Personality Correction

June 2015
Section – A (500 Words)
Q. No. 1. Define Personality. Discuss the various issues related to theoretical models in personality. 3+7 Marks
Answer: The term personality is often understood in terms of social attractiveness. A good personality is considered
to be one who impresses other people and who has the ability to get on well with others. Those who do not possess
such ability are said to have relatively poor personality.
Psychologists have attempted to explain the concept of personality in terms of individuality and consistency.
Combining these notions of individuality and consistency, personality can be defined as the distinctive and unique
ways in which each individual thinks, feels and acts, which characterize a person’s response throughout life.
As per psychologists, personality is a unique set of characteristics within a person that work to influence their
beliefs, motivations, emotions, behaviors and even their environment. Personality is how you expect someone to
behave across the long-term.
Issues Related to Theoretical Models in Personality
For the understanding and explanation of personality, various theoretical models have been proposed. The different
models have explained personality with respect to their theoretical propositions. It is true that every model seems to
be correct from its own perspective but when we consider the other models, many of their features become redundant,
irrelevant and may be invalid. The main issue related to theoretical model is to integrate the different theories relating
to each individual level to have a clear view of the personality as construct.
Some other issues in personality that need to be attended are:
Free will vs determinism. Means that whether our behaviour is directed by freedom intrinsic to our nature or by the
ultimately determined forces.
Uniqueness vs Universality. Implies that whether each person is unique in his own existence or is driven by some
universal behaviour patterns.
Physiological vs purposive motivation. Some researchers assume that we are pushed by basic physiological needs
like food, water etc. while others are of the view that we are pulled by our purpose, goals, values, principles etc.
Conscious vs Unconscious motivation. Some researchers believe that our behaviour and experience are determined
by conscious forces whereas others say that we are not aware of the forces driving our behaviour, i.e. the unconscious
element.
Stage vs Non-stage theories of development. It is an extension of the nature nurture issue that whether or not we
all pass through predetermined stages of development like fetal, childhood, puberty, adulthood, senescence
controlled basically by genetics.
Early Vs Late Personality Formation. This issue deals with if our personality characteristics are established in early
childhood or it is quite flexible in adulthood. This question relates to the issues of genetics, external determination etc.
Here, the major limitation resolution is the confusion in defining personality characteristics.
Optimism Vs Pessimism. Whether humans are basically good or bad is the central issue here. The attitude determines
what we see when we look at humanity.
Cultural determinism vs Cultural transcendence. To what extent our personality is molded by our cultures is the issue
here. If not determined by culture, our transcendence is some other kind of determinism. (494 Words)
Q. No. 2. Explain the social foundation of personality by Karen Horney.
10 Marks Answer: Karen Horney's psychoanalytic
social theory assumes that social and cultural conditions, especially during childhood, have a powerful effect on later
personality.
In her personality theory, Horney reformulated Freudian thought and presented a holistic, humanistic perspective that
emphasised cultural and social influences, human growth, and the achievement of self-actualisation. Horney’s theory
can be explained under the following three main headings:
 Basic Anxiety
Basic anxiety is an important theoretical concept in the Horney’s theory of personality. Horney stated that children
experience anxiety, helplessness because parents often neglect, dominate, reject, or overindulge their children,
conditions that lead to the child's feelings of basic hostility toward parents. The child believes that if her own parents
cannot or will not love and care for her, no one can or will. If children repress feelings of basic hostility, they will
develop feelings of insecurity and a pervasive sense of apprehension called basic anxiety.
Horney also listed the adverse factors of the environment that cause basic anxiety. These factors are: direct or indirect
domination, erratic behaviour, lack of respect for child’s individual needs, lack of real guidance, disparaging attitudes,
too much admiration or absence of it, lack of reliable warmth, having to take sides in parental disagreements, too
much or too little responsibility, overprotection, isolation from other children, injustice, discrimination, unkept
promise, hostile atmosphere. All these adverse factors are termed by Horney as basic evil.
 Neurotic Needs
From her clinical experience, Horney discerned ten particular patterns of neurotic needs. They are based on things that
we all need, but they have become distorted in several ways by the difficulties of some people’s lives.
These 10 neurotic needs can be classed into three broad categories:
 Needs that move you towards others.

These neurotic needs cause individuals to seek affirmation and acceptance from others and are often described as needy
or clingy as they seek out approval and love.
 Needs that move you away from others.
These neurotic needs create hostility and antisocial behavior. These individuals are often described as cold, indifferent,
and aloof.
 Needs that move you against others.
These neurotic needs result in hostility and a need to control other people. These individuals are often described as
difficult, domineering, and unkind.
Well-adjusted individuals utilize all three of these strategies, shifting focus depending on internal and external
factors relating to people but neurotics are compelled to rigidly rely on only one.
 Measures to cope with anxiety
People can protect themselves from basic anxiety through a number of protective devices, including (1) affection,
(2) submissiveness, (3) power, prestige, or possession, and (4) withdrawal.
Normal people have the flexibility to use any or all of these approaches, but neurotics are compelled to rely rigidly
on only one. (447 Words)
Q. No. 3. Describe the concept of traits and personal dispositions 10 Marks

Answer: Allport’s approach to the study of personality is characterized by several key concepts. He emphasized
on individual characteristics. Allport’s approach to the study of personality is uniqueness of the individual. He believed
that in some manner, each person is unlike any other individual.
According to Gordon Allport, personality is made up of the traits one possess. Allport developed his ideas on personal
traits, which he later called personal dispositions.
A trait is a personal characteristic we have which stays generally the same overtime and is resistant to changing.
These traits shape the thoughts, feelings, and the way person behaves on any given day. So, if you know a person’s
traits, you can provide a description of their personality.
Allport proposed eight basic defining characteristics of trait. They are as follows:
 A trait has more than nominal existence. Everyone possesses certain ‘generalised action tendencies’. For
example, aggressiveness, honesty, etc. These personal characteristics are real and actually exist inside
people.
 A trait is more generalised than a habit. Traits account for the relatively permanent and general features
of our behaviour. While habits refer to more specific tendencies and are less generalised in terms of the
situations
 A trait is dynamic or at least determinative in behaviour. Traits do not lie dormant waiting to be aroused
by external stimuli. Traits motivate people to engage in behaviours that are conducive to expressing
their traits. Traits guide and direct a person’s actions
 A trait’s existence may be established empirically. Traits cannot be observed directly, but it is possible to
verify their existence.
 A trait is only relatively independent of other traits. No trait is independent of the other. They overlap.
There is no rigid boundary separating one trait from another. The personality is comprised of a network of
overlapping traits only relatively independent of one another.
 A trait is not synonymous with moral or social judgment. Personality is important, not character. Many
traits like loyalty, greed, etc. are bound by social demands and socio cultural factors.
 A trait may be viewed in light of either the personality that contains it or its distribution in the population
at large. To give an example, take for instance, the trait of shyness which has both unique and universal
aspects. It is unique for the person because it influences a person’s life, while as the trait can be studied
universally by constructing a reliable and valid “shyness scale” and determine how people differ on it.
 Acts or even habits that are inconsistent with a trait are not proof of the nonexistence of the trait.
Allport placed the levels of personal dispositions on a continuum from those that are only important to the person. The
three levels of personal dispositions are
 Cardinal Dispositions – If a trait is extremely pervasive, that is, if almost all of a person’s activities can
be traced to its influence, it is a cardinal trait. These are the traits that some people have which
practically define their life.
 Central Dispositions – It guide much of a person’s adaptive and stylistic behaviour. Central traits are the
building blocks of personality.
 Secondary Dispositions – Secondary Dispositions are less conspicuous, less generalised, less consistent and
less relevant as compared to cardinal or central traits. These aren’t quite so obvious, or so general, or so
consistent. (544 Words)
Q. No. 4. Discuss self-report personality tests with suitable examples. 10 Marks
Answer: A self-report inventory is a type of psychological test often used in personality assessment. This type of
test is often presented in a paper-and-pencil format or may even be administered on a computer.
A self-report inventory is a type of psychological test in which a person fills out a survey or questionnaire with or
without the help of an investigator. Self-report measures rely on information provided directly by participants about
themselves. Self-report inventories often ask direct questions about personal interests, values, symptoms, behaviors,
and traits or personality types.
Inventories are different from tests in that there is no objectively correct answer; responses are based on opinions and
subjective perceptions.
There are three major approaches to developing self-report inventories: theory- guided, factor analysis, and criterion-
keyed. Theory-guided inventories are constructed around a theory of personality or a prototype of a construct. Factor
analysis uses statistical methods to organize groups of related items into subscales. Criterion-keyed inventories include
questions that have been shown to statistically discriminate between a comparison group and a criterion group, such
as people with clinical diagnoses of depression versus a control group.
Items could use any of several formats: a Likert scale with ranked options, true- false, or forced choice, although other
formats such as sentence completion or visual analog scales are possible.
Examples of Self-Report Inventories
There are many different self-report inventories. The following are just a few well-known examples:
 The MMPI-2
Perhaps the most famous self-report inventory is the Minnesota Multiphasic Personality Inventory (MMPI). This
personality test was first published in the 1940s, later revised in the 1980s and is today known as the MMPI-2.
The test contains more than 500 statements that assess a wide variety of topics including interpersonal relationships,
abnormal behaviors, and psychological health as well as political, social, religious and sexual attitudes.
 The 16 Personality Factor Questionnaire
Another well-known example of a self-report inventory is the questionnaire developed by Raymond Cattell to
assess individuals based on his trait theory of personality.
This test is used to generate personality profile of the individual and is often used to evaluate employees and to help
people select a career.
 California Personality Inventory
California personality inventory is based on the MMPI, from which nearly half questions are drawn. The test is
designed to measure such characteristic as self- control, empathy, and independence.
 Neo Pi-R
The Revised Neo Pi (personality inventory) is designed to measure personality traits using the five factor model.
According to the five factor model, the five dimensions of personality lies along a continuum of opposing poles and
include Openness to Experience, Conscientiousness, Extroversion, Agreeableness, and Neuroticism.
 Eysenck Personality Questionnaire
The Eysench Personality Questionnaire is based on Eysenck's model of personality, and was developed from a
large body of research and laboratory experiments. Eysenck's inventory focuses on three dimensions: psychoticism,
extraversion, and neuroticism.
 Myers-Briggs Type Indicator
The Myers-Briggs Type Indicator (MBTI) is based on Carl Jung's theory of personality. The MBTI is one of the
most popular personality inventories used with nonclinical populations; it has been criticized, however, for its lack
of statistical validity and low reliability. The MBTI measures individuals across four bi-polar dimensions.
(517 Words)
Section – B (300 Words)
Q. No. 5. Explain two environmental factors of personality development. 6 Marks
Answer: Environmental factors play a vital role in the development of personality. The environment to which we are
exposed plays a substantial role in shaping our personalities. The physical, social, family, cultural and school
environment is having major influences on personality development in individuals.
Family Environment The first environment the child moves in is his home. So first and the foremost factor that
influences the personality development of a person is his family. Here the child comes in contact with his parents and
other family member his likes, dislikes, stereotypes about people, expectancies of security and emotional responses
all are shaped in early childhood.
Parent’s behavior and attitude, their expectations from the child, their education and attention to the child, influences
the child’s personality. The type of experiences received from family in early childhood will play an important role in
the development of personality.
Living with parents who are anxious, nervous and lacking the sense of humor produces in the children a sense of
nervousness and frequent outburst of temper. Likewise, living with warm, affectionate, loving and interested parents
generally produces a social and gregarious persons. Such persons also develop an interest of welfare and affection for
persons outside the home as well.
Economic and social condition of the family will also influences a child’s personality.
School Environment Schools play an important role in molding the personality of the children because a significant
part of a child’s life is spent in school between the ages of 6 and 20 years. School atmosphere and discipline affects
personality development of a child. In the school, the teacher substitutes the parents. Hence, teacher’s personality
and character, peer students attitude and character all influences personality of a child’s development.
The school poses new problems to be solved, new taboos to be accepted into the superego and new models for imitation
and identification, all of which contribute their share in molding personality.
The impact of educational institution upon personality development is largely determined by the students’ attitude
towards school, peers, teachers and value of education. When these attitudes are favourable, the students usually enjoy
their academic activities and has a very favourable impact upon the development of personality by producing stronger
sense of self-confidence and self-esteem. (370 Words)
Q. No. 6. Discuss the five-factor model of personality 6 Marks
Answer: In psychology, the Five Factor Model of personality have been scientifically discovered and accepted by
researchers. This model describes five broad dimensions of personality that define human personality at the highest
level of organization. Each factor consists of a cluster of more specific traits that correlate together. These five factors
are (OCEAN)
 Openness (Intellect) People who like to learn new things and enjoy new experiences usually score high
in openness. Openness includes traits like being insightful and imaginative and having a wide variety of
interests. Closed men and women are run by conventions.
 Conscientiousness (Dependability) People that have a high degree of conscientiousness are reliable and
prompt. Traits include being organized, methodic, and thorough. It means planned rather than spontaneous
behavior. Conscientious are mainly driven by punctuality and purposefulness.
 Extraversion (Surgency) Extraverts get their energy from interacting with others, while introverts get their
energy from within themselves. Extraversion includes the traits of energetic, talkative, and assertive.
Introverts are shy and sober.
 Agreeableness These individuals are friendly, cooperative, and compassionate. People with low agreeableness
may be more distant. Traits include being kind, affectionate, and sympathetic.
 Neuroticism (Emotional Stability) This dimension relates to one’s emotional stability and degree of negative
emotions. Individuals high in neuroticism are likely to be anxious, irritable and low at emotional end and those
low in neuroticism are calm and emotionally stable. Traits include being moody and tense.
Human resources professionals often use the Big Five personality dimensions to help place employees. That is because
these dimensions are considered to be the underlying traits that make up an individual’s overall personality.
The Big Five personality test gives more insight into how individual will react in different situations, which can help
him/her to choose an occupation. Career professionals and psychologists use this information in a personality career
test for recruitment and candidate assessment. (304 Words)
Q. No. 7. Describe Freud's stages of psychosexual development. 6 Marks
Answer: The theory of psychosexual development was proposed by the famous psychoanalyst Sigmund Freud and
described how personality developed over the course of childhood. While the theory is well-known in psychology, it
is also one of the most controversial.
Freud believed that personality developed through a series of childhood stages in which the pleasure-seeking energies
of the id become focused on certain erogenous areas. These are called psychosexual stages because each stage
represents the fixation of libido (roughly translated as sexual drives or instincts) on a different area of the body. As a
person grows physically certain areas of their body become important as sources of potential frustration (erogenous
zones), pleasure or both. This psychosexual energy, or libido, was described as the driving force behind behavior.
Oral (0-1 years of age): During the oral stage, the infant's primary source of interaction occurs through the mouth,
so the rooting and sucking reflex is especially important. The mouth is vital for eating, and the infant derives pleasure
from oral stimulation through gratifying activities such as tasting and sucking.
Anal (1-3 years of age): During the anal stage, Freud believed that the primary focus of the libido was on controlling
bladder and bowel movements. The major conflict at this stage is toilet training--the child has to learn to control his or
her bodily needs. Developing this control leads to a sense of accomplishment and independence.
Phallic (3-6 years of age): Freud suggested that during the phallic stage, the primary focus of the libido is on the
genitals. At this age, children also begin to discover the differences between males and females. According to Freud,
preschoolers begin to struggle with sexual desires toward the opposite sex parent (boys to mothers and girls to fathers).
For boys, this is called the Oedipus complex, involving a boy's desire for his mother and his urge to replace his
father who is seen. The term Electra complex has been used to described a similar set of feelings experienced by
young girls.
Latency (6-12 years of age): During this stage, the superego continues to develop while the id's energies are
suppressed. Children develop social skills, values and relationships with peers and adults outside of the family.
Genital (12+ years of age): During the final stage of psychosexual development, the individual develops a strong
sexual interest in the opposite sex. This stage begins during puberty but last throughout the rest of a person's life.
(404 Words)
Q. No. 8. Explain schedules of reinforcement. 6 Marks
Answer: Reinforcement is a process that increases the frequency of a targeted behavior by either using a negative
stimulus or a positive stimulus. In addition, reinforcement is effective when it occurs on some schedule. Schedules of
reinforcement are the precise rules that are used to present (or to remove) reinforcers (or punishers) following a
specified operant behavior. These rules are defined in terms of the time and/or the number of responses required in
order to present (or to remove) a reinforcer (or a punisher).
In operant conditioning, schedules of reinforcement are an important component of the learning process. Psychologist
have identified several different schedules by which reinforcement works well. Different schedules of reinforcement
produce distinctive effects on operant behavior.
 Continuous Reinforcement - Continuous schedules reward a behavior after every performance of the desired
behavior. This reinforcement schedule is the quickest way to teach someone a behavior, and it is especially
effective in teaching a new behavior.
 Intermittent Reinforcement Schedules - Intermittent (sometimes referred to as partial) schedules, on the

