(in words) paper - iii · n-00417 !n-00417-paper-iii! 2 paper-iii psychology paper - iii note :this...
TRANSCRIPT
Signature and Name of Invigilator
1. (Signature)
(Name)
2. (Signature)
(Name)
PAPER - III
PSYCHOLOGYTime : 2½ hours] [Maximum Marks : 150
Number of Pages in this Booklet : 40 Number of Questions in this Booklet : 75
Instructions for the Candidates1. Write your roll number in the space provided on the top of
this page.2. This paper consists of seventy five 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 andduplicate copy of OMR Sheet on conclusion 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.
¬⁄UˡÊÊÁÕ¸ÿÙ¢ ∑§ Á‹∞ ÁŸŒ¸‡Ê1. ß‚ ¬ÎDU ∑§ ™§¬⁄U ÁŸÿà SÕÊŸ ¬⁄U •¬ŸÊ ⁄UÙ‹U Ÿê’⁄U Á‹Áπ∞–2. ß‚ ¬˝‡Ÿ-¬òÊ ◊¢ ¬ø„ûÊ⁄U ’„ÈÁfl∑§À¬Ëÿ ¬˝‡Ÿ „Ò¥–3. ¬⁄UˡÊÊ ¬˝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‹Áπà ¡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 „È߸ 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·¬Íáʸ ¬ÈÁSÃ∑§ÊÁ¡Ÿ◊¢ ¬ÎDU/¬˝‡Ÿ ∑§◊ „Ù¢ ÿÊ ŒÈ’Ê⁄UÊ •Ê ªÿ „Ù¢ ÿÊ ‚ËÁ⁄Uÿ‹U ◊¢ Ÿ „Ù¢•ÕʸØ Á∑§‚Ë ÷Ë ¬˝∑§Ê⁄U ∑§Ë òÊÈÁ≈U¬Íáʸ ¬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 Ãٕʬ∑§Ë ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê flʬ‚ ‹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 ∑§⁄Uà „Ò¥, ÃÙ ©‚∑§Ê ◊ÍÀUÿÊ¢∑§Ÿ Ÿ„Ë¢ „٪ʖ
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 ÁŸÿà SÕÊŸ ∑§ •‹ÊflÊ •¬ŸÊ ŸÊ◊, ⁄UÊ‹ Ÿê’⁄U,
»§ÊŸ Ÿê’⁄U ÿÊ ∑§Ê߸ ÷Ë ∞‚Ê Áøq Á¡‚‚ •Ê¬∑§Ë ¬„øÊŸ „Ê ‚∑§, •¥Á∑§Ã ∑§⁄UÄҥ •ÕflÊ •÷Œ˝ ÷Ê·Ê ∑§Ê ¬˝ÿʪ ∑§⁄Uà „Ò¥, ÿÊ ∑§Ê߸ •ãÿ •ŸÈÁøà ‚ÊœŸ ∑§Ê¬˝ÿʪ ∑§⁄Uà „Ò¥, ¡Ò‚ Á∑§ •¥Á∑§Ã Á∑§ÿ ªÿ ©ûÊ⁄U ∑§Ê Á◊≈UÊŸÊ ÿÊ ‚»§Œ SÿÊ„Ë ‚’Œ‹ŸÊ ÃÊ ¬⁄UˡÊÊ ∑§ Á‹ÿ •ÿÊÇÿ ÉÊÊÁ·Ã Á∑§ÿ ¡Ê ‚∑§Ã „Ò¥–
9. •Ê¬∑§Ù ¬⁄UˡÊÊ ‚◊Ê# „ÙŸ §¬⁄U ◊Í‹ OMR ¬òÊ∑§ ÁŸ⁄UˡÊ∑§ ◊„ÙŒÿ ∑§Ù ‹Uı≈UÊŸÊ•Êfl‡ÿ∑§ „Ò •ı⁄U ¬⁄UˡÊÊ ‚◊ÊÁ# ∑§ ’ÊŒ ©‚ •¬Ÿ ‚ÊÕ ¬⁄UˡÊÊ ÷flŸ ‚ ’Ê„⁄UŸ ‹∑§⁄U ¡Êÿ¢– „Ê‹Ê¥Á∑§ •Ê¬ ¬⁄UˡÊÊ ‚◊ÊÁ# ¬⁄U ◊Í‹ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ÃÕÊ OMR¬òÊ∑§ ∑§Ë «ÈUå‹Ë∑§≈U ¬˝Áà •¬Ÿ ‚ÊÕ ‹ ¡Ê ‚∑§Ã „Ò¥–
10. ∑§fl‹ ŸË‹/∑§Ê‹ ’Ê‹U åflÊßZ≈U ¬Ÿ ∑§Ê „Ë ¬˝ÿʪ ∑§⁄¢U–11. Á∑§‚Ë ÷Ë ¬˝∑§Ê⁄U ∑§Ê ‚¢ªáÊ∑§ (∑Ò§‹∑ȧ‹≈U⁄U) UÿÊ ‹Êª ≈U’‹ •ÊÁŒ ∑§Ê
¬˝ÿÙª flÁ¡¸Ã „Ò–12. ª‹Ã ©ûÊ⁄UÊ¥ ∑§ Á‹∞ ∑§Ê߸ Ÿ∑§Ê⁄UÊà◊∑§ •¥∑§ Ÿ„Ë¥ „Ò¥–13. ÿÁŒ •¥ª˝¡Ë ÿÊ Á„¥ŒË Áflfl⁄UáÊ ◊¥ ∑§Ê߸ Áfl‚¥ªÁà „Ê, ÃÊ •¥ª˝¡Ë Áflfl⁄UáÊ •¥ÁÃ◊
◊ÊŸÊ ¡Ê∞ªÊ–
N 1 70 4
1 P.T.O.N-00417 !N-00417-PAPER-III!
Roll No. (In words)
Roll No.
(In figures as per admission card)
OMR Sheet No. : .......................................................... (To be filled by the Candidate)
0
2N-00417 !N-00417-PAPER-III! Paper-III
PSYCHOLOGY
PAPER - III
Note : This paper contains seventy five (75) objective type questions of two (2) marks each. Allquestions are compulsory.
1. The act in which people help others without any personal interest, motive, reason iscalled :
(1) Altruism (2) Nurturance
(3) Prosocial Behaviour (4) Social Obligation
2. Read each of the following two statements - Assertion (A) and Reason (R) ; and indicateyour answer using code given below :
Assertion (A) : Mean level of fluid intelligence (gf) is higher in young adults than olderadults.
Reason (R) : Crystallized intelligence increases throughout life span.
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. The multiple correlation ranges between :
(1) −0.50 to +0.50
(2) −1.00 to +1.00
(3) Zero to 1.00
(4) There is a fixed range for bivariate correlation, but not for multiple correlation
3 Paper-IIIN-00417 !N-00417-PAPER-III!
◊ŸÊÁflôÊÊŸ
¬˝‡Ÿ¬òÊ - III
ÁŸŒ¸‡Ê — ß‚ ¬˝‡Ÿ¬òÊ ◊¥ ¬ø„ûÊ⁄U (75) ’„È-Áfl∑§À¬UËÿ ¬˝‡Ÿ „Ò¥– ¬˝àÿ∑§ ¬˝‡Ÿ ∑§ ŒÙ (2) •¢∑§ „Ò¥– ‚÷Ë ¬˝‡Ÿ •ÁŸflÊÿ¸ „Ò¥–
1. ∞‚Ê ∑§Êÿ¸ Á¡‚◊¥ ‹Êª Á’ŸÊ Á∑§‚Ë ÁŸ¡Ë Á„Ã, ©g‡ÿ, ∑§Ê⁄UáÊ ∑§ ∞∑§-ŒÍ‚⁄U ∑§Ë ‚„ÊÿÃÊ ∑§⁄Uà „Ò¥, ©‚ ÁŸêŸ ◊¥ ‚ ÄÿÊ∑§„Ê ¡ÊÃÊ „Ò?
(1) ¬⁄UÁ„ÃflÊŒ (2) ¬Ê‹Ÿ
(3) ‚◊Ê¡ Á„ÃÒ·Ë √ÿfl„Ê⁄U (4) ‚Ê◊ÊÁ¡∑§ ŒÊÁÿàfl
2. ÁŸêŸÁ‹Áπà ŒÊŸÊ¥ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) ÃÕÊ Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ ÃÕÊ ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿʪ ∑§⁄Uà „È∞ ©ûÊ⁄UŒËÁ¡∞ —
•Á÷∑§ÕŸ (A) : •Áœ∑§ •ÊÿÈ ∑§ √ÿS∑§Ê¥ ∑§Ë ÃÈ‹ŸÊ ◊¥ ÿÈflÊ √ÿS∑§Ê¥ ◊¥ »§ÀÿÍ«U ’ÈÁh ∑§Ê ◊äÿ◊ÊŸ SÃ⁄U •Áœ∑§„ÊÃÊ „Ò–
Ã∑¸§ (R) : ‚¥¬Íáʸ ¡ËflŸ ∑§Ê‹ ∑§ ŒÊÒ⁄UÊŸ S»§Á≈U∑§ ’ÈÁh ◊¥ flÎÁh „ÊÃË „Ò–
∑ͧ≈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–
3. ’„È ‚„-‚¥’¥œ ∑§Ë ‚Ë◊Ê __________ ∑§ ◊äÿ „ÊÃË „Ò–
(1) −0.50 ‚ +0.50
(2) −1.00 ‚ +1.00
(3) ‡ÊÍãÿ ‚ 1.00
(4) Ámø⁄U ‚„-‚¥’¥œ ∑§Ë ÁŸÿà ‚Ë◊Ê „ÊÃË „Ò Ÿ Á∑§ ’„È ‚„-‚¥’¥œ ∑§ Á‹∞
4N-00417 !N-00417-PAPER-III! Paper-III
4. Match List - I with List - II and select the correct answer by choosing from the code givenbelow :
List - I List - II
(Concept) (Explanation)
(a) Viewer - centered representation (i) The individual stores a representation ofthe object, independent of its appearance
(b) Structuralist view of perception (ii) The individual builds a cognitiveunderstanding of the object
(c) Object - centered representation (iii) The individual stores the way, the objectlooks to him or her
(d) Constructivist view of perception (iv) Simple sensations constitute the buildingblocks of perceived form
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)
5. According to Gibson’s theory of perception :
(1) We directly perceive the environment. We do not need the aid of complex thoughtprocesses.
(2) We do not directly perceive the environment. We need the aid of complex thoughtprocesses.
(3) We perceive the environment using our intelligence.
(4) We do not connect what we perceive, to what we have stored in our mind.
6. According to Bandura, which of the following is the correct sequence of processes involvedin observation learning ?
(1) Attention → Retention → Cognitive Rehearsal → Corrective Action
(2) Attention → Cognitive Rehearsal → Corrective Action → Retention
(3) Attention → Corrective Action → Cognitive Rehearsal → Retention
(4) Corrective Action → Attention → Cognitive Rehearsal → Retention
5 Paper-IIIN-00417 !N-00417-PAPER-III!
4. ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ÁŸêŸÁ‹Áπà ∑ͧ≈U ∑§Ê ¬˝ÿʪ ∑§⁄Uà „È∞ ‚„Ë ©ûÊ⁄U ∑§Ê øÿŸ∑§ËÁ¡∞ —
‚ÍøË - I ‚ÍøË - II
(•flœÊ⁄UáÊÊ) (√ÿÊÅÿÊ)
(a) Œ‡Ê¸∑§-∑§ÁãŒ˝Ã ¬˝ÁÃÁŸÁœàfl (i) √ÿÁÄà flSÃÈ ¡Ò‚Ë ÁŒπÃË „Ò ©‚ flÒ‚Ê Ÿ Œπ∑§⁄Uß‚∑§ ÁŸM§¬áÊ ∑§Ê ‚¥ª˝„áÊ ∑§⁄UÃÊ „Ò–
(b) ¬˝àÿˇÊË∑§⁄UáÊ ∑§Ê ‚¥⁄UøŸÊflÊŒË ŒÎÁc≈U∑§ÊáÊ (ii) √ÿÁÄà Á∑§‚Ë flSÃÈ ∑§Ë ‚¥ôÊÊŸÊà◊∑§ ‚◊¤Ê ∑§Ê ÁŸ◊ʸáÊ∑§⁄UÃÊ „Ò–
(c) flSÃÈ-∑§ÁãŒ˝Ã ¬˝ÁÃÁŸÁœàfl (iii) √ÿÁÄà flSÃÈ ¡Ò‚Ë ÁŒπÃË „Ò ©‚∑§Ê flÒ‚ ‚¥ª˝„áÊ∑§⁄UÃÊ „Ò–
(d) ¬˝àÿˇÊË∑§⁄UáÊ ∑§Ê ⁄UøŸÊà◊∑§ ŒÎÁc≈U∑§ÊáÊ (iv) ¬˝àÿÁˇÊà •Ê∑§Ê⁄U ‚ÊœÊ⁄UáÊ ‚¥flŒŸÊ•Ê¥ ‚ ’ŸÊ „ÊÃÊ„Ò–
∑ͧ≈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)
5. Áªé‚Ÿ ∑§ ¬˝àÿˇÊË∑§⁄UáÊ Á‚hʥà ∑§ •ŸÈ‚Ê⁄U —
(1) „◊ flÊÃÊfl⁄UáÊ ∑§Ê ¬˝àÿˇÊ× •ŸÈ÷fl ∑§⁄Uà „Ò¥– „◊¥ ¡Á≈U‹ Áø¥ÃŸ ¬˝Á∑˝§ÿÊ ∑§ ◊ŒŒ ∑§Ë •Êfl‡ÿ∑§ÃÊ Ÿ„Ë¥ „ÊÃË „Ò–
(2) „◊ ¬˝àÿˇÊ× flÊÃÊfl⁄UáÊ ∑§Ê ¬˝àÿˇÊË∑§⁄UáÊ Ÿ„Ë¥ ∑§⁄Uà „Ò¥– „◊¥ ¡Á≈U‹ Áøãß ¬˝Á∑˝§ÿÊ ∑§ ◊ŒŒ ∑§Ë •Êfl‡ÿ∑§Ãʬ«∏ÃË „Ò–
(3) „◊ ∞∑§‹ ’ÈÁh ∑§Ê ¬˝ÿʪ ∑§⁄Uà „È∞ flÊÃÊfl⁄UáÊ ∑§Ê ¬˝àÿˇÊË∑§⁄UáÊ ∑§⁄Uà „Ò¥–
(4) „◊Ÿ ¡Ê •¬Ÿ ◊ÁSÃc∑§ ◊¥ ∞∑§ÁòÊà Á∑§ÿÊ „È•Ê „Ò, ©‚‚ •¬ŸË ¬˝àÿˇÊË∑§⁄UáÊ ∑§Ê Ÿ„Ë¥ ¡Ê«∏à „Ò¥–
6. ’¥ŒÍ⁄UÊ ∑§ •ŸÈ‚Ê⁄U, ÁŸ⁄UˡÊáÊ •Áœª◊ ◊¥ •ãê˝¸Sà ¬˝Á∑˝§ÿÊ•Ê¥ ∑§Ê ‚„Ë ∑˝§◊ „Ò —
(1) äÿÊŸ → ¬˝ÁÃœÊ⁄UáÊ → ‚¥ôÊÊŸÊà◊∑§ ¬ÍflʸèÿÊ‚ → ‚ÈœÊ⁄UÊà◊∑§ ∑§Ê⁄¸UflÊ߸
(2) äÿÊŸ → ‚¥ôÊÊŸÊà◊∑§ ¬ÍflʸèÿÊ‚ → ‚ÈœÊ⁄UÊà◊∑§ ∑§Ê⁄¸UflÊ߸ → ¬˝ÁÃœÊ⁄UáÊ
(3) äÿÊŸ → ‚ÈœÊ⁄UÊà◊∑§ ∑§Ê⁄¸UflÊ߸ → ‚¥ôÊÊŸÊà◊∑§ ¬ÍflʸèÿÊ‚ → ¬˝ÁÃœÊ⁄UáÊ
(4) ‚ÈœÊ⁄UÊà◊∑§ ∑§Ê⁄¸UflÊ߸ → äÿÊŸ → ‚¥ôÊÊŸÊà◊∑§ ¬ÍflʸèÿÊ‚ → ¬˝ÁÃœÊ⁄UáÊ
6N-00417 !N-00417-PAPER-III! Paper-III
7. Read each of the following two statements - Assertion (A) and Reason (R) ; and indicateyour answer using code given below :
Assertion (A) : Lewin asserted that avoidance -avoidance conflicts are comparatively morestable
Reason (R) : Opposing forces tend to remain in state of equilibrium.
