Jennifer Erin Beste
- Published in print:
- 2007
- Published Online:
- January 2008
- ISBN:
- 9780195311099
- eISBN:
- 9780199871117
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195311099.003.0003
- Subject:
- Religion, Theology
This chapter examines the impact of severe trauma on persons' selfhood, capacity for relationality, and freedom for self‐determination. To address the complex effects of trauma on the sense of self ...
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This chapter examines the impact of severe trauma on persons' selfhood, capacity for relationality, and freedom for self‐determination. To address the complex effects of trauma on the sense of self and capacity for freedom, this book focuses on women survivors who experienced severe incestuous trauma as young girls. It examines incest survivors’ posttraumatic stress systems, focusing in particular on how their behavior attempts to reenact the trauma severely compromises their sense of self and their agency. Incestuous abuse also damages survivors' ability to develop trusting, intimate relationships with others and God. Many incest victims frequently report, in comparison to nonabused women, experiencing more anger, shame, and feelings of distance toward God. While more research is needed, it is reasonable to take seriously the possibility that severe trauma such as incestuous abuse can negatively impede and perhaps destroy a person's ability to relate to God and neighbor with faith, trust, and love.Less
This chapter examines the impact of severe trauma on persons' selfhood, capacity for relationality, and freedom for self‐determination. To address the complex effects of trauma on the sense of self and capacity for freedom, this book focuses on women survivors who experienced severe incestuous trauma as young girls. It examines incest survivors’ posttraumatic stress systems, focusing in particular on how their behavior attempts to reenact the trauma severely compromises their sense of self and their agency. Incestuous abuse also damages survivors' ability to develop trusting, intimate relationships with others and God. Many incest victims frequently report, in comparison to nonabused women, experiencing more anger, shame, and feelings of distance toward God. While more research is needed, it is reasonable to take seriously the possibility that severe trauma such as incestuous abuse can negatively impede and perhaps destroy a person's ability to relate to God and neighbor with faith, trust, and love.
Miriam Erez
- Published in print:
- 1993
- Published Online:
- October 2011
- ISBN:
- 9780195075809
- eISBN:
- 9780199854912
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195075809.003.0006
- Subject:
- Business and Management, Finance, Accounting, and Banking
This chapter understands the association between and among cultural components, interpersonal relationships, and individuals' self-concept in group settings. Three cognitive frameworks about culture ...
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This chapter understands the association between and among cultural components, interpersonal relationships, and individuals' self-concept in group settings. Three cognitive frameworks about culture and communication are discussed. First, culture is viewed as a communication fact, since transmission of symbols, meanings, norms, and practices is done through social interaction. Second, culture is exhibited through communication, supported by the premise that social processes consist of shared interpretations and understanding. The last model deals with the connection of culture, communication, and culture-oriented self schemas, considering the arguments on collectivism and individualism, power relations, masculinity and femininity, and uncertainty prevention. Indeed, the interplay of these aspects reflects that systematic communication procedures smooth the transmission of shared values and meanings, which eventually empowers cultural dimensions; and vice-versa.Less
This chapter understands the association between and among cultural components, interpersonal relationships, and individuals' self-concept in group settings. Three cognitive frameworks about culture and communication are discussed. First, culture is viewed as a communication fact, since transmission of symbols, meanings, norms, and practices is done through social interaction. Second, culture is exhibited through communication, supported by the premise that social processes consist of shared interpretations and understanding. The last model deals with the connection of culture, communication, and culture-oriented self schemas, considering the arguments on collectivism and individualism, power relations, masculinity and femininity, and uncertainty prevention. Indeed, the interplay of these aspects reflects that systematic communication procedures smooth the transmission of shared values and meanings, which eventually empowers cultural dimensions; and vice-versa.
SETH J. GILLIHAN and MARTHA J. FARAH
- Published in print:
- 2005
- Published Online:
- January 2010
- ISBN:
- 9780195173413
- eISBN:
- 9780199865758
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195173413.003.0003
- Subject:
- Neuroscience, Molecular and Cellular Systems
This chapter reviews the cognitive neuroscience of the self, with particular reference to imaging studies in normal subjects. It first discusses the difficulties in performing this type of research. ...
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This chapter reviews the cognitive neuroscience of the self, with particular reference to imaging studies in normal subjects. It first discusses the difficulties in performing this type of research. It then divides the studies of the self under four main headings: self-awareness and first-person perspective, autobiographical memory, agency, and self-concept. These distinctions allow a succinct and cohesive review of the literature.Less
This chapter reviews the cognitive neuroscience of the self, with particular reference to imaging studies in normal subjects. It first discusses the difficulties in performing this type of research. It then divides the studies of the self under four main headings: self-awareness and first-person perspective, autobiographical memory, agency, and self-concept. These distinctions allow a succinct and cohesive review of the literature.
