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Understanding the Cognitive Self

The document discusses the cognitive construct of the self, exploring self-awareness in humans and animals, the development of self-concept in children, and theories of self from psychologists like William James and Carl Rogers. It highlights the importance of social interactions in shaping identity, the differences between self-complexity and self-concept, and the benefits of self-awareness and self-knowledge for personal growth. Additionally, it covers the role of agency in human behavior and decision-making.

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janelaacosta8
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10 views13 pages

Understanding the Cognitive Self

The document discusses the cognitive construct of the self, exploring self-awareness in humans and animals, the development of self-concept in children, and theories of self from psychologists like William James and Carl Rogers. It highlights the importance of social interactions in shaping identity, the differences between self-complexity and self-concept, and the benefits of self-awareness and self-knowledge for personal growth. Additionally, it covers the role of agency in human behavior and decision-making.

Uploaded by

janelaacosta8
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

THE SELF AS A

COGNITIVE
CONSTRUCT
FIRST SEMESTER: GEC 1 MIDTERM

THE COGNITIVE SELF: THE SELF-CONCEPT


nonhuman animals and self-awareness

A animals like chimpanzees, orangutans, and dolphins have a


primitive sense of self
A in a study, red dots were placed on chimps' foreheads, and
they recognized the dot on their own faces in a mirror,
showing self-recognition
A most animals (e.g., cats and dogs) do not recognize
themselves in mirrors

human infants and self-recognition

A human babies, around 18 months old, begin to recognize


themselves in mirrors, similar to chimpanzees
A this reflects an early development of self-awareness

development of self in children

A at two years old, children start to understand their gender


A by four years old, self-descriptions are based on physical
traits
A by age six, they recognize basic emotions and can describe
their personality traits

self-awareness in school-aged children

A as children grow older, they learn that they are unique


individuals

A they also develop an awareness of social judgement,


understanding that others are also evaluating them
1
THE SELF AS A
COGNITIVE
CONSTRUCT
FIRST SEMESTER: GEC 1 MIDTERM

YOU: THROUGH OTHER’S EYES


according to William James

A one of the earliest psychologists to study the self


A the “I” – thinking, acting, and feeling self
A the “Me” – set of physical characteristics and psychological
that makes who you are

according to Carl Rogers

A “I” – as the one who acts and decides


A “Me” – as what you think or feel about yourself as an object

two types of self that we can be aware of according to Carver and


Scheier

A the private self or your internal standards and private


thoughts and feeling
A the public self or public image that is commonly geared
toward having a good presentation of yourself to others

SYMBOLIC INTERACTIONALISM THEORY


three reasons explain why self and identity are social products

A we do not create ourselves out of anything;

2
THE SELF AS A
COGNITIVE
CONSTRUCT
FIRST SEMESTER: GEC 1 MIDTERM
A whether we like to admit it or not, we need others to affirm
and reinforce whom we think we are; and

A what we values as important to us may also have been


influenced by what is important in our social or historical
context

THE SELF-CONCEPT
physical characteristics

A people often describe themselves based on physical traits,


such as “I am overweight” or “I am short”
A physical traits are crucial to the self-concept as others use
them for judgement
A these characteristics highlight what differentiates individuals
from other, either positivity or negativity

personality traits

A another component of self-concept includes stable personality


traits like “I am friendly,” “I am shy,” or “I am persistent”

A these traits are key to understanding individual behaviour and


vary from person to person

social identity and group memberships

A group affiliations, such as being a “writer,” “Jewish,” or


“mother,” from part of one’s identity
A social group memberships provide individuals with a sense of
identity and belonging

3
THE SELF AS A
COGNITIVE
CONSTRUCT
FIRST SEMESTER: GEC 1 MIDTERM

cultural differences

A research on Facebook profiles showed cultural variations in


self-descriptions
A African-Americans tended to have more independent
(internal) self-descriptions
A Asian-Americans exhibited more interdependent (external)
self-descriptions
A European-Americans fell in the middle, reflecting a balance
between the two

