Pariksha SaathiPedagogy
CTET Child Development and Pedagogy (CDP) MCQ with Answers
298 practice questions on Child Development and Pedagogy for CTET Paper I and Paper II, with answers; most also have an explanation or a worked solution. Try each one before you open its answer.
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Q.251
A group's experiment to show that plants need sunlight gives an unexpected result. The teacher should
- A Tell them the 'correct' result and ask them to write it down in their practical notebooks
- B Give the group low marks for a failed experiment
- C Discuss with the group what might have affected the result and let them redesign and repeat it
- D Do all experiments herself as demonstrations from now on, so no time or material is wasted
Show answer
Correct answer: (C) Discuss with the group what might have affected the result and let them redesign and repeat it
Unexpected results are a chance to think about variables, fair tests and evidence, which is the heart of scientific investigation. Penalising the group or replacing their investigation with demonstrations discourages inquiry.
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Q.252
Values and attitudes that children absorb from school routines, such as who is asked to lead, who cleans the room and how teachers speak to different children, without these being formally taught, are called the
- A Hidden curriculum
- B Core curriculum
- C Spiral curriculum
- D Co-curricular activities
Show answer
Correct answer: (A) Hidden curriculum
The hidden curriculum is the set of unstated lessons conveyed by everyday school practices; it can reinforce gender, caste or class bias unless teachers examine their routines. A spiral curriculum (Bruner) revisits topics at increasing depth.
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Q.253
During a lesson, children excitedly ask about a bird's nest they have spotted outside the window. A teacher following child-centred education would
- A Tell them to return to the textbook so that the syllabus is finished on time
- B Build on their curiosity and explore nests and birds with them
- C Record the interruption as indiscipline
- D Promise to discuss it after the annual examinations, when there is more time
Show answer
Correct answer: (B) Build on their curiosity and explore nests and birds with them
Child-centred education builds on children's interests, questions and experiences, which drive meaningful learning. Suppressing curiosity makes the textbook, not the child, the centre of learning.
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Q.254
In a Montessori classroom, children pour water, button clothes and sweep the floor. The main purpose of these 'practical life' activities is to
- A Teach children to follow adult instructions promptly and without questions
- B Develop independence, coordination and concentration
- C Replace academic learning entirely
- D Keep children busy and quiet while the teacher works with others
Show answer
Correct answer: (B) Develop independence, coordination and concentration
Practical life exercises build self-care, fine motor control, concentration and a sense of order, preparing children for later academic work. Montessori stressed the child's independence and self-directed activity.
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Q.255
Children who quickly work out prices and change at their parents' vegetable stall struggle with the same sums when they are written in the textbook. The most useful conclusion for the teacher is that
- A These children are unable to think abstractly at all, so textbook sums are completely beyond them
- B Teaching should build on the mathematics children already use in their everyday social context
- C Work at the stall should be stopped, as it takes time away from homework and harms studies
- D The children must be getting help from the adults at the stall, so the answers are not really their own
Show answer
Correct answer: (B) Teaching should build on the mathematics children already use in their everyday social context
The children can clearly calculate; the difficulty lies in a school format cut off from their experience. Linking classroom tasks to familiar contexts such as the stall lets them use and extend what they already know.
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Q.256
Several Class 8 students have stopped doing homework because a popular group in the class calls studying 'uncool'. The most effective approach for the teacher is to
- A Punish the popular group in front of everyone as a warning
- B Use group work and positive peer leaders so that effort becomes valued in the class
- C Separate these students from all their friends in class
- D Ignore it, since peer influence at this age is too strong for a teacher to change
Show answer
Correct answer: (B) Use group work and positive peer leaders so that effort becomes valued in the class
Adolescents care strongly about peer approval, so the teacher can turn peer influence in a positive direction through cooperative tasks and respected classmates who model effort. Public punishment tends to increase group defiance, and peer influence is not fixed.
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Q.257
Which statement best describes child-centred education?
- A Learning starts from children's needs and experiences, with the teacher guiding
- B Children choose whatever they like to do, and the teacher avoids giving any guidance
- C Teaching is aimed mainly at the brightest children, who set the pace for the rest of the class
- D The textbook decides what and how children learn
Show answer
Correct answer: (A) Learning starts from children's needs and experiences, with the teacher guiding
Child-centred does not mean leaving children unguided: the teacher plans experiences that start from children's needs and experiences and supports them as they build understanding. Withdrawing guidance, teaching only the brightest or following the textbook alone all miss this balance.
