Social & Self (6)

Front 1

Rouge test

Back 1

test of self recognition that involves marking a toddlers face and observing his or her reaction to the mark when he or she is placed before a mirror

Front 2

Present self

Back 2

early self-representation in which 2-3 yr olds recognize current representations of self but are largely unaware that past self-representations or self-relevant events have implications for the future.

Front 3

Extend self

Back 3

more mature self-representation, emerging between ages 3.5-5 yrs, in which children are able to integrate past, present, and unknown future self-representations into a notion of a self that endures over time

Front 4

categorical self

Back 4

person's classification of the self along socially significant dimensions such as age and sex

Front 5

Public self (or Me)

Back 5

those aspects of self that others can see or infer

Front 6

Private self (or I)

Back 6

those inner, or subjective, aspects of self that are known only to the individual and are not available for public scrutiny

Front 7

theory of mind

Back 7

an understanding that people are cognitive beings with mental states that are not always accessible to others and that often guide their behavior

Front 8

development of self process

Back 8

joint attention- desire theory- belief desire theory- false belief task

Front 9

self esteem

Back 9

one's evaluation of on'es worth as a person based on an assessment of the qualities that make up the self concept

Front 10

Factors associated with levels of self esteem

Back 10

Individualistic vs. Collectivistic
guilt vs. shame
Direct vs. Indirect

Front 11

Individualistic Society:

Back 11

society that values personalism and individual
accomplishments, which often take precedence over group goals. These societies tend to emphasize ways in which individuals differ from each
other.

Front 12

Collectivist (or Communal) Society:

Back 12

society that values cooperative interdependence, social harmony, and adherence to group norms. These societies generally hold that the group’s well-being is more important than that of the individual.

Front 13

Shame-Based Society:

Back 13

when members of society misbehave, they are likely to
experience guilt

Front 14

Guilt-Based Society:

Back 14

when members of the society misbehave, they are likely to
experience shame.

Front 15

Indirect (High Context) Societies:

Back 15

people have vivid ideas about how social interactions will unfold, and how people in each roles should interact in social situations. People understand each other well and tend to rely on indirect and
subtle communication. People are committed to maintaining harmony and saving face.

Front 16

Direct (Low Context) Societies:

Back 16

people are not expected to bring complete contextual
understanding to a situation, and are more direct in communication their viewpoints.
Sharing information verbally and reaching a
clear understanding is the goal for social
interactions.

Front 17

Overall
Self-Worth

Back 17

Athletic Competence
Physical Appearance
Behavioral Conduct
Social Acceptance
Scholastic Competence

Front 18

*James Marcia's 4 identity Statuses

Back 18

Identity Diffusion:
Identity Foreclosure:
Identity Moratorium:
Identity Achievement:

Front 19

*Identity Diffusion:

Back 19

identity status characterizing individuals who are not questioning who they are and have not yet committed themselves to an identity

Front 20

*Identity Foreclosure:

Back 20

identity status characterizing individuals who have
prematurely committed themselves to occupations or ideologies without really thinking about these
commitments.

Front 21

*Identity Moratorium:

Back 21

identity status characterizing individuals who are currently experiencing an identity
crisis and are actively exploring occupational and ideological positions in which to invest themselves.

Front 22

*Identity Achievement:

Back 22

identity status characterizing individuals who have carefully considered identity issues
and have made firm ommitments to an occupation and ideologies.

Front 23

Chickering's 7 Vectors

Back 23

(DMADEDD)
Developing Competence
Managing Emotions
Autonomy through Interdependance
Developing Mature Relationships
Establishing Identity
Developing Purpose
Developing Integrity

Front 24

*Developing Competence

Back 24

intellectual, physical, and interpersonal competence

Front 25

*Manging Emotions

Back 25

Ability to recognize and accept emotions in themselves and others; act on feelings in a responsible manner

Front 26

*Autonomy through Interdependance

Back 26

achieve freedom from continual need for reassurance from others; recognizing the importance of interdependence; awareness of interconnectedness with others

Front 27

*Developing mature relationships

Back 27

capacity for healthy, lasting, intimate relationships; accept individuals fro who they are; respect differences and appreciate commonalities

Front 28

*Estabilish identity

Back 28

establishing a secure sense of self in light of feedback form significan others, including comfort with appearance, gender, sexual orientation, social and cultural heritage, roles& lifestyles

Front 29

*Developing Purpose

Back 29

establising clear vocational goals; making meaningful commitments to specific personal interests and activities; establish strong interpersonal commitments

Front 30

*Developing Integrity

Back 30

replacing rigid beliefs with a mature value system, recognizing and affirming the beliefs of others, and achieving congruence between self-interest and social responsibility