Mizoram Board Class 12 Education 2026 Question Paper with Solution PDF

We need to identify which personality type matches the description "submissive and self-centered."

Step 1: Understand the meaning of each personality type.

- Extrovert: A person who is outgoing, socially confident, and derives energy from interacting with others. They are typically not submissive.
- Introvert: A person who is more reserved, prefers solitary activities, and derives energy from time spent alone. They may appear quiet but are not necessarily submissive or self-centered.
- Ambivert: A person who has a balance of extrovert and introvert features. They can adapt to different social situations.

Step 2: Analyze the given traits.

The description has two traits:
- Submissive: Tends to yield to others, compliant, obedient
- Self-centered: Focused on oneself, selfish, egocentric

These two traits are somewhat contradictory. A truly submissive person is usually not self-centered, as they tend to prioritize others' wishes. A self-centered person is typically not submissive, as they prioritize their own needs.

Step 3: Evaluate each option.

- (A) extrovert — Extroverts can be self-centered or submissive depending on the individual, but these are not defining characteristics of extroversion. This does not match the description specifically.
- (B) introvert — Introverts can also be self-centered or submissive, but again, these are not defining traits of introversion.
- (C) ambivert — Ambiverts have mixed traits, but "submissive and self-centered" is not a standard description of ambiversion.
- (D) None of these — Since none of the given personality types (extrovert, introvert, ambivert) specifically and consistently describe a person who is both submissive and self-centered, this is the correct option.

Step 4: Conclusion.

The combination of "submissive and self-centered" does not correspond to any of the standard personality types listed. Therefore, the correct answer is "None of these."


Final Answer: (D) None of these Quick Tip: Extrovert, introvert, and ambivert describe where people get their energy from and their social preferences, not necessarily their submission levels or self-centeredness. These are separate personality dimensions.

We need to identify the correct meaning(s) of the verb "to guide."

Step 1: Understand the meaning of "to guide."

The verb "to guide" means to lead, direct, or show the way to someone or something. It involves assisting someone in finding their path, understanding something, or making decisions.

Step 2: Analyze each option.

- (A) to show the way — This is a primary meaning of guide. A guide shows the path or direction to someone. Correct.
- (B) to indicate — This means to point out or direct attention to something. Guiding often involves indicating directions or choices. Correct.
- (C) to point out — This means to draw attention to something specific. Guides point out important landmarks, details, or directions. Correct.
- (D) All of these — Since all three options (A, B, and C) are valid aspects or synonyms of guiding, this option is correct.

Step 3: Conclusion.

"To guide" encompasses showing the way, indicating, and pointing out. Therefore, all the given options are correct meanings.


Final Answer: (D) All of these Quick Tip: Words often have multiple related meanings. "Guide" can mean to lead physically (show the way), to direct attention (indicate), or to explain (point out). When all options are correct, "All of these" is the right choice.

We need to identify the motivating force that impels or drives us to attend to an object.

Step 1: Understand the key terms in the question.

The question asks for the "motivating forces that impels us to attend to an object." This means we are looking for what causes or drives us to direct our attention toward something.

Step 2: Analyze each option.

- (A) attention — Attention is the result or the process itself, not the motivating force. Attention is what we give to an object after being motivated. This is incorrect.

- (B) interest — Interest is a feeling of wanting to know about or take part in something. It is indeed a motivating force that drives us to attend to objects or activities. When we are interested in something, we naturally pay attention to it. This is correct.

- (C) aptitude — Aptitude refers to natural ability or talent to learn or do something. It is not a motivating force; it is a capacity or potential. This is incorrect.

- (D) emotion — Emotion can influence attention, but it is not the primary motivating force that impels us to attend to an object in a general sense. Emotions are temporary states, while interest is a more sustained motivating factor for attention.

Step 3: Conclusion.

Interest is the motivating force that drives or impels us to attend to an object. When we have interest in something, we naturally direct our attention toward it.


Final Answer: (B) interest Quick Tip: Interest is a key factor in attention. We tend to pay attention to things that interest us, while things that do not interest us are often ignored. This is why teachers try to make lessons interesting for students.

