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