ISC Class 12 Psychology Sample Paper 2023 with Solutions

SECTION A - 14 MARKS

 

Question 1

(i) What is the formula for measuring IQ? [1 Mark]

Answer:
IQ = (Mental Age / Chronological Age) × 100

Teacher's Note:
a) The concept of Intelligence Quotient was given by William Stern and later used by Lewis Terman in the Stanford - Binet test.
b) Students must ensure they multiply the fraction by 100 to avoid decimal values.

 

(ii) Define prejudice. [1 Mark]

Answer:
Prejudice is a pre-conceived opinion or attitude held by members of one group towards another group, usually negative and formed without adequate evidence or direct experience.

Teacher's Note:
a) Prejudice refers to an unjustified attitude, usually negative, towards an individual based solely on their membership in a particular group.
b) Ensure the definition distinguishes between attitude (prejudice) and behavior (discrimination).

 

(iii) Name the theory of Intelligence proposed by Howard Gardner. [1 Mark]

Answer:
Theory of Multiple Intelligences.

Teacher's Note:
a) Howard Gardner proposed that intelligence is not a single entity but consists of multiple independent intelligences.
b) Mention the exact name of the theory as credited in the curriculum.

 

(iv) Give the full form of TAT. [1 Mark]

Answer:
Thematic Apperception Test.

Teacher's Note:
a) TAT is a projective technique of personality assessment developed by Morgan and Murray.
b) Spelling of 'Apperception' must be accurate to secure full credit.

 

(v) What is the term used to define the level of stress in an individual that helps in motivating, achieving peak success and managing minor crisis? [1 Mark]

Answer:
Eustress.

Teacher's Note:
a) Eustress is the good stress that motivates individuals and helps them perform at their optimal level.
b) Do not confuse it with distress, which refers to negative and harmful stress.

 

(vi) Rules indicating how individuals ought to behave in specific situations are known as ____________. [1 Mark]

Answer:
Norms.

Teacher's Note:
a) Social norms are expected standards of behavior accepted by a group or society.
b) Write only the specific term as required by the fill-in-the-blank format.

 

(vii) A state of physical, emotional and psychological exhaustion caused by excessive and prolonged stress is known as ___________. [1 Mark]

Answer:
Burnout.

Teacher's Note:
a) Burnout occurs when chronic workplace or personal stress is successfully managed or left unresolved over a long period.
b) It represents the exhaustion stage of Selye's General Adaptation Syndrome.

 

(viii) Children who show marked difficulties in social interaction and communication, desire for routine and have limited interests are diagnosed with ____________. [1 Mark]

Answer:
Autism Spectrum Disorder (or Autism).

Teacher's Note:
a) Autism Spectrum Disorder is a neurodevelopmental disorder characterized by impaired social interaction and communication.
b) Students can write either Autism or Autism Spectrum Disorder.

 

(ix) State whether the following statements are TRUE or FALSE. [3 Marks]

(a) Individuals with phlegmatic type of personality are calm, slow moving and unexcitable. [1 Mark]

Answer:
True.

Teacher's Note:
a) According to Hippocrates' typology, phlegmatic individuals have an excess of phlegm and are calm and placid.
b) State clearly whether the statement is True or False without adding extra justifications unless asked.

 

(b) Flooding is a form of therapy in which patients in a rehabilitation institution earn tokens for displaying desirable behaviour, which they can exchange for various rewards. [1 Mark]

Answer:
False.

Teacher's Note:
a) The description provided refers to Token Economy, not Flooding.
b) Flooding is a behavioral therapy used to treat phobias by exposing the client to the feared stimulus all at once.

 

(c) Maturation is a cultural process. [1 Mark]

Answer:
False.

Teacher's Note:
a) Maturation is a biological process determined by genetic factors and unfolding naturally over time.
b) Socialization and cultural learning are environmental and cultural processes, not maturation.

 

(x) A newborn baby throws out her arms and fans fingers, extends her neck and cries in response to a sudden loud noise. Name this reflex shown by the newborn. [1 Mark]
(A) Rooting
(B) Babinski
(C) Moro
(D) Grasping

Answer: (C) Moro

The Moro reflex is a startle response in infants to sudden loud noises or loss of support.

Teacher's Note:
a) Reflexes are automatic, unlearned responses displayed by newborns.
b) Students must carefully distinguish between Rooting, Babinski, Moro, and Grasping reflexes.