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Q.258
A child is not able to learn to write letters however much she is drilled, but masters it easily six months later. The most likely explanation is
- A Lack of readiness and maturation at the earlier time
- B Low intelligence that drilling could not overcome
- C Poor teaching at the later time
- D Negative reinforcement
Show answer
Correct answer: (A) Lack of readiness and maturation at the earlier time
Maturation is the natural unfolding of abilities; learning is effective only when the child is ready. Drill before readiness wastes effort and may cause frustration.
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Q.259
An objective such as 'Students will show respect for others' opinions during discussion' belongs to which domain of Bloom's classification of educational objectives?
- A Affective
- B Cognitive
- C Psychomotor
- D Metacognitive
Show answer
Correct answer: (A) Affective
The affective domain covers feelings, attitudes, values and appreciation; the cognitive domain covers knowledge and thinking; and the psychomotor domain covers physical skills. Metacognitive is a type of knowledge in the revised taxonomy, not a domain.
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Q.260
A child from a forest-dwelling community scores low on an intelligence test whose items are about city life and are written in a language she rarely uses. The teacher should conclude that
- A The child has low intelligence and needs a special school
- B The low score may reflect unfamiliar language and content, not low ability
- C The score is objective, since standardised tests are fair to all
- D The child is unlikely to benefit from schooling
Show answer
Correct answer: (B) The low score may reflect unfamiliar language and content, not low ability
Intelligence tests carry the language and experiences of the culture that produced them, so children from other backgrounds can be unfairly penalised. Such scores should not be used to label or limit a child.
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Q.261
A teacher who accepts Gardner's theory is planning a lesson on the water cycle. The best approach is to
- A Give a clear written explanation to all, since every child learns in the same way
- B Offer varied activities such as a song, a diagram, a role-play and a discussion
- C Teach only the children who show high logical ability
- D Label each child by one dominant intelligence and teach that child through it alone
Show answer
Correct answer: (B) Offer varied activities such as a song, a diagram, a role-play and a discussion
Multiple intelligences theory suggests offering several entry points to the same idea so that more children can engage and understand. Labelling a child with a single intelligence is a misuse of the theory.
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Q.262
Many children believe that heavier objects always fall faster than lighter ones even after being taught otherwise. Such beliefs are called
- A Alternative conceptions (misconceptions) that teaching must engage with
- B Signs of low intelligence that only repeated drilling can correct
- C Inborn reflexes
- D Negative transfer from earlier learning
Show answer
Correct answer: (A) Alternative conceptions (misconceptions) that teaching must engage with
Children bring intuitive ideas from everyday experience; constructivist teaching surfaces these alternative conceptions and creates cognitive conflict to revise them.
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Q.263
Which of the following views of the learner does NCF 2005 promote?
- A An active constructor of knowledge who learns through experience and interaction
- B A passive receiver of information that the teacher and textbook transmit to the class
- C A blank slate on which the teacher writes knowledge
- D A miniature adult who learns in exactly the same way and at the same pace as grown-ups
Show answer
Correct answer: (A) An active constructor of knowledge who learns through experience and interaction
NCF 2005 sees children as active learners who construct knowledge by connecting new ideas to their experiences and through interaction. The 'blank slate' and 'passive receiver' views belong to transmission-style teaching, which NCF 2005 rejects.
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Q.264
Rahul, a Class 5 student, often disturbs the class during lessons. A teacher following positive discipline would first
- A Make him stand on the bench for the whole period as a warning and an example to the others
- B Talk to him privately to understand why he behaves so, and agree on a plan together
- C Send a note home asking his parents to punish him so that he learns to behave in class
- D Cut marks from his test scores in every subject
Show answer
Correct answer: (B) Talk to him privately to understand why he behaves so, and agree on a plan together
Positive discipline treats misbehaviour as a sign of an unmet need or a skill still to be learnt, so the first step is to understand its cause and involve the child in finding a solution. Humiliating punishments are not permitted and teach nothing about better behaviour.
