Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
27 Cards in this Set
- Front
- Back
social environment
|
how much of people's characteristics comes from "nature" (heredity) and how much from "nurture" (the contact with others)
|
|
feral children
|
children left in the woods
|
|
isolated children
|
no contact with humans
|
|
institutionalized childrens
|
orphanages, juvenile centers
|
|
socialization
|
process by which we learn the ways of society
|
|
self
|
our image of who we are
|
|
looking-glass self
|
coined by Cooley
our sense of self develops from interaction with others |
|
What are the 3 elements of the looking-glass self?
|
1. We imagine how we appear to those around us (we may think others see us as witty or dull).
2. We interpret others' reactions (we come to conclusions about how others evaluate us. do they like us for being witty?). 3. We develop a self concept (how we interpret others' reactions to us frames our feelings and ideas about ourselves). *The development of self does not depend on accurate evaluations **Self concept begins in childhood and carries on throughout the rest of life |
|
take the role of the other
|
coined by Mead
child's play; to put themselves in someone else's shoes *play is a transmission mechanism-allows you to take the role of the other |
|
significant others
|
individuals who have significant influence on their lives, such as parents or siblings
|
|
generalized other
|
the ability to take the role of "the group as a whole." our perception of how people in general think of us
|
|
What are the stages of taking the role of the other?
|
1. Imitation-children under age 3 can only mimic others. They do not yet have a sense of self separate from others, and can only imitate people's gestures and words
2. Play-from the age of about 3 to 6, children pretend to take the roles of specific people 3. Games-organized play, or team games, begins in the early school years. The significance of the self is that to play these games, the individual must be able to take multiple roles. |
|
What are Piaget's stages?
|
1. The sensorimotor stage
2. The preoperational stage 3. The concrete operational stage 4. The formal operational stage |
|
sensorimotor stage
|
(from birth to about age 2)
During this stage, understanding is limited to direct contact with the environment-sucking, touching, listening, looking. |
|
preoperational stage
|
(from about age 2 to age 7)
During this stage, children develop the ability to use symbols. They do not yet understand common concepts, however, such as size, speed, and causation. Although they can count, they do not really understand what numbers mean. Nor do they yet have the ability to take the role of the other. They could only repeat what they saw from their view. |
|
concrete operational stage
|
(from the age of about 7 to 12)
Although reasoning abilities are more developed, they remain concrete. Children can now understand numbers, causation, and speed, and they are able to take the role of the other and to participate in team games. Without concrete examples, however, they are unable to talk about concepts such as truth, honesty, or justice. |
|
formal operational stage
|
(after the age of about 12)
Children are now capable of abstract thinking. They can talk about concepts, come to conclusions based on general principles, and use rules to solve abstract problems. |
|
What are Paul Ekman's 6 basic emotions?
|
anger, disgust, fear, happiness, sadness, surprise
|
|
peer group
|
individuals of roughly the same age who are linked by common interests
|
|
agents of socialization
|
people and groups that influence our orientations to life-our self-concept, emotions, attitudes, and behavior
|
|
What are the major agents of socialization?
|
family, neighborhood, religion, day care, school and peer groups, workplace
|
|
anticipatory socialization
|
learning to play a role before entering it. a sort of rehersal for some future activity
|
|
resocialization
|
learning new norms, values, attitudes, and behaviors to match their new situation in life; occurs each time we learn something contrary to our previous experiences
|
|
total institution
|
coined by Erving Goffman
refers to a place in which people are cut of from the rest of society and where they come under almost total control of the officials who are in charge |
|
degradation ceremony
|
when a person enters a total institution-an attempt to remake the self by stripping away the individual's current identity and stamping a new one in its place
|
|
life stage
|
stages from birth until death
as you pass through each stage, it affects your behavior and orientations. your life course differs by social location-gender, social class etc. |
|
transitional adulthood
|
postindustrial societies are adding a period of extended youth to the life course
|