The title of the Monograph by Deborah Stipek, Susan Recchia, and Susan McClinticâSelf-Evaluation in Young Childrenâchallenges us in two ways; it forces us to consider the self in "self-evaluation," and it forces us to rethink our views about emotions. "Evaluation" implies elaborate cognitive activities in which two events, separated both in time and in place, are compared. Such cognitive processes might be studied using a variety of techniques, but two methods are represented most frequently in the literature. The most common and often preferred technique is to ask young children questions pertaining to their actions or feelings and to use their answers to infer states of mind or processes of thinking. There are many examples of tbe use of this method across a wide variety of problems, many of which were made popular by Piaget's structural analysis and questioning techniques as applied to children. While such techniques inform us, at the least, of what people think they mean or why tbey behave in particular ways, they contain inherent dangers. People's explanations of wby tbey do certain things or of what they are thinking or feeling may bear little relation to tbe actual reasons or underlying processes. This can
Monographs of the Society for Research in Child Development – Wiley
Published: Jan 1, 1992
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