We need to identify the purpose and benefit of using mnemonics like 'VIBGYOR.'

Step 1: Understand what mnemonics are.

Mnemonics are memory aids or techniques that help in encoding information in a way that makes it easier to remember. They can be acronyms, rhymes, visual images, or patterns that associate new information with familiar ones.

Step 2: Analyze the example given.

'VIBGYOR' is a mnemonic used to remember the colors of the rainbow in order:
- V for Violet
- I for Indigo
- B for Blue
- G for Green
- Y for Yellow
- O for Orange
- R for Red

This acronym helps people recall the sequence easily without memorizing each color separately.

Step 3: Evaluate each option.

- (A) easy remembering — This is correct. Mnemonics are specifically designed to make remembering information easier by creating meaningful associations.

- (B) easy forgetting — This is incorrect. Mnemonics aim to prevent forgetting, not to promote it.

- (C) examination — While mnemonics can help in examinations by aiding recall, this is too narrow and not the primary purpose. Examinations are just one context where remembering is useful.

- (D) All of these — Since option (B) is incorrect and (C) is not the primary purpose, this option is also incorrect.

Step 4: Conclusion.

The use of mnemonics like 'VIBGYOR' helps in easy remembering by providing memory aids that simplify recall of information.


Final Answer: (A) easy remembering Quick Tip: Mnemonics are powerful memory techniques that create associations to make information easier to recall. Common examples include acronyms (VIBGYOR), rhymes, and visualization methods.

We need to identify the correct meaning of the word "Logos" as used in the context.

Step 1: Understand the etymology and meaning of "Logos."

"Logos" is a Greek word (λόγος) with several related meanings. In philosophy and rhetoric, it primarily refers to:
- Reason, thought, or principle
- Word, speech, or discourse
- The rational principle that governs the universe

Step 2: Evaluate each option based on the core meaning.

- (A) thinking of — This relates to reason, logic, and rational thought, which is a primary meaning of Logos. In many contexts, Logos refers to the faculty of reason or the process of thinking.

- (B) it matters — This phrase relates to importance or significance, which is not a direct meaning of Logos. This is incorrect.

- (C) to talk about — While Logos can mean "speech" or "discourse," the phrase "to talk about" is too narrow and informal. The deeper meaning relates to reasoned discourse or the principle behind speech, not simply the act of talking.

- (D) soul — This is closer to the Greek word "Psyche" (ψυχή), not Logos. In Greek philosophy, Logos and Psyche are distinct concepts. This is incorrect.

Step 3: Determine the most appropriate meaning.

In philosophical and rhetorical contexts, "Logos" is most commonly associated with reason, thought, and logical argument. Option (A) "thinking of" captures this essence best among the given choices.


Final Answer: (A) thinking of Quick Tip: "Logos" is a Greek term with multiple meanings including "word," "reason," "thought," "principle," and "discourse." In philosophy, it often refers to rational thought or the logical principle of the universe.

We need to identify the correct meaning of the term "Gestalt."

Step 1: Understand the meaning of "Gestalt."

"Gestalt" is a German word that translates to "shape," "form," or "whole." In psychology, Gestalt theory emphasizes that the whole of anything is greater than its parts. It focuses on the idea that the mind perceives objects as whole patterns or configurations rather than as a collection of individual elements.

Step 2: Evaluate each option.

- (A) natural stimulus — This is not related to Gestalt psychology. Stimulus-response is more associated with behaviorism. Incorrect.
- (B) whole or total pattern — This correctly captures the essence of Gestalt, which emphasizes perception of complete patterns rather than isolated parts. Correct.
- (C) learning by making trial — This refers to trial-and-error learning, associated with Thorndike, not Gestalt psychology. Incorrect.
- (D) None of these — Since option (B) is correct, this is incorrect.

Step 3: Conclusion.

The term "Gestalt" means "whole or total pattern" in psychology.


Final Answer: (B) whole or total pattern Quick Tip: In psychology, Gestalt theory is summarized by the phrase: "The whole is greater than the sum of its parts." Remember that Gestalt emphasizes perception of complete patterns.

