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SOC 330 Exam 1
| Term | Definition |
|---|---|
| Culture | consists of collection of things with social origins, is unevenly distributed |
| personal culture | individual-level cognitive things (e.g. habits, norms), corresponds to different long-term memory systems, different forms are learned and activated differently |
| public culture | public material things (e.g. artifacts, works of art) |
| what culture is not | a single entity, just the things we call culture |
| declarative memory | what most people think about in regards to memory, "knowing that," accessible to conscious reflection, can be learned relatively quickly, more easily forgotten |
| types of declarative memory | semantic, episodic |
| semantic memory | knowledge of facts, meanings |
| episodic memory | memory of a first kiss |
| Nondeclarative memory | "knowing how" not directly accessible to conscious reflection, often activated automatically, does not require continuous attention, takes longer to learn, less easily forgotten |
| types of nondeclarative memory | procedural memory, associative memory, non-associative memory |
| procedural memory | riding a bike, playing the piano |
| associative memory | connections between things, cognitive and affective (emotional) associations |
| non-associative memory | responses to things, habituation |
| Internalization theories | stories about origins of culture in persons, imply some kind of more or less permanent modification of the person |
| traditional model of internalization | consists in transmission of culture or cultural system to individuals; metaphor of conduit; emphasis on direct instruction/declarative beliefs; belief that cultural system that exists out there is same as inside a person, public/personal culture are same |
| problems with traditional model | overemphasis on active socialization, overemphasis on declarative beliefs while ignoring knowledge-what, property-preservation assumption is untenable |
| knowledge-what | implicit conceptual understandings that are not reducible to a set of facts or rules; you know what they are even if you can't come up with set of facts that completely defines them; requires having experience with it |
| revised model of internalization | all personal culture is constructed and internalized via people's activity-driven experience in the world, personal/public culture are distinct and complement one another, model works for different types of culture |
| Socialization | the internalization of personal culture from interaction with agents who intend for us to learn explicit beliefs via direct or indirect symbolic interaction |
| Enculturation | a more general idea, referring to all the experiential ways culture comes to be internalized, including cases where no explicit teachers are involved and culture is not intentionally transmitted |
| habitus | system of transposable and durable dispositions, ways of using the body, way of being understood in terms of interactions with an environment; developed gradually over time via repeated action in an environment |
| habitus and moral evaluation | people are classified according to their bodily qualities and skill, if you don't have it you're marked as deviant, |
| Breathing like a soldier socialization | stigma, models in field manuals, body pedagogics, must learn to perceive salient information |
| body pedagogics | verbal instructions and nonverbal gestural, visual, mimetic and physical engagement |
| four dimensions of romance | cultural model of romance (conceptual understanding), skill at navigating the world of romance, identification with the world of romance, salience of romance in daily life |
| cultural model of romance | man/woman drawn to each other, mean learns/appreciates woman's qualities/uniqueness, man shows affection by treating her well and shows he appreciates her/her uniqueness, woman shows affection/interest and allows relationship to be more intimate |
| cultural model, purposes of romantic relationships | relationship provides intimacy for both man and woman, relationship validates attractiveness of both man and woman |
| exceptions to cultural model of romance | if attractiveness/prestige of man is less than that of the woman he compensates by treating her especially well, if the women's attractiveness is lower she compensates by being satisfied with less good treatment from the man |
| salience of romance | for some life was seen through the lens of romance, for others their focus was on other things |
| identification with world of romance | some see themselves as participants in the world of relationships and romance |
| romance as a skill | knowing how to respond to romantic situations, scope of thinking about romantic relationships, less reliance on other's advice/directions |
| change in salience over time | decreasing salience-lack of skill, harmful/distasteful interactions; increasing salience-bad experiences in other pursuits, external pressure, good experiences |
| Holland romance research | the salience of a practice is supplied in part by social factors and in part by individual skill and experience, socializing skills effectively including inducing motivation often requires pedagogical practices |
| the ideology of race | American understanding of race is a kind of "know what" that emerged at a particular historical moment and continues to be re-learned via contemporary rituals |
| ideology | conceptual understanding of day-to-day existence through which people make rough sense of social reality they live and create from day to day, cultural model that suits the particular way in which people deal with their fellows, real but not accurate |
| cultural model of ideology of race | race is a biological reality: there are real things called races based in real genetic distinctions, one's race has causal power: we can understand the actions of racialized people and other's actions towards them as being caused by their race |
| ideology as "know what" | not something that can be passed down, people deduce and verify their ideology in daily life, must be constantly created and verified in social life or else it dies |
| enculturation of racial ideology | the acquired an ideological rational that explains to those who take part in ritual of slavery why it is both automatic and natural to do so, explained why some people could rightly be denied the liberty that others took for granted |
| race ideology summary | American racial ideology is a cultural model that developed in the 18th century as a way for white people to understand slavery, the belief in the reality of race is perpetuated via everyday rituals that suggest it is real |
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pworthen0723