SOC 150, Week 5
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This 2 page Class Notes was uploaded by Thanh Notetaker on Thursday February 18, 2016. The Class Notes belongs to SOC 150 at La Salle University taught by Dr. Sheldon Zink in Spring 2016. Since its upload, it has received 22 views. For similar materials see Priciples of Sociology in Sociology at La Salle University.
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Date Created: 02/18/16
SOC 150 Week Five (February 16 and 18 ) th Contains: Acquisition of Self (continued), Terms and Definition Chapter 6 Acquisition of Self: Cooly (1902) and Mead (1934) The process of language learning: At birth, the human babies have no sense of self Understand language infancy through interactions with others, differentiating between self and others, use symbolic language Through a process of information collecting, learn to start speaking, by imitating their parents and observing that different items have different names, that a person can be called by different names, ect. Start Speaking at age 2-3.5: Cooley (1902), reffered to this process of learning as the acquisition of the looking-glass self. He argued that we use the reaction of others toward us as mirrors in which we see ourselves and determine our selves-worth. Play stage at 4-ish years old: Learning through Role playing. Mead (1934) claimed that role taking is the ability to use other people’s perspectives and expectations in formulating one’s own behavior. Role-taking ability develops gradually, paralleling the increasing maturation of linguistic abilities. Mead (1934) identified two major stages in the development of role-taking ability and, ultimately, in the socialization of the self: The play stage and the game stage. Game stage 7-8 years old. The game stage occurs about the time that children first begin to participate In organized activities such as school events or team sports The difference between role taking at the play and game stages parallels the difference between childhood play behavior and game behavior. “play” is not guided by a specific set of rules. 20’s: Generalized other Perspective of the larger society and its constituent values and attitudes. Generalized other becomes larger as a child matures. Resocialization: Process of learning new values, norms, and expectations when an adult leaves an old role and enters a new one. Reflexive behavior: Behavior in which the person initiating an action is the same as the person toward whom the action is directed Total Institutions: Places where individuals are cut off from the wider society for an appreciable period and where together they lead an enclosed, formally administered life. For example, colleges Terms and Definitions Chapter 6 Erving Goffman (1959) - How Identities are created -Foundation of class interaction Impression Management: Act of presenting a favorable public image of oneself so that others will form positive judgements. Impression Formation: The process by which we define others based on observable cues such as age, ascribed status characteristics such as race and gender, individual attributes such as physical appearance, and verbal and nonverbal expressions. Embarrassment: Spontaneous feeling that is experienced when the identity someone is presenting is suddenly and unexpectedly discredited in front of others. Account: Statement designed to explain unanticipated, embarrassing, or unacceptable behavior after the behavior has occurred. Aligning Action: action taken to restore an identity that has been damaged For example, Saying “Do I know you?” to someone who doesn’t know you then you follow with “Do you have a sister/ brother?” Disclaimer: Assertion designed to forestall any complaints or negative reactions to a behavior or statement that is about to occur. For example, Say “this is embarrassing but I’m going to tell you this story” Stigma: Deeply discrediting characteristics this is viewed as an obstacle to competent or morally trustworthy behavior. For example, Passing out in the first day of college is a stigma.
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