Heather Abbott-Brown H1958534
TMA 02
Explain how the development of Identity is related to other areas of
Cognitive and social development.
Identity is a multifaced process, developing throughout life. In the realm of
developmental psychology, researchers have actively engaged into the cognitive
complexities of identity formation, yet also acknowledging the profound influence of
external environmental factors. This essay will explore the development of identity,
addressing the findings of the article ‘Thinking about their multiple identities boosts
children’s creativity and problem-solving skills’ (Jarrett 2019). To further extend this
exploration, the themes of identity and representation will be explored to help provide
a comprehensive understanding. Drawing from the early years to the middle years of
childhood development, this discussion seeks to analyse the interplay of social and
cognitive factors influencing childhood identity development. To extend to this
discussion, the themes of identity and representation will be addressed when
seeking to explore the development of identity. Ranging from the early years and
leading to the middle years of childhood development, connections will be drawn,
examining the interplay of cognitive and social factors. Within this analysis, the
acquisition of multiple identities of gender and nationality with be discussed and how
individual mental representations develop throughout the discourse of identity
development.
The article “Thinking about their multiple identities boosts children’s creativity and
problem-solving skills” by Christian Jarrett (2019), addresses how children actively
poses a variety of self- identities, and that analysing these multiple identities can
help to establish open-mindedness within diverse societies. Jarrett addresses
previous research led by Gaither’s university team, which explored how encouraging
on personal identification could enhance cognitive skills. Gaither discussed in the
paper “Developmental science”, that by encouraging thoughts of personal multiple
identities and seeking diverse perspectives and views, can be highly beneficial.
To identify reflections on multiple identities, Gaither’s team conducted a between
participants’ study, involving 48 children aged 6-7, divided into an intervention group
and a control group. The intervention group reflected on social identities such as
their personal labels and roles, while the control group reflected on their physical
attributes. Both groups then engaged in four distinct problem-solving and flexible
thinking activities, ranging from brainstorming new uses for a gold box and arranging
a collection of individuals’ photos into diverse categories. The results identified that
children in the intervention group outperformed the control group across all four
cognitive tasks, indicating the positive influence of thinking about personal social
identities on problem solving skills and flexible thinking.
1
, Heather Abbott-Brown H1958534
TMA 02
Following this association, Gaither’s team conducted further studies, drawing upon
larger samples of children. The researchers demonstrated that considering another
person’s multiple identities, as opposing to one’s own, did not produce the same
advantages. Furthermore, they discovered that certain performance enhancements
tied to self-reflection on multiple identities were more significant when these
identities were presented as stable aspects of the self rather than temporary
preferences. Gaither’s between participants study design enabled the comparison of
cognitive skills between both conditions.
The findings suggest that by encouraging children to reflect on their various social
identities can positively influence their creative problem solving and flexible thinking
abilities. The dependable findings indicate that children who reflected on their
multiple social identities illustrated higher levels of cognitive performance. The
reflection on one’s own social identities, opposing to physical attributes or others’
characteristics, was also shown to be particularly beneficial. The researchers
suggest that this simple intervention, building upon insights from past research with
adults, could be beneficial for enhancing open-mindedness in diverse societies. For
instance, focusing on children raised in multicultural or muti-racial homes.
Focusing on the initial years of childhood development, identities begin to take
shape, categorised into the categorical self, such as attributes of gender and age
(Lewis,1990, cited in Twiselton and Oates,2020). Additionally, this process involves
the existential self, where children recognise their uniqueness (James,1892, cited in
Twiselton and Oates,2020). Developmental psychology explores how children
acquire their identity, exploring the role of social and cognitive factors in the early
years of gender development. Piaget’s (1896-1980, cited in Twiselton and Oates,
2020) cognitive developmental theory, suggests that children progress through
predetermined stages in development which contributes to their logical thinking. In
the framework of the existential self and gender identity, this theory suggests that
children form cognitive schemas about different genders as soon as they identify to
their own gender. These schemas help children make sense of the world and help to
organise complex stimuli in the external world. Further support of early childhood
gender development as a cognitive process is the gender-schema approach. Martin
and Halverson (1981, cited in Twiselton and Oates, 2020) suggest that children form
cognitive schemas about gender as soon as they can identify their own sex. These
schemas, categorised as ‘in-group’ and ‘out-group’, involve mental representations
that help children to identify and understand gender roles, expectations and
stereotypes, therefore guiding their behaviour to organise and interpret complex
motivations in the external world. Bandura (1986, cited in Twiselton and Oates 2020)
highlights that early childhood and gender development is a multifaceted approach of
both cognitive and social influences., proposing the social cognitive theory, Bandura
discusses that children learn through a triangular model, encompassing social
influences such as observations and the modelling of social behaviour, yet further
influenced by cognitive factors such as, beliefs and expectations. Therefore, in the
context of initial gender development, social cognitive theory suggests that the
acquiring of self- gender is not limited to gender schemas, but also encompasses
2
TMA 02
Explain how the development of Identity is related to other areas of
Cognitive and social development.
