- individuals have thoughts about their: 1. physical characteristics (ie. height) 2. social characteristics (ie. relationships w/peers) 3. internal characteristics (ie. well-being)

- self-development depends on: 1. cognitive abilities 2. interactions w/others - sig development occurs during infancy: 1. infants differentiate between them/environment 2. aware of being change agents 3. become distressed at approximately 8m when separated from mother (separation anxiety); indicates they understand they're separate individuals

- self development depends on cognitive abilities/social interactions - expressed in 4 ways: MIRROR RECOGNITION PERSONAL PRONOUNS VISUAL PERSPECTIVE TAKING POSSESSIVENESS

- self-concept influenced by how others (esp. parents) evaluate child - evaluations by sig others contribute to self-conscious emotions development (ie. shame/guilt/embarrassment)

- concrete/observable characteristics - simple taxonomic attributes ie. abilities/possessions/preferences - ie. "I like pizza"; "I have a TV"; "I know my ABCs"; "I'm not scared of climbing the jungle gym"

Development of Self Flashcards by Gabriela Ilewicz

THE SELF

individuals have thoughts about their:
1. physical characteristics (ie. height)
2. social characteristics (ie. relationships w/peers)
3. internal characteristics (ie. well-being)

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INFANCY

self-development depends on:
1. cognitive abilities
2. interactions w/others
sig development occurs during infancy:
1. infants differentiate between them/environment
2. aware of being change agents
3. become distressed at approximately 8m when separated from mother (separation anxiety); indicates they understand they’re separate individuals

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INFANCY: CONTRIBUTION TO SELF DEVELOPMENT

COGNITIVE ABILITIES
- object permanence helps infants understand self/others = permanent
SOCIAL INTERACTIONS
- preferring patterned > plain stimuli
- infant self depends on infant-caregiver interactions -> self = socially constructed

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INFANCY: TRONICK (1978)

still face experiment
infants get lots of info when interacting w/others
when caregiver stops interacting (still face) -> infant = distressed

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INFANCY: MIRROR RECOGNITION

LEWIS & BROOKS-GUNN (1979)
- rouge on the nose test
- small colour placed on infant’s nose before being placed before a mirror
- if infant touches nose instead of mirror = self-concept
- 2y = touched nose
- 18m = 25% touched nose
- 15m = 20% touched nose
- 12m = none

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MIRROR RECOGNITION: CULTURE

LEVINE ET AL (2016)
- independent culture kids = ^ likely to touch spot on face
- interdependent culture kids = think experimenter put rouge on person; may not explore issue further

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INFANCY: CULTURE

ROSS ET AL (2016)
- % of kids in 3 countries who show self-awareness in 2 dif tasks
- interdependent country (Zambia) = best on task requiring meeting social goal aka. pushing toy to mother

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INFANCY: PRONOUNS

LEVINE ET AL (2016)
- toddler repeat what they hear (ie. “mummy, help you” = “mummy, help me” since they hear “I will help you”)
- 15-18m toddlers start using personal pronouns (I/mine) correctly

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INFANCY: VISUAL PERSPECTIVE TAKING

LEVINE ET AL (2016)
- toddlers hold drawing up when asked to
- assume that if they can see it, others can
- BUT 18-24m = POV understanding

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INFANCY: POSSESSIVENESS

LEVINE ET AL (2016)
- Erickson’s theory states toddlers have entered “autonomy VS shame/doubt” stage
- defend possessions/how they do things
- possessiveness reflects understanding that they have “a self different from others”

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! INFANCY: SUMMARY !

self development depends on cognitive abilities/social interactions
expressed in 4 ways:
MIRROR RECOGNITION
PERSONAL PRONOUNS
VISUAL PERSPECTIVE TAKING
POSSESSIVENESS

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CHILDHOOD

self-concept influenced by how others (esp. parents) evaluate child
evaluations by sig others contribute to self-conscious emotions development (ie. shame/guilt/embarrassment)

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CHILDHOOD: AUTOBIOGRAPHICAL MEMORIES

LEVINE & MUNSCH (2016)
- parents help kids to have ^ complex autobiographical memories (ie. talking about events)
- culture contributes to autobiographical memory development:
1. individualist = memories of events relating to themselves
2. collectivist = memories involving others

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3-4: SALIENT CONTENT

concrete/observable characteristics
simple taxonomic attributes ie. abilities/possessions/preferences
ie. “I like pizza”; “I have a TV”; “I know my ABCs”; “I’m not scared of climbing the jungle gym”

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3-4Y: STRUCTURE & ORGANISATION

isolated representations
lack of coherence/coordination
all-or-nothing thinking

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3-4Y: VALENCE & ACCURACY

unrealistically positive
inability to distinguish between real/ideal selves

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3-4Y: SENSITIVITY TO OTHERS

adult reaction anticipation (praise/criticism)
rudimentary appreciation of whether one is meeting others’ external standards

