Multiple choice questions 1. Which of the following statement is NOT TRUE? a) Development Development is a pattern pattern of change change that that begins begins at concept conception. ion. b) Development is continos continos an! contines throghot the life span. c) The !ifferen !ifferentt !omains !omains of !evelopm !evelopment ent are are interwoven interwoven an! interre interrelate late!. !. d) Human Human developm development ent starts starts from from the moment moment of birth birth till till death. death. ". Which of the following statements wol! tal# abot the see! an! the soil analog$ in tal#ing abot the natre of hman !evelopment? a) b) c) !)
%s !eve !evelop lopmen mentt stab stable le or open open to chan change? ge? %s !evelopment continos or !iscontinos? Nature-nurture controversy. One corse corse of !evelop !evelopment ment of man$ man$ corses corses of !evelop !evelopment ment..
&. 'a$(!one is a girl of $ears ol!. 'he is hngr$ an! almost abot to scream an! shot at her mother to get her some foo! when her mother is fee!ing her * month ol! brother. 'omething !eep insi!e her tells her that her mother cannot atten! to two things at a time an! she is big enogh to get something to eat on her own. Which +re!ian aspect of personalit$ is gi!ing 'a$(!one here at this moment? a) b) c) d)
,hal ,halllic sens sensee. Ego. %!. Superego.
. 'onam is & $ears ol! an! en-o$s hol!ing an! releasing rine an! feces with no specific time for sch activities. 'onams 'onams mother is having a !ifficlt time coping with this behavior. /ccor!ing to the +re!ian ps$cholog$0 'onam is in a) b) c) !)
Oral stage. Anal stage. ,hal ,halllic sta stage. ge. 2eni 2enittal stag stagee.
3. ,s$chosocial theor$ of hman !evelopment is relate! to a) b) c) d)
4ena ,iaget get. Eri# Eric#son. 5$gots#$. Bron Bronfr fren enbr bren enne nerr.
6. 7ang8om 7ang8om is in her 9igh 'chool st!$ing in 2ra!e :%% an! has alrea!$ begn to ma#e some important !ecisions in life ; whether to contine st!$ing after 2ra!e :%% or -oin some tertiar$ instittions for a professional training. Which of the following stages of !evelopment has 7ang8om 7ang8om probabl$ entere!? a)
onfs >onfsion ion..
6. Tan!in Tan!in has -st ta#en p a career in teaching after aciring a onfs >onfsion ion..
@. /ga$ Wangch# Wangch# is a retire! civil servant an! has le! a ver$ sccessfl life as a government emplo$ee an! is pro! of what he has been able to contribte as a civil servant. /ll his chil!ren have acire! niversit$ !egrees an! are hol!ing goo! posts in the government. government. %n which of the following stage stage is /ga$ Wangch#? Wangch#?
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a) b) c) !)
%nit %nitia iati tive ve 5s. 5s. 2il 2ilt. t. %n!str$ 5s. %nferiorit$. %nferiorit$. 2ene 2enera rati tivi vit$ t$ 5s. 5s. 'ta 'tagn gnat atio ion. n. Ego Ego inte integr grit it$ $ 5s. 5s. Desp Despai airr.
A. Which of the following !evelopmental theories wol! tal# abot reinforcement an! pnishment? a) b) c) !)
"ognit "ognitiv ivee deve develop lopme menta ntall theor theory y. Ecological s$stems s$stems theor$. theor$.
*. Deepa# is $ears ol! an! has starte! atten!ing a nrser$ school. 9is parents are aston!e! an! impresse! with the wa$ Deepa# learns his vocablar$ throgh his interactions with frien!s in the nrser$ an! the teacher. 9e is also seen to be ver$ possessive of his things an! !o not let an$ other people people at home se his to$s an! other pla$things. pla$things. /ccor!ing /ccor!ing to the ,iagetian ,iagetian theor$0 Deepa# is in a) b) c) !)
+orm +ormal al opera operati tiona onall sta stage ge.. 'ensorimotor stage. #reo #reope pera rati tion onal al stag stage. e. >onc >oncre rete te oper operat atio iona nall stag stage. e.
1B. De#i has written a ver$ interesting essa$ on the topic $f men gave birth to children as %ell.& The eCamples an! the analogies she has se! in her essa$ are so strong an! logical to convince the rea!ers how the worl! wol! loo# li#e if men gave birth to chil!ren as well. <$ -!ging the alit$ of thogh ts an! i!eas eCpresse! De#i probabl$ col! be in a) b) c) !)
,reo ,reope pera rati tion onal al stag stage. e. +ormal operational stage. stage. >onc >oncre rete te ope opera rati tiona onall stag stage. e. 'ens 'ensor orim imot otor or stag stage. e.
11. Thab#h$e is ta#ing an evening wal# towar!s home with his gran!father in the !s#. /s he wal#s along the f ootpath0 he loo#s at the s#$ an! sees the evening moon -st rising from the hori8on an! feels that the moon is a living being becase it moves along. This t$pe of thin#ing where chil!ren tr$ to associate inanimate ob-ects with life is calle! as a) b) c) d)
Trans rans! !ct ctiv ivee thin thin#i #ing ng.. '$ncretic thin#ing. Dece Decent ntra rati tion on.. Anim Animis isti ticc thin' thin'in ing. g.
1". The ecological s$stems theor$ of !evelopment tal#s abot the inflence of all the following s$stems E:>E,T a) b) c) !)
=icros$stem. =eso s$stem.
1&. The ball of cells in the fallopian tbe is calle! as a) b) c) !)
'perm.
1. The vital an! bo!il$ s$stems begin to form in the prenatal stage !ring the a) b) c) !)
2est 2estaation ion peri perio! o!.. (mbr (mbryo yoni nicc stag stage. e. +etal stage. 2erm 2ermiinal nal st stage. age.
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a) b) c) !)
%nit %nitia iati tive ve 5s. 5s. 2il 2ilt. t. %n!str$ 5s. %nferiorit$. %nferiorit$. 2ene 2enera rati tivi vit$ t$ 5s. 5s. 'ta 'tagn gnat atio ion. n. Ego Ego inte integr grit it$ $ 5s. 5s. Desp Despai airr.
A. Which of the following !evelopmental theories wol! tal# abot reinforcement an! pnishment? a) b) c) !)
"ognit "ognitiv ivee deve develop lopme menta ntall theor theory y. Ecological s$stems s$stems theor$. theor$.
*. Deepa# is $ears ol! an! has starte! atten!ing a nrser$ school. 9is parents are aston!e! an! impresse! with the wa$ Deepa# learns his vocablar$ throgh his interactions with frien!s in the nrser$ an! the teacher. 9e is also seen to be ver$ possessive of his things an! !o not let an$ other people people at home se his to$s an! other pla$things. pla$things. /ccor!ing /ccor!ing to the ,iagetian ,iagetian theor$0 Deepa# is in a) b) c) !)
+orm +ormal al opera operati tiona onall sta stage ge.. 'ensorimotor stage. #reo #reope pera rati tion onal al stag stage. e. >onc >oncre rete te oper operat atio iona nall stag stage. e.
1B. De#i has written a ver$ interesting essa$ on the topic $f men gave birth to children as %ell.& The eCamples an! the analogies she has se! in her essa$ are so strong an! logical to convince the rea!ers how the worl! wol! loo# li#e if men gave birth to chil!ren as well. <$ -!ging the alit$ of thogh ts an! i!eas eCpresse! De#i probabl$ col! be in a) b) c) !)
,reo ,reope pera rati tion onal al stag stage. e. +ormal operational stage. stage. >onc >oncre rete te ope opera rati tiona onall stag stage. e. 'ens 'ensor orim imot otor or stag stage. e.
11. Thab#h$e is ta#ing an evening wal# towar!s home with his gran!father in the !s#. /s he wal#s along the f ootpath0 he loo#s at the s#$ an! sees the evening moon -st rising from the hori8on an! feels that the moon is a living being becase it moves along. This t$pe of thin#ing where chil!ren tr$ to associate inanimate ob-ects with life is calle! as a) b) c) d)
Trans rans! !ct ctiv ivee thin thin#i #ing ng.. '$ncretic thin#ing. Dece Decent ntra rati tion on.. Anim Animis isti ticc thin' thin'in ing. g.
1". The ecological s$stems theor$ of !evelopment tal#s abot the inflence of all the following s$stems E:>E,T a) b) c) !)
=icros$stem. =eso s$stem.
1&. The ball of cells in the fallopian tbe is calle! as a) b) c) !)
'perm.
1. The vital an! bo!il$ s$stems begin to form in the prenatal stage !ring the a) b) c) !)
2est 2estaation ion peri perio! o!.. (mbr (mbryo yoni nicc stag stage. e. +etal stage. 2erm 2ermiinal nal st stage. age.
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13. ECposre of pregnant women to teratogens !ring the prenatal stage wol! lea! to a) b) c) d)
=alfo =alforma rmaton tonss of the the bo!il bo!il$ $ organ organss an! limbs. limbs. ,rematre birth. =iscarriage. All All of the the abov abovee.
