CUET UG Psychology: Variations in Psychological Attributes
Unit 1: Variations in Psychological Attributes PYQs & MCQs
Q1. Which option correctly describes psychological attributes?
A) Observable traits like height and weight
B) Characteristics like intelligence, personality, and aptitude
C) Physical attributes measured by scales
D) Sociological patterns of behavior
Answer – B) Characteristics like intelligence, personality, and aptitude
Explanation: Psychological attributes refer to internal qualities such as intelligence, creativity, personality, and values. These are not directly observable but can be assessed through psychological tools.
Other Options Explained: A: Height and weight are physical traits, not psychological. C: Physical scales measure tangible aspects, not mental attributes. D: Sociological patterns are studied in sociology, not psychology.
Q2. Why is it important to study individual differences in psychological attributes?
A) It helps in creating identical learning methods
B) It ignores diversity in behavior
C) It promotes personalized development and learning
D) It removes the need for psychological testing
Answer – C) It promotes personalized development and learning
Explanation: Understanding individual differences allows educators and professionals to design interventions, teaching strategies, and developmental plans tailored to each person’s unique strengths and needs.
Other Options Explained: A: Uniform learning overlooks individual abilities. B: Ignoring diversity can hinder growth and inclusiveness. D: Psychological testing is essential to assess differences.
Q3. What is one key feature of a well-constructed psychological test?
A) Complexity
B) Validity
C) Random guessing
D) High cost
Answer – B) Validity
Explanation: Validity refers to how accurately a test measures what it is intended to measure. Without validity, a test cannot provide meaningful or reliable results.
Other Options Explained: A: Complexity is not a requirement and may hinder usability. C: Random guessing does not reflect test quality. D: High cost does not indicate effectiveness or quality.
Q4. In psychological testing, what does the term “validity” mean?
A) Randomness of results
B) Extent to which test measures what it claims to measure
C) Test duration
D) Scoring convenience
Answer – B) Extent to which test measures what it claims to measure
Explanation: Validity is crucial in ensuring that the conclusions drawn from a test are accurate. If a test claims to measure intelligence, it should not measure memory or personality instead.
Other Options Explained: A: Randomness implies lack of reliability. C: Duration may affect usability but not validity. D: Ease of scoring does not relate to accuracy.
Q5. How does intelligence assist individuals in daily life?
A) Imitate others without question
B) React without thinking
C) Adjust effectively to their surroundings
D) Avoid problem-solving tasks
Answer – C) Adjust effectively to their surroundings
Explanation: Intelligence helps people analyze situations, make sound decisions, and solve problems, thereby adapting successfully to their environment.
Other Options Explained: A: Blind imitation is not a sign of intelligence. B: Reacting without thought reflects impulsivity, not intellect. D: Avoiding problems shows lack of cognitive engagement.
Q6. Who described intelligence as the overall ability to act with purpose, think rationally, and effectively adapt to the environment?
A) Spearman
B) Binet
C) Wechsler
D) Gardner
Answer – C) Wechsler
Explanation: David Wechsler defined intelligence as the global capacity of an individual to act purposefully, think rationally, and deal effectively with their environment — a widely accepted definition in psychology.
Other Options Explained: A: Spearman is known for the two-factor theory, not this definition. B: Binet focused on measuring mental age. D: Gardner proposed multiple intelligences, not this definition.
Q7. What are the two components of intelligence according to Spearman’s theory?
A) G and T factors
B) G (general) and S (specific) factors
C) Verbal and Non-verbal factors
D) IQ and EQ
Answer – B) G (general) and S (specific) factors
Explanation: Spearman’s two-factor theory suggested that intelligence has a general factor (G) that influences performance across all tasks and specific factors (S) that apply to particular tasks.
Other Options Explained: A: “T factor” is not part of Spearman’s theory. C: Verbal and non-verbal are types, not factors. D: IQ and EQ are broader constructs, not Spearman’s focus.
Q8. Which of the following is not a part of Gardner’s theory of multiple intelligences?
A) Linguistic
B) Logical-Mathematical
C) Musical
D) Mechanical
Answer – D) Mechanical
Explanation: Gardner proposed intelligences like linguistic, musical, spatial, and logical-mathematical, among others. “Mechanical” is not one of the intelligences in his model.
Other Options Explained: A: Linguistic intelligence deals with verbal skills. B: Logical-mathematical is related to reasoning and numbers. C: Musical intelligence involves rhythm and sound sensitivity.
