Marking Scheme - Psychologycbseocean.weebly.com/uploads/2/8/1/5/28152469/2015psyms.pdf · Marking...

Marking Scheme - Psychology

General Instructions :

1. The marking scheme is a guideline. Any relevant and appropriate information pertaining to

answer of a question, other than that given in the marking scheme maybe marked correct.

However this should be done in consultation with the head examiner.

2. Students using their own language for explaining concepts be given due weightage

3. Marks are not normally deducted for spelling errors but if the answer obliterates the right

concept or meaning of concept is distorted, marks may be deducted accordingly.

4. If a student has attempted both parts - question as well as its choice question, the part

securing higher marks is to be considered.

5. Marks are not to be deducted if answers are not written according to the sequence given

in the question paper.

6. Marks are not to be deducted for exceeding the word limit.

Note: As per the orders of the hon'ble supreme court the candidate would now be permitted to

obtain photocopy of the evaluated answer sheet on request and by paying the prescribed fee.

All examiners / head examiners must ensure that evaluation is carried out strictly as per suggested

value points for each answer as given in the marking scheme.

QUESTION PAPER CODE 63/1

EXPECTED ANSWERS/VALUE POINTS

PART - A

Q.No. Expected Answer/Suggested Value Points Page No. Distribution

of Marks

1 Culture 16 1

2 Type D 31 1

3 immune system 59 1

4 obsessive 77 1

305

306


of Marks

5 Bio medical 102 1

6 vicarious 98 1

7 stereotype 120 1

8 False 143 1

9 instrumental 169 1

10 False / True -as there is ambiguity in the statement both options i.e. 185 1

T and F are correct.

PART - B

11 Information processing approach 05, 06 2

Describes the processes people use in intellectual reasoning and

problem solving. The major focus of this approach is on how an

intelligent person acts.

Emphasises studying cognitive functions underlying intelligent

behaviour.

12 Socio - cultural model 75 2

Socio-cultural factors such as war andviolence, group prejudice and

discrimination, economic and employment problems and rapid social

change can lead to psychological disorders.

Behaviour is shaped by societal forces, factors such as family structure

and communication, lack of social support, social networks, societal

conditions and societal labels and roles are important

13 Methods of Rehabilitation of mentally ill - 104 2

The patients are provided with:

307


of Marks

(i) Occupational therapy

(ii) Social skills training

(iii) Vocational training

(iv) Cognitive retraining

(Mentioning all 4 - 2marks; or mentioning and explaining any 2 - 2 marks)

14 Gestalt Therapy 101 1×2=2

By Fredrick Pearls and his wife Laura Pearls

Gestalt is a German word which means 'whole'

It aims at increasing an individual's self-awareness and self-

acceptance.

The therapist teaches the client to recognise the bodily processes

and the emotions which are blocked out from awareness.

The therapist encourages the client to

act out his fantasies about feelings and conflicts.

It can be used in group settings.

(any two points)

15 Instrumental perspective 154 2

- Suggests that the physical environment exists mainly for use by

human beings for their comfort and well being.

- Most of the human influences on the environment reflect the

instrumental perspective

16 The act of summarising the contents of the message of the speaker 185 2

communicated, to the listener, by the listener in his / her own words

308


of Marks

(restatement) is known as paraphrasing. It is a way to know whether

listener has understood the message.

PART - C

17 Differences between Aptitude and Interest 3,4,8 1+1+1=3

Aptitude refers to individual's underlying potential for acquiring

skills with training.

Interest is an individual's preference for engaging in one or more

specific activities relative to others. The subject enjoys doing

the activity for which he / she has interest.

OR

Interest is a preference for a particular activity, aptitude is the

potential to perform that activity.

any suitable example to support the answer

18 Stages of group formation 133,134 ½+½×5=3

According to Tuckman groups are formed through five stages

1. Forming stage - excitement, apprehension, uncertainty about

the group, the goal and planning.

2. Storming stage - conflict among the members because of role,

hierarchy and goal attainment.

3. Norming stage - setting the rules and developing positive group

identity.

4. Performing stage - group moves towards achievement of group

goals.

5. Adjourning stage - once the function is over, the group may be

disbanded.

309


of Marks

19 Some strategies for reducing aggression and violence- 171,172 1+1+1=3

1. Parents and teachers should not encourage and reward

aggression in any form.

2. Opportunities to observe and imitate the behaviour of aggressive

models should be reduced drastically.