We need to identify the nature of the relationship between Psychology and Education.

Step 1: Understand the connection between Psychology and Education.

Psychology is the scientific study of behavior and mental processes. Education is the process of facilitating learning and acquiring knowledge, skills, values, and habits. The two fields are deeply connected because education relies on understanding how learners think, learn, develop, and behave. Educational psychology is a dedicated field that applies psychological principles to educational practices.

Step 2: Evaluate each option.

- (A) intimate — This means closely connected or deeply interrelated. Psychology and Education share a fundamental and close relationship, as teaching methods, curriculum design, and understanding learners all draw from psychological principles. Correct.
- (B) significant — While this is true (the relationship is indeed significant), "intimate" better captures the depth and closeness of the connection. In many contexts, "intimate" is the preferred term for this relationship.
- (C) insignificant — This is false. The relationship is highly significant, not insignificant.
- (D) not relevant — This is completely false. Psychology is highly relevant to education.

Step 3: Conclusion.

Psychology and Education share an intimate relationship, as education fundamentally depends on understanding psychological principles of learning and development.


Final Answer: (A) intimate Quick Tip: Psychology is often called the foundation of education. Educational psychology applies psychological theories to understand how students learn and how teachers can teach effectively.

We need to identify the correct characteristic of the learning process.

Step 1: Understand the nature of learning.

Learning is defined as a relatively permanent change in behavior or knowledge due to experience. Key characteristics of learning include:

- It is a continuous process that lasts throughout life

- It occurs in all living organisms (humans and animals)

- It can be explained through various theories

- It does not stop after a certain period


Step 2: Evaluate each option.

- (A) cannot be explained — False. Learning can be explained through various psychological theories such as behaviorism, cognitivism, constructivism, etc.
- (B) is continuous — True. Learning begins at birth and continues throughout life until death. It is an ongoing, lifelong process.
- (C) never occurs in animals — False. Animals definitely learn through conditioning, observation, and experience. This is a well-established fact in psychology.
- (D) stops after sometime — False. Learning does not stop at any particular age; it is a continuous process.

Step 3: Conclusion.

The correct characteristic of learning is that it is a continuous process that occurs throughout life.


Final Answer: (B) is continuous Quick Tip: Learning is a lifelong process. It occurs from birth to death, in both humans and animals, and can be explained through various psychological theories and principles.

Part 1: What is Intelligence?

Intelligence is the global capacity of an individual to think rationally, act purposefully, and deal effectively with the environment. It involves the ability to learn from experience, solve problems, and adapt to new situations.


Key definitions:

Alfred Binet: Intelligence is the ability to judge well, understand well, and reason well.
David Wechsler: Intelligence is the aggregate or global capacity to act purposefully, think rationally, and deal effectively with the environment.
Jean Piaget: Intelligence is the ability to adapt to one's surroundings.



Part 2: Spearman's Two Factor Theory (1904)


Proposed by: Charles Spearman, British psychologist
Core Idea: Intelligence consists of two factors:



(i) General Factor (g-factor):

A single, universal factor that influences performance on all mental tasks
Represents the general mental energy or intellectual capacity
Innate and inborn; cannot be changed through training
Example: A person with high g-factor will perform well across different subjects—mathematics, language, reasoning, etc.


(ii) Specific Factors (s-factors):

Specific abilities unique to particular tasks or domains
Learned through experience and education
Different for different activities
Example: Special talent in music, art, mathematics, or sports that doesn't necessarily generalize to other areas



Diagrammatic Representation:

\begin{tabular{|c|
\hline
Intelligence

\hline
\multicolumn{1{|c|{\(\swarrow\) \hspace{2cm \(\searrow\)

g-factor \hspace{1.5cm s-factors

(General) \hspace{1.8cm (Specific)

\hline
\end{tabular



Example:

A student's overall academic performance depends on g-factor
But her exceptional skill in mathematics is an s-factor specific to that domain



