Indian School Muscat Psychology Practice Paper IV - XII PDF

**INDIAN SCHOOL MUSCAT** **PRACTICE PAPER - IV** **PSYCHOLOGY (037)**  ------------- -- -- -- -- ROLL NUMBER ------------- -- -- -- -- --------- -------- **SET** **IV** --------- -------- CLASS : XII TIME ALLOTED : 3 HRS. ------------- --...

**INDIAN SCHOOL MUSCAT** **PRACTICE PAPER - IV** **PSYCHOLOGY (037)**  ------------- -- -- -- -- ROLL NUMBER ------------- -- -- -- -- --------- -------- **SET** **IV** --------- -------- CLASS : XII TIME ALLOTED : 3 HRS. ------------- -- ----------------------- DATE: MAXIMUM MARKS:70 +-----------------------+-----------------------+-----------------------+ | **General | | | | Instructions:** | | | | | | | | +------------------+ | | | | | 1. | | | | | | | | | | | | | | | | | | | | | | | | 1. 2. 3. 4. | | | | | | 5. 6. 7. 8. | | | | | +------------------+ | | | +=======================+=======================+=======================+ | | **SECTION - A** | | +-----------------------+-----------------------+-----------------------+ | 1 | In the matter of | 1 | | | critical issues an | | | | individual is going | | | | along with the | | | | majority, it is known | | | | as \_\_\_\_ | | | | | | | | A. Cohesiveness | | | | | | | | B. Group | | | | polarization | | | | | | | | C. Bandwagon effect | | | | | | | | D. Social | | | | facilitation | | +-----------------------+-----------------------+-----------------------+ | 2 | \_\_\_\_\_\_\_\_\_\_ | 1 | | | Self emerges in | | | | relation with others | | | | in our day to day | | | | life. | | +-----------------------+-----------------------+-----------------------+ | 3 | According to | 1 | | | humanistic therapy to | | | | achieve the self -- | | | | actualization you | | | | need to express your | | | | \_\_\_\_\_\_\_ | | | | freely. | | | | | | | | A. Emotions | | | | | | | | B. Unconscious | | | | motives and | | | | conflicts | | | | | | | | C. Early childhood | | | | experiences | | | | | | | | D. Frustration | | +-----------------------+-----------------------+-----------------------+ | 4 | A person failed in a | 1 | | | job interview, and | | | | saying to his friends | | | | that he don't like | | | | that particular job. | | | | | | | | Identify the defense | | | | mechanism used in the | | | | current case. | | | | | | | | A. Projection | | | | | | | | B. Denial | | | | | | | | C. Rationalization | | | | | | | | D. Defense mechanism | | +-----------------------+-----------------------+-----------------------+ | 5 | \_\_\_\_\_\_\_\_\_ | 1 | | | argued that the | | | | culture provides a | | | | social context in | | | | which people live, | | | | grow and understand | | | | the world around | | | | them. | | | | | | | | A. Alfred Binet | | | | | | | | B. Vygotsky | | | | | | | | C. David weschler | | | | | | | | D. Bono | | +-----------------------+-----------------------+-----------------------+ | 6 | Leonardo is a student | 1 | | | of class 10 and his | | | | parents are very | | | | ambitious and they | | | | are expecting a very | | | | | | | | high performance from | | | | him and due to the | | | | parent's expectations | | | | he is facing high | | | | stress. | | | | | | | | Identify the cause of | | | | his stress. | | | | | | | | A. Internal pressure | | | | | | | | B. Social pressure | | | | | | | | C. Frustration | | | | | | | | D. Conflict | | +-----------------------+-----------------------+-----------------------+ | 7 | Name calling, | 1 | | | swearing is known as | | | | \_\_\_\_\_\_\_\_\_ | | | | kind of aggression. | | +-----------------------+-----------------------+-----------------------+ | 8 | Martin is displaying | 1 | | | an age in appropriate | | | | amount of | | | | stubbornness, defiant | | | | and disobedient | | | | behavior. | | | | | | | | Identify the disorder | | | | of Michael. | | | | | | | | A. Obsessive | | | | compulsive | | | | disorder | | | | | | | | B. Antisocial | | | | behavior | | | | | | | | C. Attention deficit | | | | and hyperactivity | | | | disorder | | | | | | | | D. Oppositional | | | | defiant disorder | | +-----------------------+-----------------------+-----------------------+ | 9 | Vignesh is aware of | 1 | | | his own feelings, | | | | motives and