Sociology Test #3 5, 6 And 7

Front 1

what is socialization and what does it link between

Back 1

social interaction process through which individuals acquire personality and learn the way of life of their society, links between the individual and society

Front 2

what is the difference between primary socialization and secondary socialization

Back 2

initial socialization, about 6 years, in which the infant acquire a personality, most important phase/ all additional socialization after primary socialization, lasting the rest of ones life

Front 3

what is personality

Back 3

an individuals typical patterns of thought, feeling and action, emerges via primary socialization

Front 4

what are the 3 components of personality

Back 4

cognitive: thoughts, beliefs
emotional: feelings like love and and anger, emotional maturity is an important personality characteristic, most important
behavioral: patterns of physical behavior

Front 5

nature versus nurture: what type of relationship is this? is social behavior the product of heredity or learning?

Back 5

symbiotic relationship (mutually influential) and we are the products of the interaction b/w heredity and learning

Front 6

what do genetic factors provide?

Back 6

they provide the basic potential of an individual and social experience may develop or discourage these potentials

Front 7

what is the difference b/w long term and short term isolation?

Back 7

long term: duration of the primary socialization period, seems to produce permanent retardation
short term: perhaps a few years during primary socialization, produces initial retardation but the effects may be reversible

Front 8

define total institution and what happens when children are raised in these places

Back 8

residence where inmates are cut off from society, under control of an official/ many orphanages in the 50s were institutions such as these and personality studies revealed that some of these kids did not have a chance to establish close longterm relationships with others, result was slight retardation, cold with others

Front 9

what happened with monkeys raised in total isolation

Back 9

revealed that even in monkeys, social behavior is largely learned (didn't know how to mate, mothers treated their offspring with unloving behavior)

Front 10

what are the conclusions of harlows research with monkeys

Back 10

isolated monkeys become asocial, infant monkeys seem to derive emotional benefits with physical contact, social contact is key and short periods of isolation produce damages which can be reserved but long term cannot be irreversible

Front 11

what are the implications for humans

Back 11

humans lacking instincts that guide behavior can become fully human only by learning in social interaction w/ other people, intimate contact is critical especially during primary socialization

Front 12

define the self

Back 12

an individuals conscious experience of a distinct personal identity separate form all other people and things, humans are self-aware but birth we have no self or self awareness, learned and emerges during primary socialization

Front 13

sigmund freud: what did he believe, what was he influenced by, describe him

Back 13

conventional view of self and personality was that they were products of heredity, freud influenced by victorian patriarchy and dominance of biology, believed cultural forces played a small role

Front 14

what are the 3 components of personality argued by freud

Back 14

the id: rooted in bio, represents basic need or drives of an individual, exists at birth, regulator
the ego: persons conscious attempt to balance the id-drives with demands of society, develops out of awareness that society exists apart from the id
superego: developed during socialization, reflects presence of society's mores, internalized into the self as our conscience

Front 15

what is the basic insight of charles cooley: the looking-glass self

Back 15

we develop a self-image based on how we think others perceive us, conformity to parents is one of a child's deepest pleasures

Front 16

what are the 3 steps in the formation of self-concept

Back 16

-we observe hoe others react to us: want to know whether we are loved, attractive
-we interpret others reactions: we note whether others' reactions are consistent with what we imagine ourselves to be
-we develop a self-concept based on that interpretation: based on others opinions we form a self-opinion

Front 17

how did george mead distinguish b/w the i and the me components of the self?

Back 17

-the me component refers to the self as object-or the self as seen by society and the package we present to society, present the self according to role expectations
-the i component refers to the self as subject, response of the organism to how it is viewed by society, does the thinking and reacting

Front 18

what is the theoretical paradigm of symbolic interactionism developed by mead

Back 18

-social interaction occurs b/w individuals via symbols
-language is a crucial symbolic system, w/o language there cannot be a mind
-all symbols are socially constructed
-the mind itself is a social product

Front 19

mead argued that socialization occurs through the process of role-taking where the child learns to take the roles of other so that they can view the world from their prospective, what are the 4 stages it occurs over?

