CBSE Class 12 Psychology Variations In Psychological Attributes Assignment

Question. How do psychologists characterise and define intelligence?
Answer. Alfred Binet was one of the first psychologists who worked on intelligence. He defined intelligence as the ability to judge well, understand well, and reason well. According to Wechsler, intelligence is defined as the global and aggregate capacity of an individual to think rationally, act with the environment purposefully and deal effectively.

Question. To what extent is our intelligence the result of heredity (nature) and environment (nurture)? Discuss.
Answer. Effects of heredity: Studies of adopted children show that children’s intelligence is more similar to their biological rather than adoptive parents.
Effects of environment: Evidence shows that environmental deprivation lowers intelligence while rich nutrition, good family background and quality schooling increase intelligence.
Studies show intelligence of identical twins reared together correlate 0.90. Intelligence of identical twins reared in different environments correlate 0.72. Intelligence of fraternal twins reared together correlate 0.60. Intelligence of brothers and sisters reared together correlate 0.50. Intelligence of siblings reared apart correlate 0.25.

Question. “Any intellectual activity involves the independent functioning of three neurological systems”. Explain with reference to PASS model.
Answer. According to the model developed by J. P. Das, Jack Naglieri and Kirby, intellectual activity involves 3 functional units of brain namely,P-Planning, A-Arousal/Attention, S-Simultaneous processing, S-Successive processing:
(a) Arousal/Attention: 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.
(b) Simultaneous and Successive Processing: Information is integrated into our knowledge system simultaneously or successively. In simultaneous processing relations among various concepts is integrated into a meaningful pattern for comprehension. For example, grasping the meaning and relationship between abstract figures in Raven’s Progressive Matrices.
Successive processing takes place when you remember all the information serially so that recall of one leads to the recall of another. Learning of digits, alphabets,  multiplication tables are examples of successive processing.
(c) Planning: After the information is attended to and processed, planning is activated.
For example, planning a time schedule of study by giving more time or studying with a friend.

Question. Are there cultural differences in the conceptualisation of intelligence?
Answer. Depending upon the extent to which an intelligence test favours one culture over another, intelligence tests are classified as Culture-Fair or Culture-Biased tests. Culturefair tests are fair to a particular culture such as Non-verbal or Performance tests while culture-biased tests show a bias to the culture in which they are developed. E.g. Tests based on norms of urban society are culture-fair for urban society while culture-biased for rural society. Similarly, tests made for western societies are culture-biased for Indian societies.

Question. All persons do not have the same intellectual capacity. How do individuals vary in their intellectual ability? Explain.
Answer. All persons do not have the same intellectual capacity; some are exceptionally bright and some are below average. One practical use of intelligence test is to identify persons at the extremes of intellectual functioning.
Above 130     Very superior
120-130         Superior
110-119         High average
90-109           Average
80-89             Low average
70-79            Borderline
Below 70       Intellectually disabled

Refer to the distribution of IQ scores above. About 2% of the population have IQ above 130, and a similar percentage has an IQ below 70. The persons in the first group are called intellectually gifted; those in the second group are termed intellectually disabled. These two groups deviate considerably from the normal population in respect of their cognitive, emotional, and motivational characteristics.

Question. Which of the two, IQ or EQ, do you think would be more related to success in life and why?
Answer. The notion of emotional intelligence broadens the concept of intelligence beyond the intellectual sphere/domain and considers that intelligence includes emotions. It builds on the concept of intelligence in the Indian tradition.
The following competencies are identified as features of intelligence in the Indian tradition:
- Cognitive capacity: sensitivity to problem solving and effective communication.
- Social competence: commitment to elders, concern for young and the needy and understanding others’ perspective.
- Emotional competence: self-regulation and self-monitoring of emotions, honesty, politeness, good conduct and self-evaluation.
- Entrepreneurial competence: commitment, persistence, patience, hard-work, vigilance and goal-directed behaviours.

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. There are many people who are academically talented, but are unsuccessful in their own life. They experience problems in family, workplace and interpersonal relationships. Psychologists believe that the source of their difficulty may be a lack of emotional intelligence.

