Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYC 250 > Week 10 - The Self > Flashcards

Week 10 - The Self Flashcards

1
Q

The self

A
  • Physical characteristics
  • Personality traits
  • Personal preferences
  • Social and familial relationships
  • Details of ethnicity, culture, national origin
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Self concept

A

Conceptual system made up of one’s thoughts and attitudes about oneself

Physical being, social roles and relationships, and internal characteristics

Understanding of how the self changes or remains the same over time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Emergence of the self concept

A

Emerges early and continues to develop into adulthood
* More complex with increased emotional and cognitive
development
* Is enhanced when adults provide descriptive information about the child

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Development of self 0-18 months

A

○ Rudimentary understanding of one’s physical self
○ Begin to appreciate that they are different from
others (self-other differentiation)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Development of self 18-20 months

A

Know reflection in mirror is themselves Tested via the “Rouge Test”
Cross-cultural differences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Development of self 2 years

A

Recognize themselves in photographs (life story)
Show embarrassment and shame
Self-awareness (via self-assertion)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Development of self in childhood

A

Sense of self is largely a social construction based on observations and
evaluations from others, as well as how they are treated by others

At age 3 to 4
Understand concrete, observable characteristics related to physical attributes, physical activities and abilities, psychological traits, and preferences Self-evaluations unrealistically positive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Self concept in elementary school

A

Increasingly based on relationships with
others (namely peers)

Care about others’ evaluations of them
(consider popularity and performance)
self

social comparison

coordinates opposing self representations - smart in math, bad at science

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

social comparison

A

process of comparing aspects of one’s own psychological, behavioral, or physical functioning to that of others in order to evaluate oneself

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

development of self in early adolescence

A

Abstract thinking leads to abstract characteristics to describe themselves

Multiple selves (e.g., self with parents vs. with friends vs. at their job) and lack the ability to integrate these into a coherent whole (which resolves over time)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

development of self in early adolescence is characterized by

A

ego centrism

Personal fable - a story that adolescents tell about themselves that involves beliefs in the uniqueness of their own feelings and their
immortality - nobody else understands

Imaginary audience - refers to the belief that everyone is focused on the adolescent’s appearance and behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

development of self in middle adolesence

A

Are better than younger adolescents at identifying contradictions in themselves

BUT begin to agonize over the contradictions in their behavior and
characteristics
* Introspective: “Who am I?”
* Most do not have the cognitive skills
needed to integrate contradictions into a coherent conception of self

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

development of self in late adolescence and early adulthood

A

The conception of self becomes more integrated and less determined by what others think

Conceptions of self frequently reflect internalized personal values, beliefs, and standards - am I a good person?

Able to integrate opposing facets of self with…

Support from parents, teachers, and others is important in helping adolescents understand the complexity of personalities.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

self esteem

A

overall subjective evaluation of their worth and the feelings they have about that evaluation

costs of high self-esteem - arrogance, narcissism, aggression, overestimate capabilities may not ask for help

Low self esteem associated with anxiety, depression, and bullying

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

sources of self esteem

A

Changes in self-esteem over time
* High in childhood, drops in -
adolescence, and high in adulthood

  • Gender - males have higher self esteem overall and in athletics, appearance, and self satisfaction - females have lower overall, but higher in behavioural conduct and moral-ethical esteem
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Parents and self esteem

A
  • Approval and support
  • Self-esteem is grounded in the quality of our relationships
    being
  • If children are loved = they believe are worthy of love as adolescents and adults
  • Discipline:
  • Firm but loving = potential for high self-esteem
  • Consistent belittlement or rejection and social comparison= low self-
    ~ low support esteem (“why can’t you be more like your sister?”)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

inflated praise

A

less challenge seeking behaviour - less motivation

avoid using inflated praise on kids with low self esteem especially - set realistic standards - if bar is too high - they dont wanna fail

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

peers and self esteem

A

Feelings of competence depend, in part, on how peers evaluate them
* At the same time, children’s self-esteem likely affects how peers
respond to them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

schools/neighbourhoods and self esteem

A
  • Switch from elementary/middle school to high school is difficult * New group of peers and new social order
  • Violent neighborhoods→low self-esteem
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

culture and self esteem

A

Western societies→individual accomplishments
* Asian societies→collective welfare
* Self-criticism and efforts at self-improvement are the norm
collective
* More comfortable with acknowledging good and bad traits

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

which theory considers influences of self esteem

A

bioecological theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

identity

A

an individual’s sense of self defined by (a) a set of physical, psychological, and interpersonal characteristics that is not wholly shared with any other person and (b) a range of affiliations (e.g., ethnicity) and social roles

We each have multiple identities.