other hand, only reward the behavior after certain ratios or intervals of responses.
There are several different types of intermittent reinforcement schedules. These schedules are described as
either fixed or variable and as either interval or ratio.
o Fixed refers to when the number of responses between reinforcements, or the amount of time between
reinforcements, is set and unchanging.
o Variable refers to when the number of responses or amount of time between reinforcements varies or
changes.
o Interval means the schedule is based on the time between reinforcements, and
o Ratio means the schedule is based on the number of responses between reinforcements.
Simple intermittent schedules are a combination of these terms, creating the following four types of schedules:
o A fixed-interval schedule
o A variable-interval schedule
o A fixed-ratio schedule
o A variable-ratio schedule (304 Words)
Q. No. 9. Describe the common characteristics and assumptions of behavioural assessment methods.
6 Marks
Answer: While there is a wide variety of techniques available for carrying out behavioural assessment, they have
certain features in common.
1. They all focus on behaviour - Both overt and covert behaviours are measured or evaluated as they occur in
specific situations.
2. All behavioural assessment methods believe in Quantification - Behavior is quantified so as to allow
for reliable comparisons across time and persons and to allow for communication between persons.
3. All the behavioural assessment methods use trained, impartial observers - Observers are expected to achieve
a specified standard of consistency in their collecting data, recording the information and interpreting the data.
4. All of them use empirically validated measures - It is important to have consistency in the measurement across
situations.
5. All of them recognize errors and try to counteract the errors or minimize errors to the extent possible using
statistical methods.
6. All of these believe that the behaviour concerned occurs due to stimuli from the environment.
7. All these assessment techniques depend not on one but multiple sources of information
8. All the behavioural assessment techniques ultimately place high emphasis on intervention
9. All the behavioural assessment techniques use continuous assessment.
10. Each of these behavioural assessment techniques emphasises on empirically based decision making process
11. Most of these behavioural assessment techniques focus on individual person rather than groups
12. High emphasis is placed on individual differences
13. All behavioural assessment techniques not only look for causes contributing to the problem but also try
to solve the problem concerned, once the cause is known
14. All the behavioural assessment techniques focus on developing adaptive behaviour in the individual
(274 Words)
Section – C (100 Words)
Q. No. 10. Cardinal Traits 3 Marks

Answer: Cardinal traits are those that dominate an individual’s personality to
the point that the individual becomes known for them.
Cardinal traits are also the rarest. Such traits are so intrinsically tied to an individual's personality that the person
becomes almost synonymous with those qualities.
Cardinal traits often develop later in life and serve to shape almost all aspects of an individual's purpose, behavior,
and attitudes. Historical figures are often thought of in terms of their cardinal traits.
Some examples include:
 Mother Teresa is strongly associated with goodness and charity. Today, her name is virtually synonymous with
those traits.
 Adolph Hitler is associated with evil, and his name evokes the embodiment of ruthlessness and
depravity.
 Einstein is known for his genius, and today his name is often used to as a synonym for brilliance. (133
Words)
Q. No. 11. Self-Efficacy 3 Marks
Answer: Self-efficacy plays a critical role in how we think, feel, and behave. Self-efficacy refers to an individual's
belief in his or her capacity to execute behaviors necessary to produce specific performance attainments. Self-
efficacy reflects confidence in the ability to exert control over one's own motivation, behavior, and social
environment.
The concept of self-efficacy is central to psychologist Albert Bandura’s social cognitive theory, which emphasizes
the role of observational learning, social experience, and reciprocal determinism in developing a personality.
According to Bandura, a person’s attitudes, abilities, and cognitive skills comprise what is known as the self-system.
This system plays a major role in how we perceive situations and how we behave in response to different situations.
Self-efficacy is an essential part of this self-system. (123 Words)
Q. No. 12. Case Study Method 3 Marks Answer:
Case studies are in-depth investigations of a single person, group, event or community. Typically, data are gathered
from a variety of sources and by using several different methods, e.g. observations & interviews. In a case study, nearly
every aspect of the subject's life and history is analyzed to seek patterns and causes of behavior. The hope is that
learning gained from studying one case can be generalized to many others.
The case study research design is also useful for testing whether scientific theories and models actually work in
the real world. For psychologists, case study have been regarded as a valid method of research for many years. (107
Words)
#########################################################################################################
Dec 2015
Q. No. 1. Define Personality. Discuss the relationship between genes and personality. 3+7 Marks
Answer: The term personality is often understood in terms of social attractiveness. A good personality is considered
to be one who impresses other people and who has the ability to get on well with others. Those who do not possess
such ability are said to have relatively poor personality.
Psychologists have attempted to explain the concept of personality in terms of individuality and consistency.
Combining these notions of individuality and consistency, personality can be defined as the distinctive and unique
ways in which each individual thinks, feels and acts, which characterize a person’s response throughout life.
As per psychologists, personality is a unique set of characteristics within a person that work to influence their
beliefs, motivations, emotions, behaviors and even their environment. Personality is how you expect someone to
behave across the long-term.
Relationship Between Genes and Personality
Nature versus nurture is probably the oldest issue in psychology. Human personalities have a genetic (nature)
component. However, this doesn't mean that we are born with our personality and nothing else is involved. The
genetic framework (nature) for our personalities can be manipulated by our experiences (Nurture) in life.
There are some important things to know when considering the genetic influences on personality. First, it is important
to remember that genes are not solely responsible for our personality. Personality is a complex trait. A complex trait
is a trait that is influenced by many different genetic and environmental factors.
Personality traits are also polygenic. This means that multiple genes are involved in determining a trait. In other words,
there is no one 'personality gene.' An entire field of study is dedicated to understanding the genetic components of
personality. This field of study is called behavioral genetics. The goal of behavioral genetics is to discover the genes
that affect our behavior.
The three most common research methods in behavioral genetics are family studies, twin studies and adoption
studies.
Family studies involve determining whether or not a trait runs in families. Such studies are mainly used to determine
the risk of inheritance of mental disorders to offspring within families.
Twin studies involve an analysis of any differences between identical twins and fraternal twins. In early twin studies,
very consistent effects emerged that suggested one thing: when it comes to personality, genes matter. In twins study,
researchers calculated heritability estimates—in lay terms, the amount of variation in personality that is explained
by genes—by examining personality similarity between twin pairs. For identical twins, heritability estimates hovered
around 46%, and 23% for fraternal twins.
Adoption studies involve an analysis of similarities between biological relations vs. adoptive relations. The results
revealed that in non-adoptive families, the parents with high shyness rates also had shy infants. One significant
conclusion revealed that those biological mothers who rated high on shyness, had their adopted babies as also shy.
This shows some evidence of the effect of a genetic link on family environment. (482 Words)
Q. No. 2. Describe Albert Bandura’s Social Learning Theory 10 Marks

