CHILD AND ADOLESCENT DEVELOPMENT SUMMARY.pdf

Childhood is the period from birth till before puberty, when most mental and physical growth of human beings occurs, whereas adolescence is the period starting from puberty and continues up to adulthood, during this time the development and maturation of primary and secondary sexual characters take place.

1. CHILD AND ADOLESCENT
DEVELOPMENT

2. TRADITIONAL APPROACH
The traditional approach
emphasizes extensive changefrom
birth to adolescence, littleorno
change in adulthood, and declinein
lateoldage
.

3. LIFE SPAN APPROACH
Development takes place in
childhood, adulthood until oldage.
Developmentislifelong.

4. MAJOR PRINCIPLES OF HUMAN
DEVELOPMENT
1.D
2.While pattern of development is likely to
be similar, the outcomes of
developmental processes and the rate
of development are likely to vary among
individuals.
3.Development as a process is complex

5. CONCEPTS
1.G
2.DEVELOPMENT
3.MATURATION
4.HEREDITY
5.ENVIRONMENT
6.THEORY

6. CONCEPTS
1.G
Pertains to the physical change and
increase in size
Can be measured quantitatively
Indicators of growth are height, weight,
and size

7. CONCEPTS
2. DEVELOPMENT
Refers to qualitative changes in an
individual leading to the individual’s
maturation
Is a series of orderly progression
towards maturity

8. CONCEPTS
3. MATURATION
Consists of changes that occur
relatively independent of the
environment
Usually considered to be genetically
programmed- the result of heredity

9. CONCEPTS
4. HEREDITY
The process of transmitting biological
traits from parents to offspring through
genes, the basic units of heredity

10. CONCEPTS
5. ENVIRONMENT
Refers to the surrounding condition that
influences growth and development

11. CONCEPTS
6. THEORY
Ideas based on observations and other
kinds of evidences which are organized
in a systematic manner
Used to explain and predict the
behaviors and development of children and adults

12. PROPONENTS QUIZ
1.Ps
2.Cognitive Development
3.Socio Cultural Theory
4.Moral Development Theory
5.Psychoanalytic Theory
6.Personality Components
7.Connectionism
8.Classical Conditioning
9.Operant Conditioning
10.Social Cognitive Theory
11.Gestalt Laws
12.Ecological Theory
13.Meaningful Learning
14.Sequence of Instruction
15.Hierarchy of Needs
16.Developmental Tasks

13. PROPONENTS QUIZ
1.Ps –Erick Erikson
2.Cognitive Development -Jean Piaget
3.Socio Cultural Theory –Lev Vygotsky
4.Moral Development Theory 0- Lawrence Kohlberg
5.Psychoanalytic Theory –Sigmund Freud
6.Personality Components –Sigmund Freud
7.Connectionism –Edward Lee Thorndike

14. PROPONENTS QUIZ
8.C –Ivan Pavlov
9.Operant Conditioning –BF Skinner
10.Social Cognitive Theory –Albert Bandura
11.Gestalt Laws –Wertheimer, Kohler, Koffka
12.Ecological Theory –UrieBronfenbrenner
13.Meaningful Learning –David Ausubel
14.Sequence of Instruction – Robert Gagne
15.Hierarchy of Needs –Abraham Maslow
16.Developmental Tasks –Robert Havighurst

15. THEORIES QUIZ
1-8. Psychosocial Theory
9-12. Cognitive Development
13-15. Moral Development
Theory
16-20. Psychoanalytic Theory
21-23. Personality
Components
24-26. Laws of Learning
27-30. Phases of
Observational Learning
31-35. Ecological Theory

16. THEORIES QUIZ
1. Psychosocial Theory
•Trust Vs. Mistrust
•Autonomy Vs. Shame and
Doubt
•Initiative Vs. Guilt
•Industry Vs. Inferiority
•Identity Vs. Role Confusion
•Intimacy Vs. Isolation
•Generativity Vs. Stagnation
•Integrity Vs. Despair
MALADAPTATION
MALIGNANCY
VIRTUE
SYNTONIC
DYSTONIC

18. TRUST VS. MISTRUST – INFANCY (BIRTH TO 1 ½ YRS)
Virtue: Hope
Maladaptation: Sensory Maladjustment-
gullible/overly trusting
Malignancy: Withdrawal - paranoia