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5-7Y: SALIENT CONTENT

HARTER (1999)
- temporal comparisons (ie. “I can climb higher > when I was little”) BUT not social
- parental evaluation understanding (ie. “My parents are proud of me”)
- combine characteristics (ie. “I’m good at schoolwork”)
- ie. “I can climb higher now that when I was little”; “My parents are proud of me”; “I’m good at schoolwork”

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5-7Y: STRUCTURE & ORGANISATION

rudimentary links between representations
typically opposite links
all-or nothing thinking

5-7Y: VALENCE & ACCURACY

typically positive
inaccuracies persist

5-7Y: NATURE OF COMPARISONS

temporal comparisons w/self when younger
comparisons to peers determine fairness

5-7Y: SENSITIVITY TO OTHERS

recognition that others are evaluating the self
initial introjection of others’ opinions
others’ standards = self-guides in behaviour regulation

8-11Y: SALIENT CONTENT

trait labels focusing on abilities/interpersonal characteristics
comparative assessments w/peers
global evaluation of worth
ie. “I see how well other kids are doing”; “Happy with friends but sad when alone”; “I still like myself”

8-11Y: STRUCTURE & ORGANISATION

higher order generalisations; subsume several behs
ability to integrate opposing attitudes

8-11Y: VALENCE & ACCURACY

- both positive/negative evaluations - greater accuracy

8-11Y: COMPARISONS

- social comparison for self-evaluation purpose

8-11Y: SENSITIVITY TO OTHERS

- internalisation of others' opinions/standards; function as self-guides later

! CHILDHOOD: SUMMARY !

EARLY (3-4Y) - physical/psychological characteristics; don't generalise, focus on particular skills/prefs/possessions; positive; no social comparisons MIDDLE (5-7Y) - temporal comparisons; focus on dif competencies; understanding of parental evaluation LATE (8-11Y) - higher order generalisations; social comparisons - opposite self-representations - self-worth

ADOLESCENCE

- abstract thinking helps adolescents view themselves abstractly: 1. multiple selves 2. coherent 3. can lead to conflict/uncertainty

12-14Y: SALIENT CONTENT

- social skills - attributes influencing interactions w/others aka. social appeal - differentiation of attributes according to roles - ie. "I get better grades than most"; "Extrovert w/friends but introvert w/strangers"

12-14Y: STRUCTURE & ORGANISATION

- inter-coordination of trait labels - compartmentalised abstractions - no all-or-none thinking detected - integrate/oppose abstractions

12-14Y: VALENCE & ACCURACY

- positive attributes at one point + negative attributes at another = inaccurate overgeneralisations

12-14Y: COMPARISONS

- social comparison continues BUT less overt

12-14Y: SENSITIVITY TO OTHERS

- compartmentalised attention to internalisation of dif standards/opinions of people in dif relational contexts

15-17Y: SALIENT CONTENT

- further differentiation of attributes associated w/dif roles/relational contexts - ie. "Tolerant w/close friends; rowdier w/friend groups"; "I don't really know who I am/I can't resolve it"

15-17Y: STRUCTURE & ORGANISATION

- initial links between single abstractions - oft opposing attributes - cognitive conflict caused by contradictory characteristics - concern over which reflects one's true self

15-17Y: VALENCE & ACCURACY

- simultaneous recognition of positive/negative attributes - instability -> confusion/inaccuracies

15-17Y: COMPARISONS

- comparisons w/significant others in dif relational contexts - personal fable = adolescent egocentrism; involves beliefs in uniqueness of one's feelings/thoughts

15-17Y: SENSITIVITY TO OTHERS

- awareness that differing standards/opinions of others represent conflicting self-guides - leads to confusion over self-evaluation w/regard to beh - imaginary audiences = perception stemming from adolescent egocentrism; everyone else = focused on adolescent's beh/appearance

18-21Y: SALIENT CONTENT

- normalisation of dif role-related attributes - attributes reflecting personal beliefs/values/moral standards - interest in future selves

18-21Y: STRUCTURE & ORGANISATION

- higher order abstractions that meaningfully integrate single abstractions/resolve inconsistencies

18-21Y: VALENCE & ACCURACY

- more balanced/stable view of both positive/negative attributes - greater accuracy/acceptance of limitations

18-21Y: COMPARISONS

- social comparisons diminish into comparisons w/one's own ideals increase

18-21Y: SENSITIVITY TO OTHERS

- selection among alternative self-guides - construction of own self-standards governing personal choices - creation of own ideas toward which self aspires

ADOLESCENCE: 4 STAGES OF IDENTITY STATUS

MARCIA (1980) 1. IDENTITY ACHIEVEMENT - commitment + exploration 2. IDENTITY FORECLOSURE - commitment + no exploration; identity based on choices/values of others 3. MORATORIUM - no commitment + exploration 4. IDENTITY DIFFUSION - no commitment + no exploration

! ADOLESCENCE: SUMMARY !

EARLY (12-14Y) - self = abstract - isolated characteristics; no coherency MIDDLE (15-17Y) - egocentrism/uniqueness - appearance/behaviour focus LATE (18-21Y) - preoccupied w/future - accept contradictions