Answer: Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation,
and modeling. People learn through observing others’ behavior, attitudes, and outcomes of those behaviors. Social
learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive,
behavioral, and environmental influences. The theory has often been called a bridge between behaviorist and
cognitive learning theories because it encompasses attention, memory, and motivation.
Bandura theory of social learning can be explained under the following three headings:
a. Reciprocal Determinism
According to psychologist Albert Bandura, reciprocal determinism is a model composed of three factors that
influence behavior: the environment, the individual, and the behavior itself. According to this theory, believes that
an individual's behavior influences and is influenced by both the social world and personal characteristics.
Bandura's theory states that a person's behavior is influenced by the environment and vice versa. In simpler terms, it
means that the environment tends to make changes in the behavior of the individual, and in return, the behavior of
the individual is also responsible for a change in the environment. So, it means that not only does the environment
influence the person's thinking, but the person's subsequent behavior also influences the environment.
Example - Loud music like heavy metal is believed to put a person in an agitated state of mind, whereas soothing music
enables the person to take decisions in a calm and rational manner.
b. Self-system
The self-system is the set of cognitive structures that involve perception, evaluation, and regulation of behavior. The
self-system gives some consistency to personality by allowing people to observe and symbolize their own behavior
and to evaluate it on the basis of anticipated future consequences. The self- system includes both self-efficacy and
self-regulation.
Bandura referred to self-efficacy as the mind's self-regulatory function; it tells us when to try and when to stop. Self-
efficacy is the part of our "self-system" that helps us to evaluate our performance.
Self-efficacy, or confidence as it is commonly known, is defined as people's beliefs about their capabilities to
produce designated levels of performance that exercise influence over events that affect their lives. Self-efficacy
beliefs determine how people feel, think, motivate themselves and behave. Such beliefs produce these diverse effects
through four major processes. They include cognitive, motivational, affective and selection processes.
Self-efficacy drives motivation; just as we have different degrees of motivation depending on the task, so also we have
different levels of self-efficacy. If person does not believe something is possible, then they are less likely to attempt
the task and more likely to give up early if they do.
A strong sense of efficacy enhances human accomplishment and personal well- being in many ways. In contrast,
people who doubt their capabilities shy away from difficult tasks which they view as personal threats.
c. Principles of Observational Learning
Observational learning explains the nature of children to learn behaviors by watching the behavior of the people
around them, and eventually, imitating them. In Bandura’s famous Bobo doll experiment, Bandura demonstrated that
children learn and imitate behaviors they have observed in other people. The children in Bandura’s studies observed
an adult acting violently toward a Bobo doll. When the children were later allowed to play in a room with the Bobo
doll, they began to imitate the aggressive actions they had previously observed. (551 Words)
Q. No. 3. Discuss Eysenck's Trait-Type theory. 10 Marks
Answer: For years, biological theory played a significant role in our view of human development and personality.
Toward the beginning of the 20th Century, however, views began to change and personality was seen as involving
both biology and environment. Hans Eysenck, however, fought against this trend. By using the statistic known as
Factor Analysis, he concluded that all human traits can be broken down into two distinct categories:
1. Extroversion-Introversion
2. Neuroticism
Later, on the basis of other statistical analysis, he postulated a third dimension, viz.,
3. Psychoticism/Impulse control
Extraverts are sociable and crave excitement and change, and thus can become bored easily. They tend to be carefree,
optimistic and impulsive.
Introverts are reserved, plan their actions and control their emotions. They tend to be serious, reliable and pessimistic.
Neurotics/unstables tend to be anxious, worrying and moody. They are overly emotional and find it difficult to calm
down once upset.
Stables are emotionally calm, unreactive and unworried.
Psychoticism dimension, people who are high on psychoticism tend to be independent thinkers, cold, nonconformist,
impulsive, antisocial, hostile, lacking in empathy, cruel, a loner, aggressive and troublesome.
Socialization/impulse control, people are more altruistic, empathetic, cooperative, and conventional.
Eysenck was a theorist who focused on personality traits. Traits are broad behavioral elements that define who you
are, like calm or easily excited.
According to Hans Eysenck's model, personality is organized hierarchically. Eysenck theorized that at the broadest
level of the hierarchy, an individual's personality can be described in terms of "types." Eysenck primarily focused on
three type variables: extraversion/introversion, neuroticism/stability, and psychoticism. The next level, according to
Eysenck, was the trait level, followed by the habitual response and specific response levels of the hierarchy. Eysenck
explained that a cluster of specific responses constitute a habitual response; a cluster of habitual responses constitute
a trait; and a cluster of traits constitute a type.
A hierarchical model such as Eysenck's suggests strong relationships between one level of the hierarchy and the
next: specific behaviors derive from habits, which derive from traits, which derive from types. Thus, taken together,
the theory suggests that any specific behavior that an individual performs can ultimately be traced back to the
individual's personality type. Such a conceptualization grants significant power to the type variables within an
individual's personality in terms of determining the specific behaviors in which that individual will engage.
The entire process can be explained through an example. It is known that ‘extraversion’ is based upon observed inter
correlations among the traits like liveliness, sociability, activity, and excitability. Each of these traits is inferred from inter
correlations among habitual responses such as for instance going to club, liking to talk with people, taking part in any social
activity on the spur of the moment and so forth. These habits are themselves inferred from some observable specific
responses like real occasion where the person actually went to club, talked with people, participated in group discussion, etc.
(485 Words)
Q. No. 4. Discuss the projective techniques with suitable examples. 10 Marks
Answer: Projective techniques are indirect and unstructured type of personality test in which an individual offers
responses to ambiguous scenes, words, or images. The goal of such tests is to infer the hidden motives, intentions,
conflicts or emotions which cannot be secure through direct questioning as the respondent either resists to reveal them
or is unable to figure out himself.
These techniques are useful in giving respondents opportunities to express their attitudes without personal
embarrassment. These techniques helps the respondents to project his own attitude and feelings unconsciously on the
subject under study.
The individual undergoes the protective test with the hope that unconscious feelings that might be causing problems
in a person's life can then be addressed by interpreting the responses to ambiguous cues and through psychotherapy
or other appropriate treatments.
In psychology, a projective techniques starts with an ambiguous image. When a person looks at the image, it is possible
to see any number of things. According to the theory behind tests, and because the image is open to interpretation, what
one see is a reflection of his own personality or experiences. For example, a person who'd recently witnessed a
murder might see pools of blood in the image, or a little girl might find a butterfly. Proponents of the projective
techniques believe that the way one interpret the image is a reflection of who he or she is actually.
Most other types of personality tests normally ask to describe how one feels or how one behaves. They rely on subject
to report their experiences accurately. A projective technique is different because it attempts to measure personality
using person’s unconscious reactions to the image. Theoretically, this allows the examiner to see things about the
person that he/she may be unaware of, or may be reluctant to talk about. In short, a projective test seeks to find the
'real you' and not the person you try to be.
There are a number of different types of projective techniques. All projective techniques have a set of common
important features. They are as follows:
 They all use ambiguous or unstructured test stimuli.
 The test taker is never told the purpose of the test or how responses will be scored or interpreted.
 Instructions emphasise that there is no correct or incorrect answers and that the test taker is free to respond in
any manner s\he sees fit.
 Scoring and interpretation rely heavily on subjective clinical judgements.
The Rorschach is the most commonly used projective technique. The test consists of ten white cards with blots of ink
on them in either black, black and red, or multi colored. If the cards have no specific shape, just like the clouds, the
shapes we see are projections from our unconsciousness. In other words, it is not uncommon for children to see bunny
rabbits, kitty cats and monsters in the clouds. These images represent their needs for life and love as well as their
underlying fears about death and aggression.
In the Thematic Apperception Test, an individual is asked to look at a series of ambiguous scenes. The participant is
then asked to tell a story describing the scene, including what is happening, how the characters are feeling, and how
the story will end. The examiner then scores the test based on the needs, motivations, and anxieties of the main
character as well as how the story eventually turns out. (563 Words)
Q. No. 5. Explain any two psychological factors personality development. 6 Marks
Answer: Psychological factors include motives, acquired interests, attitudes, will and character, intellectual capacities
such as intelligence i.e., the abilities to perceive, to observe, to imagine, to think and to reason.
These factors determine individual’s reactions in various situations and thus affect the personality, growth and
direction. An individual with a considerable amount of will power will be able to make decisions more quickly than
others.
a. Intellectual Determinants
Intelligence provides a person the capacity to meet and solve the problems that adjustment to life requires. Intellectual
capacity influence personality directly through the kind of life adjustments individual makes and indirectly through
the judgements others make of him on the basis of his intellectual achievements.
Factors that affect personality development include intellectual development, conditions influencing intellectual
capacities and deviant intelligence. Intelligence affects adjustment in values, morality and humour.
However, having very superior intelligence affects personality development unfavourably because it creates special
problems which are not encountered by those persons who are merely bright.
b. Emotional Determinants
Emotions are important personality determinants because they affect personal and social adjustments. They do so
directly by colouring interests, attitudes, likes and dislikes and by upsetting homeostasis. Indirect effect comes
from social judgments based on how the person handles his emotions and from his ability to establish emotional
relationship with others.
Factors that affect personality development directly and indirectly include emotional balance, dominant emotions,
emotional deprivation, excessive love and affection, emotional expressions, emotional catharsis, emotional stress and
self-disclosure.
Some people experience a predominance of pleasant emotions while others experience a predominance of
unpleasant emotions. This predominance affect the development of personality. The cheerful persons are usually
happy and even when they are in a depressive mood they can see the brighter side of things. Likewise, since
apprehensive persons are full of fear, they even when there is a happy or enjoyable situation, feel depressed and remain
afraid. (311 Words)
Q. No. 6. Discuss Guilford's Trait theory 6 Marks
Answer: As per Guilford’s, an individual personality is nothing but the individual’s unique pattern of traits. Trait,
for him, is any distinguishable, relatively enduring way in which one person differs from another.
Using factor analysis, Guilford came to the conclusion that there are seven modalities of traits in which
morphological and physiological traits are somatic traits and needs, interest, attitudes, aptitudes and temperament are
behavioural aspects of personality.
It is important to note that Personality is not the sum total of seven traits but rather a whole or single entity which
can be looked at from at least seven different angles.
Physiological traits refer to physical functions such as heart rate, breathing rate, hormone level, blood sugar and so
forth.
Morphological traits, on the other hand, refer to physical attributes such as physique, head size, length of hand and
leg, size of ear, curvature of spine, etc.
Needs are said to be relatively permanent dispositions that motivate the person towards certain condition. For example,
prestige is one need and it instigates action towards getting social prestige.
Interests are person’s generalised behaviour tendency to be attracted by some
stimuli. Interests contribute to causation of behaviour.
Attitudes also instigate behaviour and they are defined as a disposition to favour or not to favour a social object or
social action. Since attitudes involve belief, feelings and action, therefore, they are cognitive, affective and conative,
too.
Aptitudes refer to how well an individual can perform a given activity and they represent a dimension of ability though
they are more specific than abilities. It means that all aptitudes are abilities but not all abilities are aptitude.
Temperament refers to the manner in which the individual performs a behaviour. Whether a person is impulsive,
tolerant, deliberate or critical in his or her behaviour, is all indicative of the person’s temperament. (303
Words)
Q. No. 7. Describe various defense mechanisms 6 Marks
Answer: In order to deal with conflict and problems in life, Freud stated that the ego employs a range of defense
mechanisms. Defense mechanisms operate at an unconscious level and help ward off unpleasant feelings (i.e. anxiety)
or make good things feel better for the individual. We use defense mechanisms to protect ourselves from feelings of
anxiety or guilt. Some of the important defense mechanisms are
Denial When a situation or fact becomes too much to handle, you may simply refuse to experience it. By denying
reality, you are essentially protecting yourself from the having to face and deal with the unpleasant consequences
and pain that accompany acceptance. "No, I'm just a social smoker," is a good example
Repression With repression, your mind makes the decision to bury the memory in the subconscious, thereby preventing
painful, disturbing or dangerous thoughts from entering awareness. What you forget can’t hurt you. You might forget
an unpleasant experience, in the past, such as a car accident at which you were found to be at fault.
Regression In times of stress, you may find that your behavior becomes more childish. This is known as regression.
With regression, you revert back to an earlier level of development and less demanding behaviors, as a way of
protecting yourself from having to confront the actual situation.
Reaction formation It means expressing the opposite of your inner feelings in your outward behavior. We see this
all the time in relationships, where “I despise him” becomes “I love him.”
Projection It is defined as “Attributing one’s own thoughts, feelings, or motives to another.” For example, a con-artist
might be under the impression that everyone else is trying to con him or her.
Rationalisation In the simplest terms, rationalization occurs when you try to explain your bad behavior away. An
example of this would be a student stealing money from a wealthy friend of his, telling himself “Well he is rich, he
can afford to lose it.”
Intellectualisation Turn the feeling into a thought. The person who finds his/her partner has cancer, deals with it by
becoming an absolute expert on cancer and focuses on the disease intellectually rather than dealing with the emotions.
Displacement Moving an impulse from one object (target) to another (angry with boss: go home and yell at your
partner or kick the dog).
Sublimation It occurs when you transform your conflicted emotions, unmet desires or unacceptable impulses into
productive outlets. It’s the situation where you have a stressful day at work, so you go on a long run to cool off.
(425 Words)
Q. No. 8. Discuss the hierarchy of needs theory by Maslow. 6 Marks
Answer: According to Maslow, human behavior is related to his needs. It is adjusted as per the nature of needs to
be satisfied. In hierarchy of needs theory, Maslow identified five types/sets of human need arranged in a hierarchy of
their importance and priority. These needs in hierarchy can be compared to a pyramid. At the lowest level, there
will be first set of needs which can be described as basic needs and are universal in character. This will be followed
by other sets of needs.
The five needs are as follows-
Physiological needs - These are the basic need of air, water, food, clothing and shelter. In other words, physiological
needs are the needs for basic amenities of life.
Safety needs - Safety needs include physical, environmental and emotional safety and protection. For instance -
Job security, financial security, protection from animals, family security, health security, etc.
Social needs - Social needs include the need for love, affection, care, belongingness, and friendship.
Esteem needs - Esteem needs are of two types: internal esteem needs (self- respect, confidence, competence,
achievement and freedom) and external esteem needs (recognition, power, status, attention and admiration).
Self-actualization need - This include the urge to become what you are capable of becoming/what you have the
potential to become. It includes the need for growth and self-contentment. It also includes desire for gaining more
knowledge, social- service, creativity and being aesthetic. The self- actualization needs are never fully satiable. As an
individual grows psychologically, opportunities keep cropping up to continue growing.
According to Maslow, individuals are motivated by unsatisfied needs. As each of these needs is significantly satisfied,
it drives and forces the next need to emerge. Maslow grouped the five needs into two categories - Higher-order
needs and Lower-order needs. The physiological and the safety needs constituted the lower-order needs. These
lower-order needs are mainly satisfied externally. The social, esteem, and self-actualization needs constituted the
higher-order needs. These higher-order needs are generally satisfied internally, i.e., within an individual. (332
Words)
Q. No. 9. Discuss various types of behavioral assessment. 6 Marks
Answer: Behavioural assessment can be of different types and some of which are given below:
Direct assessment: Here the recording of a behaviour is done as it occurs in the situation.
Analogue assessment: This involves measuring of behaviour under simulated conditions as at times the behaviour
may not occur in a natural situation.(e.g. role play)
Indirect Assessment: Here the behaviour is not observed but inferred through retrospective analysis.
Idiographic assessment: This describes the behavioural characteristics of the individual concerned. For example
let us say a child with a disorder called Attention Deficit Hyperactivity Disorder. Here the assessment is disorder
focused.
Contextual assessment: The stimuli in the environment that cause the behaviour are in focus in this method of
assessment.
The main tool of behavioural assessment is functional analysis.
Behavioural problems were to be defined through the triple response mode - motor, cognitive, physiological - and
diverse potential causes –multicausality - were to be accepted.
For example, a person’s depression should be defined through cognitive (feelings of loneliness, attention and
concentration problems), physiological (sleep disturbance) and motor (low rate of social behaviours and physical
activity) behaviours.
This problem can be explained functionally by several conditions of the subject, such as a reinforcement system
deficit, inadequate motivational system (personal condition), or a dysfunction in biological conditions—and usually
by the interaction of all of these factors.
Since behavioural problems should be described through the triple response mode, that is through motor, cognitive,
physiological modes, other methods of assessment than observation of overt behaviour and other informants (than
the subject) should be considered. In other words, multi methodism is one of the most important characteristics of
behavioural assessment.
Behavioral assessment provides the basis for behavioural change, and behavioural change requires treatment, and
treatment demands experimental manipulations and evaluation. This is why, throughout the history of behavioural
assessment, the experimental method has been a constant among its basic characteristics. (314 Words)
Q. No. 10. Secondary Traits 3 Marks
Answer: Secondary traits are traits which are less conspicuous, less consistent, less generalised and less relevant to
the definition of personality. Secondary traits are not very complete in describing person. They include descriptions
of person that are not very important for their personality, such as food habits, hair style, and specific attitudes are
examples of secondary traits.
Secondary traits present in all individuals and can influence behavior, but they are strongly dependent upon immediate
context. These are the traits that are sometimes related to attitudes or preferences and often appear only in certain
situations or under specific circumstances. Secondary traits are somewhat less consistent.
A studious introvert may ordinarily be arduous and intense (central traits) but might occasionally be magnanimous
and exuberant (secondary traits) – not necessarily a “bookworm” in every situation. (130 Words)
Q. No. 11. Vicarious Learning 3 Marks
Answer: Vicarious learning it is ‘learning by watching. Vicarious learning also known as observational learning or
learning through modeling occurs when an individual learns something simply through observation without direct
reinforcement or punishment of the behavior, i.e., vicariously.
Bandura postulated that vicarious learning is dependent upon the positive or negative consequences of the modeled
behavior, as well as possible anticipated consequences of the behavior which he termed outcome expectancy.
Some aspects of personality are possible to acquire through vicarious learning. For instance, numerous studies indicate
children who view too much violence tend to be more aggressive than their non-violence viewing counterparts. (100
Words)
Q. No. 12. Apperception 3 Marks
Answer: The Thematic Apperception Test, or TAT, is a projective measure intended to evaluate a person's patterns
of thought, attitudes, observational capacity, and emotional responses to ambiguous test materials. The TAT is also
known as the picture interpretation technique because it uses a standard series of provocative yet ambiguous materials
consist of a set of cards that portray human figures in a variety of settings and situations. The subject is asked to tell
the examiner a story about each card that includes the following elements: the event shown in the picture; what has led
up to it; what the characters in the picture are feeling and thinking; and the outcome of the event. (112 Words)
#####################################################################################################
##########
June 2016
Q. No. 1. Define personality. Describe Five Factor Model. 3+7 Marks

