Inerrant Inamorata CE-2015

PSYCHOLOGY-I
STUDY PLAN ACCORDING TO PAST PAPERS
THE FOUNDATIONS OF PSYCHOLOGY

2003 - What makes Structuralism stand out as different from other schools and how it fits in
recent trends in Psychology? Discuss.
2004 - Describe the aims and methods of Structuralism and Functionalism.
2005 - Comment on recent trends in Psychology as viewed by Behaviorists.
2006 - Comment on Recent Trends in Psychology, duly supported by factual data.
2007 - Define Psychology, give its scope and write in brief about various schools of Psychology.
2008 - What are the major approaches or perspectives in modern psychology?
2009 - Define psychology and describe in brief about various schools of psychology.
2010 - Define Psychology as a science of behavior. List various schools and systems used in
psychology.
2011 - State the definition of psychology as a science. Show your familiarity with the scope of
Psychology.
2013 - How did theorists belonging to functionalism define psychology? How did functionalism
influence psychology as the science of behavioral and mental processes?
2014 - What are the major perspective of psychology and which one you prefer the most and
why?
Area of Focus:
 Definitions and branches of psychology,
 Different schools of psychology i.e., structuralism & Functionalism,
 Recent Trends in psychology,
 Major perspectives in Psychology,
 Scope and future of psychology.

NERVOUS SYSTEM

2003 - Describe and explain the role of peripheral nervous system in determining the overt
behavior of an organism.
2004 - Name and define the three major subdivisions of Brain and describe their functions.
2006 - Role of Endocrine Gland in human body.
2007 - Write down the function of central and peripheral nervous system, and briefly give the
structure and function of cell.
2008 - Identify and describe the major structures and functions of hind brain, mid brain and fore
brain.
2009 - Describe the development of Nervous System with special reference on the central
nervous system.
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2010 - Describe structures and function of brain emphasizing the role of neurons as a unit of
nervous system.
2011 - Describe briefly the structure and functions of central nervous system.
2012 - Define the endocrine system. What are the functions of hormones?
2013 - Discuss role of brain in the experience of emotions.
2014 - Describe structure of brain and function of lobes of brain.
Area of Focus:
 Nervous System i.e, PNS & CNS,
 Brain i.e, forebrain, midbrain, hindbrain,
 Spinal cord
 Endocrine Glands and their functions
 Homeostasis.
LEARNING

2003 - Give a comprehensive account of primary (major) and secondary parameters for including
a desired response through Conditioning.
2004 - Compare and contrast the principles of Operant and Classical conditioning and describe
the impact of classical conditioning on everyday life.
2006 - What is Avoidance Conditioning? Describe as to how, if at all, this can be used to reduce
the alarming rate of road accidents.
2007 - Describe the significance of learning in life of an individual referring to different theories
of learning.
2008 - Describe the process of classical conditioning and recognize the principles in real life
situations.
2009 - Introduce the various theories of learning and explain the concepts of classical
conditioning.
2010 - Differentiate between classical conditioning and operant conditioning in context of human
learning.
2011 - Define learning. Discuss the principle of reinforcement as related to both classical and
operant conditioning.
2012 - Define learning. Describe acquisition, extinction and incentives explain motivated
behavior.
2013 - Define operant conditioning. How the processes involved in operant conditioning
influence our everyday learning experiences? Justify your argument with examples.
2014 - What do you understand by conditioning? How would you differentiate classical and
operant conditioning?
Area of Focus:
 Conditioning i.e, Operant and Classical conditioning and their principles,
 Reinforcement, learning i.e, acquisition,
 Extinction and incentives.
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MOTIVATION

2003 - Describe how and what secondary motives determine one’s source of action in practical
life.
2004 - Critically evaluate the theories of emotions.
2005 - Highlight and describe the main Motivational Factors which regulate the degree and
quality of Learning.
2005 - How do you conceptualize “self-actualization?” What stages, according to Maslow, it has
to pass through to reach the goal? Discuss.
2006 - Give a comparative account of various theories of Motivation.
2007 - Define Motivation. List the various theories of Motivation and explain any one of them.
2008 - Differentiate between motivation and emotions. Critically evaluate different theories of
emotions.
2009 - Describe the nature of Emotions in reflection to different approaches for understanding
Emotions.
2010 - Describe the significance of motivation in human life referring to any one theory of
motivation.
2011 - Critically examine Maslows hierarchy of need theory.
2012 - Define motivation and discuss insticts, drives and incentives explain motivated behavior.
2014 - Give a detailed account of theories of emotions and expressions.

