PSYCHOLOGY

CLASS- XII
REVISION EXERCISE SET-6
(2023-2024)
(All Chapters)
Time – 1 Hour Maximum Marks – 25

Section A are Very Short Answer Type-I questions carrying 2 marks each.
(2x3=6)

1. Differentiate between personal self and relational self.

Personal self Relational self

The personal self leads to an
Relational self or social self mostly is
orientation in which one feels
concerned with relation with others.
primarily concerned with oneself.
Personal self relates only to their
Relational self- relates to cooperation,
personal freedom, personal
unity, affiliation, sacrifice, support or
responsibility, personal
sharing. This self-values family and
achievement, or personal
social relationships.
comforts.

OR

What is self? How does the Indian notion of self-differ from the Western notion?
Ans:
Self refers to the totality of an individual’s conscious experiences, ideas,
thoughts, and feelings with regard to herself or himself.Analysis of self in a Indian
culture reveals a lot of important features that are distinct from the western
culture. Here are some of the important points
• One important feature is the boundary drawn between self and the other.
In case of western culture the boundary is relatively fixed. But in case of
Indian sometimes it expands to include others and in some cases it is
focused on the individual self i.e personal needs and goals.
• In western culture there is clear dichotomies (two things that are
different) between self and other, man and nature, objective and
subjective. But in case of Indian culture there is no clear dichotomies
defined.
 • In western culture the boundaries between the self and the group is clearly
defined i.e the self and the group often remain at a distance. In case of
Indian culture the self is not separated from the group but they both remain
in harmonious co-existence.

2. What is the difference between I.Q and E.Q?

IQ EQ
1 Intelligence quotient Emotional quotient
2 Measures cognitive abilities Measures emotional intelligence
3 Focuses on logic, problem- Focuses on self-awareness and empathy
solving, and memory
4 Predominantly influenced by Primarily shaped by social and
genetics environmental factors
5 Stable throughout life Can be developed and enhanced
6 Assesses academic performance Affects interpersonal relationships
7 Predicts success in academic and Predicts success in interpersonal and
professional pursuits. High IQ leadership roles High EQ can
doesn't guarantee high EQ complement high IQ

3. Identity the unhelpful habits that make us vulnerable to stress.

Unhelpful habits of –
• perfectionism,
• avoidance and
• procrastination make us vulnerable to stress.
• A brief description about any two. Pg 64-65

Section B, are Short Answer Questions Type-II carrying 3 marks each. (3x4=9)

4. Ryan and Shireen are siblings brought up in the same environment. Ryan
knows all the formulae in mathematics and can recall them as they are but
cannot solve problems based on those formulae, whereas Shireen can use
formulae to solve any kind of problem that are based on them. Explain the
intelligence they both exhibit. Which approach is this theory based on?

ANSWER- Triarchic Theory of Intelligence Robert Sternberg (1985)

proposed the triarchic theory of intelligence. According to this theory, there are
three basic types of intelligence: Componential, Experiential, and Contextual.
Under Componential Intelligence.
▪ Ryan in knowledge acquisition &
▪ Shireen in Performance stage. |
Componential Intelligence : Componential or analytical intelligence is the
analysis of information to solve problems. Persons high on this ability think
analytically and critically and succeed in schools.
This intelligence has three components, each serving a different function.
▪ First is the knowledge acquisition component, which is responsible for
learning and acquisition of the ways of doing things.
▪ The second is the meta or a higher order component, which involves
planning concerning what to do and how to do.
▪ The third is the performance component, which involves actually doing
things.

5. Fatima communicates her feelings and views clearly with confidence. She
could say ‘no’ to a request or state an opinion without being self-conscious.
Which life skill is she using? Suggest two more life skills that can help
Fatima meet the challenges of life successfully.
ANSWERR- Fatima is demonstrating effective communication as a life skill by
being able to express her thoughts and feelings confidently and assertively. This
skill is called Assertiveness. Two more life skills that can help Fatima meet the
challenges of life successfully are:
▪ Assertiveness:
Assertiveness is a behaviour or skill that helps to communicate clearly and
confidently, our feelings, needs, wants and thoughts. It is the ability to say ‘no’
to a request, to state an opinion without being self-conscious, or to express
emotions such as love, anger openly. An assertive person feels confident, has high
self-esteem and a solid sense of his identity.
▪ Time management – This skill involves effectively managing one’s time
to prioritize tasks and achieve goals efficiently. By learning to manage her
time well, Fatima can improve her productivity and reduce stress.
By developing and honing these additional skills, Fatima can become better
equipped to navigate the various challenges and opportunities that life presents.

