j16 04 roll...paper-ii 2 j-04-16 psychology paper – ii note : this paper contains fifty (50)...

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Number of Pages in this Booklet : 24 Number of Questions in this Booklet : 50Instructions for the Candidates ¯Ö¸üßõÖÖÙ£ÖμÖÖë Ûêú ×»Ö‹ ×®Ö¤ìü¿Ö

1. ‡ÃÖ ¯ÖéÂšü Ûêú ‰ú¯Ö¸ü ×®ÖμÖŸÖ Ã£ÖÖ®Ö ¯Ö¸ü †¯Ö®ÖÖ ¸üÖê»Ö ®Ö´²Ö¸ü ×»Ö×ÜÖ‹ …2. ‡ÃÖ ¯ÖÏ¿®Ö-¯Ö¡Ö ´Öë ¯Ö“ÖÖÃÖ ²ÖÆãü×¾ÖÛú»¯ÖßμÖ ¯ÖÏ¿®Ö Æïü …3. ¯Ö¸üßõÖÖ ¯ÖÏÖ¸ü´³Ö ÆüÖê®Öê ¯Ö¸ü, ¯ÖÏ¿®Ö-¯Öã×ÃŸÖÛúÖ †Ö¯ÖÛúÖê ¤êü ¤üß •ÖÖμÖêÝÖß … ¯ÖÆü»Öê

¯ÖÖÑ“Ö ×´Ö®Ö™ü †Ö¯ÖÛúÖê ¯ÖÏ¿®Ö-¯Öã×ÃŸÖÛúÖ ÜÖÖê»Ö®Öê ŸÖ£ÖÖ ˆÃÖÛúß ×®Ö´®Ö×»Ö×ÜÖŸÖ•ÖÖÑ“Ö Ûêú ×»Ö‹ ×¤üμÖê •ÖÖμÖëÝÖê, ×•ÖÃÖÛúß •ÖÖÑ“Ö †Ö¯ÖÛúÖê †¾Ö¿μÖ Ûú¸ü®Öß Æîü :(i) ¯ÖÏ¿®Ö-¯Öã×ÃŸÖÛúÖ ÜÖÖê»Ö®Öê Ûêú ×»Ö‹ ¯Öã×ÃŸÖÛúÖ ¯Ö¸ü »ÖÝÖß ÛúÖÝÖ•Ö Ûúß ÃÖß»Ö

ÛúÖê ±úÖ›Ìü »Öë … ÜÖã»Öß Æãü‡Ô μÖÖ ×²Ö®ÖÖ Ã™üßÛú¸ü-ÃÖß»Ö Ûúß ¯Öã×ÃŸÖÛúÖÃ¾ÖßÛúÖ¸ü ®Ö Ûú¸ëü …

(ii) Ûú¾Ö¸ü ¯ÖéÂšü ¯Ö¸ü ”û¯Öê ×®Ö¤ìü¿ÖÖ®ÖãÃÖÖ¸ü ¯ÖÏ¿®Ö-¯Öã×ÃŸÖÛúÖ Ûêú ¯ÖéÂšü ŸÖ£ÖÖ¯ÖÏ¿®ÖÖë Ûúß ÃÖÓÜμÖÖ ÛúÖê †“”ûß ŸÖ¸üÆü “ÖîÛú Ûú¸ü »Öë ×Ûú μÖê ¯Öæ¸êüÆïü … ¤üÖêÂÖ¯ÖæÞÖÔ ¯Öã×ÃŸÖÛúÖ ×•Ö®Ö´Öë ¯ÖéÂšü/¯ÖÏ¿®Ö Ûú´Ö ÆüÖë μÖÖ ¤ãü²ÖÖ üÖ †ÖÝÖμÖê ÆüÖë μÖÖ ÃÖß×¸üμÖ»Ö ´Öë ®Ö ÆüÖë †£ÖÖÔŸÖË ×ÛúÃÖß ³Öß ¯ÖÏÛúÖ¸ü Ûúß¡Öã×™ü¯ÖæÞÖÔ ¯Öã×ÃŸÖÛúÖ Ã¾ÖßÛúÖ¸ü ®Ö Ûú¸ëü ŸÖ£ÖÖ ˆÃÖß ÃÖ´ÖμÖ ˆÃÖê»ÖÖî™üÖÛú¸ü ˆÃÖÛêú Ã£ÖÖ®Ö ¯Ö¸ü ¤æüÃÖ¸üß ÃÖÆüß ¯ÖÏ¿®Ö-¯Öã×ÃŸÖÛúÖ »Öê »Öë …‡ÃÖÛêú ×»Ö‹ †Ö¯ÖÛúÖê ¯ÖÖÑ“Ö ×´Ö®Ö™ü ×¤üμÖê •ÖÖμÖëÝÖê … ˆÃÖÛêú ²ÖÖ¤ü ®ÖŸÖÖê †Ö¯ÖÛúß ¯ÖÏ¿®Ö-¯Öã×ÃŸÖÛúÖ ¾ÖÖ¯ÖÃÖ »Öß •ÖÖμÖêÝÖß †Öî ü ®Ö Æüß †Ö¯ÖÛúÖê†×ŸÖ×¸üŒŸÖ ÃÖ´ÖμÖ ×¤üμÖÖ •ÖÖμÖêÝÖÖ …

(iii) ‡ÃÖ •ÖÖÑ“Ö Ûêú ²ÖÖ¤ü ¯ÖÏ¿®Ö-¯Öã×ÃŸÖÛúÖ ÛúÖ ®ÖÓ²Ö ü OMR ¯Ö¡ÖÛú ¯Ö ü †Ó×ÛúŸÖ Ûú ëü†Öî ü OMR ¯Ö¡ÖÛú ÛúÖ ®ÖÓ²Ö ü ‡ÃÖ ¯ÖÏ¿®Ö-¯Öã×ÃŸÖÛúÖ ¯Ö ü †Ó×ÛúŸÖ Ûú ü ¤ëü …

4. ¯ÖÏŸμÖêÛú ¯ÖÏ¿®Ö Ûêú ×»Ö‹ “ÖÖ¸ü ˆ¢Ö¸ü ×¾ÖÛú»¯Ö (1), (2), (3) ŸÖ£ÖÖ (4) ×¤üμÖê ÝÖμÖêÆïü … †Ö¯ÖÛúÖê ÃÖÆüß ˆ¢Ö¸ü Ûêú ¾Öé¢Ö ÛúÖê ¯Öê®Ö ÃÖê ³Ö¸üÛú¸ü ÛúÖ»ÖÖ Ûú¸ü®ÖÖ Æîü •ÖîÃÖÖ×Ûú ®Öß“Öê ×¤üÜÖÖμÖÖ ÝÖμÖÖ Æîü :ˆ¤üÖÆü¸üÞÖ :•Ö²Ö×Ûúú(3) ÃÖÆüß ˆ¢Ö¸ü Æîü …

5. ¯ÖÏ¿®ÖÖë Ûêú ¢Ö¸ü Ûêú¾Ö»Ö ÖÏ¿®Ö Öã×ÃŸÖÛúÖ Ûêú †®¤ü¸ü ×¤üμÖê ÝÖμÖê OMR Ö¡ÖÛú Ö¸üÆüß †Ó×ÛúŸÖ Ûú¸ü®Öê Æïü … μÖ×¤ü †Ö¯Ö OMR ¯Ö¡ÖÛú ¯Ö¸ü ×¤üμÖê ÝÖμÖê ¾Öé¢Ö Ûêú †»ÖÖ¾ÖÖ×ÛúÃÖß †®μÖ Ã£ÖÖ®Ö ¯Ö¸ü ˆ¢Ö¸ü ×“ÖÅ®ÖÖÓ×ÛúŸÖ Ûú¸üŸÖê Æïü, ŸÖÖê ˆÃÖÛúÖ ´Öæ»μÖÖÓÛú®Ö®ÖÆüà ÆüÖêÝÖÖ …

6. †®¤ü¸ü ×¤üμÖê ÝÖμÖê ×®Ö¤ìü¿ÖÖë ÛúÖê ¬μÖÖ®Ö¯Öæ¾ÖÔÛú ¯ÖœÌëü …7. Ûú““ÖÖ ÛúÖ´Ö (Rough Work) ‡ÃÖ ¯Öã×ÃŸÖÛúÖ Ûêú †×®ŸÖ´Ö ¯ÖéÂšü ¯Ö¸ü Ûú¸ëü …8. μÖ×¤ü †Ö¯Ö OMR ¯Ö¡ÖÛú ¯Ö¸ü ×®ÖμÖŸÖ Ã£ÖÖ®Ö Ûêú †»ÖÖ¾ÖÖ †¯Ö®ÖÖ ®ÖÖ´Ö, ¸üÖê»Ö

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9. †Ö¯ÖÛúÖê ¯Ö üßõÖÖ ÃÖ´ÖÖ¯ŸÖ ÆüÖê®Öê ¯Ö ü ´Öæ»Ö OMR ¯Ö¡ÖÛú ×®Ö üßõÖÛú ´ÖÆüÖê¤üμÖ ÛúÖê»ÖÖî™üÖ®ÖÖ †Ö¾Ö¿μÖÛú Æîü †Öî ü ¯Ö üßõÖÖ ÃÖ´ÖÖ×¯ŸÖ Ûêú ²ÖÖ¤ü ˆÃÖê †¯Ö®Öê ÃÖÖ£Ö ¯Ö üßõÖÖ ³Ö¾Ö®ÖÃÖê ²ÖÖÆü ü ®Ö »ÖêÛú ü •ÖÖμÖë … ÆüÖ»ÖÖÓ×Ûú †Ö¯Ö ¯Ö üßõÖÖ ÃÖ´ÖÖ×¯ŸÖ ¯Ö ü ´Öæ»Ö ¯ÖÏ¿®Ö-¯Öã×ÃŸÖÛúÖŸÖ£ÖÖ OMR ¯Ö¡ÖÛú Ûúß ›ãü »ÖßÛêú™ü ¯ÖÏ×ŸÖ †¯Ö®Öê ÃÖÖ£Ö »Öê •ÖÖ ÃÖÛúŸÖê Æïü …

10. Ûêú¾Ö»Ö C.B.S.E. «üÖ üÖ ¯ÖÏ¤üÖ®Ö ×ÛúμÖê ÝÖμÖê ÛúÖ»Öê ²ÖÖ»Ö ¯¾ÖÖ‡Õ™ü ¯Öê®Ö ÛúÖÆüß ‡ÃŸÖê´ÖÖ»Ö Ûú¸ëü …

11. ×ÛúÃÖß ³Öß ¯ÖÏÛúÖ¸ü ÛúÖ ÃÖÓÝÖÞÖÛú (Ûîú»ÖÛãú»Öê™ü¸ü) μÖÖ »ÖÖÝÖ ™êü²Ö»Ö †Ö×¤ü ÛúÖ¯ÖÏμÖÖêÝÖ ¾ÖÙ•ÖŸÖ Æîü …

12. ÝÖ»ÖŸÖ ˆ¢Ö¸üÖë Ûêú ×»Ö‹ ÛúÖê‡Ô ®ÖÛúÖ¸üÖŸ´ÖÛú †ÓÛú ®ÖÆüà Æïü …13. μÖ×¤ü †ÓÝÖÏê•Öß μÖÖ ØÆü¤üß ×¾Ö¾Ö¸üÞÖ ´Öë ÛúÖê‡Ô ×¾ÖÃÖÓÝÖ×ŸÖ ÆüÖê, ŸÖÖê †ÓÝÖÏê•Öß ×¾Ö¾Ö¸üÞÖ

†Ó×ŸÖ´Ö ´ÖÖ®ÖÖ •ÖÖ‹ÝÖÖ …

[Maximum Marks : 100Time : 1 1/4 hours]

PAPER-IIPSYCHOLOGY

(To be filled by the Candidate)

Signature and Name of InvigilatorOMR Sheet No. : ...............................................

Roll No.

(In words)

1. (Signature) __________________________(Name) ____________________________

2. (Signature) __________________________(Name) ____________________________

Roll No.________________________________0 4(In figures as per admission card)

J 1 6

J-04-16 1 P.T.O.

Paper-II 2 J-04-16

PSYCHOLOGY Paper – II

Note : This paper contains fifty (50) objective type questions of two (2) marks each. All questions are compulsory.

1. A procedure that establishes a sequence of responses which lead to a reward following the

final response and then working backwards is called (1) Shaping (2) Stimulus control (3) Chaining (4) Stimulus generalization

2. In a study on scaling of attitude items, eleven statements were included. What would be the number of pairs of attitude statements ?

(1) 21 (2) 55 (3) 110 (4) 121

3. Who first attempted to describe personality traits in terms of Lexican descriptors ? (1) Ross Stagner (2) Allport and Odbert (3) R.B. Cattell (4) Coasta and McCrae

4. Read each of the following two statements – Assertion (A) and Reason (R) and indicate your answer using codes given below :

Assertion (A) : Classical conditioning is quick when UCS is presented immediately after CS rather than before.

Reason (R) : According to cognitive perspective, classical conditioning occurs because CS provides expectancy about the coming of UCS.

Codes : (1) Both (A) and (R) are true and (R) is the correct explanation of (A). (2) Both (A) and (R) are true, but (R) is not the correct explanation of (A). (3) (A) is true, but (R) is false. (4) (A) is false, but (R) is true. 5. Which of the following have been explained by Freud in his psycho-analytic theory of

motivation ? a. Homeostasis b. Drives c. Hedonism d. Instincts Codes : (1) a, b and d only. (2) a, c and d only. (3) b, c and d only. (4) a, b and c only.

