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Social Anthropology > Unit 3 > Flashcards

Unit 3 Flashcards

Anthropology and Psychology: human development

1
Q

What is Socialization and who are the agents of socialization?

A

Process by which an individual becomes a member of a particular culture and takes on its values and behaviors.
-> Agents of socialization: family, peers, education, and media.

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2
Q

What is the difference between Socialization and Enculturation?

A
  • Socialization → skills, and knowledge. Social roles and norms within society
  • Enculturation → Cultural knowledge and identity. the process through which individuals learn and adopt the specific culture of the society they are born into
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3
Q

What is Human development?

A

Changes in physical, psychological, and social behavior that are experienced by individuals across the life span – from conception to death

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4
Q

What does Society/Culture teaches us?

A

what are desirable and undesirable behaviors, prepares individuals to successfully functioning, and guarantee that traditions will be passed to future generations

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5
Q

What is the ecological model and who invented it?

A

Bronfenbrenner
multiple influences that shape human development in the social environment

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6
Q

How many categories does the Ecological model have and what is the connection between them?

A

Human development occurs in a context composed of 5 categories (Micro, Meso, Exo, Macro and Chronosystem)
-> they are interconnected

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7
Q

What do we have to do in the Ecological model in order to compare development across culture?

A

consider the experiences within these influences

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8
Q

What does Super & Harkness Developmental niche state?

A

there are 3 interrelated components influencing socialization
- culture and customs
- psychology of caretakers
physical and social settings

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9
Q

What does the Quality of life influence? How do countries vary in it?

A

affects individuals development
-> countries differ in: technology, socioeconomics, immigration, wealth etc..

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10
Q

How do collectivistic and individual countries vary in relation to families?

A

In collectivists countries extended family were emotionally and geographically closer than wealthy individualist countries

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11
Q

How does the quality of life affect education/resources and socioeconomics/poverty?

A
  • Educational and resources:
    Middle-class parents answer children’s questions with more elaborate explanations than lower social class.
  • Socioeconomic / Poverty:
    affect children’s health, social, emotional and cognitive development, behavior and educational outcomes
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12
Q

What does development and socialization also depend on?

A

the people with whom the child interacts, places where they spend time and roles children play and are assigned to

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13
Q

What are the differences in parental values and expectations?

A

Parents have own developmental timetables
-> expectation that children acquire particular characteristics
-> cultural pattern (mothers of European background - cognitive skills earlier than non European mothers)

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14
Q

What did Erik Erikson theorize?

A

the psychosocial development theory
-> every person during his or her lifespan goes through 8 developmental stages
-> each stage characterized by a developmental conflict (if successfully resolved: greater adaptation and healthier personality)

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15
Q

What are some examples of Erik Erikson’s developmental and personality theories?

A
  • he assumed people have choices but in some cultures, identities and lifestyles are prescribed at birth
    -> traditional caste systems like for example in India
    -> children born into specific social groups (indicates social status)
    -> These roles and expectations are prescribed at birth and are difficult to change.
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16
Q

What do we have to do when applying Erik Erikson’s developmental and personality theories to specific cultural conditions?

A

analyze how culture views each life crisis and what is generally expected of an individual to perform, believe in, or reject to solve the crisis

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17
Q

What did Jean Piaget state about cognitive development and how many stages are there?

A

development of process of thinking about themselves and the world around
- 4 stages (according to Dasen, they are universal)

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18
Q

What is Piagets idea of animism?

A

toys have souls (in preoperational stage 2-7)
-> does not develop in the same way or at the same age in every year

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19
Q

What are critics of Piagets theory?

A

Critics: He valued some stages more tan others (i.e., formal operations).In western and non-western, many healthy adolescents fail in formal
operational tasks

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20
Q

What are the Stages of Moral Development and who developed it?

A

Lawrence Kohlberg
- development of moral judgments
-> contains 3 levels, 6 stages (first 4 stages appear to be universal)

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21
Q

What are the 3 levels of Lawrence Kohlberg’s Moral Development Stages?

A
  1. Preconventional Level (seen in children): individuals base moral decisions on personal consequences and self-interest
  2. Conventional Level (seen in adolescents and adults): moral reasoning is shaped by social rules, norms and expectations
  3. Postconventional Level (seen in some adults): individuals recognize that rules and laws may not always align with universal moral principle
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22
Q

What is a critique for the Stages of Moral Development?

A

stages are closely linked to values of Western liberalism and individualism based on moral choice

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23
Q

What are the different Developmental stages?

A
  1. Prenatal period and childbirth
  2. Infancy
  3. Childhood
  4. Adolescence
  5. Adulthood
  6. Old age
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24
Q

Is pregnancy universal? How does it differ between cultures?

A

yes, but practices around birth are culturally particular
-> cultural influences:
- socialization during pregnancy
- health care
- nutrition
- expectations

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25
Q

How can gender socialization be initiated before birth?

A

prebirth gender talk (imitation of gender socialization)
-> tone of voice varies depending on gender, gendered pronouns, given name etc.
-> begin to practice behaviors and values associated with gender roles

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26
Q

what does the two- patient model of Barnes state?

