LICENSURE EXAMINATION FOR TEACHERS (LET)

Refresher Course

WHAT TO EXPECT

FOCUS: Professional Education

HUMAN GROWTH AND DEVELOPMENT

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

PREPARED BY: Mr. Jeffrey C.Ginez

PART I: Content Update

THEORY - a set of insights which attempts to explain or link knowledge about the world into
meaningful relationships; a public pronouncement that indicates what a scientist believes to be true about
hi/her specific area of investigation. (E.g. learning theories)
PRINCIPLE - a fundamental law or uniformity of nature (Bernoulli’s Principle; Archimedes principle)
GROWTH - quantitative changes in an individual as he progresses in chronological age (e.g. height,
weight)
DEVELOPMENT – progressive series of qualitative changes of an orderly and coherent type leading to
the individual’s maturation
MATURATION – developmental changes in the body or behaviour that result from the aging process
rather than from learning, injury, illness or some other life experiences.
LIFE SPAN – the life of an individual organism from birth to death.
HEREDITY (Nature) – the totality of characteristics, transmitted from the parents to the offspring.
ENVIRONMENT (Nurture) – the totality of any aspect of physical and social phenomena which surround
or affect an individual organism
COMPONENTS OF EDUCATIVE PROCESS
1. Learner
2. Teacher (involved in the learning process)
3. School (the learning situation)
THE BIOLOGICAL AND PSYCHOLOGICAL ASPECTS OF THE LEARNER
The Beginning of Life
- Life begins at the moment of conception – the time when a reproductive cell of the female (ovum,
plural ova) is fertilized by a male reproductive cell the spermatozoon (spermatozoa, plural). This is
approximately 280 days before birth.
- Within each sex cell (sperm/egg) there are 23 chromosomes. They are threadlike particles which
contain between 40,000 and 60,000 genes. The genes contain the DNA and RNA which are
1

Human Growth and Development

 considered as the blueprint of life and transmitters of hereditary characteristic traits from the parents
to the offspring.
Sex Determination
- All of the female gametes carry X chromosomes, while half of the male gametes carry the X
chromosomes and the other half the Y chromosomes.
- If the X bearing spermatozoon unites with the ovum, it will result to XX combination and the sex of
the child is female. And if the Y bearing spermatozoon unites with the ovum, it will result to XY
combination and the sex of the child is male.
Multiple Birth/Twins
- Refers to the birth of two or more babies within a few hours or days.
- Types of twin births:
1. Identical Twins or uniovular twins – come from a single ovum fertilized by a single sperm cell.
Maybe caused by hormonal disturbances.
2. Non – identical, biovular or fraternal twins – are products of two ova fertilized simultaneously by
two separate sperm cells.
FACTORS OF GROWTH AND DEVELOPMENT
1. Heredity - the process by which the new organism is endowed with certain potentials (inherited from
parents) for his later development. Maturation on the other hand is the process by which heredity
exerts influence long after birth.
2. Environmental influences – interaction between an individual’s inherited traits, his surroundings and
his nurture.
COGNITIVE DEVELOPMENT PROCESS
 Assimilation – (Latin “ad” – to = “similes” – like) absorb as part of itself.
o The individual acquires information or knowledge by which experiences are integrated into
existing schemas.
 Accommodation – a process of creating new schema by modifying an existing schema after an
individual’s interaction with the environment.
PRINCIPLES OF DEVELOPMENT
1. Phylogenetic Principle - Development follows an orderly sequence which is predictable and is
true to all members of a certain race.
Predictable Trends of Development:
 Cephalocaudal trend – development proceeds from head to foot direction.
 Proximodistal trend – the parts of the body nearest the center (i.e. brain) are the parts which
develop earlier. (e.g. the baby can see first before he can walk)
2. Ontogenetic Principle - The rate of development is unique to each individual. It is brought about
by one’s heredity as well as environmental influences.
3. Development involves change. This principle implies that the human being is always evolving
based on theories by developmental psychologists.
4. Early development is more critical than later development. The first 2 years of life is called the
“formative years”.
5. Development is the product of maturation and learning. Learning allows individuals to develop
innate potentialities.
6. There are individual differences in development. Development is discrete- not occurring at the
same time or all at the same ages.
7. There are social expectations for every developmental period which are often referred to as
developmental tasks where one is expected to fulfil.
THE STAGES OF DEVELOPMENT
Developmental
Stage Age Range Characteristics
Age when heredity endowments and sex are fixed and all 1
1. Pre-natal Conception to birth
body features, both external and internal are developed.
Human Growth and Development
 Foundation age when basic behavior patterns are organized
2. Infancy Birth to 2 years
and many ontogenic maturational skills emerge.
Pre-gang, exploratory and questioning, when language and
3. Early
2 to 6 years elementary reasoning are acquired and initial socialization is
Childhood
experienced
4. Late Gang and creativity age when self-help skills, social skills,
6 to12 years
Childhood school skills, and play skills are developed.
Transition age from childhood to adulthood when sex
5. Adolescence Puberty to 18 years maturation and rapid physical development occur resulting
to changes in ways of feeling, thinking, and acting.
6. Early Age of adjustment to new patterns of life and new roles such
18 to 40 years
Adulthood as spouse, parent and breadwinner.
40 years to Transition age when adjustments to initial physical and
7. Middle Age
retirement mental decline are experienced.
Retirement age when increasingly rapid physical and mental
8. Old Age Retirement to death
decline are experienced.

