Human Growth and Development Study GuideW
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GU D202 Latest (2025/2026) With Correct Answe
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rs GRADED A+ c c
1. Multidirectional: Some dimensions expand and others shrink g g g g g g
2. Multidimensional: Has biological, cognitive, and socioemotional dimensions g g g g g g
3. Plastic: The capacity for change
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4. Lifelong: Early adulthood is not the endpoint of development; no age period d
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ominates development g
5. Multidisciplinary: Various areas of study have an interest in the field of develop-
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gc ment through the life span
g g g g
6. Contextual: All development occurs within a context, or setting (social, cultural, a
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nd historic factors)
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7. Nature: Nature refers to an organism's biological inheritance.
g g g g g g g
8. Nature Example: We walk before we talk, speak one word before two words, grow ra
g g g g g g g g g g g g g gc c
pidly in infancy and less so in early childhood, experience a rush of sex hormones in pu
g g g g g g g g g g g g g g gc g c
berty, reach the peak of our physical strength in late adolescence and early adulthoo d
g g g g g g g g g g g g g c
, and then physically decline.
g g g g
9. Nurture: Nurture refers to an organism's environmental experiences
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10. Nurture Example: Experiences run the gamut from the individual's biological e
g g g g g g g g g gc
cnvironment (nutrition, medical care, drugs, and physical accidents) to the social env
g g g g g g g g g g gc c
ironment (family, peers, schools, community, media, and culture)
g g g g g g g
11. Continuity: focuses on the degree to which the development involves a gradual, c
g g g g g g g g g g g gc
1
,umulative change g
12. continuity example: An oak grows from a seedling to a giant oak, it becomes m
g g g g g g g g g g g g g gc c
ore of an oak - its development is continuous
g g g g g g g g
13. discontinuity: focuses on the degree to which development involves distinct s
g g g g g g g g g gc c
tages
14. Discontinuity example: as an insect grows from a caterpillar to a chrysalis to a
g g g g g g g g g g g g gc gc
butterfly, it passes through a sequence of stages in which change is qualitative rathe
g g g g g g g g g g g g g c
r than quantitatively different. Similarly, at some point a child moves from not being a
g g g g g g g g g g g g g g c
ble to think abstractlyl about the world to being able to do so.
g g g g g g g g g g g g
15. Stability: Debate about whether we become older renditions of our early expe-
g g g g g g g g g g g
gc rience
16. Stability Example: Many argue that if an individual is shy throughout life, this sta
g g g g g g g g g g g g gc c
bility is due to heredity and possibly early experiences in which the infant or young child
g g g g g g g g g g g g g g gc gc
encountered considerable stress when interacting with people
g g g g g g
17. Change: We develop into someone different from who we were at an earlier p
g g g g g g g g g g g g gc c
oint in development
g g
18. Change example: Developmentalists who emphasize change take the more opti
g g g g g g g g gc
mistic view that later experiences can produce change. Recall that in the life-
c g g g g g g g g g g g g
span perspective, plasticity, the potential for change, exists throughout the life span.
gc g g g g g g g g g g
2
,19. Freud's Theories: Freud believed that people's problems were the result of experi
g g g g g g g g g g c
ences early in life. He thought that as children grow up, their focus on pleasure an d sexu
g g g g g g g g g g g g g g gc c g
al impulses shifts from the mouth to the anus and eventually to the genitals. As a r esult,
g g g g g g g g g g g g g gc g g c g
we go through five stages of psychosexual development: Oral, anal, phallic, late ncy, a
g g g g g g g g g gc g c g
nd genital. g
20. Erikson's Theory: Focuses on Psychosocial. Eight Stages of human develop-g g g g g g g g g
c gc ment. Each stage consists of unique developmental task that confronts individuals
g g g g g g g g g g
gc with a crisis that must be resolved.
g g g g g g
21. Trust versus mistrust: Erikson's first psychosocial stage, which is experienced i
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n the first year of life. The development of trust during infancy sets the stage for a lifelo
g g g g g g g g g g g g g g g g gc c
ng expectation that the world will be a good and pleasant place to live.
g g g g g g g g g g g g g
22. Autonomy versus Shame and doubt: Erikson's second stage. This stage oc- g g g g g g g g g g
gc curs in late infancy and toddlerhodd ( 1-
g g g g g g g
3 years) after gaining trust in their caregivers, infants begin to discover that their behav
g g g g g g g gc g g g g g g
ior is their own. They start to assert their sense of independence or autonomy. They re
c g g g g g g g g gc g g g g g g
alize their will. If Infants and toddlers are restrained too much or punished too harshly,
c g g g g g g g g g g g g g g g
c they are likely to develop a sense of shame and doubt.
g g g g g g g g g g
23. Initiative versus guilt: Erikson's Third stage of development occurs during the p
g g g g g g g g g g gc
creschool years. As preschool children encounter a widening social world, they face n
g g g g g g g g g g g gc
e w challenges that require active purposeful, responsible behavior. Feelings of guilt ma
c g g g g g g g g g g gc
y
g arise, though, if the child is irresponsible and is made to feel anxious.
g g g g g g g g g g g g
24. Industry versus inferiority: Erikson's fourth developmental stages, occurring a
g g g g g g g gc c
pproximately during the elementary school years. Children now need to direct their e
g g g g g g g g g g g gc
n ergy toward mastering knowledge and intellectual skills. The negative outcome is th
c g g g g g g g g g gc g
a t the child may develop a sense of inferiority --
c g g g g g g g g g
, g feeling incompetent and unproductive.