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.
8. Match List - I with List - II and select the correct answer by choosing from the code givenbelow :
List - I List - II
(Concept) (Description)
(a) Intrinsic motivation (i) “I am really not feeling too good today.I may not be able to perform well”.
(b) Achievement motivation (ii) “I love to drive very fast, no matter whathappens”.
(c) Self - handicapping (iii) “For me, accomplishing difficult tasksand meeting high standards of excellenceis the top most priority”.
(d) Sensation - seeking (iv) “I go for swimming everyday. I just loveit. I take out time from my tight studyschedule”.
Code :
(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (ii) (i) (iv) (iii)
(3) (iv) (iii) (i) (ii)
(4) (iii) (iv) (ii) (i)
9. Identity status of individuals who are exploring alternatives in an effort to find values andgoals to guide their life is called :
(1) Identity Diffusion (2) Identity Foreclosure
(3) Moratorium (4) Identity Confusion
7 Paper-IIIN-00417 !N-00417-PAPER-III!
7. ÁŸêŸÁ‹Áπà ŒÊ ∑§ÕŸÊ¥-•Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ©¬ÿʪ ∑§⁄Uà „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —
•Á÷∑§ÕŸ (A) : ‹ÁflŸ Ÿ ’‹ Œ∑§⁄U ∑§„Ê ÕÊ Á∑§ ¬Á⁄U„Ê⁄U-¬Á⁄U„Ê⁄U mãm ÃÈ‹ŸÊà◊∑§ M§¬ ‚ •Áœ∑§ ÁSÕ⁄U „Êà „Ò¥–
Ã∑¸§ (R) : Áfl⁄UÊœË ’‹ ‚ÊêÿÃÊ ∑§Ë ÁSÕÁà ◊¥ ⁄U„à „Ò¥–
∑ͧ≈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–
8. ‚ÍøË - I •ÊÒ⁄U ‚ÍøË - II ∑§Ê ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ◊¥ ‚ ‚„Ë ©ûÊ⁄U øÈÁŸ∞ —
‚ÍøË - I ‚ÍøË - II
(•flœÊ⁄UáÊÊ) (Áflfl⁄UáÊ)
(a) •Ê¥ÃÁ⁄U∑§ •Á÷¬˝⁄UáÊ (i) ““◊Ò¥ •Ê¡ ’„Èà •ë¿UÊ ◊„‚Í‚ Ÿ„Ë¥ ∑§⁄U ⁄U„Ê „¥Í– ◊Ò¥‚¥÷fl× •ë¿U Ã⁄UË∑§ ‚ ∑§Êÿ¸ Ÿ„Ë¥ ∑§⁄U ¬Ê©¥ªÊ””
(b) ©¬‹Áéœ •Á÷¬˝⁄UáÊ (ii) ““◊È¤Ê •àÿ¥Ã Ã¡Ë ‚ «˛UÊßfl ∑§⁄UŸÊ ¬‚¥Œ „Ò, ÷‹ „Ë©‚∑§Ê ¬Á⁄UáÊÊ◊ øÊ„ ¡Ê „Ò–””
(c) Sfl-’Êœ∑§ (iii) ““∑§Á∆UŸ ∑§ÊÿÊZ ∑§Ê ÁŸ¬ÈáÊÃÊ ‚ ∑§⁄UŸÊ •ÊÒ⁄U ©à∑Χc≈UÃÊ∑§ ©ìÊ ◊ÊŸ∑§Ê¥ ∑§Ê ¬Í⁄UÊ ∑§⁄UŸÊ ◊⁄UË ‚flÊìÊ ¬˝ÊÕÁ◊∑§ÃÊ„Ò–””
(d) ‚¥flŒŸ-•ÊÃÈ⁄U (iv) ““◊Ò¥ ¬˝ÁÃÁŒŸ ÃÒ⁄UŸ ¡ÊÃÊ „Í¥– ◊È¤Ê ÿ„ •àÿÁœ∑§¬‚¥Œ „Ò– ◊Ò¥ ß‚∑§ Á‹∞ •¬Ÿ •äÿÿŸ ∑§ √ÿSÂ◊ÿ ‚ ‚◊ÿ ÁŸ∑§Ê‹ÃÊ „¥Í–””
∑ͧ≈U —(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (ii) (i) (iv) (iii)
(3) (iv) (iii) (i) (ii)
(4) (iii) (iv) (ii) (i)
9. ©Ÿ √ÿÁÄÃÿÊ¥ ∑§Ë ¬„øÊŸ ∑§Ë ¬˝ÁSÕÁà ¡Ê •¬Ÿ ¡ËflŸ ∑§Ê ÁŒ‡ÊÊ ŒŸ ∑§ Á‹∞ ◊ÍÀÿÊ¥ •ÊÒ⁄U ‹ˇÿ ∑§Ë ¬˝ÊÁåà ∑§ Á‹∞ ¬˝ÿÊ‚∑§⁄UŸ ∑§ ∑˝§◊ ◊¥ Áfl∑§À¬ …Í¥U…∏ ⁄U„ „Ò¥, ∑§Ê ÄÿÊ ‚¥ôÊÊ ŒË ¡ÊÃË „Ò —
(1) ¬„øÊŸ ÁflSÃÊ⁄U (2) ¬„øÊŸ ∑§Ë ‚◊ÿ ¬Ífl¸ ‚◊ÊÁåÃ
(3) •ÁœSÕªŸ (4) ¬„øÊŸ - ÷˝◊
8N-00417 !N-00417-PAPER-III! Paper-III
10. Sex chromosome anomaly (XXY) results into the development of :
(1) Klinefelter’s Syndrome (2) Down Syndrome
(3) Turner’s Syndrome (4) Phenylketonuria
11. Which of the following is associated with memory for emotionally charged events ?
(a) Thalamus (b) Hypothalamus (c) Amygdala (d) Temporal lobe
Code :
(1) (a) and (b) only (2) (c) only (3) (b) and (d) only (4) (d) only
12. “Development is the result of Individual’s active participation in the development process ininteraction with important environmental influences”. This is the assumption of which ofthe following approaches ?
(1) Maturational/Biological (2) Psychodynamic
(3) Behavioural (4) Cognitive
13. A person, who reports that he oftenly feels above his physical body. It is an example of :
(1) Derealization (2) Depersonalization
(3) Delusion (4) Identity Disorientation
14. Humanistic theories of personality are characterised as :
(a) Having optimistic ideas about human nature
(b) Emphasize personal responsibility
(c) Focus on present than on past
(d) Believe that fate is an important determinant of human behaviour
Code :
(1) (a) and (b) only (2) (c) and (d) only
(3) (a), (b) and (c) only (4) (b), (c) and (d) only
15. The following statements represent the work of Noam Chomsky, choose the correct onefrom the code given below :
(a) He called himself a Cartesian linguistic
(b) He analyzed syntax
(c) He wrote about transformational grammar
(d) He developed an artificial language called ‘Yerkish’
Code :
(1) (a), (b) and (c) (2) (a), (b) and (d) (3) (b), (c) and (d) (4) (a), (c) and (d)
9 Paper-IIIN-00417 !N-00417-PAPER-III!
10. Á‹¥ª ªÈáÊ‚ÍòÊ Áfl‚¥ªÁà (XXY) ∑§ ¬Á⁄UáÊÊ◊SflM§¬ ÁŸêŸÁ‹Áπà ◊¥ ‚ ÄÿÊ Áfl∑§Á‚à „ÊÃÊ „Ò?
(1) Ä‹ËŸ»§À≈U⁄U ‚¥‹ˇÊáÊ (2) «UÊ©Ÿ ‚¥‹ˇÊáÊ
(3) ≈UŸ¸⁄U ‚¥‹ˇÊáÊ (4) »§ŸÊß‹∑§≈UÊãÿÍÁ⁄UÿÊ
11. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚¥flª •ÊflÁ‡Êà ÉÊ≈UŸÊ•Ê¥ ∑§Ë S◊ÎÁà ‚ ‚¥’Áhà „Ò¥?
(a) ÕÒ‹◊‚ (b) •œ‡UøÃ∑§ (c) ª‹ÃÈÁá«U∑§Ê (d) ‹‹Ê≈U π¥«U
∑ͧ≈U —(1) ∑§fl‹ (a) •ÊÒ⁄U (b) (2) ∑§fl‹ (c) (3) ∑§fl‹ (b) •ÊÒ⁄U (d) (4) ∑§fl‹ (d)
12. ““Áfl∑§Ê‚ ◊„ûfl¬Íáʸ ¬ÿʸfl⁄UáÊËÿ ¬˝÷Êfl ∑§ ‚ÊÕ •ãÿÊãÿÁ∑˝§ÿÊ ◊¥ Áfl∑§Ê‚ ∑§Ë ¬˝Á∑˝§ÿÊ ◊¥ √ÿÁÄà ∑§Ë ‚Á∑˝§ÿ ÷ʪˌÊ⁄UË∑§Ê »§‹Ê»§‹ „Ò–”” ÿ„ •flœÊ⁄UáÊÊ ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ ©¬Êª◊ ‚ ‚¥’¥ÁœÃ „Ò?
(1) ¬Á⁄U¬ÄflÊà◊∑§/¡ÒÁfl∑§ (2) ◊ŸÊªàÿÊà◊∑§
(3) √ÿfl„Ê⁄U¬⁄U∑§ (4) ‚¥ôÊÊŸÊà◊∑§
13. ∞∑§ √ÿÁÄà ¡’ ÿ„ ∑§„ÃÊ „Ò Á∑§ fl„ •Ä‚⁄U •¬Ÿ ‡Ê⁄UË⁄U ‚ ™§¬⁄U •‹ª •ŸÈ÷fl ∑§⁄UÃÊ „Ò; ÃÊ ÿ„ ÁŸêŸ ◊¥ ‚ Á∑§‚ ∑§Ê©ŒÊ„⁄UáÊ „Ò?
(1) •flÊSÃÁfl∑§ÃÊ’Êœ∑§ (2) •√ÿÁÄÃ∑§⁄UáÊ
(3) ÷˝◊Ê‚ÁÄà (4) •Êà◊ ¬„øÊŸ Áflπ¥«UŸ
14. √ÿÁÄÃàfl ∑§ ◊ÊŸflÃÊflÊŒË Á‚hÊ¥ÃÊ¥ ∑§Ë Áfl‡Ê·ÃÊ „Ò —
(a) ◊ÊŸfl Sfl÷Êfl ∑§ ’Ê⁄U ◊¥ •Ê‡ÊÊflÊŒË ÁfløÊ⁄U ⁄UπŸÊ
(b) flÒÿÁÄÃ∑§ ŒÊÁÿàfl ¬⁄U $¡Ê⁄U ŒŸÊ
(c) ÷ÍÃ∑§Ê‹ ∑§Ë ’¡Êÿ flø◊ÊŸ ¬⁄U ’‹ ŒŸÊ
(d) ∞‚Ë ◊ÊãÿÃÊ ⁄UπŸÊ Á∑§ ÁŸÿÁà ◊ÊŸflËÿ √ÿfl„Ê⁄U ∑§Ê ∞∑§ ◊„ûfl¬Íáʸ •flœÊ⁄U∑§ „Ò
∑ͧ≈U —
(1) ∑§fl‹ (a) •ÊÒ⁄U (b) (2) ∑§fl‹ (c) •ÊÒ⁄U (d)
(3) ∑§fl‹ (a), (b) •ÊÒ⁄U (c) (4) ∑§fl‹ (b), (c) •ÊÒ⁄U (d)
15. ÁŸêŸÁ‹Áπà ∑§ÕŸÊ¥ ◊¥ ŸÊ∞◊ øÊêS∑§Ë ∑§ ∑§Êÿ¸ ∑§Ê ÁŸM§Á¬Ã Á∑§ÿÊ ªÿÊ „Ò– ÁŒ∞ ª∞ ∑ͧ≈U ◊¥ ‚ ‚„Ë Áfl∑§À¬ øÈÁŸ∞ —
(a) fl Sflÿ¥ ∑§Ê «U∑§Ê≈U˸ÿ ÷Ê·ÊÁflŒ ◊ÊŸÃ Õ–
(b) ©ã„Ê¥Ÿ flÊÄÿ ÁflãÿÊ‚ ∑§Ê Áfl‡‹·áÊ Á∑§ÿÊ–
(c) ©ã„Ê¥Ÿ M§¬Ê¥Ã⁄UáÊËÿ √ÿÊ∑§⁄UáÊ ∑§ ’Ê⁄U ◊¥ Á‹πÊ–
(d) ©ã„Ê¥Ÿ “ÿÁ∑¸§‡Ê” ŸÊ◊∑§ ∑ΧÁòÊ◊ ÷Ê·Ê ∑§Ê •ãfl·áÊ Á∑§ÿÊ–
∑ͧ≈U —
(1) (a), (b) •ÊÒ⁄U (c) (2) (a), (b) •ÊÒ⁄U (d) (3) (b), (c) •ÊÒ⁄U (d) (4) (a), (c) •ÊÒ⁄U (d)
10N-00417 !N-00417-PAPER-III! Paper-III
16. Which of the following is the evidence that REM sleep specifically enhances consolidation ?
(a) REM increases after learning
(b) REM deprivation interferes with learning
(c) Performance improves following REM sleep
Code :
(1) (a) and (b) only (2) (a) and (c) only (3) (b) and (c) only (4) (a), (b) and (c)
17. Read each of the following two statements - Assertion (A) and Reason (R) ; and indicateyour answer using code given below.
Assertion (A) : Managers make judgements about employee’s dispositions in varioussituations.
Reason (R) : Inferences are drawn on the basis of observations.
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.
18. Arrange the following correlation coefficients in descending order in terms of their strengthof relationship, as defined by common variance :
(1) −0.8 0.7 −0.5 0.4
(2) 0.7 0.4 −0.5 −0.8
(3) 0.4 −0.5 0.7 −0.8
(4) −0.8 −0.5 0.4 0.7
19. A mother is telling her child to eat vegetables before getting dessert. It is an example of :
(1) Reward - Contrast Principle (2) Delay Conditioning
(3) Premack Principle (4) Crespi Effect
11 Paper-IIIN-00417 !N-00417-PAPER-III!
16. ÁŸêŸ ◊¥ ‚ ∑§ÊÒŸ ß‚ Ãâÿ ∑§Ê ‚Êˇÿ „Ò Á∑§ •Ê⁄U.ß.∞◊. ŸË¥Œ ‚ ÁflÁ‡Êc≈U M§¬ ‚ ‚◊∑§Ÿ ◊¥ •Á÷flÎÁh „ÊÃË „Ò?
