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Lecture

Social Psych Lec 2.docx

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Department
Psychology
Course
PSYB10H3
Professor
Elizabeth Page- Gould
Semester
Fall

Description
Social Psych Lec 2  Mark test o Formerly “rouge test” o Test with mirror and mark on face to see if subject is self aware  Children develop ability to recognize self at 1.5 years  Theory of mind – 3 to 4 o Children realise that others have different thoughts, feelings and motivations than you  You need to have self awareness before this  Minimal self o Self is different from environment o Ex: touching a desk, you feel desk, but you dont feel desk feel you. But if you touch your own arm, you feel yourself.  Objectified self o Most captured with the mark test o Cognitive ability to reflect on yourself, can hold yourself in your own attention and realize other people can hold you in theirs  You can then start thinking about their belief systems  Symbolic self o Aka narrative self o We can ascribe traits about ourselves  We believe its only humans who can do this because only we have very complex language.  The self-concept o Your concept of who you are  Your idea of who you are is a node in your semantic network  Like your idea of a triangle o Everything you know about yourself goes into your self-concept  Self-Schema o Cognitive representation of the self-concept o How you organize knowledge about yourself o The concepts and words in your semantic network that are associated with the self  “tell me about you” the words that pop up in your head. o Guides processing of self related information  Measuring the self-concept o TST (twenty statements test) o Separate the twenty statements into personality descriptors and social roles  Self-complexity o The depth and complexity of your self-concept o Operationalized as the number of distinct aspects used to define the self-concept  Measuring the self-schema o Implicit personality test o Personality trait comes up on screen, press “me” or “not me”  Speed of answer when self is primed is analyzed o Hazel Marcus introduced this test in the 70s  Divided dependants and independants  Global versus contextualized self o Traits that are dependent on contexts o Twenty statements test = “i am ____ when ____” o If you think of yourself as your global self, and you fail, you are more bummed out than when you think of the contextual selfs and fail.  Working self concept o A subset of your self-concept that is presently accessible o Certain aspects of self concept will be more or less accessible based on what’s going on  Recently primed aspects of self  Ex at school, more student oriented aspects  Contextually distinctive aspects  “central” aspects of self  Ubiquitously applied to you  Self concept centrality o Some aspects of the self-concept are more personally important to you than others  Very important to you o Chronically accessible in the semantic network o How to measure it?  Bull’s-eye task  Middle of circle says “me” – fill the circle with traits that describe you, more important shit in center, less important shit farther away from center  Idea is that terms that are closer to center are more important, while outside ones are still important but further away  Quantified by measure of distance from center of the circle to center of the word  Self concept centrality measured by distance  Self evaluative maintenance o If someone close to you outperforms you in a particular domain that you care about, then you distance yourself from the person o If you dont care about that person, you distance yourself from the domain itself o It is a way to maintain positive evaluation  Self handicapping o Strategy to buffer the self from an anticipated failure or embarrassment by distancing from the situation.  Self verification o The need to seek confirmation of one’s self-concept  Motivated by desire to be understood  Multiple selves o Independent and Interdependent selves  Social roles vs personality characteristics in describing yourself  Possible selves  Type of self-knowledge that pertains to how we think about our potential and our future.  Ideal selves we want to become  Neutral selves we could become  Independant selves – view of distinct from others  Interdependent self- self as inherently inked with others, includes other people in one’s view of self  Self-discrepancy theory o Actual self  Who you are now o Ideal self  It is one thing, there are not a bunch of ideals  Who you want to be o The ought self  Who other people think you should be o Descrepency between actual and ideal = depressive-like traits o Dis. Between ought and actual self, = anxiety-like traits  Self-esteem o Self-evaluative component
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