Smart Skills Sanskriti School

SMART SKILLS

2017-2018

PSYCHOLOGY

Class XII / Psychology /1

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INDEX

1. SYLLABUS

2. PRACTICALS

Instructions for practical file and case profile

Historical Background of Psychological testing

Some important concepts in Psychological Testing

Practical 1 : RSPM

Practical 2 : DBDA

Practical 3 : MPI

Practical 4 : GAS

Practical 5 : SCQ

3. ASSIGNMENTS

[Link] PAPERS

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PSYCHOLOGY (Code No. 037)

Theory (70) + Practical(30)

Psychology is introduced as an elective subject at the higher secondary stage of school education.
As a discipline, psychology specializes in the study of experiences, behaviours and mental
processes of human beings within a socio-cultural and socio- historical context. This course
purports to introduce the learners to the basic ideas, principles and methods in psychology so as to
enable them to understand themselves and their social world better. The emphasis is put on
creating interest and exposure needed by learners to develop their own knowledge base and
understanding. The course deals with psychological knowledge and practices which are
contextually rooted. It emphasizes the complexity of behavioural processes and discourages
simplistic cause-effect thinking.

This is pursued by encouraging critical reasoning, allowing students to appreciate the role of
cultural factors in behaviour, and illustrating how biology and experience shape behaviour. The
course while developing an appreciation of subjectivity, also focuses on multiplicity of worldviews.
It is suggested that the teaching - learning processes should involve students in evolving their own
understanding. therefore, teaching of psychology should be based on the use of case studies,
narratives, experiential exercises, analysis of common everyday experiences, etc. The present effort
at reforming and updating the syllabus is based on the feedback received from the teachers and
students as well as some new educational and curricular concerns such as, the curriculum load,
interdisciplinary approach, issues related to gender parity, concerns of special and marginalized
groups, peace and environmental concerns, and inculcating citizenship values.

Objectives

1. To develop appreciation about human behaviour and human mind in the context of learners’
immediate society and environment.
2. To develop in learners an appreciation of multidisciplinary nature of psychological knowledge
and its application in various aspects of life.
3. To enable learners to become perceptive, socially aware and self -reflective.
4. To facilitate students’ quest for personal growth and effectiveness, and to enable them to
become responsive and responsible citizens.

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PSYCHOLOGY CLASS XII (THEORY)
THEORY PAPER
COURSE STRUCTURE

UNIT TOPIC MARKS

I Variations in Psychological Attributes 9
II Self and Personality 10
III Meeting Life Challenges 7
IV Psychological Disorders 10
V Therapeutic Approaches 7
VI Attitude and Social Cognition 8
VII Social Influence and Group Processes 7
VIII Psychology and Life 6
IX Developing Psychological Skills 6
Total 70

TERM - I

Unit-I: Variations in Psychological Attributes

1. Introduction
2. Individual Differences in Human Functioning
3. Assessment of Psychological Attributes
4. Intelligence
5. Theories of Intelligence
o Theory of Multiple Intelligences
o Triarchic Theory of Intelligence
o Planning, Attention-arousal, and Simultaneous successive
o Model of Intelligence
6. Individual Differences in Intelligence
o Variations of Intelligence
7. Culture and Intelligence
8. Emotional Intelligence
9. Special Abilities
o Aptitude: Nature and Measurement
10. Creativity

Unit-II: Self and Personality

1. Introduction
2. Self and Personality
3. Concept of Self
4. Cognitive and Behavioural Aspects of Self
o Self-esteem, Self-efficacy and Self-regulation
5. Culture and Self
6. Concept of Personality
7. Major Approaches to the Study of Personality
o Type Approaches
o Trait Approaches
o Psychodynamic Approach
o Behavioural Approach

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oCultural Approach
oHumanistic Approach
8. 8. Assessment of Personality
o Self-report Measures
o Projective Techniques
o Behavioural Analysis

Unit-III: Meeting Life Challenges

1. Introduction
2. Nature, Types and Sources of Stress
3. Effects of Stress on Psychological Functioning and Health
o Stress and Health
o General Adaptation Syndrome
o Stress and Immune System
o Lifestyle
4. Coping with Stress
o Adaptation and Adjustments (From the CBSE Supplementary Reading Material)
o Stress Management Techniques
5. Promoting Positive Health and Well-being
o Life Skills
o Human Strengths and Virtues From the CBSE Supplementary Reading Material)

Unit-IV: Psychological Disorders

1. Introduction
2. Concepts of abnormality and psychological Disorders
3. Classification of Psychological Disorders
4. Factors Underlying Abnormal Behaviour
5. Major Psychological Disorders
o Anxiety Disorders
o Somatoform Disorders
o Dissociative Disorders
o Mood Disorders
o Schizophrenic Disorders
o Behavioural and Developmental Disorders
o Substance-use Disorders

Unit-V: Therapeutic Approaches

1. Nature and process of psychotherapy
o Therapeutic relationship
2. Types of therapies
o Psychodynamic Therapy
o Behaviour Therapy
o Cognitive Therapy
o Humanistic-existential Therapy
o Biomedical Therapy
o Alternative Therapies
o Zen (From the CBSE Supplementary Reading Material)
o Counselling (From the CBSE Supplementary Reading Material)
3. Rehabilitation of the Mentally III

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TERM - II

Unit-VI: Attitude And Social Cognition

1. Introduction
2. Explaining Social Behaviour
3. Nature and Components of Attitudes
4. Attitude Formation and Change
o Attitude Formation
o Attitude Change
o Attitude-Behaviour Relationship
5. Prejudice and Discrimination
6. Strategies for Handling Prejudice
7. Social Cognition
8. Schemas and Stereotypes
9. Impression Formation and Explaining
10. Behaviour of Others through Attributions
o Impression Formation
o Attribution of Causality
11. Behaviour in the Presence of Others
12. Pro-social Behaviour
o Factors Affecting Pro-social Behaviour

Unit-VII: Social Influence And Group Processes

1. Introduction
2. Nature and Formation of Groups
3. Type of Groups
4. Influence of Group on Individual Behaviour
o Social Loafing
o Group Polarisation
5. Conformity, Compliance, and Obedience
6. Cooperation and Competition
o Determinants of Cooperation and Competition
7. Social Identity
8. Intergroup Conflict: Nature and Causes
9. Conflict Resolution Strategies

Unit-VIII: Psychology and Life

1. Introduction
2. Human-Environment Relationship
o Different Views of the Human-Environment Relationship
3. Environmental Effects on Human Behaviour
o Human Influence on the Environment
o Noise
o Pollution
o Crowding
o Natural Disasters
4. Promoting Pro-environmental Behaviour
5. Psychology and Social Concerns

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o Poverty and Discrimination
o Aggression, Violence, and Peace
o Mahatma Gandhi on Non-violence
o Health
o Impact of Television on Behaviour
o Media and Human Values (From the CBSE Supplementary Reading Material)
o Human Rights (From the CBSE Supplementary Reading Material)
o Citizenship (From the CBSE Supplementary Reading Material)
o Promotion of Peace (From the CBSE Supplementary Reading Material)

Unit-IX: Developing Psychological Skills

1. Introduction
2. Developing as an effective Psychologist
3. General Skills
o Intellectual and Personal Skills; Sensitivity to Diversity
4. Observational Skills
5. Specific Skills
o Communication Skills
o Psychological Testing Skills
6. Interviewing Skills
7. Counselling Skills

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INSTRUCTIONS FOR PRACTICAL FILE AND CASE PROFILE

Each student will be issued a folder consisting of all the required material for the
practicals. You are expected to bring this folder for every practical class and practical
exam. This folder needs to be returned on Board Practical Examination day. Fine will be
charged for any loss or damage of practical material.

1. Practical File should be neatly written.

2. Case Profile can be either hand written or typed.
3. Don’t use red or pink ink pen.
4. Underline headings or use a different coloured pen (not red or pink)
5. A suggested format for writing a psychological testing report and case profile is given.
6. Every practical report should follow the given format. However, the format of case profile
is need based.
7. The RSPM( Raven’s Standard Progressive Matrices) report shows a sample report. The
required information is given for each practical. However, there are certain topics which
are not given in detail e.g. Rapport formation, conduction etc. This can be written on the
basis of RSPM report. As far as result analysis is considered you will find standard scores
with the help of the manual and write the interpretation according to the manual.
8. “Verbal Report” is the verbatim given by the subject regarding how did he feel about the
test.
9. Behavioural observation is examiner’s observation of the subject.
10. Conclusion should be very precise.

11. Instructions For practical exams-

a) Each student will be given two practicals for administration as well as for writing ( full
report starting from” objective” to “conclusion”).
b) Viva will be taken on individual basis.
c) Read Practical file and case profile thoroughly.
d) Viva questions are given in smart skills. Viva is based on your practical and related
theory.
e) One should know how to present case summary

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HISTORICAL BACKGROUND OF PSYCHOLOGICAL TESTING

Francis Galton (1822-1911) was the first scientist to undertake systematic and statistical
investigation of individual differences. He was preceded by other psychologists who were either
concerned with problem of dualism of mind and matter or general problems and theories rather
than individual differences.
Ernst Heinrich (1795-1878), educated as an anatomist and physiologist had quantitative
experimental approach to psychological problems. He experimented on weight discrimination,
vision, hearing etc.
Gustav Theodor Fechner (1801-87) who started his career in physics and chemistry was more
concerned about the application of exact methods of natural science to the study of inner world
i.e. the relation of mental processes to physical phenomenon.
J. Muller (1801-58), a professor of physiology was especially interested in the physiology of the
senses and in reflex action and did significant experiments in space perception.
Alexander Bain (1818-1903) a professor of logic, mental philosophy and English literature in
Aberdeen University, utilized, organised and interpreted the works of Weber and Fechner and
tried to put them in application.
Wilhelm Wundt (1832-1920) established the first lab of psychology in 1879 at Leipzing, Germany.
He employed physiological methods and introspection in his research.
Jean Esquirol (1772-1840) made the explicit distinction between mental illness and mental
deficiency. He also differentiated among the several levels of mental deficiency. He tried to
differentiate them on the basis of physical measurements, especially size and formation of the
skull but was not successful. He also said that development and use of language is one of the
most useful and valid criteria for differentiating levels of mental deficiency.
On the other hand, Senguin (1812-80) developed methods in the training of mental defectives. His
methods emphasized the development of greater sensory sensitivity and discrimination and of
improved motor control and utilization.
The term mental test was first employed by McKean Cattell in a publication of 1890. Cattell tests
were of memory, imagery, hearing, colour vision, reaction time etc.
Binet and Simon (1905) developed the first standard scale of intelligence to differentiate among
three levels of mental deficiency- moron, imbecile and idiot.
Shortly after 1916 the most significant occurrence in psychological testing was the development of
group tests. During World war I government wanted to recruit individuals in army by means of
psychological methods. So, two group tests were developed Alpha Verbal Test and Beta Non
verbal Test. This led to the use of psychological tests in various fields. Aptitude testing also

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received impetus in world war I. Aptitude tests was developed to measure an individual’s ability
to perform a task of specific kind... In World War I aptitude tests were used to select men for tasks
requiring specific skills. This was followed by developing Occupational Interest Inventory, test
batteries (during World War II) personality tests, rating scales etc. Since the World War I the use
of psychological tests has continuously increased.

IMPORTANT CONCEPTS
EXPERIMENT- A carefully controlled scientific procedure conducted to determine whether
certain variables manipulated by the experimenter have an effect on other variables
HYPOTHESIS- A possible explanation for a behaviour being studied that can be answered by an
experiment or a series of observation. It can also be defined as tentative answer to a problem.
VARIABLES- Factors that can be varied and can assume more than one value.
INDEPENDENT VARIABLE- A variable that is controlled by the experimenter and is applied to
the participants to determine its effect.
DEPENDENT VARIABLE- A measurable behaviour that is exhibited by a participant and is
affected by the independent variable.
CONTROL GROUP- The group in which participants are treated identically to participate in the
experimental condition, except that the independent variable is not applied to them.
EXPERIMENTAL GROUP- The group in which independent variable is introduced

ADVANTAGES OF EXPERIMENTAL METHOD-

 It helps in discovering the causes of behaviour.
 It also helps in understanding cause and effect relationship.

DISADVANTAGES OF EXPERIMENTAL METHOD

 It cannot be used to study all kinds of behaviour.
 The experiments may produce results that do not apply in real life situations.
 They have low external validity.
 It is difficult to know and control all the relevant variables.

PSYCHOLOGICAL TEST- A psychological test is a standardized instrument designed to

measure objectively, one or more aspects of total personality by means of verbal or non verbal
responses. Standardization means the test is objective, reliable and valid.

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CHARACTERISTICS OF PSYCHOLOGICAL TEST

STANDARDIZATION- The procedures are specified precisely, so that different testers will
follow the same procedures when they administer the same test to different subjects this means
that test performance of different people or the same persons at different times or occasions can
be compared directly.

OBJECTIVITY- Objectivity refers to the fact that if two or more researchers administer a
psychological test on the same group of people, both of them would come up with more or less
the same values for each person in the group. The items convey the same meaning to everyone.
Specific instructions and the procedure for administering the test are specified. The impact of
personal bias is kept under control.

RELIABILITY- It refers to the consistency of the scores obtained by an individual on the same
test on two different occasions.
Types of Reliability
Test Retest reliability- it is computed by finding co-efficient of correlation between the two sets of
scores on the same set of persons. It indicates the temporal stability or stability of the test scores
over time.
Split Half Reliability-It gives an indication about the degree of internal consistency of the test. The
test is divided into two equal halves employing odd even method.
VALIDITY- It refers to the extent to which the test measures what it is suppose to measure.
NORMS- Norm is an average score on a particular test made by a specific population. Reference
to a test table of norms enables us to rank an individuals performance relative to his own age
group.

STANDARDISED INSTRUCTIONS
Standardized instructions are given in the manual. The tester gives these instructions only to
maintain the uniformity.
UNIFORMITY IN CONDUCTION - The tester conducts the test in a uniform way irrespective of
their culture.
USES OF PSYCHOLOGICAL TESTS
 These are used primarily for analysis and determination of individual differences in
general intelligence, aptitude, personality traits etc.

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 Psychological tests are also used for a variety of psychological, educational, cultural
studies of groups as well as study of particular individuals.
 Test provides very useful information for educational and vocational guidance.
 In schools, tests can be used to identify students with low as well high intelligence.
 It helps in knowing the causes of behavioural problems.
 In clinics, psychological tests are used for individual diagnosis of factors associated with
personal problems of learning, behaviour or specific interpersonal relations.
 In business and industry, tests are helpful in selecting and classifying personnel for
placement in jobs.

OBSERVATION
It is an effective method of describing behaviour. Witnessing an event and recording.

STEPS OF OBSERVATION
a) Selection- Psychologists select a particular behaviour for observation e.g. One may be
interested to know how children behaviour behave on their first day in school.
b) B) Recording- the researcher records the selected behaviour using different means such as
marking tallies for a behaviour, taking notes describing each activity in detail.
c) Analysis of data- Psychologists analyzes whatever they have recorded to derive meaning
out of it.

TYPES OF OBSERVATION
NATURALISTIC OBSERVATION- This refers to observations done in natural and real life
settings. The observer makes no effort to control or manipulate the situation. This type of
observation is conducted in schools and hospitals.
Controlled observation- this type of observation is doe in laboratory experiments.
Participant observation- In this type of observation the observer becomes a part of the group
being observed.
Non- Participant Observation- In this type of observation, group or people are observed from a
distance or through a camera.

