Self-schemas are cognitive structures that organize self-related information and influence how people perceive themselves. Once developed, self-schemas become self-perpetuating by biasing what people attend to, remember, and accept as true about themselves. Self-schemas vary between individuals based on their life experiences and can include multiple schemas that are context-dependent, such as seeing oneself differently at home versus at work. Self-schemas guide the processing of self-information and make it easier to encode and recall information that is consistent with one's view of themselves.
Cognition & Development: Conceptualisations of Self and IdentitySimon Bignell
Week 7 Lecture in the module 'Cognition & Development'. Conceptualisations of Self and Identity.
Learning Outcomes: Define the concept of self and identity.
Identify key milestones in the development of self.
Outline theories of identity development.
The document discusses self and self-presentation. It begins by exploring how individuals develop a sense of self through self-differentiation, role-taking, and interactions with others. It then examines how identities are formed based on roles, social groups, and how the self is situated in different contexts. The document also analyzes how individuals enact identities through behaviors and choices. It discusses self-esteem and how people present themselves tactically to others through impression management both in everyday life and online.
Carl Jung expanded Freud's theory of the unconscious to include a collective unconscious shared among all humans. This collective unconscious contains archetypes - common patterns and symbols representing human experiences like heroes and mothers. Jung also described extraverted and introverted personality types, as well as types that make decisions rationally through thinking or feeling, and irrationally through sensation or intuition.
This document provides an overview of social psychology. It discusses how social psychology studies how individual behaviors and thoughts are influenced by others. Key topics covered include cognitive processes, environmental variables, biological factors, and cultural values that shape social behaviors. Research methods in social psychology like observation, surveys, correlation analysis, and experiments are explained. The role of theory in social psychology and important ethical issues around deception and informed consent in research are also summarized.
Carl Jung was a Swiss psychiatrist who founded analytical psychology. Some key points of his theory include:
1) He proposed the collective unconscious - a reservoir of experiences shared by humanity that influences our behaviors and emotions. It contains archetypes - innate tendencies to experience things in certain ways.
2) Major archetypes include the mother, representing nurturing relationships, and the shadow, representing repressed desires and the "dark side" of humanity.
3) Dreams, myths, and spiritual experiences across cultures provide evidence of the collective unconscious and archetypes. Near-death experiences in particular suggest we are "built" to experience death in similar ways.
4) Jung diverged from Freud by arguing archetypes
Indigenous,cultural,and cross cultural psychologyDINGJINGYAN
This document discusses indigenous, cultural, and cross-cultural psychology by analyzing culture, ecology and cultural adaptation, epistemology, and phenomenology. It describes three approaches to explaining cultural differences - universalist, contextualist, and integrationist. The integrationist approach involves either indigenizing theories from without through external imposition, or from within through an indigenous bottom-up approach. Culture is analyzed using either a derived etic top-down approach or an indigenous bottom-up approach. Ecology and human adaptation to the environment also influence cultural differences. Epistemology and phenomenology vary widely across cultures. The document advocates for indigenous psychologies to develop theories internally and understand phenomena from an insider perspective rather than imposing external frameworks.
Filipino Psychology is an indigenous psychology that studies the culture, society, and ethnicity of the Filipino people. It aims to apply indigenous Filipino knowledge and perspectives to psychological practice. Key aspects of Filipino Psychology discussed in the document include distinguishing it from other forms of psychology practiced in the Philippines, examining the limits of applying Western concepts and methods, and exploring core Filipino concepts like "kapwa" and the role of language in developing an indigenous Filipino psychology.
This document discusses the difference between normality and abnormality. It defines normality as the absence of illness and presence of well-being, adopting to situations according to rules. Abnormality is defined as significant deviation from accepted behaviors, emotions, or thoughts. Abnormality can be defined statistically, by violation of social norms, personal distress, or legal violations. Causes of abnormal behavior include biological factors like genetics or physiology, psychological factors like learning or coping, and sociocultural factors like discrimination. The DSM provides criteria for classifying mental disorders and considers behaviors abnormal if associated with disability, distress, social norm violations, or dysfunction. The GAF scale measures functioning on a 0 to 100 scale to assess normality and
Cognition & Development: Conceptualisations of Self and IdentitySimon Bignell
Week 7 Lecture in the module 'Cognition & Development'. Conceptualisations of Self and Identity.
Learning Outcomes: Define the concept of self and identity.
Identify key milestones in the development of self.
Outline theories of identity development.
The document discusses self and self-presentation. It begins by exploring how individuals develop a sense of self through self-differentiation, role-taking, and interactions with others. It then examines how identities are formed based on roles, social groups, and how the self is situated in different contexts. The document also analyzes how individuals enact identities through behaviors and choices. It discusses self-esteem and how people present themselves tactically to others through impression management both in everyday life and online.
Carl Jung expanded Freud's theory of the unconscious to include a collective unconscious shared among all humans. This collective unconscious contains archetypes - common patterns and symbols representing human experiences like heroes and mothers. Jung also described extraverted and introverted personality types, as well as types that make decisions rationally through thinking or feeling, and irrationally through sensation or intuition.
This document provides an overview of social psychology. It discusses how social psychology studies how individual behaviors and thoughts are influenced by others. Key topics covered include cognitive processes, environmental variables, biological factors, and cultural values that shape social behaviors. Research methods in social psychology like observation, surveys, correlation analysis, and experiments are explained. The role of theory in social psychology and important ethical issues around deception and informed consent in research are also summarized.
Carl Jung was a Swiss psychiatrist who founded analytical psychology. Some key points of his theory include:
1) He proposed the collective unconscious - a reservoir of experiences shared by humanity that influences our behaviors and emotions. It contains archetypes - innate tendencies to experience things in certain ways.
2) Major archetypes include the mother, representing nurturing relationships, and the shadow, representing repressed desires and the "dark side" of humanity.
3) Dreams, myths, and spiritual experiences across cultures provide evidence of the collective unconscious and archetypes. Near-death experiences in particular suggest we are "built" to experience death in similar ways.
4) Jung diverged from Freud by arguing archetypes
Indigenous,cultural,and cross cultural psychologyDINGJINGYAN
This document discusses indigenous, cultural, and cross-cultural psychology by analyzing culture, ecology and cultural adaptation, epistemology, and phenomenology. It describes three approaches to explaining cultural differences - universalist, contextualist, and integrationist. The integrationist approach involves either indigenizing theories from without through external imposition, or from within through an indigenous bottom-up approach. Culture is analyzed using either a derived etic top-down approach or an indigenous bottom-up approach. Ecology and human adaptation to the environment also influence cultural differences. Epistemology and phenomenology vary widely across cultures. The document advocates for indigenous psychologies to develop theories internally and understand phenomena from an insider perspective rather than imposing external frameworks.
Filipino Psychology is an indigenous psychology that studies the culture, society, and ethnicity of the Filipino people. It aims to apply indigenous Filipino knowledge and perspectives to psychological practice. Key aspects of Filipino Psychology discussed in the document include distinguishing it from other forms of psychology practiced in the Philippines, examining the limits of applying Western concepts and methods, and exploring core Filipino concepts like "kapwa" and the role of language in developing an indigenous Filipino psychology.
This document discusses the difference between normality and abnormality. It defines normality as the absence of illness and presence of well-being, adopting to situations according to rules. Abnormality is defined as significant deviation from accepted behaviors, emotions, or thoughts. Abnormality can be defined statistically, by violation of social norms, personal distress, or legal violations. Causes of abnormal behavior include biological factors like genetics or physiology, psychological factors like learning or coping, and sociocultural factors like discrimination. The DSM provides criteria for classifying mental disorders and considers behaviors abnormal if associated with disability, distress, social norm violations, or dysfunction. The GAF scale measures functioning on a 0 to 100 scale to assess normality and
Freud proposed 5 psychosexual stages of development:
1) Oral stage focuses on mouth from birth to 1.5 years
2) Anal stage focuses on anus from 1.5-3 years
3) Phallic stage focuses on genitals from 3-6 years bringing Oedipus/Electra complexes
4) Latency stage from 6 years to puberty where sexual energy is redirected
5) Genital stage from puberty through life where adult sexuality forms
Fixation in a stage can result from over- or under-gratification leading to problematic behaviors.
This document defines key terms related to stereotypes, prejudice, and discrimination. It defines stereotypes as beliefs about personal attributes of social groups that can be overgeneralized and inaccurate. Prejudice is defined as preconceived negative judgments, while discrimination refers to unjustified negative behavior toward group members. Stereotypes ignore individual distinctiveness and discourage further investigation. Stereotypes are a type of generalization that function to create or sustain social inequalities through caricature and misrepresentation. Prejudice can stem from cognitive biases like stereotypes, a desire to categorize in-groups and out-groups, and illusionary correlations. Social and motivational factors like societal pressures, competition for resources, and social identity can also
This document discusses social cognition and related topics including motivation and social processing goals, personal control, and social situations and social competence. Some key points include:
- Personal goals and priorities shift across the lifespan from achievement to balance to reevaluation.