J-04-16 3 Paper-II

´Ö®ÖÖê×¾Ö–ÖÖ®Ö ¯ÖÏ¿®Ö¯Ö¡Ö – II

×®Ö¤ìü¿Ö : ‡ÃÖ ¯ÖÏ¿®Ö¯Ö¡Ö ´Öë ¯Ö“ÖÖÃÖ (50) ²ÖÆãü-×¾ÖÛú»¯ÖßµÖ ¯ÖÏ¿®Ö Æïü … ¯ÖÏŸµÖêÛú ¯ÖÏ¿®Ö Ûêú ¤üÖê (2) †ÓÛú Æïü … ÃÖ³Öß ¯ÖÏ¿®Ö †×®Ö¾ÖÖµÖÔ Æïü …

1. ‹Ûú ¯ÖÏ×¾Ö×¬Ö ×•ÖÃÖ´Öë ¯ÖÏ×ŸÖ×ÛÎúµÖÖ†Öë ÛúÖ ÛÎú´Ö Ã£ÖÖ×¯ÖŸÖ ×ÛúµÖÖ •ÖÖŸÖÖ Æîü •ÖÖê †Ó×ŸÖ´Ö ¯ÖÏ×ŸÖ×ÛÎúµÖÖ Ûêú ²ÖÖ¤ü »ÖÖ³Ö ×¤ü»ÖÖŸÖß Æîü †Öî¸ü ŸÖŸ¯Ö¿“ÖÖŸÖË ¯Öß”êû Ûúß †Öê¸ü ÛúÖµÖÔ Ûú¸üŸÖß Æîü, ¾ÖÆü ÛúÆü»ÖÖŸÖß Æîü

(1) ¿ÖêØ¯ÖÝÖ (2) ˆ§üß¯Ö®Ö ×®ÖµÖÓ¡ÖÞÖ (3) ÀÖéÓÜÖ»ÖÖ (4) ˆ§üß¯Ö®Ö ÃÖÖ´ÖÖ®µÖßÛú¸üÞÖ

2. †×³Ö¾Öé×¢Ö ´Ö¤üÖë ÛúÖê ´ÖÖ¯Ö®Öê ÃÖÓ²ÖÓ¬Öß ‹Ûú †¬µÖµÖ®Ö ´Öë ÝµÖÖ¸üÆü Ûú£Ö®Ö ¿ÖÖ×´Ö»Ö ×Ûú‹ ÝÖ‹ £Öê … †×³Ö¾Öé×¢Ö Ûú£Ö®ÖÖë Ûêú µÖãÝ´ÖÖë Ûúß ÃÖÓÜµÖÖ ×ÛúŸÖ®Öß ÆüÖêÝÖß ?

(1) 21 (2) 55 (3) 110 (4) 121

3. ÃÖ¾ÖÔ¯ÖÏ£Ö´Ö ×ÛúÃÖ®Öê ¾µÖ×ŒŸÖŸ¾Ö ¿Öß»ÖÝÖãÞÖÖë ÛúÖê ³ÖÖÂÖßµÖ ¾ÖÞÖÔÛú Ûêú ÃÖ®¤ü³ÖÔ ´Öë ¾ÖÙÞÖŸÖ Ûú¸ü®Öê ÛúÖ ¯ÖÏ£Ö´Ö ¯ÖÏµÖÖÃÖ ×ÛúµÖÖ ? (1) ¸üÖêÃÖ Ã™îüÝÖ®Ö¸ü (2) †Ö»Ö¯ÖÖê™Ôü ‹¾ÖÓ †Öê›ü²Ö™Ôü (3) †Ö¸ü.²Öß. Ûîú™êü»Ö (4) ÛúÖêÃ™üÖ ‹¾ÖÓ ´ÖîÛÎêú

4. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯Ö×œÌü‹ †Öî¸ü ®Öß“Öê ×¤ü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸üŸÖê Æãü‹

†¯Ö®ÖÖ ˆ¢Ö¸ü ¤üß×•Ö‹ : †×³ÖÛú£Ö®Ö (A) : Œ»ÖÖ×ÃÖÛúß †®Öã²ÖÓ¬Ö®Ö ¿Öß‘ÖÐŸÖÖ ÃÖê ÆüÖêŸÖÖ Æîü •Ö²Ö µÖæ ÃÖß ‹ÃÖ ÛúÖê ÃÖß ‹ÃÖ ÃÖê ¯ÖÆü»Öê Ûúß ²Ö•ÖÖµÖ ÃÖß ‹ÃÖ Ûêú

ŸÖã¸ÓüŸÖ ²ÖÖ¤ü ¯ÖÏÃŸÖãŸÖ ×ÛúµÖÖ •ÖÖ‹ … ŸÖÛÔú (R) : ÃÖÓ–ÖÖ®ÖÖŸ´ÖÛú ¥ü×Â™üÛúÖêÞÖ Ûêú †®ÖãÃÖÖ¸ü Œ»ÖÖ×ÃÖÛúß †®Öã²ÖÓ¬Ö®Ö ‡ÃÖ×»Ö‹ ‘Ö×™üŸÖ ÆüÖêŸÖÖ Æîü ŒµÖÖë×Ûú ÃÖß ‹ÃÖ, µÖæ ÃÖß ‹ÃÖ

Ûêú †Ö®Öê Ûúß ¯ÖÏŸµÖÖ¿ÖÖ ÃÖÓ²ÖÓ¬Öß •ÖÖ®ÖÛúÖ¸üß ´ÖãÆîüµÖÖ Ûú¸üÖŸÖÖ Æîü … Ûæú™ü : (1) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ Æîü … (2) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, ¯Ö¸ü®ŸÖã (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ ®ÖÆüà Æîü … (3) (A) ÃÖÆüß Æîü, »Öê×Ûú®Ö (R) ÝÖ»ÖŸÖ Æîü … (4) (A) ÝÖ»ÖŸÖ Æîü, »Öê×Ûú®Ö (R) ÃÖÆüß Æîü … 5. †×³Ö¯ÖÏê¸üÞÖ Ûêú ´Ö®ÖÖê×¾Ö¿»ÖêÂÖÞÖ ×ÃÖ¨üÖ®ŸÖ ´Öë ±ÏúÖòµÖ›ü «üÖ¸üÖ ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×ÛúÃÖê Ã¯ÖÂ™ü ×ÛúµÖÖ ÝÖµÖÖ Æîü ?

a. ÃÖ´Ö×Ã£Ö×ŸÖ b. †ÓŸÖ®ÖÖì¤ü

c. ÃÖãÜÖ¾ÖÖ¤ü d. ´Öæ»Ö¯ÖÏ¾Öé×¢ÖµÖÖÑ

Ûæú™ü :

(1) Ûêú¾Ö»Ö a, b †Öî ü d (2) Ûêú¾Ö»Ö a, c †Öî ü d (3) Ûêú¾Ö»Ö b, c †Öî ü d (4) Ûêú¾Ö»Ö a, b †Öî ü c

Paper-II 4 J-04-16

6. Match List – I with List – II and select the correct answer by choosing from the codes given below :

List – I List – II (Concept) (Explanation)

a. Trait i. Specific emotional and behavioural qualities of personality that are thought to be biologically based

b. Type ii. A collection of highly interconnected traits or dispositions which determine personality integration

c. System iii. Clustering of many stable and enduring dispositions or qualities.

d. Temperament iv. Consistent pattern of emotional and behavioural reactions a person displays across variety of situations.

Codes : a b c d (1) i ii iii iv (2) ii i iii iv (3) iii ii iv i (4) iv iii ii i 7. Which of the following is correctly arranged ? (1) Encoding – retrieval – storage (2) Encoding – storage – retrieval (3) Storage – encoding – retrieval (4) Retrieval – encoding – storage 8. Which one of the following does not contribute to memory ? (1) Interesting / disinteresting learning material (2) Goal behind learning (3) Gender (4) Some rest after learning 9. In terms of efficiency in scanning information, which one of the following strategies is

considered to be the best ? (1) Conservative focusing (2) Focus gambling (3) Simultaneous scanning (4) Successive scanning 10. In retrograde amnesia, which of the following kind of problem is seen : (1) Problems with recalling previously learned material (2) Problems with face recognition. (3) Difficulty finding routes. (4) Poor encoding of verbal material.

J-04-16 5 Paper-II

6. ÃÖæ“Öß – I †Öî¸ü ÃÖæ“Öß – II ÛúÖê ÃÖã´Öê×»ÖŸÖ Ûúß×•Ö‹ †Öî¸ü ®Öß“Öê ×¤üµÖê ÝÖ‹ Ûæú™üÖë ´Öë ÃÖê ÃÖÆüß ˆ¢Ö¸ü “Öã×®Ö‹ : ÃÖæ“Öß – I ÃÖæ“Öß – II

(†¾Ö¬ÖÖ¸üÞÖÖ) (Ã¯ÖÂ™üßÛú¸üÞÖ) a. ¿Öß»ÖÝÖãÞÖ i. ¾µÖ×ŒŸÖ¢¾Ö Ûêú ×¾Ö×¿ÖÂ™ü ³ÖÖ¾Ö®ÖÖŸ´ÖÛú †Öî¸ü ¾µÖÖ¾ÖÆüÖ×¸üÛú ÝÖãÞÖ •ÖÖê ×Ûú

•Öß¾Ö×¾Ö–ÖÖ®Ö ¯Ö¸ü †Ö¬ÖÖ×¸üŸÖ ´ÖÖ®Öê •ÖÖŸÖê Æïü … b. ¯ÖÏÛúÖ¸ü ii. †ŸµÖ×¬ÖÛú †®ŸÖÃÖÕ²ÖÓ×¬ÖŸÖ ¿Öß»ÖÝÖãÞÖ ÃÖ´ÖæÆü †£Ö¾ÖÖ ×¾Ö×¿ÖÂ™üŸÖÖ •ÖÖê ¾µÖ×ŒŸÖŸ¾Ö

ÃÖ´ÖêÛú®Ö ×®Ö¬ÖÖÔ×¸üŸÖ Ûú¸üŸÖß Æîü … c. ¯ÖÏÞÖÖ»Öß iii. Ûú‡Ô ×Ã£Ö¸ü †Öî¸ü ×“Ö¸üÃ£ÖÖµÖß ×¾Ö×¿ÖÂ™üŸÖÖ‹Ñ †£Ö¾ÖÖ ÝÖãÞÖÖë ÛúÖ •Ö´ÖÖ ÆüÖê®ÖÖ … d. ´Ö®ÖÖê¤ü¿ÖÖ iv. ×ÛúÃÖß ¾µÖ×ŒŸÖ Ûúß ÃÖÓ¾ÖêÝÖÖŸ´ÖÛú †Öî¸ü ¾µÖÖ¾ÖÆüÖ×¸üÛú ¯ÖÏ×ŸÖ×ÛÎúµÖÖ†Öë ÛúÖ ÃÖŸÖŸÖ

¯Öî™ü®ÖÔ •ÖÖê ¾ÖÆü ÃÖ³Öß ¯ÖÏÛúÖ¸ü Ûúß ×Ã£Ö×ŸÖ ´Öë ¤ü¿ÖÖÔŸÖÖ Æîü … Ûæú™ü: a b c d (1) i ii iii iv (2) ii i iii iv (3) iii ii iv i (4) iv iii ii i

7. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ ÃÖÆüß ¯ÖÏÛúÖ¸ü ÃÖê ¾µÖ¾Ö×Ã£ÖŸÖ Æîü ?

(1) Ûæú™ü ÃÖÓÛêúŸÖ®Ö → ¯Öã®Ö:¯ÖÏÖ×¯ŸÖ → ³ÖÓ›üÖ¸üÞÖ

(2) Ûæú™ü ÃÖÓÛêúŸÖ®Ö → ³ÖÞ›üÖ¸üÞÖ → ¯Öã®Ö:¯ÖÏÖ×¯ŸÖ

(3) ³ÖÞ›üÖ¸üÞÖ → Ûæú™ü ÃÖÓÛêúŸÖ®Ö → ¯Öã®Ö:¯ÖÏÖ×¯ŸÖ

(4) ¯Öã®Ö:¯ÖÏÖ×¯ŸÖ → Ûæú™ü ÃÖÓÛêúŸÖ®Ö → ³ÖÞ›üÖ¸üÞÖ

8. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ Ã´Öé×ŸÖ ´Öë µÖÖêÝÖ¤üÖ®Ö ®ÖÆüà ¤êüŸÖÖ ? (1) ¹ý×“ÖÛú¸ü/†¹ý×“ÖÛú¸ü †×¬ÖÝÖ´Ö ÃÖÖ´ÖÝÖÏß (2) †×¬ÖÝÖ´Ö Ûêú ¯Öß”êû »ÖõµÖ (3) Ø»ÖÝÖ (•Öê®›ü¸ü) (4) †×¬ÖÝÖ´Ö Ûêú ²ÖÖ¤ü Ûãú”û ×¾ÖÁÖÖ´Ö

9. ÃÖæ“Ö®ÖÖ Ûúß •ÖÖÑ“Ö ´Öë Ûãú¿Ö»ÖŸÖÖ ²Ö¸üŸÖ®Öê Ûêú ×»Ö‹ ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖß ÛúÖµÖÔ®Öß×ŸÖ ÛúÖê ÁÖêÂšü ´ÖÖ®ÖÖ •ÖÖŸÖÖ Æîü ? (1) ¯Ö¸Óü¯Ö¸üÖÝÖŸÖ ¬µÖÖ®Ö Ûêú®¦üÞÖ (2) ±úÖêÛúÃÖ ÝÖî´²ÖØ»ÖÝÖ (3) ÃÖ´ÖÛúÖ»Öß®Ö •ÖÖÑ“Ö (4) ÛÎú×´ÖÛú ÃÛîúØ®ÖÝÖ

10. ¯Ö¿“ÖÝÖÖ´Öß Ã´Öé×ŸÖ ³ÖÏÓ¿Ö ´Öë ×®Ö´®Ö ´Öë ÃÖê ×ÛúÃÖ ¯ÖÏÛúÖ¸ü Ûúß ÃÖ´ÖÃµÖÖ‹Ñ ¯ÖÖ‡Ô •ÖÖŸÖß Æïü ? (1) ¯Öæ¾ÖÔ †×¬ÖÝÖ×´ÖŸÖ ÃÖÖ´ÖÝÖÏß Ûêú ¯Öã®Ö:Ã´Ö¸üÞÖ ´Öë ÃÖ´ÖÃµÖÖ

(2) ´ÖãÜÖ (¿ÖŒ»Ö) ¯ÖÆü“ÖÖ®Ö®Öê ´Öë ÃÖ´ÖÃµÖÖ (3) ´ÖÖÝÖÔ œæÑüœÌü®Öê ´Öë Ûú×šü®ÖÖ‡Ô

(4) ¾ÖÖ×“ÖÛú ÃÖÖ´ÖÝÖÏß Ûêú Ûæú™ü»ÖêÜÖ®Ö ´Öë ÃÖ´ÖÃµÖÖ

Paper-II 6 J-04-16

11. Read each of the following two statements – Assertion (A) and Reason (R) and indicate your answer using codes given below :

