ii t test subject psychology - university of...

Test Paper : II

Test Subject : PSYCHOLOGY

Test Subject Code : K-1518

Roll No.

OMR Sheet No. : ____________________

Name & Signature of Invigilator/s

Signature : _________________________________ Name : _________________________________

Time : 2 Hours Maximum Marks : 200

Number of Pages in this Booklet : 32 Number of Questions in this Booklet : 100

K-1518 1 ±Üâ.£.®æãà./P.T.O.

Instructions for the Candidates 1. 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 requested to 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 the cover page. Do not accept a booklet without sticker seal or open booklet.

(ii) Tally the number of pages and number of questions in the booklet with the information printed on the cover page. Faulty booklets due to pages/questions missing or duplicate or not in serial order or any other discrepancy should be got replaced immediately by a correct booklet from the invigilator within the period of 5 minutes. Afterwards, neither the Question Booklet will be replaced nor any extra time will be given.

4. Each item has four alternative responses marked (A), (B), (C) and (D). You have to darken the circle as indicated below on the correct response

against each item.

Example : A B C D

where (C) is the correct response.

5. Your responses to the questions are to be indicated in the OMR Sheet kept inside this Booklet. If you mark at any place other than in the circles in the OMR Sheet, it will not be evaluated.

6. Read the instructions given in OMR carefully. 7. Rough Work is to be done in the end of this booklet. 8. If you write your name or put any mark on any part of the OMR Answer

Sheet, except for the space allotted for the relevant entries, which may disclose your identity, you will render yourself liable to disqualification.

9. You have to return the test OMR Answer Sheet to the invigilators at the end of the examination compulsorily and must NOT carry it with you outside the Examination Hall.

10. You can take away question booklet and carbon copy of OMR Answer Sheet after the examination.

11. Use only Blue/Black Ball point pen. 12. Use of any calculator, electronic gadgets or log table etc., is

prohibited. 13. There is no negative marks for incorrect answers. 14. In case of any discrepancy found in the Kannada translation of a

question booklet the question in English version shall be taken as final.

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(Figures as per admission card)

Paper II 2 K-1518

*K1518* Total Number of Pages : 32

1. ÊÜÂQ¤ Pæàí©ÅàPÜêñÜ bQñæÕ¿á ±ÜÅÊÜááS AíÍÜWÜÙÜá

1. ÊÜÂÓÜ®Ý¦ì¿áá ñÜ®Ü° »ÝÊÜ®æWÜÙÜ®Üá°

ÊÜááPÜ¤WæãÚÓÜÆá.

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bQñÜÕPÜ®Üá ¯àvÜáÊÜâ¨Üá.

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ñæãàÃÜáÊÜâ¨Üá.

ÓÜíPæàñÜWÜÙÜá :

(A) 1 2 3 (B) 2 3 4

(C) 1 3 4 (D) 1 2 4

2. PæÙÜX®Ü ¿ÞÊÜâÊÜâ BÃæãà±ÜOÝ ±ÜPÜÒ±ÝñÜWÜÙÜá ?

1. ÖÝÇæãà ¨æãàÐÜ

2. ÓÝËá±ÜÂ «Üê£PÜÆ³®æ

3. BñÜ¾ ÓæàÊÝ ¨æãàÐÜ

4. Pæàí©Åà¿á ±ÜÅÊÜê£¤ ¨æãàÐÜ


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PæÙÜX®Ü ¿ÞÊÜ PÜÅÊÜáWÜÙÜá E±Ü¿ááPÜ¤ ?

1. ÓÜí±ÜPÜìÊÜ®Üá° ÖæbcÓÜáÊÜâ¨Üá

2. L±ÜaÝÄPÜ ÎPÜÒ|

3. ±ÜÄOÝÊÜáPÝÄ ±ÜâÃÜÓÝRÃÜWÜÙÜá

4. PÜt| ÎPæÒ


(A) 1, 2 (B) 2, 3

(C) 1, 4 (D) 1 ÊÜÞñÜÅ

ÊÜá®æãàËhÝn®Ü

±æà±ÜÃ… – II WÜÊÜá¯Ô : D ±Ü£ÅPæ¿áá (100) ®ÜãÃÜá ÊÜÓÜá¤ ÐÜu ÊÜÞ ÜÄ¿á ±ÜÅÍæ°WÜÙÜ®æã°ÙÜWæãíw Üáª, ±ÜÅ£Áãí Üá ±ÜÅÍæ°¿áã GÃÜvÜá (2) AíPÜWÜÙÜ®Üá° Öæãí©¨æ. GÇÝÉ ±ÜÅÍæ°WÜÙÜ®Üã° PÜvÝx¿áÊÝX EñÜ¤ÄÓÜ¸æàPÜá.

4. ÓÜr®…ìŸW…ìÃÜ ±æÅàÊÜáÊÜ®Üá° PÜáÄñÜ Ô¨ÝœíñÜ Ü ±ÜÅPÝÃÜ ±æÅàÊÜáÊÜâ ________ Öæãí©¨æ.

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ÓÜíPæàñÜWÜÙÜá : (A) 1, 2, 4 (B) 2, 3, 4 (C) 1, 2, 3 (D) 1, 3, 4

5. ±ÜÃÜÊÝ®ÜX (±ÜËáìÔÊ…) ®Ý¿áPÜ®ÜÈÉ PÜívÜáŸÃÜáÊÜ WÜá|WÜÙÜá

1. Óæ°àÖÜ±ÜÃÜ®ÝWÜ¨æ CÃÜáÊÜâ¨Üá 2. A±ÜÅŸá¨Üœñæ 3. ÊæábcPæãÙÜáÛÊÜñÜ®Ü

4. ¨ÜáŸìÆ ÓÜÌ¯¿áíñÜÅ|


(A) 1 ÊÜáñÜá¤ 3 (B) 2 ÊÜáñÜá¤ 4 (C) 3 ÊÜáñÜá¤ 4 (D) 1 ÊÜáñÜá¤ 2

6. Öæãí©Ô ŸÃæÀáÄ :

a. ŸÙÜÓÜ¨Ü ±ÜÄOÝÊÜá 1. AívÜÃ…ÊÜâv… ÓÜ¾$ê£¿áá QÒà~ÓÜáñÜ¤¨æ b. ±ÜäÊÜìÆQÒà AÊÜÃæãà«Ü¨Ü 2. G¹ºíWÝÓ… ±ÜÅÊÜÞ|ÊÜâ ÓÝÊÜÞ¯ÂàPÜÃÜ| ÊÜáñÜá¤ Ë»æà©àPÜÃÜ|¨Ü ÊæáàÇæ B«ÝÄñÜÊÝXÃÜáñÜ¤¨æ c. ÓÜ¾$ê£¿áá ±Üâ®ÜÊæàìÍÜ®ÜQRíñÜÆã 3. X¸…ÓÜ®… ±ÝÅ¥ÜËáPÜÊÝX ÃÜaÜ®ÝñÜ¾PÜÊÝ¨Üá¨Üá d. ÓÜÖÜaÜ¿áì ±Üâ®ÜÃ…ÓÜ¾ÃÜOæ¿áÈÉ 4. Ÿp…ìÇæp… ±ÜäÊÜì»ÝË ÖÜÓÜ¤PæÒà±ÜÊÜâ ÊÜááSÂ ±ÝñÜÅÊÜ×ÓÜáñÜ¤¨æ

ÓÜíPæàñÜWÜÙÜá : a b c d (A) 2 3 4 1 (B) 4 1 3 2 (C) 2 3 1 4 (D) 1 4 2 3

Paper II 3 K-1518


PSYCHOLOGYPaper – II

Note : This paper contains hundred (100) objective type questions. Each question carries two (2) marks. All questions are compulsory.

1. Person centered therapy has the salient features of

1. Motivating client to air his feelings. 2. Therapist provides solutions to the

problems of client. 3. Therapist provides unconditional

positive regard. 4. Therapist is empathetic towards

the client. Codes :

(A) 1 2 3 (B) 2 3 4 (C) 1 3 4 (D) 1 2 4

2. Which of the following are attribution biases ?

1. Halo effect 2. Assumed proximity 3. Self serving bias 4. Error of central tendency

Codes : (A) 1, 2, 3 (B) 2 and 3 (C) 1 only (D) 4 only

3. Which of the following measures helps in reducing/preventing prejudices ?

1. Increasing contact 2. Formal education 3. Effective rewards 4. Strict punishment

Codes : (A) 1, 2 (B) 2, 3

(C) 1, 4 (D) 1 only

4. According to Sternberg’s theory love has _________ components.

1. Intimacy 2. Passion 3. Social congruity 4. Commitment

Codes : (A) 1, 2, 4 (B) 2, 3, 4 (C) 1, 2, 3 (D) 1, 3, 4

5. Permissive leadership is the one in which leader is

1. Unfriendly 2. Immature 3. Likable 4. Low self control

Codes : (A) 1 and 3 (B) 2 and 4 (C) 3 and 4 (D) 1 and 2

6. Match the following : a. Memory becomes 1. Underwood failure due to disuse b. Degree of retroactive 2. Ebbinghaus inhibition depends upon generalization and differentiation c. Remembering is 3. Gibson primarily constructive than reproductive d. Proactive interference 4. Bertlett plays important role in determining paired associate recall Codes : a b c d (A) 2 3 4 1 (B) 4 1 3 2 (C) 2 3 1 4 (D) 1 4 2 3

Paper II 4 K-1518



a. E®Ý¾¨Ü 1. AÆ³ ÓÜÌÃÜã±Ü¨Ü

E®Ý¾¨Ü ±ÜÅ£QÅÁá

b. ËÐÜ|¡ñæ 2. A£¿Þ¨Ü EñÝÕÖÜ

c. EñÝÕÖÜ»ÜÄñÜ 3. £àÊÜÅ U®Ü°ñæ

E®Ý¾¨Ü d. A—PÜ EñÝÕÖÜ»ÜÄñÜ 4. £àÊÜÅ ÓÜÌÃÜã±Ü¨Ü

E®Ý¾¨Ü E®Ý¾¨Ü ±ÜÅ£QÅÁá


a b c d (A) 2 1 3 4 (B) 1 3 2 4 (C) 2 3 1 4 (D) 4 2 1 3


a. PÝÇÝ®ÜáPÜÅÊÜá¨Ü 1. hæçËPÜ (¨æç×PÜ)

ÊÜ¿áÓÜáÕ BÃæãàWÜÂ¨Ü B«ÝÃÜ¨Ü

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a b c d (A) 4 1 2 3 (B) 4 2 1 3 (C) 1 4 2 3 (D) 3 1 4 2


a. ¨æç×PÜ ¨èŸìÆÂ 1. ÓÜÖÝ®Üá»Üã£

Ô¨ÝœíñÜ ®ÜÃÜÊÜáívÜÆÊÜ®Üá° ÓÜQÅ¿áWæãÚÓÜáñÜ¤¨æ

b. ¯©ìÐÜr ±ÜÅ£QÅÁá 2. JñÜ¤vÜ PÝÃÜPÜWÜÙÜá Ô¨ÝœíñÜ ¯Ãæãà«ÜPÜ ÊÜÂÊÜÓæ§¿á®Üá° QÒà~ÓÜáñÜ¤¨æ

c. ©àZìPÝÆ JñÜ¤vÜ Ü 3. JñÜ¤vÜ, ¯©ìÐÜr

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a b c d (A) 3 4 1 2 (B) 3 1 4 2 (C) 1 3 4 2 (D) 2 4 1 3

10. Öæãí©Ô ŸÃæÀáÄ : a. ÓÝÊÜÞiPÜ 1. CñÜÃÜÃÜ ÊÜñÜì®æ¿á

±ÜÅñÜÂPÝÒ®Üá»ÜÊÜ ÃÜã±ÜWÜÙÜ®Üá° ±Üvæ¨ÜáPæãÙÜáÛÊÜ ±ÜÅQÅÁá

b. ÊÜáãÆ ÆPÜÒ| 2. CñÜÃÜÃÜ®Üá° A¥ÜìÊÜÞwPæãÙÜáÛÊÜ ±ÜÅQÅÁá

c. ÓÝÊÜÞiPÜ 3. CñÜÃÜÃÜ ÊÜñÜì®æ¿á®Üá°

PÜÈPæ Ÿ¨ÜÇÝÀáÓÜáÊÜ ±ÜÅQÅÁá d. ÓÝÊÜÞiPÜ 4. CñÜÃÜÃÜ ÊÜñÜì®æ¿á

±ÜÅ»ÝÊÜ PÝÃÜ|WÜÙÜ®Üá° £Ú¿ááÊÜ

±ÜÅQÅÁá


Paper II 5 K-1518


7. Match the following : a. Manic type 1. Mild form of

manic reaction b. Depressive type 2. Excessive elation c. Hypomania 3. Sever depression d. Hypermania 4. Sever form of

manic reaction Codes : a b c d (A) 2 1 3 4 (B) 1 3 2 4 (C) 2 3 1 4 (D) 4 2 1 3

8. Match the following : a. Chronological 1. A person’s age

age in terms of biological health

b. Biological age 2. Individuals adaptive capacities when compared to same chronological age

c. Psychological 3. A person’s age age in terms of social roles and

expectation d. Social age 4. Years elapsed

since birth Codes : a b c d (A) 4 1 2 3 (B) 4 2 1 3 (C) 1 4 2 3 (D) 3 1 4 2

9. Match the following : a. Somatic weakness 1. Activates the

theory sympathetic nervous system

b. Specific reaction 2. Stressors theory weakness the immune system

c. Prolonged exposure 3. Stress leads to to the stress weakness in a hormone specific bodily organ

d. Stress and immune 4. Respond system to stress in their own idio- syncratic ways

