TRIGUNA: A THEORETICAL ANALYSIS AND AN EMPIRICAL INVESTIGATION

Thesis submitted to
The University of Mysore for the award of the Degree of

DOCTOR OF PHILOSOPHY

IN

PSYCHOLOGY

By
R. SWAROOP

Guide

DR. S. K. KIRAN KUMAR

Professor, Department of Studies in Psychology,

University of Mysore, Manasagangotri,

Mysore - 570 006

DEPARTMENT OF STUDIES IN PSYCHOLOGY

UNIVERSITY OF MYSORE, MANASAGANGOTRI,

MYSORE - 570 006, INDIA

JANUARY – 2017
 DECLARATION

I, R. Swaroop declare that this thesis titled, ‘TRIGUNA: A THEORETICAL

ANALYSIS AND AN EMPIRICAL INVESTIGATION’, is the outcome of the research

carried out by me under the guidance and supervision of Dr. S. K. Kiran Kumar, Professor,

Department of Studies in Psychology, University of Mysore, Mysuru. I further declare that the

thesis has been composed by me and not formed the basis of any other degree or diploma.

Date:

Place: Mysuru

(R Swaroop)
 CERTIFICATE

I, R. Swaroop, certify that this thesis is the result of research work done by me under the

supervision of Dr. S. K. Kiran Kumar, Professor, Department of Studies in Psychology,

University of Mysore, Mysuru. I am submitting this thesis for possible award of Doctor of

Philosophy Degree in Psychology of the University of Mysore.

I further clarify that this thesis has not been submitted by me for award of any other

Degree/Diploma of this or any other University.

Signature of Doctoral Candidate

Signed by me on:

Signature of Guide Counter signed by Chairman

Date: Date:
 ACKNOWLEDGEMENTS

Flaws and mistakes as found in the thesis work are mine and all the virtues herein belong

to my beloved guide Dr. S. K. Kiran Kumar. If his ways of guidance was meticulous his

exhibition of patience was immaculate. Working under him is a life time opportunity to feel and

soak in the bliss of learning, sometimes with joy and sometimes with the fear of all my ignorance

being exposed and ego hammered (eventually for my good). His invaluable and ever-reliable

experiences gave a structure to my scattered thoughts. I offer my thankfulness and appreciation.

I am grateful to the Doctoral Committee members and the faculty of the department of

Studies in Psychology, University of Mysore, for the priceless suggestions during the course of

this research work. I extend my thanks to the non-teaching staff for their significant help with the

administrative aspects of this work.

Profound thanks to the vibrant participation of 2500 persons in this Doctoral work.

A feeling of inexplicability as I specially thank Ramanath Nayak and Archana Bhat.

Loving parents, Compassionate Dr. Ramachandra Bhat Kotemane, Esteemed colleagues

Col. TNC Vijayasarathy and Abhijith K Shenoy, Dearest friends Dr. Savitha, Mr. Madhava,

Vidwan Chidroopa Sharma, Dr Aravind Bhat, Mrs. Swarnalatha Mr. Venugopal, Mr. Jayanth,

Mr. Rangaji, Mr. Chandrashekhar and Dr. Kalyan Kumar were the pillars upon which this work

is built.

I specially thank the members of Shree Parashara Gurukulam, Belagola, Srirangapattana,

for being the cornerstone in the initial stages of the Doctoral work.

(Swaroop R)
 ABSTRACT

This study was taken up to examine triguṇa in assessing the personality of the humanity.

This work is a tiny wave in the huge ocean of Indian Psychology. Indian psychology is in a

nascent state with its potential immense and profound to understand self and the society. A

number of scholars across the globe committing to the concept triguṇa, have explored and

exposed its finer aspects. However, a small chunk of its core value was untouched.

As per scriptures, the core value of the triguṇa relates to the motivational aspect of

human nature. From this perspective it is possible to understand day to day behaviour of people

as rooted in three types of motives governed by sattva¸ rajas and tamas. They can be referred to

as altruism, hedonism and sadism respectively. Each of these involves different approaches to

achieve happiness. Keeping this as the basis, this study developed and standardized a tool named

AHS Scale. A stands for Altruism, H stands for Hedonism and S stands for Sadism. In the

process, the test was validated with IAS Rating Scale of Mathew and EPQ. The AHS Scale was

established as a reliable and valid tool by adapting right statistical techniques.

 CONTENTS

CHAPTER- 1 INTRODUCTION 01-19

1.1 Indian Psychology

1.2 triguṇa – the concept

1.3 triguṇa and cosmos

1.4 triguṇa’s relevance to contemporary psychology

1.5 triguṇa and its etymology

1.6 triguṇa and growth

1.7 Understanding personality as per Indian Psychology

1.7.1 The purpose of understanding a personality

1.8 triguṇa and desires

1.9 triguṇa as motives

1.10 triguṇa and coexistent motives

1.11 triguṇa and happiness

CHAPTER- 2 REVIEW OF LITERATURE 20-43

2.1 triguṇa as understood in ancient scriptures

2.2 triguṇa as understood in modern researches and literatures

2.3 Conclusion
CHAPTER- 3 METHODOLOGY 44-76

3.1 Objectives

3.2 Research Design

3.3 Phase 1 – Conceptual Study

3.3.1 Data Mining

3.3.2 Outcome of Phase 1

3.4 Phase 2 – Blending empiricism with conceptual understanding

3.4.1 Characteristics of the items as used in the tool

3.4.2 Tool items and the ancient scriptures – A synthesis

3.4.3 pañcakośa and the items

3.4.4 Popular misconceptions about pañcakośa

3.4.5 bhagavadgītā and the items

3.5 Item Construction

3.5.1 SSM in the current context

3.5.2 SSM as a support system to the 25 situations

3.5.3 Organization and structuring of the situations

3.5.4 Expert Feedback

 3.5.5 Pilot Study

3.5.6 Finalization of the tool

3.6 Administration of the Tool

3.6.1 Participants and their details

3.7 Development of Scoring Pattern and Norms

3.8 Reliability and Validity

3.8.1 triguṇa and IAS Rating Scale

3.8.2 triguṇa and EPQ

3.8.3 Extraversion and Introversion

3.8.4 Neuroticism

3.8.5 Psychoticism

CHAPTER- 4 ANALYSIS OF DATA AND RESULTS 77-90

4.1 Criterion validity with EPQ

4.2 Criterion Validity with IAS Rating Scale

CHAPTER-5 DISCUSSION 91-102

5.1 Phase – 1

5.2 triguṇa and Vedic literatures

5.3 triguṇa and rāmāyaṇa

 5.4 triguṇa and mahābhārata

5.5 triguṇa and darśanas

5.6 triguṇa and auxiliary scriptures

5.7 Outcome of Phase 1

5.8 Phase 2

5.9 triguṇa and IAS Rating Scale

5.10 triguṇa and EPQ

5.11 Conclusion and implication of this work

5.12 Suggestions for the future work in triguṇa

5.13 Limitations

REFERENCES 102-108

APPENDICES

Appendix I. Consent Letter Format

Appendix II. AHS Rating Scale – English Version

Appendix III. AHS Rating Scale – Kannada Version

Appendix IV. Norm Tables

 INFORMATION ON TABLES

INFORMATION ON ABBREVIATIONS USED

ACCEPTANCE LETTERS AND PAPERS

 INFORMATION ON TABLES

Table Page
Sl.No Description
No. No.
1 1.1 A glimpse on the trifurcation of traits 10
2 3.1 The personality psychological aspects of bhagavadgītā 50
3 3.2 The 25 aspects assessed and used in the tool 53
4 3.3 The number of respondents belonging to various occupations 61
5 3.4 The overall demographic data 63
6 3.5 The mean and standard deviation of the age of the N = 1854 64
7 3.6 The mean and standard deviation of the age of the demographic data 69
Sample distribution of N=200 on the demographic variables gender,
8 3.7 marital status, food habits, employment status and education 73
qualification with M and SD age
Sample distribution of N=200 on the demographic variables gender,
9 3.8 marital status, food habits and education qualification with M and SD 76
age
The Cronbach’s Alpha value of the AHS scale on the 225 items of the
10 4.1 78
nine variables across the 25 situations
Reliability statistics with Cronbach’s Alpha and Guttman Split-Half
11 4.2 78
Coefficient
Details of Item Total correlation and Cronbach’s Alpha if item is
12 4.3.1 79
deleted on the AHS scale
Details of Item Total correlation and Cronbach’s Alpha if item is
13 4.3.2 80
deleted on the AHS scale
Details of Item Total Correlation and Cronbach’s Alpha if item is
14 4.3.3 81
deleted on the AHS scale
Details of Item Total correlation and Cronbach’s Alpha if item is
15 4.3.4 82
deleted on the AHS scale
Details of Item Total correlation and Cronbach’s Alpha if item is
16 4.3.5 83
deleted on the AHS scale
Details of Item Total correlation and Cronbach’s Alpha if item is
17 4.3.6 84
deleted on the AHS scale
 Details of Item Total correlation and Cronbach’s Alpha if item is deleted
18 4.3.7 85
on the AHS scale
Mean and standard deviation of the scores of AHS Scale variables for
19 4.4 87
N=200
The Mean and standard deviation of the EPQ scores on the totals scores
20 4.5 87
of extraversion, psychoticism, neuroticism and lie scores for N = 200
21 4.6 Correlation between the nine scores on the AHS Scale and the EPQ 87
Mean and standard deviation of the scores of AHS Scale variables for
22 4.7 88
N=200
Mean and standard deviation of the dependent variables Inertia, Action
23 4.8 89
and Stability on the IAS scale of t g a
Correlation between the nine scores on the AHS Scale and the three
24 4.9 89
scores on the IAS scale

INFORMATION ON AN ABBREVIATION USED

Abbreviation Expansion

SSM Situation Sampling Analysis

 CHAPTER – 1

INTRODUCTION

Attempt to unravel the psychological insights found in Indian tradition has a history of

hundred plus years. Such efforts were based on the Indian thought systems which were both

orthodox and heterodox, such as –

The Vedas, sāṅkhyā, yoga, vaiśeṣika, nyāya, pūrvamīmāṁsā, uttaramīmāṁsā/vedānta,

Buddhism, Jainism and chārvāka.

Researchers have dug deep into the same to explore and expose its possible empirical

applicability as well. As a result, in the recent past, people have started to show plenteous and

significant interest in comprehending Indian psychology (Cornelissen, Misra, & Varma, 2011a &

b; Rao, Paranjpe & Dalal, 2008; Rao & Paranpe, 2016). That has further resulted in people

undertaking research works that are thought provoking, if not ground-breaking. Overall progress

is slow but steady.

1.1 Indian Psychology

The term Indian Psychology has been in vogue for more than a century ever since svāmī

vivekānanda used it explicitly in his lectures in the United States of America and distinguished it

from Western Psychology. Later, Sri Aurobindo also used the same in his essays on education.

Subsequently, Mrs. Rhys Davids, a Buddhist Scholar, used the term. An Indian philosopher

adept in modern psychology got inspired by their works and published three volumes under the

title ‘Indian Psychology’ (Sinha, 1958), which created an intellectual arena for other scholars and

psychologists to undertake research on this theme. All this happened in the first half of the 20th

century.
1
 A sizeable amount of inquisitive people and also fairly large skeptics have constructively

criticized and raised issues surrounding its definition, scope, compatibility with scientific

psychology, feasibility and usefulness of introducing courses on it. In view of these

developments, greater clarity about the subject is the need of the hour. This work is an attempt to

clarify the nature of Indian psychology and also address some of the related challenges in form

of triguṇa as an Indian personality construct.

Salagame (2011) has tried to explicate the different connotations of the phrase Indian

Psychology, using Ho’s (1993) approach to the understanding of Asian Psychology as a tool of

semantic analysis. These expressions capture the various shades of cultural perspectives. They

are as follows – ‘Psychology in India’, ‘Indian psychological thought’, ‘Psychology with an

Indian identity’, ‘A Psychology created by Indian psychologists’ and ‘Psychology of Indian

people’.

Indian psychology is more a focus on the consciousness, as its central idea, which

actually acts as a distinctive factor from all the other branches of psychology. To substantiate,

K. Ramakrishna Rao et al (2008), say that “Indian psychology is a distinct psychological

tradition rooted in the native Indian ethos. It manifests in the multitude of practices prevailing in

the Indian subcontinent for centuries. Unlike the mainstream psychology, Indian psychology is

not overwhelmingly materialist-reductionist in character. It goes beyond the conventional

third-person forms of observation to include the study of first-person phenomena such as

subjective experience in its various manifestations and associated cognitive phenomena. It does

not exclude the investigation of extraordinary states of consciousness and exceptional human

abilities. The quintessence of Indian nature is its synthetic stance that results in a magical

2
bridging of dichotomies such as natural and supernatural, secular and sacred, and transactional

and transcendental. The result is a psychology that is practical, positive, holistic and inclusive.”

It is also evident from the work of Matthijs et al (2011), who have claimed that “concepts

and theories go beyond merely tracing the history of Indian thought. It demonstrates how ideas

and practices from Vedic, and Yogic traditions can be used to tackle issues in contemporary

psychology. With its contribution to theory building and application, it gives a new direction to

psychology as it is studied today.”

Psychology’s roots have been traced to the folk and classical traditions of different

cultures. Many modern psychologists and personologists from the west have appreciated the

importance of psychological insights available in other cultures (Kim & Berry, 1993).

Referring to Asian culture, Hall and Lindsey (1989) observe that, “Asian psychology has

proved remarkably durable, surviving longer than two thousand years; western personality

theories are quite young by comparison. Virtually every eastern meditation system transplanted

to the west- Transcendental Meditation, Zen and the like- stems from this psychology or another

much like it”. Further, they note that, “While eastern psychologies are concerned with states of

consciousness and the laws that govern their alteration, they also contain articulate theories of

personality. The goal of eastern psychologies is to alter a person’s consciousness so as to

transcend the limits imposed by the habits that form the person’s personality. Each personality

type needs to overcome different obstacles to attain the liberation from these limits”. In light of

the teachings and behaviour of the eastern masters, the methods and aims of western

psychotherapy was inadequate. Compared with the degree of self-purification eastern discipline

demands, even the best western training analysis is not much more than an introductory course.

3
Each excerpt (Asian scriptures) offers some sort of psychological insight, whether in a view of

how mind works or a theory of personality or a model of motivation.

A more frequently investigated Indian psychological concept in relation to the

understanding of human motivation and personality is triguṇa (Murthy & Kumar, 2007).

1.2 triguṇa – the concept

The word triguṇa is open to two interpretations –

a) triguṇa as an idea implied to define the universe.

b) triguṇa as an idea suggestive of outlining the human personality.

If a blanket word has to replace both the words – ‘universe’ and ‘human personality’, in

the context of defining triguṇa, ‘cosmos’ would be apt.

1.3 triguṇa and cosmos:

triguṇa in the context of macrocosm and triguṇa in the context of microcosm. Two

separate texts of Indian thought systems have given adequate treatment to these two forms of the

cosmos.

If sāṅkhyā has touched upon the macrocosm perspective of triguṇa, the microcosm

perspective is delineated in uttaramīmāṁsā/vedānta.

īśvarakṛṣṇa, one of the eminent members, erudite scholars and staunch followers of

sāṅkhya school, states in his sāṅkhya-kārikā1 while describing the nature of the universe –

sattvaṁ laghu prakāśakam iṣṭam upaṣṭambhakaṁ calaṁ ca rajaḥ

- १३
guru varaṇakameva tamaḥ pradīpavat ca arthato vṛttiḥ sāṅkhya-kārikā 13
4
‘sattva is considered to be buoyant and illuminating, rajas to be stimulating and mobile; tamas

alone is heavy and enveloping; their functioning for the goal (of the spirit) is like (the action of) a

lamp’.

Amongst the three, sattva is responsible for the lightness in things, the upward movement

of the burning fire or the blowing across of the wind. tamas weighs down things and renders

them inactive. Neither of these would have the energy to fulfill its proper function but for the

stimulating activity of rajas. The functions assigned in each case are appropriate only to the

particular constituent; hence, the word “alone” occurring in “tamas alone” should be understood

after sattva and rajas also. These three constituents of primal nature are said to co-operate for the

summum bonum of the Spirit. From their contrariety this seems impossible (Sastri, 1973).

bhagavadgītā which is a built-in concept of mahābhārata is mythological to some and

historical to others. However, the Indian tradition recognizes it as the holiest of the books and it

is accepted as one of the three chief sources of vedānta and the three great masters ādi

śaṅkarācārya, madhvācārya and rāmānujācārya have written commentaries on them. It is in

bhagavadgītā that we find a detailed discussion about triguṇa in relation to human beings and

their actions. These discussions have been an impetus to people who want to refine their

personality. It has also been a propellant of many noble activities of different degrees of

capacities, as taken up by people from all walks of life. To some it is an origin of religion and to

some it is a source of practical handbook to practice the deeper essence of spirituality. There is

also a fraternity that borrows its selective verses to fit them in the scheme of psychology.

Bhagavadgītā has been sensible and sensitive to disappoint none.

This research work inspired mainly by the content of bhagavadgītā, has based its

theoretical explanations and empirical investigations on the principles of the same.

5
1.4 triguṇa’s relevance to contemporary psychology:

If comprehension of a particular knowledge system is to be seen as a destination, the

pathway to the same has to be chalked out. Knowing the proximity between the same, a system

called anubandha catuṣṭaya2 has been laid out. Owing to the dearth of an English translation that

can replicate the word anubandha, it can be roughly translated as the four-fold systematic

approach of perceiving the intended meanings of any given discipline, in terms of

commencement, consequences and the connection between the two.

1. adhikārī ( ) – The authority.

This aspect works out in detail, the two primary prerequisites – ‘the aptitude’ and ‘the

attitude’ required for an individual to become authoritative in a particular discipline.

2. viṣayaḥ ( ) – The discipline.

This aspect puts forward the subject one needs to become an authority on. This concept in

other words is about the ‘object of knowledge’.

3. prayojanam ( ) – The benefit.

It manifests the effect of learning the subject and subsequently becoming an authority in the

same. What does the discipline benefit the disciple with?

2
–
6
 4. saṁbandhaḥ ( ) – The relationship.

This dwells deeply into the interconnectedness between these –

a) Disciple and the discipline.

b) Disciple and the fruit.

c) Discipline and the fruit.

The splendor of the concept – anubandha catuṣṭaya is such that, if learning ‘the

discipline’ adds purpose to life, mastering the same and becoming the ‘authority’ adds meaning

to life. If ‘the benefits’ reaped help us become individually vibrant and socially productive, ‘the

relationship’ amongst the three makes us be relevant to the time we live in.

If this system of anubandha catuṣṭaya has to be applied in the context –

 Psychologist with necessary aptitude and attitude is a disciple.

 Naturally that makes psychology the discipline. Considering the context, let

‘personality psychology’ be specifically a mainstream.

 Before putting forth the benefit of studying the same, let us consider these three

hypotheses –

a) If understanding the personality is the goal of personality psychology, mere

understanding is futile.

b) If understanding the personality in terms of the abnormality or the mental disorder is

the goal, mere diagnosis, is again vain.

c) If understanding the personality in terms of moods, tendencies, dimensions, traits,

behavioural patterns, Etc., is the purpose, it is again partial, as the understanding of

the components of personality is not the purpose of studying personality psychology.

7
 For instance, understanding a two-wheeler in terms of what components it has, when

dismantled, will give an idea of what those components are individually. But, they will not tell us

what a two-wheeler is. If assembled together rightly, the bike is constructed and used for the

purpose of transportation.

Similarly, if these individual components like moods, tendencies, dimensions, traits,

behavioural patterns Etc., are assembled, they will become a personality. Yet, that question

which remains unanswered is – “why are those components of personality assembled?”

It is here, that, a difference between Indian Psychology and modern psychology exists.

The latter having emerged in the context of modern science attempts to remain as a discipline

that aims only at understanding and explicating the processes related to human behavior, without

referring to the purpose or goals of life and hence of personality. On the other hand, the Indian

scriptures play a major role in assisting us to understand the purpose of assemblage. Indian

scriptures are also self-explanatory in terms of its relevance to contemporary psychology.

Those components like moods, tendencies, dimensions, traits, behavioural patterns Etc.,

come together ‘to achieve happiness’. Happiness is the primary goal of every human being. To

explain ‘what man is’ without knowing ‘what man wants’ makes personality psychology a

travesty of a concept. This is the position of Indian Psychology as can be found from the study of

scriptures.

1.5 triguṇa and its etymology:

The Sanskrit word ‘guṇa’ can mean either of the two – ‘to invite’ or ‘to

develop/grow/multiply’, depending on the context of the usage. ‘tri’ which is indicative of three,

when consolidated with the word ‘guṇa’, defines triguṇa as three tools that lead to development

8
or growth. Three refers to sattva, rajas and tamas. Thus making sattva, rajas and tamas as three

tools of growth.

1.6 triguṇa and growth:

The definition of the word growth in relation to physiology or pathology poses no

difficulty. But the same in the context of Indian psychology, owing to its subjective

phenomenon, requires a little effort.

Disregarding of how reliable and verifiable one’s belief is, every individual believes in

certain qualities as a tool of growth. In the psychological nomenclature, such qualities are

distinguished as motivational traits as distinguished from temperamental traits. Trait means – a

characteristic or quality distinguishing a person or (less commonly) a thing, especially a more or

less consistent pattern of behaviour that a person possessing the characteristic would be likely to

display in relevant circumstances; typical examples being shyness, honesty, tidiness, stupidity

Etc. (Colman, 2009).

It is obvious that the individuals knowingly or unknowingly, tightly and tenaciously hold

on to certain traits and believe them to be causing growth and development. So, here, we can

define growth as a feeling of pleasantness. Such a feeling generally is a consequence of toeing

upon such traits.

So, a peripheral glance at the concept can lead to defining triguṇa as – ‘a collection of

traits that which are trifurcated’.

‘Trifurcation’ is an act of splitting one particular aspect into three branches or sub-aspects

(Lewis, 2010). In this context trifurcation is splitting of the tools of growth into three

components.
9
 Trifurcation as shown in table 1.1 is a bird’s eye view based on how three categories of

people see each set of traits as a tool of growth and development.

Table – 1.1: A glimpse on the trifurcation of traits –

Aspects of Personality Tamas rajas sattva

Perspectives of Life Irresponsible Enterprising Self-adequate
Emotions towards unfavorable situations Wrathful Angry Indignant
Thought Process Reactive Shrewd Sublimated
Approach towards People and Objects Loving Passionate Infatuated
Sociability Synergistic Pleaser Detrimental

1.7 Understanding personality as per Indian Psychology:

Understanding personality is one of the many mainstream concepts, under the larger

umbrella of ancient Indian scriptures.

Personality can be understood comfortably, if the idea of person is understood.

Who is an individual?

The Sanskrit word vyaktiḥ, equivalent to English word – ‘individual’ is wide in scope and

sweeps across a variety of essential aspects of a personality. It distinctly shows some primary

characteristics of the majority of the humanity.

As per the rules of Sanskrit, any given word in Sanskrit should be understood based on a

root and its corresponding meaning. The root of the Sanskrit word is – ‘añjū – vyakti-mrakṣana-

kānti-gatiṣu’ and the prefix is ‘vi’.

In relation to four meanings attached to root ‘añjū’, the four meanings of the word vyaktiḥ

are – to express (vyakti), to conceal the mistakes (mrakṣana), to radiate (kānti) and to move

10
(gatiṣu). The prefix ‘vi’ means special. Hence, special should be by default prefixed to all the

aforementioned meanings.

An individual is thus –

a) One who is expressive.

b) One who conceals his mistakes.

c) One who radiates. “Radiating or radiance upholds “Experiencing a feeling of well-being

or happiness, as from good health or an intense emotion” (Lewis, 2010).

d) One who moves. Movement is here symbolic of evading stagnation.

Based on the root meaning of the word vyaktiḥ, the following inferences can be drawn

about the term personality –

1. The essential connotation of the word personality is ‘in its expression’. Contrary to

expression, is to shut out. To shut out is to become an insensate stone, which is

noncompliant to the definition of any sane individual.

2. Another meaning of individual as displayed through the Sanskrit word mrakṣana means

to hide one’s own mistake. This quality as well is innate to majority of the humanity.

The second meaning coincidentally matches with the origin of the English word –

personality. The word personality has its derivation from the Latin word ‘persona’. Persona

literally means a ‘mask’. A mask, in general, is associated with ‘concealment’. In ancient

Greece, different genres of dramas were expressed by wearing these masks. The actors concealed

themselves behind a variety of masks. Personality is an attempt to be acceptable through

modification of itself to the requirements of an environment. It does so by obscuring the truth

hidden deep within the realms of the unconscious or the subconscious. Knowingly or

unknowingly veiling the true self is part of human existence. Hence defining personality from
11
what it appears in the behaviour is like defining a sea as calm and monotonous without knowing

the turbulent sea floor. It is probably for this reason personality psychology has set out to assess

and understand personality through a variety of tests and thereby unveil the true personality of an

individual who dons multiple roles across different spheres of life.

3. To radiate is every personality’s deeply hidden craving. Exhibiting this brighter side of

personality called radiance is also innate to majority of the humanity. At the same

instance, radiance is something man tries to catch up sometimes artificially and at times

through natural procedures.

4. Man has associated himself with inquisitiveness and toiled day in and out to move

towards the unknown and unfamiliar terrains. The tidy sum of inventions, discoveries and

researches are synonymous to dodging and ducking the fear of stagnation and the

monotony of humdrum existence.

1.7.1 The purpose of understanding a personality:

The purpose of understanding personality is not to feel blown up by its beauty and

splendor, but to transcend it. Though transcendence is a strange fact, it is integral to the system

and core to comprehending the panoramic vision of Indian thought system.

1.8 triguṇa and desires:

If triguṇa’s implications on the traits make triguṇa broad in scope, the much deeper sense

of triguṇa is understandable when it comes under a proper cause and effect structure.

Desire, as seen in ancient scriptures3 is primal and basal to the understanding of thought

process. Desire is reputed to be the seed of all thoughts.

3
. २.८
kāmaḥ tat agre samavartata adhi. manasaḥ retaḥ prathamaṁ yat āsīt. taittirīya brāhmaṇa 2.8
12
 However, as the maxim goes – ‘every rule has an exception’. Intuition is barred from

having its origin in desire. Intuition is seen as a state of existence beyond the territory of triguṇa.

If desire is the cause, happiness is its effect. Motive plays the transitional role that

culminates desires into action. Action in the psychological terminology is a behavioural pattern,

which results either in happiness or unhappiness, irrespective of what the doer aimed at.

Thus the whole procedure gives birth to a cause and effect phenomenon. As per the nyāya

school of thought system, there are four kinds of causes that which coherently lead to an effect –

a) The efficient cause (unspecific) (nimittakāraṇam - sāmānya) – Desire.

b) The motive cause (causing) (nimittakāraṇam - pravartaka) – triguṇa i.e., sattva,

rajas and tamas.

c) The material cause (upādānakāraṇam) – An individual who is the repository of

desires and motives.

d) The accessorial cause (sahakārī kāraṇam) – Actions.

The difference between the efficient cause and the motive cause can be specified as this

with an analogy – if desire is a crude oil, motive is like refined oil. Desires are many, but when

they start to materialize, motives evolve into a concrete form.

The cardinal principle of triguṇa revolves around motives. Thus, each and every

action as performed by the humanity in a nutshell is a simple cause and effect theory. The four

kinds of causes act as a lead to the concept – triguṇa.

13
1.9 triguṇa as motives:

Contemporary psychology defines motive either as a state of physiological arousal or as a

state of psychological arousal. Arousal’s impact is undeniable in the visible and invisible

behavioural patterns. If a physiological arousal of hunger motivates consumption of food, a

psychological arousal like the need for emotional comfort can motivate meeting and chatting

with friends and relatives. Motive acts like a mediator who mediates between a stimulus and

response.

In the case of the Indian scriptures, triguṇa acts as three kinds of motives. Motives

bereft of effect is incomplete a study. Hence, motives of three kinds – sattva, rajas and tamas

should be given its due status only with reference to happiness.

The English equivalents to three kinds of motives, viz., sattva, rajas and tamas can be

Altruism, Hedonism and Sadism respectively. Motives in relation to the primary goal of the

humanity are –

 Happiness at the cost of Self – Altruism

 Happiness neither at the cost of Self or Others – Hedonism

 Happiness at the cost of others – Sadism

Altruism – Steinberg suggests a definition for altruism in the clinical setting that is

“intentional and voluntary actions that aim to enhance the welfare of another person in the

absence of any quid pro quo external rewards” (Steinberg, 2010).

Hedonism unlike sadism is not just a noun with a specific meaning. It is also a school of

thought that argues that pleasure and happiness are the primary or most intrinsic goods and the

proper aim of life. Michel Onfray, a contemporary hedonist philosopher defines hedonism “as an
14
introspective attitude to life based on taking pleasure yourself and pleasuring others, without

harming yourself or anyone else” (Melville, 2007).

Sadism is the enjoyment of inflicting pain without pity. It also is a morbid form of

enjoyment achieved by acting cruelly to another, or others. Generally, it is enjoyment from

watching or making somebody suffer. (Wiktionary, 2016)

Thus triguṇa can be defined as these –

a) triguṇa as motives to achieve the primary goal of the self and society, that is,

happiness.

b) triguṇa as a comprehensive concept that includes every human action. Further, in

relation to variety of actions, it is a container of traits. triguṇa is also used to

trifurcate the traits based on how much they assist in achieving three kinds of motives

viz., altruism, hedonism and sadism respectively.

To clarify and bolster the definitions of the three kinds of motives, this example can be
befitting –

A sadistic individual who indulges in terrorism also yearns for happiness. Terrorist’s

happiness is firmly rooted in being a diligent follower of fundamentalism. To attain his

happiness, his ways require wiping out a segment of people.

A hedonistic individual in search of happiness might switch from the current workplace

to another workplace in search of fatter salary, a higher degree of comfort and a suitable working

stratum. As long as his actions are not meant to intentionally induce crisis to his current

workplace, his search of better salary, a higher standard of living and feel of being compliant

with professional touchstone is warranted and harmonious.

15
 Altruistic people like parents, at times, let go fitness or personal grooming or even a good

night sleep for the betterment of the ailing child. In such cases parent’s happiness is in the

happiness of the child.

All the three kinds as shown in the example, irrespective of how much happiness they

truly extracted from their actions relentlessly aimed at happiness. The course of action they

resorted to or particular patterns of motive they nested and nourished were unlike in nature.

If terrorist chose cruelty, the worker was astute and in case of the parents they relished

relinquishment. Each and every means or motive, an individual embarked upon was of utmost

importance to those manifested behavioural patterns.

1.10 triguṇa and coexistent motives:

Each of the three main motives is of further two kinds –

a) Dominant motive.

b) Subsidiary motive.

For example, an individual, who donates a sum of 100,000 INR towards the education of

his compatriot, desires to see a citizen in his country, who has a sound judgment and thorough

moral grounding. At the same instant, he wishes to provide ample publicity to his nobler side.

His desire to see a sane individual in his country would give him happiness as much as the

publicity to his trait of generousness.

On the other hand, there can be a person who would derive happiness in lavishly giving

500,000 INR towards a child’s education and make the child knowledgeable. But, he craves to

see in that child himself and hence want to change the mind of the child and its course of action.

16
Hence, his happiness would sheer come from binding the child to choose a discipline of his

(donor’s) like and passion. His donation is subject to the child choosing what he (donor) wants

and not what the receiver really wants to educate himself with.

Thus, two of the trifurcated motives can at times coexist. Coexistence of three in the

same action is imperceptible. However, such coexistence cannot be written off for lack of

conception and imagination.

In case, two out of the three motives coexist, their underlying pattern is very much still

happiness. Even though the motives are absolutely dichotomous, such a dichotomy does not

cause any dent to the overall rationale and the cause and effect phenomenon.

1.11 triguṇa and happiness:

What is happiness?

This question probably can pound even the greatest of the thinkers thought process. This

question is mostly answered by mere rhetoric. The easiest answer one comes across is ‘It is an

inexplicable feeling’ or ‘An experience incomprehensible’.

Scriptures have given more than sufficient care and attention to the word happiness and

its meaning. The Sanskrit equivalent for the word happiness is ānanda. Though there are many

words, ānanda is the most popular and frequently used term in the context of humanity’s

ultimate goal.

Every Sanskrit word and its corresponding meaning/s is generally derived from a root.

Every root is attached with a default meaning/s. The root of ānanda is nadī samṛddhau. The

word ānanda is prefixed with ā. Each prefix in Sanskrit has a meaning depending on the context.

17
 Hence, the primary English translation of ānanda is long term prosperity. If ā meant long

term, nanda meant prosperity.

A question that now obviously pops in one’s mind is – what is prosperity?

The Sanskrit root for the word prosperity is edh vṛddhau. The word samṛddhi is prefixed

with sam. If sam is translated as precise, English translation of the Sanskrit word ṛddhi is

development or growth. Hence, ‘precise development’ or ‘a good amount of growth’ is the final

meaning of samṛddhi.

Thus reconciling the two roots, ānanda can be defined as ‘long term prosperity, that

which is acquired through precise development or good amount of growth’.

All said and done, what remains unanswered is – ‘is there a common definition, as to

what is precise development or good amount of growth’?

To nullify the question, it is asserted earlier that ‘each one believes in certain traits as

causing growth to him/her’.

The perennial enigma in regards to defining the primary goal of every individual is –

‘whether an individual is seeking happiness or pleasure’? Are they both the same?

Regardless of how objective the definition is, pleasure and happiness is confined to the

factors of time. If happiness is long term, pleasure is fleeting. In an empirical work as this, to

avoid the interference of subjective experiences that uses abstractness to measure the two,

happiness is retained.

The author of bhagavadgītā has equated pleasure as an aspect of personality and assessed

the same in terms of triguṇa. Hence, it is strongly justifiable to use happiness as man’s quest and

18
not pleasure. Pleasure is either but a small aspect of a personality or means towards the end and

not the goal or an end in itself. Hence, there are enough suggestive elements in the scriptures to

state that triguṇa can also be understood from a motivational perspective. This work

approaches the concept from this point of view.

19
 CHAPTER – 2

REVIEW OF LITERATURE

Traditionally, this chapter proceeds to review the available researched literatures in and

around triguṇa. In the domain of Indian psychology, triguṇa is the most discussed concept of

personality. No other concept in Indian thought system has been interpreted in the psychological

way, as much as triguṇa. Funny but true, triguṇa as a personality theory was primarily proposed

to set the ball of self-realization rolling. In spite of triguṇa being a major lead to the development

of a broad metaphysical base, it is still a broad personality construct for those who find meaning

of life in understanding the vagaries of the human motives and behaviours.

From the beginning of 19th century, many scholars have shown great excitement in

juxtaposing Indian scriptures with psychology. The Science of Emotions authored by Bhagavan

Das (1905) was probably the first of such efforts to integrate the philosophical insights with

psychology and thereby maximize its viewership. Since then, the pace at which the Indian

Psychology research has proceeded is slow, yet steady.

An effort as applied here to collate the existing data concerning triguṇa is in all

likelihood complete. Any omission is unintentional.

2.1 triguṇa as understood in ancient scriptures:

The concept – triguṇa is adequately treated in these –

a) Symbolically in the Vedas4. In this context of śvetāśvatara upaniṣat, it says that the

world is created by the creator using sattva, rajas and tamas as a tool. Herein, the

ajām ekāṁ lohitakṛṣṇāṁ bahvīḥ prajāḥ sṛjamānāṁ sarūpāḥ

४ ५
ajo hyeko juṣumāṇo anuśete jahātyenāṁ bhuktabhogām ajaḥ anyaḥ śvetāśvatara upaniṣat – 4.5
20
 sattva, rajas and tamas are replaced with three colours as white, red and black

(Tyagishaananda, 1949).

Such symbolism is not completely unraveled, in the process of this empirical research.

However, the best has been done to analyze, demystify and dissect such symbolic statements of

the Vedas. This reference as mentioned earlier is used in the context of macro-world. Hence,

scholars have suggested that records of this śvetāśvatara upaniṣat give us an inkling of how

there exists an intrinsic relationship between the Vedas and sāṅkhyā school of thought system.

This point suggests that any work involving sāṅkhyā and triguṇa is not psychological, but

cosmological. This information is essentially insightful during the review of literature as many

researchers have tried to blend triguṇa of sāṅkhyā with the personality aspects.

b) However, once in atharvaveda5 the word triguṇa appears exclusively and explicitly.

This again is explained in the context of the creation of the macro-world.

c) As if a sudden shift, śvetāśvatara upaniṣat 6 raises this concept of triguṇa in its fifth

chapter and sheds light on the same in the context of personality.

The aforementioned dual nature of the concept is proven by the most authoritative

scripture of the East – the Vedas. This elaboration of the dual nature of the same concept, under

one book, is a testimonial to the vastness of the concept and its profundity as well. It is by

१० ८ ४३
5
-
puṇḍarīkaṁ navadvāraṁ tribhiḥ guṇebhiḥ āvṛtam. śaunakīya-atharvavedaḥ 10.8.43
6

guṇānvayaḥ yaḥ phalakarmakartā kṛtasya tsya eva sa ca upabhoktā.

५ ७
visvarūpaḥ triguṇaḥ trivartmā prāṇādhipaḥ sañcarati svakarmabhiḥ. śvetāśvatara upaniṣat 5.7
21
understanding meaning of this mantra, that, the previously mentioned blurring lines between

Indian psychology and metaphysics can be shattered.

The mantra states how a person caught up in the clutches of pleasure and pain seeks

fructification of all his chosen deeds. This, as if a cyclic process, throws the man constantly

between the three kinds of motives and restricts his movement merely to the troika of desire,

actions and its fruits (Tyagishaananda, 1949).

As per the Indian scriptures, man when attempts to move towards a state of nullified

desires glides towards unalloyed happiness as he in the process conquers the uncertainties caused

by the desires, subsequent action and the resultant fructification.

Hence, it is visible to the onlookers of the concept triguṇa, that, it has two meanings and

they have to be chosen carefully if they have to be utilized to do a research in the discipline of

personality psychology.

2.2 triguṇa as understood in modern researches and literatures:

In the beginning of 19th century, however, triguṇa got its psychological framework

through Pathak (1932). Succeeding researchers have constantly modified it to suit their research

requirements.

Gupta (1977), citing the work of Sharma, Gupta and Mitra (1965) explains as to how they

essayed the concept – triguṇa to understand it as a personality type. They constructed an

inventory to assess the personality. It composed of 85 items. It was administered to 100 samples

for item analysis. Item analysis showed that the two items were not discriminating between high

and low scores. Hence the two were eliminated. Reliability by test-retest method displayed a

correlation of 0.617. It is unclear as to what formed the basis for the 85 items.
22
 Bhagavan Das (1955) formulated an interaction theory of guṇas to ascertain the

effectiveness and the influence of the triguṇa on cognition. The theory strongly depicted its

capacity to affect a variety of cognitive processes. The depictions are as listed below –

o An individual whose disposition is sattva is enwrapped with a memory which is

abstract, perceptions which are based on realism and appropriateness and a thinking

which is fertile and metaphysical.

o An individual whose disposition is rajas is enveloped with a memory that is concrete,

perception that is quite egotistic and such an individual’s thinking and imagination is

diffused.

o An individual whose disposition is tamas is engulfed by memory loss, perceptions are

distorted and misrepresenting and thinking is marked by bewilderment.

Such an examination of triguṇa in relation to varied components of personality is of

utmost importance. Considering the fact that triguṇa predominantly functions in combinations of

two or more dispositions, the conclusions drawn and the characteristics derived appear scratchy

and unfinished.

Parameswaran (1969) and Uma, Lakshmi and Parameswaran (1971) probably pioneered

the work of creating an inventory that intended to measure the human personality in terms of

triguṇa. As intended their inventory ascertained the guṇas, but as independent dimensions. It

overlooked any imaginable interaction between triguṇas. Further, it also failed to notice

predominance of one guṇa over the other guṇa whatsoever. Their validation of the inventory was

made against the criterion of Neymann-Kohlastedt test of introversion and extroversion.

Parmeswaran concluded thus, that, individuals whose outcome was high on sāttvik dimension

23
were deemed to be introverts, while those who had an outcome of high rājasic dimension were

deemed extroverts. People with high scores of tamas seem out of the scope of this research.

Singh (1971) thoroughly and diligently has delved into the essence and the features of the

guṇas as per the scriptural insights. Thus he presents the characteristics of guṇas under broader

categories as these – ‘attitudes’, ‘beliefs’, ‘cognitions’ ‘temperamental condition’ and ‘values’.

sāttvik peoples’ cognition showcased highly evolved and developed awareness. They also had

acquired very lucid perceptions, abstract thinking and high intuitive abilities. rājasic peoples’

awareness was developed and fit to be considered as above average. They possessed sharp

perceptions, clear cognitions, factual cum tangible thinking and they accentuated upon direct

knowledge. tāmasic people put on show feeble or defective memory and mediocre attention

spans and levels. They were confabulating as well.

This work is a list of the qualities the people of different disposition posses. This work

considers into account a lot of aspects that depict a personality. However, it is unknown as to

what is the basis for those aspects and further, they appear least comprehensive.

Lakshmibai, Murthy and Nagalakshmi (1975) did a study which was based on the

principles of sāṅkhya theory of human personality. To examine the existence of sāttvik, rājasic

and tāmasic factors, these three category people were chosen – 30 normal, 15 neurotics and 15

psychotics. Study evinced that rajas and tamas were significantly higher in the groups which

comprised patients, especially the psychotics, than in the normal groups. rājasic and tāmasic

factors as perceived by the researchers appeared validated as the behaviour showed outstandingly

a clear distinction between the clinical and non-clinical conditions. The outcome tallied with the

general understanding of people in terms of triguṇas. But what can be categorically called a flaw

here is the understanding of – theory itself. Undoubtedly, the three terms sattva, rajas and tamas

are lavishly used in the sāṅkhya theory. But, they are used to denote the nature and structure of
24
the world. Less or almost nil is their briefing of triguṇas in the context of human nature and the

personality at large. It is hence, questionable the way they have read and interpreted the sāṅkhya

theory to their convenience.

Rao and Harigopal (1979) sufficiently treated the interconnectivity between triguṇas and

ESP (Extra Sensory Perception). The sample size of their research was 112. They were post

graduate students with their age ranging between 19 and 31. A significant negative correlation

between the scores of a tāmasic person and ESP was the final outcome.

Sitamma and Rao (1995) correlated triguṇas with ESP and verbal paired associates. The

findings revealed that there was negative correlation between people who had high scores on

tamas and other two measures viz., ESP and memory tests.

Sebastian and Mathew (2002) gave careful consideration to figure out the relation

between different dimensions of the personality i.e., inertia, activation and stability and PSI

experiences. Participants were 400 in number, out of which 200 were male and female. They

aged between 19 and 25 years. In the context of women there was a significant relationship

between PSI experience and the two personality variables, viz – activation and stability in the

case of women. Later in 2003 they furthered their research of triguṇa and PSI beliefs. PSI

belief’s significant relationship with two personality variables of activation and stability was

later found in both the genders.

From the scriptural perspectives, it is distinctly unknown whether ESP has anything to do

with sattva, rajas and tamas at all. ESP is undefined component of the scriptures. There are only

a few references to ESP and most of those lack a precise definition and a threadbare discussion.

In case of Rao and Harigopal, it is further unknown if ESP can positively correlate with rajas or

is it okay for ESP not to negatively correlate with rajas? Exclusivity in negative correlation with

tamas is not a complete view to either understanding triguṇas or understanding ESP. In the case
25
of Sitamma and Rao, while memory tests and tamas showed negative correlation, it is

questionable from a commonsense per se, if people with ill will and other self-destructive

qualities always have a bad memory?

Datar (2014), cites in her work as to how Dube, Kumar and Dube (1983) delineated upon

the similarities between sāṅkhya theory of human mind and Freudian approach. Parallel efforts

have been put in to testify the proximate link between āyurveda and Lewin field theories (Kurt

Lewin was a Gestalt psychologist). This work gave prominence to a comparative study between

triguṇa and tridośa. Datar (2014) describes the above research thus – Significance of tridośa, by

vitating the chemical balance, as etiological factors of mental illness is also described. Sixteen

personality types and their correspondence with 16 types of mental disorders are also there in the

above study”

Chakraborty (1987) via his empirical study posited the effectiveness and hence the

worthiness of breathing exercises for boosting the elements of sattva. Augmenting of sattva has

potentially mellowed and purified the mind. His methodology was unique that it involved

persuading high level managers and students studying MBA from IIM Calcutta to enrol for a

course and orient them towards improvisation of their work-life quality, by following tenets of

vedānta, which is according to him a Psycho-Philosophy. The crux behind introducing them to

such a transformational course was to motivate the samples to taste the transformation oriented

experiential growth from within. The rate and speed of adaptability though slow, nevertheless,

the results of the enrolment was high-yielding. Over a period of time many of them did see a

managerial crisis or an episode of challenges, through the lens of detachment and objectivity,

i.e., sattva. He opines thus – “strengthening of sattva hastens one's approach towards a purer

mind, taking it closer to the puruṣa or ātman aspect of human being”. According to Chakraborty,

this is the kernel and the sum and substance of improvement of quality of work life.
26
 This work is typical of interpreting and applying of ancient Indian scriptures. The

constant emphasis of ancient scriptures is to first bring about awareness towards self and then

rectify the mistakes if any and move towards the highest good in terms of identifying one’s

potentials to the fullest. This work is exemplary and first of its kind. The efforts to change the

perception of the employees at managerial level exhibit the potential applicability of triguṇa in

all spheres.

Mohan and Sandhu (1986, 1988) for the first time dealt the concept of triguṇa with a

view that was considerably novel. They saw each dimension to be separate and with one

dimension particularly as a dominant dimension. The results showed relatively a higher negative

correlation of sattva, rajas and tamas. They conclude, “rajas much closer to sattva than tamas.”

They also embarked upon a comparative study that estimated the similarities and

dissimilarities between the Eysenck's personality model and triguṇa personality model. The

research revealed a positive correlation between sattva and introversion, rajas and extroversion,

tamas and psychoticism. On the other hand, it revealed a negative correlation between sattva and

extroversion, sattva and neuroticism and sattva and psychoticism.

The founding principles of introversion, extraversion psychoticism and neuroticism of

Eysenck are in totality different from the Eastern notion of sattva and other aspects of triguṇa.

Even though a high significant positive and negative scores are visible in the work of Mohan and

Sandhu, the scores as shown does not indicate any significant conceptual resemblance. Apart

from this, Mohan and Sandhu have seen the three aspects of triguṇa as independent values.

Kaur and Sinha (1992) weighed the effects of triguṇa within the spheres of

organizational behaviour on empirical grounds. Across 3 cities of India, 310 male executives

participated in the answering of 37-item guṇa questionnaire of Chakraborty (1987). The

collected data went through the process of factor analysis. Contrary to their theoretical
27
assumption that triguṇa as three distinctively independent dimensions, the correlation showed a

significant relation between rajas and tamas. The fact that no correlation was found for the

combination of tamas and sattva or sattva and rajas is worthy of attention.

The high significant scores of correlation between rajas and tamas is theoretically

possible as there is a great amount of exaggeration of self in both. The value assigned to self by

people with high disposition of rajas and tamas is so overwhelming that it supersedes the value

they attach to non-self. All said and done, still there is a clear distinction between them in terms

of the intensity in which a value is assigned to self. Hence, any such high significant correlation

that shows a close relation is not equivalent to being identical. Hence, at the level of operation

they are separate, yet, closely knit to each other as they all move towards a common end called

happiness.

Sitamma, Sridevi and Rao (1995) studied the triguṇa and thereby dug into the

relationship between the guṇa on the basis of –

a) Pathak’s, Bhatt’s and Sharma’s test (1992).

b) Perceptual abilities as ascertained by Group Embedded Figures Test (GEFT) and

Perceptual Acuity Test (PAT).

The study’s sample size was 30 male and female post graduate students aged between 22 and

28 years. The scores availed indicated positive correlations between sattva, GEFT and PAT

scores. Negative correlations were at two places, i.e., between tamas and GEFT and also

between rajas and two perceptual tests. The intensity of the relationship altered as per the guṇa.