Answer: Question was also asked in June 2015
For answer please see Page No. 1 and 11
Q. No. 2. Explain Learning Theory of Personality by Pavlov 10 Marks
Answer: When we talk of learning we usually think of something related to the classroom, such as English or Maths.
However, Psychologists refer to learning as a relatively permanent change in behaviour as a result of experience.
Learning is a fundamental process in all animals and the higher up the evolutionary scale the animal, the more
important is the ability to learn. All animals need to adapt their behaviour in order to fit in with the environment and
to adapt to changing circumstances in order to survive.
The Classical Conditioning Theory was proposed by a Russian Physiologist Ivan Pavlov. According to this theory,
behavior is learnt by a repetitive association between the response and the stimulus.
The classical conditioning theory is based on the assumption that learning is developed through the interactions with
the environment. Also, the environment shapes the behavior and internal mental state such as thoughts, feelings,
emotions do not explain the human behavior.
Here, an organism learns to transfer response from one stimulus to a previously neutral stimulus. Classical conditioning
is comprised of four elements:
 Unconditioned Stimulus (US): Which invariably causes to react in a way.
 Unconditioned Response (UR): Takes place when the US is presented.
 Conditioned Stimulus (CS): The object that does not bring about the desired response
 Conditioned Response (CR): a particular behavior that an organism learns to produce, when the CS is
presented.
Pavlov conducted an experiment on a dog and measured the amount of saliva secreted by a dog, with a use of a
surgical procedure, when it is exposed to different stimulus or object. At first, when Pavlov presented a piece of
meat (US) to the dog, he noticed a great amount of salivation (UR) whereas, in the second time, when he just rang
the bell, he observed there was no effect of a bell on the dog’s salivation.
After this, Pavlov rang the bell accompanied with meat and noticed the salivation of a dog. He repeated this process
several times, and finally, one day he just rang the bell without meat and observed that dog still salivated to the bell
alone which was originally a neutral stimulus.
So the dog had learned an association between the bell and the food and a new behavior had been learnt. Thus, he
found out, that the dog has become classically conditioned (CR) to the sound of the bell (CS). And every time he
rings the bell the dog salivates. Because this response was learned (or conditioned), it is called a conditioned
response. The neutral stimulus has become a conditioned stimulus.
Many of our behaviors today are shaped by the pairing of stimuli. If you ever noticed certain stimuli, such as the
smell of a cologne or perfume, a certain song, a specific day of the year, results in fairly intense emotions. It’s not
that the smell or the song are the cause of the emotion, but rather what that smell or song has been paired with…perhaps
an ex-boyfriend or ex-girlfriend, the death of a loved one, or maybe the day you met you current husband or wife.
We make these associations all the time and often don’t realize the power that these connections, or pairings have on
us. But, in fact, we have been classically conditioned. (541 Words)
Q. No. 3. Describe Propium. Discuss the basic characteristics of trait as proposed by Allport. 4+6 Marks
Answer: Allport believed that personality is a mere bundle of unrelated traits. The Proprium was a term coined by
Allport which represents the positive, creative, growth-seeking, and forward-moving quality of human Nature.
Allport considered proprium from two basic view points, viz., phenomenological and functional. Phnomenological
means the self is considered in terms of what it experiences. Allport suggested that the self is composed of all the aspects
of a person experiencing, that is what the person sees as most essential or important and not incidental or
accidental. It also means warm as against being cold in terms of emotions, and central which means that the self is the
central part and not peripheral of the self.
Allport proposed seven stages of the nature and development of the proprium from infancy through adolescence.
1. Bodily self - In this stage, infants become aware of their own existence and distinguish their own bodies from
objects in the environment.
2. Self-identity - Children realize that their identity remains intact despite the many changes that are taking
place.
3. Self-esteem - Children learn to take pride in their accomplishments.
4. Self-Extension - In this stage, children come to recognize the objects and people that are part of their own
world.
5. Self-image - Children develop actual and idealized images of themselves and their behavior and become
aware of satisfying parental expectations.
6. Self as a rational coper - Children begin to apply reason and logic to the solution of everyday problems.
7. Propriate striving - Young people begin to formulate long-range goals and plans. (259 Words)
Basic Characteristics of trait as proposed by Allport
Question was also asked in June 2015
For answer please see Page No.5
Q. No. 4. Describe Self Report Personality Tests. Explain its strengths and weaknesses. 7+3 Marks
Strengths of Self Report Personality

 The objectivity of scoring minimizes personal or theoretical bias
 Also, self-report measures can be administered easily by someone with relatively little formal training. These
tests are easy to conduct
 Self-report tests have greater reliability than do other assessment techniques.
 Higher degree of validity
 These tests can be standardized
 Finally, multi-dimensional inventories allow for measurement of several different personality traits at once.
Weaknesses of Self Report Personality
 People may not respond truthfully, either because they cannot remember or because they wish to present
themselves in a socially acceptable manner
 This test can also have a subjective approach but from the test-taker’s side or the test-taker might not be
competent enough to give the right observation about himself.
 This psychological personality test is too long and can, therefore, compel the respondents to give wrong answer
in hurry or may simply lose interest and not answer questions accurately
 People are sometimes not the best judges of their own behavior
 Some individuals may try to hide their own feelings, thoughts, and attitudes. (173 Words)
Q. No. 5. Explain body build and homeostasis as biological factors of personality development. 3+3 Marks
Answer: Body Build: Body build influences personality directly by determining what an individual can and cannot
do, as well as what the individual’s reaction will be to all those whose body builds are superior or inferior.
Some of the known body builds are..
Ectomorphs are persons who are tall and thin in their body builds.
Endomorphs who have round and soft body builds
Mesomorphs have strong and muscular body builds
Mesomorphs found to be superior to both ectomorphs and endomorphs in activities like speed, endurance and agility.
If the body build allows the person to do things that are socially desirable, prestigious and better than others it
would contribute to positive self-concept about oneself. On the other hand if it allows the person to do things which
are not favourable or positive or ends up in failure, it would lead to poor or negative self-concept.
Homeostasis
Homeostasis is another important determinant. It refers to the maintenance of a stable internal environment through
relatively having normal temperature, normal level of blood sugar, normal level of blood pressure, proper water
balance, etc. When any of these conditions is upset, disequilibrium starts and disturbances in homeostatis results.
Homeostatis or disturbances in it, has a significant impact upon personality both directly or indirectly.
Directly, the effect of homeostatis is seen in relaxed, controlled and socially acceptable behaviour patterns of the
person who is feeling well both physically and psychologically. When the level of homeostasis is disturbed, behaviours
like irritability, indigestion, insomnia and other uncomfortable states often result.
Disturbances in homestasis also affects personality indirectly. It affects personality through the way the person
reacts to what he thinks and believes to be the attitudes of some significant people in his life. (285 Words)
Q. No. 6. Discuss the principles of observational learning. 6 Marks
Answer: The idea of latent learning suggests that animals, and people, may learn simply by experiencing or
watching. Observational learning (modeling) is learning by observing the behavior of others.
There are several guiding principles behind observational learning, or social learning theory:
1) Learning occurs by observing the behaviors of others and the consequences of those behaviours
2) Learning can occur without there being an immediate change in behavior - it can remain Latent
3) Cognition plays a role in observational learning because the learner has an awareness and expectations of future
rewards and punishments, and these can have an effect on whether the behavior is learnt or not
4) Observational learning is the link between Behaviouralist theory of learning (operant conditioning) and
cognitive theories (Latent and insight learning)
Learning by observation involves four separate processes: attention, retention, production and motivation. Attention
and retention account for acquisition or learning of a model’s behavior; production and motivation control the
performance.
Attention: Observers cannot learn unless they pay attention to what’s happening around them. This process is influenced
by characteristics of the model, such as how much one likes or identifies with the model, and by characteristics of the
observer, such as the observer’s expectations or level of emotional arousal.
Retention: Observers must not only recognize the observed behavior but also remember it at some later time. This
process depends on the observer’s ability to code or structure the information in an easily remembered form or to
mentally or physically rehearse the model’s actions.
Production: Observers must be physically and/intellectually capable of producing the act. In many cases the observer
possesses the necessary responses. But sometimes, reproducing the model’s actions may involve skills the observer has
not yet acquired. It is one thing to carefully watch a circus juggler, but it is quite another to go home and repeat those
acts.
Motivation: In general, observers will perform the act only if they have some motivation or reason to do so. The
presence of reinforcement or punishment, either to the model or directly to the observer, becomes most important in
this process. (347 Words)
Q. No. 7. Describe hierarchy of needs as stated by Maslow. 6 Marks
Answer: Question was also asked in Dec 2015
Q. No. 8. Discuss categories of traits as proposed by Cattell. 6 Marks
Answer: According to Cattell, there is a continuum of personality traits. In other words, each person contains all of
these 16 traits to a certain degree, but they might be high in some traits and low in others. Thirteen of these 16
dimensions he called surface traits, which are basic personality descriptive traits, and three he referred to as source
traits, which underlie surface traits, and in fact cause them through their interactions.
The following personality trait list describes some of the descriptive terms used for each of the 16 personality
dimensions described by Cattell.
Factor Low Scorer High Scorer

