V1pp138-146item51-100

51. Bruner’s theory on intellectual development moves from

enactive to iconic and symbolic stages. Applying Bruner’s how
should you teach?

A. Begin with the concrete. C. Be interactive in approach.

B. Begin with the abstract. D. Do direct instruction.
51. Bruner’s theory on intellectual development moves from
enactive to iconic and symbolic stages. Applying Bruner’s how
should you teach?
A. Begin with the concrete. C. Be interactive in
approach.
B. Begin with the abstract. D. Do direct instruction.
52. Which teaching activity is founded on Bandura’s Social
Learning Theory?

A. Modelling C. Questioning
B. Lecturing D. Inductive Reasoning
52. Which teaching activity is founded on Bandura’s Social Learning
Theory?

 A. Modelling C. Questioning
 B. Lecturing D. Inductive Reasoning
 53. What is an application of BF Skinner’s
operant conditioning theory?
 Use of ICT in the classroom
 Constructivist teaching
 Computer-based self instruction
 Action research
 53. What is an application of BF Skinner’s operant
conditioning theory?

 Use of ICT in the classroom

 Constructivist teaching
 Computer-based self instruction
 Action research
 54. A person who has had a painful
experiences at the dentist’s office may become
fearful at the mere sight of the dentist’s office.
Which theory can explain this?
 Generalization
 Classical conditioning
 Operant conditioning
 Attribution theory
 54. A person who has had a painful
experiences at the dentist’s office may become
fearful at the mere sight of the dentist’s office.
Which theory can explain this?
 Generalization
 Classical conditioning
 Operant conditioning
 Attribution theory
 55. If a child is beaten by a large, black dog,
the child may fear not only that black dog but
also other large dogs. Which conditioning
process is illustrated?
 Discrimination
 Extinction
 Acquisition
 Generalization
 55. If a child is beaten by a large, black dog, the
child may fear not only that black dog but also
other large dogs. Which conditioning process is
illustrated?
 Discrimination
 Extinction
 Acquisition
 Generalization
 56. Rene exhibits fear response to freely roaming
dogs but does not show fear when a dog is on a leash
or confined to a pen. Which conditioning process is
illustrated?
 Discrimination
 Extinction
 Generalization
 Acquisition
 56. Rene exhibits fear response to freely roaming
dogs but does not show fear when a dog is on a leash
or confined to a pen. Which conditioning process is
illustrated?
 Discrimination
 Extinction
 Generalization
 Acquisition
 57. Bernadette enjoyed the roller coaster when they went to
Enchanted Kingdom. Just at the sight of a roller coaster, she gets
excited. Which theory explains Bernadette’s behavior?
 Operant conditioning
 Attribution theory
 Pavlovian conditioning
 Social learning theory
 57. Bernadette enjoyed the roller coaster when they went to
Enchanted Kingdom. Just at the sight of a roller coaster, she gets
excited. Which theory explains Bernadette’s behavior?
 Operant conditioning
 Attribution theory
 Pavlovian conditioning
 Social learning theory
 58. In a treatment for alcoholism, Ramil was made to drink an
alcoholic beverage and then made to ingest a drug that produces
nausea. Eventually, he was nauseated at the sight and smell of
alcohol and stopped drinking alcohol. Which theory explains
this?
 Operant conditioning
 Social learning theory
 Associative learning
 Attribution theory
 58. In a treatment for alcoholism, Ramil was made to drink an
alcoholic beverage and then made to ingest a drug that produces
nausea. Eventually, he was nauseated at the sight and smell of
alcohol and stopped drinking alcohol. Which theory explains
this?
 Operant conditioning
 Social learning theory
 Associative learning
 Attribution theory
 59. A mother gives her son his favorite snack every time the boy
cleans up his room. Afterwards, the boy cleans his room everyday
in anticipation of the snack. Which theory is illustrated?
 Operant conditioning
 Classical conditioning
 Associative learning
 Pavlovian conditioning
 59. A mother gives her son his favorite snack every time the boy
cleans up his room. Afterwards, the boy cleans his room everyday
in anticipation of the snack. Which theory is illustrated?
 Operant conditioning
 Classical conditioning
 Associative learning
 Pavlovian conditioning
