UNIVERSITY OF SOUTHEASTERN PHILIPPINES
MODULE 1: THE SELF FROM VARIOUS PERSPECTIVES
ADAPTED FROM: MODULE/POWERPOINT/LECTURE
[TRANS] UNIT 1.3: THE SELF IN PSYCHOLOGICAL PERSPECTIVES
o An individual’s way to understand or create meaning
OUTLINE about a thing or experience.
I Psychology o A filing cabinet in the mind with drawers that has
i Cognitive folders which contain files of things he had an
A Jean Piaget experience with.
i Basic Component of Cognitive Development
ii Processes in Attempt to Adapt
o It provides an important base level of information
iii Stages of Cognitive Development about particular events, objects, and information.
II Dr. Susan Harter (1999) o Individuals use to understand their environments
A Development Changes and designate action.
III The Unity of Consciousness • Adaptation: involves child’s learning processes to meet
A Descartes’ View situational demands
B Kant’s View • Equilibration: achieving proper balance between
C One Self or Many Selves?
D Allport’s Personality Theory assimilation and accommodation
IV Eric Berne o Cognitive disequilibrium: when our experiences do
A Ego States not match our schemata or cognitive structures
i Parent Ego State
ii Adult Ego State PROCESSES IN ATTEMPT TO ADAPT
iii Child Ego State
V Domains of the Self • Assimilation: the application of the previous concepts to
i Experiential Self new concepts
ii Private Self-Consciousness o It is the process of fitting a new experience into an
iii Public Self or Persona existing or previously created cognitive structure or
VI True vs. False Selves schema
A False Self • Accommodation: happens when people encounter
i Healthy False Self
ii Unhealthy False Self
completely new information or when existing ideas are
B True Self challenged.
VII William James (1890) o The process of creating a new schema.
A The I-Self
B The Me-Self
VIII Carl Ransom Rogers
A Humanistic Psychology
B Ideal vs. Real Self
i Ideal Self
ii Real Self
i The Importance of Alignment
PSYCHOLOGY
It is a scientific study on how people behave, think, and
feel. It helps us understand how it is to be “you”.
COGNITIVE
• It is defined as an intellectual activity, involving thinking,
reasoning, or remembering.
• It is natural for humans to form theories about
themselves, both as single entity and as a group, to make
meaning of one’s existence and experience.
JEAN PIAGET
• He is a Swiss clinical psychologist known for his
pioneering work in child development known as “theory
of cognitive development”.
o He did a comprehensive theory about the
development of human intelligence wherein it deals
with the nature of knowledge itself and how humans
gradually come to acquire, construct and use it.
• Cognitive development is a progressive reorganization
of mental processes resulting from biological maturation
and environmental experience. Cognitive development is
at the center of human organism.
BASIC COMPONENTS OF COGNITIVE
DEVELOPMENT
• Schema/Schemes: building blocks of knowledge
o These are cognitive structures by which individuals
intellectually adapt to and organize their
environment.
, UNIVERSITY OF SOUTHEASTERN PHILIPPINES
MODULE 1: THE SELF FROM VARIOUS PERSPECTIVES
ADAPTED FROM: MODULE/POWERPOINT/LECTURE
STAGES OF COGNITIVE DEVELOPMENT
This reflects the increasing sophistication of the child’s
thought process.
Table No. 5 Stages of Cognitive Development
Stage Age Characteristics of Stage
• Child learns by doing, looking, touching, and sucking.
• The child also has a primitive understanding of cause-and-effect relationships.
Sensorimotor 0–2
• Object permanence appears around 9 months.
→ the ability of the child to know that an object still exists even when out of sight
• Symbolic Function: the ability to represent objects and events.
→ Children pretend to use glass to drink water, or turn the glass into a rocket ship
or a telephone.
• Egocentrism: the tendency of the child to only see his point of view and assume that
everyone also has his point of view. The child cannot take the perspective of
others.
