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PAPER-II
PSYCHOLOGY
Signature and Name of Invigilator
1. (Signature) __________________________ OMR Sheet No. : ...............................................
(Name) ____________________________ (To be filled by the Candidate)

2. (Signature) __________________________ Roll No.

(Name) ____________________________ (In figures as per admission card)
Roll No.________________________________
J A 004 1 7 (In words)

Time : 1 1/4 hours] [Maximum Marks : 100

Number of Pages in this Booklet : 32 Number of Questions in this Booklet : 50
Instructions for the Candidates ¯Ö¸üßõÖÖÙ£ÖµÖÖë Ûêú ×»Ö‹ ×®Ö¤ìü¿Ö
1. Write your roll number in the space provided on the top of 1. ‡ÃÖ ¯Öéšü Ûêú ‰ú¯Ö¸ü ×®ÖµÖŸÖ Ã£ÖÖ®Ö ¯Ö¸ü †¯Ö®ÖÖ ¸üÖê»Ö ®Ö´²Ö¸ü ×»Ö×ÜÖ‹ …
this page. 2. ‡ÃÖ ¯ÖÏ¿®Ö-¯Ö¡Ö ´Öë ¯Ö“ÖÖÃÖ ²ÖÆãü×¾ÖÛú»¯ÖßµÖ ¯ÖÏ¿®Ö Æïü …
2. This paper consists of fifty multiple-choice type of questions. 3. ¯Ö¸üßõÖÖ ¯ÖÏÖ¸ü´³Ö ÆüÖê®Öê ¯Ö¸ü, ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ †Ö¯ÖÛúÖê ¤êü ¤üß •ÖÖµÖêÝÖß … ¯ÖÆü»Öê
3. At the commencement of examination, the question booklet ¯ÖÖÑ“Ö ×´Ö®Ö™ü †Ö¯ÖÛúÖê ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ ÜÖÖê»Ö®Öê ŸÖ£ÖÖ ˆÃÖÛúß ×®Ö´®Ö×»Ö×ÜÖŸÖ
will be given to you. In the first 5 minutes, you are requested •ÖÖÑ“Ö Ûêú ×»Ö‹ פüµÖê •ÖÖµÖëÝÖê, וÖÃÖÛúß •ÖÖÑ“Ö †Ö¯ÖÛúÖê †¾Ö¿µÖ Ûú¸ü®Öß Æîü :
to open the booklet and compulsorily examine it as below : (i) ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ ÜÖÖê»Ö®Öê Ûêú ×»Ö‹ ¯Öã×ßÖÛúÖ ¯Ö¸ü »ÖÝÖß ÛúÖÝÖ•Ö Ûúß ÃÖß»Ö
(i) To have access to the Question Booklet, tear off the paper ÛúÖê ±úÖ›Ìü »Öë … ÜÖã»Öß Æãü‡Ô µÖÖ ×²Ö®ÖÖ Ã™üßÛú¸ü-ÃÖᯙ Ûúß ¯Öã×ßÖÛúÖ
seal on the edge of this cover page. Do not accept a booklet þÖßÛúÖ¸ü ®Ö Ûú¸ëü …
without sticker-seal and do not accept an open booklet. (ii) Ûú¾Ö¸ü ¯Öéšü ¯Ö¸ü ”û¯Öê ×®Ö¤ìü¿ÖÖ®ÖãÃÖÖ¸ü ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ Ûêú ¯Öéšü ŸÖ£ÖÖ
(ii) Tally the number of pages and number of questions in
the booklet with the information printed on the cover ¯ÖÏ¿®ÖÖë Ûúß ÃÖÓܵÖÖ ÛúÖê †“”ûß ŸÖ¸üÆü “ÖîÛú Ûú¸ü »Öë ×Ûú µÖê ¯Öæ¸êü
page. Faulty booklets due to pages/questions missing Æïü … ¤üÖÂê Ö¯ÖæÞÖÔ ¯Öã×ßÖÛúÖ ×•Ö®Ö´Öë ¯Öéšü/¯ÖÏ¿®Ö Ûú´Ö ÆüÖë µÖÖ ¤ãü²ÖÖ¸üÖ †Ö
or duplicate or not in serial order or any other ÝÖµÖê ÆüÖë µÖÖ ÃÖß׸üµÖ»Ö ´Öë ®Ö ÆüÖë †£ÖÖÔŸÖ ×ÛúÃÖß ³Öß ¯ÖÏÛúÖ¸ü Ûúß
discrepancy should be got replaced immediately by a ¡Öã×™ü¯ÖæÞÖÔ ¯Öã×ßÖÛúÖ Ã¾ÖßÛúÖ¸ü ®Ö Ûú¸ëü ŸÖ£ÖÖ ˆÃÖß ÃÖ´ÖµÖ ˆÃÖê
correct booklet from the invigilator within the period »ÖÖî™üÖÛú¸ü ˆÃÖÛêú ãÖÖ®Ö ¯Ö¸ü ¤æüÃÖ¸üß ÃÖÆüß ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ »Öê »Öë …
of 5 minutes. Afterwards, neither the Question Booklet ‡ÃÖÛêú ×»Ö‹ †Ö¯ÖÛúÖê ¯ÖÖÑ“Ö ×´Ö®Ö™ü פüµÖê •ÖÖµÖëÝÖê … ˆÃÖÛêú ²ÖÖ¤ü ®Ö
will be replaced nor any extra time will be given. ŸÖÖê †Ö¯ÖÛúß ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ ¾ÖÖ¯ÖÃÖ »Öß •ÖÖµÖêÝÖß †Öî¸ü ®Ö Æüß †Ö¯ÖÛúÖê
(iii) After this verification is over, the Test Booklet Number †×ŸÖ׸üŒŸÖ ÃÖ´ÖµÖ ×¤üµÖÖ •ÖÖµÖêÝÖÖ …
should be entered on the OMR Sheet and the OMR (iii) ‡ÃÖ •ÖÖÑ“Ö Ûêú ²ÖÖ¤ü ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ ÛúÖ ®ÖÓ²Ö¸ü OMR ¯Ö¡ÖÛú ¯Ö¸ü †Ó×ÛúŸÖ Ûú¸ëü
Sheet Number should be entered on this Test Booklet. †Öî¸ü OMR ¯Ö¡ÖÛú ÛúÖ ®ÖÓ²Ö¸ü ‡ÃÖ ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ ¯Ö¸ü †Ó×ÛúŸÖ Ûú¸ü ¤ëü …
(iv) The test booklet no. and OMR sheet no. should be same. (iv) ¯ÖÏ¿®Ö ¯Öã×ßÖÛúÖ ®ÖÓ. †Öî¸ü OMR ¯Ö¡ÖÛú ®ÖÓ. ÃÖ´ÖÖ®Ö ÆüÖê®Öê “ÖÖ×Æü‹ … µÖפü
In case of discrepancy in the number, the candidate should ®ÖÓ²Ö¸ü ׳֮®Ö ÆüÖë, ŸÖÖê ¯Ö¸üßõÖÖ£Öá ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ / OMR ¯Ö¡ÖÛú ²Ö¤ü»Ö®Öê
immediately report the matter to the invigilator for Ûêú ×»Ö‹ ×®Ö¸üßõÖÛú ÛúÖê ŸÖã¸ÓüŸÖ ÃÖæ×“ÖŸÖ Ûú¸ëü …
replacement of the Test Booklet / OMR Sheet. 4. ¯ÖÏŸµÖêÛú ¯ÖÏ¿®Ö Ûêú ×»Ö‹ “ÖÖ¸ü ˆ¢Ö¸ü ×¾ÖÛú»¯Ö (1), (2), (3) ŸÖ£ÖÖ (4) פüµÖê ÝÖµÖê
4. Each item has four alternative responses marked (1), (2), (3) Æïü … †Ö¯ÖÛúÖê ÃÖÆüß ˆ¢Ö¸ü Ûêú ¾Öé¢Ö ÛúÖê ¯Öê®Ö ÃÖê ³Ö¸üÛú¸ü ÛúÖ»ÖÖ Ûú¸ü®ÖÖ Æîü •ÖîÃÖÖ
and (4). You have to darken the circle as indicated below on ×Ûú ®Öß“Öê פüÜÖÖµÖÖ ÝÖµÖÖ Æîü :
the correct response against each item.
Example :
ˆ¤üÖÆü¸üÞÖ :
where (3) is the correct response. •Ö²Ö×Ûúú(3) ÃÖÆüß ˆ¢Ö¸ü Æîü …
5. Your responses to the items are to be indicated in the OMR 5. ¯ÖÏ¿®ÖÖë Ûêú ˆ¢Ö¸ü Ûêú¾Ö»Ö ¯ÖÏ¿®Ö ¯Öã×ßÖÛúÖ Ûêú †®¤ü¸ü פüµÖê ÝÖµÖê OMR ¯Ö¡ÖÛú ¯Ö¸ü Æüß †Ó×ÛúŸÖ
Sheet given inside the Booklet only. If you mark your Ûú¸ü®Öê Æïü … µÖפü †Ö¯Ö OMR ¯Ö¡ÖÛú ¯Ö¸ü פüµÖê ÝÖµÖê ¾Öé¢Ö Ûêú †»ÖÖ¾ÖÖ ×ÛúÃÖß †®µÖ
response at any place other than in the circle in the OMR ãÖÖ®Ö ¯Ö¸ü ˆ¢Ö¸ü דÖÅ®ÖÖÓ×ÛúŸÖ Ûú¸üŸÖê Æïü, ŸÖÖê ˆÃÖÛúÖ ´Ö滵ÖÖÓÛú®Ö ®ÖÆüà ÆüÖÝê ÖÖ …
Sheet, it will not be evaluated. 6. †®¤ü¸ü פüµÖê ÝÖµÖê ×®Ö¤ìü¿ÖÖë ÛúÖê ¬µÖÖ®Ö¯Öæ¾ÖÔÛú ¯ÖœÌëü …
6. Read instructions given inside carefully. 7. Ûú““ÖÖ ÛúÖ´Ö (Rough Work) ‡ÃÖ ¯Öã×ßÖÛúÖ Ûêú †×®ŸÖ´Ö ¯Öéšü ¯Ö¸ü Ûú¸ëü …
7. Rough Work is to be done in the end of this booklet. 8. µÖפü †Ö¯Ö OMR ¯Ö¡ÖÛú ¯Ö¸ü ×®ÖµÖŸÖ Ã£ÖÖ®Ö Ûêú †»ÖÖ¾ÖÖ †¯Ö®ÖÖ ®ÖÖ´Ö, ¸üÖê»Ö
8. If you write your Name, Roll Number, Phone Number or put ®Ö´²Ö¸ü, ±úÖê®Ö ®Ö´²Ö¸ü µÖÖ ÛúÖê‡Ô ³Öß ‹êÃÖÖ ×“ÖÅ®Ö ×•ÖÃÖÃÖê †Ö¯ÖÛúß ¯ÖÆü“ÖÖ®Ö ÆüÖê
any mark on any part of the OMR Sheet, except for the space ÃÖÛêú, †Ó×ÛúŸÖ Ûú¸üŸÖê Æïü †£Ö¾ÖÖ †³Ö¦ü ³ÖÖÂÖÖ ÛúÖ ¯ÖϵÖÖêÝÖ Ûú¸üŸÖê Æïü, µÖÖ ÛúÖê‡Ô
allotted for the relevant entries, which may disclose your †®µÖ †®Öã×“ÖŸÖ ÃÖÖ¬Ö®Ö ÛúÖ ¯ÖϵÖÖêÝÖ Ûú¸üŸÖê Æïü, •ÖîÃÖê ×Ûú †Ó×ÛúŸÖ ×ÛúµÖê ÝÖµÖê
identity, or use abusive language or employ any other unfair ˆ¢Ö¸ü ÛúÖê ×´Ö™üÖ®ÖÖ µÖÖ ÃÖ±êú¤ü õÖÖÆüß ÃÖê ²Ö¤ü»Ö®ÖÖ ŸÖÖê ¯Ö¸üßõÖÖ Ûêú ×»ÖµÖê
means, such as change of response by scratching or using †µÖÖêÝµÖ ‘ÖÖê×ÂÖŸÖ ×ÛúµÖê •ÖÖ ÃÖÛúŸÖê Æïü …
white fluid, you will render yourself liable to disqualification.
9. You have to return the Original OMR Sheet to the invigilators
9. †Ö¯ÖÛúÖê ¯Ö¸üßõÖÖ ÃÖ´ÖÖ¯ŸÖ ÆüÖ®ê Öê ¯Ö¸ü ´Öæ»Ö OMR ¯Ö¡ÖÛú ×®Ö¸üßõÖÛú ´ÖÆüÖ¤ê üµÖ ÛúÖê
at the end of the examination compulsorily and must not »ÖÖî™üÖ®ÖÖ †Ö¾Ö¿µÖÛú Æîü †Öî¸ü ¯Ö¸üßõÖÖ ÃÖ´ÖÖׯŸÖ Ûêú ²ÖÖ¤ü ˆÃÖê †¯Ö®Öê ÃÖÖ£Ö ¯Ö¸üßõÖÖ ³Ö¾Ö®Ö
carry it with you outside the Examination Hall. You are, ÃÖê ²ÖÖÆü¸ü ®Ö »ÖêÛú¸ü •ÖÖµÖë … ÆüÖ»ÖÖÓ×Ûú †Ö¯Ö ¯Ö¸üßõÖÖ ÃÖ´ÖÖׯŸÖ ¯Ö¸ü ´Öæ»Ö ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ
however, allowed to carry original question booklet on †¯Ö®Öê ÃÖÖ£Ö »Öê •ÖÖ ÃÖÛúŸÖê Æïü …
conclusion of examination. 10. ÛúÖ»Öê ²ÖÖ»Ö ¯¾ÖÖ‡Õ™ü ¯Öê®Ö ÛúÖ Æüß ‡ÃŸÖê´ÖÖ»Ö Ûú¸ëü …
10. Use only Black Ball point pen. 11. ×ÛúÃÖß ³Öß ¯ÖÏÛúÖ¸ü ÛúÖ ÃÖÓÝÖÞÖÛú (Ûîú»ÖÛãú»Öê™ü¸ü) µÖÖ »ÖÖÝÖ ™êü²Ö»Ö †Öפü ÛúÖ
11. Use of any calculator or log table etc., is prohibited. ¯ÖϵÖÖêÝÖ ¾ÖÙ•ÖŸÖ Æîü …
12. There is no negative marks for incorrect answers. 12. ÝÖ»ÖŸÖ ˆ¢Ö¸üÖë Ûêú ×»Ö‹ ÛúÖê‡Ô ®ÖÛúÖ¸üÖŸ´ÖÛú †ÓÛú ®ÖÆüà Æïü …
13. In case of any discrepancy in the English and Hindi versions, 13. µÖפü †ÓÝÖÏê•Öß µÖÖ ØÆü¤üß ×¾Ö¾Ö¸üÞÖ ´Öë ÛúÖê‡Ô ×¾ÖÃÖÓÝÖ×ŸÖ ÆüÖê, ŸÖÖê †ÓÝÖÏê•Öß ×¾Ö¾Ö¸üÞÖ
English version will be taken as final. †Ó×ŸÖ´Ö ´ÖÖ®ÖÖ •ÖÖ‹ÝÖÖ …

JA-004-17 1 P.T.O.

