ASSIGNMENT
NAME:
INDEX NUMBER IF AVAILABLE:
1. Which of the following best distinguishes cognitive learning from behaviourist learning?
A. Active mental processing of information
B. Formation of stimulus-response connections
C. Learning through reinforcement
D. Learning through trial and error
2. In Pavlov’s experiment, what role did the bell eventually play?
A. Conditioned response
B. Conditioned stimulus
C. Neutral response
D. Unconditioned stimulus
3. Thorndike’s Law of Effect suggests that:
A. Behaviour is shaped by maturity
B. Practice alone determines learning
C. Responses followed by satisfaction are more likely to recur
D. Unpleasant outcomes strengthen responses
4. Which of the following is not a principle derived from classical conditioning?
A. Extinction
B. Law of exercise
C. Spontaneous recovery
D. Stimulus generalization
5. Skinner’s operant conditioning emphasizes that:
A. All behaviours are inherited
B. Behaviour can be shaped through reinforcement and punishment
C. Cognition is central to learning
D. Conditioning does not require any reinforcement
6. What kind of reinforcement involves removing an unpleasant stimulus to increase a
behaviour?
A. Negative punishment
B. Negative reinforcement
C. Positive punishment
D. Positive reinforcement
7. Which of the following schedules of reinforcement is likely to result in steady responses
with high resistance to extinction?
A. Continuous
B. Fixed interval
C. Fixed ratio
D. Variable ratio
8. In discovery learning, a major limitation is that:
A. Discoveries are quick and common
B. It benefits mostly the brightest and motivated students
C. Students are often passive
D. All students enjoy the process
9. Which cognitive theory emphasizes advance organizers and small-step logical
presentation?
A. Classical conditioning
B. Discovery learning
C. Meaningful reception learning
D. Social learning theory
10. In the Atkinson-Shiffrin memory model, the stage that holds information temporarily
while we think is:
A. Long-term memory
B. Reflex memory
C. Sensory memory
D. Short-term memory
11. Forgetting due to similar information interfering with retrieval is best explained by:
A. Decay theory
B. Disuse theory
C. Interference theory
D. Motivated forgetting
12. According to Piaget, adaptation occurs through:
A. Accommodation and assimilation
B. Feedback and reinforcement
C. Imitation and memorization
D. Instruction and correction
13. A child who believes that thunder is caused by angry gods is demonstrating:
A. Animism
B. Classification
C. Conservation
D. Transitivity
14. During which of Piaget’s stages does the child begin to use logical operations for
concrete tasks?
A. Concrete operational
B. Formal operational
C. Preoperational
D. Sensorimotor
15. Egocentrism in the preoperational stage refers to:
A. Failure to use symbols
B. Inability to see another’s point of view
C. Overconfidence in one’s logic
D. Preference for group activities
16. Which of the following is a feature of the formal operational stage?
A. Conservation
B. Egocentrism
C. Logical reasoning about hypothetical situations
D. Reflexes
17. According to social learning theory, which of the following is not one of the four
conditions necessary for learning?
A. Attention
B. Motivation
C. Reinforcement
D. Retention
18. A student improves in spelling by using acronyms. This is an example of:
A. Classical conditioning
B. Discovery learning
C. Mnemonic device
D. Operant conditioning
19. According to the decay theory, forgetting happens because:
A. Information fades from memory storage
B. Information is blocked by new learning
C. Information is actively repressed
D. Information is rarely used
20. A teacher uses stories of historical figures to inspire students. This strategy aligns best
with:
A. Classical conditioning
B. Operant conditioning
C. Piaget’s cognitive development theory
D. Social learning theory