ADVANTAGES OF OBSERVATION METHOD

 Researcher obtains a data about a truly natural behaviour rather than a behaviour that is
reaction to experimental situation.

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DISADVANTAGES OF OBSERVATION METHOD
 It can be difficult and time consuming
 Controls are lacking
 Difficult to generalize results
 Scientific objectivity is lost if experimenter interacts with the participants

SURVEY METHOD
It is a technique for sampling a wide variety of behaviour and attitude e.g. finding out the attitude
of people towards family planning. The survey research uses different techniques like interviews,
questionnaires and observations etc.
It can also be used to predict behaviour. Researcher must be careful in choosing the sample.
Advantage- It enables researcher to describe the characteristics of relatively small sample and the
generalize that information to a larger population

INTERVIEW
It refers to a face to face conversation with a purpose to derive factual information, opinions and
attitudes etc. there can be two broad types of interviews- structured or standardized and
unstructured or non-standardized. A structured interview is the one in where the questions in the
schedule are written clearly in a sequence. In an unstructured interview the interviewer has the
flexibility to take decisions about the questions to be asked; the wordings of the questions and the
sequence in which the questions are to be asked. Questions can be either open ended or closed
ended. Closed ended questions have specified responses. Open ended questions can be answered
the way respondent wants to.

CASE STUDY
It refers to in-depth study of a particular case. The case can be an individual with distinguishing
characteristics or a small group of individuals having some commonality among them,
institutions and specific events. A case study employs multiple methods for collecting
information such as interview, observation and psychological tests. It provides in depth
information about a person’s life but at the same time validity in single case is quite challenging

CORRELATION STUDIES
Correlational studies are done to find relationships between variables for prediction purposes.
The strength and direction of the relationship ids determined y correlational coefficient and its
value can range from +1.0 to -1.0. The coefficient of correlation is of three types- positive, negative

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and zero. A positive correlation indicates that as the value of one variable increases, the value of
other variable also increases. Negative correlation indicates as the value of one variable increases,
the value of other variable decreases. Zero correlation indicates that there is no relationship
between two variables.

QUESTIONNAIRE
It consists of predetermined set of questions. The respondent has to read the questions and mark
the answers on the paper. Both open ended and closed ended questions can be used in the
questionnaire. The questionnaire is mainly used for collecting background and demographic
information, attitudes and opinions, knowledge about a particular topic. It is the most common,
simple and low cost self report method of collecting information.

FIELD EXPERIMENT AND QUASI EXPERIMENTS

In field experiment the researcher may go to the natural setting where the particular phenomenon
actually exists. For example teaching one group by demonstration method and other group by
lecture method and then comparing their performance. It is more time consuming and expensive.
In quasi experiment the independent variable is selected rather than varied or manipulated by the
experimenter for example in the experimental group we can have children who have lost their
parents in the earthquake and in the control group who experience the earthquake but did not
loose their parents.

PERCENTILE RANK
An individual’s percentile rank on a test designates the percentage of cases or scores lying below
it. E.g. P-20 means the individual is situated above 20 percent of the group fall below this persons
rank.

DECILE RANK
It designates the one tenth part of the group in which any tested person is placed by his score. E.g.
A testee who has a decile rank of 10 is located in the highest 10 percent of the groups. It is used
when the number of scores in a distribution is small.

STANINE – According to this method the standard population is divided into 9 groups. Stanine 1
is the lowest and stanine 9 is the highest.

STEN SCORES standard scores on a scale of ten

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STANDARD SCORES- It designated the individual’s position with respect to the total range and
distribution of scores. The standard score indicates, in terms of standard deviation how far a
particular score is removed from the mean of the distribution.
Z= X-M Where, X- individual score M- Mean
SD SD- Standard deviation

Difference between test and experiment

TEST EXPERIMENT
It is standardized instrument used to The researcher tries to manipulate the
measure intellectual and non intellectual situation and tries to prove or disapprove
characteristics of an individual through a hypothesis.
verbal or non verbal measures.
It evaluates certain attributes of an It determines cause and effect relationship
individual. between variables.

It does not have an hypothesis It has a hypothesis.

It is standardized and has norms It does not have norms and is meant for
verification of various principles.

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PRACTICALS ( 30 marks)

1. ADMINISTRATION AND PREPARING REPORTS OF FIVE PSYCHOLOGIICAL

TESTS

 Index
 Historical background of psychological testing
 Important concepts
 Standard Progressive Matrices
 David’s Battery Of Differential Abilities
 Maudsley Personality Inventory
 Global Adjustment Scale
 Self Concept Questionnaire

SUGGESTED FORMAT FOR WRITING A PSYCHOLOGICAL TESTING REPORT

 TITLE
 OBJECTIVE
 BASIC CONCEPT
 METHOD
*Preliminary Information
* Testing Material
*Description of the Test-name author, psychometric properties
* Procedure
#Rapport formation
#Instructions
#Precautions
#Test Administration
#Verbal Report
#Behavioural observation
#Scoring
 RESULTS
 ANALYSIS AND INTERPRETATION
 CONCLUSIONS
 REFERENCES

NOTE: PRACTICAL FILE SHOULD BE HAND WRITTEN.

2. ONE CASE PROFILE- the case profile will include developmental history of the subject
using both qualitative and quanititative methods. Qualitative methods include
observation, interview etc. The main objective of preparing a case profile is to understand
the individual in totality. The students may prepare a case profile of an individual who
has excelled in areas like sports, academics, music etc. or having special needs like
learning disability, autism or those with interpersonal social problems i.e. poor body
image, obesity, temper tantrums, substance abuse, not getting along with peers,
withdrawn etc They may be encouraged to find out the background information and
developmental history of the individual.

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SUGGESTED FORMAT FOR PREPARING A CASE PROFILE
 Contents
 Certificate
 Acknowledgement
 What is a case study
 Preliminary information
 Family tree
 Birth history
 Information about socioeconomic status consisting of information about mother’s
/father’s education and occupation, number of members in the family-brothers, sisters
and their birth order
 Information about physical health, physical characteristics.
 Why did you choose your subject
 How did you approach your subject
 How did you make rapport with your subject
 Methods used
 Childhood history
 Adolescent stage
 Relationships with father, mother, sibling, friends, teacher ( under separate headings
 Psychometric testing
 Any other information
 Analysis

NOTE: CASE PROFILE CAN BE EITHER HAND WRITTEN OR TYPED.

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PRACTICAL 1
RAVEN’S STANDARD PROGRESSIVE MATRICES (RSPM)

1. OBJECTIVE:
To measure eductive component of “ g” as defined in Spearman’s Two Factor
theory using Raven’s Standard Progressive Matrices.

2. BASIC CONCEPT
2.1 INTELLIGENCE
Oxford Dictionary explains intelligence as the power of perceiving, learning, understanding
and knowing.
Binet defined intelligence as the ability to understand well, reason well and judge well.
According to Weschler, intelligence can be defined as the global and aggregate capacity of an
individual to think rationally, act purposefully and to deal effectively with his environment.
Gardner and Sternberg have suggested that an intelligent individual not only adapts to the
environment but also actively shapes it
According to Robert Sternberg, Intelligence is the ability to adapt, to shape and to select
environment to accomplish one’s goals and those of one’s society and culture.
The psychometric approaches express the individual’s performance in terms of a single index
of cognitive abilities. On the other hand information processing approach describes the
processes people use in intellectual reasoning and problem solving.

2.2 SPEARMAN’S TWO FACTOR THEORY OF INTELLIGENCE

In 1927, a British psychologist, Charles Spearman proposed a two factor theory of intelligence.
According to him, intelligence consisted of a general factor ( g-factor) and specific factors(s
factor). The g factor includes mental operations which are primary and common to all
performances. S factor refers to specific abilities that help an individual to excel in specific
fields, for example- singers, scientists and athletes.

2.3 TYPES OF INTELLIGENCE TESTS

I. ON THE BASIS OF ADMINISTRATION

INDIVIDUAL GROUP
It can be administered to one person at a It can be administered to several people
time simultaneously
It requires the test administrator to Group tests do not allow such opportunity
establish a rapport with the subject and be to be familiar with subjects feelings.
sensitive to his/her feelings, moods and
expressions during the testing session.
It allows people to answer orally or in Group tests generally seek written answers
written form or manipulate objects as per usually in a multiple choice format
the tester’s instructions.
Eg. Weschler Adult Intelligence Scale Eg. Ravens Standard Progressive Matrices

II. ON THE BASIS OF NATURE OF ITEMS USED

VERBAL NON VERBAL PERFORMANCE
It requires subjects to give The nonverbal tests use It requires subjects to
verbal responses either pictures or illustrations as manipulate objects and
orally or in a written form. test items. other materials to perform a
task.

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It can be administered only It can be administered to It can be administered to
to literate people both literate and non both literate and illiterate.
literate.
Cultural bias Culture fair Culture fair
Eg. Group test of Eg. Army Beta Koh’s Block Design
intelligence by Prayag
Mehata
CULTURE BIAS TEST CULTURE FAIR TEST
Show bias to the culture in which they are The test which does not discriminate
developed against individuals belonging to different
cultures.
Norms are developed for a particular It can be applied equally meaningfully in
culture all cultures.
It mostly uses language in constructing test It does not require language in item
items. construction
Eg. Tests developed in America and Eg. Koh’s Block Design
Europe represent urban and middlt class
cultural ethos

3. METHOD
3.1 Preliminary Information
Name
Date of Birth
Age
Sex
Class
Date of conduction
Place of conduction

3.2 Testing Material

RSPM Test Booklet, RSPM Answer Sheet, RSPM Manual, RSPM Scoring key, Pencil, Eraser.

3.3 DESCRIPTION OF THE TEST-

The Raven’s Standard Progressive Matrices test was developed by J Raven, J.C. Raven and H. C.
Court. It consists of 60 non verbal items divided into 5 sets A, B, C, D, E each comprising of 12
problems. The test was constructed to measure the eductive component of g, as defined in
Spearman’s theory of intelligence. The problems are simple in the beginning and become more
and more difficult as one proceeds towards the last item.

RELIABILITY- Over forty studies dealing with the reliability of the SPM have been reported in
the literature. They cover very wide range, many cultural groups and clinical as well as normal
populations. Results have been sum up in the table 1.1

Table 1.1- Retest reliability and Interco relation of the Standard Progressive Matrices and Mill Hill
Vocabulary Scale at different ages

Age Range SPM MHV Correlation between SPM

( years) Retest Reliability Retest and MHV scores
Reliability
13+-1 .88 .87 .57

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Under 30 .93 .97 .60

30-39 .88 .91 .51

40-49 .87 .98 .45

50 and over .83 .90 .44

VALIDITY- The concurrent and predictive validities of the SPM vary with the age, sex, the
homogeneity of the sample and the conceptual relevance of the criterion to which the SPM will be
related and the quality of its assessment.
For English speaking children and adolescents, reliable correlation of SPM with the Binet and
Wechsler Scales range from .54 to .86 ( Raven,1948;Taibl, 1951; Banks and Sinha,1951)Some
American studies with adults have yielded very high correlations between SPM and WAIS Scores
( Burke and Bingham,1966;Sheppard et al. 1968)

3.4 Procedure

3.4.1 Rapport formation

The subject was called to the psychology and was made to sit comfortably. A friendly
conversation was held by asking her about her schooling, her parents, friends and her
interests in general. When the subject felt at ease, she was asked if she was ready for the test to
begin. After an affirmative answer from her, she was given the following instructions.

3.4.2 Instructions
i) Here is a test booklet and a separate answer sheet on which you will record
your answers.
ii) Please ensure that you do not write anything on the test booklet.
iii) Please enter the required information i.e. Name, Age etc in the answer sheet.
iv) Now open the first page of the test booklet to find problem A 1. Now locate the
column of the numbers 1 to 12 under the heading Set A on your answer sheet.
v) Now look at problem A1. The upper portion of the page has a pattern with a
piece cut out of it. Select the one piece from the six options given below the
pattern that you think is right as it fits into the pattern. What would be the
answer? ( wait for the subject to respond) Number 4 as you said is the right
piece, so the answer is number 4. You will now write 4 next to the number 1
under the heading set A on the answer sheet.
vi) Similarly on every page of the booklet, there is a pattern with a portion
missing. You have to choose the right piece out of the options given below the
pattern. Immediately after deciding on the right option, you must write the
option number next to the item number on the answer sheet.
vii) The problems are simple in the beginning and get harder as you progress.
Attempt all problems. If you are not sure about a particular answer you may
make a guess but don’t leave any item unanswered.
viii) Make sure that you record the answers in the right column of the answer sheet.
ix) There is no time limit but try to finish as soon as possible.

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3.4.3 Precautions

1. The room should be well lit and well ventilated.

2. There should not be any noise in the room.
3. The seating arrangement should be comfortable.
4. There is no time limit..
5. Instructions should be made clear to the subject.
6. No item should be left unanswered.
7. Proper rapport should be established before starting the practical.

3.4.4 Test Administration

The subject was called to the psychology lab. After the rapport was established, instructions
were given and the test material was provided to her. After she completed the test, her answer
sheet was taken for scoring.

3.4.5 Verbal Report

As given by the subject

3.4.6 Behavioural observation

Your observation of the subject

3.4.7 Scoring
Scoring is done by hand, with the help of a scoring key. Right answers are given 1 mark and
wrong answers are given zero. Then all the marks for each column are added. Thereafter, a
single score is obtained by adding the total scores of the five columns. The percentile score
and grade corresponding to this are noted down from the manual for analysis.
Discrepancy score - The difference between the score a person obtains on each set and that
normally expected for his total score is called the discrepancy score shown numerically as 0, -
1, +2, -2, +1 . If a person’s score on one of the sets deviates by more than 2, his total score on
the scale cannot be expected at its face value as a consistent estimate of his general capacity
for intellectual activity. However for general purposes the total score appears to be relatively
valid even when discrepancies of more than 2 points occur in the break up.

3 RESULTS

Discrepancy scores

SETS A B C D E TOTAL
SCORE

ACTUAL

EXPECTED

DISCREPANCY

RAW SCORE PERCENTILE GRADE INTERPRETATION

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4 ANALYSIS AND INTERPRETATION

The raw score obtained by the subject was ________ and her score on five sets A, B, C, D and E
was ______, ____, _______, ______ and _______ respectively. The discrepancies corresponding
to raw scores came out to be ____, _____, ____, ____ and ____ respectively. Since the
discrepancies are not deviating from +2 , -2, the scores are accepted to be valid measures of a
person’s general intellectual capacity. ( Even if discrepancies of is more than 2 points occur in
the break up, for general purposes the total score can be taken as relatively valid )
My subject obtained a percentile score of____ , corresponding to grade___ This implies that
she has ________ capacity to forge new insights and to discern meaning in confusion. She has
____________ ability to perceive and identify relationships. Her ability to generate new,
largely non-verbal concepts, which make it possible to think, clearly is also _________. This
shows her__________ capacity to think clearly.

5 CONCLUSIONS

My subject has obtained a percentile score of ____, corresponding to grade ___, which implies
that she is intellectually __________.