Peter Hoeres
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780813175416
- eISBN:
- 9780813175447
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813175416.003.0010
- Subject:
- History, Military History
Hubertus F. Jahn examines Russia’s self-concept (Selbstbild ) and enemy-concept (Feindbild) through an analysis of the views expressed by individuals, interest groups, and mass media. Multiple ...
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Hubertus F. Jahn examines Russia’s self-concept (Selbstbild ) and enemy-concept (Feindbild) through an analysis of the views expressed by individuals, interest groups, and mass media. Multiple sources including politicians’ private correspondence and several genres of art and culture are studied in order to determine Russian perceptions of themselves and their enemies during the First World War..Less
Hubertus F. Jahn examines Russia’s self-concept (Selbstbild ) and enemy-concept (Feindbild) through an analysis of the views expressed by individuals, interest groups, and mass media. Multiple sources including politicians’ private correspondence and several genres of art and culture are studied in order to determine Russian perceptions of themselves and their enemies during the First World War..
John Christman
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226267890
- eISBN:
- 9780226268088
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226268088.003.0006
- Subject:
- Philosophy, General
In recent decades thinkers from several fields of inquiry have claimed that selves or persons should be understood as essentially narrative in their structure. However, in many social conditions ...
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In recent decades thinkers from several fields of inquiry have claimed that selves or persons should be understood as essentially narrative in their structure. However, in many social conditions people exist without a surrounding linguistic or cultural milieu that recognizes and supports their own language of memory and self-definition. Insofar as narratives require a publicly intelligible language that makes sense of the story form that narratives embody, the existence of persons who live under conditions where their own internal sense of character and meaning has no resonance in the public culture renders the view that selves are nothing but narratives problematic. In reflecting on these phenomena, I discuss cases where people’s memories and self-conceptions are in tension with the public standards of meaningfulness that would guide the intelligibility of personal narratives in the surrounding dominant culture. I argue that such cases complicate significantly the narrative understanding of persons.Less
In recent decades thinkers from several fields of inquiry have claimed that selves or persons should be understood as essentially narrative in their structure. However, in many social conditions people exist without a surrounding linguistic or cultural milieu that recognizes and supports their own language of memory and self-definition. Insofar as narratives require a publicly intelligible language that makes sense of the story form that narratives embody, the existence of persons who live under conditions where their own internal sense of character and meaning has no resonance in the public culture renders the view that selves are nothing but narratives problematic. In reflecting on these phenomena, I discuss cases where people’s memories and self-conceptions are in tension with the public standards of meaningfulness that would guide the intelligibility of personal narratives in the surrounding dominant culture. I argue that such cases complicate significantly the narrative understanding of persons.
D. Brent Smith and Max McDaniel
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780195387476
- eISBN:
- 9780199914517
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195387476.003.0022
- Subject:
- Psychology, Social Psychology
The goal of this chapter is to re-examine research and theory on impression management by examining alternatives to the trait-realist perspective on personality. By examining alternatives lenses on ...
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The goal of this chapter is to re-examine research and theory on impression management by examining alternatives to the trait-realist perspective on personality. By examining alternatives lenses on personality and faking, it is hoped this will spur new directions for theory and research on faking. This chapter briefly summarizes existing research on impression management and response distortion and, second, discuss the need and associated benefits of a shift to alternate theoretical perspectives, with an emphasis on the identity theory and social-cognitive perspectives. This chapter focuses the discussion on two recent theoretical perspectives; the Personality and Role Identity Structural Model (PRISM) and Behavioral Process Model of Personalty (BPMP). Finally, this chapter identifies future directions for research on faking.Less
The goal of this chapter is to re-examine research and theory on impression management by examining alternatives to the trait-realist perspective on personality. By examining alternatives lenses on personality and faking, it is hoped this will spur new directions for theory and research on faking. This chapter briefly summarizes existing research on impression management and response distortion and, second, discuss the need and associated benefits of a shift to alternate theoretical perspectives, with an emphasis on the identity theory and social-cognitive perspectives. This chapter focuses the discussion on two recent theoretical perspectives; the Personality and Role Identity Structural Model (PRISM) and Behavioral Process Model of Personalty (BPMP). Finally, this chapter identifies future directions for research on faking.
Bick-Har Lam
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9789888083428
- eISBN:
- 9789882209848
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888083428.003.0006
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This chapter explains how a person develops through the processes of socialization, environmental interaction and self-concept formation. Important psychological concepts such as self-esteem, ...
