CBSE Sample Papers for Class 12 Psychology Set 1 with Solutions

Students must start practicing the questions from CBSE Sample Papers for Class 12 Psychology with Solutions Set 1 are designed as per the revised syllabus.

CBSE Sample Papers for Class 12 Psychology Set 1 with Solutions

No.of Questions : 33
No.of Sections : 6
Time: 3Hrs.
Max. Marks: 70

General Instructions:

1. All questions are compulsory except where internal choice has been given.
2. Question Nos. 1-14 in Section A carry 1 mark each. You are expected to answer them as directed.
3. Question Nos. 15-19 in Section B are very short answer type questions carrying 2 marks each. The answer to each question should not exceed 30 words.
4. Question Nos. 20-23 in Section C are short answer Type questions carrying 3 marks each. The answer to each question should not exceed 60 words.
5. Question Nos. 24 – 27 in Section D are long answer Type-I questions carrying 4 marks each. The answer to each question should not exceed 120 words.
6. Question Nos. 28-29 in Section E are long answer Type-II questions carrying 6 marks each. The answer to each question should not exceed 200 words are of 3 marks each.
7. Question Nos. 30-33 in Section F are based on two cases given. The answer to each one mark question should not exceed 20 words. The answer to each two-mark question should not exceed 30 words.

Section A
Multiple Choice Questions (Each Que. carries 1 M)

Question 1.
Bobby is diagnosed with diabetes. However, he refuses to accept the diagnosis and continues to maintain the same lifestyle. Identify the defense mechanism that Bobby is using. (1)
(a) Repression
(b) Rationalisation
(c) Denial
(d) Displacement
Answer:
(c) Denial

Question 2.
Which one of the following is true for personality assessment? (1)
(i) A person’s behaviour in a variety of situations can provide us with meaningful information about his/her personality.
(ii) Indirect techniques can be scored in an objective manner.
(iii) Direct methods of personality assessment cover the unconscious part of our behaviour.
(iv) Psychological testing requires great skill and training.

Options
(a) i and iii
(b) i and iv
(c) ii and iii
(d) ii and iv
Answer:
(b) i and iv

Question 3.
Rita wants to perform well in the examination and hence starts attending classes regularly, taking notes, setting study targets, etc. Which theory of intelligence gives importance to this stage of planning? (1)
(a) Hierarchical Model of Intelligence
(b) PASS Model
(c) Theory of Multiple Intelligences
(d) Structure of Intellect Model of Intelligence
Answer:
(b) PASS Model

Question 4.
Which of the following statements applies to Sudarshan Kriya Yoga? (1)
(a) It combines pranayam with chanting
(b) It consists of mindfulness-based meditation
(c) It involves rapid breathing technique to induce hyperventilation
(d) It refers to asanas or only bodily postures
Answer:
(c) It involves rapid breathing technique to induce hyperventilation

Question 5.
Suhail’s intense and overwhelming fear of driving has disrupted his daily life. He does not go outside for important tasks unless somebody else drives the car for him. He has even left his job and has few social contacts. The most suitable behaviour therapy for Suhail would be (1)
(a) Systematic desensitisation
(b) Positive reinforcement
(c) Differential reinforcement
(d) Token economy
Answer:
(a) Systematic desensitisation

Question 6.
In the following question, a statement of Assertion (A) is followed by a statement of Reason (R). (1)
Assertion (A) In Logotherapy, transference is actively discouraged.
Reason (R) The goal of Logotherapy is to help patients find meaning and responsibility in their lives irrespective of their life circumstances. Select the most appropriate answer from the options given below
(a) Both A and R are true and R is the correct explanation of A
(b) Both A and R are true, but R is not the correct explanation of A
(c) A is true, but R is false
(d) A is false, but R is true
Answer:
(a) Both A and R are true and R is the correct explanation of A

Question 7.
Jayant believes that the television news anchor is talking to him. He is exhibiting (1)
(a) Delusion of reference
(b) Delusion of control
(c) Formal thought disorder
(d) Auditory hallucination
Answer:
(a) Delusion of reference

