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. _________ and performance tests help reduce the cultural bias usually associated with intelligence tests.
A) Non-verbal
B) Group
C) Individual
D) Verbal
2. Kusum suddenly loses her sight, but doctors can find no physical reason for the problem. She is showing symptoms of:
A) Somatization disorder
B) Conversion disorder
C) Hypochondriasis
D) Pain disorder
3. Two statements are given in the question below as Assertion (A) and Reasoning (R). Read the statements and choose the appropriate option.
Assertion (A): Classical conditioning is quick when UCS is presented immediately after CS than before.
Reasoning (R): According to the cognitive perspective, classical conditional occurs because CS provides expectancy about the coming of UCS.
A) Both A and R are true and R is the correct explanation of A
B) Both A and R are true but R is not the correct explanation of A
C) A is false but R is true
D) A is true but R is false
4. Which of the following is considered to be one of the most prominent symptoms of PTSD?
A) Delusions of grandeur
B) Mania
C) Increased anxiety
D) Hallucination
5. Ritvik scored high on conscientiousness on the five-factor model. According to the Big 5 model of personality Ritvik is ________
A) Achievement oriented
B) Emotionally unstable
C) Highly Impulsive
D) Highly imaginative
6. Shobhita did not get admission into the college of her choice. She told her friends that she never really wanted to go there anyway. The ego defense mechanism she is using is ________
A) Repression
B) Reaction formation
C) Sublimation
D) Projection
7. Which of the following is correct about Minnesota Multiphasic Inventory?
A) It was developed by Hathaway and McKinley
B) Effective in diagnosing various psychopathologies
C) The revised type is called MMPI-2
D) All of the above
8. Howard Gardner has proposed many types of intelligence except _________
A) Linguistic
B) Creative
C) Intrapersonal
D) Interpersonal
9. Bodily kinesthetic hypen intelligence involves _______
A) The ability to understand other people’s emotions, feelings and behaviour
B) The ability to categorize and care for flora and fauna.
C) The ability to use body parts in a skillful way
D) The ability to analyze, understand and solve mathematical problems.
10. Working together to achieve a desired goal is called ________
A) Co-operation
B) Compliance
C) Conformity
D) Obedience
11. Intelligence Quotient (IQ) refers to _________
A) Chronological age divided by mental age and multiplied by 100
B) Chronological age multiplied by mental age and divided by 100
C) Mental age divided by Chronological age and multiplied by 100
D) Mental age multiplied by chronological age and result multiplied by 100
12. Identify the technique of managing stress in which there are subjective experiences, that use imagery and imagination.
A) Deep breathing and muscle relaxation
B) Creative visualization
C) Biofeedback
D) Mediation
13. Pleasure principle assumes that ____________
A) people seek pain and try to avoid pleasure
B) people seek pleasure and try to avoid pain
C) people seek both pleasure and pain
D) people try to avoid both pleasure and pain
14. _______ tests involve divergent thinking and assess such abilities as an ability to produce various ideas.
A) Projective
B) Subjective
C) Creative
D) Aptitude
15. Which instinctual life force energizes Id?
A) Libido
B) Death instinct
C) Denial
D) Repression
16. Which of the following best describes a crowd?
A) Collection of people
B) Collection of people by chance
C) Positive synergy among members.
D) The feeling of interdependence among members
17. Neha, a 17-year old girl has lost her appetite and has stopped eating. She has an extreme fixation on her weight and calorie count. She fears gaining any amount of weight despite her low body weight and engages in purposeful starvation. The disorder she may be suffering from is:
A) Anorexia nervosa
B) Bulimia
C) Binge eating disorder
D) None of the above
18. Two factor theory of intelligence was given by ________
A) Alfred Binet
B) Thurston
C) Howard Gardner
D) Charles Spearman
Section – B
19. What is the difference between punishment and negative reinforcement?
Ans.
| Punishment | Negative reinforcement |
| Punishments are used to weaken undesirable behaviors. | Negative reinforcements are used to strengthen desirable behaviors |
| Punishments involve the imposition of an aversive or undesirable outcome to weaken an undesirable behavior. | With negative reinforcement, something aversive or an uncomfortable situation is taken away in response to a stimulus which serves as a reward for performing a behavior |
| For example: grounding a child at home for undesirable behavior. | For example: taking an antacid before indulging in a spicy meal. |
OR
What are projective test? Give examples.
