Developmental and pedagogical psychology test questions

Lecture

Developmental and Pedagogical Psychology Tests

1. Developmental psychology studies

*a. the process of development of mental functions and personality throughout a person's life
b. the process of physical development of the human organism throughout life
c. the process of formation of human personality from birth to age 17

Developmental and pedagogical psychology test questions
2. Psychological age is

a. passport data
b. an age period characterized by the physiological features of a person's development
c. a period characterized by the qualitative distinctiveness of the psyche

3. The sociometric method reveals

a. the level of development of mental functions
b. relationships between children within groups
c. the level of pedagogical influence on a group of children

4. The formative experiment serves to

a. study the level of development of mental functions in a group of children
b. reveal the dynamics of development of a particular mental function
c. determine the level of development currently characteristic of the children

5. The longitudinal method is used in the case of

a. a short-term study
b. studying a child over an extended period of time

6. Observation is called continuous when

a. the psychologist constantly observes the child's behavior
b. observes the child's behavior as a whole
c. the psychologist observes the child's behavior throughout the entire day

7. Types of mental development

a. genetic
b. functional
c. preformed
d. non-preformed

8. The driving forces of mental development are

a. motives, personal meanings
b. contradictions
c. the tendency toward self-actualization
d. cognitive dissonance
e. the drive to compensate for a deficit

9. What main approaches exist for considering mental development (Select several options)

a. H. Eysenck's theory
b. the biogenetic school
c. recapitulation theory
d. K. Bühler's theory of three stages of development
e. the sociologizing school
f. associationism
g. the two-factor convergence theory
h. the Russian theory of mental development
i. behaviorism
j. cognitivism

10. Which school in developmental psychology holds that heredity is the main factor of mental development (choose 1 option)

a. the Russian theory of mental development
b. the sociogenetic school
c. behaviorism
d. the biogenetic school
e. convergence theory

11. Which school holds that a child unburdened by heredity will grow up to be however he or she is raised

a. the Russian theory of mental development
b. the sociogenetic school
c. the biogenetic school
d. convergence theory

12. What is convergence theory

a. a theory of development based on the merging of 3 factors: genetic code + maturation + learning
b. a theory of development based on the merging of 5 factors: maturation + growth + aging + learning + socialization
c. a theory of development based on the merging of 2 factors: maturation of hereditary data + development under the influence of the child's immediate environment
d. a theory of development based on the merging of 2 factors: heredity + behavior

13. On which scholar's tenets are the modern conceptions of the relationship between the biological and the social, as accepted in Russian psychology, based

a. A. Maslow
b. L.S. Vygotsky
c. J. Piaget
d. P.Ya. Galperin
e. W. Stern
f. D.B. Elkonin
g. V.V. Davydov

14. What, in L.S. Vygotsky's view, plays the leading role in mental development

a. heredity
b. upbringing
c. education
d. instruction
e. self-development

15. There are periods of ontogenetic development in which the organism is especially receptive to certain kinds of influences of surrounding reality. These periods are called

a. critical
b. sensitive
c. age-related

16. Name the regularities of mental development

a. unevenness
b. maturation
c. sensitivity
d. compensation
e. transformation of mental processes
f. acceleration
g. "unfolding" of hereditarily embedded qualities

17. The younger the child, the pace of his or her physical and mental development is

a. slower
b. faster

18. Choose the most accurate definition of mental development

a.mental development is the maturation of existing abilities, inclinations, etc.
b.mental development is a repetition of the main stages of biological evolution and of the stages of humanity's cultural-historical development
c.mental development is a lawful change of mental processes over time, expressed in their quantitative, qualitative and structural transformations
d.mental development is qualitative changes, the appearance of neoformations, and a restructuring of the connections between aspects of the object
e.mental development is the changes that occur over time in a person's bodily structure, thinking or behavior as a result of biological processes in the organism and of environmental influences

19. How many groups of periodizations, and on what basis, did L.S. Vygotsky identify
a.two groups, by an external and an internal criterion
b.three groups: by an external criterion, by one feature, and by several features of child development
c.four groups, by one or several features of internal or external development

