Answers for “Young Children Sense of Identity” with explanations

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Question 14-19:

14. G (para G, line 6-8: ―observed how often they touched their noses. The psychologists
reasoned that if the children knew what they usually looked like, they would be surprised
by the unusual red mark and would start touching it. On the other hand, they found that‖)

15. C (para C, last 3 lines: ―developing understanding that the movements they see in the
mirror are contingent on their own, leads to a growing awareness that they are distinct
from other people. This is because they, and only they, can change the reflection in the
mirror‖)

16. G (para G, line 2-4: ―reached when children become able to recognize themselves
visually without the support of seeing contingent movement. This recognition occurs

around their second birthday. In one experiment, Lewis and Brooks-Gunn (1979) dabbed
some‖)

17. D (para D, last 4 lines: ―understanding of his- or herself emerges. Empirical
investigations of the self—as- subject in young children are, however, rather scarce
because of difficulties of communication: even if young infants can reflect on their
experience, they certainly cannot express this aspect of the self directly‖)

18. H (para H, line 5-8: ―increased sharply between the ages of 1 and 2 years. Often, the
children‘s disagreements involved a struggle over a toy that none of them had played
with before or after the tug-of-war: the children seemed to be disputing ownership rather
than wanting to play with it. Although it may be less marked in other societies, the‖)

19. E (para E, last 4 lines: ―been seen by many to be the aspect of the self which is most
influenced by social elements, since it is made up of social roles (such as student, brother,
colleague) and characteristics which derive their meaning from comparison or interaction
with other people (such as trustworthiness, shyness, sporting ability)‖)

Question 20-23:
20. D (para F, last 4 lines: ―reflected in others. Mead (1934) went even further, and saw the
self and the social world as inextricably bound together: ‗The self is essentially a social
structure, and it arises in social experience it is impossible to conceive of a self arising
outside of social experience‖)

21. B (para B, line 6-7: ―explore their world and interact with caregivers. Cooley (1902)
suggested that a sense of the self-as-subject was primarily concerned with being able to
exercise‖)

22. E (para H, line 3-5: ―years of age. In a longitudinal study of groups of three or four
children, Bronson (1975) found that the intensity of the frustration and anger in their
disagreements increased sharply between the ages of 1 and 2 years. Often, the
children‘s‖)

23. C (para C, line 7-9: ―development). However, Lewis and Brooks-Gurm (1979) suggest
that infants‘ developing understanding that the movements they see in the mirror are
contingent on their own, leads to a growing awareness that they are distinct from other
people‖)

 

Question 24-26:
24. ‗mirror‘ (para C, line 4-7: ―vocalizations and expressions. In addition, young children
enjoy looking in mirrors, where the movements they can see are dependent upon their
own movements. This is not to say that infants recognize the reflection as their own
image (a later development). However, Lewis and Brooks-Gurm (1979) suggest that
infants‘)

25. ‗communication‘ (para D, last 4 lines: ―understanding of his- or herself emerges.
Empirical investigations of the self-as-subject in young children are, however, rather
scarce because of difficulties of communication: even if young infants can reflect on their
experience, they certainly cannot express this aspect of the self directly‖)

26. ‗ownership‘ (para H, last 3 lines: ―than wanting to play with it. Although it may be less
marked in other societies, the link between the sense of ‗self‘ and of ‗ownership‘ is a
notable feature of childhood in Western societies‖)

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