3. Principles And Theories Of Learning And Motivation a4z2n

PRINCIPLES AND THEORIES OF LEARNING AND MOTIVATION I. Learning Learning- involves the acquisition of new elements of knowledge, skills, beliefs and specific behavior, may mean one or more of all these things: - The act of gaining knowledge (to learn something), the knowledge gained by virtue of that act (that which is known) the process of gaining knowledge (learning how)- Banner and Cannon 1997 - It is an ongoing process of continued adaptation to our environment, assimilation of new information and accommodation of new input to fit prior knowledge Learning Theories They are sets of conjectures and hypothesis that explains the process of learning or how learning takes place Principles of Learning  Learning a by doing is more effective than just sitting and listening  Concepts should be presented in varied or different ways  Learning is aided by formulating and asking questions  Effort is put forth when tasks are challenging  The principle of readiness is related to the learners’ stage of development A. Behavioral/ Learning Theory  It operates on a principle of “Stimulus-Response”  Prefers to concentrate on actual or observable behavior 1. Ivan Petrovich Pavlov’s Classical Conditioning  Classical means “in the established manner”  Individual learns when a previously neutral stimulus is repeatedly paired with an unconditional stimulus until a neutral stimulus evokes a conditioned response Phase I: BEFORE CONDITIONING HAS OCCURRED UCS (MEAT POWDER)

UCR (SALIVATION )

NEUTRAL STIM (BUZZER)

ORIENTING RESPONSE

PHASE II: THE PROCESS OF CONDITIONING NEUTRAL STIM  UCR (BUZZER) (MP)

UCR (SALIVATION)

PHASE III. AFTER CONDITIONING HAS OCCURRED UCS (BUZZER)

    

CR (SALIVATION)

Unconditioned stimulus-automatically produces an emotional or physiological response. Unconditioned response- natural occurring emotional or physiological response Neutral stimuli- stimuli that does not elicit a response Conditioned stimulus- evokes an emotional or physiological response after being conditioned Conditional response- learned response to a previously neutral condition

Features of classical conditioning 1. Stimulus-Generalization- responding the same way to a similar stimuli 2. Discrimination-Responding differently to similar but not identical stimuli 3. Extinction- a process by which a conditioned response is lost 2. Edward Lee Thorndike’s connectionism 1. Law of readiness- this law states that an individual will learn when she is ready to do so 2. Law of Exercise- this law states that a connection is strengthened or weakened depending on the number of times it occurs and in proportion to the average vigor and duration of the connection a. Law of use-connections between the stimulus and response are strengthened as they are used b. Law of disuse- connections between a stimulus and response are weakened when practice is discontinued 3. Law of effect- this law states that a connection is strengthened if it produces a satisfying effect. 3. Burrhus Frederic Skinner’s Operant Conditioning and Reinforcement Operant Conditioning- using pleasant or unpleasant consequences to control the occurrence of behavior Reinforcement- any consequences that strengthen a behavior  Primary reinforcer- related to basic needs  Secondary reinforcer- value of something is required when associated with primary reinforcer  Positive reinforcer- consequence given to strengthen a behavior  Negative reinforcer- release from an unpleasant situation to strengthen behavior. Reinforcement- satisfying consequence

     1. 2. 3.       

Verbal Activity Physical

 Token  Non-verbal  Consumable

Formula for reinforcement: Prompt Response Reinforcement B. Cognitive Theories and Metacognition Main focus is on memory (the storage and retrieval of information) Prefer to concentrate on analyzing cognitive processes Believe in the non-observable behavior 1. Albert Bandura’s Social Cognitive/ Observational Learning Theory Known for his “Bobo doll” experiment People learn through observation, simulation, modeling which means watching (observing), another called a model and later imitating the model’s behavior Concentrates on the power of example Models are classified as: Real life – exemplified by teachers, parents and significant others Symbolic- presented through audio-visual measures

