the self

Question 1

william james

Answer 1

suality of self

the me : self as object that can be observed

the I :the observer

Question 2

self-conscious

Answer 2

self-awarness

Question 3

self-concept

Answer 3

the me

the conception of one’s self as physical,social,psychological,moral being

what I’m

Question 4

self-esteem

Answer 4

global evaluation (positive vs negative) of one self

how I feel about myself

Question 5

how can we describe the self?

Answer 5

personal characteristics

ascribed characteristics- what your born with

social and group identities

interests/activities

material possesion- I’m an owner of ….

abstract/existanceial-me, a person

Question 6

how do we know a child had a sense of self?

Answer 6

linguistic marker

cognitive-behaviour marker

emotional marker

Question 7

linguistic marker (age 18 moths)

Answer 7

self-refering (i,me,mine)

recognition of self accomplishments

narrative language use

Question 8

cognitive - behavioral markers(18-24 months)

Answer 8

-immitation and role taking
-mirror self-recognition
-rouge test(paint in forehead)

Question 9

what other animals have mirror self-recognition?

Answer 9

chimps,orangutans,gorillas
elephants
dolphins
humans
magpies

Question 10

emotional marker(2.5-3 years old)

Answer 10

self concious emotions (guilt,shame,pride)
require ability to evaluate the self
empathy

Question 11

looking glass self

Answer 11

our self is built upon how we see ourselves in other’s eyes (based on their behaviour)

I’m funny, because my friends laugh at my jokes

Question 12

what are the people we most care about - self-esteem

Answer 12

casual aquences

Question 13

multiple selves

Answer 13

multiple selves correspond to mutiple roles

we see ourselves differently in each social role

ex :I’m a daughter,student,worker,friend,sister

Question 14

having multiple self leads to lower well-being and self-esteem

Answer 14

A highly differentiated self-concept
reflects psychological fragmentation and lack of
an integrated core self

Question 15

self-esteem

Answer 15

affective componets : how we feel about ourselves

cognitive components:how we think about ourselves

Question 16

measuring self-esteem

Answer 16

self-report scale
-similarity between actual and ideal self
-observer report

Question 17

rosenberg self-esteem scale

Answer 17

1 to 5(strongly disagree to strongly agree)

i feel that i’m a person of worth (example)

Question 18

longitudinal study

Answer 18

assed undergrads self-esteem (using Rosenberg scale)

1-begging of year 1
2-end of first semester
3-end of year 1,2,3,4

Question 19

result

Answer 19

self-esteem droped by end of first semester
and it only improved after that (it was pretty stable between 2-3)

Question 20

self-esteem throught life span

Answer 20

9-12 years old up
13-17 goes down(teen years)
18-13 bit more down (going to collage)
24-30 goes up
31-50 stable
51-70 goes way up
71 goes very very down

Question 21

this was in a study online some limitations

Answer 21

sample selectivity
cross sectional design

Question 22

self-esteem programs for kids : positive illusion

Answer 22

may be creating narcism not high self-esteem

people tell the kids they are doing well and they are greater when getting answers wrong

origins of narcism
-unrealistic expectations
-positive feedback without actually accomplishment

Question 23

can positive illusion be harmfull

Answer 23

yes

-inflates pride and is easily wounded
-Media reports of adolescent killers
suggest that killers felt humiliated by
peers, suffered from wounded pride and
powerlessness
-Shame-rage spiral; shame may be
brought on by excessive pride

Question 24

whats the process

Answer 24

When we are insulted and humiliated,
we feel shame – a painful emotion
that we want to avoid feeling at all
costs
* Narcissists are so dependent on their
inflated high self-esteem, they
externalize blame

Convert shame into anger, expressed as
aggression

Question 25

Research suggests… Positive
Illusions are a “Mixed Blessing”

Answer 25

n the short term, positive illusions are
associated with:
– Psychological well-being and self-esteem
– Better performance on experimental tasks
* In the long term, positive illusions are
associated with:
– Decreasing levels of well-being and self-esteem
for university students, but not high school boys
– Disengagement from school and increased
likelihood of dropping out – for university
students
– Impact of positive illusions may vary by stage of
life