Codes : a b c d (A) 3 4 1 2 (B) 3 1 4 2 (C) 1 3 4 2 (D) 2 4 1 3

10. Match the following : a. Social perception 1. Process of

acquiring forms of behaviour from others

b. Attribution 2. Process of understanding others

c. Social learning 3. Process of changing others behaviour

d. Social influence 4. Process of understanding reasons behind others behaviour

Codes : a b c d (A) 2 4 1 3 (B) 2 3 1 4 (C) 2 1 3 4 (D) 3 4 1 2

Paper II 6 K-1518



±ÜâÓÜ¤PÜ¨Ü ÖæÓÜÃÜá WÜÅí¥ÜPÝÃÜ

a. © Bp…ì B´… qàbíW… 1. C. GÇ…. ¥Ý®…ìvæçP…

b. ¹¿Þív… µÅàvÜÊÜå… 2. EÇ…–WÝÂíW…

BÂív… wW…¯q PæãàÖÜÆÃ…

c. ÊæáípÝÈq B´… G±…Õ 3. ¹.G´…. ÔR®Ü°Ã…

d. A¯ÊÜáÇ… CíoÈhæ®…Õ 4. XÇ…Ÿp…ì Öæçp…


a b c d (A) 4 2 3 1 (B) 1 4 3 2 (C) 4 3 2 1 (D) 3 1 2 4

12. Jí¨Üá WÜáÄ¿á PÜvæX®Ü ±ÜÅWÜ£Wæ ñÜvæ¿ááípÝ¨ÝWÜ

ÊÜáñÜá¤ B«ÝÄñÜ BñÜíPÜÊÜâ ŸWæÖÜÄ¿á©¨ÝªWÜ,

A¨Ü®Üá° ________ Gí¨Üá ÖæàÙÜáñæ¤àÊæ.

(A) ÊÜá®æãà»ÜWÜ°

(B) ËÐÜÊÜÞÊÜ—

(C) WÜáÄ

(D) ñÜvæ×wPæ

13. ÊÜÞÓæãÉàÃÜÊÜÃÜ ±ÜÅPÝÃÜ ÊÜáÖÝ¨ÜÄÊÜâ ÓÜÌ»ÝÊÜÊÜâ

(A) ÓÜÖÜg ±æÅàÃÜOæ

(B) ÊÜñÜì®Ý AaÜácËPæ

(C) ËPÝÓÜ ±æÅàÃÜOæ

(D) ±æÅàÃÜOæ¿á PæãÃÜñæ

14. _____ ÃÜÈÉ ÍæàSÃÜOæWæãívÜ ÊÜÞ×£¿á B«ÝÃÜ¨Ü

ÊæáàÇæ, BÇæãàaÜ®æ¿áÈÉ ŸÙÜÓÜáÊÜ ¹íŸWÜÙÜá

AÊÜáãñÜì ÖÝWÜã ÃÜaÜ®ÝñÜ¾PÜÊÝXÃÜáñÜ¤Êæ.

(A) AÆ³PÝÈPÜ ÓÜ¾$ê£

(B) ÓÜá±Ü¤aæàñÜ®Ü

(C) ©àZìPÝÈPÜ ÓÜ¾$ê£

(D) aæàñÜ®Ü

15. A®æÌàÐÜOæWÜÙÜá ÓÜÊÜáÓæÂ¿á ÊÜÞWæãàì±Ý¿áWÜÙÝXÊæ

ÊÜáñÜá¤ AÊÜâ _____ ¨Ü ÊæáàÇæ B«ÝÄñÜÊÝX¨æ.

(A) »ÜËÐÜÂ£¤®Ü A®Üá»ÜÊÜ

(B) ±ÜÅÓÜá¤ñÜ A®Üá»ÜÊÜ

(C) WÜ£Ô¨Ü A®Üá»ÜÊÜ

(D) bñÜ¤»ÝÊÜ

16. ËÊæàaÜ®æ¿áÈÉ ÓÜÖÜaÜ¿áìÊÜâ ÓÜÊÜáÓæÂÁãí©Wæ

BÃÜí»ÜÊÝX _____ Ãæãí©Wæ AíñÜÂÊÝWÜáñÜ¤¨æ.

(A) ÓÜÊÜáÓæÂ (B) ±ÜÄÖÝÃÜ

(C) ¹íŸ (D) PÜ®ÜÓÜá

17. ®ÜÃÜÊÜÖÜ®Ü¨Ü QÅÁá¿á®Üá° ÓÜÄ¿Þ¨Ü

A®ÜáPÜÅÊÜá~Pæ¿áÈÉ ŸÃæÀáÄ.

1. Ô®Ý±…Õ

2. ËÍÝÅíñÜ Ô§£

3. ±ÜäÊÜì«ÜáÅËàPÜÃÜ|

4. E¨æÌàWÜ ±ÜÅ¿Þ|

5. A«ÜáÅËàPÜÃÜ|


(A) 1, 2, 3, 4, 5 (B) 4, 5, 2, 3, 1

(C) 5, 4, 1, 2, 3 (D) 2, 5, 3, 4, 1

18. µ¿Þhæ AÊÜÃÜ ÓÜí±ÜÅñÜÂ¿ÞíPÜáÃÜñæ¿á

ÓÜÄ¿Þ¨Ü PÜÅÊÜáÊÜ®Üá° ŸÃæÀáÄ.

1. ÓÝÊÜÞ®ÜÂ ÊÜáñÜá¤ ÊÜááSÂ ËÊÜÃÜWÜÚWæ WÜÊÜá®Ü

ÖÜÄÓÜáÊÜâ¨Üá.

2. ÓÝ«ÜÂÊÝWÜáÊÜ ËÐÜ¿áWÜÙÜ ŸWæY ÁãàaÜ®æWÜÙÜá.

3. aÜÆ®ÜÊÜÆ®ÜWÜÙÜ ÓÜÊÜá®ÜÌ¿áñæ.

4. ÊÝÓÜ¤ËPÜñæWæ JñÜá¤ ¯àvÜáÊÜâ¨Üá.


(A) 3, 1, 4, 2 (B) 1, 3, 4, 2

(C) 3, 1, 2, 4 (D) 4, 2, 1, 3

Paper II 7 K-1518


11. Match the following :

Name of the book Author

a. The Art of Teaching 1. E.L. Thorndike

b. Beyond Freedom & 2. Wolfgang Kohler Dignity

c. Mentality of Apes 3. B.F. Skinner

d. Animal Intelligence 4. Gilbert Height

Codes :

a b c d (A) 4 2 3 1 (B) 1 4 3 2 (C) 4 3 2 1 (D) 3 1 2 4

12. When progress towards a goal is blocked and underlying tension is unresolved, we speak of

(A) Frustration (B) Critical period (C) Goal (D) Restriction

13. According to Maslow, the self-actualizing tendency is

(A) Instinct (B) Imprinting (C) Growth motivation (D) Deficiency motivation

14. Images used in thinking are abstractions and constructions based on information stored in

(A) Short term memory (B) Unconscious (C) Long-term memory (D) Conscious

15. Heuristics are strategies or approaches to a problem which are usually based on

(A) Future experience (B) Present experience (C) Past experience (D) Temperament

16. In reasoning, the association begins with a problem and ends with a

(A) Problem (B) Solution

(C) Image (D) Dream

17. Arrange the following in the correct sequence of neuronal conduction.

1. Synapses

2. Resting

3. Repolarization

4. Impulse travel

5. Depolarization

Codes :

(A) 1, 2, 3, 4, 5 (B) 4, 5, 2, 3, 1

(C) 5, 4, 1, 2, 3 (D) 2, 5, 3, 4, 1

18. Arrange the following in the correct sequence based on Piaget’s theory in the stages in concept formation.

1. Focusing on common and important details.

2. Thoughts about possible things. 3. Coordination of movements.

4. Emphasising on reality.

Codes : (A) 3, 1, 4, 2 (B) 1, 3, 4, 2

(C) 3, 1, 2, 4 (D) 4, 2, 1, 3

Paper II 8 K-1518


19. ÓÜÊÜáÓæÂ ±ÜÄÖÝÃÜ ÊÜÞ¨ÜÄ¿á 6 ÖÜíñÜWÜÙÜ®Üá° ÓÜÄ¿Þ¨Ü PÜÅÊÜá¨ÜÈÉ ŸÃæÀáÄ. 1. ±ÜÄÖÝÃÜÊÜ®Üá° BÁáR ÊÜÞvÜáÊÜâ¨Üá 2. ÓÜÊÜáÓæÂ¿á®Üá° ÊÝÂTÝÂ¯ÓÜáÊÜâ¨Üá 3. ±Ü¿Þì¿á ±ÜÄÖÝÃÜÊÜ®Üá° BÁáR ÊÜÞvÜáÊÜâ¨Üá 4. ÊÜåèÈÂàPÜÃÜ| ÊÜÞvÜáÊÜâ¨Üá 5. ÊÜáãÆPÝÃÜ|ÊÜ®Üá° PÜívÜá×w¿ááÊÜâ¨Üá 6. A®ÜáÐÝu®ÜWæãÚÓÜáÊÜâ¨Üá ÓÜíPæàñÜWÜÙÜá :

(A) 3, 2, 1, 4, 5, 6

(B) 1, 5, 3, 6, 2, 4

(C) 2, 5, 3, 1, 6, 4

(D) 1, 2, 3, 5, 6, 4

20. ÊÜá®æãà¼ÊÜê£¤ Ÿ ÜÇÝÊÜOæ¿á ÖÜíñÜWÜÙÜ®Üá° ÓÜÄ¿Þ Ü PÜÅÊÜá¨ÜÈÉ ŸÃæÀáÄ.

1. ñÜ¿ÞÃÝWÜáÊÜâ¨Üá 2. ±ÜäÊÜì bíñÜ®æ ÊÜÞvÜáÊÜâ¨Üá 3. bíñÜ®æ 4. ¯ÊÜìÖÜOæ 5. PÝ¿áì±ÜÅÊÜêñÜ¤ÃÝWÜáÊÜâ¨Üá 6. ÊÜáÃÜáPÜÚÓÜáËPæ


(A) 2, 3, 1, 5, 4, 6

(B) 1, 2, 3, 5, 4, 6

(C) 2, 3, 5, 1, 4, 6

(D) 3, 2, 1, 4, 6, 5

21. ñÜÃÜ¸æà£¿á ÊÜåèÈÂàPÜÃÜ|¨Ü ±ÜÅQÅÁá¿á ÓÜÄ¿Þ¨Ü PÜÅÊÜáÊÜ®Üá° ŸÃæÀáÄ.

1. ±ÜäÊÜì ñÜÃÜ¸æà£ ÊÜÞ±Ü®Ü 2. ñÜÃÜ¸æà£ ®ÜíñÜÃÜ, ±ÜÅ£QÅÁá¿á ÊÜÞ±Ü®Ü 3. Aí£ÊÜá ´ÜÈñÝíÍÜPæR ËÊÜÃÜOæ ¯àvÜáÊÜâ¨Üá 4. PÜÈPæ¿á ®ÜíñÜÃÜ¨Ü ÊÜÞ±Ü®Ü 5. A®ÜáÓÜÄÓÜáÊÜâ¨Üá ÓÜíPæàñÜWÜÙÜá :

(A) 1, 2, 3, 4, 5 (B) 3, 1, 2, 4, 5

(C) 1, 2, 4, 3, 5 (D) 2, 4, 1, 3, 5

22. ÓÜÊÜá¥Üì®æ (A) : ÓÝÊÜÞiPÜ ÊÜá®æãàËhÝn®Ü¨Ü

ÓÜíÍæãà«Ü®æWæ AÊÜÇæãàPÜ®Ü Ë«Ý®ÜÊæà ÓÜãPÜ¤.

PÝÃÜ| (R) : AÊÜÇæãàPÜ®Ü Ë«Ý®Ü¨Ü Ëá£

Gí¨ÜÃæ ÓÜíÍæãà«ÜPÜ®Ü ±ÜPÜÒ±ÝñÜ.


(A) (A) ÊÜáñÜá¤ (R) GÃÜvÜã ÓÜÄ ÊÜáñÜá¤ (R) (A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ

(B) (A) ÊÜáñÜá¤ (R) GÃÜvÜã ÓÜÄ B¨ÜÃæ (R) (A) ¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ¿áÆÉ

(C) (A) ÓÜÄ, B¨ÜÃæ (R) ñÜ±Üâ³

(D) (A) ñÜ±Üâ³ , B¨ÜÃæ (R) ÓÜÄ

23. ÓÜ¾$ê£ ±ÜÅQÅÁá¿á AíÍÜWÜÙÜ®Üá° ÓÜÄ¿Þ¨Ü

A®ÜáPÜÅÊÜá¨ÜÈÉ ŸÃæÀáÄ.

1. AÊÜ«Ý®Ü

2. G®…PæãàwíW…

3. ÊÜáÃÜáPÜÚÓÜáËPæ

4. ÓÜíWÜÅÖÜOæ


(A) 1 2 3 4 (B) 2 3 4 1

(C) 4 2 3 1 (D) 1 2 4 3

24. ÓÜÊÜá¥Üì®æ (A) : ÊÜá®æãàËá£ÍÝÓÜ÷ ±ÜÄàPæÒWÜÙÜ®Üá°

A¨ÜÃÜ ÊÜÓÜá¤¯ÐÜuñæ ÊÜáñÜá¤ ËÍÝÌÓÜ¯à¿áñæ¿áá

¯«ÜìÄÓÜáñÜ¤¨æ.

