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Lesson-3 The Self As Cognitive Construct

This lesson explores the concept of the self in psychology, highlighting various definitions and theories from notable psychologists like William James and Carl Rogers. It emphasizes the interplay between individual cognition and social influences in shaping self-concept and identity. Activities are included to encourage personal reflection and analysis of how self-perception is influenced by external perceptions and social interactions.

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Maj Myrielle
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36 views40 pages

Lesson-3 The Self As Cognitive Construct

This lesson explores the concept of the self in psychology, highlighting various definitions and theories from notable psychologists like William James and Carl Rogers. It emphasizes the interplay between individual cognition and social influences in shaping self-concept and identity. Activities are included to encourage personal reflection and analysis of how self-perception is influenced by external perceptions and social interactions.

Uploaded by

Maj Myrielle
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson 3: The Self as

Cognitive Construct
Learning Outcomes
• Identify the different ideas in psychology about the “self”.
• Create your own definition of the “self” based on the
definitions from psychology.
• Analyze the effects of various factors identified in
psychology in the formation of the “self”.
What is Psychology?
• Psychology is the scientific study of the mind and
behavior.
• Psychologists are actively involved in studying and
understanding mental processes, brain functions, and
behavior. The field of psychology is considered a "Hub
Science" with strong connections to the medical
sciences, social sciences, and education (Boyack,
Klavans, & Borner, 2005).
INTRODUCTION
• As discussed in the previous lesson, every field of study, have
their own research, definition, and conceptualization of self
and identity.
• Modern researchers acknowledge the contributions of each
field and this is not some sort of a nurture vs. nature,
society/culture vs. individual/brain.
Activity 1: “YOU THROUGH OTHERS’EYES”
1. This activity has two parts that try to
compare how we look at ourselves
against how people perceive us
depending on how we present
ourselves to them. For the first part,
list ten to fifteen (10) qualities or
things that you think define who you
are.
For the second part, in the space below, write “I
am________________(your name). Who do you
think I am based on what you see me do or hear
me say? You can ask your neighbor, friends or
classmates.
ANALYSIS
• Compare what you wrote about yourself to those written by your
classmates. What aspects are similar and which are not?
• What aspects are sometimes true or circumstantial? What aspects
do you think are not really part of your personality? Write your
answers below.
•Psychology may focus on the
individual and the cognitive
functions, but it does not discount
the context and other possible
factors that affect the individual.
ABSTRACTION
In confidence or in attempt to avoid further analytical
discussions, a lot of people say,
William James(1890)
I AND ME
I Me
• Thinking • Physical
• Acting Characteristics
• Feeling Self • Psychological
Capabilities
William James(1890) THE “I” and “ME”
• Definition: The "I" represents the subjective and active aspect of
the self. It is the immediate, spontaneous, and creative part of
one's consciousness.
• Characteristics: The "I" is the source of personal agency,
individuality, and the capacity for making choices. It is the aspect
of the self that experiences and initiates action.
• Example: When you decide to speak up in a meeting or express
your unique perspective, that spontaneous and personal choice is
an expression of the "I."
William James(1890) THE “I” and “ME”
• Definition: The "me" represents the objective and social aspect of
the self. It is the part of one's consciousness that reflects on and
recognizes oneself as an object in the social world.
• Characteristics: The "me" is shaped by social roles, norms, and
expectations. It involves self-awareness, self-reflection, and an
understanding of how others perceive and judge us.
• Example: When you consider how your actions might be viewed
by others or when you adhere to societal norms in a particular
context, you are operating from the perspective of the "me."
Carl Rogers (1959)

Me
I What you think or
The one who acts
feel about your self
and decides
as an object
•SELF-CONCEPT VS IDENTITY

SELF-CONCEPT IDENTITY
What basically comes to Personal
your mind when you are Characteristics
asked about who you are. Social Roles
Responsibilities
Affiliations
Carl Rogers Self-Schema
• Organized system or
collection of knowledge HOBBIES
about who we are.