THE DIFFERENCE BETWEEN SELF-COMPLEXITY AND


SELF-CONCEPT
self-concept

A refers to our knowledge about ourselves, including personality


traits, physical characteristics, abilities, values, goals, roles,
and our awareness of our existence as individuals

self-schema

A a stable set of memories that summarize our beliefs,


experiences, and generalizations about ourselves in specific
behavioral domains

4
THE SELF AS A
COGNITIVE
CONSTRUCT
FIRST SEMESTER: GEC 1 MIDTERM
A these schemas form around important aspects of our identity,
such as physical traits, personality, or interest

self-report measures

A self-concept can be explored through self-report exercises, like


filling in statements about ourselves (e.g., “I am _____”)

self-complexity

A describes how many different and independent ways we think


about ourselves
A people with high self-complexity have varied and distinct
identities (e.g., roles such as student, daughter, athlete)
A those with low self-complexity have fewer, less varies
identities (e.g., only thinking of oneself as a student or
athlete)

self-concept clarity

A refers to how clearly and consistently defined our self-concept


is
A a person can have either a complex or simple self-concept
that is well-defined and consistent or ill-defined and
inconsistent

impact of complexity and clarity

A while these two concepts are theoretically independent, both


have important relationships with psychological well-being

example of self-complexity

A a woman with multiple roles and diverse life experiences


would have high self-complexity
5
THE SELF AS A
COGNITIVE
CONSTRUCT
FIRST SEMESTER: GEC 1 MIDTERM
A a man who identifies primarily with fewer roles would have
low self-complexity

SELF-AWARENESS
self-awareness

A involves perceiving one’s own personality, including


strengths, weaknesses, thoughts, beliefs, motivations, and
emotions
A it helps us understand how others perceive us and how we
respond to them in real-time

cognitive accessibility of self-concept

A self-awareness varies based on how much attention we focus


on our self-concept
A when we’re concerned about being observed or judged, we
experience self-consciousness or publicly induced self-
awareness

variability in accessible aspects of self-concept

A not all aspects of our self-concept are accessible at all times


A long-term differences in the accessibility of self-schemas
create individual differences in focus (e.g., some people may
be more focused on physical appearance, while others
emphasize social group memberships)

deindividuation

6
THE SELF AS A
COGNITIVE
CONSTRUCT
FIRST SEMESTER: GEC 1 MIDTERM
A describes the loss of self-awareness and individual
accountability in group settings
A individuals become more aware of their role as group
members and adhere to social norms specific to that group or
situation

TWO KINDS OF SELF-AWARENESS


conceptual self-awareness

A involves thoughts, judgements, evaluations, and logical


conclusions about oneself

A this type of self-awareness is easy to describe and put into


words

embodied self-awareness

A refers to our awareness of inner states (e.g., hunger,


tiredness, emotions) and body schema (awareness of body
parts, movements, and coordination)
A it includes recognizing emotional and physical responses to
internal and external events
A sometimes hard to express in words when turning these
internal experiences

example to illustrate the difference

A conceptual awareness: thinking about an arm might involve


noticing its size, hairiness, or how it looks
A embodied awareness: feeling the arm evokes a more
emotional connection, such as a desire to embrace the world
and appreciating the arm for its capabilities

7
THE SELF AS A
COGNITIVE
CONSTRUCT
FIRST SEMESTER: GEC 1 MIDTERM
THE BENEFITS OF SELF-AWARENESS
self-awareness benefits

A helps prevent dangerous actions by making us more


conscious of our behavior
A excessive self-awareness or self-consciousness can lead to
concerns about being observed or criticized by others

deindividuation

A in large groups, people may experience deindividuation, a


loss of self-awareness, although this idea is debated

impact on self-esteem

A both group identity and self-awareness play a key role in


shaping self-esteem
A social comparison is one way in which self-awareness affects
self-esteem, as people evaluate themselves relative to others

SOCIAL COMPARISON THEORY


A we learn about ourselves, our behaviors, and social status by
comparing ourselves to others

