j 00418 paper ii psychology - storage.googleapis.com · psychology paper - ii note : this paper...

¬⁄UËˇÊÊÁÕ¸ÿÙ¢ ∑§ Á‹∞ ÁŸŒ¸‡Ê1. ß‚ ¬ÎDU ∑§ ™§¬⁄U ÁŸÿÃ SÕÊŸ ¬⁄U •¬ŸÊ ⁄UÙ‹U Ÿê’⁄U Á‹Áπ∞–2. ß‚ ¬˝‡Ÿ-¬òÊ ◊¢ ‚ÊÒ ’„ÈÁfl∑§À¬Ëÿ ¬˝‡Ÿ „Ò¥–3. ¬⁄UËˇÊÊ ¬˝Ê⁄êU÷ „ÙŸ ¬⁄U, ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê •Ê¬∑§Ù Œ ŒË ¡ÊÿªË– ¬„‹U ¬UÊ°ø Á◊Ÿ≈U

•Ê¬∑§Ù ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê πÙ‹Ÿ ÃÕÊ ©‚∑§Ë ÁŸêŸÁ‹ÁπÃ ¡Ê°ø ∑§ Á‹∞ ÁŒÿ¡Êÿ¢ª, Á¡‚∑§Ë ¡Ê°ø •Ê¬∑§Ù •fl‡ÿ ∑§⁄UŸË „Ò —(i) ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê πÙ‹Ÿ ∑§ Á‹∞ ¬ÈÁSÃ∑§Ê ¬⁄U ‹ªË ∑§Êª¡ ∑§Ë ‚Ë‹ ∑§Ê

»§Ê«∏ ‹¢U– πÈ‹Ë „Èß¸ ÿÊ Á’ŸÊ S≈UË∑§⁄U-‚Ë‹U ∑§Ë ¬ÈÁSÃ∑§Ê SflË∑§Ê⁄U Ÿ ∑§⁄¢U–(ii) ∑§fl⁄U ¬ÎDU ¬⁄U ¿U¬ ÁŸŒ¸‡ÊÊŸÈ‚Ê⁄U ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ∑§ ¬ÎDU ÃÕÊ ¬˝‡ŸÙ¢ ∑§Ë

‚¢ÅÿÊ ∑§Ù •ë¿UË Ã⁄U„ øÒ∑§ ∑§⁄U ‹¢U Á∑§ ÿ ¬Í⁄U „Ò¢U– ŒÙ·¬ÍáÊ¸ ¬ÈÁSÃ∑§ÊÁ¡Ÿ◊¢ ¬ÎDU/¬˝‡Ÿ ∑§◊ „Ù¢ ÿÊ ŒÈ’Ê⁄UÊ •Ê ªÿ „Ù¢ ÿÊ ‚ËÁ⁄Uÿ‹U ◊¢ Ÿ „Ù¢•ÕÊ¸Ã˜ Á∑§‚Ë ÷Ë ¬˝∑§Ê⁄U ∑§Ë òÊÈÁ≈U¬ÍáÊ¸ ¬ÈÁSÃ∑§Ê SflË∑§Ê⁄U Ÿ ∑§⁄¢U ÃÕÊ©‚Ë ‚◊ÿ ©‚ ‹Uı≈UÊ∑§⁄U ©‚∑§ SÕÊŸ ¬⁄U ŒÍ‚⁄UË ‚„Ë ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ‹‹¢– U ß‚∑§ Á‹∞ •Ê¬∑§Ù ¬Ê°ø Á◊Ÿ≈U ÁŒÿ ¡Êÿ¢ª– ©‚∑§ ’ÊŒ Ÿ ÃÙ•Ê¬∑§Ë ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê flÊ¬‚ ‹Ë ¡ÊÿªË •ı⁄U Ÿ „Ë •Ê¬∑§Ù •ÁÃÁ⁄UQ§‚◊ÿ ÁŒÿÊ ¡ÊÿªÊ–

(iii) ß‚ ¡Ê°ø ∑§ ’ÊŒ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ∑§Ê Ÿ¥’⁄U OMR ¬òÊ∑§ ¬⁄U •¢Á∑§Ã ∑§⁄¢U•Uı⁄U OMR ¬òÊ∑§ ∑§Ê Ÿ¥’⁄U ß‚ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ¬⁄U •¢Á∑§Ã ∑§⁄U Œ¢–

4. ¬˝àÿ∑§ ¬˝‡Ÿ ∑§ Á‹∞ øÊ⁄U ©ûÊ⁄U Áfl∑§À¬ (1), (2), (3) ÃÕÊ (4) ÁŒÿ ªÿ „Ò¢–•Ê¬∑§Ù ‚„Ë ©ûÊ⁄U ∑§ flÎûÊ ∑§Ù ¬Ÿ ‚ ÷⁄U∑§⁄U ∑§Ê‹Ê ∑§⁄UŸÊ „Ò ¡Ò‚Ê Á∑§ ŸËøÁŒπÊÿÊ ªÿÊ „Ò–©ŒÊ„⁄UáÊ — ¡’Á∑§ (3) ‚„Ë ©ûÊ⁄U „Ò–

5. ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ∑§fl‹ ¬˝‡Ÿ ¬ÈÁSÃ∑§Ê ∑§ •ãŒ⁄U ÁŒÿ ªÿ OMRU ¬òÊ∑§ ¬⁄U „Ë•¥Á∑§Ã ∑§⁄UŸ „Ò¥– ÿÁŒ •Ê¬ OMRU ¬òÊ∑§ ¬⁄U ÁŒÿ ªÿ flÎûÊ ∑§ •‹ÊflÊ Á∑§‚Ë•ãÿ SÕÊŸ ¬⁄U ©ûÊ⁄U ÁøqÊ¢Á∑§Ã ∑§⁄UÃ „Ò¥, ÃÙ ©‚∑§Ê ◊ÍÀUÿÊ¢∑§Ÿ Ÿ„Ë¢ „ÙªÊ–

6. •ãŒ⁄U ÁŒÿ ªÿ ÁŸŒ¸‡ÊÙ¢ ∑§Ù äÿÊŸ¬Ífl¸∑§ ¬…∏¢U–7. ∑§ìÊÊ ∑§Ê◊ (Rough Work) ß‚ ¬ÈÁSÃ∑§Ê ∑§ •ÁãÃ◊ ¬ÎDU ¬⁄U ∑§⁄¢U–8. ÿÁŒ •Ê¬ OMR ¬òÊ∑§ ¬⁄U ÁŸÿÃ SÕÊŸ ∑§ •‹ÊflÊ •¬ŸÊ ŸÊ◊, ⁄UÊ‹ Ÿê’⁄U,

»§ÊŸ Ÿê’⁄U ÿÊ ∑§Êß¸ ÷Ë ∞‚Ê Áøq Á¡‚‚ •Ê¬∑§Ë ¬„øÊŸ „Ê ‚∑§, •¥Á∑§Ã ∑§⁄UÃ„Ò¥ •ÕflÊ •÷Œ˝ ÷Ê·Ê ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „Ò¥, ÿÊ ∑§Êß¸ •ãÿ •ŸÈÁøÃ ‚ÊœŸ ∑§Ê¬˝ÿÊª ∑§⁄UÃ „Ò¥, ¡Ò‚ Á∑§ •¥Á∑§Ã Á∑§ÿ ªÿ ©ûÊ⁄U ∑§Ê Á◊≈UÊŸÊ ÿÊ ‚»§Œ SÿÊ„Ë ‚’Œ‹ŸÊ ÃÊ ¬⁄UËˇÊÊ ∑§ Á‹ÿ •ÿÊÇÿ ÉÊÊÁ·Ã Á∑§ÿ ¡Ê ‚∑§Ã „Ò¥–

9. •Ê¬∑§Ù ¬⁄UËˇÊÊ ‚◊Ê# „ÙŸ §¬⁄U ◊Í‹ OMR ¬òÊ∑§ ÁŸ⁄UËˇÊ∑§ ◊„ÙŒÿ ∑§Ù ‹Uı≈UÊŸÊ•Êfl‡ÿ∑§ „Ò •ı⁄U ¬⁄UËˇÊÊ ‚◊ÊÁ# ∑§ ’ÊŒ ©‚ •¬Ÿ ‚ÊÕ ¬⁄UËˇÊÊ ÷flŸ ‚ ’Ê„⁄UŸ ‹∑§⁄U ¡Êÿ¢– „Ê‹Ê¥Á∑§ •Ê¬ ¬⁄UËˇÊÊ ‚◊ÊÁ# ¬⁄U ◊Í‹ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê •¬Ÿ ‚ÊÕ‹ ¡Ê ‚∑§Ã „Ò¥–

10. ∑§fl‹ ŸË‹/∑§Ê‹ ’Ê‹U åflÊßZ≈U ¬Ÿ ∑§Ê „Ë ¬˝ÿÊª ∑§⁄¢U–11. Á∑§‚Ë ÷Ë ¬˝∑§Ê⁄U ∑§Ê ‚¢ªáÊ∑§ (∑Ò§‹∑È§‹≈U⁄U) UÿÊ ‹Êª ≈U’‹ •ÊÁŒ ∑§Ê

¬˝ÿÙª flÁ¡¸Ã „Ò–12. ª‹Ã ©ûÊ⁄UÊ¥ ∑§ Á‹∞ ∑§Êß¸ Ÿ∑§Ê⁄UÊà◊∑§ •¥∑§ Ÿ„Ë¥ „Ò¥–13. ÿÁŒ •¥ª˝¡Ë ÿÊ Á„¥ŒË Áflfl⁄UáÊ ◊¥ ∑§Êß¸ Áfl‚¥ªÁÃ „Ê, ÃÊ •¥ª˝¡Ë Áflfl⁄UáÊ •¥ÁÃ◊

◊ÊŸÊ ¡Ê∞ªÊ–

Signature and Name of Invigilator

1. (Signature)

(Name)

2. (Signature)

(Name) Roll No.

(In words)

Roll No.

(In figures as per admission card)

PAPER - II

PSYCHOLOGYTime : 2 hours] [Maximum Marks : 200

Number of Pages in this Booklet : 56 Number of Questions in this Booklet : 100

OMR Sheet No. : .......................................................... (To be filled by the Candidate)

1 P.T.O.J-00418 !J-00418-PAPER-II!

Instructions for the Candidates1. Write your roll number in the space provided on the top of

this page.2. This paper consists of hundred multiple-choice type of

questions.3. At the commencement of examination, the question booklet

will be given to you. In the first 5 minutes, you are requestedto open the booklet and compulsorily examine it as below :(i) To have access to the Question Booklet, tear off the

paper seal on the edge of this cover page. Do not accepta booklet without sticker-seal and do not accept an openbooklet.

(ii) Tally the number of pages and number of questions inthe booklet with the information printed on the coverpage. Faulty booklets due to pages/questions missingor duplicate or not in serial order or any otherdiscrepancy should be got replaced immediately by acorrect booklet from the invigilator within the periodof 5 minutes. Afterwards, neither the Question Bookletwill be replaced nor any extra time will be given.

(iii) After this verification is over, the Test Booklet Numbershould be entered on the OMR Sheet and the OMR SheetNumber should be entered on this Test Booklet.

4. Each item has four alternative responses marked (1), (2), (3)and (4). You have to darken the circle as indicated below onthe correct response against each item.

Example : where (3) is the correct response.

5. Your responses to the items are to be indicated in the OMRSheet given inside the Booklet only. If you mark yourresponse at any place other than in the circle in the OMRSheet, it will not be evaluated.

6. Read instructions given inside carefully.7. Rough Work is to be done in the end of this booklet.8. If you write your Name, Roll Number, Phone Number or

put any mark on any part of the OMR Sheet, except for thespace allotted for the relevant entries, which may discloseyour identity, or use abusive language or employ any otherunfair means, such as change of response by scratching orusing white fluid, you will render yourself liable todisqualification.

9. You have to return the original OMR Sheet to the invigilatorsat the end of the examination compulsorily and must notcarry it with you outside the Examination Hall. You arehowever, allowed to carry original question booklet onconclusion of examination.

10. Use only Blue/Black Ball point pen.11. Use of any calculator or log table etc., is prohibited.12. There are no negative marks for incorrect answers.13. In case of any discrepancy in the English and Hindi versions,

English version will be taken as final.

J 1 80 40

2J-00418 !J-00418-PAPER-II! Paper-II

PSYCHOLOGY

PAPER - II

Note : This paper contains hundred (100) objective type questions of two (2) marks each. Allquestions are compulsory.

1. In Erikson’s theory, which psycho-social crises preceed and succeed Autonomy v/sShame :

(1) Basic trust v/s mistrust and Industry v/s Inferiority.

(2) Initiative v/s Guilt and Industry v/s Inferiority.

(3) Industry v/s Inferiority and Identity v/s Role confusion.

(4) Basic trust v/s mistrust and Initiative v/s Guilt.

2. Read each of the following statements - Assertion (A) and Reason (R); and indicate youranswer using code given below :

Assertion (A) : Horner found high level of motive to avoid success or fear of success infemales.

Reason (R) : As a result of success, the threat of social rejection and fear concerningperceived lack of feminity are aroused in women.

Code :

(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.

3. Match List - I with List - II and select the correct answer by choosing from code givenbelow :

List - I List - II

(Concept) (Explanation)

(a) Life Space (i) Unlearned, fixed stereotyped pattern of activity.

(b) Instinctual Behaviour (ii) Psychological reality depicting the totality of factsthat determine behaviour at a moment in true. Itcounts of environment as perceived by the person.

(c) Vacuum Behaviour (iii) Tendency to resume the previously unfinished taskduring intervening period.

(d) Task Resumption (iv) Behaviour patterns that appear when the signstimulus is not identifiable.

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (ii) (i) (iv) (iii)

(3) (iii) (iv) (i) (ii)

(4) (iv) (iii) (ii) (i)

3 Paper-IIJ-00418 !J-00418-PAPER-II!

◊ŸÊÁflôÊÊŸ¬˝‡Ÿ-¬òÊ - II

ÁŸŒ¸‡Ê — ß‚ ¬˝‡Ÿ-¬òÊ ◊¥ ‚ÊÒ (100) ’„È-Áfl∑§À¬UËÿ ¬˝‡Ÿ „Ò¥– ¬˝àÿ∑§ ¬˝‡Ÿ ∑§ ŒÙ (2) •¢∑§ „Ò¥– ‚÷Ë ¬˝‡Ÿ •ÁŸflÊÿ¸ „Ò¥–

1. ∞Á⁄UÄ‚Ÿ Á‚hÊãÃ ◊¥ ∑§ÊÒŸ‚Ë ◊ŸÊ-‚Ê◊ÊÁ¡∑§ ‚¥∑§≈U SflÊÿûÊÃÊ ’ŸÊ◊ ‹í¡Ê ‡ÊË‹ÃÊ ‚ ¬„‹ ∞fl¥ ’ÊŒ ◊¥ •ÊÃÊ „Ò —(1) ◊ÊÒÁ‹∑§ Áfl‡flÊ‚ ’ŸÊ◊ •Áfl‡flÊ‚ •ÊÒ⁄U ©à∑§·¸ ’ŸÊ◊ „ËŸÃÊ–(2) ‚ÍòÊ¬ÊÃ ’ŸÊ◊ •¬⁄UÊœ ’Êœ •ÊÒ⁄U ©à∑§·¸ ’ŸÊ◊ „ËŸÃÊ–(3) ©à∑§·¸ ’ŸÊ◊ „ËŸÃÊ •ÊÒ⁄U •Á÷ôÊÊŸ ’ŸÊ◊ ‡Ê¥‚ÿ-÷ÍÁ◊∑§Ê–(4) ◊ÊÒÁ‹∑§ Áfl‡flÊ‚ ’ŸÊ◊ •Áfl‡flÊ‚ •ÊÒ⁄U ©à∑§·¸ ’ŸÊ◊ •¬⁄UÊœ ’Êœ–

2. ÁŸêŸÁ‹ÁπÃ ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ ÃÕÊ ŸËø ÁŒ∞ ª∞ ∑Í§≈U ∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —•Á÷∑§ÕŸ (A) : „ÊŸ¸⁄U Ÿ ¬ÊÿÊ Á∑§ ◊Á„‹Ê•Ê¥ ◊¥ “‚»§‹ÃÊ ‚ ’øŸ” ÿÊ “‚»§‹ÃÊ ∑§Ê ÷ÿ” ∑§Ê ©ìÊ SÃ⁄UËÿ

•Á÷¬˝⁄UáÊ „Ò–Ã∑¸§ (R) : ‚»§‹ÃÊ ∑§ ¬Á⁄UáÊÊ◊SflM§¬ ◊Á„‹Ê•Ê¥ ◊¥ ‚Ê◊ÊÁ¡∑§ •SflË∑Î§ÃË ∑§Ë •Ê‡Ê¥∑§Ê ÃÕÊ SòÊËàfl ∑§Ë ∑§◊Ë

∑§Ë œÊ⁄UáÊÊ ‚ ¡È«∏ ÷ÿ ©à¬ÛÊ „Ê ¡ÊÃ „Ò¥–∑Í§≈U —(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ÃÕÊ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄UãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–

3. ‚ÍøË - I •ÊÒ⁄U ‚ÍøË - II ∑§Ê ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ◊¥ ‚ ‚„Ë ©ûÊ⁄U øÈÁŸ∞ — ‚ÍøË - I ‚ÍøË - II

(•flœÊ⁄UáÊÊ) (√ÿÊÅÿÊ)(a) ¡ËflŸ ¬ÿÊ¸fl⁄UáÊ (i) ’¥œŸ◊ÈÄÃ, ªÁÃÁflÁœÿÊ¥ ∑§Ê ’¥œÊ-’¥œÊÿÊ Œ⁄UÊ¸–(b) ◊Í‹ ¬˝flÎûÊËÿ √ÿfl„Ê⁄U (ii) ÃâÿÊ¥ ∑§Ë ‚ê¬ÍáÊ¸ÃÊ ¬˝ŒÁ‡Ê¸Ã ∑§⁄UÃË ◊ŸÊflÒôÊÊÁŸ∑§ flÊSÃÁfl∑§ÃÊ ¡Ê

Á∑§‚Ë ˇÊáÊ Áfl‡Ê· ∑§ √ÿfl„Ê⁄U ∑§Ê ÁŸœÊ¸⁄UáÊ ∑§⁄UÃË „Ò– ÿ„ √ÿÁÄÃmÊ⁄UÊ •flœÊÁ⁄UÃ flÊÃÊfl⁄UáÊ ‚ ªÁ∆UÃ „ÊÃÊ „Ò–

(c) ÷Êfl‡ÊÍãÿ √ÿfl„Ê⁄U (iii) ¬„‹ ¿ÍU≈U „È∞ ∑§Ê◊ ∑§Ê ’Ëø-’Ëø ◊¥ Á»§⁄U ‚ ‡ÊÈM§ ∑§⁄UŸ ∑§Ë ¬˝flÎÁûÊ–(d) ∑§Êÿ¸ ¬ÈŸ⁄UÊ⁄Uê÷ (iv) √ÿfl„Ê⁄U •Á÷⁄UøŸÊ ¡Ê Ã’ ‚Ê◊Ÿ •ÊÃË „Ò ¡’ Áøq ©gË¬Ÿ ¬„øÊŸ

¡ÊŸ ÿÊÇÿ Ÿ „Ê–∑Í§≈U —

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



Assertion (A) : Perceived fairness of the interpersonal treatment is used to determineorganizational outcomes.

Reason (R) : People expect informational transparency and respect in organizations.

Code :






List - I List - II


(a) Episodic retrieval (i) Physical environment at retrieval matchingthat at encoding.

(b) Context-dependent retrieval (ii) Mood at retrieval matching that at encoding.

(c) State-dependent retrieval (iii) Retrieval stimulated by hints from the externaland internal environment.

(d) Cue-dependent retrieval (iv) Subsequent reactivation of stored memorytraces.

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (ii) (iv) (iii) (i)

(3) (iii) (iv) (ii) (i)

(4) (iv) (i) (ii) (iii)


Assertion (A) : Rational persuation refers to the use of logical arguments and facts topersuade others for achieving a desired result.

Reason (R) : Managers use several techniques to influence others in organizations.

