Extinction in classical conditioning occurs when the conditioned stimulus is repeatedly presented

Without the unconditioned stimulus

Learning Theories and Conditioning MCQs 2026

96 questions with detailed answers · 22 from past papers · 10 quiz batches available

📚 Psychology📄 22 Past-Paper Qs✓ Free · No Login Needed

Read each question, think about the answer, then click Show Answer to reveal the correct option and explanation. Load 10 at a time so it stays manageable — perfect for one-topic study sessions on the bus or during a break.

Page 1 of 1Questions 1–10 of 96

Q1medium
Taste aversion learning is unusual because it can occur after
1. AOne pairing
2. BContinuous reward
3. CSocial praise only
4. DMotor practice
💡 Explanation:
Taste aversions may be learned after a single pairing of taste and illness, even with a delay.
Q2medium
The reappearance of an extinguished conditioned response after rest is
1. AStimulus discrimination
2. BNegative reinforcement
3. CSpontaneous recovery
4. DLatent learning
💡 Explanation:
Spontaneous recovery is the return of a conditioned response after extinction and a pause.
Q3medium
Extinction in classical conditioning occurs when the conditioned stimulus is repeatedly presented
1. AWith reinforcement
2. BBefore acquisition
3. CAfter punishment
4. DWithout the unconditioned stimulus
💡 Explanation:
The learned response weakens when the conditioned stimulus no longer predicts the unconditioned stimulus.
Q4easy
The stage in which an association is first learned is called
1. AAcquisition
2. BExtinction
3. CGeneralization
4. DPunishment
💡 Explanation:
Acquisition is the initial phase during which the conditioned stimulus and response are connected.
Q5easy
A stimulus that initially produces no specific learned response is called a
1. APrimary reinforcer
2. BNeutral stimulus
3. CPunisher
4. DDiscriminative stimulus
💡 Explanation:
Before conditioning, a neutral stimulus does not naturally produce the target response.
Q6easy
In classical conditioning, salivation to the bell after learning is the
1. AUnconditioned response
2. BNeutral response
3. CConditioned response
4. DReflex arc
💡 Explanation:
After pairing, the bell produces learned salivation, which is the conditioned response.
Q7easy
In Pavlovian conditioning, food before learning is the
1. AUnconditioned stimulus
2. BConditioned stimulus
3. CNeutral stimulus
4. DConditioned response
💡 Explanation:
Food naturally produces salivation before learning, so it is the unconditioned stimulus.
Q8easy
Classical conditioning was first systematically demonstrated by
1. AB. F. Skinner
2. BEdward Thorndike
3. CAlbert Bandura
4. DIvan Pavlov
💡 Explanation:
Pavlov showed classical conditioning by pairing a bell with food in experiments on dogs.
Q9easy
Learning is best defined as a relatively permanent change in behavior or knowledge due to
1. AMaturation alone
2. BExperience
3. CReflex action
4. DTemporary fatigue
💡 Explanation:
Learning involves enduring change produced by experience rather than maturation, fatigue or reflexes.
Q10medium
Sensitization is best described as
1. AReduced awareness
2. BIncreased response to repeated stimulation
3. CPermanent forgetting
4. DRandom responding
💡 Explanation:
Sensitization occurs when repeated or strong stimulation increases responsiveness.
Q11medium
Insight learning is most associated with
1. AWolfgang Kohler
2. BIvan Pavlov
3. CB. F. Skinner
4. DEdward Titchener
💡 Explanation:
Kohler studied sudden problem solving by chimpanzees, which he interpreted as insight.
Q12medium
A learned mental representation of a spatial environment is a
1. AReflex arc
2. BCognitive map
3. CConditioned reflex
4. DResponse chain
💡 Explanation:
Tolman used the term cognitive map for internal representations of routes and spatial layouts.
Q13easy
Albert Bandura is best known for research on
1. AObservational learning
2. BClassical introspection
3. CGestalt closure
4. DPsychosexual stages
💡 Explanation:
Bandura showed that people can learn behaviors by observing models, as in the Bobo doll studies.
Q14easy
Responding to stimuli similar to the conditioned stimulus is called
1. AStimulus generalization
2. BStimulus discrimination
3. CInsight learning
4. DShaping
💡 Explanation:
Generalization occurs when similar stimuli evoke the learned response.