3. Poverty and social injustice may be a prominent cause of

aggression. Implementing social justice and equality In society

may help in reducing frustration levels and thereby curb

aggressive tendencies.

4. Promoting positive attitude towards peace and practicing non-

violence.

(any three points)

OR 161 1+1+1=3

Reasons for Importance of Personal Space

1. It explains many of the negative effects of crowding as an

environmental stressor.

2. It tells about social relationships

3. It gives us some idea about how Physical space can be modified

in order to reduce stress / discomfort in social situations.

20 Naturalistic observation - is one of the primary ways of learning 181 1+½+1+½=3

about the way people behave in a given setting. (natural setting)

- Any suitable example

Participant observation - is the variation of the method of naturalistic

observation. The observer is actively involved in the process of

observing by becoming an active member of the setting where the

observation takes place

- Any suitable example

310


of Marks

PART - D

21 PASS model of intelligence : J P Dass, Naglieri & Kirby (1994) Unit 1 1×4=4

Intellectual activities involve interdependent functioning of three Pg 9

neurological systems called the functional units of brain. These units

are

1. Arousal / attention

2. Coding or processing

3. Planning

Now explain

P – Planning

A – Attention and Arousal

S – Simultaneous processing

S – Successive processing

Brief explanation of each process.

(Introduction and only stating the process correctly should carry 1

mark. Full marks will be awarded if all the above information is given)

22 Self-Report Measures Unit 2 2+2=4

These are fairly structured measures often based on theories.Pg 42

They require subject to give verbal responses using some kind of rating

scale. Direct form of assessment measures only conscious part of

personality

The responses are accepted at face value and scored in

quantitative terms

Goals of the test may be revealed

E.g. 16 PF, MMPI

311


of Marks

Problems

Social desirability

Acquiescence

Brief explanation of each point

(if only definition of self-report is mentioned then 1 mark can be

awarded)

23 Trait Approach focuses on: Unit 2 1+1=2

specific psychological attributes along which individuals tend toPg 30,31

differ in consistent and stable ways. e.g. a person may be shy

etc.

can be explained by anyone Trait Theory e.g. Allport, Cattell

etc

Type Approach attempts to comprehend human personality by

examining certain broad patterns In the observed behavioural

characteristics of individuals 1+1=4

Each behavioural pattern refers to one type in which individuals

are placed in terms of similarity of their behavioural characteristics

with that pattern. These are broad categories

can be explained by any Type Theory e.g. Tridosha or Sheldon

etc

24 Somatoform Disorders - Physical symptoms in the absence of a 77,78 1+1+1+1=4

physical disease.

Individual has psychological difficulties and complains of physical

symptoms for which no biological cause exists. E.g. fatigue, headache,

vague body pains.

312


of Marks

Types

a. Pain disorders

b. Somatisation

c. Conversion

d. Hypochondriasis

Brief explanation with symptoms of each disorder.

25 Importance of Therapeutic Relationship 102, 91 4

The therapeutic alliance has healing properties, because of the

regular availability of the therapist and the warmth, empathy,

unconditional positive regard provided by the therapist.

Unburdening of emotional problems leads to Catharsis which

has healing properties.

Trusting, accepting / confiding relationship provides security to

the client.

A special relationship which is contractual in nature and for limited

duration (of therapy). It helps the client to overcome his / her

problem by actively participating in the therapy without being

dependent on the therapist.

26 Conflict Resolution Strategies 184,149 1×4 = 4

1. Introduction of superordinate goals

2. Altering perceptions

3. Increasing intergroup contacts

4. Redrawing group boundaries

5. Negotiations

313


of Marks

5. Structural solutions

6. Respect for other group's norms

(brief explanation of any four points)

OR 40,142 1+1+1+1

Conformity is a type of social influence in which individuals change

their behaviour or belief to correspond more closely to the behaviour

of others in the group i.e. behaving according to the group norms

Determinants of conformity

1 Size of group

2. Size of minority

3. Nature of the task

4. Public or private expression of behaviour

5. Personality

6. Informational influence

7. Normative influence

(list all and explain any three)

PART - E

27 GAS model of stress - A three stage model by Hans Selye 59,60 1+1+1+1=4

1. Alarm reaction

2. Resistance stage

3. Exhaustion stage

(Brief explanation of above with diagram)

