000			03214cam a2200397Ii 4500
001			ocn841488099
003			OCoLC
005			20240726104037.0
008			130502s2013 maua b 001 0 eng d
040			_aKNM _beng _erda _cKNM _dWKM _dWCZ _dSBI
049			_aSBIM
050	0	4	_aBF723 _b.E447 2013
050	0	4	_aBF723
100	1		_aLazaridis, Mary, _e1
245	1	0	_aThe emergence of a temporally extended self and factors that contribute to its development : _bfrom theoretical and empirical perspectives / _cMary Lazaridis ; series editor, Patricia J. Bauer.
260			_aBoston, Massachusetts : _bWiley, _c(c)2013.
300			_avii, 120 pages : _billistrations ; _c23 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	1		_aMonographs of the Society for Research in Child Development, _vserial no. 307, vol. 78, no. 2
500			_aThis is an updated version of the author's 2006 doctoral dissertation.
504			_a2
520	0		_aThe main aims of the current research were to determine when children develop a temporally extended self (TES) and what factors contribute to its development. However, in order to address these aims it was important to, first, assess whether the test of Delayed Self Recognition (DSR) is a valid measure for the development of the TES, and, second, to propose and evaluate a theoretical model that describes what factors influence the development of the TES. The validity of the 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 specifically designed to rely on the capacity to entertain secondary representations (id est, 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 Massachusetts of 3.0 and 3.5 years exhibited DSR. Children at the Massachusetts 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 TES. That is, children of low-elaborative caregivers required significantly 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 the TES.
530			_a2
650		0	_aChild psychology.
650		0	_aSelf in children.
650		0	_aSelf-perception in children.
650		0	_aDevelopmental psychology.
650		0	_aChildren _xCommunication.
700	1		_aBauer, Patricia J.
907			_a.b16993536 _b07-31-14 _c07-03-13
942			_cBK _hBF _m2013 _2ddc _w47.75
945			_g1 _i31923001850680 _j2 _lcimc _o- _p0.00 _q- _r- _s- -- _t61 _u0 _v0 _w0 _x0 _y.i20024861 _z07-03-13
998			_b07-31-14 _cm _da
999			_c53959 _d53959
902			_a1 _bCynthia Snell _c1 _dCynthia Snell