Passage Based Questions: Variations in Psychological Attributes | Psychology Class 12 - Humanities/Arts PDF Download

Passage - 1

Direction: Read the passage given below and answer the questions that follow:

Passage - 4

Direction: Read the following Passage and Answer the Questions.

One of the most popular psychological attributes which has been of interest to psychologists is Intelligence. People differ from each other in their ability to understand complex ideas, adapt to environment, learn from experience, engage in various forms of reasoning, and to overcome obstacles. In this chapter, you will study the nature of intelligence, changing definitions of intelligence, cultural differences in intelligence, range and variations in the intellectual competencies of people, and the nature of special abilities or aptitudes.

Q1: What are some of the key aspects that make intelligence a popular attribute of interest to psychologists, as mentioned in the passage?
Ans:

• Intelligence is a psychological attribute of interest due to its role in people's abilities to understand complex ideas, adapt to their environment, learn from experiences, engage in various forms of reasoning, and overcome obstacles.
• It encompasses a range of cognitive competencies and is a fundamental factor in human behavior.

Q2: What are some of the areas related to intelligence that will be covered in the chapter mentioned in the passage?
Ans:

• The chapter will cover the nature of intelligence, changing definitions of intelligence over time, cultural differences in intelligence, variations in the intellectual competencies of individuals, and the nature of special abilities or aptitudes.

Q3: Why do people differ from each other in their levels of intelligence, as highlighted in the passage?
Ans:

• People exhibit variations in intelligence because of differences in their ability to understand complex ideas, adapt to their environment, learn from experiences, engage in various forms of reasoning, and overcome obstacles. 
• These differences in cognitive abilities contribute to variations in intelligence among individuals.

Passage - 5

Direction: Read the following Passage and Answer the Questions.

While many psychologists believe that our behaviours are influenced by our personal traits, some others hold the view that our behaviours are influenced more by situational factors. This latter view is known as situationism, which states that situations and circumstances in which one is placed influence one’s behaviour. A person, who is generally aggressive, may behave in a submissive manner in the presence of her/his top boss. Sometimes, the situational influences are so powerful that individuals with differing personality traits respond to them in almost the same ways.

Q1: What is the concept of situationism in psychology, and how does it contrast with the belief in personal traits influencing behavior?
Ans:

• Situationism is a psychological perspective that asserts that situational factors and circumstances have a greater influence on behavior than personal traits.
• It contrasts with the belief that personal traits play a primary role in determining behavior.

Q2: Can you provide an example of situational influence on behavior as described in the passage?
Ans:

• An example of situational influence is when a generally aggressive person behaves submissively in the presence of their top boss, suggesting that the situation overrides their typical personality trait.

Q3: Why do some psychologists argue that situational influences can be so powerful that individuals with different personality traits respond similarly to them?
Ans:

• Situational influences can be powerful enough to override individual personality traits, leading people with varying traits to respond in similar ways.
• This demonstrates the significant impact of the situation and environment on human behavior.

Passage - 6

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Assessment is the first step in understanding a psychological attribute. Assessment refers to the measurement of psychological attributes of individuals and their evaluation, often using multiple methods in terms of certain standards of comparison. Any attribute will be said to exist in a person only if it can be measured by using scientific procedures. For example, when we say, “Harish is dominant”, we are referring to the degree of ‘dominance’ in Harish. This statement is based on our own assessment of ‘dominance’ in him. Our assessment may be informal or formal.

Q1: What is the primary purpose of assessment in psychology, as described in the passage?
Ans:

• The primary purpose of assessment in psychology is to measure and evaluate the psychological attributes of individuals.
• It involves using scientific procedures to understand and quantify these attributes.

Q2: What criteria must an attribute meet to be considered as existing in a person, according to the passage?
Ans:

• An attribute is considered to exist in a person if it can be measured using scientific procedures.
• This implies that the attribute should be quantifiable and assessable through established methods.

Q3: How does the passage differentiate between informal and formal assessments, and what is the significance of this distinction?
Ans:

• The passage highlights that assessment can be either informal or formal.
• Informal assessment involves subjective and casual evaluations, while formal assessment relies on standardized and structured methods.
• This distinction underscores the importance of using rigorous and systematic approaches in psychological assessment to ensure reliability and consistency.

Passage - 7

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Intelligence is a key construct employed to know how individuals differ from one another. It also provides an understanding of how people adapt their behaviour according to the environment they live in. In this section, you will read about intelligence in its various forms. Psychological notion of intelligence is quite different from the common sensical notion of intelligence. If you watch an intelligent person, you are likely to see in her/him attributes like mental alertness, ready wit, quickness in learning, and ability to understand relationships. The Oxford Dictionary explains intelligence as the power of perceiving, learning, understanding, and knowing. 