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This chapter explains how a person develops through the processes of socialization, environmental interaction and self-concept formation. Important psychological concepts such as self-esteem, self-concept, self-image and the ‘moral self’ are discussed. This important chapter describes the many environmental influences on the development of ‘the self’ within the Confucian context.Less
This chapter explains how a person develops through the processes of socialization, environmental interaction and self-concept formation. Important psychological concepts such as self-esteem, self-concept, self-image and the ‘moral self’ are discussed. This important chapter describes the many environmental influences on the development of ‘the self’ within the Confucian context.
Jerry Suls, Rebecca L. Collins, and Ladd Wheeler (eds)
- Published in print:
- 2020
- Published Online:
- December 2019
- ISBN:
- 9780190629113
- eISBN:
- 9780190629137
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190629113.001.0001
- Subject:
- Psychology, Social Psychology
This edited volume presents both classic and contemporary conceptual, empirical, and applied perspectives on the role of comparisons with other people—a core aspect of social life—that have ...
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This edited volume presents both classic and contemporary conceptual, empirical, and applied perspectives on the role of comparisons with other people—a core aspect of social life—that have implications for the self-concept, opinions, subjective and physical well-being, conformity, decision-making, group behavior, education, and social movements. The volume is comprised of original chapters, authored by noted experts, divided into three sections: basic comparison processes, neighboring fields, and applications. The first section is comprised of chapters that update classic theories and present advances, such as the dominating effect of local versus global comparisons, an analysis of the psychology of competition, how comparisons across different domains influence self-concept and achievement, and the integral connections between stereotyping and comparison. The second section introduces perspectives from neighboring fields that shed new light on social comparison. These chapters range from judgment and decision science, cognitive psychology, social network theory, and animal social behavior. The third section presents chapters that describe applications of comparison, including relative deprivation; health psychology; the effects of income inequality on well-being; the relationships among social hierarchies, power, and comparison; and the interconnections of psychological processes such as comparison and differential construal that favor the status quo and can discourage social action in the face of injustice and inequity.Less
This edited volume presents both classic and contemporary conceptual, empirical, and applied perspectives on the role of comparisons with other people—a core aspect of social life—that have implications for the self-concept, opinions, subjective and physical well-being, conformity, decision-making, group behavior, education, and social movements. The volume is comprised of original chapters, authored by noted experts, divided into three sections: basic comparison processes, neighboring fields, and applications. The first section is comprised of chapters that update classic theories and present advances, such as the dominating effect of local versus global comparisons, an analysis of the psychology of competition, how comparisons across different domains influence self-concept and achievement, and the integral connections between stereotyping and comparison. The second section introduces perspectives from neighboring fields that shed new light on social comparison. These chapters range from judgment and decision science, cognitive psychology, social network theory, and animal social behavior. The third section presents chapters that describe applications of comparison, including relative deprivation; health psychology; the effects of income inequality on well-being; the relationships among social hierarchies, power, and comparison; and the interconnections of psychological processes such as comparison and differential construal that favor the status quo and can discourage social action in the face of injustice and inequity.
Ann Oakley
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781447349341
- eISBN:
- 9781447349365
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447349341.003.0004
- Subject:
- Sociology, Gender and Sexuality
This chapter shows how having a first baby is a journey into the unknown in more senses than one. Apart from the birth, which is the central drama in the transition to motherhood, three changes have ...
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This chapter shows how having a first baby is a journey into the unknown in more senses than one. Apart from the birth, which is the central drama in the transition to motherhood, three changes have to be accomplished more or less simultaneously: giving up paid work, taking up a totally new occupation — that of mother, and becoming a housewife. For a minority of women the break in paid-work career will be short, and the necessary adjustment to domesticity only temporary. But most women stay at home for several years. Unlike other changes of occupation, this transformation into mother and housewife entails more than small changes in routine. But while domesticity may be a theme running through women's lives from birth to death, suddenly having no other occupation to call one's own may seriously injure a woman's self-concept — ideas she has cherished about herself as a person. Such occupational hazards of being female may of course have no impact on some women; but in the mind, in anticipation, they hover as grey possibilities on the horizon.Less
This chapter shows how having a first baby is a journey into the unknown in more senses than one. Apart from the birth, which is the central drama in the transition to motherhood, three changes have to be accomplished more or less simultaneously: giving up paid work, taking up a totally new occupation — that of mother, and becoming a housewife. For a minority of women the break in paid-work career will be short, and the necessary adjustment to domesticity only temporary. But most women stay at home for several years. Unlike other changes of occupation, this transformation into mother and housewife entails more than small changes in routine. But while domesticity may be a theme running through women's lives from birth to death, suddenly having no other occupation to call one's own may seriously injure a woman's self-concept — ideas she has cherished about herself as a person. Such occupational hazards of being female may of course have no impact on some women; but in the mind, in anticipation, they hover as grey possibilities on the horizon.