This concept was first introduced by Salovey and Mayer who considered emotional intelligence as “the ability to monitor one’s own and other’s emotions, to discriminate among them, and to use the information to guide one’s thinking and actions”. Emotional Quotient (EQ) is used to express emotional intelligence in the same way as Intelligence Quotient (IQ) is used to express intelligence. Emotional intelligence is receiving increasing attention of educators for dealing with students who are affected by stresses and challenges of the outside world. Programmes aimed at improving students’ emotional intelligence have beneficial effects on their academic achievement. They encourage cooperative behaviour and reduce their antisocial activities. These programmes are very useful in preparing students to face the challenges of life outside the classroom.

CBSE Class 12 Psychology Chapter 1 Variations In Psychological Attributes Objective Type Questions 

Question. Howard Gardner’s Theory of Intelligence is known as:
(a) Theory of Primary Mental Abilities
(b) Triarchic Theory
(c) Theory of Multiple Intelligences
(d) Two-factor Theory
Answer. C

Question. The Theory of Multiple Intelligences was proposed by:
(a) Charles Spearman
(b) Arthur Jensen
(c) Howard Gardner
(d) J.P. Guilford
Answer. C

Question. The notion of contextual intelligence implies that intelligence is a product of______________. 
Answer. Cultur

Question. The concept of IQ was proposed by _____________.
Answer. William Stern

Question.  ___________ intellectually disabled people have IQ ranging from 25 to 39.
(a) Mild
(b) Moderate
(c) Severe
(d) Profound
Answer. C

Question. Emotional competence refers to
(a) Self-monitoring of emotions
(b) Self-competence to handle behaviour
(c) Discrimination of behaviour
(d) Persistence in behaviour
Answer. A

Question. Entrepreneurial Competence refers to: 
(a) Respect for social order
(b) Self-exposure
(c) Discrimination
(d) Commitment
Answer. D

Question. The concept of ‘Emotional Intelligence’ has been proposed by:
(a) Morgan and Murray
(b) Binet and Simon
(c) Salovey and Mayer
(d) Guilford and Thurstone
Answer. C

Question. Which factor influences more in aptitude formation?
(a) Caste
(b) Age
(c) Intelligence
(d) Family
Answer. C

Question. Individual’s underlying potential for acquiring skills is known as _____________.
Answer. Aptitude

Question. ____________ is an individual’s preference for engaging in one or more specific activities relative to others.
Answer. Interest

Question. A student with high aptitude in verbal reasoning and strong interest is reading is more likely to succeed as a ____________.
(a) Journalist
(b) Engineer
(c) Athlete
(d) Agriculturalist
Answer. A

Question. General feature of most of the creative tests is that they are _____________.
Answer. Open-ended 

CBSE Class 12 Psychology Chapter 1 Variations In Psychological Attributes Very Short Answer Questions

Question. What is assessment?
Answer. Assessment refers to the measurement of psychological attributes of individuals and their evaluation using scientific testing procedures. For example, intellectual ability of a slow learner in a class would require testing intelligence. Formal assessment is objective, standardised and organized while informal assessment varies from case to case and from one assessor to another and is open to subjective interpretations.

Question. What are values?
Answer. Values are enduring beliefs about an ideal mode of behaviour. For example, values of a person may be political, religious, social or economic.

Question. What is a psychological test?
Answer. A psychological test is an objective and standardized measure of an individual’s mental or behavioural characteristics. For example, psychological tests measure psychological attributes such as intelligence, aptitude, personality, etc.

Question. What is an interview?
Answer. Interview is a face-to-face interaction between two people. For example, an interview between a doctor and a patient, a salesman and a customer, employee selection by an employer.

Question. What is a case study?
Answer. A case-study is an in-depth study of an individual in terms of his psychological attributes, psychological history in the context of his physical and psycho-social environment. It is used by clinical psychologists. A case analysis of great people is an example. Case studies are based on data generated by different methods such as interview, observation, questionnaire, psychological tests, etc.

Question. Describe the One-factor Theory of Intelligence.
Answer. Binet conceptualized Uni or One-factor theory of intelligence in which he described intelligence as consisting of one similar set of abilities which can be used for solving any or every problem in an individual’s environment.

Question. Describe the Two-factor Theory of Intelligence.
Answer. Charles Spearman proposed intelligence as consisting of a general factor called g-factor and some specific factors called s-factors. The g-factor includes mental operations which are primary and common to all performances. S-factors are specific abilities like those possessed by excellent singers, architects, scientists and athletes. 

