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| a fundamental part of every human, a symbolic construct which reflects our consciousness of our own identity |
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| a psychological state in which people are aware of their traits, feelings and behaviors. The realization of oneself as an individual entity-- learned not born with |
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| - an area of the frontal lobe in the cerebral cortex of the brain thought to be responsible for monitoring and controlling intentional behavior – although its not likely that just one part of the brain is responsible its shown to be important |
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| when an individual temporarily becomes aware of private, personal aspects of the self – ex. Looking in a mirror – 3 consequences for how people act |
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| Intensified emotional response |
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| - when people feel positive and think about those feelings they continue to feel very positive but when people are upset they continue to dwell on being upset which can lead to being depressed |
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| Clarification of knowledge- |
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| by focusing on internal events individuals are able to repot them with greater accuracy |
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| Adhere to personal standards of behavior |
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| as they are more aware of their true beliefs they will act in line with those beliefs rather than being influenced by normative pressures |
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| when a person is aware of public aspects of themselves that can be seen and evaluated by others – ex. When they are watched by others |
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| people are the focus of others attention they realize they are being appraised by those observers adherence to social |
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| Social standards of behavior |
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| people who are aware of the perceptions of others |
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| Private self-consciousness |
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| people who are high in it experience chronically heightened private self-awareness- experience more intense emotions, more likely to remain true to their personal beliefs and have more accurate self perceptions |
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| public self-consciousness |
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| people who are high in it are particularly concerned with how they are perceived by those around them- more concerned with their own physical appearance- more likely to judge others based on their physical appearance |
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| how all the knowledge we have about the world is stored- cognitive structures that represent the knowledge we have about a particular concept or type of stimulus |
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| reflects how we expect ourselves to think, feel and behave in a particular situation – a self schema consists of our perception of our self and incorporates our experience no this dimension |
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| if an aspect of the self is perceived as particularly important, if the person thinks they are extreme on that dimension and if they are certain that the opposite is not true for them |
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| control theory of self-regulation |
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| a cognitive feedback loop which illustrates four steps involved in self regulation: test, operate, test and exit |
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| the awareness of discrepancies between actual and ideal identity, but also on peoples emotional response to such discrepancies |
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| we learn how to define the self by comparing ourselves with those around us – it argues that beliefs, feelings and behaviors are subjective they are in isolation simply the product of our own ruminations – no objective benchmark against which we can compare them |
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| self-evaluation maintenance model |
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| what we do when we are faced with someone whose success has implications for our own self-esteem |
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| when we derive our self-esteem for the accomplishments of those who are close to us, without considering our own achievement in that domain |
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| comparing our own achievements with the achievements of the target person |
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| can be divided into those that reflect our personal identity and those that reflect our social identity |
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| those that reflect idiosyncratic aspects of the self, such as personality traits |
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| reflects the broader social groups to which we belong -- each social identity is associated with a range of attributes that characterize the prototypical group member |
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| a collection of shared beliefs about how group members should think and behave |
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| self-categorization theory |
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| focuses on the set of group norms that define collective identities |
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| the perception of themselves or others when an individuals social identity becomes salient |
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| exaggerate similarities within the group and differences with other groups |
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| subjective appraisal of themselves as intrinsically positive or negative and can have significant implications for psychological functioning |
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| individuals who respond with aggression to an ego-threat—they tend to have extremely high self-esteem believing that they are somehow special and superior to others but at the same time, their self-esteem is unstable |
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| a desire to know who we truly are, regardless of whether the truth is positive or negative |
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| we want to confirm what we already believe to be true about our self-concept, even if we see ourselves in a negative light |
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| a desire to seek out information about ourselves that allows us to see the self in a positive light—appears to be the most powerful self-motive |
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| when self-esteem has been damaged or threatened in some way, people often compensate by focusing on and publicly affirmation positive aspects of themselves, thereby allowing them to maintain a positive self- concept |
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| serving attribution bias- making attributions about themselves on the basis of their behavior |
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| self enhancing bias, attributing our success to internal characteristics |
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| we tend to show a self-protecting bias, attributing our failure to external characteristics |
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| when members of low status groups stop identifying with the group, disregarding that membership as a important part of their identity |
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| basking in reflected glory |
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| people derive a positive self-concept from the achievements of other group members even if they were not personally instrumental in those achievements |
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| cutting off reflected failure |
