Assess: Batangas State University

Republic of the Philippines
BATANGAS STATE UNIVERSITY

Pablo Borbon Main I, Batangas City, Philippines 4200
COLLEGE OF TEACHER EDUCATION
Tel. No. (043) 980-0385 local 1128
CHAPTER 3: COGNITIVE LEARNING THEORIES
Lesson 1: Piaget’s Cognitive Development Theory
ASSESS
ASSESS
Activity 1. Identify the mental abilities the learners possess based on the description given.
1. John claims that 5+3 and 3+5 are both equal to 8.

Answer: REVERSIBILITY ABILITY
2. Susan peeped under the cabinet where her ball rolled in.
Answer: PREOPERATIONAL ABILITY
3. Kenneth reads the days of the week in the calendar from left to right.
Answer: REVERSIBILITY ABILITY
4. Rocky argues that the 4Ps program has more disadvantages than advantages.
Answer: HYPOTHETICO-DEDUCTIVE REASONING
5. Mary insist that her rules must be followed.
6. Enzo does not envy his younger brother who received five one-peso coins while he has one
five- peso coin.
Answer: DECENTRATION
7. Josie grabs the milk bottle of the baby next beside her.
Answer: GOAL DIRECTED ACTIONS
8. Renzo explains that the cold water comes from the block of ice that melted.
9. Teresa groups tamarind, santol, kamias, and pomelo together.
Answer: CLASSIFICATION
10. Three-year-old Kenjie names the picture of a bird correctly.
Answer: SEMIOTIC FUNCTION
Activity 2. Design one Piagetian task along with your area of specialization that is localized and
contextualized for target learner.
Answer: CLASSIFICATION TASK:
Direction: Classify the foods below if it is GO, GROW, or GLOW. Put a circle all
the GO foods, heart for the GROW foods and box for the GLOW foods.
Tel. No. (043) 980-0385 local 1128
CHALLENGE
CHALLENGE
1. As a future teacher in the elementary or secondary school, how will you apply your
knowledge of the process of equilibration and Piaget's stages of development in your
classroom? How does this knowledge influence your selection of what to teach and how to
teach it?
Answer:
As a future educator, I will apply those knowledge of the process of equilibration and
Piaget’s stages of development in my classroom through using different activities
accordingly to their ability, activities that can motivate the learners to share their
knowledge and gain again a new knowledge. I will also give knowledge that I’ve
acquired through discussion, sharing ideas and thoughts, and it will also help me to gain
knowledge from the learners. And the knowledge that I have will influence my selection
of what to teach and how to teach in terms of knowing their abilities and prior
knowledge.
2. Why does a teacher prefer the use of more concrete instructional methods in teaching to
encourage students to think more formally?
Answer:
Teacher prefer more concrete instructional methods in teaching because it helps the
learners to learn easily and clearly. Through concrete instructional methods the learners
will be more motivated to learn and think critically.
Tel. No. (043) 980-0385 local 1128
HARNESS
HARNESS
1. Get a partner and identify children of several age groups (4 years old, 8 years old, and 13
years old) as your subjects of a case study. Search from the Internet one Piagetian task and
follow the procedure in administering the task to the children. Observe the reactions and
answers of the children while asking questions and probing their answers.
2. Make a simple report of your findings.
Answer:
We conduct a simple case study in West Bauan Central School. We get first a permission
to the school head and she let us conduct the study. In conducting the study, we prepared first
those materials that we used in their task. We choose the kindergarten students, grade 3 students
and grade 6 students, every grade we borrowed only 5 students to make them do the task. So
base on our observation their thinking skills are already develop, because they manage the task
correctly. In kindergarten students, we prepared a story books that have some pop up drawings,
we let the kindergarten students to read it and they read it clearly and correctly. We ask one
student why he knows that it is an apple, and he answered as that “because it is in the drawing,
and because we have mind”, his answer makes us satisfied that they already develop their
thinking skills. In the grade 3 students, the materials that we prepared is a paper chart that has
drawings and words, we first read it and explain and after that we give them a minute to analyze
again and remember what we explain. So the grade 3 students also satisfied us because they
remembered what we discussed to them and they’ll able to explain it too. And last in grade 6
students, the materials for them is just a story, in short the activity is just a story telling. After the
story each of them pick a word or phrases and they perform it in any kind of performance, while
others are guessing what he/she telling. The grade 6 students are good, they develop their
thinking very well, they already think critically. To conclude, those students who aged 4, 8, and
13 years old already develop their thinking skills, they are gaining abilities which they are using
in their life, especially in learning process.
Tel. No. (043) 980-0385 local 1128
Lesson 2: Vygotsky's Sociocultural Theory of Cognitive Development
ASSESS
ASSESS
Activity 1: Tell whether the statements depict practices supportive of cognitive development
according to the sociocultural theory of Vygotsky. Write S (supportive) if the stated action
supports cognitive development, NS if (not supportive).
S 1. Father models to his son how to saw wood.

