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Psychopathology & Development > Development of Self > Flashcards

Development of Self Flashcards

1
Q

THE SELF

A
  • 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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2
Q

INFANCY

A
  • 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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3
Q

INFANCY: CONTRIBUTION TO SELF DEVELOPMENT

A

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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4
Q

INFANCY: TRONICK (1978)

A
  • still face experiment
  • infants get lots of info when interacting w/others
  • when caregiver stops interacting (still face) -> infant = distressed
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5
Q

INFANCY: MIRROR RECOGNITION

A

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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6
Q

MIRROR RECOGNITION: CULTURE

A

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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7
Q

INFANCY: CULTURE

A

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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8
Q

INFANCY: PRONOUNS

A

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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9
Q

INFANCY: VISUAL PERSPECTIVE TAKING

A

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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10
Q

INFANCY: POSSESSIVENESS

A

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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11
Q

! INFANCY: SUMMARY !

A
  • self development depends on cognitive abilities/social interactions
  • expressed in 4 ways:
    MIRROR RECOGNITION
    PERSONAL PRONOUNS
    VISUAL PERSPECTIVE TAKING
    POSSESSIVENESS
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12
Q

CHILDHOOD

A
  • 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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13
Q

CHILDHOOD: AUTOBIOGRAPHICAL MEMORIES

A

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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14
Q

3-4: SALIENT CONTENT

A
  • 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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15
Q

3-4Y: STRUCTURE & ORGANISATION

A
  • isolated representations
  • lack of coherence/coordination
  • all-or-nothing thinking
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16
Q

3-4Y: VALENCE & ACCURACY

A
  • unrealistically positive
  • inability to distinguish between real/ideal selves
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17
Q

3-4Y: SENSITIVITY TO OTHERS

A
  • adult reaction anticipation (praise/criticism)
  • rudimentary appreciation of whether one is meeting others’ external standards
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18
Q

5-7Y: SALIENT CONTENT

A

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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19
Q

5-7Y: STRUCTURE & ORGANISATION

A
  • rudimentary links between representations
  • typically opposite links
  • all-or nothing thinking
20
Q

5-7Y: VALENCE & ACCURACY

A
  • typically positive
  • inaccuracies persist
21
Q

5-7Y: NATURE OF COMPARISONS

A
  • temporal comparisons w/self when younger
  • comparisons to peers determine fairness
22
Q

5-7Y: SENSITIVITY TO OTHERS

A
  • recognition that others are evaluating the self
  • initial introjection of others’ opinions
  • others’ standards = self-guides in behaviour regulation
23
Q

8-11Y: SALIENT CONTENT

A
  • 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”
24
Q

8-11Y: STRUCTURE & ORGANISATION

A
  • higher order generalisations; subsume several behs
  • ability to integrate opposing attitudes
25
Q

8-11Y: VALENCE & ACCURACY

A
  • both positive/negative evaluations
  • greater accuracy
26
Q

8-11Y: COMPARISONS

A
  • social comparison for self-evaluation purpose
27
Q

8-11Y: SENSITIVITY TO OTHERS

A
  • internalisation of others’ opinions/standards; function as self-guides later
28
Q

! CHILDHOOD: SUMMARY !

A

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

29
Q

ADOLESCENCE

A
  • abstract thinking helps adolescents view themselves abstractly:
    1. multiple selves
    2. coherent
    3. can lead to conflict/uncertainty
30
Q

12-14Y: SALIENT CONTENT

A
  • 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”
31
Q

12-14Y: STRUCTURE & ORGANISATION

A
  • inter-coordination of trait labels
  • compartmentalised abstractions
  • no all-or-none thinking detected
  • integrate/oppose abstractions
32
Q

12-14Y: VALENCE & ACCURACY

A
  • positive attributes at one point + negative attributes at another = inaccurate overgeneralisations
33
Q

12-14Y: COMPARISONS

A
  • social comparison continues BUT less overt
34
Q

12-14Y: SENSITIVITY TO OTHERS

A
  • compartmentalised attention to internalisation of dif standards/opinions of people in dif relational contexts
35
Q

15-17Y: SALIENT CONTENT

A
  • 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”
36
Q

15-17Y: STRUCTURE & ORGANISATION

A
  • initial links between single abstractions
  • oft opposing attributes
  • cognitive conflict caused by contradictory characteristics
  • concern over which reflects one’s true self
37
Q

15-17Y: VALENCE & ACCURACY

A
  • simultaneous recognition of positive/negative attributes
  • instability -> confusion/inaccuracies
38
Q

15-17Y: COMPARISONS

A
  • comparisons w/significant others in dif relational contexts
  • personal fable = adolescent egocentrism; involves beliefs in uniqueness of one’s feelings/thoughts
39
Q

15-17Y: SENSITIVITY TO OTHERS

A
  • 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
40
Q

18-21Y: SALIENT CONTENT

A
  • normalisation of dif role-related attributes
  • attributes reflecting personal beliefs/values/moral standards
  • interest in future selves
41
Q

18-21Y: STRUCTURE & ORGANISATION

A
  • higher order abstractions that meaningfully integrate single abstractions/resolve inconsistencies
42
Q

18-21Y: VALENCE & ACCURACY

A
  • more balanced/stable view of both positive/negative attributes
  • greater accuracy/acceptance of limitations
43
Q

18-21Y: COMPARISONS

A
  • social comparisons diminish into comparisons w/one’s own ideals increase
44
Q

18-21Y: SENSITIVITY TO OTHERS

A
  • selection among alternative self-guides
  • construction of own self-standards governing personal choices
  • creation of own ideas toward which self aspires
45
Q

ADOLESCENCE: 4 STAGES OF IDENTITY STATUS

A

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

46
Q

! ADOLESCENCE: SUMMARY !

A

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

Psychopathology & Development (12 decks)

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