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| group who failed on the task were more likely to distance themselves from other members of their group |
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| the u.s. and Europe from early age children are encouraged to think of themselves as unique individuals |
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| children are encouraged to be obedient and respectful of their family and to conform to societal norms |
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| suggests that it is possible for an individual to deal with multiple identities by understanding the cultural assumptions that guide behavior and suing this knowledge to think and behave appropriately in each |
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| describes a focus on the way perceivers encode, process, remember, and use information in social contexts in order to make sense of other peoples behavior |
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| any real or imagined scenario including reference to self or others |
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| desire for consistency and stability, the ability to predict and control, makes us behave, rationally and logically testing our hypotheses about the behavior of others |
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| internal attribution/person attribution |
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| any explanation that locates the cause as being internal to the person such as personality, mood, abilities, attitudes, and effort |
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| external attribution/ situation attribution |
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| any explanation that locates the cause as being external to the person such as the actions of others the nature of the situation social pressures or luck |
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| the extent to which causes are relatively stable and permanent (natural ability) vs. temporary and fluctuating (being drunk) |
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| the extent to which causes can be influenced by others (efforts) vs. the extent to which they are random (luck) |
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| whether the behavior observed is consistent with or counter to social norms |
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| - this principle states that for something to be the cause of a particular behavior it must be present when the behavior is present and absent when the behavior is absent |
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| the extent to which other people in the scene react in the same way as the target person |
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| the extent to which the target person reacts in the same way on different occasions |
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| distinctiveness information |
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| the extent to which the target person reacts in the same way in other contexts |
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| dispositional attribution |
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| any explanation that locates the cause as being internal to the person (personality, mood, attitudes, abilities, effort) |
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| any explanation that locates the cause as being external to the person (actions of others, the nature of the situation, luck) |
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| timesaving mental shortcuts that reduce complex judgments to simple rules of thumb |
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| representativeness heuristic |
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| tendency to allocate a set of attributes to someone if they match the prototype of a given category |
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| the tendency to ignore statistical information in favor of representativeness information |
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| the tendency to judge the frequency or probability of an event in terms of how easy it is to think of examples of that event |
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| extent to which a concept is readily brought to mind |
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| a scientific field that examines how the behavior, feelings, and thoughts of individuals are influenced by the real imagined or implied presence of others |
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| memory affected by schemata |
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| affects our memory for people and events |
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| remember the beginning of the list |
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| bring about the outcome that is expected, belief becomes reality |
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| people make judgements about behavior |
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| nonverbal behaviors to serve, guide, control or direct interaction |
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| all nonverbal displays that signal emotion |
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| treat stimuli as more or less equivalent |
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| organized structure of knowledge that guides our perception, organization and memory for social information |
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| schema for a particular kind of person |
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| know them by where they fit into the social world first |
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| schema for a particular social situation, sequence of the events |
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| stuff about yourself, we have multiple schemata, have emotional connections |
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| information familiar with and stop processing |
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| schema made accessible in order for them to have an impact on us - individual differences in which schemata are accessible |
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| a broad term that describe a focus on the way perceivers encode, process, remember, and use information in social contexts in order to make sense of other peoples behavior |
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| any explanation that locates the cause as being external to the person such as the actions of others, the nature of the situation, social pressures or luck |
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| everything you believe to be true about yourself |
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| others believe and exceptions shape the self |
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| translate public identity into self concept - looking at oneself from the perspective of another - taking the role of another |
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| attribution about the self in regard to successes and failure - attribute achievements to themselves and the failures to the situations |
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| we all want to think highly of ourselves we all want to think positive as we can of ourselves |
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| target/ physical characteristics - the first think we think about a person |
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| everything that we do that isnt content of speech itself |
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| what everyone can plainly see |
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| much of what we know is based on observation, but most of the time its haphazard |
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| place or spot in a social system, there are a set of behaviors expected and certain thoughts or feelings with those sets of behaviors |
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| shared meaning people bring to situations |
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| not thought to be affected by emotions, thought to be mechanical |
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