UTS 2nd prelim

The Social Self

discusses the social and environmental factors that shape oneself

Human Development

is largely influenced by membership in crucial social groups

shape various aspects of the self;

from belief systems, values orientation, and behavior

his/her family

At the beginning of life, one already belongs to a social group

schools and the general academic environment 

Next to family

schools and the general academic environment 

Knowledge and social skills gained from mentors, relatives, and peers

communities 

Aside from one’s family and school environments

Culture

is the complex whole which includes knowledge, belief, law, art moral, custom, and other capabilities and habits acquired by man as a member of society

Culture is the complex whole which includes knowledge, belief, law, art moral, custom, and other capabilities and habits acquired by man as a member of society

Tylor, 1871

models illustrate how culture functions in relation to one’s social self

Biological Systems, Individualism-Collectivism, Theory and I vs.Me

Urie Bronfenbenner’s (1935)

Biological Systems Theory

Biological Systems Theory

explains an individual’s social development, using biological, environmental, and ecological lenses

The different levels of Biological Systems Theory

Chronosystem, Macrosystem, Exosystem, Mesosystem, and Microsystem

Chronosystem

Changes Over Time

Macro System

Social and Cultrual Values

Exosystem

Indirect Environment

Mesosystem

Connections

Microsystem

Immediate Environment

Hazel Markus and Shinobu Kitayama (1991).

Individualism-Collectivism Model

Individualism-Collectivism Model

model that highlights the impact of culture to the self

Individualism-Collectivism Model

model that highlights the impact of culture to the self

Individualism

are observed to be competitive and self-reliant

Collectivist orientation 

Prioritize interests to maintain healthy relationships

I vs. Me

values relationships and harmony. People who are collectivistic prioritize interests to maintain healthy relationships

Herbert Mead (1934)

He posited that the self is divided into 2 parts

the self is divided into 2 parts

I and Me

I

known as the unsocialized self

Me

The socialized self

I

one acts naturally for his/her own motivations and not because of others

Me

the awareness of how others expect one to behave

Me

This is also known as the social self.

The Socio-Digital Self

This section examines the role of technology and the internet in shaping an individual’s social self.

Social media

is defined as the websites and applications that make it easier to create and share information, ideas, and interests

Online disembodiment

people may act differently since interaction in social media do not happen face-to-face and there is no physical presence required

Digital Identity

These are the characters and roles an individual creates as a member of a particular social group

Online disinhibition

When people afopt fake identities, they are likely to engage in behaviors that they would not do in real life interactions, known as

2 main categories of online disinhibition

Benign and Toxic disinhibition

Benign disinhibition

It occurs when people tend to self-disclose more on the internet than they would in real life or go out of their way to help someone or show kindness

Toxic disinhibition

People take part of this when they use rude language, bully or threaten others on online platforms, and go to websites with contents of violence, crime, and pronography.

Managing Responsible Online Behavior

1. Do not post or send anything that will embarass you. 

2. Avoid posting statements when experiencing strong emotions. 

3. Do not hang out with the “wrong crowd” online. 

4. Do not hang out with the “wrong crowd” offline.

5. Be careful witg oversharing, especially confidential information that may be used irresponsibly.

6. Respect other people in the online community. 

The Material/Economic Self

discusses how an individual acquires goods, the factors that shape his/her economic decisions, and what these thingsbsay about one’s sense of self

Factors in the purchase of items include

financial constraints, availability of items and services, and the influence of family and friends.

Most important factor is determining whether these items and services fall under

Wants and Needs

Wants

Synonymous with luxuries. People buy them for reasons that do not warrant necessity.

Needs

These are important for survival. Food, clothing, and shelter are basic needs so people purchase them out of necessity

In the process of acquiring material goods, people generally consider 2 things:

Utility and significance

Utility

Concerned with how things serve a practical purpose

Significance

It is also concerned with how objects become powerful symbols or icons of habit and ritual which can be quite separate from their primary function.

Significance (2)

Concerned with the meaning assigned to the object

Roland Barthes 

According to him, it is through objects that people assert their identities

Roland Barthes 

studied the concept of semiology or the study of signs

The Material/Economic Self (2)

The possession of material things also indicates one’s status in the society

Cognition, Memory, and Intelligence

discusses the nature of cognition and metacognition, its underlying mechanisms, and how it contributes to one’s sense of self

Cognition 

Is a crucial part of an individual’s development process which influences behavior, just as how behavior also impacts it, assuming bi-directional connection

Cognition (2)

Is defined as the complex array of mental processes involved in remembering, perceiving, thinking, and how these processes are employed

Ashcraft & Radvansky, 2010

Who defined as the complex array of mental processes involved in remembering, perceiving, thinking, and how these processes are employed

Memory

a major focus of the study of cognition is the function of 

Sensory Memory

is the level that allows information from the external environment to be perceived by an individual through senses, usually in the form of chemical and physical stimuli, often with focus and intent.

Short-term, working memory

Remembered and is in a readily-available state, typically from 10 to 15 seconds, up to one minute. It can store up to 5-9 items

long-term memory

is often permanent and allows for repeated retrievals across situations

Intelligence

term is referred to as an individual’s capacity for understanding, learning, planning, and problem solving with logic, creativity, and self-awareness

Intelligence (2)

It is characterized as the application of knowledge to be able to adjust to the environment

Intelligence (3)

It is the process of applying knowledge in the proper context whenever the need arises

Howard Gardner’s theory of Multiple Intelligences

Visual-Spatial, Linguistic-Verbal, Interpersonal, Intrapersonal, Logical-Mathematical, Musical, Bodily-Kinesthetic and Naturalistic

Robert Stenberg’s Triarchic theory of intelligence

A mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life

Sternberg (1895)

According to, intelligence is defined as “a mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life

Learning

is a natural consequence of cognition, memory and intelligence.

Learning (2)

is defined as a relatively permanent change in a person’s knowledge or behavior as a result of experience

Change is

Long term

source of change comes from within

the external structures of memory or knowledge

Change

is attributed to the personal experiences of the learner in his/her environment

Social Cognitive theory 

emphasizes the value of the social environment in one’s learning process that is built on observational learning

4 stages in observational learning

Attention, Retention, Motor Reproduction and Motivation

Attention

When an individual focuses on information that he/she perceives to be interesting and useful

Retention

Stores and gives a mental representation of the information

Motor Reproduction

Recalls and rehearses the information given

Motivation

Repeats the entire process constantly and consistently then learning happens.

According to the social cognitive theory, there is an interaction of

personal, environmental and behavioral

Self-efficacy 

is defined as the extent to which people believe that they can confidently learn and master a particular skill

Albert Bandura

Self-efficacy

Self-efficacy can be developed through the following 4

Mastery experience, Social modelling, Improving physical and emotional states, Verbal persuasion

Mastery experience,

Accomplishing simple tasks that lead to more complex tasks

Social modelling

Observing an identifiable model who accomplishes the task

Improving physical and emotional states

Being relaxed and calm before pursuing a challenging task

Verbal persuasion

Providing encouragement and feedback during the accomplishment of a challenging task

human agency 

is another valuable principle in the learning process

2 strategies in learning that students can use

Surface and deep learning

Surface learning

Students simply accept information presented to them and memorize them in an isolated and unlinked manner.

Deep learning

The deeper understanding of information by creating significant meaningful links across different concepts and how it can be applied in practical ways

Deep leaning strategies

1. Taking down notes

2. Asking questions during class sessions

3. Creating cognitive maps

4. Engaging in collaborative learning activities with mentors and peers

5. Going beyond the mandatory course requirements