Objectives:  Understand, distinguish between, and state the respective strengths and limitations of the following theorists’ insights into human development: Cooley, Mead, Piaget, Kohlberg, Gilligan and Freud.  Discuss how socialization is critical not only to the development of the mind, but also to the development of the emotion, how they express their emotions, and what emotions they feel.

Self: the unique human capacity of being able to see ourselves “from the outside”; the view we internalize of how others see us  sense of self develops from interaction with others Looking-Glass Self: coined by Charles Cooley, the process by which our self develops through internalizing others’ reactions to us 3 elements: 1. We imagine how we appear to those around us 2. We interpret others’ reactions 3. We develop self-concept

 George Herbert Mead  Play is crucial to development of self  taking the role of others—putting oneself in someone else’s shoes; understanding how someone else feels and thinks and thus anticipating how that person will act  at first children can only take the role of significant others  as the self develops, the begin to take on the role of “the group as a whole”

Learning to take the role of others comes in 3 stages: 1. Imitation: Children under age 3; No sense of self; imitate others; prepares child for taking roles 2. Play: Ages 3-6; Play “pretend” others (ie: princess/spiderman) 3. Games: After about ages 6 or 7; team games (ie: organized teams); learn to take multiple roles

An essential part of being human is the ability to reason  Jean Piaget 4 Stages of Reasoning: 1. Sensorimotor Stage 2. Preoperational Stage 3. Concrete Operational Stage 4. Formal Operational Stage

 From birth to about age 2  understanding is limited to direct contact with environment  sucking, touching, listening, looking  Cannot separate bodies from environment --peek-a-boo  Cannot recognize cause and effect

 from about ages 2 to age 7  “pre-reasoning skills”  Develop the ability to use symbols  Cannot understand concepts of size, speed, or causation --animism—everything is like them  Can count, but don’t really understand what numbers mean  Can describe something from their perspective, but not from others -- “mine”, egocentric

 from about age 7 to age 12  “concrete reasoning skills”  can understand numbers, causation, and speed  can take on the role of other and participate in team games  reasoning remains concrete  without concrete examples cannot explain concepts like truth, honesty, or justice  example: can explain why something is a lie, but cannot describe what truth itself is

 after the age of about 12  “formal reasoning skills”  Capable of abstract thinking  Can talk about concepts, come to conclusions based on general principles and use rules to solve abstract problems

 Cooley and Mead’s ideas of Looking-Glass self and Role taking are universal  Piaget is universal, but how people move from stage to stage can differ, and some people do not always fully develop into the fourth stage (formal operational)

Along with development of our mind and self is the development of our personality.  Sigmund Freud 3 Elements of Personality: 1. Id 2. Ego 3. Superego

id: inborn basic drives that cause us to seek self- gratification --ie: a baby crying when they are hungry --pleasure-seeking id operated throughout life (attention, safety, food, sex) Id’s need for immediate gratification hits a roadblock  the needs of others  a second component of personality then emerges

Ego: a balancing force between the id and the demands of society that suppresses it(and the superego)

Superego: the conscience; the internalized norms and values of our social groups  represents the “culture within is”  moral component of personality --feelings of guilt/shame or pride/self- satisfaction

 when “id” gets out of hand, we follow our desires for pleasure and break society’s norms  when “superego” gets out of hand, we become overly rigid in following norms, which inhibits our lives  Ego attempts to balance id and superego

For the next class: Create a visual representation of Freud’s 3 components of personality (id, ego, superego) We will be sharing in class…

Lawrence Kohlberg  Develop morality through a sequence of 4 stages Stage 1: Amoral Stage (to age 7) --no right/wrong, just personal needs to be satisfied Stage 2: Preconventional Stage (ages 7-10) --learned rules, and follow to stay out of trouble --right/wrong is what pleases/displeases parents, friends, teachers

Stage 3: Conventional Stage (age 10…) --morality is to follow the norms and values they have learned Stage 4: Postconventional Stage (most don’t reach) --reflect on abstract principles of right and wrong and judge behavior according to these principles

Carol Gilligan  didn’t fully agree with Kohlberg  how males and females view morality  her work would be contested and she no longer supports it  Females: --evaluate morality in terms of personal relationships --want to know how their action will affect others  Males: --think more along the lines of abstract principles of what is right or wrong --an act either matches or violates a code of ethics --personal relationships have little impact

Emotions are also dependent upon socialization Global Emotions (Paul Ekman)  everyone experiences six basic emotions: anger, disgust, fear, happiness, sadness, and surprise  must be biological (genetic) Expression Emotions  affected by socialization  men and women express emotions differently --women more “free” with emotions  different cultures express emotions differently --shaking hands/kissing a cheek/bowing  more emotionally around close friends/relations

Complete the Twenty Statement Test (TST) and be prepared to discuss it in class.