PÝÃÜ| (R) : ÓÜÌ ÊÜÃÜ©¿áá ÊÜñÜì®æ¿á®Üá° A«ÜÂ¿á®Ü

ÊÜÞvÜÆá ŸÙÜÓÜáÊÜ Jí Üá g®Ü²Å¿á ñÜíñÜÅÊÝX æ.



(B) (A) ÊÜáñÜá¤ (R) GÃÜvÜã ÓÜÄ, B¨ÜÃæ (R) (A) ¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ¿áÆÉ



Paper II 9 K-1518


19. Arrange the following in the correct sequence based on 6 steps model of problem solving.

1. Select a solution 2. Define the problem 3. Select an alternative solution 4. Evaluation 5. Find out root cause 6. Implementation Codes : (A) 3, 2, 1, 4, 5, 6 (B) 1, 5, 3, 6, 2, 4 (C) 2, 5, 3, 1, 6, 4 (D) 1, 2, 3, 5, 6, 4

20. Arrange the following in the correct sequence based on the stages in attitude change.

1. Preparation 2. Pre contemplation 3. Contemplation 4. Maintenance 5. Action 6. Relapse Codes : (A) 2, 3, 1, 5, 4, 6 (B) 1, 2, 3, 5, 4, 6 (C) 2, 3, 5, 1, 4, 6 (D) 3, 2, 1, 4, 6, 5

21. Arrange the following in the correct sequence in the training evaluation.

1. Pre training assessment 2. Post assessment of reactions 3. Describing the output 4. Post assessment of learning 5. Follow up

Codes : (A) 1, 2, 3, 4, 5 (B) 3, 1, 2, 4, 5 (C) 1, 2, 4, 3, 5 (D) 2, 4, 1, 3, 5

22. Assertion (A) : Method of observation is more suitable for research in social psychology.

Reason (R) : Limitation of observation method is the researchers bias.

Codes : (A) Both (A) and (R) are true and (R) is

the correct explanation of (A)

(B) Both (A) and (R) are true, but (R) is not the correct explanation of (A)

(C) (A) is true, but (R) is false

(D) (A) is false, but (R) is true

23. Arrange the following is the correct sequence involved in memory process.

1. Attention 2. Encoding 3. Retrieval 4. Storage

Codes : (A) 1 2 3 4 (B) 2 3 4 1

(C) 4 2 3 1 (D) 1 2 4 3

24. Assertion (A) : Usefulness of

psychometric tests are determined by its reliability and validity.

Reason (R) : Self report is the popular teaching to study the behaviour.






Paper II 10 K-1518


25. ÓÜÊÜá¥Üì®æ (A) : ÊÜáÆX¨ÝWÜ BWÜáÊÜ Êæá¨ÜáÚ®Ü aÜoáÊÜqPæWÜÙÜ®Üá° Ë¨ÜáÂñ… ñÜÃÜíWÜWÜÚí¨Ü ÊÜÞ±Ü®Ü ÊÜÞvÜŸÖÜá¨Üá.

PÝÃÜ| (R) : ¯¨æª¿áÈÉ BWÜáÊÜ A£àÊÜ Ë¨ÜáÂñ… ñÜÃÜíWÜWÜÙÜ®Üá° ¯¨æª Ô³ívÜÇ… ¨ÝSÈÓÜáñÜ¤¨æ.






26. ÓÜÊÜá¥Üì®æ (A) : E¨æãÂàWÜPæR ÓÜíŸí«Ü±Üoríñæ ÖÝ¥Ý®…ì A«ÜÂ¿á®ÜWÜÙÜá ÊÜÞ®ÜÊÜ®Ü ÊÜñÜì®æ PÜáÄñÜá A«ÜÂ¿á®Ü ®ÜvæÔ¨æ.

PÝÃÜ| (R) : ÊÜaÜáìÊÜÇ… ÓÜíÓæ§WÜÙÜá ñÜívÜ PÜoárÊÜ ¯qr®ÜÈÉ A±Ý¿áPÝÄ¿ÞXÊæ.






27. ÍÝÔ÷à¿á A®ÜáŸí«Ü Ô¨ÝœíñÜPæR ÓÜíŸí—ÓÜ¨Ü AíÍÜWÜÙÜá

1. AŸ¨Üœ ÊÜáá®ÜãÕaÜ®æ

2. ÓÜÃÝWÜ aæàñÜÄPæ

3. B®ÜáÐÜíXPÜ ÓÜíPæàñÜ PÜÅÊÜá

4. A®ÜáŸí—ñÜ ±ÜÅ£ÊÜñÜì


(A) 1 ÊÜáñÜá¤ 3 (B) 2, 3, 4

(C) 1, 3, 4 (D) 2, 4

28. AÓÜí»ÜÊÜ¯à¿áñæ ÊÜÞ¨ÜÄ ñÜíñÜÅÊÜâ ¿ÞÊÜâÊÜâ ?

1. ±ÜÅ£¯—ñÜÌ ÊÜÞ¨ÜÄ

2. PæãàpÝ ÊÜÞ¨ÜÄ

3. PÜÉÓÜrÃ… ÊÜÞ¨ÜÄ

4. Óæã°à ¸ÝÇ… ÊÜÞ¨ÜÄ


(A) 1 ÊÜáñÜá¤ 2 (B) 2 ÊÜáñÜá¤ 4

(C) 1 ÊÜáñÜá¤ 3 (D) 2 ÊÜáñÜá¤ 3

29. D PæÙÜX®Ü ¿ÞÊÜ ÊÝPÜÂWÜÙÜá ÓÜÄ¿ÞXÊæ ?

1. PÜÒÀáÓÜáËPæ ñÜíñÜÅÊÜâ ÓÜÄ±ÜwÓÜÇÝWÜ¨Ü

ÖÝ¯¿á®Üá°íoáÊÜÞvÜáñÜ¤¨æ.

2. ¯©ìÐÜr Êæá¨ÜáÚ®Ü PæÒàñÜÅÊÜ®Üá° Eñæ¤àiÔ¨ÝWÜ ¯©ìÐÜr ÊÜñÜì®æ¿áá EípÝWÜáñÜ¤¨æ.

3. PÜÒÀáÓÜáËPæ ñÜíñÜÅÊÜ®Üá° Wævæx¿á®Üá° ñæWæ¿áÆá ŸÙÜÓÜÇÝWÜáñÜ¤¨æ.

4. ¨ÝSÇæ ÊÜÞvÜáÊÜ ñÜíñÜÅÊÜâ Êæá¨ÜáÙÜá

QÅÁá¿áÈÉ ñæãvÜX¨ÝWÜ aÜoáÊÜqPæWÜÙÜ®Üá° AÊÜÇæãàQÓÜÆá ÓÜÖÝ¿áPÜÊÝX¨æ.


(A) 1, 3, 4 (B) 2, 3, 4 (C) 1, 2, 3 (D) 1, 2, 3, 4

30. QÅ¿ÞÎàÆñæ¿á ±ÜÄàPæÒ¿áá ¿ÞÊÜ ÓÝÊÜá¥ÜÂìÊÜ®Üá° ÊÜÞ±Ü®Ü ÊÜÞvÜáÊÜâ©ÆÉ ?

1. A¨Üá½ñÜ ÊÜá®ÜÎcñÜÅ 2. Öæãí¨Ý~Pæ

3. ÊÜáãÆñæ 4. ËÓÜ¤ÃÜOæ

5. ÊÜ|ìÃÜíiñÜ bñÜÅ| (¹íŸ)


(A) 1, 2 ÊÜáñÜá¤ 4 (B) 1 ÊÜáñÜá¤ 5


31. AÊÜÇæãàPÜ®Ý PÜÈPæ¿á AvÜPÜWÜÙÜá

1. AÊÜ«Ý®Ü 2. A¼±æÅàÃÜOæ

3. ±ÜÅ£QÅÁá ÃÜaÜ®æ 4. «ÝÃÜ|


(A) 2 ÊÜáñÜá¤ 3 (B) 1 ÊÜáñÜá¤ 3 (C) 3 ÊÜáñÜá¤ 4 (D) 1, 2 ÊÜáñÜá¤ 4

Paper II 11 K-1518


25. Assertion (A) : Brain activity during the sleep is measured in terms of electrical activity.

Reason (R) : Sleep spindle records intense electrical activity during sleep.






26. Assertion (A) : Hawthorne studies brought out the importance of human relations at work place.

Reason (R) : Virtual organisations is a threat to team building.






27. Concepts that are not associated with classical conditioning are

1. False alarm

2. Spontaneous recovery

3. Secondary signal system

4. Conditioned reflex

Codes : (A) 1 and 3 (B) 2, 3, 4

(C) 1, 3, 4 (D) 2, 4

28. Non probability sampling techniques are 1. Representative sample 2. Quota sampling 3. Cluster sampling 4. Snow ball sampling Codes : (A) 1 and 2 (B) 2 and 4 (C) 1 and 3 (D) 2 and 3

29. Which of the following statements are true ?

1. Ablation technique results in irrepairable damage. 2. Stimulation of a specific area of the

brain results in a specific behaviour. 3. Ablation is useful in removing the

tumor. 4. Recording techniques helps in

observing changes in the brain during an activity.

Codes : (A) 1, 3, 4 (B) 2, 3, 4 (C) 1, 2, 3 (D) 1, 2, 3, 4

30. Which of the following abilities are not measured in tests of creativity ?

1. Fantasy 2. Flexibility 3. Originality 4. Elaboration 5. Colorfulness of imagery Codes : (A) 1, 2 and 4 (B) 1 and 5 (C) 4 and 5 (D) 3 and 5

31. Components of observational learning are

1. Attention 2. Motivation 3. Reaction formation 4. Retention Codes : (A) 2 and 3 (B) 1 and 3 (C) 3 and 4 (D) 1, 2 and 4

Paper II 12 K-1518


32. ±Üqr – I ®Üá° ±Üqr – II Ãæãí©Wæ Öæãí©Ô ÊÜáñÜá¤ D PæÙÜX®Ü ÓÜíPæàñÜWÜÙÜ®Üá° ŸÙÜÔPæãívÜá EñÜ¤ÃÜÊÜ®Üá°

ÓÜãbÔ.

±Üqr – I ±Üqr – II a. BËáì BÆ– 1. A¼PÜÒÊÜáñÝ b. Gí. Gí. ². I. 2. Ôðà¯íW… ÓÝ«Ü®Ü c. i. Ga…. PÜãÂ™. 3. Ÿá©œÍÜQ¤ d. w. ¹. w. G. 4. ÃæãàWÜ ¯|ì¿á ÓÝ«Ü®Ü



ÓÜãbÔ.

±Üqr – I ±Üqr – II a. BÇæãàaÜ®æ 1. ÓÜí±ÜÅñÜÂ¿á¨Ü EñÜ¤ÊÜá

±ÝÅ£¯«ÝÂñÜ¾PÜ E¨ÝÖÜÃÜOæ

b. ÊÜá®æãà¹íŸWÜÙÜá 2. ÊÜÞ®ÜÔPÜÊÝX, ÓÜÊÜáÃÜã±ÜÊÝ¨Ü ÊÜÓÜá¤™, Zo®æ A¥ÜÊÝ ÊÜá®ÜáÐÜÂÃÜ®Üá° PæãÅà{PÜÄÓÜáÊÜâ¨Üá

c. ±ÜÄPÜÆ³®æ/ 3. ÊÜÓÜá¤™A¥ÜÊÝ Zo®æ¿á ÓÜí±ÜÅñÜÂ¿á ŸWæY ÊÜá®Ü ÜÈÉ

±ÝÅ£¯—ñÜÌÊÜ®Üá° Öæãí¨ÜáÊÜâ¨Üá

d. ÊÜáãÆÃÜã±ÜWÜÙÜá 4. ÊÜÞ®ÜÔPÜ ±ÝÅ£¯—PÜñÜÌ ÊÜÞ×£¿á®Üá°

Ÿ¨ÜÇÝÀáÓÜáÊÜâ¨Üá ÓÜíPæàñÜWÜÙÜá : a b c d (A) 4 3 2 1 (B) 2 1 3 4 (C) 4 2 3 1 (D) 2 1 4 3

34. Öæãí©Ô ŸÃæÀáÄ.