19. AUTONOMY VS. SHAME & DOUBT – TODDLERS (18
MOS. TO 3 YRS.)
Virtue: Willpower or Determination
Maladaptation: Impulsiveness
Malignancy: Compulsiveness

20. INITIATIVE VS. GUILT –PRESCHOOL YEARS (3 -5 YRS.)
Virtue: Courage
Maladaptation: Ruthlessness
Malignancy: Inhibition

21. INDUSTRY VS. INFERIORITY –ELEMENTARY SCHOOL
YEARS (6-12 YRS)
Virtue: Competence
Maladaptation: Narrow Virtuosity
Malignancy: Inertia

22. Virtue: Fidelity
Maladaptation: Fanaticism
Malignancy: Repudiation
IDENTITY VS. ROLE CONFUSION –ADOLESCENCE
(12-18 YRS)

23. Virtue: Love
Maladaptation: Promiscuity
Malignancy: Exclusion
INTIMACY VS. ISOLATION –EARLY ADULTHOOD

24. Virtue: Care
Maladaptation: Overextension
Malignancy: Rejectivity
GENERATIVITY VS. STAGNATION –MIDDLE AGE/
MIDDLE ADULTHOOD

25. Virtue: Wisdom
Maladaptation: Presumption
Malignancy: Disdain
INTEGRITY VS. DESPAIR –OLD AGE

26. Which of the following is Erickson’s
stage for middle adulthood ?
A.G
B.Intimacy vs. Isolation
C.Autonomy vs. Shame and Doubt
D.Integrity vs. Despair

27. Which is an example of the autonomy
versus shame and doubt stage?
A.A
hairstyles
B.A preschooler insisting on picking out
her own clothes, no matter how
mismatched they are
C.A middle-schooler completing a
challenging math assignment

28. What do people face during each
psychosocial stage that can serve as a
turning point in development?
A.C
B.Turmoil
C.Happiness

29. If a child struggles to do well in school,
what problem might emerge?
A.S
B.Develop a poor self-identity
C.Begin to mistrust the people around him

30. Successful completion of Erickson's 8th
stage of psychosocial development
results in which of the following virtues?
A.H
B.Fidelity
C.Wisdom
D.Purpose

31. THEORIES QUIZ
1. Cognitive Development –Jean Piaget
•Sensorimotor
•Pre Operational
•Concrete Operational
•Formal Operational

32. BasicCognitiveConcepts
∙Schema-thecognitive structurebywhich
individualsintellectuallyadapttoandorganizetheir
environment
∙Assimilation- theprocessoffittingnewexperiences
intoanexistingcreatedschema
∙Accommodation-process ofcreatingnewschema
∙Equilibration- achieving proper balancebetween
assimilationandaccommodation

33. Object Permanence- ability attained in this
stage where he knows that an object still exists
even when out of sight.
SENSORIMOTOR (BIRTH TO 2 YRS)

34. •Begins to use language
✔SymbolicFunction- abilitytorepresent objectsand
events
✔Egocentrism-thetendencyofachildtoonlyseehispoint
ofviewandassumethateveryoneelsealsohashis same
pointofview.
✔Centration-thetendencyofthechildtoonlyfocusonone
thingoreventandexcludeotheraspects
PREOPERATIONAL STAGE (2 TO 7 YRS)

35. ✔Lackof Conservation-theinabilitytorealize thatsome
thingsremainunchangeddespitelookingdifferent
✔Irreversibility- preoperationalchildrenstill havethe
inabilitytoreversetheirthinking
✔Animism-tendencyofachildtoattributehumanliketraits
toinanimateobjects.
✔Realism-believing that psychological eventssuchas
dreamsarereal.
PREOPERATIONAL STAGE (2 TO 7 YRS)

36. •characterizedbyabilityofthechildtothinklogicallybut
only in terms of concrete objects; covers the elementary
schoolyears.
✔Decentering-ability ofthechildtoperceive different
featuresofobjectsandsituations
✔Reversibility- ability ofthechildtofollow that certain
operationcanbedoneinreverse.
CONCRETE OPERATIONAL STAGE (7 TO 11
YRS)

37. ✔Conservation- abilityto know that certain
propertiesofobjectslikenumber,mass,volumeor
area do not changeevenifthereis achangein
appearance
✔Seriation- abilityto arrange thingsin a series
based ononedimensionsuchasweight, volume,
size,etc.
CONCRETE OPERATIONAL STAGE (7 TO 11
YRS)

