Pariksha SaathiPedagogy
CTET Child Development and Pedagogy (CDP) MCQ with Answers
298 practice questions on Child Development and Pedagogy for CTET Paper I and Paper II, with answers; most also have an explanation or a worked solution. Try each one before you open its answer.
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Q.151
A teacher shows figures marked 'yes' (a triangle, a square, a pentagon) and 'no' (a circle, an open zigzag line), and asks children to work out what all the 'yes' figures have in common. This teaching method is
- A Concept attainment, based on the work of Jerome Bruner
- B The advance organiser model of David Ausubel
- C Programmed instruction, based on Skinner's work
- D Rote drill of geometrical definitions
Show answer
Correct answer: (A) Concept attainment, based on the work of Jerome Bruner
In concept attainment, learners compare labelled examples and non-examples, form hypotheses about the defining attributes (here, closed figures made of straight sides) and test them. It grew out of Bruner's studies of how people form concepts; an advance organiser is instead an introductory framework given before new material.
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Q.152
Which schedule of reinforcement produces the highest, most persistent rate of response and is most resistant to extinction?
- A Fixed interval
- B Fixed ratio
- C Variable ratio
- D Continuous reinforcement (every response)
Show answer
Correct answer: (C) Variable ratio
Variable-ratio reinforcement (reward after an unpredictable number of responses, as in gambling) produces steady high responding that is hard to extinguish.
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Q.153
In Bronfenbrenner's model, the broad cultural values, beliefs, customs, laws and economic conditions of the society in which a child grows up form the
- A Microsystem
- B Macrosystem
- C Mesosystem
- D Exosystem
Show answer
Correct answer: (B) Macrosystem
The macrosystem is the outermost layer, the cultural context whose values and laws shape all the inner systems. For example, a society's attitude to girls' education influences what families and schools expect of a girl.
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Q.154
A teacher cancels the homework for the day when the class works quietly, and the class becomes quieter in later lessons. This is an example of
- A Punishment
- B Positive reinforcement
- C Negative reinforcement
- D Extinction
Show answer
Correct answer: (C) Negative reinforcement
Negative reinforcement increases a behaviour by removing an unpleasant stimulus (homework). Punishment would decrease a behaviour; positive reinforcement adds a pleasant stimulus.
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Q.155
Which of the following is NOT one of the components of emotional intelligence in Daniel Goleman's model?
- A Self-awareness of one's feelings
- B Empathy for the feelings of others
- C Logical-mathematical reasoning
- D Self-regulation of one's own emotions
Show answer
Correct answer: (C) Logical-mathematical reasoning
Goleman's model has five components: self-awareness, self-regulation, motivation, empathy and social skills. Logical-mathematical reasoning is one of Gardner's intelligences and a typical IQ-test ability, not part of emotional intelligence.
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Q.156
A 'rule of thumb' such as 'if a word problem says altogether, add the numbers' that speeds up problem solving but does not guarantee a correct answer is a
- A Heuristic
- B Algorithm
- C Schema
- D Reflex
Show answer
Correct answer: (A) Heuristic
A heuristic is a mental shortcut; an algorithm is a step-by-step procedure that guarantees a solution if followed correctly.
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Q.157
A teacher who wants to improve a child's self-concept should
- A Compare the child publicly with better performers so that she is motivated to catch up
- B Praise the child indiscriminately regardless of effort, so that she never feels discouraged
- C Avoid giving the child any responsibility
- D Provide tasks at which the child can succeed and give specific, genuine feedback
Show answer
Correct answer: (D) Provide tasks at which the child can succeed and give specific, genuine feedback
Self-concept develops from experiences of competence and the feedback of significant others; public comparison lowers it and empty praise does not build it.
