Psychology Class 12 Chapter 1 question answers Variations in Psychological Attributes

Variations in Psychological Attributes class 12 questions and answers: Class 12 Psychology chapter 1 ncert solutions

Textbook	NCERT
Class	Class 12
Subject	Psychology
Chapter	Chapter 1
Chapter Name	Variations in Psychological Attributes class 12 ncert solutions
Category	Ncert Solutions
Medium	English

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Question 1: How do psychologists characterise and define intelligence?

Answer 1: Psychologists characterize intelligence as a multifaceted construct encompassing a range of cognitive abilities, such as problem-solving, reasoning, learning, and adapting to new situations. It is often defined as the capacity to acquire and apply knowledge, think abstractly, and engage in complex mental processes. Intelligence can include different domains, such as linguistic, mathematical, spatial, and interpersonal skills, as highlighted in theories like Howard Gardner’s multiple intelligences.

Additionally, psychologists debate whether intelligence is a single general factor, as suggested by Charles Spearman’s “g-factor,” or a combination of specific abilities. Intelligence is measured through various assessments, such as IQ tests, which aim to evaluate these cognitive functions, though the concept remains subject to cultural, contextual, and individual interpretations.

Question 2: To what extent is our intelligence the result of heredity (nature) and environment (nurture)? Discuss.

Answer 2: The debate over whether intelligence is primarily influenced by heredity (nature) or environment (nurture) has long intrigued psychologists. Studies, including twin, adoption, and environmental studies, offer valuable insights into this complex interaction. Twin studies reveal that identical twins reared together have a high intelligence correlation of 0.90, while those reared apart show a slightly lower correlation of 0.72, indicating the role of both genetic and environmental factors.

Fraternal twins and siblings reared together exhibit moderate correlations, while siblings reared apart show an even lower correlation, emphasizing environmental influence. Adoption studies highlight shifts in the influence of nature and nurture. Before age 6-7, children’s intelligence aligns more closely with their biological parents, showcasing genetic influence. After this age, the resemblance to adoptive parents increases, underlining environmental effects.

Environmental studies further demonstrate how nurturing environments, such as improved socio-economic conditions and quality education, enhance intelligence, while deprivation hinders it. Overall, intelligence is understood as the product of a dynamic interplay between heredity, which sets potential, and environment, which determines its development.

Question 3: Explain briefly the multiple intelligences identified by Gardner.

Answer 3: Gardner’s theory based on information processing approaches functions on three basic principles:-

1. Intelligence is not a single entity, there exist multiple intelligences.
2. The intelligences are independent from each other.
3. Different types of intelligences work together to provide a solution of problem.

Gardner has so far proposed eight intelligences, however all individuals do not possess them in equal proportion. The particular situation or the context decides the prominence of one type of intelligence over the others.

Following are the eight types of intelligence :-

Naturalistic :- It is related to recognizing the flora and fauna, i.e., natural world and making a distinction in the natural world. It is more possessed by hunters, farmers, tourists, students of biological sciences etc.

Linguistic :- This is related to reading, writing, listening, talking, understanding etc. Poets exhibit this ability better than others.

Logical-Mathematical :- This type of intelligence deals with abstract reasoning and manipulation of symbols involved in numerical problems. It is exhibited in scientific work.

Spatial :- This type of intelligence is involved in perceiving third dimension formation of images. It is used while navigating in space, forming, transforming and using mental images. Sailors, engineers, surgeons, pilots, care drivers, sculptors and painters have highly developed spatial intelligence.

Musical :- Persons with musical intelligence show sensitivity to pitch and tone required for singing, playing and instrument, composing and appreciating music etc.

Bodily Kinesthetic :- It requires the skills and dexterity for fine coordinated motor movements, such as those required for dancing, athletics, surgery, craft making etc.

Inter-personal :- It requires understanding of motives, feelings and behaviours of other people.sales people, politicians, teachers, clinicians and religious readers have high degree of inter-personal intelligence.

