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56 Cards in this Set
- Front
- Back
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the entire human enviorment including interaction with others |
social environment |
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children assumed to have been raised by animals, in the wilderness, isolated from humans |
feral children |
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isolated children teach us that |
humans have no natural language |
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without language |
there can be no culture no shared way of life, culture is the key to what people become -language is the key to development |
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intelligence and ability to integrate socially depends on |
early, close relations with other humans |
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through human contact people learn to be |
members of the human community |
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the process by which people learn the characteristics of their group the knowledge, skills, attitdues, values, norms, and actions thought appropriate for them |
socialization |
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unique human capacity of being able to see ourselves from the outside the view we internalize of how others see us |
self |
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charles horton cooley |
interactionsit - producing a self is essential in how society makes us human - our sense of self develops from interaction with others - looking glass self |
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term coined by charles horton cooley to refer to the process by which our self develops through internalizing others reactions to us |
looking glass self |
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looking glass self 3 elements |
1. we imagine how we appear to those around us 2. we interpret others reactions 3. we develop a self concept |
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self concept begins in childhood |
is never finished |
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george herbert mead |
- play and self - take the role of others = put ourselves in others shoes - generalized other - perception of how people in general think of us - self has 2 parts i and me |
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take the role of the other |
putting yourself in someone elses shoes; understanding how someone else feels and thinks so you anticipate how that person will act |
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an individual who significantly influences someone else |
significant other |
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generalized other |
- mead - norms, values, attitudes, and expectations of people in general - childs ability to take the role of the generalized other is a significant step in the development of a self (cooperationa and control of antisocial desires) |
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3 stages to learn the role of the other |
1. imitation = no sense of self, imitiating 2. play = pretend 3. team games = learn to take multiple roles |
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self 2 parts |
I = the self as asubject me = the self as object |
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both our self and our mind are |
social products |
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mead stressed that we cannot think without |
symbols - aka society and language |
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development of the mind and how we learn to reason - swiss psychologist |
jean piaget |
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piagets reasoning skills stages |
1. the sensorimotor stage = birth to 2, not able to think 2. the preoperational stage = 2-7, we develop the ability to use symbols 3. the concrete operational stage = 7-12 4. the formal operational stage = 12 -, abstract thinking, some never reach this |
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sigmund freud |
- psychoanalysis = technique for treating emotional problems through long term exploration of the subconscious mind - personality consists of id, ego, and superego |
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psychoanalysis = |
technique for treating emotional problems through long term exploration of the subconscious mind |
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first element that is innate - self gratification, immediate fulfillment for basic needs - freud |
id |
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balancing force between id nd the demands of society that suppress it - balances id and super ego - second component of personality |
ego |
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conscience - culture within us, norms and values we internalize from our social groups - provokes feelings of guilt or shame or self satisfaction |
superego |
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sociologists object to the view that inborn and subconscious motivations as the primary reason for human behavior |
bc this denies the central principle of sociology such as social class and peoples roles in groups underlie their behavior |
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lawrence kohlberg |
- stages for morality - amoral, preconventional, conventional, postconventional |
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kohlbergs morality stages |
1. amoral = no wrong or right 2. preconventional = follow rules to stay out of trouble, right is reward 3. conventional stage = following norms and values they have learned 4. postconventional stage = people are able to reflect on abstract principles of right and wrong and judge peoples behavior according to these principles (western society only) |
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everyone experiences 6 basic emotions : anger, fear,d isgust, happiness, sadness, surprise |
paul ekman |
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socializion into the self and emotions is essential for |
both the self and our emotions mole our behavior |
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society within you |
socialization |
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from our interactions with others we learn |
how to think, reason, and feel - shaping of our behavior, thinking, morality, and emotions (society within us) |
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the behaviors and attitudes that a society consideres proper for its males and females |
gender |
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gender map or gender socialization |
paths in life set out for us because of our gnder |
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gender maping begins in |
family, then peer group and mass media |
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individuals of roughly the same age who are linked by common interestes |
peer group |
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this serves as a primary basis for social inequality |
gender |
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giving privileges and obligations to one group of people while denying them to another |
social inequality |
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individuals and groups that influence our orientations to life (self concept, emotions, attitudes, behavior) are called |
agents of socialization |
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religious participation |
integration, teach morals, speech, manners, what to wear, social contacts for jobs, social change |
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manifest function |
intended purpose |
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formal education manifest function |
to teach knowledge and skills such as reading writing and arithmetic |
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latent funcitons |
unintended consequences |
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in school child learns |
universality - the same rules apply to everyone |
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hidden curriculum |
values not taught explicitly but are part of a schools cultural message like patriotism, democracy, justice, honesty |
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corridor curriculum |
students teach one another - racism, sexism, illicit ways to make money, coolness, superiority |
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schools reflect and reinforce our social class division |
ya |
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the process of learning in advance an anticipated future role or status |
anticipatory socialization |
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erving goffman |
total institution |
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a place that is almost totally controlled by those who run it, in which people are cut off from the rest of society and the society is mostly cut off from them - prison, boot camp, military school |
total institution |
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adolescence is a |
social invention due to the industrial revolution 13-17 |
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term that refers to a period following high school when young adults have not yet taken on the responsibilities ordinarily associated with adulthood 18-29 |
transitional adulthood or adultolescence |
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sandwhich generation |
later middle years - children and parents to worry about |
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retirement - old age (75) |
transitional older years - social integration is especially important |