As you grow and FAMILY SELF RELIGION


adapt to the changes
around you, the also
change.
NATIONALI
TY
•Self identity and Self Concept are not
fixed in one time frame.
•Theories generally see the self and
identity as mental constructs, created
and recreated in memory(Smith
2012).
• Current researches
point to the frontal
lobe of the brain as
the specific area in the
brain associated with
processes concerning
the self (Smith 2012)
SIGMUND FREUD
•Freud saw the self, its mental
processes, and one’s behavior
as the results of the
interaction between the Id,
Ego, Superego.
ID (Psychoanalytic Theory of Personality)
• The id is the most primitive and instinctual part of the
personality. It operates on the pleasure principle, seeking
immediate gratification of basic needs and desires.
• Characteristics: The id is impulsive, irrational, and
unconscious. It doesn't consider social norms, morality, or
the reality of situations.
• Example: A crying infant demanding to be fed or comforted
is exhibiting the influence of the id.
EGO (Psychoanalytic Theory of
Personality)
• The ego develops from the id and operates on the reality
principle. It seeks to satisfy the id's desires in a way that is
realistic and socially acceptable.
• Characteristics: The ego is rational, conscious, and mediator
between the id and the external world. It considers
consequences and employs defense mechanisms to cope with
conflicts.
• Example: A child learns to wait patiently for a turn to play
with a toy instead of grabbing it immediately, reflecting the
influence of the ego.
SUPEREGO (Psychoanalytic Theory of Personality)
• The superego represents the internalized moral standards
and values of society, including the conscience. It develops
as a result of socialization and the internalization of cultural
and parental rules.
• Characteristics: The superego strives for perfection and
moral excellence. It can result in feelings of guilt or pride
based on whether behavior aligns with or violates
internalized standards.
• Example: A person may feel guilty after telling a lie, as the
superego enforces moral rules against dishonesty.
•Freud believed that a healthy personality
involves a balance between the id, ego, and
superego. An imbalance or conflicts between
these elements could lead to psychological
distress and impact behavior.
•However, one cannot fully discount the effects of
society and culture on the formation of self,
identity and self-concept.
•The above mentioned definitions of the self, social
interaction always has a part to play who we
think we are.
•This is not nature vs. nurture but instead a
nature-and nurture-perspective.
G.H Mead
Symbolic Interactionism
Argued that self is created and developed through
human interaction.
Three reasons why self and identity are
social products(Smith 2012).
1. We do not create ourselves out of nothing. Society
helped in creating the foundations of who we are and
even if we make our choices we will still operate in
our social and historical contexts.
Three reasons why self and identity are
social products(Smith 2012).
2. Whether we like to admit or not, we
actually need others to affirm and reinforce
who we think we are. We also need them
as reference points on our identity.
Three reasons why self and identity are
social products(Smith 2012).
3. What we think is important to us may also have
been influenced by what is important in our social or
historical context. i.e, Education, Money
THEREFORE
• Social interaction and group affiliation are vital
factors in creating our self-concept especially in the
aspect of providing us with our social identity or our
perception of who we are based on our membership
to certain groups (Tarry 2014).
Self-Awareness (Carver, Scheir 1981)

• Private self Public Self


• Internal Public image
standards, having a good
thoughts and presentation of
feelings yourself to others.
SELF-AWARENESS
Actual Self Ideal Self Ought Self
• Who you are at Who you like Who you
the moment to be think you
should be

i.e, a student who is an athlete was


academically challenged.
SELF-AWARENESS
Positive and Negative Side

• Can keep you from doing dangerous


• It can remind you that there is exam tomorrow
• It can be too much/Self conscious
(concerned on how we criticized by others)
• Deindividuation “loss of individual self awareness and
accountability in a group”
Social Comparison Theory
•We learn about ourselves, the
appropriateness of our behaviors, as well
as our social status by comparing
ourselves with other people.
Social Comparison Theory

• Downward Upward
• We create a positive-self concept  Comparing ourselves to those better than
by comparing ourselves with us.
those who are worse off than us.  While it can be a form of motivation for
• By having the advantage we can some, it may felt lower self-esteem as they
highlight more of their weakness.
raise ourselves.

It occurs both individuals and groups.


Social Comparison Theory
•It also entails what is called self-evaluation
maintenance theory, which states that we can
feel threatened when someone out performed
us especially when they are closed to us.
How do we react?
• We distance ourselves
• Silent treatment
• Reconsider the importance of
the aspect or skill in which you
were outperformed.
• Strengthen your selves to
improve that certain aspect.
Narcissism
• Characterized by overly high self-esteem, self-admiration,
and self-centeredness.
• They often charismatic because of how they take care of
their image.
• Although self-esteem is a very important
concept related to the self, studies have
shown that it only has a correlation, not
causality, to positive outputs and outlook
(Tarry 2014).

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