emotions | | | | and expresses them in | | | | an appropriate | | | | manner. Identify the | | | | type of intelligence | | | | found in Vignesh's | | | | behavior. | | | | | | | | A. Intrapersonal | | | | | | | | B. Interpersonal | | | | | | | | C. Bodily | | | | kinaesthetic | | | | | | | | D. Spatial | | +-----------------------+-----------------------+-----------------------+ | 10 | Utilizing the past | 1 | | | experiences to solve | | | | the novel problems is | | | | known as | | | | \_\_\_\_\_\_\_\_\_\_\ | | | | _\_ | | | | intelligence. | | +-----------------------+-----------------------+-----------------------+ | 11 | In the following | 1 | | | question, a statement | | | | of Assertion (A) is | | | | followed by a | | | | statement of Reason | | | | (R). Mark the correct | | | | choice. | | | | | | | | Assertion (A): The | | | | nonjudgmental yet | | | | permissive attitude | | | | shown by the | | | | therapist towards the | | | | client during the | | | | process of | | | | psychotherapy is | | | | known as | | | | unconditional | | | | positive regard. | | | | | | | | Reason (R): | | | | Unconditional | | | | positive regard is a | | | | part in Client | | | | centered therapy of | | | | Carl Rogers. | | | | | | | | A. Both | | | | Assertion (A) and | | | | Reason (R) are | | | | true, and | | | | Reason (R) is the | | | | correct | | | | explanation of | | | | Assertion (A). | | | | | | | | B. Both | | | | Assertion (A) and | | | | Reason (R) are | | | | true, but | | | | Reason (R) is not | | | | the correct | | | | explanation of | | | | Assertion (A) | | | | | | | | C. Assertion (A) is | | | | true, but | | | | Reason (R) is | | | | false. | | | | | | | | D. Assertion (A) is | | | | false, but | | | | Reason (R) is | | | | true. | | +-----------------------+-----------------------+-----------------------+ | 12 | Michael is a 50 | 1 | | | --year-old male who | | | | complains of | | | | difficulty in | | | | breathing and other | | | | body related | | | | symptoms. On being | | | | examined, the doctors | | | | were unable to find | | | | any medical | | | | explanation for his | | | | reported symptoms. | | | | | | | | Identify the disorder | | | | | | | | A. Somatic symptom | | | | disorder | | | | | | | | B. Illness anxiety | | | | disorder | | | | | | | | C. Conversion | | | | disorder | | | | | | | | D. Major depressive | | | | disorder | | +-----------------------+-----------------------+-----------------------+ | 13 | What is the benefit | 1 | | | to the client in | | | | behavior therapy? | | | | | | | | A. Finding the | | | | meaning in life | | | | | | | | B. Replacement of | | | | irrational | | | | thoughts with the | | | | rational ones. | | | | | | | | C. Increasing | | | | self-awareness | | | | and | | | | self-acceptance | | | | | | | | D. Change of | | | | maladaptive | | | | behavior to | | | | adaptive ones. | | +-----------------------+-----------------------+-----------------------+ | 14 | In the following | 1 | | | question, a statement | | | | of Assertion (A) is | | | | followed by a | | | | statement of Reason | | | | (R). Mark the correct | | | | choice. | | | | | | | | **Assertion (A):** | | | | Archetype's are the | | | | primordial images | | | | like concept of God, | | | | concept of mother | | | | earth. | | | | | | | | **Reason (R):** Carl | | | | Jung proposed the | | | | Archetypes in | | | | personality and also | | | | he stated that these | | | | are culturally | | | | created. | | | | | | | | A. Both | | | | Assertion (A) and | | | | Reason (R) are | | | | true, and Reason | | | | ( R ) is the | | | | correct | | | | explanation of | | | | Assertion (A). | | | | | | | | B. Both | | | | Assertion (A) and | | | | Reason (R) are | | | | true, but | | | | Reason (R) is not | | | | the correct | | | | explanation of | | | | Assertion (A) | | | | | | | | C. Assertion (A) is | | | | true, but | | | | Reason (R) is | | | | false. | | | | | | | | D. Assertion (A) is | | | | false, but | | | | Reason (R) is | | | | true. | | +-----------------------+-----------------------+-----------------------+ | | **SECTION - B** | | +-----------------------+-----------------------+-----------------------+ | 15 | Explain OCD and | 2 | | | mention any two | | | | related disorders. | | +-----------------------+-----------------------+-----------------------+ | 16 | Define the terms | 2 | | | Eustress and Life | | | | style. | | | | | | | | (OR) | | | | | | | | Describe the two | | | | appraisals in the | | | | Cognitive Theory of | | | | Stress Appraisal. | | +-----------------------+-----------------------+-----------------------+ | 17 | Differentiate the two | 2 | | | approaches of | | | | intelligence in | | | | detail. | | +-----------------------+-----------------------+-----------------------+ | 18 | Explain the two | 2 | | | different types of | | | | attitude change. | | +-----------------------+-----------------------+-----------------------+ | 19 | Explain two factor | 2 | | | theory of | | | | intelligence in | | | | detail. | | +-----------------------+-----------------------+-----------------------+ | | **SECTION - C** | | +-----------------------+-----------------------+-----------------------+ | 20 | Explain Thurston's | 3 | | | primary mental | | | | abilities of | | | | intelligence. | | +-----------------------+-----------------------+-----------------------+ | 21 | Explain various | 3 | | | stress and trauma | | | | related disorders in | | | | detail. | | +-----------------------+-----------------------+-----------------------+ | 22 | Explain the factors | 3 | | | contributing to the | | | | attitude change | | | | process. | | | | | | | | **(OR)** | | | | | | | | Explain various ways | | | | of learning attitudes | | | | in day to day life. | | +-----------------------+-----------------------+-----------------------+ | 23 | A teacher 'X' found | 3 | | | that the project that | | | | she/he gave to a | | | | group of students, | | | | when submitted to | | | | her/him, lacked | | | | quality as compared | | | | to the ones submitted | | | | by individual | | | | students. | | | | | | | | What causes this | | | | phenomenon, and how | | | | can it be minimized? | | +-----------------------+-----------------------+-----------------------+ | | **SECTION -D** | | +-----------------------+-----------------------+-----------------------+ | 24 | Explain concept of | 4 | | | Balance theory with | | | | the graphical images | | | | and focus on how the | | | | attitude change takes | | | | place with it. | | +-----------------------+-----------------------+-----------------------+ | 25 | "People are different | 4 | | | in dealing with | | | | various stressors in | | | | day to day life" | | | | | | | | Justify the statement | | | | with any four stress | | | | management | | | | techniques. | | +-----------------------+-----------------------+-----------------------+ | 26 | Explain humanistic | 4 | | | approach of | | | | personality in | | | | detail. | | +-----------------------+-----------------------+-----------------------+ | 27 | A 7 year old child is | 4 | | | showing disruptive | | | | and aggressive | | | | behavior in the | | | | class. What | | | | techniques can | | | | his/her teachers use | | | | to help in | | | | modification of | | | | child's behavior? | | | | Discuss. | | | | | | | | **(OR)** | | | | | | | | Shivam believes that | | | | he should be loved by | | | | everybody, all the | | | | time. Most of his | | | | beliefs have a must | | | | or should component. | | | | When things don't go | | | | his way, he feels | | | | distressed. Suggest a | | | | suitable therapy that | | | | will make Shivam | | | | think deeper into his | | | | irrational belief | | | | system and help him | | | | to feel better. | | +-----------------------+-----------------------+-----------------------+ | | **SECTION - E** | | +-----------------------+-----------------------+-----------------------+ | 27 | Explain any three | 6 | | | projective techniques | | | | used to assess the | | | | personality. | | | | | | | | **(OR)** | | | | | | | | Explain | | | | psychoanalytical | | | | structure of | | | | personality stages in | | | | detail with the | | | | stages of mind. | | +-----------------------+-----------------------+-----------------------+ | 28 | "Intelligence is an | | | | ability to adapt, | | | | shape and select an | | | | environment to | | | | accomplish the