6. Ananya had been trying to learn a new form of dance to win a competition.
She decided to join a dance group which was also practicing the same
dance form. Identify the reason for Ananya wanting to join the dance
group. Explain some of the other reasons that make people join groups.

Answer- Ananya decided to join a dance group the reason for Ananya
wanting to join the dance group here Goal achievement.
People join groups because these groups satisfy a range of needs. In general,
people join groups for the following reasons
1) Security: When we are alone, we feel insecure. Groups reduce this
insecurity. Being with people gives a sense of comfort, and
protection. As a result, people feel stronger, and are less vulnerable
to threats.
2) Status: When we are members of a group that is perceived to be
important by others, we feel recognised and experience a sense of
power. Suppose your school wins in an inter - institutional debate
competition, you feel proud and think that you are better than
others.
3) Self-esteem: Groups provide feelings of self-worth and establish a
positive social identity. Being a member of prestigious groups
enhances one’s self-concept.
4) Satisfaction of one’s psychological and social needs : Groups
satisfy one’s social and psychological needs such as sense of
belongingness, giving and receiving attention, love, and power
through a group.
5) Goal achievement: Groups help in achieving such goals which
cannot be attained individually. There is power in the majority.
6) Provide knowledge and information: Group membership
provides knowledge and information and thus broadens our view.
As individuals, we may not have all the required information.
Groups supplement this information and knowledge.
OR
What is the role of nature and nurture in the development of intelligence?
Ans-
There is a general consensus among psychologists that intelligence is a
product of complex interaction of heredity (nature) and environment
(nurture).
• Heredity can be viewed as something that sets a range within which
an individual’s development is actually shaped by the support and
opportunities of the environment.
• Studies have also shown correlation between intelligence of
o identical twins reared together (.90),
o identical twins reared apart (.72)
o fraternal twins reared together (.60)
o and siblings reared together (.50)
o and sibling reared apart (.25).
 • With respect to the role of environment, studies have reported that
as children grow in age, their intelligence level tends to move closer
to their adoptive parents.

• Children from disadvantaged homes adopted into families of

higher socio-economic status exhibit a large increase in their
intelligence scores.
• There is evidence that environmental deprivation lowers intelligence
while rich nutrition, good family background and quality schooling
increases intelligence.
Thus, Intelligence is a product of heredity and environment. Pg 10

Section C, are Long Answer Type I questions carrying 4 marks each. (4)

7. Describe Freud’s psychosexual stages of personality development.

ANSWER-

▪ Freud believed that personality gets well established during childhood,

largely before the age of five years.He proposed five stages of
psychosexual development: the oral stage, the anal stage, the phallic
stage, the latency stage, and the genital stage.

1) Oral stage: Newborn’s instincts are focused on the mouth. The baby
seeks pleasure in food that reduces his hunger, thumb sucking, biting, and
babbling through his mouth.
2) Anal stage: It is found that around ages of 2 or 3 child learns to respond
to some of the needs of society and learns to control the bodily functions
of urination and defecation. If left to themselves, most children at this age
experience pleasure by focusing on their anal area and in moving their
bowls.
3) Phallic stage: This stage focuses on genitals. At age of 4 to 5, children
begin to realise the difference between males and females. During this
stage male children may feel Oedipus complex, which involves love for
mother and hostility towards father. And female child experiences Electra
complex wherein they are more attached to father and see mothers as their
rivals.
4) Latency Stage: From age of 7 to puberty, child continues to grow
physically. Sexual urges are relatively inactive.Much of their energy is
channelled in social or achievement activities.
5) Genital Stage: During this stage, individual develops maturity in
psychosexual development. People learn to deal with opposite gender in a
socially mature way. However, if the journey is marked thorough excessive
 stress or over-indulgence, it may cause fixation to that stage or
regression to an earlier stage of development.