A

that the physicians started to treat and consider the mother and the fetus as two separate patients (western societies)

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27
Q

What influence can knowing the sex of the baby before birth have on the mothers?

A
  • some pregnant woman felt closer to their fetus after learning its sex
  • if opposite sex than wished for: negative influence
    -> not knowing: no/less conversations with fetus
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28
Q

Does this early socialization has an effect on behavior after birth?

A

no results that prove this yet

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29
Q

what became more problematic over the course of human evolutionary history?

A

birth (head size-birth canal)
-> Response: developing cultural beliefs and practices intended to explain why labor is difficult and to alleviate pain (epidural) and enhance the safety of the mother and child

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30
Q

What is a successful birth marked with across cultures?

A

with joyful celebration
-> in some cultures woman in a state of been spiritually unclean (because of fear and wariness)

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31
Q

How do folks in Papua New Guinea view birth? What about China or Thailand?

A

Papua New Guinea: is only allowed at the outskirts of the village, reserved for other contaminating activities (excretion and menstruation)
Vietnam, China: 30 days of confinement
Thailand: mothers spend 11 days next to fire

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32
Q

What are rites of purification in some cultures?

A

Jewesh: rebeins impure for a week if male or 2 if female and then immerses in a body of water to purify
India: newborns head is shaved to remove bad luck from past lives

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33
Q

What do people do with the Placenta?

A

Simple: burning it or throwing it away, sometimes keeping it in a special place
Elaborated: it has spirit or soul of its own
-> proper rituals such as washing and burying it

34
Q

What happens to the placenta in developed countries?

A

they know that placenta is a source of hormones and nutrients
-> give it to researchers or cosmetic manufactures
-> some eat it
-> in china: dried placenta is used to stimulate maternal milk production

35
Q

How does Development entirely occur?

A

in a cultural environment with biological basis

36
Q

What is a common picture of how infants emerges across cultures?

A

1) They are with their mothers almost constantly for the early months (1-6).
2) After 6 months, most daily infant care is done by older girls (sisters, relative,
babysitter…).
3) Infants are among many other people in the course of a day.
4) They are held or carried almost constantly .
5) Fathers are usually remote or absent during the first year.
-> pattern has become different over the past 2 centuries in developed countries

37
Q

What do parents play a primary role in and what is it related to?

A

in the assignments of settings and routines for sleep
-> related to autonomy, dependence, interdependence or sensitivity to the needs of other people

38
Q

What is an early start of independence in infants? What is an early start of interdependence?

A

independence: having an own room
interdependence: Co-sleeping

39
Q

What is socialized behavior influenced by?

A

the developmental niche, social context, parental beliefs and values of one’s culture

40
Q

How does crying vary across culture?

A

in individual cultures: crying episodes longer and more intense
in collectivistic cultures: rarely prolonged episodes of crying
-> all parents differentiate types of cries, but their response differ

41
Q

What are the expectations for urinal and defecation control in toddlers?

A

since 20th century: diapers and consciousness of not being physiologically demanding.
200-300 years ago, emphasis was on teaching as soon as possible
in developed countries: process guided and supervised by parents, in developing countries: siblings or children

42
Q

According to sociologists, what is the biggest distinction between childhood and adulthood?

A

that children are exempt from work
-> in lower socioeconomic backgrounds, children contribute greatly because of the need, in addition to play and education

43
Q

When does work start in developing countries?

A

at middle childhood
-> 200 million children and adolescents worldwide
-> 6-7 years old: motor skills, cognitive skills, self-regulation to be excellent workers

44
Q

What is moral development?

A

more detailed understanding of the rules and expectations of their culture
-> for example through storytelling, custom complexes (practice that contains moral and cultural belief) and observation

45
Q

How does the Self-Concept develop in Childhood?

A

They are able to clearly identify themselves with their ethnic group, nationality, and social class

46
Q

What is the Self-concept?

A

how we evaluate ourselves

47
Q

What are differences in the Self-concept in western and other cultures?

A

western: cognitive features (I am intelligent)
South America/Asia: relationships or social roles (I am a big sister)

48
Q

What does Self-comparison decrease and what is it linked to?

A

self-esteem
-> in western cultures linked to anxiety and depression

49
Q

How can we describe Self-concept and Self-esteem?

A

Self-concept: descriptive
Self-esteem: evaluative

50
Q

What does Language contain?

A

not only grammar and vocabulary, also pragmatic:
- linguistic social rules (what to say and not to say in social situations)
- social understanding and cultural knowledge (please, thank you, etc.)

51
Q

Why is Play essential in childhood?

A

it is essential in the development of their physical and mental abilities, their creativity and personality
-> different cultural practices may develop different behavioral traits and patterns

52
Q

What is Adolescence linked to?

A

Puberty
-> biological changes, gaining autonomy, ability to survive, acquire skills necessary to function as adult in social group

53
Q

Is there a difference in time of puberty across culture?

