KERALA TEACHER ELIGIBILITY TEST (K-TET) Flashcards
ADOLESCENT PSYCHOLOGY (150 cards)
1
Q
Which of the following is a primary characteristic of adolescence?
A. Decreased physical growth
B. Emotional instability
C. Decreased intellectual capabilities
D. Less social interaction
A
Emotional instability
2
Q
Adolescence is typically characterized by the onset of:
A. Puberty
B. Menopause
C. Middle age
D. Early childhood
A
Puberty
3
Q
One of the main social changes during adolescence is:
A. Less peer influence
B. Increased independence from parents
C. Reduced need for social approval
D. Decreased interest in forming relationships
A
Increased independence from parents
4
Q
During adolescence, intellectual development is marked by:
A. Decreased capacity for abstract thinking
B. Improved memory and problem-solving skills
C. Fixed cognitive abilities
D. Reduced curiosity and creativity
A
Improved memory and problem-solving skills
5
Q
Which stage of development includes adolescence according to Erikson’s theory?
A. Trust vs. Mistrust
B. Autonomy vs. Shame
C. Identity vs. Role Confusion
D. Integrity vs. Despair
A
Identity vs. Role Confusion
6
Q
Which research method involves detailed observation of adolescents in their natural environment?
A. Experimental method
B. Longitudinal study
C. Naturalistic observation
D. Survey method
A
Naturalistic observation
7
Q
A longitudinal study of adolescents involves:
A. Observing the same individuals over a long period
B. Comparing different groups at one point in time
C. Conducting experiments in a controlled environment
D. Using surveys to gather data from a large population
A
Observing the same individuals over a long period
8
Q
Which method is best for studying the changes in adolescents’ behavior over time?
A. Cross-sectional method
B. Longitudinal method
C. Case study
D. Experimental method
A
Longitudinal method
9
Q
The cross-sectional method of studying adolescents involves:
A. Long-term observation of a single individual
B. Comparing different age groups at a single point in time
C. Experimental manipulation of variables
D. Detailed interviews with participants
A
Comparing different age groups at a single point in time
10
Q
Case studies of adolescents typically provide:
A. Generalizable data
B. In-depth information about individual experiences
C. Quantitative analysis
D. Experimental results
A
In-depth information about individual experiences
11
Q
One principle of development states that development is:
A. Uniform and unidirectional
B. Multidimensional and interactive
C. Random and unpredictable
D. Fixed and predetermined
A
Multidimensional and interactive
12
Q
The principle of developmental direction states that development proceeds:
A. From specific to general
B. From general to specific
C. Independently of any order
D. Randomly
A
From general to specific
13
Q
Which principle of development emphasizes that individuals develop at different rates?
A. Continuity
B. Sequentially
C. Individual differences
D. Uniformity
A
Individual differences
14
Q
Developmental principles suggest that adolescence involves:
A. Only physical changes
B. Multidimensional changes including physical, cognitive, and social
C. Static intellectual capabilities
D. No emotional fluctuations
A
Multidimensional changes including physical, cognitive, and social
15
Q
According to the principles of development, adolescence is a time of:
A. Stability and minimal change
B. Significant physical, cognitive, and emotional changes
C. Decline in developmental progress
D. Reduced importance of environmental factors
A
Significant physical, cognitive, and emotional changes
16
Q
Heredity primarily influences:
A. Environmental experiences
B. Genetic predispositions
C. Socioeconomic status
D. Educational opportunities
A
Genetic predispositions
17
Q
The environment plays a significant role in shaping:
A. Genetic code
B. Physical appearance only
C. Behaviors, attitudes, and skills
D. Fixed personality traits
A
Behaviors, attitudes, and skills
18
Q
Which of the following best represents the interaction between heredity and environment?
