NCERT Solutions for Class 12 Psychology Chapter 1: Variations in Psychological Attributes
These Class 12 Psychology Chapter 1 solutions cover Variations in Psychological Attributes from the NCERT Psychology textbook for the 2026–27 session. The chapter explores how individuals differ from one another in psychological attributes such as intelligence, aptitude, interest, personality and values, how these attributes are assessed, the major theories of intelligence (Spearman, Thurstone, Gardner, Sternberg and the PASS model), the concept of IQ, variations such as intellectual disability and giftedness, the role of culture in shaping intelligence, and the ideas of emotional intelligence, aptitude and creativity. Below you get step-by-step answers to all 12 NCERT Review Questions, clear notes on key terms, extra practice, MCQs, Assertion–Reason and FAQs.
Chapter 1, Variations in Psychological Attributes, begins with the idea that people differ from one another in the way they perceive, learn, think and perform — the study of these individual differences has been a central concern of modern psychology since Galton. The chapter explains how psychological attributes are assessed using tests, interviews, case studies, observation and self-report, and surveys five domains of attributes: intelligence, aptitude, interest, personality and values. It then focuses on intelligence — its changing definitions and major theories, divided into the psychometric approach (Spearman’s two-factor theory, Thurstone’s primary mental abilities, Guilford’s structure-of-intellect) and the information-processing approach (Gardner’s multiple intelligences, Sternberg’s triarchic theory, the PASS model). It discusses the interplay of nature and nurture, the measurement of intelligence through IQ, variations from intellectual disability to giftedness, types of intelligence tests, the influence of culture (technological vs. integral/Indian intelligence), and finally emotional intelligence, aptitude and creativity as special abilities.
Key Concepts & Terms
Individual differences: the distinctiveness and variations among people’s characteristics and behaviour patterns. The opposing view, situationism, holds that behaviour is shaped more by situations and circumstances than by stable personal traits.
Assessment: the measurement of psychological attributes and their evaluation, often using multiple methods against standards of comparison. Formal assessment is objective, standardised and organised; informal assessment is subjective and varies from one assessor to another.
Domains of attributes: intelligence (global cognitive capacity), aptitude (underlying potential to acquire a skill), interest (preference for an activity), personality (enduring distinctive characteristics) and values (enduring beliefs about an ideal mode of behaviour).
Assessment methods: psychological test, interview, case study, observation and self-report.
Intelligence: the global capacity to understand the world, think rationally and use resources effectively to meet life’s demands (Wechsler). Binet defined it as the ability to judge, understand and reason well.
Psychometric approach: treats intelligence as an aggregate of abilities expressed as a single index — Spearman’s g-factor and s-factors, Thurstone’s seven primary mental abilities, and Guilford’s 180-cell structure-of-intellect model.
Information-processing approach: describes the processes used in reasoning and problem solving — Gardner’s eight multiple intelligences, Sternberg’s triarchic theory (componential, experiential, contextual) and the PASS model (Planning, Attention-arousal, Simultaneous-successive processing).
IQ (Intelligence Quotient): mental age (MA) divided by chronological age (CA), multiplied by 100. Devised by William Stern (1912). Average IQ in the population is 100, and scores form a bell-shaped normal curve.
Variations of intelligence:intellectual disability (IQ below 70 with deficits in adaptive behaviour during the developmental period — mild, moderate, severe, profound) and intellectual giftedness (a combination of high ability, high creativity and high commitment).
Culture and intelligence:technological intelligence (valued in western societies — analysis, speed, achievement) versus integral intelligence in the Indian tradition (the Sanskrit buddhi, emphasising connectivity and combining cognitive, social, emotional and entrepreneurial competence).
Emotional intelligence (EQ): a set of skills underlying the accurate appraisal, expression and regulation of emotions — the “feeling side” of intelligence (Salovey and Mayer).
Aptitude: a combination of characteristics indicating an individual’s capacity to acquire a specific skill after training; assessed with specialised or multiple (battery) aptitude tests such as the DAT.
Creativity: the ability to produce ideas, objects or solutions that are novel, appropriate and useful; involves divergent thinking, unlike the convergent thinking measured by most intelligence tests.
Review Questions — Full Solutions
All questions below are reproduced verbatim from the NCERT textbook’s end-of-chapter Review Questions section. Answers are original, written in exam-ready style.