Intra-personal :- It is related to understanding one’s self and developing a sense of identity, e.g., philosophers and spiritual leaders.

Question 4: How does the triarchic theory help us to understand intelligence?

Answer 4: Triarchic theory of intelligence was proposed by Robert Sternberg in 1985. He 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”. According to this theory, there are three basic types of intelligence: Componential, Experiential, and Contextual.

(i) Componential Intelligence: It is also called analytical intelligence. It is is the analysis of information to solve problems. Persons high on this ability think analytically and critically and succeed in schools. This intelligence has three components, each serving a different function.

• First is the knowledge acquisition component, which is responsible for learning and acquisition of the ways of doing things.
• Second is the meta or a higher order component, which involves planning concerning what to do and how to do.
• Third is the performance component, which involves actually doing things.

(ii) Experiential Intelligence: It is also called creative intelligence. This is involved in using past experiences creatively to solve novel problems. It is reflected in creative performance. Persons high on this aspect integrate different experiences in an original way to make new discoveries and inventions. They quickly find out which information is crucial in a given situation.

(iii) Contextual Intelligence: It is also called practical intelligence. This involves the ability to deal with environmental demands encountered on a daily basis. It may be called ‘street smartness’ or ‘business sense’. Persons high on this aspect easily adapt to their present environment or select a more favourable environment than the existing one, or modify the environment to fit their needs. Therefore, they turn out to be successful in life.

Question 5: “Any intellectual activity involves the independent functioning of three neurological systems”. Explain with reference to PASS model.

Answer 5: According to PASS model, theory based on information processing approach, intellectual activity involves the interdependent functioning of the three neurological systems called the functional units of the brain.

These units are responsible for :-

• The arousal and attention.
• The simultaneous and successive processing.
• The planning.

Arousal and Attention :-

1. State of arousal helps in attending to the stimuli.
2. Arousal and attention enable a person to process information.
3. Optimal level of arousal focuses our attention on relevant aspects of a problem.
4. Too much or too little arousal interferes with attention and performance. Example :- Arousal helps the individual to focus ones attention on reading, learning and revising the contents of the material to be learnt.

Simultaneous and Successive Processing :-

Simultaneous Processing refers to perceiving relations amongst various concepts and integrate them into meaningful patterns for comprehension!

For e.g., in Raven’s standard progressive matrices (RSPM Test) choosing appropriate pattern by comprehending relationship.

Successive Processing refers to recalling information serially so that one recall leads to another recall. For example, learning of digits and letters and multiplication tables.

Planning :-

1. After the information is attended to and processed, planning is activated.

2. Planning involves reaching to the target and evaluating their effectiveness. Planning allows us to think of possible courses of action and implementing them.

3. If a plan does not work, it is modified to suit the requirements of the task or the situation.

4. For example, to take a test scheduled by your teacher, you’d have to set goals, plan a time schedule of studies, get clarifications in case of problems or think of other ways to meet your goals.

Question 6: Are there cultural differences in the conceptualisation of intelligence?

Answer 6: Yes, there are significant cultural differences in the conceptualization of intelligence, as cultural environments shape how intelligence is understood and valued. A person’s intelligence is often influenced by cultural parameters, such as customs, beliefs, and societal achievements in art and literature. Sternberg’s notion of contextual or practical intelligence emphasizes that intelligence is a product of culture, reflecting what is considered valuable and adaptive within a specific context. Similarly, Vygotsky argued that while elementary mental functions are universal, higher mental functions like problem-solving and thinking are shaped by cultural influences.

In technologically advanced societies, intelligence is often associated with skills like abstraction, speed, and mental manipulation, leading to the development of intelligence tests that measure these attributes. However, in many Asian and African societies, other qualities, such as social harmony, wisdom, or practical problem-solving, are valued as markers of intelligence. These differences illustrate how cultural priorities influence the perception of intelligence. Although globalization is reducing some of these distinctions, intelligence remains a culturally rooted concept, with varying relationships and emphasis on its different aspects across societies.