Effect of stress on immune system

- Physiological effects / physical restrictions

314


of Marks

- Negative emotions / burnout

- Serious illness / explanation of diagram on page 60 of NCERT 1+1=2

book ( 4+2=6)

OR

Nature of stress 52,53, 3+3=6

- Latin word "strictus" meaning tight / narrow61,62

- Definition of stress

- Distress and eustress

- Stressors / strain

OR

- Primary and secondary appraisals by Lazarus. Definition and

explanation of stress by Hans Selye

Coping - a dynamic situation - specific reaction to stress

Avoidance - oriented strategies - denying or minimising the

seriousness of the situation, it also involves conscious suppression of

stressful thoughts and their replacement by self-protective thoughts

e.g. watching TV, phone up a friend or try to be with other people.

28 Social cognition refers to all those psychological processes that Ch 6

deal with the gathering and processing of information related to Pg 119,

objects. 120

Attitudes, impression formation and attribution are such

processes which involve mental activities related to the gathering

and interpretation of information about the social world.

Collectively this is called social cognition.

Schemas guide social cognition 3

315


of Marks

Schema is defined as a mental structure that provides a

framework, set of rules or guidelines for processing information

about any object.

Most of the schemas are in the form of categories or classes

Schemas that function in the form of categories are called

prototypes

Schemas reduce time and mental effort required in cognition +1

In social cognition, category based schemas that are related to

groups of people are called stereotypes.

Effect of stereotypes - give rise to prejudices and biases against +1

specific groups.

Prototypes help us to define an object completely. +1 = 6

OR

Impression formation and attribution are influenced by 120-122 4

the nature of information available to the perceiver

social schemas in the perceiver (including stereotypes)

personality characteristics of the perceiver

situational factors

The process of impression formation - gets influenced by these factors also

wihich is in turn influenced by

primacy effect

recency effect

halo effect

316


of Marks

Attribution that a person makes for his/her own positive and negative experiences

(actor role) and the attribution he / she makes for another person's positive and

negative experiences (observer role) is called actor-observer effect but criteria of

attribution become different. When individual attributes his / her own success, he /

she emphasies internal factors but for failures external factors. + = 6

Whereas he / she attributes success of others giving emphasis to external factors

and for failures to the internal factors

students may draw the figure 6.4 on 2 of NCERT book.

QUESTION PAPER CODE 63

EXPECTED ANSWERS/VALUE POINTS

PART - A

1 Culture 16 1

2 Type D 31 1

3 immune system 59 1

4 obsessive 77 1

5 Bio medical 102 1

6 vicarious 98 1

7 stereotype 120 1

8 False 143 1

9 instrumental 169 1

10 False / True -as there is ambiguity in the statement both options i.e. 185 1

T and F are correct.

317


of Marks

PART - B

11 Distribution of IQ score in a population 11 2

IQ scores are distributed in such a way that the IQ scores of most

people tend to fall in the middle range of the distribution. Most people

show moderate level of performance i.e. in the middle range of the

distribution.

Very few are on extremes showing :-

a) Extreme high (excellent) performance (2.2%)

b) Extremely low (very poor) performance (2.2%

Frequency distribution for IQ Scores - tends to approximate a

bell shaped curve. It is calledNormal Curve where the curve does not

touch the x-axis.

There is no one with 0 IQ

(may be supported by drawing normal curve showing distribution of

IQ in the population)

12 Humanistic - Essential Model for Psychological Disorders 75 2

This model focuses on broader aspects of Human Existence.

According to Humanists:

Human beings are born with a natural tendency to be

a) Friendly

b) Cooperative

c) Constructive

d) Human beings are driven to attain

self-actualisation stage. It is fulfilment of potential for

goodness and growth.

318


of Marks

According to Existentialists:

Since birth man has total freedom to give meaning to his existence

i.e. feels responsibility.

Man also has freedom to avoid that responsibility.

Those who do not own responsibility would live empty,

inauthentic and dysfunctional life.

If humanistic and existentialist aspects of life are in disharmony then

abnormal behaviour develops

13 Psychological disorders in which cognitive behaviour therapy 100 ½x4

is used

a) Anxiety

b) Depression

c) Panic Attack

d) Borderline Personalities etc.

