Chapter 1. Self-Awareness and the Rouge Test

Synopsis

Victoria Cross, University of California – Davis
Lisa Huffman, Ball State University
S. Stavros Valenti, Hofstra University

Understanding Others Begins With Self-Awareness

This toddler is clearly aware of and interested in her reflection in the mirror. She has passed an important developmental milestone in demonstrating self-awareness, which is the understanding that she is separate and unique from all other people.

Self-awareness is fundamental to understanding others and the world around us. Over the course of our development, we refine and expand our definitions of self, and this evolution, in turn, improves our ability not only to understand ourselves but also to understand and communicate with others. All of these experiences contribute to the formation of our identity, which is one’s self-definition that reflects internalized, self-chosen values, beliefs, and goals.

Given the significance of the development of a sense of self, researchers have devoted a great deal of time and effort to investigating when self-awareness develops. Michael Lewis and Jeanne Brooks-Gunn, two pioneers in the study of emotional development, designed the Rouge Test, a widely used test of self awareness that can be used with very young children.

Does This Child Show Self-Awareness?

In the Rouge Test, a dot of rouge is placed on the face of an infant or toddler without the child knowing. The researcher then shows the child his/her face in a mirror and asks one of two questions: “Who is the child with the spot on his/her nose?” or “Can you clean the spot off the person in the mirror?”

Observe 17-month-old Patrick’s reaction to his own reflection. Does he appear to recognize himself? Does he respond to the spot of rouge on his nose? Consider these questions both before and after you watch the video. You will be asked to comment on your thoughts on the next screen.

Does This Child Show Self Awareness? (continued)

Note: video has no audio.

Observe 26-month-old Sarah as she reacts to the mirror.

The Second Year of Life

Self-awareness generally develops sometime between 15 and 24 months of age. The 17-month-old infant does not understand that the rouge is on his own nose. He behaves as though it is some other person who is standing across from him. In contrast, the 27-month-old is quite certain that it is herself in the mirror as she reacts to her image by rubbing her own nose.

During this developmental period, there are other important indicators of a budding sense of self.

• In language development, two-year-olds begin to use words that indicate self-awareness and self-identity, such as “Mine!” or “George’s room.”
• In emotional development, children start to compare themselves to the societal norms that they have internalized.

In the following screens, this emotional development will be explored in more depth.

Primary and Secondary Emotions

Primary emotions develop within the first year of life. These emotions are direct responses to stimuli. They are thought to be innate, unlearned, and universal across our species (Ekman, 1999).

Secondary emotions, or self-conscious emotions, show concern about how others view you. They require that you have a sense of self, have internalized societal standards, and are evaluating yourself against those external standards.

Primary and Secondary Emotions (continued)

Primary and Secondary Emotions (continued)

Anger, fear, joy, and despair are direct responses to stimuli. They are unlearned, innate, and do not require a sense of self. However, to be proud of an accomplishment, you must be comparing yourself to a social standard and deciding whether you have met or exceeded expectations. To feel shame, you must be comparing yourself to a social standard and determining that you have failed to meet expectations. To feel embarrassment, you have usually violated some social norm. To feel guilt, you have usually not accomplished something that was expected of you.

Self-Awareness and Self-Conscious Emotions

Self-Awareness and Self-Conscious Emotions

Here are some examples of how a parent or caregiver may educate a child about socially-acceptable behaviors. Does each behavior demonstrate an explicit or implicit method of teaching children about societal norms?

Self-Awareness and Self-Conscious Emotions (continued)

Caregivers explicitly communicate social norms to children when they use language to directly explain or comment on a socially-desired or socially-undesired behavior. Caregivers implicitly teach social norms to children when they demonstrate how to behave in society.

Assessment: Check Your Understanding

Assessment: Check Your Understanding

Assessment: Check Your Understanding