Tim understands that cars are vehicles. Later, he hears others refer to buses, trucks, or ships as vehicles, and starts to call them vehicles, too. This change is an example of

A. Motor skills are initially influenced by biology but become increasingly dependent on environmental factors: While biology and environment both matter, this statement is overly linear and doesn’t capture the moment-to-moment, multi-factor interaction emphasized by dynamic systems theory.
B. Infants take bits and pieces of data from sensations and build representations of the world in their minds: This describes constructivist/cognitive processes (Piagetian), focusing on internal mental representations rather than dynamic, embodied action.
C. Motor development comes about through the unfolding of a genetic plan, or maturation: This is the maturational (nativist) view, which sees motor milestones as preprogrammed rather than emergent from multiple interacting factors.
D. Infants perceive something new in the environment that motivates them to act. They use their perceptions to fine-tune their movements: Dynamic systems theory emphasizes that motor skills emerge from interactions among perception, action, the body, and environment; infants use perception to continuously adjust movements.

A. initiative: Initiative (initiative vs. guilt) is Erikson’s stage for early childhood (preschool years), not the adult generativity stage.
B. integrity: Integrity (integrity vs. despair) is Erikson’s final stage in late adulthood, concerning life review and acceptance.
C. generativity: Generativity (generativity vs. stagnation) is the central concern of middle adulthood—leaving a legacy and guiding the next generation.
D. stagnation: Stagnation is the negative pole of the same middle-adulthood stage (lack of productivity/concern for next generation), not the desirable outcome.