Emergence of a Temporally Extended Self and Factors That Contribute to Its Development
Regular price
€45.99
14 days return policy
Shipping & Delivery
A01=Mary Lazaridis
age
Author_Mary Lazaridis
Category=JMC
competency
contribution
demands
developmental
dsr
effect
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
extended
iv
linguistic
mental
present
representational
representational ability
self
selfrecognition
social
state
task
temporally
temporally extended
transition
vi
Product details
- ISBN 9781118740040
- Weight: 181g
- Dimensions: 152 x 224mm
- Publication Date: 31 May 2013
- Publisher: John Wiley and Sons Ltd
- Publication City/Country: GB
- Product Form: Paperback
Secure
checkout
Fast Shipping
Easy returns
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.
Mary Lazaridis (DClinPsych, 1996, La Trobe University; BBSc. [Hons],GradDipPsych, BAppSc, MAPS) is a member of the Australian College of Clinical Psychologists. Her primary research interest, while studying for her DClinPsych, has been factors that contribute to the development of self in children. She works in private practice as a clinical psychologist and part of her work includes diagnosing and treating typically developing young children and children with developmental delays.
