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The four-sides model (also known as communication square or four-ears model) is a communication model postulated in 1981 by German psychologist Friedemann Schulz von Thun. According to this model every message has four facets though not the same emphasis might be put on each.
Self-awareness should not be confused with self-consciousness. [10] Various emotional states are intensified by self-awareness. However, some people may seek to increase their self-awareness through these outlets [specify]. People are more likely to align their behavior with their standards when they are made self-aware.
IPNB decomposes the term mind into four facets: Subjective experience - one's respective perception and felt texture of life; Consciousness - the experience of knowing or being aware, and the knowledge or that awareness [11] Information processing - collecting, storing, using, and producing information.
Self-image is the mental picture, generally of a kind that is quite resistant to change, that depicts not only details that are potentially available to an objective investigation by others (height, weight, hair color, etc.), but also items that have been learned by persons about themselves, either from personal experiences or by internalizing the judgments of others.
Human intelligence is the intellectual capability of humans, which is marked by complex cognitive feats and high levels of motivation and self-awareness.Using their intelligence, humans are able to learn, form concepts, understand, and apply logic and reason.
The view people have of themselves in a collectivistic sense is entirely dependent on the situation they are in and the group with which they are interacting. These two ideas of self are also called self-construal styles. [9] There is neurobiological evidence supporting these two definitions of self-construal styles.
Loevinger describes the ego as a process, rather than a thing; [6] it is the frame of reference (or lens) one uses to construct and interpret one's world. [6] This contains impulse control and character development with interpersonal relations and cognitive preoccupations, including self-concept. [7]
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.