14 Characteristics of psychotherapeutic approaches: 90 ½×4

a) Systematic application of principles underlying the different

theories of therapy.

b) Only well trained persons can practice psychotherapy. Any

person without receiving practical training under expert

supervision can cause harm instead of doing good.

c) The therapeutic situation involves a therapist (who renders help)

and a client (who seeks and receives help) for his / her emotional

problems.

d) The client receives the concentrated attention of the therapist.

e) The interaction of therapist and client results in formation of the

therapeutic relationship.

319


of Marks

f) Therapeutic relationship between therapist and client is

confidential, interpersonal and dynamic

(any four)

15 Pro-Environmental Behaviour 164 2

Includes both actions that are meant to protect the environment from

problems and to promote a healthy environment.

OR

Explanation with appropriate examples.

16 Skills of effective counsellor 180 1+1

a) General skills

b) Observational skills

c) Specific skills

(any two points)

PART - C

17 The relationship between creativity and intelligence is positive. 19,20 1+1+1

All creative acts require some minimum ability to acquire,

knowledge and capacity to comprehend, retain and retrieve.

Intelligence and creativity both are products of heredity and

environment. Heredity sets the limit and environment provides

opportunities for the development of potential.

Researches have also found that both high and low levels of

creativity can be found in highly intelligent children and also

children of average intelligence

320


of Marks

18 Conditions which facilitate group formation 132,133 1+1+1

Basic to group formation is - some contact and some form of interaction

between people. It is facilitated by

Proximity - Individuals with similar background, interests,

attitudes, values and opinions when have repeated interaction

with each other, get a chance to know each other and develop

a mutual liking. This facilitates group formation

Similarity - being exposed to someone over a period of time

makes an individual assess similarities. Assessment of similarities

paves the way for formation of groups.

Explanation given psychologists is that when people meet similar

people, they reinforce and validate their opinions and values.

They feel that they are right and thus start liking one another.

Common motives and goals - When a number of people have

common objectives or goals, they tend to get together and form

a group, which may facilitate goal attainment.

For e.g. Commuters in a train may form a group which can

work towards facilitating their travel in the train.

(three points with brief explanation)

19 Major consequences of crowding 159,160 1+1+1

Feeling of discomfort

Loss or decrease in privacy

Negative view of the space around the person

Feeling of loss of control over interaction

321


of Marks

a) Abnormal behaviour and aggression

Among human beings, an increased population has sometimes

been found to be accompanied by an increase in violent crimes

and aggression.

b) Lower academic performance of children

Children growing up in very crowded households show

Lower academic performance

A weaker tendency to continue working on a task

Greater conflict with their parents

Get less support from their family members

c) Crowding leads to

Lowered performance on difficult tasks that involve

cognitive processes

Has adverse effects on memory and the emotional state

d) Crowding tolerance, competition tolerance

Those who are used to crowded surroundings show above negative

effects to a smaller extent

(any three points)

OR

Some strategies for reducing aggression and violence- 171,172 1+1+1

1. Parents and Teachers should not encourage and reward

aggression in any form.

2. Opportunities to observe and imitate the behaviour of aggressive

models should be reduced drastically.

3. Poverty and social injustice may be a prominent cause of

aggression. Implementing social justice and equality in society

322


of Marks

may help in reducing frustration levels and thereby curb

aggressive tendencies.

4. Promoting positive attitude towards peace and practicing non-

violence.

(any three points)

20 Difference between interpersonal and intrapersonal communica 183 1½+1½

tion:

Intrapersonal communication

Intrapersonal communication with oneself. It encompasses such

activities as thought process, personal decision making and focussing

on self.

Interpersonal communication

Interpersonal communication refers to the communication that takes

place between two or more persons who establish a communicative

relationship.

Interpersonal communication includes:

Face to face conversation or mediated conversation

Interviews

Small group discussions etc.

PART - D

21 Competencies of Indian Notion of Intelligence 16,17 1×4

a) Cognitive competence (Capacity) - Sensitivity to context,

understanding, discrimination, effective communication and

problem solving.

b) Social competence - Respect for social order, commitment to

elders, the young and the needy, concern about others,

recognising others perspectives.

323


of Marks

c) Emotional competence - Self regulation and self-monitoring of

emotions, honesty, politeness, good conduct and self-evaluation.

d) Entrepreneurial competence - Commitment, persistence,

patience, hard work, vigilance and goal directed behaviours.

(Explanation of four points)

22 Explanation of personality development by Alfred Adler and 38 2+2

Karen Horney

Alfred Adler - Life style and social interest - feeling of inferiority and

superiority

Alfred Adler's theory is known as individual psychology.

