CS Ｇ ｾ＠ .t
t• -· • ........
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f
.. !.D...lll.
ｾﾷ ﾷ ｾ＠ 1
e
?.017
ｾ Ｍ Ｍ＠
...., STH-D-PSYC
ｾＳｬｱ［Ｚ＠ 250
ｾＭＧｑＺｦ＠ ｴｾＮｵｔ＠ ｾＺｮｱ＠ ＳｩｪｾＺｬ＠
Ｈｾ＠ m ｾ＠ "3ffi: ｾ＠ ｾ＠ ｾ＠ ｐｉａｾｒＹｯ＠ ｾ＠ ｾ＠ q,l t:4 H'{_ctCfi ｾＩ＠
ｾｩｴ＠ Gl ｾ＠ -q ｾ＠ ｾ＠ ｯｾ＠ ｾ＠ ｾ＠ ｾ＠ G)-;0 -q ｾｉ＠
Ｓａｩｬｾ｣ｭ＠ Chl ｾ＠ ｾ＠ m ｾ＠ "3ffi: ｾ＠ ｾｉ＠
ｾ＠ ｾ＠ 1 3fR 5 ｾ＠ ｾ＠ ｯｾ＠ ｾ＠ m -q ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｃｦｩｬＭｾ＠ ｾ＠ >lT-{ ｾ＠ tfA m ｾ＠ "3ffi: ｾ＠
ｾ＠ ｾ Ｏｭｲｬ＠ ｾ＠ 3lCfi ｾ＠ 00 ｾ＠ Tf'Q; ｾｉ＠
m ｾ＠ "3ffi: ｾ＠ ｾ＠ Ｑｾ＠ -q ｾ＠ ｾ＠ ｾ＠ ｾ＠ • ｾ＠ ｭＭｾ＠ -q M l1<n t, atR ｾ＠ ｾ＠ q)f ｾ＠
• ｾＭＢＳｦｩＺ＠ Ｈｾｯ＠ ｾｯ＠ ｾｯＩ＠ ｾｃｦＩ ｬ＠ ｾ＠ ｾ＠ 11{ ｾ＠ ｾ＠ WR 11{ M ｾｉ＠ ｬｾ＠ ｾ＠
ｾ＠ 3Ff M Ｑｾ＠ -q ｾ＠ Tf'Q; "3ffi: 11{ ｾ＠ 3lCf; -;fflf ｾ＠ I
m <€\ ｾＬ＠ ｾ＠ ｦ｣ｬｐｉｾ･＠ t q)f ｾｍ＠ ｾ＠ ｾ＠
m ｾ＠ wnm <€\ lfUR1 Si1'i ｾｉＨ＠ <€\ ｾ＠ 1 ｾ＠ ｾ＠ ｾ＠ ｾ＠ Tf'Q; m ｾ＠ "3ffi: q,1 \:ft l1P«l1 eft ＠ｾ ｾ＠ ｾ＠ CfjgJ ";{
TT<n tn I ｾ＠ ＭｾＢＳｦｩＺ＠ ｾｃｦｩｬ＠ -q ｾ＠ ｾ＠ 'TfiJ: ｾ＠ ｾ＠ 3li.TCfl ｾ＠ ｾ＠ 'WT Chl ｾ＠ ｾ＠ ｾ＠ CfjgJ ＠ｾ ｾｉ＠
PSYCHOLOGY (PAPER-II)
ITime Allowed : Three Hours I I Maximum Marks : 250 I
QUESTION PAPER SPECIFIC INSTRUCTIONS
(Please read each of the following instructions carefully before attempting questions)
There are EIGHT questions divided in two Sections and printed both in HINDI and
in ENGLISH.
Candidate has to attempt FIVE questions in all.
Question Nos. 1 and 5 are compulsory and out of the remaining, THREE are to be attempted
choosing at least ONE question from each Section.
The number of marks carried by a question/part is indicated against it.
Answers must be written in the medium authorized in the Admission Certificate which must
be stated clearly on the cover of this Question-cum-Answer (QCA) Booklet in the space
provided. No marks will be given for answers written in a medium other than the
authorized one.
Word limit in questions, wherever specified, should be adhered to.