Question 7: What is IQ? How do psychologists classify people on the basis of their IQ scores?

Answer 7: IQ, or Intelligence Quotient, is a standardized measure used to assess an individual’s cognitive abilities relative to their age group. It is typically determined through IQ tests that evaluate various mental functions, including reasoning, problem-solving, memory, and comprehension.

The IQ score is calculated by dividing a person’s mental age (determined through test performance) by their chronological age and multiplying the result by 100. Modern IQ tests, such as the Wechsler scales, use a statistical approach where the average score is set at 100, with a standard deviation of 15.

Psychologists classify individuals based on their IQ scores as follows:

1. Below 70: This range indicates significantly below-average intelligence, often associated with intellectual disability.
2. 70-89: This range is categorized as below average or borderline intelligence.
3. 90-109: Scores in this range represent average intelligence, encompassing the majority of the population.
4. 110-119: Individuals in this range are classified as having above-average intelligence.
5. 120-129: This range indicates high intelligence.
6. 130 and above: Scores in this range signify very high intelligence or giftedness.

These classifications help psychologists understand an individual’s cognitive strengths and weaknesses, though they also emphasize that IQ is only one aspect of human intelligence and does not capture all cognitive abilities or talents.

Question 8: How can you differentiate between verbal and performance tests of intelligence?

Answer 8: Verbal and performance tests of intelligence differ in the type of tasks they involve and the skills they assess:

Verbal Tests	Performance Tests
Assess intelligence using language-based tasks.	Assess intelligence through non-verbal tasks.
Nature of Tasks: These tests rely on language-based tasks such as vocabulary, comprehension, reasoning, and information recall.	Nature of Tasks: These tests involve non-verbal and practical tasks, such as pattern recognition, puzzle solving, spatial reasoning, and working with objects.
Assessment Focus: They measure verbal reasoning, reading comprehension, general knowledge, and the ability to articulate ideas.	Assessment Focus: They measure abilities like problem-solving, spatial reasoning, motor coordination, and perceptual organization.
Examples: Vocabulary tests, analogies, and sentence completion.	Examples: Picture completion, block design, and matrix reasoning tasks.
Suitability: Verbal tests are more suited for individuals who are proficient in the test’s language and have a strong educational background.	Suitability: Performance tests are better suited for individuals with language barriers, hearing impairments, or limited formal education.
Cultural Influence: These tests are often influenced by cultural and linguistic factors, making them less suitable for individuals from diverse linguistic or cultural backgrounds.	Cultural Influence: These tests are less influenced by cultural and linguistic factors, making them more universally applicable.

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

Answer 9: As all the person have different physical appearance likewise all persons do not have the same intellectual capacity. Some are exceptionally bright and some are below average.

There are two forms of variations in the intellectual ability of the individuals i.e. intellectual deficiency and intellectual giftedness.

1. Intellectual Deficiency :- These individuals face enormous difficulty in learning even very simple skills and are termed as ‘intellectually disabled’. Individuals who are categorised as having intellectual disability show significant variation in their abilities, ranging from those who can be taught to work and function with special attention, to those who cannot be trained and require institutional care throughout their lives. They can be trained in self-care skills and simple social and communication skills.

2. Intellectual Giftedness :- Intellectually gifted individuals show higher performance because of their outstanding potentialities. Giftedness is exceptional general ability shown in superior performance in a wide variety of areas.These have high ability, high creativity and high commitment.

Association on Mental Deficiency (AAMD) views  intellectual  disability  as “significantly sub-average  general intellectual  functioning  existing concurrently with deficits in adaptive behaviour and manifested during the developmental period” while Gifted children show early signs of intellectual superiority. Even during infancy and early childhood, they show larger attention span, good recognition memory, preference for novelty, sensitivity to environmental changes, and early appearance of language skills.