- Older adults emphasize emotional goals by focusing on positive emotions and avoiding negative ones.
- Personal control involves both primary control of external actions and secondary cognitive control of the self. Both types of control strategies are important for well-being.
- Social contexts can facilitate cognition and memory in older adults, such as through collaborative problem solving and storytelling with others.
The document discusses various aspects of the spiritual self, including spirituality, rituals, ceremonies, religion, and magic/witchcraft. It defines spirituality as one's search for ultimate meaning and notes there can be different types depending on one's life experiences. Rituals and ceremonies are described as ways to connect with one's inner self and the world. Religion is defined as a system relating humanity to the supernatural or transcendent. Magic involves using special words or actions to do impossible things, while witchcraft broadly refers to magical skills and abilities exercised by individuals.
1) Social beliefs and judgments can be primed or influenced without awareness through exposure to related concepts, ideas, or stimuli. Experiments show this priming effect can influence thoughts and actions.
2) Embodied cognition refers to the influence of bodily sensations on social judgments and cognitive preferences. For example, holding a warm drink can make people rate others more warmly.
3) People's perceptions of events and others are shaped both by their initial beliefs and biases as well as situational factors, even when exposed to the same objective information or stimuli. First impressions tend to persist despite later evidence.
Conformity involves changing your behaviors in order to "fit in" or "go along" with the people around you. In some cases, this social influence might involve agreeing with or acting like the majority of people in a specific group, or it might involve behaving in a particular way in order to be perceived as "normal" by the group.
This document discusses several key concepts in social perception:
1. Nonverbal communication plays an important role in social perception. Facial expressions, eye contact, body language, posture, and touching can all reveal emotional and mental states. Basic emotions are often expressed through specific facial movements.
2. Attribution refers to how people seek to understand the behaviors of others by inferring underlying traits or motives. Correspondent inference theory holds that behaviors perceived as freely chosen and distinctive are more likely to be attributed to internal traits. Kelley's theory examines how attribution is influenced by consensus, consistency, and distinctiveness.
3. Impression formation is the process by which people combine diverse information to form unified impressions of others. Initial
The psychological report summarizes the evaluation of a 10-year-old boy referred for testing. Testing found the boy's cognitive functioning to be in the borderline range, with weaker performance than verbal skills. Socially, he functions at the average level for his age. The report recommends he be observed further and provided support to address difficulties with attention, impulsivity, and low self-esteem that may impact his functioning.
Theoretical Perspectives in Social PsychologyKates Grajales
The document discusses several theories of social psychology, including:
- Role Theory, which proposes that people conform to norms defined by the expectations of others in the roles they occupy.
- Reinforcement Theory, which asserts that social behavior is governed by external reinforcement and punishment of responses.
- Cognitive Theory, which emphasizes the role of cognition, perception, memory and beliefs in determining social behavior.
- Symbolic Interaction Theory, which views social behavior as emerging from communication and the negotiation of meanings between individuals.
- Evolutionary Theory, which proposes that social behaviors evolved to aid survival and reproduction of our ancestors.
The document provides overviews and key concepts of each theory, as well as some of their limitations.
Young children experience significant physical, cognitive, and social-emotional development between ages 1-3. Physically, they gain improved motor skills and body proportions change rapidly. Their brains grow substantially and abilities like symbolic thought and theory of mind emerge. Socially, they begin to understand themselves as separate from others and develop gender identities. Psychodynamically, resolutions of complexes like the Oedipus help shape their relationships and sense of self.
Understanding the self - lecture 2 HAND-OUTShin Chan
The self is shaped by numerous external social and cultural forces. It is not a private, static entity, but rather is dynamic and influenced by circumstances outside itself like family, community, education, gender roles, and language. A person's identity and self-concept are formed through interaction with others from a young age. Children internalize social norms and beliefs through exposure to dialogue, which becomes part of their individual world. While individuals have innate traits, the self is actively engaged in producing one's social world and is molded by different aspects of culture and society from the environment one grows up in.
1. Early adulthood spans ages 18 to 30 and involves significant life transitions including marriage, parenthood, and career establishment.
2. Key developmental tasks include achieving autonomy, developing identity and intimacy, and establishing independence.
3. Physically, early adulthood is a time of peak performance, but cognitive and physical abilities begin declining in late 20s.
1) Alfred Adler developed Individual Psychology, which views people as motivated by social influences and a striving for superiority rather than by sex and aggression as Freud believed.
2) Adler saw personality as shaped more by the future than the past and people as usually aware of their behavior and reasons for it rather than driven by unconscious forces.
3) Individual Psychology presents an optimistic view of human nature and potential.
Social cognition involves encoding, storing, retrieving, and processing social information in the brain about conspecifics. It involves both automatic and controlled processing. Schemas are mental frameworks that help organize social information and act as filters, but can also lead to errors and biases like stereotyping. Heuristics are simple rules or mental shortcuts used to make judgments that can be erroneous. Affect and cognition interact, as current moods and emotions can influence thoughts, memories, and judgments. Feelings shape thoughts and thoughts shape feelings in social cognition.
Psychoanalytic theory was founded by Sigmund Freud and focuses on the unconscious mind. It views humans as being motivated by unconscious desires, especially sexual and aggressive urges. Freud believed the mind is divided into the id, ego, and superego. Therapy involves free association, dream analysis, and analysis of transference to help clients gain insight into unconscious conflicts.
Alfred Adler developed Individual Psychology which focused on investigating each individual's uniqueness. A key concept was social interest, the urge to adapt to one's social environment. Adler believed humans strive for superiority, initially conceived as aggression but later as a will to power, and that we develop fictional goals and interpretations to structure our understanding of reality. Feelings of inferiority arise from our dependence as infants and motivate growth. Each person develops a unique style of life to achieve superiority through talents, environment, and goal orientations.
Semiotics is the study of signs and symbols used in communication. It examines how signs gain meaning through their relationships between the signifier (image or sound) and signified (concept). Famous theorists like Saussure, Barthes, Hall, and Pierce contributed to semiotics. Saussure distinguished between the signifier and signified and how signs are interpreted personally. Barthes explored how signs represent cultures through denotation and connotation. Hall argued meanings are decoded polysemically based on experience. Pierce categorized signs as icons, indexes, or symbols based on their relationships to what they signify.
This document provides an overview of the socio-cultural perspective in psychology. It discusses how an individual's behavior and mental processes are shaped by their social and cultural environment, including factors like race, gender, and nationality. The document specifically discusses Lev Vygotsky's cultural-historical psychology theory, which focuses on how aspects of culture are transmitted between generations through social interaction and language. Vygotsky believed that social learning within an individual's "zone of proximal development" allows them to acquire skills and knowledge relevant to their particular society or culture.
Histrionic and Borderline Personality Disorder Francis Cabredo
This document discusses personality disorders and provides details on borderline personality disorder and histrionic personality disorder. It defines personality disorders as inflexible patterns of functioning that cause problems in relationships and functioning. Borderline personality disorder is characterized by unstable relationships, self-image, and emotions. Histrionic personality disorder is characterized by excessive emotionality, attention-seeking behavior, and inappropriate seductive behavior with the goal of being the center of attention. Both disorders often begin in early adulthood and treatment involves therapy, social skills training, and medication.
Adolescence: The concept adolescence and the developmental tasks; Processes involved in the adolescent stage of human development; cognitive development during adolescence; personality development during adolescence; social development during adolescence; parent-adolescent relationships, the peer group, romantic relationships.
This document discusses the theory of schemas and how it applies to understanding the development and learning of a child named Upsy Daisy. It describes Piaget's theory of cognitive development in stages and defines schemas as patterns of behavior that develop through experience. The document outlines observations of Upsy Daisy's play that indicate schemas around containing and enveloping objects. It proposes next steps for planning activities to further develop Upsy Daisy's language and thinking through engaging with these schemas.
Freud proposed 5 psychosexual stages of development:
1) Oral stage focuses on mouth from birth to 1.5 years
2) Anal stage focuses on anus from 1.5-3 years
3) Phallic stage focuses on genitals from 3-6 years bringing Oedipus/Electra complexes
4) Latency stage from 6 years to puberty where sexual energy is redirected
5) Genital stage from puberty through life where adult sexuality forms
Fixation in a stage can result from over- or under-gratification leading to problematic behaviors.
