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DESCRIBING YOURSELF

Explore the concept of self-schemas, cognitive structures that shape self-conception and guide behavior, impacting relationships and personal growth. Discover the importance of cognitive dissonance and alter egos in self-perception.

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DESCRIBING YOURSELF

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  1. DESCRIBING YOURSELF • ARE YOU GOOD AT GETTING UP EARLY IN THE MORNINGS TO GO TO CLASS? WHAT IS YOUR RITUAL? • DO YOU STUDY BETTER AT LATE NIGHT OR ERALY MORNINGS? WHAT´S YOUR RITUAL?

  2. Self-schemas • SCHEMA: Organizedset of relatedcognitionsabouta person, eventorexperience. • SELF-SCHEMA: • * Self-conceptionsthatguideusorganisingourthoughts and feelingsaboutourexperiences in a particular lifearea. • * Mental frameworksthatbundleknowledgetogether in a organizedway. Stored in memory. • ADVANTAGES: • Enablequickanswers and behaviours. • Lendorder to pastexperiences (memories). • Forseefailureorsuccess in futureevents. • Helpto understand new experiences. • Increaseoursense of control. We are schematic (+/-) in relevantlifeareasoractivities(Markus, 1977) NAIVE EXPERIMENTERS Healthyindividualsmay be aschematic in medical issues.

  3. GENERAL EXAMPLES • Physicalcharacteristics ('I'mpretty,' 'I'moverweight') • Interests ('I lovesports,' 'I like art') • Personalitytraits ('I'mshy,' 'I'mfriendly') • Behaviors ('I'massertive,' 'I avoidconflict') SELF-SCHEMATA Knowingoneself SELF-CONCEPT Picturingoneself SELF-ESTEEM Assesingoneself Knowledge-structure Experiences Expectancies Images Word-listings Possitivenesssprectrum

  4. TYPE OF SCHEMATA VIDEO-EX 6.38 • SELF-SCHEMA (unconcious introspection…) • PERSONALITY TRAIT / ADORNMENT / GARMENT • SOCIAL GROUPS/SITUATIONS (e.g. police) • ROLES SCHEMA / RELATIONSHIPS (e.g. politician, teacher, father) • PROBLEM RESOLUTION SCHEMA: No personal / social content HEURISTICS.

  5. Sexual self-schemas YOUNG SCHEMA QUESTIONNAIRE (Andersen et al., 1999)

  6. Self-esteem: evaluatingtheself PEOPLE OBJECTS • Essentialfor: • Regulateownemotions • Forseeemotionalreactions of others • Control other´sbehaviours (e.g. negotiation) • Achievelong-term targets • Creativity, health, sport,… Cognitive Socio-emotional developmentdevelopment Interactionmoves EMOTIONS (“bells”) EMOTIONAL INTELLIGENCE Ability to perceive, understand and manageemotions (Salovey & Grewal, 2005).

  7. THE “SEM” THEORY VIDEO • Self-related motives to interact: • Enhanceself-esteem • Maintainself-consistency Self-EvaluationMaintenanceTheory (Tesser, 1988) Context Self-enhancementbiases Status Reduce relevanceofcontext (test) BIRG Reduce status Improveownbehaviour Diminishrelationship 99 Closeother 90 Self Social situation Social relationship

  8. THE TRIPARTITE SELF • IDEAL ME • INTERNALIZED STANDARS • WANNABE´s • Individual self comprise unique attributes • Relational self comprises partner-shared attributes • Collective self comprises ingroup-shared attributes Me (THE FAREST ME) SELF-DISCREPANCY THEORY (Heider, 1958) ALTER EGO = A second self or different version of oneself such as a * trusted friend *the opposite side of a personality, Clark Kent and his alter ego Superman * fictional character that is the author's alter ego Me (ALTER EGO) I

  9. Self-servingbiases ROSENTHAL EFFECT • Tendency to attribute positive outcomes to our behaviour (internal) and negative ones to external factors (Weiner, 1986). • Explanations: • Motivational strategy: We need to take credit for own successes  self-esteem. • Information-processing strategy: We fulfill success expectancies (superstitions). • Self-verification: matching the “I” and “Me” whether it is pos. or neg. (Jones, 1990) • We prefer being ourself rather than verificating unrealistic selfs. • The self is actually an overall assessment of many selfs. • Stability is as important as enhancement in self-concept and self-esteem. Innerchild Stability Social self  Self-servingbiases Childhood ADOLESCENCE Adulthood

  10. Cognitivedissonance(L. Festinger, 1957) • DISCONFORT CAUSED BY THE CLASH OF TWO OR MORE BELIEFS, ATTITUDES OR / AND BEHAVIOURS (e.g. Smoking; Notpayingtaxes) • WE CAN JUSTIFY DISCRIMINATION BY MEANS OF S.D. • FESTINGER • STAGE 1: BORING TASK • STAGE 2: CONVINCE SOMEONE TO DO THE TASK LYING TO HIM/HER • COND. 1. ONE DOLLAR REWARD  Reallybelievethatthetaskwasnotboring • COND. 2.  20 DOLLARS REWARD    Lyingwasjustified  Suffered no C.D. • CONTROL COND. “Just do it” L. FESTINGER VIDEO

  11. Cognitivedissonance(L. Festinger, 1957) • Bycompensatingthoughts/actionswe can eliminate C.D. whenweactagainst moral orethicalvalues: • Changingbehaviour. • Changing a beliefthatjustifiesbehaviour. • Adding new cognitionsthatevensupportthebehaviour. • Wethenbuildconfortinglies (vs unpleasanttruths) • We ignore alternativesfor a betterself-portrait. TV EXAMPLE

  12. F. Heider´s Balance Theory • -WE HAVE AN URGE TO MAINTAIN ONE´S VALUES AND BELIEFS OVER TIME. • -WE SHOULD PERCEIVED AN EQUILIBRIUM BETWEEN THEM P = "I DON´T LIKE "O" BUT I DISLIKE "X" O = THE OTHER X = CONNECTING OBJECT "X" WAS A PROPOSAL OF "O" P = PERSON O = THE OTHER X = CONNECTING OBJECT Balance = 3+ or 2- and 1+ Imbalance = 2+ and 1-

  13. Strack et. Al. 1988 • Explanations: • Bifactorialtheory of emotion: Facial expression (smile) + Cognitiveinterpretation = emotion. • Congruencetheory in self-expression: VC and NVC matching. [Yoga poses]: Useful for mental health. [Laughter therapy]: Forcing a smile. [Anthropology]: Smile is an universal gesture though culturally determined. [NLP ]: Matching others poses, gestures and facial expressions.

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