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CADLLP
  • 1. Learning driven by curiosity, personal interes, or enjoymen; encourage deep engagement
A) Social motivation
B) Importance
C) Intrinsic motivation
D) Extrinsic motivation
  • 2. Learning driven by external rewards, grades, or recognition; can be reinforced with desired behavior
A) Social motivation
B) Extrinsic motivation
C) Importance
D) Intrinsic motivation
  • 3. Learners have varying intellectual abilities and thinking skills
A) Cognitive differences
B) Learning styles and pace
C) Inclusive teaching
D) Instructional strategies
  • 4. Some learners are visual, others auditory or kinesthetic; peace of learning differs
A) Cognitive differences
B) Learning style and pace
C) Instructional strategies
D) Inclusive teaching
  • 5. Ensures all learners, including those with special needs, access meaningful instruction
A) Inclusive teaching
B) Cognitive differences
C) Learning style and pace
D) Instructional strategies
  • 6. Differentiated instruction, scaffolding, and cooperative support diverse learners
A) Learning style and pace
B) Instructional strategies
C) Inclusive teaching
D) Cognitive differences
  • 7. Learning occurs through senses and actions; infants explore the environment
A) Formal operational (11 + years)
B) Sensorimotor (0-2 years)
C) Concrete Operational (7-11 years)
D) Preoperational (2-7 years)
  • 8. Symbolic thinking develops; logic is limited, and egocentrism is common
A) Formal operational (11 + years)
B) Sensorimotor (0-2 years)
C) Preoperational(2-7 years)
D) Concrete Operational ( 7-11 years)
  • 9. Logical thinking emerges; children understand concrete events and relationship
A) Formal operational (11 + years)
B) Preoperational (2-7 years)
C) Sensorimotor (0-2 years)
D) Concrete Operational ( 7-11 years)
  • 10. Abstract and hypothetical thinking develops; learners can reason systematically
A) Sensorimotor (0-2 years)
B) Preoperational (2-7 years)
C) Formal operational (11+ years)
D) Concrete Operational (7-11 years)
  • 11. Learners progress from obedience to authority to principled ethical reasoning
A) Emotional development (Erickson)
B) Natural development
C) Moral development (Kohlberg)
D) Physical development (frued)
  • 12. Learners manage feeling, build relationships and form identity; critical for adjustment
A) Emotional development (Erickson)
B) Natural development
C) Physical development (frued)
D) Moral development (Kohlberg)
  • 13. Primary influencers in shaping values attitudes and social skills
A) Impact of learning
B) Role of family and community
C) Peer influence
D) Important of social skills
  • 14. Can positively encourage collaboration or negatively pressure conformity
A) Importance of social skills
B) Teachers role
C) Peer influence
D) Role of family and community
  • 15. It refers to the definition of importance of social skills
A) Guide learners to build healthy relationships and positive social behaviors
B) Learning to communicate, resolve conflicts, and work in teams support overall development
C) Encourage to communicate, resolve conflicts, and work in terms
D) Primary influencers n shaping values attitudes and social skills
  • 16. Visual, auditory, and kinesthetic preferences affect how learners process information
A) Piaget stages of development
B) Gardner's multiple Intelligence
C) Learning styles
D) Learners characteristics
  • 17. Learners have different strengths; linguistics, logical-mathematical, musical
A) Gardner's multiple Intelligence
B) All of them
C) Frued theory of evolution
D) Erickson multiple development
  • 18. Lessons match learner's cognitive emotional and social stage
A) Engagement instruction
B) Developmentally appropriate teaching
C) Differentiated instruction
D) Engagement strategies
  • 19. Adapting content process and assessment to meet individual needs
A) Engagement strategies
B) Developmentally appropriate teaching
C) Differentiated instruction
D) Goal
  • 20. Use methods that stimulate interest participation and critical thinking
A) Developmentally appropriate teaching
B) Differentiated instruction
C) Engagement strategies
D) Goal
  • 21. Provide meaningful and effective learning experiences for children and adolescents of diverse
A) Goal
B) Differentiated instruction
C) Engagement strategies
D) Developmentally appropriate teaching
  • 22. This is how a person's thinking skills change over time. It includes memory problem solving and decision-making
A) Physical development
B) Moral development
C) Socio-emotional development
D) Cognitive development
  • 23. This refers to how they understand and manage their feelings and how they interact with others
A) Moral development
B) Physical development
C) Cognitive development
D) Socio-emotional development
  • 24. This is the growth of the body and the brain. Including motor skills
A) Cognitive development
B) Moral development
C) Physical development
D) Socio-emotional development
  • 25. This is the process of learning what is right and wrong
A) Moral development