38. ∙Thinking becomesmorelogical.Theycannow
solveabstractproblemsandcanhypothesize
✔HypotheticalReasoning- abilitytocomeupwith
differenthypothesis aboutaproblemand weighs
datatomakejudgement
FORMAL OPERATIONAL STAGE (11 YEARS
AND ABOVE)

39. ✔Analogical Reasoning-abilitytoperceivethe
relationship in one instance and use that relationshipto
narrowdownpossibleanswersinsimilarproblems
✔Deductive Reasoning-abilitytothink logically by
applyingageneralruletoaparticularsituation.
FORMAL OPERATIONAL STAGE (11 YEARS
AND ABOVE)

40. Afourth- gradeteachertakeshisstudentsona
field trip toanature center where they learn
about plants and animals that live in riparian
areas. Thefollowingweek,henoticesthathis
students are able to answer questions that
require them to recall information from their
fieldtripexperience. However,theystruggleto
answer questions that require them to think
abstractly about it.Which developmental
stage describes these students, according to
Piaget?
A.F
B.Concrete
C.Sensorimotor
D.Pre-Operational

41. Ateachershowsstudentstwoglasses:oneshort
and wide, and one tall and thin.Then,using a
measuring cup, the teacher poursthesame
amountofwaterintoboth glasses. Mostofthese
students,who were shown the same
demonstration three yearsbefore,previously
thoughtthe tall glass contained more water.Now
thattheyarethreeyearsolder,nearlyeveryonein
the class agreesthetwoglasses holdthesame
amountofwater.Whichdevelopmentalstage
describesthese students,based onPiaget’s
developmenttheory?
A.F
B.Concrete
C.S
D.Pre-Operational

42. What stage includes an infant
exploring the world throughsensory
andmotorcontact?
A.F
B.Concrete
C.Sensorimotor
D.Pre-Operational

43. What is the age range of
Preoperational stage of Development?
A.0-2
B.2-7 years
C.7-11 years
D.11+ years

44. It is the process of creating a new
schema.
A.E
B.Accommodation
C.Assimilation
D.Schema

45. THEORIES QUIZ
1. Moral Development
•Pre Conventional
•Conventional
•Post Conventional

46. LEVEL I. Pre-Conventional Morality
(Birth to 9 years)
▪Peopleatthisstagedonotreallyunderstandtheconventions/rules
ofasociety.
Stage1-Punishment-ObedienceOrientation
▪Consequencesofactsdeterminewhethertheyaregoodorbad.
Stage2-InstrumentalRelativistOrientation
▪Theethicsof“what’s in itforme?”Obeying rules and exchanging
favorsarejudgedintermsofthebenefittotheindividual.

47. LEVEL II- Conventional (10-13 yrs.
Old)
▪Peopleatthisstageconformtotheconventions/rulesofasociety
Stage3-GoodBoy-NiceGirlOrientation
▪Ethical decisionsarebased on concernforor the opinions of
others
Stage4-LawandOrderOrientation
▪Rightbehavior consistsindoing one’s duty, showing respectfor
authorityandmaintainingthegivensocialorderforitsownsake.

48. LEVEL III- Post-Conventional
Stage5-SocialContractOrientation
▪Rulesand laws represent agreement amongpeople about
behaviorthatbenefitssociety.Rulescanbechangedwhentheyno
longermeetsociety’sneeds.
Stage6-UniversalEthicalPrincipalOrientation
▪Rightisdefinedbythe decision of conscience in accord with self-
chosen ethical principles appealing to logical comprehensiveness,
universalityandconsistency.

49. Ana comes to school on time because
it is one of school’s rules and
regulations. Besides, she does not like
to disrupt their class by coming late.
Which level of Kohlberg’s morally
does Ana belong?
A.U
B.Conventional
C.Pre conventional
D.Post conventional

50. While Grace was cleaning the room
she found a wallet near the teacher’s
table. Grace decided to give the wallet
to the teacher. In Kohlberg’s theory,
what stage did she exemplify?
A.Law
orientation
B.Social contract
C.Good boy-nice girl
D.Universal Ethical
principle

51. A twelfth –grade student asks a ninth-
grade student in her English class to
write a persuasive essay for her. The
younger student says, “ No, that’s
against school policy.” Which
orientation of moral reasoning does
the ninth-grade student exhibit,
according to Kohlberg’s theory of
moral development?
A.Pr -conventional
B.Post conventional
C.Unconventional
D.Conventional