Q15medium
Learned helplessness was prominently studied by
1. AJean Piaget
2. BMartin Seligman
3. CCarl Jung
4. DNoam Chomsky
💡 Explanation:
Seligman's research showed that uncontrollable aversive events can produce passive, helpless behavior.
Q16hard
Avoidance learning is maintained mostly by
1. APositive punishment
2. BInsight only
3. CClassical extinction
4. DNegative reinforcement
💡 Explanation:
Avoidance responses are strengthened because they prevent or remove expected aversive events.
Q17medium
Escape learning occurs when a response
1. AStops an ongoing aversive stimulus
2. BCreates a new reflex
3. COccurs without stimulus
4. DIs never reinforced
💡 Explanation:
Escape learning is strengthened because the behavior ends an aversive condition already present.
Q18medium
A token economy uses tokens mainly as
1. APrimary punishers
2. BUnconditioned stimuli
3. CConditioned reinforcers
4. DReflex triggers
💡 Explanation:
Tokens acquire value because they can be exchanged for backup reinforcers.
Q19hard
Biofeedback teaches control over bodily processes by providing
1. ADelayed punishment only
2. BFalse memories
3. CUnconscious conflict
4. DInformation about physiological activity
💡 Explanation:
Biofeedback gives real-time physiological information so people can learn voluntary control over some responses.
Q20hard
The Rescorla-Wagner model emphasized the role of
1. APrediction and surprise
2. BDream analysis
3. CFixed instincts
4. DSelf-actualization
💡 Explanation:
The model explains conditioning in terms of prediction error: learning is strongest when outcomes are surprising.
Q21hard
The Garcia effect is most closely related to
1. ATaste aversion learning
2. BInsight learning
3. CTrial-and-error learning
4. DObservational learning
💡 Explanation:
Garcia's work showed that taste aversions can form quickly and with long delays after illness.
Q22medium
In operant conditioning, response cost is a form of
1. APositive reinforcement
2. BNegative punishment
3. CClassical conditioning
4. DLatent learning
💡 Explanation:
Response cost removes a valued stimulus after behavior, so it is negative punishment.
Q23easy
A primary reinforcer is effective because it
1. AIs always symbolic
2. BSatisfies a biological need
3. CMust be learned first
4. DRequires language
💡 Explanation:
Primary reinforcers such as food or water are naturally reinforcing because they meet biological needs.
Q24medium
A fixed-ratio schedule provides reinforcement after a fixed number of
1. AMinutes
2. BResponses
3. CTrials by others
4. DPunishments
💡 Explanation:
In a fixed-ratio schedule, reinforcement follows a set number of responses.
Q25hard
Slot machines are often used as an example of a
1. AVariable-ratio schedule
2. BContinuous schedule
3. CFixed-interval schedule
4. DFixed-ratio schedule
💡 Explanation:
Slot machines pay after an unpredictable number of responses, which is a variable-ratio schedule.
Q26hard
Latent learning was famously demonstrated in maze studies by
1. AJohn Watson
2. BEdward Tolman
3. CCarl Rogers
4. DHermann Ebbinghaus
💡 Explanation:
Tolman showed that rats could learn cognitive maps without immediate reinforcement.
Q27medium
Vicarious reinforcement occurs when a person learns by seeing another person
1. APunished only
2. BForget behavior
3. CRewarded for behavior
4. DSleep after learning
💡 Explanation:
Vicarious reinforcement means observing a model being rewarded, which increases imitation.
Q28easy
Habituation is a decrease in response after repeated exposure to a
1. APermanent forgetting
2. BReinforced response
3. CNew reward
4. DHarmless stimulus
💡 Explanation:
Habituation reduces responding to repeated, non-threatening stimulation.
Q29hard
Preparedness in learning means organisms more easily learn associations that are
1. ASocially illegal
2. BMathematically complex
3. CBiologically relevant
4. DAlways verbal
💡 Explanation:
Preparedness refers to evolutionary readiness to learn biologically important associations, such as taste aversions.
Q30easy
Learning by watching others is called
1. AHabituation
2. BExtinction
3. CInsight
4. DObservational learning
💡 Explanation:
Observational learning occurs through watching models and consequences of their actions.
Q31easy
Positive reinforcement means
1. AAdding a desirable stimulus after behavior
2. BRemoving a desirable stimulus
3. CAdding an aversive stimulus
4. DIgnoring behavior completely
💡 Explanation:
Positive reinforcement strengthens behavior by presenting something desirable after it.
