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CADLLP
Contributed by: Pantinople
  • 1. Learning driven by curiosity, personal interes, or enjoymen; encourage deep engagement
A) Social motivation
B) Intrinsic motivation
C) Importance
D) Extrinsic motivation
  • 2. Learning driven by external rewards, grades, or recognition; can be reinforced with desired behavior
A) Intrinsic motivation
B) Extrinsic motivation
C) Importance
D) Social motivation
  • 3. Learners have varying intellectual abilities and thinking skills
A) Inclusive teaching
B) Instructional strategies
C) Cognitive differences
D) Learning styles and pace
  • 4. Some learners are visual, others auditory or kinesthetic; peace of learning differs
A) Cognitive differences
B) Inclusive teaching
C) Learning style and pace
D) Instructional strategies
  • 5. Ensures all learners, including those with special needs, access meaningful instruction
A) Cognitive differences
B) Instructional strategies
C) Learning style and pace
D) Inclusive teaching
  • 6. Differentiated instruction, scaffolding, and cooperative support diverse learners
A) Instructional strategies
B) Learning style and pace
C) Inclusive teaching
D) Cognitive differences
  • 7. Learning occurs through senses and actions; infants explore the environment
A) Concrete Operational (7-11 years)
B) Sensorimotor (0-2 years)
C) Preoperational (2-7 years)
D) Formal operational (11 + years)
  • 8. Symbolic thinking develops; logic is limited, and egocentrism is common
A) Preoperational(2-7 years)
B) Concrete Operational ( 7-11 years)
C) Sensorimotor (0-2 years)
D) Formal operational (11 + years)
  • 9. Logical thinking emerges; children understand concrete events and relationship
A) Sensorimotor (0-2 years)
B) Formal operational (11 + years)
C) Preoperational (2-7 years)
D) Concrete Operational ( 7-11 years)
  • 10. Abstract and hypothetical thinking develops; learners can reason systematically
A) Preoperational (2-7 years)
B) Formal operational (11+ years)
C) Sensorimotor (0-2 years)
D) Concrete Operational (7-11 years)
  • 11. Learners progress from obedience to authority to principled ethical reasoning
A) Physical development (frued)
B) Emotional development (Erickson)
C) Moral development (Kohlberg)
D) Natural development
  • 12. Learners manage feeling, build relationships and form identity; critical for adjustment
A) Emotional development (Erickson)
B) Natural development
C) Moral development (Kohlberg)
D) Physical development (frued)
  • 13. Primary influencers in shaping values attitudes and social skills
A) Important of social skills
B) Peer influence
C) Role of family and community
D) Impact of learning
  • 14. Can positively encourage collaboration or negatively pressure conformity
A) Peer influence
B) Role of family and community
C) Teachers role
D) Importance of social skills
  • 15. It refers to the definition of importance of social skills
A) Learning to communicate, resolve conflicts, and work in teams support overall development
B) Guide learners to build healthy relationships and positive social behaviors
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) Learners characteristics
B) Piaget stages of development
C) Gardner's multiple Intelligence
D) Learning styles
  • 17. Learners have different strengths; linguistics, logical-mathematical, musical
A) Frued theory of evolution
B) Erickson multiple development
C) Gardner's multiple Intelligence
D) All of them
  • 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) Goal
C) Developmentally appropriate teaching
D) Engagement strategies
  • 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) Differentiated instruction
B) Goal
C) Developmentally appropriate teaching
D) Engagement strategies
  • 22. This is how a person's thinking skills change over time. It includes memory problem solving and decision-making
A) Moral development
B) Physical 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) Cognitive development
B) Physical development
C) Socio-emotional development
D) Moral 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) Socio-emotional development
D) Physical 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) Universal principles for all learners
C) The child learners (6-12)
D) Formal learners
  • 27. Time of major change and transition they are no longer children and are beginning to think like adults
A) The child learners (6-12)
B) The adolescent learners (12-18)
C) Universal principles for all learners
D) Formal learners
  • 28. Regardless of age all learners benefit from these key approaches
A) The adolescent learners (12-18)
B) Universal principles for all learners
C) Formal operational learners
D) The child learners (6-12)
  • 29. This theory focuses on how children think reason and understand the world
A) Piaget's stages of cognitive development
B) Gardner's theory of intelligence
C) Erickson multiple 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) Formal operational stage (12+ years)
C) Sensorimotor stage (0-2)
D) Preoperational stage (2-7)
  • 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) Concrete Operation stage (7-11)
D) Sensorimotor stage (0-2)
  • 32. Children's thinking becomes more logical and organized
A) Sensorimotor stage (0-2)
B) Preoperational stage (2-7)
C) Concrete Operational stage (7-11)
D) Formal operational stage (12+)
