CBSE Sample Papers for Class 12 Psychology Set 4 with Solutions

Students must start practicing the questions from CBSE Sample Papers for Class 12 Psychology with Solutions Set 4 are designed as per the revised syllabus.

CBSE Sample Papers for Class 12 Psychology Set 4 with Solutions

Time Allowed: 3 Hours
Maximum Marks: 80

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. 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. 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. 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. Answer to each question should not exceed 200 words.
7. Question Nos. 30-33 in Section F are based on two cases given. Answer to each 1 mark question should not exceed 20 words. Answer to each 2 marks question should not exceed 30 words.

Section A
Section A consists of 15 questions of 1 mark each

Question 1.
Logotheraphy is given by (1)
(a) Victor Frankl
(b) Sigmund Freud
(c) Ivan Pavlov
(d) Carl Rogers
Answer:
(a) Victor Frankl

Question 2.
Rahul, a 14-year-old, excels in multiple subjects at school and participates in various extracurricular activities. He often comes up with creative solutions to problems. His teacher notices his consistent dedication and exceptional performance across different areas. Based on the provided information, how would you classify Rahul’s abilities? (1)
(a) Talent
(b) Giftedness
(c) Prodigy
(d) High creativity
Answer:
(b) Giftedness

Question 3.
Mithu, a final year college student of Delhi University, is known as a ‘problem solver’ in her college. She not only understands student’s emotions but also helps them in taking right decisions about courses and job placements. Which of the following traits do you think Mithu possess ? (1)
(a) Emotionally Intelligent Person
(b) Emotionally Creative Person
(c) Powerful Influential Person
(d) Socially Influential Person
Answer:
(a) Emotionally Intelligent Person

Question 4.
Sam is 19-year old athletic built ambitious swimmer. He has been selected for upcoming Asian Games and for that he is preparing hard. However, his coach has found that Sam is bit distressed and not properly taking food or sound sleep. What is the best therapy suitable for him? (1)
(a) Humanistic-existential therapy
(b) Psychoanalytical therapy
(c) Behaviour therapy
(d) Cognitive therapy
Answer:
(c) Behaviour therapy

Question 5.
In the following question, a statement of Assertion (A) is followed by a statement of the Reason (R). Read the statements and choose the oppropriate option. (1)
Assertion (A) Children learn to respect elders by observing their parents.
Reason (R) Learning attitudes through modeling involves observing others being rewarded or punished for certain behaviour.

Codes
(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 6.
In the following question, a statement of Assertion (A) is followed by a statement of the Reason (R). Read the statements and choose the appropriate option d
Assertion (A) In systematic desensitisa¬tion client asked to think about the least anxiety-provoking situations.
Reason (R) The client hence, learns to deal with fearful situations.
Codes
(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.
Name the Psychologist who proposed the Two-Step Theory of attitude change. (1)
(a) Sigmund Freud
(b) Ivan Pavlov
(c) SM Mohsin
(d) Fritz Heider

Question 8.
Suryakant Nayar, a trained Ayurveda Doctor lives in Kerala is known for his knowledge of ancient medicines and always encourages people to opt for traditional methods of medicines and treatment, as mentioned in ‘Charak Samhita’.
According to Ayurveda, which of the following is not a ‘dosha’ for classification of people? (1)
(a) Vamdosha
(b) Pittadosha
(c) Vatadosha
(d) Kaphadosha
Answer:
(a) Vamdosha

Question 9.
Which among the following is a dynamic situation-specific reaction to stress? (1)
(a) Stressor
(b) Coping
(c) Avoiding
(d) Relieving
Answer:
(b) Coping

Question 10.
A teacher influence students to develop a strong perference for a specific subject because of (1)
I. positive association between a teacher and a student.
II. negative association between a teacher and a student.
III. neutral association between a teacher and a student.

Codes
(a) I and II
(b) II and III
(c) II only
(d) I and III
Answer:
(a) I and II

Question 11.
In the following question, a statement of Assertion (A) is followed by a statement of the Reason (R). Read the statements and choose the appropriate option (1)
Assertion (A) An intelligence test may be fully verbal, fully non-verbal or fully performance-based, or it may consist of a mixture of items from each category.
Reason (R) Raven’s Progressive Matrices (RPM) Test is an example of a non-verbal test. Therefore, non-verbal tests can be administered only to illiterate people.

