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| focuses on mental processes and examine intelligence, emotions, perception, memory and even dreams |
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| study culture and how people communicate with each other |
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| understand culture by studying artifacts, structures, ideas, values, and forms of communication |
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| applied the scientific method to the social world, also known as positivism |
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| believed that class conflict between lower class and upper class was the cause of problems in society |
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| people are more likely to commit suicide if their ties to their community are weak. Coined the term social integration, the degree to which people are tied to their community |
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| used cross cultural of social change to determine how social group's affect people's lives. Found that capitalism was more likely to exist in protestant countries |
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| image of society as a whole of parts that work together |
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| society is viewed as composed of groups competing for scarce resources |
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| large-scale patterns of society--functionalists and conflict theorists |
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| small-scale patterns of society--symbolic interactionists |
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| purpose is to make discoveries about life in human groups, not to make changes in these groups--documented in sociological journals |
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| use of sociology to solve problems |
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| languages, beliefs, values, norms, behaviors, and material objects that are passed from one generation to the next |
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| material objects that distinguish a group of people, such as their art, buildings, weapons, machines, clothing, etc.. |
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| group way's of thinking (beliefs and values) and doing (patterns of behavior and forms of interaction) |
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| standards by which people define what is desirable and undesirable, good or bad.. |
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| expectations or rules of behavior that reflect and enforce values |
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| expressions of approval or disapproval given to people for upholding or violating norms |
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| judging another culture based on your own--thinking your culture is the best |
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| not judging a culture but trying to understand it on its own terms |
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| symbols that can be combined to communicate--allows human experience to be cumulative, provides a social or shared past and future, allows shared perspective |
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| rather than objects and events forcing themselves onto our consciousness, it is our language that determines our consciousness, and our perception of objects or things--classifying jocks and stoners is different to someone who doesn't know the language |
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| norms that are not strictly enforced--walking on the right side of the sidewalk |
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| norms that are strictly enforced--being nude in public |
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| leisure, self-fulfillment, physical fitness, and youthfulness, and concern for the environment--core values |
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| the ideal values and norms of a people; the goals held out for them--being successful |
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| the values and norms that people actually follow--realistic |
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| an emerging technology that has an impact on social life--when technology changes so do people's way of thinking and interaction |
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| children assumed to have been raised by animals, in the wilderness, isolated from other humans |
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| a world of internal silence, without shared ideas, lacking connections to others |
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| basic human traits of intelligence and the ability to establish close bonds with others depends on early interactions with other humans |
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| looking-glass self (Charles Cooley) |
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| our sense of self develops from interactions with others-we imagine how we appear to those around us, we interpret others' reactions, and we develop a self-concept |
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| taking the role of the other |
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| putting oneself in someone else's shoes--three stages: imitation, play, team games |
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| an individual who influences someone else's life, such as parents or siblings |
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| norms, values, attitudes, and expectations of people in general, the child's ability to do this is a significant step in the development of a self |
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| sensorimotor stage: understanding is limited to direct contact with the environment--looking, touching, listening |
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| preoperational stage: children develop the ability to use symbols |
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| concrete operational- children can now understand numbers, causation, speed, and take the role of the other |
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| formal operational: abstract thinking |
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| amoral stage: children develop morality |
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| preconventional stage: they have learned rules and they follow them to stay out of trouble |
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| conventional stage: follow the norms and values they have learned |
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| postconvetional: reflect on abstract principles of right and wrong |
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| Id: inborn basic drives that cause us to seek self-gratification--crying when we are hungry, wanting food or attention |
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| ego: balancing force between the id and superego |
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| superego: component of personality, more commonly called the conscience--feeling guilt or shame when we break a norm or satisfaction when we follow them |
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| Findings of Goldberg & Lewis gender socialization |
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| mother's subconsiously reward daughters for being passive and dependent and sons active and independent |
