A) Albert Bandura B) Lawrence Kohlberg C) Sigmund Freud D) Jean Piaget
A) How people develop physical strength B) How people develop moral reasoning C) How people acquire language D) How people develop intelligence
A) Four levels B) Six levels C) Two levels D) Three levels
A) Three stages B) Four stages C) Six stages D) Five stages
A) Childhood, adolescence, and adulthood B) Obedience, punishment, and reward C) Pre-conventional, conventional, and post-conventional D) Emotional, social, and intellectual
A) Pre-conventional level B) Post-conventional level C) Conventional level D) Reflective level
A) Stage 3 B) Stage 4 C) Stage 1 D) Stage 2
A) Good interpersonal relationships B) Law and order orientation C) Obedience and punishment orientation D) Social contract orientation
A) Stage 3 B) Stage 2 C) Stage 5 D) Stage 1
A) Good interpersonal relationships B) Universal ethical principles C) Obedience and punishment D) Instrumental purpose and exchange
A) Rejecting every established law B) Meeting social expectations and following rules C) Avoiding punishment at all costs D) Gaining personal rewards only
A) Stage 1 B) Stage 2 C) Stage 3 D) Stage 6
A) Good interpersonal relationships B) Obedience and punishment C) Universal ethical principles D) Law and order
A) Stage 3 B) Stage 1 C) Stage 2 D) Stage 4
A) Good interpersonal relationships B) Instrumental purpose and exchange C) Law and order orientation D) Social contract orientation
A) Conventional B) Pre-conventional C) Punishment-oriented D) Post-conventional
A) Stage 4 B) Stage 5 C) Stage 2 D) Stage 3
A) Obedience and punishment B) Social contract and individual rights C) Good interpersonal relationships D) Instrumental purpose and exchange
A) Stage 3 B) Stage 6 C) Stage 4 D) Stage 1
A) Stage 1 B) Stage 6 C) Stage 4 D) Stage 2
A) Pre-conventional morality focuses on punishment and personal consequences, while conventional morality focuses on social expectations and rules. B) There is no difference between them C) Pre-conventional morality rejects all rules, while conventional morality rejects all laws. D) Pre-conventional morality focuses on universal principles, while conventional morality focuses only on rewards.
A) Moral decisions may be guided by rights, justice, and ethical principles. B) Moral decisions are always based on personal rewards. C) Moral decisions are based only on avoiding punishment. D) Moral decisions are based only on pleasing friends.
A) Moral reasoning means following friends. B) Moral reasoning always depends on punishment. C) Moral reasoning is based only on rewards. D) Moral reasoning can involve fairness and justice.
A) Language acquisition B) Memory improvement C) Physical development D) Moral reasoning and decision-making
A) No, because their reasons for choosing the action may differ B) No, because moral development cannot be studied. C) Yes, if both people are the same age D) Yes, because actions determine moral stages.
A) “I should protect human rights even when others disagree.” B) “I should help because my friend will help me later.” C) “I should not steal because I might be punished.” D) “I should follow laws to maintain social order.”
A) “I will do it because I might receive a reward.” B) “I will challenge an unjust law to protect fundamental rights.” C) “I must obey the law to preserve social order.” D) “I want to be a good friend, so I will help.”
A) Moral development is concerned only with emotions. B) The theory focuses only on physical growth. C) The theory describes six stages organized into three levels. D) Every person automatically reaches Stage 6.
A) It proves that punishment is the only way to teach morality. B) It teaches students to obey every instruction without thinking. C) It helps explain how people reason about moral problems and ethical decisions. D) It eliminates the need to understand other people's perspectives.
A) B. F. Skinner B) Jean Piaget C) Albert Bandura D) Lev Vygotsky
A) Children learn only by working independently. B) Learning happens only through memorization. C) Social interaction and culture influence cognitive development. D) Intelligence is fixed at birth and cannot change.