THEORIES OF HUMAN DEVELOPMENT

Theories of human development have had an effect upon decisions made in research, in classroom and in
parental management. These theories differ in their assumptions about children and the developmental
process; on research methods used to test assumptions and hypothesis and their emphasis on the different
aspects of development.
Psychoanalytic Theory (Sigmund Freud)
o Freud gave prominence to sexual feelings or emotions in describing the stages of
development.
o Each stage is dominated by the development of sensitivity in a particular erogenous or
pleasure-giving spot in the body.
o Each stage poses a unique conflict that individuals must resolve before going to the next
stage. If unsuccessful in resolving the conflict, it will result to fixation.
o Fixation is the tendency to stay at a particular stage as a result of either frustration or
overindulgence.
o This theory stresses that experiences in the early childhood stage affect behaviour in the
adulthood stage.
Stage Age Range Characteristics
- Stimulation of the mouth produces pleasure
- Infants learn about their environment by such activities
1. Oral Birth to 1 year involving the mouth (e.g. sucking)
- Frustration in this stage may cause these oral needs to
resurface at a later time.
- Stimulation of the anal region produces pleasure
- The elimination process becomes gratifying for the
child (toilet training is emphasized by parents)
2. Anal 2 to 4 years
- Parental over-attention or lack of attention to toilet-
training may cause the adult to be messy or obsessively
clean.
- self-stimulation of the genitals produces pleasure
3. Phallic 4 to 6 years - struggles with sexual feelings about the same gender
parent (Oedipus or Electra Complex)
- stage of relative calm and stability
- sexual feelings are expressed; child avoids members
4. Latency 6 to 12 years of the other gender
- children’s energies are diverted to concerns such as
school learning, peer relations, etc.
5. Genital 12 years and up - Oedipal feelings are reactivated and directed towards
other persons of the opposite sex
- If there are no fixations at earlier stages, dependence 1

Human Growth and Development

 on parents is overcome and the individual is on the way to
satisfying life of his own

Psychosocial Theory (Erik Erikson)