Ans. Projective tests are a type of personality tests where an individual is asked to respond to ambiguous images, scenes or words. These tests aim to uncover the hidden or unconscious conflicts, motivations or desires that are projected onto these tests. Example: Thematic Apperception Test developed by Morgan and Murray and Rorschach test developed by Hermann Rorschach.
20. Explain the token economy technique for changing behaviour?
Ans. Person with behavioral problems can be given a token as a reward every time when a wanted behaviour occurs. The tokens are collected and exchanged for a reward such as an outing for a patient or a treat for a child. This is known as Token economy
21. What is instrumental conditioning?
Ans. Instrumental conditioning, also known as operant conditioning is a learning process described by psychologist BF Skinner where positive and negative reinforcements are used to strengthen the behavior. These reinforcements are delivered contingent upon a desirable response to ensure the reoccurrence and persistence of the desirable behavior. For example: rewarding a student for scoring good marks strengthens the likelihood of that student scoring good marks in future tests as well.
22. Explain Obsessive Compulsive Disorder
Ans. Obsessive compulsive disorder is a type of anxiety disorder where an individual experiences obsession, that is, irrational thoughts and fears resulting in compulsions which are uncontrollable urges to act on those irrational thoughts. For example: germaphobes have an irrational fear of contracting diseases through germs and therefore they obsessively wash their hands and indulge in obsessive cleaning and sanitization.
23. Define the process of systematic desensitization.
Ans. Systematic desensitization is a form of behavior therapy developed by Joseph Wolpe which aims to eradicate irrational fears phobias and anxiety towards a particular object or a situation. It is used for the treatment of phobias, several anxiety disorders and post-traumatic stress disorder. Systematic desensitization therapy involves three main steps. First, the patient is required to learn ways to relax their muscles. Next, the patient is asked to make an anxiety hierarchy which is a list of their fears based on their intensity. Last, the patient is exposed to the feared stimulus in stages and is told to practice the relaxation techniques simultaneously so they get more and more comfortable dealing with it.
Section – C
Short Answer Questions Type – II
24. Give three reasons why social identity is important for individuals.
Three reasons why social identity is important for individuals are:
Ans. An individual’s social identity is the indication of they are in terms of the group they belong to. It allows us to be a part of a group or a team and gain a sense of belonging. These social identities play an important role in shaping the self-image and identity of a person. Being a member of a group reflects how a person regards themselves and their abilities. Therefore, gaining status within the group can help people feel more confident, satisfied, and respected. Social identity plays an important role in establishing self-esteem in a person.
(i) It helps in satisfying the psychological need for self-esteem in a person. Self-esteem is the perception of how we value and perceive ourselves. It is the confidence one has in their abilities and worth. high self-esteem can make an individual feel fulfilled and satisfied in their abilities. When an individual has a positive social identity, they view themselves as a valuable member of a group which makes them feel confident and gives them a sense of belongingness and purpose.
(ii) It provides people with a sense of belongingness. Belongingness is also significantly tied to social identity. Sharing a set of beliefs or ideals with members of the same group makes one feel included and connected. This sense of being part of a group or connectedness in a social group is a fundamental human need that individuals must satisfy to maintain their self and social identity, physical well-being, and mental health.
(iii) It helps foster prosocial actions like caring for others. A positive social identity helps us to develop strong and secure interpersonal relationships with one another which drives us to engage in prosocial behaviors. They have been defined as voluntary acts intended to help or benefit another individual or group of individuals. These behaviours strengthen the social identity of an individual and increase cohesiveness in a group.