Q32easy
Behavior followed by reinforcement is likely to
1. ADisappear instantly
2. BBecome reflexive
3. CIncrease in frequency
4. DBecome unconscious
💡 Explanation:
Reinforcement strengthens behavior by increasing the probability that it will occur again.
Q33easy
Operant conditioning is most closely associated with
1. AJohn Watson
2. BB. F. Skinner
3. CSigmund Freud
4. DMax Wertheimer
💡 Explanation:
Skinner developed operant conditioning through work on reinforcement, punishment and operant chambers.
Q34medium
Learning to respond only to a particular conditioned stimulus is called
1. AHabituation
2. BGeneralization
3. CModeling
4. DDiscrimination
💡 Explanation:
Discrimination is the ability to distinguish between similar stimuli and respond selectively.
Q35medium
Learning that occurs without immediate performance is called
1. ATrial learning
2. BInsight only
3. CLatent learning
4. DReflex learning
💡 Explanation:
Latent learning may remain hidden until there is motivation to demonstrate it.
Q36medium
Negative reinforcement strengthens behavior by
1. AAdding pain after behavior
2. BRemoving an unpleasant stimulus
3. CRemoving a reward
4. DPairing two neutral stimuli
💡 Explanation:
Negative reinforcement increases behavior because it removes or avoids an aversive condition.
Q37easy
Punishment is intended to
1. AStrengthen behavior
2. BProduce generalization
3. CCreate insight
4. DReduce behavior
💡 Explanation:
Punishment decreases the likelihood of a behavior by adding or removing consequences.
Q38medium
Removing a child's phone privileges after misbehavior is an example of
1. ANegative punishment
2. BPositive reinforcement
3. CClassical conditioning
4. DStimulus generalization
💡 Explanation:
Negative punishment reduces behavior by removing a desirable stimulus.
Q39medium
Adding extra chores after misconduct is an example of
1. ANegative reinforcement
2. BShaping
3. CPositive punishment
4. DLatent learning
💡 Explanation:
Positive punishment reduces behavior by adding an unpleasant consequence.
Q40easy
Money is usually classified as a
1. APrimary reinforcer
2. BUnconditioned stimulus
3. CSecondary reinforcer
4. DNeutral reflex
💡 Explanation:
Money becomes reinforcing through learned association with things it can obtain.
Q41medium
Rewarding successive approximations toward a target behavior is called
1. AExtinction
2. BInsight
3. CHabituation
4. DShaping
💡 Explanation:
Shaping builds complex behavior by reinforcing gradual steps closer to the desired response.
Q42medium
Thorndike's law of effect states that responses followed by satisfying outcomes are
1. AMore likely to recur
2. BImmediately forgotten
3. CAlways reflexive
4. DUnrelated to learning
💡 Explanation:
Thorndike proposed that satisfying consequences strengthen the connection between situation and response.
Q43medium
A fixed-interval schedule reinforces the first response after a fixed amount of
1. AResponses
2. BPunishments
3. CExtinctions
4. DTime
💡 Explanation:
Fixed-interval schedules make reinforcement available after a set time period has passed.
Q44medium
A discriminative stimulus signals that
1. AMemory is lost
2. BReinforcement is available
3. CA reflex is impossible
4. DNo learning can occur
💡 Explanation:
A discriminative stimulus sets the occasion for a response because reinforcement is likely in its presence.
Q45hard
The Premack principle states that a more preferred activity can
1. AReplace all punishment
2. BReinforce a less preferred activity
3. CStop maturation
4. DEliminate motivation
💡 Explanation:
The Premack principle uses high-probability behaviors as reinforcers for low-probability behaviors.
Q46hard
In classical conditioning, higher-order conditioning uses a conditioned stimulus to condition
1. AA genetic reflex
2. BAnother neutral stimulus
3. CA punishment schedule
4. DA random sample
💡 Explanation:
A conditioned stimulus can act like a reinforcer to condition a new neutral stimulus.
Q47medium
The main difference between classical and operant conditioning is that operant conditioning focuses on
1. ADream symbols
2. BInvoluntary reflexes only
3. CVoluntary behavior and consequences
4. DGenetic transmission
💡 Explanation:
Operant conditioning concerns how voluntary behavior is shaped by its consequences.
