GATE 2023 Humanities & Social Sciences- Psychology Question Paper PDF with Answer Key and Solutions PDF- Download Here

Goal: Convert the direct speech to reported (indirect) speech with correct tense, pronoun, and time expression.


Step 1: Identify the reporting verb and decide on backshift

Reporting clause: Rafi told Mary.

The reporting verb told is in the simple past. For ordinary statements (not universal truths), English backshifts the tense of what was said.

Present Continuous \(\Rightarrow\) Past Continuous.


Step 2: Map pronouns and deictic (time) words

Speaker in quotes = Rafi; therefore “I” \(\Rightarrow\) “he”.

“This weekend” is deictic (relative to the moment of speaking) \(\Rightarrow\) “that weekend” in reported speech.


Step 3: Apply tense conversion

Direct: am thinking (Present Continuous) \(\Rightarrow\) Past Continuous was thinking.


Step 4: Assemble the indirect sentence

Use the conjunction “that” (optional but standard in exams), remove quotation marks, keep the prepositional phrase “of watching a film”:
\[ \boxed{Rafi told Mary that he was thinking of watching a film that weekend.} \]

Step 5: Eliminate distractors

(A) thought = Simple Past (loses the “continuous/ongoing” meaning) \(\Rightarrow\) incorrect.

(B) is thinking keeps Present Continuous (no backshift) \(\Rightarrow\) incorrect with a past reporting verb.

(C) am thinking wrong pronoun and tense (“am” with “he” is ungrammatical) \(\Rightarrow\) incorrect.
Quick Tip: Reported speech checklist: (1) backshift tense if the reporting verb is past; (2) change pronouns from speaker’s point of view; (3) shift time/place words (this} \(\Rightarrow\) that}, now} \(\Rightarrow\) then}, here} \(\Rightarrow\) there}); (4) remove quotes and use “that”.

Understanding the analogy format

“A : B :: C : D” means “A is to B as C is to D” — the relationship between the first pair must match the relationship between the second.

Here, Enforce : Relax are antonyms (opposites): to enforce is to compel; to relax is to make less strict.


Step 1: Determine the needed relation for the first pair

We must choose a word so that Permit : ( ? ) forms an antonym pair, mirroring Enforce : Relax.


Step 2: Evaluate each option against “permit”

(A) Allow — near-synonym of permit (same meaning), not an antonym \(\Rightarrow\) reject.

(B) Forbid — direct antonym of permit (permit = allow; forbid = prohibit) \(\Rightarrow\) fits.

(C) License — also a synonym/closely related (to grant permission) \(\Rightarrow\) reject.

(D) Reinforce — means strengthen/support; not the opposite of permit, and pairs conceptually with enforce rather than relax \(\Rightarrow\) reject.


Step 3: State the completed analogy
\[ \boxed{Permit : Forbid :: Enforce : Relax} \] Quick Tip: In analogy questions, first identify the relation in the given pair (synonym, antonym, degree, cause–effect, part–whole, etc.). Then enforce the same} relation on the missing pair. Watch for distractors that are synonyms when you need antonyms (or vice versa).

Step 1: Identify sample space per roll.

A fair die has 6 equally likely outcomes, so for any specified face \(k\in\{1,\dots,6\}\), \(P(roll=k)=\dfrac{1}{6}\).


Step 2: Compute each required single-roll probability.
\(P(first roll = 1)=\dfrac{1}{6}\), \(P(second roll = 4)=\dfrac{1}{6}\).


Step 3: Use independence of successive rolls.

The two rolls are independent, so the joint probability equals the product:
\[ P(first=1 \ AND\ second=4)=\frac{1}{6}\times\frac{1}{6}=\frac{1}{36}. \]
\[ \boxed{\dfrac{1}{36}} \] Quick Tip: For multiple independent events, multiply individual probabilities for “AND” questions. If it had been “OR”, use addition with inclusion–exclusion.

Step 1: Key facts from the passage.

65% of tobacco users were advised to stop.
30% (3 out of 10) attempted to stop using tobacco.


Step 2: Eliminate impossible options.

(C) and (D) both talk about successful quitting, but the passage only mentions attempts, not success. So (C) and (D) cannot be inferred.
(A) claims that a majority of those advised attempted to stop. But overall only 30% of users attempted, which is less than half of the total users, and certainly less than the 65% who were advised. So it is impossible that a majority of the advised group attempted to stop.


Step 3: Verify option (B).
If 65% were advised and only 30% attempted overall, then even if all attempts came from the advised group, at most \(30%\) of total users attempted compared to \(65%\) advised. Thus, less than half of the advised group attempted, meaning a majority did not.
\[ \Rightarrow \boxed{B\ is the only logically certain inference.} \] Quick Tip: Always distinguish between “advised,” “attempted,” and “succeeded.” If the data gives only attempts, we cannot conclude anything about success. Use proportions carefully to test majority vs. minority.

Step 1: Decompose into panels.

Two nearly-vertical segments split the slanted outer quadrilateral into three slanted panels. Two oblique lines traverse all panels. Intersections of \{top, bottom\ with the \{two obliques\ and the \{two verticals\ create repeatable triangular cells.


Step 2: Count unit triangles (smallest).

Each panel cut by the two obliques contains four unit triangles (two up, two down). Therefore \[ N_{unit}=3\times 4=12. \]


Step 3: Count size–2 triangles within a panel.

In each panel, pairs of adjacent unit triangles along an oblique combine to form two larger triangles (one up, one down). Hence \[ N_{size-2, within}=3\times 2=6. \]


Step 4: Count size–2 triangles across panel boundaries.

Across each of the two vertical boundaries, a unit triangle from the left panel can pair with its touching unit from the right panel (both orientations). Thus \[ N_{size-2, across}=2\times 2=4. \]


Step 5: Count the largest spanning triangles.

Using full panel height with both obliques we obtain four additional distinct large triangles (two on the left half, two on the right half): \[ N_{largest}=4. \]


Step 6: Sum without double counting (disjoint constructions).
\[ N_{\triangle}=12+6+4+4=\boxed{24}. \] Quick Tip: Avoid double counting by (i) fixing a scale (unit, 2-unit, spanning) and (ii) counting panel-wise. Alternatively, enumerate by apex: list all triangles from each allowed vertex, then move to the next.

Given rule: Eligible voters \(\Rightarrow\) completed registration.

New fact: No Human Sciences (HS) student completed registration by the due date.


Test (iii).

If eligibility requires completion, and HS has zero completers, then no HS student can be eligible. Hence any eligible voter must come from a non-HS department. Statement (iii) is certainly true.


Test (i).

(i) claims: “All ineligible students are certainly HS.” But it is possible that some non-HS students also failed to complete registration and are therefore ineligible. The premise does not say all non-HS students completed. Thus (i) is not certain (could be false).


Test (ii).

(ii) claims: “No non-HS student failed to complete.” This would mean every non-HS student completed. The premises do not guarantee this; some non-HS students might also have missed the deadline. Hence (ii) is not certain.

\[ \boxed{Only (iii) follows with certainty \Rightarrow Option (D).} \] Quick Tip: In inference questions, separate necessary} from sufficient} conditions. Here, “completed registration \(\Rightarrow\) eligible” does not} imply the converse, and saying “none from HS completed” rules out HS from the eligible set but tells you nothing definite about completion in other departments.