52. I let my friend copy my homework as I
want her to like me. What Stage am I
at?
A.S
B.Stage 2
C.Stage 3
D.Stage 4

53. People want to change the law to
make it better for everyone
A.P
B.Conventional
C.Post Conventional

54. THEORIES QUIZ
1. Psychoanalytic Theory
•1. ORAL– Infant
•2. ANAL–Toddler
•3. PHALLIC –Preschool
•4. LATENCY –School Age
•5. GENITAL –Adolescence
•EROGENOUS ZONE
•FIXATION

56. Around this age the child begins to
toilet train which brings about the
child’s fascination in the erogenous
zone of the anus.
A.Lat
B.Genital stage
C.Anal stage
D.Phallic stage

57. Latency stage is considered as the
“calm” stage of psychosexual
development. Which explains this
condition?
A.C
B.Children are not interested about their sex
organs
C.the libido is blocked temporarily
D.Sexual energy is diverted to school and peer
activities

58. Which will probably happen if a child
failed to resolve the crisis of the anal
stage?
A.T
B.The child may have problems with trust
C.The child may become obsessed with
cleanliness
D.The child may become smoker

59. Mark, who is 5- year old, is fund
playing with his penis when he
urinates. In which stage of Freud’s
theory can Mark be considered?
A.P
B.Genital
C.Anal
D.Latency

60. Psychosexual development that
occurs between the ages of 3 and 6.
the source of pleasure at this stage is
the genitals.
A.P
B.Genital
C.Anal
D.Latency

61. Described as the final stage of human
psychosexual development.
According to Freud’s theories, this
stage begins at puberty and
constitutes mature adult sexuality.
A.A
B.Latency stage
C.Genital stage
D.Phallic stage

62. According to Freud, the unconscious
love and sexual desire of male
children for their mother is called:
A.P
B.Electra complex
C.Oedipal complex
D.Pleasure principle

63. Which stage of Freud’s psychosexual
theory involves repressing sexual
urges and devoting the time to other
activities?
A.P
B.Latency stage
C.Genital stage
D.Oral stage

64. Term used to describe his theory of
child development during the first 21
months of life, in which an infant’s
pleasure centers are in the mouth.
A.O
B.Phallic stage
C.Anal stage
D.Genital stage

65. THEORIES QUIZ
1. Personality Components
•Id
•Ego
•Superego

66. ●Id
✔Operatesonthepleasureprinciple
✔Itfocusesonimmediategratificationofitsneeds
✔Whateverfeelsgoodnowiswhatitwillpursue
withnoconsiderationforthereality,logicalityor
practicalityinthesituation.
FREUD’S PERSONALITY COMPONENTS

67. ●Ego
✔emergesduringtoddlerandpreschooleryears
✔operatesusingtherealityprinciple
✔awarethatothershavealsoneedstobemet
✔Itis practicalbecauseit knowsthatbeing
impulsiveorselfish can resulttonegative
consequenceslater,soitreasonsandconsiders
thebestresponsetosituations.
FREUD’S PERSONALITY COMPONENTS

68. ●Superego
✔Nearthe end of the preschool years, or the
endofphallicstage,thesuperegodevelops
✔Itembodiesaperson’smoralaspect
✔Itislikenedtoconsciencebecause it exerts
influence on what one considers right or
wrong.
FREUD’S PERSONALITY COMPONENTS

69. According to Freud, what is the
function of the “ego”
A.T
B.To push for the fulfilment of one’s self-interest
C.To mediate between impulsive drives and
moral conscience.
D.To represent instinctive desires and impulses

70. What is the role of the “super
ego”?
A.T
B.To inflate a person’s ego and provide a self
confidence boost.
C.To reveal a person’s repressed desires
D.To provide a conscience and awareness of
others through feelings such as guilt.

71. What did Freud consider to be
the role of the “id”?
A.T
those around us.
B.To moderate our impulses, acting as the
moral conscience of the mind
C.To represent innate, instinctive desires and
impulses
D.To mediate between impulsive drives and
moral conscience.

