The emergence of a temporally extended self and factors that contribute to its development: from theoretical and empirical perspectives
The main aims of the current research were to determine when children develop a temporally extended self (TES) and what factors contribute to its development. However, in order to address these aims it was important to, first, assess whether the test of Delayed Self Recognition (DSR) is a valid meas...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Abschlussarbeit Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston, Mass. [u.a.]
Wiley
2013
|
| Schriftenreihe: | Monographs of the Society for Research in Child Development
307 = 78,2 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Zusammenfassung: | The main aims of the current research were to determine when children develop a temporally extended self (TES) and what factors contribute to its development. However, in order to address these aims it was important to, first, assess whether the test of Delayed Self Recognition (DSR) is a valid measure for the development of the TES, and, second, to propose and evaluate a theoretical model that describes what factors influence the development of the TES. The validity of the DSR test was verified by comparing the performance of 57 children on the DSR test to their performance on a meta-representational task (modified false belief task) and to a task that was essentially the same as the DSR test but was specifically designed to rely on the capacity to entertain secondary representations (i.e., surprise body task). Longitudinal testing of the children showed that at the mental age (MA) of 2.5 years they failed the DSR test, despite training them to understand the intended functions of the medium used in the DSR test; whereas, with training, children at the MA of 3.0 and 3.5 years exhibited DSR. Children at the MA of 4 years exhibited DSR without any training. Finally, results suggest that children's meta-representational ability was the only factor that contributed to the prediction of successful performance on the DSR test, and thus to the emergence of the TES. That is, children of low-elaborative caregivers required significantly more training to pass the DSR test than children of high-elaborative caregivers, indicating that children who received more elaborative conversational input from their caregivers had a more advanced understanding of the TES. |
| Beschreibung: | VII, 120 S. graph. Darst. |
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| 520 | |a The main aims of the current research were to determine when children develop a temporally extended self (TES) and what factors contribute to its development. However, in order to address these aims it was important to, first, assess whether the test of Delayed Self Recognition (DSR) is a valid measure for the development of the TES, and, second, to propose and evaluate a theoretical model that describes what factors influence the development of the TES. The validity of the DSR test was verified by comparing the performance of 57 children on the DSR test to their performance on a meta-representational task (modified false belief task) and to a task that was essentially the same as the DSR test but was specifically designed to rely on the capacity to entertain secondary representations (i.e., surprise body task). Longitudinal testing of the children showed that at the mental age (MA) of 2.5 years they failed the DSR test, despite training them to understand the intended functions of the medium used in the DSR test; whereas, with training, children at the MA of 3.0 and 3.5 years exhibited DSR. Children at the MA of 4 years exhibited DSR without any training. Finally, results suggest that children's meta-representational ability was the only factor that contributed to the prediction of successful performance on the DSR test, and thus to the emergence of the TES. That is, children of low-elaborative caregivers required significantly more training to pass the DSR test than children of high-elaborative caregivers, indicating that children who received more elaborative conversational input from their caregivers had a more advanced understanding of the TES. | ||
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Datensatz im Suchindex
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|---|---|
| adam_text | THE EMERGENCE OF A TEMPORALLY
EXTENDED SELF AND FACTORS THAT
CONTRIBUTE TO ITS DEVELOPMENT:
FROM THEORETICAL AND EMPIRICAL
PERSPECTIVES
CONTENTS
ABSTRACT
vii
I. DEVELOPMENT OF A TEMPORALLY EXTENDED SELF
1
II. METHOD
30
EXAMINING THE REPRESENTATIONAL DEMANDS OF THE DELAYED
47
SELF-RECOGNITION TASK
IV. DO 2.5-YEAR-OLD CHILDREN HAVE THE REPRESENTATIONAL
52
ABILITY FOR DSR?
V. EXAMINING THE DEVELOPMENTAL TRANSITION OF THE
57
SEIF
FROM ITS PRESENT STATE TO ITS TEMPORALLY
EXTENDED STATE
VI. EFFECT OF MENTAL AGE ON DSR COMPETENCY
61
VII
THE CONTRIBUTION OF SOCIAL, COGNITIVE, AND
68
LINGUISTIC FACTORS TO THE DEVELOPMENT OF THE
TES
VIII.
THE CONTRIBUTION OF SOCIAL, COGNITIVE, AND
81
LINGUISTIC FACTORS TO FURTHER ADVANCES OF THE
TES
IX. METHODOLOGICAL CONSIDERATIONS AND
DIRECTIONS FOR FUTURE RESEARCH
APPENDIX
91
REFERENCES
100
ACKNOWLEDGMENTS
HI
CONTRIBUTORS
112
STATEMENT OF EDITORIAL POLICY
113
SUBJECT INDEX
115
The validity of the Delayed Self-Recognition (DSR) test was verified
by comparing the performance of
57
children on the DSR test to their
performance on a meta-representational task (modified false belief
task) and to a task that was essentially the same as the DSR test but
was specifically designed to rely on the capacity to entertain secondary
representations (i.e., surprise body task). Longitudinal testing of
the children showed that at the mental age (MA) of
2.5
years they
failed the DSR test, despite training them to understand the intended
functions of the medium used in the DSR test; whereas, with training,
children at the MA of
3.0
and
3.5
years exhibited DSR. Children at
the MA of
4
years exhibited DSR without any training. Finally, results
suggest that children s meta-representational ability was the only
factor that contributed to the prediction of successful performance on
the DSR test, and thus to the emergence of the temporally extended
self
(TES).
