SDF-U-P SYC

ｾＺＲＵＰ＠

ｾＭ＠

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$ ｭＭｾＢＳ＠ (Cf\o "Blo ｾｯＩ＠ ｾ＠ ｴｾ＠ 1R ｾ＠ ＢＡｒｾ＠ ｾｉ＠ ｭｦｾ＠ ｾ＠ t ｾ＠ ｾ＠

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PSYCHOLOGY (PAPER-I)

ITime Allowed : Three Hours I Maximum Marks : 250 I

QUESTION PAPER SPECIFIC INSTRUCTIONS
(Please read each of the following instruction s carefully before attempting questions)
There are EIGHT questions divided in two Sections and printed both in HINDI and
in ENGLISH.
Candidate has to attempt FIVE questions in all.
Question Nos. 1 and 5 are compulsor y and out of the remaining , THREE are to be attempted
choosing at least ONE question from each Section.
The number of marks carried by a question/p art is indicated against it.
Answers must be written in the medium authorized in the Admission Certificate which must
be stated clearly on the cover of this Question-c um-Answe r (QCA) Booklet in the space
provided. No marks will be given for answers written in a medium other than the
authorized one.
Word limit in questions, wherever specified, should be adhered to and if answered in much
longer or shorter than the prescribed length, marks may be deducted.
Attempts of questions shall be counted in sequential order. Unless struck off, attempt of a
question shall be counted even if attempted partly. Any page or portion of the page left blank
in the Question-c um-Answe r Booklet must be clearly struck off.

SDF-U-PS YC/15 1 [P.T.O.

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 ｾＭａ＠ / SECTION-A

Answer the following questions in about ISO words each : 10x5=50

{a) Ｑｩｬｦ｣ｾｯ＠ .q Oi4Cit;RCIIO:: ｾ＠ 'lfCR CfiT f.t1ifur Slq'j;;Jt"'W:fi '3"q'fl'fq <t1 Cfl1i-(Jft411R ｾ＠ ｾ＠ ?.fll 'l_t'"4iCfl"l
ｾｉ＠
The edifice of behaviourism was built on the loopholes of the teleological
approach in psychoanalysis. Evaluate.mo

(b) Ｂ ｾ＠ ｾ＠ 'iqGlilf.lCfl ｾＮｭ＠ ｾＭ＠ ｾ＠ ｾ＠ t1" ｾ＠ 30::It;<on ma ｾ＠ ｾ＠

"Diagnostic and prognostic researches are complementary to each other."
Explain with suitable examples.

(c) ｾｈｉｦＮｬｃ＠ ｾ＠ .q, ｾ＠ ｾ＠ ｾ＠ ｭｾＮ＠ qftCfl{"q"ll <t1 ｾ＠ <t1 cxm9ln ｾ ｾ＠

Explain the role of hypothesis in psychological researches with suitable
examples.

fdJ ｾＺｭ＠ q;1 ｾ＠ ｾ＠ ｾＺｭ＠ .q ｾ＠ '5rcfiT{ ｾ＠ t? ｾ＠ ｾ＠ ｾ＠ ｾ＠ CfiRCflT <t1 ｾ＠ ｾ＠ 1

How do we see the objects in three dimensions? Discuss the factors influencing
the same.

{e) ｾ＠ ｾ･ｦｩｴ Ｌ＠ q(s:q{JIId ｾｴＱ＠ ｾ＠ ｾＭ＠ ｾ＠ ｾ＠ ｾ＠ t? ｾｉ＠

In what ways is deviation IQ different from traditional IQ? Discuss.

