CBSE Class 11 Psychology Question Paper Set 03 with Solutions

Answer: (d) Mind and behaviour. Psychology studies mental processes, experiences and behaviour using scientific methods.

Teacher's Note:
1. The word 'scientific' means data are gathered systematically and objectively.
2. Mind (mental processes) and behaviour (observable actions) always go together in this definition.

Answer: (d) Germany. Wilhelm Wundt set it up at Leipzig in 1879.

Teacher's Note:
1. 1879 and Leipzig are the two facts to remember with Wundt.
2. Do not confuse it with the first American laboratory set up later by William James at Harvard.

Answer: (d) Individual to individual. One interviewer questions one respondent face to face.

Teacher's Note:
1. Interviews can be one-to-one or involve a panel or group.
2. Read the numbers of persons involved on each side to decide the type.

Answer: (b) Case Study. It gives detailed, in-depth information about a single individual, group or situation.

Teacher's Note:
1. A case study uses many sources such as interviews, records and observation about one case.
2. Its limitation is that findings cannot easily be generalised to others.

Answer: (c) Old Age. Development is lifelong and the last stage of the life span is old age; death is the end of life, not a developmental stage.

Teacher's Note:
1. Development continues from conception through old age.
2. Do not treat death as a stage, it marks the end of the life span.

Answer: (a) Ivan P. Pavlov. He studied salivation in dogs in the early 1900s.

Teacher's Note:
1. Pavlov = classical conditioning, Skinner = operant conditioning.
2. Remember the dog, bell, food and saliva experiment.

Answer: (c) Free recall. Items are recalled in any order, not in the order of presentation.

Teacher's Note:
1. In serial learning the order of items matters; in free recall it does not.
2. Paired associate learning needs you to link one item with another.

Answer: (a) Sight. Iconic memory is the sensory memory for visual information (echoic memory is for sound).

Teacher's Note:
1. Iconic memory holds an image for a fraction of a second.
2. Echoic is for hearing, iconic for seeing.

Answer: (b) Chunking. Group the digits into meaningful units: 1947, 1945, 2003.

Teacher's Note:
1. Chunking combines small bits into larger meaningful units to overcome short-term memory limits.
2. Short-term memory holds about 7 ± 2 chunks, so grouping helps.

Answer: (a) Organism's survival. Food, water and similar reinforcers satisfy biological needs.

Teacher's Note:
1. Primary reinforcers work without prior learning.
2. Money or praise are secondary reinforcers because their value is learned.

Answer: (b) Latent learning. Learning occurs without reinforcement but stays hidden until a reward makes the behaviour appear (Tolman's rat experiment).

Teacher's Note:
1. Learning and performance are different things.
2. Remember Tolman and the maze rats that suddenly ran fast once food appeared.

Answer: (d) Sigmund Freud. He developed psychoanalysis, stressing unconscious motives.

Teacher's Note:
1. Match each school with its founder: Wundt-structuralism, James-functionalism, Watson-behaviourism, Freud-psychoanalysis.
2. Freud's focus was on the unconscious mind.

Answer: (a) Positive reinforcement. A pleasant stimulus is added after the response, which increases its chance of being repeated.

Teacher's Note:
1. Positive reinforcement adds something pleasant; negative reinforcement removes something unpleasant.
2. Punishment decreases behaviour, reinforcement increases it.

Answer: (c) A is true and R is false. Timing (contiguity) matters in both types. But classical conditioning depends on pairing of stimuli, not on reward; only operant conditioning depends on reward.

Teacher's Note:
1. In classical conditioning the response is involuntary and no reward is given.
2. Check each statement separately before judging the explanation.

Answer: (c) Episodic. Episodic memory stores personal events and experiences tied to time and place.

Teacher's Note:
1. Episodic = events of your life, semantic = general facts and meanings.
2. Declarative is the wider group, so the more specific option is the best answer.

Answer: 1. Behaviour means the responses or reactions of an organism to stimuli, whether simple or complex, short or long lasting.
2. Overt behaviour can be seen or observed directly, e.g. walking, speaking, laughing.
3. Covert behaviour is internal and cannot be seen directly, e.g. thinking, remembering, feeling.

Teacher's Note:
1. Always give at least one example of each kind to earn full marks.
2. Covert behaviours are known through inference or self-report.