Attempts of questions shall be counted in sequential order. Unless struck off, attempt of a
question shall be counted even if attempted partly. Any page or portion of the page left blank
in the Question-cum-Answer Booklet must be clearly struck off.
1 [ P.T.O.
www.examrace.com
, lSr'OS-A /SECTION-A
Answer the following questions in about 150 words each 10x5=50
Critically evaluate the role of self-report personality inventories in
personnel selection.
(b) ｾＴｦｩｃｨ＠ ｾｭ＠ ｾ＠ fisk44 cnr ｾ＠ m ｾ＠ "§311, 041&H ｾ＠ ｾ＠ 04cH:tl4 ｾ＠ ｾ＠ ｾ＠
ｾ＠ ｾ＠ cnl ｦｬＴＤｩｾｑ｜＠ I
Explain how the concept of individual differences emerged and state its
importance for vocational guidance.
Explain the concept of incongruence in person-centred therapy.
Discuss the advantages and disadvantages of group decision-making over
decisions made by individuals.
Explain psychopathic personality and state how it is related to deviant
behaviour.
2. (a) cnrl ｾ＠ ｾ＠ Ｓｩｾ｣ｦ＠ "Q,<i ｾ＠ ｦｂｏＦｉｾｬ＠ -q 3RR ｾｉ＠ ｾ＠ ｾ＠ -q ｾ＠ ｾ＠ ｾ＠
ｾ＠ ｦｂ［Ｆｉｾ＠ cf,1 Ｓ ｱｬｾＴ＼Ｑ＠ tR fZtqvft ｾｉ＠
Distinguish between content and process theories of work motivation.
Comment on the applicability of Maslow's theory of work motivation in the
Indian context. 15
(b) ｾＭ＠ ｐｨｾｩＱ＠ ｾ＠ ｾ＠ -q ｾＭｭｴｂ＠ ｾ＠ ｾ＠ l@q 3itt ｾ＠ 3ilc-H4Ch<113TI cf,1 ｾｩｬＱ＠
ｾｉ＠
Discuss the importance and r equirements of orthogenic s chools m the
context of pre-delinquent adolescents. 15
2
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t• -· • ........
T i\ ﾷｶｾ｡ ｾ＠
f
.. !.D...lll.
ｾﾷ ﾷ ｾ＠ 1
e
?.017
ｾ Ｍ Ｍ＠
...., STH-D-PSYC
ｾＳｬｱ［Ｚ＠ 250
ｾＭＧｑＺｦ＠ ｴｾＮｵｔ＠ ｾＺｮｱ＠ ＳｩｪｾＺｬ＠
Ｈｾ＠ m ｾ＠ "3ffi: ｾ＠ ｾ＠ ｾ＠ ｐｉａｾｒＹｯ＠ ｾ＠ ｾ＠ q,l t:4 H'{_ctCfi ｾＩ＠
ｾｩｴ＠ Gl ｾ＠ -q ｾ＠ ｾ＠ ｯｾ＠ ｾ＠ ｾ＠ ｾ＠ G)-;0 -q ｾｉ＠
Ｓａｩｬｾ｣ｭ＠ Chl ｾ＠ ｾ＠ m ｾ＠ "3ffi: ｾ＠ ｾｉ＠
ｾ＠ ｾ＠ 1 3fR 5 ｾ＠ ｾ＠ ｯｾ＠ ｾ＠ m -q ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｃｦｩｬＭｾ＠ ｾ＠ >lT-{ ｾ＠ tfA m ｾ＠ "3ffi: ｾ＠
ｾ＠ ｾ Ｏｭｲｬ＠ ｾ＠ 3lCfi ｾ＠ 00 ｾ＠ Tf'Q; ｾｉ＠
m ｾ＠ "3ffi: ｾ＠ ｾ＠ Ｑｾ＠ -q ｾ＠ ｾ＠ ｾ＠ ｾ＠ • ｾ＠ ｭＭｾ＠ -q M l1<n t, atR ｾ＠ ｾ＠ q)f ｾ＠
• ｾＭＢＳｦｩＺ＠ Ｈｾｯ＠ ｾｯ＠ ｾｯＩ＠ ｾｃｦＩ ｬ＠ ｾ＠ ｾ＠ 11{ ｾ＠ ｾ＠ WR 11{ M ｾｉ＠ ｬｾ＠ ｾ＠
ｾ＠ 3Ff M Ｑｾ＠ -q ｾ＠ Tf'Q; "3ffi: 11{ ｾ＠ 3lCf; -;fflf ｾ＠ I
m <€\ ｾＬ＠ ｾ＠ ｦ｣ｬｐｉｾ･＠ t q)f ｾｍ＠ ｾ＠ ｾ＠
m ｾ＠ wnm <€\ lfUR1 Si1'i ｾｉＨ＠ <€\ ｾ＠ 1 ｾ＠ ｾ＠ ｾ＠ ｾ＠ Tf'Q; m ｾ＠ "3ffi: q,1 \:ft l1P«l1 eft ＠ｾ ｾ＠ ｾ＠ CfjgJ ";{
TT<n tn I ｾ＠ ＭｾＢＳｦｩＺ＠ ｾｃｦｩｬ＠ -q ｾ＠ ｾ＠ 'TfiJ: ｾ＠ ｾ＠ 3li.TCfl ｾ＠ ｾ＠ 'WT Chl ｾ＠ ｾ＠ ｾ＠ CfjgJ ＠ｾ ｾｉ＠