Q48medium
A fixed-interval (FI) schedule reinforces the first response after
1. Aevery single response
2. Ba constant time period has elapsed
3. Ca varying number of responses
4. Dan unpredictable time period
💡 Explanation:
On FI schedules, reinforcement becomes available only after a fixed time (e.g., FI-5 min), often producing a scalloped response pattern.
Q49medium
A variable-interval (VI) schedule reinforces the first response after
1. Aevery response without exception
2. Ba fixed count of responses
3. Ca fixed clock time only
4. Dunpredictable time intervals
💡 Explanation:
VI schedules make reinforcement available after varying time periods, producing steady moderate response rates.
Q50Past Paper · PPSC/FPSC/NTShard
Partial (intermittent) reinforcement schedules make behavior
1. Aeasier to extinguish than continuous reinforcement
2. Bimpossible to acquire
3. Cmore resistant to extinction than continuous reinforcement
4. Didentical to classical extinction
💡 Explanation:
The partial reinforcement extinction effect: behaviors maintained on intermittent schedules persist longer when reinforcement stops.
Q51hard
Discriminative stimulus (Sd) in operant conditioning signals that
1. Areinforcement is available for a particular response
2. Bpunishment will always follow
3. Cthe UCS is about to appear
4. Dextinction has already occurred
💡 Explanation:
An Sd sets the occasion for responding because that response has been reinforced in its presence (e.g., a green light).
Q52hard
Escape learning is a form of negative reinforcement in which the organism
1. Aavoids the aversive stimulus before it starts
2. Blearns only through observation
3. Creceives a reward after every response
4. Dterminates an aversive stimulus that is already present
💡 Explanation:
In escape learning, a response stops an ongoing aversive event (e.g., pressing a lever to turn off shock).
Q53hard
Avoidance learning differs from escape learning because the response
1. Aadds a pleasant stimulus
2. Bprevents the aversive stimulus from occurring
3. Cis never reinforced
4. Dextinguishes the CS permanently
💡 Explanation:
Avoidance responses occur before the aversive event and prevent it; escape responses stop an event already underway.
Q54hard
Premack's principle states that
1. Aa preferred activity can reinforce a less preferred activity
2. Ball reinforcers are primary
3. Cpunishment is stronger than reinforcement
4. Dclassical conditioning requires insight
💡 Explanation:
Premack principle: a high-probability behavior can reinforce a lower-probability behavior (e.g., play after homework).
Q55hard
Latent learning, demonstrated by Tolman, shows that learning can occur
1. Aonly with continuous reinforcement
2. Bonly through classical pairing
3. Cwithout immediate reinforcement and appear later
4. Donly in humans
💡 Explanation:
Tolman's rats formed cognitive maps without reinforcement; performance improved once a reward was introduced — latent learning.
Q56medium
Insight learning was famously studied by Kohler with
1. APavlov's dogs
2. Bchimpanzees solving problems
3. CSkinner's pigeons only
4. DWatson's Little Albert
💡 Explanation:
Kohler's chimpanzees suddenly solved problems (e.g., stacking boxes) in ways suggesting insight rather than gradual trial-and-error alone.
Q57Past Paper · PPSC/FPSC/NTSeasy
Observational learning is most associated with the work of
1. AIvan Pavlov
2. BEdward Thorndike
3. CB. F. Skinner
4. DAlbert Bandura
💡 Explanation:
Bandura's social learning theory emphasizes learning by observing models, as in the Bobo doll experiments.
Q58Past Paper · PPSC/FPSC/NTSeasy
In Bandura's Bobo doll studies, children who watched an aggressive model tended to
1. Aimitate aggressive behaviors toward the doll
2. Bshow no change in behavior
3. Cbecome less aggressive than controls
4. Dforget the model immediately
💡 Explanation:
Children exposed to aggressive models reproduced similar aggressive acts, supporting observational learning of aggression.
Q59medium
The four processes in Bandura's observational learning include attention, retention, reproduction, and
1. Aextinction
2. Btransduction
3. Cmotivation
4. Dadaptation
💡 Explanation:
Bandura's model requires attention, retention, motor reproduction, and motivation (incentive) to perform the observed act.
Q60hard
Systematic desensitization for phobias is based primarily on principles of
1. Aoperant punishment
2. Binsight therapy only
3. Cvariable-ratio reinforcement
4. Dclassical conditioning and counterconditioning
💡 Explanation:
Wolpe's systematic desensitization pairs relaxation with graded fear cues, using counterconditioning rooted in classical learning.