1. How do psychologists characterise and define intelligence?
ANSWERPsychologists characterise intelligence as a key construct that explains how individuals differ from one another and how people adapt their behaviour to the environment they live in. The psychological notion of intelligence is quite different from the common-sense notion. When we observe an intelligent person, we notice attributes such as mental alertness, ready wit, quickness in learning and the ability to understand relationships.Early theorists defined it through such attributes. Alfred Binet defined intelligence as the ability to judge well, understand well and reason well. Wechsler, whose tests are most widely used, defined it functionally as “the global and aggregate capacity of an individual to think rationally, act purposefully, and to deal effectively with her/his environment.”Later psychologists such as Gardner and Sternberg went further, arguing that an intelligent individual not only adapts to the environment but also actively modifies or shapes it. Thus intelligence is broadly characterised as the global capacity to understand the world, think rationally and use available resources effectively when faced with challenges.
2. To what extent is our intelligence the result of heredity (nature) and environment (nurture)? Discuss.
ANSWERIntelligence is the product of a complex interaction between heredity (nature) and environment (nurture); neither alone fully explains it.Evidence for heredity: studies on twins show that the intelligence of identical twins reared together correlates about 0.90, and even identical twins reared in different environments correlate 0.72. Fraternal twins reared together correlate about 0.60, siblings reared together about 0.50 and siblings reared apart about 0.25. Adopted children’s intelligence is more similar to their biological parents than to their adoptive parents.Evidence for environment: as children grow, their intelligence tends to move closer to that of their adoptive parents. Children from disadvantaged homes adopted into families of higher socio-economic status show a large increase in intelligence scores. Environmental deprivation lowers intelligence, while rich nutrition, a good family background and quality schooling increase it.Conclusion: there is a general consensus that intelligence is a product of the complex interaction of heredity and environment. Heredity sets a range within which a person’s development is actually shaped by the support and opportunities provided by the environment.
3. Explain briefly the multiple intelligences identified by Gardner.
ANSWERHoward Gardner proposed the theory of multiple intelligences, holding that intelligence is not a single entity but consists of distinct, relatively independent types that interact and work together to solve problems. He identified eight types:1. Linguistic — the capacity to use language fluently and flexibly to express thinking and understand others (poets, writers).2. Logical-mathematical — the ability to think logically and critically, engage in abstract reasoning and manipulate symbols (scientists, Nobel laureates).3. Spatial — the ability to form, use and transform mental images and patterns (pilots, sailors, sculptors, surgeons, architects).4. Musical — the capacity to produce, create and manipulate musical rhythms and patterns; sensitivity to sounds and vibrations.5. Bodily-kinaesthetic — the flexible, creative use of the whole body or its parts (athletes, dancers, actors, gymnasts).6. Interpersonal — the ability to understand others’ motives, feelings and behaviours (counsellors, politicians, social workers, religious leaders).7. Intrapersonal — the knowledge of one’s own feelings, motives, strengths and limitations (philosophers, spiritual leaders).8. Naturalistic — the ability to identify features of the natural world and make subtle discriminations in it (hunters, farmers, botanists, bird watchers).
4. How does the triarchic theory help us to understand intelligence?
ANSWERRobert Sternberg (1985) proposed the triarchic theory, viewing intelligence as “the ability to adapt, to shape and select environment to accomplish one’s goals and those of one’s society and culture.” It identifies three basic types of intelligence:Componential (analytical) intelligence is the analysis of information to solve problems. People high on it think analytically and succeed in school. It has three components: the knowledge-acquisition component (learning new things), the meta-component (higher-order planning of what to do and how), and the performance component (actually doing things).Experiential (creative) intelligence is the use of past experiences creatively to solve novel problems. Such persons integrate different experiences in original ways, making new discoveries and inventions, and quickly identify which information is crucial in a situation.Contextual (practical) intelligence is the ability to deal with everyday environmental demands — ‘street smartness’ or ‘business sense’. Such persons easily adapt to, select or modify their environment to suit their needs and turn out successful in life.The theory helps us understand intelligence because it goes beyond mere academic ability to include creativity and practical real-world competence, representing the information-processing approach.
5. “Any intellectual activity involves the independent functioning of three neurological systems”. Explain with reference to PASS model.