Elaine N. Aron
- Published in print:
- 1999
- Published Online:
- March 2012
- ISBN:
- 9780195118872
- eISBN:
- 9780199848232
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195118872.003.0014
- Subject:
- Psychology, Clinical Psychology
This chapter reports the development and results related with different types of shyness in adolescents and adults. It specifically describes the research and theory on shyness with a focus on the ...
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This chapter reports the development and results related with different types of shyness in adolescents and adults. It specifically describes the research and theory on shyness with a focus on the varieties of shyness that are experienced during adolescence and adulthood. After considering the distinction between early- and later-developing shyness, it discusses the three-component model of adult shyness. It then introduces a new approach to withdrawn and dependent subtypes of shyness. Finally, it ends with some implications of the approach for future directions in theory, research, and treatment. It can be concluded that the personal revolution necessary for reorganizing the shy person's self-concept and social behavior is a difficult but achievable goal.Less
This chapter reports the development and results related with different types of shyness in adolescents and adults. It specifically describes the research and theory on shyness with a focus on the varieties of shyness that are experienced during adolescence and adulthood. After considering the distinction between early- and later-developing shyness, it discusses the three-component model of adult shyness. It then introduces a new approach to withdrawn and dependent subtypes of shyness. Finally, it ends with some implications of the approach for future directions in theory, research, and treatment. It can be concluded that the personal revolution necessary for reorganizing the shy person's self-concept and social behavior is a difficult but achievable goal.
Joëlle Proust and Martin Fortier (eds)
- Published in print:
- 2018
- Published Online:
- May 2018
- ISBN:
- 9780198789710
- eISBN:
- 9780191841675
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198789710.001.0001
- Subject:
- Psychology, Cognitive Psychology, Social Psychology
This book focuses on the variability of metacognitive skills across cultures. Metacognition refers to the processes that enable agents to contextually control their first-order cognitive activity ...
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This book focuses on the variability of metacognitive skills across cultures. Metacognition refers to the processes that enable agents to contextually control their first-order cognitive activity (e.g. perceiving, remembering, learning, or problem-solving) by monitoring them, i.e. assessing their likely success. It is involved in our daily observations, such as “I don’t remember where my keys are,” or “I understand your point.” These assessments may rely either on specialized feelings (e.g. the felt fluency involved in distinguishing familiar from new environments, informative from repetitive messages, difficult from easy cognitive tasks) or on folk theories about one’s own mental abilities. Variable and universal features associated with these dimensions are documented, using anthropological, linguistic, neuroscientific, and psychological evidence. Among the universal cross-cultural aspects of metacognition, children are found to be more sensitive to their own ignorance than to that of others, adults have an intuitive understanding of what counts as knowledge, and speakers are sensitive to the reliability of informational sources (independently of the way the information is linguistically expressed). On the other hand, an agent’s decisions to allocate effort, motivation to learn, and sense of being right or wrong in perceptions and memories (and other cognitive tasks) are shown to depend on specific transmitted goals, norms, and values. Metacognitive variability is seen to be modulated (among other factors) by variation in attention patterns (analytic or holistic), self-concepts (independent or interdependent), agentive properties (autonomous or heteronomous), childrearing style (individual or collective), and modes of learning (observational or pedagogical). New domains of metacognitive variability are studied, such as those generated by metacognition-oriented embodied practices (present in rituals and religious worship) and by culture-specific lay theories about subjective uncertainty and knowledge regarding natural or supernatural entities.Less
This book focuses on the variability of metacognitive skills across cultures. Metacognition refers to the processes that enable agents to contextually control their first-order cognitive activity (e.g. perceiving, remembering, learning, or problem-solving) by monitoring them, i.e. assessing their likely success. It is involved in our daily observations, such as “I don’t remember where my keys are,” or “I understand your point.” These assessments may rely either on specialized feelings (e.g. the felt fluency involved in distinguishing familiar from new environments, informative from repetitive messages, difficult from easy cognitive tasks) or on folk theories about one’s own mental abilities. Variable and universal features associated with these dimensions are documented, using anthropological, linguistic, neuroscientific, and psychological evidence. Among the universal cross-cultural aspects of metacognition, children are found to be more sensitive to their own ignorance than to that of others, adults have an intuitive understanding of what counts as knowledge, and speakers are sensitive to the reliability of informational sources (independently of the way the information is linguistically expressed). On the other hand, an agent’s decisions to allocate effort, motivation to learn, and sense of being right or wrong in perceptions and memories (and other cognitive tasks) are shown to depend on specific transmitted goals, norms, and values. Metacognitive variability is seen to be modulated (among other factors) by variation in attention patterns (analytic or holistic), self-concepts (independent or interdependent), agentive properties (autonomous or heteronomous), childrearing style (individual or collective), and modes of learning (observational or pedagogical). New domains of metacognitive variability are studied, such as those generated by metacognition-oriented embodied practices (present in rituals and religious worship) and by culture-specific lay theories about subjective uncertainty and knowledge regarding natural or supernatural entities.
