/tag/ego%20development

4 quotes tagged 'ego development'

How Our Lives Become Stories: Making Selves
Author: Paul John Eakin
Publisher: Cornell University Press (1999)
114

What, it is fair to ask at this point, does 'memory talk' look like? Here is an example of an exchange between a twenty-four-month-old boy and his mother, which Nelson quotes to illustrate the dominant role of the parent in the memory work involved:\r\n\r\n>C: Mommy, the Chrysler building\r\nM: The Chrysler building?\r\nC: The Chrysler building?\r\nM: Yeah, who works in the Chrysler building?\r\nC: Daddy\r\nM: Do you ever go there?\r\nC: Yes, I see the Chrysler building, picture of the Chrysler building\r\nM: I don't know if we have a picture of the Chrysler building. Do we?\r\nC: We went to..my Daddy went to work\r\nM: Remember when we went to visit Daddy? Went in the elevator, way way up in the building so we could look down from the big window?\r\nC: big window\r\nM mmhm... (Language 166)\r\n\r\nFrom such fragmentary beginnings as these, where the parent is doing most of the work, the balance of power will gradually shift until the child, having acquired the habit of reviewing autobiographical memories and mastered the narrative skills to organize them, can perform a self-narration of her own, such as this one by Emily in monologue at thirty-three months:\r\n\r\n>We bought a baby.\r\n[False starts: cause, the, well because, when she, well]\r\nwe thought it was for Christmas,\r\n*but when* we went to the store we didn't have our jacket on,\r\n*but* I saw some dolly,\r\n*and* I yelled at my mother and said\r\nI want one of those dolly.\r\n*So after* we were finished with the store,\r\nwe went over to the dolly and she bought me one,\r\n*So* I have one. (Language 204)\r\n\r\nStudy of this material, Nelson concludes, reveals children in the process of learning 'to talk about - and to remember - their experience in specific ways': 'They learn, that is, to 'narrativize' their experience' (Language 170). \r\n\r\nIn this formative phase of 'memory talk,' where parents are teaching the child how to work with autobiographical memories, parental styles of engagement can exert an enormous influence, transmitting both models of self and story.\r\n\r\n*Language*: Katherine Nelson, Language in Cognitive Development: Emergence of the Mediated Mind


The Functions of Event Memory: Some Comments on Nelson and Barsalou (in Remembering Reconsidered: Ecological and Traditional Approaches to the Study of Memory)
Author: Robyn Fivush
Publisher: Cambridge University Press (1988)
288

As children begin to represent events that extend over longer time periods, from daily routines, to weekly routines, and so on, they also begin to develop a sense of self that continues to exist through time.


The Origins and History of Consciousness
Author: Erich Neumann
Publisher: Princeton University Press (1954)
417

Humanity as a whole and the single individual have the same task, namely, to realize themselves as a unity.  Both are cast forth into a reality, one half of which confronts them as nature and external world, while the other half approaches them as psyche and the unconscious, spirit and daemonic power.  Both must experience themselves as the center of this total reality.


402

The child's fear and feeling of being threatened does not derive from the traumatic character of the world, for no trauma exists under normal human conditions or even under primitive ones; it comes rather from the 'night space,' or, to be more precise, it arises when the ego steps forth from this night space.  The germinal ego consciousness then experiences the overwhelming impact of the world-and-body stimulus, either directly or in projection.  The importance of family relationships lies precisely in the fact that the personal figures of the environment who are the first form of society must be able, as soon as the ego emerges from the primary security of the uroboric state, to offer it the secondary security of the human world.