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UGC NET DEC 2008 : PSYCHOLOGY PAPER II

32 pages, 100 questions, 49 questions with responses, 57 total responses,

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Signature and Name of Invigilator OMR Sheet No. : ...................................................... (To be filled by the Candidate) 1. (Signature) Roll No. (Name) (In figures as per admission card) Roll No. 2. (Signature) (In words) (Name) Test Booklet No. D 0 4 0 8 PAPER II PSYCHOLOGY Time : 1 hours] Number of Pages in this Booklet : 32 [Maximum Marks : 100 Number of Questions in this Booklet : 50 U Instructions for the Candidates 1. 2. 3. 4. 1. U DU U S U U U U Write your roll number in the space provided on the top of this page. This paper consists of fifty multiple-choice type of questions. At the commencement of examination, the question booklet will be given to you. In the first 5 minutes, you are requested to open the booklet and compulsorily examine it as below : (i) To have access to the Question Booklet, tear off the paper seal on the edge of this cover page. Do not accept a booklet without sticker-seal and do not accept an open booklet. (ii) Tally the number of pages and number of questions in the booklet with the information printed on the cover page. Faulty booklets due to pages/questions missing or duplicate or not in serial order or any other discrepancy should be got replaced immediately by a correct booklet from the invigilator within the period of 5 minutes. Afterwards, neither the question booklet will be replaced nor any extra time will be given. (iii) After this verification is over, the Test Booklet Number should be entered in the OMR Sheet and the OMR Sheet Number should be entered on this Test Booklet. Each item has four alternative responses marked (A), (B), (C) and (D). You have to darken the oval as indicated below on the correct response against each item. Example : A B C 2. - 3. U U U, - S U U U - S U (i) (ii) U DU U U U - S DU U U U U U U S DU / U U U U U S S U U U U U S U U - S U U - S U UQ (iii) - S R OMR U U U U OMR R - S U U 4. U U (A), (B), (C) (D) U U U U U D A B C D (C) U 5. U U I U U- U where (C) is the correct response. 5. Your responses to the items are to be indicated in the Answer Sheet given inside the Paper I booklet only . If you mark at any place other than in the ovals in the Answer Sheet, 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 or put any mark on any part of the test booklet, except for the space allotted for the relevant entries, which may disclose your identity, you will render yourself liable to disqualification. 9. You have to return the test question booklet to the invigilators at the end of the examination compulsorily and must not carry it with you outside the Examination Hall. 10. Use only Blue/Black Ball point pen. 11. Use of any calculator or log table etc., is prohibited. 12. There is NO negative marking. D 0408 - S U U U U S U U- U S S U U U U U S U U U , U 6. U U 7. (Rough Work) S DU U U 8. U- S U , U U U U 9. U # U U- S U U U U U # U U U / U Z U S U 11. U ( U U) U U 12. U U 10. 1 P.T.O. PSYCHOLOGY PAPER II Note : 1. This paper contains fifty (50) multiple-choice questions, each question carries two (2) marks. Attempt all of them. In Tolman s maze learning experiment the fact that the group of rats receiving reinforcement only after the 10th day of the study solved the maze far more quickly than did the rats who had been reinforced from the first day can be interpreted to mean that these particular rats : (A) (B) had already learnt the maze in the first nine days (C) had the opportunity to cheat by watching the other rats (D) 2. were much more intelligent than the other rats were very hungry and therefore learned much more quickly Who added the concept of reinforcement to learning theory ? (A) 3. Tolman (B) Thorndike (C) Skinner Miller What type of memory allows us to have meaningful conversation ? (A) Iconic memory (B) Echoic memory (C) 4. (D) Short term memory (D) Long term memory