Social And Personality Development Lecture 8 Part 2 Of Course

Front 1

Individual self, relational self, collective self

Back 1

individual: aspects that make a person unique

relational: aspects of self that are in connection with others and develop out of social interaction

collective: concept of self within a group

Front 2

online self, genomic self

Back 2

personality online that can be used for trying different identities and managing initial impressions of oneself

genomic self is using biological and psychological tests to create a personality

Front 3

Red dot on nose study Brooks gun and lewis 1984

Back 3

show child reflection

have them turn away

put red dot on face

then turn them back to see reactions

reactions possible: look at it as another person, touch red dot on nose

results:
- younger than 1: stare at mirror and don't touch own face (not self aware)

during second year/age 2: begin to show embarrassment, silly, giggling in response to red dot in mirror (self aware)

Front 4

Limitations of sense of self during 2nd-3rd year

Back 4

only understands the here and now not past or present

showing the child a video tape of the sticker on their forehead leads them to believe it is someone else

Front 5

3-4 years old (Susan Harter 6 stages of self-descriptions throughout childhood and adolescence)

Back 5

Observable physical features (I have blue eyes)

Preferences (I like pizza)

Possessions (I have a big toy)

Particular skills touted (I'm can count)


Specifics: disjointed lack of coherence in self descriptions because children of this age cannot compartmentalize representations

Front 6

5-7 years old (Susan Harter 6 stages of self-descriptions throughout childhood and adolescence)

Back 6

Competencies (I am good at running)

coordinate similar compartmentalized concepts

very positive self descriptions, sometimes overestimations

Front 7

8 to 10 (Susan Harter 6 stages of self-descriptions throughout childhood and adolescence)

Back 7

more aware of private selves (unique feelings and thoughts)

describe selves in more complex terms

labels focus on abilities (I am smart)

interpersonal attributes (I am popular, nice, and helpful)

Integrate success in different areas (smart in math, dumb in science)

self constructs align with values, roles, and preferences for cultural community (I believe in freedom because I'm american)

Front 8

11 (Susan Harter 6 stages of self-descriptions throughout childhood and adolescence)

Back 8

social relationships, personality traits, other stable psychological characteristics

self descriptions focus on interpersonal attributes and social skills (I am good looking, friendly, talkative)

Competencies (I am intelligent)

Emotions (I am cheerful)

recognize different selves in different social contexts (with mom I'm friendly, with dad I'm angry)

abstractions still compartmentalized (this flower means happy but that flower means death, they aren't similar at all)

Front 9

Middle adolescence (Susan Harter 6 stages of self-descriptions throughout childhood and adolescence)

Back 9

introspective

preoccupied with others perceptions of them

problematic self hypothesis (does it matter that I'm good at math?)

thinking abstractly helps more integrated view of self

can't integrate self representations to resolve contradictions (I like math, but I also like metal, who am I?)

Front 10

Late adolescence (Susan Harter 6 stages of self-descriptions throughout childhood and adolescence)

Back 10

self descriptions show personal beliefs, values and moral standards

think about future and possible selves

integrate contradictory attributes (I love metal and math because that's how I am)

coherent theory of self

understand opposing notions create new emotional labels (depressed and happy combined = moody)

Front 11

Children with autism and self recognition

Back 11

do not recognize self as independent social beings

delays or deficits in self recognition

ages 3 to 13 have delays in self recognition in mirrors, and even when they do show a similar neurological response to unfamiliar, familiar, and their own faces

Front 12

Development of self and self esteem

Back 12

Development of self has to do with the negative and positive view of ones self, labeled, self esteem

self esteem: a global evaluation of one's own self worth

Front 13

Self esteem and positivity (low self esteem as well)

Back 13

High self esteem is linked to: school success, good relationships, lack of anxiety and depression

low self esteem can lead to the opposite

Front 14

self esteem and negativity

Back 14

High self esteem does not prevent: smoking, drinking, taking drugs, or early sex

- it can foster experimentation

can be related to: prejudice, antisocial behavior

Aggressive adolescents with high self esteem: justify antisocial behavior and belittling of victims

Front 15

Harter (1982) global self esteem and specific self perceptions

Back 15

children can have high self perception in one area and low self perception in another (good in math bad at sports)

to assess:

- global self esteem: this is what everyone does/is

- specific self perceptions: this is what I do/am

used five domains to test this:

scholastic ability, athletic competence, physical appearance, behavioral conduct, social acceptance

Front 16

Development of accurate self perceptions

Back 16

with development and accurate history of feedback children become more realistic in self perceptions and appraisals

- attach more importance to domains they excel in (depending on the importance they place on that domain)

Reciprocal relation between child's self perceptions and effort put into those areas of interest ( I believe I am friendly, so whenever I approach people they treat me well, which makes me even more friendly)

Front 17

Gender and self esteem

Back 17

girls: lower global self esteem beginning in MIDDLE CHILDHOOD and gets worse into adolescence, this is caused by media presenting unrealistic expectations of beauty

self esteem is higher for those who participate in sports than for non athletic peers

Front 18

affectionate moms vs. psychologically controlling moms (Social determinants of self esteem)

