Psychology – Class XI

Chapter 3: Human Development

SECTION E – 1 Mark MCQ Questions

Multiple Choice Questions | 1 Mark Each | Total: 59 Questions

Instructions: Choose the most appropriate option from (A), (B), (C), (D) for each question.

Q1. Development is defined as:

(A) Only physical changes from birth to death
(B) Pattern of progressive, orderly and predictable changes from conception throughout life
(C) Changes in cognitive abilities only
(D) Growth in height and weight
✓ Correct Answer: (B)

Q2. Which of the following is NOT one of the three processes of development?
(A) Biological processes
(B) Cognitive processes
(C) Technological processes
(D) Socio-emotional processes
✓ Correct Answer: (C)

Q3. The Life-Span Perspective on development was propounded by:

(A) Jean Piaget
(B) Erik Erikson
(C) Paul Baltes
(D) Lawrence Kohlberg
✓ Correct Answer: (C)

Q4. According to the Life-Span Perspective, development is:

(A) Complete by the end of adolescence
(B) Lifelong from conception to old age
(C) Limited to childhood
(D) Only biological in nature
✓ Correct Answer: (B)

Q5. Which characteristic of development means that skills and abilities can be improved
throughout life?
(A) Multi-directionality
(B) Plasticity
(C) Historical embeddedness
(D) Multi-disciplinary nature
✓ Correct Answer: (B)

Q6. Growth refers to:

(A) Qualitative changes in functioning
(B) Changes in emotional relationships
(C) Increase in size of body parts that can be measured
 (D) Development of abstract thinking
✓ Correct Answer: (C)

Q7. Maturation refers to changes that:

(A) Occur due to learning and practice
(B) Follow an orderly sequence largely dictated by the genetic blueprint
(C) Are caused by environmental factors only
(D) Occur only during childhood
✓ Correct Answer: (B)

Q8. 'Homo sapiens' came into existence approximately:

(A) 14 million years ago
(B) 1 million years ago
(C) 50,000 years ago
(D) 5,000 years ago
✓ Correct Answer: (C)

Q9. The actual genetic material or a person's genetic heritage is known as:
(A) Phenotype
(B) Genotype
(C) Karyotype
(D) Chromosome
✓ Correct Answer: (B)

Q10. Phenotype includes:

(A) Only the genes inherited from parents
(B) The DNA structure of a person
(C) Observable characteristics resulting from the interaction of genotype and environment
(D) Only psychological characteristics
✓ Correct Answer: (C)

Q11. Environmental agents that cause deviations in normal prenatal development are called:
(A) Pathogens
(B) Teratogens
(C) Antigens
(D) Carcinogens
✓ Correct Answer: (B)

Q12. According to Sandra Scarr (1992), the environment parents provide for their children
depends partly on:
(A) The child's school performance
(B) The country's economic condition
(C) The parents' own genetic predisposition
(D) The child's peer group
✓ Correct Answer: (C)

Q13. Which of the following is NOT a teratogen?

(A) X-rays
(B) Heroin
(C) Vitamins
(D) Carbon monoxide
 ✓ Correct Answer: (C)

Q14. Bronfenbrenner's contextual view of development emphasises the role of:

(A) Genetic factors alone
(B) Environmental factors in the development of an individual
(C) Cognitive development only
(D) Biological maturation
✓ Correct Answer: (B)

Q15. The immediate environment in which the child directly interacts with family, peers and
teachers is the:
(A) Macrosystem
(B) Exosystem
(C) Mesosystem
(D) Microsystem
✓ Correct Answer: (D)

Q16. Which system involves events in social settings where the child does NOT participate
directly but which still influence development?
(A) Microsystem
(B) Mesosystem
(C) Exosystem
(D) Chronosystem
✓ Correct Answer: (C)

Q17. The culture, ideologies, beliefs and traditions that encompass an individual's
development form the:
(A) Microsystem
(B) Exosystem
(C) Macrosystem
(D) Chronosystem
✓ Correct Answer: (C)

Q18. Chronosystem involves:

(A) The child's immediate family setting
(B) Cultural ideologies and beliefs
(C) Historical timing of life events and socio-historical circumstances
(D) Relationships between different contexts
✓ Correct Answer: (C)

Q19. Durganand Sinha (1977) presented an ecological model for understanding child
development in:
(A) Western context
(B) African context
(C) Indian context
(D) East Asian context
✓ Correct Answer: (C)

Q20. The prenatal period typically lasts for about:

(A) 20 weeks
(B) 30 weeks
 (C) 40 weeks
(D) 50 weeks
✓ Correct Answer: (C)

Q21. Which disease carried by the mother is believed to cause genetic problems in the
newborn?
(A) Malaria
(B) Typhoid
(C) Rubella (German measles)
(D) Dengue
✓ Correct Answer: (C)

