chp 11 identity & personality (exam 2)

TEXTBOOK ONLY

self recognition

ability to recognize/ identify the self

one way to study self-awareness

• 18-24 months

• Rouge test

rouge test

• makeup applied to infants nose and then look in mirror → if they wipe at it that means they have a sense of self

  • develops gradually and systematically:

  • 3 months - pay attention to mirror

  • 8-9 months- show awareness of tandem movements of mirror and themselves

  • 15-17 months - some show sings of self-recognition

  • 18-24 months- self recognition by touching their nose

self concept

words to describe yourself

• becomes more developed as we age

• goes from physical descriptors more towards traits

• adolescents: abstract and contradictory

• between 18-30 months it expands beyond self recongition into categorical self

identity

sense of self

psychosocial moratorium

time- out period that provides more freedom/ autonomy than childhood but is without full autonomy/ responsibilities of adulthood

• needed in order to explore other identities before commiting to a particular one

4 identity statuses (def, what’s needed and the types)

Marcia’s identity status model

the ability to explore possible selves

need exploration and commitment

1. identity achievement

2. identity foreclosure

3. moratorium

4. identity diffusion

identity achievement

• commitment to an identity after exploring multiple possibilities

  • active problem- solving style

  • high self esteem

  • control

  • high moral reasoning

  • positive views of work/ school

• present commitment and present exploration

identity foreclosure

• commitment to an identity w/o having explored multiple possibilities

  • avoiding reflection

  • exploration of identity alternatives

  • rigidity

  • lack of openness to new info/ ideas

• present commitment, absent exploration

moratorium (identity development outcome)

• active exploration of alternative identities w/o having committed to an identity

  • openness to experience

  • active problem solving style

  • anxiety and discomfort

  • experimentation with substances

• present exploration and absent commitment

identity diffusion

• hasn’t committed to an identity or explored alternatives

  • avoidance

  • not solve personal problems (passive)

  • academic difficulties

  • apathy

  • substance use

• absent exploration and commitment

self-esteem

our self evaluation

when does self-esteem decline

early adolescence

• lowest point about 13

when is self esteem high again?

early adulthood through middle

• peaks around 60 - stable until 70

self-efficacy (perceived control)

• individuals expectations/beliefs about extent to which they can bring about desired outcomes

• control beliefs tend to rise in early adulthood (as we gain competence and work towards career and personal goals)

  • socioeconomic status impacts perceived control (lower SES correlates with low sense of control)

    
    

ethnic- racial identity (+ 3 status)

• sense of membership to an ethnic or racial group

  • including attitudes, values, culture within that group

  • allows adolescents to discard undesirable views/stereotypes of their culture

1. unexamined status

2. exploration status

3. achievement status

Unexamined status (ethnicity)

• part of ethnic racial identity

• adolescents who have not explored the meaning of their ethnicity/race

exploration status (ethnicity related)

• individual engages in an active search for info about the meaning of ethnic and racial group memberships for them

  • without having commitment

achievement status

part of ethnic- racial identity

• having explored ethnicity or race, considered its meaning and accepted as part of one’s self/ identity

What does research show about how bias impacts self-concept and identity development

• it fundamentally shapes how individuals build their self- concept, self esteem and identity

  • internalized stereotypes and self-limiting

  • self-fulfilling prophecies

categorical self

• self description that includes broad categories and physical characteristics

• used in childhood as the only form of descriptors

link between development of self-recognition and emerging self-awareness

• self recognition - measured in rouge test (around 18-24 months notice makeup on nose)

  • mirror shows shift from implicit to explicit self consciousness

    • body’s role in the world

• once passed self recognition → self- conscious emotions (secondary emotions)

  • understanding of how one appears to others

• this development from self recognition → self conscious emotions leads to self awareness

self awareness

• understanding that one has independent thoughts feelings and continuous existence

• brought about through self recognition