Reading Answers: 1. G 2. C 3. G 4. D 5. H 6. E Researchers: 7. D (Cooley) 8. B (William James) 9. E (Bronson) 10. C (Lewis and Brooks-Gunn) Mistake in Practice Test: There is no mistake in the practice test. SEO Optimized Headline: Understanding Young Children’s Sense of Identity: Key Concepts and Milestones

Understanding a child’s sense of identity is crucial for their development. Explore how young children perceive themselves through reading answers, and gain insights into their unique perspectives and self-awareness.

Method used in a study on young children’s sense of identity

The researchers in the study on young children’s sense of identity used an experimental method to investigate the development of self-awareness in infants. One specific method they employed was the use of mirrors to observe how children interacted with their own reflections. They conducted an experiment where they dabbed red powder on the noses of children and observed how often they touched their noses when looking at themselves in the mirror. This allowed the researchers to determine whether the children could visually recognize themselves without relying on contingent movement cues.

You see: Reading Answers: 1. G 2. C 3. G 4. D 5. H 6. E Researchers: 7. D (Cooley) 8. B (William James) 9. E (Bronson) 10. C (Lewis and Brooks-Gunn) Mistake in Practice Test: There is no mistake in the practice test. SEO Optimized Headline: Understanding Young Children’s Sense of Identity: Key Concepts and Milestones

Another method used by the researchers involved observing and analyzing interactions between children and their caregivers or playmates. Through these day-to-day relationships, the researchers were able to gain insights into how young children develop their understanding of themselves as active agents in social interactions.

It is important to note that studying self-awareness in young children can be challenging due to difficulties in communication. Infants may not be able to directly express their self-awareness, which limits the availability of empirical investigations on this topic.

Overall, through a combination of mirror experiments and observations of social interactions, the researchers were able to gain valuable insights into how young children develop a sense of identity.

Role of imitation in developing a sense of identity

Paragraph C discusses the role of imitation in developing a sense of identity. According to the passage, infants learn that their actions can elicit responses from others, such as when they cry or smile and someone responds to them. Another important source of information for infants is when others mimic their vocalizations and expressions. Parents often spend time copying their infant’s movements and vocalizations, which helps the child develop an understanding that they are distinct from other people. Additionally, young children enjoy looking in mirrors, where the movements they see are dependent on their own movements. While infants may not recognize the reflection as their own image at this stage, it contributes to their growing awareness that they are separate individuals.

In summary, through imitation and interactions with caregivers, young children begin to develop a sense of self as they realize that their actions have an effect on the world around them and that they are distinct from others.

Age at which children can identify a static image of themselves

Paragraph G discusses the age at which children can usually identify a static image of themselves. According to Lewis and Brooks-Gunn (1979), this recognition occurs around their second birthday. In an experiment conducted by Lewis and Brooks-Gunn, they dabbed red powder on the noses of children who were playing in front of a mirror, and observed how often they touched their noses. The psychologists reasoned that if the children knew what they usually looked like, they would be surprised by the unusual red mark and would start touching it. On the other hand, they found that children of 15 to 18 months are generally not able to recognize themselves unless other cues such as movement are present.

Overall, the ability for young children to visually recognize themselves without any support from contingent movement is an important developmental milestone that typically occurs around their second birthday.

Limitations of scientific research into ‘self-as-subject’

Researching the concept of ‘self-as-subject’ in young children poses several limitations due to communication difficulties. As mentioned in the passage, young infants may have a level of self-awareness but are unable to directly express it. This presents a challenge for researchers as they cannot rely on verbal communication to gather information about children’s understanding of their own agency and distinctiveness from others.

Additionally, because infants cannot articulate their experiences, researchers must rely on indirect methods to study the development of self-awareness. For example, Lewis and Brooks-Gunn (1979) conducted an experiment using mirrors and red powder to observe how often children touched their noses when they saw an unusual mark. This method allowed researchers to infer whether children recognized themselves visually without the support of seeing contingent movement.

Furthermore, empirical investigations into the self-as-subject are scarce because researchers face difficulties in accurately interpreting infants’ experiences. While infants may reflect on their own experience, it is challenging for researchers to fully understand and interpret these reflections without direct communication from the child.

In summary, the limitations of scientific research into ‘self-as-subject’ arise from the inability of young children to directly express their self-awareness and the challenges faced by researchers in interpreting non-verbal cues. These limitations highlight the need for creative research methods that can indirectly capture children’s understanding of themselves as active agents.

Possible link between culture and behavior related to sense of identity

Possible link between culture and behavior related to sense of identity

In paragraph H, the passage briefly mentions a possible link between culture and a particular form of behavior related to the sense of identity. While it doesn’t provide extensive details on this topic, it suggests that the connection between the sense of self and ownership is more pronounced in Western societies. This implies that cultural factors may influence how children develop their understanding of themselves and their possessions.

