Self and Social Understanding

Social cognition & the Self
1. Categorical self
2. Remembered self
3. Enduring self
Freud's Infant Egocentrism
1. differentiation of self is based on satiation of biological needs
2. Infants only care about themsevles - can't distinguish between themselves and world
SELF-AWARENESS
1. explicit self-awareness = self-recognition
2. Influences
  1. sensitive caregiving
  2. Feedback
3. To do with emotions of yourself and others
4. Self-conscious emotions (secondary emotions)
5. Possessiveness = sign of self-assertion
William James: The Self
1. SELF = both knower and known
2. we are both someone who knows things and someone who is known (by others)
3. I-self: know that we are separate from others
4. Me-self: traits we possess
RED DOT TASK
1. draw red dot/mark on child's forehead
2. place them in front of mirror
3. a) touch themselves on the forehead to try and rub it off
4. b) touch mirror image of themselves to try and rub it off
COOLEY: LOOKING GLASS SELF
1. we evaluate ourselves based on how others evaluate us!
2. How do I look in front of others?
3. How do others feel about me?
4. How can we change ourselves to satisfy others?
CHILDREN'S THEORY OF MIND
1. contributes to perspective-taking
2. enriched understanding of yours and others' mental lives
3. aware of inner self + your own private thoughts/feelings
4. DESIRE THEORY OF MIND
  1. thinking that people always act consistent with their attitudes/desires
  2. do NOT realise things such as BELIEFS yet
5. FACTORS
  1. Language & Verbal reasoning
  2. Social interaction
  3. Security of attachment
  4. Make believe play
  5. Executive Function
FALSE-BELIEF TASK
1. 1. show child smarties box
2. 2. ask them what's inside it - they say Smarties
3. 3. Show them that there's PENS inside, not Smarties
4. 4. Then ask child what Sarah (hypothetical person) would think if they were shown Smarties box
5. 5. Child says Sarah would think there are PENS in box
6. Child does not yet understand that what THEY know is not necessarily what OTHERS know!
Recursive thought
1. ability to see situation from 2 DIFF PERSPECTIVES
2. understand 2ND-ORDER BELIEFS: that someone's belief about beliefs of someone else is not always right
SELF-CONCEPT
1. Preschool
2. Toddlers
3. Early Childhood
4. Adolescence
5. George Herbert Mead: Self as Generalized Other
  1. Children adopt the same view as the one others have of them
6. SELF-ESTEEM
  1. Culture
    1. Asian children tend to have lower self-esteem despite being generally good at academics
  2. Childrearing
  3. Children: ALL OR NOTHING APPROACH
  4. Middle Childhood: use SOCIAL COMPARISONS
  5. Adolescence: develop NEW dimensions of self-esteem
  6. ACADEMIC COMPETENCE
  7. PHYSICAL ATTRACTIVENESS
  8. SOCIAL COMPETENCE
  9. PHYSICAL/ATHLETIC COMPETENCE
7. Multiple Selfs
  1. Having diff versions of self in diff situations
ACHIEVEMENT-RELATED ATTRIBUTIONS
1. MASTERY-ORIENTED
  1. Success = result of own ability
  2. Incremental view of performance
2. LEARNED HELPLESS
  1. Failures due to inherent lack of ability
  2. Static view of performance
3. INTERNAL psychological cause
  1. ABILITY
  2. EFFORT
4. EXTERNAL psychological cause
Attribution Retraining
1. Train learned helpless children to re-evaluate performance, ability
2. Encouragement
3. Constructive criticism and guidance
IDENTITY CONSTRUCTION
1. Define who you are
2. What you value
3. Directions you want to pursue in life
4. IA (Identity Achievement)
5. IM (Identity Moratorium)
6. IF (Identity Foreclosure)
7. ID (Identity Diffusion)
8. FACTORS AFFECTING IDENTITY DEVELOPMENT
  1. personality
  2. famiy
  3. Peers
  4. School/community
PREJUDICE: Ingroup vs Outgroup
1. In group favouritism very easy to form
2. Prejudice can start young - kids get msgs about group status everywhere
3. Issue of decline of overt racial bias
REDUCE prejudice
1. promote intergroup contact
2. Promote multicultural classrooms
3. Cross-race friendships
4. Teaching children that traits are CHANGEABLE
5. Volunteerism
SOCIAL PB-SOLVING
1. 1. Encode social cues
2. 2. Interpret social cues
3. 3. Formulate social goals
4. 4. Generate pb-solving strategies
5. 5. Evaluate each strategy and choose best one
6. 6. Enact strategy
7. 7. Peer reaction/response
8. Depends on child's mental state
PATHS
1. Promoting Alternative Thinking Strategies
2. Intervention method for preschool children

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Self and Social Understanding

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	Created by Helen Li almost 11 years ago