6 REFERENCES
6.1 RSPM Manual, Author- J.C. Raven
6.2 NCERT Textbook. Psychology Part II Class XII.

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PRACTICAL 2
TITLE – DAVID’S BATTERY OF DIFFERENTIAL ABILITIES

1. OBJECTIVE
To assess various aptitudes of my subject using David’s Battery of Differential Abilities.

2 BASIC CONCEPT

APTITUDE - Aptitude refers to a combination of characteristics that indicates an individual’s

capacity to acquire some specific knowledge or skill after training. The knowledge of aptitude can
help us predict an individual’s future performance.
Ability is different from aptitude only in the sense that it is the actual power to
perform an act, physical or mental whether or not obtained by training or
education. Capability is the maximum effectiveness a person can attain with
optimum training. Talent is a high degree of ability or of aptitude. Interest is a
preference for a particular activity. When a person has both a high level of aptitude
and interest in an area (example, mechanical aptitude and interest in engineering),
he is more likely to be successful in that area or competent for that task.
Competence is fitness either for a particular kind of task or fitness in general.
APTITUDE TESTS
Aptitude tests are available in two forms: independent (specialized) aptitude tests and
multiple (generalized) aptitude tests. Clerical aptitude, mechanical aptitude, numerical
aptitude and typing aptitude are independent aptitude tests. Multiple aptitude tests exist in
the form of test batteries, which measure aptitude in several but homogenous areas.
Differential aptitude tests (DAT), the General Aptitude Tests (GATB) and the Armed Services
Vocational Aptitude Test Battery (ASVAB) are well known aptitude test batteries. Among
these DAT is most commonly used in educational settings. It consists of 8 independent
subtests:
A. Verbal reasoning
B. Numerical reasoning
C. Abstract reasoning
D. Clerical speed and accuracy
E. Mechanical reasoning
F. Space relations
G. Spelling
H. Language usage
J.M. Ojha developed an Indian adaptation of DAT.

USES OF APTITUDE TESTS

a) It helps to predict an individual’s future performance.
b) It is used for selection of candidates for different courses.
c) It can be used for recruitment in organizations.

2 METHOD

3.1 Preliminary - Information as per practical 1

3.2 Testing Material- DAT test booklet, DAT answer sheet, DAT profile sheet, DAT scoring key,
DAT manual, pencil, and eraser.

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3.3 Description of the Test-
David’s Battery of Differential abilities (DBDA) has been designed to accurately measure an
individual’s various mental abilities. It is a standardized procedure for objectively measuring
what a person is able to do at the time of assessment and under the conditions of the assessment.
The battery of tests measures eight abilities through independent subtests. These are as follows:

1. VERBAL ABILITY- Verbal ability refers to the comprehension of words and ideas or a
person’s ability to understand written language. VA is assesses by two different kinds of sub-
tests: vocabulary(VA Part I), and understanding proverbs ( VA Part II). This ability is related
to academic performance. It is predictor of occupations involving much writing and reading.
VA Part I involves word meaning exercise to assess the subject’s knowledge of English words
and his ability to abstract and generalize relationship among words. VA Part II involves the
ability to recognize the proverbs and understand their latent meaning.

2. NUMERICAL ABILITY- Numerical ability refers to facility in manipulating numbers

quickly and accurately in tasks involving mathematical operations. NA is distinct from both
reasoning and mathematical knowledge and is more basic trait of facility and fluency in
fundamental number operations. It is predictor of occupations involving computational tasks
such as various clerical, accounting, engineering, technological and data processing jobs etc.

3. SPATIAL ABILITY- Spatial ability is concerned with perceiving spatial patterns accurately
and following the orientation of figures when their position in plane or space is altered. In
DBDA, SA is assessed by items in which the subject must be able to determine quickly
whether two dimensional figures have been merely turned around( rotated) or they are
turned over and rotated(reversed). This ability is found to be high in individuals who are
successful in geometrical drawing, drafting, vocational training and art and design. It is
predictor of success in occupations such as architecture, engineering, commercial art, dress
designing, die making and decoration.

4. CLOSURE ABILITY- Closure ability is primarily a perceptual ability measured by DBDA.

It refers to the ability to see quickly a stimulus when parts of it are missing. The principle of
closure has been adopted from Gestalt Psychology which says that brain tend to fill in gaps in
order to perceive complete meaningful forms. CA is a speed test assessed by items in which
the examinee must look at the mutilated words i.e. words part of which are missing , decide
what the word [Link] is related to success in courses and occupations such as architecture,
computer programming and data processing, art and design.

5. CLERICAL ABILITY- Clerical ability is perceptual activity primarily concerned with

making rapid evaluation of features of visual stimuli. In CL, the perceptual sped and accuracy
is measured by items in which the examinee must rapidly assess the sameness or difference of
paired groups of letters or numbers. This ability has high vocational value. CL is important
for success in many tasks such as record keeping, filing, taking inventories, dispatching,
coding and other similar jobs.

6. REASONING ABILITY- Reasoning Ability refers to the ability to apply the process of
reason from some specific information to a general principle. Here RA is measured by items
requiring the subject to inspect sets of four letters and discover which general principle they
follow. It is good indicator of non verbal, non culturally biased intelligence. RA is important
to success in courses and occupations in maths, computer programming, engineering, sciences
and scientific technology.

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7. MECHANICAL ABILITY- Mechanical ability refers to an understanding of basic
mechanical principles, simple machines, tools, electrical and automotive facts. The MA score
is dependent to a great extent on acquired knowledge and skills in such areas. The MA score
is relevant for courses and occupations concerned with machines and shop, electrical and
electronic tasks and engineering technologies.

8. PSYCHOMOTOR ABILITY- Psychomotor ability refers to precise movements requiring

eye hand coordination under highly speeded conditions. PM ability can be considered one of
fine muscle dexterity, primarily manual. The PM test can also be associated with the MA test,
as its importance to success in mechanical- technological endeavour is well established. PM
can be expected to be relevant for success in assembly line work drafting and clerical jobs
number of items of each test is given in table

A summary regarding the timings and number of items in each test is given in the
following table.

Test Working Time No. of items

VA Part – 1 4 mts 15
Part – 2 3 mts 30 sec 9
NA 5 mts 30 sec 20
SA 6 mts 72
CA 5 mts 20
MA 9 mts 25
CL 3 mts 72
RA 5 mts 12
PM 5 mts 70

RELIABILITY The preliminary reliability estimates from the data are derived from the KR-20
formula as a measure of internal consistency. Since all DBDA R tests are speed tests, split half
and test retest reliability coefficients have also been derived.

Reliability Coefficients for DBDA-R Tests

Type of VA NA SA CA MA CL RA PM
coefficient
SPLIT .72 .82 .95 .84 .69 .94 .76 .84
HALF
KR-20 .75 .78 .92 .74 .62 .89 .66 .76

TEST .79 .79 .85 .71 .70 .82 .61 .69

RETEST

VALIDITY- The concrete validation is taken into consideration here. This is an indication
of the practical utility of a group of test that is how well their test correlates with other well
established tests or relevant criteria. In a study it was found that the correlation between
aptitude and academic achievement is not very high. The following table shows the
correlation between DBDA-R test and intelligence test.

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CORRELATION BETWEEN DBDA-R TEST AND INTELLIGENCE TESTS
INTELLIGENCE VA NA SA CA MA CL RA PM
TESTS
WAIS(VERBAL) .57 .62 .48 .52 .58 .65 .68 .54
16PF (factor-B) .66 .64 .52 .58 .66 .69 .62 .64

3.4 Procedure

3.4.1 Rapport formation as per practical 1

3.4.2 Instructions
“ i. There are eight subtests in this battery of subtests. The questions are written on the test
booklets while the answers are to be marked on the answersheet.
ii. Please ensure that you do not write anything on the test booklets
iii. Please enter the required information i.e. Name, Age etc. in the answer sheet.
iv. Instructions for each test are given in the test booklets. They will be read out loudly by me as
you read them silently.”

Write that instructions for each subtest are given on the test booklets and they were read out.

3.4.3 Precautions
a) The room should be well lit and well ventilated.
b) There should not be any noise in the room.
c) The seating arrangement should be comfortable.
d) The time limit for every test should be followed.
e) Time limit for SA and CL not to be disclosed.
f) Instructions should be made clear to the subject.
g) Proper rapport should be established before starting the practical.
h) It should be made sure that only one answer has been marked for each question.
i) It should be made clear to the subject that their answers must be marked inside
the boxes.
j) Make sure that the key and questionnaire which is being scored are properly
aligned; the number in front of the questions on the inventory should correspond
with the number of the key.

3.4.4 Test Administration as per practical 1

3.4.5 Verbal Report as given by the subject

3.4.6 Behavioural observation

examiner’s observation of the subject during testing

3.4.7 Scoring
The scoring procedure for DBDA R is very objective and simple. Separate stencil keys are
used for scoring. The raw scores on all tests, except PM are found by placing the key on the
answer sheet. Each answer is seen through the box drawn on the scoring key scores 1. It
should be ensure that only one response is marked for each item. After obtaining the raw
score, the appropriate norm table is selected from the manual and each raw score is converted
into its sten equivalent. To obtain the raw score on PM (Psychomotor Ability) test, each

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response is inspected carefully. If on a figure, the lines are drawn by the subject does not
either touch any square or the dot and are complete, the response scores 1. In this way the
total raw score for all responses is found and converted into the corresponding sten score
using the norm table given in the manual.

4. RESULTS
SUBTEST RAW SCORE STEN SCORE INTERPRETATION

5. ANALYSIS AND INTERPRETATION –

Write for each subtest separately

6. CONCLUSION

Writ e the subtests in which he scored high, average and poor. Also make some career
recommendation, if possible.

7. REFERENCES
i) DBDA Manual.

ii) NCERT Textbook, XII.

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PRACTICAL 3
TITLE - MAUDSLEY PERSONALITY INVENTORY (MPI)

1. OBJECTIVE
To assess personality of my subject on two dimensions using Maudsley
Personality Inventory.

2. BASIC CONCEPT
2.1 Personality refers to our characteristic ways of responding to individuals and
situations. Personality refers to unique and relatively stable qualities that characterize
an individual’s behaviour across different situations over a period of time. Personality
is characterized by the following features:

 It has both physical and psychological components.

 Its expression in terms of behaviour is fairly unique in a given individual.
 It is dynamic in the sense that some of its features may change due to internal or
external situational demands
2.2 Theories of Personality
A number of approaches and theories have been developed to understand and explain
behavioural differences among individuals and behavioural consistencies within an
individual. Following are the different approaches to understand personality:
 Psychodynamic approach
 Post Freudian approaches
 Behavioural approach
 Cultural approach
 Trait and Type Approach

Type approach
The type approaches attempts to comprehend human personality by examining certain
broad patterns in the observed behavioural characteristics of an individual.
I. HIPPOCRATES- Sanguine, phlegmatic. Melancholic, choleric
II. TRIDOSHAS- Vata, pitta and kapha
III. TRIGUNAS- Sattva, Rajas and Tamas
IV. SHELDON- Endomorphic, Mesomorphic and Ectomorphic
V. JUNG- Extroverts and Introverts
VI. FRIEDMAN AND ROSENMAN- Type A and Type B Personality
VII. MORRIS- Type C type D personality

Trait Approach
These theories are mainly concerned with the description or characterization of basic
components of personality. Trait is considered as a relatively enduring attribute or quality
on which one individual differs from other.
 Allport’s trait Theory
 Cattell’s personality factors
 Eyesenck’s theory
Eyesenck’s theory- He proposed that personality could be reduces into two broad
dimensions which are biologically and genetically based. Theses dimensions are:
Neuroticism vs emotional stability- It refers to the degree to which people have control
over their feelings. Neurotic people are anxious, moody, touchy, restless and quickly

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lose control. Emotionally Stable people are calm, even tempered, reliable and are main
under control.
Extraversion vs introversion- It refers to the degree to which people are socially
outgoing or socially withdrawn. Extraverts are active, gregarious, impulsive and thrill
seeking. Introvert people are passive, quiet, cautious and reserved.
Eysenck proposed a third dimension also psychoticism vs sociability.

2.3 Methods of assessing personality- -

Personality assessment refers to the procedures used to evaluate or differentiate people on
the basis of certain characteristics. The most commonly used methods for assessing
personality are- psychometric tests, self report measures, projective techniques and
behavioural analysis.

Self Report Measures-

Self report measures are fairly structured measures, often based on theory, that requires
subjects to give verbal responses using some kind of rating scale. The method requires the
subject to objectively report his/her own feelings with respect to various items. They are
scored in quantitative terms and are interpreted on the basis of norms developed for the
test. Eg. The Minnesota Multiphasic Personality Inventory, Eysenk Personality
Questionnaire, Sixteen Personality Factor Questionnaire.
Advantages- The self report measures can be used for career guidance, vocational
exploration, personal counseling or personality development.
Limitations- 1. Social desirability is the tendency on the part of respondent to endorse
items in a socially desirable manner.
2. Acquiescence- is the tendency of the subject to agree with items irrespective of their
contents.

3. METHOD
3.1 Preliminary Information – as per practical 1

3..2 Testing Material- MPI booklet, MPI answer sheet, MPI scoring key, MPI manual,
pencil, and eraser.
3.3 Description of the Test- Maudsley Personality Inventory was developed by Eysenck.
MPI is the result of many years of developmental work. It was designed to give a rough and
ready measure of two important personality dimensions: Neuroticism vs. emotional stability
and Introversion vs. extroversion. Each of these two traits is measured by means of 48
questions, carefully selected after lengthy item analysis.

RELIABILITY AND VALIDITY

Both split half and Kuder Richardson reliability coefficients have been calculated on many
samples. For the neuroticism scale, these values nearly all lie between 0.85 and 0.90; for the
extraversion scale, they lie between .75 and .85 with the majority above .80. Retest reliabilities
are available only on about 100 cases; they are .83 and .81 respectively. The correlation
between the long and the short M.P.I. scales are .86 and .87 respectively for N and E. The
Cattell’s neuroticism and introversion scales correlate 0.34 and .53 (forms A and B) and .65
and .67 (forms C and D) with the corresponding M.P.I. scales.

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3.4 Procedure

3.4.1 Rapport formation as per practical 1

3.4.2 Instruction
“Here are some questions regarding the way you feel and act. There are no right or wrong
answers because different people react in different manners for the same kind of experience.
Therefore, what you feel right is the most appropriate answer for you. For example;

Do you like to indulge in gossip? Yes ? NO

As you can see that every question has three possible answer; “yes”, “?”,
“No”. You have to decide whether “yes” or “ No” represents your usual way of acting or
feeling, then put a (X) mark in the box next to “yes” or “no”. if you find it impossible to
decide, put a (X) mark in the box next to “?”. But do not use this answer very frequently.
Work quietly and do not spend too much time over any question. Give the first natural
answer as it comes to you. Of course the questions are too short to give you all the particulars
you would sometime like to have, even then give the best possible answer. Be sure not to skip
anything and answer every question, somehow.. You should finish the entire questionnaire in
not more than fifteen minutes. Therefore work quickly and remember to answer every
question.”

3.4.3 Precautions
1. The room should be well lit and well ventilated.
2. There should not be any noise in the room.
3. The seating arrangement should be comfortable.
4. There is no time limit.
5. Instructions should be made clear to the subject.
6. No item should be left unanswered.
7. Proper rapport should be established before starting the practical.
8. It should be made sure that only one answer has been marked for each question.
9. It should be made clear to the subject that their answers must be marked inside the
boxes.
10. Make sure that the key and questionnaire which is being scored are properly aligned;
the number in front of the questions on the inventory should correspond with the
number of the key.

3.4.4 Test Administration as per practical 1

3.4.5 Verbal Report - as given by the subject

3.4.6 Behavioural observation-

examiner’s observation of the subject during testing

3.4.7 Scoring
The inventory is scored directly from the test forms using translucent scoring key.
a) Check that each question has only one answer.
b) Place the left hand side of this key over the front page of the Test Form, adjusting it to
position by means of the two “check stars”.
c) There are two raw scores (N and E) to be obtained from each side, left and right (i.e.
front and back pages). The answers seen through the boxes count either 2 or 1, as
indicated by the number adjacent to the boxes.

