Psychology Question Bank

Nihal Singh Luthra

​12-B (E2) MM = 40

LONG ANSWER QUESTIONS (6 MARKS):

Q1​. Intelligence is not a single entity rather it has multiple dimensions?

A1​. The Theory of Multiple Intelligences by Howard Gardner. According to him,
intelligence is not a single entity; rather distinct types of Intelligences exist. Each
of these intelligences is independent of each other. He also proposed that different
types of intelligences interact and work together to find a solution to the problem.

i. Linguistic: This includes skills involved in the production and use of

language. The capacity to use language fluently and flexibly to express one’s
thinking and understanding other persons. They are sensitive to different
shades of word meanings, are articulate and can create linguistic images in
their heads. Individuals high on this type of intelligence are creative and
therefore smart. For Example: writers and poets.
ii. Logical and mathematical: Involves scientific thinking and problem solving.
Individuals high on this type can think logically and rationally. They engage
in abstract reasoning and can manipulate symbols to solve mathematical
problems. For Example: Scientists, Mathematicians, Noble prize winners.
iii. Spatial: Involves forming visual images and patterns. The ability to form,
use and transform mental images. For Example: Pilots and Architects
iv. Musical: Sensitivity to musical rhythms and patterns. It is the capacity to
produce, create and manipulate musical patterns. For Example: Singers and
instrumentalists.
v. Bodily-kinesthetic: Using whole or portions of the body more flexibly and
creatively for display or construction of products and problem solving. For
Example: Cricketers and gymnasts.
vi. Interpersonal: Being sensitive to subtle aspects of others behaviors.
Understanding motives, feelings and behaviors of other people. For
Example: Social workers and therapists .
vii. Intrapersonal: Being aware of one's feelings, emotions and desires.
Knowledge of one's strengths and limitations and using that knowledge to
effectively relate to others. For Example: Philosophers and spiritual leaders.
viii. Naturalistic: Being sensitive to the features of the nature world. Complete
awareness for our relationship with the natural world. For Example:
Farmers and zoologists.

Q2. ​Explain the term intelligence. Describe the PASS model of intelligence.
A2​. Intelligence is the global capacity to understand the world, think rationally,
and use available resources effectively when faced with challenges. The Oxford
Dictionary explains intelligence as the power of perceiving, learning,
understanding, and knowing. Wechsler defined it as the global and aggregate
capacity of an individual to think rationally, act purposefully, and to deal
effectively with her/his environment. Alfred Binet defined intelligence as the
ability to judge well, understand well, and reason well. Gardner and Sternberg have
suggested that an intelligent individual not only adapts to the environment, but also
actively modifies or shapes it. The PASS model was formed by J.P. Das, Jack
Naglieri, and Kirby in 1994. According to this model, intellectual activity involves
the interdependent functioning of three neurological systems, called the functional
units of brain:-

i. Arousal/Attention- It helps us in attending to stimuli. It enables a person to

process information. An optimal level of arousal focuses our attention to the
relevant aspects of a problem. Too much or too little arousal would interfere
with attention. Arousal forces you to focus your attention on reading,
learning and revising the contents of the chapters.
ii. Simultaneous Processing –It takes place when you perceive the relations
among various concepts and integrate them into a meaningful pattern for
comprehension, it helps you in grasping the meaning and relationship
between the given abstract figures. Example- Raven’s progressive matrices
test (RPM). This helps you in grasping the meaning and relationship
between the given abstract figures.
iii. Successive Processing- It takes place when you remember all the
information serially so that the recall of one leads to the recall of another.
Learning of digits, alphabets, multiplication tables, etc. are examples of
successive processing.
iv. Planning- 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.
The PASS model processes operate on the Cognitive Assessment System given by
Das and Naglieri which has been described as a battery of tests.

Q3​. Discuss the Triarchic theory of intelligence giving suitable examples.

A3​. Robert Sternberg proposed the triarchic theory of intelligence. He views
intelligence as the ability to adapt, to shape and select environments to accomplish
one’s goals and those of one’s society and culture. According to this theory, there
are three basic types of intelligence:-
i. Componential Intelligence- It is the analysis of information to solve
problems. People 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.
ii. Experiential Intelligence- It is involved in using past experiences creatively
to solve novel problems. It is reflected in creative performance. People high
on this aspect integrate different experiences in an original way to make new
discoveries and inventions. They quickly find out which information is
crucial in a given situation.
iii. Contextual Intelligence- It involves the ability to deal with environmental
demands encountered on a daily basis. It may be called street smartness or
business sense. People 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.

Q4​. Discuss how interplay of nature and nurture influences intelligence.

A4​. The evidence for hereditary influences on intelligence comes mainly from
studies on twins and adopted children. The intelligence of identical twins reared
together correlates almost 0.90. Twins separated early in childhood also show
considerable similarity in their intellectual, personality and behavioural
characteristics. The intelligence of identical twins reared in different environments
correlate 0.72, those of fraternal twins reared together correlate almost 0.60, and
those of brothers and sisters reared together correlate about 0.50, while siblings
reared apart correlate about 0.25.
Another line of evidence comes from the studies of adopted children, which show
that children’s intelligence is more similar to their biological rather than adoptive
parents. With respect to the role of environment, studies have reported that as
children grow in age, their intelligence level tends to move closer to that of their
adoptive parents. Children from disadvantaged homes adopted into families with
higher socioeconomic status exhibit a large increase in their intelligence scores.
There is evidence that environmental deprivation lowers intelligence while rich
nutrition, good family background, and quality schooling increases intelligence.
There is a general consensus among psychologists that intelligence is a product of
complex interaction of heredity (nature) and environment (nurture). Heredity can
best be viewed as something that sets a range within which an individual’s
development is actually shaped by the support and opportunities of the
environment.

Q5​. What is the meaning of assessment? Describe the key features of any two
methods used for psychological assessment? skills.
A5​. Assessment is the first step in understanding a psychological attribute. It refers
to the measurement of psychological attributes of individuals and their evaluation,
often using multiple methods in terms of certain standards of comparison.
Psychological assessment uses systematic testing procedures to evaluate abilities,
behaviours, and personal qualities of individuals. 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. Formal assessment is objective,
standardised, and organised. On the other hand, informal assessment varies from
case to case and from one assessor to another and, therefore, is open to subjective
interpretations. Psychologists are trained in making formal assessment of
psychological attributes.

Psychological test:
i. Observation- It involves employing systematic, organised, and objective
procedures to record behavioural phenomena occurring naturally in real
time. Certain phenomena such as mother-child interactions can be easily
studied through observation. The major problems with observational
methods are that the observer has little control over the situation and the
reports may suffer from subjective interpretations of the observer.
ii. Self-Report is a method in which a person provides factual information
about herself/himself and/or opinions, beliefs, etc. that s/he holds. Such
information may be obtained by using an interview schedule or a
questionnaire, a psychological test, or a personal diary.

SHORT ANSWER QUESTIONS (2 MARKS):

Q1​. How does a situationist perspective help us to understand human behaviour?

A1​. The situationist perspective views Human Behaviour relatively more as a
result of influence of external factors. This helps to understand human behaviour as
it describes that situations and circumstances in which one is placed influences
one’s behaviour. For example, A person who is generally aggressive, may behave
in a submissive manner in the presence of her/his boss. This explains that
behaviour is relatively stable although it may vary as a result of situational factors.

Q2​. Define individual differences.

A2​.​ ​Different traits can exist in varying degrees in an individual. In this sense, each
one of us is unique as she/he exemplifies a typical combination of various traits
which leads to variability.
Individual differences refer to distinctiveness and variations among people’s
characteristics and behaviour patterns.

Q3​. What is componential intelligence?

A3​. It is the analysis of information to solve problems. People 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.

Q4​. Differentiate between formal and informal assessment?

A4​. Assessment refers to the measurement of psychological attributes of
individuals and their evaluation, often using multiple methods in terms of certain
standards of comparison. Formal assessment is objective, standardised, and
organised and uses scientific approach to make a conclusion. This can be
compared via norms which is an average of many test results. In addition, two
different psychologists will get the same result as the other. Psychologists are
trained in making formal assessment of psychological attributes.

Q5​. List any two assessment methods used for assessing psychological attributes?
A5​. Two assessment methods used for assessing psychological attributes are:
i. Self-Report is a method in which a person provides factual information
about herself/himself and/or opinions, beliefs, etc. that s/he holds. Such
 information may be obtained by using an interview schedule or a
questionnaire, a psychological test, or a personal diary.
ii. Observation It involves employing systematic, organised, and objective
procedures to record behavioural phenomena occurring naturally in real
time. Certain phenomena such as mother-child interactions can be easily
studied through observation. The major problems with observational
methods are that the observer has little control over the situation and the
reports may suffer from subjective interpretations of the observer.