25. Explain contextual intelligence with examples.
Ans. According to the Triarchic theory of intelligence given by Robert Sternberg, contextual intelligence, also known as practical intelligence is the ability to adapt to the changing environment. A person with this type of intelligence is also called “street smart” or “situationally smart”,,” that is they have the ability to apply their knowledge to real world situations. The apply their skills to different scenarios. Through the processes of adaptation, shaping, and selection, individuals learn to monitor their surroundings and adapt between themselves and their environment.
Contextual intelligence describes how skilled an individual is at implementing their knowledge and applying it from one situation to another and not just the environment in which it was learned. Example: A practicing therapist might apply the contextual knowledge they learned from their training to help different clients with a wide range of issues and situations.
26. Ananya is a good dancer and is well-adjusted at school as she cooperates with her teacher and classmates in all school related activities. She is also liked by her friends and family. Identify and explain the types of intelligence Ananya is exhibiting.
Ans. According to the theory of multiple intelligence as given by Howard Gardener, Ananya is exhibiting Interpersonal and bodily-kinesthetic intelligence. Being a good dancer, Ananya is showing bodily kinesthetic intelligence. Persons high on bodily kinesthetic intelligence are able use their body parts, such as their hands, arms and feet in a skillful way. They are able to control their body movements and are able to express themselves through their body.
Since Ananya is cooperative with her teachers and classmates at school and is well liked by her peers, she is exhibiting high interpersonal intelligence. People with high interpersonal intelligence possess the ability to interact with others, engage in effective conversations, are sensitive to other people’s feelings and create strong and positive relationships with other people. They are good at understanding and relating to other people.
OR
What are different types of psychotherapy and on what basis are they classified?
Ans. Psychotherapy is a form of psychological interventions used for treatment of emotional, behavioral, psychological and cognitive disorders. A trained individual establishes a trusting relationship with one or several patients for the purpose of modifying or removing any present symptoms and encouraging individual growth and fulfillment. Depending upon the type and the severity of the disorder, there are different types of psychotherapies which can be used to treat the patient:
(i) Psychodynamic therapy
(ii) Humanistic existential therapy
(iii) Behaviour therapy
These therapies can be classified on the following basis:
(i) On the basis of cause of problem:
• Psychodynamic therapies assume that the cause of the problems are the repressed desires/thoughts/feelings in the unconscious. They may also be due to the clash between Id, ego and superego which causes anxiety.
• Humanistic existential therapies assume that the cause of the problems is the distorted self-concept and not being able to find the meaning or purpose of life.
• Behaviour therapies assume that psychological problems are caused as a result of faulty learning and unrealistic thinking processes.
2. On the basis of chief treatment method:
• Psychodynamic therapies use the method of free association, talk therapy, dream analysis to confront the unconscious or repressed material which causes problems.
• Humanistic existential therapies use unconditional positive regard, empathy and active listening to help the client solve their own problems and progress towards personal growth.
• Behaviour therapies challenge maladaptive learning patterns and conditioned behaviour.
3. On the basis of benefit to the client:
• Psychodynamic therapies help the client gain an insight and look deeper into the cause of their problems.
• Humanistic therapies facilitate the client to understand their own problems with the help of unconditional positive regard and empathy because of which the client develops a healthy self-concept and achieves personal growth.
• Behaviour therapies help the client to deal with distorted thinking patterns and develop adaptive behaviours by reducing stress.
