LEARN · PRACTISE · DISCOVER
Revision and Mixed Practice Test
Read at your own pace. Try the practice, then continue your course.
You have completed one of the most demanding units of APTET Child Development and Pedagogy. This lesson brings it together with a summary table of theorists and terms, a last-day checklist, and a 20-question mixed test. Allow about 20 minutes for the test, and add every mistake to your error log of confused pairs.
Course summary
Last-day revision checklist
- Can you give one example each of assimilation and accommodation?
- Can you name the Piaget stage for object permanence, animism, conservation and hypothetical reasoning?
- Can you explain ZPD and scaffolding with a classroom example?
- Can you match Spearman, Thurstone, Thorndike, Guilford and Gardner to their theories?
- Can you calculate IQ, mental age or chronological age from the other two?
- Can you distinguish projective from non-projective tests?
- Can you identify rationalization, projection, displacement and sublimation in examples?
Exam focus
- Most errors in this unit come from mixing up similar names (Thorndike and Thurstone) and similar terms (assimilation and accommodation). Revise them in pairs.
- For IQ questions, write the formula first, then substitute values carefully.
Example
Before the test, Divya made flashcards pairing each theorist with one keyword: “Spearman: g”, “Thurstone: PMAs”, “Guilford: cube”, “Gardner: MI”, “Bruner: spiral”, “Ausubel: advance organiser”. Reviewing them for five minutes a day for a week made these questions her strongest.
Key takeaways
- Piaget and Vygotsky are both constructivists, but Vygotsky stressed social learning.
- Bruner’s modes move from action to images to symbols.
- Intelligence theories range from one general ability to many intelligences.
- IQ = MA ÷ CA × 100, and tests should be used with care.
- Personality, mental health and guidance help teachers support the whole child.
Practice
This is your mixed test. Allow about 20 minutes, then check your answers.
- Changing an existing schema to fit new information is:
- (A) accommodation
- (B) assimilation
- (C) centration
- (D) seriation
- Egocentrism is a feature of which Piaget stage?
- (A) Sensorimotor
- (B) Pre-operational
- (C) Concrete operational
- (D) Formal operational
- The term “zone of proximal development” belongs to:
- (A) Piaget
- (B) Bruner
- (C) Vygotsky
- (D) Gardner
- The spiral curriculum means:
- (A) teaching each topic only once
- (B) teaching only abstract ideas
- (C) avoiding revision
- (D) revisiting key ideas at increasing levels of complexity
- A child of 9 has a mental age of 12. The IQ is:
- (A) 75
- (B) 108
- (C) 133
- (D) 120
- Seven primary mental abilities were proposed by:
- (A) Thurstone
- (B) Spearman
- (C) Thorndike
- (D) Binet
- “Thinking about one’s own thinking” refers to:
- (A) perception
- (B) metacognition
- (C) reasoning
- (D) attention
- Which test is non-verbal?
- (A) A reading comprehension test
- (B) A vocabulary test
- (C) Raven’s Progressive Matrices
- (D) An essay test
- Advance organisers were proposed by:
- (A) Ausubel
- (B) Kolb
- (C) Watson
- (D) Jung
- The first stage of Kolb’s experiential learning cycle is:
- (A) abstract conceptualisation
- (B) active experimentation
- (C) reflective observation
- (D) concrete experience
- The part of personality that acts as the conscience is the:
- (A) id
- (B) ego
- (C) superego
- (D) libido
- Pyknic, athletic and leptosomic types were described by:
- (A) Sheldon
- (B) Kretschmer
- (C) Hippocrates
- (D) Allport
- A pupil says a classmate is jealous of him, when in fact he is jealous of the classmate. This is:
- (A) projection
- (B) sublimation
- (C) regression
- (D) compensation
- The Children’s Apperception Test (CAT) is a:
- (A) non-projective inventory
- (B) projective technique
- (C) intelligence test
- (D) rating scale
- Guilford linked creativity with:
- (A) convergent production
- (B) the g factor
- (C) object permanence
- (D) divergent production
- Teaching addition first with real objects, then pictures, then symbols follows:
- (A) Bruner’s modes of representation
- (B) Freud’s stages
- (C) Lewin’s conflicts
- (D) Maslow’s hierarchy
- Directive counselling is associated with:
- (A) Carl Rogers
- (B) E. G. Williamson
- (C) F. C. Thorne
- (D) Maslow
- Wanting to join the school band but being afraid of performing on stage is:
- (A) approach–approach conflict
- (B) avoidance–avoidance conflict
- (C) approach–avoidance conflict
- (D) no conflict
- A teacher gives hints and examples, then gradually reduces help as the child improves. This is:
- (A) punishment
- (B) extinction
- (C) assimilation
- (D) scaffolding
- Which is most important to consider first when a usually active child suddenly cannot concentrate?
- (A) Their IQ score
- (B) Their basic needs and wellbeing
- (C) Their body type
- (D) Their handwriting
Answers and explanations (tap to show)
- (A) Accommodation changes a schema; assimilation adds to it.
- (B) Egocentrism is typical of the pre-operational stage.
- (C) Vygotsky introduced the zone of proximal development.
- (D) Bruner’s spiral curriculum revisits ideas at increasing complexity.
- (C) IQ = (12 ÷ 9) × 100 ≈ 133.
- (A) Thurstone identified seven primary mental abilities.
- (B) Metacognition is awareness and control of one’s own thinking.
- (C) Raven’s Progressive Matrices uses patterns, not words.
- (A) Ausubel proposed advance organisers and meaningful learning.
- (D) Kolb’s cycle begins with concrete experience.
- (C) The superego works on the morality principle as the conscience.
- (B) Kretschmer classified body types as pyknic, athletic and leptosomic.
- (A) Attributing one’s own feelings to others is projection.
- (B) The CAT uses ambiguous pictures and is projective.
- (D) Guilford linked creativity with divergent production.
- (A) Enactive, iconic, symbolic: Bruner’s modes of representation.
- (B) Williamson’s directive approach is counsellor-centred.
- (C) One goal with both attractive and frightening aspects is an approach–avoidance conflict.
- (D) Gradually withdrawn support is scaffolding.
- (B) Following Maslow, unmet basic needs and wellbeing problems should be checked first.