When Mohan studies Psychological terms, he tries to tie each concept into something he already knows. He thinks about the meaning of the concept rather than just saying the words over and over. Which model of memory would best explain Mohan s approach to encoding memories : (A) (B) Parallel distributed processing (C) 5. Levels of processing Information processing (D) Three stages The best place to take your psychology exam to ensure good retrieval of psychological concept is in the : (A) Psychological classroom (B) Auditorium (C) English classroom (D) Special testing room used for all exams D 0408 2 II U (50) - (2) U 1. U , 10 , (A) (B) U (C) U U U # U (D) 2. h h U U (A) 3. U (B) (C) U S U U S - U U ? (A) S (B) S (C) 4. (D) S (D) S U U U , U- U U S U U S h U S c U U ? (A) (B) U U (C) 5. S U (D) S U U U U # U S ? (A) U (B) (C) U (D) U U U D 0408 3 P.T.O. 6. Which one of the following statement about type A individual is not correct ? (A) (B) They are impatient (C) 7. They are Aggressive They are Sociable (D) They worry about the deadline Trait Approach to personality asserts that traits are : (A) (B) Discrete and discontinuous categories of people (C) Generalized system which ensure consistency in behaviour of individual (D) 8. Adjective describing behaviour Psychological categories of Temperament associated with specific body physique Which one of the following statement indicates true relation between intelligence and creativity ? (A) (B) Intelligence and creativity have low correlation (C) Intelligence and creativity have moderate correlation (D) 9. Intelligence and creativity have high correlation Intelligence and creativity have higher correlation at the lower level than at higher level of intelligence A psychological test can be considered as standard when one establishes its : (A) (B) Reliability and Variability (C) 10. Reliability and Validity Validity and Norm (D) Reliability, Validity and Norm Parallel lines such as Railway Track appear to converge on a distant point called vanishing point. This phenomenon is explained by the principle of : (A) (B) Interposition (C) 11. Relative size Linear perspective (D) Aerial Perspective Dark adaptation is a process in which eyes get more sensitive to : (A) Green light (B) Color light (C) Light with bright illumination (D) Light with low illumination D 0408 4 6. U - ? (A) (B) (C) 7. (D) U U U (A) (B) U U U (C) U S U (D) 8. U U - U c U U U- U h U U U ? (A) (B) h U (C) h U (D) 9. h U h U S U U, h U S U U S U (A) (B) U U (C) 10. U U (D) , U U U U U U U- U - U # U - (A) 11. U (B) (C) S U (D) (A) U U (B) U U (C) # U (D) # U D 0408 5 P.T.O. 12. Which of the following statement explains incidental learning ? (A) (B) learning in absence of ostensible reinforcement (C) learning without knowledge of relationship between response and reinforcement (D) 13. learning without actually trying to attain a goal learning in absence of changes in perception or discrimination Which one of the following factor is not included in big five dimensions of personality ? (A) (B) Neuroticism (C) 14. Extraversion Agreeableness (D) Dominance Secret of coping with stress is to be willing to modify our construct to fit into the new situation. This statement is attributed to : (A) (B) Sandra Scarr (C) 15. Carl Roger Hans Eysenck (D) George Kelly An emotion is best defined as : (A) (B) Reaction to emotional stimulus (C) An excited state arising in response to stimuli for which the individual doesn t have adequate readymade reactions (D) 16. An individual response to situation Display of excessive or irrational behaviour as a result of unexpected or intense stimuli Which one of the following statement regarding field experiment is not true ? (A) Field experiments require investigators who are specially skilled for intervening in social situation. (B) The greatest difficulty in field experiment lies in the randomization and manipulation of the independent variable. (C) Field experiments are concerned with causal relationship but not with the direction of relationship. (D) Field