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Q.265
Arrange the steps of an action research cycle in order: 1. Carry out the planned action 2. Identify and define the problem 3. Reflect on the results and revise the plan 4. Collect evidence on the effect of the action 5. Plan an action (form an action hypothesis)
- A 5, 2, 1, 3, 4
- B 2, 1, 5, 4, 3
- C 2, 5, 1, 4, 3
- D 2, 5, 4, 3, 1
Show answer
Correct answer: (C) 2, 5, 1, 4, 3
Action research moves from a clearly defined classroom problem to a planned action (often stated as an action hypothesis), then to trying it out, gathering evidence on what happened and reflecting on it, which usually leads into a new cycle. Acting before planning, or judging results before acting, breaks the logic of the cycle.
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Q.266
Which of the following best describes 'inclusive education'?
- A Educating children with disabilities only in special schools, where trained staff can meet their needs
- B Separate classes for slow learners within the school, so that they can learn at their own pace without holding others back
- C Admitting only children who can keep up with the class
- D Teaching all children, including those with disabilities or from marginalised groups, together in regular classes with support
Show answer
Correct answer: (D) Teaching all children, including those with disabilities or from marginalised groups, together in regular classes with support
Inclusion means the regular school adapts to every child's needs, in line with RTE 2009 and the Rights of Persons with Disabilities Act; segregation into special classes is integration at best, not inclusion.
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Q.267
Tara believed that every creature that flies is a bird. On learning that a bat is a mammal and not a bird, she changes her idea of what a bird is. According to Piaget, Tara has used
- A Assimilation
- B Object permanence
- C Accommodation
- D Centration
Show answer
Correct answer: (C) Accommodation
Accommodation is changing an existing schema, or forming a new one, when new information does not fit. Assimilation would mean fitting the bat into her existing 'bird' schema without changing it.
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Q.268
Which of the following questions calls mainly for convergent thinking?
- A What is the sum of the angles of a triangle?
- B Find as many different ways as you can to make 20 rupees using coins.
- C What might happen if there were no trees on Earth?
- D Suggest some new names for our school's sports teams.
Show answer
Correct answer: (A) What is the sum of the angles of a triangle?
Convergent thinking narrows down to the single correct answer, as with a fact or rule that has one answer (180 degrees). The other questions have many acceptable answers and so call for divergent thinking.
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Q.269
According to Piaget, which kind of play becomes typical in the concrete operational years, as when children play kho-kho or marbles by agreed rules?
- A Practice (functional) play
- B Symbolic (pretend) play
- C Solitary play
- D Games with rules
Show answer
Correct answer: (D) Games with rules
Piaget linked practice play with the sensorimotor stage, symbolic play with the pre-operational stage and games with rules with the concrete operational stage, when children can understand and keep to shared rules. Symbolic play is typical of the years before this.
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Q.270
Knowledge of addition helping a child learn multiplication is an example of
- A Negative transfer of learning
- B Zero transfer
- C Retroactive inhibition
- D Positive transfer of learning
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Correct answer: (D) Positive transfer of learning
Positive transfer occurs when previous learning facilitates new learning; negative transfer occurs when it hinders, and zero transfer when there is no effect.
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Q.271
Which of the following is the most important reason why many children 'fail' in school, according to NCF 2005 and child-centred pedagogy?
- A Children are inherently lazy and do not put in the hours of practice that learning requires
- B Children have low intelligence by nature, and schools can do little to change what they inherit
- C Parents do not pay enough fees
- D Teaching ignores children's prior knowledge, context and pace, and relies on rote memorisation
Show answer
Correct answer: (D) Teaching ignores children's prior knowledge, context and pace, and relies on rote memorisation
NCF 2005 attributes failure mainly to a curriculum and examination system disconnected from children's lives and to rote-based teaching, not to deficiencies in children.
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Q.272
Gardner's theory of multiple intelligences holds that
- A Intelligence is a single general factor measured by an IQ score
- B Only linguistic and logical abilities count as intelligence
- C People have several relatively independent intelligences
- D Each person has exactly one type of intelligence
Show answer
Correct answer: (C) People have several relatively independent intelligences
Gardner proposed eight relatively independent intelligences, so a child can be strong in one area and weaker in another. This challenges the idea of a single general factor measured by IQ tests.
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Q.273
A student writes 'Plants' in the centre of a page and links it with labelled arrows to 'roots', 'leaves', 'photosynthesis' and 'seeds' to show how the ideas are related. This learning strategy is
- A Rote rehearsal
- B Overlearning
- C Programmed learning
- D Concept mapping
Show answer
Correct answer: (D) Concept mapping
A concept map shows concepts and the relationships between them, helping learners organise knowledge and connect new ideas with old ones. Rote rehearsal only repeats information without organising it.