 60. Based on Bandura’s social learning theory. Whom do the
children often imitate? Those who________.
I. have substantial influence over their lives
II. belong to their peer group
III. belong to other races
IV. are successful and seem admired
 I and IV
 II and IV
 I and II
 IV only
 60. Based on Bandura’s social learning theory. Whom do the
children often imitate? Those who________.
I. have substantial influence over their lives
II. belong to their peer group
III. belong to other races
IV. are successful and seem admired
 I and IV
 II and IV
 I and II
 IV only
 61. If you have to develop in the students a correct sense of right
and wrong, with which should you be concerned according to
Freud?
 Super-ego
 Ego
 Id
 Super-ego and Ego
 61. If you have to develop in the students a correct sense of right
and wrong, with which should you be concerned according to
Freud?
 Super-ego
 Ego
 Id
 Super-ego and Ego
 62. If a student is encouraged to develop himself to the fullest
and must satisfy his hierarchy of needs, the highest need to satisfy
according to Maslow is ______.
 Belongingness
 Safety needs
 Psychological needs
 Self-actualization
 62. If a student is encouraged to develop himself to the fullest
and must satisfy his hierarchy of needs, the highest need to satisfy
according to Maslow is ______.
 Belongingness
 Safety needs
 Psychological needs
 Self-actualization
 63. Which is/are the basic assumption/s of behaviorists?
I. The mind of newborn child is a blank slate.
II. All behaviors are determined by environmental events.
III. The child has a certain degree of freedom not to allow himself
to be shaped by his environment.
 III only
 I and II
 I and III
 II only
 63. Which is/are the basic assumption/s of behaviorists?
I. The mind of newborn child is a blank slate.
II. All behaviors are determined by environmental events.
III. The child has a certain degree of freedom not to allow himself
to be shaped by his environment.
 III only
 I and II
 I and III
 II only
64. Which does Noam Chomsky assert about language learning for
children?
I.Young children learn and apply grammatical rules and vocabulary
as they are exposed to them.
II. Begin formal teaching of grammatical rules to children as early
as possible.
III. Do not require initial formal language teaching for children.
 II only
 I only
 I and II
 I and III
64. Which does Noam Chomsky assert about language learning for
children?
I.Young children learn and apply grammatical rules and vocabulary
as they are exposed to them.
II. Begin formal teaching of grammatical rules to children as early
as possible.
III. Do not require initial formal language teaching for children.
 II only
 I only
 I and II
 I and III
 65. What does Gagne’s hierarchical theory propose for effective
instruction?
 Sequence instruction.
 Reward good behavior.
 Be concerned with socio-emotional climate in the classroom.
 Teach beginning with the concrete.
 65. What does Gagne’s hierarchical theory propose for effective
instruction?
 Sequence instruction.
 Reward good behavior.
 Be concerned with socio-emotional climate in the classroom.
 Teach beginning with the concrete.
SITUATION.
Mrs. dela Cruz developed a lesson on the concept of fractions as follows: First she
presented one whole pizza then asked a pupil to cut it into two. She called one part of
the pizza ½ and the two parts 2/2. Then she wrote ½ and 2/2 on the board. She
proceeded to ask another pupil to divide the half parts of the cake into two again, then
wrote ¼, 2/4 and ¾. Then she went back to the fractions she wrote on the board. She
asked her pupils for the meaning of ½, 1/3, ¼, 2/4.

66. Which part of the lesson is the symbolic stage?

 Dividing the pizza further into two.

 Using the model of fractions.
 Writing the fractions ½,1/4, 1/3, 2/4 on the board.

 Dividing the pizza further into four

SITUATION.
Mrs. dela Cruz developed a lesson on the concept of fractions as follows: First she
presented one whole pizza then asked a pupil to cut it into two. She called one part of
the pizza ½ and the two parts 2/2. Then she wrote ½ and 2/2 on the board. She
proceeded to ask another pupil to divide the half parts of the cake into two again, then
wrote ¼, 2/4 and ¾. Then she went back to the fractions she wrote on the board. She
asked her pupils for the meaning of ½, 1/3, ¼, 2/4.