Identity is a multifaced process, developing throughout life. In the realm of
developmental psychology, researchers have actively engaged into the cognitive
complexities of identity formation, yet also acknowledging the profound influence of
external environmental factors. This essay will explore the development of identity,
addressing the findings of the article ‘Thinking about their multiple identities boosts
children’s creativity and problem-solving skills’ (Jarrett 2019). To further extend this
exploration, the themes of identity and representation will be explored to help provide
a comprehensive understanding. Drawing from the early years to the middle years of
childhood development, this discussion seeks to analyse the interplay of social and
cognitive factors influencing childhood identity development. To extend to this
discussion, the themes of identity and representation will be addressed when
seeking to explore the development of identity. Ranging from the early years and
leading to the middle years of childhood development, connections will be drawn,
examining the interplay of cognitive and social factors. Within this analysis, the
acquisition of multiple identities of gender and nationality with be discussed and how
individual mental representations develop throughout the discourse of identity
development.
The article “Thinking about their multiple identities boosts children’s creativity and
problem-solving skills” by Christian Jarrett (2019), addresses how children actively
poses a variety of self- identities, and that analysing these multiple identities can
help to establish open-mindedness within diverse societies. Jarrett addresses
previous research led by Gaither’s university team, which explored how encouraging
on personal identification could enhance cognitive skills. Gaither discussed in the
paper “Developmental science”, that by encouraging thoughts of personal multiple
identities and seeking diverse perspectives and views, can be highly beneficial.
To identify reflections on multiple identities, Gaither’s team conducted a between
participants’ study, involving 48 children aged 6-7, divided into an intervention group
and a control group. The intervention group reflected on social identities such as
their personal labels and roles, while the control group reflected on their physical
attributes. Both groups then engaged in four distinct problem-solving and flexible
thinking activities, ranging from brainstorming new uses for a gold box and arranging
a collection of individuals’ photos into diverse categories. The results identified that
children in the intervention group outperformed the control group across all four
cognitive tasks, indicating the positive influence of thinking about personal social
identities on problem solving skills and flexible thinking.
1
, Heather Abbott-Brown H1958534
TMA 02
Following this association, Gaither’s team conducted further studies, drawing upon
larger samples of children. The researchers demonstrated that considering another
person’s multiple identities, as opposing to one’s own, did not produce the same
advantages. Furthermore, they discovered that certain performance enhancements
tied to self-reflection on multiple identities were more significant when these
identities were presented as stable aspects of the self rather than temporary
preferences. Gaither’s between participants study design enabled the comparison of
cognitive skills between both conditions.
The findings suggest that by encouraging children to reflect on their various social
identities can positively influence their creative problem solving and flexible thinking
abilities. The dependable findings indicate that children who reflected on their
multiple social identities illustrated higher levels of cognitive performance. The
reflection on one’s own social identities, opposing to physical attributes or others’
characteristics, was also shown to be particularly beneficial. The researchers
suggest that this simple intervention, building upon insights from past research with
adults, could be beneficial for enhancing open-mindedness in diverse societies. For
instance, focusing on children raised in multicultural or muti-racial homes.
Focusing on the initial years of childhood development, identities begin to take
shape, categorised into the categorical self, such as attributes of gender and age
(Lewis,1990, cited in Twiselton and Oates,2020). Additionally, this process involves
the existential self, where children recognise their uniqueness (James,1892, cited in
Twiselton and Oates,2020). Developmental psychology explores how children
acquire their identity, exploring the role of social and cognitive factors in the early
years of gender development. Piaget’s (1896-1980, cited in Twiselton and Oates,
2020) cognitive developmental theory, suggests that children progress through
predetermined stages in development which contributes to their logical thinking. In
the framework of the existential self and gender identity, this theory suggests that
children form cognitive schemas about different genders as soon as they identify to
their own gender. These schemas help children make sense of the world and help to
organise complex stimuli in the external world. Further support of early childhood
gender development as a cognitive process is the gender-schema approach. Martin
and Halverson (1981, cited in Twiselton and Oates, 2020) suggest that children form
cognitive schemas about gender as soon as they can identify their own sex. These
schemas, categorised as ‘in-group’ and ‘out-group’, involve mental representations
that help children to identify and understand gender roles, expectations and
stereotypes, therefore guiding their behaviour to organise and interpret complex
motivations in the external world. Bandura (1986, cited in Twiselton and Oates 2020)
highlights that early childhood and gender development is a multifaceted approach of
both cognitive and social influences., proposing the social cognitive theory, Bandura
discusses that children learn through a triangular model, encompassing social
influences such as observations and the modelling of social behaviour, yet further
influenced by cognitive factors such as, beliefs and expectations. Therefore, in the
context of initial gender development, social cognitive theory suggests that the
acquiring of self- gender is not limited to gender schemas, but also encompasses
2
