Shaffer and Kipp, Developmental Psychology: Childhood and Adolescence, 7e
Learning Objectives
Chapter 12 Development of the Self and Social Cognition
1. Trace the development of self-recognition during infancy and toddlerhood.
2. Outline the continuing changes in self-concept that occur during middle childhood and adolescence.
3. Describe how culture may influence self-concept.
4. Discuss how attachment may influence early self-esteem, and identify some of the factors that can contribute to high or low self-esteem in adolescents.
5. Discuss the relationship between self-esteem and parenting style.
6. Discuss how social comparisons to peers can influence self-esteem.
7. Describe how culture may influence self-esteem.
8. Explain what is meant by achievement motivation, and trace the development of achievement self-evaluation during infancy and toddlerhood.
9. Discuss how attachment quality, home environment, childrearing practices, peers, and culture can influence achievement motivation.
10. Outline the key aspects in Wiener’s model for achievement attributions.
11. Contrast an incremental view with an entity view of ability, and discuss typical changes in how children view their ability as they move from preschool through the elementary school years.
12. Differentiate between a mastery orientation and a learned helplessness orientation, and describe some ways to minimize or prevent learned helplessness.
13. Describe Marcia’s four identity statuses, and discuss some factors that can influence identity formation.
14. Discuss the process of identity formation among adolescents from minority groups.
15. Trace the developmental course of person perception.
16. Outline Seligman’s stages of role taking, and relate these stages to changing conceptions of friendship.
17. Discuss how social experience can affect both role taking skills and person perception.
18. Summarize how the four developmental themes introduced in Chapter 2 apply to the development of self and social cognition.