assessing interest:
1. Vocational guidance: Helps individuals choose careers aligned with their preferences.
2. Educational planning: Assists students in selecting subjects and specialized courses.
3. Predicting job satisfaction: High interest in a field correlates with higher occupational motivation and success.
4. Career counseling: Enables counselors to match personal attributes with suitable occupational environments.

Teacher's Note:
a) Distinguish clearly between verbal and performance subtests in WAIS.
b) Provide practical applications when explaining the importance of interest assessment.

Question 3.
(a) Explain the personality theory put forward by Carl Rogers. [5]
(b) Describe in detail the Thematic Apperception Test used to assess personality. [5]

Answer:
(a) Carl Rogers' humanistic theory emphasizes the self and the innate drive toward self-actualization. Key concepts include:
1. Fully Functioning Person: Individuals who are open to experience, live existentially, and trust their feelings.
2. Self-Concept: The organized, consistent set of perceptions and beliefs about oneself.
3. Congruence and Incongruence: Psychological health depends on the alignment between the self-concept and actual experiences (congruence). Discrepancies lead to anxiety and maladjustment.
(b) Thematic Apperception Test (TAT):
1. Developed by C.D. Morgan and H.A. Murray in 1935, it is a projective psychological test.
2. It consists of 30 ambiguous picture cards depicting human figures in various situations, plus one blank card.
3. Examinees are asked to make up a story about each picture, describing what led up to the event, what is happening, and the outcome.
4. Through storytelling, subjects project their unconscious desires, conflicts, and personal thoughts.

Teacher's Note:
a) For Rogers, emphasize the importance of unconditional positive regard.
b) For TAT, clearly explain the projective mechanism and test structure.

Question 4.
(a) Explain the measurement of aptitude with the help of GATB. [5]
(b) Describe the first five stages of Erik Erickson’s Theory of personality. [5]

Answer:
(a) General Aptitude Test Battery (GATB):
1. Developed by the U.S. Employment Service, GATB measures multiple cognitive and physical abilities.
2. It consists of 12 separately timed subtests combined to yield 9 distinct aptitude scores.
3. Measures abilities such as General Intelligence (G), Verbal Aptitude (V), Numerical Aptitude (N), Spatial Aptitude (S), and Clerical Perception (Q).
(b) Erik Erikson's First Five Stages of Psychosocial Development:
1. Trust vs. Mistrust (Infancy): Developing basic security versus anxiety.
2. Autonomy vs. Shame and Doubt (Early Childhood): Gaining self-control versus feeling inadequate.
3. Initiative vs. Guilt (Preschool): Taking charge of activities versus developing excessive guilt.
4. Industry vs. Inferiority (School Age): Learning competence and skills versus feelings of inferiority.
5. Identity vs. Role Confusion (Adolescence): Developing a coherent personal identity versus confusion over social roles.

Teacher's Note:
a) List specific subtests when discussing GATB for full credit.
b) Clearly state both the crisis and the favorable/unfavorable outcomes for Erikson's stages.

Section - B

Answer any three questions

Question 5.
(a) Give an account of Piaget-operational stage of Cognitive Development. [5]
(b) Discuss in detail how alcohol can be a major concern during adolescence. [5]

Answer:
(a) Jean Piaget's stages of cognitive development include:
1. Sensorimotor Stage (0-2 years): Object permanence develops through sensory and motor interaction.
2. Preoperational Stage (2-7 years): Egocentrism and symbolic thought emerge, but logical operations are lacking.
3. Concrete Operational Stage (7-11 years): Logical reasoning regarding concrete objects, conservation, and classification develop.
4. Formal Operational Stage (11 years onwards): Abstract reasoning, hypothesis testing, and logical thinking emerge.
(b) Alcohol abuse during adolescence:
1. Peer pressure and the desire to experiment often lead teens to consume alcohol.
2. Physiologically, alcohol acts on the central nervous system as a depressant, impairing judgment, motor coordination, and academic performance.
3. Chronic abuse leads to dependence (alcoholism), causing long-term damage to the liver, brain, and gastrointestinal system.
4. Psychological and social consequences include strained interpersonal relationships, depression, and disruption of educational and career goals.

Teacher's Note:
a) Ensure all four operational stages of Piaget are summarized concisely.
b) Highlight both biological and psychosocial impacts of adolescent substance abuse.

