Subject: Psychology
Class XII
Time Allowed: 3 hours
Max. marks: 70
General Instructions:
i. All questions are compulsory except where internal choice has been given.
ii. Question Nos. 1 -18 in Section A carry 1 mark each.
iii. Question Nos. 19-23 in Section B are Very Short Answer Type-I questions carrying 2 marks each. Answer to each question should not exceed 30 words.
iv. Question Nos. 24-27 in Section C are Short Answer Questions Type-II carrying 3 marks each. Answer to each question should not exceed 60 words.
v. Question Nos. 28 – 31 in Section D are Long Answer Type I questions carrying 4 marks each. Answer to each question should not exceed 120 words.
vi. Question No. 32 in Section E is a Long Answer Type II question carrying 6 marks. Answer to this question should not exceed 200 words.
vii. Question Nos. 33 – 36 in Section F are based on two cases given. Each case has two questions carrying two marks each. Answer to each question should not exceed 30 words.
Section – A
1. Which of the following is the theory proposed by Robert Sternberg?
A) He proposed that there is no single intelligence, but rather distinct, independent multiple intelligence that exist.
B) His theory is based on the definition of intelligence as the ability to achieve success based on your personal standards and your sociocultural context.
C) He proposed that humans progress through four developmental stages.
D) He proposed the theory to study complex human behaviour by studying the voluntary responses shown by an organism when placed in a certain environment.
2. Christopher’s personality is being assessed by a psychologist. Which of the following is/are TRUE about the assessment of personality?
i) It is an informal effort aimed at understanding his personality.
ii) The goal of the assessment is to understand and predict his behaviour with minimum error and maximum accuracy.
iii) While assessing Christopher, the psychologist tries to study what he generally does or how he behaves, in a given situation.
iv) His assessment can also be useful for diagnosis, training, placement, counselling and other purposes.
A) (i), (ii) and (iv)
B) (ii)
C) (ii), (iii) and (iv)
D) (i), (ii) and (iii)
3. Tanmay wants to assess how Geetika expresses aggression in the face of a frustrating situation with the help of cartoon-like pictures. He presents a series of situations in which one person frustrates another or calls attention to a frustrating condition. Tanmay is likely to be using the _________.
A) Thematic Apperception Test
B) Resenzweig’s Picture-Frustration Study (P-F Study)
C) Sixteen Personality Factor Test (16 PF)
D) Behavioural Analysis
4. Archetypes can be found in _____________
A) Conscious
B) Preconscious
C) Myths, dreams, arts and various traditions
D) Sports-related activities and positive thinking
5. In the _________ stage, the parasympathetic nervous system cells for more cautious use of the body’s resources.
A) alarm reaction
B) resistance
C) exhaustion
D) adaption
6. Heena lost her husband in a car accident. This life event is traumatic. Which of the following is NOT TRUE about the effects this stress can have on her?
(i) Stress can affect her behaviour in the form of eating less nutritional food, disrupted sleep patterns, increased absenteeism and reduced work performance.
(ii) The cognitive effects of stress will be both, enhanced concentration and increased Short-term memory capacity.
(iii) In her case, the stress can start a vicious circle of decreasing confidence, leading to more serious emotional problems.
(iv) The effects of this stress will mostly be physiological
A) (i) and (ii)
B) (ii) and (iv)
C) (ii) and (iii)
D) (i), (ii) and (iv)
7. _________ are the producers of antibodies.
A) B-cells
B) T-cells
C) Natural Killer cells
D) All of these
8. What is the Greek word for ”Phobia”?
A) Fear
B) Experience
C) Body
D) none
9. What are the symptoms of anxious people?
A) loss of appetite
B) fainting
C) dizziness
D) All of the above
10. ADHD is usually first diagnosed in
A) infancy
B) childhood
C) adulthood
D) old age
11. In the following question, a statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice.
Assertion (A): Women are more likely to be affected by social and cultural factors than by biological factors.
Reason (R): Freud considered women as inferior.
