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PSYO 2090 > Chapter 11: Understanding Self and Others > Flashcards

Chapter 11: Understanding Self and Others Flashcards

1
Q

what is self-concept?

A

attitudes, behaviours, and values that a person believes make him/herself a unique individual

  • children must realize that they exist independently of other people and objects in the environment, and that their existence continues over time
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2
Q

self-regulation 15 months

A

infants beginning to show self-recognition in mirror task

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3
Q

self-regulation 18-24 months

A

children look more at photos of self than others and refer to self by name or personal pronoun

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4
Q

self-concept in preschoolers

4

A
  • possessions
  • physical characteristics
  • preferences
  • competencies
  • concrete and observable, here and now
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5
Q

self-concept school aged children

3

A
  • emotions
  • social groups
  • comparisons with peers
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6
Q

self-concept with adolescents (4)

A
  • attitudes
  • personality traits
  • beliefs vary with the setting
  • future oriented
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7
Q

Erikson: search for identity

A

believed that adolescents struggle to achieve an identity that will allow them to participate in the adult world

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8
Q

adolescents search for identity

A

use hypothetical reasoning to experiment with different selves and imagine themselves in different roles

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9
Q

adolescence is characterized by

A

egocentrism, imaginary audience, personal fable, and illusion of invulnerability

  • self-absorption that makes the teenage search for identity
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10
Q

what is personal fable?

A

demonstrates self-absorption, tendency to believe that their experiences and feelings are unique, and no one as ever feel or though as they do

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11
Q

what is illusion of invulnerability

A

belief that misfortune only happens to others

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12
Q

4 stages of identity (marcia)

A

1) Diffusion: confused or overwhelmed by the task of achieving an identity and are doing little to achieve one
2) Foreclosure: identity determined largely by adults, rather from personal exploration of alternatives
3) Moratorium: examining different alternatives and have yet to find a satisfactory identity
4) Achievement: chosen a specific identity

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13
Q

what is ethnic identity

A

Individuals sense of belonging to an ethnic or racial group, including the degree to which they associated their thinking, perceptions, feelings and behaviour with membership in that group

  • a strong ethnic identity benefits self-esteem and relationships
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14
Q

what is acculturation?

A

the process of integrating info and adopting the customs of a different culture

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15
Q

creating an ethnic identity 3 phases

A

feel a part of their ethnic group and learn the special customs and traditions of their groups culture and heritage

1) Initially, adolescents have not examined their ethnic roots, they are not interested—not yet and important personal issue

2) Adolescents begin to explore personal impact of their ethnic heritage, curiosity/questioning, learning new cultural traditions
3) Achieve a distinct ethnic self-concept

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16
Q

LBGTQ may go through 3 stages

A

1) Test and exploration
2) Identity acceptance
3) Identity integration

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17
Q

what is self-esteem

A

The evaluative component of self, persons judgement and feelings about his/her own worth

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18
Q

developmental change in self-esteem

A
  • Children have differentiated view of themselves by 4-5 years of age
  • 4 areas of self-esteem emerge in elementary school years: scholastic, athletic, social, and physical
  • other domains of self-esteem are added in adolescence
    self-esteem in some domains contributes more to overall sense of self-worth
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19
Q

global self-worth in adolescents

A

the discrepancy between the actual and ideal selves, and the perceived relative importance of that discrepancy

  • Harters 8 Part model
20
Q

Harters model of global self-worth in adolescents (8 parts)

A

Global Self-Worth divided into:

1) scholastic competence
2) social acceptance
3) physical appearance
4) athletic competence
5) romantic appeal
6) behaviour conduct
7) close friendship
8) job competence

21
Q

self-esteem highest in…

WHY

A

preschoolers

  • don’t see how other people see them–egocentrism
  • Pre-operational period egocentric, difficulty taking another persons viewpoint, believe they are competent in all domains
22
Q

drop in self-esteem when?? WHY?

