CPSY 4331 Exam 3 questions and
answers A+ rated
Understand the difference between implicit and explicit self-recognition and the developmental
connection between the two ideas. Be able to use examples from lecture. - correct answer ✔✔-
implicit self-recognition (implied though not plainly expressed)
=Newborns distinguish themselves from the surrounding environment--though perhaps,
implicitly
Neonates cry when they hear another infant but not themselves (Dondi et al., 1997)
Root when stimulated by others but not self (Rochat & Hespos, 1997)
-Infants viewed moving images of themselves and age-mates (Legerstee et al., 1998)
Preference for gazing at peer,
May become more pronounced ~ 8 months.
-explicit self-recognition (stated clearly and in detail, leaving no room for confusion or doubt)
=implicit to explicit
=Rouge Test: spot place on infant's nose (9-24 mo)
-Younger ones showed no self-recognition
-15-17 month-olds showed some signs of self-recognition
-Only in the 18-24 month-old age group did the majority touch their own noses indicating self-
recognition
Understand the possible experiential and cognitive aspects that may support the emergence of
explicit self-recognition - correct answer ✔✔-Cognitive Changes
-18-24 month-olds
Age when toddlers are thought to internalize sensorimotor schemes to form mental images
,Remember "like-me" model?
-3 ½ to 4 year-olds begin to encode noteworthy experiences as autobiographical memories
Changes in episodic and autobiographic memory
Episodic: How one encodes, organizes, and retrieves memories about specific events
Autobiographical: Episodic memories that become part of the one's representation of the self.
Provides a stable narrative of the self over time.
=Autobiographical Memory (AM)
Well-articulated, self-directed autographical memory (i.e., rich, typically linguistic) tends to
emerge between 5 and 7
Normative changes in AM; Also between-child differences
Explained by social interactions with meaningful others
E.g., parent-child reminiscing; attachment security
=Likely dynamic relation between self-concept and AM
-Increasing depth and richness of self-concept likely also facilitated by growth in EF across early
childhood
Understand developmental changes in the way children and adolescents describe themselves.
Have a rough sense of the how they change across different developmental spans - correct
answer ✔✔-Harter's Stage model:
3-4 years - observable physical features, preferences, possessions, social characteristics
5-7 years - competencies
8-10 - more complex descriptions - focus on abilities and interpersonal attributes
=Complications?
-When 3 ½ to 5 year-old children are asked to respond to contrasting forced choice statements
(requiring fewer verbal skills)
They can quickly characterize themselves on psychological dimensions (e.g. sociability)
, Characterize selves on different dimensions differently
Self characterizations are stable over time
-Harter's Stage model:
-Early adolescence - interpersonal attributes, social skills, competencies, emotions; recognize
different selves in different contexts
=In early adolescence self-concept becomes increasingly organized with respect to way their
characteristics, beliefs, values, and relations with others fit into the world around them.
-Mid adolescence - introspective and preoccupied with what others think of them; begin to
question self descriptions, especially when there are contradictions
-Late adolescence - emphasize personal beliefs, values, and moral standards; think about future
and possible selves
Understand the good, bad, and the ugly regarding self-esteem - correct answer ✔✔-Children
with High Self-Esteem:
satisfied with type of person they are
recognize strong points
can acknowledge weaknesses
generally feel positively about characteristics & competencies
-Children with Low Self-Esteem:
view self in less favorable light
dwelling on perceived inadequacies than on strengths
=Global appraisal based on strengths & weaknesses displayed in different life domains
Harter (1982, 1990)
Asked children to assess their competencies in various domains
Examples: Social acceptance, task/scholastic competence, physical/athletic competence,
behavioral conduct
answers A+ rated
Understand the difference between implicit and explicit self-recognition and the developmental
connection between the two ideas. Be able to use examples from lecture. - correct answer ✔✔-
implicit self-recognition (implied though not plainly expressed)
=Newborns distinguish themselves from the surrounding environment--though perhaps,
implicitly
Neonates cry when they hear another infant but not themselves (Dondi et al., 1997)
Root when stimulated by others but not self (Rochat & Hespos, 1997)
-Infants viewed moving images of themselves and age-mates (Legerstee et al., 1998)
Preference for gazing at peer,
May become more pronounced ~ 8 months.
-explicit self-recognition (stated clearly and in detail, leaving no room for confusion or doubt)
=implicit to explicit
=Rouge Test: spot place on infant's nose (9-24 mo)
-Younger ones showed no self-recognition
-15-17 month-olds showed some signs of self-recognition
-Only in the 18-24 month-old age group did the majority touch their own noses indicating self-
recognition
Understand the possible experiential and cognitive aspects that may support the emergence of
explicit self-recognition - correct answer ✔✔-Cognitive Changes
-18-24 month-olds
Age when toddlers are thought to internalize sensorimotor schemes to form mental images
,Remember "like-me" model?
-3 ½ to 4 year-olds begin to encode noteworthy experiences as autobiographical memories
Changes in episodic and autobiographic memory
Episodic: How one encodes, organizes, and retrieves memories about specific events
Autobiographical: Episodic memories that become part of the one's representation of the self.
Provides a stable narrative of the self over time.
=Autobiographical Memory (AM)
Well-articulated, self-directed autographical memory (i.e., rich, typically linguistic) tends to
emerge between 5 and 7
Normative changes in AM; Also between-child differences
Explained by social interactions with meaningful others
E.g., parent-child reminiscing; attachment security
=Likely dynamic relation between self-concept and AM
-Increasing depth and richness of self-concept likely also facilitated by growth in EF across early
childhood
Understand developmental changes in the way children and adolescents describe themselves.
Have a rough sense of the how they change across different developmental spans - correct
answer ✔✔-Harter's Stage model:
3-4 years - observable physical features, preferences, possessions, social characteristics
5-7 years - competencies
8-10 - more complex descriptions - focus on abilities and interpersonal attributes
=Complications?
-When 3 ½ to 5 year-old children are asked to respond to contrasting forced choice statements
(requiring fewer verbal skills)
They can quickly characterize themselves on psychological dimensions (e.g. sociability)
, Characterize selves on different dimensions differently
Self characterizations are stable over time
-Harter's Stage model:
-Early adolescence - interpersonal attributes, social skills, competencies, emotions; recognize
different selves in different contexts
=In early adolescence self-concept becomes increasingly organized with respect to way their
characteristics, beliefs, values, and relations with others fit into the world around them.
-Mid adolescence - introspective and preoccupied with what others think of them; begin to
question self descriptions, especially when there are contradictions
-Late adolescence - emphasize personal beliefs, values, and moral standards; think about future
and possible selves
Understand the good, bad, and the ugly regarding self-esteem - correct answer ✔✔-Children
with High Self-Esteem:
satisfied with type of person they are
recognize strong points
can acknowledge weaknesses
generally feel positively about characteristics & competencies
-Children with Low Self-Esteem:
view self in less favorable light
dwelling on perceived inadequacies than on strengths
=Global appraisal based on strengths & weaknesses displayed in different life domains
Harter (1982, 1990)
Asked children to assess their competencies in various domains
Examples: Social acceptance, task/scholastic competence, physical/athletic competence,
behavioral conduct