a. ÓÜ¾ÃÜOæ¿áá Jí¨Üá 1. ±æoÕ$R®…

±ÜäÊÝìÊÜÓæ§¿á ±ÜÅQÅÁá

b. Êæá¨ÜáÚ®Ü aÜoáÊÜqPæ¿á 2. ¸ÝÇæìp…

»ÝWÜ¨ÜÈÉ ¯©ìÐÜrÊÝ¨Ü

ÊÜÞ×£ ±ÜÅQÅÁá¿áá

gÃÜáX¨ÝWÜ BÊÜáÉg®ÜPÜÊÜâ

HÄPæ¿ÞWÜáñÜ¤¨æ

c. Óæã³àPÜ®… wio®Üá° ÔrÊÜááÈ¿á 3. ±ÜÅÁãàWÝñÜ¾PÜ

±ÜÅQÅÁá¿ÞX ŸÙÜÔ¨ÝWÜ A«ÜÂ¿á®Ü©í¨Ü

pæí±æäÃÜÇ… Çæãà¸… GvÜ ÓÜ¾ÃÜOæ ÊÜáñÜá¤ ÊÜáÃÜá

A¥ÜÊÝ ŸÆ E¹º®Ü ®æ®Ü²ÓÜÆá

ËÐÜ¿áÊÝWÜáñÜ¤¨æ E±ÜÁãàXÓÜáÊÜ

Jí¨Üá ñÜíñÜÅ

d. ¸èÅ®…&²àoÃ…ÓÜ®… 4. QÊÜááÃÝ (1961)

wÓÝó$ÂPÜrÃ…

Codes :

a b c d

(A) 2 1 4 3

(B) 3 2 4 1

(C) 1 3 2 4

(D) 4 1 3 2

Paper II 13 K-1518


32. Match List – I with List – II and select the correct answer using the codes given below the Lists.

List – I List – II a. Army alpha 1. Aptitude b. MMPI 2. Screening

device c. GHQ 3. Intelligence d. DBDA 4. Diagnostic tool Codes : a b c d (A) 1 2 3 4 (B) 4 2 1 3 (C) 3 4 2 1 (D) 3 2 4 1


List – I List – II

a. Thinking 1. Highly representative

examples of a concept

b. Mental images 2. Mental grouping of similar objects of events or people

c. Concepts 3. Representations in the mind of an object or event

d. Prototypes 4. Manipulation of mental representations of information

Codes : a b c d (A) 4 3 2 1 (B) 2 1 3 4 (C) 4 2 3 1 (D) 2 1 4 3

34. Match the following.

a. Remembering is a 1. Petscan

reconstitute process

b. Increase in oxygen 2. Bartlet

consumption in the

activity brain areas

during particular kinds

of information processing

c. The procedure using 3. A technique used

spoken digits as stimuli in experimental

with subject known to studies on

have dome to either memory and

the left or right temporal recall

lobe

d. Brown-Peterson 4. Kimura (1961)

distractor

Codes :

a b c d

(A) 2 1 4 3

(B) 3 2 4 1

(C) 1 3 2 4

(D) 4 1 3 2

Paper II 14 K-1518



ÓÜãbÔ.

±Üqr – I ±Üqr – II a. ÓÜ³ÈìíW… 1. ÊÜ|ì ±ÜÅñÜÂPÝÒ®Üá»ÜÊÜ¨Ü

Ãæq®æP…Õ Ô¨ÝœíñÜÊÜ®Üá° A¼ÊÜê©œ±ÜwÔ¨ÜÃÜá

b. Äàv… 2. AÊÜ«Ý®Ü Ü ËÓÝ¤ÃÜÊÜ®Üá° ÊÜÞ±Ü®Ü ÊÜÞvÜÆá Êæã ÜÆ ±ÜÅÁãàWÜÊÜ®Üá° Ë®ÝÂÓÜWæãÚÔ ÜÃÜá

c. iàÊÝ®…Õ 3. ÓÜíÊæà Ü®æ ÊÜáñÜá¤ ±ÜÅñÜÂPÝÒ®Üá»ÜÊÜ Ü ÊÜÂñÝÂÓÜÊÜ®Üá° £ÚÔ ÜÃÜá

d. Gv…Ë®… 4. ÓÜíÊæà Ü®Ý ®æãàí Ü~¿á AÔ¤ñÜÌÊÜ®Üá° ¨ÝSÈÔ ÜÃÜá


36. ±Üqr – I ®Üá° ±Üqr – II Ãæãí©Wæ Öæãí©Ô ÊÜáñÜá¤ D PæÙÜX®Ü ÓÜíPæàñÜWÜÙÜ®Üá° ŸÙÜÔPæãívÜá EñÜ¤ÃÜÊÜ®Üá° ÓÜãbÔ.

±Üqr & I ±Üqr & II a. ±ÜÅñÜÂPÝÒ®Üá»ÜÊÜ 1. WÝñÜÅ Ô§ÃÜñæ »ÜÅÊæá ÓÜíZo®æ

b. ÊÜááÆÉÃ… Çæç¿áÃ… 2. BPÜê£ ×®æ°Çæ

»ÜÅÊæá µ®ÝËá®Ü®…

c. æç µ®ÝËá®Ü®… 3. hÝÂËá£ »ÜÅÊæá

d. aÜí ÜÅ »ÜÅÊæá 4. aÜÆ®Ü »ÜÅÊæá


37. ÓÜÊÜá¿á PÜÙæ Üíñæ A®Üá»ÜÊÜ©í Ü EípÝ Ü ÓÜ¾$ê£ ÓÜáÚÊÜâ QÒà~ÓÜáñÜ¤ æ GíŸ ÊÜáÃæË®Ü Ô¨ÝœíñÜÊÜâ

(A) ÓÜáÚÊÜâ Ô¨ÝœíñÜ (B) ÊÜÂ£àPÜÃÜ| Ô¨ÝœíñÜ (C) ®ÝÍÜ Ô¨ÝœíñÜ (D) ±ÜÅQÅÁáWÜÙÜ ÖÜíñÜ Ô¨ÝœíñÜ

38. BñÜ¾ aÜÄñæÅ¿á EÇæÉàSÊÜ®Üá° JÙÜWæãívÜíñÜÖÜ ÓÜ¾$ê£¿á Ë«ÜÊÜâ ______ BXÃÜáñÜ¤ æ.

(A) ±Ü Ü A¥Üì ÓÜ¾$ê£ (B) bñÜÅ bÖæ° (C) Zo®Ý ÓÜ¾$ê£ (D) ÓÜíÓÜRÃÜ| ÖÜíñÜWÜÙÜá

39. AÊÜÂÊÜ×ñÜ ÓÜ¾$ê£¿áá ______ ÃÜ AvÜx ±ÜÄOÝÊÜá©í Ü EípÝWÜáñÜ¤ æ.

(A) A æÎ¿Þ (B) A æäà¯¿Þ (C) A®æãàQÕ¿Þ (D) AÊÜå…¯Ñ¿Þ

40. PÜÈPæ¿á A±æàPÜÒ|ñÜÌ Ô¨Ýœ™íñÜÊÜ®Üá° ±ÜÅ£±Ý©Ô ÜÊÜÃÜá

(A) WÜ£Å (B) Ô. ÖÜÇ…

(C) pæãàÆ¾®… (D) ¥Ý®…ìvæçP…

41. ®æçg iàÊÜ®Ü ÜÈÉ™ ±ÜÅ£Áãí Üá ±ÜÅ£QÅÁáWæ PæãvÜáÊÜ ±ÜÅ£ŸÆ®ÜÊÜâ

(A) ÓÜÖÜgÊÝX ¯¿áÊÜáQRíñÜ A±æàPæÒ ±ÜvÜáÊÜâ¨ÝX æ (B) AÓÝ«ÜÂÊÝ¨Üá¨Üá (C) AWÜñÜÂÊÝ¨Üá¨Üá (D) A®ÜWÜñÜÂÊÝ¨Üá¨Üá

42. F A®Üá±ÝñÜÊÜ®Üá° PÜívÜá×w¿ááÊÜ ÓÜÄ¿Þ Ü A®ÜáPÜÅÊÜá ÜÈÉ hæãàwÔ .

1. PÜÃæPÜÒ®…oÊÜå…ì 2. i. GÓ…. GÓ…. ®Ü ®ÜvÜáÊæ 3. i. GÓ…. GÓ…. ®Ü JÙÜWæ 4. Joár GÓ…. GÓ….

5. GÓ…. GÓ…. ®Ü ÓÜÃÝÓÜÄ


(A) 1 4 2 3 5 (B) 5 4 3 2 1

(C) 2 3 1 4 5 (D) 1 2 3 4 5

Paper II 15 K-1518




a. Sperling 1. Developed retinex theory of color

perception b. Reid 2. Designed first experiment to measure

span of attention c. Jevons 3. Developed distinction

between sensation and perception

d. Edwin 4. Documented the existence of the sensory register

Codes : a b c d (A) 4 1 2 3 (B) 3 4 2 1 (C) 2 1 3 4 (D) 4 3 2 1



a. Perceptual 1. Size constancy organization illusion

b. Muller Lyer 2. Figure is ground illusion phenomenon c. Phi 3. Geometrical illusion

phenomenon

d. Moon illusion 4. Illusion of movement Codes : a b c d (A) 2 4 3 1 (B) 1 4 2 3 (C) 2 3 4 1 (D) 3 1 4 2

37. The theory of forgetting which gives an explanation by pointing the weakening of the memory trace formed by experience with passage of time is

(A) Trace theory (B) Interference theory (C) Decay theory (D) Level of processing theory

38. The type of memory which has a biographical reference is

(A) Semantic memory (B) Iconic memory (C) Episodic memory (D) Levels of processing

39. Immediate memory is adversely affected by

(A) Aphasia (B) Aphonia (C) Anoxia (D) Amnesia

40. The expectancy theory of learning was propounded by

(A) Guthrie (B) C. Hull (C) Tolman (D) Thorndike

41. In real life reinforcement of every response is

(A) of the nature of an exception rather than the rule

(B) impossible (C) necessary (D) not necessary

42. Arrange the following is the correct sequence in the computation of F.

1. Correction term 2. Between GSS 3. Within GSS 4. Total SS 5. Mean SS Codes : (A) 1 4 2 3 5 (B) 5 4 3 2 1 (C) 2 3 1 4 5 (D) 1 2 3 4 5

Paper II 16 K-1518


43. AÐÝríWÜÁãàWÜÊÜ®Üá° ÓÜÄ¿Þ¨Ü A®ÜáPÜÅÊÜá¨ÜÈÉ hæãàwÔ.

1. ¿áÊÜá 2. ¯¿áÊÜá

3. «ÝÂ®Ü 4. ÓÜÊÜÞ—

5. «ÝÃÜ| 6. ±ÝÅOÝ¿ÞÊÜá

7. BÓÜ®Ü 8. ±ÜÅñÝÂÖÝÃÜ


(A) 1, 2, 7, 6, 8, 5, 3, 4

(B) 1, 2, 6, 7, 5, 8, 4, 3

(C) 1, 7, 2, 6, 4, 3, 5, 8

(D) 1, 6, 8, 3, 4, 7, 5, 2

44. »Ýq¿ÞÃÜ Ÿá©œÍÜQ¤ ±ÜÄàPæÒWÜÙÜ®Üá° ÓÜÄ¿Þ Ü PÜÅÊÜá ÜÈÉ ¯àvÜáÊÜ A®ÜáPÜÅÊÜá

1. PæãØàÓ… ¸ÝÉP… wÓæç®…

2. ²PÜcÃ… PÜ®…ÕoÅPÜÒ®…

3. ±ÝÂo®…ì vÝÅÀáíW…

4. ±ÝÓ… AÇÝíW…


(A) 1 3 4 2 (B) 4 2 3 1 (C) 1 4 3 2 (D) 4 1 2 3

45. ÓÜÊÜá¥Üì®æ (A) : AÆ³ ±ÜÅÊÜÞ| ÜÈÉ ¹vÜáWÜvæWæãívÜ ÓæÃÜpæãà¯®… ÓÝÅÊÜÊÜâ BPÜÅÊÜá| ±ÜÅÊÜê£¤ ÊÜáñÜá¤ CñÜÃÜ ÓÜÊÜÞg[ÝñÜPÜ ÊÜñÜì®æWÜÚWæ ÓÜíŸí—Ô¨æ.

PÝÃÜ| (R) : ÔÃæãàpæãà®ÜiìP… ®ÜÃÜWÜÙÜá ÊÜÞ®ÜÊÜ®Ü BPÜÅÊÜá| ÊÜñÜì®æ¿á®Üá° AÊÜÃæãà«ÜWæãÚÓÜáÊÜÈÉ

±ÝñÜÅÊÜ×ÓÜáñÜ¤ æ.


(A) (A) ÊÜáñÜá¤ (R) GÃÜvÜã ÓÜÄ ÊÜáñÜá¤ (R) (A) ¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ

(B) (A) ÊÜáñÜá¤ (R) GÃÜvÜã ÓÜÄ, B ÜÃæ (R) (A) ¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ¿áÆÉ



46. ÓÜÊÜá¥Üì®æ (A) : ÓÜêg®ÝñÜ¾PÜ BÇæãàaÜPÜÃÜá ÃÜã²ÓÜÆ³orÊÜÃæà Ë®Ü@ ÖÜáqr¯í¨ÜÆÉ™.

PÝÃÜ| (R) : ÓÜêg®ÝñÜ¾PÜÃÜá AÓÝÊÜÞ®ÜÂ™, ®ÜËà®Ü B¨ÜÃÜã ÓÜãPÜ¤ÊÝ ÜíñÜÖÜ ±ÜÅ£ÓÜ³í Ü®ÜWÜÙÜ®Üá° EñÝ³©ÓÜáñÝ¤Ãæ.






47. ÓÜÊÜá¥Üì®æ (A) : £ÅÊÜÚ ÓÜ °ÊæàÍÜWÜÙÜÈÉ ÓÜÊÜáñæãàÆ®Ü Ô¨ÝœíñÜ A¼ÊÜê£¤ Ÿ ÜÇÝÊÜOæ¿áÈÉ ËÊÜÃÜOæ àvÜáñÜ¤ æ.

