10 MCQ on Theories and Models of Social Development

10 MCQs on Theories and Models of Social Development        

Explore key theories & models of social development—Erikson, Vygotsky, Bronfenbrenner, Kohlberg—and how they explain human growth. Learn how social interactions, culture, and environment shape behavior and cognition.

Theories and models of social development explore how individuals evolve socially, emotionally, and morally through interactions with their environment, culture, and relationships. Key frameworks include Erik Erikson’s psychosocial stages, emphasizing identity crises across the lifespan; Lev Vygotsky’s sociocultural theory, highlighting the role of social collaboration in learning; Bronfenbrenner’s ecological systems theory, which maps multilayered environmental influences; and Kohlberg’s moral development stages, focusing on ethical reasoning. These theories help explain how societal norms, family dynamics, education, and peer relationships shape human behavior and cognition. Understanding these models is critical for educators, psychologists, and policymakers to foster healthy development and address social challenges.

1. What is the primary focus of Erik Erikson's theory of psychosocial development compared to Sigmund Freud's theory?
A) Biological drives
B) Unconscious sexual desires
C) Social interactions and cultural influences
D) Genetic predispositions

Answer: C) Social interactions and cultural influences
Explanation: Erikson emphasized resolving psychosocial crises (e.g., trust vs. mistrust) shaped by social and cultural contexts. Freud focused on psychosexual stages driven by unconscious sexual energy (B). Options A and D are not central to either theory.

2. According to Vygotsky's Sociocultural Theory, the Zone of Proximal Development (ZPD) refers to:
A) The gap between independent and assisted problem-solving
B) A fixed level of cognitive ability
C) Genetic limits on learning
D) Emotional regulation skills

Answer: A) The gap between independent and assisted problem-solving
Explanation: ZPD highlights learning through guidance from a "more knowledgeable other." B and C contradict Vygotsky's emphasis on social learning. D relates to emotional development, not ZPD.

3. In Bronfenbrenner's Ecological Systems Theory, societal norms and cultural values are part of which system?
A) Microsystem
B) Exosystem
C) Macrosystem
D) Mesosystem

Answer: C) Macrosystem
Explanation: The macrosystem includes broader cultural contexts. The microsystem (A) involves direct interactions (e.g., family), the exosystem (B) indirect environments (e.g., parents' workplace), and the mesosystem (D) connections between microsystems.

4. Kohlberg's pre-conventional stage of moral development is characterized by:
A) Upholding laws for societal good
B) Avoiding punishment and seeking rewards
C) Internalized ethical principles
D) Peer approval

Answer: B) Avoiding punishment and seeking rewards
Explanation: Pre-conventional morality focuses on self-interest. A is conventional, C is post-conventional, and D relates to social approval in later stages.

5. Bandura's Social Learning Theory posits that behavior is primarily learned through:
A) Genetic inheritance
B) Observation and imitation
C) Unconscious drives
D) Operant conditioning alone

Answer: B) Observation and imitation
Explanation: Bandura emphasized observational learning (e.g., Bobo doll experiment). A and C are irrelevant, while D is Skinner's behaviorism, not Bandura's focus.

6. According to Piaget, peer interaction primarily contributes to cognitive development by:
A) Providing scaffolding
B) Resolving Oedipal conflicts
C) Creating cognitive conflict and disequilibrium
D) Reinforcing gender roles

Answer: C) Creating cognitive conflict and disequilibrium
Explanation: Piaget believed peer interactions challenge existing schemas. A is Vygotsky's concept. B is Freudian, and D is more aligned with gender theories.

7. Bowlby's Attachment Theory identifies the critical period for attachment formation as:
A) Adolescence
B) The first 3 years of life
C) Prenatal development
D) Ages 5–7

Answer: B) The first 3 years of life
Explanation: Bowlby argued that secure attachment forms in early childhood. A and D are too late; C focuses on prenatal, not attachment.

8. In Maslow's Hierarchy of Needs, which level comes after physiological and safety needs?
A) Self-actualization
B) Esteem
C) Belongingness and love
D) Cognitive needs

Answer: C) Belongingness and love
Explanation: Maslow's order: physiological → safety → belongingness → esteem → self-actualization. D is not part of his original hierarchy.

9. Social Identity Theory, which examines group membership and self-concept, was developed by:
A) Erikson and Freud
B) Bandura and Piaget
C) Tajfel and Turner
D) Kohlberg and Gilligan

Answer: C) Tajfel and Turner
Explanation: Tajfel and Turner explored how group identity shapes behavior. A, B, and D pair theorists unrelated to this theory.

10. Feminist theories of social development critique traditional models for:
A) Overemphasizing gender roles
B) Ignoring genetic factors
C) Neglecting power dynamics and gender inequality
D) Focusing too much on cultural context

Answer: C) Neglecting power dynamics and gender inequality
Explanation: Feminist theories highlight systemic power imbalances. A contradicts their focus; B and D are critiques of other theories (e.g., biological determinism or Vygotsky).