CHILD AND ADOLESCENT LEARNERS AND THE Moral development: the growing understanding of

LEARNING PRINCIPLES REVIEWER right and wrong, and the change in behavior caused by
that understanding; somemes called a conscience.

PART 1: BASIC CONCEPTAND ISSUES ON HUMAN 1. The following concept of development is true
DEVELOPMENT EXCEPT:
Basic Concepts
A. Development is a connuous process.
GROWTH B. The sequence of development is the same for all
Refers to quantave changes in an individual as he children.
progresses in chronological age. It may refer to increase C. Maturaon has nothing to do with development.
in size, height or weight D. Certain reexes present at birth ancipate voluntary
movement.
DEVELOPMENT
Progressive series of changes of an orderly and Answer: C. Maturaon involves a series of qualitave
coherent type leading to the individual’s
changes.
Transformaon The capacity and skills of a person
to adopt to the environment Pertains to the behavioral 2. “Girls mature faster than boys”. Which principle of
aspects of growth human development
supports this?
MATURATION
Consists of changes that occur relavely independent of A. Growth follows a paern
the environment. A development change due to B. Maturaon precedes learning
aging C. Developmental rates vary
D. Every stage development has characterisc traits
ATTACHMENT
Refers to close emoonal bond children normally form ANSWER: C. Development rates vary due to a number
with those who care for them of factors, from acquired traits to food intake or
nutrional factors.
AREAS OF DEVELOPMENT
3. Which statement on brain development is CORRECT?
Physical development : the changes in size, shape, and
physical maturity of the body, including physical abilies A. Most of the neurons in the adult brain are produced
and coordinaon. before birth.
B. Most of the neurons in the adult brain are produced
Intellectual development: the learning and use of at birth.
language; the ability to reason, C. Most of the neurons in the adult brain are produced
aer birth.
problem-solve, and organize ideas; it is related to the D. Brain development stops at childhood.
physical growth of the brain.
Answer A. brain development is a remarkably complex
Social development : the process of gaining the process that is controlled through interacons among
knowledge and skills needed to interact successfully intracellular signaling, secreted signaling molecules, and
with others. cell surface receptors

Emoonal development : feelings and emoonal 4. The increase in the number of teeth, length of
responses to events; changes in understanding one's ngernails and hair, and weight of muscles manifests:
own feelings and appropriate forms of expressing them.
A. Growth
B. Development
C. Maturaon 6. Mrs. Mendoza is the homeroom adviser of Grade IV-
D. Adaptaon Service. Of the following choices, which is generally or
typically expected of grade IV pupils?
Answer: A. Growth and development refer to
quantave and qualitave changes, A. Being independent of parents
respecvely. B. Displaying a male or feminine social role
C. Geng along with classmates
THE HAVIGHURST D. Showing class leadership
DEVELOPMENTAL STAGES
Answer: C. Basing on Robert Havighurst’s
Robert Havighurst proposed a list of common crical Developmental Tasks, children between 6-12 yrs. Old
developmental tasks, categorized into six stages are expected to get along with their peers and
of development. The table below shows a paral list of classmates. Opon A, B, and D are Developmental Tasks
Havighurst developmental tasks. under Adolescence stage.

7. Which of the following is an expression of child’s

interest in his body?

A. Looking at themselves in the mirror

B. Looking at the picture of adult men and women
C. Commenng on various parts of the body and ask
quesons about them
D. Comparing themselves with others

Answer: A. It is an opportunity for self-exploraon; all

the other choices tend to divert the child’s aenon far
from themselves and towards others.

BASIC CONCEPTS

Heredity (Nature)
The process of transming biological traits from
parents to ospring through genes, the basic units of
heredity It brings about development through the
5. Why are life stages important? process of maturaon which is the unfolding of heredity
potenals
A. They represent the outcome of major biological
changes Environment (Nurture)
B. They present a set of developmental tasks to be
mastered Refers to the surrounding condions that inuence
C. They provide insight into the values and aspiraons growth and development
of parcular cultures
D. Their beginning and end are perfectly correlated with 8. The transmission of genec characteriscs from the
chronological age parents to the ospring is:

Answer: B. Though the said stages really do come with A. Heredity

biological changes, the roles and developmental tasks B. Ferlizaon
determine a person’s well-being not only for the current C. Environment
stage for the succeeding ones as well. D. Concepon
Answer: A. Heredity is the passing on of traits from C. It ends when puberty is complete
parents to their ospring. D. It is a me of preoccupaon with one’s own thought

9. EJ and Em-Em were born almost at the same me. Answer: D. Egocentrism is more common in children
Em-Em’s mother keeps wondering why EJ can now walk aged two to six. Most adolescents tend to seek out and
fast, while her son has just started to stand alone. What focus on peer groups.
may be the reason for this?
13. How can parents foster iniave and independence
A. Process of assimilaon in children?
B. Process of maturaon
C. Importance of social interacon A. Restricng a child’s freedom to play, to use
D. Interacon with physical environment imaginaon, and to choose
acvies
ANSWER: B. Development rates vary due to a number B. Identy versus role confusion
of factors including heredity, maturaon, smulaon, C. Encouragement from parents when a child plans and
and even nutrion. carries out a task
D. Mastering psychomotor skills
10. Includes all the condions inside and outside an
organism that inuence its behavior, growth and Answer: C. Encouragement serves as posive
development: movaon that strengthens a child’s psychological and
emoonal response and aachment to a certain task.
A. Heredity
B. Environment 14. Teacher Maureen always considers the family
C. Schooling backgrounds of her students to beer understand
D. Peering them. Which principle is considered here?

