Important Questions & Answer: Variations in Psychological Attributes - 2 | Psychology Class 12 - Humanities/Arts PDF Download

Very Short Answer Questions

Q1: What is the term for when situational circumstances influence behaviour more than other ones?
Ans: Situationism, the latter viewpoint, holds that one's behaviour is influenced by the conditions and circumstances in which they find themselves.

Q2: What is psychological attribute assessment?
Ans: Assessment is the measuring of a person's psychological characteristics and their appraisal in light of a set of benchmarks for comparison, frequently employing various approaches. Any characteristic will only be accepted as being in a person if it can be verified using scientific methods.

Q3: What are individual differences, according to psychology?
Ans: The distinctiveness and variety of people’s traits and behavioural tendencies are discussed.

Q4: Who has proposed first the tribrachic theory of intelligence?
Ans: According to the triarchic theory of intelligence, there are three different types of intelligence, analytical, distinct, and practical. It was created by renowned psychologist Robert J. Sternberg, whose work frequently examines human intelligence and creativity.

Q5: Learn the IQ of a 14-year-old with a 16-year mental age.
Ans: IQ is 16/14 times 100, or 114.

Q6: Binet and Simon defined Q6 as being two mental age years younger than one's chronological age. 
Ans: Retardation: According to Binet and Simon, retardation is when a person's mental age is two years younger than their actual age. German psychologist William Stern created the idea of the intelligence quotient in 1912. (IQ). Mental age divided by chronological age, multiplied by 100, is the definition of IQ.

Q7: A cognitive assessment system (CAS) is defined.
Ans: It is a combination of verbal and nonverbal tasks that is used to assess cognitive abilities in people between the ages of 5 and 18 years old. Children with learning difficulties who have cognitive deficits may benefit from the assessment's findings.

Q8:  Why is contextual intelligence important?
Ans: Contextual intelligence, often known as practical intelligence, is the capacity to respond to the environmental pressures we face every day.

Q9: What is aptitude?
Ans: The ability of a person to pick up new skills or knowledge following training is determined by a variety of traits.

Q10: What is evaluation?
Ans: Assessment is the measuring of a person’s psychological characteristics and their appraisal, frequently in the context of a set of benchmarks for comparison.

Q11: _____behaviour describes a person's capacity for independence and adept environment management.
Ans: Adaptive behaviour describes a person's ability to function independently and successfully navigate their surroundings.

Q12: What is an exceptional general talent that is demonstrated in superior performance across a range of domains?
Ans: Remarkable general talents who perform well in various fields are known as gifted.

Q13: What is the definition of gifted?
Ans: Gifted Traits: 

• Strong reasoning, questioning, and problem-solving skills 
• Rapid information processing Excellent generalization and discrimination skills 
• Highly original and creative thinking 
• Highly original and creative thinking

Short Answer Questions

Q14: What are the critical attributes of assessment for a psychologist?
Ans: 

• Intelligence: The global ability to understand the world, think rationally and logically, and use available resources effectively to meet challenges.
• Aptitude: It refers to an individual's potential to acquire new skills.
• Interest: It refers to an individual's decision to engage in one or more particular activities in relation to him relative to others.
• Personality: It refers to the strong qualities of a person that make him/her stand out from others. Personality assessments help explain a person's behavior and predict how they will behave in the future target, etc.
• Values: Refers to a person's strength and enduring beliefs about ideal behavior. Assessing values helps us understand a person's general values (e.g. political, religious, social or economic).

Q15: How do psychologists characterize and define intelligence?
Ans: For psychologists, intelligence is a key parameter that indicates individual differences. The characteristics of an intelligent person are sharpness of mind, quick wit, rapid learning, and the ability to understand context. We defined the environment as the ability to successfully discuss it. Gardner and Sternberg psychologists state that intelligent individuals not only adapt to their environment, but actively modify or shape it.

Q16: List some characteristics of an emotionally intelligent person.
Ans: The characteristics of emotionally intelligent persons are: 

• Perceive and be sensitive to your own feelings and emotions. 
• Perceive and be sensitive to other people’s emotions by paying attention to their tone, body language and facial expressions. 
• Relate your emotions to your thoughts so that you take them into account while solving problems or making decisions. 
• Understand the powerful influence of the nature and intensity of your emotions.
• Control your emotions and their expression while dealing with self and others to promote harmony and peace.