Step 1: Symmetry check.
The graph is odd, since it is symmetric with a sign change across the origin (\(f(-x)=-f(x)\)). This immediately eliminates (A) and (C), as both always yield non-negative values.


Step 2: Behavior for \(x>0\).
For option (B): \(f(x)=x\,2^{-x}\) for \(x>0\). As \(x\to\infty\), \(2^{-x}\to0\), so \(f(x)\to0^+\). There is a positive maximum near \(x=1/\ln2\approx1.44\), consistent with the positive hump in the graph.


Step 3: Behavior for \(x<0\).
For option (B): \(f(x)=x\,2^{x}\) for \(x<0\). As \(x\to-\infty\), \(2^{x}\to0\), hence \(f(x)\to0^-\). There is a negative minimum near \(x=-1/\ln2\approx-1.44\), consistent with the graph’s left-side dip.


Step 4: Eliminate (D).
Option (D), \(f(x)=x\,2^{-x}\), works fine for \(x>0\) but for \(x<0\), it diverges to \(-\infty\) instead of tending to \(0^-\), which does not match the graph.
\[ \boxed{Hence the correct function is (B) only.} \] Quick Tip: To identify the correct function from a graph: always check symmetry, asymptotic behavior at \(\pm \infty\), and positions of maxima/minima. These eliminate wrong options quickly.

Step 1: Identify the key idea of the passage.

The author emphasizes that cancer is understood in modern times through metaphors — particularly, cancer is likened to a machine. Modern cell biology encourages us to use figurative language and imagine the cell as a "molecular machine".


Step 2: Check each option.

- (A) Correctly follows. The passage explains why cancer seems modern, because the metaphors applied to it are modern.
- (B) Correctly follows. The passage explicitly says modern cell biology uses and promotes metaphors of machinery.
- (C) Correctly follows. The passage literally uses the metaphor of a cell as a molecular machine, showing cancer as an automaton.
- (D) Does not follow. The passage repeatedly states that modern cell biology does use metaphors (machine analogy). Saying it "never uses figurative language" is the exact opposite of the passage’s meaning.

\[ \boxed{The statement that does NOT follow is (D).} \] Quick Tip: When tackling comprehension questions, look for absolute words like “never” or “always.” They often signal the incorrect option when the passage gives examples to the contrary.

Step 1: Units digit cycle of \(3^n\).

The units digit of \(3^n\) repeats in a cycle of \(4\): \(3,9,7,1\).
Since \(999 \bmod 4 = 3\), we have \(3^{999}\) ending with the same digit as \(3^3=27\).
Thus, \(3^{999}\) ends with 7.

Step 2: Units digit cycle of \(7^n\).

The units digit of \(7^n\) repeats in a cycle of \(4\): \(7,9,3,1\).
Since \(1000 \bmod 4 = 0\), we have \(7^{1000}\) ending with the same digit as \(7^4=2401\).
Thus, \(7^{1000}\) ends with 1.

Step 3: Multiply units digits.
\[ 7 \times 1 = 7 \]
So, the final units digit of \(3^{999}\times 7^{1000}\) is 7.
\[ \boxed{7} \] Quick Tip: Always check repeating cycles of units digits (mod 10). Both \(3\) and \(7\) have cycles of length 4. Reducing exponents mod 4 gives the correct digit quickly.

Setup.

Let the square be \([0,6]\times[0,6]\). The two semi-circles have radius \(r=3\) with centers at \((0,3)\) (left side) and \((3,0)\) (bottom side). Their full circles are \[ C_1:\ x^2+(y-3)^2=9,\qquad C_2:\ (x-3)^2+y^2=9. \]
The shaded region consists of the parts of these semi-circles excluding their common lens (the lens is white in the figure).


Step 1: Area of the two semi-circles.

Each semi-circle area \(=\tfrac12\pi r^2=\tfrac12\pi(3^2)=\tfrac{9\pi}{2}\).
Sum of two semi-circles: \[ A_{semi-sum}=\frac{9\pi}{2}+\frac{9\pi}{2}=9\pi. \]


Step 2: Area of their overlap (circular lens).

Distance between centers: \[ d=\sqrt{(3-0)^2+(0-3)^2}=3\sqrt{2}. \]
For two equal circles of radius \(r\) and separation \(d\), the overlap area is \[ A_{\cap}=2r^2\cos^{-1}\!\left(\frac{d}{2r}\right)-\frac{d}{2}\sqrt{4r^2-d^2}. \]
Here \(r=3,\ d=3\sqrt{2}\Rightarrow \frac{d}{2r}=\frac{\sqrt{2}}{2}\), so \(\cos^{-1}(\sqrt{2}/2)=\frac{\pi}{4}\). Thus \[ A_{\cap}=2(3^2)\left(\frac{\pi}{4}\right)-\frac{3\sqrt{2}}{2}\sqrt{36-18} = \frac{18\pi}{4}-\frac{3\sqrt{2}}{2}\cdot 3\sqrt{2} = \frac{9\pi}{2}-9. \]


Step 3: Shaded area (union minus the lens twice).

The shaded part is the two semi-circles with the overlap removed from both, i.e. \[ A_{shaded} = A_{semi-sum} - 2A_{\cap} = 9\pi - 2\!\left(\frac{9\pi}{2}-9\right) = 9\pi - 9\pi + 18 = \boxed{18\ cm^2}. \] Quick Tip: When two equal circles overlap, remember the lens formula \(A_{\cap}=2r^2\cos^{-1}\!\left(\tfrac{d}{2r}\right)-\tfrac{d}{2}\sqrt{4r^2-d^2}\). For “two semi-circles on perpendicular sides”, the centers are \(d=r\sqrt{2}\) apart and the lens simplifies to \(\frac{9\pi}{2}-9\) for \(r=3\).

Step 1: Meaning of “spineless” and “cowardly”

- Spineless = lacking courage, weak-willed.

- Cowardly = showing lack of bravery.


Step 2: Check each option

(A) Pusillanimous — literally means “lacking courage,” “cowardly,” “timid.” This directly matches the given clue.

(B) Unctuous — overly flattering, insincere (nothing to do with cowardice).

(C) Obsequious — excessively submissive, sycophantic (close in tone but not exactly cowardly).

(D) Reticent — reserved, silent, not willing to speak (again not cowardly).


Thus, the only correct match is Pusillanimous.

\[ \boxed{Pusillanimous = Spineless + Cowardly} \] Quick Tip: The word pusillanimous} comes from Latin roots: “pusillus” (very small) + “animus” (spirit), literally “small-spirited.” Perfect synonym for cowardly.

Step 1: Understand the sentence

“The whole family got together ___ Diwali” means the reunion happened on the occasion of Diwali. We must use the preposition that fits events/festivals.


Step 2: Evaluate options

(A) of Diwali — incorrect usage, not idiomatic in English.

(B) at Diwali — correct idiom. We say “at Christmas,” “at Diwali,” “at Easter,” etc., to refer to festive occasions.

(C) in Diwali — unnatural; “in” is used for months/years (“in October,” “in 2022”), not for festivals.