Assertion (A) : Extraverted individuals are sociable, impulsive and like excitement. Reason (R) : Brains of extraverts react more slowly and weakly to stimuli which

cause them to seek excitement by approaching the environment. Codes : (1) Both (A) and (R) are true and (R) is the correct explanation of (A). (2) Both (A) and (R) are true, but (R) is not the correct explanation of (A). (3) (A) is true, but (R) is false. (4) (A) is false, but (R) is true. 12. Match List – I with List – II and select the correct answer by choosing from the codes

given below : List – I

(Concepts) List – II

(Explanation) a. Personality Structure i. Psychological reactions and motives

that change dynamically over relatively brief periods.

b. Personality Process ii. Stable and enduring qualities that define the individual and distinguish individuals from one another.

c. Personality Development iii. People sometimes change and sometimes resist change or are unable to change accordingly

d. Psychopathology and Change iv. Everybody comes up to be an unique individual by adulthood

Codes : a b c d (1) i ii iii iv (2) ii iii iv i (3) ii i iv iii (4) iii i ii iv 13. Match List – I with List – II and indicate your answer using the codes given below :

List – I (Concepts)

List – II (Explanation)

a. Artificial concepts i. Representation of objects b. Natural concepts ii. Clearest objects in the physical

world c. Prototypes iii. Defined by set of rules d. Visual images iv. Not based on precise properties

Codes : a b c d (1) ii iii iv i (2) iii iv ii i (3) iii ii iv i (4) iv iii i ii

J-04-16 7 Paper-II

11. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯Ö×œÌü‹ †Öî¸ü ®Öß“Öê ×¤ü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸üŸÖê Æãü‹ †¯Ö®ÖÖ ˆ¢Ö¸ü ¤üß×•Ö‹ :

†×³ÖÛú£Ö®Ö (A) : ²Ö×Æü´ÖãÔÜÖß ¾µÖ×ŒŸÖ ×´Ö»Ö®ÖÃÖÖ¸ü, †Ö¾ÖêÝÖß ÆüÖêŸÖê Æïü †Öî ü ˆ¢Öê•Ö®ÖÖ ¯ÖÃÖÓ¤ü Ûú¸üŸÖê Æïü … ŸÖÛÔú (R) : ²Ö×Æü´ÖãÔÜÖß ¾µÖ×ŒŸÖ ÛúÖ ´Ö×ÃŸÖÂÛú ‹êÃÖê ˆ§üß¯ÖÛúÖë ¯Ö¸ü ²ÖÆãüŸÖ ¬Öß¸êü †Öî¸ü Ûú´Ö•ÖÌÖê¸ü œÓüÝÖ ÃÖê ¯ÖÏ×ŸÖ×ÛÎúµÖÖ Ûú¸üŸÖê Æïü •ÖÖê

ˆ®Æëü ¯ÖµÖÖÔ¾Ö¸üÞÖ ÃÖê †®ŸÖ:×ÛÎúµÖÖ Ûú¸üÛêú ˆ¢Öê•Ö®ÖÖ ÝÖÏÆüÞÖ Ûú¸üŸÖê Æïü … Ûæú™ü : (1) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ Æîü … (2) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, ¯Ö¸ü®ŸÖã (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ ®ÖÆüà Æîü … (3) (A) ÃÖÆüß Æîü, »Öê×Ûú®Ö (R) ÝÖ»ÖŸÖ Æîü …

(4) (A) ÝÖ»ÖŸÖ Æîü, »Öê×Ûú®Ö (R) ÃÖÆüß Æîü …

12. ÃÖæ“Öß – I †Öî¸ü ÃÖæ“Öß – II ÛúÖê ÃÖã´Öê×»ÖŸÖ Ûúß×•Ö‹ †Öî¸ü ®Öß“Öê ×¤üµÖê ÝÖ‹ Ûæú™üÖë ´Öë ÃÖê ÃÖÆüß ˆ¢Ö¸ü “Öã×®Ö‹ :

ÃÖæ“Öß – I ÃÖæ“Öß – II (†¾Ö¬ÖÖ¸üÞÖÖ‹Ñ) (Ã¯ÖÂ™üßÛú¸üÞÖ)

a. ¾µÖ×ŒŸÖ¢¾Ö ÃÖÓ¸ü“Ö®ÖÖ i. ŸÖã»Ö®ÖÖŸ´ÖÛú ºþ¯Ö ÃÖê ”ûÖê™üß †¾Ö×¬Ö ´Öë ÝÖ×ŸÖÛú ºþ¯Ö ÃÖê ¯Ö×¸ü¾ÖÙŸÖŸÖ ÆüÖê®Öê ¾ÖÖ»Öê ´Ö®ÖÖê¾Öî–ÖÖ×®ÖÛú ¯ÖÏ×ŸÖ×ÛÎúµÖÖ‹Ñ †Öî¸ü ¯ÖÏê¸üÛú

b. ¾µÖ×ŒŸÖ¢¾Ö ¯ÖÏ×ÛÎúµÖÖ ii. ×Ã£Ö¸ü †Öî¸ü ×“Ö¸üÃ£ÖÖµÖß ÝÖãÞÖ •ÖÖê ¾µÖ×ŒŸÖ ÛúÖê ¯Ö×¸ü³ÖÖ×ÂÖŸÖ Ûú¸üŸÖê Æïü †Öî¸ü ˆ®Æëü ¤æüÃÖ¸êü ¾µÖ×ŒŸÖµÖÖë ÃÖê †»ÖÝÖ Ûú¸üŸÖê Æïü …

c. ¾µÖ×ŒŸÖ¢¾Ö ×¾ÖÛúÖÃÖ iii. »ÖÖêÛú Ûú³Öß-Ûú³Öß ¯Ö×¸ü¾ÖÙŸÖŸÖ ÆüÖê •ÖÖŸÖê Æïü †Öî¸ü Ûú³Öß ¯Ö×¸ü¾ÖŸÖÔ®Ö ÛúÖ ¯ÖÏ×ŸÖ¸üÖê¬Ö Ûú¸üŸÖê Æïü †£Ö¾ÖÖ ŸÖ¤ü®ÖãÃÖÖ¸ü ¯Ö×¸ü¾ÖÙŸÖŸÖ ®ÖÆüà ÆüÖê ¯ÖÖŸÖê …

d. ´Ö®ÖÖê×¾ÖÛéú×ŸÖ×¾Ö–ÖÖ®Ö †Öî¸ü ¯Ö×¸ü¾ÖŸÖÔ®Ö iv. ¾ÖµÖÃÛú ÆüÖê®Öê ¯Ö¸ü Æü¸ü ¾µÖ×ŒŸÖ ‹Ûú ×¾Ö×¿ÖÂ™ü ¾µÖ×ŒŸÖ ²Ö®Ö •ÖÖŸÖÖ Æîü … Ûæú™ü: a b c d (1) i ii iii iv (2) ii iii iv i (3) ii i iv iii (4) iii i ii iv 13. ÃÖæ“Öß – I †Öî¸ü ÃÖæ“Öß – II ÛúÖê ÃÖã´Öê×»ÖŸÖ Ûúß×•Ö‹ †Öî¸ü ®Öß“Öê ×¤üµÖê ÝÖ‹ Ûæú™üÖë ´Öë ÃÖê ÃÖÆüß ˆ¢Ö¸ü “Öã×®Ö‹ :

ÃÖæ“Öß – I ÃÖæ“Öß – II (†¾Ö¬ÖÖ¸üÞÖÖ‹Ñ) (¾µÖÖÜµÖÖ)

a. Ûéú×¡Ö´Ö ÃÖ´¯ÖÏŸµÖ i. ˆ§êü¿µÖÖë ÛúÖ ¯ÖÏ×ŸÖ×®Ö×¬ÖŸ¾Ö b. ¯ÖÏÖÛéú×ŸÖÛú ÃÖ´¯ÖÏŸµÖ ii. ¾ÖÖÃŸÖ×¾ÖÛú ×¾Ö¿¾Ö ´Öë ÃÖ¾ÖÖÔ×¬ÖÛú Ã¯ÖÂ™ü ˆ§êü¿µÖ c. †Öª-¯ÖÏºþ¯Ö iii. ×®ÖµÖ´ÖÖë Ûêú ÃÖ´ÖæÆü «üÖ¸üÖ ¯Ö×¸ü³ÖÖ×ÂÖŸÖ d. “ÖÖõÖã¯Ö ¯ÖÏ×ŸÖºþ¯Ö iv. ÃÖ™üßÛú ÝÖãÞÖ¬Ö´ÖÔ ¯Ö¸ü †Ö¬ÖÖ×¸üŸÖ ®ÖÆüà ÆüÖêŸÖÖ

Ûæú™ü: a b c d (1) ii iii iv i (2) iii iv ii i (3) iii ii iv i (4) iv iii i ii

Paper-II 8 J-04-16

14. According to Master and Johnson following is the correct sequence of human sexual response :

(1) Excitement → Orgasm → Plateau → Resolution (2) Excitement → Plateau → Orgasm → Resolution (3) Excitement → Arousal → Orgasm → Resolution (4) Arousal → Excitement → Orgasm → Resolution 15. In graphical representations showing stress levels on X axis and performance on Y axis,

best performance can be expected at (1) Lower end of X axis (2) Middle portion of X axis (3) Higher end of X axis (4) None of the above 16. Lesions of the ventromedial nuclei in the hypothalamus produce (1) Anorexia (2) Obesity (3) Low level of Leptin (4) Hypoinsulinemia 17. Match List – I with List – II and select the correct answer by choosing from the codes


(Attitude Scaling Technique) List – II

(Computational Feature) a. Paired comparison i. Computes median category as scale

values b. Scalogram ii. Computes Z-scores as estimates of

scale values c. Equal appearing intervals iii. Computes coefficient of

reproducibility d. Summated ratings iv. Computes routine measures of item

analysis like item-remainder correlation to select items

Codes : a b c d (1) iii ii i iv (2) i iv ii iii (3) ii iii i iv (4) ii iii iv i 18. When the action potential reaches the end of the axon terminals, it causes the release of (1) An electric spark that sets off the next neuron (2) Positively charged ions that excite the next cell (3) Negatively charged ions that inhibit the next cell. (4) Neurotransmitters that excite or inhibit the next cell.

J-04-16 9 Paper-II

14. ´ÖÖÃ™ü¸ü †Öî¸ü •ÖÖê®ÖÃÖ®Ö Ûêú †®ÖãÃÖÖ¸ü ´ÖÖ®Ö¾Ö »Öï×ÝÖÛú †®Öã×ÛÎúµÖÖ ÛúÖ ÃÖÆüß ÛÎú´Ö Æîü :

(1) ˆ¢Öê•Ö®ÖÖ → ÛúÖ´ÖÖê®´ÖÖ¤ü → ¯ÖšüÖ¸ü → ×¾Ö³Öê¤ü®Ö

(2) ˆ¢Öê•Ö®ÖÖ → ¯ÖšüÖ¸ü → ÛúÖ´ÖÖê®´ÖÖ¤ü → ×¾Ö³Öê¤ü®Ö

(3) ˆ¢Öê•Ö®ÖÖ → ÃŸÖÓ³Ö®Ö → ÛúÖ´ÖÖê®´ÖÖ¤ü → ×¾Ö³Öê¤ü®Ö

(4) ÃŸÖÓ³Ö®Ö → ˆ¢Öê•Ö®ÖÖ → ÛúÖ´ÖÖê®´ÖÖ¤ü → ×¾Ö³Öê¤ü®Ö

15. X ¬Öã¸üß ¯Ö¸ü ŸÖ®ÖÖ¾Ö Ûêú ÃŸÖ¸ü ŸÖ£ÖÖ Y ¬Öã¸üß ¯Ö¸ü ×®ÖÂ¯ÖÖ¤ü®Ö ÛúÖê ¤ü¿ÖÖÔ®Öê ¾ÖÖ»Öê †Ö¸êüÜÖßµÖ ×“Ö¡ÖÞÖ ´Öë ÁÖêÂšü ×®ÖÂ¯ÖÖ¤ü®Ö Ûúß ˆ´´Öß¤ü ×ÛúÃÖ ÃŸÖ¸ü ¯Ö¸ü Ûúß •ÖÖ ÃÖÛúŸÖß Æîü ?

(1) X ¬Öã¸üß Ûêú ×®Ö“Ö»Öê ”ûÖê¸ü ¯Ö¸ü (2) X ¬Öã¸üß Ûêú ´Ö¬µÖ ³ÖÖÝÖ ¯Ö¸ü (3) X ¬Öã¸üß Ûêú ˆ““ÖŸÖ¸ü ”ûÖê¸ü ¯Ö¸ü (4) ˆ¯Ö¸üÖêŒŸÖ ´Öë ÃÖê ÛúÖê‡Ô ®ÖÆüà

16. †¬Ö¿“ÖêŸÖÛú ´Öë †¬Ö¸ü´Ö¬µÖÃ£Ö ®µÖæŒ»Öß Ûêú ×¾ÖõÖŸÖ ÃÖê ÆüÖêŸÖÖ/ÆüÖêŸÖß Æîü (1) †¹ý×“Ö (2) ´ÖÖê™üÖ¯ÖÖ (3) »Öê×¯™ü®Ö ÛúÖ Ûú´Ö ÃŸÖ¸ü (4) ÆüÖ‡¯ÖÖê‡®ÃÖã×»Ö®Öê×´ÖµÖÖ

17. ÃÖæ“Öß – I †Öî¸ü ÃÖæ“Öß – II ÛúÖê ÃÖã´Öê×»ÖŸÖ Ûúß×•Ö‹ †Öî¸ü ®Öß“Öê ×¤üµÖê ÝÖ‹ Ûæú™üÖë ´Öë ÃÖê ÃÖÆüß ˆ¢Ö¸ü “Öã×®Ö‹ :

