ability and good luck; task difficulty ability and effort; bad luck ability and good luck; low ability ability and effort; insufficient effort

Development is multidirectional and multidimensional. Identical twins living in different cultures can develop at different rates. Children develop ability to grasp the ball before putting beads in thread. Children develop ability to sit up before standing.

To aid thought and for self-regulation. To provide self-reinforcement when adults are ignoring them. Because they are egocentric. Because their thought is illogical.

Attention deficit hyperactivity disorder Cerebral palsy Autism Spectrum Disorder Learning Disabilities

Breaking a task down into smaller steps and providing support as needed. Providing a student with a grade for their work as motivation. Providing a student with a reading assignment and asking them to answer questions independently. Demonstrating a skill to a student and then having them master it on their own.

Delayed motor skills Difficulties in writing Lack of reading fluency Repetitive behavioural patterns

focusing on information that confirms existing beliefs and preconceptions. approaching problems in a particular fixed fashion. breaking large complex problems into smaller manageable problems. centering only on one particular piece of information related to problem.

(A) is true but (R) is false. 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).

Individuals are passively influenced by environmental events. Individuals are conditioned to learn new behaviours. Learning is extending and transforming the current understanding. Learning is simply writing associations on the blank slates of our brains.

(A) is true but (R) is false. 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).

memorizing information understanding the concept constructing knowledge developing skills

(A) is true but (R) is false. 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).

seeing touching doing and moving listening

Naturalistic; Spatial Transductive; Spatial Logical-mathematical; Bodily Kinesthetic Spatial; Bodily Kinesthetic

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

Low level of alertness during activity Moderate level of excitement to learn High degree of anxiety to perform Learned helplessness

(A) is true but (R) is false. 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).

Depict that children have an egocentric view and cannot consider other's viewpoint. Illustrate that children are not capable of any reasoning. Prove that children's thinking is much lesser than adults quantitively. Indicate that children have naïve understanding rooted in their cultural context with which they try to understand events.

A continuous continuum Four overlapping culture specific stages Four qualitatively different stages Three progressive levels

Talk to Rishabh that dolls are suitable for girls and boys should not play with dolls. Tell Rishabh that he should play with something else because his friends won't approve of him playing with doll. Let Rishabh play with doll and tell other children that they can also choose any toy of their choice. Quitely take away the doll and give a car toy to Rishabh without saying anything.

Incentive period Stimulus period Critical period Encoding period

Creating distractions and making noises Flexibility in curricular materials and instructions Breaking the task into small easily manageable parts Using multi-sensory materials

moral development in children occurs in a continuous manner. there are cultural differences in moral reasoning of children. moral development occurs progressively in stages. there are gender differences in moral reasoning of children.

Postconventional Non-conventional Preconventional Conventional

animistic thinking irreversibility egocentrism perceptual centration

(A) is true but (R) is false. 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. 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).

Motivation that comes from environmental consequences. Motivation that comes from a sense of personal satisfaction. Motivation that comes from personal enjoyment of the task. Motivation that comes from internal factors.

Animism and Transformation Classification and seriation Object permanence and deferred imitation Reversibility of thought and hypothetic-deductive reasoning

Are born unruly and need to be socialized. Come into this world with genetic codes that determine their destiny. Are greatly influenced by the social cultural context they grow up in. Come into this world as tabula rasa or blank slate.