You are on page 1of 6

Understanding the Self: Midterms The Encoding Specificity Principle of memory provides

a general theoretical framework for understanding how


Module No. 4: The Mental Self contextual information affects memory. This principle
states that only information that has been stored can be
The brain is endlessly perceiving, processing, planning, retrieved, and how it was stored influences how it is
organizing, and remembering—it is always active. retrieved.
Exceptionally complex, cognition is an essential feature
of human consciousness, yet not all aspects of cognition In order for a memory to go into storage, it has to pass
are consciously experienced. This is only one facet of the through three distinct stages: Sensory
complex processes involved in cognition. Memory, Short-Term Memory, and finally Long-Term
Memory.
Cognition is a term referring to the mental processes
involved in gaining knowledge and comprehension. These 1. Sensory memory is the initial, momentary, very brief
cognitive processes include thinking, knowing, (about two seconds) recall of a sensory experience,
remembering, judging, and problem-solving. These are such as what we just saw or heard. Some compare
higher-level functions of the brain and encompass sensory memory to a quick snapshot of what you just
language, imagination, perception, and planning. experienced that quickly disappears.

Cognitive Psychology is the field of psychology that 2. Short-term memory is the temporary holding room for
investigates how people think and the processes involved information that comes from sensory memory. It has
in cognition. Cognitive processes affect every aspect of limited capacity and can hold information for 30 seconds
life, from school to work to relationships. Some specific and can be extended using memory techniques such as
uses for these cognitive processes include learning new chunking and maintenance rehearsal. Research shows
things, forming memories, and making decisions. that an average normal person has a maximum digit span
of about 7 plus or minus 2 (Feldman, 2018). (Limited
HOTP - Higher order thinking processes Duration/ Limited Capacity - interference - override)

Memory refers to the processes that are used to acquire, ● Chunking - breaking down information into smaller
store, retain, and later retrieve information. Human pieces.
memory involves the ability to both preserve and recovers ● Maintenance Rehearsal - repeating information to
information we have learned or experienced. store in memory.

Memory problems can range from minor annoyances like 3. Long-term memory is the final storehouse of
forgetting where you left your car keys to major diseases, information. It has very large capacity and encompasses
like Alzheimer's and other kinds of dementia, that affect memories that range from a few days to decades.
the quality of life and the ability to function. Declarative memory and procedural (non-declarative)
memory are two major classifications of long-term memory
Memory is essential to all our lives. Without a memory of systems (Feldman, 2018).
the past, we cannot operate in the present or think about
the future. We would not be able to remember what we did ● Declarative memory is recall of factual information
yesterday, what we have done today, or what we plan to such as dates, words, faces, events, and concepts.
do tomorrow. Without memory, we could not learn Declarative memory is of two types:
anything. ○ Episodic memory – recall of personal facts.
Remembering the name of your parents uses
There are three major processes involved in memory: episodic memory.
encoding, storage, and retrieval. ○ Semantic memory – recall of general facts.
1. Encoding is the act of getting information into our Remembering the rules in playing volleyball
memory system through automatic or effortful uses semantic memory.
processing. ● Procedural memory is accessed without
2. Storage is the retention of information, and consciousness or implicitly through performance rather
3. Retrieval is the act of getting information out of than recollection. Recall of how to do things such as
storage and into conscious awareness through recall, swimming or driving a car is a memory that resides in
recognition, and relearning. procedural memory (Feldman, 2018).
Intelligence is defined as the ability to perceive or infer Multiple Intelligence Model by Howard Gardner
information and to retain it as knowledge to be applied
towards adaptive behaviors within an environment or One of the more recent ideas to emerge is Howard
context. Intelligence enables humans to remember Gardner's theory of multiple intelligences. Gardner
descriptions of things and use those descriptions in future proposed that the traditional idea of intelligence, based on
behaviors. It is a cognitive process. It gives humans the IQ testing, did not fully and accurately depict a person's
cognitive abilities to learn, form concepts, understand, and abilities. His theory proposed eight different intelligences
reason, including the capacities to recognize patterns, based on skills and abilities that are valued in different
innovate, plan, solve problems, and employ language to cultures (Macayan, 2018):
communicate. Intelligence enables humans to experience
and think (Feldman, 2018). 1. Bodily-kinesthetic intelligence: The ability to control
your body movements and to handle objects skillfully
An intelligence quotient or IQ is a score derived from a 2. Interpersonal intelligence: The capacity to detect and
set of standardized tests developed to measure a person's respond appropriately to the moods, motivations, and
cognitive abilities ("intelligence") in relation to their age desires of others
group. Originally, the ratio of the mental age to the 3. Intrapersonal intelligence: The capacity to be self-
chronological age was used to compute the intelligence aware and in tune with inner feelings, values, beliefs, and
quotient, or IQ (Rathus, 2012). The formula was: thinking processes
4. Logical-mathematical intelligence: The ability to think
IQ = Mental age ÷ Physical age × 100 conceptually and abstractly, and the capacity to discern
logically or numerical patterns
For modern IQ tests, the median raw score of the norming 5. Musical intelligence: The ability to produce and
sample is defined as IQ 100, and scores each standard appreciate rhythm, pitch, and timbre
deviation (SD) up or down are defined as 15 IQ points 6. Naturalistic intelligence: The ability to recognize and
greater or less. The table below shows the different levels categorize animals, plants, and other objects in nature
of Intelligence and their corresponding IQ range 7. Verbal-linguistic intelligence: Well-developed verbal
(Wikipedia.org, n.d.). skills and sensitivity to the sounds, meanings, and
rhythms of words
8. Visual-spatial intelligence: The capacity to think in
images and pictures, to visualize accurately and abstractly.
LEVEL IQ RANGE