This document defines key terms related to stereotypes, prejudice, and discrimination. It defines stereotypes as beliefs about personal attributes of social groups that can be overgeneralized and inaccurate. Prejudice is defined as preconceived negative judgments, while discrimination refers to unjustified negative behavior toward group members. Stereotypes ignore individual distinctiveness and discourage further investigation. Stereotypes are a type of generalization that function to create or sustain social inequalities through caricature and misrepresentation. Prejudice can stem from cognitive biases like stereotypes, a desire to categorize in-groups and out-groups, and illusionary correlations. Social and motivational factors like societal pressures, competition for resources, and social identity can also
This document discusses social cognition and related topics including motivation and social processing goals, personal control, and social situations and social competence. Some key points include:
- Personal goals and priorities shift across the lifespan from achievement to balance to reevaluation.
- Older adults emphasize emotional goals by focusing on positive emotions and avoiding negative ones.
- Personal control involves both primary control of external actions and secondary cognitive control of the self. Both types of control strategies are important for well-being.
- Social contexts can facilitate cognition and memory in older adults, such as through collaborative problem solving and storytelling with others.
The document discusses various aspects of the spiritual self, including spirituality, rituals, ceremonies, religion, and magic/witchcraft. It defines spirituality as one's search for ultimate meaning and notes there can be different types depending on one's life experiences. Rituals and ceremonies are described as ways to connect with one's inner self and the world. Religion is defined as a system relating humanity to the supernatural or transcendent. Magic involves using special words or actions to do impossible things, while witchcraft broadly refers to magical skills and abilities exercised by individuals.
1) Social beliefs and judgments can be primed or influenced without awareness through exposure to related concepts, ideas, or stimuli. Experiments show this priming effect can influence thoughts and actions.
2) Embodied cognition refers to the influence of bodily sensations on social judgments and cognitive preferences. For example, holding a warm drink can make people rate others more warmly.
3) People's perceptions of events and others are shaped both by their initial beliefs and biases as well as situational factors, even when exposed to the same objective information or stimuli. First impressions tend to persist despite later evidence.
Conformity involves changing your behaviors in order to "fit in" or "go along" with the people around you. In some cases, this social influence might involve agreeing with or acting like the majority of people in a specific group, or it might involve behaving in a particular way in order to be perceived as "normal" by the group.
This document discusses several key concepts in social perception:
1. Nonverbal communication plays an important role in social perception. Facial expressions, eye contact, body language, posture, and touching can all reveal emotional and mental states. Basic emotions are often expressed through specific facial movements.
2. Attribution refers to how people seek to understand the behaviors of others by inferring underlying traits or motives. Correspondent inference theory holds that behaviors perceived as freely chosen and distinctive are more likely to be attributed to internal traits. Kelley's theory examines how attribution is influenced by consensus, consistency, and distinctiveness.
3. Impression formation is the process by which people combine diverse information to form unified impressions of others. Initial
The psychological report summarizes the evaluation of a 10-year-old boy referred for testing. Testing found the boy's cognitive functioning to be in the borderline range, with weaker performance than verbal skills. Socially, he functions at the average level for his age. The report recommends he be observed further and provided support to address difficulties with attention, impulsivity, and low self-esteem that may impact his functioning.
Theoretical Perspectives in Social PsychologyKates Grajales
The document discusses several theories of social psychology, including:
- Role Theory, which proposes that people conform to norms defined by the expectations of others in the roles they occupy.
- Reinforcement Theory, which asserts that social behavior is governed by external reinforcement and punishment of responses.
- Cognitive Theory, which emphasizes the role of cognition, perception, memory and beliefs in determining social behavior.
- Symbolic Interaction Theory, which views social behavior as emerging from communication and the negotiation of meanings between individuals.
- Evolutionary Theory, which proposes that social behaviors evolved to aid survival and reproduction of our ancestors.
The document provides overviews and key concepts of each theory, as well as some of their limitations.
Young children experience significant physical, cognitive, and social-emotional development between ages 1-3. Physically, they gain improved motor skills and body proportions change rapidly. Their brains grow substantially and abilities like symbolic thought and theory of mind emerge. Socially, they begin to understand themselves as separate from others and develop gender identities. Psychodynamically, resolutions of complexes like the Oedipus help shape their relationships and sense of self.
Understanding the self - lecture 2 HAND-OUTShin Chan
The self is shaped by numerous external social and cultural forces. It is not a private, static entity, but rather is dynamic and influenced by circumstances outside itself like family, community, education, gender roles, and language. A person's identity and self-concept are formed through interaction with others from a young age. Children internalize social norms and beliefs through exposure to dialogue, which becomes part of their individual world. While individuals have innate traits, the self is actively engaged in producing one's social world and is molded by different aspects of culture and society from the environment one grows up in.
1. Early adulthood spans ages 18 to 30 and involves significant life transitions including marriage, parenthood, and career establishment.
2. Key developmental tasks include achieving autonomy, developing identity and intimacy, and establishing independence.
3. Physically, early adulthood is a time of peak performance, but cognitive and physical abilities begin declining in late 20s.
1) Alfred Adler developed Individual Psychology, which views people as motivated by social influences and a striving for superiority rather than by sex and aggression as Freud believed.
2) Adler saw personality as shaped more by the future than the past and people as usually aware of their behavior and reasons for it rather than driven by unconscious forces.
3) Individual Psychology presents an optimistic view of human nature and potential.
Social cognition involves encoding, storing, retrieving, and processing social information in the brain about conspecifics. It involves both automatic and controlled processing. Schemas are mental frameworks that help organize social information and act as filters, but can also lead to errors and biases like stereotyping. Heuristics are simple rules or mental shortcuts used to make judgments that can be erroneous. Affect and cognition interact, as current moods and emotions can influence thoughts, memories, and judgments. Feelings shape thoughts and thoughts shape feelings in social cognition.
Psychoanalytic theory was founded by Sigmund Freud and focuses on the unconscious mind. It views humans as being motivated by unconscious desires, especially sexual and aggressive urges. Freud believed the mind is divided into the id, ego, and superego. Therapy involves free association, dream analysis, and analysis of transference to help clients gain insight into unconscious conflicts.
Alfred Adler developed Individual Psychology which focused on investigating each individual's uniqueness. A key concept was social interest, the urge to adapt to one's social environment. Adler believed humans strive for superiority, initially conceived as aggression but later as a will to power, and that we develop fictional goals and interpretations to structure our understanding of reality. Feelings of inferiority arise from our dependence as infants and motivate growth. Each person develops a unique style of life to achieve superiority through talents, environment, and goal orientations.
Semiotics is the study of signs and symbols used in communication. It examines how signs gain meaning through their relationships between the signifier (image or sound) and signified (concept). Famous theorists like Saussure, Barthes, Hall, and Pierce contributed to semiotics. Saussure distinguished between the signifier and signified and how signs are interpreted personally. Barthes explored how signs represent cultures through denotation and connotation. Hall argued meanings are decoded polysemically based on experience. Pierce categorized signs as icons, indexes, or symbols based on their relationships to what they signify.
This document provides an overview of the socio-cultural perspective in psychology. It discusses how an individual's behavior and mental processes are shaped by their social and cultural environment, including factors like race, gender, and nationality. The document specifically discusses Lev Vygotsky's cultural-historical psychology theory, which focuses on how aspects of culture are transmitted between generations through social interaction and language. Vygotsky believed that social learning within an individual's "zone of proximal development" allows them to acquire skills and knowledge relevant to their particular society or culture.
Histrionic and Borderline Personality Disorder Francis Cabredo
This document discusses personality disorders and provides details on borderline personality disorder and histrionic personality disorder. It defines personality disorders as inflexible patterns of functioning that cause problems in relationships and functioning. Borderline personality disorder is characterized by unstable relationships, self-image, and emotions. Histrionic personality disorder is characterized by excessive emotionality, attention-seeking behavior, and inappropriate seductive behavior with the goal of being the center of attention. Both disorders often begin in early adulthood and treatment involves therapy, social skills training, and medication.
Adolescence: The concept adolescence and the developmental tasks; Processes involved in the adolescent stage of human development; cognitive development during adolescence; personality development during adolescence; social development during adolescence; parent-adolescent relationships, the peer group, romantic relationships.
This document discusses the theory of schemas and how it applies to understanding the development and learning of a child named Upsy Daisy. It describes Piaget's theory of cognitive development in stages and defines schemas as patterns of behavior that develop through experience. The document outlines observations of Upsy Daisy's play that indicate schemas around containing and enveloping objects. It proposes next steps for planning activities to further develop Upsy Daisy's language and thinking through engaging with these schemas.
Frederic Bartlett first proposed schema theory in 1932 to explain how people's prior knowledge influences their recall and understanding of new information. Schema theory suggests that people organize knowledge into mental structures called schemata, which represent their generic understanding of the world. Schemata guide how people encode, organize, and retrieve new information based on their previous experiences. Later, schema theory was applied to understanding processes like reading, where top-down knowledge schemata are used to interpret new textual information.
