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WorksheetsKTET SET 3 PIAGET, KOHLBERG, VYGOTSKY - CONSTRUCTS
Total questions: 50
Worksheet time: 25mins
Piaget’s theory is mainly concerned with
Moral development
Emotional development
Cognitive development
Social development
Piaget believed that children learn best through
Imitation
Passive listening
Active interaction with environment
Reinforcement
The basic unit of cognition in Piaget’s theory is
Reflex
Schema
Instinct
Habit
Assimilation means
Modifying existing schema
Creating imbalance
Fitting new experiences into existing schemas
Learning through imitation
Accommodation refers to
Ignoring new information
Changing existing schemas
Repeating learned behaviour
Reinforcement
Equilibration is the process of
Maintaining physical balance
Achieving cognitive balance
Emotional adjustment
Social interaction
Which stage is marked by object permanence?
Preoperational
Concrete operational
Sensorimotor
Formal operational
Children begin logical thinking about concrete objects during
Sensorimotor stage
Preoperational stage
Concrete operational stage
Formal operational stage
Egocentrism is a major feature of
Sensorimotor stage
Preoperational stage
Concrete operational stage
Formal operational stage
Hypothetical and abstract thinking develops in
Preoperational stage
Concrete operational stage
Formal operational stage
Sensorimotor stage
A major criticism of Piaget’s theory is that it
Ignores cognition
Underestimates children’s abilities
Overemphasizes teaching
Is behaviouristic
Piaget’s stages are criticized for being
Flexible
Culture-free
Rigid and universal
Socially oriented
Piaget gave limited importance to
Cognitive processes
Biological maturation
Social and cultural factors
Logical thinking
According to critics, children may reach stages
At the same age
Differently across cultures
Only in adolescence
Only with instruction
Piaget’s theory is mainly
Teacher-centred
Learner-centred
Content-centred
Exam-centred
Teaching should be based on
Rote memorization
Developmental stage of learner
Textbook content only
Teacher explanation
Discovery learning is emphasized because
Teacher explains less
Children construct knowledge
It saves time
It reduces assessment
Learning materials should be
Abstract for all ages
Concrete for young children
Same for all students
Lecture-based
Piaget supports
Passive learning
Punishment
Active learning
Drill method
Errors made by children should be viewed as
Failures
Signs of learning
Indiscipline
Weakness
Kohlberg’s theory deals with
Cognitive development
Moral reasoning
Emotional growth
Social learning
Kohlberg proposed
3 stages
6 stages
8 stages
4 stages
Kohlberg’s stages are grouped into
Two levels
Three levels
Four levels
Five levels
Pre-conventional level is guided by
Social rules
Internal values
Punishment and reward
Conscience
Conventional level focuses on
Personal gain
Social approval and law
Universal principles
Self-interest
A major criticism of Kohlberg is that he
Focused on moral action
Ignored moral reasoning
Overemphasized justice
Studied emotions only
Carol Gilligan criticized Kohlberg for
Gender bias
Cultural bias
Ignoring cognition
Lack of stages
Kohlberg’s theory is criticized for being
Emotion-based
Culture-free
Culturally biased
Moral reasoning does not always lead to
Moral judgement
Moral action
Moral thinking
Moral discussion
Kohlberg emphasized moral dilemmas to assess
Moral behaviour
Moral values
Moral reasoning
Moral emotions
Moral education should involve
Rote learning of rules
Punishment
Moral dilemma discussions
Silence
Teacher’s role is to
Impose values
Encourage moral reasoning
Avoid moral issues
Enforce authority
Democratic classroom supports
Pre-conventional morality
Conventional morality
Higher moral reasoning
Moral punishment
Peer interaction helps in
Moral decline
Moral development
Indiscipline
Isolation
Moral development is best promoted through
Fear
Discussion and reflection
Memorization
Rewards
Vygotsky emphasized the role of
Maturation
Reinforcement
Social interaction
Conditioning
Knowledge is constructed through
Isolation
Social and cultural interaction
Reflex actions
Trial and error
Zone of Proximal Development (ZPD) refers to
Independent learning level
Teacher’s level
Gap between actual and potential development
Intelligence level
Scaffolding means
Punishment
Gradual support by adults or peers
Memorization
Repetition
Language plays a crucial role in
Emotional growth
Social constructivism
Physical development
Reflex action
Vygotsky criticized theories that ignored
Reinforcement
Social context
Intelligence
Emotions
A limitation of Vygotsky’s theory is
Overemphasis on individual learning
Overemphasis on social factors
Ignoring cognition
Behaviouristic nature
Collaborative learning is based on
Piaget
Kohlberg
Vygotsky
Skinner
Teacher’s role according to Vygotsky is
Knowledge transmitter
Facilitator and guide
Controller
Examiner
Peer tutoring is effective because it works within
Schema
ZPD
Moral dilemma
Conditioning
Piaget emphasized individual construction, while Vygotsky emphasized
Reinforcement
Social interaction
Moral values
Conditioning
Kohlberg’s theory is influenced by
Behaviourism
Piaget’s cognitive theory
Freud’s psychoanalysis
Pavlov’s conditioning
Abstract moral principles are found in
Pre-conventional level
Conventional level
Post-conventional level
Sensorimotor stage
Constructivist classrooms encourage
Passive learning
Teacher dominance
Active participation
Rote memorization
The common idea in Piaget and Vygotsky is that learning is
Mechanical
Passive
Constructive
Instinctive
