The Emergence of a Temporally Extended Self and Factors that Contribute to Its Development - Info and Reading Options
From Theoretical and Empirical Perspectives
By Mary Lazaridis
"The Emergence of a Temporally Extended Self and Factors that Contribute to Its Development" was published by WILEY in 2013 - Boston, Masschusetts, the book is classified in Child care genre, it has 120 pages and the language of the book is English.
“The Emergence of a Temporally Extended Self and Factors that Contribute to Its Development” Metadata:
- Title: ➤ The Emergence of a Temporally Extended Self and Factors that Contribute to Its Development
- Author: Mary Lazaridis
- Language: English
- Number of Pages: 120
- Is Family Friendly: Yes - No Mature Content
- Publisher: WILEY
- Publish Date: 2013
- Publish Location: Boston, Masschusetts
- Genres: Child care
“The Emergence of a Temporally Extended Self and Factors that Contribute to Its Development” Subjects and Themes:
- Subjects: Self in children - Ich-Bewusstsein - Kinderpsychologie - Child psychology - Perception in children
Edition Specifications:
- Pagination: vii, 120 pages
Edition Identifiers:
- Google Books ID: dTjFVGavyWcC
- The Open Library ID: OL32362385M - OL24433414W
- Online Computer Library Center (OCLC) ID: 841488099
- Library of Congress Control Number (LCCN): 2012537532
- ISBN-13: 9781118740040
- ISBN-10: 1118740041
- All ISBNs: 1118740041 - 9781118740040
AI-generated Review of “The Emergence of a Temporally Extended Self and Factors that Contribute to Its Development”:
"The Emergence of a Temporally Extended Self and Factors that Contribute to Its Development" Table Of Contents:
- 1- Development of a temporally extended self
- 2- Method
- 3- Examining the representational demands of the delayed self-recognition task
- 4- Do 2.5-year-old children have the representational ability for DSR?
- 5- Examining the developmental transition of the self from its present state to its temporally extended state
- 6- Effect of mental age on DSR competency
- 7- The contribution of social, cognitive, and linguistic factors to the development of the TES
- 8- The contribution of social, cognitive, and linguistic factors to further advances of the TES
- 9- Methodological considerations and directions for future research.
Snippets and Summary:
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.
"The Emergence of a Temporally Extended Self and Factors that Contribute to Its Development" Description:
The Open Library:
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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