PÝÃÜ| (R) : ÓÜíhÝn®ÝñÜ¾PÜ AÓÝíWÜñÜÂ ÓÜÌ±æÅàÃÜOæÀáí Ü ñÜ®Ü° AíñÜÃÜÊÜ®Üá° PÜwÊæá ÊÜÞvÜáñÜ¤ æ.






48. ÓÜÊÜá¥Üì®æ (A) : ŸÁãàÄ«ÜÊÜå…Õ ÓÜÌCaæf CÆÉ Ü BíñÜÄPÜ ÊÜñÜì®æ Ë®ÝÂÓÜ.

PÝÃÜ| (R) : ÓÜÌCaæf CÆÉ Ü BíñÜÄPÜ ÊÜñÜì®æ¿áá hæçËPÜ JÙÜ ÊÜÞ×£Àáí Ü ¯¿áí£ÅñÜWæãÙÜáÛñÜ¤Êæ.






Paper II 17 K-1518


43. Arrange the following in the correct sequence of Ashtangayoga.

1. Yama 2. Niyama 3. Dhyana 4. Samadhi 5. Dharana 6. Pranayama 7. Asana 8. Prathyahara

Codes :

(A) 1, 2, 7, 6, 8, 5, 3, 4

(B) 1, 2, 6, 7, 5, 8, 4, 3

(C) 1, 7, 2, 6, 4, 3, 5, 8

(D) 1, 6, 8, 3, 4, 7, 5, 2

44. The correct order of administering Bhatia’s battery of intelligence is

1. Koh’s block design

2. Picture construction

3. Pattern drawing

4. Pass along

Codes :

(A) 1 3 4 2 (B) 4 2 3 1

(C) 1 4 3 2 (D) 4 1 2 3

45. Assertion (A) : Low levels of serotonin released are associated with aggression and other forms of antisocial behaviour.

Reason (R) : Serotonergic neurons play an inhibitory role in human aggression.

Codes :

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

(B) Both (A) and (R) are true but (R) is not the correct explanation of (A)



46. Assertion (A) : Creative thinkers are made not born.

Reason (R) : Creative thinkers generate unusual, novel yet appropriate responses.


the correct explanation of (A) (B) Both (A) and (R) are true, but (R) is

not the correct explanation of (A) (C) (A) is true, but (R) is false (D) (A) is false, but (R) is true

47. Assertion (A) : Balance theory of attitude change explains the need for maintaining balance in a triadic situation.

Reason (R) : Cognitive dissonance makes one to voluntarily attempt to reduce distance.




48. Assertion (A) : Biorhythms are involuntary patterns of internal behaviour.

Reason (R) : Involuntary internal behaviour could be brought under control

through biofeedback. Codes : (A) Both (A) and (R) are true and (R) is



Paper II 18 K-1518


49. ÓÜÊÜá¥Üì®æ (A): Ô§ÄàPÜÃÜ| ÊÜá®æãàÇæçíXPÜ ¸æÙÜÊÜ~Wæ¿á ÖÜíñÜWÜÙÜá ÊÜÂQ¤ñÜÌ ËPÜÓÜ®ÜPæR ±ÜÄOÝÊÜá ¹àÃÜáñÜ¤Êæ.

PÝÃÜ| (R) : ÓÝÊÜÞ®ÜÂÊÝX g®ÜÃÜá KÃÜÇ… ÖÜíñÜ/Ô§ÄàPÜÃÜ|ÊÜ®Üá° BñÜ¾ ÓÜíÃÜPÜÒOæWæ ±ÜÅ£WÜÊÜá®ÜÊÝX ŸÙÜÓÜáñÝ¤Ãæ.

ÓÜíPæàñÜWÜÙÜá : (A) (A) ÊÜáñÜá¤ (R) GÃÜvÜã ÓÜÄ ÊÜáñÜá¤ (R) (A) ¿á

ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ (B) (A) ÊÜáñÜá¤ (R) GÃÜvÜã ÓÜÄ, B ÜÃæ (R) (A)

¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ¿áÆÉ (C) (A) ÓÜÄ, B¨ÜÃæ (R) ñÜ±Üâ³ (D) (A) ñÜ±Üâ³ , B¨ÜÃæ (R) ÓÜÄ

50. ®ÝP…Õ&PÜãÂ … ±ÜÄàPæÒ¿á®Üá° _____ ÊÜÞ±Ü®Ü ÊÜÞvÜÆá ŸÙÜÓÜÇÝWÜáñÜ¤ æ.

1. AÊÜ«Ý®Ü 2. ©àZìPÝÈPÜ ÓÜ¾$ê£ 3. HPÝWÜÅñæ 4. ÊæäÂàËá£ ÓÝÊÜá¥ÜÂì

ÓÜíPæàñÜWÜÙÜá : (A) 1 ÊÜáñÜá¤ 2 (B) 1 ÊÜáñÜá¤ 3 (C) 2 ÊÜáñÜá¤ 3 (D) 3 ÊÜáñÜá¤ 4

51. ¹W…&5 ÊÜÂQ¤ñÜÌ Ü ÊÜÞ±Ü®ÜÊÜâ _____ AíÍÜWÜÙÜ®Üá° Öæãí© æ.

1. A®Üá»ÜÊÜWÜÚWæ ÊÜááPÜ¤ÊÝXÃÜáÊÜâ¨Üá 2. ÓÜíÊæàWÜ Ô§ÃÜñæ 3. Öæãí¨Ý~Pæ 4. Ÿ×ÊÜááìU

ÓÜíPæàñÜWÜÙÜá : (A) 1 ÊÜáñÜá¤ 3 (B) 2 ÊÜáñÜá¤ 4 (C) 1, 2 ÊÜáñÜá¤ 4 (D) PæàÊÜÆ 3

52. GÃÜvÜá WÜáí±ÜâWÜÙÜ ®ÜvÜáË®Ü ÓÝ¥ÜìPÝíÍÜ ÊÜÂñÝÂÓÜÊÜ®Üá° ±ÜÄàQÒÓÜÆá _____ ®Üá° ŸÙÜÓÜÇÝWÜáÊÜâ¨Üá.

1. t- ±ÜÄàPæÒ 2. f- ±ÜÄàPæÒ 3. Tæç &ÊÜWÜì 4. ÓÜÖÜÓÜíŸí«Ü

ÓÜíPæàñÜWÜÙÜá : (A) 1 ÊÜáñÜá¤ 3 (B) 3 ÊÜáñÜá¤ 4 (C) 1 ÊÜáñÜá¤ 2 (D) 2 ÊÜáñÜá¤ 3

53. ÓÜÊÜÞÇæãàaÜ®æ ±ÜÅQÅÁá¿áá _____________ BXÃÜáÊÜâ©ÆÉ™.

1. ÓÜÖÝ¿á ÖÜÓÜ¤ aÝaÜáÊÜâ¨Üá 2. ÓÜÆÖæ ¯àvÜáÊÜâ¨Üá 3. ÊÜÞWÜì¨ÜÍÜì®Ü ¯àvÜáÊÜâ¨Üá 4. ÊÜá®æãàÃæãàWÜ bQñæÕ

ÓÜíPæàñÜWÜÙÜá : (A) 1 ÊÜáñÜá¤ 2 (B) 1 ÊÜáñÜá¤ 3 (C) 2, 3 ÊÜáñÜá¤ 4 (D) 3 ÊÜáñÜá¤ 4

54. iàÊÜ®ÝÊÜ— ËPÝÓÜ¨Ü ÓÜíÍæãà«Ü®æ Ë«Ý®ÜWÜÙÜá 1. ÎÃæãà&¸ÝÆ EñÝðí£ 2. ©àZìPÝÈPÜ Ë«Ý®Ü 3. ÓÜ¯ÖÜ&¨ÜãÃÜ 4. ±ÝÍÜÌì dæà¨Ü Ë«Ý®Ü





a. Ÿá©œÍÜQ¤ 1. ÃæãàÍÝP…

b. QÅ¿ÞÎàÆñæ 2. IÓæíP…

c. ÊÜáÔÊÜáaæc 3. ¸ÝPÜÃ… Êæáà© ±ÜÄàPæÒ

d. ®ÜÃÜ aÜíaÜÆñÜÌ 4. ¹à®æ&PÝÊÜáñ…


a b c d (A) 1 3 2 4 (B) 4 2 1 3 (C) 4 3 1 2 (D) 3 2 1 4

56. hæãàÖÝÄ Qíw ñÜíñÜÅÊÜâ ¿ÞÊÜâ ÜPæR ÓÜÖÝ¿áÊÝWÜáñÜ¤ æ ?

(A) ñÜ®Ü°®Üá° ñÝ®æà A¥ÜìÊÜÞwPæãÙÜÛÆá

(B) JñÜ¤vÜÊÜ®Üá° PÜwÊæá ÊÜÞvÜÆá

(C) ÓÜíZo®Ý ÓÜíÊÜÖÜ®ÜÊÜ®Üá° ÊÜê©œÓÜÆá

(D) ÓÜíZo®Ý ±ÜÄOÝÊÜáPÝÄñÜÌÊÜ®Üá° ÊÜê©œÓÜÆá

Paper II 19 K-1518


49. Assertion (A) : Fixation at the psycho sexual stages of development

affects the development of personality.

Reason (R) : People who are fixated at the oral stage of development use regression as their defense mechanism.




50. Knox-cube test is used to assess 1. Attention 2. Long term memory 3. Concentration 4. Spatial ability Codes : (A) 1 and 2 (B) 1 and 3 (C) 2 and 3 (D) 3 and 4

51. The dimensions of big-5 personality are 1. Openness 2. Emotional stability 3. Adjustment 4. Extroversion Codes : (A) 1 and 3 (B) 2 and 4 (C) 1, 2 and 4 (D) only 3

52. Significance of difference between two groups can be tested by

1. t-test 2. f-test 3. Chi-square 4. Correlation Codes : (A) 1 and 3 (B) 3 and 4 (C) 1 and 2 (D) 2 and 3

53. Counselling is not a process of 1. Rendering a helping hand 2. Advising 3. Guidance 4. Psychotherapy Codes : (A) 1 and 2 (B) 1 and 3 (C) 2, 3 and 4 (D) 3 and 4

54. Research methods of life span development are 1. Cephalocaudal 2. Longitudinal 3. Proximodistal 4. Cross sectional Codes : (A) 1 and 2 (B) 1 and 3 (C) 2 and 4 (D) 1 and 4

55. Match the following : a. Intelligence 1. Rorschach b. Creativity 2. Eysenck c. Projective 3. Baquer Medhi test d. Neurotism 4. Binet-Kamath Codes : a b c d (A) 1 3 2 4 (B) 4 2 1 3 (C) 4 3 1 2 (D) 3 2 1 4

56. Johari window is a technique that helps in (A) Understanding one self (B) Reducing stress (C) Enhancing organisational

communication (D) Enhancing organisational effectiveness

Paper II 20 K-1518


57. ¸æ®Üá°ÖÜáÄÀáí¨Ü Êæá¨ÜáÚWæ ÓÜí¨æàÍÜÊÜ®Üá°

ñÜÆá²ÓÜáÊÜ ®ÜÃÜÊÜ®Üá° ________ G®Üá°ñÝ¤Ãæ.

(A) AíñÜÃ… ®ÜÃÜ

(B) G´ÜÃÜíp… ®ÜÃÜ

(C) A´ÜÃæíp… ®ÜÃÜ

(D) ÓÜÖÜ &ÓÜíŸí— ®ÜÃÜ

58. ÓÜíZo®æWÜÙÜÈÉ ±ÜÃÜÓÜ³ÃÜ A—PÝÃÜÊÜ®Üá° ±ÜÅ£±Ý©Ô ÜÊÜÃÜá

(A) ÊÜÞÓæãÉà (B) pæàÆÃ…

(C) ´æäàÇæàp… (D) ´æÅwÅP…

59. ERG Ô¨ÝœíñÜ¨ÜÈÉ R ®Ü A¥Üì

(A) ËÍÜÌÓÜ¯à¿áñæ

(B) gÊÝ¸ÝªÄ

(C) ±ÜÅ£´ÜÆ

(D) ÓÜíŸí«ÜWÜÙÜá

60. ®ÜÃÜñÜíñÜáWÜÙÜ ®ÜvÜáË®Ü ÓÝ§®ÜÊÜ®Üá° ___ G®Üá°ñÝ¤Ãæ.

(A) BPÝÕ®… (B) ®ÜãÂQÉ¿áÓ…

(C) Óæç®Ý±…Õ (D) ±æäÅàpÝ®…

61. ÓÜÌPÜÆ³®æ¿á®Üá° A¥ÜìÊÜÞwPæãÙÜáÛÊÜÈÉ ÊÜáñÜá¤ A¨ÜÃÜ

PÝ¿áìÍæçÈ¿á®Üá° £Ú¿áÆá ______ ñÜíñÜÅWÜÙÜá

ÓÜÖÝ¿áPÜÊÝWÜáñÜ¤¨æ.

1. ŸÁãàµàv…¸ÝÂP…

2. GÓ…. vÜŸãÉ$Â™.™K. q.

3. B±Ü¤ÓÜÆÖæ

4. hæãÖÝÄ Qíw




62. ÓÜÊÜá¥Üì®æ (A) : ÎPÜÒPÜÃÜá ÊÜWÜìPæR (±ÝsÜPæR) ÓÜÊÜá¿á ±ÝÆ®æ ÊÜÞw¨ÜÃæ Ë¨ÝÂ¦ìWÜÙÜá WèÃÜËÓÜáñÝ¤Ãæ.