o Each stage of development poses some kind of psychosocial crisis for the individual. If a
person is provided with a social and psychological environment conducive to development, he
will be able to deal with the crisis and problems at each stage. A person who fails to resolve a
crisis in one stage may find difficulty in the succeeding stages.
o This theory focuses on personal and social development in order to develop self-concepts,
ways of interacting with others; and attitudes toward the world.
Stage Age Range Characteristics
- Period where child learns to trust
- If the child is well-nurtured, he develops trust and
1. Trust vs.
Birth to 1 year security.
Mistrust
- If the child is inadequately handled, he becomes
insecure and mistrustful.
- Period where child learns to assert his will
2. Autonomy vs.
- If the child is well-managed, he develops a sense of
Shame and 1 to 3 years
self-worth.
Doubt
- If not, the child loses self-esteem
- Period where the child learns to broaden his skills, to
3. Initiative vs. cooperate, to lead as well as to follow
3 to 6 years
Guilt - If the child is fearful, he will develop fear of punishment
and guilt and dependence on adults
- Period where the child learns the value of work and
4. Industry vs. enjoys others’ recognition by being productive
6 to 12 years
Inferiority - If a child does not feel competent, he may develop a
sense of inadequacy and inferiority.
- Period where an individual finds himself, his identity
and self-concept, that goes with others’ ideas of him
5. Identity vs.
12 to 20 years - Finds answer to the question “Who am I?”
Role Confusion
- Pressures and demands may lead to confusion about
self.
- Period where a person sure of himself can completely
abandon himself in certain situations
6. Intimacy vs. - A commitment to friendship and heterosexual relations
20 to 40 years
Isolation are made.
- Fear of self-abandonment will cause isolation,
alienation from others
- Period where the care and concern for next
generation’s welfare is developed
7. Generativity
40 to 65 years - There is widening interest in work and ideas
vs. Stagnation
- When the interest is lacking, the individual stagnates
and may end up in psychological impoverishment
- Period where reality of one’s life is recognized and
8. Integrity vs. accepted
Old age to death
Despair - This is characterized with the feeling of dignity and
meaning of existence
Cognitive Development Theory (Jean Piaget)
o Piaget believes that “Development precedes learning.” He assumes that children are curious
active explorers who respond to the environment according to their understanding of its
essential features.
o Children’s cognitive development follows a well-defined sequence of stages whereby they
acquire structures or schemes that enable them to deal with the world.
o The aim of development in each stage is the attainment of equilibration, which is the active
internal process of organizing and coordinating one’s intellectual development.
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Human Growth and Development

 Stage Age Range Characteristics
- Infants use sensory and motor capabilities to learn the
world
1. Sensorimotor 0 to 2 years - Infants learn that objects has existence that is
independent of his own actions and perceptions (object
permanence)
- Children use symbolism (objects and words) to learn
and understand the world
- Children’s thinking are egocentric and irreversible,
2. Preoperational 2 to 7 years meaning they believe people view the world as they do
and they have difficulty understanding others’ points of
view
- Children become imaginative in their play activities.
- The child’s thinking appears to be stabilized as internal
actions and perceptual schemes begin to be organized
into logical operational systems.
3. Concrete
7 to 11 years - Children learn the concept of conservation and
Operations
reversibility.
- Adult-like logic appears, but is limited to reasoning
about concrete reality
- The person develops full patterns of thinking.
- Logical reasoning processes are applied to abstract
4. Formal ideas as well as concrete objects
11 to adulthood
Operations - Capable of systematic, deductive reasoning that
permits them to consider many possible solutions to a
problem and pick the correct answer
Moral Development Theory (Lawrence Kohlberg)
o Development of moral reasoning skills occur in a series of structured situations or moral
dilemmas.
o Kohlberg believes that in considering moral dilemmas, the reasoning is more important
rather than the final decision.
Level Stage Characteristics
1. Punishment- - Behavior is based on the desire to avoid severe
Obedience physical punishment by a superior power
P1re- Orientation - Judgment about what is right or wrong is based on
conventional consequences to him
Morality 2. Instrumental - Actions are based largely on satisfying one’s own
(0 to 9 years) Relativist personal needs.
Orientation - Obeying rules should bring some sort of benefits in
return.
- Good behavior is that which pleases others and
3. Good Boy –
judgments are based on intentions.
Conventional Nice Girl
- Children conform to rules to win the approval of others
Morality Orientation
and to maintain good relationships.
(9 to 20 years)
4. Law and Order - Fixed rules are established to maintain social order.
Orientation
- Behavior recognizes the laws as arbitrary and
5. Social Contract changeable.
Orientation - Right and wrong are personal decisions based on
Post-
agreement and contracts.
Conventional
- Morality is based on respect for others rather than on
Morality
6. Universal personal desires.
(20 years & up)
Ethical Principle - The individual conforms to both social standards and to
Orientation internalized ideals to avoid self-condemnation rather than
to avoid social censure.