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Q.274
Which feedback from a teacher is most likely to help a student keep trying when the work becomes difficult?
- A 'You are so clever; unlike the others, this kind of work just comes naturally to you.'
- B 'You did better than everyone else in the class this time, so keep beating them.'
- C 'You tried another method when the first one didn't work - that effort paid off.'
- D 'Good.'
Show answer
Correct answer: (C) 'You tried another method when the first one didn't work - that effort paid off.'
Praising effort and strategies teaches children that ability grows with work, so they persist with challenges. Praise for being 'clever' or for beating others can make children avoid hard tasks for fear of failing.
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Q.275
Which of the following is NOT one of the five guiding principles of NCF 2005?
- A Connecting knowledge to life outside the school
- B Ensuring that learning shifts away from rote methods
- C Making examinations more flexible and integrated with classroom life
- D Making the textbook the sole source of knowledge
Show answer
Correct answer: (D) Making the textbook the sole source of knowledge
NCF 2005 calls for enriching the curriculum beyond textbooks; the other three are genuine guiding principles, along with nurturing an identity informed by democratic values.
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Q.276
Programmed instruction, in which material is presented in small steps with an active response and immediate feedback at each step, is based on
- A Skinner's operant conditioning
- B Pavlov's classical conditioning
- C Kohler's insight learning
- D Bandura's observational (social) learning
Show answer
Correct answer: (A) Skinner's operant conditioning
Skinner developed programmed learning and teaching machines so that each correct response is reinforced at once and learners move at their own pace. Its principles are small steps, active responding, immediate feedback and self-pacing.
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Q.277
The RTE Act 2009 requires that the curriculum and evaluation procedure should help make the child free of
- A Homework and projects
- B Textbooks and notebooks
- C Fear, trauma and anxiety
- D Group work and discussion
Show answer
Correct answer: (C) Fear, trauma and anxiety
Among the matters to be kept in mind while laying down curriculum and evaluation, the Act lists making the child free of fear, trauma and anxiety and helping the child express views freely. Emotional safety is treated as a condition for learning.
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Q.278
A teacher gives children magnets and a box of objects and asks them to find out which objects are attracted and to come up with their own rule. This approach, associated with Bruner, is
- A Discovery learning
- B Programmed learning
- C Rote learning
- D Mastery learning
Show answer
Correct answer: (A) Discovery learning
In Bruner's discovery learning, children explore materials actively and find principles for themselves, which deepens understanding and memory. The teacher structures the materials and guides with questions instead of stating the rule.
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Q.279
Sita continues to practise the multiplication table of 7 for some days even after she can recite it correctly once. Practice beyond the first correct recall, which makes learning last longer, is called
- A Overlearning
- B Massed practice
- C Negative transfer
- D Extinction
Show answer
Correct answer: (A) Overlearning
Overlearning means continuing to practise after a skill or fact has first been mastered, which makes it more resistant to forgetting. It is useful for basics that must become automatic, such as number facts, but it should not replace understanding.
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Q.280
Compared with the family, the school's distinctive role in a child's socialisation is that it
- A Widens the child's social world and fosters equality and cooperation
- B Replaces the family as the primary agent of socialisation once the child starts school
- C Teaches only academic subjects and has no role in values
- D Keeps children of different communities in separate groups to avoid conflict
Show answer
Correct answer: (A) Widens the child's social world and fosters equality and cooperation
As a secondary agent, the school widens the child's social world beyond the family and nurtures democratic values such as equality, justice and cooperation. The family remains the primary agent.
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Q.281
Which statement correctly compares Piaget's account of moral development with Kohlberg's?
- A Piaget described six stages, while Kohlberg described only two
- B Piaget studied only adults, while Kohlberg studied only children below the age of seven
- C Both held that moral reasoning is complete by the age of seven
- D Piaget described two broad stages; Kohlberg described three levels, each with two stages
Show answer
Correct answer: (D) Piaget described two broad stages; Kohlberg described three levels, each with two stages
Piaget's heteronomous and autonomous stages came first; Kohlberg extended this work into six stages grouped in pre-conventional, conventional and post-conventional levels, using dilemmas such as Heinz's. Both saw moral reasoning as developing well beyond early childhood.