g g gc
3
c c c c c c
GU D202 Latest (2025/2026) With Correct Answe
c c c c c cc
rs GRADED A+ c c
1. Multidirectional: Some dimensions expand and others shrink g g g g g g
2. Multidimensional: Has biological, cognitive, and socioemotional dimensions g g g g g g
3. Plastic: The capacity for change
g g g g
4. Lifelong: Early adulthood is not the endpoint of development; no age period d
g g g g g g g g g g g gc c
ominates development g
5. Multidisciplinary: Various areas of study have an interest in the field of develop-
g g g g g g g g g g g g
gc ment through the life span
g g g g
6. Contextual: All development occurs within a context, or setting (social, cultural, a
g g g g g g g g g g gc c
nd historic factors)
g g
7. Nature: Nature refers to an organism's biological inheritance.
g g g g g g g
8. Nature Example: We walk before we talk, speak one word before two words, grow ra
g g g g g g g g g g g g g gc c
pidly in infancy and less so in early childhood, experience a rush of sex hormones in pu
g g g g g g g g g g g g g g gc g c
berty, reach the peak of our physical strength in late adolescence and early adulthoo d
g g g g g g g g g g g g g c
, and then physically decline.
g g g g
9. Nurture: Nurture refers to an organism's environmental experiences
g g g g g g g
10. Nurture Example: Experiences run the gamut from the individual's biological e
g g g g g g g g g gc
cnvironment (nutrition, medical care, drugs, and physical accidents) to the social env
g g g g g g g g g g gc c
ironment (family, peers, schools, community, media, and culture)
g g g g g g g
11. Continuity: focuses on the degree to which the development involves a gradual, c
g g g g g g g g g g g gc
1
,umulative change g
12. continuity example: An oak grows from a seedling to a giant oak, it becomes m
g g g g g g g g g g g g g gc c
ore of an oak - its development is continuous
g g g g g g g g
13. discontinuity: focuses on the degree to which development involves distinct s
g g g g g g g g g gc c
tages
14. Discontinuity example: as an insect grows from a caterpillar to a chrysalis to a
g g g g g g g g g g g g gc gc
butterfly, it passes through a sequence of stages in which change is qualitative rathe
g g g g g g g g g g g g g c
r than quantitatively different. Similarly, at some point a child moves from not being a
g g g g g g g g g g g g g g c
ble to think abstractlyl about the world to being able to do so.
g g g g g g g g g g g g
15. Stability: Debate about whether we become older renditions of our early expe-
g g g g g g g g g g g
gc rience
16. Stability Example: Many argue that if an individual is shy throughout life, this sta
g g g g g g g g g g g g gc c
bility is due to heredity and possibly early experiences in which the infant or young child
g g g g g g g g g g g g g g gc gc
encountered considerable stress when interacting with people
g g g g g g
17. Change: We develop into someone different from who we were at an earlier p
g g g g g g g g g g g g gc c
oint in development
g g
18. Change example: Developmentalists who emphasize change take the more opti
g g g g g g g g gc
mistic view that later experiences can produce change. Recall that in the life-
c g g g g g g g g g g g g
span perspective, plasticity, the potential for change, exists throughout the life span.
gc g g g g g g g g g g
2
,19. Freud's Theories: Freud believed that people's problems were the result of experi
g g g g g g g g g g c
ences early in life. He thought that as children grow up, their focus on pleasure an d sexu
g g g g g g g g g g g g g g gc c g
al impulses shifts from the mouth to the anus and eventually to the genitals. As a r esult,
g g g g g g g g g g g g g gc g g c g
we go through five stages of psychosexual development: Oral, anal, phallic, late ncy, a
g g g g g g g g g gc g c g
nd genital. g
20. Erikson's Theory: Focuses on Psychosocial. Eight Stages of human develop-g g g g g g g g g
c gc ment. Each stage consists of unique developmental task that confronts individuals
g g g g g g g g g g
gc with a crisis that must be resolved.
g g g g g g
21. Trust versus mistrust: Erikson's first psychosocial stage, which is experienced i
g g g g g g g g g gc c
n the first year of life. The development of trust during infancy sets the stage for a lifelo
g g g g g g g g g g g g g g g g gc c
ng expectation that the world will be a good and pleasant place to live.
g g g g g g g g g g g g g
22. Autonomy versus Shame and doubt: Erikson's second stage. This stage oc- g g g g g g g g g g
gc curs in late infancy and toddlerhodd ( 1-
g g g g g g g
3 years) after gaining trust in their caregivers, infants begin to discover that their behav
g g g g g g g gc g g g g g g
ior is their own. They start to assert their sense of independence or autonomy. They re
c g g g g g g g g gc g g g g g g
alize their will. If Infants and toddlers are restrained too much or punished too harshly,
c g g g g g g g g g g g g g g g
c they are likely to develop a sense of shame and doubt.
g g g g g g g g g g
23. Initiative versus guilt: Erikson's Third stage of development occurs during the p
g g g g g g g g g g gc
creschool years. As preschool children encounter a widening social world, they face n
g g g g g g g g g g g gc
e w challenges that require active purposeful, responsible behavior. Feelings of guilt ma
c g g g g g g g g g g gc
y
g arise, though, if the child is irresponsible and is made to feel anxious.
g g g g g g g g g g g g
24. Industry versus inferiority: Erikson's fourth developmental stages, occurring a
g g g g g g g gc c
pproximately during the elementary school years. Children now need to direct their e
g g g g g g g g g g g gc
n ergy toward mastering knowledge and intellectual skills. The negative outcome is th
c g g g g g g g g g gc g
a t the child may develop a sense of inferiority --
c g g g g g g g g g
, g feeling incompetent and unproductive.
g g gc
3
