Speech disorder characterized by stuttering and errors in articulation. Locomotor disorder characterized by gross motor impairment. Neurological disorder characterized by trouble in forming letters and shapes. Psychological disorder characterized by lack of attention and impulsive behaviour.

Differentiated instruction Enrichment Acceleration Immersion

(i), (ii), (iii), (iv) (i), (ii), (iii) (i), (iii), (iv) (ii), (iii), (iv)

tertiary; secondary primary; secondary secondary; primary secondary; tertiary

Social factors influence language development, but not cognitive development. Cognitive development facilitates language development. Language development and cognitive development advance independent from each other. Language development facilitates cognitive development.

Post-operational level Pre-conventional level Conventional level Pre-operational level

Both (A) and (R) are false. Both (A) and (R) are true and (R) is the correct explanation of (A). Both (A) and (R) are true, but (R) is not the correct explanation of (A). (A) is true, but (R) is false.

To identify students who can be categorised as 'slow learners' To evaluate student performance and assign grades To provide feedback to students that can be used to improve their learning To compare student performance to a standard or benchmark

Twelve years One year Three years Seven years

from a social cognitive perspective. from a feminist perspective. for not giving adequate importance to genetic factors. for using case study as the research method.

Causation Centration Decentration Transduction

slows, somewhat egocentric; is steady, logical is steady, somewhat egocentric; slows, logical is steady, logical; slows, egocentric slows, logical; is steady, egocentric

Knitting Swimming Cutting along the outline of a circle on a paper Cutting along the outline of a big rectangle on a paper

integration (simple to complex); differentiation (complex to simple) cephalocaudal (top-down); proximodistal (inner to outer) proximodistal (top-down); cephalocaudal (inner to outer) differentiation (simple to complex); integration (complex to simple)

linguistic; interpersonal spatial; intrapersonal intrapersonal; spatial interpersonal; linguistic

control of teacher on the learning of children. the role of reinforcement in learning. importance of critical reflection. learning as a product rather than a process.

Discouraging independent thinking and focusing on declarative knowledge Encouraging them to avoid difficult problems Providing them with ready-made solutions to problems Giving them opportunities to brainstorm and make intuitive guesses

Both (A) and (R) are false. Both (A) and (R) are true and (R) is the correct explanation of (A). Both (A) and (R) are true, but (R) is not the correct explanation of (A). (A) is true, but (R) is false.

Organization Categorization Conceptualization Decontextualization

What is the relationship between nouns and verbs in a sentence? What is the definition of a verb? How do you change a verb to the present tense? How has your thinking about the use of verbs changed since the beginning of the class?

I received a low grade because the teacher is a tough grader. I failed the test because I didn't study enough. I didn't get good marks because the teacher was biased. I failed the test because my friends were distracting me.

Both (A) and (R) are false. Both (A) and (R) are true and (R) is the correct explanation of (A). Both (A) and (R) are true, but (R) is not the correct explanation of (A). (A) is true, but (R) is false.

Tangible rewards Peer collaboration Social isolation Standardized curriculum

is a way for children to communicate with an imaginary friend. is a sign of cognitive immaturity. is a sign of developmental delay. is a way for children to regulate their own thinking.

Transductive reasoning Animistic thinking Centration Hypothetical-deductive thinking

Superior ability of differentiating fiction from fact Advanced socio-emotional reciprocity Frequent repetitive and recurring behaviour Higher level of communication skills

Both (A) and (R) are false. Both (A) and (R) are true and (R) is the correct explanation of (A). Both (A) and (R) are true, but (R) is not the correct explanation of (A). (A) is true, but (R) is false.

memorization of facts. becoming excellent at rote rehearsal. competing with peers. development of critical thinking.

Generic to Specific. Abstract to Concrete. Complex to Simple. Rational to Empirical.

should be valued and seen as a reflection of human diversity. should be ignored and attempts should be made to bring uniformity in learning styles. should not be taken into consideration during teaching-learning process. should be seen as a barrier and hindrance to teaching-learning process.