Global Aspects of the Self and Reasoning Cooley's conclusions about the looking-glass self appear to be true for everyone around the world. So do Mead's conclusions about role taking and the mind and...

Extracted text: Global Aspects of the Self and Reasoning Cooley's conclusions about the looking-glass self appear to be true for everyone around the world. So do Mead's conclusions about role taking and the mind and self as social products, although researchers are find- ing that the self may develop earlier than Mead indicated. Piageť's theory is also being refined (Burman 2013). Although children everywhere begin with the concrete and move to the abstract, researchers have found that the stages are not as distinct as Piaget concluded. The ages at which individ- uals enter the stages also differ from one person to another (Flavel et al. 2002). Even during the sensorimotor stage, for example, children show early signs of reasoning, which may indicate an innate ability that is wired into the brain. Interestingly, some people seem to get stuck in the concreteness of the third stage and never reach the fourth stage of abstract thinking (Kohlberg and Gilligan 1971; Suizzo 2000). College, for example, nur- tures the fourth stage, and people with this experience apparently have more ability for abstract thought. Social experiences, then, can modify these stages. Jean Piaget in his office. Learning Personality, Morality, and Emotions 3.3 Explain how the development of personality and morality and socialization into emotions are part of how "society makes us human."