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Q.158
The revised Bloom's taxonomy of educational objectives was edited by
- A Robert M. Gagne and Leslie J. Briggs
- B Jerome Bruner and Lev Vygotsky
- C Ralph Tyler and Hilda Taba
- D Lorin Anderson and David Krathwohl
Show answer
Correct answer: (D) Lorin Anderson and David Krathwohl
Lorin Anderson, a former student of Bloom, and David Krathwohl, a co-author of the original handbook, led the revision. Gagne and Briggs are known for instructional design, and Tyler and Taba for curriculum planning.
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Q.159
The Right of Children to Free and Compulsory Education Act, 2009 applies to children in the age group
- A 3 to 6 years
- B 6 to 14 years
- C 5 to 16 years
- D 6 to 18 years
Show answer
Correct answer: (B) 6 to 14 years
RTE 2009 gives effect to Article 21A (inserted by the 86th Constitutional Amendment, 2002) and covers elementary education for children aged 6 to 14.
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Q.160
Which belief about children's ability to learn is stated in NCF 2005?
- A Only children with a high IQ can learn abstract concepts in the upper primary classes
- B A child's ability is fixed by family background and cannot be raised by schooling
- C All children are naturally motivated to learn and are capable of learning
- D Children learn only when rewarded with marks
Show answer
Correct answer: (C) All children are naturally motivated to learn and are capable of learning
NCF 2005 states that all children are naturally motivated to learn and are capable of learning. When children do not learn, the conditions of teaching should be examined rather than blaming a fixed lack of ability.
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Q.161
Which of the following is NOT one of the processes of observational learning described by Bandura?
- A Accommodation
- B Attention
- C Retention
- D Motor reproduction
Show answer
Correct answer: (A) Accommodation
Bandura's four processes are attention, retention, reproduction and motivation. Accommodation is Piaget's term for changing an existing schema to fit new experience.
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Q.162
Match the psychologist with the contribution to the study of personality: (A) Gordon Allport (B) Raymond Cattell (C) William Sheldon (D) Henry Murray. 1. Thematic Apperception Test 2. Cardinal, central and secondary traits 3. Sixteen personality factors (16 PF) 4. Endomorph, mesomorph and ectomorph body types
- A A-3, B-2, C-4, D-1
- B A-2, B-3, C-4, D-1
- C A-2, B-3, C-1, D-4
- D A-4, B-3, C-2, D-1
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Correct answer: (B) A-2, B-3, C-4, D-1
Allport classified traits as cardinal, central and secondary; Cattell used factor analysis to arrive at 16 source traits; Sheldon linked body types to temperament; and Murray, with Christiana Morgan, developed the Thematic Apperception Test.
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Q.163
Bruner's three modes of representation, in developmental order, are
- A Symbolic, iconic, enactive
- B Enactive, iconic, symbolic
- C Iconic, enactive, symbolic
- D Enactive, symbolic, iconic
Show answer
Correct answer: (B) Enactive, iconic, symbolic
Bruner proposed enactive (action-based), iconic (image-based) and symbolic (language and symbol based) representation.
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Q.164
A teacher puts up a chart ranking all students by test marks. Consider the statements. 1. Such a chart motivates all children equally. 2. Comparing a child with her own earlier performance supports motivation better. 3. Public ranking can make low scorers lose confidence. Which are correct?
- A 1 and 2 only
- B 2 and 3 only
- C 1 and 3 only
- D 1, 2 and 3
Show answer
Correct answer: (B) 2 and 3 only
Public ranking turns attention to comparison and discourages children at the bottom, so statement 1 is wrong. Tracking each child's progress against her own earlier work keeps the focus on learning.
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Q.165
Class 5 children interview elders in their village about how water was collected and stored in the past, and share what they learn in class. This activity mainly helps children to
- A Practise writing model answers for the end-of-term examination
- B Finish the syllabus faster
- C Learn from their community and connect school knowledge with local life
- D Learn to accept whatever the elders of the village say without ever questioning it
Show answer
Correct answer: (C) Learn from their community and connect school knowledge with local life
Learning is a social activity rooted in the child's community; drawing on local knowledge links classroom learning with life outside school, a guiding principle of NCF 2005. The activity is not mainly about exam practice or speed.
