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MCQOPTIONS
This section includes 657 Mcqs, each offering curated multiple-choice questions to sharpen your Testing Subject knowledge and support exam preparation. Choose a topic below to get started.
| 1. |
Verbal behaviour that is reinforced when someone else's verbal response is repeated verbation is called |
| A. | Autoclitic behaviour |
| B. | Echoic behaviour |
| C. | Reinforced behaviour |
| D. | Operant behaviour |
| Answer» C. Reinforced behaviour | |
| 2. |
Perceiving one thing in relation to another when both are presented simultaneously is called |
| A. | Simultaneous perception |
| B. | Figure-Ground perception |
| C. | Consecutive perception |
| D. | Successive perception |
| Answer» C. Consecutive perception | |
| 3. |
What is the correct sequence of development of the following personality tests?1. Maudsley Personality Inventory2. Minnesota Multiphasic Personality Inventory-23. Millon Clinical Multiaxial Inventory4. NEO PI-3Codes: |
| A. | 1, 2, 3, 4 |
| B. | 4, 3, 2, 1 |
| C. | 2, 4, 1, 3 |
| D. | 1, 3, 2, 4 |
| Answer» E. | |
| 4. |
Given below are two statements, one labelled as Assertion (AS) and the other labelled as Reason (R):Assertion (AS): As compared to other methods of psychological research, experimental method is usually considered to be best suited for studying cause and effect relationship.Reason (R): Secondary variance is more efficiently controlled in experimental method.In the context of the above two statements, which one of the following conclusion is correct? |
| A. | Both (AS) and (R) are true and (R) is the correct explanation of (AS). |
| B. | Both (AS) and (R) are true, but (R) is not the explanation of (AS). |
| C. | (AS) is true, but (R) is false. |
| D. | (AS) is false, but (R) is true. |
| Answer» B. Both (AS) and (R) are true, but (R) is not the explanation of (AS). | |
| 5. |
A complex behaviour that is rigidly patterned throughout a species and is unlearned is called |
| A. | Imprinting |
| B. | Instinct |
| C. | Emotion |
| D. | Feeling |
| Answer» C. Emotion | |
| 6. |
A slow graded electrical potential produced by a receptor cell in response to a physical stimulus is |
| A. | Receptor potential |
| B. | Generator potential |
| C. | Transduction |
| D. | Arousal |
| Answer» B. Generator potential | |
| 7. |
Read the following two statements Assertion (AS) and Reason (R) and indicate your answer using the codes given below:Assertion (AS): The level of arousal for optimal performance varies for different tasks.Reason (R): Too little arousal can be non-motivating, too high arousal can be disruptive.Codes: |
| A. | Both (AS) and (R) are true and (R) is the correct explanation of (AS). |
| B. | Both (AS) and (R) are true and (R) is not the correct explanation of (AS). |
| C. | (AS) is true, but (R) is false. |
| D. | (AS) is false, but (R) is true. |
| Answer» C. (AS) is true, but (R) is false. | |
| 8. |
Our tendency to perceive objects as unchanging despite changes in sensory input is an illustration of |
| A. | Figure-Ground relationship |
| B. | Perceptual constancy |
| C. | Binocular cues |
| D. | Linear perspective |
| Answer» C. Binocular cues | |
| 9. |
Give the correct sequence of the location of following glands in human body from top to bottom |
| A. | Thyroid - Adrenal - Pancreas - Pituitary |
| B. | Thyroid - Pancreas - Pituitary- Adrenal |
| C. | Pituitary - Adrenal - Thyroid - Pancreas |
| D. | Pituitary - Thyroid - Adrenal - Pancreas |
| Answer» E. | |
| 10. |
This area contains 'Somoto Sensory Cortex' |
| A. | Parietal lobe |
| B. | Frontal lobe |
| C. | Temporal lobe |
| D. | Occipital lobe |
| Answer» B. Frontal lobe | |
| 11. |
Match List - I with List - II and indicate your answer using the codes given below:List - I (Behaviour) a. Tone b. Crying c. Laugh d. Eyebrow List - II(Expression mode) 1. Facial 2. Glanduar 3. Varbal 4. Muscular Codes: a b c d |
| A. | 3 2 4 1 |
| B. | 1 4 3 2 |
