social3 powerpoints
TRANSCRIPT
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Beyond the Textbook Slides:
Keltner - Origins of Self
Knowledge
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Beyond the Textbook Slides:
Gilovich - Origins of Self
Knowledge
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“People prefer situations in which they have choice and control to those in which they do not.”
a) True b) False“People believe that the same rules should apply toeveryone—individuals should not be singled outfor special treatment because of their personalattributes or connections to important people.”
a) True b) False
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Common adages in East and West• “The squeaky wheel gets the grease.”• “If you’ve got it, flaunt it.”• “The empty wagon makes the most noise.”• “The nail that stands up is pounded down.”• “jibun,” self in Japanese = “shared life space”
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Standing out or blending in?
• Ss at SFO fill out a
questionnaire and then are
allowed to choose a penfrom a group of 5 as a gift.
Either 1 of one color and 4
of another, or 2 of one and
3 of another. Data = %
choosing less commoncolor.!
(Kim & Markus, JPSP, 1999)!
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Similarity Assessments
• Is Scotland more similar to England, or• Is England more similar to Scotland?• Is your best friend more similar to you, or• Are you more similar to your best friend?
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Culture, Choice, and Intrinsic Motivation
continued!Data = secs. !spent on task!
Iyengar & Lepper, JPSP, 1999)
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Culture, Choice, and Intrinsic Motivation
• Anglo- and Asian
American 2nd, 3rd, and
4th graders solve sets of anagrams that: a) they
chose, b) the E chose, or
c) their mother chose.
Performance monitored
and subsequent “freechoice” play assessed.
(Data= number solved)!Iyengar & Lepper, JPSP, 1999!
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The Seven Cultures of Capitalism
(Hampden-Turner & Trompennaars, 1993)• Which job would you prefer? a) one in which personal
initiatives are encouraged and individual initiatives are
achieved, or b) one in which no one is singled out forpersonal honor but everyone works together?• More than 90% of U.S., Canadian, Australian, British,
Dutch, and Swedish respondents preferred “a”• Fewer than 50% of Japanese and Singaporeans chose “a”• Germans, Italians, Belgians, and French in between
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The Seven Cultures of Capitalism
(Hampden-Turner & Trompennaars, 1993)• “If I apply for a job at a company, I: a) will almost
certainly work there for the rest of my life, b) am almost
certain that the relationship will have limited duration
• More than 90% of U.S., Canadian, Australian, British, and
Dutch respondents chose “b”• Only 40% of Japanese respondents chose “b”• Again, French, German, Italian, and Belgian respondents
were in between
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The Seven Cultures of Capitalism
(Hampden-Turner & Trompennaars, 1993)• “Do you agree with the following: It is important for a
manager to be older than his subordinates. Older people
should be more respected than younger people”
• More than 60% of U.S., Canadian, Australian, British, and
Swedish rejected this idea• Only 40% of Japanese, Korean, and Singaporean
respondents rejected this idea• Again, the French, Italians, Germans, and Belgians were in
between
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The Seven Cultures of Capitalism
(Hampden-Turner & Trompennaars, 1993)• If a formerly productive employee becomes unproductive:
a) he should be dismissed because performance is the
proper criterion, regardless of age and previous record, b)it is wrong to disregard the years the employee has worked
for the company. • Americans and Canadians: 75% choose “a”• British, Australians, Dutch, and Belgians: 40% choose “a”• French, Italians, Germans, and Japanese : 30% choose “a”• Koreans and Singaporeans: 20% choose “a”
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• We hold these truths to be
self-evident, that all men are
created equal, that they are
endowed by their Creator
with certain unalienable
rights, that among these are
Life, Liberty and the pursuit
of Happiness.-
A person of humanity wishingto establish his own characteralso established the charaterof others.
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Japanese words for “I”watashi (when talking to a colleague)tochan (when talking to one’s child)ore (when talking to old friends)boku (when talking to close female friends)
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Percentage of “Role and Group Membership” Responses and “Personal
Characteristics” Responses on the “Who Am I?” Test!
Amer!Undrgrd! Kenyan!
