By Chris Moore, Karen Lemmon, Karen Skene
Human reasoning is marked by way of a capability to recollect one's own previous and to visualize one's destiny. jointly those capacities depend on the concept of a temporally prolonged self or the self in time. contemporary facts means that it truly is throughout the preschool interval that kids first build this way of self. by way of approximately 4 years of age, little ones can bear in mind occasions from their pasts and reconstruct a private narrative integrating those occasions. They be aware of that previous occasions during which they participated impact current conditions. they could additionally think the long run and make judgements designed to lead to fascinating destiny occasions even within the face of competing fast gratification. This booklet brings jointly the best researchers on those matters and for the 1st time in literature, illustrates how a unified technique in response to the belief of a temporally prolonged self can combine those subject matters.
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Additional resources for The self in time: developmental perspectives
Page 9 THE UTILITY OF THE TES We end this chapter by speculating on the utility of the TES. , Farrant & Reese, 2000; Neisser, 1988). For example, in his writing on the extended self, Neisser (1988, p. " In contrast to the social cohesion hypothesis, it is possible that the organization of future behavior provides the bottom line against which the function of the TES should be assessed, and it is this line of thinking that we explore in more detail here. From a general functional point of view, the ultimate purpose of psychological processes must be to produce adaptive behavior.
Zelazo and Sommerville present a levels-of-consciousness account of the development of the TES. The levels-of-consciousness account assigns different developmental achievements to increasing degrees of representational recursion in consciousness. This account leads the authors to suggest developmental stages in the acquisition of the TES. , chap. 11 by McCormack & Hoerl). , chaps. 8 by Barresi, 9 by Lemmon & Moore, and 11 by McCormack & Hoerl). It is worth noting that their account is also consistent with those of authors who advocate a discursive approach to the TES in that discourse may be read as providing a social mechanism for Zelazo and Sommerville's levels-of-consciousness approach (chaps.
In particular, for Perner, episodic memory is inherently self-referential in that such memories are distinguished on the basis of the self's role in remembering. McCormack and Hoerl, in contrast, argue that episodic memory is not self-referential as such but may well depend on self-consciousness in a developmental sense. For McCormack and Hoerl, episodic remembering involves the understanding that events occur in a nonrepeatable sequence and is linked to the representation of these events in terms of independent temporal sequences.