(See related pages)
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| I. Define the "self" and understand the critical components of the definition of the self. |
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| II. Identify areas of the brain associated with self-awareness and self-regulation. |
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| III. Summarize the contributions of G. H. Mead and William James to the modern understanding of the self. |
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| IV. Define self-awareness and explain the consequences of private and public self-awareness. |
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| V. Distinguish between self-awareness and self-consciousness, and summarize the findings regarding the impact of public versus private self-consciousness. |
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| VI. Describe the relationship between self-awareness and self-regulation, and explain the control and strength theories of self-regulation. |
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| VII. Explain the role of the self-schema as a knowledge structure and how it relates to the self-concept. |
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| VIII. Define gender identity and gender schema, and explain how they relate to the self-concept. |
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| IV. Explain how the Twenty Statements Test (TST) has been used to explain how culture contributes to the construction of a self-concept. |
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| X. Describe the development of self-esteem and its stability over the lifespan. |
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| XI. Describe the motivations involved in maintaining self-esteem and self-verification, how these motivations influence behavior, and what the implications are. |
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| XII. Explain "unstable self-esteem," its causes, and possible behavioral effects. |
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| XIII. Describe the stage model of ethnic identity formation for minority group members. |
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| XIV. Explain the processes of social reflection and social comparison, and describe the conditions under which a person might engage in upward vs. downward comparisons. |