PÝÃÜ| ( R) : ±ÝsÜWÜÙÜ®Üá° ¯WÜ©ñÜ ÓÜÊÜá¿áPæR ÓÜÄ¿ÞX ®ÜvæÔ ÜªÈÉ ÎPÜÒPÜÄWæ Öæbc®Ü A®ÜáPÜãÆÊÝWÜáñÜ¤ æ.






63. ÓÜÊÜá¥Üì®æ (A) : ÓÜíhÝn®ÝñÜ¾PÜ ÓÝÊÜá¥ÜÂìPÜãR ÊÜáñÜá¤ ÍæçPÜÒ~PÜ ÓÝ«Ü®æWÜã AÆ³ÊÜáqr¯í¨Ü ŸÆÊÝ¨Ü ÊÜáor¨ÜÊÜÃæWæ ÓÜÖÜÓÜíŸí«Ü C¨æ.

PÝÃÜ| ( R) : ÊÜÂQ¤ ÊÜÂQ¤ AíñÜÃÜ¨ÜÈÉ ÓÜíhÝn®ÝñÜ¾PÜ ÓÝÊÜá¥ÜÂìPÜãR ÊÜáñÜá¤ ÍæçPÜÒ~PÜ ´ÜÈñÝíÍÜWÜÙÜÈÉ ÊÜÂQ¤ ÊÜÂQ¤WÜÙÜ ÊÜá«æÂ AíñÜÃÜ PÝÃÜ|ÊÝWÜáñÜ¤¨æ.




64. ÓÜÊÜá¥Üì®æ ( A) : ÊÜáãÆ AWÜñÜÂñæWÜÙÜá ñÜê²¤ ¯àw¨ÝWÜ Ÿ¨ÜáQ®Ü ÊÜåèÆÂ ÖæaÜác ñÜ¤¨æ.

PÝÃÜ| ( R) : ÇæçíXPÜ æãà«Ü®æ Ÿ ÜáQ®Ü ÊÜåèÆÂ Öæãí©ÆÉ .




Paper II 21 K-1518


57. The neuron that carries messages from spinal cord to brain is termed as

(A) Inter neuron

(B) Efferent neuron

(C) Afferent neuron

(D) Association neuron

58. Who among the following advocated reciprocal power in organisations ?

(A) Maslow (B) Taylor

(C) Follet (D) Fredrik

59. In ERG theory R stands for

(A) Reliability

(B) Responsibility

(C) Reward

(D) Relations

60. _______ is the name of the junction between neurons.

(A) Axon (B) Nucleous

(C) Synapse (D) Proton

61. In understand the self and its functioning which of the following techniques are useful ?

1. Biofeedback

2. SWOT

3. Counselling

4. Johari window

Codes :

(A) 1 and 3 (B) 2 and 4

(C) 2 and 3 (D) 1 and 4

62. Assertion (A) : “When teachers come on time to classroom the students feel respected”.

Reason (R) : “By conducting the class on schedule” means that the teachers make use of the provided maximally.

Codes : (A) Both (A) and (R) are correct and

(R) is the explanation for (A) (B) Both (A) and (R) are correct and

(R) is not an explanation for (A) (C) (A) is true, but (R) is false (D) (A) is false, but (R) is true

63. Assertion (A) : There is moderate to strong correlation between cognitive ability and educational achievement.

Reason (R) : Predicting individual differences in educational out comes

was the main reason for the first broad test of cognitive ability.



not correct explanation of (A) (C) (A) is true, but (R) is false (D) (A) is false, but (R) is true

64. Assertion (A) : Gratification of basic needs has the survival value.

Reason (R) : Sex drive do not have survival value.




Paper II 22 K-1518


65. ÓÜÊÜá¥Üì®æ ( A) : ±ÜÅ£ÊÜñÜì, ÓÜÖÜg ±æÅàÃÜOæ D GÃÜvÜã hæçËPÜ ËÊÜÃÜOæ¿á®Üá° Öæãí©Êæ.

PÝÃÜ| ( R) : ËPÜÓÜ®Ü ÊÜá®æãàËhÝn®Ü A«ÜÂ¿á®Ü¨Ü WÜáÄ ±ÜÅ£ ÊÜñÜì®Ü¨Ü ÓÜÖÜÓÜíŸí—WÜÙÜ®Üá° WÜáÃÜá£ÓÜáÊÜâ¨Üá.






66. ŸÖÜá Ÿá©œÍÜQ¤ PæÒàñÜÅ¨ÜÈÉ®Ü «ÜáÄà|ÃÜá

1. ÓæÈW…ÊÜá®… 2. WÝv…ì®ÜÃ…

3. WæãàÇ…ÊÜá®… 4. Óær®…ìŸW…ì


(A) 1 ÊÜáñÜá¤ 2 (B) 2 ÊÜáñÜá¤ 3 (C) 1 ÊÜáñÜá¤ 3 (D) 2 ÊÜáñÜá¤ 4

67. ÓÜíÊæàWÝñÜ¾PÜ Ÿá©œÍÜQ¤¿á AvÜPÜWÜÙÜá

1. WÜáÃÜá£ÓÜáËPæ

2. A¼ÊÜÂQ¤WæãÚÓÜáËPæ

3. ¯¿áíñÜÅ|

4. ÓÜí¨Ü»ÜìPæR Öæãí©PæãÙÜáÛËPæ


(A) 1, 2 ÊÜáñÜá¤ 3 (B) 1, 2 ÊÜáñÜá¤ 4

(C) 2, 3 ÊÜáñÜá¤ 4 (D) 1, 3 ÊÜáñÜá¤ 4

68. ±ÜÃÝËá£à¿á ÓÜíTÝÂÍÝÓÜ÷ Ü ÓÝÊÜÞ®ÜÂ «Üê£PÜÆ³®æWÜÙÜá

1. ÃæàUà¿áñæ

2. A—PÜ ±ÜÅ£aÜ¿á®ÜWÝñÜÅ

3. ÓÝÊÜÞ®ÜÂ ÓÜí»ÝÊÜÂñæ

4. ±ÜÄÊÜñÜÂìWÜÙÜ ¯¿áíñÜÅ|




69. ¯¨ÝÅÊÜÓæ§Wæ ÓÜíŸí—Ô¨Ü Êæá¨ÜáÚ®Ü Pæàí¨ÜÅWÜÙÜá

1. PÝpæìP…Õ 2. ×±æäPÝÂí±ÜÓ…

3. ÊæávÜáÂÆ 4. ±Ý®…Õ




70. ÊÜÞÓæãÉàÃÜÊÜÃÜ ±ÜÅPÝÃÜ, PæãÃÜñæ¿á AWÜñÜÂñæWÜÙÜá

1. BÓÜQ¤

2. ÓæàÄÔPæãÙÜáÛËPæ

3. ÓÜáÃÜPÜÒñæ

4. A»ÝÂÓÜ




71. _______ WÜÙÜá ±ÜÅPæÒà±ÜOÝ ±ÜÄàPæÒ .

1. ÃæãàÍÝP…

2. q. G. q.

3. Gí. Gí. ². I.

4. ÊÝPÜÂ ±Üä|ìWæãÚÓÜáÊÜ ±ÜÄàPæÒ


(A) 1, 2 ÊÜáñÜá¤ 3 (B) 1, 2 ÊÜáñÜá¤ 4

(C) 2, 3 ÊÜáñÜá¤ 4 (D) 1, 3 ÊÜáñÜá¤ 4

72. Pæàí¨ÜÅ ±ÜÅÊÜê£¤ ÊÜÞ®ÜPÜWÜÙÜá ¿ÞÊÜâÊÜâ ?

1. ÓÜÃÝÓÜÄ 2. ÊÜá«ÜÂíPÜ

3. ÍæÅà~ PÜÅÊÜá 4. SD




Paper II 23 K-1518


65. Assertion (A) : Reflexes, instincts have an ethological explanation.

Reason (R) : Evolutionary psychology aims at identifying the correlates of reflexes.




66. Pioneers in the field of multiple intelligence are

1. Seligman 2. Gardner 3. Goleman 4. Sternberg

Codes : (A) 1 and 2 (B) 2 and 3 (C) 1 and 3 (D) 2 and 4

67. Components of emotional intelligence are

1. Recognition 2. Expression 3. Control 4. Ability to adopted to the situation

Codes : (A) 1, 2 and 3 (B) 1, 2 and 4 (C) 2, 3 and 4 (D) 1, 3 and 4

68. General assumptions of parametric statistics are

1. Linearity 2. Large sample size 3. Normal probability 4. Control of variables

Codes : (A) 1 and 4 (B) 2 and 4

(C) 1 and 3 (D) 3 and 4

69. Which are the centers of the brain associated with sleep ?

1. Cortex 2. Hippocampus

3. Medulla 4. Pons

Codes :

(A) 3 and 4 (B) 1 and 4

(C) 2 and 3 (D) 2 and 4

70. According to Maslow, the deficiency need are

1. Interest 2. Affiliation

3. Security 4. Habit

Codes :

(A) 1 and 2 (B) 2 and 3

(C) 3 and 4 (D) 4 and 1

71. _______ are projective tests.

1. Rorschach

2. TAT

3. MMPI

4. Sentence completion test

Codes :

(A) 1, 2 and 3 (B) 1, 2 and 4

(C) 2, 3 and 4 (D) 1, 3 and 4

72. Measures of central tendency includes

1. Mean 2. Median

3. Rank order 4. SD

Codes :

(A) 1 and 2 (B) 1 and 3

(C) 2 and 3 (D) 3 and 4

Paper II 24 K-1518


73. ÓÜíZo®Ý ÓÜíÓÜ¢£¿á®Üá° ±ÜÄOÝÊÜáPÝÄ¿ÞX

¿ÞÊÜâ¨ÜÄí¨Ü ±ÜÅÓÝÃÜWæãÚÓÜŸÖÜá¨Üá ?

(A) A—PÝÃÜÍÝ× ®Ý¿áPÜñÜÌ

(B) ÓÜíÓÝ§±ÜPÜÃÜ ©®ÝaÜÃÜOæ¿á®Üá°

BaÜÄÓÜáÊÜâ¨ÜÄí¨Ü

(C) Ë«æà¿áÃÝ¨Ü ÔŸºí© ÊÜWÜìÊÜ®Üá°

±ÜâÃÜÓÜRÄÓÜáÊÜâ¨ÜÄí¨Ü

(D) PÝ¿áì ÊÜåèÈÂàPÜÃÜ|©í¨Ü

74. A—PÝÄÍÝ× ÓÜíZo®æ¿áÈÉ Bhæn¿á Pæãíw¿áá

________ ®Üá° ÓÜÃÜÙÜWæãÚÓÜáñÜ¤¨æ.

(A) ¿ÞÃÜá ¿ÞÄWæ A—à®ÜÃÝXÃÜ¸æàPÜá

(B) ¿ÞÃÜá ¿ÞÊÜâ¨ÜPæR ÖæãOæWÝÃÜÃÜá

(C) ¿ÞÃÜá GÈÉWæ ÓæàÄÃÜáñÝ¤Ãæ

(D) ¿ÞÃÜá ¿ÞÊÜ ÓÝ§®Ü Öæãí©¨ÝªÃæ

75. ÓÜÊÜá¥Üì®æ (A) : ÊÜÂQ¤¿á®Üá°

A¥ÜìÊÜÞwPæãÙÜáÛÊÜÈÉ BñÜ®Ü ÓÜíÓÜ¢£¿á ±ÝñÜÅ

±ÜÅ»ÝÊÜ ¹àÃÜáñÜ¤¨æ.

PÝÃÜ| (R) : »ÝÃÜ£à¿á/ÓÝ§ PÜ ÊÜá®æãàËhÝn®Ü,

ÓÜíÓÜ¢£ ÊÜáñÜá¤ ÓÜÌ AÄÊÜâ A«ÜÂ¿á®Ü ÜÈÉ ÖæaÜác

±ÜÄOÝÊÜáPÝÄ.


(A) (A) ÊÜáñÜá¤ (R) GÃÜvÜã ÓÜÄ ÊÜáñÜá¤ (R) (A) ¿á

ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ

(B) (A) ÊÜáñÜá¤ (R) GÃÜvÜã ÓÜÄ, B ÜÃæ (R) (A)

¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ¿áÆÉ



76. ÓÜÊÜá¥Üì®æ (A) : ÃæãàWÜËÆÉ©ÃÜáÊÜâ¨æí¨ÜÃæ

BÃæãàWÜÂÊÜíñÜÃÜá AíñÜ AÆÉ .

PÝÃÜ| (R) : B«ÝÂñÜ¾PÜñæ¿áá BÃæãàWÜÂ¨Ü 4 ®æà

B¿ÞÊÜá Gí Üá WÜáÃÜá£ÓÜÇÝX æ.







77. ÓÜÊÜá¥Üì®æ (A) : ÇæãàPÜÓ… B´… PÜípæãÅàÇ…

ÊÜÂQ¤¿á ñÜ®Ü° æà ÊÜñÜì®æ¿á®Üá° ÊÜåèÈÂàPÜÄÓÜáñÜ¤¨æ.

PÝÃÜ| (R) : BíñÜÄPÜ ÇæãàPÜÓ… B´…

PÜípæãÅàÇ… C¨Üª ÊÜÞ®ÜÊÜÃÜá ñÜÊÜá¾ ÊÜñÜì®æWæ ñÝÊæà

ÖæãOæWÝÃÜÃÜá Gí¨Üá ®Üí¹ÃÜáñÝ¤Ãæ.







