This document contains sample assessment questions from chapters on cognitive development and learning theories. It includes 10 true/false questions about Vygotsky's sociocultural theory, 10 fill-in-the-blank questions testing memory and learning concepts, and 15 multiple choice questions assessing topics like Piaget's stages of development, problem solving approaches, and strategies to enhance transfer of learning.

1. Chapter 3 Module
Assess: (Page 45)
Activity 1: Tell whether the statements depict practices supportive of
cognitive development according to the sociocultural theory of Vygotsky.
Write S (supportive) if the stated action supports cognitive development, NS if
not supportive.
NS 1. Father models to his son how to saw wood.
S 2. Mrs. Reyes permits the learners to use trial and error to solve a difficult
task.
S 3. Mr. Cruz requests Jose’s parents to tutor their son.
S 4. Kenneth seeks the help of his friends, Mario, the Math wizard to teach him
to divide.
NS 5. Ann asks why Mom has to peel the carrot; her mom has not time to
explain.
S 6. After one example of adding binomial, Mr. Andres gives board exercises.
S 7. Instead of confiscating cellphones, Mr. Cruz uses them to test spelling
among learners.
NS 8. Expensive toys bought by the Mother are just for display, not for her
child’s play.
S 9. Miss Melad groups the class by two’s, with members critiquing each
other’s work.
S 10. Mr. Rivad relies on peer tutors in enhancing poor learners’ achievement
Assess: (Page 51)
Activity 1. Fill the blank with a word or phrase that best completes the
sentence. Write your answer on the space provided.
1. Stimuli perceived from the environment are held temporarily and briefly at the
short-term memory.
2. The loss of the information in the memory is called forgetting.
3. Repeating the meaning of a word several times will keep the information at the
long-term memory.
4. Strategies using rhymes, acronyms, and configuration clues are examples of
mnemonic devices.
5. Any stimulus that distracts the person, for him or her to lose the information is
called interference.
6. People who are good in narrating their memorable experiences have memory
content called episodic memory.
7. A person who knows the answer to a question but could not immediately utter it
illustrates the phenomenon called tip-of-the-tongue phenomenon.
8. Ruben can group vegetables and fruits separately. This process of grouping
information is called organization.
9. Teachers asking the learners to give a synonym of a word to define a term is an
example of cued recall.
10. Joe’s style of rewriting the meaning of terms in his effort to memorize them is
called maintenance rehearsal.

2. CHAPTER ASSESSMENT: (Pages 64-66)
Directions: Select from the given choices the term that best completes the
sentence or answers the question. Encircle the letter of your answer.
1. The term used by Piaget to imply changing the cognitive structure to fit a person's
new experience is?
a. Accommodation
b. Assimilation
c. Assistance
d. Equilibrium
2. Mario can give as many uses of coconut shell more than anybody in class. What
does Mario demonstrate?
a. Fluency
b. Flexibility
c. Elaboration
d. Originality
3. Enzo can give the currencies of different countries when asked by the teacher.
Apparently, he has what kind of memory?
a. Situational
b. Semantic
c. Procedural
d. Episodic
4. Maylene solves a problem by following the prescribed steps. She tries to return to
a step that she does not understand. In general, she follows the step-by-step
process. She is using the problem-solving method of?
a. Heuristics
b. Algorithm
c. Means-ends analysis
d. Trial and error
5. In teaching the pre-operational child, which sequence of instructional materials
should be
followed by the teacher? ANSWER: D
a. concrete, semi-concrete, semi-abstract, abstract
b. semi-concrete, concrete, semi-abstract, abstract
c. concrete, semi-concrete, abstract, semi-abstract
d. semi-abstract, abstract, concrete, semi-concrete
6. This term refers to the educational practice of teaching similar content and skills
but in accordance to the development level of learners-the level of complexity
increases in the next higher level.
a. discovery learning
b. knowledge representation
c. spiral curriculum
d. none of these
7. When a student reasons out on how two concepts are alike or different, he is at
the stage of?
a. Maintenance rehearsal
b. Organization
c. elaborative rehearsal
d. perception
8. Celia used to own a Samsung Galaxy On5 Pro model, later she bought a Lenovo
K6 Note model. It was not difficult for her to use the new unit because of?
a. near transfer
b. transferability
c. far transfer
d. general transfer

3. 9. Mr. David would like to increase the abilities of his students to solve more complex
problems. What must Mr. David do?
a. correct wrong answers all the time
b. increase practice with simple problems
c. reduce stimulation to increase attention to the task
d. match problems appropriately to students" level of thinking
10. Based on Piaget's theory, what should a teacher provide in the normal
operational stage?
a. games and other physical activities to develop motor skills
b. learning activities that involve problems of classification and ordering
c. stimulating environment with ample objects to play with
d. activities for hypothesis formulation
11. Which of the situations below illustrates a child’s actual potential?
a. He can solve simple problems on his own.
b. He can count through the teacher's cueing
c. He can listen to a lecture intently.
d. He can hear different sounds around.
12. Which parental support is effective in enhancing mental development among
children?
a. exposing them to situations that stimulate curiosity
b. supplying them with expensive toys they can play with
c. creating a happy environment that inspires them
d. integrating play in all home and farm activities
13. Which of the following is the correct form of assisted learning as conceived by
Vygotsky?
a. provide help in the beginning, then gradually withdraw
b. let students work alone, then give advice when they ask
c. have students explain their answer, then give a score
d. inspire the children to try first, then hold gradually
14. Which practice best illustrates the application of transfer of training/learning in
the class?
a. Provide tasks that are similar to the situations where learners would apply the task.
b. Teach as many concepts in one hour so that they see their connections.
c. Let students describe their feeling and reflection about the concepts.
d. Show the connections between the present lessons and lessons of the past.
15. To enhance the ability to transfer problem-solving ability from one situation to
real-life contexts, teachers should .
a. provide meaningful ways to teach the use of certain strategies
b. focus instruction on one particular type of problem until students "get it"
c. anticipate that students will make connections if the solution is obvious
d. have study drills to remember the right strategy