Question. Describe the Structure-of-Intellect Model of Intelligence.
Answer. J. P. Guilford proposed the Structure-of-Intellect model of Intelligence which classified intellectual traits among 3 dimensions: operations, contents and products. Operations are what the respondent does. Contents refer to the nature of materials or information on which intellectual operations are performed while products refer to the form in which information is processed by the respondents.

Question. Explain contextual intelligence with the help of examples .
Answer. (i) Contextual intelligence is a component of Sternberg’s Triarchic theory of intelligence which involves adapting to present environment, selecting a more favourable environment than the existing one or modifying the environment to fit needs.
(ii) It is typically associated with ‘practical know how to handle’ or 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 facet turn out to be successful in life.
(iii) For example, a child who joins a new school adjusts to his/her new peer group by sharing and cooperating.
(iv) This triarchic theory of intelligence represents the information–processing approach to understand intelligences.

Question. What is simultaneous and successive processing in intellectual functioning?
OR
Differentiate between simultaneous and successive processing giving example.
Answer. Information is integrated into our knowledge system simultaneously or successively.
In simultaneous processing relations among various concepts is integrated into a meaningful pattern for comprehension. For example, grasping the meaning and relationship between abstract figures in Raven’s Progressive Matrices.
Successive processing takes place when you remember all the information serially so that recall of one leads to the recall of another. Learning of digits, alphabets, multiplication tables are examples of successive processing.

Question. What is CAS?
Answer. Cognitive Assessment System (CAS) is a battery of tests which measure basic cognitive functions for individuals between 5 to 18 years of age. The results of assessment can be used to remedy cognitive deficits of children with learning problems.

Question. What is Intelligence Quotient?
Answer. Intelligence Quotient (IQ) refers to mental age, divided by chronological age and multiplied by 100. Mental Age (MA) is the measure of a person’s intellectual development relative to the people of his or her age group. Chronological Age (CA) is the biological
age by birth.
IQ = (MA/CA)×100
For example, a 10-year-old child with a mental age of 12 will have an IQ of 120 [10/12×100] 

Question. Classify people on the basis of IQ.
OR
How are IQ scores distributed in a population? 
Answer.
Above 130     Very superior
120 – 130       Superior
110 – 119       High average
90 – 109        Average
80 – 89          Low average
70 – 79          Borderline
Below 70       Intellectually disabled

Question. What is normal probability curve?
Answer. Normal probability curve is a bell-shaped curve, symmetrical around the central value, the mean. For example, frequency distribution for IQ scores.

Question. Define intellectual disability.
Answer. The children who show enormous difficulty in learning even very simple skills or adapting to the environment show intellectual deficiency are referred to as ‘Intellectually disabled’. The American Association on Mental Deficiency defines mental retardation as significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behaviour and manifested during the developmental period, i.e., between 0 to 18 years of age.

Question. Explain the term giftedness. 
Answer. Gifted children show higher performances because of their outstanding potentialities.
These children have an IQ above 130 and show better occupational success and life adjustment. The signs of gifted individuals are:
- Early signs of intellectual superiority
- Larger attention span
- Good recognition memory
- Preference for novelty
- Sensitivity to environmental changes
- Early appearance of language skills

CBSE Class 12 Psychology Chapter 1 Variations In Psychological Attributes Short Answer Questions

Question. ‘Intelligence is the interplay of nature and nurture’. Comment.
OR
Discuss how interplay of nature and nurture influences intelligence.
OR
Explain how intelligence is the result of heredity and environment.
Answer. Effects of heredity: Studies of adopted children show that children’s intelligence is more similar to their biological rather than adoptive parents.
Effects of environment: Evidence shows that environmental deprivation lowers intelligence while rich nutrition, good family background and quality schooling increase intelligence. Studies show intelligence of identical twins reared together correlate 0.90. Intelligence of identical twins reared in different environments correlate 0.72. Intelligence of fraternal twins reared together correlate 0.60. Intelligence of brothers and sisters reared together correlate 0.50. Intelligence of siblings reared apart correlate 0.25.

Question. Explain componential intelligence with examples.
Answer. Componential Intelligence: Componential or analytical intelligence by Robert Sternberg is the analysis of information to solve problems. It has 3 components:
(i) Knowledge Acquisition Component: This is responsible for learning and acquisition of the ways of doing things.
(ii) Meta Component: This involves planning what to do and how to do.
(iii) Performance Component: This involves actually doing things.
For example, while studying mathematics, we gather information about the formula to solve the problem, plan out the steps and then actually solve the sum.