A Reserved outgoing
B Less intelligent more intelligent
C Affected By Feelings Emotionally Stable
E Humble Assertive
F Sober Happy-go-lucky
G Expedient Conscientious
H Shy Venturesome
I Tough Minded Tender Minded
L Trusting Suspicious
M Practical Imaginative
N Forthright Astute
O Self Assured Apprehensive
Q1 Conservative Experimenting
Q2 Group Dependent Self Sufficient
Q3 Undisciplined Self-Conflict Controlled
Q4 Relaxed Tense
All of Cattell’s traits are bipolar dimensions, meaning that these are continuous variables in which extreme scores at
either end represent opposing characteristics. Hence factors are sometimes labeled by these extremes; so for example,
the source trait is called “reserved/outgoing.” Low scores are typical of a person who is quite reserved (or introverted)
and a person who scores quite high is outgoing.
For Cattell, the three basic source traits reserved/outgoing, less/more intelligent, and emotionally unstable/emotionally
stable are the most basic trait dimensions that best characterize personality. Cattell differs from most theorists in
that intelligence is usually not considered a dimension of personality. (260 Words)
Q. No. 9. Describe Interview method with a focus on its strengths and weaknesses. 4+2 Marks
Answer: Interviews are also used to measure specific aspects of personality. Interviews take many forms, some
unstructured, others more structured. There is a variety in the degree to which interviews may be structured or
unstructured.
In Structured Interview, also known as formal interviews, the questions are asked in a set/standardized order and
the interviewer will not deviate from the interview schedule or probe beyond the answers received (so they are not
flexible). These are based on structured, closed-ended questions.
In structured interview, the most personal and threatening questions appeared last. The strategy behind asking
general and innocuous questions first is that they should be at least threatening for respondents and pave the way for
divulging more intimate more information once they have developed a sense of trust toward the interviewer.
Unstructured Interviews are sometimes referred to as ‘discovery interviews’ & are more like a ‘guided conservation’
than a strict structured interview. They are sometimes called informal interviews also. An interview schedule might not
be used, and even if one is used, they will contain open-ended questions that can be asked in any order. Some questions
might be added/missed as the Interview progresses.
In an unstructured interview, questions are framed in such a way as to allow the person considerable latitude in
responding. The respondent is free to reveal whatever information s\he desires to open ended questions.
Compared to a structured interview, an unstructured interview allows the personologist more flexibility to probe the
respondent’s thoughts and feelings in the context of give-and-take exchange.
Structured format tends to be preferred in the research setting, whereas the unstructured format tends to be preferred
by clinical psychologists in the therapeutic setting.
Strengths and Weaknesses of Interview Method
 Interview method when used by a highly skilled interviewer can produce extremely valuable information
regarding the individual’s personality and life situations
 A well planned interview can also be profitably used in hypothesis testing research
 Issues of reliability and validity may arise in the event that respondents are free to say about their past and
present life experiences
 The interview technique provides a rich source of personality data
 Interview data is highly subjective and may reflect the theoretical biases of the interviewer (363
Words)
Q. No. 10. Arousal Theory 3 Marks

Answer: In psychology, the term arousal refers to any excitation. According to Eysenck, introverts have a higher
natural base level of excitation and therefore do not need to seek out stimulating environments. Extraverts have a lower
base arousal and choose environments that provide more stimulation.
According to arousal theory, differences in the behaviour of introverts and extraverts are due to the various parts
of Ascending Rreticular Activating System (ARAS) which is a network of fibers going upward from the lower brain
stem to the thalamus and cortex. Some other fibers descend from the lower brain stem which influences the activities
of bodily muscles and autonomic nervous system. At the same time, such descending fibers can also modulate the
activity of the brain stem. (122 Words)
Q. No. 11. Aversive Stimuli 3 Marks
Answer: An aversive stimulus is an unpleasant event that is intended to decrease the probability of a behavior when
it is presented as a consequence (i.e., punishment). However, an aversive stimulus may also increase the probability
of a behavior when it is removed as a consequence, and in this way it will function as negative reinforcement. This is
in contrast to positive reinforcement where the production of the stimulus is the reinforcing event.
Aversive stimuli usually involve extreme ranges, such as body trauma of various kinds, extremes of temperature above
and below the normal range, and loud noises.
Skinner does not “approve” of the use of aversive stimuli. It is not because of ethics, but because they do not work
well. That’s because whatever was reinforcing the bad behaviours has not been removed, as it would have been in
the case of extinction.
(142 Words)
Q. No. 12. Ayurvedic Body Type 3 Marks
Answer: Ayurveda believes that there are three energies operating in the universe or cosmos: the binding energy
– Kapha, the energy of transformation – Pitta and the energy of movement – Vata.
Kapha is the combination of earth and water elements. Kapha keeps our cells together and our body in a shape.
Kapha personalities are languid, calm, and kind, but on the negative side, could be prone to lethargy, heaviness, and
dullness.
The Pitta dosha is composed mainly of fire, with some water, and is transformative. Pitta people are fiery, focused,
determined, confident, aggressive, and when out of balance can be dictatorial, and easily angered.
The Vata Dosha is made up of space and air, the elements that are associated with motion. People with a predominance
of Vata will be quick, vibrant, dynamic, creative and airy. On the negative, all this movement could make a Vata
person indecisive, stressed and ungrounded. (147 Words)
###########################################################################################################
Dec 2016
Q. No. 1. Describe Biological and Psychological factors of Personality development. 5+5 Marks
Answer: Biological Factors: The biological perspective on personality emphasizes the internal physiological and
genetic factors that influence personality. Some of the important biological factors are
1. Body build - Body build influences personality directly by determining what an individual can and cannot
do
2. Physical attractiveness - An attractive person of any age is more appealing than a person who is
unattractive
3. Homeostasis - The effect of homeostatis is seen in relaxed, controlled and socially acceptable behaviour
patterns of the person who is feeling well both physically and psychologically. When the level of
homeostasis is disturbed, behaviours like irritability, indigestion, insomnia and other uncomfortable states
often result.
4. Physical defects – People with physical defects have no well- developed personalities as compared to
normal. For example, blindness or weak eyesight, deafness or dull hearing directly influences the
development of personality.
5. Health conditions - At all ages and in both sexes good health is considered as a personality asset and
poor health is a liability. A person who has good health, strength, energy and vigour generally develops
emotionally balanced attitude towards life and takes part in various types of competition.
By and large, the influences of biological factors on personality structure are limited and indirect.
Psychological Factors: Psychological factors play a big role in the functioning of the human behaviour and
development of one’s personality. Some of the important psychological factors are
1. Intellectual determinants – Intellectual capacities influence personality through various kinds of adjustments
in life and indirectly through the judgments other persons make of the individual on the basis of the
person’s intellectual achievements. Intellectually bright men and women make better personal and social
adjustments than those of average or below average intelligence.
2. Emotional determinants - Emotions are considered important personality determinants because they affect
personal and social adjustment. Emotional balance which is a condition in which pleasant emotions outweigh
the unpleasant emotion, is considered essential to good social and personal adjustment.
3. Self-disclosure - Self disclosure is considered basic to mental health and such disclosure helps to bring
about a healthy personality pattern which is a guarantee for a socially desirable and favourable reactions
from others. Emotional stress expressed in the form of anxiety, frustration, jealousy and envy also affect the
development of personality. A person who suffers from emotional stress makes good personal and social
adjustments.
4. Aspiration - aspirations are the ego-involved goals that persons set for themselves. The more ego-involved
the aspirations are, the more will be the impact upon behaviour and therefore, greater will be the impact upon
personality.
5. Achievements - If the person is pleased with own achievement, the achievement will be considered a
success and this has a favourable impact upon the self-concept and person will remain satisfied with
himself and appear to be happy. However if the person’s attitude towards achievement is negative, then the
achievement will not be considered a success but a failure. Such persons will feel dissatisfied and miserable
and in turn their self concept will be adversely affected.
(501 Words)

Answer: Question was also asked in Dec 2015
Q. No. 3. Discuss the neuropsychological basis of traits and 10 Marks

types.
Answer: The neurophysiological indices of neurotic patients with different types of individual character and their
dynamics are important factors of personality.
Eysenck also made an attempt to specify a neurophysiological basis for each of his three personality super traits or
types. According to him, the super trait Introversion-extraversion is closely related to levels of cortical arousal as
indicated by electroencephalographic recordings.
Eysenck hypothesized that individual differences in stability vs neuroticism reflected the degree to which the
autonomic nervous system reacts to stimuli. He linked this dimension with the limbic system, the brain’s visceral or
feeling system, which influences motivation and emotional behaviour.
He pointed out that persons high on neuroticism tend to react more quickly to painful, novel, disturbing, or other
stimuli than do more stable persons. Such persons also exhibit a more persistent reaction (even after the stimulus
has disappeared) than do highly stable persons.
Eysenck’s neurophysiological interpretation of the dimensions of personality is closely related to his theory of
psychopathology. He was of the view that the symptoms or disorders that befall a person are related to the combined
impact of personality traits and nervous system functioning. For instance, the person who is high on the dimensions
of introversion and neuroticism is more prone to develop anxiety disorders such as phobias, obsessions, and,
compulsions. On the other hand, the person who is high on the extraversion and neuroticism dimensions is at a risk
for psychopathic (antisocial) disorders.
Eysenck stated that psychological disorders do not automatically occur as a result of genetic predisposition. These
genetic predispositions when interact with the environment or a certain situation produce psychological disorders.
a. Extraversion and Cortical Arousal
According to the arousal theory, Eysenck provides a biological explanation of extraversion in terms of cortical
arousal via the ascending reticular activating system (ARAS). Activity in the ARAS stimulates the cerebral cortex,
which, in turn, leads to higher cortical arousal. Because of the different levels of ARAS activity, “introverts are
characterised by higher levels of activity than extraverts and so are chronically more cortically aroused than extraverts.”
b. Neuroticism and Visceral Brain Activation
Eysenck also explains neuroticism in terms of activation thresholds in the sympathetic nervous system or visceral brain.
The visceral brain, also referred to as the limbic system, regulates such emotional states as sex, fear, and aggression.
It is responsible for the fight-or-flight response in the face of danger.
Neurotic individuals have greater activation levels and lower thresholds within the visceral brain. They are easily
upset in the face of very minor stresses. However, emotionally stable people are calm under such stresses because
they have lesser activation levels and higher thresholds.
c. Psychoticism and Gonadal Hormones
Eysenck also provides a biological explanation of psychoticism in terms of gonadal hormones such as testosterone
and enzymes such as monoamine oxidase (MAO).
Eysenck reports that “low platelet monoamine oxydase (MAO) has been found in psychotic patients, and also in their
relatives and inpatients who have recovered, suggesting that low MAO activity may be a marker for ‘vulnerability.”
(499 Words)
Q. No. 4 Define Behavioural Assessment. Discuss common characteristics and assumptions of Behavioural
Assessment methods. 3+7 Marks
Answer: Behavioural Assessment: Behavioral assessment is a method used in the field of psychology to observe,
describe, explain, predict and sometimes correct behavior. Behavioural assessment focuses on what a person does
rather than on what a person has or is. It is also said that behavioural assessment is more an exploratory activity
which tries to find out the range of procedures used to understand children, adults, groups etc. The underlying
principle of behavioural assessment is that past behaviour is a valid predictor of future behaviour. Behavioral
assessment can be useful in clinical, educational and corporate settings.
Common Characteristics and Assumptions of Behavioural Assessment Methods.
Q. No. 5. Discuss Cattell's Trait Approach. 6 Marks

