The Cognitive Self  How the individual and

environment shape his personality.

his

 How we think, behave and feel in

OBJECTIVES certain situations. Mental health and
mental illnesses.
 Define and describe the Cognitive Self  Character strengths, coping,
(Psychological Self) and its influence happiness and well-being.
on acquiring information.
 Define and differentiate different
Philosophers’ theory on Cognitive
Development. THE SELF

 The self is a complex and multi

dimensional concept that refers to the
COGNITIVE SELF individual’s awareness, existence,
understanding, and perception of their
 It is the understanding and awareness identity.
of one’s self to his/her own thoughts,
beliefs, and mental processes. IDENTITY
 It can also be referred to as “Known
self” Refers to the specific attributes or categories
through which a person defines themselves,
particularly in relation to social roles,
affiliations, and relationships. Example (Im a
PSYCHOLOGY Filipino, Im a Muslim etc.)
 Psychology is derived from the Greek
words “psyche” which means the
mind/soul and “Logos” which means to IDENTITY
study.
 It is the scientific study of human  Personal Identity
behavior and mental processes. That  Social Identity
questions WHO and WHAT we are,  Cultural Identity
and WHY we act that way.  Gender Identity
 Ethnic and Racial Identity
 Professional Identity

Four Goals of Psychology

 Describe Behavior ROLES

 Explain Behavior
 Predict Behavior  Refers to the expected behaviors,
 Change Behavior responsibilities, and function that an
individual adopts in social,
professional, personal and cultural
contexts. Example (student,
CONCERNS OF PSYCHOLOGY employee, child)
 How individuals develop and mature
at different life stages. Concepts such
as consciousness, memory, and ROLES
reasoning.
 Social Role
  Role Expectations
 Role Conflict
 Role Strain CARL ROGERS’ PERSON- CENTERED
 Role Identity THEORY
 Role Change  A humanistic approach to psychology
 Role Models that emphasizes the importance of the
 Role Socialization individual's subjective experience and
the belief that every person has the
potential for growth and self-
WILLIAM JAMES actualization.

 is an American philosopher and

psychologist, often regarded as one of
the most influential figures in both SELF ACTUALIZATION
fields? He’s also one of the earliest  according to Carl Rogers self
psychologists to study the self and actualization is the drive of a person
conceptualized the self as having 2 for growth and realizing one’s
aspects – the “I” and the “me” potential

I AND ME SELF CONCEPT

 "I" is the subjective self or the active  The understanding and
experiencer, and the "Me" is the perception an individual have of
objective self, the content of one's themselves. It encompasses the
experience and identity. The “I” can beliefs, feelings, and thoughts one
only be known and understood holds about their own identity.
through “Me”.

REAL SELF
CARL ROGERS’
 Also known as the “current self” or
 is an American psychologist and one “self-image, it is the self that tells or
of the pioneers for humanistic thinks of who you are right now. It
psychology? Carl Rogers focused on encompasses the beliefs, feelings, and
the understanding of the potential of thoughts one holds about their own
humans towards personal growth and identity.
self concept.  The real self is the self that changes
often as your perception of who you
are right now changes over time as we
SELF-SCHEMA learn and grow through various
experiences.
 It is the mental structure that helps
individuals organize and interpret
information about themselves. It is the
set of knowledge and memories that is IDEAL SELF
composed of our own beliefs,  The self who you want to be or who
memories and experiences. you aspire to be. It represents your
 goals, dreams and how you want to  May either be positive or negative
see yourself in the future. The ideal depending on the circumstances and
self is the most stable out of the 3 our next course of action.
selfs as this self is shaped by your Selfconsciousness can keep you from
long-term aspirations and value. doing something dangerous. In some
instances, self-consciousness can be
too much that we are concerned about
OUGHT SELF being observed and criticized by
others, also known as self-awareness.
 The self who you believe what or how Two types of self-consciousness are
you should be. The ought self is public and private
greatly shaped by external factors
such as obligations, expectations,
environment and duties. The ought JEAN PIAGET’S THEORY OF HUMAN
self influences our sense of self COGNITIVE DEVELOPMENT
worth/self esteem as it reflects the
standards and expectations the
external factors placed on us.
 The extent of how much we accept
ourselves. Self-worth is the intrinsic
value that we put on ourselves
regardless of what anyone says. On
the contrary, self esteem is built
through achievements, abilities and
recognition from external factors.