Undrgrd! Nairobi!Office!Workers!
Masai!Tribe! Sambura!
Tribe!
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Individualistic Insults
Sexual Insults(segaiolo — wanker)
References to Excretia(stronzo — pile of shit)
Animal Analogies(porco — swine)
Ill Omens(che ti venga un cancro — I wish you a cancer))Negative Physical Features
(bruttone — you are incredibly ugly)
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Beyond the Textbook Slides:
Chen - Self Regulation
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Psych 160 Prof. Chen 33
Aspects of Self-Knowledge:Self-Discrepancies
Self-Discrepancy Theory (Higgins & colleagues)
Similar to self-complexity theory: multiple self-aspects
affective consequences associated w/how self-aspects are related
Different from self-complexity theory:
discrepancies between self-aspects
actual selves & hypothetical selves
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Psych 160 Prof. Chen 34
Self-DiscrepancyTheory (Higgins & his colleagues)
ACTUAL SELF: the self one thinks one actually is
IDEAL SELF: the self one aspires to be (i.e., hopes,
wishes, goals)
OUGHT SELF: the self one thinks one's significant others
wants one to be (i.e., duties, obligations)
KEY HYPOTHESIS: Thinking about discrepancies between
actual selves & ideal or ought selves specific emotions
Actual-Ideal Discrepancy dejection
Actual-Ought Discrepancy agitation
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Psych 160 Prof. Chen 35
Self-Regulation Refers to the processes by which people
initiate, alter, and control their behavior in
the pursuit of their goals
Given that successful goal pursuit often
requires resisting temptations, self-
regulation also captures people’s ability todelay gratification—that is, to prioritize long-term goals by foregoing short-term rewards
Psych 160 Prof. Chen 35
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Psych 160 Prof. Chen 36
Promotion and Prevention
Regulatory Focus
Promotion focus: regulating behavior with respect to ideal standards
focus on presence and absence of positive outcomes
Prevention focus: regulating behavior with respect to ought standards focus on presence and absence of negative outcomes
Psych 160 Prof. Chen 36
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Psych 160 Prof. Chen 37
Ego Depletion
A state, produced by acts of self
control, in which we lack the energyor resources to engage in further acts
of self-control
Psych 160 Prof. Chen 37
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Psych 160 Prof. Chen 39
Automatic Self-Control
Strategies? Over time and with practice, certain self-
control strategies can be automatized
Examples:
Temptations and goals become connected
in memory so that being presented with
temptations brings to mind goals (and goalsactually inhibit temptations!)
Faster to behaviorally approach goals and
avoid temptations, rather than the reversePsych 160 Prof. Chen 39
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Psych 160 Prof. Chen 40
Automatic Behavioral
Self-Control Strategies?
Psych 160 Prof. Chen 40
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Beyond the Textbook Slides:
Keltner – Organization of Self-
Knowledge
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Know thyself? Accuracy vs.
Illusion
• Long tradition of value of self insight – Greeks: Know thyself – Therapeutic insights – Self actualization movement: come to terms
with all facets of self –
Developmental theories (Levinson): come toterms with illusions
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Taylor & Brown, 1986: Illusions
and well-being: Know thyself • Comparisons of depressed, low self-esteem and controls• Illusion of control
– Langer: lottery, 227 cards – Choice (8.97) Gift (1.96)
• Unrealistic Optimism (Weinstein, 1980) – Good events more likely to happen to us than average
peer (good job, gifted child)
– Bad events more likely to happen to other (disease,
robbery, gum disease)• Unrealistically positive views of the self
– Self, own group more desirable traits than other, out group
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An explanation and a critique
• Illusions mood, motivation, good
relations well-being• Critiques
– Not serious illusions like psychosis – Swann: Ubiquity of positive self concepts
• Seek truth in feedback from others, even negative• Recall truthful information about self
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Beyond the Textbook Slides:
Chen – Motives Driving Self-
Evaluation
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Psych 160 Prof. Chen 46
Multiply Motivated Self
Enhancement
Accuracy Improvement
Consistency
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Psych 160 Prof. Chen 47
ENHANCEMENT • Examples we’ve already encountered?
