Understanding the Self: A Developmental Perspective

1986 ◽  
Vol 31 (11) ◽  
pp. 900-901
Author(s):  
Gerald R. Adams
Keyword(s):  
The Self ◽  
Developmental Perspective

Building a Technoself

2013 ◽  
pp. 592-608 ◽  
Author(s):  
Gail F. Melson
Keyword(s):  
Family Background ◽  
Prior Experience ◽  
The Self ◽  
Developmental Perspective ◽  
Developmental Level ◽  
Technological Object ◽  
Robot Technology ◽  
And Behavior ◽  
Object Relationship ◽  
Personal Robot

This chapter focuses on how the technoself develops in children through relationships with a “personal” robot technology, robotic pets, especially the robotic dog AIBO. Drawing on studies of children and AIBO as well as similar robotic technologies, I examine children’s ideas about and behaviors toward such robotic pets in order to describe three domains of the technoself: (1) ideas about the robot (the technological object); (2) ideas about the child’s relationship with the robot; and (3) ideas about the self-in-relationship with the robot. A dynamic developmental perspective is applied to each of the three domains of cognition and behavior—technological object, relationship, and self-in-relationship-- that make up the technoself. This perspective asks how variability in child characteristics, such as developmental level, gender, temperament, personality or intelligence; in contextual factors, such as family background or prior experience with other technologies; and in robotic pets themselves predict these three aspects of the technoself.

scholarly journals The COlIStruction of the Self: A Developmental Perspective. Susan Harter. New York, NY: Guilford Press, 1999.

1999 ◽  
Vol 9 (1) ◽  
Author(s):  
Sandra Leanne Bosacki
Keyword(s):  
New York ◽  
Developmental Psychology ◽  
Sense Of Self ◽  
School Context ◽  
Human Experience ◽  
School Experience ◽  
The Self ◽  
Developmental Perspective ◽  
Systematic Research ◽  
Self Development

Within the fields of educational and developmental psychology, interest has grown concerning the question of how cognitive and socioemotional processes work together to construct pathways for the self. In particular, researchers and educators have become increasingly interested in the role that the school plays in children's self-development. According to Jerome Bruner, "the single most universal thing about human experience is the phenomenon of the 'Self" (1996, p. 35) and advocates that education is crucial to its formation. However, despite the strong theoretical claims linking a child's sense of self to school experience, there has been a lack of systematic research on the self within the school context.

The Construction of the Self: A Developmental Perspective

2001 ◽  
Vol 15 (4) ◽  
pp. 383-384 ◽  
Author(s):  
Susan Harter ◽  
Robert L. Leahy
Keyword(s):  
The Self ◽  
Developmental Perspective

Difference

The Possible ◽  
2020 ◽  
pp. 26-49
Author(s):  
Vlad P. Glăveanu
Keyword(s):  
Developmental Trajectories ◽  
The Self ◽  
The Other ◽  
Developmental Perspective ◽  
Early Age ◽  
Self And Other ◽  
The Difference

This chapter proposes difference as an engine of possibility, in particular self–other differences. The presentation starts with a discussion of developmental trajectories defining our awareness of differences and our reaction to them from an early age. This developmental perspective raises a concern for intersubjectivity or the constitution of the self through engagement with the difference of others. It is important that, in the process of establishing intersubjective bounds, the “otherness” of the other is not fully appropriated by the self but leaves space for surprise, new understandings, and, with them, new possibilities. These reflections shed a new light on discussions of diversity: its benefits but also the challenges it poses in today’s fragmented, polarized world. In summary, this chapter outlines the notion of differences in perspective as fundamental to becoming aware of and exploring an expanded field of possibilities for both self and other.

Self-possessed

2017 ◽  
Author(s):  
Ute Eickelkamp
Keyword(s):  
Natural Environment ◽  
Sense Of Belonging ◽  
External Factors ◽  
The Self ◽  
Western Desert ◽  
Developmental Perspective ◽  
Social And Emotional ◽  
Early Stages ◽  
The Social

Based on fieldwork with Anangu (Western Desert) children, I examine the psychological meaning of autonomy and its structural counterpart, relatedness, from a developmental perspective and in the context of settlement life today. Drawing on psychoanalysis, I show how autonomy evolves out of recognition and the mastery of social and emotional technique. These afford a sense of belonging and as such function as a form of self-containment. Crucially, as an experiential reality, autonomy relies on the social and emotional mechanism of mirroring from the early stages of life, because parts of the self (“part-objects” or “subselves”) are acknowledged to be located in others, including in the cultural and humanized natural environment. This means that, in order to achieve cohesion, the developing self needs to be appropriated by others who internalize these part-objects and share in the child’s identity—the child becomes self-possessed. Consideration is given throughout to culturally external factors that impact how much separation of self from others is tolerated and desired.

scholarly journals Building a Technoself

Robotics ◽  
2013 ◽  
pp. 1407-1423
Author(s):  
Gail F. Melson
Keyword(s):  
Family Background ◽  
Prior Experience ◽  
The Self ◽  
Developmental Perspective ◽  
Developmental Level ◽  
Technological Object ◽  
Robot Technology ◽  
And Behavior ◽  
Object Relationship ◽  
Personal Robot

This chapter focuses on how the technoself develops in children through relationships with a “personal” robot technology, robotic pets, especially the robotic dog AIBO. Drawing on studies of children and AIBO as well as similar robotic technologies, I examine children’s ideas about and behaviors toward such robotic pets in order to describe three domains of the technoself: (1) ideas about the robot (the technological object); (2) ideas about the child’s relationship with the robot; and (3) ideas about the self-in-relationship with the robot. A dynamic developmental perspective is applied to each of the three domains of cognition and behavior, technological object, relationship, and self-in-relationship, that make up the technoself. This perspective asks how variability in child characteristics, such as developmental level, gender, temperament, personality or intelligence; in contextual factors, such as family background or prior experience with other technologies; and in robotic pets themselves predict these three aspects of the technoself.

Problem behavior in autism spectrum disorders: A paradigmatic self-organized perspective of network structures

2019 ◽  
Vol 42 ◽  
Author(s):  
Lucio Tonello ◽  
Luca Giacobbi ◽  
Alberto Pettenon ◽  
Alessandro Scuotto ◽  
Massimo Cocchi ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Problem Behaviors ◽  
Autism Spectrum ◽  
The Self ◽  
Network Structures ◽  
Self Organized ◽  
Critical Equilibrium ◽  
Self Organized Criticality ◽  
Acute Agitation ◽  
Spectrum Disorders

AbstractAutism spectrum disorder (ASD) subjects can present temporary behaviors of acute agitation and aggressiveness, named problem behaviors. They have been shown to be consistent with the self-organized criticality (SOC), a model wherein occasionally occurring “catastrophic events” are necessary in order to maintain a self-organized “critical equilibrium.” The SOC can represent the psychopathology network structures and additionally suggests that they can be considered as self-organized systems.

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