Erik Erikson was a theorist who believed that each stage of life had its own task to overcome. Erickson’s psychosocial stages included the following: infancy, toddlerhood, preschool, elementary school, adolescence, young adulthood, middle adulthood, and late adulthood. He assigned each stage with an approximate age range. In the preschool stage (from about 3 to 6 years of age), Erikson believed people needed to resolve issues associated with initiative versus guilt. He hypothesized that children at this stage will learn to either take the initiative to start and carry out tasks or that they will feel guilty about their attempts to be independent. The other provided options are stages in Erikson's stages of psychosocial development; however, they each have their own tasks (i.e. trust versus mistrust or autonomy versus shame and doubt) and are incorrect. 

Erik Erikson was a theorist who believed that each stage of life had its own task to overcome. Erickson’s psychosocial stages included the following: infancy, toddlerhood, preschool, elementary school, adolescence, young adulthood, middle adulthood, and late adulthood. He assigned each stage with an approximate age range. In the elementary school stage (from about 6 years of age to puberty), Erikson believed people needed to resolve issues associated with competence versus inferiority. He hypothesized that children at this stage will experience pleasures associated with applying themselves to issues and tasks. If not, then he theorized that they would develop feelings of inferiority. The other provided options are stages in Erikson's stages of psychosocial development; however, they each have their own tasks (i.e. initiative versus guilt or identity versus role confusion) and are incorrect. 

Erik Erikson was a theorist who believed that each stage of life had its own task to overcome. Erickson’s psychosocial stages included the following: infancy, toddlerhood, preschool, elementary school, adolescence, young adulthood, middle adulthood, and late adulthood. He assigned each stage with an approximate age range. In the young adulthood stage (from the early twenties to the early forties), Erikson believed people needed to resolve issues associated with intimacy versus isolation. He hypothesized that individuals at this stage struggle with forming close relationships in the hope to achieve intimate love. He theorized that if this is not accomplished, then the individual might feel socially isolated. The other provided options are stages in Erikson's stages of psychosocial development; however, they each have their own tasks (i.e. integrity versus despair or identity versus role confusion) and are incorrect.

Erik Erikson was a theorist who believed that each stage of life had its own task to overcome. Erickson’s psychosocial stages included the following: infancy, toddlerhood, preschool, elementary school, adolescence, young adulthood, middle adulthood, and late adulthood. He assigned each stage with an approximate age range. In the middle adulthood stage (from the forties to the sixties), Erikson believed people needed to resolve issues associated with generativity versus stagnation. He hypothesized that individuals at this stage experience feelings associated with worldly contributions. He theorized that this usually manifests itself through family or work. If this is not achieved, then the individual may feel that they lack a life purpose. The other provided options are stages in Erikson's stages of psychosocial development; however, they each have their own tasks (i.e. intimacy versus isolation or identity versus role confusion) and are incorrect.

Erik Erikson was a theorist who believed that each stage of life had its own task to overcome. Erickson’s psychosocial stages included the following: infancy, toddlerhood, preschool, elementary school, adolescence, young adulthood, middle adulthood, and late adulthood. He assigned each stage with an approximate age range. In the late adulthood stage (from late the sixties and older), Erikson believed people needed to resolve issues associated with integrity versus despair. He hypothesized that adults at this stage begin to reflect upon their lives. He theorized that an older individual may reflect and either feel satisfied or a sense of failure. The other provided options are stages in Erikson's stages of psychosocial development; however, they each have their own tasks (i.e. initiative versus guilt or identity versus role confusion) and are incorrect.

Erik Erikson was a theorist who believed that each stage of life had its own task to overcome. Erickson’s psychosocial stages included the following: infancy, toddlerhood, preschool, elementary school, adolescence, young adulthood, middle adulthood, and late adulthood. He assigned each stage with an approximate age range. In the adolescence stage, he believed that teens experienced issues associated with identity versus role confusion. He contended that it was normal for adolescents to "try" different roles in attempt to resolve this issue. In this process, the teen establishes a sense of self. Erikson theorized that roles and sense of self could be integrated to create a single identity. Erikson argued that a failure to do so would result in an adolescent that was confused and unsure of where he or she belonged in society. 

Erik Erikson was a theorist who believed that each stage of life had its own task to overcome. Erickson’s psychosocial stages included the following: infancy, toddlerhood, preschool, elementary school, adolescence, young adulthood, middle adulthood, and late adulthood. He assigned each stage with an approximate age range. In the adolescence stage (from early teens into the twenties), Erikson believed people needed to resolve issues associated with identity versus role confusion. He hypothesized that teens at this stage are trying to determine which role fits them best in order to establish a sense of self. He theorized that eventually adolescents would integrate their roles and sense of self to establish a single identity. If this is not achieved, then the teen may experience identity related confusion. The other provided options are stages in Erikson's stages of psychosocial development; however, they each have their own tasks (i.e. intimacy versus isolation or identity versus role confusion) and are incorrect. 

Familiarity is crucial for many animals when forming attachment during the critical period. This period is an optimal period where certain events must take place for proper development. A widely known example is with ducklings and chicks. Their critical periods occur shortly after hatching where they will attach to the first moving object they see—usually their mothers. This process of attachment is known as imprinting; therefore, imprinting would be an incorrect answer.  

While human children do not go through the imprinting process, familiarity does still play an important role. Children will become attached and show fondness toward things they already know and have been exposed to. 

Nourishment, warmth, and security would be incorrect answers because while they seem logical, they are dimensions of body contact and touch. These were qualities that were identified in the Harlow monkey experiment. 

The three parenting types that have been identified are authoritarian, authoritative, and permissive; therefore, “passive” and “aggressive” would be incorrect answers.

“Authoritative” and “authoritarian” may be easily confused because of their similar spelling. The authoritative parenting style is when parents are both demanding and responsive. While they exert control, they also explain and show reason. For instance, parents may set rules but encourage discussion with their children while doing so. Studies have indicated that the authoritative parenting usually has a high correlation with children that possess the highest self-esteem, self-reliance, and social competence rather than the "too hard" or "too soft" approaches that are represented by the other parenting types.

The three parenting types that have been identified are authoritarian, authoritative, and permissive; therefore, “passive” and “aggressive” would be incorrect answers.

“Authoritative” and “authoritarian” may be easily confused because of their similar spelling. The authoritarian parenting style is when parents merely impose rules and restrictions while expecting obedience. While they exert control, they do not explain or show reason. For instance, they may exhibit demands (e.g. "Don't interrupt" or "Why? Because I said so"). Studies have indicated that this "too hard" parenting usually correlates with children with low self-esteem and low social competence, unlike the "just right" and "too soft" parenting styles.