Adolescence is a period in which children get to know their multiple identities and forge new identities that are separate from their parents and childhood friends.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

difference between identity and self concept

A

Identity = label - broader

Self-concept = ingredients + internal knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

theories of identity development

A

During adolescence…

  • There is an identity crisis
  • Re-evaluation of commitments
  • Outcome:
  • 1) Renewed commitment to previously held beliefs
  • 2) Total rejection of them
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

identity development design

A

moratorium - exploring with no commitment

identity achievement - explored and committed

identity diffusion - no progress toward exploring or committing

identity foreclosures - committed with low exploration, takes on parents values

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

most typical sequence

A

Diffusion → foreclosure → achievement

Diffusion → moratorium → foreclosure → achievement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

identity sequence depends on

A

Warmth and support of parents
* Child’s own interests
* Socioeconomic status (only so many resources
available for exploration)
* Can be bound by historical context
* In the past, identity for girls was focused on marriage
and family
* Today: family + career

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

racial / ethnic identity

A

Beliefs and attitudes an individual has about the ethnic or racial
groups to which they belong
* Preschool children do not really understand the significance of the
ethnicity/race they belong to
* By early school years, children know the common foods, traditional
activities, language use and so on
* Identify themselves in terms of their race/ethnicity by 5-8 years of
age (but gender is a more fundamental part of identity)
* Minority-group youth may face a decision:
* Whether to lean into their culture of origin or take on some of
the behaviours and values of the new culture (acculturation) * Racial/ethnic identity is associated with positive outcomes
* Pride due to culture = less affected by discrimination

29
Q

sexual identity

A

sense of oneself as a sexual being

Sexual orientation: individual’s romantic attractions
to people of various genders * Separate from gender identity

partly hereditary - identical twins are more likely to have similar sexual orientation compared to fraternal twins

30
Q

development of sexual identity

A

first recognition - realization that one is somewhat different than others - accompanied with feelings of alienation

Report feeling same sex attraction between ages 10-15, did not identify until after 15, did not disclose until after 20

University age - more females identify as “mostly straight” - females more likely to describe themselves as bisexual or mostly heterosexual

31
Q

attachment

A

○ Close and enduring emotional bond with a specific person

child-caregiver attachment - emotional deprivation and lack of meaningful relationships with caregivers in first years - hinder optimal social and cognitive development

32
Q

institutionalized children without primary caregiver

A

No concern for other’s emotions
Isolated and withdrawn
Histories of violence, stealing, and sexual misdemeanors

33
Q

cloth mother experiment

A

argue that food links baby to mothers through classical conditioning

Harlow removed young monkeys from their natural mothers a few hours after birth and left them to be “raised” by these mother surrogates. The experiment demonstrated that the baby monkeys spent significantly more time with their cloth mother than with their wire mother - comfort, secure

34
Q

bowlby’s attachment theory

A

Based on Freud’s idea that early
infancy/childhood experiences matter
* Child = competence-motivated -
* Secure base: presence of a trusted caregiver, provides an infant/child with a sense of security that makes it possible to explore

Several purposes of attachment - enhances infant chance of survival by keeping caregiver close, helps child feel emotionally secure to allow children to explore world, serves as a form of co-regulation

imprinting - rooted in evolution, but quality of attachment depends on nature of experience with caregiver

35
Q

functions of attachment

A
  • Survival - necessary fo r survival
  • Security→exploration - secure base
  • Co-regulation of emotions
  • Form internal working models
    they are * Representations of caregivers u
  • Representation of the self -
  • Representations of relationships
36
Q

four phases of attachment

A

Preattachment phase
(birth to 6 weeks) Infants produces signals calling attention to be comforted by someone else

Attachment-in-the-making
(6 weeks to 6-8 months) Infants begin to respond preferentially to familiar people

Clear-cut attachment
(between 6-8 months and 11⁄2-2 years)
Infant’s actively seek contact with regular caregivers and typically show separation protest or distress when the caregiver departs

Reciprocal relationships
(from 11⁄2 or 2 years on) Children play active role in developing working partnerships with their caregivers

37
Q

attachment theory - ainsworth

A

Developed “The Strange Situation” to
assess infants’ attachment to their
primary caregivers
* Focused on two factors: Secure base, Reaction to separation and reunion

38
Q

the strange situation procedure

A
  • Laboratory setting
  • Room with various interesting toys
  • Child is exposed to: Separations and reunions with the
    caregiver, Interactions with a stranger
39
Q