      4. Phases of Observational Learning  1. Attention- mere exposure does not ensure acquisition of behavior. Observer must attend to recognize the distinctive features of the model’s responses  2. Retention- reproduction of the desired behavior implies that student symbolically retains that observed behavior  3. Motor Reproduction Process- after observation, physical skills and coordination are needed for reproduction of the behavior learned  4. Motivation all Process- although observer acquires and retains ability to perform the modeled behavior, there will be no overt performance unless conditions are favorable   2. David Ausubel’s Meaningful Reception Theory  - Meaningful learning occurs when new experiences are related to what a learner already knows.  May occur through:  Reception  Rote learning  Discovery learning   Two Dimensions of Learning Processes:

  The first dimension relates to the two ways by which knowledge to be learned is made available to the learning    



   

        

 The second dimension relates to the two ways by which the learner incorporate new information into his existing cognitive structure 1. Meaningful Reception  1. Meaningful Discovery Learning 2. Rote Reception to the  2. Rote Discovery Learning Learning 3. Jerome Bruner’s Discovery Learning Theory or Inquiry Method/ Theory of Instruction Posits that learning is more meaningful to learners when they have the opportunity to discover on their own the relationships among the concepts or to actively search for a solution to a problem An approach to instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies or performing experiments. The idea is that students are more likely concepts they discover on their own. Calls his view of learning “instrumental conceptualism” 4. Wolfgang Kohler’s Insight Learning/Problem- Solving Insight- the capacity to discern the true nature of situation Imaginative power to see into and understand immediately Gaining insight is a gradual process of exploring, analyzing and structuring perception until a solution is arrived at. 5. Richard Atkinson’s and Richard Shiffrin’s Information Processing Theory The individual learns when the human mind takes in information (encoding), performs operation in it, stores the information (storage), and retrieves it when needed (retrieval) Memory- the ability to store information so that it can be used at a later time. Stages of Human Memory 1. Sensory Memory- information stores that hold an exact copy of stimuli for a very short period of time. Ex. Color, shape, blowing of horn 2. Short Term Memory (STM)- the information store that retains the information as we consciously work on it. Ex. Telephone number 3. Long Term Memory (LTM)- information store that is permanent - Minutes to lifetime - Information on the LTM, if not rehearsed, can be forgotten through

        

- Trace decay structure of LTM > episodic, semantic Forgetting The ability to recall (something previously known) to the mind Causes of Forgetting 1. Retrieval Failure- forgetting is due to inability to recall the information 2. Decay Theory- information stored in LTM gradually fades when it is not used. 3. Interference Theory- forgetting in LTM is due to the influence of other learning. Retention- the ability to recall or recognize what has been learned or experienced Interference- the act or an instance of hindering, obstructing or impeding

  Teaching for Transfer (Gagne)  Transfer- when something previous learned influences the new material  Transfer of Learning  Types:  1. Lateral transfer- occurs when the individuals is able to perform a new task about the same level. (e.g. solving word problems given in text and later solving a similar problem on the board)  2. Vertical transfer- occurs when the individual is able to learn more advanced/complex skills (e.g. being able to add and multiply; being able to read and write)  3. Specific transfer- when a specific skills, fact or rule is applied to a similar situation  4. General transfer- applying principles previously leaned to dissimilar situations   6. Robert Gagne’s Cumulative Learning- any task or skill can be broken down to simpler skills which can still be further broken down to move simple tasks or skills.   Hierarchy of Learning  1. Signal Learning- responding to signal, response is conditioned  2. Stimulus-response learning- voluntary responses are learned  3. Chaining/Motor- two or more separate motor/verbal responses maybe combined or chained to develop a more complex response  4. Verbal Association- verbal connections are used to create associations.  5. Discrimination Learning- learner selects or distinguishes a response which applies to stimuli

 6. Concept Learning (Rule Learning)- involves combining and relating concepts  8. Problem Solving- considered the most complex condition that leads to the discovery of higher order rules      Nine Events of Instructions   1. Gain Attention  5. Provide Guide  2. Inform Learner of Learning  6. Elicit Performance Objective  3. Recall Prior  7. Provide Knowledge  8. Assess Performance  4. Present Material  9. Enhance Retention and Transfer

     

7. Howard Gardner’s Multiple Intelligences Intelligence - refers to general mental ability of a person Capacity to resolve problems or to fashion Products that are valued in a more cultural setting Achievements – refers to the previous learning of a person in a certain subject area.