SELF ESTEEM AND SELF WORTH

JEAN WILLIAM FRITZ PIAGET
 The extent of how much we accept
ourselves. Self-worth is the intrinsic  He was a Swiss psychologist known for
value that we put on ourselves his work on child development. He
regardless of what anyone says. On believed that children see the world
the contrary, self-esteem is built differently compared to adults.
through achievements, abilities and
recognition from external factors
JEAN PIAGET’S THEORY OF COGNITIVE
DEVELOPMENT

 Deals with the nature of knowledge

itself and how humans come to
acquire it.
 Jean Piaget observed how children
processed and made sense of the
world around them and eventually
developed a four-stage model of how
SELF CONSCIOUSNESS
the mind processes the information
encountered.
 o Egocentrism - not being capable of
seeing things from another
THREE BASIC COMPONENTS OF person’s perspective.
PIAGET’S THEORY o Conservation - recognition that
 Schema - the building blocks of when some properties (such as
knowledge; mental organizations shape) of an object change, other
that individuals use to properties (such as volume) remain
understand their environments. constant.
 Adaptation - how a child’s learning  CONCRETE OPERATIONAL (6 - 11
process meets the situational YEARS)
demands. o Conservation of shape, number,
 Stages of Cognitive Dev’t - reflects and liquid are now possible. Logic
the increasing sophistication of the and reasoning develop, but are
child’s thought processes. limited to appearance and what is
concretely observed
 FORMAL OPERATIONAL (12 AND
UP)
CONCEPTS OF ASSIMILATION AND
o Abstract reasoning - principle and
ACCOMODATION
ideals are develop
 Assimilation - the application of o Systematic problem solving is now
previous concepts to new concepts. possible (no longer just trial and
 Accommodation - when existing error)
ideas are challenged. o Ability to think about and reflect
upon one’s thinking
(metacognition) Scientific
reasoning.
JEAN PIAGET’S 4 STAGES OF COGNITIVE
DEVELOPMENT