Answer: B. Environment is both internal and external, A. Maturaon precedes contain types of learning
and may aect the innate nature and processes that B. Development rates vary among individuals
happen in an organism C. Each stage of development has characterisc trait
D. Development of an organism is the result, heredity
11. The couple believes that the inherited traits of their and environment interacon
son are not enough to make him a good person. They
tried to raise him well. Which principle explains this? Answer: D. The best learning strategies and
opportunies may be formulated by determining an
A. Growth is sequenal and progressive individual’s nature or traits
B. Early development is crical
C. Development is the interacon between heredity and 15. Which of the following BEST resolves the nature-
environment nurture controversy?
D. Each stage of development has characterisc traits
A. Nurture is clearly more important in development
Answer: C. Though every child comes with innate than nature
characteriscs, these can be altered by the B. Nature is clearly more important in development
environment. than nurture
C. Neither nature or nurture plays a parcular strong
12. Which statement should be omied when we talk role in development
about adolescence? D. The interacon between nature and nurture is most
important part in
A. It begins with the onset of puberty devel0pment
B. It is a me where the young person is no longer a
child but not yet an adult
Answer D. Most developmentalist have agreed that in 19. “ A child’s brain is unique and vastly dierent from
the nature-nurture controversy, people must one another”. Which
understand that both nature and nurture interact of the following teaching pracces below clearly
and they aect the child’s development. violates the said principle of child development?

16. Marco and Marlo are idencal twins who got A. Jessica is given the opportunity to explore the lesson
orphaned at 4 years old. They were separated and more rather than being spoon fed with informaon.
raised by families of dierent socio-economic status. B. Neil’s talent in music is tapped for the lesson in Math.
Aer a few years, dierence in their academic C. Teacher Ken conducted an open dialogue among
performance was noted. What explains this dierence? sudents of various cultural backgrounds.
D. Soa, a le-handed pupil, was asked to write using
A. Dierence in intelligence her right hand.
B. Dierence in nature
C. Dierence in genec Answer: D. Opon A gives the students freedom to be
D. Dierence in nurturing responsible of her learning. Opon B ulizes mulple
intelligences principle. Opon C adheres to mulcultural
Answer: D. Environmental factors can alter one’s educaon. All the three opons clearly respect
growth and development, despite the presence of students’ uniqueness and individuality. Only D violates
innate characteriscs. the principle since it does not respect the child’s
biological nature.
17. In the hierarchy of scienc knowledge, what are
sets of facts, concepts and principles that describe 20. Mrs. Villager gave her students in class newspapers.
underlying mechanism that regulate human She told the students to pick any arcle or news that
learning, development and behavior? they are interested to read and report later in the big
group. What eect of learning is manifested based on
A. Facts the given scenario?
B. Concepts A. Allowing dierent interests
C. Theories B. Changing atudes and feelings
D. Hypothesis C. Encouraging parcipaon
D. Reinforcing learning
Answer: C. Theories are set of facts, concepts, and
principles that organize mulple ndings and allow for Answer: A. The teacher gave the students freedom of
descripon and explanaon. Examples: Piaget’s the choice based on the individual interest, which is a
theory Skinner’s theory of operant condioning. good teaching pracce in the 21st century.

18. How can parents foster iniave and independence

in children? PART 2: DEVELOPMENTAL THEORIES AND OTHER
RELEVANT THEORIES
A. Restricng a child’s freedom to play, to use
imaginaon, and to choose acvies
B. Identy versus role confusion
C. Encouragement from parents when a child plans and
carries out a task
D. Mastering psychomotor skills

Answer: C. Encouragement serves as posive

movaon that strengthens a child’s psychological and
emoonal response and aachment to a certain
task.
1. Freud's Psychosexual
Developmental Theory

According to Freud’s psychosexual theory, child

development occurs in a series of stages focused on
dierent pleasure areas of the body. During each stage,
the child encounters conicts that play a signicant role
in the course of development.

21. Who among the following advocated that we face a

specic psychosocial
dilemma at each stage of life?
A. James Coleman
B. Lawrence Kohlberg
C. Erik Erikson
D. Sigmund Freud

Answer: C. Erikson was famous for coining the term

“identy crisis.” James Coleman is the proponent of
social capitalism, Kohlberg is the proponent of
the moral development stages theory, while Freud is
the proponent of the psychosexual theory and
psychoanalysis.

STRUCTURE OF PERSONALITY 22. Toilet training is the central acvity during this stage
of development according to Erikson.
Freud (1923) later developed a more structural model
of the mind comprising the enes id, ego, A. Identy versus role confusion
and superego (what Freud called “the psychic B. Iniave versus guilt
apparatus”). These are not physical areas within the C. Autonomy versus shame and doubt
brain, but rather hypothecal conceptualizaons of D.Inmacy versus isolaon
important mental funcons (Mcleud, 2018).
Answer: C. The said stage fosters independence and
also coincides with the Anal Stage of Freud’s
Psychosexual stages.

23. The theory which focuses more on the eects of

early childhood experiences to adult behavior is:
A. Psychosexual development
B. Cognive development
C. Personal development
D. Moral development
Freud Concepon of the Human Psyche
Answer: A. Freud’s theory introduced the idea of
xaon – unsased drives or strong experiences that
causes a person to become “xated” to a specic
stage and fail to achieve desired developmental goals
which will aect subsequent behavior. For example, an
orally xated child may smoke or drink as an adult.

24. A boy is closer to his mother and a girl is closer to

her father. These instances are under ___________.
A. Oedipal complex
B. Latent stage
C. Phallic stage 26. Who among the following advocated that we face a
D. Pre-genital stage specic psychosocial dilemma
at each stage of life?
Answer: C. Children tend to unconsciously fall for the A. James Coleman
parent of the opposite sex and eventually acquire their B. Lawrence Kohlberg
gender roles, leading to either Oedipus complex for C. Erik Erikson
boys and Electra complex for girls. D. Sigmund Freud

25. During the height of anger, the ___________ Answer: C. Erikson was famous for coining the term
operates according to Freud “identy crisis.” James Coleman is the proponent of
A. Ego social capitalism, Kohlberg is the proponent of the
B. Superego moraldevelopment stages theory, while Freud is the
C. Id and ego proponent of the psychosexual theory and
D. Id psychoanalysis.