16. / $ong mother stro#es gentl$ at the sole of her newl$ born son an! sees the fanning ot of the chil!s foo!. This refleC is calle! a) b) c) d)
=oro re refleC. Tonic nec# refleC.
1@. =ost $ong chil!ren cling onto their caregivers when the$ sense that the caregiver is going to leave them behin! natten!e!. This behavior is an in!ication of a) b) c) d)
'tra 'trang nger er anCi anCiet et$ $. >hil!hoo! anCiet$. anCiet$. 'epa 'epara rati tion on anC anCie iet$ t$.. None None of the the abo above ve..
1A. Rin8in0 a three $ear ol! bo$ tr$ing to console his cr$ing sister show a) b) c) d)
'$mpath$. /nCiet$. /nCiet$. Empath$. "aring.
1*. Emotional intelligence involves a) b) c) d)
=oo! oo! ma manage nagem ment ent. =anaging relationships. relationships. Emot Emotio iona nall self self(a (awa ware rene ness ss.. All All of the the abov abovee.
"B. The process of getting assimilate! in the societ$ is calle! a) b) c) !)
/ssi /ssimi millati ation. on. 'ociali8ation. /cco /ccom mmo!a mo!attion. on. None None of the abov bove.
"1. The item Dance 7or 7or ife an! 2aw ,hensm Tshogpai ob!ra won the first pri8e for the Rigsar categor$ in the recent msical concert organi8e! at the ,aro >ollege of E!cation. Their performance on the stage !emonstrate! their a) b) c) !)
=athe =athemat matic ical al an! an! msica msicall intell intellige igence nce.. Musica Musicall and Natur Naturali alist st intell intellige igence nce.. =sical =sical %ntellige %ntelligence nce an! an!
"". Dechen has an investigative an! a crios min!set. 'he li#es evalating an! contrasting the !ifferent things she has learnt in the class. This is in!icative of her a) b) c) !)
"rea "reati tive ve inte intell llig igen ence ce.. /nal$tical intelligence. intelligence. ,rac ,racti tica call int intel elli lige genc nce. e. /ll /ll of of the the above bove..
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"&. ,a$(Toen is a teacher teaching at 2a!hoen >ommnit$ ,rimar$ 'chool. 9e alwa$s grops his chil!ren in the class into !ifferent wor#ing grops0 where chil!ren are encorage! to share an! !ebate on their opinions. 'ch a teaching strateg$ is li#el$ to help chil!ren in !eveloping their a) b) c) !)
5erbal an! Natralist %ntelligence. 'patial an!
". 'el!on is a 2ra!e 5% st!ent at 4omolhari ,rimar$ 'chool. 'he has !$e! her hair pin# becase her grop frien!s wante! her to !o it li#e them !espite her p arents !isapproval. This process of sociali8ation is !e to a) b) c) d)
,eer conformit$. ,eer reinforcement an! mo!eling. +amil$ inflences. A and B.
"3. Fin8ang is st!$ing for his eCaminations bt his roommate who is a msic fan is listening to his favorite song on the ra!io. Fin8angs concentration in his st!$ is !istracte! b$ his frien!s msic on the ra!io an! goes to sleep. Fin8ang is a a) b) c) !)
+iel! !epen!ent learner. +ield independent learner.
"6. %t refers to the nie thoghts0 emotions0 an! behaviors that characteri8e the wa$ an in!ivi!al a!apts to the worl!. This statement !escribes a) b) c) !)
Temperament. ,ersonalit$. %ntelligence. Emotions.
"@. The abilit$ to loo# at !ifferent attribtes or a nmber of alities in an ob-ect or a sitation is calle! as a) b) c) !)
Nmeration. 'eriation. /ssimilation. Decentration.
"A. Dema reacts ver$ negativel$ an! is ver$ violent in her behavior. 'he has no self control an! faces !ifficlt$ in accepting new changes in life. This is t$pical of a) / !ifficlt temperament. b) An easy temperament. c) / slow(to(warm(p temperament. !) < G >. "A. Tashi comes from a ver$ !ifficlt home. 9e has a ver$ low opinion of himself an! feels ver$ incompetent an! incapable thogh ver$ brilliant. Tashi is t$pical of a person with a) b) c) !)
,oor self concept. 9igh self esteem. !ery lo% esteem. /ll of the above.
"B. Which of the following is NOT characteristic of a preoperational thoght? a) (gocentric. b) /nimism. c) /bstract thin#ing. !) '$ncretism.
Page 4 of 32
"*. Den!p is self(centere!0 selfish an! egocentric in his thoghts an! feelings. 9e is the !ictator in his famil$ an! the rest of the famil$ members have to abi!e b$ his wishes an! or!ers. ,iaget wol! sa$ that Den!p is governe! b$ a) b) c) !)
Egocentrism. /nimism. /ccommo!ation. /ssimilation.
&B. Which of the following statement is TRUE? a) b) c) !)
%ntelligence an! creativit$ are not relate!. Different chil!ren belonging to same seC an! age have the same learning nee!s. The environment in the school is inversel$ proportional to the alit$ of chil!rens learning. Reinforcement an! mo!elling is important in social !evelopment.
&1. Dring birth0 a few chil!ren !ie ! e HanoCiaI. /noCia means a) eprivation of o*ygen. b) Deprivation of carbon!ioCi!e. c) Deprivation of norishment. !) None of the above. &". ECpectant mothers who !rin# an! smo#es !ring pregnanc$ are li#el$ to give birth to chil!ren with a) b) c) d)
+etal /lcohol '$n!rome. +etal /lcohol Effects. +acial !eformities an! !efective limbs an! heart. A, B, ".
&&. 7ong infant chil!ren loo# !isproportionate in their bo!il$ strctre. Their pper half of the bo!$ loo#s bigger than the lower half. 'ch a bo!il$ growth an! strctre eCplains that ph$sical !evelopment is a) b) c) !)
>ephaloca!al. ,roCimo!istal. ocomotive. < G >.
&. 'bash is a highl$ athletic bo$ an! can pla$ games that involve bo!il$ movement ver$ well. 9owever0 he faces so mch of !ifficlt$ in !rawing an! writing that he ta#es a long time even to write one alphabet clearl$. This is in!icative of his a) b) c) !)
ood fine motor s'ills. ,oor fine motor s#ills. ,oor gross motors s#ills. 2oo! gross motor s#ills.
&3. Which of the following statement is NOT relate! to ,iagetian i!eas? a) Fnowle!ge is not merel$ transmitte! verball$ bt mst be constrcte! b$ the learner. b) earners mst be involve! in the learning event an! activel$ constrct #nowle!ge. c) / learner is not a vessel that col! be fille! with facts an! information. !) There shol! be a role mo!el in learning. &6. %n ,iagetian Theor$ of Development0 the bac# an! forth movement between the cognitive eilibrim an! !iseilibrim throghot !evelopment0 which lea!s to more effective schemes0 is calle! a) b) c) !)
/ssimilation. /ccommo!ation. Eilibration. Ob-ect permanence.
&@. Which of the following statement is NOT tre abot pla$? a) Enhance chil!rens commnication s#ills.
Page 5 of 32
b) c) !)
Un!erstan! others emotions an! !evelop empath$. earn roles that are sefl in their a!lthoo!. ,la$ is nhealth$ for an infant bab$.
&A. ,el8om0 a & $ear ol! girl pic#s p a broomstic# an! pla$s with it preten!ing to clean the floor of the living room in her hose. This is a ... a) b) c) !)
#retend or domestic play. =iniatre pla$. >reative pla$. < G >.
&*. Ten8ins parents li#e b$ing Ten8in pla$ items sch as -igsaw an! p88le games0 boar! games0 memor$ games0 car! games etc. ,robabl$0 Ten8ins parents seem to encorage Ten8in to engage in a) b) c) !)
,h$sical pla$. Role pla$. %ntellectal pla$. None of the above.
B. Which of the following is NOT characteristic of a formal operational thoght? e) Egocentric. f) 9igh !egree of eilibrim. g) /bstract thin#ing. h) ogical an! h$pothetical.
/001 1. /. B. >. D.
Which of the following stage of !evelopment is consi!ere! a perio! of eCtreme !epen!ence on a!lts? ,renatal nfancy Earl$ chil!hoo! ate chil!hoo!
". /. <. >. .
Which of the following theories emphasi8e that hman !evelopment is strongl$ inflence! b$ natreJ biolog$? Ecological theor$ Ethological theor$ >ognitive theor$ #sychodynamic theory
&. /. <. ". D.
/t which of the following stage of !evelopment !oes chil!rens thin#ing become more logical an! abstract? Earl$ chil!hoo! =i!!le chil!hoo! 2ater childhood /!olescence
. Which theor$ among the following is a proponent of Knrtre in the natre vs. nrtre !ebate of hman !evelopment? /. >ognitive theor$ <. . Ethological theor$ D. /ll of the above 3. /. <. >. D.
%n terms of !evelopment0 #nowing that an ob-ect eCists even if it is no longer in sight is an eCample of a Emotional change ,h$sical change >ognitive change environmental change
6. /. <. >.
The or!erl$ seence of changes !ictate! b$ ones genetic ble print is referre! to as 2rowth Development ECperience
Page 6 of 32
D.
