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CADLLP
Contributed by: Pantinople
  • 1. Learning driven by curiosity, personal interes, or enjoymen; encourage deep engagement
A) Intrinsic motivation
B) Importance
C) Social motivation
D) Extrinsic motivation
  • 2. Learning driven by external rewards, grades, or recognition; can be reinforced with desired behavior
A) Social motivation
B) Intrinsic motivation
C) Extrinsic motivation
D) Importance
  • 3. Learners have varying intellectual abilities and thinking skills
A) Learning styles and pace
B) Inclusive teaching
C) Cognitive differences
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) Inclusive teaching
D) Instructional strategies
  • 5. Ensures all learners, including those with special needs, access meaningful instruction
A) Cognitive differences
B) Inclusive teaching
C) Learning style and pace
D) Instructional strategies
  • 6. Differentiated instruction, scaffolding, and cooperative support diverse learners
A) Cognitive differences
B) Inclusive teaching
C) Learning style and pace
D) Instructional strategies
  • 7. Learning occurs through senses and actions; infants explore the environment
A) Formal operational (11 + years)
B) Sensorimotor (0-2 years)
C) Preoperational (2-7 years)
D) Concrete Operational (7-11 years)
  • 8. Symbolic thinking develops; logic is limited, and egocentrism is common
A) Concrete Operational ( 7-11 years)
B) Preoperational(2-7 years)
C) Sensorimotor (0-2 years)
D) Formal operational (11 + years)
  • 9. Logical thinking emerges; children understand concrete events and relationship
A) Formal operational (11 + years)
B) Sensorimotor (0-2 years)
C) Concrete Operational ( 7-11 years)
D) Preoperational (2-7 years)
  • 10. Abstract and hypothetical thinking develops; learners can reason systematically
A) Preoperational (2-7 years)
B) Formal operational (11+ years)
C) Concrete Operational (7-11 years)
D) Sensorimotor (0-2 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) 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) Impact of learning
B) Peer influence
C) Role of family and community
D) Important of social skills
  • 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) Learning to communicate, resolve conflicts, and work in teams support overall development
B) Encourage to communicate, resolve conflicts, and work in terms
C) Guide learners to build healthy relationships and positive social behaviors
D) Primary influencers n shaping values attitudes and social skills
  • 16. Visual, auditory, and kinesthetic preferences affect how learners process information
A) Learners characteristics
B) Piaget stages of development
C) Learning styles
D) Gardner's multiple Intelligence
  • 17. Learners have different strengths; linguistics, logical-mathematical, musical
A) Frued theory of evolution
B) All of them
C) Erickson multiple development
D) Gardner's multiple Intelligence
  • 18. Lessons match learner's cognitive emotional and social stage
A) Developmentally appropriate teaching
B) Differentiated instruction
C) Engagement instruction
D) Engagement strategies
  • 19. Adapting content process and assessment to meet individual needs
A) Goal
B) Engagement strategies
C) Differentiated instruction
D) Developmentally appropriate teaching
  • 20. Use methods that stimulate interest participation and critical thinking
A) Differentiated instruction
B) Goal
C) Engagement strategies
D) Developmentally appropriate teaching
  • 21. Provide meaningful and effective learning experiences for children and adolescents of diverse
A) Developmentally appropriate teaching
B) Differentiated instruction
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) Socio-emotional development
B) Moral development
C) Physical 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) Moral development
C) Socio-emotional development
D) Physical development
  • 24. This is the growth of the body and the brain. Including motor skills
A) Socio-emotional development
B) Moral development
C) Physical development
D) Cognitive development
  • 25. This is the process of learning what is right and wrong
A) Moral development
B) Socio-emotional development
C) Physical development
D) Cognitive 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) The child learners (6-12)
C) Universal principles for all learners
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) The child learners (6-12)
C) Universal principles for all learners
D) Formal learners
  • 28. Regardless of age all learners benefit from these key approaches
A) Formal operational learners
B) The child learners (6-12)
C) The adolescent learners (12-18)
D) Universal principles for all learners
  • 29. This theory focuses on how children think reason and understand the world
A) Erickson multiple Intelligence
B) Gardner's theory of intelligence
C) Frued theory of evolution
D) Piaget's stages of cognitive development
  • 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) Concrete Operation stage (7-11)
C) Formal operational stage (12+ Years)
D) Sensorimotor stage (0-2)
  • 32. Children's thinking becomes more logical and organized
A) Preoperational stage (2-7)
B) Concrete Operational stage (7-11)
C) Sensorimotor stage (0-2)
D) Formal operational stage (12+)
  • 33. Adolescents develop the ability to think abstractly and reason about hypothetical problems
A) Sensorimotor stage (0-2)
B) Preoperational stage (2-7)
C) Concrete Operational stage (7-11)
D) Formal operational stage (12+)
  • 34. This theory outlines how a person's personality develops over time an entire life span.
A) Erickson stages of psychological development
B) Gardner's multiple Intelligence
C) Frueds theory of psychosocial development
D) Blooms taxonomy
  • 35. The infant is dependent on caregivers. If their basic needs are met.