A) Both Assertion (A) and Reason (R) are true, and Reason (R) is the correct explanation of Assertion (A)
B) Both Assertion (A) and Reason (R) are true, and Reason (R) is the not correct explanation of Assertion (A)
C) Assertion (A) is true, but Reason (R) is false
D) Assertion (A) is false, but Reason (R) is true.
12. __________ is present when one is able to understand the plight of another person and feel like the other person.
A) Empathy
B) Confidentiality
C) Sympathy
D) None of these
13. Match the method in Column I with the therapy under which it is applied in Column II
| Column I | Column II | ||
| (I) | Yoga and Meditation | (i) | Cognitive therapy |
| (II) | Negative reinforcement | (ii) | Alternative therapy |
| (III) | ABC Analysis | (iii) | Humanistic-existential therapy |
| (IV) | Client-centred therapy | (iv) | Behaviour therapy |
Options:
(I), (II), (III), (IV)
A) (i), (ii), (iv), (iii)
B) (ii), (iv), (i), (iii)
C) (iv), (iii), (ii), (i)
D) (iv), (i), (ii), (iii)
14. In the following question, a statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice.
Assertion (A): After visualizing one must set oneself a realistic goal, as it helps build confidence.
Reason (R): It is easier to visualizing if one’s mind is quiet, the body is relaxed and eyes are closed.
A) Both Assertion (A) and Reason (R) are true, and Reason (R) is the correct explanation of Assertion (A)
B) Both Assertion (A) and Reason (R) are true, and Reason (R) is the not correct explanation of Assertion (A)
C) Assertion (A) is true, but Reason (R) is false
D) Assertion (A) is false, but Reason (R) is true.
15. According to the social learning point of view, negative attitudes toward various social groups are due to
A) sex role training
B) inborn social tendencies
C) parents and friends
D) the political-economic-social climate
16. Social cognition is:
A) a sub-topic of social psychology that focuses on how people process, store and apply information about other people and social situations.
B) an unjustified or incorrect attitude (usually negative) towards an individual based solely on the individual’s membership in a social group.
C) Both of them
D) None of the above
17. Social group are:
A) formal
B) impersonal
C) both (A) and (B)
D) none of the above
18. In the following question, a statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice.
Assertion (A): Primary appraisal refers to the assessment of one’s coping abilities, and resources and whether they will be sufficient to meet the harm, threat or challenge of the event.
Reason (R): The resources may be mental, physical or social.
A) Both Assertion (A) and Reason (R) are true, and Reason (R) is the correct explanation of Assertion (A)
B) Both Assertion (A) and Reason (R) are true, and Reason (R) is the not correct explanation of Assertion (A)
C) Assertion (A) is true, but Reason (R) is false
D) Assertion (A) is false, but Reason (R) is true.
Section – B
19. Explain the cognitive effects of stress.
Ans. If pressures due to stress continue, one may suffer from mental overload. This suffering from high levels of stress can rapidly cause individuals to lose their ability to make sound decisions, have poor concentration, and reduced short-term memory capacity.
20. Explain two sources of stress.
Ans. Life Events: Major life events can be stressful because they disturb our routine and cause upheaval. If several of these life events that are planned (e.g., moving into a new house) or unpredicted (e.g., the break-up of a long-term relationship) occur within a short time, we find it difficult to cope with them and will be more prone to the symptoms of stress. Both positive and negative life events which necessitate a change in a person’s life can lead to stress.
Hassles: Personal stresses we endure as individuals, due to the happenings in our daily life. These daily hassles may sometimes have devastating consequences for the individual who is often the one coping alone with them as others may not even be aware of them as outsiders.
OR
What are some of the psychological and emotional signs of stress?
Ans. Psychological stress involves:
(i) Frustration: blocking of needs and motives by something or someone that blocks us from achieving the desired goal.
(ii) Conflicts: may occur between two or more incompatible needs or motives.
(iii) Internal pressures: these occurs from beliefs based upon expectations from inside us to ourselves.
