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Lecture 7

PSY210H1F Lecture 7

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Justin Mc Neil

PSY210H1F L7, Oct 30, 2012 Some bird, dogs, elephants, dolphins can pass Essay: Should use essays cited in the textbook Even cross-culturally cultures w/o mirrors Difficult to take a person apart & look at pieces Social interactions allow us to develop a sense of self Taking someone as a whole separate from reality Approach the world as a whole, not as parts o Facilitate idea that we are separate from world around now The Development of the Self What Predicts Development of the Self? 'Who are you?' said the Caterpillar. This was not an encouraging opening for a conversation. Alice Social development replied, rather shyly, 'I I hardly know, sir, just at present o Public/private self not looked down on at least I know who I was when I got up this morning, but I Resent socially acceptable face to world think I must have been changed several times since then. understand social acceptance -- Alices Adventures in Wonderland o 2 ary emotions can only be developed in a social envt Cooley: The Looking Glass Self The Self o Have an idea of how we look to other can gage A combo of physical & psychological attributes that make reactions an indiv o How others feel about us o How we change ourselves to satisfy others modify Aware on some level the kind of person you are, as an indiv messed within a social whole self to project a dif image o W/o social interactions, would be no need to monitor ourselves nd Driven by 2 ary emotions Know others have expectations When Do We Know Who We Are? Freud: Infant egocentrism o Primary (motivation from biological urges from id, no ego yet so imagine being satiated to satisfy psychic energy for a while) & secondary (rational component to satisfy needs w ego, regardless of how good the caregiver is) process thinking o Infants dont distinguish btwn self & outside world, Theory of Mind fantasy & reality When do we learn that others have dif knowledge? o Children understand social schema from young age (Still Baby = utterly egocentric o Caregiver inefficiency: childrens development of the self Face change bhvr when situation not going to plan) Need some inefficiency for the ego to develop o Children understand how to communicate w others Ex. 4 yr old simplifying speech to talk to 2 yr olds Research? Disagrees o Do children understand motives of others? o Infants understand they are distinctive from surroundings Ex. Core-knowledge hypothesis stare at the impossible for longer; have expectations about how reality works (external to themself) o 3-4 months: can recognize own faces, cries Red-dot task: child marked w odourless red mark on their head (but are unaware) put in front of mirror, sees child w red dot if rub own head, realize the other chid is a reflection have beginnings of leaving egocentrism Need to develop a theory of mind others are just as complex as we are; subject to same emotions, biases; Amazing Apes others act on a dif set of knowledge 3 yr old chimpanzee never seen mirror before erect fear, sign of anger curiosity can tell they are looking at theiresire Theory of Mind own tongue & teeth bodily image Young children: people act according to their desires Use Mark Test Cognitive limitations o By age 2, of all children recognize themselves, rest o Children have difficulty understanding stable follow soon after internal abstract traits o Chimps: seen reflection before, hand goes to the mark Think ppl do things because they want to (ex. Attachment: warm, supportive parenting develop empathy Succeed or fail because they wanted to) in quicker more complex fashion vastly overestimate intentionality Make-believe play: taking on roles of others Dont realize internal unconscious motives Social interaction: quality of interaction o Lack ability to think in abstract terms Who Are You? Belief-Desire Theory of Mind Traits motivated our bhvr Older children: Beliefs can also motivate bhvrs I am ________________ - categorize self (female, Canadian) o More complex understanding of motivation I am ________________ - intelligent, strong, brave, etc. o Ppl act based on their knowledge of a situation what they know to be true & want to be true Self-Concept But do children understand the mental states of others? Who are you? o May understand they act both on desires & beliefs, but at Attributes, abilities, attitude & values you believe you have what age do they generalize this? Or are they as Can describe & label self, predict what well do in dif situations egocentric as Piaget thought? Can predict what others will do in certain situations motivated by traits or attributes False Belief Task Self-Descriptions: Early Childhood My name is Bruce C. I have brown hair. I love sports! I have seven people in my family. I have great eye sight! I have lots of friends! I live at (address). I have an uncle who is almost 7 feet tall. My teacher is Mrs. V. I play hockey! Im almost the smartest boy in the class. I love food! I love school! o Focus on concrete attributes, physical characteristics Didnt say whether likes family o Extremely unfocused narrative not particular order or organization I play sports & I like hockey not grped since dont have Athletic trait that allows for grping o Extremely high self-esteem, view of self Self-Concept: Middle Childhood / Early Adolescence 11 yr old: My name is A. Im a human being... a girl... a truthful
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