8 episodes of the strasnge situation

A

1: experimenter introduces caregiver and infant to unfamiliar room
* 2: caregiver and child alone - caregiver told to not initiate interaction - assessing exploration and use of caregiver as a base
* 3: Stranger enters and sits quietly for 1 minute, speaks to caregiver for 1 minute, tries to speak to infant for 1 minute - assessing reaction to the stranger
* 4: child left alone w stranger - assess separation distress, reaction to strangers comforting
* 5: caregiver enters room and pauses by door, stranger leaves - assess first reaction to reunion with caregiver
* 6: caregiver leaves infant alone - assessing separation distress
* 7: stranger enters, comforts infant - assessing ability to be soothed by stranger
* 8: caregiver calls, enters - reaction to reunion

40
Q

secure attachment

A

high-quality, positive relationship with his or her attachment figure
In the Strange Situation infants:
* May be upset when the caregiver leaves
* May be happy to see the caregiver return
* Recovers quickly from distress when caregiver returns back
* Use caregivers as a secure base for exploration

50-60%

41
Q

insecure/resistant attachment

A

described by clinginess to caregiver
In the Strange Situation Infants:
* Very upset when caregiver leaves
* Not comforted by stranger
* Not easily comforted by caregiver
when she/he returns
* Do use caregiver as a secure base

9%

42
Q

insecure/avoidant attachment

A

children are indifferent toward their caregiver and may even avoid the caregiver
* In the Strange Situation Infants:
* Indifferent to caregiver before the
caregiver leaves
* Indifferent or avoidant when the caregiver returns
* Can be comforted by stranger when distressed

15%

43
Q

disorganized/disoriented attachment

A

children did not fit into the other categories
In the Strange Situation:
* No consistent way of coping with the stress of the Strange Situation
* Behavior is confused or contradictory
* Infant appears dazed or disoriented

15%

44
Q

parental sensitivity

A

Parental sensitivity: caregiving behaviour involves expressing warmth and responsiveness to children
* Read baby’s signals
* Respond quickly to needs
* Positive exchanges (e.g., mutual smiling, laughing, touch)

45
Q

genetic predisposition for attachment

A

No genetic explanation for attachment
* Epigenetic effects play a role in the expression of attachment behaviour
* Certain “reactive” genes have been associated with vulnerability in the face of adversity/stress → showed disorganized attachment

46
Q

Allele variants of SLC6A4 gene

A
  • participants with variant associated with vulnerability in face
    of stress, had less security and more disorganization if they grew up in institution vs growing up at home - children with other genotype did not exhibit this behaviour
47
Q

DRD4 system

A
  • DRD4 - dopamine system - associated with disorganized attachment when infant is stressed, but more security in less stressful situation
48
Q

attachment across cultures

A

Children use mothers as a secure base when exploring their environment
* Differences in behaviour→ Children from South America were least likely to remain in close physical proximity to their mothers

Cultural Variations in Attachment Styles
* Behaviours similar across countries - in all, children used mother as secure base
* Children in Colombia and Peru - less likely to remain in close physical proximity to mothers
* Children in Italy and Portugal - more likely to maintain physical contact with mothers

49
Q

does security of attachment have long term effects?

A

Children who were securely attached as infants (vs. insecurely attached):
* Childhood➔closer, more harmonious relationships with peers
* Adolescence➔positive peer and romantic relationships and emotional health
* Earn higher grades and are more involved in school

50
Q

socialization

A

Process through which children acquire the values,
standards, skills, knowledge, and behaviors that are regarded as
appropriate for their present and future roles in their culture

51
Q

parents as…

A

Parents as direct instructors: Directly teaching skills,rules,and strategies
▪ Parents as indirect socializers: Indirect socialization through their own behavior with and around their children
▪ Parents as social managers: Managing children’s experiences and social lives (e.g., exposure to people, activities, and information)

52
Q

discipline

A

direct socialization strategy that consists of a set of behaviours parents use to teach children how to act appropriately
* Successful when the child internalizes the reasons for the desired behaviour

53
Q

effective discipline strategy for promoting internalization?

A

Other-oriented induction
* E.g., child keeps hitting their sister. Parent orients the child to the harm that they have caused and explains the effects of the harm on their sister
* Teaches children empathy for others and guilt (moral emotions)
* Whenever there is a rule that’s enforced, providing reasoning is always better than not
providing reasoning

54
Q

punishment

A

Time-out or taking away privileges + reasoning can be effective
* BUT only under certain conditions (remember last lecture…)
* Important to remember that children WANT to be good
* When children “misbehave”, it’s likely because they don’t yet have the appropriate
skills to navigate the situation they’re in
* Think about that before employing a punishment

  • Ineffective - spanking, yelling, time out, taking away privileges, love withdrawal
  • Spanking increase risk of low self esteem, low cognitive ability
55
Q

why is corporal punishment ineffective?