This is a series of three lectures I give in my introductory Educational Psychology class that explore the nature of "knowing" and "knowledge". We talk about the difference between top down and bottom up processing, schema theory (and the nature of expertise), and on how we might use that term 'intuition' to mean different things.
In our course, we use Malcolm Gladwell's (2000) 'blink' as a companion text and analyze cases.
I use audience response technology in the class to informally assess students. Questions in these slides were drawn from Anita Woolfolk's Educational Psychology textbook.
This document outlines the schedule and lessons for a "Possible Selves" curriculum being implemented at Wolverine Camp. The schedule spans several weeks in August and September and includes introductory lessons during camp as well as extension lessons during advisory periods. The first lesson is demonstrated and involves defining possible selves, comparing two examples of possible selves with different visions of the future, and discussing clips from the movie October Sky about pursuing one's dreams. Teachers are provided books and a pacing calendar to guide them through the multi-week curriculum on building ideas about one's possible future self.
Genetic factors contribute significantly to depression based on family, twin, and adoption studies:
1) Family studies show relatives of depression sufferers have twice to three times higher depression rates than the general population.
2) Twin studies find higher concordance rates for depression in identical twins compared to fraternal twins, supporting a genetic influence.
3) Adoption studies found biological relatives of adopted out depression sufferers were much more likely to have depression than adoptive relatives, eliminating effects of shared family environment.
This document outlines topics related to the self that will be covered in a masters course in counseling psychology. It discusses how the self is influenced by social and cultural factors. Some key topics covered include the illusion of transparency and how self-interest colors our judgments of others, how social comparison can diminish satisfaction, and the concepts of individualism versus collectivism in different cultures. It also addresses how people gain self-knowledge through explaining and predicting their own behaviors and feelings.
Self-efficacy refers to an individual's belief in their own ability to achieve goals or accomplish tasks. According to psychologist Albert Bandura, there are four main sources of self-efficacy: mastery experiences, social modeling, social persuasion, and psychological responses. People with strong self-efficacy view challenges as tasks that can be mastered through sustained effort, while those with weak self-efficacy tend to avoid challenges and focus on potential failures. Bandura's seminal 1977 paper on self-efficacy helped make it one of the most studied topics in psychology.
This document provides an overview of different perspectives on personality, including psychodynamic, humanistic, trait, social/cognitive, and self theories. It summarizes key aspects of Freudian psychodynamic theory, including the id/ego/superego model of personality, psychosexual stages of development, defense mechanisms, and the concepts of the unconscious. It also briefly discusses neo-Freudian theorists and evidence that has updated some of Freud's ideas. Finally, it summarizes humanistic perspectives on personality from Maslow and Rogers, focusing on self-actualization and conditions that support healthy growth.
This document provides an overview of Chapter 13 on social psychology from a PowerPoint presentation. It discusses several key topics in social psychology including attribution theory, the fundamental attribution error, how attitudes can influence actions and vice versa, conformity and obedience, and social influence from groups. Specific concepts covered include attribution biases based on culture, the foot-in-the-door phenomenon, how role playing can shift attitudes, and cognitive dissonance theory. Forms of social influence like automatic mimicry and conformity to norms are also summarized.
The document discusses a 1975 study by Slaby and Frey that found children with higher levels of gender constancy showed more attention to same-sex role models, supporting Kohlberg's theory of gender constancy. It also reviews a 1984 study by Weinraub finding that once children identify their own gender, they behave in ways stereotypical of that gender. Gender schema theory holds that children form mental frameworks of gender-appropriate behaviors from a young age based on their social environment.
This document discusses the concept of self-concept. It provides a brief history, noting that William James in 1890 distinguished between the subjective sense of self ("I") and objective sense ("me"). Self-concept is then defined as the totality of an individual's thoughts and feelings about themselves. The cognitive, affective, and behavioral components of self-concept are introduced. Eastern and Western cultural perspectives on the self are contrasted. The document also discusses how the looking-glass self and cognitive dissonance theory relate to threats to self-concept.
There are three components that make up self-concept: self-image, self-esteem, and ideal self. Self-image is influenced by parental influences, friends, and media, and can be investigated using tests like the Twenty Statements Test. Self-esteem involves self-evaluation and can be either positive or negative. An ideal self may not match a person's actual experiences, creating incongruence. Understanding all three components provides insight into a person.
This document discusses self-concept and self-esteem. It defines self-concept as an individual's perception of themselves, which is shaped by internal and external factors from childhood onward. Self-esteem refers to the value one places on their self-concept and is determined by comparing one's self-concept to their ideals. The document outlines several components of self-concept, including identity, body image, self-esteem, and role performance. It notes that self-concept and self-esteem can impact behaviors and relationships.
This document discusses schema theory and image schemas. It defines schemas as underlying mental structures that organize text and concepts based on experiences. Image schemas specifically are abstract representations derived from everyday interactions that structure embodied experiences. The document outlines several types of image schemas including links, parts-wholes, and centers-peripheries. It also discusses how image schemas provide conceptual building blocks and can structure more complex abstract concepts.
Freud's psychoanalytic theory of personality consists of the id, ego, and superego. The id operates based on the pleasure principle and seeks to satisfy basic desires, the ego mediates between the id and reality, and the superego incorporates societal morals. The three structures are often in conflict, creating anxiety, which the ego defends against using mechanisms like repression, rationalization, and displacement. Defense mechanisms distort reality to reduce anxiety from conflicts between the id, ego, and superego.
The document discusses various barriers to effective communication at different levels - physical, semantic, socio-psychological, organizational, and cross-cultural. It provides examples of different types of barriers such as noise, language differences, attitudes, organizational structure. Some ways to overcome barriers mentioned are using simple language, active listening, understanding different cultural perspectives, and creating an open and trusting environment.
The document discusses schemas and prototypes in social psychology. It defines schemas as mental frameworks that help organize and interpret information. Schemas can be useful but can also lead to stereotypes. Prototypes are cognitive representations that exemplify the essential features of a category. The document provides examples of schemas and prototypes, and discusses how schemas can influence attention, memory, judgments and behavior through assimilation, accommodation and self-fulfilling prophecies. It also notes some problems with overreliance on schemas.
Social cognition involves the cognitive processes and structures that influence and are influenced by social behavior. It includes how we interpret, analyze, remember, and use social information. Heuristics like representativeness and availability allow for rapid judgments but can lead to errors. Schemas are mental frameworks that organize social information and impact attention, encoding, and retrieval of memories. Both affect and cognition influence each other - our moods shape our perceptions and memories, while activating schemas can in turn influence our feelings.
1. You will also need to analyze a piece of media this week about ho.docxcroysierkathey
1. You will also need to analyze a piece of media this week about how it portrays stereotypes. Stereotypes are overgeneralizations that we have about a group of people. We might think that women are emotional--that is a stereotype. So when you analyze one piece of media you will want to think and see if you can identify a particular instance, in this case, where women are portrayed as emotional (portrayed in a stereotypical way) or a time when maybe the media shows them defying stereotypes. overall, do you think that the media contributes to the ways in which we tend to stereotype different people? Do you think that people are often portrayed in this stereotypical light?
2. Socialization is the process through which we learn the norms, values, and beliefs of our society. Norms are the rules and expectations that we follow. Socialization is very important because having a shared set of understandings helps us all get along and understand our social world. However, what we come to learn as "norm" or the rules of our society can also some lead to us stereotyping others or can contribute to inequalities. One thing you will think about this week is gender socialization. This refers to how even from a young age we are taught that certain things are for boys or for girls. How might that type of gender socialization contribute to inequalities that men and women face in society?
.
This document discusses concepts, constructs, and conceptual systems. It defines a concept as a generic idea or thought developed from experiences that are used to make sense of the world. Concepts are the building blocks of thinking. Constructs refer to higher order concepts that group concepts together at a higher level of abstraction. Variables are a type of construct that have different levels or values. Conceptual systems link concepts together to represent relationships and provide understanding of reality by identifying, organizing, and explaining phenomena. The goal of conceptual systems is to achieve understanding to satisfy goals of satisfaction and control.
Social cognition involves how people think about themselves and the social world to make judgments and decisions. There are two types of thinking - automatic thinking which is quick and nonconscious, and controlled thinking which is deliberate and effortful. Schemas are mental structures that organize our knowledge about people and events. Schemas are useful but can also lead to biases as they influence what information we attend to and remember. Other cognitive shortcuts like heuristics and priming can also lead to errors in social cognition. Affect and cognition have a reciprocal relationship, as our feelings shape our thoughts and vice versa.
Chapter 7Thinking and IntelligenceFigure 7.1 Thinking .docxrobertad6
Chapter 7
Thinking and Intelligence
Figure 7.1 Thinking is an important part of our human experience, and one that has captivated people for centuries.