Question 8.
Maya has been feeling anxious and experiencing panic attacks for the past two weeks. She feels a constant sense of fear accompanied by rapid heartbeat, sweating and shortness of breath. This is affecting her ability to participate in school activities.
Which of the following criteria for abnormality in psychological disorders is best illustrated by Maya’s symptoms? (1)
(a) Deviance and danger
(b) Distress and dysfunction
(c) Duration and distress
(d) Danger and depression
Answer:
(b) Distress and dysfunction

Question 9.
Which of the following is not a characteristic of Autism Spectrum Disorder? (1)
(a) Shortness of breath
(b) Repetitive behaviour
(c) Problem in non-verbal communication
(d) Problem in social interaction
Answer:
(a) Shortness of breath

Question 10.
Identify the statements that are not true to group polarisation (1)
(i) It is a consequence of extreme cohesiveness.
(ii) Groups are more likely to take extreme decisions than individuals alone.
(iii) When you find people having similar views you perceive them as an ingroup.
(iv) As the group becomes one unit you begin to think, feel and act like them.

Options
(a) (i) and (iv)
(b) (iii) and (iv)
(c) (ii) and (iv)
(d) (ii) and (iii)
Answer:
(a) (i) and (iv)

Question 11.
Which one of the following statements describes a team? (1)
(a) Collection of people who may be present at a place by chance.
(b) The members have complementary skills and are committed to a common goal.
(c) Only the leader is responsible for the work.
(d) Polarisation in attention and actions of persons are in common direction.
Answer:
(b) The members have complementary skills and are committed to a common goal.

Question 12.
Shweta has joined the National Cadet Corps. Identify the type of group she is now a member of (1)
(i) Primary
(ii) Secondary
(iii) Informal
(iv) Formal

Options
(a) (i) and (iv)
(b) (iii) and (iv)
(c) (ii) and (iv)
(d) (ii) and (iii)
Answer:
(c) (ii) and (iv)

Question 13.
The concept of balance as proposed by Fritz Heider states that balance is found when (1)
(a) All three sides of the P-O-X triangle are negative.
(b) Two sides of the P-O-X triangle are positive and one side is negative.
(c) Two sides of the P-O-X triangle are negative and one side is positive.
(d) There is a state of cognitive dissonance.
Answer:
(c) Two sides of the P-O-X triangle are negative and one side is positive.

Question 14.
Identify the statement that can help in reducing social loafing. (1)
(a) Making the group effort identifiable, instead of individual effort.
(b) Decreasing the pressure to work hard towards the achievement of group goals.
(c) Making people feel that their individual contribution is important.
(d) Weakening group cohesiveness and increasing motivation to increase productivity.
Answer:
(c) Making people feel that their individual contribution is important.

Section B
Very Short Answer Type Questions (Each Que. carries 2 M)

Question 15.
An individual’s response to a stressful situation largely depends upon the perceived events and how they are interpreted or appraised.’ Do you agree with this statement with reference to Lazarus’ theory? State a reason for your answer.(2)
Answer:
Yes, I agree with the statement. Lazarus’ theory of cognitive appraisal emphasises that an individual’s emotional response to stress is primarily influenced by their perception and interpretation of a stressful situation. This means that how someone perceives and evaluates a stressor determines their emotional reaction.

Question 16.
Explain two major limitations of rating scales in assessment. (2)
Or
State the main characteristics of Type A personality. (2)
Answer:
Following are the two major limitations in rating scales in assessment
(i) Halo effect A rater’s overall impression of a person can bias their ratings of specific traits.
(ii) Middle category bias Raters may avoid extreme ratings, leading to a concentration of scores in the middle of the scale.
Or
Type A personality is characterised by

• Time urgency – A constant feeling of being pressed for time and needing to rush.
• Competitiveness – A strong desire to succeed and outperform others.
• Hostility – A tendency to be easily irritated, angry and aggressive.
• Impatience – A lack of tolerance for delays or waiting.

Question 17.
“The cross-situational consistency of traits is found to be quite low”. Evaluate this statement with reference to the interactional approach to personality. (2)
Answer:
The interactional approach suggests that personality is influenced by both traits and situational factors. This means that while traits may provide a predisposition, their expression depends on the specific situation. Thus, the cross-situational consistency of traits can be low, as behaviour is shaped by the interplay of traits and environments.