(a) •Áœª◊ ∑§ ¬‡øÊØ •Ê⁄U.ß.∞◊. ’…∏ÃÊ „Ò–
(b) •Ê⁄U.ß.∞◊. ∑§ •÷Êfl ‚ •Áœª◊ ◊¥ „SÃˇÊ¬ „ÊÃÊ „Ò–
(c) ∑§Êÿ¸ÁŸc¬ÊŒŸ ∑§ ¬‡øÊØ •Ê⁄U.ß.∞◊. ŸË¥Œ ◊¥ ‚ÈœÊ⁄U „ÊÃÊ „Ò–
∑ͧ≈U —
(1) ∑§fl‹ (a) •ÊÒ⁄U (b) (2) ∑§fl‹ (a) •ÊÒ⁄U (c) (3) ∑§fl‹ (b) •ÊÒ⁄U (c) (4) (a), (b) •ÊÒ⁄U (c)
17. ÁŸêŸÁ‹Áπà ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ©¬ÿʪ ∑§⁄Uà „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —
•Á÷∑§ÕŸ (A) : ¬˝’¥œ∑§ ÁflÁ÷ÛÊ ÁSÕÁÃÿÊ¥ ◊¥ ∑§◊¸øÊ⁄UË ∑§Ë ◊ŸÊflÎÁûÊ ∑§ ’Ê⁄U ◊¥ ÁŸáʸÿ ∑§⁄Uà „Ò¥–
Ã∑¸§ (R) : ¬˝ˇÊáÊ ∑§ •ÊœÊ⁄U ¬⁄U ÁŸc∑§·¸ ÁŸ∑§Ê‹ ¡Êà „Ò¥–
∑ͧ≈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–
18. ÁŸêŸÁ‹Áπà ‚„-‚¥’¥œ ‚„∑§Ê⁄UË ∑§Ê⁄U∑§Ê¥ (ªÈáÊÊ¥∑§Ê¥) ∑§Ê ‚Ê◊Êãÿ Á÷ÛÊÃÊ mÊ⁄UÊ ÿÕÊ ¬Á⁄U÷ÊÁ·Ã ©Ÿ∑§ ‚¥’¥œ ∑§Ë ‡ÊÁÄà ∑§‚¥Œ÷¸ ◊¥ •fl⁄UÊ„Ë ∑˝§◊ ◊¥ ‚¡Êß∞ —
(1) −0.8 0.7 −0.5 0.4
(2) 0.7 0.4 −0.5 −0.8
(3) 0.4 −0.5 0.7 −0.8
(4) −0.8 −0.5 0.4 0.7
19. ◊Ê° •¬Ÿ ’ìÊ ‚ ∑§„ ⁄U„Ë „Ò, ““Á◊c≈UÊÛÊ ‹Ÿ ‚ ¬„‹ ‚é¡Ë πÊ•Ê”” ÿ„ ÁŸêŸ ◊¥ ‚ Á∑§‚∑§Ê ©ŒÊ„⁄UáÊ „Ò?
(1) ¬È⁄US∑§Ê⁄U-flÒ·êÿ Á‚hʥà (2) Áfl‹¥’ •ŸÈ’¥œ
(3) ¬˝Ë◊Ò∑§ Á‚hʥà (4) ∑˝§S¬Ë ¬˝÷Êfl
12N-00417 !N-00417-PAPER-III! Paper-III
20. Read each of the following two statements - Assertion (A) and Reason (R) ; and indicateyour answer using code given below :
Assertion (A) : Teacher’s motivating style determines student’s motivation for reading
Reason (R) : To enhance student’s interest in reading, teacher may offer a reward forreading along with helpful feedback.
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.
21. The levels of processing proposed by Craik and Tulving follow the specific sequence inprogressive order of depth ; choose the correct.
(1) Acoustic → Semantic → Physical
(2) Physical → Acoustic → Semantic
(3) Semantic → Physical → Acoustic
(4) Acoustic → Physical → Semantic
22. DSM - III is considered qualitatively different and superior to its predecessors, because :
(a) It is multiaxial
(b) It deleted misnomor words
(c) It introduced coding system
(d) It used experimental data
Code :
(1) (a), (b) and (c) only (2) (a), (c) and (d) only
(3) (b), (c) and (d) only (4) (a), (b), (c) and (d)
23. According to Jensen what percent (%) of variance in intelligence is explained by geneticfactors :
(1) 20 to 30% (2) 55 to 65% (3) 80 to 90% (4) 40 to 50%
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20. ÁŸêŸÁ‹Áπà ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ©¬ÿʪ ∑§⁄Uà „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —
•Á÷∑§ÕŸ (A) : Á‡ÊˇÊ∑§ ∑§Ë •Á÷¬˝⁄UáÊ ‡ÊÒ‹Ë ¿UÊòÊÊ¥ ∑§ ¬∆UŸ •Á÷¬˝⁄UáÊ ∑§Ê ÁŸœÊ¸Á⁄Uà ∑§⁄UÃË „Ò–
Ã∑¸§ (R) : Á‡ÊˇÊ∑§ ¬∆UŸ ◊¥ ¿UÊòÊÊ¥ ∑§Ë L§Áø ∑§ ‚¥flœ¸Ÿ ∑§ Á‹∞ ¬∆UŸ „ÃÈ ¬È⁄US∑§Ê⁄U ∑§ ‚ÊÕ-‚ÊÕ ‚„Êÿ∑§¬˝ÁìÈÁc≈U ¬˝ŒÊŸ ∑§⁄U ‚∑§Ã „Ò¥–
∑ͧ≈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–
21. ∑˝§∑§ ÃÕÊ ≈ÈU‹Áfl¥ª mÊ⁄UÊ ¬˝SÃÊÁflà ¬˝∑˝§◊áÊ ∑§ SÃ⁄UÊ¥ ◊¥ ª„ŸÃÊ ∑§ ¬˝ªÁÇÊË‹ ∑˝§◊ ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ∑˝§◊Ê¥∑§‚„Ë „Ò?
(1) äflÊÁŸ∑§ → ‡ÊéŒÊÕ¸ Áfl·ÿ∑§ → ÷ÊÒÁÃ∑§
(2) ÷ÊÒÁÃ∑§ → äflÊÁŸ∑§ → ‡ÊéŒÊÕ¸ Áfl·ÿ∑§
(3) ‡ÊéŒÊÕ¸ Áfl·ÿ∑§ → ÷ÊÒÁÃ∑§ → äflÊÁŸ∑§
(4) äflÊÁŸ∑§ → ÷ÊÒÁÃ∑§ → ‡ÊéŒÊÕ¸ Áfl·ÿ∑§
22. «UË.∞‚.∞◊. - III ∑§Ê ß‚∑§ ¬Ífl¸flÁøÿÊ¥ ‚ ªÈáÊÊà◊∑§ M§¬ ‚ •‹ª ∞fl¥ üÊc∆U ◊ÊŸÊ ¡ÊÃÊ „Ò, ÄÿÊ¥Á∑§ —
(a) ÿ„ ’„È•ˇÊËÿ „Ò–
(b) ÿ„ •ŸÈ¬ÿÈÄà ‡ÊéŒÊ¥ ∑§Ê „≈UÊÃÊ „Ò–
(c) ß‚Ÿ ∑ͧ≈U ¬˝áÊÊ‹Ë •Ê⁄¥U÷ ∑§Ë „Ò–
(d) ÿ„ ¬˝ÊÿÊÁª∑§ ŒûÊ ∑§Ê ¬˝ÿʪ ∑§⁄UÃÊ „Ò–
∑ͧ≈U —
(1) ∑§fl‹ (a), (b) •ÊÒ⁄U (c) (2) ∑§fl‹ (a), (c) •ÊÒ⁄U (d)
(3) ∑§fl‹ (b), (c) •ÊÒ⁄U (d) (4) (a), (b), (c) •ÊÒ⁄U (d)
23. ¡Ÿ‚Ÿ ∑§ •ŸÈ‚Ê⁄U •ŸÈflÊ¥Á‡Ê∑§ ∑§Ê⁄U∑§Ê¥ mÊ⁄UÊ ’ÈÁh◊ûÊÊ ◊¥ Á∑§ÃŸ ¬˝ÁÇÊà ¬˝‚⁄UáÊ ∑§Ê S¬c≈U Á∑§ÿÊ ªÿÊ „Ò?
(1) 20 ‚ 30% (2) 55 ‚ 65% (3) 80 ‚ 90% (4) 40 ‚ 50%
14N-00417 !N-00417-PAPER-III! Paper-III
24. Read each of the following two statements - Assertion (A) and Reason (R) ; and indicateyour answer using code given below :
Assertion (A) : Westerners tend to focus mostly on the figure when viewing a scene andmuch less on the ground whereas East Asians pay greater attention to theoverall context.
Reason (R) : Culture affects the way we direct our attention to notice or ignore thingsaround us.
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.
25. Read each of the following two statements - Assertion (A) and Reason (R) ; and indicateyour answer using code given below :
Assertion (A) : Autoshaping involves S - S learning.
Reason (R) : Some behaviours are innate responses to a stimulus and because of temporalcontiguity between them, they acquire stimulus related properties.
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.
26. Emotions can be characterised as :
(a) Giving rise to affective experiences
(b) Stimulating generation of cognitive explanations
(c) Triggering a variety of internal neurobiological changes
(d) Always eliciting rewarding behaviour
Code :
(1) (a), (b) and (c) (2) (a), (c) and (d)
(3) (b), (c) and (d) (4) (a), (b), (c) and (d)
15 Paper-IIIN-00417 !N-00417-PAPER-III!
24. ÁŸêŸÁ‹Áπà ŒÊ ∑§ÕŸÊ¥ - •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ©¬ÿʪ ∑§⁄Uà „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —
•Á÷∑§ÕŸ (A) : ¬Á‡ø◊Ë Œ‡ÊÊ¥ ∑§ ‹Êª Á∑§‚Ë ŒÎ‡ÿ ∑§Ê ŒπŸ ∑§ ∑˝§◊ ◊¥ íÿÊŒÊÃ⁄U •Ê∑ΧÁà ¬⁄U äÿÊŸ ∑§ÁãŒ˝Ã ∑§⁄UÄҥ •ÊÒ⁄U ¬Îc∆U÷ÍÁ◊ ¬⁄U •¬ˇÊÊ∑Χà ∑§◊ äÿÊŸ ŒÃ „Ò¥ ¡’Á∑§ ¬Ífl¸ ∞Á‡ÊÿÊ߸ ‹Êª ‚◊ª˝ ‚¥Œ÷¸ ¬⁄U ’„ÈÕÁœ∑§ äÿÊŸ ŒÃ „Ò¥–
Ã∑¸§ (R) : „◊ Á¡‚ Ã⁄UË∑§ ‚ •¬Ÿ •Ê‚-¬Ê‚ ∑§Ë øË¡Ê¥ ∑§ ¬˝Áà äÿÊŸ ŒÃ „Ò¥ ÿÊ ©Ÿ∑§Ë •fl„‹ŸÊ ∑§⁄Uà „Ò¥;ÿ„ ‚¥S∑ΧÁà ‚ ¬˝÷ÊÁflà „ÊÃÊ „Ò–
∑ͧ≈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–
25. ÁŸêŸÁ‹Áπà ŒÊ ∑§ÕŸÊ¥-•Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ©¬ÿʪ ∑§⁄Uà „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —
•Á÷∑§ÕŸ (A) : Sfl× •ŸÈ∑ͧ‹Ÿ ◊¥ ∞‚-∞‚ •Áœª◊ •ãê¸˝Sà „Ò–
Ã∑¸§ (R) : ∑ȧ¿U √ÿfl„Ê⁄U Á∑§‚Ë ©gˬ∑§ ∑§ SflÊ÷ÊÁfl∑§ ¬˝àÿÈûÊ⁄U „Ò •ÊÒ⁄U ©Ÿ∑§ ◊äÿ ˇÊÁáÊ∑§ ‚Ê◊ËåÿÃÊ ∑§∑§Ê⁄UáÊ ©Ÿ◊¥ ©gˬ∑§ ‚ ‚¥’¥ÁœÃ ªÈáÊ •Ê ¡Êà „Ò¥–
∑ͧ≈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–
26. ‚¥flªÊ¥ ∑§Ê ÁŸêŸÁ‹Áπà Á∑§‚ M§¬ ◊¥ ¬Á⁄U÷ÊÁ·Ã Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò?
(a) ÷ÊflÊà◊∑§ •ŸÈ÷flÊ¥ ∑§Ê ’…∏ÊŸÊ
(b) ‚¥ôÊÊŸÊà◊∑§ √ÿÊÅÿÊ•Ê¥ ∑§ ‚ΡŸ ∑§Ê ©gËåà ∑§⁄UŸÊ
(c) ÁflÁ÷ÛÊ •Ê¥ÃÁ⁄U∑§ SŸÊÿÈ ¡ÒÁfl∑§ ¬Á⁄UfløŸ ©à¬ÛÊ ∑§⁄UŸÊ
(d) ‚ŒÊ ‹Ê÷¬˝Œ √ÿfl„Ê⁄U ©à¬ÛÊ ∑§⁄UŸÊ
∑ͧ≈U —
(1) (a), (b) •ÊÒ⁄U (c) (2) (a), (c) •ÊÒ⁄U (d)
(3) (b), (c) •ÊÒ⁄U (d) (4) (a), (b), (c) •ÊÒ⁄U (d)
16N-00417 !N-00417-PAPER-III! Paper-III
27. Read each of the following two statements - Assertion (A) and Reason (R) ; and indicateyour answer using code given below :
Assertion (A) : Every cigarette packet has a verbal and pictorial warning about negativeconsequences of smoking.
Reason (R) : Inconsistent cognitions have the motivational properties.
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.
28. When students study and practice hard with interest and enjoyment, it is called :
(1) Emotional engagement (2) Cognitive engagement
(3) Behavioral engagement (4) Healthy adjustment
29. If the teacher presents the extrinsic motivator in a controlled way, then
(1) It will enhance competence of students
(2) It will interfere with autonomy of students
(3) It will enhance their overall learning
(4) It will enhance the autonomy of students
30. According to the Connectionist view, memories are :
(1) Abstract concepts (2) Knowledge structures
(3) Interconnections among neurons (4) Schemas
31. Read each of the following two statements - Assertion (A) and Reason (R) ; and indicateyour answer using code given below :
Assertion (A) : The dynamic process of parent - child interaction during Phallic stage leadsto the solidification of Ego.
Reason (R) : Child’s successful resolution of Oedipus Complex leads to appropriategender role identification.
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.