27. Generavity according to Erik Erikson is

A. Concern for welfare of others and society as a whole

B. The desire to have children and thereby ensure
survival of the species
C. The ability to establish adequate social and nancial
security
D. Acve acceptance of aging and the social changes it
brings

Answer: A. People in the said stage tend to focus on

Answer: D. The ardent desire to release ones anger, usefulness and accomplishment, on their involvement
which may override one’s raonality, follows the to the world and society itself.
pleasure principle characterisc of the id.
28. According to Erikson, a child who is cold towards the
2. Erikson's Psychosocial Developmental Theory people around him might have failed to aain what
Erikson's eight-stage theory of psychosocial basic goal based on psychosocial development?
development describes growth and change throughout
life, focusing on social interacon and conicts that A. Autonomy
arise during dierent stages of development. Central to B. Trust
much of his work was his theory on psychosocial C. Iniave
development (which, unlike Freud’s theory of D. Mistrust
development, focuses on social development
and not sexual development).
Answer: B. According to Psychosocial Development 4.Formal operaonal: 11-Adult: Use of symbols to
Theory of Erikson, a child who is cold towards people relate to abstract concepts. Able to make hypotheses,
around him failed in the basic goal of “trust” in reversibility, and grasp abstract concepts and
the stage psychosocial stage of development relaonships -> Abstract concepts How can anyone
remember these concepts? Somewhat by paying
29. According to Erikson, a major conict in the rst aenon to the denite
year of life is that between

A. Trust versus Mistrust

B. Iniave versus Guilt
C. Autonomy versus Shame and Doubt
D. Relatedness versus Isolaon

Answer: A. Each of Erik Erikson’s developmental stages

pose a psychosocial dilemma. Refer to the table.

30. Elementary age children belong to the stage of

A. Iniave versus independence

B. Industry versus inferiority
C. Educaon versus indolence
D. Autonomy versus conformity

Answer: B. children of this age focus on school and may 31. According to Jean Piaget “Animism” occurs during
either develop a sense of competence or inferiority, ___________________ stage.
depending on their social experiences. (See table in
item 2) A. Sensorimotor
B. Preoperaonal
3. Piaget’s Cognive Developmental Theory C. Concrete operaonal
Piaget’s Cognive Developmental Theory states that D. Formal operaonal
children, quite simply, think dierently than
adults. While this may seem obvious to some, this was a Answer: B. Animism, or treang inanimate objects as if
revoluonary theory that went on to provide the they were alive, are part of pretend play as described by
foundaons for several other theories to come. Piaget’s Jean Piaget.
theory on a child’s development being ed to their
developmental milestones has gone on to be one of the 32. The Good Boy-Nice Girl orientaon is very well
top theories in the world. manifested during the stage of moral development:

1.Sensorimotor: Birth to 18–24 months(2y/o): Motor A. Preconvenonal

acvity without the use of symbols. All things learned B. Convenonal
are based on experiences, or trial and error ->Object C. Non-convenonal
permanence D. Post convenonal
2.Preoperaonal: 2 -7y/o: Development of language,
memory, and imaginaon. Intelligence is both Answer: B. The said orientaon and conforming to the
egocentric and intuive ->Symbolic thought expectaons of others is characterisc of the
3.Concrete operaonal: 7-11y/o: More logical and convenonal stage.
methodical manipulaon of symbols. Less egocentric,
and more aware of the outside world and events -
>Operaonal thought
33. Mother asked the child “Which is heavier, one kilo 36. Thad, a six-year old boy likes to play with his friends,
of gold or one kilo of coon?”. The child readily but easily gets angry when defeated. Piaget’s theory
answered “Mommy, one kilo of gold is heavier”. states that this pupil is under what developmental
From this conversaon, we can deduce that the child is stage?
under ________ stage of cognive development.
A. Concrete operaon
A. Sensorimotor B. Sensorimotor
B. Preoperaonal C. Formal operaon
C. Concrete operaonal D. Pre-operaon
D. Formal operaonal
Answer: D. His behavior suggests egocentrism,
Answer: B. The child’s response indicates lack of ability characterisc of the pre-operaonal stage.
to perform conservaon, a skill the child will eventually
acquire in the concrete stage. 4. Vygotsky's Sociocultural Theory

34. In the Formal Operaonal Stage of cognive Sociocultural theory grew from the work of seminal
development of a child ages between 12 – psychologist Lev Vygotsky, who believed that parents,
15 years, he has already the ability to perceive the caregivers, peers, and the culture at large were
relaonship in one instance and then use responsible for developing higher-order funcons.
that relaonship to narrow down possible answers in According to Vygotsky, learning has its basis in
similar situaon or problem. What do interacng with other people. Once this has occurred,
you call this ability? the informaon is then integrated on the individual
level.
A. Hypothecal Reasoning
B. Analogical Reasoning
C. Deducve Reasoning
D. Inducve Reasoning

Answer: C. Deducve reasoning involves going from the

general to the specic, and can only be done in the
formal operaonal stage. Inducve on the other hand
goes from specic to general.

35. Following Piaget’s Theory of Cognive

Development, Ms. Gomez provides her students
varied acvies that enable them to classify objects
according to more than one variable, rank order items
in logical series and understand that amount of mass or
liquid do not change because their shape does. These
developments can be expected to be performed
by

A. Preschoolers
B. College students
C. High school students
D. Elementary school children

Answer: D. The said acvies are ideal for students in

the concrete operaonal level.
37. Which of the following best describes Vygotsky’s
concept of zone of proximal development?