A) Industry vs inferiority
B) Trust vs mistrust
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) Autonomy vs shame and doubt
B) Trust vs mistrust
C) Identity vs role confusion
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) Industry vs inferiority
C) Identify vs role confusion
D) Trust vs mistrust
  • 38. Children enter school and begin to compare themselves to their peers
A) Industry vs inferiority
B) Initiative vs guilt
C) Autonomy vs shame and doubt
D) Identify vs role confusion
  • 39. Adolescents explore their independence and develop a sense of self they ask "who I am"
A) Identify vs role confusion
B) Trust vs mistrust
C) Initiative vs guilt
D) Industry vs inferiority
  • 40. This is the Theory of psychosexual development the most famous and, at the same time most debated
A) Gardner's multiple Intelligence
B) Frueds theory of psychosexual development
C) Erickson stages of psychological development
D) Blooms taxonomy
  • 41. The infant's primary source of pleasure and interaction is through the mouth
A) The genital stage
B) The oral stage
C) The anal stage
D) The phallic stage
  • 42. The fucos of pleasure shifts to the anus particularly with the process of toilet training
A) The anal stage
B) The phallic stage
C) The latency stage
D) The oral stage
  • 43. If parents are too lenient the child may become messy disorganized and rebellious
A) Anal - expulsive
B) Anal - reflective
C) Anal - reactive
D) Anal - retentive
  • 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 genital stage
C) The anal stage
D) The latency stage
  • 46. These are the unconscious desires for parents (boys)
A) Endipius complex
B) Electra complex
C) Electrous complex
D) Oedipus complex
  • 47. These are the unconscious desires for parents (girls)
A) Electra complex
B) Endipius complex
C) Electrous complex
D) Oedipus complex
  • 48. This stage is a period of relative calm sexual impulse are repressed or put on hold
A) The phallic stage
B) The oral stage
C) The genital stage
D) The latency 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 anal stage
C) The genital stage
D) The phallic stage
  • 50. __________ introduce the multiple Intelligence theory
A) Sigmund Freud
B) John Watson
C) Howard Gardner
D) John Flavell
  • 51. Multiple Intelligence introduced on the year?
A) 1984
B) 1983
C) 1938
D) 1982
  • 52. Intelligence is not a single general ability measured by IQ test but _________
A) Set of principles modalities
B) Set of instinct modalities
C) Set of distinct modalities
D) Set of multiple Intelligence
  • 53. The capacity to use language effectively for reading writing speaking and listening
A) Logical-mathematical intelligence
B) Interpersonal intelligence
C) Linguistics intelligence
D) Musical intelligence
  • 54. The ability to analyze problems logically perform mathematical operations
A) Logical-mathematical intelligence
B) Musical intelligence
C) Interpersonal intelligence
D) Bodily kinesthetic intelligence
  • 55. Sensitivity to pitch rhythm tone and music ability to create perform and appreciate music
A) Interpersonal intelligence
B) Musical intelligence
C) Bodily kinesthetic intelligence
D) Linguistics intelligence
  • 56. The ability to control body movements and handle objects skillfully
A) Bodily kinesthetic intelligence
B) Intra personal intelligence
C) Interpersonal intelligence
D) Musical intelligence
  • 57. The ability to understand and interact effectively with others
A) Interpersonal intelligence
B) Naturalistic intelligence
C) Existential intelligence
D) Intra personal intelligence
  • 58. The ability to understand oneself including thoughts emotions and motivations
A) Bodily kinesthetic intelligence
B) Interpersonal intelligence
C) Intra personal intelligence
D) Visual spatial intelligence
  • 59. The ability to recognize categorize and interact effectively with natural phenomena
A) Visual spatial intelligence
B) Naturalistic intelligence
C) Existential intelligence
D) Bodily kinesthetic 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) Naturalistic intelligence
C) Visual spatial intelligence
D) Existential intelligence
  • 62. Education should engage ______to address diverse learners strength
A) Multiple Intelligence
B) Cognitive development
C) Intelligence
D) Metacognition
  • 63. It refers to a theory describing the different ways students learn and acquired information
A) Metacognition
B) Intelligence
C) Cognitive behavioral
D) Multiple Intelligence
  • 64. Howard Gardner proposed the theory of multiple Intelligence in his 1983 book _______
A) Frames of metacognition
B) Frames of intelligence
C) Frames of multiple Intelligence
D) Frames of mind
  • 65. Learning occurs through reinforcement and rewards behavior are shaped
A) Constructivism
B) Cognitivism
C) Behaviorism
D) Social Learning theory
  • 66. Focuses on mental processes like memory thinking and problem solving
A) Constructivism
B) Social Learning theory
C) Behaviorism
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) Social Learning theory
B) Behaviorism
C) Cognitivism
D) Constructivism
  • 69. Learners must be mentally physically and emotionally prepared to learn
A) Exercise
B) Effect
C) Primacy
D) Readiness
  • 70. Repetition and practice strengthen the learning and mystery of skills
A) Readiness
B) Exercise
C) Primacy
D) Effect
  • 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) Exercise
B) Primacy
C) Effect
D) Readiness
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