17 Paper-IIIN-00417 !N-00417-PAPER-III!
27. ÁŸêŸÁ‹Áπà ŒÊŸÊ¥ ∑§ÕŸÊ¥-•Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿʪ ∑§⁄Uà „È∞ ©ûÊ⁄UŒËÁ¡∞ —•Á÷∑§ÕŸ (A) : Á‚ª⁄U≈U ∑§ ¬˝àÿ∑§ ¬Ò∑§≈U ¬⁄U œÍ◊˝¬ÊŸ ∑§ Ÿ∑§Ê⁄UÊà◊∑§ ¬Á⁄UáÊÊ◊Ê¥ ∑§ ’Ê⁄U ◊¥ flÊÁø∑§ ÃÕÊ ‚ÁøòÊ
øÃÊflŸË „ÊÃË „Ò–Ã∑¸§ (R) : •ÁSÕ⁄U ‚¥ôÊÊŸ ∑§ •Á÷¬˝⁄UáÊÊà◊∑§ ªÈáÊ „Êà „Ò¥–∑ͧ≈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–
28. ¡’ ÁfllÊÕ˸ •Á÷L§Áø •ÊÒ⁄U ¬˝‚ÛÊÃÊ ‚ •äÿÿŸ •ÊÒ⁄U ∑§Á∆UŸ •èÿÊ‚ ∑§⁄Uà „Ò¥, ß‚ ∑§„Ê ¡ÊÃÊ „Ò __________–(1) ÷ÊflŸÊà◊∑§ •Ê’¥œ (2) ‚¥ôÊÊŸÊà◊∑§ •Ê’¥œ(3) √ÿfl„Ê⁄U¬⁄U∑§ •Ê’¥œ (4) SflSÕ ‚◊ÊÿÊ¡Ÿ
29. ÿÁŒ Á‡ÊˇÊ∑§ ∞∑§ ÁŸÿ¥ÁòÊà Ã⁄UË∑§ ◊¥ ’Ês •Á÷¬˝⁄U∑§ ∑§Ê ¬˝SÃÈà ∑§⁄UÃÊ „Ò ÃÊ ,(1) ß‚‚ ¿UÊòÊÊ¥ ∑§Ë ‚◊Õ¸ÃÊ ∑§Ê ‚„ÊÿÃÊ Á◊‹ªË–(2) ß‚‚ ¿UÊòÊÊ¥ ∑§Ë SflÊÿûÊÃÊ ◊¥ „SÃˇÊ¬ „ʪʖ(3) ß‚‚ ©Ÿ∑§ ‚◊ª˝ •Áœª◊ ∑§Ê ‚¥flœ¸Ÿ „ʪʖ(4) ß‚‚ ¿UÊòÊÊ¥ ∑§Ë SflÊÿûÊÃÊ ∑§Ê ‚fl¥œ¸Ÿ „ʪʖ
30. ‚¥’¥œŸ ŒÎÁc≈U∑§ÊáÊ ∑§ •ŸÈ‚Ê⁄U S◊ÎÁÃÿÊ¥ ÁŸêŸ ◊¥ ‚ ÄÿÊ „Ò?(1) •◊Íø ‚ê¬˝àÿÿ (2) ôÊÊŸ SflM§¬(3) Ã¥ÁòÊ ∑§ÊÁ‡Ê∑§Ê•Ê¥ ∑§Ê •¥Ã—‚¥’¥œ (4) S∑§Ë◊Ê$¡
31. ÁŸêŸÁ‹Áπà ŒÊ ∑§ÕŸÊ¥-•Á÷∑§ÕŸ (A) •ÊÒ⁄ Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ©¬ÿʪ ∑§⁄Uà „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —•Á÷∑§ÕŸ (A) : Á‡Ê‡ŸÊflSÕÊ ◊¥ ⁄„Ÿ ∑§ ŒÊÒ⁄UÊŸ ◊ÊÃÊ/Á¬ÃÊ-’Ê‹∑§ ∑§ ’Ëø ∑§Ë •ãÿÊãÿÁ∑˝§ÿÊ ∑§Ë ªÁÇÊË‹ ¬˝Á∑˝§ÿÊ
∑§ ¬Á⁄UáÊÊ◊SflM§¬ •„¥ ‚Ȍ΅∏ „ÊÃÊ „Ò–Ã∑¸§ (R) : ’Ê‹∑§ ∑§ ◊ÊÃÎ⁄UÁà ∑§Ë •flSÕÊ ‚ ‚»§‹ÃʬÍfl¸∑§ ÁŸ¡Êà ¬ÊŸ ∑§ »§‹SflM§¬ ‚◊ÈÁøà ‹Ò¥Áª∑§
÷ÍÁ◊∑§Ê ∑§Ë ¬„øÊŸ „Ê ¬ÊÃË „Ò–∑ͧ≈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–
18N-00417 !N-00417-PAPER-III! Paper-III
32. A patient in Mental Hospital somehow procured a needle and thread, and while sleeping,she tried to stitch her lips together, so that someone does not pour poison in her mouth whenasleep. Most probably she suffers from :
(1) Bipolar Disorder (2) Hebephrenic Schizophrenia
(3) Delusional Disorder (4) Borderline Personality Disorder
33. John, the chess master selects his next move by considering the moves that it would threatenthe opponent’s queen whilst his opponent, a chess playing computer, selects its next move byconsidering all possible moves John is using ________ whilst the computer is using _______.
(1) Algorithm ; heuristic (2) Prototype ; mental set
(3) Mental set ; prototype (4) Heuristic ; algorithm
34. Today social psychology studies :
(a) Social cognition
(b) Ethnic Diversity
(c) Multiculturalism
Code :
(1) (a) and (b) (2) (a) and (c) (3) (b) and (c) (4) (a), (b) and (c)
35. Read each of the following two statements - Assertion (A) and Reason (R) ; and indicateyour answer using code given below :
Assertion (A) : People perform in accordance to the social positions they hold.
Reason (R) : People select relevant information from tremendous amount of socialinformation.
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.
19 Paper-IIIN-00417 !N-00417-PAPER-III!
32. ◊ŸÊ⁄Uʪ •S¬ÃÊ‹ ◊¥ ∞∑§ ◊Á„‹Ê ⁄UÊªË Ÿ Á∑§‚Ë ¬˝∑§Ê⁄U ‚ ∞∑§ ‚È߸ •ÊÒ⁄U œÊªÊ „ÊÁ‚‹ ∑§⁄U Á‹ÿÊ •ÊÒ⁄U ‚Êà ‚◊ÿ ©‚Ÿ•¬Ÿ „Ê∆UÊ¥ ∑§Ê Á‚‹Ÿ ∑§Ê ¬˝ÿÊ‚ Á∑§ÿÊ, ÃÊÁ∑§ ‚Êà ‚◊ÿ ∑§Ê߸ ©‚∑§ ◊È¥„ ◊¥ Áfl· Ÿ «UÊ‹ ‚∑§– fl„ ÁŸêŸÁ‹Áπà ◊¥ ‚Á∑§‚ ⁄Uʪ ‚ ª˝Sà „Ò?
(1) Ám-œ˝ÈflËÿ ◊ŸÊÁfl∑§Ê⁄U (2) „Á’»˝§ÁŸ∑§ Á‚$¡Ê»˝§ÁŸÿÊ
(3) ÷˝◊Ê‚ÁÄà Áfl∑§Ê⁄U (4) ‚Ë◊ʬ⁄U∑§ √ÿÁÄÃàfl Áfl∑§Ê⁄U
33. ¡ÊÚŸ, ‡ÊÃ⁄¥U¡ ∑§Ê Áπ‹Ê«∏Ë ∞‚Ë øÊ‹ ¬⁄U ÁfløÊ⁄U ∑§⁄UŸ ∑§ ¬‡øÊà •¬ŸË •ª‹Ë øÊ‹ ∑§Ê øÿŸ ∑§⁄UÃÊ „Ò Á¡‚‚ Áfl⁄UʜˬˇÊ ∑§Ë ⁄UÊŸË ∑§ Á‹∞ πÃ⁄UÊ ©à¬ÛÊ „Ê ¡Ê∞ ¡’Á∑§ ©‚∑§Ê Áfl⁄UÊœË ¬ˇÊ, ‡ÊÃ⁄¥U¡ π‹ŸflÊ‹Ê ∑¥§åÿÍ≈U⁄U •¬Ÿ ‚÷Ë ‚¥÷ÊÁflÃøÊ‹ ¬⁄U ÁfløÊ⁄U ∑§⁄Uà „È∞ •¬ŸË •ª‹Ë øÊ‹ ø‹ÃÊ „Ò–
¡ÊÚŸ ________ ∑§Ê ©¬ÿʪ ∑§⁄U ⁄U„Ê „Ò ¡’Á∑§ ∑¥§åÿÍ≈U⁄U _______ ∑§Ê ¬˝ÿʪ ∑§⁄U ⁄U„Ê „Ò–
(1) ÁflÁœ Áfl‡Ê·; ‡ÊÊœ◊Í‹∑§ ‡ÊÊSòÊ (2) •ÊlM§¬; ◊ÊŸÁ‚∑§-ÁflãÿÊ‚
(3) ◊ÊŸÁ‚∑§ ÁflãÿÊ‚; •ÊlM§¬ (4) ‡ÊÊœ◊Í‹∑§; ÁflÁœ-Áfl‡Ê·
34. •Ê¡ ‚Ê◊ÊÁ¡∑§ ◊ŸÊÁflôÊÊŸ ÁŸêŸ ◊¥ ‚ Á∑§‚∑§Ê •äÿÿŸ ∑§⁄UÃÊ „Ò?
(a) ‚Ê◊ÊÁ¡∑§ ‚¥ôÊÊŸ
(b) ŸS‹Ëÿ (¡ÊÃËÿ) ÁflÁflœÃÊ
(c) ’„È ‚¥S∑ΧÁÃflÊŒ
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (b) (2) (a) •ÊÒ⁄U (c) (3) (b) •ÊÒ⁄U (c) (4) (a), (b) •ÊÒ⁄U (c)
35. ÁŸêŸÁ‹Áπà ŒÊŸÊ¥ ∑§ÕŸÊ¥-•Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ ÃÕÊ ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿʪ ∑§⁄Uà „È∞ ©ûÊ⁄UŒËÁ¡∞ —
•Á÷∑§ÕŸ (A) : ‹Êª Á¡‚ ‚Ê◊ÊÁ¡∑§ ÁSÕÁà ◊¥ „Êà „Ò¥, ©‚∑§ •ŸÈ‚Ê⁄U „Ë ∑§Êÿ¸ ∑§⁄Uà „Ò¥–
Ã∑¸§ (R) : ‹Êª ÷Ê⁄UË ◊ÊòÊÊ ◊¥ ‚Ê◊ÊÁ¡∑§ ‚ÍøŸÊ ‚ ‚¥’¥ÁœÃ ‚ÍøŸÊ ∑§Ê øÿŸ ∑§⁄Uà „Ò¥–
∑ͧ≈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–
20N-00417 !N-00417-PAPER-III! Paper-III
36. The sequence of different dimensions of Job Characteristics Model are :
(1) Skill variety, task significance, autonomy, task identity, feedback
(2) Skill variety, task identity, task significance, autonomy, feedback
(3) Task identity, task significance, autonomy, skill variety, feedback
(4) Autonomy, task identity, skill variety, task significance, feedback
37. Fill in the blank by selecting appropriate alternative.
Harlow’s classic studies with baby monkeys and wire or cloth artificial mothers havedemonstrated the importance of _________ in the early development.
(1) Regular feeding (2) Classical conditioning
(3) Freedom to explore (4) Physical contact
38. A person with Schizophrenia was found to repeat whatever words the psychiatric socialworker was speaking. This behaviour can be labelled as :
(1) Echopraxia (2) Neologism (3) Word Salading (4) Echolalia
39. Which of the following are not Factor Analytically derived personality inventories ?
(a) 16 PF
(b) Comrey Personality Scales
(c) Jenkins Activity Survey
(d) Edwards Personal Preference Schedule
Code :
(1) (a) and (b) only (2) (c) and (d) only
(3) (a), (b) and (c) only (4) (b), (c) and (d) only
40. In which parts of brain the feeling of hunger and full are felt ?
(1) Hypothalamus ; Cerebral Cortex
(2) Lateral hypothalamus ; Ventromedial hypothalamus
(3) Lateral hypothalamus ; Cerebral Cortex
(4) Cerebral Cortex ; Ventromedial hypothalamus
21 Paper-IIIN-00417 !N-00417-PAPER-III!
36. ∑§Êÿ¸-flÒÁ‡Êc≈˜Uÿ ◊ÊÚ«U‹ ∑§ ÁflÁ÷ÛÊ •ÊÿÊ◊Ê¥ ∑§ ‚„Ë ∑˝§◊ ∑§Ê øÈŸÊfl ∑§⁄¥U–
(1) ∑§Ê҇ʋ ÁflÁflœÃÊ, ∑§Êÿ¸ ∑§Ë ◊„ûÊÊ, SflÊÿûÊÃÊ, ∑§Êÿ¸ ∑§Ë ¬„øÊŸ, ¬˝ÁìÈÁc≈U
(2) ∑§Ê҇ʋ ÁflÁflœÃÊ, ∑§Êÿ¸ ∑§Ë ¬„øÊŸ, ∑§Êÿ¸ ∑§Ë ◊„ûÊÊ, SflÊÿûÊÃÊ, ¬˝ÁìÈÁc≈U
(3) ∑§Êÿ¸ ∑§Ë ¬„øÊŸ, ∑§Êÿ¸ ∑§Ë ◊„ûÊÊ, SflÊÿûÊÃÊ, ∑§Ê҇ʋ ÁflÁflœÃÊ, ¬˝ÁìÈÁc≈U
(4) SflÊÿûÊÃÊ, ∑§Êÿ¸ ∑§Ë ¬„øÊŸ, ∑§Ê҇ʋ ÁflÁflœÃÊ, ∑§Êÿ¸ ∑§Ë ◊„ûÊÊ, ¬˝ÁìÈÁc≈U
37. ©Áøà Áfl∑§À¬ ∑§Ê øÿŸ ∑§⁄U Á⁄UÄà SÕÊŸÊ¥ ∑§Ë ¬ÍÁø ∑§ËÁ¡∞–
„ҋʸ ∑§Ê ’ãŒ⁄U Á‡Ê‡ÊÈ ∞fl¥ ∑ΧÁòÊ◊ ¡ŸŸË ∑§ ‚ÊÕ Á∑§∞ ª∞ Ä‹ÊÁ‚∑§ •äÿÿŸ ‚ •Ê⁄¥UÁ÷∑§ Áfl∑§Ê‚ ◊¥ _________ ∑§Ê◊„ûfl ¬˝ŒÁ‡Ê¸Ã „È•Ê „Ò–
(1) ÁŸÿÁ◊à S߬ʟ (2) Ä‹ÊÁ‚∑§Ë •ŸÈ’¥œŸ
(3) πÊ¡ ∑§Ë •Ê¡ÊŒË (4) ‡ÊÊ⁄UËÁ⁄U∑§ ‚¥¬∑¸§
38. ‚Ë$¡Ê»˝§ÁŸÿÊ ‚ ª˝Sà √ÿÁÄà ∑§Ê fl„Ë ‡ÊéŒ ŒÊ„⁄UÊà „È∞ ŒπÊ ¡ÊÃÊ „Ò, ¡Ê ◊ŸÊÁfl∑ΧÁà ‚¥’¥œË ‚Ê◊ÊÁ¡∑§ ∑§Êÿ¸∑§ûÊʸ ’Ê‹⁄U„Ê ÕÊ– ß‚ √ÿfl„Ê⁄U ∑§Ê ÁŸêŸ ◊¥ ‚ ÄÿÊ ∑§„Ê ¡Ê ‚∑§ÃÊ „Ò?
(1) •ÁŸë¿UÊŸÈ∑§⁄UáÊ (2) Ÿfl‡ÊéŒË∑§⁄UáÊ (3) ‡ÊéŒ Á◊üÊáÊ (4) ¬˝Áá‹ÿÃÊ
39. ߟ◊¥ ‚ ∑§ÊÒŸ-‚ ∑§Ê⁄U∑§ √ÿÁÄÃàfl ∑§Ë ¬˝‡ŸÊfl‹Ë ‚ Áfl‡‹·áÊÊà◊∑§ M§¬ ‚ √ÿÈà¬ÛÊ Ÿ„Ë¥ „Ò?
