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.

Infants can distinguish speech from other sounds at as early an age as four months old. Shortly after that, they will begin to babble and coo. By ten months old, they become able to distinguish their own native language from others spoken to them. At 12-18 months old, they begin to use words themselves, and they start to understand prosody between 18 and 24 months of age.

Kubler-Ross developed an explanation for the series of stages people go through when faced with their own death. According to this model, most people experience the stages in the following order: denial, anger, bargaining, depression, and acceptance. One way to remember this is by the acronym DABDA. Note that shame and anxiety are not stages in this model.

Marcia's theory pertaining to identity development and statuses involves two dimensions: exploration and committment.

Individuals who are actively exploring their options before making a final decision, such as the young man described in this question, are classified in the moratorium identity status.

Individuals who have made a decision after active exploration as classified in the achievement identity status.

Individuals who make a decision without doing any exploration are classified in the foreclosure identity status.

Individuals who do not know what they want to do and who are indifferent to exploring are classiged in the diffusion identity status.

Erik Erikson was a theorist who believed each stage of life has its own task to overcome. The stages included: infancy, toddlerhood, preschool, elementary school, adolescence, young adulthood, middle adulthood and late adulthood. He assigned each stage an approximate age range.

In terms of the toddlerhood stage (from one to three years of age), Erikson believed the issue be resolved was associated with autonomy versus shame and doubt. His understanding was that a toddler would begin to do things for itself and exercise its will. If the toddler does not exercise its autonomy, then he or she will doubt its own abilities.

While the other provided options are stages in Erikson's stages of psychosocial development, they each have their own tasks such as trust versus mistrust or identity versus role confusion.

Erik Erikson was a theorist who believed each stage of life has its own task to overcome. The stages included: infancy, toddlerhood, preschool, elementary school, adolescence, young adulthood, middle adulthood and late adulthood. He assigned each stage an approximate age range.

In terms of the infancy stage (from birth to one year old), Erikson believed the issue to be resolved was associated with trust versus mistrust. His understanding was that as long as the child's needs are met through being dependent, the infant would be able to develop a sense of basic trust. If needs were not met, then the child would develop a sense of mistrust.

While the other provided options are staged in Erikson's stages of psychosocial development, they each have their own tasks such as initiative versus guilt or identity versus role confusion.

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 glass ceiling effect is the phenomenon that occurs when women can no longer advance in their careers for higher-level positions that are typically held by men.

A self-fulfilling prophecy and stereotype threat are very similar in that they typically are the result of stereotypes that negatively impact one's academic performance.

Increase in self-confidence is a distractor item, and does not directly relate to the question.

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 developmental factor described in the scenario is the social/biological clock (i.e. the invisible time-bound expectation that young adults have regarding the order in which life events such as career, marriage, and parenthood must occur). When they begin to have these transitions out of order or these transitions are delayed, it may cause distress in certain individuals.