• Self-serving attributional bias
• Self-presentation
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Psych 160 Prof. Chen 48
Self-Evaluation Maintenance Model (Tesser & his colleagues)
2 Fundamental Self-Evaluative Processes
Comparison Process
Reflection Process
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Psych 160 Prof. Chen 49
Two parameters that determine whether
comparison or reflection occurs:
1. relevance of domain to self-definition
2. closeness of the outperforming other
Irrelevant? Bask in reflected glory
Closer the other is, more basking
Relevant? Suffer by comparison
Closer the other is, more suffering
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Psych 160 Prof. Chen 50
Self-Evaluation Maintenance Model (Tesser & his colleagues)
Close friend
outperforms you in a self-
relevant domain:
Self-evaluation dilemma!
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Psych 160 Prof. Chen 51
Downward Social Comparisons
• Comparing ourselves to those who are worse or worse off than we are
• Everyday examples???
• Does making downward social comparisonswork? Do we feel better about ourselves?
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Psych 160 Prof. Chen 52
Health-Related Implications of
Downward vs. Upward Social Comparisons
• Bogart & Helgeson (2000)
Breast-cancer patients in support groups
Report on times when they talked to, heard about, or thought about other patients
Majority of social comparisons were downward—and themore comparisons were made, better patients felt
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Psych 160 Prof. Chen 53
ACCURACY
Desire for accurate self-assessments
Seek out most informative, diagnosticinformation
E.g., social comparison theory
Related to need for prediction and control
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Psych 160 Prof. Chen 54
IMPROVEMENT
Desire to improve the self
Seek out information and situationsrelevant to “ideal” visions of self
E.g., upward social comparisons
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Psych 160 Prof. Chen 55
CONSISTENCY
Desire for a consistent self-concept
Seek out (or act in ways that elicit)feedback that confirms existing
(positive or negative) self-conceptions
e.g., self-verification theory
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Art PowerPoints Chapter 3: The
Social Self
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Chapter 3
The Social Self
© 2013 W. W. Norton & Company, Inc.
Gilovich • Keltner • Chen • Nisbett
Social
PsychologyTHIRD EDITION
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Lecture PowerPoints Chapter 3:
The Social Self
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Chapter 3
The Social Self
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Nature of the Social Self
The Principles of Psychology (1890)
Individual self are beliefs about our unique
personal traits, abilities, preferences, tastes,
talents, and so forth
Relational self are beliefs about our identities
in specific relationships
Collective self are beliefs about our identitiesas members of social groups to which we
belong
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Origins of Self-Knowledge
Family influence and sibling dynamics
Diversification
Siblings may take on different roles in the family tominimize conflicts
Birth order may influence personality traits
Older siblings are often more responsible and
supportive of the status quo, younger siblings areoften more rebellious and open to new
experiences
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Family and Other Socialization Agents
Reflected self-appraisals
Beliefs about what others think of our social
selves
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Situationism and the Self
Aspects of the self may change depending
on the situation
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Situationism and the Self
Distinctiveness
May highlight aspects of the self that make us
feel most unique in a given context
For instance, age may seem more important to
self-definition if you are surrounded by much olderpeople
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Situationism and the Self
Working self-concept
Subset of self-knowledge that is brought to
mind in a particular context
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Situationism and the Self
Relational self-beliefs
Beliefs about our identities in specific
relationships
For instance, who you are as a son/daughter feels
different than who you are as a boyfriend/girlfriend
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Situationism and the Self
Collective self-beliefs
Beliefs about our identity as members of
important social categories
Examples could be identity based on citizenship,
ethnicity, gender, profession, and so on
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Situationism and the Self
Social context
Sense of self may shift dramatically
depending on with whom we are interacting
For instance, may feel different about the self
when interacting with authority figures than wheninteracting with subordinates
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Culture and the Social Self
Independent view of self
Self seen as a distinct, autonomous entity,
separate from others and defined by
individual traits and preferences
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Culture and the Social Self
Interdependent view of self
Self seen as connected to others, defined by
social duties and shared traits and
preferences
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Culture and the Social Self
Independent views of self more prominent
in North American and Western European
cultures
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Culture and the Social Self