A. Tasks learners can complete on their own

B. Children's awareness of how much they understand
C. Tasks learners can complete if they're given help
D. the extent to which learners are able to internalize
the knowledge of others

Answer C. According to Vygotsky, learning has its basis

in interacng with other people. Once this has occurred,
the informaon is then integrated on the individual
level.

38. Mr. Sanchez, in planning his lessons, wants to base

much of his instruconal approach on Lev Vygotsky’s
theory of “zone of proximal development”. IN
accordance with this theory, which of the following
39. Twelve-year-old Kevin lives in a country with very
strategies would best support learning for Lea, a
low government standards for public educaon. As a
13-year old girl?
result, he is barely literate. The public policies that
impact Kevin’s educaon are part of the ____
A. Having her work alone in a quiet atmosphere where
she can access reference material appropriate to her
A. Choronosystem
grade level.
B. Macrosystem
B. Giving her many opportunies for pracce, thereby C. Mesosytem
reinforcing the skills and concepts that she has already
D. Microsystem
mastered.
C. Having her work with another students whose skill
Raonalizaon: B. According to Bronfenbrenner,
and concept levels are slightly more advanced than
macrosystem decribes the culture in which individuals
hers. live. Cultural contexts include developing and
D. Having her use of manipulaves and technology that
industrialized countries, socio-economic status, poverty
are readily available.
and ethnicity

Answer: C. Vygotsky suggested that children’s cognive

6. Kohlberg's Theory of Moral Development
development is festered by interacons with people
who are more capable or advanced in their thinking like
Kohlberg's theory proposes that there are three
teachers, parents or more capable peers.
levels of moral development, with each level split
into two stages. Kohlberg suggested that people
5. Bronfenbrenner's Ecological Systems Theory move through these stages in a xed order, and
that moral understanding is linked to cognive
Bronfenbrenner's ecological systems theory views child
development. The three levels of moral
development as a complex system of relaonships
reasoning include preconvenonal, convenonal,
aected by mulple levels of the surrounding
and postconvenonal.
environment, from immediate sengs of family and
school to broad cultural values, laws, and customs.
 A.Having subjects keep a daily journal of their acons
B. Evaluang criminal and delinquent person’s court
records
C. Posing moral dilemmas to children of dierent ages
D.Having subjects perform various legal or illegal
behaviors

Answer: C. Kohlberg formulated his theory based on

paerns created by his subjects as they decided on the
said moral dilemmas.

40. During their nal exams, John noced that many of

his classmates were engaged in cheang. John didn’t
cheat although there was an opportunity for him
to do so. In what stage of Kohlberg’s theory was
Wowie’s acon?

A. Convenonal morality
43. When a person’s moral choices are determined by
B. Preconvenonal morality
the direct consequences of acons, he is most like in
C. Universal morality
the stage of
D. Post convenonal morality
A. Pre-convenonal
Answer: D. John has reached the pinnacle of Kohlberg’s
B. Convenonal
stages of moral development; he has acquired the
C. Concrete
ability to follow universal ethical standards and
D. Post convenonal
principles despite of the tendency to become seemingly
unconvenonal in the eyes of those around him.
Answer: A. The theory involved here is Lawrence
Kohlberg’s moral development stages. Refer to the
41. According to Kohlberg, conforming to the
table below.
expectaons of others or to socially accepted rules and
values describes a person at the __________ level of
7. Bandura’s Social Learning Theory
morality.
A.Obedience
Social learning theory, proposed by Albert Bandura,
B. Concrete
emphasizes the importance of observing, modelling,
C. Post convenonal
and imitang the behaviors, atudes, and emoonal
D.Convenonal
reacons of others. Social learning theory considers
how both environmental and cognive factors interact
Answer: D. Conforming to law and order and
to inuence human learning and behavior. In social
maintaining a desirable image indicates while doing so
learning theory, Albert Bandura (1977) agrees with the
is characterisc of a person in the convenonal level of
behaviorist learning theories of classical condioning
morality.
and operant condioning. However, he adds two
important ideas:
42. Kohlberg, the main proponent of Moral
Development Theory studied moral development by
1. Mediang processes occur between smuli & Answer: A. Albert Bandura is the proponent of the said
responses. theory. Kohlberg is to Moral Development, Skinner is to
2. Behavior is learned from the environment through Operant Condioning, and Bruner is to construcvism.
the process of
observaonal learning. 45. Modeling is a teaching acvity rooted on
_____________ learning theory.
A. Bandura
B. Skinner
C. Thorndike
D. Bruner

Answer: A. Albert Bandura is the proponent of the

social learning theory.

46. A child treats his friends highly aggressive. The

reason behind this atude is his past experiences with
his father who is highly aggressive. This is demonstrated
on what theory?
A.Social cognive theory
B. Cognive developmental theory
C.Operant condioning
D.Classical condioning

Answer: A. The situaon demonstrates the Social

Cognive Theory which posits that a child learns from
what he/she observes in the environment. Since the
child is exposed to aggression, it is not surprising that
he/she exhibits the same aggression towards
classmates.

8. Classical Condioning Classical condioning (also

known as Pavlovian or respondent condioning) is
learning through associaon and was discovered by Ivan
Pavlov, a Russian physiologist. In simple terms, two
smuli are linked together to produce a new learned
response in a person or animal. (McLeod, 2021)

44. Billy always waits for his neighbor Steve every

morning. He enjoys seeing him while biking and imitates
the acons of Steve while he rides his own bike. Who is
the proponent of the Social Learning Theory which
applies to this example?

