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        | feeling, or affect, that occurs when a person is in a state or an interaction that is important to him or her, especially to his or her well-being. |  | 
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        | emotions that are present in humans and animals; these emotions appear in the first six months of the human infant's development   include surprise, interest, joy, anger, sadness, fear, and discuss |  | 
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        | require self awareness that involves consciousness and a sense of "me"   includes jealousy, empathy, and embarrassment |  | 
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        | a rhythmic pattern that usually consists of a cry, followed by a briefer silence, then a shorter whistle that is higher in pitch that the main cry, then another brief rest before the next cry   reason could be hunger |  | 
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        | a variation of the basic cry in which more excess air is forced through the vocal cords |  | 
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        | a sudden long, initial loud cry followed by breath holding; no preliminary moaning is present   stimulated by a high-intensity stimulus |  | 
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        | a smile that does not occur in response to external stimuli and appears during the first month after birth, usually during sleep |  | 
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        | a smile that occurs in response to an external stimulus, typically a face in the case of the young infant |  | 
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        | infants communicate preexisting positive emotion by smiling at an object and then turning their smile toward an adult |  | 
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        | typically appears at about 6 months of age and peaks at about 18 months   linked to guilt, empathy, and low aggression at 6 to 7 years of age |  | 
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        | an infant shows a fear and wariness of strangers   first appears at about 6 months and is more intense by 9 months, peaking toward the end of the first year |  | 
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        | crying when the caregiver leaves   initially displayed by infants at approximately 7 to 8 months and peaks at about 15 months |  | 
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        | an individual's behavioral style and characteristic way of emotionally responding |  | 
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        | psychiatrists that identified three basic types, or clusters, of temperament |  | 
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        | this child is generally in a positive mood, quickly establishes regular routines in infancy, and adapts easily to new experiences |  | 
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        | this child reacts negatively and cries frequently, engages in irregular daily routines and is slow to accept change |  | 
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        | this child has a low activity level, is somewhat negative, and displays a low intensity of mood |  | 
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        | the match between a child's temperament and the environment demands the child must cope with |  | 
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