At what age do infants become able to recognize themselves in a mirror quizlet?

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The development of self-understanding in adolescence is complex and involves a number of aspects of the self (Harter, 2012). The tendency to compare themselves with others continues to increase in the adolescent years. However, when asked whether they engage in social comparison, most adolescents deny it because they are aware that it is somewhat socially undesirable to do so.

Let's examine other ways in which the adolescent's self-understanding differs from the child's:

Abstract and idealistic thinking. According to Piaget's theory of cognitive development, many adolescents begin thinking in more abstract and idealistic ways. When asked to describe themselves, adolescents are more likely than children to use abstract and idealistic labels. Consider 14-year-old Laurie's abstract description of herself: "I am a human being. I am indecisive. I don't know who I am." Also consider her idealistic description of herself: "I am a naturally sensitive person who really cares about people's feelings. I think I'm pretty good looking."

Self-consciousness. Adolescents are more likely than children to be self-conscious about and preoccupied with their self-understanding. This self-consciousness and self-preoccupation reflect adolescent egocentrism.

Contradictions within the self. As adolescents begin to differentiate their concept of the self into multiple roles in different relationship contexts, they sense potential contradictions between their differentiated selves (Harter, 2006, 2012). An adolescent might use this self-description: "I'm moody and understanding, ugly and attractive, bored and inquisitive, caring and uncaring, and introverted and fun-loving" (Harter, 1986). Young adolescents tend to view these opposing characteristics as contradictory, which can cause internal conflict. However, older adolescents and emerging adults begin to understand that an individual can possess opposing characteristics and to integrate these opposing self-labels into their emerging identity (Harter, 2006, 2012).
The fluctuating self. The adolescent's self-understanding fluctuates across situations and across time (Harter, 2006). The adolescent's self continues to be characterized by instability until the adolescent constructs a more unified theory of self, usually not until late adolescence or even early adulthood.

Real and ideal selves. The adolescent's emerging ability to construct ideal selves in addition to actual ones can be perplexing and agonizing to the adolescent. In one view, an important aspect of the ideal or imagined self is the possible self—what individuals might become, what they would like to become, and what they are afraid of becoming (Markus & Kitayama, 2010, 2012; Markus & Nurius, 1986). Thus, adolescents' possible selves include both what adolescents hope to be and what they dread they will become (Lee & others, 2015; Pierce, Schmidt, & Stoddard, 2015). The attributes of future positive selves (getting into a good college, being admired, having a successful career) can direct future positive states. The attributes of future negative selves (being unemployed, being lonely, not getting into a good college) can identify what is to be avoided. A recent study of adolescents in Hong Kong found that those reporting pragmatic support ("If I need to know something about the world, I can ask my parents," for example) had possible selves that were focused more on career and school, and they were more likely to think they could attain their hoped-for possible selves and avoid their feared possible selves (Zhu & others, 2015).

Self-integration. In late adolescence and emerging adulthood, self-understanding becomes more integrative, with the disparate parts of the self more systematically pieced together (Harter, 2006, 2012, 2013). Older adolescents and emerging adults are more likely to detect inconsistencies in their earlier self-descriptions as they attempt to construct a general theory of self, an integrated sense of identity.

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