MCQ
behaviourist-gestalt-bandura-and-piaget-learning-theories MCQ - Practice Questions with Answers
Solve 35 behaviourist-gestalt-bandura-and-piaget-learning-theories questions for RAS/RPSC preparation.
Practice questions
Q1A teacher wants learners to keep using a correct method for identifying soil samples. After each correct identification, she gives immediate specific feedback and asks them to practise again. Which learning-theory cue is strongest?
A is correct because immediate feedback after a desired response and repeated practice are behaviourist reinforcement cues. B would need observation of a model, C would need sudden whole-pattern understanding, and D would need the learner to revise an idea after evidence.
Q2Which statement should be rejected while matching classroom situations with learning theories?
D is correct because it is the statement to reject: practice and reinforcement can be supportive, not punishment. A, B and C are valid matching ideas from the classroom cue approach.
Q3A learner watches the teacher use the frame 'What is the evidence?' and 'What is the reason?' Later, the learner uses the same frame in group work. Which learning cue is strongest?
Option C is correct because the learner observes the teacher's questioning frame and later uses the same frame in group work. Bandura's observational learning fits learning through observing a model. Option A reduces progress to marks or speed, option B omits the observed model, and option D is unrelated memorisation.
Q4A learner watches a peer use dictionary guide words to find a term, then uses the same method to find another term. Which learning-theory cue is strongest?
Option C is correct because Bandura's theory explains learning through observing others: the learner watches a peer use guide words and then applies the same method. A treats marks or speed as the main evidence, B would fit sudden insight into a whole pattern, and D would fit revision after conflicting evidence, not imitation of a model.
Q5A teacher demonstrates how to place a ruler from the zero mark, then learners observe and use the same method to measure objects. Which learning-theory cue is strongest?
Option B is correct because the learners watch the teacher's demonstration and then use the same measuring method, which is Bandura's observational learning through modelling. Marks or speed, Gestalt insight, and Piaget-related conceptual change are not the strongest cues in this scenario.
You've seen 5 of 35 sample questions
Unlimited practice on behaviourist-gestalt-bandura-and-piaget-learning-theories comes with the RAS Test Series + Practice pack or Gate Pass.
More questions
6A child sees cards labelled gram panchayat, block and district as unrelated. The teacher arranges them as one structure, and the child understands the administrative pattern. Which cue is closest?
7A teacher wants learners to conduct a role play calmly. Which action best reflects Bandura's learning cue?
8Which teacher action uses a behaviourist cue without treating reinforcement as punishment?
9A learner says all even numbers end in 2. After checking 4, 6, 8 and 10, she changes the rule. Which teacher response best supports Piaget's broad classroom cue?
10A learner counts unit squares separately but suddenly understands area when the teacher arranges them into rows and columns as one rectangle. Which cue is closest?
11Learners remember separate events in a story but understand the theme only after the teacher arranges characters, problem and solution in one story map. Which cue is closest?
12During multiplication practice, the teacher immediately confirms a correct response, corrects the next error gently, and gives another similar problem. Which cue is strongest?
13During a civics discussion, a teacher first demonstrates how to disagree respectfully and then asks groups to use the same language while discussing. Which cue best matches Bandura?
14Learners know separate steps of the water cycle but cannot see how they are related. Which action is closest to a Gestalt classroom cue?
15Assertion: When a learner fits a new example into an existing idea without changing the idea, it is closer to assimilation. Reason: When the learner changes the idea because the new example does not fit, it is closer to accommodation.