The central human motive is that of striving for superiority

Human behaviour is purposeful and goal directed

Each one has capacity to choose and create such goals

Our personal goals are sources of motivation for us

Alfred Adler's view – every individual suffers from 'feeling of

inferiority' that are experienced during infancy and childhood.

During childhood, child is helpless and depends on others for

help and support Karen Horney - Optimism

Karen Horney advocated a far more optimistic view of human life

with emphasis on Human Growth and Self-actualisation. She

emphasised on the importance of social relationships in personality

development.

Psychological disorders were caused by disturbed interpersonal

relationship during childhood

Basic anxiety - refers to the feeling of a child being isolated and

helpless in a potential hostile world

324


of Marks

23 Techniques of behavioural analysis used in personality assess- 46,47 1+1+1+1

ment:

Techniques of behavioural analysis:

a) Interview b) Observation

c) Ratings d) Nomination

e) Situational test

(brief explanation of any four techniques)

24 Eating disorders leading to distorted body image. 84 ½+1½+

Types of eating disorders1½+½

Anorexia nervosa

Bulimia nervosa

Binge eating

25 Cognitive distortions are ways of thinking which are general in 99 1+1+1+1

nature but which distort the reality in a negative manner. These patterns

of thought are called dysfunctional cognitive structures. They lead to

errors of cognition about the social reality.

Repeated occurrence of these thoughts leads to development

of feelings of anxiety and depression

The therapist uses questioning, which is gentle, non-threatening

disputation of the client's beliefs and thoughts

Any suitable example.

26 Social Loafing - is a reduction in individual's effort when working on 137 1+1+1+1

a collective task i.e. one in which outputs are pooled with those of

other group members e.g. tug of war

325


of Marks

How social loafing can be reduced

Making efforts of each person identifiable

Increasing group members' commitment to successful task

performance

Increasing the apparent importance or value of a task

Making people feel that their contribution to the task is unique

and important

Strengthening group cohesiveness which increases the concern

for group out-comes

(any three points)

27 Nature of stress 51,52,53, 3+3

- Latin word "strictus" meaning tight / narrow61,62

- Definition of stress

- Distress and eustress

- Stressors / strain

- Primary, secondary and appraisals of definitions by Hans Selye

/ Lazarus

Coping - a dynamic situation - specific reaction to stress

Avoidance - oriented strategies - denying or minimising the

seriousness of the situation, it also involves conscious suppression of

stressful thoughts and their replacement by self-protective thoughts

e.g. watching TV, phone up a friend or try to be with other people.

OR

Eustress: Eustress is the term used for that stress (positive stress) 51,52,55 1+1+4

which is good for achieving peak performance and managing minor

crises.

326


of Marks

Distress (Negative stress): Many times a high level of stress causes

greater strain and is not good for performance and causes wear and

tear of our body

Sources -of psychological stresses:

1. Frustration 2. Conflicts 3. Internal Pressure 4. Social Pressure

(Explanation of above points)

28 Factors that lead to formation of attitudes: 111 to 114 ½×4+1½

1. Family and school environment+1½+1=1

2. Reference groups

3. Personal experiences

4. Learning through exposure to information: Media related

influence

Process of attitude change

There are three major concepts to be considered for processes in

attitude change

The concept of balance

The concept of cognitive dissonance

The two step concept by S M Mohsin

OR 119,120

Social cognition refers to all those psychological processes that

deal with the gathering and processing of information related to

social objects.

Attitudes, impression formation and attribution are such

processes which involve mental activities related to the gathering

327


of Marks

and interpretation of information about the social world. This is

collectively called social cognition.

Schemas guide social cognition 3

Schema is defined as a mental structure that provides a

framework, set of rules or guidelines for processing information

about any object. 1

Most of the schemas are in the form of categories or classes 1

Schemas that function in the form of categories are called

prototypes

Schemas reduce time and mental effort required in cognition 1

In social cognition, category based schemas that are related to

groups of people are called stereotypes.

Effect of stereotypes - gives rise to prejudices and biases against

specific groups.

Prototypes help us to define an object completely.

Marking Scheme - Psychologycbseocean.weebly.com/uploads/2/8/1/5/28152469/2015psyms.pdf · Marking...

Documents

Transcript of Marking Scheme - Psychologycbseocean.weebly.com/uploads/2/8/1/5/28152469/2015psyms.pdf · Marking...