ANSWERThe PASS model, developed by J.P. Das, Jack Naglieri and Kirby (1994), states that intellectual activity involves the interdependent functioning of three neurological systems, called the functional units of the brain, responsible for arousal/attention, coding/processing, and planning.Arousal/Attention: a state of arousal is basic to any behaviour as it helps us attend to stimuli. An optimal level of arousal focuses attention on the relevant aspects of a problem — too much or too little arousal interferes with attention. For example, being told about an upcoming test arouses you to attend to the relevant chapters.Simultaneous and successive processing: information can be integrated either simultaneously or successively. Simultaneous processing grasps the meaning and relationship between abstract figures at once (as in Raven’s Progressive Matrices). Successive processing recalls information serially, where one item leads to the next (as in learning digits, alphabets or multiplication tables).Planning: after information is attended to and processed, planning allows us to think of possible courses of action, implement them to reach a target and evaluate their effectiveness; if a plan fails, it is modified. These processes operate on a knowledge base built formally or informally and are interactive and dynamic, yet each has its own distinctive function. Das and Naglieri also developed the Cognitive Assessment System (CAS) for individuals aged 5 to 18 years.
6. Are there cultural differences in the conceptualisation of intelligence?
ANSWERYes. Intelligence helps individuals adapt to their environment, and the cultural environment provides the context in which it develops. Vygotsky argued that while elementary mental functions are universal, the way higher mental functions such as problem solving operate is largely culture-produced.Technological intelligence: technologically advanced (western) societies foster skills of generalisation, abstraction, speed, minimal moves and mental manipulation. They value attention, observation, analysis, performance, speed and achievement orientation, and their intelligence tests look precisely for these skills.Non-western view: many Asian and African societies do not value technological intelligence so highly. In addition to cognitive competence, they look for skills to relate to others, valuing self-reflection and a collectivistic orientation.Integral intelligence in the Indian tradition: Indian thinkers view intelligence holistically. The Sanskrit word buddhi is far broader than the western concept, including mental effort, determined action, feelings and opinions along with knowledge and discrimination. It identifies four competencies as facets of intelligence: cognitive capacity, social competence, emotional competence and entrepreneurial competence.
7. What is IQ? How do psychologists classify people on the basis of their IQ scores?
ANSWERIQ (Intelligence Quotient) refers to mental age (MA) divided by chronological age (CA), multiplied by 100. It was devised by William Stern in 1912. Mental age is a measure of intellectual development relative to others of the same age, while chronological age is the biological age from birth.The formula is: IQ = (MA ÷ CA) × 100. The number 100 avoids decimals. When MA equals CA, IQ is 100; if MA is more than CA, IQ is above 100; if MA is less than CA, IQ is below 100. For example, a 10-year-old with a mental age of 12 has an IQ of 120, while the same child with a mental age of 7 has an IQ of 70. The average IQ in the population is 100, and scores approximate a bell-shaped normal curve.Classification of people on the basis of IQ:
IQ Range
Descriptive Label
Per cent in the Population
Above 130
Very superior
2.2
120–130
Superior
6.7
110–119
High average
16.1
90–109
Average
50.0
80–89
Low average
16.1
70–79
Borderline
6.7
Below 70
Intellectually disabled
2.2
People with IQ below 70 are suspected to have intellectual disability, while those above 130 are considered to have exceptional talents.
8. How can you differentiate between verbal and performance tests of intelligence?
ANSWERVerbal tests require subjects to give verbal responses, either orally or in written form. Because they depend on language, verbal tests can be administered only to literate people. They assess intelligence through words, sentences and language-based items.Performance tests require subjects to manipulate objects and other materials to perform a task; written language is not necessary to answer the items. For example, Kohs’ Block Design Test asks the subject to arrange wooden blocks within a time limit to produce a given design.Key differences: (i) verbal tests need reading/writing ability, while performance tests do not; (ii) verbal tests suit only literate persons, whereas performance tests can be given to the illiterate; (iii) a major advantage of performance tests is that they can be easily administered to persons from different cultures, helping to reduce cultural bias. (Non-verbal tests such as Raven’s Progressive Matrices, which use pictures, lie between the two.)
9. All persons do not have the same intellectual capacity. How do individuals vary in their intellectual ability? Explain.
ANSWERIQ scores are distributed so that most people fall in the middle range of the normal curve, with only a few at the very high or very low extremes. Individuals therefore vary widely in intellectual ability, from intellectual disability at one extreme to giftedness at the other.Intellectual disability: the AAMD defines it as “significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behaviour and manifested during the developmental period.” It has three features — IQ below 70, deficits in adaptive behaviour, and onset during the developmental period (0–18 years). It is graded as mild (IQ 55–70), moderate (35–55), severe (20–40) and profound (below 20–25), with care needs increasing as severity rises.Intellectual giftedness: gifted individuals show higher performance due to outstanding potential. Giftedness depends on a combination of high ability, high creativity and high commitment. Gifted children show advanced logical thinking, high speed of information processing, superior generalisation, original and creative thinking, high intrinsic motivation and a preference for solitary academic activity.Thus individuals vary across a continuum of intellectual ability, and intelligence tests help identify those at both extremes.
