Chapter 6: Development of the Self and Social Cognition

1. Chapter 6: Development of the Self and Social Cognition The Development of a Self-Concept Self-Esteem Self-Control Identity Knowing about Others

2. 1. Developing a Self-Concept Self-concept An individual�s perceptions of his/her unique attributes Self-recognition Rouge test Stability of self-concept

3. How do preschoolers think of themselves? Usually: Physical attributes �I have blue eyes.� Possessions �I have all the Power Rangers.� Actions they feel proud of �I can hit a baseball.� But there is some evidence of a more �psychological� sense of self Depends on measures: forced choice vs. open-ended

4. Psychological sense of self in preschoolers? Can answer forced-choice: E.g.: �I like to play by myself.� vs. �I like to play with my friends.�

5. Theory of Mind Mental states Belief-desire theory of mind False belief tasks Smarties task Sally-Ann task

6. Later Conceptions of Self Shift towards more abstraction Away from a list of external attributes Middle Childhood Start to mention some inner qualities E.g., traits, values, beliefs Adolescence More psychological terms An understanding that self may vary in different situations

7. Cultural Influences on the Self-Concept Individualism Independent view of self Collectivism Interdependent view of self E.g., Subjects asked to rate self on personal/individualistic attributes (I am honest/smart/etc.) vs. social/relational attributes (I�m a student/good son/etc.) THEN place a check mark next to 5 most central to their self concepts.

8. Cultural Influences on the Self-Concept Finding: Majority of American students� core descriptors were personal/individualistic and Japanese students were more likely to list social/relational attributes.

9. 2. Self-Esteem One�s evaluation of one�s worth as a person Based on qualities that make up the self-concept Origins Positive working models

10. Self-Esteem Some determinants in childhood: Social acceptance Task/scholastic competence Physical/athletic competence Behavioral conduct

11. Self-esteem Adolescence Self-worth more centered on relationships New dimensions: Romantic appeal Quality of close friendships

12. What are social contributors to self-esteem? Parents Correlations Peers Social comparison

13. 3. Self-control Self-control: Self-regulation. Regulating one�s own conduct. Inhibiting behaviors when it makes sense to do so.

14. Self-control emerges in early childhood. Emotional self-regulation is a precursor Compliance Self-assertion Defiance

15. Delay of gratification. Inhibit impulses to gain a reward Mischel and Ebbesen (1970) 3- to 5-year-olds 15 minutes What are some delay strategies? Cover eyes Sing songs Invent games Focus on desirable qualities of resisting

16. Self-control is valued in our culture. Toner et al. (1980) Kids 5.5 to 9 �I hear that you are patient because you can wait for things when you can�t get them right away.� Vs. �I hear that you have some nice friends.� Children labeled �patient� could delay gratification longer than the other group.

17. Early self-control predicts later self-esteem. And, occupational success and good interpersonal relations in adulthood.

18. 4. Identity A mature self-definition Sense of who one is, where one is going, and how one fits in Erikson: identity vs. role confusion Identity crisis

19. Marcia�s 4 identity statuses

20. Developmental trends in identity Think of moratorium as �on the way� to achieving an identity It takes most people well into their 20s to achieve an identity

21. Influences on identity formation. Cognitive influences Formal operations Parenting influences Helps if kids can identify with parents Scholastic influences College seems to push people toward career goals and occupational commitments. Cultural-historical influences Has it always been necessary to form an identity?

22. Identity formation among minority adolescents. Face identity issues that everyone faces but must also develop an ethnic identity. Once ethnic identity is achieved, self-esteem tends to increase. Biracial kids and minority kids in white adoptive homes May feel forced to choose or stuck between It�s better if they identify strongly with either group, or both, if possible.

23. 5. Knowing about others. Increase in psychological descriptors An important theory of social cognition in childhood: Selman (1980)

24. The Holly Dilemma Holly is an 8-year-old girl who likes to climb trees. She is the best tree climber in the neighborhood. One day while climbing down from a tall tree, she falls�but does not hurt herself. Her father sees her fall. He is upset and asks her to promise not to climb trees any more. Holly promises. Later that day, Holly and her friends meet Shawn. Shawn�s kitten is caught in a tree and can�t get down. Something has to be done right away or the kitten may fall. Holly is the only one who climbs trees well enough to reach the kitten and get it down but she remembers her promise to her father.

25. The Holly Dilemma Some questions: Does Holly know how Shawn feels about the kitten? How will Holly�s father feel if he finds out she climbed the tree? What does Holly think her father will do if he finds out she climbed the tree? What would you do?

26. The Holly Dilemma: Selman�s Stages of Social Perspective Taking