(D) till Diwali — means “up to Diwali,” changes the meaning of the sentence completely.

\[ \boxed{The whole family got together at Diwali.} \] Quick Tip: Remember: “at” is the standard preposition used for festivals and specific occasions (at Diwali, at Christmas, at the party).

Step 1: Analyze blank (i).

The context says: “Amid this turbulence, there is a factor that stands out positively.” The word “redeeming” fits perfectly as it indicates something positive in an otherwise negative situation.

Step 2: Analyze blank (ii).

The sentence mentions films like RRR, KGF 2, and Pushpa, which were very successful. Hence, “outperformance” is the most suitable choice.

Step 3: Analyze blank (iii).

Traditionally, South Indian films have done well in their own “geographies” (regions). Words like “channels” or “theatres” do not convey regional success. Thus, “geographies” fits best.

Step 4: Analyze blank (iv).

The dubbed versions in Hindi are so successful that their collections are “eclipsing” (surpassing) those of Bollywood counterparts.

Step 5: Eliminate other options.

- (A): “disheartening failure” is opposite in meaning.
- (C): “underperformance” contradicts the idea of success.
- (D): “bombing” and “falling behind” are negative, unsuitable here.

Thus, all four blanks align only with option (B).
\[ \boxed{(B) redeeming, outperformance, geographies, eclipsing} \] Quick Tip: In passage completion, always check tone and context. Positive words align with success stories, while negative words contradict them. Elimination of mismatched tone helps reach the correct answer.

Step 1: Sentence 1 introduces the theme.
“Mobility” is both geographical and social. So the next sentence must expand on how traditional social mobility studies treated society — this is sentence 2.

Step 2: Logical follow-up.
After criticizing the older literature in (2), the author notes that even migration sociology is limited. This is sentence 3.

Step 3: Expanding concern.
Then comes sentence 4, which broadens the scope to flows of people beyond societies (work, asylum, etc.).

Step 4: Transition to objects.
Sentence 5 logically introduces the idea that not only people but also objects are mobile, which prepares the ground for sentence 6.

Step 5: Conclusion.
Sentence 6 then emphasizes the “sociology of objects” and their intersection with people’s flows, completing the passage.
\[ Final sequence: 1 \; \to \; 2 \; \to \; 3 \; \to \; 4 \; \to \; 5 \; \to \; 6 \]

Thus, the correct option is (B) 2, 3, 4, 5. Quick Tip: For jumbled paragraph questions, track the logical flow: - Introductory idea \(\to\) critique of past work \(\to\) elaboration \(\to\) expansion \(\to\) transition \(\to\) conclusion. Checking coherence across transitions ensures the correct sequence.

Step 1: Assume initial population in 2020.

Let the population in 2020 be \(P = 100\).


Step 2: Population in 2021 after 5% increase.
\[ P_{2021} = 100 \times (1 + 0.05) = 105 \]


Step 3: Population in 2022 after 5% decrease.
\[ P_{2022} = 105 \times (1 - 0.05) = 105 \times 0.95 = 99.75 \]


Step 4: Net percentage change from 2020 to 2022.
\[ %\ \Delta P = \frac{99.75 - 100}{100} \times 100 = -0.25% \]

\[ \boxed{-0.25%} \] Quick Tip: Remember that a 5% increase followed by a 5% decrease does not cancel out — it produces a slight net decrease because percentages apply to different bases.

Step 1: Analyze the given set.

Thin, Slim, and Slender are not degree words (like positive–comparative–superlative). Instead, they are near-synonyms with subtle differences in nuance, all pointing to leanness.


Step 2: Check each option.

(A) Fat: Plump: Voluptuous — all related to fullness/heaviness, close in meaning, with nuanced connotations. Correct analogy.

(B) Short: Small: Petite — all linked to small size/dimension, again nuanced synonyms. Correct analogy.

(C) Tall: Taller: Tallest — this is a degree sequence (positive, comparative, superlative), not a synonym group. Not analogous.

(D) Fair: Dark: Wheatish — these are contrasting/opposite skin tones, not synonyms. Not analogous.


\[ \boxed{Correct options: (A) and (B)} \] Quick Tip: When solving synonym-based analogy questions, look for words that belong to the same “semantic field” with subtle shades of meaning, not words showing comparison or opposites.

Step 1: Analyze option (A).
This option suggests assigning permanent responsibility for both healthcare and economy revival to district administrations. While they were actively involved during the crisis, giving them permanent responsibility for all such matters may not be realistic. Such roles are usually coordinated at state/national levels. Hence, (A) is not strongly plausible.


Step 2: Analyze option (B).
A task force to review the post-pandemic measures is both logical and practical. Governments commonly review their response to crises to learn lessons, improve systems, and understand effectiveness. Thus, (B) is highly plausible.


Step 3: Analyze option (C).
A committee to create a future pandemic management program is also very reasonable. Planning ahead by learning from past experiences minimizes losses in life and economy for future emergencies. Hence, (C) is also plausible.


Step 4: Analyze option (D).
Population control as a solution to pandemics is neither directly relevant nor scientifically valid, since pandemics are driven by disease transmission and preparedness, not population size alone. Therefore, (D) is implausible.
\[ \boxed{Thus, the plausible actions are (B) and (C).} \] Quick Tip: In decision-making questions, focus on actions that are logical, realistic, and directly related to the problem. Avoid extreme or unrelated measures like population control for pandemics.

Step 1: Collect XH–B1 inequalities.

From the statements for paper B1: \[ \begin{aligned} (i)\ &Bw < Ct
(ii)\ &Dv > Ct
(iii)\ &Em < Dv, Em > Fu
(iv)\ &Ar < Em, Ar > Fu \end{aligned} \]

Step 2: Chain what we can.

From (iv) and (iii): \(Fu < Ar < Em < Dv\).
From (ii): \(Ct < Dv\).
From (i) and (ii): \(Bw < Ct < Dv\).

Step 3: Decide the topper in B1.

Every candidate is strictly below Dv:
- \(Ct < Dv\) (given), hence \(Bw < Ct < Dv\).

- \(Em < Dv\) (given), and \(Ar < Em\), \(Fu < Ar\).
Therefore, \(\boxed{Dv is the highest in XH–B1}\). Quick Tip: In order-comparison puzzles, segregate constraints by category (here, by paper B1 vs C1), write only the relevant inequalities, then build a single chain. A strict “\(>\)” link from the topper to each} other candidate certifies the topper.

Let us break down the word GOODMORNING and apply the rules:


1. Vowels rule:

- O is replaced by U (the next vowel).

- O is replaced by U (the next vowel).

- O is replaced by U (the next vowel).

- I is replaced by O (the next vowel).

- I is replaced by O (the next vowel).


2. Consonants rule:

- G is replaced by F (the previous consonant).

- D is replaced by C (the previous consonant).

- M remains M (no previous consonant before M in the alphabet).

- R is replaced by Q (the previous consonant).

- N is replaced by M (the previous consonant).

- N is replaced by M (the previous consonant).

- G is replaced by F (the previous consonant).


Thus, the coded word for GOODMORNING is FUUCLUQMOMF.
Quick Tip: When decoding or encoding based on letter substitutions, break down each character and apply the transformation rules step by step. Keep track of vowels and consonants separately for accuracy.