ÃÖæ“Öß – I ÃÖæ“Öß – II (†×³Ö¾Öé×¢Ö´ÖÖ¯Ö®Ö ŸÖÛú®ÖßÛú) (ÃÖÓÝÖÞÖ®ÖÖŸ´ÖÛ »ÖõÖÞÖú)

a. µÖã×Ý´ÖŸÖ ŸÖã»Ö®ÖÖ (¯ÖêµÖ›Ôü Ûú´¯Öê×¸ü•Ö®Ö) i. ´ÖÖ¯ÖÛÎú´Ö ´Öæ»µÖÖë Ûêú ºþ¯Ö ´Öë ´Ö¬µÖ ÁÖêÞÖß Ûúß ÃÖÓÝÖÞÖ®ÖÖ Ûú¸üŸÖÖ Æîü …

b. ÃÛêú»ÖÖêÝÖÏÖ´Ö ii. ´ÖÖ¯ÖÛÎú´Ö ´Öæ»µÖÖë Ûêú †®Öã´ÖÖ®ÖÖë Ûêú ºþ¯Ö ´Öë •Öê›üü-ÃÛúÖê¸ü Ûúß ÃÖÓÝÖÞÖ®ÖÖ Ûú¸üŸÖÖ Æîü …

c. ‡Œ¾Ö»Ö †¯ÖßµÖØ¸üÝÖ ‡®™ü¸ü¾Ö»ÃÖ iii. ¯ÖÏ•Ö®Ö®ÖßµÖŸÖÖ Ûêú ÝÖãÞÖÖÓÛú Ûúß ÃÖÓÝÖÞÖ®ÖÖ Ûú¸üŸÖÖ Æîü … d. ÃÖ´´Öê™êüü›ü ¸êüØ™üÝÖ iv. “Öã®Öß Æãü‡Ô ´Ö¤üÖë Ûêú ´Ö¤ü-¿ÖêÂÖ ÃÖÆüÃÖÓ²ÖÓ¬Ö •ÖîÃÖê ´Ö¤ü

×¾Ö¿»ÖêÂÖÞÖ Ûêú ¤îü×®ÖÛú ´ÖÖ¯Ö Ûúß ÃÖÓÝÖÞÖ®ÖÖ Ûú¸ŸÖÖ Æîü Ûæú™ü: a b c d (1) iii ii i iv (2) i iv ii iii (3) ii iii i iv (4) ii iii iv i

18. •Ö²Ö ×ÛÎúµÖÖ ÃÖÓ³ÖÖ¾µÖŸÖÖ ×ÛúÃÖß †õÖŸÖÓŸÖã †¾ÖÃÖÖ®ÖÛú ¯Ö¸ü ¯ÖÆãÑü“ÖŸÖê Æïü, ŸÖÖê ‡ÃÖÃÖê ×®ÖÛú»ÖŸÖê Æïü (1) ‹Ûú ×¾ÖªãŸÖ Ã±ãúØ»ÖÝÖ ÆüÖêŸÖÖ Æîü •ÖÖê †ÝÖ»Öß ŸÖÓ×¡ÖÛúÖ ÛúÖê×¿ÖÛúÖ ÛúÖê ¯ÖÏÖ¸Óü³Ö Ûú¸ü ¤êüŸÖÖ Æîü …

(2) ÃÖÛúÖ¸üÖŸ´ÖÛú ºþ¯Ö ÃÖê ¯ÖÏ³ÖÖ×¸üŸÖ †ÖµÖ®Ö •ÖÖê †ÝÖ»Öß ÛúÖê×¿ÖÛúÖ ÛúÖê ˆ¢Öê×•ÖŸÖ Ûú¸üŸÖÖ Æîü … (3) ®ÖÛúÖ¸üÖŸ´ÖÛú ºþ¯Ö ÃÖê ¯ÖÏ³ÖÖ×¸üŸÖ †ÖµÖ®Ö •ÖÖê †ÝÖ»Öß ÛúÖê×¿ÖÛúÖ ÛúÖê ²ÖÖ×¬ÖŸÖ Ûú¸üŸÖÖ Æîü …

(4) ®µÖã¸üÖê™ÒüÖÓÃÖ´Öß™ü¸ü •ÖÖê †ÝÖ»Öß ÛúÖê×¿ÖÛúÖ ÛúÖê ˆ¢Öê×•ÖŸÖ µÖÖ ²ÖÖ×¬ÖŸÖ Ûú¸üŸÖÖ Æîü …

Paper-II 10 J-04-16

19. According to Freud following are the characteristics of instinct : a. A source in some bodily deficit. b. An aim that focuses on gratification of need. c. An impetus that propels the person to act. d. An object through which instinct achieves its aim. Codes : (1) a and b only (2) a, b and d only (3) b, c and d only (4) a, b, c and d

20. Guilford initially started his work extending Thurston’s theory of primary abilities but later on diverged on the grounds :

a. Obtained factors were not primary (independent) rather related to each other b. Thurston’s factor analysis was mainly oriented to get simple structure c. It was difficult to name the abilities (factors) d. Guilford also found second-order and higher-order factors. Codes : (1) a and b only. (2) b and c only. (3) a, b and c only. (4) a, b, c and d

21. AIDS attack a number of very different population; young gay men, intravenous drug users, haemophiliacs, Haitians, infants and recipients of blood transfusion, but commonly among them is the decrease in T lymphocytes, so it is an example of

(1) Inductive reasoning (2) Deductive reasoning (3) Analogical reasoning (4) Syllogism


List – I List – II a. Reintegrative memory i. Familiarity that we have met it before b. Recall ii. There is some residue from the past to learn

easily c. Recognition iii. Activity of some performance learned in the

past d. Relearning iv. To check details of the recovery of events in

the personal past Codes : a b c d (1) iv iii i ii (2) iv i iii ii (3) i ii iv iii (4) i iv ii iii

23. A 40 years old person is having the mental age of 20 years. What would be his IQ ? (1) 100 (2) 50 (3) 80 (4) 125

J-04-16 11 Paper-II

19. ±ÏúÖòµÖ›ü Ûêú †®ÖãÃÖÖ¸ü ´Öæ»Ö ¯ÖÏ¾Öé×¢Ö Ûúß ×¾Ö¿ÖêÂÖŸÖÖ‹Ñ Æïü a. Ûãú”û †ÖÓ×ÝÖÛú Ûú×´ÖµÖÖë ´Öë ‹Ûú ÄÖÖêŸÖ b. ‹Ûú ˆ§êü¿µÖ •ÖÖê †Ö¾Ö¿µÖÛúŸÖÖ†Öë Ûúß ¯ÖæÙŸÖ ¯Ö¸ü Ûêú×®¦üŸÖ Æîü … c. ‹Ûú ÃÖÓ¾ÖêÝÖ •ÖÖê ¾µÖ×ŒŸÖ ÛúÖê ÛúÖµÖÔ Ûú¸ü®Öê Ûêú ×»Ö‹ ¯ÖÏê×¸üŸÖ Ûú¸üŸÖÖ Æîü … d. ‹Ûú ¾ÖÃŸÖã ×•ÖÃÖÛêú ´ÖÖ¬µÖ´Ö ÃÖê ´Öæ»Ö ¯ÖÏ¾Öé×¢Ö †¯Ö®Öê »ÖõµÖÖë ÛúÖê ¯ÖÏÖ¯ŸÖ Ûú¸üŸÖß Æîü … Ûæú™ü : (1) Ûêú¾Ö»Ö a †Öî ü b (2) Ûêú¾Ö»Ö a, b †Öî¸ü d (3) Ûêú¾Ö»Ö b, c †Öî¸ü d (4) a, b, c †Öî ü d 20. ×ÝÖ»Ö±ú›Ôü ®Öê ¯ÖÏÖ¸Óü³Ö ´Öë †¯Ö®ÖÖ ÛúÖµÖÔ £ÖÃÖÔ™ü®Ö Ûúß ¯ÖÏÖ£Ö×´ÖÛú µÖÖêÝµÖŸÖÖ†Öë Ûêú ×ÃÖ¨üÖ®ŸÖ ÛúÖ ×¾ÖÃŸÖÖ¸ü Ûú¸ü®Öê Ûêú ×»Ö‹ ×ÛúµÖÖ £ÖÖ

¯Ö¸ÓüŸÖã ²ÖÖ¤ü ´Öë ¾Öê ‡®Ö †Ö¬ÖÖ¸üÖë ¯Ö¸ü ˆÃÖÃÖê †»ÖÝÖ ÆüÖê ÝÖ‹ … a. ¯ÖÏÖ¯ŸÖ ‘Ö™üÛú ¯ÖÏÖ£Ö×´ÖÛú (Ã¾ÖŸÖÓ¡Ö) ÆüÖê®Öê Ûêú ²Ö•ÖÖµÖ ‹Ûú ¤æüÃÖ¸êü ÃÖê ÃÖÓ²ÖÓ×¬ÖŸÖ £Öê … b. £ÖÃÖÔ™ü®Ö ÛúÖ ‘Ö™üÛú ×¾Ö¿»ÖêÂÖÞÖ ´ÖãÜµÖŸÖ: ÃÖÖ´ÖÖ®µÖ ÃÖÓ¸ü“Ö®ÖÖ ¯ÖÏÖ¯ŸÖ Ûú¸ü®Öê Ûúß †Öî¸ü ˆ®´ÖãÜÖ £ÖÖ … c. µÖÖêÝµÖŸÖÖ†Öë (‘Ö™üÛúÖë) Ûêú ®ÖÖ´Ö ²ÖŸÖÖ®ÖÖ Ûú×šü®Ö £ÖÖ … d. ÝÖã‡»Ö±úÖê›Ôü ÛúÖê ³Öß ×«üŸÖßµÖ-ÛÎú´Ö ŸÖ£ÖÖ ŸÖã»Ö®ÖÖŸ´ÖÛú ºþ¯Ö ÃÖê Æü»ÖÛêú-ÛÎú´Ö ‘Ö™üÛú ¯ÖÏÖ¯ŸÖ ÆüÖê ÝÖ‹ Ûæú™ü : (1) Ûêú¾Ö»Ö a †Öî ü b (2) Ûêú¾Ö»Ö b †Öî¸ü c (3) Ûêú¾Ö»Ö a, b †Öî¸ü c (4) a, b, c †Öî ü d ÃÖ³Öß 21. ‹›ËüÃÖ ×¾Ö×³Ö®®Ö ¯ÖÏÛúÖ¸ü Ûêú ¾µÖ×ŒŸÖ ÃÖ´ÖæÆüÖë ÛúÖê ÃÖÓÛÎú×´ÖŸÖ Ûú¸üŸÖÖ Æîü •ÖîÃÖê µÖã¾ÖÖ ÃÖ´Ö»Öï×ÝÖÛú ¯Öã¹ýÂÖ, †®ŸÖÙ¿Ö¸üÖ ¤ü¾ÖÖ »Öê®Öê ¾ÖÖ»Öê

¾µÖ×ŒŸÖ, †×¬ÖÛú ¸üŒŸÖÄÖÖ¾Ö ¸üÖêÝÖß, Æêü×™üµÖ®ÃÖ, ×¿Ö¿Öã ŸÖ£ÖÖ ¸üŒŸÖ †Ö¬ÖÖ®Ö Ûú¸üÖ®Öê ¾ÖÖ»Öê ¾µÖ×ŒŸÖ … ¯Ö¸ü®ŸÖã ‡ÃÖ ÃÖ³Öß Ûêú ²Öß“Ö ‹Ûú ²ÖÖŸÖ ÃÖ´ÖÖ®Ö ÆüÖêŸÖß Æîü ×Ûú ‡®Ö´Öë ™üß-Ø»Ö±úÖêÃÖÖ‡Ô™ü Ûú´Ö ÆüÖê •ÖÖŸÖÖ Æîü … ‡ÃÖ×»Ö‹ µÖÆü ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×ÛúÃÖÛúÖ ˆ¤üÖÆü¸üÞÖ Æîü ?

(1) ¯ÖÏê¸üÛú ŸÖÛÔúÞÖ (2) ×®ÖÝÖ´Ö×®ÖÛú ŸÖÛÔúÞÖ (3) †®Öãºþ¯Ö ŸÖÛÔúÞÖ (4) ÃÖÖÓÛêú×ŸÖÛú ŸÖÛÔúÞÖ 22. ÃÖæ“Öß – I †Öî¸ü ÃÖæ“Öß – II ÛúÖê ÃÖã´Öê×»ÖŸÖ Ûúß×•Ö‹ †Öî¸ü ®Öß“Öê ×¤üµÖê ÝÖ‹ Ûæú™üÖë ´Öë ÃÖê ÃÖÆüß ˆ¢Ö¸ü “Öã×®Ö‹ :

ÃÖæ“Öß – I ÃÖæ“Öß – II a. ¯Öã®Ö:ÃÖ´ÖÖÛú»Ö®Ö Ã´Öé×ŸÖ i. ‡ÃÖ ¯ÖÏÛúÖ¸ü Ûúß ¯Ö×¸ü×“ÖŸÖŸÖÖ ×Ûú Æü´Ö ¯ÖÆü»Öê ×´Ö»Ö “ÖãÛêú Æïü … b. ¯Öã®Ö:Ã´Ö¸üÞÖ ii. †ÖÃÖÖ®Öß ÃÖê ÃÖßÜÖ®Öê Ûêú ×»Ö‹ ³ÖæŸÖÛúÖ»Ö Ûêú Ûãú”û †¾Ö¿ÖêÂÖ

ÆüÖê®ÖÖ … c. ¯ÖÏŸµÖ×³Ö–ÖÖ®Ö iii. ³ÖæŸÖÛúÖ»Ö ´Öë ÃÖßÜÖê ÝÖ‹ Ûãú”û ×®ÖÂ¯ÖÖ¤ü®Ö Ûúß ÝÖ×ŸÖ×¾Ö×¬ÖµÖÖÑ d. ¯Öã®Ö:†×¬ÖÝÖ´Ö iv. ¾µÖ×ŒŸÖÝÖŸÖ ³ÖæŸÖÛúÖ»Ö ´Öë ‘Ö™ü®ÖÖ†Öë Ûêú ¯ÖÏ×ŸÖ»ÖÖ³Ö Ûêú ²µÖÖî¸üÖë

ÛúÖê •ÖÖÑ“Ö®ÖÖ Ûæú™ü: a b c d (1) iv iii i ii (2) iv i iii ii (3) i ii iv iii (4) i iv ii iii 23. ‹Ûú “ÖÖ»ÖßÃÖ ¾ÖÂÖáµÖ ¾µÖ×ŒŸÖ Ûúß ´ÖÖ®Ö×ÃÖÛú †ÖµÖã 20 ¾ÖÂÖÔ Æîü … ˆÃÖÛúÖ ²Öã×¨ü »Ö²¬ÖÖÓÛú ŒµÖÖ ÆüÖêÝÖÖ ? (1) 100 (2) 50 (3) 80 (4) 125

Paper-II 12 J-04-16

24. Muller-Lyer illusion is likely to occur more in cultures characterised by (1) People living in rectangular and square buildings (2) People living in buildings which are round and have few corners (3) People living in open spaces (4) People living in caves 25. Read each of the following two statements – Assertion (A) and Reason (R) and indicate

your answer using codes given below : Assertion (A) : According to Classical Test Theory (CTT), reliability can be

conceptualized as the ratio of true score variance to the observed score variance.