Codes
(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:
(c) A is true, but R is false

Question 12.
Ramya while facing a job interview, was asked numerous questions regarding her qualifications, likes and dislikes, etc. She confidently gave answers regarding her qualities and skills and other characteristics. The type of identity Ramya possesses is called (1)
(a) interpersonal identity
(b) ideal self
(c) personal identity
(d) social identity
Answer:
(c) personal identity

Question 13.
Which of the following life skill helps us to communicate, clearly and confidently, our feelings, needs, wants and thoughts? (1)
(a) Time management
(b) Rational thinking
(c) Self-care
(d) Assertiveness
Answer:
(d) Assertiveness

Question 14.
Radhika, a middle-aged housewife, started hearing voices and became paranoid, believing someone was watching and plotting against her. She withdrew from social interactions, appeared disconnected from reality, and had difficulty following conversations. These symptoms impacted her daily life. Identify the disorder. (1)
(a) Schizophrenia disorder
(b) Anxiety disorder
(c) Neurodevelopmental disorder
(d) Major depressive disorder
Answer:
(a) Schizophrenia disorder

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

Question 15.
Do you agree with the statement . “Psychological disorders develop when a diathesis is set off by a stressful situation”? Give reasons in support of your answer. (2)
Answer:
Yes, I agree with the statement. The diathesis-stress model effectively explains how a combination of biological vulnerability (diathesis) and exposure to stressors can lead to psychological disorders.
These disorders include anxiety, depression, and schizophrenia, emphasising the interplay between genetics and environment.

Question 16.
Vaani is not just smartest girl but also requires less command by her teachers and parents to accomplish any given tasks. She analyse problems and arrives at solutions quickly. Identify the type of intelligence Vaani has. ( 2)
Answer:
Vaani has componential or analytical intelligence, where person analysis the given information and quickly solve problems.
Persons high on this ability think analytically and critically and succeed in schools.

Question 17.
Jatin, a college student, often feels anxious and loses his temper quickly. He prefers to stay in his room rather than join social events. Based on HJ Eysenck’s personality dimensions, how would you classify Jatin’s traits? Explain. (2)
Answer:
Jatin’s traits align with Eysenck’s dimensions of neuroticism and introversion. As he has anxiety and quick temper, he exhibits high neuroticism. Additionally, he exhibits high introversion, as he prefers solitude over social activities.

Question 18.
Tanya is always does some unique activities to get herself physically and mentally fit every day. Why is creative visualisation important in physical fitness? (2)
Answer:
Creative visualisation is important as it reduces the risk of interference from unbidden thoughts and provides the creative energy needed for turning an imagined scene into reality.

Question 19.
What do you know about centrality? (2)
Answer:
Centrality pertains to the role of a specific attitude with in the attitude system. An attitude of higher centrality would exert a greater influence on the other attitudes in the system compared to non-central attitudes.

Or

In which stage a male child experiences the Oedipus complex? (2)
Answer:
The male child experiences the Oedipus complex in Phallic stage. It involves love for the mother, hostility towards the father, and the consequent fear of punishment or castration by the father. A major developmental achievement of this stage by accepting his father’s relationship with his mother, and modelling his own behaviour after his father.

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

Question 20.
Ankit rarely does his homework regularly. Her mother promised him to prepare his favourite dish whenever he does homework at the designated time. Identify the reinforcement given by Ankit’s mother. How does it benefit the Ankit? (1.5 +1.5)
Answer:
In the given case, Ankit’s mother is giving positive reinforcement. Positive reinforcement is a process that strengthens the likelihood of a particular response by adding a stimulus.

The positive reinforcement of making favourite dish will increase the Ankit’s behaviour of doing homework at the appointed time. Persons with behavioural problems can be given a token as a reward every time a wanted behaviour occurs. Thus, a positive reinforcement is given to increase the deficit.

Question 21.
Can you explain the ‘four Ds’ of abnormality? How do these criteria help in i identifying psychological disorders? (3)
Answer:
The ‘four Ds’ of abnormality are deviance, distress, dysfunction, and danger.

• Deviance refers to behaviour that is different or extreme.
• Distress refers to behaviour that is unpleasant or upsetting.
• Dysfunction refers to behaviour that interferes with daily activities.
• Danger refers to behaviour that is potentially harmful.

These criteria help in identifying psychological disorders by highlighting key aspects of behaviour that are considered abnormal.