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d) To obtain the score for N, add the weights for the answers visible in the neuroticism
vertical strip and record the sum at the bottom of the back page under column N.
Similarly, repeat this process for extraversion also.
e) In case, N and E scores are required only on short scale, use this key for the front page
only. To obtain the total N and E scores on the long scale use the full key including
front and back pages

4. RESULTS
DIMENSION RAW SCORE STEN SCORE INTERPRETATION
NEUROTICISM
EXTRAVERSION

5. ANALYSIS AND INTERPRETATION

Our objective was to assess personality of my subject on two dimension using Maudsley
Personality Inventory. My subject has scored a raw score of ___ corresponding to a sten score
of ___ in neuroticism. (Write personality characteristics accordingly)
Similarly write down interpretation for the other dimension. ( Should also give examples from
the questionnaire to support the finding).

6. CONCLUSIONS
Mention the interpretation (very specific) of two dimensions.

7. REFERENCES

i. MPI Manual

ii. NCERT Psychology Textbook, XII.

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PRACTICAL 4
TITLE – GLOBAL ADUSTMENT SCALE

1. OBJECTIVE.
To assess level of adjustment in various areas using Global Adjustment Scale.

2. BASIC CONCEPT
2.1 Adjustment refers to the adequacy of the personal and interpersonal processes that we
used to adapt to our environment. A well adjusted person is someone who engages in
behaviours that are appropriate for the culture and a given interpersonal situation. According
to this view well adjusted behaviours are flexible and subject to change in the environment,
produce no harmful effects on individual and other people and do not lead to short term and
long term interaction problems. Adjustment is a condition of harmonious relationship
between the social and the physical environment where in a person is able to obtain optimum
satisfaction for most of his needs and to meet fairly well the physical and social demands
imposed upon him. Hence adjustment is a process of making the changes needed or desired
in oneself and/or in one’s social and physical environment to experience what is termed as
adjustment.
The following five aspects of adjustment are of special importance:
a) Gaining skills through interaction with one’s world
b) Degree of control over one’s daily life
c) Redefining difficult situations in order to successfully meet the challenges of life
d) Self understanding, as it allows one to determine which life choices are most likely to result
in personal growth
e) Ability to make accurate judgments about the people and places in one’s life

3. METHOD

3.1 Preliminary Information as per practical 1

3.2 Testing Material- GAS test booklet, GAS answer sheet, GAS profile sheet,
GAS manual, GAS scoring key, pencil, eraser

3.3 Description of the Test-

The global Adjustment Scale has two forms, one for students (both school and college
students age ranging from 13-19 years) known as student form (Form S) and another for adult
population (20 yrs and above) known as the Adult Form (Form A). Presently we are using
student Form which gives reliable information about:
a) Family Relationships i.e. with the parents and siblings, with regard to freedom and
cohesion in the family
b) Health i.e. about the physical functioning of the body.
c) Social Environment i.e. friends and acquaintances outside the home.
d) Emotions in terms of maturity and sensitivity
e) School which focuses mainly on school life and academic involvement
f) Sex related behaviour i.e. about sex related knowledge, anxiety etc.
The G.A.S. Form S seeks to obtain information about how well the student
understands and has learned to live with his feelings and emotions in his physical and social
environment. It endeavors to discover to what extent he is the master of his feelings. This
form is used in personal counseling and is very useful in locating the areas of
maladjustment.
Reliability- The reliability of the Gas Form S was calculated as split half reliability and test
retest reliability coefficients with one month interval. Table 1.1

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TABLE 1.1 TEST RETEST AND SPLIT HALF RELAIBILITY COEFFICIENTS

DIMENSION TEST RETEST DIMENSION SPLIT HALF

Em .74 Em .79
Fa .65 Fa .69
He .69 He .79
Oc .72 Oc .78
Se .78 Se .86
So .75 Em .83

TABLE 1.2 FACTORIAL VALIDITY COEFFICIETS OF G.A.S Form S

DIMENSION Em Fa He Oc Se So

VALIDITY .72 .61 .69 .71 .78 .69

COEFFICIENT
S

3.4 Procedure

3.4.1 Rapport formation as per practical 1

3.4.2 Instructions—copy from the GAS test booklet

3.4.3 Precautions
a) The room should be well lit and well ventilated.
b) There should not be any noise in the room.
c) The seating arrangement should be comfortable.
d) There is no time limit.
e) Instructions should be made clear to the subject.
f) No item should be left unanswered.
g) Proper rapport should be established before starting the practical.
h) It should be made sure that only one answer has been marked for each question.
i) It should be made clear to the subject that their answers must be marked inside
the boxes.
j) Make sure that the key and questionnaire which is being scored are properly
aligned; the number in front of the questions on the inventory should correspond
with the number of the key.

3.4.4 Test administration as per practical 1

3.4.5 Verbal Report- as given by the subject

3.4.6 Behavioural observation-

examiner’s observation of the subject during testing

3.4.7 Scoring
The scoring procedure in GAS Form S is quite objective and simple. Transparent stencil
scoring keys are available for this purpose. The following steps are required for scoring:

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a) The examiner should ensure that the subject has answered all the questions on the
answer sheet.
b) If more than 15 questions are skipped, the test is considered invalid and should not be
scored.
c) Each question has one and only one answer.
d) Place the scoring sheet over the answer sheet. Be sure that the outline box on the
answer sheet is aligned with the box on the answer sheet.
e) Please note that each answer scores either 2 or 1 as indicated by the numbers printed
above the circles.
f) Add these scores for each adjustment area and write it down at the bottom of the
answer sheet in the space provided for that area.
g) Convert the obtained raw score to sten scores by the procedure mentioned in the norm
table. Be careful to choose the appropriate norm table.
h) Plot these sten scores on the profile sheet provided with the test materials. Each bar
indicates one adjustment area.

4. RESULTS

DIMENSIONS RAW SCORE STEN SCORE INTERPRETATION

5. ANALYSIS AND INTERPRETATION

Write interpretation for each dimension with the help of the manual

6. CONCLUSIONS

Write the dimensions in which the subject scored high, average and low.

7. REFERENCES
1) GAS Manual

2) NCERT Textbook. XII.

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PRACTICAL 5
TITLE – SELF CONCEPT QUESTIONNAIRE

1. OBJECTIVE

To assess the level of self concept of my subject using Dr.. Saraswat’s Self Concept Questionnaire.

2 . BASIC CONCEPT
2.1 SELF- Self refers to totality of an individual’s conscious experiences, ideas, thoughts
and feelings with regard to himself and herself.
2.2 HOW DOES SELF DEVELOP- A newly born child has no idea of its self. As a child
grows older, the idea of self emerges and its formation begins. Parents, friends,
teachers and significant others play a vital role in shaping a child’s ideas about self.
Our interactions with other people, our experiences and the meaning we give to them
serve as the basis of ourself. The structure of self is modifiable in the light of our own
experiences and the experiences we have of other people.
2.3 PERSONAL IDENTITY- It refers to those attributes of a person that makes him
different from [Link]. name
2.4 SOCIAL IDENTITY- It refers to those aspects of a person that link him to social or
cultural group.
2.5 SELF AS SUBJECT AND OBJECT- When self is described as doing something ( I am
a dancer), it is a subject. On the other hand if it is describes as an entity on which
something is done, it is described as object.
2.6 SELF CONCEPT- The way we perceive ourselves and the ideas we hold about our
competencies and attributes is also called self concept. This can be either positive or
negative. A person may have a positive view of her/his atheletic bravery but a
negative view of his academic talent.
2.7 KINDS OF SELF
1. Personal Self- this leads to an orientation in which one feels primarily concerned with
oneself.
2. Social self- the social self emerges in relation with others and emphasizes such aspects
of life as cooperation, unity, affiliation, sacrifice, support or sharing. This self values
family and social relationship. Hence it is also called familial or relational self.
SELF CONCEPT- The way we perceive ourselves and the ideas we hold about our
competencies and attributes is also called self concept. It can be either positive or
negative. A person can have a very positive view of his atheletic bravery but a
negative view of his academic talents.
Studies indicate that by the age of 6 to 7 yrs children seem to have formed self esteem
atleast in four areas- academic competence, social competence, atheletic competence
and physical appearance.
SELF EFFICACY refers to the believe of a person in his ability to control life outcomes

3. METHOD

3.1 Preliminary Information as per practical 1

3.2 Testing Material- SCQ Test form, SCQ Manual, pencil, eraser

3.3Description of the Test- ( Copy from the manual. Also make Table1, write the reliability and
validity. Also make the reliability table.)

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3.4 Procedure
3.4.1 Rapport formation as per practical 1
3.4.2 Instructions- copy from SCQ test form

3.4.3 Precautions
a) The room should be well lit and well ventilated.
b) There should not be any noise in the room.
c) The seating arrangement should be comfortable.
d) There is no time limit.
e) Instructions should be made clear to the subject.
f) No item should be left unanswered.
g) Proper rapport should be established before starting the practical.
h) It should be made sure that only one answer has been marked for each question.
i) It should be made clear to the subject that their answers must be marked inside the boxes.
j) Make sure that the key and questionnaire which is being scored are properly aligned; the
number in front of the questions on the inventory should correspond with the number of
the key.

3.4.4 Test administration as per practical 1

3.4.5 Verbal Report – as given by the subject

3.4.6 Behavioural observation

examiner’s observation of the subject during testing

3.4.7 Scoring - The respondent is provided with five alternatives to give his responses ranging
from most acceptable to least acceptable description of his self concept. The responses are in such
a way that the scoring system for all the items will remain the same i.e. 5,4,3,2,1 whether the items
are positive or negative. If the respondent puts a tick mark for first alternative the score is 5, for
second alternative the score is 4, for third the score is 3. For the fourth its 2 and for the fifth and the
last its 1. The summated score of all the eight items in each self-concept dimension provide the total
self concept score for that dimension. Interpretation for each score in each dimension is given in
Table 3 of the test manual. A high score on this inventory indicates a higher self concept, while a
low score shows low self-concept. Now all the scores of each dimension were added to get the total
self concept score of an individual. Interpretation for total self concept is given in Table 4 of the
manual.

4. RESULTS

SELF CONCEPT RAW SCORE INTERPRETATION

DIMENSION
Repeat for all the
dimensions/areas

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5. ANALYSIS AND INTERPRETATION

My subject got a score of ______ in the Physical dimension which means he/she has _______
self concept of his/her own body, health, physical appearance and strength. ( Do the same for
other dimensions and total self concept).

6. CONCLUSIONS
( Mention the dimensions in which he/she has high/average/low self concept. Also mention
the total self concept.)

7. REFERENCES

i) SCQ manual.

ii) NCERT Psychology textbook, XII.

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ASSIGNMENT 1

VARIATIONS IN PSYCHOLOGIAL ATTRIBUTES

1. What is assessment? Distinguish between formal and informal assessment.

2. Differentiate between intelligence and aptitude.
3. What do you mean by primary mental abilities?
4. What is the hierarchical model of intelligence?
5. Describe structure-of-intellect model.
6. Differentiate between interpersonal and intra-personal intelligence.
7. What is contextual intelligence?
8. Distinguish between simultaneous processing and successive processing with
examples.
9. What is CAS?
10 . Differentiate between culture fair and culture bias tests.
11. What do you understand by mental retardation?
12. How is giftedness different from talent ? Give a detailed account of the signs and
characteristics of a gifted child.
13. Are there cultural differences in the conceptualization of intelligence ?
14. Is intelligence normally distributed? Comment.
15. Compare psychometric approach and information processing
approach in explaining intelligence.
16. Describe verbal, nonverbal and performance test.
17. Give characteristics of emotionally intelligent persons.
18. What is creativity ? Explain how it is relate to intelligence with examples.
19. Describe key features of case study method.
20. Arjun has interest in machines but lacks Aptitude. He wants to become a mechanical
engineer. Do you think he will be successful ? State reasons for your answers.

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ASSIGNMENT 2

SELF AND PERSONALITY

1. What is familial self?

2. How is ego different from superego?
3. Differentiate between regression and fixation.
4. Give features of phallic Stage.
5. What do you mean by collective unconsciousness?
6. What are projective techniques ? What are the advantages and limitations of
projective techniques?
7. What are the different levels of consciousness proposed by Freud ? Explain using
diagram.
8. What did Maslow mean by self-actualization?
9. Discuss the role of unconscious in determining personality.
10. “Personality is described as an adaptation of individual or groups
to the demands of culture” Discuss.

11. Discuss the role of the pleasure principle, the reality principle, and internalizing in relation
to Freud’s three personality structure.
12. Define personality.
13. Differentiate between type and trait.
14. What are defense mechanisms ? Differentiate between repression and projection
with the help of examples.
15. Discuss advantages and limitations of self report measures.
16. What is social learning ?
17. How does self efficacy influence behavior?
18. Compare Indian and western perspective of self.
19. What are the broad dimensions of Personality proposed by Eysenck ?
20. How does ‘basic anxiety’ lead to depression ?

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ASSIGNMENT 3

MEETING LIFE CHALLENGES

1. Define stress.
2. Differentiate between distress and eustress.
3. Differentiate between primary and secondary appraisal.
4. What do you mean by burnout?
5. What do you understand by coping?
6. Define positive health.
7. Can stress affect our emotions and thinking ? Elaborate.
8. What are life skills? Explain any two life skills dealing with stress.
9. How does biofeedback help in managing stress?
10. What are emotions focused coping mechanisms?
11. What do you understand by stress resistant personality?
12. What are the various response styles to stress?
13. What are the various sources of stress?
14. What are the various factors that lead to examination anxiety?
Discuss various strategies to overcome examination anxiety.
15. Discuss GAS model with the help of an example.
16. How is stress related to illness?
17. Discuss the relation of stress with lifestyle.
18. Discuss the role of social support on experience of stress.
19. How is resilience related to health?
20. How does stress affect the immune system ?

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ASSIGNMENT 4

PSYCHOLOGICAL DISORDERS

1. How can you define abnormal behavior as a deviation from social norms?
2. How does psychodynamic model describe abnormal behavior?
3. What is Diathesis Stress model? Exlplain with an appropriate example.
4. Write two important features of middle ages.
5. What change was observed in the Renaissance period about the concept of
abnormal behavior ?
6. Why is 17th and 18th centuries known as “ Age of Reason & Enlightenment “ ?
7. Name three disorders and the neurotransmitters causing those disorders.
8. A soldier is not able to walk after miraculous escape in terrorist attack in Mumbai.
Physicians fail to find any medical cause for this inability to walk. Identify the
disorder and give the other symptoms.
9. How do externalizing disorders differ from internalizing disorders.
10. Differentiate between substance dependence and substance abuse disorders.
11. Discuss abnormal behavior as maladaptive with the help of an example.
12. Discuss the role of genetic and biological factors influencing abnormal behavior.
13. What are phobias? If someone had an intense fear of snakes, could this simple
phobia be a result of faulty learning? Analyze how the phobia could be developed.
14. Explain any one pervasive developmental disorder.
15. Give symptoms of obsessive compulsive disorder.
16. What do you understand by dissociation ? Explain its types.
17. What are the various types of mood disorders?
18. Bi-polar disorders have highest risk of suicide. Elaborate the factors and symptoms
associated with suicide.
19. What is ‘schizophrenia’? State various symptoms associated with schizophrenia,
explain any two.
20. What do you understand by the term ‘externalizing disorders ? Explain the
externalizing disorders found among children.