NS 2. Mrs. Reyes permits the learners to use trial and error to solve a difficult task.
3. Mr. Cruz requests Jose’s parents to tutor their son.
S
4. Kenneth seeks the help of his friend, Mario, the Math wizard, to teach him to divide.
S
5. Ann wants to know why Mom has to peel the carrot, her mom has no time to explain.
NS
6. After one example of adding binomial, Mr. Andres gives board exercises.
NS
7. Instead of confiscating cell phones, Mr. Cruz uses them to test spelling among learners.
NS
8. Expensive toys bought by the Mother are just for display, not for her child’s play.
NS
9. Miss Melad groups the class by two’s, with members critiquing each other’s work.
S
10. Mr. Rivad mainly relies on peer tutors in enhancing poor learners' achievement.
S
CHALLENGE
CHALLENGE
1. “Playing house” is part of kids' childhood experiences. How beneficial is it in cognitive
development?
Answer:
Playing house as part of kids’ childhood experiences is very beneficial in their
cognitive development, because playing house with others will help an individual to gain
knowledge, they are having social interaction which they can learn how to communicate,
think, solve problems, and create knowledge.
2. Research has shown that learners from low-income groups are at a disadvantage because
parents cannot provide educational toys and entertainment media. How important are these
technological tools at an early age?
Answer:
Those technological tools will help them in terms of cognitive development. The
tools will be the instrument for every kids to have a good critical thinking, to solve problems
and create a knowledge through playing educational toys and entertainment media. It will be
easy for them to gain knowledge because they playing it by themselves. In short they are
learning by doing.
Tel. No. (043) 980-0385 local 1128
3. Recall your past teachers whim you labeled as scaffolding? How were these helpful in
understanding difficult lessons?
Answer:
Way back when I’m in grade 10, she’s the teacher who guide me not only in terms
of academic but also in some real life situation. She’s labeled as scaffolding, because in
every activities or task that is given to us, she is the one who assist us to do the task
successfully.
HARNESS
HARNESS
1. Observe children at play for an hour. Monitor how they interact and co-construct knowledge.
Make a brief report on how your observations relate to the major concepts of Vygotsky’s
theory of sociocultural learning.
Answer:
Playing with a child for just an hour makes me happy. While playing with my
niece, I observed that she is already good in having a conversation with me. She can interact
with me properly, and I can say that she's already develop as a child. I think one reason why
she became more develop is because she's good in communicating, she's not shy like other
child, she always having a social interaction with others, especially in their school. She's also
good in English language, she's a smart girl for me. Base on my observation, she is really
good in English because she's always watching on YouTube, which can be a technological
tools that can help her to speak in English fluently, and she became smarter. We are playing
Barbie, while playing she is talking to the Barbie, and she also sharing knowledge with me,
she also ask questions to me about her school subjects. To sum up, she is learning and she
develop herself through social interaction and technological tools.
2. Recall one difficult lesson you were taught in the past. If you were the teacher then, what
scaffolds should you have used to facilitate learning?
Answer:
When I’m having a report in my minor subject, I was assigned to discuss the topic
which is I’m not really familiar and even if I’m doing my best to review the topic, still I find
it hard. If I am the teacher then, I will scaffold my student to discuss the topic clearly, I will
assist the assigned student in some points he/she can’t explain well. As a teacher who’s
assigning some reports to the students, we must be the one who will guide them especially
when they didn’t understand the lesson well.
Tel. No. (043) 980-0385 local 1128
Lesson 3: Information Processing Theory
ASSESS
ASSESS
A. Fill the blank with a word or phrase that best completes the sentence. Write your answer on
the space provided.
1. Stimuli perceived from the environment are held temporarily and briefly at the
Answer: SENSORY MEMORY.
2. The loss of the information in the memory is called
Answer: FORGETTING.
3. Repeating the meaning of a word several times will keep the information at the
Answer: MAINTENANCE REHEARSAL.
4. Strategies using rhymes, acronyms, and configuration clues are examples of
Answer: MNEMONIC DEVICES.
5. Any stimulus that distracts the person, for him/her to lose the information is called
Answer: INTERFERENCE.
6. People who are good in narrating their memorable experiences have memory content called
Answer: EPISODIC MEMORY.
7. A person who knows the answer to a question but could not immediately utter it illustrates
the phenomenon called
Answer: TIP-OF-THE TOUNGE PHENOMENON.
8. Ruben can group vegetables and fruits separately. This process of grouping information is
called
Answer: ORGANIZATION.
9. Teachers asking the learner's to give a synonym of a word to define a term is an example of
Answer: SEMANTIC MEMORY.
10. Joe's style of rewriting the meaning of terms in his effort to memorize them is called
Answer: MAINTENANCE REHEARSAL.
B. Considering your area of specialization, get a particular lesson. Then, list three strategies
each to (1) make the learners understand the lesson (2) to retain their learning if the same
lesson.
Answer:
One lesson that is in area of my specialization is about baking. Baking is a method of
preparing food that uses dry heat, normally in an oven, but can also be done in hot ashes, or
on hot stones. The most common baked item is bread but many other types of foods are
baked. Heat is gradually transferred "from the surface of cakes, cookies, and breads to their
center. The strategies for me that can help the learners to understand the lesson and retain
CHALLENGE
Tel. No. (043) 980-0385 local 1128
their learning is through visualization, graphic organizer, and experiential learning. In

