Child Development and Attachment Styles Quiz

A research procedure used to assess the quality of an infant's attachment to their primary caregiver.

A type of attachment style characterized by a child who is comfortable exploring when their caregiver is present, distressed when they're absent, and easily comforted upon reunion.

A type of attachment style characterized by a child who is wary of strangers, intensely upset by separations from their caregiver, and ambivalent towards them upon reunion, wanting closeness but also showing anger.

A type of attachment style characterized by a child who maintains exploration, shows little distress when separated from their caregiver, and avoids them upon reunion.

A type of attachment style characterized by a child who displays inconsistent coping behavior, often showing contradictory responses to stress, and displaying chaotic or unusual reactions.

A child's natural tendencies and characteristic behaviors.

The idea that the interactions between a child and their caregiver can influence their temperament.

The tendency to prefer individuals who have demonstrated helpful behavior, even in infancy. This suggests an early understanding of helpfulness as a characteristic of individuals.

The ability to understand and share the feelings of others, which develops significantly in the first two years of life.

A child's natural tendencies and characteristic behaviors that influence their emotional and social development.

A child's internal representation of how caring interactions typically work, which can be influenced by their experiences with caregivers.

Warmth, responsiveness, and sensitivity from caregivers can enhance a toddler's empathic development.

The interplay between a child's emotional and social learning and their cognitive development, especially in early childhood.

The need to control objects and environments, which emerges around six months of age, indicating a growing sense of agency.

The ability to act independently and make choices, which develops alongside the desire to control.

Infants are naturally inclined to understand social dynamics, developing internal models of both care and competition.

The smallest unit of sound that makes a meaningful difference in a language. For example, the word "bit" has three phonemes.

A string of one or more phonemes that makes up the smallest units of meaning in a language.

The set of rules of a language by which meaning is constructed. Each language has a different syntax, but these differences have evolved over time and closely related languages have common syntax.

The study of how language is used in social context.

Infants vocalize 4-5 times a minute while awake. 75% of infant vocalizations are a form of verbal self-play and not related to social interaction.

The first infant vocalizations are similar around the world, and infants respond to the sounds of all languages.

At 7 months, infants begin to babble in a way that is specific to their native language; they also lose some ability to appreciate differences between language sounds.

All language has the same basic structure, that likely reflects how the brain processes information.

How we communicate effectively and appropriately with others.

The syntax of language and the syntax of music have much in common.

The period of development from birth to about 3 years of age when the brain is most sensitive to language learning. During this time, children are most receptive to acquiring language skills.

A range of conditions characterized by difficulties with social interaction, repetitive behaviors, and communication. It affects an estimated 1 in 44 children in the US.

The most common form of developmental disability, with boys being four times more likely to be diagnosed than girls.

Early identification and intervention can significantly improve outcomes for children with ASD. Most children with ASD are not identified until after age 4.

A standardized assessment tool that measures speech and language development from birth to 36 months of age. It helps clinicians identify and address developmental needs in young children.

The ability to understand and produce sounds, words, and sentences.

Sounds made by infants that consist of consonant and vowel combinations. These sounds are not yet words.

The period from birth to 3 months, during which infants respond to sound and recognize voices.

From 4 to 6 months, infants begin to follow sounds visually and respond to changes in tone of voice.

From 7 months to 1 year, infants show more advanced understanding of language, including playing peek-a-boo, understanding common words, and babbling.

From 1 to 2 years, toddlers continue to develop language skills by understanding simple questions, following commands, and putting words together.

The order in which children learn to understand and speak language is consistent across cultures.

The process of learning a language, involving understanding, producing, and using it.

The period from birth to 3 months.

The period from 1 to 2 years.