Sociology chapter 3 – Flashcards
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raised by animals cant speak walk on all fours
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feral children
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human development
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Language is the key to
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people have no mechanism for developing thought and communicating their experiences no shared way of ife
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without language
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what people become
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culture is the key to
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early, close relations
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High Intelligence depends on
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orphanges that did not stimulate social interaction affected a childs ability to develop social skills
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skeels and dye discovered
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receive enough socialization to help them develop normally
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around age 13 children aren't able to
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the importance of early socialization and consequence of isolation being the inability to socialize with other monkeys
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Rhesus monkey experiments demonstrate
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process by which we learn the ways of society
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socialization
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our sense of self develops from interaction with others
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cooley notes that
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begins at childhood its development is an ongoing lifelong process
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self concept
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individuals who significantly influence our lives, such as parents or siblings
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significant others
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is to put ourselves in someone else's shoes to understand how someone else feels and thinks and to anticipate how that person will act
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to take the role of others
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to our perception of how people in general think of us
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generalized other
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we mimic others
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imitation
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pretend to take the role of specific others
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play
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capable of playin multiple roles
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team games
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is the self as subject
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I
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is the self as object
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me
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imitation- children under age 3 no sense of self imitate others
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stage 1
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play- ages 3-6 play pretend others
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stage 2
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team games- age 6-7 organized play
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stage 3
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understanding limited t direct contact
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sensorimotor
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we develop the ability to use symbols
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preoperational
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reasoning abilities remain concrete
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concrete operational stage
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capable of abstract thinking
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formal operational stage
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inborn drives
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Id
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balance of the id and demands of society
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ego
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our conscience, our culture within us
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superego
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the notion that subconscious motivations are the primary reason for behavior
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sociologists reject
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is that our morality begins at childbirth and we are amoral. Then preconventional stage, in which we have learned rules and the need to follow them. Then conventional stage, in which we follow the norms and values we learned. Then postconventional stage, in which we reflect on abstract principles of right and wrong.
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kohlbergs theory
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only studied boys, and most societies do not have postconventional stage.
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criticisms of kohlberg
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As languages differ around the world, so do moralities. When people violate whatever morality they have learned, it arouses the emotions of guilt and shame.
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cultural relativity of mortality
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not only how we express our emotions but also what emotions we feel. Socialization into emotions is one of the means by which society produces conformity.
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socialization influences
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anger, disgust, fear, happiness, sadness, and surprise.
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six basic emotions
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The ways in which we express our emotions are culturally determined: social class, gender, our culture, the setting can all affect if and how we express ourselves.
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expressing emotions
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the effects of socialization on our emotions go much deeper than guiding how, where, and when we express our feelings. Socialization also affects what we feel.
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cross-culture
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are culturally determined: social class, gender, our culture, the setting can all affect if and how we express ourselves. Your social mirror, then—the result of your being socialized into a self and emotions—sets up effective internal controls over your behavior.
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The ways in which we express our emotions
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a set of learned expectations about how we should behave because we are identified as male or female.
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gender
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The process of learning our gender is socialization
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gender map
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are the first to introduce us to the gender map. Sometimes they do this consciously, perhaps by bringing into play pink and blue, colors that have no meaning in themselves but that are now associated with gender.
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parents
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On the basis of our sex, our parents give us different kinds of toys.
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toys and play
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In their play, the children of lesbian couples and gay male couples show less gender stereotyping. That is, the boys show more behaviors that are traditionally considered feminine, and the girls more behaviors that are traditionally considered masculine.
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gay and lesbian parents
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One of the most powerful sources of influence is the peer group, individuals of roughly the same age who are linked by common interests.
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peer groups
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men. They are neither transsexuals nor lesbians. Nor do they have a sex change operation, something which is unknown in those parts. This custom, which goes back centuries, is a practical matter, a way to protect and support the family.
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In northern Albania some women become
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is the mass media, forms of communication that are directed to large audiences.
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major guide to gender map
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is body image, and the mass media are effective in teaching us what we "should" look like. While girls are presented as more powerful than they used to be, they have to be skinny and gorgeous and wear the latest fashions.
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key part of gender
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, but we know little about their influence on the players' ideas of gender. The message of male dominance continues, as females are even more underrepresented in video games than on television: 90 percent of the main characters are male.
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how video games portray the sexes
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of gender. If you are average, you are exposed to a blistering 200,000 commercials a year.
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stereotypical images
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family neighborhood religion day care school peer group workplace
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agents of socialization
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is that their children stay out of trouble. To keep them in line, they tend to use physical punishment. Middle-class parents, in contrast, focus more on developing their children's curiosity, self-expression, and self-control. They are more likely to reason with their children than to punish them physically.
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main concern of working class parents
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wildflowers—they develop naturally. Since the child's development will take care of itself, good parenting primarily means providing food, shelter, and comfort. These parents set limits on their children's play ("Don't go near the railroad tracks") and let them play as they wish. To middle-class parents, in contrast, children are like tender houseplants—they need a lot of guidance to develop correctly. These parents want their children's play to accomplish something. They may want them to play baseball, for example, not for the enjoyment of the sport but to help them learn how to be team players.
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working class parents see their children a being like wildflowers
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Some neighborhoods are better than others for children. Parents try to move to the better neighborhoods—if they can afford them. Their commonsense evaluations are borne out by sociological research. Children from poor neighborhoods are more likely to get in trouble with the law, to become pregnant, to drop out of school, and even to have worse mental health.
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neighborhoods
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Religious ideas so pervade U.S. society that they provide the foundation of morality for both the religious and the nonreligious. Through their participation in religious services, people learn doctrines, values, and morality, but the effects of religion on their lives go far beyond this.
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religion
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Children who spend more time in day care have weaker bonds with their mothers and are less affectionate toward them. They are also less cooperative with others and more likely to fight and to be "mean."
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day care
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Manifest function, or intended purpose, of formal education is to teach knowledge and skills, such as reading, writing, and arithmetic. Schools also have latent functions, unintended consequences that help the social system. Sociologists have also identified a hidden curriculum in our schools. This term refers to values that, although not taught explicitly, are part of a school's "cultural message." There is also a corridor curriculum, what students teach one another outside the classroom. Unfortunately, the corridor curriculum seems to emphasize racism, sexism, illicit ways to make money, and coolness.
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school
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One of the most significant aspects of education is that it exposes children to peer groups that help children resist the efforts of parents and schools to socialize them. The standards of our peer groups tend to dominate our lives. If your peers, for example, listen to rap, Nortec, death metal, rock and roll, country, or gospel, it is almost inevitable that you also prefer that kind of music. In high school, if your friends take math courses, you probably do, too.
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peer groups
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From the people we rub shoulders with at work, we learn not only a set of skills but also perspectives on the world. Most of us eventually become committed to some particular type of work, often after trying out many jobs. This may involve anticipatory socialization, learning to play a role before entering it.
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workplace
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learning new norms, values, attitudes, and behaviors to match a person's new situation in life. In its most common form, resocialization occurs each time we learn something contrary to our previous experiences. A new boss who insists on a different way of doing things is resocializing you.
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resocialization
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only a slight modification of things we have already learned. Resocialization can also be intense in a total institution: a place in which people are cut off from the rest of society and where they come under almost total control of the officials who are in charge. Examples include boot camps, prisons, concentration camps, convents, some religious cults, and some military schools.
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most resocialization is mild
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an attempt to remake the self by stripping away the individual's current identity and stamping a new one in its place.
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degradation ceremony
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Until about 1900, having children work like adults was common around the world. Even today, children in the Least Industrialized Nations work in many occupations—from blacksmiths to waiters.
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child labor
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Three hundred years ago, parents and teachers considered it their moral duty to terrorize children. To keep children from "going bad," they would frighten them with bedtime stories of death and hellfire.
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terrorizing children
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transformed the way we perceive children. Today we view children as needing gentle guidance if they are to develop emotionally, intellectually, morally, even physically. We take our view for granted—after all, it is only "common sense."
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industrialization
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Adolescence is a social invention, not a "natural" age division. In earlier centuries, people simply moved from childhood to young adulthood, with no stopover in between. The Industrial Revolution allowed adolescence to be invented.
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social invention
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To mark the passage of children into adulthood, tribal societies hold initiation rites. This grounds the self-identity.
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initiation rites
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Postindustrial societies are adding another period of extended youth to the life course, which sociologists call transitional adulthood (also known as adultolescence).
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adultolescence
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, most people are more sure of themselves and of their goals in life.
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early middle years
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health issues and mortality begin to loom large as people feel their bodies change, especially if they watch their parents become frail, fall ill, and die. The consequence is a fundamental reorientation in thinking—from time since birth to time left to live.
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later middle years
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Today, people who enjoy good health don't think of their 60s as old age but as an extension of their middle years. This change is so recent that a new stage of life seems to be evolving, the period between retirement (averaging about 63) and old age—which people are increasingly coming to see as beginning around age 75.
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transitional older years
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is a stage marked by growing frailty and illness. For all who reach this stage, it is ended by death.
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later older years
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vitally important for what you experience in life. Your social location, such as your social class, gender, and race-ethnicity, is also highly significant for your life course.
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social locations
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Although socialization is powerful and affects all of us profoundly, we have a self. Established in childhood and continually modified by later experience, our self is dynamic. Rather than being passive sponges in this process, each of us is actively involved in the construction of the self.
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we are not robots we are indivduals