Answer: 1. Interview: a face-to-face (or telephonic) oral exchange where the interviewer asks questions and records answers; allows probing and clarification.
2. Questionnaire: a written set of questions given to respondents who answer in writing; it can reach many people quickly and cheaply.

Teacher's Note:
1. Contrast the mode (oral vs written) and the flexibility of each.
2. Questionnaires need literate respondents, interviews do not.

Answer: 1. Egocentrism: the child's inability to see things from another person's point of view; he or she thinks everyone sees the world as he or she does.
2. Animism: the belief that lifeless objects (sun, moon, toys) are alive and have feelings and intentions.
Both are features of Piaget's preoperational stage.

Teacher's Note:
1. Both belong to the preoperational stage, so mention this.
2. Give a small example for each, like a child hiding eyes thinking no one can see her, or saying the moon follows her.

Answer: 1. Maintenance rehearsal: simple repetition of information to keep it in short-term memory for a short time; it does not link it to existing knowledge.
2. Elaborative rehearsal: linking new information to what is already known and giving it meaning, which transfers it to long-term memory and makes it last.

Teacher's Note:
1. Maintenance keeps information, elaboration makes it permanent.
2. Repeating a phone number is maintenance; linking it to a date you know is elaboration.

Answer: Nature: Forgetting is the inability to recall or recognise something that was learned earlier. It may be due to failure of encoding, storage or retrieval.
Causes:
1. Trace decay: memory traces fade with passage of time if not used.
2. Interference: proactive (old learning blocks new) and retroactive (new learning blocks old).
3. Retrieval failure: information is stored but cues needed to retrieve it are missing (tip-of-the-tongue).
4. Motivated forgetting (repression): painful or threatening memories are pushed out of awareness.
5. Faulty encoding/organisation or lack of attention at the time of learning.

Teacher's Note:
1. Define forgetting first, then list causes with a short explanation of each.
2. Do not mix up proactive and retroactive interference, so define the direction clearly.

Answer: Memory is the ability to encode, store and retrieve information.
Stage (Atkinson-Shiffrin) model: information passes through three stores.
1. Sensory memory: holds large amounts of sensory input for a fraction of a second (iconic for sight, echoic for sound). Attended information moves on.
2. Short-term memory (STM): holds about 7 ± 2 items for about 20-30 seconds; maintenance rehearsal keeps it longer, chunking increases capacity.
3. Long-term memory (LTM): relatively permanent, with very large capacity; elaborative rehearsal moves information here.

Teacher's Note:
1. Name the three stores in order and give capacity and duration for each.
2. Mention the processes (attention, rehearsal) that move information between stores.

Answer: Operant conditioning (B.F. Skinner): a type of learning in which behaviour is controlled by its consequences. A response followed by reinforcement is repeated; one followed by punishment is not.
1. The organism acts on the environment (operant behaviour), e.g. a rat pressing a lever in the Skinner box.
2. Positive reinforcement (food) or negative reinforcement (removal of shock) strengthens the response.
3. Reinforcement should follow the response closely; schedules of reinforcement affect the rate of learning.
OR Classical conditioning (Pavlov): learning by association of two stimuli.
1. A neutral stimulus (bell) is repeatedly paired with an unconditioned stimulus (food) that naturally produces the unconditioned response (salivation).
2. After several pairings the bell alone (conditioned stimulus) produces salivation (conditioned response).
3. The CS must be presented just before the UCS.

Teacher's Note:
1. For either answer, name the scientist and give one clear experiment as an example.
2. Remember that classical conditioning is stimulus-stimulus learning and operant is response-consequence learning.

Answer: Types:
1. Naturalistic observation: behaviour is watched in its natural setting without interference.
2. Controlled (laboratory) observation: behaviour is watched in a set-up where the conditions are controlled.
3. Participant observation: the observer joins the group being observed.
4. Non-participant observation: the observer watches from outside without taking part.
(Observation can also be structured or unstructured.)
Advantages: gives first-hand, natural data; useful with children and others who cannot answer questions; can be combined with other methods.
Disadvantages: observer bias; the presence of the observer may change behaviour; time consuming; cannot show cause and effect; private behaviour is hard to observe.

