Psychology 2025 Paper II 50 marks 150 words Compulsory Discuss

Q5

Answer the following questions in about 150 words each: (a) What are the cultural consequences of being disadvantaged and how can these be addressed? (10 marks) (b) Write a note on distance learning through IT. (10 marks) (c) Interactions between members of diverse groups can affect the ratings of in-group and out-group members. Discuss with the help of researches. (10 marks) (d) Discuss the behavioural strategies for managing pollution. (10 marks) (e) Critically evaluate the issues of gender discrimination in the Indian context. (10 marks)

हिंदी में प्रश्न पढ़ें

निम्नलिखित में से प्रत्येक प्रश्न का उत्तर लगभग 150 शब्दों में दीजिए : (a) वंचित होने के सांस्कृतिक परिणाम क्या हैं तथा इन्हें कैसे संबोधित किया जा सकता है? (10 अंक) (b) सूचना प्रौद्योगिकी के माध्यम से दूरस्थ शिक्षा पर एक टिप्पणी लिखिए। (10 अंक) (c) विभिन्न समूहों के सदस्यों के मध्य अंतःक्रियाएँ स्व-समूह तथा बाहु-समूह (इन-ग्रुप तथा आउट-ग्रुप) के सदस्यों की रेटिंग को प्रभावित कर सकती हैं। शोधों की सहायता से विवेचना कीजिए। (10 अंक) (d) प्रदूषण प्रबंधन के लिए व्यवहारात्मक रणनीतियों की विवेचना कीजिए। (10 अंक) (e) भारतीय संदर्भ में लिंग भेदभाव के मुद्दों का आलोचनात्मक मूल्यांकन 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

This multi-part question requires balanced coverage across five 10-mark sub-parts with ~150 words each. Allocate approximately 25-30 minutes total (5-6 minutes per part). Structure each part as: brief conceptual definition, 2-3 key points with evidence, and a concluding line. For (a) address both consequences and interventions; (b) cover IT-enabled learning modes and psychological aspects; (c) integrate contact hypothesis research; (d) focus on behavioural change techniques; (e) balance structural and psychological dimensions of gender discrimination with Indian data.

Key points expected

  • (a) Cultural consequences: cultural deprivation, restricted language codes (Bernstein), lowered aspirations, identity erosion; interventions: multicultural education, culturally responsive teaching, community-based rehabilitation
  • (b) Distance learning: synchronous/asynchronous modes, MOOCs, SWAYAM, cognitive load management, self-regulated learning challenges, digital divide issues
  • (c) In-group/out-group dynamics: contact hypothesis (Allport), Robbers Cave experiment (Sherif), mutual intergroup differentiation (Hewstone), crossed categorization, extended contact effects
  • (d) Behavioural strategies: antecedent interventions (prompts, commitment), consequence strategies (feedback, incentives), social marketing, community-based social marketing, nudge techniques
  • (e) Gender discrimination: patriarchal socialization, implicit bias, glass ceiling, wage gaps, female foeticide, SH Act 2013, psychological empowerment interventions

Evaluation rubric

DimensionWeightMax marksExcellentAveragePoor
Concept correctness20%10Precisely defines cultural disadvantage, distance learning modalities, in-group favouritism, behavioural modification for pro-environmental action, and gender discrimination mechanisms; for (a) distinguishes material from cultural deprivation; for (d) correctly identifies antecedent vs consequence strategiesBasic definitions present but conflates related concepts (e.g., cultural deprivation with economic poverty); misses specificity in behavioural strategies or contact conditionsFundamental conceptual errors, misidentifies theories, or confuses behavioural with technological/engineering solutions for pollution
Theory & studies cited20%10Cites Bernstein's restricted/elaborated codes for (a); Bandura's social cognitive theory or Mayer's multimedia learning for (b); Sherif's Robbers Cave, Allport's contact hypothesis, Hewstone's mutual intergroup differentiation for (c); Geller's behavioural analysis or McKenzie-Mohr's community-based social marketing for (d); Bem's gender schema theory or Sidanius's social dominance theory for (e)Names 2-3 relevant studies across all parts but lacks specificity on methodology or findings; generic mention of 'experiments show' without naming researchersNo study citations or incorrect attribution; confuses researchers or cites irrelevant theories
Application examples20%10For (a): SC/ST educational schemes or tribal residential schools; (b): SWAYAM, DIKSHA, or NIOS with psychological benefits noted; (c): Indian intergroup contexts (religious, linguistic); (d): Swachh Bharat behavioural change or Odd-Even scheme compliance; (e): Beti Bachao Beti Padhao, POSH Act implementation, or SHG empowerment dataSome Indian examples present but generic or outdated; international examples without Indian adaptation; misses opportunity to cite specific government schemesNo Indian examples; purely theoretical treatment; or irrelevant examples from non-Indian contexts without adaptation
Multi-perspective analysis20%10For (a): both deficit and difference perspectives on cultural disadvantage; (b): advantages and limitations of IT learning; (c): conditions facilitating vs hindering positive intergroup contact; (d): individual vs community-level behavioural strategies; (e): structural, interpersonal, and internalized sexism with intersectionality (caste, class)Acknowledges two sides for 2-3 parts but one-sided treatment of others; limited integration across perspectivesSingle perspective throughout; no critical evaluation where demanded (especially part e); ignores contradictory evidence
Conclusion & evaluation20%10Each part ends with balanced synthesis: for (a) integrated approach needed; (b) hybrid learning future; (c) optimal contact conditions summary; (d) policy-psychology integration; (e) nuanced verdict on progress with persistent challenges—demonstrates examiner-level judgment on what worksBrief concluding lines present but descriptive rather than evaluative; for (e) 'gender discrimination is bad' level conclusion without critical weighingNo conclusions for most parts; or abrupt endings; for (e) purely descriptive without critical evaluation as demanded

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