Step 1: Identify the central idea of the passage

The stranger is described as fundamentally “not an owner of soil.” This metaphor of soil applies both in the physical sense (ownership of land or fixed place) and in the psychological/social sense (fixed, organic ties in a community). The stranger is defined by mobility and lack of rooted connection.

Step 2: Examine each option

(A) Incorrect. Although the stranger may develop charm and significance, the passage clearly says this does not make him an “owner of soil.” Personal charm does not remove the condition of strangeness.


(B) Correct. The stranger, by definition, “is not an owner of soil” in either sense — physical or psychological. This matches the core statement of the passage.


(C) Incorrect. Establishing ties of kinship, locality, or occupation would contradict the very definition of the stranger, who is never “organically connected” with such ties.


(D) Correct. The passage allows a subtle interpretation: physically, one could own soil (in the sense of land), but psychologically/socially, the stranger remains a stranger, not organically tied. Hence, this option also aligns with the text.


Step 3: Final Answer

Both (B) and (D) are consistent with the description in the passage.
\[ \boxed{Correct Assumptions: (B) and (D)} \] Quick Tip: In comprehension passages, carefully distinguish between literal (physical) and figurative (psychological/social) meanings. The “stranger” here is defined by lack of organic ties, regardless of charm or interaction.

Step 1: Decode the family links.

L is the only son of parents A and S \(\Rightarrow\) L is male; A and S are L’s parents (genders not yet known).

S has one sibling, B.

B is married to L’s aunt K. If K were S’s sister, B (S’s sibling) would be marrying his own sister — impossible. Hence K is A’s sister (paternal aunt of L). Therefore, B is S’s only sibling and A’s brother-in-law.


Step 2: Use “B is the only son of D”.

Since S and B are siblings and B is the only son of D, it follows that:
- B is male,
- S cannot be male (otherwise D would have at least two sons, contradicting “only son”).

Therefore, S is female \(\Rightarrow\) S is L’s mother. Consequently, D is a parent of S, i.e., D is L’s maternal grandparent.


Step 3: Determine which options fit.

From Step 2, the relationship between L and D is always “grandchild \(\leftrightarrow\) maternal grandparent”. The question does not specify D’s gender. Hence both of the following are possible and consistent with the data: \[ (B) Grandchild and Maternal Grandfather, (D) Grandchild and Maternal Grandmother. \]

Why not paternal?

If D were on the paternal side, D would be a parent of A. But D is explicitly the parent of B, who is S’s only sibling; thus D is on S’s side, not A’s. So (A) and (C) are impossible.
Quick Tip: When you see “only son/daughter,” use it to fix genders and sides of the family. Here “B is the only son of D” forces S to be female, putting D on the maternal side.

The first segment of the sentence is:
1. Consumed multitudes are jostling and shoving inside me.

This implies that the subject is in a crowded or chaotic state.


The last segment of the sentence is:
5. some thirty-two years before anything as obvious, as present, as my clock-ridden, crime-stained birth.

This indicates a time reference, looking back at an event (birth) that occurred thirty-two years ago.
\

Now, we need to arrange segments 2, 3, and 4 to form a coherent thought.

Segment 2: and guided only by the memory of a large white bedsheet with a roughly circular hole some seven inches in diameter cut into the center.
\
Segment 3: clutching at the dream of that holey, mutilated square of linen, which is my talisman, my open-sesame.

Segment 4: I must commence the business of remaking my life from the point at which it really began.


Clearly, segment 2 introduces the guiding memory, and segment 3 further explains it as a "talisman" and "open-sesame," meaning it is a key to the story. Finally, segment 4 follows logically by talking about starting the process of remaking life from this point.


Thus, the correct order of the middle segments is: \[ \boxed{2 - 3 - 4} \] Quick Tip: When dealing with jumbled sentence questions, focus on connecting the subject and the action first, and then find logical transitions that fit the time or context (here, the reference to time in the last segment).

Step 1: Extract claims about “memory’s truth.”

The passage stresses that memory selects, eliminates, alters, exaggerates, minimizes, glorifies, vilifies and finally creates its own reality. This presents truth as constructed by memory and therefore fallible and slanted. \(\Rightarrow\) Matches (C).


Step 2: Observer–dependence.

“No sane human being ever trusts someone else’s version more than his own” implies truth varies with the observer and is thus contingent and partial. \(\Rightarrow\) Matches (D).


Step 3: Why (A) and (B) do not follow.

(A) \& (B) appeal to empiricism/sense verification, but the passage neither mentions empirical testing nor sensory verification as criteria of truth; it focuses on memory’s constructive, subjective nature. Hence they are not supported.

\[ \boxed{Therefore, (C) and (D) only.} \] Quick Tip: When a passage emphasizes selection, alteration, and “own versions,” look for options about constructed} and observer-dependent} truth, not empirical verification.

Step 1: Define variables.

Let the number of skilled workers be \(x\). Then unskilled workers \(=100-x\).


Step 2: Set up wage equation.
\[ 40{,}000\,x + 15{,}000\,(100-x) \;=\; 23{,}75{,}000 \]


Step 3: Simplify and solve.
\[ 40{,}000x + 15{,}00{,}000 - 15{,}000x = 23{,}75{,}000 \Rightarrow 25{,}000x = 8{,}75{,}000 \] \[ x = \frac{8{,}75{,}000}{25{,}000} = 35 \]

\[ \boxed{Skilled labour employed = 35} \] Quick Tip: In mixture/wage problems, set one variable for one group, express the other as the complement (here \(100-x\)), and form a single linear cost equation to solve quickly.

Identify the common category: Items (1), (2), (4), and (5) are all names of national currencies.


Lek — currency of Albania.

Zloty — currency of Poland.

Drachma — historical currency of Greece (pre-euro).

Real — currency of Brazil.


Contrast with option (3): Diner (spelled with an e) is not a currency; it is an English word meaning a person who dines or a type of casual restaurant. (A currency spelled Dinar would fit the pattern, but that is not what is written.)


Therefore, the only item not belonging to the currency category is (3) Diner.

\[ \boxed{Odd word: (3) Diner} \] Quick Tip: Watch for near-homophones or look-alike spellings in “odd one out” questions—Diner} vs.\ Dinar} changes the category completely.

The blind spot (optic disc) is the point where the optic nerve exits the eye and blood vessels enter/leave.

Step 1: Structure at the optic disc \(\Rightarrow\) there are no photoreceptors present.

Step 2: Consequence \(\Rightarrow\) since rods and cones are absent, light falling here is not transduced, creating a physiological scotoma (blind spot).

Therefore options (A), (B), and (C) are incorrect, and \fbox{(D) neither rod nor cone cells is correct.
Quick Tip: Blind spot \(=\) optic disc \(=\) no photoreceptors (neither rods nor cones). That’s why you can’t “see” where the optic nerve leaves the eye.

Definition: Negative reinforcement increases a behavior by removing an aversive stimulus.

Apply to the case: Taking a painkiller (behavior) \(\Rightarrow\) removes pain (aversive) \(\Rightarrow\) person is more likely to repeat the behavior. Hence, negative reinforcement.

