Question 1

emotions are influenced by biological foundations,
cognitive processes, and a person’s experiences

Accepted Answer

Biological, Cognitive, and Environmental Influences

Question 2

emotions that are present in humans
and other animals and emerge early in life

Accepted Answer

Primary emotions

Question 3

emotions that require self-awareness, especially consciousness and a sense of “me”;
Ex.: jealousy, empathy, and embarrassment.

Accepted Answer

Self-conscious emotions

Question 4

is the most important mechanism newborns
have for communicating with their world

Accepted Answer

Crying

Question 5

a rhythmic pattern usually consisting of a
cry, a briefer silence, a shorter inspiratory whistle that is
higher pitched than the main cry, and then a brief rest
before the next cry

Accepted Answer

Basic cry

Question 6

a variation of the basic cry, with more
excess air forced through the vocal cords

Accepted Answer

Anger cry

Question 7

a sudden appearance of a long, initial loud
cry without preliminary moaning, followed by breath
holding

Accepted Answer

Pain cry

Question 8

is a key social signal and a very important
aspect of positive social interaction in developing a new
social skill

Accepted Answer

Smiling

Question 9

a smile that does not occur in
response to external stimuli. It happens during the first
month after birth, usually during sleep

Accepted Answer

Reflexive smile

Question 10

a smile in response to an external
stimulus, which early in development is typically a face

Accepted Answer

Social smile

Question 11

one of a baby’s earliest emotions is fear, which
typically first appears at about 6 months of age and peaks. however, abused and neglected infants can show fear
as early as 3 months
at about 18 months

Accepted Answer

Fear

Question 12

an infant’s fear and wariness of
strangers; it tends to appear during the second half of the
first year of life

Accepted Answer

Stranger Anxiety

Question 13

an infant’s distressed crying
when the caregiver leaves

Accepted Answer

Separation Protest

Question 14

It involves individual differences in behavioral styles,
emotions, and characteristic ways of responding

Accepted Answer

Temperament Styles

Question 15

a child who is generally in a positive
mood, quickly establishes regular routines in infancy, and
adapts easily to new experiences

Accepted Answer

Easy child

Question 16

child who tends to react negatively
and cry frequently, engages in irregular daily routines, and
is slow to accept change

Accepted Answer

Difficult child

Question 17

a child who has a low
activity level, is somewhat negative, and displays a low
intensity of mood

Accepted Answer

Slow-to-warm-up child

Question 18

temperament focuses on the differences between a shy,
subdued, timid child and a sociable, extraverted, bold
child

Accepted Answer

Kagan’s Behavioral Inhibition

Question 19

temperament has styles - effortful control (selfregulation)

Accepted Answer

Rothbart and Bates’ Classification

Question 20

includes approach, pleasure,
activity, smiling, and laughter

Accepted Answer

Extraversion/surgency

Question 21

includes fear, frustration, sadness,
and discomfort

Accepted Answer

Negative affectivity

Question 22

includes
attentional focusing and shifting, inhibitory control,
perceptual sensitivity, and low-intensity pleasure

Accepted Answer

Effortful control (self-regulation)

Question 23

refers to the match between a child’s
temperament and the environmental demands with which
the child must cope

Accepted Answer

Goodness of fit

Question 24

trust vs mistrust (Erikson); Following a life of
regularity, warmth, and protection in the mother’s
womb, the infant faces a world that is less secure

Accepted Answer

Trust

Question 25

autonomy vs Shame/doubt. Autonomy builds as the
infant’s mental and motor abilities develop. At this
point in development, not only can infants walk, but
they can also climb, open and close, drop, push and
pull, and hold and let go

Accepted Answer

Independence

Question 26

reading” emotional cues in others
to help determine how to act in a particular situation. It helps infants to interpret ambiguous situations more
accurately, as when they encounter a stranger and need
to know whether to fear the person

Accepted Answer

Social referencing

Question 27

a close emotional bond between two
people

Accepted Answer

Attachment

Question 28

from birth to 2 months. Infants instinctively
direct their attachment to human figures. Strangers,
siblings, and parents are equally likely to elicit smiling or
crying from the infant

Accepted Answer

Phase 1

Question 29

from 2 to 7 months. Attachment becomes
focused on one figure, usually the primary caregiver, as
the baby gradually learns to distinguish familiar from
unfamiliar people.

Accepted Answer

Phase 2

Question 30

from 7 to 24 months. Specific attachments
develop. With increased locomotor skills, babies actively
seek contact with regular caregivers, such as the mother
or father.

Accepted Answer

Phase 3

Question 31

from 24 months on. Children become aware of
others’ feelings, goals, and plans and begin to take these
into account in forming their own actions.

Accepted Answer

Phase 4

Question 32

a simple mental model of the
caregiver, their relationship, and the self as deserving of
nurturant care

Accepted Answer

Internal Working Model

Question 33

an observational measure of infant
attachment that requires the infant to move through a
series of introductions, separations, and reunions with the
caregiver and an adult stranger in a prescribed order

Accepted Answer

Strange Situation

Question 34

Babies who use the
caregiver as a secure base from which to explore the
environment

Accepted Answer

Securely attached babies

Question 35

Babies who show
insecurity by avoiding the caregiver

Accepted Answer

Insecure Avoidant Babies

Question 36

Babies who often cling to
the caregiver, then resist the caregiver by fighting against
the closeness, perhaps by kicking or pushing away

Accepted Answer

Insecure resistant babies

Question 37

Babies who show
insecurity by being disorganized and disoriented.