20. Which of the following features, related to essential characteristics of the constitution of the growing organism, did P.P. Blonsky choose as the criterion for periodizing child development

a. growth of body hair
b. the eruption and replacement of teeth
c. the child's height

21. Which aspect of development did S. Freud choose as the criterion for periodization

a.the child's psychosocial development
b.sexual development
c.physical development

22. Which criteria did L.S. Vygotsky and D.B. Elkonin choose in building their system for periodizing human mental development

a. the social situation of development
b. physiological changes
c. sexual development
d. leading activity
e. the central age-related neoformation

23. The crisis of the newborn consists in the fact that

a. the child experiences stress upon finding himself in a world that is new to him; many new sensations arise that are difficult to make sense of
b. the child experiences stress because he is completely separated from the mother
c. the child is separated from the mother physically, but is not yet separated from her biologically and psychologically

24. A child's transition from the neonatal period to infancy can be determined by the following indicators

a. conditioned reflexes begin to form
b. the child makes sounds - cooing
c. the "revival complex" appears

25. In which types of activity does the preschooler's mental development take place

a. in learning activity
b. in play activity
c. in work activity

26. The leading activity for younger schoolchildren is

a. play
b. learning
c. work

27. The structure of learning activity has the following form

a. learning-cognitive motives
b. learning task
c. learning situation
d. learning actions
e. control
f. evaluation

28. The boundaries of adolescence

a. 7-11 years
b. 11-15 years
c. 15-17 years

29. Causes of the adolescent crisis

a. anatomical-physiological restructuring of the organism
b. features of the social situation of development
c. mismatch between the adolescent's general physiological, psychological and social maturation

30. Neoformations of late-school age

a. the sense of adulthood
b. professional and personal self-determination
c. identity

31. On the relationship between instruction and development, W. James, J. Watson and K. Koffka held that:

a. – instruction is development
b. – instruction — is only the external conditions for maturation, for development
c. – instruction and upbringing play the leading role in a child's mental development
d. – instruction merely passively follows mental development

32. Mental development and instruction were treated as identical by:

a. – J. Piaget
b. – J. Bruner
c. – E. Thorndike
d. – P.P. Blonsky

33. One of the conceptual principles of modern instruction — «Instruction does not trail behind development but leads it forward» — was formulated by:

a. – L.S. Vygotsky
b. – B.G. Ananiev
c. – L.S. Rubinstein
d. – J. Bruner

34. The level of actual development is characterized by:

a. – the level of instruction, upbringing and development attained
b. – trainability, educability, developability
c. – self-trainability, self-developability, self-educability
d. – learning attainment, trainability

35. On the one hand, the result of prior instruction and past experience; on the other, the goal (final or intermediate) of the instruction to come — this is:

a. – learning attainment
b. –trainability
c. –the level of upbringing attained
d. –educability

36. The psychological-pedagogical criteria for the effectiveness of instruction were systematized by:

a. – N.A. Menchinskaya
b. – N.F. Talyzina
c. – I.S. Yakimanskaya
d. – E.I. Kabanova-Meller

37. In the modern conception of instruction, the thesis «Teach knowledge» has been replaced by the thesis «Teach…»

a. – basic skills
b. – to draw conclusions in accordance with the knowledge acquired
c. – to acquire knowledge
d. – to monitor knowledge

38. According to L.V. Zankov, one of the principles of developmental instruction is the principle of:

a. – the leading role of practical skills
b. – instruction at a high level of difficulty
c. – visualization
d. – work on the development of lagging students

39. The purposeful, systematic transmission of socio-historical experience under specially organized conditions is called:

a. – study
b. – learning activity
c. – learning
d. – instruction

40. In relation to activity in general, learning activity (according to V.V. Davydov) is:

a. – a genus
b. – a level
c. – a species
d. – a form of manifestation

41. In relation to assimilation, learning activity functions as:

a. – one of the forms in which assimilation manifests itself
b. – a level of assimilation
c. – a variety of assimilation
d. –a stage of assimilation