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PSYCHOLOGY
Paper – II

Note : This paper contains fifty (50) objective type questions of two (2) marks each. All
questions are compulsory.

1. Which among the following are the products in Guilford’s structure of intellect model ?
(a) Systems (b) Transformation
(c) Reasoning (d) Interpretation
Codes :
(1) (a) and (b) only (2) (a), (b) and (c) only
(3) (a), (b) and (d) only (4) (a), (b), (c) and (d)

2. According to Jung, which of the following is the deepest and darkest part of collective
unconscious and contains all of the animal instincts
(1) Anima (2) Animus
(3) Shadow (4) Persona

3. In classical conditioning progress of conditioning can be examined by indexing

Conditioned Response (CR) in terms of
(a) Quantity (b) Latency
(c) Rate (d) Density
Codes :
(1) (a), (b) and (d) only (2) (b), (c), and (d) only
(3) (a), (b), and (c) only (4) (a), (c), and (d) only

4. Which of the following intelligence tests are applicable to an illiterate adult ?

(a) Wechsler Adult Intelligence Scale
(b) Alexander Pass Along Test
(c) Coloured Progressive Matrices
(d) Koh’s Block Design Test
Codes :
(1) (a) only (2) (b) and (d) only
(3) (a) and (c) only (4) (b), (c) and (d) only

Paper-II 2 JA-004-17

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´Ö®ÖÖê×¾Ö–ÖÖ®Ö
¯ÖÏ¿®Ö¯Ö¡Ö – II

®ÖÖê™ü : ‡ÃÖ ¯ÖÏ¿®Ö¯Ö¡Ö ´Öë ¯Ö“ÖÖÃÖ (50) ²ÖÆãü-×¾ÖÛú»¯ÖßµÖ ¯ÖÏ¿®Ö Æïü … ¯ÖÏŸµÖêÛú ¯ÖÏ¿®Ö Ûêú ¤üÖê (2) †ÓÛú Æïü … ÃÖ³Öß ¯ÖÏ¿®Ö †×®Ö¾ÖÖµÖÔ Æïü …

1. ¯ÖÏ–ÖÖ ´ÖÖò›ü»Ö Ûêú ×ÝÖ»Ö±ú›Ôü Ûêú œüÖÑ“Öê ´Öë ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ˆŸ¯ÖÖ¤ü ŒµÖÖ Æîü / Æïü ?
(a) ¯ÖÏÞÖÖ»Öß (b) ºþ¯ÖÖÓŸÖ¸üÞÖ
(c) ŸÖÖÙÛúÛúŸÖÖ (d) ¾µÖÖܵÖÖ
Ûæú™ü :
(1) Ûêú¾Ö»Ö (a) †Öî¸ü (b) (2) Ûêú¾Ö»Ö (a), (b) †Öî¸ü (c)
(3) Ûêú¾Ö»Ö (a), (b) †Öî¸ü (d) (4) (a), (b), (c) †Öî¸ü (d)

2. µÖãÓÝÖ Ûêú †®ÖãÃÖÖ¸ü, ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ ÃÖÖ´Öæ×ÆüÛú †¾Ö“ÖêŸÖ®Ö ÛúÖ ÃÖ²ÖÃÖê ÝÖÆü¸üÖ †Öî¸ü ‘Ö®ÖÖ ³ÖÖÝÖ Æîü †Öî¸ü ‡ÃÖ´Öë
•ÖÖ®Ö¾Ö¸üÖë Ûúß ÃÖÆü•Ö¾Öé×¢ÖµÖÖÑ ÆüÖêŸÖß Æïü ?
(1) ‹×®Ö´ÖÖ (2) ¯ÖÏê¸üÞÖÖ-¿Ö׌ŸÖ
(3) ”ûÖµÖÖ (4) ¯ÖÃÖÖì®ÖÖ

3. Œ»ÖÖ×ÃÖÛúß †®Öã²ÖÓ¬Ö®Ö ´Öë, †®Öã²ÖÓ¬Ö®Ö Ûúß ¯ÖÏ×ÛÎúµÖÖ Ûúß •ÖÖÑ“Ö †®Öã²ÖÓ×¬ÖŸÖ †®Öã×ÛÎúµÖÖ (ÃÖß †Ö¸ü) ÛúÖê ______ Ûêú ´Ö¤ü ´Öë
ÃÖæ“Öß²Ö¨ü Ûú¸ü®Öê Ûêú ´ÖÖ¬µÖ´Ö ÃÖê Ûúß •ÖÖ ÃÖÛúŸÖß Æîü …
(a) ´ÖÖ¡ÖÖ (b) ¯ÖÏÃÖãׯŸÖ ÛúÖ»Ö
(c) ¤ü¸ü (d) ‘Ö®ÖŸ¾Ö
Ûæú™ü :
(1) Ûêú¾Ö»Ö (a), (b) †Öî¸ü (d) (2) Ûêú¾Ö»Ö (b), (c), †Öî¸ü (d)
(3) Ûêú¾Ö»Ö (a), (b), †Öî¸ü (c) (4) Ûêú¾Ö»Ö (a), (c), †Öî¸ü (d)

4. ×ÛúÃÖß ×®Ö¸üõÖ¸ü ¾ÖµÖÃÛú Ûúß ²Öãרü Ûêú ´ÖÖ¯Ö®Ö Ûêú ×»Ö‹ ×®Ö´®Ö ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ ²Öãרü ¯Ö¸üßõÖÞÖ ¯ÖϵÖãŒŸÖ Ûú¸üŸÖê Æïü ?
(a) ¾Öî¿»Ö¸ü ¾ÖµÖÃÛú ²Öãרü ¯Öî´ÖÖ®ÖÖ
(b) ‹»ÖꌕÖë›ü¸ü ¯ÖÖÃÖ †»ÖÖÓÝÖ ¯Ö¸üßõÖÞÖ
(c) Ûú»Ö›Ôü ¯ÖÏÖêÝÖÏê×ÃÖ¾Ö ´Öî×™ÒüÃÖê•Ö
(d) ÛúÖêÆ’ü•Ö ²»ÖÖòÛú ×›ü•ÖÖ‡®Ö ™êüÙü
Ûæú™ :
(1) Ûêú¾Ö»Ö (a) (2) Ûêú¾Ö»Ö (b) †Öî¸ü (d)
(3) Ûêú¾Ö»Ö (a) †Öî¸ü (c) (4) Ûêú¾Ö»Ö (b), (c) †Öî¸ü (d)

JA-004-17 3 Paper-II

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5. Match List – I with List – II and select the correct answer by choosing from the codes
given below :
List – I List – II
(Variable type) (Example)
a. Artificially discrete variable 1. Neuroticism
b. Continuous variable 2. Voice pitch
c. Qualitative variable 3. Gender
d. Real discrete variable 4. Admission test results in terms
of admitted/not-admitted
Codes :
a b c d
(1) 3 1 2 4
(2) 4 1 2 3
(3) 4 2 1 3
(4) 3 4 2 1

6. Length and Intensity of Lightwave play an important role in

(1) Perception of colour and brightness
(2) Perception of colour and illumination
(3) Perception of constancy and brightness
(4) Perception of brightness and illumination

7. Match List – I with List – II and select the correct answer by choosing from the codes
given below :
List – I List – II
(Concept) (Explanation)
a. Rods i. Two optic nerves from two retina join each
other for a short distance.
b. Cones ii. Do not distinguish colours.
c. Blind spot iii. Good detail vision.
d. Optic Chiasm iv. Optic Nerves exit the eyes.
Codes :
a b c d
(1) ii iii i iv
(2) ii iii iv i
(3) iii ii i iv
(4) i ii iii iv

Paper-II 4 JA-004-17

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5. ÃÖæ“Öß – I ÛúÖê ÃÖæ“Öß – II Ûêú ÃÖÖ£Ö ÃÖã´Öê×»ÖŸÖ Ûúßו֋ †Öî¸ü ×®Ö´®Ö×»Ö×ÜÖŸÖ Ûæú™üÖë ÛúÖ ¯ÖϵÖÖêÝÖ Ûú¸üŸÖê Æãü‹ ÃÖÆüß ˆ¢Ö¸ü ÛúÖ “ÖµÖ®Ö
Ûúßו֋ :
ÃÖæ“Öß – I ÃÖæ“Öß – II
(“Ö¸ü ¯ÖÏÛúÖ¸ü) (ˆ¤üÖÆü¸üÞÖ)
a. Ûéú×¡Ö´Ö ÜÖÓ×›üŸÖ “Ö¸ü 1. ®µÖæ¸üÖê×™ü×ÃÖ•´Ö
b. ÃÖŸÖŸÖ “Ö¸ü 2. þָü´ÖÖ®Ö
c. ÝÖãÞÖÖŸ´ÖÛú “Ö¸ü 3. Ø»ÖÝÖ
d. ¾ÖÖßÖ×¾ÖÛú ÜÖÓ×›üŸÖ “Ö¸ü 4. ¯ÖϾÖê¿Ö ¯Ö¸üßõÖÖ ÛúÖ ¯Ö׸üÞÖÖ´Ö ‘¤üÖ×ÜÖ»ÖÖ
פü‹ ÝÖ‹ / ¤üÖ×ÜÖ»ÖÖ ®Ö פü‹ ÝÖ‹’ Ûêú ºþ¯Ö
´Öë
Ûæú™ :
a b c d
(1) 3 1 2 4
(2) 4 1 2 3
(3) 4 2 1 3
(4) 3 4 2 1

6. ¯ÖÏÛúÖ¿Ö ŸÖ¸ÓüÝÖ Ûúß »ÖÓ²ÖÖ‡Ô †Öî¸ü ŸÖß¾ÖΟÖÖ ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ´ÖÆü¢¾Ö¯ÖæÞÖÔ ³Öæ×´ÖÛúÖ ×®Ö³ÖÖŸÖß Æîü :
(1) ¾ÖÞÖÔ †Öî¸ü “Ö´ÖÛú Ûêú ²ÖÖ¸êü ´Öë ¯ÖÏŸµÖõÖ –ÖÖ®Ö
(2) ¾ÖÞÖÔ †Öî¸ü ¯ÖÏÛúÖ×¿ÖŸÖ Ûú¸ü®Öê Ûêú ²ÖÖ¸êü ´Öë ¯ÖÏŸµÖõÖ –ÖÖ®Ö
(3) ×ãָüŸÖÖ †Öî¸ü “Ö´ÖÛú Ûêú ²ÖÖ¸êü ´Öë ¯ÖÏŸµÖõÖ –ÖÖ®Ö
(4) “Ö´ÖÛú †Öî¸ü ¯ÖÏÛúÖ×¿ÖŸÖ Ûú¸ü®Öê Ûêú ²ÖÖ¸êü ´Öë ¯ÖÏŸµÖõÖ –ÖÖ®Ö

7. ®Öß“Öê פü‹ ÝÖ‹ Ûæú™üÖë Ûúß ÃÖÆüÖµÖŸÖÖ ÃÖê ÃÖæ“Öß – I ÛúÖê ÃÖæ“Öß – II Ûêú ÃÖÖ£Ö ÃÖã´Öê×»ÖŸÖ Ûúßו֋ :
ÃÖæ“Öß – I ÃÖæ“Öß – II
(†¾Ö¬ÖÖ¸üÞÖÖ) (ïÖ™üßÛú¸üÞÖ)
a. ¤üÞ›ü (¸üÖò›ü) i. ¤üÖê ¸êü™üß®ÖÖ ÃÖê ¤üÖê ¥ü×™ü ŸÖÓסÖÛúÖ‹Ñ £ÖÖê›Ìüß ¤æü¸üß ŸÖÛú ‹Ûú
¤æüÃÖ¸êü Ûêú ÃÖÖ£Ö ×´Ö»ÖŸÖß Æïü …
b. ¿ÖÓÛãú ii. ¸ÓüÝÖÖë ´Öë ³Öê¤ü ®ÖÆüà Ûú¸üŸÖß Æïü …
c. †Ó¬Ö-ز֤ãü iii. †“”ûß ×¾ÖßÖéŸÖ ¥ü×™ü
d. ¥üÛËú þÖ×ßÖÛú iv. ¥ü×™ü ŸÖÓסÖÛúÖµÖë †ÖÑÜÖÖë ÃÖê ²ÖÖÆü¸ü •ÖÖŸÖß Æîü …
Ûæú™ :
a b c d
(1) ii iii i iv
(2) ii iii iv i
(3) iii ii i iv
(4) i ii iii iv

JA-004-17 5 Paper-II

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8. Geeta studied for sociology exam and then studied for psychology exam. Certain concepts
and theories are similar in psychology and sociology. While taking sociology exam, she
finds that she keeps getting confused with psychology theorists. Geeta’s problem is most
likely due to
(1) Decay of memory trace (2) Proactive interference
(3) Retroactive interference (4) Encoding failure

9. Which of the following sequence is correct in case of the curve of forgetting ?

(1) Percent recall of words is greatest immediately after learning → Percent recall
decreases rapidly within the first hour → Percent recall further decreases rapidly
after 30 days.
(2) Percent recall of words is greatest immediately after learning → Percent recall
decreases rapidly within the first hour → Forgetting levels off after the first hour.
(3) Percent recall of words is greatest after two days → Forgetting levels off within
10 – 15 days → Percent recall decreases further after 30 days.
(4) Percent recall of words is greatest after 2 days → Percent recall decreases rapidly
20 days → Forgetting levels off after 30 days.

10. Consider the following three types of investigations :

(a) Expost facto field studies,
(b) Laboratory experiments, and
(c) Field experiments,
Arrange the above three types of investigations in ascending order in terms of researcher’s
ability to control secondary variance.
(1) (c), (b), (a) (2) (b), (c), (a)
(3) (b), (a), (c) (4) (a), (c), (b)

11. Read each of the following two statements – Assertion (A) and Reason (R) and indicate
your answer using codes given below :
Assertion (A) : People often attain their visual experiences after many years of blindness.
Reason (R) : Most of the knowledge of the world had come to them through the sense of
touch.
Codes :
(1) Both (A) and (R) are true, and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true, but (R) is not the correct explanation of (A).
(3) (A) is true, but (R) is false.
(4) (A) is false, but (R) is true.

