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| Intelligence Quotient = (mental age/chronological age) x 100; Standard Deviations: 15; Mean: 100. (Class Notes 12/5) |
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| A fairly stable configuration of feelings, attitudes, ideas, and behaviors that characterizes an individual. (144) |
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| People who have close ties to a child and exert a strong influence on the child; coined by George Herbert Mead. (154) |
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| An inherited inclination to react in a certain way (ex. tendency to be calm or nervous). (Class Notes 11/24) |
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| The self-image that we develop from the way others treat us; we cannot have a self-image without others reacting to our behavior; coined by C.H. Cooley. (154) |
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| Lawrence Kohlberg's 3 Stages of Moral Reasoning |
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| Sigmund Freud's 5 Stages Theory |
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| Erik Erikson's 8 Stages Theory |
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| French; started IQ-like test; bring the kids who were "slacking" up to par with the other kids. (Class Notes 12/5) |
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| This book argued that blacks are genetically inferior, therefore it's useless to spend more money on educational programs; related to IQ testing. (146 and Class Notes) |
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| Brought IQ-like test to US; Stanford; "Terman's Termites"; dispelled the notion of the "geek"; kids who were the smartest were most successful, healthiest, best leaders, and richest; set up modern IQ test |
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| Elisabeth Kübler-Ross' 5 Stages of Death |
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| Identifying and cooperating with our jailer. (92 and class notes) |
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| The process by which a society transmits its cultural values to its members. (144) |
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| Supporting the imprisonment of ourselves in society from within our own being. (92 and class notes) |
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| "What we inherit"; heredity and genetics; enhanced or stunted by socialization. (144-145) |
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| "What we learn"; the environment and how you're raised. (144) |
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| The capacity for mental or intellectual achievement, such as the ability to think logically and solve problems; example of nature vs. nurture. (144) |
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| The capacity for developing physical or social skills, such as athletic prowess. (144) |
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| Socialization is necessary to make someone fully human. |
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| Freud's term for the part of the personality that is irrational, concerned only with seeking pleasure. (150) |
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| Freud's term for the part of personality that is rational, dealing with the world logically and realistically. (150) |
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| Freud's term for the part of personality that is moral; popularly known as conscience. (150) |
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| When a son, typically at a young age, wants to marry his mother. (class notes 12/1) |
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| We block painful memories/guilt by denial; also known as Ego Defense Mechanisms (class notes 12/1) |
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| Orderly personality due to certain characteristics of toilet training during Freud's Anal Stage (class notes 12/1) |
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| When problems during Freud's Oral Stage surface in times of stress (class notes 12/1) |
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| Our images of male and female are heavily shaped by the impact of family, school, and mass media. (152) |
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| When a daughter, at a young age, wants to marry her father. (class notes 12/1) |
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| People who do not have close ties to a child but who do influence the child's internalization of the values of society; coined by George Herbert Mead. (155) |
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| Socialization of African-Americans |
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| Strong kinship bonds. Grandmothers and older siblings tend to share childcare responsibilities. Typically, parents use physical punishment to discipline their children. However, their children a less likely to continue being treated like babies at age 3 and more likely to assume adolescence for the care of younger siblings. (156) |
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| Socialization of Hispanic-Americans |
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| Children are seen as gifts from God. Taught to be respectful by bowing heads and avoiding eye contact. Taught strong family loyalty. Gender inequality when raised. (156-157) |
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| Socialization of Asian-Americans |
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| Parents give their children anything they want and let them behave any way they want until age 5. They have strong family pride. Respect their elders. Taught to pursue academic excellence. Avoid confrontation. Essentially, children are taught to cultivate group-oriented behavior. (157) |
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| Groups and institutions that socialize the members of a society. (159) |
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| Most important socializing agent. Varies depending on social class. (159) |
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| Teach children how to behave in secondary groups. Also strives to develop social conformity while cultivating their creativity and individuality. (160) |
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| A group whose members are about the same age and have similar interests. Teaches three important things: individuality from adult authority, social skills/group loyalty, and friendship/companionship among equals. (160) |
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| TV is primary source. Four things: 1) disappointed because real parents and teachers are boring in comparison to TV teachers and parents. 2) "stunts" imagination. 3) instills the philosophy that "might makes right" (violence isn't really that bad, etc). 4) destroys the innocence of children - adult secrets are revealed. (161) |
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| Anticipatory Socialization |
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| The process by which people learn to assume a role in the future. (ex. kids playing house). (162) |
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| Developmental Socialization |
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| The process by which people learn to be more competent in playing their currently assumed role. "on-the-job-training". (162) |
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| The process by which people are forced to abandon their old self and develop a new self in its place (ex prison, mental institution, military training, POW camps, and religious cults). (162-163) |
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| Places where people are not only cut off from the larger society but also rigidly controlled by the administrators. (163) |
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