Social Cognition and the Acquisition of Self

1. Front Matter

   Pages i-xix

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2. The Origins of Self

   • Michael Lewis, Jeanne Brooks-Gunn

   Pages 1-28

3. Mirror Representations of Self

   • Michael Lewis, Jeanne Brooks-Gunn

   Pages 29-68

4. Videotape Representations of Self and Others

   • Michael Lewis, Jeanne Brooks-Gunn

   Pages 69-114

5. Pictorial Representations of Self and Others

   • Michael Lewis, Jeanne Brooks-Gunn

   Pages 115-140

6. Verbal Labeling of Self and Others

   • Michael Lewis, Jeanne Brooks-Gunn

   Pages 141-164

7. Individual Differences in the Expression of Self Recognition

   • Michael Lewis, Jeanne Brooks-Gunn

   Pages 165-183

8. Self Recognition and Emotional Development

   • Michael Lewis, Jeanne Brooks-Gunn

   Pages 184-197

9. The Development of Self Recognition

   • Michael Lewis, Jeanne Brooks-Gunn

   Pages 198-221

10. Toward a Theory of the Development of Self

    • Michael Lewis, Jeanne Brooks-Gunn

    Pages 222-240

11. The Uses of a Theory of Self

    • Michael Lewis, Jeanne Brooks-Gunn

    Pages 241-272

12. Back Matter

    Pages 273-296

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It is always enlightening to inquire about the origins of a research en­ deavor or a particular theoretical approach. Beginning with the observa­ tion of the mental life of the infant in 1962, Michael Lewis has contrib­ uted to the change in the view of the infant as an insensate mass of confusion to a complex and intellectual being. Anyone fortunate enough to have participated in the infancy research of the 1960s knows how exciting it was to have discovered in this small creature such a full and complex organism. More central to the origins of this work was the perception of the infant as an interactive, not a reactive, organism, and as one who influenced its social environment and constructed its cogni­ tive life, not one who just passively received information. Other areas of psychology had already begun to conceptualize the organism as active and interactive, even while developmental psychologists still clung to either simple learning paradigms, social reinforcement theories, or reflex­ ive theories. Even though Piaget had proposed an elaborate interactive theory, it was not until the late 1960s that his beliefs were fully im­ plemented into developmental theory and practice. A concurrent trend was the increase of concern with mother-infant interactions (Ainsworth, 1969; Bowlby, 1969; Goldberg & Lewis, 1969; Lewis & Goldberg, 1969) which provided the impetus for the study of social and emotional as well as cognitive development.

• Action
• Recognition
• cognition
• complex
• development
• emotion
• environment
• information
• interaction
• learning
• perception
• psychology
• reinforcement
• research

• Institute for the Study of Exceptional Children, Educational Testing Service, Princeton, USA

  Michael Lewis, Jeanne Brooks-Gunn

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