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Q.166
Before teaching how plants make food, a teacher asks the class, 'Where do plants get their food from?' Many children say 'from the soil'. The main purpose of asking this first is to
- A Identify the children who give wrong answers and correct them strictly in front of the class
- B Fill time before the lesson starts
- C Find out children's existing ideas so that teaching can build on and challenge them
- D Check whether children have read the chapter in advance
Show answer
Correct answer: (C) Find out children's existing ideas so that teaching can build on and challenge them
Children bring ideas from everyday experience; eliciting them lets the teacher plan experiences that challenge and refine them. Teaching that ignores these ideas often leaves them unchanged.
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Q.167
Erik Erikson's theory of development differs from Freud's mainly because Erikson
- A Held that personality is completely fixed by the age of five and cannot change later
- B Focused only on the child's sexual drives and how they are satisfied in early childhood
- C Described development only up to the end of adolescence
- D Stressed social relationships and described stages across the whole lifespan
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Correct answer: (D) Stressed social relationships and described stages across the whole lifespan
Erikson's eight psychosocial stages run from infancy to old age, and each turns on the person's relationships with family, school and society. Freud's psychosexual stages centre on bodily drives and stop with the genital stage, which begins at puberty, while Erikson added three stages of adulthood, and it was Freud, not Erikson, who gave the first few years the greatest weight.
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Q.168
A 3-year-old rides a broomstick around the yard, pretending it is a horse. According to Piaget, this shows
- A Symbolic (pretend) play of the pre-operational stage
- B Object permanence of the sensorimotor stage
- C Abstract reasoning of the formal operational stage
- D Seriation of the concrete operational stage
Show answer
Correct answer: (A) Symbolic (pretend) play of the pre-operational stage
Using one object to stand for another reflects the symbolic function that develops rapidly in the pre-operational stage (about 2-7 years). Pretend play, drawing and language all rest on this ability to use symbols.
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Q.169
Arrange these psychosocial crises in the order in which Erikson says they occur: 1. Industry vs inferiority 2. Autonomy vs shame and doubt 3. Identity vs role confusion 4. Initiative vs guilt
- A 2, 4, 1, 3
- B 4, 2, 1, 3
- C 2, 1, 4, 3
- D 4, 1, 2, 3
Show answer
Correct answer: (A) 2, 4, 1, 3
After trust vs mistrust in infancy come autonomy vs shame and doubt (toddler years), initiative vs guilt (pre-school years), industry vs inferiority (primary-school years) and identity vs role confusion (adolescence). A common slip is to place industry before initiative.
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Q.170
A 13-year-old refuses to go to school because of a small pimple, convinced that everyone will stare at it all day. David Elkind called this feature of adolescent thinking
- A The personal fable of uniqueness
- B Object permanence
- C Learned helplessness
- D The imaginary audience
Show answer
Correct answer: (D) The imaginary audience
Elkind's 'imaginary audience' is the adolescent's belief that others are as focused on his or her appearance and behaviour as he or she is. The 'personal fable' is a different feature: the belief that one's experiences are unique and that one is invulnerable.
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Q.171
Two children of the same age in the same class differ greatly in when they learnt to read fluently. The teacher should understand that
- A One of the children must have a learning disability and should be referred for testing
- B Development follows the same sequence but its rate varies from child to child
- C Development is identical in pace and timing for all children of the same chronological age
- D The slower child should be held back a year immediately
Show answer
Correct answer: (B) Development follows the same sequence but its rate varies from child to child
The principle of individual differences states that although the sequence of development is predictable, every child develops at their own pace. Labelling or detaining a child on this basis is unjustified.
