CBSE Sample Papers for Class 12 Psychology Set 5 with Solutions

Students must start practicing the questions from CBSE Sample Papers for Class 12 Psychology with Solutions Set 5 are designed as per the revised syllabus.

CBSE Sample Papers for Class 12 Psychology Set 5 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
Multiple Choice Questions (Each Que. carries 1 M)

Question 1.
Tarun’s group has won the elections from his constituency. His opponents, Ramesh and his group, are weak and too small in number.
Tarun often expresses frustration and negative attitude towards Ramesh’s group. This is known as …………. (1)
(a) learning
(b) kernel of truth concept
(c) scapegoating
(d) imitation
Answer:
(c) scapegoating

Question 2.
According to Selye, what stage or stages are involved in the General Adaptation Syndrome (GAS)? (1)
(a) Alarm Reaction stages
(b) Resistance stage
(c) Exhaustion stage
(d) All of these
Answer:
(d) All of these

Question 3.
Sunita is regarded by her teachers as an excellent student. She does her work on time, scores the highest grades in her class, listens to instructions with care, grasps quickly reproduces accurately but she rarely comes out with ideas which are her own.
Find out which factor is missing in her? (1)
(a) Intelligence Quotient
(b) Emotional Quotient
(c) Creativity Skill
(d) Learning Aptitude
Answer:
(c) Creativity Skill

Question 4.
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) The immune system guards the body against attackers, both from within and outside.
Reason (R) There are several kinds of white blood cells or leucocytes within the immune system, including T cells, B cells and natural killer cells.

Codes
(a) Both A and R are true and R is the correct explanation of A
(a) 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 5.
Which of the following is/are the behavioural technique? (1)
I. Negative reinforcement
II. Aversive conditioning
III. Token economy
IV. Transference

Choose the correct option.
(a) I, II and III
(b) II, III and IV
(c) I, IV and III
(d) I, II and IV
Answer:
(a) I, II and III

Question 6.
Naina learns how to behave in front of the guests and neighbours by observing her elder sister. This technique of learning is called (1)
(a) token economy
(b) modelling
(c) rational emotive therapy
(d) relaxation therapy
Answer:
(b) modelling

Question 7.
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. (i)
Assertion (A) Intelligence tests can be culture-fair or culture-biased. Many intelligence tests show a bias to the culture in which they are developed.
Reason (R) It is nearly impossible to design a test that can be applied equally or meaningfully in all cultures.

Codes
(a) Both A and R are true and R is the correct explanation of A
(a) 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 8.
Who among the following compiled CIE Verbal Group Test of Intelligence? (1)
(a) MC Joshi
(b) S Jalota
(c) Uday Shankar
(d) SM Mohsin
Answer:
(c) Uday Shankar

Question 9.
In Heider’s balance theory, which of the following situations indicates an imbalance in the P-O-X triangle? (1)
(a) All three sides are positive.
(b) Two sides are negative, and one side is positive.
(c) All three sides are negative.
(d) Two sides are positive, and one side is negative.
Answer:
(d) Two sides are positive, and one side is negative.

Question 10.
Ritika, a student, studies hard to avoid getting low grades because low grades result in losing her weekend privileges. In this scenario, studying hard to avoid low grades is an example of (1)
(a) aversive conditioning
(b) positive reinforcement
(c) differential reinforcement
(d) negative reinforcement
Answer:
(d) negative reinforcement

Question 11.
What term is used when people develop a fear of entering unfamiliar situations? (1)
(a) Specific phobia
(b) Social phobia
(c) Agoraphobia
(d) Astrophobia
Answer:
(c) Agoraphobia

Question 12.
What is the name of Adler’s theory which assumes that human behaviour is purposeful and goal-directed ? (1)
(a) Cognitive Psychology
(b) Collective Psychology
(c) Individual Psychology
(d) Social Psychology
Answer:
(a) Cognitive Psychology

Question 13.
Which of the following traits indicate to the degree to which people are socially outgoing or socially withdrawn? (1)
I. Extraversion vs Introversion
II. Emotional Intelligence
III. Neuroticism vs Emotional Stability
IV. Economic Conditions

Choose the correct option.
(a) Only I
(b) II and III
(c) I, II and IV
(d) II and IV
Answer:
(a) Only I

Question 14.
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) Sixteen Personality Factor Questionnaire was developed by Cattell, where he identified a large set of personality descriptors.
Reason (R) It has been found not useful in career guidance, vocational exploration and occupational testing.