A. Nature vs. Nurture debate
B. Genetic determinism
C. Environmental determinism
D. Epigenetics
A
Epigenetics
19
Q
Environmental factors that influence adolescent development include:
A. Peer relationships
B. Genetic mutations
C. Chromosomal abnormalities
D. DNA sequencing
A
Peer relationships
20
Q
The concept that both genetic and environmental factors contribute to development is known as:
A. Dual influence theory
B. Genetic determinism
C. Nature-nurture interaction
D. Environmental supremacy
A
Nature-nurture interaction
21
Q
Physiological needs during adolescence primarily include:
A. Self-actualization and creativity
B. Physical growth and hormonal changes
C. Emotional stability
D. Intellectual achievements
A
Physical growth and hormonal changes
22
Q
Intellectual development during adolescence involves:
A. Learning basic motor skills
B. Abstract thinking and problem-solving
C. Physical coordination
D. Basic language acquisition
A
Abstract thinking and problem-solving
23
Q
Language development in adolescence is characterized by:
A. Reduced vocabulary
B. Advanced syntax and semantics
C. Simplified grammatical structures
D. Decreased communication skills
A
Advanced syntax and semantics
24
Q
Emotional development during adolescence often involves:
A. Stable and consistent emotions
B. Emotional regulation and understanding complex feelings
C. Absence of emotional experiences
D. Decreased empathy
A
Emotional regulation and understanding complex feelings
25
Social development in adolescence includes:
A. Isolation from peers
B. Building strong friendships and understanding social roles
C. Regressing to early childhood behaviors
D. Decreased interest in social activities
Building strong friendships and understanding social roles
26
One key developmental task of adolescence is:
A. Forming a stable identity
B. Learning to walk
C. Developing basic motor skills
D. Understanding basic language
Forming a stable identity
27
Achieving ________ independence is a major task during adolescence.
A. Financial
B. Social
C. Physical
D. Emotional
Social
28
Establishing ________ relationships is a critical task in adolescent social development.
A. Parental
B. Peer
C. Child
D. Teacher
Peer
29
Adolescents must develop a sense of ________ to successfully transition into adulthood.
A. Inferiority
B. Identity
C. Dependency
D. Regression
Identity
30
Developing career goals and aspirations is part of the ________ developmental tasks.
A. Early childhood
B. Adolescent
C. Late adulthood
D. Middle age
Adolescent
31
Hormonal changes during adolescence can affect:
A. Only physical development
B. Physical, emotional, and social development
C. Intellectual decline
D. Only social skills
Physical, emotional, and social development
32
The onset of puberty is marked by:
A. Completion of physical growth
B. Beginning of physical and hormonal changes
C. End of cognitive development
D. Decline in social interactions
Beginning of physical and hormonal changes
33
During adolescence, girls typically experience the onset of ________ earlier than boys.
A. Menarche
B. Cognitive decline
C. Emotional stability
D. Social isolation
Menarche
34
The adolescent growth spurt is characterized by:
A. Gradual and slow physical growth
B. Rapid and significant physical changes
C. Decreased physical development
D. Static physical characteristics
Rapid and significant physical changes
35
Which system in the body undergoes significant changes during adolescence?
A. Nervous system
B. Endocrine system
C. Respiratory system
D. Digestive system
Endocrine system
36
Formal operational stage, according to Piaget, begins in:
A. Infancy
B. Early childhood
C. Adolescence
D. Late adulthood
Adolescence
37
Critical thinking skills during adolescence help in:
A. Basic motor development
B. Advanced problem-solving and decision-making
C. Learning to speak
D. Simple memory tasks
Advanced problem-solving and decision-making
38
Adolescents' intellectual development includes an increased ability to:
A. Memorize simple facts
B. Understand complex abstract concepts
C. Rely only on concrete information
D. Ignore hypothetical situations
Understand complex abstract concepts
39
Cognitive flexibility during adolescence allows for:
A. Rigid thinking
B. Adaptability and creative problem-solving
C. Simple rule following
D. Decreased learning capabilities
Adaptability and creative problem-solving
40
Adolescents often experience intense emotions due to:
A. Cognitive decline
B. Hormonal changes and social pressures
C. Decreased social interactions
D. Static emotional experiences
Hormonal changes and social pressures
41
Emotional regulation during adolescence is crucial for:
A. Physical growth
B. Social relationships and mental health
C. Intellectual decline
D. Hormonal balance
Social relationships and mental health
42
Identity formation is a central aspect of ________ development in adolescence.