Area of Focus:

 Motivation, theories of motivation, motivational factors,

 Emotions, Theories of emotions,

PERSONALITY:
2003 - Describe the role of socio-cultural factors in the development of personality.
2004 - Define Personality. Discuss in detail different type of personality tests.
2005 - Describe the role of Home and School Environment in shaping of one’s personality.
2006 - Describe the determining role of various factors in the development and grooming of
Personality.
2007 - Define personality. Write in detail the Psychoanalytic theory of personality.
2009 - List the various theories of personality and write about the best one in detail.
2010 - Explain the psychoanalytic perspective of personality, giving details of Freud’s
psychosexual stages of personality development.
2011 - Define personality. Discuss the Factors in development of personality.
2012 - Discuss Freud's psychoanalytic theory, including levels of consciences and three structure
of personality.
Inerrant Inamorata CE-2015

2013 - What is the Rational behind using projective tests of personality? How TAT and
Rorschach Ink Blot test are different in terms of their structure and psychometric qualities?
2014 - Define personality in the context of different theories of personality. Give an account of
objective and projective tests used to assess personality.
Area of Focus:

 Personality, personality tests, development of personality,

 Factors involved in development and growth of personality,
 Theories of personality, structures of personality,
 Freud's psychoanalytic theory,
 TAT and Rorschach Ink Blot test.

SENSATION AND PERCEPTION:

2003 - Elucidates determinants of perception (any 5 out of listed 7) lodged within the individual
alone.
2004 - Define perceptual constancy. Explain the influences that allow us to perceive constant
size, shape and brightness.
2005 - What is meant by Determinants of Perception? Describe at least 5 out of 8 such major
factors.
2006 - Highlight and describe the role of Subjective and Objective factors in the perception of
objects in space.
2008 - Explain how a person's needs, beliefs, emotions and expectations can influence his or her
perceptions?
2010 - Define perception and sensation and explain how five senses specially vision and hearing
operate.
2011 - Distinguish between sensation and perception. Explain determinants of perception.
2012 - Define perception and consciousness. Explain how the types of perceptual constancy
operate?
2013 - How do individual and cultural factors influence our perception? Discuss with examples.
Area of Focus:
 Sensation and perception,
 Determinants of Sensation and perception,
 Perceptual constancy, Consciousness,

SOCIALIZATION

2003 - How Prejudices are formed/ what role media can play in minimizing the hostile feelings?
Discuss.
2004 - How attitudes are formed? Discuss the role of learning and direct experience in formation
Inerrant Inamorata CE-2015

of attitudes.
2005 - What is Group Dynamics? Describe the role, in your opinion; it can play in diffusing the
tension at national and international level. Discuss.
2005 - What is implied by the process of Socialization? Enumerate and describe the impact of
major agents of Social Change.
2006 - What is Socialization? Can the process of monitored socialization help to reduce the
sectarian / ethnic group feelings? Discuss.
2007 - Explain the process of socialization. Write down the stages involved in formation of
opinions, attitudes and prejudice.
2007 - What is group dynamics? Write down the structure and function of Group referring to the
group norms.
2008 - Define attitude. Discuss the relationship between attitude and behavior.
2009 - Write down the components that comprise attitudes, especially in reflection to the
cognitive and affective reactions to social Events.
2012 - Define attitude, its components and how attitudes are formed?
2013 - Compare and contrast any two theories of attitude formation. Highlight their drawbacks
as well.
2014 - What is the significance of attitudes and prejudices in current wave of terrorism and
violence in Pakistan? Suggest measures to eradicate prejudices which might help reduce
terrorism in Pakistan.

Area of Focus:

 Socialization, ethnicity,
 Group dynamics, prejudice, inter group tension,
 Attitude, theories of attitude formation,
 Terrorism, violence and suicide in Pakistan,
Inerrant Inamorata CE-2015

SHORT NOTES

 Personality Tests  Causes of illusions

 Defense mechanism  Defense mechanisms
 Depth Perception.  Latent Learning
 Socialization  Interference theory of learning
 Inter group tension  Affiliation motive
 Attitude formation.  Agents of socialization,
 Neuron  Peripheral nervous system,
 Vision  Brain.
 Prejudice  Endocrine system,
 Group norms  Cerebellum
 Homeostasis  Reinforcement
 Latent learning  Maslow’s theory of
 Hypothesis motivation
 Illusion  Emotions and characters
 Cerebrum