want to have a form of independence that can be stepped away from adult supervision. 4. Sense of self-extension (Fourth year) In this stage, the child can see their bodies and extend to toys. The words that seem to be stated in their mind is mine. 5. Emergence of self-image (fourth to the sixth year) There seems to be an awareness of the good me and the bad me for the children that can bring up what they expect others to expect from them. In this stage, certain goals they see for themselves are brought up. 6. Emergence of self as a rational coper (sixth to twelfth year) At this stage, it is brought to the awareness that thoughts can help solve problems in which they tend to think a lot about their thinking. 7. Emergence of proproate striving (twelfth year through adolescence) In this stage, it is believed that future goals are built to give a sense of meaning to one's life. Allport viewed a healthy person to create problems by making future goals that can be seen as unattainable in many cases. This sense of creating these long-term goals is set to differentiate from other stages and even from having a healthy or sick personality. 8. Emergence of self as knower (adulthood) In this final stage, the self is seen as a knower who can be aware of and surpass the seven other propriate functions. When gone through all stages, you appear to use several or even all in daily tasks and experiences Genotypes and phenotypes Allport hypothesized the idea of internal and external forces that influence an individual's behavior. He called these forces Genotypes and Phenotypes. Genotypes are internal forces that relate to how a person retains information and uses it to interact with the external world. Phenotypes are external forces, these relate to the way an individual accepts his surroundings and how others influence their behavior. These forces generate the ways in which we behave and are the groundwork for the creation of individual traits. The Problem with this hypothesis is that it cannot be proven as they are internal theories, influenced presumably by the outer environment. Functional autonomy of motives Allport was one of the first researchers to draw a distinction between Motive and Drive. He suggested that a drive forms as a reaction to a motive, which may outgrow the motive as the reason