B) Cognitive development
C) Physical development
D) Socio-emotional development
  • 26. This stage is often called middle childhood. Children at this age are very different from adolescents
A) The adolescent learners (12-18)
B) Formal learners
C) Universal principles for all learners
D) The child learners (6-12)
  • 27. Time of major change and transition they are no longer children and are beginning to think like adults
A) The adolescent learners (12-18)
B) Universal principles for all learners
C) The child learners (6-12)
D) Formal learners
  • 28. Regardless of age all learners benefit from these key approaches
A) The adolescent learners (12-18)
B) Formal operational learners
C) The child learners (6-12)
D) Universal principles for all learners
  • 29. This theory focuses on how children think reason and understand the world
A) Gardner's theory of intelligence
B) Frued theory of evolution
C) Piaget's stages of cognitive development
D) Erickson multiple Intelligence
  • 30. Infants learn about the world through their senses (looking, hearing, touching)
A) Sensorimotor stage (0-2)
B) Concrete Operational stage (7-11)
C) Preoperational stage (2-7)
D) Formal operational stage (12+ years)
  • 31. Children begin to think symbolically and use words and pictures to represent objects
A) Preoperational stage (2-7)
B) Sensorimotor stage (0-2)
C) Concrete Operation stage (7-11)
D) Formal operational stage (12+ Years)
  • 32. Children's thinking becomes more logical and organized
A) Preoperational stage (2-7)
B) Concrete Operational stage (7-11)
C) Formal operational stage (12+)
D) Sensorimotor stage (0-2)
  • 33. Adolescents develop the ability to think abstractly and reason about hypothetical problems
A) Sensorimotor stage (0-2)
B) Preoperational stage (2-7)
C) Formal operational stage (12+)
D) Concrete Operational stage (7-11)
  • 34. This theory outlines how a person's personality develops over time an entire life span.
A) Gardner's multiple Intelligence
B) Frueds theory of psychosocial development
C) Erickson stages of psychological development
D) Blooms taxonomy
  • 35. The infant is dependent on caregivers. If their basic needs are met.
A) Autonomy vs shame and doubt
B) Industry vs inferiority
C) Trust vs mistrust
D) Initiative vs guilt
  • 36. Toddlers begin to assert their independence if they are allowed to explore and be independent
A) Initiative vs guilt
B) Autonomy vs shame and doubt
C) Identity vs role confusion
D) Trust vs mistrust
  • 37. Preschoolers begin to take initiative in activities and play. If encouraged they develop a sense of purpose
A) Identify vs role confusion
B) Trust vs mistrust
C) Initiative vs guilt
D) Industry vs inferiority
  • 38. Children enter school and begin to compare themselves to their peers
A) Industry vs inferiority
B) Autonomy vs shame and doubt
C) Identify vs role confusion
D) Initiative vs guilt
  • 39. Adolescents explore their independence and develop a sense of self they ask "who I am"
A) Initiative vs guilt
B) Identify vs role confusion
C) Industry vs inferiority
D) Trust vs mistrust
  • 40. This is the Theory of psychosexual development the most famous and, at the same time most debated
A) Frueds theory of psychosexual development
B) Gardner's multiple Intelligence
C) Blooms taxonomy
D) Erickson stages of psychological development
  • 41. The infant's primary source of pleasure and interaction is through the mouth
A) The phallic stage
B) The oral stage
C) The anal stage
D) The genital stage
  • 42. The fucos of pleasure shifts to the anus particularly with the process of toilet training
A) The phallic stage
B) The latency stage
C) The oral stage
D) The anal stage
  • 43. If parents are too lenient the child may become messy disorganized and rebellious
A) Anal - expulsive
B) Anal - retentive
C) Anal - reactive
D) Anal - reflective
  • 44. If parents are too strict the child may become overly neat punctual and obsessive
A) Anal - retentive
B) Anal - expulsive
C) Anal - reflective
D) Anal - responsive
  • 45. The child's pleasure zone moves to the genitals this is the most controversial stage
A) The genital stage
B) The anal stage
C) The latency stage
D) The phallic stage
  • 46. These are the unconscious desires for parents (boys)
A) Electrous complex
B) Oedipus complex
C) Electra complex
D) Endipius complex
  • 47. These are the unconscious desires for parents (girls)
A) Electra complex
B) Electrous complex
C) Endipius complex
D) Oedipus complex
  • 48. This stage is a period of relative calm sexual impulse are repressed or put on hold
A) The oral stage
B) The phallic stage
C) The latency stage
D) The genital stage
  • 49. Sexual desires re-emerge and mature the focus is no longer on personal pleasure but on finding gratification
A) The latency stage
B) The phallic stage
C) The anal stage
D) The genital stage
  • 50. __________ introduce the multiple Intelligence theory
A) Sigmund Freud
B) John Flavell
C) John Watson
D) Howard Gardner
  • 51. Multiple Intelligence introduced on the year?