Code :






4. ÁŸêŸÁ‹ÁπÃ ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —•Á÷∑§ÕŸ (A) : ‚¥ª∆UŸÊà◊∑§ ÁŸc∑§·ÊZ ∑§Ê ÁŸœÊ¸⁄UáÊ ∑§⁄UŸ ∑§ Á‹∞ •¥Ã⁄U-flÒÿÁÄÃ∑§ •flª◊Ë ÁŸc¬ˇÊÃÊ ∑§Ê ©¬ÿÊª

Á∑§ÿÊ ¡ÊÃÊ „Ò–Ã∑¸§ (R) : ‹Êª ‚¥ª∆UŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ‚ÍøŸÊ¬⁄U∑§ ¬Ê⁄UŒÁ‡Ê¸ÃÊ •ÊÒ⁄U ‚ê◊ÊŸ ∑§Ë •¬ˇÊÊ ∑§⁄UÃ „Ò¥–∑Í§≈U —(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄UãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–


(•flœÊ⁄UáÊÊ) (S¬c≈UË∑§⁄UáÊ)(a) ÉÊ≈UŸÊ¡ãÿ ¬ÈŸ¬˝Ê¸ÁåÃ (i) ¬ÈŸ¬˝Ê¸ÁåÃ ¬⁄U ÷ÊÒÁÃ∑§ flÊÃÊfl⁄UáÊ ∑§Ê ∑Í§≈UË∑§⁄UáÊ ∑§ ‚◊ÿ

flÊÃÊfl⁄UáÊ ‚ ◊Á‹Ã ∑§⁄UŸÊ–(b) ‚¥Œ÷¸-•ÊÁüÊÃ ¬ÈŸ¬˝Ê¸ÁåÃ (ii) ¬ÈŸ¬˝Ê¸ÁåÃ ∑§ ‚◊ÿ ¬⁄U ◊Í«U ∑§Ê ∑Í§≈UË∑§⁄UáÊ ∑§ ‚◊ÿ ◊Í«U ‚

◊Á‹Ã ∑§⁄UŸÊ–(c) ⁄UÊíÿ-•ÊÁüÊÃ ¬ÈŸ¬˝Ê¸ÁåÃ (iii) ’Ê„⁄UË •ÊÒ⁄U •ÊãÃÁ⁄U∑§ flÊÃÊfl⁄UáÊ ‚¥∑§ÃÊ¥ mÊ⁄UÊ ©gËåÃ ¬ÈŸ¬˝Ê¸ÁåÃ–(d) ‚¥∑§Ã-•ÊÁüÊÃ ¬ÈŸ¬˝Ê¸ÁåÃ (iv) ‚¥ÁøÃ S◊ÎÁÃ •fl‡Ê·Ê¥ ∑§Ê •ŸÈflÃË¸ ¬ÈŸ—‚Á∑˝§ÿáÊ–∑Í§≈U —

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (ii) (iv) (iii) (i)

(3) (iii) (iv) (ii) (i)

(4) (iv) (i) (ii) (iii)

6. ÁŸêŸÁ‹ÁπÃ ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ ÃÕÊ ŸËø ÁŒ∞ ª∞ ∑Í§≈U ∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —•Á÷∑§ÕŸ (A) : Ã∑¸§ÿÈÄÃ •ŸÈŸÿŸ flÊ¥Á¿UÃ ¬Á⁄UáÊÊ◊ ¬˝ÊåÃ ∑§⁄UŸ ∑§ Á‹∞ ŒÍ‚⁄UÊ¥ ∑§Ê ‚◊¤ÊÊŸ ∑§ Á‹∞ ÃÊÁ∑¸§∑§ ’„‚

•ÊÒ⁄U ÃâÿÊ¥ ∑§ ©¬ÿÊª ∑§Ê ∑§„ÃÊ „Ò–Ã∑¸§ (R) : ¬˝’¥œ∑§ ‚¥ª∆UŸÊ¥ ◊¥ ŒÍ‚⁄UÊ¥ ∑§Ê ¬˝÷ÊÁflÃ ∑§⁄UŸ ∑§ Á‹∞ ∑§ß¸ Á∑˝§ÿÊÁflÁœ ∑§Ê ©¬ÿÊª ∑§⁄UÃÊ „Ò–∑Í§≈U —(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ÃÕÊ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄UãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–



List - I List - II

(Concept) (Description)

(a) Counter-conditioning (i) After conditioning, a new CS(B) when paired withalready conditioned stimulus CS(A) and presentedas a compound stimulus, little or no conditioningoccurs to CS(B).

(b) Blocking (ii) Elimination of undesirable behaviour by pairing CSwith US other than the one that originally reinforcedthat behaviour.

(c) Overshadowing (iii) Inhibition of conditioned response caused byconditioned emotional response.

(d) Conditioned Suppression (iv) While using compound CS where one of itscomponents is more salient than the other, only thesalient component is conditioned.

Code :

(a) (b) (c) (d)

(1) (ii) (i) (iii) (iv)

(2) (ii) (i) (iv) (iii)

(3) (iv) (iii) (i) (ii)

(4) (iv) (iii) (ii) (i)


List - I List - II


(a) Convergence (i) If you see a distant mountain range on a crystal -clear day, it looks like it was only a few miles away.

(b) Frame of reference (ii) When the two images are fused into one overallimage.

(c) Stereoscopic vision (iii) When we look at a distant object, the lines of visionfrom our eyes are parallel. Looking at a nearbyobject, the eyes turn in.

(d) Aerial perspective (iv) An internal perspective relative to which events areperceived.

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (iii) (iv) (ii) (i)

(3) (ii) (iii) (iv) (i)

(4) (iv) (i) (iii) (ii)


7. ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ‚ ‚„Ë ©ûÊ⁄U ∑§Ê øÿŸ ∑§ËÁ¡∞ — ‚ÍøË - I ‚ÍøË - II

(•flœÊ⁄UáÊÊ) (√ÿÊÅÿÊ)(a) ¬˝ÁÃ •ŸÈ’¥œŸ (i) •ŸÈ’¥œŸ ∑§ ’ÊŒ, ŸflËŸ CS(B) ¡’ ¬„‹ ‚ „Ë •ŸÈ’¥ÁœÃ ©gË¬∑§

CS(A) ∑§ ‚ÊÕ ÿÈÁÇ◊Ã Á∑§ÿÊ ¡ÊÃÊ „Ò •ÊÒ⁄U Á◊ÁüÊÃ ©gË¬∑§ ∑§ M§¬◊¥ ¬˝SÃÈÃ Á∑§ÿÊ ¡ÊÃÊ „Ò, ÃÊ CS(B) ◊¥ ∑§◊ •ŸÈ’¥œŸ „ÊÃÊ „Ò ÿÊ „ÊÃÊ„Ë Ÿ„Ë¥ „Ò–

(b) •fl⁄UÊœŸ (ii) CS ∑§Ë US ∑§ ‚ÊÕ ÿÈÁÇ◊Ã ∑§⁄U ∑§ •flÊ¥¿UŸËÿ √ÿfl„Ê⁄U ∑§Ê Áfl‹Ê¬Ÿ’¡Êÿ ©‚∑§ Á¡‚Ÿ ©‚ √ÿfl„Ê⁄U ∑§Ê ◊Í‹Ã— ¬˝’Á‹Ã Á∑§ÿÊ–

(c) •ÁÃ ¿UÊÿÊŸÈª◊Ÿ (iii) •ŸÈ’¥ÁœÃ ‚¥flªÊà◊∑§ •ŸÈÁ∑˝§ÿÊ mÊ⁄UÊ ©à¬ÛÊ •ŸÈ’¥ÁœÃ •ŸÈÁ∑˝§ÿÊ∑§Ê ¬˝Êfl⁄UÊœ–

(d) •ŸÈ’¥ÁœÃ Œ◊Ÿ (iv) Á◊üÊ CS ∑§Ê ©¬ÿÊª ∑§⁄UÃ ‚◊ÿ ¡„Ê° CS ∑§Ê ∞∑§ Á◊üÊ ŒÍ‚⁄U ∑§ËÃÈ‹ŸÊ ◊¥ íÿÊŒÊ ©À‹πŸËÿ „Ò, ÃÊ ∑§fl‹ ©À‹πŸËÿ Á◊üÊ •ŸÈ’¥ÁœÃ„ÊÃÊ „Ò–

∑Í§≈U —(a) (b) (c) (d)

(1) (ii) (i) (iii) (iv)

(2) (ii) (i) (iv) (iii)

(3) (iv) (iii) (i) (ii)

(4) (iv) (iii) (ii) (i)


(•flœÊ⁄UáÊÊ) (√ÿÊÅÿÊ)(a) •Á÷‚⁄UáÊ (i) ÿÁŒ •Ê¬ S»§Á≈U∑§ ‚◊ÊŸ ‚Ê»§ ÁŒŸ ∑§Ê ŒÍ⁄U ¬„Ê«∏ oÎ¥ÅÊ‹Ê ŒπÃ „Ò¥,

•Ê¬∑§Ê ‹ªÃÊ „Ò ÿ„ ∑È§¿U „Ë ◊Ë‹ ŒÍ⁄UË ¬⁄U „Ò–(b) ‚¥Œ÷¸ M§¬⁄UπÊ (ii) ¡’ ŒÊ ¿UÁflÿÊ° ∞∑§ ‚ê¬ÍáÊ¸ ¿UÁfl ◊¥ Á◊‹Ê ŒË ¡ÊÃË „Ò¥–(c) S≈UËÁ⁄U•ÊS∑§ÊÁ¬∑§ ŒÎ‡ÿ (iii) ¡’ „◊ ŒÍ⁄U ∑§Ë flSÃÈ ∑§Ê ŒπÃ „Ò¥, ÃÊ „◊Ê⁄U ŸòÊÊ¥ ‚ ŒÎ‡ÿ ∑§Ë ⁄UπÊ∞°

‚◊ÊãÃ⁄U „ÊÃË „Ò¥– ∑§◊ ŒÍ⁄UË ¬⁄U ⁄UπË flSÃÈ ∑§Ê ŒπŸ ¬⁄U ŸòÊ •ãŒ⁄U∑§Ë •Ê⁄U ◊È«∏ ¡ÊÃ „Ò¥–

(d) „flÊß¸ ¬Á⁄U¬˝ˇÿ (iv) •ÊãÃÁ⁄U∑§ ŒÎÁc≈U∑§ÊáÊ Á¡‚∑§, ‚Ê¬ˇÊ ÉÊ≈UŸÊ•Ê¥ ∑§Ê ¬˝àÿˇÊáÊ Á∑§ÿÊ¡ÊÃÊ „Ò–

∑Í§≈U —(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (iii) (iv) (ii) (i)

(3) (ii) (iii) (iv) (i)

(4) (iv) (i) (iii) (ii)



Assertion (A) : Perception remains constant although the proximal sensation changes.

Reason (R) : Our perceptual system has mechanisms that adjust our perception of theproximal stimulus.

Code :






List - I List - II

(Concept) (Description)

(a) Physiological Psychology (i) Studies the psychological effects of brain damage inhuman patients.

(b) Neuropsychology (ii) Studies the neural mechanisms of behaviour bymanipulating the nervous systems of non-humananimals in controlled experiments.

(c) Psychophysiology (iii) Studies the relation between physiological activityand psychological processes in human subjects bynon-invasive physiological recording.

(d) Cognitive Neuroscience (iv) Studies the neural mechanisms of human cognition,mainly by using functional brain imagingtechniques.

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (iii) (iv) (i) (ii)

(3) (ii) (i) (iv) (iii)

(4) (iv) (iii) (ii) (i)

11. Which of the following explains the Threshold Hypothesis regarding Intelligence - Creativityrelationship ?

(1) There is a positive correlation between Intelligence and Creativity.

(2) There is a positive correlation between Intelligence and Creativity upto a particularlevel of Intelligence.

(3) There is a positive correlation between Intelligence and Creativity beyond a particularlevel of Intelligence.

(4) There is a negative correlation between Intelligence and Creativity beyond a particularlevel of Intelligence.


9. ÁŸêŸÁ‹ÁπÃ ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ ÃÕÊ ŸËø ÁŒ∞ ª∞ ∑Í§≈U ∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —

•Á÷∑§ÕŸ (A) : ¬˝àÿˇÊË∑§⁄UáÊ ÁSÕ⁄U ⁄U„ÃÊ „Ò ÿlÁ¬ ‚◊Ë¬Ë ‚¥flŒŸ ’Œ‹ ¡ÊÃÊ „Ò–

Ã∑¸§ (R) : „◊Ê⁄UË ¬˝ÊàÿÁˇÊ∑§ ¬˝áÊÊ‹Ë ∑§Ë ’ŸÊfl≈U ∞‚Ë „Ò Á∑§ ÿ„ ÁŸ∑§≈USÕ ©gË¬∑§ ∑§ „◊Ê⁄U ¬˝àÿˇÊáÊ ∑§Ê‚◊ÊÿÊÁ¡Ã ∑§⁄U ‹ÃË „Ò–

∑Í§≈U —

(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ÃÕÊ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–

(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄UãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–

(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–

(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–

10. ‚ÍøË - I •ÊÒ⁄U ‚ÍøË - II ∑§Ê ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ◊¥ ‚ ‚„Ë ©ûÊ⁄U øÈÁŸ∞ —

‚ÍøË - I ‚ÍøË - II

( •flœÊ⁄UáÊÊ ) ( S¬c≈Ë∑§⁄UáÊ )

(a) ‡Ê⁄UË⁄U flÎÁûÊ∑§ ◊ŸÊÁflôÊÊŸ (i) ◊ÊŸfl ⁄UÊÁªÿÊ¥ ◊¥ ◊ÁSÃˇÊ∑§ ̌ ÊÁÃ ∑§ ◊ŸÊflÒôÊÊÁŸ∑§ ¬„‹È•Ê¥ ∑§Ê •äÿÿŸ∑§⁄UÃÊ „Ò–

(b) Ã¥ÁòÊ∑§Ê ◊ŸÊÁflôÊÊŸ (ii) ÁŸÿÁãòÊÃ ¬˝ÿÊªÊ¥ ◊¥ ªÒ⁄U-◊ÊŸfl ¬‡ÊÈ•Ê¥ ∑§ Ã¥ÁòÊ∑§Ê Ã¥òÊÊ¥ ◊¥ „⁄U»§⁄U∑§⁄U∑§ √ÿfl„Ê⁄U ∑§Ë Ã¥ÁòÊ∑§Ê ∑§Êÿ¸ÁflÁœ ∑§Ê •äÿÿŸ ∑§⁄UÃÊ „Ò–

(c) ◊ŸÊ-‡Ê⁄UË⁄UÁ∑˝§ÿÊ ÁflôÊÊŸ (iii) ◊ÊŸfl Áfl·ÁÿÿÊ¥ ◊¥ ∑§ÊÁÿ∑§ Á∑˝§ÿÊ •ÊÒ⁄U ◊ŸÊflÒôÊÊÁŸ∑§ ¬˝Á∑˝§ÿÊ•Ê¥ ∑§’Ëø ‚ê’ãœ ∑§Ê •Ê∑˝§◊áÊ‡ÊË‹ ∑§ÊÁÿ∑§ Á⁄U∑§ÊÚÁ«ZUª mÊ⁄UÊ •äÿÿŸ–

(d) ‚¥ôÊÊŸÊà◊∑§ Ã¥ÁòÊ∑§Ê ÁflôÊÊŸ (iv) ◊ÈÅÿÃ— ¬˝∑§ÊÿÊ¸à◊∑§ ’̋Ÿ ß◊Á¡¥ª Ã∑§ŸË∑§Ê¥ ∑§Ê ©¬ÿÊª ∑§⁄U∑§ ◊ÊŸflËÿ‚¥ôÊÊŸ ∑§ Ã¥ÁòÊ∑§Ëÿ Á∑˝§ÿÊÁflÁœÿÊ¥ •äÿÿŸ–

∑Í§≈U —(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (iii) (iv) (i) (ii)

(3) (ii) (i) (iv) (iii)

(4) (iv) (iii) (ii) (i)

11. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ’ÈÁh-‚Î¡Ÿ‡ÊË‹ÃÊ ‚¥’¥œ ∑§ ’Ê⁄U ◊¥ Œ„‹Ëÿ ¬˝ÊÄ∑§À¬ŸÊ ∑§Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò?

(1) ’ÈÁh •ÊÒ⁄U ‚Î¡Ÿ‡ÊË‹ÃÊ ∑§ ’Ëø ∞∑§ ‚∑§Ê⁄UÊà◊∑§ ‚„‚¥’¥œ „Ò–

(2) ’ÈÁh •ÊÒ⁄U ‚Î¡Ÿ‡ÊË‹ÃÊ ∑§ ’Ëø ’ÈÁh ∑§ ∞∑§ Áfl‡Ê· SÃ⁄U Ã∑§ ∞∑§ ‚∑§Ê⁄UÊà◊∑§ ‚„‚¥’¥œ „Ò–

(3) ’ÈÁh •ÊÒ⁄U ‚Î¡Ÿ‡ÊË‹ÃÊ ∑§ ’Ëø ’ÈÁh ∑§ ∞∑§ Áfl‡Ê· SÃ⁄U ∑§ ¬⁄U ∞∑§ ‚∑§Ê⁄UÊà◊∑§ ‚„‚¥’¥œ „Ò–

(4) ’ÈÁh •ÊÒ⁄U ‚Î¡Ÿ‡ÊË‹ÃÊ ∑§ ’Ëø ’ÈÁh ∑§ ∞∑§ Áfl‡Ê· SÃ⁄U ∑§ ¬⁄U ∞∑§ Ÿ∑§Ê⁄UÊà◊∑§ ‚„‚¥’¥œ „Ò–



List - I List - II


(a) Concordance (i) Percentage of cases in which, if specific gene is present, aparticular trait, characteristic or disease will actually manifestitself in the fully developed organism.

(b) Penetrance (ii) Relationship between twins or other family members withrespect to a given trait.

(c) Prevalence (iii) Number of new cases of specific condition or disease that ariseduring a particular period of time.

(d) Incidence (iv) Frequency of occurrence of a given condition among a certainpopulation at a particular point of time.

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (iii) (iv) (i) (ii)

(3) (ii) (i) (iv) (iii)

(4) (iv) (iii) (ii) (i)

13. Which of the following significant changes have been incorporated in DSM-5 ?

(a) The title of the manual is not DSM-V, but DSM-5, a deliberate shift from traditionalRoman numerals used in previous editions toward Arabic numerals.

(b) Multiaxial Assessment System - a central feature of DSM since its introduction inDSM - III in 1980, has been dropped altogether from DSM-5.

(c) DSM-5 authors have overhauled the manual to emphasise neuropsychological orbiological roots of mental disorders.

(d) DSM-5 authors have removed 5 of 10 personality disorders previously included in thatsection. Dropped disorders are paranoid, schizoid, histrionic, dependent and narcissisticpersonality disorders.

Code :

(1) (a), (b), (c) are correct; (d) is incorrect.

(2) (b), (c) and (d) are correct; (a) is incorrect.

(3) (a) and (b) are correct; (c) and (d) are incorrect.

(4) (c) and (d) are correct; (a) and (b) are incorrect.

14. Which one of the trait theories/models is/are NOT based on factor analytic methodology ?

(a) Allport’s Theory (b) Costa and McCrae’s Model

(c) Goldberg’s Model (d) Eysenck’s Theory

Code :

(1) (a) only (2) (a) and (c) only

(3) (b) and (c) only (4) (b) and (d) only


12. ‚ÍøË - I ∑§Ê ‚ÍøË - II ‚ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ◊¥ ‚ ‚„Ë ©ûÊ⁄U ∑§Ê øÿŸ ∑§ËÁ¡∞ —‚ÍøË - I ‚ÍøË - II

(•flœÊ⁄UáÊÊ) (S¬c≈Ë∑§⁄UáÊ)(a) ‚Ê◊¥¡Sÿ (i) √ÿÁÄÃÿÊ¥ ∑§Ê ∞∑§ ¬˝ÁÃ‡ÊÃ Á¡Ÿ◊¥ ∞∑§ Áfl‡Ê· ¡ËŸ ©¬ÁSÕÃ „Ò ÃÊ ∞∑§ Áfl‡Ê· ‚Ë‹

ªÈáÊ, Áfl‡Ê·ÃÊ •ÊÒ⁄U ’Ë◊Ê⁄UË ∞∑§ √ÿÁÄÃ ◊¥ •Á÷√ÿÄÃ „Ê ¡Ê∞ªË–(b) ÷lÃÊ (ii) ∞∑§ ÁŒ∞ ª∞ ‚Ë‹ ªÈáÊ ∑§ ‚¥Œ÷¸ ◊¥ ¡È«∏flÊ •ÕflÊ ¬Á⁄UflÊ⁄U ∑§ •ãÿ ‚ŒSÿÊ¥ ∑§

’Ëø ‚¥’¥œ–(c) ¬˝ø‹Ÿ (iii) ÁflÁ‡Êc≈U ¬Á⁄UÁSÕÁÃÿÊ¥ ∑§ Ÿ∞ ⁄UÊÁªÿÊ¥ ∑§Ë ‚¥ÅÿÊ •ÕflÊ ⁄UÊª ¡Ê ∞∑§ Áfl‡Ê· ‚◊ÿ ∑§

ŒÊÒ⁄UÊŸU ¬˝∑§≈U „ÊÃ „Ò¥–(d) •Ê¬ÃŸ (iv) ∞∑§ Áfl‡Ê· ‚◊ÿÊflÁœ ¬⁄U ∞∑§ Áfl‡Ê· Ã⁄U„ ∑§ ‹ÊªÊ¥ ◊¥ ∞∑§ Áfl‡Ê· ¬Á⁄UÁSÕÁÃ ◊¥

⁄UÊª ∑§Ë •ÊflÎÁûÊ–∑Í§≈U —

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

13. DSM-5 ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ Á∑§‚ ’Œ‹Êfl ∑§Ê ‡ÊÊÁ◊‹ Á∑§ÿÊ ªÿÊ „Ò?(a) ◊ÒãÿÈ•‹ ∑§Ê ‡ÊË·¸∑§ «UË.∞‚.∞◊.-V Ÿ„Ë¥ „Ò •Á¬ÃÈ «UË.∞‚.∞◊.-5 „Ò, ¬Ífl¸ ∑§ ‚¥S∑§⁄UáÊÊ¥ ◊¥ ©¬ÿÊª ∑§Ë ªß¸

¬Ê⁄¥U¬Á⁄U∑§ ⁄UÊ◊Ÿ ‚¥ÅÿÊ•Ê¥ ∑§Ê ¡ÊŸ’Í¤Ê∑§⁄U •⁄U’Ë ‚¥ÅÿÊ•Ê¥ ◊¥ ¬Á⁄UflÃ¸Ÿ–(b) ’„ÈœÈ⁄UËÿ ◊ÍÀÿÊ¥∑§Ÿ ¬˝áÊÊ‹Ë - 1980 ◊¥ «UË.∞‚.∞◊ - III ◊¥ ß‚∑§Ë ¬˝SÃÈÁÃ ∑§ ’ÊŒ ‚ «UË.∞‚.∞◊. ∑§Ë ∞∑§ ◊ÈÅÿ

Áfl‡Ê·ÃÊ ∑§Ê «UË.∞‚.∞◊.-5 ‚ ∑È§‹ Á◊‹Ê∑§⁄U „≈UÊ ÁŒÿÊ ªÿÊ–(c) «UË.∞‚.∞◊.-5 ∑§ ‹π∑§Ê¥ Ÿ ◊ŸÊÁfl∑§Ê⁄UÊ¥ ∑§ SŸÊÿÈ-◊ŸÊÁflôÊÊŸ •ÕflÊ ¡ÒÁfl∑§ •ÊœÊ⁄UÊ¥ ¬⁄U ’‹ ŒŸ ∑§ Á‹∞

◊ÒãÿÈ•‹ ◊¥ ‚ÈœÊ⁄U Á∑§ÿÊ–(d) «UË.∞‚.∞◊.-5 ‹π∑§Ê¥ Ÿ ©‚ πá«U ◊¥ ‡ÊÊÁ◊‹ ¬Ífl¸ ∑§ 10 ◊¥ ‚ 5 √ÿÁÄÃàfl Áfl∑§Ê⁄UÊ¥ ∑§Ê „≈UÊ ÁŒÿÊ– „≈UÊ∞ ª∞

◊ŸÊÁfl∑§Ê⁄UÊ¥ ◊¥ √ÿÊ◊Ê„, S∑§Ë¡Êß«U, Á„ÁS≈˛UÿÊÁŸ∑§, Á«U¬¥«¥U≈U •ÊÒ⁄U •Êà◊¬˝◊Ë √ÿÁÄÃàfl ◊ŸÊÁfl∑§Ê⁄U–∑Í§≈U —(1) (a), (b), (c) ‚„Ë „Ò¥, (d) ª‹Ã „Ò–(2) (b), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥, (a) ª‹Ã „Ò–(3) (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥, (c) •ÊÒ⁄U (d) ª‹Ã „Ò¥–(4) (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥, (a) •ÊÒ⁄U (b) ª‹Ã „¥Ò–

14. ÁŸêŸ ‡ÊË‹ ªÈáÊ Á‚hÊãÃÊ¥ ◊¥ ‚ ∑§ÊÒŸ ‚ ∑§Ê⁄U∑§ Áfl‡‹·áÊ ÁflÁœ ¬⁄U •ÊœÊÁ⁄UÃ Ÿ„Ë¥ „Ò?(a) •Ê‹¬Ê≈¸U Á‚hÊãÃ (b) ∑§ÊS≈UÊ ∞fl¥ ◊∑˝§ ∑§Ê Á‚hÊãÃ(c) ªÊÀ«U’ª¸ ◊ÊÚ«U‹ (d) •Êß¡ã∑§ Á‚hÊãÃ∑Í§≈U —(1) ∑§fl‹ (a) (2) ∑§fl‹ (a) ÃÕÊ (c)

(3) ∑§fl‹ (b) ÃÕÊ (c) (4) ∑§fl‹ (b) ÃÕÊ (d)


15. The factors that operate with deep levels of processing are :

(a) Distinctiveness (b) Sameness

(c) Elaboration (d) Physical contours

Code :

(1) (a) and (b) only (2) (b) and (c) only

(3) (b) and (d) only (4) (a) and (c) only

16. Observation learning involves following processes. Arrange them in the correct sequence :

(a) Attentional processes (b) Retention processes

(c) Production processes (d) Motivational processes

Code :

(1) (a) → (b) → (c) → (d) (2) (a) → (d) → (b) → (c)

(3) (d) → (a) → (b) → (c) (4) (a) → (b) → (d) → (c)

17. Key issues in the study of environmental effects on intelligence are :

(a) Reaction Range (b) Proximal and Distal Causation

(c) Colinearity (d) Environment Sphere

Code :

(1) (a), (b) and (c) only (2) (a), (b) and (d) only

(3) (b), (c) and (d) only (4) (a), (c) and (d) only


Assertion (A) : According to two factor theory, cognitive appraisal of cues in theenvironment helps the individual label the emotions.

