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432706
Self and Social Understanding
Description
Developmental Psych Textbook and lecture notes combined
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university year 2
Mind Map by
Helen Li
, updated more than 1 year ago
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Created by
Helen Li
over 10 years ago
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Resource summary
Self and Social Understanding
Social cognition & the Self
Categorical self
Remembered self
Enduring self
Freud's Infant Egocentrism
differentiation of self is based on satiation of biological needs
Infants only care about themsevles - can't distinguish between themselves and world
SELF-AWARENESS
explicit self-awareness = self-recognition
Influences
sensitive caregiving
Feedback
To do with emotions of yourself and others
Self-conscious emotions (secondary emotions)
Possessiveness = sign of self-assertion
William James: The Self
SELF = both knower and known
we are both someone who knows things and someone who is known (by others)
I-self: know that we are separate from others
Me-self: traits we possess
RED DOT TASK
draw red dot/mark on child's forehead
place them in front of mirror
a) touch themselves on the forehead to try and rub it off
b) touch mirror image of themselves to try and rub it off
COOLEY: LOOKING GLASS SELF
we evaluate ourselves based on how others evaluate us!
How do I look in front of others?
How do others feel about me?
How can we change ourselves to satisfy others?
CHILDREN'S THEORY OF MIND
contributes to perspective-taking
enriched understanding of yours and others' mental lives
aware of inner self + your own private thoughts/feelings
DESIRE THEORY OF MIND
thinking that people always act consistent with their attitudes/desires
do NOT realise things such as BELIEFS yet
FACTORS
Language & Verbal reasoning
Social interaction
Security of attachment
Make believe play
Executive Function
FALSE-BELIEF TASK
1. show child smarties box
2. ask them what's inside it - they say Smarties
3. Show them that there's PENS inside, not Smarties
4. Then ask child what Sarah (hypothetical person) would think if they were shown Smarties box
5. Child says Sarah would think there are PENS in box
Child does not yet understand that what THEY know is not necessarily what OTHERS know!
Recursive thought
ability to see situation from 2 DIFF PERSPECTIVES
understand 2ND-ORDER BELIEFS: that someone's belief about beliefs of someone else is not always right
SELF-CONCEPT
Preschool
Toddlers
Early Childhood
Adolescence
George Herbert Mead: Self as Generalized Other
Children adopt the same view as the one others have of them
SELF-ESTEEM
Culture
Asian children tend to have lower self-esteem despite being generally good at academics
Childrearing
Children: ALL OR NOTHING APPROACH
Middle Childhood: use SOCIAL COMPARISONS
Adolescence: develop NEW dimensions of self-esteem
ACADEMIC COMPETENCE
PHYSICAL ATTRACTIVENESS
SOCIAL COMPETENCE
PHYSICAL/ATHLETIC COMPETENCE
Multiple Selfs
Having diff versions of self in diff situations
ACHIEVEMENT-RELATED ATTRIBUTIONS
MASTERY-ORIENTED
Success = result of own ability
Incremental view of performance
LEARNED HELPLESS
Failures due to inherent lack of ability
Static view of performance
INTERNAL psychological cause
ABILITY
EFFORT
EXTERNAL psychological cause
Attribution Retraining
Train learned helpless children to re-evaluate performance, ability
Encouragement
Constructive criticism and guidance
IDENTITY CONSTRUCTION
Define who you are
What you value
Directions you want to pursue in life
IA (Identity Achievement)
IM (Identity Moratorium)
IF (Identity Foreclosure)
ID (Identity Diffusion)
FACTORS AFFECTING IDENTITY DEVELOPMENT
personality
famiy
Peers
School/community
PREJUDICE: Ingroup vs Outgroup
In group favouritism very easy to form
Prejudice can start young - kids get msgs about group status everywhere
Issue of decline of overt racial bias
REDUCE prejudice
promote intergroup contact
Promote multicultural classrooms
Cross-race friendships
Teaching children that traits are CHANGEABLE
Volunteerism
SOCIAL PB-SOLVING
1. Encode social cues
2. Interpret social cues
3. Formulate social goals
4. Generate pb-solving strategies
5. Evaluate each strategy and choose best one
6. Enact strategy
7. Peer reaction/response
Depends on child's mental state
PATHS
Promoting Alternative Thinking Strategies
Intervention method for preschool children
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