A) Physical appearance B) Competition alone C) Social interaction D) Punishment only
A) Physical growth and exercise B) Learning through rewards only C) The influence of society and culture on learning D) Individual development without social contact
A) Trial and error learning B) Operant conditioning C) Classical conditioning D) Zone of Proximal Development
A) Providing temporary support until learners can work independently B) Asking students to memorize every lesson C) Preventing students from making mistakes D) Giving students answers without explanation
A) A teacher refuses to answer students’ questions. B) A student is required to complete an unfamiliar task without help. C) A teacher gives the same answer to every question. D) A teacher demonstrates the first step of a task and gradually reduces assistance.
A) A person or resource with greater knowledge or skill in a particular task B) Only a classroom teacher C) Only a learner of the same age D) Only a parent
A) A learner who avoids group activities B) A student who refuses to share information C) A person who has no experience with the task D) A classmate who teaches another student how to solve a difficult problem
A) Language has no connection to thinking B) Language prevents children from solving problems. C) Language supports communication, thinking, and learning. D) Language is used only for communication.
A) Speaking in front of a large audience B) Talking to oneself to guide one's thinking or behavior C) Speaking secretly to deceive others D) Communicating only through writing
A) Classical conditioning B) Private speech C) Social isolation D) Punishment orientation
A) Culture prevents children from learning independently. B) Culture has no effect on thinking C) Culture affects only physical development D) Culture provides tools, values, language, and practices that shape learning.
A) A child grows taller over time. B) A child learns traditional songs and stories from family members. C) A student changes classrooms D) A learner buys a new school bag.
A) To lecture without allowing questions B) To make every decision for students C) To provide support and guide learners toward greater independence D) To focus only on examinations
A) Continue providing exactly the same level of help forever. B) Stop teaching the student completely. C) Make the task more confusing. D) Gradually reduce support and encourage independent performance.
A) The person must always have a teaching degree. B) The person must always be older than the learner. C) The person must always be a parent. D) The person has greater knowledge or skill relevant to the task.
A) Only biological growth affects development. B) Development must always finish before learning begins. C) Learning and development are completely unrelated. D) Guided learning can support and advance development.
A) A child repeats a word without understanding it. B) A child initially follows a parent’s instructions and later uses the same strategy independently. C) A student ignores feedback from a teacher. D) A learner forgets how to complete a familiar task.
A) Avoiding all group activities B) Giving every learner identical tasks regardless of ability C) Requiring students to learn without feedback D) Providing guided questions and hints suited to a learner’s current needs
A) It allows learners to exchange ideas and develop understanding. B) It replaces the need for practice. C) It prevents learners from thinking independently. D) It is useful only for language subjects.
A) It encourages teachers to avoid student collaboration. B) It shows that students should receive no assistance. C) It suggests that all students learn in exactly the same way. D) It helps teachers use collaboration, language, and appropriate guidance to support learning.
A) Lev Vygotsky B) Lawrence Kohlberg C) Jean Piaget D) Urie Bronfenbrenner
A) Learning occurs only inside the classroom. B) Human development is influenced by interactions with different environmental systems. C) Children develop independently of their environment. D) Human development is influenced only by genetics.
A) Five B) Six C) Three D) Four
A) Mesosystem B) Macrosystem C) Microsystem D) Exosystem
A) National economic policy B) A child's family and classroom C) A parent's workplace that the child never visits D) Cultural traditions across a country
A) The child's biological characteristics B) The laws and customs of society C) Historical changes over several generations D) The relationship between two or more settings in the child's microsystem
A) Microsystem B) Exosystem C) Chronosystem D) Mesosystem
A) Cultural values, customs, laws, and societal beliefs B) Only the child's classroom C) Only the child's friends D) The daily relationship between parents and teachers
A) A parent preparing breakfast B) A student talking to a classmate C) A country's cultural beliefs about education D) A teacher helping one learner
A) Microsystem B) Macrosystem C) Chronosystem D) Mesosystem
A) Exosystem only B) Macrosystem only C) Microsystem only D) Chronosystem
A) Macrosystem B) Microsystem C) Chronosystem D) Exosystem
A) Development is determined only by age. B) The environment affects the child, but the child never affects the environment. C) The child and the environment influence each other. D) Only the family affects development.