Codes
(a) Both A and R are true and R is the correct explanation of A
(a) 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

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

Question 15.
How could a formal personality assessment assist a company in choosing between two candidates for a managerial position-one introverted with strong credentials and another extroverted with slightly weaker credentials? (2)
Answer:
A formal personality assessment could help by identifying which candidate possesses traits crucial for the managerial role, such as leadership, communication and interpersonal skills, aiding the company in making an informed decision.

Question 16.
Explain how warm and positive parenting can contribute to the development of high self-esteem in children. Provide an example to support your explanation. (2)
Answer:
Warm and positive parenting can contribute to high self-esteem in children by providing them with a sense of acceptance and competence. For example, when parents encourage and support their child’s interests and efforts, the child feels valued and capable, leading to higher self-esteem.

Or

Sanjana is a student who wants to improve her time management skills. She notices that she often gets distracted by her phone while studying, which leads to inefficiency. To address this, she decides to use self-regulation techniques. Explain how self-regulation can be applied to improve study habits. (2)
Answer:
Self-regulation involves setting specific study times, creating a distraction-free environment and monitoring behaviour. Sanjana can improve her focus by studying without distractions, such as by keeping her phone away.

Question 17.
State any two features of Rorschach Inkblot Test. (2)
Answer:
Two features of Rorschach Inkblot Test are
(i) Psychologists use this test to examine the personality characteristics and emotional functioning of their patients.
(ii) It is one of the most well-known personality tests, allowing to investigate a human being in detail.

Question 18.
Riya is a high school student who often feels overwhelmed by the pressure of exams and extracurricular activities.
Despite feeling stressed, she believes in her # ability to manage her time effectively and perform well in her exams. She allocates specific times for studying and seeks help from her teachers and friends when needed. Identify and explain one life skill that Riya is demonstrating in this scenario. (2)
Answer:
Riya is demonstrating the life skill of time management by allocating specific times for studying and seeking help when needed. This skill helps her balance the pressure of exams and extracurricular activities, ensuring she can perform well while managing her stress levels effectively.

Question 19.
Raghav has always been known for his high energy and enthusiasm, often juggling multiple projects and hobbies. However, his friends have recently noticed significant changes in his behaviour. For weeks, he’s been excessively happy, barely sleeping and spending money recklessly. Then, seemingly out of nowhere, he becomes withdrawn, lethargic, and expresses feelings of hopelessness. Concerned, his friends encourage him to seek professional help, and a psychologist diagnoses him with bipolar disorder. Based on this example, what do you understand by Bipolar mood disorders or Manic-depressive disorders? (2)
Answer:
Bipolar mood disorders, also known as Manic-depressive disorders, are a mental illness characterised by significant shifts in a person’s mood, energy, and thinking. Individuals with this disorder, like Raghav, experience intense mood swings that include periods of high energy and elation (mania) and periods of deep sadness and lethargy (depression).

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

Question 20.
Aman suffers from anxiety. His therapist adopts CBT techniques, forms a strong therapeutic alliance and facilitates emotional unburdening. Aman is motivated and expects improvement. Identify the specific factors from the case that contribute to Aman’s healing process and explain their impact. (3)
Answer:
Aman’s healing process is aided by the CBT techniques (relaxation and cognitive restructuring), the therapeutic alliance (therapist’s warmth and empathy), and the catharsis from emotional unburdening. His motivation and expectation of improvement (patient variables) and the therapist’s positive nature and mental health (therapist variables) also play crucial roles, collectively enhancing his recovery.

Question 21.
Analyse the differences between individual and group intelligence tests in terms of administration procedure, sensitivity to subjects’ feelings, and response formats. (3)
Answer:
Individual intelligence tests are administered to one person at a time, allowing the administrator to establish rapport and be sensitive to the subject’s feelings. Subjects can respond orally, in writing or by manipulating objects. In contrast, group intelligence tests are administered to multiple people simultaneously, typically seeking written answers in a multiple-choice format, without the same opportunity for personal interaction or sensitivity to individual feelings.