People with high tamas value, have a tendency to be more field dependent, in other words, they

are highly influenced by environmental factors. Only thinkable explanation for the least

significant correlation between sattva and GEFT and PAT scores is perhaps, the fact that, in

28
ordinary states of consciousness there is a lack of sattva component i.e., they lack greater

awareness of discretion between the real and the unreal.

This work, first of its kind, is a very effectual way of putting across the fundamental idea

of the ancient scriptures – the autonomy. The sattva, rajas and tamas are also manifestations of

different gradations of freedom. Liberation from assumed and actual problems is one of the

many concepts which is glorified in the ancient literatures. As per them, higher the association

with the traits of sattva, the greater is the experiences of autonomy and emancipation.

Kapur, Hirisave, Reddy, Barnabas and Singhal (1997) inquired into the temperamental

differences based on triguṇas. 50 normal and 30 psychologically disturbed children aged

between 4 to 6 years old were used as samples and subjected to this enquiry wherein, they were

given these test –

a) Preschool Behaviour Check List (PBCL)

b) Developmental Child Psychopathology List (DCPL)

c) Checklist consisting 17 sattva, rajas and tamas.

Normal children were high on sattva. The research gives a clear account and represents

that normal and psychiatric children had crystal clear distinguishable temperamental profiles.

This research was also first of its kind that subjected small children to a test that

involved the measures of triguṇas. But, the implicit that apart from normal children the rest were

filled with high disposition of rajas and tamas, is incomplete. As high levels of rajas in small

children can be sometimes due to the presence of traits like exuberant enthusiasm and animated

energy levels that shows high disposition to find causes of amusement.

Chittranjan, Daftuar and Anjuli (1997) worked on triguṇas in the context of job

involvement, occupational stress and organizational commitment. They administered 3 tests –

a) Organizational Effectiveness Scale (OES).

29
 b) Occupational Stress Index (OSI).

c) Revised version of SRT Questionnaire of Renu Sharma (1996)

Samples of 50 who were chosen for the test hailed from an engineering manufacturing

organization of Western India. A high negative correlation was discovered between job

involvement and occupational stress. On the contrary, organizational commitment showed high

positive correlation in case of individuals who were high on sattva. However, pertaining to

organizational stress, sattva negatively correlated with occupational stress (Only one positive

correlation though). In case of tamas, it lead to stress in several areas. No positive significant

correlation was secured whatsoever in case of rajas. Further, rajas negatively correlated with

role conflict.

Starting from Chakraborty (1987), many attempted to correlate the aspects of triguṇa

with the workplace related temperaments and attitudes. But, as long as the concept triguṇa is not

applied to first find the aptitude of such employees, the usage of the same in finding other

aspects of their work-life is open to doubt. Traditionally, there is an inherent relationship

between the aptitude and the attitude towards a particular professional course or a job. As per the

traditional understanding certain jobs like that of an administrator, soldier or a leader should be

backed up with sattva, but should be dominated with high levels of rajas. Hence, such

correlation of triguṇa with employee’s workplace attitude, irrespective of highly significant

positive correlations in the necessary aspects, is questionable.

The trio of Chittranjan, Daftuar and Sharma (1997) concentrated on the analysis of

triguṇa in terms of hierarchy of needs with their samples belonging to a public sector

organization. The questionnaires were administered to 80 randomly selected permanent

employees. Employees were starting from the supervisory level. The mean age was 25.7 years.

The results as found showed a new dimension of triguṇas. The new dimensions are – sattva
30
operates at the level of “self actualization”, rajas operates at the level of “esteem” and lastly the

tamas operates at the level of “basic needs”. People high on tamas are either not or least

enthusiastic to accomplish higher levels of motivation as indicated by significant negative

correlations with higher order needs.

This work also being first of its kind ascertained the hierarchy of needs from the triguṇa

perspective. This definitely draws favourable attention of scriptural insights. This work justifies

the existing gradation of the concept – triguṇa.

Marutham, Balodhi and Mishra (1998) developed one another personality inventory on

the principles of triguṇa. The dimension as narrated by these shows that the presence of three

factors i.e., sattva (essence), rajas (motion) and tamas (inertia) as the sum and substance of all

the temperamental aspects of human personality. The inventory contained 120 items and was

named as the sattva, rajas and tamas (SRT) inventory. Sample size being 322, consisted of male

and female college students with Hindu and Non-Hindu religious preferences. Their age ranged

between 22 to 25 years. Results as shown upheld the fact that the inventory had content validity.

It also confirmed as to how each item ascertained a specific aspect of triguṇa factor. Though the

three factors were independent as per their assumptions, yet, the general trend showed how

sattva and rajas were predominant over tamas. Further, rajas was more predominant than sattva

itself.

This inventory follows a series of inventory which viewed the three aspects of triguṇa

independently. Neither can the three aspects be independent nor can they be independently

predominant without the other aspects underlying in adequate proportions.

Mohan and Kataria (1998) studied the delinquency proneness in adolescents in relation to

adjustment and triguṇa a personality. Herein, the sample consisted of 280 male and 280 female

adolescents of different schools. To identify delinquency prone subjects Jesness Inventory was
31
administered. Amongst the low delinquency group there were 49 males 38 females. However,

amongst the high delinquency prone adolescents there were 48 males and 42 females. These

groups which were on two different ends of the spectrum were given Bell's Adjustment

Inventory and also triguṇa personality scale of Mohan and Sandhu (1986). The results explicated

that there were highly significant differences on Bell's Adjustment; high delinquency prone

males and females showed poorer home, health, social, emotional and total adjustment. While in

the case of triguṇa personality scale, male and female showed significantly higher sattva type of

personality scores in low delinquency prone group. In tamas dominant personality types, both

male and female of high delinquency prone subjects showed significantly higher scores. In rajas

dominant personality type only male delinquency prone subjects showed significantly higher

scores. This study thus conclusively exhibits that maladjustment is an indivisible part of

delinquency prone behaviour. If sattva was high within non-delinquent children, tamas would be

extensive in delinquent children.

These kinds of researches have probably not paid close attention to the way triguṇa has

been defined in the ancient scriptures. Not all delinquent children are high on tamas in terms of

all components of personality. There are varied components of personality, amongst which

delinquent children can be high on sattva and rajas as well. Some components of personality

alone make them predominant on tamas factor. Hence, defining those components of personality

on which they scored high on tamas is in principle the right way of ascertaining the triguṇa in

individuals. On the contrary branding them as high on the disposition of tamas is not the

traditional Indian way of cognizing the theory of personality.

Mohan and Kalia (1998) carried out a small scale survey on an assorted rank of 49 police

personnel belonging to Punjab and Chandigarh cadre. The aim was to measure the motivation,

personality and self-perception of leadership styles. Results as presented vividly tell us that
32
subjects scored high on sattva. The result was almost the same irrespective of their levels in

terms of seniors and juniors. sattva was followed by rajas and tamas. Apart from that these

aspects were seen as well – ‘predominant style of leadership is authoritarian’, ‘nurturing style is

less’ and ‘delegate style is absent in totality’. Lastly, this is noticed that – ‘Police personnel have

scored quite high on lower three needs i.e., physiological, safety and affiliation needs, than their

counterpart upper two needs, i.e., self esteem and self actualization.

This work and the conforming results are self-defeating. From the Indian view of

understanding personality, sattva cannot be high in individuals who score low on self-esteem and

self-actualization. As per the Indian approach, leaders are of four kinds – dhīra-uddhaṭa, dhīra-

udāra, dhīra-lalita and dhīra-śānta. Leaders high on sattva should fall under dhīra-śānta and

such leaders are less authoritarian and more on nurturing side, contrary to what has been

mentioned here. Thus this work is acting to thwart its own goal of substantiating the hypothesis.

Sharma (1999) embarked upon to find the effectiveness of triguṇa in the domain of work-

life with a sample size of 74. There was a rich assortment of age groups and the job profiles.

sattva and rajas personality types interestingly were found to be positively correlated with self-

concept, but not in terms of job satisfaction. tamas personalities did not have significant

correlation either with self-concept or with job satisfaction. The results, showed positive

correlation between sattva and self-growth items. rajas was least significantly correlated with the

aspect of self-growth.

They scored high on sattva in terms of self-concept and not in terms of job satisfaction.

But, people with high disposition of sattva irrespective of what unfavourable situations they go

through, they supposedly maintain a high rate of acceptance. If it is true that acceptance of tough

situations is major trait of sattva oriented people, the finding is surprisingly contrary to the

scriptural references. As per the scriptures, people high on rajas do not antagonize with self-
33
concept, but restrain themselves from moving towards ‘self-actualization’. Hence, the major

findings are to be deemed hazy from the scriptural perspectives.

Brown and Chatterjee (1999) studied on the relevance of the guṇa theory in the

congruence of Eastern values and Western management practice. They concluded that the

triguṇa theory provides Western management a progressive frame of reference. It takes the

managers from the sort of constraint arising from the negative values through to a dynamic and

harmonic relationhip between the adaption of positive values and purposeful and directional

managerial activity.

Wolf (2000) researched to find the effects of chanting the hare kṛṣṇa

maha-mantra on stress, depression, and the three modes of nature- sattva, rajas and tamas as

described in The Vedas as the basis for human psychology. 62 subjects were personally selected

by advertising the need of the same in a newspaper of South-Eastern university town. With the

average age being 24.63 years, the group comprised of 31 males and 31 females. The tool to

assess stress was – Index of Clinical Stress; tool of depression assessment was – Generalized

Contentment Scale, and the tool to assess the modes of nature, or guṇas, was Vedic Personality

Inventory (VPI). The methodology involved pre-test, post-test, and follow-up, with testing times

separated by four weeks. Participants were randomly designated to be part of a maha-mantra

group, an alternate mantra group, and also a control group. Subjects in the respective groups

chanted their respective mantras approximately 25 minutes every day. The researcher’s

fabrication of a mantra as the alternate mantra went unnoticed as the subjects in the alternate

group believed it as an authentic vedic-mantra. The initial hypotheses of the study were based on

vedic theory. It stated that the maha-mantra group would increase the sattva component and

decrease stress, and depression, i.e., rajas and tamas, outstandingly more than the other two

groups. The author suggests that the maha-mantra has an inherent clinical value like many other
34
interventions originated in the Eastern traditions meant to treat a potpourri of psychosomatic

diseases.

Wolf and Abell (2003) conducted a study on the effects of chanting the hare kṛṣṇa

maha-mantra on stress, depression, and the three guṇas. The hypothesis of the study were based

on vedic theory, and stated that the maha-mantra group would increase sattva and decrease

stress, depression, rajas and tamas, significantly more than the other two groups. Sixty one

participants with age of 18 to 49 years were tested at pre-test, post-test and follow-up, with

testing times separated by 4 weeks. The author suggests that the maha mantra has potential for

utilization in clinical areas similar to those where other interventions of Eastern origin have been

successful, such as treatment of stress, depression and addictions. Further, it is recommended

that the maha mantra be integrated into a spiritual approach to client care in social work and

related fields.

The above approach of testing the effects of chanting on triguṇa and its three aspects on

individuals is characterized by unpolished and unrefined ways. Mere chanting of mantra is

ineffective in transforming people’s thought process. Such an approach is in fact against the

spirits of the ancient scriptures. When a mantra is chanted without culturing the emotions and

honing the flow of thoughts towards absolute positivity, such chanting is equivalent to doing

nothing. Culturing the emotions and honing the mind to think on positivity without it being

backed up with mantra chanting is still very effective. It is quite dangerous to equate rajas to

stress and tamas to depression.

Narayanan and Krishnan (2003) took up a research to see the relationship between

triguṇas, karma-yoga and transformational leadership. 105 pairs of managers and subordinates

of a banking organization in India were the samples. Finding shows thus – three components of

the sattva i.e., accepting pain, motivation to work and sympathy intensify the transformational
35
leadership and two components of rajas i.e., attribution and right and wrong lessens the effects

of karma-yoga.

The results are on par with the understanding of triguṇa in the scriptures.

Rastogi (2004) has made an attempt to seek gender and age differences in triguṇa in

relation to seven constructs of Psychological Well Being (PWB) of Carol Ryff. The seven

constructs are viz., Purpose, Autonomy, Personal growth, Positive relationship, Subjective well-

being; Psychological well-being and Quality of Life. The findings state that gender and age-wise

difference exists only in the personality dimension called rajas. Therein, the interactive effect of

the two variables has emerged to be significant. Samples indicate that in the gradation of

domination, rajas and tamas is followed by sattva. tamas is found to be negatively correlated

with all the seven constructs of mental wellbeing. Further, sattva positively correlated with all

the seven constructs of the PWB. The connection of rajas with the seven constructs oscillates

between the two ends of negativity and positivity. tamas yielded significant relation with these

constructs – environment mastery, personal growth, self acceptance and satisfaction with life.

rajas negatively correlated with all the dimensions of PWB inventory out and out. Positive

relationship between sattva and five constructs viz., environmental mastery, personal growth,

purpose in life, satisfaction with life and self acceptance were significant. Thus it concludes the

relationship between sattva and PWB is intrinsic like that of a cloth and the thread.

The results are on par with the understanding of triguṇa in the scriptures.

Gupta (2005) recruited the participants of Hindi certificate course of four months yogic

studies of Bihar Yoga Bharti, Munger into his samples. The sample size of 100 people had 65

males and 35 females. The sampling method was both convenience and purposive sampling. The

subjects were aged between 20 to 50 years. Subjects’ five aspects of personality – Psychoticism

(P), Neuroticism (N), Extroversion (E), Lie (L) and Superstition (S) was measured based on the
36
Hindi adaptation of Eysenck Personality Questionnaire (Adults) as prepared by Thakur and

Takur. Subjects underwent the test once before the yoga practice and once after the yoga

practice. The practice of yoga is beneficial to the mental health especially if one is aiming to

nullify or lessen the effects of neuroticism.

Considering the fact that there are too many traditions of yoga being followed in India, it

is unsure if a particular tradition bore such results or any form of yogic practice results in

lessening the ill effects of neuroticism and psychoticism. Undoubtedly, the tradition as followed

at Munger, Bihar is rājayoga, which is like any other pattern of yoga, connected to the tenets of

triguṇa.

Murthy and Kumar (2007) maintained the conventional view on how there is an intrinsic

relationship between triguṇa and the prakṛti. This paper detailed as to how triguṇa manifests in

behaviour. It did a thorough analysis of sattva, rajas, and tamas based on etymology. It has

extensively surveyed for the information on triguṇa based on the available ancient literatures. It

was basically a conceptual synthesis on how triguṇa is interpreted by ancient scholars and the

modern psychologists.

This work clearly mentions the base fact of triguṇa as “they act together and never exist

in isolation. They interact and compete with each other resulting in preponderance of one over

the other. The degree of predominance of one guṇa determines the individual’s personality

type.”

This work has cleared the path for future investigators. It has also given a map and

marked the territories of each of the three guṇas. However, it lacks the vision of triguṇa as

motives and the purpose of triguṇa i.e., to use triguṇa as a tool to achieve happiness of different

degress.

37
 Kulkarni (2014) estimated the effectiveness of sattva as a tool to enhance overall quality

in individuals. This study was delimited to sattva component of triguṇa. The study was based on

qualitative analysis. Observation and interpretation of the triguṇa component was made initially

by interviewing 11 experts. Further, a few scriptures, books and articles were analyzed which

had in them a high quantum of information on sattva aspect of triguṇa. 80 characteristics of a

sattva dominant person was listed at the end of the research. Thus it was concluded stating that

these can be used to teach professionals coming from different backgrounds and disciplines to

enhance their work culture.

The work lacked a concrete methodology. It gathered the traits of sattva on the

assumption that all traits that has a tinge of virtue in it is sattva. The books, articles and other

sources of gathering those traits were unrestrained and random. Thus the dearth of empiricism

and methodical investigation was glaringly seen.

Kewalramani (2014) conducted a research on triguṇa and anger. The results revealed a

positive correlation between triguṇa and anger. Anger here was in reference to both as a trait and

state. sattva showed that it can neutralize the anger, hence they correlated negatively. rajas was

positively correlated to state anger and trait anger. Whereas, the tamas was positively higly

correlated with state anger in specific. It also aimed to see the gender difference in terms of trait

and state anger. It showed no great significance.

The research by not defining anger has contributed to ill-defining of triguṇa. While,

anger is a trait under rajas and wrath as a trait under tamas, it is apt to say indignation is a trait

under sattva. All the three being shades of triguṇa, it is justified anger in different intensities is a

tool of growth and development.

Patil (2014) tried to comprehend the effect of yoga on the participants of yoga personality

development camp. It was a pre-post design with control group. 200 samples were aged between
38
8 and 12 years. Experimental group contained 46 boys and 54 girls, whereas control group had

52 boys and 48 girls. Experimental group practiced integral yoga module, while the control

group remained with their routine that excluded yoga specifically. suśruta child personality

inventory was administered on both the groups before and after 10 days of the camp. Mann-

Whitney U test and Wilcoxon Signed Ranks Test were applied as well. Thus the result revealed a

sharp increase in sattva amongst the experimental group children and simultaneousy a sharp

decrease of rajas and tamas. The researcher also suggests that such a study and practice of yoga

in a much more intensified manner can prevent psychological diseases.

This work broadly defines triguṇa as a collection of traits of different effects. It suggests

the practice of yoga in preventing psychological diseases. The practice as suggested is quite

comprehesive. However, mentioning of integral yoga also as a tool to prevent physiological

illness would have been apt and justifiable.

Betal (2015) attempted to investigate if triguṇa played any role at all in framing of a

personality theory. The study which was theoretical in nature concluded that triguṇa does play a

very vital role in determining the behavioural characteristics of a person.

Yashashree (2016) conducted an exploratory study on correlation between triguṇa and

corresponding social support. The samples consisted of voluntarily participating young

unmarried adults aged between 21 and 30. Two questionnaires were prepared to assess triguṇa

and social support. The tool to assess social support was an abridged version of the original isel.

The four kinds of support asessed here were – informative support, tangible support, self-esteem

support and emotional support. The results states a positive correlation between sattva and social

support received by such people. In the case of rajas the positive correlation is much lower to

sattva. However, people of --- disposition also receive fairly a great amount of social support. In

the case of tamas there was a negative correaltion with social support.
39
 This approach of the researcher is also new in the existing list of research literatures.

People with higher disposition of sattva do receive greater social support as they particpate

vibrantly in the society for the welfare of many. People with high disposition of rajas also

receive greater suport from the society but, it is much limited when compared to sattva dominant

people. The reason is quite explicit as both forms of people share a greater relationship with the

society for different reasons. If sattva dominant people have a very expansive and all inclusive

picture of the society, people dominant with rajas are very much selected in whom they choose

and what benefits they derive from such ones. They are good to people they receive reciprocation

from in terms of whatever they shell out. sattva people mingle with others for the sake of it and

not just to receive good vibes and wishes in return. They are quite courageous enough to be stoic

and also not be bothered about receiving bad or bitter results in exchange to all the good they do

to others.

2.3 Conclusion:

Thus it can be concluded that none of the researchers in the past have seen triguṇa as

three motives. Neither has there been any effort to see the root of human personality as desire,

nor has there been any attempts to connect the personality to its end i.e., the happiness. triguṇa

devoid of such fundamental construct is incomplete and a terrain ill travelled. Thus to

consolidate, the primary variables of the theory, i.e, the desire and the happiness, assesses

triguṇa as three motives that manifests as altrusim, hedonism and sadism.

Though, triguṇa is a path frequently visited and beaten and hence proximately familiar,

yet, triguṇa’s depth of field is such that it provokes this obvious question –

40
 “Is triguṇa, as addressed by many researchers, elaborated in the spirit of its traditional

meaning?”

The answer is ‘yes’. But, the elaboration lacks the rigour of accuracy and an extensive

vision.

1. triguṇa was understood on the ground of doubts. Doubts were pertaining to what triguṇa

should be understood as –

a) A typology?

b) A behavioural tendency?

c) A collection of traits?

d) A value system?

e) A collection of temperaments and attitudes that is exclusively required at different

stages and phases of life?

2. All theories will have its own framework of cause and effect. However, none of the

previous works showed any hints of providing cause and effect framework existing

behind triguṇa.

4. All the existing work lack a common definition which is a primary criterion to define any

work.

5. More importantly, some (Datar, 2014) have chosen the scriptures of Ayurveda to define

triguṇa and have blended the same with the works of other Indian thoughts systems. The

premise upon which Ayurveda works is in totality different from every other Indian

thought systems. Though it has its roots in the Indian thought systems, the interpretation

41
 of popular terms is done as per the convenience of their system of health and pathology.

For Ex., sattva is defined as Mind in Ayurveda. The very popular 16 types of triguṇa as

defined by Ayurveda are outright traits. It can be understood so by looking into the

meaning of the 16 types which are but a set of behavioural patterns of individuals under

different states of mind.

The detailing of triguṇa by the Ayurveda scriptures is slightly different in comparison to

uttaramīmāṁsā and sāṅkhya. There are seven kinds of sattva, six kinds of rajas and three kinds

of tamas.

The seven kinds of sattva are – brahmasattva, mahendrasattva, varuṇasattva,

kubersattva, gandharvasattva, yamasattva, ṛṣisattva.

The six kinds of rajas are – asurasattva, rākṣasasattva, paisācasattva, sarpasattva,

praitasattva, śakunasattva.

The three kinds of tamas are – paśavasattva, matsyasattva, vānaspatyasattva.

The Ayurveda has also used the word sattva as mind. This scripture does not demean any

metaphysical experiences, but, unlike the uttaramīmāṁsā and sāṅkhya, it deems sattva itself as a

state of equilibrium and harmony. Herein, these 16 types are more or less used as traits.

Apparently they seem to be redundant at places. It is quite ambiguous as well at places. The

claim it makes to put all of the human personality in this list of 16 is tall, as it has certain

shortcomings. This scripture is distinct for one reason as they see rajas and tamas as causal of

psychotic and neurotic diseases. As per Ayurveda, rajas and tamas are characterized by traits

which are oriented towards greater degrees of self-interest. The greater the intensity of

exaggerated views of self, one is prone to mental diseases. According to the Ayurvedic

42
text, caraka-saṁhitā (sūtrasthana, chapter 1, sutras, 57), rajas and tamas are considered as

mental dośas (defects). sattva is considered as a state of equilibrium. Furthermore, the sutra 58

says mental disorders can be overcome by right knowledge, boldness, memory and yogic

practices like samādhi. In chapter 11, sūtra 47 stresses moderation in life-style as therapy for

mental disorders (Ilavarsu, Mohan and Hankey, 2013).

All said and done, the description of Ayurveda can be taken without discounting its

original meaning, as they have rooted the concept of triguṇa with traits for a specific purpose.

Ayurveda being the science of longevity, posit triguṇa in the context of tridośa, which they

consider as the fundamentals of understanding human body and the diseases associated with the

same. tridośa also postulates certain personality types independently and also in association with

triguṇa. Hence, the trait factor behind triguṇa is justifiable and is not contradictory to the ancient

Indian thought’s core ideology of triguṇa as motive.

6. No work till date has related triguṇa to the primary goal of the personality as understood

in Indian traditions. This lacuna is also seen in the western constructs. A personality

theory that is devoid of the definition on what every individual wants is travesty of a

concept.

43
 CHAPTER – 3

METHODOLOGY

This work aimed at developing a tool to assess the individuals based on the concept of

triguṇa and its implications on the individuals. The methodology followed is presented in this

chapter.

3.1 Objectives:

1. To make a theoretical analysis of the concept triguṇa using the original and authoritative

sources.

2. To derive different aspects of personality associated with triguṇa.

3. To develop and standardize a measure of human behaviour using the same.

3.2 Research Design:

The work involved textual study and also the developing of a tool using the principles of

psychological test construction. Hence, it has employed a mixed method design or model

involving the principles of both qualitative and quantitative research methodologies, such as –

1. Content analysis of the textual materials.

2. Data mining of the textual materials.

3. Identification of the personality dimensions and aspects of the triguṇa concept.

4. Development and standardization of a tool based on empirical data from a heterogeneous

sample.

3.3 Steps in the research work:

This research was carried out in two phases.

44
3.3 Phase 1 – Conceptual Study:

This researcher owing to the privilege of having studied in a traditional Gurukulam for

seven years (Veda Vijanana Gurukulam7), and also having a Master’s degree in Sanskrit could

access read and understand the Sanskrit scriptures in the original.

The following scriptures were consulted –

 śruti – 4 Vedas and upaniṣats.

 smṛti – manusmṛti and bhagavadgītā.

 purāṇa – bhāgavatam.

 darśana – sāṅkhyā and yoga, nyāya and vaiśeṣika and pūrvamīmāṁsā.

 itihāsa – rāmayana and mahābharatha.

 upaveda – Ayurveda.

 Accessorial scriptures – yogavāsiṣṭha, pātañjalayogasūtra, nāṭyaśāstra, poetry

and prose literatures of kāḻidāsa, bhartṛhari and many more.

The above sources were studied and content-analyzed to derive the following –

a) Differentiate metaphysical and cosmological content from the psychological aspects of

triguṇa.

b) Identify the psychological terms.

c) Frame triguṇa under broader dimensions of personality called pañcakośa.

d) Compartmentalize motivational and temperamental traits, behavioural patterns and

other personality aspects in the sources to allow triguṇa to be empirically researched.

7
www.vvgurukulam.org

45
3.3.1 Data Mining:

Data Mining is a data processing using sophisticated data search capabilities and

statistical algorithms to discover patterns and correlations in large preexisting databases; a way

to discover new meaning in data (Lewis, 2010).

The content of triguṇa as available in ancient scriptures was meant to be data-mined.

However, after consulting IT professionals and people from academia, it was understood that the

data-mining is possible only when the data available online is adequately spread across a variety

of web sources. With triguṇa being constrained to mere journals and a few websites that gave

very little or primary levels of information, data-mining did not enrich already obtained textual

material.

3.3.2 Outcome of Phase 1:

1. A set of psychological terms were extracted.

2. Those terms, as discussed in previous chapters, were related to the primary four variables

of triguṇa concept – desires, motives, behaviours and degrees of happiness.

3. Words which had the characteristics of traits were categorized under three means of

happiness or motives of actions that provides different levels of happiness.

3.4 Phase 2 – Blending empiricism with conceptual understanding:

3.4.1 Characteristics of the items as used in the tool:

The phase one gave a distinct picture of triguṇa and its relation with human behaviour at

a conceptual level.

In order to understand how they manifest on a day to day basis, certain stories from

books were read, which had the below mentioned qualities. The theme of the books – ‘inspiring

stories’ and ‘collections of nuggets’ intended to offer a perspective to life that can enrich one’s

46
abilities to handle certain situations and enhance certain emotions that can strengthen one’s

emotional intelligence. These did indirectly help in preparing the items of the tool –

1. Those which illustrated a variety of human actions in terms of expressing a variety of

traits.

2. Those which depicted different reactions to the same situations.

3. Those which were open ended and free for multiple interpretations.

4. Those which were a portrayal of different cultural perspectives of the East and the West.

5. Those which were non-fictional and not inclined to any particular genre like horror,

romance, sci-fi, drama and so on.

Apart from these stories, the researcher had made notes of the experiences as gathered

right from the childhood days. If some were used for understanding triguṇa, some were

converted into situations.

Thus both did give directions in the task of converting everything into situations that

which formed to be the basis of the tool and the 25 items therein.

Before providing more details to understand the work of phase 2, it is apt here to

differentiate the three words used herein frequently – Dimension, Aspect and Component.

Dimension here is a broad, objective and quantifiable construct of personality, which are

five in nature, viz., Physical, Vital, Vacillant, Sagacious and Spiritual. These dimensions are

culled out from scriptural thought process called pañcakośa.

Component as popularly known is a constituent of triguṇa, which are three-fold viz.,

sattva, rajas and tamas.

Aspect here is a manifestation of sattva, rajas and tamas in cognition, affect and

connation. They also can be related to the above mentioned five dimensions.

47
3.4.2 Tool items and the ancient scriptures – A synthesis:

3.4.3 pañcakośa and the items:

Throughout the research work, a tinge of ancient Indian identity, as drawn from the

scriptures is available at every stage in one form or the other.

In the process of item construction, the principles of pañcakośa are used to design the

situations, the basis of items.

What is pañcakośa?

pañcakośa as popularly known is a summation of a personality. pañcakośa is constituent

of five dimensions of personality as these – physical, vital, vacillant, sagacious and spiritual.

Man’s variety of instincts like hunger, thirst, sexual desires, sleep, exercise, Etc., can be

put under the physical dimension.

Vital dimension apparently means Man’s breath. Inherently, it means life force which is

independent of breath and that which is the propellant of life.

Man’s thought process vacillates between decisions and indecisions, voluntariness and

involuntariness, perception of truth and illusions, life and death and so on. This state of being

indecisive extends from the complex problems of life to handling of untimely and unforeseen

crisis. Thus all the aspects of personality which falls under such uncertainties in terms of purpose

and the action to be undertaken, are called as vacillant dimension. As per ādi śaṅkara this state

is defined as an oscillation between resolute and irresolute states (saṅkalpa-vikalpātmakaṁ

manaḥ).

Man consistently aims at a disentangling himself from the clutches of being unsettled.

The feeling of settled creeps into the thought process of a man, when he has more answers and

less questions. When this feeling of definiteness across multiple spheres of life becomes an

indivisible part of his existence, his focus sustains for a prolonged period. All thought process

48
which depicts his maximum clarity in different spheres of life come under Sagacious

Dimension. As per ādi śaṅkara this state is defined as a state of no uncertainties. (niścayātmikā

buddhiḥ).

Man’s journey of life is such that it undergoes development in terms of emotions and

intelligence, as and when he gains experiences of different intensities. Some experiences enrich

him and refine him in terms of manners and tastes he chooses to identify himself with. While a

few others drag him back to animalistic instincts that are oriented to satisfying merely the

physical drives and appetites. However, those thoughts which are marked by equilibrium and

make him traverse on the path of self-actualization and thereby raise him from a barbaric state

and physicality state of existence are all united under Spiritual dimension.

3.4.4 Popular misconceptions about pañcakośa:

The misconception majorly revolves around the third and fourth dimensions. The

Sanskrit terms are loosely translated as emotional and intellectual. However, neither the

authoritative commentators nor the bearers of ancient scriptures have interpreted the two

dimensions of personality as emotional and intellectual. Sadly, both the words as translated today

give a wrong picture of the whole context.

Why pañcakośa is used as a principle to build the items?

If triguṇa has to be measured in an individual, in terms of a personality, the obvious

question is what aspects of personality should be measured?

Thus the researcher arrived at this conclusion, that, triguṇa expresses itself in any given

individual at five levels – Physical, Vital, Vacillant, Sagacious and Spiritual.

If ancient wisdom is true, any measurable aspect of the personality can be invariably

brought under these five.

49
 Thus phase two began with these –

a) Situations were drawn from stories and personal experiences. Those were converted as

items much later at the level of construction.

b) The underlying principles of item construction, in terms of ‘what aspects of personality

are to be measured’ were backed up by pañcakośa principles.

c) Finally, the aspects of personality chosen to be assessed were cherry picked from

bhagavadgītā.

3.4.5 bhagavadgītā and the items:

The bhagavadgītā has extended treatment to some aspects of personality which can be

measured on the scale of triguṇa. If the chapters 14, 17 and 18 have received the highest

treatment, the others have in the right context been given due attention and thus aspects of

personality have been delineated.

Across 18 chapters the conversation between kṛṣṇa and arjuna has happened mainly at

the levels of duties, devotion, and knowledge (both transcendental and psychological) and the

necessary traits to approach the three. This work has omitted all words related to transcendental

knowledge and picked only those related to teaching of the Lord in terms of duty and devotions

and their psychological implications. Those personality psychological aspects are listed here in

table 3.1 –

Acceptance (of grief and glee) Energy Levels Modesty

Ambition Equality Non-stealing
Anger Equilibrium/Equanimity Non-violence
Asceticism Existence & Non-existence Peace
Attachment Faith Perfected Skills
Becoming the higher entity Fear Perseverance
Bravery Fearlessness Pleasantness
Charity Field and its Knower Prayer
Clarity of thought Forgiveness Pride
50
Cleanliness Freedom Renunciation
Concentration Fruit of actions Rituals
Continence Gifting Self-esteem
Covetousness Honesty Self-study
Cowardice Hypocrisy Sensuality
Death Identity Service mindedness
Delusion Ignorance Sexual Activity
Depression Immortality Sociability
Desires Individuality Speech
Devotee Intelligence Temptation
Devotion Knowledge Tolerance
Diet Love Truthfulness
Discretion Loyalty Violence
Doubt Meditation Willpower
Duties Memory Work
Egoism Mercifulness Yoga
Embodiment of Knowledge Mind Yogi

As an example to the above, an illustration is given below from the tool developed (See

appendix 1) Item No. 1 –

Eating is an attitude. It involves - Taste, cleanliness, presentation and health. But,

eventually –
a) I will eat as per my diet, following the principle ‘Eat to live; do not live to eat’.
b) I will explore new dishes, and exercise well to digest them.
c) I will eat a stomachful, without bothering about my health.
d) I will eat only as much as I can exercise and digest.
e) I will explore new dishes, without breaking my diet.
f) I will not eat much because I have a weak appetite.
g) I will eat a stomachful and also exercise intensely.
h) I will eat a stomachful a dish that which is extremely healthy.
i) I know that too much intake causes ill health, yet I eat a stomachful. I am a foodie.

a) In the above illustration, the food consumption pattern of individuals’ is assessed. Right

ways of consuming food is discussed in bhagavadgītā.

b) pañcakośa lists physicality as one of the five dimensions of a personality. Food

consumption (as put forth by bhagavadgītā) is assessed with the help of pañcakośa’s

physical dimension of an individual.

51
 Similarly, in yet another situation health and fitness aspect of an individual is assessed.

This aspect also comes under physicality.

However, it is imperative to understand that none of the dimensions amongst the five

viz., Physical, Vital, Vacillant, Sagacious and Spiritual are exclusive. Hence, the approach one

has towards food and fitness has a bearing on mind and other dimensions of the personality as

well.

There are 25 aspects of a personality which are measured herein using these

situations/items as a tool. As previously told, these 25 aspects of personality are broadly put

under different shades of 5 major dimensions of personality called – physical, vital, vacillant,

sagacious and spiritual.

Is there a specific reason to postulate only 25 personality aspects?

Yes. Listed below are the reasons behind cherry picking 25 aspects –

1) Each of these 25 aspects had the potential to succinctly examine the behavioral

tendencies individuals had acquired in different phases of life. Thus making the tool

deceptively straight forward to assess people’s motivational pattern.

2) To avoid the all too familiar obstacle most of the psychological tools face – Social

Desirability Factor. It is well known that people crave to present to the world the best

part of their existence. Testing dimensions like sleep, truthfulness, joyfulness etc.,

would have provoked people to portray their pleasant side. To avoid the pitfalls

emerging from SDF, certain aspects were omitted, over these 25.

3) These 25 aspects explicitly entail umpteen traits, if not all, and thereby effectively

assess a personality, even though 25 are by no means all-encompassing.

52
 The aspects assessed and as used in the tool are listed below in table 3.2.

In the list below, the word ‘approach’ should be prefixed to each aspect. This pinpoints

an individual’s approach towards a particular aspect. Approach eventually hints at the resultant

kind of happiness he or she obtains by resorting to a particular approach in a specific way.

Happiness and their intensities are discussed in the previous chapters.

Approach to –

PHYSICAL – annamayakośa
1. Acquiring physical and mental fitness.
2. Cleanliness
3. Consumption of Consumption of Consumption of Food
4. Intercourse
VITAL - prāṇamayakośa
1. Theism/Atheism
MENTAL – manomayakośa
1. Adjustment mechanism
2. Conformity
3. Donation
4. Emotionality – Advantageous Situations
5. Emotionality – Unfavourable Situations
6. Relinquishment
7. Sense of Aestheticism
8. Sociability
SAGACIOUS – vijñānamayakośa
1. Assertiveness
2. Equitability
3. Freewill
4. Moral Ambiguity
5. Objectivity
6. Realism
7. Responsible Situations
8. Self-Confidence
SPIRITUAL – ānandamayakośa
1. Celebration
2. Elimination of Fear or Fearlessness
3. Self-Actualization
4. Stoicism

53
 Considering the fact that the vacillant dimension is ruled by moods, situations and vacillating

belief systems, the list as shown above has more to do with the subjective behaviours of every

individual.

Considering the fact that the sagacious dimension is ruled by fixed principles of life and a

great amount of clarity, purpose and seriousness an individual has attached to life, it focuses

more on objective behaviours of any given individual. Hence, the aspects chosen and listed

above hold good with the basic idea of sagacious dimension.

Cleanliness as chosen here is only in terms of physical hygiene. Other form of hygiene in

terms of thought process is assessed in other ways as shown in the list.

Vitality as seen by ancient scriptures is in reference to breath at a gross level and the life

force at a subtle level. The tool considers the subtle aspect only. Vital dimension of a personality

is the ability to appreciate the existence of a force that is common to all, yet individualistic to

each. Hence, atheism and theism are mentioned under vital dimension.

3.5 ITEM CONSTRUCTION:

It was decided to adopt a Situation Sampling Method (SSM) (Zechmeister et all, 1998)

format because the test had to encompass situations that were lively and engaging.

Simultaneously, the situations had to be capable of drawing people to the tool more

empathetically, than merely on the basis of imagination and hypothesizing.

In actuality, Situation Sampling Method (SSM) involves –

a) The study of behaviour in many different locations and under different circumstances and

conditions.

54
 b) By sampling different situations, researchers reduce the chance that the results they

obtain will be particular to a certain set of circumstances or conditions.

c) For this reason situation sampling significantly increases the external validity of

observational findings. Compared to when researchers only observe particular types of

individuals, researchers using situation sampling can increase the diversity of subjects

within their observed samples.

d) Researchers may determine which subjects to observe by either selecting subjects

systematically (every tenth student in a cafeteria for example) or randomly, with the goal

of obtaining a representative sample of all subjects.

3.5.1 SSM in the current context:

SSM is adapted in a way that suits the current study. In this study, 25 different situations

were presented as statements, related to abovementioned 25 aspects of the personality. Then, the

respondents are required to imagine how they would respond to each of them.

In order to facilitate their responding for each of these situations, nine alternative ways of

responding were provided. These nine alternatives were based on the permutation and

combination of sattva, rajas and tamas determined behaviours.

Here the current work has not taken the SSM technique as it is. It has been modified to

suit the necessities of the present research. Instead of taking different situations as the primary

variable of the study, we have created a predefined situation. The different ways of responding

by the people as determined by the triguṇa is our primary variable and concern.

3.5.2 SSM as a support system to the 25 situations:

SSM was supportive of defining the 25 situations in these ways –

a) SSM supported the use of lively and engaging situations, rather than the monotonous

answering of questions in a questionnaire.

55
 b) SSM provided that leverage to feel the situations and answer without getting trapped in

the fear of what is right and what is not right. Thus this paves way to minimize social

desirability response tendency.

c) If questions appear intimidating and probing, situations are soothing and provokes the

self to relate to the situation if not directly, at the least indirectly.

d) SSM also is close to the majority of the populations’ natural thought process as people

imagine themselves in situations to understand both the crisis and the crux of life. Man

naturally being curious and observant, observes and understands the world naturally

through the situations. Hence, the ability of the participants to connect with the situations

is more innate.

3.5.3 Organization and structuring of the situations:

The situations were put in statement forms. The statements were visualized in a way that

it captures the imagination of the participant. Neither too short, nor too long the statements

depicting the situations, were meant to elaborate the key words and themes behind each situation.

The structure as explained previously, consists of 25 aspects of a personality. However,

those 25 situations were randomly placed.

However, the 25 situations would be rendered meaningful only if each situation were

capable of presenting 9 alternatives to respond. As discussed in the previous chapters, the three

components of triguṇa do not exhibit itself as one entity. Each of the three components is one

motive towards an action or a means towards happiness. Very rarely can there be only one

motive behind a particular action. Most of the human actions generally have two motives,

bifurcated as primary and subsidiary in the first chapter.

56
 Hence considering the three motives and their coexistence as two at a particular time of

action, nine alternatives were provided as these –

1. Entirely sattva.

2. Combination of sattva and rajas.

3. Combination of sattva and tamas.

4. Combination of rajas and sattva.

5. Combination of and sattva.

6. Entirely rajas.

7. Combination of rajas and tamas.

8. Combination of tamas and rajas.

9. Entirely tamas.

This methodology of attaching nine alternatives responses to each question, not only

provides one motive or two motives as the basis to every particular action, but it also sets out to

understand the individuals in totality and not in parts.

The methodology gave a lead to complex network of subconscious thoughts. As per the

scriptures, man is what he is in terms of the expressions of his subsidiary motive than what

primary motive he expresses. Though an attempt is in place to unravel the subconscious or the

unconscious, in the longer term this will be further simplified and defined precisely.

At the last stage of structuring the tool, the responses were placed on a five point Likert

scale from ‘Totally Agree’, ‘Agree’, ‘Neutral’, to ‘Disagree’ and ‘Totally Disagree’. This being

a conventional method was chosen to ease the pattern of response. Though ‘yes’ or ‘no’ binary

responses were much simpler, the accuracy of their response would have been less captured. In

order to captivate their responses in entirety, the five point scale was adapted.

57
3.5.4 Expert Feedback:

This structured tool was judged with respect to the appropriateness and suitability of the

situations and the response alternatives in relation to the 25 aspects and the triguna, by five

independent judges, who included – three Sanskrit scholars proficient in English and two

Psychologists familiar with the research on the triguna. They agreed upon the content and the

arrangement of the items and other components of the tool. They suggested simplification of the

language used and also suggested to make items (situations) more realistic. Based on their

feedback, the wordings of the statements and the response alternatives were modified and

re-written. The content was satisfactory to the judges when they reviewed the corrected version.

Once the items were prepared the same were discussed with English professors to check if the

language was chaste and free from being equivocal.

3.5.5 Pilot Study:

The tool was administered to a small group of friends and acquaintances to get further

feedback on the ease of understanding of the statements and the response alternatives. This step

contained mainly 15 people who were close to the researcher. As they were prepared to answer

the tool without any inhibition, such samples provided these insights –

a) How effective this tool can assess the individuals?

b) How difficult or easy the tool is in terms of understanding the same.

c) Which set of words can be confusing?

d) Which situation, if any, was by chance intrusive and intimidating to the participants?

e) Were the situations too focused on assessing people of a particular generation or of a

particular time frame?

58
 f) Did it have the ability to provoke the masses to think on these lines or merely the

intellectual class?

If 8 of them were from corporate and service sectors, the rest were people from a rural

background, a petty shopkeeper with least educational background, an orthodox and a religious

priest, a strict officer and lastly two cousins of the researchers who were high school going

students with high levels of extraversion.

Based on their inputs, the wordings of the statements and response alternatives were

further simplified and the tool was finalized.

3.5.6 Finalization of the tool:

Once the tool was standardized it was translated to Kannada and retranslated to English

for gaining more clarity on the precision of the actual translation.

The tool was named as AHS Scale, as it measured the three motives of deriving

happiness called altruism, hedonism and sadism.

3.6 ADMINISTRATION OF THE TOOL:

A random and a convenient sampling procedure was used for data collection. However,

the data was collected from different regions of the country. If samples from Karnataka and

Bangalore are very high, some belong to Hyderabad, Nagpur, Mumbai and Delhi. Researcher

spent 25 days travelling to many regions of Karnataka. This helped the researcher to gather data

from people belonging to tier 2 and tier 3 cities as well. These cities understandably were less

sophisticated and people were more at peace with their life style and thereby bereft of fancy

ideologies and extreme views whatsoever.

The complete procedure of collecting data took 7 months. The methods employed to do

the same are as listed below –

59
a) Majority of the people were either met personally or in a group.

b) 149 people took up the test online.

c) 7 of them were foreigners who were instructed on Skype.

d) Handful of people understood the nature of the task by talking to people who were

knowledgeable, but conversant in a particular language the participants were comfortable

with.

e) One segment of people belonging to a very high intellectual segment and having been

graduated from the highly reputed universities of the world used a method little different

– they tried to be honest and contemplative in answering the same by making sure there

was no distraction whatsoever for a lengthy period of 90 minutes.

f) A huge group of 400 odd people who were about to start a spiritual retreat in a prominent

spiritual organization were contacted before they were exposed to the preliminary course.

As they had no inclination or affiliation to the center or the people therein, who were

conducting the retreat this is not a homogenous sample.

g) The senior citizen forum close to 50 odd people was also subjected to the test. They were

assembling on the weekdays in a particular place to help each other in staying physically,

emotionally and intellectually fit.

h) A fitness company’s yoga and gym teachers close to 60 people belonging to different

branches spread across India participated all at once on the International Yoga Day held

on 21st June in a huge resort on the outskirts of Bangalore.

i) Majority of the college children and the teachers of different gradations belong to a

private University in Bangalore, as the researcher also works in the same place.

j) Considering the fact that almost all the corporate companies have changed their protocols

and are against such practices of administering such tests during the working hours, they
60
 have sought anonymity of their identity. Researcher’s close association with a corporate

giant helped gain access to people from different companies and of different profiles.

k) Participants who belong to a variety of working classes and also to lower strata of the

social ladder were gathered at a construction site of a reputed civil engineering company

belonging to researcher’s family member. Here the participants were explained each item

and their responses were elicited and recorded.

In all, the tool was administered on 2300 persons who hailed from all walks of life. Out

of them 446 persons had ill-filled the booklet and hence they were rejected and were not

included in final analysis. The data of the remaining 1854 participants was included for further

analysis. These participants represented the following occupations and hence the sample was

quite heterogeneous. The age of the participants ranged between 15 and 75.