Question 10: Which of the two, IQ or EQ, do you think would be more related to success in life and why?

Answer 10: Emotional Intelligence (EQ) is often more closely related to success in life than IQ. While IQ measures cognitive abilities, EQ involves the ability to manage emotions, navigate social interactions, and demonstrate empathy and resilience. These skills are crucial in building strong relationships, leading teams, and handling challenges—qualities that significantly contribute to success in personal and professional life. High EQ helps individuals adapt, collaborate, and thrive in diverse environments, often making it a better predictor of long-term success than IQ alone.

Question 11: How is ‘aptitude’ different from ‘interest’ and ‘intelligence’? How is aptitude measured?

Answer 11: Aptitude, interest, and intelligence are related but distinct concepts used to understand an individual’s potential, preferences, and cognitive abilities. Here’s how they differ:

1. Aptitude: Aptitude refers to a person’s natural ability or talent to learn or excel in a particular area or skill. It is often seen as a predisposition to succeed in specific tasks or fields, such as mathematics, music, or athletics. Aptitude is often related to potential or inherent ability, but it doesn’t guarantee success without practice or learning. For example, someone with a strong aptitude for languages may learn a new language more quickly than others.

2. Interest: Interest refers to a person’s preferences or inclinations toward certain activities, subjects, or topics. It indicates what someone enjoys or is motivated to pursue, but it does not necessarily correlate with innate talent. Interest is more about what an individual likes to engage with, which may or may not align with their aptitude or intelligence. For instance, a person may have a strong interest in art but not necessarily possess the aptitude to become a professional artist.

3. Intelligence: Intelligence is a broader concept that refers to the overall cognitive ability to think, reason, learn, and solve problems. It encompasses a variety of cognitive processes, including memory, attention, problem-solving, and abstract thinking. Intelligence is typically measured through IQ tests, which assess a person’s ability to understand and process information, think critically, and apply knowledge in various contexts. Intelligence is more general and less specific than aptitude.

Differences Between Aptitude, Interest, and Intelligence:

• Aptitude is about the potential to develop skills in specific areas, interest is about what someone enjoys or is motivated to pursue, and intelligence is a more general measure of cognitive ability.
• While aptitude may help an individual excel in a particular domain, interest drives motivation and persistence in that area. Intelligence encompasses a wider set of cognitive abilities that influence how well someone can learn and adapt across various tasks.

How is Aptitude Measured?

Aptitude is measured through standardized tests that assess specific abilities or talents. These tests are designed to predict future performance or success in certain areas, such as:

• General Aptitude Tests (e.g., the SAT or ACT, which measure verbal and mathematical reasoning skills).
• Specific Aptitude Tests (e.g., mechanical aptitude tests for engineering, musical aptitude tests, or tests assessing logical reasoning skills).
• Vocational or Career Tests (e.g., the ASVAB, which assesses aptitude for different military and civilian careers).

Question 12: How is creativity related to intelligence?

Answer 12: Creativity and intelligence are not truly interrelated. An individual who has the ability to learn faster and reproduce accurately may be intelligent but cannot be considered as creative unless he/she devise new ways of learning and doing things.

Terman, in the 1920s, found that persons with high IQ were not necessarily creative. At the same time, creative ideas could come from persons who did not have a very high IQ. Researchers have also found that both high and low level of creativity can be found in highly intelligent children and also children of average intelligence. The same person, thus, can be creative as well as intelligent but it is not necessary that intelligent ones, in the conventional sense, must be creative. Intelligence, therefore, by itself does not ensure creativity. Researchers have found that the relationship between creativity and intelligence is positive.

Intelligence is collaborative knowledge while creativity is individuals imagination. All creative acts require some minimum ability to acquire knowledge and capacity to comprehend, retain, and retrieve. It can be concluded that creativity can take many forms and blends. Some may have more of intellectual attributes, others may have more of attributes associated with creativity.