Q1
Answer the following questions in about 150 words each: (a) What makes psychology a science? Discuss. (10 marks) (b) Citing relevant examples, explain independent, dependent and mediating variables. (10 marks) (c) Describe data collection methods in psychology with special reference to observation and survey methods. (10 marks) (d) Differentiate between growth and development. Explain the principles of life span development in the context of developmental ecology. (10 marks) (e) How do the principles of classical conditioning help in the formation of likes and preferences? Discuss. (10 marks)
हिंदी में प्रश्न पढ़ें
निम्नलिखित प्रत्येक प्रश्न का उत्तर लगभग 150 शब्दों में दीजिए : (a) मनोविज्ञान को विज्ञान क्या बनाता है? विवेचना कीजिए। (10 अंक) (b) प्रासंगिक उदाहरणों का उल्लेख करते हुए स्वतंत्र, आश्रित और मध्यस्थताकारी चरों की व्याख्या कीजिए। (10 अंक) (c) अवलोकन और सर्वेक्षण विधियों के विशेष संदर्भ में मनोविज्ञान में प्रदत्त (डेटा) संग्रह की विधियों का वर्णन कीजिए। (10 अंक) (d) वृद्धि और विकास के बीच अंतर कीजिए। विकास की पारिस्थितिकी के संदर्भ में जीवन-पर्यंत विकास के सिद्धांतों की व्याख्या कीजिए। (10 अंक) (e) पसंद और प्राथमिकताओं के निर्माण में प्राचीन अनुबंधन के सिद्धांत किस प्रकार सहायता करते हैं? विवेचना कीजिए। (10 अंक)
Directive word: Discuss
This question asks you to discuss. The directive word signals the depth of analysis expected, the structure of your answer, and the weight of evidence you must bring.
See our UPSC directive words guide for a full breakdown of how to respond to each command word.
How this answer will be evaluated
Approach
The directive 'discuss' demands a balanced, analytical treatment across all five parts. Allocate approximately 30 words (20% time) per sub-part given equal 10-mark weighting. Structure each part as: brief definition → core content with 2-3 analytical points → one concrete example. For (a), emphasize falsifiability and systematic observation; for (b), ensure clear operationalization of all three variable types with Indian research examples; for (c), contrast structured/unstructured observation and survey types; for (d), use Bronfenbrenner's ecological systems with Indian developmental contexts; for (e), apply acquisition, generalization, and higher-order conditioning to consumer/aesthetic preferences.
Key points expected
- (a) Psychology as science: systematic empiricism, falsifiability (Popper), replicability, theory-building; contrast with pseudoscience; mention quantitative and qualitative methodological pluralism
- (b) Variables: independent (manipulated cause), dependent (measured effect), mediating (mechanism/process linking IV-DV); examples from Indian studies (e.g., stress → cognitive appraisal → academic performance)
- (c) Data collection: observation (participant/non-participant, structured/unstructured, time/space sampling) and survey methods (questionnaire, interview, scales); strengths, limitations, and ethical considerations
- (d) Growth vs. development: quantitative vs. qualitative, specific vs. holistic; lifespan principles (multidirectionality, plasticity, contextualism, multiple causality); Bronfenbrenner's ecological systems applied to Indian contexts
- (e) Classical conditioning in likes/preferences: acquisition (CS-US pairing), generalization (similar stimuli), higher-order conditioning (advertising), extinction; examples from food preferences, phobias, consumer behavior, aesthetic tastes
Evaluation rubric
| Dimension | Weight | Max marks | Excellent | Average | Poor |
|---|---|---|---|---|---|
| Concept correctness | 20% | 10 | Precise, accurate definitions across all five parts: falsifiability and operationalization in (a); correct distinction between mediating and moderating variables in (b); accurate sampling procedures in (c); clear biological vs. psychological differentiation in (d); correct conditioning terminology (CS, US, CR, UR) in (e) | Generally correct definitions with minor inaccuracies; may conflate mediating with moderating variables, or confuse growth with maturation; conditioning terms used loosely | Fundamental conceptual errors: psychology as science confused with natural science model only; variables incorrectly defined; observation/survey conflated; growth/development used interchangeably; operant conditioning mixed with classical |
| Theory & studies cited | 20% | 10 | Appropriate theorists cited: Popper/Kuhn for (a); Baron & Kenny/mediation analysis for (b); Bronfenbrenner for (d); Pavlov/Watson for (e); includes Indian researchers like Durganand Sinha, JBP Sinha, or indigenous studies | Mentions major theorists (Pavlov, Bronfenbrenner) without elaboration; generic references to 'studies show'; lacks Indian research context | No theorist names or incorrect attributions; invented studies; confuses theorists across paradigms |
| Application examples | 20% | 10 | Concrete, contextualized examples: RCI guidelines for psychological practice in (a); Indian educational/health research examples for variables in (b); field studies from Indian psychology (e.g., SCERT Delhi projects) in (c); Indian family/school ecology in (d); food preferences, advertising, or phobia treatment in Indian settings for (e) | Generic Western examples (Little Albert, fast food advertising); examples mentioned but not elaborated; lacks Indian specificity | No examples or irrelevant illustrations; examples contradict theoretical principles |
| Multi-perspective analysis | 20% | 10 | Balances perspectives: science as method vs. subject matter in (a); quantitative vs. qualitative data collection in (c); biological, psychological, and sociocultural factors in development in (d); acknowledges limitations of classical conditioning explanations in (e) | Single perspective dominant; mentions alternative views superficially; analysis lacks depth | Unidimensional treatment; no acknowledgment of methodological debates or alternative explanations |
| Conclusion & evaluation | 20% | 10 | Synthesizes across parts where possible; for (a), concludes with psychology's unique scientific status; for (d), evaluates ecological systems theory's relevance to Indian diversity; for (e), assesses conditioning's explanatory limits for complex preferences; maintains proportionate treatment across all five parts | Summarizes main points without synthesis; conclusion formulaic; uneven treatment with one part significantly underdeveloped | Missing or abrupt conclusions; severe imbalance (e.g., 80 words on one part, 20 on another); no evaluative element |
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