Q17: Please analyze the characteristics of the creativity test.
Ans: Creativity tests are characterized by: One of the most important features is the Creativity Test. It's open-ended, so you can come up with different answers to the questions and problems that come up based on your own experience. The Creativity Test involves an insane variety of thinking and the ability to generate a wide variety of ideas. The test requires people to use their creative thinking. For example, the ability to come up with different ideas about a particular topic/situation, different ways of looking at things, problems, or situations. New relationships between seemingly unrelated things, perception of things, the ability to infer cause and effect, the ability to put things in new contexts, etc.

Q18: Please describe the following psychological characteristics. (i) Intelligence (ii) Aptitude
Ans: 

• Intelligence: The global ability to understand the world, think rationally, and use available resources effectively when faced with challenges. Intelligence tests provide a global measure of an individual's overall cognitive ability, including the ability to benefit from schooling. In general, students with low intelligence are less likely to do well on school-related exams, but their success in life is not tied solely to intelligence on exam results. 
• Aptitude: refers to an individual's potential to acquire a skill. Aptitude tests are used to predict what a person with the right environment and training can do. People with high aptitude for machines can play an active role as engineers by receiving appropriate training. Similarly, people with good language skills can be trained to become good writers.

Q19: Please use an example to distinguish between concurrent and serial processing.
Ans: 

• Concurrency: When you know how to create relationships between different concepts and put them together to form something meaningful, it is called concurrency. For example, consider Raven's Progressive Matrix (RPM) test. For this test, a model is given and the parts that need repair are removed. You will be asked to choose one of six options that best complement your design. 
• Sequential processing: Sequential processing is when you know all the steps and required information in order and one leads to another search. For example, learning continuous processing such as numbers, alphabets, and multiplication tables.

Q20: How can you distinguish between verbal and ability tests of intelligence?
Ans: 

• Oral Exam: An oral exam includes oral or written responses. This test is conducted on literate people as it needs the individual to write or talk.
• Performance Test: Performance test includes a task wherein the individual requires to manipulate or change the material to get this task done can be conducted on individuals from different cultures and does not include any writing process.

Q21: Which do you think is related to success in life, IQ or EQ? Why?
Ans: EQ stands for Emotional Intelligence Quotient and IQ stands for Intelligence. EQ makes people successful. According to research by psychologists with EQ, the benefits include: Responding to students affected by stresses and challenges in the outside world. Academic success. Encourage cooperative behavior and reduce anti-social activity. Prepare students for the challenges of life outside the classroom.

Q22: Please explain Lewis Thurstone's theory of primary mental functions.
Ans: According to Lewis Thurstone, intellect consists of his seven main abilities, each relatively independent. These key skills are: 

• language comprehension (understanding the meaning of words, concepts and ideas), 
• numerical skills (speed and accuracy of numerical and arithmetic skills); 
• spatial relationships (visualization of patterns and shapes); 
• perceptual speed (the speed at which you perceive details); 
• Word Fluency, 
• memory (accuracy in retrieving information) and 
• inductive reasoning (driving general rules from presented facts);

Long Answer Type Questions

Q23: Could you briefly describe the multiple intelligences identified by Gardner?
Ans: According to Gardner, intelligence is not a single entity. There are indeed many different types of intelligence.

Here are some key points about Gardner's thoughts on multiple intelligences.

•  Intelligence is independent of each other. 
• Different kinds of intelligence interact and work together to find solutions to problems.

Mr. Gardner has identified eight types of intelligence in him. Here are the details: Poets and writers are very linguistically intelligent. Logical-Mathematical skills mainly possess problem solving ability, very high on thinking logically, good at abstract reasoning and can solve mathematical problems with ease. Scientists and Nobel prize winners are good examples with Logical-Mathematical Intelligence.
Spatial skills are about understanding visual images and patterns. It refers to the ability to form, use and transform mental images. A pilot, a sailor, a sculptor, a painter, an architect, an interior his designer, a surgeon may have a highly developed spatial intelligence.
The Musical Skill provides a more detailed understanding of creating, creating, and manipulating musical patterns. A person with this intelligence is very sensitive to sound and vibration, and very sensitive to creating new sound patterns.
Physical-Kinaesthetic Using the whole body to solve a problem or assemble a product. Athletes, dancers, actors, athletes, gymnasts, and surgeons may possess such intelligence. Organize your feelings and build comfortable relationships with others. Psychologists, counselors, politicians, social his workers, and religious leaders are likely to have high levels of interpersonal intelligence, and philosophers and spiritual his leaders show examples of this kind of intelligence, increase.
Naturalistic skills involve recognizing relationships with the natural world. That is, analyzing the beauty of existing species, flora and fauna. Hunters, farmers, tourists, botanists, zoologists, and birdwatchers have a more naturalistic intelligence.

