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Social Psychology > The Self > Flashcards

The Self Flashcards

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1
Q

purpose of the self

A

keeping on track
social roles
self-acceptance

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2
Q

what is responsible for controlling and monitoring intentional behaviour

A

anterior cingulate cortex

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3
Q

functions of the self

A

self-knowledge
interpersonal self
agent self

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4
Q

self-knowledge

A

info about self, self-esteem, self-deception

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5
Q

interpersonal self

A

self-presentation, social roles, relationship partner

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6
Q

agent self

A

decision making, self-control, taking charge of situations, active responding

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7
Q

priming effect

A

priming is the idea that exposure to one stimulus may influence a response to a subsequent stimulus, without conscious guidance or intention. the priming effect refers to the positive and negative effect of a rapidly presented stimulus on the processing of a second stimulus that appears short;y after

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8
Q

self-concept

A

the complete set of beliefs people have about themselves

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9
Q

what does the self-concept consist of

A

self-schemas - different dimensions of the self

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10
Q

what do self-schemas do

A

self-schemas determine our thoughts, feelings and behaviour in specific contexts

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11
Q

multiple role theory

A

complexity of the self is important
it is beneficial to a person’s health and wellbeing to have multiple self-identities as this opens up new experiences
self-schemas that are extreme or well-partitioned can have negative effects -e.g. if some are very positive and some are very negative, priming the schemas can have extreme effects on mood

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12
Q

self-awareness theory (SAT) - Duval and Wickland

A

suggests that some situations, e.g. looking in the mirror, leads to self-awareness
self aware people feel bad because they notice discrepancies between who they are and standards
they can either ‘shape up’ by matching their behaviour to the standard, or ‘ship out’ by trying to escape the self-aware state

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13
Q

standards

A

concepts of how things might possibly be, e.g. ideas, norms, expectations, moral principles, laws, past experiences
developed around age 2 - when self-awareness begins

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14
Q

private self-awareness

A

attention directed at the self
positive consequences if people focus on the positive aspects of the self, however can lead to depression if people focus on the negatives

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15
Q

what can private self-awareness do

A

improve behaviour
make us more moral
make us more likely to adhere to our attitudes rather than changing them

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16
Q

what happens when self-awareness feels bad

A

when self-awareness feels bad, we act against our values and seek to escape
e.g. drinking alcohol to remove inhibitions or in an extreme case, suicide

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16
Q

public self-awareness

A

being aware of how we appear to others
usually involves some form of evaluative comparison

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16
Q

what can public self-awareness do

A

make us more likely to adhere to social norms and behave in ways that are socially acceptable

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16
Q

purpose of self-awareness

A

self-regulation (allows for self-control)
allows us to adopt the perspective of others
manages our behaviour in pursuit of a goal

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16
Q

self-concept clarity

A

the extent to which self-schemas are clearly and confidently defined, consistent with each other, and stable across time

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16
Q

what does self-concept clarity help with

A

helps us deal with stress
bolsters psychological wellbeing and self-esteem

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16
Q

limits of self-knowledge

A

people appear not to notice when/ how their attitudes change
people appear not to understand how situational factors affect their behaviour
people appear not to understand why they like things
affective forecasting error - people overestimate the emotional impact that positive and negative life events will have on them
people may be wrong about the extent to which they have free will

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16
Q

affective forecasting error

A

people overestimate the emotional impact that positive and negative life events will have on them

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16
Q

what is common of all theories of self

A

all theories argue that we compare ourselves to some ‘standards’

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17
Q

self-perception theory - Bem

A

people learn about the self by examining their own behaviours
e.g. you go to church so you begin to see yourself as religious
these effects can occur just by imagining behaviour

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17
Q

self-discrepancy theory - Higgins

A

focus on people’s awareness of discrepancies between the actual self and their perceived and ought selves

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17
Q

actual self

A

how a person sees the self at the present time

17
Q

ideal self

A

how a person would like to see the self

17
Q

ought self

A

how a person thinks they ought to be

17
Q

self-regulation

A

the attempt to match behaviour with an ideal/ought standard of the self

17
Q

what can be an effect from discrepancies between the 3 selves (actual, ought and ideal)

A

there may be psychological discomfort as a result of discrepancies
for example, sadness or disappointment from discrepancies between the actual and ideal self, or frustration from discrepancies between the actual and ought self

17
Q

regulatory focus theory - Higgins

A

builds on self discrepancy theory
people (and animals) have two distinct regulatory systems:
1) promotion - approach orientated in constructing the self (e.g. pursuing goals, etc)
2) prevention - cautious and avoidant in doing so (e.g. avoiding behaviours that conflict their ought self)

17
Q

promotion

A

approach orientated in constructing the self (e.g. pursuing goals, etc)

17
Q

prevention

A

cautious and avoidant in doing so (e.g. avoiding behaviours that conflict their ought self)

17
Q

what affects which system (promotion or prevention) people will take (regulatory focus theory)

A

individual differences, mood and context can affect which system people will take:
-confronted with loss: prevention
-confronted with win: promotion

18
Q

control theory of self-regulation

A

people test the self against public and private standards and change their behaviours if there is discrepancy (example of the cognitive feedback loop)
this allows people to make improvements to the self through self-appraisal and self-regulation, e.g. preventing relapse in sex offenders