(iv) Social Pressures: these may be brought about by people who make excessive demands on us.
Emotional stress involves:
(i) a feeling of anxiety and depression
(ii) Increased physical tension
(iii) Increased psychological tension
(iv) Mood swings
21. What are GAD and Phobia?
Ans. The full form of GAD is Generalized Anxiety Disorder. It is a prolonged, vague, unexplained and intense fear that are not attached to any particular object. It is accompanied by apprehensive feelings about the future with constant hypervigilance and motor tension.
Phobia is an irrational fear related to specific objects, interactions with others (social phobia), and unfamiliar situations (Agoraphobia).
22. Explain “Scapegoating” as a source of prejudice.
Ans. Scapegoating is a phenomenon by which the majority group places the blame on minority groups for its own social, economic or political problems. The minority is too weak or too small in number to defend itself against such accusations.
23. Explain two coping strategies given by Lazarus and Folkman?
Ans. (A) Problem-focused strategies: these attacks the problem itself, with behaviors designed to gain information, alter the event and alter belief and commitments. E.g., ‘I made a plan of action and followed it’
(B) Emotion-Focused strategies: these calls for a psychological change designed primarily to limit the degree of emotional disruption caused by an event, with minimal effort to alter the event itself.
Section – C
Short Answer Questions Type – II
24. Define Intelligence. Explain the role of nature and nurture in Intelligence.
Ans. Intelligence is the global capacity to understand the world, think rationally and use available resources effectively when faced with challenges. It represents general cognitive competence ability.
Intelligence is a product of the complex interaction of heredity (nature) and environment (nurture). Heredity can best 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. So, even if you have inherited high intelligence, your environment can affect this negatively and result in a low IQ.
25. Explain some factors that facilitate positive health and act as stress buffers.
Ans. Some of the factors that facilitate positive health and act as stress buffers:
(a) Balanced Diet: A balanced diet can lift one’s mood, give more energy, feed muscles, improve circulation, prevent illness, strengthen the immune system and make one feel better to cope with the stresses of life.
(b) Exercise: Regular exercise plays an important role in managing weight and stress, and is shown to have a positive effect on reducing tension, anxiety and depression.
(c) Positive Attitude: Some of the factors leading to a positive attitude are—having a fairly accurate perception of reality; a sense of purpose in life and responsibility; acceptance and tolerance for different viewpoints of others, taking credit for success, accepting blame for failure, being open to new ideas, having a sense of humour with the ability to laugh at oneself.
26. Define attitude, belief and value in order to differentiate between them.
Ans. Attitude: Attitude is a state of the mind, a set of views or thoughts, regarding some topic (called the ‘attitude object’), which have an evaluative feature (positive, negative or neutral quality). If your views are not merely thoughts, but also have emotional and action components, then these views are more than ‘opinions’ they are examples of ‘attitudes’.
Beliefs: Beliefs are generally defined as convocations that things held in the mind are true. Belief refers to the cognitive component of attitudes and forms the ground on which attitudes stand, such as belief in God, or belief in democracy as a political ideology.
Values: Values are attitudes or beliefs that contain a ‘should’ or ‘ought’ aspect, such as moral or ethical values. One example of a value is hard work or honesty. Values are formed when a particular belief or attitude becomes an inseparable part of the person’s outlook on life. Values are difficult to change.
OR
Explain any three factors that influence attitude change.
Ans. Factors that Influence Attitude Change are as follows:
(i) Characteristics of the Existing attitude: All four features (valence, extremeness, simplicity and Centrality) of attitudes determine attitude change. Positive attitudes are easier to change than negative attitudes. Extreme attitudes and central attitudes are more difficult to change than less extreme and peripheral attitudes. Simple attitudes are easier to change than multiple attitudes.
(ii) Source Characteristics: Source credibility and attractiveness are two features that affect attitude change. Attitudes are more likely to change when the message comes from a highly credible source than the low ones.
(iii) Message Characteristics: Attitudes will change when the amount of information that is given about the topic is just enough, neither too much nor too little. Whether the message contains a rational or emotional appeal, makes a difference.
