test 1 Flashcards
Autobiographical reasoning
the ability, typically developed in adolescence, to derive substantive conclusions about the self from analyzing one’s own personal experience
Big five
a broad taxonomy of personality trait domains repeatedly derived from studies of trait rating in adulthood and encompassing the categories of
1) Extraversion vs. introversion
2) Neuroticism vs. emotional stability
3) agreeable vs. disagreeableness
4) Conscientiousness vs. non conscientiousness
5) Openness to experience vs. conventionality
Ego
Sigmond Freud’s conception of an executive self in the personality. Akin to this module’s notion of “the I,” Freud imagined the ego as observing outside reality, engaging in rational though, and coping with the competing demands of inner desires and moral standards
Identity
Sometimes used synonymously with the term “self,” identity means many different things in psychological science and in other fields (e.g., sociology). In this module, I adopt Erik Erikson’s conception of identity as a developmental task for late adolescence and young adulthood. Forming an identity in adolescence and young adulthood involves exploring alternative roles, values, goals, and relationships and eventually committing to a realistic agenda for life that productively situates a person in the adult world of work and love. In addition, identity formation entails commitments to new social roles and reevaluation of old traits, and importantly, it brings with it a sense of temporal continuity in life, achieved though the construction of an integrative life story.
Narrative identity
An internalized and evolving story of the self-designed to provide life with some measure of temporal unity and purpose. Beginning in late adolescence, people craft self-defining stories that reconstruct the past and imagine the future to explain how the person came to be the person that he or she is becoming
Redemptive narratives
life stories that affirm the transformation from suffering to an enhanced status or state. In American culture, redemptive life stories are highly prized as model for the good self, as in classic narratives of atonement, upward mobility, liberation, and recovery
Reflexivity
The idea that the self reflects buck upon itself; that the I (the knower, the subject) encounters the Me (the known, the object). Reflexivity is a fundamental property of human selfhood
Self as autobiographical author
The sense of the self as a storyteller who reconstructs the past and imagines the future in order to articulate an integrative narrative that provides life with some measure of temporal continuity and purpose.
Self as motivated agent
The sense of the self as an intentional force that strives to achieve goals, plans, values, projects, and the like.
Self as social actor
The sense of the self as an embodied actor whose social performances may be construed in terms of more or less consistent self-ascribed traits and social roles.
Self-esteem
The extent to which a person feels that he or she is worthy and good. The success or failure that the motivated agent experiences in pursuit of valued goals is a strong determinant of self-esteem
Social reputation
The traits and social roles that others attribute to an actor. Actors also have their own conceptions of what they imagine their respective social reputations indeed are in the eyes of others
The age 5-7 shift
Cognitive and social changes that occur in the early elementary school years that result in the child’s developing a more purposeful, planful, and goal-directed approach to life, setting the stage of the emergence of the self as a motivated agent.
The “I”
The self as knower, the sense of the self as a subject who encounters (knows, works on) itself (the ME).
The “Me”
The self as known, the sense of the self as the object or target of the I’d knowledge and work.
Theory of mind
Emerging around the age of 4, the child’s understanding that other people have minds in which are located desires and beliefs, and that desires and beliefs thereby, motivate behavior.
