Chapter 1 – "Variations in Psychological Attributes"
One Word Questions
1. Who developed the theory of multiple intelligences?
2. What does IQ stand for?
3. Which test is culture-fair?
4. Emotional intelligence is related to:
5. PASS model was developed by:
6. Which test is an example of a performance test?
7. What is the average IQ in a population?
8. A person with an IQ below 70 is considered:
9. Which intelligence helps us relate to nature?
10. Who gave the first intelligence test?
Very Short Answer Questions (1 mark each)
1. Define intelligence in one sentence.
2. What is aptitude?
3. Name two types of intelligence tests.
4. Give one example of a projective method.
5. What is meant by mental age?
6. What is emotional intelligence?
7. Write one feature of gifted children.
8. Mention one characteristic of creative people.
9. What does the ‘g’ in Spearman’s theory stand for?
10. Who gave the triarchic theory of intelligence?
Short Answer Questions (2–3 marks)
1. Differentiate between intelligence and aptitude (any 2 points).
2. Explain any two characteristics of emotionally intelligent people.
3. What are culture-fair tests? Give one example.
4. Mention two types of psychological attributes.
5. Write two differences between verbal and performance tests.
6. What is the difference between interest and aptitude?
7. What is IQ? Write its formula.
8. What do you mean by giftedness?
9. Mention any two special abilities other than intelligence.
10. What are values in psychological assessment?
Short Answer Questions (4–5 marks)
1. Describe any four types of intelligences given by Gardner.
2. Explain Sternberg’s Triarchic theory with examples.
3. Describe the PASS model of intelligence briefly.
4. What are the five domains of psychological attributes?
5. Write any five differences between formal and informal assessment.
6. What are the main characteristics of creative individuals?
7. Explain any four causes of individual differences in intelligence.
8. Write a short note on culture and intelligence.
9. Explain any four methods used in psychological assessment.
10. What are the different types of intelligence tests?
Long Answer Questions (6 marks and above)
1. Define intelligence. Discuss different theories of intelligence.
2. Explain in detail the theory of multiple intelligences.
3. Differentiate between intellectual disability and intellectual giftedness.
4. Explain the role of heredity and environment in intelligence.
5. What is emotional intelligence? Why is it important in life?
6. Describe in detail the types and characteristics of aptitude tests.
7. How is intelligence assessed? Explain with examples.
8. Discuss the relationship between intelligence and creativity.
9. How do cultures influence the meaning and measurement of intelligence?
10. Explain creativity and its main features.
Application-Based Questions
1. Your friend scores low in IQ tests but is a brilliant painter. How will you explain this using
Gardner’s theory?
2. A child has high mechanical aptitude but low interest in engineering. Will they succeed in that
career? Why or why not?
3. Rekha performs very well in verbal tests but poorly in performance tests. What could be the reason?
4. Ramesh cannot focus in class and struggles in problem solving. Which aspect of PASS is he weak
in?
5. An academically average child solves real-life problems quickly. Which type of intelligence does he
show?
Case-Based Questions
Case Study 1
Neha is a 17-year-old student who struggles with subjects like mathematics and physics. However, she is a
brilliant writer, an excellent singer, and can easily understand people’s emotions. Her friends often approach
her when they need emotional support or someone to talk to. She also loves gardening and spends a lot of
time observing birds and plants.
Questions:
1. Identify any three types of intelligences Neha possesses according to Gardner’s theory.
2. Explain how her strengths show that intelligence is not unitary but multi-dimensional.
3. How can Neha’s emotional and naturalistic intelligences benefit her career choice?
4. Which intelligence is she likely less proficient in, and what steps can help her improve in that area?
Case Study 2
Amit is known for scoring top marks in school. He always tops his class in tests and is praised for his logical
thinking and academic achievements. However, he often struggles in group work. He gets irritated easily
when things don't go his way and finds it difficult to understand how others feel. His classmates sometimes
avoid him during group activities.
Questions:
1. What kind of intelligence does Amit have a high level of?
2. What does Amit lack that is affecting his social interactions?
3. Define the concept Amit needs to develop and mention any two key components of it.
4. Suggest two ways in which Amit can improve this area of functioning.
Case Study 3
Raju is a 15-year-old boy from a rural background. His school decides to assess students using a Western-
designed intelligence test that heavily involves vocabulary, analogies, and grammar. Raju scores below
average and is labeled as a slow learner. However, outside the classroom, Raju builds tools, fixes machines,
and solves practical problems in the farm better than his peers.
Questions:
1. What might have caused Raju’s low performance on the intelligence test?
2. Name and define the concept of a test that reduces cultural bias.
3. How can the school make a better decision about Raju’s abilities?
4. Which type of intelligence is not being captured by the test Raju took?
Case Study 4
Meena, a 12-year-old girl, finishes assignments faster than her classmates. She asks advanced questions in
class, is highly curious, and can read books meant for much older children. She is also sensitive, prefers to
work alone, and often shows originality in her ideas. Her teachers are unsure whether to give her extra work
or let her go at her own pace.
Questions:
1. Identify the psychological attribute Meena exhibits.
2. List three characteristics of gifted children that Meena shows.
3. Why is regular classroom teaching not enough for gifted students?
4. What kind of educational program should be provided to support her learning?
Assertion and Reason Questions (A-R)
Directions:
Choose the correct option:
(A) Both Assertion (A) and Reason (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.
1.
Assertion (A): Intelligence tests may not always be fair to students from different backgrounds.
Reason (R): Culture-biased tests favour individuals from urban, middle-class backgrounds.
2.
Assertion (A): A person with high emotional intelligence can manage stress better.
Reason (R): Emotional intelligence includes regulation and understanding of emotions.
3.
Assertion (A): A person with high aptitude for numbers will always have an interest in mathematics.
Reason (R): Aptitude and interest are the same psychological trait.
4.
Assertion (A): Intelligence is a result of both heredity and environment.
Reason (R): Intelligence depends only on the genes inherited from parents.
5.
Assertion (A): Creativity tests involve open-ended questions.
Reason (R): Creative thinking involves divergent thinking.
6.
Assertion (A): PASS model is based on the information-processing approach to intelligence.
Reason (R): PASS model was developed to understand emotional intelligence.
7.
Assertion (A): According to Gardner, a person can have high musical intelligence but low logical
intelligence.
Reason (R): Gardner’s theory supports the idea of multiple independent intelligences.
8.
Assertion (A): Group intelligence tests are suitable for mass testing in schools.
Reason (R): Group tests can be administered to many individuals at once.
9.
Assertion (A): IQ tests are enough to determine a student’s success in life.
Reason (R): IQ tests assess all forms of intelligence including creativity and emotions.
10.
Assertion (A): Gifted students need special educational support.
Reason (R): They often require more stimulation and challenge than regular curricula provide.