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Refresher Course
WHAT TO EXPECT
LET Competencies:
1. Identify key concepts in human growth, learning and development.
2. Apply principles and theories of human development at various stages in classroom
situations.
3. Identify the psychological principles operating in particular situations.
4. Resolve particular classroom problems using theories and principles of human growth and
development at various levels
LEARNING 1
Classifications of models
a. Real life – exemplified by teachers and parents
b. Symbolic – presented through oral or written symbols
c. Representational – presented through audio-visual means
Components of Successful Modelling
a. Attention – makes sure students are observing and thinking about what is being done
b. Retention – provide mechanism to help students remember the behavior
c. Motor Reproduction – students must be capable to do the action and must
demonstrate the behavior as soon as possible
d. Motivation – students should know have a reason to demonstrate the behavior of the
model
3. COGNITIVE FILED THEORY – describes how a person gains understanding of himself and his
world in a situation where his self and his environment compose a totality of mutually
interdependent, coexisting events. The types of this theory are:
PROPONENT THEORY DESCRIPTION
The insights of a person are not
Insight Learning – equated with his consciousness or
chimpanzee experimentation. awareness of his ability to describe
Wolfgang Kohler
Can be brought by intuition them verbally; their essence is a sense
(Spinoza’s highest knowledge) of, or feeling for a pattern in a life
situation.
Kurt Lewin Vector (a quantity that has Individuals exist on a field of forces
magnitude and direction) and within his environment that move, 1
Topological (concerned with change and give him a degree of
Human Growth and Development
stability and substance or define his
the properties of geometric
behavior. The behavior of an individual
configuration which are
is a result of forces operating
unaltered by elastic
simultaneously within his environment
deformations)Theory
and life space.
The whole is more than its sum of its
Gestalt Learning – gestalt –a parts and the whole gets its meaning
German term which means a from its parts. Gestalt view learning as a
structure, configuration or change in knowledge, skills, attitudes,
pattern of physical, biological values or beliefs and may or may not
or psychological phenomena have anything to do with the change in
so integrated as it constitute a overt behavior. One does not learn by
functional unit with properties doing; for learning to occur, doing must
not derivable by summation of be accompanied by realization of
its parts. consequences. Learning occurs as a
result of or through experiences.
Jerome Bruner –
Learning is thinking and Acquisition of whatever form of
thinking is the process knowledge is always a dynamic and
whereby one makes Instrumental interactive process because the learner
sense out of various and Conceptualism / Discovery purposively participates in the process
somehow unrelated facts Learning Theory of knowledge acquisition who selects,
through a process called structures, retains and transforms
conceptualization or information.
categorization.
4. COGNITIVE THEORIES
- Cognitive theorists interpret learning as the organization or reorganization of the subject’s
perceptual system into meaningful patterns.
- Emphasis is on cognition and insight in the perception of new meanings in a new situation.
retrieve
Problem Solving
Concept Learning
Multiple Discrimination
Stimulus Response
Signal Learning
-
- Basic Concepts in Cumulative Learning Theory:
Signal Learning
Occurs when two stimuli are nearly simultaneously presented and the response previously
elicited only by the unconditioned stimulus is also elicited by the newly conditioned stimulus.
Illustration: Hand command for “sit down”
Stimulus-Response Learning
Response to specific stimuli that has been discriminated from other stimuli.
Illustration: Verbal command for “sit down”
Motor chains / Verbal chains learning
Two or more separate motor / verbal responses may be combined or chained to develop a
more complex skill.
Illustration: Writing the letters of the alphabet.
Discrimination Learning
Discriminating a specific stimulus from the other stimuli.
Illustration: Recognizing sound of a fire engine discriminated from other siren
sounds.
Concept Learning
Making a common response to stimuli that are different or dissimilar in various ways.
Illustration: Concept of “triangle” 1
Discriminate triangle from other shapes and deduce commonality
Human Growth and Development
among different shapes
Rule Learning
Learning two or more concepts.
Illustration: Making a correct response to information contained in this
statement “Equilateral triangles are similar in shape.”
Problem Solving
Learning to recall and apply rules.
Illustration: Solving mathematical problems using given formula.
MOTIVATION
- The stimulation of action toward a particular objective where previously there was little or no
attraction toward that goal.
- It is the process of arousing, maintaining and controlling interest.
TYPES:
Intrinsic – inherent or internal stimulus of the individual to learn.
Extrinsic – based on incentives which are artificial devices which are employed to evoke
attitude conducive to learning.
6. A child who gets punished by stealing candy may not steal again immediately. But this does not
mean that the child may not steal again. Based on Thorndike’s theory on punishment and
learning, this shows that ____________.