18
Q

ego depletion

A

self-control and willpower are finite resources which can be used up

18
Q

what effect may exerting self-control have on performance

A

exerting self-control can have a negative effect on performance as it cannot be maintained for an unlimited amount of time

19
Q

social comparison theory - Festinger

A

people compare themselves to others to learn about and define the self

20
Q

upward social comparison effect

A

upward social comparison can have a negative effect on self-esteem (e.g. comparing yourself to someone who is really clever and top of the class may make you feel inferior or less intelligent)

21
Q

downward social comparison effect

A

can have a positive effect on self-concept (as you are comparing yourself to people who are worse than you, thus feel better about yourself)

22
Q

what is temporal social comparison

A

comparing oneself with a self from the past or an anticipated future self

23
Q

temporal social comparison effect

A

making temporal social comparisons may enable people to boost their self-esteem
e.g. doing better on a test than you think you did

24
Q

self-evaluation maintenance model - Tesser

A

people are able to maintain their self-esteem when making upward comparisons by:
-avoiding the comparison person
-exaggerating the ability of the ‘better’ person
-devaluing the dimension on which the other person is better
-engaging in downward social comparison with another person

25
Q

self-esteem

A

a person’s subjective appraisal of the self as intrinsically positive or negative
self-esteem changes throughout the lifespan

26
Q

what can influence self-esteem

A

-upbringing - authoritative/ permissive parenting styles
-chronic individual differences- possibly genetics?

27
Q

sources of self-esteem

A

-some are internal to the person: dependent on emotions, self-schemas, how flexibly they evaluate themselves
-some sources are external: social acceptance

28
Q

sociometer theory

A

self-esteem acts as an internal ‘thermometer’ of social inclusion
signs of exclusion - lowered self-esteem and negative emotions
people change their behaviour to be included

29
Q

contingency of self-esteem

A

people can base their self-esteem on outside factors (you internalise what is expected of you)
if self-esteem is based on a larger range of factors, people are more likely to have high self-esteem
if it is based on a narrower set of factors, people are more likely to have low self-esteem

30
Q

what is the importance of self-esteem

A

-mood regulation
-protection from the terror of death (people with high self-esteem are less affected by mortality salience - the awareness of one’s own mortality or the inevitability of death)
-people with lower self-esteem are more prone to antisocial acts
-however extremely high self-esteem is linked to narcissism

31
Q

impression management (self-presentation)

A

managing the impression you give off to others

32
Q

self-monitoring

A

controlling how you present yourself depending on the person and the situation

33
Q

motives that drive strategic self-presentation

A

-to be seen as competent
-to be liked
-to make people think we are dangerous
-to be seen as morally respectable
-to be seen as helpless and in need of sympathy

34
Q

how does self-esteem affect mood regulation

A

high self-esteem acts as a psychological buffer against setbacks, criticism and failure
people with high self-esteem also tend to attribute success to internal factors such as effort, rather than external factors such as luck. This positive self-appraisal can buffer against negative emotions such as anxiety, self-doubt and low mood

35
Q

what is the difference between self-presentation and self-monitoring

A

self-presentation refers to the conscious or unconscious strategies used to shape the perceptions others have of you. It is more focused on the impression given
self-monitoring is more about responding to a situation or social cues and adjusting your behaviour accordingly

36
Q

high self monitors

A

good at reading social cues, can accurately assess the appropriate behaviour for a given situation and can adjust their self-presentation accordingly

37
Q

low self monitors

A

behave more consistently across different situations and may be less concerned with conforming to social norms and expectations

38
Q

implications of self-presentation for therapy

A

people should engage in positive self-presentations and this should be reinforced by the therapist
people who withhold info which undermines a positive impression may protect their self-esteem, maintain social acceptance and manage impressions/ self-presentation

39
Q

motivational social cognition

A

motivational social cognition refers to the ways in which individuals’ social perceptions, judgments and interpretations are influenced by motivational factors

40
Q

motivations that influence social cognition

A

-to find out more about a topic
-to protect or enhance self-esteem
-to ensure cognitive consistency
-to feel that we are in control of the world in which we live

41
Q

self-assessment

A

we are motivated to know objectively and accurately who we are, particularly of our abilities and performance in particular situations

42
Q

self-verification

A

to confirm what we believe is true about ourselves

irrespective of the positivity/negativity of the information
reassurance helps to achieve cognitive consistency
people even seek to reinforce negative views about the self

43
Q

self-enhancement

A

refers to the process by which individuals perceive themselves in more positive light than they may objectively be

allows us to see the self positively: people seek positive views about the self and seek to alter negative views
however there may be self-serving attribution bias, where people take credit for their success (internal factors) but deflect the blame (external factors)

44
Q

illusion of control

A

people like to have control over their lives
lack of control is associated with anxiety
however we tend to overestimate our degree of control over events
we want to maintain the feeling of control

45
Q

culture and the self

A

there may be differences between individualist and collectivists cultures and perceptions of the self and self-concept
e.g. individualist may focus on the self whereas collectivist may consider the self as one part of a wider network.
bicultural people may have an integration of both cultures in their self-concept, or they may use different cultural knowledge and values depending on the context

Social Psychology (5 decks)

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