Reason (R) : An individual is aroused when he confronts any emotion producing event.

Code :





19. Whether we can be affected by stimuli that remain outside our conscious awareness hasbeen examined by researches using a technique called :

(1) Cuing (2) Visualization (3) Imagery (4) Priming


15. ¬˝Á∑˝§ÿáÊ ∑§ ª„Ÿ SÃ⁄UÊ¥ ∑§ ‚ÊÕ ¬Á⁄UøÊ‹Ÿ ∑§⁄UŸ flÊ‹ ∑§Ê⁄U∑§ „Ò¥ —(a) Á÷ÛÊÃÊ (b) ‚◊ÊŸÃÊ(c) ÁflSÃÊ⁄U (d) ÷ÊÒÁÃ∑§ ¬Á⁄U⁄UπÊ∞°∑Í§≈U —

(1) ∑§fl‹ (a) •ÊÒ⁄U (b) (2) ∑§fl‹ (b) •ÊÒ⁄U (c)

(3) ∑§fl‹ (b) •ÊÒ⁄U (d) (4) ∑§fl‹ (a) •ÊÒ⁄U (c)

16. ¬˝ˇÊáÊ •Áœª◊ ‚ ÁŸêŸÁ‹ÁπÃ ¬˝Á∑˝§ÿÊ∞° ¡È«∏Ë „Ò¥– ©ã„¥ ‚„Ë •ŸÈ∑˝§◊ ◊¥ √ÿflÁSÕÃ ∑§ËÁ¡∞ —(a) äÿÊŸ ‚ê’ãœË ¬˝Á∑˝§ÿÊ∞° (b) ¬˝ÁÃœÊ⁄UáÊ ¬˝Á∑˝§ÿÊ∞°(c) ©à¬ÊŒŸ ¬˝Á∑˝§ÿÊ∞° (d) •Á÷¬˝⁄UáÊÊà◊∑§ ¬˝Á∑˝§ÿÊ∞°∑Í§≈U —(1) (a) → (b) → (c) → (d) (2) (a) → (d) → (b) → (c)

(3) (d) → (a) → (b) → (c) (4) (a) → (b) → (d) → (c)

17. ’ÈÁh ¬⁄U ¬ÿÊ¸fl⁄UáÊ ∑§ ¬˝÷ÊflÊ¥ ∑§ •äÿÿŸ ◊¥ ¬˝◊Èπ ◊‚‹ „Ò¥ —(a) ¬˝ÁÃÁ∑˝§ÿÊ ¬˝‚Ê⁄U (b) ‚◊Ë¬SÕ •ÊÒ⁄U ŒÍ⁄USÕ ∑§Ê⁄U∑§(c) ‚„-‚ÃÃÃÊ (d) ¬ÿÊ¸fl⁄UáÊ ˇÊòÊ

∑Í§≈U —

(1) ∑§fl‹ (a), (b) •ÊÒ⁄U (c) (2) ∑§fl‹ (a), (b) •ÊÒ⁄U (d)

(3) ∑§fl‹ (b), (c) •ÊÒ⁄U (d) (4) ∑§fl‹ (a), (c) •ÊÒ⁄U (d)

18. ÁŸêŸÁ‹ÁπÃ ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ ÃÕÊ ŸËø ÁŒ∞ ª∞ ∑Í§≈U ∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —•Á÷∑§ÕŸ (A) : Ám-∑§Ê⁄U∑§ Á‚hÊ¥Ã ∑§ •ŸÈ‚Ê⁄U ¬ÿÊ¸fl⁄UáÊ ◊¥ ‚¥∑§ÃÊ¥ ∑§Ê ‚¥ôÊÊŸÊà◊∑§ ◊ÍÀÿÊ¥∑§Ÿ ‚¥flªÊ¥ ∑§ flÒÿÁÄÃ∑§

ŸÊ◊∑§⁄UáÊ ◊¥ ‚„ÊÿÃÊ ∑§⁄UÃÊ „Ò–Ã∑¸§ (R) : √ÿÁÄÃ Ã’ ©mÁ‹Ã „ÊÃÊ „Ò, ¡’ fl„ ‚¥flª ¬ÒŒÊ ∑§⁄UŸ flÊ‹Ë ÉÊ≈UŸÊ ∑§Ê ‚Ê◊ŸÊ ∑§⁄UÃÊ „Ò–

∑Í§≈U —

(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „¥Ò ÃÕÊ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄UãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–

19. ÄÿÊ „◊ ©Ÿ ©gË¬ŸÊ¥ mÊ⁄UÊ ¡Ê „◊Ê⁄UË øÃŸ ¡ÊªM§∑§ÃÊ ‚ ’Ê„⁄U „ÊÃ „Ò¥, ©Ÿ‚ ¬˝÷ÊÁflÃ „Ê ‚∑§Ã „Ò¥? ‡ÊÊœ mÊ⁄UÊ Á∑§‚Ã∑§ŸË∑§ ∑§Ê ¬˝ÿÊª ∑§⁄U∑§ ß‚∑§Ë ¬⁄UËˇÊÊ ∑§Ë ªß¸?(1) •ŸÈ‚¥∑§ÃŸ (2) ◊ÊŸ‚ ¬˝àÿˇÊË∑§⁄UáÊ (3) Á’¥’ ÿÊ¡ŸÊ (4) ¬˝Ê⁄UÁê÷∑§ ∑§Ê≈U


20. Which of the following sequences depicts Erikson’s stages of development correctly ?

(1) Oral Sensory → Muscular anal → Locomotor genital → Latency → Adolescence →

Adulthood.

(2) Muscular anal → Oral Sensory → Locomotor genital → Latency → Adolescence →

Adulthood.

(3) Oral Sensory → Muscular anal → Latency → Locomotor genital → Adolescence →

Adulthood.

(4) Muscular anal → Locomotor genital → Oral Sensory → Latency → Adolescence →

Adulthood.


List - I List - II


(a) Magnocellular System (i) Discrimination of fine detail and color

(b) Parvocellular System (ii) Specialised for brightness contrast and formovement.

(c) Fourier Analysis (iii) Neurons that fire most when they receive inputfrom both ears at the same time.

(d) Coincidence Detectors (iv) Analysis of a complex wave into sine wavecomponents.

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (iii) (iv) (i) (ii)

(3) (ii) (i) (iv) (iii)

(4) (iv) (iii) (ii) (i)


List - I List - II


(a) Inductive thought (i) Thought that is intuitive and haphazard.

(b) Logical thought (ii) Thought that applies a general set of rules to specificsituations.

(c) Deductive thought (iii) Drawing conclusions on the basis of principles of learning.

(d) Illogical thought (iv) Thinking in which a principle is inferred from a series ofspecific examples.

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (ii) (iii) (iv) (i)

(3) (iii) (iv) (i) (ii)

(4) (iv) (iii) (ii) (i)


20. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑˝§◊ ∞Á⁄UÄ‚Ÿ ∑§ Áfl∑§Ê‚ ‚¥’¥œË ø⁄UáÊÊ¥ ∑§Ê ‚„Ë …¥Uª ‚ Œ‡ÊÊ¸ÃÊ „Ò?(1) ◊ÊÒÁπ∑§ ‚¥flŒË → ◊Ê¥‚¬‡ÊËÿ ªÈŒÊ → ‹Ê∑§Ê◊Ê≈U⁄U ¡ŸŸÊ¥ª → ‚È‚ÈåÃÃÊ → Á∑§‡ÊÊ⁄UÊflSÕÊ → flÿS∑§ÃÊ(2) ◊Ê¥‚¬‡ÊËÿ ªÈŒÊ → ◊ÊÒÁπ∑§ ‚¥flŒË → ‹Ê∑§Ê◊Ê≈U⁄U ¡ŸŸÊ¥ª → ‚È‚ÈåÃÃÊ → Á∑§‡ÊÊ⁄UÊflSÕÊ → flÿS∑§ÃÊ(3) ◊ÊÒÁπ∑§ ‚¥flŒË → ◊Ê¥‚¬‡ÊËÿ ªÈŒÊ → ‚È‚ÈåÃÃÊ → ‹Ê∑§Ê◊Ê≈U⁄U ¡ŸŸÊ¥ª → Á∑§‡ÊÊ⁄UÊflSÕÊ → flÿS∑§ÃÊ(4) ◊Ê¥‚¬‡ÊËÿ ªÈŒÊ → ‹Ê∑§Ê◊Ê≈U⁄U ¡ŸŸÊ¥ª → ◊ÊÒÁπ∑§ ‚¥flŒË → ‚È‚ÈåÃÃÊ → Á∑§‡ÊÊ⁄UÊflSÕÊ → flÿS∑§ÃÊ

21. ‚ÍøË - I •ÊÒ⁄U ‚ÍøË - II ∑§Ê ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ◊¥ ‚ ‚„Ë ©ûÊ⁄U øÈÁŸ∞ —‚ÍøË - I ‚ÍøË - II

(•flœÊ⁄UáÊÊ) (S¬c≈UË∑§⁄UáÊ)

(a) ◊ÒÇŸÊ‚ÒÀÿÈ‹⁄U Ã¥òÊ (i) ‚Íˇ◊ Áflfl⁄UáÊ •ÊÒ⁄U ⁄¥Uª ∑§Ê Áfl÷ŒË∑§⁄UáÊ–(b) ¬ÊflÊ¸‚ÒÀÿÈ‹⁄U Ã¥òÊ (ii) ŒËÁåÃ flÒ·êÿ •ÊÒ⁄U ‚¥ø‹Ÿ ◊¥ ÁflÁ‡Êc≈UÃÊ ¬˝ÊåÃ–(c) »Í§Á⁄Uÿ⁄U Áfl‡‹·áÊ (iii) ãÿÍ⁄UÊŸ ¡Ê ¡’ ∞∑§ „Ë ‚◊ÿ ¬⁄U ŒÊŸÊ¥ ∑§ÊŸÊ¥ ‚ ‚ÍøŸÊ ª˝„áÊ ∑§⁄UÃ „Ò¥,

ÃÊ ‚flÊ¸Áœ∑§ ©mÁ‹Ã „ÊÃ „Ò¥–(d) ‚¥ÿÊª ‚¥‚Íø∑§ (iv) ¡Á≈U‹ Ã⁄¥Uª ∑§Ê Á‚Ÿ Ã⁄¥Uª ÉÊ≈U∑§Ê¥ ∑§ M§¬ ◊¥ Áfl‡‹·áÊ–∑Í§≈U —

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (iii) (iv) (i) (ii)

(3) (ii) (i) (iv) (iii)

(4) (iv) (iii) (ii) (i)

22. ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ÁŸêŸÁ‹ÁπÃ ∑Í§≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚„Ë ©ûÊ⁄U ∑§Ê øÿŸ∑§ËÁ¡∞ —


(•flœÊ⁄UáÊÊ) (S¬c≈Ë∑§⁄UáÊ)

(a) ¬˝⁄U∑§ ÁfløÊ⁄U (i) fl„ ÁfløÊ⁄UœÊ⁄UÊ ¡Ê •¥Ã—¬˝ôÊÊà◊∑§ •ÊÒ⁄U •√ÿflÁSÕÃ „Ò–(b) ÃÊÁ∑¸§∑§ ÁfløÊ⁄ (ii) fl„ ÁfløÊ⁄UœÊ⁄UÊ ¡Ê ÁflÁ‡Êc≈U ¬Á⁄UÁSÕÁÃÿÊ¥ ∑§ ¬˝ÁÃ ÁŸÿ◊Ê¥ ∑§ ∞∑§ ‚Ê◊Êãÿ

‚◊Èëøÿ ∑§Ê ‹ÊªÍ ∑§⁄UÃË „Ò–(c) ÁŸª◊ŸÊà◊∑§ ÁfløÊ⁄ (iii) •Áœª◊ ∑§ Á‚hÊ¥ÃÊ¥ ∑§ •ÊœÊ⁄U ¬⁄U ÁŸc∑§·¸ ÁŸ∑§Ê‹ŸÊ–(d) •ÃÊÁ∑¸§∑§ ÁfløÊ⁄U (iv) fl„ ÁfløÊ⁄UœÊ⁄UÊ Á¡‚◊¥ Á‚hÊ¥Ã ÁflÁ‡Êc≈U ©ŒÊ„⁄UáÊÊ¥ ∑§Ë ∞∑§ oÎ¥π‹Ê ‚

•ŸÈ◊ÊÁŸÃ ∑§Ë ¡ÊÃË „Ò–∑Í§≈U —

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (ii) (iii) (iv) (i)

(3) (iii) (iv) (i) (ii)

(4) (iv) (iii) (ii) (i)


23. Which of the following personality questionnaires have a lie scale ?

(a) Edward Personality Preference Schedule

(b) Eysenck Personality Questionnaire

(c) Minnesota Multiphasic Personality Questionnaire - 2

(d) Rotter’s Locus of Control Scale.

Code :

(1) (a) and (b) only (2) (a) and (c) only

(3) (b) and (c) only (4) (a), (b) and (c) only

24. Read the following statements and describe which are correct :

(a) Archetypes are themes that have existed in all cultures through history.

(b) Personal unconscious is the region next to ego which consists of all the forgottenexperiences that have lost their intensity.

(c) Masculine archetype in men is called animus.

(d) Persona is a compromise between demands of the environment and necessities ofindividuals.

Code :

(1) (a), (b) and (c) are correct ; (d) is not correct.

(2) (b), (c) and (d) are correct ; (a) is not correct.

(3) (a), (b) and (d) are correct ; (c) is not correct.

(4) (a), (c) and (d) are correct ; and (b) is not correct.

25. George Sperling (1960) studied iconic memory using :

(a) Partial-report procedure (b) Whole-report procedure

(c) Self-report procedure (d) Backward procedure

Code :

(1) (a) only (2) (d) only

(3) (a) and (c) only (4) (b) and (d) only


List - I List - II

(Sub Test) (Test)

(a) Visual Puzzles (i) WAIS - IV

(b) Famous people (ii) Kaulfman Adult Intelligence Test (KAIT).

(c) Matrix Task (iii) Cognitive Assessment System (CAS)

(d) Matrix Patterns (iv) Otis-Lenon Test

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (ii) (i) (iv) (iii)

(3) (iii) (iv) (i) (ii)

(4) (iv) (iii) (ii) (i)


23. ÁŸêŸÁ‹ÁπÃ √ÿÁÄÃ¬⁄U∑§ ¬˝‡ŸÊflÁ‹ÿÊ¥ ◊¥ ““•‚àÿ ◊Ê¬ŸË”” „Ò —(a) ∞«Ufl«¸U √ÿÁÄÃàfl ∑§Êÿ¸∑È§‡Ê‹ÃÊ •ŸÈ‚ÍøË(b) •Êß¸¡¥∑§ √ÿÁÄÃàfl ¬˝‡ŸÊfl‹Ë(c) Á◊ŸU‚Ê≈UÊ ’„ÈSÃ⁄UËÿ √ÿÁÄÃàfl ¬˝‡ŸÊfl‹Ë - 2(d) ⁄UÊ≈U‚¸ ‹Ê∑§‚ •ÊÚ»§ ∑§ã≈˛UÊ‹ S∑§‹∑Í§≈U —(1) ∑§fl‹ (a) •ÊÒ⁄U (b) (2) ∑§fl‹ (a) •ÊÒ⁄U (c)

(3) ∑§fl‹ (b) •ÊÒ⁄U (c) (4) ∑§fl‹ (a), (b) •ÊÒ⁄U (c)

24. ÁŸêŸÁ‹ÁπÃ ∑§ÕŸÊ¥ ∑§Ê ¬…∏¥ •ÊÒ⁄U ßŸ◊¥ ‚ fláÊ¸Ÿ ∑§⁄UŸ flÊ‹Ê ∑§ÊÒŸ‚Ê ∑§ÕŸ ‚„Ë „Ò?(a) •Êl ¬˝M§¬ fl Áfl·ÿ „Ò¥, ¡Ê ‚ê¬ÍáÊ¸ ßÁÃ„Ê‚ ◊¥ ¬˝øÁ‹Ã ⁄U„ „Ò¥–(b) √ÿÁÄÃªÃ •øÃŸ •„◊ ∑§Ê •ª‹Ê ÷Êª „Ò, Á¡‚◊¥ ÷È‹Ê ÁŒ∞ ª∞ fl ‚÷Ë •ŸÈ÷fl „ÊÃ „Ò¥, Á¡Ÿ∑§Ë ÃËfl˝ÃÊ

Áfl‹ÈåÃ „Ê ªß¸ „Ò–(c) ¬ÈL§·Ê¥ ◊¥ ¬ÊÒL§·Ëÿ •Êl ¬˝M§¬ ∑§Ê ∞ÁŸ◊‚ ∑§„Ê ¡ÊÃÊ „Ò–(d) “¬‚Ê¸ŸÊ” ¬ÿÊ¸fl⁄UáÊ ∑§Ë ¬˝àÿÊ‡ÊÊ•Ê¥ •ÊÒ⁄U √ÿÁÄÃÿÊ¥ ∑§Ë •Êfl‡ÿ∑§ÃÊ•Ê¥ ∑§ ’Ëø ∞∑§ ‚¥ÃÈ‹Ÿ „Ò–∑Í§≈U —(1) (a), (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥ ; (d) ‚„Ë Ÿ„Ë¥ „Ò–(2) (b), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥ ; (a) ‚„Ë Ÿ„Ë¥ „Ò–(3) (a), (b) •ÊÒ⁄U (d) ‚„Ë „Ò¥ ; •ÊÒ⁄U (c) ‚„Ë Ÿ„Ë¥ „Ò–(4) (a), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥ ; •ÊÒ⁄U (b) ‚„Ë Ÿ„Ë¥ „Ò–

25. ¡ÊÚ¡¸ S¬Á‹Zª (1960) Ÿ ÁŸêŸÁ‹ÁπÃ ◊¥ Á∑§‚∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ ¬˝ÁÃ◊Ê ‚ê’ãœË S◊ÎÁÃ ∑§Ê •äÿÿŸ Á∑§ÿÊ?(a) •Ê¥Á‡Ê∑§-Á⁄U¬Ê≈¸U ∑§Êÿ¸ÁflÁœ (b) ‚ê¬ÍáÊ¸-Á⁄U¬Ê≈¸U ∑§Êÿ¸ÁflÁœ(c) Sfl-Á⁄U¬Ê≈¸U ∑§Êÿ¸ÁflÁœ (d) Á¬¿U‹Ë ∑§Êÿ¸ÁflÁœ∑Í§≈U —(1) ∑§fl‹ (a) (2) ∑§fl‹ (d)

(3) ∑§fl‹ (a) •ÊÒ⁄U (c) (4) ∑§fl‹ (b) •ÊÒ⁄U (d)

26. ‚ÍøË - I •ÊÒ⁄U ‚ÍøË - II ∑§Ê ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ◊¥ ‚ ‚„Ë ©ûÊ⁄U øÈÁŸ∞ —‚ÍøË - I ‚ÍøË - II

(©¬-¬⁄UËˇÊáÊ) (¬⁄UËˇÊáÊ)(a) øÊˇÊÈ· ¬„Á‹ÿÊ° (i) «UéÀÿÍ.∞.•Êß¸.∞‚. - IV(b) ¬˝Á‚h √ÿÁÄÃ (ii) ∑§ÊÚ»§◊ÒŸ flÿS∑§ ’ÈÁh ¬⁄UËˇÊáÊ (∑§.∞.•Êß¸.≈UË.)(c) ◊ÒÁ≈˛UÄ‚ ∑§Êÿ¸ (iii) ‚¥ôÊÊŸÊà◊∑§ ◊ÍÀÿÊ¥∑§Ÿ ¬˝áÊÊ‹Ë (‚Ë.∞.∞‚.)(d) ◊ÒÁ≈˛UÄ‚ ¬˝ÁÃ◊ÊŸ (iv) •ÊÁ≈U‚-‹ŸŸ ¬⁄UËˇÊáÊ∑Í§≈U —

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


27. Which of the following terms explains the Reinforcement which is given only if a specificresponse is made ?

(1) Concurrent Reinforcement (2) Incremental Reinforcement

(3) Contingency Contract (4) Contingent Reinforcement


Assertion (A) : A person scored high on Hope of Success (as measured by TAT) and highon Fear of Failure (as measured by Mandler and Sarason’s TAQ). As perAtkinson’s theory, his resultant achievement motivation will beintermediate.

