ISC Class 12 Psychology Board Exam Question Paper 2019 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) Define personality according to Cattell. [1 Mark]

Answer:
According to Raymond Cattell (1970), "Personality is that which permits a prediction of what a person will do in a given situation."

Teacher's Note:
a) Cattell emphasized the predictive nature of personality based on traits.
b) Ensure exact quotation attribution to Cattell for full credit.

(ii) Give one characteristic of people with type A personality. [1 Mark]

Answer:
One characteristic of people with Type A personality is competitive drive, time urgency, impatience, ambition, or being rigidly organized (any one).

Teacher's Note:
a) Type A individuals are typically highly driven and prone to stress.
b) Mentioning any single valid characteristic is sufficient to score.

(iii) Who put forward the Two Factor Theory of Intelligence ? [1 Mark]

Answer:
Charles Spearman in 1904 put forward the Two Factor Theory of Intelligence.

Teacher's Note:
a) The two factors are general factor (g) and specific factor (s).
b) Mentioning the theorist's name correctly is essential.

(iv) Explain the term ego according to Freud. [1 Mark]

Answer:
According to Sigmund Freud, ego is one of the components of the mind which works on the reality principle, taking into account external reality in the expression of instinctive behavior and aggressive urges arising from the id.

Teacher's Note:
a) The ego acts as a mediator between the unrealistic id and the external real world.
b) Mentioning the 'reality principle' is the key keyword expected by examiners.

(v) What are stressors ? [1 Mark]

Answer:
Stressors are factors or events that trigger or cause stress, such as excessive noise or physical injury, and can be physiological, environmental, social, or psychological.

Teacher's Note:
a) Stressors disrupt the body's homeostasis.
b) Give examples along with the definition for complete clarity.

(vi) Explain the term modelling. [1 Mark]

Answer:
Modelling involves learning through observation and imitation of others, based on Albert Bandura's social learning theory, where an individual learns new skills or modifies behaviors by watching a role model.

Teacher's Note:
a) Observational learning is central to social cognitive theory.
b) Mentioning Bandura adds appropriate theoretical depth.

(vii) What is meant by ambivalent attachment ? [1 Mark]

Answer:
Ambivalent attachment is an insecure attachment style where babies do not explore their environment, stay close to parents, show anger and resistive behavior when parents return, and are not easily comforted due to inconsistent parenting.

Teacher's Note:
a) Mary Ainsworth identified this attachment style using the Strange Situation procedure.
b) Highlight both the clinging behavior and the resistant anger shown toward the caregiver.

(viii) Explain the term consumer behaviour. [1 Mark]

Answer:
Consumer behaviour is the behaviour displayed by consumers while buying, collecting, and evaluating the usefulness of products, involving underlying cognitive processes that determine buying choices.

Teacher's Note:
a) It incorporates psychological evaluation of commercial choices.
b) Focus on acquisition, consumption, and disposition activities.

(ix) What is meant by matching an individual with a job ? [1 Mark]

Answer:
Matching an individual with a job involves analyzing an individual's characteristics through psychological testing and comparing them with job analysis requirements to select and place the most suitable person.

Teacher's Note:
a) This is a fundamental concept in industrial and organizational psychology.
b) Emphasize the alignment between person abilities and job requirements.

(x) Who coined the concept of IQ ? [1 Mark]

Answer:
William Stern in 1912 coined the concept of Intelligence Quotient (IQ).

Teacher's Note:
a) IQ was originally calculated as mental age divided by chronological age multiplied by 100.
b) Do not confuse Stern with Binet who developed the first intelligence test.

(xi) What is meant by the term social perception ? [1 Mark]

Answer:
Social perception is the process by which individuals seek to know and understand other persons, drawing inferences about them based on initial knowledge gained.

Teacher's Note:
a) It forms the central part of social thought and social behavior.
b) Key elements include forming impressions and making attributions about others.

(xii) Explain the term rehabilitation as a technique of Psychotherapy. [1 Mark]

Answer:
Rehabilitation is the procedure of restoring an individual to their normal life by engaging them in creative, cultural, productive activities, and vocational training to reconstruct their social, economic, and professional life.

Teacher's Note:
a) It helps patients with chronic mental illness reintegrate into society.
b) Focus on functional recovery and skill-building.

(xiii) Give the full form of DSM IV. [1 Mark]

Answer:
Diagnostic and Statistical Manual of Mental Disorders - Fourth Edition.

