(See related pages)
Below are the key terms featured in this chapter. The textbook's full glossary is also available for online searching.
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| Anger cry | A cry similar to the basic cry, with more excess air forced through the vocal chords |
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| Attachment | A close emotional bond between an infant and a caregiver |
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| Basic cry | A rhythmic pattern consisting of a cry, a briefer silence, a sorter inspiratory whistle, and a brief rest before the next cry |
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| Deferred imitation | Imitation that occurs after a time delay of hours or days |
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| Difficult child | A child who tends to react negatively, who engages in irregular routines, and who is slow to accept new experiences |
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| Dishabituation | An infant's renewed interest in a stimulus |
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| Easy child | A child who is generally in a positive mood, who quickly establishes regular routines, and who adapts easily to new experiences |
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| Emotion | Feeling or affect that can involve physiological arousal, conscious experience, and behaviour |
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| Emotional regulation | Effectively managing arousal to adapt and reach a goal |
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| Holographic hypothesis | A single word can be used to imply a complete sentence |
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| Insecure avoidant babies | Babies who show insecurity by avoiding the mother |
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| Insecure disorganized babies | Babies who show insecurity by being disorganized and disoriented |
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| Insecure resistant babies | Babies who might cling to the caregiver, then resist by fighting against the closeness |
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| Language | A system of symbols used to communicate with others |
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| Maximally Discriminative Facial Movement Coding System (MAX) | Izard’s system of coding infants’ facial expressions related to emotions |
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| Pain cry | A sudden appearance of loud crying and a long initial cry followed by an extended period of breath holding |
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| Receptive vocabulary | The words an individual understands |
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| Reciprocal socialization | Children socialize parents just as parents socialize children |
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| Reflexive smile | A smile that does not occur in response to external stimuli |
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| Scaffolding | Parental behaviour that supports children's efforts and promotes skills |
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| Scheme | In Piaget's theory, a cognitive structure that helps individuals organize/understand experience |
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| Secondary circular reactions | Piaget's third substage of the sensorimotor stage; infant becomes more object-oriented |
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| Secure attachment | The infant uses the caregiver as a secure base from which to explore the environment |
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| Slow-to-warm-up child | A child who has a low activity level, is somewhat negative, shows low adaptability, and displays a low intensity of mood |
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| Social referencing | “Reading” emotional cues in others to help determine how to act in particular situation |
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| Social smile | A smile in response to an external stimulus, which typically is a face |
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| Strange Situation | An observational measure of infant attachment that requires the infant to move through a series of separations and reunions with the caregiver and an adult strange |
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| Stranger anxiety | An infant's fear and wariness of strangers |
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| Telegraphic speech | The use of short and precise words to communicate young children's utterances |
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| Temperament | An individual's behavioural style and characteristic way of emotional response |