visualization, it can be displaying photos and videos, also local field trip in a complete
kitchens, where in they will visit and will be familiarize in every utensils and equipment that
is being used in cooking, especially in baking. Next is the graphic organizer, it will be a great
help to the learners to organize their information in their minds, the learners can also make
some flowchart, Venn diagram, and etc. to make them memorize those steps. And last is the
experiential learning, learning by doing, let the learners experience how to use those utensils
and equipment, let them bake their choice of cakes, cupcakes and etc.
CHALLENGE
1. Why is attention essential in the learning process? Give some ways to sustain the interest of
the learners.
Answer:
Attention is essential in the learning process because when the attention of a student
is focused in what the teacher teach the student will learn easily and clearly. Some ways to
get learner's attention and interest is by having some motivational activities that they can
relate, let the discussion alive and make it related to real the situation which can get their
attention.
2. Why are drills and exercises necessary in the teaching-learning process? Is this connected to
the concept of teaching to the point of mastery?
Answer:
Drills and exercises is necessary in the teaching learning process because it serves as
practice to the learners ,and yes through drills and exercises the learners will master the
lessons.
3. Maila was cooking in the kitchen, when she thought of getting the ingredient in her school
bag, which is in the bedroom. When reached the place, she forgot why she was there. She
returned to the kitchen where she was earlier, then she recalled what she was supposed to do.
How you explain this phenomenon?
Answer:
That phenomenon is called tip-of-the tongue phenomenon, it is a failure to retrieve
the information, but the person is sure the information is known. Like in the situation, Maila
knows what she was supposed to do, she is very sure that she know the information but she
failed to retrieve what she will do.
Tel. No. (043) 980-0385 local 1128
HARNESS
HARNESS
1. Together with a classmate, read about other theories related to the information processing
theory. Identify their main arguments, similarities, and differences among them. Share your
research findings to other members of the class.
Answer:
Some person has theories related to the information processing theory, some of them
are George A. Miller, Atkinson and Shriffin, and Craik and Lockhart. In George A. Miller,
the information processing theory of cognitive development pertains to the study and analysis
of what occurs in a person's mind. Miller argued that a person could only store give to nine
meaningful units in the short term memory. Next is in Atkinson and Shriffin's 'stage theory,
he present a sequential method, according to this theory the basic idea of information
processing theory is that the human mind is like a computer or information processor, having
input and output. And last is to Craik and Lockhart, who issued the 'level of processing'
model. They emphasize that information expand upon various ways, it can be the perception,
attention, and meaning which affect the ability to access the information. They all have their
own theories that is related to the information processing theory, and they also have different
process of cognitive development.
2. Research on the other rehearsal, organization, and elaboration strategies that teachers and
learners can use to recall information stored in the long-term memory.
ANSWER:
Memory Strategies
Examples Activities (Rehearsal)
Drill
1. Tracing letters.
2. Unscrambling a sentence.
3. Repeating the letter sound.
4. Reciting the specific rule and formula.
5. Listening to a script and reciting it.
Practice
1. Using flashcards.
2. Completing worksheets.
3. Doing homework.
4. Reviewing at regular intervals.
5. Performing the movements,
6. Giving self-test.
Tel. No. (043) 980-0385 local 1128
7. Asking peers’ questions,