| C. | 2 4 3 1 |
| D. | 2 1 3 4 |
| Answer» B. 1 4 3 2 | |
| 12. |
Which of the following is not one of the Big Five personality factors? |
| A. | Submissiveness |
| B. | Agreeableness |
| C. | Extroversion |
| D. | Openness to experience |
| Answer» B. Agreeableness | |
| 13. |
Match each of the following organizational laws with its meaning. Select the correct answer using the code given below:List - I (Law) a. Closure b. Proximity c. Similarity d. Simplicity List - II (Meaning) 1. Elements close together are grouped together.2. Patterns are perceived in the most basic, direct manner possible. 3. Groupings are made in terms of complete figures. 4. Elements similar in appearance are grouped together. Codes: a b c d |
| A. | 1 4 2 3 |
| B. | 2 3 1 4 |
| C. | 4 2 3 1 |
| D. | 3 1 4 2 |
| Answer» E. | |
| 14. |
Read each of the following two statements-Assertions (AS) and Reason (R) and indicate your answer using the codes given below:Assertion (AS): In Ponzo illusion and Muller-Lyer illusion, linear perspective is misapplied to the display.Reason (R): According to Gregory perception is only a function of stimulus characteristics.Codes: |
| A. | (AS) is true and (R) is false. |
| B. | Both (AS) and (R) are true, but (R) is not the correct explanation of (AS). |
| C. | (AS) is false and (R) is true. |
| D. | Both (AS) and (R) are true and (R) is the correct explanation of (AS). |
| Answer» B. Both (AS) and (R) are true, but (R) is not the correct explanation of (AS). | |
| 15. |
Match List - I with List - II and indicate your answer using the codes given below:List - I (Learning term) a. Positive reinforcement b. Classical conditioning c. Punishment d. Omission training List - II (Brief explanation) 1. Removal of a pleasant or appetitive stimulus after a behavioural response. 2. Delivery of a pleasant or appetitive stimulus that follows a behavioural response. 3. Presenting a neutral stimulus after a stimulus that usually elicits a specific response. 4. Presentation of an unpleasant or aversive stimulus after a behavioural response. Codes: a b c d |
| A. | 2 3 4 1 |
| B. | 4 1 3 2 |
| C. | 1 4 2 3 |
| D. | 3 4 1 2 |
| Answer» B. 4 1 3 2 | |
| 16. |
In a study on 'Career Aspirations of Students', the respondents were required to state their career aspirations in about sixty words. This would be an example of |
| A. | Fixed-alternative item |
| B. | Scale item |
| C. | Open-end item |
| D. | Checklist item |
| Answer» D. Checklist item | |
| 17. |
Match List - I (Psychologist) with List - II (Test):List - I (Name of Psychologist) a. J.B. Rotter b. C. Robert Cloninger c. Suzanne Kobasa d. P.T. Costa List - II(Name of Test) 1. NEO-Personality inventory 2. Hardy Personality3. Locus of control4. Temperament and character inventory Codes: a b c d |
| A. | 1 2 3 4 |
| B. | 3 4 2 1 |
| C. | 3 4 1 2 |
| D. | 3 2 4 1 |
| Answer» C. 3 4 1 2 | |
| 18. |
What is the correct sequence of ear parts given below? |
| A. | Eardrum - Hammer - Anvil - Stirrup - Oval window |
| B. | Oval window - Hammer - Eardrum - Anvil - Stirrup |
| C. | Eardrum - Anvil - Stirrup - Hammer - Oval window |
| D. | Oval window - Anvil - Hammer - Stirrup - Eardrum |
| Answer» B. Oval window - Hammer - Eardrum - Anvil - Stirrup | |
| 19. |
Read each of the following two statements Assertion (AS) and Reason (R) and indicate your answer using the codes given below:Assertion (AS): Psychoactive drugs affect the nervous systems to cause change in perception or mood.Reason (R): Reticular activating system is related to perception and mood.Codes: |
| A. | Both (AS) and (R) are true and (R) is the correct explanation of (AS). |
| B. | Both (AS) and (R) are true, but (R) is not the correct explanation of (AS). |
| C. | (AS) is true, but (R) is false. |
| D. | (AS) is false, but (R) is true. |
| Answer» D. (AS) is false, but (R) is true. | |
| 20. |
When a child gets two chocolates once every week for its performance in the class it is an instance of |
| A. | Fixed ratio, variable interval |