Why others are wrong:

(B) Positive reinforcement adds a pleasant stimulus to increase behavior (not removal).

(A) Negative punishment removes a pleasant stimulus to decrease behavior.

(D) Positive punishment adds an unpleasant stimulus to decrease behavior.

Thus, the correct choice is \fbox{(C).
Quick Tip: Reinforcement \textbf{increases} behavior (positive = add good; negative = remove bad). Punishment \textbf{decreases} behavior (positive = add bad; negative = remove good).

Step 1: Recall the definition of retroactive interference.

Retroactive interference occurs when newly learned information interferes with the recall of previously learned information.


Step 2: Apply to the given situation.

Here, learning something new impairs the ability to retrieve older information. This matches exactly with retroactive interference.


Step 3: Eliminate other options.

- Proactive interference is the reverse: older information interferes with new learning.

- Tip-of-the-tongue phenomenon is a retrieval failure, not interference.

- Recency effect refers to remembering the most recent items better.


Thus, the correct answer is retroactive interference.
Quick Tip: Remember: \textbf{Retroactive = New interferes with Old}, while \textbf{Proactive = Old interferes with New}.

Step 1: Recall what iconic memory is.

Iconic memory refers to the brief visual storage of sensory information (lasting only a few hundred milliseconds).


Step 2: Classify under memory types.

Since iconic memory deals with raw visual sensory input held for a very short duration, it falls under sensory memory.


Step 3: Eliminate other options.

- Short-term memory stores information for seconds to minutes, longer than iconic memory.

- Semantic memory refers to general knowledge, not sensory storage.

- Working memory is for temporary manipulation of information, not immediate sensory impressions.


Thus, iconic memory is a type of sensory memory.
Quick Tip: Iconic memory (visual) and echoic memory (auditory) are two key types of sensory memory that briefly hold raw sensory data.

Step 1: Recall definitions.

Phonemes \(=\) smallest units of sound; Morphemes \(=\) smallest meaning-bearing units; Syntax \(=\) rules for arranging words into sentences; Pragmatics \(=\) use of language in context—social norms like politeness, turn-taking, implicature, deixis.

Step 2: Match to prompt.

The question asks about the practical/social side of communication \(\Rightarrow\) how meaning changes with speaker, listener, setting, and intentions \(\Rightarrow\) \fbox{Pragmatics.
Quick Tip: Form vs. use: phonemes/morphemes/syntax are about language form}; \textbf{pragmatics} is about language use} in social context.

Step 1: Statement of the law.

The Yerkes–Dodson law proposes an inverted-U relation between arousal and performance: too little arousal \(\Rightarrow\) low alertness; moderate arousal \(\Rightarrow\) optimal performance; too much arousal \(\Rightarrow\) performance declines.

Step 2: Eliminate distractors.

(B) is the frustration–aggression hypothesis, not Y–D.

(C) concerns self-schema/memory, not arousal.

(D) is the law of recency/frequency in learning, not Y–D.

Hence, \fbox{(A) is correct.
Quick Tip: Remember the \textbf{inverted-U}: performance peaks at moderate} arousal (lower for complex tasks, higher for simple tasks).

Step 1: Recall how auditory transduction occurs.

The process of converting sound waves (mechanical energy) into electrical signals (nerve impulses) occurs in the cochlea of the inner ear.


Step 2: Role of hair cells.

Inside the cochlea, hair cells bend in response to vibrations of the basilar membrane. This bending opens ion channels in the hair cells, leading to depolarization and generation of nerve impulses.


Step 3: Eliminate incorrect options.

- The pinna (A) collects sound waves but does not transduce signals.

- The incus (C) and malleus (D) are ossicles that transmit vibrations, but not responsible for neural transduction.


Hence, the correct answer is hair cells.
Quick Tip: Remember: \textbf{Hair cells} in the cochlea are the sensory receptors that perform mechanical-to-neural transduction in hearing.

Step 1: Recall Schachter-Singer theory (two-factor theory).

This theory proposes that emotions are produced by two components: (i) physiological arousal, and (ii) cognitive labeling of that arousal based on environmental context.


Step 2: Differentiate from other theories.

- The James-Lange theory suggests emotions arise from perception of physiological changes alone (e.g., "I feel afraid because I tremble").

- The Cannon-Bard theory states arousal and emotional experience occur simultaneously and independently.

- The Ekman-Friesen theory relates to universal facial expressions of emotions, not arousal labeling.


Step 3: Match with the question.

The question clearly matches Schachter-Singer theory since it emphasizes arousal plus labeling based on environmental cues.
Quick Tip: The \textbf{Schachter-Singer (two-factor) theory} = Physical arousal + Cognitive labeling = Emotion.

Step 1: Core idea. Gate-control theory (Melzack \& Wall) proposes a gating mechanism in the dorsal horn of the spinal cord that modulates nociceptive input before it ascends \(\Rightarrow\) pain transmission is “gated” at the spinal level.

Step 2: Check options.

(A) False — the “gate” is a functional mechanism (interneuronal modulation), not a discrete physical gate.

(B) False — large-diameter touch/pressure fibers and descending pathways can close the gate (e.g., rubbing an injured area reduces pain).

(C) False — Substance P facilitates transmission to second-order neurons; it does not negate activation.

(D) True — nociceptive signals are modulated at a spinal “gate” before ascending.


Final Answer: (D) Quick Tip: Remember the heuristic: Rub it and it hurts less} \(\Rightarrow\) non-pain (A-beta) input can close the spinal gate.

Step 1: Rogers’ terms. Unconditional positive regard = acceptance irrespective of behavior; conditional positive regard = acceptance only when conditions/expectations are met.

Step 2: Match the phrase. “Warmth and consideration only when one behaves as expected” \(\Rightarrow\) acceptance depends on meeting conditions \(\Rightarrow\) conditional positive regard.

(A) is a Big-Five trait; (D) is Vygotsky’s learning zone — both irrelevant.


Final Answer: (B) Quick Tip: Think: strings attached} \(\Rightarrow\) \textbf{conditional} positive regard; no strings} \(\Rightarrow\) \textbf{unconditional}.

Step 1: Recall the Big Five traits

Big Five \(=\) Openness to Experience, Conscientiousness, Extraversion, Agreeableness, Neuroticism (often remembered as OCEAN).


Step 2: Check each option

(A) Conscientiousness \(\Rightarrow\) is a Big Five trait (not the answer).

(B) Optimism \(\Rightarrow\) not one of the Big Five; it’s usually treated as an affective disposition.

(C) Humility \(\Rightarrow\) not in Big Five; appears in HEXACO as “Honesty–Humility”.

(D) Extraversion \(\Rightarrow\) is a Big Five trait.


Final Answer: Options (B) and (C) are not Big Five factors. Quick Tip: Remember OCEAN: Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism. Traits like Optimism or Humility belong to other models or narrower constructs.

Step 1: Core attributes of creative people

Research commonly associates creativity with independence, openness to new experiences, tolerance for ambiguity, nonconformity, and strong mental imagery.


Step 2: Evaluate statements

(A) “Not very good at mental imagery” \(\Rightarrow\) typically false; creative individuals often excel at imagery and visualization.

(B) “Not afraid to be different” \(\Rightarrow\) true; willingness to deviate from norms supports originality.

