Chapter 11. Self-concept, identity development

Question 1

What is social cognition?

Answer 1

How children come to understand their social world

Question 2

The identification of the self as a physically unique being

Answer 2

Self-recognition

Question 3

Atempting to do things that the body size makes impossible

Answer 3

Scale errors

Question 4

Between 18 months and 30 months, children construct a …………. …….. as they classify themselves and others on the basis of perpceptually distinct attributes and behaviours- age, gender, and physicall appearances

Answer 4

Catergorical self

Question 5

An autobiographical memory, this life-story narrative grants the child a ………. ……..

Answer 5

remembered self

Question 6

A veiw of themselves as persisting over time

Answer 6

Enduring self

Question 7

Private thoughts and imaginings

Answer 7

innner self

Question 8

The capacity to imagine what others may be thinking and feeling and to distinguish those view points from ones own.

Answer 8

perspective taking

Question 9

Requires the ability to view a situation from at least two perspectives- that is, to reason simultaneously about what two or more people are thinking a form of perspective taking called …………

Answer 9

recursive thought

Question 10

The set of attributes, abilities, attitudes and values that an individual believes defines who or she is.

Answer 10

Self concept

Question 11

Social comprisons

Answer 11

judgements of their own appearance, abilities and behaviour in relation to those of others

Question 12

The self as a……… ……… - a blend of what we imagine important people in our lives think of us.

Answer 12

generalized other

Question 13

The judgements we make about our own self worth and the feelings associated with those judements.

Answer 13

Sellf esteem

Question 14

Are our common, everyday explanations for the causes of behaviour - our answers to the question “why did I or another person do that”

Answer 14

Attributions

Question 15

The tendency to persist at challenging tasks

Answer 15

achievment motivation

Question 16

crediting success to ability - a charcteristic they can improve through trying hard and can count on when faced with new challenges

Answer 16

master-oriented attributions

Question 17

This …….. ….. ….. ……… - that it can increase through effort - influances the way mastery-oriented children interpret negative events, they attribute failure to factors that can be changed or controlled, such as insufficient effort or a difficult task

Answer 17

incremental view of ability

Question 18

Attributing failures not their successes, to ability. When they succeed, they are likely to conclude that external events such as luck are responsible.

Answer 18

learned helplessness

Question 19

a view that that ability cannot be improved by trying hard

Answer 19

entity of ability

Question 20

Encourages learned helpless children to believe that they can oversome failure by exerting more effort.

Answer 20

attribution retraining