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ASSIGNMENT 5

THERAPEUTIC APPROACHES

1. Define psychotherapy.
2. What do you understand by therapeutic alliance?
3. What is the difference between positive transference and negative transference?
4. What is the principle of reciprocal inhibition?
5. Discuss the effectiveness of Sudarshna Kriya Yoga.
6. How does resistance occur during psychoanalytic therapy?
7. Describe the method of behavioural analysis used by behaviour therapist. Give an
example to support your answer.
8. How will you use the method of systematic desensitization to remove phobia of
dogs?
9. Explain the basic principle of humanistic therapy.
10. What are the techniques used in rehabilitation of the mentally ill?
11. A therapist asks the client to reveal all her/his thoughts including early childhood
experiences. Describe the technique and type of therapy being used?
12. Explain aversive conditioning with the help of an example.
13. What do understand by dysfunctional cognitive structures?
14. What is ECT?
15. Explain rational emotive therapy( RET) .
16. Explain token economy technique for changing behavior.
17. What is Logotherapy ? Explain.
18. What is existential anxiety ?
19. State the goals of psychotherapies.
20. Due to the tragedies in her life Anjali finds herself quite often asking questions like
– What is my aim in life? What is the purpose of my life? etc. She consults a therapist
as she finds her present life meaningless and inauthentic. How will the Humanistic
– Existential Therapist alleviate her distress and help her to achieve a sense of
wholeness?

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ASSIGNMENT 6

ATTITUDE AND SOCIAL COGNITION

1. Define attitude.
2. How do cultural norms influence formation of attitudes?
3. Differentiate between attitudes, values and beliefs.
4. Attitudes have functional value. Explain.
5. How does ‘kernel of truth” lead to development of prejudice?
6. What do you mean by primacy effect?
7. Explain halo effect with the help of an example.
8. Explain fundamental attribution error with the help of an example.
9. Discuss the relationship among various components of attitude with the help of an
example.
10. Explain the factors that influence the behaviour of an individual in the presence of
others.
11. Explain how the attribution made by an actor would be different from that of an
observer.
12. Highlight the importance of schemas in social cognition.
13. Is behaviour always a reflection of one’s attitude? Explain with a relevant example.
14. Give various characteristics of prosocial behaviour.
15. “Though attitudes are relatively stable but they undergo change”. Explain the
processes involved in attitude change.
16. Give various strategies to handle prejudice.
17. Is behaviour always a reflection of one’s attitude?
18. We witness a number of incidents happening around us and like naïve scientists
assign a cause for one’s behavior. What is this process called? Discuss its various
aspects with the help of examples.
19. Differentiate between impression formation and attribution. Describe the process of
impression formation
20. Lifestyle ailments like diabetes and hypertension, are on the rise due to our poor
eating habits and lack of exercise. As a budding psychologist you have been told to
design a strategy to change the attitude of your peers towards healthy eating. What
factors will you keep in mind to bring this attitude change?

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ASSIGNMENT 7

SOCIAL INFLUENCE AND GROUP PROCESSES

1. Define group.
2. Distinguish between group and crowd.
3. Differentiate between audience, mob and a group.
4. What is group think?
5. Why does group polarization occur?
6. Differentiate between group and team.
7. What do you mean by compliance ? Explain the techniques of compliance.
8. State the reasons for joining groups.
9. Explain various stages of group formation with the help of an example.
10. What are the consequences of extreme cohesiveness?
11. Differentiate between primary and secondary group.
12. Differentiate between compliance and conformity.
13. Explain Milgram’s study on obedience. Also state the reasons for obedience.
14. What do you mean by conformity? Explain informational and normative influence
in conformity.
15. Enumerate various causes of intergroup conflicts .Explain any one strategy for
resolving conflicts.
16. Compare Cooperative group and competitive group.
17. Can we change intergroup competition to intergroup cooperation? Explain with
the help of relevant example.
18. Explain the phenomenon of ‘groupthink’.
19. Explain prisoner’s dilemma and its application to explain human behavior.
20. Give one incident of social loafing in school. Why does it happen ? Give any two
ways of reducing social loafing.

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ASSIGNMENT 8

PSYCHOLOGY AND LIFE

1. What do you understand by environment?

2. How does environment influence perception?
3. What do you mean by pro-environmental behaviour?
4. Differentiate between poverty and deprivation.
5. What do you mean by “Antyodaya”?
6. Define ‘health’?
7. Give the psychological features of environmental design.
8. Describe various approaches to explain Human-Environment relationship.
9. Discuss various environmental influences on human behaviour.
10. How do human beings influence environment?
11. Discuss the psychological effects of crowding.
12. Differentiate between crowding tolerance and competition tolerance.
13. What is personal space? What is its significance?
14. What do you understand by poverty cycle?
15. State any three strategies for poverty alleviation.
16. Differentiate between instrumental and hostile aggression.
17. Describe any three situational factors leading to aggression. Also explain the
strategies to reduce aggression.
18. Discuss the psychological impact of television viewing on human behaviour. How
can its adverse consequences be reduced? Explain.
19. Your region has just witnessed a natural disaster. What would be its emotional
impact on people?
20. You are preparing for an important examination and there is a noisy celebration in
your neighborhood. What characteristics of the noise will affect your preparation?

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ASSIGNMENT 9

Developing psychological skills

1. What do you mean by counseling?

2. Give the main elements of counseling.
3. Explain how ‘positive regard for others ‘ and ‘ability to empathize’ are the essential
characteristics of a counselor ?
4. What are the various characteristics of communication?
5. Explain encoding and decoding in human communication.
6. Explain the following communication skills.
(a) Speaking (b) listening (c) reception (d) attention
7. Give various strategies to improve listening skills.
8. How does understanding of body language help in effective communication?
9. Explain the term paraphrasing in human communication.
10. Differentiate between interpersonal and intrapersonal communication.
11. Explain ‘authenticity’ as a quality of an effective counselor.
12. Describe the three stages of interview.
13. What do you understand by ‘leading’ and ‘mirror’ questions ?
14. What are the observational skills required to be an effective psychologist ?
15. What are the ethical considerations in client counselor relationship?

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1 MARKERS

1. Who gave the following theories/concepts:

2. Uni factor Theory of intelligence

3. Personality Types- Sanguine, Phlegmatic,
Melancholic etc.
4. Two Factor Theory of Intelligence
5. Two Step Concept for attitude change
6. Concept of id, ego and superego given by
7. Gestalt therapy
8. Classification of causal factors
9. Five Factor Model of personality
10. Stages of group formation
11. Autokinetic effect was studied by
12. Theory of primary mental abilities
13. Personality Types based on body build
14. Hierarchical Model of Intelligence
15. Balance Theory for Attitude Change
16. Source and Surface traits
17. Logotherapy
18. Structure of Intellect Model
19. Cognitive Dissonance Theory
20. Type-A and Type B Personality
21. Theory of Multiple Intelligence
22. Psychosexual stages
23. Triarchic Theory of Intelligence
24. Type C and Type D Personality
25. PASS model of intelligence
26. Concept of Mental Age
27. Concept of Cardinal, Central and Secondary traits
28. Concept of IQ
29. 16 PF was developed by
30. Systematic Desensitization
31. Emotional Intelligence
32. Concept of Regression and Fixation
33. Theory of Analytical Psychology
34. Concept of Core Schemas
35. Theory of Individual Psychology
36. Concept of Fully Functioning Person

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37. Hierarchy of Needs
38. Client Centered Therapy
39. One Diagnostic Test
40. Rational Emotive Therapy
41. Unconditional Positive Regard
42. Rorschach Inkblot Test
43. DSM IV published by
44. Thematic Apperception Test
45. P-F study
46. ICD- 10 published by
47. Primary and Secondary Appraisal of stress
48. General Adaptation Syndrome
49. Stress Inoculation technique
50. Concept of Hardiness/Stress Resistant
Personality
51. Task Oriented, Emotion Oriented, Avoidance
Oriented Strategy
52. Problem focused and Emotion focused strategy
53. “In the Minds of Men” was written by
54. Dysfunctional cognitive structures

FILL IN THE BLANKS:

1. 4 D’s of abnormal behaviour are ___________________________________________
2. Full form of DSM IV _____________________________________________________
3. DSM IV is published by __________________________________________________
4. Full form ICD 10 ________________________________________________________
5. ICD 10 is prepared by ___________________________________________________
6. Mindfulness based meditation is also called________________________________
7. Low activity of neurotransmitter gamma amino butyric acid ( GABA) leads to
___________.
8. Rapid breathing technique to induce hyperventilation___________________
9. Give one difference between psychometric approach and information processing
approach to understand intelligence.
Psychometric approach Information Processing Approach

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10. Excess activity of dopamine leads to__________.
11. Low activity of serotonin leads to ______.
12. Diathesis is _________________________.
13. ___________________ is defined as diffuse, vague, unpleasant feeling of fear and
apprehension.
14. Prolonged, vague, unexplained fears that are not attached to any particular object,
free floating anxiety. These are symptoms of _____________________
15. Sudden recurrent anxiety attacks in which the person experiences intense terror
and intense anxiety are the main symptoms of ________________________
16. Irrational fears related to specific objects, people or situation are symptoms of
________________________________________________________
17. Social phobia is _______________________________________________________
18. Agoraphobia is _________________________________________________________
19. Compulsive behaviour is _________________________________________________
20. Obsessive behaviour is ___________________________________________________
21. In __________________________ there are physical symptoms in the absence of
physical disease.
22. In _________ a person interprets insignificant symptoms as signs of serious illness
despite repeated medical reassurances.
23. In _______________________disorder a person exhibits vague and recurring bodily
symptoms such as pain without any organic cause.
24. In _________________________the person suffers from a loss or impairment of
motor and sensory functions.
25. ____________________________ is characterized by extensive but selective memory
loss that has no known organic cause.
26. _______________________ is unexpected travel away from home and workplace
assuming new identity and inability to recall previous identity.
27. In ___________________ the person assumes alternate personalities that may or
may not be aware of each other..
28. __________________ is a dreamlike state in which the person has a sense of being
separated both from self and reality.
29. _______________is euphoric extremely active, excessively talkative and easily
distractable.
30. A disorder in which both mania and depression are alternately present.______
31. A period of depressed mood, loss of interest in most activities, change in body
weight, sleep problems, thoughts of death and suicide.____________________
32. _____________ is a false belief that is firmly held on inadequate grounds, no reality
basis.
33. What are the two main components of therapeutic alliance?
1. ______________________________________
2. _______________________________________

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34. In ______________ method the client lies down on a couch close his/her eyes and
is asked to speak whatever comes to his mind.
35. Name two main methods of psychoanalysis to elicit intra-psychic conflicts in
unconscious mind.
1. __________________________________________________________
2. ____________________________________________________________
36. According to psychoanalytic therapy, during transference,________________
occurs when client becomes silent during therapy , misses appointments, comes
late for the appointment.
37. Two analytical techniques of interpretation in psychoanalysis are
__________________________and__________._________________
38. During ___________________ in psychoanalytic therapy, the therapist points out to
the client an aspect of his psyche that must be faced by the client.
39. During transference if the client consciously hides the information, then it is called
________________________________________________.
40. The process of bringing a vague and confusing event into sharp focus during
psychoanalytic therapy is known as _______________________________.
41. The outcome of working through is
___________________________________________________________________.
42. According to behavioural therapy psychological distress arises
because___________________________________________________
43. In behavioural therapy, behavioural analysis is done to find a.__________________
b.________________ c.__________________________.
44. Saleem is having recurrent nightmares after he witnessed bomb blast in Ajmer
dargah. He is not able to concentrate on his work at all. He has become quiet.
Psychologists say that he is suffering from______________________________
45. When the information presented at first has a stronger effect than the information
presented at the end. This is called______________________________
46. The phenomenon of group think is the consequence of _______________________
47. Would you like to join our company?” This is an example of
_______________________ question.
48. ______________________intelligence involves the ability to deal with
environmental demands encountered on daily basis.
49. In Sudarshana Kriya Yoga/ Kundalini yoga/ Vipasana meditation / Pranayama
(Tick the correct answer) there is no fixed object or thought to hold the attention.
50. A condition when patient does not show any emotion is known as______________
51. Intrapersonal intelligence is the ability to_____________________________________
52. The stage where presence of stressor leads to activation of the adrenal pituitary
cortex system is known as__________________________________________________
53. Self when seen in relation to himself/herself is called __________________________
54. Cognitive Assessment System consists of ____________________________________

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55. Feeling of anxiety and depression, mood swings, psychological tension show the
Physiological/ Emotional/ Cognitive/ behavioural effect of stress.
56. Making Summary of the ideas just received by receiver is called_________________
57. The notion of self efficacy is based on_________________________________________
58. Raven’s Progressive Matices is an example of performance/ nonverbal test.
59. The concept of hardiness consists of 3 C’s i.e._________________________________
_____________________________________
60. Three stages of biofeedback_________________________________________________
____________________________________________________________________________
61. The essence of stress inoculation training is ___________________________________
62. Three main phases of stress inoculation training are ____________________________
63. __________________ is dynamic situation specific reaction to stress.
64. Kundalini yoga is very effective in the treatment of _____________________________
65. The process of emotional burdening is called__________________________________

66. Define compliance.

____________________________________________________________________________
____________________________________________________________________________

67. Define obedience.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
68. What is primacy effect?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
69. What is recency effect?
____________________________________________________________________________
____________________________________________________________________________

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70. IQ=
____________________________________________________________________________
71. According to Arthue Jenson level 1- associative learning refers to
____________________________________________________________________________
72. Give one difference between aptitude and intelligence.
____________________________________________________________________________
____________________________________________________________________________
73. The ability to organize and monitor our own behaviour is known as ___________
74. ________________refers learning to delay the gratification of needs.
75. ___________________refers to biologically based characteristics ways of reacting.
76. _________________refers to stable, persistent and specific ways of behaving.
77. _______________ tendency of a person to react to a given situation in a particular
way.
78. ______________________refers to the overall pattern of regularly occurring
behaviour.
79. __________________refers to over learned modes of behaving.
80. ________________ refers to goals and ideals that are considered important and
worthwhile to achieve.
81. Personality characteristics of Type A ___________________________________
82. Personality characteristics of Type B____________________________________
83. Type C personality is more prone to develop __________________
84. ______________________personality is more prone to depression.
85. Traits that are highly generalized dispositions are called ____________________
86. Examples of secondary traits are __________________________________
87. Source traits are____________________________________________________
__________________________________________________________________
88. Surface traits are ___________________________________________________
89. In denial a person _________________________________________________
90. In ___________________________ a person defends against anxiety by adopting
behaviours opposite to his true feelings.

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91. In ___________________people attribute their own traits to [Link]
_________________________ anxiety provoking behaviours are totally dismissed by
the unconscious.
92. The instinctual life force that energized the id is called_____________________
93. Give one example of pervasive developmental disorder.
94. _______________ refers to a state in which a person feels that he/she has lost
something valuable and is not getting something what he deserves.
95. The overall tendency for people to give greater weightage to internal or
dispositional factors is called ________________________________
96. The behavioural component of prejudice is known as ______________________
97. ______________refers to repeated association of undesired response with an
aversive consequence.
98.
Body Built Physical characteristics Temprament
Endomorphic
Mesomorphic
Ectomorphic
99. Name two disorders common during adolescence.