Q9. Who introduced the concept of “mental age” in the study of intelligence?
A) Spearman
B) Binet and Simon
C) Thurstone
D) Stern
Answer – B) Binet and Simon
Explanation: Alfred Binet and Theodore Simon introduced the concept of mental age to identify children needing special help in school. This laid the foundation for later intelligence testing.
Other Options Explained: A: Spearman focused on the two-factor theory. C: Thurstone worked on primary mental abilities. D: Stern introduced the IQ formula, not mental age.
Q10. As per the American Psychological Association (APA), which of the following is not considered a component of intelligence?
A) Abstract thinking
B) Memory power
C) Physical coordination
D) Problem-solving
Answer – C) Physical coordination
Explanation: Intelligence involves abilities like abstract reasoning, learning, adaptation, and problem-solving. Physical coordination relates more to motor skills than to cognitive intelligence.
Other Options Explained: A: Abstract thinking is a key element of intelligence. B: Memory supports learning and reasoning. D: Problem-solving is central to intelligent behavior.
Q11. Which of the following best defines intelligence?
A) Ability to memorize facts only
B) Capacity to learn, reason, and solve problems
C) Talent in music and dance
D) Physical strength and endurance
Answer – B) Capacity to learn, reason, and solve problems
Explanation: Intelligence refers to the mental ability to acquire knowledge, apply logic, adapt to new situations, and solve complex problems — not just rote learning.
Other Options Explained: A: Memorizing is a small part of intelligence. C: Music and dance are examples of specific talents or multiple intelligences. D: Physical strength relates to fitness, not cognitive ability.
Q12. Which of the following is not considered a psychological assessment tool?
A) Questionnaire
B) Interview
C) Thermometer
D) Case study
Answer – C) Thermometer
Explanation: A thermometer measures body temperature, not psychological traits. Psychological assessment tools are designed to evaluate mental and emotional characteristics.
Other Options Explained: A: Questionnaires gather self-reported psychological data. B: Interviews explore thoughts, feelings, and behaviors. D: Case studies provide detailed psychological analysis of individuals.
Q13. What does it mean if a psychological test is reliable?
A) Gives different results each time
B) Is hard to understand
C) Gives consistent results over time
D) Can be changed freely
Answer – C) Gives consistent results over time
Explanation: Reliability refers to the consistency of a test. A reliable psychological test yields similar results when administered under similar conditions at different times.
Other Options Explained: A: Inconsistent results suggest unreliability. B: Difficulty in understanding is unrelated to reliability. D: Tests must remain stable to be reliable.
Q14. Which of the following is an example of an intra-individual difference?
A) Ramesh is better in science than in languages
B) Rahul and Ramesh have different IQ levels
C) Two twins differ in emotional expression
D) Raj and Meena score differently in the same test
Answer – A) Ramesh is better in science than in languages
Explanation: Intra-individual differences refer to variations within the same person. Ramesh performing differently in two subjects is a clear case of this.
Other Options Explained: B: This is an inter-individual difference between two people. C: Emotional differences between twins are also inter-individual. D: Different scores between individuals indicate inter-individual differences.
Q15. Which of the following does not play a role in causing individual differences?
A) Heredity
B) Cultural background
C) Age and gender
D) Identical life experiences
Answer – D) Identical life experiences
Explanation: If individuals go through identical life experiences, they are less likely to show major differences. In reality, differences arise due to diverse environments, heredity, and personal factors.
Other Options Explained: A: Genetics strongly influence traits and behavior. B: Culture affects thinking, communication, and values. C: Age and gender influence psychological development.
Q16. Why is it useful to understand variations in psychological attributes among individuals?
A) Replacing individuality with uniformity
B) Promoting discrimination
C) Guiding individuals to choose suitable careers
D) Eliminating mental traits
Answer – C) Guiding individuals to choose suitable careers
Explanation: Understanding psychological differences helps in identifying each person’s strengths and potential, which is essential for career guidance, educational planning, and personal development.
Other Options Explained: A: Psychology values individuality, not uniformity. B: Promoting discrimination is unethical and not a goal. D: Psychological traits are developed, not eliminated.
Q17. What does the psychological attribute “aptitude” help in identifying?