8. Looking for the concepts in daily life,
9. Solving real world situations.
Games
1. Jeopardy! For common conversions.
2. Go-fish for letter cards and corresponding pictures.
3. Bingo for single and two-digit multiplication problems.
4. Tic-Tac-Toe for 3 levels of multiplication.
5. Multiplication Wheel for multiplication.
6. Velcro cards for matching element’s name, symbol, atomic number, and numbers of
neutrons, protons and electrons.
7. Computer games for multiplication facts, identification of A.M. & P. M., review of the
periodic table, and classification of living organisms and cell types.
Examples Activities (Organization)
Anchor chart
1. Writing the similarity and difference between insulators and conductors in two
columns.
Bookmark
2. Figuring out an unknown word in a variety of ways, such as sounding out words,
breaking words apart, and looking for context clues and text features.
Check sheet
1. Identifying main ideas and supporting details, such as reading the entire passage first,
deciding whether the passage is fiction or non-fiction, listing the important parts of the
passage, looking for the sentence telling the main idea, and summarizing the passage
with the main idea and supporting details.
Concept map
1. Writing key words to identify the operation of addition (sum, total, more, sum) and
subtraction (reduce, decrease, less than, difference) in boxes and connecting them to
the respective operation.
Chunking
1. Parts of speech as four smaller units: nouns, verbs, connections, and interjections.
2. Adjectives, nouns, and pronouns as a descriptive unit.
3. Adverbs and verbs as a motion unit.
4. Prepositions and conjunctions as a connecting-word unit.
Tel. No. (043) 980-0385 local 1128
Examples Activities (Elaboration)