Furthermore, prospective longitudinal data revealed that
caregiver conversational style was the only factor that contributed
to the prediction of level of training required to pass the DSR test.
That is, children of low-elaborative caregivers required significantly
more training to pass the DSR test than children of high-elaborative
caregivers, indicating that children who received more elaborative
conversational input from their caregivers had a more advanced
understanding of their
TES.
|
| any_adam_object | 1 |
| author | Lazaridis, Mary |
| author_GND | (DE-588)1034859560 |
| author_facet | Lazaridis, Mary |
| author_role | aut |
| author_sort | Lazaridis, Mary |
| author_variant | m l ml |
| building | Verbundindex |
| bvnumber | BV041021447 |
| classification_rvk | CQ 6200 |
| ctrlnum | (OCoLC)847070767 (DE-599)BVBBV041021447 |
| discipline | Psychologie |
| format | Thesis Book |
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| indexdate | 2024-07-10T00:37:12Z |
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| language | English |
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| spelling | Lazaridis, Mary Verfasser (DE-588)1034859560 aut The emergence of a temporally extended self and factors that contribute to its development from theoretical and empirical perspectives Mary Lazaridis Boston, Mass. [u.a.] Wiley 2013 VII, 120 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Monographs of the Society for Research in Child Development 307 = 78,2 Teilw. zugl.: Diss., 2006 The main aims of the current research were to determine when children develop a temporally extended self (TES) and what factors contribute to its development. However, in order to address these aims it was important to, first, assess whether the test of Delayed Self Recognition (DSR) is a valid measure for the development of the TES, and, second, to propose and evaluate a theoretical model that describes what factors influence the development of the TES. The validity of the DSR test was verified by comparing the performance of 57 children on the DSR test to their performance on a meta-representational task (modified false belief task) and to a task that was essentially the same as the DSR test but was specifically designed to rely on the capacity to entertain secondary representations (i.e., surprise body task). Longitudinal testing of the children showed that at the mental age (MA) of 2.5 years they failed the DSR test, despite training them to understand the intended functions of the medium used in the DSR test; whereas, with training, children at the MA of 3.0 and 3.5 years exhibited DSR. Children at the MA of 4 years exhibited DSR without any training. Finally, results suggest that children's meta-representational ability was the only factor that contributed to the prediction of successful performance on the DSR test, and thus to the emergence of the TES. That is, children of low-elaborative caregivers required significantly more training to pass the DSR test than children of high-elaborative caregivers, indicating that children who received more elaborative conversational input from their caregivers had a more advanced understanding of the TES. Ich-Bewusstsein (DE-588)4161180-9 gnd rswk-swf Kinderpsychologie (DE-588)4073410-9 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Kinderpsychologie (DE-588)4073410-9 s Ich-Bewusstsein (DE-588)4161180-9 s DE-604 Monographs of the Society for Research in Child Development 307 = 78,2 (DE-604)BV035610473 307 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025999016&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025999016&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Lazaridis, Mary The emergence of a temporally extended self and factors that contribute to its development from theoretical and empirical perspectives Monographs of the Society for Research in Child Development Ich-Bewusstsein (DE-588)4161180-9 gnd Kinderpsychologie (DE-588)4073410-9 gnd |
| subject_GND | (DE-588)4161180-9 (DE-588)4073410-9 (DE-588)4113937-9 |
| title | The emergence of a temporally extended self and factors that contribute to its development from theoretical and empirical perspectives |
| title_auth | The emergence of a temporally extended self and factors that contribute to its development from theoretical and empirical perspectives |
| title_exact_search | The emergence of a temporally extended self and factors that contribute to its development from theoretical and empirical perspectives |
| title_full | The emergence of a temporally extended self and factors that contribute to its development from theoretical and empirical perspectives Mary Lazaridis |
| title_fullStr | The emergence of a temporally extended self and factors that contribute to its development from theoretical and empirical perspectives Mary Lazaridis |
| title_full_unstemmed | The emergence of a temporally extended self and factors that contribute to its development from theoretical and empirical perspectives Mary Lazaridis |
| title_short | The emergence of a temporally extended self and factors that contribute to its development |
| title_sort | the emergence of a temporally extended self and factors that contribute to its development from theoretical and empirical perspectives |
| title_sub | from theoretical and empirical perspectives |
| topic | Ich-Bewusstsein (DE-588)4161180-9 gnd Kinderpsychologie (DE-588)4073410-9 gnd |
| topic_facet | Ich-Bewusstsein Kinderpsychologie Hochschulschrift |
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