A) Physical health problems
B) Emotional disorders
C) Potential for success in specific areas
D) Immune system response
Answer – C) Potential for success in specific areas
Explanation: Aptitude refers to the innate or acquired capacity to perform well in particular domains like music, math, or engineering. It helps predict future performance in specific areas.
Other Options Explained: A: This falls under medical diagnostics, not psychology. B: Emotional disorders are assessed using clinical tools. D: Immune response is a biological concept, not psychological.
Q18. What is the full form of the abbreviation “IQ” in psychology?
A) Intelligent Quotient
B) Intelligence Quantity
C) Intelligence Quality
D) Intelligence Quotient
Answer – D) Intelligence Quotient
Explanation: IQ stands for Intelligence Quotient. It is a score derived from standardized tests designed to measure a person’s intellectual ability relative to others.
Other Options Explained: A: “Intelligent” is incorrect grammar in this context. B: “Quantity” misrepresents the purpose of IQ. C: “Quality” doesn’t reflect the scoring aspect of IQ.
Q19. According to Sternberg’s triarchic theory, which of the following is not a part of intelligence?
A) Analytical intelligence
B) Creative intelligence
C) Practical intelligence
D) Musical intelligence
Answer – D) Musical intelligence
Explanation: Sternberg’s triarchic theory includes analytical, creative, and practical intelligence. Musical intelligence is part of Gardner’s theory of multiple intelligences, not Sternberg’s.
Other Options Explained: A: Analytical intelligence involves problem-solving and logic. B: Creative intelligence relates to innovation and new ideas. C: Practical intelligence is the ability to adapt to real-world challenges.
Q20. Who is credited with introducing the concept of emotional intelligence?
A) Goleman
B) Wechsler
C) Sternberg
D) Gardner
Answer – A) Goleman
Explanation: Daniel Goleman popularized the concept of emotional intelligence, which involves recognizing, understanding, and managing emotions in oneself and others.
Other Options Explained: B: Wechsler focused on general intelligence, not emotional intelligence. C: Sternberg is known for the triarchic theory. D: Gardner proposed the theory of multiple intelligences.
Q21. How is the relationship between culture and intelligence best understood?
A) Culture has no impact on intelligence
B) Intelligence is entirely determined by heredity
C) Culture shapes how intelligence is defined and expressed
D) Intelligence is fixed and universal
Answer – C) Culture shapes how intelligence is defined and expressed
Explanation: Cultural contexts influence what is considered intelligent behavior, as well as how intelligence is assessed and manifested in individuals.
Other Options Explained: A: Culture significantly influences cognitive development. B: Intelligence is influenced by both heredity and environment. D: Intelligence is not fixed and varies across cultures.
Q22. Which of the following would be considered a culturally biased or loaded test item?
A) A math problem
B) A question about local traditions
C) A visual pattern recognition task
D) A spatial reasoning puzzle
Answer – B) A question about local traditions
Explanation: Test items that rely on culturally specific knowledge, like local customs or traditions, are considered culturally loaded and may disadvantage those unfamiliar with that culture.
Other Options Explained: A: Math problems are generally culture-fair if language is neutral. C: Visual tasks usually minimize cultural bias. D: Spatial reasoning is less dependent on cultural background.
Q23. Emotional intelligence plays a crucial role in which area?
A) Mathematical ability
B) Mechanical reasoning
C) Leadership and teamwork
D) Memory recall
Answer – C) Leadership and teamwork
Explanation: Emotional intelligence is vital for recognizing and managing emotions in oneself and others, which enhances communication, cooperation, leadership, and group dynamics.
Other Options Explained: A: Emotional intelligence is unrelated to solving equations. B: Mechanical reasoning involves spatial and technical skills. D: Memory recall is cognitive, not emotional.
Q24. Which of the following statements about emotional intelligence is correct?
A) Emotional intelligence cannot be learned
B) Emotional intelligence is unrelated to success
C) Emotional intelligence can be developed through training and awareness
D) Emotional intelligence is fixed at birth
Answer – C) Emotional intelligence can be developed through training and awareness
Explanation: Emotional intelligence is a skill that can be nurtured and improved through self-reflection, practice, and emotional training programs.
Other Options Explained: A: EI is a dynamic ability, not a fixed trait. B: High EI often predicts social and career success. D: Emotional skills grow with experience and effort.
Q25. What do “special abilities” in psychology typically refer to?