A. Bandura
B. Kohlberg
C. Bruner
D. Skinner
47. Fear of something that was caused by a painful 49. A child was punished for cheang in an exam. For
experience in the past is an example of: sure the child wont cheat again in short span of me,
A. Insight but this does not guarantee that the child won’t cheat
B. Classical condioning ever again. Based on Thorndike’s theory on punishment
C. Operant condioning and learning, this shows that __________.
D. Imitaon A. Punishment strengthens a response
B. Punishment removes a response
ANSWER: B. Classical condioning explains why fear of C. Punishment doesn’t remove a response
something (e.g. phobic reacon to dogs) is caused by a D. Punishment weakens a response
painful experience in the past. For example, the person
is afraid of dogs because he was ran aer a big dog Answer: D. Negave reinforcement only weakens a
when he was small. response; it does not remove it enrely.

9. Operant Condioning 50. A child receives a star stamp aer correctly

compleng his task. The child always tries to complete
Operant condioning, also known as instrumental all tasks correctly for him to have a stamp once again.
condioning, is a method of learning normally What is being shown in the situaon?
aributed to B.F. Skinner, where the consequences of a A. Associave learning
response determine the probability of it being B. Classical condioning
repeated. Through operant condioning behavior which C. Operant condioning
is reinforced (rewarded) will likely be repeated, and D. Pavlovian condioning
behavior which is punished will occur less frequently.
Skinner (1948) studied operant condioning by ANSWER: C. According to Skinner’s theory, an organism
conducng experiments using animals which he placed needs to operate in their environment to get a reward
in a 'Skinner Box' which was similar to Thorndike’s (posive reinforcement).
puzzle box.
51. A teacher rewards a child for doing things correctly.
This technique is called:

a. Condioning
b. Fading
c. Chaining
d. Reinforcement

Answer: D. Reinforcement is any behavioral

consequence that strengthens behavior. It increases the
likelihood of the recurrence of a parcular type of
response.

10. Maslow's hierarchy

Maslow's hierarchy of needs is a movaonal theory in
48. The best example of Operant Condioning among psychology comprising a ve-er model of human
the following is needs, oen depicted as hierarchical levels within a
A. connecng facts and concepts pyramid. From the boom of the hierarchy upwards,
B. fostering conducive learning environment the needs are: physiological (food and clothing), safety
C. using reinforcement (job security), love and belonging needs (friendship),
D. using manipulave devices esteem, and self-actualizaon.
ANSWER: C. Operant condioning uses posive and
negave reinforcement to strengthen or weaken a
response.
52. If one is asked to develop himself to the fullest, 54. The proponent of mulple intelligences is:
what need is he trying to sasfy according to Maslow’s A. Jean Piaget
hierarchy of needs? B. Ivan Pavlov
C. Sigmund Freud
a. Safety needs D. Howard Gardner
b. Physiological needs
c. Belongingness Answer: Gardner, according to Cherry (2018), rst
d.Self-actualizaon outlined his theory in his 1983 book "Frames of Mind:
The Theory of Mulple Intelligences," where he
Answer: D. According to Maslow’s Hierarchy of Needs, suggested that all people have dierent kinds of
the highest among the need is self-actualizaon, "intelligences." Gardner proposed that there are eight
wherein the person strives to develop himself to his full intelligences, and has suggested the possible addion of
potenals. a ninth known as "existenalist intelligence."

53. What need is a person trying to sasfy, when the 55. This theorist proposed that human acvity is based
person strives to develop himself to the fullest? on associaon and response.
A. Safety needs A. Sigmund Freud
B. Physiological needs B. Ivan Pavlov
C. Sense of belonging C. BF Skinner
D. Self-actualizaon D. Edward Thorndike

ANSWER: D. Self-actualizaon is in the apex of Maslow’s ANSWER: D. His theory represents the original S-R
hierarchy of needs. It is said that in 1970, Maslow added framework of behavioral psychology: Learning is
two addional needs at the top: aesthec needs and the result of associaons forming between smuli and
transcendence needs. responses. Such associaons or “habits” become
strengthened or weakened by the nature and frequency
53. What need is a person trying to sasfy, when the of the S-R pairings. The paradigm for S-R theory was
person strives to develop himself to the fullest? trial and error learning in which certain responses come
A. Safety needs to dominate others due to rewards.
B. Physiological needs (InstruconalDesign, 2020)
C. Sense of belonging
D. Self-actualizaon 56. Pauline, a third year student is popular not only in
her classroom but also in the enre campus. She is
ANSWER: D. Self-actualizaon is in the apex of Maslow’s always invited to soirees and pajama pares. Students
hierarchy of needs. It is said that in 1970, Maslow added are drawn to her because of her seemingly friendly
two addional needs at the top: aesthec needs and atude. This intelligence according to Gardner is
transcendence needs. known as _________________.
A. Popularity Answer: C. An auditory learns by hearing and listening.
B. Congenial A tacle learner learns by touching and doing. A visual
C. Interpersonal learner learns by reading text or seeing pictures. Those
D. Intrapersonal visual learners who prefer to read texts are known as
visual symbolic; whereas, visual learners who refer
ANSWER: C. Her ability to carry out social interacons seeing lms and pictures are visual iconic.
well suggests that she has interpersonal intelligence.
PART 3: DEVELOPMENT OF THE LEARNERS IN VARIOUS
57. Estela has inherent skills in taking care of plants. It is STAGES
highly possible that she has __________ intelligence.
A.naturalisc intelligence 14 LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES
B. intrapersonal intelligence
C.spaal intelligence 1. Nature of the learning process.
D.existenal intelligence The learning of complex subject maer is most eecve
when it is an intenonal process of construcng
ANSWER: A. Naturalisc intelligence is one of the forms meaning from informaon and experience
coined by Gardner.
2. Goals of the learning process.
58. One of the following shows skills in interpersonal The successful learner, over me and with support and
intelligence. This person usually instruconal guidance, can create meaningful, coherent
A. works on his/ her own representaons of knowledge
B. keeps interest to himself/ herself
C. seeks out a classmate for help when problem occurs 3. Construcon of knowledge.
D. spends me meditang The successful learner can link new informaon with
exisng knowledge in meaningful ways
ANSWER: C. Among the choices, only opon C indicates
interpersonal communicaon, as skill inherent to those 4. Strategic thinking.
who possess the saidintelligence. The successful learner can create and use a repertoire
of thinking and reasoning strategies to achieve complex
59. A person who is friendly and has a capacity to make learning goals
people laugh possesses:
A.Naturalisc intelligence 5. Thinking about thinking.
B. Spaal intelligence Higher order strategies for selecng and monitoring
C. Intrapersonal intelligence mental operaons facilitate creave and crical
D.Interpersonal intelligence thinking.