Interdependent views of self more
prominent in many East Asian, South Asian,
Mediterranean, Latin American, andAfrican cultures
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Gender and the Social Self
Across cultures, men generally have more
independent and women have more
interdependent views of self Women likely to refer to relationships when
describing self
Women more attuned to external social cues
whereas as men more attuned to their internalresponses
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Gender and the Social Self
Differences may be due to socialization
Cultural stereotypes, parental feedback,
educational treatment
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Gender and the Social Self
Evolution may contribute to gender
differences
Independent views of self may advantagemales in acts like physical competition and
hunting
Interdependent views of self may advantage
females in acts related to maintaining socialbonds and care giving
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Social Comparison
Social comparison theory
The hypothesis that we evaluate ourselves
through comparisons to others
Downward social comparisons may boost self-
esteem by making us feel better about the
self
Upward social comparisons may motivate self-improvement
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Narratives about the Social Self
Self as a narrative
Construct a story about the self to make sense
of who we are and how we’ve changed over
time
Individualists may recall life events from their
own perspective
Collectivists may recall life events from others’perspective
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Organization of Self-Knowledge
Knowledge about the self helps organize
how we behave in different situations and
with different people
Social self-beliefs
Beliefs about the roles and duties we assume
in different groups
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Organization of Self-Knowledge
Self-schema
Knowledge about the self
Conclusions about our behaviors andpreferences and about how we are viewed
by others
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Organization of Self-Knowledge
Self-reference effect
Better memory for information related to the
self
For instance, better memory for a list of adjectives
if considering whether the adjectives apply to theself
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Organization of Self-Knowledge
Self-complexity
The tendency to define the self in terms of
multiple domains that are relatively distinct
from one another in content
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Self-esteem
Self-esteem
The positive or negative overall evaluation
that each person has of himself or herself
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Self-esteem
Contingencies of self-worth
An account of self-esteem that maintains that
self-esteem is contingent on successes and
failures in domains on which a person has
based his or her self-worth
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Social Acceptance and Self-Esteem
Sociometer hypothesis
A hypothesis that maintains that self-esteem is
an internal, subjective index or marker of the
extent to which a person is included or looked
on favorably by others
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Culture and Self-Esteem
Members of individualistic cultures tend to
report higher levels of self-esteem than
members of collectivistic cultures
Feeling good about the self as an individual is
more valued in Western cultures
For instance, many Asian languages have no
equivalent word for the idea of self-esteem
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Culture and Self-Esteem
Members of collectivistic cultures place
more value on self-improvement
Less emphasis on feeling good about the self
and more emphasis on feeling good about
one’s contribution to collective goals
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Culture and Self-Esteem
Contact with other cultures can influence
views of the self
For instance, Asians with greater contact with
Western cultures report higher levels of self-
esteem than those with less contact
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Dangers of High Self-Esteem
People with high self-esteem may be more
sensitive to threats, insults, and challenges
If high self-esteem is unwarranted, these may
make the person feel insecure
Those people may react more aggressively
when self-esteem is threatened
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Dangers of High Self-Esteem
Inflated self-esteem can be
counterproductive
Many psychopaths, murderers, rapists, and
violent gang members have very high self-
esteem
High self-esteem may allow individuals to be
satisfied with the self despite poor lifeoutcomes
f
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Self-Enhancement
Positive illusions and mental health
Most assume that proper mental health is
marked by realistic views of the world
Research suggests that most well-adjusted
people may have slightly unrealistic views
about themselves
S lf h
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Self-Enhancement
Benefits of positive illusions
Elevate positive mood and reduce negative
mood
Foster social bonds by making people more
outgoing
Promote pursuit of and persistence at goals
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C l l d P i i Ill i
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Cultural and Positive Illusions
Individualistic cultures place greater value
on positive views of the self than
collectivistic cultures
Positive illusions promote feelings that the self
is unique, independent, and good
M i D i i S lf E l i
