The emergence of a temporally extended self and factors that contribute to its development

from theoretical and empirical perspectives

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Last edited by ImportBot
October 5, 2021 | History

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 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.

Publish Date
Publisher
WILEY
Language
English
Pages
120

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Book Details


Table of Contents

Development of a temporally extended self
Method
Examining the representational demands of the delayed self-recognition task
Do 2.5-year-old children have the representational ability for DSR?
Examining the developmental transition of the self from its present state to its temporally extended state
Effect of mental age on DSR competency
The contribution of social, cognitive, and linguistic factors to the development of the TES
The contribution of social, cognitive, and linguistic factors to further advances of the TES
Methodological considerations and directions for future research.

Edition Notes

Includes bibliographical references (pages 100-110) and index.

Published in
Boston, Masschusetts, Oxford, United Kingdom
Series
Monographs of the Society for Research in Child Development -- serial no. 307, vol. 78, no. 2, Monographs of the Society for Research in Child Development -- v. 78, no. 2.

Classifications

Dewey Decimal Class
155.4182
Library of Congress
BF723.S24 L39 2013, MLCM 2016/41042 (B)

The Physical Object

Pagination
vii, 120 pages
Number of pages
120

ID Numbers

Open Library
OL32362385M
Internet Archive
monographsofsoci78nounse_d8h0
ISBN 10
1118740041
ISBN 13
9781118740040
LCCN
2012537532
OCLC/WorldCat
841488099

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October 5, 2021 Edited by ImportBot import existing book
May 9, 2021 Created by ImportBot import new book