Jack Martin and Ann-Marie McLellan
- Published in print:
- 2013
- Published Online:
- January 2013
- ISBN:
- 9780199913671
- eISBN:
- 9780199315949
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199913671.001.0001
- Subject:
- Psychology, Social Psychology
Most contemporary North Americans take for granted the universality of their conceptions and experiences of themselves as individuals with uniquely valuable psychological lives. However, such ...
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Most contemporary North Americans take for granted the universality of their conceptions and experiences of themselves as individuals with uniquely valuable psychological lives. However, such psychological conceptions of selfhood are historically quite recent, dating mostly from the late eighteenth century. Perhaps more surprisingly, understandings of ourselves as creatively self-expressive and strategically self-managing individuals are, for the most part, products of twentieth-century innovations in Enlightenment-based social sciences, especially disciplinary psychology, in both its scientific and professional guises. This book examines the role that psychology (especially educational psychology) played in the transformation of American and Canadian classrooms and schools into sites for the self-development of students, creating an ideal image of the successful student as self-expressive, enterprising, and entitled to forms of education that recognize and cater to such expressivity and enterprise. Specific attention is given to each of the major programs of psychological research and intervention in American and Canadian schools from 1950 to 2000: self-esteem, self-concept, self-efficacy, and self-regulation. Critical consideration is provided with respect to definitions, conceptualizations, research measures and methods, intervention practices, and the sociocultural consequences of these programs of inquiry and practice. In light of these considerations, the backlash against what some have come to regard as a self-absorbed generation of young people may be interpreted, at least in part, as a reaction to the scientific and professional activities of psychologists, many of whom now appear to share in the general concern about where their activities have left students, schools, and society at large.Less
Most contemporary North Americans take for granted the universality of their conceptions and experiences of themselves as individuals with uniquely valuable psychological lives. However, such psychological conceptions of selfhood are historically quite recent, dating mostly from the late eighteenth century. Perhaps more surprisingly, understandings of ourselves as creatively self-expressive and strategically self-managing individuals are, for the most part, products of twentieth-century innovations in Enlightenment-based social sciences, especially disciplinary psychology, in both its scientific and professional guises. This book examines the role that psychology (especially educational psychology) played in the transformation of American and Canadian classrooms and schools into sites for the self-development of students, creating an ideal image of the successful student as self-expressive, enterprising, and entitled to forms of education that recognize and cater to such expressivity and enterprise. Specific attention is given to each of the major programs of psychological research and intervention in American and Canadian schools from 1950 to 2000: self-esteem, self-concept, self-efficacy, and self-regulation. Critical consideration is provided with respect to definitions, conceptualizations, research measures and methods, intervention practices, and the sociocultural consequences of these programs of inquiry and practice. In light of these considerations, the backlash against what some have come to regard as a self-absorbed generation of young people may be interpreted, at least in part, as a reaction to the scientific and professional activities of psychologists, many of whom now appear to share in the general concern about where their activities have left students, schools, and society at large.
Robyn Fivush and Jessica McDermott Sales
- Published in print:
- 2004
- Published Online:
- March 2012
- ISBN:
- 9780195158564
- eISBN:
- 9780199848126
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195158564.003.0008
- Subject:
- Psychology, Cognitive Psychology
This chapter deals with emotional memory in children and focuses on the fact that the functional role of emotional remembering often depends on ...