Analogy
1. Multiplication is analogous to repeated addition.
2. Division is analogous to repeated subtraction.
3. Mowing the yard is analogous to area because you mow the whole yard,
4. Setting up a fence is analogous to its parameter because you go around the edges.
Meaningfulness
1. Calculating area when one wants to buy carpet for houses, order tiles for a kitchen, or
build a house.
2. The letter A comes before the letter P in the alphabet, so A.M. comes before P.M. just
as morning comes before night.
3. Since “tablespoon” and “teaspoon” both start with the letter T, and T rhymes with
“three”, remember that there are 3 teaspoons in a tablespoon.
Peer teaching
1. After finishing their work, students can help others determine examples and non-
examples, identify the type of speech in sentences, and apply the parts of speech to
compose sentences.
2. Working together to discuss the question, figure out the answer, and share the
strategies of how to get the answers.
3. After summarizing their sections, each student teaches that section to the class and
other students may ask questions about that section.
Personalized examples
1. Connecting a script to an emotion students identify with and relating it to a previous
event from their life.
2. Using the new words to write personalized sentences relevant to their life and making
meaningful connections to the words.
3. Deriving the formulas themselves.
4. Writing a song, rap, or poem about a state and its capital.
5. Creating a sentence for each common interjection.
6. Writing down definitions, making observations, drawing pictures, making hypotheses
and predictions, discussing
Tel. No. (043) 980-0385 local 1128
Lesson 4: Problem Solving and Creativity

ASSESS
ASSESS
Activity 1. Identify the term described in the statement. Write your answer on the space provided
before each items.
1. The production of something novel and useful to address a problem in life.
Answer: CREATIVITY
2. The ability to use prior learning to solve problems in another context.
Answer: POSITIVE TRANSFER
3. The ability to overcome a hindrance to arrive at a specific goal.
Answer: PROBLEM SOLVING
4. The situation in which a learner focuses on the traditional strategy used to unsuccessfully
solve a problem requiring another solution.
Answer: FUNCTIONAL FIXEDNESS
5. The ease in using a skill learned to a similar situation when it was learned.
Answer: NEAR TRANSFER
6. It refers to the number of details a learner can provide to explain a novel solution to a
problem.
Answer: FLUENCY
7. The strategy the learner uses when he applies established steps or procedures in solving a
problem.
Answer: ALGORITHM
8. The stage in creativity in which a novel idea suddenly pops in out of the blue.
Answer: ILLUMINATION
9. That theory which explains that solving a problem is merely repeating the strategy found
useful in the past for a similar problem.
Answer: THE THEORY OF IDENTICAL ELEMENTS BY THORNDIKE
10. That scheme in the K-12 curriculum wherein skills taught across the grade levels are of
graduated complexity.
Answer: SPIRAL PROGRESSION
Tel. No. (043) 980-0385 local 1128
Activity 2: Explain in a 10-sentence paragraph the interrelationships among problem solving,