Answer: D. A friendly person and has a capacity to make 6. Context of learning.

people laugh is a manifestaon of interpersonal Learning is inuenced by environmental factors,
intelligence. Interpersonal intelligence is also including culture, technology, and instruconal
characterized by “People-orientedness skills”. pracces.

60. Students who learn best through watching lm, 7. Movaonal and emoonal inuences on learning.
seeing pictures or any graphic display, and creang What and how much is learned is inuenced by the
picture memory belong to ____ type of learner. movaon. Movaon to learn, in turn, is
inuenced by the individual's emoonal states, beliefs,
A. Auditory interests and goals, and habits of thinking
B. Kinesthec / Tacle
C. Visual iconic 8. Intrinsic movaon to learn.
D. Visual Symbolic The learner's creavity, higher order thinking, and
natural curiosity all contribute to movaon to
learn. Intrinsic movaon is smulated by tasks of
opmal novelty and diculty, relevant to personal 61. Puberty is commonly considered
interests, and providing for personal choice and control. A. the same as adolescence
B. occurs earlier for boys than for girls
9. Intrinsic movaon to learn. C. is the period of growth and hormonal changes that
The learner's creavity, higher order thinking, and lead to sexual maturity
natural curiosity all contribute to movaon to learn. D. involves a growth spurt of 1-2 years during which
Intrinsic movaon is smulated by tasks of opmal boys are taller than girls
novelty and diculty, relevant to personal interests,
and providing for personal choice and control. Answer: C. Puberty involves the appearance of the
secondary sexual characteriscs triggered by the
10. Developmental inuences on learning. hormones testosterone in males and estrogen in
As individuals develop, there are dierent opportunies females. The resulng physiological changes are as
and constraints for learning. Learning is most eecve follows.
when dierenal development within and across
physical, intellectual, emoonal, and social domains is 62. Idencaon with peer groups in adolescence
taken into account. _____________.

11. Social inuences on learning. A. Decreases during adolescence

Learning is inuenced by social interacons, B. Gives an adolescent a measure of security and a
interpersonal relaons, and communicaon with sense of identy
others. C. Reduces self-esteem and self-worth
D. Seems to always lead to incredibly destrucve
12. Individual dierences in learning. behaviors
Learners have dierent strategies, approaches, and
capabilies for learning that are a funcon of prior Answer: B. Adolescents seek out others as they build
experience and heredity. their identy and establish greater independence from
their parents. As Gray, et al (2018) wrote, “During this
13. Learning and diversity. me, when young people are developing autonomy
Learning is most eecve when dierences in learners' from their parents, peers become a signicant source of
linguisc, cultural, and social backgrounds are taken social and emoonal support.”
into account.
63. This period is the transion between childhood to
14. Standards and assessment. adulthood
Seng appropriately high and challenging standards
and assessing the learner as well as learning progress -- A. Puberty
including diagnosc, process, and outcome assessment B. Adolescence
-- are integral parts of the learning process. C. Late childhood
D. Early adulthood

Answer: B. The said stage brings about major

physiological and psychological transformaon and
consequently adjustments to all children.

64. Why is hyperacvity a serious childhood problem?

A. It is associated with severe brain damage and

retardaon
B. It cannot be treated
C. It interferes with success in school and learning in A. Adulthood
general B. Adolescence
D. Hyperacve children tend to be self-destrucve and C. Middle age
withdrawn D. Logical

Answer: D. Unchanneled energies and ungraed drives Answer: C. It is in this age when one enters the period
of children with ADHD may cause them to inict self- of generavity, which Erikson describes as the period of
harm or isolate themselves from greater concern for society and fulllment
others. of social role and identy.

65. A child who always ght with his/ her classmates, 69. When toddlers are developed too negavely or are
who has a very short aenon span, and who has ignored which do they develop?
frequent tantrums is believed to be suering
from: A. Mistrust
B. Shame
A. Mental retardaon C. Total dependence
B. Down syndrome D. Inferiority
C. Aenon-Decit Hyperacvity Disorder
D. Learning disability Answer B. Shame

Answer: C. ADHD (Aenon Decit Hyperacve 71. In which life-span stage is the adolescent based on
Behavior) is characterized by short aenon span, Erikson’s theory of psychosocial development?
irritability, frequent tantrums, disregard for
consequence and overly acve behavior. A. Inmacy vs. isolaon
B. Identy vs. confusion
66. The major features of the prenatal stage is the C. Generavity vs. stagnaon
development in: D. Industry vs. inferiority
A. Social
B. Physical Answer B. Identy vs. confusion based on the Erickson
C. Motor Psychosocial Development (12 – 18 years old)
D. Intellectual
72. By the end of the sensorimotor period, the toddler
Answer: B. Prenatal stage covers the child’s physical understands object permanence. What does object
formaon and development in the womb. permanence mean?
A. connue to exist even when they cannot be seen.
67. Joy joined oung with her “barkada” even if her B. don’t exist when they are no longer seen.
parents did not allow her. What characterisc of C. never change.
adolescents is demonstrated by Joy? D. change in shape and in color.
A. Adolescents are independent
B. Adolescents make “peers” as priority Answer A. Object permanence describes a child's ability
C. Adolescents become disrespecul to know that objects connue to exist even though they
D. Adolescents are carefree can no longer be seen or heard.

