Individuals in late adulthood often have age-related memory difficulties; however, they often easily recall major life events from their adolescence and early adulthood years (e.g., graduation, marriage, college, career, etc.). They tend to reminisce about these events and describe those more to those around them. Associative memory is the ability to link unrelated events or information together (i.e. faces with names). Prospective memory is remembering to complete tasks or events in the future. Last, time-based memory is fabricated and a distractor item. 

The correct answer is "infantile amnesia." Language development influences memory, so typically, individuals have a harder time recalling events prior to their proficient language use during infancy and early toddlerhood. The remaining choices are distractors. 

Piaget's concrete operational stage maps onto ages 7-11. Children during this stage are first able to successfully answer the conservation task. Prior stages include sensorimotor (0-2 years) and preoperational (2-6 years). 

Conservation refers to a child's ability to recognize that the volume or amount of a substance or object does not change when its form or shape changes. This ability develops in the concrete operational stage around the age of 7 to 11 years old. Before the development of conservation, if a fat, wide glass of water is poured into a thin, tall glass, then the child might believe that the amount of water has decreased since the second glass appears slimmer. All the other choices are actual developmental stages in Piaget's sequence, but the stage in which conservation first develops is in fact the concrete operational stage.

Piaget says every human goes through a variety of stages in our cognitive development in a fixed way. The correct order is sensorimotor (0-18 months), preoperational (2-6 years), concrete operational (6-12 years), and formal operational (12-adult). 

Crystallized intelligence is acquired through experience and refers to general knowledge that is stored in long-term memory. Fluid intelligence refers to a person's ability to reason and problem solve when encountering new situations. Fluid intelligence is innate; therefore, it is not based on learning and experience. For most people crystallized intelligence increases into adulthood and fluid intelligence begins decreasing after adolescence. 

Jean Piaget described how children adapt to the world through assimilation or accommodation. "Assimilation" occurs when a child encounters a new object and uses an already existing schema to identify it. In this example, the child is exposed to a cat and uses the existing schema of "doggy." On the other hand, "accommodation" occurs when a child encounters a new object and changes an existing schema. "Conservation" is a term that Piaget uses to describe a child's ability to understand volume (i.e. a quantity remains the same despite a change in appearance). Conservation develops during the concrete operational stage. "Egocentrism" is characteristic of the preoperational stage and refers to a child's inability to see other people's point of views. Last, 'object permanence" is characteristic of the sensorimotor stage and refers to a child's ability to understand that objects continue to exist even when they are hidden. 

Erik Erikson developed the idea behind identity vs. role confusion, which comes from his theory of psychosocial development.

Erikson's theory proposed eight stages: trust vs. mistrust, autonomy vs. shame, initiative vs. guilt, competence vs. inferiority, identity vs. role confusion, intimacy vs. isolation, generativity vs. stagnation, and integrity vs. despair.

Generativity vs. despair is not one of the stages of psychosocial development. Generativity vs. stagnation and integrity vs. despair are two stages of Erikson's theory. 

The stage known as "intimacy vs. isolation" takes place during the period of young adulthood, roughly encompassing ages 18-35. The young woman in the question falls firmly within this range.