A. Physical
B. Emotional
C. Cognitive
D. Language
Emotional
43
Increased sensitivity to peer opinions is a characteristic of ________ development in adolescence.
A. Physical
B. Cognitive
C. Emotional
D. Language
Emotional
44
Emotional intelligence involves the ability to:
A. Suppress emotions
B. Recognize and manage one's own and others' emotions
C. Ignore social cues
D. Develop physical strength
Recognize and manage one's own and others' emotions
45
Peer relationships during adolescence become more:
A. Less important
B. Central to social development
C. Superficial
D. Nonexistent
Central to social development
46
Adolescents often form ________ as part of their social development.
A. Isolated groups
B. Close friendships and peer groups
C. Distant relationships
D. Limited social connections
Close friendships and peer groups
47
Developing a sense of ________ is a major social task in adolescence.
A. Inferiority
B. Identity and belonging
C. Isolation
D. Dependence on parents
Identity and belonging
48
Adolescents' social development includes learning to navigate:
A. Family relationships only
B. Complex social networks and roles
C. Reduced social environments
D. Simple play interactions
Complex social networks and roles
49
Positive social development in adolescence is linked to:
A. Poor emotional health
B. Strong interpersonal skills and self-esteem
C. Isolation and loneliness
D. Decreased intellectual development
Strong interpersonal skills and self-esteem
50
Adolescents develop the ability to think ________, which is a significant intellectual milestone.
A. Concretely
B. Abstractly
C. Randomly
D. Only practically
Abstractly
51
Identity crisis during adolescence is primarily associated with which psychologist's theory?
A. Jean Piaget
B. B.F. Skinner
C. Erik Erikson
D. Sigmund Freud
Erik Erikson
52
Which of the following is a common challenge faced by adolescents experiencing an identity crisis?
A. Stable relationships
B. Clear career goals
C. Confusion about their role in society
D. Decreased need for peer approval
Confusion about their role in society
53
Underachievement in adolescents can often be attributed to:
A. High levels of motivation
B. Inadequate intellectual capabilities
C. Lack of interest in school and external distractions
D. Overconfidence in their abilities
Lack of interest in school and external distractions
54
Which of the following is a potential consequence of peer pressure in adolescents?
A. Enhanced academic performance
B. Increased likelihood of engaging in risky behaviors
C. Improved self-esteem
D. Reduced social interactions
Increased likelihood of engaging in risky behaviors
55
Substance abuse among adolescents is often influenced by:
A. Genetic predisposition
B. Lack of access to substances
C. Strong parental supervision
D. Positive role models
Genetic predisposition
56
Adolescent delinquency is typically characterized by:
A. High academic achievement
B. Law-breaking and antisocial behavior
C. Stable family relationships
D. Positive peer influences
Law-breaking and antisocial behavior
57
Which of the following health problems is commonly associated with adolescence?
