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UIUC / Psychology / Psych 353 / What is rosenburg model?

What is rosenburg model?

What is rosenburg model?

Description

School: University of Illinois at Urbana - Champaign
Department: Psychology
Course: Social Cognition
Term: Fall 2015
Tags:
Cost: 25
Name: Week 6 Self Esteem
Description: Here's the last full week of self esteem, with only one lecture remaining before exam 1. *Includes general anagram study information as well.
Uploaded: 10/04/2015
2 Pages 75 Views 10 Unlocks
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SOU


What is rosenburg model?



SE

Week 6 Day I (Monday)

B. Attachment Bonds

- Children can explore better while feeling

comfortable and safe, so it depends on how

attached / dependent they are to their mothers

- Sense of mastem: confidence built by exploration


These attachment styles can predict se from kindergarten through the entire life. why are they so persistent?



at asare distana - Strange situation experiment

- mom brings baby into a room full of toys

and eventually leaves the child there. The Child's reactions were measured and used to distinguish tuype of attachmerry Don't forget about the age old question of Wealthy countries are more likely to be what?
Don't forget about the age old question of How many people are there in the us base on the 2010 census?

- Securely attachedi 60%. of Infants


What is additive model?



- balance between closeness/ dependence - showed both distress and excitement

by departure and return of mother

Crespectively) Anxious/Abivalent: 15% of infants

- separation anxiety; unwilling to explore - Cries @ departure and continues to Don't forget about the age old question of Market imperfection means what?

whine fuss after return - Avoidantly attached: 25% of finfants

-Generas avoid ance shown toward mother

- Indifferent when left alone - Internal working model

- These attachment styles can predict

E from Kindergarten thu-the entire life ... why are they so persistent?

- lays has foundation for baseline self

esteem and will only change moderately Don't forget about the age old question of How do we study microbes?

after the first 1-1.5 yrs of like - later experiences are less consequential

SOU

Rudy Soup If you want to learn more check out What are the prospects for world order in the next 15 to 20 years?
We also discuss several other topics like What are the requirements for sound?

week

6

Pg 2

Study Scu

Day 2 to 6/30/15 B. Cognitive Models of self esteem

- emphasize that how we value ourselves

in vanous domains determines overall Self-esteem

- domains: School, family, friends - Additive models o

-rate yourself on individual personal traits op and simply add them up to get overall

self esteem wodatement - have to be adjusted for how important

that trait is to that person es - some people think being intelligent

is more important than attractiveness

some would disagree. Results in

a Rank-ordering procedure weighted average apertura o - multiply rank-weight by trait Lothar no rating to get a personalized

self esteem measurements - Self-Ideal model: people rate what they'de

prefer to be on each trait, and then the differenca is taken to see how much you differ between

What you want to be and what you are. potn - Rosenburg moderno

- suggests that people wil high self esteem

regard other people as high as well, whereas

people w/ low self-esteem derrogate other - people ble they don't feel threatened by others - based on 10 simple evaluative questions

that are half positive and half negative

Lady Sour

Pg 3

Sour

Study sour

- self-esteem and the certainty of self knowledge

-High self-esteem people are more in clined

to posess clearly defined and temporal 2 statements, than are those w/ low self esteem

-Low SE people show greater changes pulove in self esteem from one day to the next

- Low SE people take consistently longer to enero decide their ratings on each trait

- ligest response time only when regarding a t their own selves

- They show low confidence in the No 2 accuracy of their response

- Low Se also display greater inconsistency

ways in self evaluations than high self-esteem O pe орчлон

- asked about things like "attractiveness anda at and then "unattractiveness but answers

are not parallel on mirroned -High SE people have more confidence in

their self knowledge

C. sociological models of self-esteem a

-If we think that society values us greatly, on then we will have high self esteem

- sociobgical variables affect SE t -occupational prestige, Rave income, education etc

- evidence for this m does not necessarily

Support it

- people who make a lot of money

do not have higher self esteem scores

than those who are very poor - Many credit group pride: minonty groups

are encouraged to view their minonty

Pg B4

I

-standing as empowering, and thuso adds to

self esteem : - Sexl Gender differences in SE 220830 t - Research does not show that females

have lower SE than males -However, there are sex differences in evaluations

-mirror cultural stenotypes - women value different traites than males

do, but globally SE Levels are all the same

-Suggested that people are self- stereotyping ... ex " I'm a girl, I must be more sensitive"

-Still, only minor differences on

low levels but not overall - Terror Management theory

-"one of the things it means to be human is

knowing that we will die someday" - Defining feature of human existence is the ability

to contemplate our own death - This inevitable ending creates anxiety and

existential terpor - Cultures function to nullify this fear by

prescribing a way of life that's meaningful valuable, and somehow everlasting

- people will live on thru their children, legacies,

philanthropy, etc. Nor High SE develops among people who feel that

they are living by the guidelines of their culture -How do we deal wl this fear? ito aque

- by getting into from culture on how to

live on

the

Sody SOUT

Study Soup

Pg. 10 in

handouts

Ill. Self-esteem D Response to Evaluative feedback

Apeople are given anagram tasks and are told it will demonstrate their intelligence...

-half people are given easy uestions and

are told that makes them very smart, and the other half get harder ones and are told their performance ranks them lower in

intellectual ability rolls - Subjects are then asked about their general

emotional states and how they feel abouy

themselves Chow proud name you of yourself. etc) -Results: To no one's surprise, people who were

told they were more intelligent rated that they were happier

-Success makes people happier than

failure - Low SE people felt significantly worse after

failure than those wl generally nigh SE ad - Difference is 2x that of those wl

low N SE than those wh high SE - Only low SE people feel badly about themselves

after failure. They are more devastated

than people wl nigh SE -Low SE people's feelings about themselves

are more conditional (based on result ic.

failing vs. succeeding) B. Cognitive Responses to failure

- Low SE people may be more inclined to see

things as failure than high SE people

- some people would freak out over a "C" in a course, some people would be thrilled even though its the same performance

-low SE people may also be more inclined to

attribute à failure to a personal trait

- More likely to say they got a "c" because

they're "stupid" instead that the teacher was a tough grader..

Study Sou

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Study Sou

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