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PSGY1007 social psychology > Me, Myself and I > Flashcards

Me, Myself and I Flashcards

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1
Q

What did Tajfel and Turner (1979) split identity into?

A

social identity

personal identity

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2
Q

identify the researcher(s) who split the types of self into 3 distinct types

A

Brewer and Gardner (1996)

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3
Q

what is ‘individual self’?

A

personal characteristics that distinguish you from others

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4
Q

what is ‘relational self’?

A

dual relationships with the people around you

this is effected by the people around you

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5
Q

what is ‘collective self’?

A

refers to group membership

who you belong in a group

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6
Q

what is self-awareness?

A

described as a psychological state

individuals not aware of ourselves all the time

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7
Q

explain the mirror test
(Gallup, 1970)

A
  • used to examine whether infants or animals have self-awareness
  • placed child in-front of mirror
  • let child see their reflection
  • child taken away from mirror
  • bright marker is put on child’s face
  • researchers see if child touches mark on themselves or on reflection in mirror
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8
Q

how does one pass the mirror test?

A
  • child must demonstrate the ability to use reflection to view mark on body
  • looking at if child touches the mark seen in the reflection or the mark on themselves
  • if they touch reflection = indication of no self-awareness
  • if they touch the mark on themselves = indicates understanding that reflection is themselves and not another person –> showing self-awareness
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9
Q

identify two types of self

A
  1. private self
  2. public self
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10
Q

explain ‘private self’

A

private self refers to thoughts, feelings and attitudes

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11
Q

explain ‘public self’

A

refers to social image

this can be seen and evaluated by others

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12
Q

explain chronic self-awareness

A
  • aka self-consciousness
  • very stressful
  • individual constantly aware of imperfections
  • split into two types: heightened private and heightened public self-awareness
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13
Q

explain heightened private self-consciousness

A
  • more inward looking/thinking of oneself
  • results in more accurate perception of oneself due to being more aware of internal state
  • more likely to adhere to personal beliefs as individual more focused on them
  • less stress related illnesses as individual is attending to their personal state due to being more aware
  • inward looking can lead to neuroticism (abnormally sensitive) and depression
  • associated with more intense experience of emotion
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14
Q

explain heightened public self-consciousness

A
  • more outward looking
  • focused on attention/perception of others
  • associated with nervousness
  • linked to low self-esteem as very focused on what others think
  • tend to adhere to group norms to avoid embarrassment
  • individuals very focused on how they look due to external focus looking at themselves
  • also focused on how others look
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15
Q

explain reduced self-awareness

A
  • can result in deindividuation
  • this is where individual identifies with large group and is less likely to monitor own behaviour as a result
  • results in more risky, reckless, impulsive behaviour
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16
Q

how does mindfulness link to self-awareness?

A
  • positive activity
  • incorporates self-awareness
  • lifts mood and reduces anxiety
  • focuses on more positive aspect of relating to self-awareness
  • goes beyond self-awareness to include acceptance
17
Q

define schemas

A
  • mental framework that helps us understand the world around us
18
Q

define self-schema

A
  • in relation to self-awareness, seen as stereotypes of ourselves
  • idea that we have image of ourselves that we use to make sense of the world
  • these help us predict what will happen
19
Q

How do we store knowledge of ourselves?

A
  • store self-knowledge in self-schemas
  • idea is we have image of ourselves that we use to make sene of the world and predict what will happen
  • this knowledge helps us predict what will happen and then decide how to react/behave
  • in certain contexts, certain nodes = activated and in other contexts, other associations will be activated
  • information can be described as self-schematic and aschematic
20
Q

define self-schematic

A

information that is important to part of self-concept

21
Q

define aschematic

A

information that is not important to part of self-concept

22
Q

Identify 3 areas of theories that discuss how self-schemas develop

A

How self-schemas develop based on:

  • how you think you should be
  • how you compare yourself to other individuals
  • how you think of yourself as part of a group/compare yourself to other groups
23
Q

Outline the control theory of self-regulation

(Carver & Scheier, 1981, 1998)
(How self-schemas develop based on: how you think you should be)