Back 19

1. imitation-infants simply mimic, lasts about 2 years
2. play- age 2-6. the child pretends to take the roles of specific others by playing doctor, or playing mommy
3. games- by 6 years old, the child is capable of taking roles of many others in one situation, multiple roles but 1 social situation, this age child develops empathy
4. generalized other- boy becomes capable of grasping the nature of how roles operate across different social situations, generalize about what society expects of people in different social situations

Front 20

describe jean piaget and what he was interested in

Back 20

mental development and is one of the influences behind the discipline of cognitive psychology, emphasized that social life is needed for the individual to become conscious of their own mind

Front 21

what are the 4 stages of cognitive development

Back 21

1. sensorimotor stage
2. pre-operational stage
3. concrete operational stage
4. formal operational stage

Front 22

what is the sensorimotor stage (cd)

Back 22

(0-2 years): infant experiences the world only via sensory contact, reliance upon physical/sensory contact, out of sight out of mind, egocentric

Front 23

what is the pre-operational stage (cd)

Back 23

(2-7) child acquires language, object permanence, awareness of ones actions, egocentric

Front 24

what is concrete operation stage (cd)

Back 24

(7-12): child can reason about concrete situations, first use of logic to understand events, juggle multiple roles at the same time, no longer egocentric

Front 25

what is the formal operational stage (cd)

Back 25

(12+): individual is able to think abstractly and critically and can learn highly abstract theories and concepts, not everyone reaches the formal operational stage, stage is more common in developed societies, affected by high-level of education

Front 26

socialization includes learning how to develop emotional capacities, what are the basic findings of learning how to feel

Back 26

1. the process of learning emotions is the same in all humans, feelings develop in an orderly sequence, simple emotions to complex emotions
2. the expression of emotions differs across societies and even by gender, social factors influence how emotions are expressed

Front 27

describe the 3 stages of moral development

Back 27

1. pre-conventional stage (young children): what is right is that which is pleasurable to me, what is wrong is what is painful to me
2. conventional stage (many teens and adults): what is right is what society says is right, absence of egocentrism, many people remain in this stage
3.post-conventional stage (some teens and adults): what is right is that which is consistent with ethical principles, regardless of what society says, many never reach this level

Front 28

according to carol gilligan, moral development is influenced by gender socialization, what is the difference b/w what boys tend to be taught and what girls tend to be taught

Back 28

-boys tend to be taught a justice perspective: rely upon formal rules, rough and tough, somethings wrong if its illegal
-girls tend to be taught a care and responsibility perspective: taught to judge a situation by how it relates to personal relationships, illegal act may not be wrong if act was intentioned to help people, compassionate

Front 29

the agents of socialization
a. describe family and whats the difference b/w working class families and middle class families

Back 29

most significant agent of socialization, primary group, responsible for primary socialization, much is unconscious and unintentional

Front 30

whats the difference b/w working class families and middle class families in family socialization messages

Back 30

there are social class differences in family socialization messages/
-working class: actions speak louder than words, emphasis on conformity to rules, strict punishment for deviant behavior, aspire to be a steady job holder
-middle class: words speak louder than actions- curiosity and taking initiative or risk is encouraged,

Front 31

b. describe school

Back 31

a form of anticipatory socialization (learning that helps a person achieve a desired position, socialize people into certain forms of knowledge and core values, develop friendships

Front 32

c. peer groups

Back 32

people with similar social characteristics who hang out, high levels of solidarity, particularly powerful during late childhood and adolescence, behaviors are shaped mainly by these groups

Front 33

d. the mass media

Back 33

impersonal communications directed toward a vast audience, does not have the child's interests as their main goal, emphasizes consumer status consciousness, serve 2 interests: private interest (operate for profit) and public interest (entertainment and info that serves the public interest)

Front 34

describe the mean world syndrome in relation to the mass media

Back 34

a sense that the world is a mean and dangerous place, social and psychological consequences: greater likely hood of behaving aggressively, supporting policies that take away our freedom

Front 35

what is resocialization

Back 35

refers to deliberate socialization aimed at radically altering the self, re-creating the self, often done within a total institution (inmates are cut off from society)

Front 36

brainwashing

Back 36

a persuasion or indoctrination, often by force, to get someone to adopt a particular set of beliefs and values, type of re-socialization

Front 37

what are the 4 conditions under which brainwashing is most effective

Back 37

-the person is isolated from their former surroundings, people and self

-subjected to peer pressure to conform to the new reality

-subjected to legitimate power or authority which tells them what to think

-person is willing to change

Front 38

describe erik eriksons 8 stages of life challenges

Back 38

infancy, toddlerhood, pre-school, pre-adolescents, adolescents, young adulthood, middle adulthood, old age

Front 39

CHAPTER 6
describe social structure

Back 39

the integration of statuses, roles, groups, and institutions into a complex web of social relationships.