27. Prejudice are examples of attitude towards a particular group. What are the sources of prejudice?
Ans. Prejudice is defined as a strong negative attitude towards a particular group. It strongly affects how a person behaves or acts towards that particular group. There are numerous types of prejudice, that is, on the basis of sex, religion, culture, age etc. Prejudice is associated with cognitive biases such as ethnocentrism which is a phenomenon where one group believes it is superior from others. There are various sources of prejudice which facilitate discrimination and stereotyping towards particular members of the group:
(i) Learning: Prejudice may be a consequence of modelling. A child can learn to be prejudiced towards a particular group of people if his/ her family or peers exhibit prejudice too. Some social and cultural norms also affect the development of prejudice. Prejudice can also be learned in school through teachers. Example: a sports teacher might segregate male and female students, allowing only the male students to play a sport.
(ii) Kernel of Truth Concept: Sometimes people may continue to hold stereotypes because they think that there must be some truth or ‘Kernel of truth’ in what everyone says about the other group.
(iii) A strong social identity and In group bias: This theory states that when individuals are part of a group and they start to think of themselves as superior to other people outside the group, they start to socially categorize individuals and develop prejudice towards those outside groups.
Section – D
28. What is a trait? Describe Cattell’s trait theory.
Ans. Traits are characteristics of personality which meet three standards: They must be consistent; they must be stable and they must vary from person to person. In simple words, traits can be defined as relatively stable characteristics that influence the way a person behaves.
Raymond Cattell described personality in terms of traits by giving the trait theory of the personality. To accomplish this, he used the method of factor analysis. He states that each individual has a common structure of personality which varies from person to person. Cattell made a differentiation between source traits (16) and surface traits.
| Source traits | Surface traits |
| Less observable and underlie many aspects of behaviour. | These are more observable and on the surface. They are easily noticeable by others. |
| Basic stable traits which have more opposing tendencies which are the building blocks of personality. They are 16 in number. | Surface traits form as a result of interaction between source traits. They are unstable and more observable. |
| Example: Source traits consist of being unselfish, thoughtful, not being greedy. | Example: Being altruistic is a surface trait. |
OR
Describe 4 factors which contribute to psychological distress.
Ans. Psychological distress can be defined as the unpleasant feelings or emotions that one experience when they feel overwhelmed. These emotions and feelings can have a negative impact in one’s daily functioning and living and affect how they respond to the people around them. Four factors which contribute to psychological distress are:
(i) Daily hassles: Daily stressors also known as hassles can contribute to psychological distress. Everyday stressors are minor annoyances and frustrations can be interpreted as minimally stressful/frustrating. Stress from the workplace due to work load, tight deadlines, job dissatisfaction etc., and other family and relationship stressors as a result of interpersonal conflicts can contribute greatly to development of psychological distress in a person.
(ii) Traumatic events: Traumatic events such as sexual abuse, major car accident, natural calamities, war etc., are major contributors of psychological distress. Stress due to traumatic events are associated with long lasting changes in the brain which are marked by the intense feelings of fear, horror, helplessness, and development of serious psychological problems.
(iii) Health issues: Chronic health conditions can lead to the development of psychological distress which in turn can worsen the condition even further. Constant worry, tension and fear due to the chronic health conditions intervene with proper and healthy functioning in one’s life.
(iv) Major life events: Major life events such as loss of a loved one, job loss, sudden need to move, divorce, major injury etc, can contribute to psychological distress which predisposes development of major psychological problems too.
29. Research shows that individuals work less hard in a group than they do when performing alone. Validate the statement with reasons why social loafing happens.
Ans. Social loafing, also known as the Ringelmann effect, is a phenomenon which describes the tendency of individuals to put across less effort when they are part of a group. Since all members of the group come together and put collective efforts to achieve a common goal, each member of the group contributes less than they would if they were individually responsible. Social loafing is more apparent in tasks where the combined efforts of each group member are used for a common group outcome, making it difficult to identify and analyze the contribution of a single person. There are several factors which contribute to social loafing:
(i) Lack of motivation: Lack of motivation plays an important role in determining the tendency to exhibit social loafing. Social loafing occurs as a result of lack of worker motivation due to disengagement from work. This may be due to the dependence of the worker trusting another worker to make up for the lack of effort.