Question. Describe the Triarchic Theory of Intelligence.
Answer. Sternberg views intelligence as the ability to adapt, to shape and select environment to accomplish one’s goals and those of one’s society and culture. Sternberg proposed the following three types of intelligence:
(i) Componential or Analytical Intelligence: Componential or analytical intelligence is the analysis of information to solve problems. It has three components:
(a) Knowledge acquisition component which is responsible for learning and acquisition of the ways of doing things.
(b) Meta component which involves planning what to do and how to do.
(c) Performance component which involves actually doing things.
For example, while studying mathematics we gather information about the formula to solve the problem, plan out the steps to solve the problem and then actually solve the sum.
(ii) Experiential or Creative Intelligence: This specifies how experiences affect intelligence and how intelligence affects a person’s experiences.
(iii) Contextual or Practical Intelligence: This involves adapting to the present environment or selecting a more favourable environment than the existing one or modifying the environment to fit one’s needs.

Question. Differentiate between individual and group tests.
Answer. Based on their administration procedure they can be categorized as individual and group tests:
(i) Individual tests are administered to one person at a time while group tests are administered to several persons.
(ii) In individual tests the test administrator establishes a rapport with the subject and is sensitive to his/her feelings, moods and expressions during the testing session while in group tests the tester is not familiar with the subjects’ feelings.
(iii) In individual tests people answer in oral or written form while in group tests they answer in multiple-choice format.
(iv) Example of Individual test: Draw a Man Test by Pramila Pathak, WAIS, WISSC,Alexander Pass along.
Example of Group test: Group test of Intelligence by S. Jalota.

Question. Differentiate between verbal, non-verbal and performance tests.
Answer. On the basis of the nature of items used, IQ tests are classified into Verbal, Non-verbal or Performance tests – Verbal tests require subjects to give verbal responses either orally or in a written form they can be administered only to literate people. E.g. Binet-Simon IQ test. In non-verbal tests the subject has to complete a pattern in some picture or illustration. These reduce cultural biases. E.g. Standard Raven’s Progressive Matrices (RPM). Performance tests require subjects to manipulate objects such as wooden blocks to perform a task. Written language is not required for answering the items as well as can be administered to persons from different cultures. E.g. Koh’s Block design. 

Question. Differentiate between Culture-fair and Culture-biased tests. 
Answer. Depending upon the extent to which an intelligence test favours one culture over another, intelligence tests are classified as Culture-Fair or Culture-Biased tests. Culturefair tests are fair to a particular culture such as Non-verbal or Performance tests while culture-biased tests show a bias to the culture in which they are developed. For example, tests based on norms of urban society are culture-fair for urban society while culturebiased for rural society. Similarly, test made for western societies are culture-biased for Indian societies.

Question. What are the misuses of intelligence tests?
Answer. Ill-effects of intelligence tests are:
(i) Poor performance in a test may attach a stigma to children, thereby adversely affecting their performance and self-respect.
(ii) Parents, teachers and elders may discriminate the children.
(iii) Culture-biased IQ tests in favour of middle class and higher class population may underestimate the IQ of children coming from disadvantaged sections of the society.
(iv) IQ tests do not capture creative potentialities and practical side of intelligence.

Question. How is aptitude different from intelligence?
Answer. Aptitude refers to the potential ability of a person to perform a particular task which consists of a combination of abilities.
Intelligence refers to the ability of a person to do at any given point of time. According to Wechsler, it is the global and aggregate capacity to think rationally, act purposefully and deal effectivity with the environment.

Question. State the characteristics of emotionally intelligent people. 
Answer. Emotionally intelligent persons have the following characteristics.
(i) They are sensitive to their feelings and emotions.
(ii) They are sensitive to various types of emotions in others by noting their body language, voice and tone and facial expressions.
(iii) They relate their emotions to their thoughts which play an important role while solving problems and taking decisions.
(iv) They understand the powerful influence of the nature and intensity of their emotions.
(v) They control and regulate their emotions and their expressions while dealing with self and others to achieve harmony and peace.