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Motives Driving Self-Evaluation
Better-than-average effect
Most Westerners tend to have a positive view
of the self
Tend to rate the self as better than average
on most traits
Weight abilities we excel at as more valuable
M i D i i S lf E l i
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Motives Driving Self-Evaluation
Self-evaluation maintenance (SEM) Model A model that maintains that people are motivated
to view themselves in a favorable light and that they
do so through two processes: reflection and socialcomparison
M i D i i S lf E l i
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Motives Driving Self-Evaluation
Self-verification theory
Motivated to have views of the self that are
accurate, consistent, and coherent
Desire accurate views of abilities to ensure
more success and less failure in social
interactions
S lf R l ti
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Self-Regulation
Self-regulation
Processes that people use to initiate, alter, and
control their behavior in the pursuit of goals,
including the ability to resist short-term
awards that thwart the attainment of long-
term goals
Possible selves Hypothetical selves that a person aspires to
be in the future
S lf R l ti
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Self-Regulation
Self-discrepancy theory
Behavior is motivated by cultural and personal
moral standards
Individuals want to resolve discrepancies of
who they are with who they want to be or
ought to be
S lf R l ti
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Self-Regulation
Types of self
Actual self: the person we believe ourselves to be
Ideal self: the person we wish we could be
Ought self: the person we feel we should be
S lf R l ti
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Self-Regulation
Promotion focus
Focus on positive outcomes and moving toward
becoming our ideal self
Prevention focus Focus on negative outcomes and attempt to avoid
not living up to our ought self
E D l ti
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Ego Depletion
Regulating behavior requires mental
energy, but mental resources are limited
Ego depletion State where previous acts of self-control drain
ability to control future behavior
For instance, participants who controlled behavior
by eating healthy radishes instead of deliciouscookies gave up faster when they had to solve apuzzle later
A t ti S lf C t l St t i
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Automatic Self-Control Strategies
Automatic self-control strategies
Influence behavior as well as thoughts,
leading people to approach goals and to
avoid temptations
A tomatic Self Control Strategies
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Automatic Self-Control Strategies
Self Presentation
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Self-Presentation
Self-presentation
Presenting the person that we would like
others to believe we are
Self Presentation
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Self-Presentation
Impression management
Attempts to control how other people will view
us
For instance, by managing how you dress, behave
in public, whom you associate with, what youreveal about yourself to others
When interacting with others, we present apublic face that we want others to believe
Self Presentation
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Self-Presentation
Public face
Awareness of what others think of us
Private face Awareness of our own internal feelings,
thoughts, and preferences
Self Presentation
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Self-Presentation
Self-monitoring
The tendency to monitor and scrutinize one’s
behaviors when in a public situation
High self-monitors try to fit their behavior to
the situation, but low self-monitors are more
likely to behave according to their internal
preferences
Self Handicapping
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Self-Handicapping
Self-handicapping
Tendency to engage in self-defeating
behavior to prevent others from assuming a
poor performance was due to a lack ofability
Self Handicapping
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Self-Handicapping
Self-handicapping may be a strategy for
protecting the public self
Self-handicapping provides an excuse for
poor performance and emphasizes good
performance
For instance, partying all night before an important
exam
Protecting Others’ Face
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Protecting Others Face
May strategically communicate in ways to
preserve the public faces of ourselves and
others
On-record communication
Direct, honest language meant to be taken
literally
“Did you like the movie?” “Actually, I didn’t think itwas very good.”
Protecting Others’ Face
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Protecting Others Face
Off-record communication
Indirect and ambiguous language that hints at
ideas and meaning without explicitly stating
them “Did you like the movie?” “Umm—it was very
interesting.”
Protecting Others’ Face
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Protecting Others Face
Behaviors like flirting and teasing are
examples of off-record communication
We want the other person to infer meanings
from what we say without saying it directly
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Clicker Question PowerPoints
Chapter 3: The Social Self
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SocialPsychology,3rdEdi2onGILOVICHKELTNERCHENNISBETT
CLICKERQUESTIONS
3.1NatureoftheSocialSelf
Which “Self” Is This?
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Which Self IsThis?
“Iamafunnyperson.”
A. individualB. rela2onalC. collec2ve
Which “Self” Is This?