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Sample Paper 1
( based on chapter 1 and 2)
Subject – Psychology
Class – XII
Time :3 hours MM – 70
General Instructions
 All the questions are compulsory. Answers should be brief and to the point.
 Marks for each question are indicated against it.
 Question Nos. 1-10 in Part A are learning checks type questions carrying one mark each. You
are requested to answer them as directed.
 Question Nos. 11-16 in Part B are very short answer type questions carrying 2 marks each.
Answer to each question should not exceed 30 words.
 Question Nos. 17-20 in Part C are short answer type-I questions carrying 3 marks each. Answer
to each question should not exceed 60 words.
 Question Nos. 21-26 in Part D are short answer type-II questions carrying 4 marks each. Answer
to each question should not exceed 100 words.
 Question Nos. 27-28 in Part E are long answer type questions carrying 6 marks each. Answer to
each question should not exceed 200 words.
 This paper has _2_printed sides.
PART A
Q1. __________ refers to an individual’s underlying potential for acquiring 1
skills
Q2. ________ developed client centered therapy. 1

Q3. Define mental age. 1

Which statement is not true of people with low in self-efficacy?
Q4. 1
a. They persist in their efforts.
b. They lack confidence.
c. They expect failure
d. They avoid challenge
Q5. __________ refers to over learned modes of behaving. 1

Q6. ________ personality is more prone to cancer. 1

You just found a wallet in a dark theatre. Which part of his personality
Q7. 1
according to Freud would urge you to return the wallet ?
Q8. __________ refers to tendency of the subject to agree with items irrespective 1
of their contents.
Q9. Define self. 1

Q10. Write the formula to calculate IQ. 1

PART B

Q11. What are situational tests? 2

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Q12. Can interest and aptitude help to predict success in life? Give reasons to 2
substantiate your answer.
Q13. Explain archetypes in relation to collective unconscious. 2

Q14. How do the source and surface traits differ? 2

Q15. What is technological intelligence? 2

Q16. Differentiate between basic anxiety and identity crisis. 2

PART C

Q17. What are self report measures? 3

Q18. What is assessment? Discuss any two methods used for psychological 3
assessment.
Q19. Explain Karen Hoeney’s theory to understand personality. 3

Q20. Explain Daw-a-Person test. 3

PART D

Q21. Explain any two psychometric approaches to intelligence. 4

Q22. What are the three types of intelligences defined by Sternberg? 4

Q23. Briefly explain the role of culture on personality. Suggest different ways 4
in which the features of ecology and culture influence personality.
Q24. Describe Allport’s trait theory of personality. 4

Q25. According to Freud, people use various defense mechanisms. Are ego 4
defense mechanisms effective? Using appropriate examples explain
Freud’s list of defense mechanism.
Q26. Elucidate the differences in various areas of functioning at different levels 4
of mental retardation.
PART E

Q27. How is culture related to intelligence? Discuss with special reference to 6

Indian and western culture.
Q28. Describe various stages of psychosexual development. Explain the 6
concept of fixation and regression with the help of examples.

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DESIGN OF QUESTION PAPER
PSYCHOLOGY (Code No.037)
FOR BOARD EXAMINATION
CLASS XII

MAX MARKS : 70 TIME ALLOWED: 3 HOURS

The weightage of the distribution of marks over different dimensions of the question paper shall
be as follows:

I. WEIGHTAGE TO CONTENT/SUBJECT UNITS

[Link]. UNITS WEIGHTAGE/MARKS

1 Intelligence and aptitude 9
2 Self and Personality 10
3 Human Strengths and Meetings Life 7
Challenges
4 Psychological Disorders 10
5 Therapeutic Approaches and Counseling 7
6 Attitude and Social Cognition 8
7 Social Influence and Group Processes 7
8 Environmental and Social concerns 6
9 Developing psychological skills and 6
their application

II. WEIGHTAGE TO TYPE OF QUESTIONS

[Link]. Types of Marks for No. of Total marks Percentage (%)

questions each questions
question
01 LC 1 10 10 14
02 VSA 2 6 12 17
03 SAI 3 4 12 17
04 SAII 4 6 24 35
05 LA 6 2 12 17
Total 28 70 100

NOTE: THE EXPECTED LENGTH OF THE ANSWER AND THE TIME GIVEN UNDER
DIFFERENT FORMS OF QUESTIONS WOULD AS FOLLOWS:
[Link]. Type of No. of Expected Expected Total Time
question questions Lengths time for each
question
1 LC 10 Objective 1 1x10=10 mts.
type
2 VSA 6 Upto 30 4 4x6=24 mts.
words
3 SAI 4 Upto 60 8 8x4=32 mts.
words

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4 SAII 6 Upto 100 12 12x6=72 mts/
words
5 LA 2 Upto 200 16 16x2=32 mts.
words
- Reading and =10 mts.
revision
Total =180
mts.

LC = Learning Checks
VSA = Very Short Answer Type Questions
SA-1&II = Short Answer Type Questions
LA = Long Answer Type Questions
II. SCHEME OF OPTIONS:
1. There will be no option in the form of “Do any six questions or so”
2. Internal choice (either/or type) of 27% may be given in SA (I), SA (II) and long
answer type questions.
3. The alternate question given by way of choice should be based on the same
objective and the unit. It would have the same anticipated difficulty level and
length of answer.
III. WEIGHTAGE TO DIFFICULTY LEVEL OF QUESTION

[Link]. Estimated Difficulty Level Percentage

A Easy 15%
B Average 70%
C Difficult 15%

Note : A question may vary in difficulty level from individual to individual as such the
approximation in respect of each question will be made by the paper setter on the basis of
general anticipation from the group as a whole taking the examination. The provision is only
to make the paper balance in its weight rather than to determine the pattern of marking at any
stage.

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SAMPLE QUESTION PAPER 2
Psychology
Blue Print
Class XII
Maximum Marks: 70 Time Allowed : 3 hours
[Link] Forms of Learning Very Short Short Long TOTAL
questions/ Checks Short Answer Answer Answer
Content Answer Questions Questio Questio
Unit Questio -I ns -II ns
(1) ns (3) (4)
(2) (6)
1 Intelligence 1(1) 2(1) - - 6(1) 9(3)
and Aptitude
2 Self and 1(1) 2(1) 3(1) 4(1) - 10(4)
Personality
3 Human
Strengths and 1(1) - - - 6(1) 7(2)
Meeting Life
Challenges
4 Psychological 1(1) 2(1) 3(1) 4(1) - 10(4)
Disorders
5 Therapeutic 1(1) 2(1) - 4(1) - 7(3)
Approaches
and
Counseling
6 Attitude and 1(1) - 3(1) 4(1) - 8(3)
Social
Cognition
7 Social 1(1) 2(1) - 4(1) - 7(3)
Influence and
Group
Processes
8 Environmental 1(1) 2(1) 3(1) - - 6(3)
and Social
Concerns
9 Applied 2(2) 4(1) 6(3)
Psychology
Sub-total 10(10) 12(6) 12(4) 24(6) 12(2) 70(28)

NOTE: Figures within brackets indicate the number of questions and figures outside the
brackets indicate marks.

Summary: Marks
LC - Learning Checks 1 x 10 10
VSA - Very Short Answer 2x6 12
SA I - Short Answer type I 3x4 12
SA II - Short Answer type II 4x6 24
LA - Long Answer 6X2 12
70
Scheme of options
Internal options in SA-I, SA-II and LA type question only.

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SAMPLE QUESTION PAPER -2
Class: XII
Psychology

Time Allowed : 3 Hours

Maximum Marks: 70

General Instructions:

(i) All questions are compulsory.

(ii) Marks for each question are indicated against it.

(iii) Answers should be brief and to the point.

(iv) PART- A has 10 Learning Checks carrying one mark each. You are required to answer them as
directed.

(v) Questions 11 to 16 in PART- B are Very Short Answer type questions carrying 2 marks each.
Answer to each question should not exceed 30 words.

(vi) Questions 17 to 20 in PART- C are Short Answer Type I questions carrying 3 marks each.
Answer to each question should not exceed 60 words.

(vii) Questions 21 to 26 in PART- D are Short Answer Type II questions carrying 4 marks each.
Answer to each question should not exceed 100 words.

(viii) Questions 27 and 28 in PART- E are Long Answer Type questions carrying 6 marks each.
Answer to each question should not exceed 200 words.

PART - A
1. Match the TWO lists and choose the correct match from the given options:
LIST A LIST B
1. One factor theory A. Thurstone
2. Two factor theory B. Binet
3. Structure of Intellect Model C. Spearman
4. Theory of Primary Mental Abilities D. Guilford
OPTIONS
a. 1 – D, 2 – A, 3 – C, 4 – B,
b. 1 – C, 2 – D, 3 – B, 4 – A,
c. 1 – A, 2 – C, 3 – D, 4 – B,
d. 1 – B, 2 – C, 3 – A, 4 – D, (1)

2. A person’s resolution of problems at any stage of development less than the adequate,
demonstrates regression.
(1) (a) True (b) False

3. A counselor is trying to understand the feelings of another person from his/her

Perspective, here the counselor is exhibiting.
(a) Sympathy (b) Empathy (c) Unconditional positive regard (d) Paraphrasing (1)

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4. The craze for thinness valued by models and actors is termed as ________.
(a) Anorexia nervosa (b) Bulimia. (1)
5. The term used to describe the level of stress that is good for human beings is
(a) Strain (b) Eustress (c) distress (d) Arousal (1)
6. ‘Changing our behavior can change how we think and feel’. Give an example. (1)

7. Identify the correct sequence of the stages of group formation. (1)

(a) Performing, norming, storming & forming.

(b) Forming, storming, norming & performing.
(c) Norming, storming, forming & performing.
(d) Storming, norming, performing & forming.

8. Name any ONE human influence on environment. (1)

9. What do you suggest should be the age of the President of India? This is an example of
_____________ type of interview question.
(a) Closed ended question
(b) Open ended question
(c) Mirror question
(d) Bipolar question (1)
10. Ritu’s son works in a call centre. In spite of knowing his odd hours of returning, she
continues to have prolonged, vague and intense fear, accompanied by hyper vigilance,
showing a kind of anxiety. Identify the type of anxiety she is suffering from? (1)

PART - B

11. Elucidate any TWO characteristics of emotionally intelligent individual. (2)

12. Mention TWO tips to improve listening skills. (2)
13. State any TWO techniques of self regulation.
14. How does counseling process get initiated? Mention two steps. (2)
15. ‘Extreme cohesiveness within a group becomes harmful for functioning’.
Explain. (2)
16. What are the effects of noise on human behaviour?

PART – C
17. Critically evaluate the method of behavioural rating for assessing personality.
18. A person shows break-up in relationships, increased body weight, poor performance in
school and at work. State the factors predisposing this disorder. (3)
19 . Give the meaning of attribution. Explain fundamental attribution error with the help of an
example. (3)
20. What is aggression? Describe any TWO causes. (3)
OR
Suggest any THREE strategies for poverty alleviation.

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PART – D
21. ‘Projective techniques were developed to assess unconscious motives and feelings’.
Elaborate the statement and explain TWO such techniques. (4)
OR
Compare the trait approaches given by Allport and Cattell to understand personality.
22. State the basic assumptions of behavior therapy. Highlight various stages of systematic
desensitization. (2+2=4)
23. What is prejudice? Write any THREE sources which lead to the development of
prejudices. (4)
24. What are the potential causes of inter group conflicts among two caste or community
groups. Suggest some strategies to reduce such conflicts. (4)

25. ‘Effective communication is possible with body language’ Comment. (4)

26. Elucidate the differences in various areas of functioning at different levels of mental
retardation. (4)

PART- E
27 Distinguish between psychometric and information processing approaches to intelligence.
Elaborate any ONE theory representing information processing approach. (2+4 =6)
OR
Differentiate between ‘technological intelligence’ and integral intelligence.’ Elaborate the
concept of intelligence in Indian tradition. (3+3 =6)

28. How can virtues of wisdom and knowledge be applied by students to enhance their well
being? Illustrate with 2 examples. (3+3=6)
OR
Stress is an inevitable part of life. Suggest techniques to manage stern in life.
(3+3=6)

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PSYCHOLOGY
MARKING SCHEME OF THE SAMPLE QUESTION PAPER 2

Class XII

Time Allowed: 3 hours Max. Marks: 70

[Link]. Expected answer / value points Weightage

PART A
Learning checks
1 D (1)
2 A (1)
3 B (1)
4 A (1)
5 B (1)
6 engaging in physical exercise can make you feel good and think (1)
positive
7 B (1)
8 noise/pollution/crowding (1)
9 B (1)
10 Generalized Anxiety Disorder (1)

PART B

11 Characteristics of an emotionally intelligent individual 1+1=2

- Ability to perceive and be sensitive to own feelings and
emotions of others by noting their body language, voice, tone
and facial expression.
- Ability to relate own emotions to thoughts so that a person
may take them into account while solving problems and
taking decisions.
- Understand the powerful influence of the nature and intensity
of your emotions.
- Control and regulate your own emotions and expressions
while dealing with self and others. (Any two of the above)
(Page 17)

12 Tips for being a good listener: 1+1=2

- Be a patient listener : Refrain from forming an early
judgement
- Avoid ego speak – be aware of your body language (posture)
- Control distractions
- If in doubt, try to paraphrase : Visualize what is being said
(Any two of the above)
13 (1) Observation of own behavior. 1+1=2
(2) Self instruction
(3) Self reinforcement
(Explain any two ) (Page 27 and 28).

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14 Stages of Counselling process

(1) Getting started- it is decided as to the frequency with which

the counselor and the client will meet, times they will interact,
when it is anticipated the relation will end.
(2) Introductory talk – It entails general conversation about their
lives. It gives personal details. (1+1)
15 Extreme cohesiveness may not be in a group’s interest. This 2
phenomenon is called group think’
- It results in the tendency of decision maker to make irrational
and uncritical decision.
- Overrides the motivation to realistically appraise courses of
action.
- No one expresses dissenting opinion because each person
believes it would undermine the cohesion of the group.
(Any two, page 134)
16 Effect of noise – 1+1=2
- When noise comes at intervals, it is more disturbing.
- Uncontrollable noise can reduce level of task performance.
- Continued exposure to noise can have harmful effect on
mental health
- Affects concentration
– can lead to sleep disturbance (Any two) (Page 157)

PART C
17 Behavioral rating is used for the assessment of personality in ½ + ½ + 2=3
educational and industrial settings.
- Generally taken from people who know the assessor
intimately.
- They put the individual into categories according to the
behavioral qualities using descriptive adjectives.
- Some time raters show biases in the form of
(a) Halo effect and
(b) Middle category bias
(Page 47)
18 Depression involves a variety of negative moods and behavioral 1+2=3
changes.
(b) Factors disposing towards depression are
a. Genetic make up or heredity
b. Gender and age
c. Negative life events
d. Lack of social support
e. (Page 79 and 80)

19 Attribution is a systematic process of assigning causes to a person’s 1+1+1=3

behaviour
- The cause may be internal (something within the person) or
external (something outside the person)
- An overall tendency for people to give greater weightage to
internal than to external factors is called Fundamental
Attribution error.