Reason (R) : According to the CTT, the random error of measurement is assumed to be uncorrelated with the true score.

Codes : (1) Both (A) and (R) are true and (R) is the correct explanation of (A). (2) Both (A) and (R) are true, but (R) is not the correct explanation of (A). (3) (A) is true, but (R) is false. (4) (A) is false, but (R) is true. 26. Match List – I with List – II and select the correct answer by choosing from the codes


(System) List – II

(Components) a. Visual system i. Hammer, pinna, oval window b. Auditory system ii. Cornea, vitreous humour, aqueous humour c. Neural system iii. GABA, Serotonin, Dopamine d. Messenger System iv. Glial cells, myelin, Neurillemma

Codes : a b c d (1) i ii iii iv (2) ii iii iv i (3) iii ii i iv (4) ii i iv iii 27. Read each of the following two statements – Assertion (A) and Reason (R) and indicate

your answer using codes given below : Assertion (A) : Organisms learn to perform responses that produce positive reinforcers. Reason (R) : Positive reinforcement strengthens responses that permit escape from or

avoidance of stimulus. Codes : (1) Both (A) and (R) are true and (R) is the correct explanation of (A). (2) Both (A) and (R) are true, but (R) is not the correct explanation of (A). (3) (A) is true, but (R) is false. (4) (A) is false, but (R) is true.

J-04-16 13 Paper-II

24. ´Öã»Ö¸ü-»ÖêµÖ¸ü ³ÖÏ´Ö ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×ÛúÃÖ ¯Ö×¸ü¾Öê¿Ö ´Öë ‘Ö×™üŸÖ ÆüÖê®Öê Ûúß ÃÖÓ³ÖÖ¾Ö®ÖÖ ÃÖ¾ÖÖÔ×¬ÖÛú Æîü ? (1) •ÖÆüÖÑ »ÖÖêÝÖ ÃÖ´ÖÛúÖêÞÖßµÖ †Öî¸ü ¾ÖÝÖÖÔÛúÖ¸ü ³Ö¾Ö®ÖÖë ´Öë ¸üÆüŸÖê Æïü … (2) »ÖÖêÝÖ ‹êÃÖê ³Ö¾Ö®ÖÖë ´Öë ¸üÆüŸÖê Æïü •ÖÖê ÝÖÖê»Ö Æîü †Öî¸ü ˆÃÖÛêú Ûãú”û ÛúÖê®Öê Æïü … (3) »ÖÖêÝÖ ÜÖã»Öê Ã£ÖÖ®Ö ¯Ö¸ü ¸üÆüŸÖê Æïü … (4) »ÖÖêÝÖ ÝÖã±úÖ†Öë ´Öë ¸üÆüŸÖê Æïü … 25. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯Ö×œÌü‹ †Öî¸ü ®Öß“Öê ×¤ü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸üŸÖê Æãü‹

†¯Ö®ÖÖ ˆ¢Ö¸ü ¤üß×•Ö‹ : †×³ÖÛú£Ö®Ö (A) : ¯ÖÖ¸Óü¯Ö×¸üÛú •ÖÖÑ“Ö ×ÃÖ¨üÖ®ŸÖ (ÃÖß ™üß ™üß) Ûêú †®ÖãÃÖÖ¸ü ×¾Ö¿¾ÖÃÖ®ÖßµÖŸÖÖ ÛúÖ ×®Ö¬ÖÖÔ¸üÞÖ –ÖÖŸÖ ¯ÖÏÖ¯ŸÖ “Ö¸üÖë ŸÖ£ÖÖ

¾ÖÖÃŸÖ×¾ÖÛú ¯ÖÏÖ¯ŸÖ “Ö¸üÖë Ûêú †®Öã¯ÖÖŸÖ ´Öë ÆüÖêŸÖÖ Æîü … ŸÖÛÔú (R) : ÃÖß ™üß ™üß Ûêú †®ÖãÃÖÖ¸ü µÖÖ¥ü×“”ûÛú ¡Öã×™ü ÛúÖ ´ÖÖ¯Ö ¾ÖÖÃŸÖ×¾ÖÛú ¯ÖÏÖ¯ŸÖÖÓÛú ÃÖê †ÃÖ´²Ö¨ü ´ÖÖ®ÖÖ •ÖÖŸÖÖ Æîü … Ûæú™ü : (1) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ Æîü … (2) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, ¯Ö¸ü®ŸÖã (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ ®ÖÆüà Æîü … (3) (A) ÃÖÆüß Æîü, »Öê×Ûú®Ö (R) ÝÖ»ÖŸÖ Æîü … (4) (A) ÝÖ»ÖŸÖ Æîü, »Öê×Ûú®Ö (R) ÃÖÆüß Æîü … 26. ÃÖæ“Öß – I †Öî¸ü ÃÖæ“Öß – II ÛúÖê ÃÖã´Öê×»ÖŸÖ Ûúß×•Ö‹ †Öî¸ü ®Öß“Öê ×¤üµÖê ÝÖ‹ Ûæú™üÖë ´Öë ÃÖê ÃÖÆüß ˆ¢Ö¸ü “Öã×®Ö‹ :

ÃÖæ“Öß – I (¯ÖÏÞÖÖ»Öß)

ÃÖæ“Öß – II (†¾ÖµÖ¾Ö)

a. ¥ü×Â™ü i. Æîü´Ö¸ü, ×¯Ö“”ûÛú, †Ó›üÖÛúÖ¸ü «üÖ¸ü b. ÁÖÖ¾Ö×ÞÖÛú ŸÖ®¡Ö ii. ÛúÖêÙ®ÖµÖÖ ÛúÖ“Ö ¦ü¾µÖ, •Ö»Ö¦ü¾µÖ c. Ã®ÖÖµÖã×¾ÖÛú ŸÖÓ¡Ö iii. •Öß.‹.²Öß.‹., ÃÖê¸üÖê™üÖê×®Ö®Ö, ›üÖê¯ÖÖ×´Ö®Ö d. ¯ÖÏêÂÖÛú ŸÖÓ¡Ö iv. ×Ý»ÖµÖ»Ö ÛúÖê×¿ÖÛúÖ‹Ñ ´ÖÖ‡×»Ö®Ö, ŸÖÓ×¡ÖÛúÖ“”û¤ü

Ûæú™ü: a b c d (1) i ii iii iv (2) ii iii iv i (3) iii ii i iv (4) ii i iv iii 27. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯Ö×œÌü‹ †Öî¸ü ®Öß“Öê ×¤ü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸üŸÖê Æãü‹

†¯Ö®ÖÖ ˆ¢Ö¸ü ¤üß×•Ö‹ : †×³ÖÛú£Ö®Ö (A) : •Öß¾Ö ‹êÃÖß ¯ÖÏ×ŸÖ×ÛÎúµÖÖ Ûú¸ü®ÖÖ ÃÖßÜÖ •ÖÖŸÖÖ Æîü, •ÖÖê ÃÖÛúÖ¸üÖŸ´ÖÛú ÃÖã¥üœÌüßÛú¸üÞÖ Ûú¸üŸÖß ÆüÖê … ŸÖÛÔú (R) : ÃÖÛúÖ¸üÖŸ´ÖÛú ÃÖã¥üœÌüßÛú¸üÞÖ ‹êÃÖß ¯ÖÏ×ŸÖ×ÛÎúµÖÖ†Öë ÛúÖê ´Ö•ÖÌ²ÖæŸÖ ²Ö®ÖÖŸÖß Æîü •ÖÖê ˆ§üß¯ÖÛúÖë ÃÖê ²Ö“Ö®Öê †£Ö¾ÖÖ ”ûÖê›Ìü®Öê Ûúß

†®Öã´Ö×ŸÖ ¤êüŸÖÖ Æîü … Ûæú™ü : (1) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ Æîü … (2) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, ¯Ö¸ü®ŸÖã (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ ®ÖÆüà Æîü … (3) (A) ÃÖÆüß Æîü, »Öê×Ûú®Ö (R) ÝÖ»ÖŸÖ Æîü … (4) (A) ÝÖ»ÖŸÖ Æîü, »Öê×Ûú®Ö (R) ÃÖÆüß Æîü …

Paper-II 14 J-04-16

28. One prominent class of theorists of deductive reasoning believe that deduction depends on _____ of inference akin to those of ______.

(1) informal rules; logical calculus (2) formal rules; analytical calculus (3) procedural rules; logical calculus (4) formal rules; logical calculus 29. Read each of the following two statements – Assertion (A) and Reason (R) and indicate

your answer using codes given below : Assertion (A) : Ideas lose their original identity in fusion into more complex ideas. Reason (R) : Mind sometimes is analogous to chemical laws. Codes : (1) Both (A) and (R) are true and (R) is the correct explanation of (A). (2) Both (A) and (R) are true, but (R) is not the correct explanation of (A). (3) (A) is true, but (R) is false. (4) (A) is false, but (R) is true. 30. What type of cell is responsible for the reproduction of other cells of the body ? a. Blood cells b. Stem cells c. Neurons d. Basal cells Codes : (1) a only (2) b only (3) c & d only (4) d & a only 31. If the bones of the middle ear begins to deteriorate, the person will suffer difficulty in a. Loudness b. Timbre c. Conduction d. Stimulation Codes : (1) a only (2) b and c (3) c only (4) c and d 32. What is the correct sequence of products in Guilford’s Struct of Intellect Model (SOI) ? (1) Unit → Class → System → Relations → Implication → Transformation (2) Class → Unit → Systems → Relation → Transformation → Implication (3) Unit → Class → Relation → System → Transformation → Implication (4) Unit → Relation → Class → System → Transformation → Implication 33. The light passes through the eye in which of the following sequence ? (1) Cornea, Pupil, Lens, Retina (2) Cornea, Lens, Pupil, Retina (3) Lens, Cornea, Pupil, Retina (4) Pupil, Cornea, Lens, Retina

J-04-16 15 Paper-II

28. ×®ÖÝÖ´Ö×®ÖÛú ŸÖÛÔúÞÖ Ûêú ×ÃÖ¨üÖ®ŸÖÖë Ûêú ÃÖ´Ö£ÖÔÛúÖë ÛúÖ ‹Ûú ¯ÖÏÜµÖÖŸÖ ¾ÖÝÖÔ µÖÆü ×¾Ö¿¾ÖÖÃÖ Ûú¸üŸÖÖ Æîü ×Ûú ×®ÖÝÖ´Ö®Ö ________ Ûêú ÃÖ´ÖÖ®Ö ________ Ûêú ÆüÃŸÖõÖê¯Ö ¯Ö¸ü ×®Ö³ÖÔ¸ü Ûú¸üŸÖÖ Æîü …

(1) †®ÖÖî¯Ö“ÖÖ×¸üÛú ×®ÖµÖ´Ö, ŸÖÛÔú¯ÖæÞÖÔ Ûú»Ö®Ö (2) †Öî¯Ö“ÖÖ×¸üÛú ×®ÖµÖ´Ö, ×¾Ö¿»ÖêÂÖÞÖÖŸ´ÖÛú Ûú»Ö®Ö (3) ÛúÖµÖÔ×¾Ö×¬ÖÛú ×®ÖµÖ´Ö, ŸÖÛÔú¯ÖæÞÖÔ Ûú»Ö®Ö (4) †Öî¯Ö“ÖÖ×¸üÛú ×®ÖµÖ´Ö, ŸÖÛÔú¯ÖæÞÖÔ Ûú»Ö®Ö 29. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯Ö×œÌü‹ †Öî¸ü ®Öß“Öê ×¤ü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸üŸÖê Æãü‹

†¯Ö®ÖÖ ˆ¢Ö¸ü ¤üß×•Ö‹ : †×³ÖÛú£Ö®Ö (A) : †×¬ÖÛú •Ö×™ü»Ö ×¾Ö“ÖÖ¸üÖë Ûêú ÃÖÖ£Ö ×´Ö»ÖÖ®Öê ¯Ö¸ü ×¾Ö“ÖÖ¸ü †¯Ö®Öß ´Öæ»Ö ¯ÖÆü“ÖÖ®Ö ÜÖÖê ¤êüŸÖê Æïü … ŸÖÛÔú (R) : ´Ö×ÃŸÖÂÛú Ûú³Öß-Ûú³Öß ¸üÖÃÖÖµÖ×®ÖÛú ×®ÖµÖ´ÖÖë Ûêú †®Öãºþ¯Ö ÛúÖµÖÔ Ûú¸üŸÖÖ Æîü … Ûæú™ü : (1) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ Æîü … (2) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, ¯Ö¸ü®ŸÖã (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ ®ÖÆüà Æîü … (3) (A) ÃÖÆüß Æîü, »Öê×Ûú®Ö (R) ÝÖ»ÖŸÖ Æîü … (4) (A) ÝÖ»ÖŸÖ Æîü, »Öê×Ûú®Ö (R) ÃÖÆüß Æîü … 30. ¿Ö¸üß¸ü ´Öë ×ÛúÃÖ ¯ÖÏÛúÖ¸ü Ûúß ÛúÖê×¿ÖÛúÖ‹Ñ †®µÖ ÛúÖê×¿ÖÛúÖ†Öë Ûêú •Ö®Ö®Ö Ûêú ×»Ö‹ ˆ¢Ö¸ü¤üÖµÖß Æïü : a. ¸üŒŸÖ ÛúÖê×¿ÖÛúÖ‹Ñ b. Ã™îü´Ö ÛúÖê×¿ÖÛúÖ‹Ñ c. ×—Ö×»»ÖµÖÖÑ d. †Ö¬ÖÖ¸üß ÛúÖê×¿ÖÛúÖ‹Ñ Ûæú™ü : (1) Ûêú¾Ö»Ö a (2) Ûêú¾Ö»Ö b (3) Ûêú¾Ö»Ö c †Öî ü d (4) Ûêú¾Ö»Ö d †Öî¸ü a 31. µÖ×¤ü ´Ö¬µÖ ÛúÖ®Ö Ûúß †×Ã£ÖµÖÖÑ ×²ÖÝÖ›Ìü®Öß ¿Öãºþ ÆüÖê •ÖÖŸÖß Æïü ¾µÖ×ŒŸÖ ÛúÖê ×®Ö´®Ö×»Ö×ÜÖŸÖ ¯Ö¸êü¿ÖÖ×®ÖµÖÖÑ ÆüÖêŸÖß Æïü : a. ¯ÖÏ²Ö»ÖŸÖÖ b. Ã¾Ö¸ü ×¾Ö¿ÖêÂÖŸÖÖ (¬¾Ö×®Ö-ÝÖãÞÖŸÖÖ) c. “ÖÖ»Ö®Ö d. ˆ§üß¯Ö®Ö Ûæú™ü : (1) Ûêú¾Ö»Ö a (2) b †Öî ü c (3) Ûêú¾Ö»Ö c (4) c †Öî ü d 32. ×ÝÖ»Ö±ú›Ôü Ûêú Ã™ÒüŒ™ü †Öò±ú ‡®™ü»ÖêŒ™ü ´ÖÖò›ü»Ö (‹ÃÖ †Öê †Ö‡Ô) ´Öë ¾ÖÃŸÖã†Öë ÛúÖ ÃÖÆüß ÛÎú´Ö ŒµÖÖ Æîü ?