Q22. The newborn's movements governed by automatic, built-in responses to stimuli are
called:
(A) Voluntary actions
(B) Reflexes
(C) Motor skills
(D) Conditioned responses
✓ Correct Answer: (B)

Q23. The Moro reflex disappears by approximately:

(A) 3–4 months
(B) 6–7 months
(C) 8–12 months
(D) 12–15 months
✓ Correct Answer: (B)

Q24. Object permanence is the awareness that:

(A) Objects change shape when hidden
(B) Objects continue to exist even when not perceived
(C) Objects belong to specific people
(D) Objects have permanent colours
✓ Correct Answer: (B)

Q25. By approximately how many months does a child start pursuing a partially covered
object?
(A) 4 months
(B) 6 months
(C) 8 months
(D) 12 months
✓ Correct Answer: (C)

Q26. Full colour vision in infants develops by approximately:

(A) 1 month
(B) 3 months
(C) 6 months
(D) 12 months
✓ Correct Answer: (B)

Q27. Vocalisation in infants begins with babbling at approximately:

(A) 1–2 months
 (B) 3–6 months
(C) 7–9 months
(D) 10–12 months
✓ Correct Answer: (B)

Q28. The close emotional bond of affection between infants and caregivers is called:
(A) Imprinting
(B) Bonding
(C) Attachment
(D) Trust
✓ Correct Answer: (C)

Q29. Harlow and Harlow's (1962) experiment with baby monkeys demonstrated that:
(A) Feeding is the primary basis of attachment
(B) Contact-comfort is more important than feeding for attachment
(C) Monkeys prefer wire mothers
(D) Social learning determines attachment
✓ Correct Answer: (B)

Q30. According to Erikson, the first year of life represents the stage of:
(A) Initiative vs. Guilt
(B) Autonomy vs. Shame
(C) Trust vs. Mistrust
(D) Identity vs. Role Confusion
✓ Correct Answer: (C)

Q31. The cephalocaudal trend in development means development proceeds from:

(A) Centre of body to extremities
(B) Head region to tail region
(C) Extremities to the centre
(D) Lower body to upper body
✓ Correct Answer: (B)

Q32. Proximodistal trend means development proceeds from:

(A) Head to foot
(B) Foot to head
(C) Centre of body outward to extremities
(D) Extremities inward to the centre
✓ Correct Answer: (C)

Q33. Which stage of Piaget's theory is characterised by egocentrism and animism?

(A) Sensorimotor
(B) Preoperational
(C) Concrete operational
(D) Formal operational
✓ Correct Answer: (B)

Q34. Egocentrism in Piaget's theory means the child:

(A) Is selfish and greedy
(B) Sees the world only from their own perspective and cannot appreciate others' viewpoints
(C) Focuses on one feature of an object only
 (D) Thinks only about the present
✓ Correct Answer: (B)

Q35. Animism refers to children's tendency to:

(A) Attribute life-like qualities to inanimate objects
(B) Fear animals
(C) Draw animals in their artwork
(D) Prefer animal-themed toys
✓ Correct Answer: (A)

Q36. Centration in preoperational thought means:

(A) Focusing on the centre of an object
(B) Ability to consider multiple perspectives
(C) Focusing on a single characteristic for understanding an event
(D) Understanding the concept of conservation
✓ Correct Answer: (C)

Q37. In Piaget's concrete operational stage, children develop the ability to perform:
(A) Hypothetical-deductive reasoning
(B) Abstract mathematical calculations
(C) Reversible mental operations on concrete objects
(D) Symbolic thought for the first time
✓ Correct Answer: (C)

Q38. Conservation is a key achievement of which Piaget stage?

(A) Sensorimotor
(B) Preoperational
(C) Concrete operational
(D) Formal operational
✓ Correct Answer: (C)

Q39. Formal operational thought, according to Piaget, appears between ages:

(A) 7–11 years
(B) 2–7 years
(C) 0–2 years
(D) 11–15 years
✓ Correct Answer: (D)

Q40. Hypothetical-deductive reasoning is a feature of which stage?