42. Actions aimed at analyzing the conditions of a situation, relating it to one's own capabilities, and leading to the setting of a learning task are called:

a. – orienting
b. – control
c. – executive
d. – evaluative

43. In relation to learning actions, executive actions are:

a. – a form in which they manifest
b. – a stage of their assimilation
c. – a type of them
d. – a level of their assimilation

44. Transformative, investigative actions of learning activity are distinguished from the standpoint of:

a. – the subject-activity standpoint
b. – internal or external actions
c. – the standpoint of the relation to the object of the activity
d. – the subject matter of learning activity itself

45. Goal-setting, programming and planning actions; executive actions; and control and evaluation actions in learning activity are distinguished from the standpoint of:

a. – the subject-activity standpoint
b. – internal or external actions
c. – the relation to the object of the activity
d. – the dominance of productivity (reproductivity)

46. Learning actions relate to learning activity as:

a. – part—whole
b. – a form in which learning activity manifests itself
c. – species—genus
d. – functional relations

47. The degree of automation and the speed of performing an action characterize:

a. – the degree of elaboration
b. – the degree of independence
c. – the degree of mastery
d. – the degree of generalization

48. Students' independent setting of a learning task is a stage in the assimilation of:

a. – orienting actions
b. – control actions
c. – executive actions
d. – evaluative actions

49. ___________ is the subject's activity of mastering generalized modes of action, directed toward his or her self-development through solving, by means of learning actions,
learning tasks specially set by the teacher (D.B. Elkonin, V.V. Davydov)

a. – none of the answers is correct
b. – learning activity
c. – educational activity
d. – pedagogical activity

50. The material that is to be assimilated is called:

a. – a learning action
b. – a learning task
c. – an evaluation action
d. – a learning assignment

51. One of the components of learning activity is

a. – doing homework
b. – a learning situation
c. – a test
d. – a learning action

52. The means of learning activity are:

a. – objects of the surrounding reality
b. – teaching methods
c. – theoretical and practical assignments
d. – intellectual actions, mental operations, familiar linguistic means

53. Learning activity is understood as a special form of social activity, the mastery of ways of performing object-related and ________ actions

a. – play
b. – corrective
c. – cognitive
d. – monitoring

54. According to the theory of D.B. Elkonin and V.V. Davydov, learning activity is characterized by 3 components: ___________, structure, and formation.

a. – content
b. – manifestation
c. – procedure
d. – dynamics

55. The concepts «motive» and «motivation» are related as follows:

a. – the concept «motive» is narrower than the concept «motivation»
b. – the concept «motivation» is narrower than the concept «motive»
c. – these concepts are synonyms
d. – the concept «motive» is generic in relation to «motivation»

56. Motives for self-education are:

a. – a form in which learning motives manifest themselves
b. – a stage in the assimilation of learning motives
c. – a level of cognitive motives
d. – a qualitative characteristic of learning motives

57. The type of learning motive characterized by the student's orientation toward mastering new knowledge — facts, phenomena, regularities — is called:

a. – broad cognitive motives
b. – broad social motives
c. – learning-cognitive motives
d. – narrow social motives

58. The striving for contacts with peers and for obtaining their evaluations characterizes:

a. – broad social motives
b. – motives of social cooperation
c. – narrow social motives
d. – learning-cognitive motives

59. Turning to the teacher for additional information is a form in which the following manifests itself:

a. – broad cognitive motives
b. – motives for self-education
c. – learning-cognitive motives
d. – motives of social cooperation

60. The process of change in a student's personality in the course of its interaction with reality, and the appearance of physical and socio-psychological neoformations in the structure of the personality, are understood as:

a. – becoming
b. – socialization
c. – formation
d. – upbringing

Developmental and pedagogical psychology test questions

Developmental and Pedagogical Psychology Tests

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Lectures and tutorial on "Developmental Psychology and Developmental Psychology"

Terms: Developmental Psychology and Developmental Psychology