A) Skills that all individuals possess equally
B) General traits found in every child
C) Exceptional talents or capabilities in specific areas
D) Only physical strengths
Answer – C) Exceptional talents or capabilities in specific areas
Explanation: Special abilities refer to heightened talents in particular domains such as music, mathematics, or athletics, often observed in gifted individuals.
Other Options Explained: A: Not all individuals have the same level of ability. B: Special abilities go beyond general developmental traits. D: Physical strength may or may not relate to psychological special abilities.
Q26. A person who shows outstanding talent in areas such as painting or music is said to possess:
A) High bodily-kinesthetic ability
B) A special ability
C) Poor academic skills
D) Weak emotional control
Answer – B) A special ability
Explanation: Exceptional performance in areas like art or music reflects a special ability — a specific talent that stands out from general capabilities and is often nurtured through practice and exposure.
Other Options Explained: A: Refers to physical coordination and movement skills. C: Artistic talent does not imply academic weakness. D: Emotional control isn’t linked to creative success directly.
Q27. Which of the following best defines the concept of aptitude?
A) The ability to memorize
B) Inborn potential for learning a skill
C) Acquired interest in sports
D) Physical strength
Answer – B) Inborn potential for learning a skill
Explanation: Aptitude is an innate ability that indicates a person’s potential to learn and succeed in a particular area with training and experience.
Other Options Explained: A: Memory is a cognitive skill but not the definition of aptitude. C: Interests are developed, not the same as aptitude. D: Physical strength relates to bodily abilities, not aptitude.
Q28. Which of the following is not considered a type of special ability?
A) Numerical reasoning
B) Spatial reasoning
C) Verbal ability
D) Shyness
Answer – D) Shyness
Explanation: Shyness is a personality trait, not a cognitive or intellectual skill. Special abilities involve enhanced capabilities in specific domains like numbers, space, or language.
Other Options Explained: A: Related to mathematical problem-solving. B: Involves visualizing and manipulating objects. C: Reflects strong language and communication skills.
Q29. If a young child demonstrates extraordinary talent in mathematics, they are most likely to have:
A) A psychological disorder
B) A learning disability
C) A special ability
D) Low intelligence
Answer – C) A special ability
Explanation: A child prodigy in mathematics is considered to have a special ability or giftedness in that particular domain, which exceeds average developmental expectations.
Other Options Explained: A: Exceptional talent is not a disorder. B: Learning disabilities hinder, not enhance performance. D: High mathematical talent reflects high intelligence.
Q30. How is creativity best understood in psychological terms?
A) Memorizing facts quickly
B) Producing novel and useful ideas
C) Following strict rules
D) Copying existing solutions
Answer – B) Producing novel and useful ideas
Explanation: Creativity involves generating original ideas or approaches that are both innovative and functional. It reflects flexibility in thought and problem-solving.
Other Options Explained: A: Memory is separate from creative thinking. C: Creativity often challenges conventional rules. D: Imitation lacks innovation, the core of creativity.
Q31. An individual who generates multiple ideas and approaches for solving a problem is engaging in:
A) Convergent thinking
B) Divergent thinking
C) Logical thinking
D) Sequential thinking
Answer – B) Divergent thinking
Explanation: Divergent thinking involves producing many different solutions or ideas for a single problem. It reflects creativity and is key in brainstorming and innovation.
Other Options Explained: A: Focuses on finding a single correct solution. C: Involves reasoning and consistency, not multiple ideas. D: Follows a step-by-step order, not lateral thinking.
Q32. Who defined creativity as the ability to produce work that is both novel and appropriate?
A) Terman
B) Goleman
C) Robert Sternberg
D) Wechsler
Answer – C) Robert Sternberg
Explanation: Robert Sternberg described creativity as the capacity to create ideas or products that are both original and suitable to the context — highlighting usefulness alongside novelty.
Other Options Explained: A: Known for work on intelligence testing, not creativity. B: Focused on emotional intelligence. D: Developed intelligence scales, not creativity models.
Q33. Which of the following tools is primarily used to assess aptitude?
A) WAIS
B) Achievement test
C) Differential Aptitude Test (DAT)
D) MMPI
Answer – C) Differential Aptitude Test (DAT)
Explanation: The DAT is specifically designed to evaluate a person’s potential to succeed in specific areas, making it ideal for measuring aptitude across domains like reasoning, numerical ability, and mechanical understanding.
Other Options Explained: A: WAIS assesses intelligence, not aptitude. B: Measures learned knowledge or skills. D: MMPI is a tool for personality assessment.
