Children's reports of the sources of self‐knowledge

Abstract

Nursery schoolers and first-and third-graders participated in an interview which assessed recall, comprehension, and perceived importance of three sources of self-knowledge: social feedback, self-observation, and social comparison. For recall measures, these sources were embedded in stories about a child making a self-discovery. Recall of all three sources improved with grade level, and feedback was the best remembered self-validational process. Comprehension was defined as the ability to identify the sources as depicted in line drawings, and it, too, increased with grade level. All three sources were well understood by older children, but preschoolers had difficulty with the concept of social comparison. Ratings of importance, also assessed using line drawings, were independent of grade level. When selecting their own "very best" source of self-knowledge, children cited self-observation most frequently. A supplementary sample of preschoolers nominated the best source of self-knowledge for other children rather than for themselves; under these instructions, feedback from others emerged as the preferred source.Self-perceivers increasingly engage in metacognitive appraisals of themselves as they gain in experience and cognitive complexity (Flavell, 1979(Flavell, , 1981). An example is an activity that could be called meta-selfperception: people can reflect upon their strategies for developing selfknowledge and validating the self-concept.Formal theories of self-conception have suggested three sources of self-knowledge (Rosenberg, 1979;Shaver, 1975;Wegner & Vallacher,

Samoświadomość jako moderator wpływu dokonanej autoprezentacji na percepcję siebie po podjęciu decyzji w grze „dyktator”

“…Większość osób za najbardziej diagnostyczny uznaje ten pierwszy, introspekcyjny sposób pozyskiwania informacji o sobie (m.in. Andersen, Ross, 1984;Dymkowski, 1996;Schoeneman, 1981). Inaczej mówiąc, ludzie zwykle wierzą, że są najlepszymi znawcami samych siebie, a ich samowiedza jest najbardziej trafna i przystająca do rzeczywistości.…”

“…W przeprowadzonym eksperymencie, jakkolwiek zastosowano rozdzielenie percepcyjne, a osoby badane myślały, że biorą udział w dwóch niepowiązanych badaniach, pomiar cech następował zaledwie kilka, kilkanaście minut po tym, jak dokonano autoprezentacji. Podobne, dość krótkotrwałe rozdzielenie czasowe stosowano w większości dotychczasowych badań (Cisek, 2003;Madeja-Bień, 2012;Schoeneman, 1981), a nawet w niektórych przypadkach nadzór nad obydwoma pomiarami sprawował ten sam eksperymentator, choć druga część odbywała się pod pretekstem innego badania (Jones i in., 1981;Rhodewalt, Agustsdottir, 1986) lub też tego samego badania (Schlenker, Weigold, 1990;Tice, 1992). Nie są nam natomiast znane badania dotyczące internalizacji autoprezentacji, w których stosuje się znaczne odroczenie czasowe.…”

Specific features of team kinds of sports sportsmen’s individual characteristics

“…Success of human activity in social organizations depends on people's consolidation, co-operation, compatibility and conflict-free relations [12,22,32,43]. According to some authors [9,11,21,30], sport team is a special kind of contact community.…”

Perfection and Her Sisters: Exploring the Voices of Southland University's Female Undergraduates

“…Furthermore, the research dedicated to social comparison already suggests that people are reluctant to admit to engaging in comparison (Helgeson & Taylor, 1993;Hemphill & Lehman, 1991;Schoeneman, 1981). Hewitt, et al (2003) found that individuals with high PSP are more likely to be sensitive to the behaviors of others in social situations and to social comparison cues than individuals without high levels of PSP.…”

“…Although the psychology literature has established that social comparison is a universal characteristic of human beings, studies have found that people are generally reluctant to admit to engaging in social comparison (Helgeson & Taylor, 1993;Hemphill & Lehman, 1991;Schoeneman, 1981). Brickman and Bulman (1977) suggested that comparisons are so automatic in humans that people are frequently oblivious that they have made or make comparisons.…”