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Which Self IsThis?
“Iamafunnyperson.”
A.individual
B. rela2onalC. collec2ve
Which “Self” Is This?
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Which Self IsThis?
“Iliketogotothemall.”
A. individualB. rela2onalC. collec2ve
Which “Self” Is This?
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Which Self IsThis?
“Iliketogotothemall.”
A.individual
B. rela2onalC. collec2ve
Which “Self” Is This?
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Which Self IsThis?
“Ihavebeendancingfor10years.”
A. individualB. rela2onalC. collec2ve
Which “Self” Is This?
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Which Self IsThis?
“Ihavebeendancingfor10years.”
A.individual
B. rela2onalC. collec2ve
Which “Self” Is This?
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Which Self IsThis?
“Iamanuncle.”
A. individualB. rela2onalC. collec2ve
Which “Self” Is This?
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Which Self IsThis?
“Iamanuncle.”
A. individualB.relaonal
C. collec2ve
Which “Self” Is This?
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Which Self IsThis?
“Iamanaccountantinthecompany.”
A. individualB. rela2onalC. collec2ve
Which “Self” Is This?
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Which Self IsThis?
“Iamanaccountantinthecompany.”
A. individualB.relaonal
C. collec2ve
Which “Self” Is This?
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Which Self IsThis?
“IamaUSci2zen.”
A. individualB. rela2onalC. collec2ve
Which “Self” Is This?
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Which Self IsThis?
“IamaUSci2zen.”
A. individualB. rela2onalC.collecve
Which “Self” Is This?
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Which Self IsThis?
“Iamamemberofmyhockeyteam.”
A. individualB. rela2onalC. collec2ve
Which “Self” Is This?
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Which Self IsThis?
“Iamamemberofmyhockeyteam.”
A. individualB. rela2onalC.collecve
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SocialPsychology,3rdEdi2onGILOVICHKELTNERCHENNISBETT
CLICKERQUESTIONS
3.OriginsofSelf-Knowledge
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Areyoutheoldest,youngest,oramiddle
sibling?Pickone:
A. oldestB. middleC. youngest
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You’reabouttotakeyourfirstexaminSocial
Psychology,andyou’rewonderingwhetheryoustudied
enough.Youdecidethatagoodwaytofigurethisoutis
toaskotherstudentshowmuchthey’vestudied.Your
behaviorisanexampleof…
A. self-appraisalB. socialcomparisonC. self-esteemseekingD. self-conceptcrea2on
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You’reabouttotakeyourfirstexaminSocial
Psychology,andyou’rewonderingwhetheryoustudied
enough.Youdecidethatagoodwaytofigurethisoutis
toaskotherstudentshowmuchthey’vestudied.Your
behaviorisanexampleof…
A. self-appraisalB.socialcomparison
C. self-esteemseekingD. self-conceptcrea2on
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Wherewereyouborn?
A. in-stateB. out-of-stateC. outofthecountry
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SocialPsychology,3rdEdi2onGILOVICHKELTNERCHENNISBETT
CLICKERQUESTIONS
3.4Self-Esteem
Self-EsteemScale
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“Itakeaposi2veviewofmyself.”
1. StronglyDisagree. Disagree3. Agree4. StronglyAgree
Self-EsteemScale
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“Ihavemuchrespectformyself.”
1. StronglyDisagree. Disagree3. Agree4. StronglyAgree
Self-EsteemScale
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“IfeelthatIamapersonofworth,atleastonan
equalplanewithothers.”
1. StronglyDisagree. Disagree3. Agree4. StronglyAgree
Self-EsteemScale
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“Onthewhole,Iamsa2sfiedwithmyself.”
1. StronglyDisagree. Disagree3. Agree4. StronglyAgree
Self-EsteemScale
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“IfeelthatIhaveanumberofgoodquali2es.”
1. StronglyDisagree. Disagree3. Agree4. StronglyAgree
Whowouldbemostatriskofbecoming
aggressive?
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aggressive?
A. Someonewithhighself-esteem.B. Someonewithmoderateself-esteem.C. Someonewithlowself-esteem.D. Self-esteemisn’trelatedtoaggression.Choosetheresponseyouagreewithmost.