(iv) Target Characteristics: Qualities of the target, such as persuasibility, strong prejudice, self-esteem and intelligence influence the likelihood and extent of attitude change.
27. Explain the causes of social loafing and how it can be reduced.
Ans. Causes of Social Loafing:
• People are less responsible for the overall task and thus exert less effort.
• The performance of the group isn’t compared with other groups.
• Motivation decreases as contributions are not individually evaluated.
• No/improper coordination between members.
• Belonging to the same group is not important for members (it is only an aggregate of individuals). It can be reduced by the following:
• Making the effort of each person identifiable.
• Increasing pressure to work hard—make members committed, and motivated.
• Increase the apparent importance and value of the task.
• Make them feel their contribution is important.
• Strengthen group cohesiveness—increase motivation for successful group outcomes.
Section – D
28. Write a note on Intelligence deficiency and Intelligence giftedness.
Ans. Intelligence Deficiency (Mentally Retarded/ Challenged): The American Association on Mental Deficiency (AAMD) views mental retardation as significantly general intellectual functioning existing concurrently with deficits in adaptive behaviour and sub-average manifested during the developmental period.
In order to be judged as mentally retarded, a person must show:
• Significantly sub-average intellectual functioning, e.g., IQ below 70.
• Deficits in adaptive behaviour or the capacity to be independent and deal effectively with one’s environment.
• Deficits must be observed during the developmental period, i.e., between 0-18 years.
Mild retardation: development is typically slower than that of their peers but they can function quite independently, and hold jobs and families. Level of retardation increases—lag behind their peers in language and motor skills, and need to be trained in self-care skills and simple social and communication skills.
Intellectual Giftedness: Lewis Terman (1925): Study to show how intelligence was related to occupational success and life adjustment. These individuals show higher performance because of their outstanding potential. Giftedness is an exceptional general ability shown in superior performance in a wide variety of areas.
• Teacher’s perspective: depends on a combination of high ability, high creativity and high commitment.
• Early signs of intellectual superiority: during infancy show larger attention span, good memory, sensitivity to environmental changes, and early appearance of language skills.
• Other characteristics are advanced logical thinking and problem solving, high speed in processing information, high-level creative thinking, high self-esteem, and independence.
• Incorrect to equate with brilliant academic performance: each gifted student possesses different strengths, personalities and characteristics, e.g., athletes.
OR
Write and discuss the features of aptitude and creativity.
Ans. Aptitude is defined as an individual’s potential and capability to learn and acquire skills and aptitude tests give us a clear picture of what a person is capable of doing.
There are several types of Aptitude tests largely available in two forms:
Independent (specialized) aptitude tests. – Mechanical, clerical, and numerical, tests for specialized fields.
Multiple (generalized) aptitude tests.-tests. – Exist in the form of test batteries. Differential Aptitude tests (DAT), General aptitude test battery (GATB), and Armed services vocational aptitude battery (ASVAB) are well known.
DAT is commonly used in educational settings, consisting of eight specialized subtests- Verbal, Numerical, Abstract, Clerical speed and accuracy, Mechanical, Space, Spellings and Language tests. (a common test)
Creativity
Creativity refers to the ability to produce ideas, objects and problem solutions that are novel and appropriate.
It refers to the ability to think in novel and unusual ways and to come up with unique solutions to problems.
Creativity involves the production of something new and original; it may be an idea, object or solution to a problem.
Creativity can get manifested on different levels and in different areas.
Creativity is always reality-oriented, appropriate, constructive and socially desirable.
Emotional quotient (EQ) is used to express emotional intelligence in the same way as IQ is used to express intelligence. Emotional intelligence refers to the ability to process emotional information accurately and efficiently. But Angad lacks this intelligence, which leads to his problems in interpersonal relationships.
29. Discuss the Cognitive and Behavioral aspects of Self.
Ans. (a) Self-Esteem: The personal value and worth judgement by a person about her/himself is termed Self-esteem.