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8. ÝÖߟÖÖ ®Öê ÃÖ´ÖÖ•Ö¿ÖÖÃ¡Ö Ûúß ¯Ö¸üßõÖÖ Ûêú ×»Ö‹ †¬µÖµÖ®Ö ×ÛúµÖÖ †Öî¸ü ˆÃÖÛêú ²ÖÖ¤ü ´Ö®ÖÖê×¾Ö–ÖÖ®Ö Ûúß ¯Ö¸üßõÖÖ Ûêú ×»Ö‹ †¬µÖµÖ®Ö
×ÛúµÖÖ … ´Ö®ÖÖê×¾Ö–ÖÖ®Ö †Öî¸ü ÃÖ´ÖÖ•Ö¿ÖÖÃ¡Ö ´Öë Ûãú”û †¾Ö¬ÖÖ¸üÞÖÖµÖë †Öî¸ü ×ÃÖ¨üÖÓŸÖ ÃÖ´ÖÖ®Ö Æïü … ÃÖ´ÖÖ•Ö¿ÖÖÃ¡Ö Ûúß ¯Ö¸üßõÖÖ ¤êüŸÖê
ÃÖ´ÖµÖ ˆÃÖê »ÖÝÖŸÖÖ Æîü ×Ûú ¾ÖÆü ´Ö®ÖÖê×¾Ö–ÖÖ®Ö Ûêú Ûãú”û ×ÃÖ¨üÖÓŸÖÛúÖ¸üÖë ÛúÖê ÃÖ´ÖÖ•Ö¿ÖÖÃ¡Ö Ûêú ×ÃÖ¨üÖÓŸÖÛúÖ¸ü ÃÖ´Ö—Ö ¸üÆüß Æîü … ÝÖߟÖÖ
Ûúß ÃÖ´ÖõÖÖ ÛúÖ ´ÖãÜµÖ ÛúÖ¸üÞÖ ×®Ö´®Ö×»Ö×ÜÖŸÖ Æîü :
(1) ôÖé×ŸÖ †¾Ö¿ÖêÂÖ ÛúÖ õÖµÖ (2) †×ŸÖ ÃÖ×ÛÎúµÖ ÆüßÖõÖê¯Ö
(3) ¯Ö¾ÖÔ¾µÖÖ¯Öß ÆüßÖõÖê¯Ö (4) †ÃÖ±ú»ÖŸÖÖ ÛúÖê Ûæú™ü²Ö¨ü Ûú¸ü®ÖÖ

9. ×¾ÖôÖéןÖ-¾ÖÛÎú Ûêú ´ÖÖ´Ö»Öê ´Öë ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ ÛÎú´Ö ÃÖÆüß Æîü ?
(1) ¿Ö²¤üÖë ÛúÖê µÖÖ¤ü ¸üÜÖ®Öê ÛúÖ ¯ÖÏןֿ֟Ö, †×¬ÖÝÖ´Ö Ûêú ŸÖã¸ÓüŸÖ ²ÖÖ¤ü ÃÖ²ÖÃÖê †×¬ÖÛú ÆüÖêŸÖÖ Æîü → µÖÖ¤ü ¸üÜÖ®Öê ÛúÖ ¯ÖÏןֿ֟Ö
¯ÖÆü»Öê ‘ÖÓ™êü ´Öë ŸÖê•ÖÌß ÃÖê ‘Ö™üŸÖÖ Æîü → 30 פü®ÖÖë Ûêú ²ÖÖ¤ü µÖÖ¤ü ¸üÜÖ®Öê ÛúÖ ¯ÖÏ×ŸÖ¿ÖŸÖ ŸÖê•ÖÌß ÃÖê ‘Ö™üŸÖÖ Æîü …
(2) ¿Ö²¤üÖë ÛúÖê µÖÖ¤ü ¸üÜÖ®Öê ÛúÖ ¯ÖÏןֿ֟Ö, †×¬ÖÝÖ´Ö Ûêú ŸÖã¸ÓüŸÖ ²ÖÖ¤ü ÃÖ²ÖÃÖê †×¬ÖÛú ÆüÖêŸÖÖ Æîü → µÖÖ¤ü ¸üÜÖ®Öê ÛúÖ ¯ÖÏןֿ֟Ö
¯ÖÆü»Öê ‘ÖÓ™êü ´Öë ŸÖê•ÖÌß ÃÖê ‘Ö™üŸÖÖ Æîü → ¯ÖÆü»Öê ‘ÖÓ™êü Ûêú ²ÖÖ¤ü ³Öæ»Ö®Öê ÛúÖ ÃŸÖ¸ü »ÖÝÖ³ÖÝÖ ÃÖ´ÖÖ®Ö ÆüÖê •ÖÖŸÖÖ Æîü …
(3) ¿Ö²¤üÖë ÛúÖê µÖÖ¤ü ¸üÜÖ®Öê ÛúÖ ¯ÖÏ×ŸÖ¿ÖŸÖ ¤üÖê פü®ÖÖë Ûêú ²ÖÖ¤ü ÃÖ²ÖÃÖê †×¬ÖÛú ÆüÖêŸÖÖ Æîü → 10-15 פü®ÖÖë ´Öë ³Öæ»Ö®Öê ÛúÖ ÃŸÖ¸ü
»ÖÝÖ³ÖÝÖ ‹ÛúÃÖ´ÖÖ®Ö ÆüÖê •ÖÖŸÖÖ Æîü → 30 פü®ÖÖë Ûêú ²ÖÖ¤ü µÖÖ¤ü ¸üÜÖ®Öê ÛúÖ ¯ÖÏ×ŸÖ¿ÖŸÖ †Öî¸ü ‘Ö™üŸÖÖ Æîü …
(4) ¿Ö²¤üÖë ÛúÖê µÖÖ¤ü ¸üÜÖ®Öê ÛúÖ ¯ÖÏ×ŸÖ¿ÖŸÖ ¤üÖê פü®ÖÖë Ûêú ²ÖÖ¤ü ÃÖ²ÖÃÖê †×¬ÖÛú ÆüÖêŸÖÖ Æîü → 20 פü®ÖÖë ´Öë µÖÖ¤ü ¸üÜÖ®Öê ÛúÖ
¯ÖÏ×ŸÖ¿ÖŸÖ ŸÖê•ÖÌß ÃÖê ‘Ö™üŸÖÖ Æîü → 30 פü®ÖÖë Ûêú ²ÖÖ¤ü ³Öæ»Ö®Öê ÛúÖ ÃŸÖ¸ü »ÖÝÖ³ÖÝÖ ÃÖ´ÖÖ®Ö ÆüÖê •ÖÖŸÖÖ Æîü …

10. ×®Ö´®Ö×»Ö×ÜÖŸÖ ŸÖß®Ö ¯ÖÏÛúÖ¸ü Ûêú †®¾ÖêÂÖÞÖÖë ¯Ö¸ü ×¾Ö“ÖÖ¸ü Ûúßו֋ :

(a) ‘Ö™ü®ÖÖ-¯Ö¿ü“ÖÖŸÖ õÖê¡Ö †¬µÖµÖ®Ö
(b) ¯ÖϵÖÖêÝÖ¿ÖÖ»ÖÖ ´Öë ¯ÖϵÖÖêÝÖ †Öî¸ü
(c) õÖê¡Ö ¯ÖϵÖÖêÝÖ
׫üŸÖßµÖ ¯ÖÏÃÖ¸üÞÖ ÛúÖê ×®ÖµÖÓ×¡ÖŸÖ Ûú¸ü®Öê Ûúß †®ÖãÃÖÓ¬ÖÖ®ÖÛúŸÖÖÔ Ûúß µÖÖêݵ֟ÖÖ Ûêú †®ÖãÃÖÖ¸ü ˆ¯Ö¸üÖêŒŸÖ ŸÖß®Ö ¯ÖÏÛúÖ¸ü Ûêú †®¾ÖêÂÖÞÖÖë ÛúÖê
†Ö¸üÖêÆüß ÛÎú´Ö ´Öë ¾µÖ¾Ö×Ã£ÖŸÖ Ûúßו֋ :
(1) (c), (b), (a) (2) (b), (c), (a)
(3) (b), (a), (c) (4) (a), (c), (b)

11. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯ÖלÌü‹ †Öî¸ü ®Öß“Öê פü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸üŸÖê Æãü‹
†¯Ö®ÖÖ ˆ¢Ö¸ü ¤üßו֋ :
†×³ÖÛú£Ö®Ö (A) : »ÖÖêÝÖ ¯ÖÏÖµÖ: †®ÖêÛú ¾ÖÂÖÖí Ûúß †Ó¬ÖŸÖÖ Ûêú ¯Ö¿“ÖÖŸÖË †¯Ö®Öê ¥ü¿µÖ †®Öã³Ö¾Ö ¯ÖÏÖ¯ŸÖ Ûú¸üŸÖê Æïü …
ŸÖÛÔú (R) : ÃÖÓÃÖÖ¸ü Ûêú ²ÖÖ¸êü ´Öë †×¬ÖÛúÖÓ¿Ö –ÖÖ®Ö ˆ®Æëü ïֿÖÔ Ûúß †®Öã³Öæ×ŸÖ ÃÖê ¯ÖÏÖ¯ŸÖ ÆüÖêŸÖÖ Æîü …
Ûæú™ :
(1) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ Æîü …
(2) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, ¯Ö¸ü®ŸÖã (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ ®ÖÆüà Æîü …
(3) (A) ÃÖÆüß Æîü, ¯Ö¸ü®ŸÖã (R) ÝÖ»ÖŸÖ Æîü …
(4) (A) ÝÖ»ÖŸÖ Æîü, ¯Ö¸ü®ŸÖã (R) ÃÖÆüß Æîü …

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12. In Pavolian conditioning paradigm the strongest and most rapid conditioning occurs in
(1) Simultaneous conditioning
(2) Trace conditioning
(3) Short-delay conditioning
(4) Long-delay conditioning

13. Read each of the following two statements – Assertion (A) and Reason (R) ; and indicate
your answer using codes given below :
Assertion (A) : The information processing approach is rooted in structuralism.
Reason (R) : It attempts to identify the basic capacities and processes we use in cognition.
Codes :
(1) Both (A) and (R) are true, and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true, but (R) is not the correct explanation of (A).
(3) (A) is true, but (R) is false.
(4) (A) is false, but (R) is true.

14. Utilitarianism provided the description of ______ of thought and behaviour.

(1) what (2) when
(3) why (4) how

15. Read each of the following two statements – Assertion (A) and Reason (R); and indicate
your answer using codes given below :
Assertion (A) : Naturalistic observation is a very popular research method in ethological
research.
Reason (R) : Naturalistic observation is free from observer bias.
Codes :
(1) Both (A) and (R) are true, and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true, but (R) is not the correct explanation of (A).
(3) (A) is true, but (R) is false.
(4) (A) is false, but (R) is true.

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12. ¯ÖÖ¾Ö»ÖÖê Ûúß †®Öã²ÖÓ¬Ö®Ö †®ÖãÃÖÓ¬ÖÖ®Ö ¾µÖ¾ÖãÖÖ ´Öë ÃÖ¾ÖÖÔ׬ÖÛú ¥üœÌü †Öî¸ü ÃÖ¾ÖÖÔ׬ÖÛú ŸÖß¾ÖÎ †®Öã²ÖÓ¬Ö®Ö ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×ÛúÃÖ´Öë
‘Ö×™üŸÖ ÆüÖêŸÖÖ Æîü ?
(1) ÃÖÆüÛúÖ×»ÖÛú †®Öã²ÖÓ¬Ö®Ö
(2) דÖÅ®Ö †®Öã²ÖÓ¬Ö®Ö
(3) †»¯Ö-×¾Ö»ÖÓ×²ÖŸÖ †®Öã²ÖÓ¬Ö®Ö
(4) ¤üß‘ÖÔ-×¾Ö»ÖÓ×²ÖŸÖ †®Öã²ÖÓ¬Ö®Ö

13. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯ÖלÌü‹ †Öî¸ü ®Öß“Öê פü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸üŸÖê Æãü‹
†¯Ö®ÖÖ ˆ¢Ö¸ü ¤üßו֋ :
†×³ÖÛú£Ö®Ö (A) : ÃÖæ“Ö®ÖÖ ¯ÖÏÛÎú´ÖÞÖ ¥ü×™üÛúÖêÞÖ ÛúÖ ´Öæ»Ö †¾ÖÃÖÓ¸ü“Ö®ÖÖ¾ÖÖ¤ü ´Öë Æîü …
ŸÖÛÔú (R) : µÖÆü Æü´ÖÖ¸êü «üÖ¸üÖ ¯ÖÏ–ÖÖ®Ö ´Öë ¯ÖϵÖÖêÝÖ Ûúß •ÖÖ®Öê ¾ÖÖ»Öß ´Öæ»Ö õÖ´ÖŸÖÖ†Öë †Öî¸ü ¯ÖÏ×ÛÎúµÖÖ†Öë Ûúß ¯ÖÆü“ÖÖ®Ö Ûú¸ü®Öê Ûúß
ÛúÖê×¿Ö¿Ö Ûú¸üŸÖÖ Æîü …
Ûæú™ :
(1) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ Æîü …
(2) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, ¯Ö¸ü®ŸÖã †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ ®ÖÆüà Æîü …
(3) (A) ÃÖÆüß Æîü, ¯Ö¸ü®ŸÖã (R) ÝÖ»ÖŸÖ Æîü …
(4) (A) ÝÖ»ÖŸÖ Æîü, ¯Ö¸ü®ŸÖã (R) ÃÖÆüß Æîü …

14. ˆ¯ÖµÖÖê×ÝÖŸÖÖ¾ÖÖ¤ü ´Öë ד֮ŸÖ®Ö †Öî¸ü ¾µÖ¾ÖÆüÖ¸ü ÛúÖê _______ Ûêú ºþ¯Ö ´Öë ¾ÖÙÞÖŸÖ ×ÛúµÖÖ ÝÖµÖÖ …
(1) ŒµÖÖ (2) Ûú²Ö
(3) ŒµÖÖë (4) ÛîúÃÖê

15. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯ÖלÌü‹ †Öî¸ü ®Öß“Öê פü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸üŸÖê Æãü‹
†¯Ö®ÖÖ ˆ¢Ö¸ü ¤üßו֋ :
†×³ÖÛú£Ö®Ö (A) : ¯ÖÏÖÛéúןÖÛú ¯ÖÏêõÖÞÖ, †Ö“ÖÖ¸ü ¾Öî–ÖÖ×®ÖÛú †®ÖãÃÖÓ¬ÖÖ®Ö ´Öë ²ÖÆãüŸÖ »ÖÖêÛúׯÖ쵅 †®ÖãÃÖÓ¬ÖÖ®Ö ¯Ö¨ü×ŸÖ Æîü …
ŸÖÛÔú (R) : ¯ÖÏÖÛéúןÖÛú ¯ÖÏêõÖÞÖ, ¯ÖÏêõÖÛú Ûêú ¯Öæ¾ÖÖÔÝÖÏÆü ÃÖê ´ÖãŒŸÖ ÆüÖêŸÖÖ Æîü …
Ûæú™ :
(1) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ Æîü …
(2) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, »Öê×Ûú®Ö (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ ®ÖÆüà Æîü …
(3) (A) ÃÖÆüß Æîü, »Öê×Ûú®Ö (R) ÝÖ»ÖŸÖ Æîü …
(4) (A) ÝÖ»ÖŸÖ Æîü, »Öê×Ûú®Ö (R) ÃÖÆüß Æîü …

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16. Meaningfulness of verbal material can be indexed in terms of

(1) Associative Reaction Time
(2) Associative Value
(3) Single Response Free Association
(4) Single Response Controlled Association

17. Facial Feedback Hypothesis supports

(1) Canon-Bard Theory of Emotion
(2) James-Lange Theory of Emotion
(3) Two-Factor Theory of Emotion
(4) Opponent Process Theory of Emotion

18. Read each of the following two statements – Assertion (A) and Reason (R); and indicate
your answer using codes given below :
Assertion (A) : In some cases people attempt to reach the goal slowly and hesitantly.
Reason (R) : In approach – avoidance conflict, a single goal has positive valence as well
as negative valence.
Codes :
(1) Both (A) and (R) are true, and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true, but (R) is not the correct explanation of (A).
(3) (A) is true, but (R) is false.
(4) (A) is false, but (R) is true.