Or

Can heroin intake significantly interfere with social and occupational functioning? What risks are associated with developing a dependence on heroin? (3)
Answer:
Yes, heroin intake can significantly interfere with social and occupational functioning. Heroin abusers often develop a dependence on the drug, leading them to prioritise its use above other responsibilities. This can result in neglect of relationships, work, and other important aspects of life. Additionally, heroin abuse can lead to tolerance, withdrawal symptoms, and the danger of overdose, which can be life- threatening.

Question 22.
Ankita, a 17-year-old high school student, has been increasingly withdrawn from her friends and family. Her marks have been dropping, and her parents have noticed that she often refuses to eat meals with them.

They have also found large quantities of laxatives and diuretics hidden in her room. Her parents are concerned and suspects that she might have an eating disorder. Based on Ankita’s situation, describe the symptoms and behaviours associated with bulimia nervosa. How might her distorted body image and secretive behaviour impact her relationships and daily life? (3)
Answer:
Bulimia nervosa is characterised by episodes of binge eating followed by purging behaviours, such as using laxatives or vomiting, to prevent weight gain. Ankita’s secretive behaviour and refusal to eat meals with her family are indicative of possible bulimia nervosa.

Her distorted body image may cause her to perceive herself as overweight despite evidence to the contrary. This can lead to feelings of shame and disgust. This impacts her relationships and daily life as she becomes increasingly withdrawn and preoccupied with food and weight.

Question 23.
Ankit rarely does his homework regularly. Her mother promised him to prepare his favourite dish whenever he does homework at the appointed time. Identify the reinforcement given by Ankit’s mother. How does it benefit the person? (3)
Answer:
In the given case, Ankit’s mother is giving positive reinforcement. Positive reinforcement may be used by the child’s mother by preparing the child’s favourite dish whenever he does homework at the appointed time.

The positive reinforcement of food will increase the behaviour of doing homework at the appointed time. Persons with behavioural problems can be given a token as a reward every time a wanted behaviour occurs. Thus, appositive reinforcement is given to increase the deficit.

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

Question 24.
Seema Rajput, a Hindi literature teacher, is renowned in her school, with many students choosing Hindi as a subject due to her warmth and soft-spoken skills.
How do students often develop a preference for a specific subject based on their perception of the teacher? Explain this process of attitude formation through association. (4)
Answer:
The process described is known as “Learning attitudes by association.” Students often develop a liking for a subject based on the positive qualities they associate with the teacher. When a teacher is perceived as warm, knowledgeable and engaging, students may develop a positive attitude towards the subject they teach. This occurs through a process of association, where the positive qualities of the teacher become linked to the subject itself.

As a result, students are more likely to enjoy and engage with the subject. This process highlights the role of teachers in shaping students’ attitudes towards learning and the importance of positive teacher-student relationships in education. Thus, attitudes can be shaped by associating one positive notion with a person or object.

Or

Priyanka frequently indulges in junk food despite knowing its harmful effects on her health. She desires to give it up but struggles due to guilt.
Describe the psychological process that could lead to a change in her attitude. (4)
Answer:
The process that could lead to a change in Priyanka’s attitude is cognitive dissonance. This psychological concept, proposed by Leon Festinger, suggests that when there is inconsistency between a person’s beliefs or attitudes and their behaviour, it creates a state of discomfort or dissonance. In Priyanka’s case, her knowledge of the harmful effects of junk food conflicts with her frequent consumption of it, leading to guilt.

To reduce this dissonance, Priyanka may alter her attitude towards junk food, recognising it as harmful and reducing her consumption. This change in attitude would align her beliefs and actions, reducing the psychological discomfort associated with the inconsistency.

Question 25.
Bhavna, a high school student, who believes in her ability to study effectively and perform well in her final exams. Identify and explain which aspect of self is related to Bhavna’s belief and explain which factors can help in the development of this aspect of self. (4)
Answer:
Bhavna’s belief in her ability to study effectively and perform well is related to the aspect of self-efficacy. Self-efficacy refers to an individual’s belief in their ability to succeed in specific situations or accomplish a task. Factors that can help develop self-efficacy include social modeling (observing others similar to oneself succeed), social persuasion (encouragement and feedback from others), mastery experiences, (successes in similar tasks), and psychological responses (emotional and physical states).

Our society, parents, and our own positive experiences can help in the development of a strong sense of self-efficacy by presenting positive models during the formative years of children. This belief in one’s capabilities can enhance motivation, resilience and overall well-being.