  Multiple Intelligence – capacity of a person and adapt two or more intelligence.   Intelligence  Competence  Examples  1. Linguistic –  - ability to learn  Writers, poets, sensitivity to language lawyers, speakers spoken and  - capacity to use written language language to accomplish certain goals  2.  - Ability to detect  Scientists, Logical/mathemati patters, reason mathematicians cal – analyzes deductively and problems think logically. logically, carry out mathematical operations and investigate issues scientifically.  3. Musical – skill in  - Capacity to  Musicians, the performance, recognize and composers composition and compose musical appreciation of pitches, tones and musical patterns. rhythms.  4. Body  - Ability to use  Athletes, dancers Kinesthetic – mental abilities to using one’s whole coordinate bodily body or body movements. parts to solve and convey ideas.  5. Spatial –  

recognize and use patterns of wide space and more confined areas.  6. Interpersonal – working effectively with others.

 7. Intrapersonal – working effectively with oneself.

 8. Naturalist – appreciation of the environment/natur e.

 - Capacity to understand the intentions, motivations and desires of other people.  - Capacity to understand oneself, appreciate one’s feelings, fears and motivations.  - Ability to recognize, categorize and grow upon certain features of the environment.

 Educators, sales people, religious counselors, politicians



 Nature lover, environmentalist

   8. Kurt Lewin’s Field Theory   View – focused on the psychological field of life space of an individual.  Life space concept – draw accurate conclusions by observing both overt and covert behavior.  An individual must see things from the subject’s point of view at a given moment.     9. Urie Brofenbrenner’s Ecological Systems  - Learning is greatly affected by the kind of environment we are in. - Learners are understood within the context of their environment. These environmental context are interrelated.   Environmental Contexts: Major Levels 

1. Microsystem – innermost level – contains the structure that has direct with child. 2. Mesosystem – connections between the structures of the child’s microsystem 3. Exosystem – 3rd level-social system which indirectly affects the child 4. Macrosystem – outermost level in which all other systems are embedded such as values, customs, laws, beliefs and resources of a culture/society 5. Chronosystem – this system includes changes or consistencies in a person’s lifespan.   If the relationships in the immediate microsystem break down, the child will not have the tools to explore other parts of his environment resulting to behavioral deficiencies.  Learning tends to regress/slow down when the environment of the child is in turmoil   10. Lev Vygotsky’s Social Constructivism  It emphasizes how meaning and understanding grow out of social encounters.   Zone of Proximal Development (ZPD)  - Gap between actual and potential development.  Actual development – what children can do on their own  Potential development – what children can do with help   Scaffolding –  Competent assistance or through mediation of the environment (significant others) in which cognitive, socio-emotional and behavioral development can occur.   David Kolb’s Learning Styles   Learning Styles – are tools utilized by learners to cope and adjust to the learning environment   Four Learning Styles   Learning Styles  1. Convergers – rely on abstract conceptualizing and experimenting - They like to find specific, concrete answers and move quickly to solution

-

Unemotional, since they prefer to deal with things rather than with people

  Educational Implications  Teacher should provide learning tasks that have specific answers like numbers and figures/units. 2. Assimilators – rely most on abstract conceptualizing and reflective observation  Educational Implications  Teacher should provide learning tasks that call for integration of materials/situational activities 3. Divergers – rely on concrete experience and active participation - Generate ideas and enjoy working with people  Educational Implications  Teacher should provide group activities since learners enjoy working in groups.  4. Accommodants – rely on concrete experience and active experimentation - Risk – taking, action oriented, adoptable in new situations.   Educational Implications  Teacher should provide learning tasks that call for hands-on approach.   Types of  Educational Learners/Perceptual Implications/Learning Channel Preferences  1. Auditory learners- prefer  Lecturing is the teaching to learn by listening/auditory approach that works best for perceptual channel them  songs/poems are useful and effective learning tools  2. Visual learners- prefer  reading/responding to visual print materials/visual cues, such as the chalkboard or perceptual channel transparencies  textbooks and pictures are useful and effective learning tools  3. Tactile learners- like to  hands-on or laboratory manipulate objects/tactile methods of learning are most perceptual channel appropriate for learners  tracing diagrams or using