 66. Which part of the lesson is the symbolic stage?

 Dividing the pizza further into two.

 Using the model of fractions.
 Writing the fractions ½,1/4, 1/3, 2/4 on the board.

 Dividing the pizza further into four

 67. Does the development of the lesson on fraction conform the
bottom-up arrangement of the learning experiences in Edgar
Dale’s Cone of Experience?
 Yes
 Cannot be determined
 No
 Up to the second phase of the lesson only.
 67. Does the development of the lesson on fraction conform the
bottom-up arrangement of the learning experiences in Edgar
Dale’s Cone of Experience?
 Yes
 Cannot be determined
 No
 Up to the second phase of the lesson only.
 68. Would it be easier to understand and retain the concept of
fractions if Mrs. dela Cruz began the lesson on fractions with the
meaning of 1/2 , 1/3, ¼ , etc.?
 No, for better learning the teacher proceeds from the concrete.
 Yes, provided the teacher proceeds to the abstract.

 Yes, provided the teacher includes a concrete application of the

abstract.
 It depends on the teaching skills of the teacher.
 68. Would it be easier to understand and retain the concept of
fractions if Mrs. dela Cruz began the lesson on fractions with the
meaning of 1/2 , 1/3, ¼ , etc.?
 No, for better learning the teacher proceeds from the
concrete.
 Yes, provided the teacher proceeds to the abstract.

 Yes, provided the teacher includes a concrete application of the

abstract.
 It depends on the teaching skills of the teacher.
SITUATION
After reading and paraphrasing Robert Frost’s Stopping by the Woods Snowy Evening,
Mr. Marquez ask the class to share any insight derived from the poem.

 69. On which assumption about the learner is Mr. Marquez’s act

of asking the class to share their insight based?
 A. Learners are producers of knowledge not only passive
recipients of information.
 B. Learners are meant to interact with one another.

 C. Learners are like empty receptacles waiting to be filled up.

 D. Learners have multiple intelligences and varied learning
styles.
SITUATION
After reading and paraphrasing Robert Frost’s Stopping by the Woods Snowy Evening,
Mr. Marquez ask the class to share any insight derived from the poem.

 69. On which assumption about the learner is Mr. Marquez’s act

of asking the class to share their insight based?
 A. Learners are producers of knowledge not only
passive recipients of information.
 B. Learners are meant to interact with one another.

 C. Learners are like empty receptacles waiting to be filled up.

 D. Learners have multiple intelligences and varied learning
styles.
 70. The class was asked to share their insights about the poem.
The ability to come up with an insight stems from the ability
to_________.
A. comprehend the subject that is being studied.
B. analyze the parts of a whole.
C. evaluate the worthiness of a thing.
D. relate and organize things and ideas.
 70. The class was asked to share their insights about the poem.
The ability to come up with an insight stems from the ability
to_________.
A. comprehend the subject that is being studied.
B. analyze the parts of a whole.
C. evaluate the worthiness of a thing.
D. relate and organize things and ideas.
 71. Visual imagery helps people store information in their
memory more effectively. Which is one teach in implication of
this principle?
 A.You will not object when your students daydream in class.
 B. Instruct students to take notes while you lecture.
 C. Encourage your students to imagine the characters and
situations when reading a story.
 D. Tell them to read more illustrated comics.
 71. Visual imagery helps people store information in their
memory more effectively. Which is one teach in implication of
this principle?
 A.You will not object when your students daydream in class.
 B. Instruct students to take notes while you lecture.
 C. Encourage your students to imagine the characters
and situations when reading a story.
 D. Tell them to read more illustrated comics.
 72. It is sound to encourage students to define terms in their
own words because _____________.
A.defining the terms in their own words helps them memorize the
definition faster.
B. students remember information better when they mentally
process it in some way.
C. this is one opportunity to brush up with their English.

