Self-Awareness Levels in Early Life

The initial stage of self-awareness, characterized by complete obliviousness to self and lack of understanding of the world.

The first step towards understanding and differentiating oneself from the external environment. This stage involves recognizing the body as a distinct entity.

The stage where infants understand their body's position relative to objects in the world. This also marks the beginning of more nuanced imitation and the ability to engage in basic communication.

The stage where infants develop a sense of self as a distinct individual, marked by the recognition of their reflection.

The stage where infants start to understand that their self is consistent over time, even when their appearance changes.

The stage where children develop an understanding of their own thoughts, feelings, and their ability to reflect on themselves.

The ability of infants to imitate actions, particularly tongue protrusion, indicating an early form of self-awareness.

A study by Lewis & Brooks-Gunn (1979) that used the mirror test on infants aged 9-24 months to understand the development of self-recognition.

The tendency to copy the actions of those within a group, especially those seen as belonging (examples: native speakers), more faithfully than those outside the group.

Children are sensitive to being excluded from a group. This social isolation can be painful for them.

Children who have witnessed exclusion (ostracism) tend to imitate others more and with greater accuracy.

In response to ostracism, children might draw pictures of themselves and friends closer together, suggesting a desire for affiliation.

The act of managing how others perceive us, often to avoid exclusion and maintain a positive image.

The presence of an audience can significantly influence a child's behavior, making them more likely to behave pro-socially (helping) and less likely to steal.

Adults tend to adjust their behavior based on how others perceive them, striving for a positive reputation.

Increased generosity is often observed when people are aware that others are watching. This suggests reputation management at play.

A social rule that prescribes specific behavior in a particular situation. Examples include waiting in line before entering a store or putting away toys after playing.

The ability to understand that others have different beliefs or perspectives than your own. This is crucial for being able to understand fictional stories and engage in pretend play.

A type of play where children use objects and actions to represent something else. Examples include pretending to eat with a toy fork or using a stick as a sword.

The human tendency to assist others in need without any expectation of reward. This is a key building block for developing moral understanding.

The inclination to avoid harming others. This is another vital foundation for understanding right and wrong.

Developmental theory highlighting that different domains of social judgment operate independently. This refers to how children differentiate between moral and conventional rules.

A form of social reality that describes how people should behave or act in certain situations. This is distinct from personal preferences or individual behaviors.

The idea that children's development is influenced by their social and cultural surroundings. It is believed children in different cultures may exhibit different play preferences and development patterns.

Social rules or norms about how people should behave in specific situations, like what toys go in which boxes in a nursery, or how to use a fork and knife at dinner. These rules are specific to the context and can change even within the same group of people.

A theory that suggests children develop an understanding of different types of social rules, including moral rules (fairness, helping others) and conventional rules (social etiquette, politeness).

Moral rules are considered universal and apply to everyone, regardless of context. They concern the welfare of others and are deeply rooted in our sense of what is right and wrong.

The idea that infants and young children are inherently selfish and lacking moral understanding. This view emphasizes their need for moral development to become ethical beings.

Research findings that challenge the classic view by suggesting that even infants and young children show early signs of prosocial behavior and understanding of basic social norms.

Understanding that others have their own thoughts, feelings, beliefs, and intentions, distinct from one's own.

Actions that are done in accordance with a person's goals and beliefs.

The ability to understand that someone else may have a different view of the world than you do, even if it's not accurate.

A type of mental state that refers to what someone believes is true, regardless of whether it is actually true.

A belief about another person's belief.

The ability to take another person's perspective and understand what they can see or know.

The understanding that people behave differently based on their goals, and understanding these goals helps us predict their behavior.

The understanding that people act differently because of their beliefs, even if those beliefs aren't true.

The ability to understand that others have beliefs that may be different from our own, even if they are incorrect.

A task designed to assess a child's understanding of false beliefs. The child is shown a box that looks like it contains candy, but actually contains something else (e.g., pencils). The child is then asked what they think another person, who hasn't seen the contents, would believe is in the box.

A task designed to test a child's understanding of false beliefs. The child observes an object being moved from one location to another. The child is then asked where the object's owner will look for it.

The ability to understand and track the mental states of others, such as beliefs, desires, and intentions, without necessarily being conscious of doing so.

The idea that children's early understanding of others' minds is based on a simple theory that people have goals, intentions, and access to information.

The more deliberate and conscious reasoning about other people's mental states, typically assessed through standard false belief tasks.

Understanding that people act based on their beliefs, even if those beliefs are wrong. This is a key aspect of Theory of Mind, allowing us to predict and understand other's behaviors.

Children's understanding that a person has a false-belief -- one that contradicts reality -- provides compelling evidence for appreciating the distinction between mind and world.