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SOC 330 Exam 2
| Question | Answer |
|---|---|
| What does it mean for something to be unmarked? | perceived as normal, neutral, generic or default; perceived as morally safe, innocent, or harmless, or amoral; often ignored or unseen; often underestimated |
| What does it mean for something to be marked? | perceived as unusual, novel, special, compelling; perceived as morally significant (good or bad); often commands more attention; often overestimated |
| binary model of markedness | categorical, either marked or unmarked with marked usually being negative or "socially perverse" |
| trinary model of markedness | continuous, marked categories on either end of the spectrum are either "perverse" or "exceptional" |
| mental coloring | all members of a marked category are forced into a homogenous extreme-type image that obscures facts that most members of the category have little in common with the image |
| one drop rule | people "mark" others showing "the slightest hint of evidence," a vigilant worldview |
| entire ocean rule | people do not mark others "unless there is an overwhelming preponderance of evidence to suggest otherwise," a casual worldview |
| How do frames, understood here as a form of personal culture, influence perception and thinking? | simplify the complexity of what we perceive by highlighting certain elements of reality while excluding others, they may provide a guide to action by changing how they perceive things |
| How did "legal cynicism" as a cultural frame relate to violence, according to Kirk and Papachristos? | mistrust of agents of the law may propel some individuals towards violence because they feel they cannot rely upon the police to help them resolve grievances. legal cynicism makes violence more likely because they perceive fewer options in conflicts |
| What are "primary frames?" | routine ways of interpreting things; heightened awareness of salient things/qualities; less awareness/ignorance of other things/qualities |
| What are conceptual metaphors? | how we use our rich understanding of more concrete things to understand/communicate more abstract ideas, a kind of know-what, automatic and unnoticed understanding and experiencing one kind of think in terms of another |
| What's a source? | the concept we're drawing on to understand something else |
| What's a target? | the concept we're understanding metaphorically |
| What are entailments? | the inferences derived from mapping a source to a target |
| How do conceptual metaphors become "entrenched?" | They are based in distinct and universal physical experiences |
| How do conceptual metaphors act as "frames of thought?" | can constrain our thinking by drawing attention to certain features via metaphorical entailments and hiding others |
| What is framing? | manipulating the world in some way in an effort to evoke a desired response in the minds of perceivers |
| How does framing work? | works by manipulating things in the world (public culture) to evoke conceptual or affective associations (personal culture) frame-->memory activation-->response |
| What is a frame from Cheryan's perspective? | material things in the world that can be manipulated to influence personal culture and actions |
| How does framing differ from the concept discussed by Kirk and Papachristos? | they are more focused on public culture and action than personal culture and thinking |
| What is "ambient belonging?" | fit with the material and structural components of an environment along with a sense of fit with the people who are imagined to occupy that environment |
| What are "primary metaphors"? | widespread, nondeclarative associations between an image schema and an abstract concept, arise via repeated co-occurrences between concrete physical sensorimotor experiences and subjective experiences and judgments |
| What is a model of a frame? | a way of assembling a frame that can become entrenched, could be explicit instructions or habitual ways of framing |
| What are characteristic features of "type 1" cognition? | fast, automatic, effortless; reliant on nondeclarative memory like implicit associations between concepts |
| What are characteristic features of "type 2" cognition? | show, deliberate, effortful; can go beyond already existing implicit associations |
| How are the dual-process framework help us better understand culture and thinking? | can help us to understand know-what |
| why primary metaphors are useful in framing | successful framing depends on making accurate predictions about the audience's personal culture; tend to be robust across time and cultural experience |
| inside-out | people consciously align behavior with beliefs/values |
| outside-in | cultural meanings constrain behavior |
| inside-out 2.0 | people are automatically/unconsciously motivated toward/away from things |
| field theory | synthesis of inside-out and outside in perspectives |
| material qualities and affordances | objects and built environments support/disrupt social patterns/behaviors |
| talking yourself into it | some accounts are ways of interesting current challenges that motivate people, accounts often come from a community and are most important and consequential when there is ambivalence, ambiguity, trepidation. |
| affordances | a relationship between the properties of an object and the capabilities of the agent that determine just how the object could possibly be used |
| contaminating dualities | cultural objects bring various nodes together into a multimodal network, creating opportunities for contamination; influence action in two ways: by motivating action and by directing action |
| how accounts sustain motivation | connecting past experiences to the current practice, reinterpreting present challenges, connecting the current practice to desired future states of being |
| materials | material qualities influence social processes, outcomes, and meanings; cannot be swapped without risk of changing meaning/practice; matter insofar as they afford certain meanings and practices |
Created by:
pworthen0723