Social and ethical interpretations in mental development: A study in social psychology.

Baldwin, James Mark

doi:10.1037/12907-000

Cited by 404 publications

(216 citation statements)

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“…From Baldwin (1902) came the conception of the stages (especially the description of the first two stages) and a theory that growth occurs through a process of continual small adjustments-"assimilations" and "accomodations"-which tend toward a state of homeostasis. From Hobhouse (1906) came the evolutionary doctrine that links societal evolution to moral progress.…”

mentioning

confidence: 99%

Societal Complexity and Moral Development

Edwards

1975

Ethos

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mentioning

confidence: 99%

Societal Complexity and Moral Development

Edwards

1975

Ethos

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“…For Baldwin, the socius, a dialectic consisting of one's views of ego and of alters, is the self and is personality. Although Baldwin's (1897Baldwin's ( /1973) assertion may seem extreme to contemporary personality psychologists, the notion that a person's perceptions of others, as well as of self, reveal important components of his or her personality is common to a variety of otherwise diverse modern personality theorists. Sullivan's (1953, pp.…”

Section: Social Personalitymentioning

confidence: 99%

“…This assumption has its roots in the very early formulations of modern social psychology (Baldwin, 1897(Baldwin, /1973Cooley, 1902;Mead, 1934). Of these early American thinkers, it is the psychologist, Baldwin, who first enunciated the concept of social selfor socius, as he called it-as a way of representing the personality of an individual.…”

Section: Social Personalitymentioning

confidence: 99%

A study of personality in literary autobiography: An analysis of Thomas Wolfe's Look Homeward, Angel..

Rosenberg

1989

Journal of Personality and Social Psychology

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Analyzed physical and psychological traits used by Thomas Wolfe to describe self and others in Look Homeward, Angel as a method for studying personality. Set-theoretical comparisons (HICLAS algorithm) of the traits he attributed to self during 5 successive age periods revealed that Wolfe viewed his development as the accumulation over time of core family traits, particularly those of father. Multidimensional scaling revealed sharp differences between trait content Wolfe attributed to self and family and trait content he attributed to nonfamily. Interpretable differences were also found between family and nonfamily in the proportion of unique traits attributed to a person. In addition, differences were found in the proportion of unique traits attributed to self during the 5 different age periods. Implications of the findings for personality are discussed.

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“…Whereas the symbolic interactionists emphasized the influence of the environment in the development of the self, Baldwin (1897Baldwin ( /1973 and James (1890James ( /1950 stressed the importance of the active role of the individual to this process. Baldwin (1897Baldwin ( /1973, in particular, noted that children do not become entirely defined by their environment, but exert influence on their own selves by their past and current experiences. Similarly to this classic view, later psychologists (e.g., Bandura 1982;Gecas & Schawalbe, 1983) have also emphasized the active role of the individual in the process of self-perception formation.…”

Section: Adolescent Psychosocial Developmentmentioning

confidence: 99%

“…Like Mead (1934Mead ( /1972, some of the early self-theorists (e.g., Baldwin, 1897Baldwin, /1973James, 1890James, /1950 also made a distinction between two fundamental aspects of the self in terms of an I-self (i.e., the self as recognizing and interpreting perceptions while interacting with the environment) and a Me-self (i.e., the self as evaluated and known to the individual or the social environment). Whereas the symbolic interactionists emphasized the influence of the environment in the development of the self, Baldwin (1897Baldwin ( /1973 and James (1890James ( /1950 stressed the importance of the active role of the individual to this process. Baldwin (1897Baldwin ( /1973, in particular, noted that children do not become entirely defined by their environment, but exert influence on their own selves by their past and current experiences.…”

Section: Adolescent Psychosocial Developmentmentioning

confidence: 99%

Swedish parents' self‐reported use of discipline in response to continued misconduct by their pre‐school children

Palmérus

Jutengren

2003

Infant and Child Development

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This thesis examined two key aspects of intergenerational disagreements. The first aspect dealt with Swedish parents' preferences for discipline with respect to the national emphasis on child democracy. Parents of preschool children were interviewed so as to examine their responses to hypothetical situations typical of common child misbehavior and their use of three assertive disciplinary strategies (coercion, behavior modification, and verbal control) were examined. In Study I, Swedish fathers' preferences for discipline were compared with the preferences of fathers from the United States (U.S.). The results showed that fathers' overall references to assertive discipline were on the same level in the Swedish sample as they were in the U.S. sample. However, compared with the Americans, the Swedes mentioned using more verbal control and less behavior modification. The aim of Study II was to investigate how Swedish parents respond across initial and recurring episodes of child misconduct. Parents' overall reports of assertive discipline revealed no significant shifts across first-and second-time child transgressions. In terms of individual strategies, however, fathers did exchange verbal control for coercion and behavior modification, but only when faced with serious situations. Although more research is needed to find out the possible effects of the national family policy in Sweden, a general conclusion is that Swedish parents seem to employ a restrictive, rather than punitive, approach to parent-child conflict. The second aspect of this thesis focused on the links between parental authority and adolescents' psychosocial adjustment. The purpose was to address some of the limitations that developmental researchers have noted in widespread typology models of parenting styles. To separate adolescents' voluntary co-operation with parental expectations from parents' deliberate intentions to exert behavior control, in contrast with many previous investigations, Study III measured the strategies of firm control and monitoring by asking parents for their responses to hypothetical situations involving potential conflict. The results indicated little support for a direct association between parental use of firm control and monitoring on the one side and adolescents' psychosocial adjustment on the other. Attempting to add to the understanding of the links between parenting and adolescent psychosocial adjustment, Study IV examined adolescents' perceptions of how conflicts with their parents are usually resolved (i.e., conflict resolution schemas). The results revealed that adolescents with high and low levels of adjustment differed in their views of how conflicts with their parents were usually resolved. In particular, well-adjusted adolescents were more likely to see themselves as complying with parental expectancies on a voluntary basis. In conclusion, characteristics of the parent-adolescent relationship that promote adolescents' conflict resolution expectancies seem to be more important to adolescents' positive developme...

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Social and ethical interpretations in mental development: A study in social psychology.

Cited by 404 publications

References 0 publications

Societal Complexity and Moral Development

Societal Complexity and Moral Development

A study of personality in literary autobiography: An analysis of Thomas Wolfe's Look Homeward, Angel..

Swedish parents' self‐reported use of discipline in response to continued misconduct by their pre‐school children

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