THE SELF

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CHAPTER 2

• THE SELF

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CHAPTER 2

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

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

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

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

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

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

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

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CHAPTER 2

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

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

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

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

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

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

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

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

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

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

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CHAPTER 2

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

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

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

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

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

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

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

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