experiments are carried out in natural setting. D 0408 6 12. U (A) (B) S c U S (C) U (D) 13. # S U S U U ? (A) 14. (B) (C) (D) U S M U ? (A) 15. U U (B) (C) U U S U (D) U U (A) S (B) (C) S M Q (D) 16. U U g - ? (A) S S U (B) - U S U U U U U (C) - S U (D) - U D 0408 7 P.T.O. 17. Which of the following statements is/are correct regarding perception ? (i) Perception is not directly observable. (ii) Perception is followed by sensation. (iii) Perception can be modified. (iv) Perception is inherited. Select the correct answer from the codes given below : Codes : (A) 18. (ii) alone (B) (i) alone (C) (ii) and (iii) (i) and (iii) The memory trace if not revived from time to time gradually fades out according to law of disuse until it is completely obliterated. It is called : (A) anti consolidation (B) proactive inhibition (C) 19. (D) retrieval inhibition (D) interference Read the statements given below carefully. One of the statements is assertion and the other is reason. Answer on the basis of codes given below the statements : Assertion (A) : According to Freud, all behaviours stemmed from two opposing groups of instincts. Reason (R) : Some instincts are innate and some are acquired. Codes : (A) (B) Both (A) and (R) are true but (R) is not the correct explanation of (A) (C) (A) is true but (R) is false (D) 20. Both (A) and (R) are true and (R) is the correct explanation of (A) (A) is false but (R) is true Read the statements given below carefully. One of the statements is assertion and the other is reason. Answer on the basis of codes given below the statements : Assertion (A) : People in cinema hall can be readily grouped into high, middle and low income categories. Reason (R) : Perceptual grouping may be done on the principle of proximity and similarity. Codes : (A) Both (A) and (R) are true and (R) is the correct explanation of (A) (B) Both (A) and (R) are true but (R) is not the correct explanation of (A) (C) (A) is true but (R) is false (D) (A) is false but (R) is true D 0408 8 17. / U / (i) U (ii) U U (iii) U U (iv) U U U (A) 18. (ii) (B) (i) (C) (ii) U (iii) (D) (i) U (iii) S - - U M h U U (A) (B) U (C) 19. U U # U (D) S (A) U U U (R) U U U U (A) : U U, U U U U (R) : U U U U (A) (B) (A) U (R) U (R), S c U U (C) (A) , U (R) (D) 20. (A) U (R) U (R), (A) S c U U (A) , U (R) (A) U U U (R) U U U (A) : S U , U Z U (R) : U , U h U U (A) (A) U (R) U (R), (A) S c U U (B) (A) U (R) U (R), (A) S c U U (C) (A) , U (R) (D) (A) , U (R) D 0408 9 P.T.O. 21. Read the statements given below carefully. One of the statements is assertion and the other is reason. Answer on the basis of codes given below the statements : Assertion (A) : A forty year old man may have the same IQ as that of a 20 year old. Reason (R) : The forty year old man could have been somewhat retarded to start with. Codes : (A) (B) Both (A) and (R) are true but (R) is not the correct explanation of (A) (C) (A) is true but (R) is false (D) 22. Both (A) and (R) are true and (R) is the correct explanation of (A) (A) is false but (R) is true Read the statements given below carefully. One of the statements is assertion and the other is reason. Answer on the basis of codes given below the statements : Assertion (A) : Any psychological or physiological imbalance motivates behaviour. Reason (R) : The body tends to maintain internal balance. Codes : (A) (B) Both (A) and (R) are true but (R) is not the correct explanation of (A) (C) (A) is true but (R) is false (D) 23. Both (A) and (R) are true and (R) is the correct explanation of (A) (A) is false but (R) is true Read the statements given below carefully. One of the statements is assertion and the other is reason. Answer on the basis of codes given below the statements : Assertion (A) : In proactive inhibition, early learning interferes with later learning. Reason (R) : If a person goes to sleep immediately after learning, forgetting will be less. Codes : (A) Both (A) and (R) are true and (R) is the correct explanation of (A) (B) Both (A) and (R) are true but (R) is not the correct