2. {a) Ｂ ｾ＠ CfiT ｾ＠ ｾＮ＠ ｾ＠ <tl ｾ＠ <tl ｾ＠ ｾ＠ 'WfiR ｾ＠ cxm9ln "Cfl«ff t I" ｾ＠ "Cf)'ij'1 CfiT
'!_t'"4iCfl"l ti:G:IRlCfl ｾ＠ ｾ＠ ｾ＠ ｭｾ＠ .q ｾ＠
"Multistore model of m emory best explains the nature of memory." Evaluate
the statement in theoretical perspective and empirical evidences. 20

{b) ｾ＠ ｾ＠ ｂｬｩｾｃｦ＠ a?.fl ｾＧｬｲｩｃｦ＠ ｾ＠ ｾ＠ ｾ＠ 'lffin-mr ｾ＠ ｾ＠ ｾ＠ CfiT tflfl ｾ＠ t ? ｒＡｃｦｬﾫｾ＠

ｦｾ ｾ ｾＮｱｬ＠
What is the significance of attachment to parents in social and emotional
well-being of a child? Illustrate from the perspective of developmental theories. 15

(c) 'i& cfi't ｾ＠ q;l ｱｾｦｃｉ＼ｯｴ＠ 'CflT(Cfi ｾ＠ 'WfiR f.!mftf ｾ＠ t? 30::It;<on ｾ＠ ｾ＠ cxm9ln ｾ＠
How do environmental factors determine the sensation of hunger? Illustrate
with examples . 15

3. {a)
Ｓｬｾ Ｍ ＵｬＴＧ ｲ Ｑｩｃｦｬ＠ ｾ＠ ｾ＠ ｾ＠ CfiT 'l_t'"4iCfl"l ｾｉ＠
Differentiate b etween experimental and quasi-experimental designs. Evaluate
the applications of quasi-experimental designs in psychological researches. 20

SDF- U- PSYC/ 15 2

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 {b) m ｾＧ｡ｮ＠ V<fiR f\l;;f ｾｉ＠ 1\ ｾ＠ ｾｃｦｩｬ＠
＼ｦｩｇｾ＠ 1R ｾｉ＠
Explain how divergent thinking is different from convergent thinking. Discuss
the methods to foster divergent thinking in children. 15
(c) ｾ＠ ｾ＿＠ ｾ＠ ｾｃｦｩｬ＠ ｾｃｦｩｇｬ｜ｊ｡Ｉｴ＠ ｾｬｒ＠
ｾｉ＠
What is achievement motivation? Discuss the projective technique as a method
for assessing achievement motivation. 15

4. (a) lfRCJ ｾ＠ 1R ｾＭｦｩ＠ ｾ＠ JJ\iTCif lR, ｾ＠ ｭｾ＠ ｾ＠ ｾＮ＠ ｾ＠ ｾ＠

Discuss the effects of stimulus-dep rivation on human behaviour with empirical
evidences. 20
{b) ｾ＠ ｾＭｃｦｩｒ＼ｴ＠ ｦｾＬ＠ 16 ｾ＠ CfiRCti ｾ＠ ｾ＠ ｾ＠ V<fiR f\l;;f ｾ＿ｉ＠
How is NEO Five-Factor Theory different from 16 Personality Factors Theory?
Explain. 15
(c) ｾ＠ ｾ＠ m ｾ＠ ｾ＠ ｾ＠ q)1 m 3fCrn m ｩＡｬｻＢＨｱｾ＠ ｾ＠ tRR ｾ＠ ｾ＠ ｾ＠ tl
ｾｅｊｈＮＱＴｬ＠ cra:n 1\ ｾ＠ v:ci 4"lRN<i.ii ｾ＠ CfiT ｾ＼ｦｩｇ＠ 1R ｾｉ＠
Illustrate that values can best be fostered during childhood. Discuss different
methods for fostering moral and ethical values among school-going children. 15

ｾＭｂ＠ / SECTION-B

Answer the following questions in about 150 words each : 10x5=50

(a) ｾ＠ ｾ＠ 1\ ﾷｾ＠ ｾＬ＠ qftCfltrq"'l q)1 Ｇｬ｟ｾｩＮＢ＠ ｾｉ＠
Evaluate the 'critical period' hypothesis in language acquisition.
(b) Ｂｾ＠ 3lfWrq ＨｾＩ＠ 1\ ｾ＠ Ｈｦｾ＠ t11Jil-41i.ii(OI ･ｮｾ＠ t1" ｦｳｴｩｾｉｓ､＠ ｾ＠ q)1
ｾｬｒｉ＠
"Discriminat ion and generalizatio n are two complementa ry processes in skill
learning." Discuss with reference to operant conditioning.
(c) ﾷｾ＠ ｾ＠ v:ci ｾ＠ ｾ＠ Cfi\ 'ij"Cf)(fi t1'' ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠
ｾｉ＠
"Stereotypes can lead to the development of prejudice and discriminatio n."
Explain citing examples from Indian context.
(d) ｊｩＱＧＩｬｾＢ＠ Cfl1 ｾ＠ ｾ＠ ｾ＠ 1\ ｾ＼ｦｩｇ＠ 1\ ｾＨＢＧＴｦｬｱ＠ ｾ＠ ｾ＠ V<fiR ｾ＠ ｾ＠ ｾ ＿＠ Ｇｬ｟ｾｩｃｦＢ＠ ｾｉ＠
How did structuralism contribute to the development of psychology as a
discipline? Evaluate.