Robert Sternberg proposed three aspects of intelligence


Feeble minded 0 – 70 namely:
1. Componential intelligence: the ability assessed by
Borderline 70 – 80 intelligence tests (verbal, mathematical, reasoning, logic)
2. Experiential intelligence: the ability to adapt to new
Dull 80 – 90 situations and produce new ideas
3. Contextual intelligence: “street smart”; ability to apply
Normal 90 – 110 knowledge to the real world (Macayan et al., 2018)

Superior 110 – 120 Stages of Cognitive Development by Jean Piaget

Jean Piaget proposed a theory that explains the


Very superior 120 – 130
mechanisms and processes by which the infant, and then
the child, develops into an individual who can reason and
Near genius 130 – 140 think using hypotheses. He suggests that children move
through four different stages of intellectual development
Genius 140 – up which reflect the increasing sophistication of children's
thoughts.

There are many factors that may affect intelligence 1. Sensorimotor (0 – 2 years)
including heredity, environment, race, culture, training, Children experience world through senses and actions
educational background, socio-economic status, efforts of (looking, touching, mouthing, grasping). They learn to
the will and health. execute simple goal directed plans. The main
achievement during this stage is object permanence - e. Social factors such as social status, reference groups,
knowing that an object still exists, even if it is hidden and family.
(McLeod, 2018). f. Cultural factors such as religion and social class (Tomas,
et al., 2019).
2. Pre-operational (2 – 7 years)
During this stage, young children can think about things If there is one thing to avoid when buying products, that is
symbolically. This is the ability to make one thing - a word impulsive buying. Impulsive buying (or impulsive
or an object - stand for something other than itself. purchase) is the tendency of a customer to buy goods and
Thinking is still egocentric, and the infant has difficulty services without planning in advance. Emotions and
taking the viewpoint of others (McLeod, 2018). feelings play a decisive role in purchasing the product at
the spur of the moment, triggered by seeing the product or
3. Concrete operational (7 – 11 years) upon exposure to a well-crafted promotional message.
This stage is a major turning point in the child's cognitive Some items bought on impulse are not considered
development because it marks the beginning of logical or functional or necessary in the consumers' lives.
operational thought. This means the child can work things Preventing impulse buying involves techniques such as
out internally in their head (rather than physically try things setting budgets before shopping and taking time out
out in the real world). Children can conserve number (age before the purchase is made.
6), mass (age 7), and weight (age 9). Conservation is the
understanding that something stays the same in quantity Nowadays, purchasing items are even made easy with the
even though its appearance changes (McLeod, 2018). emergence of e-commerce. People of all ages found
themselves doing an online shopping. Online shopping is
4. Formal operational (11 years and up) a form of electronic commerce which allows consumers to
During this time, people develop the ability to think about directly buy goods or services from a seller over the
abstract concepts, and logically test hypotheses. People Internet using a web browser. Consumers find a product
at this stage can become concerned with the hypothetical, of interest by visiting the website of the retailer directly or
the future, and ideological problems (McLeod, 2018). by searching among alternative vendors using a shopping
search engine, which displays the same product's
availability and pricing at different e-retailers. As of 2020,
Module No. 5: The Material Self customers can shop online using a range of different
computers and devices, including desktop computers,
Consumer behavior refers to the consumption or laptops, tablet computers, smartphones, and smart
purchase of goods and services to satisfy the personal speakers.
needs and wants of an individual or to satisfy the needs
and wants of others. Individual consumers come from all Another important thing we consider when we purchase a
ages, life stages, and social backgrounds. When product is whether the item is a need or a want. Needs
consumers purchase a product or a service, their are the elemental things that you need to survive. They're
decisions are essentially their own. However, certain indispensable. People regularly purchase needs. If a need
factors affect their choice, and consequently their is not met, it would lead to the onset of disease, the
decisions to make these choices. inability to function effectively and efficiently in society and
even death. Wants is something that a person desires,
Factors that can influence consumer behavior either immediately or in the future. Unlike needs, wants
are those that differ from one person to another.
There are several factors that can influence consumer Furthermore, wants can change over a period of time.
behavior, these would include: This is in contrast to needs, which remain constant
throughout the lifetime of the person. Want is a term
a. Marketing factors such as product design, price, synonymous with luxuries – they are often bought to
promotion, packaging, positioning and distribution. highlight status. Wants are described as the goods and
b. Personal factors such as age, gender, education, and services, which an individual like to have, as a part of his
income level, caprices.
c. Psychological factors such as buying motives,
perception of the product, and attitudes towards the
product.
d. Situational factors such as physical surroundings at the
time of purchase, social surroundings, and time factors.
Module No. 6: Socio-Digital Self
Basis for NEEDS WANTS
Comparison Social media is defined as computer-mediated
technologies that make it easier for us to create and share
information, ideas, and career interests. It has features
Meaning Needs refers to Wants are
that allow us to communicate with specific groups and
an individual's described as
basic the goods and people (through chat, video call, or posting of status and
requirement that services, which photos) and allow us to become members of virtual
must be fulfilled, an individual communities, be it locally or globally. These features make
in order to like to have, as it easier for us to socialize and communicate easily with
survive. a part of his other people as well as enable these communities to
caprices. impact our thoughts and behavior (Macayan et al., 2018).

