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| the lifelong process of social interaction through which individuals acquire a self-identity and the physical, mental, and social skills needed for survival in society |
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| Sigmund Fred's term for the component of personality that includes all of the individuals basic biological drives and needs that demand immediate gratification |
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| according to Sigmund Freud, the rational, reality-oriented component of personality that imposes restrictions on the innate pleasure-seeking drives of the id. |
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| psychoanalytic approach is that human behavior and personality originate from unconscious forces within indidviduals, founder of the psychoanalytic theory. |
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| Sigmund Freud's term for the conscience, consisting of the moral and ethical aspects of personality. |
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| elaborated on Piaget's theories of cognitive reasoning by conducting a series of studies in which children, adolescents, and adults were presented with moral dilemmas that took the form of stories. |
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| one of the major critics of Kohlberg's theory of moral development. |
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| created the looking-glass theory |
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| extended Cooley's insights by linking the idea of self-concept to role-taking. |
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| Charles Horton Cooley's term for the way in which a person's sense of self is derived from the perceptions of others. |
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| the process by which a person mentally assumes the role of another person in order to understand the world from that person's point of view |
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| those people whose care, affection, and approval are espically desired and who are most important in the development of the self. |
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| Mead's term for the child's awerness of the demands and expectations of the society as a whole or of the child's subculture. |
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| the persons, groups, or institutions that teach us what we need to know in order to participate in society. |
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| a group of people who are linked by common interest, equal social position, and similar age |
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| prejudice and discrimination against people on the basis of age, particularly against older people |
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| the process of learning a new and different set of attitudes, values, and behaviors from those in one's background and experience. |
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| People are the products of two forces |
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Inheritance (nature or biology) determines physical makeup
Social environment (nurture or socialization) determines how people develop and behave (attitudes, interests, impulse control) |
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| Anna grew up in almost total isolation. When discovered at age 6, she could not speak, sit up, walk, laugh smile. She never developed beyond toddler level and died at age 10. |
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| Family, school, peer group, mass media, occupation |
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| occurs early in life and centers around learning language and basic skills |
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| Anticipatory socialization |
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| – learning values, attitudes behavior in preparation for future roles |
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| Secondary or developmental socialization |
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| expands upon basic skills preparing gone for jobs and relationships |
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| Psychosexual stages of development |
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| Child passes through stages of libido development to bring it under control |
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| Creative individualism G. H. Mead symbolic interaction...... I= |
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| creative, spontaneous, unique part that responds to others |
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| Creative individualism – G. H. Mead symbolic interaction..... ME= |
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| social element, the set of others’ demands and attitudes that one assumes |
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Learn symbols by sharing them with someone else
Take on the role of the other
Become slightly different with each new person that we meet
Preparatory stage (up to age 3) = imitate others behavior – imaginary companions – recognize others outside of the self
Play stage (age 3-5) = begin to see themselves in relation to others -simple games like hide and seek – make partial response to predicted action (me)
Game stage (early school years) = organized games with roles, positions, rules – must know one’s role and the others’ roles in a larger social context (generalized other) |
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| Jean Piaget’s Stages of Cognitive Development |
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Stresses individual choice and interpretation of situations
Intellectual and moral development in stages
Sensorimotor (under 2 years) – children understand the world through sensory contact and immediate action
Preoperational (2-7 years) – learn rules and language and how to form mental images
Concrete operational (7-11 years) – learn numbers, weight, cause and effect; think in terms of tangible objects and events
Formal operational (12 and up) – rational and abstract thinking; learn to think about the future and evaluate different courses of action |
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| Kohlberg’s levels of moral development |
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Pre-conventional (age 7-10) – give little consideration to the views of others; perceptions based on punishment and obedience
Conventional (age 10 through adulthood) – believe behavior is right if it receives wide approval from peers and significant others. Later a law and order orientation based on how one conforms to rules and laws
Post-conventional level (very few attain this) – view morality in terms of individual rights – moral conduct is judged by principles based on human rights that transcend laws |
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| Gilligan’s Stages of Female Moral Development |
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Stage 1: A woman is motivated primarily by selfish concerns.
Stage 2: She recognizes her responsibility to others.
Stage 3: She makes a decision based on a desire to do the greatest good for self and for others. |
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