=atration
@. /. <. >. D.
/ coherent set of i!eas that helps eCplain !ata an! ma#e pre!ictions can be calle! a 'cientific metho! 9$pothesis Theor$ /ssmption
A. /. <. >. D.
,iaget stresse! that we are face! with !evelopmental challenges throghot life chil!ren activel$ constrct their cognitive worl! environment pla$s the !ominant role in shaping chil!ren behavior is strongl$ inflence! b$ here!it$
*. /. <. >. D.
Which of the following research measres come with the ris# of a Ksocial !esirabilit$ response set? Observations in lab settings %nterviews an! estionnaires >ase st!ies 'tan!ar!i8e! tests
1B. /ccor!ing to +re!s ps$choanal$tic theor$0 which of the following personalit$ constrcts !eal with the !eman!s of realit$? /. %! <. Ego >. 'perego D. Defense mechanisms 11. HOr !evelopment is strongl$ inflence! b$ the socio(cltral an! socio(historical circmstancesI. Which of the following theories emphasi8e this? /. >ognitive theories <. . Ethological theories D. Ecological theories 1". /. <. >. D.
%n or!er for s to be able to ma#e casal conclsions0 the research !esign we se shol! be >orrelational ECperimental
1&. /. <. >. D.
/ccor!ing to <.+. '#inner0 a behavioral theorist0 hmans are essentiall$ cognitive beings !riven b$ instincts inventive eCplorers rewar! see#ers
1. /. <. >. D.
Un!er which of the following circmstances wol! $o choose a cross(sectional st!$ over a longit!inal one? To st!$ how chil!ren change over time To carr$ ot a st!$ within a ver$ limite! perio! of time To avoi! cohort effects To st!$ onl$ one age grop
13. /. <. >. D.
Which of the following is NOT tre abot being a wise research consmer? Watch ot for overgenerali8ations base! on small clinical samples / single st!$0 if ver$ convincing0 can be the !efining wor! >asal conclsions cannot be !rawn from correlational st!ies 't!ies carrie! ot at grop level cannot eCplain things abot in!ivi!als.
16. /. <. >.
The probabilit$ of strctral !efects !e to teratogens are greatest !ring the embr$onic perio! fetal perio! germinal perio!
Page 7 of 32
D.
conception
1@. Ten8in grew p in a famil$ of limite! means. 9is parents constantl$ foght0 an! often sb-ecte! him to ph$sical pnishment while showing little or no love an! care. 9e is nsall$ short for his age an! his frien!s often ri!icle him. %t is li#el$ that he ma$ be sffering fromL /. marasms <. '%D' >. /noCia D. Deprivation !warfism 1A. /. <. >. D.
=others with /%D' will NOT infect their off(springs Dring gestation across the placenta Dring !eliver$ throgh contact with bloo! or fli!s Throgh breast(fee!ing 2enetic inheritance
1*. /. <. >. D.
Organs in the nborn chil! first begin to appear !ring the fetal perio! germinal perio! embr$onic perio! prenatal perio!
"B. /. <. >. D.
Which of the !iseases can case !eath or !eformities to chil!ren born to mothers who are infecte!? Rbella '$philis 2enital herpes /ll of the above
"1. /. <. >. D.
%t is wise to start weaning babies with cereals rich in iron cereals with low iron content foo! rich in fat low fat foo!
"". /. <. >. D.
Which of the following maternal characteristics affect the bab$s prenatal !evelopment? age emotional state both of the above none of the above
"&. /. <. >. D.
Which of the following statements is not tre? 'mo#ing b$ mothers !ring pregnanc$ cases poor langage an! cognitive !evelopment in the chil!. 9eav$ !rin#ing !ring pregnanc$ can lea! to the chil! sffering from fetal alcohol s$n!rome. Use of mari-ana b$ pregnant mothers is associate! with poor verbal an! memor$ !evelopment. Ra!iation from C(ra$s can affect the fets a!versel$.
". /. <. >. D.
/ chil!s abilit$ to swipe with hisJher arms before sJhe can grasp things with the fingers is an eCample of cephaloca!al pattern proCimo!istal pattern both of the above none of the above
"3. /. <. >. D.
The part of brain that pla$s an important role in balance an! mscle coor!ination is calle! cerebrm cerebellm temporal lobe parietal lobe
"6. /. <. >.
%f one has problems of vision after a hea! in-r$0 it is li#el$ that there was some !amage case! to the frontal lobe temporal lobe occipital lobe
Page 8 of 32
D.
parietal lobe
"@. /. <. >. D.
%f little Tashi is three feet tall at the age of two0 we can estimate his height as an a!lt to be roghl$ feet 3 feet 6 feet @ feet
"A. /. <. >. D.
=o!ern !evelopmental ps$chologists believe that rh$thmic motor behaviors are signs of !evelopmental !ela$ an! impoverishe! environment performe! as the$ seem to have an interesting effect on the environment an important transition between ncoor!inate! activit$ an! compleC coor!inate! motor behavior attempts to establish relations with an aloof mother.
"*. /. <. >. D.
'#ilfl finger movement as in pla$ing a msical instrment is an eCample of goo! locomotor s#ill rh$thmic motor behavior gross motor s#ill fine motor s#ill
&B. /. <. >. D.
Which of the following is an eCample of gross motor s#ill? 2rasping 9ol!ing ,ic#ing p >rawling
&1. /. <. >. D.
The abilit$ to relate an! integrate information from two or more senses is calle! perception !epth perception sensation intermo!al perception
&". /. <. >. D.
5isal perception constanc$ sch as si8e an! shape constanc$ is present in infants as earl$ as birth abot @ wee#s abot & months abot 6 months
&&. /. <. >. D.
/ vision of "BJB on a 'nellan chart means that one can onl$ see from a !istance of "Bft what a person with normal e$esight can see from B ft one can see from B ft what a person with normal e$esight can see from "B ft one will reire glasses with "B an! B power ratings one e$e can see from a !istance of "B ft what the other can see from B ft.
&. /ccor!ing to ,iaget0 or cognitive growth involves the !evelopment of what he calls cognitive strctres. Two ps$chological mechanisms responsible for this are /. Organi8ation an! a!aptation <. /ssimilation an! accommo!ation >. /!aptation an! assimilation D. /ccommo!ation an! a!aptation &3. /. <. >. D.
/t what stage are chil!ren able to reason logicall$ when face! with specific or concrete problems?
&6. When a chil! is nable to see an! maniplate ob-ects base! on several !ifferent characteristics the chil! is eChibitingL /. centration <. conservation >. ob-ect permanence
Page 9 of 32
D.
seriation
&@. When a chil! begins to n!erstan! that the appearance of an ob-ect ma$ change an! not affect certain characteristics sch as n mber0 weight0 an! volme0 the chil! is beginning to n!erstan!L /. centration <. conservation >. ob-ect permanence D. seriation &A. /ccor!ing ,iagets theor$ of cognitive !evelopment0 which of the following tas#s is li#el$ to be !ifficlt for an average @ ; 11 $ear(ol!? /. >lassif$ing things into sets an! sbsets <. ,tting a set of woo!en bloc#s together into a specifie! shape >. 'olving a wor! problem D. ,erforming a conservation tas# with weight &*. /ccor!ing to 5$gots#$0 the range of tas# that are too compleC to be mastere! alone bt can be accomplishe! with gi!ance from a s#ilfl partner is calle! /. collaborativeMgi!e!) learning tas#s <. sociall$ me!iate! activities >. scaffol!ing range D. 8one of proCimal !evelopment B. >hil!ren have the cognitive abilit$ to !evelop h$potheses an! s$stematicall$ !e!ce the best wa$ to solve problems when the$ are at the /. sensorimotor stage <. pre(operational thoght stage >. concrete operational thoght stage D. +ormal operational thoght stage 1. %f we go b$ ,iagets theor$ of cognitive !evelopment0 roghl$ at what stage of !evelopment !oes h$pothetical( !e!ctive reasoning abilit$ emerge? /. %nfanc$ <. Earl$ chil!hoo! >. ate chil!hoo! D. a!olescence ". /. <. >. D.
Which of the following is a statement that is in agreement with 5$gots#$s theor$ of !evelopment? >ltre an! social interaction inflences ones intellectal !evelopment. 2enetic inheritance is more important than cltre for ones cognitive !evelopment. >ognitive !evelopment processes are niversal an! basicall$ the same in all cltres. >hil!ren constrct their own #nowle!ge an! societ$ can onl$ stimlate or stifle it.
&. Thinla$ has !iscovere! that the faster he ri!es his bi#e0 the more eCciting it gets. Despite warnings0 he believes that it is not going to happen to him. This is a characteristic of a!olescent egocentrism that is terme! /. imaginar$ a!ience <. personal fable >. h$pothetical reasoning D. illogical reasoning . /. <. >. D.
,iaget believe! that angage emerges as cognitive strctres !evelop angage !evelops separatel$ an! shapes thoght angage !evelops before thoght None of the above
3. /. <. >. D.