Q1: What is the primary purpose of employing the construct of intelligence in psychology, as mentioned in the passage?
Ans:

• The primary purpose of using the construct of intelligence in psychology is to understand how individuals differ from one another and how they adapt their behavior to their environment.

Q2: How does the psychological notion of intelligence differ from the common-sense notion of intelligence, according to the passage?
Ans:

• The psychological notion of intelligence differs from the common-sense notion of intelligence.
• Common-sense intelligence is often associated with attributes like mental alertness, wit, quick learning, and understanding relationships, while psychological intelligence encompasses a broader definition, including the power of perceiving, learning, understanding, and knowing.

Q3: How does the Oxford Dictionary define intelligence, and what components are included in its explanation?
Ans:

• The Oxford Dictionary defines intelligence as the power of perceiving, learning, understanding, and knowing.
• This definition incorporates four key components: perceiving, learning, understanding, and knowing, which collectively encompass the concept of intelligence.

Passage - 8

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In 1927, Charles Spearman proposed a two-factor theory of intelligence employing a statistical method called factor analysis. He showed that intelligence consisted of a general factor (g-factor) and some specific factors (s-factors). The g-factor includes mental operations which are primary and common to all performances. In addition to the g-factor, he said that there are also many specific abilities. These are contained in what he called the s-factor. Excellent singers, architects, scientists, and athletes may be high on g-factor, but in addition to this, they have specific abilities which allow them to excel in their respective domains. Spearman’s theory was followed by Louis Thurstone’s theory. 

Q1: What did Charles Spearman propose in his two-factor theory of intelligence, and how did he employ factor analysis in this theory?
Ans:

• Charles Spearman proposed a two-factor theory of intelligence in 1927.
• He employed the statistical method of factor analysis to demonstrate that intelligence comprises a general factor (g-factor) and specific factors (s-factors).

Q2: What does the g-factor represent in Spearman's theory of intelligence, and what characteristics are associated with it?
Ans:

• The g-factor, or general factor, represents mental operations that are fundamental and common to all intellectual performances.
• It is a broad cognitive factor that underlies various aspects of intelligence.

Q3: How does Spearman's theory explain the abilities of individuals like excellent singers, architects, scientists, and athletes, and what are these abilities termed in his theory?
Ans:

• In Spearman's theory, individuals with specific talents, such as excellent singers, architects, scientists, and athletes, may excel in the g-factor, which represents general intelligence.
• In addition to the g-factor, they possess specific abilities referred to as the s-factor, which enables them to excel in their respective domains.

Passage - 9

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J.P. Guilford proposed the structureof-intellect model which classifies intellectual traits among three dimensions: operations, contents, and products. Operations are what the respondent does. These include cognition, memory recording, memory retention, divergent production, convergent production, and evaluation. Contents refer to the nature of materials or information on which intellectual operations are performed. These include visual, auditory, symbolic (e.g., letters, numbers), semantic (e.g., words) and behavioural (e.g., information about people’s behaviour, attitudes, needs, etc.). Products refer to the form in which information is processed by the respondent. Products are classified into units, classes, relations, systems, transformations, and implications.

Q1: What are the three dimensions in J.P. Guilford's structure-of-intellect model, and how are they classified in terms of intellectual traits?
Ans:

• J.P. Guilford's structure-of-intellect model classifies intellectual traits into three dimensions: operations, contents, and products.
• Operations pertain to what the respondent does and include cognition, memory recording, memory retention, divergent production, convergent production, and evaluation.

Q2: What is the role of "contents" in Guilford's model, and what are the categories included in this dimension?
Ans:

• Contents in Guilford's model refer to the nature of materials or information upon which intellectual operations are performed.
• This dimension includes categories such as visual, auditory, symbolic (e.g., letters, numbers), semantic (e.g., words), and behavioral (e.g., information about people's behavior, attitudes, needs, etc.).

Q3: How are the "products" dimension of Guilford's model classified, and what are the categories within this dimension?
Ans:

• In Guilford's model, the "products" dimension involves the form in which information is processed by the respondent.
• Products are classified into categories that include units, classes, relations, systems, transformations, and implications, representing various ways information can be processed and manipulated by the individual.