Back 18

affectionate moms = higher self esteem for women

psychologically controlling moms = low self esteem for men

approval is important for fostering healthy self perceptions

Front 19

Authoritative vs authoritarian (Social determinants of self esteem)

Back 19

when parents are authoritative kids have higher self esteem

when parents are authoritarian they have low self esteem

Front 20

Support from peers and self esteem STUDY

Back 20

support from peers in public domain is valued more because it's more objective

Adolescents created a profile of themselves and had a profile picture as well,

whether they received positive or negative self esteem determined their feelings of self worth

self esteem can increase from teacher influence as well (6th to 8th graders)

Front 21

Praising children for nothing

Back 21

praising without sufficient reason to praise can result in:

- not likely to engage in things they don't already feel proficient at

- avoid tasks they might fail in

Front 22

Carol Dweck study on self esteem and praise

Back 22

two groups of 5th graders took test that looked at two tests involving relatively easy puzzles

one group seen as intelligent the other for making a good effort

children praised smart: backed away from difficult task, didn't want label of smart taken away
- also did 20% worse the second time around

children praised as good effort: did 30% better on the second round of difficult tests

children should be praised for effort not ability

Front 23

identity and failure to achieve stable identity

Back 23

defining oneself as a discrete separate entity and addressing the questions who am i and what will i become?

goal is to achieve a stable sense of self, but not everyone does

Front 24

achievement (Four identity outcomes)

Back 24

high self esteem, cognitive flexibility, mature moral reasoning, clear goal setting and better achievement of goals

can develop some element of doubt, develop close intimate relationships with others

Front 25

foreclosed groups (Four identity outcomes)

Back 25

remain committed to childhood beliefs

express no doubt or uncertainty about childhood beliefs

authoritarian, unflexible, and extreme

Front 26

Moratorium (Four identity outcomes)

Back 26

Actively explore but never find a solution

anxious and intense

strained or ambivalent relationship with parents and authority figures

Front 27

diffused (Four identity outcomes)

Back 27

neither engage in exploration, or concerned about committing themselves to a certain identity

- delinquents
- lonely/depressed
- angry/rebellious
- hopeless

Front 28

How identity process works

Back 28

people can shift from one to another

diffused and moratorium decrease over time

foreclosed and achieved increase over time

generally happens in college age years

Front 29

Ethnic identity

Back 29

sense of beloonging to a certain race or ethnic group

Front 30

Cues to race preschool, infant

Back 30

babies look longer at own race face

preschool children prefer to play with own group

minority children aware of race earlier than whites

engage in race specific activities that they aren't aware are race specific

preference for ethnic group emerges, and don't understand why they are chinese

Front 31

cues to race elementary school

Back 31

realize activities are distinctive expressions of identity and culture

ethnicity is unchangeable and permanent

know why they are chinese

Front 32

Ethnic developments

Back 32

most active period is adolescence, as age increased, 8th-10th-college, so did amount exploring ethnicity 1/3, 1/2, and so on

Front 33

Developmental identity states for ethnicity

Back 33

11th grade many students had an achieved ethnic identity,

others had a foreclosed identity (settled on an identity at an identity early without any question)

diffused group (devoted little thought to their ethnic identity)

smallest were in a state of moratorium (exploring but not finding)

Front 34

Identifying with ethnic groups vs the dominant population

Back 34

identifying with ethnic group: high self esteem, optimism, social competence

- protects against racial discrimination

Identifying with majority culture: seen as "white-washed"

- can result in hiding of "signs" of whiteness
- low self esteem and low achievement

Front 35

Biracial identity/bicultural identity

Back 35

adolescents formed identity as either black or white were better off than those with no clear identity

bicultural identity: adoption of languages and practices or two cultures

Front 36

four areas of identity for bi-racial people/buicultural people

Back 36

Solely with ethnic group

Solely with majority group

marginal identity: rejected ancestral culture

Front 37

Promoting ethnic identity and pride (parents and social groups)

Back 37

racial socialization lead to greater coping against oppression, less aggression/acting out.

children not socialized are generally more vulnerable to oppression

friends of the same ethnic group make people feel stable in identity,

but having friends of other groups helps promote understanding and mature ethnic identities

Front 38

Religious identity Anna lopez and colleagues study

Back 38

asked four questions:

- I have a strong sense of belonging to own religion

- being a member of religion is strong to sense of ethnic identity

- being apart is a strong reflection of who I am

- I feel a strong attachment to my religion

stability of social environments results in few religious challenges, but challenges will more likely occur during life transitions

Latin, African americans stronger religion than boys
all girls participate more than boys

Latin and asian stronger religion than americans

Results of findings:

- religious identities can be coping strategies and are tied in with cultural identities. Positive things like employment, no mental issues, no antisocial activity can result from strong religious identities

Front 39

Developing understanding of intentionality

Back 39

1 yr: understand actions are intentional and goal driven.
- infants create joint attentional states with adults by looking at the same object/pointing/reaching

18 months: recognize basic social norms

end of 2nd year: can describe norms or scripts of behavior (rituals)

Front 40

Theory of mind and the test for it

Back 40

Theory of mind: understand others thoughts, beliefs, and desires and how they effect behavior

Story: mom hides candy, while max is playing she hides it again, where is the candy?