Front 40

describe group

Back 40

a collection of people who share expectations about each other

Front 41

describe primary group

Back 41

small, informal, intimate, emotional, meaningful, lasting. Example: family and friends.

Front 42

describe secondary group

Back 42

formal, task oriented, members may be anonymous. Examples: a job hiring committee or a large scale bureaucracy.

Front 43

describes institution

Back 43

a collection of groups, statuses, and roles established to address an important societal need, such as reproduction of members, or providing food and housing, or defense of borders, etc.

Front 44

describe status

Back 44

a social identity such as student, athlete, teacher, mother, boyfriend, etc.

Front 45

describe status set

Back 45

all the statuses an individual holds at one time

Front 46

describe ascribed status

Back 46

a social identity that a person has no control over. (eye color, age, race, etc)

Front 47

describe achieved status

Back 47

a social identity that a person is able to have some control over.

Front 48

describe master status

Back 48

a particular status of most importance to an individual. (ex: parent, student, doctor, wife, nurse, etc – basically your master identity)

Front 49

describe role

Back 49

a behavioral expectation of a particular status.

Front 50

describe status inconsistency

Back 50

possessing multiple statuses, some of which are not compatible or which do not seem to go together, such as a wealthy person who works at McDonalds. (ex: rich person driving a cheap car, or a poor person driving an expensive car)

Front 51

describe role set

Back 51

all of the roles expected of a particular status.

Front 52

describe role expectation

Back 52

the “ideal” behaviors expected of a particular status. (ex: good student, good athlete, good mother)

Front 53

describe role performance

Back 53

how well an individual’s behavior conforms to role expectations. We tend to feel pride with a good role performance.

Front 54

describe role conflict

Back 54

when two or more statuses are incompatible with each other.

Front 55

describe role strain

Back 55

when a single status has different role expectations, some of which are incompatible with each other

Front 56

describe role exit

Back 56

the process of disengaging from a status and the roles it implies, such as brought by divorce or by graduation from college.

Front 57

what does the interactionist perspective focus on

Back 57

everyday social interaction at the micro level

Front 58

what do humans rely upon to make sense of the world

Back 58

symbols especially language, through symbols we learn to interpret events, people and things

Front 59

we do not respond to people directly but rather on....

Back 59

the basis of the meanings we interpret from their actions, we are able to do this because we have all learned common symbols and common interpretations

Front 60

much of everyday life is guided by....

Back 60

unspoken rules or norm of social interaction, we learn to show civil inattention to strangers in public

Front 61

what are informal rituals

Back 61

informal customary procedures that are part of everyday life interaction, reveal everyday taken for granted meanings, ex opening the door

Front 62

what is social interaction related to

Back 62

interaction at the everyday level is related to the macro structure of society

Front 63

define dramaturgy proposed by Erving Goffman

Back 63

says that humans seek positive sanctions from others and we do this by managing the impressions we make, analyzes everyday social life as though the participants were actors on a stage

Front 64

what is impression management

Back 64

the self we present to others differs across different situations, presented in such a way as to generate a favorable impression

Front 65

what are the elements of impression management

Back 65

role performance, clothing, objects used to enhance the performance, mannerisms, settings and performing vs rehearsing

Front 66

summary of dramaturgy

Back 66

the self is situational-we present the "right" self, according to the norms of specific social situations, this model assumes that humans are approval seekers

Front 67

what is the ultimate display of social morality

Back 67

protecting the image of others

Front 68

what is goffmans concluding view on society

Back 68

that society is a stage on which the actors with premeditation, manipulate and withhold information about themselves to some extent to secure a favorable impression

Front 69

what is ethnomethodology

Back 69

branch of interactionism that studies how people construct and share their definitions of reality in everyday interaction