PSY 1A:

Understanding
the Self
Johanna Bianca J. Cano
1st semester, A.Y. 2023-2024
Live Video Discussion
Reminders
Log-in 5-10 minutes early

Turn off your camera to save bandwidth

Mute your audio when not speaking

Participate actively
 Recording is strictly
prohibited!

Warning
No individual or entity should
electronically record or broadcast any
portion of a meeting in PSY 1A:
Understanding the Self without prior
consent of the Teacher and Students

Violations will be dealt in accordance

to RA 10173/Data Privacy Act.
 PSY 1A:
Understanding
the Self
Johanna Bianca J. Cano
1st semester, A.Y. 2023-2024
 Midterm: Points of View on the Self
• Tripartite Composition of Self
• Bio-Ecological Perspective
• Socio-Anthropological Perspective
• Psychological Perspective
• Cultural Concept of the Self

Units and
Finals: Facets of the Self
• Physical Self

Modules
• Sexual Self
• Social Self
• Spiritual Self
• Digital Self

Managing and Caring for the Self

• Setting Goals
• Caring for oneself
 Module 01
Tripartite
Composition of
the Self
 o Thinking

Tripartite
Composition o Feelings

Of the Self o Behavior

 “I think therefore I am” which means that a
rational thinking person and being self
conscious is the proof that there is a self.
- Renee Descartes

“conscious awareness and memory of

SELF
precious experiences are the keys to
understanding his self”.
John Locke

The self is just a result of the humanistic

imagination and thoughts, that build up a
person’s characteristics.
David Hume
 DANIEL KAHNEMANS
THINKING TWO THINKING SYSTEM

-SYSTEM ONE
-SYSTEM TWO
 SYSTEM ONE

Fast
Intuitive
Emotional
Requires less cognitive effort
THINKING Due to practice
Will not take a lot of time in trying to figure out
what to do
Requires minimum attention
Automatic
SYSTEM ONE
SYSTEM ONE
SYSTEM ONE
 SYSTEM TWO

Slow
Deliberate
Reflective
Analytical
THINKING Effortful
Requires more attention
Intense focusing
SYSTEM TWO
SYSTEM TWO
SYSTEM TWO
 Tendencies to perceive
COGNITIVE BIAS events in a negative manner.
Abnormal Psychology 12th Edition
 Anchoring
- It occurs when people consider a particular value for an unknown quantity
before estimating that quantity.
Dichotomous thinking
- Here the thinking is either or type. That is, the things are completely good or
completely bad.
Science of Availability
- you wish to estimate the size of a category or the frequency of an event, but
you report an impression of the ease with which instances come to mind
Loss Aversion

COGNITIVE
- a cognitive bias that describes why, for individuals, the pain of losing is
psychologically twice as powerful as the pleasure of gaining.

BIAS
Illusion of Validity
- We often vastly overvalue the evidence at hand; discount the amount of
evidence and its quality in favour of the better story.
Framing
-is a perceptive error; it occurs when people rely too much on how information
is conveyed.
Arbitrary inference
- Drawing conclusions that have no evidence.
Sunk Cost
-bias that makes you feel as if you should continue pouring money, time, or
effort into a situation since you’ve already “sunk” so much into it already
 a conscious mental reaction (such
EMOTION as anger or fear) subjectively
experienced as strong feeling
 JAMES AND LANGE
-physiological changes precede emotions, which are
equivalent to our subjective experience of physiological
changes and are experienced as feelings.
CANNON AND BARD
THEORIES -Cannon-Bard theory states that we feel emotions
OF and experience physiological reactions such as sweating,
EMOTION trembling, and muscle tension simultaneously.
SCACHTER AND SINGER
-They suggested that emotional experiences come
from a combination of physical arousal and cognition
that makes the best sense of the person's situation.
 Emotion regulation may be broadly
EMOTION defined as the way in which a
REGULATION person uses emotional experiences
to provide for adaptive functioning
(Thompson, 1994).
 Skills necessary for effective Emotion
Regulation
(a) flexibility and responsiveness to
changing situational demands (Cole et
al., 1994; Thompson, 1994).
(b) Awareness of one’s emotional

EMOTION
state,
(c) the capacity to detect emotions in
REGULATION other people,
(d) knowledge of cultural display rules
for emotions,
(e) and the ability to empathize with
others’ emotional states (Saarni, 1990; cited
in Underwood, 1997).
 Skills necessary for effective Emotion
Regulation
(a) flexibility and responsiveness to
changing situational demands (Cole et
al., 1994; Thompson, 1994).
(b) Awareness of one’s emotional

EMOTION
state,
(c) the capacity to detect emotions in
REGULATION other people,
(d) knowledge of cultural display rules
for emotions,
(e) and the ability to empathize with
others’ emotional states (Saarni, 1990; cited
in Underwood, 1997).
 Indicators for Adaptive
Emotion Regulation
(a) a high self-esteem (Haney & Durlak, 1998; Zimmerman, Copeland, Shope, &
Dielman, 1997),

(b) a positive self-concept and stable

sense of identity (Harter, 1990; Nurmi, 1997),

(c) a high level of ego development

EMOTION
(Allen,
Hauser, Bell, & O’Connor, 1994; Hauser & Safyer, 1994),

(d) social competence

REGULATION
(Bustra, Bosma, & Jackson, 1994; Gullotta, Adams, &
Montemayor, 1990),

(e) a positive mood or emotional tone

(Larson & Richards, 1994; Petersen et al., 1993),

(f) school engagement (Sandler, Ayers, Suter, Schultz, & Twohey, in press; Wigfield
& Eccles, 1994),

(g) and feelings of attachment to

parents and friends (Allen, Moore, Kuperminc, & Bell, 1998; Greenberger &
McLaughlin, 1998; Paterson, Pryor, & Field, 1995)