(1) ‡ÛúÖ‡Ô → ¾ÖÝÖÔ → ¯ÖÏÞÖÖ»Öß → ÃÖÓ²ÖÓ¬Ö → ×®Ö×ÆüŸÖÖ£ÖÔ → ºþ¯ÖÖÓŸÖ¸üÞÖ

(2) ¾ÖÝÖÔ → ‡ÛúÖ‡Ô → ¯ÖÏÞÖÖ»Öß → ÃÖÓ²ÖÓ¬Ö → ºþ¯ÖÖÓŸÖ¸üÞÖ → ×®Ö×ÆüŸÖÖ£ÖÔ

(3) ‡ÛúÖ‡Ô → ¾ÖÝÖÔ → ÃÖÓ²ÖÓ¬Ö → ¯ÖÏÞÖÖ»Öß → ºþ¯ÖÖÓŸÖ¸üÞÖ → ×®Ö×ÆüŸÖÖ£ÖÔ

(4) ‡ÛúÖ‡Ô → ÃÖÓ²ÖÓ¬Ö → ¾ÖÝÖÔ → ¯ÖÏÞÖÖ»Öß → ºþ¯ÖÖÓŸÖ¸üÞÖ → ×®Ö×ÆüŸÖÖ£ÖÔ 33. †ÖÑÜÖ ÃÖê ¯ÖÏÛúÖ¿Ö ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖê ÛÎú´Ö ÃÖê ÝÖã•Ö¸üŸÖÖ Æîü ? (1) ÛúÖòÙ®ÖµÖÖ, ¯ÖãŸÖ»Öß, »Öê®ÃÖ, ¸êü×™ü®ÖÖ (2) ÛúÖòÙ®ÖµÖÖ, »Öê®ÃÖ, ¯ÖãŸÖ»Öß, ¸êü×™ü®ÖÖ (3) »Öê®ÃÖ, ÛúÖòÙ®ÖµÖÖ, ¯ÖãŸÖ»Öß, ¸êü×™ü®ÖÖ (4) ¯ÖãŸÖ»Öß, ÛúÖòÙ®ÖµÖÖ, »Öê®ÃÖ, ¸êü×™ü®ÖÖ

Paper-II 16 J-04-16

34. Which one of the following statement is true in the context of item analysis ? (1) Item-total correlation = Item-remainder correlation (2) Item-total correlation is greater than or equal to item-remainder correlation. (3) Item-total correlation is smaller than or equal to item-remainder correlation. (4) Item-total correlation cannot be negative. 35. Match List – I with List – II and select the correct answer by choosing from the codes


(Concept) List – II

(Psychologists) a. Mental Age i. Stern b. Intelligence Quotient ii. Binet c. Mental Tests iii. Spearman d. Tetrad Equation iv. J.M. Cattell

Codes : a b c d (1) i ii iii iv (2) ii i iv iii (3) iii ii i iv (4) iv iii ii i 36. The difference in images in the two eyes is greater for objects that are close and smaller

for distant objects is an example of (1) Binocular Disparity (2) Convergence (3) Accommodation (4) Relative Size 37. Read each of the following two statements – Assertion (A) and Reason (R) and indicate

your answer using codes given below : Assertion (A) : Information is transferred from STM to LTM. Reason (R) : Information maintained in the rehearsal buffer is prevented from

decaying in STM. Codes : (1) Both (A) and (R) are true and (R) is the correct explanation of (A). (2) Both (A) and (R) are true, but (R) is not the correct explanation of (A). (3) (A) is true, but (R) is false. (4) (A) is false, but (R) is true. 38. Arrange the parts of C.N.S. in ascending order : I. Thalamus II. Medulla oblongata III. Spinal cord IV. Frontal lobe Codes : (1) I, II, III, IV (2) II, I, III, IV (3) IV, II, I, III (4) III, II, I, IV

J-04-16 17 Paper-II

34. ´Ö¤ü ×¾Ö¿»ÖêÂÖÞÖ Ûêú ÃÖÓ¤ü³ÖÔ ´Öë ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ Ûú£Ö®Ö ÃÖÆüß Æîü ? (1) ´Ö¤ü-µÖÖêÝÖ ÃÖÆüÃÖÓ²ÖÓ¬Ö = ´Ö¤ü-¿ÖêÂÖ ÃÖÆüÃÖÓ²ÖÓ¬Ö (2) ´Ö¤ü-µÖÖêÝÖ ÃÖÆüÃÖÓ²ÖÓ¬Ö; ´Ö¤ü-¿ÖêÂÖ ÃÖÆüÃÖÓ²ÖÓ¬Ö ÃÖê †×¬ÖÛú Æîü †£Ö¾ÖÖ ˆÃÖÛêú ÃÖ´ÖÖ®Ö Æîü … (3) ´Ö¤ü-µÖÖêÝÖ ÃÖÆüÃÖÓ²ÖÓ¬Ö, ´Ö¤ü-¿ÖêÂÖ ÃÖÆüÃÖÓ²ÖÓ¬Ö ÃÖê Ûú´Ö Æîü †£Ö¾ÖÖ ˆÃÖÛêú ÃÖ´ÖÖ®Ö Æîü … (4) ´Ö¤ü-µÖÖêÝÖ ÃÖÆüÃÖÓ²ÖÓ¬Ö ®ÖÛúÖ¸üÖŸ´ÖÛú ®ÖÆüà ÆüÖê ÃÖÛúŸÖÖ … 35. ÃÖæ“Öß – I †Öî¸ü ÃÖæ“Öß – II ÛúÖê ÃÖã´Öê×»ÖŸÖ Ûúß×•Ö‹ †Öî¸ü ®Öß“Öê ×¤üµÖê ÝÖ‹ Ûæú™üÖë ´Öë ÃÖê ÃÖÆüß ˆ¢Ö¸ü “Öã×®Ö‹ :

ÃÖæ“Öß – I (†¾Ö¬ÖÖ¸üÞÖÖ)

ÃÖæ“Öß – II (´Ö®ÖÖê¾Öî–ÖÖ×®ÖÛú)

a. ´ÖÖ®Ö×ÃÖÛú †ÖµÖã i. Ã™êü®ÖÔ b. ²Öã×¨ü»Ö²¬ÖÖÓÛú ii. ×²Ö®Öê™ü c. ´ÖÖ®Ö×ÃÖÛú ¯Ö¸üßõÖÞÖ iii. Ã¯ÖßµÖ¸ü´Öî®Ö d. “ÖŸÖãÂ™üµÖ ÃÖ´ÖßÛú¸üÞÖ iv. •Öê.‹´Ö. Ûîú™êü»Ö

Ûæú™ü: a b c d (1) i ii iii iv (2) ii i iv iii (3) iii ii i iv (4) iv iii ii i 36. ¤üÖê †ÖÑÜÖÖë Ûêú ×²Ö´²Ö ´Öë †ÓŸÖ¸ü •ÖÖê ×Ûú ®Ö•Ö¤üßÛú Ûúß ¾ÖÃŸÖã†Öë Ûêú ×»Ö‹ ²Ö›ÌüÖ †Öî¸ü ¤æü¸ü Ûêú “Öß•ÖÌÖë Ûúß ×»Ö‹ ”ûÖê™üÖ ÆüÖêŸÖÖ Æîü;

×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×ÛúÃÖÛúÖ ˆ¤üÖÆü¸üÞÖ Æîü ? (1) ×«ü†õÖßµÖ ¾ÖîÂÖ´µÖ (2) †×³ÖÃÖ¸üÞÖ (3) ÃÖÖ´ÖÓ•ÖÃµÖ (4) ÃÖÖ¯ÖêõÖ †ÖÛúÖ¸ü 37. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯Ö×œÌü‹ †Öî¸ü ®Öß“Öê ×¤ü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸üŸÖê Æãü‹

†¯Ö®ÖÖ ˆ¢Ö¸ü ¤üß×•Ö‹ : †×³ÖÛú£Ö®Ö (A) : ÃÖæ“Ö®ÖÖ ‹ÃÖ ™üß ‹´Ö ÃÖê ‹»Ö ™üß ‹´Ö ÛúÖê †ÓŸÖ×¸üŸÖ Ûúß •ÖÖŸÖß Æîü … ŸÖÛÔú (R) : ¤üÖêÆü¸üÖ¾Ö ´Ö¬µÖ¾ÖŸÖá ´Öë ¸üÜÖß ÝÖ‡Ô ÃÖæ“Ö®ÖÖ ÛúÖê ‹ÃÖ ™üß ‹´Ö ´Öë ®ÖÂ™ü ÆüÖê®Öê ÃÖê ²Ö“ÖÖµÖÖ •ÖÖŸÖÖ Æîü … Ûæú™ü : (1) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ Æîü … (2) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, ¯Ö¸ü®ŸÖã (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ ®ÖÆüà Æîü … (3) (A) ÃÖÆüß Æîü, »Öê×Ûú®Ö (R) ÝÖ»ÖŸÖ Æîü … (4) (A) ÝÖ»ÖŸÖ Æîü, »Öê×Ûú®Ö (R) ÃÖÆüß Æîü … 38. ÃÖß.‹®Ö.‹ÃÖ. Ûêú ³ÖÖÝÖÖë ÛúÖê ¾µÖ¾Ö×Ã£ÖŸÖ Ûú¸ëü : I. £Öî»Öê´ÖÃÖ II. ´Öî›ãü»ÖÖ †Öê²»ÖêÝÖê™üÖ III. ´Öê¹ý¸ü••Öã IV. †ÝÖÏ ÜÖÞ›ü Ûæú™ü : (1) I, II, III, IV (2) II, I, III, IV (3) IV, II, I, III (4) III, II, I, IV

Paper-II 18 J-04-16

39. Shaping in instrumental conditioning means (1) Teaching a complex sequence of behaviours by first shaping the final response in

the sequence and then working backwards (2) A continuous reinforcement schedule is used for establishing new behaviours. (3) It involves reinforcing successive approximations of the final desired behaviour. (4) Consistent occurrence of a behaviour in the presence of discriminative stimulus. 40. According to Trichromatic theory of colour vision, which of the following are the three

types of cones ? (1) Red, Yellow and Blue (2) Red, Blue and Green (3) Yellow, Blue and Green (4) Yellow, Red and Blue 41. Read each of the following two statements – Assertion (A) and Reason (R) and indicate

your answer using codes given below : Assertion (A) : gf and gc correlate positively across the age levels with moderate

magnitude. Reason (R) : gf being neural energy is invested in the cultivation of gc and both are

having different growth patterns. Codes : (1) Both (A) and (R) are true and (R) is the correct explanation of (A). (2) Both (A) and (R) are true, but (R) is not the correct explanation of (A). (3) (A) is true, but (R) is false. (4) (A) is false, but (R) is true. 42. Read each of the following two statements – Assertion (A) and Reason (R) and indicate

your answer using codes given below : Assertion (A) : The creators of three dimensional movies simulate convergence by

photographing a scene with two cameras placed a few inches apart. Reason (R) : Convergence is a binocular cue for perceiving depth by the extent to

which the eyes converge inwards when looking at an object. Codes : (1) Both (A) and (R) are true and (R) is the correct explanation of (A). (2) Both (A) and (R) are true, but (R) is not the correct explanation of (A). (3) (A) is true, but (R) is false. (4) (A) is false, but (R) is true. 43. In heightened emotional states, the following functions are NOT triggered by sympathetic

Nervous System activity : a. perspiration b. heightened pulse rate c. digestion d. pupillary dilation Codes : (1) c alone (2) both c and d (3) a, b and c (4) a, c and d

J-04-16 19 Paper-II

39. “®Öî×´Ö×¢ÖÛú †®Öã²ÖÓ¬Ö®Ö” ²Ö®ÖÖ®Öê ÛúÖ †Ö¿ÖµÖ Æîü (1) ÛÎú´Ö ÀÖéÓÜÖ»ÖÖ ÃÖê ¯ÖÆü»Öê †Ó×ŸÖ´Ö ¯ÖÏ×ŸÖ×ÛÎúµÖÖ ×®Ö¬ÖÖÔ×¸üŸÖ Ûú¸üÛêú ²ÖÖ¤ü ´Öë ¿ÖêÂÖ ÛúÖµÖÔ Ûú¸ü®Öê ÃÖê ¾µÖ¾ÖÆüÖ¸ü Ûêú •Ö×™ü»Ö ÛÎú´Ö ÛúÖ

