SOCPSY 1Z03 Chapter Notes - Chapter 4: Self Esteem (Song), Normative Social Influence, Complete Control
29 Jun 2018
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Reading Notes – Ch. 4 Textbook
Self-schema / self-concept the organized structure of cognitions or
thoughts we have about ourselves
Comprises our perceptions of our social identities and personal qualities and
our generalizations about the self based on experience
The natural Genesis of self
The self as source and object of action
Reflexive behaviour – from symbolic interaction theory
Self the individual viewed as both the source and the object of reflexive
behaviour
Mead’s theory – internal dialogue
Self is both active and passive
Active – “I”
Object of self-action – “me”
Internal dialogue suggests there are three capacities human beings must
acquire in order to engage in successful action:
Must develop an ability to differentiate themselves from other persons
Learn to see themselves and their own actions as if through others’ eyes
Learn to use a symbol system or language for inner thought
Self-Differentiation
Children can recognize themselves in a mirror – able to discriminate own
image from others at 18 months
Capable of representing self-other contingencies at 18-24 months
find more resources at oneclass.com
find more resources at oneclass.com
At age 4, children report their thinking and knowing goes on inside their
heads
Begin to distinguish speech to self from speech to others
Role Taking
The process of imaginatively occupying the position of another person and
viewing the self and the situation from that person’s perspective
Children learn to respond reflexively
Cooley – language + role-taking
First signs of role-taking skills: “you” and “I” usage (around age 3)
The Social Origins of Self
Self-schema is produced in our social relationships
Cooley – looking-glass self
Most important looking glasses for children are parents family friends
Significant others – the people whose reflected views have greatest influence
on the child’s self-concepts
Online provides another source of looking glasses
Play and the game
Mead – two sequential stages of social experience self in children
Play stage – children imitate activities of those around them
Learn to organize different activities into meaningful roles
Take roles of others one at a time (do not understand that their role
connects to other roles as well)
find more resources at oneclass.com
find more resources at oneclass.com
Game stage – when children enter organized activities such as complex
games of house, school, and team sports
Demand interpersonal coordination due to various roles
Demands to imagine the viewpoints of several others at the same time
The Generalized Other
A conception of the attitudes and expectations held in common by the
members of the organized groups with whom they interact
Over time, children internalize the attitudes and expectations of the
generalized others self-concepts
Online Communication and the self
Self is heavily influenced by feedback from others termed the ‘digital self’
Online communication teaches us cues we use to assess feedback we receive
from others without face-to-face contact
Because we may be more skeptical of others’ messages, we are less likely to
use them as a looking glass
Digital self – 4 characteristics
Inwardly oriented used to communicate inner world of thoughts and
feelings
It is a narrative/story self-presentation that is expected by others to be
coherent and consistent
Retractable ability to delete a self
However retracting is more costly individual has invested time and
resources in it and receives valued rewards from it
Multiplied one can have several different selves
Self-Evaluation
We perceive positive/negative evaluations from others self evaluations
We form self-evaluations when reflecting on the adequacy of our role
performances
Most commonly focus on our competence, self-determination, moral worth,
or unity
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Self-schema / self-concept the organized structure of cognitions or thoughts we have about ourselves. Comprises our perceptions of our social identities and personal qualities and our generalizations about the self based on experience. The self as source and object of action. Self the individual viewed as both the source and the object of reflexive behaviour. Internal dialogue suggests there are three capacities human beings must acquire in order to engage in successful action: Must develop an ability to differentiate themselves from other persons. Learn to see themselves and their own actions as if through others" eyes. Learn to use a symbol system or language for inner thought. Children can recognize themselves in a mirror able to discriminate own image from others at 18 months. Capable of representing self-other contingencies at 18-24 months. At age 4, children report their thinking and knowing goes on inside their heads. Begin to distinguish speech to self from speech to others.
