Term
|
Definition
| The lifelong social experience by which people develop their human potential and learn culture. |
|
|
Term
|
Definition
| A person's fairly consistent patterns of acting, thinking and feeling. Its foundation is social experience. |
|
|
Term
|
Definition
| Developed by John B. Watson. It states that a behaviour is not instinctive but learned, thus people everywhere are equally human, but differ only in cultural patterns. |
|
|
Term
|
Definition
| In a study, psychologists Harry and Margaret Harlow found that placing infant rhesus monkeys in cages without mothers caused irreversible emotional and behavioural damage. The monkeys with wire-mothers covered with terry-cloth did better, as they formed an attachment to the cloth. |
|
|
Term
| Sigmund Freud's Elements of Personality |
|
Definition
- Freud claime that humans have 2 basic needs/drives, a need for sexual/emotional bonding (life instinct/eros) and an aggressive drive (death instinct/thanatos). These two create inner tensions.
- We have 3 parts to our personality: the id (the human being's basic drives), the ego (a person's conscious efforts to balance innate pleasure-seeking drives with the demands of society) and the superego (The cultural values and norms internalized by an individual).
- Children are id-centered (doing what feels good_, eventually the ego manages the opposing forces of the id and superego. Culture in the form of the superego represses selfish demands.
- Often these demands result in compromise called sublimation, in which selfish drives are redirected into socially acceptable behaviour. |
|
|
Term
| Jean Piaget's Theory of Cognitive Development |
|
Definition
- Swiss psychologist Jean Piaget studied cognition and identified 4 stages of cognitive development
- Sensorimotor Stage: (0-2 years) The level of human development at which individuals experience the world through their senses
- Pre-operational Stage: (3-7 years) The level of human development at which individuals first use language and other symbols.
- Concrete-Operational Stage: (7-11 years) The level of human development at which individuals first see casual connections in their surroundings.
Formal-Operational Stage: (Age 12 +)The level of human development at which individuals think abstractly and critically. |
|
|
Term
| Lawrence Kohlberg's Theory of Moral Development |
|
Definition
- Lawrence Kohlberg studied the development of moral reasoning
- 1) Precoventional - the first early stage where rightness reflets what feels good
- 2) Conventional - Appears by the teen years and defines right/wrong by norms
- 3) Post-conventional - The final stage when people move beyond their society's norms and operate according to their own ethics |
|
|
Term
| Carol Gilligan's Theory of Gender and Moral Development |
|
Definition
- Carol Gilligan said that boys and genders use different standards of rightness
-Boys have a justice perspective, they rely on formal rules to define right/wrong
- Girls have a care and responsibility perspective, judging a situation with eyes on personal relationships |
|
|
Term
| George Herbert Mead's Theory of the Social Self |
|
Definition
1) The self is not there at birth: it develops.
2) The self develops only with social experience.
3) Social experience is the exchange of symbols.
4) Seeking meaning leads us to imagine the intentions of others.
5) Understanding intention requires imagining the situation from the other's point of view.
6) By taking the role of the other, we become self-aware. |
|
|
Term
|
Definition
| Concept developed by George Herbert Mead, it is the part of an individual's personality composed of self-awareness and self-image. |
|
|
Term
| Cooley's Looking-Glass Self |
|
Definition
| Charles Horton Cooley's term which describes that our self-image is based on how we think others see us. |
|
|
Term
|
Definition
| Mead said that the self has two parts: one is active and spontaneous (The I). The other part is an object and is the way we imagine others see us (this is the me). All social experience has two components: we initiate an action (I) and we continue it based on how others respond (me). |
|
|
Term
|
Definition
| Such as parents, who have special importance for socialization. As children learn to use language and other symbols, the self (said Mead) emerges as play, and play involves assuming roles of such significant others, helping kids see the world from others' points of view. |
|
|
Term
|
Definition
| The widespread cultural norms and values we use as a reference in evaluating ourselves. |
|
|
Term
| The Development of the Self |
|
Definition
- According to Mead, developing the self is learning to take the role of the other
- Infants do so through imitation
- As children grow to use symbols/language, they do so by playing (assuming roles of significant others)
- They then move from simple play to complex games (by age 7, most kids can play team sports)
- The final stage involves us being able to see ourselves in terms of cultural norms as any member of our society might (the generalized other) |
|
|
Term
| Erik H. Erikson's 8 Stages of Development |
|
Definition
Stage 1 - Infancy (Birth - 18 months) - Trust vs. Mistrust
Stage 2 - Toddlerhood - Doubt vs. Shame
Stage 3 - Preschool - Initiative vs. Guilt
Stage 4 - Preadolescence - Industriousness vs. Inferiority
Stage 5 - Adolescence - Identity vs. Confusion
Stage 6 - Young Adulthood - Intimacy vs. Isolation
Stage 7 - Middle Adulthood - Difference vs. Self-Absorption
Stage 8 - Old Age - Integrity vs. Despair |
|
|
Term
| The Major Agents of Socialization |
|
Definition
| The Family, Mass Media, The Peer Group and School |
|
|
Term
| Anticipatory Socialization |
|
Definition
| Learning that helps a person achieve a desired position (ex. Copying the styles of a group one wishes to become part of) |
|
|
Term
|
Definition
| A social group whose members have interests, social position and age in common. |
|
|
Term
|
Definition
| The means for delivering impersonal communications directed to a vast audience. |
|
|
Term
| Elisabeth Kubler-Ross's 5 Stages of Death |
|
Definition
1)Denial
2) Anger
3) Negotiation
4) Resignation (often accompanied by depression)
5) Acceptance |
|
|
Term
|
Definition
| Efforts to effect radical change in an inmate's personality by carefully controlling the environment. Occurs in a two part process: 1) Staff breaks down the inmate's existing identity and 2) The staff tries to build a new self in the inmate through a system of rewards and punishments. |
|
|
Term
|
Definition
| A category of people with something in common, usually their age. |
|
|
Term
|
Definition
| A setting in which people are isolated from the rest of society and manipulated by an administrative staff |
|
|