Accepted Answer

Insecure disorganized babies

Question 38

involves connections
across domains over time that influence developmental
pathways and outcomes

Accepted Answer

Developmental cascade model

Question 39

socialization that is
bidirectional; children socialize parents, just as parents
socialize children

Accepted Answer

Reciprocal socialization

Question 40

practice in which parents time interactions
so that infants experience turn taking with the parents;
these interactions allow infants to be more skillful than
they would be if they had to rely only on their own
abilities

Accepted Answer

Scaffolding

Question	Answer
emotions are influenced by biological foundations, cognitive processes, and a person’s experiences	Biological, Cognitive, and Environmental Influences
emotions that are present in humans and other animals and emerge early in life	Primary emotions
emotions that require self-awareness, especially consciousness and a sense of “me”; Ex.: jealousy, empathy, and embarrassment.	Self-conscious emotions
is the most important mechanism newborns have for communicating with their world	Crying
a rhythmic pattern usually consisting of a cry, a briefer silence, a shorter inspiratory whistle that is higher pitched than the main cry, and then a brief rest before the next cry	Basic cry
a variation of the basic cry, with more excess air forced through the vocal cords	Anger cry
a sudden appearance of a long, initial loud cry without preliminary moaning, followed by breath holding	Pain cry
is a key social signal and a very important aspect of positive social interaction in developing a new social skill	Smiling
a smile that does not occur in response to external stimuli. It happens during the first month after birth, usually during sleep	Reflexive smile
a smile in response to an external stimulus, which early in development is typically a face	Social smile
one of a baby’s earliest emotions is fear, which typically first appears at about 6 months of age and peaks. however, abused and neglected infants can show fear as early as 3 months at about 18 months	Fear
an infant’s fear and wariness of strangers; it tends to appear during the second half of the first year of life	Stranger Anxiety
an infant’s distressed crying when the caregiver leaves	Separation Protest
It involves individual differences in behavioral styles, emotions, and characteristic ways of responding	Temperament Styles
a child who is generally in a positive mood, quickly establishes regular routines in infancy, and adapts easily to new experiences	Easy child
child who tends to react negatively and cry frequently, engages in irregular daily routines, and is slow to accept change	Difficult child
a child who has a low activity level, is somewhat negative, and displays a low intensity of mood	Slow-to-warm-up child
temperament focuses on the differences between a shy, subdued, timid child and a sociable, extraverted, bold child	Kagan’s Behavioral Inhibition
temperament has styles - effortful control (selfregulation)	Rothbart and Bates’ Classification
includes approach, pleasure, activity, smiling, and laughter	Extraversion/surgency
includes fear, frustration, sadness, and discomfort	Negative affectivity
includes attentional focusing and shifting, inhibitory control, perceptual sensitivity, and low-intensity pleasure	Effortful control (self-regulation)
refers to the match between a child’s temperament and the environmental demands with which the child must cope	Goodness of fit
trust vs mistrust (Erikson); Following a life of regularity, warmth, and protection in the mother’s womb, the infant faces a world that is less secure	Trust
autonomy vs Shame/doubt. Autonomy builds as the infant’s mental and motor abilities develop. At this point in development, not only can infants walk, but they can also climb, open and close, drop, push and pull, and hold and let go	Independence
reading” emotional cues in others to help determine how to act in a particular situation. It helps infants to interpret ambiguous situations more accurately, as when they encounter a stranger and need to know whether to fear the person	Social referencing
a close emotional bond between two people	Attachment
from birth to 2 months. Infants instinctively direct their attachment to human figures. Strangers, siblings, and parents are equally likely to elicit smiling or crying from the infant	Phase 1
from 2 to 7 months. Attachment becomes focused on one figure, usually the primary caregiver, as the baby gradually learns to distinguish familiar from unfamiliar people.	Phase 2
from 7 to 24 months. Specific attachments develop. With increased locomotor skills, babies actively seek contact with regular caregivers, such as the mother or father.	Phase 3
from 24 months on. Children become aware of others’ feelings, goals, and plans and begin to take these into account in forming their own actions.	Phase 4
a simple mental model of the caregiver, their relationship, and the self as deserving of nurturant care	Internal Working Model
an observational measure of infant attachment that requires the infant to move through a series of introductions, separations, and reunions with the caregiver and an adult stranger in a prescribed order	Strange Situation
Babies who use the caregiver as a secure base from which to explore the environment	Securely attached babies
Babies who show insecurity by avoiding the caregiver	Insecure Avoidant Babies
Babies who often cling to the caregiver, then resist the caregiver by fighting against the closeness, perhaps by kicking or pushing away	Insecure resistant babies
Babies who show insecurity by being disorganized and disoriented.	Insecure disorganized babies
involves connections across domains over time that influence developmental pathways and outcomes	Developmental cascade model
socialization that is bidirectional; children socialize parents, just as parents socialize children	Reciprocal socialization
practice in which parents time interactions so that infants experience turn taking with the parents; these interactions allow infants to be more skillful than they would be if they had to rely only on their own abilities	Scaffolding

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socio-emotional dev