A
  • requires self-awareness
  • requires individual to have set some standards to measure themselves by
  • standard must be clear and defined
  • these standards are then monitored to see if they have been met
  • self-regulation = idea that you can repair your view of yourself to the standards that you have (individual tests themselves to see if standard has been met)
  • if standard not met –> individual operates to change that
  • test again
  • repeat
  • works to develop yourself to how you feel you ought to be
  • you can have different public/private standards of yourself
24
Q

Outline the self-discrepancy theory

(Higgins, 1987)
(How self-schemas develop based on: how you think you should be)

A
  • refers to self-reflection and development of self-construct
  • Higgins identifies 3 types of self-schemas
    Actual, Ideal, Ought
  • Higgins elaborates the process by which one self-regulates
  • discrepancies between schemas leads to emotions
  • emotions are relevant to whether you’re thinking of public or private standard
  • discrepancy between actual and ideal self leads to more personal emotional responses = dejection (disappointment)
  • discrepancy between actual and ought self leads to more public emotional responses = agitation, anxiety etc.
25
Q

define actual schema (Higgins, 1987)

A

information about who you are

26
Q

define ideal schema (Higgins, 1987)

A

information about how you would like to be

27
Q

define ought schema (Higgins, 1987)

A

information about how you should be

28
Q

Outline Social comparison theory

(Festinger, 1954)
(How self-schemas develop based on: how you compare yourself to other individuals)

A
  • developing self-schema by considering how you compare to other people
  • learn about ourselves by comparing ourselves to others
  • helps us establish benchmark to where we sit in regards to other people
  • we make downward comparison = where we look down on others rather than ourselves
  • tend to seek out people who are not as good as you
  • tend to seek out people who will validate how we are feeling
29
Q

Outline self evaluation maintenance

(Tesser, 1988)
(How self-schemas develop based on: how you compare yourself to other individuals)

A
  • theory describes how we psychologically deal with upward comparisons
  • to deal with uc, engage in processes to make ourselves feel better about ourselves

1/ exaggerate target’s ability
(i.e.: ‘i won’t compare myself to them because they’re too good’)
2/ change target
(i.e.: ‘nevermind them, move onto another person’)
3/ distance self from target
(i.e.: ‘they’re completely different from me’)
4. devalue comparison dimension
(i.e.: ‘who cares about X, I care about Y’)

  • by doing these processes, we develop self-schema
30
Q

Outline social identity theory

(Tajfel and Turner, 1979)
(How self-schemas develop based on: how you think of yourself as part of a group/compare yourself to other groups)

A
  • idea that we use different self-concepts depending on contextual factors
  • personal identity: more focused on your own unique characteristics
  • social identity:more focused on groups characteristics
31
Q

Outline self-categorization theory

(Turner et al., 1987)
(How self-schemas develop based on: how you think of yourself as part of a group/compare yourself to other groups)

A
  • extension of self-identification theory
  • this theory looks at the social cognitive processes
  • idea that you categorise yourself into groups, internalise group attributes, forms part of collective self –> leads to social identity
  • meta-contrast principle is idea that you accentuate similarities within your group and differences between your group and outgroups
  • tend to idealise positive traits in own group and by extension, yourself
  • accentuate differences between ingroup and outgroup (usually emphasised with negative traits)
  • BIRGing (basking in reflected glory) is the idea of being associated with people who do well
  • group categorisation too salient (noticeable) perception of the self and others becomes depersonalised
  • taking on group attributes more than own identity
  • this can be negative if it involves treating other groups negatively
32
Q

Identify 3 motives for developing the self

A

1/ self assessment
wanting to find out more about ourselves

2/ self verification
wanting to confirm what we know, reinforce what we think is right (positive or negative)

3/ self enhancement
desire to maintain good image, seek favourable information about the self, publicly look to confirm our characteristics

33
Q

Explain individualistic cultures view of the self

A

Western society

  • individuals think of themselves as more independent, autonomous
  • looking to internal thoughts, feelings and traits
  • more likely to act true to internal beliefs and feelings
  • promote own goals and differences from others
34
Q

Explain collectivist cultures

A

Eastern society

  • individuals seen as more interdependent self
  • self is often determined by the roles in society, relationships
  • being loyal, having family networks are valued more strongly and therefore influence individuals sense of self more strongly
  • suggested that this evolved with economic development of Western culture

PSGY1007 social psychology (10 decks)

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