 

(xi) Which one of the following secretes cortisol into the blood stream? [1 Mark]
(A) Hypothalamus
(B) Pituitary gland
(C) Adrenal cortex
(D) Pineal gland

Answer: (C) Adrenal cortex

The adrenal cortex secretes cortisol, also known as the stress hormone.

Teacher's Note:
a) The HPA axis involves the hypothalamus, pituitary gland, and adrenal cortex during stress responses.
b) Cortisol is released specifically by the adrenal cortex, while adrenaline is released by the adrenal medulla.

 

(xii) Which one of the following is NOT a personality trait of hardiness? [1 Mark]
(A) Control
(B) Commitment
(C) Challenge
(D) Calculative

Answer: (D) Calculative

The three C's of hardiness are Control, Commitment, and Challenge.

Teacher's Note:
a) Hardiness is a set of personality characteristics that helps individuals cope with stress resiliently.
b) 'Calculative' is an extraneous term and does not form part of Kobasa's concept of hardiness.

 

SECTION B - 28 MARKS

 

Question 2

(i) Explain the Triarchic Theory of Intelligence. [4 Marks]

Answer:
1. Proposed by Robert Sternberg in 1985, the Triarchic Theory views intelligence as the ability to adapt to, shape, and select environments to accomplish one's goals and those of one's society and culture.
2. Componential / Analytical Intelligence: This involves the ability to think critically, analyze problems, and solve them. It includes metacognition, acquisition of new knowledge, and performance skills.
3. Experiential / Creative Intelligence: This is the ability to use existing knowledge and skills in novel situations, deal with new tasks creatively, and combine unrelated facts.
4. Contextual / Practical Intelligence: This refers to street smarts or the ability to adapt to one's environment, shape it, or select a better environment to suit personal needs and demands of everyday life.

Teacher's Note:
a) Students must state the author's name and list all three sub-theories with clear explanations.
b) Ensure current terminology (Analytical, Creative, Practical) is used alongside traditional terms.

OR

(ii) Explain the Two Factor Theory of Intelligence. [4 Marks]

Answer:
1. Proposed by Charles Spearman in 1904, this theory suggests that intelligence consists of two types of factors: 'g' factor and 's' factor.
2. General Factor (g-factor): It is a universal innate ability that underlies all cognitive tasks and activities. Individuals high in g-factor tend to perform well across various intellectual domains.
3. Specific Factor (s-factor): These are specific abilities unique to particular tasks or activities, such as musical, mechanical, or artistic aptitudes, which vary from one activity to another in the same person.
4. Spearman used factor analysis to demonstrate that intellectual performance is a function of both general mental energy and specific task competencies.

Teacher's Note:
a) Clearly define both 'g' and 's' factors as proposed by Spearman.
b) Mentioning the statistical method (factor analysis) adds value to the answer.

 

Question 3 [4 Marks]

Explain Abraham Maslow’s theory of Needs Hierarchy in the context of Personality.

Answer:
1. Abraham Maslow proposed a humanistic theory of personality based on a hierarchy of human needs, arranged in a pyramid from basic survival needs to self-actualization.
2. Physiological Needs: The most basic needs for food, water, sleep, and shelter required for physical survival.
3. Safety Needs: Needs for physical security, stability, protection, and freedom from fear or anxiety.
4. Belongingness and Love Needs: The need to feel accepted, loved, and part of social groups, families, and communities.
5. Esteem Needs: Needs for self-respect, achievement, competence, recognition, and respect from others.
6. Self-Actualization: The highest level representing the realization of one's full potential, personal growth, and peak experiences.

Teacher's Note:
a) Students should draw or clearly list the hierarchy in ascending order from physiological to self-actualization.
b) Emphasize that lower-level needs must be satisfied before higher-level needs become operational.

 

Question 4 [4 Marks]

The social context in which we live, determines when various events are supposed to occur in our lives. Explain this statement by relating it to microsystem and mesosystem of Bronfenbrenner’s Ecological Systems Theory.