Q. No. 6. What are projective techniques? Describe classification of projective techniques. 2+4 Marks
Answer: Projective techniques are indirect and unstructured type of personality test in which an individual offers
responses to ambiguous scenes, words, or images. The goal of such tests is to infer the hidden motives, intentions,
conflicts or emotions which cannot be secure through direct questioning as the respondent either resists to reveal them
or is unable to figure out himself.
These techniques are useful in giving respondents opportunities to express their attitudes without personal
embarrassment. These techniques helps the respondents to project his own attitude and feelings unconsciously on the
subject under study.
Classification of Projective Techniques
Based upon the responses of the examinees, Lindzay has divided projective techniques into the following five
categories
 Associative techniques in which a particular stimulus is used to elicit the first thing that occurs in the subject’s
mind. E.g., the Rorschach test, the Holtzman Inkblot test and the Word Association test. The reaction time
and the responses are analysed for studying personality.
 Completion techniques in which the subject is required to complete sentences or drawings. E.g., Sack’s
Sentence Completion test, Madeline Thomas Completion Stories test.
 Constructive techniques in which the subject is required to create a drawing, sculpture, or story. E.g.,
Thematic Apperception test, Children’s Apperception test. Rosenzweig Picture Frustration test. The Blacky
Pictures, The Object Relations test, etc.
 Choice/ordering techniques in which the subject is required to choose from a group, or to order a group (of
pictures, sentences, etc.). The choice of the items, becomes the basis for inference regarding one’s
personality. The Szondi test is an example of ordering technique because the examinees are required to rank
set of pictures along a like- dislike dimension.
 Expressive techniques in which the subject is required to organize and incorporate a particular stimulus into a
self-expressive process, such as role playing, psychodrama, dance, etc. (298 Words)
Q. No. 7. Describe operant behaviour as stated by Skinner. Discuss schedules of reinforcement. 3+3 Marks
Answer: According to Skinner personality of an individual can be understand through the study of his behaviour.
He further stated that behaviour can be distinguished in two types, viz., (i) respondent and (ii) operant.
Respondent behaviours are those which are elicited by the stimuli of the environment that are well-known and can be
identified easily.
Operant behaviours, on the other hand, are those behaviours which are not caused by any specific stimuli of the
environment. The stimuli of the operant behaviour are difficult to identify. These behaviours are performed by
the individual voluntarily. Skinner was of the opinion that behaviours of human beings are predominantly operant
in nature.
Skinner coined the term operant conditioning; it means roughly changing of behavior by the use of reinforcement which
is given after the desired response. Skinner identified three types of responses or operant that can follow behavior.
 Neutral operants: responses from the environment that neither increase nor decrease the probability of a
behavior being repeated.
 Reinforcers: Responses from the environment that increase the probability of a behavior being repeated.
Reinforcers can be either positive or negative.
 Punishers: Responses from the environment that decrease the likelihood of a behavior being repeated.
Punishment weakens behavior.
(200 Words)
Schedules of Reinforcement
Q. No. 8. Describe testing and measurement concepts in personality assessment. 6 Marks

Answer: Assessment techniques must meet four technical criteria before they can be considered scientifically
acceptable measures of individual differences in people’s enduring qualities. These criteria are..
1. Standardisation
A key concept in the measurement of personality dimensions is that of standardisation. This concept refers to the
uniform procedures that are followed in the administration and scoring of an assessment tool. For instance, in self-
report scale, the examiner must make every effort to ensure that subjects read and understand the printed instructions,
respond to the same questions, and stay within any stated time limits.
2. Norms
The standardisation of a personality assessment test includes information concerning whether a particular “raw score”
ranks low, high, or average relative to other “raw scores” on the test. Such information, called test norms, provides
standards with which the scores of various individuals who take the test later can be compared. Thus, test norms permit
the comparison of individual scores to a representative group so as to quantify the individual’s relative rank standing
to others.
3. Reliability
Reliability means that repeated administrations of the same test or another form of test should yield reasonably the
same results or scores. Thus, reliability refers to the consistency or stability of an assessment technique when given
to the same group of people on two different occasions. There are numbers of ways in which reliability can be checked,
viz. test- retest reliability, split- half reliability, reliability of parallel forms, scorer reliability, etc.
4. Validity
Whether or not a test measures what it is intended to measure or predicts what it is supposed to predict, is known as
validity. It is another significant concept in personality assessment. There are three main types of validity: (1)
Content validity, (2) Criterion- related validity, (3) Construct validity. (292 Words)
Q. No. 9. Explain in detail Case Study method 6 Marks
Answer: The case study method is one of the important types of research method which is non-experimental or
descriptive research. It is not a specific technique, but is one way of organising social data for the purpose of viewing
reality. It tends to preserve the unitary character of a social object being studied. It tends to examine a social unit as a
whole. The unit may be a person, a family, a social group, a social institution or even a community.
The detailed study of a single individual’s behaviour over an extended period of time is called a case history or case
study. This approach is used frequently in clinical and medical settings in order to diagnose and treat people who
have psychological problems.
The purpose of the case study method is to understand the important aspects of the life cycle of a unit. Case study
analyses deeply and interprets the interactions between the different factors that influence the change or growth of unit.
Thus, it is a basically a longitudinal approach which studies the units over a period of time.
Based upon the number of individuals, the case study may be of two types – the individual case study, and the
community case study. In individual case study the social unit consists of one individual or person. The community
case study is one in which the social unit is not a person, rather, a family or social group.
The advantage of case study method is that it provides an account of the complexities and idiosyncrasies of an
individual’s personality that is not possible from other strategies.
The chief disadvantage of case studies is that the researcher can never be totally certain about cause-and-effect
relationships. Second, because a case study examines only one person, its results have limited generalisability.
Case histories can be rich source of information about a particular phenomenon. In fact, case study can be considered
as a preliminary research strategy that can offer intriguing hypothesis about human personality. (329 Words)
Q. No. 10. Thematic Apperception Test 3 Marks

Answer: The Thematic Apperception Test, or TAT, is a projective measure intended to evaluate a person's patterns
of thought, attitudes, observational capacity, and emotional responses to ambiguous test materials. In the case of the
TAT, the ambiguous materials consist of a set of cards of 31 pictures that portray human figures in a variety of
variety of social and interpersonal situations. The subject is asked to tell the examiner a story about each card that
includes the following elements: the event shown in the picture; what has led up to it; what the characters in the picture
are feeling and thinking; and the outcome of the event. Of the 31 pictures, 10 are gender-specific while 21 others can
be used with adults of either sex and with children. (127 Words)
Q. No. 11. Defense Mechanisms 3 Marks
Answer: Defense mechanisms are a part of our everyday life. In order to deal with conflict and problems in life,
Freud stated that the ego employs a range of defense mechanisms.
Defense mechanism, in psychoanalytic theory, any of a group of mental processes that enables the mind to reach
compromise solutions to conflicts that it is unable to resolve. The process is usually unconscious, and help ward
off unpleasant feelings (i.e. anxiety) or make good things feel better for the individual.
Psychoanalysts emphasize that the use of a defense mechanism is a normal part of personality function and not in and
of itself a sign of psychological disorder. Some of the major defense mechanisms described by psychoanalysts are,
repression, reaction formation, projection, regression, sublimation, denial, rationalization. (125 Words)
Q. No. 12. Self-Report Inventory 3 Marks

###########################################################################################################
June 2017

Q. No. 1. Define Personality. Discuss in detail Eysenck’s type trait hierarchy. 10 Marks
Question was also asked in Dec 2015
For answer please see Page No.19 & 23

Q. No. 3. What do you understand by functional autonomy? Discuss the attributes of psychologically mature
adults as proposed by Allport. 4+6 Marks
Answer: Functional Autonomy: Most personality theorists view adulthood as an extension of the basic motives present
in childhood. Consistent with his belief that personality is always evolving, Allport’s concept of functional autonomy
proposes that the motives of mature, emotionally healthy adults are not functionally connected to the prior experiences in
which they initially appeared. Functional autonomy looks at the drives behind behaviour. For example, a person who
plays a musical instrument during childhood years because of parental pressure may play the same instrument for
relaxation or enjoyment as an adult.
Allport differentiated between two types of functional autonomy
Perseverative functional autonomy is the tendency of certain basic behaviors to continue in the absence of
reinforcement. The main feature is repetitious activity. Addictive behaviors are examples of perseverative
functional autonomy.
Propriate functional autonomy, which refers to the acquired interests, values, attitudes and intentions of the person. Allport
considered propriety functional autonomy more important than perseverative functional autonomy and is essential to the
understanding of adult motivation.
The Mature Personality
Allport believed that the emergence of personal maturity is a continuous and lifelong process of becoming. The
behaviour of a mature person is functionally autonomous and is motivated by conscious processes. While the
behaviour of immature persons is dominated by unconscious motives stemming from childhood experiences, Allport
concluded that the psychologically mature adult is characterised by six attributes, namely
a. Extension of the sense of self - Mature people care about other people as much as they care about themselves.
Immature people are self- absorbed and ego-centric.
b. Warm relating of self to others - Mature people can be intimately involved with others without being
possessive or jealous or controlling. They accept people for who they are.
c. Emotional security - Mature people can control their appetites. They have a sense of proportion. Immature
people seem at the mercy of their drives, desires and appetites. They over-react to threats and disappointments.
d. Realistic perception of skills - Immature people pursue goals that are unrealistic relative to their talents and
see the world in self-seeking ways. Mature people are more accurate in their appraisal of others and also their
own strengths and limitations.
e. Self-insight - Mature people see themselves more or less as others see them and they also have a sense of
humour.
f. A unifying philosophy of life - This is a clear sense of what life is all about. It could be religious but need not
be as a commitment to a cause, a quest, a search or a goal will serve the same need. Having something to live
for beyond themselves is a key to possessing maturity according to Allport. (440 Words)
Q. No. 4. Elucidate observation and situational tests as techniques of behavioural assessments 5+5 Marks
Answer: Behavioral assessment is a method used in the field of psychology to observe, describe, explain, predict and
sometimes correct behavior. Behavioral assessment involves observing or otherwise measuring a person’s actual
behavior.
a. Observation Technique
A primary technique of behavioral assessment. Observation is often used to gain a better understanding of the
frequency, strength, and pervasiveness of the problem behavior as well as the factors that are maintaining it.
Observation allows those performing the assessment to see the behavior in action; it can take many forms and be
done virtually anywhere. In direct observation, the psychologist observes the client engaging in ordinary, everyday
behaviour, preferably in the natural setting of home, school, or workplace.
The most basic form of observation is to simply watch someone. Through observation, specific details about the
behavior can be gathered that cannot be obtained by other means. For example - A therapist who goes to the classroom
and observes that Pooja has trouble following directions during spelling lessons, squints and rubs her eyes, speaks out
of turn and gets up from her desk without permission.
Unlike other methods of behavioral assessment, most of which rely on people’s perceptions of behavior, behavioral
observation involves watching and recording the behavior of a person in typical environments so the assumption is
therefore that data collected are more objective than are perceptions. It is important to note that observational data
must meet the same standards of reliability as data obtained by more formal measures. Most methods of behavioral
observation provide quantitative and objective data that can be used to determine current levels of behavior, to set goals
for behavioral improvement, and to measure change following intervention plans.
b. Situational Tests
Situational tests represent real-life situations and therefore, their findings can be easily generalised to natural life
situations. Situational tests are more suited to the measurement of traits like leadership, dominance, responsibility,
extroversion-introversion, and the like.
A situational test is a kind of compromise between a standardised test and observational methods of assessing
personality. Personality traits are measured on the basis of observations of ratings of what a person thinks and does
in a given situation, which resembles a real situation of everyday life. The subject has usually no idea that he is
being studied. The situation represented by such tests is a social situation having opportunities for interaction with
other individuals and especially designed to emphasise those aspects of personality which are under study.
Situational Tests have several important limitations like, they are extremely time consuming, costly, and laborious
techniques. Subjectivity and bias may operate in the observation of a situational test. Another limitation is concerned
with ‘What to observe’. Lastly, whether the observer should be kept visible or invisible is also a problem in most
situational tests. (458 Words)
Q. No. 5. Describe social acceptance and social deprivation as environmental factors that influence
personality development 3+3 Marks
Answer:
a. Social Acceptance
Every person lives in a social group, which judges the person’s behaviour in terms of the person’s conformity to
group expectations regarding proper performance behaviour and appropriate role playing. Thus social judgement
serve as basis for self-evaluation. In this way, the social group tends to influence the development of self-concept.
The degree of influence the social group has on personality development depends not alone on how well accepted the
individual is but also on how much importance social acceptance has for the individual. If the person places more
value on group acceptance, that person will be more willing to be influenced by the group. Persons who are widely
accepted and liked by the group, are likely to respond in a congenial and friendly spirit than those who experience
hostility, disregard and rejection in the group.
b. Social Deprivation
Social deprivation means being deprived of opportunities for various types of social contacts including love and
affection. Social deprivation causes social isolation which has an adverse effect on personality.
If a person develops the feelings of rejection due to social isolation when in fact they want to be accepted, would
develop the feeling of resentment against those who have rejected them. Such people are often depressed, sad and
unhappy. They may develop sour-grapes attitude towards social activities.
The young children who are deprived of contacts with parents / guardians fail to develop healthy and normal personality.
Their behaviour is socially disapproved and they are also unfavourably judged by others. Social deprivation in elderly
people make them self-bound and selfish, which gradually lead to unfavourable social and self judgements.
(269 Words)
Q. No. 6. Discuss the relationship between genes and personality 6 Marks