Question 18.
Is intelligence an interplay of nurture and nature? Support your answer with one evidence for each. (2)
Answer:
Yes, intelligence is an interplay of nature and nurture in the following ways

• Nature Twin studies show that identical twins, who share 100% of their genes, have higher intelligence correlations than fraternal twins, who share 50% of their genes.
• Nurture Early childhood enrichment programs can significantly boost intelligence scores demonstrating the impact of environmental factors.

Question 19.
Aslam is a manager in an organisation. To conduct a team-building activity he assigned work to selected members randomly. He observed that while executing the task, there came a stage when there was conflict among the members.
At what stage of group formation would this have taken place and explain the stage that is likely to follow? (2)
Answer:
Aslam’s team likely experienced conflict during the storming stage.
After this, the group will move into the norming stage where members establish group norms, develop trust, and work towards achieving their goals.

Section C
Short Answer Type Questions (Each Que. carries 3 M)

Question 20
Maninder is confident in saying ‘no’ to a request that he cannot fulfil. He is also able to organise his work and not procrastinate it. Explain the life skills exhibited by him. (3)
Answer:
Maninder demonstrates assertiveness by confidently saying “no” and setting boundaries, time management through effective task organisation and avoiding procrastination and resilience by overcoming unhelpful habits to achieve his goals.

These skills contribute to maintaining healthy relationships, reducing stress, and boosting productivity while staying focused on personal and professional growth.

Question 21.
Peter is a 28-years-old man who has been diagnosed with schizophrenia. He lacks the necessary skills to be independent, and productive member of society. As a mental health professional, suggest any three rehabilitation techniques to support Peter in becoming self-sufficient. (3)
Answer:
Peter can benefit from the following rehabilitation techniques:

• Occupational therapy Develops work discipline through skills like candle making and weaving.
• Social skills training Enhances interpersonal skills using role play, imitation and instruction.
• Cognitive retraining Improves attention, memory, and executive functions.

These approaches help him become a self-sufficient member of society.

Question 22.
Ramit, a painter, is a happy, self-fulfilled and fully functioning person. He holds exhibitions of his art work which is always appreciated by all the visitors. How will Carl Rogers explain Ramit’s personality? (3)
Or
The Birhors, a tribal community largely lead a nomadic life depending on hunting and gathering. How will this lifestyle influence the personality development of children from this community?
Answer:
According to Carl Rogers, Ramit’s personality reflects self-fulfillment and self-actualisation. He expresses his talents to their fullest, aligning his real self with his ideal self, which makes him happy and content. His goal-directed behaviour and innate goodness lead him to choose adaptive, self-actualising actions, as seen in his successful exhibitions and appreciation from visitors.

Or

Children in the Birhor community are given the freedom to explore forests and learn essential hunting and gathering skills from a young age.
Socialisation practices focus on fostering independence, autonomy, and achievement. This upbringing shapes their personality to be more self-reliant, functional and oriented towards achieving goals, reflecting the community’s nomadic lifestyle and survival needs.

Question 23.
Differentiate between obsessive and compulsive behaviour. (3)
Answer:
Obsessive behaviour refers to the persistent, intrusive thoughts or ideas that the person cannot stop thinking about, often causing distress or shame.

On the other hand, compulsive behaviour refers to the repetitive need to perform specific actions, such as counting, checking, or washing, to alleviate anxiety caused by obsessive thoughts.

Obsessive-Compulsive Disorder (OCD) involves both obsessive and compulsive behaviours, and they are distinct but interconnected.

Section D
Long Answer Type-1 Questions (Each Que. carries 4 M)

Question 24.
Sara believes in the importance of regular exercise for maintaining good health. Despite this belief, she rarely engages in any form of physical activity. With respect to Sara, explain the reasons for the lack of consistency between her attitude and behaviour. (4)
Answer:
Sara’s inconsistency between her attitude and behaviour regarding exercise can be explained by several psychological factors such as
First, her belief in exercise may be weak, not central to her overall attitude system, making it less motivating. She might also be unaware of the strength of her attitude toward exercise.

