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DESCRIBING YOURSELF

DESCRIBING YOURSELF ARE YOU GOOD AT GETTING UP EARLY IN THE MORNINGS TO GO TO CLASS? WHAT IS YOUR RITUAL? DO YOU STUDY BETTER AT LATE NIGHT OR ERALY MORNINGS? WHAT´S YOUR RITUAL?. Self-schemas. SCHEMA: Organized set of related cognitions about a person , event or experience .

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DESCRIBING YOURSELF

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  1. DESCRIBING YOURSELF • ARE YOU GOOD AT GETTING UP EARLY IN THE MORNINGS TO GO TO CLASS? WHAT IS YOUR RITUAL? • DO YOU STUDY BETTER AT LATE NIGHT OR ERALY MORNINGS? WHAT´S YOUR RITUAL?

  2. Self-schemas • SCHEMA: Organizedset of relatedcognitionsabouta person, eventorexperience. • SELF-SCHEMA: • * Self-conceptionsthatguideusorganisingourthoughts and feelingsaboutourexperiences in a particular lifearea. • * Mental frameworksthatbundleknowledgetogether in a organizedway. Stored in memory. • ADVANTAGES: • Enablequickanswers and behaviours. • Lendorder to pastexperiences (memories). • Forseefailureorsuccess in futureevents. • Helpto understand new experiences. • Increaseoursense of control. We are schematic (+/-) in relevantlifeareasoractivities(Markus, 1977) NAIVE EXPERIMENTERS Healthyindividualsmay be aschematic in medical issues.

  3. GENERAL EXAMPLES • Physicalcharacteristics ('I'mpretty,' 'I'moverweight') • Interests ('I lovesports,' 'I like art') • Personalitytraits ('I'mshy,' 'I'mfriendly') • Behaviors ('I'massertive,' 'I avoidconflict') SELF-SCHEMATA Knowingoneself SELF-CONCEPT Picturingoneself SELF-ESTEEM Assesingoneself Knowledge-structure Experiences Expectancies Images Word-listings Possitivenesssprectrum

  4. TYPE OF SCHEMATA VIDEO-EX 6.38 • SELF-SCHEMA (unconcious introspection…) • PERSONALITY TRAIT / ADORNMENT / GARMENT • SOCIAL GROUPS/SITUATIONS (e.g. police) • ROLES SCHEMA / RELATIONSHIPS (e.g. politician, teacher, father) • PROBLEM RESOLUTION SCHEMA: No personal / social content HEURISTICS.

  5. Sexual self-schemas YOUNG SCHEMA QUESTIONNAIRE (Andersen et al., 1999)

  6. Self-esteem: evaluatingtheself PEOPLE OBJECTS • Essentialfor: • Regulateownemotions • Forseeemotionalreactions of others • Control other´sbehaviours (e.g. negotiation) • Achievelong-term targets • Creativity, health, sport,… Cognitive Socio-emotional developmentdevelopment Interactionmoves EMOTIONS (“bells”) EMOTIONAL INTELLIGENCE Ability to perceive, understand and manageemotions (Salovey & Grewal, 2005).

  7. THE “SEM” THEORY VIDEO • Self-related motives to interact: • Enhanceself-esteem • Maintainself-consistency Self-EvaluationMaintenanceTheory (Tesser, 1988) Context Self-enhancementbiases Status Reduce relevanceofcontext (test) BIRG Reduce status Improveownbehaviour Diminishrelationship 99 Closeother 90 Self Social situation Social relationship

  8. THE TRIPARTITE SELF • IDEAL ME • INTERNALIZED STANDARS • WANNABE´s • Individual self comprise unique attributes • Relational self comprises partner-shared attributes • Collective self comprises ingroup-shared attributes Me (THE FAREST ME) SELF-DISCREPANCY THEORY (Heider, 1958) ALTER EGO = A second self or different version of oneself such as a * trusted friend *the opposite side of a personality, Clark Kent and his alter ego Superman * fictional character that is the author's alter ego Me (ALTER EGO) I

  9. Self-servingbiases ROSENTHAL EFFECT • Tendency to attribute positive outcomes to our behaviour (internal) and negative ones to external factors (Weiner, 1986). • Explanations: • Motivational strategy: We need to take credit for own successes  self-esteem. • Information-processing strategy: We fulfill success expectancies (superstitions). • Self-verification: matching the “I” and “Me” whether it is pos. or neg. (Jones, 1990) • We prefer being ourself rather than verificating unrealistic selfs. • The self is actually an overall assessment of many selfs. • Stability is as important as enhancement in self-concept and self-esteem. Innerchild Stability Social self  Self-servingbiases Childhood ADOLESCENCE Adulthood

  10. Cognitivedissonance(L. Festinger, 1957) • DISCONFORT CAUSED BY THE CLASH OF TWO OR MORE BELIEFS, ATTITUDES OR / AND BEHAVIOURS (e.g. Smoking; Notpayingtaxes) • WE CAN JUSTIFY DISCRIMINATION BY MEANS OF S.D. • FESTINGER • STAGE 1: BORING TASK • STAGE 2: CONVINCE SOMEONE TO DO THE TASK LYING TO HIM/HER • COND. 1. ONE DOLLAR REWARD  Reallybelievethatthetaskwasnotboring • COND. 2.  20 DOLLARS REWARD    Lyingwasjustified  Suffered no C.D. • CONTROL COND. “Just do it” L. FESTINGER VIDEO

  11. Cognitivedissonance(L. Festinger, 1957) • Bycompensatingthoughts/actionswe can eliminate C.D. whenweactagainst moral orethicalvalues: • Changingbehaviour. • Changing a beliefthatjustifiesbehaviour. • Adding new cognitionsthatevensupportthebehaviour. • Wethenbuildconfortinglies (vs unpleasanttruths) • We ignore alternativesfor a betterself-portrait. TV EXAMPLE

  12. F. Heider´s Balance Theory • -WE HAVE AN URGE TO MAINTAIN ONE´S VALUES AND BELIEFS OVER TIME. • -WE SHOULD PERCEIVED AN EQUILIBRIUM BETWEEN THEM P = "I DON´T LIKE "O" BUT I DISLIKE "X" O = THE OTHER X = CONNECTING OBJECT "X" WAS A PROPOSAL OF "O" P = PERSON O = THE OTHER X = CONNECTING OBJECT Balance = 3+ or 2- and 1+ Imbalance = 2+ and 1-

  13. Strack et. Al. 1988 • Explanations: • Bifactorialtheory of emotion: Facial expression (smile) + Cognitiveinterpretation = emotion. • Congruencetheory in self-expression: VC and NVC matching. [Yoga poses]: Useful for mental health. [Laughter therapy]: Forcing a smile. [Anthropology]: Smile is an universal gesture though culturally determined. [NLP ]: Matching others poses, gestures and facial expressions.

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