ME….what is it? how is it different?
-the aspect of the self that is an object of our attention, thought, or perception
I …. what is it? how is it different ?
-the aspect of the self that is actively perceiving, thinking, or seeing
James three components of the empirical self ….as well as the fourth updated component
material self
- social self
- spiritual self
-collective self (updated)
material self
- individual’s body and possessions
- serves a symbolic function, help people define themselves
- extends the self in time (after death)
- emotional responses to possessions attest our importance to the self
-EX: my arms, my legs, my children, my car
social self
- how we are regarded and recognized by others (social identities)
- the various social positions we occupy and the social roles we play
spiritual self
- collection of states of consciousness
- our inner self or our psychological self
- elicit emotions (pride) and goals (self-preservation)
- our perceived abilities, attitudes, emotions, interests, opinions, traits, etc
collective self …involves what group of people? concerned with what two issues?
- involves people, particularly those who occupy a minority status
- how people evaluate these specific identities?
- how people maintain their ethnic identities when exposed to a dominant majority culture?
western cultures
- individualistic
- emphasize ways in which people are different from one another
- importance on their personal identities
eastern cultures
- cooperative, collective, and interdependent
- emphasize ways in which people are liked together
- importance on their social identities
independent self-construals
personal attributes; own thought, feelings, and actions
interdependent self-construes
roles and group memberships, relationships to others; thoughts, feelings, and actions of others
what are the self-conscious emotions ?
- shame
- guilt
shame
- public emotion that follows from public disapproval
- encompassing emotion
- arises from the perception that one is a bad person or is wholly inadequate
- leads people to hide from others
guilt
-private response to the perception that one has failed to live up to one’s personal standards and ideals
- focus on particular misdeed
- give rise to a tendency to make reparations
two meanings of consciousness
- the subjective experience of the world, resulting from brain activity
- the state or a process of an individual
brain regions important for consciousness
- prefrontal
- parietal lobe
elements of consciousness
- subjective point of view; our unique view of the world
- qualia: individual experiences; what things are like for that person
- metacognition: reflect upon thoughts and draw judgement upon them
- inner speech: our verbal narrative of the reasons for and reflections on our behavior
- volition: making and sticking to decisions
supramodel integration theory
–connects systems together and allows communication between brain regions that would not be able to communicate with one another on their own
-allows us to overrides some automatic systems or the dominant response
global neuronal workspace model of consciousness
- arises from when brain regions/ circuits are active
- subjectively experienced brain activity
- different areas responsible for conscious awareness of different types of information
information integration theory
- proposes shared information itself constitutes consciousness
- we are conscious of many things, but experience all the information as a whole
brain regions responsible for consciousness according to ITT
cortex, thalamus
5 functions/ consequences of consciousness
- planning
- decision making and self control
- self conceptualization: allows us to evaluate our behavior and monitor our progress on certain goals
- introspection:
- perspective taking
self awareness brain regions
prefrontal cortex
why would the self be adaptive for early humans
- ecological pressure: to help adapt to environment
- social pressure: to aid in cooperation and maintain group bonds, reproduction
self awareness
- recognition of our consciousness
- a specific ability that enables complex thought and behavior
- present in a select few organisms
Cognitive process that involves perceiving oneself as a continuous, conscious entity; having an autobiographic memory; aware of one’s traits and feelings, etc.
-being aware of oneself as a thinking being
consciousness
- awareness of one’s body and one’s environment
- a broad cognitive ability that enables thought
- present in many organisms
Describe “standards” in the original theory
- a mental representation of correct behavior, attitudes, and traits
- All of the standards of correctness taken together define what a ‘correct’ person is”
What two things might happen when a discrepancy between standards and behavior arose?
negative affect arises
How is this affected by belief about one’s ability to reduce the discrepancy? two ways people react to reduce discrepancy?
- actively change their actions, attitudes, or traits to be more congruent with the representations of the standard
- avoid the self-focusing stimuli and circumstances.
internal attributions
People saw themselves as more responsible for both positive and negative events
external attributions
outside sources more responsible
objective self-awareness
When attention is directed inward and the individual’s consciousness is focused on himself, he is the object of his own consciousness
Generally know the way the self develops over the first few years of life
- sensory feedback
- proprioceptive feedback
- object permanence
- self other differentiation
- body self awareness
- mirror self recognition
- autobiographical memory
- self conscious emotions
What is symbolic interactionism concerned with? (Mead’s Symbolic Interactionism Theory)
- understanding the socialization process
- how are individuals transformed from asocial creatures at birth into socialized beings
Know the key features of each of Piaget’s four stages
- sensory-motor stage: egocentrism, knowledge is centered on own thoughts and feelings
- preoperational: symbols, language, abstract thinking, pretend play
- concrete stage: logical thinking, reverse thinking, understand conservation
- formal operations stage: hypothetical thinking, inductive and deductive reasoning, capable of taking others perspective
Piaget’s four stages order
- sensory-motor stage
- preoperational stage
- concrete operational stage
- formal operations stage
Erickson’s model of psychosocial development … Know which psychosocial conflict is associated with each stage of life.
- 1: trust vs. mistrust
- 1-3: autonomy vs shame and doubt
- 3-5: initiative vs. guilt
- 6-12: industry vs inferiority
- adolescence: identity vs. role confusion
- early adulthood: intimacy vs. isolation
- middle adulthood: generativity vs. stagnation
- late adulthood: integrity vs. despair