| B. | Fixed ratio, fixed interval |
| C. | Variable ratio, fixed interval |
| D. | Variable ratio, variable interval |
| Answer» C. Variable ratio, fixed interval | |
| 21. |
An instrumental response is conditioned only when organism interprets the reinforcement as being controlled by its response. This view is supported by |
| A. | Tolman |
| B. | Skinner |
| C. | Seligman |
| D. | Beck |
| Answer» D. Beck | |
| 22. |
We can cope with stress by becoming aware of our irrational, upsetting thoughts and replacing them with rational, calming thoughts. This view represents. |
| A. | Cognitive behavioural approach |
| B. | Psychoanalytical approach |
| C. | Socio-cultural approach |
| D. | Bio-social approach |
| Answer» B. Psychoanalytical approach | |
| 23. |
Match List - I with List - II and indicate your answer using the codes given below:List - I (Glands) a. Pituitary b. Adrenal Cortex c. Pineal d. Adrenal Medulla List - II (Hormons)1. Melatonin2. Adrenaline 3. Prolactin4. Corticosteroids Codes: a b c d |
| A. | 2 1 3 4 |
| B. | 1 3 2 4 |
| C. | 4 3 1 2 |
| D. | 3 4 1 2 |
| Answer» E. | |
| 24. |
Given below are two statements, one labelled as Assertion (AS) and the other labelled as Reason (R). Indicate your answer using the codes given below:Assertion (AS): Heritability of intelligence explains variations due to genetics for individuals within a given population.Reason (R): Earlier the children from deprived families were adopted, the higher their intelligence score will be.Codes: |
| A. | Both (AS) and (R) are true and (R) is the correct explanation of (AS). |
| B. | Both (AS) and (R) are true, but(R) is not the correct explanation of (AS). |
| C. | (AS) is true, but (R) is false. |
| D. | (AS) is false, but (R) is true. |
| Answer» C. (AS) is true, but (R) is false. | |
| 25. |
When the previously learned task affects the retention of task being currently acquired, the phenomenon is referred to as: |
| A. | Retroactive interference |
| B. | Proactive interference |
| C. | Retroactive effect |
| D. | Proactive effect |
| Answer» E. | |
| 26. |
A subject is presented four non-sense syllabus one by one each for two seconds. After presentation of the four items, the subject is asked to count backward aloud by threes from some number for fifteen seconds and after that he/she is asked to recall the non-sense syllabus. What memory storage is being measured in this experiment? |
| A. | Sensory memory storage |
| B. | Working memory storage |
| C. | Short term memory storage |
| D. | Long term memory storage |
| Answer» D. Long term memory storage | |
| 27. |
Match List - I with List - II and indicate your answer using the codes given below:List - I(Memory Phenomena) a. Semantic memory b. Priming c. Episodic memory d. Procedural memory List - II (Brief Description) 1. Memory for events that occur in a particular time, place or context. 2. Memory for skills and habits. 3. Memory for general knowledge and facts about the world. 4. Information that people already have in storage is activated to help them remember new information better and faster.Codes: a b c d |
| A. | 3 2 4 1 |
| B. | 4 3 2 1 |
| C. | 3 4 1 2 |
| D. | 2 4 3 1 |
| Answer» D. 2 4 3 1 | |
| 28. |
Match the following lists:List - I (Author) a. Kagan u0026 Haveman, 1979 b. Silverman, 1978 c. Whittaker, 1970 d. Humphrey, 1963 List - II (Focus/Emphasis)1. Mental manipulation 2. Solution of problem 3. Mediating process 4. Goal directed process Codes: a b c d |
| A. | 1 2 4 3 |
| B. | 1 2 3 4 |
| C. | 1 3 2 4 |
| D. | 1 4 3 2 |
| Answer» B. 1 2 3 4 | |
| 29. |
Major criticisms of Thurston's theory of intelligence are based onI. Use of subjective measuresII. Restricted heterogeneity in sampleIII. Method of factor analysis |
| A. | I and II are correct. |
| B. | I and III are correct. |
| C. | II and III are correct. |
| D. | I, II and III are correct. |
| Answer» D. I, II and III are correct. | |
| 30. |