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This chapter deals with emotional memory in children and focuses on the fact that the functional role of emotional remembering often depends on attributes of memories other than their historical accuracy. In particular, it explores the ways in which the structure and content of young children's emotional memories is co-constructed by the children and their parents, a process that varies from culture to culture and also depends on the child's gender. This co-construction is important for many reasons; among them, it is one of the essential means through which children gain a foundation for understanding themselves and their autobiographies. Also crucial here are the ways in which parent-child reminiscing about stressful experiences can guide the child's understanding of and coping with aversive events. By participating in parent-guided reminiscing, this chapter argues that children develop an emotional self-concept that simultaneously influences the way in which the past is remembered and forms the basis for understanding self in the present.Less
This chapter deals with emotional memory in children and focuses on the fact that the functional role of emotional remembering often depends on attributes of memories other than their historical accuracy. In particular, it explores the ways in which the structure and content of young children's emotional memories is co-constructed by the children and their parents, a process that varies from culture to culture and also depends on the child's gender. This co-construction is important for many reasons; among them, it is one of the essential means through which children gain a foundation for understanding themselves and their autobiographies. Also crucial here are the ways in which parent-child reminiscing about stressful experiences can guide the child's understanding of and coping with aversive events. By participating in parent-guided reminiscing, this chapter argues that children develop an emotional self-concept that simultaneously influences the way in which the past is remembered and forms the basis for understanding self in the present.
Jack Martin and Ann-Marie McLellan
- Published in print:
- 2013
- Published Online:
- January 2013
- ISBN:
- 9780199913671
- eISBN:
- 9780199315949
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199913671.003.0005
- Subject:
- Psychology, Social Psychology
This chapter presents a historical and critical examination of self-concept in psychological and educational inquiry and practice. Self-concept researchers (e.g. Pajares, Schunk, Shavelson) have ...
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This chapter presents a historical and critical examination of self-concept in psychological and educational inquiry and practice. Self-concept researchers (e.g. Pajares, Schunk, Shavelson) have recognized definitional and conceptual difficulties related to self-concept inquiry and several leading researchers have proposed more advanced statistical procedures and measures of self-concept. A critical historical examination suggests deeper problems concerning the ontological status of the self-concept. In particular, the view that the self-concept is a set of cognitive schemata, systems, and subsystems assumes an untenable interior homunculus. This chapter concludes with a critique of the self as an interior psychological entity. A more viable alternative is proposed that highlights the understanding and evaluation of oneself as these abilities emerge through interpersonal interactions within sociocultural practices.Less
This chapter presents a historical and critical examination of self-concept in psychological and educational inquiry and practice. Self-concept researchers (e.g. Pajares, Schunk, Shavelson) have recognized definitional and conceptual difficulties related to self-concept inquiry and several leading researchers have proposed more advanced statistical procedures and measures of self-concept. A critical historical examination suggests deeper problems concerning the ontological status of the self-concept. In particular, the view that the self-concept is a set of cognitive schemata, systems, and subsystems assumes an untenable interior homunculus. This chapter concludes with a critique of the self as an interior psychological entity. A more viable alternative is proposed that highlights the understanding and evaluation of oneself as these abilities emerge through interpersonal interactions within sociocultural practices.
Mark Clague
- Published in print:
- 2008
- Published Online:
- May 2012
- ISBN:
- 9780520251311
- eISBN:
- 9780520933811
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520251311.003.0003
- Subject:
- Music, History, American
This chapter reveals the memoirs in this book to be a response to a Virgin Islands “identity crisis” left in the wake of racial pressures from the U.S. mainland as well as the islands' own continuing ...
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This chapter reveals the memoirs in this book to be a response to a Virgin Islands “identity crisis” left in the wake of racial pressures from the U.S. mainland as well as the islands' own continuing economic struggles. It is a return to three local and traditional values that credits in part to the Danish past: discipline, a vibrant cosmopolitan culture, and tolerance. Cosmopolitism produced a tolerance of other ways of living that encouraged racial cooperation. Certainly, racism was present in the islands, but Adams experienced a tolerant, open society without institutionalized racial barriers. These values hope to redress the current imbalance toward materialism by reminding the people of the intrinsic worth of customs and by pointing out their relevance for present concerns. It is a social tool for shaping the self-concept of Virgin Islanders and preserving the strengths Adams feels are central to his islands' future.Less
This chapter reveals the memoirs in this book to be a response to a Virgin Islands “identity crisis” left in the wake of racial pressures from the U.S. mainland as well as the islands' own continuing economic struggles. It is a return to three local and traditional values that credits in part to the Danish past: discipline, a vibrant cosmopolitan culture, and tolerance. Cosmopolitism produced a tolerance of other ways of living that encouraged racial cooperation. Certainly, racism was present in the islands, but Adams experienced a tolerant, open society without institutionalized racial barriers. These values hope to redress the current imbalance toward materialism by reminding the people of the intrinsic worth of customs and by pointing out their relevance for present concerns. It is a social tool for shaping the self-concept of Virgin Islanders and preserving the strengths Adams feels are central to his islands' future.
