Week 3 NRNP 6541 EXAM QUESTIONS AND VERIFIED CORRECT ANSWERS
Development as a dynamic, lifelong process - (ANSWER)Development reflects gradual, ongoing changes
and expanding capabilities that build on earlier skills across the entire lifespan, not just in childhood.
Developmental milestones - (ANSWER)Observable achievements in skills or behaviors (e.g., walking, first
words) that typically occur in a predictable sequence and support later, more complex abilities.
Biophysical domain of development - (ANSWER)Aspect of development involving organ systems, brain
growth, sensory abilities, and motor skills.
Cognitive domain of development - (ANSWER)Aspect of development involving information processing,
language, learning, memory, and problem solving.
Psychosocial domain of development - (ANSWER)Aspect of development involving temperament,
emotional regulation, attachment, personality, and relationships.
Cephalocaudal development - (ANSWER)Developmental pattern in which growth and control progress
from head to toe (head control → trunk control → standing/walking).
Proximodistal development - (ANSWER)Developmental pattern in which growth and control progress
from the center of the body outward (trunk → arms → hands → fingers).
Systematic and successive development - (ANSWER)The idea that developmental changes occur in an
organized, predictable sequence, with each new skill building on earlier ones.
Individual variation in developmental pace - (ANSWER)The concept that children achieve milestones at
different rates within a typical range (e.g., early walking but later talking, or vice versa).
Critical period - (ANSWER)A specific time window when an experience or exposure must occur for
normal development; if missed, the skill may be extremely difficult or impossible to acquire later.
Sensitive period - (ANSWER)A time frame when development of a skill is easiest and most efficient, but
still possible outside this window (a "window of opportunity").
,Week 3 NRNP 6541 EXAM QUESTIONS AND VERIFIED CORRECT ANSWERS
Nature (in development) - (ANSWER)Biological influences on development, including genetics, brain
structure, and inherited traits.
Nurture (in development) - (ANSWER)Environmental influences on development, including family,
culture, school, peers, and broader social context.
Nature-nurture interaction - (ANSWER)The understanding that genetics and environment work together
to shape development, rather than acting independently.
Epigenetics - (ANSWER)The study of how environmental exposures and experiences can alter gene
expression (turn genes on or off) without changing the DNA sequence itself.
Developmental delay - (ANSWER)A quantitative lag in development in which skills are emerging but at a
slower-than-typical rate.
Developmental disability - (ANSWER)A persistent developmental delay lasting beyond approximately 6
years of age and likely to have long-term impact on functioning.
Developmental asynchrony - (ANSWER)A pattern where different developmental domains progress at
uneven rates (e.g., advanced motor skills but delayed language).
Developmental regression - (ANSWER)Loss of previously acquired skills, often a red flag that warrants
further evaluation.
Developmental deviation - (ANSWER)A qualitative difference in behavior that is unexpected for the
child's age or typical developmental trajectory.
Psychodynamic theories (general focus) - (ANSWER)Theories that emphasize personality, emotions,
internal conflicts, and how resolving age-specific conflicts shapes development.
,Week 3 NRNP 6541 EXAM QUESTIONS AND VERIFIED CORRECT ANSWERS
Freud's psychosexual theory focus - (ANSWER)A stage-based theory where personality develops through
conflicts involving instincts and pleasure zones (oral, anal, phallic, latency, genital).
Freud's id - (ANSWER)Primitive part of personality present at birth; operates on the pleasure principle
and seeks immediate gratification of urges.
Freud's ego - (ANSWER)Part of personality that operates on the reality principle; mediates between id's
demands and external reality to find acceptable ways to meet needs.
Freud's superego - (ANSWER)The conscience; internalized moral standards and values learned from
caregivers, guiding judgments of right and wrong.
Erikson's psychosocial theory - core idea - (ANSWER)Lifespan stage theory where individuals face age-
specific psychosocial crises that must be resolved to support healthy development.
Erikson stage - Trust vs mistrust (age & theme) - (ANSWER)Birth-1 year; infants learn whether caregivers
are reliable and whether the world is safe and predictable.
Erikson stage - Autonomy vs doubt/shame (age & theme) - (ANSWER)1-3 years; toddlers strive for
independence and self-control, learning to "hold on and let go."