3.6.1 Participants and their details:

Table – 3.3: This consists of the number of respondents belonging to various occupations

No. OF No. OF
OCCUPATION PEOPLE OCCUPATION PEOPLE
Administrator 4 Doctor 11
Adventurist 4 Driver 7
Aeronautical Engineer 1 Dubbing Artist 8
Animal Husbandry 9 Economist 5
Animation Specialist 5 Educationist 3
Architect 2 Electrical Engineer 1
Artist 13 Electrician 2
Assistant Manager 6 Engineer 1
Assistant Professor 93 Entrepreneur 6
Astrologer 3 Environmentalist 4
Athlete 3 Event Manager 11
Automobile Engineer 6 Executive Admin 1
BA – Music 5 Factory Worker 12
Baker 3 Farmer 28

61
Banker 95 Fashion Designer 19
Beautician 3 Film Maker 3
Biotechnologist 19 Financial Advisor 1
Book Translator 6 Financial Officer 5
BPO Employee 49 Financial Officer 1
Businessman 40 Food Inspector 1
Care taker 52 Foreign Exchange Clerk 1
Carpenter 1 Gardner 1
Chartered Accountant 27 Govt. Employee 15
Chef 1 Gurukula Student 34
Chemical Engineer 1 Hardware Engineer 1
Chip Designer 5 Healer (Reiki) 3
Choreographer 2 Home-Maker 81
Civil Engineer 28 Horticulturist 7
Clerk 1 Hotelier 6
Col 6 House Keeping Staff 1
Company Secretary 11 HR 2
Conductor 1 Insurance Agent 1
Content Writer 1 Interior Designer 4
COO 1 Intern – Entrepreneurship 1
Counselor 11 Investment Consultant 4
Data Analyst 2 IPS Officer 3
Director 1 Jawan (Army – Trainee) 62
Jeweler 6 Receptionist 4
Journalist 14 Research Assistant 18
Judge 2 Research Associate 5
KPO Employee 10 Retired 45
Lab Technician 6 Retired Officer 1
Land Surveyor 1 Sales Executive 3
Lawyer 11 Sales Manager 3
Lecturer 45 Scientist 8
Legal Consultant 7 Service Industry 8
Librarian 7 Social Worker 8
Logistician 22 Soft-skills Trainer 5
Lower Division Clerk 2 Software Developer 18
Major (Army) 4 Software Engineer 25
Makeup Artist 9 Sound Engineer 3
Manager 4 Spiritualist 25
Marketing Manager 4 Street Food Vendor 2
Mason 1 Student – B.A 32
Masseur 1 Student – B.A.M.S 4
Mechanic 2 Student – B.B.A 28
62
 Medical Counselor 4 Student – B.Com 48
Medical Representative 9 Student – B.Sc 15
Medical Transcriptionist 6 Student – B.Tech 10
Microbiologist 29 Student – Engineering 57
Multimedia Specialist 4 Student – H.M. 3
Musician 1 Student - I P.U.C 3
Nursing 3 Student - II P.U.C 2
Nutritionist 16 Student – M.A. 7
Officer 4 Student – M.B.B.S 16
Optometrist 6 Student – M.Com 1
Painter 2 Student – M.D 4
Patient Coordinator 5 Student – M.S. 9
Peon 2 Pharmacist 10
Physiotherapist 3 Photographer 8
Pilot 1 Student – M.Sc 8
Police 11 Student – M.Tech 4
Priest 16 Student- B.I.D 11
Professor 13 Student- M.B.A 5
Psychologist 3 Student- M.S.W 6
Public Relation Officer 7 Supervisor 6
Radio Jockey 3 System Admin 4
Realtor 7 Tailor 1
Tax Consultant 6 Watchman 2
Teacher 132 Web Designer 1
Technical Writer 15 Website Developer 1
Technician 1 Yoga Therapist 5
Telemarketing 10 GRAND TOTAL 1854
Tourist Guide 3
Travel Agent 1
Upper Division Clerk 2

The overall demographic data is as seen below in – Table 3.4:

No. of male Participants 1058

No. of female participants 796
No. of Transgender participants 0
No. of participants who have completed education till 10th grade 33
No. of participants who have completed education till 12th grade 456
No. of participants who have completed education till Under Graduation 1019
No. of participants who have completed education till Post Graduation 276
No. of participants who have completed education till Master of Philosophy 24
63
 No. of participants who have completed education till Doctor of Philosophy 46
No. of participants who believe in Atheism 41
No. of participants who believe in existence of Ghosts 12
No. of participants who believe in existence of Gods 1544
No. of participants who believe in Idol Worship 333
No. of participants who believe in Rebirth 896
No. of participants who believe in Soul 1142
No. of participants who are married 652
No. of participants who are unmarried 1202
No. of participants whose food habit is vegetarianism 933
No. of participants whose food habit is non-vegetarianism 814
No. of participants whose food habit is Eggetarianism 107
No. of participants who work in general shift 1618
No. of participants who work in afternoon shift 178
No. of participants who work in night shift 58

The mean and standard deviation of the age of the N = 1854. Table – 3.5:

Variables N M Age SD Age

Occupation
Artist 13 30.85 5.72
Software
Developer 18 31.44 5.09
Multimedia
Specialist 4 35.00 2.55
Student - I PUC 3 16.00 0.00
Gurukula
Student 34 19.56 2.13
Banker 95 36.26 9.33
Social Worker 8 57.38 7.03
Assistant
Professor 93 31.46 5.23
Event Manager 11 28.18 1.64
Research
Assistant 18 28.06 1.47
Research
Associate 5 35.60 1.62
Interior Designer 4 45.75 4.66
Student - BSc 15 19.33 1.01
Hardware
Engineer 1 23.00 0.00
Chartered
Accountant 27 49.07 6.03

64
 Microbiologist 29 31.86 5.24
Teacher 132 31.62 5.41
Assistant
Manager 6 37.17 2.19
Chip Designer 5 34.80 2.56
Retired 45 66.78 4.34
Software
Engineer 25 31.28 5.76
Student -
Engineering 57 19.88 1.30
Upper Division
Clerk 2 35.00 5.00
Student - BA 32 19.25 1.20
Jawan (Trainee) 62 23.81 2.06
BPO Employee 49 30.82 5.64
Doctor 11 32.09 3.80
Optometrist 6 32.50 6.47
Manager 4 30.75 3.96
Driver 7 28.14 4.79
Service Industry 8 44.13 4.99
Lecturer 45 32.04 6.87
Film Maker 3 26.33 2.05
Civil Engineer 28 41.36 9.44
Pharmacist 10 28.90 5.39
Clerk 1 30.00 0.00
Animationsit 5 29.00 4.15
Supervisor 6 31.67 4.11
Student- BID 11 19.09 1.16
Student - MS 9 25.00 1.15
Professor 13 50.38 4.92
Engineer 1 23.00 0.00
Spiritualist 25 49.00 10.71
Public Relation
Officer 7 49.14 3.80
Biotechnologist 19 31.47 5.40
Priest 16 40.75 11.95
Col 6 65.67 6.02
Care taker 52 40.19 13.80
Entrepreneur 6 28.67 5.31
Economist 5 35.80 2.14
Makeup Artist 9 36.11 7.22
Farmer 28 41.32 11.83
Yoga Therapist 5 31.60 6.62
Home-Maker 81 50.32 6.34
Factory Worker 12 29.33 3.88
Company 11 47.00 5.69
65
 Secretary
Tax Consultant 6 50.17 5.34
Student - MD 4 24.00 0.71
Book Translator 6 48.33 3.14
Student - MBBS 16 20.00 1.22
Student- MSW 6 22.83 1.07
Student - BCom 48 19.31 1.16
Choreographer 2 41.50 1.50
Student - BBA 28 19.71 1.10
Nutritionist 16 31.75 4.76
Businessman 40 48.25 7.51
Govt. Employee 15 32.87 5.11
Fashion
Designer 19 29.47 4.12
Journalist 14 52.21 5.66
Photographer 8 39.00 6.12
Beautician 3 30.67 5.79
Student - Btech 10 19.20 0.98
Legal Consultant 7 44.71 10.08
Hotelier 6 26.50 2.87
Student - HM 3 22.67 0.94
Scientist 8 48.00 6.08
Radio Jockey 3 27.00 1.63
Major 4 66.50 2.06
Psychologist 3 32.67 3.30
Environmentalist 4 55.00 3.54
Automobile
Engineer 6 54.17 4.14
Medical
Transcriptionist 6 32.50 1.89
Judge 2 63.50 2.50
Horticulturist 7 48.14 7.75
Police 11 49.18 6.10
Sound Engineer 3 44.00 1.63
Lab Technician 6 32.17 5.84
Logistician 22 32.27 5.76
Content Writer 1 25.00 0.00
Real Estate
Business 7 47.43 5.07
Technical Writer 15 31.27 4.28
Medical
Representative 9 30.11 4.41
Student - MTech 4 22.25 0.43
KPO Employee 10 38.90 1.45
Tourist Guide 3 46.00 7.07
Student - BAMS 4 20.25 0.83
66
 Marketing
Manager 4 51.00 6.60
Telemarketing 10 31.10 6.43
HR 2 36.00 2.00
Student - II PUC 2 17.00 0.00
BA - Music 5 19.20 0.75
Student - MA 7 23.14 0.83
Dubbing Artist 8 34.38 3.04
Web Designer 1 39.00 0.00
Peon 2 25.50 0.50
Baker 3 56.67 2.05
Librarian 7 46.00 6.46
Technician 1 39.00 0.00
Astrologer 3 53.33 8.73
Lawyer 11 41.73 8.40
IPS Officer 3 32.33 0.47
Director 1 40.00 0.00
Patient
Coordinator 5 29.00 3.03
System Admin 4 32.25 3.56
Soft-skills
Trainer 5 31.80 1.94
Financial Officer 5 47.20 4.31
Electrician 2 31.50 8.50
Insurance Agent 1 34.00 0.00
Masion 1 25.00 0.00
Investment
Consultant 4 50.50 1.80
Counsellor 11 30.64 3.05
Jeweler 6 34.67 5.91
Medical
Counselor 4 32.25 4.55
Student - MSc 8 22.63 0.86
Educationist 3 53.33 1.70
Street Food
Vendor 2 31.00 1.00
Sales Executive 3 52.00 1.63
Administrator 4 33.75 3.90
Travel Agent 1 32.00 0.00
Receptionist 4 26.50 2.50
Pilot 1 40.00 0.00
Animal
Husbandry 9 48.00 6.46
Data Analyst 2 33.00 6.00
Foreign Echange
Clerk 1 41.00 0.00
67
 Watchman 2 28.00 2.00
Aeronautical
Engineer 1 24.00 0.00
Athlete 3 24.67 1.25
Officer 4 34.50 5.02
Student - MBA 1 22.00 0.00
Nursing 3 19.00 0.82
Healer (Reiki) 3 44.67 3.68
Masseur 1 23.00 0.00
Student- MBA 4 22.50 0.50
Lower Division
Clerk 2 24.00 0.00
Website
Developer 1 38.00 0.00
COO 1 38.00 0.00
Intern -
Entrepreneurship 1 22.00 0.00
Sales Manager 3 44.33 2.49
House Keeping
Staff 1 28.00 0.00
Physiotherapist 3 27.00 2.94
Carpenter 1 35.00 0.00
Conductor 1 40.00 0.00
Adventurist 4 32.50 2.96
Student - Mphil 1 26.00 0.00
Student - MCom 1 22.00 0.00
Chef 1 40.00 0.00
Executive
Admin 1 24.00 0.00
Painter 2 26.50 2.50
Mechanic 2 57.00 1.00
Chemical
Engineer 1 22.00 0.00
Land Surveyor 1 57.00 0.00
Architect 2 35.00 3.00
Gardner 1 25.00 0.00
Electrical
Engineer 1 22.00 0.00
Financial Officer 1 48.00 0.00
Food Inspector 1 48.00 0.00
Tailor 1 34.00 0.00
Retired Officer 1 60.00 0.00
Financial
Advisor 1 33.00 0.00
Musician 1 21.00 0.00

68
 The mean and standard deviation of the age of the demographic data – Table – 3.6:

Variables N M Age SD Age

Gender Male 1058 36.0 13.61
Female 796 33.06 11.08
Marital Status Married 1202 40.71 11.07
Unmarried 652 23.80 6.73
Education 12th Std. & 456 24.93 9.9
below
Graduate 1019 38.80 12.23
Post-graduate & 346 35.78 9.6
above
Food Habits Vegetarian 933 35.15 13.48
Others 921 34.3 11.79
Employment General Shift 1618 34.00 12.75
Other Shifts 236 39.84 10.81

3.7 DEVELOPMENT OF SCORING PATTERN AND NORMS:

The triguṇa scale is based on three components of sattva, rajas and tamas. However, it

does not end with three, as the three when combined and permuted becomes 9. Therefore, it can

be told that this SSM tool has nine components or variables that assess the different dimensions

of an individual in the measures of triguṇa.

Theoretically, each situation could be responded to in many ways, each of which

represented either as an exclusive and pure expression of – sattva (Altruism), rajas (Hedonism)

and tamas (Sadism) or a permutation and combination of any two of them. Thus it resulted in

nine ways of responding, which were designated as

1. Entirely sattva (ES)

2. Combination of sattva and rajas (CSR)

3. Combination of sattva and tamas (CST)

4. Combination of rajas and sattva (CRS)

5. Combination of tamas and sattva (CTS)

69
 6. Entirely rajas (ER)

7. Combination of rajas and tamas (CRT)

8. Combination of tamas and rajas (CTR)

9. Entirely tamas (ET).

The nine ways of responding were arranged as per the Omnibus technique across 25

situation statements so that the alternatives presented do not occur in the same order in all the

situations, leading to mechanical or habitual selection of a particular way of responding.

Answering all the nine options was mandatory. Further, the participants were asked to rate their

responses on a five point scale from ‘Totally Agree’, ‘Agree’, ‘Neutral’, to ‘Disagree’ and

‘Totally Disagree’.

 Their answers based on the five options were assigned a value and rated as 5, 4, 3, 2

1. The highest 5 was assigned to totally agree and the least 1 was assigned to totally

disagree.

 Further, based on the insights of the ancient scriptures, ‘each’ of the nine response

alternatives was assigned a weight from 9 to 1. Amongst the nine, sattva (ES)

received the highest weight of nine (9). As per the Indian scriptures, the journey of

human life becomes more refined, cultured and enlightening by moving towards

altruism or selflessness. This happens when there is an upsurge of sattva. The sattva

in entirety or its predominance or even mere coexistence received higher weights. If

sattva in combination of rajas (CSR) received eight (8), sattva in combination of

tamas (CST) received seven (7). In the above combinations sattva is predominant,

unlike the next set of combinations. If the combination of rajas and sattva (CRS)

received six (6), the combination of tamas and sattva (CTS) received five (5). In all

70
 the above mentioned five cases, sattva either was in entirety, or was predominant or

at the least it merely existed.

 In the gradation, rajas in entirety is much lower as it lacks any quotient of sattva,

whatsoever. Hence, rajas (ER) received a weight of four (4). Further, rajas in

combination of tamas (CRT) received three (3) and tamas, though being on the

lowest rung received two in combination of rajas (CTR).

 Eventually tamas (ET) on its own gathered a weight of one (1).

Thus the overall scores of all twenty five aspects of each of the nine response alternatives

were first computed. That resulted in nine raw scores for each response alternative for each

participant.

Further the totals of each of these raw scores for each participant were multiplied with

those nine assigned weights mentioned above (9 to 1). This resulted in what we call ‘weighted

raw scores’ (WRS).

The WRS for each of the nine response alternatives for all the 1854 participants were

used to compute T-scores with M = 50 and SD = 50, and then to the respective percentiles based

on the frequency distribution of the scores thus providing nine tables for interpreting the scores.

Scores were classified into the following four categories based on the insights of

patañjaliyogasūtra: Inferior, Average, High-average, and Superior taking normal probable

distribution and percentile equivalent of the scores on the AHS scale into consideration.

patañjaliyogasūtra categorizes all human thoughts at four levels as – Dominant (udāra),

Dispersed (vicchinna), Diluted (tanu) and Dormant (prasupta). Dominant reflects superior scores

and dispersed reflects high-average, diluted reflects average and dormant reflects inferior.

71
3.8 RELIABILITY AND VALIDITY:

In order to examine the reliability and validity of the developed tool, it was administered

to two separate groups consisting of 200 persons each, along with the IAS Rating Scale

(Mathew, 1995) and Eysenck Personality Questionnaire (H.J. Eysenck and Eysenck, 1975).

3.8.1 triguṇa and IAS Rating Scale:

IAS Rating Scale is popular to have gathered very balanced views of triguṇa as a

concept. The most positive aspect about the whole work is the way 35 aspects of personality are

gathered. AHS Scale similarly had considered 25 aspects of the personality and was in sync with

the majority of the principles of the IAS Rating Scale if not with all. Hence, IAS Rating Scale

was chosen for criterion related validity.

A small introduction to IAS Rating Scale is given below –

The IAS scale of Mathew (1995) is also a measure of sattva, rajas, and tamas. It

measures the degree of Inertia (tamas), Activation (rajas) and Stability (sattva) in an individual.

The scale can be used for rating one’s own personality or the personality of another person. The

test consists of thirty five (35) subscales. Each scale has three sets of descriptions or qualities

designated by the letters I, A and S. The thirty five (35) subscales as measured by the IAS scale

are – Activity level, energy, speed and accuracy, punctuality, perspective, mentality, risk taking,

temperament, courage, approach to life, motivation, adjustment, emotionality, will, rights and

duties, leadership, assertiveness, anger, fairness, relation to people, relation to possessions, self-

concept, values, aggression, attitude to strangers, sociability, speech making, opposite sex,

conformity, friendship, group identification, beliefs, notions of reality and determinism.

72
 Table – 3.7: Sample distribution of N=200 on the demographic variables gender, marital

status, food habits, employment status and education qualification with M and SD age.

Variables N M Age SD Age

Gender Male 105 40.02 15.32
Female 95 37.16 10.71
Marital Status Married 130 44.68 11.69
Unmarried 70 27.56 8.10
Education 12th Std and 47 27.12 7.41
below
Graduate 106 42.03 13.22
Post graduate 47 42.61 11.90
and above
Food Habits Vegetarian 92 37.86 13.19
Others 108 39.35 13.55
Employment General Shift 169 37.80 13.27
Other Shifts 31 43.38 13.17

3.8.2 triguṇa and EPQ:

In the case of triguṇa, the nine aspects hold some resemblance to EPQ. Eysenck’s theory

is founded on the principles of physiology and genetics. Albeit he being a behaviorist who

accentuates on the habits derived from variety of learned habits, he also regards the fact that

personality differences are hardwired in our genes. His primary inclination is in and around the

idea – temperament. Eysenck arrived at discovering three major dimensions of temperament

namely, extraversion-introversion, neuroticism and psychoticism.

3.8.3 Extraversion and Introversion:

“The typical extravert is sociable, likes parties, has many friends, needs to have people

to talk to, and does not like reading or studying himself. He craves excitement, takes chances,

often sticks his neck out, acts on the spur of the moment, and is generally impulsive individual.

He is fond of practical jokes, always has ready answer and generally likes change; he is carefree,

easy going, optimistic, and likes to “laugh and be merry.” He prefers to keep moving and doing
73
things, tends to be aggressive and lose his temper easily; altogether his feelings are not kept

under light control, and he is not always a reliable person.” (Hall, Lindzey & Campbell, 2011, p.

370)

“The typical introvert is a quiet, retiring sort of person, introspective, fond of books

rather than people; he is reserved and distant except to intimate friends. He tends to plan ahead,

“looks before he leaps” and distrusts the impulse of the moment. He does not like excitement,

takes matters of everyday life with proper seriousness, and likes a well-ordered mode of life. He

keeps his feelings under close control, seldom behaves in an aggressive manner, and does not

lose his temper easily. He is reliable, somewhat pessimistic, and places great value on ethical

standards.” (H.J. Eysenck and Eysenck, 1975, p.5) (Hall, Lindzey & Campbell, 2011, p. 371)

The fact that extraversion is significantly correlating (.260) with ET of triguṇa concept is

suggestive of the susceptible nature of extraverts to a shift from pleasure seeking to sadism. This

is an expression of learning habits. Many people are subjected to pleasures of different intensities

for a considerably long period of life. If such people lose command over that particular life style,

suddenly, when they feel incapable of getting the pleasures at ease, they might resort to sadistic

traits knowingly or unknowingly.

3.8.4 Neuroticism:

“The typical high N scorer as being an anxious, worrying individual, moody and

frequently depressed. He is likely to sleep badly, and to suffer from various psychosomatic

disorders. He is overly emotional, reacting too strongly to all sorts of stimuli, and finds it

difficult to get back on an even keel after each emotionally arousing experience. His strong

emotional reactions interfere with his proper adjustment, making him react in irrational,

sometimes rigid ways…. If the high N individuals has to be described in one word, one might

74
say that he is a worrier; his main characteristic is constant preoccupation with the things that

might go wrong, and a strong emotional reaction of anxiety to these thoughts. The stable

individual, on the other hand, tends to respond emotionally only slowly and generally weakly,

and to return to baseline quickly after emotional arousal; he is usually calm, even-tempered,

controlled and unworried.” (H. J. Eysenck & Eysenck, 1975, p.5) (Hall, Lindzey & Campbell,

2011, p. 371)

Similarly, Neuroticism also has positively and highly significantly correlated with ET

(.166) and ER (.139). As mentioned earlier, people driven by the motives of hedonism and

sadism are insecure of losing their approaches of attaining happiness. In the pretext of

safeguarding them, they expose themselves to high intensity of nervousness and anxiety. Thus

they are susceptible of bringing about disaster and self-destruction.

3.8.5 Psychoticism:

“A high scorer, then, may be described as being solitary, not caring for people; he is

often troublesome, not fitting in anywhere. He may be cruel and inhumane, lacking in feeling

and empathy, and altogether insensitive. He is hostile to others, even his own kith and kin, and

aggressive, even to loved ones. He has a liking for odd and unusual things, and a disregard for

danger; he likes to make fools of other people, and to upset them. This is a description of adult

high P scores; as far as children are concerned, we obtain a fairly congruent picture of an odd,

isolated troublesome child; glacial and lacking in human feelings for his fellow-beings and for

animals; aggressive and hostile, even to near and dear ones. Such children try to make up for

lack of feeling by indulging in sensation-seeking “arousal jags”, without thinking of the dangers

involved. Socialization is a concept which is relatively alien to both adults and children;

empathy, feelings of guilt, sensitivity to other people are notions which are strange and

unfamiliar to them” (H. J. Eysenck & Eysenck, 1975, p.5-6) (Hall, Lindzey & Campbell, 2011).
75
 In order to examine the relation between sattva, rajas, and tamas and Eysenck’s personality

dimensions the AHS scale and EPQ were administered to 200 persons, who did not participate in

the main study. Below are the basic details of the participants.

Table – 3.8: Sample distribution of N=200 on the demographic variables gender, marital

status, food habits and education qualification with M and SD age.

Variables N M Age SD
Gender Male 119 19.95 1.85
Female 81 20.28 1.95
Marital Status Married 04 24.6 1.82
Unmarried 196 20.25 1.78
Education 12th Std and 161 19.43 1.34
below
Graduate 39 22.79 1.15
Food Habits Vegetarian 111 20.14 1.74
Others 89 22.16 1.32

76
 CHAPTER – 4

ANALYSIS OF THE DATA AND RESULTS

The results of the validity and reliability are found here. This gives a comprehensive

picture of how reliable and valid the scale was in itself and in the context of other scales. This

also provides a background to understand the worthiness of undertaking research on triguṇa and

its implication on the individuals who were assessed.

In terms of reliability, the data was checked for consistency and reliability using

Cronbach Alpha and Guttman Split half method. The split half method treats the two halves of a

measure as alternate forms. It involves –

(a) Administering a test to a group of individuals

(b) Splitting the test in half

(c) Correlating scores on one half of the test with scores on the other half of the test (Murphy

and Davidshofer, 2013).

The most common internal consistency measure is Cronbach's alpha, which is usually

interpreted as the mean of all possible split-half coefficients. A Cronbach's alpha value of over

0.7 is acceptable and is considered good at 0.8 levels (Cortina, 1993).

The reliability and validity of the tool was assessed using Cronbach Alpha,

Split-Half Method and Criterion-Related Validation.

The data was checked for reliability using reliability analysis based on the Cronbach’s

alpha to check for the consistency of the individual 225 items of the scale and the relative

contribution of these items for the reliability of the scale. This method helps us eliminate any

item which is not contributing to the overall reliability of the scale. If the deletion of an item

increases the Cronbach’s Alpha then the particular item may be deleted.
77
 Table – 4.1: The Cronbach’s Alpha value of the AHS scale on the 225 items of the nine

variables across the 25 situations.

Reliability Statistics
Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items
.855 .855 225

Table – 4.2: Reliability statistics with Cronbach’s Alpha and Guttman Split-Half

Coefficient.

Cronbach's Alpha Part 1 Value .889

N of Items 5a
Part 2 Value .815
N of Items 4b
Total N of Items 9
Correlation Between Forms .875
Spearman-Brown Equal Length .933
Coefficient Unequal Length .934
Guttman Split-Half Coefficient .645
a. The items are: ESW, CSRW, CSTW, CRSW, CTSW.
b. The items are: CTSW, ERW, CRTW, CTRW, ETW.

In terms of reliability, the tables 3.13 and 3.14 suggest that Cronbach’s Alpha co-efficient

for the AHS scale over the 225 items of the scale is 0.85 and on the split half test is 0.889 for part

1, i.e. ES, CSR, CST, CRS and CTS and 0.815 for part 2 – ER, CRT, CTR and ET in the split

half reliability test. As mentioned earlier since the Cronbach’s Alpha is above 0.8 levels the

reliability coefficient is very high. Spearman-Brown coefficient predicts the psychometric

reliability of the scale. Here the value for the equal length was found to be 0.933 and that of

unequal length was found to be 0.934 thus predicting high reliability. The Guttman Split-half

78
coefficient when computed was thus 0.645. The high level of correlation indicates that the scale

is highly reliable. The test has high internal consistency and hence reliable.

Table – 4.3.1: Details of Item Total correlation and Cronbach’s Alpha if item is deleted

on the AHS scale

Scale Mean if Item Scale Variance if Corrected Item-Total Cronbach's Alpha if

Deleted Item Deleted Correlation Item Deleted
ES1 264.59 774.876 .155 .855
ER1 264.64 769.205 .262 .853
ET1 264.72 765.195 .297 .853
CSR1 264.63 774.717 .181 .854
CRS1 264.95 775.093 .174 .854
CRT1 264.83 767.870 .280 .853
CTR1 264.72 770.245 .248 .853
CTS1 264.85 766.587 .314 .852
CST1 264.88 765.859 .282 .853
ER2 264.90 762.137 .342 .852
ET2 265.12 769.939 .245 .853
CSR2 265.12 765.929 .331 .852
CRS2 264.82 773.971 .196 .854
CRT2 264.42 785.663 .005 .856
CTR2 264.62 762.287 .351 .852
CTS2 264.32 775.597 .163 .854
CST2 264.59 776.012 .145 .855
ES2 264.40 768.001 .274 .853
ET3 264.96 773.627 .165 .854
CSR3 264.89 766.882 .290 .853
CRS3 264.84 774.617 .174 .854
CRT3 264.84 772.128 .230 .853
CTR3 264.87 769.028 .269 .853
CTS3 264.91 772.042 .208 .854
CST3 264.46 771.667 .222 .854
ES3 264.49 775.940 .151 .854
ER3 264.60 770.099 .217 .854
CSR4 265.14 768.135 .265 .853
CRS4 264.90 770.267 .246 .853
79
CRT4 265.00 764.427 .335 .852
CTR4 264.91 778.932 .118 .855
CTS4 264.67 776.442 .154 .854
CST4 264.82 762.557 .364 .852

Table – 4.3.2: Details of Item Total correlation and Cronbach’s Alpha if item is deleted

on the AHS scale.

Scale Mean if Item Scale Variance if Corrected Item-Total Cronbach's Alpha if

Deleted Item Deleted Correlation Item Deleted
ES4 264.65 764.038 .340 .852
ER4 264.31 786.255 -.003 .856
ET4 264.65 771.163 .224 .854
CRS5 264.70 777.857 .109 .855
CRT5 265.03 769.677 .251 .853
CTR5 264.94 765.719 .310 .852
CTS5 265.08 778.124 .135 .855
CST5 264.80 770.070 .257 .853
ES5 264.62 767.955 .269 .853
ER5 264.43 763.925 .338 .852
ET5 264.65 773.666 .183 .854
CSR5 264.46 760.813 .363 .852
CRT6 265.22 768.109 .263 .853
CTR6 265.04 766.963 .291 .853
CTS6 265.09 770.595 .238 .853
CST6 264.91 774.565 .189 .854
ES6 264.56 771.685 .219 .854
ER6 264.76 772.696 .202 .854
ET6 264.54 764.993 .326 .852
CSR6 264.20 777.779 .136 .855
CRS6 264.52 768.764 .246 .853
CTR7 264.94 773.695 .174 .854
CTS7 264.94 770.473 .240 .853
CST7 265.10 763.039 .388 .852
ES7 264.90 775.453 .171 .854
ER7 264.84 769.659 .272 .853
ET7 264.74 773.621 .193 .854
CSR7 264.58 767.582 .259 .853
80
CRS7 264.49 771.467 .230 .853
CRT7 264.82 773.445 .186 .854
CTS8 265.18 767.827 .248 .853
CST8 265.24 765.884 .323 .852

Table – 4.3.3: Details of Item Total Correlation and Cronbach’s Alpha if item is deleted

on the AHS scale.

Scale Mean if Scale Variance if Corrected Item-Total Cronbach's Alpha if

Item Deleted Item Deleted Correlation Item Deleted
ES8 264.79 781.091 .061 .856
ER8 265.00 773.995 .197 .854
ET8 265.00 776.719 .137 .855
CSR8 264.60 782.401 .056 .856
CRS8 264.40 786.542 -.010 .856
CRT8 264.95 772.570 .188 .854
CTR8 264.89 776.872 .130 .855
CST9 264.90 771.893 .201 .854
ES9 264.78 763.040 .354 .852
ER9 264.91 767.047 .309 .852
ET9 265.02 769.402 .269 .853
CSR9 265.05 775.535 .169 .854
CRS9 264.66 776.264 .137 .855
CRT9 264.65 774.028 .189 .854
CTR9 264.78 761.758 .349 .852
CTS9 264.84 772.453 .196 .854
ES10 265.00 764.819 .307 .852
ER10 264.98 760.558 .393 .851
ET10 265.22 765.120 .369 .852
CSR10 265.02 768.814 .307 .853
CRS10 264.90 769.242 .274 .853
CRT10 264.62 773.190 .195 .854
CTR10 264.70 772.925 .187 .854
CTS10 264.58 767.772 .275 .853
CST10 264.87 772.707 .181 .854

81
 Table – 4.3.4: Details of Item Total correlation and Cronbach’s Alpha if item is deleted

on the AHS scale.

Scale Mean if Scale Variance if Corrected Item-Total Cronbach's Alpha if

Item Deleted Item Deleted Correlation Item Deleted
ER11 227.64 667.567 .285 .857
ET11 227.74 664.749 .347 .856
CSR11 227.74 672.095 .237 .857
CRS11 227.70 678.302 .136 .859
CRT11 227.79 673.557 .218 .858
CTR11 227.51 683.317 .053 .860
CTS11 227.24 681.939 .079 .859
CST11 227.39 676.188 .172 .858
ES11 227.42 680.698 .087 .860
ET12 228.04 665.481 .360 .856
CSR12 227.61 670.723 .276 .857
CRS12 227.99 667.839 .363 .856
CRT12 227.56 677.314 .162 .858
CTR12 227.76 671.201 .261 .857
CTS12 227.76 688.005 -.024 .861
CST12 227.55 673.807 .228 .857
ES12 227.07 676.996 .195 .858
ER12 227.69 674.657 .190 .858
CSR13 227.68 667.543 .306 .856
CRS13 227.51 663.729 .392 .855
CRT13 227.80 664.375 .405 .855
CTR13 227.56 671.213 .270 .857
CTS13 227.80 665.354 .377 .856
CST13 227.48 683.226 .058 .860
ES13 227.44 674.107 .197 .858
ER13 227.36 680.845 .092 .859
ET13 227.88 681.326 .086 .859
CRS14 227.93 672.598 .216 .858
CRT14 227.59 668.303 .322 .856
CTR14 228.05 670.686 .328 .856
CTS14 227.61 676.341 .187 .858
CST14 228.02 666.733 .370 .856
ES14 227.75 677.847 .144 .859

82
ER14 227.56 671.645 .239 .857
ET14 227.52 674.462 .182 .858
CSR14 227.46 681.918 .069 .860

Table – 4.3.5: Details of Item Total correlation and Cronbach’s Alpha if item is deleted

on the AHS scale.

Scale Mean if Scale Variance if Corrected Item-Total Cronbach's Alpha if

Item Deleted Item Deleted Correlation Item Deleted
CRT15 227.82 664.902 .340 .856
CTR15 227.80 670.948 .272 .857
CTS15 228.22 675.389 .221 .858
CST15 227.74 680.987 .098 .859
ES15 227.80 678.653 .125 .859
ER15 227.86 671.532 .244 .857
ET15 227.67 668.654 .294 .857
CSR15 227.75 681.384 .077 .860
CRS15 227.42 672.085 .229 .857
CTR16 227.96 661.908 .416 .855
CTS16 227.73 665.314 .405 .855
CST16 227.79 666.079 .345 .856
ES16 227.61 669.557 .294 .857
ER16 227.92 677.346 .167 .858
ET16 227.71 665.694 .311 .856
CSR16 227.77 661.937 .419 .855
CRS16 227.68 674.058 .204 .858
CRT16 227.97 669.255 .287 .857
CTS17 227.89 663.992 .371 .855
CST17 227.68 663.859 .402 .855
ES17 227.78 665.770 .358 .856
ER17 228.02 667.582 .371 .856
ET17 228.08 667.425 .336 .856
CSR17 227.54 684.119 .039 .860
CRS17 227.82 669.415 .302 .856
CRT17 227.88 664.950 .399 .855
CTR17 227.89 672.953 .229 .857
CST18 227.75 660.671 .418 .855
ES18 227.42 664.696 .375 .855
83
ER18 227.65 661.354 .444 .855
ET18 227.88 668.609 .341 .856
CSR18 227.92 669.485 .318 .856

Table – 4.3.6: Details of Item Total correlation and Cronbach’s Alpha if item is deleted

on the AHS scale.

Scale Mean if Scale Variance if Corrected Item-Total Cronbach's Alpha if

Item Deleted Item Deleted Correlation Item Deleted
CRS18 227.62 688.970 -.039 .861
CRT18 227.89 666.695 .366 .856
CTR18 227.46 676.400 .181 .858
CTS18 227.64 670.079 .271 .857
ES19 227.73 670.140 .263 .857
ER19 227.36 672.903 .280 .857
ET19 227.56 673.625 .247 .857
CSR19 227.62 670.096 .317 .856
CRS19 227.94 675.022 .220 .858
CRT19 227.65 689.977 -.056 .861
CTR19 227.62 669.384 .326 .856
CTS19 227.44 667.805 .317 .856
CST19 227.58 682.396 .071 .860
ER20 256.11 760.179 .341 .865
ET20 255.78 766.240 .284 .866
CSR20 255.98 765.130 .301 .866
CRS20 256.01 767.357 .256 .866
CRT20 256.23 765.203 .311 .866
CTR20 255.96 772.175 .163 .867
CTS20 256.13 757.856 .411 .864
CST20 255.71 775.674 .115 .868
ES20 256.05 768.253 .226 .866
ET21 256.07 761.688 .333 .865
CSR21 255.60 775.015 .130 .868
CRS21 255.84 774.061 .155 .867
CRT21 255.93 772.523 .174 .867
CTR21 256.18 769.669 .216 .867
CTS21 255.79 771.433 .188 .867
CST21 256.02 763.773 .305 .866
84
 Scale Mean if Scale Variance if Corrected Item-Total Cronbach's Alpha if
Item Deleted Item Deleted Correlation Item Deleted
CRS18 227.62 688.970 -.039 .861
CRT18 227.89 666.695 .366 .856
CTR18 227.46 676.400 .181 .858
CTS18 227.64 670.079 .271 .857
ES19 227.73 670.140 .263 .857
ER19 227.36 672.903 .280 .857
ET19 227.56 673.625 .247 .857
CSR19 227.62 670.096 .317 .856
CRS19 227.94 675.022 .220 .858
CRT19 227.65 689.977 -.056 .861
CTR19 227.62 669.384 .326 .856
CTS19 227.44 667.805 .317 .856
ES21 255.68 766.478 .250 .866
ER21 255.78 764.491 .277 .866

Table – 4.3.7: Details of Item Total correlation and Cronbach’s Alpha if item is deleted

on the AHS scale.

Scale Mean if Scale Variance if Corrected Item-Total Cronbach's Alpha if

Item Deleted Item Deleted Correlation Item Deleted
CSR22 256.02 767.296 .229 .866
CRS22 255.57 775.009 .125 .868
CRT22 255.94 768.559 .242 .866
CTR22 255.96 777.908 .076 .868
CTS22 256.21 770.609 .206 .867
CST22 255.97 775.637 .120 .868
ES22 255.92 773.869 .153 .867
ER22 255.80 771.317 .179 .867
ET22 255.92 766.351 .236 .866
CRS23 256.02 763.286 .292 .866
CRT23 255.81 767.592 .249 .866
CTR23 255.97 765.004 .303 .866
CTS23 256.04 769.792 .212 .867
CST23 256.31 763.200 .347 .865

85
ES23 255.89 781.978 .009 .869
ER23 255.87 767.712 .269 .866
ET23 255.65 769.684 .223 .866
CSR23 255.79 776.465 .092 .868
CRT24 256.06 775.735 .105 .868
CTR24 255.84 777.401 .086 .868
CTS24 256.02 773.602 .153 .867
CST24 256.27 767.808 .264 .866
ES24 256.24 765.359 .292 .866
ER24 256.03 769.929 .204 .867
ET24 255.94 761.082 .367 .865
CSR24 255.91 764.645 .276 .866
CRS24 255.64 772.965 .144 .867
CTR25 255.93 769.583 .187 .867
CTS25 256.06 769.062 .199 .867
CST25 256.06 777.152 .086 .868
ES25 256.17 781.006 .027 .869
ER25 256.19 766.346 .269 .866
ET2 256.22 770.095 .192 .867
CSR25 255.70 767.749 .243 .866
CRS25 255.80 768.633 .211 .867
CRT25 255.63 760.395 .318 .865

4.1 Criterion validity with EPQ:

The obtained data was analyzed using Pearson Product-Moment Correlation. The

weighted raw scores on nine response alternatives ES, CSR, CST, CRS, CRT, ER, CTS, CTR,

and ET were correlated with the raw scores of EPQ. Obtained results are presented below.

The tables 4.4 and 4.5 provide information about the scores obtained by the participants

on AHS Scale and EPQ Scale.

86
 Table – 4.4: Mean and standard deviation of the scores of AHS Scale variables for

N=200.

Variable N M SD
ESW 200 679.18 76.861
CSRW 200 600.96 68.475
CSTW 200 504.07 59.818
CRSW 200 445.41 45.313
CTSW 200 360.65 41.070
ERW 200 294.54 33.421
CRTW 200 217.17 24.067
CTRW 200 146.43 16.634
ETW 200 72.38 8.774

Table – 4.5: The Mean and standard deviation of the EPQ scores on the totals scores of

extraversion, psychoticism, neuroticism and lie scores for N = 200.

Mean Std. Deviation

Extraversion 11.07 6.97
Psychoticism 14.62 8.96
Neuroticism 15.33 4.35
Lie scores 3.32 3.20

Table – 4.6: Correlation between the nine scores on the AHS Scale and the EPQ.

ES CSR CST CRS CTS ER CRT CTR ET

Extraversion Pearson Correlation .034 .128 .128 .012 .043 .108 .009 .072 .260**
Sig. (2-tailed) .629 .072 .072 .864 .543 .129 .894 .310 .000
Psychoticism Pearson Correlation -.016 .063 .063 .025 .071 .161* .011 .109 .166*
Sig. (2-tailed) .823 .377 .377 .725 .319 .022 .875 .124 .019
Neuroticism Pearson Correlation -.036 .090 .090 -.055 .075 .139* -.006 .120 .257**
Sig. (2-tailed) .609 .205 .205 .436 .293 .049 .935 .089 .000
Lie scores Pearson Correlation -.056 .035 .035 -.048 -.023 .089 -.057 .036 .224**
Sig. (2-tailed) .429 .621 .621 .497 .747 .209 .419 .613 .001

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 In terms of validity, the correlations obtained between the nine scales of AHS Scale and

four subscales of EPQ (Table 4.6) indicate that the two tools are assessing the humanity broadly

and to some extent on similar grounds. The Extraversion positively correlates with ET. This

indicates extraverted people’s susceptibility to glide towards mental disorders. Understandably, P

positively correlates with ER and ET, which is distinctly displaying the fact that people with high

pleasure seeking and sadistic qualities are susceptible to psychotic disorders as narrated by

Eysenck. Further, N subscale of EPQ positively and significantly correlates with ER and ET

subscales of AHS Scale. L subscale significantly correlates with ET.

4.2 Criterion Validity with IAS Rating Scale:

The obtained data was analyzed using Pearson Product-Moment Correlation. The

weighted raw scores on nine response alternatives ES, CSR, CST, CRS, CRT, ER, CTS, CTR,

and ET were correlated with I, A. and S raw scores. Obtained results are presented below.

Table – 4.7: Mean and standard deviation of the scores of AHS Scale variables for

N=200.

Variable N M SD
ESW 200 679.18 76.861
CSRW 200 600.96 68.475
CSTW 200 504.07 59.818
CRSW 200 445.41 45.313
CTSW 200 360.65 41.070
ERW 200 294.54 33.421
CRTW 200 217.17 24.067
CTRW 200 146.43 16.634
ETW 200 72.38 8.774

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 Table – 4.8: Mean and standard deviation of the dependent variables Inertia, Action and

Stability on the IAS scale of triguna.

Variable N M SD
I – Inertia
200 26.41 26.061

A – Action
200 49.73 31.276

S – Stability 200 28.86 31.469

Table – 4.9: Correlation between the nine scores on the AHS Scale and the three scores

on the IAS scale.

IAS AHS ESW CSRW CSTW CRSW CTSW ERW CRTW CTRW ETW
Pearson Correlation .069 .080 .055 .066 .076 -.017 .092 .061 .059
INERTIA0 Sig. (2-tailed) .329 .262 .438 .353 .287 .816 .197 .388 .410
N 200 200 200 200 200 200 200 200 200
ACTIVATION Pearson Correlation -.145 -.175 -.055 -.204 -.100 -.096 -.145 -.016 -.126
Sig. (2-tailed) .041* .013* .441 .004* .157 .175 .040* .826 .076
N 200 200 200 200 200 200 200 200 200
STABILITY Pearson Correlation .086 .108 .009 .148 .037 .109 .068 -.035 .076
Sig. (2-tailed) .224 .129 .902 .036* .601 .123 .335 .620 .283
N 200 200 200 200 200 200 200 200 200

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

According to Cohen (1988), a Pearson Correlation of less than 0.1 shows very low

correlation and implies low validity. A value of 0.03 is considered acceptable as the minimum

criteria.In terms of validity, the correlations obtained between the nine scales of AHS Scale and

of IAS Rating Scale (Table 4.8) provide a less definite picture.

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 Only the Activation score of IAS scale significantly correlates negatively with weighted

raw scores of AHS scale – ESW, CSRW, CRSW, CRTW. Only CRSW correlates positively

significantly with Stability. Inertia scores do not show significant correlations with AHS scores

of nine components. The fact that Activation scores have shown negative correlations with all

the nine components of sattva, rajas and tamas, of AHS scale, of which four are statistically

significant, and Inertia and Stability scores have positive correlations, though not statistically

significant, with the eight of the nine components implies that the two tools are assessing the

triguna construct from different points of view.

The standardized data was converted to percentile scores using Z-Scores and T-Scores of

the Weighted Totals of the 9 variables. These scores can be used to interpret the raw data of the

scale users and it can also be used to compare the scores with various reference groups. Norms

were generated for general populations, gender (Male and Female) and age groups (Less than 20,

20-29, 30-39, 40-49, 50-59, 60 and above). The details of the norms are presented in appendix

IV. All the calculation for the standardization were done using the statistical software SPSS v.16.

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 CHAPTER – 5

In the methodology chapter the content was bifurcated as ‘work in phase one’ and ‘work

in phase two’. Similarly the discussion here will be based on the same logic.

5.1 Phase – 1

Considering the humongous scriptures available in the ancient India, distinguishing them

between good, bad and ugly was a task in itself. Interpolation as found in the ancient Indian

scriptures is quite gigantic in proportions. To spot such interpolation is close to impossible,

courtesy the ability of interpolators to replicate the style and content of the original author. For

instance, in case of mahābhārata, many Sanskrit verses elaborating triguṇa were so disoriented

and deviated from the true spirit of the entire gamut of ancient Indian scriptures.

Hence, to evade the futility of referring to all the books in entirety, the search was

maneuvered thus –

1. To simplify the search of the word and the concept – triguṇa, scriptures as listed in

chapter three were first referred in the context of ‘subject index’ and ‘topic index’.

2. Apart from the word triguṇa, the three components of the same – sattva, rajas and tamas

were listed.

3. Further, the context of the same was verified. As triguṇa is popularly used to connate

both macrocosm and microcosm.

4. The scriptures denoting macrocosm were grouped and compared to verify if they really

meant to convey macrocosm. The parameter to do the same was check if the word

triguṇa was used to explain cosmology or the genesis of the universe. triguṇa used in

such categories were omitted and were duly not considered.

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 5. triguṇa when was used to describe either of the following was considered –

a. To explain triguṇa as a source to transcend the limitations of the human instincts.

b. To explain the degrees of happiness.

c. To measure aspects of personality under the categories of sattva, rajas and tamas.

Ex., In places like bhāgavata and bhagavadgītā, certain aspects like austerity,

speech, food-consumption patterns were brought under triguṇa concept. This

pattern however is restricted to post Vedic literatures.

5.2 triguṇa and Vedic literatures:

Vedic literatures were searched for three words viz., black, red and white. The purpose of

the same was to search if these were equated symbolically to tamas, rajas and sattva

respectively. Majority of the Vedic scriptures for unknown reasons have limited the usage of the

word triguṇa in terms of these colours. Further these colours were at places used to denote Earth,

Fire and Water elements. Hence, discretion was used to compartmentalize the colour coding

under genesis and personality.

5.3 triguṇa and rāmāyaṇa:

rāmāyaṇa known to be the most poetic of the lot in the ancient Indian lore has used the

word - triguṇa in terms of numeric and not as a personality aspect. This being an exception, all

other ancient scriptures have used them to depict both genesis and personality.

5.4 triguṇa and mahābhārata:

mahābhārata was the first amongst the many scriptures to use the word umpteen number

of times, especially to define personality and the auxiliary aspects. However, the definition of the

each component is missing in totality. triguṇa in aśvamedhaparva emphasizes a lot on the

behavioural patterns in terms of duality like stealing and non-stealing, love and hatred Etc. The

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same canto also deals with putting the dual elements and the shades of the same under sattva,

rajas and tamas.

5.5 triguṇa and darśanas:

The search was extended to darśanas like sāṅkhyakārikā yogasūtra and brahmasūtra. It

did help find some insights, but they were either already gathered in the previously read

scriptures or they were referring to genesis.

5.6 triguṇa and auxiliary scriptures:

The search was also furthered to the aphorism, poetry and prose based literatures such as

nāradabhaktisūtras, kāvyas of kālidāsa and bhartṛhari. However, nothing phenomenal was

obtained.

nāṭyaśāstra of bharatamuni related to the art of dance and drama was also referred. It

gave some insights indirectly.

mahābhāratatātparyanirṇaya a popular scripture of madhvācharya which discusses

mahābhāratha from historical, psychological and philosophical perspectives was referred to. The

author sheds some light which are his personal views, rather than borrowing anything from the

history directly. This was just like any other research literature.

yogavāsiṣṭha believed to be the contemporary scripture of rāmāyaṇa period was studied

and proved to be futile as no significant ideas on triguṇa were put forth.

5.7 Outcome of Phase 1:

If Vedas were symbolic in the way they explained the triguṇa, upaniṣats were explicit

about the opinions.

If rāmāyaṇa was bereft of the concept triguṇa in totality, mahābhāratha was lavish in

elaborating the same. The definition of sattva, rajas and tamas which are the three indivisible

aspects of triguṇa appeared misleading in mahābhāratha. Interestingly, it was the same scripture
93
in some sections researcher was helped to unearth and excavate the deepest of the thought

processes behind triguṇa.

bhāgavata though failed to elicit any new thoughts about the concept it reinforced the

concept to be logical and coherently committed to the defining of the nature and the self.

bhagavadgītā and its depth of the analysis with regards to understanding triguṇa has

chiefly formed to be the basis of creating this research. Any novelty in this work is duly credited

to bhagavadgītā and its exploration of triguṇa.

All darśanas contributed to the development of the tool in a way that it showed how

triguṇa forms to be the crux of Indian philosophical construct.

Accessorial scriptures were less helpful for the researcher to arrive at a consensus about

the concept triguṇa. yogavāsiṣṭha popularly known as a contemporary scripture of rāmāyaṇa,

was a little too incongruous in the way it was structured both as a scripture and also a source of

legitimate knowledge to comprehend the glory of ancient Indian heritage and its inherent

psychological wealth.

The psychologically operational features of triguṇa like traits, states, emotions, value

system Etc., had been culled out by different sources. When the discussion cropped up as to what

along with the motive should the nine aspects assess of an individual – whether traits or states or

emotions or value system or something else, it was concluded that traits were fittingly suiting

this indigenous personality theory – triguṇa.

This is how the three are different from each other. Traits can be seen as habitual

patterns of behaviour, thought and emotions. Emotions are complex state of feeling that

generally results in physical and psychological changes that influence thought and behaviour.

States can be termed as a mental condition which stays for a particular period. It consists of

wavering wavelike emotions. When states creep into an individual, they are defined as traits.
94
 The reason to zero in on traits was simply because traits were more stable and less

fleeting when compared to other aspects like emotions and states. Further the set of traits put into

practice for a brief period makes a man own a particular value system or is branded to be so.

When indistinctness amongst the three viz., emotions, states and value system were removed,

traits unanimously stood as the first choice.