/ccor!ing to ,iaget0 chil!ren are able to classif$ an! arrange ob-ects in increasing or !ecreasing or!er onl$ b$ Earl$ chil!hoo! =i!!le an! late chil!hoo! Earl$ a!olescence ate a!olescence
Page 10 of 32
6. /. <. >. D.
,iaget is of the opinion that We shol! accelerate the pace of chil!rens !evelopment if we can We shol! let chil!ren ta#e their own sweet time while helping them !evelop There is no wa$ we can accelerate chil!rens !evelopment None of the above
@. /. <. >. D.
>hil!rens langage acisition ma$ be best eCplaine! as a reslt of ones biological pre(wiring for langage socio(cltral strctring an! spport interaction between natral propensit$ to learn an! the social involvement. %mitation an! s$stematic reinforcement
A. /. <. >. D.
>hil!ren begin to tter two(wor! phrases at 1A(" months of age. ingists refer to this #in! of speech as holophrase telegraphic motherese n!ereCtension
*. %f someone has sffere! a hea! in-r$ an! has troble spea#ing in a meaningfl wa$0 an! babbles in a senseless manner0 it is li#el$ that there was a !amage to the /. . Occipital lobe D. >erebrm. 3B. /. <. >. D.
5ictor0 the wil! bo$ of /ve$ron was not able to learn langage properl$ ma$ be becase he was !iscovere! onl$ after the critical perio! for langage learning was over he was sociall$ isolate! withot eCposre to langage too long a time both of the above none of the above
31. The fact that chil!ren are able to create langage in the absence of well forme! inpt an! gain langage milestones in a niform wa$ sggests that /. we are born with innate grammatical abilit$ <. grammar teaching is nimportant >. the environment is nimportant in langage learning D. none of the above 3". /. <. >. D.
/ccor!ing to the research reporte! b$ Dan 'lobin0 which of the following statement is NOT tre? >hil!ren learn langage the same wa$ all over the worl! >hil!rens lingistic competence is !etermine! b$ the alit$ an! antit$ of langage the$ are eCpose! to. The first wor! that chil!ren tter in an$ langage is a non or proper name. The two(wor! stage in langage acisition is a niversal phenomenon.
3&. /. <. >. D.
When tal#ing abot temperament0 the t$pical pace or rigor one engages in is terme! %rritabilit$ 'ociabilit$ +earflness /ctivit$ level
3. /. <. >. D.
Ones temperament is largel$ inflence! b$ 2enetic inheritance Environmental factorsJ eCperience
33. /. <. >. D.
Which of the following ma$ not be an appropriate wa$ of !ealing with st!ents who show in!ications of stress? spea# privatel$ to the st!ent abot it !iscss it with other teachers or parents assess resorces available to the st!ent to help cope as# the st!ent not to come to school if sJhe is so stresse!
Page 11 of 32
36. /. <. >. D.
Which of the following statements abot !epression is +/'E? Depresse! people often eCperience sleep an! eating problems Depresse! people engage in pessimistic thoghts Depresse! parents provi!e mo!els for !epresse! behavior +eelings of nrealistic happiness is not relate! to !epression
3@. /. <. >. D.
/ccor!ing to
3A. /. <. >. D.
=acros$stem in the ecological s$stems theor$ refers to societ$s vales an! cstoms in!ivi!als imme!iate environment =e!ia an! commnit$ socio(historical times
3*. /. <. >. D.
/n important aspect of
6B. What is the i!entit$ stats of =in!0 a >lass 1B st!ent0 who has few interests0 shows little initiative0 an! is easil$ swa$e! b$ his peers? /. %!entit$ achievement <. %!entit$ !iffsion >. %!entit$ foreclosre D. %!entit$ moratorim 61. =rs. 'e!en believes that chil!ren shol! be showere! with love an! care an! left free to grow fll$ in the !irection that fate has !eci!e! for them. 9er parenting st$le is most li#el$L /. athoritarian. <. athoritative. >. in!lgent. D. neglectfl. 6". ,ema is sociall$ incompetent0 cannot han!le in!epen!ence well an! not ver$ achievement oriente!. %f these were attribte! to the parenting st$le that she eCperience!0 which of the following st$les wol! $o sa$ was se! in her pbringing. /. /thoritative <. Neglectfl >. %n!lgent D. /thoritarian 6&. /. <. >. D.
/ccor!ing to Eri#son0 the !evelopmental tas# or the crisis we are face! with !ring earl$ a!lthoo! is that of intimac$ vs. isolation atonom$ vs. gilt i!entit$ vs. i!entit$ confsion generativit$ vs. stagnation
6. /. <. >. D.
Teacher eCpectanc$ effect refers to the notion that a teachers high eCpectations can !iscorage st!ents teachers shol! not eCpect mch from st!ents while !oing their best to help if a teacher lowers hisJher eCpectations0 st!ents will perform p to their eCpectations high teacher eCpectations will lea! to better achievement while low(eCpectations lea! to lowere! performance.
63. /. <. >.
'ociali8ing with peers is important for chil!rens !evelopment becase it provi!es opportnities for eal stats contacts provi!es opportnities for social comparison the$ serve as social mo!els for each other
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D.
all of the above
66. /. <. >. D.
The search for an i!entit$ is important !ring a!olescence as it is a perio! of transition from chil!hoo! to a!lthoo! their ol! image of self is not sfficient given the rapi! bo!il$ changes the$ nee! to prepare for the nmeros life roles all of the above
6@. /. <. >. D.
Which of the following problems are often attribte! to the onslaght of television to!a$? 'eCal promiscit$ Desensitisation to violence 'bstance abse /ll of the above
6A. /. <. >. D.
Which of the following is not an otwar! sign of eCpressions of in!str$ as !escribe! b$ Eri#sons theor$? Won!ers how things wor# En-o$s learning Overl$ obe!ient i#es to eCperiment
6*. /ccor!ing to Fohlberg0 a chil! that believes that what is right is lawfl an! that what is wrong in nlawfl0 is at what stage of moral !evelopment? /. >ommnit$ Rights verss %n!ivi!al Rights. <. %nterpersonal Norms >. ,nishment an! Obe!ience Orientation D. 'ocial '$stem =oralit$ @B. =r. Thinla$ is engaging his class in a !iscssion of moral isses to help his st!ents elci!ate their thoghts an! moral stan!ings. 9e is engaging inL /. character e!cation <. -stice perspectives >. the hi!!en crriclm. D. vales clarification @1. /. <. >. D.
@". /. <. >. D.
'ocial earning theor$ arges that moral behavior is learnt throgh a process of reinforcement0 reasoning0 an! pnishment !iscssion0 reinforcement an! pnishment peer interaction0 imitation0 an! reinforcement imitation0 reinforcement0 an! pnishment
@&. /. <. >. D.
The i!ea of Hhi!!en crriclmI sggests that 'chools oght to incl!e moral e!cation as a part of the crriclm. Ever$thing that happens in school is vale(la!en. Direct moral e!cation shol! be preferre! to vales clarification approach. ,arents pla$ a more important role in moral e!cation than !o schools.
@. /. <. >. D.
Which of the following represent a part of the hi!!en crriclm? Direct moral instrction Teacher s moral orientation '$llabs 5ales clarification activit$
@3. Wang!i believes that people who steal mst be pnishe! even if was to save someones life as it is the law. /ccor!ing to Fohlbergs stages0 he is reasoning at /. pre(conventional reasoning level <. post(conventional reasoning level
Page 13 of 32
>. D.
conventional reasoning level nconventional reasoning level
@6. /. <. >. D.
>heating in schools can be re!ce! b$ allowing st!ents more free!om preventing high pressre sitations b$ mo!elling a trsting relationship with st!ents #eeping st!ents bs$ at all times
@@. as aMn) /. <. >. D.
Respectfl engagement b$ teachers in their social interaction can pro!ce en!ring moral messages as the$ serve in!irect form of reinforcement goo! mo!el representation of the real worl! ob-ect for comparison
@A. H. heteronomos moralit$ D. atonomos moralit$ @*. /. <. >. D.
>arol 2illigans care perspective emphasi8e women as
AB. /. <. >. D.
Which one of the following strategies ma$ be the least effective in preventing aggressive behavior in schools? =o!elling non(violent conflict resoltion strategies Ensring that st!ents !ont benefit from aggressive behavior Discssing moral isses an! positive social behavior =inimi8ing grop activities to limit interaction.
A1. /. <. >. D.
The stable0 consistent wa$s in which people are !ifferent from one another can best be !escribe! asL creativit$ !ifferences. in!ivi!al !ifferences. intelligence !ifferences. personalit$ !ifferences.
A". /. <. >. D.
%n 2ar!ners mltiple intelligence0 the abilit$ to n!erstan! oneself an! effectivel$ !irect ones life represents interpersonal s#ills natralistic s#ills intrapersonal s#ills bo!il$(#inesthetic s#ills
A&. Tashi li#es to wor# alone an! !o his assignments one at a time. 9is st$le accor!ing to 'ternbergs s$stem of mental self(government can be labelle! as /. monarchicJ internal <. eCectiveJmonarchic >. monarchicJ conservative D. OligarchicJinternal A. /. <. >. D.
