According to theories of motivation, a teacher can enhance learning by

• setting realistic expectations from students

• setting uniform standards of expectations

• not having any expectations from students

• setting extremely high expectations from students

Development starts from

• post-childhood stage

• pre-natal stage

• the stage of infancy

• pre-childhood stage

3.

Ability to recognise and classify all varieties of animals, minerals, and plants, according to multiple intelligences theory, is called

• logico-mathematical intelligence

• naturalist intelligence

• linguistic intelligence

• spatial intelligence

The statement 'Majority of the people are average, a few very bright and a few very dull' is based on the established principle of

• intelligence and racial differences

• distribution of intelligence

• growth of intelligence

• intelligence and sex differences

In co-operative learning, older and more proficient students assist younger and lesser skilled students. This leads to

• intense competition

• higher moral development

• conflict between the groups

• higher achievement and self-esteem

When previous learning makes no difference at all to the learning in a new situation, it is called

• zero transfer of learning

• absolute transfer of learning

• positive transfer of learning

• negative transfer of learning

Thinking is essentially

• a cognitive activity

• a psychomotor process

• a psychological phenomenon 

• an affective behavior

In a child-centered classroom, children generally learn

• individually and in groups

• mainly from the teacher

• individually

• in groups

According to Piaget's cognitive theory of learning, the process by which the cognitive structure is modified is called

• perception

• accommodation

• assimilation

• schema

A teacher always helps her learners link the knowledge they have derived in one subject area with the knowledge from other subject areas. This helps to promote

• reinforcement

• correlation and transfer of knowledge

• individual differences

• learner autonomy