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- identification of self as a physically unique being
- by age 2, responses to reflection and lang use |
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- refers to children’s understanding of themselves, other people, and relationships
- Involves the challenge of comprehending how both inner states and external forces affect behavior |
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| classify themselves based on age, sex, physical chars, and good or badness |
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| more coherent picture than is offered by isolated, episodic memories |
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| view of self as persisting over time |
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| private thoughts and imaginings |
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- thinking that people’s actions are always consistent w/ their desires
- age 2-3 |
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| belief-desire theory of mind |
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- more sophisticated view in which both beliefs and desires determine actions
- 3-4 |
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| set of beliefs about ones own chars |
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| judging their own appearance, abilities, and behavior in relation to those of others |
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| a blend of what we imagine important people in our lives think of us and feedback from others |
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- our judgments about our own worth
- high self-esteem implies a realistic eval of self's chars and competencies, couple w/ attitude of self-acceptance and self-respect
- becomes heirarchally organized, and declines over the first few years of elementary school as children start to make social comparisons |
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Definition
- our common everyday explanations for the causes of behaviors
- 2 categories external and internal (which is divided into ability and effort) |
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- tendency to persist at challenging tasts
- just as important in school achievement as intelligence |
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| mastery-oriented attributions |
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Definition
| crediting their successes to ability- a characteritic they can improve through trying hard and count on when faced w/ new challenges |
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| incremental view of ability |
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Definition
- ability can increase w/ effort
- affects how mastery-oriented children interpret negative events ( attribute to factors that can be changed) |
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- attributing failures, not successes, to ability
- when succeeding, like to conclude it was b/c of external, not internal, events
- hold entity view of ability |
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| view that ability cannot be changed by trying hard |
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- encourages learned-helplessness children believe they can overcome failure by exerting more effort
- given takes they'll have some failure in and given constructive feedback and then compliments based on ability and effort when they succeed OR convincing them to master tasks for their own sake |
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- a solid self-definition based on self-chosen values and goals
- Erikson first recognized formations of identity as major personality achievement |
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- exploration followed by commitment
- Lead to psychologically healthy identity |
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- exploration w/o having reached commitment
- Lead to psychologically healthy identity |
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- commitment w/o exploration
- Related to adjustment probs |
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- lack of both exploration and commitment
- Related to adjustment probs |
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- psychological distress resulting from conflict btwn the minority and host culture
- often for youth from immigratn families from collectivist societies |
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| sense of ethnic group membership and attitudes and feelings associated w/ the membership |
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| exploring and adopting values from both the adolescent’s subculture and dominant culture |
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- how we size up the attributes of familiar people
- Like their self-descriptions, they become increasingly about personality traits and organize w/ age |
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Definition
- that capacity to imagine what others may be thinking/feeling
- important for many social-cognitive tasks ( understanding false belief referential communication skills, self-concept, etc.)
- Improves greatly from childhood to adolescence (Selman's 5 stages) |
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Term
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Definition
- generating and applying strategies that prevent or resolve disagreements and result in outcomes that are both acceptable to others and beneficial to self
- o components include- noticing and interpreting social cues, clarifying social goals, generating and evaluating strategies, and enacting responses |
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