72. THEORIES QUIZ
1. Laws of Learning
•Readiness
•Effect
•Exercise

73. 1.Lawof Readiness- emphasizestheroleof
motivation
2.LawofExercise- aconnectionisstrengthened
inproportiontoitsfrequency anditsaverage
intensityandduration.
3.LawofEffect-responsesaccompanied by
satisfactionstrengthen theconnection;responses
accompaniedbydiscomfortweakentheconnection.
Thorndike’s Laws of Learning

74. THEORIES QUIZ
1. Phases of Observational
Learning
•Attention
•Retention
•Motor Reproduction
•Motivational Process

75. 1.ATTENTION
∙Mereexposuredoesnotensureacquisitionofbehavior
∙Observermustattendtorecognizethedistinctivefeatures
ofthemodel’sresponse
2.RETENTION
∙Reproductionofthedesiredbehaviorimpliesthatstudent
symbolicallyretainstheobservedbehavior
4 Phases of Observational Learning

76. 3.MotorReproduction
●Afterobservation, physicalskillsand coordination are
neededforreproductionofthebehaviorlearned.
4.MotivationalProcess
•Although observer acquiresandretains the abilityto
performthemodeled behavior, therewillbenoovert
performanceunlessconditionsarefavorable.
4 Phases of Observational Learning

77. THEORIES QUIZ
1. Ecological Theory
•Microsystem
•Mesosystem
•Exosystem
•Macrosystem
•Chronosystem

79. Environmental system that
includes the student’s family,
peers, teacher, and
neighborhood?
A.E
B.Macrosystem
C.Mesosystem
D.Microsystem

80. Theory that focuses on social
contexts in which students live
and the people who influence
their development within five
environmental systems?
A.P
B.Psychosexual
C.Moral development
D.Brofenbrenner’sEcological Theory

81. Which system does not directly
involve the individual, however,
he/she can still be affected?
A.C
B.Microsystem
C.Exosystem
D.Mesosystem

82. Question: Mesosystem
A.E
sociohistorical conditions of students’
development
B.Environmental system that links microsystem
C.Environmental system that involves the
broader culture in which students and teachers live.
D.Theory that focuses on social contexts in
which students live and the people who influence their development within five environmental systems.

83. Question: Macrosystem
A. Environmental system that involves
experiences in another setting that influences
what students and teachers experience.
B. Environmental system that links microsystem
C. Environmental system that involves the
broader culture in which students and teachers
live.
D. Theory that focuses on social contexts in
which students live and the people who influence
their development within five environmental
systems.

84. SOCIO-CULTURAL
THEORY
...LEV VYGOTSKY

86. Scaffolding
Scaffolding
∙Vygotsky’sterm for the appropriate
assistancegivenbytheteachertoassistthe
learnersaccomplishatask.

87. ZoneofProximalDevelopment(ZPD)
Potential Level –Actual Level = ZPD
∙PotentialLevel- levelthatthelearnerachieves
withtheassistanceof theteacher oramore
advancedpeer
∙ActualLevel-levelthatthelearnerachievesalone
MoreKnowledgeable Other(MKO) -competent
adultormoreadvancedpeer

88. CLASSICAL
CONDITIONING
Ivan Pavlov

90. 1.ACQUISITIONis the overall process during which the
organismlearnstoassociate2events.
2.EXTINCTIONisthegradualdecreaseinthestrengthor
rate ofa CRthat occurs when theUCSis no longer
presented.
3.SPONTANEOUS RECOVERYisthereappearanceofa
CRwhentheCSispresented,followingarestperiodafter
theCRappearstohavebeenextinguished.
Key Processes in Classical Conditioning

91. 4.STIMULUS GENERALIZATION is the tendency
for another stimulus to produce a response that is
similar to the CR. The greater the similarity between
the stimuli, the greater the possibility that a
generalization will occur.
5.STIMULUS DISCRIMINATION- occurs when a
person or animal responds to the CS only, but not to
any other stimulus that is similar to the CS.
Key Processes in Classical Conditioning

92. OPERANT
CONDITONING
B.F. SKINNER

93. All we need to know in order to describe and
explain behavior is this; actions followed by good
outcomes are likely to recur and actions followed
by bad outcomes are less likely to recur.”
-(Skinner, 1953)

94. Positive Reinforcers
●are favorable events or outcomes that are given to
the individual after the desired behavior which may
come in the form of praise, rewards, etc.
Negative Reinforcers
•characterized by the removal of an undesired or
unpleasant outcome after the desired behavior. A
response is strengthened as something considered
negative is removed.

95. Positive Punishment
●adding a negative consequence after an undesired
behavior to decrease future responses
Negative Punishment
•taking away a desired item after the undesired
behavior happens in order to decrease future
responses.