Teacher's Note:
a) Published by the American Psychiatric Association in 1994.
b) Spelling accuracy of psychiatric terms is mandatory.

(xiv) Mention any two classification of personality type accepted by Charak Samhita of Ayurveda. [1 Mark]

Answer:
Vata (air) and Pitta (fire and water) [Any two out of Vata, Pitta, Kapha].

Teacher's Note:
a) Ayurvedic classification categorizes people based on tridosha.
b) Listing any two of the three classical types is acceptable.

(xv) What is meant by substance abuse ? [1 Mark]

Answer:
Substance abuse is a maladaptive or pathological pattern of substance use resulting in hazardous behavior and continued use despite social, psychological, occupational, or health problems.

Teacher's Note:
a) It involves harmful or hazardous use of psychoactive substances.
b) Emphasize the persistence of use despite adverse consequences.

(xvi) Explain the term hypertension. [1 Mark]

Answer:
Hypertension, also called high blood pressure, indicates that blood pressure in the arteries is persistently elevated, which slowly damages organs such as the kidneys, brain, and eyes.

Teacher's Note:
a) It is a major physiological consequence of chronic stress.
b) Mention chronic elevation and organ damage.

(xvii) What is meant by Primary Cognitive Appraisal ? [1 Mark]

Answer:
According to Lazarus, primary cognitive appraisal is the process where a person confronting a new environment determines the meaning of an event, judging the situation and its probable influence as positive, negative, or neutral.

Teacher's Note:
a) Negative events are further appraised for harm, threat, or challenge.
b) Distinguish primary appraisal from secondary coping resource appraisal.

(xviii) Mention any one personality type put forward by Sheldon. [1 Mark]

Answer:
Endomorph (or Mesomorph, or Ectomorph) [Any one].

Teacher's Note:
a) William Herbert Sheldon classified personality based on somatotypes.
b) Naming any single valid body type secures full marks.

(xix) What is meant by the term growth with reference to human beings ? [1 Mark]

Answer:
According to Crow and Crow, growth refers to structural and physiological changes, representing quantitative changes such as increases in height and weight.

Teacher's Note:
a) Growth is purely quantitative, unlike qualitative development.
b) Citing physical metrics like height and weight clarifies the definition.

(xx) What is displacement according to Freud ? [1 Mark]

Answer:
Displacement is an ego defense mechanism where a motive originally meant for one goal object is redirected toward a less threatening substitute goal object to relieve pent-up tension.

Teacher's Note:
a) A classic example is venting anger on a subordinate or object instead of one's boss.
b) Highlight the shift of impulse to a safer target.

SECTION - A

Answer any two questions.

Question 2.
(a) Discuss the Raven's Progressive Matrices Test for measuring intelligence. [5 Marks]
(b) What is meant by Aptitude ? Mention four uses of aptitude test. [5 Marks]

Answer:
(a) Raven's Progressive Matrices (RPM) is a non-verbal, culture-fair group test of intelligence originally developed by John C. Raven in 1938. 1. Test Description: RPM is designed for groups ranging from 5-year-olds to the elderly. In each matrix, the subject identifies the missing element from 6 to 8 options to complete a visual pattern. There is no time limit. 2. Underlying Factors: It measures general intelligence components identified by Spearman, namely eductive ability (clear thinking and making sense of a complete situation) and reproductive ability (storing and reproducing learned information). 3. Versions: Available in three forms - Standard Progressive Matrices (SPM) for ages 6 to 80 across 5 sets (A to E); Coloured Progressive Matrices (CPM) for children aged 5 to 11, the elderly, and those with learning difficulties, featuring coloured backgrounds and set AB; and Advanced Progressive Matrices (APM) for adolescents and adults with above-average intelligence, containing 48 items across Set I and Set II. (b) According to Freeman (1971), aptitude is a combination of characteristics indicative of an individual's capacity to acquire, with training, some specific knowledge, skill, or set of organized responses. It is innate by nature and represents a readiness for a certain kind of work without prior learning experience. Uses of aptitude tests: 1. Learning ability and future performance can be measured, helping individuals select subjects for academic paths. 2. Employers use aptitude tests to select and place individuals in various job positions and conduct targeted training programmes. 3. They serve as a benchmark for admission into professional courses such as medicine and engineering. 4. They act as the backbone of vocational and educational guidance services.

Teacher's Note:
a) Detail both the structural versions of RPM and Freeman's definition of aptitude clearly.
b) Ensure all four distinct uses of aptitude tests are listed to secure full marks in part (b).

