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THE SELF

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INTEREST IN THE 'SELF' AROSE FROM THE INTEREST IN HUMAN COGNITION. ... OF THE DOMINANT CULTURE AND DENIGRATE THE MEMBERS OF THE DOMINANT OUTGROUP ... – PowerPoint PPT presentation

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Title: THE SELF


1
CHAPTER 2
  • THE SELF

2
CHAPTER 2
  • HOMUNCULUS THE IMAGINARY LITTLE PERSON WHO
    RESIDES IN THE BRAIN AND CONTROLS HUMAN BEHAVIOR
  • INTEREST IN THE SELF AROSE FROM THE INTEREST IN
    HUMAN COGNITION.
  • WILLIAM JAMES AND GEORGE MEAD DESCRIBE THE I AS
    THE SELF AS KNOWER. AND THE ME AS THE SELF AS
    KNOWN. (WHY?)
  • I ANYTHING ONE IS MOMENTARILY CONSCIOUS OF,
    OR THE INITIATOR OF ACTION, COMPRISE THE I.
  • ME ONE OR MORE THING THE I IS CONSCIOUS OF.

3
CHAPTER 2
  • I IS ALWAYS THE SUBJECT OF AWARENESS
  • ME IS ALWAYS THE OBJECT OF AWARENESS
  • EXAMPLE?
  • G.H. MEAD-------THE SELF EMERGES AS A RESULT OF
    SOCIAL INTERACTION.
  • CRITICAL INGREDIENTS OF THIS PROCESS ARE
  • SYMBOLS. (SOMETIMES ARBITRARY SIGNS OF OBJECTS
    THAT STAND IN THE PLACE OF THOSE OBJECTS.
  • EXAMPLES?
  • WORDS
  • GESTURES

4
CHAPTER 2
  • ROLE-TAKING SYMBOLIC INTERACTION INVOLVING
    IMAGINATIVELY ASSUMING THE POINT OF VIEW OF
    OTHERS AND OBSERVING THEIR OWN BEHAVIOR
  • MEAD------PREPARATORY STAGE---STAGE OF SELF
    DEVELOPMENT IN WHICH CHILDREN SIMPLY RESPOND TO
    OTHERS IN TERMS OF IMITATION, WITH NO MEANING
    ATTACHED TO THE GESTURES. (EXAMPLES)
  • THERE THEN IS NO ROLE-TAKING OR SELF
  • MEAD-----PLAY STAGE---WHEN CHILDREN ADOPT THE
    ROLES OF SPECIFIC OTHERS, SUCH AS PARENTS AND
    SIBLINGS, BUT ONLY ONE ROLE AT A TIME.

5
CHAPTER 2
  • REFLECTED APPRAISAL------CHILDRENS BELIEFS ABOUT
    THEMSELVES, WHICH ARE LARGELY A REFLECTION OF
    EVALUATIONS BY OTHERS (EXAMPLES).
  • GAME STAGE ------CHILDREN CAN ENGAGE IN COMPLEX
    ACTIVITIES INVOLVING INTERACTION OF MANY ROLES.
  • MEAD------GENERALIZED OTHER-----VIEWING ONESELF
    FROM A BROAD SOCIAL PERSPECTIVE (SOCIETY AS A
    WHOLE).

6
CHAPTER 2
  • WILLIAM JAMES
  • EMOTIONAL IDENTIFICATION------WAY THINGS BECOME
    PART OF THE ME.
  • THE SELF FLUCTUATES BECAUSE OUR RELATIONSHIPS,
    POSSESSIONS, ETC.. EVOLVE, AND BECAUSE OF
    INACCURACY OF OUR MEMORIES.
  • SELF-ESTEEM MAY BE REPRESENTED BY OUR SUCCESS
    DIVIDED BY OUR PRETENSIONS OR CONCERNS.
  • SPIRITUAL ME------OUR OWN UNDERSTANDING OF
    OURSELVES AS CREATURES WHO THINK, FEEL, ACT, AND
    EXPERIENCE LIFE.