19. Which of the following is/are the limitation/s of the survey method ?
(a) Difficulties in obtaining representative samples.
(b) Unsuitable for subjects with low educational levels.
(c) Socially desirable responding.
(d) Can not be used in longitudinal research
Codes :
(1) (d) only (2) (b) and (c) only
(3) (a) and (c) only (4) (a), (b) and (c) only

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16. ¾ÖÖדÖÛú ÃÖÖ´ÖÝÖÏß Ûúß ÃÖÖ£ÖÔÛúŸÖÖ ÛúÖê ×®Ö´®Ö×»Ö×ÜÖŸÖ Ûêú †®ÖãÃÖÖ¸ü ÃÖÓÛêú×ŸÖŸÖ ×ÛúµÖÖ •ÖÖ ÃÖÛúŸÖÖ Æîü :
(1) ÃÖÖÆü“ÖµÖÔ ¯ÖÏןÖ×ÛÎúµÖÖ ÛúÖ»Ö
(2) ÃÖÖÆü“ÖµÖÔ ´Ö滵Ö
(3) ‹Ûú»Ö ¯ÖÏŸµÖã¢Ö¸ü ´ÖãŒŸÖ ÃÖÖÆü“ÖµÖÔ
(4) ‹Ûú»Ö ¯ÖÏŸµÖã¢Ö¸ü ×®ÖµÖÓ×¡ÖŸÖ ÃÖÖÆü“ÖµÖÔ

17. ´ÖãÜÖÖÛéú×ŸÖ ±úß›ü²ÖîÛú ¯ÖÏÖŒÛú»¯Ö®ÖÖ _______ ÛúÖ ÃÖ´Ö£ÖÔ®Ö Ûú¸üŸÖß Æîü …

(1) Ûîú®Ö®Ö-²ÖÖ›Ôü ÛúÖ ÃÖÓ¾ÖêÝÖ ÛúÖ ×ÃÖ¨üÖÓŸÖ
(2) •Öî´ÃÖ »Öï•Öê ÛúÖ ÃÖÓ¾ÖêÝÖ ÛúÖ ×ÃÖ¨üÖÓŸÖ
(3) ÃÖÓ¾ÖêÝÖ ÛúÖ ×«ü-ÛúÖ¸üÛú ×ÃÖ¨üÖÓŸÖ
(4) ÃÖÓ¾ÖêÝÖ ÛúÖ ×¾Ö¸üÖê¬Öß ¯ÖÏ×ÛÎúµÖÖ ×ÃÖ¨üÖÓŸÖ

18. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯ÖלÌü‹ †Öî¸ü ®Öß“Öê פü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸üŸÖê Æãü‹
†¯Ö®ÖÖ ˆ¢Ö¸ü ¤üßו֋ :
†×³ÖÛú£Ö®Ö (A) : Ûãú”û ´ÖÖ´Ö»ÖÖë ´Öë »ÖÖêÝÖ »ÖõµÖ ŸÖÛú ¯ÖÆãÑü“Ö®Öê ÆêüŸÖã ¬Ö߸êü-¬Ö߸êü ÃÖÓÛúÖê“Ö¯Öæ¾ÖÔÛú ¯ÖϵÖÖÃÖ Ûú¸üŸÖê Æïü …
ŸÖÛÔú (R) : ˆ¯ÖÖÝÖ´Ö-¯Ö׸üÆüÖ¸ü «ü®«ü ´Öë, ‹Ûú ‹Ûú»Ö »ÖõµÖ Ûêú ¯ÖÖÃÖ ¬Ö®ÖÖŸ´ÖÛú †Öî¸ü ŠúÞÖÖŸ´ÖÛú ¤üÖê®ÖÖë ÛúÂÖÔÞÖ ÆüÖêŸÖê Æïü …
Ûæú™ :
(1) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ Æîü …
(2) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, ¯Ö¸ü®ŸÖãü (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ ®ÖÆüà Æîü …
(3) (A) ÃÖÆüß Æîü, ¯Ö¸ü®ŸÖã (R) ÝÖ»ÖŸÖ Æîü …
(4) (A) ÝÖ»ÖŸÖ Æîü, ¯Ö¸ü®ŸÖã (R) ÃÖÆüß Æîü …

19. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖß ÃÖ¾ÖìõÖÞÖ ¯Ö¨ü×ŸÖ Ûúß ÃÖß´ÖÖ/ÃÖß´ÖÖµÖë Æïü ?
(a) ¯ÖÏןÖ×®Ö׬ִÖæ»ÖÛú ®Ö´Öæ®ÖÖë ÛúÖê ¯ÖÏÖ¯ŸÖ Ûú¸ü®Öê ´Öë Ûúךü®ÖÖ‡Ô
(b) Ûú´Ö ׿ÖõÖÖ ¾ÖÖ»Öê ¯ÖϵÖÖꕵÖÖë Ûêú ×»Ö‹ †®Öã¯ÖϵÖ㌟Ö
(c) ÃÖÖ´ÖÖוÖÛú ºþ¯Ö ÃÖê ¾ÖÖÓ×”ûŸÖ ˆ¢Ö¸ü ¤êü®ÖÖ
(d) †®Öã¤îü¬µÖÔ †®ÖãÃÖÓ¬ÖÖ®Ö ´Öë ‡ÃÖÛúÖ ‡ÃŸÖê´ÖÖ»Ö ®ÖÆüà ×ÛúµÖÖ •ÖÖ ÃÖÛúŸÖÖ
Ûæú™ :
(1) Ûêú¾Ö»Ö (d) (2) Ûêú¾Ö»Ö (b) †Öî¸ü (c)
(3) Ûêú¾Ö»Ö (a) †Öî¸ü (c) (4) Ûêú¾Ö»Ö (a), (b) †Öî¸ü (c)

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20. Read each of the following two statements – Assertion (A) and Reason (R); and indicate
your answer using codes given below :
Assertion (A) : In cross-sectional research to study development process of intelligence;
age and cohorts are confounded.
Reason (R) : According to Flynn effect, each successive generation of people is more
intelligent than the preceding one.

Codes :

(1) Both (A) and (R) are true, and (R) is the correct explanation of (A).

(2) Both (A) and (R) are true, but (R) is not the correct explanation of (A).

(3) (A) is true, but (R) is false.

(4) (A) is false, but (R) is true.

21. Chronometric measurement of intelligence involves the use of which of the following :

(1) Reaction time apparatus

(2) Flicker-Fusion apparatus

(3) ECG Bio-feedback apparatus

(4) EMG Bio-feedback apparatus

22. Read each of the following two statements – Assertion (A) and Reason (R); and indicate
your answer using codes given below :

Assertion (A) : The individual is left with little or no energy for cathexise (APM) after
satisfying a particular need.

Reason (R) : Cathexis is the investment of psychic energy in the thoughts of objects
or processes that will satisfy a need.

Codes :

(1) Both (A) and (R) are true, and (R) is the correct explanation of (A).

(2) Both (A) and (R) are true, but (R) is not the correct explanation of (A).

(3) (A) is true, but (R) is false.

(4) (A) is false, but (R) is true.

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20. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯ÖלÌü‹ †Öî¸ü ®Öß“Öê פü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ¯ÖϵÖÖêÝÖ Ûú¸ü †¯Ö®ÖÖ
ˆ¢Ö¸ü ¤üßו֋ :
†×³ÖÛú£Ö®Ö (A) : ²Öãרü Ûêú ×¾ÖÛúÖÃÖ Ûêú ¯ÖÏןÖ×®Ö¬µÖÖŸ´ÖÛú †¬µÖµÖ®Ö Ûúß ¯ÖÏ×ÛÎúµÖÖ ´Öë †ÖµÖã ŸÖ£ÖÖ ÃÖÆüÝÖÞÖÖë ÛúÖ ‘ÖÖ»Ö´Öê»Ö ÆüÖê
•ÖÖŸÖÖ Æîü …
ŸÖÛÔú (R) : ×°»Ö®Ö ¯ÖϳÖÖ¾Ö Ûêú †®ÖãÃÖÖ¸ü ¯ÖÏŸµÖêÛú ˆ¢Ö¸ü¾ÖŸÖá ¯ÖßœÌüß †¯Ö®Öß ¯Öæ¾ÖÔ¾ÖŸÖá ÃÖê •µÖÖ¤üÖ ²Öãרü´ÖÖ®Ö ÆüÖêŸÖß Æîü …
Ûæú™ :
(1) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ Æîü …
(2) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü »Öê×Ûú®Ö,ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ ®ÖÆüà Æîü …
(3) (A) ÃÖÆüß Æîü, »Öê×Ûú®Ö (R) ÝÖ»ÖŸÖ Æîü …
(4) (A) ÝÖ»ÖŸÖ Æîü, »Öê×Ûú®Ö (R) ÃÖÆüß Æîü …

21. ²Öãרü Ûêú ÛúÖ»Ö×´ÖŸÖßµÖ ´ÖÖ¯Ö®Ö ´Öë ×®Ö´®Ö ´Öë ÃÖê ×ÛúÃÖÛúÖ ¯ÖϵÖÖêÝÖ ÆüÖêŸÖÖ Æîü ?
(1) ¯ÖÏןÖ×ÛÎúµÖÖ ÛúÖ»Ö ˆ¯ÖÛú¸üÞÖ
(2) ×°»ÖÛú¸ü °µÖæ•Ö®Ö ˆ¯ÖÛú¸üÞÖ
(3) ‡Ô.ÃÖß.•Öß. ²ÖÖµÖÖê ±úß›ü²ÖîÛú ˆ¯ÖÛú¸üÞÖ
(4) ‡Ô.‹´Ö.•Öß. ²ÖÖµÖÖê ±úß›ü²ÖîÛú ˆ¯ÖÛú¸üÞÖ

22. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯ÖלÌü‹ †Öî¸ü ®Öß“Öê פü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸üŸÖê Æãü‹
†¯Ö®ÖÖ ˆ¢Ö¸ü ¤üßו֋ :
†×³ÖÛú£Ö®Ö (A) : ×ÛúÃÖß †Ö¾Ö¿µÖÛúŸÖÖ ×¾Ö¿ÖêÂÖ ÛúÖê ¯Öæ¸üÖ Ûú¸ü®Öê Ûêú ˆ¯Ö¸üÖÓŸÖ ¾µÖ׌ŸÖ Ûêú ¯ÖÖÃÖ Ûîú£Öê׌ÃÖÃÖ Ûêú ×»Ö‹ ²ÖÆãüŸÖ Ûú´Ö
‰ú•ÖÖÔ ²Ö“ÖŸÖß Æîü µÖÖ ×²Ö»ÖÛãú»Ö ‰ú•ÖÖÔ ®ÖÆüà ²Ö“ÖŸÖß Æîü …
ŸÖÛÔú (R) : Ûîú£Öê׌ÃÖÃÖ, Ø“ÖŸÖ®Ö µÖÖ Ø“ÖŸÖ®Ö ¯ÖÏ×ÛÎúµÖÖ ´Öë ´ÖÖ®Ö×ÃÖÛú ‰ú•ÖÖÔ ÛúÖê ÃÖÓ»ÖÝ®Ö Ûú¸ü®ÖÖ Æîü וÖÃÖÃÖê †Ö¾Ö¿µÖÛúŸÖÖ ¯Öæ¸üß
ÆüÖêŸÖß Æîü …
Ûæú™ :
(1) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ Æîü …
(2) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, ¯Ö¸ÓüŸÖã (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ ®ÖÆüà Æîü …
(3) (A) ÃÖÆüß Æîü, ¯Ö¸ü®ŸÖã (R) ÝÖ»ÖŸÖ Æîü …
(4) (A) ÝÖ»ÖŸÖ Æîü, ¯Ö¸ü®ŸÖã (R) ÃÖÆüß Æîü …
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23. Network of auditory pathways can be arranged in which of following sequence :

(1) Auditory Nerve → Cochlear Nuclei → Superior olives → Lateral Leminiscus →
Inferior Colliculi → Medial Geniculate Nuclei → Primary Auditary Cortex.
(2) Cochlear Nuclei → Auditory Nerve → Lateral Leminiscus → Superior Olives →
Inferior Colliculi → Medial Geniculate Nuclei → Primary Auditary Cortex.
(3) Auditory Nerve → Cochlear Nuclei → Lateral Leminiscus → Inferior Colliculi →
Superior Colliculi → Medial Geniculate Nuclei → Auditory Cortex
(4) Cochlear Nuclei → Auditory Nerve → Inferior Colliculi → Superior Colliculi →
Lateral Leminiscus → Medial Geniculate Nuclei → Auditary Cortex.

