cours 3

• Semantic differential


  Polarized adjectives (Osgood, 1952)

  
• Self-reference effect


  People retain information that they associate with themselves better than other information
• Self

  Sum of perceptions, thoughts, beliefs, a person's evaluations, etc., about him/herself
• Self


  • Structuring function - self acts as a schema that influences what we perceive, think, and remember
  • Motivational function - stable perception of self satisfies need for personal continuity and self-esteem enhancement
  • Executive function - self-esteem-serving action strategies to maintain/regain psychological well-being
• Self-complexity


  Number of independent/non-redundant aspects of self varies between people (traits, hobbies, roles, behaviors, group memberships, etc.)
• High self-complexity & positive/negative event


  Moderate response
• Low self-complexity & positive/negative event

  Strong response
• Self-awareness


  Recognition of one's own person; arises through observation and reflection of oneself
• Development of self-awareness in childhood


  1. Mirror self-recognition

  2. Personal pronoun use

  3. Photo identification
• Species that pass the rouge test

  • Chimpanzees (except when raised in isolation)
  • Bonobos
  • Orangutans
  • Dolphins
  • Orcas
  • Elephants
  • Magpies
  • Mountain parrots
  • Some fish
• Development of the self-concept from childhood to young adulthood

  Answers to the question "Who am I?"
• Significant increase in 7 categories, significant decrease in 3 categories in self-concept development</b>
• Self-image becomes more complex overall from childhood to young adulthood
• Independent view of self

  Define themselves as autonomous, independent from groups
• Interdependent view of self


  Define themselves as dependent members of groups
• Semantic differential


  Polarized adjectives (Osgood, 1952)
• Self-reference effect


  People retain information that they associate with themselves better than other information
• Self


  Sum of perceptions, thoughts, beliefs, a person's evaluations, etc., about him/herself
• Self


  • Descriptive cognitions of a person about him/herself (self-concept)
  • Evaluation of these cognitions (self-esteem)
• Self


  • Structuring function - self acts as a schema that influences what we what we perceive, think, and remember
  • Motivational function - stable perception of self -> satisfies need for personal continuity / also satisfies need for self-esteem enhancement possible
  • Executive function - self-esteem-serving action strategies to maintain/regain psychological well-being
• Self-complexity


  Number of independent/non-redundant aspects of self varies between people (traits, hobbies, roles, behaviors, group memberships, etc.)
• High self-complexity & positive/negative event


  Moderate response
• Low self-complexity & positive/negative event


  Strong response
• Self-complexity


  • Works as a buffer against stress, depression, physical sickness
• Development of self-awareness in childhood

  1. Rouge/Red-Dye Test

  2. Self-awareness: Recognition of one's own person; arises through observation and reflection of oneself, of one's own self
• Chimpanzees (except when raised in isolation) / bonobos / orangutans / dolphins / orcas / elephants / magpies / mountain parrots /, and recently: some fish pass the rouge test
• Consequences of species passing the rouge test: Special status for all species with self-awareness? (Rights (partly) analogous to human rights, e.g. Urangutan Sandra in Buenos Aires recognized by court as "non-human recognized as"non-human person" and freed from zoo)
• Consequences of species passing the rouge test: Legalization of "postnatal abortion" even for healthy newborns? (Giubilini & Minerva, 2012)
• Consequences of species passing the rouge test: Justification of euthanasia?
• Development of the self-concept from childhood to young adulthood


  1. Answers to the question "Who am I?"

  2. American high school students aged 10, 12, 14, 16, 18 are asked to formulate 10 different responses

  3. Responses rated into a category system to map the major types of self-representations
• Significant increase in 7 categories, significant decrease in 3 categories in self-representations from childhood to young adulthood
• Self-image becomes more complex overall from childhood to young adulthood
• Decrease in self-representations: e.g. territoriality/citizenship; possessions; physical self/body image
• Increase in self-representations: e.g. ideological & belief references (pacifist, liberal etc.); sense of self-determination (e.g. hard-working), interpersonal style; psychic style (how I typically think and feel)
• Change of content from the concrete to the abstract in self-representations from childhood to young adulthood
• Independent view of self

  Define themselves as autonomous, independent from groups
• Interdependent view of self


  Define themselves as dependent members of groups
• Members of individualistic cultures value independence, leadership, and achievement, while members of collectivistic cultures value group harmony, duty, and security
• Individualistic individuals consider the costs and benefits of relationships, while collectivistic individuals consider the needs of group members
• Americans overestimate their own contribution to teamwork and blame their colleagues more


  Japanese underestimate their contribution to teamwork and see their work more as a function of the group