Friday April 25: Research project due in mailbox (2nd floor of Psychology) by 5:00 PM.Today: Development of SelfThursday: Development of Social Cognition with Professor Kristin ShuttsTuesday: Social relationshipsWho Am I? Development of the SelfSelf- RecognitionMeasure?Gallup (1970): Chimps in mirror (Rouge Test)1st: threatened2nd: explored selfTest: Mark face with dyeExplore in mirror?Youtube Video: Self-Recognition in ApesInitial fear (erect fur)  changes into curiosityNaturally assume it is another chimp  Begins to playBy the age of 2: half of all children recognize themselves in a mirrorMirror test suggest elephants are self-awareInfant Self-Recognition: Rouge Test (Video)/Self-Awareness (Video)3-4 month olds: little interest10 month olds: reach for reflected toy (understand a little)18-24 month old: reach for rougeSame age (that behavior is done), even if mirror is novel!How Does Self-Recognition Arise?Self-concept in middle childhood (beyond recognizing same person in mirror)External attributes  internal qualitiesChildren are able to describe themselves of who they are(1) Categorical (4-7 years)Brown eyes, play baseball, Catholic, happy(2) Comparative (8-11 years)Bigger than others (tallest in class), good at school, upset easilyNotice yourself relative to others(3) Interpersonal Implications (12-15 years)“I have blonde hair, which is good because boys like blondes”“I’m very shy, so I don’t have many friends”“I understand people, so they tell me their problems”Social ComparisonIncreases around 8-9 yearsWhy?... More time with peersRuble: athletic ability, 5-9 years oldBackground Information:Ball into hidden hoopTold successful same amountManipulations: told about how the other kids didThree groups:Relative success: others worseRelative failure: others betterControl group: only own score (no comparative information at all)Results:9 year olds: rated self relative to othersRelated to other people (whether better or worse or control)5-7 year olds: did not matter what you told. All = controlAll related themselves to the controlSelf-EsteemDefinition: Evaluative Aspect of SelfHow to measure?< 7 years old: Social acceptance & general competence (In general…)8 + years old: physical & academic competence, appearance, likeabilityPeers > parents (peers judgments start to matter more than parents)Is there a dip at adolescence? (of self-esteem)Yes: Decline when multiple stressors pile upSuicide 3rd most common cause of deathNo: Most 11 – 14 year olds show no declineGradual increases over adolescenceComplianceKochanska: 2-3 year olds, new toysSession 1: asked to put them away (leaves the room)Responses:Committed compliance“Oh sure!”, get up and do what they were told to doSituational compliance (most common)Need promptingDefiance (not compliant, 10%)Brings children back for more sessionsResults:Stable across sessionsInternalization of complianceInternalization of ComplianceDue to parent/child relationship?Firm with rationale: complianceReasonable (to demands of children): committedInsensitive (to demands of children): situationalThreatening or criticizing: defianceRelatively stable traitParental Compliance: What kind of example does this father set for kids? (Video)Achievement MotivationDefinition: Willingness to striveJoy in mastery (< 2 years old)Approval seeking (2-3): Depends on othersUsed of own standards (3+)Pride & ShameLinked to emergence of secondary emotionsWhere does Achievement Motivation come from?HomeAttachmentStimulating-nessMore opportunities  different achievementsThey have opportunities for stimulation (to achieve) and see the benefitsAuthoritative parenting: firm & democratic, supportive & praising (enhances self-esteem)Foster achievementPeersSupport or reject achievementAchievement Attributions (AA)Locus of CausalityInternalExternalStable CauseAbilityTask DifficultyUnstable CauseEffortLuckAbility (internal, stable):“I got an A on that test because I’m really good at psychology.”“I did bad because I’m bad at multiple choice.”Task Difficultly (external, stable):“I did better on this test because it was easier than the last one.”Luck (external, unstable):“I got lucky because I happened to be in class the three days that had questions that proved whether or not I was at class.”Effort (internal, unstable): **“I did well on the test because I studied really hard.”“I did poorly because I was sick so I couldn’t study as much.”The good one!Effort controls your successParenting/Teaching Advice… (don’t need to know)Praise effort, not abilityNot, “you’re so smart – what a genius!”Undermines motivationBut “wow, you try so hard at that!”Participation trophiesAchievement Attributions (cnt’d)Risky PatternSuccess external, failure internalFrustrated, little reason to improveHelpless orientationFrom punishing failuresAs early as 4-6 year oldsFostering AchievementAttribution retrainingFailures due to unstable causesEncourage to work harderDweck: “The mind is a muscle”Growth mindset vs. Fixed mindsetTraining mindsets: Neuroscience!Child Psychology 560: Social Development and Social Cognition (1) 03/04/2014Friday April 25: Research project due in mailbox (2nd floor of Psychology) by 5:00 PM.Today: Development of SelfThursday: Development of Social Cognition with Professor Kristin ShuttsTuesday: Social relationshipsWho Am I? Development of the SelfSelf- Recognition -Measure?oGallup (1970): Chimps in mirror (Rouge Test)1st: threatened 2nd: explored selfoTest: Mark face with dyeExplore in mirror? oYoutube Video: Self-Recognition in Apes Initial fear (erect fur)  changes into curiosity Naturally assume it is another chimp  Begins to play By the age of 2: half of all children recognize themselves in a mirroroMirror test suggest elephants are self-aware-Infant Self-Recognition: Rouge Test (Video)/Self-Awareness (Video)o3-4 month olds: little interesto10 month olds: reach for reflected toy (understand a little)o18-24 month old: reach for rougeoSame age (that behavior is done), even if mirror is novel!-How Does Self-Recognition Arise?oSelf-concept in middle childhood (beyond recognizing same person in mirror)External attributes  internal qualities Children are able to describe themselves of who they are (1) Categorical (4-7 years)Brown eyes, play baseball, Catholic, happy (2) Comparative (8-11 years)Bigger than others (tallest in class),