Robert C. Roberts and Michael Spezio
- Published in print:
- 2019
- Published Online:
- August 2019
- ISBN:
- 9780190864873
- eISBN:
- 9780190864910
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190864873.003.0009
- Subject:
- Philosophy, Moral Philosophy
After a period in l’Arche communities, members’ self-other concept often changes from what is typical for modern secular societies to that of receiving “life” from and giving “life” to others. The ...
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After a period in l’Arche communities, members’ self-other concept often changes from what is typical for modern secular societies to that of receiving “life” from and giving “life” to others. The two kinds of construal are mutually contrary. Following Jean Vanier, we call the ethos guiding the first construal the Normal. Its leading concepts are success, competence, competition, advancement, achievement, power, superior-inferior, and rival as criteria for evaluating persons. Here the relations of self and other are distancing, alienating, ones of differential competence, superior or inferior achievement, competition for power, being winner and loser, etc. Contrastingly, the concepts governing self-other construals characterizing long-term living in l’Arche are mutuality, vulnerability, forgiveness, compassion, reconciliation, belonging, and friendship. Humble love combines two complementary virtues: humility and agapê. The tyranny of the Normal erects walls that impede the symmetrical construals of self-other characteristic of humble love. Humility dissipates or undermines the distancing, alienating self-other construals, bringing down these walls.Less
After a period in l’Arche communities, members’ self-other concept often changes from what is typical for modern secular societies to that of receiving “life” from and giving “life” to others. The two kinds of construal are mutually contrary. Following Jean Vanier, we call the ethos guiding the first construal the Normal. Its leading concepts are success, competence, competition, advancement, achievement, power, superior-inferior, and rival as criteria for evaluating persons. Here the relations of self and other are distancing, alienating, ones of differential competence, superior or inferior achievement, competition for power, being winner and loser, etc. Contrastingly, the concepts governing self-other construals characterizing long-term living in l’Arche are mutuality, vulnerability, forgiveness, compassion, reconciliation, belonging, and friendship. Humble love combines two complementary virtues: humility and agapê. The tyranny of the Normal erects walls that impede the symmetrical construals of self-other characteristic of humble love. Humility dissipates or undermines the distancing, alienating self-other construals, bringing down these walls.
Lynne Rudder Baker
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199914722
- eISBN:
- 9780199347483
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199914722.003.0003
- Subject:
- Philosophy, Philosophy of Mind
Chapter 2 discusses what it would take to "naturalize" the first-person perspective—that is, to bring it into line with scientific naturalism. There are two stages of a first-person perspective. ...
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Chapter 2 discusses what it would take to "naturalize" the first-person perspective—that is, to bring it into line with scientific naturalism. There are two stages of a first-person perspective. The rudimentary stage, enjoyed by higher nonhuman animals and human infants, is a product of consciousness and intentionality. The more sophisticated robust stage, which requires a self-concept (an “I*-concept”), underwrites numerous human activities (e.g., plans for the future, marriage vows, assessment of one's desires) and is unique to language-users. At the robust stage, one has the capacity to think of oneself in the first person, not only as the thinker or speaker, but also as the object of thought. My arguments will focus on the robust stage of the first-person perspective.Less
Chapter 2 discusses what it would take to "naturalize" the first-person perspective—that is, to bring it into line with scientific naturalism. There are two stages of a first-person perspective. The rudimentary stage, enjoyed by higher nonhuman animals and human infants, is a product of consciousness and intentionality. The more sophisticated robust stage, which requires a self-concept (an “I*-concept”), underwrites numerous human activities (e.g., plans for the future, marriage vows, assessment of one's desires) and is unique to language-users. At the robust stage, one has the capacity to think of oneself in the first person, not only as the thinker or speaker, but also as the object of thought. My arguments will focus on the robust stage of the first-person perspective.
Lynne Rudder Baker
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199914722
- eISBN:
- 9780199347483
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199914722.003.0006
- Subject:
- Philosophy, Philosophy of Mind
Chapter 5 presents two positive arguments against scientific naturalization of the first-person perspective. After indicating that self-concepts imply that there are (dispositional) first-person ...
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Chapter 5 presents two positive arguments against scientific naturalization of the first-person perspective. After indicating that self-concepts imply that there are (dispositional) first-person properties, I mount a linguistic argument that first-person properties are irreducible and ineliminable. Then, I give an ontological argument for the same conclusion. The upshot is that as long as science (construed reductively or nonreductively) does not recognize first-person properties and include them in the ontology, it cannot provide a complete inventory of reality. In that case, ontological naturalism is false.Less
Chapter 5 presents two positive arguments against scientific naturalization of the first-person perspective. After indicating that self-concepts imply that there are (dispositional) first-person properties, I mount a linguistic argument that first-person properties are irreducible and ineliminable. Then, I give an ontological argument for the same conclusion. The upshot is that as long as science (construed reductively or nonreductively) does not recognize first-person properties and include them in the ontology, it cannot provide a complete inventory of reality. In that case, ontological naturalism is false.