A. Arthritis
B. Hypertension
C. Eating disorders
D. Osteoporosis
Eating disorders
58
Adjustment mechanisms in adolescence often involve:
A. Ignoring problems
B. Developing coping strategies to deal with stress
C. Complete emotional stability
D. Constant parental intervention
Developing coping strategies to deal with stress
59
A common challenge for adolescents is:
A. Minimal peer interaction
B. Navigating the transition from childhood to adulthood
C. Lack of physical growth
D. Decreased cognitive abilities
Navigating the transition from childhood to adulthood
60
One remedy for addressing substance abuse in adolescents is:
A. Ignoring the problem
B. Encouraging open communication and providing support
C. Allowing unlimited freedom
D. Enforcing strict and punitive measures only
Encouraging open communication and providing support
61
The main cause of an identity crisis during adolescence is:
A. Complete understanding of self
B. Confusion about personal values and goals
C. Stable and supportive relationships
D. Lack of physical changes
Confusion about personal values and goals
62
Adolescents experiencing an identity crisis may exhibit:
A. High self-confidence
B. Consistent behavior patterns
C. Confusion and uncertainty about their future
D. Strong decision-making skills
Confusion and uncertainty about their future
63
A remedy for helping adolescents through an identity crisis is:
A. Isolation from peers
B. Providing a supportive and understanding environment
C. Encouraging rigid conformity
D. Ignoring their concerns
Providing a supportive and understanding environment
64
A common sign of underachievement in adolescents is:
A. Consistently high grades
B. Lack of interest and motivation in school
C. Over participation in extracurricular activities
D. Excessive studying
Lack of interest and motivation in school
65
One effective strategy to address underachievement is:
A. Increasing academic pressure
B. Ignoring their academic performance
C. Identifying and addressing underlying causes such as learning disabilities
D. Limiting extracurricular activities
Identifying and addressing underlying causes such as learning disabilities
66
Peer pressure can lead adolescents to:
A. Develop independent thinking
B. Engage in behaviors they might not otherwise consider
C. Avoid risky behaviors
D. Improve academic performance
Engage in behaviors they might not otherwise consider
67
One way to help adolescents cope with peer pressure is:
A. Encouraging conformity to peer expectations
B. Strengthening their self-esteem and decision-making skills
C. Isolating them from peers
D. Ignoring their social interactions
Strengthening their self-esteem and decision-making skills
68
Substance abuse in adolescents can result in:
A. Improved cognitive function
B. Long-term health issues and addiction
C. Enhanced social skills
D. Increased academic success
Long-term health issues and addiction
69
Preventive measures for substance abuse include:
A. Providing education about the risks of substance use
B. Restricting all social activities
C. Avoiding discussions about drugs and alcohol
D. Encouraging experimentation
Providing education about the risks of substance use
70
Adolescent delinquency can be reduced by:
A. Ignoring their behavior
B. Providing structured and supervised activities
C. Encouraging antisocial behavior
D. Limiting positive reinforcement
Providing structured and supervised activities
71
A common factor contributing to delinquency in adolescents is:
A. Strong parental involvement
B. Lack of supervision and guidance
C. Positive peer influences
D. Stable home environment
Lack of supervision and guidance
72
Which health issue is commonly faced by adolescents?
A. Diabetes
B. Anorexia and bulimia
C. Alzheimer's disease
D. Hypertension
Anorexia and bulimia
73
A proactive approach to adolescent health problems involves:
A. Ignoring symptoms
B. Encouraging healthy lifestyle choices and regular check-ups
C. Reducing physical activities
D. Limiting nutritional information
Encouraging healthy lifestyle choices and regular check-ups
74
One effective adjustment mechanism for adolescents is:
A. Suppressing emotions
B. Seeking support from trusted adults and peers
C. Avoiding all challenges
D. Denying problems
Seeking support from trusted adults and peers
75
Coping strategies for stress in adolescence include:
A. Ignoring stressors
B. Developing healthy habits such as exercise and mindfulness
C. Relying solely on peer advice
D. Avoiding all social interactions
Developing healthy habits such as exercise and mindfulness
76
A significant challenge for adolescents is:
A. Lack of physical changes
B. Managing increased academic and social pressures
C. Stable emotional state
D. Decreased need for parental guidance
Managing increased academic and social pressures
77
To address the challenges faced by adolescents, educators and parents should:
A. Ignore their concerns
B. Provide guidance, support, and open communication
C. Enforce strict and punitive measures only
D. Limit their freedom completely
Provide guidance, support, and open communication
78
An effective remedy for underachievement is:
A. Increasing academic workload without support
B. Identifying individual learning needs and providing tailored support
C. Ignoring academic performance
D. Decreasing expectations
Identifying individual learning needs and providing tailored support
79
Addressing peer pressure effectively involves:
A. Encouraging total isolation
B. Teaching adolescents to make independent, informed decisions
C. Ignoring peer influences
D. Accepting all peer behaviors
Teaching adolescents to make independent, informed decisions
80
One challenge related to adolescent health is:
A. Decreased susceptibility to eating disorders
B. Increased risk of mental health issues such as depression and anxiety
C. Reduced physical growth
D. Stable hormonal levels
Increased risk of mental health issues such as depression and anxiety
81
An effective strategy to reduce adolescent delinquency is:
A. Providing unstructured free time
B. Offering positive role models and structured activities
C. Ignoring behavioral issues
D. Encouraging antisocial behavior
Offering positive role models and structured activities
82
Which of the following is a common consequence of adolescent substance abuse?