Answer: B. Adolescents tend to rely on others for their 73. Of the following human needs, which is considered
self-worth and identy as they establish greater as the most basic needs for human growth and
independence from their parents. maturaon based on Maslow’s hierarchy of needs?
A. Health and safety
68. A stage in life development when career enjoys B. Peace and comfort
highest level. C. Recognion and presge
D. Self-fulllment of potenal
Answer: A. In Maslow’s Hierarchy of Needs, health or
physiological needs (such as food and water) are the Answer: B. Establishing one’s career, engaging in
most basic needs found at the base or boom of the romanc relaonship, and establishing a family are all
pyramid. This us followed by the safety and security developmental tasks listed by Havighurst under early
needs (such as home and shelter). adulthood stage.

76. Vygotsky’s theory of learning is best known as a(n):

A. behaviorist approach.
B. informaon-processing approach.
C. structuralist approach.
D. social construcvist approach.

Answer: D. Social construcvism emphasizes the

collaborave nature of learning. Social construcvism
was developed by post-revoluonary Soviet
psychologist Lev Vygotsky.

77. Which of the following is an example of posive

reinforcement?
74. Which of the following is NOT an example of a
A. Giving Ben money for washing the dishes.
defense mechanism?
B. Spanking Ana for throwing trash on the street.
C. Taking away the lollipop if Suzie doesn’t nish her
A. “Aer my grandmother died, my father sll set her
homework.
bed every night.”
D. Excusing Rico from cleaning the toilet because he got
B. “I realized that I was angry with my brother, so I sat
high score in Math.
down to talk about the issue.”
C. When quesoned by a friend, the woman who was
Answer: A. Posive reinforcement is adding something
brutally raped last month answered that she was doing
pleasant or desirable (candies, stars, prizes, money,
ne and that the enre incident had slipped her mind.
hug). Opon A is an example of posive reinforcement.
D. Aer the new baby was brought home, his four-year
Opon B is posive punishment. Opon C is negave
old brother threw temper tantrums and wrote all over
punishment. Opon D is negave reinforcement.
the walls with crayons; acts he had not commied since
age two.
78. Social behaviorists and social cognivists believe
that learning is inuenced by social interacon and
Answer: B. Opon A is denial, Opon C is repression,
interpersonal relaons. With this in mind,
and Opon D is regression. All of these are examples of
a teacher must ____.
defense mechanism. Opon B does not signify defense
mechanism since the acon shows maturity and grasp
A. give more independent study
of reality.
B. make students work collaboravely
C. make students feel good about themselves
75. Allan spends a great deal of me working and trying
D. movates students to reect on how they learn
to establish his career. He also has been thinking about
how his personal relaonship is going and considering
Answer: B. Collaborave acvies allow social
whether it could be long-term and lead to establishing a
interacons and build interpersonal relaons among
family. Allan is MOST LIKELY in:
students which will result to a beer and more
meaningful learning.
A. adolescence.
B. early adulthood.
C. middle adulthood.
D. late adulthood.
79. Students who learn best through watching lm,
seeing pictures or any graphic display, and creang ANSWER: B. The acvies menoned are increasing in
picture money belong to ___ type of learner. complexity, involving greater motor skills.

A. Auditory 83. Aya just learns some lessons by mere observing her
B. Kinesthec/Tacle mother. This process is also known as:
C. Visual Iconic A. Observaon
D. Visual Symbolic B. Maturaon
C. Accommodaon
Answer: C. An auditory learner learns by hearing and D. Assimilaon
listening. A tacle learner learns by touching and doing.
A visual learner learns by reading text or seeing Answer: D. Assimilaon is oen described as like
pictures. Those visual learners who prefer to read texts blowing air into a balloon – it keeps growing in size,
are known as visual symbolic; whereas, visual learners much like a mind that keeps on learning. The process,
who prefer seeing lms and pictures are visual iconic. however, involves changing the new informaon or
its schema to t into one’s understanding and thus,
80. The learner is referred to as center of educave learn it.
process but the teacher is the provider of __________,
to achieve the desired outcomes. 84. When an individual applies in real life situaons the
knowledge he has goen from experience, he is
A. Learning process undergoing process of:
B. Learning opportunies A. Integraon
C. Learning acvies B. Movaon
D. Learning package C. Assimilaon
D. Accommodaon
ANSWER: B. Opportunies include the process and
acvies. The teacher can never learn in behalf of the Answer: D. Accommodaon refers to modifying exisng
learner, and therefore must provide the best schema to suit one’s convenience or new experiences,
opportunies that would facilitate learning. or to allow new informaon to t in easier.

PART 4: FOCUS ON THE LEARNER, LEARNING AND 85. Krathwohl is famous for his Taxonomy of Aecve
CLASSROOM PROCESSES Domain, while Anita Harrow is known for her
_____________ domain
81. A relavely permanent change in behavior or A. Aecve
knowledge due to pracce and experience is: B. Psychomotor
C. Cognive
A. Teaching D. Metacognion
B. Learning
C. Maturaon ANSWER: B. Anita Harlow is known for her hierarchy of
D. Development psychomotor skills. The taxonomy of aecve and
psychomotor domains from Krathwohl and Harlow are
Answer: B. Learning entails a change in behavior. as follows.

82. Potpot started from crawling, creeping, sing and

to standing. This manifests:

A. Assimilaon
B. Development
C. Accommodaon
D. Maturaon
 87. According to John Flavell, metacognion consists of
metacognive knowledge and metacognive
experience or regulaon. This simply means ___.

A.“thinking about thinking” or “learning how to learn”

B. learning focuses on the accumulaon of verbalized
informaon.
C.learning by rote and memorizaon with emphasis on
knowledge of specic facts
D.knowing what to learn through reading books and
other vicarious experiences

ANSWER: A. Metacognion, as dened by its proponent

John Flavell, is the combined monitoring and regulaon
of one’s own thinking processes; a conscious
vericaon of one’s personal cognive status that
allows one to develop and expand upon new
knowledge.