%n or!er to ma#e teaching more effective an! match p to $or st!ents st$les it ma$ be goo! to !etermine their st$les an! se the metho!s site! to the ma-orit$s st$le !etermine their st$les an! form grops of those with similar st$les an! teach them accor!ingl$ var$ $or metho!s freentl$ to cater to !iffering st$les. !etermine their st$les an! pt st!ents with similar st$les in the same classJ section
A3. /.
9man intelligence is !etermine! mostl$ b$ ones here!itar$
Page 14 of 32
<. >. D.
mostl$ b$ ones environment fift$(fift$ b$ here!it$ an! environment b$ a compleC interpla$ between here!it$ an! environment
A6. Which of the following terms refer to the i!ea that ones n!erstan!ing of self is a reflection of how other people react to oneL /. self(esteem <. self(image >. loo#ing(glass self D. i!eal self A@. >hil!ren sense of sb-ective self MH%I) emerges at aron! the same time as their n!erstan!ing of ,iagets concept of ob-ect permanence. This is roghl$ when the$ are /. siC months ol! <. one $ear ol! >. two $ears ol! D. for $ears ol! AA. /. <. >. D.
%f a parents spport is contingent on some area onl$0 a chil! ma$ eCperience high self(esteem lowere! self(esteem poor self awareness improve! self(recognition
A*. /. <. >. D.
>hil!ren generall$ acire gen!er i!entit$ b$ "(& $ears of age abot $ears abot 3 or 6 $ears a!olescence
*B. /. <. >. D.
%f $o have a st!ent with low self(esteem0 it wol! be beneficial toL engage the st!ent in several social sitations to raise his or her social stats. i!entif$ areas of low self(esteem to improve those areas0 an! high self(esteem to !emonstrate achievement. give the st!ent lots of free!om to eCplore his or her worl!. provi!e sbstantial challenges for the st!ent to motivate the st!ent to act.
*1. /. <. >. D.
Which of the following is least li#el$ to inflence chil!rens self(esteem? Teacher approval ,eer inflence ,arenting st$le ECposre to mass me!ia
*". / persons !istinctive thoghts0 emotions an! behaviors that characteri8e the wa$ an in!ivi!al a!apts to the worl! is #nown as /. temperament <. personalit$ >. self(concept D. learning an! thin#ing st$le *&. Which of the following terms stan! for 4ohn oc#es i!ea that chil!ren are neither inherentl$ goo! nor ba!0 bt how the$ will trn ot will !epen! on how the$ are raise!L /. Original sin <. %nnate prit$ >. Tabla rasa D. Reciprocal !eterminism *. /. <. >. D.
/ccor!ing to the H
Page 15 of 32
*3. Ten8in li#es to go ot with frien!s an! see# ot opportnities where she can interact an! sociali8e with others. %n terms of genot$peJ environmental correlations0 this is an eCample of /. /ctive t$pe <. ,assive t$pe >. Evocative t$pe D. Responsive t$pe *6. 9man beings are biological0 cognitive an! social creatres0 an! each of these components !epen!s0 in part0 on changes that are ta#ing place in other areas of !evelopment. This statement is representative of which of the following worl!views of hman !evelopment? /. =echanistic mo!el <. Organismic mo!el >. >onteCtal mo!el D. 9olistic mo!el *@. /. <. >. D.
Which of the following statements is NOT tre abot me!ia violence it increases aggressiveness an! anti(social behavior it ma#es them less sensitive to violence it increases their appetite for more violence in entertainment it relieves them of the nee! to be violent
*A. /. <. >. D.
Which of the following statements is NOT tre abot what Fohlbergs theor$ of moral !evelopment =oral !evelopment ta#es place in stages that are age(relate! an! seential. =oral !evelopment nfol!s as a reslt of cognitive !evelopment. ,eer interaction pla$s an important role in the !evelopment of moral reasoning. ECposre to !iscssions with others at a level higher than that of their own reasoning is not helpfl.
**. /. <. >. D.
The fact that there are mltiple intelligences tell s that %t will be impossible to reach ot to all the st!ents given their nmeros competencies we nee! to !esign programmes that teach st!ents in mltiple !omains there oght to be speciali8e! schools that a!!ress the !iverse intelligences we nee! to be carefl in choosing which intelligences we want to a!!ress
1BB. /. <. >. D.
>omprehensive vales e!cation is consi!ere! preferable becase %t moves awa$ from the tra!itional inclcation metho! %t is closer to the vales clarification approach %t is an integrate! approach combining the two an! mch more %t ta#es place throghot the school an! the commnit$.
/003 1. The !istinctive fn!amental son!s of a langage are #nown asL a) =orphemes b) '$ntaC c) ,honemes !) 'emantics ". %n the =oral /tonom$ stage it is believe! that before -!ging an action one shol! consi!erL a) The >onseences b) The actors intentions c) The actors intentions an! conseences !) The natre of conseences
&. %n the opinion of most ps$chologists the i!eal age for a chil! to learn motor s#ills is between a) B ; " $ears b) " ; 6 $ears c) 6 ; 1" $ears !) 1" ; "B $ears . The t$pe of reasoning H$o scratch m$ bac#0 % will scratch $orsI an! the reslting attit!e is at
Page 16 of 32
a) b) c) !)
,re(conventional reasoning level >onventional reasoning level ,ost conventional levels /ll levels
3. While respon!ing to a new sitation a chil! often ma#es changes in his J her eCisting s#ills. ,iaget refers to this as a) /!aptation b) /ssimilation c) /ccommo!ation !) Eilibrim 6. ,h$siological !evelopment occrs as a reslts of L a) Un!erstan!ing b) =emori8ing c) =atration !) ECperiencing @. ,s$chologists emplo$ the term !evelopment to in!icate changes of a a) antitative natre b) 5ersatile natre c) alitative natre !) None of the above A. E!cational ,s$cholog$0 as a !iscipline0 is concerne! with the n !erstan!ing of a) The learning process b) The chil! c) The aging process !) The above a G b *. %n the area of !evelopmental isses the !ebate Natre 5s Nrtre is relate! to a) Earl$ an! later eCperience b) >ontinit$ an! !iscontinit$ c) =atration an! eCperience !) None of the above 1B. ater chil!hoo! refers to the age ; brac#etL a) B ; " $ears b) " ; 6 $ears c) 6 (1" $ears !) 1" (13 $ears
/004 1. The !evelopment before birth ta#es place in three stages an! it begins withL a) +etal b) 2estation c) 2erminal !) Embr$onic ". >hil!ren begin to represent their worl! with wor!s0 images0 an! !rawings. These s$mbolic thoghts are an eCample ofL a) 'ensorimotor Thoghts b) ,reoperational Thoghts c) >oncrete Operational Thoghts !) +orma Operational Thoghts &. >hil!ren often assme that ever$one else shares their feelings0 reactions0 an! asL a) De!ctive Reasoning b) %n!ctive Reasoning c) 9$pothesis
Page 17 of 32
perspectives. This assmption is terme!
!)
Egocentric
. The !istinctive fn!amental son!s of a langage is #nown asL a) ,honemes b) =orphemes c) '$ntaC !) 'emantics 3. ,tting together a two(wor! sentence is an eCample ofL a) ognitive process c) 'ocio emotional process !) /ll the above 6. / chil! often changes hisJher eCisting schemes to respon! to a new sitation. To this occrrence ,iaget se the termL a) /!aptation b) /ssimilation c) /ccommo!ation !) Eilibration @. Which statement wol! $o trst mostL a) %f $o are not sic#0 $o are health$. b) %f $o want to be health$0 #eep awa$ form other people. c) %f $o are ph$sicall$ strong0 $o are health$. !) None of the above statement is vali!. A. >hil!ren vale trst0 caring0 an! lo$alt$ to others as the basis of moral -!gment. This is atL a) ,re(conventional level b) >onventional level c) ,ost(conventional level !) %nterme!iate level *. %n -!ging an action0 moral atonomist believe that0 one shol! consi!erL a) The conseences b) The actors intentions c) The actors intentions as well as the conseences !) The natre of conseences. 1B. The theor$ of person(sitation interaction pre!icts that one will a!apt best when heJshe is as#e! to carr$ tas#s in!epen!entl$. 9eJshe is anL a) %ntrovert b) ECtravert c) hil!ren nee! mo!els more than the$ nee! critics.
1.
>hil!ren who believe there are permanent an! nchangeable reasons wh$ ba! things happen to them are
Page 18 of 32
/. <. >. D.
more li#el$ to eCperience stress ite often less li#el$ to be stresse! better able to cope with stress ver$ religios
". /. <. >. D.
The or!erl$ seence of changes !ictate! b$ or genetic ble print is referre! to as continit$ !evelopment biological processes matration
&. /. <. >. D.
,iaget stresse! that we are face! with !evelopmental challenges throghot life chil!ren activel$ constrct their cognitive worl!s environment pla$s the !ominant role in shaping chil!ren behavior is strongl$ inflence! b$ here!it$
. /. <. >. D.
Which of the following research measres come with the ris# of a Ksocial !esirabilit$ response set? Observations in lab settings %nterviews an! estionnaires >ase st!ies 'tan!ar!i8e! tests
3. /. <. >. D.
