Age salience in older adults' spontaneous self-concept

Distinctiveness theory predictions were examined by the salience of age in older adults' spontaneous self-concept with variation in age composition of residential setting. The hypothesis that elderly respondents in ordinary housing would mention age more often than those in senior housing apartments or nursing homes was not supported. The findings suggest that developmental contingencies exert a differential influence on trait salience in self-concept less during later adulthood than in earlier years.     

Effects of household sex composition on the salience of one's gender in the spontaneous self-concept

It was hypothesized that being a boy or a girl becomes more salient in a child's self-concept to the extent the other sex numerically predominates in the child's household. This prediction was based upon an information-processing, distinctiveness postulate that a person contemplating a complex stimulus (such as the self) selectively notices and encodes its more distinctive, information-rich aspects. The spontaneous self-concept elicited by nondirective “Tell us about yourself” interviews of 560 school children were scored for spontaneous mention of one's gender. As predicted, boys spontaneously mentioned their maleness more often when they came from households where females were in the majority; girls mentioned their femaleness more often when from households with male majorities; boys mentioned their maleness more often when from father-absent than from father-present homes. Incidental findings are that gender is more salient in the negation self-concept (“Tell us what you are not”) than in the affirmation self-concept (“Tell us about yourself”) especially for girls and that gender becomes increasingly salient as the child grows older.     

The protective identity: Evidence that mortality salience heightens the clarity and coherence of the self-concept

Research guided by terror management theory has shown that self-esteem provides a buffer against mortality concerns. The current research extends the theory to examine whether clarity and coherence in the structure of the self-concept serve a terror management function independent of enhancing self-esteem. Specifically, five studies tested whether mortality salience (MS) heightens diverse tendencies to clarify and integrate self-relevant knowledge, especially in individuals predisposed to seek structured knowledge. MS led high, but not low, structure-seeking participants to prefer coherent (Study 1) clearly-defined (Study 2), and simply organized (Study 3) conceptions of their personal characteristics. Also, MS led high structure-seeking participants to prefer causal coherence in recent experience (Study 4) and meaningful connections between past events and their current self (Study 5). Supporting the specificity of these effects on self-concept structuring, MS increased self-enhancement in Studies 1, 4, and 5 but these effects were not moderated by preference for structured knowledge.     

On the salience of the inducer's displacement in induced rotary movement.

It has been reported that an annulus patterned with two equally-spaced radial lines elicits slower induced rotary movement than an annulus patterned with sixteen equally-spaced radial lines. This has been attributed to the quantity of inducing stimulation. However, the number of pattern elements also affects the time course of induced rotary movement: it can be intermittent with two-radii inducers, but persistent with sixteen-radii inducers. Displacement of a two-radii inducer may be more salient to the subject than displacement of a sixteen-radii inducer: from time to time the displacement of the former may come to dominate perception, suppressing induced movement. Hypotheses invoking quantity of stimulation and salience of inducer displacement were tested by way of inducers with different numbers and spacings of pattern elements. Subjects timed induced rotary movement (experiment 1) and a subsequent aftereffect (experiment 2). The results were consistent with both the quantity of stimulation (experiments 1 and 2) and the salience of inducer displacement (experiment 2) having an effect. This suggests that at least two mechanisms may be involved in induced rotary movement.     

Sex differences in the self-concept in adolescence

This paper examines an aspect of the self-concept — salience of the self or self-consciousness — which has generally been neglected in the past. In an empirical study of nearly 2,000 children and adolescents, it was found that striking sex differences emerge during the adolescent period. Girls are considerably more self-conscious than boys, more vulnerable to criticism, and more concerned with promoting interpersonal harmony. Overall, adolescent girls are increasingly “people-oriented” while boys stress achievement and competence. It is suggested that these differences reflect the social definitions of sex roles.     

On the distinction between visual salience and stimulus-driven attentional capture.

It is often assumed that the efficient detection of salient visual objects in search reflects stimulus-driven attentional capture. Evidence for this assumption, however, comes from tasks in which the salient object is task relevant and therefore may elicit a deliberate deployment of attention. In 9 experiments, participants searched for a nonsalient target (vertical among tilted bars). In each display, 1 bar was highly salient in a different dimension (e.g., color or motion). When the target and salient elements coincided only rarely, reducing the incentive to attend deliberately to the salient stimuli, response times depended little on whether the target was salient, although some interesting exceptions were observed. It is concluded that efficient selection of an element in visual search does not constitute evidence that the element captures attention in a purely stimulus-driven fashion.     

