striving for continuity is essential for attaining eriksons sense of which depends on preserving a sense of personal history

ATI RN

Human Growth and Development Final Exam Quizlet

1. Striving for continuity is essential for attaining Erikson's sense of __________, which depends on preserving a sense of personal history.

A. intimacy
B. ego identity
C. ego integrity
D. initiative

Correct answer: C

Rationale: The correct answer is C: 'ego integrity.' Erikson's concept of ego integrity involves reflecting on life with a sense of satisfaction, which requires continuity in personal history. This sense of integrity is developed in late adulthood and is characterized by a feeling of wholeness and fulfillment. Choices A, B, and D are incorrect. Intimacy (choice A) relates to forming close relationships, ego identity (choice B) pertains to a stable sense of self, and initiative (choice D) is about being proactive and exploring the environment, which are not directly associated with preserving personal history for a sense of satisfaction in later life.

2. Although great diversity characterizes the interests and concerns of investigators who study development, they share a single goal: to identify __________.

A. genetic factors that contribute to longevity
B. environmental factors that contribute to disease and illness
C. those factors that lead to abnormal development in children and adolescents
D. those factors that influence consistencies and transformations in people from conception to death

Correct answer: D

Rationale: The correct answer is D because investigators who study development aim to identify the factors that influence consistencies and transformations in people from conception to death. This goal encompasses various domains such as physical, cognitive, emotional, and social development, highlighting the comprehensive nature of developmental research. Choices A, B, and C are incorrect as they do not align with the overarching goal of developmental researchers, which is to understand the factors influencing individuals throughout their lifespan, rather than focusing solely on genetic factors, environmental factors related to disease, or abnormal development in specific age groups.

3. Which statement provides an example of an age-graded influence?

A. Paul learned to play the violin at a young age.
B. Jack enjoys hiking in the mountains.
C. Sarah prefers reading mystery novels.
D. Alex excels in mathematics.

Correct answer: A

Rationale: The corrected statement 'Paul learned to play the violin at a young age' provides an example of an age-graded influence. This is because learning to play the violin is a behavior that is typical or expected at a certain age, reflecting how age influences individuals' experiences and development. In contrast, choices B, C, and D do not directly relate to age-graded influences. Jack's enjoyment of hiking, Sarah's preference for reading mystery novels, and Alex's proficiency in mathematics are not inherently tied to age-related developmental influences.

4. Swaddling newborns __________.

A. increases crying
B. hinders early motor development
C. promotes an insecure attachment relationship
D. restricts movement and increases warmth

Correct answer: D

Rationale: Swaddling newborns restricts their movement by wrapping them snugly in a blanket, which helps to mimic the feeling of security they had in the womb. It also helps to maintain their warmth and can promote better sleep patterns. Choices A, B, and C are incorrect because swaddling does not increase crying, hinder early motor development, or promote an insecure attachment relationship. Instead, it provides comfort, warmth, and a sense of security for newborns.

5. Dr. Langley's work is devoted to understanding constancy and change throughout the lifespan. Dr. Langley's field of study is __________.

A. genetics
B. clinical psychology
C. adolescent development
D. developmental science

Correct answer: D

Rationale: Dr. Langley's work being focused on understanding constancy and change throughout the lifespan aligns with the field of developmental science, which studies how individuals grow and change from birth through old age. This field encompasses the study of physical, cognitive, social, emotional, and other aspects of development across the lifespan. Choice A, genetics, primarily focuses on the study of genes, heredity, and genetic variation, which is not directly related to understanding constancy and change throughout the lifespan. Choice B, clinical psychology, concentrates on the diagnosis and treatment of mental, emotional, and behavioral disorders rather than the broader study of development across the lifespan. Choice C, adolescent development, is more specific and limited in scope compared to the comprehensive study of development across the entire lifespan, which is the focus of developmental science.