Fmst 210 - Final Exam With Correct
Answers
self recognition - ANSWER- identify the self as a physically unique being
self recognition at 2 years old - ANSWER- (1) identify the self as unique (2) aware of
physical features => refer to themselves by name or pronouns (i.e. I or me)
self recognition at 3 years old - ANSWER- recognizes own shadow
how does self recognition develop? - ANSWER- exploring the environment
development of self awareness - ANSWER- increases in awareness of (1) intentional
behaviour conflicts with others (i.e. touching breakable objects (2) they can be the focus
of other's emotional responses (i.e. when I touch the vase, mom gets angry) (3) others'
different emotions and perspectives (i.e. my mom is angry because the vase is
expensive (4) sense of ownership => 2 year olds claim things as "min"
What does sense of ownership reflect? - ANSWER- sense of self
categorical self age - ANSWER- 18-30 months
categorical self - ANSWER- classify themselves based on age, sex, physical
characteristics, goodness/badness and self competencies
remembered self age - ANSWER- >2 years
how does remembered self occur - ANSWER- (1) storytelling (2) similar to
autobiographical memory (3) use stories to understand themselves
remembered self - ANSWER- view themselves as (1) unique (2) always existing (3)
interact with others
enduring self age - ANSWER- >4 years
enduring self - ANSWER- view themselves as persisting over time (i.e. realize 2 year
old in the picture is them when they were 2)
self concept - ANSWER- (1) (knowing) attitudes, beliefs and values (about the self) (2)
what makes an individual believe they are unique (3) developed over life time
what does self concept include - ANSWER- self esteem and self recognition/awareness
,development of self concept in preschoolers - ANSWER- talk about observable
attributes including (1) possessions (2) physical appearances (3) preferences (4)
competencies
development of self concept in school age children - ANSWER- start to include
emotions and memberships including (1) town/city live in (2) sports teams (3) grade (4)
emotions
development of self concept in middle childhood - ANSWER- (1) talk about positive and
negative personality traits that are more abstract (i.e. I'm an honest person, but
sometimes I get angry) (2) comparisons with peers
development of self concept in adolescence - ANSWER- descriptions include (1)
attitudes (2) personality traits (3) religious or political beliefs (4) vary based on social
context (5) future oriented
7 year old Zoe's self concept - ANSWER- (1) general (2) objects (3) no emotions (4)
likes and dislikes (5) friends not apart of self concept
12 year old Eric's self concept - ANSWER- (1) likes and dislikes (2) social membership
=> soccer team (3) quality => school is okay
12 year old Carmen's self concept - ANSWER- (1) likes and dislikes (2) friends (3)
personality traits (psychological also, not just external)
15 year old Lisa's self concept - ANSWER- (1) in depth (2) different periods =>
understand the self can change (i.e. shy at first but loud when you get to know her) (3)
memberships (4) future oriented
Trends of self concept - ANSWER- as get older (1) increase fluidity => self concept is
more connected (2) increase depth
social comparison - ANSWER- judge in relation to others (1) abilities (2) behaviour (3)
personality, reasons why others like us and v.v.
limitations to adolescents exploring their identity - ANSWER- (1) egocentrism (2)
imaginary audience (3) personal fable
egocentrism - ANSWER- self absorption, think others are always thinking about you,
makes them self conscious (i.e. drop a book and think all your friends think you're
sloppy)
imaginary audience - ANSWER- feel that they are actors and their performance is
constantly being watched by their peers (i.e. jokester in class, performance may lead to
good or bad attention)
,personal fable - ANSWER- believe that their experiences and feelings are unique, no
one has ever felt the way that they do (i.e. parents don't understand why they want to go
out)
Marcia's model of identity formation - ANSWER- 4 phases that people experience when
forming their identity, not necessarily in order
Which phases of Marcia's model are young adolescents usually in? - ANSWER-
diffusion or foreclosure
Which phases of Marcia's model are late adolescents and young adults usually in? -
ANSWER- moratorium or achievement
diffusion - ANSWER- individuals are confused or overwhelmed by the task of achieving
identity, avoidance
foreclosure - ANSWER- individuals have an identity largely determined by adults, not
from personal exploration of alternatives (i.e. become a doctor bc parents told them so)
moratorium - ANSWER- individuals are still examining different alternatives and have
yet to find a satisfactory identity, may occur in adulthood
achievement - ANSWER- individuals have explored alternatives and deliberately
chosen a specific identity
role of parents in identity formation - ANSWER- (1) have discussions (2) explore
alternatives (3) don't pressure (4) provide direction (5) recognize teen's autonomy =>
more likely to reach achievement status
role of peers in identity formation - ANSWER- having close friends they trust makes
them more comfortable exploring career options Factors that affect the development of
self concept (1) cognitive (2) social (3) ethnic identity
cognitive factors that affect the development of self concept - ANSWER- understand
traits are linked to behaviours (i.e. generous people like to share)
social factors that affect the development of self concept - ANSWER- feedback from
others changes our perceptions of self, part of self concept (i.e. compliments from
family, peers, social groups)
ethnic identity factors that affect the development of self concept - ANSWER- feel apart
of their ethnic group, learn special customs and traditions of heritage or culture
