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Self and Social Understanding
- Social cognition & the Self
- Categorical self
- Remembered self
- Enduring self
- Categorical 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
- differentiation of self is based on satiation of biological needs
- SELF-AWARENESS
- explicit self-awareness = self-recognition
- Influences
- sensitive caregiving
- Feedback
- sensitive caregiving
- To do with emotions of yourself and others
- Self-conscious emotions (secondary emotions)
- Possessiveness = sign of self-assertion
- explicit self-awareness = self-recognition
- 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
- SELF = both knower and known
- 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
- draw red dot/mark on child's forehead
- 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?
- we evaluate ourselves based on how others evaluate us!
- 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
- thinking that people always act consistent with their attitudes/desires
- FACTORS
- Language & Verbal reasoning
- Social interaction
- Security of attachment
- Make believe play
- Executive Function
- Language & Verbal reasoning
- contributes to perspective-taking
- 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!
- 1. show child smarties box
- 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
- ability to see situation from 2 DIFF PERSPECTIVES
- 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
- 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
- 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
- Culture
- Multiple Selfs
- Having diff versions of self in diff situations
- Having diff versions of self in diff situations
- Preschool
- ACHIEVEMENT-RELATED ATTRIBUTIONS
- MASTERY-ORIENTED
- Success = result of own ability
- Incremental view of performance
- Success = result of own ability
- LEARNED HELPLESS
- Failures due to inherent lack of ability
- Static view of performance
- Failures due to inherent lack of ability
- INTERNAL psychological cause
- ABILITY
- EFFORT
- ABILITY
- EXTERNAL psychological cause
- MASTERY-ORIENTED
- Attribution Retraining
- Train learned helpless children to re-evaluate performance, ability
- Encouragement
- Constructive criticism and guidance
- Train learned helpless children to re-evaluate performance, ability
- 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
- personality
- Define who you are
- 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
- In group favouritism very easy to form
- REDUCE prejudice
- promote intergroup contact
- Promote multicultural classrooms
- Cross-race friendships
- Teaching children that traits are CHANGEABLE
- Volunteerism
- promote intergroup contact
- 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
- 1. Encode social cues
- PATHS
- Promoting Alternative Thinking Strategies
- Intervention method for preschool children
- Promoting Alternative Thinking Strategies
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