texture examples simulations, exploratory activities and problem solving approach of teaching pacing or dancing while learning new materials

 4. Kinesthetic or whole  body learners- like to learn through experiential  activities/kinesthetic perceptual channel   II. MOTIVATION   Motivation- An internal state or condition (something describes as a need, desire or want) that serves to activate or energize behavior and give it direction.  Two Kinds of Motivation:  1. Extrinsic Motivation - when students work hard to win their parents’ favor, gain teachers’ praise or earn high grades; their reasons for work and study lie primarily outside themselves - is fuelled by the anticipation and expectation of some kind of payoff from an external source  2. Intrinsic Motivation - when students study because they enjoy the subject and desire to learn it, irrespective of the praise won or grades earned; the reasons for learning reside primarily inside themselves - fuelled by one’s own goal or ambitions  Principles of Motivation  the environment can be used to focus the student’s attention on what needs to be learned  incentives motivate learning  internal motivation is longer lasting and more self-directive that is external motivation, which must be repeatedly reinforced by praise concrete rewards  learning is most effective when an individual is ready to learn, that when one want to know something  motivation is enhanced by the way in which the instructional material organized  Theories of Motivation  1. Drive Theory (Clark Hull)  drive is a condition or arousal on tension that motivates behavior  drives most typically have been considered to involve physiological survival needs; hunger, thirst, sleep, pain, sex  a drive results from the activation of a need  need- a physiological deficiency that creates condition of disequilibrium in the body

 2. Self-efficacy (Albert Bandura)  Self-efficacy- it is the belief that one has capabilities to execute the courses of actions required to manage prospective situations. Unlike efficacy, which is the power to produce an effect (in essence competence) self- efficacy is the belief (whether or not accurate) that one has the power to produce that effect  Self- efficacy relates to a person’s perception of his/her ability to reach a goal while, self-esteem relates to a person’s sense of self-worth  3. Self-Determination (E.Deci)  Self-determination- comes from the sense of autonomy that a person has when it comes to things that he does and the choices he makes.  Tasks for a long period of time  To think meaningfully and creatively about those tasks  To experience pleasure in ones activities  To achieve at higher level  We have the capacity to take risks or challenges that can enrich our lives and develop ourselves more  4. Expectancies and Values (Atkinson)  Motivation to perform is affected by two variables  Expectancy- people must believe than they can accomplish a task. That is, they should have expectancy about what they want to achieve.  Value- they should be place an importance or value in what they are doing  5. Attribution Theory (B. Weiner)  People’s various explanations for successes and failures- their beliefs about what causes attributions  Dimensions underlying people’s attribution. People con explain events in many different ways. For example, a tennis player may attribute his/her wins and successes in matches to things like- luck, opponents, climate, his/her fans etc.  TECHNIQUES IN MOTIVATING LEARNERS  Challenge them- offer student’s opportunities to undertake real challenges. Encourage them to take intellectual risks  Build on strengths first- Opportunity to use their talents to achieve success  Offer choices- offering choices develop ownership. When child makes decisions he/she is more likely to accept ownership and control of the results.  Provide a secure environment- which permits children to fail without penalty. Learning how to deal with failure is critical for developing motivation and successful learning.  