(ii) Expectation from coworker performance: Social loafing is more likely to occur when one is working in a group of high achievers. An individual may slack off from work or would not put as much effort enabling other high achieving members of the group to compensate.
(iii) Lack of evaluation: Social loafing may occur when the scope for evaluation of individual performance is less as a result of which, the individual doesn’t put as much effort.
(iv) Diffusion of responsibility: People are more likely to engage in social loafing if they feel less personally responsible for a task, and are aware that their efforts have little to no impact on the overall outcome.
OR
Differentiate between Delusions and Hallucinations?
Ans. Delusions: A delusion is a false belief that is firmly held on inadequate grounds. It is not affected by rational argument, and has no basis in reality. People with this delusion believe that they are being plotted, slandered, threatened, attacked, or deliberately victimized.
Hallucinations: it is a perception that occurs in the absence of external stimuli. Auditory hallucinations are most common in schizophrenia.
Hallucinations include some senses like tactile hallucinations: (i.e., form of tingling or burning). Somatic hallucinations: (i.e., something happening inside the body, such as a snake crawling inside one’s stomach), visual hallucinations: (i.e., unclear perceptions of colour or distinct visions of people or objects), gustatory hallucinations: (i.e., food, or drink taste strange) olfactory hallucinations: (i.e., smell of poison or smoke).
30. Differentiate between simultaneous and successive processing.
Ans. Simultaneous and successive processing are concepts introduced by JP Das, Kirby and Nagliery in their PASS model of intelligence.
| Simultaneous processing | Successive processing |
| Simultaneous processing occurs when a meaningful relationship is perceived between different concepts and are integrated to form relevant patterns for comprehension | Successive processing takes place when information is learned serially or in an order so that recall of one concept leads to recall of another |
| Helps in understanding relationship among different variables and grasping their meaning. | Helps in recall of information because it is stored in a serial order. |
| Example: Raven’s progressive matrices is a test which is presented in a way in which a part has been removed and the test taker has to make associations between the giving options to choose the correct option and complete the design. | Example: Learning of digits and alphabets. |
31. Aman is an 8-year-old boy who has profound difficulty in relating to other people. He is often observed to be unresponsive to other people’s feeling and exhibits stereotypical behaviour patterns. Identify this disorder and describe its features.
Ans. Based on Aman’s symptoms, he may be diagnosed with autism spectrum disorder. Autism spectrum disorder or ASD is a neurodevelopmental disorder which are a category of disorders that affect the functioning and development of the nervous system resulting in abnormal brain functioning, impairments in cognitive capacity, behaviour/ motor skills and communication. ASD is generally characterized by problems during social interactions and impairments in communication. Children with ASD engage in repetitive rituallike behaviors and exhibit unusual responses to sensory stimuli.
Symptoms of Autism Spectrum Disorder are:
(i) Avoidance of normal eye contact.
(ii) Delayed language development and poor linguistic skills
(iii) Not showing interest in playing with other children or caretakers
(iv) Repetition of words or phrases
(v) Repetitive behaviours
(vi) Problems with communication
(vii) Resistance to changes in routine
(viii) Self-injury
Section – E
32. What are the characteristics of neurodevelopmental disorders? Explain any three neurodevelopmental disorders.
Ans. Neurodevelopmental are a class of disorders which affect the functioning and development of the nervous system resulting in abnormal brain functioning, impairments in cognitive capacity, behaviour/motor skills and communication. Neurodevelopmental disorders are the impairments in the brain functioning or the Central Nervous System. They usually manifest themselves during childhood but may persist for lifetime . Neurodevelopmental disorders may be because of certain factors:
• Premature birth
• Genetics/family history of neurodevelopmental disorders
• Infections during fetal stage
• Social deprivation
• Physical trauma
• Metabolic disorders
• Poor nutrition
Characteristics of neurodevelopmental disorders are:
(i) Difficulties with speech and learning language
(ii) Impairment in motor skills
(iii) Disorganized thoughts and problems in learning
(iv) Withdrawal from friends and family
(v) Difficulty in maintaining eye contact and communicating.
