A child is expected to be able to catch a ball with both hands by 5 years. During this time they are also expected to be able to copy a square, skip using both feet, and may show romantic feelings for the opposite sex (4-5 years of age). At the age of 2, most children can kick a ball. At 3 years, most children can climb stairs using alternate feet. At the age of 4, children are expected to be able to catch a ball with their arms. 

A child is expected to be able to draw a cross by the age of 4. A square is typically copied by 5 years, and a triangle by 6 years. The ability to copy a diamond is not expected until the age of 7.

Edward Titchener (1867-1922) was a member of the structuralist field of thought. He and the other structural psychologists aimed to reduce psychological phenomena down to its basic mental processes.

An infant is expected to say their first words at 12-15 months, show object permanence, walk unassisted, and can exhibit separation anxiety. At 4-6 months, infants start to babble or repeat sounds. At 7-11 months, infants can imitate sounds but not usually say their first word yet. At 16-18 months, toddlers are expected to be able to say around 10 words. 

An infant starts imitating sounds, using gestures, and responding to their own name and simple instructions at 7-11 months. By 12-15 months, an infant is expected to say their first words. At 4-6 months, infants start to babble or repeat sounds but don't yet respond to their own name. At 1-3 months, infants are only cooing or gurgling in response to attention. 

During the grade school years (age 6 to 12 years) the parenteral role is to stimulate curiosity and pleasure in intellectual success so that the child develops a sense of competence, as opposed to feelings of inferiority and expectations of failure. 

Gardner's "logical-mathematical" intelligence, the correct response, refers to the ability to analyze problems, solve mathematical equations, detect patterns, and think logically. Multiple theories of intelligence have been developed within the field of Intelligence Development.  Howard Gardner is one of these theorists. He provides a seven-faceted model of intelligence that includes the types listed in the response choices. "Linguistic" is incorrect as it refers to the individual’s command of language. "Spatial" is incorrect because it refers to the individual’s ability to manipulate and work with physical objects. "Interpersonal" is also incorrect because it captures one’s ability to successfully navigate social interactions and relationships. 

Bloom's Taxonomy contains six cognitive levels that a student progresses through as intellectual capacities increase. Here, they are listed in ascending order of complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Bloom and his followers posited that by assessing a student's level of intellectual capacity, educators could best meet and test their students' learning development. 

The Flynn Effect can be described as the significant statistical research finding that intelligence, as measured by standardized tests, has increased across time in first world nations. That is, the average scores on intelligence tests have been climbing over the last several decades. For example, where the average score on a standardized intelligence test in the 1950's was 100, examinees today would score on average closer to 105. This has required a restandardization of normative data and has led researchers to investigate the phenomenon.