Erikson stage - Initiative vs guilt (age & theme) - (ANSWER)4-6 years; children take initiative in play and
tasks, developing purpose and courage.
Erikson stage - Industry vs inferiority (age & theme) - (ANSWER)6 years-puberty; children focus on
competence, productivity, and mastering skills, especially in school.
Erikson stage - Identity vs role confusion (age & theme) - (ANSWER)Puberty-~20 years; adolescents
explore roles and values to form a coherent sense of self.
Erikson stage - Intimacy vs isolation (age & theme) - (ANSWER)21-40 years; young adults learn to form
close, intimate relationships without losing their own identity.
, Week 3 NRNP 6541 EXAM QUESTIONS AND VERIFIED CORRECT ANSWERS
Anna Freud contribution - (ANSWER)Extended psychoanalytic ideas to children; emphasized defense
mechanisms and the developmental process of the id, ego, and superego.
Melanie Klein contribution - (ANSWER)Founder of object relations theory; used play analysis to
understand children's internal worlds.
Harry Sullivan contribution - (ANSWER)Emphasized interpersonal relationships; believed personality
development is shaped by interactions with others and reflected appraisals ("good me," "bad me," "not
me").
Margaret Mahler's key concept - (ANSWER)Separation-individuation theory; highlights the importance
of infant-mother separation in forming individuality.
Donald Winnicott - "good enough mother" - (ANSWER)Idea that children benefit most from a caregiver
who is responsive but not perfect, allowing development of a true self and autonomy.
Winnicott's transitional objects - (ANSWER)Comfort items (e.g., blanket, stuffed animal) that help
children navigate separation and emotional transitions.
Constructivist (developmental meaning) - (ANSWER)View that children actively construct knowledge
through interactions with their environment (e.g., Piaget, Vygotsky).
Schema (Piaget) - (ANSWER)A mental structure or framework that organizes and interprets information
and experiences.
Assimilation (Piaget) - (ANSWER)Incorporating new information into existing schemas without changing
the schema.
Accommodation (Piaget) - (ANSWER)Modifying existing schemas or creating new ones in response to
new information that doesn't fit.
Development as a dynamic, lifelong process - (ANSWER)Development reflects gradual, ongoing changes
and expanding capabilities that build on earlier skills across the entire lifespan, not just in childhood.
Developmental milestones - (ANSWER)Observable achievements in skills or behaviors (e.g., walking, first
words) that typically occur in a predictable sequence and support later, more complex abilities.
Biophysical domain of development - (ANSWER)Aspect of development involving organ systems, brain
growth, sensory abilities, and motor skills.
Cognitive domain of development - (ANSWER)Aspect of development involving information processing,
language, learning, memory, and problem solving.
Psychosocial domain of development - (ANSWER)Aspect of development involving temperament,
emotional regulation, attachment, personality, and relationships.
Cephalocaudal development - (ANSWER)Developmental pattern in which growth and control progress
from head to toe (head control → trunk control → standing/walking).
Proximodistal development - (ANSWER)Developmental pattern in which growth and control progress
from the center of the body outward (trunk → arms → hands → fingers).
Systematic and successive development - (ANSWER)The idea that developmental changes occur in an
organized, predictable sequence, with each new skill building on earlier ones.
Individual variation in developmental pace - (ANSWER)The concept that children achieve milestones at
different rates within a typical range (e.g., early walking but later talking, or vice versa).
Critical period - (ANSWER)A specific time window when an experience or exposure must occur for
normal development; if missed, the skill may be extremely difficult or impossible to acquire later.
Sensitive period - (ANSWER)A time frame when development of a skill is easiest and most efficient, but
still possible outside this window (a "window of opportunity").
,Week 3 NRNP 6541 EXAM QUESTIONS AND VERIFIED CORRECT ANSWERS
Nature (in development) - (ANSWER)Biological influences on development, including genetics, brain
structure, and inherited traits.
Nurture (in development) - (ANSWER)Environmental influences on development, including family,
culture, school, peers, and broader social context.
Nature-nurture interaction - (ANSWER)The understanding that genetics and environment work together
to shape development, rather than acting independently.