>orrelational st!ies provi!e s information abot relationships between variables st!ie! cases bt not the effects effects bt not the cases cases an! effects
6. %f one were to st!$ the change an! stabilit$ of the behavior of a certain grop of chil!ren over 1B $ears in a variet$ of settings0 the choice of st!$ approach wol! be /. eCperimental <. cross(sectional >. longit!inal D. cross(cltral @. 't!ies on hman !evelopment shol! be base! on observations of overt behaviors rather than on speclations abot nconscios motives or cognitive processes that are nobservable. This statement reflects /. ,s$choanal$tic viewpoint <. . >ognitive viewpoint D. Ecological s$stems viewpoint
A. /. <. >. D.
The probabilit$ of strctral !efects !e teratogens are greatest !ring the embr$onic perio! fetal perio! germinal perio! conception
*. /. <. >. D.
/ccor!ing to ,iaget0 $o can start sing abstract terms onl$ with chil!ren who are at the 'ensorimotor stage ,re(operational stage >oncrete operational stage +ormal operational stage
1B. /. <. >. D.
/ chil!s abilit$ to see before sJhe can wal# is an eCample of cephaloca!al pattern proCimo!istal pattern both of the above none of the above
Page 19 of 32
11. /. <. >. D.
2enerall$0 b$ the age of two0 a chil!s height will be roghl$ / thir! of hisJher a!lt si8e 9alf of hisJher a!lt height Three times taller than height at birth Two feet
1". /. <. >. D.
1&. /. <. >. D.
>hil!ren eCperiencing stress or no affection ma$ lea! to growth retar!ation #nown as marasms '%D' /noCia Deprivation !warfism
1. /. <. >. D.
The part of brain that pla$s an important role in motor !evelopment an! control is calle! cerebrm cerebellm temporal lobe parietal lobe
13. /. <. >. D.
/t birth the brain is onl$ "3 it a!lt si8e. %ts increase in si8e !ring the following $ears is mainl$ !e to increase in nmber of nerve en!ings in the brain m$elination cell pro!ction cell migration
16. /. <. >. D.
=o!ern !evelopmentalists li#e Esther Thelen believe that rh$thmic motor behaviors are signs of !evelopmental !ela$ an! impoverishe! environment performe! as the$ seem to have an interesting effect on the environment an important transition between ncoor!inate! activit$ an! compleC coor!inate! motor behavior attempts to establish relations with an aloof mother.
1@. /. <. >. D.
Which one of the following statements is NOT li#el$ to be tre of !epresse! chil!ren? The$ have home con!itions con!cive to !epression. The$ lac# social s#ills to obtain reinforcement. The$ attribte failres to internal factors. The$ are highl$ achievement oriente!.
1A. /. <. >. D.
The abilit$ to relate an! integrate information from two or more senses is calle! perception !epth perception sensation intermo!al perception
1*. Wangch# incrre! a severe hea! in-r$ in motor acci!ent. 'ince then he has been babbling meaningless wor!s. This sggests that there ma$ have been some !amage to the /. Wernic#es area <. . mi!brain D. parietal lobe "B. /. <. >. D.
/t which stage are chil!ren able to reason logicall$ when face! with specific or concrete problems?
Page 20 of 32
"1. /. <. >. D.
/ccor!ing to ,iaget0 $o can start sing abstract terms onl$ with chil!ren who are at the 'ensorimotor stage ,re(operational stage >oncrete operational stage +ormal operational stage
"". /. <. >. D.
>hil!rens langage acisition ma$ be best eCplaine! as a reslt of ones biological pre(wiring for langage socio(cltral strctring an! spport interaction between /D an! /'' %mitation an! s$stematic reinforcement
"&. When confronte! with a st!ent that is nable to cope with his or her classroom environment an! is continall$ stresse!0 the teacher shol!L /. attempt to ignore an! avoi! the stresse! st!ent ntil the st!ent learns to behave well. <. attempt to teach the st!ent pro(social behaviors an! wor# with other teachers for the st!ents benefit. >. maintain silence concerning the st!ent to assre the st!ents privac$. D. teach st!ents to avoi! stress as it is prel$ a negative emotion. ". When a chil! is nable to see an! maniplate ob-ects base! on several !ifferent characteristics the chil! is eChibitingL /. centration <. conservation >. ob-ect permanence D. seriation "3. /. <. >. D.
The stable0 consistent wa$s in which people are !ifferent from one another can best be !escribe! asL creativit$ !ifferences. in!ivi!al !ifferences. intelligence !ifferences. personalit$ !ifferences.
"6. =r. Thinla$ is engaging his class in a !iscssion of moral isses to help his st!ents elci!ate their thoghts an! moral stan!ings. 9e is implementingL /. character e!cation <. -stice perspectives >. the hi!!en crriclm. D. vales clarification "@. /ccor!ing to 9owar! 2ar!ner0 a st!ent that is sociall$ a!ept an! capable of interacting with other st!ents effectivel$ is high in which t$pe of intelligence? /. . %ntrapersonal D. Natralistic "A. /. <. >. D.
%nfanc$ is a perio! of !evelopment between ages conception ( birth birth ; " months " months ; 6 $ears 6 ; 1" $ears
"*. /. <. >. D.
/ chil!s first wor!s are sall$ spo#en atL 6(1" months. 1"(1A months. 1A(" months. & $ears.
&B. /. <. >.
ittle ,elbar has learnt to sa$ HpapaI. 'o0 he calls ever$ man he sees HpapaI. This is an eCample of n!ereCtention overeCtension holophrase h$pothesis
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D. &1. /. <. >. D.
telegraphic speech /n important aspect of
&". /. <. >. D.
/n in!ivi!als overall assessment of his or her worth0 vale0 or image is his or herL self(concept -stice perspective positive affectivit$ self(esteem
&&. /. <. >. D.
angage acisition !evice M/D) is a theoretical constrct which emphasi8e innate grammatical abilit$ environmental inflences on langage learning. %mitation in langage learning Use of reinforcement in langage learning.
&. /. <. >. D.
,iaget terms the internali8e! set of actions that allow chil!ren to !o mentall$ what the$ ha! !one before ph$sicall$ sensorimotor operations schemes cognitive strctres
&3. The !evelopment of chil!ren of late 1**Bs in /fghanistan an! %ra ma$ have been a!versel$ affecte! b$ wars. %n bronfenbrenners theor$0 this is an eCample of the inflence of /. micros$stem <. macros$stem >. eCos$stem D. chronos$stem &6. /. <. >. D.
%f $o have a st!ent with low self(esteem0 it wol! be beneficial toL engage the st!ent in several social sitations to raise his or her social stats. i!entif$ areas of low self(esteem to improve those areas0 an! high self(esteem to !emonstrate achievement. give the st!ent lots of free!om to eCplore his or her worl!. provi!e sbstantial challenges for the st!ent to motivate the st!ent to act.
&@. /ccor!ing to Fohlberg0 a chil! that believes that what is right is lawfl an! that what is wrong in nlawfl0 is at what stage of moral !evelopment? /. >ommnit$ Rights verss %n!ivi!al Rights. <. %nterpersonal Norms >. ,nishment an! Obe!ience Orientation D. 'ocial '$stem =oralit$ &A. Tashi has a ver$ low self(esteem an! an eCternal locs of control. 9e is not onl$ obe!ient to teachers an! el!ers bt also comforming to his peers. %f this is to be attribte! to the parentingJ !isciline st$le that he has been eCpose! to0 his careta#ers ma$ have been /. athoritative <. athoritarian >. in!lgent D. ninvolve! &*. ,ema is sall$ tense0 anCios0 self(pit$ing an! toch$. On a Hbig fiveI personalit$ scale he might be high on /. conscientiosness <. eCtraversion >. agreeableness D. neroticism B. /. <. >.
Developmentalists to!a$ agree that hman attribtes are an otcome of mainl$ biological pre!ispositions largel$ environmental forces fift$(fift$ of M/) an! M<)
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D.
an interpla$ of M/) an! M<).
1. /. <. >. D.
+rom the %nteractionists point of view langage learning is a matrational process !etermine! b$ an innate grammatical abilit$ that n!erlies all hman langages a reslt of imitation an! reinforcement. process involving both the natral propensit$ to learn an! the social involvement.
" /ccor!ing to 9owar! 2ar!ner0 a st!ent that is sociall$ a!ept an! capable of interacting with other st!ents effectivel$ is high in which t$pe of intelligence? /. . %ntrapersonal D. Natralistic & / < > D
/ < > D
+re! believe! that hman behavior reflects habits an! observational learning nconscios motives that have been represse! reinforcement patterns of caregivers an inherite! biological programming
3 /. <. >. D.
The i!ea of Hhi!!en crriclmI sggests that 'chools oght to incl!e moral e!cation as a part of the crriclm. Ever$thing that happens in school is vale(la!en. Direct moral e!cation shol! be preferre! to vales clarification approach. ,arents pla$ a more important role in moral e!cation than !o schools.
6 /. <. >. D.