Through the use of social media, online disembodiment


Nature Limited Unlimited takes place. This is when people act differently since the
conversation is not face-to-face and there is no physical
presence. With this, people are less likely to display their
“real” self to other people, especially to strangers. Online
What is it? Something you Something you disembodiment results in the creation of digital identities
must have. wish to have. (Macayan et al., 2018).

Represents Necessity Desire Digital identity

Digital identity is defined as a network or online identity a


person claims in cyberspace. It allows a person to be part
Survival Essential Inessential of a virtual community that goes beyond physical and
geographical boundaries.

Change May remain May change


In cyberspace, people are capable of creating multiple
constant over over time. digital identities, including one’s authentic digital self.
time. People are likely to behave differently when he is engaged
in social media since there is no immediate physical
presence within them. Social media enables individuals to
Non- May result in May result in adopt identities independent of one’s physical image
fulfillment onset of disease disappointment.
or even death.
In some cases, people present themselves differently as
compared to their face to face interactions. Social media
also allows us to create fake identities. We can create
different social
In the process of acquiring goods people media accounts to hide our real selves. People tend to
generally consider two things: utility and significance. resort to this creating of fake digital identities that will
Utility is the quality of appropriateness in use. It is empower them to act in an unacceptable manner, without
concerned with how things work, of the degree to which being identified. This is the nature of online disinhibition.
design serves practical purposes and provide affordances
or capabilities. For example, a professional kitchen knife. Online Disinhibition Effect
Its primary utility value is as a cutting tool. In order for it to
work effectively, the blade needs to possess material When people adopt fake identities, they are likely to
qualities enabling a sharp edge. Also, the handle should engage in behaviors that they would not do in face-to-face
be designed to allow for a good, firm grip. Significance, interactions. This phenomenon is known as online
on the other hand, is concerned with the meaning disinhibition. There are two main categories of behavior
assigned to the object. It is concerned with how objects that fall under the online disinhibition effect: benign
become powerful symbols/icons of habit and ritual which disinhibition and toxic disinhibition.
can be quite separate from their primary function.
1. Benign Disinhibition occurs when people tend to self- Module 7: The Cultural Self
disclose more on the internet than they would do in
real life. They tend to go out of their way to help Our development is largely influenced by the
someone or show kindness. People can be extremely membership to crucial social groups that shape various
generous and kind to others in the virtual world. aspects of our self (e.g. belief systems, values orientation,
2. Toxic Disinhibition occurs when people use rude and manifested behavior). We are born into a family and
language, threaten others, bully others on the online toward the end of our lives we evaluate ourselves in the
platform, and go to websites they normally do not visit context of:
using their fake identities.
- our contribution to the society
According to Suler (2004), people engage in online - quality of social relationships
disinhibition due to a number of - how we have touched lives of people we have directly
factors, including: encountered