LEARNING 1

Human Growth and Development

The Learning Process
- Learning is a mental activity by means of which knowledge, skills, habits, attitudes and ideals are
acquired, retained and utilized, resulting in the progressive adaptation and modification of conduct
and behavior. (Bugelski, 1956)
- Learning is a relatively permanent change in behavior potentiality that occurs due to experience and
reinforced practice.
- Learning is a process inferred from relatively stable changes in behavior that result through practice
or interaction with and adaptation to the environment (Goodwin and Klausmeier, 1975)
- It involves a particular kind of change, the development of new associations as a result of
experience (Good and Grophy, 1977)
- Learning is the modification of an organism’s behavior as a result of maturation and environmental
experience (Garrison and Magoon, 1972)
- Learning is a change in an individual caused by experience (Mazur, 1990)
Types of Learning
1. Cognitive – rational/mental/intellectual development. Includes everything from associations between
stimuli and responses to the development of problem-solving skills.
Association learning – acquisition and retention of facts and information. Establishing
relationships among ideas and experiences.
Problem- solving – overcoming difficulties that appear to interfere with the attainment of a goal.
2. Sensory- motor – Psychomotor understanding of the external world through sense perception. The
chief outcome is the development of movement as reaction to stimuli resulting in speed and
precision of performance.
3. Affective – involves acquisition of attitudes and interests as well as experiences that will lift in the
individual above the tangible values associated with everyday life.
Aesthetic appreciative experiences – obtained in the field of music, art and literature.
Intellectual appreciative experiences – based on the premise that all learning has emotional
correlates.
THEORIES OF LEARNING
Knowledge of the theories of learning may help teachers towards a clearer view of the premises
upon which their own teaching methods are based and may help them obtain a critical attitude with respect
to the merits of different procedures.

1. STIMULUS-RESPONSE (S-R) OR ASSOCIATION THEORY

- Simply states that for every stimulus there is a corresponding response.
- Connectionism – formulated by Edward Lee Thorndike. It assumes that human activities are based
on the association or connection between stimulus and response. It is the belief that all human
mental processes consist of the functioning of native and acquired connections between the
situations and response. It includes the three fundamental laws:
a. Law of Readiness – when an individual is prepared to respond or act, allowing him to
do so is satisfying, preventing him would be annoying.
b. Law of Exercise – constant repetition of a response strengthens its connection with the
stimulus, while disuse of a response weakens it.
c. Law of Effect – learning is strengthened if it results in satisfaction, but it is weakened if it
leads to vexation or annoyance.
2. THEORY OF CONDITIONING
A. Classical Conditioning – based on the experiment on the reaction of the dog conducted by
Ivan Pavlov, who postulated that conditioning consists of eliciting a response by means of a
previously neutral or inadequate stimulus.
Principle under Classical Conditioning
 Adhesive principle – a response is attached to every stimulus. For every stimulus there is a
corresponding response.
 Excitation – law of acquisition. Occurs when a previously neutral stimulus gains the ability
of eliciting the response. 1

Human Growth and Development

  Extinction – also known as the unlearning and occurs when the conditioned response is no
longer elicited by the conditioned stimulus because the conditioned stimulus is frequently
presented without the paired stimulus.
 Stimulus generalization – happens when the conditional response is also elicited by other
stimuli similar to the conditioned stimulus.
 Spontaneous recovery – happens when a conditioned response which does not appear for
sometime but re-occurs without need of further conditioning.
B. Operant Conditioning – (Reward and Punishment) a theory based on the experiment
conducted by B.F. Skinner on a hungry rat. He believed that since an organism tends in the
future to do what it was doing at the time of reinforcement, one can train that organism either by
presenting him a reward or punishment as a consequence of his actions.
Principles under Operant Conditioning
 Principle of Consequences – behavior changes according to its immediate consequences;
pleasurable consequences strengthen behavior; unpleasant consequences weaken it
 Principle of Reinforcement – any action taken following a response that increases the
likelihood that the response will occur again
 Premack Principle or “Grandma Rule” – less desired activities can be increased by linking
them to more desired activities
 Principle of Extinction – when reinforcement for a previously learned behavior is
withdrawn, the behavior fades away
C. Social Learning Theory – Based on the studies of Richard Wallace and Albert Bandura –
where in children learn from social interaction which involves modeling, observation and
imitation.
Importance of Models
a. Observer may acquire new responses
b. Observation of models may strengthen or weaken existing responses
c. Observation of models may cause the reappearance of responses that were apparently
forgotten