The st!$ of changes in movement over lifespan is calle! =otor control =otor learning =otor !evelopment ,h$sical !evelopment
@. A. =r. Dor-i believes that a loving environment free of all controls provi!es the best con!itions to raise a chil!. 9is parenting st$le is most li#el$L /. athoritarian. <. athoritative. >. in!lgent. D. neglectfl. A. Dechen is ver$ attractive an! hence attracts a lot of attention from other people. This is an eCample of which of the following genot$peJenvironmental correlations? /. ,assive <. Evocative >. /ctive D. Reactive *. cstoms. /. <. >. D.
Which of the following environmental s$stems in hronos$stem =esos$stem =icros$stem =acros$stem
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3B. /. <. >. D.
>arol 2illigan critici8e! Fohlbergs theor$ for its cltral bias not consi!ering the -stice perspective ignoring the care perspective too mch emphasis on moral thoght an! too little on moral behavior.
31. /. <. >. D.
The conteCtal mo!el of worl!view views hman !evelopment as a collection of parts0 passive0 an! continosl$ changing !evelopment of whole beings0 active0 an! evolving throgh !ifferent stages a pro!ct of !$namic interpla$ between person an! environment ta#ing place in a conteCt of comfort as well as challenges
3". Which of the following terms refer to the i!ea that ones n!erstan!ing of self is a reflection of how other people react to oneL /. self(esteem <. self(image >. loo#ing(glass self D. i!eal self 3&. 9mans are passive entities whose !evelopmental paths are !etermine! b$ environmental forces. This worl!view of hman !evelopment is calle! /. organismic mo!el <. mechanistic mo!el >. conteCtal mo!el D. ecological mo!el 3. /ccor!ing to Eri#son0 at what stage are we face! with the !evelopmental tas# of in!str$ vs. inferiorit$. /. earl$ a!lthoo! <. late chil!hoo! >. infanc$ D. a!olescence 33. %n the first $ear0 chil!ren reali8e that the$ can ma#e things happen lea!ing to the reali8ation that the$ eCist separatel$. The term se! to !escribe this is /. personal fable <. personal agenc$ >. ob-ective self D. sb-ective self 36. Which of the following terms stan! for 4ohn oc#es i!ea that chil!ren are neither inherentl$ goo! nor ba!0 bt how the$ will trn ot with !epen! on how the$ are raise!L /. Original sin <. %nnate prit$ >. Tabla rasa D. Reciprocal !eterminism 3@. /. <. >. D.
+rien!ship can be a !evelopmental a!vantage for chil!ren if it is with someone several $ears ol!er with peers who are sociall$ s#ille! coercive an! conflict(ri!!en with someone mch $onger
3A. Tempa believes that people who steal mst be pnishe! even if was to save someones life as it is the law. /ccor!ing to Fohlbergs stages0 he is reasoning at /. pre(conventional reasoning level <. post(conventional reasoning level >. conventional reasoning level D. nconventional reasoning level 3*. 4stice an! rles are conceive! as nchangeable properties of the worl! remove! from peoples control. ,iaget calls this stage of moralit$ /. atonomos moralit$ <. pre(conventional moralit$
Page 24 of 32
>. D.
immanent -stice heteronomos moralit$
6B. /. <. >. D.
/ st!ent that has an intelligence otient M%) of 1BB isL below average. average. slightl$ above average. eCceptional
61. /. <. >. D.
The abilit$ to n!erstan! oneself an! effectivel$ !irect ones life represents interpersonal s#ills natralistic s#ills intrapersonal s#ills bo!il$(#inesthetic s#ills
6". /. <. >. D.
>hil!ren begin to tter two(wor! phrases at 1A(" months of age. ingists refer to this #in! of speech as holophrase telegraphic motherese n!ereCtension
6&. /. <. >. D.
=others eCperiencing too mch fear an! anCiet$ !ring pregnanc$ ma$ affect the nborn chil! becase it ma$ restrict bloo! flow to the ters the fets also eCperiences fear an! anCiet$ both of the above none of the above
6. /ccor!ing to ,iaget0 ob-ect permanence or the n!erstan!ing that ob-ects an! events contine to eCist even when the$ cannot be seen0 hear! or toche! is characteristic of which stage of !evelopment? /. sensorimotor thoght <. preoperational thoght >. concrete operational thoght D. formal operational thoght 63. /. <. >. D.
'ociali8ing with peers is important for chil!rens !evelopment becase it provi!es opportnities for eal stats contacts provi!es opportnities for social comparison the$ serve as social mo!els for each other all of the above
66. /. <. >. D.
Teacher eCpectanc$ effect refers to the notion that a teachers high eCpectations can !iscorage st!ents teachers shol! not eCpect mch from st!ents while !oing their best to help if a teacher lowers hisJher eCpectations0 st!ents will perform p to their eCpectations high teacher eCpectations will lea! to better achievement while low(eCpectation st!ents will not gain mch.
6@. /. <. >. D.
% ten!s to !ecrease with birth or!er. This ma$ be becase +irst borns inherit the best genes +irst borns sall$ receive more attention an! resorces
6A. /. <. >. D.
Which of the following maternal characteristics affect the bab$s prenatal !evelopment? age emotional state both of the above none of the above
6*. /. <. >.
Which of the following statements is not tre? 'mo#ing b$ mothers !ring pregnanc$ cases poor langage an! cognitive !evelopment in the chil!. 9eav$ !rin#ing !ring pregnanc$ can lea! to the chil! sffering from fetal alcohol s$n!rome. Use of mari-ana b$ pregnant mothers is associate! with poor verbal an! memor$ !evelopment.
Page 25 of 32
D.
Ra!iation from C(ra$s can affect the fets a!versel$.
@B. /. <. >. D.
Which of the following represent a part of the hi!!en criclm? Direct moral instrction Teacher s moral orientation '$llabs 5ales clarification activit$
@1. as aMn) /. <. >. D.
Respectfl engagement b$ teachers in their social interaction can pro!ce en!ring moral messages as the$ serve in!irect form of reinforcement goo! mo!el representation of the real worl! ob-ect for comparison
@". /. <. >. D.
'ocial earning theor$ arges that moral behavior is learnt throgh a process of reinforcement0 reasoning0 an! pnishment !iscssion0 reinforcement an! pnishment peer interaction0 imitation0 an! reinforcement imitation0 reinforcement0 an! pnishment
@&. becase /. <. >. D.
2rowth of some chil!ren are stnte! becase the$ eCperience too mch stress instea! of love an! affection. This is love an! affection reglates the flow of important growth ntrients stress alters the release of growth hormones stress alters the foo! habits the bo!$ absorbs essential growth ntrients onl$ in presence of affection
@. /. <. >. D.
>heating in schools ma$ be avoi!e! b$ increasing the pressre to perform an! sing pnishment !ecreasing the pressre to perform an! carefl spervision increasing the pressre to perform an! se of rewar!s increasing the pressre to perform an! carefl spervision
@3. /. <. >. D.
%n or!er to ma#e teaching more effective an! match p to $or st!ents st$les it ma$ be goo! to !etermine their st$les an! se the metho!s site! to the ma-orit$s st$le !etermine their st$les an! form grops of those with similar st$les an! teach them accor!ingl$ var$ $or metho!s freentl$ to cater to !iffering st$les. !etermine their st$les an! pt st!ents with similar st$les in the same classJ section
@6. Tashi li#es to wor# alone an! !o his assignments one at a time. 9is st$le accor!ing to 'ternbergs s$stem of mental self(government can be labelle! as /. monarchicJ internal <. eCectiveJmonarchic >. monarchicJ conservative D. OligarchicJinternal @@. /. <. >. D.
9man intelligence is !etermine! mostl$ b$ ones here!itar$ mostl$ b$ ones environment fift$(fift$ b$ here!it$ an! environment b$ a compleC interpla$ between here!it$ an! environment
@A. There has been instances where chil!ren remaine! isolate! from an$ social interaction for over nine $ears Mremember 2enie an! 5ictor?). Despite all the eCpert help provi!e! to teach them langage0 the$ col! not achieve normal proficienc$ level. This is sai! to be becase /. of social isolation <. the$ were not eCpose! to langage at a critical stage of !evelopment >. both of the above D. none of the above
Page 26 of 32
@*. ,ema li#es to approach problems anal$ticall$0 ses logical reasoning0 an! en-o$s spen!ing time !ebating an! !iscssing with others. %f we se! the =. intiting0 -!ging D. eCtraversion0 thin#ing
AB. The !istinctive thoghts0 emotions an! behaviors that characteri8e the wa$ an in!ivi!al a!apts to the worl! can be terme! ones /. self(concept <. temperament >. st$le D. personalit$ A1. /. <. >. D.