Question 3.
(a) Describe in detail the Big Five Factor model of Costa and McCrae. [5 Marks]
(b) Discuss the administration and scoring in Rorschach Inkblot Test. [5 Marks]

Answer:
(a) The Five Factor Model by Paul Costa and Robert McCrae (1992) describes personality across five broad dimensions, remembered by the acronym OCEAN: 1. Openness to Experience: Appreciates art, emotion, adventure, and unusual ideas. High scorers are curious and creative; low scorers are conventional and conservative. 2. Conscientiousness: Tendency toward self-discipline, dutifulness, and achievement. High scorers are organized and dependable; low scorers are disorganized and impulsive. 3. Extraversion: Characterized by positive emotions, surgency, and seeking stimulation. Extraverts are talkative and energetic; introverts have lower social engagement and need solitude. 4. Agreeableness: Tendency to be compassionate, cooperative, and considerate rather than suspicious and antagonistic. 5. Neuroticism: Tendency to experience negative emotions like anger, anxiety, or depression (emotional instability). High scorers are vulnerable to stress; low scorers are calm and emotionally stable. (b) The Rorschach Inkblot Test is a projective test developed by Swiss psychologist Hermann Rorschach in 1921, with scoring improved by Bruno Klopfer. 1. Materials and Administration: It consists of 10 official bilaterally symmetrical inkblot cards (5 black, 2 black and red, 3 multi-coloured) presented one by one in a specified order. The subject is asked what they see, allowed unlimited time, and permitted to turn cards. The examiner records responses, reaction times, card positions, and emotional expressions, followed by an inquiry phase. 2. Scoring Categories: Responses are scored on four categories - Location (where on the card the response is seen, e.g., W, D, d, S), Contents (what the response represents, e.g., Human H, Animal A, Nature N), Originality (popular P or original O responses), and Determinants (what prompted the perception, e.g., Form F, Colour C, Movement M, Shading K).

Teacher's Note:
a) For part (a), explain all five dimensions of the OCEAN model thoroughly.
b) For part (b), clearly outline both the administration procedure and the four scoring categories.

Question 4.
(a) Name any two levels of intelligence below borderline with their IQ range. Describe two characteristics of each of the named levels of intelligence which lie below borderline level of intelligence. [5 Marks]
(b) Describe the Psychosexual stages of development of Freud. [5 Marks]

Answer:
(a) Two levels of intelligence below borderline with their IQ ranges: 1. Mild Mental Retardation: IQ range 55 to 69. Characteristics: (i) Academically they are slow learners who repeat early grades, can read and write, and grasp concrete concepts better than abstract ones. (ii) Socially their adjustment is comparable to an adolescent, and they make friends easily. 2. Moderate Mental Retardation: IQ range 40 to 54. Characteristics: (i) Academically they have inadequate academic skills, are not educable but trainable, and can achieve independence in life with early training. (ii) Socially they may have friends but face significant difficulty in complex social situations. (b) Sigmund Freud's psychosexual stages of personality development revolve around erogenous zones (mouth, anus, genitals). Unresolved needs lead to fixation: 1. Oral Stage (Birth to 1 year): Pleasure centers on the mouth (sucking, biting). Fixation can lead to oral incorporative traits like gullibility, smoking, or sarcastic biting personalities. 2. Anal Stage (1 to 3 years): Focuses on toilet training and elimination. Fixation from harsh training leads to anal-retentive traits (stubborn, stingy, compulsive), while relaxed training leads to anal-expulsive traits (messy, impulsive). 3. Phallic Stage (3 to 5 years): Genital focus, marked by the Oedipus complex in boys (desire for mother, castration anxiety) and Electra complex in girls (penis envy, blame toward mother). Fixation causes reckless assertiveness or seductiveness. 4. Latency Stage (6 to 12 years): Sexual instincts are dormant; energy is sublimated into schoolwork, hobbies, and peer relations. 5. Genital Stage (Puberty onwards): Resurgence of sexual and aggressive drives, leading to mature heterosexual relationships and social responsibility.

Teacher's Note:
a) Ensure the IQ ranges and two distinct characteristics (academic and social) are stated for both levels in part (a).
b) Detail all five stages, erogenous zones, and fixation outcomes clearly for part (b).

SECTION - B

Answer any three questions.

