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level: Level 1

Questions and Answers List

level questions: Level 1

Question	Answer
A relatively consistent blend of emotions, temperament, thought, and behavior that makes each person unique.	Personality
Personality development is intertwined with social relationships.	Psychosocial development
Subjective reactions to experience that are associated with physiological and behavioral changes.	Emotions
A rhythmic cry, not always associated with hunger	Hunger cry
A variation of the rhythmic cry in which excess air is forced through the vocal cords.	Angry cry
A sudden onset of loud crying without preliminary moaning, sometimes followed with holding the breath.	Pain cry
Two or three drawn-out cries, with no prolonged breath-holding.	Frustration Cry
Crying that occurs for over three hours on three or more days for three or more weeks.	Colic
Emotions such as embarrassment, empathy, and envy that require a degree of self-awareness	Self-conscious emotions
The realization that one’s existence and functioning are separate from those of other people and things.	Self-awareness
Emotions such as pride, guilt, and shame that involve evaluation of one’s own thoughts and behavior against socially appropriate thoughts and behavior.	Self-evaluative emotions
Acting out of concern for others with no expectation of reward	Altruistic behavior
The ability to put oneself in another’s place and feel what that person feels.	Empathy
Neurons that fire when a person does something or observes someone doing the same thing.	Mirror Neurons
The ability to understand that others have mental states and to gauge their feelings and actions	Social Cognition
Characteristic disposition or style of approaching and reacting to situations.	Temperament
Children with a generally happy temperament, regular biological rhythms, and readiness to accept new experiences.	“Easy” children
Children with irritable temperament, irregular biological rhythms, and intense emotional responses.	“Difficult” children
Children whose temperament is generally mild but who are hesitant about accepting new experiences.	“Slow-to-warm-up” children
Appropriateness of environmental demands and constraints to a child’s temperament.	Goodness-of-fit
Shyness, or how sociable a child is with strange children and how boldly or cautiously the child approaches unfamiliar objects and situations.	Inhibition to the unfamiliar
Significance of being male or female	Gender
Socialization process by which children, at an early age, learn appropriate gender roles.	Gender-typing
Erikson’s first stage in psychosocial development in which infants develop a sense of the reliability of people and objects.	Basic Trust vs. Basic Mistrust
The belief of infants that they can fulfill their needs and obtain their desires.	Hope
Reciprocal, enduring tie between infant and caregiver, each of whom contributes to the quality of the relationship.	Attachment
Laboratory technique used to study attachment	Strange Situation
Pattern in which an infant cries or protests when the primary caregiver leaves and actively seeks out the caregiver upon his or her return.	Secure attachment
Infant’s use of a parent or other familiar caregiver as a departure point for exploration and a safe place to return periodically for emotional support.	Secure base
The pattern in which an infant rarely cries when separated from the primary caregiver and avoids contact upon his or her return	Avoidant attachment
Pattern in which an infant becomes anxious before the primary caregiver leaves, is extremely upset during his or her absence, and both seeks and resists contact upon his or her return.	Ambivalent (resistant) attachment
Pattern in which an infant, after separation from the primary caregiver, shows contradictory behaviors upon the caregiver’s return.	Disorganized-disoriented attachment