Passage - 10

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Musical (an ability to produce and manipulate musical rhythms and patterns) : It is the capacity to produce, create and manipulate musical patterns. Persons high on this intelligence are very sensitive to sounds and vibrations, and in creating new patterns of sounds. Bodily-Kinaesthetic (an ability to use whole or portions of the body flexibly and creatively) : This consists of the use of the whole body or portions of it for display or construction of products and problem solving. Athletes, dancers, actors, sportspersons, gymnasts, and surgeons are likely to have such kind of intelligence. 

Q1: What is the Musical intelligence in Gardner's theory of multiple intelligences, and what are some characteristics of individuals with high Musical intelligence?
Ans:

• In Gardner's theory, Musical intelligence relates to the capacity to produce and manipulate musical rhythms and patterns.
• Individuals with high Musical intelligence are sensitive to sounds and vibrations, and they excel in creating new patterns of sounds.

Q2: What does the Bodily-Kinaesthetic intelligence encompass, and which individuals are likely to possess this type of intelligence?
Ans:

• Bodily-Kinaesthetic intelligence involves the creative and flexible use of the whole body or body parts for various activities and problem-solving.
• Individuals such as athletes, dancers, actors, sportspersons, gymnasts, and surgeons are likely to possess this type of intelligence.

Q3: How does Gardner's theory of multiple intelligences expand the traditional view of intelligence, and what are the implications of recognizing these diverse intelligences?
Ans:

• Gardner's theory broadens the traditional view of intelligence by recognizing various distinct forms of intelligence beyond the traditional cognitive aspects.
• Recognizing diverse intelligences highlights that individuals have different strengths and talents, providing a more comprehensive understanding of human capabilities and the potential for unique contributions to society.

Passage - 11

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Componential or analytical intelligence is the analysis of information to solve problems. Persons high on this ability think analytically and critically and succeed in schools. This intelligence has three components, each serving a different function. First is the knowledge acquisition component, which is responsible for learning and acquisition of the ways of doing things. The second is the meta or a higher order component, which involves planning concerning what to do and how to do. The third is the performance component, which involves actually doing things.

Q1: What is componential or analytical intelligence, and how do individuals with high levels of this intelligence typically approach problem-solving?
Ans:

• Componential or analytical intelligence involves the analysis of information to solve problems.
• Individuals with high levels of this intelligence tend to think analytically and critically, making them successful in academic settings and problem-solving situations.

Q2: What are the three components of componential intelligence, and what specific functions do they serve?
Ans: Componential intelligence consists of three components:

• Knowledge acquisition component: Responsible for learning and acquiring information and methods of accomplishing tasks.
• Meta or higher-order component: Involves planning and decision-making regarding what to do and how to do it.
• Performance component: Involves the actual execution of tasks and problem-solving actions.

Q3: How does the recognition and understanding of componential intelligence contribute to academic success and effective problem-solving?
Ans:

• Componential intelligence highlights the importance of analytical and critical thinking, as well as effective problem-solving strategies.
• Understanding these components aids individuals in achieving academic success and addressing various challenges by enhancing their knowledge acquisition, planning, and performance capabilities.

Passage - 12

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This is an essential feature of intelligence. After the information is attended to and processed, planning is activated. It allows us to think of the possible courses of action, implement them to reach a target, and evaluate their effectiveness. If a plan does not work, it is modified to suit the requirements of the task or situation. For example, to take the test scheduled by your teacher, you would have to set goals, plan a time schedule of study, get clarifications in case of problems and if you are not able to tackle the chapters assigned for the test, you may have to think of other ways (e.g., give more time, study with a friend, etc.) to meet your goals.

Q1: What role does planning play in the process of intelligence, as described in the passage, and what functions does it serve?
Ans:

• Planning is an essential feature of intelligence, as it allows individuals to think about possible courses of action, implement them, and evaluate their effectiveness.
• Planning serves functions such as setting goals, creating time schedules, seeking clarification when needed, and adapting strategies to meet the requirements of tasks or situations.

Q2: How does planning contribute to effective problem-solving and goal attainment, as exemplified in the passage?
Ans:

• Planning is crucial for effective problem-solving and achieving goals.
• It involves activities like goal-setting, time management, seeking assistance when necessary, and adjusting strategies to overcome challenges, ultimately leading to successful task completion.

Q3: Can you provide an everyday example that illustrates the role of planning in accomplishing a specific task, as mentioned in the passage?
Ans:

• For instance, when preparing for a scheduled test, planning plays a significant role in the form of goal-setting, creating a study schedule, seeking help if needed, and considering alternative approaches (e.g., studying with a friend) to meet study goals, as highlighted in the passage.