Today, it is one area of psychological study. The 19th-century Girl with a Book by José Ferraz de Almeida Júnior, the
20th-century sculpture The Thinker by August Rodin, and Shi Ke’s 10th-century painting Huike Thinking all reflect the
fascination with the process of human thought. (credit “middle”: modification of work by Jason Rogers; credit “right”:
modification of work by Tang Zu-Ming)
Chapter Outline
7.1 What Is Cognition?
7.2 Language
7.3 Problem Solving
7.4 What Are Intelligence and Creativity?
7.5 Measures of Intelligence
7.6 The Source of Intelligence
Introduction
Why is it so difficult to break habits—like reaching for your ringing phone even when you shouldn’t, such
as when you’re driving? How does a person who has never seen or touched snow in real life develop an
understanding of the concept of snow? How do young children acquire the ability to learn language with
no formal instruction? Psychologists who study thinking explore questions like these.
Cognitive psychologists also study intelligence. What is intelligence, and how does it vary from person
to person? Are “street smarts” a kind of intelligence, and if so, how do they relate to other types of
intelligence? What does an IQ test really measure? These questions and more will be explored in this
chapter as you study thinking and intelligence.
In other chapters, we discussed the cognitive processes of perception, learning, and memory. In this
chapter, we will focus on high-level cognitive processes. As a part of this discussion, we will consider
thinking and briefly explore the development and use of language. We will also discuss problem solving
and creativity before ending with a discussion of how intelligence is measured and how our biology
and environments interact to affect intelligence. After finishing this chapter, you will have a greater
appreciation of the higher-level cognitive processes that contribute to our distinctiveness as a species.
Chapter 7 | Thinking and Intelligence 217
7.1 What Is Cognition?
Learning Objectives
By the end of this section, you will be able to:
• Describe cognition
• Distinguish concepts and prototypes
• Explain the difference between natural and artificial concepts
Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. How is it
possible that the brain is able to move from one thought to the next in an organized, orderly fashion? The
brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. Yet,
you don’t notice most of your brain’s activity as you move throughout your daily routine. This is only one
facet of the complex processes involved in cognition. Simply put, cognition is thinking, and it encompasses
the processes associated with perception, knowledge, problem solving, judgment, langu.
Chapter 7Thinking and IntelligenceFigure 7.1 Thinking .docxmccormicknadine86
Chapter 7
Thinking and Intelligence
Figure 7.1 Thinking is an important part of our human experience, and one that has captivated people for centuries.
Today, it is one area of psychological study. The 19th-century Girl with a Book by José Ferraz de Almeida Júnior, the
20th-century sculpture The Thinker by August Rodin, and Shi Ke’s 10th-century painting Huike Thinking all reflect the
fascination with the process of human thought. (credit “middle”: modification of work by Jason Rogers; credit “right”:
modification of work by Tang Zu-Ming)
Chapter Outline
7.1 What Is Cognition?
7.2 Language
7.3 Problem Solving
7.4 What Are Intelligence and Creativity?
7.5 Measures of Intelligence
7.6 The Source of Intelligence
Introduction
Why is it so difficult to break habits—like reaching for your ringing phone even when you shouldn’t, such
as when you’re driving? How does a person who has never seen or touched snow in real life develop an
understanding of the concept of snow? How do young children acquire the ability to learn language with
no formal instruction? Psychologists who study thinking explore questions like these.
Cognitive psychologists also study intelligence. What is intelligence, and how does it vary from person
to person? Are “street smarts” a kind of intelligence, and if so, how do they relate to other types of
intelligence? What does an IQ test really measure? These questions and more will be explored in this
chapter as you study thinking and intelligence.
In other chapters, we discussed the cognitive processes of perception, learning, and memory. In this
chapter, we will focus on high-level cognitive processes. As a part of this discussion, we will consider
thinking and briefly explore the development and use of language. We will also discuss problem solving
and creativity before ending with a discussion of how intelligence is measured and how our biology
and environments interact to affect intelligence. After finishing this chapter, you will have a greater
appreciation of the higher-level cognitive processes that contribute to our distinctiveness as a species.
Chapter 7 | Thinking and Intelligence 217
7.1 What Is Cognition?
Learning Objectives
By the end of this section, you will be able to:
• Describe cognition
• Distinguish concepts and prototypes
• Explain the difference between natural and artificial concepts
Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. How is it
possible that the brain is able to move from one thought to the next in an organized, orderly fashion? The
brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. Yet,
you don’t notice most of your brain’s activity as you move throughout your daily routine. This is only one
facet of the complex processes involved in cognition. Simply put, cognition is thinking, and it encompasses
the processes associated with perception, knowledge, problem solving, judgment, langu ...
1 Personality Theory From Everyday Observations to SystemMartineMccracken314
1
Personality Theory: From Everyday Observations to Systematic Theories
Questions to be Addressed in this Chapter
Defining Personality
Why Study Personality?
Three Goals for the Personality Theorist
Answering Questions about Persons Scientifically: Understanding Structures,
Processes, Development, and Therapeutic Change
Important Issues in Personality Theory
Evaluating Personality Theories
The Personality Theories: An Introduction
Major Concepts
Review
Chapter Focus
I can be selfish, but I believe it is because I try to be perfect. Perfect in the sense I
want to be an “A” student, a good mother, a loving wife, an excellent employee, a
nourishing friend. My significant other thinks I try too hard to be “Mother Teresa”
at times—not that that is a bad thing. But I can drive myself insane at times. I have
led a hard childhood and adulthood life; therefore I believe I am trying to make up
for all the bad times. I want to be productive, good—make a difference in my
world.
I'm a real jackass. I'm intelligent enough to do well in school and study genetics
but have no idea when to shut up. I often am very offensive and use quite abrasive
language, although I'm shy most of the time and talk to few people. I'm sarcastic,
cruel, and pompous at times. Yet I've been told that I'm kind and sweet; this may be
true, but only to those I deem worthy of speaking to with some frequency. I'm very
fond of arguing and pretty much argue for fun.
I have always been described by others as cynical and/or as having integrity. I
would describe myself as inquisitive, philosophical and justice‐oriented. I craze
organization, but my room is the messiest one I have seen thus far … like the room
of a toddler. I am introspective but I don't reach many conclusions about myself. I
seem very passive and mellow – but I am just too tired to get fired up.
This person is shy at times. They tend to open up to some people. You never know
when they're happy or sad. They never show their real feelings, and when they do
it's so hard for them. They did have a trauma experience that closed them up—
where they seem to be afraid to let their real self show. They are funny and do have
a lot of fun and are fun to be around, but at times it's hard to know if they're really
having a good time. The person is loved by a lot of people and is an extremely
giving person but doesn't like “seriousness.”
These sketches were written by people just like you: students beginning a course on
the psychology of personality. When I teach the class, on Day 1, I ask people to
describe their personality and that of a friend. Two things happen. First, students
can answer the question; when asked to “describe your personality,” they rarely
say “I don't know how to do that; it's only the first day of personality class.”
Second, as you see here, their answers are often detailed, nuanced, and
insightful—so much so that one is tempted to ask: Is the class fil ...
1 Personality Theory From Everyday Observations to SystemAbbyWhyte974
1
Personality Theory: From Everyday Observations to Systematic Theories
Questions to be Addressed in this Chapter
Defining Personality
Why Study Personality?
Three Goals for the Personality Theorist
Answering Questions about Persons Scientifically: Understanding Structures,
Processes, Development, and Therapeutic Change
Important Issues in Personality Theory
Evaluating Personality Theories
The Personality Theories: An Introduction
Major Concepts
Review
Chapter Focus
I can be selfish, but I believe it is because I try to be perfect. Perfect in the sense I
want to be an “A” student, a good mother, a loving wife, an excellent employee, a
nourishing friend. My significant other thinks I try too hard to be “Mother Teresa”
at times—not that that is a bad thing. But I can drive myself insane at times. I have
led a hard childhood and adulthood life; therefore I believe I am trying to make up
for all the bad times. I want to be productive, good—make a difference in my
world.
I'm a real jackass. I'm intelligent enough to do well in school and study genetics
but have no idea when to shut up. I often am very offensive and use quite abrasive
language, although I'm shy most of the time and talk to few people. I'm sarcastic,
cruel, and pompous at times. Yet I've been told that I'm kind and sweet; this may be
true, but only to those I deem worthy of speaking to with some frequency. I'm very
fond of arguing and pretty much argue for fun.
I have always been described by others as cynical and/or as having integrity. I
would describe myself as inquisitive, philosophical and justice‐oriented. I craze
organization, but my room is the messiest one I have seen thus far … like the room
of a toddler. I am introspective but I don't reach many conclusions about myself. I
seem very passive and mellow – but I am just too tired to get fired up.