(A) Preoperational
(B) Sensorimotor
(C) Formal operational
(D) Concrete operational
✓ Correct Answer: (C)

Q41. According to Kohlberg, a child below 9 years judges actions as right or wrong based on:
(A) Internalised moral values
(B) External authority (punishment and reward)
(C) Society's laws
(D) Personal ethical code
✓ Correct Answer: (B)
Q42. Gender identity in children begins to develop by approximately:
(A) 1 year
(B) 3 years
(C) 5 years
(D) 7 years
✓ Correct Answer: (B)

Q43. A gender role is:

(A) The biological sex of a person
(B) A set of expectations prescribing how females and males should think, act and feel
(C) A child's preference for toys
(D) A person's chromosomal pattern
✓ Correct Answer: (B)

Q44. The term 'adolescence' is derived from the Latin word 'adolescere' meaning:
(A) To become independent
(B) To grow into maturity
(C) To develop identity
(D) To reach puberty
✓ Correct Answer: (B)

Q45. The growth spurt in boys generally begins at:

(A) 8–9 years
(B) 10–11 years
(C) 12–13 years
(D) 14–15 years
✓ Correct Answer: (C)

Q46. Menarche refers to:

(A) The development of secondary sex characteristics in boys
(B) The onset of menstruation in girls
(C) The growth spurt during puberty
(D) The development of facial hair
✓ Correct Answer: (B)

Q47. Primary sex characteristics are those:

(A) Related to changes in voice and facial hair
(B) Directly related to reproduction
(C) Visible secondary features of maturity
(D) Psychological changes during puberty
✓ Correct Answer: (B)

Q48. Imaginary audience, as described by David Elkind, refers to:

(A) An adolescent's belief that they are always being watched and judged by others
(B) A group of friends who follow an adolescent
(C) An adolescent's fantasy world
(D) The peer group at school
✓ Correct Answer: (A)

Q49. Personal fable involves:

 (A) Stories written by adolescents
(B) Adolescent's sense of uniqueness and belief that no one understands their feelings
(C) Imagining ideal parents
(D) Logical analysis of social situations
✓ Correct Answer: (B)

Q50. According to Erikson, the key challenge of adolescence is:

(A) Trust vs. Mistrust
(B) Initiative vs. Guilt
(C) Identity vs. Identity Confusion
(D) Autonomy vs. Shame
✓ Correct Answer: (C)

Q51. Delinquency in adolescence is MOST closely associated with:

(A) High academic achievement
(B) Low parental support, inappropriate discipline, and family discord
(C) Spending too much time on hobbies
(D) Excessive peer influence in academics
✓ Correct Answer: (B)

Q52. Anorexia nervosa is an eating disorder that involves:

(A) Binge eating followed by purging
(B) Relentless pursuit of thinness through starvation
(C) Overeating without purging
(D) Avoiding only certain food groups
✓ Correct Answer: (B)

Q53. Bulimia is characterised by:

(A) Complete refusal to eat
(B) Eating only organic foods
(C) A binge-and-purge eating pattern
(D) Extreme exercise to lose weight
✓ Correct Answer: (C)

Q54. The Society for Theatre in Education Programme (STEP) in India is associated with:
(A) Career counselling for adolescents
(B) Anti-drug education through street performances
(C) Eating disorder treatment
(D) Sexual health awareness
✓ Correct Answer: (B)

Q55. In early adulthood, the 'novice phase' refers to:

(A) Beginning of formal operational thought
(B) The twenties as the starting phase of adult development
(C) First years of marriage
(D) Entry into secondary school
✓ Correct Answer: (B)

Q56. Which cognitive ability is MOST likely to improve with age in adulthood?
(A) Speed of processing
(B) Short-term memory
 (C) Wisdom
(D) Reaction time
✓ Correct Answer: (C)

Q57. Decline in memory in middle age is MORE pronounced in:

(A) Short-term memory tasks
(B) Long-term memory tasks
(C) Immediate recall tasks
(D) Procedural memory tasks
✓ Correct Answer: (B)

Q58. In Indian culture, old age dependency is viewed as:

(A) A social problem to be managed by the state
(B) Children's responsibility — children care for elderly parents
(C) An individual responsibility
(D) A sign of personal failure
✓ Correct Answer: (B)

Q59. The death of a spouse is considered:

(A) A minor life transition
(B) The most difficult loss in old age
(C) Easier for younger spouses
(D) Unrelated to depression
✓ Correct Answer: (B)

ANSWER KEY – Quick Reference

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10

B C C B B C B C B C

Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20

B C C B D C C C C C

Q21 Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30

C B B B C B B C B C

Q31 Q32 Q33 Q34 Q35 Q36 Q37 Q38 Q39 Q40

B C B B A C C C D C

Q41 Q42 Q43 Q44 Q45 Q46 Q47 Q48 Q49 Q50

B B B B C B B A B C

Q51 Q52 Q53 Q54 Q55 Q56 Q57 Q58 Q59

B B C B B C B B B

Chapter 3: Human Development | Psychology Class XI | CBSE Format Question Bank | NCERT Textbook Reference
 Psychology – Class XI
Chapter 3: Human Development
CBSE Format Question Bank

SECTION A – 2 Mark Questions

Q1. Define development. How is it different from growth? [2 Marks]