External pressures, such as a busy lifestyle or social obligations, could be influencing her behaviour, preventing her from acting on her belief. Additionally, Sara may not perceive that exercising would bring significant positive results or consequences, which reduces her motivation to engage in it.

Finally, her behaviour might change if she felt she was being observed or evaluated by others, as this could pressure her into aligning her actions with her attitude.

Or

Rajan has a prejudice against senior citizens. As a result, he ignores their inputs and ideas. What are the likely sources of the prejudice that he holds?
Answer:
Rajan’s prejudice against senior citizens may stem from several sources

• Learning He might have acquired negative views about senior citizens through cultural norms, exposure to biased information, or observing prejudiced behaviour in others.
• Strong social identity and ingroup bias If Rajan identifies strongly with a particular group, he may hold negative attitudes toward senior citizens to bolster his sense of belonging and superiority.
• Scapegoating Rajan might project societal or personal frustrations onto senior citizens, blaming them for broader social or ecpnomic issues.
• Kernel of truth concept Rajan could believe that stereotypes about senior citizens hold some truth, reinforcing his prejudice despite lacking evidence.

These factors contribute to his disregard for the input and ideas of senior citizens.

Question 25.
Gagan’s psychologist used a technique of personality assessment that required story writing around pictures and completion of sentences, etc. Identify and describe the technique being referred to here. (4)
Answer:
The techniques used in Gagan’s personality assessment are projective techniques. These involve presenting individuals with ambiguous or unstructured stimuli, such as pictures or incomplete sentences, which allow them to project their own feelings, desires, and needs onto the stimuli.

The person is typically unaware of the assessment’s purpose, scoring methods, or what constitutes incorrect responses. They are also informed that there are no right or wrong answers, encouraging spontaneous and genuine responses.

Each response is believed to reveal significant aspects of the individual’s personality. Scoring and interpretation of these responses are often lengthy and subjective, requiring careful analysis of the underlying themes and insights they provide about the person’s inner world.

Question 26.
Shanta has an IQ of 140. She has recently won an award for the ‘Best Author’ as well. Will she be gifted or talented? Elaborate on giftedness and its characteristics. (4)
Answer:
Shanta, with an IQ of 140 recently won an award for ‘Best Author,’ would be considered gifted rather than merely talented. Giftedness refers to exceptional general ability, demonstrated through superior performance across various areas, while talent is a remarkable ability in a specific field.
Characteristics of giftedness include

• Advanced logical thinking Shanta exhibits superior problem-solving behaviour and questioning skills.
• High speed in processing information She quickly and efficiently processes complex information.
• Advanced creativity Her success as an author suggests a high level of original and creative thinking.

These traits indicate Shanta’s general intellectual prowess and capacity for exceptional achievement, distinguishing her as gifted.

Question 27.
Explain the effect of stress on the psychological functioning of an individual. (4)
Answer:
Stress impacts psychological functioning in several significant ways

1. Emotional Effects Stress often leads to mood swings and erratic behaviour, which can strain relationships with family and friends.
2. Physiological Effects The body’s stress response increases hormone production, such as adrenaline and cortisol, causing changes in heart rate, blood pressure, metabolism, and overall physical activity.
3. Cognitive Effects Prolonged stress can result in mental overload, leading to difficulties in concentration and reduced short-term memory capacity.
4. Behavioural Effects Stress may alter behaviour, resulting in poor dietary choices, increased consumption of stimulants like caffeine and higher use of cigarettes, alcohol, or drugs.

These effects highlight the comprehensive impact of stress on an individual’s psychological and physical well-being.

Section E
Long Answer Type-ll Questions (Each Que. carries 6 M)

Question 28.
What are the features of Neurodevelopmental Disorders? Explain any two disorders under this category. (6)
Answer:
Neurodevelopmental disorders are characterised by their manifestation during the early stages of development. Symptoms typically appear before the child enters school or during the early years of schooling. These disorders can significantly affect personal, social, academic, and occupational functioning, often resulting in deficits or excesses in specific behaviours or delays in reaching age-appropriate developmental milestones.
Some disorders under neurodevelopmental disorders are as follows

1. Attention Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder marked by persistent patterns of inattention and/or – hyperactivity-impulsivity. Children with ADHD may struggle with maintaining focus, following instructions, and completing tasks, which can impact their academic performance and social interactions.

