Libro The Emergence of a Temporally Extended Self and Factors That Contribute to Its Development: From The De Lazaridis, Mary

portada The Emergence of a Temporally Extended Self and Factors That Contribute to Its Development: From Theoretical and Empirical Perspectives

Formato

Libro Físico

Autor

Mary Lazaridis

Editorial

Wiley-Blackwell

Tema

Family & Child Studies Special Topics

Colección

Bw Social Sciences Malden Grp

Idioma

Inglés

N° páginas

316

Encuadernación

Tapa Blanda

Dimensiones

22.6 x 15.2 x 0.8 cm

Peso

0.18 kg.

ISBN

1118740041

ISBN13

9781118740040

Categorías

Familia y relaciones: consejos y problemas

The Emergence of a Temporally Extended Self and Factors That Contribute to Its Development: From Theoretical and Empirical Perspectives

Mary Lazaridis (Autor) · Wiley-Blackwell · Tapa Blanda

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Reseña del libro "The Emergence of a Temporally Extended Self and Factors That Contribute to Its Development: From Theoretical and Empirical Perspectives"

The validity of the Delayed Self-Recognition (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 specifi cally 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 temporally extended self (TES). Furthermore, prospective longitudinal data revealed that caregiver conversational style was the only factor that contributed to the prediction of level of training required to pass the DSR test. That is, children of low-elaborative caregivers required signifi cantly 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 their TES.