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Sociology 1000 > Test 2 Class Notes > Flashcards

Test 2 Class Notes Flashcards

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Sociology 101 flashcards
1
Q

goal of science

A

describe, explain, predict

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2
Q

some examples of folk wisdom

A

absence makes the heart grow fonder, out of dight out of mind

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3
Q

idea behind social facts

A

we are to study them as objects in their own right. they exist external to us

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4
Q

gender differences in suicide

A

women attempt suicide more, and men commit suicide more

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5
Q

empirical generalizations

A

isolated propositions that summarize the observations b/w 2 or more variables

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6
Q

logical induction

A

“bottom up” start with many cases and work up towards a general principle

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7
Q

steps to uncovering the general principle (from diagram)

A

observations - measurement - empirical generalizations - logical induction - general principle

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8
Q

logical deduction

A

beginning with a general principle and moving mentally towards a specific measurement

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9
Q

syllogism

A
  1. take a general principle
  2. take a specific instance of a general principle
  3. the conclusion should logically follow
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10
Q

4 types of suicide

A

egoistic
anomic
fatalistic
altruistic

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11
Q

egoistic suicide

A

lack of meaningful social integration to a group

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12
Q

anomic suicide

A
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13
Q

fatalistic suicide

A

overregulation from a group (prison, military)

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14
Q

altruistic

A

excessive loyalty/integration to a group where it may be expected members will sacrifice themselves at the group’s discretion (suicide bombers, cults)

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15
Q

culture

A

a part of the environment that humans create that is learned, shared and transmitted over time

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16
Q

material vs nonmaterial culture

A

material: physical substances
nonmaterial: ideas, values and beliefs

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17
Q

relationship b/w material and nonmaterial culture

A

material culture is an outgrowth of nonmaterial culture and would be meaningless without it

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18
Q

cultural proscriptions

A

things that we won’t do because it’s been taught in our culture that it’s wrong or inappropriate

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19
Q

how can we discover the values of a society?

A

the words that people use
how the people act

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20
Q

ideology and the 2 types

A

interrelated set of beliefs and values; dominant and counter

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21
Q

dominant ideology

A

explain/justify the perpetuation of a given state of affairs

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22
Q

counter ideology

A

provide a rationale to change a given state of affairs

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23
Q

relationship b/w norms and values

A

norms are more specific than values as norms can serve as immediate guides for behavior

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24
Q

3 types of norms

A

folkway
more
law

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25
Q

folkways

A

the way people commonly act, traditional behavior, ex: meet someone new formally and shake their hand

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26
Q

mores

A

actions of considerable moral importance that produce an emotional response by the community when violated

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27
Q

laws

A

consciously enacted for a particular purpose and enforced by the government

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28
Q

ideal vs real norms

A

ideal: formally taught and approved
real: how we really act

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29
Q

elements of culture are interrelated so as to produce a…..

A

relatively integrated and coherent whole

30
Q

“sui generus”

A

the whole is equal to more than a sum of its parts

31
Q

what makes the difference in sui generus?

A

how the parts fit together

32
Q

focal points of communities can do what?

A

bring together a high degree of social integration

33
Q

3 types of cultural disintegration

A

invasion
violation
turf defense

34
Q

invasion

A

entering the territory of another without permission

35
Q

violation

A

making use of a territory in a way that it was not intended to be used

36
Q

turf defense

A

ultimate response when we can no longer tolerate the intrusion

37
Q

can any norms become/absolutely not become another?

A

-folkways can’t become mores
-mores can become folkways
ex: legalization of marijuana

38
Q

culture lag

A

2 interrelated parts of culture change at different rates so 1 lags behind the other

39
Q

subculture

A

clusters of patterns that are both related to the general culture yet distinguishable from it
ex: opening christmas gifts; some do on xmas eve, some on xmas morning

40
Q

contraculture

A

groups whose patterns not only differ from others but also challenge their beliefs and their values
ex: cults

41
Q

ethnocentrism

A

view of things in which our own group is at the center of everything and all other groups are compared to our own group

42
Q

ethnocentrism is a social extension of what common idea?

A

the idea that as individuals we consider ourselves as the center of the universe

43
Q

cultural relativism

A

attempting to interpret the actions of others in terms of their own beliefs

44
Q

xenocentrism

A

the belief that products and styles of another group is superior to those of our own culture

45
Q

what does Cooley say about our sense of self?

A

we create it ourselves

46
Q

3 stages to Cooley’s looking-glass self

A
  1. our imagination of how we appear to others
  2. our imagination of how we think others judge what we think they see
  3. our self-feeling (if we think they see us positively, we’re more likely to see ourselves positively)
47
Q

3 main types of self according to Cooley

A

party face, funeral self & dog face

48
Q

our underlying continuities despite variations in our many selves:

A
  1. our name and other identity pegs
  2. we remember the parts we played in our earlier life
  3. expectations from others that our actions are to be consistent
49
Q

ways to change our sense of self

A

change name, location

50
Q

Mead’s 3 stage theory of self-emergence

A

a. preplay
b. play
c. game

51
Q

main point of Mead’s preplay stage

A

this is when children start engaging in meaningless imitation; if they can’t engage with the outside world they may be diagnosed with autism

52
Q

main point of Mead’s play stage

A

children finally develop a SENSE OF SELF as this is when they are an object in an environment in which they can interact with; they also develop an egocentric POV where they think the world revolves around them

53
Q

true or false: children understand that people can have multiple roles at once in the play stage

A

false

54
Q

main point of Mead’s game stage

A

children begin to understand the logic of rules (they exist, what they are and what they define)

55
Q

when do children understand the concept of the generalized other (and what is it)

A

Mead’s game stage; our perceptions of general societal expectations for our actions

56
Q

once we finally understand the generalized other, how do our attitudes and commands change?

A

they shift from particular to universalized

57
Q

the self is composed of 2 parts

A

I and Me

58
Q

what is I

A

active portion of self that enables us to be aware of who we are; more spontaneous self

59
Q

what is Me

A

organized set of attitudes that we assume; generalized other in our actions

60
Q

relationship b/w I and Me

A

our actions begin in the form of I and end in the form of Me

61
Q

Me vs I which has control over the other?

A

Me controls I

62
Q

situated self

A

every role has a self waiting for us

63
Q

interactional mechanisms for the protection of self

A

mention unapparent attributes
humor
avoid
choose friends carefully

64
Q

interactional mechanisms for enhancement of self

A

dramatic realization and concealment

65
Q

dramatic realization

A

showing off aspects of our self/performance that we think will give others a positive impression of us

66
Q

concealment

A

hiding what we don’t want others to know about us bc we think it’ll reflect badly on us

67
Q

social stratification

A

ordered ranking of strata in the form a hierarchy

68
Q

criteria for ranking in social stratification

A
  1. objective
  2. subjective: people rank themselves
  3. reputational: people rank each other
69
Q

review the superstructure of stratification from class

A
70
Q

what did Mark say about the ruling class

A

the ruling ideas of anyage are the ideas of the ruling class

71
Q

what did Mark say about or social position

A

we are born into our social position and it’s the most important life experience bc it shapes the way we view the world (politics, society, etc)

72
Q

Weber’s view on rankings in society

A

power/class/status

Sociology 1000 (11 decks)

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