                  ANALYZING TEST   Directions: Read and analyze each item and select the correct option that answers each question. Analyze the items using the first 5 items as your sample. Write only the letter of your choice in your answer sheet.   1. Which theory operates on the “stimulus-response principle”, which means all behaviors are caused by external stimuli?  a. Contextual theory c. Cognitive theory  b. Behaviorist theory d. Constructivist theory  2. Ms. Erika in her Biology class accompanies her discussion with interesting visual aids. She strongly believes that students learn better when lessons are presented with images, real or imagined aside from mere lecture method. Which learning theory does she upholds?  a. Dual- Coding Theory  b. Information Processing Approach  c. Meaningful Reception Learning Theory  d. Social Cognitive Theory  3. Miss Calma is an excellent Physical Education teacher. She started teaching volleyball to her grade 2 class. Despite all her efforts her class does not seem to learn how to play the game, wht law of learning was disregarded?  a. Law of Disuse c. Law of Exercise  b. Law of Effect d. Law of Readiness

 4. Teacher Jay, a physical education teacher, demonstrates the new skill to be learned so that his students can watch him and later produce the skill. What learning theory is associated with the situation?  a. Dual- Coding Theory c. Schema- Learning Theory  b. Information Processing d. Social Learning  5. Patrice is always fearful of freely roaming dogs but does not mind dogs in pain or on leash. What feature of classical conditioning is exhibited?  a. Discrimination c. Generalization  b. Extinction d. Practice  6. A music teacher is careful in planning activities for each lesson. He praises liberally and rewards correct answers. What view of learning is exhibited?  a. classical conditioning c. operant conditioning  b. meaningful learning d. social learning  7. Which of the theories of learning presents or states that learning skills are hierarchically arranged?  a. Cumulative learning c. Social Cognitive Theory  b. Meaningful learning d. Theory of Instruction 8. Which of the following best describes what meaningful learning is?  a. when what is to be learned is new and easy for students  b. Materials presented are difficult and challenging to the students.  c. When the materials to be learned is related to what students already know.  d. Students find the lesson easy and relevant to what students already know.  9. Ms. Jones, after learning the statements made by her colleague about their newly appointed principal, carefully deliberates whether to accept, reject or suspend judgement in such claim. What type of thinking does Ms. Jones have?  A. Creative thinking C. Reflective thinking  B. Critical thinking D. Logical thinking  10. An Earth Science teacher has just completed a unit of the sun. As she organizes her next unit on other stars .She uses the sun as a frame of reference. What view of learning was used?  A. Discovery Learning C. Meaningful Learning  B. Information Learning D. Transfer Learning   11. Which is an application of cognitive approach to motivation?  A. Explain the reasons for studying the topic  B. Create a ive classroom climate for the students.  C. Provide clear and prompt on assignment.

    

  

D. Begin lessons with challenging questions and conflicting events. 12. The first people power was held in February 25, 1986.What kind of knowledge is presented? A. Conditional Knowledge C. Domain- Specific Knowledge B. Declarative Knowledge D. Procedural Knowledge 13. The student of Mrs. Saludes were not able to learn concepts that she presented yesterday so she taught the same concepts again but this time using a different teaching method. What principle of learning was applied? A. Concepts should be presented in varied and different ways. B. Effort was put forth when tasks are challenging C. Learning by doing is more effective than just by sitting and listening D. Learning is aided by formulating and asking questions.

   14. Alvin is a transferee and feels uneasy with his new school. His teacher is very accommodating, warm and caring. Alvin felt comfortable with the teacher’s display of genuine warmth. The teacher is consistent in his manner and Alvin began to associate school with the teacher’s warmth. Which theory is being illustrated?  A. Meaningful Learning C. Classical Conditioning  B. Operant Conditioning D. Observational Learning  15. After just being introduced to another guest in the party, Tom cannot the name of the guest he was introduced to. In what memory stage was the information stored in?  A. Episodic memory C. Sensory memory  B. Semantic memory D. Working memory  16. 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. Children learn well by ive presentation of information  D. Children in the crib has no learning yet, since they are capable of interaction.  17. How would you help a student who is intelligent but is underachieving in class?  A. Provide challenging activities which he/she can accomplish  B. Recognize his talents by asking him/her to help other students with their work.  C. Identify the immediate causes of difficulties that cause his/her being an underachiever

