 For Mead, if we were simply to take the roles of others, we would never develop selves or self-consciousness. We would have a nascent form of self-consciousness that parallels the sort of reflexive awareness that is required for the use of significant symbols. A role-taking (self) consciousness of this sort makes possible what might be called a proto-self, but not a self, because it doesn’t have the complexity necessary to give rise to a self. How then does a self arise? Here Mead introduces his well-known neologism, the generalized other. When children or adults take roles, they can be said to be playing these roles in dyads. However, this sort of exchange is quite different from the more complex sets of behaviors that are required to participate in games. In the latter, we are required to learn not only the responses of specific others, but behaviors associated with every position on the field. These can be internalized, and when we succeed in doing so we come to “view” our own behaviors from the perspective of the game as a whole, which is a system of organized actions.