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chapter 3 Flashcards

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1
Q

socialisation

A

lifelong social experience by which people develop their human potential and learn culture.

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2
Q

personality

A

a person’s consistent patterns of acting, thinking, & feeling

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3
Q

harlow monkey study summary

A

infant monkeys were placed in isolation with either a wire “mother” monkey doll or a cloth mother. the monkeys with the cloth mother recovered with less psychological damage.

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4
Q

harlow monkey study outcomes

A

early bonding time with the mother is crucial for development. monkeys would recover if they were removed from isolation before 6 months of age.

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5
Q

piaget’s stages of development: sensorimotor

A

def: experiencing the world through senses, from birth to age 2
ex: babies in this stage lack object permanence (understanding objects still exist when they are out of view)

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6
Q

piaget’s stages of development: preoperational

A

def: language development begins, ages 2 - 7
ex: egocentric thinking (the inability to understand others experience the world differently) still present at this stage

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7
Q

piaget’s stages of development: concrete operational

A

def: logical thinking begins, ages 7 - 11
ex: children understand conservation of mass now

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8
Q

piaget’s stages of development: formal operational

A

def: logical thinking about abstract principles, concerned with the future, ages 11 - onward

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9
Q

freud’s elements of personality

A

ID: subconscious, focused on fulfilling basic needs
ego: balances id and superego
superego: subconscious, focused on maintaining moral values

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10
Q

kohlberg’s theory of moral development stages

A

preconventional: children act based on what they want to do or what will benefit them
ex. taking a cookie from the jar bc they are hungry
conventional: teens will make decisions based on their peer’s definition of right and wrong
ex. defending someone being bullied bc that’s what
your peers expect you to do
postconventional: people make decisions based on abstract ethical principles
ex. civil rights activists in the early 1900s going against
segregation even though society supports it

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11
Q

carol gilligan’s theory of gender and moral development

A

def: boys rely on formal rules to define right & wrong, girls use judge each situation with respect to their own personal relationships.

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12
Q

george herbert mead

A

the I, the self, the generalised other

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13
Q

mead: the self

A

def: the part of an individual’s personality composed of self-awareness and self-image.
- the self develops over time with social experience
- seeking meaning leads to imagining others’ intentions,
which requires imagining the situation from their
perspective

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14
Q

mead: the looking glass self

A

how we perceive ourselves is directly influenced by how others perceive us

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15
Q

mead: the I

A

we become self-aware by taking the role of the other

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16
Q

mead: developing the self

A
  1. children take on the role of the other when they play games like house
  2. children take on the roles of many others at once by playing games like baseball, learn the generalised other
17
Q

mead: the generalised other

A

def: a term used to refer to the widespread cultural norms and values we use as references in evaluating ourselves.

18
Q

erik erikson’s stages of development pt 1

A
  1. infancy: trust/mistrust
    ex. establishing that the world is a safe place
  2. toddlerhood: autonomy/shame&doubt
    ex. trying to get dressed on your own but then doubting
    your abilities
  3. preschool: initiative/guilt
    ex. learning to engage their surroundings or feeling guilt
    for not meeting the expectations of others
  4. preadolesence: industriousness/inferiority
    ex. either feeling proud or your achievements or inferior
19
Q

erik erikson’s stages of development pt 2

A
  1. adolescence: identity/confusion
    ex. developing your own identity or basing it around
    your social groups
  2. young adulthood: intimacy/isolation
    ex. either maintaining close relationships or not
  3. middle adulthood: generativity/stagnation
    ex. trying to make a difference in the world
  4. late adulthood: integrity/despair
    ex. as you look back on life, you are either fulfilled or
    saddened by your accomplishments
20
Q

cultural capital

A

material objects, values, and knowledge acquired by members of the elite culture

21
Q

agents of socialisation: the family

A
  • how infants see the world depends on the level of nurture they receive at home
  • how a family sees their own race & social class will contribute to their kid’s internalised identity later
22
Q

agents of socialisation: the school

A
  • hidden curriculum: school reinforces gender roles and societal norms
  • school is first experience with bureaucracy
23
Q

agents of socialisation: the peer group

A

peers affect short-term interests & behaviours, but parents affect long-term goals
individuals tend to view their peer group positively and put down other peer groups

24
Q

peer group definition

A

social group where members have the same age, interests, and social position

25
Q

anticipatory socialisation

A

def: learning that helps a person achieve a desired position
ex: copying the styles & slang of a group you want to accept you

26
Q

mass media definition

A

the means for transmitting information from a single source to a vast number of people

27
Q

social media definiton

A

media that allows people to communicate with one another, to share information, and to form communities based on interests and goals

28
Q

agents of socialisation: the mass & social media

A
  • people with less education spend the greatest amount of time watching TV
  • TV is unidirectional, social media is multidirectional
    social media can influence people’s senses of right & wrong
  • TV can slow cognitive development
  • the media can reinforce your own political opinions
  • the media can also expose us to a broad range of cultures
29
Q

Socialisation and the Life Course: childhood

A
  • the concept of childhood is culturally founded and not biological
  • issues at home and the media can force children to grow up faster
30
Q

Socialisation and the Life Course: adolescence

A
  • a time of social contradictions brought on by society, not biology, as a buffer between childhood and adulthood
31
Q

Socialisation and the Life Course: adulthood

A
  • early adulthood is where you learn to manage conflicting priorities
    • many women struggle with the second shift in early
      adulthood
  • middle adulthood: as children grow up and men become absorbed in their career, women have a void in their lives they struggle to fill
  • most seniors are NOT discouraged by the problems brought on by aging
32
Q

Ageing and Culture

A
  • a preindustrial society usually takes the form of a gerontocracy (when the elderly people have the most wealth and prestige in a society)
  • industrialisation lessens the social standing of elderly
  • in recent years, less and less seniors are struggling financially
33
Q

Elisabeth Kubler-Ross 5 stages of death

A
  1. denial
  2. anger
  3. bargain
  4. resignation
  5. acceptance
34
Q

Erving Goffman’s 3 qualities of a total institution

A

all aspects of life are supervised
life is controlled and standardised
formal rules dictate how people perform their routines

35
Q

Erving Goffman’s 5 types of total institutions

A
  1. institutions that care for helpless members, ex orphanage
  2. institutions that care for those posing an unintended threat to community, ex psych wards
  3. institutions that protect community against those who intentionally threaten it, ex prison
  4. institutions that pursue instrumental tasks, ex boarding schools
  5. institutions that pursue normative tasks, ex religious monasteries
36
Q

resocialisation

A

radically changing an inmate’s personality by carefully controlling the environment
- resocialisation is 2 part process, first the existing
identity must be broken and dissolved and then
replacing it with an identity based on the total
institution

soci 101 (8 decks)

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