Question 26.
Describe the link between positive thinking and positive attitude in personality trait. (4)
Answer:
There is strong correlation between positive thinking and positive attitude. People who inherent consistently positive attitudes can expect great results, which are likely to achieve by them. On the other hand, positive thinking is developed when we have a positive attitude.

Positive attitude included positive health and well-being can be realised by having a positive attitude. Some of the factors leading to a positive attitude are having a fairly accurate perception of reality, a sense of purpose in life and responsibility, acceptance and tolerance for different viewpoints of others, etc.

On the other hand, the power of positive thinking has been increasingly recognised in reducing and coping with stress. Optimism, which is the inclination to expect favourable life outcomes, has been linked to psychological and physical well-being.

Question 27.
Explain the PASS Model of Intelligence. (4)
Answer:
The knowledge base of the PASS Model represents all information obtained from the cultural and social background and throws light on various parts of behaviour. Simultaneous processing is essential for organisation of information into groups or a coherent whole. Knowledge base is closely associated with the Planning, Attention-Arousal, Simultaneous and Successive (PASS) theory of intelligence model and all processes are found within this framework.

The PASS Model of Intelligence, has been developed by JP Das, Jack Naglieri and Kirby in 1994. According to this model, intellectual activity involves the interdependent functioning of three neurological systems, called the functional units of brain.

Section E
Long Answer Type-II Questions (4) (Each Que. carries 6 M)

Question 28.
Describe in-group and out-group bias in social psychology. (6)
Answer:
28. In-groups are groups to which a person belongs, and out-groups are groups to which a person does not belong which could therefore become target for in-group bias. In psychology terms, when we develop a strong identity with our own group, the categorisation as in-group and out-group emerges and becomes salient. Gender, ethnicity, occupation, economic and social position are all meaningful dimensions by which a person can define him or herself and others in terms of in-groups and out-groups; this is a process of social (and self) categorisation.

The in-group bias refers to a form of favouritism toward one’s own group or criticism of another group. The in-group bias can take many forms and on many dimensions, both evaluative and behavioural. Evaluative in-group bias refers to the rating of one’s own group as better (more positive, less negative) on dimensions of judgement, and as such, it is closely related to the concept of prejudice.

Contemporary theorists have been proposing that people may have good reasons to trust and reward those within their in-group, who may in turn help them in the future. This may explain in-group favouritism but may less easily explain evidence of maximum differentiation or out-group derogation. Clearly in-group bias is not just a matter of rational self-interests but may also include more symbolic and emotional benefits to the group.

Or

Explain the major characteristics of group formation. (6)
Answer:
The major characteristics of a group formation are as follows
Common Motive The members of a group shares a common outcome with other members. The group may disintegrate when the common motive is satisfied. This refers to a temporary group like a party or groups formed to collect money for relief fund or to celebrate Ganesh Puja. But a group can also have permanent motive or purpose like family, religious groups and clubs which are formed to fulfil some permanent purposes.

Mutual Benefit There is a rewarding experience associated with group membership, the mutual benefit. The group provides not only the sense of security to its members but also various benefits and roles to participates certain tasks.

Social Structure The group provides a stable organisation of relationships among members, it also provides interaction and communication among members, the group basically act as an idea exchange platform for its members and self-categorisation. The group also provides one as a member of the group.

Fate Interdependence Events that affect one group member affects other group members and can affect the ability of the group to meet the goals for which it may have been formed. If a football team is successful, all members share in the glory. But when the team loses, it is a loss for the whole group.

Question 29.
Describe the basic premise of Allport’s trait approach to personality. Explain the three categories of traits proposed by Allport-cardinal, central, and secondary traits. Provide examples for each type. (6)
Answer:
Gordon Allport’s trait approach to personality emphasises that individuals possess a number of traits that are dynamic in nature and determine their . behaviour consistently across different situations. According to Allport, traits integrate stimuli and responses, giving coherence to an individual’s actions. This approach suggests that people approach varied. situations with similar behavioural patterns due to their underlying traits.

Allport categorised traits into three types as follows
(i) Cardinal Traits These are highly generalised dispositions that dominate an individual’s entire life, often becoming synonymous with their identity.
For example, Mahatma Gandhi’s dedication to , non-violence and Adolf Hitler’s association with Nazism are examples of cardinal traits, leading to terms like “Gandhian” or “Hitlerian.”