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

the properties of geometric
configuration which are
unaltered by elastic
deformations)Theory
Gestalt Learning – gestalt –a
German term which means a
structure, configuration or
pattern of physical, biological
or psychological phenomena
so integrated as it constitute a
functional unit with properties
not derivable by summation of
its parts.
Jerome Bruner –
Learning is thinking and
thinking is the process
whereby one makes Instrumental
sense out of various and Conceptualism / Discovery
somehow unrelated facts Learning Theory
through a process called
conceptualization or
categorization.
stability and substance or define his
behavior. The behavior of an individual
is a result of forces operating
simultaneously within his environment
and life space.
The whole is more than its sum of its
parts and the whole gets its meaning
from its parts. Gestalt view learning as a
change in knowledge, skills, attitudes,
values or beliefs and may or may not
have anything to do with the change in
overt behavior. One does not learn by
doing; for learning to occur, doing must
be accompanied by realization of
consequences. Learning occurs as a
result of or through experiences.
Acquisition of whatever form of
knowledge is always a dynamic and
interactive process because the learner
purposively participates in the process
of knowledge acquisition who selects,
structures, retains and transforms
information.

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.

 Meaningful Reception Theory (David Ausubel)

- An individual learns by relating newly acquired information to what she already knows.
- He defined meaningful learning as the acquisition of new meaning. (1) It implies that the material
to be learned is potentially meaningful; (2) the acquisition of new meaning refers to the process
by which students turn potentially meaningful material into actual meaningfulness
- The most important idea for teachers is the use of “advance organizers” - a term for an abstract,
general overview of new information before actual learning is experienced
 Discovery Learning Theory (Jerome Bruner)
- Focused on the problem of what people do with information to achieve generalized insights or
understanding
- The acquisition of knowledge is an interactive process.
- Learning is a cognitive process, with 3 simultaneous processes:
1. Acquisition – process of obtaining new information that can either replace or refine
something previously known
2. Transformation – manipulation of information to fit new situations
3. Evaluation – checking whether or not the learned material has been manipulated
appropriately
 Information Processing Theory Short (Atkinson
Term and Shiffrin)
- The individual learns when the human
Memory mind takes in information (encoding), performs operation
on it, stores the information (storage), and retrieves it when needed (retrieval).

EXECUTIVE CONTROL PROCESSES

Working Long – Term
Memory Memory
1

Human Growth and Development Active

Memories
 Sensory
Register Learn
(save)
perception

retrieve

- Sequence of Information Processing

1. Sensory registers – receive the large amounts of information from the senses and holds it for
a very short time for initial processing for transfer to the short-term memory
2. Short term or working memory – holds the limited amount of information paid attention to,
organizes it for storage or for discarding and connecting to other information
3. Long-term memory – keeps information for long period of time and integrates it through
rehearsal, elaboration and organization with information that is already known
 Cumulative Learning Theory (Gagne)
- Learning occurs as the individual develops higher level skills that build successively on lower
skills

Problem Solving

Concept Learning

Multiple Discrimination

Motor Chains Verbal Chain

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.

 MULTIPLE INTELLIGENCE (Howard Gardner)

- There are eight different intelligences to account for a broader range of human potential:
1. Linguistic – word smart
2. Logical-mathematical – number/reasoning smart
3. Spatial – picture smart
4. Bodily-Kinesthetic – Body smart
5. Musical – music smart
6. Interpersonal – people smart
7. Intrapersonal – self smart
8. Naturalist – nature smart

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.

 ABRAHAM MASLOW’S HIERARCHY OF BASIC HUMAN NEEDS

1. Physiological needs- hunger, thirst, breathing
2. Safety and security needs – protection from injury, pain, extremes of heat and cold
3. Belonging and affection needs – giving and receiving of love, warmth and affection
4. Esteem and self-respect needs – feeling adequate, competent, being appreciated
5. Self-actualization needs – self-fulfilment by using one’s talents and potentials.