But, putting traits under sattva, rajas and tamas respectively was a challenge. As each

trait rendered a particular meaning as per the situation, each trait was pliable to be deemed fit

under all the three.

This conundrum helped the researchers to arrive at a conclusion that triguṇa has to be

redefined. When triguṇa was redefined, the researchers came to this position that ‘the triguṇa

concept of personality is an indigenous theory of ‘motive towards actions or means to attain

happiness’.

To consolidate the above discussion, it can be stated so – man resorts to a variety of traits

believing it to cause him a growth and happiness. Growth and happiness are subjectively defined

and hence they are very unique to each and are based on one’s own previous experiences.

However, potentially each trait and the resultant behaviour is consistent in terms of effect. If

some traits are sadistic in nature, some are hedonistic and the rest are altruistic, as explained in

chapter one and two.

Consequently, when each trait was brought under the framework of motives, it followed

through its course of action of being fit under three broad aspects of triguṇa.

For Ex. if anger is an emotion, being angry is a trait. To assess an angry man is not the

purpose of triguṇa, on the contrary the motive behind one’s anger is the purpose.

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 Hence, anger serves its purpose under all the three aspects of triguṇa, thus –

a) Indignation is a shade of anger, but its expression is altruistic in nature.

b) Anger is an expression of hedonism.

c) Wrath on the other hand is an expression of sadism.

5.8 Phase 2:

The outcome of the development and the standardization of the scale is discussed here

with reference to IAS rating Scale and EPQ dimensions.

5.9 triguṇa and IAS Rating Scale:

One possible interpretation that appears to explain the direction of correlations - negative

correlation of Activation with AHS scores and positive correlation of Inertia and Stability,

though not statistically significant, - is the extraversion – introversion dimension. According to

the description of Activation, it is extraverted orientation. On the other hand, Inertia and Stability

have an underlying introversion tendency, though one is unstable and the other stable. Taken

together, AHS scale tends to reflect more of introversion, which has the element of heightened

self-consciousness. In fact, the respondents have frequently reported their feelings of heightened

self-awareness. Many of the situations even rekindled their previous experiences. The three

significant negative correlations of AHS components with Activation involving sattva and its

combination with rajas suggests that Activation as described in IAS is indicating instability

associated with rajas as manifested in transaction with the external world. On the other hand,

though not statistically significant, the direction of correlation between Inertia and Stability

being positive with AHS components, could imply some kind of stability either as an expression

of lethargy or as a matter of heightened self-awareness and self-control. This can only be

ascertained with further exploration.

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5.10 triguṇa and EPQ:

Psychoticism also positively and highly significantly correlated with ET (.257) and ER

(.161). People with hedonistic and sadistic drives are insecure for losing their position of

happiness. Their positions of happiness do not come to them naturally. They extract them either

by force or by exaggerating their existence. Such is the effects of force and self-aggrandizement,

that they cause weak emotionality and long-term instability

Lie scale is positively with ET aspect and thus adequately proving their traits of

nervousness and anxiety.

The obtained significant correlations between the scales of AHS and of EPQ thus indicate

that persons with rājasic and tāmasic nature tend to be extraverted, and also possibly have high

neurtoicism and psychoticism scores on EPQ and prone to respond in a socially desirable way to

many life situations.

Since AHS Scale is developed primarily from a motivational point of view, it can be said

that all the three – extraversion, neuroticism, and psychoticism – are related to hedonism (rajas)

and sadism (tamas). rajas leads to searching of pleasure outside and deriving the pleasure

chiefly, by being accepted by the society. People high on the quotient of rajas seek the approval

of the society for every action they perform. Their excitation is ‘to be alert’, in terms of ‘being

socially relevant’. However, the flip side of it being, that, this in longer terms has the capability

to push such individuals to the brink of neuroticism, as the fear of being unaccepted or being less

relevant in the eyes of society makes them nervous. Their pleasures of life are focused on, in

being par with established social norms, irrespective of their correctness and incorrectness.

The tamas in people will drive them to be detrimental to the growth of the self and the

development of the society. Neuroticism and psychoticism as spoken in the Eysenck’s theory

97
talks about the damage it can cause to self. The degree of damage as explained is perhaps less in

terms of society. Here, sadism is basal to the understanding of a weak and unstable society also.

The introversion pole of E-I dimension of EPQ can be understood with reference to

sattva, though not as Altruism per se. In the study where AHS Scale and IAS Rating Scale of

Mathew (1995), which is also a measure of triguṇa concept, we found that both I (Inertia –

tamas) and S (Stability – sattva) scores correlated positively with the nine components of AHS

Scale, though the values were not statistically significant, except in one component. Similarly, it

was found that A (Activation – rajas) correlated negatively with all the nine components of AHS

Scale, of which four were statistically significant. The author of IAS Rating Scale describes

Activation with reference to those behavioral traits that resemble the descriptions given for

Extraversion by Eysenck as mentioned above. The four significantly negatively correlated

components of AHS Scale with Activation are related to predominance of sattva. Hence, it was

inferred that both Stability and Inertia scales of IAS Scale share certain introversion tendencies

and the sattva dominated components of AHS Scale also seem to have greater introversion

leanings.

In view of the above with regard to introversion of Eysenck and its relation to AHS Scale

scores following observations and inferences can be drawn.

a) Introversion is both similar and dissimilar to the understanding of Altruism or sattva.

Introversion does not by any standards stand alike to Indian understanding of altruism.

Introversion is a primary characteristic of Altruism and not altruism itself.

b) To be altruistic, one needs to be ‘introspective’, ‘introvert’ and also ‘empathetic’ towards

others’ emotions. But not all introverts are necessarily as per the Indian understanding,

reflecting upon the self in the context of others.

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 c) To be altruistic, one needs to be introspective in the context of others. Introspection to

reflect upon the self, in the interests of self is very much extroversion, than introversion.

d) As per the Western understanding, ‘introversion’ can also be a cause of mental disorders,

but, in the East, ‘introversion’ is a dynamic way of becoming more efficient in terms of

looking at the world as it is and not the way an individual wants.

e) The most distinguishable aspect between the definitions of introversion of the East and

the West is fear and fearlessness. Introspection in the East is driven by fearlessness and in

the West introversion can also be driven by fear.

f) Introversion, in Indian context is to eradicate the lenses of bias, prejudice, and

preconceived notions, not glorify them.

g) Interestingly, the deepest of the introverts are seen to be ‘stoically extroverts’. This

characteristic of being stoic, alone, helps such individuals to be individually vibrant and

socially productive.

h) Introversion and its correlation with altruism aim and assist an individual to derive a

greater intensity of happiness that is more inclusive of the society

5.11 Conclusion and implication of this work:

With the reliability and the validity of the AHS Scale significantly established, the scale

stands standardized. The implication of the standardization is inferred as these –

1. A tool that is capable of assessing the motives behind a variety of human behaviours.

2. A tool that indicates the degree of happiness and the object of happiness each individual

is behind.

3. A tool which also suggests the value one has assigned to the self.

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 With these inferences we can also understand the role of this work in the context of

positive psychology. Positive psychology which is fast growing to become a discipline on its

own, is least explored in terms of a proper framework and a structure. Though Altruism is one

aspect of positive psychology research, the quality has not been structured under the larger

umbrella of happiness.

Further, the positive traits which are discussed threadbare in positive psychology have

not been put together under a category that unanimously suggests the growth and development of

the humanity. However, this work also has initiated this path of categorizing the traits under

three motives.

Though this work does not attempt to unravel directly the ideas like – Past Birth,

Learning and conditioning, Self-actualization, Parapsychology, Etc., the concept is a treasure

house of all these ideas.

5.12 Suggestions for the future work in triguṇa:

1. triguṇa under this work is seen as three motives that give rise to three personality types,

based on the principle – Happiness. However, the larger question is Happiness really the

primary purpose of the humanity? Further, can there be a fourth motive or fourth means

of happiness? It also needs to be checked if a fourth one can be put under the existing

three, broad motives to or means of happiness. Further, the most important variable of

this theory is the desire. It is considered as the basal of all human thoughts. Can it be

tested and proven in a more scientific way?

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2. The sample being heterogeneous, the results as found are quite varied. Hence, small

segments of homogeneous groups should be tested under this Situation Sampling Method

and seen if they predominantly fall under a specific motive or means of happiness

3. The homogeneous samples should be also chosen based on extremity in the personality.

If a set of spiritualists are given a test, can they fall under the altruistic motive and if

inmates are given the same test, do they fall under sadism category, is the next big

question that needs a review

4. Very importantly, as it is known to the personality theorists, can this test assess the

variety of aspects of a personality individually? Generally the major trend in the field of

personality psychology is to assess humans based on a set of personality aspects and

eventually brand them under a particular type. Instead, can this theory pass the acid test

of assessing humans’ personality aspects individually and independent of other aspects?

5. Can this theory also give leads to understanding the aptitude of a person?

6. Can this theory based on the Indian scripture, be blended with any other theory of the

ancient lore? As stands the efforts today, many have blended it with tridośa. However,

there can be other possibilities as well.

7. This theory though appears universal, the Situation Sampling Method used to assess the

humans have situations in them that are specific to Indian thinking style. Hence, can

those situations be made universally understood and accepted by all cultures?

8. The essential nature of any personality theory is its ability to help individuals raise

questions about their shortcomings and find answers to the same, irrespective of their age

and other barriers. Even though the theory does play a role in helping individuals look

into their life and understand it better, can a tool be built that can do a similar job as a

personality theory does.

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 9. Can the same theory be applied on Animal behaviour?

5.13 Limitations:

1. The Situation Sampling Method tool is biased and leaning more towards the Indian

cultural aspects and less it defines the behaviour and attitudes of the population

beyond India.

2. This work is yet to substantiate its claim of trifurcating all the traits as per the three

motives.

3. It is unknown if the tool was answered with absolute honesty by the participants,

owing to its length. Considering it was time evaporating the tool could be a barrier to

finding a very comprehensive result.

4. The tool had nine options, those which were supposed to be mandatorily answered.

They were based on the permutation and combination of the basic three aspects of

triguṇa. However, it is yet to be ascertained for its purity. There can be minute flaws

in the way nine were placed. Hence, a new parameter is yet to be discovered and

make the tool flawless in terms of its structure and organization.

5. A very few terms as used in the tool were open to multiple meanings and that would

have lead to answers which were subjective at the time of answering, but became

objective at the time of analysis and the corresponding discussion here, in this

chapter.

102
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 APPENDIX – I

INFORMED CONSENT

DETAILS REGARDING DOCTORAL RESEARCH FOR THE PURPOSE OF

INFORMED CONSENT

Introduction: Participants are requested to be part of a survey that assesses Human Personality.

Purpose: Completion of Ph.D. degree

I, Swaroop. R, have enrolled for the Ph.D. course in the Department of Studies in
Psychology, at the University of Mysore. Since 2010, I am conducting research on a topic related
to Indian Psychology. Dr. S. K. Kiran Kumar, a Professor (Retired) and a Clinical Psychologist,
is my Guide.

As part of my Ph.D. work I am developing a tool to validate a personality theory that is

native to India. For many reasons it has potential to be utilized to understand human nature
across the globe and hence can contribute for the universal body of psychological knowledge.

Standardization of the proposed tool and to empirically validate the Indian personality
theory requires the participation of people from varied backgrounds. A large sample is required
to bring about accuracy and precision in tool validation. Hence it is proposed to collect data from
2000 participants representing different demographic characteristics such as age, gender,
education, occupation, and so on.

Details of the tool/inventory are given below –

1. The tool/inventory is available in English, Kannada and Hindi.

2. To answer the tool/inventory, 20-30 minutes of the participants’ time is sufficient.
3. The tool/inventory has to be manually answered on a scoring/answer sheet provided
along with the questionnaire.
4. The tool/inventory is neither complicated with the usage of technical terms nor
specific to any religion or any other such sentiments.
5. Participants’ age should be between 13-80

Hence your participation in this study is requested.

Risks in participating in the study: NIL

Benefits in participating in this study: In the process of answering the tool/inventory, you will
get an opportunity to reflect and understand different aspects of you own personality. Also, you
can evaluate your own thought patterns and reactions for different life situations.

1
Confidentiality: The information collected is totally confidential. Data will be stored securely
and will be accessed by me during the result’s analysis. No reference will be made to individual
or personal details anywhere.

---------------------------------------------------------------------------------------------------------------------

INFORMED CONSENT BY THE PARTICIPANT

I ________________________________________ have read the Details Regarding Doctoral

Research provided by Mr. Swaroop R, Ph.D. scholar, Department of Studies in Psychology,
University of Mysore in connection with his work. I understand the nature and purpose of this
research work and about the confidentiality, risks and benefits in participating in this study.

I am willing to participate in this study unconditionally.

Date:

Place: Signature of the Participant

2
 A Personality Assessment Tool: Semi-Projective Approach
Dear participant,
 If you wish to know the result of this test, kindly fill the form with your name. Further, send a mail to

srttheoryofananda@gmail.com, mentioning your name and age.

 Below, you will find some statements related to life situations.

 For each of them, nine (9) alternative responses are given.

 Provide your response under any one of these five (5) categories – “Strongly Agree” “Agree” “Neutral”

“Disagree” “Strongly Disagree”. Kindly put a  in the column you prefer.

 ALL THE NINE (9) ALTERNATIVE RESPONSES HAVE TO BE ANSWERED. HENCE, THEY HAVE

TO COME UNDER THE FIVE (5) CATEGORIES. If you have an answer that is not available in the nine

options write them in the space provided under each question.

 One option should have only one answer. For example - ‘a’ cannot be both under “Agree” and “Neutral”

 More than one option may be put in one category.

 If you have experienced these situations, answer based on that. Otherwise, imagine yourself in that

situation and answer.

 The information collected is purely for research purpose and will be kept confidential.

 * Required
______________________________________________________________
Name (Optional) ______________________________________________________ Your Age * _________
Gender * (Mark only one box) Sexual Orientation * (Mark only one box)
Male  Heterosexual 
Female  Homosexual 
Transgender  Bisexual 
Highest Education completed * (Mark only one box) Asexual 
Up to 10th Std.  Food Habits * (Mark only one box)
II PUC or 12th Std.  Vegetarian 
U.G.  Eggetarian 
P.G.  Non-vegetarian 
M.Phil  Occupation * _________________________
Ph.D  Working shifts *
You have a belief in (Multiple Answers can be provided) * General Shift 
Atheism  Afternoon Shift 
Ghosts  Night Shift 
Gods  Questionnaire answered during * (Mark only one box)
Idol Worship  2:30 to 11:00 hours 
Rebirth  11:01 to 17:30 hours 
Soul  17:31 – 22:00 hours 
Marital Status * (Mark only one box) 22:01 – 2:29 hours 
Single 
Married 
1. Eating is an attitude. It involves - Taste, cleanliness, presentation and health.
But, eventually *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

I will eat as per my diet, following the principle

‘Eat to live; do not live to eat’.
I will explore new dishes, and exercise well to
digest them.
I will eat a stomachful, without bothering about
my health.
I will eat only as much as I can exercise and
digest.
I will explore new dishes, without breaking my
diet.
I will not eat much because I have a weak
appetite.
I will eat a stomachful and also exercise
intensely.
I will eat a stomachful a dish that which is
extremely healthy.
I know that too much intake causes ill health, yet
I eat a stomachful. I am a foodie.
If you have an answer that is not available in the nine options please specify here...
Your answer:

2. Exercising is the art of toning the body and tuning the mind. Do you exercise and why? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

Yes. I use it as a tool to digest the food I eat and

stay fit.
No. I am not finding a strong reason to exercise.
Yes. It is the only time when I am with myself
and I also want to stay fit.
Yes. Having a very beautiful body gives me
peace of mind.
Yes. I occasionally exercise.
Yes; when time, mood, weather, etc allow. But it
is not a serious aspect of my life.
No. I feel complete even without any physical
practice.
I know that a life without exercise is unhealthy.
But I do not have time.
Yes. I love to live in the present and feel the
body, breath and mind
If you have an answer that is not available in the nine options please specify here...
Your answer:
3. Do you believe ‘Fear has to be removed to make living easier’? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

No. Never! It is a joke on humanity. Besides, I

have other priorities.
Yes. I will attempt to remove fears, even though
it is a little idealistic.
Yes. As it is impractical to remove all at once, I
will try slowly and steadily.
No. I focus only on my strengths and suppress
the fear.
No. Fearlessness is an idealistic situation. I will
move on in life with fears.
No. I opt to live with fears as fearlessness is a
virtue of the great people.
No. Fearlessness is a nice idea. But even in the
presence of fears, life moves on.
Yes. I have made a list of all fears. I have started
to remove them systematically.
No. I see fear as a source of motivation and a life-
sustaining force.
If you have an answer that is not available in the nine options please specify here...
Your answer:

4. In a group discussion on ‘Sex and Sexuality’, what are your opinions on these statements? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

In sex, responsibility is primary and then

pleasure.
In sex, pleasure is primary and then comes
responsibility.
Sex is also a proper source of entertainment and
commerce.
Sex is all about attracting a partner at will and
deriving pleasure out of it.
Sex is repetitive and boring, yet important for
procreation.
Sex is a supreme experience. Hence get it by all
means.
Sex is purely an act of responsibility and a way
to attain super-consciousness.
Sex is purely an action of pleasure.
Sex is violence, if partner doesn’t agree. But,
eventually it gives joy to both.
If you have an answer that is not available in the nine options please specify here...
Your answer:
5. Your achievement has proved those wrong, who doubted your abilities and made fun. You
are now giving them sweets. How do you feel? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

I will have a feeling of fulfilment and eagerness

about the upcoming possibilities.
I will feel victorious. I was waiting to see their faces.

I will have a feeling of achievement. I am giving

sweets by erasing negative emotions of the past.
I will be anxious about their non-acceptance of
my work, though I am satisfied.
I will have a feeling of uneasiness about their
response. Though, I know it is unnecessary.
I will have gratitude towards them for bringing
out the best in me.
I will have a feeling of self-worth and satisfaction
for achieving something in life.
I will be provoked to prove much more and use
this opportunity to take revenge.
I will have respect for them, knowing their
negative mindset towards me.
If you have an answer that is not available in the nine options please specify here...
Your answer:

6. A saint you know in your city is very calm. To provoke him, some pranksters spit on his face
after his bath. It happens for a week, yet he is calm. The pranksters run away confused. What
would have you done if you were in saint's place? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

I will pretend as if nothing has happened,

though I am hurt.
I will painfully accept the situation. But I will
teach them a lesson someday.
I will remain quiet by showing absolute
forgiveness like the saint.
I will forgive them like we forgive our children
and remain quiet as I cannot fight.
I will learn from this incident the art of being
untouched by pain or humiliation.
I will teach the pranksters a lesson, if possible
today or some other day.
I will just ignore them. It is just another incident.
I will face them to the best of my capacity, as that
helps me remain calm in future.
I will first attack. Later, I will forgive them, but
not before teaching them a lesson.
If you have an answer that is not available in the nine options please specify here...
Your answer:
7. You sponsor a child’s education. The child tells you it scored the highest marks in a
prestigious examination. How do you feel? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

I will check if the child has told me the results

first. I feel proud of myself.
If the child rewards me back in a good way, I
will continue sponsoring.
Its education is completely taken care of, if my
help is acknowledged publicly.
I will feel fulfilled having made the world richer
by an efficient citizen.
I will proudly advertise my wise choice which
resulted in the fruitful scholarship.
I will decide its future and further make the child
study what I think is good for it.
I will feel happy for the child and will proudly
sponsor more children.
I will teach the child – ‘how it should reciprocate
this help’ and wish success.
I will sponsor further the bright child to make it
completely dependent on me.
If you have an answer that is not available in the nine options please specify here...
Your answer:

8. According to you, God is *

Strongly Strongly
Agree Neutral Disagree
Agree Disagree

God? There is nothing called God, as far as I

know.
A positive force with no purpose in my life. It is
for those who want to realize it.
A Universal Energy existing in everyone.
A Force that removes pain and grants wishes
and thereby pleasure.
A Non-existent entity.
A guiding force. I am trying to know how the
force can be helpful to me.
One who gives results depending on actions.
God exists for all.
One who exists for the needy. I am independent.
A non-existent entity, only created by human to
establish moral values.
If you have an answer that is not available in the nine options please specify here...
Your answer:
9. You hurriedly leave home to meet a friend. Your mother asks you to get a milk packet and
then go. But you refuse and leave. As you reach, your friend’s mother asks you to get a milk
packet. How will you feel? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

I will feel bad and stupid for my family, so I will

avoid helping her as well.
I will call home, apologize and leave
immediately to complete the work.
I will happily bring the milk, as my friend’s
mother is as important as my friend.
She is only using my closeness with her son. I
will try to escape the situation.
I will bring the milk with some pain and live in
the present.
I will bring the milk for her. It will help me
analyse my family priorities
I will help my friend’s mother, though I know
that she is being unfair.
She is using me. Yet, I will bring milk as it
doesn’t demand my time and energy.
I will avoid helping her and also regret my
foolish behaviour with my family.
If you have an answer that is not available in the nine options please specify here...
Your answer:

10. You need to choose a partner, from your class, for a challenging outdoor activity; in which
you are an expert. How will you select?*
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

I will have a partner who can calmly study one’s

own reactions to problems faced.
I will select a partner who would fight the
problems and hope to overcome them.
I will select a partner who would imitate my
responses to the challenge.
I will select a partner who can give solutions, but
solutions should be aggressive.
I will select a partner who has raw aggression
and also intuition to solve problems.
I will select a partner experienced in similar
activities, yet respects my decisions.
I will tell the partner to follow my expert advice
blindly and fight hard.
I will accept one who imitates me and gives good
suggestions only when asked.
I will go ahead with anyone and choose a person
who is not selected by the rest.
If you have an answer that is not available in the nine options please specify here...
Your answer:
11. Your best poem fell into the hands of a highly influential friend who now says it is his.
How would you react? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

I will develop friendship with the person and

give him credits too.
I will come-what-may claim it back. I will use
violence if required.
I will report it to the authorities. If this fails, I
will ask that person for my rights.
I will convince the person, else move on to create
something higher and better.
I will first convince the person. I will curse myself
for being stupid and also if unable to convince.
I will remain quiet and peacefully request him to
give me credit that is due.
I will accept this, because, probably, I had done
bad to others. Move on in life.
I should not bother about a small poem in such a
large life. I will remain silent.
I will write a better poem. But, learn from this
mistake and be careful in the future.
If you have an answer that is not available in the nine options please specify here...
Your answer:

12. You trained a set of employees for ten years, helping them reach the top. A big company, seeing
their workmanship, offers them jobs with tenfold salaries and allowances. What will you do? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

I will think of possibilities, even if illegal, to

retain them and save my company.
I will offer them better salaries and suggest them
to stay and save my company.
I will release them but suggest they work for my
company as part-timers.
I will start preparing a new set of professionals. I
will start forgetting them.
I will not allow them to accept the new job till I
find new set of stable employees.
I will never forgive their cruelty. I will sadly give
them a farewell party.
I will tell them to stay back for a higher salary
and explain my role in their life.
I will focus on their growth and release them
respectfully with a memorable party.
If a remote possibility, I will lawfully bind them.
I trained them for my company’s growth.
If you have an answer that is not available in the nine options please specify here...
Your answer:
13. If you are offered a job that – is simple and unchallenging; not related to your field; has
less growth; needs an unusual commitment till the age of 60; but with ten times your present
salary – What would you do? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

I will continue my passion part-time and work

here full time.
I will quit wisely by finding them an able
replacement.
I will cleverly quit later if inconvenient. But,
accept it now as I see advantages.
Accept it now. But, later cause inconveniences to
them. There by, forcing them to throw me out.
In life, we have to lose something to gain
something. I will accept the offer though I am
wrong.
I know money is not everything. But I join as
money is ruling the world today.
I will discard this instantaneously and pass the
information as it is useful to others.
I will consult the right people for advice as it is
tempting.
I will accept the offer straight away.
If you have an answer that is not available in the nine options please specify here...
Your answer:

14. A couple in a car, three friends on a bike, and a girl on a scooter are seriously injured in an
accident. The woman was not wearing a seatbelt; the three on the bike were speeding; the girl
was without a helmet. How will you react to these reckless people? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

If my mood and situation are good, I will

definitely help.
I want to help. But I cannot stand such a
situation of wounds and blood.
I will not help them though I have a soft corner
for their stupidity.
I will focus on my priorities, as there are many
others helping the needy.
If others are convinced, let them support. But
they do not deserve my attention.
I will help them with a feeling of empathy
towards such people’s carelessness.
I will assess the degree of damage and decide the
course of action.
I will disregard them as they deserved it. Life
has taught them a lesson.
I will act responsibly, as I was helped by
someone in a similar situation.
If you have an answer that is not available in the nine options please specify here...
Your answer:
15. As you are playing, you hear authentic news from the most trusted source that ‘Earth will
be completely destroyed tomorrow’. What will you do that moment? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

Spend lavishly all the money I have on my

wishes, both good and bad.
Teach a lesson to those who troubled me in the
past and thank the good.
Commit suicide to escape the painful
destruction. Thank nature for all that it gave.
Kill the rich and temporarily upgrade the status
of poor.
Continue to play my favourite game.
Try escape death, as previous sincere efforts to
make life meaningful are wasted.
Wait to witness the act of nature. All troubles of
life will end permanently.
Apologize to whom I have hurt intentionally or
unintentionally. Party till the end.
Make fun of others and self for being too serious
the whole life.
If you have an answer that is not available in the nine options please specify here...
Your answer:

16. You buy a big car. The place where you would like to park is blocked by a tree, one which
your late grandfather had nurtured. You decide to cut it, but your grandmother resists. What
will you do? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

Explain to her the futuristic risks from the tree

and plant a sapling elsewhere.
Regret the inevitable. Hence plant ten trees in a
yard on the city outskirts.
Knowingly lie to her that the root is dangerous
to the foundation of the building.
Buy a smaller car, by selling the previous one.
Convince grandmother with love and plant ten
trees elsewhere.
Any alternative parking is impractical. Cut the
tree not caring what she thinks.
Donate money to people who plants saplings.
Apologize to her. Cut tree.
Donate money to people who plants saplings.
Apologize to her. In the future, think before
making a decision.
Cut the tree, as I am aware of the practicalities of
life. I will tell my parents to convince her.
If you have an answer that is not available in the nine options please specify here...
Your answer:
17. You have invited a person home. That person saved you in a road accident. As you are
talking, you get to know this person had destroyed your father’s career by falsely using his
name in an office fraud. What will you do? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

Try to insult the person, as I love my father and

respect his self-esteem.
Treat the person respectfully, but curse myself to
be saved by that person.
Show my sense of gratitude by offering a
beverage and then send away.
Tell that I am in a hurry and send at the earliest
to avoid the situation.
Pray to God the guest’s downfall.
Remain calm and just leave it at that. Whatever
has to happen will happen.
Avoid for now and introspect later on how the
situation could be handled better.
Thank the person for saving me and also scold
the guest for past misdeeds.
Insult justifiably, in an effort to gain some lost
pride.
If you have an answer that is not available in the nine options please specify here...
Your answer:

18. Your close friend wants you to be his witness in a court case. You are unaware of the
complications. Even if you agree, your life is unthreatened. Other friends have agreed blindly.
What will you do? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

I will do, as my friends are sensible and they

perform activities sensibly.
I will carelessly not do so, as it might risk
someone else.
I will do so only if I am sure that it does not
bother me later.
I will not, because it is irrelevant to my life.
I will not, as it might trouble me later.
I will not, fearing futuristic risk, though I trust
my friend.
I will do only if all of my friends have done it.
I will not as it doesn’t benefit me. What if it
bothers me someday if not today?
I will not. But would not discourage others. After
all, it is my friend’s request.
If you have an answer that is not available in the nine options please specify here...
Your answer:
19. You have to register an unimaginably cheap land in your name. If it is not done today, you
will lose the land. Being principled, you hate bribing. But paying Rs. 5000/- is inevitable. What
would you do? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

Complete the work by developing meaningful

friendship with that person.
Explain that it is unlawful. Explain my urgency.
Explain my stand.
See the amount as tips and give the demanded
money.
Unhappy to bribe, yet, negotiate and give a
lesser amount.
Warn and threaten about the bitter consequences
and get the work done.
To avoid future conflicts, give the money and get
the work done.
Bribe, as the land is more important than
anything else.
Bribe now, as I need the land. Then sympathize
with self for breaking a principle.
Put all efforts and if I fail, bribe at the last.
If you have an answer that is not available in the nine options please specify here...
Your answer:

20. You are to award a scholarship among three people - your neighbour, your relative and
your relative’s good friend who is rebellious and has irritated you. Whom will you select and
why? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

My neighbour because it is a safer option

between the other two participants.
Will first eliminate the rebellious participant for
indifference and then decide.
There is no perfect solution. Decide by lucky
draw.
My relative, knowing that there is no other
solution to save the other two.
I have seen relative’s intense practice for the
event, hence my relative.
My neighbour has won my heart by good
behaviour and performance.
Fearing opinions, will choose the rebel. Also
recommend the others for the prize.
Knowing that all three deserve, give it to a
favourite participant.
Keeping aside my bias, I will declare the rebel as
the winner.
If you have an answer that is not available in the nine options please specify here...
Your answer:
21. You are reading essays on ‘Cleanliness’. Participants have given nine views. Which view
would you support? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

Clean only when required. Otherwise stay cool.

Cleanliness as hygiene and ‘a place for
everything and everything in its place’ and as
aesthetics.
Cleanliness as aesthetics, as ‘a place for
everything and everything in its place’ and
hygiene.
Cleanliness as ‘a place for everything and
everything in its place’ as aesthetics and clean
only when required.
Cleanliness as clean only when required and
aesthetics and ‘a place for everything and
everything in its place’.
Cleanliness as clean only when required and
hygiene.
Cleanliness as a sense of hygiene and clean only
when required.
Cleanliness as a sense of hygiene.
Cleanliness as aesthetics and as ‘a place for
everything and everything in its place’.
If you have an answer that is not available in the nine options please specify here...
Your answer:

22. A person who gave you a loan suddenly dies. There are no records. The person’s rich
family is not affected, even if you do not repay. You are struggling in life. What will you do? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

I will give back the money because I feel guilty.

I will give back the money because it is a moral
responsibility.
I will go and give back the money unwillingly.
I will not give back to their family but will give
the needy a little.
I will use the major amount wisely for myself
and give back the principle amount.
I will return only a convenient amount to the
family members cleverly.
I will continue to pay without considering other
developments.
I will give a little to the family members, little to
needy and keep the rest myself.
I will use the money for self as the loan was not
taken from the family members.
If you have an answer that is not available in the nine options please specify here...
Your answer:
23. Your tenant is good-hearted and also punctual with rent. But, the tenant consumes liquor
and disturbs the neighbours every day, even justifying the mistake. What will you do? *
Strongly Strongly
Agree Neutral Disagree
Agree Disagree

I will talk to my neighbours and assure them that

I will take care of my tenant.
Pray for a solution and remain silent as the
tenant is punctual in paying rent.
Remain quiet but suggest the tenant to solve the
issue wisely.
Ignore the situation. Allow it to be solved
amongst themselves.
Unable to think of a solution, allow it to be
solved between themselves.
Inform the police and send the tenant out for the
misbehaviour.
Join my neighbours and raise my voice against
without hurting the tenant.
Fight with the neighbours in support of the
tenant, as tenant is important to me.
Make the tenant realize the mistake by giving a
chance. Pacify the neighbours.
If you have an answer that is not available in the nine options please specify here...
Your answer:

24. What according to you is life? *

Strongly Strongly
Agree Neutral Disagree
Agree Disagree

A party at a discotheque. Somehow find a new

partner every day.
A useless journey. Yet, one has to live till one
dies.
A bed of roses – Only thorns for me. Rest enjoy
the Roses.
An ocean – Precious inside. Boring waves
outside.
A deep mysterious jungle. The purpose is to find
a way out without disturbing it.
A rat race – Cut throat competition.
An ice-cream. Enjoy before it melts.
A camera. Capture the moments. Develop right
pictures. Ignore wrong ones.
A mountain. Climbing is adventurous and risky,
but calming once on the top.
If you have an answer that is not available in the nine options please specify here...
Your answer:
25. You want to live in such a world *

Strongly Strongly
Agree Neutral Disagree
Agree Disagree

Where the actions of fools are removed and built

on the actions of intellectuals.
Where people have equal facilities, even though
people’s capacities are different.
Where different experiences are honoured but
material success is everything
Where life is a harmony between one’s own
experiences and others’ experiences.
Where give-and-take is a perfectly balanced
policy.
Where there is equality.
Where nobility and science are the two key
words for a happy life.
Where the fittest survive. But physically and
mentally challenged are considered.
Where there is only happiness; no sorrow and no
rules.
If you have an answer that is not available in the nine options please specify here...
Your answer:
1

ªÀåQÛvÀé «±ÉèõÀuÁ G¥ÀPÀgÀt

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DwäÃAiÀÄ §AzsÀÄ,
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C£ÀĨsÀ«¹zÀÝgÉ D DzsÁgÀ¢AzÀ GvÀÛj¹, E®èªÁzÀgÉ ¤ªÀÄä£ÀÄß D ¸À¤ßªÉñÀzÀ°è PÀ°à¹PÉÆAqÀÄ GvÀÛj¹j. F C©ü¥ÁæAiÀÄ
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UÀÄ¥ÀÛªÁVqÀ¯ÁUÀĪÀÅzÀÄ. zsÀ£ÀåªÁzÀUÀ¼ÀÄ.

“*” ಗುರು ರುವ ಪ ೆ ಗಳನು ಅ ಾಯ ಾ ಉತ .

______________________________________________________________________________________________
ಸರು (ಐ ಕ) __________________________________________________________________ ವಯಸು * ___________
ಂಗ * ( ೕವಲ ಒಂದು ಾ ಅನು ಗುರು ) ನನ ಆ ಾರ * ( ೕವಲ ಒಂದು ಾ ಅನು ಗುರು )

ಪ ರುಷ  ಸ ಾ ಾ 
ೕ  ಸ ಾ ಾ ( ನು ೕ ) 
ಇತ  ಾಂ ಾ ಾ 
ೕ ೕನು ಾಡು ರು ?* ಮ ನಂ * (ನಂಬುವ ಎಲ ವನೂ ಗುರು )
ಾ ಾಸ  ಾ ಕ 
ಉ ೂ ೕಗ  ಭೂತ ೕತಗಳು 
ಮು ದ ಾ ಾ ಸ ( ೕವಲ ಒಂದು ಾ ಅನು ಗುರು ) ೕವರ 
೧೦ ೕ ತರಗ ಯ ವ  ಗ ಾ ಾಧ ಯ 
. ಯು. ವ  ಪ ನಜ ನ ದ 
ಾ ತಕ  ಆತ ನ 
ಾ ತ ೂೕತ ರ  ೖಂ ಕ ಆದ / ಆಸ ( ೕವಲ ಒಂದು ಾ ಅನು ಗುರು )

ಎ .  ನ ೖಂ ಕ 
.ಎ .  ಸ ೖಂ ಕ 
ಾಡುವ ಉ ೂ ೕಗವನು ಸ ಉಭಯ ೖಂ ಕ 
_____________________________ ಅ ೖಂ ಕ (ಅ ಾ ಪ ರು / ಸಂ ಾ ಗಳು) 
ಉ ೂ ೕಗದ ಸಮಯ ( ೕವಲ ಒಂದು ಾ ಅನು ಗುರು ) ಈ ಪ ಾ ವ ಯನು ಉತ ದ ಸಮಯ *
ಾ ಾನ ಸಮಯ  02:30 ಂದ 11:00 ಘಂ ಗಳು 
ಳ ನ ಸಮಯ  11:01 ಂದ 17:30 ಘಂ ಗಳು 
ಾ ಯ ಸಮಯ  17:31 ಂದ 22:00 ಘಂ ಗಳು 
ೖ ಾ ಕ * ( ೕವಲ ಒಂದು ಾ ಅನು ಗುರು ) 22:01 ಂದ 02:29 ಘಂ ಗಳು 
ಅ ಾ ತ 
ಾ ತ 
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J) ¸ÀAUÁw M¥Àà¢zÀÝ°è ¯ÉÊAVPÀQæAiÉÄ MAzÀÄ »A¸É. DzÀgÉ
PÉÆ£ÉVzÀÄ E§âjUÀÆ D£ÀAzÀ PÉÆqÀÄvÀÛzÉ.
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5. ¤ªÀÄä ¸ÁªÀÄxÀåðªÀ£ÀÄß ±ÀAQ¹ ºÁ¸Àå ªÀiÁrzÀªÀgÀ£ÀÄß ¤ÃªÀÅ ¤ªÀÄä ¸ÁzsÀ£ÉUÀ½AzÀ d¬Ä¸ÀÄwÛÃj. FUÀ CªÀjUÉ
¹»wAr PÉÆqÀÄvÀÛ°¢ÝÃj. F ¹ÜwAiÀÄ°è ¤ªÀÄUÉãÀ¤ß¸ÀÄvÀÛzÉ?
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C) £À£ÀUÉ vÀÈ¦Û CxÀªÁ ¸ÀA¥ÀÆtðvÉAiÀÄ ¨sÁªÀ EgÀÄvÀÛzÉ

ªÀÄvÀÄÛ ªÀÄÄA¢£À ¥ÀæUÀwAiÀÄ §UÉÎ PÁvÀÄgÀvÉ EgÀÄvÀÛzÉ.
D) £À£Àß°è MAzÀÄ «d¬Äà ¨sÁªÀ EgÀÄvÀÛzÉ ªÀÄvÀÄÛ £À£ÀUÉ
ºÁ¸Àå ªÀiÁrzÀªÀgÀ ªÀÄÄR¨sÁªÀ £ÉÆÃqÀ¨ÉÃPɤ߸ÀÄvÀÛzÉ.
E) £À£ÀUÉãÉÆà ¸Á¢ü¹zÀ ¨sÁªÀ£É EgÀÄvÀÛzÉ. £Á£ÀÄ £À£Àß
§UÉV£À £ÀPÁgÁvÀäPÀ ¨sÁªÀ£ÉUÀ¼À£ÀÄß C½¸ÀÄvÁÛ ¹»AiÀÄ£ÀÄß
ºÀAZÀÄvÁÛ EzÉÝãÉ.
F) £À£ÀUÉ vÀȦÛAiÀÄ ¨sÁªÀ EzÀÝgÀÆ ºÁ¸Àå ªÀiÁrzÀªÀgÀÄ £À£Àß
¸ÁzsÀ£ÉAiÀÄ£ÀÄß M¥ÀÄàªÀ¢®èªÉÇà K£ÉÆà JA§ DvÀAPÀ
EgÀÄvÀÛzÉ.
G) ºÁ¸Àå ªÀiÁrzÀªÀgÀ ¥ÀæwQæAiÉÄAiÀÄ §UÉÎ EgÀ¸ÀÄ ªÀÄÄgÀ¸ÀÄ
DUÀÄvÀÛzÉ. CzÀÄ C£ÀªÀ±ÀåPÀ JAzÀÆ £À£ÀUÀ¤¸ÀÄvÀÛzÉ.
H) £À£ÀUÉ £À£Àß°è£À ¸ÁªÀÄxÀåðªÀ£ÀÄß vÉÆÃj¸À®Ä CªÀPÁ±À
CxÀªÁ ¥ÉæÃgÀuÉ ¤ÃrzÀ CªÀgÀ §UÉÎ PÀÈvÀdÕvÁ ¨sÁªÀ
EgÀÄvÀÛzÉ.
IÄ) £À£Àß §UÉÎ £À£ÀUÉ AiÉÆÃUÀå J£ÀÄߪÀ ¨sÁªÀ ªÀÄvÀÄÛ MA¢µÀÄÖ
¸Á¢ü¹zÀ §UÉÎ ¸ÀAvÀȦÛAiÀÄ ¨sÁªÀ EgÀÄvÀÛzÉ.
IÄÆ) £Á£ÀÄ E£ÀÆß ºÉaÑ£À ¸ÁzsÀ£É ªÀiÁqÀ¨ÉÃPÉA§ ¥ÀæZÉÆÃzÀ£É
¥ÀqÉAiÀÄÄvÉÛÃ£É ºÁUÀÆ F CªÀPÁ±ÀªÀ£ÀÄß ºÁ¸Àå
ªÀiÁrzÀªÀgÀÆA¢UÉ ¸ÉÃqÀÄ wÃj¹PÉƼÀî®Ä §¼À¸ÀÄvÉÛãÉ.
J) ºÁ¸Àå ªÀiÁrzÀªÀgÀ°è EgÀĪÀ £À£Àß §UÉV£À £ÀPÁgÁvÀäPÀ
zsÉÆÃgÀuÉUÀ¼À£ÀÄß w½zÀÄ £Á£ÀÄ CªÀgÀ£ÀÄß UËgÀ«¸ÀÄvÉÛãÉ.

6) ¤ªÀÄä ¥ÀlÖtzÀ°è M§â ±ÁAvÀ ¸Àé¨sÁªÀzÀ ¸ÀAvÀ ªÁ¸ÀªÁVgÀÄvÁÛ£É. DvÀ£À£ÀÄß PÉgÀ½¸À®Ä CxÀªÁ gÉÃV¸À®Ä PÉ®ªÀÅ
QrUÉÃrUÀ¼ÀÄ DvÀ£À ¸ÁߣÀzÀ C£ÀAvÀgÀ ªÀÄÄRzÀ ªÉÄÃ¯É GUÀļÀÄwÛgÀÄvÁÛgÉ. F jÃwAiÀÄ ZÉõÉÖ ªÁgÀzÀªÀgÉUÀÆ
£ÀqÉAiÀÄÄvÀÛzÉ. DzÀgÀÆ D ¸ÀAvÀ£ÀÄ ±ÁAvÀ£ÁVAiÉÄà EgÀÄvÁÛ£É. EzÀjAzÀ D QrUÉÃrUÀ¼ÀÄ UÉÆAzÀ®UÉÆAqÀÄ
NrºÉÆÃUÀÄvÁÛgÉ. ¤ÃªÉ¯ÁèzÀgÀÆ D ¸ÀAvÀ£À ¥Àj¹ÜwAiÀÄ°èzÀÝgÉ ºÉÃUÉ ªÀwð¸ÀÄwÛ¢Ýj?
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C) £À£ÀUÉ F jÃwAiÀÄ ªÀvÀð£É¬ÄAzÀ £ÉÆêÁVzÀÝgÀÆ K£ÀÆ

w½AiÀÄzÀªÀ£ÀAvÉ £Àn¸ÀÄvÉÛãÉ.
D) vÀÄA¨Á £ÉÆë¤AzÀ WÀl£ÉAiÀÄ£ÀÄß ¸À»¹PÉƼÀÄîvÉÛãÉ. DzÀgÉ
D QrUÉÃrUÀ½UÉ ªÀÄÄAzÉÆAzÀÄ ¢£À ¥ÁoÀ PÀ°¸ÀÄvÉÛãÉ.
E) D ¸ÀAvÀ£ÀÄ PÀë«Ä¹zÀAvÉ £Á£ÀÆ PÀÆqÀ ¥ÀÆtðªÁV PÀë«Ä¹
¸ÀĪÀÄä¤gÀÄvÉÛãÉ.
F) £ÀªÀÄä ªÀÄPÀ̼ÀÄ vÀ¥ÀÄà ªÀiÁrzÁUÀ PÀë«Ä¸ÀĪÀAvÉ D
QrUÉÃrUÀ¼À£ÀÄß PÀë«Ä¹ ¸ÀĪÀÄä¤gÀÄvÉÛãÉ. £À£ÀUÉ
CªÀgÉÆA¢UÉ dUÀ¼ÀªÀiÁqÀ®Ä DUÀ¯ÁgÀzÀÄ.
G) F WÀl£É¬ÄAzÀ JAxÀºÀÄzÉà £ÉÆêÀÅ CxÀªÁ ¦ÃqÀ£ÉUÉ
M¼À¥ÀmÁÖUÀ®Æ CzÀjAzÀ C¸ÀàøµÀÖ£ÁV EgÀĪÀ PÀ¯ÉAiÀÄ£ÀÄß
£Á£ÀÄ PÀ°AiÀÄÄvÉÛãÉ.
H) ¸ÁzsÀåªÁzÀ°è EAzÉà E®èªÉà £Á¼É £Á£ÀÄ D
QrUÉÃrUÀ½UÉ ¸ÀjAiÀiÁV ¥ÁoÀ PÀ°¸ÀÄvÉÛãÉ.
IÄ) EAxÀºÀ WÀl£É ¸ÀªÉÃð ¸ÁªÀiÁ£Àå. DzÀÝjAzÀ £Á£ÀÄ D
WÀl£ÉAiÀÄ£ÀÄß PÀqÉUÀt¸ÀÄvÉÛãÉ.
IÄÆ) £À£Àß ¸ÁªÀÄxÁåð£ÀĸÁgÀ £Á£ÀÄ D QrUÉÃrUÀ¼À£ÀÄß
JzÀÄj¸ÀÄvÉÛãÉ. ºÁUÁzÁUÀ ªÀiÁvÀæ £À£ÀUÉ £ÉªÀÄä¢ ¹UÀÄvÀÛzÉ.
J) ªÉÆzÀ®Ä £Á£ÀÄ D QrUÉÃrUÀ½UÉ vÀPÀÌ ¥ÁoÀ PÀ°¸ÀÄvÉÛãÉ.
C£ÀAvÀgÀ CªÀgÀ£ÀÄß PÀë«Ä¸ÀÄvÉÛãÉ. DzÀgÉ CªÀgÀ£ÀÄß ²Që¸ÀzÉÃ
PÀë«Ä¸À¯ÁUÀzÀÄ.
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7) ¤ÃªÀÅ MAzÀÄ ªÀÄUÀÄ«£À N¢UÉ DyðPÀ ¸ÀºÁAiÀÄ ªÀiÁqÀÄwÛÃj. D ªÀÄUÀÄ ¤ªÀÄä §½ §AzÀÄ MAzÀÄ ¥Àæw¶×vÀ
¥ÀjÃPÉëAiÀÄ°è Cw ºÉZÀÄÑ CAPÀ ¥ÀqÉ¢gÀĪɣÉAzÀÄ ºÉüÀÄvÀÛzÉ. D ¸ÀAzÀ¨sÀðzÀ°è ¤ªÀÄUÉãÀÄ C¤¸ÀÄvÀÛzÉ?
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C) D ªÀÄUÀÄ £À£ÀUÉà ªÉÆzÀ®Ä «µÀAiÀÄ w½¹zÉAiÉÄà JAzÀÄ

w½zÀÄPÉƼÀÄîvÉÛÃ£É ªÀÄvÀÄÛ £À£Àß §UÉÎ £À£ÀUÉ C©üªÀiÁ£À
ªÀÄÆqÀÄvÀÛzÉ.
D) ªÀÄUÀĪÀÅ »ÃUÉAiÉÄà M¼ÉîjÃwAiÀÄ°è £À£ÀUÉ ¥Àæw¸ÀàA¢¹zÀgÉ
£À£Àß zsÀ£À¸ÀºÁAiÀĪÀ£ÀÄß »ÃUÉAiÉÄà ªÀÄÄAzÀĪÀj¸ÀĪÉ.
E) ªÀÄUÀĪÀÅ £À£Àß F ¸ÀºÁAiÀĪÀ£ÀÄß ¸ÁªÀðd¤PÀªÁV ºÉüÀÄvÁÛ
M¦àPÉƼÀÄîvÁÛ ºÉÆÃzÀ°è ªÀÄUÀÄ«£À ¸ÀA¥ÀÆtð ²PÀët
PÁ¼ÀfAiÀÄ£ÀÄß £Á£Éà ªÀ»¹PÉƼÀÄîªÉ.
F) £Á£ÀÄ M§â GvÀÛªÀÄ ¥ÀæeÉAiÀÄ£ÀÄß ¤«Äð¹ ¸ÀªÀiÁdzÀ
²æêÀÄAwPÉAiÀÄ£ÀÄß ºÉaѹzÉAzÀÄ vÀÈ¥ÀÛUÉƼÀÄîvÉÛãÉ.
G) £À£Àß eÁtvÀ£À¢AzÀ Dj¹zÀ PÁgÀt GvÀÛªÀÄ¥sÀ°vÁA±À
zÉÆgÀQvÉA§ C©üªÀiÁ£À¢AzÀ ºÉZÀÄÑ ¥ÀæZÁgÀ ªÀiÁqÀÄvÉÛãÉ.
H) D ªÀÄUÀÄ«£À ¨sÀ«µÀå gÀƦ¸ÀÄvÁÛ D ªÀÄUÀÄ«UÉ GvÀÛªÀÄ
J¤¸ÀĪÀ ªÀÄÄA¢£À ²PÀëtzÀ AiÉÆÃd£É ªÀÄvÀÄÛ D PÉ®¸À
ZÉ£ÁßV DUÀĪÀAvÉ ¤ªÀð»¸ÀÄvÉÛãÉ.
IÄ) ªÀÄUÀÄ«£À ¸ÁzsÀ£É¬ÄAzÀ D£ÀAzÀªÀ£ÀߣÀĨsÀ«¹ E£ÀÆß ºÉZÀÄÑ
ªÀÄPÀ̼À ²PÀëtPÉÌ C©üªÀiÁ£À¢AzÀ DyðPÀ ¸ÀºÁAiÀÄ
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IÄÆ) F jÃwAiÀÄ zsÀ£À¸ÀºÁAiÀÄ ¥ÀqÉzÀÄ ºÉÃUÉ CzÀgÀ ¥ÀævÀÄå¥ÀPÁgÀ
ªÀiÁqÀ¨ÉÃPÉAzÀÄ ªÀÄUÀÄ«UÉ w½¹ ºÉüÀÄvÉÛÃ£É ªÀÄvÀÄÛ D
¢QÌ£À°è ªÀÄUÀÄ«£À AiÀıÀ¹ìUÁV ºÁgÉʸÀÄvÉÛãÉ.
J) D ¥Àæw¨sÁªÀAvÀ ªÀÄUÀÄ ¸ÀA¥ÀÆtðªÁV £À£ÀߣÉßà CªÀ®A©¹
§zÀPÀĪÀAvÉ ªÀiÁqÀÄvÁÛ £Á£ÀÄ ªÀÄÄA¢£À zsÀ£À¸ÀºÁAiÀÄ
ªÀiÁqÀÄvÉÛãÉ.

