The procedure of reinforcing each and every response after it occurs A. is more likely to produce resistance to extinction
B. is not usually recommended for quick learning
C. may reduce the effectiveness of that reinforcer
D. all of the above

Overview: In the three major sections of this chapter, we examine the findings and theories having to do with extinction and partial reinforcement. We start in the first section with an overview of extinction and related findings and procedures, and examine some factors that influence how rapidly extinction occurs. Three classical accounts of extinction are then presented. These include Hull's Drive Reduction Theory of extinction which claims that extinction involves a drive component, Guthrie's Contiguity Theory of extinction in which response competition plays the major role, and finally, the Mowrer and Jones claim (Discrimination Theory) that extinction involves learning to discriminate a current no-outcome situation from the previous response-generated outcome context the organism found itself in.

The second section overviews the partial reinforcement effect. Various partial reinforcement schedules are discussed here, as are two popular theories of extinction following partial reinforcement: the Frustration Hypothesis of Amsel, and the Sequential Hypothesis of Capaldi. The final section presents and evaluates the work of people like Hulse demonstrating that animals are sensitive to global patterns of outcomes.

out of the choices i'd say d the ability to set goals, mainly because to desire to continue you need motivation but it isn't motivation in that part, but setting goals means you have an endgame and you want to reach it which sums up motivation.