Three most common types of neurodevelopmental disorders are:
(i) ADHD/ Attention Deficit/Hyperactivity Disorder: ADHD is a neurodevelopmental disorder which is characterized by symptoms such as inability to focus or follow instructions, hyperactivity, impulsivity, and lack of focus. ADHD is usually diagnosed during childhood but it often lasts into adulthood.
Three main symptoms of ADHD are:
(a) Inattention: Short attention span where the child finds to difficult to listen to others.
(b) Impulsivity: Child interrupts in between others and exhibits impulsive and impatient behaviour.
(c) Hyperactivity: The child seems to be in constant motion where it may run or climb, with no relevant goal except being in motion.
(ii) Autism Spectrum Disorder: It is a disorder which is characterized by impaired social skills. The child is unable to communicate properly and maintain a healthy eye contact. They may also have trouble feeling empathetic towards other people. Furthermore, they may engage in repetitive motor behaviours and adhere to specific rituals.
(iii) Tourette’s syndrome: It is a disorder which is characterized by the presence of tics such as eye blinking, shoulder shrugging, and grunting or coughing that are involuntary. Specific learning disorder: it is the disorder in which the individual experiences difficulty in perceiving or processing information correctly. During early school years, students face problems in basic skills, in reading, writing and mathematics. They perform poorly but with additional efforts can do better.
OR
Describe the psychoanalytic theory given by Freud.
Ans. The psychoanalytic approach to explain personality was put forth by Sigmund Freud. According to this approach, our behaviors and actions are highly driven by unconscious motives. The unconscious part of our mind is the primary source of our behavior and it comprises of mental components that are inaccessible to us and comprise of our hidden desires, thoughts and emotions. The psychodynamic theory also puts a strong emphasis on the influence of childhood experiences on our current behavior. Events that took place during childhood shape who we are as adults and contribute in shaping our personality.
The structure of the mind:
Freud proposed that the human mind or psyche is comprised of three components: Id, EgoEgo, and superego.
It is with the interaction of these three components that the personality is developed.
Id: Id operates on pleasure principle, that is, it seeks immediate gratification and satisfaction of its needs without caring for the consequences. According to Freud, a child is all Id when they are born,
Ego: Ego operates on the reality principle, that is, it balances or mediates between the Id and superego. It keeps the needs of ego in check.
Superego: Superego operates on morality principle, which is why, our conscience is made up of superego. It is the ethical component of personality which provides moral standards on the basis of which, the ego operates.
Conflicts between the id, ego and superego lead to the development of anxiety and to protect oneself from this anxiety, the individual uses defense mechanisms
Freud also proposed five stages of personality development (also called psychosexual stages of development). According to him, during each stage, the sexual energy or the libido manifests itself in different ways and through different parts of the body. Each stage in the Freud’s psychosexual stage of development represents a fixation towards this sexual energy or libido on certain parts of the body.
• Oral- (birth to 1-year-old): Observed in newborns where the mouth is the primary pleasure-seeking centre or the libido is centered in the baby’s mouth. During this stage the baby gets pleasure and satisfaction from putting things in its mouth. It satisfies its own libido by sucking on things, swallowing, biting, breastfeeding etc. Oral stimulation can often result in oral fixation in later stages of life. For example: in nail biters, chain smokers, thumb suckers etc.
• Anal- (1-3 years old) During this stage, the anal area of the body becomes the focus of certain pleasurable feelings and libido. The child experiences great pleasure from defecating. Potty training and its impact on the child are very crucial at this stage. Early or strict potty training can result in the child developing into an anal-retentive personality who hates clutter and disorganization and is obsessively clean, punctual and respectful of authority. They can be stubborn and closefisted with their cash and possessions. However, in contrast, the child may also develop into an analexpulsive personality is messy, disorganized and rebellious. Anal expulsive personality types like to share things and are not very tight-fisted fisted.