This person is shy at times. They tend to open up to some people. You never know
when they're happy or sad. They never show their real feelings, and when they do
it's so hard for them. They did have a trauma experience that closed them up—
where they seem to be afraid to let their real self show. They are funny and do have
a lot of fun and are fun to be around, but at times it's hard to know if they're really
having a good time. The person is loved by a lot of people and is an extremely
giving person but doesn't like “seriousness.”
These sketches were written by people just like you: students beginning a course on
the psychology of personality. When I teach the class, on Day 1, I ask people to
describe their personality and that of a friend. Two things happen. First, students
can answer the question; when asked to “describe your personality,” they rarely
say “I don't know how to do that; it's only the first day of personality class.”
Second, as you see here, their answers are often detailed, nuanced, and
insightful—so much so that one is tempted to ask: Is the class fil ...
Group #03 presented an introduction to social cognition. Social cognition focuses on how people process, store, and apply information about other people and social situations. As children develop, they become more aware of their own and others' perspectives and emotions. Schemas are mental frameworks that organize social knowledge. Schemas can change through assimilation and accommodation as new information is acquired. Heuristics and errors in social cognition can influence social judgments. Affect and cognition also influence one another reciprocally.
SYSTEMS ORIENTED LEADERSHIP - 16 Crucial Skills for Leaders who put the Syste...AbuSyeedRaihan
When we look at the current status of leadership on our planet, we hear, all over the world, a cry for a different type of leadership.
People are searching for a type of
leadership that moves away from a control-based paradigm and
focuses on solutions for today’s problems, and has a forward-thinking passion for mankind’s evolution.
This document provides an introduction and overview of a workshop on understanding personality and learning styles. It discusses defining personality and the different ways of assessing personality, including traits, types, aptitudes, drives and temperaments. It explains how personality influences learning styles and behavior. The document outlines four main learning styles - visual, auditory, tactile, and kinesthetic. It includes activities for participants to learn about their own personality traits and learning styles. Famous people like Mother Theresa, Princess Diana, Mozart and Einstein are used as examples. The workshop aims to help participants understand how they think and learn.
Symbols are a fundamental part of human life and communication. They represent ideas, values, and concepts and can influence our emotions, behaviors, and beliefs both consciously and subconsciously. While symbols are human inventions, their meanings are based on shared social understanding. The author discusses how symbols work on deeper, pre-verbal levels than words and can be used to encourage positive values or manipulate and mislead. Careful consideration of the symbols we expose ourselves to is important for individual and social well-being.
(Re)defining Brands Through Human FundamentalsBRAND AVIATORS
This pioneering research redefines the way we market our products and services. Artificial segmentations based on personality differences offer weak foundations on which to build brand strategies. To deeply engage us, a brand must have a solid inner architecture deeply rooted in the fundamentals of humanity. Beneath all the phantasmagoria of global marketing communication, lies order and rhythm, the source code of our human behaviour.
Associate director of the center for spiritual coachingJonathan Dunnemann
The Associate Director of the Center for Spiritual Coaching helps clients develop a "Spiritual self-schema" to access their spiritual nature in daily life. They integrate spiritual practices with cognitive techniques to construct a personal spiritual path. The goal is for clients' spiritual path to become their predominant self-schema, guiding thoughts and actions in a compassionate way. Responsibilities include training in spiritual and positive psychology programs to effectively build clients' spiritual schemas and transform suffering.
A Template for Problem Solving Paul and Elder (2009); prepared f.docxransayo
A Template for Problem Solving
Paul and Elder (2009); prepared for the Critical Thinking Foundation
To be an effective problem solver:
1. Identify your goals. Regularly re-articulate your goals, purposes, needs, and values. Use visualization and visuals with goals to assist with identification and motivation. A problem is an obstacle to reaching your goals, achieving your purpose, meeting your needs, and following your values. What will it look like when the problem is gone?
2. Identify your problems. The problem must be stated clearly and precisely.
3. Study the problem. Classify the problem. What kind of problem is it? Where did it come from? When does it occur? With whom does it occur?
4. Find your control. What parts of the problem are under your control and influence? What parts of the problem are not under your direct control and influence?
5. Information is needed to solve the problem. Figure out the information that is needed to solve the problem. Access and review this information. Use many sources if possible.
6. Carefully analyze the information needed to solve the problem. Be careful of fixation and egocentric/ethnocentric thinking during this process; you might be able to go with what worked before, but you also might have to try something completely new. Only make reasonable (reliable and valid) inferences from this data.
7. Determine options for action. Action is needed to solve problems. What can you accomplish in the short term? What will be a long term option for action to solve the problem? Identify both types of options. Recognize limitations: time, money, power, culture, et cetera.
8. Evaluate the options for action. Determine the theoretical strengths (advantages) and weaknesses (disadvantages) of each option.
9. Adopt a specific action plan. Follow it through. This might be a direct action for problem solving, or it might be a “wait and see” plan.
10. Monitor the implications of your actions. Be ready, at all times, to revise your action plan. Realize the situation might require flexibility. Be prepared to change your mind, gather more information, or alter your statement of the problem as you learn more about the problem.
(adapted for use at SFCC)
3
CHAPTER 6: COGNITION: THINKING and INTELLIGENCE
Cognition: the mental activities associated with thinking, knowing, remembering, and communicating
“mental activity. . .processing information (organizing, understanding, communicating)” (Ciccarelli & White, 2015, p. 262).
Piaget’s Cognitive development theory (pp. 299-305)
Assimilation and Accommodation p. 300
1. Sensorimotor stage. Birth to 2 years. Use and organize senses and movement into schemas (brain and body interconnected). Six sub-stages.
2. Preoperational stage. 2 to 7 years. The child uses words and images to represent objects in the world. “Does it through”—unable to think or “think it through”. Pretend to reality through observation and responsibility. Two sub-stages.
3. Concrete o.
Assignment Our Sense of Self Required ResourcesReadreview th.docxbraycarissa250
Assignment: Our Sense of Self
Required Resources
Read/review the following resources for this activity:
· Textbook: Chapter 3
· Lesson
· Minimum of 3 scholarly sources (in addition to the textbook)
Instructions
This week we explored the topics of self-concept, self-esteem and self-presentation. Take some time to reflect on your own self-concept. Who are you? How do you define yourself? How do you feel about your abilities to be successful and accomplish your goals? What image of yourself do you currently, or do you wish to moving forward present to the world. Keep that introspective reflection in mind as you move through this assignment, considering how your own understanding of these ideas has evolved over the years to your present level of development.
Now, pretend that you have been asked to speak to a group of middle school students on the topic of bullying as it relates to self-concept, self-esteem and self-presentation. Create a PowerPoint presentation that addresses the following:
· Keeping in mind your audience of 12-14 year olds, define self-concept, self-esteem and self-presentation.
· Analyze and explain the possible causes of bullying in the context of these three concepts.
· Analyze and explain the impact of bullying (on the victim and aggressor) of these three concepts.
· Provide specific actions or behaviors kids in your audience can use to stop or respond positively when they see bullying, are bullied, or are tempted to bully.
As you complete your presentation, be sure to:
· Use speaker's notes to expand upon the bullet point main ideas on your slides, making references to research and theory with citation.
· Proof your work
· Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content.
· Do not just write a paper and copy chunks of it into each slide. Treat this as if you were going to give this presentation live to a group of middle school kids - be relevant, engaging, and focused.
Presentation Requirements (APA format)
· Length: 8-10 slides (not including title, introduction, and references slides)
· Font should not be smaller than size 16-point
· Parenthetical in-text citations included and formatted in APA style
· References slide (a minimum of 3 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome)
· Title and introduction slide required
Chapter 3 p54.
Can you imagine living a meaningful or coherent life without a clear sense of who you are? In The Man Who Mistook His Wife for a Hat, neurologist Oliver Sacks (1985) described such a person—a patient named William Thompson. According to Sacks, Thompson suffered from an organic brain disorder that im- pairs a person’s memory of recent events. Unable to recall anything for more than a few seconds, Thompson was always disoriented and lacked a sense of inner continuity. The effect on his behavior was startling. Trying to grasp a constantly vanishing identity, Thomps ...
Neuroscience offers some new insights into the challenge of change and strategy execution in organisations. This article, part 1 of a three part series, explores why people cannot see the future as clearly as the change leader expects.
This document provides an introduction to personality theory. It discusses how psychologists differ in their definitions of personality but generally see it originating from the Latin word "persona." While theorists lack agreement on a single definition, they have developed unique theories. The document defines personality as a set of psychological traits and mechanisms that are relatively enduring and influence how a person interacts with their intrapsychic, physical, and social environments. It discusses key aspects of various personality theories and perspectives, including psychodynamic, humanistic-existential, dispositional, biological-evolutionary, and social-cognitive approaches. Finally, it covers dimensions that theories of humanity consider, such as determinism vs. free will and the role of heredity vs.