7
CHAPTER 2
  • SOCIAL ME-----RECOGNITION WE GET FROM OTHERS
  • MATERIAL ME----ONES BODY, VALUED POSSESSIONS,
    AND LOVED ONES
  • MEAD-----SYMBOLIC INTERACTION----SELF AND SOCIAL
    REALITY EMERGE DUE TO MEANINGFUL COMMUNICATION
    AMONG PEOPLE
  • SOCIAL CONSTRUCTION-----INDIVIDUALS CREATIVELY
    SHAPE REALITY THROUGH SOCIAL INTERACTION
    (EXAMPLES)
  • (LO-2)
  • FRANZOI----SELF IS THE TOTAL INDIVIDUAL THAT IS
    A SYMBOL-USING INDIVIDUAL WHO CAN REFLECT ON HIS
    OR HER OWN BEHAVIOR

8
CHAPTER 2
  • SELF-CONCEPT------SUM TOTAL OF A PERSONS
    THOUGHTS AND FEELINGS THAT DEFINES THE SELF AS AN
    OBJECT. (EXAMPLES)
  • THIS EQUALS PERSONAL BEHAVIOR.
  • SELF-EVALUATION AS GOOD, BAD, OR MEDIOCRE IS
    CALLED OUR SELF-CONCEPT.
  • DETERMINED BY EARLY CHILDHOOD EXPERIENCE (HOW?)
  • HIGH SELF ESTEEMOPTIMISTIC, SET HIGH GOALS, AND
    COPE SUCCESSFULLY WITH ADVERSITY. HIGH SELF
    ESTEEM EQUALS A MORE ACCEPTING ATTITUDE.
  • LOW SELF-ESTEEMTEND TO BE PESSIMISTIC

9
CHAPTER 2
  • (LO-3)
  • SOCIAL ROLESCLUSTER OF SOCIALLY DEFINED
    EXPECTATIONS THAT INDIVIDUALS IN A GIVEN
    SITUATION ARE EXPECTED TO FULFILL
  • SELF-CONCEPTS ARE SHAPED BY HISTORICAL EVENTS
    AND CULTURAL CONTEXT.
  • INDIVIDUALIST SOCIETYPEOPLE TEND TO DEVELOP A
    BELIEF IN THEIR OWN UNIQUENESS AND DIVERSITY.
  • COLLECTIVIST SOCIETYSELF BECOMES MOST
    MEANINGFUL AND COMPLETE WHEN IT IS CLOSELY
    IDENTIFIED WITH THE GROUP.
  • SELF IS MORE INDIVIDUALIST ORIENTED.

10
CHAPTER 2
  • (LO-4)
  • SCHEMASORGANIZED SYSTEMS OF BELIEFS ABOUT SOME
    STIMULUS OBJECT, WHICH ARE BUILT UP FROM
    EXPERIENCE, AND WHICH SELECTIVELY GUIDE THE
    PROCESSING OF NEW INFORMATION.
  • SELF SCHEMASMANY BELIEFS THAT PEOPLE HAVE
    ABOUT THEMSELVES.
  • PEOPLE AR SELF-SCHEMATIC FOR QUALITIES THAT ARE
    IMPORTANT TO THEM
  • (EXAMPLES)

11
CHAPTER 2
  • ASCHEMATICPEOPLE NOT INVESTED IN OR CONCERNED
    ABOUT A QUALITY, AND IT IS NOT RELEVANT TO THEIR
    SELF-CONCEPT.
  • SPONTANEOUS SELF CONCEPTASPECT THAT BECOMES
    SALIENT AND ACTIVATED IN A PARTICULAR SETTING.
  • (LO-5)
  • SOCIAL IDENTITYPERSONS SELF CONCEPT BASED ON
    HIS OR HER GROUP MEMBERSHIP.
  • INGROUPGROUP A PERSON BELONGS AD THAT FROMS A
    PART OF HIS OR HER SOCIAL IDENTITY.
  • OUTGROUPGROUP A PERSON DOES NOT SHARE MEMBERSHIP

12
CHAPTER 2
  • BIRGing(BASKING IN REFLECTED GLORY)WHEN INGROUP
    MEMBERS ENJOY SUCCESS IN THE WORLD, OTHER INGROUP
    MEMBERS EXPERIENCE SATSIFACTION AND PRIDE.
    (EXAMPLESSUPERBOWL, CONTESTS GAMES, LITTLE
    LEAGUE)
  • CORFing(CUTTING OFF REFLECTED
    FAILURES)PSYCHOLOGICAL DISTANCING. A COMMON
    REACTION TO INGROUP MEMBER FAILURE IS EXCUSE
    MAKING. WE HAVE A HARD TIME ADMITTING THAT
    FAILURE WAS DESERVED WHEN THE INGROUP
    EXPERIENCES FAILURE.