explanation of (A) (C) (A) is true but (R) is false (D) (A) is false but (R) is true D 0408 10 21. (A) U U U (R) U U U U (A) : h U U U (R) : U U- U U (A) (B) (A) U (R) U (R), (A) S c U U (C) (A) , U (R) (D) 22. (A) U (R) U (R), (A) S c U U (A) , U (R) (A) U U U (R) U U U U (A) : U U U U (R) : U U U U U U (A) (B) (A) U (R) U (R), (A) S c U U (C) (A) , U (R) (D) 23. (A) U (R) U (R), (A) S c U U (A) , U (R) (A) U U U (R) U U U U (A) : U , U S U U (R) : U , S U U (A) (A) U (R) U (R), (A) S c U U (B) (A) U (R) U (R), (A) S c U U (C) (A) , U (R) (D) (A) , U (R) D 0408 11 P.T.O. 24. Read the statements given below carefully. One of the statements is assertion and the other is reason. Answer on the basis of codes given below the statements : Assertion (A) : Performance of a person is a function of his motivational level. Reason (R) : There is a linear relationship between arousal and performance. Codes : (A) (B) Both (A) and (R) are true but (R) is not the correct explanation of (A) (C) (A) is true but (R) is false (D) 25. Both (A) and (R) are true and (R) is the correct explanation of (A) (A) is false but (R) is true Read the statements given below carefully. One of the statements is assertion and the other is reason. Answer on the basis of codes given below the statements : Assertion (A) : Eidetic imagery is rare in adults. Reason (R) : The loss in eidetic imagery may be related to the development of Abstract Thinking. Codes : (A) (B) Both (A) and (R) are true but (R) is not the correct explanation of (A) (C) (A) is true but (R) is false (D) 26. Both (A) and (R) are true and (R) is the correct explanation of (A) (A) is false but (R) is true Read the statements given below carefully. One of the statements is assertion and the other is reason. Answer on the basis of codes given below the statements : Assertion (A) : Out of the five correlation coefficients, 20.80, 0.70, 0.50, 0.00, and 20.20, between X and Y variable, the strongest relationship is indicated by a correlation coefficient of 0.70. Reason (R) : The correlation coefficient of 0.70 indicates that as X increases, Y also tends to increase. Codes : (A) Both (A) and (R) are true and (R) is the correct explanation of (A) (B) Both (A) and (R) are true but (R) is not the correct explanation of (A) (C) (A) is true but (R) is false (D) (A) is false but (R) is true D 0408 12 24. (A) U U U (R) U U U U (A) : c U S U U (R) : U c U U (A) (B) (A) U (R) U (R), (A) S c U U (C) (A) , U (R) (D) 25. (A) U (R) U (R), (A) S c U U (A) , U (R) (A) U U U (R) U U U U (A) : S U U (R) : O h U (A) (B) (A) U (R) U (R), (A) S c U U (C) (A) , U (R) (D) 26. (A) U (R) U (R), (A) S c U U (A) , U (R) (A) U U U (R) U U U U (A) : X U Y U 20.80, 0.70, 0.50, 0.00, 20.20 20.70 m U U (R) : 0.70 U X Y U (A) (A) U (R) U (R), (A) S c U U (B) (A) U (R) U (R), (A) S c U U (C) (A) , U (R) (D) (A) , U (R) D 0408 13 P.T.O. 27. Read the statements given below carefully. One of the statements is assertion and the other is reason. Answer on the basis of codes given below the statements : Assertion (A) : Limbic system is a group of structures in the cardiovascular region. Reason (R) : Limbic system is involved in expression of emotion and motivation. Codes : (A) (B) Both (A) and (R) are true but (R) is not the correct explanation of (A) (C) (A) is true but (R) is false (D) 28. Both (A) and (R) are true and (R) is the correct explanation of (A) (A) is false but (R) is true Read the statements given below carefully. One of the statements is assertion and the other is reason. Answer on the basis of codes given below the statements : Assertion (A) : Neither trait nor type theory can explain total personality. Reason (R) : Personality is the interactive product of individuality and environment. Codes : (A) (B) Both (A) and (R) are true but (R) is not the correct explanation of (A) (C) (A) is true but (R) is false (D) 29. Both (A) and (R) are true and (R) is the correct explanation of (A) (A) is false but (R) is true The Theories of Intelligence appeared in the following order. Select the