10. Which of the two, IQ or EQ, do you think would be more related to success in life and why?
ANSWERA good IQ and scholastic record alone are not enough to be successful in life. Many people who are academically talented are still unsuccessful and experience problems in family, workplace and interpersonal relationships, because they lack emotional intelligence (EQ).EQ is a set of skills underlying the accurate appraisal, expression and regulation of emotions — the feeling side of intelligence. Emotionally intelligent people perceive and manage their own and others’ emotions, relate emotions to their thoughts while taking decisions, and regulate their emotions to maintain harmony in relationships.In my view, EQ is more strongly related to success in life. While IQ helps in school examinations and cognitive tasks, success in life depends greatly on handling emotions, motivating oneself, restraining impulses and managing relationships effectively. Programmes that improve emotional intelligence even raise academic achievement, encourage cooperation and reduce antisocial behaviour. Therefore, although a certain level of IQ is needed, EQ is generally more closely linked to overall life success.
11. How is ‘aptitude’ different from ‘interest’ and ‘intelligence’? How is aptitude measured?
ANSWERAptitude refers to special abilities in a particular field of activity — a combination of characteristics indicating an individual’s capacity to acquire a specific knowledge or skill after training. It predicts future performance.Aptitude vs intelligence: intelligence tests assess a person’s general mental ability, whereas aptitude refers to a special ability in a specific field. People with similar intelligence often differ widely in acquiring particular skills, and these specific skills are aptitudes.Aptitude vs interest: interest is a preference for a particular activity, while aptitude is the potentiality to perform that activity. A person may be interested in a job but lack the aptitude for it, or have the aptitude but not the interest; in both cases the outcome is unsatisfactory. To be successful, a person needs both aptitude and interest — for example, a student with high mechanical aptitude and strong interest in engineering is likely to become a successful mechanical engineer.Measurement of aptitude: aptitude is measured using independent (specialised) aptitude tests such as Clerical, Mechanical, Numerical and Typing Aptitude tests, and multiple (generalised) aptitude tests that come as test batteries. Well-known batteries include the Differential Aptitude Tests (DAT), the General Aptitude Tests Battery (GATB) and the Armed Services Vocational Aptitude Battery (ASVAB). The DAT, most commonly used in education, has eight subtests such as Verbal Reasoning, Numerical Reasoning and Abstract Reasoning.
12. How is creativity related to intelligence?
ANSWERCreativity is the ability to produce ideas, objects or solutions that are novel, appropriate and useful, involving divergent thinking. The relationship between creativity and intelligence has been an important debate.Terman, in the 1920s, found that persons with high IQ were not necessarily creative, and that creative ideas could come from persons without very high IQ. Both high and low levels of creativity can be found in highly intelligent children as well as in children of average intelligence. Thus intelligence by itself does not ensure creativity.However, researchers have found that the relationship between creativity and intelligence is positive. All creative acts require some minimum ability to acquire knowledge and the capacity to comprehend, retain and retrieve it — a creative writer needs facility with language, a scientist must be able to reason. Hence a certain level of intelligence is required for creativity, but beyond that level intelligence does not correlate well with creativity.Conclusion: a person can be both creative and intelligent, but intelligent people are not necessarily creative. Intelligence is necessary but not sufficient for creativity; intelligence tests measure mainly convergent thinking, while creativity tests measure divergent thinking.
Extra Practice Questions
Short Answer Type Questions
Q1. What is meant by ‘situationism’?
ANSWERSituationism is the view that behaviour is influenced more by situational factors than by stable personal traits. It states that the situations and circumstances in which a person is placed shape behaviour — for example, a generally aggressive person may behave submissively before a top boss. Sometimes situational influences are so powerful that people with very different traits respond in almost the same way.
Q2. Differentiate between formal and informal assessment.
ANSWERFormal assessment is objective, standardised and organised, and is conducted by trained psychologists, so its results are reliable and comparable. Informal assessment varies from case to case and from one assessor to another and is therefore open to subjective interpretation. Formal assessment uses systematic testing procedures, while informal assessment relies on personal judgement.