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| Major agents of socialization and their effects |
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| family, neighborhood, religion, daycare, school, peer groups, sports, and workplace--all effect the person we become: families teach us beliefs and values and what religion to follow |
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| Kohn's study of effects of social class on socialization |
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| working class parents are more concerned that their children stay out of trouble and use of punishment. Middle class parents focus on developing children's curiousity and self control and are more reasonable |
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| focuses on the broad features of society--review how groups are related to one another |
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| focuses on social interaction, what people do when they come together--how people spend time with girlfriends/use resources |
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| a position that someone occupies and people tend to judge--son or daughter |
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| behavior, obligations ,and privilages attached to a status--given to you--as a daughter you expect to receive food from your parents |
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| involuntary, don't choose it--sex, ethnicity |
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| voluntary, things you accomplish--becoming a teacher |
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| cuts across the other statuses you hold (race, age)--female college student who flips burgers |
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| the conflict that someone feels between roles |
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| conflict that someone feels within a role |
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| the way that each society develops to meet its basic needs--religion, education, economics, medicine, science and mass media--a families basic needs are regulate reproduction, socialize, and protect children |
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| Functionalists perception on social institutions |
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| to survive every society must meet its basic needs--five basic needs: replacing members, socializing new members, producing and distributing goods and services, preserving order, and providing a sense of purpose |
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| Conflict theorists perception on social institutions |
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| powerful groups control societies institutions, manipulating them in order to maintain their own privileged position of wealth and power--believed they were designed originally to meet basic survival needs |
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| people who perform similar tasks develop a shared consciousness: farm community--all think similar |
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| although two groups of people may be performing different tasks, it all comes together in unity and you need to rely on each other--your teacher needs students in order to have a job |
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| intimate community--everyone knows everyone |
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| impersonal association: ties to our friends and family are no longer centered on each other, much of our time is shared with strangers or acquaintances--based on self interests |
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| symbolic interactionists stress how our ideas help determine reality: the definition of the situation (Morroco example with watermelon) |
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| Edward Halls 4 distance zones |
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| intimate distance (hugging, touching, love making), personal distance (friends, acquaintances), social distance (formal or interpersonal relationship-job interview), public distance (formal relationship) |
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| social life is like a drama or play |
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| where performances are given--teacher giving a lecture, making an announcement at dinner.. |
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| where people rest from their performances, discuss their presentations, and plan future performances--closing the bathroom door for privacy |
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| social construction of reality |
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| our society or social groups to which we belong hold particular views of life--through interaction with others, we construct reality; we learn ways of interpreting our experiences in life (also Morocco example) |
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| Basic steps in scientific research |
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1. select a topic
2. define the problem
3. review the literature
4 formulate the hypothesis
5. choose a research method
6. collect date
7. analyze results
8. share results |
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| means its true--you must define your operational definitions so precisely so that no one has an question about what you are measuring (spouse abuse) |
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| if other researchers use your operational definitions (ways of measuring variables) their findings will be consistent with yours--unreliable if inconsistent with other researchers |
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| Three criteria for establishing causation |
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| causation means that a change in one variable is caused by another variable--correlation, temporal priority, and no spurious correlation |
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| when two or more variables exist together--if batterers get drunk, then battering and alcohol abuse are correlated |
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| one thing happens before something else does--alcohol abuse cases spouse abuse |
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| third variable--male culture (dominance) causes spouse abuse AND alcohol abuse |
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| where you ask individuals a series of questions |
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| useful for determining cause and effect |
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| the target group you are going to study |
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| individuals from among your target population |
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| BEST sample--everyone in the same target population has the same chance of being included in the study |
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| questions that are followed by a list of possible answers to be selected by the respondent |
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| questions that respondents answer in their own words |
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| a factor that causes a change in another variable--therapy for men who abuse women |
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| a factor that is changed by the independent variable: whether the men abuse women after they get out of jail |