A. Punishment strengthens a response
B. Punishment removes a response
C. Punishment does not remove a response
D. Punishment weakens a response
7. In which way does heredity affect the development of the learner?
A. By compensating for what the environment fails to develop.
B. By placing limits beyond which the learner cannot develop.
C. By blocking the influence of environment.
D. By providing equal potential to all.
8. Which activity is meant for the bodily-kinesthetically intelligent pupils?
A. Cooperative learning C. Independent study
B. Individualized instruction D. Dance
9. Teaching in the cognitive, psychomotor and affective domains is based on the concept that the
learner is a _________.
A. Material and an acting being C. Spiritual and material being
B. Moral and feeling being D. Thinking, feeling and acting being
10. “What I hear, I forget. What I see, I remember. What I do, I understand.” This means that pupils
learn best when they ___________.
A. Learn independently
B. Work with groups
C. Watch TV
D. Take active part in the learning process
11. With which function of the left hemisphere of the brain involved?
A. Intuitive C. Nonverbal
B. Visual D. Logical
12. If the student is encouraged to develop himself to the fullest, which of Maslow’s hierarchy of needs
should he satisfy?
A. Safety needs C. Belongingness
B. Physiological needs D. Self-actualization
13. Teachers should bear in mind that the period of greatest mental development is from _______.
A. 3 – 6 years old C. 6 - 9 years old
B. 9 – 12 years old D. 12 – 12 years old
14. Extreme authoritarianism in the home reinforces learners to _______________.
A. Work creatively C. Direct themselves
B. Depend on others for direction D. Do things on their own initiative
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17. The right hemisphere of the brain is involved with the following functions EXCEPT _____.
A. nonverbal functions C. detail-oriented functions
B. intuitive functions D. visual functions
18. Richard excels in classifying different types of leaves and rocks. He loves to collect specimens
and catalogs them. His strength is _______.
A. Naturalistic intelligence C. Spatial intelligence
B. Intrapersonal intelligence D. Existential intelligence
19. Miss Rillo is teaching a three-year old boy how to put on his shirt. She might first reward him for
placing his right arm in the right sleeve, then the left arm in the left sleeve, then buttoning the front
of the shirt, then tucking the shirt into his pants. This technique is called ______.
A. Conditioning C. Chaining
B. Fading D. reinforcement
20. According to Erikson’s theory, the child aged three to five is largely ____.
A. Mischievous C. Lazy
B. Ego-centric D. altruistic
21. Age two (2) is usually described as the “terrible 2’s” because according to Erikson, at this stage
the child tends to be _____.
A. inquisitive C. sickly
B. playful D. assertive in words and actions
22. Niccolo is able to gain a lot of friends. He is well- liked and popular among other students. He has
a natural flare for making people laugh and is almost always ready to help them. He possesses
what is called ______.
A. Naturalistic intelligence C. Intrapersonal intelligence
B. Spatial intelligence D. Interpersonal intelligence
23. Studies in the area of neuroscience disclosed that the human brain has limitless capacity. What
does this imply?
A. Pupils can possibly reach a point where they learned everything.
B. Every child is a potential genius.
C. Every pupil has his own native ability and his learning is limited to this native ability
D. Some pupils are admittedly not capable of learning.
24. The teacher’s role in the classroom according to cognitive psychologists is to _______.
A. fill the minds of the learner with information
B. make the learning task easy for the learner
C. dictate what to learn upon the learner
D. help the learner connect what s/he knows with new information from the teacher.
25. The basic needs in the hierarchy of needs must ne met so that learning will effectively take place.
This expresses the theory of ________.
A. Rogers C. Horney
B. Murray D. Maslow
26. The use of drills in the classroom is rooted on Thorndike’s law of _________.
A. belongingness C. exercise
B. readiness D. effect
27. Vygotsky claimed that social interaction is important for learning. What does this imply?
A. Children are independent problem solvers
B. Children learn from adults and other children.
C. Since they are not capable of interaction, children in cribs have no learning yet.
D. Children learn well by passive presentation of information.
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35. Two identical balls of clay are shown to the child. The child agrees that they are equal. Teacher
changes the shape of one of the balls and asks the child whether they still contain equal amounts
of clay. The child answers, “No, the longer one has more”. What skill does the child lack?
A. Centration C. Reasoning
B. Cognitive development theory D. Conservation
36. Which theory is demonstrated by this?
A young boy might observe his father’s aggressive outbursts and hostile interchanges with people;
when observed with his peers, the young boy’s style of interaction is highly aggressive.
A. Social Cognitive Theory C. Operant Conditioning
B. Cognitive Development Theory D. Classical Conditioning
37. Jones is a shy student and prefers to be alone. Based on Jung’s psychological theory, under what
classification does he fall?
A. Extrovert C. Paranoid
B. Ambivert D. Introvert
38. Which theory puts emphasis on the importance of sensitive periods in the development?
A. Ecological Theory C. Psychoanalytic Theory
B. Social Cognitive Theory D. Ethological Theory
39. According to the cognitive theory of human development, the primary determinant of behavior is
________.
A. Cognition C. Heredity
B. Unconscious thought D. Environment
40. For Freud, the primary motivation for human behavior is sexual in nature while for Erikson it is
_____ in nature.
A. Social C. Physical
B. Cultural D. Biological
41. To make sense of our world we organize our experiences. We also change our thinking to include
new ideas and additional information. This process of changing our thinking as a result of new
ideas is termed by Piaget as ______.