Question. What is creative thinking?
Answer. Creative thinking involves production of novel, original ideas or solutions to problems. Howover, thinking of being different without any purpose, doing things in one’s own ways, being non-conformist, indulging in fantasy without any purpose or coming out with a bizarre idea, is not creative thinking. Creative people are reality-oriented, appropriate, constructive and socially desirable. Creative thinking could be reflected in activities like writing, teaching, cooking, enacting roles, story telling, conversation, dialogues, asking questions, playing games, trying to solve day-to-day problems, organising activities, helping others to resolve conflicts etc.

Question. State Gardner’s eight types of intelligences. Describe any one with the help of examples. 
OR
Mention Multiple Intelligences as suggested by Gardner. Explain logical mathematical intelligence.
Answer. Howard Gardner described eight types of intelligence. They are as follows:
(i) Linguistic
(ii) Logical-Mathematical
(iii) Spatial
(iv) Musical
(v) Bodily-Kinaesthetic
(vi) Interpersonal
(vii) Intrapersonal
(viii) Naturalistic
(i) Linguistic: It is the capacity to use language fluently and be sensitive to different shades of word meanings. This involves using language fluently and flexibly. Persons high on this intelligence are ‘word-smart’. Poets and writers are strong in this component of intelligence.
(ii) Logical-Mathematical: This involves skills in scientific thinking and problem solving.People high on this type of intelligence can think logically and critically. They engage in abstract reasoning and can manipulate symbols to solve mathematical problems.Scientists and Nobel Prize winners are strong in this component.
(iii) Spatial: It refers to the abilities involved in forming, using and transforming mental images. Pilots, sailors, sculptures, painters, architects, interior decorators and surgeons are high in this type of intelligence.
(iv) Musical: It is the capacity to produce, create and manipulate musical patterns. Persons high on this intelligence are sensitive to sounds and vibrations and in creating new patterns of sounds and rhythms.
(v) Bodily-Kinaesthetic: This involves using body flexibly and creatively. Athletes, dancers, actors, sportsperson, gymnasts and surgeons are high in this intelligence.
(vi) Interpersonal: This is the skill of understanding the motives, feelings and behaviours of other people so as to bond into a comfortable relationship with others. Psychologists, counselors, social workers, religious leaders are high on this component.
(vii) Intrapersonal: This refers to the knowledge of one’s internal strengths and limitations and awareness of one’s own feelings, motives and desires. This relates to human
existence and finding meaning in one’s life. Philosophers and spiritual leaders are high on this intelligence.
(viii) Naturalistic: This is recognizing the beauty of flora and fauna. Hunters, farmers, tourists, botanists, zoologists, bird watchers are high on this component. (Explain any one.)

Question. Differentiate between ‘technological intelligence’ and ‘integral intelligence.’ Elaborate the concept of intelligence in Indian tradition.
OR
Explain the competencies of Indian notion of intelligence. 
OR
Explain the role of culture on intelligence in Indian tradition. 
Answer.
Technological intelligence:
(i) Promoted by technologically advanced societies.
(ii) Fosters skills of generalization, abstraction, speed, minimal moves and mental manipulation.
(iii) Focuses on attention, observation, analysis, performance and achievement (individualist orientation)
Integral intelligence:
(i) Promoted and valued in Asian and African societies.
(ii) Fosters cognitive and non-cognitive skills and processes.
(iii) Holistic perspective where emphasis is given to connectivity with social and world environment.
(iv) Collectivistic orientation and self-reflection.
Intelligence in Indian concept
(i) Talks of integral intelligence
(ii) Sanskrit word ‘Buddhi’ is used to represent intelligence
(iii) The following competencies are identified as features of intelligence in the Indian tradition.
(a) Cognitive capacity—sensitivity to problem solving and effective communication.
(b) Social competence—commitment to elders, concern for young and the needy and understanding others’ perspective.
(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.

Question. Explain Emotional Intelligence. State any two characteristics of emotionally intelligent people.
Answer. Emotional Intelligence is a set of skills that underlie accurate appraisal, expression and regulation of emotions. It is the ability to monitor one’s own and others emotions, to discriminate among them and to use the information to guide one’s thinking and actions.
Emotionally Intelligent Persons Characteristics (Write any two)
(i) Are sensitive to their feelings and emotions.
(ii) Are sensitive to various types of emotions in others by noting their body language,voice and tone and facial expressions.
(iii) Relate their emotions to their thoughts which play an important role while solving problems and taking decisions.
(iv) Understand the powerful influence of the nature and intensity of their emotions.
(v) Control and regulate their emotions and their expressions while dealing with self and others to achieve harmony and peace. 