78. £ÅWÜá| Ô¨ÝœíñÜ¨Ü ±ÜÅPÝÃÜ PæÙÜX®Ü ¿ÞÊÜâ¨Üá

ñÜÊæãàWÜá|PæR ÓÜíŸí—Ô¨æ ?

1. gvÜñÜÌ

2. MáOÝñÜ¾PÜ WÜá|

3. A±ÜËñÜÅ A»ÝÂÓÜWÜÙÜá

4. ÓÜñÜÌ ÊÜáñÜá¤ ÃÜgÓ…®Ü ÓÜÊÜáñæãàÆ®ÜÊÜ®Üá°

Öæãí¨ÜáÊÜ ŸÆ


(A) 1 ÊÜáñÜá¤ 2 (B) 1 ÊÜÞñÜÅ

(C) 2 ÊÜÞñÜÅ (D) 3 ÊÜáñÜá¤ 4

Paper II 25 K-1518


73. Organizational culture is effectively

transmitted through

(A) Authoritarian Leadership

(B) Celebrating Founders Day

(C) Rewarding the Obedient Workers

(D) Performance Evaluation

74. Chain of command in an authoritarian

organization clarifies

(A) Who reports to whom

(B) Who is responsible for what

(C) Where one belongs to

(D) What position one holds

75. Assertion (A) : Understanding the self is

influenced by one’s cultural background.

Reason (R) : Indigenous psychology

has the advantage of examining the

influence of culture and self.

Codes :

(A) Both (A) and (R) are true and (R) is


(B) Both (A) and (R) are true, but (R) is

not the correct explanation of (A)



76. Assertion (A) : Health is not the absence of disease.

Reason (R) : Spirituality is considered as the 4th dimension of health.






77. Assertion (A) : Locus of control determines how one evaluation one’s

own behaviour. Reason (R) : People with internal

locus of control believe that they are responsible for their behaviour.






78. According to Triguna theory Tamas refers to

1. Inertia

2. Negative quality

3. Unholy practices

4. Force that balances Satva and Rajas

Codes : (A) 1 and 2 (B) 1 only

(C) 2 only (D) 3 and 4

Paper II 26 K-1518


79. £ÅWÜá| Ô¨ÝœíñÜ¨Ü B«ÝÃÜ¨Ü ÊæáàÇæ PæÙÜX®Ü ¿ÞÊÜ

ÖæàÚPæWÜÙÜá ÓÜñÜÂ ?

1. ±ÜÅ£ÁãŸºÃÜÈÉ¿áã ÊÜáãÃÜá WÜá|WÜÙÜá

CÃÜáñÜ¤Êæ.

2. ÓÜÊÜÞgPÜÇÝÂ|PæR ÓÝ£ÌPÜ ÊÜÂQ¤WÜÙÜá

gÊÝ¸ÝªÄ¿ÞXÃÜáñÝ¤Ãæ.

3. ñÜÊÜáÓ… Jí¨Üá MáOÝñÜ¾PÜ WÜá|.

4. JŸº®Ü iàÊÜ®Ü ÍæçÈ¿áá ÊÜáãÃÜá

WÜá|WÜÙÜ ÓÜÊÜáñÜÌÊÜ®Üá° PÝ±ÝwPæãÙÜÛÆá

ÓÜÖÝ¿áPÜÊÝWÜáñÜ¤¨æ.




80. hÝWÜêñÝÊÜÓæ§Wæ ÓæàÃÜ¨Ü AÊÜÓÝ§ñÜÅ¿á¨Ü Ô§£WÜÙæí¨ÜÃæ

1. ÓÜá±Ü¤aæàñÜ®Ü 2. ±ÜÅhæn

3. PÜ®ÜÓÜá 4. E¨æÅàPÜ




81. ©àZìPÝÆ ÊÜá¨ÜÂÊÜÂÓÜ®Ü©í¨Ü BWÜáÊÜ WÝyÜ ×®æ°væ

ËÓÜ¾$ê£¿á®Üá° ________ G®Üá°ñÝ¤Ãæ.

(A) BÇ…ÃækáçÊÜáÃ… ÃæãàWÜ

(B) PæãÓÜìPæã´… ÃæãàWÜ

(C) BíqÃæãàWæÅàv… ËÓÜ¾$ê£

(D) ñæã¨ÜÆá BÊæá°Î¿Þ

82. PÜ®ÜÓÜá ________ ®Ü ÃÝgÊÜÞWÜìÊÝX¨æ.

(A) aæàñÜ®ÝÊÜÓæ§

(B) E±Ü±ÜÅhæn

(C) ÓÜá±Ü¤aæàñÜ®ÝÊÜÓæ§

(D) PÝÊÜáÊÝídæ

83. »ÝÐÝÓÝ±æàQÒñÜ A«æãàñÜñÜÌ¨Ü ±ÜÅPÝÃÜ

(A) »ÝÐæ¿áá bíñÜ®æ¿á®Üá° ÃÜã²ÓÜáñÜ¤¨æ A¥ÜÊÝ

¯«ÜìÄÓÜáñÜ¤¨æ

(B) BÇæãàaÜ®æ¿áá »ÝÐæ¿á®Üá° ¯«ÜìÄÓÜáñÜ¤¨æ

(C) ¿ÞÊÜâ Üã Jí Ü®æãí Ü®Üá° ±ÜÅ»ÝËÓÜáÊÜâ©ÆÉ

(D) GÃÜvÜá ÓÜÊÜÞ®ÜÊÝ Ü ±ÜÄOÝÊÜáÊÜ®Üá° Öæãí© æ

84. ®ÜÃÜñÜíñÜá ËÍÜÅÊÜÞÊÜÓæ§¿áÈÉ CÃÜáÊÝWÜ ÊÜáñÜá¤

®ÜÃÜÊÝ×QÅÁáWæ JÙÜWÝWÜ©¨ÝªWÜ JÙÜPæãàÍÜÊÜâ

_______ Öæãí©ÃÜáñÜ¤¨æ.

(A) MáOÝñÜ¾PÜ Ë¨ÜáÂñ… ±ÜäÃÜ|

(B) «Ü®ÝñÜ¾PÜ Ë¨ÜáÂñ… ±ÜäÃÜ|

(C) ñÜoÓÜ§ Ë¨ÜáÂñ… ±ÜäÃÜ|

(D) ±ÜÅÓÜá¤ñÜ Ë¨ÜáÂñ… ±ÜäÃÜ|

85. ÓÝ—ÓÜáÊÜ AWÜñÜÂÊÜâ gíq¿ÞX ¯«ÜìÄÓÜÇÝWÜáñÜ¤ æ

(A) ¿áÍÜÔÕ®Ü ¯ÄàPæÒ ÊÜáñÜá¤ Êæç´ÜÆÂ¨Ü »Ü¿á

(B) ÊÜñÜì®æ ñÜvæ¿ááÊÜâ¨Üá ÊÜáñÜá¤ Êæç´ÜÆÂ¨Ü »Ü¿á

(C) aæãà¨Ü®æ ±ÜÅaæãà¨ÜPÜ ÊÜáñÜá¤ HÄÚñÜ¨Ü Ë«Ý®Ü

(D) ÓÝÊÜÞ®ÜÂÊÝX Ë®ÝÂÓÜ ÊÜáñÜá¤

¯ÐÜ³ÆWæãÙÜáÛÊÜâ¨Ü®Üá° ¹vÜáWÜvæWæãÚÓÜáÊÜâ¨Üá

86. ÊÜÞÂP…Õ ÊÜ«æçìÊÜáÃ…ÊÜÃÜá ÊæçhÝn PÜ ËÊÜÃÜOæ¿á®Üá°

¯àvÜÆá ÖÜÆÊÝÃÜá ±ÜÅÁãàWÜWÜÙÜ®Üá° ÊÜÞw¨ÝªÃæ

(A) ÓÜá±Ü¤ PÜÈPæ

(B) AÓÜÖÜg ÊÜáÃæÊÜâ

(C) ±ÜÃ…Qíhæ Ë¨ÜÂÊÜÞ®Ü

(D) ÓÜ³ÐÜrÊÝ¨Ü aÜÆ®æ

87. ÓÜíÊæàWÜ¨Ü A®Üá»ÜÊÜ¨ÜÈÉ ¨æàÖÜ »ÜíX¿á

±ÝÅÊÜááSÂñæ¿á®Üá° ±ÜÅ£±Ý©Ô¨Ü Ô¨ÝœíñÜ

(A) hæàÊÜå…Õ&Çæíh… Ô¨ÝœíñÜ

(B) PÝÂ®Ü®…&¸Ýv…ì Ô¨ÝœíñÜ

(C) ÓÜQÅ¿Þ Ô¨Ýœ™íñÜ

(D) ±ÜÅ£QÅÁá Ô¨ÝœíñÜ

Paper II 27 K-1518


79. Based on the Triguna theory which of the following statements are true ?

1. Every individual has all the 3 gunas.

2. Satvic people are responsible for the welfare of the society.

3. Tamas is negative quality.

4. One’s life style enables one to maintain balance between 3 gunas.

Codes :

(A) 1 and 2 (B) 2 and 3

(C) 1 and 3 (D) 3 and 4

80. Based on the concept of Avasthathraya which of the following does not belong ?

1. Unconscious 2. Conscious

3. Dream 4. Arousal

Codes :

(A) 1 and 4 (B) 2 and 3

(C) 2 and 4 (D) 1 and 2

81. An illness caused by longterm abuse of alcohol, often involves profound retrograde amnesia is called

(A) Alzheimer’s disease

(B) Korsakoff’s syndrome

(C) Anterograde amnesia

(D) Stuttering amnesia

82. Dream is the royal road to

(A) Conscious

(B) Subconscious

(C) Unconscious

(D) Libido

83. According to linguistic relativity hypothesis (A) Language shapes or determines

thought (B) Thought determines language (C) Neither is affected by the other (D) Both have equal effect

84. When neuron is resting and not conducting a nerve impulse, the inside of the cell has a

(A) Negative electrical charge (B) Positive electrical charge (C) Neutral electrical charge (D) Current electrical charge

85. The need to achieve is jointly determined by

(A) The expectation of success and fear of failure

(B) The blocking of behaviour and fear of failure

(C) The drive stimulus and approach gradient

(D) The innate releasing mechanism and frustration

86. Max Wertheimer has conducted a series of experiments to provide a scientific explanation of

(A) Latent learning (B) Abnormal forgetting (C) Purkinje phenomenon (D) Apparent movement

87. The importance of postural reaction in emotional experience has been emphasized by ______ theory.

(A) James-Lange theory (B) Cannon-Bard theory (C) Activation theory (D) Reaction theory

Paper II 28 K-1518


88. D PæÙÜX®ÜÊÜâWÜÙÜÈÉ ¿ÞÊÜâ Üá A®ÜáÊÜíÎPÜ AíÍÜ©í Ü

EípÝ¨Ü AÊÜÓÝÊÜÞ®ÜÂ ?

(A) gÆÊÜáÔ¤ÐÜR

(B) ². Pæ. ¿áá.

(C) PæÅq¯ÓÜí

(D) ÊÜáíWæãàÈÓÜí

89. ÓÜíÊæàWÜ¨Ü Ô¨ÝœíñÜÊÜ®Üá° ÊÜáíwÔÃÜáÊÜÊÜÃÜá

1. hæàÊÜå…Õ &Çæíh…

2. ÓæR$ÂoÃ… ÔíWÜÃ…

3. WÝÇ…o®…

4. XÇ…´æäàv…ì



(C) 1 ÊÜÞñÜÅ (D) 3 ÊÜÞñÜÅ

90. AÊÜ«Ý®Ü¨Ü ÊæáàÇæ ±ÜÅ»ÝÊÜ ¹àÃÜáÊÜ ¸ÝÖÜÂ

AíÍÜWÜÙÜá

1. ®ÜÊÜÂñæ 2. ±ÜÅÊÜÞ|

3. BÓÜQ¤ 4. ±ÜäÊÜìWÜÅÖÜ


(A) 1 ÊÜÞñÜÅ (B) 1 ÊÜáñÜá¤ 3

(C) 1 ÊÜáñÜá¤ 2 (D) 4 ÊÜÞñÜÅ

91. BÂvÜÉÃ…ÃÜÊÜÃÜ ÓÜíQÒ±Ü¤ bQñæÕ¿á PÜÅÊÜáÊÜ®Üá° ŸÃæÀáÄ.

1. ÓÜíŸí«ÜÊÜ®Üá° ¸æÙæÓÜáÊÜâ¨Üá.

2. ÓÜÌ AÄÊÜâ (£ÙÜáÊÜÚPæ) ÊÜáñÜá¤ JÙÜ®æãàoÊÜ®Üá°

±æäÅàñÝÕ×ÓÜáÊÜâ¨Üá

3. ÊÜÞ®ÜÔPÜ aÜÆ®ÜÊÜÆ®ÜÊÜ®Üá° A®æÌàÑÓÜáÊÜâ¨Üá

4. ÊÜáÃÜá¯¨æàìÍÜ®Ü ÊÜáñÜá¤ ±Üâ®ÜÎÏPÜÒ|


(A) 1, 3, 4, 2 (B) 1, 2, 3, 4

(C) 1, 3, 2, 4 (D) 3, 1, 2, 4

92. ¯OÝì¿áPÜ bíñÜ®æ ÊÜáñÜá¤ QÅ¿ÞÎàÆñæ¿á®Üá°

ÊÜê©œÓÜÆá _________________ ñÜíñÜÅWÜÙÜ®Üá°

E±ÜÁãàXÓÜŸÖÜá¨Üá.