A

yes, in Kenya for example boys show puberty changes before girls
-> menarche starts in lower age in developed countries (12.5 years), in higher developing countries (15 years)

54
Q

What are cultural responses to puberty?

A

rites of passage
-> celebrating entrance in puberty, common in traditional cultures
e.g.: bar mitzvah, confirmation, quinceañera

55
Q

What do western societies usually have instead rituals?

A

Laws: voting, driving license, alcohol consumption, etc.

56
Q

What reaches a critical point in adolescence?

A

religious beliefs
-> abstract ideas can first be fully grasped
-> developed countries are less religious

57
Q

What is associated with religious beliefs?

A

less delinquency, lower rates of adolescent depression, higher community volunteers

58
Q

What role does work play in Developing countries?

A
  • Need for work.
  • Often begins before adolescence.
  • Home, factory settings, prostitution (Asia, Thailand)
59
Q

What role does work play in Developed countries?

A
  • Not done as part of contributing to family survival but as a way of supporting an active leisure life.
  • Up to 10 hours a week – more is harmful (School attainment, health habits…)
60
Q

How do Social relationships and conflict with parents vary across culture in adolescence?

A

in western countries: increase of conflicts, sexual maturity and autonomy issues, greater independence
in non-western countries: rare conflicts, duty and respect, express disagreements, submit to authority of parents

61
Q

How do Social relationships with peers and friends differ across culture in adolescence?

A

time with friends increases in most cultures
-> in india they spend more leisure time with family, in Brazil more emotional support form parents than friends

62
Q

What are the 3 kind of patterns when it comes to sexual behavior across cultures?

A

Permissive: tolerate and even encourage adolescents sexuality
Semi-restrictive: has prohibitions on premarital adolescent sex, but not strongly enforced
Restrictive: strong prohibitions on adolescents sexual activity before marriage
-> double standard: different for boys and girls

63
Q

What does adulthood represent in all cultures?

A

maturity, responsibility, and accountability

64
Q

What is adulthood divided into?

A

3 stages
- early adulthood (20-40): age of possibilities
- middle adulthood (40-65): time of focusing not just on self but on how to contribute to the well-being of the young
- late adulthood (65+): variability, based on physical and mental health

65
Q

What are important points in early adulthood across culture?

A
  • Europe: the longest and most leisurely.
  • Financial independence: Europe and U.S.
  • Capable of supporting parents financially: Asia
  • Emotional self-control: India
  • Other traditional cultures: Marriage
66
Q

When and why do religious beliefs decrease?

A

decreases from adolescence
-> need to make a break with parents beliefs and practices to establish that they are making their own decisions

67
Q

What is the age in most countries when people first receive their right to vote?

A

18
-> political development might be expected to be an important issue in emerging adulthood
-> participation is actually lower

68
Q

Why are emerging adults often involved in movements at political extremes?

A
  • fewer social ties and obligations
  • more freedom
  • identity exploration: ideology
69
Q

What is the typical outlook of middle adulthood regarding roles and physical health?

A

Middle adults have not yet had to confront the loss of meaningful roles or major impairments in physical health.
-> They often accept the life they have built and aim to make the best of their roles and responsibilities, experiencing stability

70
Q

What heightens in middle adulthood and how does it differ across cultures?

A

heightened sense of self-understanding and self-acceptance
- Individualist cultures: emphasis on self-development, increased autonomy
- Collectivistic cultures: Emphasis on relation to others, close ties

71
Q

What is the “midlife crisis,” and is it supported by research?

A

The idea of a “midlife crisis” stems from Carl Jung’s claims in 1930, based on his personal struggles, but decades of research suggest the midlife crisis is largely a myth

72
Q

How do Family relationships change over time?

A

parenting responsibilities ease in some way as children grow up
-> new family obligations arise as grandchildren are born
-> NEW historical phenomenon because of life expectancy

73
Q

What do elderly usually occupy in predominantly collectivistic cultures?

A

a high social status

74
Q

How is late adulthood experienced in individualist societies?

A

elderly can often be isolated and even rejected
-> whereas young people enjoy the greatest status

75
Q

What is ageism?

A

prejudice and discrimination based on age
-> in western countries

76
Q

What is late adulthood perceived in asian or African societies?

A

more favorable
e.g.: Japan: national holiday for the aged (symbolizes freedom from previous responsibilities)

77
Q

What are the cultural differences in caregiving for older adults in late adulthood?

A

in asian cultures: strong
obligation to respect and obey the authority of their parents, especially the father
in western cultures: Parents seek to minimize requests = independence. assisted living facilities, nursing homes…

78
Q

what are some roles of grandparents in western societies?

A
  • Passing on family history
  • Minimum responsibilities, maximum fun
  • The wise grandparent
  • Reduced fear of death
79
Q

What is the highest in late adulthood and how does it differ across cultures?

A

religious participation
-> woman are more religious and older men dominate positions of religious leadership

80
Q

What are afterlife beliefs?

A

part of all the major religious traditions, including Hinduism, Buddhism, Judaism,
Christianity, and Islam
-> death is not the end

Social Anthropology (3 decks)

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