Q34. A student who excels in abstract reasoning is most likely to perform well in which kind of test?
A) Emotional test
B) Musical intelligence test
C) Aptitude test
D) Personality inventory
Answer – C) Aptitude test
Explanation: Abstract reasoning is often a core component of aptitude tests as it reflects problem-solving ability and logical thinking — skills important in academic and professional settings.
Other Options Explained: A: Measures emotional understanding, not logic. B: Assesses musical talents. D: Evaluates personality traits and tendencies.
Q35. What are key characteristics of a well-constructed aptitude test?
A) Biased and culturally limited
B) Confusing and vague
C) Standardized and reliable
D) Random and unstructured
Answer – C) Standardized and reliable
Explanation: A good aptitude test is both standardized (uniform in administration and scoring) and reliable (produces consistent results), ensuring fairness and accuracy in assessing potential.
Other Options Explained: A: Bias reduces test fairness and utility. B: Vagueness affects clarity and interpretation. D: Lack of structure makes results meaningless.
Q36. What does empathy as a component of emotional intelligence involve?
A) Controlling other people’s feelings
B) Ignoring others’ emotional states
C) Understanding and sharing the feelings of others
D) Manipulating emotional responses
Answer – C) Understanding and sharing the feelings of others
Explanation: Empathy means being able to recognize, understand, and respond appropriately to the emotions of others, which helps in building meaningful relationships.
Other Options Explained: A: Controlling others’ feelings is manipulative, not empathetic. B: Ignoring emotional cues goes against empathy. D: Manipulation contrasts with emotional intelligence principles.
Q37. Emotional intelligence plays a vital role in:
A) Creating confusion during teamwork
B) Better interpersonal relationships
C) Ignoring emotions of others
D) Avoiding social interaction
Answer – B) Better interpersonal relationships
Explanation: Emotional intelligence helps individuals understand and manage emotions, which improves communication, empathy, and cooperation — all essential for healthy social and professional relationships.
Other Options Explained: A: EI reduces confusion by promoting understanding. C: EI involves recognizing, not ignoring, others’ emotions. D: EI promotes social connection, not isolation.
Q38. One of the key criticisms of traditional intelligence tests is that:
A) It tests too many abilities
B) It’s too easy
C) It often reflects the culture of the test-maker
D) It requires no training to administer
Answer – C) It often reflects the culture of the test-maker
Explanation: Traditional IQ tests are often criticized for cultural bias — the language, examples, and content may favor individuals from certain backgrounds, making it unfair for others.
Other Options Explained: A: They usually test limited cognitive abilities. B: Difficulty is relative, but not a main criticism. D: Administration typically requires training.
Q39. While intelligence is considered a universal trait, its expression is:
A) Always the same across cultures
B) Unaffected by society
C) Shaped by cultural norms and values
D) Purely genetic
Answer – C) Shaped by cultural norms and values
Explanation: Though intelligence is present in all humans, its development and how it’s expressed varies across societies due to differences in cultural values, learning systems, and environmental influences.
Other Options Explained: A: Cultural expression of intelligence varies widely. B: Society significantly influences learning and intelligence. D: Intelligence has both genetic and environmental components.
Q40. If a child’s mental age is 10 years and chronological age is 8 years, what will their IQ be?
A) 100
B) 125
C) 80
D) 120
Answer – B) 125
Explanation: IQ is calculated using the formula: (Mental Age / Chronological Age) × 100. So, (10 / 8) × 100 = 125.
Other Options Explained: A: Would be the score if mental and chronological age were the same. C: Reflects a lower mental age, not applicable here. D: Incorrect calculation based on the given data.
Q41. What influences an individual’s intelligence most accurately?
A) Only environment
B) Only heredity
C) Both heredity and environment
D) Diet only
Answer – C) Both heredity and environment
Explanation: Intelligence develops through the combined effects of genetic inheritance and environmental influences such as education, culture, and life experiences.
Other Options Explained: A: Environment plays a role, but heredity also contributes. B: Heredity alone doesn’t determine intelligence. D: Diet can affect brain function, but it’s not the sole factor.
Q42. In which of the following situations is observation as a method of assessment most appropriate?
A) Measuring blood pressure
B) Assessing behavior in natural settings
C) Conducting surgery
D) Diagnosing malaria
Answer – B) Assessing behavior in natural settings
Explanation: Observation is commonly used in psychology to understand how individuals behave in their natural environments without interference.