Question 5.
(a) Discuss two eating disorders as major concerns of adolescence. [5 Marks]
(b) Describe Piaget's cognitive development during infancy. [5 Marks]

Answer:
(a) Two major eating disorders in adolescence are Anorexia Nervosa and Bulimia Nervosa: 1. Anorexia Nervosa: Characterized by an intense fear of gaining weight, refusal to maintain normal body weight (below 85% of expected), and distorted body image where individuals perceive themselves as fat despite being dangerously underweight. Common among young females due to societal and media pressures. 2. Bulimia Nervosa: Characterized by recurrent episodes of binge-eating (uncontrolled rapid food intake) followed by inappropriate compensatory behaviors to prevent weight gain, such as self-induced vomiting, purging with laxatives, or excessive fasting. Self-evaluation is overly influenced by body shape and weight. (b) Piaget's first stage of cognitive development is the sensory-motor stage (birth to 2 years), where infants understand the world through sensory and motor activities across six sub-stages: 1. Use of Reflexes (Birth to 1 month): Exercising inborn reflexes like sucking. 2. Primary Circular Reactions (1 to 4 months): Repeating pleasurable bodily actions by chance, such as thumb-sucking. 3. Secondary Circular Reactions (4 to 8 months): Actions directed toward the external environment that bring interesting results, such as shaking a rattle. 4. Coordination of Secondary Schemes (8 to 12 months): Intentional, goal-directed behavior combining previously learned skills, like crawling for a toy. 5. Tertiary Circular Reactions (12 to 18 months): Experimentation and trial-and-error discovery of new ways to solve problems. 6. Mental Combinations (18 to 24 months): Use of symbolic thought and mental representation to anticipate events without overt trial and error. Major milestones include object permanence and invisible imitation.

Teacher's Note:
a) For part (a), include clinical criteria and features of both eating disorders.
b) For part (b), accurately list and explain all six sub-stages of the sensory-motor period.

Question 6.
(a) Discuss the different stages of the GAS model of stress. [5 Marks]
(b) Explain the following effective strategies of coping with stress : [5 Marks]
(i) Relaxation training.
(ii) Any three stages of yoga.

Answer:
(a) Hans Selye proposed the General Adaptation Syndrome (GAS) model consisting of three stages: 1. Alarm Reaction Stage: The body is suddenly exposed to a stressor, activating the sympathetic nervous system and releasing adrenaline and cortisol. Homeostasis is upset, and the body prepares for fight-or-flight action. 2. Resistance Stage: If stress continues, the body mobilizes resources to adapt and resist. Physiological arousal remains higher than normal, and repair processes occur, but the body's vulnerability to new stressors increases. 3. Exhaustion Stage: Prolonged exposure to stress depletes the body's energy reserves. Resistance collapses, leading to burnout, lowered immunity, severe physical illness, and psychological breakdown. (b) Effective coping strategies: (i) Relaxation Training: Activates the body's natural relaxation response to restore homeostasis. Techniques include deep breathing meditation (slow, deep breaths), progressive muscle relaxation (systematically tensing and relaxing muscle groups), body scan meditation, mindfulness, and guided creative visualization. (ii) Three Stages of Yoga: Yoga comprises eight stages of ethical and physical discipline, including: 1. Yama: Practicing ethical standards and social restraint. 2. Niyama: Maintaining personal self-discipline. 3. Pranayama: Breathing exercises that improve respiratory function and rejuvenate the mind and body (or Asanas, Pratyahara, Dharana, Dhyana, Samadhi).

Teacher's Note:
a) Clearly detail all three physiological stages of Selye's GAS model in part (a).
b) Ensure both relaxation training techniques and any three distinct stages of yoga are explained for part (b).

Question 7.
(a) Explain the biological, psychodynamic and sociocultural view of abnormal behaviour. [6 Marks]
(b) Give two causes and two symptoms of each of the following : [4 Marks]
(i) Antisocial personality disorder.
(ii) Dependent personality disorder

Answer:
(a) Views of abnormal behaviour: 1. Biological Perspective: Explains abnormality through physiological anomalies such as brain damage, nervous system dysfunction, hormonal imbalances, neurotransmitter irregularities (e.g., low GABA), and faulty genes. 2. Psychodynamic Perspective: Views abnormality as the outcome of unresolved unconscious conflicts between primitive id impulses and conscious demands, which manifest as psychological disorders when repressed anxiety seeps into consciousness. 3. Sociocultural Perspective: Attributes abnormal behavior to adverse societal factors and frameworks, such as poverty, unemployment, discrimination, dysfunctional family dynamics, and lack of social support during childhood. (b) Causes and symptoms: (i) Antisocial Personality Disorder: Symptoms: (1) A pervasive pattern of disregard for and violation of the rights of others, including repeated law breaking. (2) Lack of remorse and deceitfulness. Causes: (1) Biological factors such as genetic predisposition and low MAO-A activity. (2) Psychosocial factors like early parental rejection, inconsistent discipline, and emotional deficits. (ii) Dependent Personality Disorder: Symptoms: (1) Pervasive and excessive need to be taken care of, leading to submissive and clinging behavior. (2) Difficulty making everyday decisions without excessive advice and reassurance. Causes: (1) Genetic vulnerability linked to neuroticism traits. (2) Psychosocial factors including authoritarian, overprotective parenting that discourages autonomy and reinforces dependent behavior.