The document discusses reasons why people buy magazines, which it groups into four categories: uses and gratification, integration and social interaction, entertainment, and sexual arousal. It notes that magazines satisfy curiosity, aid learning, boost confidence and identity, provide models of behavior, allow social interaction and escape from problems, relax readers by filling time, and in some cases sexually arouse. The document analyzes how its target magazine can fulfill these gratification needs, such as by including factual information for confidence and insight, avoiding current conflicts for escapism, and using makeup and symmetry to define gender and attractiveness.
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
Ivanti’s Patch Tuesday breakdown goes beyond patching your applications and brings you the intelligence and guidance needed to prioritize where to focus your attention first. Catch early analysis on our Ivanti blog, then join industry expert Chris Goettl for the Patch Tuesday Webinar Event. There we’ll do a deep dive into each of the bulletins and give guidance on the risks associated with the newly-identified vulnerabilities.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
Generating privacy-protected synthetic data using Secludy and MilvusZilliz
During this demo, the founders of Secludy will demonstrate how their system utilizes Milvus to store and manipulate embeddings for generating privacy-protected synthetic data. Their approach not only maintains the confidentiality of the original data but also enhances the utility and scalability of LLMs under privacy constraints. Attendees, including machine learning engineers, data scientists, and data managers, will witness first-hand how Secludy's integration with Milvus empowers organizations to harness the power of LLMs securely and efficiently.
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
available on those devices, but many of the features provide convenience and capability but sacrifice security. This best practices guide outlines steps the users can take to better protect personal devices and information.
AI-Powered Food Delivery Transforming App Development in Saudi Arabia.pdfTechgropse Pvt.Ltd.
In this blog post, we'll delve into the intersection of AI and app development in Saudi Arabia, focusing on the food delivery sector. We'll explore how AI is revolutionizing the way Saudi consumers order food, how restaurants manage their operations, and how delivery partners navigate the bustling streets of cities like Riyadh, Jeddah, and Dammam. Through real-world case studies, we'll showcase how leading Saudi food delivery apps are leveraging AI to redefine convenience, personalization, and efficiency.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
Ocean lotus Threat actors project by John Sitima 2024 (1).pptxSitimaJohn
Ocean Lotus cyber threat actors represent a sophisticated, persistent, and politically motivated group that poses a significant risk to organizations and individuals in the Southeast Asian region. Their continuous evolution and adaptability underscore the need for robust cybersecurity measures and international cooperation to identify and mitigate the threats posed by such advanced persistent threat groups.
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
CAKE: Sharing Slices of Confidential Data on BlockchainClaudio Di Ciccio
Presented at the CAiSE 2024 Forum, Intelligent Information Systems, June 6th, Limassol, Cyprus.
Synopsis: Cooperative information systems typically involve various entities in a collaborative process within a distributed environment. Blockchain technology offers a mechanism for automating such processes, even when only partial trust exists among participants. The data stored on the blockchain is replicated across all nodes in the network, ensuring accessibility to all participants. While this aspect facilitates traceability, integrity, and persistence, it poses challenges for adopting public blockchains in enterprise settings due to confidentiality issues. In this paper, we present a software tool named Control Access via Key Encryption (CAKE), designed to ensure data confidentiality in scenarios involving public blockchains. After outlining its core components and functionalities, we showcase the application of CAKE in the context of a real-world cyber-security project within the logistics domain.
Paper: https://doi.org/10.1007/978-3-031-61000-4_16
OpenID AuthZEN Interop Read Out - AuthorizationDavid Brossard
During Identiverse 2024 and EIC 2024, members of the OpenID AuthZEN WG got together and demoed their authorization endpoints conforming to the AuthZEN API
Climate Impact of Software Testing at Nordic Testing DaysKari Kakkonen
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
Self schemas
1. Self-Schema: A self-schema is a belief or idea about oneself that leads to a bias that is self-
perpetuating. It could consist of a particular role in society or a generalization based on social
sterotypes. If a mother tells her daughter she looks like a tom boy, her daughter may react by choosing
activities that she imagines a tom boy would do. Conversely, if the mother tells her she looks like a
princess, her daughter might choose activities thought to be more feminine. The self-schema becomes
self-perpetuating when the individual chooses activities based on expectations instead of desires.
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The term schematic describes having a particular schema for a particular dimension. For instance, a
person in a rock band at night would have a "rocker" schema. However, during the day, if he works as
a salesperson, he would have a "salesperson" schema during that period of time. Schemas vary
according to cultural background and other environmental factors.
Once people have developed a schema about themselves, there is a strong tendency for that schema to
be maintained by a bias in what they attend to, in what they remember, and in what they are prepared to
accept as true about themselves. In other words, the self-schema becomes self-perpetuating. The self-
schema is then stored in long-term memory, and both facilitates and biases the processing of personally
relevant information.
The term aschematic means not having a schema for a particular dimension. This usually occurs when
people are not involved with or concerned about a certain attribute. For example, if a person plans on
being a musician, a self-schema in aeronautics will not attribute to him; he is aschematic on
aeronautics.
Self-schemas vary from person to person because each individual has very different social and cultural
life experiences. A few examples of self-schemas
are: exciting or dull; quiet orloud; healthy or sickly; athletic or nonathletic; lazy or active;
and geek or jock. If a person has a schema for "geek or jock," for example, he might think of himself as
a bit of a computer geek and would possess a lot of information about that trait. Because of this, he
would probably interpret many situations based on relevance to his being a computer geek.
Another person with the "healthy or sickly" schema might consider herself a very health conscious
person. His concern with being healthy would then affect everyday decisions such as what groceries he
buys, what restaurants he frequents, or how often he exercises. Women who are schematic on
appearance exhibited lower body image, lower self-esteem, and morenegative mood than did those who
are aschematic on appearance.
Self-Schema
From Wikipedia, the free encyclopedia
This article's tone or style may not be appropriate for Wikipedia. Specific concerns may be found on
the talk page. See Wikipedia's guide to writing better articles for suggestions.(September 2009)
2. The term self-schema refers to the beliefs and ideas people have about themselves. These beliefs are
used to guide and organize information processing, especially when the information is significant to the
self. Self-schemas are important to a person's overall self-concept.
Once we have developed a schema about ourselves there is a strong tendency for that schema to be
maintained by a bias in what we attend to, a bias in what we remember, and a bias in what we are
prepared to accept as true about ourselves. In other words our self-schema becomes self-perpetuating.
The self-schema is then stored in long-term memory and both facilitates and biases the processing of
personally relevant information.
Self-schemas vary from person to person because each individual has very different social and cultural
life experiences. A few examples of self-schemas are; exciting/ dull, quiet/ loud, healthy/ sickly, athletic/
nonathletic, lazy/ active, and geek/ jock. If a person has a schema for geek/ jock, for example, he might
think of himself as a bit of a computer geek and so he would possess a lot of information about that trait.
Because of this he would probably interpret a lot of situations based on their relevance to being a geek.
For another example consider the healthy/ sickly schema. A person with this schema might consider
herself a very health conscious person. Her concern with being healthy would then affect every day
decisions like what to buy at the grocery store, what restaurant to eat out at, or how much exercise she
should get daily. Women who are schematic on appearance exhibited lower body image, lower self-
esteem, and more negative mood than did those who are aschematic on appearance.
Multiple Self-Schema
While every schema varies from cultural backgrounds, etc., there are different ways of defining the
schemas themselves. First, there is Schematic, which means having a particular schema for a
particular dimension. For instance, you could play in a rock band at night, and there you would have
your "rocker" schema. However, during the day, you work as a tire salesman, so you have your "tire
salesman" schema on during that period of time.
Another good example of this are super heroes, such as the ones in comic books. People like
Superman, Spider-Man, The Hulk, etc., all have their schema for when they are just doing their normal
job during the day. However, when duty calls, they adorn their superhero schema.
Second, there is Aschematic, which is not having a schema for a particular dimension. This usually
occurs when we are not involved with or concerned about a certain attribute. For instance, some of us
will never be tire salesmen, so some of us will never have to worry about it. This also includes
schoolwork to a particular level. If you plan on being a musician, then having a schema in aeronautics
will not attribute to you.
3. Since it has been defined that most people have multiple schemas does this mean that we all have
multiple personalities as well? The answer is no. At least not in the pathological sense. Indeed, for the
most part, multiple self-schemas are extremely useful to us in our daily lives. Without our conscious
awareness, they help us make rapid decisions and to behave efficiently and appropriately in different
situations and with different people. They guide what we attend to, and how we interpret and use
incoming information and they activate specific cognitive, verbal, and behavioral action sequences—
which in cognitive psychology are called scripts and action plans—that help us meet our goals more
efficiently.
Individual
Differences Last updated:
Roles of Schemas in Personality
21 Oct 2003
Personality
Schemas
With regard to personality, the cognitive perspective focuses on organised mental structures
of experience, including memory, schemas, scripts, and attributions.