D. they ought to connect the terms that they learn with other
terms.
 72. It is sound to encourage students to define terms in their
own words because _____________.
A.defining the terms in their own words helps them memorize the
definition faster.
B. students remember information better when they
mentally process it in some way.
C. this is one opportunity to brush up with their English.

D. they ought to connect the terms that they learn with other
terms.
 73. Teacher Z always checks on entry knowledge and skills before
she proceeds to her new lesson. On which principle is Teacher
Z’s practice grounded?
 Effective teaching proceeds from the concrete to the abstract.
 Attention is essential for learning.
 Learning increases when the lesson is relevant.
 New learning builds on previous learning.
 73. Teacher Z always checks on entry knowledge and skills before
she proceeds to her new lesson. On which principle is Teacher
Z’s practice grounded?
 Effective teaching proceeds from the concrete to the abstract.
 Attention is essential for learning.
 Learning increases when the lesson is relevant.
 New learning builds on previous learning.
 74. Which is a classroom application of this principle.” Students
learn more effectively when they elaborate on new information”.
Ask your students to ________.
 write the principle five times.
 commit the principle to memory.
 analyze the principle from different point of view.
 print the principle in bigger letter then put it in a place where
they can read it time and again.
 74. Which is a classroom application of this principle.” Students
learn more effectively when they elaborate on new information”.
Ask your students to ________.
 write the principle five times.
 commit the principle to memory.
 analyze the principle from different point of view.
 print the principle in bigger letter then put it in a place where
they can read it time and again.
 75. What is an application of Vygotsky’s idea of scaffolding?
 A. give the learner a task that challenge her ability.
 B. from the start leave the learner to herself because she has the
power for self-learning.
 C. don’t spoil the learner by doing what she ought to do.
 D. give the learner the necessary assistance until she can be on
her own
 75. What is an application of Vygotsky’s idea of scaffolding?
 A. give the learner a task that challenge her ability.
 B. from the start leave the learner to herself because she has the
power for self-learning.
 C. don’t spoil the learner by doing what she ought to do.
 D. give the learner the necessary assistance until she
can be on her own
 76. Which is a classroom application of the theory on operant
conditioning?
 A. Reinforce good behavior to increase the likelihood that the
learner will repeat the response
 B. Create a classroom atmosphere that elicits relaxation.
 C. Helps the students see the connectedness of facts, concepts
and principles.
 D. Make the students learn by operating manipulative.
 76. Which is a classroom application of the theory on operant
conditioning?
 A. Reinforce good behavior to increase the likelihood
that the learner will repeat the response
 B. Create a classroom atmosphere that elicits relaxation.
 C. Helps the students see the connectedness of facts, concepts
and principles.
 D. Make the students learn by operating manipulative.
 77. Which is an underlying assumption of the social cognitive
theory? People ____________.
 A. are social by nature
 B. learn by observing others
 C. learn by trial-and-error
 D. learn by association
 77. Which is an underlying assumption of the social cognitive
theory? People ____________.
 A. are social by nature
 B. learn by observing others
 C. learn by trial-and-error
 D. learn by association
 78. Based on Bandura’s theory, which condition must be present
for a student to learn from a model?
 Attention
 Retention
 Motor reproduction
 Motivation

 I, II, III, and IV

 III and IV
 I and II
 I, II, and III
 78. Based on Bandura’s theory, which condition must be present
for a student to learn from a model?
 Attention
 Retention
 Motor reproduction
 Motivation

 I, II, III, and IV

 III and IV
 I and II
 I, II, and III
 79. Teacher R, a science teacher, make sure all eyes are on her as
she demonstrate the proper behavior for lighting a Bunsen burner.
Whose theory supports Teacher R’s practice?

