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• Psychology


  The scientific study of how people behave, think, and feel
• Everything that concerns the human being is a concern of psychology
• Cognitive


  Of, relating to, being, or involving conscious intellectual activity, such as thinking, reasoning, or remembering
• Self-theorists


  • It is natural for humans to form theories about themselves, both as a single entity and as a group, to make meaning of one's existence and experience
• Piaget's theory of cognitive development


  A comprehensive theory about the development of human intelligence, dealing with the nature of knowledge itself and how humans gradually acquire, construct, and use it
• Piaget's theory of cognitive development

  • Cognitive development is a progressive reorganization of mental processes resulting from biological maturation and environmental experience
  • Children construct an understanding of the world around them, experience inconsistencies between what they already know and what they discover in their environment, and then adjust their ideas accordingly
• Schemas/schemes


  The building blocks of knowledge, mental organizations that individuals use to understand their environments and designate action
• Adaptation


  The child's learning processes to meet situational demands
• Piaget's stages of cognitive development

  • Sensorimotor (0-2 years)
  • Preoperational (2-7 years)
  • Concrete Operations (7-11 years)
  • Formal Operations (12+ years)
• Sensorimotor stage


  • The child learns by doing: looking, touching, sucking, the child also has a primitive understanding of cause-and-effect relationships. Object permanence appears around 9 months.
• Preoperational stage


  • The child uses language and symbols, including letters and numbers. Egocentrism is also evident. Conservation marks the end of the preoperational stage and the beginning of concrete operations.
• Concrete Operations stage


  • The child demonstrates conservation, reversibility, serial ordering, and a mature understanding of cause-and-effect relationship. Thinking at this stage is still concrete.
• Formal Operations stage


  • The individual demonstrates abstract thinking at this stage is still concrete.
• Harter's self-development concept


  A theory that details the emergence of self-concept and asserts that the broad developmental changes observed across early childhood, later childhood, and adolescence could be interpreted within a Piagetian framework
• Self-concept in early childhood


  • The child describes the "self" in terms of concrete, observable characteristics, such as physical attributes, material possessions, behaviors, and preferences
• Self-concept in middle to later childhood


  • The self is described in terms of traitlike constructs (e.g., smart, honest, friendly, shy) that would require the type of hierarchical organizational skills characteristic of logical thought development
• Self-concept in adolescence


  • The emergence of more abstract self-definitions, such as inner thoughts, emotions, attitudes, and motives
• Self-concept in emerging adulthood


  • The marked characteristic is having a vision of a "possible self". It is the "age of possibilities".
• 1. self


  The pure ego, the subjective self, the "self" that is aware of its own actions
• Characteristics of the I-self

  • A sense of being the agent or initiator of behavior
  • A sense of being unique
  • A sense of continuity
  • A sense of awareness about being aware
• Me-self


  The self that is the object, the "self" that you can describe, such as your physical characteristics, personalities, social role, or relationships, thoughts, feelings
• Dimensions of the me-self

  • Material - physical appearance and extensions of it such as clothing, immediate family, and home
  • Social - social skills and significant interpersonal relationships
  • Spiritual - personality, character, defining values
• The lower the score on the self-assessment test, the less congruent is the relationship between one's self and ideal self
• Humanistic psychology


  A psychological perspective that highlighted the individual's innate drive toward self-actualization and the process of realizing and expressing one's own capabilities and creativity
• Actualizing tendency


  A person's basic instinct to move forward, develop, mature and achieve their full potential
• Ideal self


  The person that you would like yourself to be; your concept of the "best me" who is worthy of admiration
• Real self


  The person you actually are; how you think, feel, or act at present
• Congruence


  When your real self and ideal self are very similar, leading to a greater sense of self-worth and a healthy, productive life
• Incongruence


  When there is a great inconsistency between your ideal and real selves, leading to maladjustment
• Maladjustment is the inability to react successfully and satisfactorily to the demands of one's environment
• Multiple selves


  The self loses its meaning if a person has multiple selves
• Unity of consciousness


  The human experience is always that of unity
• Traits


  • Essential characteristics that never change and shape how a person thinks, feels, and behaves
• Ego states


  Three parts of a person's personality: Parent, Adult, and Child
• Domains of the self

  • Experiential self
  • Private self-conscious
  • Public self/persona
• True self


  The healthy core of a person's self, uninfluenced by external realities
• False self


  A defensive organization formed by the infant due to inadequate mothering or failures in empathy, to protect the true self
• A healthy false self feels connected to the true self and can be compliant without abandoning the true self
• An unhealthy false self involves constantly needing to adjust behavior to fit in with social situations
• Anthropology is the study of people, past and present. It focuses on understanding the human condition in its cultural aspect.