Answer:
1. Urie Bronfenbrenner's Ecological Systems Theory emphasizes that human development is influenced by different environmental systems interacting with each other.
2. Microsystem: It is the immediate environment in which a person lives, such as family, school, peers, and neighborhood. It shapes timelines of life events through direct interactions, values, and expectations set by parents and teachers regarding when milestones like education, marriage, and career should occur.
3. Mesosystem: It involves the interconnections between different microsystems, such as the relationship between home and school or family and peers. Consistency or conflict between these settings influences the timing and expectations of life events.
4. Thus, societal norms and immediate social contexts dictate the socially expected age and timing for major life transitions and events.

Teacher's Note:
a) Clearly define both microsystem and mesosystem in the context of Bronfenbrenner's model.
b) Link the explanation back to the prompt regarding how social context governs the timing of life events.

 

Question 5 [4 Marks]

Briefly discuss any two effects of stress on health. Suggest any two life skills that help an individual in coping with stress.

Answer:
1. Effects of stress on health:
    (a) Physiological / Physical effects: Chronic stress impairs the immune system, increases blood pressure, and raises the risk of cardiovascular diseases, gastrointestinal disorders, and headaches.
    (b) Psychological / Emotional effects: Prolonged stress leads to anxiety, depression, emotional exhaustion, mood swings, and burnout.
2. Life skills for coping with stress:
    (a) Time management: Prioritizing tasks and organizing schedules efficiently to reduce role overload.
    (b) Assertive communication: Expressing feelings and needs clearly and respectfully without being aggressive, helping to manage interpersonal conflicts.

Teacher's Note:
a) Ensure two distinct effects (physical and psychological) are explained.
b) Life skills should be practical and relevant to stress coping as prescribed in the syllabus.

 

Question 6

(i) Tina washes her hands each time she touches anything. She repeatedly checks the locks of the cupboard at home. She counts the currency notes many a times before she goes out to buy something.

(a) Identify and briefly discuss the disorder that Tina is suffering from. [2 Marks]

Answer:
1. Disorder Identification: Obsessive-Compulsive Disorder (OCD).
2. Discussion: OCD is an anxiety-related disorder characterized by obsessions (intrusive, repetitive thoughts or urges) and compulsions (repetitive behaviors performed in response to an obsession to reduce anxiety). Tina's hand-washing and checking behaviors are classic compulsions.

Teacher's Note:
a) Correct identification of OCD is mandatory before awarding marks for discussion.
b) Briefly define both obsessions and compulsions to secure full marks.

 

(b) Give any two causes of this disorder. [2 Marks]

Answer:
1. Biological factors: Genetic predisposition, neurotransmitter imbalances (particularly serotonin), and abnormalities in brain regions regulating motor behavior.
2. Psychological / Behavioral factors: Learned behaviors through classical and operant conditioning, where compulsive acts temporarily relieve anxiety, reinforcing the behavior.

Teacher's Note:
a) State any two accepted etiological factors (biological, psychological, or environmental).
b) Keep explanations concise and specific.

OR

(ii) Jennifer was disappointed on not being selected for the school choir. She thought that she had a terrible voice and would never be selected for any show in future. Her parents took her to a therapist who suggested RET to help her.

(a) What is Jennifer’s irrational belief about herself? [1 Mark]

Answer:
Jennifer's irrational belief is that she has a terrible voice and will never be selected for any show in the future.

Teacher's Note:
a) Identify the absolute and catastrophic thought expressed in the vignette.
b) Keep the answer directly tied to the case context.

 

(b) Briefly discuss the RET therapy that the therapist suggested to help Jennifer overcome her disappointment. [3 Marks]

Answer:
1. Rational Emotive Therapy (RET), developed by Albert Ellis, focuses on identifying and changing irrational beliefs that lead to emotional distress.
2. It uses the ABC model where A is the Activating event (rejection from choir), B is the Belief system (irrational belief about having a terrible voice forever), and C is the Consequence (disappointment and depression).
3. The therapist actively disputes (D) these irrational beliefs through a directive and confrontational approach, replacing them with rational thoughts to achieve an effective new emotional outcome (E).

Teacher's Note:
a) Mention Albert Ellis and explain the ABC framework.
b) Highlight how the therapist challenges irrational beliefs.

 

Question 7 [4 Marks]

What is persuasion? Explain any three ways of changing attitudes through persuasion.