(a) 16 ¬Ë.∞»§.
(b) ∑§Ê◊⁄U √ÿÁÄÃàfl ◊ʬŸË
(c) ¡¥Á∑§Ÿ‚ ∑§Êÿ¸∑§‹Ê¬ ‚fl¸ˇÊáÊ
(d) ∞«UflÊ«¸U flÒÿÁÄÃ∑§ ¬˝ÊÕÁ◊∑§ÃÊ •ŸÈ‚ÍøË
∑ͧ≈U —
(1) ∑§fl‹ (a) •ÊÒ⁄U (b) (2) ∑§fl‹ (c) •ÊÒ⁄U (d)
(3) ∑§fl‹ (a), (b) •ÊÒ⁄U (c) (4) ∑§fl‹ (b), (c) •ÊÒ⁄U (d)
40. ◊ÁSÃc∑§ ∑§ Á∑§Ÿ ÷ʪʥ ◊¥ “÷Íπ” •ÊÒ⁄U “ÃÎÁåÔ ∑§Ë ‚¥flŒŸÊ ∑§Ê •ŸÈ÷fl Á∑§ÿÊ ¡ÊÃÊ „Ò?
(1) •œ‡øÃ∑§ ; ‚⁄U’˝‹ ∑§ÊÚ≈¸UÄ‚
(2) ¬ÊÁ‡fl¸∑§ •œ‡øÃ∑§ ; flã≈˛UÊ◊ËÁ«Uÿ‹ •œ‡øÃ∑§
(3) ¬ÊÁ‡fl¸∑§ •œ‡øÃ∑§ ; ‚⁄U’˝‹ ∑§ÊÚ≈¸UÄ‚
(4) ‚⁄U’˝‹ ∑§ÊÚ≈¸UÄ‚ ; flã≈˛UÊ◊ËÁ«Uÿ‹ •œ‡øÃ∑§
22N-00417 !N-00417-PAPER-III! Paper-III
41. As per Goleman “Motivating Oneself” component of emotional intelligence includes :
(a) Marshalling emotions in the service of goal
(b) Delaying gratification and stifling impulsiveness
(c) Being able to get into ‘flow state’
(d) Monitoring feelings from moment to moment
Code :
(1) (a) and (b) only (2) (c) and (d) only
(3) (a), (b) and (c) only (4) (b), (c) and (d) only
42. Read each of the following two statements - Assertion (A) and Reason (R) ; and indicateyour answer using code given below :
Assertion (A) : In Time Series Design, auto correlation is a routine feature.
Reason (R) : Autocorrelation is efficiently handled by statistical method ARIMA
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.
43. An example of Feature Analysis is :
(1) Phonics (2) Words
(3) Context of words (4) Meaning of words
44. Read each of the following two statements - Assertion (A) and Reason (R) ; and indicateyour answer using code given below :
Assertion (A) : According to Dollard and Miller, observational learning will occur only iforganism’s overt behaviour is followed by reinforcement.
Reason (R) : Copying behaviour involves guiding of one person’s behaviour by anotherperson.
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.
23 Paper-IIIN-00417 !N-00417-PAPER-III!
41. ªÊ‹◊Ÿ ∑§ •ŸÈ‚Ê⁄U ‚¥flªÊà◊∑§ ’ÈÁh ∑§ “Sflÿ¥ ∑§Ê ¬˝Á⁄Uà ∑§⁄UŸ flÊ‹” ‚¥ÉÊ≈U∑§ ◊¥ ‚Áê◊Á‹Ã „Ò —
(a) ‹ˇÿ ¬˝Êåà ∑§⁄UŸ ∑§ Á‹∞ ‚¥flªÊ¥¥ ∑§Ê ©¬ÿʪ ∑§⁄UŸÊ
(b) ¬Á⁄UÃÈÁc≈U ∑§Ê Áfl‹¥Á’à ∑§⁄UŸÊ ÃÕÊ •Êflª‡ÊË‹ÃÊ ¬⁄U ÁŸÿ¥òÊáÊ ∑§⁄UŸÊ
(c) “¬˝flÊ„ ÁSÕÁÔ ◊¥ ¡ÊŸ ∑§Ë ˇÊ◊ÃÊ
(d) ¬˝àÿ∑§ ˇÊáÊ ÷ÊflŸÊ•Ê¥ ¬⁄U Ÿ¡⁄U ⁄UπŸÊ
∑ͧ≈U —
(1) ∑§fl‹ (a) •ÊÒ⁄U (b) (2) ∑§fl‹ (c) •ÊÒ⁄U (d)
(3) ∑§fl‹ (a), (b) •ÊÒ⁄U (c) (4) ∑§fl‹ (b), (c) •ÊÒ⁄U (d)
42. ÁŸêŸÁ‹Áπà ŒÊ ∑§ÕŸÊ¥-•Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ©¬ÿʪ ∑§⁄Uà „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —
•Á÷∑§ÕŸ (A) : ‚◊ÿ-oÎ¥π‹Ê •Á÷∑§À¬ ◊¥ Sfl× ‚„-‚¥’¥œ ¬˝ÁÃÁ∑˝§ÿÊà◊∑§ ‹ˇÊáÊ „Ò–
Ã∑¸§ (R) : Sfl× ‚„-‚¥’¥œ “∞Á⁄U◊Ê” ‚Ê¥ÁÅÿ∑§Ëÿ ¬hÁà ‚ ∑ȧ‡Ê‹ÃʬÍfl¸∑§ ‚êʤÊÊ ¡ÊÃÊ „Ò–
∑ͧ≈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–
43. ªÈáÊ Áfl‡‹·áÊ ∑§Ê ©ŒÊ„⁄UáÊ „Ò —
(1) äflÁŸ-ÁflôÊÊŸ (2) ‡ÊéŒ
(3) ‡ÊéŒ-‚¥Œ÷¸ (4) ‡ÊéŒÊÕ¸
44. ÁŸêŸÁ‹Áπà ŒÊ ∑§ÕŸÊ¥-•Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ©¬ÿʪ ∑§⁄Uà „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —
•Á÷∑§ÕŸ (A) : «UÊ‹Ê«¸U •ÊÒ⁄U Á◊‹⁄U ∑§ •ŸÈ‚Ê⁄U ¬˝ˇÊáÊÊà◊∑§-•Áœª◊ Ã÷Ë „ÊªÊ ¡’ ¡Ëfl ∑§ S¬c≈U √ÿfl„Ê⁄U ∑§¬‡øÊØ ¬˝’‹Ÿ „ÊÃÊ „Ò–
Ã∑¸§ (R) : √ÿfl„Ê⁄U ∑§Ë Ÿ∑§‹ ∑§⁄UŸ ◊¥ ŒÍ‚⁄U √ÿÁÄà mÊ⁄UÊ Á∑§‚Ë √ÿÁÄà ∑§ √ÿfl„Ê⁄U ∑§Ê ◊ʪ¸Œ‡Ê¸Ÿ ¬˝ŒÊŸ ∑§⁄UŸÊ‡ÊÊÁ◊‹ „Ò–
∑ͧ≈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–
24N-00417 !N-00417-PAPER-III! Paper-III
45. Which of the following is the final destination for much of the brain’s information aboutemotion, before action is taken ?
(1) Amygdale (2) Anterior Cingulated Cortex
(3) Pre - frontal cortex (4) Hypothalamus
46. Read each of the following two statements - Assertion (A) and Reason (R) ; and indicateyour answer using code given below :
Assertion (A) : You can remember vividly what you wore on your first date.
Reason (R) : Memories of emotionally significant events cannot be accurate at all.
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.
47. Read each of the following two statements - Assertion (A) and Reason (R) ; and indicateyour answer using code given below :
Assertion (A) : Cattell incorporated factors, Q1, Q
2, Q
3, and Q
4 in 16 PF
Reason (R) : Some factors appeared only in L - data, not in Q - data
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.
48. Read each of the following two statements - Assertion (A) and Reason (R) ; and indicateyour answer using code given below :
Assertion (A) : Naturalistic decision making involves decisions as they occur in every daylife
Reason (R) : The decisions required in many situations often have serious ramificationsfor those who make decisions.
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.
25 Paper-IIIN-00417 !N-00417-PAPER-III!
45. ◊ÁSÃc∑§ ∑§Ë ‚¥flª ‚ê’ãœË •Áœ∑§Ê¥‡Ê ‚ÍøŸÊ•Ê¥ ∑§Ê •¥ÁÃ◊ ª¥Ã√ÿ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê „Ò?
(1) ª‹ÃÈÁá«U∑§Ê (2) ¬Ífl¸flÃ˸ fl∑˝§ˇÊòÊ flÀ∑ȧ≈U
(3) ¬Ífl¸-‹‹Ê≈UËÿ flÀ∑ȧ≈U (4) •œ‡øÃ∑§
46. ÁŸêŸÁ‹Áπà ŒÊŸÊ¥ ∑§ÕŸÊ¥-•Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ ÃÕÊ ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿʪ ∑§⁄Uà „È∞ ©ûÊ⁄UŒËÁ¡∞ —
•Á÷∑§ÕŸ (A) : ¬˝Õ◊ «U≈U ¬⁄U ÄÿÊ ¬„ŸÊ ÕÊ, •Ê¬ •ë¿U ‚ ÿÊŒ ⁄Uπ ‚∑§Ã „Ò¥–
Ã∑¸§ (R) : ‚¥flªÊà◊∑§ M§¬ ‚ ◊„ûfl¬Íáʸ ÉÊ≈UŸÊ•Ê¥ ∑§Ë S◊ÎÁÃÿÊ¥ Á’‹∑ȧ‹ ÷Ë ‚≈UË∑§ Ÿ„Ë¥ „Ê ‚∑§ÃË–
∑ͧ≈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–
47. ÁŸêŸÁ‹Áπà ŒÊ ∑§ÕŸÊ¥-•Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ©¬ÿʪ ∑§⁄Uà „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —
•Á÷∑§ÕŸ (A) : ∑Ò§≈U‹ Ÿ 16 ¬Ë.∞»§. ◊¥ ÄÿÍ 1, ÄÿÍ 2, ÄÿÍ 3, •ÊÒ⁄U ÄÿÍ 4 ∑§Ê⁄U∑§Ê¥ ∑§Ê ‚◊ÊÁ„à Á∑§ÿÊ
Ã∑¸§ (R) : ∑ȧ¿U ∑§Ê⁄U∑§ ∑§fl‹ ∞‹-«U≈UÊ ◊¥ ÁŒπÊ߸ ÁŒ∞, ÄÿÍ-«U≈UÊ ◊¥ Ÿ„Ë¥–
∑ͧ≈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–
48. ÁŸêŸÁ‹Áπà ŒÊ ∑§ÕŸÊ¥ •Á÷∑§ÕŸ (A) •ÊÒ⁄U Ã∑¸§ (R) ∑§Ê ¬Á…∏∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ©¬ÿʪ ∑§⁄Uà „È∞ •¬ŸÊ©ûÊ⁄U ŒËÁ¡∞ —
•Á÷∑§ÕŸ (A) : SflÊ÷ÊÁfl∑§ ÁŸáʸÿ ‹Ÿ ∑§Ë ¬˝Á∑˝§ÿÊ ◊¥ ∞‚ ÁŸáʸÿ ‡ÊÊÁ◊‹ „Êà „Ò¥ ¡Ê „◊Ê⁄U ŒÒÁŸ∑§ ¡ËflŸ ◊¥ ÉÊÁ≈UÄÊÃË „Ò¥–
Ã∑¸§ (R) : ’„Èà ‚Ë ÁSÕÁÃÿÊ¥ ◊¥ •¬ÁˇÊà ÁŸáʸÿ ∑§Ê ÁŸáʸÿ ‹ŸflÊ‹Ê¥ ¬⁄U •Ä‚⁄U ª¥÷Ë⁄U ¬˝÷Êfl ¬«∏ÃÊ „Ò–
∑ͧ≈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–
26N-00417 !N-00417-PAPER-III! Paper-III
49. Match List - I with List - II and select the correct answer by choosing from the code givenbelow :
List - I List - II
(Phenomenon) (Explanation)
(a) Over - extension (i) The use of single word to represent whole phrase orsentence
(b) Under - extension (ii) The tendency to apply a word to more objects or actionsthan it actually represents
(c) Holophrastic speech (iii) Speech marked by reliance on nouns and verbs, whileomitting other parts of speech including articles andpropositions
(d) Telegraphic speech (iv) The tendency to apply a word to fewer objects or actionsthan it actually represents
Code :
(a) (b) (c) (d)
(1) (i) (iii) (ii) (iv)
(2) (ii) (iv) (i) (iii)
(3) (i) (iv) (ii) (iii)
(4) (ii) (iii) (i) (iv)
50. Which part of Central Nervous System controls much of the Endocrine System by regulatingthe Pituitary Gland ?
(1) Amygdala (2) Hypothalamus (3) Hippocampus (4) Medulla
51. Cognitive structures that represent an organised collection of knowledge about people, eventsand concepts are called :
(1) Images (2) Schemas (3) Social influence (4) Disposition
52. Which is not the part of Equity Theory ?
(1) Over payment (2) Under payment
(3) Linear payment (4) Equitable payment
27 Paper-IIIN-00417 !N-00417-PAPER-III!
49. ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ÁŸêŸÁ‹Áπà ∑ͧ≈U ∑§Ê ¬˝ÿʪ ∑§⁄Uà „È∞ ‚„Ë ©ûÊ⁄U ∑§Ê øÿŸ∑§ËÁ¡∞ —
‚ÍøË - I ‚ÍøË - II
(¬˝∑˝§◊) (√ÿÊÅÿÊ)
(a) •àÿÁœ∑§ ÁflSÃÊ⁄U (i) ¬Í⁄U flÊÄÿÊ¥‡Ê •ÕflÊ flÊÄÿ ∑§Ê ÁŸM§Á¬Ã ∑§⁄UŸ ∑§ Á‹∞ ∞∑§‹ ‡ÊéŒ ∑§Ê¬˝ÿʪ
(b) •œÊ-ÁflSÃÊ⁄U (ii) •Áœ∑§ Á¬á«UÊ¥ •ÕflÊ ∑§Êÿ¸ ∑§ Á‹∞ ∞∑§ ‡ÊéŒ •ŸÈ¬˝ÿÊÁ¡Ã ∑§⁄UŸ ∑§Ë¬˝flÎÁûÊ ¡’Á∑§ flSÃÈ× ÿ„ ‡ÊéŒ ©ÃŸ •Áœ∑§ Á¬á«UÊ¥ ÿÊ ∑§Êÿ¸ ∑§Ê ÁŸM§¬∑§Ÿ„Ë¥ „Ò–
(c) ∞∑§‡ÊéŒË ©ÁÄà (iii) ©¬¬Œ •ÊÒ⁄U ‚¥’¥œ ‚Íø∑§ ‚Á„à •ãÿ ‡ÊéŒ ÷Œ ∑§Ê ‹Ê¬ ∑§⁄Uà „È∞ ‚¥ôÊÊ•ÊÒ⁄U Á∑˝§ÿÊ ∑§Ê •Áœ∑§ ©¬ÿʪ ∑§⁄Uà „È∞ ∑§Ë ªß¸ ©ÁÄÃ
(d) ≈UÁ‹ª˝Ê»§ ©ÁÄà (iv) Á∑§‚Ë ‡ÊéŒ ∑§Ê ¬˝ÿʪ ß‚∑§ flÊSÃÁfl∑§ ‚¥Œ÷¸ ‚ ∑§◊ Á¬á«UÊ¥ ∑§ Á‹∞ ∑§⁄UŸ∑§Ë ¬˝flÎÁûÊ
∑ͧ≈U —
(a) (b) (c) (d)
(1) (i) (iii) (ii) (iv)
(2) (ii) (iv) (i) (iii)
(3) (i) (iv) (ii) (iii)
(4) (ii) (iii) (i) (iv)
50. ∑§ãŒ˝Ëÿ Ã¥ÁòÊ∑§Ê Ã¥òÊ ∑§Ê ∑§ÊÒŸ-‚Ê •¥ª Á¬ÿÍÁ·∑§Ê ª˝¥ÁÕ ∑§Ê ÁflÁŸÿÁ◊à ∑§⁄U •¥Ã—dÊflË Ã¥òÊ ∑§Ê ’„Èà •Áœ∑§ ÁŸÿ¥ÁòÊÃ∑§⁄UÃÊ „Ò?