High Self-esteem: Those who think highly of themselves, are more accepted by others. Are generally happier, more confident, and usually perform better at school/work.
Low Self-esteem: Those who feel less accepted and valued by others. Are generally anxious, and depressed and may develop antisocial behaviour.
By the age of 6-7 years: Every child seems to have formed self-esteem least in four areas.
• Academic competence
• Social competence
• Physical/athletic competence
• Physical appearance
Self-esteem has a strong relationship with our everyday behaviour. Children with low self-esteem in all areas often display anxiety, depression and increasing anti-social behaviour. Children with high academic self-esteem perform better in schools and are more liked by their peers than those with low social self-esteem.
(b) Self-regulation: It is the ability to organise and monitor our own behaviour.
High self-regulation: It refers to those people who are able to change their behaviour according to the demands of the external environment.
Will power: It is the resistance to situational pressures and control over ourselves.
(c) Self-control: Learning to delay or defer the gratification of needs is called self-control.
Psychological techniques of self-control: Observation of own behaviour, Self-instructions- i.e., to instruct oneself toon do something, Self-reinforcement Reinforcement i.e., Rewarding behaviours that have pleasant outcomes.
(d) Self-efficacy is another important aspect of our self. It is the extent to which a person believes he/she himself/herself controls his/her life outcomes or the outcomes are controlled by luck or fate or other situational factors. A person who believes that he/she has the ability or behaviour required by a particular situation demonstrates high self-efficacy. 4
30. Discuss the primary and secondary appraisals of stress.
Ans. An individual’s response to a stressful situation largely depends upon the perceived events and how they are interpreted or appraised. Lazarus has distinguished between two types of appraisals, i.e., primary and secondary.
(a) Primary Appraisal: Primary appraisal refers to the perception of a new or changing environment as positive, neutral or negative in its consequences. Negative events are appraised for their possible harm, threat or challenge.
• Harm appraisals are the assessment of the damage that has already been done by an event.
• Threat appraisals are the assessment of possible future damage that may be brought about by the event.
• Challenge appraisals are associated with more confident expectations of the ability to cope with the stressful event, the potential to overcome and even profit from the event.
(b) Secondary Appraisal: Secondary appraisal refers to the assessment of one’s coping abilities and resources and whether they will be sufficient to meet the harm, threat or challenge of the event. These resources may be mental, physical, personal or social. If he/ she thinks that they have a positive attitude, health, skills and social support to deal with the crises, and how much money we have, etc., he/she will feel less stressed.
31. Explain any two factors underlying abnormal behavior.
Ans. Factors underlying abnormal behaviour include Biological Factors and Genetic Factors. (a) Biological factors:
Biological factors influence all aspects of our behaviour. A wide range of biological factors such as faulty genes, endocrine imbalances, malnutrition, injuries and other conditions may interfere with the normal development and functioning of the human body. These factors may be potential causes of abnormal behaviour.
(b) Genetic factors: Genetic factors have been linked to depression mood disorders, schizophrenia, mental retardation and other psychological disorders. Researchers have not, however, been able to identify the specific genes that are the culprits. It appears that in most cases, no single gene is responsible for a particular behaviour or a psychological disorder. In fact, many genes combine to help bring about our various behaviours and emotional reactions, both functional and dysfunctional. Although there is sound evidence to believe that genetic/ biochemical factors are involved in mental disorders as diverse as schizophrenia, depression, anxiety, etc. and biology alone cannot account for most mental disorders
OR
What are psychological model’s? Explain any one in detail.
Ans. Psychological Model: There are several models which provide a psychological explanation of mental disorders. These models maintain that psychological and interpersonal factors have a significant role to play in abnormal behaviour. These factors include:
• Maternal deprivation
• Faulty parent-child relationship
• Faulty discipline
• Maladaptive family structure
• Severe stress
The Psychological models include the psychodynamic model, behavioural, cognitive and humanistic-existential models.