Part 3: Multi-Factor Theory of Intelligence

Also known as Thorndike's Multi-Factor Theory or Group Factor Theory


Proposed by: E.L. Thorndike (and later developed by Thurstone)
Core Idea: Intelligence is not a single entity but consists of multiple distinct abilities or factors



Key Features:


No Single g-factor: Thorndike rejected Spearman's general factor concept

Multiple Independent Factors: Intelligence comprises many specific, relatively independent abilities

Group Factors: Thurstone identified several "Primary Mental Abilities" that are relatively independent



Thurstone's Seven Primary Mental Abilities:


\begin{tabular{|p{3cm|p{8cm|
\hline
Factor & Description

\hline
Verbal Comprehension & Understanding words and language

\hline
Word Fluency & Ability to produce words quickly and easily

\hline
Numerical Ability & Speed and accuracy in mathematical calculations

\hline
Spatial Ability & Visualizing and manipulating objects in space

\hline
Memory & Ability to recall information

\hline
Perceptual Speed & Quickly recognizing similarities and differences in visual details

\hline
Reasoning & Logical thinking and problem-solving

\hline
\end{tabular



Comparison of Theories:


\begin{tabular{|p{3.5cm|p{5cm|p{5cm|
\hline
Aspect & Spearman's Two Factor & Multi-Factor Theory

\hline
Main Proponent & Charles Spearman & E.L. Thorndike / L.L. Thurstone

\hline
Structure of Intelligence & Hierarchical (g-factor + s-factors) & Multiple independent factors

\hline
General Factor & Yes (g-factor exists) & No general factor

\hline
Factors & One general + many specific & Several primary mental abilities

\hline
Nature & g-factor innate, s-factors learned & All factors relatively independent

\hline
\end{tabular



Educational Implications:


Spearman's theory: Suggests assessing general intelligence for overall prediction of academic success
Multi-factor theory: Encourages identifying specific strengths and weaknesses in different areas for targeted educational interventions


Thus, while Spearman emphasized a unified general intelligence, multi-factor theories highlight the diversity of human cognitive abilities. Quick Tip: \textbf{Quick Comparison:} \textbf{Spearman:} One general factor (g) + specific factors (s) \textbf{Thurstone:} Multiple primary mental abilities (no single g) Both contribute to understanding the complex nature of intelligence

Part 1: What is Mental Health?

Mental health refers to a state of well-being in which an individual realizes their own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to their community.


Key aspects of mental health:

Emotional well-being: Ability to manage emotions appropriately
Psychological well-being: Positive self-perception and personal growth
Social well-being: Ability to form and maintain healthy relationships
Absence of mental disorders: Not merely the absence of illness, but active well-being



Part 2: Characteristics of a Mentally Healthy Person


Positive Self-Concept:

Has self-respect and accepts both strengths and weaknesses
Realistic self-awareness and self-acceptance
Does not suffer from constant feelings of inferiority or worthlessness


Emotional Stability:

Can manage emotions appropriately in different situations
Experiences a full range of emotions but maintains control
Recovers reasonably quickly from setbacks and disappointments


Reality Orientation:

Perceives the world accurately, not through distorted lenses
Faces problems realistically and seeks practical solutions
Does not indulge in excessive fantasy or escapism


Social Competence:

Forms and maintains satisfying relationships with others
Shows empathy, concern, and respect for others
Can work cooperatively and adjust to social situations


Autonomy and Independence:

Makes independent decisions and takes responsibility for them
Not overly dependent on others for approval or direction
Has internal locus of control


Stress Management Ability:

Copes effectively with everyday stresses and challenges
Uses healthy coping mechanisms rather than avoidance or substance abuse
Maintains balance even during difficult times


Sense of Purpose and Productivity:

Engages in meaningful work or activities
Sets realistic goals and works toward achieving them
Finds satisfaction in accomplishments


Adaptability and Flexibility:

Adjusts to changing circumstances and new situations
Open to new experiences and learning
Not rigid in thoughts or behaviors


Resilience:

Bounces back from adversity, trauma, and stress
Learns from failures and setbacks
Maintains hope and optimism despite challenges


Healthy Self-Esteem:

Values oneself without being arrogant or narcissistic
Can accept criticism without feeling personally attacked
Does not constantly seek external validation




Conclusion:

A mentally healthy person is not someone who never faces problems or negative emotions, but someone who has developed the resources and resilience to handle life's challenges effectively while maintaining a positive sense of self and healthy relationships with others. Quick Tip: \textbf{Key Characteristics Summary:} \textbf{Self:} Positive self-concept, self-acceptance \textbf{Emotions:} Stability, appropriate expression \textbf{Others:} Social competence, empathy \textbf{Life:} Purpose, productivity, adaptability \textbf{Challenges:} Resilience, stress management

Attention refers to the process of selectively focusing on specific stimuli while ignoring others. The following are four important characteristics of attention:


1. Attention is Selective:

Attention involves choosing one stimulus from among many. We cannot attend to everything simultaneously.
Example: In a crowded room, you focus on one conversation while filtering out background noise.
This selectivity helps us process information efficiently without becoming overwhelmed.


2. Attention is Shiftable/Mobile:

Attention can shift from one object to another. It is not fixed or static.
Example: A student shifts attention from the teacher's lecture to taking notes, then to the textbook.
This mobility allows us to respond to changing environmental demands.


3. Attention has Limited Span/Capacity:

We can attend to only a limited number of stimuli at a given time.
Example: It is difficult to listen to two conversations or read two books simultaneously.
The average attention span for a task is about 20-30 minutes before fatigue sets in.


4. Attention is Sustained/Continuous:

Attention can be maintained on a particular object or activity for a duration.
Example: Watching a movie, solving a puzzle, or listening to a lecture requires sustained attention.
This continuity enables us to complete tasks and achieve goals.


Additional characteristics (for reference):

Attention is Analytical: It breaks down complex stimuli into understandable parts.
Attention is Motor and Sensory: It involves both mental focus and physical readiness.
Attention is Influenced by Interests: We attend more to things that interest us. Quick Tip: \textbf{Remember:} Attention is \textbf{Selective, Shiftable, Limited, and Sustained}. It helps us navigate a world full of stimuli by focusing on what matters most.

Memory is the process of encoding, storing, and retrieving information. Several factors influence how well we remember:


1. Nature of Material:

Meaningful material is easier to remember than meaningless material.
Organized/Structured information is retained better than disorganized information.
Interesting content captures attention and enhances memory.
Example: A story is easier to remember than a random list of words.


2. Method of Learning:

Whole vs Part Learning: Understanding the whole concept often works better than memorizing parts in isolation.
Spaced Learning: Distributing study over time (spaced repetition) is more effective than cramming.
Active Recall: Testing oneself improves retention more than passive reading.


3. Physiological Factors:

Age: Memory tends to decline with age, especially short-term memory.
Health: Good physical health, proper nutrition, and adequate sleep enhance memory.
Fatigue and Stress: Mental exhaustion and high stress impair memory formation and retrieval.
Brain Function: Any damage to brain areas (hippocampus, frontal lobes) affects memory.


4. Psychological Factors:

Attention and Concentration: Better attention leads to better encoding.
Interest and Motivation: We remember what interests us and what we are motivated to learn.
Emotional State: Emotionally charged events are remembered vividly (flashbulb memories).
Mental State: Depression, anxiety, and other mental health conditions affect memory.


5. Environmental Factors:

Learning Environment: Quiet, distraction-free environments aid concentration and memory.
Context: Information is often better recalled in the same environment where it was learned.
Cues and Prompts: External reminders help trigger memory retrieval.


6. Repetition and Practice:

Repeated exposure to information strengthens neural connections.
Overlearning (practicing beyond mastery) improves long-term retention.


7. Interference:

Proactive Interference: Old memories interfere with new learning.
Retroactive Interference: New learning interferes with old memories.


Thus, memory is influenced by a complex interplay of what we learn, how we learn, our physical and mental state, and our environment. Quick Tip: \textbf{Memory Factors Summary:} Material (meaningful/organized) Method (spaced/active recall) Physiology (health, age, sleep) Psychology (attention, emotion) Environment (context, cues)

Guidance is a process of helping individuals understand themselves and make appropriate choices. Educational and vocational guidance are two important types:


Educational Guidance:


Definition: Educational guidance refers to assistance provided to students in making appropriate educational choices and adjustments.