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| the group of subjects who are exposed to the independent variable |
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| the group of subjects who are not exposed to the independent variable |
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| Research shows how necessary it is to accurately identify independent and dependent variables. At the Hawthorne plant of the Western Electric Company the managers wanted to know if different levels of lighting would affect productivity. In the control room the level of lighting was held constant, while in the experimental room the lighting was varied. However, output increased at both locations. They tried other factors, and concluded that change in behavior occurs when people know they are being studied. |
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| Brajuha and Humphreys studies |
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| (1) For two years Brajuha refused to hand over his notes he took before his restaurant suspiciously burned down. He promised to keep the information confidential, and the subpoena was dropped after the two men who set the fire died. (2) Humphrey studied tea rooms where heterosexual men go to have sex with other men. He acted as a watchqueen and studied the behaviors of these men and soon interviewed them at their homes but never identified himself as a researcher. |
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| graduate student--high education, low income |
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| imposed order--seated alphabetically in a class room: teaches you to stay in your social class, not part of the academic program |
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| "social life is structured" |
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| everything in your life is structured: who you date, how you date, crying at funerals--emotional behaviors are expected behaviors in your culture |
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| if enough people believe something is true the more likely it will be (EX: for a long time women were believed to not have the ability to be firefighters are hold managerial positions) |
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| the corners in life that people occupy because of where they are located in a society-jobs, income, race affect our ideas and behaviors |
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| a german word meaning "to understand"--someone who can understand the feelings and motivations of people being studied |
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| patterns of behavior that characterize a social group--June being the most popular month for weddings, suicide rates being higher among the elderly, and most births occurring on Tuesdays |
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| a general statement about how some parts of the world fit together and how they work |
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| the breaking down of national boundaries because of advances in communication |
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| a world within the larger world of the dominant culture--how we associate with teenagers, how we associate with body builders or doctors, ethnic groups |
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| a group whose values, beliefs, and related behaviors place its members in opposition to the broader culture--Satanists and motorcycle gangs |
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| something to which people attach meaning and that they then use to communicate with one another |
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| the ways in which people use their bodies to communicate with one another |
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| values, norms, or other cultural traits that are found everywhere--there are no cultural universals--no universal form of family |
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| Ogburn's term for human behavior lagging behind technological innovations--a group's material culture usually changed first, then the nonmaterial culture |
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| the spread of cultural characteristics from one group to another |
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| a process in which cultures become similar to one another |
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| anticipatory socialization |
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| learning to play a role before entering it--doing an internship before making a career out of that field |
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| a place in which people are cut off from the rest of society and are almost totally controlled by the officials who run the place--prisons, convents, boot camp |
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| the ways that people interact with each oterh |
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| typical patterns of a group, such as its usual relationships between men and women, teachers and students |
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| items used to identify a status--uniforms and guns (police officer) |
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| according to Weber, a large group of people who rank close to one another in wealth, prestige, and power. According to Marx, there are capitalists who own the means of production or workers who sell their labor |
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| the splitting of a group's or a societies tasks into specialties--some people mine gold, others turn it into jewelry, while others sell it |
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| the major tasks that a society must fulfill if it is to survive (basic needs) |
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| assumptions of what people are like, whether its true or false |
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| we open bubble to intimates, but were careful to keep most out of this space |
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| the study of how people use background assumptions (your ideas about everyday life) to make sense out of life--getting a haircut from a doctor |
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| a statement of how variables are expected to be related to one another, often according to predictions from a theory |
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| repeating a study in order to test its findings |
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| research in which the researcher participates in a research setting while observing what is happening in that setting--interacting with abused women and how the abuse has affected them |
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| the analysis of date that have been collected by other researchers |
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| ways of observing people who do not know they are being studied |
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| technique for assigning subjects to different treatment (or no treatment) |
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| research that gathers and analyzes information about the moving of goods or services from producer to consumer |
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| the study of a society by analyzing its garbage |
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