SDF- U-PSYC/ 15 3 [P.T.O.

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 {e) ｾ＠ CfiR1JI Ｓｬｦｾ＠ "ffi7n ｾ＠ "41f?l<ft<4 wfl CfiT ｾ＠ mm t? ＧｈｬｾｦＮｴｨ＠ ｾ ｉ＠

Why do most people experien ce geometri cal illusions ? Explain from the
psycholo gical perspecti ve.

6. Ｈ｡Ｉ ﾷ ｾＮ＠ ｕｌＡｴ＼ｾＢｬ＠ ｾ＠ ｾ＠ ｾ＠ ｦｾ＠ ｾ＠ ｾ＠ '5lCfiR ｦｾ＠ t? ｾＢＤｗｉ＠ m

ｾｉ＠
How is Gardner' s theory of intelligen ce distinct from Spearma n's theory?
Illustrate . 20

(b) ｾＭｭＢＡＧｬ＠
Citing example s from life situation s, explain the phenome non of perceptu al
organiza tion. 15

(c) ｾ＠ ｾ＠ <Fn t? tii?l•llr'i"h ｾ｡ｮＢＤ＠ ｾ＠ .q ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠

What is vicarious learning? Discuss its applicati ons in acquisiti on of emotiona l

response s. 15

7. (a) ﾷｾＧＵｬｃｦｒｴｯｭ ＮｱｾＳｔｉ ｾ＠

ｾｭＱ＠
Define 'concept' . Illustrate different types of concepts and processe s involved in
the formulat ion of the same. 20

(b) ｴｩｱ［ｒｬｾ＠ t am-em ｾＺｭ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠ Cf)l ｾ＠ '5lCfiR i4:tclt!OI M ｾ＠ ｾ＠ t? ｾ＠

ｭｾｴ＠
How can language be analyzed for its similariti es across cultures ? Explain with
15

(c) ｾ＠
scientific evidence s.
"5Hf(Ul-i4:tclt4UI ｾ＠ Gl l(<h'il'ff<4 "5Hf(Ul-i4:tclt4U0 CfiT ｾ＠ I quA ｾ＠ Cfm ｾ＠ * t
t ｭｾ＠ 'I_C"4i"h"1 ｾ＠
Two-way ANOVA is not merely an addition of two one-way ANOVAs. Describe
15
and evaluate with examples .

8. (a) ｾｱｲ［ｦ＠ ｭｾ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠ (1'ii>Oftct;(OI .q eifftf?ith ｾｉ＠

Citing research evidence s, bring out the role of cultural factors in socializa tion. 20

(b) CFfT ｾｒｩ＼ＮＧＱｬＴ＠ -m ｾＺｭｦｩｬ＠ ＨｾＩ＠ Ｓｈｎｩｾ､ｬ＠ ｾ＠ ｾ＠ t? ｾ＠ ｭｾ＠ t ｾ＠ .q "iR!1

ｾｉ＠
Is amnesia merely a phenome non of retrieval failure? Discuss in the light of
empirica l evidence s. 15

(c) ｾ＠ ｾ＠ .q ｩｴｒＭｾ＠ 'lt\PdUil ｾ＠ 344'lffla1an CfiT ･Ｇｩｬ＼ＮＢｾｲｨ＠ 'I_C"4i"h1 ｾ＠

Critically evaluate the uses of paper-pe ncil tests in personal ity assessm ent. 15

***

SDF-U-P SYC/15 4 2088-43 2

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