Psychology 2025 Paper I 50 marks 150 words Compulsory Discuss

Q5

Answer the following questions in about 150 words each: (a) Do correlational studies contribute in understanding 'cause and effect' relationship in human behaviour ? Discuss. (10 marks) (b) Explain how psychological and cultural factors affect perception. (10 marks) (c) Can amnesia patients recall emotional events ? Explain your answer citing research evidence. (10 marks) (d) Discuss how the narrative approach to personality hinges on answering the question, 'Who am I ?'. (10 marks) (e) Is jet-lag a genuine phenomena ? Explain it in the light of Circadian rhythms. (10 marks)

हिंदी में प्रश्न पढ़ें

निम्नलिखित में से प्रत्येक प्रश्न का उत्तर लगभग 150 शब्दों में दीजिए : (a) क्या मानव व्यवहार में 'कारण और प्रभाव' संबंध को समझने के लिए सहसंबंधी अध्ययन योगदान देते हैं ? विवेचना कीजिए। (10 अंक) (b) स्पष्ट कीजिए कि कैसे मनोवैज्ञानिक और सांस्कृतिक कारक प्रत्यक्षीकरण को प्रभावित करते हैं। (10 अंक) (c) क्या स्मृतिलोप रोगी संवेगात्मक घटनाएँ पुनःस्मरण कर सकते हैं ? शोध साक्ष्य का उल्लेख करते हुए अपने उत्तर की व्याख्या कीजिए। (10 अंक) (d) विवेचना कीजिए कि 'मैं कौन हूँ ?', प्रश्न का उत्तर देने में व्यक्तित्व का कथात्मक दृष्टिकोण कैसे जुड़ता है। (10 अंक) (e) क्या जेट-लैग एक वास्तविक परिघटना है ? सर्केडियन लय को ध्यान में रखते हुए इसकी व्याख्या कीजिए। (10 अंक)

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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 balanced exposition with critical evaluation across all five parts. Allocate approximately 30 words per mark (150 words × 5 parts = 750 total). Structure each part with: brief definition (20%), core explanation with evidence (60%), and evaluative conclusion (20%). For (a) and (d), emphasize critical analysis; for (b), (c), and (e), prioritize research evidence and applied examples.

Key points expected

  • (a) Correlational studies: Distinguish correlation vs. causation; explain third-variable problem and directionality issue; cite examples (e.g., smoking-lung cancer correlation leading to experimental confirmation); acknowledge utility for hypothesis generation and ethical/practical constraints on experimentation
  • (b) Psychological and cultural factors: Cover perceptual set, needs, emotions, motivation (psychological); cover cross-cultural studies (e.g., Müller-Lyer illusion variations, Hudson's pictorial depth perception studies with African/Indian samples); mention Gregory vs. Gibson debate
  • (c) Amnesia and emotional memory: Distinguish explicit/declarative vs. implicit/emotional memory; cite Claparède's pinprick study, HM case, or Korsakoff patients; explain amygdala-hippocampus dissociation; note flashbulb memory research
  • (d) Narrative personality: Explain McAdams' life story model; three levels of personality (dispositional traits, characteristic adaptations, integrative life narrative); identity as self-authored life story; cite Indian context (life narratives in oral traditions)
  • (e) Jet-lag and circadian rhythms: Define suprachiasmatic nucleus (SCN); explain zeitgebers and phase shifts; cite Siffre's cave studies or shift-work research; explain eastward vs. westward travel effects; mention melatonin and adaptation strategies

Evaluation rubric

DimensionWeightMax marksExcellentAveragePoor
Concept correctness20%10Precise definitions across all parts: correlation-causation distinction (a), perceptual mechanisms (b), explicit/implicit memory systems (c), McAdams' three-level model (d), SCN and entrainment (e); no conflation of similar conceptsGenerally accurate definitions with minor errors (e.g., conflating correlation with weak causation, or confusing episodic with semantic memory in amnesia)Fundamental conceptual errors (e.g., claiming correlation proves causation, or describing jet-lag purely as fatigue without circadian basis)
Theory & studies cited20%10Specific, relevant citations: for (a) Cook & Campbell threats to validity; (b) Segall et al. culture and perception; (c) Bechara et al. or LeDoux's emotional memory research; (d) McAdams & Pals (2006); (e) Aschoff's circadian research or Klein's melatonin studiesMentions generic studies without specifics (e.g., 'studies show' or 'researchers found') or substitutes well-known cases (HM, Phineas Gage) without elaborating relevanceNo research evidence cited, or cites irrelevant studies (e.g., Piaget for amnesia, or Freudian theory for circadian rhythms)
Application examples20%10Contextualized examples: (a) educational psychology correlational research; (b) Indian cultural contexts (e.g., perception of time in rural vs. urban settings); (c) therapeutic applications with amnesia patients; (d) autobiographical memory in Indian life histories; (e) practical jet-lag management for international travelers/athletesGeneric Western examples or textbook illustrations without Indian adaptation; examples mentioned but not explicitly linked to conceptsNo concrete examples, or fabricated/inappropriate examples that misrepresent the phenomenon
Multi-perspective analysis20%10Balances perspectives: (a) acknowledges correlational utility despite causation limits; (b) integrates bottom-up/top-down processing with cultural construction; (c) contrasts declarative impairment with emotional preservation; (d) balances trait theory with narrative identity; (e) considers individual differences in circadian phaseOne-sided treatment or mentions alternative views without developing them; treats parts as isolated knowledge chunksSingle perspective only; ignores contradictory evidence or alternative explanations entirely
Conclusion & evaluation20%10Synthesized evaluative conclusions: (a) correlational studies as necessary but insufficient; (b) perception as biopsychosocial construction; (c) emotional memory preservation as evidence for multiple memory systems; (d) narrative as integrative framework for personality; (e) jet-lag as validated chronobiological phenomenon with applied significanceDescriptive summaries without evaluative weight; conclusions merely restate main pointsNo conclusions, or abrupt endings; conclusions contradict body of answer

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