Purpose:

Help students select suitable subjects/courses based on their abilities and interests.
Assist in choosing the right stream (Science, Commerce, Arts) after school.
Guide students in selecting appropriate colleges and higher education institutions.
Help students overcome learning difficulties and adjust to the educational environment.
Support students in developing effective study habits and time management skills.


Examples:

Career counseling about which stream to choose after Class X.
Helping a student who is struggling with mathematics find alternative learning strategies.
Guiding a student about entrance exams and college admissions.




Vocational Guidance:


Definition: Vocational guidance helps individuals choose, prepare for, enter, and progress in an occupation suited to their abilities, interests, and personality.

Purpose:

Help individuals understand their aptitudes, interests, and personality traits.
Provide information about various career options and job requirements.
Assist in matching individual characteristics with suitable professions.
Guide in selecting appropriate vocational training or professional courses.
Support career transitions and job placement.


Examples:

Aptitude testing to determine suitability for engineering, medicine, or design.
Providing information about emerging careers in fields like data science or renewable energy.
Helping someone decide between becoming a chef, a teacher, or an entrepreneur.




Difference between Educational and Vocational Guidance:


\begin{tabular{|p{4cm|p{5cm|p{5cm|
\hline
Aspect & Educational Guidance & Vocational Guidance

\hline
Focus & Academic choices and adjustments & Career and occupational choices

\hline
Timing & Primarily during school/college years & Throughout life, especially at career transition points

\hline
Goal & Academic success and appropriate educational path & Suitable career and job satisfaction

\hline
Tools Used & Study skills assessment, subject interest inventories & Aptitude tests, personality assessments, career information

\hline
\end{tabular


Both types of guidance are complementary and essential for holistic development and life success. Quick Tip: \textbf{Simple Definition:} \textbf{Educational Guidance:} Help with "what to study" \textbf{Vocational Guidance:} Help with "what to become" Both help individuals make informed life choices

Definition of Development:

Development refers to the systematic, progressive, and orderly changes that occur in an individual over the entire lifespan. It encompasses all aspects of human functioning—physical, cognitive, emotional, and social—and involves both quantitative and qualitative changes.


Key Features of Development:

Lifelong process (from conception to death)
Involves both growth (quantitative) and maturation (qualitative)
Follows a predictable pattern but varies among individuals
Influenced by both heredity and environment
Holistic—all aspects are interconnected



Difference between Growth and Development:


\begin{tabular{|p{3.5cm|p{5cm|p{5cm|
\hline
Basis of Difference & Growth & Development

\hline
Meaning & Refers to quantitative, physical changes in size, weight, height, etc. & Refers to both quantitative and qualitative changes—physical, cognitive, emotional, social

\hline
Nature & Physical and measurable & Comprehensive and multidimensional

\hline
Scope & Limited to physical aspects (body) & Wider scope—includes all aspects of personality

\hline
Measurement & Can be measured in inches, kilograms, centimeters, etc. & Difficult to measure precisely; assessed through observation and behavior

\hline
Lifespan & Stops after a certain age (maturity) & Continues throughout life until death

\hline
Examples & Increase in height, weight, body proportions & Improvement in thinking, language skills, emotional maturity, social skills

\hline
Process & Cellular and structural changes & Functional and organizational changes

\hline
Temporal Nature & Limited time period & Lifelong process

\hline
\end{tabular



Example to Illustrate Difference:


Growth: A child's height increasing from 100 cm to 110 cm.
Development: The child learning to solve complex problems, control emotions, and build friendships.


Thus, while growth is a part of development, development is a broader concept encompassing all progressive changes in an individual. Quick Tip: \textbf{Remember:} \textbf{Growth = Quantity} (how much? size, weight) \textbf{Development = Quality + Quantity} (how well? skills, abilities) Growth stops; Development continues lifelong Growth is visible; Development is often invisible but observable through behavior