Q24: How does the triarchy theory help us understand intelligence?
Ans: The triarchy theory of intelligence was put forward by Robert Sternberg in 1985. According to Sternberg, intelligence is defined as "the ability to adapt, shape, and choose to one's environment in order to achieve one's goals and those of one's society and culture." According to theory, there are three basic types of intelligence.
Components, also known as analytical intelligence, are primarily concerned with analyzing information to solve specific problems. Component Intelligence involves three components: 

• Knowledge acquisition component: This component is responsible to learn and acquire knowledge to carry out the task. 
• Meta or a higher order component: This component deals with plans about how to do the task. 
• Performance component: This component involves actually getting the task done.

Experiential, also called creative intelligence, deals in past experiences to solve problems. Persons high on this aspect integrate different experiences in an original way to make new discoveries and inventions.
Contextual also called as practical intelligence deals with environmental demands encountered on a daily basis. Persons high on this aspect easily adapt to their present environment or select a more favourable environment than the existing one, or modify the environment to fit their needs. Therefore, they turn out to be successful in life 72%. Fraternal twins brought up together show intelligence similarity of about 60%.

Q25: "All intellectual activity involves three independent functions of the nervous system." Explain using the PASS model.
Ans: The PASS model was developed by J.P.Das, Jack Naglieri and Kirby in his 1994 year. According to them, three nervous systems called functional units of the brain are involved. 

• Alertness/attention 
• Simultaneous and serial processing 
• Planned alertness/attention help people process information.

Alertness: Arousal focuses your attention on tasks that need to be completed. For example, if you have an exam coming up, you can prepare for it by reading, studying, and repeating what you need for the exam.

Simultaneous and serial processing: Simultaneous and sequential processing relate to how the brain processes information, establishes relationships between available data, and integrates it into meaningful and understandable patterns. Simultaneous processing allows us to grasp the meaning and relationships between given abstract figures. A chain of action is when all the necessaiy information is in order, and how one step leads to the next, and so on. Examples: Learning numbers, alphabets, multiplication tables, etc. are examples of continuous processing.

Planned alertness: Planning is an important feature of intelligence. It becomes clear when the information is collected and processed. This allows you to think of possible courses of action, implement them to reach your goals, and assess their effectiveness. If the plan fails, it adjusts to meet the needs of the task at hand. For example: Exam preparation includes setting goals, planning a study plan, and identifying problems and deficiencies. You may need to think of other ways to deal with the problem (e.g. give yourself more time, study with a friend, etc.). Fulfill you to reach your goals.

Q26: Definition of intellectual disability. Analyze the level of intellectual disability.
Ans: Intellectual disability is defined as " well be low average general intellectual functioning, coexisting with deficits in adaptive behavior, and manifesting during development". The various delay levels are: 

• mild retardation (IQ 55-69), 
• moderate retardation (IQ 40-54), 
• severe retardation (IQ 25-39) and 
• Severe disability (IQ less than 25) 

People with mild intellectual disabilities are able to do their own work and care for their families on their own, albeit slower than others.
People with moderate disabilities lag behind others in language and motor skills. They need training in self-care skills and basic social and communication skills. They need a little supervision in their daily work. 4,444 people with severe and severe disabilities are unable to control their lives and require constant care for the rest of their lives.

Q27: Analyze the role of genetic influences on intelligence.
Ans: Analyzes are mainly done on twins and adopted children to find out the genetic influence on intelligence. Observations include identical twins raised together are usually 90% similar in intelligence. Twins who were separated during childhood also share similarities in behavior, personality, and intellectual traits. The intelligence of identical twins raised in different environments is siblings raised together have about 50% similarities in intelligence. Siblings raised separately have about a 25% similarity in intelligence. In Case of Children who come from deprived homes and later adopted in families having good food, good family background and quality schooling makes their intelligence improved.
So, mostly all Psychologists come to a conclusion that intelligence is a product of complex interaction of heredity (nature) and environment (nurture).