Q3. What is Spearman’s two-factor theory of intelligence?
ANSWERIn 1927, Charles Spearman used factor analysis to show that intelligence consists of a general factor (g-factor) and several specific factors (s-factors). The g-factor includes mental operations common to all performances, while s-factors are specific abilities. Excellent singers, architects or athletes are high on the g-factor but also possess specific abilities that let them excel in their own domains.
Q4. What is the difference between a culture-fair and a culture-biased test?
ANSWERA culture-biased test favours one culture over another — tests developed in America and Europe reflect an urban, middle-class ethos and do not respect Asian or African cultural perspectives. A culture-fair (culturally appropriate) test does not discriminate against people of different cultures; its items assess experiences common to all cultures or avoid language, so non-verbal and performance tests help reduce cultural bias.
Q5. Name the five methods used for psychological assessment.
ANSWERThe five methods are: (i) Psychological test — an objective, standardised measure of mental/behavioural characteristics; (ii) Interview — seeking information on a one-to-one basis; (iii) Case study — an in-depth study of an individual’s psychological attributes and history; (iv) Observation — systematic, objective recording of naturally occurring behaviour; and (v) Self-report — a person providing factual information or opinions about themselves.
Long Answer Type Questions
Q1. Explain the psychometric theories of intelligence (Thurstone and Guilford).
ANSWERThe psychometric approach treats intelligence as an aggregate of abilities. Louis Thurstone proposed the theory of primary mental abilities, stating that intelligence consists of seven relatively independent abilities: verbal comprehension, numerical abilities, spatial relations, perceptual speed, word fluency, memory and inductive reasoning. Arthur Jensen proposed a hierarchical model with two levels: Level I (associative learning, e.g. rote memory) and Level II (cognitive competence involving higher-order skills). J.P. Guilford proposed the structure-of-intellect model, classifying intellectual traits along three dimensions — operations (what the respondent does), contents (the nature of the material) and products (the form of the information). With 6 × 5 × 6 categories, the model has 180 cells, each expected to contain at least one factor. Together these theories represent the psychometric/structural view that intelligence can be broken down into measurable component abilities.
Q2. Discuss the variations of intelligence, focusing on intellectual disability and giftedness.
ANSWERPeople vary greatly in intellectual ability, with most clustering around an IQ of 100 and only a few at the extremes. At the lower extreme is intellectual disability. The AAMD defines it as significantly sub-average intellectual functioning (IQ below 70) existing along with deficits in adaptive behaviour and manifested during the developmental period (0–18 years). It ranges from mild (IQ 55–70, can hold jobs and families), through moderate (35–55, can be trained in self-care and need supervision), to severe and profound (below 20–25, incapable of managing life and needing constant care). At the upper extreme is intellectual giftedness: gifted individuals show superior performance due to outstanding potential. Lewis Terman’s 1925 study followed about 1500 children with IQs of 130 and above. Giftedness depends on high ability, high creativity and high commitment, and gifted children show advanced logical thinking, high processing speed, original creativity and high intrinsic motivation. They need special educational programmes to reach their full potential.
Q3. What is creativity? How do creativity tests differ from intelligence tests?
ANSWERCreativity is the ability to produce something new and unique — ideas, objects or problem solutions that are novel, appropriate and useful. It can be expressed in writing, dance, music, science and even everyday occupations like pottery or cooking; individuals vary in both the level and the areas in which they show creativity. Creativity is determined by the complex interaction of heredity (which sets the limits) and environment (which stimulates its development through motivation, family support and training). Creativity tests differ from intelligence tests in several ways: they are open-ended, permitting many different answers drawn from the person’s own experience, and they involve divergent thinking — producing a variety of ideas, seeing new relationships, guessing causes and consequences and using imagination freely. Intelligence tests, by contrast, mostly involve convergent thinking, requiring the one right solution and focusing on memory, logical reasoning, accuracy and clear thinking, leaving little scope for spontaneity and originality. Famous creativity-test developers include Guilford, Torrance, Wallach and Kogan, and in India Baqer Mehdi and Passi.
MCQs & Assertion–Reason
1. Who defined intelligence as the global and aggregate capacity to think rationally, act purposefully and deal effectively with the environment?