13
CHAPTER 2
  • ETHNIC IDENTITYAN INDIVIDUALS SENSE OF PRSONAL
    IDENTIFICATION WITH A PARTICULAR ETHNIC GROUP.
  • ETHNIC IDENTITY FORMATION
  • FIRST STAGE
  • MINORITY INDIVIDUALS HAVE NOT YET BEEN EXP0OSED
    TO EHTNIC IDENTITY ISSUES AND MAY HAVE
    INCORPORATED NEGATIVE STEREOTYPES FROM THE
    DOMINANT CULTURE INTO THEIR OWN SELF-CONCEPTS.
  • SECOND STAGE
  • INDIVIDUALS HAVE AN EXPERIENCE THAT TEMPORARILY
    DISLODGES THEIR OLD-WORLD VIEW AND MAKES THEM
    RECEPTIVE TO EXPLORING THEIR OWN ETHNICITY
    (ETHNIC IDENTITY SEARCH).
  • MINORITY GROUP MEMBERS MAY ACTIVELY REJECT THE
    VALUES OF THE DOMINANT CULTURE AND DENIGRATE THE
    MEMBERS OF THE DOMINANT OUTGROUP (OPPOSITIONAL
    IDENTITIY).

14
CHAPTER 2
  • THIRD STAGE
  • ACHIEVED ETHNIC IDENTITYDEEPER UNDERSTANDING
    AND APPRECIATION OF ONES ETHNICITY.
  • THIS STAGE FOSTERS HIGH SELF-ESTEEM AND A STABLE
    SELF-CONCEPT.
  • (LO-6)
  • LOW SELF-ESTEEMISS ASSOCIATED WITH A LESS
    CLEARLY DEFINED AND LESS STABLE SELF-CONCEPT.
  • SELF-CONCEPTS FO PEOPLE WITH LOW SELF-ESTEEM ALSO
    TEND TO BE LESS COMPLEX, AND LESS FLEXIBLE.

15
CHAPTER 2
  • AGITATION-RELATED EMOTIONSMISMATCH BETWEEN YOUR
    ACTUAL SELF-CONCEPT AND YOUR OUGHT SELF-GUIDE
    MAKES YOU MORE VULNERABLE.
  • DEJECTION-RELATED EMOTIONSDISCREPANCY BETWEEN
    YOUR ACTUAL SELF-CONCEPT AND YOUR IDEAL
    SELF-GUIDE MAKES YOU MORE VULNERABLE.
  • FROM E. TORY HIGGINS SELF-DISCREPANCY THEORY.
  • (LO-7)
  • POSSIBLE SELFIMAGINING OF THE SELFS ACTIONS IN
    THE FUTURE RELATES TO THIS OPERATION.

16
CHAPTER 2
  • SELF-AWARENESPSYCHOLOGICAL STATE WHERE ONE
    TAKES ONESELF AS AN OBJECT OF ATTENTION.
  • PRIVATE SELF-AWARENESSPSYCHOLOGICAL STATE WHERE
    ONE IS AWARE OF ONES HIDDEN SELF-ASPECTS.
  • PUBLIC SELF-AWARENESSPSYCHOLOGICAL STATE WHERE
    ONE IS AWARE OF ONES PUBLIC SELF-ASPECTS.
  • SELF-AWARENESS APEARS TO BE PRESENT BEGINNING AT
    ABOUT AGE 18 MONTHS. LESF-AWARENESS ALSO SEEMS
    TO EXIST AMONG LOWER PRIMATES.

17
CHAPTER 2
  • CONSEQUENCES OF PRIVATE SELF-AWARENESS
  • 1. INTENSIFICATION OF AFFECTPOSITIVE OR
    NEGATIVE FEELINGS EXPERIENCED IN A STATE OF
    PRIVATE SELF-AWARENESS (EXAGGERATED)
  • 2. CLARIFICTION OF KNOWLEDGE
  • 3. ADHERANCE TO PERSONAL STANDARDS OF BEHAVIOR
  • CONSEQUENCES OF PRIVATE SELF-AWARENESS
  • 1. EVALUATION APPREHENSION
  • 2. TEMPORARY LOSS OF SELF-ESTEEM
  • 3. ADHERENCE TO SOCIAL STANDARDS OF BEHAVIOR

18
CHAPTER 2
  • SELF-CONSCIOUSNESSHABITUAL TENDENCY TO ENGAGE
    IN SELF-AWARENESS
  • PRIVATE SELF-CONSCIOUSNESSTENDENCY TP BE AWARE
    PF THE COVERT, PRIVATE ASPECTS OF THE SELF
  • PUBLIC SELF-AWARENESSTENDENCY TO BE AWARE OF
    THE PUBLICLY DISPLAYED ASPECTS OF THE SELF
    (CONSIDERED A PERSONALITY TRAIT).
  • INDIVIDUALS HIGH IN PRIVATE SEKF-CONSCIOUSNESS
    TEND TO EXPERIENCE GREATER INTENSIFICATION OF
    AFFECT, GREATERCLARIFICATION OF KNOWLEDGE, AND
    GREATER ATTENTION AND ADHERENCE TO PERSONAL
    STANDARDS OF BEHAVIOR.