The basic difference between classical conditioning and instrumental learning is of |
| A. | Presentation of stimulus |
| B. | Emitting of response |
| C. | Temporal contiguity |
| D. | Mechanism |
| Answer» E. | |
| 31. |
Assertion (AS): Positive psychology draws its strength from humanistic psychology.Reason (R): Both humanistic and positive psychology believes in positive human qualities.Codes: |
| A. | Both (AS) and (R) are true and (R) is the correct explanation of (AS). |
| B. | Both (AS) and (R) are true, but (R) is not the explanation of (AS). |
| C. | (AS) is true, but (R) is false. |
| D. | (AS) is false, but (R) is true. |
| Answer» C. (AS) is true, but (R) is false. | |
| 32. |
Given below are two statements, one labelled as Assertion (AS) and the other labelled as Reason (R).Assertion (AS): Thinking about objects brings change in attitudes.Reason (R): Attitudes toward complex issues and objects are typically a mixture of positive and negative feelings.Codes: |
| A. | Both (AS) and (R) are true and (R) is the correct explanation of (AS). |
| B. | Both (AS) and (R) are true, but (R) is not the correct explanation of (AS). |
| C. | (AS) is true, but (R) is false. |
| D. | (AS) is false, but (R) is true. |
| Answer» B. Both (AS) and (R) are true, but (R) is not the correct explanation of (AS). | |
| 33. |
The child who saysMilk goneis engaging in ________. This type of utterance demonstrates that children are actively experimenting with rules of ________. |
| A. | Babbling; syntax |
| B. | Telegraphic speech; syntax |
| C. | Babbling; semantics |
| D. | Telegraphic speech; semantics |
| Answer» C. Babbling; semantics | |
| 34. |
Which is the most basic and common obstacle to problem solving? |
| A. | Confirmation bias |
| B. | Fixation |
| C. | Functional fixedness |
| D. | Mental set |
| Answer» C. Functional fixedness | |
| 35. |
Ruchi remembers that when she was eight year old she was whimsical. This memory of Ruchi is called |
| A. | Episodic memory |
| B. | Semantic memory |
| C. | Sensory memory |
| D. | Amnesic memory |
| Answer» B. Semantic memory | |
| 36. |
Substantially higher performance scores than verbal scores on the subtests of Wechsler Adult Intelligence Scale (WAIS) indicates |
| A. | Gender differences |
| B. | Learning difficulties |
| C. | Genetic influences |
| D. | Cultural biases |
| Answer» C. Genetic influences | |
| 37. |
Problem solving comprises of four stages. Choose the correct sequence of stages |
| A. | Incubation, preparation, verification, illumination |
| B. | Preparation, incubation, illumination, verification |
| C. | Incubation, preparation, illumination, verification |
| D. | Preparation, illumination, incubation, verification |
| Answer» C. Incubation, preparation, illumination, verification | |
| 38. |
Read the following passage and answer the five questions that follow:The Wechsler Adult Intelligence Scale (WAIS) was administered to a sample of 300 subjects. The inter-correlations among all the subscales were obtained. Unities were retained in the diagonal spaces of the correlation matrix and it was factor analysed. Cattell’s scree indicated two-factor solution. The two factors were subjected to varimax rotation. The two rotated factors were named as Verbal Intelligence and Performance Intelligence. The two factors, together, explained 62 percent of variance. In this research, the factor analysis has |
| A. | Established the predictive validity of the WAIS. |
| B. | Explored the dimensionality of the WAIS subscales. |
| C. | Provided evidence in favour of Spearman's two factor model. |
| D. | Demonstrated that all the WAIS subscales are highly internally consistent. |
| Answer» C. Provided evidence in favour of Spearman's two factor model. | |
| 39. |