×¿ÖõÖÞÖ ÆüÖêŸÖÖ Æîü … (2) ®Ö‹ ¾µÖ¾ÖÆüÖ¸ü ÛúÖê Ã£ÖÖ×¯ÖŸÖ Ûú¸ü®Öê Ûêú ×»Ö‹ ‹Ûú ÃÖŸÖŸÖ ÃÖã¥üœÌüßÛú¸üÞÖ †®ÖãÃÖæ“Öß ÛúÖ ˆ¯ÖµÖÖêÝÖ ×ÛúµÖÖ •ÖÖŸÖÖ Æîü … (3) ‡ÃÖ´Öë †Ó×ŸÖ´Ö ¾ÖÖÓ×”ûŸÖ ¾µÖ¾ÖÆüÖ¸ü ÛúÖ ÃÖã¥üœÌü Ûú¸ü®Öê ¾ÖÖ»ÖÖ ÛÎú´Ö²Ö¨ü ×¾Ö×®ÖµÖÖê•Ö®Ö ¿ÖÖ×´Ö»Ö ÆüÖêŸÖÖ Æîü … (4) ×¾Ö³Öê¤üÛúÖ¸üß ˆ§üß¯ÖÛúÖë Ûúß ˆ¯Ö×Ã£Ö×ŸÖ ´Öë ¾µÖ¾ÖÆüÖ¸ü ÃÖÖ´ÖÓ•ÖÃµÖ ÆüÖêŸÖÖ Æîü … 40. ×¡Ö¾ÖÞÖÖÔŸ´ÖÛú (Trichromatic) ×ÃÖ¨üÖ®ŸÖ Ûêú †®ÖãÃÖÖ¸ü ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖê ¸ÓüÝÖ ¿ÖÓÛãú Ûêú ŸÖß®Ö ¯ÖÏÛúÖ¸ü Æïü ? (1) »ÖÖ»Ö, ¯Öß»ÖÖ †Öî¸ü ®Öß»ÖÖ (2) »ÖÖ»Ö, ®Öß»ÖÖ †Öî¸ü Æü¸üÖ (3) ¯Öß»ÖÖ, ®Öß»ÖÖ †Öî¸ü Æü¸üÖ (4) ¯Öß»ÖÖ, »ÖÖ»Ö †Öî¸ü ®Öß»ÖÖ 41. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯Ö×œÌü‹ †Öî¸ü ®Öß“Öê ×¤ü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸üŸÖê Æãü‹

†¯Ö®ÖÖ ˆ¢Ö¸ü ¤üß×•Ö‹ : †×³ÖÛú£Ö®Ö (A) : •Öß ‹±ú †Öî¸ü •Öß ÃÖß †ÖîÃÖŸÖ ×¾ÖÃŸÖÖ¸ü Ûêú ÃÖÖ£Ö ÃÖ³Öß †ÖµÖã ÃŸÖ¸üÖë Ûêú ÃÖÖ£Ö ÃÖÛúÖ¸üÖŸ´ÖÛú ºþ¯Ö ÃÖê

ÃÖÆüÃÖÓ²ÖÓ¬Ö ²Ö®ÖÖŸÖê Æïü … ŸÖÛÔú (R) : ŸÖÓ×¡ÖÛúÖ ÛúÖµÖÔ¿Ö×ŒŸÖ ÆüÖê®Öê Ûêú ÛúÖ¸üÞÖ •Öß ‹±ú ÛúÖ ˆ¯ÖµÖÖêÝÖ •Öß ÃÖß ˆ¤Ëü¾Ö¨Ôü®Ö ´Öë ×ÛúµÖÖ •ÖÖŸÖÖ Æîü †Öî¸ü ¤üÖê®ÖÖë Ûêú

×¾ÖÛúÖÃÖ ¯Öî™ü®ÖÔ †»ÖÝÖ-†»ÖÝÖ Æïü … Ûæú™ü : (1) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ Æîü … (2) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, ¯Ö¸ü®ŸÖã (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ ®ÖÆüà Æîü … (3) (A) ÃÖÆüß Æîü, »Öê×Ûú®Ö (R) ÝÖ»ÖŸÖ Æîü … (4) (A) ÝÖ»ÖŸÖ Æîü, »Öê×Ûú®Ö (R) ÃÖÆüß Æîü … 42. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯Ö×œÌü‹ †Öî¸ü ®Öß“Öê ×¤ü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸üŸÖê Æãü‹

†¯Ö®ÖÖ ˆ¢Ö¸ü ¤üß×•Ö‹ : †×³ÖÛú£Ö®Ö (A) : ×¡Ö×¾Ö×´ÖŸÖßµÖ ×±ú»´Ö ²Ö®ÖÖ®Öê ¾ÖÖ»Öê ×ÛúÃÖß ¥ü¿µÖ ÛúÖê Ûãú”êûÛú ‡Ó“Ö ¤æü¸üß ¯Ö¸ü ¸üÜÖê ÝÖ‹ ¤üÖê Ûîú´Ö¸üÖë Ûêú

ÃÖ´ÖÖ×³Öºþ¯ÖŸÖÖ ÃÖê ×±ú»´ÖÖŸÖê Æïü … ŸÖÛÔú (R) : •Ö²Ö Æü´Ö ×ÛúÃÖß ¾ÖÃŸÖã ÛúÖê ¤êüÜÖŸÖê Æïü ŸÖÖê †ÖÑÜÖë ×•ÖŸÖ®Öß ÝÖÆü¸üÖµÖß ŸÖÛú †×³ÖÃÖ¸üÞÖ Ûú¸ü ¯ÖÖŸÖß Æîü ˆÃÖÛúÖ ¯ÖŸÖÖ

»ÖÝÖÖ®Öê Ûêú ×»Ö‹ †×³ÖÃÖ¸üÞÖ ‹Ûú ×«ü®Öê¡Öß ‡Ó×ÝÖŸÖ Æîü … Ûæú™ü : (1) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ Æîü … (2) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, ¯Ö¸ü®ŸÖã (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ ®ÖÆüà Æîü … (3) (A) ÃÖÆüß Æîü, »Öê×Ûú®Ö (R) ÝÖ»ÖŸÖ Æîü … (4) (A) ÝÖ»ÖŸÖ Æîü, »Öê×Ûú®Ö (R) ÃÖÆüß Æîü … 43. ˆ““ÖÃ£Ö (ÆüÖ‡™êü®›ü) ³ÖÖ¾Ö®ÖÖŸ´ÖÛú ×Ã£Ö×ŸÖ ´Öë ÃÖÓ¾Öê¤üß ŸÖÓ×¡ÖÛúÖ ¯ÖÏÞÖÖ»Öß †®Öã×ÛÎúµÖÖ «üÖ¸üÖ ×®Ö´®Ö×»Ö×ÜÖŸÖ ¯ÖÏÛúÖµÖÔ ¯ÖÏê×¸üŸÖ ®ÖÆüà ÆüÖêŸÖê : a. Ã¾Öê¤ü®Ö b. ²ÖœÌüüß Æãü‡Ô ®ÖÖ›Ìüß ÝÖ×ŸÖ c. ¯ÖÖ“Ö®Ö d. †ÖÑÜÖÖë Ûúß ¯ÖãŸÖ»Öß ÛúÖ ¯ÖÏÃÖ¸üÞÖ Ûæú™ü : (1) Ûêú¾Ö»Ö c (2) c †Öî ü d ¤üÖê®ÖÖë (3) a, b †Öî ü c (4) a, c †Öî ü d

Paper-II 20 J-04-16


List – I (Type of Conditioning)

List – II (Explanation)

a. Delayed conditioning i. The onset of UCS precedes the onset of the CS and the UCS goes off before CS comes on

b. Trace conditioning ii. The CS and UCS come on and go off at the same time c. Simultaneous

conditioning iii. The onset of CS precedes the onset of the UCS and

the CS goes off before the onset of UCS d. Backward conditioning iv. The onset of the CS precedes the onset of the UCS

and the CS remains on for the initial part of UCS Codes : a b c d (1) i ii iv iii (2) iv ii iii i (3) iv iii i ii (4) iv iii ii i

45. Which of the following statement/s is/are true, when the Eysenck Personality Questionnaire (EPQ or EPQ-R) and Costa and McCrae’s NEO-PI–3 are compared ?

a. EPQ-R Psychoticism (P) scale is uncorrelated with Five-Factor Agreeableness (A) and Consentiousness (C) Scale.

b. P scale is positively correlated with A and C scales. c. P scale is negatively correlated with A and C scales. d. EPQ-R has Lie scale, NEO-PI–3 has no lie scale. e. Both EPQ-R and NEO-PI-3 have lie scale. Codes : (1) a and d only (2) b and e only (3) c and d only (4) a and e only

Instructions (Questions 46 to 50) : Read the following paragraph and answer the five questions which follow : An environmental psychologist hypothesized that the noise would adversely affect

the performance on mental tasks. One hundred and fifty subjects, 75 boys and 75 girls, studying in the twelth standard, in the age range of 17 to 19 years and in the IQ range of 85 to 115, constituted the initial pool of subjects. Three groups of equal size were formed by random assignment. Group I performed under high noise condition (75 decibels), Group II performed under moderate noise condition (60 decibels), and Group III performed under silent condition. Each subject was instructed to solve 45 simple numerical problems in the allotted time of 90 minutes. The mean number of correctly solved problems were twenty-four, twenty and fifteen respectively. The intergroup mean differences were statistically significant.

46. The variable ‘intelligence’, in the above study, can be labelled as a. Behavioural variable b. Organismic variable c. Continuous variable d. Controlled variable Codes : (1) a and d only (2) b and c only (3) a, c and d only (4) b, c and d only

J-04-16 21 Paper-II

44. ÃÖæ“Öß – I †Öî¸ü ÃÖæ“Öß – II ÛúÖê ÃÖã´Öê×»ÖŸÖ Ûúß×•Ö‹ †Öî¸ü ®Öß“Öê ×¤üµÖê ÝÖ‹ Ûæú™üÖë ´Öë ÃÖê ÃÖÆüß ˆ¢Ö¸ü “Öã×®Ö‹ : ÃÖæ“Öß – I

(†®Öã²ÖÓ¬Ö®Ö Ûêú ¯ÖÏÛúÖ¸ü) ÃÖæ“Öß – II

(Ã¯ÖÂ™üßÛú¸üÞÖ) a. ×¾Ö»ÖÓ×²ÖŸÖ †®Öã²ÖÓ¬Ö®Ö i. µÖæ.ÃÖß.‹ÃÖ. Ûúß ¿Öã¹ý†ÖŸÖ ÃÖß.‹ÃÖ. Ûúß ¿Öã¹ý†ÖŸÖ ÃÖê ¯ÖÆü»Öê ÆüÖêŸÖß Æîü †Öî¸ü

ÃÖß.‹ÃÖ. Ûêú †Ö®Öê ÃÖê ¯ÖÆü»Öê µÖæ.ÃÖß.‹ÃÖ. ÃÖ´ÖÖ¯ŸÖ ÆüÖê •ÖÖŸÖÖ Æîü … b. ×“ÖÅ®Ö †®Öã²ÖÓ¬Ö®Ö ii. ÃÖß.‹ÃÖ. †Öî¸ü µÖæ.ÃÖß.‹ÃÖ. ‹Ûú Æüß ÃÖ´ÖµÖ †ÖŸÖê Æïü †Öî¸ü ÃÖ´ÖÖ¯ŸÖ ÆüÖêŸÖê Æïü … c. ÃÖ´ÖÛúÖ»Öß®Ö †®Öã²ÖÓ¬Ö®Ö iii. ÃÖß.‹ÃÖ. Ûúß ¿Öã¹ý†ÖŸÖ µÖæ.ÃÖß.‹ÃÖ. Ûúß ¿Öã¹ý†ÖŸÖ ÃÖê ¯ÖÆü»Öê ÆüÖêŸÖß Æîü †Öî¸ü

µÖæ.ÃÖß.‹ÃÖ. Ûêú †Ö®Öê ÃÖê ¯ÖÆü»Öê ÃÖß.‹ÃÖ. ÃÖ´ÖÖ¯ŸÖ ÆüÖê •ÖÖŸÖÖ Æîü … d. ¯Ö¿“ÖÝÖÖ´Öß †®Öã²ÖÓ¬Ö®Ö iv. ÃÖß.‹ÃÖ. Ûúß ¿Öã¹ý†ÖŸÖ µÖæ.ÃÖß.‹ÃÖ. Ûúß ¿Öã¹ý†ÖŸÖ ÃÖê ¯ÖÆü»Öê ÆüÖêŸÖß Æîü †Öî¸ü

ÃÖß.‹ÃÖ.; µÖæ.ÃÖß.‹ÃÖ. Ûêú ¯ÖÏÖ¸Óü×³ÖÛú ³ÖÖÝÖ ŸÖÛú ²Ö®ÖÖ ¸üÆüŸÖÖ Æîü … Ûæú™ü: a b c d (1) i ii iv iii (2) iv ii iii i (3) iv iii i ii (4) iv iii ii i 45. •Ö²Ö †Ö‡•ÖëÛú ¯ÖÃÖÔ®Öê»™üß Œ¾Ö¿“Ö®ÖÖ¸ü (‡Ô.¯Öß.ŒµÖæ. †£Ö¾ÖÖ ‡Ô.¯Öß.ŒµÖæ.-†Ö¸ü) ŸÖ£ÖÖ ÛúÖêÃ™üÖ ´ÖîÛÎúß Ûêú ‹®Ö.‡Ô.†Öê.-¯Öß.†Ö‡Ô-3 Ûúß

ŸÖã»Ö®ÖÖ Ûúß •ÖÖ‹, ŸÖÖê ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ/ÃÖê ÃÖÆüß ÆüÖëÝÖê ? a. ‡Ô.¯Öß.ŒµÖæ.-†Ö¸ü (EPQ-R) ÃÖÖ‡ÛúÖê×™ü×ÃÖ•´Ö (P) ÃÛêú»Ö, ±úÖ‡Ô¾Ö ±îúŒ™ü¸ü ‹ÝÖÏß‹ê²Ö»Ö®ÖîÃÖ (A) ŸÖ£ÖÖ Ûú®ÖÃÖê×®™üü†ÃÖ®ÖêÃÖ