19
CHAPTER 2
  • TEND TO HAVE SELF-CONCEPTS THAT ARE MOE ACCURATE
    REFLECTIONS OF THEIR ACTUAL BEHAVIOR, MORE
    COMPLEX, AND MOE IN LINE WITH THE PERCEPTION OF
    OTHERS.
  • INDIVIDUALS IN PUBLIC SELF-CONSCIOUSNESS TEND TO
    BE MORE CONCERNED ABOUT HOW OTHERS JUDGE THEM,
    MORE CONFORMING TO GROUP NORMS, AND ARE MORE
    LIKELY TO WITHDRAW FROM EMBARASSING SITUATIONS.
  • MORE CONCERNED ABOUT THEIR PHYSICAL APPEARANCE
    AND BELIEVE THAT PHYSICAL APPEARANCE IS IMPORTANT
    FOR SMOOTH SOCIAL INTERACTION.
  • INDIVIDUALS HIGH IN PRIVATE SELF-CONSCIOUSNESS
    AND LOW IN PUBLIC SELF-CONSCIOUSNESS ARE MOST
    LIKELY TO ACT ACCORDING TO THEIR TRUE ATTITUDES
    WHEN AMONG OTHERS

20
CHAPTER 2
  • (LO-8)
  • SELF-ENHANCEMENTPROCESS OF SEKING OUT AND
    INTERPRETING SITUATIONS SO AS TO ATTAIN A
    POSITIVE VIEW OF ONESLEF
  • SELF-VERIFICATIONPROCESS OF SEEKING OUT AND
    INTERPRETING SITUATIONS SO AS TO CONFIRM ONES
    SELF-CONCEPT
  • LOW SELF-ESTEEM INDIVIDUALS TEND TO SEEK
    POSITIVE FEEDBACK (EXAMPLES).
  • CONFLICTS WITH DESIRE TO VERIFY NEGATIVE
    SELF-BELIEF.
  • WE WANT TO BE SEEN FAVORABLY REGARDLESS OF THE
    LEVEL OF SELF-ESTEEM
  • WE WANT TO CONFIRM OUR SELF-BELIEFS AND THIS
    INFLUENCES MANY BEHAVIORS,

21
CHAPTER 2
  • RESERCH SAYS A THREE-STEP PROCESS OCCURS WHEN
    POSITIVE SOCIAL INFORMATION CONTRADICTS A
    NEGATIVE SELF-CONCEPT.
  • 1. PERSON REACTS WITH SELF-ENHANCEMENT.
  • 2. AFTER MORE COGNITIVE ANALYSIS, THE PERSON
    MOVES TO SELF-VERIFICATION.
  • 3. PERSON AGAIN DESIRES SELF-ENHANCEMENT.
  • RISK TAKING SITUATIONS LOW SELF-ESTEEM
    INDIVIDUALS APPEAR TO TAKE LESS RISKS THAN HIGH
    SELF-ESTEEM INDIVIDUALS.
  • THE NEED TO PROTECT THEIR MODEST SELF-REGARD, MAY
    LEAD TO A CYCLE IN WHICH THEY NEVER HAVE THE
    OPPORTUNITY TO EXPERIENCE SELF-ENHANCING
    SUCCESS.

22
CHAPTER 2
  • SELF-EVALUATION MAINTENANCETHEORY THAT PREDICTS
    UNDER WHICH CONDITIONS PEOPLE ARE LIKELY TO REACT
    TO OTHERS SUCCESS WITH EITHER PRIDE OR JEALOUSY.
  • UPWARD SOCIAL COMPARISONPROCESS BY WHICH
    SELF-ESTEEM IS REINFORCED BY THE OUTSTANDING
    ACCOMPLISHMENTS OF OTHERS WITH WHO ONE IS
    ASSOCIATED. OUR SELF-ESTEEM WILL BE THREATENED
    BY COMPARISON WITH OTHERS WHOSE PERFORMANCE IS
    BETTER THAN OUR OWN.
  • DOWNWARD SOCIALCOMPARISONMAINTAINING OUR SELF
    EXTEEM BY COMPARING OURSELVES WITH THOSE WHO DO
    LESS WELL.