PSYCHOLOGY (PAPER-II)
ITime Allowed : Three Hours I I Maximum Marks : 250 I
QUESTION PAPER SPECIFIC INSTRUCTIONS
(Please read each of the following instructions carefully before attempting questions)
There are EIGHT questions divided in two Sections and printed both in HINDI and
in ENGLISH.
Candidate has to attempt FIVE questions in all.
Question Nos. 1 and 5 are compulsory and out of the remaining, THREE are to be attempted
choosing at least ONE question from each Section.
The number of marks carried by a question/part is indicated against it.
Answers must be written in the medium authorized in the Admission Certificate which must
be stated clearly on the cover of this Question-cum-Answer (QCA) Booklet in the space
provided. No marks will be given for answers written in a medium other than the
authorized one.
Word limit in questions, wherever specified, should be adhered to.
Attempts of questions shall be counted in sequential order. Unless struck off, attempt of a
question shall be counted even if attempted partly. Any page or portion of the page left blank
in the Question-cum-Answer Booklet must be clearly struck off.
1 [ P.T.O.
www.examrace.com
, lSr'OS-A /SECTION-A
Answer the following questions in about 150 words each 10x5=50
Critically evaluate the role of self-report personality inventories in
personnel selection.
(b) ｾＴｦｩｃｨ＠ ｾｭ＠ ｾ＠ fisk44 cnr ｾ＠ m ｾ＠ "§311, 041&H ｾ＠ ｾ＠ 04cH:tl4 ｾ＠ ｾ＠ ｾ＠
ｾ＠ ｾ＠ cnl ｦｬＴＤｩｾｑ｜＠ I
Explain how the concept of individual differences emerged and state its
importance for vocational guidance.
Explain the concept of incongruence in person-centred therapy.
Discuss the advantages and disadvantages of group decision-making over
decisions made by individuals.
Explain psychopathic personality and state how it is related to deviant
behaviour.
2. (a) cnrl ｾ＠ ｾ＠ Ｓｩｾ｣ｦ＠ "Q,<i ｾ＠ ｦｂｏＦｉｾｬ＠ -q 3RR ｾｉ＠ ｾ＠ ｾ＠ -q ｾ＠ ｾ＠ ｾ＠
ｾ＠ ｦｂ［Ｆｉｾ＠ cf,1 Ｓ ｱｬｾＴ＼Ｑ＠ tR fZtqvft ｾｉ＠
Distinguish between content and process theories of work motivation.
Comment on the applicability of Maslow's theory of work motivation in the
Indian context. 15
(b) ｾＭ＠ ｐｨｾｩＱ＠ ｾ＠ ｾ＠ -q ｾＭｭｴｂ＠ ｾ＠ ｾ＠ l@q 3itt ｾ＠ 3ilc-H4Ch<113TI cf,1 ｾｩｬＱ＠
ｾｉ＠
Discuss the importance and r equirements of orthogenic s chools m the
context of pre-delinquent adolescents. 15
2
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