  • 33. Adolescents develop the ability to think abstractly and reason about hypothetical problems
A) Formal operational stage (12+)
B) Sensorimotor stage (0-2)
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) Blooms taxonomy
B) Frueds theory of psychosocial development
C) Erickson stages of psychological 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) Trust vs mistrust
B) Autonomy vs shame and doubt
C) Initiative vs guilt
D) Identity vs role confusion
  • 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) Autonomy vs shame and doubt
B) Identify vs role confusion
C) Initiative vs guilt
D) Industry vs inferiority
  • 39. Adolescents explore their independence and develop a sense of self they ask "who I am"
A) Initiative vs guilt
B) Trust vs mistrust
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) Erickson stages of psychological development
B) Gardner's multiple Intelligence
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 oral stage
B) The phallic stage
C) The genital stage
D) The anal stage
  • 42. The fucos of pleasure shifts to the anus particularly with the process of toilet training
A) The anal stage
B) The latency stage
C) The oral stage
D) The phallic stage
  • 43. If parents are too lenient the child may become messy disorganized and rebellious
A) Anal - reflective
B) Anal - reactive
C) Anal - retentive
D) Anal - expulsive
  • 44. If parents are too strict the child may become overly neat punctual and obsessive
A) Anal - expulsive
B) Anal - responsive
C) Anal - reflective
D) Anal - retentive
  • 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 genital stage
D) The anal 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) Endipius complex
C) Oedipus complex
D) Electrous complex
  • 48. This stage is a period of relative calm sexual impulse are repressed or put on hold
A) The genital stage
B) The phallic stage
C) The latency stage
D) The oral stage
  • 49. Sexual desires re-emerge and mature the focus is no longer on personal pleasure but on finding gratification
A) The phallic stage
B) The anal stage
C) The genital stage
D) The latency stage
  • 50. __________ introduce the multiple Intelligence theory
A) John Flavell
B) Sigmund Freud
C) Howard Gardner
D) John Watson
  • 51. Multiple Intelligence introduced on the year?
A) 1982
B) 1983
C) 1938
D) 1984
  • 52. Intelligence is not a single general ability measured by IQ test but _________
A) Set of instinct modalities
B) Set of multiple Intelligence
C) Set of principles modalities
D) Set of distinct modalities
  • 53. The capacity to use language effectively for reading writing speaking and listening
A) Logical-mathematical intelligence
B) Musical intelligence
C) Interpersonal intelligence
D) Linguistics intelligence
  • 54. The ability to analyze problems logically perform mathematical operations
A) Musical intelligence
B) Interpersonal intelligence
C) Bodily kinesthetic intelligence
D) Logical-mathematical intelligence
  • 55. Sensitivity to pitch rhythm tone and music ability to create perform and appreciate music
A) Interpersonal intelligence
B) Linguistics intelligence
C) Bodily kinesthetic intelligence
D) Musical 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) Naturalistic intelligence
B) Interpersonal intelligence
C) Existential intelligence
D) Intra personal 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) Naturalistic intelligence
B) Bodily kinesthetic intelligence
C) Visual spatial intelligence
D) Existential intelligence
  • 60. Sensitivity and capacity to tackle deep questions about existence life death and the universe
A) Existential intelligence
B) Bodily kinesthetic intelligence
C) Visual spatial intelligence
D) Naturalistic intelligence
  • 61. The ability to perceive visualize and manipulate objects and spaces in the minds
A) Naturalistic intelligence
B) Existential intelligence
C) Bodily kinesthetic intelligence
D) Visual spatial intelligence
  • 62. Education should engage ______to address diverse learners strength
A) Cognitive development
B) Multiple Intelligence
C) Metacognition
D) Intelligence
  • 63. It refers to a theory describing the different ways students learn and acquired information
A) Cognitive behavioral
B) Multiple Intelligence
C) Metacognition
D) Intelligence
  • 64. Howard Gardner proposed the theory of multiple Intelligence in his 1983 book _______
A) Frames of metacognition
B) Frames of mind
C) Frames of intelligence
D) Frames of multiple Intelligence
  • 65. Learning occurs through reinforcement and rewards behavior are shaped
A) Cognitivism
B) Constructivism
C) Behaviorism
D) Social Learning theory
  • 66. Focuses on mental processes like memory thinking and problem solving
A) Cognitivism
B) Social Learning theory
C) Behaviorism
D) Constructivism
  • 67. Learners actively construct knowledge through experience and reflection
A) Cognitivism
B) Constructivism
C) Behaviorism
D) Social Learning theory
  • 68. Learning happens through observation modeling and imitation of others
A) Constructivism
B) Cognitivism
C) Social Learning theory
D) Behaviorism
  • 69. Learners must be mentally physically and emotionally prepared to learn
A) Exercise
B) Readiness
C) Effect
D) Primacy
  • 70. Repetition and practice strengthen the learning and mystery of skills
A) Exercise
B) Effect
C) Readiness
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) Primacy
D) Readiness
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