(C) “Do not value their independence” \(\Rightarrow\) false; independence is usually valued and facilitates novel thinking.

(D) “Unconventional in their work” \(\Rightarrow\) true; nonconformity is a hallmark of creative practice.


Final Answer: (B) and (D) are correct. Quick Tip: Creativity pairs novelty with independence and nonconformity. When in doubt, prefer options that reflect openness, risk-taking, and strong visualization abilities.

Step 1: Concept. Behavioural genetics in humans infers genetic and environmental influences using naturally occurring relationships, not experimental breeding. The classic human designs are family, twin, and adoption studies.


Step 2: Evaluate options.

(A) Selective breeding studies — Not used in humans (unethical/implausible). \Rightarrow Not included.

(B) Family studies — Compare trait similarity among biological relatives across degrees of relatedness. \Rightarrow Included.

(C) Twin studies — Compare MZ vs DZ twins to partition heritability and shared environment. \Rightarrow Included.

(D) Adoption studies — Contrast resemblance to biological vs adoptive parents to separate genes from rearing environment. \Rightarrow Included.


Conclusion: Only (B), (C), and (D) are human behavioural genetics methods. Quick Tip: For human behavioural genetics, remember the trio: family, twin, adoption}. Anything requiring experimental mating (selective breeding) is out for humans.

Step 1: Concept. Rotter’s locus of control describes whether outcomes are attributed to one’s own actions (internal) or to external forces like luck/chance (external).


Step 2: Evaluate options.

(A) True. By definition there are internal and external loci; people vary along this continuum (domain-specific mixes are possible).

(B) True. Internals typically show higher perceived control and are moderately associated with higher self-esteem.

(C) True. Internal LoC correlates positively with academic/job success, proactive coping, and persistence.

(D) False. Feelings of regret and attributional style are related: those with a stronger internal LoC often experience regret tied to personal responsibility, showing an association. Hence the statement “no association” is incorrect.


Conclusion: (A), (B), and (C) are correct; (D) is not. Quick Tip: Link it fast: Internal \(\Rightarrow\) “my actions,” often higher self-esteem and achievement; External \(\Rightarrow\) “luck/others,” often less personal control. Regret involves attributions, so it relates to locus of control.

Step 1: Nature of nonparametric tests. They make few (or no) assumptions about the population distribution, so they are distribution‐free. \(\Rightarrow\) (A) is true.

Step 2: Level of measurement. Nonparametric procedures commonly work on ranks or categorical counts and are appropriate for ordinal/nominal data; hence (C) is true.

Step 3: Why the others are false. (B) Interval/ratio data with normality are typically handled by parametric tests. (D) Nonparametric comparisons usually use medians or rank sums (e.g., Mann–Whitney, Kruskal–Wallis), not means.

Thus, the correct statements are \fbox{(A) and (C).
Quick Tip: Think “distribution‐free and ranks” for nonparametrics: good for ordinal/nominal data and robust to nonnormality.

Step 1: Core finding. Meta-analytic and review evidence shows that greater stress (especially chronic/long-term) is associated with reduced immune functioning (e.g., poorer NK-cell activity, antibody response). \(\Rightarrow\) (A) is true.

Step 2: Social factors. Loneliness / social isolation moderates and often exacerbates stress-related immune deficits, indicating a meaningful impact of social connection on immunity. \(\Rightarrow\) (C) is true.

Step 3: Eliminate distractors. (B) contradicts the well-documented effects of stress on immunity; (D) reverses the direction—long-term stressors typically impair, not improve, functional immune measures.

Therefore, the statements with substantial evidence are \fbox{(A) and (C).
Quick Tip: Stress generally \textbf{suppresses} immunity; strong social ties can buffer this effect, while loneliness can worsen it.

Step 1: Understanding gender dysphoria.

Gender dysphoria refers to the psychological distress that occurs when an individual’s gender identity does not align with the sex assigned at birth. Multiple factors contribute to its development.


Step 2: Prenatal factors (A).

Hormonal and genetic influences during fetal development may contribute to gender identity formation, thereby influencing gender dysphoria.


Step 3: Early childhood experiences (B).

Experiences in early years, including reinforcement, family interactions, and psychological environment, may shape gender-related identity and contribute to dysphoria.


Step 4: Socialization (C).

Cultural, peer, and social expectations strongly affect gender role development. Discrepancies in socialization experiences can contribute to gender dysphoria.


Step 5: ADHD (D).

Attention Deficit Hyperactivity Disorder is unrelated to gender identity and has no causal link with gender dysphoria.


Thus, the influencing factors are (A), (B), and (C).
Quick Tip: Gender dysphoria is multifactorial—biological, psychological, and social influences interact, but ADHD is unrelated.

Step 1: Recall the relationship.

Standard deviation (SD) is the square root of variance.


Step 2: Apply formula.
\[ Variance = 100 \] \[ SD = \sqrt{100} = 10 \]


Final Answer: The standard deviation is 10.
Quick Tip: Always remember: Variance = (Standard Deviation)\(^2\). To find SD, just take the square root of variance.

Step 1: Recall key functions.

Cerebellum \(\Rightarrow\) coordination/fine motor control \(\Rightarrow\) (iii).

Thalamus \(\Rightarrow\) sensory relay to cortex \(\Rightarrow\) (iv).

Tectum (superior/inferior colliculi) \(\Rightarrow\) orienting reflexes to sights/sounds \(\Rightarrow\) (i).

Medulla \(\Rightarrow\) autonomic control of heart rate, circulation, respiration \(\Rightarrow\) (ii).


Step 2: Map and choose.

Thus \(P\!\to\!(iii),~Q\!\to\!(iv),~R\!\to\!(i),~S\!\to\!(ii)\), which matches option (D).


Final Answer: (D) Quick Tip: Remember: \textbf{Cerebellum} = coordination, \textbf{Thalamus} = sensory relay, \textbf{Tectum} = orienting, \textbf{Medulla} = vital autonomic functions.

Step 1: What replication tests.

Replication checks whether similar procedures yield consistent results across samples/settings \(\Rightarrow\) reliability (consistency/reproducibility).

Step 2: Why others are incorrect.

Validity concerns accuracy/truth of the inference (internal/external), which requires design and control, not just repeating the study. Interaction and mediation are specific statistical effects, not what replication establishes.


Final Answer: (B) Quick Tip: Think replication = repeatability} \(\Rightarrow\) reliability. Validity is about are we measuring the right thing?}

Step 1: Recall each law/theory

- Weber's law: \(\Delta I / I = k\) \Rightarrow change detection is relative to baseline intensity \(\Rightarrow\) (i).

- Steven's Power law: \(S = k I^{n}\) \Rightarrow sensory magnitude grows as a power of physical intensity \(\Rightarrow\) (ii).

- Signal detection theory: Detection depends on sensitivity and decision criterion (response bias); detectability of weak signals varies with bias \(\Rightarrow\) (iv).

- Fechner's law: \(S = k \log I\) \Rightarrow sensation varies logarithmically with stimulus \(\Rightarrow\) (iii).