A. Vygotsky’s C.Piaget’s
B. Glasser’s D. Bandura’s
 79. Teacher R, a science teacher, make sure all eyes are on her as
she demonstrate the proper behavior for lighting a Bunsen
burner. Whose theory supports Teacher R’s practice?
A. Vygotsky’s C.Piaget’s
B. Glasser’s D. Bandura’s
 80. Teacher D claims: “If I have to give reinforcement, it has to be
given immediately after the response.” Which theory supports
Teacher D?
A. Operant Conditioning C. Cognitive theory
B. Social-cognitive theory D. Humanist theory
 80. Teacher D claims: “If I have to give reinforcement, it has to be
given immediately after the response.” Which theory supports
Teacher D?
A. Operant Conditioning C. Cognitive theory
B. Social-cognitive theory D. Humanist theory
 81. One learns Math by building on Math lessons previously
learned. This is an application of the ____________ theory.
 A. Physiological
 C. S-R
 B. Constructivist
 D. Humanist
 81. One learns Math by building on Math lessons previously
learned. This is an application of the ____________ theory.
 A. Physiological
 C. S-R
 B. Constructivist
 D. Humanist
Teacher F teaches a multi grade class in a very remote barrio. Most of the children hike one and a
half hours to school everyday. By the time they reach the school, they are exhausted, hungry and
sleepy. As a result, most children were not learning. She presented her problem in a meeting with
parents attended only by a few and gave suggestions on what school and community can do. In the
meeting it was agreed that parents took turn to cook camote, bananas, cassava or what have they for
the children’s snacks. The health worker was asked to do Operation Timbang for the children. Those
under weight were beneficiaries of supplementary feeding program funded by the barangay.

 82. What theory backs up Teacher F’s suggestion on feeding

program and parents’ giving snacks?
 Piaget’s cognitive development theory
 Bruner’s theory
 Maslow’s hierarchy needs
 Glasser’s control theory
Teacher F teaches a multi grade class in a very remote barrio. Most of the children hike one and a
half hours to school everyday. By the time they reach the school, they are exhausted, hungry and
sleepy. As a result, most children were not learning. She presented her problem in a meeting with
parents attended only by a few and gave suggestions on what school and community can do. In the
meeting it was agreed that parents took turn to cook camote, bananas, cassava or what have they for
the children’s snacks. The health worker was asked to do Operation Timbang for the children. Those
under weight were beneficiaries of supplementary feeding program funded by the barangay.