(1) ∞Á◊ª«U‹Ê (2) „Ê߬ÊÕÒ‹◊‚ (3) Á„å¬Ê∑ҧꬂ (4) ◊«ÈU‹Ê
51. ‚¥ôÊÊŸÊà◊∑§ ‚¥⁄UøŸÊ ¡Ê ‹ÊªÊ¥, ÉÊ≈UŸÊ•Ê¥ ÃÕÊ •flœÊ⁄UáÊÊ•Ê¥ ∑§ ’Ê⁄U ◊¥ ‚ÍøŸÊ•Ê¥ ∑§Ê ‚¥ªÁ∆Uà ‚¥ª˝„ ¬˝SÃÈà ∑§⁄UÃË „Ò, ©‚ÁŸêŸ ◊¥ ‚ ÄÿÊ ∑§„Ê ¡ÊÃÊ „Ò?
(1) ¿UÁflÿÊ¥ (2) S∑§Ë◊Ê$¡ (3) ‚Ê◊ÊÁ¡∑§ ¬˝÷Êfl (4) ÁSÕÁÃ
52. ÁŸêŸÁ‹Áπà ◊¥ ‚ ÄÿÊ ‚ÊêÿÃÊ Á‚hʥà ∑§Ê ÷ʪ Ÿ„Ë¥ „Ò?
(1) •àÿÁœ∑§ ‚¥ŒÊÿªË (2) ∑§◊ ‚¥ŒÊÿªË
(3) ⁄UπËÿ ‚¥ŒÊÿªË (4) ‚Êêÿ¬Íáʸ ‚¥ŒÊÿªË
28N-00417 !N-00417-PAPER-III! Paper-III
53. Match List - I with List - II and select the correct answer by choosing from the code givenbelow :
List - I List - II
(Dimensions) (Behaviour)
(a) Delegating (i) High task and high relationship
(b) Participating (ii) High task and low relationship
(c) Selling (iii) Low relationship and low task
(d) Telling (iv) High relationship and low task
Code :
(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (ii) (iii) (iv) (i)
(3) (iii) (iv) (ii) (i)
(4) (iv) (iii) (ii) (i)
54. Match List - I with List - II and select the correct answer by choosing from the code givenbelow :
List - I List - II
(Concept) (Description)
(a) Successful Intelligence (i) Ability to cope with the problems of day-to-day life
(b) Practical Intelligence (ii) Ability to achieve one’s goals of life across givencultural contexts, capitalizing on strengths andcorrecting weaknesses to adapt with theenvironment
(c) Mating Intelligence (iii) Ability to cope with novel problems and situations
(d) Creative Intelligence (iv) Ability to understand the outcomes of mind’sreproductive system
Code :
(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (ii) (i) (iv) (iii)
(3) (iii) (iv) (ii) (i)
(4) (iv) (iii) (i) (ii)
55. How many ‘three way interactions’ can be studied in a 4×3×3 factorial design ?
(1) 1 only (2) 4 only (3) 12 only (4) 3 only
29 Paper-IIIN-00417 !N-00417-PAPER-III!
53. ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ÁŸêŸÁ‹Áπà ∑ͧ≈U ∑§Ê ¬˝ÿʪ ∑§⁄Uà „È∞ ‚„Ë ©ûÊ⁄U ∑§Ê øÿŸ∑§ËÁ¡∞ —
‚ÍøË - I ‚ÍøË - II
(•ÊÿÊ◊) (√ÿfl„Ê⁄U)
(a) ¬˝àÿÊÿÊ¡Ÿ (i) ©ìÊ ∑§Êÿ¸ •ÊÒ⁄U ©ìÊ ‚¥’¥œ
(b) ‚„÷ÊÁªÃÊ (ii) ©ìÊ ∑§Êÿ¸ •ÊÒ⁄U ãÿÍŸ ‚¥’¥œ
(c) Áfl∑˝§ÿ (iii) ãÿÍŸ ‚¥’¥œ •ÊÒ⁄U ãÿÍŸ ∑§Êÿ¸
(d) ÁŸáʸÿ ∑§⁄UŸÊ (ªáÊŸ) (iv) ©ëø ‚¥’¥œ •ÊÒ⁄U ãÿÍŸ ∑§Êÿ¸
∑ͧ≈U —(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (ii) (iii) (iv) (i)
(3) (iii) (iv) (ii) (i)
(4) (iv) (iii) (ii) (i)
54. ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ ÃÕÊ ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ©¬ÿʪ ∑§⁄Uà „È∞ ‚„Ë ©ûÊ⁄U øÈÁŸ∞ —
‚ÍøË - I ‚ÍøË - II
(•flœÊ⁄UáÊÊ) (Áflfl⁄UáÊ)
(a) ‚»§‹ÃÊ ’ÈÁh (i) ÁŒŸ-¬˝ÁÃÁŒŸ ¡ËflŸ ∑§Ë ‚◊SÿÊ•Ê¥ ‚ ÁŸ¬≈UŸ ∑§Ë ˇÊ◊ÃÊ
(b) √ÿÊfl„ÊÁ⁄U∑§ ’ÈÁh (ii) ÁŒ∞ ª∞ ‚Ê¥S∑ΧÁÃ∑§ ‚¥Œ÷ÊZ ◊¥ ¡ËflŸ ∑§ ‹ˇÿ ¬˝Êåà ∑§⁄UŸ ∑§ËˇÊ◊ÃÊ– •¬ŸË ˇÊ◊ÃÊ ∑§Ê ‹Ê÷ ©∆UÊà „È∞ •¬ŸË ∑§Á◊ÿÊ¥ ŒÍ⁄U ∑§⁄UŸÊÃÕÊ flÊÃÊfl⁄UáÊ ∑§ •ŸÈM§¬ …U‹ŸÊ–
(c) ‚¥ª◊ ’ÈÁh (iii) ÁflÁøòÊ ‚◊SÿÊ•Ê¥ ÃÕÊ ¬Á⁄UÁSÕÁÃÿÊ¥ ‚ ÁŸ¬≈UŸ ∑§Ë ˇÊ◊ÃÊ
(d) ‚ΡŸÊà◊∑§ ’ÈÁh (iv) ◊ÁSÃc∑§ ∑§Ë ¬˝¡Ÿ∑§ ¬˝áÊÊ‹Ë ∑§ ÁŸc∑§·ÊZ ∑§Ê ‚◊¤ÊŸ ∑§Ë ˇÊ◊ÃÊ
∑ͧ≈U —(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (ii) (i) (iv) (iii)
(3) (iii) (iv) (ii) (i)
(4) (iv) (iii) (i) (ii)
55. ∞∑§ 4×3×3 ∑§Ê⁄U∑§Ëÿ •Á÷∑§À¬ ◊¥ Á∑§ÃŸ ÁòÊ◊ʪ˸ÿ ¬Ê⁄US¬Á⁄U∑§ Á∑˝§ÿÊ•Ê¥ ∑§Ê •äÿÿŸ Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò?
(1) ∑§fl‹ 1 (2) ∑§fl‹ 4 (3) ∑§fl‹ 12 (4) ∑§fl‹ 3
30N-00417 !N-00417-PAPER-III! Paper-III
56. In a verbal memory experiment, the two independent variables, ‘meaningfulness of material’and ‘retention interval’ were employed, each varied at three levels. The number of wordscorrectly recalled was the dependent variable. The sum of squares due to meaningfulness ofmaterial is 270. The Mean square for the meaningfulness of material would be :
(1) 30.0 (2) 67.5 (3) 90.0 (4) 135.0
57. In ‘Signal Detection Theory’, which of the following determinants are assumed ?
(a) Observer’s sensitivity (b) Sensory threshold
(c) Response bias (d) Decision bias
Code :
(1) (a) only (2) (a) and (c) only
(3) (a), (c) and (d) only (4) (b) and (c) only
58. According to Tolman, which among the following are the “Individual Differences” variableswhich interact with independent variables to produce behaviour :
(a) Age (b) Heredity
(c) Previous Training (d) Special Endocrine, Drug or Vitamin conditions
Code :
(1) (a) and (c) only (2) (a), (c) and (d) only
(3) (b), (c) and (d) only (4) (a), (b), (c) and (d)
59. Which of the following theories represent the mechanistic metaphor of motivation ?
(a) Psychoanalytic (b) Ethological
(c) Sociobiological (d) Expectancy - value
Code :
(1) (a), (b) and (c) only (2) (b), (c) and (d) only
(3) (a), (c) and (d) only (4) (a), (b), (c) and (d)
60. According to Meichenbaum (1977), the steps involved in cognitive behaviour modificationare :
(1) Covert self instruction → overt external guidance → overt self guidance → cognitivemodeling → faded overt self-guidance
(2) Cognitive modeling → faded overt self - guidance → overt external guidance → Covertself instruction → overt self-guidance
(3) Covert self instruction → faded overt self - guidance → overt external guidance →
Cognitive modeling → overt self - guidance
(4) Cognitive modeling → overt external guidance → overt self - guidance → faded overtself - guidance → Covert self-instruction
31 Paper-IIIN-00417 !N-00417-PAPER-III!
56. flÊÁø∑§ S◊ÎÁà ¬˝ÿʪ ◊¥ ŒÊ SflÃ¥òÊ ø⁄U ““‚Ê◊ª˝Ë ∑§Ë ‚ÊÕ¸∑§ÃÊ”” •ÊÒ⁄U ““¬˝ÁÃœÊ⁄UáÊ •ãÃ⁄UÊ‹”” ∑§Ê ¬˝ÿʪ Á∑§ÿÊ ªÿÊ, ߟ◊¥‚ ¬˝àÿ∑§ ÃËŸ SÃ⁄UÊ¥ ¬⁄U Á÷ÛÊ-Á÷ÛÊ Õ– ‚„Ë S◊⁄UáÊ Á∑§∞ ª∞ ‡ÊéŒÊ¥ ∑§Ë ‚¥ÅÿÊ SflÃ¥òÊ ø⁄U ÕÊ– ‚Ê◊ª˝Ë ∑§Ë ‚ÊÕ¸∑§ÃÊ ∑§∑§Ê⁄UáÊ flªÊZ ∑§Ê ÿʪ 270 „Ò– ‚Ê◊ª˝Ë ∑§Ë ‚ÊÕ¸∑§ÃÊ ∑§Ê ◊äÿ◊ÊŸ flª¸ ÄÿÊ „ʪÊ?(1) 30.0 (2) 67.5 (3) 90.0 (4) 135.0
57. ‚¥∑§Ã •Á÷ôÊÊŸ Á‚hʥà ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ •flœÊ⁄U∑§ ∑§Ê •ŸÈ◊ÊŸ ‹ªÊÿÊ ¡ÊÃÊ „Ò?
(a) ¬˝ˇÊ∑§ ∑§Ë ‚¥flŒŸ‡ÊË‹ÃÊ (b) ‚¥flŒË Œ„‹Ë
(c) ¬˝àÿÈûÊ⁄U ¬Íflʸª˝„ (d) ÁŸáʸÿ ¬Íflʸª˝„∑ͧ≈U —(1) ∑§fl‹ (a) (2) ∑§fl‹ (a) •ÊÒ⁄U (c)
(3) ∑§fl‹ (a), (c) •ÊÒ⁄U (d) (4) ∑§fl‹ (b) •ÊÒ⁄U (c)
58. ≈UÊ‹◊ÒŸ ∑§ •ŸÈ‚Ê⁄U √ÿfl„Ê⁄U ©à¬ÛÊ ∑§⁄UŸ ∑§ Á‹∞ SflÃ¥òÊ ø⁄U ∑§ ‚ÊÕ •ŸÈÁ∑˝§ÿÊ ∑§⁄UŸflÊ‹ “√ÿÁc≈U ¬⁄U∑§ •¥Ã⁄U” ø⁄U ∑§ÊÒŸ‚ „Ò¥?(a) •ÊÿÈ (b) •ÊŸÈfl¥Á‡Ê∑§ÃÊ
(c) ¬Ífl¸-¬˝Á‡ÊˇÊáÊ (d) Áfl‡Ê· ∞ã«UÊ∑˝§Êߟ, •ÊÒ·Áœ ÿÊ Áfl≈UÊÁ◊Ÿ ∑§Ë ÁSÕÁÃ∑ͧ≈U —(1) ∑§fl‹ (a) •ÊÒ⁄U (c) (2) ∑§fl‹ (a), (c) •ÊÒ⁄U (d)
(3) ∑§fl‹ (b), (c) •ÊÒ⁄U (d) (4) (a), (b), (c) •ÊÒ⁄U (d)
59. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê Á‚hʥà •Á÷¬˝⁄UáÊÊ ∑§ ÿÊ¥ÁòÊ∑§Ëÿ M§¬∑§Ê‹¥∑§Ê⁄U ∑§Ê lÊÃ∑§ „Ò?(a) ◊ŸÊÁfl‡‹·áÊÊà◊∑§ (b) •ÊøÊ⁄U ‡ÊÊSòÊËÿ
(c) ‚◊Ê¡ ‡ÊÊSòÊËÿ (d) ¬˝àÿÊˇÊÊ∑ͧ≈U —(1) ∑§fl‹ (a), (b) •ÊÒ⁄U (c) (2) ∑§fl‹ (b), (c) •ÊÒ⁄U (d)
(3) ∑§fl‹ (a), (c) •ÊÒ⁄U (d) (4) (a), (b), (c) •ÊÒ⁄U (d)
60. ◊Êß∑§Ÿ’ÊÚ◊ (1977) ∑§ •ŸÈ‚Ê⁄U ‚¥ôÊÊŸÊà◊∑§ √ÿfl„Ê⁄U M§¬Ê¥Ã⁄UáÊ ◊¥ ‚Áê◊Á‹Ã ∑§Œ◊ „Ò¥ —(1) •¬˝∑§≈U Sfl-•ŸÈŒ‡Ê → ¬˝∑§≈U, ’Ês ◊ʪ¸Œ‡Ê¸Ÿ → ¬˝∑§≈U, Sfl-◊ʪ¸Œ‡Ê¸Ÿ → ‚¥ôÊÊŸÊà◊∑§ ¬˝ÁÃM§¬áÊ → »§Ë∑§Ê
¬˝∑§≈U Sfl-◊ʪ¸Œ‡Ê¸Ÿ
(2) ‚¥ôÊÊŸÊà◊∑§ ¬˝ÁÃM§¬áÊ → »§Ë∑§Ê ¬˝∑§≈U Sfl-◊ʪ¸Œ‡Ê¸Ÿ → ¬˝∑§≈U, ’Ês ◊ʪ¸Œ‡Ê¸Ÿ → •¬˝∑§≈U Sfl-•ŸÈŒ‡Ê →¬˝∑§≈,U Sfl-◊ʪ¸Œ‡Ê¸Ÿ
(3) •¬˝∑§≈U Sfl-•ŸÈŒ‡Ê → »§Ë∑§Ê ¬˝∑§≈U Sfl-◊ʪ¸Œ‡Ê¸Ÿ - ¬˝∑§≈U, ’Ês ◊ʪ¸Œ‡Ê¸Ÿ → ‚¥ôÊÊŸÊà◊∑§ ¬˝ÁÃM§¬áÊ →
¬˝∑§≈,U Sfl-◊ʪ¸Œ‡Ê¸Ÿ
(4) ‚¥ôÊÊŸÊà◊∑§ ¬˝ÁÃM§¬áÊ → ¬˝∑§≈U, ’Ês ◊ʪ¸Œ‡Ê¸Ÿ → ¬˝∑§≈U, Sfl-◊ʪ¸Œ‡Ê¸Ÿ → »§Ë∑§Ê ¬˝∑§≈U Sfl-◊ʪ¸Œ‡Ê¸Ÿ →
•¬˝∑§≈U Sfl-◊ʪ¸Œ‡Ê¸Ÿ
32N-00417 !N-00417-PAPER-III! Paper-III
61. Match List - I with List - II and select the correct answer by choosing from the code givenbelow :
List - I List - II
(Concept) (Description)
(a) Interactive Images (i) Visualizing walking around an area with distinctivelandmarks that you know well and link them
(b) Acronyms (ii) “one is a bun” “Two is a shoe”
(c) Method of Loci (iii) If you have to remember to buy socks, apples and a pair ofscissors, you might imagine cutting a socks that has anapple stuffed in it with a pair of scissors
(d) Pegword System (iv) Devising a word or expression in which each of its lettersstands for a certain other word or concept
Code :
(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (iii) (iv) (i) (ii)
(3) (ii) (iii) (iv) (i)
(4) (iv) (iii) (ii) (i)
62. Which of the following concept, according to which each mental event has a unique time ofascendency, the plan for which is contained in the organism’s gene ?
