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Socialization & Perception
Perception of people in our class
How do you appear in the eyes of those around you?
(List characteristics or qualities that others would use to describe
you)
Areas to Consider:
Personality
Popularity
Intelligence
Skills
Activities
Interests/Hobbies
Goals
Friendship
Clothing
Appearance
Now, we’ll see how others perceive us.
Put your name at the top of a piece of
notebook paper.
We’ll take a few minutes to pass the sheets
around
Only POSITIVE responses…If you do not have
anything positive to say, don’t write anything down!
SMART
POPULAR
SHY
SILLY
Questions to Ponder:
1. Does the perception/opinion of your peers reinforce what you
already knew or does it change your perception in a certain
area(s)?
2. Do you think or care about what other people think of you?
3. Are these accurate descriptions?
Charles Cooley (sociologist/professor at Univ. of Michigan) said,
“our sense of self develops from interaction with others”
Cooley coined the term “looking glass self”
the process by which our self develops through internalizing
others’ reactions to us
1. We imagine how we appear to those around us
2. We interpret others’ reactions (opinions)
3. We develop a self concept
Socialization into the Self and Mind
teachers, coaches, boss, other family members
Development of “self” is not always accurate
We sometime misinterpret how others think about
us
Self concept is ongoing, lifelong process
We monitor how other react to us (think of us)
and modify ourselves
Things to Consider:
Childhood Development:
George H. Mead & Taking the Role of the Other
•Mead agree with Cooley; however, he also felt a person
needs to understand others to develop a concept of
themselves and who they want to be. In order to do this,
Mead believed people need to put themselves into the shoes
of someone else to completely understand how someone
feels and thinks thus anticipating how that person will act.
Mead’s 3 Stages for “Taking the Role of Others” Three stages of development:
1. Preparatory stage (under 3 years) - child imitates basic behaviors without understanding
2. Play stage (3 – 6 years) - imitates and understands the role of the “significant other” (e.g. children play at being parents, doctors, police office, etc.)
3. Game stage (6 +) - imitates and understands the role of “generalized other” (children understand rules of game, different positions, etc.)
Play Stage
Playing “cops & robbers” or “doctor & patient”
Understands the roles of each “significant other”,
but is limited in the roles they can play
Game Stage
Child must understand the role of not only
themselves, but of those around him/her
E.g. baseball:
A little boy playing 1st base on a tee-ball team must
be able to anticipate what the pitcher will do, what
the hitter will do, what the catcher will do, and
respond accordingly (the “generalized others”)
Learn: the function of the organization (team)
and the role they play in the organization
(position)
Cognitive Development
Piaget’s Stages of Childhood Development
Jean Piaget
Swiss Philosopher
and psychologist…
focused on
epistemology
Piaget studied the natural process of how children
learn to reason; after years of testing Piaget
concluded children clearly go through 4 stages to
develop their ability to reason
•Studied his own children to better understand
Basic Theories…
1. The child used "schemas" to master and gain information about the environment
2. The sophistication of a child's cognitive structures increase as the child grows and develops, as does the child’s schemas
We understand the world through schemas…e.g. rattles
We assimilate new objects into preexisting schemas…e.g. dad’s watch
We accommodate objects that do not fit by changing our schemas…e.g. beach balls
Piaget’s 4 Stages of Development
1. Sensorimotor Stage (infancy)
2. Preoperational Stage (pre-school)
3. Concrete Operational Stage (childhood)
4. Formal Operational Stage (adolescence)
Sensorimotor Stage
Birth to Age 2
Child interacts with environment through physical
actions (sucking, pushing, grabbing, shaking, etc.)
These interactions build the child's cognitive structures
about the world and how it functions or responds.
Peek-a-boo
Out of sight out of mind…or at least existence
The here and now is all that exists for infants
Object Permanence is discovered (things still exist while out of
view).
Emerges between the ages of 7-12 months
Representational Thought
18-24 months: children will begin to visualize something
they’ve seen or experienced in their mind
Preoperational Stage
Ages 2-7
Understands past and present
Symbols develop however children do not understand common concepts such as size or causation
Conservation - a given quantity does not change even when its appearance is changed
This is why - according to Piaget, children are egocentric -
they have no sense of varied perspectives (cannot take the role of the other)
Concrete Operational (Reasoning) Stage
Ages 7-12
Reasoning abilities are more developed, but remain
concrete
Can now understand numbers, size, causation
Can take the role of the other
Classification & Seriation (ability to sort by size)
Reversibility - can identify relationships between
categories
Formal Operational (reasoning) Stage
Deductive Reasoning / Hypothetical Thinking
Abstract thought & problem solving
Age 12 - adulthood
Development of Personality
Testing Personalities
Aim to assess characteristics and identify psychological disorders
Objective vs. Projective Objective tests provide a limited
number of questions with responses - paper or computer based
Projective tests are unstructured and require interpretation on the part of the person being tested
Where do you fall on the Big 5?