PART II: Analyzing Test Items

1. Learning takes place best when ______________________.
A. Learning exercises are focused on the right side of the brain.
B. Learning exercises involve both sides of the brain.
C. Learning exercises are focused on cognitive objectives.
D. Learning exercises are focused on the left side of the brain.
2. Rap-rap, a Grade 1 pupil, plays with his classmates but cannot accept defeat. Based on Piaget’s
theory of cognitive development, in what developmental stage is Rap-Rap in?

Human Growth and Development

 A. Concrete operation C. Formal operation
B. Sensorimotor D. Pre-operation
3. Which statement on spaced and massed learning is CORRECT?
A. Both massed learning and spaced learning are not effective.
B. Massed learning is better than spaced learning.
C. Massed learning is as effective as spaced learning.
D. Spaced learning is better than massed learning.
4. Mother equally divided the pineapple juice in two glasses for her two boys. One glass is short but
stout; another long but thin. Both boys wanted the long but thin glass believing that it contained
more. In what development stage are the boys in?
A. Concrete Operation C. Sensorimotor
B. Formal Operation D. Pre-operational
5. Which view on intelligence runs counter to Gardner’s?
A. Learners possess multiple intelligences.
B. Learners can develop each of the eight multiple intelligences.
C. Learners have a single, quantifiable intelligence.
D. Learners are strong in some and weak in other intelligences.

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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Human Growth and Development

15. One learns by association and also by insight. This shows that the association and cognitive
theories of learning are ________.
A. diametrically opposed C. partly wrong
B. complementary D. partly correct
16. A pupil who has developed a love for reading keeps on reading for enjoyment. His motivation for
reading is ________.
A. Both extrinsic and intrinsic C. Intrinsic
B. Extrinsic D. Insufficient

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.
1

Human Growth and Development

28. Arnel has had difficulty getting the right solution to a problem in algebra. Suddenly, he “saw” how
to solve the problem. Which of the following explains this situation?
A. Revelation C. Retention
B. Insight D. Memory
29. Mothers who demand their 3-5 year-old children to spend their time in serious academic study
forget that early childhood is the _______.
A. Questioning age C. Initiative age
B. Pre-school age D. Toy age
30. I cannot forget my friend’s birthday for it comes one day after my birthday. Which principle of
association as applied to memory explains this?
A. Contiguity C. Frequency
B. Similarity D. Context
31. I cannot help but recall the Sister’s convent which served as my boarding house in high school
now that I am in a noisy boarding house. Which principle explains this?
A. Similarity C. Frequency
B. Contiguity D. Contrast
32. Which principle of association as applied to memory is this?
The recall of an object or idea triggers recall of other objects like it.
A. Contrast C. Similarity
B. Contiguity D. Frequency
33. Which Piagetian term refers to one’s inability to distinguish between one’s own perspective and
someone else’s?
A. Autism C. Centration
B. Conservation D. Egocentrism
34. What is a weakness of the Montessori Approach?
A. Fosters development of the cognitive skills C. Emphasize verbal interaction
B. Fosters independence D. Neglects children’s social development