A

Social comparisons lead to drop in self-esteem at the beginning of elementary school, begin to compare themselves with peers

  • drops during the move to middle school or junior high, as they learn place on “pecking order”
23
Q

Pattern of change in self-esteem 3 different domains

A

1) Academic self worth: changes little with age, similar for boys/girls
2) Social self-worth: increases from childhood to adolescence, similar for boys/girls
3) Behavioural self-worth: declines during elementary school, increases in high school, girls have greater than boys in elementary not high school

24
Q

Sources of children’s self-esteem

A

based on child’s competence in domains important to them—children’s self worth is greater when they are skilled in areas that mater to them (interests, abilities, self-concept are coupled), children tend to like domains in which they do well

25
Q

children have higher self-esteem when…

A
  • parents are nurturing and involved and establish rules concerning discipline
  • believe that they can succeed at something that is valued by themselves and others
26
Q

self-esteem of gifted children

A

Gifted children in gifted classes may have lower self-esteem than those in regular classes

27
Q

praise should focus on what?

A

Praise should focus on effort rather than ability

28
Q

when faced with apparent setback in their work children praised for… will do what?

A
  • Children praised for their effort will work harder

- Children praised for their ability will not try as hard

29
Q

low self-esteem: cause/consequence

A
  • more likely to have problems with peers, prone to psychological disorders (depression), be involved in bullying and aggressive behaviour and do poorly in school
  • Depression can be a life-long outcome of low self-esteem
  • Low self-esteem is both a cause of future harmful outcomes and a consequence of past difficulties
30
Q

high self-esteem can contribute to…

A

An inflated sense of self-worth can contribute to bullying and aggression

31
Q

4-5 year olds describing others

A

begin to think about other people in terms of psychological traits (smart, friendly, helpful, shy),

32
Q

children describing others

A

Children begin to focus on concrete characteristics (e.g. appearance) but by adolescence descriptions are more abstract and emphasize psychological traits

33
Q

up until age 10 (describing others)

A

children demonstrate a bias for seeing positive traits in others (“rose-coloured glasses”)

34
Q

preschooers: understanding what others think

A
  • Preschoolers are egocentric, don’t consider listeners perspective when talk
35
Q

Selman’s Stages of Perspective Taking (5)

A

1) undifferentiated
2) social-informational
3) self-reflective
4) third person
5) societal

36
Q

Undifferentiated

  • when?
  • what?

(Selman’s Stages of Perspective Taking)

A

3-6 years

  • children know that self and others can have different thoughts/feelings, but often confuse the two
37
Q

Social-informational

  • when?
  • what?

(Selman’s Stages of Perspective Taking)

A

4-9 years

  • children know that perspectives differ because people have access to different information
38
Q

Self-reflective

  • when?
  • what?

(Selman’s Stages of Perspective Taking)

A

7-12 years

  • children can step into another’s shoes and view themselves as others do; they know that others can do the same
39
Q

Third Person

  • when?
  • what?

(Selman’s Stages of Perspective Taking)

A

10-15 years

  • children/adolescents can step outside the immediate situation and see how they and another person are viewed by a third person
40
Q

Societal

  • when?
  • what?

(Selman’s Stages of Perspective Taking)

A

14 years to adult

  • adolescents realized that a third persons perspective is influenced by broader personal, social, and cultural contexts
41
Q

perspective taking is linked to

A

theory of mind

42
Q

children with good perspective taking skills

A
  • usually get along better with their peers

but can also use this awareness to tease or bully

43
Q

what is recursive thinking

  • occurs when?
A

usually get along better with their peers (but can also use this awareness to tease or bully)

44
Q

what is prejudice?

A
  • A negative view of others based on group membership
  • Preschoolers and kindergarteners attribute many positive traits to their own group
  • declines during elementary school, but increases during adolescence due to internalization of prejudice in society and increased preference for own group
45
Q

4 ways to reduce prejudice

A
  • Ensuring equality of status for all
  • Encouraging friendly, constructive contact between groups that involve working towards a common goal
  • Engaging children in role-play activities to help them learn about experiences of individuals from other groups
  • Ensuring that adults (parents/teachers) support the goal of reducing prejudice

PSYO 2090 (12 decks)

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