2. Autism Spectrum Disorder (ASD) is another neurodevelopmental disorder characterised by challenges in social communication and the presence of restricted, repetitive behaviours or interests. Individuals with ASD may have difficulty understanding social cues, forming relationships and engaging in flexible thi, iking, which can affect their ability to interact effectively in various settings.
Both disorders reflect the impact of neurodevelopmental conditions on a child’s overall functioning and developmental trajectory.

Or

Generalised Anxiety Disorder and Phobia are types of anxiety disorders. How will different psychological models explain the development of these disorders? (6)
Answer:
Different psychological models offer varying explanations for the development of Generalized Anxiety Disorder (GAD) and Phobia in the following ways
1. Psychodynamic Model This model suggests that anxiety disorders arise from unconscious conflicts between the id, ego, and superego. For exmple, unresolved conflicts or repressed fears might manifest as GAD or phobias, with internal struggles emerging as persistent anxiety or irrational.

2. Behavioural Model According to this model, anxiety disorders result from learned maladaptive behaviours.
Classical conditioning may explain phobias, where a person develops a fear response after a traumatic experience with a specific object or situation. Operant conditioning involves the reinforcement of avoidance behaviours, perpetuating the disorder. Social learning suggests that individuals can acquire anxiety through observation and imitation of others’ fearful behaviours.

3. Cognitive Model This approach posits that anxiety disorders stem from dysfunctional thinking patterns. Irrational, overgeneralised thoughts, such as fearing all social interactions due to one negative experience, contribute to the development of GAD and phobias by distorting perceptions and amplifying anxiety.

4. Humanistic-Existential Model Humanists view anxiety as arising from the failure to achieve self-actualisation, leading to feelings of inadequacy or lack of purpose. Existentialists argue that avoiding the responsibility of creating meaning in life results in existential anxiety and dysfunctional behaviors, contributing to disorders like GAD and phobia.
Each model provides unique insights into the origins and maintenance of anxiety disorders, highlighting the complexity of these conditions.

Question 29.
Differentiate between information processing and psychometric approach to understand intelligence. Explain any four theories of psychometric approach. (6)
Answer:
Information Processing Approach Psychometric Approach are two distinct methods to understand intelligence.
Information Processing Approach This approach focuses on the cognitive processes involved in . intellectual reasoning and problem solving. It examines how individuals process, store and retrieve information, studying the mechanisms underlying intelligent behaviour.

On the other hand, Psychometric Approach views intelligence as a composite of various cognitive abilities, represented through performance on standardised tests. It quantifies intelligence with a single index, reflecting an individual’s overall cognitive capacity.

Some Theories of the Psychometric Approach are as
(i) Unifactor Theory Proposed by Charles Spearman follows this theory suggests that intelligence is a single, general factor, known as ‘g’ (general intelligence), that underlies all cognitive abilities. According to Spearman, ‘g’ influences performance across various mental tasks.

(ii) Two-Factor Theory Spearman also proposed that intelligence comprises both a general factor (‘g’) and specific factors (‘s’) unique to particular tasks. While ‘g’ affects overall performance, specific abilities (‘s’) influence performance on specific tasks.

(iii) Hierarchical Model This model, developed by Raymond Cattell, suggests a three-tier structure of intelligence: a general factor (g) at the top, broad abilities (e.g., fluid and crystallised intelligence) in the middle, and specific abilities at the bottom. It combines both general and specific cognitive functions.

(iv) Theory of Primary Mental Abilities Proposed by Louis Thurstone, this theory identifies several primary mental abilities, such as verbal comprehension, numerical ability, spatial relations and memory. Thurstone argued that these abilities are independent of one another but contribute to overall intelligence.

Each theory offers a unique perspective on the structure and components of intelligence, contributing to a comprehensive understanding of cognitive abilities.

Or

What is the relationship between creativity and intelligence? Differentiate between creativity tests and intelligence tests.
Answer:
Creativity and intelligence are related but distinct concepts. While intelligence involves cognitive abilities such as logical reasoning, memory, and problem-solving skills, creativity is the ability to generate novel and useful ideas.

