In Vygotsky's view, opportunities to engage in pretend play (e.g., playing house or doctor) have ...

In Vygotsky's view, opportunities to engage in pretend play (e.g., playing house or doctor) have which one of the following effects?
 
  a. They foster traditional gender stereotypes.
  b. They allow children to practice adult behaviors.
  c. They can help children shed their egocentric views of the world.
  d. They are highly enjoyable but have little impact on cognitive development.

Ques. 2

Leonard is teaching Sally how to play a new card game. During the first time through the game, Leonard looks at Sally's cards and helps her decide how to play them at each turn. As Sally becomes more familiar with the game's rules and strategies, Leonard gives her fewer hints and less assistance. This scenario best illustrates:
 
  a. Scaffolding
  b. Equilibration
  c. Disequilibrium
  d. Social constructivism

Ques. 3

From a Vygotskian perspective, scaffolding serves what purpose in instruction?
 
  a. It gives children an idea of what they need to do to get good grades.
  b. It keeps school tasks within children's actual developmental levels.
  c. It lets children learn by watching one another.
  d. It supports children as they perform difficult tasks.

Ques. 4

As a high school music teacher plays a recording of Ferde Grof's symphony Grand Canyon Suite for his class, he asks his students to visualize scenes that Grof tried to capture with music: a sunrise over the Grand Canyon, a burro ride down a winding trail, a thunderstorm, and so on. From a Vygotskian perspective, this lesson could best be described as:
 
  a. Guided participation
  b. A mediated learning experience
  c. A lesson at students' actual developmental level
  d. A lesson at students' level of potential development

Ques. 5

Which one of the following children is definitely working in his or her zone of proximal development?
 
  a. Arnold uses correct grammar and punctuation when he writes short stories.
  b. Berta is beginning to learn basic woodworking techniques. She has trouble hammering a nail straight into a piece of wood unless her teacher stands beside her, helping her and reminding her of what to do.
  c. Calvin is playing the clarinet in the band. He finds that he can more easily keep the appropriate tempo if he taps the beat with his foot.
  d. Doreen finds it virtually impossible to solve mathematical word problems, even when her teacher gives her helpful hints.

Ques. 6

Mr. Johnson teaches a class of twenty 7- and 8-year-old second graders. His goal for the upcoming school year is to help at least 50 of his students reach formal operations. From the perspective of Piaget's theory, we would expect that Mr. Johnson's goal is:
 
  a. An easy one to attain
  b. Almost impossible to attain
  c. Attainable only if he emphasizes abstract reasoning throughout the school year
  d. Attainable only if his students have had enriching educational experiences throughout infancy and early childhood

Ques. 7

Mr. Remick asks 9-year-old Anne to divide a pitcher of lemonade equally between two glasses, one each for her and her friend Kate. The two glasses are different shapes, with Anne's being tall and thin and Kate's being short and wide. After Anne pours the lemonade, Mr. Remick says to her, Look, the lemonade in your glass is higher than the lemonade in Kate's glass. Did you give yourself more than you gave Kate? No, Anne replies, my glass is skinnier. Mr. Remick continues to ask Anne questions to determine how well she understands that height compensates for width in this situation. Mr. Remick's strategy can best be described as illustrating:
 
  a. Equilibration
  b. Class inclusion
  c. Reciprocal teaching
  d. The clinical method

Ques. 8

As Valerie grows older, she becomes increasingly proficient in a variety of tasks involving spatial reasoning, including drawing three-dimensional figures, solving geometry problems, and predicting where balls are apt to go when she hits them in a tennis game. From a neo-Piagetian perspective, Valerie's simultaneous progress in these diverse areas suggests that she:
 
  a. Is in a state of equilibrium
  b. Is in her zone of proximal development for spatial tasks
  c. Can assimilate diverse spatial tasks into a single mega-scheme
  d. Has a central conceptual structure for spatial relationships