TWO MAJOR TYPES OF SOCIAL COMPARISON


downward social comparison

8
THE SELF AS A
COGNITIVE
CONSTRUCT
FIRST SEMESTER: GEC 1 MIDTERM
A comparing ourselves to those who are worse off to boost self-
esteem and create a positive self-concept

upward social comparison

A comparing ourselves to those who are better of than us. while


it can motivate some, it may also lower self-esteem by
highlighting personal weaknesses

SELF-EVALUATION MAINTENANCE THEORY


A we feel threatened when someone outperformers us, leading
to three possible reactions:
A distancing ourselves from the person or redefining the
relationship
A reconsidering the importance of the skill or aspect in
which we were outperformed
A strengthening our resolve to improve in that area

narcissism

A some individuals maintain or increase self-esteem by


becoming narcissistic, characterized by overly high self-
esteem, self-admiration, and self-centeredness

THE BENEFITS OF SELF-KNOWLEDGE


A happiness: expressing who you are increases your happiness
and the likelihood of getting what you want

9
THE SELF AS A
COGNITIVE
CONSTRUCT
FIRST SEMESTER: GEC 1 MIDTERM

A better decision-making: knowing yourself helps you make


better choices in various aspects of life, from everyday
decisions to major life choices
A self-control: understanding yourself improves your ability to
resist bad habits and develop good ones by aligning with your
values and goals
A resistance to social pressure: being firm in your values and
preferences helps you maintain integrity and say “no” when
needed
A tolerance and understanding of others: awareness of your
own weaknesses and struggles enhances empathy and
understanding toward others
A vitality and pleasure: being true to yourself enriches your life
experience, making it more vibrant and fulfilling

BUILDING BLOCKS OF SELF: YOUR VITALS


v = vitals

A core principles guiding decision-making and motivation (e.g.,


helping others, creativity, health, financial security)

i = interests

A passions and hobbies that capture your attention over time.


determine them by asking:

A what captures your attention?


A what are you curious about?

A what concerns you?


A identifying interests helps reveal your deepest passions

10
THE SELF AS A
COGNITIVE
CONSTRUCT
FIRST SEMESTER: GEC 1 MIDTERM
t = temperament

A inherent preferences, such as:


A introversion vs. extroversion (energy from solitude vs.
social interacrion)
A planner vs. go-with-the-flow
A decision-making based on feeling vs. thoughts and
facts
A preference for details vs. big ideas
A understanding temperament helps align with situations where
you thrive

a = around-the-clock activities

A your biorhythm, including:


A are you a morning person or night person?
A when is your peak energy during the day?
A scheduling activities according to your natural rhythm
respects your innate biology

l = life mission and meaningful goals

A reflect on meaningful events in your life to uncover clues


about your identity, career, and satisfaction

s = strengths

A includes abilities, skills, talents, and character strengths (e.g.,


loyalty, respect, emotional intelligence)
A recognizing strengths is crucial for self-confidence and self-
esteem
11
THE SELF AS A
COGNITIVE
CONSTRUCT
FIRST SEMESTER: GEC 1 MIDTERM

REFLECTION ON THE SELF AS PROACTIVE AND


AGENTIC
agency (Albert Bandura)

A agency involves being proactive agents in our experiences


through endowments, belief systems, self-regulation, and
distributed functions, rather than being a fixed entity

MAIN FEATURES OF HUMAN AGENCY


intentionality

A acting with intention, such as helping someone cross the


street safely with the specific goal of assisting them

forethought

A anticipating the consequences of actions to guide behavior.


For example, cleaning a room not only for cleanliness but to
create a conducive study environment

self-reactiveness

A making choices and regulating actions based on those


choices. For instance, committing to a course of study and
fulfilling obligations to succeed academically

self-reflectiveness

12
THE SELF AS A
COGNITIVE
CONSTRUCT
FIRST SEMESTER: GEC 1 MIDTERM
A reflecting on the adequacy of thoughts and actions. For
example, learning from a failing grade by analyzing what went
wrong and improving future study habits

13

Common questions

Powered by AI

Self-knowledge contributes to increased happiness by allowing individuals to express their true selves, aligning their actions with intrinsic desires and goals. This authenticity enhances satisfaction and the likelihood of achieving fulfilling outcomes. In decision-making, a comprehensive understanding of oneself facilitates better choices that are congruent with personal values and long-term objectives, reinforcing favorable behaviors and resisting unfavorable pressures .