CBSE Class 12 Psychology Chapter 1 Variations In Psychological Attributes Long Answer Questions

Question. Discuss how interplay of nature and nurture influences intelligence. Distinguish between culture-fair and culture-biased tests.
OR
Explain how intelligence is the result of heredity and environment.
Answer. Effects of heredity (nurture): Studies of adopted children show that children’s intelligence is more similar to their biological rather than adoptive parents. Effects of environment (nature): Evidence shows that environmental deprivation lowers intelligence while rich nutrition, good family background and quality schooling increase intelligence.
Studies show intelligence of identical twins reared together correlate 0.90. Intelligence of identical twins reared in different environments correlate 0.72. Intelligence of fraternal twins reared together correlate 0.60. Intelligence of brothers and sisters reared together correlate 0.50. Intelligence of siblings reared apart correlate 0.25. Depending upon the extent to which an intelligence test favours one culture over another, intelligence tests are classified as Culture-Fair or Culture-Biased tests. Culturefair tests are fair to a particular culture such as Non-verbal or Performance tests while culture-biased tests show a bias to the culture in which they are developed. E.g. Tests based on norms of urban society are culture-fair for urban society while culture-biased for rural society. Similarly, tests designed for western societies are culture-biased for Indian Societies. 

Question. Explain briefly the Theory of Multiple Intelligences. 
OR
Elaborate one theory representing information processing approach.
Answer. Gardner in his theory of multiple intelligences described eight types of intelligence: Howard Gardner proposed the Theory of Multiple Intelligences. According to him, intelligence is not a single entity but distinct types of intelligences exist. Each of these intelligences is independent of each other which means that if a person exhibits one type of intelligence, it does not necessarily indicate being high or low on other types of intelligences. He described eight types of intelligence.
They are as follows:
(i) Linguistic: It is the capacity to use language fluently and be sensitive to different shades of word meanings. This involves using language fluently and flexibly. Persons high on this intelligence are ‘word-smart’. Poets and writers are strong in this component of intelligence.
(ii) Logical-Mathematical: This involves skills in scientific thinking and problem solving. People high on this type of intelligence can think logically and critically. They engage in abstract reasoning and can manipulate symbols to solve mathematical problems. Scientists and Nobel Prize winners are strong in this component.
(iii) Spatial: It refers to the abilities involved in forming, using and transforming mental images. Pilots, sailors, sculptures, painters, architects, interior decorators and surgeons are high in this type of intelligence.
(iv) Musical: It is the capacity to produce, create and manipulate musical patterns. Persons high on this intelligence are sensitive to sounds and vibrations and in creating new patterns of sounds and rhythms.
(v) Bodily-Kinaesthetic: This involves using body flexibly and creatively. Athletes, dancers, actors, sports persons, gymnasts and surgeons are high in this intelligence.
(vi) Interpersonal: This is the skill of understanding the motives, feelings and behaviours of other people so as to bond into a comfortable relationship with others. Psychologists, counsellors, social workers, religious leaders are high on this component.
(vii) Intrapersonal: This refers to the knowledge of one’s internal strengths and limitations and awareness of one’s own feelings, motives and desires. This relates to human existence and finding meaning in one’s life. Philosophers and spiritual leaders are high on this intelligence.
(viii) Naturalistic: This is recognising the beauty of flora and fauna. Hunters, farmers, tourists, botanists, zoologists, bird watchers are high on this component.

1. Define the term assessment. What are the two kinds of assessment? Explain with the help of examples.

2. Explain some of the psychological attributes.

3. Discuss in detail the various assessment methods.

4. Define the term ‘intelligence’ as given by the following:

(i) Wechsler

(ii) Binet

(iii) Sternberg

5. Differentiate between psychometric approach and information-processing approach.

6. Discuss the five theories of intelligence that follow psychometric approach.

7. Explain the following theories of intelligence that follow information-processing approach:

(i) Theory of Multiple Intelligences

(ii) Triarchic Theory of Intelligence

(iii) PASS Model

8. ‘Intelligence is the interplay between nature and nurture.’ Discuss.

9. All persons do not have the same intellectual capacity. How do individuals vary in their intellectual ability? Explain.

10. Differentiate among:

(i) Verbal, non-verbal and performance tests of intelligence

(ii) Group and individual tests

(iii) Culture fair and culture biased tests