goals | | | | in one's own society | | | | and culture". Based | | | | on the stated | | | | definition explain | | | | various elements | | | | associated with the | | | | intelligence theory. | | | | | | | | (OR) | | | | | | | | Human brain is the | | | | combination of | | | | multiple | | | | intelligences and | | | | intelligence is one | | | | are is not the | | | | criteria to judge the | | | | intelligence in | | | | another area". Based | | | | on the statement | | | | explain any six | | | | different types of | | | | intelligences in | | | | detail. | | +-----------------------+-----------------------+-----------------------+ | | **SECTION - F** | | +-----------------------+-----------------------+-----------------------+ | | **Read the case and | | | | answer the questions | | | | that follow.** | | | | | | | | Nazi Germany was a | | | | society based on | | | | particular racial | | | | ideals and beliefs. | | | | Nazi racial | | | | philosophy has no | | | | foundation in reality | | | | and is referred to as | | | | \"Nazi racism\" or | | | | \"Nazi racial | | | | ideology.\" Nazi | | | | racism shared a | | | | common source with | | | | other types of | | | | racism: prejudice. In | | | | order to gain control | | | | of Germany, the Nazis | | | | began to attack the | | | | ethnic and religious | | | | minorities, and their | | | | propaganda focused on | | | | and blamed the | | | | minorities for the | | | | difficulties of the | | | | majority of Germans. | | | | Adolf Hitler\'s | | | | anti-Semitic, racist | | | | views served as the | | | | foundation for Nazi | | | | racial philosophy. | | | | Hitler outlined his | | | | racist ideology in | | | | his 1925 book Mein | | | | Kampf. He exalted | | | | racial purity and | | | | conflict. These | | | | concepts fueled the | | | | Nazis\' rise to power | | | | in Germany and led to | | | | the mass killing of | | | | ethnic minorities. | | +-----------------------+-----------------------+-----------------------+ | 30 | Identify and explain | 2 | | | the strategy of | | | | spreading prejudice | | | | used by Nazis in | | | | Germany. | | +-----------------------+-----------------------+-----------------------+ | 31 | Explain any two ways | 1 | | | of resolving | | | | prejudices. | | +-----------------------+-----------------------+-----------------------+ | | **Read the case and | | | | answer the questions | | | | that follow.** | | | | | | | | Steven, a college | | | | going 20-year old | | | | male, has moved from | | | | his home town to live | | | | in a big city. He has | | | | continuous fear of | | | | insecurity and feels | | | | that the enemy | | | | soldiers are | | | | following him. He | | | | gets very tense when | | | | he spots anyone in a | | | | uniform and feels | | | | that they are coming | | | | to catch him. This | | | | intense anxiety is | | | | interfering with his | | | | work and | | | | relationship, and his | | | | friends are extremely | | | | concerned as it does | | | | not make any sense to | | | | them. Steven | | | | occasionally laughs | | | | abruptly and | | | | inappropriately, and | | | | sometimes stops | | | | speaking | | | | mid-sentence, | | | | scanning off in the | | | | distance as though he | | | | sees or hears | | | | something. He | | | | expresses concern | | | | about television and | | | | radio in the room | | | | potentially being | | | | monitored by the | | | | enemies. His beliefs | | | | are fixed and if they | | | | are challenged, his | | | | tone becomes hostile. | | +-----------------------+-----------------------+-----------------------+ | 32 | Based on the symptoms | 2 | | | being exhibited, | | | | identify the | | | | disorder. Explain the | | | | other symptoms that | | | | can be seen in this | | | | disorder. | | +-----------------------+-----------------------+-----------------------+ | 33 | Define delusion and | 1 | | | inappropriate effect. | | | | Support it with the | | | | symptoms given in the | | | | above case study | | +-----------------------+-----------------------+-----------------------+ | | **End of the Question | | | | Paper** | | +-----------------------+-----------------------+-----------------------+