Transcript Lecture1_2003 - User Web Areas at the

Social Psychology
(Spring 2003)
Jane Clarbour
Room PS/B007
Email J.Clarbour@ psych.york.ac.uk
Course overview
• Block 1 – Social Interaction (wks 2 – 4)
–
–
–
–
Practical 1: Interpersonal perception task
Practical 2: Quantitative analysis of equivocation
Tutorial 1: Social skills and interventions
Tutorial 2: Communication
• Block 2 – Attitudes (wks 5 – 6)
– Practical 3: Ratings of attraction
– Practical 4: Repertory grids and factor analysis
– Tutorial 3: Attitudes
• Block 3 – Groups (wks 7 – 8)
– Tutorial 4: Groups
Lectures
Block 1: Social Interaction
1. Self-esteem & social identity
2. Models of social interaction & social
skills training
3. Prosocial behaviour & aggression
4. Person perception & deception
5. Facial expressions of emotion
6. Social psychology of language
Lectures
Block 2: Attitudes
7. Attitude similarity & interpersonal
attraction
8. Theory of attitudes & behaviour
9. Attitude change: advertising & fear
appeals
10. Cognitive dissonance
Lectures
Block 3: Groups
11. Group performance
12. Intergroup relations
13. Group conformity & majority influence
14. Obedience & social learning
Tutorial 1
• Social Interaction: Jo Clarke/Mike Rennie
– Social skills and interventions
– Transferable skills:
• Cognitive skills
• Social skills
Tutorial 2
• Communication: Chris von Wagner
– Discourse Analysis and Equivocation
– Transferable skills:
• Critical Analysis
Tutorial 3
• Attitudes: Pam Wells
– Transferable skills:
• Group planning/preparation
• Presentation skills
Tutorial 4
• Groups: Mike Rennie
– Transferable skills:
• Ingroup discussion
• Interactive white-board
Lecture 1
Self-esteem & social identity
Objectives
• Understand the difference between the
‘subjective self’ and the ‘objective self’
• Demonstrate an understanding of the
role of social identity in relation to the
self concept
• Describe the hierarchical model of the
self-concept
• Explain the role of defensive self-esteem
Who am I?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
I am………………………………………
I am………………………………………
I am………………………………………
I am………………………………………
I am………………………………………
I am………………………………………
I am………………………………………
I am………………………………………
I am………………………………………
I am………………………………………
Early self theorists
• James (1982)
– Cognitive appraisal of how successful (the
‘I’) is of areas important to the self (the
‘me’).
• Cooley (1902)
– Looking glass self
– Role of ‘significant others’ (parents/peers)
Critical components of the self
(James, 1892)
• Subjective self (the ‘I’)
– Self as ‘knower’
• Objective self (the ‘me’)
– Self as ‘known’
Whenever I think about something, “I” am always the
subject of consciousness, and one of the things I
may be consciously attending to is “me” (Franzoi,
2000, p. 39).
Symbolic Interactionism
“The self is something which has a
development; it is not initially there, at birth,
but arises in the process of social experience
and activity… The self… is essentially a
social structure, and it arises in social
experience”
(George Herbert Mead, 1934, p. 135).
“I”
– vs. –
• Self-as-subject
• Active process of
experience
• Self-reflexiveness
• Self-awareness of
ability to act & react
• Unique individuality
Self construction
“Me”
•
•
•
•
Self-as-object
What know about self
Self-descriptors
Influenced by
perceptions of other’s
attitudes
• Internalised attitudes &
values
Social construction
Coopersmith (1967)
• Aggregate model of the self
– Based on James (1892) cognitive selfappraisal
– Problems of definition
– Problems of measurement
• Acknowledges self concept includes school,
friends, family, & self-confidence
• Assumption that each domain equally weighted
• Scores summed to give single aggregate score
• Weak predictive reliability
Rosenberg (1979)
• Hierarchical model of the self
– James (cognitive appraisal)
– Cooley (social evaluation or ‘looking glass
self’)
I’m
great
I’ve got
good
qualitie
s
Harter’s hierarchical model
GSW
PA
SC
Face
Body
Hair
Skin
Math
Lang.
Arts
Sciences
BC
Kind
Prosocial
Honest
SA
AC
Friends
Parents
Peers
Football
Athletics
Swim
Riding
Harter (1985)
• Hierarchical model of the self
– Possibility of measuring perceptions of
self-worth
– Measure of general self worth PLUS
– Measure of separate domains PLUS
– Measure of importance of domains
• Empirical testable model
• Predictive capacity
Children’s ratings of vignettes: Differences
in SE group for maintaining or discounting SE
80
High SE more
able to discount
importance of
domain not good
at
70
60
50
40
30
20
Discount
Maintain
10
0
High SE
(Harter, 1986)
Med SE
Low SE
Self m inus teacher rating
Discrepancy between self- and
teacher-ratings of competence
4
3
2
1
0
-1
-2
-3
-4
Highest
competence
domain
Lowest
competence
domain
High SE
Med SE
Low SE
Plus values indicate that self-score is higher than the teacher’s;
minus values indicate that the self-score is lower than the teachers
Defensive self-esteem and need
for approval (Napp)
Lobel & Teiber, 1994
• Difference between ‘true’ and ‘defensive’ selfesteem
– ‘True’ self esteem
high SE = low Napp
– ‘Defensive’
self esteem
high SE = high NApp
Effect of success and failure
on ideal performance
Number of responses
20
defensive
true
low
19.5
19
18.5
18
17.5
17
Success
Failure
Ideal performance
(Lobel & Teiber, 1994)
Summary
•
•
•
•
•
Theory of the self-concept
Hierarchical model of the self
Global self-worth
Separate domains
Importance of discounting domains where low
competence is perceived
• Defensive vs ‘true’ high self-esteem
• Continuity AND change