24. The tendency for parallel lines to appear to converge on each other is termed as
(1) Motion parallax (2) Ponzo illusion
(3) Linear perspective (4) Aerial perspective

25. In a contingency table, one of the cell has an obtained frequency of 20 and an expected
frequency of 30. What would be the contribution of this cell towards the total Chi-square
value ?
(1) 3.33 (2) 5.00
(3) 10.00 (4) 20.00

26. Match List – I with List – II and select the correct answer by choosing from the codes
given below :
List – I List – II
(Concept) (Explanation)
a. Analogical reasoning i. Processes that allow to make
predictions about events/objects.
b. Deductive reasoning ii. Using inferences to add new
knowledge.
c. Inductive reasoning iii. Using means-end analysis.
d. Physical reasoning iv. Drawing valid conclusions from
premises.
Codes :
a b c d
(1) i ii iii iv
(2) ii iii iv i
(3) iii iv ii i
(4) iv iii ii i

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23. ÁÖ¾ÖÞÖ-ŸÖÓ¡Ö ¯Ö£Ö Ûêú ®Öê™ü¾ÖÛÔú ÛúÖê ×®Ö´®Ö×»Ö×ÜÖŸÖ ×ÛúÃÖ ÛÎú´Ö ´Öë ¾µÖ¾Ö×Ã£ÖŸÖ ×ÛúµÖÖ •ÖÖ ÃÖÛúŸÖÖ Æîü ?
(1) ÁÖ¾ÖÞÖ ŸÖÓסÖÛúÖ → ÛúÖêÞÖÖ¾ÖŸÖÔ Ûëú¦üÛúß → ÃÖã¯Öß׸üµÖ¸ü †Ö×»Ö¾ÖÃÖ → »Öî™ü¸ü»Ö »Öê×´Ö®ÃÖŒµÖæ → ‡®Ö×±ú׸üµÖ¸ü
ÛúÖ×»ÖŒµÖæ»Öß → ´Öê×›üµÖ»Ö •Öê×®ÖÛãú»Öê™ü ®µÖ挻Öê‡ → ¯ÖÏÖ‡´Ö¸üß †Öò×›ü™ü¸üß ÛúÖ™ìüŒÃÖ
(2) ÛúÖêÞÖÖ¾ÖŸÖÔ Ûëú¦üÛúß → ÁÖ¾ÖÞÖ ŸÖÓסÖÛúÖ → »Öî™ü¸ü»Ö »Öê×´Ö®ÃÖŒµÖæ → ÃÖã¯Öß׸üµÖ¸ü †Ö×»Ö¾ÖÃÖ → ‡®Ö×±ú׸üµÖ¸ü
ÛúÖ×»ÖŒµÖæ»Öß → ´Öê×›üµÖ»Ö •Öê×®ÖÛãú»Öê™ü ®µÖ挻Öê‡ → ¯ÖÏÖ‡´Ö¸üß †Öò×›ü™ü¸üß ÛúÖ™ìüŒÃÖ
(3) ÁÖ¾ÖÞÖ ŸÖÓסÖÛúÖ → ÛúÖêÞÖÖ¾ÖŸÖÔ Ûëú¦üÛúß → »Öî™ü¸ü»Ö »Öê×´Ö®ÃÖŒµÖæ → ‡®Ö×±ú׸üµÖ¸ü ÛúÖ×»ÖŒµÖæ»Öß → ÃÖã¯Öß׸üµÖ¸ü
ÛúÖ×»ÖŒµÖæ»Öß →´Öê×›üµÖ»Ö •Öê×®ÖÛãú»Öê™ü ®µÖ挻Öê‡ → †Öò×›ü™ü¸üß ÛúÖ™ìüŒÃÖ
(4) ÛúÖêÞÖÖ¾ÖŸÖÔ Ûëú¦üÛúß → ÁÖ¾ÖÞÖ ŸÖÓסÖÛúÖ → ‡®Ö×±ú׸üµÖ¸ü ÛúÖ×»ÖŒµÖæ»Öß → ÃÖã¯Öß׸üµÖ¸ü ÛúÖ×»ÖŒµÖæ»Öß → »Öî™ü¸ü»Ö
»Öê×´Ö®ÃÖŒµÖæ → ´Öê×›üµÖ»Ö •Öê×®ÖÛãú»Öê™ü ®µÖ挻Öê‡ → †Öò×›ü™ü¸üß ÛúÖ™ìüŒÃÖ

24. ÃÖ´ÖÖÓŸÖ¸ü ¸êüÜÖÖ†Öë ÛúÖ ¯Ö¸üïָü †×³ÖÃÖ׸üŸÖ ÆüÖêŸÖê ¯ÖÏŸÖßŸÖ ÆüÖê®Öê Ûúß ¯ÖϾÖé×¢Ö ÛúÖê _______ ÛúÆüÖ •ÖÖŸÖÖ Æîü …
(1) ÝÖןÖפüÝÖÓŸÖ¸üÖ³ÖÖÃÖ (2) ¯ÖÖë•ÖÖê ³ÖÏ´Ö
(3) ¸êüÜÖßµÖ ¯Ö׸ü¯ÖÏêõµÖ (4) Æü¾ÖÖ‡Ô ¯Ö׸ü¯ÖÏêõµÖ

25. ‹Ûú †Ö®ÖãÂÖÓ×ÝÖÛúŸÖÖ ÃÖÖ¸üÞÖß (ÛÓú™üß•ÖëÃÖß ™êü²Öã»Ö) ´Öë ‹Ûú ÛúÖê׿ÖÛúÖ Ûúß ¯ÖÏÖ¯ŸÖÖÓÛú †Ö¾Öé×¢Ö 20 †Öî¸ü †¯Öê×õÖŸÖ †Ö¾Öé×¢Ö 30 Æîü …
¯ÖæÞÖÔ ÛúÖ‡Ô-ÃŒ¾ÖÖµÖ¸ü ´Öæ»µÖ ´Öë ‡ÃÖ ÛúÖê׿ÖÛúÖ ÛúÖ µÖÖêÝÖ¤üÖ®Ö ŒµÖÖ ÆüÖêÝÖÖ ?
(1) 3.33 (2) 5.00
(3) 10.00 (4) 20.00

26. ÃÖæ“Öß – I ÛúÖê ÃÖæ“Öß – II Ûêú ÃÖÖ£Ö ÃÖã´Öê×»ÖŸÖ Ûúßו֋ †Öî¸ü ×®Ö´®Ö×»Ö×ÜÖŸÖ Ûæú™üÖë ÛúÖ ¯ÖϵÖÖêÝÖ Ûú¸üŸÖê Æãü‹ ÃÖÆüß ˆ¢Ö¸ü ÛúÖ “ÖµÖ®Ö
Ûúßו֋ :
ÃÖæ“Öß – I ÃÖæ“Öß – II
(ÃÖÓ¯ÖÏŸµÖµÖ) (¾µÖÖܵÖÖ)
a. ÃÖÖ¥ü¿µÖ´Öæ»ÖÛú ŸÖÛÔú i. ¯ÖÏ×ÛÎúµÖÖ ×•ÖÃÖ´Öë ‘Ö™ü®ÖÖ†Öë / ¾ÖßÖã†Öë Ûêú ²ÖÖ¸êü
´Öë ¯Öæ¾ÖÖÔ®Öã´ÖÖ®Ö Ûú¸ü®Öê Ûúß †®Öã´Ö×ŸÖ ÆüÖêŸÖß Æîü …
b. ×®ÖÝÖ´Ö®Ö ŸÖÛÔú ii. ®ÖµÖÖ –ÖÖ®Ö •ÖÖê›Ìü®Öê ÆêüŸÖã ×®ÖÂÛúÂÖÖí ÛúÖ ˆ¯ÖµÖÖêÝÖ
c. †ÖÝÖ´Ö®Ö ŸÖÛÔú iii. ÃÖÖ¬Ö®Ö-ÃÖÖ¬µÖ ×¾Ö¿»ÖêÂÖÞÖ ÛúÖ ¯ÖϵÖÖêÝÖ
d. ¾ÖßÖã¯Ö¸üÛú ŸÖÛÔú iv. †Ö¬ÖÖ¸ü-¾ÖÖŒµÖÖë ÃÖê ¾Öî¬Ö ×®ÖÂÛúÂÖÔ ×®ÖÛúÖ»Ö®ÖÖ
Ûæú™ :
a b c d
(1) i ii iii iv
(2) ii iii iv i
(3) iii iv ii i
(4) iv iii ii i

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27. Match List – I with List – II and select the correct answer by choosing from the codes
given below :
List – I List – II
(Concept) (Explanation)
a. Cortical Mosaic i. Cortex is constantly being excited or
inhibited depending on what the organism is
experiencing.
b. Dynamic Stereotype ii. Extinction that occurs after a previously
excitatory CS is repeatedly presented without
reinforcer.
c. Conditioned Inhibition iii. Tendency of organisms to attend to and
explore novels stimuli that occurs in their
environment.
d. Orienting Reflex iv. Events consistently occurring in the
environment come to have neurological
representation making the responses rapid
and autonomic to the familiar environment.
Codes :
a b c d
(1) ii iii i iv
(2) i iv ii iii
(3) iii iv i ii
(4) iv ii iii i

28. Match List – I with List – II and select the correct answer by choosing from the codes
given below :
List – I List – II
(Concept) (Explanation)
a. Drive i. A state of deficiency or excess of something in
the organism, the fulfilment or elimination of
which is essential for survival and balance.
b. Yerkes-Dodsan Law ii. A state of psychobiological readiness that
motivates the organism to act for the
fulfilment of need and reduction of tension.
c. Power Motive iii. The level of arousal beyond which
performance begins to decline.
d. Need iv. Tendency or capacity to produce intended
effects on the behaviour or emotions of other
persons.
Codes :
a b c d
(1) i ii iii iv
(2) ii iii iv i
(3) iii iv i ii
(4) iv iii ii i

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27. ÃÖæ“Öß – I ÛúÖê ÃÖæ“Öß – II Ûêú ÃÖÖ£Ö ÃÖã´Öê×»ÖŸÖ Ûúßו֋ †Öî¸ü ×®Ö´®Ö×»Ö×ÜÖŸÖ Ûæú™üÖë ÛúÖ ¯ÖϵÖÖêÝÖ Ûú¸üŸÖê Æãü‹ ÃÖÆüß ˆ¢Ö¸ü ÛúÖ “ÖµÖ®Ö
Ûúßו֋ :
ÃÖæ“Öß – I ÃÖæ“Öß – II
(ÃÖÓ¯ÖÏŸµÖµÖ) (¾µÖÖܵÖÖ)
a. ¾Ö»Ûãú™üßµÖ ´ÖÖêÃÖîÛú i. ¾Ö»Ûãú™ü ÃÖŸÖŸÖ ºþ¯Ö ÃÖê µÖÖ ŸÖÖê ˆ¢Öê×•ÖŸÖ †£Ö¾ÖÖ †¾Ö¸üÖê׬֟Ö
ÆüÖêŸÖÖ ¸üÆüŸÖÖ Æîü ‡ÃÖ ²ÖÖŸÖ ¯Ö¸ü ×®Ö³ÖÔ¸ü ¸üÆüŸÖê Æãü‹ ×Ûú •Öß¾Ö Ûêú
†®Öã³Ö¾Ö ÛîúÃÖê Æïü …
b. ÝÖןÖÛú ºþœÌü¯ÖÏÖºþ¯Ö ii. ¯Öæ¾ÖÔÛúÖ»Öß®Ö ˆ¢Öê•Ö®Ö¿Öᯙ †®Öã²ÖÓ×¬ÖŸÖ ˆ¤Ëü¤ü߯ÖÛú ÛúÖê µÖפü ײ֮ÖÖ
¯Öã®Ö²ÖÔ»Ö®Ö Ûêú ²ÖÖ¸ü-²ÖÖ¸ü ¯ÖÏßÖãŸÖ ×ÛúµÖÖ •ÖÖ‹ ŸÖÖê †®Öã²ÖÓ׬֟Ö
¯ÖÏŸµÖã¢Ö¸ü ÛúÖ ×¾Ö»ÖÖê¯Ö ÆüÖê •ÖÖŸÖÖ Æîü …
c. †®Öã²ÖÓ×¬ÖŸÖ ¯ÖÏÖ¾Ö¸üÖê¬Ö iii. •Öß¾Ö Ûêú †¯Ö®Öê ¯ÖµÖÖÔ¾Ö¸üÞÖ ´Öë ˆŸ¯Ö®®Ö ÆüÖê®Öê ¾ÖÖ»Öê ®Ö‹ ˆ§ü߯ÖÛúÖë
Ûêú †®¾ÖêÂÖÞÖ †Öî¸ü ˆ®Ö ¯Ö¸ü ¬µÖÖ®Ö Ûêú×®¦üŸÖ Ûú¸ü®Öê Ûúß ¯ÖϾÖé×¢Ö …
d. ˆ®´ÖãÜÖÛúÖ¸üß ¯ÖÏן־֟ÖÔ iv. ¯ÖµÖÖÔ¾Ö¸üÞÖ ´Öë ÃÖŸÖŸÖ ÆüÖê®Öê ¾ÖÖ»Öß ‘Ö™ü®ÖÖ†Öë ÛúÖ ´Ö×ßÖÂÛú ´Öë
¯ÖÏןÖ×®Ö׬֟¾Ö ÆüÖê •ÖÖŸÖÖ Æîü וÖÃÖÛêú ¯Ö׸üÞÖÖ´Öþֺþ¯Ö ÃÖÓ²ÖÓ׬֟Ö
¯ÖÏŸµÖã¢Ö¸ü †×¬ÖÛú ŸÖß¾ÖÎ ‹¾ÖÓ Ã¾Ö“ÖÖ×»ÖŸÖ ÆüÖê •ÖÖŸÖê Æïü …
Ûæú™ :
a b c d
(1) ii iii i iv
(2) i iv ii iii
(3) iii iv i ii
(4) iv ii iii i