Q61hard
Flooding as a therapy technique involves
1. Agradual exposure with relaxation
2. Bintense prolonged exposure to the feared stimulus
3. Ctoken economies in wards
4. Dreinforcing successive approximations
💡 Explanation:
Flooding exposes the client to a highly feared CS without escape until fear extinguishes; it is more abrupt than graded desensitization.
Q62medium
A token economy is an application of
1. Aclassical conditioning only
2. BGestalt insight
3. Coperant conditioning principles
4. Dsignal detection theory
💡 Explanation:
Token economies deliver secondary reinforcers (tokens) contingent on desired behaviors, later exchanged for backup reinforcers.
Q63Past Paper · PPSC/FPSC/NTShard
Learned helplessness was demonstrated by Seligman in studies where animals
1. Acould not escape repeated aversive events and later failed to escape when escape was possible
2. Bwere reinforced on VR schedules only
3. Clearned maze routes without reward
4. Dimitated aggressive models
💡 Explanation:
After uncontrollable shocks, dogs later did not try to escape even when escape was available — learned helplessness.
Q64hard
Biofeedback training typically relies on
1. Apairing CS and UCS only
2. Boperant principles to control physiological responses
3. Cpunishing all autonomic activity
4. Dextinguishing primary reinforcers
💡 Explanation:
Biofeedback provides information about bodily processes so people can operantly modify responses such as heart rate or muscle tension.
Q65hard
Which pairing timing is generally most effective in classical conditioning
1. Abackward conditioning (UCS before CS)
2. Bsimultaneous onset only
3. Ctrace conditioning with very long delays
4. Dforward short-delay: CS slightly before UCS
💡 Explanation:
Forward short-delay conditioning, with the CS beginning shortly before the UCS, typically produces the strongest learning.
Q66Past Paper · PPSC/FPSC/NTSmedium
The key difference between classical and operant conditioning is that classical conditioning involves
1. Avoluntary behavior shaped by consequences
2. Bschedules of reinforcement
3. Cinvoluntary responses elicited by stimuli
4. Dtoken economies
💡 Explanation:
Classical conditioning associates stimuli to elicit reflexive/involuntary responses; operant conditioning shapes voluntary behavior via consequences.
Q67hard
Superstitious behavior, according to Skinner, can result from
1. Aperfect CS-UCS contiguity only
2. Binsight into cause and effect
3. Ccomplete extinction
4. Daccidental (noncontingent) reinforcement
💡 Explanation:
Skinner argued that behavior accidentally followed by reinforcement may be repeated even though it did not cause the reinforcer.
Q68hard
In taste-aversion learning (Garcia effect), organisms readily associate illness with
1. Avisual flashing lights only
2. Btaste/smell of food
3. Cauditory tones only
4. Dtactile pressure only
💡 Explanation:
Garcia showed biological preparedness: nausea is especially easily conditioned to taste cues, even with long delays.
Q69Past Paper · PPSC/FPSC/NTSeasy
Which statement correctly distinguishes reinforcement from punishment
1. Areinforcement increases behavior; punishment decreases it
2. Bboth always involve adding stimuli
3. Creinforcement decreases behavior; punishment increases it
4. Dboth are forms of classical extinction
💡 Explanation:
By definition, reinforcement strengthens the preceding behavior and punishment weakens it, whether stimuli are added or removed.
Q70Past Paper · PPSC/FPSC/NTSeasy
In classical conditioning, a stimulus that naturally elicits a response is the
1. Aconditioned stimulus (CS)
2. Bneutral stimulus (NS)
3. Cunconditioned stimulus (UCS/US)
4. Ddiscriminative stimulus
💡 Explanation:
The unconditioned stimulus (e.g., food) innately produces an unconditioned response without prior learning.
Q71hard
Instinctive drift, described by the Brelands, refers to
1. Aextinction of all operant responses
2. Bthe tendency for learned behavior to drift toward innate patterns
3. Cclassical conditioning of fear only
4. Dcontinuous reinforcement schedules
💡 Explanation:
The Brelands found that animals' operantly trained behaviors often reverted toward species-typical instincts — instinctive drift.
Q72medium
Contiguity in classical conditioning refers to
1. Athe CS and UCS occurring close together in time
2. Breinforcement after every response
3. Cpunishment of incorrect responses
4. Dobservational learning of models
💡 Explanation:
Temporal contiguity — close pairing in time of CS and UCS — is a major factor supporting classical conditioning, though contingency also matters.
