Chapter 11. Self-concept, identity development Flashcards
(20 cards)
What is social cognition?
How children come to understand their social world
The identification of the self as a physically unique being
Self-recognition
Atempting to do things that the body size makes impossible
Scale errors
Between 18 months and 30 months, children construct a …………. …….. as they classify themselves and others on the basis of perpceptually distinct attributes and behaviours- age, gender, and physicall appearances
Catergorical self
An autobiographical memory, this life-story narrative grants the child a ………. ……..
remembered self
A veiw of themselves as persisting over time
Enduring self
Private thoughts and imaginings
innner self
The capacity to imagine what others may be thinking and feeling and to distinguish those view points from ones own.
perspective taking
Requires the ability to view a situation from at least two perspectives- that is, to reason simultaneously about what two or more people are thinking a form of perspective taking called …………
recursive thought
The set of attributes, abilities, attitudes and values that an individual believes defines who or she is.
Self concept
Social comprisons
judgements of their own appearance, abilities and behaviour in relation to those of others
The self as a……… ……… - a blend of what we imagine important people in our lives think of us.
generalized other
The judgements we make about our own self worth and the feelings associated with those judements.
Sellf esteem
Are our common, everyday explanations for the causes of behaviour - our answers to the question “why did I or another person do that”
Attributions
The tendency to persist at challenging tasks
achievment motivation
crediting success to ability - a charcteristic they can improve through trying hard and can count on when faced with new challenges
master-oriented attributions
This …….. ….. ….. ……… - that it can increase through effort - influances the way mastery-oriented children interpret negative events, they attribute failure to factors that can be changed or controlled, such as insufficient effort or a difficult task
incremental view of ability
Attributing failures not their successes, to ability. When they succeed, they are likely to conclude that external events such as luck are responsible.
learned helplessness
a view that that ability cannot be improved by trying hard
entity of ability
Encourages learned helpless children to believe that they can oversome failure by exerting more effort.
attribution retraining
