The "Strange Situation" experiment began by placing a mother alone in a room with her child. After some time, a stranger enters the room, and the mother leaves the room shortly after the stranger's entrance. A short time later, the mother returns and the stranger leaves. Following this, the mother again leaves the room and returns after a brief period in which the child is alone in the room.

The purpose of this study was to examine the infant's behavior when "abandoned" by his/her mother, and his/her reaction when the mother returned to the room. The children were then classified into three kinds of attachment to their mothers.

Jean Piaget's term schemata refers to cognitive rules/frameworks/blueprints ("schematics") with which humans interpret the world around them. As humans develop through childhood, their schemata are challenged and change to assimilate new knowledge and logic.

In contrast to Jean Piaget's 4 stages, the Information-Processing Model suggests continuous, gradual development, the rate of which depends on the individual and the information presented to them. This model also tends to draw illustrative examples of human cognition and information processing from the way computers process information.

Nature vs. nurture refers to the debate over which of the two aspects has greater influence on human behavior. Erik Erikson developed a psychosocial theory which proposed 8 stages throughout life: trust vs. mistrust, autonomy vs. shame, initiative vs. guilt, industry vs. inferiority, identity vs. role confusion, intimacy vs. isolation, generativity vs. stagnation, and lastly integrity vs. despair.

Freud, Erik Erikson, Piaget, and Kohlberg all developed theories of development that involved stages, whereas Skinner focused on classical conditioning. 

Freud came up with the psychosexual stages of development: oral, anal, phallic, latency, and genital. Erik Erikson came up with eight stages of social development (ex: trust vs. mistrust). Piaget came up with the stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. Kohlberg came up with the stages of moral development: preconventional, conventional, and postconventional. 

Resolving the conflict of autonomy vs. shame is the developmental task of the second stage of Erik Erikson's 8-stage model of psychosocial development. Typically, it is during this stage that a developing child learns to toilet train and to get dressed. Erikson described this stage as the time in which a sense of personal control over physical tasks was developed. If conquered successfully, the fruits of this stage are feelings of autonomy. The other answers are all stages in Erikson's model, but not his second stage.

In Maslow's proposed a hierarchy of needs, the need to become self-actualized was at the pinnacle of the hierarchy. Self-actualization can be defined as the state in which a person has reached his personal highest level of psychological health and ability. Another way of stating this is reaching one's full growth potential.  Maslow made new distinctions between Eastern and Western cultures, but did imply that those of the more elite classes would be more likely to attain this status but only fleetingly.

The characteristics of ambivalent attachment in young children include not exploring new places, are distressed when separated from the primary care giver, are not comforted or seem angry when they are reunited with the parent, and are clingy.

The characteristics of avoidant attachment in young children include being unresponsive to a parent when they try to interact, they may react positively to strangers instead of having separation anxiety, they are slow to acknowledge their parent when they leave and return, and they do not cling to the parent when they are being held.

The characteristics of secure attachment in young children include exploring new places but using their parent as a secure base, having separation anxiety, having stranger anxiety, and being comforted by their parent’s return.