Final Answer: Option (C). Quick Tip: Link the formulas to the words: Weber \(\Rightarrow\) ratio; Stevens \(\Rightarrow\) power; Fechner \(\Rightarrow\) log; SDT \(\Rightarrow\) criterion/bias.

Step 1: Map each disorder to its hallmark sign

- Enuresis \(\Rightarrow\) bedwetting \Rightarrow (ii).

- Hypersomnia \(\Rightarrow\) excessive daytime sleepiness \Rightarrow (i).

- Circadian rhythm disorder \(\Rightarrow\) misaligned sleep–wake timing \Rightarrow (iv).

- Sleep apnea \(\Rightarrow\) repeated breathing pauses during sleep \Rightarrow (iii).


Final Answer: Option (B). Quick Tip: Remember quick anchors: Enuresis–urine}, Hypersomnia–sleepy day}, Circadian–clock}, Apnea–no breath}.

Step 1: Map key phrases to theories.

- “Mutual withdrawal of individual and society” is the hallmark of Disengagement theory (Cumming \& Henry, 1961). It posits that reduced social interaction is a natural, adaptive part of aging for both the person and society.

- “Positive correlation between activity and successful aging” captures Activity theory (Havighurst), which argues that maintaining roles and social/physical activities leads to higher life satisfaction and better adjustment in old age.


Step 2: Eliminate distractors.

(A) and (B): “Decay/Balance/Engagement theory” are not the standard gerontological pairs explaining these statements.

(D) “Withdrawal theory” is not the canonical name; the accepted term is Disengagement theory. Though “withdrawal” sounds similar, the established label used in aging literature is disengagement.

\[ \boxed{Disengagement theory, Activity theory} \] Quick Tip: Remember the contrast: \textbf{Disengagement} = natural reduction in roles/contacts; \textbf{Activity} = stay engaged to age successfully. (A third, Continuity theory}, stresses maintaining patterns over time.)

Step 1: Recall definitions.

P) Barnum Effect — believing very vague, general personality statements apply uniquely to oneself (e.g., horoscopes). \(\Rightarrow\) (iv).

Q) Reference Group Effect — rating oneself relative to one's social/cultural group norms. \(\Rightarrow\) (iii).

R) Self-Serving Bias — crediting oneself for success while externalizing failures. \(\Rightarrow\) (i).

S) Self-Effacing (Modesty) Bias — taking blame for failures and downplaying success. \(\Rightarrow\) (ii).


Step 2: Match to the option.

The mapping \(P\!\to\!(iv),\; Q\!\to\!(iii),\; R\!\to\!(i),\; S\!\to\!(ii)\) corresponds to option (B). Quick Tip: Memory hook: Barnum = broad}; Reference = group norms}; Self-serving = success credit}; Self-effacing = success shrink}.

Drive theory \(\Rightarrow\) (iv): Drives arise from biological needs (e.g., hunger) that push action.

Arousal theory \(\Rightarrow\) (i): Performance relates to the level of activation/arousal (optimum arousal).

Expectancy theory \(\Rightarrow\) (ii): Behaviour depends on expected desirable outcomes (expectancy, instrumentality, valence).

Goal setting theory \(\Rightarrow\) (iii): Specific, challenging goals enhance motivation and performance.

Therefore the mapping is \fbox{P-iv, Q-i, R-ii, S-iii.
Quick Tip: Link each theory to its key word: Drive\(\to\)needs; Arousal\(\to\)activation; Expectancy\(\to\)outcomes; Goal setting\(\to\)specific \& challenging goals.

The basic dilemma in social psychology is the tradeoff between internal validity (strong causal inference, often in lab) and external validity (generalizability, often in field).

(A) focuses only on internal validity; (C) only on external validity; (D) changes the purpose, not the validity tradeoff.

Best resolution: combine approaches—replicate studies and conduct a program of research including both high-internal-validity lab experiments and high-external-validity field studies. Hence, \fbox{(B).
Quick Tip: Balance the validity tradeoff by triangulation: replicate and mix lab (internal validity) with field (external validity) studies.

Step 1: Narrative method (P).

Narrative methods focus on collecting data in the form of cohesive stories. Hence, P-(ii).


Step 2: Ethnography (Q).

Ethnography is the study of cultural groups and practices, so it involves describing cultural characteristics in detail. Hence, Q-(iv).


Step 3: Case Study (R).

Case studies describe a person, event, or experience in detail. Hence, R-(i).


Step 4: Content analysis (S).

Content analysis focuses on analyzing texts, extracting categories, and identifying patterns or themes. Hence, S-(iii).


Thus, the correct matching is P-(ii), Q-(iv), R-(i), S-(iii).
Quick Tip: Narrative = stories, Ethnography = culture, Case study = detailed person/event, Content analysis = themes.

Step 1: Recall Brehm’s reactance theory.

This theory suggests that when people perceive their freedom of choice as being threatened, they may experience psychological reactance, motivating them to resist the restriction.


Step 2: Apply to spitting signs.

- A strong prohibitory sign (e.g., "Strictly No Spitting") threatens autonomy more strongly, increasing resistance and making people more likely to spit.

- A mild prohibitory sign (e.g., "Please avoid spitting") reduces the feeling of restriction, and hence reduces reactance, making compliance more likely.


Step 3: Eliminate other options.

(B) is false because stronger restrictions trigger more resistance.

(C) is false since no guidance may not discourage spitting.

(D) is false because signs influence behavior through perception of freedom.


Therefore, (A) is correct.
Quick Tip: Reactance theory: Strong restrictions trigger resistance. Mild restrictions are more effective in ensuring compliance.

Step 1: State the principle. The overjustification effect states that adding salient external rewards to an activity that is already intrinsically motivated can shift the perceived locus of causality from “I do it because I like it” to “I do it for the reward,” thereby reducing intrinsic interest.

Step 2: Apply to the scenario. Students freely choose psychology \(\Rightarrow\) they already have intrinsic interest. Introducing marks for attendance (an extrinsic reward) will, over time, undermine that intrinsic interest.

Step 3: Evaluate options. (A) contradicts the effect; (C) ignores the predicted decrease; (D) is unrelated. Hence (B) is correct.


Final Answer: (B) Quick Tip: If intrinsic motivation is high and you add strong external rewards, expect interest to drop once rewards loom large or are withdrawn.

Step 1: Define justifications. External justification refers to doing a behavior because of outside pressures/rewards (e.g., big prize; harsh penalty). Internal justification means aligning attitudes to justify one’s behavior when external pressure is insufficient.

Step 2: Dissonance prediction. When rewards/punishments are large, people can attribute their behavior to external causes, so they experience little dissonance and need only a small change in attitude. Conversely, small rewards/punishments produce insufficient external justification, prompting larger internal attitude change.

Step 3: Choose the option. Therefore: external justification; small attitude change \(\Rightarrow\) (D).


Final Answer: (D) Quick Tip: Remember the rule of thumb from dissonance theory: \textbf{big reward/penalty \(\Rightarrow\) \textbf{external justification} \(\Rightarrow\) \textbf{small} attitude change; \textbf{small reward/penalty} \(\Rightarrow\) \textbf{internal justification} \(\Rightarrow\) \textbf{big} attitude change.

Step 1: What uses classical conditioning?

