Ch.11 CGD

Self-awareness

children recognize they are the object of their own perceptions and thoughts; develops in the second year of life

Self (infancy)

early understanding that one is a distinct being separate from others

Me concept

when children begin to think about themselves as an object (“me”)

Ability to make things happen (infancy)

infant awareness that actions cause effects in the environment

Mirror self-recognition

ability to recognize oneself in a mirror, often tested with a mark on the nose

Cultural effects on mirror self-recognition

culture influences the age at which children recognize themselves in mirrors

Use of pronouns

ability to correctly use “I/me” and “you,” linked to self-recognition and develops in second year

Pronoun misuse (toddlerhood)

toddlers initially refer to themselves by name or misuse pronouns

Visual perspective-taking

understanding that others have separate thoughts, feelings, and viewpoints

Cultural influence on perspective-taking

collectivist cultures often show stronger perspective-taking than individualistic cultures

Possessiveness

toddler behavior reflecting awareness of self and ownership (“mine”)

Self during early childhood

self-concept becomes tied to what the child can do

Autobiographical memory

coherent set of memories about one’s personal life

Parental narrative influence

how parents talk about events shapes children’s autobiographical memory

Self during middle childhood

self-concept becomes more complex and comparative

Industry vs inferiority

Erikson’s stage where children develop competence or feel inferior based on skills and achievement

Social comparison

evaluating oneself by comparing to others

Middle childhood perspective-taking

increased ability to understand others’ perspectives

Self during adolescence

identity becomes abstract, complex, and exploratory

Identity vs role confusion

Erikson’s adolescent stage of figuring out who one is and future direction

Self-complexity

increasing number of ways adolescents define themselves

Trying on identities

exploration of different roles during adolescence

Negative identity

identity that is socially disapproved

Marcia’s Identity Statuses

Identity crisis

period of exploration of identity options

Commitment

personal investment in chosen identity

Identity diffusion

lack of both exploration and commitment

Identity foreclosure

commitment without exploration (often based on others’ expectations)

Identity moratorium

active exploration without commitment

Identity achievement

commitment after exploration of alternatives

Rites of passage

cultural rituals that support identity development

II. Self-Esteem

Self-esteem

personal evaluation or feeling about oneself

Self-esteem in childhood

preschoolers show high self-esteem due to lack of social comparison

Self-esteem decline (middle childhood)

drop in self-esteem due to increased peer comparison and evaluation

Self-esteem movement

efforts to increase students’ self-esteem in education

Person-based praise

praise focused on traits; can harm long-term self-esteem

Process-based praise

praise focused on effort and strategies; supports healthy self-esteem

Self-esteem in adolescence

often declines during early adolescence globally

Ideal self

characteristics a person aspires to become

Media influence on self-esteem

media affects self-concept through exposure and comparison

Thin ideal

unrealistic thin body standards for females in media

Muscular ideal

unrealistic muscular body standards for males in media

Impression management

controlling how one is perceived by others, especially in social media

III. Gender Identity

Behaviorism (gender)

gender roles learned through reinforcement

Social cognitive theory (gender)

gender learned through observation and imitation

Cognitive developmental theory (gender)

gender understanding develops in stages

Gender identity (cognitive theory)

recognition of gender (~age 2), not yet stable

Gender stability

understanding gender stays the same over time (~age 3)

Gender constancy

understanding gender is permanent despite appearance changes (~age 5)

Gender schema theory

gender is learned through societal expectations and mental schemas

Androgyny

combination of masculine and feminine traits

Gender self-socialization model

gender identity shaped by individual thoughts and feelings

LGBTQIA+ Identity Development

LGBTQIA+

lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual, and other identities

Sexual orientation

attraction to same or opposite sex

LGB identity development

gradual process of understanding and confirming orientation

Coming out

process of disclosing sexual orientation