Or

How does the concept of ‘buddhi’ in Indian culture differ from Western perspectives on intelligence? (1.5 +1.5)
Answer:
In Indian culture, intelligence is referred to as ‘buddhi’, which includes thinking skills, emotions, opinions and self-awareness. This holistic approach is different from the Western perspectives.
It is because the latter mainly emphasises cognitive abilities. ‘Buddhi’ reflects a broader understanding of intelligence, incorporating various aspects of human experience, compared to the more cognitive-focused Western view.

Question 22.
Define Aaron Beck’s theory of psychological distress characterised by anxiety or depression. (3)
Answer:
Aaron Beck’s theory of psychological distress states that childhood experiences provided by the family and society develop core schemes or systems, which include beliefs and action patterns in the individual.

Thus, a client, who was neglected by the parents as a child, develops the core schema of “I am not wanted”. During the course of life, a critical incident occurs in her/his life. She/he is publicly ridiculed by the teacher in school.

Aaron Beck believes that a person’s reaction to specific upsetting thoughts may contribute to abnormality. As we confront the many situations that arise in life, both comforting and upsetting thoughts come into a person’s heads. Beck and calls it as unwarranted cognition’s automatic thoughts.

Question 23.
Nikhil has some psychological disorder. He is taking psychoanalytic therapy. What are the different stages and duration of his treatment? (3)
Answer:
Psychoanalytic therapy of Nikhil consists of three stages. In stage one he becomes familiar with the routines, establishes a therapeutic relationship with the analyst. He gets some relief with the process of recollecting the superficial materials from the consciousness about the past and present troublesome events.

Stage two is the middle phase, which is a long process and it is characterised by transference, resistance on the part of Nikhil and confrontation and clarification, i.e. working through on the therapist’s part. All these processes finally lead to insight.

The third phase is the termination phase where in the relationship with the analyst and Nikhil is dissolved and he prepares to leave the therapy.

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

Question 24.
Shubham always remained calm and composed, even in stressful situations. Whether it was during heated team meetings or personal conflicts, he managed to stay positive and find solutions without letting his emotions take control. Intrigued by his ability to handle emotions so well, his friend Sahil decided to learn more about what makes a person emotionally intelligent. Can you give the major four characteristics of emotionally intelligent persons? (4)
Answer:
Emotional Intelligence is the ability to effectively manage and utilise emotions for positive outcomes.

The four major characteristics of emotionally intelligent persons ar-

• They relate a person’s emotions and thoughts, considering them when solving problems and making decisions.
• They are perceptive and sensitive to their own . feelings and emotions.
• They understand the significant impact of the nature and intensity of emotions on behaviour and interactions.
• They control and regulate their emotions and expressions, ensuring they handle themselves and others with harmony and peace in mind.

These characteristics enable emotionally intelligent individuals to navigate complex emotional landscapes, fostering better relationships and achieving personal and professional success.

Or

In school, Abhinav was known for his exceptional grades and logical problem-solving skills, often winning math and science competitions. On the other hand, Priyanka, his classmate, wasn’t at the top of the class academically, but she was famous for her imaginative art projects and innovative solutions during group activities. Observing their different strengths led to a discussion among friends about how creativity and intelligence are related yet distinct concepts. Can you describe the relationship between creativity and intelligence? (4)
Answer:
The relationship between creativity and intelligence is nuanced. While intelligence, often defined by problem-solving abilities, can contribute to creativity, they are not synonymous. Creativity involves thinking in novel and unique ways, which may not always align with traditional measures of intelligence, such as academic achievement.

Individuals who excel academically may not necessarily generate creative ideas, while those with average academic performance can demonstrate creativity. Research has shown that high IQ does not guarantee creativity, and creative ideas can come from individuals with varying levels of intelligence. This suggests that while some people may be both creative and intelligent, intelligence alone does not ensure creativity.

Question 25.
Among the four dominant features of attitude, which attitude is the most significant one? (4)
Answer:
Amongst the four dominant features of attitude, centrality is the most significant one, with comparison to other three such as valence, extremeness and simplicity or complexity.