Q73Past Paper · PPSC/FPSC/NTSeasy
After conditioning, the previously neutral stimulus that elicits a response is called the
1. Aunconditioned stimulus
2. Bconditioned stimulus
3. Creinforcer
4. Dpunisher
💡 Explanation:
Through pairing with the UCS, a neutral stimulus becomes a conditioned stimulus that elicits a conditioned response.
Q74Past Paper · PPSC/FPSC/NTSeasy
In Pavlov's classic experiment, salivation to the bell after training is the
1. Aunconditioned stimulus
2. Bunconditioned response
3. Cneutral stimulus
4. Dconditioned response
💡 Explanation:
Salivation to the bell (CS) after learning is the conditioned response (CR); salivation to food is the UCR.
Q75medium
Acquisition in classical conditioning refers to
1. Athe initial learning of the CS–UCS association
2. Bthe fading of a CR after CS-alone trials
3. Crecovery of a CR after rest
4. Dresponding to similar stimuli
💡 Explanation:
Acquisition is the phase in which the CS and UCS are paired and the CR gradually strengthens.
Q76Past Paper · PPSC/FPSC/NTSeasy
Extinction in classical conditioning occurs when
1. Athe UCS is intensified
2. Bthe CS is paired with a stronger UCS
3. Cthe CS is repeatedly presented without the UCS
4. Da new CS is introduced
💡 Explanation:
Presenting the CS alone without the UCS weakens and eventually extinguishes the conditioned response.
Q77Past Paper · PPSC/FPSC/NTSmedium
Spontaneous recovery is the
1. Afirst appearance of a UCR
2. Bpermanent loss of a CR
3. Cgeneralization to new stimuli
4. Dreappearance of an extinguished CR after a rest period
💡 Explanation:
After extinction and a pause, the CR often returns briefly when the CS is presented again — spontaneous recovery.
Q78Past Paper · PPSC/FPSC/NTSeasy
Stimulus generalization is responding to
1. Aonly the exact original CS
2. Bstimuli similar to the CS
3. Cunrelated stimuli only
4. Dthe UCS but never the CS
💡 Explanation:
Generalization is the tendency for stimuli resembling the CS to also elicit the CR.
Q79medium
Stimulus discrimination is the ability to
1. Aextinguish all responses
2. Brecover extinguished CRs
3. Crespond differently to the CS than to similar stimuli
4. Dpair any two stimuli
💡 Explanation:
Discrimination learning teaches the organism to respond to the CS but not to similar non-reinforced stimuli.
Q80hard
Higher-order conditioning occurs when
1. Aa new NS is paired with an already established CS
2. Bonly the UCS is presented
3. Creinforcement is delayed forever
4. Dpunishment replaces the CS
💡 Explanation:
In higher-order (second-order) conditioning, a new neutral stimulus is paired with a CS and can itself become a CS.
Q81Past Paper · PPSC/FPSC/NTSmedium
John B. Watson and Rosalie Rayner's Little Albert study demonstrated
1. Aoperant shaping of language
2. Binsight learning in apes
3. Cobservational learning of aggression
4. Dconditioned emotional fear responses
💡 Explanation:
Little Albert was conditioned to fear a white rat by pairing it with a loud noise, showing classical conditioning of emotion.
Q82medium
In the Little Albert experiment, the loud noise functioned as the
1. Aconditioned stimulus
2. Bunconditioned stimulus
3. Cconditioned response
4. Dneutral reinforcer
💡 Explanation:
The loud noise naturally elicited fear (UCR), so it was the UCS; the rat became the CS after pairing.
Q83Past Paper · PPSC/FPSC/NTSeasy
Operant conditioning focuses on learning in which behavior is
1. Ainfluenced by its consequences
2. Belicited only by reflexes
3. Cindependent of reinforcement
4. Dalways unconscious
💡 Explanation:
Operant (instrumental) conditioning holds that voluntary behaviors are strengthened or weakened by their consequences.
Q84Past Paper · PPSC/FPSC/NTSeasy
The Law of Effect was proposed by
1. AIvan Pavlov
2. BB. F. Skinner
3. CEdward Thorndike
4. DAlbert Bandura
💡 Explanation:
Thorndike's Law of Effect states that responses followed by satisfying outcomes are more likely to be repeated.