28. ÃÖæ“Öß – I ÛúÖê ÃÖæ“Öß – II Ûêú ÃÖÖ£Ö ÃÖã´Öê×»ÖŸÖ Ûúßו֋ †Öî¸ü ×®Ö´®Ö×»Ö×ÜÖŸÖ Ûæú™üÖë ÛúÖ ¯ÖϵÖÖêÝÖ Ûú¸üŸÖê Æãü‹ ÃÖÆüß ˆ¢Ö¸ü ÛúÖ “ÖµÖ®Ö
Ûúßו֋ :
ÃÖæ“Öß – I ÃÖæ“Öß – II
(†¾Ö¬ÖÖ¸üÞÖÖ) (¾µÖÖܵÖÖ)
a. †ÓŸÖ®ÖÖì¤ü i. •Öß¾Ö ´Öë ×ÛúÃÖß “Öß•Ö Ûúß Ûú´Öß µÖÖ †Ö׬֌µÖ Ûúß ×ãÖןÖ
וÖÃÖÛúÖ ¯Öæ¸üÞÖ µÖÖ ×¾Ö»ÖÖê¯Ö®Ö ˆ¢Ö¸ü•Öß×¾ÖŸÖÖ †Öî¸ü ÃÖÓŸÖã»Ö®Ö Ûêú
×»Ö‹ †Ö¾Ö¿µÖÛú Æîü …
b. µÖÛúáÃÖ-›üÖò›ËüÃÖ®Ö ×®ÖµÖ´Ö ii. ‹Ûú ´Ö®ÖÖê•Öß¾Ö×¾Ö–ÖÖ®Öß ŸÖŸ¯Ö¸üŸÖÖ Ûúß ×ãÖ×ŸÖ •ÖÖê •Öß¾Ö ÛúÖê
†Ö¾Ö¿µÖÛúŸÖÖ Ûúß ¯ÖæÙŸÖ †Öî¸ü ŸÖ®ÖÖ¾Ö Ûú´Ö Ûú¸ü®Öê Ûêú ×»Ö‹ ÛúÖµÖÔ
Ûú¸ü®Öê ÛúÖê ¯ÖÏê׸üŸÖ Ûú¸üŸÖß Æîü …
c. ¿Ö׌ŸÖ †×³Ö¯ÖÏê¸üÞÖ iii. ˆ¤Ëü¤üÖê»Ö®Ö ÛúÖ ÃŸÖ¸ü וÖÃÖÛêú ¯Ö¿“ÖÖŸÖË ×®Ö¯ÖÖ¤ü®Ö ´Öë ×ÝÖ¸üÖ¾Ö™ü †Ö®Öê
»ÖÝÖŸÖß Æîü …
d. †Ö¾Ö¿µÖÛúŸÖÖ iv. ¤æüÃÖ¸êü ¾µÖ׌ŸÖµÖÖë Ûêú ¾µÖ¾ÖÆüÖ¸ü †Öî¸ü ³ÖÖ¾ÖÖë ¯Ö¸ü »Ö×õÖŸÖ ¯ÖϳÖÖ¾Ö ¯Öî¤üÖ
Ûú¸ü®Öê Ûúß ¯ÖϾÖé×¢Ö †£Ö¾ÖÖ õÖ´ÖŸÖÖ
Ûæú™ :
a b c d
(1) i ii iii iv
(2) ii iii iv i
(3) iii iv i ii
(4) iv iii ii i

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29. Match List – I with List – II and select the correct answer by choosing from the codes
given below :

List – I List – II
(Concept) (Explanation)
a. Syntelity i. Dynamic source trait with an
environmental origin.
b. Self-sentiment ii. Description of traits that characterize a
group.
c. Metaerg iii. Causal relationship between Ergs,
sentiments and Attitudes.
d. Subsidiation iv. The most powerful sentiment which
organizes the entire personality.

Codes :
a b c d
(1) iv ii i iii
(2) ii iv i iii
(3) iv iii ii i
(4) ii iv iii i

30. Read each of the following two statements – Assertion (A) and Reason (R); and indicate
your answer using codes given below :

Assertion (A) : Minor frustrations will add upto produce considerable frustration but not
to aggression.
Reason (R) : Disruption of goal-directed behaviour usually leads to frustration.

Codes :
(1) Both (A) and (R) are true, and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true, but (R) is not the correct explanation of (A).
(3) (A) is true, but (R) is false.
(4) (A) is false, but (R) is true.

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29. ÃÖæ“Öß – I ÛúÖê ÃÖæ“Öß – II Ûêú ÃÖÖ£Ö ÃÖã´Öê×»ÖŸÖ Ûúßו֋ †Öî¸ü ®Öß“Öê פü‹ ÝÖ‹ Ûæú™üÖë ´Öë ÃÖê ÃÖÆüß ˆ¢Ö¸ü “Öã×®Ö‹ :
ÃÖæ“Öß – I ÃÖæ“Öß – II
(†¾Ö¬ÖÖ¸üÞÖÖ) (ïÖ™üßÛú¸üÞÖ)

a. ÝÖãÞÖ ÃÖ´Öã““ÖµÖ (ØÃÖ™êü×»Ö™üß) i. ¯ÖµÖÖÔ¾Ö¸üÞÖßµÖ ´Öæ»Ö ÃÖ×ÆüŸÖ ÝÖןֿÖß»Ö

ÄÖÖêŸÖ ÝÖãÞÖ¿Öß»Ö
b. þÖ-´Ö®ÖÖê³ÖÖ¾Ö ii. ‹êÃÖê ÝÖãÞÖ¿Öß»ÖÖë ÛúÖ ¾ÖÞÖÔ®Ö •ÖÖê ×ÛúÃÖß
ÃÖ´ÖæÆü Ûúß ×¾Ö¿ÖêÂÖŸÖÖ ²ÖŸÖÖŸÖê Æïü …
c. ´Öî™üÖ †ÝÖÔ iii. †ÝÖÖí, ´Ö®ÖÖê³ÖÖ¾ÖÖë †Öî¸ü ¥ü×™üÛúÖêÞÖÖë Ûêú
²Öß“Ö ®Öî×´Ö×¢ÖÛú ÃÖÓ²ÖÓ¬Ö
d. ÃÖ²ÃÖ›üÖ‡‹¿Ö®Ö iv. ÃÖ²ÖÃÖê ¿Ö׌ŸÖ¿ÖÖ»Öß ´Ö®ÖÖê³ÖÖ¾Ö •ÖÖê ÃÖÓ¯ÖæÞÖÔ
¾µÖ׌ŸÖ ÛúÖ ×®Ö´ÖÖÔÞÖ Ûú¸üŸÖÖ Æîü …
Ûæú™ :
a b c d
(1) iv ii i iii
(2) ii iv i iii
(3) iv iii ii i
(4) ii iv iii i

30. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯ÖלÌü‹ †Öî¸ü ®Öß“Öê פü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸üŸÖê Æãü‹
†¯Ö®ÖÖ ˆ¢Ö¸ü ¤üßו֋ :
†×³ÖÛú£Ö®Ö (A) : ”ûÖê™üß ÆüŸÖÖ¿ÖÖ‹Ñ ²Ö›Ìüß ÆüŸÖÖ¿ÖÖ ´Öë ¾Ö¬ÖÔ®Ö ŸÖÖê Ûú¸üŸÖß Æîü ¯Ö¸ü®ŸÖã †ÖÛÎúÖ´ÖÛúŸÖÖ ´Öë ®ÖÆüà …
ŸÖÛÔú (R) : »ÖõµÖ-×®Ö¤ìü×¿ÖŸÖ ¾µÖ¾ÖÆüÖ¸ü ´Öë ¾µÖ¾Ö¬ÖÖ®Ö ÆüÖê®Öê ¯Ö¸ü ¯ÖÏÖµÖ: ÆüŸÖÖ¿ÖÖ †ÖŸÖß Æîü …
Ûæú™ :
(1) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ Æîü …
(2) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, ¯Ö¸ü®ŸÖã (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ ®ÖÆüà Æîü …
(3) (A) ÃÖÆüß Æîü, ¯Ö¸ü®ŸÖã (R) ÝÖ»ÖŸÖ Æîü …
(4) (A) ÝÖ»ÖŸÖ Æîü, ¯Ö¸ü®ŸÖã (R) ÃÖÆüß Æîü …

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31. Which of the following are not nuclei of Thalamus ?

(a) Internal Lamina
(b) Anterior Nucleus
(c) Ventromedial Nucleus
(d) Paraventricular Nucleus
Codes :
(1) (a) and (b) only (2) (b) and (c) only
(3) (c) and (d) only (4) (a) and (c) only

32. Short-term memory holds information for

(a) 50 seconds (b) 30 seconds or less
(c) more than 60 seconds (d) between 50 and 60 seconds
Codes :
(1) (c) only (2) (a) only
(3) (b) only (4) (a) and (d)

33. Match List – I with List – II and select the correct answer by choosing from the codes
given below :
List – I List – II
(Concept) (Explanation)
a. Horizontal-Vertical i. Our eyes turn inward toward one-another in
illusion order to see close objects.
b. Atmospheric ii. What we perceive often is based more on what
perspective goes on in our mind than what is in front of
our eyes.
c. Convergence iii. Tendency to perceive objects high in our
visual field as more distant.
d. Figure-ground iv. The farther away objects are, the less distinctly
they are seen.
Codes :
a b c d
(1) i ii ii iv
(2) ii iii iv i
(3) iii iv i ii
(4) iv i ii iii

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31. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ £Öî»Öê´ÖÃÖ ÛúÖ ÛëúצüÛúß ®ÖÆüà Æîü ?
(a) †ÖÓŸÖ׸üÛú ¯Ö™ü»Ö
(b) †ÝÖϾ֟Öá Ûêú®¦üÛú
(c) ¾Öê®™ÒüÖê´Öê×›üµÖ»Ö Ûêú®¦üÛú
(d) ¯Öî¸üÖ¾Öë×™ÒüÛãú»Ö¸ü Ûêú®¦üÛú
Ûæú™ :
(1) Ûêú¾Ö»Ö (a) †Öî¸ü (b) (2) Ûêú¾Ö»Ö (b) †Öî¸ü (c)
(3) Ûêú¾Ö»Ö (c) †Öî¸ü (d) (4) Ûêú¾Ö»Ö (a) †Öî¸ü (c)

32. †»¯ÖÛúÖ×»ÖÛú ôÖé×ŸÖ ´Öë ×®Ö´®Ö×»Ö×ÜÖŸÖ †¾Ö×¬Ö Ûêú ×»Ö‹ ÃÖæ“Ö®ÖÖ µÖÖ¤ü ¸üÆüŸÖß Æîü :
(a) 50 ÃÖêÛúÞ›ü (b) 30 ÃÖêÛúÞ›ü µÖÖ Ûú´Ö
(c) 60 ÃÖêÛúÞ›ü ÃÖê †×¬ÖÛú (d) 50 †Öî¸ü 60 ÃÖêÛúÞ›ü Ûêú ²Öß“Ö
Ûæú™ :
(1) Ûêú¾Ö»Ö (c) (2) Ûêú¾Ö»Ö (a)
(3) Ûêú¾Ö»Ö (b) (4) (a) †Öî¸ü (d)

33. ÃÖæ“Öß – I ÛúÖê ÃÖæ“Öß – II Ûêú ÃÖÖ£Ö ÃÖã´Öê×»ÖŸÖ Ûúßו֋ †Öî¸ü ×®Ö´®Ö×»Ö×ÜÖŸÖ Ûæú™üÖë ÛúÖ ¯ÖϵÖÖêÝÖ Ûú¸üŸÖê Æãü‹ ÃÖÆüß ˆ¢Ö¸ü ÛúÖ “ÖµÖ®Ö
Ûúßו֋ :
ÃÖæ“Öß – I ÃÖæ“Öß – II
(†¾Ö¬ÖÖ¸üÞÖÖ) (¾µÖÖܵÖÖ )
a. õÖîן֕Ö-»Ö´²Ö¾ÖŸÖ ³ÖÏ´Ö i. ×®ÖÛú™ü ¯ÖϳÖÖ¾Ö ¤êüÜÖ®Öê Ûêú ×»Ö‹ Æü´ÖÖ¸üß †ÖÑÜÖë ‹Ûú-¤æüÃÖ¸êü Ûúß †Öê¸ü †Ó¤ü¸ü Ûúß
ŸÖ¸ü±ú ´Öã›ÌüŸÖß Æïü …
b. ¾ÖÖŸÖÖ¾Ö¸üÞÖßµÖ ¯Ö׸ü¯ÖÏêõµÖ ii. ¯ÖÏÖµÖ: Æü´Ö •ÖÖê Ûãú”û ³Öß ¯ÖÏŸµÖõÖÞÖ Ûú¸üŸÖê Æïü ¾ÖÆü Æü´ÖÖ¸üß †ÖÑÜÖÖë Ûêú ÃÖÖ´Ö®Öê •ÖÖê
Ûãú”û ³Öß ÆüÖêŸÖÖ Æîü ˆÃÖÛúß †¯ÖêõÖÖ ÛúÆüà †×¬ÖÛú •ÖÖê Ûãú”û Æü´ÖÖ¸êü ´Ö×ßÖÂÛú ´Öë
“Ö»Ö ¸üÆüÖ ÆüÖêŸÖÖ Æîü ˆÃÖ ¯Ö¸ü ×®Ö³ÖÔ¸ü Ûú¸üŸÖÖ Æîü …
c. ÃÖ´ÖÖ׳ֺþ¯ÖŸÖÖ iii. Æü´ÖÖ¸êü ¥ü×™üõÖê¡Ö ´Öë ˆ““Ö ×Ã£ÖŸÖ ¾ÖßÖã†Öë ÛúÖê †¯ÖêõÖÖÛéúŸÖ †×¬ÖÛú ¤æü¸üß ¯Ö¸ü
¯ÖÏŸµÖõÖÞÖ Ûúß ¯ÖϾÖé×¢Ö
d. †ÖÛéúןÖ-³Öæ×´Ö iv. ¾ÖßÖã‹Ñ ו֮֟Öß †×¬ÖÛú ¤æü¸ü ÆüÖêŸÖß Æîü ˆŸÖ®Öß Æüß Ûú´Ö ïÖ™üŸÖÖ Ûêú ÃÖÖ£Ö
פüÜÖŸÖß Æïü …
Ûæú™ :
a b c d
(1) i ii ii iv
(2) ii iii iv i
(3) iii iv i ii
(4) iv i ii iii

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34. Read each of the following two statements – Assertion (A) and Reason (R); and indicate
your answer using codes given below :

Assertion (A) : Participants of a study were shown novel geometric shapes that served
as targets. Then they were shown fragments of these shapes. Participants
were quicker to recognize the fragments as part of the original target.
Reason (R) : We do not use Gestalt principles in our everyday perception.

Codes :

(1) Both (A) and (R) are true, and (R) is the correct explanation of (A).

(2) Both (A) and (R) are true, but (R) is not the correct explanation of (A).

(3) (A) is true, but (R) is false.

(4) (A) is false, but (R) is true.