(1) Epigenesis (2) Maturation (3) Genotype (4) Phenotype
63. Rollo May’s description of personality development can be explained in which of followingsequences :
(1) Innocence → Dependence → Rebellion → Ordinary Consciousness of self → CreativeConsciousness of self
(2) Dependence → Innocence → Rebellion → Ordinary Consciousness of self → CreativeConsciousness of self
(3) Innocence → Rebellion → Dependence → Ordinary Consciousness of self → CreativeConsciousness of self
(4) Dependence → Innocence → Rebellion → Creative Consciousness of Self → OrdinaryConsciousness of self
33 Paper-IIIN-00417 !N-00417-PAPER-III!
61. ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿʪ ∑§⁄Uà „È∞ ‚„Ë ©ûÊ⁄U ∑§Ê øÿŸ∑§ËÁ¡∞–
‚ÍøË - I ‚ÍøË - II
(‚ê¬˝àÿÿ) (Áflfl⁄UáÊ)
(a) ¬Ê⁄US¬Á⁄U∑§ ¿UÁflÿÊ¥ (i) ÁflÁ‡Êc≈U SÕ‹ Áøã„Ê¥ flÊ‹ ˇÊòÊ ◊¥ ø‹Ÿ ∑§Ë ∑§À¬ŸÊ ∑§⁄UŸÊ, Á¡‚ •Ê¬•ë¿UË Ã⁄U„ ¡ÊŸÃ „Ê ÃÕÊ ©ã„¥ •Ê¬‚ ◊¥ ¡Ê«∏ŸÊ
(b) ‚¥ÁˇÊÁåà (ii) ““flŸ ß$¡ ∞ ’Ÿ”” ““≈ÍU ß¡ ∞ ‡ÊÍ””
(c) ‹Ê∑§Ê߸ ¬hÁà (iii) ÿÁŒ •Ê¬∑§Ê ÿÊŒ ⁄UπŸÊ „Ê Á∑§ •Ê¬∑§Ê ◊Ê¡, ‚’ ÃÕÊ ∑Ò¥§øË π⁄UËŒŸË „Ò,•Ê¬ ∞∑§ ◊Ê$¡ ∑§Ê ∑Ò¥§øË ‚ ∑§Ê≈UŸ ∑§Ë ∑§À¬ŸÊ ∑§⁄U ‚∑§Ã „Ò¥, Á¡‚◊¥ ∞∑§‚’ ∆¥ÍU‚Ê „È•Ê „Ò–
(d) ¬ªfl«¸U ¬˝áÊÊ‹Ë (iv) ∞∑§ ∞‚Ê ‡ÊéŒ •ÕflÊ •Á÷√ÿÁÄà ÃÒÿÊ⁄U ∑§⁄UŸÊ Á¡‚◊¥ ß‚∑§Ê ¬˝àÿ∑§•ˇÊ⁄U ∑§Á≈U¬Œ •ãÿ ‡ÊéŒ •ÕflÊ •flœÊ⁄UáÊÊ ∑§Ê ‚Íø∑§ „Ò–
∑ͧ≈U —
(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (iii) (iv) (i) (ii)
(3) (ii) (iii) (iv) (i)
(4) (iv) (iii) (ii) (i)
62. ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ ‚ê¬˝àÿÿ ∑§ •ŸÈ‚Ê⁄U ¬˝àÿ∑§ ◊ÊŸÁ‚∑§ ÉÊ≈UŸÊ ∑§ •Ê⁄UÊ„áÊ ∑§Ê ∑§Ê߸ ÁflÁ‡Êc≈U ‚◊ÿ „ÊÃÊ „ÒÁ¡‚∑§Ë ÿÊ¡ŸÊ ¡Ëfl ∑§ ¡ËŸ ◊¥ •¥ÃÁfl¸c≈U „ÊÃË „Ò?
(1) ¬‡ø¡ŸŸ (2) ¬Á⁄U¬ÄflÃÊ (3) ¡ËŸ¬˝M§¬ (4) √ÿÄÃM§¬
63. ⁄UÊ‹Ê ◊ ∑§ Á‚hÊãÃÊŸÈ‚Ê⁄U √ÿÁÄÃàfl Áfl∑§Ê‚ ∑§Ë √ÿÊÅÿÊ ∑§Ê ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ ∑˝§◊ ◊¥ √ÿÊÁπà Á∑§ÿÊ ¡Ê ‚∑§ÃÊ„Ò?
(1) ÷ʋʬŸ → ÁŸ÷¸⁄UÃÊ → ÁflŒ˝Ê„ → Sflÿ¥ ∑§Ë ‚ÊœÊ⁄UáÊ øÃŸÊ → Sflÿ¥ ∑§Ë ‚ΡŸÊà◊∑§ øßÊ
(2) ÁŸ÷¸⁄UÃÊ → ÷ʋʬŸ → ÁflŒ˝Ê„ → Sflÿ¥ ∑§Ë ‚ÊœÊ⁄UáÊ øÃŸÊ → Sflÿ¥ ∑§Ë ‚ΡŸÊà◊∑§ øßÊ
(3) ÷ʋʬŸ → ÁflŒ˝Ê„ → ÁŸ÷¸⁄UÃÊ → Sflÿ¥ ∑§Ë ‚ÊœÊ⁄UáÊ øÃŸÊ → Sflÿ¥ ∑§Ë ‚ΡŸÊà◊∑§ øßÊ
(4) ÁŸ÷¸⁄UÃÊ → ÷ʋʬŸ → ÁflŒ˝Ê„ → Sflÿ¥ ∑§Ë ‚ΡŸÊà◊∑§ øÃŸÊ → Sflÿ¥ ∑§Ë ‚ÊœÊ⁄áÊU øßÊ
34N-00417 !N-00417-PAPER-III! Paper-III
64. Match List - I with List - II and select the correct answer by choosing from the code givenbelow :
List - I List - II
(Test) (Author)
(a) Personal Orientation Inventory (i) Rogers
(b) Q - sort (ii) Maslow
(c) House - Tree - Person Test (iii) R.B. Cattell
(d) Objective Analytic Tests Battery (iv) Buck
Code :
(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (ii) (i) (iv) (iii)
(3) (iii) (iv) (ii) (i)
(4) (iv) (iii) (i) (ii)
65. Because of the lightning speed, computers can retrieve and manipulate stored data fasterthan people, but the human brain beats the computer hands down when it comes to :
(1) Using heuristics (2) Following algorithms
(3) Serial processing (4) Simultaneous processing
66. Which of the following is the sleep disorder in which the person is physically active duringREM sleep ?
(1) Narcolepsy (2) Cataplexy
(3) Somnambolism (4) REM Sleep Behaviour Disorder
67. Match List - I with List - II and select the correct answer by choosing from the code givenbelow :
List - I List - II
(Technique) (Description)
(a) CT (i) Detects increase in oxygen levels during neural activity
(b) MRI (ii) Measures variations in hydrogen concentration in brain tissue
(c) PET (iii) Forms 3 - D image of brain by combining X - rays of cross sectionsof brain
(d) fMRI (iv) Image produced by emission from injected substances that havebeen made radioactive
Code :
(a) (b) (c) (d)
(1) (iv) (i) (iii) (ii)
(2) (iii) (ii) (iv) (i)
(3) (iv) (ii) (iii) (i)
(4) (iii) (i) (iv) (ii)
35 Paper-IIIN-00417 !N-00417-PAPER-III!
64. ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ÁŸêŸÁ‹Áπà ∑ͧ≈U ∑§Ê ¬˝ÿʪ ∑§⁄Uà „È∞ ‚„Ë ©ûÊ⁄U ∑§Ê øÿŸ∑§ËÁ¡∞ —
‚ÍøË - I ‚ÍøË - II
(¬⁄UˡÊáÊ) (‹π∑§)(a) flÒÿÁÄÃ∑§ ÁSÕÁÃ-ÁŸœÊ¸⁄UáÊ ¬˝‡ŸÊfl‹Ë (i) ⁄UÊ¡‚¸(b) ÄÿÍ-‚ÊÒ≈¸U (ii) ◊ÒS‹Ê(c) „Ê©‚-≈˛UË-¬‚¸Ÿ ≈US≈U (iii) •Ê⁄U.’Ë. ∑Ò§≈U‹(d) flSÃÈÁŸc∆U Áfl‡‹·áÊÊà◊∑§ ¬⁄UˡÊáÊ ’Ò≈U⁄UË (iv) ’∑§∑ͧ≈U —
(a) (b) (c) (d)(1) (i) (ii) (iii) (iv)(2) (ii) (i) (iv) (iii)(3) (iii) (iv) (ii) (i)(4) (iv) (iii) (i) (ii)
65. ¬˝∑§Ê‡ÊËÿ ªÁà ∑§ ∑§Ê⁄UáÊ ∑§êåÿÍ≈U⁄U ‚¥ª˝Á„à •Ê¥∑§«∏ ∑§Ê ¬˝àÿÊŸÿŸ •ÊÒ⁄U ∑§Êÿ¸‚œŸ ‹ÊªÊ¥ ∑§Ë •¬ˇÊÊ •Áœ∑§ Ã¡Ë ‚ ∑§⁄‚∑§ÃÊ „Ò Á∑§ãÃÈ ¡’ ◊ÊŸfl ◊ÁSÃc∑§ ∑¥§åÿÍ≈U⁄U ∑§Ê ’„Èà ¬Ë¿U ¿UÊ«∏ ŒÃÊ „Ò ¡’§__________ ∑§Ë ’Êà •ÊÃË „Ò–(1) ‡ÊÊœ-◊Í‹∑§‡ÊÊSòÊ ∑§Ê ©¬ÿʪ (2) ÁflÁœ-Áfl‡Ê· ∑§Ê •ŸÈ‚⁄UáÊ(3) ∑˝§Á◊∑§ ¬˝∑˝§◊áÊ (4) ‚ÊÕ-‚ÊÕ ¬˝∑˝§◊áÊ
66. ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ ÁŸŒ˝Ê-Áfl∑ΧÁà ◊¥ √ÿÁÄà •Ê⁄U.ß.∞◊.ÁŸŒ˝Ê ∑§ ŒÊÒ⁄UÊŸ ‡ÊÊ⁄UËÁ⁄U∑§ M§¬ ‚ ‚Á∑˝§ÿ ⁄U„ÃÊ „Ò?(1) ŸÊ∑§Ê¸‹å‚Ë (2) ∑Ò§≈UÊå‹Ä‚Ë(3) ŸË¥Œ ◊¥ ø‹ŸÊ (4) •Ê⁄U.ß.∞◊. ÁŸŒ˝Ê √ÿfl„Ê⁄U Áfl∑ΧÁÃ
67. ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ÁŸêŸÁ‹Áπà ∑ͧ≈U ∑§Ê ¬˝ÿʪ ∑§⁄Uà „È∞ ‚„Ë ©ûÊ⁄U ∑§Ê øÿŸ∑§ËÁ¡∞ —
‚ÍøË - I ‚ÍøË - II
(Ã∑§ŸË∑§Ë) (√ÿÊÅÿÊ)(a) ‚Ë.≈UË. (i) SŸÊÿÈ∑§ Á∑˝§ÿÊ ∑§ ŒÊÒ⁄UÊŸ •ÊÚÄ‚Ë¡Ÿ ∑§ SÃ⁄UÊ¥ ◊¥ flÎÁh ∑§Ê ‚¥‚ÍÁøà ∑§⁄UÃÊ „Ò–(b) ∞◊.•Ê⁄U.•Ê߸. (ii) ◊ÁSÃc∑§ ™§Ã∑§ ◊¥ „Êß«˛UÊ¡Ÿ ‚¥∑§ãŒ˝áÊ ◊¥ Áfl÷Œ ∑§Ê ◊ʬÃÊ „Ò–(c) ¬Ë.ß.≈UË. (iii) ◊ÁSÃc∑§ ∑§ ªÈáÊ¡ π¥«UÊ ∑§ ∞Ä‚-⁄U ∑§Ê ‚¥ÿÊÁ¡Ã ∑§⁄U ◊ÁSÃc∑§ ∑§Ë 3 - «UË ¬˝ÁÃ÷Ê
ÁŸ◊ʸáÊ ∑§⁄UÃÊ „Ò–(d) ∞»§.∞◊.•Ê⁄U.•Ê߸. (iv) •ãÃfl¸Á‡Êà ¬ŒÊÕ¸ Á¡ã„¥ ⁄UÁ«UÿÊœ◊˸ ’ŸÊÿÊ ªÿÊ „Ò, ©Ÿ∑§ ÁflÁ∑§⁄UáÊ ‚ ©à¬ÛÊ ¬˝ÁÃ◊Ê∑ͧ≈U —
(a) (b) (c) (d)(1) (iv) (i) (iii) (ii)(2) (iii) (ii) (iv) (i)(3) (iv) (ii) (iii) (i)(4) (iii) (i) (iv) (ii)
36N-00417 !N-00417-PAPER-III! Paper-III
68. Match List - I with List - II and select the correct answer by choosing from the code givenbelow :
List - I List - II
(Phenomenon) (Explanation)
(a) Just world phenomenon (i) Tendency to have first agreed to a small requestand to comply with a larger request
(b) Foot - in - door phenomenon (ii) A situation where conflicting parties are beingcaught for protecting self interest
(c) Social trap (iii) The phenomenon where repeatedly facingnovel stimuli increases their liking
(d) Mere exposure phenomenon (iv) The belief that world is just and the people getwhat they deserve to get and vice - versa
Code :
(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (ii) (iii) (iv) (i)
(3) (iii) (ii) (i) (iv)
(4) (iv) (i) (ii) (iii)
69. Organizational behaviour focusses on :
(a) How to improve productivity
(b) Reduce absenteeism and turnover
(c) Increase employees job satisfaction and commitment
(d) Increase decision making ability
Code :
(1) (a), (b), (d) (2) (b), (c), (d) (3) (a), (b), (c) (4) (a), (c), (d)
70. Fluid general intelligence (gf) includes the abilities :
(a) to perceive relationship among stimulus patterns
(b) to comprehend implications
(c) to draw inferences from relationships
(d) to acquire quantitative knowledge
Code :