Epigenetics - (ANSWER)The study of how environmental exposures and experiences can alter gene
expression (turn genes on or off) without changing the DNA sequence itself.
Developmental delay - (ANSWER)A quantitative lag in development in which skills are emerging but at a
slower-than-typical rate.
Developmental disability - (ANSWER)A persistent developmental delay lasting beyond approximately 6
years of age and likely to have long-term impact on functioning.
Developmental asynchrony - (ANSWER)A pattern where different developmental domains progress at
uneven rates (e.g., advanced motor skills but delayed language).
Developmental regression - (ANSWER)Loss of previously acquired skills, often a red flag that warrants
further evaluation.
Developmental deviation - (ANSWER)A qualitative difference in behavior that is unexpected for the
child's age or typical developmental trajectory.
Psychodynamic theories (general focus) - (ANSWER)Theories that emphasize personality, emotions,
internal conflicts, and how resolving age-specific conflicts shapes development.
,Week 3 NRNP 6541 EXAM QUESTIONS AND VERIFIED CORRECT ANSWERS
Freud's psychosexual theory focus - (ANSWER)A stage-based theory where personality develops through
conflicts involving instincts and pleasure zones (oral, anal, phallic, latency, genital).
Freud's id - (ANSWER)Primitive part of personality present at birth; operates on the pleasure principle
and seeks immediate gratification of urges.
Freud's ego - (ANSWER)Part of personality that operates on the reality principle; mediates between id's
demands and external reality to find acceptable ways to meet needs.
Freud's superego - (ANSWER)The conscience; internalized moral standards and values learned from
caregivers, guiding judgments of right and wrong.
Erikson's psychosocial theory - core idea - (ANSWER)Lifespan stage theory where individuals face age-
specific psychosocial crises that must be resolved to support healthy development.
Erikson stage - Trust vs mistrust (age & theme) - (ANSWER)Birth-1 year; infants learn whether caregivers
are reliable and whether the world is safe and predictable.
Erikson stage - Autonomy vs doubt/shame (age & theme) - (ANSWER)1-3 years; toddlers strive for
independence and self-control, learning to "hold on and let go."
Erikson stage - Initiative vs guilt (age & theme) - (ANSWER)4-6 years; children take initiative in play and
tasks, developing purpose and courage.
Erikson stage - Industry vs inferiority (age & theme) - (ANSWER)6 years-puberty; children focus on
competence, productivity, and mastering skills, especially in school.
Erikson stage - Identity vs role confusion (age & theme) - (ANSWER)Puberty-~20 years; adolescents
explore roles and values to form a coherent sense of self.
Erikson stage - Intimacy vs isolation (age & theme) - (ANSWER)21-40 years; young adults learn to form
close, intimate relationships without losing their own identity.
, Week 3 NRNP 6541 EXAM QUESTIONS AND VERIFIED CORRECT ANSWERS
Anna Freud contribution - (ANSWER)Extended psychoanalytic ideas to children; emphasized defense
mechanisms and the developmental process of the id, ego, and superego.
Melanie Klein contribution - (ANSWER)Founder of object relations theory; used play analysis to
understand children's internal worlds.
Harry Sullivan contribution - (ANSWER)Emphasized interpersonal relationships; believed personality
development is shaped by interactions with others and reflected appraisals ("good me," "bad me," "not
me").
Margaret Mahler's key concept - (ANSWER)Separation-individuation theory; highlights the importance
of infant-mother separation in forming individuality.
Donald Winnicott - "good enough mother" - (ANSWER)Idea that children benefit most from a caregiver
who is responsive but not perfect, allowing development of a true self and autonomy.
Winnicott's transitional objects - (ANSWER)Comfort items (e.g., blanket, stuffed animal) that help
children navigate separation and emotional transitions.
Constructivist (developmental meaning) - (ANSWER)View that children actively construct knowledge
through interactions with their environment (e.g., Piaget, Vygotsky).
Schema (Piaget) - (ANSWER)A mental structure or framework that organizes and interprets information
and experiences.
Assimilation (Piaget) - (ANSWER)Incorporating new information into existing schemas without changing
the schema.
Accommodation (Piaget) - (ANSWER)Modifying existing schemas or creating new ones in response to
new information that doesn't fit.