Q. No. 7. Describe the neurotic needs as stated by Horney 6 Marks

Answer: Psychoanalyst Karen Horney described ten 'neurotic needs' that are divided by underlying movement
relative to other people into three categories, as below. These are all natural human needs -- the major difference
is that neurotic people take them to extreme.
 Moving Toward People (the compliant personality)
i. Need for affection and approval
ii. The neurotic need for a partner
The compliant personality displays attitudes and behaviors that reflect a desire to move toward other people: an
intense and continuous need for affection and approval, an urge to be loved, wanted, and protected. Most children
facing parental indifference use this strategy. They often have a fear of helplessness and abandonment, or what
Horney referred to as basic anxiety.
 Moving Against People (the aggressive personality)
iii. The neurotic need to restrict life
iv. The neurotic need for power
v. The neurotic need to exploit others
vi. The neurotic need for social recognition
vii. The neurotic need for personal admiration
viii. The neurotic need for ambition
Aggressive personalities move against other people. In their world, everyone is hostile; only the fittest and most
cunning survive. Although their motivation is the same as that of the compliant type, to alleviate basic anxiety,
aggressive personalities never display fear of rejection. They act tough and domineering and have no regard for
others.
 Moving Away from People (the detached personality)
ix. The neurotic need for self-sufficiency
x. The neurotic need for perfection
People described as detached personalities are driven to move away from other people and to maintain an emotional
distance. They must not love, hate, or cooperate with others or become involved in any way. To achieve this
total detachment, they strive to become self-sufficient. (284 Words)
Q. No. 8. Explain Projective techniques. Describe its classification given by Lindzay 2+4 Marks
Q. No. 9. Discuss in detail NEO-Personality Inventory 6 Marks Answer:

NEO Personality Inventory (NEO PI) is the standard questionnaire of the Five- Factor Model (FFM). It is used to
measure aspects of personality that are not linked to psychological disorders. The NEO-PI is a highly-regarded
assessment of personality.
It is a comprehensive measure of the five major domains of personality and the six facets that define each domain
Taken together, the five domain scales and thirty facet scales of the NEO-PI facilitate a comprehensive and detailed
assessment of normal adult personality.
 Neuroticism (N)
o
Refers to the chronic level of emotional adjustment and instability. High N identifies individuals
who are prone to psychological distress.
o Anxiety, Hostility, Depression, Self-Consciousness, Impulsiveness, Vulnerability
 Extraversion (E)
o
Refers to the quantity and intensity of preferred interpersonal interactions, activity level, need for
stimulation, and capacity for joy. High E identifies individuals who tend to be sociable, active,
talkative, person oriented, optimistic, fun loving, and affectionate.
o Warmth, Gregariousness, Assertiveness, Activity, Excitement- Seeking, Positive Emotions
 Openness to Experience (O)
o Refers to the active seeking and appreciation of experiences for their own sake. High O identifies
individuals who are curious, imaginative, and willing to entertain novel ideas and unconventional
values
o Fantasy, Aesthetics, Feelings, Actions, Ideas, Values
 Agreeableness (A)
o Refers to the kinds of interactions an individual prefers along a continuum from compassion to
antagonism. High A identifies individuals who tend to be soft-hearted, good natured, trusting, helpful,
forgiving, and altruistic
o Trust, Modesty, Compliance, Altruism, Straightforwardness, Tender-Mindedness
 Conscientiousness (C)
o Assesses the degree of organization, persistence, control, motivation in goal-directed behaviour.
High C identifies individuals who tend to be organized, reliable, hard-working, self-directed, punctual,
scrupulous, ambitious, and persevering
o Competence, Self-Discipline, Achievement-Striving, Dutifulness, Order, Deliberation (280
Words)
Q. No. 10. Surface traits and Source traits 3 Marks

Answer: Surface Traits: Surface traits are what we directly observe, and these are based upon our perceptions and
representations of personality. These traits are somewhat unstable and observable.
These may not be the true descriptions of the actual underlying dimensions of someone’s personality. - The
characteristics that form the actual roots and basis of all behavior may be different, and fewer in number. Surface traits
are caused by the interaction of source traits.
Source Traits
A concept developed by Raymond Cattell, Source Traits are the building blocks or sources of human personality. These
are the more basic traits with opposing tendencies that underlie the surface traits. Source traits are less visible to other.
Cattell believed there are 16 of these source traits. (121 Words)
Q. No. 11. Defense Mechanisms 3 Marks
Q. No. 12. Ayurvedic Body Type 3 Marks

###########################################################################################################
Dec 2017
Q. No. 1. Define Personality. Discuss in detail the trait approach proposed by Allport. 3+7 Marks
Trait Approach Proposed by Allport

Psychologist Gordon Allport was among the firsts to come up with a personality trait theory. He did not discover this
theory based upon other theories. He came about with an astounding discovery in 1936, which showed that more than
4500 words in an English language dictionary described personality traits. Allbort viewed traits as building blocks
of personality.
Allport recognised two major categories of traits:
 Common Traits: Characteristics which are more general than habits and attitudes in respect to which people
in a population can be profitably compared.
 Individual Traits: These are behavioural characteristics that are not found in all persons and may not
even exist in more than specific individual.
According to him, there are three types of individual traits:

Cardinal Traits: These are traits that dominate an individual’s whole life, often to the point that the person becomes known
specifically for these traits.
People with such personalities can become so well-known for these traits that their names are often synonymous
with these qualities.
Allport suggested that cardinal traits are rare and tend to develop later in life. Some historical figures who
demonstrated such traits include
 Abraham Lincoln - honesty
 Mahatma Gandhi – Peace Loving and Non-violence
 Mother Teresa – Kindness and Dedication
Central Traits: These are the general characteristics that form the basic foundations of personality. Every person has
several central traits and there are five to ten most outstanding traits in each person around which a person’s life
focuses.
These central traits, while not as dominating as cardinal traits, are the major characteristics you might use to describe
another person.
Terms such as "intelligent," "honest," "shy," and "anxious" are considered central traits.
Secondary Traits: These are the traits that are sometimes related to attitudes or preferences and are less conspicuous,
less consistent, less generalised and less relevant to the definition of personality. They often appear only in certain
situations or under specific circumstances. Some examples would be getting anxious when speaking to a group or
impatient while waiting in line.
This trait theory suggests that individual personalities are composed broad dispositions. It is also based mainly on
difference between individuals.
The combination and interaction of various traits forms a personality that is unique to each individual, this theory
focused on identifying and measuring these individual personality characteristics. (377 Words)
Q. No. 2. Discuss the stages of psychosexual development proposed by Freud 10 Marks
Q. No. 3. Discuss in detail the neurophysiological basis of traits and types 10 Marks
Q. No. 4. Explain self-report inventory. Describe measures to avoid faking and methods to overcome weakness
in self-report inventory. 4+6 Marks
Answer:
Measures to avoid Faking in Self-report Inventory

To overcome this problem,
 Safeguards are to be built into tests to detect deliberate deception. The MMPI, for instance, includes validity
scales designed to indicate whether respondents are lying, defensive, or evasive when answering the test
items.
 Include filler items which can make the purpose of a test less obvious to a person.
 Carefully evaluate the social desirability of each item before it is included in a test.
 Phrase the items so that true or false or yes or no responses are equally likely to be indicative of the trait being
measured. Therefore, any bias coming from the tendency to respond “true” or “yes” is balanced when the test
is scored.
Methods to Overcome Weaknesses in Self-report Tests
 Method 1 - Establishment of rapport
Distortions occur when the testees feel discomfort and find themselves in an unfriendly environment. By establishing
a warm and cooperative relationship called “rapport” with the testees will help him in expressing the truth in an
unhesitant way and thereby reducing the major proportion of distortion.
 Method 2 - Use of forced-choice technique
In this the subject who wants to give socially desirable responses is outwitted by the forced choice between equally
desirable statements.
 Method 3 - Concealing the main purpose of the test
When the subjects do not know the real purpose of the test it becomes difficult for them to fake although in such a
situation they may be more suspicious and defensive in their responses.
 Method 4 - Use of verification and correction keys
Use of various kinds of correction and verification keys gives an indication whether or not the subject is projecting
the true picture of the self.
(282 Words)
Q. No. 5. Elucidate the Five Factor Model 6 Marks

Q. No. 6. Explain the term Personification. Describe the developmental epochs of Sullivan 2+4 Marks
Answer: Personification: Beginning in infancy and continuing throughout the various developmental stages, people
acquire certain images of themselves and others. These images, called personifications, may be relatively accurate,
or because they are colored by people’s needs and anxieties, they may be grossly distorted.
These personifications are mental images that allow us to better understand ourselves and the world. There are
three basic ways we see ourselves that Sullivan called the bad-me, the good-me and the not-me.
 The bad-me represents those aspects of the self that are considered negative and are therefore hidden from
others and possibly even the self.
 The good-me is everything we like about ourselves.
 The not-me, represents all those things that are so anxiety provoking that we cannot even consider them a
part of us.
Developmental Epochs
Sullivan saw interpersonal development as taking place over seven stages, from infancy to mature adulthood.
Personality changes can take place at any time but are more likely to occur during transitions between stages.
The majority of Sullivan's focus revolved around the periods of adolescence, and he suggested that many adulthood
problems arise from the turmoils of adolescence. The developmental epochs are:
 Infancy (birth to 1 year) - Relief from anxiety through oral gratificaiton of needs
 Childhood (1 to 5 years old) - Learning to experience a delay in personal gratification without undue anxiety
 Juvenile (6 to 8 years old) - Learning to form satisfactory peer relationships
 Preadolescence (9 to 12 years old) - Learning to form satisfactory relationships with persons of same sex;
initiating feeling of affection for another person.
 Early Adolescence (13 to 17 years old) - Learning to form satisfactory relationships with persons of the
opposite sex; developing a sense of identity
 Late Adolescence (18 to 22 or 23 years old) - Establishing self-identity; experiencing satisfying relationships;
working to develop a lasting, intimate opposite-sex relationship.
 Adulthood (23 years old and on) - develops a consistent pattern of viewing the world, adult relationships
and socialization become easier to attain and solid background of interpersonal conflicts usually results in
anxiety. The struggles of adulthood include on financial security, career, and family. (350 Words)
Q. No. 7. Discuss in detail the principles of observational learning 6 Marks
Q. No. 8. Define behavioural assessment and discuss its common characteristics and assumptions
2+4 Marks
Q. No. 9. Explain interview method. Describe its strengths and weaknesses 3+3 Marks

