Cultural and Digital Self

Question 1

This unit tackles how the socio-cultural aspects (from micro to macrosystems) influence our development as we age and grow

Answer 1

Cultural self

Question 2

This unit discusses the impact of social media platforms and other digital landscapes on self- representation. Also, the unit tackles some of the issues on interpersonal relationships in virtual communities.

Answer 2

socio-digital self

Question 3

This unit tackles how we maintain extensions of ourselves through our material goods and maintenance of lifestyles, within the context of what society values as needs and wants and what do these material goods say about ourselves and sense of self.

Answer 3

Material/Economic self

Question 4

The most influenced social group to an individual that impacts the self in the entire course of development is?

Answer 4

family

Question 5

Who is our first teacher at a very young age, it is from them that we create initial impressions of the world beyond our homes, and our first barometer in determining which acts are good and rewarded and those that are bad, for which we are reprimanded and punished.

Answer 5

parents

Question 6

What are the 3 stages of development of the self according to George Mead

Answer 6

• Preparatory stage
• Play stage
• Game stage

Question 7

• opinion of ourselves as a whole
• the unsocialized self
• the careless and carefree

Answer 7

I

Question 7

• it is the awareness of how others expect us to behave
• the social self
• the conscious and careful

Answer 7

Me

Question 8

This stage lasts from the time we are born until we are about age two.

Within this stage, the child mimics/imitates. The child has no understanding in regards to the meaning behind the words, actions, or tone of voice.

Answer 8

Preparatory stage

Question 9

• This lasts from about age two to six.
• Within this stage, the child pretends and still does not adhere to the rules within organized games.
• During this stage, the child will ‘pretend’ to be mommy or daddy, depending on their observation.

Answer 9

Play stage

Question 10

• This lasts from seven years onward. At this stage, the child begins to comprehend and adhere to the rules of games.
• Formalization begins at this stage. While pretending, rather than mirroring their observation, the child will become more independent in their roles. The child begins taking this perspective into account during this stage.

Answer 10

Game stage

Question 11

What are the four layers of relationships that influence the child’s development

Answer 11

• microsystem
• macrosystem
• mesosystem
• exosystem

Question 12

It posits that an individual’s development is influenced by a series of interconnected environmental systems, ranging from the immediate surroundings (e.g., family) to broad societal structures (e.g., culture).

Answer 12

Ecological system theory

Question 13

• Relationships with direct contact with the child such as family, school, religion, institutions, and neighbors
• This is where most of the child’s behavior is learned from it

Answer 13

Microsystem

Question 14

it provides the values, beliefs, customs, and laws of the culture in which a child grows up
- influences how parents, teachers, and others raise a child
- may be conscious or unconscious
- influences the societal values, legislation, and financial resources provided by society to help families function
- influences interaction of all other layers

Answer 14

Macrosystem

Question 15

These are institutions of society that indirectly affect a child’s development
> parents workplace
> funding for education
- It impacts the child’s development by influencing structures in the microsystem

Answer 15

Exosystem

Question 15

These are the foundations for a child’s cognitive and emotional growth
- parents attributes the influence responses from other people
- Children actively select and avoid specific environments

Answer 15

Bi-directional relationships

Question 16

It is the interconnected relationship between the microsystems (e.g. interaction between family and teachers; relationship between child’s peers and family)

Answer 16

Mesosystem

Question 17

this model used to explain large amounts of variation seen in human behavior, social interaction, and personality

Answer 17

individualism-collectivism model

Question 18

• This is the individual needs, desires, etc. are secondary to those of the group (Asia)
• These are cultures that value interdependence. They promote group and societal goals and duties, and blending in with group identity, with achievements attributed to mutual support.

Answer 18

Collectivist cultures

Question 19

• These are higher value on the needs and accomplishments of the individual rather than the group (US)
• These are cultures that value independence. They promote personal ideals, strengths, and goals, pursued in c with others, leading to individual achievement and finding a unique identity.

Answer 19

Individualistic cultures

Question 20

it is used to describe the persona of an individual that presents across all the digital spaces that he/she is represented in

Answer 20

Digital identity

Question 21

Every person behaves differently in virtual spaces than they would in f2f interactions
- we loosen up
- we become less restrained
- we tend to express ourselves more openly

Answer 21

Online disinhibition

Question 22

• It talks about what can people tell about us in virtual interactions
• in virtual interactions, we can hide some or all of our identity- creating a separation between our in-person and virtual identity

Answer 22

Dissociative anonymity

Question 23

• in virtual interactions, we cannot always be sure where/when someone is present
• virtual invisibility gives us the courage to do things that we perhaps would not do otherwise
• Physical invisibility means less inhibited expressions

Answer 23

Invisibility

Question 24

• “its all in my head”
• when we don’t know what a virtual person looks/sounds like, we tend to assign traits to those individuals
• interactions with this introjected character feel more imaginary
• we also may treat a virtual companion as ourselves, which can lead to greater disinhibition

Answer 24

Solipsistic introjection

Question 25

• Virtual communications are asynchronous -interactions that do not always happen in real- time
• Not immediately coping with a person’s reactions disinhibits
• There is safety when posting something personal, emotional, or hostile and then “running away”

Answer 25

Asynchronicity

Question 26

• “it’s all a game”
• The virtual world is in a different space entirely, with imaginary characters completely separated from the real world
• virtual life can then be viewed more as a versus a real-world interaction
• How we act in “fantasy games” is not always how we act int the real world

Answer 26

Dissociative imagination

Question 26

• “We are all equals here”
• in the real world, authority and status are expressed by clothing, body language, etc.
• we are stripped of these markers in virtual interactions
• we are more willing to speak out and misbehave without possible disapproval and punishment from authority figures

Answer 26

Minimized authority