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

Human Growth and Development

 C. Adaptation D. Accommodation
42. A preschool child says, “That tree pushed the leaf off, and it fell down.” This shows that the
preschool child believes that inanimate objects have lifelike qualities and are capable of action.
This belief is called _________.
A. Symbolism C. Realism
B. Animation D. Animism
43. The theory on life-span development advocates that sensitive caregiving in later life is as
important as sensitive caregiving in early life. What statement goes with this?
A. Experiences in the first 3 years are as important as later experiences.
B. Children can not be influenced after childhood.
C. The most important years in development are the first five years.
D. What child becomes at age 3 is fixed.
44. Based on Freud’s psychoanalytic theory, which component(s) of personality is/are concerned with
a sense of right and wrong?
A. Superego C. Id
B. Superego and Ego D. Ego
45. Which conception of age is WRONG?
A. Chronological age is different from biological and psychological age.
B. Chronological, biological, psychological and social ages are related.
C. Psychological age and social age are two different things.
D. Chronological age is the same as biological and psychological age.
46. Which statement correctly explains the constructivist theory of learning?
A. Children are empty receptacles.
B. Children actively create knowledge and understanding.
C. Children are passive learners.
D. Children’s minds are blank slates.
47. The psychoanalytic theorists believe the following EXCEPT _______.
A. Development is not in any way colored by emotion.
B. We analyze the symbolic meanings of behavior not focus on the behavior.
C. Early experiences with parents extensively shape our development.
D. We have to analyze the inner workings of the mind to understand behavior.
48. Which teacher’s attitude best reflects his/her understanding of development as a product of
maturation and learning?
A. Patience when dealing with the slower ones.
B. Creativity with the classroom strategies or task.
C. Fairness when giving grades or school marks.
D. Cheerfulness and enthusiasm when discussing
49. Which one is Piaget’s Freud’s and Erikson’s thought about children’s play?
A. Contributes to the child’s mastery of his physical and social environment.
B. Makes a child’s life so enjoyable that he will tend to hate school life later.
C. Prepares a child for an excellent academic performance in formal schooling.
D. Develops in the child a highly competitive attitude because of the nature of play.
50. J. B. Watson relates that a particular behavior is determined by environmental factors. Which of
the following situations can help the students develop a positive attitude towards mathematics?
A. Tell students that Math is a difficult subject.
B. Give difficult problems to challenge the students.
C. Present lessons from the easiest to the most complex.
D. Have favourable learning atmosphere in the classroom.

Human Growth and Development

 PART III: Enhancing Test Taking Skills

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
1

Human Growth and Development

12. Lewin’s Topological Field Theory posts that certain “internal and external forces” operating
simultaneously may cause the person some tension. To help the students lessen their tension
related to learning, the teacher should best:
A. demand perfection from the learners
B. advise the students on how they will solve their problems
C. conduct remedial sessions to help students with difficulties
D. suit the lesson goals and activities to the learners’ nature
13. What theory of long-term memory states that memories are formed by concepts becoming linked
to other concepts?
A. Schema theory C. Semantic network theory
B. Motivation theory D. Levels of processing theory
14. Daniel Goleman’s theory on emotional intelligence highlights the role of emotion in the success
or happiness of an individual. In which situation can the teacher best cultivate empathy in case of
students fighting in the classroom?
A. Reprimand the students so that others will not follow the misbehavior.
B. Tell the students to stop fighting so that there will be peace in the classroom.
C. Make them realize how fighting negatively affects themselves and others.
D. Establish roles and responsibilities to avoid arguments among them.
15. Under which generalization was the TV program Batibot developed?
A. Children learn by conditioning D. Children learn by observing and
B. Children learn by discovery imitating
C. Children learn by trial and error

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

Human Growth and Development

 A. Conventional C. Pre-conventional
B. Non-conventional D. Post-conventional
24. Which describes learning that students get when they go into community immersion?
A. Symbolic C. Experiential
B. Simulated D. Theoretical
25. The “self-expressive learner” learns best from __________.
A. lectures
B. activities that enlighten and henbane like myths and human achievement
C. drills
D. personal expression and personal encounters
26. Speaking of learning style, “the mastery learner” learns best from __________.
A. dramas C. debates
B. drill D. role-playing
27. Nila reads WAS for SAW or D for P or B. From her reading behavior, one can say that Nila
suffers from __________.
A. dysphasia C. dysgraphia
B. dyslexia D. dyspraxia
28. In a social studies class, Teacher Senen presents a morally ambiguous situation and asks his
students what they would do. On whose theory is Teacher Senen’s technique based?
A. Kohlberg C. Piaget
B. Bandura D. Bruner
29. Behavior followed by pleasant consequences will be strengthened and will be more likely to
occur in the future. Behavior followed by unpleasant consequences will be weakened and will be
less likely to be repeated in the future. Which one is explained?
A. Freud’s psychoanalytic theory C. B.F. Skinner’s Operant Conditioning
B. Thorndike’s law of effect theory
D. Bandura’s Social Learning theory
30. Raphael is very attached to his mother and Ruth to her father. In what developmental stage are
they according to Freudian psychological theory?
A. Oedipal stage C. Anal stage
B. Latent stage D. Pre-genital stage
31. For global competitiveness, a school must embark on proactive change. Which one is a
characteristic of a proactive change?
A. Imitative of others C. Late in the game
B. Problem-driven D. Radical and inventive
32. Teacher D plays soft classical music while her class is asked to meditate on the beauty of
creation because she believes that meditative music can help them reflect better. On which
theory is this practice founded?
A. Humanistic psychology C. Gestalt psychology
B. Psychoanalysis D. Behaviorism
33. Even if the situation allowed her to cheat, Bianca chose not to because she believes it is not the
right thing to do. In what moral development stage is Bianca?
A. Conventional C. Pre-conventional
B. Post-conventional D. Universal
34. According to Bandura’s learning theory, the four factors that are necessary for a person to learn
through observation are attention, retention, reproduction, and __________.
A. metacognition C. discrimination
B. reflection D. motivation
35. Which educational issue can be clarified by understanding Maslow’s Needs Theory?
A. The effects of different classroom structures
B. Delinquency in public schools
C. The effect of poverty on academic achievement
D. Sex education issues in school
36. Lilian was first asked to compare identical amounts of liquids in two short glasses. The liquid
from one of the two short glasses was poured into a taller, skinnier glass of the same capacity.
1

