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socialization

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The lifelong social experience by which people develop their human potential and learn culture. It occurs through human interaction that begin at infancy and continue throughout life We learn the most from people important in our life. Family, best friends, our teachers

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personality

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a person's fairly consistent patterns of acting, thinking and feeling

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Nature vs. Nurture

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Humans depend on others to provide care for physical growth and personality development. Nurture is our Nature

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Social Isolation

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Cutting people off from the social work is very harmful. For proper development we require social interaction. Long term isolation will result in permanent damage.

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Behaviorism

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Behavior is not instinctive, but learned - John Watson

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John B. Watson Quote (1878-1958)

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People everywhere are equally human - just different in cultural patterns.

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Sigmund Freud

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Austrian neurologist who originated psychoanalysis (1856-1939); Said that human behavior is irrational; behavior is the outcome of conflict between the id (irrational unconscious driven by sexual, aggressive, and pleasure-seeking desires) and ego (rationalizing conscious, what one can do) and superego (ingrained moral values, what one should do).

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Freud's Elements of Personality

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• To the id, the world is a jumble of physical sensations that bring pleasure or pain. • As the superego develops, moral concepts of right and wrong are learned. • Id and superego remain in conflict. • Managed by the ego in a well-adjusted person. • Sublimation helps to change selfish drives into socially accepted

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Sigmund Freud's theory that humans have two basic needs or Drives

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1st, is the need for bonding called the "Life Instinct" or eros the Greek god of Love. 2nd, an aggressive drive called the "Death Instinct" or Thanatos the Greek word for "death".

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id

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Latin for "it" Freud's term for the human being's basic drives. Example: demands for attention, touching, sex, and food.

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ego

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Latin for "I" Freud's term for the person's conscious efforts to balance innate pleasure-seeking drives with the demands of society. The ego arises as we gain awareness of our distinct existence and face the fact that we cannot have everything that we want.

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superego

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Latin for "above of beyond the ego" Freud's term for the cultural values and norms internalized by an individual. It operates as our conscience, telling us "Why" we cannot have everything we want.

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Sublimation

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The compromising of our selfish id drives into socially acceptable behavior. Example: Marriage makes the satisfaction of sexual urges socially acceptable, and competitive sports are an outlet for aggression.

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Jean Piaget

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Four stage theory of cognitive development: 1. sensorimotor, 2. preoperational, 3. concrete operational, and 4. formal operational. He said that the two basic processes work in tandem to achieve cognitive growth-assimilation and accomodation

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Jean Piaget's Theory of Cognitive Development

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Studied human cognition, how people think and understand. He wondered not just what children knew but how they made sense of the world. Piaget went on to identify four stages of cognitive development. 1st The Sensorimotor Stage 2nd The Preoperational Stage 3rd The Concrete Operational Stage 4th The Formal Operational Stage

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Cognition

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all the mental activities associated with thinking, knowing, remembering, and communicating

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The Sensorimotor Stage

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First stage of Jean Piaget's Theory of Cognitive Development. his term for the level of human development at which individuals experience the world only through their senses. First two years of life, infants know the world only by touching, tasting, smelling, looking, and lessening.

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The Preoperational Stage

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Second stage of Jean Piaget's Theory of Cognitive Development. His term for the level of human development at which individuals first use language and other symbols. Children enter this stage at age two. The began to think about the world using their imagination.

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The Concrete Operational Stage

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Third stage of Jean Piaget's Theory of Cognitive Development. His term for the level of human development at which individuals first see causal connection in their surroundings. Between ages of seven and eleven, children focus on how and why things happen.

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The Formal Operational Stage

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Fourth stage of Jean Piaget's Theory of Cognitive Development. His term for the level of human development at which individuals think abstractly and critically. Example: understanding the question "what do you want to be when you grow up?", instead of answering a teacher, they might say I want to help people.

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Lawrence Kohlberg

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moral development; presented boys moral dilemmas and studied their responses and reasoning processes in making moral decisions. Most famous moral dilemma is "Heinz" who has an ill wife and cannot afford the medication. Should he steal the medication and why?

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Lawrence Kohlberg's Theory of Moral Development

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His theory is similar to Piaget's theory, but he focuses on one aspect of cognition - Moral Reasoning. How people come to judge situations as right or wrong using three stages of development 1st Preconventional level of moral development. 2nd Conventional level of moral development. 3rd Postconventional level of moral development.

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Moral Reasoning

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How people come to judge situation as right or wrong.

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Preconventional level of moral development.