creativity, and transfer of learning. Cite at least two arguments to elucidate your answer.
Problem solving, creativity and transfer of learning is related to each other. We can use each
other to solve a problem, to be creative and also when transferring learning. Problem solving,
it is a cognitive processing directed at achieving a goal, Creativity, it is something that is
natural in someone. It is the interaction among aptitude, process, and the environment by
which an individual or group produces a perceptible product that is both novel and useful.
While transfer of learning is the phenomenon that past experiences in solving problem are
carried over or used in solving new problems. Problem solving, creativity and transfer of
learning is connected to each other, because they all have process to do such. To solve a
problem, an individual should always have a plan in their mind, it is important to think a
process on how to solve the problem. Just the same in being a creative, being creative is also
being a good thinker, to create something they should plan and there should be a process to
have their goal, creativity in terms of problem solving is a big help, if someone is creative
they will easily create a solution upon the problem. And in transfer of learning, it is a big help
in solving a problems. It is about someone who learn from their past, if the learner retrieve
their knowledge they can use it again in solving a problem.
CHALLENGE
1. Jerry submitted to his Arts teacher a drawing titled “Fishes”, with only sea waves seen at the
bottom of the frame. When the teacher questioned the title because she could not see any fish
in the drawing, Jerry answered that they were under the water. If you were the teacher, how
would you react? Why?
Answer:
If I am the teacher, I will be happy to my student. I will be happy, because I can see
that he is using his mind in doing an art, he became more creative and more imaginative.
2. To illustrate the harm of drinking alcoholic drinks, Miss Cruz conducted a simple illustration
to the class. Using two beakers (one filled with alcohol and another filled with water) and a
beaker with earthworms, she asked the class to observe what happened to the earthworms
inside the beaker with water and to the earthworms in the beaker of alcohol. After processing
the experience, she asked the class what generalization they could make about alcohol. The
general consensus was if one drinks alcoholic drinks, he/she would die. One, however,
disagreed and claimed that if one drinks alcohol, all the worms in the body would die. How
was problem solving, creativity, andCHALLENGE
transfer of learning working in this scenario? Explain.
Tel. No. (043) 980-0385 local 1128
Answer:
For me the problem solving, creativity, and transfer of learning works all in the
scenario. In the problem solving, the teacher solve the problem which is how to explain her
lessons easy and in a clear way. She solve the problem because she is creative, she
demonstrate the lessons in her simple illustration. She used her creativity in order to have a
clear discussion, and it also helps the learners because they get the lessons easily. In transfer
of learning, the teacher transfer her learning to the learners and also the one who disagreed,
the transfer of learning works in his scenario maybe because he learned that in his past lessons
that’s why he disagreed and he applied it in the current situation.
3. Teachers complain about learners’ preoccupation with electronic gadgets. As a future teacher,
how would you treat this problem as an opportunity for learning? Work with a partner and
summarize your arguments in a position paper.
Answer:
As a future educator, I would treat this problem as an opportunity because I will use
their electronic gadgets as a tool in learning process. In having an activity, my activity will be
through games on their mobile phones, and of course the game is very much related in our
lessons. I will also use some educational application, like Edmodo and Google Classroom,
wherein my lessons and activities uploaded. And their assignments, I will let them send and
email their assignments on Messenger, Email, Gmail and etc. So as a teacher, we should not
treat that as a problem, because it is an opportunity for us and also for the learners to learn
easily.
HARNESS
HARNESS
1. Learners do not react anymore to the stereotype ways of reinforcing their performance during
an oral discussion. Think of novel and effective ways of giving verbal reinforcements for
good performance during recitation.
Answer:
Giving verbal reinforcement for good performance can maintain someone motivation
and interest. As a future teacher we must give positive reinforcement to the learners, like
praises like ‘very good’ ‘good job’ and nonverbal communication like thumbs up and smile,
also social attention, tangibles things like stickers, pencils, candies, and etc. We must give
these reinforcement frequently and consistently so they will be always motivated to
participate and of course to learn.
Tel. No. (043) 980-0385 local 1128
2. In dealing with millennial and generation Z learners, give at least three classroom or school-
based activities that you think would meet the characteristics of these learners.
Answer:
We all know that millennial and generation Z learners are those who is very
dependent on technologies. As a future teacher of these learners we must prepare something
that can catch their attention and interest. Learners like them loves videos, they prefer to
watch than to read, so the lessons must always have a video presentation, a short clip so they
will be interested to learn. Make the discussion alive and relatable, learners now a days are
very sentimental, they will be more participate if the lesson is related to the real life situation.
Gadgets is everywhere, so let them use their gadgets as a tools in learning. We should use
some educational application that the learners can use everywhere, and let them upload or
publish their assignment and presentation digitally. The new generation is not too hard to
discipline just think some ways and strategies to catch their attention and interest.
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CHAPTER ASSESSMENT
Directions: Select from the given choices the term that best completes the sentences or answers
the question.
1. The term used by Piaget to imply changing the cognitive structure to fit a person’s new
experience is __________.
a. accommodation
b. assimilation
c. assistance
d. equilibrium
2. Mario can give as many uses of coconut she’ll more than anybody in class. What does
Mario demonstrate?
a. fluency
b. flexibility
c. elaboration
d. originality
3. Enzo can give the currencies of different countries when asked by the teacher. Apparently,
he has what kind of memory?
a. situational
b. semantic
c. procedural
d. episodic
4. Maylene solves a problem by following the prescribed steps. She tries to return to a step
that she does not understand. In general, she follows the step-by-step process. She is using
the problem solving method of ______.
a. heuristic
b. algorithm
c. means-ends analysis
d. trial and error
5. In teaching the pre-operational child, which sequence of instructional materials should be
followed by the teacher?
a. concrete, semi-concrete, semi-abstract, abstract
b. semi-concrete, concrete, semi-abstract, abstract
c. concrete, semi-concrete, abstract, semi-abstract
d. semi-abstract, abstract, concrete, semi-concrete
Tel. No. (043) 980-0385 local 1128
6. This term refers to the educational practice of teaching similar content and skills but in
accordance to the development level of learners- the level of complexity increase in the
next higher level.
a. discovery learning
b. knowledge representation
c. spiral curriculum
d. none of these
7. When a student reasons out on how two concepts are alike or different, he is at the age of?
a. maintenance rehearsal
b. organization
c. elaboration rehearsal
d. perception
8. Celia used to own a Samsung Galaxy On5 Pro model, later she bought a Lenovo K6 Note
model. It was not difficult for her to use the new unit because of __________.
a. near transfer
b. transferability
c. far transfer
d. general transfer
9. Mr. David would like to increase the abilities of his students to solve more complex
problems. What must Mr. David do?
a. Correct wrong answer all the time
b. Increase practice with simple problems
c. Reduce stimulation to increase attention to the task
d. Match problems appropriately to students' level of thinking
10. Based on Piaget's theory, what should a teacher provide in the formal operational stage?
a. Games and other physical activities to develop motor skills
b. Learning activities that involve problems of classification and ordering
c. Stimulating environment with ample objects to play with
d. Activities for hypothesis formulation
11. Which of the situations below illustrates a child’s actual potential?
a. He can solve simple problems on his own
b. He can count through the teacher’s cueing
c. He can listen to a lecture intently
d. He can hear different sounds around
12. Which parental support is effective in enhancing mental development among children?
a. exposing them to situations that stimulate curiosity
Tel. No. (043) 980-0385 local 1128
b. supplying them with expensive toys they can play with

