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Child Development > Week 10 > Flashcards

Week 10 Flashcards

1
Q

William James Self-Concept

A
  • Two sides to self: awareness of one’s existence
  • “I”: ability to think about ourselves
  • “Me”: sum total of what a person knows or believes about himself/herself
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2
Q

When does I- self develop

A

Emerges around 3 months
- realizes my actions have consequences

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3
Q

When does me-self develop

A

Emerges around 15 months

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4
Q

At what age can a baby recognize their own image in a mirror

A

2 years
- Cultural difference: pass faster in cultures that value independence

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5
Q

Self concept at 2 years

A

Understand that I exists continuously in time

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6
Q

Self Concept in pre-school

A

Self concept anchored in tangible activities, preferences, competencies and physical characteristic
Cultural differences: asian children more likely to describe relationships

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7
Q

self concept in elementary school

A

Introduction of emotions, competencies relative to others

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8
Q

Self concept in adolescence

A

More complex, abstract, differentiated, integrated, and possible self

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9
Q

Cognitive development effect on self concept

A
  • Increased ability to think logically and abstractly
  • Can understand multiple points of view
  • Keep different aspects of a situation simultaneously in the mind
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10
Q

Social development effect on self concept

A
  • Self concept is powerfully influenced by others
  • “looking glass self”: we learn to know ourselves by interacting with others and observing how they respond to us, which builds our self-concept
  • “generalized other”: a summary of the ways in which others have responded to us, and we carry this concept with us
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11
Q

Adolescent Egocentrism

A
  • Failure to make distinction between one’s own point of view and someone else’s point of view
  • Adolescents think about their own thinking
    -consider that others may be thinking similarly
    -self-absorption and self-consciousness
  • egocentric thinking
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12
Q

Imaginary audience

A
  • Adolescents are so absorbed with others’ thinking, they assume that others are also just as interested in them
  • Audience watching every move
  • Explains conformity, susceptibility to peer pressure, heightened need for privacy, noisiness
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13
Q

Personal Fable

A
  • Belief that one’s thoughts, feelings, and experiences are unique
  • New capacity to think about own mental processes - misinterpreted as unique thought
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14
Q

Illusion of invulnerability

A

Belief in uniqueness -misfortune only happens to others
- Explains risk-taking in adolescence
- Mechanism: limbic system matures faster than prefrontal cortex
-necessary biological mechanism to leave nest and start new family

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15
Q

Identity Crisis

A

Erikson
- Need to explore what is unique about oneself
- Need to be respected and validated by family, friends and community
-Unconscious identification with parents’ personalities, beliefs, values, views of self

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16
Q

Identity Commitment

A

Choosing a belief or course of action and making a personal investment in it

17
Q

What determines identity status

A
  • Occupation
    -Beliefs and values
  • Interpersonal relations
18
Q

Identity Foreclosure

A

Identity largely determined by adults than personal discovery

19
Q

Identity achievement

A

Explored alternatives and deliberately chose identity

20
Q

Identity Diffusion

A

Overwhelmed by task of achieving self-identity

21
Q

Identity Moratorium

A

Still examining alternatives

22
Q

Contributing factors to self-esteem in childhood

A

Scholastic, athletic, social (mostly parents), appearance

23
Q

Contributing factors to self-esteem in adolescence

A

Scholastic, athletic, appearance and social
- social divided into dating, parents, peers, co-workers, friends

24
Q

What is the biggest contributing factor to self-esteem?

A

Appearance

25
Q

Levels of Self-esteem

A

Preschool: highest
Elementary School: drop but then stabilizes
Transition to high school: drops again with change in environment; but then stabilizes

26
Q

Cultural differences in North America

A

Children: Asian -> European -> African and Hispanic
High school: African -> Hispanic and European -> Asian
- Asian culture emphasizes modesty
- Western culture: social comparison

27
Q

Sources of Self-Esteem

A

ACTUAL COMPETENCE
-Children enjoy domains in which they do well, and incorporate them into self-concept

HEREDITY
-genetic make-up that makes individuals smarter, more athletic, better-looking, more personable

OTHERS EVALUATIONS
- Affectionate & responsive parents boost child’s self-esteem

28
Q

Types of praise

A
  • Ability Praise
  • Effort Praise
29
Q

Effects of types of praise on 5th graders

A

“Wow, you did very well on these problems”
- Ability, effort or control added on

  • Effort praise increased persistence and the number of problems students were able to complete
    -Ability praise decreased in the number of problems they were able to solve
30
Q

What is low self-esteem linked to?

A
  • More problems with peers
  • More psychological disorders
  • More likely to be involved in bullying
  • More likely to do poorly in school
31
Q

Low self-esteem and depression

A
  • Individuals with low-self esteem are more likely to develop depression
  • Young children with depression do not necessarily develop low self-esteem with age
  • 5% of boys and 12% of girls age 12 - 19
  • They have difficulty regulating emotions and tendency to attribute failures to internal traits increase risk
32
Q

Peer relations and low self-esteem

A
  • Low self-esteem may cause children to withdrawal from social activities
  • With poor peer relations, children have low social self-worth
33
Q

Narcissistic Youth

A
  • Grandiose view of themselves, believe they are better than others relish attention and compliments
  • Prone to aggression: cannot allow others to undervalue them
  • Prone to Depression: when they realize that their view is not realistic
34
Q

Development of understanding others

A
  1. Concrete descriptions
  2. Psychological Traits (but still concrete)
  3. Abstract Traits
    NOTE: verbal descriptions likely underestimate children’s understanding

Child Development (18 decks)

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