Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Sociology Ch. 4
Socialization
| Question | Answer |
|---|---|
| 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 | Socialization |
| The systematic study of how biology affects social behavior | Sociobiology |
| The component of personality that includes all of the individual's basic biological drives and needs that demand immediate gratification | Id |
| The rational, reality-oriented component of personality that imposes restrictions on the innate pleasure-seeking drives of the id | Ego |
| Consists of the moral and ethical aspects of personality; conscience | Superego |
| During this period, children understand the word only through sensory contact and immediate action because they cannot engage in symbolic thought or use language | Sensorimotor Stage |
| Realize that objects continue to exist even when the items are out of sight | Object Permanence |
| In this stage, children begin to use words as mental symbols and to form mental images | Preoperational Stage |
| During this stage, children think in terms of tangible objects and actual events | Concrete Operational Stage |
| By this stage, adolescents are able to engage in highly abstract thought and understand places things, and events they have never seen | Formal Operational Stage |
| A Swiss psychologist; pioneer in the field of cognitive development | Jean Piaget |
| 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 | Lawrence Kohlberg |
| Children's perceptions are based on punishment and obedience | Preconventional Level |
| People are most concerned with how they are perceived by their peers and with how one conforms to rules | Conventional Level |
| People view morality in terms of individual rights; "moral conduct" is judged by principles based on human rights that transcend government and laws; reached by few adults | Postconventional Level |
| Believes that men become more concerned with law and order, but that women tend to analyze social relationships and the social consequences of behavior | Carol Gilligan |
| The totality of our beliefs and feelings about ourselves | Self-Concept |
| Our perception about what kind of person we are | Self-Identity |
| Refers to the way in which a person's sense of self in derived from the perceptions of others | Looking-Glass Self |
| The process by which a person mentally assumes the role of another person or group in order to understand the world from that person's or group's point of view | Role-Taking |
| Those persons whose care, affection, and approval are especially desired and who are most important in the development of the self | Significant Others |
| Divided the self in the "I" and the "me" | George Herbert Mead |
| Believed in the looking-glass self | Charles Horton Cooley |
| The subjective element of the self and represents the spontaneous and unique traits of each person | I |
| The objective element of the self, which is composed of the internalized attitudes and demands of other members of society and the individual's awareness of those demands | Me |
| Interactions lack meaning, and children largely imitate the people around them | Preparatory Stage |
| Children learn to use language and other symbols, thus enabling them to pretend to take the roles of specific people | Play Stage |
| Children understand not only their own social position but also the positions of others around them | Game Stage |
| Refers to the child's awareness of the demands and expectations of the society as a whole or of the child's subculture | Generalized Other |
| A stable set of activities or routines, artifacts, values, and concerns that children produce and share | Peer Culture |
| The persons, groups, or institutions that teach us what we need to know in order to participate in society | Agents of Socialization |
| A group of people who are linked by common interests, equal social positions, and (usually) similar age | Peer Group |
| Composed of organizations that use print, analog electronic, and digital electronic means to communicate with large numbers of people | Mass Media |
| the aspect of socializations that contains specific messages and practices concerning the nature of being female or males in a specific group or society | Gender Socialization |
| The aspect of socialization that contains specific messages and practices concerning the nature of one's racial or ethnic status | Racial Socialization |
| The process by which knowledge and skills are learned for future roles | Anticipatory Socialization |
| Wherein a person or group is considered to have less social value than other persons or groups | Social Devaluation |
| Prejudice and discrimination against people on the basis of age, particularly against older persons | Ageism |
| The process of learning a new and different set of attitudes, values, and behaviors from those in one's background and previous experience | Resocialization |
| A place where people are isolated from the rest of society for a set period of time and come under the control of the officials who run the institution | Total Institution |
Created by:
Vanity
Popular Anthropology sets