Passage - 13

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In 1905, Alfred Binet and Theodore Simon, made the first successful attempt to formally measure intelligence. In 1908, when the scale was revised, they gave the concept of Mental Age (MA), which is a measure of a person’s intellectual development relative to people of her/his age group. A mental age of 5 means that a child’s performance on an intelligence test equals the average performance level of a group of 5-year olds. Chronological Age (CA) is the biological age from birth. A bright child’s MA is more than her/his CA; for a dull child, MA is below the CA. Retardation was defined by Binet and Simon as being two mental age years below the chronological age.

Q1: What was the significance of the 1905 attempt by Alfred Binet and Theodore Simon in the field of intelligence measurement?
Ans:

• In 1905, Alfred Binet and Theodore Simon made the first successful attempt to formally measure intelligence, marking a pivotal development in the field of psychology and education.

Q2: Explain the concept of Mental Age (MA) as introduced by Binet and Simon, and how is it used to measure a person's intellectual development?
Ans:

• Mental Age (MA) is a concept introduced by Binet and Simon, representing a person's intellectual development relative to their age group.
• A mental age of 5, for example, means that a child's performance on an intelligence test is equivalent to the average performance of a group of 5-year-olds in their age group.

Q3: How did Binet and Simon define retardation, and what criteria did they use to identify individuals as mentally retarded?
Ans:

• Binet and Simon defined retardation as having a mental age that is two years below the individual's chronological age (CA).
• In their framework, if a person's Mental Age (MA) is two or more years lower than their Chronological Age (CA), that person would be classified as mentally retarded.

Passage - 14

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Intellectually gifted individuals show higher performance because of their outstanding potentialities. The study of gifted individuals began in 1925, when Lewis Terman followed the lives of about 1500 children with IQs of 130 and above to examine how intelligence was related to occupational success and life adjustment. Although the terms ‘talent’ and ‘giftedness’ are often used inter - changeably, they mean different things. Giftedness is exceptional general ability shown in superior performance in a wide variety of areas.

Q1: How did the study of intellectually gifted individuals begin, and what was the focus of Lewis Terman's research in 1925?
Ans:

• The study of intellectually gifted individuals started in 1925 when Lewis Terman initiated research.
• Terman's research aimed to examine the relationship between high intelligence, occupational success, and life adjustment. He followed the lives of approximately 1500 children with IQs of 130 and above.

Q2: What distinguishes the terms 'talent' and 'giftedness,' and how are they different from each other?
Ans:

• While the terms 'talent' and 'giftedness' are often used interchangeably, they have distinct meanings.
• Giftedness refers to exceptional general ability, resulting in superior performance across a wide range of areas, whereas talent typically signifies exceptional proficiency in specific domains or skills.

Q3: What is a common characteristic of intellectually gifted individuals, and how does it manifest in their performance?
Ans:

• Intellectually gifted individuals commonly display higher performance due to their outstanding potentialities.
• Their exceptional abilities are reflected in their superior performance across a broad spectrum of areas, demonstrating their intellectual giftedness.

Passage - 15

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An individual intelligence test is one which can be administered to one person at a time. A group intelligence test can be administered to several persons simultaneously. Individual tests require the test administrator to establish a rapport with the subject and be sensitive to her/his feelings, moods and expressions during the testing session. Group tests, however, do not allow an opportunity to be familiar with the subjects’ feelings. Individual tests allow people to answer orally or in a written form or manipulate objects as per the tester’s instructions. Group tests generally seek written answers usually in a multiple-choice format.

Q1: What distinguishes an individual intelligence test from a group intelligence test, and how are they administered differently?
Ans:

• An individual intelligence test is administered to one person at a time, while a group intelligence test can be given to multiple individuals simultaneously.
• Individual tests require a rapport between the test administrator and the subject, along with sensitivity to the subject's feelings and expressions during the test session.
• Group tests do not allow for establishing such rapport or gaining insight into individual feelings.

Q2: In what ways can individuals respond during an individual intelligence test, and how do these responses differ from group intelligence tests?
Ans:

• In individual intelligence tests, individuals can respond orally, in written form, or manipulate objects as instructed by the tester.
• Group intelligence tests primarily seek written responses, typically in a multiple-choice format, making them distinct from the response options available in individual tests.

Q3: What are some advantages and limitations of individual and group intelligence tests in terms of test administration and the nature of responses?
Ans:

• Advantages of individual tests include the ability to establish a personal rapport, gather insights into an individual's feelings, and offer flexible response options.
• Group tests are advantageous for assessing larger groups simultaneously but lack the personalization of individual tests and typically involve written, multiple-choice responses.