A) 1984
B) 1983
C) 1982
D) 1938
  • 52. Intelligence is not a single general ability measured by IQ test but _________
A) Set of instinct modalities
B) Set of distinct modalities
C) Set of multiple Intelligence
D) Set of principles modalities
  • 53. The capacity to use language effectively for reading writing speaking and listening
A) Interpersonal intelligence
B) Musical intelligence
C) Linguistics intelligence
D) Logical-mathematical intelligence
  • 54. The ability to analyze problems logically perform mathematical operations
A) Bodily kinesthetic intelligence
B) Interpersonal intelligence
C) Logical-mathematical intelligence
D) Musical intelligence
  • 55. Sensitivity to pitch rhythm tone and music ability to create perform and appreciate music
A) Interpersonal intelligence
B) Musical intelligence
C) Linguistics intelligence
D) Bodily kinesthetic intelligence
  • 56. The ability to control body movements and handle objects skillfully
A) Bodily kinesthetic intelligence
B) Intra personal intelligence
C) Musical intelligence
D) Interpersonal intelligence
  • 57. The ability to understand and interact effectively with others
A) Intra personal intelligence
B) Interpersonal intelligence
C) Naturalistic intelligence
D) Existential intelligence
  • 58. The ability to understand oneself including thoughts emotions and motivations
A) Intra personal intelligence
B) Bodily kinesthetic intelligence
C) Visual spatial intelligence
D) Interpersonal intelligence
  • 59. The ability to recognize categorize and interact effectively with natural phenomena
A) Bodily kinesthetic intelligence
B) Naturalistic intelligence
C) Existential intelligence
D) Visual spatial intelligence
  • 60. Sensitivity and capacity to tackle deep questions about existence life death and the universe
A) Naturalistic intelligence
B) Bodily kinesthetic intelligence
C) Existential intelligence
D) Visual spatial intelligence
  • 61. The ability to perceive visualize and manipulate objects and spaces in the minds
A) Bodily kinesthetic intelligence
B) Visual spatial intelligence
C) Existential intelligence
D) Naturalistic intelligence
  • 62. Education should engage ______to address diverse learners strength
A) Intelligence
B) Multiple Intelligence
C) Cognitive development
D) Metacognition
  • 63. It refers to a theory describing the different ways students learn and acquired information
A) Metacognition
B) Intelligence
C) Multiple Intelligence
D) Cognitive behavioral
  • 64. Howard Gardner proposed the theory of multiple Intelligence in his 1983 book _______
A) Frames of metacognition
B) Frames of intelligence
C) Frames of mind
D) Frames of multiple Intelligence
  • 65. Learning occurs through reinforcement and rewards behavior are shaped
A) Constructivism
B) Social Learning theory
C) Cognitivism
D) Behaviorism
  • 66. Focuses on mental processes like memory thinking and problem solving
A) Constructivism
B) Cognitivism
C) Social Learning theory
D) Behaviorism
  • 67. Learners actively construct knowledge through experience and reflection
A) Constructivism
B) Social Learning theory
C) Behaviorism
D) Cognitivism
  • 68. Learning happens through observation modeling and imitation of others
A) Behaviorism
B) Social Learning theory
C) Constructivism
D) Cognitivism
  • 69. Learners must be mentally physically and emotionally prepared to learn
A) Readiness
B) Primacy
C) Exercise
D) Effect
  • 70. Repetition and practice strengthen the learning and mystery of skills
A) Effect
B) Readiness
C) Exercise
D) Primacy
  • 71. Positive experiences encourage learning while negative experiences can hinder it
A) Primacy
B) Readiness
C) Exercise
D) Effect
  • 72. What is learned first leaves a lasting impression making initial teaching crucial
A) Exercise
B) Effect
C) Readiness
D) Primacy
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