A. Improved academic performance
B. Long-term health and social problems
C. Enhanced social relationships
D. Increased self-esteem
Long-term health and social problems
83
Adolescents struggling with an identity crisis may benefit from:
A. Isolation from peers
B. Guidance and support from trusted adults
C. Ignoring their concerns
D. Strict conformity to others' expectations
Guidance and support from trusted adults
84
To help adolescents cope with stress, it is important to:
A. Ignore stressors
B. Teach healthy coping mechanisms such as exercise and relaxation techniques
C. Encourage avoidance of all challenges
D. Increase academic pressure without support
Teach healthy coping mechanisms such as exercise and relaxation techniques
85
One approach to address adolescent health problems is:
A. Ignoring symptoms and changes
B. Promoting healthy lifestyle choices and regular medical check-ups
C. Restricting all physical activities
D. Limiting nutritional education
Promoting healthy lifestyle choices and regular medical check-ups
86
Adolescents are particularly vulnerable to peer pressure because:
A. They have a fully developed sense of self
B. They are striving for independence and social acceptance
C. They have no interest in peer approval
D. They lack any social interactions
They are striving for independence and social acceptance
87
A significant cause of substance abuse among adolescents is:
A. Lack of availability of substances
B. Curiosity and peer influence
C. Strong family bonds
D. High academic performance
Curiosity and peer influence
88
Which factor can help mitigate the effects of an identity crisis in adolescents?
A. Stable support systems from family and friends
B. Isolation from all social interactions
C. Ignoring their emotional needs
D. Enforcing rigid rules without explanation
Stable support systems from family and friends
89
Delinquent behavior in adolescents can often be reduced by:
A. Ignoring the behavior
B. Providing clear boundaries and positive reinforcement
C. Encouraging antisocial activities
D. Allowing unrestricted freedom
Providing clear boundaries and positive reinforcement
90
Which of the following is a strategy to address underachievement in adolescents?
A. Increasing pressure without support
B. Providing individualized learning plans and support
C. Ignoring academic difficulties
D. Reducing academic expectations completely
Providing individualized learning plans and support
91
Peer pressure during adolescence is often:
A. A minor influence
B. A significant factor in decision-making
C. Nonexistent
D. Easily ignored
A significant factor in decision-making
92
Substance abuse can lead to which of the following outcomes in adolescents?
A. Enhanced cognitive abilities
B. Health complications and addiction
C. Improved social status
D. Increased academic achievements
Health complications and addiction
93
An effective way to support adolescents facing an identity crisis is:
A. Ignoring their emotional struggles
B. Providing a supportive environment and open communication
C. Forcing them to conform to others' expectations
D. Limiting their social interactions
Providing a supportive environment and open communication
94
A common health issue during adolescence is:
A. Cognitive decline
B. Eating disorders and mental health problems
C. Decreased hormonal changes
D. Reduced physical growth
Eating disorders and mental health problems
95
Adjustment mechanisms during adolescence may include:
A. Ignoring stressors
B. Developing healthy coping strategies
C. Avoiding all challenges
D. Increasing academic pressure without support
Developing healthy coping strategies
96
An approach to reduce substance abuse among adolescents is:
A. Providing education on the risks and consequences
B. Allowing unrestricted access to substances
C. Encouraging experimentation
D. Ignoring the issue
Providing education on the risks and consequences
97
Adolescents struggling with delinquency can benefit from:
A. Lack of supervision
B. Structured activities and positive role models
C. Encouraging antisocial behavior
D. Ignoring their behavior
Structured activities and positive role models
98
A significant factor in underachievement is:
A. High levels of interest in school
B. Lack of motivation and external distractions
C. Stable family support
D. Positive peer influences
Lack of motivation and external distractions
99
Peer pressure during adolescence can lead to:
A. Improved decision-making skills
B. Increased engagement in risky behaviors
C. Decreased social interactions
D. Reduced need for peer approval
Increased engagement in risky behaviors
100
Which strategy can help adolescents cope with peer pressure?
