Chapter 12 – Social Cognition Self-Concept Distinguish self from world months Self-recognition & knowledge months - refer to selves

Cooley (1908) - 4 th mo. — pride in control - 19 th mo. — understands “I” and “you” - 22 nd mo. — imitates “I,” “me,” but no understanding Refers to self as “you” and “she”

- < 33 rd mo. — correct use of “I,” “me,” & “mine” Self-referent words learned incorrectly, via imitation Gradual shift to correct terms with growing sense of self

Cooley’s theory of self “Looking glass self” Self-awareness depends on adopting perspective of others “Reflected appraisals”

Self-recognition Self as object of thoughts Before ability to describe & evaluate self Self-description & evaluation underlie moral development

Self-descriptions With maturity: complex, subtle, abstract, contradictory

With age, LESS likely to mention Actions Likes/dislikes Physical characteristics Body image Sex Possessions Citizenship/territory

With age, MORE likely to mention Age category Role Interpersonal style Psychological style Ideology & personal beliefs

Self-evaluation (after description) Toddlers’ approval-seeking to 39-month-olds - observed toy demonstration & played with toy

Results: mos, looked at experimenter after accomplishment months, sought mothers’ recognition Older toddlers seeking feedback regarding success Social Referencing

Reactions to success/failure Aged 2-5 Success/failure rigged

Results: All sought attention for success All avoided eye contact if failure Younger children slightly less affected by failure

Stages 1.< 22 months cannot anticipate others’ reactions - can’t think about self having accomplished something

2.Then anticipate adult reactions - seek approval for success - avoid reaction to failure 3.Gradually internalize adults’ reactions & evaluate own performance

Self-esteem (after evaluation) Harter (1987) Components of self-esteem

In/competence in specific areas Cognition Social Athletics Behavior Appearance Global self-worth

Developmental differences: At 4-7 rate selves unrealistically high Age 7-8 ratings are realistic & variable

Global self-worth Not a sum of others Based on a) discrepancy between self-perception & perception of what one SHOULD be b) perception of others’ evaluations

Importance of internalized standards Self-esteem = meeting own (& others’) standards

To have positive self-worth Perform well Think the ability is important Live up to own standards Perceive others evaluate as competent

For child with low self-worth Respond to successes Provide success experiences Encourage after failure Give opportunities to improve skills in areas important to the child

Identity Erikson’s Lifespan Development 8 Stages: infancy to old age Stages = specific crisis to resolve If not, maybe psychological problems

Adolescent stage = Identity vs. role confusion Crisis = define self Form values via: Experimentation Belongingness to group Self-reflection

Outcomes 1.Successful coping with crisis - new sense of self - move to next stage 2.Or, confused - withdraw - lose identity in the crowd

Young Adult Stage = Intimacy vs. Isolation Lasting romantic attachment Interdependence vs. isolation vs. dependence

Current Views of Identity Lifelong process - begins with infant attachment - emergence of independence - continually revised throughout life

Adolescence - particularly important (physical, social, cognitive changes)

Identity Formation = commitment to: - vocation - sexual orientation - ideological position - pieces develop gradually - ultimately form whole identity

Marcia’ 4 Identity Statuses Identity achievement - have experimented - have formed identity - made commitment to beliefs Search: YesCommitment: Yes

Moratorium - currently in crisis - no commitment made Search: YesCommitment: No

Foreclosure - no crisis experienced - commitment already made - based on others’ beliefs Search: NoCommitment: Yes

Identity diffusion - no crisis yet - no commitment yet Search: NoCommitment: No

12 Identity 68% Diffusion Foreclosure32% Moratorium---- Identity---- Achievement

1218 Identity 68%50% Diffusion Foreclosure32%25% Moratorium---- 4% Identity----20% Achievement

Identity 68%50%25% Diffusion Foreclosure32%25% 9% Moratorium---- 4%14% Identity----20%60% Achievement

Cultural Identity: Minority cultures: Maintain own identity Blend into dominant culture Adolescence: confront own ethnicity & majority view

Lack of successful role models => identify with majority But better adjustment if identify with own ethnic culture