Q85Past Paper · PPSC/FPSC/NTSeasy
B. F. Skinner is most closely associated with
1. Aclassical conditioning of salivation
2. Boperant conditioning and the Skinner box
3. Cinsight learning
4. Dlatent learning mazes
💡 Explanation:
Skinner developed operant conditioning principles using the operant chamber (Skinner box) to study reinforcement schedules.
Q86Past Paper · PPSC/FPSC/NTSeasy
Positive reinforcement involves
1. Aremoving an aversive stimulus after a response
2. Bpresenting an aversive stimulus after a response
3. Cignoring the behavior completely
4. Dpresenting a desirable stimulus after a response
💡 Explanation:
Positive reinforcement strengthens behavior by adding a rewarding stimulus contingent on the response.
Q87Past Paper · PPSC/FPSC/NTSmedium
Negative reinforcement involves
1. Apunishing with an unpleasant stimulus
2. Bdecreasing behavior by removing a reward
3. Cstrengthening behavior by removing an aversive stimulus
4. Dextinguishing all responses
💡 Explanation:
Negative reinforcement increases response rate by terminating or avoiding something unpleasant (e.g., buckling a seatbelt to stop the buzzer).
Q88medium
Positive punishment means
1. Aremoving a pleasant stimulus after behavior
2. Badding an aversive stimulus after behavior
3. Cadding a reward after behavior
4. Dremoving an aversive stimulus after behavior
💡 Explanation:
Positive punishment decreases behavior by presenting something unpleasant (e.g., a reprimand) after the response.
Q89medium
Negative punishment (response cost/time-out) involves
1. Aadding shock after a response
2. Badding praise after a response
3. Cremoving an aversive buzz after a response
4. Dremoving a pleasant stimulus after a response
💡 Explanation:
Negative punishment weakens behavior by taking away something valued (e.g., privileges, attention) contingent on the response.
Q90easy
A primary reinforcer is one that
1. Asatisfies a biological need
2. Bhas value only through learning
3. Cis always a token
4. Dworks only in classical conditioning
💡 Explanation:
Primary reinforcers (food, water, warmth, pain relief) are innately reinforcing because they meet biological needs.
Q91medium
A secondary (conditioned) reinforcer gains power through
1. Ainnate biological drives only
2. Bgenetic inheritance alone
3. Cassociation with primary reinforcers
4. Dextinction of the UCS
💡 Explanation:
Money, grades, and praise become reinforcing because they have been paired with or exchangeable for primary reinforcers.
Q92Past Paper · PPSC/FPSC/NTSmedium
Shaping is the process of reinforcing
1. Aonly the final complex behavior from the start
2. Brandom unrelated responses
3. Cpunishment of all approximations
4. Dsuccessive approximations of the target behavior
💡 Explanation:
Shaping builds complex behavior by reinforcing closer and closer approximations to the desired response.
Q93easy
A continuous reinforcement schedule means reinforcement is delivered
1. Aafter a fixed time regardless of response
2. Bafter every correct response
3. Cafter an unpredictable number of responses
4. Dnever during acquisition
💡 Explanation:
On continuous reinforcement (CRF), every occurrence of the target response is reinforced — useful for initial acquisition.
Q94Past Paper · PPSC/FPSC/NTSmedium
A fixed-ratio (FR) schedule reinforces after
1. Aa set number of responses
2. Ban unpredictable number of responses
3. Ca set time interval
4. Dan unpredictable time interval
💡 Explanation:
FR schedules deliver reinforcement after a fixed count of responses (e.g., FR-10 = reward every 10th response).
Q95Past Paper · PPSC/FPSC/NTSmedium
A variable-ratio (VR) schedule is characteristic of
1. Ahourly wages
2. Bmonthly salaries
3. Cgambling and slot machines
4. Dfixed exam dates
💡 Explanation:
VR schedules reinforce after an unpredictable number of responses and produce high, steady rates — as in gambling.
Q96Past Paper · PPSC/FPSC/NTSeasy
Classical conditioning was discovered through experiments on dogs by
1. AIvan Pavlov
2. BB. F. Skinner
3. CEdward Thorndike
4. DJohn Watson
💡 Explanation:
Pavlov's work on digestive reflexes in dogs led to the discovery of classical (Pavlovian) conditioning.

Jump to page:

Learning Theories and Conditioning MCQs 2026

More Psychology Topics