Ans. Development is the pattern of progressive, orderly, and predictable changes that begin at
conception and continue throughout life. It includes both growth and decline. Growth refers specifically
to an increase in the size of body parts or the organism as a whole and can be quantified (e.g., height,
weight). Development is a broader term that includes growth as one of its aspects, but also
encompasses qualitative changes in functioning across the life-span.
Key Points: Development = lifelong pattern of change; Growth = quantifiable physical increase

Q2. What is the Life-Span Perspective (LSP) on development? [2 Marks]

Ans. The Life-Span Perspective (LSP) holds that development is a lifelong process from conception to
death, involving both gains and losses. It views development as multi-directional, plastic (modifiable),
influenced by historical and cultural contexts, and studied by multiple disciplines. Biological, cognitive,
and socio-emotional processes are all interwoven throughout development.
Key Points: Lifelong, multi-directional, plastic, contextual, multi-disciplinary

Q3. Differentiate between genotype and phenotype with examples. [2 Marks]

Ans. Genotype is the actual genetic material or genetic heritage of a person — the complete set of
genes inherited. Phenotype is the way an individual's genotype is expressed in observable and
measurable characteristics. For example, a person may carry genes for tallness (genotype), but due to
poor nutrition, may not grow very tall (phenotype). Physical traits like eye colour and psychological traits
like intelligence are both part of the phenotype.
Key Points: Genotype = inherited genetic code; Phenotype = observable expression

Q4. What are teratogens? Give two examples. [2 Marks]

Ans. Teratogens are environmental agents that cause deviations in normal prenatal development and
can lead to serious abnormalities or death. Examples include: (i) drugs such as marijuana, heroin, or
cocaine taken during pregnancy, and (ii) radiation such as X-rays. Other teratogens include certain
infections (e.g., rubella/German measles), alcohol, tobacco, environmental pollutants like carbon
monoxide and mercury.
Key Points: Environmental agents causing prenatal abnormalities; drugs, radiation

Q5. What is object permanence? When does it develop? [2 Marks]

Ans. Object permanence is the awareness that objects continue to exist even when they are not
perceived (i.e., out of sight). According to Jean Piaget, infants in the sensorimotor stage (0–2 years)
initially lack object permanence — if a toy is hidden, the infant acts as if it no longer exists. By
approximately 8 months of age, the child begins to search for a partially hidden object, indicating the
gradual development of object permanence.
Key Points: Awareness objects exist when unseen; develops ~8 months
Q6. What is attachment? Explain the significance of contact-comfort. [2 Marks]
Ans. Attachment is the close emotional bond of affection that develops between infants and their
parents or caregivers. Harlow and Harlow's (1962) classic study with baby monkeys showed that
contact-comfort — the warmth and softness of physical contact — is more important for attachment than
feeding alone. Monkeys preferred the cloth surrogate mother over the wire one even when fed by the
wire mother, demonstrating that emotional security, not just nourishment, drives attachment.
Key Points: Emotional bond; Harlow's study: contact-comfort > feeding

Q7. Define adolescence. What marks its beginning? [2 Marks]

Ans. Adolescence is the transitional period in a person's life between childhood and adulthood. It is
commonly defined as the stage of life that begins at the onset of puberty — when sexual maturity, or the
ability to reproduce, is attained. The term derives from the Latin word 'adolescere' meaning 'to grow into
maturity'. It is a period of rapid biological and psychological change.
Key Points: Transition between childhood and adulthood; begins at puberty

Q8. What is egocentrism in the context of adolescence? Name its two components. [2 Marks]
Ans. Adolescent egocentrism, as described by David Elkind, is the belief that one's own thoughts and
feelings are uniquely important and that others are equally focused on oneself. Its two components are:
(i) Imaginary audience — the belief that others are constantly watching and noticing everything about
oneself (e.g., being overly self-conscious about a pimple), and (ii) Personal fable — the sense of
personal uniqueness and invulnerability, believing no one can truly understand one's feelings.
Key Points: Imaginary audience + Personal fable

Q9. What is menarche? What factors affect its timing? [2 Marks]

Ans. Menarche refers to the onset of menstruation, marking a key pubertal change in girls. The growth
spurt in girls generally begins at 10–11 years and menarche follows. Factors affecting its timing include:
(i) Genetics — identical twins reach menarche closer in time than fraternal twins; (ii) Socio-economic
status — girls from affluent families tend to reach menarche earlier; and (iii) Nutrition and healthcare —
historical trends show the age of menarche is declining in industrialised nations.
Key Points: First menstruation; influenced by genetics, nutrition, socioeconomic status

Q10. Distinguish between anorexia nervosa and bulimia. [2 Marks]