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Q.172
A child says 'I will not cheat because the teacher will punish me if I am caught.' According to Kohlberg, the child is reasoning at the
- A Post-conventional level, social contract and individual rights stage
- B Conventional level, law and order stage
- C Pre-conventional level, obedience and punishment stage
- D Conventional level, interpersonal good boy-nice girl stage
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Correct answer: (C) Pre-conventional level, obedience and punishment stage
Stage 1 of the pre-conventional level judges right and wrong by avoiding punishment. Reasoning based on approval or on laws belongs to the conventional level.
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Q.173
'Divaswapna', a book describing a teacher's experiment with child-centred, story-based teaching in a primary class, was written by
- A Rabindranath Tagore
- B Mahatma Gandhi
- C Jiddu Krishnamurti
- D Gijubhai Badheka
Show answer
Correct answer: (D) Gijubhai Badheka
Gijubhai Badheka, who ran Dakshinamurti Bal Mandir at Bhavnagar, wrote Divaswapna about a teacher who replaces rote methods with stories, games and activities.
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Q.174
A teacher seems to know what is happening in every corner of the room and notices small problems before they grow, so students feel she has 'eyes at the back of her head'. Jacob Kounin called this quality
- A The ripple effect
- B The halo effect
- C Withitness
- D Learned helplessness
Show answer
Correct answer: (C) Withitness
Kounin found that effective classroom managers prevent problems through 'withitness', showing students that they are aware of everything going on, rather than reacting after misbehaviour has spread. The ripple effect, also studied by Kounin, is how correcting one student affects the onlookers.
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Q.175
In the revised Bloom's taxonomy, which is the highest level of the cognitive process dimension?
- A Evaluate
- B Create
- C Analyse
- D Synthesis
Show answer
Correct answer: (B) Create
The revised order is Remember, Understand, Apply, Analyse, Evaluate, Create. In the original taxonomy Evaluation was at the top with Synthesis below it; the revision renamed Synthesis as Create and placed it highest.
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Q.176
Which of the following is an example of summative assessment?
- A A teacher observing children during a group activity and noting difficulties
- B A quick quiz at the start of a lesson to check prior knowledge
- C An end-of-year examination to decide grades
- D A student's self-assessment checklist
Show answer
Correct answer: (C) An end-of-year examination to decide grades
Summative assessment occurs at the end of a unit or year to judge achievement. Observation, pre-lesson quizzes and self-assessment are formative.
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Q.177
G. Stanley Hall described adolescence as a period of
- A Storm and stress
- B Latency
- C Industry and competence
- D Basic trust
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Correct answer: (A) Storm and stress
Hall described adolescence as a time of 'storm and stress', marked by conflict with parents, mood swings and risk-taking. Later research shows that many adolescents pass through it without severe turmoil, so the description does not apply to everyone.
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Q.178
According to Maslow's hierarchy of needs, a hungry child who has walked to school without breakfast will find it hard to learn because
- A Esteem needs have not been met, because the teacher did not praise her homework yesterday
- B Safety needs are the highest level and must be met before food
- C Self-actualisation has been achieved, so there is no motivation left to learn
- D Physiological needs at the base of the hierarchy must be met before higher needs like learning
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Correct answer: (D) Physiological needs at the base of the hierarchy must be met before higher needs like learning
Maslow's hierarchy runs physiological, safety, love and belonging, esteem and self-actualisation; lower needs are prepotent. Mid-day meals address this directly.
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Q.179
A student who fails a test says 'I did not prepare enough; I will work harder next time.' According to Weiner's attribution theory, she is attributing failure to
- A Ability: internal, stable, uncontrollable
- B Luck: external, unstable, uncontrollable
- C Effort: internal, unstable, controllable
- D Task difficulty: external, stable, uncontrollable
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Correct answer: (C) Effort: internal, unstable, controllable
Attributing outcomes to effort is adaptive because effort is internal and controllable, so the student feels able to improve. Attributing failure to ability leads to helplessness.