Passage - 16

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A major characteristic of intelligence is that it helps individuals to adapt to their environment. The cultural environment provides a context for intelligence to develop. Vygotsky, a Russian psychologist, has argued that culture provides a social context in which people live, grow, and understand the world around them. For example, in less technologically developed societies, social and emotional skills in relating to people are valued, while in technologically advanced societies, personal achievement founded on abilities of reasoning and judgment is considered to represent intelligence.

Q1: How does intelligence contribute to an individual's ability to adapt to their environment, and what is a major characteristic of intelligence in this context?
Ans:

• Intelligence plays a vital role in an individual's capacity to adapt to their environment by helping them understand, learn, and interact effectively within their surroundings.
• A major characteristic of intelligence, in this context, is its adaptability and responsiveness to the cultural and environmental context in which it is developed.

Q2: According to Vygotsky, what role does culture play in the development of intelligence, and how does culture provide a social context for individuals?
Ans:

• Vygotsky, the Russian psychologist, posited that culture serves as a social context in which individuals live, grow, and gain their understanding of the world.
• Culture influences individuals' values, skills, and the way they relate to others, shaping the development of their intelligence.

Q3: How does the perception of intelligence vary between less technologically developed societies and technologically advanced societies, and what aspects are valued differently in these contexts?
Ans:

• In less technologically developed societies, social and emotional skills in interpersonal relationships are highly valued as representations of intelligence.
• In contrast, in technologically advanced societies, personal achievement grounded in reasoning and judgment abilities is considered the hallmark of intelligence.

Passage - 17

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Emotional intelligence is a set of skills that underlie accurate appraisal, expression, and regulation of emotions. It is the feeling side of intelligence. A good IQ and scholastic record is not enough to be successful in life. You may find many people who are academically talented, but are unsuccessful in their own life. They experience problems in family, workplace and interpersonal relationships. What do they lack? Some psychologists believe that the source of their difficulty may be a lack of emotional intelligence.

Q1: How is emotional intelligence defined, and what skills does it encompass?
Ans:

• Emotional intelligence is defined as a set of skills related to the accurate appraisal, expression, and regulation of emotions.
• It encompasses the ability to understand, express, and manage one's emotions effectively.

Q2: Why is a high IQ and strong academic record often insufficient for success in life, and what areas of life can be affected when emotional intelligence is lacking?
Ans:

• A high IQ and impressive scholastic achievements may not guarantee success in life because success also depends on emotional intelligence.
• Lacking emotional intelligence can lead to difficulties in family life, workplace interactions, and interpersonal relationships.

Q3: What is the significance of emotional intelligence in addressing the challenges faced by academically talented individuals, and why do some psychologists attribute their problems to a lack of emotional intelligence?
Ans:

• Emotional intelligence is crucial for academically talented individuals to navigate challenges effectively and achieve success in various aspects of life.
• Some psychologists attribute the difficulties faced by such individuals to a deficiency in emotional intelligence, which can impede their interpersonal skills and relationships.

Passage - 18

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Creativity tests came into existence to assess variations in terms of the potential for creativity in contrast to intelligence. A general feature of most of the creativity tests is that they are open-ended. They permit the person to think of different answers to the questions or problems in terms of her/his experiences, whatever these may have been. These help the individual to go in different directions. There are no specified answers to questions or problems in creativity tests. Therefore, there is freedom to use one’s imagination and express it in original ways.

Q1: What is the primary purpose of creativity tests, and how do they differ from intelligence tests?
Ans:

• Creativity tests are designed to assess an individual's potential for creativity, which is distinct from measuring intelligence.
• Unlike intelligence tests, creativity tests are open-ended, allowing individuals to generate multiple answers and solutions based on their experiences.

Q2: What is a notable characteristic of most creativity tests, and how does it affect the test-taker's approach to questions and problems?
Ans:

• A common feature of creativity tests is their open-ended nature, which encourages test-takers to think flexibly and explore various answers and problem-solving approaches.
• Test-takers have the freedom to use their imagination and express original ideas, as there are no predefined or specified answers in creativity tests.

Q3: How does the absence of specified answers in creativity tests impact the testing process, and what kind of cognitive freedom do test-takers enjoy?
Ans:

• The lack of specified answers in creativity tests allows test-takers to use their imagination and think divergently, leading to more varied and innovative responses.
• Test-takers have the cognitive freedom to explore different directions and express their creativity in original ways, enhancing the test's capacity to measure creative potential.