● Advantage of Anonymity – virtual invisibility FAMILY


● Asynchronous communication – you don’t have to
deal with the person’s reaction or feedback - The most pervading influential social group that
immediately. impacts the entire course of one’s development.
● Personal introjection – people tend to assign an - Influences one’s concept of the world, values in
identity to the other person that is also a reflection of making choices and decisions, habits, and persistent
their own self. behavior.
● Equalizing social class – in cyberspace, there are no - Consistent family experiences shape our social self.
social classes; one can easily come in contact with - Parents are the first teachers. From them we create…
others regardless of their social status in life. - initial impressions of the world beyond our
● Expression of personality – one’s personality is homes
mirrored through social media. - our first barometer in determining which acts
are good and rewarded and those that are not
MANAGING RESPONSIBLE ONLINE BEHAVIOR acceptable
- Siblings are first friends and playmates. Our
Amidst the technological and online landscapes, it is relationship with them harness our socialization skills.
important to regulate one’s online behavior. A number of
people have been victims because of irresponsible online SCHOOLS
behavior. How can one manifest responsible online
behavior? These are some suggestions: - get exposed to more people and a formal set of
standards
1. Don’t post or send anything embarrassing - are expected to meet a certain criteria of achievement
2. Avoid posting statements when experiencing strong and in collaborative learning condition.
emotions - harness the knowledge we get from mentors
3. Don’t hang out with the “wrong crowd” online - Apply the socialization skills we got from our families
4. Be careful about over-sharing especially confidential through relationship with school peers.
information that may be used irresponsibly
5. Respect other people in the online community Collaborative Learning Conditions help us to be
exposed to the insights of our learning peers, values of
By following the above suggestions, one can foster a social harmony, emotional sensitivity to the needs of other
healthy digital identity that positively impacts oneself. people, and behavior with regard to personal spaces of
People may learn new information, gain more friends, others in our environment.
widen their perspectives through healthy online sharing,
and nurture better social values in an online platform. COMMUNITIES
Unlike in face-to-face interactions, where conversations
may be forgotten, online statements leave digital footprints - Our cultural beliefs and practices are influenced by
that may remain indefinitely for others to see. Thus, what our communities and societies dictate.
people should exercise decorum in their online behavior, - Religion, politics, media, education, and government
in the same way, they exercise decorum in face-to-face are social institutions that have a direct impact as we
interactions. are constantly exposed to their presence.
Values 2. Material aspect
- Faith in God - the things that humans make and use (buildings,
- Respect for the elderly technological gadgets, and clothing, to film, music,
- Task persistence and dedication literature, and art, among others )
- Love for country
Eastern and Western Culture
Practices
- going to church, hearing mass, Each society is unique and exhaustive with its
- avoiding conflict and strife with others, own set of customs and practices. The people follow and
- rituals and rites: wedding, baptism, religious activities, embody a culture that is inherent to them. The differences
graduation between Eastern and Western cultures are numerous
because Eastern and Western people not only live in
CULTURE different environments but also are educated in
distinctively different ways. The characteristics of each
- Culture is defined as the complex whole which includes culture are shown in its people’s behavior; their attitudes
knowledge, belief, law, art, morals, custom, and other toward life and love, and their personalities. This is why
capabilities and habits acquired by man as a member of Eastern people usually encounter the so-called “culture
society. shock” when traveling to the Western countries.
- Culture simply gives people’s lives meaning; it is a
source of one’s identity, confidence, and of self-esteem. It INDIVIDUALISM
allows people to understand the world and define their
places within it. - An orientation that focuses on individual attributes and
- One’s culture is a summation of the needs of people, a personal distinctiveness.
description of their past and present condition, an - People who are individualistic are observed to be more
expression of their values, thoughts, and emotions and competitive, self-reliant, and likely to be independent in
their deception of their historical struggles to liberate achieving personal interests.
themselves from the different races.
- It is important for shaping social relationships, COLLECTIVISM
maintaining and challenging social order, determining how
we make sense of the world and our place in it, and in - An orientation that values relationships and harmony.
shaping our everyday actions and experiences in society. - People who are collectivistic prioritize their
relationships, suppress their personal interests, likely
2 Aspects of Culture to be conforming, respectful of other people, and
cooperative in tasks.
1. Non-material aspect
- includes the values and beliefs, language, INDIVIDUALISTIC COLLECTIVISTIC
communication, and practices that are shared in Develop early independence Learn to depend on others
common by a group of people. Express yourself Read nonverbal cues
- knowledge, common sense, assumptions, and Responsible for self Listen to authority
expectations; Live on one’s own Be responsible for others
- rules, norms, laws, and morals that govern One’s own goals take priority Personal goals secondary to the
goals of the group
society; Motivated by own preferences, Motivated by the norms of, and
- the words we use (speaking and writing); needs, rights duties imposed by, the group
- symbols we use to express meaning, ideas, Tasks more important than Relationships more important
and concepts; relationships than tasks
- what we do and how we behave and perform; Cognitive skills independent of Social and cognitive skills
social skills integrated
and
- religious ceremonies, the celebration of
INDIVIDUALISM-COLLECTIVISM
secular holidays, and attending sporting
events. Our social self is directly influenced by society and
standards. Membership in our social groups impact our
thoughts and values and have a consequence on our
social behavior.

You might also like