correct order : (A) Binet Simon / Thurstone / R.B. Cattell / Spearman (B) Binet Simon / Spearman / Thurstone / R.B. Cattell (C) Spearman / Thurstone / Binet Simon / R.B. Cattell (D) R.B. Cattell / Binet Simon / Thurstone / Spearman D 0408 14 27. (A) U U U (R) U U U U (A) : N U U (R) : U U S U (A) (B) (A) U (R) U (R), (A) S c U U (C) (A) , U (R) (D) 28. (A) U (R) U (R), (A) S c U U (A) , U (R) (A) U U U (R) U U U U (A) : U h S c U U U (R) : U U U (A) (B) (A) U (R) U (R), (A) S c U U (C) (A) , U (R) (D) 29. (A) U (R) U (R), (A) S c U U (A) , U (R) h h (A) U- / U / U. . U / S U (B) U- / S U / U / U. . U (C) S U / U / U- / U. . U (D) U. . U / U- / U / S U D 0408 15 P.T.O. 30. The correct sequence of Gestalt psychologists is : (A) (B) Kohler / Wertheimer / Koffka / Lewin (C) Lewin / Kohler / Koffka / Wertheimer (D) 31. Wertheimer / Koffka / Kohler / Lewin Koffka / Lewin / Wertheimer / Kohler Piaget suggested the following developmental stages. Which one is correct ? (A) (B) Pre operational / Formal operational / Sensori motor / Concrete operations (C) Sensori motor / Pre operational / Formal operational / Concrete operations (D) 32. Sensori motor / Concrete operations / Pre operational / Formal operational Concrete operations / Sensori motor / Formal operational / Pre operational These memory experts are in the following order. Which one is correct ? (A) (B) Ebbinghans / Bartlett / Broadbent / Baddeley (C) Bartlett / Broadbent / Baddeley / Ebbinghans (D) 33. Ebbinghans / Baddeley / Bartlett / Broadbent Broadbent / Baddeley / Ebbinghans / Bertlett What is the correct sequence of personality theorists ? (i) Allport (ii) Cattell (iii) Eysenck (iv) McCrae and Costa (A) (i) (ii) (iii) (iv) (B) (ii) (i) (iii) (iv) (C) (iii) (iv) (i) (ii) (D) (i) (iii) (iv) (ii) D 0408 16 30. S U U ? (A) (B) / UU / / (C) / / / U (D) 31. U / / U / / / U / U S (A) (B) - / U / / U S (C) / - / U / U S (D) 32. / U S / - / U U S / / U / - S ? (A) (B) U / U U / U U / a (C) U U / U U / a / (D) 33. / a / U U / U U U U / a / / U U h ? (i) U (ii) U (iii) (iv) U U S U (A) (i) (ii) (iii) (iv) (B) (ii) (i) (iii) (iv) (C) (iii) (iv) (i) (ii) (D) (i) (iii) (iv) (ii) D 0408 17 P.T.O. 34. Observational learning follows which of the following sequence ? (A) (B) Attention / Retention / Production Processes / Motivation (C) Retention / Motivation / Attention / Production Processes (D) 35. Motivation / Production Processes / Retention / Attention Production Processes / Attention / Motivation / Retention Which one of the following is the correct sequence of steps involving creative thinking ? (A) (B) Inspiration Incubation Preparation Verification (C) Observation Concentration Inspiration Verification (D) 36. Repression Incubation Inspiration Verification Incubation Preparation Inspiration Verification The following is the sequence of theories of Aggression. Which one is correct ? (i) Biological Theory (ii) Frustration Aggression Hypothesis (iii) Cognitive theory (iv) Social learning theory (A) (i) (ii) (iii) (iv) (B) (i) (ii) (iv) (iii) (C) (ii) (iv) (iii) (i) (D) (iv) (iii) (ii) (i) D 0408 18 34. U ? (A) (B) / U / / U (C) U / U / / (D) 35. U / / U / / / U / U U S (A) (B) U (C) (D) 36. U h (i) h (ii) - - U (iii) h (iv) h (A) (i) (ii) (iii) (iv) (B) (i) (ii) (iv) (iii) (C) (ii) (iv) (iii) (i) (D) (iv) (iii) (ii) (i) D 0408 19 P.T.O. Match List I with List II in Item No. from 37 to 45 : List I 37. List II (a) Ability to see fine details (i) Perceptual set (b) Progressive improvement in vision (ii) Perceptual constancy (c) Unchangingness in vision (iii) Dark adaptation (d) Readiness to perceive in a particular way (iv) Visual Acuity Codes : (a) (b) (c) (d) (A) (iii) (ii) (i) (iv) (B) (iv) (iii) (ii) (i) (C) (ii) (iv) (i) (iii) (D) (i) (ii) (iii) (iv) 38. List I List II (a) Schedules of Reinforcement (i) E.L. Thorndike (b) Modeling (ii) A. Bandura (c) Conditioning (iii) B.F. Skinner (d) Law of Effect (iv) Ivan Pavlov Codes : (a) (b) (c) (d) (A) (i) (iii) (iv) (ii) (B) (ii) (i) (iii) (iv) (C) (iii) (ii) (iv) (i) (D) (iv) (iii) (ii) (i) D 