(ii) Central Traits These are less pervasive but still generalised dispositions that are fundamental to an individual’s personality. These traits, such as being warm, sincere, or diligent, are typically highlighted in testimonials or job recommenda- tions. They provide a broad description of an individual’s core characteristics.

(iii) Secondary Traits These are the least generalised characteristics, often seen in specific preferences or attitudes. Examples include a liking for mangoes or a preference for ethnic clothes. These traits do not significantly define a person’s overall personality but reflect more situational aspects of behaviour.

Or

Explain Sigmund Freud’s concept of ego defence mechanisms and their role in dealing with anxiety. Additionally, evaluate the potential impact of excessive use of these mechanisms on an individual’s perception of reality and overall adjustment. (6)
Answer:
Sigmund Freud’s concept of ego defence mechanisms revolves around the idea that these psychological strategies are employed by the ego to manage anxiety and protect itself from distressing thoughts and feelings.
Freud proposed that when individuals face anxiety provoking situations or impulsive desires that threaten their sense of self, they unconsciously develop defence mechanisms to distort reality and reduce anxiety.

Few common defence mechanisms includes

1. Repression, where anxiety-inducing thoughts are pushed out of conscious awareness. For example, a person may completely forget a traumatic event from childhood.
2. Projection involves attributing one’s own unacceptable traits to others, such as a person with aggressive tendencies perceiving others as overly aggressive.
3. Reaction formation involves adopting behaviours opposite to one’s true feelings, such as a person with strong sexual urges exhibiting extreme piety.
4. Rationalisation makes unreasonable behaviour seem reasonable, like a student buying new pens to improve exam performance.

Excessive reliance on these mechanisms can lead to a significant distortion of reality and various forms of maladjustment. Individuals may struggle to face and resolve their true feelings, leading to persistent anxiety and dysfunctional behaviour patterns. Consequently, their overall psychological health and ability to adapt to reality can be severely compromised.

Section F
Case -Based Questions (Each Case carries Que. of 3 M)

Read the case study given below and answer the questions that follow.

Technologically advanced societies adopt child rearing practices that foster skills of generalisation and abstraction, speed, minimal moves, and mental manipulation among children.

These societies promote a type of behaviour, which can be called technological intelligence. In these societies, persons are well-versed in skills of attention, observation, analysis, performance, speed and achievement orientation. Intelligence tests developed in Western cultures look precisely for these skills in an individual.

Question 30.
What is technological intelligence?
Answer:
Technological intelligence refers to the set of skills and behaviours that are fostered in technologically advanced societies. These skills include generalisation, abstraction, speed, minimal moves and mental manipulation. People with this type of intelligence are proficient in paying attention, observing, analysing, performing tasks, working quickly, and having a strong focus on achievement.

Question 31.
Why is technological intelligence not valued in many Asian and African societies? (2)
Answer:
Technological intelligence is not highly valued in many Asian and African societies because the qualities and skills considered intelligent in these cultures are different from those emphasised in Western cultures. Asian and African cultures value self-reflection and a collectivistic orientation, which focuses on the well-being and harmony of the group, rather than personal achievement and an individualistic orientation.

Read the case study given below and answer the questions that follow.

The Humanistic-existential model focuses on broader aspects of human existence. Humanists believe that human beings are born with a natural tendency to be friendly, cooperative and constructive, and are driven to self-actualise, i.e. to fulfil this potential for goodness and growth. Whereas Existentialists believe that from birth we have total freedom to give meaning to our existence or to avoid that responsibility.
Those who shirk from this responsibility would live empty, inauthentic and dysfunctional lives.

In addition to the biological and psychosocial factors, socio-cultural factors such as war and violence, group prejudice and discrimination, economic and employment problems, and rapid social change, put stress on most of us and can also lead to psychological problems in some individuals.

Question 32 .
How is Humanistic-existential model is useful in the study of human behaviour? (1)
Answer:
The Humanistic-existential model is useful in the study of human behaviour because it emphasises self-acceptance, personal values, personal meaning and individual choice.

Question 33.
Why self-actualisation is necessary according to, Humanistic-existential theory? (2)
Answer:
According to Humanistic-existential theory, self-actualisation is necessary because it helps individuals achieve a sense of wholeness and integration, leading to personal growth and fulfillment.

This theory suggests that psychological distress arises from feelings of loneliness, alienation, and a lack of meaning in life. Human beings have an innate desire for personal growth and self-actualisation, and when these needs are suppressed by societal or familial pressures, they experience psychological distress.