A. Construction B. Assimilation 1
1. Margaret has been staring at the match stick puzzle problem. She is figuring out how to solve it.
Suddenly, a bright idea flashes in her mind and excitedly she successfully learns to solve the
puzzle. This is an example of __________.
A. metacognition C. analytical learning
B. insight learning D. trial and error learning
2. Miss Beth Burbon, a preschool teacher sees to it that the children are given opportunity to
explore and work on different materials so that they will develop initiative and not guilt. She is
guided by the theory of __________.
A. Maslow C. Gardner
B. Kohlberg D. Erikson
3. Cognitive psychologists regard the learner as one who comes into the classroom __________.
A. ignorant of schooling C. knowing nothing
B. uninterested to learn D. full of experiences
4. Which one is a developmental task of the intermediate pupil according to Havighurst’s list of
developmental tasks?
A. Learning sex differences
B. Beginning to develop a conscience
C. Achieving emotional independence from parents
D. Learning to get along with age mates
5. Six-and-seven-year-old children are generally __________.
A. nearsighted D. neither nearsighted nor
B. farsighted farsighted
C. both nearsighted and farsighted
6. Which is a typical characteristic of the adolescent?
A. Reasonable and secure
B. Feels intense emotions and sense of equilibrium
C. Slow but steady physical growth
D. Passive and obedient
7. In which development period does the child’s group begin to exert a tremendous influence on the
child’s attitudes and behavior?
A. Late childhood C. Early adolescence
B. Late adolescence D. Middle childhood
8. What practice is exemplified when a principal emphasizes the need for clean and orderly
classrooms as well as green and beautiful surroundings to contribute to effective teaching and
learning?
A. Provide an atmosphere conducive for learning
B. Provide adequate physical facilities
C. Utilize educational technology
D. Establish rapport between teachers and pupils
9. Leticia strives hard to excel in oratory. Which would explain best for her effort?
A. Desire to satisfy aesthetic needs C. Desire for self-actualization
B. Desire for security D. Desires to know and understand
10. Which of the following is the most important contribution of Gestalt psychology to the theories of
learning?
A. Use of multimedia approaches
B. Cognitive insight
C. Importance of the reinforcement in the learning process
D. Concept of readiness in learning
11. Which learning principle marks the highlight of Multiple Intelligences?
A. Learning is static and permanent
B. Intelligence is not measured in one form
C. Cognitive theory is stressed in learning
D. People have different IQ level
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16. The teacher provides various learning activities and methods in her teaching so that diverse
needs and interest of learners are met. Which principle of learning did she consider?
A. Learning by doing C. Multiple intelligences
B. Cognitive development stages D. Cooperative learning
17. Which of the following situations best shows the teacher’s consideration of the learners’
developmental patterns?
A. Teaching from the basic to the C. Having outdoor activities for
complex learning
B. Using the best strategy for the D. Developing the learners’ hidden
topics abilities
18. Teacher S connects the new lesson to one just completed to enable the students to gain a
holistic view of the subject. What psychological principle is invoked?
A. Stimulation C. Recognition
B. Apperception D. Conceptualization
19. A student has just learned a particular formula to solve a math problem. She tries it with another
problem and succeeds at it. So, this student is even more encouraged to discover easier ways to
solve math problems. Which of Thorndike’s laws is depicted in this situation?
A. Readiness C. Repetition
B. Effect D. Practice
20. One group of psychologists said, “Wait until the child is ready” But who said “One can help the
child to get ready by developing pre-requisite skills in an interesting and meaningful way”?
A. Gagne C. Ebbinghaus
B. Bruner D. Kohler
21. Fear of the dentist from a painful experience, fear of heights from falling off a high chair when we
were infants are learned through:
A. insight C. operant conditioning
B. classical conditioning D. imitation
22. Which may help an adolescent discover his identity?
A. Decision to follow one path only
B. Relating to people
C. Parents pushing in to follow a specific path
D. Exploring many different roles in a healthy manner
23. Ramil helps his classmates carry heavy books so that he will be praised when their teacher sees
him. Based on Kohlberg’s theory of development, in which level of moral development is Ramil
in? 1
C. Conservation
D. Reversibility
49. Who asserted that children must be given the opportunity to explore and work on different
materials so that they will develop the sense of initiative instead of guilt?
A. Kohlberg C. Maslow
B. Gardner D. Erikson
50 Based on Piaget’s theory, what should a teacher provide for children in the sensorimotor stage?
A. Games and other physical activities to develop motor skill
B. Learning activities that involve problems of classification and ordering
C. Activities for hypothesis formulation
D. Stimulating environment with ample objects to play with.