We are surrounded by a mass information, therefore in order to survive and be efficient in
progressing towards our goals, we must have ways of sorting through and selectively
attending to the mass of information. By using stored "information guides", we can simplify
and structure the world of information. These "guides" are sometimes called heuristics,
models, algorithims, schemas and scripts. Whilst technically these may be different terms, for
our purposes they are important because they are all "tools" for filtering and interpretation
information. By the way, information is meant here in a broad sense - information that arrives
externally through each of the senses on an almost constant basis, but also information that
may arise from within, from the unconscious, or memory, or newly created information.
You may not be aware of it, but you are surrounded by more information than you can use �
you can�t deal with it all, so you impose organisation and use just a few bits and you make
inferences about the rest. In this way, cognitive organisation is good because it saves mental
resources and allows us to understand events using selected pieces of information.
But cognitive organisation can also be bad in unusual situations and when we get stuck in
negative perceptions (e.g., depressive self-schemas) or when there are novel events.
Because of all this information coming in and the need to simplify things we tend to treat a
piece of information as a member of a category and we can then respond immediately in a
4. way established for other members of this category. We do not treat each tree (whether an
individual ash or elm, or prunus) as a completely unique category, but rather identify it as a
member of the category �TREE� and we can then respond accordingly.
Similarly, when we meet people and we tend to treat them as members of a category rather
than as a totally unique creature that we�ve never come across before. The category may
be race, gender, religion, nationality, dress style, whatever. In cognitive psychology these
categories are called schemas. A schema is a knowledge structure or a cognitive structure
that organises information and thereby influences how we perceive and respond to further
information about objects, people and events. In other words, we impose order on
experiences derived from recurrences of similar qualities across repeated events.
A helpful formulaic representation is
Perception = memory (i.e., stored guides) + incoming information
If I say �VEHICLE� do you know what I�m referring to? You probably have a generalised
idea of a motorised contraption that goes on the road and has 4 wheels. But you�d need
more information to know exactly what I�m referring to. So you know for example that your
�vehicle� schema is say different from your �plant� schema or your �person� schema
or your �clothing� schema but you don�t necessarily know what subcategory of the
schema I�m referring to.
It is generally agreed that for physical objects we arrange the schemas hierarchically. Now
you have a schema for vehicle for example, and you probably also have a schema for
�car� and one for �sports car� and so these can exist at different levels.
Younger children for example tend to use middle level schemas more frequently. Higher level
categories like �vehicle� are distinctive but more abstract and not as specific as the next
category level. Low level categories are specific but may not always be cognitively
economical to use.
EXEMPLARS: Schemas are usually assumed to include information about specific cases or
exemplars as well as information about the more generic sense of what the category is. That
is for any given category, say, vehicle, you can bring to mind specific examples of vehicles
and you can bring to mind a general sense of the category on the whole e.g. a �typical�
vehicle (something that is a motorised contraption on the road and has 4 wheels).
PROTOTYPES: Some researchers believe that some members of a category are the �best
members� that is they best exemplify the category. For example a Porsche might best
5. exemplify the category of sports car for you and a Maserati might best exemplify the category
for me. This is called a prototype. Some theories suggest that it is the best actual member
you have found so far and others that it�s an idealised member, an average of the members
you�ve found so far.
ATTRIBUTES: On the other hand some researchers say that no prototypes are stored at all.
Instead the category or schema is simply a collection of attributes or elements that help
define what the category is. In the case of a sports car those attributes may be sleek, low,
racy looking, expensive looking etc.
It has also been suggested that many categories don�t have explicit definitions. The features
of a category or schema all contribute to its nature but aren�t necessary for category
membership. For example your schema for birds probably includes the idea that birds fly. But
there are birds that DON�T fly. So flying can�t actually be a defining feature if birds. But
hearing that a creature flies does make it more likely that it will fit the bird schema than say
the cow schema. So flying counts for something!
FUZZY SET: As with our bird example, some schemas are defined in a fuzzy way by a set of
criteria that are IMPORTANT but not necessary. e.g. flying
DEFAULT INFORMATION: Many events don�t contain complete information about what�s
going on. If there�s enough information available to bring up a schema then you get
additional information from memory. e.g. if I told you I did the washing this morning, you
would assume I was talking about clothes, that I used washing powder, that I used a washing
machine, etc. even though none of these thins was mentioned. Research shows that people
may even REMEMBER things that they haven�t explicitly been told if it fits their schema of
the event. (you may think I mentioned the washing powder even though I didn�t). You would
probably not assume that I was talking about washing the dog by hand using biocarbonate of
soda. Information you assume to be true (unless you�ve been told otherwise) is called
default information.
STEREOTYPES: When one aspect of a stereotype is brought to mind you tend to assume
other aspects as well. If you hear that a person is a Liberal Voter you may also assume that
they love John Howard, are conservative in thinking and dress style, are generally
warmongering and anti refugees (if that�s what your �Liberal Voter� schema is). People
automatically assume schema-consistent information even when it it�s not available. So
default information is brought from memory to fill in the gaps.
Role of Schemas
6. Any event is a collection of elements: people, movements, objects etc. These various
elements might just as well be random unless you have some sense of what the event is
ABOUT. In the same way the attributes of an object are just a collection of bits unless you
have an overriding sense of what he object IS. The schema is the glue that holds all the bits
of information together.
Schemas: are used to recognize new experiences (new events are identified by comparing
them to existing schemas). They affect perception, affect encoding, affect memory recall and
become self-perpetuating. You are more likely to remember information that CONFIRMS your
expectations than doesn�t.
Self-schemas
Hazel Rose Markus in 1977 suggested that the self is a concept or a category like any other
concept or category and that people form cognitive structures about the self just as they do
about other phenomena. These cognitive structures are called SELF-schemas.
Self-schemas are cognitive generalisations about oneself, derived from past experience. The
meaning is similar to the meaning of the term self-concept. Our self-schemas organise and
guide the processing of self-related information. Self-schemas, like other schemas influence
whether information is attended to and how easily it is recalled. Thus it is easier to encode
things that fit into it and to remember things that fit into it.
Once we have developed a schema about ourselves there is a strong tendency for that
schema to be maintained by a bias in what we attend to, a bias in what we remember, and a
bias in what we are prepared to accept as true about ourselves. In other words our self-
schema becomes self-perpetuating.
Self-schemas tend to be larger and more complex than other schemas and there are
individual differences in the complexity of self-schemas.
�Some people have many different self-aspects, which they keep distinct from each other.
Each role these people play in life, each goal they have, each activity they engage in, has its
own separate existence in their self-image. These people are high in self-complexity. Other
people�s self-aspects are less distinct from each other. These people are lower in self-
complexity.
For people who are low in self-complexity, feelings relating to a bad event in one aspect of life
tend to spill over into other aspects of the sense of self (Linville, 1987). This spill over
doesn�t happen as much for people high in self-complexity because the separations and
boundaries they�ve developed between self-aspects prevents it.
The way people acquire (or fail to acquire) complexity in the self-schema may be partly a
7. matter of how much you think about yourself. Nasby (1985) found that people who report
spending a lot of time thinking about themselves have self-schemas of greater complexity and
detail than people who think about themselves less. Apparently the very process of thinking
about yourself causes a continued growth and articulation of the self-schema.� Carver &
Scheier (2000, p. 445)
�Another way of thinking about self-complexity is that it involves a family of self-schemas,
rather than a single one. In a way, you�re a different person when you�re in different
contexts because you make different assumptions about yourself, and you attend to different
aspects of what� going on. When you� with one set of friends at a party to another set in
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a study group to being at home with your parents, it� as though you� putting aside one
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schema about yourself and taking up a new one.
Not only may people have distinct self-schemas in different contexts, but self-schemas may
vary in another way. Markus and her colleagues (e.g., Markus & Nurius, 1986), suggest that
people develop images of selves they� like to become, selves they� afraid of becoming
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and selves they expect to become. Other selves that have been suggested include the
disliked self (Oglivie, 1987) and selves you think you ought to be (Higgins, 1987, 1990).
These various possible selves can be used as motivators, because they provide goals to
approach or to avoid.�Carver & Scheier (2000, p. 446).
Examples of self-schemas
Because the self=schema contains our ideas about what we are like and what we are capable
of doing it affects what we do.
If we think we� reliable we� try to always live up to that image.
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If we think we are sociable we are more likely to seek the company of others.
If we think we� attractive we� be more confident in our romantic dealings with the
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opposite sex.
If we think we� re shy we are more likely to avoid social situations.
We have an elaborate schema based on the way we� behaved awkwardly in social
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situations in the past and we� therefore interpret new situations in the light of this
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knowledge. We become an expert in shyness. We then become more ready to see our
social experiences in the light of our social deficiencies. This becomes a lens through
which we view the world.