→ cannot understand why her mother is called aunt by her cousins
• Irreversibility: the inability to reverse their thinking
→ they can understand that 2+3=5, but can’t understand that 5-3 is 2
• Centration: the tendency of the child to only focus on one aspect of a thing or event
and exclude other aspects
→ When a child is presented with 2 identical glasses with the same amount of
Preoperational 2–7 water, the child will say they have the same amount of water. However, once
water from one of the glass is transferred to an obviously taller but narrower
glass, the child might say that there is more water in the taller glass.
• Animism: the tendency of children to attribute human like traits or characteristics to
inanimate objects.
→ When at night, the child is asks, where the sun is, she will reply, “Mr. Sun is
asleep”.
• Transductive Reasoning: the child’s reasoning that is neither inductive nor
deductive. Reasoning appears to be from particular to particular
→ Her mother comes home every 6PM. When asked why it is already night, the
child will say “because my mom is already home”
• Conservation marks the end of the preoperational stage and the beginning of
concrete operations.
• The child demonstrate conversation, reversibility, serial ordering, and a mature
understanding of cause-and-effect relationship.
→ Decentering: ability of the child to perceive the different features of objects and
situations
→ Reversibility: child can now follow that certain operations can be done in
Concrete Operations 7 – 11 reverse
→ Conversation: ability to know certain properties of objects like number, mass,
etc. and it does not change even if there is a change in appearance.
→ Seriation: the ability to order or arrange things in a series based on one
dimension such as weight or size
• Thinking at this stage is still concrete.
• The individual demonstrates abstract thinking at this stage is still concrete.
• Hypothetical Reasoning: ability to come up with different hypothesis about a
Formal Operations 12+
problem and to gather and weigh data in order to make final decision or judgment.
This can be done in the absence of concrete objects.
• Analogical Reasoning: ability to perceive the relationship in one instance and then
use that relationship to narrow down possible answers in another similar situation or
Formal Operations 12+ problem.
• Deductive Reasoning: ability to think logically by applying a general rule to a
particular instance or situation.
MODULE 1: THE SELF FROM VARIOUS PERSPECTIVES
ADAPTED FROM: MODULE/POWERPOINT/LECTURE
[TRANS] UNIT 1.3: THE SELF IN PSYCHOLOGICAL PERSPECTIVES
o An individual’s way to understand or create meaning
OUTLINE about a thing or experience.
I Psychology o A filing cabinet in the mind with drawers that has
i Cognitive folders which contain files of things he had an
A Jean Piaget experience with.
i Basic Component of Cognitive Development
ii Processes in Attempt to Adapt
o It provides an important base level of information
iii Stages of Cognitive Development about particular events, objects, and information.
II Dr. Susan Harter (1999) o Individuals use to understand their environments
A Development Changes and designate action.
III The Unity of Consciousness • Adaptation: involves child’s learning processes to meet
A Descartes’ View situational demands
B Kant’s View • Equilibration: achieving proper balance between
C One Self or Many Selves?
D Allport’s Personality Theory assimilation and accommodation
IV Eric Berne o Cognitive disequilibrium: when our experiences do
A Ego States not match our schemata or cognitive structures
i Parent Ego State
ii Adult Ego State PROCESSES IN ATTEMPT TO ADAPT
iii Child Ego State
V Domains of the Self • Assimilation: the application of the previous concepts to
i Experiential Self new concepts
ii Private Self-Consciousness o It is the process of fitting a new experience into an
iii Public Self or Persona existing or previously created cognitive structure or
VI True vs. False Selves schema
A False Self • Accommodation: happens when people encounter
i Healthy False Self
ii Unhealthy False Self
completely new information or when existing ideas are
B True Self challenged.
VII William James (1890) o The process of creating a new schema.
A The I-Self
B The Me-Self
VIII Carl Ransom Rogers
A Humanistic Psychology
B Ideal vs. Real Self
i Ideal Self
ii Real Self
i The Importance of Alignment
PSYCHOLOGY
It is a scientific study on how people behave, think, and
feel. It helps us understand how it is to be “you”.