Change in self-concept during adolescence

Malaysian adolescents, like their Western counterparts, undergo rapid growth and development. It is hypothesized that self-concept improves as adolescents mature and become more adjusted to the changes. This study therefore sought to ascertain whether the self-concept changes with age, not only in the global sense but in the various components of the self-concept. The Tennessee Self-Concept Scale and the Brookover Scale of Academic Ability were administered to 375 adolescent boys, ranging in age from 14.7 to 17.0 years, and to 289 adolescent girls, ranging in age from 14.4 to 17.2 years. The findings show that the self-concept of adolescent boys changes with age in the direction predicted. The trend is less obvious and less consistent for girls.     

Development of the self-concept during adolescence

Adolescence is a period of life in which the sense of 'self' changes profoundly. Here, we review recent behavioural and neuroimaging studies on adolescent development of the self-concept. These studies have shown that adolescence is an important developmental period for the self and its supporting neural structures. Recent neuroimaging research has demonstrated that activity in brain regions associated with self-processing, including the medial prefrontal cortex, changes between early adolescence and adulthood. These studies indicate that neurocognitive development might contribute to behavioural phenomena characteristic of adolescence, such as heightened self-consciousness and susceptibility to peer influence. We attempt to integrate this recent neurocognitive research on adolescence with findings from developmental and social psychology.     

Self-esteem and clarity of the self-concept

This article examines the association between evaluative and knowledge components of the self. Four studies tested the hypothesis that the self-concepts of low-self-esteem (LSE) people are characterized by less clarity or certainty than those of high-self-esteem (HSE) people. LSE Ss exhibited less extremity and self-reported confidence when rating themselves on bipolar trait adjectives (Study 1), less temporal stability in their trait ratings over a 2-month interval (Study 2), less congruence between their self-concepts and their subsequent perceptions of situation-specific behavior and memory for prior behavior (Study 3), and less internal consistency, lower self-rated confidence, and longer reaction times when making me/not me responses to pairs of opposite traits (Study 4). Alternative accounts of the results and the implications of self-concept clarity for understanding the pervasive impact of self-esteem on behavior are discussed.     

Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept

The authors examine the directionality of effects between global self-esteem, domain-specific academic self-concepts, and academic achievement. Special emphasis is placed on learning environments as potential moderators of the direction of these effects. According to the meritocracy principle presented here, so-called bottom-up effects (i.e., self-esteem is influenced by academic self-concept) are more pronounced in meritocratic learning environments than in ego-protective learning environments. This hypothesis was examined using a three-wave cross-lagged panel design with a large sample of 7th graders from East and West Germany, a total of 5,648 students who were tested shortly after German reunification. Reciprocal effects were found between self-esteem, academic self-concept, and academic achievement. In conformance with the meritocracy principle, support for bottom-up effects was stronger in the meritocratic learning environment.     

The salience of the self in responses to inequity

Previous research has shown that people strive to conform with the standards of significant others in distributive justice. The present research was concerned with the role of attention to the self in the same paradigm. If people are motivated to personally evaluate their own behavior as fair, then self-focus should result in heightened attempts to redress an overpayment inequity. After the subject's criterion of a fair wage was assessed, they were paid either that amount or double it. Orthogonal to this manipulation, subjects were either made objectively self-aware (OSA) or not, by the presence or absence of a mirror. Consistent with the hypothesis, overpaid OSA subjects did more work, but of a poorer quality, than overpaid not-OSA subjects. This was taken as evidence of more zealous attempts to restore a sense of equity, implicating a greater personal need to eliminate the injustice when the discrepancy between pay level and a personal standard of fairness was made more prominent to the self.     

Mortality salience and the desire for offspring

Research on terror management theory (TMT) illustrates that following mortality salience (MS) people defend their cultural worldviews and bolster self-esteem to transcend death. Recently, research additionally showed that MS increased self-reports of the number of children desired in Dutch men but not in Dutch women. We conducted three studies to further investigate the role of desire for offspring in terror management. In Study 1, we conceptually replicated previous findings for Germany and found increased desire for offspring following MS in both men and women. Extending prior research Study 2 revealed that following MS not only was the accessibility of death-related thoughts increased, but also the accessibility of thoughts related to offspring. Finally, Study 3 suggested that the MS effect on ingroup bias was eliminated under conditions of offspring salience. Relating these findings to TMT, anticipated or actual offspring is discussed as a buffer against existential anxiety.     

The relative importance of global self-concept and self-concept of academic ability in predicting academic achievement

The aim of this study was to establish whether the relationship between self-concept of academic ability and academic achievement correlated more strongly than the relationship between global self-concept and academic achievement among high school students. Data on these variables were collected from 229 tenth-grade students in the U.S. Pacific Northwest public school district. The results indicate that global self-concept and self-concept of academic ability correlate positively with academic achievement, but the relationship between self-concept of academic ability and academic achievement correlated more strongly than the relationship between global self-concept and academic achievement. The results suggest that educational intervention strategies geared to raising academic achievement would probably be more likely to succeed if they were to focus on enhancement of the self-concept of academic ability rather than global self-concept.