A. Encouraging isolation from peers
B. Teaching them to make independent decisions
C. Enforcing conformity to peer expectations
D. Ignoring their social experiences
Teaching them to make independent decisions
101
According to Piaget, the stage of cognitive development during adolescence is called:
A. Sensorimotor stage
B. Preoperational stage
C. Concrete operational stage
D. Formal operational stage
Formal operational stage
102
Which of the following is a key concept in Piaget’s theory of cognitive development?
A. Unconscious motives
B. Moral reasoning
C. Schema
D. Social learning
Schema
103
Jerome Bruner's theory emphasizes the importance of:
A. Fixed stages of development
B. Discovery learning and scaffolding
C. Genetic inheritance
D. Moral development
Discovery learning and scaffolding
104
According to Freud, adolescence is characterized by which stage of psychosexual development?
A. Oral
B. Anal
C. Phallic
D. Genital
Genital
105
Erikson’s stage of development during adolescence is known as:
A. Trust vs. Mistrust
B. Autonomy vs. Shame
C. Industry vs. Inferiority
D. Identity vs. Role Confusion
Identity vs. Role Confusion
106
In Kohlberg’s theory, adolescents are typically in which stage of moral development?
A. Preconventional
B. Conventional
C. Postconventional
D. Unconventional
Conventional
107
According to Piaget, the ability to think abstractly and hypothetically emerges during the:
A. Sensorimotor stage
B. Preoperational stage
C. Concrete operational stage
D. Formal operational stage
Formal operational stage
108
Bruner’s concept of scaffolding refers to:
A. Providing external rewards for learning
B. Simplifying tasks to match the learner’s current abilities
C. Removing support gradually as the learner becomes more competent
D. Structuring the environment for optimal learning
Removing support gradually as the learner becomes more competent
109
Freud believed that adolescence involves:
A. The resolution of earlier conflicts
B. A focus on sexual identity
C. Regression to earlier stages
D. The development of self-efficacy
A focus on sexual identity
110
Erikson’s theory suggests that the primary challenge of adolescence is:
A. Developing trust
B. Achieving a sense of identity
C. Building autonomy
D. Mastering skills
Achieving a sense of identity
111
In Piaget's theory, the formal operational stage allows adolescents to:
A. Engage in logical reasoning about concrete events
B. Use symbols and language more effectively
C. Think abstractly and reason hypothetically
D. Develop sensory and motor skills
Think abstractly and reason hypothetically
112
Classroom implications of Piaget's formal operational stage include:
A. Focusing on concrete experiences
B. Encouraging abstract and hypothetical thinking
C. Avoiding complex problem-solving tasks
D. Emphasizing rote memorization
Encouraging abstract and hypothetical thinking
113
During adolescence, Piaget believed students should engage in:
A. Role-playing games
B. Hands-on learning
C. Hypothetical-deductive reasoning tasks
D. Sensory activities
Hypothetical-deductive reasoning tasks
114
Bruner’s theory suggests that instruction should be:
A. Linear and fixed
B. Adaptive and spiral
C. Rigid and structured
D. Unstructured and random
Adaptive and spiral
115
In Bruner’s theory, the role of the teacher is to:
A. Provide answers directly
B. Serve as a facilitator and guide
C. Limit the use of technology
D. Focus on rote memorization
Serve as a facilitator and guide
116
An implication of Bruner’s theory for adolescent classrooms is:
A. Using scaffolding to support student learning
B. Avoiding difficult subjects
C. Focusing only on basic skills
D. Ignoring students’ prior knowledge
Using scaffolding to support student learning
117
According to Freud, unresolved conflicts during adolescence can lead to:
A. Fixation at an earlier stage
B. Successful identity formation
C. Enhanced cognitive skills
D. Increased academic performance
Fixation at an earlier stage
118
Freud's theory implies that adolescence is a time of:
A. Cognitive development