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Q.180
While making up a new version of a game, a 10-year-old says, 'We can change this rule if all of us playing agree to it.' According to Piaget, this shows
- A Heteronomous morality, which sees rules as fixed by authority and never to be changed
- B Pre-conventional reasoning based on avoiding punishment
- C Egocentric thinking of the pre-operational stage
- D Autonomous morality, which sees rules as agreements that can be changed
Show answer
Correct answer: (D) Autonomous morality, which sees rules as agreements that can be changed
In Piaget's autonomous stage children see rules as social agreements made by people for fair play, which can be altered by mutual consent. Younger, heteronomous children treat rules as sacred and unchangeable because they come from adults or other authority.
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Q.181
Kohler's chimpanzee Sultan suddenly joined two sticks to reach a banana after a period of apparent inactivity. This illustrates
- A Trial-and-error learning (Thorndike)
- B Classical conditioning
- C Operant conditioning
- D Insight learning of the Gestalt school
Show answer
Correct answer: (D) Insight learning of the Gestalt school
Insight learning involves a sudden perception of relationships in the whole situation, the Gestalt alternative to Thorndike's trial and error.
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Q.182
A student finds it easier to remember the phone number 9876543210 by grouping it as 98765 43210. This strategy, which lets short-term memory hold more information, is called
- A Chunking
- B Overlearning
- C Rote rehearsal
- D Elaboration
Show answer
Correct answer: (A) Chunking
Chunking groups separate items into larger meaningful units, so the limited span of short-term memory (about seven items, plus or minus two, as George Miller noted) holds more. Elaboration is different: it links new information to existing knowledge.
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Q.183
Some Class 1 children are playing 'shop' in a corner, using leaves as money, bargaining and counting out change. The best way for the teacher to view this play is that it
- A Wastes time that should be spent copying letters from the board and practising handwriting
- B Builds language, number sense and social skills, and can be used as a base for teaching
- C Should be stopped because it makes noise in the classroom and distracts the other children
- D Helps only the children's physical growth
Show answer
Correct answer: (B) Builds language, number sense and social skills, and can be used as a base for teaching
Pretend play like this involves talking, negotiating, counting and taking roles, so it supports cognitive, language and social development together. The teacher can build on it, for example by bringing real prices and coins into the game.
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Q.184
Gardner criticised traditional IQ tests mainly because they
- A Are too easy for most children
- B Mostly measure linguistic and logical-mathematical abilities and neglect others
- C Measure too many abilities at once, which makes their scores unreliable
- D Are given orally rather than in writing
Show answer
Correct answer: (B) Mostly measure linguistic and logical-mathematical abilities and neglect others
Gardner argued that IQ tests sample a narrow band of abilities, mainly language and logic, and miss musical, spatial, bodily, personal and naturalistic intelligences. A child can therefore be highly capable and still score modestly.
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Q.185
A toddler says 'Mummy go', 'more milk' and 'Papa car', using only the key content words. This stage of language development is known as
- A Holophrastic speech
- B Telegraphic speech
- C Cooing
- D Egocentric speech
Show answer
Correct answer: (B) Telegraphic speech
Telegraphic speech consists of short utterances of essential content words without function words, like a telegram. It follows the holophrastic (one-word) stage; egocentric speech is Piaget's term for talk that does not adapt to a listener.
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Q.186
According to the Yerkes-Dodson law, how is a learner's level of arousal (such as anxiety) related to performance?
- A Performance keeps rising as anxiety rises, so more pressure on learners is better
- B Performance is best when there is no arousal at all
- C Arousal has no effect on performance
- D A moderate level gives the best performance; very low or very high levels reduce it
Show answer
Correct answer: (D) A moderate level gives the best performance; very low or very high levels reduce it
Performance follows an inverted-U curve: too little arousal brings boredom and too much brings anxiety that disrupts thinking. Teachers should keep tasks challenging but free of fear.
