Stress in early childhood different stages in early childhood. In the first stage, stress usually causes alarm. Next, in the second or appraisal stage, the child attempts to find meaning from the event. Stage three consists of children seeking out coping strategies. Lastly, in stage four, children execute one or more of the coping strategies. However, children with lower tolerance for stressors are more susceptible to alarm and find a broader array of events to be stressful. These children often experience chronic or toxic stress. Children from a lower socioeconomic status are more prone to exposure to all the early life stress listed above.
Stress and vowel reduction in English one. In citation form, or at the end of a prosodic unit (marked ), extra stress appears from the utterance that is not inherent in the words themselves: "cóunterintélligence" and "cóunterfoil" . To determine where the actual lexical stress is in a word, one may try pronouncing the word in a phrase, with other words before and after it and without any pauses between them, to eliminate the effects of tonic stress: in "the còunterintèlligence commúnity," for example, one can hear secondary (that is, lexical) stress on two syllables of "counterintelligence," as the primary (tonic) stress has shifted to "community".