1. ¯OÝì¿áPÜ ¨ÜêÑrPæãà®ÜÊÜ®Üá°

AÙÜÊÜwÔPæãÙÜáÛÊÜâ¨Üá

2. Ë¼®Ü°ÊÝX ÁãàbÓÜáÊÜâ¨Üá

3. ÓÝ¨ÜêÍÜÂWÜÙÜ®Üá° ŸÙÜÔ

4. ÊÜÞ®ÜÔPÜ Ô§£


(A) 1, 2, 3 (B) 1, 3, 4

(C) 2, 3, 4 (D) 2, 1, 4

93. BÂvÜÉÃ…ÃÜÊÜÃÜ ±ÜÅPÝÃÜ ÊÜÞ®ÜÊÜ®Üá ±ÝÅ¥ÜËáPÜÊÝX

±æÅàÃæà²ñÜÊÝWÜáÊÜâ¨Üá

1. ÓÝÊÜÞiPÜ ÓÜíŸí«Ü

2. ÓÜá±Ü¤aæàñÜ®Ü

3. WÜáÄ ¯¨æàìÍÜ®Ü

4. aæàñÜ®Ü


(A) 1, 2, 3 (B) 1, 3, 4

(C) 1, 2, 4 (D) 2, 3, 4

94. ËÈ¿áÊÜå… hæàÊÜå…ÕÃÜÊÜÃÜá ÍæçÍÜÊÝÓæ§¿áÈÉ PÜívÜáŸÃÜáÊÜ

±ÜÅñÜÂPÝÒ®Üá»ÜÊÜ Ü ÆPÜÒ|ÊÜ®Üá° ________ Gí©¨ÝªÃæ.

(A) ¸æÉàËáíW…, ŸijíW… Wæãí¨ÜÆWÜÙÜá

(B) PÜ~¡®Ü ®ÜÃÜñÜíñÜáWÜÙÜ®Üá° E¨æÅàQÓÜáÊÜâ¨Üá

(C) AÓÜ³ÐÜrÊÝX ®ÜÃÜPæãàÍÜWÜÙÜ®Üá° E¨æÅàQÓÜáÊÜâ¨Üá

(D) ÍÜíPÜá ÊÜáñÜá¤ ÓÜÇÝPæWÜÙÜ®Üá° E¨æÅàQÓÜáÊÜâ¨Üá

Paper II 29 K-1518


88. Which of the following mental subnormality is due to genetic factors ?

(A) Hydrocephalic (B) PKU (C) Cretinism (D) Mongolism

89. Theories of emotions are propounded by

1. James-Lange 2. Schachter Singer 3. Galton 4. Gilford

Codes : (A) 1 and 4 (B) 1 and 2 (C) 1 only (D) 3 only

90. The external factors influencing attention are

1. Novelty 2. Intensity 3. Interest 4. Bias

Codes : (A) 1 only (B) 1 and 3 (C) 1 and 2 (D) 4 only

91. The phases followed in Adlerian brief therapy is

1. Establish the relationship. 2. Encourage self understanding and

insight. 3. Explore the individual’s

psychological dynamics. 4. Reorientation and reeducation.

Codes : (A) 1, 3, 4, 2 (B) 1, 2, 3, 4

(C) 1, 3, 2, 4 (D) 3, 1, 2, 4

92. Critical thinking and creativity can be

increased by following strategies

1. Adopting a critical perspective

2. Think divergently

3. Use analogies

4. Mental set

Codes :

(A) 1, 2, 3 (B) 1, 3, 4

(C) 2, 3, 4 (D) 2, 1, 4

93. According to Adler, Humans are

motivated primarily by

1. Social relatedness

2. Unconsciousness

3. Goal directedness

4. Consciousness

Codes :

(A) 1, 2, 3 (B) 1, 3, 4

(C) 1, 2, 4 (D) 2, 3, 4

94. William James characterized the

perception of an infant as a

(A) Blaming, Buzzing confusion

(B) Stimulation of nerve cells in the eyes

(C) Haphazard stimulation of nerve

cells

(D) Stimulation of rods and cones

Paper II 30 K-1518


95. ÓÜÊÜá¥Üì®æ (A) : ÓÜÊÜáÓæÂWæ ±ÜÄÖÝÃÜÊÜ®Üá°

PÜívÜá×w¿ááÊÜ ±ÜÅÊÜááS E¨æªàÍÜÊÜ®Üá° QÅ¿ÞñÜ¾PÜ

ÓÜíÍæãà«Ü®æ¿áá Öæãí©ÃÜáñÜ¤¨æ.

PÝÃÜ| (R) : QÅ¿ÞñÜ¾PÜ ÓÜíÍæãà«Ü®æ¿á

±ÜÅÊÜááS Ëá£ Gí¨ÜÃæ æãÃÜQ¨Ü ±ÜÄÖÝÃÜÊÜâ PæàÊÜÆ

ŸÙÜÔ¨Ü ±ÜÅ£aÜ¿á®ÜPæR ÊÜÞñÜÅ ÔàËáñÜÊÝXÃÜáñÜ¤¨æ.






D PæÙÜX®Ü ±ÝÂÃÝWÝÅ … K© ±ÜÅÍæ° 96 – 100 ®Üá° EñÜ¤ÄÔ.

KÊÜì ÓÜíÍæãà«ÜPÜ®Üá ÎPÜÒPÜÃÜ A¼±æÅàÃÜOÝ ÊÜÞWæãìà±Ý¿áWÜÙÜ

±ÜÄOÝÊÜáÊÜâ Ë¨ÝÂ¦ìWÜÙÜ ÊæáàÇæ ÖæàWæ ±ÜÅ»ÝÊÜ ¹àÃÜáñÜ¤¨æ

GíŸá¨Ü®Üá° ËÍæÉàÑÓÜáÊÜ E¨æªàÍÜÊÜ®Üá° Öæãí©ÃÜáñÝ¤®æ.

¨ÜáŸìÆ Ë¨ÝÂ¦ìWÜÙÜ ÊæáàÇæ ÎPæÒ¿áá ÖæaÜác ±ÜÄOÝÊÜáPÝÄ

ñÜíñÜÅÊæí¨Üá Êæç¿áQ¤PÜÊÝX »ÝËÓÜáñÝ¤®æ. ×í©®Ü

ÓÜíÍæãà«Ü®æWÜÙÜ®Üá° ËÊÜáÎìÓÜáÊÝWÜ PæÆÊÜâ A«ÜÂ¿á®ÜWÜÙÜá

AÊÜ®Ü »ÝÊÜ®æWæ ±ÜäÃÜPÜÊÝXÃÜáÊÜ ÜÈñÝíÍÜÊÜ®Üá° àvÜáñÜ¤¨æ.

C¯°ñÜÃÜ A«ÜÂ¿á®ÜWÜÙÜá ÎPæÒ¿áá hÝ| Ë¨ÝÂ¦ìWÜÙÜ

WÜÄÐÜu PÜÈPæ¿á ÊæáàÇæ ÖæaÜác ±ÜÅ»ÝÊÜÍÝÈ¿ÞWÜáñÜ¤¨æ

Gí¨Üá £ÚÓÜáñÜ¤¨æ. ÓÜíÍæãà«ÜPÜ®Üá ®ÜWÜÃÜ, WÝÅËáà| ÊÜáñÜá¤

AÃæ®ÜWÜÃÜ ÓÜ§ÙÜWÜÚí¨Ü Ÿí¨Ü 70 Ë¨ÝÂ¦ìWÜÚí¨Ü ÊÜÞ×£

±Üvæ¿ááñÝ¤®æ. ËÐÜ¿áWÜÙÜá ÊÜ¿áÓÜáÕ , ÈíWÜ ÊÜáñÜá¤

ÓÝÊÜÞiPÜ&B¦ìPÜ Ô§£WÜÙÜÈÉ Ë¼®Ü°ÊÝXÃÜáñÜ¤¨æ.

96. BñÜ®Ü ÓÜíÍæãà«Ü®æ¿á E¨æªàÍÜÊÜ®Üá° __________ ÊÜáãÆPÜ DvæàÄÓÜŸÖÜá¨Üá.

(A) ÓÜÖÜÓÜíŸí«Ü

(B) Pæç &ÓæR$ÌàÃ…

(C) PÝÃÜPÜ ËÍæÉàÐÜOæ

(D) ©ÌÊÜÞWÜì A®æãàÊÜ

97. D A«ÜÂ¿á®Ü¨ÜÈÉ AÊÜ®Üá ÃÜbÓÜŸÖÜá¨Ý¨Ü

ÓÜãPÜ¤ÊÝ¨Ü ±ÝÅP…PÜÆ³®æ¿áá

(A) ÎPæÒ¿áá PÜÈ¿ááÊÜÊÜÃÜ®Üá° A¼±æÅàÄÓÜáñÜ¤¨æ

(B) ÎPæÒ¿áá PÜÈPæWæ ÓÜÖÝ¿áPÜÊÝWÜáñÜ¤¨æ

(C) ÎPæÒ ÊÜáñÜá¤ PÜÈPæWæ ÓÜíŸí«ÜËÆÉ

(D) PÜÈPæ ÊÜáñÜá¤ ÎPæÒ¿á ®ÜvÜáÊæ «Ü®ÝñÜ¾PÜ

ÓÜÖÜÓÜíŸí«ÜËÃÜáñÜ¤¨æ

98. D A«ÜÂ¿á®Ü¨ÜÈÉ ÈíWÜ ÊÜáñÜá¤ ÍÝÇæ¿á »èWæãàÚPÜ

×®æ°Çæ¿áá

(A) ÓÜÌñÜíñÜÅ$Â ±ÜÄÊÜñÜÂì

(B) ÊÜá«ÜÂÊÜ£ì ±ÜÄÊÜñÜÂì

(C) AÊÜÆí¹ ±ÜÄÊÜñÜÂì

(D) ¸ÝÖÜÂ ±ÜÄÊÜñÜÂì

99. ÈíWÜWÜÙÜ ®ÜvÜáË®Ü ÊÜÂñÝÂÓÜÊÜ®Üá°

PÜívÜá×w¿á æàPÝ ÜÈÉ AÊÜÍÜÂËÃÜáÊÜ

±ÜÅ£aÜ¿á®ÜÊÜâ

(A) E¨æªàÍÜ±ÜäÄñÜ

(B) ±ÜÅ£¯—ñÜÌ

(C) AÓÜí»ÝÊÜÂñÝ

(D) ¿Þ¨ÜêbfPÜêñÜ

100. PÜÈPæ¿á ÊæáàÇæ A¼±æÅàÃÜOÝ ÊÜÞWæãìà±Ý¿áWÜÙÜ

±ÜÅ»ÝÊÜÊÜâ Ô÷à ÊÜáñÜá¤ ±ÜâÃÜáÐÜ Ë¨ÝÂ¦ìWÜÙÜ

ÊæáàÇæ AÊÜÆí¹ñÜÊÝX¨ÜªÃæ, C¨Ü®Üá° £Ú¿áÆá

ÊÜÞw¨Ü ÓÜíTÝÂÍÝÔ÷à¿á ´ÜÈñÝíÍÜÊÜâ -______BXÃÜ¸æàPÜá.

(A) WÜÄÐÜu ÓÜÖÜÓÜíŸí«Ü

(B) p ÊÜåèÆÂ > .05

(C) p ÊÜåèÆÂ < .05

(D) DWÜ®… ÊÜåèÆÂ > 1.00

Paper II 31 K-1518


95. Assertion (A) : Action research has the primary objective of finding a solution to a problem.

Reason (R) : The limitation of action research is that the finding is limited to the sample studied.

Codes : (A) Both (A) and (R) are correct and

(R) is explains (A) (B) Both (A) and (R) are correct, but

(R) does not explain (A) (C) (A) is true, but (R) is false (D) (A) is false, but (R) is true

Read the following passage carefully and answer the questions from 96 to 100.A researcher is interested in analysing the role of teachers motivational strategies in the learning of students. He feels that teachers using punishment as a strategy is more effective on poor performance students. While he reviews literature he finds some studies supporting his feelings and there are other studies which show that punishment is more effective in bringing out optimal learning in bright students. He collects the data from 70 students each from urban, rural and semiurban areas, represents differed in their age, gender and socio economic status.

96. His research objective would be achieved by

(A) Correlation (B) Chi-square (C) Factor analysis (D) Two way ANOVA

97. Most appropriate hypothesis could be framed is

(A) Punishment motivate learners

(B) Punishment facilitates learning

(C) Punishment and learning are not related

(D) There is a positive correlation between punishment and learners

98. In this study gender and geographical background of the school are

(A) Independent variable

(B) Intervening variable

(C) Dependent variable

(D) Extraneous variable

99. In order to test the effect of gender he need to select the sample that is

(A) Purposive

(B) Representative

(C) Nonprobability

(D) Random

100. If the effect of motivational strategy in learning is found to be affected by the gender, the result of the statistical technique should reflect

(A) High correlation

(B) p value as > .05

(C) p value as < .05

(D) Eigen value as > 1.00

Paper II 32 K-1518


bñÜá¤ ŸÃÜÖÜPÝRX ÓÜ§ÙÜSpace for Rough Work

ii t test subject psychology - university of...

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