Friederike Helm, Herbert W. Marsh, Theresa Dicke, and Jens Möller
- Published in print:
- 2020
- Published Online:
- December 2019
- ISBN:
- 9780190629113
- eISBN:
- 9780190629137
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190629113.003.0008
- Subject:
- Psychology, Social Psychology
This chapter introduces two extensions of the internal/external frame of reference (I/E) model. First, the authors discuss dimensional comparison theory (DCT) positing that in addition to social and ...
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This chapter introduces two extensions of the internal/external frame of reference (I/E) model. First, the authors discuss dimensional comparison theory (DCT) positing that in addition to social and temporal comparisons, self-evaluations are based on dimensional comparisons (e.g., “How my accomplishments in one domain compare with my accomplishments in another domain”). DCT consists of 10 related hypotheses regarding the causes, areas and effects of dimensional comparisons. It predicts strong contrast effects only for contrasting domains, but much weaker contrast, or even positive (assimilative), effects for complementary domains that are close to each other on the theoretical continuum. Second, the authors introduce the generalized I/E model, which describes the effects of dimensional and social comparisons not only within the academic domain but also in other areas. Generalized I/E also posits effects of social and dimensional comparison for other variables, such as motivational constructs, learning behaviors and personality characteristics. The authors describe new predictions, conceptual insights, and methodologies associated with the I/E model and its extensions into multiple academic domains (e.g., native language, foreign language, history) and nonacademic areas and motivational variables, in addition to self-concept.Less
This chapter introduces two extensions of the internal/external frame of reference (I/E) model. First, the authors discuss dimensional comparison theory (DCT) positing that in addition to social and temporal comparisons, self-evaluations are based on dimensional comparisons (e.g., “How my accomplishments in one domain compare with my accomplishments in another domain”). DCT consists of 10 related hypotheses regarding the causes, areas and effects of dimensional comparisons. It predicts strong contrast effects only for contrasting domains, but much weaker contrast, or even positive (assimilative), effects for complementary domains that are close to each other on the theoretical continuum. Second, the authors introduce the generalized I/E model, which describes the effects of dimensional and social comparisons not only within the academic domain but also in other areas. Generalized I/E also posits effects of social and dimensional comparison for other variables, such as motivational constructs, learning behaviors and personality characteristics. The authors describe new predictions, conceptual insights, and methodologies associated with the I/E model and its extensions into multiple academic domains (e.g., native language, foreign language, history) and nonacademic areas and motivational variables, in addition to self-concept.
Thomas S. Henricks
- Published in print:
- 2015
- Published Online:
- April 2017
- ISBN:
- 9780252039072
- eISBN:
- 9780252097058
- Item type:
- chapter
- Publisher:
- University of Illinois Press
- DOI:
- 10.5406/illinois/9780252039072.003.0004
- Subject:
- Sociology, Social Psychology and Interaction
This chapter describes play as a special pattern of meaning-construction, one way in which people make sense of their qualities and character as they interact with particular elements of situations. ...
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This chapter describes play as a special pattern of meaning-construction, one way in which people make sense of their qualities and character as they interact with particular elements of situations. In particular, it examines the extent to which behavior and experience are contextualized by environmental, bodily, psychological, social, and cultural patterns. Ultimately, it provides a general theory of play which centers on that behavior as a distinctive strategy of self-realization. The discussion on sense-making and play begins with an overview of a model of the contexts of play as action and play as experience, with particular emphasis on five different kinds of occurrences or patterns, or “fields of relationships,” that are critical contexts for thought, feeling, and action. The chapter also analyzes framing behavior, play as a distinctive way of constructing reality, the functionalism of play, play as self-realization, the concept of situated selves, self concept, and playfulness.Less
This chapter describes play as a special pattern of meaning-construction, one way in which people make sense of their qualities and character as they interact with particular elements of situations. In particular, it examines the extent to which behavior and experience are contextualized by environmental, bodily, psychological, social, and cultural patterns. Ultimately, it provides a general theory of play which centers on that behavior as a distinctive strategy of self-realization. The discussion on sense-making and play begins with an overview of a model of the contexts of play as action and play as experience, with particular emphasis on five different kinds of occurrences or patterns, or “fields of relationships,” that are critical contexts for thought, feeling, and action. The chapter also analyzes framing behavior, play as a distinctive way of constructing reality, the functionalism of play, play as self-realization, the concept of situated selves, self concept, and playfulness.