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Q.282
A teacher makes sure that children are mentally prepared and eager before starting a new lesson, instead of beginning when they are tired or uninterested. This applies Thorndike's
- A Law of readiness
- B Law of effect
- C Law of exercise
- D Law of multiple response
Show answer
Correct answer: (A) Law of readiness
The law of readiness says learning is satisfying when the learner is prepared and eager to act, and annoying when it is forced. The law of effect concerns the consequences that follow a response.
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Q.283
A student reads extra books on history because she finds the subject fascinating, not for marks. Her motivation is
- A Extrinsic
- B Negative reinforcement
- C Achievement motivation driven by rewards
- D Intrinsic
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Correct answer: (D) Intrinsic
Intrinsic motivation comes from interest and enjoyment in the activity itself; extrinsic motivation depends on external rewards such as marks or prizes.
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Q.284
A school uses an IQ test in Class 3 to place children in 'bright' and 'dull' sections for the rest of primary school. This practice is flawed mainly because
- A IQ is neither fixed nor a complete measure, and such labels harm self-belief
- B IQ tests are too costly and time-consuming to repeat for every child every year
- C Sections should instead be formed on the basis of parents' income
- D Bright children are held back and get bored when taught alongside slower classmates in one section
Show answer
Correct answer: (A) IQ is neither fixed nor a complete measure, and such labels harm self-belief
IQ scores capture only some abilities, can change with experience and may carry cultural bias, while fixed streaming and labels lower expectations and self-esteem. Mixed-ability classes with differentiated support serve children better.
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Q.285
The ability to recognise, understand and manage one's own emotions and those of others, popularised by Daniel Goleman, is called
- A Social intelligence
- B Emotional intelligence
- C Fluid intelligence
- D Practical intelligence
Show answer
Correct answer: (B) Emotional intelligence
Emotional intelligence was defined by Salovey and Mayer and popularised by Goleman's 1995 book; it covers self-awareness, self-regulation, motivation, empathy and social skills.
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Q.286
Many children in a class are first-generation learners whose parents cannot help with homework. The teacher should
- A Give time and support for practice in school itself
- B Conclude that these children are not interested in studies
- C Give extra homework so they catch up, and penalise work left incomplete
- D Ask the parents to arrange private tuition
Show answer
Correct answer: (A) Give time and support for practice in school itself
First-generation learners lack academic support at home, not interest or ability, so the school must make up for it through in-class practice and support. Penalising them for their home circumstances widens inequality.
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Q.287
A teacher begins a lesson on means of transport by asking children how they travelled to school that morning. She is following the maxim of teaching
- A From the abstract to the concrete
- B From the known to the unknown
- C From the unknown to the known
- D From the complex to the simple
Show answer
Correct answer: (B) From the known to the unknown
Starting from children's own experience (the known) and moving to new ideas (the unknown) helps them link new learning to what they already know. The other options reverse accepted maxims such as concrete to abstract and simple to complex.
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Q.288
A student who fails an examination says 'The paper was unfair and the examiner is biased' to protect his self-esteem. The defence mechanism used is
- A Sublimation
- B Displacement of feelings
- C Repression
- D Rationalisation
Show answer
Correct answer: (D) Rationalisation
Rationalisation is giving a plausible but false reason to justify failure; sublimation channels impulses into acceptable activity, displacement shifts them to a safer target.
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Q.289
A learner's typing speed rises steadily for some weeks, then stays flat for a while before rising again. The flat stretch on the learning curve is called a
- A Learning plateau
- B Period of extinction
- C Spontaneous recovery
- D Retroactive inhibition
Show answer
Correct answer: (A) Learning plateau
A plateau is a temporary period of no visible progress on the learning curve, often due to fatigue, loss of interest or a shift to a higher-level skill. Varying methods and encouraging the learner help, rather than assuming the limit has been reached.
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Q.290
Students trying to tighten a loose screw do not think of using a coin, because they see a coin only as money. This obstacle to problem solving is called
- A Insight
- B Positive transfer of learning
- C Divergent thinking
- D Functional fixedness
Show answer
Correct answer: (D) Functional fixedness
Functional fixedness is the tendency to see an object only in terms of its usual use, which blocks creative solutions. Asking children to think of many uses for everyday objects helps overcome it.
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Q.291
Consider the statements: 1. In socialisation, children are passive receivers who simply absorb what adults teach. 2. Socialisation continues throughout life and is not limited to childhood. Which of these is/are correct?