23
CHAPTER 2
  • SELF-AFFIRMATIVE THEORYPEOPLE WILL OFTEN COPE
    WITH SPECIFIC THREATS TO THEIR SELF-ESTEEM BY
    REMINDING THEMSELVES OF OTHER, UNRELATED, BUT
    CHERISHED ASPECTS OF THEIR SELF-CONCEPT.
    (EXAMPLES)
  • (LO-9)
  • IMPRESSION MANAGEMENTBEHAVIOR DESIGNED TO
    CONTROL WHAT OTHERS THINK (EXAMPLES).
  • STRATEGIC SELF-PRESENTATIONCONSCIOUS AND
    DELIBERATE EFFORTS TO SHAPE OHTER PEOPLS
    IMPRESSIONS IN ORDER TO GAIN POWER, INFLUENCE,
    SYMPATHY, OR APPROVAL
  • AUTHENTIC SELF-PRESENTATIONPUBLIC IMPRESSION WE
    CONVEY WHEN IMPRESSION MANAGEMENT IS NOT A GOAL
    (EXAMPLES).
  • THE UNPLEASANT EMOTION EXPERIENCED WHEN WE
    BELIEVE WE CANNOT PERFORM COMPETENTLY IN A SOCIAL
    SITUATION IS CALLED EMBARRASSMENT.

24
CHAPTER 2
  • SELF-HANDICAPPINGACTIONS THAT PEOPLE TAKE TO
    SBATOGE THEIR PERFORMANCE AND ENHANCE THEIR
    OPPORTUNITY TO EXCUSE ANTICIPATED FAILURE.
  • MALES ARE MORE LIKELY TO ENGAGE IN BEHAVIORAL
    SELF-HANDICAPPING (EXAMPLES).
  • WOMEN ARE MOE LIKELY TO ENGAGE IN SELF-REPORTING
    SELF-HANDICAPPING.
  • SELF-PROMOTIONATTEMPT TO CONVEY POSITIVE
    INFROMATION ABOUT THE SELF EITHER THROUGH
    BEHAVIOR OR BY TELLING OTHERS ABOUT ONES
    POSITIVE ASSETS AND ACCOMPLISHMENTS. (CAN THIS BE
    OK SOMETIMES?)

25
CHAPTER 2
  • EXEMPLIFICATIONELICIT PERCEPTIONS OF INTEGRITY
    AND MORAL WORTHINESS AT THE SAME TIME AROUSING
    GUILT AND EMULATION IN OTHERS.
  • MODESTYUNDERREPRESENTATION OF ONES POSITIVE
    TRAITS, CONTRIBUTIONS, OR ACCOMPLISHMENTS.
  • INTIMIDATIONTACTIC THAT INVOLVES FEAR AROUSAL
    AND CONVINCING SOMEONE THAT WE ARE DANGEROUS.
  • SUPPLICATIONADVERTISING ONES WEAKNESSES OR
    ONES DEPENDENCE ON OTHERS IN ORDR TO SOLICIT
    HELP OR SYMPATHY.
  • INGRATIATIONSAYING POSITIVE THINGS ABOUT
    SOMEONE IN ORDER TO GET THEM TO LIKE YOU.

26
CHAPTER 2
  • SELF-MONITORINGTENDENCY TO USE CUSES FROM OTHER
    PEOPLES SELF PRESENTATIONS IN CONTROLLING ONES
    OWN SELF-PRESENTATION.
  • PRAGMATIC SELFHIGH SELF-MONITORS PERFORM
    WHATEVER BEHAVIOR PROJECTS A POSITIVE SELF-IMAGE.
  • PRINCIPLED SELFLOW SELF-MONITORS
  • (LO-10)
  • HIGH SELF-MONITORS PREFER JOBS WITH CLEARLY
    DEFINED OCCUPATIONAL ROLES.
  • LOW SELF-MONITORS PREFER TO BE THEMSELVES ON
    THE JOB.
  • HIGH SELF-MONITORS PERFORM BETTER IN JOBS THAT
    REQUIRE BOUNDRY SPANNING.
  • LOW SELF-MONITORS APPEAR TO PERFORM BETTER IN
    UNSUPERVISED SETTINGS.
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