+re! believe! that hmans are essentiall$ cognitive beings !riven b$ instincts inventive eCplorers rewar! see#ers
A". . constrctivism D. reciprocal !eterminism
A&. Environment chil!ren see# ot will be those most compatible with their genetic pre!ispositions. Which of the genot$peJenvironment correlations !oes this refer to? /. ,assive <. Evocative >. /ctive D. Normative A. Ethologists believe that there is a Hsensitive perio!I for the !evelopment of social an! emotional responsiveness in hmans0 which falls in the /. first five $ears of life <. first siC months of life >. first three $ears of life D. first three months of life
A3. /ccor!ing ,iagets theor$ of cognitive !evelopment0 which of the following tas#s is li#el$ to be !ifficlt for an average @ ; 11 $ear(ol!? /. >lassif$ing things into sets an! sbsets <. ,tting a set of woo!en bloc#s together into a specifie! shape >. 'olving a wor! problem D. ,erforming a conservation tas# with weight A6. >hil!ren sense of sb-ective self MH%I) emerges at aron! the same time as their n!erstan!ing of ,iagets concept of ob-ect permanence. This is roghl$ when the$ are /. siC months ol! <. one $ear ol! >. two $ears ol! D. for $ears ol! A@. When face! with a strange an! threatening sitation0 some people are calm while others panic. This in!ivi!al ten!enc$ of respon!ing is terme! /. reactivit$
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<. >. D.
personalit$ behavioral st$le temperament
AA. /. <. >. D.
'elf(esteem in chil!ren seem to !evelop at aron! the age of "( $ears 3 $ears @(A $ears 1B(1" $ears
A*. /. <. >. D.
%f a parents spport is contingent on some area onl$0 a chil! ma$ eCperience high self(esteem lowere! self(esteem poor self awareness improve! self(recognition
*B. /. <. >. D.
2en!er constanc$ refers to labelling self an! others correctl$ #nowing people sta$ the same gen!er throghot life the fact that people !ont change gen!er b$ changing appearances gen!er ma$ be change!
*1. /. <. >. D.
>hil!ren generall$ acire gen!er i!entit$ b$ "(& $ears of age abot $ears abot 3 or 6 $ears a!olescence
*". /. <. >. D.
Which of the ,iagets stages of !evelopment is characteristic of h$pothetical(!e!ctive reasoning abilit$? +ormal operational >oncrete operational ,re(operational 'ensorimotor
*&. /. <. >. D.
/ccor!ing to the H
*. /. <. >. D.
The search for an i!entit$ is important !ring a!olescence as it is a perio! of transition from chil!hoo! to a!lthoo! their ol! image of self is not sfficient given the rapi! bo!il$ changes the$ nee! to prepare for the nmeros life roles all of the above
*3. 'onam0 130 has -st learnt how to ri!e a motorc$cle0 an! !iscovere! that the faster he !rives0 the more eCciting it gets. Despite his parents warnings of an acci!ent0 he believes that it is not going to happen to him. This is a characteristic of a!olescence that is terme! /. imaginar$ a!ience <. personal fable >. h$pothetical reasoning D. illogical reasoning *6. /. <. >. D.
Which of the following is a statement that is in agreement with 5$gots#$s theor$ of !evelopment? >ltre an! social interaction inflences ones intellectal !evelopment. 2enetic inheritance is more important than cltre for ones cognitive !evelopment. >ognitive !evelopment processes are niversal an! basicall$ the same in all cltres. >hil!ren constrct their own #nowle!ge an! societ$ can onl$ stimlate or stifle it.
Page 28 of 32
*@. /. <. >. D.
Which of the following statements abot !epression is +/'E? Depresse! people often eCperience sleep an! eating problems Depresse! people engage in pessimistic thoghts Depresse! parents provi!e mo!els for !epresse! behavior +eelings of nrealistic happiness is not relate! to !epression
*A. %n 5$gots#$s theor$0 the range of tas# that are too compleC to be mastere! alone bt can be accomplishe! with gi!ance from a s#ilfl partner is calle! /. collaborativeMgi!e!) learning tas#s <. sociall$ me!iate! activities >. scaffol!ing range D. 8one of proCimal !evelopment **. /. <. >. D.
The pattern of change that begins at conception an! contines throgh the lifespan is calle! matration !evelopment biological an! socio(economic processes eCperience
1BB. %n personalit$ research0 emotional stabilit$0 eCtraversion0 openness0 agreeableness0 an! conscientiosness are consi!ere! theL /. Pbig fiveP factors. <. essential factors. >. factors of probabilit$. D. matriC of meaning.
5ust %rite the %ord or phrase. No e*planation needed6 73 8 9 : /;) 1. Development of a chil! ta#es place becase of two basic processes. The$ areL ". The terms growth an! !evelopment are often se! interchangeabl$0 bt there is some !istinction between the two in their natre of !evelopment. a)
2rowth is
b)
Development is
&. =otor growth cannot be separate! from the ph$sical growth an! as sch it follows the same principles. Two of these principles areL . To ma#e sre that the chil! has emerge! from pre(speech forms of behavior0 the chil! mst !o or #now at least two thingsL 3. /ccor!ing to ,iaget0 chil!ren thin# in two !istinct wa$s abot moralit$. The$ areL 6. 'ome eCperts believe0 the H
'ection < No eCplanation nee!e! 1. Name & aspects of an$ langage) ". Name an$ & fnctions of emotionsL &. Name an$ & factors affecting ph$sical an! motor !evelopmentL
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(asy type questions 1. To ma#e sense of or worl! we not onl$ organi8e or observations an! eCperiences0 we also a!opt or thin#ing to incl!e new i!eas. /ccor!ing to ,iaget0 we a!apt in two wa$s. What are those wa$s an! how !o the$ ta#e place?M3 Q 3 Q 1B) ". Emotional health is more a matter of being caght rather than taght. / teacher cant teach his or her st!ents to be emotionall$ health$. Then what is it that teachers shol! !o? ECplain two things that a teacher mst !o or possess. M3 Q 3 1B) &. %t is a general feeling that teachers can ma#e a !ifference in how st!ents feel abot their abilities in particlar sb-ects. 2iven this responsibilit$0 sggest two most important things that a teacher mst !o? M3 Q 3 1B) . Differences show p in ever$ aspect of hman !evelopment ; therefore0 Hno two learners are eCactl$ the sameI. The$ are basicall$ categori8e! as 9igh /chievers an! ow /chievers. Describe the natre of each categor$ an! one e!cational /pproach for each. M3 Q 3 1B)
irections6 Ans%er only +<=> ?uestions.
M6Q6QA"B)
?uestion .
a) b) c)
Question II.
a) b) c)
(4+4+12=20)
Describe the stages of pre(natal !evelopment with the !evelopmental milestones at each of the stages. Discss an$ +OUR environmental factors that can be !amaging to the !evelopment of the fets !ring pregnanc$. Discss the !ifferent stages of birth an! the ph$sical an! ps$chological a!-stments that the mother has to ma#e after birth.
3@1@0:/0
?uestion . a)
The social development of a child is strongly influenced by the family, peers and media. Discss some of the social inflences that $o have seen in or
a) b) c)
(5+5+10=20)
9ow is 'elf(Esteem !ifferent from 'elf(>oncept? %llstrate $or answer with an eCample each with particlar reference to Earl$ >hil!hoo!. Three areas of !etermining 'elf(Esteem are /ca!emic0 'ocial an! ,h$sical.
Question V.
a) b) c)
(10+5+5=20)
%!entit$ Development of an in!ivi!al is as important as an$ other aspects of !evelopmental. Name the for %!entit$ statses an! compare an! contrast them. %n which i!entit$ stats !o $o thin# $o fall? Wh$?
Page 30 of 32
Question VI.
a) b) c)
(5+10+5=20)
Define %n!ivi!al Difference. What are the for main areas that one in!ivi!al ma$ stan! ot as !ifferent from another in!ivi!al? 9owar! 2ar!ner has propose! eight t$pes of intelligence. >hoose an$ two of them an! !iscss teaching strategies that $o as teachers col! se to !evelop those t$pes of intelligence. Developmental ps$chologists classif$ the temperament of a chil! into three basic clsters. 'ggest some teaching strategies how to !eal with Hslow(to(warm(p(chil!I.
Question VII.
a) b) c)
10+5+5 = 20
awrence Fohlberg has propose! siC stages of moral !evelopment. =a#e a critical self(assessment of $orself an! relate to which of Fohlbergs stages $o are in. 4stif$ $or answer with eCamples. What are the main factors that affect moral !evelopment of a chil!?
?uestion MQAQA"B) Ma) 'tate an$ two principles of learning. Mb) 2ive two eCamples an! two non(eCamples of learning an! spport how the$ are eCamples an! non(eCamples of learning. Mc) Discss an$ for factors of learning an! eCplain the measres $o wol! ta#e in teaching chil!ren to ensre alit$ teaching.
estion " /nswer an$ for of the following estions. Ma) ECplain the for processes that govern Observational earning. Mb) Discss how $o inten! to appl$ the principles of observational learning theor$ in $or classroom teaching. Mc) 'tate an$ two !ifferences between >lassical >on!itioning an! Operant >on!itioning Theor$ of learning. M!) 'ggest an$ two wa$s of how $o wol! se the #nowle!ge of Operant con!itioning in $or classroom teaching. Me) Differentiate %nsightfl learning from Trial an! Error learning b$ focsing on an$ two #e$ characteristics. MQAQA"B) estion & Ma) Define memor$ in $or own wor!s Mb)
Page 31 of 32