B. Sexual maturation and identity formation
C. Moral reasoning
D. Social learning
Sexual maturation and identity formation
119
Erikson’s stage of Identity vs. Role Confusion focuses on:
A. Developing trust in caregivers
B. Building autonomy and independence
C. Forming a coherent sense of self
D. Mastering academic skills
Forming a coherent sense of self
120
An adolescent who successfully navigates Erikson’s Identity vs. Role Confusion stage will:
A. Develop a strong sense of identity
B. Experience trust issues
C. Struggle with independence
D. Have low self-esteem
Develop a strong sense of identity
121
In the classroom, Erikson’s theory suggests teachers should:
A. Discourage independent thinking
B. Support students’ exploration of different identities
C. Avoid discussions about future careers
D. Limit students’ social interactions
Support students’ exploration of different identities
122
According to Kohlberg, adolescents in the conventional stage make moral decisions based on:
A. Avoiding punishment
B. Social rules and the approval of others
C. Personal principles
D. Immediate gratification
Social rules and the approval of others
123
Kohlberg’s theory implies that classroom discussions about moral dilemmas can:
A. Hinder moral development
B. Promote advanced moral reasoning
C. Be irrelevant to students
D. Confuse students about right and wrong
Promote advanced moral reasoning
124
An implication of Kohlberg’s theory for teachers is to:
A. Avoid discussing moral issues
B. Encourage students to think about ethical principles
C. Focus solely on academic content
D. Ignore students’ moral development
Encourage students to think about ethical principles
125
To support Piaget's formal operational stage, teachers should:
A. Use concrete materials and examples
B. Present abstract problems and encourage scientific reasoning
C. Focus on rote memorization
D. Limit discussions to simple concepts
Present abstract problems and encourage scientific reasoning
126
Bruner’s emphasis on discovery learning means that teachers should:
A. Give direct answers to all questions
B. Allow students to explore and find solutions independently
C. Avoid hands-on activities
D. Follow a strict and linear curriculum
Allow students to explore and find solutions independently
127
In Erikson’s Identity vs. Role Confusion stage, teachers can help by:
A. Discouraging personal expression
B. Providing opportunities for self-exploration and decision-making
C. Limiting social interactions
D. Ignoring students’ interests and hobbies
Providing opportunities for self-exploration and decision-making
128
Kohlberg’s theory suggests that teachers should:
A. Avoid complex moral issues
B. Facilitate discussions on ethical dilemmas
C. Focus only on academic skills
D. Punish students for wrong answers
Facilitate discussions on ethical dilemmas
129
According to Piaget, an example of formal operational thinking is:
A. Sorting objects by color
B. Solving algebraic equations
C. Learning to walk
D. Using language to represent objects
Solving algebraic equations
130
Bruner’s spiral curriculum implies that:
A. Topics are covered once and then forgotten
B. Subjects are revisited and expanded upon over time
C. Learning is linear and cumulative
D. Complex topics are avoided
Subjects are revisited and expanded upon over time
131
Freud’s theory suggests that teachers should be aware of:
A. The importance of abstract reasoning
B. Students’ unconscious motives and conflicts
C. The development of logical thinking
D. Social learning processes
Students’ unconscious motives and conflicts
132
Erikson believed that role confusion in adolescence can lead to:
A. Strong identity formation
B. Difficulty making decisions about the future
C. Improved academic performance
D. Enhanced social skills
Difficulty making decisions about the future
133
In Kohlberg’s postconventional stage, individuals make decisions based on:
A. Avoiding punishment
B. Upholding social order
C. Universal ethical principles
D. Seeking personal rewards
Universal ethical principles
134
Piaget’s theory suggests that adolescents are capable of:
