Self‐understanding and social cognitive development

Self‐understanding is described as a multi‐faceted conceptual system. Utilizing the distinctions among facets proposed by William James, a new model of self‐understanding development is presented. According to the model, the various facets of self‐understanding evolve through a sequence of four developmental levels. The relationship between development in self‐understanding, as described by the model, and interpersonal reasoning is considered in a study of children. The results indicate that self‐understanding develpment is related to, but independent from, the development of interpersonal reasoning. Theoretical and research implications of these findings are considered.