Read the following passage and answer the five questions that follow:The Wechsler Adult Intelligence Scale (WAIS) was administered to a sample of 300 subjects. The inter-correlations among all the subscales were obtained. Unities were retained in the diagonal spaces of the correlation matrix and it was factor analysed. Cattell’s scree indicated two-factor solution. The two factors were subjected to varimax rotation. The two rotated factors were named as Verbal Intelligence and Performance Intelligence. The two factors, together, explained 62 percent of variance. The factor-analytic model followed in the above analysis can be best labelled as |
| A. | Common factor model |
| B. | Confirmatory factor analysis model |
| C. | Oblique factor analysis model |
| D. | Component model |
| Answer» E. | |
| 40. |
Read the following passage and answer the five questions that follow:The Wechsler Adult Intelligence Scale (WAIS) was administered to a sample of 300 subjects. The inter-correlations among all the subscales were obtained. Unities were retained in the diagonal spaces of the correlation matrix and it was factor analysed. Cattell’s scree indicated two-factor solution. The two factors were subjected to varimax rotation. The two rotated factors were named as Verbal Intelligence and Performance Intelligence. The two factors, together, explained 62 percent of variance. Cattell's scree is a |
| A. | Plot displaying variables using the first two factors as axes. |
| B. | Plot of the order of unrotated factors on X axis and eigen values on Y axis. |
| C. | Plot of the order of unrotated factors on X axis and the communalities on the Y axis. |
| D. | Eigenvalues on X axis and communalities on Y axis. |
| Answer» C. Plot of the order of unrotated factors on X axis and the communalities on the Y axis. | |
| 41. |
Read the following passage and answer the five questions that follow:The Wechsler Adult Intelligence Scale (WAIS) was administered to a sample of 300 subjects. The inter-correlations among all the subscales were obtained. Unities were retained in the diagonal spaces of the correlation matrix and it was factor analysed. Cattell’s scree indicated two-factor solution. The two factors were subjected to varimax rotation. The two rotated factors were named as Verbal Intelligence and Performance Intelligence. The two factors, together, explained 62 percent of variance. The inter-factor correlation between the two rotated factors obtained in this analysis will be |
| A. | Greater than zero |
| B. | Smaller than zero |
| C. | Zero |
| D. | Zero or greater than zero |
| Answer» D. Zero or greater than zero | |
| 42. |
Read the following passage and answer the five questions that follow:The Wechsler Adult Intelligence Scale (WAIS) was administered to a sample of 300 subjects. The inter-correlations among all the subscales were obtained. Unities were retained in the diagonal spaces of the correlation matrix and it was factor analysed. Cattell’s scree indicated two-factor solution. The two factors were subjected to varimax rotation. The two rotated factors were named as Verbal Intelligence and Performance Intelligence. The two factors, together, explained 62 percent of variance. Which one of the following method of factor extraction is likely to have been employed in the present work? |
| A. | Principal component analysis |
| B. | Principal axes factoring |
| C. | Maximum likelihood |
| D. | Unweighted least squares |
| Answer» B. Principal axes factoring | |
| 43. |
Match List - I with List - II and indicate your answer using codes given below:List - I (Perceptual Theory) p. Signal Detection Theory q. Stevens' Power Law r. Fechner's Law s. Weber's Fraction List - II (Explanation)1. The detection of change in a stimulus is relative to the magnitude of the stimulus2. The ability to detect a weak stimulus varies from moment to moment as per response bias3. The magnitude of a sensation is a logarithmic function of the stimulus4. Sensory magnitude grows in proportion to the physical intensity of the stimulus raised to a power Codes: p q r s |
| A. | 3 4 1 2 |
| B. | 4 3 2 1 |
| C. | 1 2 3 4 |
| D. | 2 4 3 1 |
| Answer» E. | |
| 44. |