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SocialPsychology,3rdEdi2onGILOVICHKELTNERCHENNISBETT
CLICKERQUESTIONS
3.6Self-Regula2on:Mo2va2onand
ControllingtheSelf
Self-DiscrepancyTheory
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Keydefini2ons:
• Actualself :Theselfthatpeoplebelievetheyare
• Idealself :Theselfthatembodiespeople’swishesandaspira2onsasheldbythemselvesandbyotherpeopleforthem
• Oughtself :Theselfthatisconcernedwiththe
du2es,obliga2ons,andexternaldemandspeoplefeeltheyarecompelledtohonor
Whichself-discrepancytheory“self”is
best described in the this statement?
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bestdescribedinthethisstatement?
“Iamcaptainoftheschool’ssoccerteam.”
A. actualselfB.
idealself
C. oughtself
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Whichself-discrepancytheory“self”is
best described in the this statement?
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bestdescribedinthethisstatement?
“PeoplethinkI’mcharming.”
A. actualselfB.
idealself
C. oughtself
Whichself-discrepancytheory“self”is
best described in the this statement?
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bestdescribedinthethisstatement?
“PeoplethinkI’mcharming.”
A.actualself
B. idealself
C. oughtself
Whichself-discrepancytheory“self”is
best described in the this statement?
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bestdescribedinthethisstatement?
“Idreamofbecomingapopmusicsinger
aercollege.”
A. actualselfB. idealselfC. oughtself
Whichself-discrepancytheory“self”is
best described in the this statement?
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bestdescribedinthethisstatement?
“Idreamofbecomingapopmusicsinger
aercollege.”
A. actualselfB.idealself
C. oughtself
Whichself-discrepancytheory“self”is
best described in the this statement?
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bestdescribedinthethisstatement?
“Myparentswantmetobecomealawyer.”
A. actualselfB.
idealself
C. oughtself
Whichself-discrepancytheory“self”is
best described in the this statement?
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bestdescribedinthethisstatement?
“Myparentswantmetobecomealawyer.”
A. actualselfB.idealselfC. oughtself
Whichself-discrepancytheory“self”is
best described in the this statement?
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bestdescribedinthethisstatement?
“IfeelIhavearesponsibilitytodo
volunteerworkfortheircommunity.”
A. actualselfB. idealselfC. oughtself
Whichself-discrepancytheory“self”is
best described in the this statement?
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bestdescribedinthethisstatement?
“IfeelIhavearesponsibilitytodo
volunteerworkfortheircommunity.”
A. actualselfB. idealselfC.oughtself
Whichself-discrepancytheory“self”is
best described in the this statement?
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bestdescribedinthethisstatement?
“ThejudgetellsmeIhavetodo
communityservice.”
A. actualselfB. idealselfC. oughtself
Whichself-discrepancytheory“self”is
best described in the this statement?
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bestdescribedinthethisstatement?
“ThejudgetellsmeIhavetodo
communityservice.”
A. actualselfB. idealselfC.oughtself
Whichofthestatementsbelow
describes you beer?
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describesyoubeer?
A. “IstudyhardbecauseIwanttogetthehighestpossiblegrade.”
B. “IstudyhardbecauseIdon’twanttogetabadgrade.”
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SocialPsychology,3rdEdi2onGILOVICHKELTNERCHENNISBETT
CLICKERQUESTIONS
3.7Self-Presenta2on
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Yourbestfriendbakessomechocolatechipcookies.Itishisfirst2mebaking
andheasksyoutotrysome.Youtake
abite,andeventhoughyouthinkthey
tastebier,youbegrudginglyswallow.
Yourfriendasksyouwhatyouthink…
Whichstatementwouldbemostlylikelyto
hurtyourfriend’sfeelings?
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y g
A. “TherecipewasdifferentthanwhatI’musedto.”
B. “Ithinkyou’resecretlyMrs.Fieldsindisguise.”
C. “Thesecookiestastedverybadandweredifficulttoeat.”
D You really won’t be able to tell what they