Ans. Anorexia nervosa is an eating disorder involving relentless pursuit of thinness through starvation,
often driven by distorted body image and the media's projection of thinness as desirable. Bulimia is
another eating disorder where the individual follows a binge-and-purge pattern — eating large amounts
of food and then purging through self-induced vomiting, laxatives, or alternating with fasting. Both are
primarily female disorders more common in urban families.
Key Points: Anorexia = starvation/restriction; Bulimia = binge-purge cycle

SECTION B – 3 Mark Questions

Q1. Describe Bronfenbrenner's contextual view of development. Name any three systems. [3
Marks]

Ans. Urie Bronfenbrenner's contextual view emphasises that development is always embedded in a
socio-cultural context and is shaped by multiple levels of environmental influence. (i) Microsystem: The
immediate setting where the individual lives and directly interacts — family, peers, school,
 neighbourhood. (ii) Mesosystem: The relationships between contexts in the microsystem, e.g., how
parents relate to teachers. (iii) Exosystem: Social settings in which the child does not participate directly
but which still influence development, e.g., parental workplace policies. (iv) Macrosystem: The broader
culture, ideologies, and traditions. (v) Chronosystem: The historical timing of life events, such as
parental divorce and its effect on the child.
Key Points: 5 systems: Micro → Meso → Exo → Macro → Chrono

Q2. Explain Piaget's sensorimotor and preoperational stages of cognitive development. [3

Marks]

Ans. According to Jean Piaget, cognitive development occurs in stages: (i) Sensorimotor Stage (0–2
years): The infant explores the world through sensory experiences and physical actions — looking,
touching, grasping. The newborn lacks object permanence initially but gradually develops it by about 8
months. (ii) Preoperational Stage (2–7 years): The child develops symbolic thought and can mentally
represent objects not physically present. Key features include egocentrism (seeing the world only from
one's own perspective), animism (attributing life to inanimate objects), centration (focusing on one
feature only), and intuitive thought (seeking 'why' questions). The child cannot perform reversible mental
operations yet.
Key Points: Sensorimotor: action-based, object permanence; Preoperational: symbolic, egocentrism, centration

Q3. Describe the major physical changes that occur during adolescence. [3 Marks]
Ans. Adolescence is marked by dramatic physical changes driven by the release of hormones: (i)
Primary sex characteristics: Changes directly related to reproduction, including maturation of
reproductive organs. (ii) Secondary sex characteristics: Signs of sexual maturity not directly linked to
reproduction — in boys, these include acceleration in growth, facial hair, voice changes; in girls, rapid
growth in height and breast development. (iii) Growth spurt: Generally begins at 12–13 years in boys
and 10–11 years in girls. (iv) Menarche: Onset of menstruation in girls. Psychological changes
accompany these physical changes, including increased interest in the opposite sex and new
awareness of sexual feelings.
Key Points: Primary + secondary sex characteristics, growth spurt, menarche

Q4. What is moral development? Describe Kohlberg's view briefly. [3 Marks]

Ans. Moral development involves learning to differentiate between right and wrong, developing
empathy, a sense of guilt, and the ability to consider others' perspectives. According to Lawrence
Kohlberg, children pass through age-related stages of moral development: (i) Pre-conventional level
(before 9 years): The child judges actions as wrong if punished and right if rewarded — morality is
governed by external authority. (ii) Conventional level (early adolescence): The child develops moral
reasoning through internalised rules of others — parents, laws of society — to win approval and be
virtuous. (iii) Post-conventional level: The individual develops a personal moral code; social rules are no
longer seen as absolute, and moral thinking shows flexibility.
Key Points: 3 levels: Pre-conventional → Conventional → Post-conventional

Q5. Explain the concept of identity formation during adolescence with reference to Erikson. [3
Marks]

Ans. Identity refers to who a person is — their values, commitments, and beliefs. According to Erik
Erikson, the primary task of adolescence is to establish an identity separate from parents. During
adolescence a detachment process occurs, enabling the individual to develop a personalised set of
beliefs. Those who cope with conflicting identities develop a new sense of self; those who cannot
experience identity confusion, which can lead to social isolation or losing oneself in the crowd. Several
 factors influence identity formation, including cultural background, family and societal values, ethnic
background, socio-economic status, peer relationships, and vocational commitment.
Key Points: Erikson: identity vs. identity confusion; influenced by culture, peers, vocation

Q6. What are the major concerns/challenges faced during adolescence? Describe any two. [3
Marks]