COGNITIVE
• It is defined as an intellectual activity, involving thinking,
reasoning, or remembering.
• It is natural for humans to form theories about
themselves, both as single entity and as a group, to make
meaning of one’s existence and experience.
JEAN PIAGET
• He is a Swiss clinical psychologist known for his
pioneering work in child development known as “theory
of cognitive development”.
o He did a comprehensive theory about the
development of human intelligence wherein it deals
with the nature of knowledge itself and how humans
gradually come to acquire, construct and use it.
• Cognitive development is a progressive reorganization
of mental processes resulting from biological maturation
and environmental experience. Cognitive development is
at the center of human organism.
BASIC COMPONENTS OF COGNITIVE
DEVELOPMENT
• Schema/Schemes: building blocks of knowledge
o These are cognitive structures by which individuals
intellectually adapt to and organize their
environment.
, UNIVERSITY OF SOUTHEASTERN PHILIPPINES
MODULE 1: THE SELF FROM VARIOUS PERSPECTIVES
ADAPTED FROM: MODULE/POWERPOINT/LECTURE
STAGES OF COGNITIVE DEVELOPMENT
This reflects the increasing sophistication of the child’s
thought process.
Table No. 5 Stages of Cognitive Development
Stage Age Characteristics of Stage
• Child learns by doing, looking, touching, and sucking.
• The child also has a primitive understanding of cause-and-effect relationships.
Sensorimotor 0–2
• Object permanence appears around 9 months.
→ the ability of the child to know that an object still exists even when out of sight
• Symbolic Function: the ability to represent objects and events.
→ Children pretend to use glass to drink water, or turn the glass into a rocket ship
or a telephone.
• Egocentrism: the tendency of the child to only see his point of view and assume that
everyone also has his point of view. The child cannot take the perspective of
others.
→ cannot understand why her mother is called aunt by her cousins
• Irreversibility: the inability to reverse their thinking
→ they can understand that 2+3=5, but can’t understand that 5-3 is 2
• Centration: the tendency of the child to only focus on one aspect of a thing or event
and exclude other aspects
→ When a child is presented with 2 identical glasses with the same amount of
Preoperational 2–7 water, the child will say they have the same amount of water. However, once
water from one of the glass is transferred to an obviously taller but narrower
glass, the child might say that there is more water in the taller glass.
• Animism: the tendency of children to attribute human like traits or characteristics to
inanimate objects.
→ When at night, the child is asks, where the sun is, she will reply, “Mr. Sun is
asleep”.
• Transductive Reasoning: the child’s reasoning that is neither inductive nor
deductive. Reasoning appears to be from particular to particular
→ Her mother comes home every 6PM. When asked why it is already night, the
child will say “because my mom is already home”
• Conservation marks the end of the preoperational stage and the beginning of
concrete operations.
• The child demonstrate conversation, reversibility, serial ordering, and a mature
understanding of cause-and-effect relationship.
→ Decentering: ability of the child to perceive the different features of objects and
situations
→ Reversibility: child can now follow that certain operations can be done in
Concrete Operations 7 – 11 reverse
→ Conversation: ability to know certain properties of objects like number, mass,
etc. and it does not change even if there is a change in appearance.
→ Seriation: the ability to order or arrange things in a series based on one
dimension such as weight or size
• Thinking at this stage is still concrete.
• The individual demonstrates abstract thinking at this stage is still concrete.
• Hypothetical Reasoning: ability to come up with different hypothesis about a
Formal Operations 12+
problem and to gather and weigh data in order to make final decision or judgment.
This can be done in the absence of concrete objects.
• Analogical Reasoning: ability to perceive the relationship in one instance and then
use that relationship to narrow down possible answers in another similar situation or
Formal Operations 12+ problem.
• Deductive Reasoning: ability to think logically by applying a general rule to a
particular instance or situation.