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Q.187
Which of these statements about classroom questioning are correct? 1. Higher-order questions ask students to analyse, evaluate or create. 2. Teachers should ask only questions with a single correct answer, to save time. 3. Open-ended questions can have more than one acceptable answer.
- A 1 and 2 only
- B 2 and 3 only
- C 1 and 3 only
- D 1, 2 and 3
Show answer
Correct answer: (C) 1 and 3 only
Higher-order questions engage the upper levels of Bloom's taxonomy, and open-ended questions allow several acceptable answers that reveal children's thinking. Asking only single-answer questions limits thinking to recall, so statement 2 is wrong.
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Q.188
The widely used 'Big Five' model describes personality in terms of which five broad traits?
- A Openness, conscientiousness, extraversion, agreeableness, neuroticism
- B Id, ego, superego, libido, persona
- C Sanguine (cheerful), choleric (angry), melancholic (sad), phlegmatic (calm), balanced
- D Analytical, creative, practical, emotional, social
Show answer
Correct answer: (A) Openness, conscientiousness, extraversion, agreeableness, neuroticism
The Big Five (often remembered as OCEAN) is the main trait model in modern personality research; each trait is a continuum on which everyone has some position. Sanguine, choleric and the rest come from the ancient theory of four temperaments.
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Q.189
Two groups study the same chapter for three hours in all. Group A studies it in one sitting the night before the test; Group B studies it for 30 minutes a day over six days. Which outcome is most likely?
- A Group A remembers more after a month, because massed practice keeps the material fresh for longer
- B Group B remembers more after a month, because spaced practice aids long-term retention
- C Both remember equally after a month, since the total time is the same
- D Neither remembers anything after a month, since forgetting is complete
Show answer
Correct answer: (B) Group B remembers more after a month, because spaced practice aids long-term retention
Spreading practice over several sessions (the spacing effect) gives much better long-term retention than cramming the same time into one session, partly because each new session revisits material before it is forgotten. Cramming may help on the next morning's test but is quickly lost.
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Q.190
Which of the following is regarded as the primary agent of socialisation of a child?
- A Family
- B School
- C Mass media
- D Peer group
Show answer
Correct answer: (A) Family
The family is the first and primary agent of socialisation; school, peers and media are secondary agents that become influential later.
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Q.191
A teacher asks a question, gives each child a minute to think alone, then asks them to discuss with a partner before a few pairs share with the whole class. This technique is
- A Jigsaw
- B Programmed instruction
- C Lecture-demonstration
- D Think-pair-share
Show answer
Correct answer: (D) Think-pair-share
Think-pair-share gives every child time to think and a safe chance to try out ideas with a peer before speaking to the class, which increases participation. It is a simple cooperative learning structure.
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Q.192
The term 'scaffolding', now closely linked with Vygotsky's zone of proximal development, was introduced by
- A Wood, Bruner and Ross
- B Jean Piaget and Bärbel Inhelder
- C B. F. Skinner
- D Howard Gardner
Show answer
Correct answer: (A) Wood, Bruner and Ross
Vygotsky described learning with assistance in the ZPD but did not use the word 'scaffolding'; it was introduced by David Wood, Jerome Bruner and Gail Ross in a study of adults tutoring young children. It now describes support that is gradually withdrawn as competence grows.
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Q.193
Kohlberg assigned a person to a stage of moral development on the basis of
- A The reasoning given for a decision on a moral dilemma, not the decision itself
- B Whether the person said that Heinz should or should not have stolen the drug for his dying wife
- C Observation of how the person actually behaved in real moral situations in daily life
- D The person's age and years of schooling
Show answer
Correct answer: (A) The reasoning given for a decision on a moral dilemma, not the decision itself
Two people can give the same answer to the Heinz dilemma for very different reasons, so Kohlberg scored the justification. The yes-or-no answer alone does not reveal the stage.