The centrality of attitude refers to the role of a particular attitude in the attitude system. An attitude with greater centrality would influence the other attitudes in the system much more than non-central (or peripheral) attitudes.
The centrality indicates the importance of the object. The attitudes that have high centrality for an individual will be less susceptible to change.

Question 26.
Ruhani and Suhani are two sisters, who studied in the same school and also joined in the similar IT Professional sector. However, both have different nature and future goals in life. How do psychologists define such different personalities through type and trait approaches? (4)
Answer:
The nature and origin of individual differences in personality always been study of interest among the psychologists. In the case of Ruhani and Suhani, one can observe that both the sisters in the same family developed dramatically different personalities. They also behave differently in different situations. Psychologists distinguish between type and trait approaches to personality.

The type approaches attempts to comprehend human personality by examining certain broad patterns in the observed behavioural characteristics of individuals.

Each behavioural pattern refers to one type in which individuals are placed in terms of the similarity of their behavioural characteristics with that pattern. In contrast, the trait approach focuses on the specific psychological attributes along which individuals tend to differ in consistent and stable ways.

Question 27.
Define delusions and describe them in detail. (4)
Answer:
Many people with schizophrenia develop delusions.
A delusion is a false belief that is firmly held on inadequate grounds. It is not affected by rational argument, and has no basis in reality.

There are four types of delusions

• Delusions of Persecution These are the most common in schizophrenia. People with this delusion believe that they are being plotted slandered, threatened, attacked or deliberately victimised.
• Delusions of Reference In this type, people attach special and personal meaning to the actions of others or to objects and events.
• Delusions of Grandeur In this, people believe themselves to be specially empowered persons like a Star or God.
• Delusions of Control In this, the people believe that their feelings, thoughts and actions are controlled by others.

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

Question 28.
What do you understand by group behaviour in psychology and why do people join groups? (1+5)
Answer:
Group behaviour in psychology refers to the actions, thoughts, or feelings of a collection of people or individuals within a group. Group behaviour is often guided by a set of rules or regulations that may not always be the case for every individual within that group.

Generally, people join groups for the following reasons such as

1. Security Groups reduce the insecurity when we are alone. Being with people gives a sense of comfort, and protection. As a result, people feel stronger, and are less vulnerable to threats.
2. Status When we are members of a group that is perceived to be important by others, we feel recognised and experience a sense of power.
3. Self-Esteem Groups provide feelings of self-worth and establish a positive social identity. Being a member of prestigious groups enhances one’s self-concept.
4. Fulfilment of Psychological and Social Needs Groups satisfy one’s social and psychological needs such as sense of belongingness, giving and receiving attention, love, and power through a group.
5. Goal Achievement Groups help in achieving such goals which cannot be attained individually.
6. Knowledge and Information Group membership provides knowledge and information and thus broadens one’s view. Group also enhances person’s information and knowledge.

Or

Describe the elements of group structure. (6)
Answer:
The group structure is defined as the layout of a group. It is a combination of group roles, norms, conformity, social loafing, cohorts, group demography and cohesiveness, etc.
There are four important elements of group structure which are as follows
1. Roles The roles refer to the typical behaviour that depicts a person in a given social context. These are socially defined expectations that individuals in a given situation are expected to fulfil.

2. Norms These are expected standards of behaviour and beliefs established, agreed upon, and enforced by group members. They may be considered as a group’s ‘unspoken rules’.

3. Status It refers to the relative social position given to group members by others. This relative position or status may be either ascribed (given may be because of one’s seniority) or achieved (the person has achieved status because of expertise or hard work). By being members of the group, we enjoy the status associated with that group.

4. Cohesiveness It refers to togetherness, binding, or mutual attraction among group members. As the group becomes more cohesive, group members start to think, feel and act as a social unit and less like isolated individuals.

Question 29.
Describe different strategies of coping with stress.
Answer:
Coping is a dynamic situation-specific reaction to stress. It is a set of concrete responses to stressful situations or events that are intended to resolve the problem and reduce stress. The way we cope with stress often depends on rigid deep-seated beliefs, based on experience. Coping strategies include both overt and covert activities.