Cultural beliefs and values play a significant role in shaping an individual’s identity. Different cultures have varying expectations and norms regarding personal agency, individualism, and social interactions. These cultural influences can impact how children perceive themselves as subjects and objects.

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For example, in collectivist cultures where group harmony is prioritized over individual autonomy, children may develop a stronger sense of self in relation to their social roles within the family or community. On the other hand, in individualistic cultures that emphasize personal achievements and independence, children may focus more on their distinctiveness from others and their ability to exert control over their environment.

Furthermore, cultural practices such as parenting styles, educational systems, and societal values can also shape children’s understanding of themselves. For instance, some cultures may encourage children to be more assertive and expressive of their needs, while others may prioritize obedience and conformity.

Research exploring the relationship between culture and behavior related to the sense of identity is ongoing. By examining different cultural contexts, researchers aim to gain a deeper understanding of how cultural factors influence the development of self-awareness, self-concept, and social interactions among young children.

Examples of features contributing to the sense of ‘self-as-object’

Paragraph E discusses the various features that contribute to a child’s sense of ‘self-as-object’. These features include social roles (such as student, brother, colleague) and characteristics that derive their meaning from comparison or interaction with other people (such as trustworthiness, shyness, sporting ability). These categories and characteristics play an important role in defining a child’s unique identity.

For example, a child may identify themselves as a student based on their role in school and their interactions with teachers and classmates. They may also see themselves as trustworthy if they consistently keep their promises and are reliable in their relationships. Similarly, a child may develop a sense of shyness if they feel uncomfortable in social situations or have difficulty speaking up.

The development of these features is influenced by social elements and the reactions of others. As mentioned in paragraph D, Charles Cooley believed that people build up their sense of identity from the reactions of others to them. This means that how others perceive and interact with a child can shape their understanding of themselves.

Overall, the sense of ‘self-as-object’ is formed through the recognition and categorization of different roles and characteristics that define an individual’s identity.

Finding that a sense of identity is formed through relationships with others (researcher D)

Finding that a sense of identity is formed through relationships with others (researcher D)

According to researcher D, a sense of identity can never be formed without relationships with other people. This suggests that the development of one’s sense of self is heavily influenced by social interactions and the reactions of others. The researcher believes that individuals build up their understanding of their own identity based on how they are perceived by others and the views others have of them.

This finding highlights the importance of social experiences in shaping one’s sense of self. It suggests that individuals develop a sense of who they are through their interactions with others and the feedback they receive from those interactions. This can include feedback about their roles in society, such as being a student, brother, or colleague, as well as characteristics or traits that are defined in comparison or interaction with other people.

The research also implies that individuals come to see themselves as they are reflected in others, similar to looking at oneself in a mirror. This suggests that our sense of self is not solely determined by internal factors, but is also influenced by external factors such as social relationships and societal expectations.

In conclusion, researcher D’s findings emphasize the role of relationships with others in the formation of a sense of identity. It suggests that our understanding of ourselves is shaped by how we are perceived by others and the views we believe others have of us.

Finding that awareness of self is related to mastery over things and people (researcher B)

Finding that awareness of self is related to mastery over things and people (researcher B)

In paragraph 2, the concept of the self as a subject is introduced, which involves a child’s recognition of their own existence and their understanding of their power to act. This aspect of self-awareness, labeled as ‘self-as-subject’ by William James, includes an awareness of one’s own agency and distinctiveness from others. Charles Cooley further suggested that this sense of self as a subject is primarily concerned with being able to exercise power, such as controlling physical objects or affecting the behavior of other people.

This finding suggests that children’s sense of identity is closely tied to their ability to interact with and have an impact on the world around them. As they gain mastery over objects and people through their actions, they develop a stronger sense of themselves as active agents in their environment. This process allows them to understand their own capabilities and distinguish themselves from others.

Researcher B’s findings align with this idea by highlighting the importance of children’s awareness of self in relation to their ability to exert control and influence over things and people. By recognizing their own agency, children can begin to develop a sense of identity based on their interactions with the world.

Finding that a certain age leads to aggressive behavior related to sense of identity (researcher E)

Finding that a certain age leads to aggressive behavior related to sense of identity (researcher E)

In paragraph 6, the passage discusses the displays of rage and intense frustration that are commonly seen in children between the ages of 18 months and 3 years. This finding is attributed to researcher Bronson, who conducted a longitudinal study of groups of three or four children. The study found that the intensity of disagreements and anger increased sharply during this age range. The disputes often centered around ownership of a toy, indicating a link between a child’s sense of self and their understanding of ownership.

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This finding suggests that as young children develop their sense of identity, they may become more assertive and prone to aggressive behavior when it comes to asserting their ownership or control over objects or resources. It highlights the importance of understanding how children’s sense of self is influenced by their interactions with others and their environment.

Finding that observing their own reflection contributes to self-awareness (researcher C)

Finding that observing their own reflection contributes to self-awareness (researcher C)

In the passage, it is mentioned that young children enjoy looking in mirrors because the movements they see are dependent upon their own movements. This understanding of cause and effect leads to a growing awareness that they are distinct from other people. The researchers Lewis and Brooks-Gunn conducted an experiment to investigate this aspect of self-awareness.