(C) ÃÛêú»Ö Ûêú ÃÖÖ£Ö †ÃÖÆüÃÖÓ²ÖÓ¨ü ÆüÖêŸÖÖ Æîü … b. P ÃÛêú»Ö; A †Öî¸ü C ÃÛêú»Ö Ûêú ÃÖÖ£Ö ÃÖÛúÖ¸üÖŸ´ÖÛú ºþ¯Ö ÃÖê ÃÖÆüÃÖÓ²ÖÓ¨ü ÆüÖêŸÖÖ Æîü … c. P ÃÛêú»Ö; A †Öî¸ü C ÃÛêú»Ö Ûêú ÃÖÖ£Ö ®ÖÛúÖ¸üÖŸ´ÖÛú ºþ¯Ö ÃÖê ÃÖÆüÃÖÓ²ÖÓ¨ü ÆüÖêŸÖÖ Æîü … d. EPQ-R Ûêú ¯ÖÖÃÖ »ÖÖ‡Ô ÃÛêú»Ö ÆüÖêŸÖÖ Æîü, ‹®Ö.‡Ô.†Öê.-¯Öß.†Ö‡Ô-3 (NEO-PI-3) Ûêú ¯ÖÖÃÖ »ÖÖ‡Ô ÃÛêú»Ö ®ÖÆüà ÆüÖêŸÖÖ Æîü … e. EPQ-R ŸÖ£ÖÖ NEO-PI-3 ¤üÖê®ÖÖë Ûêú ¯ÖÖÃÖ »ÖÖ‡Ô ÃÛêú»Ö ÆüÖêŸÖÖ Æîü … Ûæú™ü : (1) Ûêú¾Ö»Ö a †Öî ü d (2) Ûêú¾Ö»Ö b †Öî ü e (3) Ûêú¾Ö»Ö c †Öî ü d (4) Ûêú¾Ö»Ö a †Öî ü e

¯ÖÏ¿®Ö ÃÖÓÜµÖÖ 46 ÃÖê 50 Ûêú ×»Ö‹ ×®Ö¤ìü¿Ö : ×®Ö´®Ö×»Ö×ÜÖŸÖ †®Öã“”êû¤ü ÛúÖê ¯Ö×œÌü‹ †Öî ü ˆÃÖÛêú ®Öß“Öê ×¤ü‹ ÝÖ‹ ¯ÖÖÑ“Ö ¯ÖÏ¿®ÖÖë Ûêú ˆ¢Ö ü ¤üß×•Ö‹ : ‹Ûú ¯ÖµÖÖÔ¾Ö¸üÞÖß ´Ö®ÖÖê¾Öî–ÖÖ×®ÖÛú ®Öê ¯Ö×¸üÛú»¯Ö®ÖÖ Ûúß ×Ûú ¿ÖÖê¸ü ÃÖê ´ÖÖ®Ö×ÃÖÛú ÛúÖµÖÔ Ûêú ×®ÖÂ¯ÖÖ¤ü®Ö ¯Ö¸ü ²ÖÆãüŸÖ ¯ÖÏ×ŸÖÛæú»Ö ¯ÖÏ³ÖÖ¾Ö ¯Ö›ÌêüÝÖÖ … ‹Ûú ÃÖÖî ¯Ö“ÖÖÃÖ ×¾ÖÂÖµÖÖë, 75 »Ö›ÌüÛëú †Öî¸ü 75 »Ö›Ìü×ÛúµÖÖÑ •ÖÖê ×Ûú 12¾Öà ÛúõÖÖ Ûêú ”ûÖ¡Ö Æïü †Öî¸ü 17 ÃÖê 19 †ÖµÖã ¾ÖÝÖÔ Ûêú Æïü ŸÖ£ÖÖ 85 ÃÖê 115 Ûúß ²Öã×¨ü»Ö²¬ÖÖÓÛú ¸ëü•Ö ´Öë Æïü; ÛúÖê ¿ÖÖ×´Ö»Ö Ûú¸üŸÖê Æãü‹ ×¾ÖÂÖµÖÖë ÛúÖ ¯ÖÏÖ¸Óü×³ÖÛú ¯Öæ»Ö ²Ö®ÖÖµÖÖ ÝÖµÖÖ … µÖÖ¥ü×“”ûÛú ÛúÖµÖÖí Ûêú «üÖ¸üÖ ŸÖß®Ö ÃÖ´ÖÖ®Ö ÃÖ´ÖæÆü ²Ö®ÖÖ‹ ÝÖ‹ £Öê … ÃÖ´ÖæÆü I ®Öê ²ÖÆãüŸÖ †×¬ÖÛú ¿ÖÖê¸ü ¾ÖÖ»Öß ×Ã£Ö×ŸÖ (75 ›êü×ÃÖ²Ö»Ö) ´Öë ÛúÖµÖÔ ×ÛúµÖÖ, ÃÖ´ÖæÆü-II ®Öê †ÖîÃÖŸÖ ¿ÖÖê¸ü ¾ÖÖ»Öß ×Ã£Ö×ŸÖ (60 ›êü×ÃÖ²Ö»Ö) ´Öë ÛúÖµÖÔ ×ÛúµÖÖ †Öî¸ü ÃÖ´ÖæÆü III ®Öê ×²Ö®ÖÖ ×ÛúÃÖß ¿ÖÖê¸ü ¾ÖÖ»Öß ×Ã£Ö×ŸÖ ´Öë ÛúÖµÖÔ ×ÛúµÖÖ … ¯ÖÏŸµÖêÛú ×¾ÖÂÖµÖß ÛúÖê 90 ×´Ö®Ö™ü Ûêú †Ö²ÖÓ×™üŸÖ ÃÖ´ÖµÖ ´Öë 45 ÃÖÖ´ÖÖ®µÖ ÃÖÓÜµÖÖŸ´ÖÛú ÃÖ´ÖÃµÖÖ†Öë ÛúÖ ÃÖ´ÖÖ¬ÖÖ®Ö Ûú¸ü®Öê ÛúÖê ÛúÆüÖ ÝÖµÖÖ … ÃÖÆüß ÃÖ´ÖÖ¬ÖÖ®ÖÖë Ûúß ´ÖÖ¬µÖ ÃÖÓÜµÖÖ ÛÎú´Ö¿Ö: 24, 20 †Öî¸ü 15 £Öà … †®ŸÖÃÖÔ´ÖæÆü ´ÖÖ¬µÖ †ÓŸÖ¸ü ÃÖÖÓÜµÖÛúßµÖ ºþ¯Ö ÃÖê ²ÖÆãüŸÖ †×¬ÖÛú Æîü …

46. ˆ¯Ö¸üÖêŒŸÖ †¬µÖµÖ®Ö ´Öë ‘²Öã×¨ü»Ö²¬ÖŸÖÖ “Ö¸ü’ ÛúÖê ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×ÛúÃÖ ºþ¯Ö ´Öë ´ÖÖ®ÖÖ •ÖÖ ÃÖÛúŸÖÖ Æîü ? a. ¾µÖ¾ÖÆüÖ¸üÖŸ´ÖÛú “Ö¸ü b. •Öî×¾ÖÛú “Ö¸ü c. ÃÖŸÖŸÖ “Ö¸ü d. ×®ÖµÖÓ×¡ÖŸÖ “Ö¸ü (1) Ûêú¾Ö»Ö a †Öî ü d (2) Ûêú¾Ö»Ö b †Öî ü c (3) Ûêú¾Ö»Ö a, c †Öî ü d (4) Ûêú¾Ö»Ö b, c †Öî ü d

Paper-II 22 J-04-16

47. Which one of the following conclusion can be drawn on the basis of the above study ? (1) The researcher’s hypothesis has been accepted. (2) The researcher’s hypothesis has been rejected. (3) The researcher’s hypothesis has been partially accepted. (4) Inadequate data to evaluate researcher’s hypothesis. 48. Read each of the following two statements – Assertion (A) and Reason (R) and indicate

your answer using codes given below : Assertion (A) : In the above study, the subjects have been randomly assigned to the

three groups. Reason (R) : Random assignment of the subjects enables the experimenter to

manipulate the independent variable effectively. Codes : (1) Both (A) and (R) are true and (R) is the correct explanation of (A). (2) Both (A) and (R) are true, but (R) is not the correct explanation of (A). (3) (A) is true, but (R) is false. (4) (A) is false, but (R) is true. 49. Match List – I with List – II in the context of the above study, select the correct answer by

choosing from the codes given below : List – I

(Types of Variable) List – II

(Variables) a. Independent variable i. Subject’s education b. Dependent variable ii. Subject’s gender c. Controlled variable iii. Noise level d. Discrete variable iv. Number of numerical problems

correctly solved by subject Codes : a b c d (1) iii iv i ii (2) iv iii i ii (3) iv iii ii i (4) iii iv ii i 50. In the above study, the researcher’s hypothesis would be labelled as a. directional b. non-directional c. Causal d. correlational Codes : (1) a only (2) a and c only (3) b and c only (4) b and d only

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J-04-16 23 Paper-II

47. ˆ¯Ö¸üÖêŒŸÖ †¬µÖµÖ®Ö Ûêú †Ö¬ÖÖ¸ü ¯Ö¸ü ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ ×®ÖÂÛúÂÖÔ ×®ÖÛúÖ»ÖÖ •ÖÖ ÃÖÛúŸÖÖ Æîü ? (1) ¿ÖÖê¬ÖÛú¢ÖÖÔ Ûúß ¯Ö×¸üÛú»¯Ö®ÖÖ Ã¾ÖßÛúÖ¸ü Ûú¸ü »Öß ÝÖ‡Ô Æîü … (2) ¿ÖÖê¬ÖÛú¢ÖÖÔ Ûúß ¯Ö×¸üÛú»¯Ö®ÖÖ ÜÖÖ×¸ü•Ö Ûú¸ü ¤üß ÝÖ‡Ô Æîü … (3) ¿ÖÖê¬ÖÛúŸÖÖÔ Ûúß ¯Ö×¸üÛú»¯Ö®ÖÖ ÛúÖê †ÖÓ×¿ÖÛú ºþ¯Ö ÃÖê Ã¾ÖßÛúÖ¸ü Ûú¸ü ×»ÖµÖÖ ÝÖµÖÖ Æîü … (4) ¿ÖÖê¬ÖÛú¢ÖÖÔ Ûúß ¯Ö×¸üÛú»¯Ö®ÖÖ ÛúÖ ´Öæ»µÖÖÓÛú®Ö Ûú¸ü®Öê Ûêú ×»Ö‹ †ÖÑÛú›Ìêü †¯ÖµÖÖÔ¯ŸÖ Æïü … 48. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¤üÖê Ûú£Ö®ÖÖë – †×³ÖÛú£Ö®Ö (A) †Öî¸ü ŸÖÛÔú (R) ÛúÖê ¯Ö×œÌü‹ †Öî¸ü ®Öß“Öê ×¤ü‹ ÝÖ‹ Ûæú™üÖë ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸üŸÖê Æãü‹

†¯Ö®ÖÖ ˆ¢Ö¸ü ¤üß×•Ö‹ : †×³ÖÛú£Ö®Ö (A) : ˆ¯Ö¸üÖêŒŸÖ †¬µÖµÖ®Ö ´Öë ×¾ÖÂÖµÖ µÖÖ¥ü×“”ûÛú ºþ¯Ö ÃÖê ŸÖß®Ö ÃÖ´ÖæÆüÖë ÛúÖê ÃÖÖï¯Ö ×¤ü‹ ÝÖ‹ Æïü … ŸÖÛÔú (R) : ×¾ÖÂÖµÖÖë Ûêú µÖÖ¥ü×“”ûÛú ²ÖÑ™ü¾ÖÖ¸êü ÃÖê ¯Ö¸üßõÖÞÖ Ûú¸ü®Öê ¾ÖÖ»ÖÖ Ã¾ÖŸÖÓ¡Ö “Ö¸ü ÛúÖê ¯ÖÏ³ÖÖ¾Ö¿ÖÖ»Öß œÓüÝÖ ÃÖê Æêü¸ü-±êú¸ü Ûú¸ü®Öê ´Öë

ÃÖõÖ´Ö ÆüÖêŸÖÖ Æîü … Ûæú™ü : (1) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü †Öî¸ü (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ Æîü … (2) (A) †Öî ü (R) ¤üÖê®ÖÖë ÃÖÆüß Æïü, ¯Ö¸ü®ŸÖã (R), (A) Ûúß ÃÖÆüß ¾µÖÖÜµÖÖ ®ÖÆüà Æîü … (3) (A) ÃÖÆüß Æîü, »Öê×Ûú®Ö (R) ÝÖ»ÖŸÖ Æîü … (4) (A) ÝÖ»ÖŸÖ Æîü, »Öê×Ûú®Ö (R) ÃÖÆüß Æîü … 49. ÃÖæ“Öß – I †Öî¸ü ÃÖæ“Öß – II ÛúÖê ÃÖã´Öê×»ÖŸÖ Ûúß×•Ö‹ †Öî¸ü ®Öß“Öê ×¤üµÖê ÝÖ‹ Ûæú™üÖë ´Öë ÃÖê ÃÖÆüß ˆ¢Ö¸ü “Öã×®Ö‹ :

ÃÖæ“Öß – I (“Ö¸üÖë Ûêú ¯ÖÏÛúÖ¸ü)

ÃÖæ“Öß – II (“Ö¸ü)

a. Ã¾ÖŸÖÓ¡Ö “Ö¸ü i. ×¾ÖÂÖµÖß Ûúß ×¿ÖõÖÖ b. ×®Ö³ÖÔ¸ü “Ö¸ü ii. ×¾ÖÂÖµÖß ÛúÖ Ø»ÖÝÖ c. ×®ÖµÖÓ×¡ÖŸÖ “Ö¸ü iii. ¿ÖÖê¸ü ÛúÖ ÃŸÖ¸ü d. ¯Öé£ÖÛú “Ö¸ü iv. ×¾ÖÂÖµÖß «üÖ¸üÖ ÃÖÓÜµÖÖŸ´ÖÛú ÃÖ´ÖÃµÖÖ†Öë

Ûêú ×¤ü‹ ÝÖ‹ ÃÖÆüß •Ö¾ÖÖ²ÖÖë Ûúß ÃÖÓÜµÖÖ Ûæú™ü: a b c d (1) iii iv i ii (2) iv iii i ii (3) iv iii ii i (4) iii iv ii i 50. ˆ¯Ö¸üÖêŒŸÖ †¬µÖµÖ®Ö ´Öë ¿ÖÖê¬ÖÛú¢ÖÖÔ Ûúß ¯Ö×¸üÛú»¯Ö®ÖÖ ÛúÖê ´ÖÖ®ÖÖ •ÖÖ‹ÝÖÖ a. ×¤ü¿ÖÖŸ´ÖÛú ü b. ÝÖî¸ü-×¤ü¿ÖÖŸ´ÖÛú c. ÛúÖ¸üÛúßµÖ d. ÃÖÆüÃÖÓ²ÖÓ¬Öß Ûæú™ü: (1) Ûêú¾Ö»Ö a (2) Ûêú¾Ö»Ö a †Öî ü c (3) Ûêú¾Ö»Ö b †Öî ü c (4) Ûêú¾Ö»Ö b †Öî¸ü d

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Paper-II 24 J-04-16

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