- A 1 only
- B Both 1 and 2
- C Neither 1 nor 2
- D 2 only
Show answer
Correct answer: (D) 2 only
Children actively interpret, accept or resist the messages they receive and also influence parents and peers, so socialisation is a two-way process. It continues across the life span as people take on new roles, such as worker or parent.
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Q.292
According to NEP 2020, the aim of assessment in schools should shift
- A From formative assessment to annual examinations only
- B From rote, summative testing to regular, formative, competency-based assessment
- C From teacher assessment to board examinations in every class
- D From descriptive feedback to marks and ranks alone, for easy comparison
Show answer
Correct answer: (B) From rote, summative testing to regular, formative, competency-based assessment
NEP 2020 says assessment should move from summative testing of rote memorisation to regular, formative, competency-based assessment that promotes learning and tests higher-order skills such as analysis, critical thinking and conceptual clarity.
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Q.293
According to Piaget, a child who sees a cow for the first time and calls it a 'big dog' is demonstrating
- A Accommodation
- B Equilibration
- C Conservation
- D Assimilation
Show answer
Correct answer: (D) Assimilation
Assimilation is fitting a new experience into an existing schema (the 'dog' schema). When the child modifies the schema to create a separate 'cow' category, that is accommodation.
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Q.294
Maria Montessori used the term 'sensitive periods' to mean
- A Periods of emotional upset when children should not be given any new learning
- B Stages of moral reasoning identified through dilemmas
- C Phases of special readiness to acquire abilities such as language or order
- D Times when children's IQ should be measured
Show answer
Correct answer: (C) Phases of special readiness to acquire abilities such as language or order
Montessori observed that young children pass through sensitive periods of intense interest in things such as language, order, movement and sensory detail. The teacher's task is to notice these and provide suitable materials at the right time.
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Q.295
Erikson used the term 'psychosocial moratorium' for
- A A slowing of physical growth caused by poor nutrition and illness in the middle school years
- B A ban that parents place on an adolescent's friendships and outings until he reaches adulthood
- C A period when society lets young people try out roles before making adult commitments
- D The point at which moral reasoning stops developing
Show answer
Correct answer: (C) A period when society lets young people try out roles before making adult commitments
Erikson saw the moratorium as a socially accepted delay, during adolescence and early adulthood, in which young people explore roles, values and careers before settling on an identity. It is a normal and useful part of identity formation, not a sign of failure.
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Q.296
Ravi has decided to become a doctor only because his parents want it, without ever exploring any other career or values of his own. In James Marcia's terms, his identity status is
- A Identity foreclosure
- B Identity achievement
- C Identity moratorium
- D Identity diffusion
Show answer
Correct answer: (A) Identity foreclosure
Marcia's foreclosure is commitment without exploration, often by accepting choices made by parents. Identity achievement requires both a period of exploration and a personal commitment; moratorium is exploration still under way without commitment.
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Q.297
Which of the following best reflects the modern view on heredity and environment in development?
- A Heredity alone determines a child's abilities; schooling can only reveal what is already fixed at birth
- B Environment alone determines a child's abilities; with enough training any child can be made into anything
- C Heredity and environment interact; heredity sets the potential and environment shapes its realisation
- D Heredity decides physical traits and environment decides nothing
Show answer
Correct answer: (C) Heredity and environment interact; heredity sets the potential and environment shapes its realisation
Development is the product of the interaction of nature and nurture. Twin and adoption studies show neither factor works alone.
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Q.298
Match the classical conditioning terms with their meaning: (A) Extinction, (B) Generalisation, (C) Discrimination, (D) Spontaneous recovery. 1. Similar stimuli also produce the response, 2. A faded response returns after a rest, 3. The response fades when the conditioned stimulus repeatedly comes alone, 4. Only the specific stimulus produces the response.
- A A-3, B-1, C-4, D-2
- B A-1, B-3, C-4, D-2
- C A-3, B-4, C-1, D-2
- D A-2, B-1, C-4, D-3
Show answer
Correct answer: (A) A-3, B-1, C-4, D-2
Extinction occurs when the conditioned stimulus is repeatedly presented without the unconditioned stimulus; generalisation spreads the response to similar stimuli and discrimination limits it to the original one. Spontaneous recovery is the reappearance of an extinguished response after a pause.
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How these questions were made
Authored by an AI assistant (Claude) from its own general knowledge of stable, well-established facts (no live lookup) - not reviewed by a subject-matter expert; verify against an official source before relying on any fact.