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- Example from textbook or guided by the teacher (Page 121
and 122)

20 Aggression is an intentional harm which is done to another person 1+2=3

through the demonstration of actual action or use of harsh words.
Example :
A violent act of damage, because he does not like something or
somebody
Causes of Aggression
(a) Inborn tendency
(b) Physiological mechanism
(c) Child rearing
(d) Frustration
(Explanation of any two causes) (Page 168 and 169)

OR
Strategies for poverty alleviation
(a) Breaking the poverty cycle by giving financial relief
(b) Making the poor take responsibilities instead of blaming.
(c) Providing educational and employment opportunities 3x1=3
(d) Measures to improve mental health
(e) Empowering the poor
(Explanation of any three causes) (Page 167 and 168)

PART D

21 Projective techniques were developed to assess unconscious 1+3=4

motives and feelings-
- They are based on the belief that a less structured stimulus
will project an individual’s, feelings, desires and needs.
- A variety of projective technique are:
(a) Words, inkblots
(b) Story writing around picture
(c) Sentence completion
(d) Drawing
(Explain any two such techniques)
(Page 43 – 46)
OR
Traits are the building blocks of personality which display a wide
range of psychological attributes
- The two pioneers of trait approach are Allport and Cattell.
- Allport proposed that individuals have a number of traits
which are dynamic in nature. He categorized trait into –
(a) Cardinal
(b) Central
(c) Secondary
- Cattell – He believed that there is a common personality
structure on which people differ
- He distinguished between source traits and surface traits.
- He also developed a test called 16PF using factor analysis.
(statistical technique ) (Page 31, 32).

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22 Basic assumptions of behavior therapy are : (1+1=2)
 Disorders arise because of faulty behavior patterns or
thought patterns.
 The focus is on present factors which reinforce and
maintain these faulty behavior and devising methods to
correct them.
Systematic desensitization by Wolbe (1/2x4=2)
1. Interviewing the client.
2. Preparers a hierarchy of anxiety provoking stimuli with the
least anxiety provoking stimuli at the bottom.
3. Learning of relaxation techniques.
4. Imagining the anxiety provoking situation and
simultaneously maintaining relaxation.
23 Prejudices are examples of attitudes towards a particular group : 1+1x3=4
They are usually negative and are based on stereotype about the
specific group
The sources of prejudice are
(a) Learning (d) Kernel truth
(b) In group bias (e) Self-fulfilling prophecy
(c) Scapegoating (elaborate any three) (Page 118-119)
24 Major causes of inter-group conflict 2+2=4
1. Lack of communication
2. Relative deprivation
3. Belief of being superior from the other
4. Biased perception
5. Competition over scarce resources
6. Perceived inequity and biases
7. No respect for norms by others (Any 4 of above)

Conflict Resolution strategies

1. Altering perceptions
2. Increasing inter-group contacts
3. Structural solutions
4. Respect for other group norms
5. Negotiation
6. Redrawing group boundaries
7. Introduction of super ordinate goals
(Explain at least 4)
(page 147-149)
25 It is possible to communicate effectively even without using verbal 4
language
 The language that people exchange without using words is
called body language
 Use of gesture, posture, eye contact and facial expressions are
some examples of body language.
 A person’s back ground and past pattern of behavior are
considered important in analyzing body language.
 Body language can encourage and discourage the conversation
Give example from daily life.
(Page 186 and 187)

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26 Mental retardation refers to below average intellectual functioning 4
characterized by IQ 70 or below:
 Deficit in adaptive behavior in the areas of communication e.g.
self care, home living, social/ interpersonal skills)
(refer to table 4.2)
(page 84 and 85)

PART E

27 The psychometric approach focuses on the structure of intelligence 2+4=6

or its underlying dimension. Information processing approaches
emphasize cognitive function underlying intelligent behaviour.
 The psychometric approach deals with ‘what’ of intelligence
and information processing on ‘how’ of intelligence.
(b) Stern berg’s triarchic theory of intelligence represents the
information processing approach to understand intelligence.
 He viewed intelligence as ‘the ability to adopt, to shape,
and select environment to accomplish one’s goal’.
 He categorized intelligence into three types:
1. Componential
2. Experiential
3. Contextual
(elaborate the above types of intelligence) (page 5,6)

OR

Technological intelligence –
 Promoted by technologically advanced societies.
 Fosters skills of generalization, abstraction, speed, minimal
moves and mental manipulation.
 Focuses on attention, observation, analysis, performance and
achievement (individualist orientation)
Integral intelligence
 Promoted and valued in Asian and African societies.
 Fosters cognitive and non-cognitive skills and processes.
 Holistic perspective where emphasis is given to connectivity
with social and world environment.
 Collectivistic orientation and self-reflection.
Intelligence in Indian concept
 Talks of integral intelligence
 Buddhi
 Competencies
 Cognitive capacity
 Social competence
 Emotional competence
 Entrepreneurial competece
28 Wisdom and knowledge
1. Curiosity
2. Love of learning 3+3=6
3. judgment/ critical thinking

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4. Originality
5. Social intelligence
6. Perspective
(Explain each virtue in a line) 1/2x6=3
Examples
Enhancing social/ emotional intelligence may help to cope with
negative peer pressure e.g. Drug addiction etc and stress e.g.
suicide. Any similar examples from either of the 6 virtues. (11/2x2=3)
OR (3+3=6)
Stress is a silent killer. It plays a significant role in physical illness
and disease. Due to lifestyle changes, stress in on the increase.
Some techniques we can use to manage stress in our lives are
1. Relaxation technique
2. Meditation procedures
3. Biofeedback
4. Creative- visualization
5. Cognitive behavioral techniques
6. Exercise (1x6=6)
(Explain each one briefly)

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PSYCHOLOGY
SAMPLE QUESTION PAPER 3
BLUE PRINT
Class XII

Maximum Marks:70 Time Allowed: 3 HOURS

[Link] Forms of questions Learnin Very Short Short Long TOTAL

Content/unit g Short Answer Answer Answer
Checks Answer Questions Questions Question
Questions -I -II s
(3) (4)
(1) (2)
(6)
1 Intelligence and 1(1) 4(1) 9(3)
Aptitude
2 Self and Personality 2(2) 4(2) 4(1) 10(5)
3 Human Strengths 1(1) 2(1) 4(1) 7(3)
and Meeting Life
Challenges
4 Psychological 1(1) 3(1) 6(1) 10(3)
Disorders
5 Therapeutic 1(1) 2(1) 4(1) 7(3)
Approaches and
Counseling
6 Attitude and Social 1(1) 3(1) 4(1) 8(3)
Cognition
7 Social Influence 1(1) 6(1) 7(2)
and Group
Processes
8 Environmental and 1(1) 2(1) 3(1) 6(3)
Social Concerns
9 Applied 1(1) 2(1) 3(1) 6(3)
Psychology
Sub Total 10(10) 12(6) 12(4) 4(1) 12(2) 70(28)

NOTE: Figures within brackets indicate the number of questions and figures outside the
brackets indicate marks.

Summary:
Marks

LC - Learning Checks 1 x 10 10
VSA - Very Short Answer 2x6 12
SA I - Short Answer type I 3x4 12
SA II - Short Answer type II 4x6 24
LA - Long Answer 6X2 12
28 Questions 70
Scheme of options

Internal options in SA-I, SA-II and LA type question only.

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PSYCHOLOGY THEORY (037)
SAMPLE PAPER -3

Time: 3 Hours Maximum Marks: 70

General Instructions:

(i) All questions are compulsory.

(ii) Marks for each question are indicated against it.

(iii) Answers should be brief and to the point.

(iv) PART- A has 10 Learning Checks (very short answer type) carrying one mark each. You are
required to answer them as directed.

(v) Questions 11 to 16 in PART- B are Very Short Answer type questions carrying 2 marks each.
Answer to each question should not exceed 30 words.

(vi) Questions 17 to 20 in PART- C are Short Answer Type I questions carrying 3 marks each.
Answer to each question should not exceed 60 words.

(vii) Questions 21 to 26 in PART- D are Short Answer Type II questions carrying 4 marks each.
Answer to each question should not exceed 100 words.

(viii) Questions 27 and 28 in PART- E are Long Answer Type questions carrying 6 marks
each. Answer to each question should not exceed 200 words.

PART – A

1. The mental age (MA) of an 8 year old child with an IQ of 110 is ____________ years.
(1)

2. An individual is rejected in a job interview, he claims that his present job is better. He is
using ___________. (1)
(a) Projection (b) Regression (c) Reaction formation (d) Rationalization

3. A student who believes that he has the ability to excel in sports demonstrates high
_________________. (1)
(a) Self regulation
(b) Self efficacy
(c ) Self esteem
(d) Self confidence

4. Frustration results from_______________ .

(a) Incompatibility between two or more needs or motives.
(b) Blocking of needs and motives.
(c) Expectations from oneself and others.
(d) Excessive demands. (1)

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5. ‘I can control the weather according to my moods’. This is a statement made
by a person suffering from delusion of ___________.
(a) Persecution
(b) Reference
(c) Grandeur
(d) Control (1)

6. Acceptance of the feelings of the client in therapy is known as

(a) Empathy
(b) Sympathy
(c) Authenticity
(d) Positive regard for others (1)

7. Fundamental attribution error means explaining the actions of others on the basis of
internal causes. (1)
(a) True (b) false

8. Shortage of resources necessary for living refers to

(a) Deprivation
(b) Disadvantage
(c) Poverty
(d) Discrimination (1)

9. “Sports do not contribute towards holistic development of an

individual “
(a) True (b) False (1)

10. A collection of people around a roadside performer is an example of a

__________________.
(a) Group
(b) Crowd
(c) Mob
(d) Audience (1)

PART B

11. Describe any TWO factors from the Five Factor Model of personality. (2)

12. How is personal identity different from social identity? (2)

13. What do positive psychologists seek to find? (2)

14. Explain the concept of ‘Counseling . (2)

15. How does awareness of human rights empower people to live life with dignity?
(2)
16. Differentiate between Interpersonal and Intrapersonal communication?
(2)

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PART - C

17. Illustrate the TWO categories of substance use disorder. (3)

18. Elaborate the ABC components of attitude. (3)

19. Your region has just witnessed a natural disaster. What would be its emotional
impact on the people? (3)
OR

You are preparing for an important examination and there is a noisy celebration in
your neighborhood. What characteristics of the noise will affect your preparation?
(3)

20. How can educational Psychology promote effective classroom learning and
student motivation? (3)

PART – D

21. What is emotional intelligence? State the characteristics of emotionally

intelligent people. (4)

22. ‘Intelligence is the interplay of nature and nurture’. Comment. (4)

23. How is assessment of personality done using indirect techniques? Briefly describe
one such technique. (4)

24. Describe any FOUR life skills which you think will help you in meeting the
challenges of school life. (4)
OR
How does Selye’s Model relate prolong stress to bodily response?
Explain.

25. How is Rational Emotive therapy (RET) used to treat psychological disorders?
(4)
26. Suppose you want to bring about a change in the attitude of your peers to make
your city greener and cleaner. What factors should be kept in mind while
preparing effective message for this purpose? (4)

PART – E
27. Elaborate any THREE psychological models proposed to explain mental disorders.
(3X2 = 6)
OR
Describe any THREE behavioral disorders prevalent among Children.
(3X2 = 6)
28 What do you understand by the Group? Explain the stages of Group formation.
(1 + 5 = 6)
OR
Why do people conform? How is conformity different from compliance? Explain.
( 3+3 = 6)

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Subject : Psychology
Class : XII

Maximum Marks : 70 Time Allowed : 3 Hours

MARKING SCHEME OF THE SAMPLE QUESTION PAPER-3

[Link]. Expected Answer / Value Points Weightage

PART A
1 8.8. years (1)
2 D (1)
3 B (1)
4 B (1)
5 C (1)
6 D (1)
7 True (1)
8 C (1)
9 B (1)
10 B (1)
PART B
11 Five factor Model of personality 1+1=2
1. Openness to experience
2. Extraversion
3. Agreeableness
4. Neuroticism
5. Conscientiousness (brief explanation of any two) (page 33)
(
12 Personal identity – attributes of a person that make him/ her ½+½+½
different from others. + ½ =2
(Example – name, a characteristic, a potentiality, a belief)
social identity – aspects of a person that link him to a social or
cultural group
example – Hindu/ Muslim, Urban/ Rural
(Page 25)
13 Positive psychology attempts to systematically study and analyze the 2
positive aspects i.e. strengths and virtues of human beings which are
central to life sustaining processes of helping, altruism, cooperation
and learning.
14  Counseling is a therapeutic and growth process through 1+1 = 2
which individuals are helped to define goals, make decisions
and solve problems related to the personal / social/
educational and career concerns.
 It involves relationship that includes someone taking help and
someone willing to give help. The counselor is trained.

15 Human rights refer to the basic rights and freedoms to which all 1+1 = 2
humans are entitled.

They include rights such as right to life and liberty, freedom of

expression, equality before law and social, cultural and economic
rights, including the right to participate, right to work, right to

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education. All these rights empower people to live a more dignified
life.
16 Intrapersonal communication involves communicating with you. It 1+1=2
includes thought processes, personal decision making and focusing on
self.
Interpersonal communication refers to the communication that takes
place between two or more persons who establish a communicative
relationship. It includes face to face or mediated conversations,
interview and small group discussions.
17 Participant observation – ½+1+½
 Variation of the method of naturalistic observation =2
 Observer becomes an active member of the setting
 Widely used by anthropologists
(Page 181)
PART C
18 Substance dependence – intense craving for the substance addicted 1½ + 1½ =3
to.
 Shows tolerance, withdrawal symptoms and compulsive drug
taking
 The substance is psychoactive – can change mood, thinking
processes and consciousness

Substance abuse – recurrent and significant consequences of use of

substances
 Damage to family, social relationship, poor work performance
and physical hazards.
 Alcohol, cocaine, heroin are common substances abused
(Page 84)
19 ABC components – 1 x 3=3
Affective – emotional
Behavioral – tendency to act
Cognitive – thought component
(Brief explanation of each)
(page 108-109)
20 Educational psychology focuses on the study of learning outcomes, 1 ½ +1 ½
student attributes and instructional processes related to the classroom =3
and the school.
Effective classroom learning can be promoted by emphasizing the
role of the teacher and focusing on active teaching, lesson
organization, assessing and monitoring work and providing
feedback. It also involves carrying classroom learning to outside
situations.
Motivating students is concerned with violation or will that student
bring to task, their level of interest and intrinsic motivation, the
personally held goals that guide their behavior and their belief about
the causes of their success or failure.

1½+1½
PART D
21 Emotional Intelligence 1½
Either

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 is a set of skills that underlie accurate appraisal, expressions, and
regulation of emotions. It is the feeling side of emotions.
OR
 it is the ability to monitor one’s own and others emotions, to
discriminate among them, and to use the information to guide
one’s thinking and actions.

Characteristics of emotionally intelligent

 Perceives and is sensitive to own feelings and emotions.