0408 20 37 45 -I -II U -I 37. -II (a) U U (i) c U U (b) c U U (ii) c U S U (c) c U U (iii) U (d) U U U U (iv) c U U (a) (b) (c) (d) (A) (iii) (ii) (i) (iv) (B) (iv) (iii) (ii) (i) (C) (ii) (iv) (i) (iii) (D) (i) (ii) (iii) (iv) -I 38. -II (a) (i) . . U (b) U (ii) . U U (c) (iii) . . S U (d) (iv) U (a) (b) (c) (d) (A) (i) (iii) (iv) (ii) (B) (ii) (i) (iii) (iv) (C) (iii) (ii) (iv) (i) (D) (iv) (iii) (ii) (i) D 0408 21 P.T.O. 39. List I List II (a) Getting the information into memory (i) Sensory memory (b) Holding the information for momentary (ii) Encoding (c) Grouping the information in a memory span (iii) Working memory (d) Temporarily holding the information when performing a task (iv) Chunking Codes : (a) (b) (c) (d) (A) (ii) (i) (iv) (iii) (B) (iii) (ii) (i) (iv) (C) (iv) (iii) (i) (ii) (D) (i) (ii) (iii) (iv) 40. List I List II (a) Concept Formation (i) Strategy (b) Deductive Reasoning (ii) Attaining goal (c) Problem solving (iii) General to specific (d) Algorithm (iv) Mental categories Codes : (a) (b) (c) (d) (A) (ii) (i) (iii) (iv) (B) (iii) (iv) (i) (ii) (C) (i) (ii) (iii) (iv) (D) (iv) (iii) (ii) (i) D 0408 22 -I 39. -II (a) S U (i) S U (b) U (ii) U U (c) S U S (iii) S U (d) U S U M (iv) U U U (a) (b) (c) (d) (A) (ii) (i) (iv) (iii) (B) (iii) (ii) (i) (iv) (C) (iv) (iii) (i) (ii) (D) (i) (ii) (iii) (iv) -I 40. -II (a) U (i) U (b) U (ii) - # (c) S (iii) c U (d) (iv) U (a) (b) (c) (d) (A) (ii) (i) (iii) (iv) (B) (iii) (iv) (i) (ii) (C) (i) (ii) (iii) (iv) (D) (iv) (iii) (ii) (i) D 0408 23 P.T.O. 41. List I List II (a) An arousal state (i) Estrogenes (b) An equilibrium state (ii) Drive (c) Female sex hormone (iii) Homeostasis (d) Male sex hormone (iv) Androgenes Codes : (a) (b) (c) (d) (A) (iii) (ii) (i) (iv) (B) (ii) (iii) (i) (iv) (C) (i) (iv) (ii) (iii) (D) (iv) (i) (iii) (ii) 42. List I List II (a) Structure of Intellect (i) Spearman (b) Intelligence quotient (ii) Thurstone (c) General Intelligence (iii) Guilford (d) Several Mental Abilities (iv) Beriet Codes : (a) (b) (c) (d) (A) (i) (ii) (iii) (iv) (B) (ii) (i) (iii) (iv) (C) (iv) (ii) (iii) (i) (D) (iii) (iv) (i) (ii) 43. List I List II (a) Projective Tests (i) Karen Korney (b) Neo Freudian (ii) Cattle (c) Self Concept (iii) Roger (d) Traits (iv) Rorschach Codes : (a) (b) (c) (d) (A) (iii) (i) (ii) (iv) (B) (ii) (iv) (iii) (i) (C) (iv) (i) (iii) (ii) (D) (i) (iii) (iv) (ii) D 0408 24 -I 41. -II (a) S (i) S U (b) S (ii) (c) U (iii) S (d) M U (iv) U U (A) (B) (C) (a) (iii) (ii) (i) (b) (ii) (iii) (iv) (c) (i) (i) (ii) (d) (iv) (iv) (iii) (D) (iv) (i) (iii) (ii) -I 42. -II (a) h U (i) S U (b) h (ii) U (c) h (iii) U (d) (iv) U U U (A) (B) (C) (D) (a) (i) (ii) (iv) (iii) (b) (ii) (i) (ii) (iv) (c) (iii) (iii) (iii) (i) (d) (iv) (iv) (i) (ii) -I 43. -II (a) U (i) (b) U (ii) U (c) S U (iii) U U (d) c U (iv) U U U (A) (B) (C) (D) D 0408 (a) (iii) (ii) (iv) (i) (b) (i) (iv) (i) (iii) (c) (ii) (iii) (iii) (iv) (d) (iv) (i) (ii) (ii) 25 P.T.O. 44. List I List II (a) Measuring Future Learning (i) Achievement tests (b) Measuring Already Learned (ii) Aptitude test (c) Measuring Mental Abilities (iii) Academic Achievement test (d) Measuring Learned Subjects (iv) Intelligence test Codes : (a) (b) (c) (d) (A) (i) (iii) (iv) (ii) (B) (ii) (i) (iv) (iii) (C) (iii) (iv) (ii) (i) (D) (iv) (ii) (iii) (i) List I 45. List II (a) Pons (i) Bridge (b) Dendrites (ii) Tree (c) Cerebellum (iii) Little Brain (d) Amygdala (iv) Almond Codes : (a) (b) (c) (d) (A) (iv) (iii) (ii) (i) (B) (i) (ii) (iii) (iv) (C) (iii) (i) (iv) (ii) (D) (ii) (iv) (i) (iii) D 0408 26 -I 44. -II (a) - # (i) U (b) # (ii) U (c) (iii) U (d) # (iv) h U U (a) (b) (c) (d) (A) (i) (iii) (iv) (ii) (B) (ii) (i) (iv) (iii) (C) (iii) (iv) (ii) (i) (D) (iv) (ii) (iii) (i) -I 45. -II (a) (i) (b) (ii) (c) S c (iii) S c (d) U ( ) (iv) U (a) (b) (c) (d) (A) (iv) (iii) (ii) (i) (B) (i) (ii) (iii) (iv) (C) (iii) (i) (iv) (ii) (D) (ii) (iv) (i) (iii) D 0408 27 P.T.O. Read the following passage and answer the questions (46 50) that follow based on your understanding of the passage : Stress