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