Q28: Are there cultural differences in how intelligence is conceptualized?
Ans: Culture plays a very important role in shaping intelligence. Russian psychologist Vygotsky believes that culture provides the social context in which people live, grow, and understand the world around them. According to Sternberg, he believes intelligence is a product of culture. Intelligence influences cultural parameters such as customs, beliefs, attitudes and achievements in art and literature. When we discuss culture, he comes up with two main concepts of intelligence. They are Technical Intelligence and Integrative Intelligence.
Mostly observed in technologically advanced societies. These societies have people skilled in skills such as attention, observation, analysis, speed, achievement, and success. Technical intelligence is not popular in Asian and African societies. Integral intelligence is mostly adopted from Indian cultures, which are concerned with connecting with the social and secular environment. Buddhi, a Sanskrit word meaning intelligence, is self-knowledge based on conscience, will and desire. According to Indian tradition, the following aspects play a very important role: 

• Cognitive skills deal with contextual sensitivity, comprehension, discrimination, problemsolving, and effective communication.
• Social competence deals with respect for social order, devotion to the elderly, young and needy, caring for others, and awareness of other perspectives. 
• Emotional abilities deal with emotional self-regulation and self-monitoring, integrity, courtesy, good behavior, and self-esteem. 
• Entrepreneurship deals with dedication, perseverance, perseverance, hard work, vigilance and purposeful action.

Q29: Not all people have the same intellectual ability. How do individuals' intellectual abilities differ? explain.
Ans: People differ in appearance, but they also differ in intellectual capacity.
The intellectual capacity of an individual is divided into two parts: The intellectually weak part and the gifted part.

• Intellectual disability: Children who have difficulty learning very simple tasks are considered intellectually weak and are usually referred to as mentally retarded or mentally retarded.
• To be classified as mentally ill, the following three characteristics must be considered in her: IQ must be below her 70, considered below average intelligence. The second concerns deficits in adaptive behavior. H. Inability to be independent and unable to cope with daily tasks. This category of people should be observed from childhood until he is 18 years old. Mentally retarded does show improvement if they are trained to be independent by giving special care and those we cannot require institutional care throughout their lives.
• The different levels of retardation are: Mild retardation (IQs 55-69): Mild retardation people are little slower in comparison to their peers, but they can do their jobs and handle families independently.
• Moderate retardation (IQs 40-54): The people with moderate retardation lag behind their peers in language and motor skills. They can be trained for social, communication skills and self-care skills.
• Severe retardation (IQs 25-39): are incapable of managing life and need constant care for their entire
• lives.
  Profound retardation (IQs below 25): are incapable of managing life and need constant care for their entire lives.
• Intellectual talent: People who fit into this category have great personalities, which makes them high performers and achieve great success. Your IQ is always above 130. Children with gifted intelligence display longer attention spans, better recognition memory, preference for novelty, sensitivity to environmental changes, and early onset of language skills.

Q30: What is the difference between "talent" and "interest" and "intelligence"? How is suitability measured?
Ans: The following points will help you understand how aptitude differs from interests and intelligence. Aptitude refers to special skills in a particular field of activity. A combination of traits that indicate the ability to acquire a particular knowledge or skill after training. Knowing aptitude can help predict a person's future performance. Interest is a preference for a particular activity, and aptitude is the ability to perform that activity. A person may be interested in a particular job or activity, but may not be apt. H. On the skills needed to further your interest. Similarly, some people have the opportunity to work but are not interested in the job. In both cases the results are unsatisfactory.

Intellect: The global ability to understand the world, think rationally and logically, and use available resources effectively to meet challenges. Sharpness, witty wit, speed of learning, ability to understand the context of intelligent people. Intelligence is also defined as the ability to perceive, learn, understand and know. Suitability is measured using tests performed.

Here is the test: Commercial Aptitude, Mechanical Aptitude, Numerical Aptitude, and WritingSkills are independent aptitude tests. Multiple proficiency tests exist in the form of test batteries that measure proficiency in several distinct uniform domains. Differential Aptitude Tests (DAT), General Aptitude Test Battery (GATB), and Military Vocational Aptitude Test Battery (ASVAB) are well-known aptitude test batteries. DATs are most commonly used in educational institutions. It consists of eight independent subtests: 

• Verbal Reasoning 
• Numerical Reasoning 
• Abstract Reasoning 
• Writing Speed And Accuracy 
• Mechanical Reasoning 
• Spatial Relations 
• Spelling 
• Use of Language