Young Children’s Sense Of Identity — IELTS Reading Answers

an account of the method used by researchers in a particular study

“In one experiment, Lewis and Brooks-Gunn (1979) dabbed some red powder on the noses of children who were playing in front of a mirror, and then observed how often they touched their noses”

Paragraph G describes dabbing 'red powder on the noses of children' at a mirror and watching them touch their noses — a study's method.

the role of imitation in developing a sense of identity

“Another powerful source of information for infants about the effects they can have on the world around them is provided when others mimic them. Many parents spend a lot of time, particularly in the early months, copying their infant's vocalizations and expressions”

Paragraph C explains that when 'others mimic them' infants learn about effects they can have on the world, showing imitation's role.

the age at which children can usually identify a static image of themselves

“Lewis and Brooks-Gunn argued that an important developmental milestone is reached when children become able to recognize themselves visually without the support of seeing contingent movement. This recognition occurs around their second birthday”

Paragraph G states recognition of themselves 'without the support of seeing contingent movement... occurs around their second birthday', the age required.

a reason for the limitations of scientific research into 'self-as-subject'

“Empirical investigations of the self-as-subject in young children are, however, rather scarce because of difficulties of communication: even if young infants can reflect on their experience, they certainly cannot express this aspect of the self directly”

Paragraph D says investigations are scarce 'because of difficulties of communication': infants 'cannot express this aspect of the self directly'.

reference to a possible link between culture and a particular form of behaviour

“Although it may be less marked in other societies, the link between the sense of 'self' and of 'ownership' is a notable feature of childhood in Western societies”

Paragraph H links 'self' and 'ownership' as 'a notable feature of childhood in Western societies', while noting it may be less marked elsewhere.

examples of the wide range of features that contribute to the sense of 'self-as-object'

“This second step in the development of a full sense of self is what James called the 'self-as-object'. This has been seen by many to be the aspect of the self which is most influenced by social elements, since it is made up of social roles (such as student, brother,”

Paragraph E lists social roles such as 'student, brother, colleague' and traits like trustworthiness, shyness and sporting ability — a wide range of features.

A sense of identity can never be formed without relationships with other people.

“Mead (1934) went even further, and saw the self and the social world as inextricably bound together: 'The self is essentially a social structure, and it arises in social experience it is impossible to conceive of a self arising outside of social experience.'”

Mead saw the self as a 'social structure' and called a self outside social experience inconceivable, so D.

A child's awareness of self is related to a sense of mastery over things and people.

“Cooley (1902) suggested that a sense of the self-as-subject was primarily concerned with being able to exercise power. He proposed that the earliest examples of this are an infant's attempts to control physical objects, such as toys or his or her own limbs.”

Cooley tied self-as-subject to 'being able to exercise power', first over objects then over other people's behaviour — option B.

At a certain age, children's sense of identity leads to aggressive behaviour.

“Finally, perhaps the most graphic expressions of self-awareness in general can be seen in the displays of rage which are most common from 18 months to 3 years of age.”

Bronson found frustration and anger in children's disagreements 'increased sharply between the ages of 1 and 2', matching the rage displays from 18 months — E.

Observing their own reflection contributes to children's self awareness.

“However, Lewis and Brooks-Gunn (1979) suggest that infants' developing understanding that the movements they see in the mirror are contingent on their own, leads to a growing awareness that they are distinct from other people”

Lewis and Brooks-Gunn argued that seeing mirror movements 'contingent on their own' leads to awareness of being 'distinct from other people' — C.

“In addition, young children enjoy looking in mirrors, where the movements they can see are dependent upon their own movements”

The summary needs the object children look into: 'mirrors', where movements depend on their own.

“Empirical investigations of the self-as-subject in young children are, however, rather scarce because of difficulties of communication: even if young infants can reflect on their experience, they certainly cannot express this aspect of the self directly”

Research is scarce 'because of difficulties of communication', the noun the gap requires.

“Although it may be less marked in other societies, the link between the sense of 'self' and of 'ownership' is a notable feature of childhood in Western societies”

The Western feature is the link between self and 'ownership', the noun filling the gap.