Log on to the computer and navigate to the following website: http://www.personalitytest.org.uk/
Take the 41 question survey and write down your results for each of the 5 categories
Rorschach Inkblot Tests
Hermann Rorschach
How is the test implemented?
Psychiatrist will have a patient look at 10 inkblots individually.
The cards are placed in your hands in the sequence I will show you.
You are told you can do whatever you like with the cards and to respond as to what you see.
The psychiatrists will take notes as you respond.
1.
3.
4.
5.
Examining the Results:
Your responses should not be overly sexual, or negative…for instance, it is better to see two rabbits playing than two vampires fighting.
Butterflies, people holding hands, leaves, mountains, etc are all generally considered to be “safe” responses
The “TAT” Test
The Thematic Apperception Test
TAT Tests
Thematic Apperception Test is an example of a projective test.
The test claims to tap a subject's unconscious to reveal
repressed aspects of personality
motives and needs for achievement
power and intimacy
problem-solving abilities
Write A Story…
For the next 5-7 minutes, I will show you a picture.
You need to write a story about what you fantasize the picture is about… What has led up to the event shown ?
What is happening at the moment ?
What the characters are feeling and thinking, and ?
What the outcome of the story was.?
Sigmund Freud
was an
Austrian
physician who
founded the
psychoanalytic
school of
psychiatry.
Freud believed personality consisted of 3 elements:
The Id
The Ego
The Superego
The Id – inborn drives (impulses) that seek self
gratification
The id is pleasure seeking:
Food – Sex - Attention
The Superego – the conscience (our moral part)
Provokes guilt/shame or pride/satisfaction
The Ego – part of personality that maintains balance
between our impulses (id) and our conscience
(superego)
The ego balances the id so we aren’t out of control
from our inborn drives but also keeps the superego
in check so we aren’t to stringent or rigid
The Office:
Michael: id (childish and impulsive)
Dwight: superego (moralistic)
Jim: ego (sensible and balance – drive the office)
Two and a Half Men:
Charlie: id (pleasure seeking lifestyle)
Alan: Superego (straight-laced)
Jake: ego (stuck in the middle)
Sociologists object to Freud’s view that inborn and
subconscious motivations are the primary reason
for human behavior
This contrasts the basic ideas of sociology
Freud and Sociology
Moral
Development
Lawrence Kohlberg
Expands on Piaget –
focuses on moral
development
Identifies stages that we
move through as “moral”
social beings
Moral
Development
1. Amoral Stage
2. Pre-Conventional Stage
3. Conventional Stage
4. Post-Conventional Stage
Amoral Stage 1. Totally egocentric
2. No concept of moral
right or wrong
3. Kids want to be
fulfilled regardless
of the moral cost.
Pre-Conventional Stage Kids learn a fear of
punishment/obedience
Focus is on self-
interest
Usually develops in
early childhood
(preschool)
Conventional
Stage
Kids learn to conform to others
Rules and laws are upheld based on norms
Obedience without question
Usually begins around middle school
Post-Conventional Stage “The Social Contract”
Young adults develop their own ideas on important issues
Alternatives (from parents) are considered
Ideas are based on accepted principles
Usually occurs around college-age
1.Tamara has five tests in one day. She is a good student but did not have time to study for her French test. She knows the person next to her is also a good student. This girl has copied from Tamara on occasion. Tamara decides to look at the other girl’s test for the questions she doesn’t know. Besides, thinks Tamara, “I never should have five tests in one day anyways.” 2. Scott thought about leaving school early and going to a baseball game. He stayed in school because he was afraid of getting caught. 3. Juanita’s friends were at the mall, and someone suggested they do a little shoplifting just to see if they could get away with It. Juanita wouldn’t participate and said stealing is wrong. 4. Muhammad lives with his mother in a poor section of the city. His mother is quite Ill and needs outpatient services daily at a hospital some miles away from their home. Muhammad steals a car to take his mother to the hospital. 5. Martina, a young woman living in a war-torn region of the world, distributes food to orphans living In the streets. This activity is actually against the law. She frequently has to deceive the authorities In order to keep these children alive. 6. Grant wants to spend time after school volunteering at the hospital. However, he is a good basketball player, and practice interferes with this volunteer program. The coach and other teammates pressure him to play. Grant decides to play with the team.