• Phallic- (3-6 years old): At this stage, the focus is primarily on genitals. Children realize the anatomical differences between male and female genitals as a result of which various conflicts develop such as jealousy, rivalry, fear, sexual attraction etc. Oedipus complex develops in young boys where the boys develop sexual feelings towards their mother and a desire to get rid of their father. At the same time, the boys realize that if their feelings about their mother were to be known by their father, they would be punished and their father will rid them of their penis. This is known as castration anxiety. Young girls at this stage also develop Electra complex and penis envy. Girls at this stage experience attraction towards their father for a brief period only to realize that they don’t have a penis because of which they experience penis envy towards their father. The girls also blame their mothers for their castrated state.
• Latency- (6 years to puberty): During this stage, the libido is not active and no psychosexual changes or development take place. The sexual instincts are inhibited at this stage and the child grows physically and energy is channelized into various activities, such as school, acquiring new skills, friendships and hobbies.
• Genital (puberty to adulthood)- This is the last stage of the psychosexual stages of development. The libido, once again is centered around the genitals. This is the stage of sexual experimentation, intimacy, etc. Adults engage in heterosexual intercourse and form meaningful relationships.
Section – F
Read the following passage and answer the following questions:
Kritika a junior in college was getting all A’s in her classes, working in her spare time as a research assistant in a psychology laboratory and had a lot of friends and a 2 year relationship with a guy of her dreams. Things soon changed when her boyfriend unexpectedly told her that he was leaving her for someone else. Following her initial shock and rage, she began to have uncontrollable crying spells and doubts about her relationship and even her abilities in classroom and laboratory. Her spirit rapidly sank and she began to spend more time in bed, refusing to talk, increased alcohol consumption. Within weeks, her grades plummeted due to her inability, or refusal to attend classes. She had terrible mood swings and considered her as a failure in life. Finally, her parents intervened and took her to a psychologist.
33. From the given case study, what diagnosis would have psychologist given Kritika? Explain notable symptoms to support your answer.
Ans. Kritika’s symptoms seem characteristic of a mood disorder known as depression. Depression is marked by persistent feelings of sadness and loss of interest in activities. Symptoms of depression may include:
(i) Persistent sadness
(ii) Anhedonia or loss of interest in hobbies
(iii) Mood swings
(iv) Lack of energy and constant fatigue
(v) Loss of appetite and insomnia
(vi) Hopelessness
(viii) Thoughts of suicide and self-harm
34. What is the different form of the condition that Kritika have?
Ans. Different types of depression are:
(i) Dysthymia: A mild but chronic or long-term form of depression
(ii) Seasonal depression: Also known as the seasonal affective disorder is marked by a feeling of sadness because of the onset of winter or autumn
(iii) Clinical depression: Type of depression lasts for more than two weeks.
Read the following case and answer the following questions:
Aarti’s dog Bruno loves to go on walks around the neighbourhood. Aarti began an experiment by clapping her hand 3 times before getting the leash to walk her dog. She would do this every time before taking the dog out for a walk. Very soon, every time Aarti would clap her hands the dog would automatically come running to go outside.
35. Describe the concept used in this case.
Ans. The concept used here by Aarti is known as Classical conditioning which was given by Ivan Pavlov. It can be described as a learning process in which an unconditioned stimulus is paired with a neutral stimulus to produce a conditioned response.
36. What is the conditioned stimulus used by Aarti in this case?
Ans. In classical conditioning, an animal can be trained to produce a conditioned response. In this case, the conditioned stimulus is clapping. Originally, clapping was not associated with going for a walk. But because Aarti associated clapping with walks, the dog learned to make that association too which is why it would come running to go out when Aarti would clap thrice.