Topic 8C Flashcards

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1
Q

Social status

A

refers to one’s standing in the community and his position in the social hierarchy.

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2
Q

achieved status

A

One can earn his or her social status by his or her own achievements

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3
Q

ascribed status

A

one can inherit his or her position on the social hierarchy

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4
Q

Social stratification

A

a conceptual social hierarchy in which individuals are ranked in terms of their perceived value to society. In capitalist countries, this hierarchy is largely socioeconomic, in that high-income individuals are ranked at the top of the social hierarchy with lowincome individuals at the bottom.

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5
Q

role

A

a set of rules or norms that function as plans or blueprints to guide behavior within a particular society.

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6
Q

Role theory

A

argues that human behavior is guided by expectations held both by the individual and by others in the community.

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7
Q

role conflict

A

describes the conflict between or among the roles corresponding to two or more statuses held by one individual. The most obvious example of role conflict is work/family conflict, or the conflict one feels when pulled between familial and professional obligations.

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8
Q

role strain

A

the demands of a single role become overwhelming. A boss may have many responsibilities to juggle, including management, innovation, and organizing events. Both role conflict and role strain can potentially lead to role exit, where an individual stops identifying with a particular role. For example, a boss may become so frustrated with all her responsibilities that she quits her job.

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9
Q

primary group

A

typically a small social group whose members share close, personal, enduring relationships. These groups are marked by a concern for one another, shared activities and culture, and long periods of time spent together. The goal of primary groups is actually the relationships themselves rather than achieving some other purpose. Families and close friends are examples of primary groups.

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10
Q

Secondary groups

A

large groups whose relationships are impersonal and goal-oriented. People in a secondary group interact on a less personal level than in a primary group, and their relationships are generally temporary rather than long-lasting. Some secondary groups may last for many years, though most are short term. Such groups also begin and end with very little significance in the lives of the people involved. Secondary relationships involve weak emotional ties and little personal knowledge of one another. In contrast to primary groups, secondary groups don’t have the goal of maintaining and developing the relationships themselves.

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11
Q

in-groups and out-groups

A

social groups to which an individual feels as though he or she belongs as a member, or towards which they feel contempt, opposition, or a desire to compete, respectively. In-group bias is a phenomenon in which people tend to act more favorably towards people who they perceive to be part of their ingroup. In-group bias becomes more extreme in times of conflict.

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12
Q

social network

A

a social structure between actors, either individuals or organizations. It indicates the ways in which they are connected through various social familiarities, ranging from casual acquaintance to close familial bonds.

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13
Q

Social network theory

A

views social relationships in terms of nodes and ties. Nodes are the individual actors within the networks, and ties are the relationships between the actors.

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14
Q

iron law of oligarchy

A

criticizes the hierarchal nature of bureaucracy, stating that people at the top of the hierarchy will inevitably come to value their power over the purpose of the organization. As a result, leadership will focus more on staying in power than on achieving the bureaucracy’s goals.

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15
Q

George Ritzer

A

theorizes “McDonaldization” as a contemporary form of rationalization. Where Max Weber used the model of the bureaucracy to represent the direction of this changing society, Ritzer sees the fast-food restaurant as having become a more representative contemporary paradigm in contemporary societies.

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16
Q

front stage self

A

encompasses the behavior a player (person) performs in front of an audience (usually society, or some subset of society). A person performs her front stage self when she knows she is being watched and that her behaviors is subject to judgment by an audience. She carries out behavioral conventions that are meaningful to the audience in an attempt to give them a certain perception of her behavior.

17
Q

backstage self

A

is employed when players are together, but no audience is present. The backstage is still a region of performance, but the players can let go of conventions necessary for the front stage self.

18
Q

Michael Argyle

A

five primary functions of non-verbal bodily behavior in human communication:

◦ Express emotions

◦ Express interpersonal attitudes

◦ Work with speech to manage the cues of interaction between speakers and listeners.

◦ Present one’s personality

◦ Conduct rituals (greetings) • Humans communicate interpersonal closeness through a series of non-verbal actions known as immediacy behaviors. Examples of immediacy behaviors are smiling, touching, open body positions, and eye contact. Cultures that display these immediacy behaviors are considered high-contact cultures.

19
Q

Robert Sternberg

A

views love as a triangle whose three sides consist of passion, intimacy, and commitment. When two people share all three, they are said to be in a state of consummate love; this condition is relatively rare and difficult to maintain for a long period of time.

20
Q

Passionate love

A

an emotional love that is mostly expressed in a physical manner; it is a love that is shared between people who are intensely enamored with each other. Passionate love is both exciting and intense, and can be defined as a state of intense longing for union with another.

21
Q

Companionate love

A

as passionate love that has settled to a warm enduring love between partners in a relationship; in Sternberg’s terms, it is comprised of intimacy and commitment. Often found in long-term relationships, the companionate love shared between partners consists of fewer ups and downs than does passionate love. It is more stable and involves a deeper respect and affectionate attachment between partners. While the passion may have died down over time, a deep affection and commitment for the other person still remains.