 D. Allow him/her to work with slow learner group to cope with the academic needs of the lesson.   18. Mrs. Corpuz always make sure that her pre-school classroom is well organized and clean. She puts up interesting and colorful visuals on the bulletin boards. What principle of motivation was applied?  A. Incentives motivate learning.  B. Internal motivation is longer lasting and more self- directive than is external motivation.  C. Motivation is enhanced by the way in which instructional material is organized.  D. The environment can be used to focus the student’s attention on what needs to be learned.   19. For every correct answer the teacher would give a star to her students. What schedule of reinforcement was used?  A. fixed interval C. variable interval  B. fixed ratio D. variable ratio  20. Marga, a six year old, always asks her playmates to sit in front of her small blackboard and she plays teacher. Her mother is a teacher. What theory explains Marga’s behavior?  A. Classical Conditioning C. Social Learning  B. Operant Conditioning D. Information Processing  21. What should the teacher do to help students learn psychomotor skills?  A. Teacher uses verbal explanation and description of movements in addition to live demonstration of the movements.  B. Teacher provides to the learner about his/her progress.  C. Teacher encourages the learner to practice, in order to maintain his/her sharpness of the movements  D. All of the above   22. The teacher presented a new lesson where in the students were asked to work on a new project which was somewhat complicated. The students showed interest while working on the project. What principle applies to situation?  A. Effort was put forth when tasks are challenging  B. Lessons should be presented in varied and different ways.  C. Meaningful materials are readily learned than nonsense materials.  D. Teachers should provide opportunities for meaningful and appropriate practice.  23. Maturation should precede certain types of learning. How is this applied in the classroom?

    

A. concepts should be taught from simple to complex B. consider the age level of students in teaching certain concepts C. follow the interest of the students in asg taks D. give the same task to all students in a particular grade level 24. One of the requirements of teacher Carmel in her class is a case study. She grouped her class into four and asked to prepare a case to present their view about the topic. What cognitive domain is displayed? A. Evaluation C. Synthesis B. Knowledge D. Analysis

    25. Which if the following statements about motivation is false?  A. External motivation is longer lasting and more self-directive than internal motivation  B. Internal motivation is fueled by one’s goals or ambitions.  C. Motivation is enhanced by the way in which the instructional material is organized.  D. Motivation to perform is affected by expectancy and value     Enhancing Test Taking Skills  1. Based on Bandura’s theory, which conditions must be present for a student to learn from a model?  I. Attention II. Retention III. Motor Production IV. Motivation a. I and II c. I, II, III, IV b. I, II, and III d. III, IV 2. Which of the following principles of learning applies to considering students age in presenting content and cognitive processes? a. Principles of readiness b. Principle of learning by doing c. Principle of presenting challenging tasks d. Principle of learning aided by formulating and asking question 3. In classical conditioning, which are paired together in order to elicit the desired response? a. UCS and NS c. UCS and CS b. CS and NS d. UCR and NS 4. According to Thorndike that law states that the strength of a connection is influenced by the consequences of the response? a. Law of Disuse c. Law of exercise b. Law of effect d. Law of readiness