Match List - I with List - II and indicate your answer with the help of the given codes:List - I (Charismatic Leader) p. Personal risk q. Environmental sensitivity r. Sensitivity to follower needs s. Unconventional Behaviour List - II (Characteristics) 1. Engages in behaviours that are perceived as novel and counter to norms. 2. Willing to take on high personal risk, incur high costs and engage in self-sacrifice to achieve the vision 3. Able to make realistic assessments of the environmental constraints and resources needed to bring about change. 4. Perceptive of others' abilities and responsive to their needs and feelings Codes: p q r s |
| A. | 2 3 4 1 |
| B. | 1 4 3 2 |
| C. | 2 4 3 1 |
| D. | 3 2 1 4 |
| Answer» B. 1 4 3 2 | |
| 45. |
Match List - I with List - II and indicate your answer using the codes given below:List - I (State of attachment) p. Privation q. Anaclitic depression r. Deprivation s. Affectionless psychopathology List - II(Description)1. The state of a child who has never formed a close attachment with anyone.2. A condition or disorder found among juvenile delinquents involving a lack of guilt and remorse. 3. A condition experienced by some children who are poorly cared for having loss of appetite and feeling of helplessness.4. The state of a child who has formed a close relationship to someone, but is later separated from that person Codes: p q r s |
| A. | 1 3 4 2 |
| B. | 4 2 1 3 |
| C. | 4 3 1 2 |
| D. | 1 2 4 3 |
| Answer» B. 4 2 1 3 | |
| 46. |
Match the following items of List - I u0026 List - II and indicate your answer using the codes given below:List - I p. Authoritarian u0026 unloving parents q. Permissive and loving parents r. Neglectful and uninvolved parents s. Authoritative and loving parents List - II1. Conflicted and irritable children 2. Moody and conduct disordered children 3. Friendly and competitive children 4. Impulsive and aggressive children Codes: p q r s |
| A. | 1 2 3 4 |
| B. | 3 4 2 1 |
| C. | 1 3 4 2 |
| D. | 2 1 4 3 |
| Answer» D. 2 1 4 3 | |
| 47. |
Match List - I and List - II and indicate your answer using the codes given below:List - I (Phenomenon) p. Tendency to stick to one's own preconceptions q. Inability to judge a problem from alternative perspective r. Tendency to judge a problem and find its solution from previous results s. Tendency to think about things only in respect of their usual functions List - II (Psychological term) 1. Mental Set 2. Confirmation bias 3. Functional fixedness 4. Fixation Codes: p q r s |
| A. | 1 2 4 3 |
| B. | 2 4 3 1 |
| C. | 2 4 1 3 |
| D. | 2 1 3 4 |
| Answer» D. 2 1 3 4 | |
| 48. |
Match List - I with List - II and indicate your answer with the help of code given below:List - I (Phenomenon) p. Explanation of creativity in terms of product q. Explanation of creativity in terms of process r. Explanation of creativity in terms of personality characteristics s. Explanation of creativity in terms of motivational factors List - II (Psychologist)1. Getzels and Jackson2. Gordon3. Torrance4. Rogers Codes: p q r s |
| A. | 3 4 2 1 |
| B. | 4 2 3 1 |
| C. | 4 3 1 2 |
| D. | 1 2 3 4 |
| Answer» D. 1 2 3 4 | |
| 49. |
Match List - I with List - II and indicate your answer using the codes given below:List - I (Accomplishments) p. Egocentric thought q. Object permanence r. Abstract reasoning s. Conservation reversibility List - II(Cognitive Developmental Stage)1. Sensorimotor2. Formal operational 3. Pre operational4. Concrete operational Codes: p q r s |
| A. | 2 3 4 1 |
| B. | 3 1 2 4 |
| C. | 4 2 1 3 |
| D. | 1 4 3 2 |
| Answer» C. 4 2 1 3 | |
| 50. |
Match List - I with List - II and indicate your answer with the help of given code:List - I p. Converting information from temporary to more permanent memory and spatial memory q. Working memory r. Semantic memory s. Alzheimer's Disease List - II1. Temporal lobes2. Hippo campus3. Neurofibrillarytangles4. Frontal lobesCodes: p q r s |
| A. | 2 4 1 3 |
| B. | 1 2 3 4 |
| C. | 4 3 2 1 |
| D. | 3 1 4 2 |
| Answer» B. 1 2 3 4 | |