Teacher's Note:
1. Cover both types and merits and demerits, as the question asks for both.
2. Mention observer bias and the effect of being watched as key disadvantages.

Answer: 1. Conducted by Albert Bandura to study observational learning (modelling).
2. Children watched an adult model behave aggressively with a large inflatable Bobo doll (hitting, kicking, shouting). A control group saw no aggression.
3. Later the children were placed in a room with the same doll and toys and were observed.
4. Children who saw the aggressive model imitated the same aggressive acts, often more than the control group; effects were stronger when the model was rewarded.
5. Conclusion: children learn behaviour by watching and imitating others, even without direct reinforcement.

Teacher's Note:
1. Describe the set-up, the observation and the conclusion in order.
2. Stress that learning here happens without the child being rewarded directly.

Answer: 1. Sinha proposed that a child's development is shaped by the ecological (physical and social) settings in which the child grows in India.
2. Four layers of influence: (a) Individual (the child) with the family, (b) Immediate surroundings such as home, neighbourhood and school, (c) Larger ecology such as the village or city, economic and social conditions, (d) Cultural and historical context such as traditions, beliefs and values.
3. These systems interact with one another and with the child to influence development.
4. The model stresses that Indian children develop within a family-centred, interdependent culture and that rural and urban settings differ.

Teacher's Note:
1. Present the model as a set of nested settings around the child, from home to society.
2. Link each layer to a concrete example to avoid a vague answer.

Answer: 1. Conceptualising a problem: select a topic and review earlier work to state a clear question.
2. Formulating a hypothesis: a testable statement about the relationship between variables.
3. Collecting data: choose the method (experiment, observation, survey, etc.) and sample, then gather data.
4. Drawing conclusions: analyse the data statistically and decide whether the hypothesis is supported.
5. Revising research conclusions: compare the findings with earlier theory and revise or add to the theory; report results.

Teacher's Note:
1. Learn the steps in order and add one line about what is done in each.
2. A hypothesis must be testable; this is the point most often missed.

Answer: Mnemonics are memory aids, techniques that help us encode and recall information, especially by linking it with something familiar or meaningful.
Kinds:
1. Method of loci: imagine items placed at familiar locations along a known route and mentally walk through it to recall them.
2. Peg-word method: link items to a rhyming list of pegs (one-bun, two-shoe).
3. Acronyms: first letters form a word, e.g. VIBGYOR for rainbow colours.
4. Acrostics / sentences: first letters form a sentence.
5. Rhymes and jingles: information put in verse (Thirty days hath September).
6. Keyword method: link a new word with a similar-sounding familiar word through an image.
7. Organisation / chunking and use of visual imagery also act as mnemonic devices.
They work because they add meaning and organisation, using imagery and familiar cues.

Teacher's Note:
1. Define mnemonics, then give several kinds with one example each.
2. Examples like VIBGYOR make the answer scoring and easy to remember.

Answer: 1. Feminists say psychology has mainly reflected the male perspective and ignored women's experiences.
2. A dialectical approach would include both male and female perspectives, giving a fuller and less biased understanding of behaviour.

Teacher's Note:
1. Link the answer to the idea of bias in the male-centred approach.
2. Use the word 'both' perspectives to match the passage.

Answer: 1. Overt behaviour is directly observable by others, e.g. running, speaking, writing.
2. Covert behaviour is internal and not directly observable, e.g. thinking, feeling, imagining.

Teacher's Note:
1. One definition plus one example for each gets full marks.
2. Covert behaviour is studied through inference or self-reports.

Answer: Meera is in adolescence (about 12-19 years).
Major concerns: 1. rapid physical and hormonal changes and concern with body image; 2. search for identity (who am I?); 3. peer acceptance and relationships; 4. emotional ups and downs and growing independence from parents.

Teacher's Note:
1. Name the stage first, then list two or three typical concerns.
2. Tie each concern to details from the case, like appearance and peers.

Answer: Meera is experiencing the imaginary audience. She believes others are constantly watching and judging her, just as she is preoccupied with herself. (The other component, personal fable, is the belief of being special and invulnerable.)

Teacher's Note:
1. Pick the component that matches the line about people being preoccupied with her.
2. Do not confuse imaginary audience with personal fable.