Psychodynamic Behavioural Model:
Behavioral model states that both normal and abnormal behaviours are learned and psychological disorders are the result of learning maladaptive ways of behaving. The model concentrates on behaviour that are learned through conditioning. It proposes that what has been learned can be unlearned. Learning can take place by:
• classical conditioning: (Temporal Association in which two events repeatedly occur close together in time).
• Operant conditioning: (behaviour is followed by a reward).
• Social learning: (learning by imitating others behaviour).
• These three types of conditioning account for behaviour, whether adaptive or maladaptive.
Section – E
32. How do projective techniques assess personality? Explain any two well-known projective techniques.
Ans. Projective techniques were developed to SS unconscious motives and feelings. These techniques are based on the assumption that are less structured or unstructured stimulus or situation will allow the individual to project his or her feelings, desires, and needs onto that situation. Projective techniques used various kinds of stimulus materials and situation for assessing personality like:
• Some of them require reporting association with stimuli.
• Some involve strong writing around pictures.
• Some require sentence completions.
• Some require expression through drawings.
• Some require choice of stimuli from a large set of stimuli.
The projective tests of personality which are widely used by psychologists are: (Any two)
(i) The Rorschach Inkblot Test: This test was developed by Hermann Rorschach. The test consists of 10 inkblots. Five of them are in black and white, two with some red ink, and the remaining three in some pastel colours. The blots are symmetrical in design with a specific shape or form. Each blot is printed in the centre of a white cardboard of about 7”×7” × 10” size. The blots were originally made by dropping ink on a piece of paper and then folding the paper in half (hence called the inkblot test). The cards are administered individually in two phases. In the first phase, called performance proper, the subjects are shown the cards and are asked to tell what they see in each of them. In the second phase, called inquiry, a detailed report of the response is prepared by asking the subject to tell where, how, and on what basis was a particular response made. Fine judgment is necessary to place the subject’s responses in a meaningful context. The use and interpretation of this test require extensive training. Computer techniques too have been developed for the analysis of data.
(ii) The Thematic Apperception Test (TAT): This test was developed by Morgan and Murray. It is a little more structured than the Inkblot test. The test consists of 30 black and white picture cards and one blank card. Each picture card depicts one or more people in a variety of situations. Each picture is printed on a card. Some cards are used with adult males or females. Others are used with boys or girls. still, others are used in some combinations. Twenty cards are appropriate for a subject, although a lesser number of cards (even five) have also been successfully used. The cards are presented one at a time. The subject is asked to tell a story describing the situation presented in the picture.
(iii) Sentence Completion Test: This test makes use of several incomplete sentences. The starting part of the sentence is first presented and the subject has to provide an ending to the sentence. It is held that the type of endings used by the subjects reflect their attitudes, motivation and conflicts. The test provides subjects with several opportunities to reveal their underlying unconscious motivations. A few sample items of a sentence completion test are:
I am proud of ………………..
The best thing about my mother is ………………
My greatest fear is ………………..
My father ………………..
OR
Explain Freud’s structure of personality.
Ans. Structure of Personality: According to Freud’s theory, the primary structural elements of personality are three, i.e., id, ego, and superego. They reside in the unconscious as forces, and they can be inferred from the ways people behave. Let us remember that and ID, ego, and superego are concepts, not real physical structures.
ID: It is the source of a person’s instinctual energy. It deals with the immediate gratification of primitive needs, sexual desires, and aggressive impulses. It works on the pleasure principle, which assumes that people seek pleasure and try to avoid pain. Freud considered much of a person’s instinctual energy to be sexual, and the rest as aggressive. ID does not care for moral values, society, or other individuals.
Ego: It grows out of id, and seeks to satisfy an individual’s instinctual needs in accordance with reality. It works by the reality principle and often directs the id towards more appropriate ways of behaving. For example, the id of a boy, who wants an ice-cream cone, tells him to grab the cone and eat it. His ego tells him that if he grabs the cone without asking, he may be punished. Working on the reality principle, the boy knows that the best way to achieve gratification is to ask for permission to eat the cone. Thus, while the id is demanding, unrealistic, and works according to the pleasure principle, the ego is patient and reasonable, and works by the reality principle.