 82. What theory backs up Teacher F’s suggestion on feeding

program and parents’ giving snacks?
 Piaget’s cognitive development theory
 Bruner’s theory
 Maslow’s hierarchy needs
 Glasser’s control theory
 83. Recent researchers reveal limitations of behaviorists but they
continue to influence education. Which of these demonstrate/s
the influence of behaviorist theorist over effective learning?
 Blended learning
 Problem solving, HOTs
 Journal writing
 Programmed instruction
 83. Recent researchers reveal limitations of behaviorists but they
continue to influence education. Which of these demonstrate/s
the influence of behaviorist theorist over effective learning?
 Blended learning
 Problem solving, HOTs
 Journal writing
 Programmed instruction
 84. “Learning has taken place when a strong bond between
stimulus and response is formed.” This is based on the theory of
__________.
 A. constructivist
 C. predisposition
 B. categorization
 D. connectionism
 84. “Learning has taken place when a strong bond between
stimulus and response is formed.” This is based on the theory of
__________.
 A. constructivist
 C. predisposition
 B. categorization
 D. connectionism
 85. According to Ausubel, one of the ways to strengthen the
student’s cognitive structure is by using an instructional tool
called _____________.
 A. cross-referencing
 C. advance organizer
 B. spiral approach
 D. narrative
 85. According to Ausubel, one of the ways to strengthen the
student’s cognitive structure is by using an instructional tool
called _____________.
 A. cross-referencing
 C. advance organizer
 B. spiral approach
 D. narrative
 86. Thorndike’s law of effect states that a connection between
stimulus and response is strengthened when the consequence is
________.
 repeated
 negative
 pleasurable
 positive
 86. Thorndike’s law of effect states that a connection between
stimulus and response is strengthened when the consequence is
________.
 repeated
 negative
 pleasurable
 positive
 87. Watson applied classical conditioning in his experiments and
the results showed that behavior is learned through stimulus-
response associations, specifically the development of emotional
responses to certain stimuli. This helps us in _______.
 Interpreting reflexes as emotions
 Understanding fears, phobias and love
 Connecting observable behavior to stimulus
 Understanding the role of overt behavior
 87. Watson applied classical conditioning in his experiments and
the results showed that behavior is learned through stimulus-
response associations, specifically the development of emotional
responses to certain stimuli. This helps us in _______.
 Interpreting reflexes as emotions
 Understanding fears, phobias and love
 Connecting observable behavior to stimulus
 Understanding the role of overt behavior
 88. Skinner is known for his theory based upon the notion that
learning is result of change in overt behavior, meaning, an
individual responds to events that occur in the environment. This
theory came to be known as _________.
 Connectionism
 Stimulus-response association
 Classical conditioning
 Operational conditioning
 88. Skinner is known for his theory based upon the notion that
learning is result of change in overt behavior, meaning, an
individual responds to events that occur in the environment. This
theory came to be known as _________.
 Connectionism
 Stimulus-response association
 Classical conditioning
 Operational conditioning
 89. The leading proponent of social learning theory is Bandura.
He believes that ____.
 behavior can influence both the environment and the person
 learning stays with the individuals until needed
 reinforcement influences cognitive processes
 people learn from one another such as by modeling
 89. The leading proponent of social learning theory is Bandura.
He believes that ____.
 behavior can influence both the environment and the person
 learning stays with the individuals until needed
 reinforcement influences cognitive processes
 people learn from one another such as by modeling
 90. Miss Reyes observed that one of her students excels in
activities requiring strength, speed, flexibility, balance and hand-
eye coordination. According to Howard Gardner, such natural
intelligence can be identifies as ______.
 bodily-kinesthetic
 verbal-logical
 interpersonal
 verbal-linguistic
 90. Miss Reyes observed that one of her students excels in
activities requiring strength, speed, flexibility, balance and hand-
eye coordination. According to Howard Gardner, such natural
intelligence can be identifies as ______.
 bodily-kinesthetic
 verbal-logical
 interpersonal
 verbal-linguistic
 91. Learning styles refer to the preferred way an individual
processes information. Classify a student who learns best
through verbal lectures, discussions, talking things through and
listening to what others have to say. He/She is a/an ________.
 visual learner
 auditory learner
 analytic
 global
 91. Learning styles refer to the preferred way an individual
processes information. Classify a student who learns best
through verbal lectures, discussions, talking things through and
listening to what others have to say. He/She is a/an ________.
 visual learner
 auditory learner
 analytic
 global
 92. Identify the ninth intelligence which is describe as the ability
to seek connection involving one’s place in the family , school,
community and “role in the world”. They ask “why are we here?”
This intelligence is termed _______
 A. naturalist C. intrapersonal
 B. interpersonal D. existentialist
 92. Identify the ninth intelligence which is describe as the ability
to seek connection involving one’s place in the family , school,
community and “role in the world”. They ask “why are we here?”
This intelligence is termed _______
 A. naturalist C. intrapersonal
 B. interpersonal D. existentialist
 93. Erickson was influenced by Sigmund Freud and came up with
a theory which serves as basis for analyzing personality and
development to help facilitate the teachers understanding of
various environmental factors that affect own behavior and does
of his/her students’, as well. This theory came to be known
as______.
 A. emotional development
 C. personality development
 B. moral
 D. psycho-social
 93. Erickson was influenced by Sigmund Freud and came up with
a theory which serves as basis for analyzing personality and
development to help facilitate the teachers understanding of
various environmental factors that affect own behavior and does
of his/her students’, as well. This theory came to be known
as______.
 A. emotional development
 C. personality development
 B. moral
 D. psycho-social
 94. The theme of Vygotsky’s social-cultural theory emphasizes
the role of appropriate assistance given by the teacher to
accomplish a task. Such help enables the child to move from the
zone of actual development to a zone of proximal development.
Such assistance is termed______.
 A. competency technique
 C. active participation
 B. scaffolding
 D. collaboration
 94. The theme of Vygotsky’s social-cultural theory emphasizes
the role of appropriate assistance given by the teacher to
accomplish a task. Such help enables the child to move from the
zone of actual development to a zone of proximal development.
Such assistance is termed______.
 A. competency technique
 C. active participation
 B. scaffolding
 D. collaboration
95. From the point of view of Bronfenbrenner’s ecological systems
theory, how would one explain why being born to a poor family makes
a person work harder?