Each stage has unique conflicts, and the manner in which these conflicts are
resolved and the child develops and grows up and passes to the next stage of
development, determines what type of personality the child would have.
If a child’s needs in a particular stage are gratified too much or frustrated too
much, the child can become fixated at that stage of development.

OR
Explain the characteristics of indirect techniques that are used to assess
personality. Describe any two such tests.

ANSWER -Indirect techniques of personality assessment are those that assess

unconscious motives and feelings.
These are also called projective techniques. The characteristics of projective
tecniques are-
• The stimuli are relatively or fully unstructured and poorly defined.
• The person being assessed is usually not told about the purpose of
assessment and the method of scoring and interpretation.
• The person is informed that there are no correct or incorrect responses
• Each response is considered to reveal a significant aspect of personality.
• Scoring and interpretation are lengthy and sometimes subjective.
• Projective techniques involve making up a story based on some pictures
or drawing.
• The unconscious feelings, emotions or thoughts are projected onto these
drawings, pictures or stories which are then analysed to find out the
personality of the individual.
Some widely used projective techniques are discussed below.
Rorschach Inkblot Test (RIBT) developed by Hermann Rorschach, (1921)
▪ consists of 10 inkblots showing ambiguous visual stimuli.
▪ These are shown to the client one by one and asked to simply say whatever
comes to their mind.
▪ The scoring is based on different elements of the response such as the
content, reference to shape, colour, part or whole of the image etc.
▪ Scoring and interpretation of the responses is extensive and detail;
 ▪ one needs to be really trained in administering and scoring the Rorschach
test.
Thematic Apperception Test (TAT) developed by Murray and Morgan
(1930) consists of
▪ 20 picture cards in black and white colour.
▪ The client is asked to see each picture which are structured and meaningful
unlike the ink-blots in Rorschach, and then tell a story about it.
▪ The test aims at measuring the motivational traits of the individual as
reflected through the stories.
▪ Indian adaptation of TAT has been developed by Uma Choudhary in
1960. It consists of 14 cards as modified for the Indian population.
▪ Children Apperception Test (CAT), developed by Bellak and Bellak
(1949), is based on the TAT which is meant for adults.
o The CAT cards uses animal figures instead of human figures as it is
meant for children between 3 to 10 years.

(Sentence Completion Test consists of statements that are required to be

completed by the respondent.
Some other projective tests are Draw-a-Person (DAP) test,
and the Rosenzweig Picture-Frustration Study.
Projective tests have been widely used for clinical purposes.
Advantages:
▪ The hidden aspects of personality such as unconscious motives, wishes and
conflicts come to the fore.
▪ Hence it can reflect the true nature of one’s personality.
Limitations :
▪ Projective techniques are subjective in nature,
▪ though predetermined categories are used for scoring and details are
specified for interpreting.
▪ Exner (1986) method of scoring provides a more standardized ways for
scoring responses.
▪ Low reliability and validity
▪ Time consuming
▪ Requires skill and expertise in administration and scoring and
interpretation of the projective tests.)
Section D, is a Long Answer Type II question carrying 6 marks. (6)
8. How was mental disorder seen through ages?

ANSWER-

The definition of Mental disorders has changed through ages, they can be
following -
(a) Ancient Greek philosophers (Hippocrates, Socrates, Plato) developed
organismic approach—viewed disturbed behaviour arising out of conflicts
between emotion and reason. While Galen—temperament affected by imbalance
in four humours, similar to tridoshas.

(b) Middle ages, superstition and demonology prevailed. People with mental
problems, were associated to demons. This continued till St. Augustine wrote
about feelings, mental anguish and conflict—laid groundwork for modem
psychodynamic theories.

(c) Renaissance Period—increased humanism and curiosity about behaviour.

Johann Weyer—disturbed interpersonal relationships as cause of psychic
disorders, mentally disturbed required medical not theological treatment.

(d) Age of Reason and Enlightenment (17th /18th centuries)- growth of

scientific method replaced faith and dogma, contributed to Reform movement
Increased compassion for those suffering—reform of asylums,
deinstitutionalization, emphasized community care.
(e) Recent years—convergence of approaches, resulted in interactional bio-
psycho-social approach.
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