Answer:
1. Persuasion is the process by which a person or group tries to change the attitudes, beliefs, or behaviors of others through communication.
2. Message Characteristics: The quality of the message, whether it presents one-sided or two-sided arguments, and the presence of rational or emotional appeals influence attitude change.
3. Source Credibility: Messages delivered by sources who are perceived as credible, trustworthy, and expert in their field are more persuasive than those from less credible sources.
4. Characteristics of the Target / Audience: The self-esteem, intelligence, age, and initial attitude of the audience determine how easily they can be persuaded.

Teacher's Note:
a) Provide a clear definition of persuasion before discussing the factors.
b) List and explain any three recognized factors affecting persuasion (source, message, target).

 

Question 8 [4 Marks]

Explain Automatic Vigilance and Self-Serving Bias with the help of a suitable example for each.

Answer:
1. Automatic Vigilance: It is the tendency of individuals to pay more attention to negative social information and threat-related stimuli than positive information. Example: A person receiving ten compliments and one criticism on a performance review will fixate primarily on the criticism.
2. Self-Serving Bias: It is the attribution of one's successes to internal, dispositional factors and failures to external, situational factors to protect self-esteem. Example: A student who scores high on an exam attributes it to high intelligence, but blames a low score on an unfair question paper.

Teacher's Note:
a) Ensure both terms are defined accurately in social psychology contexts.
b) Providing distinct examples for each concept is compulsory for full marks.

 

SECTION C - 28 MARKS

 

Question 9 [7 Marks]

Define intelligence. Explain WAIS-3 as a test of Intelligence.

Answer:
1. Definition of Intelligence: Wechsler defined intelligence as the global capacity of an individual to act purposefully, to think rationally, and to deal effectively with their environment.
2. Overview of WAIS-3: The Wechsler Adult Intelligence Scale (Third Edition) is an individually administered intelligence test designed for adults aged 16 to 89.
3. Structure of WAIS-3: It yields scores across two main domains, namely Verbal Scale and Performance Scale.
4. Verbal Scale Subtests: Includes tests measuring verbal comprehension and working memory, such as Information, Vocabulary, Arithmetic, and Similarities.
5. Performance Scale Subtests: Includes tests measuring perceptual organization and processing speed, such as Block Design, Matrix Reasoning, Picture Completion, and Digit Symbol-Coding.
6. Scoring: It provides a Verbal IQ, a Performance IQ, and a Full-Scale IQ, allowing clinicians to assess cognitive strengths and weaknesses.

Teacher's Note:
a) Give the standard psychological definition of intelligence.
b) Detail the structure of WAIS-3 clearly, separating Verbal and Performance subtests.

 

Question 10

(i) Explain the terms libido and fixation. Briefly describe the stages of psychosexual development. [7 Marks]

Answer:
1. Libido: According to Sigmund Freud, libido is the psychic energy fueled by the life instincts (eros) that drives sexual and pleasure-seeking behavior.
2. Fixation: A state in which an individual remains arrested at an earlier stage of psychosexual development due to overindulgence or frustration of needs during that stage.
3. Oral Stage (Birth to 1 year): Pleasure centers around the mouth through sucking, biting, and swallowing. Fixation may result in smoking, nail-biting, or dependency.
4. Anal Stage (1 to 3 years): Focus of pleasure is on the anus and bowel movements through toilet training. Fixation leads to anal-retentive (orderly, stubborn) or anal-expulsive traits.
5. Phallic Stage (3 to 6 years): Pleasure shifts to the genitals. Children experience the Oedipus complex (boys) or Electra complex (girls).
6. Latency Stage (6 years to puberty): Sexual energy is dormant as children focus on school, social skills, and peer relationships.
7. Genital Stage (Puberty onwards): Sexual interests mature and direct towards heterosexual relationships, leading to adult maturity.

Teacher's Note:
a) Define both libido and fixation clearly in the context of psychoanalytic theory.
b) List all five psychosexual stages in correct chronological order with brief descriptions.

OR

(ii) Differentiate between Type approach and Trait approach of personality. Explain the Five Factor Model of Personality. [7 Marks]

Answer:
1. Difference between Type and Trait approaches:

Type Approach	Trait Approach
Categorizes people into distinct, discrete categories or groups (e.g., Type A and Type B).	Focuses on continuous dimensions and degrees of personality characteristics.
Assumes qualitative differences between individuals.	Assumes quantitative differences along a continuum.
Tends to overlook uniqueness by forcing individuals into rigid boxes.	Allows for unique personality profiles by combining multiple traits.