Q. No. 11. Reciprocal determinism 3 Marks

Q. No. 12. Validity 3 Marks

##########################################################################################################
June 18
Q. No. 1. Elucidate the concept of Personality. Describe the Emotional and Intellectual determinants of
personality development. 3+7 Marks
Question was also asked in June 2015 For answer please see Page No.1
Question was also asked in Dec 2015 For answer please see Page No.28
Q. No. 2. Discuss the psychoanalytic theory of personality of Sigmund Freud in detail 10 Marks
Answer: According to psychoanalytic theory, everything we do is motivated by inner unconscious forces. Personalities
arise because of attempts to resolve conflicts between unconscious sexual and aggressive impulses and societal
demands to restrain these impulses.
The main basic principle of his study suggested that adult personality is the result of an interaction between innate
drives (such as the desire for pleasure) and early experience. Freud proposed that individual personality differences
can be traced back to the way the early conflicts between desire and experience were handled. These conflicts remain
with the adult and exert pressure through unconsciously motivated behaviour.
Even though most of his ideas have been abandoned by modern psychology, his psychoanalytic theory formed the
basis for many current psychodynamic theories and they all emphasize unconscious motives and desires, as well as
the importance of childhood experiences in shaping personality.
Structure of Personality - In order to describe the structure of personality the following two models have been
developed by Freud:
 Topographical Model (State of Consciousness) - Freud developed a topographical model of the mind,
whereby he described the features of the mind’s structure and function. Freud used the analogy of an iceberg
to describe the three levels of the mind. Freud believed that there were three levels of consciousness.
o The conscious contains all the information that a person is paying attention to at any given time
o The preconscious contains all the information outside of a
person’s attention but readily available if needed
o The unconscious contains thoughts, feelings, desires, and memories of which people have no
awareness but that influences every aspect of their day-to-day lives
 Dynamic or Structural Model - In terms of the above three states of consciousness, Freud attempted to
explain a great deal of mental functioning, but later he found it useful to describe a kind of mental map
involving three regions or types of mental activity. These three elements of personality—known as the id,
the ego, and the superego— work together to create complex human behaviors.
Development of Personality - Freud believed that personality developed through a series of childhood stages in
which the pleasure-seeking energies of the id become focused on certain erogenous areas. These are called
psychosexual stages because each stage represents the fixation of libido (roughly translated as sexual drives or instincts)
on a different area of the body. As a person grows physically, certain areas of their body become important as
sources of potential frustration (erogenous zones), pleasure or both. This psychosexual energy, or libido, was described
as the driving force behind behavior. (426 Words)
Q. No. 3. Discuss the formula for personality given by Cattell and describe the categories of traits stated by him
10 Marks
Answer: According to Cattell, personality is that which permits us to predict what a person will do in a given
situation. With the help of mathematical analysis of personality, he suggests that the prediction of behaviour can be
made by a specification equation. The formula used by Cattell to predict behaviour with any degree of accuracy is
given below:
R = f (S, P)
Where,
 R refers to the nature of a person’s specific response
 f refers to the unspecified function
 S refers to the stimulus situation at a given moment in time
 P refers to the personality structure
The specification equation shows that the person’s specific response to any given situation is a function of all the
combined traits relevant to that situation. Here, each trait is interacting with situational actors that may affect it.
Cattell also accepts that it is difficult to predict a person’s behaviour in a given situation. In order to increase predictive
accuracy, the personality theorist must consider not only what traits a person possesses but also the many non-trait
variables, such as, for example, the person’s moods and particular social roles called for in the situation and related
aspects. (194 Words)
Categories of traits
Q. No. 4. Discuss the technical criteria in testing and measurement of psychological concepts 10 Marks
Answer: Question was also asked in Dec 2016 For answer please see Page No.59
Q. No. 5. Explain nomothetic approach vs idiographic approach to personality 3+3 Marks

Q. No. 6. Discuss the schedules of reinforcement in skinners learning theory 6 Marks
Q. No. 7. Describe the characteristics of self actualisers according to Maslow 6 Marks

Answer: Self-actualization occurs when an individual reaches his or her full potential, and can only be accomplished
when all other, base needs have been adequately and thoroughly satisfied. In his book Motivation and Personality,
Maslow describes the 16 main characteristics of every self-actualized individual.
1. They are realistically oriented
2. They accept themselves, other people, and the natural world for what they are
3. They have a great deal of spontaneity
4. They are problem centered rather than self-centeredThey have an air of detachment and a need for privacy
5. They are autonomous and independent
6. Their appreciation of people and things is fresh rather than stereotyped
7. Most of them have had profound mystical or spiritual experiences, although not necessarily religious in
character
8. They identify with mankind
9. Their intimate relationships with few, specially loved people, tend to be profound and deeply emotional rather
than superficial
10. Their values and attitudes are democratic
11. They do not confuse means with ends
12. Their sense of humor is philosophical rather than hostile
13. They have a great fund of creativeness
14. They resist conformity to the culture
15. They transcend the environment rather than just coping with it (201 Words)
Q. No. 8. Discuss the concept of proprium according to Allport 2+4 Marks

Q. No. 9. Discuss faking in personality inventories 6 Marks

Answer: Faking is a common problem in testing with self‐report personality tests. Faking involves providing false
reports about the match between the content of an item and the content of memory. When candidates fake, this
results in the elevation of scales that are desirable for a role and a reduction in scores on undesirable trait scales.
There are different ways of faking in self-report inventory
 Fake good - Presenting themselves as better than they really are. For example, job applicant will try to fake
to present a favorable impression during an interview
 Fake bad - Making themselves look worse than they really are. For example, accused will try to fake where
he/she is getting assessed to determine competency to face charges for a criminal offence
 To respond to items in ways that make “look good”. This tendency is called social desirability. People
unintentionally present themselves in a favorable light that probably does not correspond to reality
(156 Words)

Q. No. 11. Deficiency needs and growth needs 3 Marks
Answer: Deficiency needs - Deficiency needs comprised of the four needs at the bottom, viz. physiological, security,
social, and esteem. Maslow called these needs “deficiency needs” because he felt that these needs arise due to
deprivation. The satisfaction of these needs helps to “avoid” unpleasant feelings or consequence.
Growth Needs - Maslow termed the highest level of the pyramid as growth needs. Growth Needs are also known
as “being needs” or B- Needs. Once a person has met his deficiency needs, he can turn his attention to self-
actualization; however, only a small minority of people are able to self-actualize because self-actualization requires
uncommon qualities such as honesty, independence, awareness, objectivity, creativity, and originality. (112 Words)
Q. No. 12. Strength and Weakness of Interview Method 3 Marks
############################################################################################################
Dec 18
Q. No. 1. Describe the biological and psychological factors that determine development of personality. 5+5
Marks
Q. No. 2. Explain Karen Horney’s theory of personality 10 Marks

Question was also asked in Jun 2015 For answer please see Page No.3
Q. No. 3. Explain the concept of functional autonomy. Describe the attributes of psychologically
mature adults as stated by Allport 4+6 Marks
Q. No. 4. Define and describe projective techniques. Elucidate its strengths and weaknesses 6+4 Marks
Strengths of Projective Tests

Projective tests are useful because they allow psychologists to assess unconscious aspects of personality. Projective
tests are also not transparent: subjects cannot figure out how their responses will be interpreted. Therefore, subjects
cannot easily fake personality traits on a projective test.
Projective techniques are also helpful when underlying motivations, beliefs and attitudes are operating at a subconscious
level.
Weaknesses of Projective Tests
 Projective tests are basically subjective in nature
 It needs highly qualified and experienced professionals
 Projective techniques are not guided by any consistent, meaningful and testable theories
 Projective tests tend to be somewhat cumbersome and labor intensive to administer
 The first problem lies in the interpretation of the responses
 There are no standard grading scales for projective tests
 Scoring test items is highly subjective and different raters might provide entirely different viewpoints
of the responses
 Situational variables like the examiner’s physical characteristics are likely to influence the responses
 These tests also tend to lack both reliability and validity
 It is expensive
Despite this flaw, many researchers and clinicians find that such tests give them useful information. (181
Words)
Q. No. 5. Elucidate Guilford’s trait theory 6 Marks

Q. No. 6. Define Developmental epochs. Describe Sullivan’s developmental epochs 3+3 Marks
Q. No. 7. Discuss the principles of observational learning. Evaluate Bandura’s theory 3+3 Marks
Bandura’s theory
Q. No. 8. Elucidate the type theory of personality 6 Marks

Q. No. 9. Explain the purpose and types of case study method 3+3 Marks Answer:
Types of Case Study Method

Based upon the number of individuals, the case study may be of two types –
 The individual case study - In individual case study the social unit consists of one individual or person.
 The community case study – It is one in which the social unit is not a person, rather, a family or social group.
On the basis of the purpose a case study may be subdivided into two categories
 Deviant case analysis – The researcher starts with the difference already found between two people or groups
of persons and his task is to read backward to deduce the condition that might have produced the difference
 Isolated clinical case analysis - The emphasis is upon the individual units with respect to some analytical
problem (122 Words)
Q. No. 10. Infant shyness 3 Marks

Answer: An adoption study compares biologically related people, including twins, who have been reared either
separately or apart. Evidence for genetic influence on a trait is found when children who have been adopted show
traits that are more similar to those of their biological parents than to those of their adoptive parents. Evidence for
environmental influence is found when the adoptee is more like his or her adoptive parents than the biological parents.
In adoption research studies, the results revealed that in non-adoptive families, the parents with high shyness rates also
had shy infants. One significant conclusion revealed that those biological mothers who were rated high on shyness, had
shy adopted babies as well. This shows some evidence of the effect of a genetic link on family environment. (127
Words)
Q. No. 11. Extraversion and cortical arousal 3 Marks
Q. No. 12. Reliability in measurement 3 Marks


Personality Correction

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Personality Correction

Uploaded by

Copyright:

Available Formats

June 2015

Section – A (500 Words)

Some other issues in personality that need to be attended are:

 Needs that move you towards others.

Q. No. 3. Describe the concept of traits and personal dispositions 10 Marks

Section – B (300 Words)

Q. No. 5. Explain two environmental factors of personality development. 6 Marks

Q. No. 6. Discuss the five-factor model of personality 6 Marks

Q. No. 7. Describe Freud's stages of psychosexual development. 6 Marks

 Intermittent Reinforcement Schedules - Intermittent (sometimes referred to as partial) schedules, on the

Section – C (100 Words)

Q. No. 10. Cardinal Traits 3 Marks

Section – A (500 Words)

Q. No. 2. Describe Albert Bandura’s Social Learning Theory 10 Marks

Q. No. 4. Discuss the projective techniques with suitable examples. 10 Marks

Section – B (300 Words)

Q. No. 5. Explain any two psychological factors personality development. 6 Marks

Q. No. 8. Discuss the hierarchy of needs theory by Maslow. 6 Marks

Section – C (100 Words)

Q. No. 10. Secondary Traits 3 Marks

Q. No. 12. Apperception 3 Marks

Section – A (450 Words)

Q. No. 1. Define personality. Describe Five Factor Model. 3+7 Marks

Q. No. 2. Explain Learning Theory of Personality by Pavlov 10 Marks

Strengths of Self Report Personality

Section – B (300 Words)

Q. No. 8. Discuss categories of traits as proposed by Cattell. 6 Marks

Factor Low Scorer High Scorer

Section – C (100 Words)

Q. No. 10. Arousal Theory 3 Marks

Section – A (450 Words)

Q. No. 2. Describe Albert Bandura’s Social Learning Theory 10 Marks

Q. No. 3. Discuss the neuropsychological basis of traits and 10 Marks

Section – B (300 Words)

Q. No. 5. Discuss Cattell's Trait Approach. 6 Marks

Q. No. 8. Describe testing and measurement concepts in personality assessment. 6 Marks

Section – C (100 Words)

Q. No. 10. Thematic Apperception Test 3 Marks

Q. No. 12. Self-Report Inventory 3 Marks

Section – A (450 Words)

Q. No. 2. Describe Albert Bandura’s Social Learning Theory 10 Marks

Section – B (250 Words)

Q. No. 6. Discuss the relationship between genes and personality 6 Marks

Q. No. 7. Describe the neurotic needs as stated by Horney 6 Marks

Q. No. 9. Discuss in detail NEO-Personality Inventory 6 Marks Answer:

Section – C (100 Words)

Q. No. 10. Surface traits and Source traits 3 Marks

Q. No. 12. Ayurvedic Body Type 3 Marks

Section – A (450 Words)

Trait Approach Proposed by Allport

According to him, there are three types of individual traits:

Measures to avoid Faking in Self-report Inventory

Section – B (250 Words)

Q. No. 5. Elucidate the Five Factor Model 6 Marks

Section – C (100 Words)

Q. No. 10. Thematic Apperception Test 3 Marks

Q. No. 11. Reciprocal determinism 3 Marks

Q. No. 12. Validity 3 Marks

Section – A (450 Words)

Section – B (250 Words)

Q. No. 5. Explain nomothetic approach vs idiographic approach to personality 3+3 Marks

Q. No. 7. Describe the characteristics of self actualisers according to Maslow 6 Marks

Q. No. 8. Discuss the concept of proprium according to Allport 2+4 Marks