Terman (1920) noted that while all creative people tend to be intelligent, not all intelligent individuals are necessarily creative. Creativity requires more than intelligence; it also depends on factors such as. motivation, commitment, family support, peer influences, training, and opportunities. Intelligence alone does not guarantee creativity, as creativity often demands divergent thinking and the ability to view problems from new perspectives.

Creativity Tests are designed to evaluate a person’s ability to think divergently and express original ideas. These tests are open-ended and allow for freedom of imagination. They assess abilities such as generating multiple solutions to a problem, seeing new relationships, and guessing causes and consequences. Creativity tests often use various stimuli, including words, figures, actions, and sounds, to encourage imaginative responses.

on the other hand, Intelligence Tests are generally closed-ended and focus on convergent thinking. They measure cognitive abilities such as memory, logical reasoning, accuracy, and perceptual ability. These tests emphasize clear, structured thinking and do not typically provide scope for originality, spontaneity, or imagination. While intelligence tests assess how well one can solve predefined problems, creativity tests measure the capacity to innovate and think outside conventional boundaries.

Section F
Case-based Questions (Each case caries Que. of 4 M)

Read the following passage and answer question numbers 30 and 31.

Anita, a 40-years-old woman having a history of persistent depression was referred for therapy. She described feeling overwhelmed by feelings of sadness, hopelessness and worthlessness, which had significantly impacted her personal and professional life.

Anita’s childhood was marked by significant adversity, including growing up in a dysfunctional family environment characterised by parental neglect and emotional abuse. As a child, Anita internalised feelings of inadequacy and worthlessness. She exaggerated her flaws and overlooked her strengths.

Her self-critical thoughts manifested statements such as “I’m a failure,” “I’ll never be happy,” and “Nobody cares about me.” These distorted thoughts reinforced her feelings of hopelessness and contributed to her ongoing depressive state.

Question 30.
Identify the core beliefs developed during Anita’s childhood. (2)
Answer:
Anita’s core beliefs from childhood include feelings of inadequacy and worthlessness, evident in thoughts like “I’m a failure” and “Nobody cares about me.”

Question 31.
Which therapy would be most suitable to reduce Anita’s distress? Give reason for your answer. (2)
Answer:
Cognitive therapy is most suitable for Anita as it addresses and challenges her irrational thoughts and core beliefs, helping to alter the distorted thinking that perpetuates her depressive state.

Read the following passage and answer question numbers 32 and 33.

Renowned environmentalist T. Shobheendran, after retiring as a Professor of Economics, dedicated himself to fostering a culture of nature conservation among young people. Shobheendran spearheaded unique programs to engage students in tree planting and conservation efforts, transforming approximately 100 acres of barren land surrounding the college campus into a lush green area adorned with over 5,000 trees. Additionally, he actively participated in planting hundreds of saplings in public spaces- and along roadsides.

Shobheendran’s initiatives also led to the establishment of research centres for afforestation projects at both campus and city levels. Members of the Kerala Prakruthi Samrakshana Samiti fondly recalled Shobheendran’s tireless efforts against river bank encroachments and water pollution. His advocacy prompted government authorities to take decisive action.

Shobheendran’s legacy as a champion for nature lives on through the countless individuals he inspired with his relentless conservation activities and social campaigns.

Source: The Hindu
(https://www.thehindu.com/news/national/kerala/environmental-activist-tshobheendran-passes-away-in
kozhikode/article67415346.ece#:~:text=
Noted%20environmental%20activist%20T.,He%20was%2076)

Question 32.
‘He actively participated in planting hundreds of saplings in public spaces and along roadsides.’ Which component of attitude is expressed here? (2)
Answer:
The behavioural component of attitude is expressed here, as Shobheendran’s actions involved actively planting saplings and engaging in conservation efforts.

Question 33.
Explain any two processes that may have led to the formation of T. Shobheendran is attitude towards the environment. (2)
Answer:
T. Shobheendran’s attitude towards the environment may have formed through the following processes

• Learning attitudes through modelling by observing others engaged in conservation
• Learning through exposure to information from environmental research and campaigns.