(1) (a) and (b) only (2) (c) and (d) only
(3) (a), (b) and (c) only (4) (b), (c) and (d) only
37 Paper-IIIN-00417 !N-00417-PAPER-III!
68. ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ ÃÕÊ ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿʪ ∑§⁄Uà „È∞ ‚„Ë ©ûÊ⁄U ŒËÁ¡∞ —
‚ÍøË - I ‚ÍøË - II
(¬˝∑˝§◊) (√ÿÊÅÿÊ)
(a) ¡S≈U flÀ«¸U ¬˝∑˝§◊ (i) ¬„‹Ê ¿UÊ≈UÊ •ŸÈ⁄UÊœ ◊ÊŸŸ •ÊÒ⁄U Á»§⁄U ’«∏Ê •ŸÈ⁄UÊœ ◊ÊŸŸ∑§Ë ¬˝flÎÁÖ
(b) »Í§≈U-ߟ-«UÊ⁄U ¬˝∑˝§◊ (ii) ∞‚Ë ÁSÕÁà ¡„Ê° Áfl⁄UÊœË ¬ˇÊÊ¥ ∑§Ê •¬Ÿ-•¬Ÿ Á„ÃÊ¥ ∑§Ë ⁄UˇÊÊ∑§⁄Uà „È∞ ¬∑§«∏Ê ¡ÊÃÊ „Ò–
(c) ‚ʇʋ ≈˛ÒU¬ (iii) ∞‚Ê ¬˝∑˝§◊ ¡„Ê° ‹ªÊÃÊ⁄U ŸflËŸ ©gˬŸ ∑§ ‚◊ˇÊ •ÊŸ ‚©Ÿ∑§Ë ¬‚¥Œ ’…∏ÃË „Ò–
(d) ◊ÿ⁄U-∞ÄS¬Ê$¡⁄U ¬˝∑˝§◊ (iv) ∞‚Ê Áfl‡flÊ‚ Á∑§ Áfl‡fl ãÿÊÿ‚¥ªÃ „Ò •ÊÒ⁄U ‹ÊªÊ¥ ∑§Ê fl„ËÁ◊‹ÃÊ „Ò Á¡‚∑§ fl ¬ÊòÊ „Ò¥ ÃÕÊ Áfl‹Ê◊×
∑ͧ≈U —(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (ii) (iii) (iv) (i)
(3) (iii) (ii) (i) (iv)
(4) (iv) (i) (ii) (iii)
69. ‚¥ª∆UŸÊà◊∑§ √ÿfl„Ê⁄U ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§Ÿ ¬⁄U ’‹ ÁŒÿÊ ¡ÊÃÊ „Ò?
(a) ©à¬ÊŒ∑§ÃÊ ◊¥ ∑Ò§‚ ‚ÈœÊ⁄U Á∑§ÿÊ ¡Ê∞
(b) •ŸÈ¬ÁSÕÁà •ÊÒ⁄U ∑§Ê⁄UÊ’Ê⁄U ◊¥ ∑§◊Ë ∑§⁄UŸÊ
(c) ∑§◊¸øÊ⁄UË ∑§Ë ∑§Êÿ¸ ‚¥ÃÈÁc≈U •ÊÒ⁄U ¬˝ÁÃ’hÃÊ ’…∏ÊŸÊ
(d) ÁŸáʸÿ ‹Ÿ ∑§Ë ÿÊÇÿÃÊ ’…∏ÊŸÊ
∑ͧ≈U —(1) (a), (b), (d) (2) (b), (c), (d) (3) (a), (b), (c) (4) (a), (c), (d)
70. »§ÀÿÍ«U ‚Ê◊Êãÿ ’ÈÁh (¡Ë.∞»§.) ◊¥ ∑§ÊÒŸ-‚Ë ˇÊ◊ÃÊ•Ê¥ ∑§Ê ‚◊Êfl‡Ê „Ò?
(a) ©gˬŸ •Á÷⁄UøŸÊ•Ê¥ ◊¥ ‚¥’¥œ ∑§Ê ‚◊¤ÊŸÊ
(b) ¬˝÷ÊflÊ¥ ∑§Ê ‚◊¤ÊŸÊ
(c) ‚¥’¥œÊ¥ ‚ ÁŸc∑§·¸ ÁŸ∑§Ê‹ŸÊ
(d) ªÈáÊÊà◊∑§ ôÊÊŸ •Á¡¸Ã ∑§⁄UŸÊ
∑ͧ≈U —
(1) ∑§fl‹ (a) •ÊÒ⁄U (b) (2) ∑§fl‹ (c) •ÊÒ⁄U (d)
(3) ∑§fl‹ (a), (b) •ÊÒ⁄U (c) (4) ∑§fl‹ (b), (c) •ÊÒ⁄U (d)
38N-00417 !N-00417-PAPER-III! Paper-III
Instructions for Q. 71 to 75
Read the following paragraph and answer the five questions that follow :
A personality psychologist wanted to factor analyze the important personality traits. Heselected personality scales of 78 important personality traits, presumed to cover most of theimportant characteristics. These scales were administered to a sample of eight hundred andfifty respondents. The intercorrelations among the 78 traits were computed and the 78×78correlation matrix was obtained. Retaining unities in the diagonal spaces of the correlationmatrix, unrotated factors were extracted. Cattell’s scree plot favored fifteen factor solution.The fifteen factors together condensed 72 percent of variance. The first factor condensed 18percent variance. The 15 factors were rotated and the inter-factor correlations were examined.Since some of the inter - factor correlations were substantial, the psychologist decided tocarry out the second order factor analysis
71. Which one of the following method of factor extraction has been, most likely, employed inthe above study ?
(1) Maximum likelihood (2) Unweighted least square
(3) Principal components method (4) Principal axis method
72. What percent of variance would be condensed by the second unrotated factor in the abovestudy ?
(1) 18 percent (2) Less than 18 percent
(3) More than 18 percent (4) Inadequate data
73. Cattell’s scree plot has :
(1) Order of eigen value on X - axis and actual eigen value on Y - axis
(2) Order of eigen value on X - axis and the covariance on Y - axis
(3) Actual eigen value on X - axis and order of eigen value on Y - axis
(4) Actual eigen value on X - axis and covariance on Y - axis
74. Out of the following four methods of factor rotation, which method/s has/have, most likely,been used in the above study ?
(a) Varimax (b) Quartimax (c) Promax (d) Oblimin
Code :
(1) (a) and (b) only (2) (a) and (c) only
(3) (b) and (c) only (4) (c) and (d) only
75. What percentage of total variance will be explained by the 15 factors after rotation ?
(1) Less than 72 percent (2) 72 percent
(3) More than 72 percent (4) Inadequate data
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39 Paper-IIIN-00417 !N-00417-PAPER-III!
¬˝‡Ÿ ‚¥ÅÿÊ 71 ‚ 75 Ã∑§ ∑§ Á‹∞ •ŸÈŒ‡Ê —
ÁŸêŸÁ‹Áπà ¬Ò⁄Uʪ˝Ê»§ ∑§Ê ¬…∏ •ÊÒ⁄U ÁŸêŸÁ‹Áπà ¬Ê°ø ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U Œ¥ —∞∑§ √ÿÁÄÃàfl ◊ŸÊÁflôÊÊŸË ◊„àfl¬Íáʸ √ÿÁÄÃàfl ªÈáÊÊ¥ ∑§Ê ∑§Ê⁄U∑§ Áfl‡‹·áÊ ∑§⁄UŸÊ øÊ„ÃÊ ÕÊ– ©‚Ÿ 78 √ÿÁÄÃàfl‡ÊË‹ªÈáÊÊ¥ ∑§Ë √ÿÁÄÃàfl ◊ʬÁŸÿÊ¥ ∑§Ê ÿ„ ◊ÊŸ ∑§⁄U øÿŸ Á∑§ÿÊ Á∑§ ß‚◊¥ •Áœ∑§Ã⁄U Áfl‡Ê·ÃÊ∞¥ ‚Áê◊Á‹Ã „Ê ªß¸ „Ò¥– ߟ◊ʬÁŸÿÊ¥ ∑§Ê •Ê∆U ‚ÊÒ ¬øÊ‚ Áfl·ÿËÿÊ¥ ∑§ ‚◊Í„ ∑§Ê ÁŒÿÊ ªÿÊ– 78 ªÈáÊÊ¥ ∑§ ’Ëø •¥Ã⁄U-‚„‚¥’¥œ ∑§Ê ¬Á⁄U∑§Á‹Ã Á∑§ÿʪÿÊ •ÊÒ⁄U 78×78 ‚„‚¥’¥œ ◊ÒÁ≈˛UÄ‚ ¬˝Êåà ∑§Ë ªß¸– ‚„‚¥’¥œ ◊ÒÁ≈˛UÄ‚ ∑§ ∑§áÊ˸ÿ SÕàÿÊ¥ ◊¥ ∞∑§-∞∑§ ∑§Ê ⁄Uπà „È∞•ÉÊÈÁáʸà ÉÊ≈U∑§Ê¥ ∑§Ê ÁŸc∑§·¸áÊ Á∑§ÿÊ ªÿÊ– ∑Ò§≈U‹ ∑§Ê “S∑˝§Ë” •Ê‹π ¬ãŒ˝„-ÉÊ≈U∑§ „‹ ∑§ ¬ˇÊ ◊¥ ÕÊ– ¬ãŒ˝„ ÉÊ≈U∑§Ê¥ Ÿ∞∑§ÁòÊà M§¬ ‚ 72 ¬˝ÁÇÊà ¬˝‚⁄UáÊ ∑§Ê ‚¥ÉÊÁŸÃ Á∑§ÿÊ– ¬˝Õ◊ ÉÊ≈U∑§ Ÿ 18 ¬˝ÁÇÊà ¬˝‚⁄UáÊ ∑§Ê ‚¥ÉÊÁŸÃ Á∑§ÿÊ– 15
ÉÊ≈U∑§Ê¥ ∑§Ê ÉÊÈáʸŸ Á∑§ÿÊ ªÿÊ •ÊÒ⁄U •¥Ã⁄U-ÉÊ≈U∑§Ëÿ ‚„‚¥’¥œÊ¥ ∑§Ê ¬⁄UˡÊáÊ Á∑§ÿÊ ªÿÊ– ∑ȧ¿U •¥Ã⁄U-ÉÊ≈U∑§Ëÿ ‚„‚¥’¥œ¬ÿʸåà ◊ÍÀÿÊ¥ ◊¥ Õ, ß‚Á‹∞ ◊ŸÊÁflôÊÊŸË Ÿ ÁmÃËÿ-SÃ⁄UËÿ ÉÊ≈U∑§ Áfl‡‹·áÊ ∑§Ê ÁŸáʸÿ Á‹ÿÊ–
71. ©¬⁄UÊÄà •äÿÿŸ ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ ∑§Ê⁄U∑§ ÁŸc∑§·¸áÊ ¬hÁà ∑§ ©¬ÿʪ ∑§Ë ‚flʸÁœ∑§ ‚¥÷ÊflŸÊ „Ò?
(1) ◊ÒÁÄ‚◊◊ ‹Êß∑§‹Ë„È«U (2) •Ÿfl≈U«U ‹ËS≈U-‚Äflÿ⁄U
(3) Á¬˝Áガ‹ ∑§ê¬ÊŸã≈˜U‚ ÁflÁœ (4) Á¬˝Áガ‹ ∞ÁÄ‚‚ ÁflÁœ
72. ©¬⁄UÊÄà •äÿÿŸ ◊¥ ÁmÃËÿ •ÉÊÈÁáʸà ∑§Ê⁄U∑§ mÊ⁄UÊ Á∑§ÃŸ ¬˝ÁÇÊà ¬˝‚⁄UáÊ ∑§Ê ‚¥ÉÊŸŸ Á∑§ÿÊ ¡Ê∞ªÊ?
(1) 18 ¬˝ÁÇÊà (2) 18 ¬˝ÁÇÊà ‚ ∑§◊
(3) 18 ¬˝ÁÇÊà ‚ •Áœ∑§ (4) •¬ÿʸåà ¬˝Œ—Ã
73. ∑Ò§≈U‹ “S∑˝§Ë” •Ê‹π ◊¥ „Ò —
(1) ∞Ä‚ ∞ÁÄ‚‚ ¬⁄U •ÊߪŸflÒÀÿÍ ∑§Ê ∑˝§◊ •ÊÒ⁄U flÊ߸ ∞ÁÄ‚‚ ¬⁄U flÊSÃÁfl∑§ •ÊߪŸflÒÀÿÍ
(2) ∞Ä‚ ∞ÁÄ‚‚ ¬⁄U •ÊߪŸflÒÀÿÍ ∑§Ê ∑˝§◊ •ÊÒ⁄U flÊ߸ ∞ÁÄ‚‚ ¬⁄U ‚„¬˝‚⁄UáÊ
(3) ∞Ä‚ ∞ÁÄ‚‚ ¬⁄U flÊSÃÁfl∑§ •ÊߪŸflÒÀÿÍ •ÊÒ⁄U flÊ߸ ∞ÁÄ‚‚ ¬⁄U •ÊߪŸflÒÀÿÍ ∑§Ê ∑˝§◊
(4) ∞Ä‚ ∞ÁÄ‚‚ ¬⁄U flÊSÃÁfl∑§ •ÊߪŸflÒÀÿÍ •ÊÒ⁄U flÊ߸ ∞ÁÄ‚‚ ¬⁄U ‚„¬˝‚⁄UáÊ
74. ©¬⁄UÊÄà •äÿÿŸ ◊¥ ∑§Ê⁄U∑§ ÉÊÈáʸŸ ∑§Ë ÁŸêŸÁ‹Áπà ¬hÁÃÿÊ¥ ◊¥ ‚ Á∑§‚∑§ ©¬ÿʪ ∑§Ë ‚flʸÁœ∑§ ‚¥÷ÊflŸÊ „Ò?
(a) flÒ⁄UË◊ÒÄ‚ (b) ÄflÊ≈U˸◊ÒÄ‚ (c) ¬˝Ê◊ÒÄ‚ (d) •ÊÚé‹ËÁ◊Ÿ
∑ͧ≈U —(1) ∑§fl‹ (a) •ÊÒ⁄U (b) (2) ∑§fl‹ (a) •ÊÒ⁄U (c)
(3) ∑§fl‹ (b) •ÊÒ⁄U (c) (4) ∑§fl‹ (c) •ÊÒ⁄U (d)
75. ÉÊÈáʸŸ ∑§ ’ÊŒ 15 ÉÊ≈U∑§ ∑ȧ‹ ¬˝‚⁄UáÊ ∑§ Á∑§ÃŸ ¬˝ÁÇÊà ∑§Ê S¬c≈U ∑§⁄¥Uª?
(1) 72 ¬˝ÁÇÊà ‚ ∑§◊ (2) 72 ¬˝ÁÇÊÃ
(3) 72 ¬˝ÁÇÊà ‚ •Áœ∑§ (4) •¬ÿʸåà ¬˝Œ—Ã
- o O o -
40N-00417 !N-00417-PAPER-III! Paper-III
Space For Rough Work