35. In problem solving if you follow rules that reduce the number of operations or allow you
to take short cuts, you are using :

(1) Algorithm (2) Heuristic

(3) Strategy (4) Skill

36. Anticipation Method can be used in

(a) Free Recall

(b) Serial Learning

(c) Verbal Discrimination

(d) Paired Associates Learning

Codes :

(1) (a), (b) and (c) only

(2) (b), (c) and (d) only

(3) (a) and (b) only

(4) (b) and (d) only

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34. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯ÖלÌü‹ †Öî¸ü ®Öß“Öê פü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸üŸÖê Æãü‹
†¯Ö®ÖÖ ˆ¢Ö¸ü ¤üßו֋ :
†×³ÖÛú£Ö®Ö (A) : ‹Ûú †¬µÖµÖ®Ö ´Öë ×ÆüÃÃÖÖ »Öê®Öê¾ÖÖ»ÖÖë ÛúÖê ®ÖæŸÖ®Ö •µÖÖ×´ÖŸÖßµÖ †ÖÛéúןֵÖÖÑ ×¤üÜÖÖµÖß ÝÖµÖà •ÖÖê »ÖõµÖ £Öà …
ŸÖŸ¯Ö¿“ÖÖŸÖË ˆ®Æëü ‡®Ö †ÖÛéúןֵÖÖë Ûêú ™ãüÛú›Ìêü פüÜÖÖµÖê ÝÖ‹ … †¬µÖµÖ®Ö ´Öë ×ÆüÃÃÖÖ »Öê®Öê¾ÖÖ»Öê »ÖÖêÝÖÖë ®Öê ‡®Ö ™ãüÛú›ÌüÖë ÛúÖê
´Öæ»Ö »ÖõµÖ Ûêú ×ÆüÃÃÖê Ûêú ºþ¯Ö ´Öë †¯ÖêõÖÖÛéúŸÖ †×¬ÖÛú ŸÖê•Öß ÃÖê ¯ÖÆü“ÖÖ®ÖÖ …
ŸÖÛÔú (R) : Æü´Ö ¤îü®ÖÓפü®Ö ¯ÖÏŸµÖõÖÞÖ ´Öë ÝÖêÃÖ™üÖò»™ü ×ÃÖ¨üÖÓŸÖ ÛúÖ ¯ÖϵÖÖêÝÖ ®ÖÆüà Ûú¸üŸÖê Æïü …
Ûæú™ :
(1) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ Æîü …
(2) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, ¯Ö¸ü®ŸÖãü (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ ®ÖÆüà Æîü …
(3) (A) ÃÖÆüß Æîü, ¯Ö¸ü®ŸÖã (R) ÝÖ»ÖŸÖ Æîü …
(4) (A) ÝÖ»ÖŸÖ Æîü, ¯Ö¸ü®ŸÖã (R) ÃÖÆüß Æîü …

35. ÃÖ´ÖõÖÖ ÃÖ´ÖÖ¬ÖÖ®Ö ´Öë, µÖפü †Ö¯Ö ‹êÃÖê ×®ÖµÖ´ÖÖë ÛúÖ ¯ÖÖ»Ö®Ö Ûú¸üŸÖê Æïü וÖÃÖÃÖê ÃÖÓ×ÛÎúµÖÖ Ûúß ÃÖÓܵÖÖ ´Öë Ûú™üÖîŸÖß ÆüÖêŸÖß Æîü †£Ö¾ÖÖ
†Ö¯ÖÛúÖê '¿ÖÖò™Ôü Ûú™ËüÃÖ' »Öê®Öê Ûúß ”æû™ü ×´Ö»ÖŸÖß Æîü, ŸÖÖê †Ö¯Ö _________ ¯ÖϵÖÖêÝÖ Ûú¸ü ¸üÆêü ÆüÖêŸÖê Æïü …
(1) Ûú»Ö®Ö×¾Ö×¬Ö (‹»ÝÖÖê׸ü¤Ëü´Ö) (2) †®¾ÖêÂÖÞÖ
(3) ¸üÞÖ®Öß×ŸÖ (4) ÛúÖî¿Ö»Ö

36. ¯Öæ¾ÖÖÔ®Öã´ÖÖ®Ö ×¾Ö×¬Ö ÛúÖ ¯ÖϵÖÖêÝÖ _______ ´Öë ×ÛúµÖÖ •ÖÖ ÃÖÛúŸÖÖ Æîü …
(a) ´ÖãŒŸÖ ¯ÖÏŸµÖÖÆËü¾ÖÖ®Ö
(b) ÛÎú×´ÖÛú †×¬ÖÝÖ´Ö
(c) ¾ÖÖדÖÛú ³Öê¤ü³ÖÖ¾Ö
(d) µÖã×Ý´ÖŸÖ ÃÖÆü“Ö¸ü †×¬ÖÝÖ´Ö
Ûæú™ :
(1) ×ÃÖ±Ôú (a), (b) †Öî¸ü (c)
(2) ×ÃÖ±Ôú (b), (c) †Öî¸ü (d)
(3) ×ÃÖ±Ôú (a) †Öî¸ü (b)
(4) ×ÃÖ±Ôú (b) †Öî¸ü (d)
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37. Gestalt Psychologist Max Wertheimer attempted to train children to think in a logical and
systematic way where he used several figures such as
(a) Squares and rectangles
(b) Parallelogram
(c) Triangles
(d) Circles
Codes :
(1) (a) & (b) only (2) (b) and (c) only
(3) (c) and (d) only (4) (a), (b) and (c) only

38. Which of the following sequence describes the energy mobilization in body ?

(1) Fasting phase → Absorptive phase → Cephalic phase

(2) Cephalic phase → Absorptive phase → Fasting phase

(3) Absorptive phase → Fasting phase → Cephalic phase

(4) Fasting phase → Cephalic phase → Absorptive phase

39. According to Bandura, which of the following cognitive mechanisms are adopted
by a person to act contrary to his or her moral principles without experiencing
self-contempt :
(a) Moral justification
(b) Dehumanization
(c) Displacement of Responsibility
(d) Diffusion of Responsibility
Codes :
(1) (a), (b) and (c) only
(2) (a), (b) and (d) only
(3) (b), (c) and (d) only
(4) (a), (b), (c) and (d)

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37. ÝÖêÙüÖ»™ü ´Ö®ÖÖê×¾Ö–ÖÖ®Öß, ´ÖîŒÃÖ ¾Ö¤üÖÔ‡´Ö¸ü ®Öê ²Ö““ÖÖë ÛúÖê ŸÖÖÙÛúÛú †Öî¸ü ¾µÖ¾Ö×Ã£ÖŸÖ ºþ¯Ö ´Öë ÃÖÖê“Ö®Öê Ûêú ×»Ö‹ ¯ÖÏ׿Ö×õÖŸÖ Ûú¸ü®Öê ÛúÖ
¯ÖϵÖÖÃÖ ×ÛúµÖÖ •ÖÆüÖÑ ˆ®ÆüÖë®Öê †®ÖêÛú †ÖÛéúןֵÖÖë ÛúÖ ¯ÖϵÖÖêÝÖ ×ÛúµÖÖ µÖ£ÖÖ :
(a) ¾ÖÝÖÔ †Öî¸ü †ÖµÖŸÖ
(b) ÃÖ´ÖÖÓŸÖ¸ü “ÖŸÖã³ÖãÔ•Ö
(c) סֳÖã•Ö
(d) ¾Öé¢Ö
Ûæú™ :
(1) ×ÃÖ±Ôú (a) †Öî¸ü (b)
(2) ×ÃÖ±Ôú (b) †Öî¸ü (c)
(3) ×ÃÖ±Ôú (c) †Öî¸ü (d)
(4) ×ÃÖ±Ôú (a), (b) †Öî¸ü (c)

38. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ ÛÎú´Ö ¿Ö¸ü߸ü ´Öë ‰ú•ÖÖÔ ÃÖÓÝÖÏÆüÞÖ ÛúÖê ¤ü¿ÖÖÔŸÖÖ Æîü ?
(1) ˆ¯Ö¾ÖÖÃÖ “Ö¸üÞÖ → †¾Ö¿ÖÖêÂÖÞÖ “Ö¸üÞÖ → ÃÖê±îú×»ÖÛú “Ö¸üÞÖ
(2) ÃÖê±îú×»ÖÛú “Ö¸üÞÖ → †¾Ö¿ÖÖêÂÖÞÖ “Ö¸üÞÖ → ˆ¯Ö¾ÖÖÃÖ “Ö¸üÞÖ
(3) †¾Ö¿ÖÖêÂÖÞÖ “Ö¸üÞÖ → ˆ¯Ö¾ÖÖÃÖ “Ö¸üÞÖ → ÃÖê±îú×»ÖÛú “Ö¸üÞÖ
(4) ˆ¯Ö¾ÖÖÃÖ “Ö¸üÞÖ → ÃÖê±îú×»ÖÛú “Ö¸üÞÖ → †¾Ö¿ÖÖêÂÖÞÖ “Ö¸üÞÖ

39. ²ÖÖÓ›ãü¸üÖ Ûêú †®ÖãÃÖÖ¸ü, †ÖŸ´Ö-ןָüÃÛúÖ¸ü ÛúÖ †®Öã³Ö¾Ö ×Ûú‹ ײ֮ÖÖ ×ÛúÃÖß ¾µÖ׌ŸÖ «üÖ¸üÖ †¯Ö®Öê ®ÖîןÖÛú ×ÃÖ¨üÖÓŸÖÖë Ûêú ×¾Ö¹ý¨ü ÛúÖµÖÔ
Ûú¸ü®Öê Ûêú ×»Ö‹ ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÛúÖî®Ö ÃÖÖ –ÖÖ®ÖÖŸ´ÖÛú ŸÖÓ¡Ö (´ÖêÛîú×®Ö•´Ö) †¯Ö®ÖÖµÖÖ •ÖÖŸÖÖ Æîü ?
(a) ®ÖîןÖÛú †Öîד֟µÖ
(b) †´ÖÖ®Ö¾ÖßµÖ ²Ö®ÖÖ®ÖÖ
(c) ¤üÖ×µÖŸ¾Ö ÛúÖ ×¾ÖãÖÖ¯Ö®Ö
(d) ¤üÖ×µÖŸ¾Ö ÛúÖ ¯ÖÏÃÖÖ¸ü
Ûæú™ :
(1) Ûêú¾Ö»Ö (a), (b) †Öî¸ü (c)
(2) Ûêú¾Ö»Ö (a), (b) †Öî¸ü (d)
(3) Ûêú¾Ö»Ö (b), (c) †Öî¸ü (d)
(4) (a), (b), (c) †Öî¸ü (d)
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40. In Guilford’s struct of Intellect Model, obtained abilities have been named in which of the
following sequence :
(1) Operations, contents, products
(2) Operations; products; contents
(3) Contents; operations; products
(4) Products; contents; operations

41. Read each of the following two statements – Assertion (A) and Reason (R); and indicate
your answer using codes given below :
Assertion (A) : Differences between intelligence levels of monozygotic twins are
attributed to environmental influences.
Reason (R) : Monozygotic twins have identical genetically determined reaction range.
Codes :
(1) Both (A) and (R) are true, and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true, but (R) is not the correct explanation of (A).
(3) (A) is true, but (R) is false.
(4) (A) is false, but (R) is true.

42. Match List – I with List – II and select the correct answer by choosing from the codes
given below :
List – I List – II
(Explanation) (Concept)
a. Remembering meaning of words, i. Sensory memory
properties of objects.
b. Helping information to be brought ii. Semantic memory
back to mind when it cannot be
recalled spontaneously.
c. Remembering specific experiences of iii. Retrieval cues
the past.
d. Retaining representation of sensory iv. Episodic memory
input for brief periods of time.
Codes :
a b c d
(1) i ii iii iv
(2) ii iii iv i
(3) iii ii i iv
(4) iv ii iii i
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40. ×ÝÖ»Ö±ú›Ôü Ûêú ²Öãרü ÃÖÓ¸ü“Ö®ÖÖ ¯ÖÏןֺþ¯Ö ´Öë ¯ÖÏÖ¯ŸÖ µÖÖêݵ֟ÖÖ†Öë ÛúÖ ×®Ö´®Ö ´Öë ÃÖê ×ÛúÃÖ ÛÎú´Ö ´Öë ®ÖÖ´ÖÛú¸üÞÖ ×ÛúµÖÖ ÝÖµÖÖ Æîü ?
(1) ÃÖÓ×ÛÎúµÖÖ, ÃÖÓ‘Ö™üÛú, ˆŸ¯ÖÖ¤ü
(2) ÃÖÓ×ÛÎúµÖÖ, ˆŸ¯ÖÖ¤ü, ÃÖÓ‘Ö™üÛú
(3) ÃÖÓ‘Ö™üÛú, ÃÖÓ×ÛÎúµÖÖ, ˆŸ¯ÖÖ¤ü
(4) ˆŸ¯ÖÖ¤ü, ÃÖÓ‘Ö™üÛú, ÃÖÓ×ÛÎúµÖÖ

41. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯ÖלÌü‹ †Öî¸ü ®Öß“Öê פü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸üŸÖê Æãü‹
†¯Ö®ÖÖ ˆ¢Ö¸ü ¤üßו֋ :
†×³ÖÛú£Ö®Ö (A) : ‹Ûú µÖãÝ´Ö®Ö•Ö •Öã›Ìü¾ÖÖÑ ²Ö““ÖÖë Ûêú ²Öß“Ö ²Öãרü Ûêú ßָü ÛúÖ †ÓŸÖ¸ü ¯ÖµÖÖÔ¾Ö¸üÞÖßµÖ ¯ÖϳÖÖ¾Ö Ûêú ÛúÖ¸üÞÖ ÆüÖêŸÖÖ Æîü …
ŸÖÛÔú (R) : ‹Ûú µÖãÝ´Ö®Ö•Ö •Öã›Ìü¾ÖÖÑ ²Ö““ÖÖë ´Öë ÃÖ´ÖÖ®Ö •Ö®Ö×®ÖÛú ×®Ö¬ÖÖÔ׸üŸÖ ¯ÖÏןÖ×ÛÎúµÖÖ ¯Ö¸üÖÃÖ ÆüÖêŸÖß Æîü …
Ûæú™ :
(1) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü ŸÖ£ÖÖü (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ Æîü …
(2) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, »Öê×Ûú®Öü (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ ®ÖÆüà Æîü …
(3) (A) ÃÖÆüß Æîü, »Öê×Ûú®Ö (R) ÝÖ»ÖŸÖ Æîü …
(4) (A) ÝÖ»ÖŸÖ Æîü, »Öê×Ûú®Ö (R) ÃÖÆüß Æîü …