Ans. Adolescence is a vulnerable period and young people face several challenges: (i) Delinquency:
This includes socially unacceptable behaviour, legal offences, or criminal acts (e.g., truancy, theft,
vandalism). It is associated with low parental support, inappropriate discipline, negative self-identity, and
feelings of alienation. Change in peer group and developing self-worth can reduce delinquency. (ii)
Substance Abuse: Adolescents are especially vulnerable to smoking, alcohol, and drugs due to peer
pressure, desire to appear adult, or escape from stress. Addictive substances interfere with the
development of coping skills. Positive family and peer relationships are protective factors. (iii) Eating
Disorders: Anorexia nervosa and bulimia arise from obsession with body image, driven by peer
comparisons and media ideals of thinness.
Key Points: Delinquency, Substance Abuse, Eating Disorders — causes and prevention

Q7. Describe the cephalocaudal and proximodistal trends in physical development. [3 Marks]
Ans. Physical development in early childhood follows two key principles: (i) Cephalocaudal trend:
Development proceeds from the head (cephalic) region downward to the tail (caudal) region. Children
gain control over the upper part of the body before the lower part. For example, an infant's head is
proportionately larger than the body, and when crawling, the infant uses arms before legs. (ii)
Proximodistal trend: Development proceeds from the centre of the body outward to the extremities
(distal regions). Children gain control over their torso before their limbs. For example, infants initially
reach for objects by turning their whole body, and gradually extend just their arms. Both trends result
from a maturing nervous system and are seen even in visually impaired children.
Key Points: Cephalocaudal = head to toe; Proximodistal = centre to extremities

Q8. Explain how heredity and environment interact to influence development. [3 Marks]
Ans. Development results from the interaction of heredity and environment. Genes provide a blueprint
and timetable (genotype), but the environment influences how that genetic potential is expressed
(phenotype). For example: (i) A child genetically predisposed to introversion may become more
extroverted in a socially stimulating environment. (ii) An individual with 'short height' genes will never
become very tall, no matter how nutritious the environment — genes set the limits, environment works
within those limits. Sandra Scarr (1992) noted that parents shape their children's environment partly
based on their own genetic predispositions (e.g., book-loving parents create reading-rich homes).
Children also actively choose environments suited to their genotype (e.g., musically gifted children seek
musical environments).
Key Points: Genes set limits; environment works within limits; active gene-environment interaction

SECTION C – 4 Mark Questions

Q1. Describe the sensorimotor, preoperational, concrete operational, and formal operational
stages of Piaget's theory of cognitive development. [4 Marks]
Ans. Jean Piaget proposed that children's cognitive development passes through four qualitatively
distinct stages: (i) Sensorimotor Stage (0–2 years): The infant explores through senses and motor
actions. The key achievement is the development of object permanence — realising objects exist even
 when unseen. (ii) Preoperational Stage (2–7 years): Symbolic thought and language develop. The child
engages in egocentrism, animism, centration, and intuitive thought. Cannot perform reversible mental
operations. (iii) Concrete Operational Stage (7–11 years): The child can perform logical operations on
concrete objects. Key achievements include conservation (understanding quantity doesn't change with
shape), classification, and seriation. Egocentrism declines. (iv) Formal Operational Stage (11–15 years):
Abstract, hypothetical-deductive reasoning develops. The adolescent can think about possibilities,
reason about ideal standards, and solve problems systematically. Moral reasoning also becomes more
flexible at this stage.
Key Points: 4 stages: Sensorimotor → Preoperational → Concrete Operational → Formal Operational

Q2. What is attachment? Explain the role of parenting in developing secure vs. insecure
attachment in infants. [4 Marks]
Ans. Attachment is the close emotional bond of affection that develops between infants and their
parents or caregivers. The Harlow and Harlow (1962) study demonstrated that contact-comfort (physical
warmth and closeness) is more critical for attachment than feeding alone. According to Erik Erikson, the
first year of life is the key period for developing trust or mistrust. Secure Attachment develops when
parents are sensitive, affectionate, and accepting. Such infants feel confident to explore the
environment, respond positively when picked up, and play freely. Insecure Attachment develops when
parents are insensitive, show dissatisfaction, or find fault with the child. These infants become anxious
when separated, cry due to fear, and feel self-doubt. A close, interactive relationship with warm and
affectionate adults is a child's first step towards healthy development.
Key Points: Harlow's study → contact comfort; Erikson: trust vs mistrust; Secure vs Insecure attachment

Q3. Describe the cognitive and socio-emotional development during childhood. [4 Marks]
Ans. Cognitive Development during childhood follows Piaget's stages: In early childhood
(preoperational), the child develops symbolic thought, but shows egocentrism, centration, and animism.
In middle and late childhood (concrete operational), intuitive thought is replaced by logical thought.
Children can perform reversible mental operations, achieve conservation, classify objects, and reduce
egocentrism. Abstract thinking (e.g., algebra) is still not possible. Socio-emotional Development: (i)
Self-concept: In early childhood, children define themselves through physical characteristics. In
middle/late childhood, they shift to psychological traits ('I am smart') and social comparisons ('I scored
more than Atul'). (ii) Gender Development: Children acquire gender identity by age 3 and organise
behaviour according to gender roles (see Box 3.2). (iii) Moral Development (Kohlberg): Young children
judge by external authority (punishment/reward), progressing to internalised societal rules in early
adolescence.
Key Points: Cognitive: preoperational → concrete operational; Socio-emotional: self, gender, morality