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The first stage of Lawrence Kohlberg's Theory of Moral Development. At first "rightness" amounts to "what feels good to me" Example: a child may reach for something on a table that looks shiny, making it necessity to "Childproof" a home.

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Conventional level of moral development.

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The second stage of Lawrence Kohlberg's Theory of Moral Development. Appears by the teenage years. As your people lose some of their selfishness as they learn to define right and wrong in terms of what pleases parents and conforms to cultural norms.

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Postconventional level of moral development.

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The third and final stage of Lawrence Kohlberg's Theory of Moral Development. People move beyond their society's norms to consider abstract ethical principles. As they think about ideas such as liberty, freedom, or Justice, they may argue that what is lawful still may not be right.

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Carol Gilligan

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moral development studies to follow up Kohlberg. She studied girls and women and found that they did not score as high on his six stage scale because they focused more on relationships rather than laws and principles. Their reasoning was merely different, not better or worse

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Carol Gilligan's Theory of Gender and Moral Development

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Her theory is similar to Piaget's theory, but she focuses on the link between gender and moral reasoning. She set out to compare the moral development of girls and boys and concluded that the two sexes use two different standards of rightness. 1st Boys have a Justice Perspective. 2nd Girls have a care and responsibility perspective.

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Justice Perspective / Rule-Based

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Carols Gilliagan's idea of how Boys see rightness The relying of formal rules to define right and wrong. Example: Boys see stealing as wrong because it breaks the law.

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Care and Responsibility Perspective / Person-Based

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Carols Gilliagan's idea of how Girls see rightness Judging a situation with an eye toward personal relationships and loyalties. Example: Girls see stealing and are more likely to wonder why someone would stele and to be sympathetic toward someone who steals, say, to feed her family.

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George Herbert Mead

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Primary concept of the self, the part of one's personality composed of self-awareness and self-image. Links self concept to role-taking. Three stages of self development: Preparatory stage, play stage, game stage.

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George Herbert Mead's Theory of the Social Self

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His theory of social behaviorism to explain how social experiences develops an individual's personality. His theory involves concepts in seeing the self as the product of social experience. His theories involve: 1st The Self 2nd The Looking Glass 3rd The I and the Me 4th The Development of the Self through the stages of Imitation, Play, Games, and Generalized Others.

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The Self

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Mead's term for the part of an individual's personality composed of self-awareness and self-image 1st - The self develops only with social experience. The self is not part of the body and does not exist at birth. The self develops only as the individual interacts with others. Without interaction the body grows, but no self emerges. 2nd - Social experience is the exchange of symbols. Only people wise words, a wave of the hand, or smile to create meaning to its actions. Example: dogs respond to what to do, but humans responds to what you have in mind as you do it. 3rd - Understanding intention requires imagining a situation from the other's point of view . taking the role of the other. The Looking-glass self.

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looking-glass self

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Charles Horton Cooley's coined this term for a self-image based on how we think others see us. Example: if we think others see us as clever, we will think of ourselves in the same way. But if we feel they think of us as clumsy, then that is how we will see ourselves.

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The I and the Me

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Mead's fourth point is that by taking the role of the other, we become self-aware. Another way of saying this is that the self has two parts. One part of the self operates as subject, being active and spontaneous, called the "I". The other part of the sale works as an object, the way we imagine others see us, the "Me".

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Imitation

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The 1st stage in Mead's Theory on how we Develop the Self. When you are young you mimic the behavior behavior of other people without understanding the underlying intention. Example: If you see your brother through a ball you do the same thing.

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First Stage: Play

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The 2nd stage in Mead's Theory on how we Develop the Self. This involves assuming the roles modeled on significant others, people, such as parents. Example: You may play the roll of mom or day however at this stage you only take on one roll at a time.

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Second Stage: Significant Others

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people, such as parents, who have special importance for socialization.

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Third Stage: Games

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The 3rd stage in Mead's Theory on how we Develop the Self. You consider multiple tasks and rolls at the same time. Example: kids can play hide and seek because they understand the roll of both the person hiding and seeking. Also team sports like baseball.

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Final Stage: Generalized Others

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The Final stage in Mead's Theory on how we Develop the Self. We can understand the attitudes, view points of others.

