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57 Cards in this Set
- Front
- Back
Individual self, relational self, collective self
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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 |
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online self, genomic self
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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 |
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Red dot on nose study Brooks gun and lewis 1984
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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) |
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Limitations of sense of self during 2nd-3rd year
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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 |
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3-4 years old (Susan Harter 6 stages of self-descriptions throughout childhood and adolescence)
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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 |
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5-7 years old (Susan Harter 6 stages of self-descriptions throughout childhood and adolescence)
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Competencies (I am good at running)
coordinate similar compartmentalized concepts very positive self descriptions, sometimes overestimations |
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8 to 10 (Susan Harter 6 stages of self-descriptions throughout childhood and adolescence)
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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) |
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11 (Susan Harter 6 stages of self-descriptions throughout childhood and adolescence)
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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) |
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Middle adolescence (Susan Harter 6 stages of self-descriptions throughout childhood and adolescence)
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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?) |
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Late adolescence (Susan Harter 6 stages of self-descriptions throughout childhood and adolescence)
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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) |
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Children with autism and self recognition
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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 |
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Development of self and self esteem
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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 |
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Self esteem and positivity (low self esteem as well)
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High self esteem is linked to: school success, good relationships, lack of anxiety and depression
low self esteem can lead to the opposite |
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self esteem and negativity
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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 |
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Harter (1982) global self esteem and specific self perceptions
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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 |
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Development of accurate self perceptions
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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) |
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Gender and self esteem
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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 |
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affectionate moms vs. psychologically controlling moms (Social determinants of self esteem)
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affectionate moms = higher self esteem for women
psychologically controlling moms = low self esteem for men approval is important for fostering healthy self perceptions |
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Authoritative vs authoritarian (Social determinants of self esteem)
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when parents are authoritative kids have higher self esteem
when parents are authoritarian they have low self esteem |
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Support from peers and self esteem STUDY
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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) |
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Praising children for nothing
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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 |
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Carol Dweck study on self esteem and praise
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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 |
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identity and failure to achieve stable identity
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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 |
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achievement (Four identity outcomes)
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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 |
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foreclosed groups (Four identity outcomes)
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remain committed to childhood beliefs
express no doubt or uncertainty about childhood beliefs authoritarian, unflexible, and extreme |
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Moratorium (Four identity outcomes)
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Actively explore but never find a solution
anxious and intense strained or ambivalent relationship with parents and authority figures |
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diffused (Four identity outcomes)
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neither engage in exploration, or concerned about committing themselves to a certain identity
- delinquents - lonely/depressed - angry/rebellious - hopeless |
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How identity process works
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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 |
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Ethnic identity
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sense of beloonging to a certain race or ethnic group
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Cues to race preschool, infant
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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 |
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cues to race elementary school
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realize activities are distinctive expressions of identity and culture
ethnicity is unchangeable and permanent know why they are chinese |
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Ethnic developments
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most active period is adolescence, as age increased, 8th-10th-college, so did amount exploring ethnicity 1/3, 1/2, and so on
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Developmental identity states for ethnicity
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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) |
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Identifying with ethnic groups vs the dominant population
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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 |
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Biracial identity/bicultural identity
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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 |
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four areas of identity for bi-racial people/buicultural people
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Solely with ethnic group
Solely with majority group marginal identity: rejected ancestral culture |
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Promoting ethnic identity and pride (parents and social groups)
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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 |
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Religious identity Anna lopez and colleagues study
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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 |
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Developing understanding of intentionality
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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) |
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Theory of mind and the test for it
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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 |
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Sticker test for Theory of mind
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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 |
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Understanding psychological trait labels
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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 |
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Perspective taking/ gift giving test/study
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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 |
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Robert Selman understanding thoughts and perspectives of others stages
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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 |
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Parent's influence of positive social understanding for theory of mind test
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Social understanding increases intelligence
this can be fostered by: - frequently discussing mental states and including cause and effect explanations (make it reciprocal) |
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siblings and friends and what helps them develop socially with each other
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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 |
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Child brokers
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child broker: helps speak for parent who can't speak english
- increases child awareness of other mental states and links between social behavior |
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Baka culture and social interaction study
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by 5: able to predict an adults perspective
but people's beliefs become in line with their own cultures way of saying things |
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Stereotype and stereotype consciousness
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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 |
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Prejudice (explicit prejudice)
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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 |
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Advancement of prejudice
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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 |
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Implicit prejudice
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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 |
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Determinants of prejudice (media and evolution)
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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 |
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Study on stereotypes and prejudice
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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 |
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Stopping prejudice and discrimination STUDY robbers cave
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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 |
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Phonemes, semantics, syntax, pragmatics
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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 |
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Preverbal communication Parents and scaffolding
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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 |