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Fmst 210 Final Exam Questions And Answers.
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Fmst 210 Final Exam Questions And Answers.
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Fmst 210 Final Exam Questions AndAnswers.
Self-recognition - ANSWER- identification of the self as a physically unique being
through exploration of the environment (age 2-3)
Self-awareness - ANSWER- Occurs once babies realize they are separate, that
intentional behaviour conflicts with others, understanding others emotions, perspectives.
Sense of ownership (mine).
Categorical self - ANSWER- 18-30 months, children classify themselves and others on
the basis of perceptually distinct attributes and behaviours- age, gender, good/badness,
self-competencies, and physical characteristics
Remembered self - ANSWER- 2+ years: The child's life-story narrative, or
autobiographical memory, constructed from conversations with adults about the past.
Views themselves as unique within a world of others.
Enduring self - ANSWER- 4+ years: view of themselves persisting over time. ex: video
of themselves is still 'me'
Self concept - ANSWER- our understanding and evaluation of who we are: attitudes,
behaviours, values, uniqueness
How does self-concept change? - ANSWER- early childhood: based on observable
attributes (possessions, preferences, physical appearance, competencies, feelings,
membership in social groups)
middle: positive/negative personality traits, comparison with peers (ability, behaviour)
adolescence: attitudes, beliefs, traits, may vary based on context/audience, future-
oriented (nearing adulthood)
Self-concept video - ANSWER-
Social comparison - ANSWER- evaluating one's abilities and opinions by comparing
oneself with others
Challenges in adolescent identity exploration - ANSWER- Egocentrism, imaginary
audience, personal fables
,Egocentrism - ANSWER- Absorption: self-absorbed/ self-conscious, focus of others'
thinking and attention (ex: everyone thinks I'm stupid because I tripped - 'scripting/mind-
reading')
Imaginary audience - ANSWER- Imaginary audience (feel watched by others, so often
performative. ex: class clown)
personal fable - ANSWER- believe their experiences/feelings are unique and that no
one has ever felt as they do. These don't matter in the LT but at the time they really do
matter.
Marcia's model of identity formation: 4 types, examples - ANSWER- adolescence is a
time of formation of identity through phases, which do not occur in sequence: diffusion,
foreclosure, moratorium, achievement.
Diffusion - ANSWER- individuals confused/overwhelmed by the task of achieving
identity and therefore do little to achieve one. High school streams which set you on a
specific career path (ex: trades vs STEM) are difficult bc young teens may not know
their interests and are restricted from doing so. Mostly young teens
Foreclosure - ANSWER- individuals have an identity largely determined by adults rather
than from personal exploration of alternatives, often a resolution for identity crisis,
mostly young teens
moratorium - ANSWER- individuals still examining different alternatives and have yet to
find a satisfactory identity (gender, sexuality, personality). late teens/ early adults
alternate between this and achievement. Consider and reconsider occupations, life
choices, etc.
achievement - ANSWER- individuals have explored alternatives and deliberately
chosen a specific identity.
factors affecting development of self-concept - ANSWER- concrete, personality:
understand traits are linked to desires (ex: generous people like to share)
abstract, peer interaction: feedback from others changes our self-perception
ethnic/racial identity: feeling a part of an ethnic group and its customs, traditions,
heritage, culture, etc.
3 phases: not yet examined, beginning to explore, achieving distinct ethnic self-concept
self-esteem and its importance - ANSWER- judgements made about our abilities and
our feelings connected with those judgements, a component of self-concept. Important
in affecting emotional experiences, future behaviour, and mental health.
, difference between global and separate self-esteem - ANSWER- global: general
appraisal about self
separate: 6-7 years, attach greater importance to certain judgements, 4 types do not
contribute equally to global
4 types of separate self-esteem and examples - ANSWER- scholastic, social, athletic,
physical appearance
changes in stability of self-esteem during child development - ANSWER- Preschoolers:
highest
Elementary school: lowers to more realistic level as social comparison increases
Late elementary to high school: stabilizes, though may temporarily lower during school
transition
factors influencing self-esteem - ANSWER- Culture, parenting, actual competencies
cause or consequence self-esteem argument - ANSWER- Cause: Low SE causes kids
to have few friends so peers avoid them
Consequence: poor peer relationships cause kids to have low SE
how families and schools can support/build self-esteem - ANSWER- preschool: avoid
put downs, teach that everyone makes mistakes and how to learn from them, identify
personal skills/interests
elementary: try new things and hobbies, explore social/cultural factors
teens: encourage resilience, opportunities to try new things
manifestations of low self-esteem - ANSWER- problems with peers, psychological
problems, bullying/aggression, poor academic performance
Selman's stages of perspective-taking - ANSWER- Stages of imagining what others
might think or feel (5)
Movement from one stage to another in Selman's stages of perspective-taking is based
on what factor? - ANSWER- Cognition - much like Piaget
Describe each of Selman's stages, the ages, and examples - ANSWER-
Undifferentiated (3-6): you and other can have different thoughts/feelings, but confuse
the two
Social Informational (4-9): different povs occur because ppl can access different info
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