22
Q

Romantic love

A

derives from a combination of the intimate and passionate components of love. Romantic lovers are bonded both intimately and passionately, but without sustaining commitment. Fatuous love is both passionate and committed, but lacks the stability that intimacy brings to relationships. It is termed fatuous because the commitment is made on the basis of passion alone.

23
Q

Hostile aggression

A

accompanied by strong emotions, particularly anger, and is associated with impulsive, unplanned, or uncontrolled behavior.

24
Q

Instrumental aggression

A

is a means to an end. It is often referred to as predatory aggression and is associated with goal-oriented, planned, hidden, or controlled behavior. In instrumental aggression, harming the person is used to obtain some other goal, such as money.

25
Q

Attachment theory,

A

developed by John Bowlby and Mary Ainsworth, describes the dynamics of long-term relationships between humans.

• Attachment in infants is primarily a process of proximity-seeking to an identified attachment figure in situations of perceived distress or alarm for survival.

four stages of attachment that begin during infancy: preattachment, attachment-in-the-making, clear-cut attachment, and formation of reciprocal relationships.

26
Q

Preattachment (birth-6 weeks):

A

Built-in signals, such as crying and cooing, bring a newborn baby into close proximity with their caregiver. Babies recognize a caretaker’s smell and voice and are comforted by these things. When the caretaker picks up the baby or smiles at her, the beginnings of attachment are forming. However, complete attachment has not yet occurred, so the baby is still comfortable being left with an unfamiliar person.

27
Q

Attachment-in-the-making (6 weeks - 8 months):

A

Attachment is getting stronger during this stage, and infants respond differently to familiar people than they do to strangers. For example, a 5-month-old baby will be more “talkative” with his mother rather than with an uncle he sees only once a month. He will also be calmed more quickly by the mother’s presence than by the uncle’s. Separation anxiety (becoming upset when a trusted caregiver leaves) has not set in yet but will be seen in the next stage. Parents continue to build attachment by meeting the baby’s basic needs for food, shelter, and comfort.

28
Q

Clear-cut attachment (8 months - 18 months):

A

Attachment to trusted caregivers continues to strengthen in this stage, and separation anxiety is likely in a caregiver’s absence. Toddlers generally want to be with their preferred caregiver at all times, and they will follow the caretaker, climb on them, or otherwise do things to keep the caregiver’s attention. Parents and other important adults in the child’s life continue to strengthen attachment by being receptive to the child’s needs for attention, meeting basic needs, and playing with the child.

29
Q

Formation of reciprocal attachment (18 months - 2 years):

A

Rapid language growth facilitates the understanding of new concepts, and children begin to understand a parent’s coming and going. For example, children can now understand that a parent returns home from work at a certain time each day, so separation anxiety lessens—although the child may do things to gain extra time with the parent prior to departure or to keep the parent from leaving. Parents can help a child form secure attachment by explaining things to them, by being present as much as possible, and by continuing to meet basic needs.

30
Q

Ainsworth

A

identified four primary types of attachment: secure, avoidant, and resistant/ambivalent. Depending upon how the children attached to their parents, they would act in predictable ways in the Strange Situation experiment.

31
Q

Secure attachment

A

Children with this form of attachment use the caregiver as a secure base from which to explore the room. They are comforted by the parent and show a clear preference for the caregiver (for example, by protesting or avoiding the unfamiliar person).

32
Q

avoidant attachment

A

These children avoid contact with the caregiver and show little interest in play. They do not seem to mind when the caregiver leaves, and they treat the stranger in a similar fashion to the caregiver. The child may act in a rebellious manner and have lower self-esteem as they get older. The children of parents who do not meet their basic needs or are inattentive may form avoidant attachment.

33
Q

resistant/ambivalent attachment

A

Children with this form of attachment are unable to use the caregiver as a secure base, and they seek out the caregiver before separation. They are both distressed by the caregiver’s departure and angry when the caregiver returns. The caregiver or the stranger does not easily calm them, and they feel anxiety with the caregiver due to inconsistent attachment patterns.

34
Q

disorganized attachment

A

children with these attachment patterns engage in stereotypical behavior such as freezing or rocking. They act strangely with the caregiver and do not appear to know how to attach, doing such things as approaching with their back turned or hugging the stranger upon their entry to the room. Disorganized attachment generally results from the child being maltreated or neglected in some way.

35
Q

empathy-altruism hypothesis

A

states that psychological altruism does exist and is evoked by the empathic desire to help someone who is suffering. People with empathic concern help others in distress even when exposure to the situation could be easily avoided. In contrast, those lacking in empathic concern avoid helping unless it is difficult or impossible to avoid.

36
Q

Game theory

A

the use of mathematical models to represent complex decision making in which the actions of other group members must be taken into account. Interactions between organisms can be modeled as a multiplayer game in which each player carries out competitive or cooperative strategies that maximize evolutionary success (i.e. fitness)

37
Q

Individual discrimination

A

he prejudicial treatment of an individual based on his or her membership in a certain group whereas institutionalized discrimination refers to discrimination embedded in the procedures, policies, or objectives of large organizations against an individual or group of individuals.