42. ÃÖæ“Öß – I ÛúÖê ÃÖæ“Öß – II Ûêú ÃÖÖ£Ö ÃÖã´Öê×»ÖŸÖ Ûúßו֋ †Öî¸ü ×®Ö´®Ö×»Ö×ÜÖŸÖ Ûæú™üÖë ÛúÖ ¯ÖϵÖÖêÝÖ Ûú¸üŸÖê Æãü‹ ÃÖÆüß ˆ¢Ö¸ü ÛúÖ “ÖµÖ®Ö
Ûúßו֋ :
ÃÖæ“Öß – I ÃÖæ“Öß – II
(¾µÖÖܵÖÖ) (†¾Ö¬ÖÖ¸üÞÖÖ)
a. ¿Ö²¤üÖë Ûêú †£ÖÔ, ¾ÖßÖã†Öë Ûêú ÝÖãÞÖ¬Ö´ÖÔ ÛúÖê µÖÖ¤ü Ûú¸ü®ÖÖ i. ÃÖÓ¾Öê¤üß Ã´ÖéןÖ
b. •Ö²Ö þ֟Ö:ñæúŸÖÔ ºþ¯Ö ´Öë ÃÖæ“Ö®ÖÖ ×¤ü´ÖÖÝÖ ´Öë ®Ö †Ö ¸üÆüß ÆüÖê ŸÖÖê ii. ¿Ö²¤üÖ£ÖÔ ×¾ÖÂÖµÖÛú ôÖéןÖ
ˆÃÖê פü´ÖÖÝÖ ´Öë »ÖÖ®Öê ´Öë ´Ö¤ü¤ü Ûú¸ü®ÖÖ
c. †ŸÖßŸÖ Ûêú ×¾Ö׿Ö™ü †®Öã³Ö¾ÖÖë ÛúÖê µÖÖ¤ü Ûú¸ü®ÖÖ iii. ¯Öã®Ö:¯ÖÏÖ¯ŸÖ Ûú¸ü®Öê Ûêú ÃÖÓ²ÖÓ¬Ö ´Öë
ÃÖÓÛêúŸÖ
d. Ûãú”û ÃÖ´ÖµÖ Ûêú ×»Ö‹ ÃÖÓ¾Öê¤üß ‡®Ö¯Öã™ü Ûêú ¯ÖÏןÖ×®Ö׬֟¾Ö ÛúÖê iv. ‡×ŸÖ¾Öé¢ÖÖŸ´ÖÛú ôÖéןÖ
²Ö®ÖÖ‹ ¸üÜÖ®ÖÖ
Ûæú™ :
a b c d
(1) i ii iii iv
(2) ii iii iv i
(3) iii ii i iv
(4) iv ii iii i
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43. Information in short-term memory enters long-term storage through

(1) selective attention

(2) elaborate rehearsal

(3) learning

(4) information-processing

44. Read each of the following two statements – Assertion (A) and Reason (R); and indicate
your answer using codes given below :

Assertion (A) : A neural membrane is double-layered.

Reason (R) : Lipid molecules turn their tails toward each other.

Codes :

(1) Both (A) and (R) are true, and (R) is the correct explanation of (A).

(2) Both (A) and (R) are true, but (R) is not the correct explanation of (A).

(3) (A) is true, but (R) is false.

(4) (A) is false, but (R) is true.

45. The inputs from our sensory receptors are structured by

(1) Selective principles

(2) Gestalt principles

(3) Analytical principles

(4) Learning principles

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43. †»¯ÖÛúÖ×»ÖÛú ôÖé×ŸÖ Ûúß ÃÖæ“Ö®ÖÖ ¤üß‘ÖÔÛúÖ×»ÖÛú ÃÖÓÝÖÏÆüÞÖ ´Öë ×®Ö´®Ö×»Ö×ÜÖŸÖ Ûêú ´ÖÖ¬µÖ´Ö ÃÖê ¯ÖϾÖê¿Ö Ûú¸üŸÖß Æîü :

(1) “ÖµÖ®ÖÖŸ´ÖÛú †¾Ö¬ÖÖ®Ö

(2) ×¾Ö¿Ö¤ü ¯Öæ¾ÖÖÔ³µÖÖÃÖ

(3) †×¬ÖÝÖ´Ö

(4) ÃÖæ“Ö®ÖÖ ÃÖÓÃÖÖ¬Ö®Ö

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†¯Ö®ÖÖ ˆ¢Ö¸ü ¤üßו֋ :

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ŸÖÛÔú (R) : »Öևׯ֛ü †ÞÖã (´ÖÖê»ÖꌵÖæ»Ö) ‹Ûú ¤æüÃÖ¸êü Ûúß †Öê¸ü †¯Ö®Öß ¯Öã“”û ‘Öã´ÖÖŸÖê Æïü …

Ûæú™ :

(1) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ Æîü …

(2) (A) †Öî¸ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, »Öê×Ûú®Öü (R), (A) Ûúß ÃÖÆüß ¾µÖÖܵÖÖ ®ÖÆüà Æîü …

(3) (A) ÃÖÆüß Æîü, »Öê×Ûú®Ö (R) ÝÖ»ÖŸÖ Æîü …

(4) (A) ÝÖ»ÖŸÖ Æîü, »Öê×Ûú®Ö (R) ÃÖÆüß Æîü …

45. Æü´ÖÖ¸êü ÃÖÓ¾Öê¤üß ÃÖÓÝÖÏÖÆüÛúÖë ÃÖê ¯ÖÏÖ¯ŸÖ †ÖÝÖ´Ö _______ «üÖ¸üÖ ÃÖÓ¸ü×“ÖŸÖ ÆüÖêŸÖê Æïü …

(1) “ÖµÖ®ÖÖŸ´ÖÛú ×ÃÖ¨üÖÓŸÖ

(2) ÝÖêÃÖ™üÖò»™ü ×ÃÖ¨üÖÓŸÖ

(3) ×¾Ö¿»ÖêÂÖÞÖÖŸ´ÖÛú ×ÃÖ¨üÖÓŸÖ

(4) †×¬ÖÝÖ´Ö ×ÃÖ¨üÖÓŸÖ

JA-004-17 29 Paper-II

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Instructions for Questions 46 to 50 :

Read the following paragraph and answer the five questions which follow :
A researcher working in the area of human intelligence wanted to develop a new
verbal test of intelligence. For this purpose, he wrote 200 objective multiple-choice items.
Each item had four alternatives, one of which was right and the three remaining ones were
wrong. He administered this initial version to a sample of 400 subjects. Using P27 and P73
as the cut-off points, he obtained two groups – Low Scoring and High Scoring
respectively. The item difficulty index and the item discrimination index were computed
for each of the 200 items. To assess whether each item significantly discriminates between
Low scoring and High scoring groups, appropriate statistical significance tests were also
employed. This item analysis process retained 150 items. The final version of 150 items
was administered to a fresh sample of 750 subjects. The appropriate measures of internal
consistency reliability were obtained. The test norms were developed using normalized
T scores (mean = 100, SD = 20) and the Wechsler type deviation IQ scores. To assess the
dimensionality of verbal intelligence, the researcher also carried out the factor analysis of
item scores.
46. Which one of the following test of statistical significance can be employed in the above
study to evaluate whether the item significantly discriminates between the Low scoring
and High scoring groups ?
(1) Chi-square (2) Point-biserial correlation
(3) t test (4) Biserial correlation

47. Which of the following reliability coefficients can be computed in the above study to
assess the internal consistency ?
(a) Odd-even reliability coefficient
(b) Kuder-Richardsen reliability coefficient
(c) Cronbach alpha coefficient
(d) Interscorer reliability coefficient
Codes :
(1) (a) only (2) (a) and (c) only
(3) (a), (b) and (c) only (4) (b), (c) and (d) only

48. For the above test, what is the expected percentile rank for the T score of 120 ?
(1) 60 (2) 68
(3) 75 (4) 84

49. For the above test, a T score of 80 would correspond to the deviation IQ of
(1) 68 (2) 80
(3) 85 (4) 115

50. In the above study, which type of correlations can be employed to carry out the factor
analysis of the test items ?
(1) Biserial correlations (2) Phi coefficients
(3) Point biserial correlations (4) Rank order correlations
_________
Paper-II 30 JA-004-17

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¯ÖÏ¿®Ö ÃÖÓܵÖÖ 46 ÃÖê 50 Ûêú ×»Ö‹ †®Öã¤êü¿Ö :

×®Ö´®Ö×»Ö×ÜÖŸÖ ¯Öî¸üÖÝÖÏÖ±ú ÛúÖê ¯ÖœÌüÛú¸ü ®Öß“Öê פü‹ ÝÖ‹ ¯ÖÖÑ“Ö ¯ÖÏ¿®ÖÖë Ûêú ˆ¢Ö¸ü ¤üßו֋ :
´ÖÖ®Ö¾Ö ²Öãרü Ûêú õÖê¡Ö ´Öë ÛúÖ´Ö Ûú¸ü®Öê ¾ÖÖ»ÖÖ ‹Ûú †®ÖãÃÖÓ¬ÖÖ®ÖÛúŸÖÖÔ ®Ö‹ ¯ÖÏÛúÖ¸ü Ûêú ´ÖÖî×ÜÖÛú ²Öãרü ¯Ö¸üßõÖÞÖ ÛúÖê
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46. ‡ÃÖ ²ÖÖŸÖ ÛúÖ †ÖÑÛú»Ö®Ö Ûú¸ü®Öê Ûêú ×»Ö‹ ×Ûú ŒµÖÖ ´Ö¤ëü Ûú´Ö †ÓÛú ¯ÖÏÖ¯ŸÖ Ûú¸ü®Öê ¾ÖÖ»Öê †Öî¸ü †×¬ÖÛú †ÓÛú ¯ÖÏÖ¯ŸÖ Ûú¸ü®Öê ¾ÖÖ»Öê
ÃÖ´ÖæÆüÖë ´Öë ˆ»»ÖêÜÖ®ÖßµÖ †ÓŸÖ¸ü Ûú¸üŸÖß Æïü ˆ¯Ö¸üÖêŒŸÖ †¬µÖµÖ®Ö ´Öë ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖê ÃÖÖÓ×ܵÖÛúß ´ÖÆü¢¾Ö Ûêú ¯Ö¸üßõÖÞÖ
ÛúÖ ¯ÖϵÖÖêÝÖ ×ÛúµÖÖ •ÖÖ ÃÖÛúŸÖÖ Æîü ?
(1) ÛúÖ‡Ô-ÃŒ¾ÖÖµÖ¸ü (2) ¯¾ÖÖ‡Ó™ü-²ÖÖ‡ÃÖê׸üµÖ»Ö ÛúÖê׸ü»Öê¿Ö®Ö
(3) t ¯Ö¸üßõÖÞÖ (4) ²ÖÖ‡ÃÖê׸üµÖ»Ö ÛúÖê׸ü»Öê¿Ö®Ö

47. ˆ¯Ö¸üÖêŒŸÖ †¬µÖµÖ®Ö ´Öë †ÖÓŸÖ׸üÛú ÃÖãÃÖÓÝÖŸÖŸÖÖ ÛúÖ †ÖÑÛú»Ö®Ö Ûú¸ü®Öê Ûêú ×»Ö‹ ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×ÛúÃÖ ×¾Ö¿¾ÖÃÖ®ÖßµÖŸÖÖ ÝÖãÞÖÖÓÛú
Ûúß ÝÖÞÖ®ÖÖ Ûúß •ÖÖ ÃÖÛúŸÖß Æîü ?
(a) ÃÖ´Ö-×¾ÖÂÖ´Ö ×¾Ö¿¾ÖÃÖ®ÖßµÖŸÖÖ ÝÖãÞÖÖÓÛú
(b) Ûãú›ü¸ü ׸ü“Ö›ÔËüÃÖ®Ö ×¾Ö¿¾ÖÃÖ®ÖßµÖŸÖÖ ÝÖãÞÖÖÓÛú
(c) ÛÎúÖê®Ö²ÖÎÖ“Ö †»±úÖ ÝÖãÞÖÖÓÛú
(d) ‡®™ü¸üÃÛúÖê¸ü¸ü ×¾Ö¿¾ÖÃÖ®ÖßµÖŸÖÖ ÝÖãÞÖÖÓÛú
Ûæú™ :
(1) Ûêú¾Ö»Ö (a) (2) Ûêú¾Ö»Ö (a) †Öî¸ü (c)
(3) Ûêú¾Ö»Ö (a), (b) †Öî¸ü (c) (4) Ûêú¾Ö»Ö (b), (c) †Öî¸ü (d)

48. ˆ¯Ö¸üÖêŒŸÖ ¯Ö¸üßõÖÞÖ Ûêú ×»Ö‹ 120 T ¯ÖÏÖ¯ŸÖÖÓÛú Ûêú ×»Ö‹ †¯Öê×õÖŸÖ ¿ÖŸÖ´ÖÛú ÁÖêÞÖß ŒµÖÖ Æîü ?
(1) 60 (2) 68
(3) 75 (4) 84

49. ˆ¯Ö¸üÖêŒŸÖ ¯Ö¸üßõÖÞÖ Ûêú ×»Ö‹ 80 ÛúÖ T ¯ÖÏÖ¯ŸÖÖÓÛú ×®Ö´®Ö×»Ö×ÜÖŸÖ Ûêú ×¾Ö¯Ö£Ö®Ö †Ö‡Ô.ŒµÖæ. Ûêú ÃÖ´Ö®Öãºþ¯Ö ÆüÖêÝÖÖ :
(1) 68 (2) 80
(3) 85 (4) 115

50. ˆ¯Ö¸üÖêŒŸÖ †¬µÖµÖ®Ö ´Öë ¯Ö¸üßõÖÞÖ ´Ö¤üÖë Ûêú ÛúÖ¸üÛú ×¾Ö¿»ÖêÂÖÞÖ Ûêú ×»Ö‹ ×ÛúÃÖ ¯ÖÏÛúÖ¸ü Ûêú ÃÖÆüÃÖÓ²ÖÓ¬ÖÖë (ÛúÖê ׸ü»Öê¿ÖÓÃÖ) ÛúÖ ¯ÖϵÖÖêÝÖ
×ÛúµÖÖ •ÖÖ ÃÖÛúŸÖÖ Æîü ?
(1) ²ÖÖ‡ÃÖê׸üµÖ»Ö ÛúÖê׸ü»Öë¿ÖÃÖ (2) ±úÖ‡Ô ÝÖãÞÖÖÓÛú
(3) ¯¾ÖÖ‡Ó™ü ²ÖÖ‡ÃÖê׸üµÖ»Ö ÛúÖê׸ü»Öê¿ÖÓÃÖ (4) ¸ïüÛú †Ö›Ôü¸ü ÛúÖê׸ü»Öê¿ÖÓÃÖ
_________
JA-004-17 31 Paper-II

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Space For Rough Work

Paper-II 32 JA-004-17

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