(a) Alfred Binet (b) Wechsler (c) Sternberg (d) Gardner
2. The g-factor and s-factors of intelligence were proposed by:
(a) Thurstone (b) Guilford (c) Charles Spearman (d) Jensen
3. How many types of intelligence did Howard Gardner identify?
(a) Three (b) Five (c) Seven (d) Eight
4. The three types of intelligence in Sternberg’s triarchic theory are:
(a) verbal, numerical, spatial (b) componential, experiential, contextual (c) g, s and primary (d) mild, moderate, severe
5. The PASS model of intelligence was developed by:
(a) Binet and Simon (b) Salovey and Mayer (c) Das, Naglieri and Kirby (d) Gardner and Sternberg
6. The concept of Intelligence Quotient (IQ) was devised in 1912 by:
(a) Alfred Binet (b) Theodore Simon (c) William Stern (d) Lewis Terman
7. A 10-year-old child with a mental age of 12 would have an IQ of:
(a) 100 (b) 110 (c) 120 (d) 83
8. According to the AAMD, intellectual disability must manifest during the developmental period, that is between:
(a) 0 and 6 years (b) 0 and 18 years (c) 5 and 25 years (d) 6 and 21 years
9. The Sanskrit word used in the Indian tradition to represent integral intelligence is:
(a) buddhi (b) manas (c) chitta (d) prajna
10. Most creativity tests assess which kind of thinking?
For each Assertion–Reason question, choose: (A) Both true and the Reason correctly explains the Assertion; (B) Both true but the Reason is not the correct explanation; (C) Assertion true, Reason false; (D) Assertion false, Reason true.
A-R 1. Assertion: Identical twins reared together show a very high correlation in intelligence.
Reason: Heredity plays an important role in the development of intelligence.
A-R 2. Assertion: Performance tests can be administered to illiterate people.
Reason: Performance tests require the manipulation of objects and do not need written language to answer.
A-R 3. Assertion: A high IQ guarantees success in life.
Reason: Success in life also depends on emotional intelligence and the ability to manage relationships.
A-R 4. Assertion: A certain level of intelligence is required for creativity.
Reason: All creative acts require some minimum ability to acquire, retain and retrieve knowledge.
A-R 5. Assertion: Aptitude and interest are exactly the same thing.
Reason: Aptitude is the potentiality to perform an activity, while interest is a preference for it.
Answer key: 1-(A), 2-(A), 3-(D), 4-(A), 5-(D).
Exam Tips & Common Mistakes
How to score full marks in this chapter
Memorise the names attached to each theory — Spearman (two-factor/g and s), Thurstone (seven primary mental abilities), Guilford (180-cell structure-of-intellect), Gardner (eight multiple intelligences), Sternberg (triarchic: componential, experiential, contextual) and Das-Naglieri-Kirby (PASS). For IQ questions, always write the formula IQ = (MA ÷ CA) × 100 and be ready to compute a value and reproduce the classification table. Distinguish the three pairs that confuse students — nature/nurture, technological/integral intelligence, and convergent/divergent thinking. Use the textbook’s own examples (Kohs’ Block Design, Raven’s Progressive Matrices, DAT) to show depth.
Common mistakes to avoid
Confusing the psychometric approach (structure of intelligence) with the information-processing approach (processes of intelligence).
Inverting the IQ formula — it is MA divided by CA, not CA divided by MA.
Mixing up Gardner’s interpersonal (understanding others) and intrapersonal (understanding oneself) intelligences.
Treating aptitude and interest as identical — aptitude is potential, interest is preference.
Claiming high intelligence always means high creativity — intelligence is necessary but not sufficient for creativity.
Frequently Asked Questions
What is Chapter 1 of Class 12 Psychology about?
Chapter 1, Variations in Psychological Attributes, deals with individual differences in attributes such as intelligence, aptitude, interest, personality and values; how these are assessed; the major theories of intelligence (Spearman, Thurstone, Gardner, Sternberg, PASS model); IQ and its classification; intellectual disability and giftedness; culture and intelligence; and emotional intelligence, aptitude and creativity.
What is the difference between intelligence and aptitude?
Intelligence is the global, general mental ability to understand the world and adapt to it, while aptitude is a special ability or underlying potential to acquire a specific skill in a particular field after training. People with similar intelligence may differ widely in their aptitudes.
How many questions are there in the Class 12 Psychology Chapter 1 exercise?
The end-of-chapter Review Questions section of Class 12 Psychology Chapter 1 contains 12 numbered questions, all reproduced verbatim and answered step by step in exam-ready style on this page.
