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Mary Lazaridis - The Emergence of a Temporally Extended Self and Factors That Contribute to Its Development. from Theoretical and Empirical Perspectives.  - 9781118740040 - V9781118740040
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The Emergence of a Temporally Extended Self and Factors That Contribute to Its Development. from Theoretical and Empirical Perspectives.

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Description for The Emergence of a Temporally Extended Self and Factors That Contribute to Its Development. from Theoretical and Empirical Perspectives. Paperback. 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 and to a task that was same as the DSR test but was designed to rely on the capacity to entertain secondary representations. This title deals with this topic. Series: Monographs of the Society for Research in Child Development. Num Pages: 120 pages, illustrations (black and white). BIC Classification: JMC. Category: (P) Professional & Vocational. Dimension: 153 x 229 x 6. Weight in Grams: 186.
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.

Product Details

Format
Paperback
Publication date
2013
Publisher
John Wiley & Sons Inc United States
Number of pages
120
Condition
New
Series
Monographs of the Society for Research in Child Development
Number of Pages
316
Place of Publication
Hoboken, United Kingdom
ISBN
9781118740040
SKU
V9781118740040
Shipping Time
Usually ships in 15 to 20 working days
Ref
99-15

About Mary Lazaridis
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.

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