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Q.194
Students are tested every Friday; most of them study hard only on Thursday evening and hardly at all early in the week. This pattern is typical of which schedule of reinforcement?
- A Variable ratio
- B Variable interval
- C Fixed interval
- D Continuous reinforcement
Show answer
Correct answer: (C) Fixed interval
On a fixed-interval schedule, responding rises just before the reinforcement is due and drops right after it. Assessment spread through everyday classroom work encourages steadier effort than one fixed test.
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Q.195
Teaching fractions in Class 3 using cut-outs, revisiting them in Class 5 with number lines and again in Class 7 with algebra illustrates Bruner's idea of
- A Spiral curriculum
- B Programmed learning (Skinner)
- C Mastery learning (Bloom)
- D Linear curriculum
Show answer
Correct answer: (A) Spiral curriculum
In a spiral curriculum, key ideas are revisited at increasing levels of complexity, based on Bruner's claim that any subject can be taught honestly to any child at any stage.
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Q.196
A teacher believes that children from a particular community 'cannot do mathematics'. She gives them fewer chances to answer and only simple work, and their marks fall. This illustrates
- A The effect of heredity on mathematical ability
- B Natural differences in mathematical ability that exist between different communities
- C A self-fulfilling prophecy created by the teacher's expectations
- D The children's lack of readiness for abstract mathematical thinking at this age
Show answer
Correct answer: (C) A self-fulfilling prophecy created by the teacher's expectations
Low expectations changed how the teacher treated these children; with fewer opportunities their performance fell, which seemed to 'confirm' her belief. Teachers should hold high expectations for every child, whatever the community, caste or gender.
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Q.197
A test in which a student's performance is compared with a pre-decided standard or learning objective rather than with other students is
- A Norm-referenced
- B Criterion-referenced
- C Projective
- D Standardised aptitude
Show answer
Correct answer: (B) Criterion-referenced
Criterion-referenced tests measure mastery of defined objectives; norm-referenced tests rank students relative to each other (percentiles, ranks).
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Q.198
Vygotsky distinguished 'spontaneous' (everyday) concepts from 'scientific' concepts. According to him, scientific concepts
- A Are learnt through systematic instruction and grow together with everyday concepts
- B Form without any instruction, through daily experience alone
- C Are innate and need no language
- D Must replace everyday concepts, which are wrong and should be discarded
Show answer
Correct answer: (A) Are learnt through systematic instruction and grow together with everyday concepts
Everyday concepts arise from a child's own experience, while scientific concepts are systematic and come through schooling. Vygotsky saw the two as developing into each other, so teaching should link formal concepts with children's everyday experience.
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Q.199
'Connections that are practised become stronger, and those that are not used become weaker.' This describes Thorndike's
- A Law of exercise
- B Law of readiness
- C Law of effect
- D Law of analogy
Show answer
Correct answer: (A) Law of exercise
The law of exercise has two parts, the law of use and the law of disuse, and underlies the value of practice and revision. Thorndike later revised it after finding that practice without feedback does little on its own.
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Q.200
Ravi has been ill and poorly nourished for several months. His teacher notices that he now plays less with friends, gets irritated easily and cannot concentrate in class. This best illustrates that
- A Development in each domain takes place independently of the others
- B Development is complete by the end of childhood, so later changes are only physical
- C Physical, social, emotional and cognitive development are interrelated
- D Ravi's irritability and poor concentration are inherited traits unrelated to his illness
Show answer
Correct answer: (C) Physical, social, emotional and cognitive development are interrelated
The domains of development influence one another: poor health lowers energy and mood, which affects social participation and attention. Treating the domains as independent ignores this principle.
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How these questions were made
Authored by an AI assistant (Claude) from its own general knowledge of stable, well-established facts (no live lookup) - not reviewed by a subject-matter expert; verify against an official source before relying on any fact.