3 phases of ethnic identity formation - ANSWER- (1) not yet examined ethnic roots (2)
begin to explore ethnic heritage => questioning and curiosity (3) achieve distinct ethnic
self concept
, self esteem - ANSWER- a component of self concept where judgements made about
our self worth and feelings connected to those judgements
importance of self esteem - ANSWER- affects (1) emotional experience => regulation +
empathy (2) future behaviour => based on self efficacy (3) mental health => depression
is correlated with low self esteem
global self esteem - ANSWER- overall appraisal of self
separate self esteem - ANSWER- specific to domains of life
4 types of separate self esteem - ANSWER- (1) physical appearance (2) social
competence (3) academic competence (4) physical and athletic competence
separate self esteem _____ contribute equally to global self esteem, for example ____ -
ANSWER- (1) does not (2) math is an important part of self concept but english is not
when does self concept develop - ANSWER- 6-7 years
how does separate self esteem change during the teenage years? - ANSWER- grows to
include careers and romantic appeal
preschoolers' self esteem - ANSWER- (1) high (2) positive view of themselves (3)
problems distinguishing between actual self and desired self
elementary schoolers' self esteem - ANSWER- (1) declines (2) more aware of what they
can actually do => not a bad thing (3) worrisome if decline below a realistic level of self
esteem (4) due to social comparison to match the opinion of others (4) personal
achievements protect self esteem
self esteem during the transition from elementary to high school - ANSWER- (1) SE
stabilizes at the end of elementary (2) may decline, then rise again in high school (3)
transiting to new school, friends and teachers may temporarily interfere with self esteem
how is self esteem protected in the transition from elementary to high school? -
ANSWER- when feel good about social relationships and athletic capabilities
factors that influence self esteem - ANSWER- (1) culture (2) parenting (3) children's
actual competence
culture affecting self esteem - ANSWER- (1) Chinese and Japanese score lower than
US children on self esteem due to collectivist culture (harmony, unity, group
achievement, helping others) (2) Asian cultures use less social comparison to promote
self esteem => values social harmony and modesty, may have higher self esteem in
helping others and respect, not measured on standard self esteem questionnaires
Answers
self recognition - ANSWER- identify the self as a physically unique being
self recognition at 2 years old - ANSWER- (1) identify the self as unique (2) aware of
physical features => refer to themselves by name or pronouns (i.e. I or me)
self recognition at 3 years old - ANSWER- recognizes own shadow
how does self recognition develop? - ANSWER- exploring the environment
development of self awareness - ANSWER- increases in awareness of (1) intentional
behaviour conflicts with others (i.e. touching breakable objects (2) they can be the focus
of other's emotional responses (i.e. when I touch the vase, mom gets angry) (3) others'
different emotions and perspectives (i.e. my mom is angry because the vase is
expensive (4) sense of ownership => 2 year olds claim things as "min"
What does sense of ownership reflect? - ANSWER- sense of self
categorical self age - ANSWER- 18-30 months
categorical self - ANSWER- classify themselves based on age, sex, physical
characteristics, goodness/badness and self competencies
remembered self age - ANSWER- >2 years
how does remembered self occur - ANSWER- (1) storytelling (2) similar to
autobiographical memory (3) use stories to understand themselves
remembered self - ANSWER- view themselves as (1) unique (2) always existing (3)
interact with others
enduring self age - ANSWER- >4 years
enduring self - ANSWER- view themselves as persisting over time (i.e. realize 2 year
old in the picture is them when they were 2)
self concept - ANSWER- (1) (knowing) attitudes, beliefs and values (about the self) (2)
what makes an individual believe they are unique (3) developed over life time
what does self concept include - ANSWER- self esteem and self recognition/awareness
,development of self concept in preschoolers - ANSWER- talk about observable
attributes including (1) possessions (2) physical appearances (3) preferences (4)
competencies
development of self concept in school age children - ANSWER- start to include
emotions and memberships including (1) town/city live in (2) sports teams (3) grade (4)
emotions
development of self concept in middle childhood - ANSWER- (1) talk about positive and
negative personality traits that are more abstract (i.e. I'm an honest person, but
sometimes I get angry) (2) comparisons with peers
development of self concept in adolescence - ANSWER- descriptions include (1)
attitudes (2) personality traits (3) religious or political beliefs (4) vary based on social
context (5) future oriented
7 year old Zoe's self concept - ANSWER- (1) general (2) objects (3) no emotions (4)
likes and dislikes (5) friends not apart of self concept
12 year old Eric's self concept - ANSWER- (1) likes and dislikes (2) social membership
=> soccer team (3) quality => school is okay
12 year old Carmen's self concept - ANSWER- (1) likes and dislikes (2) friends (3)
personality traits (psychological also, not just external)
15 year old Lisa's self concept - ANSWER- (1) in depth (2) different periods =>
understand the self can change (i.e. shy at first but loud when you get to know her) (3)
memberships (4) future oriented
Trends of self concept - ANSWER- as get older (1) increase fluidity => self concept is
more connected (2) increase depth
social comparison - ANSWER- judge in relation to others (1) abilities (2) behaviour (3)
personality, reasons why others like us and v.v.