8) £À£Àß «ZÁgÀzÀAvÉ zÉêÀgÉAzÀgÉ -

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C) ºÁ zÉêÀgÀÄ!? £À£Àß w¼ÀĪÀ½PÉAiÀÄ°è D jÃwAiÀÄ AiÀiÁªÀÅzÉÃ

MAzÀÄ ªÀ¸ÀÄÛ E®è.
D) £À£Àß fêÀ£ÀPÉÌ CªÀ±ÀåPÀªÀ®èzÀ MAzÀÄ ¸ÀPÁgÁvÀäPÀ ±ÀQÛ
zÉêÀgÀÄ. CzÀÄ PÉêÀ® ¸ÁzsÀPÀjUÉ CxÀªÁ ¸ÁPÁëvÁÌgÀ
ªÀiÁrPÉƼÀî®Ä §AiÀĸÀĪÀªÀjUÉ.
E) J¯Áè fëUÀ¼À°ègÀĪÀ MAzÀÄ ªÉʲéPÀ ±ÀQÛ.
F) zÀÄ:R ¤ªÁgÀPÀ EµÀÖ ¥ÀæzÁAiÀÄPÀ vÀ£ÀÆä®PÀ ¸ÀÄR
D£ÀAzÀªÀ£ÀÄßAlĪÀiÁqÀĪÀ MAzÀÄ §®.
G) C¹ÛvÀézÀ°è EgÀzÀ MAzÀÄ PÀ®à£É.
(H) zÉêÀgÀÄ MAzÀÄ ¥ÉæÃgÀuÁ ±ÀQÛ. ªÀiÁUÀðzÀ±ÀðPÀ ±ÀQÛ.
£À£ÀUÉ/£À£Àß fêÀ£ÀPÉÌ F ±ÀQÛ¬ÄAzÀ K£ÀÄ G¥ÀAiÉÆÃUÀ
JAzÀÄ £Á£ÀÄ w½AiÀÄ®Ä ¥ÀæAiÀÄw߸ÀÄwÛgÀĪÉ.
IÄ) zÉêÀgÀÄ £ÀªÀÄä PÀªÀiÁð£ÀĸÁgÀ ¥sÀ®UÀ¼À£ÀÄß PÉÆqÀĪÀ ±ÀQÛ.
D zÉêÀgÀÄ J®èjUÉÆøÀÌgÀ EzÁÝ£É.
IÄÆ) CªÀ±ÀåPÀvÉ EgÀĪÀªÀjUÉ CxÀªÁ PÀµÀÖzÀ°ègÀĪÀªÀjUÉ ¨ÉÃPÁzÀ .
MAzÀÄ D®A§£É zÉêÀgÀÄ. DzÀgÉ £Á£ÀÄ ¸ÁéªÀ®A©. (£À£ÀUÉ
zÉêÀgÀ D¸ÀgÉ ¨ÉÃqÀ)
J) £ÉÊwPÀ ªÀiË®åUÀ¼À£ÀÄß ¥ÀæwµÁצ¸À®Ä ªÀiÁ£ÀªÀ¤AzÀ
D«µÀÌj¸À®àlÖ ºÁUÀÆ C¹ÛvÀézÀ°ègÀzÀ ªÀ¸ÀÄÛªÉà zÉêÀgÀÄ.
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9) ¤ÃªÀÅ DvÀÄgÀªÁV ¤ªÀÄä UɼÉAiÀÄ£À ªÀÄ£ÉUÉ ºÉÆgÀn¢ÝÃj. ¤ªÀÄä CªÀÄä UÀr©r EzÀÝgÀÆ ºÁ°£À ¥ÉÆlÖt
MAzÀ£ÀÄß vÀAzÀÄPÉÆlÄÖ ºÉÆÃUÀÄ JAzÀÄ ºÉüÀÄvÁÛ¼É. DzÀgÉ CªÀÄä¤UÉ ºÁ®Ä vÀAzÀÄPÉÆqÀzÉà ºÁUÉAiÉÄÃ
ºÉÆÃUÀÄwÛÃj. UɼÉAiÀÄ£À ªÀÄ£ÀUÉ ºÉÆÃzÁUÀ UɼÉAiÀÄ£À vÁ¬Ä ¤ªÀÄUÉ MAzÀÄ ºÁ°£À ¥ÉÆlÖt vÀAzÀÄPÉÆqÀ®Ä
PÉüÀÄvÁÛ¼É. D ¸ÀAzÀ¨sÀðzÀ°è ¤ªÀÄUÉãÀÄ C¤¸ÀÄvÀÛzÉ?
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C) £À£Àß PÀÄlÄA§zÉÆA¢UÉ £À£Àß £ÀqÀvÉ vÀ¥ÁàVgÀĪÀÅzÀÄ ªÀÄvÀÄÛ

¸ÀtÚvÀ£À¢AzÀ PÀÆrzÉÝAzÀÄ C¤¸ÀÄvÀÛzÉ, DzÀ PÁgÀt £À£Àß
UɼÉAiÀÄ£À vÁ¬ÄUÀÆ ¸ÀºÁAiÀĪÀiÁqÀzÉ vÀ¦à¹PÉƼÀÄîvÉÛãÉ.
D) £Á£ÀÄ ªÀÄ£ÉUÉ PÀgɪÀiÁr PÀëªÀiÁ¥ÀuÉ PÉüÀÄvÉÛÃ£É ªÀÄvÀÄÛ ªÀÄgÀ½
ªÀÄ£ÉUÉ ºÉÆÃV vÀPÀët CªÀÄä¤UÉ PÉ®¸À ªÀÄÄV¸À®Ä
¸ÀºÀPÀj¸ÀÄvÉÛãÉ.
E) £À£Àß UɼÉAiÀÄ£À vÁ¬Ä £À£ÀUÉ UɼÉAiÀÄ£ÀµÉÖà ªÀÄÄRåªÁzÀÝjAzÀ
¸ÀAvÉÆõÀ¢AzÀ £Á£ÀªÀjUÉ ºÁ®Ä vÀAzÀÄPÉÆqÀÄvÉÛãÉ.
F) £À£Àß UɼÉAiÀÄ£À vÁ¬Ä UɼÀAiÀÄ£ÉÆA¢UÉ £À£ÀVgÀĪÀ
¸ÉßúÀ¸À°UÉAiÀÄ£ÀÄß ªÀiÁvÀæ §¼À¹ PÉ®¸ÀªÀiÁr¸ÀÄwÛzÁÝgÉ.
£Á£ÀÄ D ¸À¤ßªÉñÀ¢AzÀ vÀ¦à¹PÉƼÀî®Ä AiÀÄw߸ÀÄvÉÛãÉ.
G) ¨ÉøÀgÀ¢AzÀ UɼÉAiÀÄ£À vÁ¬ÄUÉ ºÁ®Ä vÀAzÀÄPÉÆqÀÄvÉÛãÉ.
£ÀAvÀgÀ ºÀ¼ÉAiÀÄzÀ£ÀÄß ªÀÄgÉvÀÄ ªÀvÀðªÀiÁ£ÀzÀ°è §zÀÄPÀÄvÉÛãÉ.
H) £À£Àß UɼÉAiÀÄ£À vÁ¬ÄUÉ ºÁ®Ä vÀAzÀÄPÉÆqÀÄvÉÛãÉ. EzÀjAzÀ
£À£Àß PÀÄlÄA§zÀ DªÀ±ÀåPÀvÉUÀ¼À£ÀÄß DzÀåvÉUÀ¼À£ÀÄß
w½zÀÄPÉƼÀî®Ä ¸ÀºÁAiÀĪÁUÀÄvÀÛzÉ.
IÄ) UɼÉAiÀÄ£À vÁ¬Ä £À£ÀߣÀÄß vÀ¥ÁàV §¼À¹PÉƼÀÄîwÛzÁÝgÉ
JAzÀÄ w½zÀÆ £Á£ÀÄ CªÀjUÉ ºÁ®Ä vÀAzÀÄPÉÆqÀÄvÉÛãÉ.
IÄÆ) UɼÉAiÀÄ£À vÁ¬Ä £À£ÀߣÀÄß §¼À¹PÉƼÀÄîwÛzÁÝgÉ. DzÀgÀÆ F
PÉ®¸À¢AzÀ £À£Àß ¸ÀªÀÄAiÀÄ CxÀªÁ ±ÀQÛ §ºÀ¼À
RZÁðUÀĪÀÅ¢®è. DzÀÝjAzÀ CªÀjUÉ ºÁ®Ä vÀAzÀÄPÉÆqÀÄvÉÛãÉ.
J) UɼÉAiÀÄ£À vÁ¬ÄUÉ ¸ÀºÁAiÀÄ ªÀiÁqÀzÉ vÀ¦à¹PÉƼÀÄîvÉÛãÉ
ªÀÄvÀÄÛ £À£Àß ªÀÄ£ÉAiÀĪÀgÉÆqÀ£É £ÀqɹzÀ PÀëÄ®èPÀ vÀ¥ÀÄà
£ÀqÉvÉUÁV ¥À±ÁÑvÁÛ¥À ¥ÀqÀÄvÉÛãÉ.
10) ¤ÃªÀÅ ¤¥ÀÄtgÁVgÀĪÀ, MAzÀÄ ¸ÀàzsÁðvÀäPÀªÁzÀ ºÉÆgÁAUÀt ZÀlĪÀnPÉUÉ ¤ªÀÄä vÀgÀUÀwAiÀÄ M§â ¸ÀºÀ¸Àà¢üðAiÀÄ£ÀÄß
DAiÉÄÌ ªÀiÁrPÉƼÀî¨ÉÃPÁVzÉ. ¤ÃªÀÅ JAxÀªÀgÀ£ÀÄß DAiÉÄÌ ªÀiÁqÀÄ«j?
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C) JzÀÄgÁzÀ ¸ÀªÀĸÉåUÀ¼À£ÀÄß CzÀPÉÌ ¨ÉÃPÁzÀ ¥ÀæwQæAiÉÄUÀ¼À£ÀÄß

±ÁAvÀªÁV CªÀ¯ÉÆÃQ¹ ªÀÄÄAzÀĪÀjAiÀÄĪÀ ¸Àà¢üðAiÀÄ£ÀÄß
Dj¹PÉƼÀÄîªÉ.
D) ¸ÀªÀĸÉåUÀ¼ÉÆA¢UÉ ºÉÆÃgÁqÀĪÀ ªÀÄvÀÄÛ CªÀÅUÀ¼À£ÀÄß
«ÄÃj§gÀĪÀ ¸ÀzÁ±ÀAiÀÄ ºÉÆA¢gÀĪÀ ¸ÀºÀ¸Àà¢üðAiÀÄ£Áßj¸ÀĪÉ.
E) ¸ÀªÀĸÉåUÀ¼ÉzÀÄgÁzÁUÀ £Á£ÀÄ ºÉÃUÉ ¥ÀæwQæAiÉÄ
¤ÃqÀÄvÉÛãÉAiÉÆà CzÀ£Éßà C£ÀÄPÀgÀuÉ ªÀiÁqÀĪÀ M§â
¸ÀºÀ¸Àà¢üðAiÀÄ£Áßj¸ÀĪÉ.
F) PÀpt DPÀæªÀÄtPÁj ¥ÀæwQæAiÉÄ ¤ÃqÀ§®è ¸ÀºÀ¸Àà¢üðAiÀÄ£ÀÄß
DAiÉÄÌ ªÀiÁqÀĪÉ.
G) CµÉÆÖAzÀÄ PÉÆÃ¥ÉÆâæPÀÛ£ÁUÀzÀ DzÀgÉ ¸ÀªÀĸÉåUÀ¼À£ÀÄß
¥ÀjºÀj¸ÀĪÀ DAvÀjPÀ±ÀQÛ ºÉÆA¢gÀĪÀ ¸ÀºÀ¸Àà¢üðAiÀÄ£ÀÄß Dj¸ÀĪÉ.
H) DAiÀÄÝ ¸ÀàzsÉðAiÀÄ°è ZÉ£ÁßV C£ÀĨsÀªÀªÀ£ÀÄß ºÉÆA¢gÀĪÀ DzÀgÉ
£À£Àß ¤tðAiÀÄUÀ¼À£ÀÄß UËgÀ«¸ÀĪÀ ¸ÀºÀ¸Àà¢üðAiÀÄ£ÀÄß Dj¸ÀĪÉ.
IÄ) £À£Àß PÀıÀ® ¸À®ºÉUÀ¼À£ÀÄß AiÉÆÃa¸ÀzÉà C£ÀÄPÀj¸ÀĪÀ DzÀgÉ
¥À槮ªÁV £À£ÉÆßqÀ£É JzÀÄgÁ½UÀ¼ÉÆA¢UÉ ºÉÆÃgÁqÀ§®è
¸ÀºÀ¸Àà¢üðAiÀÄ£ÀÄß Dj¸ÀĪÉ.
IÄÆ) £À£ÀߣÀÄß C£ÀÄPÀgÀuÉ ªÀiÁqÀĪÀ ªÀÄvÀÄÛ £Á£ÀÄ PÉýzÁUÀ ªÀiÁvÀæ
¸À®ºÉUÀ¼À£ÀÄß PÉÆqÀĪÀ ¸ÀºÀ¸Àà¢üð CxÀªÁ eÉÆvÉUÁgÀ£À£ÀÄß
ºÀÄqÀÄPÀĪÉ.
J) ¨ÉÃgÉ AiÀiÁgÀÆ Dj¹PÉÆArgÀzÀ AiÀiÁgÁzÀgÉƧâ
eÉÆvÉUÁgÀ£À£ÀÄß Dj¹PÉÆAqÀÄ ªÀÄÄAzÀĪÀgÉAiÀÄĪÉ.
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11) CvÀåAvÀ ¥Àæ¨sÁ«AiÀiÁVgÀĪÀ ¤ªÀÄä UɼÉAiÀÄ£ÉƧâ£À PÉÊUÉ ¤ÃªÉà ¸ÀéAvÀªÁV §gÉzÀ ¥ÀzÀåªÉÇAzÀÄ ¹QÌzÉ. D UɼÉAiÀÄ
¥ÀzÀå (£Á£Éà §gÉzÀzÀÄÝ) £À£ÀßzÉà JAzÀÄ ºÉýPÉƼÀÄîvÁÛ£É. F ¸ÀAzÀ¨sÀðzÀ°è ¤ÃªÉãÀÄ ªÀiÁqÀÄ«j.
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C) £Á£ÀÄ D UɼÉAiÀÄ£ÉÆA¢UÉ UɼÉvÀ£ÀªÀ£ÀÄß ºÁUÉÃ

ªÀÄÄAzÀĪÀj¸ÀÄvÉÛÃ£É ªÀÄvÀÄÛ D ¥ÀzÀåzÀ ±ÉæÃAiÀĸÀì£ÀÄß
CªÀ¤UÉà PÉÆqÀÄvÉÛãÉ.
D) D ¥ÀzÀåªÀ£ÀÄß ºÉÃUÁzÀgÀÆ ªÀÄgÀ½ ¥ÀqÉAiÀÄÄvÉÛÃ£É ªÀÄvÀÄÛ
CUÀvÀå«zÀÝ°è »A¸ÁªÀiÁUÀðªÀ£ÀÄß ¨ÉÃPÁzÀgÀÆ
D±Àæ¬Ä¸ÀÄvÉÛãÉ.
E) F «µÀAiÀĪÀ£ÀÄß ¸ÀA§A¢ü¹zÀ C¢üPÁjUÀ½UÉ w½¸ÀÄvÉÛãÉ.
¸ÀjºÉÆÃUÀ¢zÀÝgÉ £À£Àß ºÀQÌUÁV £À£Àß UɼÉAiÀÄ£À£Éßà ºÉÆÃV
PÉüÀÄvÉÛãÉ.
F) ªÉÆzÀ®Ä £À£Àß UɼÉAiÀĤUÉ w½ºÉüÀ®Ä ¥ÀæAiÀÄw߸ÀÄvÉÛãÉ,
DUÀ¢zÀÝgÉ CzÀQÌAvÀ ZÉ£ÁßVgÀĪÀ/ºÉaÑ£ÀzÁVgÀĪÀ
E£ÉÆßAzÀÄ ¥ÀzÀå §gÉAiÀÄÄvÉÛãÉ.
G) ªÉÆzÀ®Ä UɼÉAiÀĤUÉ w½ºÉüÀ®Ä ¥ÀæAiÀÄw߸ÀÄvÉÛãÉ.
CzÁUÀ¢zÀÝ°è £À£Àß ªÀÄÆRðvÀ£ÀzÀ §UÉÎ ±À¦¹PÉƼÀÄîvÉÛãÉ.
H) £Á£ÀÄ ¸ÀĪÀÄä£É ±ÁAvÀ£ÁV ¸ÀªÀiÁzsÁ£À¢AzÀ EzÀÄÝ £À£ÀUÉ
¸ÀAzÀ¨ÉÃPÁzÀ ±ÉæÃAiÀĸÀì£ÀÄß £À£ÀUÉ §gÀĪÀAvÉ ªÀiÁqÀÄ JAzÀÄ
«£ÀAw¸ÀÄvÉÛãÉ.
IÄ) ¥ÁæAiÀıÀ: £Á£ÀÄ AiÀiÁjUÁzÀgÀÆ C£ÁåAiÀÄ ªÀiÁrgÀ¨ÉÃPÀÄ.
DzÀÝjAzÀ¯Éà £À£ÀUÉ »ÃUÁVgÀ¨ÉÃPÉAzÀÄ §AzÀ ¹ÜwAiÀÄ£ÀÄß
M¦àPÉÆAqÀÄ ºÁUÉà fêÀ£À ªÀÄÄAzÀĪÀgɸÀÄvÉÛãÉ.
IÄÆ) EµÉÆÖAzÀÄ zÉÆqÀØzÁzÀ ªÀĺÀvÀéªÀżÀî fêÀ£ÀzÀ°è MAzÀÄ
¸ÀtÚ ¥ÀzÀåPÁÌV £Á£ÀÄ vÀ¯ÉPÉr¹PÉƼÀÄîªÀÅ¢®è. £Á£ÀÄ
¸ÀĪÀÄä¤zÀÄÝ©qÀÄvÉÛãÉ.
J) £Á£ÀÄ E£ÀÆß ZÉ£ÁßVgÀĪÀ ¥ÀzÀå §gÉAiÀÄÄvÉÛÃ£É DzÀgÉ F
vÀ¦à¤AzÀ JZÉÑvÀÄÛPÉÆAqÀÄ ªÀÄÄAzÉ »ÃUÁUÀzÀAvÉ
JZÀÑgÀªÁVgÀÄvÉÛãÉ.

12) ¤ªÀÄä°è PÉ®¸ÀªÀiÁqÀÄwÛgÀĪÀ/GzÉÆåÃUÀªÀiÁqÀÄwÛgÀĪÀ MA¢µÀÄÖ PÉ®¸ÀUÁgÀjUÉ ¤ÃªÀÅ PÀ¼ÉzÀ 10 ªÀµÀðUÀ½AzÀ

vÀgÀ¨ÉÃw PÉÆlÄÖ CªÀgÀÄ vÀÄA¨Á £ÀÄjvÀ PÀıÀ® PÉ®¸ÀUÁgÀgÁUÀĪÀAvÉ ªÀiÁr¢ÝÃj. CªÀgÀ PÁAiÀÄðPÀıÀ®vÉ £ÉÆÃr
MAzÀÄ zÉÆqÀØ ªÁtÂdå ¸ÀA¸ÉÜ (PÀA¥À¤) CªÀjUÉ (¤ªÀÄVAvÀ) ºÀvÀÄÛ ¥ÀlÄÖ ºÉaÑUÉ ¸ÀA§¼À ªÀÄvÀÄÛ
¸ÀªÀ®vÀÄÛUÀ¼À£ÀÄß PÉÆlÄÖ £ÀªÀÄä°è PÉ®¸ÀPÉÌ §¤ß JAzÀÄ CªÀgÀ£ÀÄß §gÀ®Ä PÉüÀÄvÁÛgÉ. F ¸ÀAzÀ¨sÀðzÀ°è ¤ÃªÉãÀÄ
ªÀiÁqÀÄ«j?
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C) C£ÉåwPÀ CxÀªÁ C£ÁåAiÀĪÁzÀgÀÆ CªÀgÀ£ÀÄß £À£Àß

PÀA¥À¤AiÀÄ°è G½¹PÉƼÀî®Ä DUÀ§ºÀÄzÁzÀ J¯Áè
¸ÁzsÀåvÉUÀ¼À£ÀÄß AiÉÆÃa¸ÀÄªÉ ªÀÄvÀÄÛ £À£Àß G¢ÝªÉÄAiÀÄ£ÀÄß
G½¹PÉƼÀî®Ä AiÀÄw߸ÀĪÉ.
D) CªÀjUÉ E£ÀÆß GvÀÛªÀĪÁzÀ ¸ÀA§¼À PÉÆqÀĪÀÅzÁV
¨sÀgÀªÀ¸ÉPÉÆlÄÖ, £À£Àß G¢ÝªÉÄAiÀÄ£ÀÄß G½¹ E¯ÉèÃ
EgÀ¨ÉÃPÉAzÀÄ ¸À®ºÉ ¤ÃqÀĪÉ.
E) CªÀgÀ£ÀÄß ºÉaÑ£À ¸ÀA§¼À ¹UÀĪÀ°è PÉ®¸ÀªÀiÁqÀ®Ä .
ªÀÄÄPÀÛUÉƽ¸ÀÄªÉ DzÀgÉ CgÉPÁ°PÀªÁV £À£Àß®Æè
PÉ®¸ÀªÀiÁrgÉAzÀÄ ¸À®ºÉ PÉÆqÀÄªÉ («£ÀAw¹PÉƼÀÄîªÉ)
F) £Á£ÀÄ ºÉƸÀzÁV PÉ®¸ÀUÁgÀgÀ UÀÄA¥À£Áßj¹ CªÀjUÉ
GvÀÛªÀÄ vÀgÀ¨ÉÃwAiÀÄ£ÀÄß PÉÆqÀ¯ÁgÀA©ü¸ÀÄªÉ ºÁUÀÆ ºÀ¼ÉAiÀÄ
UÀÄA¥À£ÀÄß ªÀÄgÉAiÀÄ®Ä ¥ÁægÀA©ü¸ÀĪÉ.
G) £À£Àß G¢ÝªÉÄUÉ M¼ÉîAiÀÄ ¥ÀAiÀiÁðAiÀÄ PÉ®¸ÀUÁgÀgÀÄ ¹UÀĪÀ
vÀ£ÀPÀ ¤ÃªÀÅ ¨ÉÃgÉPÀqÉ PÉ®¸À ªÀiÁqÀ¨ÁgÀzÉAzÀÄ £Á£ÀªÀgÀ£ÀÄß
vÀqÉAiÀÄĪÉ.
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H) CªÀgÀ PÀÆægÀvÉ ºÁUÀÆ PÀÈvÀWÀßvÉAiÀÄ£ÀÄß JAzÀÆ

ªÀÄgÉAiÀįÁgÉ. CªÀgÀ£ÀÄß ¨ÉøÀgÀ¢AzÀ ©Ã¼ÉÆÌqÀĪÉ.
IÄ) CªÀgÀ fãÀªÀ£ÀzÀ°è £À£Àß ªÀĺÀvÀézÀ ¥ÁvÀæ K£ÉAzÀÄ CªÀjUÉ
«ªÀj¹ ºÉaÑ£À ¸ÀA§¼À ¥ÀqÉzÀÄ £À£À߯Éèà G½¬ÄgÉAzÀÄ
CªÀjUÉ w½¸ÀĪÉ.
IÄÆ) CªÀgÀ ªÀÄÄA¢£À ¨É¼ÀªÀtÂUÉUÉ ºÉaÑ£À ªÀĺÀvÀéªÀ£ÀÄß
PÉÆqÀÄvÁÛ £Á£ÀªÀgÀ£ÀÄß UËgÀªÀ¢AzÀ ©Ã¼ÉÆÌqÀĪÉ. MAzÀÄ
ªÀÄgÉAiÀįÁUÀzÀ «zÁAiÀÄ ¸ÀªÀiÁgÀA¨sÀªÀ£ÀÆß K¥Àðr¸ÀĪÉ.
J) CªÀPÁ±ÀªÁzÀ°è PÁ£ÀÆ£ÀÄjÃvÁå £À£À߯Éèà EgÀĪÀAvÉ
PÀnÖºÁPÀĪÉ. £Á£ÀªÀjUÉ £À£Àß G¢ÝªÉÄAiÀÄ£ÀÄß ¨É¼À¸À¯ÉAzÉÃ
vÀgÀ¨ÉÃw PÉÆnÖzÉÝãÉ.

13) ¤ªÀÄUÉ FUÀ ¤ÃªÀÅ ªÀiÁqÀÄwÛgÀĪÀ PÉ®¸ÀQÌAvÀ Cw ¸ÀgÀ¼ÀªÁzÀ, ¸ÀªÁ®ÄUÀ½®èzÀ, ¤ªÀÄä ¥ÀjtwAiÀÄ PÉëÃvÀæPÉÌ
¸ÀA§A¢ü¸ÀzÀ, ¨É¼ÀªÀtÂUÉ E®èzÀ, 60 £Éà ªÀAiÀĹì£ÀªÀgÀUÉ J£ÀÆ «±ÉõÀ E®èzÀ PÁAiÀÄð¸ÀªÀÄ¥ÀðuÉ ºÉÆA¢gÀĪÀ
PÉ®¸ÀªÀ£ÀÄß PÉÆlÄÖ FV£À ¸ÀA§¼ÀQÌAvÀ ºÀvÀÄÛ¥ÀlÄÖ ºÉZÀÄÑ ¸ÀA§¼À PÉÆlÖgÉ DUÀ ¤ÃªÉãÀÄ ªÀiÁqÀÄ«j?
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C) £À£Àß LaÑPÀ CxÀªÁ D¸ÀQÛAiÀÄ PÉ®¸ÀªÀ£ÀÄß CgÉPÁ°PÀªÁV

ªÀiÁqÀÄvÁÛ ºÉƸÀ PÉ®¸ÀªÀ£ÀÄß ¥ÀÆtðPÁ°PÀªÁV CxÀªÁ
ªÀÄÄRåPÉ®¸ÀªÁV ªÀiÁqÀĪÉ.
D) £À£Àß PÉ®¸ÀPÉÌ ¥ÀAiÀiÁðAiÀÄ ªÀåªÀ¸ÉÜAiÀÄ£ÀÄß ªÀiÁr
eÁtvÀ£À¢AzÀ FV£À PÉ®¸ÀªÀ£ÀÄß ©lÄÖ©qÀĪÉ.
E) ¸ÀzÀåPÉÌ ¯Á¨sÀzÁAiÀÄPÀ C£ÀÄPÀÆ®PÀgÀªÁzÀÄzÀjAzÀ ºÉƸÀ
PÉ®¸À ªÀiÁqÀ¯ÁgÀA©ü¹ C£ÀAvÀgÀ C£Á£ÀÄPÀÆ®PÀgÀªÁzÀ°è
ºÉƸÀ PÉ®¸ÀªÀ£ÀÄß eÁtvÀ£À¢AzÀ ©lÄÖ©qÀĪÉ.
F) ¸ÀzÀåPÉÌ ºÉƸÀPÉ®¸À ªÀiÁqÀ¯ÁgÀA©ü¸ÀĪÉ. C£ÀAvÀgÀ ºÉƸÀ
PÉ®¸À PÉÆlÖªÀjUÉ CqÀZÀuÉAiÀÄÄAlĪÀiÁr CªÀgÉà £À£ÀߣÀÄß
PÉ®¸À¢AzÀ vÉUÉAiÀÄĪÀAvÉ ªÀiÁqÀĪÉ.
G) fêÀ£ÀzÀ°è MAzÀ£ÀÄß ¥ÀqÉAiÀÄ®Ä ªÀÄvÉÆÛAzÀ£ÀÄß
©qÀ¨ÉÃPÉA§ÄzÀÄ ¸ÀvÀå. ºÉƸÀPÉ®¸ÀzÀ DAiÉÄÌ vÀ¥ÀÄà JA¢
w½zÀÆ £Á£ÀÄ ºÁUÉà ªÀiÁqÀĪÉ.
H) fêÀ£ÀzÀ°è ºÀtªÉà J®èQÌAvÀ ªÀÄÄRå C®è DzÀgÉ ºÀtªÉÃ
dUÀwÛ£À Cw zÉÆqÀØ ±ÀQÛ, DzÀÝjAzÀ ºÉƸÀ PÉ®¸ÀªÀ£ÀÄß
ªÀiÁqÀĪÉ.
IÄ) ºÉƸÀPÉ®¸ÀªÀ£ÀÄß £Á£ÀÄ wgÀ¸ÀÌj¸ÀÄªÉ ªÀÄvÀÄÛ
CUÀvÀå«gÀĪÀªÀjUÉ F PÉ®¸ÀzÀ §UÉÎ w½¸ÀĪÉ.
IÄÆ) ºÉƸÀPÉ®¸À DPÀµÀðPÀªÁV ªÀÄ£À¸Àì£ÀÄß J¼ÉAiÀÄÄwÛgÀĪÀÅzÀjAzÀ
K£ÀÄ ªÀiÁqÀ¨ÉÃPÉAzÀÄ AiÉÆÃUÀåªÀåQÛUÀ¼À£ÀÄß ¸ÀA¥ÀQð¹ CªÀgÀ
¸À®ºÉ PÉüÀĪÉ.
J) vÀPÀëtªÉà £ÉÃgÀªÁV £Á£ÀÄ ºÉƸÀPÉ®¸ÀªÀ£ÀÄß M¦àPÉƼÀÄîªÉ.
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14) PÁj£À°è PÀĽvÀ zÀA¥Àw, ¨ÉÊPï¸ÀªÁgÀgÁzÀ ªÀÄÆgÀÄ d£À UɼÉAiÀÄgÀÄ ªÀÄvÀÄÛ ¸ÀÆÌlgÀ ªÉÄð£À M§â¼ÀÄ ºÀÄqÀÄV,
EªÀgÉ®ègÀÆ C¥ÀWÁvÀPÉÌ ¹®ÄQ UÁAiÀÄUÉÆAqÀÄ §A¢zÁÝgÉ. zÀA¥ÀwUÀ¼À°è ªÀÄ»¼É ¹Ãmï ¨É¯ïÖ ºÁQPÉÆArgÀ°®è.
¨ÉÊPï ªÉÄð£À UɼÉAiÀÄgÀÄ ªÉÃUÀªÁV ¨ÉÊPï Nr¸ÀÄwÛzÀÝgÀÄ ªÀÄvÀÄÛ ¸ÀÆÌn ªÉÄð£À ºÀÄqÀÄV ºÉ¯Éämï zsÀj¹gÀ°®è.
F jÃwAiÀÄ CeÁUÀgÀÆPÀ d£ÀUÀ¼À §UÉÎ ¤ÃªÀÅ AiÀiÁªÀ jÃw ¥ÀæwQæAiÉÄ ¤ÃqÀÄ«j?
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ಒಪ ೇ ೆ ಸ ಾ ೆ
C) £À£Àß ªÀÄ£À¸ÀÄì ªÀÄvÀÄÛ ¸À¤ßªÉñÀ ¸ÀjAiÀiÁVzÀÝgÉ £Á£ÀÄ J®èjUÀÆ
¸ÀºÁAiÀÄ ªÀiÁqÀĪÉ.
D) £À£ÀUÉ ¸ÀºÁAiÀÄ ªÀiÁqÀ®Ä EµÀÖ, DzÀgÉ gÀPÀÛ UÁAiÀÄUÀ¼ÀÄ, ªÀÄvÀÄÛ
D zÀȱÀåªÀ£ÀÄß £À¤ßAzÀ £ÉÆÃqÀ®Ä CxÀªÁ ¸À»¸À®Ä DUÀzÀÄ.
E) CªÀgÉ®ègÀÆ ªÀiÁrgÀĪÀ vÀ¦à£À §UÉÎ ªÀÄÈzÀĨsÁªÀ EzÀÝgÀÆ,
£Á£ÀªÀjUÉ ¸ÀºÁAiÀÄ ªÀiÁqÀĪÀÅ¢®è.
F) £À£Àß ¥ÁæªÀÄÄRåvÉ §UÉÎ £Á£ÀÄ ®PÀëöå PÉÆqÀĪÉ. C°è CªÀ±ÀåPÀvÉ
EgÀĪÀªÀjUÉ ¸ÀºÁAiÀĪÀiÁqÀ®Ä ¨ÉÃgÉ d£À §ºÀ¼À EzÁÝgÉ.
G) C¥ÀWÁvÀUÀæ¸ÀÛjUÉ ¸ÀºÁAiÀÄ ªÀiÁqÀ®Ä ¨ÉÃgÉAiÀĪÀjUÉ M¦àUÉ EzÀÝgÉ
¸ÀºÁAiÀÄ ªÀiÁqÀ°. DzÀgÉ £À£Àß ¸ÀºÁAiÀĪÀ£ÀÄß C¥ÉÃQë¸À®Ä CªÀgÀÄ
AiÉÆÃUÀågÀ®è.
H) F jÃwAiÀÄ d£ÀgÀ CeÁUÀgÀÆPÀvÉ ªÀÄvÀÄÛ vÀ¦à£À §UÉÎ
PÀëªÀiÁ¥ÀƪÀðPÀ PÀgÀÄuÉAiÀÄ ¨sÁªÀ¢AzÀ CªÀjUÉ ¸ÀºÁAiÀÄ
ªÀiÁqÀÄvÉÛãÉ.
IÄ) WÀl£ÉAiÀÄ wêÀævÉAiÀÄ §UÉÎ ºÁUÀÆ ¥ÉlÄÖ ªÀÄvÀÄÛ UÁAiÀÄUÀ¼À
¹ÜwUÀwUÀ¼À §UÉÎ AiÉÆÃa¹ ªÀÄÄA¢£À PÉ®¸ÀzÀ §UÉÎ ¤tðAiÀÄ
ªÀiÁqÀÄvÉÛãÉ.
IÄÆ) CªÀjUÉ ºÁUÉà DUÀ¨ÉÃPÀÄ, ²¹Û¤AzÀ EgÀzÀªÀjUÉ EzÉà ±Á¹Û,
ºÁUÁV CªÀgÀ£ÀÄß wgÀ¸ÀÌj¸ÀÄvÉÛãÉ. fêÀ£À CªÀjUÉÆAzÀÄ M¼Éî
¥ÁoÀ PÀ°¹zÉ.
J) £Á£ÀÄ ºÉaÑ£À dªÁ¨ÁÝj¬ÄAzÀ CªÀjUÉ ¸ÀºÁAiÀÄ ªÀiÁqÀÄvÉÛãÉ.
EzÉà jÃw £Á£ÉƪÉÄä UÁAiÀÄUÉÆAqÁUÀ £À£ÀUÀÆ AiÀiÁgÉÆÃ
¸ÀºÁAiÀÄ ªÀiÁrzÀÝgÀÄ.
15) ¤ÃªÀÅ DlªÁqÀÄwÛgÀĪÁUÀ «±Áé¸ÁºÀð ªÀåQÛAiÉƧâjAzÀ "F ¨sÀÆ«Ä (dUÀvÀÄÛ) £Á¼É ¸ÀA¥ÀÆtðªÁV
£Á±ÀªÁUÀ°zÉ" JA§ ¸ÀÄ¢ÝAiÉÆAzÀ£ÀÄß PÉüÀÄwÛÃj. F ¸ÀAzÀ¨sÀðzÀ°è ¤ÃªÉãÀÄ ªÀiÁqÀÄ«j?
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ಒಪ ೇ ೆ ಸ ಾ ೆ

C) UÀ½¹gÀĪÀ J®è ºÀtªÀ£ÀÄß JVήèzÉ £À£Àß PÉlÖ CxÀªÁ

M¼ÉîAiÀÄzÁzÀ J®è EZÉÑUÀ¼À£ÀÄß wÃj¹PÉƼÀî®Ä §¼À¸ÀÄvÉÛãÉ.
D) ¨sÀÆvÀPÁ®zÀ°è £ÀªÀÄUÉ vÀÆAzÀgÉ PÉÆlÖ PÉ®ªÀjUÉ ¥ÁoÀ
PÀ°¸ÀÄvÉÛÃ£É ªÀÄvÀÄÛ M¼ÉîAiÀĪÀjUÉ zsÀ£ÀåªÁzÀ ºÉüÀÄvÉÛãÉ.
E) ¥ÀæPÀÈwAiÀÄÄ E°èAiÀĪÀgÀUÉ ¤ÃrzÀ M¼ÉîAiÀÄzÀPÁÌV DPÉUÉ
zsÀ£ÀåªÁzÀ C¦ð¸ÀÄvÉÛÃ£É ªÀÄvÀÄÛ AiÀiÁvÀ£ÁªÀÄAiÀÄ
«£Á±À¢AzÀ vÀ¦à¹PÉƼÀî®Ä DvÀäºÀvÉå ªÀiÁrPÀƼÀÄîªÉ.
F) ²æêÀÄAvÀgÀ£ÀÄß PÉÆ®ÄèvÁÛ §qÀvÀ£ÀzÀ°ègÀĪÀªÀgÀ ¹Üw
¸ÀÄzsÁj¸ÀÄvÉÛãÉ.
G) K£ÀÆ vÀ¯ÉPÉr¹PÉƼÀîzÉà DlªÀ£ÀÄß ªÀÄÄAzÀĪÀgɸÀÄvÉÛãÉ.
H) fêÀ£ÀªÀ£ÀÄß ¸ÀÄAzÀgÀ ªÀÄvÀÄÛ CxÀð¥ÀÆtðUÉƽ¸À®Ä F
ªÀÄÄAZÉ ªÀiÁrzÀ ¥ÁæªÀiÁtÂPÀ ¥ÀæAiÀÄvÀßUÀ¼É®è
ªÀåxÀðªÁUÀ¨ÁgÀzÉAzÀÄ ¸Á«¤AzÀ vÀ¦à¹PÉƼÀî®Ä
AiÀÄw߸ÀÄvÉÛãÉ.
IÄ) fêÀ£ÀzÀ J¯Áè ¸ÀAPÀµÀÖUÀ¼ÀÆ MªÉÄä ¸ÀA¥ÀÆtðªÁV
PÉÆ£ÉUÉƼÀî¯ÉèÉÃPÀÄ. DzÀÝjAzÀ £Á£ÀÄ ¥ÀæPÀÈwAiÀÄ DlªÀ£ÀÄß
vÁ¼Éä¬ÄAzÀ £ÉÆÃqÀÄvÉÛãÉ.
IÄÆ) GzÉÝñÀ¥ÀƪÀðPÀªÁV AiÀiÁjUɯÁè £Á£ÀÄ vÉÆAzÀgÉ
PÉÆnÖgÀĪɣÉÆà CªÀgÉ®ègÀ°è £Á£ÀÄ PÀëªÉÄPÉüÀÄvÉÛÃ£É ªÀÄvÀÄÛ
J®ègÉÆA¢UÉ ¸ÀAvÉÆõÀPÀÆlzÀ°è PÁ® PÀ¼ÉAiÀÄÄvÉÛãÉ.
J) fêÀ£ÀzÀ°è vÀÄA§ UÀA©üÃgÀªÁVzÀÝ PÁgÀt ¨ÉÃgÉAiÀĪÀgÀ §UÉÎ
ªÀÄvÀÄÛ £À£Àß §UÉÎ ºÁ¸ÀåªÀiÁqÀÄvÉÛãÉ.
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16) ¤ÃªÉÇAzÀÄ PÁgÀ£ÀÄß Rjâ¸ÀÄwÛÃj. ¤ÃªÀÅ ¤ªÀÄä ªÀÄ£É ºÀwÛgÀ PÁgÀÄ ¤°è¸À®Ä AiÉÆÃa¹zÀ eÁUÀzÀ°è ¤ªÀÄä vÁvÀ
ºÁQ ¥ÉÆö¹zÀÝ zÉÆqÀØ ªÀÄgÀªÉÇAzÀÄ CqÀØzÁV ¨É¼É¢zÉ. ¤ÃªÀÅ D ªÀÄgÀªÀ£ÀÄß PÀvÀÛj¸À®Ä ¤zsÀðj¹¢ÝÃj. DzÀgÉ
CfÓ ªÀÄgÀªÀ£ÀÄß PÀvÀÛj¸À¨ÁgÀzÉAzÀÄ ºÉüÀÄvÁÛgÉ. F ¹ÜwAiÀÄ°è ¤ÃªÉãÀÄ ªÀiÁqÀÄ«j?
ದೃಢ ಾ ಏನೂ
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ಒಪ ೇ ೆ ಸ ಾ ೆ

C) D ªÀÄgÀ¢AzÀ ¨sÀ«µÀåzÀ¯ÁèUÀĪÀ ¸ÀªÀĸÉåUÀ¼À §UÉÎ CfÓUÉ

«ªÀj¹ w½¹, ¨ÉÃgÉÆAzÀÄ ¸ÀܼÀzÀ°è ¸À¹AiÉÆAzÀ£ÀÄß £ÉqÀĪÉ.
D) C¤ªÁAiÀÄðªÁzÀ F PÉ®¸ÀzÀ §UÉÎ SÉÃzÀ ªÀåPÀÛ¥Àr¸ÀĪÉ
ªÀÄvÀÄÛ CzÀPÁÌV 10 VqÀUÀ¼À£ÀÄß £ÀUÀgÀzÀ ºÉÆgÀªÀ®AiÀÄzÀ
MAzÀÄ »vÀÛ°£À°è £ÉqÀĪÉ.
E) ªÀÄgÀ¢AzÀ K£ÀÆ DUÀzÉAzÀÄ UÉÆwÛzÀÝgÀÆ CfÓUÉ D ªÀÄgÀzÀ
¨ÉÃgÀÄUÀ½AzÀ PÀlÖqÀzÀ §Ä£Á¢UÉ vÉÆAzÀgÉ DUÀÄvÀÛzÉ JAzÀÄ
¸ÀļÀÄî ºÉý ªÀÄgÀªÀ£ÀÄß PÀrAiÀÄĪÉ.
F) MAzÀÄ ªÀÄÄAa£ÀzÀQÌAvÀ ¸ÀtÚ PÁgÀ£ÀÄß PÉÆAqÀÄPÉƼÀÄîªÉ.
G) CfÓUÉ ¦æÃw¬ÄAzÀ UËgÀªÀ¢AzÀ w½¹ ºÉüÀÄªÉ ªÀÄvÀÄÛ
¨ÉÃgÉqÉ 10 VqÀUÀ¼À£ÀÄß £ÉqÀĪÉ.
H) UÁr ¤°è¸À®Ä ¥ÀAiÀiÁðAiÀĪÁV ¨ÉÃgÁªÀÅzÉà ¤®ÄUÀqÉ ¸ÀܼÀ
ºÉÆA¢¸À®Ä DUÀ¯ÁgÀzÀÄ DzÀÝjAzÀ CfÓ K£ÀAzÀÄPÉÆAqÀgÀÆ
¥ÀgÀªÁV®è £Á£ÀÄ ªÀÄgÀ PÀrAiÀÄĪÉ.
IÄ) ¸À¹ £ÉqÀĪÀªÀjUÉ ºÀtgÀÆ¥ÀzÀ°è PÁtÂPÉ PÉÆlÄÖ CfÓAiÀÄ°è
PÀëªÉÄ PÉý ªÀÄgÀªÀ£ÀÄß PÀrAiÀÄĪÉ.
IÄÆ) ¸À¹ £ÉqÀĪÀªÀjUÉ ºÀtgÀÆ¥ÀzÀ°è PÁtÂPÉ PÉÆlÄÖ CfÓAiÀÄ°è
PÀëªÉÄ PÉüÀÄªÉ ªÀÄvÀÄÛ ªÀÄÄAzÉ F jÃw ¤tðAiÀÄ
vÉUÉzÀÄPÉƼÀÄîªÀ ªÀÄÄAZÉ AiÉÆÃa¸ÀĪÉ.
J) fêÀ£ÀzÀ PÉ®ªÀÅ ªÁ¸ÀÛ«PÀvÉUÀ¼À §UÉÎ ¸ÀA¥ÀÆtð CjªÀ£ÀÄß
ºÉÆA¢gÀĪÀ £Á£ÀÄ £À£Àß ¥Á®PÀjUÉ (C¥Àà, CªÀÄä) CfÓUÉ
CzÀ£ÀÄß w½¹ ºÉüÀ®Ä PÉýPÉƼÀÄîªÉ.