Question 6.
(a) Explain how stress can affect the performance of an individual. [5]
(b) Enumerate any five defence mechanisms. [5]

Answer:
(a) Effects of stress on individual performance:
1. Chronic Fatigue: Overwork and persistent stress cause mental and physical exhaustion.
2. Physical Health Decline: Elevated cortisol suppresses the immune system and increases vulnerability to illness.
3. Psychological Distress: Helplessness, anxiety, and depression impair concentration and decision-making.
4. Behavioral Changes: Stress can lead to unhealthy coping mechanisms such as increased alcohol consumption or withdrawal.
(b) Five Defense Mechanisms:
1. Repression: Unconsciously pushing unacceptable thoughts and desires into the unconscious mind.
2. Regression: Reverting to childish behaviors when faced with frustration or anxiety.
3. Identification: Adopting the characteristics of someone else to reduce anxiety.
4. Reaction Formation: Acting in a manner opposite to one's true unconscious feelings.
5. Displacement: Redirecting emotions from a dangerous object or person to a safe target.

Teacher's Note:
a) Categorize the effects of stress into physical, psychological, and behavioral domains.
b) Provide clear psychological examples for each defense mechanism.

Question 7.
(a) Give two symptoms for each for the following: [4]
(i) Bipolar disorder
(ii) Avoidant personality disorder.
(b) Describe any six behavioral therapy techniques. [6]

Answer:
(a) Symptoms:
(i) Bipolar Disorder: 1. Decreased need for sleep with extremely high energy levels during manic episodes. 2. Irrationally optimistic and pressured speech.
(ii) Avoidant Personality Disorder: 1. Self-imposed social isolation due to hypersensitivity to rejection. 2. Severe feelings of inadequacy and self-criticism.
(b) Behavioral Therapy Techniques:
1. Flooding: Prolonged exposure to feared stimuli without danger until fear is extinguished.
2. Systematic Desensitization: Pairing deep relaxation with graded exposure to phobic stimuli.
3. Aversion Therapy: Pairing unwanted behavior with unpleasant stimuli to reduce its frequency.
4. Modeling: Learning adaptive behaviors by observing appropriate role models.
5. Token Economy: Rewarding desirable behaviors with tokens that can be exchanged for privileges.
6. Shaping: Reinforcing successive approximations of a desired target behavior.

Teacher's Note:
a) Clearly separate symptoms for each disorder.
b) Ensure therapeutic techniques are grounded in classical or instrumental conditioning principles.

Question 8.
(a) Explain any five ways of changing an individual’s attitude by persuasion. [5]
(b) With reference to Milgram’s experiment, discuss why and when people obey others. [5]

Answer:
(a) Ways of changing attitude through persuasion:
1. Communicator Credibility: Highly credible, trustworthy, and expert communicators are more persuasive.
2. Rate of Speech: Fast speakers are often perceived as more knowledgeable and persuasive.
3. Attractiveness: Physically attractive communicators tend to be more persuasive.
4. Message Framing: Messages that do not overtly appear to have persuasive intent are often more effective.
5. Distraction: Distracted audiences are sometimes persuaded more easily as cognitive counter-arguing is reduced.
(b) Reasons for obedience in Milgram's experiment:
1. Diffusion of Responsibility: Individuals shift accountability to the authority figure ("I was only following orders").
2. Authority Symbols: Uniforms, titles, and badges act as powerful social cues triggering obedience norms.
3. Escalation of Obligations: Commands start small and gradually escalate to extreme actions.
4. Social Norms: Deeply ingrained societal expectations to obey figures of authority make disobedience difficult.

Teacher's Note:
a) Differentiate between message characteristics, source characteristics, and audience factors in persuasion.
b) Relate Milgram's findings directly to real-world obedience dynamics.

Question 9.
Write a short note on any two of the following : [5 x 2]
(a) Attitude and its components.
(b) Role of Psychology in understanding the criminals and in preventing crime.
(c) Career counseling.

Answer:
(a) Attitude and its components:
1. Definition: Attitude is a learned predisposition to respond in a favorable or unfavorable manner toward a specific object, person, or situation.
2. ABC Components: Affective (emotional feelings), Behavioral (actions and tendencies), and Cognitive (beliefs and thoughts).
(b) Role of Psychology in Crime:
1. Understanding Criminal Behavior: Investigates personality traits, cognitive distortions, environmental factors, and psychological disorders associated with illegal acts.
2. Prevention: Emphasizes social reforms, psychological counseling, early intervention for juvenile delinquents, and reducing media violence.
(c) Career Counseling:
1. Definition: The process of matching an individual's psychological profile (aptitude, interest, personality) with appropriate career paths.
2. Methods: Uses psychometric testing, aptitude assessments, and guidance to facilitate informed career decision-making.

Teacher's Note:
a) Structure short notes with clear subheadings for readability.
b) Ensure all core aspects of the chosen topics are comprehensively covered.