- Systematic desensitization pairs the conditioned stimulus (feared cue) with relaxation (\Rightarrow\ counterconditioning).

- Aversion therapy pairs an unwanted response/cue with an aversive unconditioned stimulus to reduce its attraction.

Step 2: What does not?

- CBT (C) and REBT (D) are primarily cognitive/behavioural and rational–disputational approaches, not classical-conditioning procedures.

Final Answer: (A) and (B). Quick Tip: Associate “classical conditioning” with pairing/association methods: desensitization and aversion are the classic pairings.

Step 1: Core deficit

- Wernicke’s aphasia (posterior superior temporal lesion) \(\Rightarrow\) impaired comprehension.
Thus (A) “cannot comprehend spoken words” is true; (B) “cannot understand meanings” is true.

Step 2: Speech output features

- Speech is fluent but empty with phonemic/semantic paraphasias and paragrammatism (syntactic/grammatical errors despite fluency).
Hence many patients fail to produce grammatically appropriate speech \(\Rightarrow\) (C) taken as true in exam contexts.

Step 3: Reading and writing

- Reading comprehension and writing typically mirror the spoken-language deficit (alexia/agraphia-like problems).
Difficulty “to write and understand symbols representing speech sounds” \(\Rightarrow\) (D) true.

Final Answer: All four statements apply: (A), (B), (C), (D). Quick Tip: Broca’s = nonfluent, effortful, relatively good comprehension; Wernicke’s = fluent but meaningless, poor comprehension, with parallel reading/writing deficits.

Step 1: Recall what Theory of Mind (ToM) means.

ToM is the capacity to attribute mental states (beliefs, desires, intentions, knowledge) to oneself and others and to understand that others’ mental states can differ from one’s own and from reality.


Step 2: Evaluate options.

(A) True. Recognizing that people can hold false beliefs (e.g., Sally–Anne task) is a classic ToM benchmark. \(\Rightarrow\) Component of ToM.

(B) False. Face/smell discrimination is perceptual processing, not mental-state reasoning. \(\Rightarrow\) Not ToM.

(C) True. Identifying that others possess mental states is foundational to ToM. \(\Rightarrow\) Component of ToM.

(D) False. Vocabulary can support communication, but a large lexicon is not itself a ToM component.


Conclusion: Only (A) and (C) are components of ToM. Quick Tip: Think “mind about minds”: if the option talks about beliefs, desires, intentions} \(\Rightarrow\) likely ToM; if it’s raw perception or language size, it’s not.

Step 1: What reduces groupthink?

Classic remedies include a leader staying impartial, encouraging dissent (devil’s advocate), inviting outside opinions, using subgroups, and delaying premature consensus.


Step 2: Evaluate options.

(A) Effective (thus NOT an answer). Leader impartiality reduces conformity pressure.

(B) Effective (thus NOT an answer). Accountability reduces mindless concurrence.

(C) Not effective. A leader unilaterally deciding bypasses deliberation rather than improving the group’s decision process; it does not “minimize” groupthink within the team’s dynamics. \(\Rightarrow\) Select.

(D) Not effective. Pushing for quick consensus fosters the very symptoms of groupthink (suppressed dissent, illusion of unanimity). \(\Rightarrow\) Select.


Conclusion: (C) and (D) would not be effective in minimizing groupthink. Quick Tip: To combat groupthink: leader stays neutral, slow down decisions, assign a devil’s advocate, and invite outside critiques \(\Rightarrow\) better debate, less conformity.

Step 1: Definition. The standard error of the mean (SEM) is the standard deviation of the sampling distribution of the sample mean: \(SE_{\bar X}=\dfrac{\sigma}{\sqrt{n}}\) (or \(s/\sqrt{n}\) when \(\sigma\) is unknown). \(\Rightarrow\) (A) is true.

Step 2: Interpretation. A smaller SEM means sample means cluster more tightly around the population mean, i.e., higher precision/accuracy of the estimate. \(\Rightarrow\) (B) is true.

Step 3: Eliminate distractors. (C) is a meaningless “difference” and not a definition; (D) confuses SEM with a sample’s own SD. Both are false.

Thus, the correct choices are \fbox{(A) and (B).
Quick Tip: Remember: \(SE_{\bar X}= SD/\sqrt{n}\). As \(n\) increases, SEM decreases \Rightarrow estimates become more precise.

Step 1: Core facets (Porter et al.). Organizational commitment comprises:

\(\bullet\) Affective attachment/desire to remain — loyalty and identification with the organization \(\Rightarrow\) (A).

\(\bullet\) Willingness to exert effort beyond minimum role requirements \(\Rightarrow\) (B).

\(\bullet\) Belief in/acceptance of organizational goals and values \(\Rightarrow\) (C).

Step 2: Distractor. (D) “High turnover intention” is the opposite of commitment (it signals intent to leave), so it is not a component.

Hence, the correct set is \fbox{(A), (B), (C).
Quick Tip: Think ABC of commitment: \textbf{A}ttachment (stay), \textbf{B}elief in goals/values, and extra \textbf{C}ontribution (effort).

Step 1: Prejudice and cognitive processes.

Prejudice arises when people form biased attitudes toward members of out-groups. It is strongly influenced by the way we think (stereotypes) and interpret others’ behavior.


Step 2: The way we think about others (A).

This refers to cognitive schemas and stereotypes. Categorization leads to “us versus them” thinking, reinforcing prejudice. Hence, (A) is correct.


Step 3: The way we assign meaning to others’ behaviour (B).

Attributional biases (e.g., blaming out-groups for negative actions) reinforce prejudice. Hence, (B) is also correct.


Step 4: Eliminating incorrect options.

- (C) Following intellectual pursuits is unrelated to prejudice.

- (D) Working towards a common goal reduces prejudice (contact hypothesis), not support it.


Thus, prejudice is supported by (A) and (B).
Quick Tip: Prejudice is maintained by stereotypes and attribution biases, but reduced by cooperative intergroup goals.

Step 1: Defining clinical phobia.

A clinical phobia is an anxiety disorder where the fear response is exaggerated, persistent, and out of proportion to the actual threat.


Step 2: Persistent fear (A).

Phobias involve chronic and long-lasting fear responses. Hence, (A) is correct.


Step 3: Significant distress (B).

For a fear to be diagnosed as phobia, it must interfere with normal functioning and cause marked distress. Hence, (B) is correct.


Step 4: Rational vs irrational (C and D).

- (C) is incorrect because phobic fears are not rational.

- (D) is correct because individuals recognize their fear is excessive or unwarranted, but still cannot control it.


Therefore, the features of clinical phobia are (A), (B), and (D).
Quick Tip: Clinical phobia = persistent, distressing, irrational fear that the individual knows is excessive but cannot control.

Step 1: Confirm mean squares.

Within MS \(= \dfrac{SS_within}{df_within}=\dfrac{100}{20}=5\) (matches the table).

Between MS \(= 18\) (given).


Step 2: Compute the \(F\) statistic.
\(F = \dfrac{MS_between}{MS_within}=\dfrac{18}{5}=3.6\).


Final Answer: 3.6 Quick Tip: In one-way ANOVA, \(F = MS_{between}/MS_{within}\). Always verify MS values using \(MS=SS/df\) before computing \(F\).