Q4. What are the physical and cognitive changes during adolescence? How do these affect
the adolescent's sense of identity? [4 Marks]
Ans. Physical Changes: Puberty marks the onset of adolescence. Hormonal changes lead to the
development of primary sex characteristics (related to reproduction) and secondary sex characteristics
(e.g., facial hair in boys, breast development in girls). The growth spurt begins at 12–13 in boys and
10–11 in girls. Menarche occurs in girls. Adolescents become preoccupied with their physical
appearance and need to develop a realistic, acceptable body image. Cognitive Changes: According to
Piaget, formal operational thought (11–15 years) brings abstract, logical, and idealistic thinking.
Adolescents use hypothetical-deductive reasoning, evaluate moral options, and develop a personal
moral code. Elkind's concepts of imaginary audience and personal fable reflect adolescent egocentrism.
Impact on Identity: Erikson describes the key adolescent challenge as resolving identity vs. identity
confusion. Physical and cognitive changes, peer relationships, cultural background, family values, and
 vocational choices all shape the adolescent's quest to answer 'Who am I?'
Key Points: Physical: puberty, growth spurt; Cognitive: formal operations, abstract thinking; Identity: Erikson

Q5. Describe the developmental changes in adulthood and old age. [4 Marks]
Ans. Adulthood: In early adulthood (twenties), the major tasks are establishing a stable life structure,
transitioning to independence, and exploring possibilities for adult living regarding career and marriage.
Career development involves proving competence and managing competition. Marriage requires
adjustments in understanding, sharing responsibilities, and managing dual roles if both partners work.
Parenthood, though fulfilling, can be stressful. In middle adulthood, physical changes include decline in
vision, hearing loss, changes in appearance (wrinkles, grey hair), and gradual deterioration of physical
functioning. Cognitively, long-term memory shows more decline than short-term memory, while wisdom
may improve with age. Old Age: Old age involves coping with retirement (seen positively or negatively),
widowhood, illness, and changes in family roles (e.g., grandparenting). Indian culture emphasises
children caring for elderly parents. Loss of energy and financial assets can lead to dependency and
depression. Support from family and friends is crucial. People in different cultures view death differently
(e.g., Gond culture attributes death to magic).
Key Points: Early adulthood: career, marriage, parenthood; Middle age: physical/cognitive changes; Old age:
retirement, widowhood, dependency

SECTION D – 6 Mark Questions

Q1. What is development? Explain the Life-Span Perspective on development with its key
assumptions. [6 Marks]
Ans. Development is the pattern of progressive, orderly, and predictable changes that begin at
conception and continue throughout life. It encompasses biological, cognitive, and socio-emotional
processes and includes both growth and decline. The Life-Span Perspective (LSP) is a comprehensive
approach to studying development across all phases of life. Its key assumptions are: (1) Development is
Lifelong: It takes place across all age groups from conception to old age, including both gains and
losses that interact dynamically. (2) Multiple Processes are Interwoven: Biological, cognitive, and
socio-emotional processes interact throughout development. (3) Development is Multi-directional: Some
dimensions increase while others may decline (e.g., adults become wiser but may run slower). (4)
Development is Plastic: Skills and abilities can be improved throughout life, though plasticity varies
across individuals. (5) Development is Historically Influenced: The experiences of 20-year-olds who
lived through India's freedom struggle differ greatly from those of today's youth. (6) Development is
Multi-disciplinary: Psychology, anthropology, sociology, and neurosciences all contribute to
understanding development. (7) Development is Contextual: Individuals respond and adapt to inherited
traits, physical, social, historical, and cultural contexts throughout life.
Key Points: 7 assumptions of LSP; development = lifelong, multi-directional, plastic, contextual, multi-disciplinary