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generalized other

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Mead's term for widespread cultural norms and values we use as a reference in evaluating ourselves

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Erik H. Erikson

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student and follower of Freud; theorist who studied psychosocial development across the lifespan and proposed eight stages of development

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Erik H. Erikson's Eight Stages of Development

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Some point to childhood as the curtail time when personality takes shape. He took a broader view of socialization. He explained that we face challenges throughout the life course in eight stages. Stage 1: Infancy Stage 2: Toddlerhood Stage 3: Preschool Stage 4: Preadolescence Stage 5: Adolescence Stage 6: Young Adulthood Stage 7: Middle Adulthood Stage 8: Old Age

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Stage 1: Infancy

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Stage 1 in Erik H. Erikson's Eight Stages of Development The challenge of trust vs. mistrust Between birth and about 8 months, infants face the first of life's challenges: to gain a sense of trust that their world is a safe place. Family members play a key role in how any infant meets this calling.

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Stage 2: Toddlerhood

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Stage 2 in Erik H. Erikson's Eight Stages of Development The calling of autonomy vs. doubt and shame. The next challenge, up to age three, is to learn skills to cope with the world in a confident way. Failure to gain self-control leads children to doubt their abilities.

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Stage 3: Preschool

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Stage 3 in Erik H. Erikson's Eight Stages of Development The calling of initiative vs guilt. four and five year olds must learn to engage their surrounding - including people outside the family - or experience guild at having failed to meet the expectations of parents and others.

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Stage 4: Preadolescence

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Stage 4 in Erik H. Erikson's Eight Stages of Development the challenge of industriousness vs inferiority. Between the ages of six and thirteen, children enter school, make friends, and strike out on their own more and more. They either feel proud of their accomplishments of fear that they do not measure up.

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Stage 5: Adolescence

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Stage 5 in Erik H. Erikson's Eight Stages of Development The challenge of gaining identity vs confusion. During the teen years, young people struggle to establish their own identity. In part, teens identify with others, but they also want to be unique. Almost all teens experience some confusion as they struggle to establish an identity.

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Stage 6: Young Adulthood

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Stage 6 in Erik H. Erikson's Eight Stages of Development The challenge of intimacy vs isolation. The challenge for young adults is to form and keep intimate relationships with others. Making close friends, and especially falling love, involves balancing the need to bond with the need to have a separate identity.

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Stage 7: Middle Adulthood

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Stage 7 in Erik H. Erikson's Eight Stages of Development The challenge of making a difference vs self-adsorption. The challenge of middle age is to contribute to the lives of others in the family, at work, and in the larger world. Failing at this, people become self-centered, caught up in their own limited concerns.

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Stage 8: Old Age

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Stage 8 in Erik H. Erikson's Eight Stages of Development The challenge of integrity vs despair. Near the end of their lives, people hope to look back on what they have accomplished with a sense of integrity and satisfaction. For those who have been self absorbed, old age brings only a sense of despair over missed opportunities.

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Agents of Socialization

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Several similar settings have special importance to the socialization process. Among them are the family, the school, the peer group, and the mass media.

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Socialization Agent: Family

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• Perhaps the most important socializing agent. • Providing Nurture in early childhood. This teaches skills, values, and beliefs. Also the environment that the adults create affect Socialization. • Role of race, class and gender play a large part in shaping a child's personality.

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Cultural Capital

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The ability to take part in leisure activities, including sports, vacation travel, and music lessons. Far less available to children growing up in low-income families.

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School

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• Interaction with people who are different from you. • Teach values and customs of the larger society. • Hidden curriculum. • Potential to reinforce class (and other) differences.

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Hidden curriculum in School

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What they learn in school goes beyond the formally planned lessons. Example: Spelling bees teach children not only how to spell but how it divide the population into "winners" and "losers"

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Peer Group

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a special group whose members have interests, social positions, and age in common They learn how to form relationship on their own. During adolescence parental influence on children remains strong. Peers may affect short-term interest suck and music and television shows but parents have greater influence on longterm goals such as going to college. Example: Church, School, Friends, Work.

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Anticipatory Socialization

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learning that helps a person achieve a desired position. People are influence by peer groups they would like to join.

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Mass Media

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The means for delivering impersonal communications to a vast audience. Mass media introduces people to ideas and images that are new and different.

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Other Spheres of Influence

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• Religion • Workplace • Military • Government • Health Care

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The Life Course

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• Childhood • Adolescence • Adulthood • Old Age

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gerontology

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the study of aging and the elderly

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gerontocracy

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a form of social organization in which the elderly have the most wealth, power, and prestige

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ageism

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prejudice and discrimination against older people

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cohort

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a category of people with something in common, usually their age

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Total Institution

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A setting in which people are isolated from the rest of society and controlled by an administrative staff

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Resocialization

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Radically changing an inmate's personality by carefully controlling the environment - Break down the old self identity. - Rebuild a new self through reward and punishment.

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