4-5 yr old: max will look where he saw the candy put, not the real drawer

3 yr old: max will look in the drawer she put it in

theory of mind allows the 4-5 year old to understand max's perception is separate from his own

Front 41

Sticker test for Theory of mind

Back 41

helper and tricker

helper helps them find it, tricker tricks them

3 yr old: accepted advice from both

4 yr old: skeptical

5 yr old: liked helper but not the tricker

Front 42

Understanding psychological trait labels

Back 42

preschool: describe others in terms of physical characteristics

4 yr old: trait labels to describe a reaction (shy person would be afraid at the party, non shy would be happy at the party)

5-7: qualities are stable enough to predict behavior (the bully will be mean tomorrow)

9-10: use words to describe whole groups of behaviors mean becomes annoying or hurtful

Middle school: appearance and reality conflict (nonevaluative traits like shyness were believed, evaluative traits like intelligence were skeptical)

Adolescence: understand abstractions, public vs. private face, traits persist, behaviors vary

Front 43

Perspective taking/ gift giving test/study

Back 43

capacity to understand another's point of view

children have to select a gift for mom

3 year olds choose gift they would like, older children choose moms gift

- but if given desired toy first they will choose what mom wants

Front 44

Robert Selman understanding thoughts and perspectives of others stages

Back 44

egocentric: cannot distinguish their own perspective from others

differentiated perspective: may have either the same or different perspective from another

reciprocal perspective: anticipate and consider another's thoughts and feelings (know other person can see them the other's perspective)

mutual perspective: can see own, peer's, and a mutual perspective from a 3rd person point of view

societal/in depth: can see societal views

Front 45

Parent's influence of positive social understanding for theory of mind test

Back 45

Social understanding increases intelligence

this can be fostered by:

- frequently discussing mental states and including cause and effect explanations (make it reciprocal)

Front 46

siblings and friends and what helps them develop socially with each other

Back 46

pretend play and dispute resolution (involve role playing and perspective taking)

- these kinds of interactions allow expression of: concerns, interests, and goals

in interactions with peers: increased understanding of others beliefs helping to increase their understanding of their own false beliefs

Front 47

Child brokers

Back 47

child broker: helps speak for parent who can't speak english

- increases child awareness of other mental states and links between social behavior

Front 48

Baka culture and social interaction study

Back 48

by 5: able to predict an adults perspective

but people's beliefs become in line with their own cultures way of saying things

Front 49

Stereotype and stereotype consciousness

Back 49

label applied to members of racial, ethnic, or religious group without appeciatio of that individuals difference from other within group members

5-6: children start to stereotype

stereotype consciousness: know that people hold racial and ethnic stereotypes

understood better if they were stigmatized

by 8-9: children understand difference between stereotypes and realities

Front 50

Prejudice (explicit prejudice)

Back 50

children who think of others in terms of stereotypes in a negative way

evident by 5

explicit prejudice:

- peaks by 5-7

- 7-9 cognitive increases allow for more understanding of similarities between themselves and others

Front 51

Advancement of prejudice

Back 51

early childhood: avoidance and exclusion

late childhood/adolescence: conflict and hostility

some people learn to hide hostility, in which case it becomes implicit as opposed to explicit

Front 52

Implicit prejudice

Back 52

speed at which people classify someone as a race, and the goodness or badness of that race

For white children: how fast they respond to stereotyped pairings and non stereotyped pairings

response time indicates prejudice

Front 53

Determinants of prejudice (media and evolution)

Back 53

when adults are shown faces of outgroups it activates fear/anger/sadness (amygdala)

this is adaptive from an evolutionary perspective

BUT:

other things like media and messages from parents cause this too

Parent's racial socialization for 18 month olds attitudes predict attitudes at 3-4 years old

Media depictions and peers provide norms and beliefs towards other groups

Front 54

Study on stereotypes and prejudice

Back 54

Elementary school children wear yellow or blue tee shirts

- creates two distinct groups

teachers either segregate or integrate yellow and blue shirts into an activity or not

segregated: increased when teachers label yellow or blue when they are unequal sizes

Front 55

Stopping prejudice and discrimination STUDY robbers cave

Back 55

increased contact can stop discrimination and prejudice when done in a non threatening way, pointing out individual characteristics works as well.

two groups at an 11 year old camp, competition fostered through things like tug of war. Brought together through solving a common problem

after solving the problem attitudes improved

Front 56

Phonemes, semantics, syntax, pragmatics

Back 56

phonemes: languages basic unit of sound put together to form words sentences and phrases

semantics: meaning of specific words, in order to create phrases, clauses and sentences

syntax: grammar that specifies how wards are combined into sentences

pragmatics: rules for using language in particular contexts

Front 57

Preverbal communication Parents and scaffolding

Back 57

parents engage in preverbal communication

-starts with smiles: helps coordinate vocalizations, and translate expressions into effective communication

parents also use pseudo conversations in which they use the babies sounds and make them into words in order to direct the conversation

babies also use gestures by 6 months old, pointing at things they want or to get attention