88. Providing variety of learning acvies to students is

a characterisc of a teacher who understand the
principle of _____.

86. Using Bloom’s Taxonomy, the highest among the

A. reward as a potenal means of increasing the
following is.
parcipaon
A. Crical comprehension
B. proacve teaching as a modern technique of teaching
B. Crical evaluaon
C. acilitang learning with emphasis on individual
C. Integraon
dierences
D. Literal comprehension
D. allowing the student to be exposed to various
teaching techniques
ANSWER: B. Such is an example of HOTS or highest
order thinking skills. Bloom’s taxonomy of cognive
ANSWER: C. Students have dierent interests and
objecves (with Anderson’s revision) is
learning styles, hence using various learning acvies
as follows:
will help allow all to learn more eecvely
while providing them the chance to explore other also cause invoke greater resistance within the
learning styles as well through the said acvies. students.

89. Which of the following promotes learning at the 92. The following is true about teacher as facilitators of
maximum? learning EXCEPT

A. Learning exercises are focused on the right side of A. Teacher does more talk so learners talk less
the brain B. Teacher makes use of interacve teaching strategies
B. Learning exercises involve both sides of the brain C. Teacher caters to mulple intelligences
C. Learning exercises are focused on cognive D. Teacher does less talk for learners to talk more
objecves
D. Learning exercises are focused on the le side of the ANSWER: A. Teachers, as facilitators of learner-centered
brain teaching, are not supposed to dominate discussions and
lessons. Their role should mainly focus on providing
ANSWER: B. Learning as much as possible should be learning opportunies and guide the students in
holisc and must invoke maximum cognive processing ideas and concepts.
development by using all the learner’s intellectual
facules. 93. Metacognion is primarily characterized by:

90. An adolescent exhibit what common characteriscs? A. Recalling the past lesson
B. Visualizing in advance
A. Reasonable and secure C. Formulang hypothesis
B. Feels intense emoons and sense of disequilibrium D. Thinking about their thinking
C. Slow but steady physical growth
D. Passive and obedient ANSWER: D. Metacognion is more concerned with the
process by which concepts and ideas are formed, thus
ANSWER: B – A common characterisc of teenager or the phrase “thinking about thinking.”
adolescent is the feeling of intense emoon and sense
of disequilibrium. Most psychologists believe that this 94. What a teacher should do if students are
stage is “storm and stress” brought about by body misbehaving in class?
changing hormones and physical/bodily changes.
(Esmane, et al, 2015) A.Send the misbehaving pupils to the guidance
counselor
91. Students who are disobedient and display negave B. Involve the whole class in seng rules of conduct in
atudes towards others are best handled by a teacher the whole class
who will C.Make a report to the parents about their children’s
misbehaviour
A. insist on compliance to the same degree required of D.Set the rules for the class to observe
pupils
B. take every opportunity to praise him for every ANSWER: B. Involving the class in seng rules gives the
posive atude the student displays students a deeper sense of responsibility and
C. avoid giving him orders or if you do and he objects accountability. The process also allows them to enhance
take back the order their higher order thinking skills.
D. detain him aer oce hours for him to do what he
has been ordered to 95. A student is nding it hard to read. When the
guidance counselor traced the child’s history, the
ANSWER: B. The said opon adheres to the principles of counselor was able to nd out that the student came
inclusive educaon and at the same me harnesses the from a dysfunconal family, aside from that, the child
power of posive reinforcement. The other opons may was abused and neglected. What could have caused the
student’s reading disability?
A. Emoonal factors 98. When the students are allowed to be responsible on
B. Poor teaching their own learning and to be aware of their thinking
C. Neurological factors processes, what skill is developed?
D. Immaturity
A. construcon
Answer: A. Reading disability was found to be related B. metacognion
with emoonal factors. Therefore, a child who is C. psychic awareness
neglected and abused has a higher chance of having D. reecon
diculty gaining reading skills.
Answer: B. Metacognion is the process of developing
96. The school director emphasizes the necessity of self-awareness and the ability to self-assess and also
clean and green environment to contribute eecve contemplaon about one’s learning-past, present, and
teaching and learning. This is an example of future.
_________________.
A. Providing an atmosphere conducive to learning 99. Ruben is movated to improve his metacognive
B. Providing adequate physical facilies skills. Which of the following ways does NOT advance
C. Ulize educaonal technology metacognion?
D. Establish rapport between teachers and pupils
A. Accepng new knowledge
ANSWER: A. Simply put, students learn beer when B. Assessing one’s own thinking
they view the learning environment as posive and C. Learning how to study
supporve (Young, 2020, cing Dorman, Aldridge, & D. Learning to organize thoughts
Fraser, 2006). This cleanliness also refers to the physical
environment. Answer: A. All the opons require higher cognive
processes, except Opon A. “Accepng new
97. The nearest to the real thing according knowledge” is a passive process and does not require
to Edgar Dale’s Cone of Experience is ________ higher cognion.
A. watching demo
B. aending exhibit 100. Michelle wants to commit herself to the lifeme
C. hearing and listening work and mission of a teacher. Using extrinsic
D. viewing images movaonal assessment, what could be the noblest
move of her chosen profession?
Answer: A. Watching demonstraons are closer to
direct, purposeful experiences. Dale’s Cone of A. Economic security and welfare
Experiences can be seen below: B. Promise of higher rank and presge
C. Respected posion in society
D. Social service to upcoming generaons

Answer: C. Opons A and B opons are not so noble as

they are somehow based on self-vested interest. Opon
D is the noblest but it is NOT extrinsic. Opon C is noble
and manifests extrinsic movaon. Teachers are
highly regarded and honored in the community.