96. TOPOLOGICAL AND
VECTOR THEORY
(FIELD THEORY)
Kurt Lewin

97. 2 forces
•Internal Forces- individual’s feelings,
attitudes, and needs
• External Forces-everything in the
physical world including other human beings.

98. MEANINGFUL
LEARNING
THEORY
DAVID AUSUBEL

99. -presentsanoverviewoftheinformation
to be covered in detail during the
expositionthatfollows.
ADVANCE ORGANIZER

100. DerivativeSubsumption
CorrelativeSubsumption
SuperordinateLearning
CombinatorialLearning
Ausubel’s Meaningful Learning/
Subsumption Theory

101. REPRESENTATION
MODELS
JEROME BRUNER

102. ∙Enactive(actionbased)
-Focusesonknowinghowtodothings
∙Iconic(imagebased)
-Involvestheuseofmentalimagesthatstandfor
cetinobjectsorevents
-Focusesonthedevelopmentofsensorycapacities
3 Models of Representation

103. •Symbolic(languagebased)
-Highestformofrepresentation
-Emphasizesthedevelopmentofintellectualcapacities
⮚Enactive,iconicandsymbolicrepresentationdevelopin
asequential manner.However, it doesn’t meanthat
theyreplaceoneanother.Infact,aschildrengrow,they
continuetousevariousrepresentations.
3 Models of Representation

105. INFORMATION
PROCESSING
THEORY
RICHARD ATKINSON AND
RICHARD SHIFFRIN

107. REFLEXES
Rooting Reflex
Sucking Reflex

108. REFLEXES
Moro Reflex
Tonic Neck Reflex

109. REFLEXES
Grasp Reflex
Curling Reflex

110. REFLEXES
Galant Reflex
Stepping Reflex

111. MILDRED PARTEN

113. CHILD AND ADOLESCENT
DEVELOPMENT

114. 1.A
how people grow and change
throughout the course of their lives
is _______________.
a. Social psychology
b. Biological Psychology
c. Developmental Psychology
d. Behavioral Psychology

115. 2. The conflicts faced by an individual
at every stage of psychological
development are called
a. Equilibrium
b. Changes
c. Crises
d. Confusion

116. 3. It refers to an individual’s bodily
change in size and structure
a. Maturation
b. Learning
c. Growth
d. Development

117. 4. Which of the following situations best
illustrates the concept of growth?
a.A
mental ability test.
b.An education student has gained knowledge
on approaches and strategies in teaching
different subjects.
c.A elementary grader has learned to play the
piano.
d.A high school students’ height increased from
5’2’’ to 5’4’’

118. 5. Developmentalchangesduetoagingis
called_______________
a.Maturation
b.Learning
c.Growth
d.Development

119. 6.Any change inthebehaviorof an
individualiscalled_____________.
a.Maturation
b.Learning
c.Growth
d.Development

120. 7.WhichprincipleisNOTTRUE?
a.Development is a function of nature and
nurture
b.Developmentoccursatdifferentrates
c.Developmentoccursinapredictablemanner
d.Development occurs in an unpredictable
manner

121. 8.BasedonKohlberg’stheory,whatisthe
levelofmoral development shown when
childrengenerallydowhatisrightinorder
tocomeupwiththeirparents’andteacher’s
expectationsofagoodchild?
a.Pre-Conventional
b.Conventional
c.Post-Conventional
d.Formal

122. 9.Whenachildsaysthatthesunissleeping
atnight,thechildisinthepre-operational
stage,particularly_____________.
a.C
b.Egocentrism
c.Animism
d.Reversibility

123. 10. In Piaget’s stages of cognitive
development,whichis thetendencyofthe
child toonlyseehispointofviewandto
assumethateveryonehasthesamepointof
view?
a.Re
b.Egocentrism
c.Symbolic function
d.Centration

124. 11.Whatexplainsthetendencyofpreschool
childrentofocusononeaspectofanobject
whileexcludingotheraspects?
a.C
b.Translation
c.Intuition
d.Ego-centration

125. 12. Of Piaget’sCognitiveConcepts,which
refertothe process of fittinganew
experiencetoapreviouslycreatedcognitive
structureorschema?
a.Assimila
b.Schema
c.Accommodation
d.Equilibrium

126. 13.InPiaget’sCognitive Development,whena
motherexplainstothechildthat“cats, unlike
dogs,donotbark,”thechildisintheprocessof
creatinganewcognitivestructure.Whattermdid
Piagetusedtodescribe thechild’scognitive
experience?
a.Assimilation
b.Schema
c.Accommodation
d.Equilibrium

