PSY 3105 Lecture Notes - Lecture 9: Abstraction, Miss Representation, Identity Formation

• School: University of Ottawa
• Department: Psychology
• Course: PSY 3105
• Professor: David Collins

Document Summary

C h a p t e r 9 : i d e n t i t y. W e d n e s d a y , n o v e m b e r 1 6 , 2 0 1 6. William james (1890): self has two contrasting sides (cid:862)i(cid:863) = pro(cid:272)esses that allo(cid:449) us to thi(cid:374)k a(cid:374)d k(cid:374)o(cid:449) a(cid:271)out oursel(cid:448)es (cid:862)me(cid:863) = the su(cid:373) total of (cid:449)hat a perso(cid:374) k(cid:374)o(cid:449)s or (cid:271)elie(cid:448)es a(cid:271)out the(cid:373)sel(cid:448)es (cid:894)who a(cid:373) i? (cid:895) Now increasing stress on understanding the self as executive function. The ter(cid:373) (cid:862) elf-estee(cid:373)(cid:863) (cid:449)as first (cid:272)oi(cid:374)ed (cid:271)(cid:455) willia(cid:373) ja(cid:373)es i(cid:374) the late (cid:1005)9th century. Needs and interests of others (i. e. , groups) take precedence over self-esteem. Enhanced cognitive capacity in adolescence means that adolescents change in their self-conceptions, self-esteem, and their emotional understanding. In addition, it further means that adolescents change in their identities. Self esteem more complicated: broader thinking skills, more social influences, more factors at play.