Endler and Parker identified three coping strategies

• Task-oriented, focusing on action and information gathering.
• Emotion-oriented, involving emotional control and maintaining hope.
• Avoidance-oriented, which includes minimising the situation’s seriousness and suppressing stressful thoughts.

Strategies given by Lazarus and Folkman has conceptualised coping as a dynamic process rather than an individual trait.
According to them, coping responses can be divided into two types of responses
(i) Problem-focused Strategies It attacks the problem itself, with behaviours designed to gain information, to alter the event and to alter belief and commitments.
They increase the person’s awareness, level of knowledge and range of behavioural and cognitive coping options. They can act to reduce the threat value of the event.

(ii) Emotion-focused Strategies It call for psychological changes designed primarily to limit the degree of emotional disruption caused by an event, with minimal effort to alter the event itself.

Or

Write the impacts of stress on psychological functioning.
Answer:
The impact of stress on psychological functioning is a significant area of study in psychology. Stress can have various effects on different aspects of psychological functioning.

Here are the some common impacts of stress on psychological functioning
1. Cognitive Functioning Stress can negatively affect cognitive processes such as attention, memory and decision-making. It can lead to difficulties in concentrating, decreased working memory capacity, and impaired problem solving skills.

2. Emotional Functioning Stress can cause emotional disturbances, including increased irritability, anxiety and mood swings. It may also lead to the development or exacerbation of mental health disoders such as depression and anxiety disorders.

3. Perceptual Functioning Stress can cause perceptual thoughts. For example, individuals under stress may perceive the world as more threatening or perceive ambiguous situations as more negative. It can also lead to sensory distortions or heighten sensitivity to certain stimuli.

4. Interpersonal Functioning Stress can strain relationships and impact social interactions. It may lead to increased conflicts, decreased empathy and difficulties in forming and maintaining healthy relationships.

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

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

One of the most widely prevalent and recognised of all mental disorders is depression. Depression covers a variety of negative moods and behavioural changes.

Depression can refer to a symptom or a disorder. In day-to-day life, we often use the term depression to refer to normal feelings after a significant logs, such as the break-up of a relationship, or the failure to attain a significant goal.

Major depressive disorder is defined as a period of depressed mood and/or loss of interest or pleasure in most activities, together with other symptoms which may include change in body weight, constant sleep problems, tiredness, inability to think clearly, agitation. greatly slowed behaviour and thoughts of death and suicide.
Other symptoms include excessive guilt or feelings of worthlessness.

Question 30.
How can we define a mental disorder? (1)
Answer:
A mental disorder is a condition that affects thoughts, feelings, behaviour or mood. It is diagnosed based on specific criteria, and requires treatment based on individual needs by qualified mentnal-health professionals.

Question 31.
What are the causes of depressive disorder? (2)
Answer:
According to psychologists, depressive disorder are caused by a combination of genetic, biological, environmental and psychological factors. Depression can happen at any age, but often begins in adulthood.

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

Intelligence tests can be culture-fair or culture-biased. Many intelligence tests show a bias to the culture in which they are developed. Tests developed in America and Europe represent an urban and middle class cultural ethos.
Hence, educated middle class white subjects generally perform well on those tests. The items do not respect the cultural perspectives of Asia and Africa. The norms for these tests are also drawn from Western cultural groups.

It is nearly impossible to design a test that can be applied equally meaningfully in all cultures. Psychologists have tried to develop tests that are culture-fair or culturally appropriate, i.e. one that does not discriminate against individuals belonging to different cultures. In such tests, items are constructed in a manner that they assess experiences common to all cultures or have questions in which language usage is not required.

Question 32.
Who developed Cultural-Fair Intelligence Test? (1)
Answer:
The Cultural-Fair Intelligence Test or CFIT, was developed by psychologist Raymond Cattell.

Question 33.
Why it is impossible to design a test that can be applied meaningfully in all cultures? (2)
Answer:
It is impossible to develop a test that can be applied in all cultures because of its cultural biasness. Many 1 intelligence tests show a bias to the culture in which they are developed. Tests developed in America and Europe represent an urban cultural scenario where they do not respect the cultural perspectives of Asia and Africa.