17) gÀ¸ÉÛ C¥ÀWÁvÀzÀ°è ¤ªÀÄä£ÀÄß ¥ÁæuÁ¥ÁAiÀÄ¢AzÀ ¥ÁgÀĪÀiÁrzÀAvÀºÀ M§â ªÀåQÛAiÀÄ£ÀÄß ¤ÃªÀÅ ¤ªÀÄä ªÀÄ£ÀUÉ
DºÁ餹¢ÝÃj. DvÀ£ÉÆA¢UÉ ªÀiÁvÀ£ÁqÀĪÁUÀ D ªÀåQÛAiÀÄÄ ¤ªÀÄä vÀAzÉAiÀÄ PÀbÉÃjAiÀÄ°è PÉ®¸À
ªÀiÁqÀÄwÛzÀÝ£ÉAzÀÆ, DUÀ ¤ªÀÄä vÀAzÉAiÀÄ ºÉ¸ÀgÀ£ÀÄß ªÀAZÀ£É¬ÄAzÀ §¼À¹ CªÀgÀ ªÀÈwÛfêÀ£ÀªÀ£ÀÄß ºÁ¼ÀÄ
ªÀiÁrzÀÝ£ÉAzÀÆ w½AiÀÄÄvÀÛzÉ. DUÀ ¤ÃªÉãÀÄ ªÀiÁqÀÄ«j?
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C) £Á£ÀÄ vÀAzÉAiÀÄ£ÀÄß ¦æÃw¸ÀĪÀÅzÀjAzÀ ºÁUÀÆ CªÀgÀ

¸Áé©üªÀiÁ£ÀªÀ£ÀÄß UËgÀ«¸ÀĪÀÅzÀjAzÀ §AzÀ ªÀåQÛAiÀÄ£ÀÄß
¤A¢¸À®Ä ¥ÀæAiÀÄw߸ÀÄvÉÛãÉ.
D) D ªÀåQÛAiÀÄ£ÀÄß UËgÀªÁzÀgÀ¢AzÀ £ÉÆÃrPÉƼÀîvÁÛ (CAxÀ)
ªÀåQÛ¬ÄAzÀ £Á£ÀÄ ¥ÁæuÁ¥ÁAiÀÄ¢AzÀ ¥ÁgÁzÉ£ÉAzÀÄ
£À£ÀߣÉßà £Á£ÀÄ ±À¥À¹PÉƼÀÄîvÉÛãÉ.
E) CªÀjUÉÆAzÀÄ ¥Á¤ÃAiÀĪÀ£ÀÄß PÉÆlÄÖ £À£Àß
PÀÈvÀdÕvÁ¨sÁªÀªÀ£ÀÄß ªÀåPÀÛ¥Àr¹ CªÀgÀ£ÀÄß
PÀ¼ÀÄ»¹PÉÆqÀÄvÉÛãÉ.
F) D ¸À¤ßªÉñÀ¢AzÀ DzÀµÀÄÖ ¨ÉÃUÀ£É ªÀÄÄPÀÛªÁUÀ®Ä
"£À£ÀUÉÆAzÀÄ vÀÄvÀÄð PÉ®¸À«zÉ ºÉÆÃUÀ¨ÉÃPÉAzÀÄ" ¸ÀļÀÄî
ºÉý CªÀgÀ£ÀÄß PÀ½¸À®Ä AiÀÄw߸ÀÄvÉÛãÉ.
G) §AzÀ CwyAiÀÄ fêÀ£ÀzÀ «£Á±ÀPÁÌV zÉêÀgÀ°è
¥ÁæxÀð¸ÀĪÉ.
H) K£É®è DUÀ¨ÉÃQzÉAiÉÆà CzÉ®è DUÉà DUÀÄvÀÛzÉAzÀÄ w½zÀÄ
±ÁAvÀ£ÁVgÀÄvÉÛÃ£É ªÀÄvÀÄÛ EgÀĪÀ ¹ÜwAiÀÄ£ÀÄß ºÁUÉÃ
©lÄÖ©qÀÄvÉÛãÉ.
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IÄ) ¸ÀzÀåzÀ ¥Àj¹Üw¬ÄAzÀ ºÉÆgÀ§gÀÄvÉÛÃ£É ªÀÄvÀÄÛ C£ÀAvÀgÀ

ªÀÄÄA¢£À F jÃwAiÀÄ ¸À¤ßªÉñÀUÀ¼À°è ºÉÃUÉ
ªÀwð¸À¨ÉÃPÉAzÀÄ «ªÀIJð¹ CªÀ¯ÉÆÃQ¹ E£ÀÆß ZÉ£ÁßV
¸À¤ßªÉñÀUÀ¼À£ÀÄß JzÀÄj¸ÀÄvÉÛãÉ.
IÄÆ) »A¢£À vÀ¥ÀÄà £ÀqÉvÉUÁV §AzÀ CwyAiÀÄ£ÀÄß ¸ÀjAiÀiÁV
¤A¢¸ÀÄvÉÛÃ£É ºÁUÀÆ CzÀPÉÌ ¸ÀªÀiÁ£ÀªÁV, £À£ÀUÉ ªÀiÁrzÀ
G¥ÀPÁgÀPÁÌV UËgÀ«¹ zsÀ£ÀåªÁzÀ£ÀÆß ¸ÀªÀĦð¸ÀÄvÉÛãÉ.
J) PÀ¼ÉzÀ UËgÀªÀªÀ£ÀÄß »A¥ÀqÉAiÀÄĪÀ MAzÀÄ ¥ÀæAiÀÄvÀß
ªÀiÁqÀÄvÁÛ £ÁåAiÀÄAiÀÄÄvÀªÁV CªÀgÀ£ÀÄß ¤A¢¸ÀÄvÉÛãÉ.

18) ¤ªÀÄä DwäÃAiÀÄ UɼÉAiÀÄ£ÉƧâ vÀ£Àß MAzÀÄ £ÁåAiÀÄ®AiÀÄzÀ ¥ÀæPÀgÀtzÀ°è ¤ªÀÄä£ÀÄß ¸ÁQëAiÀiÁUÀ¨ÉÃPÉAzÀÄ
PÉýPÉƼÀÄîvÁÛ£É. ¤ªÀÄUÉ CzÀgÀ dn®vÉAiÀÄ §UÉÎ UÉÆwÛ®è. CPÀ¸Áävï ¤ÃªÀÅ ¸ÁQëAiÀiÁzÀgÉ ¤ªÀÄä fêÀPÉÌãÀÆ
C¥ÁAiÀÄ E®è. ¤ªÀÄä ¨ÉÃgÉ®è UɼÉAiÀÄgÀÆ K£ÀÆ AiÉÆÃZÀ£É ªÀiÁqÀzÉ ¸ÁQëUÀ¼ÁUÀ®Ä M¦àPÉÆArzÁÝgÉ. FUÀ
¤ÃªÉãÀÄ ªÀiÁqÀÄ«j?
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ಒಪ ೇ ೆ ಸ ಾ ೆ

£À£Àß UɼÉAiÀÄgÀÄ ¸ÀÆPÀëöäªÁVzÁÝgÉ. §ºÀ¼À AiÉÆÃa¹ ¤tðAiÀÄ

C) vÉUÉzÀÄPÉƼÀÄîvÁÛgÉ. DzÀÝjAzÀ £Á£ÀÆ ¸ÁQëAiÀiÁUÀÄvÉÛãÉ.
D) F ¤tðAiÀÄ¢AzÀ ¨ÉÃgÉAiÀiÁjUÁzÀgÀÆ vÉÆAzÀgÉ
DUÀ§ºÀÄzÀÄ. DzÀÝjAzÀ CeÁUÀgÀÆPÀvɬÄAzÀ ¸ÁQëAiÀiÁUÀ®Ä
M¥Àà¯ÁgÉ.

E) ªÀÄÄAzÉ £À£ÀUÉ J£ÀÆ vÉÆAzÀgÉ DUÀ¯ÁgÀzÉAzÀÄ ¤²ÑvÀªÁzÀ

ªÉÄÃ¯É £Á£ÀÄ ¸ÁQëAiÀiÁUÀ®Ä M¥ÀÄàvÉÛãÉ.
F) £À£Àß fêÀ£ÀPÉÌ EzÀÄ C¸ÀA§zsÀÝ (¸ÀA§AzsÀ«®èzÀ) CxÀªÁ
C£ÀªÀ±ÀåPÀ «µÀAiÀÄ DzÀÝjAzÀ ¸ÁQë DUÀ¯ÁgÉ.
H) £À£ÀVzÀÄ ªÀÄÄAzÉ vÉÆAzÀgÉAiÀiÁUÀ§ºÀÄzÁzÀÝjAzÀ £Á£ÀÄ
¸ÁQë DUÀ¯ÁgÉ.
H) £À£Àß UɼÉAiÀÄ£À£ÀÄß £Á£ÀÄ £ÀA§ÄvÉÛÃ£É DzÀgÀÆ ªÀÄÄA¢£À
vÉÆAzÀgÉUÀ½UÉ CAfPÉÆAqÀÄ £Á£ÀÄ ¸ÁQë DUÀ¯ÁgÉ.
IÄ) £À£É߯Áè UɼÉAiÀÄgÀÆ ¸ÁQëAiÀiÁUÀ®Ä M¦àPÉÆAqÀgÉ ªÀiÁvÀæ
£Á£ÀÆ ¸ÁQëAiÀiÁUÀĪÉ.
IÄÆ) F ¸ÁQë ºÉüÀĪÀÅzÀjAzÀ FUÀ vÉÆAzÀgÉ DUÀ¢zÀÝgÀÆ
ªÀÄÄAzÉ JAzÁzÀgÀÆ vÉÆAzÀgÉ DUÀ§ºÀÄzÀÄ ªÀÄvÀÄÛ
EzÀjAzÀ £À£ÀUÉãÀÆ ¯Á¨sÀ E®è. ºÁUÁV £Á£ÀÄ ¸ÁQë
ºÉüÀ¯ÁgÉ.
J) EzÀÄ £À£Àß DwäÃAiÀÄ UɼÉAiÀÄ£À «£ÀAw. DzÀÝjAzÀ ¨ÉÃgÉ
¸ÁQë ºÉüÀĪÀ UɼÉAiÀÄjUÉ CzsÉÊAiÀÄð GAlÄ ªÀiÁqÀ¯ÁgÉ.
DzÀgÉ £Á£ÀÄ ¸ÁQë ºÉüÀĪÀÅ¢®è.
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19) £ÀA§®¸ÁzsÀåªÁzÀ, PÀrªÉÄ ¨É¯ÉAiÀÄ ¨sÀÆ«ÄAiÉÆAzÀ£ÀÄß ¤ªÀÄä ºÉ¸Àj£À°è £ÉÆAzÀt ªÀiÁqÀ¨ÉÃPÁVzÉ. EªÀvÀÄÛ
£ÉÆAzÀt DUÀ¢zÀÝgÉ D ¨sÀÆ«Ä ¤ªÀÄä PÉÊvÀ¥ÀÄàvÀÛzÉ. ²¹Û¤AzÀ £ÁåAiÀĪÁV fêÀ£À £ÀqɸÀĪÀ ¤ÃªÀÅ ®AZÀ
PÉÆqÀ®Ä EµÀÖ¥ÀqÀĪÀÅ¢®è. DzÀgÉ 5000/- gÀÆ PÉÆqÀ¯ÉèÉÃPÁVzÉ. F ¸ÀAzÀ¨sÀðzÀ°è ¤ÃªÉãÀÄ ªÀiÁqÀÄ«j?
ದೃಢ ಾ ಏನೂ
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ಒಪ ೇ ೆ ಸ ಾ ೆ

C) CxÀð¥ÀÆtð UɼÉvÀ£ÀªÀ£ÀÄß D ªÀåQÛAiÉÆA¢UÉ ¨É¼É¹PÉÆAqÀÄ

PÉ®¸À¥ÀÆtðUÉƽ¸ÀĪÉ.
D) EzÀÄ £ÁåAiÀĸÀªÀÄävÀªÀ®è JAzÀÄ CªÀjUÉ w½¸ÀĪÉ. £À£Àß
(CªÀ¸ÀgÀ) vÀéjvÀ DªÀ±ÀåPÀvÉAiÀÄ£ÀÄß CªÀjUÉ w½¸ÀÄªÉ ªÀÄvÀÄÛ
£À£Àß ¤®ÄªÀ£ÀÄß DvÀ¤UÉ w½ºÉüÀĪÉ.
E) PÉýzÀ ºÀtªÀ£ÀÄß DvÀ¤UÉ PÉÆqÀÄwÛgÀĪÀ ¥ÀÄgÀ¸ÁÌgÀ JAzÀÄ
¨sÁ«¹ PÉýzÀµÀÄÖ ºÀt PÉÆqÀĪÉ.
F) ®AZÀPÉÆqÀ®Ä vÀÄA§ ¨ÉøÀgÀ CxÀªÁ zÀÄ:RªÁUÀÄvÀÛzÉ.
DzÀgÀÆ DvÀ£ÉÆA¢UÉ ZËPÁ²ªÀiÁr ¸Àé®à PÀrªÉÄ ºÀt
PÉÆqÀÄvÉÛãÉ.
G) ®AZÀ vÉUÉzÀÄPÉƼÀÄîªÀÅzÀjAzÁUÀĪÀ ¥ÀjuÁªÀÄUÀ¼À §UÉÎ
JZÀÑjPÉ ¤Ãr ºÉzÀj¹ £À£Àß PÉ®¸À DUÀĪÀAvÉ
£ÉÆÃrPÉƼÀÄîvÉÛãÉ.
H) ®AZÀ PÉÆqÀ¢zÁÝUÀ DUÀĪÀ ªÀÄÄA¢£À WÀµÀðuÉUÀ¼À£ÀÄß
E®èzÀAvÉ ªÀiÁqÀ®Ä ºÀtªÀ£ÀÄß PÉÆlÄÖ PÉ®¸À
ªÀiÁr¹PÉƼÀÄîªÉ.
IÄ) ¹UÀĪÀ ¨sÀÆ«Ä J®èQÌAvÀ ªÀÄÄRåªÁVgÀĪÀÅzÀjAzÀ ®AZÀ
PÉÆqÀĪÉ.
IÄÆ) FUÀ ¨sÀÆ«ÄAiÀÄ £ÉÆAzÀuÉ DUÀ¨ÉÃQgÀĪÀÅzÀjAzÀ ¸ÀzsÀåPÉÌ
®AZÀ PÉÆqÀĪÉ. D£ÀAvÀgÀ ®AZÀPÉÆqÀ¨ÁgÀzÉA§ £À£Àß
¤AiÀĪÀÄ ªÀÄÄjzÀ PÁgÀt £À£ÀUÉ £Á£Éà ¸ÀªÀiÁzsÁ£À
ªÀiÁrPÉƼÀÄîªÉ.
J) ®AZÀ PÉÆqÀzÉ £ÉÆAzÀt ªÀiÁr¹PÉƼÀî®Ä ¸ÁzsÀå«zÀݵÀÄÖ
¥ÀæAiÀÄw߸ÀĪÉ. PÉÆ£ÉAiÀÄ ºÀAvÀzÀ®Æè DUÀ¢zÀÝ°è ®AZÀ
PÉÆqÀÄvÉÛãÉ.
20) ¤ªÀÄä ªÀÄ£ÉAiÀÄ ¥ÀPÀÌzÀ ªÀÄ£É ªÀåQÛ (£ÉgÉAiÀĪÀ£ÀÄ) , ¤ªÀÄä M§â ¸ÀA§A¢ü ªÀÄvÀÄÛ D ¸ÀA§A¢üAiÀÄ vÀÄA§
ºÀwÛgÀzÀ UɼÉAiÀÄ »ÃUÉ ªÀÄÆgÀÄ d£ÀgÀ°è M§âjUÉ ¤ÃªÀÅ «zÁåyð ªÉÃvÀ£À PÉÆqÀ¨ÉÃPÁVzÉ. EªÀgÀ°è ¤ªÀÄä
¸ÀA§A¢üAiÀÄ ºÀwÛgÀzÀ UɼÉAiÀÄ£ÀÄ PÁæAwPÁj ¸Àé¨sÁªÀzÀªÀ£ÁVzÀÄÝ ¤ªÀÄUÉ F ªÀÄÄAZÉ ªÀÄ£À¹ìUÉ
QjQjAiÀÄÄAlĪÀiÁrzÁÝ£É. »ÃVgÀ®Ä ¤ÃªÀÅ AiÀiÁgÀ£ÀÄß ºÁUÀÆ KvÀPÁÌV «zÁåyð ªÉÃvÀ£À PÉÆqÀ®Ä DAiÉÄÌ
ªÀiÁqÀÄ«j?
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C) £À£Àß £ÉgɪÀÄ£ÉAiÀĪÀ£À£ÀÄß Dj¹PÉƼÀÄîªÉ, KPÉAzÀgÉ G½zÀ

E§âjVAvÀ FvÀ£À DAiÉÄÌ ¸ÀÄgÀQëvÀ ªÀÄvÀÄÛ vÀPÀgÁgÀÄ
E®èzÀÄÝ.
D) ¸ÀªÀiÁ£À ¸Àà¢üðUÀ¼ÁzÀ ¸ÀA§A¢ü ªÀÄvÀÄÛ £ÉgɪÀÄ£ÉAiÀĪÀgÀ°è
AiÀiÁjUÉ PÉÆqÀĪÀzÉAzÀÄ C£ÀAvÀgÀ AiÉÆÃa¸ÀÄªÉ DzÀgÉ
ªÉÆzÀ®Ä PÁæAwPÁj ºÁUÀÆ QjQjAiÀÄÄAlĪÀiÁrzÀ
¸ÀA§A¢üAiÀÄ UɼÉAiÀÄ£À£ÀÄß vÉUÉzÀÄ ºÁPÀĪÉ.
E) DAiÉÄÌ ªÀiÁqÀ®Ä AiÀiÁªÀÅzÉà ¸ÀjAiÀiÁzÀ G¥ÁAiÀÄ ¹UÀÄwÛ®è
ºÁUÁV aÃn §gÉzÀÄ ºÁQ CzÀȵÀÖ DAiÉÄÌ ªÀiÁqÀĪÉ.
F) ¸ÀA§A¢üAiÀÄ£ÀÄß ©lÄÖ G½¢§âgÀ DAiÉÄÌ ªÀiÁqÀ®Ä
AiÀiÁªÀÅzÉà ¸ÀPÁgÀt E®èªÉAzÀÄ AiÉÆÃa¸ÀÄvÁÛ
¸ÀA§A¢üAiÀÄ£Éßà DAiÉÄÌ ªÀiÁqÀĪÉ.
G) ¸ÀA§A¢üAiÀÄÄ D «zÁåyð ªÉÃvÀ£ÀPÁÌV wêÀæªÁV ¸ÀvÀvÀªÁV
ªÀiÁrgÀĪÀ ¥Àj±ÀæªÀĪÀ£ÀÄß £Á£ÀÄ £ÉÆÃrgÀĪÀÅzÀjAzÀ
¸ÀA§A¢üAiÀÄ£Éßà Dj¸ÀĪÉ.
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H) £À£Àß £ÉgɪÀÄ£ÉAiÀÄ ªÀåQÛ GvÀÛªÀÄ £ÀqÀªÀ½PÉ ªÀÄvÀÄÛ

¥Àj±ÀæªÀÄ¢AzÀ £À£Àß ªÀÄ£À¸Àì£ÀÄß UÉ¢ÝzÁÝ£É, DzÀÝjAzÀ
£ÉgÉAiÀĪÀ£À£ÀÄß Dj¸ÀĪÉ.
IÄ) ¨ÉÃgÉAiÀĪÀgÀ nÃPÉ n¥ÀàtÂUÀ½UÉ ºÉzÀgÀÄvÁÛ ¸ÀA§A¢üAiÀÄ D
PÁæAwPÁjà UɼÉAiÀÄ£À£Éßà Dj¸ÀÄªÉ ªÀÄvÀÄÛ G½¢§âjUÀÆ
§ºÀĪÀiÁ£À ¹UÀ¨ÉÃPÉAzÀÄ ²¥sÁgÀ¸ï ªÀiÁqÀĪÉ.
IÄÆ) ªÀÄƪÀgÀÆ ¥Àæw¸Àà¢üðUÀ¼ÀÄ EzÀPÉÌ AiÉÆÃUÀågÉAzÀÄ w½¢zÀÄÝ,
£À£ÀVµÀÖªÁzÀ M§âjUÉ ªÉÃvÀ£À PÉÆqÀĪÉ.
J) £À£Àß ¥ÀƪÁðUÀæºÀUÀ¼À£Éß®è §¢VlÄÖ PÁæAwPÁjAiÀiÁzÀ
QjQj ªÀiÁrzÀ D ªÀåQÛAiÀÄ£Éßà «eÉÃvÀ£À£ÁßV Dj¸ÀĪÉ.

21) ¸ÀéZÀÒvÉUÉ ¸ÀA§A¢ü¹zÀ ¥Àæ§AzsÀªÉÇAzÀ£ÀÄß ¤ÃªÀÅ NzÀÄwÛ¢ÝÃj. MA§vÀÄÛ zÀȶÖPÉÆãÀUÀ¼À£ÀÄß NzÀÄUÀjUÁV

PÉÆqÀ¯ÁVzÉ. ¤ÃªÀÅ AiÀiÁªÀ zÀȶÖPÉÆãÀªÀ£ÀÄß («ZÁgÀªÀ£ÀÄß) M¦àPÉÆAqÀÄ ¨ÉA§°¸ÀÄ«j?
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C) DªÀ±ÀåPÀvÉ EzÁÝUÀ ªÀiÁvÀæ ¸ÀéZÀÒvÉ ªÀiÁrPÉƽî, E®è¢zÀÝgÉ

DgÁªÀiÁV Ej.
D) ¸ÀéZÀÒvÉ JAzÀgÉ ¥Àj±ÀÄzÀÞvÉ ªÀÄvÀÄÛ "J®è ªÀ¸ÀÄÛUÀ½UÀÆ
CzÀgÀzÁÝzÀ MAzÀÄ ¸ÁÜ£À«gÀ¨ÉÃPÀÄ ºÁUÀÆ J®è ªÀ¸ÀÄÛUÀ¼ÀÆ
vÀªÀÄäzÉà DzÀ ¸ÁÜ£ÀzÀ°ègÀ¨ÉÃPÀÄ" ºÁUÀÆ ¸ËAzÀAiÀÄð ¥ÀæeÉÕ.
E) ¸ÀéZÀÒvÉ JAzÀgÉ "J®è ªÀ¸ÀÄÛUÀ½UÀÆ CzÀgÀzÁÝzÀ MAzÀÄ
¸ÁÜ£À«gÀ¨ÉÃPÀÄ ºÁUÀÆ J®è ªÀ¸ÀÄÛUÀ¼ÀÆ vÀªÀÄäzÉà DzÀ
¸ÁÜ£ÀzÀ°ègÀ¨ÉÃPÀÄ" JA§ ¸ËAzÀAiÀÄð ¥ÀæeÉÕ ªÀÄvÀÄÛ
¥Àj±ÀÄzÀÞvÉ.
F) ¸ÀéZÀÒvÉ JAzÀgÉ "J®è ªÀ¸ÀÄÛUÀ½UÀÆ CzÀgÀzÁÝzÀ MAzÀÄ
¸ÁÜ£À«gÀ¨ÉÃPÀÄ ºÁUÀÆ J®è ªÀ¸ÀÄÛUÀ¼ÀÆ vÀªÀÄäzÉà DzÀ
¸ÁÜ£ÀzÀ°ègÀ¨ÉÃPÀÄ" CxÀªÁ ¸ËAzÀAiÀÄð ¥ÀæeÉÕ ºÁUÀÆ
DªÀ±ÀåPÀvÉ EzÁÝUÀ ªÀiÁvÀæ ¸ÀéZÀÒvÉ ªÀiÁrPÉƽî.
G) ¸ÀéZÀÒvÉ JAzÀgÉ, DªÀ±ÀåPÀvÉ EzÁÝUÀ ªÀiÁvÀæ ¸ÀéZÀÒvÉ
ªÀiÁrPÉÆ½î ºÁUÀÆ "J®è ªÀ¸ÀÄÛUÀ½UÀÆ CzÀgÀzÁÝzÀ MAzÀÄ
¸ÁÜ£À«gÀ¨ÉÃPÀÄ ºÁUÀÆ J®è ªÀ¸ÀÄÛUÀ¼ÀÆ vÀªÀÄäzÉà DzÀ
¸ÁÜ£ÀzÀ°ègÀ¨ÉÃPÀÄ" CxÀªÁ ¸ËAzÀAiÀÄð ¥ÀæeÉÕ.
H) ¸ÀéZÀÒvÉ JAzÀgÉ, DªÀ±ÀåPÀvÉ EzÁÝUÀ ªÀiÁvÀæ ¸ÀéZÀÒvÉ
ªÀiÁrPÉÆ½î ªÀÄvÀÄÛ ¥Àj±ÀÄzÀÞvÁ ¨sÁªÀ.
IÄ) ¸ÀéZÀÒvÉ J£ÀÄߪÀÅzÀÄ ¥Àj±ÀÄzÀÞvÉAiÀÄ ¨sÁªÀ ªÀÄvÀÄÛ DªÀ±ÀåPÀvÉ
EzÁÝUÀ ªÀiÁvÀæ ¸ÀéZÀÒvÉ ªÀiÁrPÉƽî.
IÄÆ) ¸ÀéZÀÒvÉAiÀÄÄ PÉêÀ® ¥Àj±ÀÄzÀÞvÉAiÀÄ ¨sÁªÀ.
J) ¸ÀéZÀÒvÉ JAzÀgÉ ¸ËAzÀAiÀÄð ¥ÀæeÉÕ ºÁUÀÆ "J®è
ªÀ¸ÀÄÛUÀ½UÀÆ CzÀgÀzÁÝzÀ MAzÀÄ ¸ÁÜ£À«gÀ¨ÉÃPÀÄ ºÁUÀÆ
J®è ªÀ¸ÀÄÛUÀ¼ÀÆ vÀªÀÄäzÉà DzÀ ¸ÁÜ£ÀzÀ°ègÀ¨ÉÃPÀÄ".
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22) ¤ªÀÄUÉ ¸Á®PÉÆlÖ M§â ªÀåQÛ CPÁ°PÀªÁV ¸ÁªÀ£ÀߥÀÄàvÁÛ£É. ¸Á® PÉÆlÖ §UÉÎ AiÀiÁªÀÅzÉà zÁR¯É E®è. ¤ÃªÀÅ ¸Á®
ªÁ¥À¸ï PÉÆqÀ¢zÀÝgÉ ¸ÀvÀÛ ªÀåQÛAiÀÄ ²æêÀÄAvÀ PÀÄlÄA§PÉÌ AiÀiÁªÀÅzÉà jÃwAiÀÄ vÉÆAzÀgÉ DUÀ¯ÁgÀzÀÄ. ¤ªÀÄä ¥Àj¹ÜwAiÀÄÄ
vÀÄA¨Á PÀµÀÖPÀgÀªÁVzÉ (¤ªÀÅ fêÀ£ÀzÀ°è PÀµÀÖUÀ¼ÉÆA¢UÉ ºÉÆÃgÁqÀÄwÛ¢ÝÃj). »ÃVgÀĪÁUÀ ¤ÃªÉãÀÄ ªÀiÁqÀÄ«j?
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C) £À£ÀUÉ ¥Á¥À¥ÀæeÉÕ EgÀĪÀ PÁgÀt £Á£ÀÄ ºÀtªÀ£ÀÄß

»A¢gÀÄV¸ÀÄvÉÛãÉ.
D) ¸Á® »A¢gÀÄUÀ¸ÀĪÀÅzÀÄ £À£Àß £ÉÊwPÀ dªÁ¨ÁÝjAiÀiÁzÀÝjAzÀ
¸Á® »A¢gÀÄV¸ÀÄvÉÛãÉ.
E) D ªÀåQÛAiÀÄ ªÀÄ£ÉUÉ ºÉÆÃV ªÀÄ£À¹ì®èªÉà ¸Á®ªÀ£ÀÄß
ªÁ¥À¸ï PÉÆqÀÄvÉÛãÉ.
F) D ²æêÀÄAvÀ PÀÄlÄA§PÉÌ £Á£ÀÄ ¸Á®ªÀ£ÀÄß »A¢gÀÄV¸ÀĪÀÅ¢®è,
DzÀgÉ ¸ÀAPÀµÀÖzÀ°ègÀĪÀ CªÀ±ÀåPÀvɬÄgÀĪÀ ¨ÉÃgÉ PÀÄlÄA§PÉÌ
¸Àé®à ºÀt£ÀÄß PÉÆqÀÄvÉÛãÉ.
G) ºÉaÑ£À ºÀtªÀ£ÀÄß §Ä¢ÞªÀAwPɬÄAzÀ £À£ÀUÁVAiÉÄÃ
§¼À¹PÉƼÀÄîvÉÛÃ£É ªÀÄvÀÄÛ ªÀÄÆ®zsÀ£ÀªÀ£ÀÄß ªÀiÁvÀæ D
PÀÄlÄA§PÉÌ PÉÆqÀÄvÉÛãÉ.
H) £À£ÀUÉ C£ÀÄPÀÆ®ªÁzÀµÀÄÖ ºÀtªÀ£ÀÄß ªÀiÁvÀæ eÁtvÀ£À¢AzÀ
D PÀÄlÄA§zÀ ¸ÀzÀ¸ÀåAiÀÄjUÉ PÉÆqÀÄvÉÛãÉ.
IÄ) ¸Á®PÉÆlÖ ªÀåQÛ E®èªÉAzÀÄ ºÀt PÉÆqÀĪÀÅzÀgÀ°è J£ÀÆ
ªÀåvÁå¸À ªÀiÁqÀzÉ ¸Á® ªÁ¥À¸ï PÉÆqÀÄvÁÛ ºÉÆÃUÀÄvÉÛãÉ.
IÄÆ) ¸Á®zÀ ¸Àé®à ºÀtªÀ£ÀÄß D PÀÄlÄA§zÀªÀjUÉ PÉÆqÀÄvÉÛÃ£É ¸Àé®à
ºÀtªÀ£ÀÄß ¸ÀAPÀµÀÖzÀ°ègÀĪÀ ¨ÉÃgÉ PÀÄlÄA§PÉÌ PÉÆqÀÄvÉÛãÉ
ªÀÄvÀÄÛ ¸Àé®à ºÀtªÀ£ÀÄß £Á£Éà §¼À¹PÉƼÀÄîvÉÛãÉ.
J) ¸Á® PÉÆlÖ ªÀåQÛAiÀÄ PÀÄlÄA§zÀ ¸ÀzÀ¸ÀåjAzÀ £Á£ÀÄ ¸Á®
¥ÀqÉ¢®èªÁzÀÝjAzÀ ¸Á® »A¢gÀÄV¸ÀzÉ J®è ºÀt £Á£ÉÃ
§¼À¸ÀÄvÉÛãÉ.
23) ¤ªÀÄä ªÀÄ£ÉAiÀÄ°è ¨ÁrUÉUÉ EgÀĪÀ ªÀåQÛ vÀÄA§ ºÀÈzÀAiÀĪÀAvÀ£ÁVzÀÄÝ ¨ÁrUÉAiÀÄ£ÀÄß ¤AiÀÄvÀªÁV PÉÆqÀÄvÁÛ
§A¢zÁÝ£É, DzÀgÉ D ¨ÁrUÉzÁgÀ ¥Àæw¢£À PÀÄrzÀÄ §AzÀÄ CPÀÌ¥ÀPÀÌzÀ ªÀÄ£ÉAiÀĪÀjUÉ vÉÆAzÀgÉ PÉÆqÀĪÀÅzÀ®èzÉ
vÀ£Àß vÀ¥Àà£ÀÄß ¸ÀªÀÄyð¹PÉƼÀÄîvÁÛ£É. F ¥Àj¹ÜwAiÀÄ°è ¤ÃªÉãÀÄ ªÀiÁqÀÄ«j?
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C) CPÀÌ¥ÀPÀÌzÀ ªÀÄ£ÉAiÀĪÀgÉÆA¢UÉ ªÀiÁvÀ£Ár ¨ÁrUÉzÁgÀ£À

dªÁ¨ÁÝjAiÀÄ£ÀÄß £Á£ÀÄ ªÀ»¹PÉƼÀÄîvÉÛÃ£É JA§ «±Áé¸À
ªÀÄvÀÄÛ ¨sÀgÀªÀ¸É PÉÆqÀÄvÉÛãÉ.
D) ¨ÁrUÉzÁgÀ ¸ÀªÀÄAiÀÄPÉÌ ¸ÀjAiÀiÁV ¨ÁrUÉ PÉÆqÀÄvÁÛ£É,
DzÀÝjAzÀ ¸ÀªÀĸÀåUÉ zÉêÀgÉà ¸ÀªÀiÁzsÁ£À ºÉüÀ¨ÉÃPÉAzÀÄ
¥Áæyð¹ ¸ÀĪÀÄä¤gÀÄvÉÛãÉ.
E) ¸ÀĪÀÄä¤gÀÄvÉÛãÉ, DzÀgÉ ¨ÁrUÉzÁgÀ¤UÉ ¸ÀªÀĸÉåAiÀÄ£ÀÄß
eÁtvÀ£À¢AzÀ §UɺÀj¸ÀĪÀAvÉ ¸À®ºÉ PÉÆqÀÄvÉÛãÉ.
F) ¸À¤ßªÉñÀªÀ£ÀÄß PÀqÉUÀt¸ÀÄvÉÛãÉ. £ÉgÉAiÀĪÀgÀÄ ªÀÄvÀÄÛ
¨ÁrUÉzÁgÀ EªÀj§âgÀÆ vÀªÀÄä ªÀÄzsÀåzÀ°èAiÉÄà ¸ÀªÀĸÉå
§UɺÀj¹PÉƼÀî° JAzÀÄ ©lÄÖ©qÀÄvÉÛãÉ.
G) £À£ÀUÉ F ¸ÀªÀĸÉåAiÀÄ£ÀÄß §UɺÀj¸À¯ÁUÀzÉAzÀÄ CªÀgÉÃ
¸ÀªÀĸÉåUÉ ¥ÀjºÁgÀ PÀAqÀÄPÉƼÀî¯ÉAzÀÄ ©lÄÖ©qÀÄvÉÛãÉ.
H) ¥ÉÆð¸ÀjUÉ «µÀAiÀÄ w½¸ÀÄvÁÛ vÀ¥ÁàzÀ £ÀqÀªÀ½PÉUÁV
¨ÁrUÉzÁgÀ£À£ÀÄß ªÀÄ£É ©qÀ®Ä PÉüÀÄvÉÛãÉ.
IÄ) ¨ÁrUÉzÁgÀ¤UÉ vÉÆAzÀgÉAiÀiÁUÀzÀAvÉ £ÉgɪÀÄ£ÉAiÀĪÀgÀ
eÉÆvÉUÀÆr C£ÁåAiÀÄzÀ «gÀÄzÀÞ zsÀé¤UÀÆr¸ÀÄvÉÛãÉ.
IÄÆ) ¨ÁrUÉzÁgÀ£Éà ªÀÄÄRå£ÁzÀÝjAzÀ ¨ÁrUÉzÁgÀ£À£ÀÄß ¨ÉA§°¹
£ÉgɺÉÆgÉAiÀĪÀgÉÆA¢UÉ ºÉÆÃgÁqÀÄvÉÛãÉ.
J) ¨ÁrUÉzÁgÀ¤UÉ vÀ£Àß vÀ¦à£À CjªÁUÀĪÀAvÉ ªÀiÁvÀ£Ár¸ÀÄvÉÛãÉ
ªÀÄvÀÄÛ vÀ¥ÀÄà w¢ÝPÉƼÀî®Ä MAzÀÄ CªÀPÁ±À PÉÆqÀÄvÉÛãÉ,
£ÉgÉAiÀĪÀgÀ£ÀÄß ±ÁAvÀUÉƽ¸ÀÄvÉÛãÉ.
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24) ¤ªÀÄä «ZÁgÀzÀAvÉ fêÀ£À J£ÀÄߪÀÅzÀÄ K£ÀÄ?

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C) MAzÀÄ r¸ÉÆÌ ¨Ágï EzÀÝAvÉ. ºÉÃUÁzÀgÀÆ ªÀiÁr ¥Àæw¢£À

M§â ºÉƸÀ eÉÆvÉUÁgÀ / eÉÆvÉUÁwðAiÀÄ£ÀÄß ºÀÄqÀÄPÀ¨ÉÃPÀÄ.
D) MAzÀÄ (C£ÀÄ¥ÀAiÉÆÃV) ¥ÀæAiÀiÁt, DzÀgÀÆ J®ègÀÆ
¸ÁAiÀÄĪÀ vÀ£ÀPÀ §zÀÄPÀ¯ÉèÉÃPÀÄ.
E) MAzÀÄ UÀįÁ© ºÀÆ«£À ºÁ¹UÉ, DzÀgÉ £À£ÀUÉ ªÀiÁvÀæ
ªÀÄĽî£À gÁ². ¨ÉÃgÉAiÀĪÀgÀÄ ºÀÆ«£À D£ÀAzÀ ¥ÀqÉAiÀÄÄvÁÛgÉ.
F) MAzÀÄ ¸ÀªÀÄÄzÀæ«zÀÝAvÉ, CAvÀgÁ¼ÀzÀ°è ¨É¯É¨Á¼ÀĪÀ C£ÉÃPÀ
CA±ÀUÀ½ªÉ, DzÀgÉ ºÉÆgÀUÉ ¨ÉøÀgÀ§j¸ÀĪÀ PÀoÉÆÃgÀ
C¯ÉUÀ½ªÉ.
G) MAzÀÄ WÀ£ÀªÁzÀ gÀºÀ¸ÀåªÁzÀ PÁr£ÀAvÉ, PÁrUÉ vÉÆAzÀgÉ
DUÀzÉ £ÀªÀÄä ºÉÆgÀgÀ¸ÉÛAiÀÄ£ÀÄß ºÀÄqÀÄPÀĪÀÅzÉà fêÀ£ÀzÀ
GzÉÝñÀ.
H) MAzÀÄ ¨ÉPÀÄÌ E°AiÀÄ Dl, MAzÀÄ ¥ÁæuÁAwPÀ ¸ÀàzsÉð.
IÄ) MAzÀÄ L¸ïQæëģÀAvÉ, CzÀÄ PÀgÀUÀĪÀ ªÉÆzÀ¯Éà CzÀ£ÀÄß
¸À«AiÀĨÉÃPÀÄ.
IÄÆ) MAzÀÄ bÁAiÀiÁUÁæºÀPÀzÀAvÉ, J®è WÀl£ÉUÀ¼À£ÀÄß
(PÀëtUÀ¼À£ÀÄß) ¸ÉgÉ»rAiÀĨÉÃPÀÄ. M¼ÉîAiÀÄ zÀȱÀå CxÀªÁ
WÀl£ÉUÀ¼À£ÀÄß ¸À«AiÀĨÉÃPÀÄ. vÀ¥ÀÄà CxÀªÁ zÀÄBRzÀ
WÀl£ÉUÀ¼À£ÀÄß ªÀÄgÉvÀÄ PÀqÉUÀt¸À¨ÉÃPÀÄ.
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16

.ಸೂ. – ಾವ ೇ ಪ ೆ ಯ ಉತರ ೊ ರುವ ಒಂಭತು ಪ ಾ ಯಗಳ ಇಲ ದ ೆ ಇ ರುವ ಾ ಾಗಗಳ

ಆ ಾ ಪ ೆ ಸಂ ೆ ಯ ಮುಂ ೆ ಮ ಉತರವನು ಬ ೆ ಬ ೆ .

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 APPENDIX – IV
NORM TABLES
Table 4.1.1: Norm Table for Total Data for ES.
Raw scores with T
weights Scores Percentile Interpretation
954-963 87.5 99.99 superior
945-945 85 99.98 superior
936-936 84 99.97 superior
918-918 81.5 99.91 superior
909-909 80.5 99.89 superior
900-900 79 99.83 superior
891-891 78 99.74 superior
882-882 77 99.69 superior
846-873 75.5 99 superior
828-837 71 98 superior
819-819 68.5 97 Superior
810-810 67.5 96 Superior
801-801 66.5 95 Superior
792-792 65 94 Superior
783-783 64 92 Superior
774-774 63 91 Superior
765-765 61.5 87 High average
756-756 60.5 86 High average
747-747 59.5 82 High average
738-738 58 79 High average
729-729 57 77 High average
720-720 56 73 Average
711-711 54.5 68 Average
702-702 53.5 63 Average
693-693 52 58 Average
684-684 51 55 Average
675-675 50 50 Average
666-666 48.5 45 Average
657-657 47.5 39 Average
648-648 46.5 37 Average
639-639 45 32 Average
630-630 44 27 Average
621-621 43 25 Average
612-612 41.5 19 average
603-603 40.5 18 average

i
 594-594 39.5 14 average
585-585 38 12 average
576-576 37 10 average
567-567 36 8 inferior
558-558 34.5 6 inferior
549-549 33.5 5 inferior
540-540 32.5 4 inferior
531-531 31 3 inferior
513-522 30 2 inferior
486-504 27.5 1 Inferior
477-477 24 0.47 Inferior
468-468 23 0.38 Inferior
459-459 21.5 0.21 Inferior
450-450 20.5 0.17 Inferior
441-441 19.5 0.11 Inferior
432-432 18 0.07 Inferior
423-423 17 0.05 Inferior
396-396 13.5 0.01 Inferior

Table 4.1.2: Norm Table for Total Data for CSR.

Raw scores with T
weights Scores Percentile Interpretation
832-840 88.5 99.99 superior
816-816 85 99.98 superior
808-808 83.5 99.96 superior
800-800 82.5 99.95 superior
792-792 81.5 99.91 superior
784-784 80 99.87 superior
768-768 78 99.74 superior
760-760 76.5 99.62 superior
728-752 75.5 99 superior
720-720 71 98 superior
704-712 69.5 97 Superior
696-696 67.5 96 Superior
688-688 66 95 Superior
680-680 65 94 Superior
672-672 64 92 Superior
664-664 62.5 90 High average
656-656 61.5 87 High average
648-648 60.5 86 High average
640-640 59 82 High average

ii
 632-632 58 79 High average
624-624 57 77 High average
616-616 55.5 70 Average
608-608 54.5 68 Average
600-600 53.5 63 Average
592-592 52 58 Average
584-584 51 55 Average
576-576 50 50 Average
568-568 48.5 45 Average
560-560 47.5 39 Average
552-552 46.5 37 Average
544-544 45 32 Average
536-536 44 27 Average
528-528 43 25 Average
520-520 41.5 19 average
512-512 40.5 18 average
504-504 39.5 14 average
496-496 38 12 average
488-488 37 10 average
480-480 36 8 inferior
472-472 34.5 6 inferior
464-464 33.5 5 inferior
456-456 32.5 4 inferior
448-448 31 3 inferior
432-440 30 2 inferior
408-424 27.5 1 Inferior
400-400 24 0.47 Inferior
392-392 23 0.38 Inferior
384-384 22 0.26 Inferior
368-368 19.5 0.11 Inferior
360-360 18.5 0.09 Inferior
352-352 17 0.05 Inferior
328-328 13.5 0.01 Inferior

Table 4.1.3: Norm Table for Total Data for CST

Raw scores with T
weights Scores Percentile Interpretation
728-735 88.5 99.99 superior
714-714 85 99.98 superior
707-707 83.5 99.96 superior
700-700 82.5 99.95 superior

iii
693-693 81.5 99.91 superior
686-686 80 99.87 superior
672-672 78 99.74 superior
665-665 76.5 99.62 superior
637-658 75.5 99 superior
630-630 71 98 superior
616-623 69.5 97 Superior
609-609 67.5 96 Superior
602-602 66 95 Superior
595-595 65 94 Superior
588-588 64 92 Superior
581-581 62.5 90 High average
574-574 61.5 87 High average
567-567 60.5 86 High average
560-560 59 82 High average
553-553 58 79 High average
546-546 57 77 High average
539-539 55.5 70 Average
532-532 54.5 68 Average
525-525 53.5 63 Average
518-518 52 58 Average
511-511 51 55 Average
504-504 50 50 Average
497-497 48.5 45 Average
490-490 47.5 39 Average
483-483 46.5 37 Average
476-476 45 32 Average
469-469 44 27 Average
462-462 43 25 Average
455-455 41.5 19 average
448-448 40.5 18 average
441-441 39.5 14 average
434-434 38 12 average
427-427 37 10 average
420-420 36 8 inferior
413-413 34.5 6 inferior
406-406 33.5 5 inferior
399-399 32.5 4 inferior
392-392 31 3 inferior
378-385 30 2 inferior
357-371 27.5 1 Inferior

iv
 350-350 24 0.47 Inferior
343-343 23 0.38 Inferior
336-336 22 0.26 Inferior
322-322 19.5 0.11 Inferior
315-315 18.5 0.09 Inferior
308-308 17 0.05 Inferior
287-287 13.5 0.01 Inferior

Table 4.1.4: Norm Table for Total Data for CRS.

Raw scores with T
weights Scores Percentile Interpretation
618-618 86 99.98 superior
612-612 84.5 99.97 superior
600-600 82 99.93 superior
594-594 81 99.91 superior
588-588 79.5 99.83 superior
582-582 78.5 99.79 superior
576-576 77.5 99.69 superior
570-570 76 99.53 superior
552-564 75 99 superior
540-546 71 98 superior
534-534 68.5 97 Superior
528-528 67.5 96 Superior
522-522 66 95 Superior
516-516 65 94 Superior
510-510 63.5 91 Superior
504-504 62.5 90 High average
498-498 61 87 High average
492-492 60 84 High average
486-486 58.5 81 High average
480-480 57.5 77 High average
474-474 56.5 75 High average
468-468 55 70 Average
462-462 54 66 Average
456-456 52.5 61 Average
450-450 51.5 55 Average
444-444 50 50 Average
438-438 49 45 Average
432-432 47.5 39 Average
426-426 46.5 37 Average
420-420 45 32 Average

v
 414-414 44 27 Average
408-408 42.5 23 average
402-402 41.5 19 average
396-396 40 16 average
390-390 39 14 average
384-384 37.5 10 average
378-378 36.5 9 average
372-372 35 7 inferior
360-366 34 5 inferior
348-354 31.5 3 inferior
342-342 29 2 Interior
324-336 28 1 Inferior
318-318 24 0.47 Inferior
312-312 23 0.38 Inferior
306-306 21.5 0.21 Inferior
300-300 20.5 0.17 Inferior
294-294 19 0.11 Inferior
288-288 18 0.07 Inferior
282-282 16.5 0.04 Inferior
270-270 14 0.02 Inferior

Table 4.1.5: Norm Table for Total Data for CTS.

Raw scores with T
weights Scores Percentile Interpretation
515-530 90.5 99.99 superior
510-510 85.5 99.98 superior
500-500 83 99.96 superior
495-495 82 99.93 superior
485-485 79.5 99.83 superior
480-480 78.5 99.79 superior
475-475 77 99.69 superior
470-470 76 99.53 superior
455-465 74.5 99 superior
445-450 71 98 superior
440-440 68.5 97 Superior
435-435 67.5 96 Superior
430-430 66.5 95 Superior
425-425 65 94 Superior
420-420 64 92 Superior
415-415 62.5 90 High average
410-410 61.5 87 High average

vi
 405-405 60.5 86 High average
400-400 59 82 High average
395-395 58 79 High average
390-390 56.5 75 High average
385-385 55.5 70 Average
380-380 54.5 68 Average
375-375 53 61 Average
370-370 52 58 Average
365-365 51 55 Average
360-360 49.5 47 Average
355-355 48.5 45 Average
350-350 47 39 Average
345-345 46 34 Average
340-340 45 32 Average
335-335 43.5 25 Average
330-330 42.5 23 average
325-325 41 19 average
320-320 40 16 average
315-315 39 14 average
310-310 37.5 10 average
305-305 36.5 9 average
300-300 35 7 inferior
290-295 34 5 inferior
280-285 31.5 3 inferior
275-275 29 2 Interior
255-270 28 1 Inferior
250-250 23 0.38 Inferior
245-245 22 0.26 Inferior
240-240 21 0.21 Inferior
235-235 19.5 0.11 Inferior
230-230 18.5 0.09 Inferior
190-225 17 0.05 Inferior

Table 4.1.6: Norm Table for Total Data for ER

Raw scores with T
weights Scores Percentile Interpretation
420-428 89 99.99 superior
416-416 85.5 99.98 superior
412-412 84 99.97 superior
408-408 83 99.96 superior
404-404 82 99.93 superior

vii
400-400 80.5 99.89 superior
396-396 79.5 99.83 superior
392-392 78.5 99.79 superior
388-388 77 99.69 superior
384-384 76 99.53 superior
372-380 75 99 superior
364-368 71.5 98 superior
360-360 69 97 Superior
356-356 68 96 Superior
352-352 66.5 95 Superior
348-348 65.5 94 Superior
344-344 64.5 93 Superior
340-340 63.5 91 Superior
336-336 62 88 High average
332-332 61 87 High average
328-328 60 84 High average
324-324 58.5 81 High average
320-320 57.5 77 High average
316-316 56.5 75 High average
312-312 55 70 Average
308-308 54 66 Average
304-304 53 61 Average
300-300 51.5 55 Average
296-296 50.5 53 Average
292-292 49.5 47 Average
288-288 48 42 Average
284-284 47 39 Average
280-280 46 34 Average
276-276 44.5 30 Average
272-272 43.5 25 Average
268-268 42.5 23 average
264-264 41 19 average
260-260 40 16 average
256-256 39 14 average
252-252 37.5 10 average
248-248 36.5 9 average
244-244 35.5 7 inferior
236-240 34 5 inferior
232-232 32 4 inferior
228-228 30.5 3 inferior
220-224 29.5 2 Inferior

viii
 208-216 27 1 Inferior
204-204 24 0.47 Inferior
200-200 22.5 0.31 Inferior
196-196 21.5 0.21 Inferior
184-184 18 0.07 Inferior
180-180 17 0.05 Inferior
176-176 15.5 0.03 Inferior
172-172 14.5 0.02 Inferior

Table 4.1.7: Norm Table for Total Data for CRT

Raw scores with T
weights Scores Percentile Interpretation
309-321 92 99.99 superior
306-306 86 99.98 superior
303-303 84.5 99.97 superior
300-300 83.5 99.96 superior
294-294 81 99.91 superior
291-291 80 99.87 superior
288-288 78.5 99.79 superior
285-285 77.5 99.69 superior
282-282 76.5 99.62 superior
273-279 75 99 superior
267-270 71.5 98 superior
264-264 69 97 Superior
261-261 68 96 Superior
258-258 66.5 95 Superior
255-255 65.5 94 Superior
252-252 64 92 Superior
249-249 63 91 Superior
246-246 62 88 High average
243-243 60.5 86 High average
240-240 59.5 82 High average
237-237 58 79 High average
234-234 57 77 High average
231-231 56 73 Average
228-228 54.5 68 Average
225-225 53.5 63 Average
222-222 52 58 Average
219-219 51 55 Average
216-216 49.5 47 Average
213-213 48.5 45 Average

ix
 210-210 47.5 39 Average
207-207 46 34 Average
204-204 45 32 Average
201-201 43.5 25 Average
198-198 42.5 23 average
195-195 41.5 19 average
192-192 40 16 average
189-189 39 14 average
186-186 37.5 10 average
183-183 36.5 9 average
180-180 35 7 inferior
174-177 34 5 inferior
168-171 31.5 3 inferior
165-165 29 2 Interior
153-162 28 1 Inferior
150-150 23 0.38 Inferior
147-147 22 0.26 Inferior
144-144 21 0.21 Inferior
141-141 19.5 0.11 Inferior
132-132 16 0.03 Inferior

Table 4.1.8: Norm Table for Total Data for CTR

Raw scores with T
weights Scores Percentile Interpretation
206-206 86.5 99.99 superior
204-204 85.5 99.98 superior
202-202 84 99.97 superior
200-200 83 99.96 superior
198-198 82 99.93 superior
196-196 80.5 99.89 superior
194-194 79.5 99.83 superior
192-192 78 99.74 superior
190-190 77 99.69 superior
182-186 74.5 99 superior
178-180 71 98 superior
176-176 68.5 97 Superior
174-174 67.5 96 Superior
172-172 66.5 95 Superior
170-170 65 94 Superior
168-168 64 92 Superior
166-166 63 91 Superior

x
 164-164 61.5 87 High average
162-162 60.5 86 High average
160-160 59 82 High average
158-158 58 79 High average
156-156 57 77 High average
154-154 55.5 70 Average
152-152 54.5 68 Average
150-150 53.5 63 Average
148-148 52 58 Average
146-146 51 55 Average
144-144 49.5 47 Average
142-142 48.5 45 Average
140-140 47.5 39 Average
138-138 46 34 Average
136-136 45 32 Average
134-134 44 27 Average
132-132 42.5 23 average
130-130 41.5 19 average
128-128 40 16 average
126-126 39 14 average
124-124 38 12 average
122-122 36.5 9 average
120-120 35.5 7 inferior
118-118 34.5 6 inferior
116-116 33 5 inferior
114-114 32 4 inferior
112-112 30.5 3 inferior
108-110 29.5 2 Inferior
102-106 27 1 Inferior
100-100 23.5 0.38 Inferior
98-98 22.5 0.31 Inferior
96-96 21.5 0.21 Inferior
94-94 20 0.13 Inferior
92-92 19 0.11 Inferior
90-90 17.5 0.05 Inferior

Table 4.1.9: Norm Table for Total Data for ET

Raw scores with T
weights Scores Percentile Interpretation
72.5-86.5 86.5 99 superior
70.5-71.5 71.5 98 superior

xi
 69-69 69 97 Superior
67-68 68 96 Superior
66-66 66 95 Superior
64.5-64.5 64.5 93 Superior
63.5-63.5 63.5 91 Superior
62.5-62.5 62.5 90 High average
61-61 61 87 High average
60-60 60 84 High average
59-59 59 82 High average
58-58 58 79 High average
56.5-56.5 56.5 75 High average
55.5-55.5 55.5 70 Average
54.5-54.5 54.5 68 Average
53-53 53 61 Average
52-52 52 58 Average
51-51 51 55 Average
50-50 50 50 Average
48.5-48.5 48.5 45 Average
47.5-47.5 47.5 39 Average
46.5-46.5 46.5 37 Average
45-45 45 32 Average
44-44 44 27 Average
43-43 43 25 Average
42-42 42 21 average
40.5-40.5 40.5 18 average
39.5-39.5 39.5 14 average
38.5-38.5 38.5 13 average
37-37 37 10 average
36-36 36 8 inferior
35-35 35 7 inferior
34-34 34 5 inferior
32.5-32.5 32.5 4 inferior
30.5-31.5 31.5 3 inferior
29-29 29 2 Interior
24.5-28 28 1 Inferior
23.5-23.5 23.5 0.38 Inferior
22.5-22.5 22.5 0.31 Inferior
21.5-21.5 21.5 0.21 Inferior
20-20 20 0.13 Inferior
18-18 18 0.07 Inferior
16.5-16.5 16.5 0.04 Inferior

xii
 15.5-15.5 15.5 0.03 Inferior

Table 4.2.1 Norm Table for Male for ES

Raw scores with T
weights Scores Percentile Interpretation
963-963 86.5 99.99 superior
936-936 83 99.96 superior
918-918 81 99.91 superior
909-909 79.5 99.83 superior
900-900 78.5 99.79 superior
891-891 77.5 99.69 superior
882-882 76.5 99.62 superior
855-873 75 99 superior
837-846 71.5 98 superior
828-828 69.5 97 Superior
810-819 68 96 Superior
801-801 66 95 Superior
792-792 64.5 93 Superior
783-783 63.5 91 Superior
774-774 62.5 90 High average
765-765 61 87 High average
756-756 60 84 High average
747-747 59 82 High average
738-738 57.5 77 High average
729-729 56.5 75 High average
720-720 55.5 70 Average
711-711 54 66 Average
702-702 53 61 Average
693-693 52 58 Average
684-684 50.5 53 Average
675-675 49.5 47 Average
666-666 48.5 45 Average
657-657 47.5 39 Average
648-648 46 34 Average
639-639 45 32 Average
630-630 44 27 Average
621-621 42.5 23 average
612-612 41.5 19 average

xiii
 603-603 40.5 18 average
594-594 39 14 average
585-585 38 12 average
576-576 37 10 average
567-567 35.5 7 inferior
558-558 34.5 6 inferior
549-549 33.5 5 inferior
540-540 32 4 inferior
531-531 31 3 inferior
513-522 30 2 inferior
486-504 27.5 1 Inferior
477-477 24 0.47 Inferior
468-468 23 0.38 Inferior
459-459 21.5 0.21 Inferior
450-450 20.5 0.17 Inferior
441-441 19.5 0.11 Inferior
432-432 18.5 0.09 Inferior
423-423 17 0.05 Inferior

Table 4.2.2 Norm Table for Male for CSR

Raw scores with T
weights Scores Percentile Interpretation
824-824 83.5 99.96 superior
808-808 81.5 99.91 superior
792-792 79 99.83 superior
776-776 76.5 99.62 superior
744-768 75.5 99 superior
736-736 71 98 superior
720-728 69.5 97 Superior
712-712 67.5 96 Superior
704-704 66 95 Superior
696-696 65 94 Superior
688-688 64 92 Superior
680-680 63 91 Superior
672-672 61.5 87 High average
664-664 60.5 86 High average
656-656 59.5 82 High average
648-648 58 79 High average
640-640 57 77 High average

xiv
 632-632 56 73 Average
624-624 54.5 68 Average
616-616 53.5 63 Average
608-608 52.5 61 Average
600-600 51 55 Average
592-592 50 50 Average
584-584 49 45 Average
576-576 47.5 39 Average
568-568 46.5 37 Average
560-560 45.5 32 Average
552-552 44 27 Average
544-544 43 25 Average
536-536 42 21 average
528-528 40.5 18 average
520-520 39.5 14 average
512-512 38.5 13 average
504-504 37.5 10 average
496-496 36 8 inferior
488-488 35 7 inferior
480-480 34 5 inferior
472-472 32.5 4 inferior
456-464 31.5 3 inferior
448-448 29 2 Interior
424-440 28 1 Inferior
408-408 23.5 0.38 Inferior
400-400 22 0.26 Inferior
392-392 21 0.21 Inferior
384-384 20 0.13 Inferior
376-376 18.5 0.09 Inferior
368-368 17.5 0.05 Inferior

Table 4.2.3 Norm Table for Male for CST

Raw scores with T
weights Scores Percentile Interpretation
728-735 88 99.99 superior
714-714 84.5 99.97 superior
707-707 83.5 99.96 superior
700-700 82.5 99.95 superior
693-693 81 99.91 superior

xv
665-665 76.5 99.62 superior
637-658 75.5 99 superior
630-630 71 98 superior
616-623 69.5 97 Superior
609-609 67.5 96 Superior
602-602 66 95 Superior
595-595 65 94 Superior
588-588 64 92 Superior
581-581 62.5 90 High average
574-574 61.5 87 High average
567-567 60.5 86 High average
560-560 59 82 High average
553-553 58 79 High average
546-546 57 77 High average
539-539 55.5 70 Average
532-532 54.5 68 Average
525-525 53.5 63 Average
518-518 52.5 61 Average
511-511 51 55 Average
504-504 50 50 Average
497-497 49 45 Average
490-490 47.5 39 Average
483-483 46.5 37 Average
476-476 45.5 32 Average
469-469 44 27 Average
462-462 43 25 Average
455-455 42 21 average
448-448 40.5 18 average
441-441 39.5 14 average
434-434 38.5 13 average
427-427 37.5 10 average
420-420 36 8 inferior
413-413 35 7 inferior
406-406 34 5 inferior
399-399 32.5 4 inferior
385-392 31.5 3 inferior
378-378 29 2 Interior
350-371 28 1 Inferior
343-343 23.5 0.38 Inferior

xvi
 336-336 22 0.26 Inferior
322-322 20 0.13 Inferior
315-315 19 0.11 Inferior
308-308 17.5 0.05 Inferior
287-287 14 0.02 Inferior
280-280 13 0.01 Inferior

Table 4.2.4 Norm Table for Male for CRS

Raw scores with T
weights Scores Percentile Interpretation
618-618 85.5 99.98 superior
612-612 84.5 99.97 superior
594-594 81 99.91 superior
588-588 79.5 99.83 superior
582-582 78.5 99.79 superior
576-576 77 99.69 superior
570-570 76 99.53 superior
552-564 74.5 99 superior
540-546 71 98 superior
534-534 68.5 97 Superior
528-528 67.5 96 Superior
522-522 66 95 Superior
516-516 65 94 Superior
510-510 63.5 91 Superior
504-504 62.5 90 High average
498-498 61 87 High average
492-492 60 84 High average
486-486 59 82 High average
480-480 57.5 77 High average
474-474 56.5 75 High average
468-468 55 70 Average
462-462 54 66 Average
456-456 52.5 61 Average
450-450 51.5 55 Average
444-444 50 50 Average
438-438 49 45 Average
432-432 48 42 Average
426-426 46.5 37 Average
420-420 45.5 32 Average

xvii
 414-414 44 27 Average
408-408 43 25 Average
402-402 41.5 19 average
396-396 40.5 18 average
390-390 39 14 average
384-384 38 12 average
378-378 37 10 average
372-372 35.5 7 inferior
366-366 34.5 6 inferior
360-360 33 5 inferior
354-354 32 4 inferior
348-348 30.5 3 inferior
342-342 29.5 2 Inferior
324-336 28 1 Inferior
312-312 23.5 0.38 Inferior
306-306 22 0.26 Inferior
300-300 21 0.21 Inferior
294-294 19.5 0.11 Inferior
288-288 18.5 0.09 Inferior
282-282 17 0.05 Inferior
228-276 16 0.03 Inferior

Table 4.2.5 Norm Table for Male for CTS

Raw scores with T
weights Scores Percentile Interpretation
520-530 89.5 99.99 superior
510-510 85 99.98 superior
500-500 82.5 99.95 superior
495-495 81.5 99.91 superior
485-485 79 99.83 superior
480-480 78 99.74 superior
475-475 76.5 99.62 superior
455-470 75.5 99 superior
450-450 70.5 98 superior
440-445 69.5 97 Superior
435-435 67 96 Superior
430-430 66 95 Superior
425-425 65 94 Superior
420-420 63.5 91 Superior

xviii
 415-415 62.5 90 High average
410-410 61.5 87 High average
405-405 60 84 High average
400-400 59 82 High average
395-395 57.5 77 High average
390-390 56.5 75 High average
385-385 55.5 70 Average
380-380 54 66 Average
375-375 53 61 Average
370-370 52 58 Average
365-365 50.5 53 Average
360-360 49.5 47 Average
355-355 48 42 Average
350-350 47 39 Average
345-345 46 34 Average
340-340 44.5 30 Average
335-335 43.5 25 Average
330-330 42.5 23 average
325-325 41 19 average
320-320 40 16 average
315-315 39 14 average
310-310 37.5 10 average
305-305 36.5 9 average
300-300 35 7 inferior
290-295 34 5 inferior
280-285 31.5 3 inferior
275-275 29.5 2 Inferior
255-270 28 1 Inferior
250-250 23.5 0.38 Inferior
245-245 22 0.26 Inferior
235-235 20 0.13 Inferior
230-230 18.5 0.09 Inferior
225-225 17.5 0.05 Inferior
180-180 7 0.03 Inferior

Table 4.2.6 Norm Table for Male for ER

Raw scores with T
weights Scores Percentile Interpretation
420-428 89 99.99 superior

xix
408-408 83 99.96 superior
404-404 81.5 99.91 superior
400-400 80.5 99.89 superior
396-396 79.5 99.83 superior
392-392 78 99.74 superior
388-388 77 99.69 superior
384-384 76 99.53 superior
372-380 74.5 99 superior
364-368 71 98 superior
360-360 69 97 Superior
356-356 67.5 96 Superior
352-352 66.5 95 Superior
348-348 65.5 94 Superior
344-344 64 92 Superior
340-340 63 91 Superior
336-336 62 88 High average
332-332 60.5 86 High average
328-328 59.5 82 High average
324-324 58.5 81 High average
320-320 57 77 High average
316-316 56 73 Average
312-312 55 70 Average
308-308 53.5 63 Average
304-304 52.5 61 Average
300-300 51 55 Average
296-296 50 50 Average
292-292 49 45 Average
288-288 47.5 39 Average
284-284 46.5 37 Average
280-280 45.5 32 Average
276-276 44 27 Average
272-272 43 25 Average
268-268 42 21 average
264-264 40.5 18 average
260-260 39.5 14 average
256-256 38.5 13 average
252-252 37 10 average
248-248 36 8 inferior
244-244 35 7 inferior

xx
 240-240 33.5 5 inferior
236-236 32.5 4 inferior
232-232 31.5 3 inferior
224-228 30 2 inferior
208-220 28 1 Inferior
204-204 23 0.38 Inferior
200-200 22 0.26 Inferior
196-196 20.5 0.17 Inferior
184-184 17 0.05 Inferior
172-180 16 0.03 Inferior

Table 4.2.7 Norm Table for Male for CRT

Raw scores with T
weights Scores Percentile Interpretation
315-321 92 99.99 superior
303-306 86 99.98 superior
300-300 83.5 99.96 superior
294-294 81 99.91 superior
291-291 80 99.87 superior
288-288 79 99.83 superior
285-285 77.5 99.69 superior
282-282 76.5 99.62 superior
273-273 73 99 superior
267-270 71.5 98 superior
264-264 69 97 Superior
258-261 68 96 Superior
255-255 65.5 94 Superior
252-252 64.5 93 Superior
249-249 63 91 Superior
246-246 62 88 High average
243-243 61 87 High average
240-240 59.5 82 High average
237-237 58.5 81 High average
234-234 57 77 High average
231-231 56 73 Average
228-228 55 70 Average
225-225 53.5 63 Average
222-222 52.5 61 Average
219-219 51 55 Average

xxi
 216-216 50 50 Average
213-213 49 45 Average
210-210 47.5 39 Average
207-207 46.5 37 Average
204-204 45 32 Average
201-201 44 27 Average
198-198 42.5 23 average
195-195 41.5 19 average
192-192 40.5 18 average
189-189 39 14 average
186-186 38 12 average
183-183 36.5 9 average
180-180 35.5 7 inferior
177-177 34.5 6 inferior
174-174 33 5 inferior
171-171 32 4 inferior
168-168 30.5 3 inferior
162-165 29.5 2 Inferior
153-159 27 1 Inferior
150-150 23.5 0.38 Inferior
147-147 22.5 0.31 Inferior
144-144 21 0.21 Inferior
141-141 20 0.13 Inferior
138-138 18.5 0.03 Inferior

Table 4.2.8 Norm Table for Male for CTR

Raw scores with T
weights Scores Percentile Interpretation
206-206 86.5 99.99 superior
204-204 85.5 99.98 superior
202-202 84 99.97 superior
200-200 83 99.96 superior
196-196 80.5 99.89 superior
194-194 79.5 99.83 superior
192-192 78.5 99.79 superior
182-186 74.5 99 superior
178-180 71 98 superior
176-176 69 97 Superior
174-174 67.5 96 Superior

xxii
172-172 66.5 95 Superior
170-170 65.5 94 Superior
168-168 64 92 Superior
166-166 63 91 Superior
164-164 61.5 87 High average
162-162 60.5 86 High average
160-160 59.5 82 High average
158-158 58 79 High average
156-156 57 77 High average
154-154 56 73 Average
152-152 54.5 68 Average
150-150 53.5 63 Average
148-148 52.5 61 Average
146-146 51 55 Average
144-144 50 50 Average
142-142 48.5 45 Average
140-140 47.5 39 Average
138-138 46.5 37 Average
136-136 45 32 Average
134-134 44 27 Average
132-132 43 25 Average
130-130 41.5 19 average
128-128 40.5 18 average
126-126 39 14 average
124-124 38 12 average
122-122 37 10 average
120-120 35.5 7 inferior
118-118 34.5 6 inferior
116-116 33.5 5 inferior
114-114 32 4 inferior
112-112 31 3 inferior
108-110 30 2 inferior
102-106 27.5 1 Inferior
100-100 24 0.47 Inferior
96-96 21.5 0.21 Inferior
94-94 20.5 0.17 Inferior
92-92 19 0.11 Inferior
90-90 18 0.03 Inferior

xxiii
 Table 4.2.9 Norm Table for Male for ET
Raw scores with T
weights Scores Percentile Interpretation
104-108 91 99.99 superior
100-100 81.5 99.91 superior
98-98 79.5 99.83 superior
97-97 78.5 99.79 superior
96-96 77 99.69 superior
95-95 76 99.53 superior
90-91 71.5 98 superior
89-89 69 97 Superior
87-88 68 96 Superior
86-86 66 95 Superior
85-85 64.5 93 Superior
84-84 63.5 91 Superior
83-83 62.5 90 High average
82-82 61.5 87 High average
81-81 60 84 High average
80-80 59 82 High average
79-79 58 79 High average
78-78 57 77 High average
77-77 55.5 70 Average
76-76 54.5 68 Average
75-75 53.5 63 Average
74-74 52 58 Average
73-73 51 55 Average
72-72 50 50 Average
71-71 49 45 Average
70-70 47.5 39 Average
69-69 46.5 37 Average
68-68 45.5 32 Average
67-67 44.5 30 Average
66-66 43 25 Average
65-65 42 21 average
64-64 41 19 average

xxiv
 63-63 39.5 14 average
62-62 38.5 13 average
61-61 37.5 10 average
60-60 36.5 9 average
59-59 35 7 inferior
57-58 34 5 inferior
56-56 32 4 inferior
55-55 30.5 3 inferior
53-54 29.5 2 Inferior
50-52 27.5 1 Inferior
49-49 24 0.47 Inferior
48-48 22.5 0.31 Inferior
47-47 21.5 0.21 Inferior
44-44 18 0.07 Inferior
43-43 17 0.05 Inferior
42-42 16 0.03 Inferior

Table 4.3.1 Norm Table for Female for ES

Raw scores with
weights T Scores Percentile Interpretation
954-954 87.5 99.99 superior
945-945 87.5 99.98 superior
918-918 82.5 99.95 superior
900-900 80 99.87 superior
873-873 76.5 99.62 superior
846-864 75.5 99 superior
828-828 70.5 98 superior
819-819 69.5 97 Superior
801-810 68 96 Superior
792-792 66 95 Superior
783-783 64.5 93 Superior
774-774 63.5 91 Superior
765-765 62 88 High average
756-756 61 87 High average
747-747 60 84 High average
738-738 58.5 81 High average
729-729 57.5 77 High average
720-720 56 73 Average
711-711 55 70 Average

xxv
 702-702 54 66 Average
693-693 52.5 61 Average
684-684 51.5 55 Average
675-675 50.5 53 Average
666-666 49 45 Average
657-657 48 42 Average
648-648 46.5 37 Average
639-639 45.5 32 Average
630-630 44.5 30 Average
621-621 43 25 Average
612-612 42 21 average
603-603 40.5 18 average
594-594 39.5 14 average
585-585 38.5 13 average
576-576 37 10 average
567-567 36 8 inferior
558-558 34.5 6 inferior
549-549 33.5 5 inferior
540-540 32.5 4 inferior
531-531 31 3 inferior
513-522 30 2 inferior
486-504 27.5 1 Inferior
468-468 23 0.38 Inferior
459-459 21.5 0.21 Inferior
432-432 18 0.07 Inferior
396-396 13 0.01 Inferior

Table 4.3.2 1 Norm Table for Female for CSR

Raw scores with T
weights Scores Percentile Interpretation
1024-1024 111 99.9 superior
840-840 111 99.98 superior
816-816 82 99.93 superior
808-808 80.5 99.89 superior
784-784 77 99.69 superior
752-768 75 99 superior
736-736 70.5 98 superior
728-728 69.5 97 Superior
712-720 68 96 Superior

xxvi
704-704 66 95 Superior
696-696 65 94 Superior
688-688 63.5 91 Superior
680-680 62.5 90 High average
672-672 61.5 87 High average
664-664 60 84 High average
656-656 59 82 High average
648-648 58 79 High average
640-640 57 77 High average
632-632 55.5 70 Average
624-624 54.5 68 Average
616-616 53.5 63 Average
608-608 52.5 61 Average
600-600 51 55 Average
592-592 50 50 Average
584-584 49 45 Average
576-576 48 42 Average
568-568 46.5 37 Average
560-560 45.5 32 Average
552-552 44.5 30 Average
544-544 43.5 25 Average
536-536 42 21 average
528-528 41 19 average
520-520 40 16 average
512-512 38.5 13 average
504-504 37.5 10 average
496-496 36.5 9 average
488-488 35.5 7 inferior
472-480 34 5 inferior
464-464 32 4 inferior
456-456 31 3 inferior
440-448 29.5 2 Inferior
416-432 27.5 1 Inferior
392-392 21.5 0.21 Inferior
384-384 20.5 0.17 Inferior
376-376 19.5 0.11 Inferior
368-368 18.5 0.09 Inferior
352-352 16 0.03 Inferior

xxvii
xxviii
 Table 4.3.3 Norm Table for Female for CST
Raw scores with T
weights Scores Percentile Interpretation
728-728 87.5 99.99 superior
707-707 87.5 99.97 superior
693-693 81.5 99.91 superior
686-686 80.5 99.89 superior
672-672 78 99.74 superior
665-665 77 99.69 superior
644-651 74.5 99 superior
623-630 71 98 superior
616-616 68.5 97 Superior
609-609 67.5 96 Superior
602-602 66.5 95 Superior
595-595 65 94 Superior
588-588 64 92 Superior
581-581 63 91 Superior
574-574 61.5 87 High average
567-567 60.5 86 High average
560-560 59 82 High average
553-553 58 79 High average
546-546 57 77 High average
539-539 55.5 70 Average
532-532 54.5 68 Average
525-525 53.5 63 Average
518-518 52 58 Average
511-511 51 55 Average
504-504 50 50 Average
497-497 48.5 45 Average
490-490 47.5 39 Average
483-483 46.5 37 Average
476-476 45 32 Average
469-469 44 27 Average
462-462 42.5 23 average
455-455 41.5 19 average
448-448 40.5 18 average
441-441 39 14 average
434-434 38 12 average
427-427 37 10 average

xxix
 420-420 35.5 7 inferior
413-413 34.5 6 inferior
406-406 33.5 5 inferior
399-399 32 4 inferior
392-392 31 3 inferior
378-385 30 2 inferior
357-371 27.5 1 Inferior
350-350 24 0.47 Inferior
343-343 22.5 0.31 Inferior
336-336 21.5 0.21 Inferior
322-322 19 0.11 Inferior
259-308 17 0.05 Inferior

Table 4.3.4 Norm Table for Female for CRS

Raw scores with T
weights Scores Percentile Interpretation
612-612 85.5 99.98 superior
600-600 85.5 99.96 superior
594-594 81.5 99.91 superior
588-588 80.5 99.89 superior
576-576 78 99.74 superior
552-552 72.5 99 superior
540-546 71.5 98 superior
534-534 69 97 Superior
528-528 67.5 96 Superior
522-522 66.5 95 Superior
516-516 65 94 Superior
510-510 64 92 Superior
504-504 62.5 90 High average
498-498 61.5 87 High average
492-492 60 84 High average
486-486 58.5 81 High average
480-480 57.5 77 High average
474-474 56 73 Average
468-468 55 70 Average
462-462 53.5 63 Average
456-456 52.5 61 Average
450-450 51 55 Average
444-444 50 50 Average

xxx
 438-438 48.5 45 Average
432-432 47.5 39 Average
426-426 46 34 Average
420-420 44.5 30 Average
414-414 43.5 25 Average
408-408 42 21 average
402-402 41 19 average
396-396 39.5 14 average
390-390 38.5 13 average
384-384 37 10 average
378-378 36 8 inferior
372-372 34.5 6 inferior
366-366 33.5 5 inferior
360-360 32 4 inferior
354-354 30.5 3 inferior
348-348 29.5 2 Inferior
324-342 28 1 Inferior
318-318 23 0.38 Inferior
306-306 20.5 0.17 Inferior
300-300 19.5 0.11 Inferior
294-294 18 0.07 Inferior
282-282 15.5 0.03 Inferior

Table 4.3.5 Norm Table for Female for CTS

Raw scores with T
weights Scores Percentile Interpretation
510-520 89 99.99 superior
485-485 0 99.89 superior
480-480 79 99.83 superior
475-475 78 99.74 superior
450-465 75.5 99 superior
440-440 69.5 97 Superior
430-435 68 96 Superior
425-425 65.5 94 Superior
420-420 64.5 93 Superior
415-415 63.5 91 Superior
410-410 62 88 High average
405-405 61 87 High average
400-400 59.5 82 High average

xxxi
 395-395 58.5 81 High average
390-390 57 77 High average
385-385 56 73 Average
380-380 55 70 Average
375-375 53.5 63 Average
370-370 52.5 61 Average
365-365 51 55 Average
360-360 50 50 Average
355-355 48.5 45 Average
350-350 47.5 39 Average
345-345 46 34 Average
340-340 45 32 Average
335-335 44 27 Average
330-330 42.5 23 average
325-325 41.5 19 average
320-320 40 16 average
315-315 39 14 average
310-310 37.5 10 average
305-305 36.5 9 average
300-300 35 7 inferior
290-295 34 5 inferior
280-285 31.5 3 inferior
275-275 29 2 Interior
260-270 28 1 Inferior
250-250 23 0.38 Inferior
245-245 22 0.26 Inferior
240-240 20.5 0.17 Inferior
190-235 19.5 0.11 Inferior

Table 4.3.6 Norm Table for Female for ER

Raw scores with T
weights Scores Percentile Interpretation
416-416 86 99.98 superior
412-412 86 99.97 superior
408-408 83.5 99.96 superior
404-404 82.5 99.95 superior
392-392 79 99.83 superior
388-388 77.5 99.69 superior
368-368 72 99 superior

xxxii
364-364 71 98 superior
356-360 69.5 97 Superior
352-352 67.5 96 Superior
348-348 66 95 Superior
344-344 65 94 Superior
340-340 64 92 Superior
336-336 62.5 90 High average
332-332 61.5 87 High average
328-328 60.5 86 High average
324-324 59 82 High average
320-320 58 79 High average
316-316 57 77 High average
312-312 55.5 70 Average
308-308 54.5 68 Average
304-304 53.5 63 Average
300-300 52 58 Average
296-296 51 55 Average
292-292 50 50 Average
288-288 48.5 45 Average
284-284 47.5 39 Average
280-280 46.5 37 Average
276-276 45.5 32 Average
272-272 44 27 Average
268-268 43 25 Average
264-264 42 21 average
260-260 40.5 18 average
256-256 39.5 14 average
252-252 38.5 13 average
248-248 37 10 average
244-244 36 8 inferior
240-240 35 7 inferior
236-236 33.5 5 inferior
232-232 32.5 4 inferior
228-228 31.5 3 inferior
220-224 30 2 inferior
204-216 28 1 Inferior
200-200 23.5 0.38 Inferior
196-196 22 0.26 Inferior
184-184 18.5 0.09 Inferior

xxxiii
 180-180 17.5 0.05 Inferior
176-176 16.5 0.04 Inferior

Table 4.3.7 Norm Table for Female for CRT

Raw scores with T
weights Scores Percentile Interpretation
309-309 87.5 99.99 superior
303-303 87.5 99.98 superior
294-294 81 99.91 superior
291-291 80 99.87 superior
282-282 76.5 99.62 superior
273-279 75 99 superior
267-270 71.5 98 superior
264-264 69 97 Superior
261-261 68 96 Superior
258-258 66.5 95 Superior
255-255 65.5 94 Superior
252-252 64 92 Superior
249-249 63 91 Superior
246-246 61.5 87 High average
243-243 60.5 86 High average
240-240 59 82 High average
237-237 58 79 High average
234-234 57 77 High average
231-231 55.5 70 Average
228-228 54.5 68 Average
225-225 53 61 Average
222-222 52 58 Average
219-219 50.5 53 Average
216-216 49.5 47 Average
213-213 48 42 Average
210-210 47 39 Average
207-207 46 34 Average
204-204 44.5 30 Average
201-201 43.5 25 Average
198-198 42 21 average
195-195 41 19 average
192-192 39.5 14 average
189-189 38.5 13 average

xxxiv
 186-186 37 10 average
183-183 36 8 inferior
180-180 35 7 inferior
177-177 33.5 5 inferior
174-174 32.5 4 inferior
171-171 31 3 inferior
165-168 30 2 inferior
156-162 27.5 1 Inferior
153-153 24 0.47 Inferior
150-150 22.5 0.31 Inferior
144-144 20 0.13 Inferior
141-141 19 0.11 Inferior
132-132 15 0.03 Inferior

Table 4.3.8 Norm Table for Female for CTR

Raw scores with T
weights Scores Percentile Interpretation
206-206 86.5 99.99 superior
204-204 86.5 99.98 superior
198-198 81.5 99.91 superior
196-196 80.5 99.89 superior
194-194 79 99.83 superior
192-192 78 99.74 superior
190-190 77 99.69 superior
182-186 74.5 99 superior
176-178 69.5 97 Superior
174-174 67 96 Superior
172-172 66 95 Superior
170-170 65 94 Superior
168-168 63.5 91 Superior
166-166 62.5 90 High average
164-164 61 87 High average
162-162 60 84 High average
160-160 59 82 High average
158-158 57.5 77 High average
156-156 56.5 75 High average
154-154 55.5 70 Average
152-152 54 66 Average
150-150 53 61 Average

xxxv
 148-148 51.5 55 Average
146-146 50.5 53 Average
144-144 49.5 47 Average
142-142 48 42 Average
140-140 47 39 Average
138-138 45.5 32 Average
136-136 44.5 30 Average
134-134 43.5 25 Average
132-132 42 21 average
130-130 41 19 average
128-128 39.5 14 average
126-126 38.5 13 average
124-124 37.5 10 average
122-122 36 8 inferior
120-120 35 7 inferior
118-118 34 5 inferior
116-116 32.5 4 inferior
114-114 31.5 3 inferior
110-112 30 2 inferior
104-108 28 1 Inferior
102-102 24 0.47 Inferior
100-100 23 0.38 Inferior
98-98 22 0.26 Inferior
94-94 19.5 0.11 Inferior
92-92 18 0.07 Inferior
90-90 17 0.05 Inferior
80-80 11 0.01 Inferior

Table 4.3.9 Norm Table for Female for ET

Raw scores with T

weights Scores Percentile Interpretation
102-102 84 99.97 superior
101-101 84 99.96 superior
99-99 80.5 99.89 superior
98-98 79.5 99.83 superior
97-97 78.5 99.79 superior
96-96 77.5 99.69 superior
92-94 75 99 superior

xxxvi
90-91 71.5 98 superior
89-89 69 97 Superior
87-88 68 96 Superior
86-86 66 95 Superior
85-85 64.5 93 Superior
84-84 63.5 91 Superior
83-83 62.5 90 High average
82-82 61 87 High average
81-81 60 84 High average
80-80 59 82 High average
79-79 57.5 77 High average
78-78 56.5 75 High average
77-77 55.5 70 Average
76-76 54 66 Average
75-75 53 61 Average
74-74 52 58 Average
73-73 51 55 Average
72-72 49.5 47 Average
71-71 48.5 45 Average
70-70 47.5 39 Average
69-69 46 34 Average
68-68 45 32 Average
67-67 44 27 Average
66-66 42.5 23 average
65-65 41.5 19 average
64-64 40.5 18 average
63-63 39 14 average
62-62 38 12 average
61-61 37 10 average
60-60 36 8 inferior
59-59 34.5 6 inferior
58-58 33.5 5 inferior
57-57 32.5 4 inferior
56-56 31 3 inferior
54-55 30 2 inferior
50-53 27.5 1 Inferior
49-49 23 0.38 Inferior
48-48 22 0.26 Inferior
47-47 21 0.21 Inferior

xxxvii
 46-46 19.5 0.11 Inferior
39-39 11.5 0.01 Inferior

Table 4.4.1 Norm Table for Age less than 20 for ES

Raw scores with T
weights Scores Percentile Interpretation
963-963 81.5 99.91 superior
936-936 81.5 99.79 superior
918-918 76.5 99.62 superior
882-891 73 99 superior
864-873 71 98 superior
855-855 68.5 97 Superior
846-846 67.5 96 Superior
837-837 66.5 95 Superior
828-828 65.5 94 Superior
819-819 64.5 93 Superior
810-810 63 91 Superior
801-801 62 88 High average
792-792 61 87 High average
783-783 60 84 High average
774-774 59 82 High average
765-765 58 79 High average
756-756 56.5 75 High average
747-747 55.5 70 Average
738-738 54.5 68 Average
729-729 53.5 63 Average
720-720 52.5 61 Average
711-711 51 55 Average
702-702 50 50 Average
693-693 49 45 Average
684-684 48 42 Average
675-675 47 39 Average
666-666 46 34 Average
657-657 44.5 30 Average
648-648 43.5 25 Average
639-639 42.5 23 average
630-630 41.5 19 average
621-621 40.5 18 average
612-612 39 14 average

xxxviii
 603-603 38 12 average
594-594 37 10 average
585-585 36 8 inferior
576-576 35 7 inferior
567-567 34 5 inferior
558-558 32.5 4 inferior
540-549 31.5 3 inferior
522-531 29.5 2 Inferior
495-504 26 1 Inferior
486-486 24 0.47 Inferior
468-468 22 0.26 Inferior
459-459 20.5 0.17 Inferior
441-441 18.5 0.09 Inferior

Table 4.4.2 Norm Table for Age less than 20 for CSR
Raw scores with T
weights Scores Percentile Interpretation
1024-1024 105.5 99.99 Superior
808-808 105.5 99.69 Superior
776-792 74.5 99 Superior
760-768 71.5 98 Superior
752-752 69.5 97 Superior
736-736 67 96 Superior
728-728 66 95 Superior
720-720 65 94 Superior
712-712 64 92 Superior
704-704 63 91 Superior
696-696 62 88 High average
688-688 61 87 High average
680-680 60 84 High average
672-672 59 82 High average
664-664 57.5 77 High average
656-656 56.5 75 High average
648-648 55.5 70 Average
640-640 54.5 68 Average
632-632 53.5 63 Average
624-624 52.5 61 Average
616-616 51.5 55 Average
608-608 50.5 53 Average

xxxix
 600-600 49.5 47 Average
592-592 48 42 Average
584-584 47 39 Average
576-576 46 34 Average
568-568 45 32 Average
560-560 44 27 Average
552-552 43 25 Average
544-544 42 21 Average
536-536 41 19 Average
528-528 40 16 Average
520-520 38.5 13 Average
512-512 37.5 10 Average
504-504 36.5 9 Average
496-496 35.5 7 Inferior
488-488 34.5 6 Inferior
480-480 33.5 5 Inferior
472-472 32.5 4 Inferior
456-464 31.5 3 Inferior
448-448 29 2 Interior
416-440 28 1 Inferior
408-408 24 0.47 Inferior
376-376 19.5 0.11 Inferior

Table 4.4.3 Norm Table for Age less than 20 for CST
Raw scores with T
weights Scores Percentile Interpretation
672-672 77.5 99.99 Superior
665-665 77.5 99.62 Superior
644-644 73.5 99 Superior
623-623 70 98 Superior
616-616 69 97 Superior
602-609 68 96 Superior
595-595 66 95 Superior
588-588 64.5 93 Superior
581-581 63.5 91 Superior
574-574 62.5 90 High average
567-567 61.5 87 High average
560-560 60.5 86 High average
553-553 59.5 82 High average

xl
 546-546 58.5 81 High average
539-539 57 77 High average
532-532 56 73 Average
525-525 55 70 Average
518-518 54 66 Average
511-511 53 61 Average
504-504 52 58 Average
497-497 50.5 53 Average
490-490 49.5 47 Average
483-483 48.5 45 Average
476-476 47.5 39 Average
469-469 46.5 37 Average
462-462 45.5 32 Average
455-455 44.5 30 Average
448-448 43 25 Average
441-441 42 21 average
434-434 41 19 average
427-427 40 16 average
420-420 39 14 average
413-413 38 12 average
406-406 36.5 9 average
399-399 35.5 7 inferior
392-392 34.5 6 inferior
385-385 33.5 5 inferior
378-378 32.5 4 inferior
364-364 30.5 3 inferior
357-357 29 2 Interior
336-350 28 1 Inferior
322-322 24 0.47 Inferior
315-315 23 0.38 Inferior
308-308 21.5 0.21 Inferior
287-287 18.5 0.09 Inferior
280-280 17.5 0.05 Inferior
259-259 14 0.02 Inferior

Table 4.4.4 Norm Table for Age less than 20 for CRS
Raw scores with T
weights Scores Percentile Interpretation
594-594 80 99.99 superior

xli
594-594 80 99.87 superior
576-576 76.5 99.62 superior
564-564 74 99 superior
546-552 71.5 98 superior
540-540 68.5 97 Superior
534-534 67.5 96 Superior
528-528 66 95 Superior
522-522 65 94 Superior
516-516 63.5 91 Superior
510-510 62.5 90 High average
504-504 61 87 High average
498-498 59.5 82 High average
492-492 58.5 81 High average
486-486 57 77 High average
480-480 56 73 Average
474-474 54.5 68 Average
468-468 53.5 63 Average
462-462 52 58 Average
456-456 51 55 Average
450-450 49.5 47 Average
444-444 48 42 Average
438-438 47 39 Average
432-432 45.5 32 Average
426-426 44.5 30 Average
420-420 43 25 Average
414-414 42 21 average
408-408 40.5 18 average
402-402 39.5 14 average
396-396 38 12 average
390-390 36.5 9 average
384-384 35.5 7 inferior
372-378 34 5 inferior
360-366 31.5 3 inferior
354-354 29 2 Interior
342-348 28 1 Inferior
330-330 24 0.47 Inferior
324-324 22.5 0.31 Inferior
312-312 20 0.13 Inferior
288-288 15 0.03 Inferior

xlii
 Table 4.4.5 Norm Table for Age less than 20 for CTS
Raw scores with T
weights Scores Percentile Interpretation
495-495 82.5 99.99 superior
480-480 82.5 99.83 superior
450-450 72.5 99 superior
440-445 71 98 superior
435-435 69 97 Superior
425-430 68 96 Superior
420-420 65.5 94 Superior
415-415 64.5 93 Superior
410-410 63.5 91 Superior
405-405 62.5 90 High average
400-400 61 87 High average
395-395 60 84 High average
390-390 59 82 High average
385-385 58 79 High average
380-380 56.5 75 High average
375-375 55.5 70 Average
370-370 54.5 68 Average
365-365 53.5 63 Average
360-360 52.5 61 Average
355-355 51 55 Average
350-350 50 50 Average
345-345 49 45 Average
340-340 48 42 Average
335-335 46.5 37 Average
330-330 45.5 32 Average
325-325 44.5 30 Average
320-320 43.5 25 Average
315-315 42 21 average
310-310 41 19 average
305-305 40 16 average
300-300 39 14 average
295-295 38 12 average
290-290 36.5 9 average
285-285 35.5 7 inferior
280-280 34.5 6 inferior
275-275 33.5 5 inferior

xliii
 270-270 32 4 inferior
265-265 31 3 inferior
255-255 29 2 Interior
235-250 27.5 1 Inferior
230-230 23.5 0.38 Inferior
225-225 22 0.26 Inferior
190-190 14.5 0.02 Inferior
180-180 12 0.01 Inferior

Table 4.4.6 Norm Table for Age less than 20 for ER

Raw scores with T
weights Scores Percentile Interpretation
428-428 88.5 99.99 superior
408-408 88.5 99.95 superior
404-404 81.5 99.91 superior
388-388 77 99.69 superior
364-368 71 98 superior
360-360 68.5 97 Superior
356-356 67.5 96 Superior
352-352 66.5 95 Superior
348-348 65 94 Superior
344-344 64 92 Superior
340-340 63 91 Superior
336-336 61.5 87 High average
332-332 60.5 86 High average
328-328 59.5 82 High average
324-324 58 79 High average
320-320 57 77 High average
316-316 56 73 Average
312-312 54.5 68 Average
308-308 53.5 63 Average
304-304 52.5 61 Average
300-300 51 55 Average
296-296 50 50 Average
292-292 49 45 Average
288-288 47.5 39 Average
284-284 46.5 37 Average
280-280 45.5 32 Average
276-276 44 27 Average

xliv
 272-272 43 25 Average
268-268 42 21 average
264-264 41 19 average
260-260 39.5 14 average
256-256 38.5 13 average
252-252 37.5 10 average
248-248 36 8 inferior
244-244 35 7 inferior
240-240 34 5 inferior
236-236 32.5 4 inferior
228-232 31.5 3 inferior
224-224 29 2 Interior
208-220 28 1 Inferior
204-204 23.5 0.38 Inferior
200-200 22 0.26 Inferior
184-184 17.5 0.05 Inferior
180-180 16.5 0.04 Inferior

Table 4.4.7 Norm Table for Age less than 20 for CRT
Raw scores with T
weights Scores Percentile Interpretation
318-318 92.5 99.99 superior
291-291 92.5 99.91 superior
267-273 74.5 99 superior
264-264 70.5 98 superior
258-261 69.5 97 Superior
255-255 67 96 Superior
252-252 66 95 Superior
249-249 64.5 93 Superior
246-246 63.5 91 Superior
243-243 62 88 High average
240-240 61 87 High average
237-237 60 84 High average
234-234 58.5 81 High average
231-231 57.5 77 High average
228-228 56 73 Average
225-225 55 70 Average
222-222 53.5 63 Average
219-219 52.5 61 Average

xlv
 216-216 51 55 Average
213-213 50 50 Average
210-210 49 45 Average
207-207 47.5 39 Average
204-204 46.5 37 Average
201-201 45 32 Average
198-198 44 27 Average
195-195 42.5 23 average
192-192 41.5 19 average
189-189 40.5 18 average
186-186 39 14 average
183-183 38 12 average
180-180 36.5 9 average
177-177 35.5 7 inferior
171-174 34 5 inferior
168-168 32 4 inferior
165-165 30.5 3 inferior
162-162 29.5 2 Inferior
150-159 28 1 Inferior
147-147 23 0.38 Inferior
144-144 22 0.26 Inferior
141-141 21 0.21 Inferior
138-138 19.5 0.11 Inferior
132-132 17 0.05 Inferior

Table 4.4.8 Norm Table for Age less than 20 for CTR
Raw scores with T
weights Scores Percentile Interpretation
196-196 83 99.99 superior
190-190 83 99.83 superior
186-186 77 99.69 superior
174-176 71 98 superior
172-172 69 97 Superior
170-170 67.5 96 Superior
168-168 66.5 95 Superior
166-166 65.5 94 Superior
164-164 64 92 Superior
162-162 63 91 Superior
160-160 62 88 High average

xlvi
158-158 60.5 86 High average
156-156 59.5 82 High average
154-154 58 79 High average
152-152 57 77 High average
150-150 56 73 Average
148-148 54.5 68 Average
146-146 53.5 63 Average
144-144 52.5 61 Average
142-142 51 55 Average
140-140 50 50 Average
138-138 49 45 Average
136-136 47.5 39 Average
134-134 46.5 37 Average
132-132 45 32 Average
130-130 44 27 Average
128-128 43 25 Average
126-126 41.5 19 average
124-124 40.5 18 average
122-122 39.5 14 average
120-120 38 12 average
118-118 37 10 average
116-116 35.5 7 inferior
114-114 34.5 6 inferior
112-112 33.5 5 inferior
110-110 32 4 inferior
108-108 31 3 inferior
104-106 30 2 inferior
98-102 27.5 1 Inferior
96-96 24 0.47 Inferior
94-94 22.5 0.31 Inferior
92-92 21.5 0.21 Inferior
90-90 20.5 0.17 Inferior
80-80 14.5 0.02 Inferior

xlvii
 Table 4.4.9 Norm Table for Age less than 20 for ET

Raw scores with T

weights Scores Percentile Interpretation
97-97 79 99.99 superior
95-95 79 99.69 superior
91-91 72.5 99 superior
90-90 71.5 98 superior
87-88 69.5 97 Superior
86-86 67.5 96 Superior
85-85 66 95 Superior
84-84 65 94 Superior
83-83 64 92 Superior
82-82 63 91 Superior
81-81 62 88 High average
80-80 60.5 86 High average
79-79 59.5 82 High average
78-78 58.5 81 High average
77-77 57.5 77 High average
76-76 56.5 75 High average
75-75 55.5 70 Average
74-74 54 66 Average
73-73 53 61 Average
72-72 52 58 Average
71-71 51 55 Average
70-70 50 50 Average
69-69 49 45 Average
68-68 47.5 39 Average
67-67 46.5 37 Average
66-66 45.5 32 Average
65-65 44.5 30 Average
64-64 43.5 25 Average
63-63 42.5 23 average
62-62 41 19 average
61-61 40 16 average
60-60 39 14 average
59-59 38 12 average
58-58 37 10 average
57-57 36 8 inferior

xlviii
 56-56 34.5 6 inferior
55-55 33.5 5 inferior
54-54 32.5 4 inferior
52-53 31.5 3 inferior
51-51 29.5 2 Inferior
48-50 28 1 Inferior
43-43 20.5 0.17 Inferior
39-39 16.5 0.04 Inferior

Table 4.5.1 Norm Table for Age less than 30 for ES

Raw scores with T
weights Scores Percentile Interpretation
945-954 88 99.99 superior
936-936 0 99.98 superior
918-918 83 99.96 superior
909-909 81.5 99.91 superior
900-900 80.5 99.89 superior
882-882 78 99.74 superior
873-873 77 99.69 superior
846-846 73 99 superior
828-828 70.5 98 superior
810-819 69.5 97 Superior
801-801 67 96 Superior
792-792 66 95 Superior
783-783 64.5 93 Superior
774-774 63.5 91 Superior
765-765 62 88 High average
756-756 61 87 High average
747-747 59.5 82 High average
738-738 58.5 81 High average
729-729 57.5 77 High average
720-720 56 73 Average
711-711 55 70 Average
702-702 53.5 63 Average
693-693 52.5 61 Average
684-684 51 55 Average
675-675 50 50 Average
666-666 48.5 45 Average
657-657 47.5 39 Average
648-648 46.5 37 Average

xlix
 639-639 45 32 Average
630-630 44 27 Average
621-621 42.5 23 average
612-612 41.5 19 average
603-603 40 16 average
594-594 39 14 average
585-585 38 12 average
576-576 36.5 9 average
567-567 35.5 7 inferior
549-558 34 5 inferior
531-540 31.5 3 inferior
522-522 29 2 Interior
504-513 28 1 Inferior
468-468 22 0.26 Inferior
423-423 16 0.03 Inferior

Table 4.5.2 Norm Table for Age less than 30 for CSR
Raw scores with T
weights Scores Percentile Interpretation
840-840 87 99.99 superior
824-824 87 99.97 superior
816-816 83.5 99.96 superior
808-808 82 99.93 superior
768-768 76 99.53 superior
744-752 73.5 99 superior
728-736 71.5 98 superior
720-720 69 97 Superior
712-712 67.5 96 Superior
704-704 66.5 95 Superior
696-696 65.5 94 Superior
688-688 64 92 Superior
680-680 63 91 Superior
672-672 61.5 87 High average
664-664 60.5 86 High average
656-656 59.5 82 High average
648-648 58 79 High average
640-640 57 77 High average
632-632 55.5 70 Average
624-624 54.5 68 Average
616-616 53.5 63 Average
608-608 52 58 Average

l
 600-600 51 55 Average
592-592 49.5 47 Average
584-584 48.5 45 Average
576-576 47.5 39 Average
568-568 46 34 Average
560-560 45 32 Average
552-552 43.5 25 Average
544-544 42.5 23 average
536-536 41.5 19 average
528-528 40 16 average
520-520 39 14 average
512-512 37.5 10 average
504-504 36.5 9 average
496-496 35.5 7 inferior
480-488 34 5 inferior
464-472 31.5 3 inferior
456-456 29.5 2 Inferior
424-448 28 1 Inferior

Table 4.5.3 Norm Table for Age less than 30 for CST
Raw scores with T
weights Scores Percentile Interpretation
728-728 87.5 99.99 superior
707-707 0 99.97 superior
693-693 81.5 99.91 superior
686-686 80 99.87 superior
665-665 76.5 99.62 superior
651-651 74 99 superior
630-637 71.5 98 superior
623-623 69 97 Superior
616-616 68 96 Superior
609-609 66.5 95 Superior
602-602 65.5 94 Superior
595-595 64 92 Superior
588-588 63 91 Superior
581-581 62 88 High average
574-574 60.5 86 High average
567-567 59.5 82 High average
560-560 58 79 High average
553-553 57 77 High average
546-546 55.5 70 Average

li
 539-539 54.5 68 Average
532-532 53 61 Average
525-525 52 58 Average
518-518 50.5 53 Average
511-511 49.5 47 Average
504-504 48.5 45 Average
497-497 47 39 Average
490-490 46 34 Average
483-483 44.5 30 Average
476-476 43.5 25 Average
469-469 42 21 average
462-462 41 19 average
455-455 39.5 14 average
448-448 38.5 13 average
441-441 37.5 10 average
434-434 36 8 inferior
427-427 35 7 inferior
420-420 33.5 5 inferior
413-413 32.5 4 inferior
406-406 31 3 inferior
392-399 30 2 inferior
378-385 27.5 1 Inferior
364-364 24 0.47 Inferior
357-357 22.5 0.31 Inferior
343-343 20 0.13 Inferior
336-336 19 0.11 Inferior

Table 4.5.4 Norm Table for Age less than 30 for CRS
Raw scores with T
weights Scores Percentile Interpretation
618-618 87 99.99 superior
612-612 0 99.98 superior
600-600 83 99.96 superior
594-594 82 99.93 superior
588-588 80.5 99.89 superior
582-582 79.5 99.83 superior
546-564 75.5 99 superior
540-540 70.5 98 superior
534-534 69.5 97 Superior
522-528 68 96 Superior
516-516 65.5 94 Superior

lii
 510-510 64.5 93 Superior
504-504 63 91 Superior
498-498 62 88 High average
492-492 60.5 86 High average
486-486 59.5 82 High average
480-480 58 79 High average
474-474 57 77 High average
468-468 55.5 70 Average
462-462 54.5 68 Average
456-456 53 61 Average
450-450 52 58 Average
444-444 50.5 53 Average
438-438 49.5 47 Average
432-432 48 42 Average
426-426 47 39 Average
420-420 45.5 32 Average
414-414 44.5 30 Average
408-408 43 25 Average
402-402 42 21 average
396-396 40.5 18 average
390-390 39.5 14 average
384-384 38 12 average
378-378 37 10 average
372-372 35.5 7 inferior
366-366 34.5 6 inferior
360-360 33 5 inferior
354-354 32 4 inferior
348-348 30.5 3 inferior
342-342 29.5 2 Inferior
318-336 28 1 Inferior
306-306 22 0.26 Inferior
300-300 20.5 0.17 Inferior

Table 4.5.5 Norm Table for Age less than 30 for CTS
Raw scores with T
weights Scores Percentile Interpretation
520-520 88.5 99.99 superior
500-500 0 99.96 superior
485-485 79.5 99.83 superior
480-480 78.5 99.79 superior
475-475 77 99.69 superior

liii
 470-470 76 99.53 superior
455-465 74.5 99 superior
450-450 71 98 superior
440-445 69.5 97 Superior
435-435 67 96 Superior
430-430 66 95 Superior
425-425 64.5 93 Superior
420-420 63.5 91 Superior
415-415 62 88 High average
410-410 61 87 High average
405-405 60 84 High average
400-400 58.5 81 High average
395-395 57.5 77 High average
390-390 56 73 Average
385-385 55 70 Average
380-380 53.5 63 Average
375-375 52.5 61 Average
370-370 51 55 Average
365-365 50 50 Average
360-360 48.5 45 Average
355-355 47.5 39 Average
350-350 46 34 Average
345-345 45 32 Average
340-340 43.5 25 Average
335-335 42.5 23 average
330-330 41 19 average
325-325 40 16 average
320-320 38.5 13 average
315-315 37.5 10 average
310-310 36 8 inferior
305-305 35 7 inferior
300-300 33.5 5 inferior
295-295 32.5 4 inferior
290-290 31 3 inferior
280-285 30 2 inferior
265-275 27.5 1 Inferior

Table 4.5.6 Norm Table for Age less than 30 for ER

Raw scores with T
weights Scores Percentile Interpretation
420-420 84.5 99.97 superior

liv
416-416 84.5 99.96 superior
408-408 81 99.91 superior
404-404 80 99.87 superior
400-400 79 99.83 superior
396-396 77.5 99.69 superior
392-392 76.5 99.62 superior
384-388 75.5 99 superior
368-368 70 98 superior
364-364 69 97 Superior
360-360 67.5 96 Superior
356-356 66.5 95 Superior
352-352 65.5 94 Superior
348-348 64.5 93 Superior
344-344 63 91 Superior
340-340 62 88 High average
336-336 61 87 High average
332-332 60 84 High average
328-328 58.5 81 High average
324-324 57.5 77 High average
320-320 56.5 75 High average
316-316 55.5 70 Average
312-312 54.5 68 Average
308-308 53 61 Average
304-304 52 58 Average
300-300 51 55 Average
296-296 50 50 Average
292-292 48.5 45 Average
288-288 47.5 39 Average
284-284 46.5 37 Average
280-280 45.5 32 Average
276-276 44 27 Average
272-272 43 25 Average
268-268 42 21 average
264-264 41 19 average
260-260 39.5 14 average
256-256 38.5 13 average
252-252 37.5 10 average
248-248 36.5 9 average
244-244 35.5 7 inferior
236-240 34 5 inferior
232-232 32 4 inferior

lv
 228-228 31 3 inferior
220-224 29.5 2 Inferior
212-212 26.5 1 Inferior
204-204 24 0.47 Inferior
200-200 23 0.38 Inferior
196-196 22 0.26 Inferior
176-176 16.5 0.04 Inferior

Table 4.5.7 Norm Table for Age less than 30 for CRT
Raw scores with T
weights Scores Percentile Interpretation
315-315 89.5 99.99 superior
303-303 89.5 99.97 superior
300-300 83.5 99.96 superior
294-294 81 99.91 superior
291-291 79.5 99.83 superior
288-288 78.5 99.79 superior
285-285 77 99.69 superior
282-282 76 99.53 superior
273-279 74.5 99 superior
267-270 71 98 superior
264-264 68.5 97 Superior
261-261 67.5 96 Superior
258-258 66 95 Superior
255-255 65 94 Superior
252-252 63.5 91 Superior
249-249 62.5 90 High average
246-246 61.5 87 High average
243-243 60 84 High average
240-240 59 82 High average
237-237 57.5 77 High average
234-234 56.5 75 High average
231-231 55 70 Average
228-228 54 66 Average
225-225 52.5 61 Average
222-222 51.5 55 Average
219-219 50.5 53 Average
216-216 49 45 Average
213-213 48 42 Average
210-210 46.5 37 Average
207-207 45.5 32 Average

lvi
 204-204 44 27 Average
201-201 43 25 Average
198-198 41.5 19 average
195-195 40.5 18 average
192-192 39 14 average
189-189 38 12 average
186-186 37 10 average
183-183 35.5 7 inferior
180-180 34.5 6 inferior
177-177 33 5 inferior
174-174 32 4 inferior
171-171 30.5 3 inferior
168-168 29.5 2 Inferior
156-165 28 1 Inferior
150-150 22 0.26 Inferior
147-147 21 0.21 Inferior

Table 4.5.8 Norm Table for Age less than 30 for CTR
Raw scores with T
weights Scores Percentile Interpretation
206-206 85.5 99.98 superior
204-204 85.5 99.97 superior
202-202 83 99.96 superior
200-200 82 99.93 superior
194-194 78.5 99.79 superior
192-192 77 99.69 superior
184-186 73.5 99 superior
180-182 71.5 98 superior
178-178 69 97 Superior
176-176 67.5 96 Superior
174-174 66.5 95 Superior
172-172 65.5 94 Superior
170-170 64 92 Superior
168-168 63 91 Superior
166-166 62 88 High average
164-164 60.5 86 High average
162-162 59.5 82 High average
160-160 58 79 High average
158-158 57 77 High average
156-156 56 73 Average
154-154 54.5 68 Average

lvii
 152-152 53.5 63 Average
150-150 52.5 61 Average
148-148 51 55 Average
146-146 50 50 Average
144-144 49 45 Average
142-142 47.5 39 Average
140-140 46.5 37 Average
138-138 45 32 Average
136-136 44 27 Average
134-134 43 25 Average
132-132 41.5 19 average
130-130 40.5 18 average
128-128 39.5 14 average
126-126 38 12 average
124-124 37 10 average
122-122 35.5 7 inferior
120-120 34.5 6 inferior
118-118 33.5 5 inferior
116-116 32 4 inferior
114-114 31 3 inferior
110-112 30 2 inferior
104-108 27.5 1 Inferior
102-102 24 0.47 Inferior
98-98 21.5 0.21 Inferior
94-94 19 0.11 Inferior

Table 4.5.9 Norm Table for Age less than 30 for ET

Raw scores with T
weights Scores Percentile Interpretation
104-104 85.5 99.98 superior
102-102 85.5 99.96 superior
101-101 82 99.93 superior
100-100 80.5 99.89 superior
99-99 79.5 99.83 superior
98-98 78.5 99.79 superior
97-97 77 99.69 superior
96-96 76 99.53 superior
95-95 75 99 superior
91-91 70 98 superior
90-90 69 97 Superior
89-89 68 96 Superior

lviii
88-88 66.5 95 Superior
87-87 65.5 94 Superior
86-86 64 92 Superior
85-85 63 91 Superior
84-84 62 88 High average
83-83 60.5 86 High average
82-82 59.5 82 High average
81-81 58.5 81 High average
80-80 57 77 High average
79-79 56 73 Average
78-78 55 70 Average
77-77 53.5 63 Average
76-76 52.5 61 Average
75-75 51 55 Average
74-74 50 50 Average
73-73 49 45 Average
72-72 47.5 39 Average
71-71 46.5 37 Average
70-70 45.5 32 Average
69-69 44 27 Average
68-68 43 25 Average
67-67 42 21 average
66-66 40.5 18 average
65-65 39.5 14 average
64-64 38 12 average
63-63 37 10 average
62-62 36 8 inferior
61-61 34.5 6 inferior
60-60 33.5 5 inferior
59-59 32.5 4 inferior
58-58 31 3 inferior
56-57 30 2 inferior
54-55 27.5 1 Inferior
49-49 20.5 0.17 Inferior
47-47 18 0.07 Inferior
46-46 17 0.05 Inferior
44-44 14.5 0.02 Inferior

lix
 Table 4.6.1 Norm Table for Age less than 40 for ES
Raw scores with T
weights Scores Percentile Interpretation
855-855 77.5 99.69 superior
846-846 0 99.53 superior
819-828 73.5 99 superior
810-810 71 98 superior
792-801 69.5 97 Superior
783-783 67 96 Superior
774-774 66 95 Superior
765-765 64.5 93 Superior
756-756 63.5 91 Superior
747-747 62 88 High average
738-738 61 87 High average
729-729 59.5 82 High average
720-720 58.5 81 High average
711-711 57 77 High average
702-702 55.5 70 Average
693-693 54.5 68 Average
684-684 53 61 Average
675-675 52 58 Average
666-666 50.5 53 Average
657-657 49.5 47 Average
648-648 48 42 Average
639-639 47 39 Average
630-630 45.5 32 Average
621-621 44.5 30 Average
612-612 43 25 Average
603-603 42 21 average
594-594 40.5 18 average
585-585 39 14 average
576-576 38 12 average
567-567 36.5 9 average
558-558 35.5 7 inferior
540-549 34 5 inferior
522-531 31.5 3 inferior
513-513 29 2 Interior
486-504 28 1 Inferior
468-468 22.5 0.31 Inferior
459-459 21.5 0.21 Inferior
450-450 20 0.13 Inferior

lx
 432-432 17.5 0.05 Inferior

Table 4.6.2 Norm Table for Age less than 40 for CSR
Raw scores with T
weights Scores Percentile Interpretation
760-760 77 99.69 superior
728-736 0 99 superior
704-712 69.5 97 Superior
696-696 67.5 96 Superior
688-688 66 95 Superior
680-680 65 94 Superior
672-672 63.5 91 Superior
664-664 62.5 90 High average
656-656 61 87 High average
648-648 60 84 High average
640-640 59 82 High average
632-632 57.5 77 High average
624-624 56.5 75 High average
616-616 55 70 Average
608-608 54 66 Average
600-600 53 61 Average
592-592 51.5 55 Average
584-584 50.5 53 Average
576-576 49 45 Average
568-568 48 42 Average
560-560 46.5 37 Average
552-552 45.5 32 Average
544-544 44.5 30 Average
536-536 43 25 Average
528-528 42 21 average
520-520 40.5 18 average
512-512 39.5 14 average
504-504 38 12 average
496-496 37 10 average
488-488 36 8 inferior
480-480 34.5 6 inferior
472-472 33.5 5 inferior
464-464 32 4 inferior
456-456 31 3 inferior
448-448 30 2 inferior
416-432 27.5 1 Inferior

lxi
 400-400 22.5 0.31 Inferior
392-392 21.5 0.21 Inferior
384-384 20 0.13 Inferior
376-376 19 0.11 Inferior
368-368 17.5 0.05 Inferior

Table 4.6.3 Norm Table for Age less than 40 for CST
Raw scores with T
weights Scores Percentile Interpretation
539-539 0 99.98 superior
441-441 0 99.93 superior
595-595 75 99 superior
497-574 71.5 98 superior
497-574 69 97 Superior
483-560 68 96 Superior
490-567 66.5 95 Superior
280-553 65.5 94 Superior
385-567 64 92 Superior
308-574 63 91 Superior
448-595 62 88 High average
406-588 60.5 86 High average
385-588 59.5 82 High average
371-609 58 79 High average
441-574 57 77 High average
378-581 56 73 Average
441-595 54.5 68 Average
427-581 53.5 63 Average
336-651 52 58 Average
322-602 51 55 Average
343-714 50 50 Average
364-588 48.5 45 Average
385-595 47.5 39 Average
469-630 46 34 Average
343-616 45 32 Average
413-567 44 27 Average
427-602 42.5 23 average
427-693 41.5 19 average
420-595 40 16 average
378-560 39 14 average
434-616 38 12 average
420-623 36.5 9 average

lxii
 448-602 35.5 7 inferior
434-581 34 5 inferior
406-553 32 4 inferior
434-630 29.5 2 Inferior
469-546 28 1 Inferior
455-455 23.5 0.38 Inferior
469-553 22 0.26 Inferior
462-462 21 0.21 Inferior
581-581 18.5 0.09 Inferior
427-427 16 0.03 Inferior
511-511 11.5 0.01 Inferior

Table 4.6.4 Norm Table for Age less than 40 for CRS
Raw scores with T
weights Scores Percentile Interpretation
576-576 78.5 99.79 superior
534-540 78.5 98 superior
528-528 69 97 Superior
522-522 67.5 96 Superior
516-516 66.5 95 Superior
510-510 65 94 Superior
504-504 64 92 Superior
498-498 62.5 90 High average
492-492 61.5 87 High average
486-486 60.5 86 High average
480-480 59 82 High average
474-474 58 79 High average
468-468 56.5 75 High average
462-462 55.5 70 Average
456-456 54 66 Average
450-450 53 61 Average
444-444 51.5 55 Average
438-438 50.5 53 Average
432-432 49 45 Average
426-426 48 42 Average
420-420 46.5 37 Average
414-414 45.5 32 Average
408-408 44.5 30 Average
402-402 43 25 Average
396-396 42 21 average
390-390 40.5 18 average

lxiii
 384-384 39.5 14 average
378-378 38 12 average
372-372 37 10 average
366-366 35.5 7 inferior
360-360 34.5 6 inferior
354-354 33 5 inferior
348-348 32 4 inferior
342-342 31 3 inferior
330-330 28.5 2 Inferior
318-324 27 1 Inferior
306-306 23.5 0.38 Inferior
300-300 22 0.26 Inferior
294-294 21 0.21 Inferior
288-288 19.5 0.11 Inferior
282-282 18.5 0.09 Inferior
228-276 17 0.05 Inferior

Table 4.6.5 Norm Table for Age less than 40 for CTS
Raw scores with T
weights Scores Percentile Interpretation
485-485 81.5 99.91 superior
450-460 0 99 superior
440-440 70 98 superior
435-435 69 97 Superior
425-425 66.5 95 Superior
420-420 65 94 Superior
415-415 64 92 Superior
410-410 62.5 90 High average
405-405 61.5 87 High average
400-400 60 84 High average
395-395 59 82 High average
390-390 57.5 77 High average
385-385 56.5 75 High average
380-380 55 70 Average
375-375 54 66 Average
370-370 52.5 61 Average
365-365 51.5 55 Average
360-360 50 50 Average
355-355 49 45 Average
350-350 47.5 39 Average
345-345 46.5 37 Average

lxiv
 340-340 45 32 Average
335-335 44 27 Average
330-330 43 25 Average
325-325 41.5 19 average
320-320 40.5 18 average
315-315 39 14 average
310-310 38 12 average
305-305 36.5 9 average
300-300 35.5 7 inferior
290-295 34 5 inferior
280-285 31.5 3 inferior
275-275 29 2 Interior
260-270 28 1 Inferior
255-255 24 0.47 Inferior
250-250 23 0.38 Inferior
245-245 21.5 0.21 Inferior
235-235 19 0.11 Inferior
230-230 18 0.07 Inferior

Table 4.6.6 Norm Table for Age less than 40 for ER

Raw scores with T
weights Scores Percentile Interpretation
364-372 74.5 99 superior
360-360 0 98 superior
352-356 69.5 97 Superior
348-348 67 96 Superior
344-344 66 95 Superior
340-340 64.5 93 Superior
336-336 63.5 91 Superior
332-332 62.5 90 High average
328-328 61 87 High average
324-324 60 84 High average
320-320 59 82 High average
316-316 57.5 77 High average
312-312 56.5 75 High average
308-308 55 70 Average
304-304 54 66 Average
300-300 53 61 Average
296-296 51.5 55 Average
292-292 50.5 53 Average
288-288 49 45 Average

lxv
 284-284 48 42 Average
280-280 47 39 Average
276-276 45.5 32 Average
272-272 44.5 30 Average
268-268 43 25 Average
264-264 42 21 average
260-260 41 19 average
256-256 39.5 14 average
252-252 38.5 13 average
248-248 37 10 average
244-244 36 8 inferior
240-240 35 7 inferior
236-236 33.5 5 inferior
232-232 32.5 4 inferior
228-228 31 3 inferior
220-224 30 2 inferior
208-212 26.5 1 Inferior
196-196 21.5 0.21 Inferior
184-184 18 0.07 Inferior
180-180 17 0.05 Inferior

Table 4.6.7 Norm Table for Age less than 40 for CRT
Raw scores with T
weights Scores Percentile Interpretation
291-291 81 99.91 superior
270-276 81 99 superior
264-267 71.5 98 superior
261-261 69 97 Superior
258-258 67.5 96 Superior
255-255 66.5 95 Superior
252-252 65 94 Superior
249-249 64 92 Superior
246-246 62.5 90 High average
243-243 61.5 87 High average
240-240 60 84 High average
237-237 59 82 High average
234-234 57.5 77 High average
231-231 56.5 75 High average
228-228 55.5 70 Average
225-225 54 66 Average
222-222 53 61 Average

lxvi
 219-219 51.5 55 Average
216-216 50.5 53 Average
213-213 49 45 Average
210-210 48 42 Average
207-207 46.5 37 Average
204-204 45.5 32 Average
201-201 44 27 Average
198-198 43 25 Average
195-195 41.5 19 average
192-192 40.5 18 average
189-189 39 14 average
186-186 38 12 average
183-183 36.5 9 average
180-180 35.5 7 inferior
174-177 34 5 inferior
168-168 30.5 3 inferior
165-165 29.5 2 Inferior
153-162 28 1 Inferior
150-150 23 0.38 Inferior
147-147 22 0.26 Inferior
144-144 20.5 0.17 Inferior
141-141 19.5 0.11 Inferior

Table 4.6.8 Norm Table for Age less than 40 for CTR
Raw scores with T
weights Scores Percentile Interpretation
196-196 82 99.93 superior
190-190 82 99.79 superior
178-178 71 98 superior
174-176 69.5 97 Superior
172-172 67 96 Superior
170-170 66 95 Superior
168-168 65 94 Superior
166-166 63.5 91 Superior
164-164 62.5 90 High average
162-162 61 87 High average
160-160 60 84 High average
158-158 58.5 81 High average
156-156 57.5 77 High average
154-154 56 73 Average
152-152 55 70 Average

lxvii
 150-150 53.5 63 Average
148-148 52.5 61 Average
146-146 51.5 55 Average
144-144 50 50 Average
142-142 49 45 Average
140-140 47.5 39 Average
138-138 46.5 37 Average
136-136 45 32 Average
134-134 44 27 Average
132-132 42.5 23 average
130-130 41.5 19 average
128-128 40 16 average
126-126 39 14 average
124-124 37.5 10 average
122-122 36.5 9 average
120-120 35.5 7 inferior
116-118 34 5 inferior
112-114 31.5 3 inferior
110-110 29 2 Interior
104-106 26.5 1 Inferior
102-102 24 0.47 Inferior
100-100 23 0.38 Inferior
96-96 20.5 0.17 Inferior
94-94 19.5 0.11 Inferior

Table 4.6.9 Norm Table for Age less than 40 for ET

Raw scores with T
weights Scores Percentile Interpretation
94-94 76 99.53 superior
91-92 76 99 superior
89-90 71 98 superior
88-88 68.5 97 Superior
87-87 67.5 96 Superior
86-86 66.5 95 Superior
85-85 65 94 Superior
84-84 64 92 Superior
83-83 63 91 Superior
82-82 61.5 87 High average
81-81 60.5 86 High average
80-80 59.5 82 High average
79-79 58 79 High average

lxviii
 78-78 57 77 High average
77-77 56 73 Average
76-76 54.5 68 Average
75-75 53.5 63 Average
74-74 52 58 Average
73-73 51 55 Average
72-72 50 50 Average
71-71 48.5 45 Average
70-70 47.5 39 Average
69-69 46.5 37 Average
68-68 45 32 Average
67-67 44 27 Average
66-66 43 25 Average
65-65 41.5 19 average
64-64 40.5 18 average
63-63 39.5 14 average
62-62 38 12 average
61-61 37 10 average
60-60 35.5 7 inferior
59-59 34.5 6 inferior
58-58 33.5 5 inferior
57-57 32 4 inferior
56-56 31 3 inferior
54-55 30 2 inferior
51-53 27.5 1 Inferior
49-49 23 0.38 Inferior
48-48 21.5 0.21 Inferior
46-46 19 0.11 Inferior
43-43 15.5 0.03 Inferior
42-42 14.5 0.02 Inferior

Table 4.7.1 Norm Table for Age less than 50 for ES

Raw scores with T
weights Scores Percentile Interpretation
873-873 78 99.74 superior
864-864 78 99.69 superior
828-855 75.5 99 superior
801-801 68.5 97 Superior

lxix
 792-792 67 96 Superior
783-783 66 95 Superior
774-774 65 94 Superior
765-765 63.5 91 Superior
756-756 62.5 90 High average
747-747 61 87 High average
738-738 60 84 High average
729-729 59 82 High average
720-720 57.5 77 High average
711-711 56.5 75 High average
702-702 55 70 Average
693-693 54 66 Average
684-684 53 61 Average
675-675 51.5 55 Average
666-666 50.5 53 Average
657-657 49 45 Average
648-648 48 42 Average
639-639 47 39 Average
630-630 45.5 32 Average
621-621 44.5 30 Average
612-612 43 25 Average
603-603 42 21 average
594-594 41 19 average
585-585 39.5 14 average
576-576 38.5 13 average
567-567 37 10 average
558-558 36 8 inferior
549-549 35 7 inferior
540-540 33.5 5 inferior
531-531 32.5 4 inferior
504-513 30 2 inferior
477-495 27.5 1 Inferior
459-459 23 0.38 Inferior
432-432 19 0.11 Inferior

Table 4.7.2 Norm Table for Age less than 50 for CSR
Raw scores with T
weights Scores Percentile Interpretation
824-824 84.5 99.97 superior
808-808 84.5 99.93 superior
784-784 78.5 99.79 superior

lxx
712-720 69.5 97 Superior
704-704 67.5 96 Superior
696-696 66 95 Superior
688-688 65 94 Superior
680-680 64 92 Superior
672-672 62.5 90 High average
664-664 61.5 87 High average
656-656 60.5 86 High average
648-648 59.5 82 High average
640-640 58 79 High average
632-632 57 77 High average
624-624 56 73 Average
616-616 54.5 68 Average
608-608 53.5 63 Average
600-600 52.5 61 Average
592-592 51.5 55 Average
584-584 50 50 Average
576-576 49 45 Average
568-568 48 42 Average
560-560 47 39 Average
552-552 45.5 32 Average
544-544 44.5 30 Average
536-536 43.5 25 Average
528-528 42 21 average
520-520 41 19 average
512-512 40 16 average
504-504 39 14 average
496-496 37.5 10 average
488-488 36.5 9 average
480-480 35.5 7 inferior
464-472 34 5 inferior
456-456 32 4 inferior
448-448 31 3 inferior
432-440 29.5 2 Inferior
408-424 27.5 1 Inferior
392-392 23 0.38 Inferior
384-384 21.5 0.21 Inferior

lxxi
 Table 4.7.3 Norm Table for Age less than 50 for CSt
Raw scores with T
weights Scores Percentile Interpretation
714-714 85 99.98 superior
700-700 85 99.95 superior
637-637 72 99 superior
630-630 71 98 superior
616-623 69.5 97 Superior
609-609 67.5 96 Superior
595-595 65 94 Superior
588-588 64 92 Superior
581-581 62.5 90 High average
574-574 61.5 87 High average
567-567 60.5 86 High average
560-560 59 82 High average
553-553 58 79 High average
546-546 57 77 High average
539-539 55.5 70 Average
532-532 54.5 68 Average
525-525 53 61 Average
518-518 52 58 Average
511-511 51 55 Average
504-504 49.5 47 Average
497-497 48.5 45 Average
490-490 47.5 39 Average
483-483 46 34 Average
476-476 45 32 Average
469-469 44 27 Average
462-462 42.5 23 average
455-455 41.5 19 average
448-448 40.5 18 average
441-441 39 14 average
434-434 38 12 average
427-427 37 10 average
420-420 35.5 7 inferior
413-413 34.5 6 inferior
392-392 31 3 inferior
378-385 30 2 inferior
357-371 27.5 1 Inferior
350-350 24 0.47 Inferior
336-336 21.5 0.21 Inferior

lxxii
 Table 4.7.4 Norm Table for Age less than 50 for CRS
Raw scores with T
weights Scores Percentile Interpretation
618-618 84 99.97 superior
612-612 84 99.96 superior
600-600 80.5 99.89 superior
588-588 78 99.74 superior
558-570 74.5 99 superior
534-534 67.5 96 Superior
522-522 65 94 Superior
516-516 64 92 Superior
510-510 62.5 90 High average
504-504 61.5 87 High average
498-498 60.5 86 High average
492-492 59 82 High average
486-486 58 79 High average
480-480 57 77 High average
474-474 55.5 70 Average
468-468 54.5 68 Average
462-462 53 61 Average
456-456 52 58 Average
450-450 51 55 Average
444-444 49.5 47 Average
438-438 48.5 45 Average
432-432 47.5 39 Average
426-426 46 34 Average
420-420 45 32 Average
414-414 43.5 25 Average
408-408 42.5 23 average
402-402 41.5 19 average
396-396 40 16 average
390-390 39 14 average
384-384 38 12 average
378-378 36.5 9 average
372-372 35.5 7 inferior
360-366 34 5 inferior
348-348 30.5 3 inferior
336-336 28.5 2 Inferior
330-330 27 1 Inferior
294-294 20 0.13 Inferior

lxxiii
 282-282 17.5 0.05 Inferior
270-270 15 0.03 Inferior

Table 4.7.5 Norm Table for Age less than 50 for CTS
Raw scores with T
weights Scores Percentile Interpretation
530-530 89.5 99.99 superior
515-515 89.5 99.98 superior
510-510 84.5 99.97 superior
470-475 75.5 99 superior
450-450 69.5 97 Superior
445-445 68 96 Superior
435-435 65.5 94 Superior
430-430 64.5 93 Superior
425-425 63 91 Superior
420-420 62 88 High average
415-415 60.5 86 High average
410-410 59.5 82 High average
405-405 58 79 High average
400-400 57 77 High average
395-395 55.5 70 Average
390-390 54.5 68 Average
385-385 53 61 Average
380-380 52 58 Average
375-375 50.5 53 Average
370-370 49.5 47 Average
365-365 48 42 Average
360-360 47 39 Average
355-355 45.5 32 Average
350-350 44.5 30 Average
345-345 43 25 Average
340-340 42 21 average
335-335 40.5 18 average
330-330 39.5 14 average
325-325 38 12 average
320-320 37 10 average
315-315 35.5 7 inferior
310-310 34.5 6 inferior
305-305 33 5 inferior
300-300 32 4 inferior
290-290 29.5 2 Inferior

lxxiv
 270-285 28 1 Inferior
260-260 22 0.26 Inferior

Table 4.7.6 Norm Table for Age less than 50 for ER

Raw scores with T
weights Scores Percentile Interpretation
412-412 86 99.98 superior
380-380 86 99.62 superior
360-364 71.5 98 superior
356-356 69 97 Superior
352-352 68 96 Superior
348-348 66.5 95 Superior
344-344 65.5 94 Superior
340-340 64.5 93 Superior
336-336 63 91 Superior
332-332 62 88 High average
328-328 61 87 High average
324-324 59.5 82 High average
320-320 58.5 81 High average
316-316 57 77 High average
312-312 56 73 Average
308-308 55 70 Average
304-304 53.5 63 Average
300-300 52.5 61 Average
296-296 51 55 Average
292-292 50 50 Average
288-288 49 45 Average
284-284 47.5 39 Average
280-280 46.5 37 Average
276-276 45 32 Average
272-272 44 27 Average
268-268 43 25 Average
264-264 41.5 19 average
260-260 40.5 18 average
256-256 39 14 average
252-252 38 12 average
248-248 37 10 average
244-244 35.5 7 inferior
240-240 34.5 6 inferior
236-236 33 5 inferior
228-228 31 3 inferior

lxxv
 224-224 29.5 2 Inferior
200-200 22.5 0.31 Inferior
184-184 17.5 0.05 Inferior
172-172 14 0.02 Inferior

Table 4.7.7 Norm Table for Age less than 50 for CST
Raw scores with T
weights Scores Percentile Interpretation
321-321 89 99.99 superior
309-309 89 99.97 superior
306-306 83 99.96 superior
294-294 78.5 99.79 superior
267-270 69.5 97 Superior
264-264 67 96 Superior
261-261 66 95 Superior
255-255 63.5 91 Superior
252-252 62.5 90 High average
249-249 61.5 87 High average
246-246 60.5 86 High average
243-243 59 82 High average
240-240 58 79 High average
237-237 57 77 High average
234-234 56 73 Average
231-231 54.5 68 Average
228-228 53.5 63 Average
225-225 52.5 61 Average
222-222 51 55 Average
219-219 50 50 Average
216-216 49 45 Average
213-213 48 42 Average
210-210 46.5 37 Average
207-207 45.5 32 Average
204-204 44.5 30 Average
201-201 43 25 Average
198-198 42 21 average
195-195 41 19 average
192-192 40 16 average
189-189 38.5 13 average
186-186 37.5 10 average
183-183 36.5 9 average
180-180 35 7 inferior

lxxvi
 174-177 34 5 inferior
171-171 32 4 inferior
168-168 30.5 3 inferior
165-165 29.5 2 Inferior
156-159 27.5 1 Inferior
150-150 24 0.47 Inferior
147-147 22.5 0.31 Inferior

Table 4.7.8 Norm Table for Age less than 50 for CTR
Raw scores with T
weights Scores Percentile Interpretation
206-206 83 99.96 superior
204-204 0 99.91 superior
202-202 80.5 99.89 superior
198-198 78.5 99.79 superior
184-186 71.5 98 superior
180-180 68 96 Superior
178-178 66.5 95 Superior
176-176 65.5 94 Superior
174-174 64.5 93 Superior
172-172 63 91 Superior
170-170 62 88 High average
168-168 61 87 High average
166-166 59.5 82 High average
164-164 58.5 81 High average
162-162 57.5 77 High average
160-160 56 73 Average
158-158 55 70 Average
156-156 54 66 Average
154-154 53 61 Average
152-152 51.5 55 Average
150-150 50.5 53 Average
148-148 49.5 47 Average
146-146 48 42 Average
144-144 47 39 Average
142-142 46 34 Average
140-140 44.5 30 Average
138-138 43.5 25 Average
136-136 42.5 23 average
134-134 41 19 average
132-132 40 16 average

lxxvii
 130-130 39 14 average
128-128 37.5 10 average
126-126 36.5 9 average
124-124 35.5 7 inferior
122-122 34 5 inferior
118-118 32 4 inferior
116-116 30.5 3 inferior
112-112 28.5 2 Inferior
108-108 26 1 Inferior
102-102 22.5 0.31 Inferior
96-96 19 0.11 Inferior

Table 4.7.9 Norm Table for Age less than 50 for ET

Raw scores with T
weights Scores Percentile Interpretation
108-108 89 99.99 superior
101-101 89 99.91 superior
98-98 78 99.74 superior
95-95 75 99 superior
89-90 69.5 97 Superior
87-87 66 95 Superior
86-86 65 94 Superior
85-85 64 92 Superior
84-84 63 91 Superior
83-83 62 88 High average
82-82 61 87 High average
81-81 59.5 82 High average
80-80 58.5 81 High average
79-79 57.5 77 High average
78-78 56.5 75 High average
77-77 55.5 70 Average
76-76 54.5 68 Average
75-75 53.5 63 Average
74-74 52 58 Average
73-73 51 55 Average
72-72 50 50 Average
71-71 49 45 Average
70-70 48 42 Average
69-69 47 39 Average
68-68 45.5 32 Average
67-67 44.5 30 Average

lxxviii
 66-66 43.5 25 Average
65-65 42.5 23 average
64-64 41.5 19 average
63-63 40.5 18 average
62-62 39.5 14 average
61-61 38 12 average
60-60 37 10 average
59-59 36 8 inferior
58-58 35 7 inferior
56-57 34 5 inferior
54-55 31.5 3 inferior
52-53 29.5 2 Inferior
48-48 24 0.47 Inferior
47-47 23 0.38 Inferior
44-44 20 0.13 Inferior

Table 4.8.1 Norm Table for Age less than 60 for ES

Raw scores with T
weights Scores Percentile Interpretation
891-891 82.5 99.95 superior
855-855 82.5 99.69 superior
819-819 72.5 99 superior
792-792 68.5 97 Superior
783-783 67 96 Superior
774-774 66 95 Superior
765-765 64.5 93 Superior
756-756 63 91 Superior
747-747 62 88 High average
738-738 60.5 86 High average
729-729 59.5 82 High average
720-720 58 79 High average
711-711 56.5 75 High average
702-702 55.5 70 Average
693-693 54 66 Average
684-684 53 61 Average
675-675 51.5 55 Average
666-666 50 50 Average
657-657 49 45 Average
648-648 47.5 39 Average
639-639 46.5 37 Average
630-630 45 32 Average

lxxix
 621-621 43.5 25 Average
612-612 42.5 23 average
603-603 41 19 average
594-594 40 16 average
585-585 38.5 13 average
576-576 37 10 average
567-567 36 8 inferior
540-540 32 4 inferior
531-531 30.5 3 inferior
504-513 28 1 Inferior
468-468 21.5 0.21 Inferior
459-459 20.5 0.17 Inferior
396-396 11.5 0.01 Inferior

Table 4.8.2 Norm Table for Age less than 60 for CSR
Raw scores with T
weights Scores Percentile Interpretation
736-744 74.5 99 superior
720-720 0 98 superior
704-704 68.5 97 Superior
696-696 67.5 96 Superior
688-688 66 95 Superior
680-680 65 94 Superior
672-672 63.5 91 Superior
664-664 62.5 90 High average
656-656 61 87 High average
648-648 60 84 High average
640-640 58.5 81 High average
632-632 57.5 77 High average
624-624 56 73 Average
616-616 55 70 Average
608-608 53.5 63 Average
600-600 52.5 61 Average
592-592 51 55 Average
584-584 50 50 Average
576-576 49 45 Average
568-568 47.5 39 Average
560-560 46.5 37 Average
552-552 45 32 Average
544-544 44 27 Average
536-536 42.5 23 average

lxxx
 528-528 41.5 19 average
520-520 40 16 average
512-512 39 14 average
504-504 37.5 10 average
496-496 36.5 9 average
488-488 35 7 inferior
480-480 34 5 inferior
472-472 32.5 4 inferior
456-464 31.5 3 inferior
424-432 26.5 1 Inferior
384-384 19 0.11 Inferior
368-368 16.5 0.04 Inferior
352-352 14 0.02 Inferior

Table 4.8.3 Norm Table for Age less than 60 for CST
Raw scores with T
weights Scores Percentile Interpretation
658-658 78 99.74 superior
630-630 78 99 superior
616-623 71.5 98 superior
609-609 69 97 Superior
602-602 67.5 96 Superior
595-595 66.5 95 Superior
588-588 65 94 Superior
581-581 64 92 Superior
574-574 62.5 90 High average
567-567 61 87 High average
560-560 60 84 High average
553-553 58.5 81 High average
546-546 57.5 77 High average
539-539 56 73 Average
532-532 55 70 Average
525-525 53.5 63 Average
518-518 52.5 61 Average
511-511 51 55 Average
504-504 50 50 Average
497-497 48.5 45 Average
490-490 47.5 39 Average
483-483 46 34 Average
476-476 44.5 30 Average
469-469 43.5 25 Average

lxxxi
 462-462 42 21 average
455-455 41 19 average
448-448 39.5 14 average
441-441 38.5 13 average
434-434 37 10 average
427-427 36 8 inferior
420-420 34.5 6 inferior
413-413 33.5 5 inferior
399-399 31 3 inferior
364-378 27 1 Inferior
343-343 20.5 0.17 Inferior
308-308 14 0.02 Inferior

Table 4.8.4 Norm Table for Age less than 60 for CRS
Raw scores with T
weights Scores Percentile Interpretation
612-612 87 99.99 superior
564-564 87 99.62 superior
546-546 72.5 99 superior
540-540 71 98 superior
534-534 69.5 97 Superior
522-528 68 96 Superior
516-516 65.5 94 Superior
510-510 64 92 Superior
504-504 63 91 Superior
498-498 61.5 87 High average
492-492 60 84 High average
486-486 59 82 High average
480-480 57.5 77 High average
474-474 56 73 Average
468-468 55 70 Average
462-462 53.5 63 Average
456-456 52 58 Average
450-450 51 55 Average
444-444 49.5 47 Average
438-438 48 42 Average
432-432 47 39 Average
426-426 45.5 32 Average
420-420 44 27 Average
414-414 43 25 Average
408-408 41.5 19 average

lxxxii
 402-402 40 16 average
396-396 39 14 average
390-390 37.5 10 average
384-384 36 8 inferior
378-378 35 7 inferior
372-372 33.5 5 inferior
366-366 32 4 inferior
360-360 31 3 inferior
354-354 29.5 2 Inferior
318-318 21.5 0.21 Inferior
270-270 10.5 0.01 Inferior

Table 4.8.5 Norm Table for Age less than 60 for CTS
Raw scores with T
weights Scores Percentile Interpretation
510-510 88.5 99.99 superior
455-455 88.5 99 superior
440-440 69 97 Superior
435-435 67.5 96 Superior
430-430 66 95 Superior
425-425 65 94 Superior
420-420 63.5 91 Superior
415-415 62 88 High average
410-410 60.5 86 High average
405-405 59 82 High average
400-400 58 79 High average
395-395 56.5 75 High average
390-390 55 70 Average
385-385 53.5 63 Average
380-380 52 58 Average
375-375 51 55 Average
370-370 49.5 47 Average
365-365 48 42 Average
360-360 46.5 37 Average
355-355 45 32 Average
350-350 44 27 Average
345-345 42.5 23 average
340-340 41 19 average
335-335 39.5 14 average
330-330 38 12 average
325-325 37 10 average

lxxxiii
 320-320 35.5 7 inferior
315-315 34 5 inferior
310-310 32.5 4 inferior
295-295 28.5 2 Inferior
285-285 25.5 1 Inferior
255-255 17 0.05 Inferior
235-235 11.5 0.01 Inferior

Table 4.8.6 Norm Table for Age less than 60 for ER

Raw scores with T
weights Scores Percentile Interpretation
408-408 86 99.98 superior
396-396 86 99.93 superior
364-364 72 99 superior
352-352 68.5 97 Superior
348-348 67 96 Superior
344-344 66 95 Superior
340-340 64.5 93 Superior
336-336 63.5 91 Superior
332-332 62 88 High average
328-328 61 87 High average
324-324 59.5 82 High average
320-320 58.5 81 High average
316-316 57 77 High average
312-312 56 73 Average
308-308 54.5 68 Average
304-304 53.5 63 Average
300-300 52 58 Average
296-296 50.5 53 Average
292-292 49.5 47 Average
288-288 48 42 Average
284-284 47 39 Average
280-280 45.5 32 Average
276-276 44.5 30 Average
272-272 43 25 Average
268-268 42 21 average
264-264 40.5 18 average
260-260 39.5 14 average
256-256 38 12 average
252-252 37 10 average
248-248 35.5 7 inferior

lxxxiv
 244-244 34.5 6 inferior
240-240 33 5 inferior
236-236 32 4 inferior
232-232 30.5 3 inferior
228-228 29.5 2 Inferior
212-216 25.5 1 Inferior
208-208 23 0.38 Inferior

Table 4.8.7 Norm Table for Age less than 60 for CRT
Raw scores with T
weights Scores Percentile Interpretation
306-306 85 99.98 superior
282-282 85 99 superior
270-270 70 98 superior
267-267 69 97 Superior
261-261 66.5 95 Superior
255-255 64 92 Superior
252-252 62.5 90 High average
249-249 61.5 87 High average
246-246 60 84 High average
243-243 59 82 High average
240-240 57.5 77 High average
237-237 56.5 75 High average
234-234 55 70 Average
231-231 54 66 Average
228-228 52.5 61 Average
225-225 51.5 55 Average
222-222 50 50 Average
219-219 49 45 Average
216-216 47.5 39 Average
213-213 46.5 37 Average
210-210 45 32 Average
207-207 44 27 Average
204-204 42.5 23 average
201-201 41.5 19 average
198-198 40 16 average
195-195 39 14 average
192-192 37.5 10 average
189-189 36.5 9 average
186-186 35 7 inferior
183-183 34 5 inferior

lxxxv
 180-180 32.5 4 inferior
177-177 31.5 3 inferior
174-174 30 2 inferior
162-162 25 1 Inferior
159-159 24 0.47 Inferior
153-153 21.5 0.21 Inferior
150-150 20 0.13 Inferior

Table 4.8.8 Norm Table for Age less than 60 for CTR
Raw scores with T
weights Scores Percentile Interpretation
180-182 73.5 99 superior
176-176 0 97 Superior
174-174 68 96 Superior
172-172 66.5 95 Superior
170-170 65.5 94 Superior
168-168 64 92 Superior
166-166 62.5 90 High average
164-164 61 87 High average
162-162 60 84 High average
160-160 58.5 81 High average
158-158 57 77 High average
156-156 55.5 70 Average
154-154 54.5 68 Average
152-152 53 61 Average
150-150 51.5 55 Average
148-148 50 50 Average
146-146 49 45 Average
144-144 47.5 39 Average
142-142 46 34 Average
140-140 44.5 30 Average
138-138 43.5 25 Average
136-136 42 21 average
134-134 40.5 18 average
132-132 39 14 average
130-130 38 12 average
128-128 36.5 9 average
126-126 35 7 inferior
124-124 33.5 5 inferior
122-122 32.5 4 inferior
120-120 31 3 inferior

lxxxvi
 118-118 29.5 2 Inferior
112-116 28 1 Inferior
110-110 24 0.47 Inferior
108-108 22.5 0.31 Inferior

Table 4.8.9 Norm Table for Age less than 60 for ET

Raw scores with T
weights Scores Percentile Interpretation
97-97 85 99.98 superior
87-87 85 98 superior
86-86 69.5 97 Superior
85-85 68 96 Superior
84-84 66.5 95 Superior
83-83 65 94 Superior
82-82 63.5 91 Superior
81-81 62.5 90 High average
80-80 61 87 High average
79-79 59.5 82 High average
78-78 58 79 High average
77-77 56.5 75 High average
76-76 55.5 70 Average
75-75 54 66 Average
74-74 52.5 61 Average
73-73 51 55 Average
72-72 49.5 47 Average
71-71 48.5 45 Average
70-70 47 39 Average
69-69 45.5 32 Average
68-68 44 27 Average
67-67 42.5 23 average
66-66 41.5 19 average
65-65 40 16 average
64-64 38.5 13 average
63-63 37 10 average
62-62 35.5 7 inferior
61-61 34.5 6 inferior
60-60 33 5 inferior
57-58 30 2 inferior
55-56 27 1 Inferior
51-51 20 0.13 Inferior
50-50 19 0.11 Inferior

lxxxvii
48-48 16 0.03 Inferior

lxxxviii