A. The macrosystem affects an individual’s behavior

B. Culture determines a person’s behavior
C. A person’s highest need is self- actualization
D. Eros or life instinct helps the individual to survive
95. From the point of view of Bronfenbrenner’s ecological systems
theory, how would one explain why being born to a poor family
makes a person work harder?

A. The macrosystem affects an individual’s behavior

B. Culture determines a person’s behavior
C. A person’s highest need is self- actualization
D. Eros or life instinct helps the individual to survive
96. The process of problem solving and learning are highly unique
and individual. This principle means_____
 A. students can adapt alternative problem solving model
 B. students can modify their own personal style
 C. each students becomes aware of how learning style can be
change
 D. each students has his/her own distinctive style of learning and
solving problem
96. The process of problem solving and learning are highly unique
and individual. This principle means_____
 A. students can adapt alternative problem solving model
 B. students can modify their own personal style
 C. each students becomes aware of how learning style can be
change
 D. each students has his/her own distinctive style of
learning and solving problem
97. According to Piaget’s stage of cognitive development, between
age 12 and 15 children reach formal operational stage. What are
they capable of doing at this stage?
 A. Can focus on only one aspect of situation or event
 B. Can solve abstract problem and think deductively
 C. Can reason inductively or deductively
 D. Can do multi- tasking
97. According to Piaget’s stage of cognitive development, between
age 12 and 15 children reach formal operational stage. What are
they capable of doing at this stage?
 A. Can focus on only one aspect of situation or event
 B. Can solve abstract problem and think deductively
 C. Can reason inductively or deductively
 D. Can do multi- tasking
 98. At the preoperational stage of Piaget’s cognitive
development. The child can see only his point of view and
assumes that everyone also has his same point of view. What is
this tendency called?
 A. Transductive reasoning
 B. Animism
 C. Egocentrism
 D. Conservatism
 98. At the preoperational stage of Piaget’s cognitive
development. The child can see only his point of view and
assumes that everyone also has his same point of view. What is
this tendency called?
 A. Transductive reasoning
 B. Animism
 C. Egocentrism
 D. Conservatism
99. A child was shown an amount of water in the glass. The teacher
poured the whole amount to a much taller and narrower glass
and marked this glass A. The same amount was poured in a
shorter and wider glass, marked glass B. When asked which has
more water A or B, the answer was, Glass A.” In what stage of
cognitive development is the child and what is ability called?
 A. Concrete operational stage; Conservation
 B. Formal Operational stage; Deductive reasoning
 C. Sensory- motor stage; Symbolic function
 D. Pre- operational stage; Centration
99. A child was shown an amount of water in the glass. The teacher
poured the whole amount to a much taller and narrower glass
and marked this glass A. The same amount was poured in a
shorter and wider glass, marked glass B. When asked which has
more water A or B, the answer was, Glass A.” In what stage of
cognitive development is the child and what is ability called?
 A. Concrete operational stage; Conservation
 B. Formal Operational stage; Deductive reasoning
 C. Sensory- motor stage; Symbolic function
 D. Pre- operational stage; Centration
 100. In which order do the 3 important goals during childhood
be attained according to Erickson?
 A. Autonomy, initiative, Trust
 B. Trust, autonomy, initiative
 C. Initiative, trust, autonomy
 D. Autonomy, trust, initiative
 100. In which order do the 3 important goals during childhood
be attained according to Erickson?
 A. Autonomy, initiative, Trust
 B. Trust, autonomy, initiative
 C. Initiative, trust, autonomy
 D. Autonomy, trust, initiative