A) Chronosystem B) Exosystem C) Macrosystem D) Microsystem
A) Mesosystem B) Macrosystem C) Microsystem D) Exosystem
A) Mesosystem B) Chronosystem C) Exosystem D) Microsystem
A) Macrosystem B) Exosystem C) Microsystem D) Mesosystem
A) A cultural belief B) A parent's workplace condition C) A developmental transition over time D) A relationship between two environmental settings only
A) It proves that all students develop at the same rate. B) It suggests that teachers should ignore family circumstances. C) It shows that only intelligence determines academic success. D) It helps educators understand how family, school, community, and society influence learning.
A) Historical events that occurred before the child was born B) The global economy C) National education laws D) Daily interactions with parents and classmates
A) Chronosystem B) Mesosystem C) Microsystem D) Exosystem
A) A child plays with a sibling at home. B) The relationship between a child's family and school affects learning. C) A parent's company changes its working hours. D) A country's traditions influence family life.
A) Learning system B) Mesosystem C) Microsystem D) Chronosystem
A) Exosystem only B) Chronosystem C) Microsystem only D) Mesosystem only
A) Focus only on test scores. B) Ignore students' family and community environments. C) Assume the same environmental factors affect every student equally. D) Build positive relationships with students and their families.
A) Microsystem and macrosystem B) Only the mesosystem C) Only the chronosystem D) Only the exosystem
A) Human development results from interactions among individuals and multiple environmental systems over time. B) Development is influenced by a single environmental factor. C) Social and cultural influences have no effect on development. D) Children develop only through formal education.
A) Multiple interconnected environmental systems influence development. B) Development is determined entirely by heredity. C) Only classroom instruction affects development. D) Children should learn without community involvement.
A) The period from infancy to childhood B) The period after birth C) The period of adolescence D) The period after birth
A) 10 weeks B) 20 weeks C) 38 weeks after conception D) 2 years
A) Four B) Two C) Three D) Five
A) Germinal, embryonic, and fetal B) Infancy, childhood, and adolescence C) Neonatal, infant, and toddler D) Physical, emotional, and social
A) Neonatal stage B) Embryonic stage C) Fetal stage D) Germinal stage
A) From the third to the eighth week B) From the ninth week until birth C) During the first year after birth D) During the first two weeks after conception
A) The lungs become fully mature. B) The fetus begins to breathe independently C) A sperm cell joins an egg cell to form a zygote D) The baby begins to walk
A) The organ that supplies oxygen to the fetus B) A fully developed fetus C) The single cell formed after fertilization D) An unfertilized egg
A) Birth takes place. B) Implantation in the uterine lining may occur. C) The lungs begin independent breathing. D) The baby begins to move.
A) Infancy stage B) Germinal stage C) Fetal stage D) Embryonic stage
A) During the first two weeks after conception B) From the third through the eighth week after conception C) Only during labor D) From the ninth week until birth
A) The baby learns to speak. B) Major organs and body structures begin to form. C) The baby learns to walk. D) The child develops permanent teeth.
A) Fetal stage B) Germinal stage C) Embryonic stage D) Neonatal stage
A) The embryo first forms from a single cell. B) Fertilization first occurs. C) Fertilization first occurs. D) Body organs grow and mature.
A) Trachea B) Umbilical cord C) Esophagus D) Spinal cord
A) To exchange oxygen, nutrients, and waste between maternal and fetal blood systems B) To produce the baby's bones C) To make the baby breathe air D) To control the baby's movements
A) It begins the process of fertilization. B) It replaces the placenta. C) It produces red blood cells for the mother. D) It protects the developing baby and allows movement
A) The mother's nutrition during pregnancy B) The child's first day of school C) The child's first spoken word D) The child's ability to ride a bicycle
A) Water B) Prenatal vitamins recommended by a healthcare professional C) Properly prepared vegetables D) Alcohol
A) They determine every aspect of the child's future personality. B) They help monitor the health of the pregnant person and the developing baby C) They replace the need for proper nutrition D) They guarantee that pregnancy will have no complications.
A) Movement develops during pregnancy, and the pregnant person may feel it later in the second trimester. B) Movement proves that all organs are fully mature. C) Fetal movement never occurs before birth. D) Fetal movement begins only after delivery. |