2. Five Factor Model of Personality (Costa and McCrae):
    (a) Openness to Experience: Appreciation for art, emotion, adventure, unusual ideas, curiosity, and variety of experience.
    (b) Conscientiousness: Tendency to display self-discipline, act dutifully, and aim for achievement against measures or outside expectations.
    (c) Extraversion: Energy, positive emotions, urgency, assertiveness, sociability, and the tendency to seek stimulation in the company of others.
    (d) Agreeableness: A tendency to be compassionate and cooperative rather than suspicious and antagonistic towards others.
    (e) Neuroticism: The tendency to experience unpleasant emotions easily, such as anger, anxiety, depression, and vulnerability (emotional instability).

Teacher's Note:
a) Use a comparative tabular format to differentiate Type and Trait approaches effectively.
b) Enumerate all five factors of the OCEAN model with accurate explanations.

 

Question 11

Read the case given below and answer the questions that follow.

Gopal, aged 4 years, enjoys playing with his pencil box. He uses it like a truck and pushes it across the room. He also likes to play with clay. He is given two identical lumps of clay and one is flattened in front of him. When asked which lump has more clay, he points to the flattened one.

(i) According to Piaget’s theory of cognitive development, which stage is Gopal in? [1 Mark]

Answer:
Preoperational stage.

Teacher's Note:
a) Gopal's age (4 years) and symbolic play (pencil box as a truck) place him in the preoperational stage.
b) Write the exact stage name as formulated in Piaget's theory.

 

(ii) Name and explain the three shifts in cognitive development as demonstrated by Gopal using the pencil box. [4 Marks]

Answer:
1. Symbolic Thought / Representation: Gopal uses his pencil box as a truck, showing the ability to use symbols and mental images to represent objects.
2. Egocentrism: At this stage, children view the world solely from their own perspective, assuming others experience the world just as they do.
3. Centration: Gopal focuses on a single salient dimension (the flatness of the clay), failing to consider other dimensions like volume.

Teacher's Note:
a) Identify cognitive shifts characteristic of the preoperational stage visible in symbolic play.
b) Ensure explanations directly reference Gopal's behavior with the pencil box and clay.

 

(iii) Explain why Gopal is unable to understand that both the shapes have equal amounts of clay. [2 Marks]

Answer:
1. Lack of Conservation: Gopal lacks the cognitive ability to understand that altering the appearance of an object does not change its basic properties (mass, volume, or length).
2. Irreversibility: He is unable to mentally reverse the transformation of flattening the clay back into its original lump shape.

Teacher's Note:
a) Mention conservation and irreversibility as key limitations in the preoperational stage.
b) Explain why Gopal falls for the perceptual appearance of the flattened clay.

 

Question 12

Read the conversation given below and answer the questions that follow.

Therapist : How long have you been at this place?
Patient : I cannot say the exact time because we are absorbed by the air at night and they bring back people.
Therapist : Why are you absorbed by the air?
Patient : They said it was heaven. I am sure this is the same place.

(i) Identify the mental disorder that the patient is suffering from. [1 Mark]

Answer:
Schizophrenia.

Teacher's Note:
a) The dialogue exhibits classic signs of delusions and disorganized thinking characteristic of schizophrenia.
b) Correct identification is essential before grading the symptom explanation.

 

(ii) Explain any three positive symptoms and any three negative symptoms of this mental disorder. [6 Marks]

Answer:
1. Positive Symptoms (excesses or distortions of normal functions):
    (a) Delusions: False beliefs firmly held despite clear contradictory evidence (e.g., believing one is in heaven or absorbed by air).
    (b) Hallucinations: Perceptual experiences without external stimuli, such as hearing voices.
    (c) Disorganized speech / Thinking: Incoherent speech, derailment, and loose associations.
2. Negative Symptoms (deficits or losses of normal functions):
    (a) Alogia (Poverty of speech): Reduction in speech output and content.
    (b) Avolition: Inability to initiate and persist in goal-directed activities (apathy).
    (c) Flattened affect / Blunted affect: Reduction in emotional expression, monotone voice, and facial immobility.

Teacher's Note:
a) Clearly distinguish between positive symptoms (additions) and negative symptoms (deficits).
b) Provide accurate definitions and examples for three symptoms of each category.