A

spanking
impacts relationship with parent
develop aggression
learns that it is okay to hit people

if spanking is normalized in culture, less impact, but on average leads to more aggression

56
Q

parenting styles

A

Parenting behaviors and attitudes that set the emotional climate in regard to parent-child interactions

57
Q

parenting style dimensions

A

Parental responsiveness (warmth) and demandingness (control) ▪ Pioneering research done by Diana Baumrind (1973)
▪ Four parenting styles

58
Q

4 parenting styles

A

Authoritarian HC , LW
▪ High behavior standards
▪ Strict punishment of misconduct
▪ Little communication

Authoritative HC , HW
▪ Sets clear boundaries but is warm and listens
▪ Attentive to concerns and communicates openly

Permissive LC, HL
▪ High nurturance and communication
▪ Little discipline, guidance, or control of misconduct

Uninvolved (disengaged) LC LW
▪ Indifference, sometimes rejecting/neglectful
▪ Unaware of what happens in child’s life
▪ Focused on own needs

59
Q

children of authoritarian parents

A

○ Low in social and academic competence
○ Are unhappy and unfriendly, with boys
affected more negatively than girls in
early childhood
○ Inability to cope with daily stressors
○ High levels of depression, aggression,
delinquency, & alcohol problems

60
Q

Children of Authoritative Parents

A

○ Competent, Self-assured, Popular
○ Able to control their own behavior
○ Low in antisocial behaviors in childhood
○ In adolescence: high in social and
academic competence and positive behavior, low in problem behavior

61
Q

Children of Uninvolved Parents

A

○ Infants and toddlers tend to have attachment
problems
○ As children, they have poor peer relationships
○ Adolescents tend to show antisocial behavior,
poor self-regulation, internalizing problems, substance abuse, risky sexual behavior, and low academic and social competence

62
Q

Children of Permissive Parents

A

As children: impulsive, lacking in self- control, high externalizing behaviors,
and low in school achievement
○ As adolescents: engage in more school misconduct and drug/alcohol use than
do those with authoritative parents

63
Q

parenting and attachment styles

A
  • Secure - parent is responsive to signals, affectionate, expressive, frequent close contact with child
  • Insecure/avoidant - parent insensitive to child’s signals, avoids close contact, rejects child’s bids for contact, may be angry, irritable, impatient
  • Insecure/resistant - Inconsistent or awkward in reacting to child’s distress, seems overwhelmed with tasks of caregiving
  • Disorganized/disoriented - Intrusive, emotionally unavailable, may be in a trance like state, confuses or frightens child, may be harsh or abusive
64
Q

attachment and social-emotional development

A
  • Attachment styles predict later social emotional development
  • Secure - positive and constructive internal working models, learn it is acceptable to express emotions appropriately - higher in self-regulation, sociability, social competence - less anxious, depressed, socially withdrawn - better understand others emotions
  • 2.5x less likely to develop mental health problems
  • Insecure/avoidant - Inhibit emotional expressiveness, not seek comfort
  • Insecure father attachment - more strongly correlated with child conduct problems than insecure mother attachments
65
Q

autism spectrum disorder and the self

A
  • Refer to themselves in the third person
  • Difficulties differentiating themselves from other people
  • Promote self awareness through joint attention activities
  • ASD self awareness - gains in self awareness and no decrease in self esteem
66
Q

differences in mothers and fathers interactions with children

A
  • Mothers - physical care, emotional support, warmer, responsive
  • Fathers - more time playing with children, rough and tumble play
  • Effects of mothers and fathers acceptance and warmth were linked with positive psychological adjustment
67
Q

child’s influence on parenting

A
  • Individual differences contribute to the parenting they receive - behaviour and temperament
  • Children may become whiny and aggressive and parents back down, or parents become frustrated and escalate negative behaviours - coercive cycles
  • Bidirectionality can occur with negative behaviours - parents use of spanking at age 1 predicts greater child aggression at age 3 which predicts more spanking at age 5
68
Q

sibling relationships

A

Can interact like peers - sharing and reciprocity - or parents - power and influence - older sibling have influence

Can be rivals - siblings with a positive relationship are more likely to compromise with one another

Siblings get along better if their parents get along better - conflict between siblings is higher in divorced families and remarried families

PSYC 250 (14 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions