Chapter 3: From Infancy To Old Age

Question 0

Social experience is also the foundation of personality, a person’s fairly consistent patterns of acting thinking and feeling

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Question 1

Sociologist use the term socialization to refer to the lifelong social experience by which develop their human potential and learn culture

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Question 2

We build personality by internalizing- taking-in our surroundings

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Question 3

Charles Darwin groundbreaking 1859 study of evolution lead people to think that human behavior was instinctive simply our nature

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Question 4

John B Watson developed a theory called behaviorism, which holds that behavior is not instinctive but learned

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Question 5

Watson included human behavior not as nature but in nurture

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Question 6

Harry and Margaret Harlow placed monkeys in various conditions of social isolation

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Question 7

Sigmund Freud studied personality in mental disorders and eventually developed the celebrated theory of psychoanalysis

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Question 8

Freud claim that biology plays a major part in human development

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Question 9

Freud theorized that humans have two basic needs that are present at birth. First is the need for sexual and emotional bonding which he calls “life instinct” or euros named after the Greek god of love. second we share an aggressive drive he called the “death instinct” or Thanatos

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Question 10

Freud combined basic needs with the influence of society into a model of personality with three parts: ID, ego, and superego

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Question 11

The ID Latin for it represents the human beings basic drive which are unconscious and demand immediate satisfaction

ID is present at birth making a newborn a bundle of demand for attention, touching, and food

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Question 12

To avoid frustration a child learn to approach the world realistically. This is done through the ego Latin or I which is a person’s conscious effort to balance innate pleasure seeking drives with the demands of society. The ego arise as we become aware of our distinct existence and face the fact that we cannot have everything we want

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Question 13

In the human personality, the super ego Latin for above and beyond the ego is the culture values and norms internalized by an individual. The super ego operates as our conscience telling us why we cannot have everything we want. The super ego begins to form as a child becomes aware parental demands and matures as the child comes to understand that everyone’s behavior should take account of cultural norms

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Question 14

The competing demands self and society results in a compromise that Freud called sublimation. Sublimation redirect selfish drives into socially acceptable behavior

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Question 15

The Swiss psychologist Jean Piaget studied human cognition, how people think and understand

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Question 16

Piaget identify four stages of cognitive development: sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage

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Question 17

Stage one is sensorimotor stage, the level of human development at which individuals experience the world only through their senses.

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Question 18

At age 2 children enter the preoperational stage, the level of human development at which individuals first use language and other symbols

Children between about two and six still attached meanings only to specific experiences and objects

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Question 19

The third level is the concrete operational stage the level of human development at which individuals first see casual connections in their surroundings. Between the ages of seven and 11 children focused on how and why things happen

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Question 20

The fourth stage is the formal operational stage the level of human development at which individuals think abstractly and critically. At about age 12 young people began to reason abstractly rather than thinking only of concrete situations

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Question 21

Freud saw human beings torn by opposing forces of biology and culture.

Piaget saw the mind as active and creative

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Question 22

Lawrence Kohlberg built on Piaget work to study moral reasoning, or how individuals judge situations as of right or wrong

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Question 23

Young children who experience the world in terms of pain or pleasure Piaget sensorimotor stage are at the preconventional level of moral development. At this early stage in other words rightness amounts to what feels good to me

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Question 24

The conventional level of Kohlberg second stage appears by the teen years corresponding to Piaget final formal operational stage. At this point young 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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Question 25

In Kohlberg final stage of moral development, the postconventional level, people move beyond their societies norms to consider abstract ethical principles

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Question 26

Unlike Kohlberg who use all males in his research Carol Gilligan compare the moral development of girls and boys and concluded that the two sexes use different standards of rightness

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Question 27

Boys Gilligan claims, have a justice perspective, relying on formal rules to define right or wrong. Girls by contrast have a care and responsibilities perspective judging a situation with an eye toward personal relationships and loyalties

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Question 28

Nancy Chodorow who claims that children grow up in homes in which typically mothers do more of the no nurturing than fathers

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Question 29

George Herbert Mead developed a theory of social behaviorism to explain how social experience develops an individual’s personality

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Question 30

Meads central concept is the self, the part of an individual’s personality composed of self-awareness and self image

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Question 31

Mead believes that the self is not at birth; it develops. The self is not part of the body and it does not exist at birth

He rejected the idea that personality is guided by biological drives or biological matureration

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Question 32

Second Mead believes that the self-develop only with social experience, as a individual interacts with others

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Question 33

Third Mead believe social experience is the exchange symbols

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Question 34

Fourth Mead stated that seeking meaning leads people to Imagine other people’s intentions. In short we draw conclusions from peoples actions, imagining their underlying intentions

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Question 35

Fifth made explain that understanding intention requires imagining the situation from the others point of view

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Question 36

Charles Horton Cooley used the phrase looking glass self to mean a self image based on how we think others see us

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Question 37

Mead six point is that by taking the role of the other we become self-aware

Another way of saying this is is that the self has two parts. One part of the self operates as the subject being creative and spontaneous. Mead to called the active side of the self I

The other part of self works as an object, that is the way we imagine others to see us. Mead called the objective side of the self the me

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Question 38

According to Mead the key to developing the self is learning to take the role of the other

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Question 39

Significant others are people such as parents who have special importance for socialization

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Question 40

Mead used the term generalized other to refer to widespread cultural norms and values we use as references in evaluating ourselves

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Question 41

Eric H Erickson explain that we face challenges throughout the life course in eight stages
Infancy
toddler 
preschool 
preadolescent 
adolescent 
young adult 
middle adult 
old age

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Question 42

Stage one: infancy-the challenge of trust versus mistress.

Between birth and about 18 months infants face to first life challenges to establish a sense of trust that the world is a safe place

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Question 43

Stage two: toddlerhood- the challenge of autonomy versus doubt and shame

The next challenge, up to age 3, is to learn skills to cope with the world in a confident way

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Question 44

Stage III: preschool-the challenge of initiative versus guilt

Four and five-year-olds must learn to engage in their surroundings-including people outside the family-or experience guilt in failing to meet the expectation of parents and others

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Question 45

Stage four: preadolescent-the challenge of industriousness versus inferiority

Between ages six and 13 children enter school make friends and strike out on their own more and more. They either feel proud of their accomplishments or fear that they do not measure up

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Question 46

Stage five: adolescent-the challenge of gaining identity versus confusion

During the teen years young people struggle to establish their own identity. In part teenagers 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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Question 47

Stage six: young adulthood-the challenge of intimacy versus isolation

The challenge for young adults is to form and maintain intimate relationships with others

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Question 48

Stage seven: middle adulthood-the challenge of making a difference versus self absorption

The challenge of middle age is contributing to the lives of others in the family at work or in the larger world
Failing at this people become self-centered caught up in their own limited concerns

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Question 49

Stage eight: old age-the challenge of integrity versus despair you

As the end of life approaches 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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Question 50

Ericksons theory views personality formation as a lifelong process with success at one stage preparing us to meet the next challenge. However not everyone faces the challenges in the exact order presented by Erickson

Nor is it clear that failure to meet the challenge at one stage of life means that a person is doomed to fail later on

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