5. A burglary occurred in Jason’s neighborhood. Since then, Jason is very careful of locking their doors and closing windows. What theory best explains Jason’s behavior? a. Observational Learning c. Self-regulated learning b. Imitation learning d. Vicarious Learning 6. In observation and imitation learning, what should be the learner’s response when the teacher initially models the behavior? a. Reproduce and match c. Imitate and practice b. Pay attention d. Shows satisfaction 7. What is the correct sequence of information processing? a. Sensory - STM- LTM c. Sensory - LTM- STM b. STM- sensory - LTM d. LTM- sensory - STM 8. What should be the hierarchy of the types of learning according to cumulative learning theory? 1) Problem solving learning 3) rule learning 2) Discrimination learning 4) concept learning a. 2-1-3-4 c. 2-3-4-1 b. 2-1-4-3 d. 2-4-3-1 9. Which is essential in meaningful reception learning? a. Concepts are presented to learner and received by them b. Concepts are discovered by the learner c. Concepts are related to one another d. Concepts are solicited from the learners 10. Grace is bilingual. She speaks both English and Filipino fluently. She begins to study Spanish and immediately recognizes many similarities between Spanish and Filipino languages and uses this information to acquire the new language faster. What kind of transfer was Grace able to use? a. Lateral Transfer c. Specific Transfer b. General Transfer d. Vertical Transfer 11. Cristina has been staring at the match stick puzzle problem. She is figuring out how to solve it. Suddenly, a bright idea flashes her mind and excitedly, successfully solves the puzzle problem. What type of learning is exhibited? a. Analytic Learning c. Insight Learning b. Discovery learning d. Trial and error Learning 12. Marko excels in adding numbers. He learned this skill in Math class. He is now able to apply this skill in Music class. What type of transfer was used? a. Lateral Transfer c. Specific Transfer b. General Transfer d. Vertical Transfer 13. Mr. Lorenzo would always give the chapter test on Friday. What schedule of reinforcement is used by Mr. Lorenzo? a. Fixed interval c. Variable interval b. Fixed ratio d. Variable ratio

14. To the six digits 8, 4,3,9,4,5, the Math teacher grouped the numbers in two’s 84, 39,45 or in threes 843, 945. What control process of retaining information is referred to? a. Chunking c. Rehearsing b. Interfering d. ing 15. Here is a test item: “The improvement of basic education should be the top priority of the Philippine Government. Defend or refute this position” what type of question is this? a. Analysis c. Evaluative b. Convergent d. Low level 16. Lara excels in dancing and in certain sports. According to Gardner. What intelligence is dominant in Lara? a. Bodily kinesthetic c. Musical b. Intrapersonal d. Spatial 17. According to Brofenbrenner, what system contains structures that has direct with the child? a. Chronosystem c. Mesosystem b. Exosystem d. Microsystem 18. Some learners like to find specific and concrete answers. What kind of learners are they? a. Accommodators c. Convergers b. Assimilators d. Divergers 19. Mrs. Mercado, the Home Economics teacher constantly gives verbal guidance to her pupils while practicing a sewing skill. What is the value of giving verbal guidance in improving learning behavior? a. It promotes the growth of interest in the new learning tasks b. It serves as informational c. It facilitates perfection of skills d. It directs pupils attention to more adequate and better techniques 20. Why should learning be aided by formulating and asking questions? a. Students will have a grade in recitation b. Students will develop their self- confidence c. The teacher will know who among the students can communicate very well. d. The teacher will not always do the talking but the students will be given the chance to do the same learning. 21. Ms. Baquiran, the VE teacher and her pupils, while working on the concept of honesty, agreed that no cabinets and book cases would be locked throughout the day. Which principle in affective learning is being implemented? a. Provide exemplary models b. Provide for appropriate practice c. Provide for pleasant emotional experience d. Provide for independent attitude cultivation

22. Instead of asking her students to write their reaction to astory the teacher asked her students to interpret the story in dance form. What principle of learning is considered? a. Concepts should be presented in varied and different ways b. Effort it put forth when tasks are challenging c. Learning by doing is more effective than just sitting and listening d. Learning is aided by formulating and asking questions 23. In performing the minuet, first raise your heel, second make there steps forward, third step make a point. What kind of knowledge is exhibited? a. Conditional knowledge c. domain-specific knowledge b. Declarative knowledge d. procedural knowledge 24. Why should teachers provide positive and realistic praise? a. To motivate the students to study b. So the students will know what to do c. To be liked and loved by the students d. So the students will praise him/her 25. Which statement does not refer to cognitive theories? a. Prefer to concentrate on analyzing cognitive process b. Conclusions are based on observation of external manifestations of learning c. Study of the structures and components of information processing d. Believe in non-observable behavior