127. 14.Joey,seven-yearold girl, knows how to
arrangeobjects or things accordingtoweight,
shape,colororsize. Joeyasayounglearnerhas
alreadydeveloped whichconcept accordingto
JeanPiaget?
a.Conservation
b.Decentering
c.Reversibility
d.Seriation

128. 15.SaintTeresaofCalcuttaisamodelofhumility
and servicetomankind. Shepledgedherentire
lifetoservingthesickandtheveryold.Whatlevel
in Kohlberg’s Moral Development didSt.Teresa
achieve?
a.Law and Order
b.Obedience and Punishment
c.Social Contract
d.Universal Ethical Principle

129. 16. Afterformer Pres.Marcos’burialinthe
LibinganngmgaBayani,therewereanumberof
citizenswho ralliedagainst itandsoughtfor
justice,even if theburialhad legalapproval.
Following Kolhberg’s Theory of Moral
Development.Thesesocial activists belongto
whichlevel?
a.Law and Order
b.Obedience and Punishment
c.Social Contract
d.Universal Ethical Principle

130. 17.Social behavioristsandsocialcognitivists
believe thatlearning is influencedbysocial
interactionand interpersonalrelations. Withthis
inmind,ateachermust_________.
A.givemoreindependentstudy
B.makestudentsworkcollaboratively
C.makestudentsfeelgoodaboutthemselves
D.motivatestudents to reflectonhow they learn

131. 18.WhichstatementsBESTresolves the nature-
nurturecontroversy?
A.Nurtureisclearlymoreimportantindevelopment
thannature
B.Natureisclearly moreimportantthan nurturein
humandevelopment.
C.Neither nurture nor natureplays a particularly
strongroleindevelopment.
D.The interactionbetweennature and nurtureis
most important in development

132. 19.Ifaninfantisdeniedoralsatisfaction,he/she
mayexperience later oralsymptoms such as
overeating, smoking, or dependency on others.
Thetermthatbestdescribesthisis________
a.AnalExpulsive
b.AnalRetentive
c.OralAggressive
d.OralReceptive

133. 20.Which ofthefollowingisanexampleof
observationallearning?
A.Lit
without permission.
B. Grade 3 pupils of Mrs. Tuvierawere not dismissed until
they were all quiet.
C. Lisa wore clothes style like those of Anne Curtis and
Marian Rivera.

134. 21.Which ofthefollowingisanexampleof
positivereinforcement?
A.Giving Ben money for washing the dishes.
B.Spanking Ana for throwing trash on the street.
C.Taking away the lollipop is Suzie doesn’t finish her
homework.
D.Excusing Rico from cleaning the toilet because he
got high score in Math
.

135. 22.Anita hateMathsubjectbecausewhenshe
wasinherprimary grade,shecouldneverforget
howher teacher humiliatedandpunished her in
classforgettingalow testscore. Learningto
associateMathwith fear of phobia is best
explainedbytheconceptofbehaviorismauthored
by__________.
A.S
B.Thorndike
C.Pavlov
D.Watson

136. 23.Chelsea isanextravagantbuyerof fashion
stuff.Every time she noticean attractive ladies
wearshe tendstobuywithout careful thinking.
Thismaladaptivetendencyhappenswhenthereis
littleshame anddoubt.Erikson callsthisas
_________.
a.Compulsiveness
b.Impulsiveness
c.Ruthlessness
d.Fanaticism

137. 24.________ occurswhen childrenareprovided
with assistanceby morecompetent peers or
adultstoenablethetasktobedonesuccessfully.
a.Accommodation
b.Assimilation
c.Modeling
d.Scaffolding

138. 25.Mr.Sanchez,inplanninghislessons,wantstobasemuchof
hisinstructionalapproachonLev
Vygotsky’s theoryof “zone ofproximal development.” In
accordancewiththistheory,whichof thefollowing strategies
wouldbestsupportlearningforLea,a13-yearoldgirl?
a.Having her work alone inaquiet atmospherewhereshecan
accessreferencematerialappropriatetohergradelevel.
b.Giving hermanyopportunitiesforpractice, thereby reinforcing
theskillsandconceptsthatshehasalreadymastered.
c.Having her work with another student whose skillandconcept
levelsareslightlymoreadvancedthanhers.
d.Having her use of manipulative and technology that are readily
available.