Lewis and Brooks-Gunn (1979) conducted an experiment where they dabbed red powder on the noses of children who were playing in front of a mirror. They observed how often the children touched their noses. The psychologists reasoned that if the children knew what they usually looked like, they would be surprised by the unusual red mark and would start touching it. This experiment aimed to determine whether children at a certain age can recognize themselves visually without the support of seeing contingent movement.

The results of this experiment showed that children around two years old were able to visually recognize themselves without relying on movement cues. They touched their noses when they saw the red mark, indicating their awareness of their own appearance. However, younger children between 15 and 18 months old were generally not able to recognize themselves unless other cues such as movement were present.

This finding supports researcher C’s idea that observing one’s own reflection contributes to self-awareness in young children. It suggests that visual recognition plays a role in developing a sense of identity and understanding oneself as a separate individual from others.

Children’s ability to affect the world around them by facing a mirror

In the process of developing a sense of identity, young children come to realize that they can have an effect on the world around them. One way they begin to understand this is through their interactions with mirrors. Although infants may not recognize their own reflection as their own image, they start to understand that the movements they see in the mirror are contingent upon their own movements. This awareness leads to a growing understanding that they are distinct from other people because only they can change the reflection in the mirror. Looking in mirrors provides young children with valuable information about how their actions can impact their environment.

Parents often spend time copying their infant’s vocalizations and expressions in front of a mirror. This mimicking behavior allows infants to see that others are responding to them and reinforces their understanding of cause and effect. Additionally, young children enjoy looking in mirrors because the movements they see are dependent on their own movements. This visual feedback helps children develop a sense of agency and control over their actions.

The ability to recognize oneself visually without the support of seeing contingent movement is considered an important developmental milestone. Around the age of two, children typically reach this stage of self-awareness. Researchers Lewis and Brooks-Gunn conducted an experiment where they dabbed red powder on children’s noses while they played in front of a mirror. They observed how often the children touched their noses, reasoning that if the children knew what they usually looked like, they would be surprised by the unusual red mark and would start touching it.

Overall, mirrors play a significant role in helping young children develop a sense of identity by allowing them to see how their actions affect the world around them visually.

Difficulties in researching self-awareness directly due to communication problems

Researching self-awareness in young children presents challenges because of difficulties in communication. As the passage states, infants may have a developing understanding of their own agency and distinctiveness from others, but they are unable to express this aspect of the self directly. This poses a problem for researchers who rely on verbal communication to gather data.

Infants and young children may not have the language skills or cognitive abilities to articulate their thoughts and experiences accurately. They lack the vocabulary and syntax necessary to describe their sense of self. This makes it challenging for researchers to assess the development of self-awareness through direct communication with young children.

Additionally, even if young infants could reflect on their experiences, they would still face limitations in expressing their thoughts and emotions effectively. Their ability to communicate is often limited to nonverbal cues such as facial expressions, gestures, or vocalizations. These nonverbal cues may provide some insights into their self-awareness, but they can be open to interpretation and may not provide a complete picture.

To overcome these challenges, researchers often rely on indirect measures or observations of behavior. For example, Lewis and Brooks-Gunn (1979) conducted an experiment where they observed how often children touched their noses after seeing a red mark on them in front of a mirror. This measure indirectly assessed the child’s ability to recognize themselves visually without contingent movement.

In conclusion, the difficulties in researching self-awareness directly in young children arise from their limited communication abilities. Researchers must find alternative methods such as observation or indirect measures to understand the development of self-awareness in this population accurately.

Development of self-awareness linked to a sense of ownership, leading to disputes

In paragraph 3, the passage discusses how children’s developing understanding of themselves as active agents leads to a growing awareness that they are distinct from other people. One way that children gain this understanding is through their interactions with mirrors. Looking in mirrors allows young children to see their own movements and realize that they have control over the reflection they see. This understanding of being able to change the reflection in the mirror contributes to their sense of self as an active agent.

Furthermore, paragraph 8 mentions that the link between the sense of ‘self’ and ‘ownership’ is a notable feature of childhood in Western societies. As children develop a sense of identity and self-awareness, they also start to recognize ownership and possessiveness. This can lead to disputes among children over toys or objects that they perceive as theirs. The concept of ownership becomes intertwined with their developing sense of self.

Overall, the development of self-awareness in young children is closely linked to their understanding of themselves as active agents and their recognition of ownership. These aspects contribute to their emerging sense of identity but can also lead to conflicts and disputes as they navigate social interactions and relationships.

In conclusion, young children’s sense of identity can be shaped and reinforced through reading. By engaging with diverse characters and storylines, children can develop empathy, self-awareness, and a stronger understanding of their own identities. Reading also encourages critical thinking and fosters a love for learning, providing a solid foundation for personal growth and development.

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