Pedagogy Set-8 (Vygotsky’s Constructivist Theory)

No. of questions - 22

Time - 12 min

In Vygotsky’s theory, what role does play have in cognitive development?

Deselect Answer

It hinders cognitive development.

It is only for physical development.

It is unimportant and merely recreational.

It allows children to explore roles and rules, advancing cognitive and social skills.

In Vygotsky’s theory, what is the significance of collaborative dialogue in learning?

Deselect Answer

It provides opportunities for children to co-construct knowledge with others.

It replaces the need for cultural tools.

It is only effective for teaching physical skills.

It distracts children from independent thinking.

What does Vygotsky mean by “mediated learning”?

Deselect Answer

Learning without any external help.

Learning through direct experience only.

Learning through genetic predisposition.

Learning facilitated by cultural tools like language or symbols.

How does Vygotsky view the role of culture in cognitive development?

Deselect Answer

Culture only affects physical development.

Culture provides tools and contexts that shape thinking.

Culture has no impact on cognitive development.

Culture hinders cognitive growth.

What is an example of scaffolding in a classroom?

Deselect Answer

A teacher providing hints to help a student solve a math problem.

A teacher giving a lecture without student input.

A teacher ignoring a student’s questions.

A teacher testing a student without prior instruction.

How does Vygotsky’s theory differ from Piaget’s regarding the role of social interaction?

Deselect Answer

Both emphasize social interaction equally.

Neither considers social interaction important.

Vygotsky ignores social interaction, while Piaget emphasizes it.

Vygotsky sees social interaction as central, while Piaget focuses on individual discovery.

According to Vygotsky, what is the role of private speech?

Deselect Answer

It helps children regulate their behavior and thinking.

It is irrelevant to cognitive development.

It is a sign of cognitive immaturity.

It is used only for social communication.

What does Vygotsky’s Zone of Proximal Development (ZPD) refer to?

Deselect Answer

The ability to use abstract reasoning.

The gap between what a child can do alone and with guidance.

The stage of cognitive development a child is in.

The tasks a child can perform without any help.

What is a practical implication of Vygotsky’s ZPD in teaching?

Deselect Answer

Focus only on tasks students can do independently.

Teach all students the same material regardless of ability.

Avoid providing any guidance to students.

Tailor instruction to challenge students just beyond their current skills.

10.

Which of the following is an example of a more knowledgeable other (MKO)?

Deselect Answer

A computer game with no interaction.

A child learning alone with no assistance.

A child’s innate instincts.

An older sibling teaching a younger one to tie shoes.

11.

Which of the following aligns with Vygotsky’s view on learning?

Deselect Answer

Learning is independent of cultural context.

Learning should avoid social interaction.

Learning is most effective in collaborative settings.

Children learn best through solitary exploration.

12.

What is scaffolding in Vygotsky’s theory?

Deselect Answer

Teaching through direct instruction only.

Providing permanent support to a child.

Temporary guidance tailored to a child’s ZPD to facilitate learning.

Ignoring a child’s current abilities.

13.

Who is a “more knowledgeable other” in Vygotsky’s theory?

Deselect Answer

Anyone with greater knowledge or skill, such as a teacher, peer, or parent.

A computer program.

A child’s imaginary friend.

Only a certified teacher.

14.

Which of the following best describes Vygotsky’s view on cognitive development?

Deselect Answer

It is a solitary process driven by individual exploration.

It is a social process mediated by culture and interaction.

It occurs only through formal education.

It is genetically predetermined.

15.

What is the core idea of Vygotsky’s Sociocultural Theory?

Deselect Answer

Cognitive development is driven solely by biological maturation.

Children develop through individual exploration alone.

Cognitive development is fixed and unchangeable.

Learning occurs through social interaction and cultural tools.

16.

How does Vygotsky view the relationship between learning and development?

Deselect Answer

Development precedes learning.

Development is fixed and learning has no impact.

Learning precedes and drives development.

Learning and development are unrelated.

17.

What is internalization in Vygotsky’s theory?

Deselect Answer

Transforming external social activities into internal mental processes.

Developing physical skills through repetition.

The process of ignoring external influences.

Memorizing facts without understanding.

18.

According to Vygotsky, what is the role of language in cognitive development?

Deselect Answer

It develops after cognitive abilities are fully formed.

It is a tool for social communication and shaping thought.

It is irrelevant to cognitive growth.

It is only used for expressing emotions.

19.

What is the eventual outcome of private speech according to Vygotsky?

Deselect Answer

It leads to cognitive confusion.

It turns into social speech only.

It becomes inner speech, aiding self-regulation.

It disappears completely without impact.

20.

What are cultural tools in Vygotsky’s theory?

Deselect Answer

Genetic traits passed down through generations.

Physical tools like hammers and nails.

Symbols, language, and practices that mediate learning.

Standardized tests for assessing intelligence.

21.

What is an example of a cultural tool Vygotsky emphasized?

Deselect Answer

A child’s innate reflexes

Physical strength

Standardized IQ tests

Language and writing systems

22.

In Vygotsky’s theory, what is the significance of the ZPD for education?

Deselect Answer

It suggests teaching should focus only on what children can do independently.

It indicates that all children learn at the same pace.

It guides teachers to provide support for tasks just beyond a child’s current ability.

It implies learning should be delayed until full development.