Other Options Explained: A: This requires medical instruments, not observation. C: Surgery needs clinical skill, not observation assessment. D: Malaria is diagnosed through medical tests.
Q43. Who stressed the uniqueness of individuals by stating that no two people are exactly alike?
A) Binet
B) Galton
C) Freud
D) Wundt
Answer – B) Galton
Explanation: Sir Francis Galton, a pioneer in the study of individual differences, emphasized that every person is unique in their traits and abilities.
Other Options Explained: A: Binet focused on measuring intelligence through testing. C: Freud emphasized unconscious mind and behavior. D: Wundt is known as the father of experimental psychology.
Q44. What is most useful in understanding differences in how people think, feel, and behave?
A) Economic status
B) Study of psychological attributes
C) Social class differences
D) Genetic mutations
Answer – B) Study of psychological attributes
Explanation: Psychological attributes such as intelligence, personality, and motivation help explain why individuals differ in their thoughts, emotions, and behaviors.
Other Options Explained: A: May affect access to resources, but not core psychological traits. C: Social class impacts experience, but not fully explanatory. D: Mutations relate to biology, not behavior analysis.
Q45. Which of the following is not included under the term “psychological attributes”?
A) Intelligence
B) Personality
C) Aptitude
D) Height
Answer – D) Height
Explanation: Height is a physical trait, not a psychological attribute. Psychological attributes refer to mental characteristics like intelligence, attitude, personality, and motivation.
Other Options Explained: A: Intelligence is a key psychological trait. B: Personality shapes behavior and thought patterns. C: Aptitude reflects mental potential in specific domains.
Q46. What do individual differences primarily refer to in psychology?
A) Variations in the way people look
B) Variations in behavior, thinking, and emotions among people
C) Similarities in cultural practices
D) Identical performance in all tasks
Answer – B) Variations in behavior, thinking, and emotions among people
Explanation: Individual differences focus on how people differ in mental traits such as intelligence, emotions, personality, and behavior patterns — making each person psychologically unique.
Other Options Explained: A: Physical traits are not part of psychological differences. C: Culture can influence behavior, but this option talks about similarity, not difference. D: People rarely perform identically in all tasks.
Q47. What is the primary focus of the psychological assessment process?
A) Judging people based on appearances
B) Collecting information using standardized tools
C) Giving medication based on symptoms
D) Asking random questions
Answer – B) Collecting information using standardized tools
Explanation: Psychological assessment involves gathering structured data using validated tools like tests, interviews, and observation methods to evaluate mental functions and behavior.
Other Options Explained: A: Assessments are based on data, not appearance. C: Medication is part of treatment, not assessment. D: Questions in assessment are carefully designed, not random.
Q48. According to Gardner’s theory, someone skilled in understanding others’ emotions and intentions shows high:
A) Intrapersonal intelligence
B) Logical-mathematical intelligence
C) Interpersonal intelligence
D) Visual-spatial intelligence
Answer – C) Interpersonal intelligence
Explanation: Interpersonal intelligence refers to the ability to understand and interact effectively with others, including sensitivity to moods, motivations, and emotions.
Other Options Explained: A: Intrapersonal intelligence is about self-awareness. B: Deals with reasoning and mathematical logic. D: Relates to visualizing and manipulating space and shapes.
Q49. What is the main goal of a culture-fair intelligence test?
A) Measure only verbal skills
B) Be biased toward urban populations
C) Minimize cultural influences on test performance
D) Be used only in developed nations
Answer – C) Minimize cultural influences on test performance
Explanation: Culture-fair tests are designed to reduce the impact of language, background, and culture so that individuals from different environments can be assessed fairly.
Other Options Explained: A: Verbal skills may be culturally biased. B: Bias is exactly what these tests aim to avoid. D: They are meant for all populations, not just developed countries.
Q50. In rural traditional communities, how is intelligence most likely to be viewed?
A) Academic success only
B) Ability to operate technology
C) Practical problem-solving in natural settings
D) High scores on IQ tests
Answer – C) Practical problem-solving in natural settings
Explanation: In rural and traditional societies, intelligence is often recognized through practical abilities — like adapting to environmental challenges or solving everyday problems effectively.
Other Options Explained: A: Academic success isn’t the only valued skill. B: Technological skill may not be accessible or relevant. D: IQ scores may not reflect real-world competence in such settings.