 SENSORIMOTOR (BIRTH (0) TO 2 SUSAN HARTER

YEARS)
o Knowledge is through senses  Susan Harter is a developmental
(tasting, seeing, smelling, touching, psychologist known for her work on
hearing). self-concept and self-esteem in
o Object permanence develops children and adolescents. She
between 4 and 9 months. developed tools like the Self-
o Object permanence - the ability to Perception Profile to assess how young
realize that objects still exist when people view themselves in areas like
they are not being sensed. academics and social acceptance.
 PREOPERATIONAL (2 - 5 YEARS)
o Verbal and egocentric thinking
develop. HARTER’S SELF-DEVELOPMENT
o Can do mentally what once could CONCEPT
only do physically.
o Conservation of shape, number, Harter's theory explains that how we think
liquid not yet possible. (cognitive processes) and how we interact
o Animistic Thinking - believing that with others (social processes) play key roles
in shaping our sense of self. These processes
inanimate objects are alive.
help us understand who we are, leading to a
clear self-concept and the ability to evaluate individual cognition and societal
ourselves in different areas of life. expectations. These stages are what a
healthy individual should go through
 EARLY CHILDHOOD from birth to death.
o The child described himself in  TRUST VS MISTRUST (1-2 YEARS)
terms of concrete, observable o During this time, how a baby thinks
characteristics, material about the world is shaped by
possessions, behavior and feeling secure or scared. If they
preferences. feel safe with their mother, they
 MIDDLE TO LATER CHILDHOOD develop trust. If not, their mind
o The self is described with the may develop fear and insecurity.
use of traits like constructs.  AUTONOMY VS SHAME AND
 ADOLESCENCE DOUBT (2-4 YEARS)
o Emergence of a more abstract self- o As toddlers, children start to think
definitions such as inner for themselves. If parents let them
thought, emotions, attitudes and explore, they build confidence in
motives. their own abilities. If they aren’t
 EMERGING ADULTS (SECOND encouraged, they might start
ADOLESCENCE) doubting their ability to do things.
o Characterized by having a vision  INITIATIVE VSs GUILT (4-5 YEARS)
of a “possible self” (what do you o Preschoolers start to think more
want to be). about their goals and interests. If
they are supported, they feel good
about trying new things. If held
ERIK ERIKSON back, they develop guilt for having
these thoughts and ideas.
 Erik Erikson was a German-born  INDUSTRY VS INFERIORITY (5-12
American psychoanalyst whose YEARS)
writings on social psychology, o In this stage, children think about
individual identity, and the how well they perform compared to
interactions of psychology with others. Positive feedback from
history, politics, and culture influenced school or friends helps them think
professional approaches to they can achieve things. Negative
psychosocial problems and attracted criticism makes them feel they
much popular interest. aren’t good enough, leading to
inferiority.
 IDENTITY VS ROLE CONFUSION
ERIK ERIKSON’S THEORY OF (13-19 YEARS)
PSYCHOSOCIAL DEVELOPMENT o Teenagers focus on understanding
who they are and how they fit into
 Erikson’s theory focuses on how society. Their thinking is shaped by
individuals develop their sense of comparing themselves to peers. If
identity and self throughout their they struggle to figure this out,
lifespan, which explores the cognitive they might experience confusion
self—particularly how cognitive about their identity.
development and social experiences  INTIMACY VS ISOLATION (20-40
shape one’s understanding of the self. YEARS)
 Erikson’s psychosocial stages
emphasize the interaction between
 o As adults, people think about Vygotsky believed cognitive development is
forming meaningful connections. If influenced by cultural and social factors.
they can build strong relationships, Cognitive development is a socially mediated
they feel mentally fulfilled. If not, process in which children acquire cultural
they might think they are isolated values, beliefs, and problem-solving
or alone. strategies through collaborative dialogues
 GENERATIVITY VS STAGNATION with more knowledgeable members of
(40-65 YEARS) society.
o At this stage, people reflect on
 MORE KNOWLEDGEABLE OTHER
whether their actions make a
(MKO)
difference. If they feel their work
o The more knowledgeable other
and life have value, they think
positively about themselves. If not, (MKO) is someone who has a higher
they might think they are stuck in level of ability or greater
one place. understanding than the learner
 EGO INTEGRITY VS DESPAIR (65- regarding a particular task,
DEATH) process, or concept.
o In later life, people look back on  ZONE OF PROXIMAL
DEVELOPMENT
how they lived. If they think they
o The ZPD relates to the difference
lived well, they feel a sense of
peace. If they think they missed between what a child (or a novice)
out or failed, they might feel can achieve independently and
despair and regret. what a child can achieve with
guidance and encouragement from
Erikson’s stages argue on how social a skilled partner. The ZPD is not a
interactions, combined with cognitive static space but constantly shifts as
processes (like self- awareness, self-concept, the child learns and develops new
and decision-making), shape the formation of skills.
the self across different life stages. Each  LANGUAGE
stage is important in how the mind o Vygotsky believed that language
understands the world and itself, focusing on develops from social interactions
cognitive development. for communication purposes.
Vygotsky viewed language as
man’s greatest tool for
LEV VYGOTSKY communicating with the outside
world.
Lev Vygotsky was a seminal Russian
psychologist best known for his sociocultural
theory. He believed that social interaction Language plays two critical roles in
plays a critical role in children's learning—a cognitive development:
continuous process that is profoundly
influenced by culture. Imitation, guided 1. Cultural transmission of knowledge:
learning, and collaborative learning feature Language is the primary vehicle for
prominently in his theory. passing down cultural knowledge,
values, and practices across
generations. This transmission occurs
LEV VYGOTSKY''S THEORY OF through formal instruction and
COGNITIVE DEVELOPMENT informal interactions, shaping
 individuals’ understanding of the world
and their place within it.
2. Language becomes a powerful tool for
intellectual adaptation: Language is
not

merely a tool for communication; it’s a tool

for thinking. Language facilitates the
development of higher mental functions like
abstract thinking, planning, and problem-
solving.

THREE FORMS OF LANGUAGE

1. Social speech: The initial form of

language serves as the primary means
for children to engage with others,
establish shared meanings, and
participate in cultural activities
(typical from age two).
2. Private speech: Overt and audible
speech directed to the self and serves
an intellectual function (typical
from age three).
3. Inner speech: According to Vygotsky,
private speech doesn’t simply
disappear; it goes “underground,”
transforming into silent inner speech
(typical from age seven).