Teacher's Note:
a) For part (a), cover all three psychological perspectives thoroughly.
b) For part (b), ensure exactly two distinct causes and two symptoms are provided for both personality disorders.

Question 8.
(a) What is meant by bias ? With the help of two examples each, explain self-serving bias and counterfactual thinking. [5 Marks]
(b) Discuss any three causes of prejudice. Also, suggest two ways of resisting prejudice. [5 Marks]

Answer:
(a) Attributional biases are cognitive and perceptual errors committed while ascribing reasons behind our own and others' behavior. 1. Self-Serving Bias: The tendency to ascribe one's successes to internal/dispositional causes and failures to external causes. Example 1: A person getting a promotion attributes it to hard work and dedication, but blames an unfair boss and bad luck when denied a promotion. Example 2: A sports team winning a match attributes it to superior skill, while blaming poor field conditions for a loss. 2. Counterfactual Thinking: The tendency to evaluate life situations by imagining alternative scenarios ("what might have been"). Example 1: A student scoring a C on an exam thinks, "If only I had studied harder, I would have scored an A." Example 2: Olympic athletes winning bronze medals imagining not winning any medal at all (downward counterfactual) versus gold medalists imagining losing. (b) Causes of Prejudice: 1. Social Learning: Children acquire prejudices by observing and imitating parents, teachers, and media portrayals that express prejudiced views. 2. Realistic Conflict Theory: Prejudice emerges from direct competition between groups over scarce resources and opportunities, leading to mutual hostility and perceived moral superiority. 3. Social Categorization: Dividing the social world into an in-group ('us') and an out-group ('them'), leading to more favorable evaluation of one's own group and bias against outsiders. Ways of resisting prejudice: 1. Inter-group Contact: Direct contact under equal status, cooperation, and common goals helps dispel stereotypes and foster similarities. 2. Education and Propaganda: Spreading positive messages through media and enhancing formal education fosters cognitive flexibility, tolerance, and empathy.

Teacher's Note:
a) For part (a), define bias and provide two clear examples for both self-serving bias and counterfactual thinking.
b) For part (b), outline three distinct causes of prejudice and two effective strategies to combat it.

Question 9.
Write a short note on any two of the following : [5 x 2 = 10 Marks]
(a) Obsessive Compulsive Disorder.
(b) Role of a counselor is dealing with individuals.
(c) Phobia.

Answer:
(a) Obsessive Compulsive Disorder (OCD): An anxiety-related disorder defined by the presence of unwanted, intrusive obsessive thoughts causing marked distress, accompanied by repetitive compulsive behaviors (like hand washing or counting) performed to neutralize the anxiety. Causes include genetic influences, abnormalities in brain regions like the basal ganglia and orbital frontal cortex, serotonin dysregulation, and behavioral avoidance learning. (b) Role of a Counselor in dealing with individuals: Counseling is an interactive professional process between a trained counselor and a client seeking assistance with wellness, personal growth, career choices, or emotional concerns. The counselor helps individuals realize their potential, resolve personal and interpersonal conflicts, overcome developmental difficulties, improve academic or workplace productivity, and rehabilitate individuals with behavioral or criminal tendencies through specialized areas like child, family, and career counseling. (c) Phobia: An anxiety disorder characterized by an intense, persistent, and irrational fear of a specific object, animal, or social situation that leads to avoidance and causes significant distress. According to DSM-IV-TR, phobias are categorized into specific phobias, social phobias, and agoraphobia. Causes include genetic vulnerability, classical conditioning of fear, vicarious observation, evolutionary preparedness for dangerous stimuli, and cognitive distortions regarding rejection.

Teacher's Note:
a) Students were required to attempt any two out of the three short-note options.
b) Ensure key diagnostic criteria, symptoms, and causes are covered comprehensively for whichever options are selected.