Superego: The best way to characterize the superego is to think of it as the moral branch of mental functioning. The superego tells the id and the ego whether the gratification in a particular instance is ethical. It helps control the id by internalizing parental authority through the process of sociolozation. For example, if a boy sees and wants an ice cream cone and asks his mother for it, his superego will indicate that his behaviour is morally correct. This approach towards obtaining the ice cream will not create guilt, fear, or anxiety in the boy. Thus, in terms of individual functioning Freud thought of the unconscious as being composed of three competing forces. In some people, the id is stronger than the superego; in others, it is the superego. The relative strength of the id, ego and superego determines each person’s stability.
Section – F
Read the case and answer the questions that follow:
Anxiety Disorder: The term anxiety is defined as diffuse, vague and very unpleasant feeling of fear and apprehension. The anxious individual shows a combination of following symptoms. Rapid heart rate, shortness of breath, diarrhea, loss of appetite, fainting, dizziness, sweating, sleeplessness frequent urination and tremors.
Obsessive-Compulsive and Related Disorders: People with are OCD unable to control their preoccupations with specific ideas or are unable to prevent themselves from repeatedly carrying out a particular act, which affects their ability to carry out normal activities. Obsessive Behavior inability to stop thinking about a particular idea or topic.
Compulsive Behavior – is the need to perform certain behaviors over and over again. For e.g., Counting, touching, checking, washing, etc. E.g. Hoarding, Disorder, Trichotillomania (hair pulling disorder), and excoriation (skin picking).
Trauma and Stressor-Related Disorder: People who are caught in natural disaster, or bomb blasts, or have been in serious accidents, or a war situation, experience post-traumatic stress disorder (PTSD). Symptom- Recurrent dreams, flashback, impaired concentration & emotional numbing. Includes – adjustment disorder and Acute Stress Disorder Somatic Symptom and Related Disorder – All conditions in which there are physical symptoms in the absence of physical disease. The individual has psychological difficulties & complains of physical symptoms, for which there is no biological cause.
33. What are obsessions and compulsions?
Ans. Obsessive Behaviour is the inability to stop thinking about a particular idea or topic.
Compulsive Behaviour is the need to perform certain behaviours over and over again.
34. What are the symptoms of anxiety?
Ans. The anxious individual shows a combination of the following symptoms: Rapid heart rate, shortness of breath, diarrhea, loss of appetite, fainting, dizziness, sweating, sleeplessness, frequent urination and tremors.
Read the case and answer the questions that follow:
Following the work of Thurstone, American psychologist Howard Gardner built off the idea that there are multiple forms of intelligence.
He proposed that there is no single intelligence, but rather distinct, independent multiple intelligences exist, each representing unique skills and talents relevant to a certain category.
Gardner (1983) initially proposed seven multiple intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal, and he has since added naturalist intelligence.
Gardner holds that most activities (such as dancing) will involve a combination of these multiple intelligences (such as spatial and bodily kinesthetic intelligences). He also suggests that these multiple intelligences can help us understand concepts beyond intelligence, such as creativity and leadership.
35. Define Intelligence and explain Howard Garner’s theory of intelligence.
Ans. Intelligence is the global capacity to understand the world, think rationally and use available resources effectively when faced with challenges. It represents general cognitive competence ability. Gardner proposed that there is no single intelligence, but rather distinct, independent multiple intelligences exist, each representing unique skills and talents relevant to a certain category. Gardner holds that most activities (such as dancing) will involve a combination of these multiple intelligences (such as spatial and bodily kinaesthetic intelligence).
36. State the 7 multiple intelligence given by Gardner.
Ans. Gardner (1983) initially proposed seven multiple intelligences:
(a) Linguistic
(b) Logical-mathematical
(c) Spatial
(d) Musical
(e) Bodily-kinaesthetic
(f) Interpersonal
(g) Intrapersonal
(h) Naturalist intelligence