c. creating a happy environment that inspires them
d. integrating play in all home and farm activities
13. Which of the following is the correct form of assisted learning as conceived by Vygotsky?
a. provide help in the beginning, then gradually withdraw
b. let students work alone, then give advice when they ask
c. have students explain their answers, then give a score
d. inspire the children to try first, then hold gradually
14. Which practice best illustrates the application of transfer of training/learning in the class?
a. Provide tasks that are similar to the situations where learners would apply the task.
b. Teach as many concepts in one hour so that they see their connections.
c. Let students describe their feeling and reflection about the concept.
d. Show the connections between the lessons of the past.
15. To enhance the ability to transfer problem-solving ability from one situation to real-life
contexts, teachers should __________.
a. provided meaningful ways to teach the use of certain strategies
b. focus instruction on one particular type of problem until students “get it”
c. anticipate that students will make connections if the solution is obvious
d. have study drills to remember the right strategy

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Republic of the Philippines

BATANGAS STATE UNIVERSITY

CHAPTER 3: COGNITIVE LEARNING THEORIES

Lesson 1: Piaget’s Cognitive Development Theory

1. John claims that 5+3 and 3+5 are both equal to 8.

Answer: CLASSIFICATION TASK:

Lesson 2: Vygotsky's Sociocultural Theory of Cognitive Development

S 1. Father models to his son how to saw wood.

Lesson 3: Information Processing Theory

their learning is through visualization, graphic organizer, and experiential learning. In

7. Asking peers’ questions,

Examples Activities (Elaboration)

Lesson 4: Problem Solving and Creativity

Activity 2: Explain in a 10-sentence paragraph the interrelationships among problem solving,

b. supplying them with expensive toys they can play with

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