 Perceives and is sensitive to various types of emotions in others
by noting their body language, voice and tone and facial
expressions.
 Relates emotions to thoughts, so that the person can take them
into account while solving problems and taking decisions.
 Controls and regulates one’s emotions.
 Understands the powerful influence of the nature and intensity of
ones emotions and their expressions while dealing with self and
½x5
others to achieve harmony and peace
=2 ½
(Page 17)
22 The interplay of nature and nurture refers to the role of ½
heredity and environment in determining intelligence
Role of nature
 Study on identical twins Correlation
- reared together (.90)
- reared apart (.72)
- fraternal twins reared together (.60)
- siblings reared together (.50)
- siblings reared apart (.25)
 Studies of adopted children’s intelligence show more similarity to
their biological parents.
Role of nature
½
 As children grow, their intelligence level moves closer to their
adoptive parents.
½
 Environmental deprivation lowers intelligence, while enriched
environment increases level of intelligence
Hence heredity sets the range within which an individual’s
intelligence is shaped by support and opportunities of the
½+1+½+½
environment.
+½+½+½
(Page 10)
=4
23 Projective Techniques
 Indirect method of assessment
 Psychoanalytical theory – developed to assess unconscious
motives and feelings
 Projection on unstructured stimuli
 Qualitative analysis of projections by trained professionals
 Each response is considered to reveal a significant aspect of
personality
 Scoring and interpretation are subjective and lengthy

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(Any four of the above)
Some well known projective techniques ½ x 4 =2
 Rorschach Inkblot Test
 Thematic Apperception Test (TAT)
 Rosenzweig’s Picture – Frustration study (PF – Study)
 Sentence Completion Test
 Draw a person Test
(Description of any one of the above)
(page 43, 44,45, 46)

24 Life skills important in school life for more adaptive and positive 1x4=4
behaviour are:
 Assertiveness
 Time Management
 Rational thinking
 Improving relationship
 Self care
 Overcoming Unhelpful Habits
(Explanation of any four)
(page 64)
OR
GAS – General Adaptation syndrom by Hans Selye 1x3+1=4
3 stages –
1. Alarm Reaction
2. Resistance
3. Exhaustion
(Briefly explain them)
(page 59)
figure on page 59 (fig. 3.3) NCERT
25. RET- Rational Emotive Therapy was formulated by Albert Ellis to 1
locate the cause of Psychological distress in irrational thoughts and
beliefs.
 ABC analysis 1½
A- Antecedent
B- Belief 1½
C-Consequence
 Exampleiu 1
 Use the process of non-directive questioning. 1
 Rational belief system replaces the irrational belief system 1+1½+1½+1
and there is a reduction in Psychological distress. +1=

26. Message characteristics:

 Rational as well as emotional appeal e.g. scientifically correct
information and charged with emotion).
 Relevant motives activated (e.g. sense of pride in your city or self
preservation)
 Mode of spreading the message
(e.g. Mass media and plays, competitions, poster making,
slogans)
(page 115, 116) 1+1+1+1=4
Example
(Page 115,116)

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PART E
27. Psychological models (listing)
 Psychodynamic
 Behavioral 3x2=6
 Cognitive
 Humanistic – existential
 (Detailed explanation of any three, Rationale of the model is
required)
 (page 74, 75)
OR

Behavioral disorders prevalent amongst children

 Attention – Deficit Hyperactivity Disorder (ADHD)
 Conduct – Disorder 3x2=6
 Separation Anxiety Disorder
(Symptoms of each one)
(page 82, 83)
28. Group : Meaning
Explanation of all the stages of Group formation 1
1. Forming (formation)
2. Storming (conflict)
3. Norming (stabilization) 1x5=5
4. Performing (performance)
5. Adjourning (dismissal)
(Page 133, 134) (1+5=6)
OR
People conform as
1) it allows people to function more smoothly (by adhering to
norms) 1x3=3
2) behaving in a different way may lead to disapproval
3) the norm is seen as reflecting views and beliefs of the majority
(which is more likely to be right)

Difference between conformity and compliance on the basis of –

1) meaning
2) major difference – conformity is based on norms whereas
compliance is based on request.

Conformity takes place due to normative or informational influences

where as compliance is obtained by using any of these techniques.

 Foot in the door

 Deadline
 Door in the face 1x3=3
(page 142, 143) 3+3=6

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SAMPLE PAPER 4
Subject - Psychology
Class – XII

Time :3 hours MM – 70

General Instructions
 All the questions are compulsory.
 Do the questions in a sequential order.
 Part A questions carry one mark. Answer to each question should be written in the answer
sheet.
 Part B has very short type questions. Answers should not exceed 25 words.
 Part C has short type questions. Answers should not exceed 60 words.
 Part D has long questions. Answers should not exceed 100 words.
 Part E has very long questions. Answers should not exceed 200 words.
 This paper has _2_printed sides.
PART A
Q1. a. Bhatia’s Battery 1. verbal test 1
b Standard Progressive Matrices 2. performance test
c. Weschler Adult Intelligence Scale 3. non-verbal test
d. Maudsley Personality Inventory 4. Individual test
A. a-1,b-3, c-4, d-2
B. a-2,b-3,c-4,d- 1
C. a-3, b-4, c-1, d-2
D. a-2, b-1, c-4, d-2
Q2. According to hierarchical model of intelligence, abilities operate at two level: level 1
1 ________and level 2_______________.
Q3. According to Freud the instinctual life force that energizes the id is called---------- 1
-----.
Stress inoculation training is developed by ________________.
Q4. 1
Q5. Low activity of serotonin can lead to which disorder. 1
Q6. What are archetypes? 1
Q7. What is scapegoating? 1
Q8. What is door-in-the- face technique? 1
Q9. ___________ is an act of aggression meant to obtain a certain goal or object. 1
Elucidate any two characteristics of communication
Q10. 1
PART B
Q11. Give two advantages and two limitations of projective techniques. 2

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Q12. Discuss biofeedback technique to manage stress. 2

Q13. What is formal thought disorder? 2
Q14. Describe gestalt therapy. 2
Q15 Distinguish between crowding tolerance and competition tolerance. 2
Q16. What do you mean by congruency in communication process? 2
PART C
Q17. Compare information processing approach and psychometric approach in 3
explaining intelligence.
Q18. Discuss effects of alcohol on human behavior. 3
Q19. What do you understand by social cognition? 3
Q20. Give various elements of counseling. 3
PART D
Q21. Explain PASS model of intelligence. 4
Q22. How does social support system help us in experiencing stress? 4
Q23. Give main features of ADHD. 4
Q24. What is the significance of clinical formulation of client’s problem? 4
Q25. Explain the process of attitude change with the help of cognitive consistency 4
theories.
Q26. Discuss various situational factors leading to aggression. 4
PART E

Q27. Discuss humanistic approach to understand personality. In what ways they are 6
different from psychodynamic approach?
Q28. What do you mean by conformity? Discuss various factors that determine 6
conformity behaviour.

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SAMPLE PAPER 5
Subject - Psychology
Class – XII

Time :3 hours MM – 70
General Instructions
 All the questions are compulsory.
 Part A has multiple choice questions. Answer to each question should be written in the answer
sheet.
 Part B has very short type questions. Answers should not exceed 25 words.
 Part C has short type questions. Answers should not exceed 60 words.
 Part D has long questions. Answers should not exceed 100 words.
 Part E has very long questions. Answers should not exceed 200 words.
 This paper has _3_printed sides.
PART A
Q1. ____ is the IQ of a 14 year old child with mental age of 12 1
A. 80.5
B. 85.7
C. 93.2
D. 90.5
Q2. According to Morries _______ personality is prone to depression 1
A. Type A personality
B. Type B personality
C. Type C personality
D. Type D personality
Q3. Efforts to maintain hope and control emotions represents 1
A. Emotion focused strategy
B. Task oriented strategy
C. Avoidance oriented strategy
D. Problem focused strategy
Q4. According to ______- abnormal behaviour results from irrational 1
thoughts, beliefs and overgeneralizations
A. Psychodynamic model
B. Behavioural Model
C. Cognitive model
D. Psychological model

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Q5. Reduction in an individual’s effort when working on a collective task is 1

known as
A. Group Polarization
B. Social facilitation
C. Social inhibition
D. Social loafing
Q6. Logotherapy was propounded by 1
A. Carl Rogers
B. Freiderick
C. Victor Frankl
D. Maslow
Extreme motor immobility and excessive motor inactivity is a salient
Q7. 1
feature of
A. Catatonic schizophrenia
B. Disorganized schizophrenia
C. Residual Schizophrenia
D. Paranoid schizophrenia
Q8. When a patient feels something happening inside the body such as a 1
snake crawling inside one’s stomach in the absence of actual stimuli
shows that he is suffering from
A. Gustatory hallucination
B. Tactile hallucination
C. Olfactory hallucination
D. Somatic hallucination
Q9. When people attribute failure to task difficulty they are referring to 1
A. External stable
B. Internal stable
C. External unstable
D. Internal unstable
________ is the tendency of the subject to agree with items of any self
Q10. 1
report measure irrespective of their content.
PART B
Q11. Give any two criticisms of psychoanalytic theory of personality 2
Q12. Give any two limitations of behavioural ratings. 2
Q13. What is stress resistant personality? 2
Q14. Give any two ethical considerations in client counselor relationship. 2
Q15 What do you mean by personal space? 2
Q16. What do you mean by dysfunctional cognitive structures. 2
PART C
Q17. How does cognitive dissonance lead to attitude change? 3

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Q18. “Personality can be defined as the response of an individual to the 3

environment”. Discuss
Q19. Give any three factors that influence an individual’s performance in the 3
presence of others.
Q20. Give salient features of mood disorders. 3

PART D
Q21. How do individuals vary in their intellectual abilities? Explain. 4
Q22. Describe structure of personality as given by Freud. 4
Q23. Discuss the relationship between stress and immune system. 4
Q24. Discuss the effectiveness of reinforcement as a technique to treat 4
psychological disorders.
Q25. Explain theory of multiple intelligence. 4
Q26. Give application of psychology in sports. 4

PART E
Q27. Give symptoms of major anxiety disorders. 6
Q28. Explain various causes of intergroup conflict. Discuss various conflict 6
resolution strategies.

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Sample Paper 6
Subject- Psychology
Class – XII

Time :3 hours MM – 70

General Instructions
 All the questions are compulsory.
 Do the questions in a sequential order.
 Part A questions carry one mark. Answer to each question should be written in the answer
sheet.
 Part B has very short type questions. Answers should not exceed 25 words.
 Part C has short type questions. Answers should not exceed 60 words.
 Part D has long questions. Answers should not exceed 100 words.
 Part E has very long questions. Answers should not exceed 200 words.
 This paper has _2_printed sides.
PART A
Q1. Howard Gardner’s theory of intelligence is known as : 1
(a) Theory of Primary Mental Abilities
(b) Theory of Multiple Intelligence
(c) Triarchic Theory
(d) Two factor Theory
Q2. Attributes of a person that make him different from others is referred to 1
as ____________ identity.
Q3. A dynamic situation specific reaction to stress is known as_________. 1
People unable to prevent themselves from repeatedly carrying out a set
Q4. 1
of actions are affected by:
(a) Manic depressive disorder
(b) Panic disorder
(c) Somatoform disorders
(d) Obsessive compulsive disorder
Q5. Repeated associations of undesired response with an aversive 1
consequence refers to
(a) positive reinforcement
(b) Aversive conditioning
(c) Negative reinforcement
(d) Modelling
Q6. Making inferences about personal qualities of people on meeting them is 1
called:

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(a) social cognition

(b) pro-social behaviour
(c) impression formation
(d) social facilitation
Q7. The term which refers to one’s own group is called________ 1
Q8. Forceful destructive behaviour towards another person or object is 1
described as _________
Q9. Participant observation involves beoming an active member of the 1
setting where observation takes place.
Intrapersonal communication refers to the communication that takes
Q10. 1
place between two or more people. True/False
PART B
Q11. What is a psychological test? 2
Q12. Explain contextual intelligence. 2
Q13. Explain the concept of stress. 2
Q14. Explain the term anorexia nervosa 2
Q15 What is unconditional positive regard? 2
Q16. What is personal space? 2
PART C
Q17. Explain regression giving examples. 3
Q18. Describe the role of biological factors in describing abnormal behavior 3
Q19. What is attribution? Explain Fundamental Attribution Error with the 3
help of an example.
Or
Explain prosocial behaiour. State two factors which influence prosocail
behaviour.
Q20. What is aggression? State two strategies for reducing aggression. 3
PART D
Q21. Describe the process of counseling. 4
Or
How does understanding of body language help in communication?
Q22. Describe verbal, nonverbal and performance tests. 4
Q23. Describe any four techniques that can help people manage stress in life. 4
Q24. Explain the factors that influence impression formation. 4
Q25. How is behaviour therapy used to treat phobia? 4
Q26. Explain the term dissociation. Discuss any one form of dissociative 4
disorder.

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PART E

Q27. Distinguish between type and trait approaches to personality. Give 6

suitable examples.
Or
State the techniques of assessing personality. Explain briefly any two
projective techniques with examples.
Q28. State any four reasons of intergroup conflicts. Explain any one strategy 6
for resolving conflicts.
Or
What do you understand by group? Differentiate groups and teams.

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Sample paper 7
Subject - Psychology
Class – XII

Time :3 hours MM – 70
General Instructions
 All the questions are compulsory.
 Do the questions in a sequential order.
 Part A questions carry one mark. Answer to each question should be written in the answer
sheet.
 Part B has very short type questions. Answers should not exceed 25 words.
 Part C has short type questions. Answers should not exceed 60 words.
 Part D has long questions. Answers should not exceed 100 words.
 Part E has very long questions. Answers should not exceed 200 words.
 This paper has _3_printed sides.
PART A

Q1. Selye’s model has been criticized for 1

a. Assigning too big a role to psychological factors in stress.
b. Giving too much importance to perception, personalities and
biological constitutions of people.
c. Assigning a limited role to psychological factors in stress.
d. Assigning a limited role to physiological factors in stress.

Q2. What is empathy? 1

Q3. Who prepared mental measurement handbook with 103 tests of 1
intelligence in India?

Q4. When a person feels that he or she is not getting something which he/she 1
values, s/he may be experiencing
a. deprivation
b. social disadvantage
c. poverty
d. discrimination

Q5. Defending against anxiety by making unreasonable feelings or behavior 1

seem reasonable and acceptable is called ____________.
Q6. Identify which kind of delusion each of these is. 1
a. A person believes s/he is going to be the next president.
b. One who believes his wife is trying to kill him.

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c. One who believes s/he is the reincarnation of God.

d. One who believes that the tsunami occurred to prevent him/her
from enjoying his/her holidays.
Q7. What is problem focused coping to stress? 1
Q8. ________ cells increase immunological activity. 1
Q9. Social influence in the form of compliance, identification and 1
internalization was given by ___________.
Q10. The ‘instrumental’ perspective assumes that the physical environment 1
exists mainly for use by human beings. T/F
PART B

Q11. What role does positive regard play in making a psychologist effective ? 2
Q12. Differentiate between instrumental aggression and hostile aggression 2
stating examples from everyday life.
Q13. “Individuals differ in the degree to which they show negative effects of 2
crowding’. Explain the statement in the context of competition tolerance.
Q14. Differentiate between source traits and surface traits. 2
Q15 Describe any two ways to change in-group hostility into group 2
cooperation.
Q16. How are creativity tests different from intelligence tests? 2

PART C

Q17. Explain RET highlighting the ABC component. 3

Q18. How is psychology applied in organizations? 3
Q19. Can distorted body image result in eating disorders ? Explain different 3
types of eating disorders highlighting this statement.
Q20. How does basic anxiety lead to depression ? 3

PART D
Q21. Explain interview as a method in the assessment of personality. 4
Q22. What is obedience ? why do people obey when they know that their 4
behavior is harming others ?
Q23. Explain the aspects of attribution highlighting fundamental attribution 4
error.
Q24. Elaborate upon different alternate therapies that are widely used today. 4
Q25. “Though attitudes are relatively stable but they undergo change”.Explain 4
the processes involved in attitude change.

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Q26. “Stresses are often generated in our minds “. Explain this highlighting
psychological sources of stress.

PART E

Q27. Distinguish between psychometric and information processing approaches 6

to intelligence. Elaborate the triarchic theory.

Q28. What is diathesis-stress model? “Bi-polar disorders have the highest risk of 6
suicide “. Elaborate the factors and symptoms associated with suicide.

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