limitations to adolescents exploring their identity - ANSWER- (1) egocentrism (2)
imaginary audience (3) personal fable
egocentrism - ANSWER- self absorption, think others are always thinking about you,
makes them self conscious (i.e. drop a book and think all your friends think you're
sloppy)
imaginary audience - ANSWER- feel that they are actors and their performance is
constantly being watched by their peers (i.e. jokester in class, performance may lead to
good or bad attention)
,personal fable - ANSWER- believe that their experiences and feelings are unique, no
one has ever felt the way that they do (i.e. parents don't understand why they want to go
out)
Marcia's model of identity formation - ANSWER- 4 phases that people experience when
forming their identity, not necessarily in order
Which phases of Marcia's model are young adolescents usually in? - ANSWER-
diffusion or foreclosure
Which phases of Marcia's model are late adolescents and young adults usually in? -
ANSWER- moratorium or achievement
diffusion - ANSWER- individuals are confused or overwhelmed by the task of achieving
identity, avoidance
foreclosure - ANSWER- individuals have an identity largely determined by adults, not
from personal exploration of alternatives (i.e. become a doctor bc parents told them so)
moratorium - ANSWER- individuals are still examining different alternatives and have
yet to find a satisfactory identity, may occur in adulthood
achievement - ANSWER- individuals have explored alternatives and deliberately
chosen a specific identity
role of parents in identity formation - ANSWER- (1) have discussions (2) explore
alternatives (3) don't pressure (4) provide direction (5) recognize teen's autonomy =>
more likely to reach achievement status
role of peers in identity formation - ANSWER- having close friends they trust makes
them more comfortable exploring career options Factors that affect the development of
self concept (1) cognitive (2) social (3) ethnic identity
cognitive factors that affect the development of self concept - ANSWER- understand
traits are linked to behaviours (i.e. generous people like to share)
social factors that affect the development of self concept - ANSWER- feedback from
others changes our perceptions of self, part of self concept (i.e. compliments from
family, peers, social groups)
ethnic identity factors that affect the development of self concept - ANSWER- feel apart
of their ethnic group, learn special customs and traditions of heritage or culture
3 phases of ethnic identity formation - ANSWER- (1) not yet examined ethnic roots (2)
begin to explore ethnic heritage => questioning and curiosity (3) achieve distinct ethnic
self concept
, self esteem - ANSWER- a component of self concept where judgements made about
our self worth and feelings connected to those judgements
importance of self esteem - ANSWER- affects (1) emotional experience => regulation +
empathy (2) future behaviour => based on self efficacy (3) mental health => depression
is correlated with low self esteem
global self esteem - ANSWER- overall appraisal of self
separate self esteem - ANSWER- specific to domains of life
4 types of separate self esteem - ANSWER- (1) physical appearance (2) social
competence (3) academic competence (4) physical and athletic competence
separate self esteem _____ contribute equally to global self esteem, for example ____ -
ANSWER- (1) does not (2) math is an important part of self concept but english is not
when does self concept develop - ANSWER- 6-7 years
how does separate self esteem change during the teenage years? - ANSWER- grows to
include careers and romantic appeal
preschoolers' self esteem - ANSWER- (1) high (2) positive view of themselves (3)
problems distinguishing between actual self and desired self
elementary schoolers' self esteem - ANSWER- (1) declines (2) more aware of what they
can actually do => not a bad thing (3) worrisome if decline below a realistic level of self
esteem (4) due to social comparison to match the opinion of others (4) personal
achievements protect self esteem
self esteem during the transition from elementary to high school - ANSWER- (1) SE
stabilizes at the end of elementary (2) may decline, then rise again in high school (3)
transiting to new school, friends and teachers may temporarily interfere with self esteem
how is self esteem protected in the transition from elementary to high school? -
ANSWER- when feel good about social relationships and athletic capabilities
factors that influence self esteem - ANSWER- (1) culture (2) parenting (3) children's
actual competence
culture affecting self esteem - ANSWER- (1) Chinese and Japanese score lower than
US children on self esteem due to collectivist culture (harmony, unity, group
achievement, helping others) (2) Asian cultures use less social comparison to promote
self esteem => values social harmony and modesty, may have higher self esteem in
helping others and respect, not measured on standard self esteem questionnaires
