| A) | When an infant stops breathing and dies suddenly.
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| B) | The sequence in which the greatest growth occurs at the top—the head—with physical growth in size and weight and feature differentiation gradually working from top to bottom.
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| C) | Recovery of a habituated response after a change in stimulation.
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| D) | Built-in reactions to stimuli that govern the newborn's movements, which are automatic and beyond the newborn's control.
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| E) | Built-in reaction in newborn that enables it to get nourishment before it has associated a nipple with food.
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| F) | Refers to theThe recognition that an object remains the same even though the retinal image of the object changes.
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| G) | Built-in reaction in newborn that, causesing it to turn its head toward the side that was touched, in an apparent effort to find something to suck.
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| H) | The sequence in which growth starts at the center of the body and moves toward the extremities.
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| I) | Motor skills that involve large-muscle activities, such as walking.
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| J) | The view that perception functions to bring organisms in contact with the environment and to increase adaptation.
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| K) | A research method used to determine whether infants can distinguish one stimulus from another.
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| L) | Specialization of function in one hemisphere of the cerebral cortex or the other.
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| M) | The interpretation of what is sensed.
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| N) | A wasting away of body tissues in the infant's first year, caused by severe protein–calorie deficiency.
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| O) | Motor skills that involve finely tuned movements, such as finger dexterity.
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| P) | A condition caused by a deficiency in protein in which the child's abdomen and feet become swollen with water.
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| Q) | Decreased responsiveness to a stimulus after repeated presentation of the stimulus.
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| R) | Response that occurs when an infant's palms are touched; infant responds by grasping tightly.
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| S) | The ability to relate and integrate information from two or more sensory modalities, such as vision and hearing.
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| T) | The perspective on motor development that seeks to explain how motor behaviors are assembled for perceiving and acting.
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| U) | Nerve cell that handles information processing at the cellular level.
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| V) | A neonatal startle response that occurs in reaction to sudden, intense noise, causing infant to arch its back, throw its head back, and fling out its arms and legs.
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| W) | Opportunities for interaction thatwhich are offered by objects that are necessary to perform functional activities.
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| X) | The product of the interaction between information and the sensory receptors—the eyes, ears, tongue, nostrils, and skin.
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| Y) | Refers to the recognition that an object's shape remains the same even though its orientation to us changes.
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