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TAMU PSYC 307 - Self and Social Concept
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PSYC 307 1st Edition Lecture 19Overview of Previous Lecture - Attachment o Causes of secure and insecure attachment o Factors affecting secure attachment o Other Issues o Quality of attachment in later developmento Basis of long-term effects - Self and Social Understanding o The Concept of Self o Theories of Development of Self-Concept o Development of Self-Concept Overview of Current Lecture - Theory of Mind- Autism and False-Belief- Imaginary Companions- Self-Esteem- Identity in Adolescence - Issues a. Psychological self – how people conceptualize themselves i. Developmental changes1. Middle childhood – describing self, interests in concrete ways 2. Late childhood – inner characteristics, inner workings of self/mind3. Adolescence – think about self in qualifying termsNovember 18 I. Theory of Mind a. Well-organized understanding of how the mind works and how it influences behavior i. Intentions beliefs and desires of others may be different than your own b. People have minds; have own understanding of how world should operate; own motivations for behavior i. Two years old: “false belief problems”, fail miserable ii. Three year old: have difficulty with false belief problemsiii. Five years: do relatively well with false believe tasks c. Testing Children’s Theory of Mindi. The Smarties Task: box says smarties, they think there are smarties inside, actually pencils 1. Passing the task requires understanding that people will not think there are pencils in the box; they will also think that there are smarties in the box d. Factors contributing to theory of mind i. Language and verbal reasoning1. Children who can articulate what has happened do better with theory of mind ii. Executive functioniii. Security of attachment – do better with theory of mind tasks iv. Maternal “mind-mindedness” – mom’s that frequently discuss how other’sthink/feelv. Make-believe play – abstract thinking vi. Social interaction – social competence e. Explanations for Development of Theory of Mind (all three have merit)i. TOMM – hypothesized brain mechanism devoted to understanding other human beings1. Core knowledge theory – mind organized to process certain types of information 2. Behavior of other people is not random; driven by motivations, desires, etc. ii. Interactions with other people are crucial for developing theory of mind1. Ability to remember, attention to relevant details, ability to track change iii. General information-processing skills are necessary for children to understand people’s mindsII. Autism and False-Belief Tasksa. Children with autism continue to find false-belief tasks very hard to solve even as teens i. Trouble establishing joint attention, poor language skills limit opportunities to learn about other’s thoughts and feelings, understanding that beliefs affect behavior eludes themii. Pattern of findings suggests that children with autism have impaired “mindreading mechanisms” 1. Deficit interferes with many aspects of their social functioning III. Imaginary Companions a. Taylor, 1999 – found that as many as 63% of children she interviewed at ages 3-4 and again at 7-8 have imaginary companions at one or both ages i. Included ordinary but invisible children as well as fanciful creatures b. Characteristics of children with imaginary friendsi. Typically only children, or first born without siblingsii. Verbally advanced; good verbal skillsiii. Spend less time watching tv/engaging with video than children without imaginary friends IV. Self-Esteema. Definition: how you evaluate yourself; judgments about yourself and your self-worth b. High self-esteem – realistic appraisal, acceptance and respect for self i. Don’t think that everything that they do is great; they have strengths and weaknessesc. How does it develop?i. Related to how other people view you ii. Correlates of high self-esteem1. Parenting styles – warm, democratic interactions; realistic yet high standards 2. How others view us – viewed positively by peers, teachers, parents, etc. 3. Achievement-related attributions – how you perceive your successes and failures a. Mastery oriented (more likely to have high self-esteem)i. Do well because they are talented in what they are do ii. Incremental view of ability – do not expect to be perfect at first iii. Focus on learning goals b. Learned helplessness (low s-e)i. Attribute failure to ability (success due to luck)ii. Entity view of ability – do not think that they can get better iii. Focus on performance goals d. Developmental Changes i. Early childhood (4-6) – begin to evaluate themselves, no strong indicatorsof self-esteem ii. Middle childhood (6-12) – changes in self-esteem, comparisons between themselves and their peers on a daily basis in school, begin to recognize differences between individuals iii. Adolescence – self-esteem does not always plummet during adolescence; depends on how you do in school, and how your peers view you; low self-esteem often occurs in children that stand out in some way (overweight, look different, not involved) V. Identity in Adolescence a. As they approach adulthood, adolescents must begin to develop a sense of personal identity that incorporates numerous aspects of the selfi. Religion, political views, interests, sexuality, etc. b. Erikson’s Viewsi. Crisis of identity versus identity confusion (15-18 years of age)ii. Either develop an identity, or experience one of the following negative outcomes1. Identity confusion: no clear sense of self 2. Identity foreclosure: commit to an identity too early, without considering other options3. Negative identity: others have negative views of you, you adopt those as your identity c. Marcia’s Categories (more well accepted than Erikson)i. Identity-status categories (level of commitment, level of exploration; high or low)1. 2x2 table***a. Identity-diffusion – no exploration, no commitment b. Foreclosurec. Moratorium – lots of exploration, has not yet committed d. Identity-achievement 2. Happens in adulthood, not adolescence VI. Issues a. Is identitiy ‘crisis’ a stressful experience?i. Can be; does not have to be 1. Typically it is only stressful when you can never come to a conclusion a. Remain diffused or in moratorium b. Social influences of identify formationi. Dominating parents = identity foreclosureii. Uninvolved parents = identity diffusionc. Cultural influencesi. Minority adolescents more likely to be foreclosed1. Stereotyping


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TAMU PSYC 307 - Self and Social Concept

Type: Lecture Note
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