is a state of tension that occurs when there are demands and pressures that tax an individual s ability to adjust. Stress typically results from the challenge of adjusting to transitions in life, and college is a time of significant change. Any disease, including hypertension, heart disease, ulcers and diabetes, have been found to have a strong correlation with stress. In addition, stress may aggravate or even be a causal factor in other conditions, such as headache, backache, skin disorders, indigestion, respiratory ailments, mental illness and accidental injuries. Stress in college can result from external sources such as academic demands or relationship conflicts, or from internally generated expectations for self. The stress response is very personal and varies for different students. Every one working at the university has contact with students. Sadly, many students experience severe psychological problems that may go unnoticed or ignored until it is too late. College students often face depression, anxiety relationship difficulties, and feelings of isolation fear of failure, family pressures, and difficulty in adjusting . Without help, the pressure may build until it becomes a crisis situation (severe depression, suicidal thoughts and/or attempts, panic attacks etc). A psychological crisis situation occurs when the student feels unable to cope with the circumstances of his/her life. The more helpless the individual feels, the greater the crisis. A student s support system (including family friends, acquaintances etc) is critical. More extensive the support system, the better the prognosis of the student. Both psychological crisis and emergencies warrant an immediate call to the Student Health Center for crisis intervention. Crisis intervention, thus helps a person cope with the immediate situation and make a plan to address any ongoing problems. Qualified mental health professional can help people address the causes of their distress and teach them effective ways to deal with those causes. Every detection and treatment can head off serious consequences. 46. Physical diseases such as heart disease, hypertension, ulcers and diabetes tend to have : (A) Negative correlation with stress (B) Positive correlation with stress (C) Zero correlation with stress (D) None of the above D 0408 28 U U 46 50 U U U S U U M M S U U U , U , N U , U U , , S U , U- , - , , U U U U - U U U s d U , U U U l - l U l U l U S U U U l , , U , , , U U U U S U S ( U , U U/ , U ) U S U S U U U l - ( U U- U U ) S - l U S U U U S l S S U U U- S S U U U S U U - # S S U U U U U U U U U U 46. U U U , N U , (S U ), U U U U (A) U (B) (C) (D) D 0408 29 P.T.O. 47. Crisis intervention generally : (A) (B) Helps a person to deal with immediate undesirable situation (C) Creates a severe anxiety disorder in the person (D) 48. Creates a problem when trying to solve a problem None of the above When a person has strong social support to deal with the situation : (A) (B) He wastes his time in attending to the demands of different persons (C) He feels burns out because of excessive interaction with so many persons (D) 49. He is better able to lessen the impact of Psychological Crisis and emergencies None of these Optimism has been associated with all of the following except : (A) (B) Increased rates of learned helplessness (C) Lower rates of depression (D) 50. Taking care of one s health Health immune system Social support : (A) Has a positive benefit on health (B) Can improve the physical functioning of cancer patient (C) Can improve the physical functioning of HIV patient (D) Shows all of the above -oOo- D 0408 30 47. U S (A) (B) U S U (C) U U (D) 48. S U S U S ( U) , (A) (B) U U (C) U U U (D) 49. U U U U U h (A) (B) S U (C) U (D) 50. S S U S S U (A) S S U U (B) U U U (C) (HIV) U U (D) -oOo- D 0408 31 P.T.O. Space For Rough Work D 0408 32

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Additional Info : Ugc Net December 2008 Question Paper - Psychology Paper II
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