Q2. Describe the stages of development from prenatal to old age, highlighting the major
features of each stage. [6 Marks]
Ans. Human development proceeds through the following stages: (1) Prenatal Stage (conception to
birth, ~40 weeks): Guided by the genetic blueprint. Affected by maternal health, nutrition, age, emotional
state, diseases (e.g., rubella, HIV), and teratogens (drugs, radiation, pollutants). (2) Infancy (0–2 years):
Rapid brain development. Newborns have basic reflexes (rooting, Moro, grasp, Babinski). Motor
development follows cephalocaudal and proximodistal trends. Sensory abilities are present at birth;
vision matures by 1 year, full colour vision by 3 months. Piaget's sensorimotor stage; object permanence
develops by 8 months. Attachment (emotional bond) forms with caregivers. (3) Childhood (2–12 years):
 Physical growth slows. Piaget's preoperational (2–7 yrs) and concrete operational (7–11 yrs) stages.
Language and logical thinking develop. Self-concept, gender identity, and moral reasoning (Kohlberg)
develop. Social world expands to peers and school. (4) Adolescence: Puberty, growth spurt, primary
and secondary sex characteristics. Formal operational thought (abstract reasoning). Identity formation
(Erikson). Challenges include delinquency, substance abuse, and eating disorders. (5) Adulthood: Early
— career, marriage, parenthood. Middle — physical and cognitive changes. (6) Old Age: Retirement,
widowhood, grandparenting, dependency. Wisdom may increase while memory declines. Support from
family is crucial.
Key Points: Cover all 6 stages: prenatal, infancy, childhood, adolescence, adulthood, old age with key features

Q3. Discuss the role of heredity and environment in shaping human development. How does
Bronfenbrenner's ecological model help understand the context of development? [6 Marks]
Ans. Heredity and Environment: Human development results from the interplay of heredity (genetic
factors) and environment. Genotype is the actual genetic material inherited; phenotype is the observable
expression of genotype in interaction with the environment. Genes provide a blueprint and timetable, but
environment determines how genetic potential is realised. For example, an introvert by genotype may
become more extroverted in a social environment. An individual with 'short height' genes cannot exceed
a genetically determined ceiling even with optimal nutrition. Sandra Scarr (1992) noted that parents
shape the environment according to their own genetic predispositions (e.g., intelligent parents provide
books). Children also actively seek environments matching their genotype (e.g., musically gifted children
pursue musical settings). Bronfenbrenner's Ecological Model: Bronfenbrenner emphasised that
development is embedded in multiple ecological layers: (i) Microsystem: Immediate environment —
family, peers, school, neighbourhood. (ii) Mesosystem: Relations between microsystem contexts (e.g.,
parent-teacher relationships). (iii) Exosystem: Indirect influences — parental workplace, quality of
libraries, medical care. (iv) Macrosystem: Culture, ideologies, beliefs, traditions. (v) Chronosystem:
Historical timing and life events (e.g., divorce, economic setback). Durganand Sinha (1977) proposed an
ecological model for the Indian context, describing 'upper visible layers' (home, school, peers) and
'surrounding layers' (geography, caste, amenities) that constantly interact to influence child
development.
Key Points: Heredity: genotype, phenotype, Scarr (1992); Environment: limits and interactions; Bronfenbrenner: 5
systems; Sinha: Indian context

Q4. Explain the challenges of adolescence with specific reference to identity formation,
egocentrism, and major concerns such as delinquency and substance abuse. [6 Marks]
Ans. Adolescence is a transitional stage from childhood to adulthood, beginning at puberty. It involves
rapid physical, cognitive, and socio-emotional changes. Identity Formation (Erikson): The primary task of
adolescence is to establish a personal identity — to answer 'Who am I?' A detachment from parents
enables the adolescent to develop personalised values and beliefs. Those who successfully navigate
conflicting identities develop a stable sense of self. Those who cannot face identity confusion, leading to
social isolation or loss of self in the crowd. Identity is shaped by cultural background, family values,
peers, and vocational choices. Egocentrism (Elkind): Adolescents develop a special form of egocentrism
with two components: (i) Imaginary audience: The belief that others are constantly watching and judging
them, causing extreme self-consciousness. (ii) Personal fable: The sense of uniqueness and
invulnerability; 'No one understands me.' Adolescents may keep personal diaries filled with fantasy.
Major Concerns: (i) Delinquency: Socially unacceptable or criminal behaviour (truancy, theft), linked to
low parental support, poverty, and poor self-concept. Change in peer group and positive role models
reduce delinquency. (ii) Substance Abuse: Vulnerability to drugs, alcohol, and smoking due to peer
pressure, stress, or desire to appear adult. Adolescents who are impulsive, anxious, or have low
self-esteem are more at risk. In India, STEP (Society for Theatre in Education Programme) is a
successful anti-drug initiative. (iii) Eating Disorders: Anorexia nervosa (starvation for thinness) and
bulimia (binge-purge) are driven by body image obsession and media influence.
Key Points: Identity (Erikson) + Egocentrism (Elkind: imaginary audience + personal fable) + Delinquency +
Substance Abuse + Eating Disorders

Chapter 3: Human Development | Psychology Class XI | CBSE Format Question Bank | NCERT Textbook Reference