Self-awareness aids decision-making and self-control by enhancing an individual's understanding of their values, goals, strengths, and weaknesses, thereby aligning their choices with their authentic self. It boosts self-control by supporting resistance to bad habits and the development of positive behaviors . Understanding one’s predispositions and motivations promotes better everyday decisions and strategic life choices, providing a framework for acting consistently with one's values .

Self-complexity refers to the number of distinct and independent aspects individuals perceive about themselves, such as distinct roles and identities. People with high self-complexity have a varied set of self-conceptions, while those with low self-complexity perceive fewer and less diverse identities . Self-concept clarity pertains to how well-defined and consistent an individual's self-concept is. Both self-complexity and self-concept clarity independently contribute to psychological well-being, suggesting that having a diverse and clearly defined self-concept aids in resilience and mental health .

The self-evaluation maintenance theory and social comparison theory collaboratively influence self-esteem by dictating how individuals relate to others' performances and social standings. Self-evaluation maintenance theory suggests that individuals feel threatened when outperformed by others, leading to strategies like distancing or redefining relationships, reconsidering the importance of the skill, or striving to improve . Meanwhile, social comparison theory involves evaluating oneself against others, either to boost self-esteem through downward comparison (comparing to those worse off) or potentially harming it through upward comparison (to those better off). Together, they illustrate the dynamics of social contexts in shaping individual self-esteem .

Cultural differences influence the formation of self-concept by affecting how individuals describe themselves. Research highlighted in the document shows that African-Americans are more likely to have independent (internal) self-descriptions, while Asian-Americans tend to have interdependent (external) self-descriptions. European-Americans often strike a balance between these two styles. These variations suggest that cultural values and social contexts significantly shape self-perception and awareness .

In humans, the development of self-awareness begins around 18 months when infants start recognizing themselves in mirrors, a milestone indicative of the self-recognition similar to that observed in certain nonhuman animals like chimpanzees and orangutans, which also demonstrate a primitive sense of self by recognizing marks on their bodies in mirrors . Most animals, such as cats and dogs, do not exhibit this capability. As children grow older, their self-awareness becomes more complex, incorporating awareness of emotions and social judgments by school age .

Agency, as described in the document, involves being proactive agents in one's own experiences and includes features such as intentionality, forethought, self-reactiveness, and self-reflectiveness . These components foster an active role in shaping self-perception and decision-making. For instance, intentionality and forethought allow for goal-setting and anticipation of consequences, guiding behavior toward desired outcomes. Self-reactiveness involves making and regulating choices, while self-reflectiveness helps individuals assess their thoughts and actions for improvement .

The document explains that social identity and group memberships significantly shape self-concept and personal identity by providing a sense of belonging, community, and shared values. Group affiliations, such as being identified as a writer or member of a religious community, contribute to the formation of one's identity and influence how individuals perceive themselves and behaviorally align within social frameworks. These affiliations also offer the support and affirmation necessary for identity formation and maintenance .

Symbolic interactionism theory posits that self and identity are social products, meaning they are largely constructed from social interactions. The theory outlines three main reasons: individuals do not create themselves in isolation; social affirmation and reinforcement are necessary to understand who they think they are; and what individuals value as important is influenced by societal norms and historical context. Thus, self-perception and identity are heavily mediated by interactions and societal values .

The document distinguishes between conceptual self-awareness, which involves cognitive processes such as thoughts, judgments, and evaluations about oneself, and is easily articulated, and embodied self-awareness, which concerns the awareness of inner states such as emotions and physical sensations, often challenging to express verbally . Conceptual self-awareness might involve evaluating how an arm looks, whereas embodied self-awareness would focus on feeling the arm's physical capabilities, like coordination and emotional connection .

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