Q8
(a) Why do human beings form attitudes and prejudices ? Discuss the role of psychosocial factors in bringing the change in them, in the present Indian socio-cultural context. (20 marks) (b) Give two examples of the use of the availability heuristic in everyday life — one example when it would be appropriate and another example when it might not be. Explain why your examples are illustrative of availability heuristic. (15 marks) (c) Describe some major strategies for memory retention and explain each one with relevant examples. (15 marks)
हिंदी में प्रश्न पढ़ें
(a) व्यक्ति क्यों अभिवृत्ति तथा पूर्वाग्रह बनाते हैं ? भारत के वर्तमान सामाजिक-सांस्कृतिक संदर्भ में, उनमें परिवर्तन लाने में मनोसामाजिक कारकों की भूमिका पर चर्चा कीजिए। (20 अंक) (b) रोजमर्रा के जीवन में उपलब्धता अन्वेषण प्रणाली के उपयोग के दो उदाहरण दीजिए — एक उदाहरण जब यह उचित होगा और दूसरा उदाहरण जब यह उचित नहीं होगा। समझाइए कि क्यों आपके उदाहरण उपलब्धता अन्वेषण प्रणाली के दृष्टांत हैं। (15 अंक) (c) स्मृति प्रतिधारण के लिए कुछ प्रमुख रणनीतियों का वर्णन कीजिए तथा प्रत्येक को प्रासंगिक उदाहरणों सहित समझाइए। (15 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 with multiple perspectives. Allocate approximately 40% of time/words to part (a) given its 20 marks, and roughly 30% each to parts (b) and (c). Structure: brief introduction → systematic treatment of each sub-part with clear sub-headings → integrated conclusion linking attitude change to cognitive biases and memory enhancement.
Key points expected
- Part (a): Functions of attitudes (ego-defensive, value-expressive, knowledge, utilitarian) and prejudice formation (social identity theory, realistic group conflict theory, authoritarian personality)
- Part (a): Psychosocial factors for attitude change in India—education, intergroup contact (Allport's contact hypothesis), media/cinema, social movements, legislation (e.g., SC/ST Act, RTE)
- Part (b): Clear definition of availability heuristic (Tversky & Kahneman) with appropriate example (e.g., judging plane safety after news coverage) and inappropriate example (e.g., overestimating rare crime rates)
- Part (c): At least three memory retention strategies—elaborative encoding, method of loci, spaced repetition, chunking, or mnemonic devices—with concrete illustrations
- Integration across parts: subtle connection between how availability heuristic reinforces prejudices and how memory strategies can counter biased information processing
- Contemporary Indian examples: WhatsApp forwards reinforcing stereotypes, Swachh Bharat campaign attitude change, educational interventions like Operation Blackboard
Evaluation rubric
| Dimension | Weight | Max marks | Excellent | Average | Poor |
|---|---|---|---|---|---|
| Concept correctness | 20% | 10 | Precise definitions: attitudes as learned predispositions, prejudices as prejudgment with affective component; availability heuristic distinguished from representativeness/similarity heuristics; memory strategies correctly categorized as encoding, storage, or retrieval techniques | Broadly accurate definitions but conflates attitudes with values or beliefs; heuristic described without distinguishing from other biases; memory strategies listed without classification | Confuses attitudes with personality traits, availability with confirmation bias, or describes rote learning instead of evidence-based retention strategies |
| Theory & studies cited | 20% | 10 | For (a): Katz's functional theory, Tajfel's minimal group paradigm, Adorno's F-scale; for (b): Tversky & Kahneman (1973), Schwarz et al. on ease of retrieval; for (c): Craik & Lockhart's levels of processing, Ebbinghaus forgetting curve, Baddeley's working memory model | Mentions some theorists without specific study details (e.g., 'Allport said contact reduces prejudice' without conditions); heuristic attributed to 'psychologists' generically; memory strategies lack theoretical grounding | No named theories or studies; vague references like 'research shows' without attribution; misattributes theories (e.g., attributing availability heuristic to Freud) |
| Application examples | 20% | 10 | For (a): Caste-based reservation debates, interfaith marriages, or Padmaavat protests showing attitude change; for (b): Appropriate—checking product reviews after viral complaint; inappropriate—avoiding metros after one accident report; for (c): UPSC preparation using spaced repetition (Anki), Supreme Court judges using method of loci for case citations | Generic examples (e.g., 'people fear flying') without Indian specificity; memory examples from school exams without professional/lifelong learning context | No concrete examples or invented scenarios without psychological plausibility; examples that actually illustrate different concepts |
| Multi-perspective analysis | 20% | 10 | For (a): Individual (cognitive dissonance), interpersonal (persuasion), and structural (institutional reform) levels; for (b): Evolutionary adaptive value vs. cognitive bias critique; for (c): Biological (consolidation during sleep) vs. strategic approaches; acknowledges limitations of each perspective | Two perspectives mentioned but not developed; or treats all factors as equally important without critical weighing; no explicit comparison across approaches | Single perspective dominates (e.g., only individual psychology for attitude change); no recognition that availability heuristic can be rational in some contexts; memory strategies presented as universally effective |
| Conclusion & evaluation | 20% | 10 | Synthesizes all three parts: notes that attitude change requires overcoming availability bias in memory, and effective retention strategies can facilitate evidence-based rather than heuristic-based social judgments; evaluates prospects for prejudice reduction in digital India; suggests policy implications (media literacy, critical thinking curricula) | Summarizes main points without integration across parts; generic optimism about progress without acknowledging structural obstacles; no forward-looking evaluation | No conclusion or abrupt ending; conclusion merely repeats introduction; introduces new concepts in conclusion; purely descriptive without evaluative stance |
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