Chapter 3: Social Self-Reality is subjectiveoProduct of construal's & interpretations of social world-Including ourselvesSelf: in part a product of our construal's, yet fundamentally social in natureSelf is known through contributions of:-Immediate social environment-Surrounding culture-GenderSelf-esteem, often based on comparisons between ourselves & our goalsPresent ourselves to others in ways designed to get them to form particular impressions-Alter-ego's: second (third, fourth) form of selves-Who we are in the presence of relevant audiences-Nature of the Social SelfoWilliam James: the study of self "The Principles of Psychology"-Social Me --> the social self Parts of self-knowledge that are derived from social relationshipsSocial entity through & through-Who a person is in one social context is often different in another social environmentSense of who we are is forged in our interactions with others-Shapes how we interact with others & how they see themselveso3 primary components-Individual SelfEncompasses a person's beliefs about unique personal traits, abilities, preferences, talents etcWhat sets a person a part from others-Relational SelfSense of oneself in specific relationshipsi.e. doting husband, black sheep of the family-Collective SelfPerson's identity as a member of the groups to which he or she belongs-i.e. Irish-Catholic, gay urban maleoRelational & collective selves include beliefs about the roles, duties, & obligations each of us assume in specific relationships & groups-Prominence of different self-beliefs vary according to person's culture of originI.e. Japanese more likely to define themselves in relational & collective terms-Origin of Self-KnowledgeoFamily & Other Socialization Agents-Teach children what they view as socially appropriate & valued attitudes & behaviorsDirectly: insist on share, take turns, say "thank you" --> mannersIndirectly: modeling appropriate behavior-Can shape sense of self-Socialization agents can influence traits, abilities, & preferences that we come toassociate with ourselves -Symbolic interactionist: notion that we come to know ourselves through imagining what others think of us"looking glass self" other people's reactions to us serve as a mirror of sorts, reflecting our imageReflected self-appraisals: beliefs about what others think of our social selves -See ourselves partly through the eyes of people around us-Internalize how we think others appraise us -Not necessarily how they actually see us-Reflected self-appraisals often do not correlate high what othersactually make of us-Self-views often affect reflected self-appraisals-Impact may not be as simple & direct as the idea of the looking-glass self originally suggested-Medial prefrontal cortex: heightened during self-referential cognition-Temporal-parietal junction: perspective taking-Neural systems involved in perspective taking were engaged even during self-view tasks-Young adults exhibit greater activity in both self-perception & perspective taking-Adolescent's sense of self is especially likely to be based on their beliefs about others' views of themoSituationism & the Social Self-Social self-changes--> principle of situationism-Aspect of self that is relevant in the social contextContextual shifts --> greatest determinant in what is relevant is the current situationWorking self-concept: subset of self-knowledge that is brought to mind in a particular context-Different situations bring forth different levels of self-definition-Aspects of Self that are Distinct in the social contextDistinctiveness hypothesis: highlight what makes us unique in a given social situation-6th graders: 7 minutes describing themselves; average of 11.8 statements referred to their recreational activities, attitudes, friends & school activities -In the west: what's most central to your identity is what makes you distinct-Both Malleable & Stable?Sense of continuity in the self --> stable, core self-Core components of self-knowledge are likely to be on the top of the mind whenever a person thinks about the self-Overall pool of self-knowledge remains relatively stable over time-Sense of self may shift- shifts conform to a predictable, stable patternMalleability in the individual's self is itself is stableSocial Self:-Malleable from one context to another-Same time a personal's social self has core components that persist across contextsoCulture & the Social Self-Western SocietiesDeclaration of Independence = freedoms of the individual Individuality, Freedom, & Self expressionIndependent self-construal-autonomous entity-Uniqueness independence-Internal cause of behavior-Concept of self in terms of traits that are stable across time & social context -Asian CulturesConfucius emphasizes importance of knowing one's place in society; thinking of others before the self"An empty wagon makes the most noise "/"The nail that stands up gets pounded down"Interdependent Self-Construal-Self is fundamentally connected to other people-Find a place & fill appropriate roles within the community-Focuses on the influence of the social context-Self is embedded within social relationships, roles & duties-Refer to self sometimes as 'my portion' -Culture-Based Self-ConceptInfluences numerous elements of the social self-Emotions we feel, motives that drive us, ways of perceiving the social world, specific construal processes & self esteemoGender & the Social Self-Women in the U.S. construe the self in more interdependent terms than men doDescribing self: more likely to refer to social characteristics & relationshipsSocial Interactions: more empathetic, better judges of people's personalities & emotions-More attuned to situational cues & people's reactions-Men prioritize difference & uniqueness, construing the self in more of an independent termsMen tend to be more attuned to their own internal responses-Many agents of socialization guide men & women's self-construal's in different directionsMedia portray men & women differently-Men: positions of powerful & agencyParents:-Talk with girls more about emotions & being sensitive to othersFriendships & Groups-Earliest ages influence self-construal's-From about age 3-primary school; play in gender segregated groups thatreinforce &