Reason (R) : As per Atkinson, the resultant achievement motivation is a product of Hopeof Success and Fear of Failure.

Code :






Assertion (A) : Personality factors such as D, J, K and P are not incorporated in Cattell’s16 PF test.

Reason (R) : Some personality factors appeared only in Life - data (L-data) measures.

Code :





30. During which stage most of the creative thinking occurs ?

(1) Preparation (2) Incubation (3) Illumination (4) Evaluation


27. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ‚Ê ¬ŒflÊÄÿ Á∑§‚ ¬˝’‹Ÿ ∑§Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò, ¡Ê Ã÷Ë ©à¬ÛÊ „ÊÃÊ „Ò ÿÁŒ ÁflÁ‡Êc≈U •ŸÈÁ∑˝§ÿÊ„ÊÃË „Ò?

(1) ‚¥ªÊ◊Ë ¬˝’‹Ÿ (2) flÊÁœ¸∑§ ¬˝’‹Ÿ

(3) •Ê∑§ÁS◊∑§ ‚¥ÁflŒÊ (4) •Ê∑§ÁS◊∑§ ¬˝’‹Ÿ

28. ÁŸêŸÁ‹ÁπÃ ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ ÃÕÊ ŸËø ÁŒ∞ ª∞ ∑Í§≈U ∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ •¬ŸÊ©ûÊ⁄U ŒË¡Á∞ —

•Á÷∑§ÕŸ (A) : ∞∑§ √ÿÁÄÃ Ÿ ‚»§‹ÃÊ ¬˝àÿÊ‡ÊÊ (¡Ò‚Ê Á∑§ ≈UË.∞.≈UË. mÊ⁄UÊ ◊Ê¬Ê ªÿÊ) •ÊÒ⁄U •‚»§‹ÃÊ ∑§ «U⁄U(¡Ò‚Ê Á∑§ ◊Ò¥«‹⁄U •ÊÒ⁄U ‚Ê⁄UÊ‚ã‚ mÊ⁄UÊ ◊Ê¬Ê ªÿÊ) ¬⁄U •Áœ∑§ •¥∑§ ¬˝ÊåÃ Á∑§∞– ∞≈UÁ∑§ã‚Ÿ ∑§Á‚hÊ¥Ã ∑§ •ŸÈ‚Ê⁄U ©‚∑§Ê ¬Á⁄UáÊÊÁ◊Ã ‹éœ •Á÷¬˝⁄UáÊÊ ◊äÿflÃË¸ „ÊªË–

Ã∑¸§ (R) : ∞≈UÁ∑§ã‚Ÿ ∑§ •ŸÈ‚Ê⁄U ¬Á⁄UáÊÊÁ◊Ã ‹éœ •Á÷¬˝⁄UáÊÊ ‚»§‹ÃÊ ¬˝àÿÊ‡ÊÊ •ÊÒ⁄U •‚»§‹ÃÊ ∑§ «U⁄U ∑§Ê∞∑§ ©à¬ÊŒ „ÊÃË „Ò–

∑Í§≈U —



(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–

(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–


•Á÷∑§ÕŸ (A) : «UË.¡.∑§. •ÊÒ⁄U P ¡Ò‚ √ÿÁÄÃàfl ∑§Ê⁄U∑§ ∑Ò§≈U‹ ∑§ 16 ¬Ë.∞»§. ¬⁄UËˇÊáÊ ◊¥ ‚◊ÊÁ„Ã Ÿ„Ë¥ Á∑§∞ ª∞„Ò¥–

Ã∑¸§ (R) : ∑È§¿U √ÿÁÄÃàfl ∑§Ê⁄U∑§ ∑§fl‹ ¡ËflŸË ¬˝ŒûÊ ◊Ê¬Ê¥ ◊¥ •flÃÁ⁄UÃ „È∞–

∑Í§≈U —



(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–

(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–

30. Á∑§‚ ø⁄UáÊ ∑§ ŒÊÒ⁄UÊŸ •Áœ∑§Ã⁄U ‚Î¡Ÿ‡ÊË‹ Áø¥ÃŸ ÉÊÁ≈UÃ „ÊÃÊ „Ò?

(1) ÃÒÿÊ⁄UË (2) ©Œ˜÷flŸ (3) ¬˝ŒË¬Ÿ (4) ◊ÍÀÿÊ¥∑§Ÿ



List - I List - II(Concept) (Explanation)

(a) Disjunctive Concept (i) A class of objects that have two or more features incommon.

(b) Prototype (ii) Showing relationship between object and surroundings.(c) Conjunctive Concept (iii) Showing the presence of at least one of several possible

features.(d) Relational Concept (iv) An ideal model referring to a particular concept.Code :

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

32. Chimpanzee Sarah’s one of the most outstanding achievements was the construction ofsentences involving :(1) Negation (2) Conditional relationship(3) Adult grammar (4) Unprompted questions

33. In a typical ‘Learning’ experiment which of the following are used as dependent variables ?(a) Probability of Response (b) Latency(c) Rate of Presentation (d) Trials to ExtinctionCode :(1) (a) and (b) only (2) (b) and (d) only(3) (a), (b) and (c) only (4) (a), (b) and (d) only

34. Explanation of the moon illusion given by __________ is, “The horizon seems more distantthan the night sky.”(1) Perceptual learning hypothesis (2) Expectancy hypothesis(3) Apparent - distance hypothesis (4) Frame of reference hypothesis

35. Absorptive phase of energy mobilization involves the following events. Arrange them in thecorrect sequence.(a) Glucose increases.(b) Parasympathetic activation.(c) Pancreas secretes insulin.(d) Glucose enters the body cells.(e) Glucose is stored in liver and muscles as glycogen.(f) Fat stored in adipose cells as triglycerides.Code :(1) (a) → (b) → (c) → (e) → (d) → (f)(2) (a) → (b) → (c) → (d) → (e) → (f)(3) (a) → (c) → (b) → (d) → (f) → (e)(4) (a) → (d) → (b) → (f) → (e) → (c)


31. ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§⁄¥U •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ‚ ‚„Ë ©ûÊ⁄U ∑§Ê øÿŸ ∑§⁄¥U —‚ÍøË - I ‚ÍøË - II

(•flœÊ⁄UáÊÊ) (S¬c≈Ë∑§⁄UáÊ)(a) ÁflÿÊ¡∑§ ‚¥¬˝àÿÿ (i) flSÃÈ•Ê¥ ∑§Ë ∞∑§ üÊáÊË Á¡Ÿ◊¥ ŒÊ ÿÊ •Áœ∑§ ÁflÁ‡Êc≈UÃÊ∞° ‚fl¸ÁŸc∆U „Ê¥–(b) •ÊÁŒ ¬˝M§¬ (ii) flSÃÈ •ÊÒ⁄U ¬Á⁄Ufl‡ÊÊ¥ ∑§ Á’ø ‚¥’¥œ Œ‡ÊÊ¸ŸÊ–(c) ‚¥ÿÊ¡∑§ ‚¥¬˝àÿÿ (iii) ∑§ß¸ ‚¥÷fl ÁflÁ‡Êc≈UÃÊ•Ê¥ ◊¥ ‚ ∑§◊-‚ ∑§◊ ∞∑§ ∑§Ë ©¬ÁSÕÁÃ Œ‡ÊÊ¸ŸÊ–(d) ‚Ê¬ˇÊ ‚¥¬˝àÿÿ (iv) ∞∑§ Áfl‡Ê· ‚¥¬˝àÿÿ ∑§Ê ‚¥ŒÁ÷¸Ã ∑§⁄UŸ flÊ‹Ê ∞∑§ •ÊŒ‡Ê¸ ¬˝ÁÃM§¬–∑Í§≈U —

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

32. Áøê¬Ê¥¡Ë ‚Ê⁄UÊ ∑§Ë ‚’‚ •‚ÊœÊ⁄UáÊ ©¬‹ÁéœÿÊ¥ ◊¥ ‚ ∞∑§ ©¬‹Áéœ Á∑§‚ ’ÊÃ ∑§Ê ‡ÊÊÁ◊‹ ∑§⁄UŸ flÊ‹ flÊÄÿÊ¥ ∑§Ë ⁄UøŸÊ∑§⁄UŸÊ ÕÊ?(1) ÁŸ·œ (2) ‚‡ÊÃ¸ ‚¥’¥œ(3) flÿS∑§ √ÿÊ∑§⁄UáÊ (4) •ŸŸÈ’ÊÁœÃ ¬˝‡Ÿ

33. ¬˝ÊM§Á¬∑§ “•Áœª◊” ¬˝ÿÊª ◊¥ •ÊÁüÊÃ ø⁄U ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚ „Ò¥?(a) •ŸÈÁ∑˝§ÿÊ ∑§Ë ¬˝‚¥÷Ê√ÿÃÊ (b) ¬˝‚ÈÁåÃ(c) ¬˝SÃÈÁÃ ∑§Ë Œ⁄U (d) Áfl‹Ê¬Ÿ ∑§ ¬⁄UËˇÊáÊ∑Í§≈U —(1) ∑§fl‹ (a) •ÊÒ⁄U (b) (2) ∑§fl‹ (b) •ÊÒ⁄U (d)


34. ““ÁˇÊÁÃ¡ ⁄UÊòÊË •Ê∑§Ê‡Ê ‚ íÿÊŒÊ ŒÍ⁄U ¬˝ÃËÃ „ÊÃÊ „Ò–”” ÿ„ __________ mÊ⁄UÊ ŒË ªß¸ øãŒ˝◊Ê ÷˝◊ ∑§Ë √ÿÊÅÿÊ „Ò–(1) ¬˝ÊàÿÁˇÊ∑§ •Áœª◊ ¬˝ÊÄ∑§À¬ŸÊ (2) ¬˝àÿÊ‡ÊÊ ¬˝ÊÄ∑§À¬ŸÊ(3) ¬˝àÿˇÊ-ŒÍ⁄UË ¬˝ÊÄ∑§À¬ŸÊ (4) ‚¥Œ÷¸ M§¬⁄UπÊ ¬˝ÊÄ∑§À¬ŸÊ

35. ™§¡Ê¸ ¡È≈UÊfl ∑§ •fl‡ÊÊ·Ë ø⁄UáÊ ∑§ ‚ÊÕ ÁŸêŸÁ‹ÁπÃ ÉÊ≈UŸÊ∞° ¡È«∏Ë „Ò¥– ©ã„¥ ‚„Ë •ŸÈ∑˝§◊ ◊¥ √ÿflÁSÕÃ ∑§ËÁ¡∞ —(a) Ç‹Í∑§Ê‚ ’…∏ÃÊ „Ò–(b) ¬Ò⁄UÊ-•ŸÈ∑¥§¬Ë ‚Á∑˝§ÿáÊ–(c) •ÇŸÊ‡Êÿ ß¥‚ÈÁ‹Ÿ dÊÁflÃ ∑§⁄UÃÊ „Ò–(d) Ç‹Í∑§Ê‚ Œ„ ∑§Ë ∑§ÊÁ‡Ê∑§Ê•Ê¥ ◊¥ ¬˝fl‡Ê ∑§⁄UÃÊ „Ò–(e) Ç‹Í∑§Ê‚ ÿ∑Î§Ã •ÊÒ⁄U ◊Ê‚¬Á‡ÊÿÊ¥ ◊¥ Ç‹Êß∑§Ê¡Ÿ ∑§ M§¬ ◊¥ ‚¥ÁøÃ „ÊÃÊ „Ò–(f) fl‚Ê fl‚Ê◊ÿ ∑§ÊÁ‡Ê∑§Ê•Ê¥ ◊¥ ≈˛UÊßÁÇ‹‚⁄UÊß«U ∑§ M§¬ ◊¥ ‚¥ÁøÃ „ÊÃÊ „Ò–∑Í§≈U —(1) (a) → (b) → (c) → (e) → (d) → (f)(2) (a) → (b) → (c) → (d) → (e) → (f)(3) (a) → (c) → (b) → (d) → (f) → (e)(4) (a) → (d) → (b) → (f) → (e) → (c)


36. In a multiple regression analysis, the three predictors explained 49 percent variance in thecriterion variable. What would be the value of multiple correlation ?

(1) 0.30 (2) 0.49 (3) 0.51 (4) 0.70


Assertion (A) : The analysis of time series designs often involve the problem of autocorrelation.

Reason (R) : Quasi - experiments, as compared to laboratory experiments, do not controlsecondary variance efficiently.

Code :





38. Future oriented performance appraisal techniques consist of :

(a) MBO (b) 3608 Appraisal

(c) Psychological Appraisal (d) BARS

Code :

(1) (a), (b) and (d) (2) (a), (b) and (c) (3) (b), (c) and (d) (4) (a), (c) and (d)

39. In group counselling, what is the correct sequence of stages of group development ?

(a) Forming (b) Norming (c) Mourning

(d) Storming (e) Performing

Code :

(1) (b) → (c) → (a) → (e) → (d) (2) (a) → (d) → (b) → (e) → (c)

(3) (a) → (c) → (e) → (b) → (d) (4) (d) → (a) → (b) → (c) → (e)


Assertion (A) : Pre-operational child is incapable of performing operations.

Reason (R) : Pre-operational child cannot mentally re-arrange a sequence of events intoreverse order.

Code :






36. ’„ÈÁfl∑§À¬Ëÿ ¬˝ÁÃª◊Ÿ Áfl‡‹·áÊ ◊¥ ÃËŸ ¬Ífl¸ÁŸœÊ¸⁄U∑§Ê¥ Ÿ ◊Ê¬Ÿ Á÷ÛÊÃÊ ◊¥ 49 ¬˝ÁÃ‡ÊÃ Á÷ÛÊÃÊ ∑§Ë √ÿÊÅÿÊ ∑§Ë „Ò–’„È-‚„‚ê’ãœ ◊ÍÀÿ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚Ê „Ò?(1) 0.30 (2) 0.49 (3) 0.51 (4) 0.70

37. ÁŸêŸÁ‹ÁπÃ ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ ÃÕÊ ŸËø ÁŒ∞ ª∞ ∑Í§≈U ∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —•Á÷∑§ÕŸ (A) : ‚◊ÿ üÊáÊË •Á÷∑§À¬ ∑§Ê Áfl‡‹·áÊ Sflÿ¥ ‚„-‚¥’¥œ ∑§Ë ‚◊SÿÊ∞° ¬˝Êÿ— ‡ÊÊÁ◊‹ „Ò–Ã∑¸§ (R) : ¬˝ÿÊª‡ÊÊ‹Ê ¬⁄UËˇÊáÊ ∑§Ë ÃÈ‹ŸÊ ◊¥ •h¸ ¬⁄UËˇÊáÊ ÁmÃËÿ∑§ Áfl‚¥ªÁÃ ∑§Ë ˇÊ◊ÃÊ ∑§Ë ÁŸÿ¥ÁòÊÃ Ÿ„Ë¥

∑§⁄UÃÊ „Ò–∑Í§≈U —(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ÃÕÊ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄UãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–

38. ÷ÁflcÿÊã◊Èπ ∑§Êÿ¸-ÁŸc¬ÊŒŸ ◊ÍÀÿÊ¥∑§Ÿ ¬˝ÁflÁœÿÊ¥ ◊¥ ÄÿÊ-ÄÿÊ ‚◊ÊÁ„Ã „Ò¥?(a) ∞◊.’Ë.•Ê. (b) 3608 ◊ÍÀÿÊ¥∑§Ÿ(c) ◊ŸÊflÒôÊÊÁŸ∑§ ◊ÍÀÿÊ¥∑§Ÿ (d) ’Ë.∞.•Ê⁄U.∞‚.∑Í§≈U —(1) (a), (b) •ÊÒ⁄U (d) (2) (a), (b) •ÊÒ⁄U (c) (3) (b), (c) •ÊÒ⁄U (d) (4) (a), (c) •ÊÒ⁄U (d)

39. ‚◊Í„ ¬⁄UÊ◊‡Ê¸ ◊¥, ‚◊Í„ Áfl∑§Ê‚ ∑§ ø⁄UáÊ ∑§ ‚„Ë ∑˝§◊ ÄÿÊ „Ò?(a) ÁflœÊŸ (b) ªÒ⁄UÁflœÊŸ (c) Áfl‹Ê¬(d) •Ê∑˝§◊∑§ÃÊ (e) ÁŸc¬ÊŒŸ∑Í§≈U —(1) (b) → (c) → (a) → (e) → (d) (2) (a) → (d) → (b) → (e) → (c)(3) (a) → (c) → (e) → (b) → (d) (4) (d) → (a) → (b) → (c) → (e)

40. ÁŸêŸÁ‹ÁπÃ ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏U∞ ÃÕÊ ŸËø ÁŒ∞ ª∞ ∑Í§≈U ∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —•Á÷∑§ÕŸ (A) : ¬˝øÊ‹Ÿ ¬Ífl¸ •flSÕÊ ∑§Ê ’ìÊÊ ‚Á∑˝§ÿÊ ∑§⁄UŸ ◊¥ •ˇÊ◊ „Ò–Ã∑¸§ (R) : ¬˝øÊ‹Ÿ ¬Ífl¸ •flSÕÊ ∑§Ê ’ìÊÊ ◊ÊŸÁ‚∑§ ÃÊÒ⁄U ¬⁄U ÉÊ≈UŸÊ∑˝§◊ ∑§Ê ©à∑˝§◊áÊ ∑˝§◊ ◊¥ ¬ÈŸ√ÿ¸flÁSÕÃ

Ÿ„Ë¥ ∑§⁄U ‚∑§ÃÊ „Ò–∑Í§≈U —(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ÃÕÊ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–(2) (A) •ÊÒ⁄UU (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄UãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–



Assertion (A) : For extraversion, monozygotic twins correlated more than the dizygotictwins.

Reason (R) : Extraversion has genetic basis.

Code :


(2) Both (A) and (R) are true, but (R) is not the correct Explanation of (A).



42. During autobiographical recall, we often reveal a __________, as a consequence, our memoryof the past may be __________.

(1) inconsistency bias; distorted (2) consistency bias; distorted

(3) inconsistency bias; enhanced (4) consistency bias; enhanced

43. Persons with a leison at the ventromedial nucleus are likely to :

(1) Overeat (2) Undereat

(3) Eat normally (4) Eat normally or undereat

44. The percepts are based on :

(a) What we sense (b) What we know

(c) What we infer (d) What we conform

Code :




41. ÁŸêŸÁ‹ÁπÃ ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —

•Á÷∑§ÕŸ (A) : ’Á„◊È¸πÃÊ ∑§ Á‹∞ ∞∑§ ÿÈÇ◊Ÿ¡ ÿÈÇ◊, ÁmÿÈÇ◊Ÿ¡ ÿÈÇ◊Ê¥ ∑§Ë ÃÈ‹ŸÊ ◊¥ •Áœ∑§ ‚„-‚¥’¥ÁœÃ „ÊÃ„Ò¥–

Ã∑¸§ (R) : ’Á„◊È¸πÃÊ ∑§Ê •ÊŸÈfl¥Á‡Ê∑§ •ÊœÊ⁄U „ÊÃÊ „Ò–

∑Í§≈U —

(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–


(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–

(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–

42. •Êà◊∑§ÕÊà◊∑§ ¬ÈŸ—S◊⁄UáÊ, ∑§ ŒÊÒ⁄UÊŸ, „◊ ¬˝Êÿ— __________ ∑§Ê ¬˝∑§≈U ∑§⁄UÃ „Ò, »§‹SflM§¬, •ÃËÃ ∑§ ’Ê⁄U ◊¥ „◊Ê⁄UËS◊ÎÁÃ __________ „Ê ‚∑§ÃË „Ò–

(1) •‚¥ªÃÃÊ ¬ÍflÊ¸ª˝„ ; ÁflM§Á¬Ã (2) ‚¥ªÃÃÊ ¬ÍflÊ¸ª˝„ ; ÁflM§Á¬Ã

(3) •‚¥ªÃÃÊ ¬ÍflÊ¸ª˝„ ; flÁœ¸Ã (4) ‚¥ªÃÃÊ ¬ÍflÊ¸ª˝„ ; flÁœ¸Ã

43. flã≈˛UÊ◊Á«Uÿ‹ ∑§ãŒ˝∑§ ¬⁄U »§Ê«∏Ê-»¥È§‚Ë flÊ‹ ‹ÊªÊ¥ mÊ⁄UÊ Á∑§‚∑§Ë ‚¥÷ÊflŸÊ „ÊÃË „Ò?

(1) •Áœ∑§ πÊŸÊ (2) ∑§◊ πÊŸÊ

(3) ‚Ê◊Êãÿ M§¬ ‚ πÊŸÊ (4) ‚Ê◊Êãÿ M§¬ ‚ ÿÊ ∑§◊ πÊŸÊ

44. ¬˝àÿˇÊ Á∑§‚ ¬⁄U •ÊœÊÁ⁄UÃ „ÊÃÊ „Ò¥?

(a) „◊ ¡Ê ◊„‚Í‚ ∑§⁄UÃ „Ò¥ (b) „◊ ¡Ê ¡ÊŸÃ „Ò¥

(c) „◊ ¡Ê ÁŸc∑§·¸ ÁŸ∑§Ê‹Ã „Ò¥ (d) „◊ Á¡‚ ¬˝ÕÊ ∑§Ê ¬Ê‹Ÿ ∑§⁄UÃ „Ò¥

∑Í§≈U —

(1) ∑§fl‹ (a) •ÊÒ⁄U (b) (2) ∑§fl‹ (b) •ÊÒ⁄U (c)




List - I List - II


(a) Phrenology (i) Field that locates areas of the brain responsible for specificaspects of emotional and behaviour functioning.

(b) Selective Breeding (ii) An approach to establish genetic - behaviour relationshipthrough mating of successive generations with a particulartrait.

(c) Plasticity (iii) Ability of parts of neurobiological system to changetemporarily and for extended period time.

(d) Twin studies (iv) An approach to establish of genetic - behaviourrelationship through the comparison degree of similarityamong identical twins, fraternal twins, and non-twinssiblings.

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (ii) (i) (iv) (iii)

(3) (iii) (iv) (i) (ii)

(4) (iv) (iii) (ii) (i)

Instructions for Questions 46 to 50.

Read the following paragraph and answer the five questions which follow :

A researcher in experimental psychology hypothesized that a particular ‘Reward System’for fast reactions would improve the reaction time. To verify this hypothesis, he selected fortysubjects in the age range of 25 to 35 years from an organization. Following the standard reactiontime experiment, he measured the simple reaction time without the reward system. While takingeach trial in the experiment, the time-interval between the ready signal and the onset of stimuluswas randomly varied between two to five seconds. In the second part of the experiment, thereward system was introduced and the simple reaction time was measured again for the samesubjects. The mean reaction time before the introduction of reward system was 210 millisecondsand the mean reaction time after the introduction of reward system was 250 milliseconds. Thedifference between the two means was statistically significant at .01 level.

46. In the above study, the researcher’s hypothesis is :

(1) Correlational hypothesis (2) Directional hypothesis

(3) Non-directional hypothesis (4) Null hypothesis




(•flœÊ⁄UáÊÊ) (√ÿÊÅÿÊ)

(a) ∑§¬Ê‹ ÁflôÊÊŸ (i) fl„ •äÿÿŸ ˇÊòÊ, Á¡‚◊¥ ◊ÁSÃc∑§ ∑§ ©Ÿ ÁflÁ÷ÛÊ ˇÊòÊÊ¥ ∑§Ê SÕÊŸË∑§⁄UáÊÁ∑§ÿÊ ¡ÊÃÊ „Ò, ¡Ê ‚¥flªÊ¥ •ÊÒ⁄U √ÿfl„Ê⁄U Á∑˝§ÿÊà◊∑§ÃÊ ∑§ ÁflÁ÷ÛÊ ¬„‹È•Ê¥ ∑§Á‹∞ Á¡ê◊flÊ⁄U „Ò¥–

(b) øÿŸÊà◊∑§ ¬˝¡ŸŸ (ii) ∞∑§ ©¬Êª◊, Á¡‚∑§ •¥Ãª¸Ã ∞∑§ Áfl‡Ê· ‡ÊË‹ ªÈáÊ flÊ‹ √ÿÁÄÃÿÊ¥ ∑§ ’Ëø¬˝¡ŸŸ ∑§⁄UflÊ ∑§⁄U •ÊŸÈfl¥Á‡Ê∑§ •ÊÒ⁄U √ÿfl„Ê⁄U ∑§ ’Ëø ‚¥’¥œ ∑§Ê •äÿÿŸÁ∑§ÿÊ ¡ÊÃÊ „Ò–

(c) ‚ÈÉÊ≈˜UÿÃÊ (iii) SŸÊÿÈÁÿ∑§ •Ê¥Áª∑§ Ã¥òÊ ∑§Ë ˇÊÁáÊ∑§ •ÊÒ⁄U ‹¥’ ‚◊ÿ ∑§ Á‹∞ ¬Á⁄UflÃ¸Ÿ‡ÊË‹ÃÊ∑§Ë ÿÊÇÿÃÊ–

(d) ÿ◊¡ •äÿÿŸ (iv) •ÊŸÈfl¥Á‡Ê∑§ √ÿfl„Ê⁄U ‚¥’¥œ ∑§ •äÿÿŸ ∑§Ê ©¬Êª◊, Á¡‚◊¥ ‚◊M§¬ ÿ◊¡,ÁflM§¬ ÿ◊¡ •ÊÒ⁄U ÷Êß¸-’„ŸÊ¥ ∑§ ’Ëø ‚◊ÊŸÃÊ ÃÕÊ ©Ÿ∑§Ë ÃÈ‹ŸÊ ∑§Ë¡ÊÃË „Ò–

∑Í§≈U —

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (ii) (i) (iv) (iii)

(3) (iii) (iv) (i) (ii)

(4) (iv) (iii) (ii) (i)

ÁŸêŸÁ‹ÁπÃ ¬Á⁄Uë¿UŒ ∑§Ê ¬Á…∏∞ •ÊÒ⁄U ŸËø ÁŒ∞ ¬Ê°ø ¬˝‡ŸÊ¥ 46 ‚ 50 ∑§Ê ©ûÊ⁄U ŒËÁ¡∞ —

¬˝ÊÿÊÁª∑§ ◊ŸÊÁflôÊÊŸ ∑§ ‡ÊÊœ∑§ûÊÊ¸ ¬˝ÊÄ∑§À¬ŸÊ ∑§⁄UÃ „Ò¥ Á∑§ àflÁ⁄UÃ ¬˝ÁÃÁ∑˝§ÿÊ•Ê¥ ∑§ Á‹∞ ∞∑§ Áfl‡Ê· ¬ÊÁ⁄UÃÊÁ·∑§ ¬˝áÊÊ‹Ë¬˝ÁÃÁ∑˝§ÿÊ ∑§Ê‹ ∑§Ê ‚ÈœÊ⁄U ŒªË– ß‚ ¬˝ÊÄ∑§À¬ŸÊ ∑§Ê ‚àÿÊ¬Ÿ ∑§⁄UŸ ∑§ Á‹∞, ©ã„Ê¥Ÿ ∞∑§ ‚¥ª∆UŸ ‚ 25 ‚ 35 fl·¸ ∑§ •ÊÿÈ‚Ë◊Ê ◊¥ øÊ‹Ë‚ Áfl·ÁÿÿÊ¥ ∑§Ê øÿŸ Á∑§ÿÊ– ◊ÊŸ∑§ ¬˝ÁÃÁ∑˝§ÿÊ ∑§Ê‹ ¬˝ÿÊª ∑§ ø‹Ã, ©ã„Ê¥Ÿ ’ªÒ⁄U ¬ÊÁ⁄UÃÊÁ·∑§ ¬˝áÊÊ‹Ë ∑§ ‚⁄U‹¬˝ÁÃÁ∑˝§ÿÊ ∑§Ê‹ ∑§Ê ◊Ê¬Ÿ Á∑§ÿÊ– ¬˝ÿÊª ◊¥ ¬˝àÿ∑§ ¬⁄UËˇÊáÊ ∑§Ê ‹Ã ‚◊ÿ, ÃÒÿÊ⁄U ‚¥∑§Ã •ÊÒ⁄U ‚¥flŒŸ ∑§ ¬˝Ê⁄Uê÷ ∑§ ’Ëø ‚◊ÿ•¥Ã⁄UÊ‹ ∑§Ê ÿÊŒÎÁë¿U∑§ M§¬ ‚ ŒÊ ‚ ¬Ê°ø ‚Ò∑§á«U Á÷ÛÊ ⁄UπÊ ªÿÊ– ¬˝ÿÊª ∑§ ŒÍ‚⁄U ÷Êª ◊¥, ¬ÊÁ⁄UÃÊÁ·∑§ ¬˝áÊÊ‹Ë ∑§Ê ¬˝ÿÊª Á∑§ÿÊªÿÊ •ÊÒ⁄U ©ã„Ë¥ Áfl·ÁÿÿÊ¥ ∑§ Á‹∞ ‚⁄U‹ ¬˝ÁÃÁ∑˝§ÿÊ ∑§Ê‹ Á»§⁄U ‚ ◊Ê¬Ê ªÿÊ– ¬ÊÁ⁄UÃÊÁ·∑§ ¬˝áÊÊ‹Ë ∑§Ê ©¬ÿÊª ∑§⁄UŸ ‚ ¬„‹•ÊÒ‚Ã ¬˝ÁÃÁ∑˝§ÿÊ ∑§Ê‹U 210 Á◊.‚Ò∑§á«U ÕÊ •ÊÒ⁄U ¬ÊÁ⁄UÃÊÁ·∑§ ¬˝áÊÊ‹Ë ∑§Ê ©¬ÿÊª ∑§⁄UŸ ∑§ ’ÊŒ •ÊÒ‚Ã ¬˝ÁÃÁ∑˝§ÿÊ ∑§Ê‹ 250

Á◊.‚Ò∑§á«U ÕÊ– ŒÊ •ÊÒ‚Ã ◊ÊŸÊ¥ ∑§ ’Ëø •ãÃ⁄U .01 SÃ⁄U ¬⁄U ‚Ê¥ÁÅÿ∑§Ëÿ M§¬ ‚ ‚ÊÕ¸∑§ ÕÊ–

46. ©¬ÿ¸ÈÄÃ •äÿÊÿŸ ◊¥, ‡ÊÊœ∑§ûÊÊ¸ ∑§Ë ¬˝ÊÄ∑§À¬ŸÊ ÄÿÊ „Ò?

(1) ‚„‚ê’ãœË ¬˝ÊÄ∑§À¬ŸÊ (2) ÁŸŒ¸‡ÊŸËÿ ¬˝ÊÄ∑§À¬ŸÊ

(3) •ÁŸŒ¸‡ÊŸËÿ ¬˝ÊÄ∑§À¬ŸÊ (4) ‡ÊÍãÿ ¬˝ÊÄ∑§À¬ŸÊ


47. Which of the following statistical techniques can be used for evaluating the meandifferences ?

(a) Independent samples t-test (b) Paired samples t-test

(c) Mann-Whitney U-test (d) Repeated measures ANOVA

Code :

(1) (b) only (2) (a) and (b) only

(3) (b) and (d) only (4) (a), (b) and (d) only

48. Which one of the following conclusions 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 hypothesis to verify the hypothesis.

49. Read each of the following statements - Assertion (A) and Reason (R); and indicate youranswer using codes given below :

Assertion (A) : In the above study, the foreperiods were randomly varied.

Reason (R) : Random variation of the foreperiods reduces the false reactions.

Code :





50. In this experiment, reaction time can be labelled as :

(a) Continuous variable (b) Dependent variable

(c) Stimulus variable (d) Behavioural variable

Code :

(1) (a) only (2) (a) and (b) only


51. In Vertebrates, myelin is produced in the brain and spinal cord by __________, and in rest ofnervous system by __________.

(1) Oligodendrocytes ; Schwann cells

(2) Schwann cells ; Oligodendrocytes

(3) Astrocytes ; Microglia

(4) Microglia ; Astrocytes


47. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ë ‚Ê¥ÁÅÿ∑§Ëÿ Ã∑§ŸË∑§ ∑§Ê •ÊÒ‚Ã •ãÃ⁄U ∑§Ê •Ê∑§‹Ÿ ∑§⁄UŸ ∑§ Á‹∞ ©¬ÿÊª Á∑§ÿÊ ¡Ê‚∑§ÃÊ „Ò?(a) SflÃãòÊ ¬˝ÁÃŒ‡Ê¸ t-¬⁄UËˇÊáÊ (b) ÿÈÁÇ◊Ã ¬˝ÁÃŒ‡Ê¸ t-¬⁄UËˇÊáÊ(c) ◊ÊŸ-Áfl≈UŸ U-¬⁄UËˇÊáÊ (d) ’Ê⁄Uê’Ê⁄U •ŸÊflÊ ∑§Ê ◊Ê¬∑Í§≈U —(1) ∑§fl‹ (b) (2) ∑§fl‹ (a) •ÊÒ⁄U (b)

(3) ∑§fl‹ (b) •ÊÒ⁄U (d) (4) ∑§fl‹ (a), (b) •ÊÒ⁄U (d)

48. ©¬ÿ¸ÈÄÃ •äÿÿŸ ∑§ •ÊœÊ⁄U ¬⁄U ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ê ÁŸc∑§·¸ ÁŸ∑§Ê‹Ê ¡Ê ‚∑§ÃÊ „Ò?(1) ‡ÊÊœ∑§ûÊÊ¸ ∑§Ë ¬˝ÊÄ∑§À¬ŸÊ ∑§Ê SflË∑§Ê⁄U ∑§⁄U Á‹ÿÊ ªÿÊ „Ò–(2) ‡ÊÊœ∑§ûÊÊ¸ ∑§Ë ¬˝ÊÄ∑§À¬ŸÊ ∑§Ê •SflË∑§Ê⁄U ∑§⁄U ÁŒÿÊ ªÿÊ „Ò–(3) ‡ÊÊœ∑§ûÊÊ¸ ∑§Ë ¬˝ÊÄ∑§À¬ŸÊ ∑§Ê •Ê¥Á‡Ê∑§ M§¬ ‚ SflË∑§Ê⁄U Á∑§ÿÊ „Ò–(4) ¬˝ÊÄ∑§À¬ŸÊ ∑§Ê ‚àÿÊ¬Ÿ ∑§⁄UŸ ∑§ Á‹∞ •¬ÿÊ¸åÃ ¬˝ÊÄ∑§À¬ŸÊ–

49. ÁŸêŸÁ‹ÁπÃ ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ ÃÕÊ ŸËø ÁŒ∞ ª∞ ∑Í§≈U ∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —•Á÷∑§ÕŸ (A) : ©¬ÿ¸ÈÄÃ •äÿÿŸ ◊¥, •ª˝ ∑§Ê‹Ê¥ ∑§Ê ÿÊŒÎÁë¿U∑§ M§¬ ‚ Á÷ÛÊ ⁄UπÊ ªÿÊ–Ã∑¸§ (R) : •ª˝ ∑§Ê‹Ê¥ ∑§Ë ÿÊŒÎÁë¿U∑§ ÁflÁ÷ÛÊÃÊ ∑Î§ÁòÊ◊ ¬˝ÁÃÁ∑˝§ÿÊ•Ê¥ ∑§Ê ÉÊ≈UÊ ŒÃË „Ò–∑Í§≈U —(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ÃÕÊ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄UãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–

50. ß‚ ¬˝ÿÊª ◊¥, ¬˝ÁÃÁ∑˝§ÿÊ ∑§Ê‹ ∑§Ê ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ÄÿÊ ŸÊ◊ ÁŒÿÊ ¡Ê ‚∑§ÃÊ „Ò?(a) ‚ÃÃ ø⁄U (b) •ÊÁüÊÃ ø⁄U(c) ©gË¬Ÿ ø⁄U (d) √ÿfl„Ê⁄U¬⁄U∑§ ø⁄U∑Í§≈U —(1) ∑§fl‹ (a) (2) ∑§fl‹ (a) •ÊÒ⁄U (b)


51. fl⁄UÁ≈’˝≈U ◊¥, ◊ÁSÃc∑§ •ÊÒ⁄U ⁄UË…∏ ∑§Ë „aË ◊¥ __________ mÊ⁄UÊ ◊ÊßÁ‹Ÿ ©à¬ÛÊ „ÊÃË „Ò •ÊÒ⁄U ‡Ê· Ã¥ÁòÊ∑§Ê Ã¥òÊ ◊¥__________ mÊ⁄UÊ ©à¬ÛÊ „ÊÃË „Ò–(1) •Ê‹ËªÊ«¥U«˛UÊ‚Êß≈˜U‚ ; ‡flÊŸ ∑§ÊÁ‡Ê∑§Ê∞°(2) ‡flÊŸ ∑§ÊÁ‡Ê∑§Ê∞° ; •Ê‹ËªÊ«¥U«˛UÊ‚Êß≈˜U‚(3) ∞S≈˛UÊ‚Êß≈˜U‚ ; ◊Êß∑˝§ÊÁÇ‹•Ê(4) ◊Êß∑˝§ÊÁÇ‹•Ê ; ∞S≈˛UÊ‚Êß≈˜U‚



Assertion (A) : Algorithm is a logical rule that guarantees solving a particular problem.

Reason (R) : One can find the solution even to complex problems by following step bystep procedure.

Code :






List - I List - II

(Personality tests) (Dimensions covered)

(a) EPQ-R (i) Need for power

(b) NEO-PI-3 (ii) Psychoticism

(c) TAT (iii) Anxiety as a state

(d) STAI (iv) Openness to experience

Code :

(a) (b) (c) (d)

(1) (ii) (iv) (i) (iii)

(2) (iv) (ii) (i) (iii)

(3) (ii) (iv) (iii) (i)

(4) (i) (iv) (iii) (ii)

54. The basic speech sounds are called __________ ; and the meaningful smallest units of speechare called __________.

(1) Phonemes ; Fixation (2) Phonemes ; Lexigram

(3) Morphemes ; Phonemes (4) Phonemes ; Morphemes

55. Which of the following concept/s is/are not found in Freudian Psychoanalysis ?

(a) Unconscious motivation (b) Collective unconscious

(c) Striving for superiority (d) Instincts

Code :


(3) (c) and (d) only (4) (a), (b) and (d) only


52. ÁŸêŸÁ‹ÁπÃ ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —

•Á÷∑§ÕŸ (A) : ∞ÀªÊÁ⁄Uâ◊ ∞∑§ ÃÊÁ∑¸§∑§ ÁŸÿ◊ „Ò ¡Ê ∞∑§ Áfl‡Ê· ‚◊SÿÊ ∑§ ‚◊ÊœÊŸ ∑§Ë ªÊ⁄¥U≈UË ŒÃÊ „Ò–

Ã∑¸§ (R) : ∞∑§ √ÿÁÄÃ ∑§Œ◊-Œ⁄U-∑§Œ◊ ∑§Êÿ¸ÁflÁœ ∑§Ê ¬Ê‹Ÿ ∑§⁄U∑§ ¡Á≈U‹ ‚◊SÿÊ•Ê¥ ∑§Ê ‚◊ÊœÊŸ ÷Ë¬˝ÊåÃ ∑§⁄U ‚∑§ÃÊ „Ò–

∑Í§≈U —



(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–

(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–



(√ÿÁÄÃàfl ¬⁄UËˇÊáÊ) (•ÊÿÊ◊ ◊Ê¬Ÿ)

(a) EPQ-R (i) ‡ÊÁÄÃ •Êfl‡ÿ∑§ÃÊ

(b) NEO-PI-3 (ii) ◊ŸÊÁflÁŒ‹ÃÊflÊŒ

(c) TAT (iii) Áø¥ÃÊ ∑§Ë •flSÕÊ

(d) STAI (iv) •ŸÈ÷fl ∑§Ê πÈ‹Ê¬Ÿ

∑Í§≈U —(a) (b) (c) (d)

(1) (ii) (iv) (i) (iii)

(2) (iv) (ii) (i) (iii)

(3) (ii) (iv) (iii) (i)

(4) (i) (iv) (iii) (ii)

54. ◊Í‹÷ÍÃ flÊ∑˜§ äflÁŸÿÊ° __________ ∑§„‹ÊÃË „Ò¥ •ÊÒ⁄U flÊ∑˜§ ∑§Ë ‚ÊÕ¸∑§ ‹ÉÊÈÃ◊ ß∑§Êß¸ÿÊ° __________ ∑§„‹ÊÃË „Ò¥–

(1) SflÁŸ◊; ÁŸœÊ¸⁄UáÊ (2) SflÁŸ◊; ‹ÁÄ‚ª˝Ê◊

(3) M§Á¬◊; SflÁŸ◊ (4) SflÁŸ◊; M§Á¬◊

55. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ë •flœÊ⁄UáÊÊ∞¥ »˝§Êÿ«U ∑§ ◊ŸÊ-Áfl‡‹·áÊ ◊¥ Ÿ„Ë¥ ¬Êß¸ ¡ÊÃË „Ò¥?

(a) •øÃŸ •Á÷¬˝⁄UáÊÊ (b) ‚Ê◊ÍÁ„∑§ •øÃŸ

(c) üÊc∆UÃÊ ∑§ Á‹∞ ‚¥ÉÊ·¸ (d) ◊Í‹ ¬˝flÎÁûÊÿÊ°

∑Í§≈U —

(1) ∑§fl‹ (a) •ÊÒ⁄U (b) (2) ∑§fl‹ (b) •ÊÒ⁄U (c)

(3) ∑§fl‹ (c) •ÊÒ⁄U (d) (4) ∑§fl‹ (a), (b) •ÊÒ⁄U (d)


56. Tests of declarative memory are termed as __________ tests, whereas tests of non-declarativememory are termed as __________ tests.

(1) Long-term memory ; explicit memory

(2) Short-term memory ; implicit memory

(3) Implicit memory ; explicit memory

(4) Explicit memory ; implicit memory

57. Which method is used for memorising a poem ?

(1) Massed practice (2) Distributed practice

(3) Serial memorising (4) Syntactic memorising

58. __________ makes neurons stand out visibly depicting which neurons are active ; whereas__________ uses antibodies attached to a dye to identify cellular components such as receptors,neurotransmitters, or enzymes.

(1) Immunocytochemistry ; Autoradiography

(2) Autoradiography ; Immunocytochemistry

(3) Myelin staining ; Nissl Staining

(4) Nissl Staining ; Myelin Staining

59. Which of the following are predictors of good prognosis in Schizophrenia.

(a) Positive symptoms (b) Late onset

(c) Acute onset (d) No precipitating factors

Code :

(1) (a), (b) and (c) are correct ; (d) is incorrect

(2) (b), (c) and (d) are correct ; (a) is incorrect

(3) (c), (d) and (b) are correct ; (a) is incorrect

(4) (a), (c) and (d) are correct ; (b) is incorrect

60. The body’s response to danger is triggered by the release of __________ by the __________glands.

(1) Acetylcholine ; adrenal

(2) Epinephrine and norepinephrine; adrenal

(3) Acetylcholine ; pituitary

(4) Epinephrine and norepinephrine; pituitary


56. ÉÊÊ·áÊÊà◊∑§ S◊ÎÁÃ ∑§ ◊Ê¬Ê¥ ∑§Ê __________ ¡ÊŸÊ ¡ÊÃÊ „Ò, ¡’Á∑§ •ÉÊÊ·áÊÊà◊∑§ S◊ÎÁÃ ∑§ ◊Ê¬Ê¥ ∑§Ê __________

¡ÊŸÊ ¡ÊÃÊ „Ò–

(1) ŒËÉÊ¸∑§ÊÁ‹∑§ S◊ÎÁÃ; ‚È√ÿÄÃ S◊ÎÁÃ

(2) •À¬∑§ÊÁ‹∑§ S◊ÎÁÃ; •¥ÃÁŸ¸Á„Ã S◊ÎÁÃ

(3) •¥ÃÁŸ¸Á„Ã S◊ÎÁÃ; ‚È√ÿÄÃ S◊ÎÁÃ

(4) ‚È√ÿÄÃ S◊ÎÁÃ; •¥ÃÁŸ¸Á„Ã S◊ÎÁÃ

57. ∑§ÁflÃÊ ∑§Ê ∑¥§∆USÕ ∑§⁄UŸ ◊¥ S◊ÎÁÃ ∑§Ë Á∑§‚ ÁflÁœ ∑§Ê ©¬ÿÊª Á∑§ÿÊ ¡ÊÃÊ „Ò?

(1) ¬È¥Á¡ÿ (◊ÊS«U) •èÿÊ‚ (2) ÁflÃÁ⁄UÃ •èÿÊ‚

(3) ∑˝§Á◊∑§ ∑¥§∆USÕÃÊ (4) flÊÄÿÊà◊∑§ ∑¥§∆USÕÃÊ

58. __________ ãÿÍ⁄UÊŸ˜‚ ∑§Ê ŒÎÁc≈UªÃ M§¬ ‚ •‹ª ∑§⁄U ŒÃÊ „Ò ¡Ê ÁŸM§Á¬Ã ∑§⁄UÃÊ „Ò Á∑§ ∑§ÊÒŸ-‚ ãÿÍ⁄UÊŸ˜‚ ‚Á∑˝§ÿ „Ò;¡’Á∑§ __________ ∑§ÊÁ‡Ê∑§Ëÿ •flÿflÊ¥ ∑§Ë ¬„øÊŸ ∑§⁄UŸ ∑§ Á‹∞ ⁄¥U¡∑§ ‚ Áø¬∑§ ¬˝ÁÃ⁄UÁˇÊÿÊ¥ ∑§Ê ©¬ÿÊª ∑§⁄UÃÊ „Ò¡Ò‚ ‚¥ª˝Ê„∑§, Ã¥ÁòÊ∑§Ê‚¥øÊ⁄U∑§, •ÕflÊ ∞Ÿ¡Êß◊–

(1) ßêÿÍŸÊ‚Êß≈UÊ∑Ò§Á◊S≈˛UË; •ÊÚ≈UÊ⁄UÁ«UÿÊª˝Ê»§Ë

(2) •ÊÚ≈UÊ⁄UÁ«UÿÊª˝Ê»§Ë; ßêÿÍŸÊ‚Êß≈UÊ∑Ò§Á◊S≈˛UË

(3) ◊ÊßÁ‹Ÿ S≈UÁŸ¥ª; ÁŸ‚‹ S≈UÁŸ¥ª

(4) ÁŸ‚‹ S≈UÁŸ¥ª; ◊ÊßÁ‹Ÿ S≈UÁŸ¥ª

59. Á‚¡Ê»˝§ÁŸÿÊ ◊¥ ÁøÁ∑§à‚Ëÿ ‚ê÷ÊflŸÊ ∑§ ÁŸêŸ ◊¥ ‚ ∑§ÊÒŸ ‚ ¬ÍflÊ¸ŸÈ◊ÊŸ∑§ „Ò¥?

(a) ‚∑§Ê⁄UÊà◊∑§ ‚¥‹ˇÊáÊ (b) Áfl‹ê’ ©à¬ÁûÊ

(c) ÃËfl˝ ©à¬ÁûÊ (d) ∑§Êß¸ flÃ¸◊ÊŸ ‚ê’ÁœÃ ∑§Ê⁄U∑§ Ÿ„Ë¥

∑Í§≈U —

(1) (a), (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥, (d) ª‹Ã „Ò–

(2) (b), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥, (a) ª‹Ã „Ò–

(3) (c), (d) •ÊÒ⁄U (b) ‚„Ë „Ò¥, (a) ª‹Ã „Ò–

(4) (a), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥, (b) ª‹Ã „Ò–

60. πÃ⁄U ∑§ ¬˝ÁÃ ‡Ê⁄UË⁄U ∑§Ë ¬˝ÁÃÁ∑˝§ÿÊ ª˝¥ÁÕÿÊ¥ ∑§ Á∑§Ÿ dÊflÊ¥ ∑§ mÊ⁄UÊ ©à¬ÛÊ „ÊÃË „Ò —

(1) ∞Á‚Á≈U‹∑§ÊÁ‹Ÿ, •ÁœflÎÄ∑§

(2) ∞Á¬ÁŸ»˝§ÊßŸ •ÊÒ⁄U ŸÊÚ⁄U¬Ÿ»˝§ÊßŸ, •ÁœflÎÄ∑§

(3) ∞Á‚Á≈U‹∑§ÊÁ‹Ÿ, ¬ËÿÍÁ·∑§Ê

(4) ∞Á¬ÁŸ»˝§ÊßŸ •ÊÒ⁄U ŸÊÚ⁄U¬Ÿ»˝§ÊßŸ, ¬ËÿÍÁ·∑§Ê


61. Which of the following is the characteristic of Mastery-Oriented Students ?

(1) They see ability as improvable.

(2) They feel competent when they succeed.

(3) They feel worthless when they fail.

(4) They set unrealistically high goals.

62. A child’s cognitive transition from external influences to internal thoughts occurs in fourstages. What is the correct order of this transition ?

(a) Naive Stage (b) Natural / Primitive Stage

(c) Ego-centric speech Stage (d) Ingrowth Stage

Code :

(1) (a) → (b) → (c) → (d) (2) (b) → (a) → (c) → (d)

(3) (a) → (b) → (d) → (c) (4) (b) → (a) → (d) → (c)


List - I List - II

(Psychologist) (Concept)

(a) Bruner (i) Conservation

(b) Vygotsky (ii) Iconic mode of representation

(c) Sternberg (iii) Scaffolding

(d) Piaget (iv) Componential Analysis

Code :

(a) (b) (c) (d)

(1) (ii) (iii) (iv) (i)

(2) (iv) (ii) (iii) (i)

(3) (ii) (iii) (i) (iv)

(4) (iii) (ii) (iv) (i)

64. Which of the following issues are addressed in the field of Personality Psychology :

(a) Human Universals (b) Individual Differences

(c) Uniqueness (d) Modification of Behaviour

Code :

(1) (a) and (b) Only (2) (b) and (c) Only

(3) (a), (b) and (c) Only (4) (b), (c) and (d) Only


61. ““‚fl¸ôÊÊŸ-©ã◊Èπ ÁfllÊÕË¸”” ∑§Ë ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ë Áfl‡Ê·ÃÊ∞° „Ò —

(1) ©Ÿ◊¥ ‚ÈœÊ⁄U ∑§Ë ˇÊ◊ÃÊ ÁŒπŸË øÊÁ„∞–

(2) ©Ÿ◊¥ ‚◊Õ¸ÃÊ ∑§Ë ÷ÊflŸÊ, ‚»§‹ÃÊ Á◊‹Ÿ ¬⁄U •ŸÈ÷fl ∑§Ë ¡ÊŸË øÊÁ„∞–

(3) •‚»§‹ „ÊŸ ¬⁄U ©Ÿ◊¥ ◊ÍÀÿ-„ËŸÃÊ ∑§Ê •ŸÈ÷fl „ÊŸÊ øÊÁ„∞–

(4) ©Ÿ◊¥ •flÊSÃÁfl∑§ ©ìÊ ◊ÊŸŒá«U SÕÊÁ¬Ã ∑§⁄UŸ ∑§Ë ˇÊ◊ÃÊ „Ê–

62. Á∑§‚Ë ’ìÊ ∑§ ôÊÊŸ ∑§Ê ’Ês ¬˝÷Êfl ‚ •ÊãÃÁ⁄U∑§ ÁfløÊ⁄UÊ¥ ◊¥ ¬Ê⁄Uª◊Ÿ ∑§ Á‹∞ øÊ⁄U ø⁄UáÊ „ÊÃ „Ò ß‚ ¬Ê⁄Uª◊Ÿ ∑§ ‚„Ë ∑˝§◊ÄÿÊ „Ò?

(a) •ÊÁŒ◊ ø⁄UáÊ (b) ‚„¡/•ÁŒ◊ÊŸfl ø⁄UáÊ

(c) •Êà◊∑¥§ÁŒ˝Ã flÊ∑˜§ ø⁄UáÊ (d) ‚¥flÎÁh ø⁄UáÊ

∑Í§≈U —(1) (a) → (b) → (c) → (d) (2) (b) → (a) → (c) → (d)

(3) (a) → (b) → (d) → (c) (4) (b) → (a) → (d) → (c)



(◊ŸÊflÒôÊÊÁŸ∑§) (•flœÊ⁄UáÊÊ)

(a) ’˝ÍŸ⁄U (i) M§Á…∏ÃÊ

(b) flÊßªÊ≈˜US∑§Ë (ii) ¬˝ÁÃÁŸÁœàfl ∑§Ê M§¬∑§ ÁflÁœ

(c) S≈UŸ¸’ª¸ (iii) S∑Ò§»§ÊÀ«UË¥ª

(d) Á¬ÿÊ¡ (iv) ‚¥ÉÊ≈U∑§Ëÿ Áfl‡‹·áÊ

∑Í§≈U —(a) (b) (c) (d)

(1) (ii) (iii) (iv) (i)

(2) (iv) (ii) (iii) (i)

(3) (ii) (iii) (i) (iv)

(4) (iii) (ii) (iv) (i)

64. √ÿÁÄÃàfl ◊ŸÊÁflôÊÊŸ ∑§ ˇÊòÊ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ Á∑§‚ Áfl·ÿÊ¥ ∑§Ê ÁŸ⁄UÊ∑§⁄UáÊ Á∑§ÿÊ ¡ÊÃÊ „Ò?

(a) ◊ÊŸfl ‚◊Ác≈Uÿ (b) √ÿÁÄÃ∑§ Á÷ÛÊÃÊ

(c) •ÁmÃËÿÃÊ (d) √ÿfl„Ê⁄U ∑§Ê ‚¥‡ÊÊœŸ

∑Í§≈U —

(1) ∑§fl‹ (a) •ÊÒ⁄U (b) (2) ∑§fl‹ (b) •ÊÒ⁄U (c)

(3) ∑§fl‹ (a), (b) •ÊÒ⁄U (c) (4) ∑§fl‹ (b), (c) •ÊÒ⁄U (d)



List - I List - II

(Psychologist) (Concept)

(a) Thorndike (i) Equipotentiality premise

(b) Pavlov (ii) Cortical Mosaic

(c) Wertheimer (iii) Neural Bond

(d) Seligman (iv) Isomorphism

Code :

(a) (b) (c) (d)

(1) (i) (iv) (iii) (ii)

(2) (ii) (iii) (iv) (i)

(3) (iii) (ii) (iv) (i)

(4) (iv) (i) (ii) (iii)

66. In case of visual stimulus “Where” pathways in the brain are mainly responsible forprocessing :

(a) Location (b) Colour (c) Motion (d) Shape

Code :


(3) (c) and (d) only (4) (a) and (c) only

67. Which of the following sequences describes the Cranial Nerves in ascending order ?

(1) Optic → Trochlear → Abducens → Auditory - Vestibular → Vagus

(2) Trochlear → Optic → Auditory - Vestibular → Abducens → Vagus

(3) Optic → Abducens → Trochlear → Vagus → Auditory - Vestibular

(4) Abducens → Trochlear → Optic → Auditory - Vestibular → Vagus

68. Many psychologists played pivotal role in the emergence of the field of Social Psychology.Arrange them in correct chronological sequence.

(1) F. Allport; William McDougall; Kurt Lewin; Muzafer Sherif.

(2) Kurt Lewin; William McDougall; Muzafer Sherif; F. Allport.

(3) William McDougall; F. Allport; Kurt Lewin; Muzafer Sherif.

(4) F. Allport; William McDougall; Muzafer Sherif; Kurt Lewin.




(◊ŸÊÁflôÊÊŸË) (•flœÊ⁄UáÊÊ)

(a) ÕÊŸ¸«UÊß¸∑§ (i) ‚◊-‚Ê◊âÿ¸ ˇÊòÊ

(b) ¬Òfl‹ÊÚfl (ii) ∑§ÊÁ≈¸U∑§‹ ◊Ê$¡∑§

(c) fl⁄UŒÊß¸◊⁄U (iii) Ã¥ÁòÊ∑§Ê ’¥œ

(d) ‚Á‹ª◊ÒŸ (iv) ‚◊Ê∑§ÊÁ⁄U∑§ÃÊ

∑Í§≈U —(a) (b) (c) (d)

(1) (i) (iv) (iii) (ii)

(2) (ii) (iii) (iv) (i)

(3) (iii) (ii) (iv) (i)

(4) (iv) (i) (ii) (iii)

66. ŒÎÁc≈UªÃ ©gË¬Ÿ ∑§Ë ÁSÕÁÃ ◊¥, ““¡„Ê°”” ◊ÁSÃc∑§Ëÿ ◊Êª¸ ◊¥ ¬˝Á∑˝§ÿáÊ ∑§ Á‹∞ ◊ÈÅÿÃ— Á¡ê◊ŒÊ⁄U „Ò¥ —

(a) •flÁSÕÁÃ (b) ⁄¥Uª (c) ªÁÃ (d) •Ê∑Î§ÁÃ

∑Í§≈U —

(1) ∑§fl‹ (a) •ÊÒ⁄U (b) (2) ∑§fl‹ (b) •ÊÒ⁄U (c)

(3) ∑§fl‹ (c) •ÊÒ⁄U (d) (4) ∑§fl‹ (a) •ÊÒ⁄U (c)

67. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∞∑§ •ŸÈ∑˝§◊ ∑§¬Ê‹Ëÿ Ã¥ÁòÊ∑§Ê•Ê¥ ∑§Ê ’…∏Ã „È∞ ∑˝§◊ ◊¥ ¬Á⁄U÷ÊÁ·Ã ∑§⁄UÃÊ „Ò?

(1) øˇÊÈ → ø∑˝§∑§ → •¬flÃ¸∑§ → üÊfláÊ - ¬˝ÉÊÊáÊËÿ → flª‚

(2) ø∑˝§∑§ → øˇÊÈ → üÊfláÊ - ¬˝ÉÊÊáÊËÿ → •¬flÃ¸∑§ → flª‚

(3) øˇÊÈ → •¬flÃ¸∑§ → ø∑˝§∑§ → flª‚ → üÊfláÊ - ¬˝ÉÊÊáÊËÿ

(4) •¬flÃ¸∑§ → ø∑˝§∑§ → øˇÊÈ → üÊfláÊ - ¬˝ÉÊÊáÊËÿ → flª‚

68. ‚◊Ê¡-◊ŸÊÁflôÊÊŸ ∑§ ˇÊòÊ ◊¥ •ÊÁfl÷Ê¸fl ◊¥ ∑§ß¸ ◊ŸÊflÒôÊÊÁŸ∑§Ê¥ Ÿ •„◊ ÷ÍÁ◊∑§Ê ÁŸ÷Êß¸ „Ò– ©Ÿ flÒôÊÊÁŸ∑§Ê¥ ∑§Ê ©Ÿ∑§ÿÊªŒÊŸ ∑§ fl·¸ ∑§Ê ∑§Ê‹∑˝§◊ÊŸÈ‚Ê⁄U ∑˝§◊’h ∑§⁄¥U —

(1) ∞»§. •À»§Ê≈¸U; ÁflÁ‹ÿ◊ ◊Ò∑§«UÍª‹; ∑§≈¸U ‹ÁflŸ; ◊È$¡Ê»§⁄U ‡ÊÁ⁄U»§–

(2) ∑§≈¸U ‹ÁflŸ; ÁflÁ‹ÿ◊ ◊Ò∑§«ÍUª‹; ◊È$¡Ê»§⁄ ‡ÊÁ⁄U»§; ∞»§. •À¬Ê≈¸U–

(3) ÁflÁ‹ÿ◊ ◊Ò∑§«UÍª‹; ∞»§. •À»§Ê≈¸U; ◊È$¡Ê»§⁄ ‡ÊÁ⁄U»§; ∑§≈¸U ‹ÁflŸ–

(4) ∞»§. •À»§Ê≈¸U; ÁflÁ‹ÿ◊ ◊Ò∑§«ÍUª‹; ◊È$¡Ê»§⁄ ‡ÊÁ⁄U»§; ∑§≈¸U ‹ÁflŸ–


69. Kinship Selection Theory suggests that we help others who are related to us because thisincreases the likelihood that our __________ shall be __________ to future __________.

(1) Character; transferred; population

(2) Genes; transmitted; population.

(3) Genes; transmitted; generation.

(4) Genes; transferred; population.


Assertion (A) : Results of experimental studies of bilateral lesion effects are considered morepromising than those of unilateral lesions.

Reason (R) : Behaviour effects of bilateral lesions are milder than those of unilaterallesions.

Code :





71. Which of the following are the basic forms of intelligence in Triarchic Theory ?

(a) Dimensional (b) Componential (c) Contextual (d) Experiential

Code :


(3) (b), (c) and (d) only (4) (a), (c) and (d) only

72. In a single factor repeated measures design, the F-ratio, evaluating the effect of independentvariable (treatment) is evaluated as :

(1) MStreatment/MSsubjects

(2) MStreatment/MStreatment×subjects

(3) MStreatment/(MSsubjects)+(MStreatment×subjects)

(4) MStreatment/MStotal


69. ““Á∑§ŸÁ‡Ê¬ øÿŸ Á‚hÊãÃ”” ◊ÊŸÃÊ „Ò Á∑§ „◊¥ ŒÍ‚⁄UÊ¥ ∑§Ë ‚„ÊÿÃÊ ∑§⁄UŸË øÊÁ„∞ ¡Ê „◊‚ ‚¥’¥ÁœÃ „Ò ÄÿÊ¥Á∑§ ÿ„ ß‚‚¥÷ÊflŸÊ ∑§Ê ’…∏ÊÃÊ „Ò Á∑§ „◊Ê⁄U __________ ÷ÊflË __________ ◊¥ __________ „Ê¥ª–

(1) øÁ⁄UòÊ, •¥ÃÁ⁄UÃ, ¡Ÿ‚¥ÅÿÊ

(2) ¡ËŸ, ¬Ê⁄UªÁ◊Ã, ¡Ÿ‚¥ÅÿÊ

(3) ¡ËŸ, ¬Ê⁄UªÁ◊Ã, ¬Ë…∏Ë

(4) ¡ËŸ, SÕÊŸÊ¥ÃÁ⁄UÃ, ¡Ÿ‚¥ÅÿÊ


•Á÷∑§ÕŸ (A) : ∞∑§ ¬ÊÁ‡fl¸ÿ ÁflˇÊÁÃ ∑§Ë ÃÈ‹ŸÊ ◊¥ Ám¬ÊÁ‡fl¸ÿ ÁflˇÊÁÃ ¬˝÷ÊflÊ¥ ∑§ ¬˝ÊÿÊÁª∑§ •äÿÿŸÊ¥ ∑§ ¬Á⁄UáÊÊ◊íÿÊŒÊ ◊„àfl¬ÍáÊ¸ „Ò¥–

Ã∑¸§ (R) : ∞∑§ ¬ÊÁ‡fl¸ÿ ÁflˇÊÁÃ ∑§Ë ÃÈ‹ŸÊ ◊¥ Ám¬ÊÁ‡fl¸ÿ ÁflˇÊÁÃ ∑§ √ÿfl„Ê⁄U ¬⁄U∑§ ¬˝÷Êfl íÿÊŒÊ „À∑§ „ÊÃ „Ò¥–

∑Í§≈U —



(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–

(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–

71. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ÁòÊ◊ÈπËÿ Á‚hÊ¥Ã ◊¥ ’ÈÁh ∑§ ◊Í‹÷ÍÃ M§¬ „Ò¥?

(a) Áfl◊Ëÿ (b) •flÿflË (c) ‚Ê¥ŒÁ÷¸∑§ (d) •ŸÈ÷flÊà◊∑§

∑Í§≈U —


(3) ∑§fl‹ (b), (c) •ÊÒ⁄U (d) (4) ∑§fl‹ (a), (c) •ÊÒ⁄U (d)

72. ∞∑§‹ Ãâÿ ¬ÈŸ⁄UÊflÃË¸ ◊Ê¬ •Á÷∑§À¬ ◊¥, ∞»§. •ŸÈ¬ÊÃ, SflÃ¥òÊ ¬Á⁄UflÃË¸ (©¬ÊÿÊ¥) ∑§ ¬˝÷Êfl ∑§Ê ◊ÍÀÿÊ¥∑§Ÿ ÁŸêŸ ∑§ M§¬◊¥ Á∑§ÿÊ ¡ÊÃÊ „Ò —

(1) ∞◊.∞‚.©¬øÊ⁄U/∞◊.∞‚.Áfl·ÿË

(2) ∞◊.∞‚.©¬øÊ⁄U/∞◊.∞‚.©¬øÊ⁄U×Áfl·ÿË

(3) ∞◊.∞‚.©¬øÊ⁄U/(∞◊.∞‚.Áfl·ÿË)+(∞◊.∞‚.©¬øÊ⁄U×Áfl·ÿË)

(4) ∞◊.∞‚.©¬øÊ⁄U/∞◊.∞‚.‚ê¬ÍáÊ¸



List - I List - II

(Leadership style) (Description)

(a) Task Management (i) Less focus on both production and workers

(b) Team Management (ii) More Focus on both production and workers

(c) Impoverished Management (iii) Less focus on production but more on workers

(d) Country Club Management (iv) More focus on production but less on workers

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (iv) (iii) (ii) (i)

(3) (iii) (iv) (i) (ii)

(4) (iv) (ii) (i) (iii)


Assertion (A) : Behaviour therapy helps people to respond to life situations in the way theywould like to respond.

Reason (R) : Positive therapeutic relationship is a necessary but not sufficient conditionfor effective behaviour therapy.

Code :





75. Decentration and reversible thought processes are the characteristics of which of the followingstage ?

(1) Sensory - Motor (2) Pre - Operational

(3) Concrete - Operational (4) Formal Operations


73. ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ÁŸêŸÁ‹ÁπÃ ∑Í§≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚„Ë ©ûÊ⁄U ∑§Ê øÿŸ∑§ËÁ¡∞ —


(ŸÃÎàfl ‡ÊÒ‹Ë) (Áflfl⁄UáÊ)

(a) ∑Î§àÿ ¬˝’¥œŸ (i) ©à¬ÊŒŸ •ÊÒ⁄U ∑§Ê◊ªÊ⁄UÊ¥ ŒÊŸÊ¥ ¬⁄U ∑§◊ »§Ê∑§‚

(b) Œ‹ ¬˝’¥œŸ (ii) ∑§fl‹ ©à¬ÊŒŸ ∞fl¥ ∑§Ê◊ªÊ⁄UÊ¥ ŒÊŸÊ¥ ¬⁄ •Áœ∑§ »§Ê∑§‚

(c) ¬Á⁄UˇÊËáÊŸ ¬˝’¥œŸ (iii) ©à¬ÊŒŸ ¬⁄U ∑§◊, ‹Á∑§Ÿ ∑§Ê◊ªÊ⁄UÊ¥ ¬⁄U •Áœ∑§ »§Ê∑§‚

(d) Œ„ÊÃË Ä‹’ ¬˝’¥œŸ (iv) ©à¬ÊŒŸ ¬⁄U •Áœ∑§, ‹Á∑§Ÿ ∑§Ê◊ªÊ⁄UÊ¥ ¬⁄U ∑§◊ »§Ê∑§‚

∑Í§≈U —

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (iv) (iii) (ii) (i)

(3) (iii) (iv) (i) (ii)

(4) (iv) (ii) (i) (iii)


•Á÷∑§ÕŸ (A) : √ÿfl„Ê⁄UflÊŒË ÁøÁ∑§àSÿÊ √ÿÁÄÃ ∑§Ê ¡ËflŸ ∑§Ë ¬Á⁄UÁSÕÁÃÿÊ¥ ∑§ •ŸÈ‚Ê⁄U √ÿfl„Ê⁄U ∑§⁄UŸ ◊¥ ‚„ÊÿÃÊ∑§⁄UÃË „Ò ¡Ò‚Ê ∑§Ë √ÿÁÄÃ •¬Ÿ Á‹∞ √ÿfl„Ê⁄U ∑§Ê ¬‚¥Œ ∑§⁄UÃÊ „Ò–

Ã∑¸§ (R) : ‚∑§Ê⁄UÊà◊∑§ ‚ÒhÊÁãÃ∑§ ‚¥’¥œ •ÁŸflÊÿ¸ „Ò ‹Á∑§Ÿ ¬˝÷ÊflË √ÿfl„Ê⁄UflÊŒË ÁøÁ∑§àSÿÊ ∑§ Á‹∞ ¬ÿÊ¸åÃŸ„Ë¥ „Ò–

∑Í§≈U —



(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò¥–

(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–

75. Áfl∑§ãŒ˝áÊ ∞fl¥ ¬ÈŸ⁄UÊflÃË¸ Á‚hÊãÃ ¬˝Á∑˝§ÿÊ•Ê¥ ∑§Ë Áfl‡Ê·ÃÊ•Ê¥ ∑§ ÁŸêŸÁ‹ÁπÃ ø⁄UáÊ „Ò —

(1) ‚¥flŒË - ªàÿÊà◊∑§ (2) ¬Ífl¸-¬˝øÊ‹Ÿ

(3) ¬˝àÿˇÊ - ¬˝øÊ‹Ÿ (4) •ÊÒ¬øÊÁ⁄U∑§ ¬˝øÊ‹Ÿ


76. Match List - I with List - II and select the correct answer by choosing from codes givenbelow :

List - I List - II


(a) Central executive (i) Helps us in playing videogames, jigsaw puzzles, etc.

(b) Visuospatial sketchpad (ii) Helps us in solving new problems and plan futureactivities.

(c) Episodic buffer (iii) Helps us decide what to do next and what not todo.

(d) Phonological loop (iv) Helps us in reading and mathematical calculations.

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (iii) (i) (ii) (iv)

(3) (iv) (iii) (i) (ii)

(4) (ii) (iii) (iv) (i)

77. Read each of the following statements - Assertion (A) and Reason (R); and indicate youranswer using codes given below :

Assertion (A) : Working memory is like a workbench where material is constantly beinghandled, combined and transformed.

Reason (R) : Both new material and old material retrieved from long-term memory areheld in working memory.

Code :






Assertion (A) : Galton developed anthropometric tests of intelligence.

Reason (R) : Psychometric tests were low in reliability and validity.

Code :







(•flœÊ⁄UáÊÊ) (Áflfl⁄UáÊ)

(a) ∑§ãŒ˝Ëÿ ∑§Êÿ¸¬Ê‹∑§ (i) flËÁ«UÿÊ ª◊, Á¡ª‚ÊÚ ¬„‹Ë •ÊÁŒ π‹Ÿ ◊¥ „◊Ê⁄UË ◊ŒŒ ∑§⁄UÃÊ „Ò–(b) ŒÎ‡ÿ SÕÊÁŸ∑§ •Ê⁄UπËÿ¬Ò«U (ii) ŸflËŸ ‚◊SÿÊ•Ê¥ ∑§Ê „‹ ∑§⁄UŸ •ÊÒ⁄U ÷ÊflË ªÁÃÁflÁœÿÊ¥ ∑§Ê ÁŸÿÊÁ¡Ã

∑§⁄UŸ ◊¥ ◊ŒŒ ∑§⁄UÃÊ „Ò–(c) ©¬ÊÅÿÊà◊∑§ ’»§⁄U (iii) „◊ •Êª ÄÿÊ ∑§⁄¥U •ÊÒ⁄U ÄÿÊ Ÿ ∑§⁄UŸ, »Ò§‚‹Ê ∑§⁄UŸ ◊¥ „◊Ê⁄UË ◊ŒŒ

∑§⁄UÃÊ „Ò–(d) SflÁŸÁ◊∑§ ‹Í¬ (iv) ¬∆UŸ •ÊÒ⁄U ªÁáÊÃËÿ ¬Á⁄UªáÊŸÊ•Ê¥ ◊¥ „◊Ê⁄UË ◊ŒŒ ∑§⁄UÃÊ „Ò–∑Í§≈U —

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (iii) (i) (ii) (iv)

(3) (iv) (iii) (i) (ii)

(4) (ii) (iii) (iv) (i)

77. ÁŸêŸÁ‹ÁπÃ ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ ÃÕÊ ŸËø ÁŒ∞ ª∞ ∑Í§≈U ∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —•Á÷∑§ÕŸ (A) : ∑§Êÿ¸‡ÊË‹ S◊ÎÁÃ fl∑¸§’¥ø ∑§ ‚◊ÊŸ „Ò ¡„Ê° ‚Ê◊ª˝Ë ÁŸ⁄UãÃ⁄U ‚¥÷Ê‹Ë ¡ÊÃË „Ò, ‚¥ÿÊÁ¡Ã ∑§Ë ¡ÊÃË „Ò

•ÊÒ⁄U M§¬ÊãÃÁ⁄UÃ ∑§Ë ¡ÊÃË „Ò–Ã∑¸§ (R) : ŒËÉÊ¸∑§ÊÁ‹∑§ S◊ÎÁÃ ‚ ¬ÈŸ—¬˝ÊåÃ ŸflËŸ •ÊÒ⁄U ¬È⁄UÊŸË ‚Ê◊ª˝Ë ŒÊŸÊ¥ ∑§Êÿ¸‡ÊË‹ S◊ÎÁÃ ◊¥ ⁄UπË ¡ÊÃË „Ò¥–∑Í§≈U —

(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ÃÕÊ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄UãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–

78. ÁŸêŸÁ‹ÁπÃ ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏U∞ ÃÕÊ ŸËø ÁŒ∞ ª∞ ∑Í§≈U ∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —•Á÷∑§ÕŸ (A) : ªÊÀ≈UŸ Ÿ ’ÈÁh ∑§ ◊ÊŸflÁ◊ÃËÿ ¬⁄UËˇÊáÊÊ¥ ∑§Ê Áfl∑§Ê‚ Á∑§ÿÊ–Ã∑¸§ (R) : ◊ŸÊÁ◊ÃËÿ ¬⁄UËˇÊáÊ Áfl‡fl‚ŸËÿÃÊ •ÊÒ⁄U flÒlÃÊ ◊¥ ÁŸêŸ Õ–∑Í§≈U —

(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ÃÕÊ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄UãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–



Assertion (A) : Proprioceptive stimuli result from the firing of the kinesthetic receptors inthe muscles, joints and tendons of the body.

Reason (R) : A response is conditioned to the stimuli present prior to the ingestion of aprimary reinforcer.

Code :





80. Activation of anterior portions of both hemispheres is associated with the __________ ofemotions, while activation of the posterior portions of the hemispheres is associated with__________ .

(1) expressions; moods (2) valence; arousal

(3) intensity; expressions (4) arousal; valence

81. Signal detection theory identifies two distinct processes in sensory detection :

(a) sensory process (b) decision process

(c) motivational process (d) response bias

Code :

(1) (a) and (b) only (2) (c) and (d) only

(3) (a) and (c) only (4) (a) and (d) only


Assertion (A) : Visual Simple Reaction Time is more than Auditory Simple Reaction Time.

Reason (R) : Visual system involves more complex photochemical processes.

Code :







•Á÷∑§ÕŸ (A) : SflÁSÕÃËÿ ‚¥flŒŸ ‡Ê⁄UË⁄U ∑§Ë ◊Ê‚¬Á‡ÊÿÊ¥, ¡Ê«∏ •ÊÒ⁄U ∑¥§«U⁄UÊ•Ê¥ ◊¥ ªÁÃ‚¥flŒË ‚¥ª˝Ê„∑§Ê¥ ◊¥ ©ŒÊ‹Ÿ‚ ©à¬ÛÊ „ÊÃÊ „Ò–

Ã∑¸§ (R) : •ŸÈÁ∑˝§ÿÊ ¬˝ÊÕÁ◊∑§ ¬˝’‹∑§ ∑§ •¥Ã—ª˝„áÊ ‚ ¬Ífl¸ ©¬ÁSÕÃ ‚¥flŒŸ ‚ •ŸÈ∑Í§Á‹Ã „ÊÃË „Ò–

∑Í§≈U —



(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–

(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–

80. ŒÊŸÊ¥ ªÊ‹ÊœÊZ ∑§ ‚ê◊ÈπŸËÿ ÷ÊªÊ¥ ∑§Ë ©ûÊ¡Ÿ‡ÊË‹ÃÊ ‚¥flªÊ¥ ∑§ __________ ‚ ‚¥’ÁœÃ „Ò, ¡’Á∑§ ªÊ‹ÊœÊZ ∑§ ¬‡ÿ÷ÊªÊ¥ ∑§Ë ©ûÊ¡Ÿ‡ÊË‹ÃÊ __________ ‚ ‚¥’¥ÁœÃ „Ò–

(1) •Á÷√ÿÁÄÃÿÊ°; ◊Ÿ—ÁSÕÁÃÿÊ° (2) ∑§·¸áÊ ‡ÊÁÄÃ; ©Œ˜fl‹Ÿ

(3) ÃËfl˝ÃÊ; •Á÷√ÿÁÄÃÿÊ° (4) ©Œ˜fl‹Ÿ; ∑§·¸áÊ ‡ÊÁÄÃ

81. ‚¥∑§Ã ÷Ê°¬ Á‚hÊãÃ ‚¥flŒŸ ÷Ê°¬Ÿ ◊¥ ŒÊ •‹ª ¬˝Á∑˝§ÿÊ•Ê¥ ∑§Ë ¬„øÊŸ ∑§⁄UÃÊ „Ò —

(a) ‚¥flŒË ¬˝Á∑˝§ÿÊ (b) ÁŸáÊ¸ÿ ¬˝Á∑˝§ÿÊ

(c) •Á÷¬˝⁄UáÊ ¬˝Á∑˝§ÿÊ (d) •ŸÈÁ∑˝§ÿÊ •Á÷ŸÁÃ

∑Í§≈U —

(1) ∑§fl‹ (a) •ÊÒ⁄U (b) (2) U∑§fl‹ (c) •ÊÒ⁄U (d)

(3) ∑§fl‹ (a) •ÊÒ⁄U (c) (4) ∑§fl‹ (a) •ÊÒ⁄U (d)


•Á÷∑§ÕŸ (A) : ŒÎÁc≈UªÃ ‚⁄U‹ ¬˝ÁÃÁ∑˝§ÿÊ ∑§Ê‹ üÊfláÊ ‚⁄U‹ ¬˝ÁÃÁ∑˝§ÿÊ ∑§Ê‹ ‚ íÿÊŒÊ „ÊÃÊ „Ò–

Ã∑¸§ (R) : øÊˇÊÈ· Ã¥òÊ íÿÊŒÊ ¡Á≈U‹ ¬˝∑§Ê‡Ê ⁄UÊ‚ÊÿÁŸ∑§ ¬˝Á∑˝§ÿÊ•Ê¥ ‚ ¡È«∏Ê „Ò–

∑Í§≈U —



(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–

(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–


83. Creative thinking is different from routine problem solving in respect of :

(a) Fluency (b) Flexibility (c) Originality (d) Day dreaming

Code :

(1) (a) and (b) (2) (b) and (c) (3) (c) and (d) (4) (a), (b) and (c)

84. The Wechsler type deviation IQ of 115 corresponds to which value of percentile rank ?

(1) 68 (2) 84 (3) 90 (4) 9


List - I List - II

(Term) (Description)

(a) Conformity (i) Rules indicating how individuals are expected tobehave in a specific situation.

(b) Compliance (ii) Social influence involving direct request from other

(c) Social norms (iii) Social influence wherein individuals change their.attitude to go along with existing norms.

(d) Intense indoctorinization (iv) Process in which members of extreme group acceptthe beliefs and rules in unquestioning way.

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (ii) (iii) (iv) (i)

(3) (iii) (iv) (i) (ii)

(4) (iii) (iv) (ii) (i)

86. Spatial processing of location relies on :

(a) Dorsal pathway (b) Inferior temporal cortex

(c) Subcortical pathway (d) Ventral pathway

Code :

(1) (a) only (2) (d) only

(3) (b) and (c) only (4) (a) and (d) only


83. ‚Î¡Ÿ‡ÊË‹ Áø¥ÃŸ ‚◊SÿÊ ‚◊ÊœÊŸ ‚ Á∑§‚ ŒÎÁc≈U ‚ Á÷ÛÊ „Ò?

(a) ¬∆UŸ ¬˝flÊ„ (b) ‚ÈŸêÿÃÊ (c) ◊ÊÒÁ‹∑§ÃÊ (d) ÁŒflÊ SflåŸ ŒπŸÊ

∑Í§≈U —

(1) (a) •ÊÒ⁄U (b) (2) (b) •ÊÒ⁄U (c) (3) (c) •ÊÒ⁄U (d) (4) (a), (b) •ÊÒ⁄U (c)

84. flë‚‹⁄U ¬˝∑§Ê⁄U ∑§ ◊ÍÀÿ OÊ‚ •Êß¸.ÄÿÍ. 115 ÁŸêŸ ◊¥ Á∑§‚ ¬˝ÁÃ‡ÊÃÊ¥∑§ ∑§ ‚◊ÊŸ „Ò?

(1) 68 (2) 84 (3) 90 (4) 9



(‡ÊéŒÊfl‹Ë) (√ÿÊÅÿÊ)

(a) ‚◊M§¬ÃÊ (i) ÁŸÿ◊ ’ÃÊÃÊ „Ò Á∑§ Á∑§‚ Ã⁄U„ ‚ √ÿÁÄÃ Áfl‡Ê· ¬Á⁄UÁSÕÁÃ ◊¥√ÿfl„Ê⁄U ∑§Ë •¬ˇÊÊ ∑§⁄UÃÊ „Ò–

(b) ∑§ÊÿÊ¸ãflÿŸ (ii) ‚Ê◊ÊÁ¡∑§ ¬˝÷Êfl ŒÍ‚⁄U ‚ ¬˝àÿˇÊ •ŸÈ⁄UÊœ Á‚πÊÃÊ „Ò–

(c) ‚Ê◊ÊÁ¡∑§ ÁŸÿ◊ (iii) ‚Ê◊ÊÁ¡∑§ ¬˝÷Êfl, flÃ¸◊ÊŸ ÁŸÿ◊Ê¥ ∑§ ‚ÊÕ •¬Ÿ ◊¥ ¬Á⁄UflÃ¸Ÿ ∑§‚ÊÕ SflË∑§Ê⁄UÃÊ „Ò–

(d) ÃËfl˝ ßŸ«UÊÚÄ≈U⁄UËÁŸ¡‡ÊŸ (iv) •ÁÃflÊŒË ‚◊Í„ ∑§ ‚ŒSÿ ¬˝‡Ÿ flÊø∑§ …∏¥ª ‚ Áfl‡flÊ‚ ∞fl¥ ÁŸÿ◊Ê¥∑§Ê SflË∑§Ê⁄U ∑§⁄UŸ ∑§Ë ¬˝Á∑˝§ÿÊ ◊¥ „ÊÃ „Ò–

∑Í§≈U —

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (ii) (iii) (iv) (i)

(3) (iii) (iv) (i) (ii)

(4) (iii) (iv) (ii) (i)

86. •flÁSÕÁÃ ∑§Ê SÕÊÁŸ∑§ ¬˝Á∑˝§ÿáÊ Á∑§‚ ¬⁄U •ÊÁüÊÃ „Ò?

(a) •Á÷¬Îc∆U ◊Êª¸ ¬⁄U (b) ÁŸêŸ ‡Ê¥π ¬˝ÊãÃSÕÊ (∑§Ê≈¸UÄ‚) ¬⁄U

(c) •fl¬˝ÊãÃSÕÊ ◊Êª¸ ¬⁄U (d) •èÿÈŒ⁄U ◊Êª¸ ¬⁄U

∑Í§≈U —

(1) ∑§fl‹ (a) (2) ∑§fl‹ (d)

(3) ∑§fl‹ (b) •ÊÒ⁄U (c) (4) ∑§fl‹ (a) •ÊÒ⁄U (d)



Assertion (A) : Jensen has put forward Regression argument in favour of his theory.

Reason (R) : Children of parents having very high intelligence levels will have belowaverage intelligence scores.

Code :





88. Handling feelings appropriately, ability to soothe oneself, and ability to shake off rampantanxiety are the characteristics of which of the components of Emotional Intelligence asproposed by Goleman ?

(1) Knowing one’s emotions (2) Managing emotions

(3) Motivating oneself (4) Handling relationships

89. Which of the following new disorders have been introduced in DSM-5 ?

(a) Premenstrual Dysphoric Disorder

(b) Mild Neurocognitive Disorder

(c) Disruptive Mood Dysregulation Disorder

(d) Road Rage Behaviour Disorder

Code :

(1) (a), (b) and (c) are correct ; (d) is incorrect.

(2) (a), (b) and (d) are correct ; (c) is incorrect.

(3) (a), (c) and (d) are correct ; (b) is incorrect.

(4) All (a), (b), (c) and (d) are correct.

90. In selection process, Guilford - Zimmerman Test assesses :

(1) Mathematical and Verbal skills.

(2) Mental and Personal profile.

(3) Extent of temperamental adaptability.

(4) Analytical and Verbal Skills.


87. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê ∑§Ê⁄UáÊ (R) ∑§ M§¬ ◊¥ ÁŒÿÊ ªÿÊ „Ò– ŸËø ÁŒ∞ ª∞∑Í§≈U ◊¥ ‚ ‚„Ë ©ûÊ⁄U øÈÁŸ∞ —

•Á÷∑§ÕŸ (A) : ¡Ÿ‚Ÿ Ÿ •¬Ÿ Á‚hÊ¥Ã ∑§ ¬ˇÊ ◊¥ ‚◊ÊüÊÿáÊ ÿÈÁÄÃ ¬˝ÁÃ¬ÊÁŒÃ ∑§Ë „Ò–

∑§Ê⁄UáÊ (R) : ©ìÊ ’ÈÁh SÃ⁄UÊ¥ flÊ‹ ◊ÊÃÊ-Á¬ÃÊ ∑§ ’ìÊÊ¥ ∑§ •ÊÒ‚Ã ‚ ∑§◊ ’ÈÁh •¥∑§ „Ê¥ª–

∑Í§≈U —


(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄UãÃÈ (R), (A) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–

(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–

(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–

88. ÷ÊflÊ¥ ∑§Ê ‚¥÷Ê‹ŸÊ ÃÊÁ∑§ fl ©¬ÿÈÄÃ „Ê¥, •¬Ÿ •Ê¬∑§Ê ¬˝‡ÊÁ◊Ã ∑§⁄UŸ ∑§Ë ÿÊÇÿÃÊ •ÊÒ⁄U ©ë¿Î¥Uπ‹ ŒÈÁ‡ø¥ÃÊ•Ê¥ ‚ ¬Ë¿UÊ¿ÈU«∏ÊŸÊ ªÊ‹◊ÒŸ mÊ⁄UÊ ÿÕÊ-¬˝SÃÊÁflÃ ‚¥flªÊà◊∑§ ’ÈÁh ∑§ Á∑§‚ ‚¥ÉÊ≈U∑§ ∑§ •Á÷‹ˇÊáÊ „Ò?

(1) •¬Ÿ ÷ÊflÊ¥ ∑§Ê ¡ÊŸŸÊ (2) ÷ÊflÊ¥ ∑§Ê ÁŸÿ¥ÁòÊÃ ∑§⁄UŸÊ

(3) •¬Ÿ •Ê¬∑§Ê ¬˝Á⁄UÃ ∑§⁄UŸÊ (4) ‚¥’¥œÊ¥ ∑§Ê ‚¥÷Ê‹ŸÊ

89. «UË.∞‚.∞◊.-5 ◊¥ ÁŸêŸÁ‹ÁπÃ Ÿÿ Áfl∑§Ê⁄UÊ¥ ◊¥ ‚ Á∑§‚ ∑§Ê ¬˝SÃÈÃ Á∑§ÿÊ ªÿÊ „Ò?

(a) ◊ÊÁ‚∑§ œ◊¸ ‚ ¬Ífl¸ ŒÈ—πÊ÷Ê‚ Áfl∑§Ê⁄U

(b) „À∑§Ê SŸÊÿÈÁfl∑§ ‚¥ôÊÊŸÊà◊∑§ Áfl∑§Ê⁄U

(c) ÁflÉÊÁ≈UÃ ◊Ÿ—ÁSÕÁÃ ŒÈÁ‡flÁŸÿ◊Ÿ Áfl∑§Ê⁄U

(d) ‚«∏∑§ ¬⁄U ÁflflÊŒ √ÿfl„Ê⁄U Áfl∑§Ê⁄U

∑Í§≈U —

(1) (a), (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥, (d) ª‹Ã „Ò–

(2) (a), (b) •ÊÒ⁄U (d) ‚„Ë „Ò¥, (c) ª‹Ã „Ò–

(3) (a), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥, (b) ª‹Ã „Ò–

(4) ‚÷Ë (a), (b), (c) •ÊÒ⁄U (d) ‚„Ë „Ò–

90. øÿŸ ¬˝Á∑˝§ÿÊ ◊¥ Áª‹»§Ê«¸U-Á¡ê◊⁄U◊ÒŸ ¬⁄UËˇÊáÊ Á∑§‚ Ã⁄U„ ∑§Ë ÿÊÇÿÃÊ•Ê¥ ∑§Ê •Ê∑§‹Ÿ ∑§⁄UÃÊ „Ò?

(1) ªÁáÊÃËÿ ∞fl¥ ‡ÊÊÁéŒ∑§ ∑§ÊÒ‡Ê‹–

(2) ◊ÊŸÁ‚∑§ ∞fl¥ √ÿÁÄÃªÃ ¬˝Ê»§Êß‹–

(3) •ŸflÁSÕÃ Sfl÷Êfl •ŸÈ∑Í§‹ÃÊ ∑§Ë ‚Ë◊Ê–

(4) Áfl‡‹·Ë ∞fl¥ ‡ÊÊÁéŒ∑§ ∑§ÊÒ‡Ê‹–


91. ‘Mechanistic Behaviour Analyses’ are characterised as :

(a) Behaviour is instigated by the onset of external or internal stimuli.

(b) Direction of behaviour is determined by S-R bonds or habits.

(c) Behaviour directed toward the goal persists till the achievement of goal.

(d) Events related to the goal achievement are encoded, categorised, and transformed intoa belief.

Code :

(1) (a) and (b) correct ; (c) and (d) are incorrect.

(2) (b) and (c) correct ; (a) and (d) are incorrect.

(3) (a), (b) and (c) are correct ; (d) is incorrect.

(4) (b), (c) and (d) are correct ; (a) is incorrect.

92. Guilford (1981) in his modified SOI model mentioned hierarchical structure of intellectualabilities reporting that there are __________ first order factors ; __________ second orderfactors; and __________ third order factors.

(1) 150 ; 85 ; 20 (2) 120 ; 80 ; 20 (3) 150 ; 85 ; 16 (4) 180 ; 75 ; 18


Assertion (A) : Children have remarkable ability to create mental representation of theworld in the form of language.

Reason (R) : Reasoning and problem solving are the ways of manipulating the ideas.

Code :






Assertion (A) : Forgetting of everyday events in young people is not an indication of a poormemory.

Reason (R) : Ineffective encoding due to failure to attend to an event while it is happeningresults in failure to remember.

Code :






91. “ÿÊ¥ÁòÊ∑§ √ÿfl„Ê⁄U Áfl‡‹·áÊ” ∑§Ë ÁŸêŸ ◊¥ ‚ ∑§ÊÒŸ-‚Ë Áfl‡Ê·ÃÊ∞° „Ò¥?(a) √ÿfl„Ê⁄U ∑§Ê ’Ês •ÊÒ⁄U •Ê¥ÃÁ⁄U∑§ ©gË¬∑§ ∑§Ë ©à¬ÁûÊ ∑§ mÊ⁄UÊ ©à¬˝Á⁄UÃ Á∑§ÿÊ ¡ÊÃÊ „Ò–(b) √ÿfl„Ê⁄U ∑§Ë •flÁœ ∞‚.-•Ê⁄U. ‚¥’¥œ •ÕflÊ •ÊŒÃÊ¥ ‚ ÁŸœÊ¸Á⁄UÃ ∑§Ë ¡ÊÃË „Ò–(c) √ÿfl„Ê⁄U ‹ˇÿ ∑§Ê ¬˝ÊåÃ ∑§⁄UŸ Ã∑§ ŒÎ…∏ ’Ÿ ⁄U„Ÿ ∑§ ‹ˇÿ ∑§ Á‹∞ ÁŸŒ¸‡Ê ŒÃÊ „Ò–(d) ‹ˇÿ ¬˝ÊÁåÃ ‚ ‚¥’¥ÁœÃ ÉÊ≈UŸÊ•Ê¥ ∑§Ê üÊáÊË’h Ã⁄UË∑§ ‚ ∑Í§≈U’h Á∑§ÿÊ ¡ÊÃÊ „Ò •ÊÒ⁄U ÿ„ Áfl‡flÊ‚ ◊¥ M§¬ÊãÃÁ⁄UÃ

„Ê ¡ÊÃÊ „Ò–∑Í§≈U —(1) (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥, (c) •ÊÒ⁄U (d) ª‹Ã „Ò¥–(2) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥, (a) •ÊÒ⁄U (d) ª‹Ã „Ò¥–(3) (a), (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥, (d) ª‹Ã „Ò–(4) (b), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥, (a) ª‹Ã „Ò–

92. Áª‹»§Ê«¸U (1981) Ÿ •¬Ÿ ‚¥‡ÊÊÁœÃ ∞‚.•Ê.•Êß¸. ¬˝ÁÃM§¬ ◊¥ ’ÈÁh ∑§ ¬˝ŒÊŸÈ∑˝§Á◊∑§ ‚¥⁄UøŸÊ ∑§Ë ÿÊÇÿÃÊ•Ê¥ ∑§ËÁ⁄U¬ÊÁ≈ZUª ∑§⁄UÃ „È∞ ©À‹π Á∑§ÿÊ „Ò Á∑§ ¬˝Õ◊ SÃ⁄UËÿ ∑§Ê⁄U∑§ __________ ÁmÃËÿ SÃ⁄UËÿ ∑§Ê⁄U∑§ __________ •ÊÒ⁄UÃÎÃËÿ SÃ⁄UËÿ ∑§Ê⁄U∑§ __________ „¥Ò–(1) 150 ; 85 ; 20 (2) 120 ; 80 ; 20 (3) 150 ; 85 ; 16 (4) 180 ; 75 ; 18

93. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÈ‚⁄U ∑§Ê ∑§Ê⁄UáÊ (R) ∑§ M§¬ ◊¥ ÁŒÿÊ ªÿÊ „Ò– ŸËø ÁŒ∞ ª∞∑Í§≈U ◊¥ ‚ ‚„Ë ©ûÊ⁄U øÈÁŸ∞ —•Á÷∑§ÕŸ (A) : ’ëøÊ¥ ◊¥ ÷Ê·Ê ∑§ M§¬ ◊¥ ŒÈÁŸÿÊ ∑§Ê ◊ÊŸÁ‚∑§ ÁŸM§¬áÊ ‚ÎÁ¡Ã ∑§⁄UŸ ∑§Ë •‚ÊœÊ⁄UáÊ ÿÊÇÿÃÊ „ÊÃË

„Ò–∑§Ê⁄UáÊ (R) : Ã∑¸§ •ÊÒ⁄U ‚◊SÿÊ ∑§Ê ‚◊ÊœÊŸ ∑§⁄UŸÊ ÁfløÊ⁄UÊ¥ ◊¥ „⁄U-»§⁄U ∑§⁄UŸ ∑§ Ã⁄UË∑§ „Ò¥–∑Í§≈U —(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄UãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–

94. ÁŸêŸÁ‹ÁπÃ ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ ÃÕÊ ŸËø ÁŒ∞ ª∞ ∑Í§≈U ∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —•Á÷∑§ÕŸ (A) : ÿÈflÊ ‹ÊªÊ¥ ◊¥ ¬˝ÁÃÁŒŸ ∑§Ë ÉÊ≈UŸÊ•Ê¥ ∑§Ê ÷Í‹ ¡ÊŸÊ ÁŸ’¸‹ ÿÊŒÊ‡Ã ∑§Ê ‚¥∑§Ã Ÿ„Ë¥ „Ò–Ã∑¸§ (R) : ÉÊ≈UŸÊ ∑§ ÉÊ≈UÃ ‚◊ÿ ©‚ ¬⁄U äÿÊŸ ŒŸ ◊¥ •‚»§‹ ⁄U„Ÿ ∑§ ∑§Ê⁄UáÊ •¬˝÷Êfl¬ÍáÊ¸ ∑Í§≈UË∑§⁄UáÊ

ÁflS◊⁄UáÊ ◊¥ »§Á‹Ã „ÊÃÊ „Ò–∑Í§≈U —(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ÃÕÊ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄UãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–



Assertion (A) : Premack principle, based on Probability-Differential Hypothesis, states thatthe opportunity to engage in a frequently occurring activity can be used toreinforce less frequently activity.

Reason (R) : According to Probability-Differential Hypothesis, restricted access to aresponse makes that response reinforcing and excessive access to thatresponse makes that response punishing.

Code :





Instructions for questions 96 to 100 :

Read the following paragraph and answer the five questions which follow :

An educational psychologist wanted to develop an achievement test in physics for graduatestudents. After going through the usual test construction procedure, he retained 100 items; eachitem having five alternatives, one of them being correct. The psychologist wanted to examine thefactor structure of the resulting achievement test. Using a sample of 1,000 subjects, the psychologistobtained the inter-item correlations. He obtained the initial estimates of communality and thendecided to factor analyze the inter-item correlations matrix by following the common-factor model.He extracted the unrotated factors and retained the first nine factors for rotaion. The nine unrotatedfactors explained 67.5 percent of variance. After factor rotation, all the inter-factor correlationswere found to be zero. The factor structure of the achievement test of physics was found to beinterpretable.

96. The inter-item correlations would be :

(1) Biserial correlations (2) Kendall’s tau

(3) Phi-coefficients (4) Point-biserial correlations


Assertion (A) : For the factor analysis of item scores, Common-Factor model is quite oftenmore suitable.

Reason (R) : Item scores are quite often less reliable than the psychometrically measuredtrait variables.

Code :






95. ŸËø ÁŒ∞ ª∞ ∑§ÕŸÊ¥ ∑§Ê ¬Á…∏∞ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R), •ÊÒ⁄U ŸËø ÁŒ∞ ∑Í§≈U ∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ •¬ŸÊ ©ûÊ⁄U’ÃÊßÿ —•Á÷∑§ÕŸ (A) : ¬˝‚¥÷Ê√ÿÃÊ-Áfl÷Œ∑§ ¬Á⁄U∑§À¬ŸÊ ¬⁄U •ÊœÊÁ⁄UÃ ¬˝Ë◊Ò∑§ Á‚hÊãÃ ∑§Ê ◊ÊŸŸÊ „Ò Á∑§ ’Ê⁄¥U’Ê⁄U „ÊŸ

flÊ‹Ë ªÁÃÁflÁœ ∑§Ê ∑§◊ ¬˝Êÿ— „ÊŸ flÊ‹Ë ªÁÃÁflÁœ ∑§Ê ¬˝’Á‹Ã ∑§⁄UŸ ∑§ Á‹∞ ©¬ÿÊª Á∑§ÿÊ ¡Ê‚∑§ÃÊ „Ò–

Ã∑¸§ (R) : ¬˝‚¥÷Ê√ÿÃÊ-Áfl÷Œ∑§ ¬Á⁄U∑§À¬ŸÊ ∑§ •ŸÈ‚Ê⁄U, •ŸÈÁ∑˝§ÿÊ ∑§Ë ¬˝ÁÃ’¥ÁœÃ ªêÿÃÊ ©‚ •ŸÈÁ∑˝§ÿÊ ∑§Ê¬˝’‹ ’ŸÊ ŒÃË „Ò •ÊÒ⁄U ©‚ •ŸÈÁ∑˝§ÿÊ ∑§Ë •àÿÊÁœ∑§ ªêÿÃÊ ©‚ •ŸÈÁ∑˝§ÿÊ ∑§Ê Œ¥Á«UÃ ’ŸÊ ŒÃË„Ò–

∑Í§≈U —(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚àÿ „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚àÿ „Ò¥ ¬⁄UãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚àÿ „Ò, ¬⁄UãÃÈ (R) •‚àÿ „Ò–(4) (A) •‚àÿ „Ò, ¬⁄UãÃÈ (R) ‚àÿ „Ò–

¬˝‡Ÿ Ÿ¥. 96 ‚ 100 Ã∑§ Á‹∞ ÁŸŒ¸‡Ê —ÁŸêŸ ªl ∑§Ê ¬…∏∑§⁄U •Êª ÁŒ∞ ¬Ê°ø ¬˝‡ŸÊ¥ ∑§Ê ©ûÊ⁄U Œ¥–

∞∑§ Á‡ÊˇÊÊ ◊ŸÊflÒôÊÊÁŸ∑§ Ÿ øÊ„Ê Á∑§ SŸÊÃ∑§ ÁfllÊÁÕ¸ÿÊ¥ ∑§ Á‹∞ ÷ÊÒÁÃ∑§‡ÊÊSòÊ ‹Áéœ ∑§Ê ¬⁄UËˇÊáÊ ÃÒÿÊ⁄U Á∑§ÿÊ ¡Ê∞–¬⁄UËˇÊáÊ ‚¥⁄UøŸÊ ∑§Ë ‚Ê◊Êãÿ ¬˝Á∑˝§ÿÊ ∑§ ’ÊŒ, 100 ◊Œ ⁄Uπ¥, Á¡Ÿ◊¥ ¬˝àÿ∑§ ◊Œ ∑§ 5 Áfl∑§À¬Ëÿ ©ûÊ⁄UÊ¥ ◊¥ ∞∑§ ‚„Ë „Ò¥–◊ŸÊÁflôÊÊÁŸ∑§ ¬˝ÊåÃ ‹Áéœ ¬⁄UËˇÊáÊ ∑§Ë ∑§Ê⁄U∑§ ‚¥⁄UøŸÊ ¡ÊŸŸÊ øÊ„ÃÊ ÕÊ– Á¡‚∑§ Á‹∞ ©‚ ¬⁄UËˇÊáÊ ∑§Ê 1,000 Áfl·ÁÿÿÊ¥ ¬⁄U‹ÊªÍ Á∑§ÿÊ ÃÕÊ ¬˝ÊåÃ ¬˝ŒÃ ∑§ •ÊœÊ⁄U ¬⁄U •ãÃ—◊Œ ‚„‚ê’ãœ ÁŸ∑§Ê‹Ê– ∑§êÿÈŸÊÁ‹≈UË ∑§ ¬˝Ê⁄UÁê÷∑§ ◊Ê¬ ¬˝ÊåÃ ∑§⁄U∑§ Sfl¸ÁŸc∆U∑§Ê⁄U∑§ ◊ÊÚ«U‹ ∑§ •Êœ⁄U ¬⁄U ‚„‚¥’¥œ ◊Ò≈˛UËÄ‚ ∑§Ê ∑§Ê⁄U∑§ Áfl‡‹·áÊ Á∑§ÿÊ ÃÕÊ 9 ◊ÊÒÁ‹∑§ ∑§Ê⁄U∑§ ¬˝ÊåÃ Á∑§∞, Á¡ã„Ê¥Ÿ 67.5%

flÁ⁄Uÿã‚ ∑§Ë √ÿÊÅÿÊ ∑§Ë– ∑§Ê⁄U∑§ ÉÊÍáÊ¸Ÿ ∑§ ¬‡øÊÃ •ãÃ—∑§Ê⁄U∑§ ‚„‚ê’ãœ ‡ÊÍãÿ ¬Êÿ ª∞– ¬˝ÊåÃ ¬⁄UËˇÊáÊ ∑§Ê⁄U∑§ ‚¥⁄UøŸÊ√ÿÊÅÿÊ ÿÊÇÿ ÕÊ–

96. •ãÃ—◊Œ ‚„-‚ê’ãœ ÄÿÊ „ÊªÊ?(1) ’Êß¸ ‚ËÁ⁄Uÿ‹ ‚„‚ê’ãœ (2) ∑§ã«UÊ‹ ∑§Ê ≈UÊ™§ ¬⁄UËˇÊáÊ(3) »§Êß¸-ªÈáÊÊ¥∑§ (4) åflÊßã≈U-’Êß¸‚ËÁ⁄Uÿ‹ ‚„‚ê’ãœ

97. ÁŸêŸÁ‹ÁπÃ ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ ÃÕÊ ŸËø ÁŒ∞ ª∞ ∑Í§≈U ∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —•Á÷∑§ÕŸ (A) : ¬˝ÊåÃ ◊ŒÊ∑§Ê¥ ∑§ ∑§Ê⁄U∑§ Áfl‡‹·áÊ ∑§ Á‹∞ ‚◊ÊÁflc≈U ∑§Ê⁄U∑§ ◊ÊÚ«U‹ ©¬ÿÈÄÃ „Ò–Ã∑¸§ (R) : ◊ŸÊÁ◊ÁÃÿ ◊ÊÁ¬Ã ‡ÊË‹ªÈáÊ ø⁄U ∑§Ë ÃÈ‹ŸÊ ◊¥ ◊ŒÊ¥∑§ ∑§◊ Áfl‡fl‚ŸËÿ „ÊÃ „¥Ò–∑Í§≈U —(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ÃÕÊ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ „Ë „Ò¥, ¬⁄UãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ¬⁄UãÃÈ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ¬⁄UãÃÈ (R) ‚„Ë „Ò–


98. Which one of the following method of factor extraction, the psychologist would NOT use inthe present study ?

(1) Principal axes method

(2) Principal components method

(3) Psychometric (alpha) factor analysis

(4) Maximum likelihood method

99. Which method/s of rotation has/have most probably been used in the present study ?

(a) Oblimin (b) Promax (c) Quartimax (d) Varimax

Code :

(1) (a) only (2) (c) only

(3) (c) and (d) only (4) (b), (c) and (d) only

100. The second-order factor analysis of the nine rotated factors is not recommended in the presentstudy because :

(1) There are only nine first-order factors.

(2) The interfactor correlations are zero.

(3) The factors obtained by common-factor model are not subjected to second-order factoranalysis.

(4) Unrotated factors are more suitable for second-order factor analysis.

- o O o -


98. ÁŸêŸ ◊¥ ‚ ∑§Ê⁄U∑§ ©ŒÉÊ˝Ã ∑§⁄UŸ Á∑§ ∑§ÊÒŸ‚Ë ß‚ ÁflÁœ ◊¥ •äÿÿŸ ∑§Ê ¬˝ÿÊª ◊ŸÊflÒôÊÊÁŸ∑§ Ÿ„Ë¥ ∑§⁄UªÊ?

(1) Á¬˝¥Á‚¬‹ œÈ⁄UË ÁflÁœ

(2) Á¬˝¥Á‚¬‹ ÉÊ≈U∑§ ÁflÁœ

(3) ◊ŸÊÁ◊ÁûÊÿ (•À»§Ê) ∑§Ê⁄U∑§ Áfl‡‹·áÊ

(4) ‚flÊ¸Áœ∑§ ‚ê÷ÊflŸÊ ÁflÁœ

99. flÃ¸◊ÊŸ •äÿÿŸ ◊¥ Á∑§‚ ÉÊÍ⁄UáÊŸ ÁflÁœ/ÿÊ¥ ∑§Ê ¬˝ÿÊª Á∑§ÿÊ „ÊªÊ?

(a) •ÊéÊ‹ËÁ◊Ÿ (b) ¬˝Ê◊ÒÄ‚ (c) ÄÿÈ•Ê⁄U≈UË◊ÒÄ‚ (d) fl⁄UË◊ÒÄ‚

∑Í§≈U —

(1) ∑§fl‹ (a) (2) ∑§fl‹ (c)

(3) ∑§fl‹ (c) •ÊÒ⁄U (d) (4) ∑§fl‹ (b), (c) •ÊÒ⁄U (d)

100. ŸÊÒ ÉÊÍ⁄UÁáÊÃ ∑§Ê⁄U∑§Ê¥ ∑§ Ám-∑˝§◊ ∑§Ê⁄U∑§ Áfl‡‹·áÊ ∑§Ë ‚¥‚ÈÁÃ ß‚ •äÿÿŸ ◊¥ Ÿ„Ë¥ ∑§Ë ªß¸ ÄÿÊ¥ Á∑§?

(1) ∑§fl‹ ŸÊÒ ¬˝Õ◊-∑˝§◊ ∑§Ê⁄U∑§ „Ò¥–

(2) •ãÃ—∑§Ê⁄U∑§ ‚„‚ê’ãœ ‡ÊÍãÿ „Ò¥–

(3) ‚fl¸ÁŸc≈U ∑§Ê⁄U∑§ ◊ÊÚ«U‹ ‚ ¬˝ÊåÃ ∑§Ê⁄U∑§Ê¥ ∑§Ê Ám-∑˝§◊ ∑§Ê⁄U∑§ Áfl‡‹·áÊ Ÿ„Ë¥ Á∑§ÿÊ ¡ÊÃÊ–

(4) •ÉÊÍÁáÊ¸Ã ∑§Ê⁄U∑§ Ám-∑˝§◊ ∑§Ê⁄U∑§ Áfl‡‹·áÊ ∑§ Á‹∞ •Áœ∑§ ©¬ÿÈÄÃ „Ò–

- o O o -


Space For Rough Work

j 00418 paper ii psychology - storage.googleapis.com · psychology paper - ii note : this paper...

Documents