A. Concrete operational thought
B. Hypothetical-deductive reasoning
C. Simple associative learning
D. Sensorimotor exploration
Hypothetical-deductive reasoning
135
Bruner’s emphasis on scaffolding requires teachers to:
A. Provide minimal support
B. Adjust support based on student needs and gradually withdraw it
C. Give direct answers without guidance
D. Avoid challenging tasks
Adjust support based on student needs and gradually withdraw it
136
According to Freud, the genital stage focuses on:
A. Sensory and motor skills
B. Language development
C. Mature sexual identity
D. Moral reasoning
Mature sexual identity
137
Erikson’s concept of identity vs. role confusion is most relevant to:
A. Early childhood
B. Adolescence
C. Middle adulthood
D. Late adulthood
Adolescence
138
Kohlberg’s conventional stage includes moral reasoning based on:
A. Personal ethical principles
B. Social approval and maintaining social order
C. Immediate rewards and punishments
D. Innate instincts
Social approval and maintaining social order
139
In Piaget's theory, the key milestone of the formal operational stage is the ability to:
A. Perform conservation tasks
B. Engage in abstract and logical thinking
C. Understand object permanence
D. Use symbolic representation
Engage in abstract and logical thinking
140
Bruner's theory suggests that effective teaching should:
A. Be purely lecture-based
B. Engage students in active problem-solving
C. Ignore students' prior knowledge
D. Avoid complex ideas
Engage students in active problem-solving
141
Freud’s theory implies that unresolved conflicts from adolescence can:
A. Be easily forgotten
B. Affect adult personality and behavior
C. Lead to higher cognitive skills
D. Enhance social interactions
Affect adult personality and behavior
142
Erikson’s theory suggests that teachers should help adolescents:
A. Avoid making decisions
B. Explore various roles and identities
C. Focus only on academic achievement
D. Conform to societal norms without question
Explore various roles and identities
143
In Kohlberg’s theory, adolescents in the postconventional stage:
A. Seek immediate rewards
B. Follow universal ethical principles
C. Conform to social norms
D. Avoid punishment
Follow universal ethical principles
144
Piaget’s formal operational stage is characterized by:
A. Logical thinking limited to concrete objects
B. Abstract, logical, and systematic thinking
C. Egocentric thinking
D. Lack of symbolic thought
Abstract, logical, and systematic thinking
145
Bruner’s idea of the spiral curriculum involves:
A. Repetition without progression
B. Revisiting topics with increasing complexity
C. Linear and fixed instruction
D. Isolated skill practice
Revisiting topics with increasing complexity
146
Freud's theory of adolescence emphasizes:
A. Cognitive development
B. Sexual maturation and identity formation
C. Moral reasoning
D. Social learning
Sexual maturation and identity formation
147
Erikson’s stage of Identity vs. Role Confusion deals primarily with:
A. Forming intimate relationships
B. Developing a sense of self and personal identity
C. Achieving independence
D. Acquiring academic skills
Developing a sense of self and personal identity
148
In Kohlberg’s theory, moral reasoning at the conventional level is based on:
A. Avoidance of punishment
B. Social approval and maintaining law and order
C. Personal ethical principles
D. Immediate gratification
Social approval and maintaining law and order
149
Piaget's concept of hypothetico-deductive reasoning refers to:
A. Reasoning based on concrete experiences
B. The ability to think scientifically and systematically
C. Learning through imitation
D. Social interactions influencing thought processes
The ability to think scientifically and systematically
150
Bruner’s scaffolding concept is best applied when teachers:
A. Give students the answers immediately
B. Support students and gradually reduce help as they become more competent
C. Avoid difficult topics
D. Focus solely on rote learning
Support students and gradually reduce help