Human Growth and Development

 Lilian indicated that the amounts of liquid in the two different glasses are still the same. What is
Lilian that capable of?
A. Assimilation
B. Accommodation

C. Conservation
D. Reversibility

Human Growth and Development

37. A caregiver working with infants aims to maximize their cognitive development by having an
environment that provides multi-sensorial stimulation. This is guided by the theory of
__________.
A. Erikson C. Gardner
B. Piaget D. Coleman
38. If a child is bitten by a large, black dog, the child may fear not only that black dog but also other
large dogs. Which conditioning process is illustrated?
A. Generalization C. Discrimination
B. Acquisition D. Extinction
39. Paolo, a Grade 1 pupil, is happy when he wins in a game but sulks when he doesn’t. Which does
Paolo’s behavior indicate?
A. Egotism C. Rigidity of thought
B. Egocentrism D. Autonomy
40. To arouse in them the spirit, Teacher F plays Philippine folk music as pupils enter the classrooms
after flag ceremony. To what theory does Teacher F adhere?
A. Humanistic psychology C. Behaviorism
B. Gestalt psychology D. Psychoanalysis
41. Research found out that children learn visual discrimination tasks more rapidly if they talk to
themselves. This shows that:
A. visual discrimination may be learned without vocalization
B. vocalization does not enhance visual discrimination
C. vocalization assists visual discrimination
D. visual discrimination cannot be learned without vocalization
42. The authoritarian setting in the Filipino home is reinforced by a classroom teacher who
__________.
A. prescribes what pupils should C. asks open-ended questions
do D. is open to suggestions
B. encourages pupils to ask
questions
43. Nicole enjoys games like scrabble, anagrams, and password. Which type of intelligence a strong
in Nicole?
A. Interpersonal intelligence D. Logical and mathematical
B. Linguistic intelligence thinking
C. Spatial intelligence
44. Which theory backs up the use of computer-assisted instruction?
A. Classical conditioning C. Associative shifting
B. Insight learning D. Operant conditioning
45. Because the pupils are hungry, they ignore the instruction to line up for their snacks and are
therefore unruly. O what level(s) are the students acting?
A. Ego and superego C. Id
B. Ego D. Superego
46. On whose psychological theory is computer-based self-instruction grounded?
A. Pavlov C. B. F. Skinner
B. Watson D. Bandura
47. Erikson claims that the general attitudes an individual learns during babyhood persist throughout
life and color his perceptions of people and situation. Which fact about human development does
this point to?
A. Early foundations are critical.
B. Development is affected by nature.
C. All individuals are different.
D. Development follows a definite predictable pattern.
48. Which statement holds true to Oedipal stage?
I. The child gets emotionally attached to the parent of the opposite sex.
II. It comes from 4 to 6 years of age.
III. The child simultaneously reacts as a rival to the parent of the same sex.

A. I, II and III B. II only

 C. I and II D. I and III

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.