1. Facts of Socialization
What makes us
“feel”, “act”, “love” and “hate”?

2. Socialization…………….
lifelong social experience by which people develop their human potential and learn culture.
Learn by observation

3. Personality……………….
a person’s fairly consistent patterns of acting, thinking and feeling.
Built by taking in your surroundings (internalizing)

4. Biological (Role of Nature) vs Social (Role of Nuture)
Nurture
Darwin led people to believe human nature was instinctive
“Humans are competitive”
“Women are emotional”
“Men are rational”
This led to the idea of colonization. More “advanced” people have superior intellect
Behaviorism – behavior is learned
The ability to realize any inherited potential depends on the opportunity to develop it
Nurture is our nature.

5. Social Isolation: Cutting people off from the world
If you do not experience, you do not learn.
Studies on isolation show irreversible damage can be done UP to 6 months of isolation.
So much is lost in isolation that many cannot “function” in regular society.

6. What happens when children are raised in “isolation”?
Isolation Studies
What happens when children are raised in “isolation”?

7. Anna 5 yrs old Born in 1932 No human contact
Had enough milk/food to survive
Unresponsive – couldn’t laugh, cry, smile, speak

8. After medical attention – did show improvement
Could play with toys and feed herself.
Started to interact with others.
Could have been mentally challenged since the mother was
age 10 due to a blood disorder which could have been from the years of neglect

9. Isabelle Similar circumstances (1930s, 5-6 years old, etc)
6 years of isolation
Experienced 6 years of development in a 2 year period
Was able to go to school

10. Genie Became physically healthy Still mentally underdeveloped
13 years old
Born in 1957
Found in 1970
Weighed 59 lbs
Mental development of a one year old
Became physically healthy
Still mentally underdeveloped
Lives in a home for developmentally disabled adults

11. Researchers

12. Sigmund Freud Founded the “Elements of a personality”
All personalities are:
Shaped by two opposed forces:
Eros (The Life Instinct)
Thanatos (The Death Instinct)

13. Freud – con’t The “id” – human being’s basic drives
Basic components of a personality
The “id” – human being’s basic drives
The “ego” – a person’s conscious efforts to balance innate pleasure seeking drives with the demands of society
The “superego” – the operation of culture within the individual

14. Critical evaluation
Freud’s notion that we internalize norms and his idea that childhood experiences have lasting importance in the socialization process remain critical
Some of his work has been criticized as sexist/bias.

15. Jean Piaget Founded the idea of Cognitive development
Identified four stages of cognitive development:
Sensorimotor stage
Preoperational stage
Concrete operational stage
Formal operational stage

16. Sensorimotor stage
Level of human development in which individuals experience the world only through sensory contact

17. Preoperational stage
Level of human development in which individuals first use language and other symbols

18. Concrete operational stage
Level of development at which individuals first perceive casual connections in their surroundings

19. Formal operational stage
Level of human development at which individuals think abstractly and critically

20. Critical evaluation
Piaget showed that human beings’ ability to shape their social world unfolds gradually as the result of both biological maturation and social experience
His theory may not apply to people in a society

21. Lawrence Kohlberg Developed the idea of “Moral development”
Suggest that the moral development of children passes through three stages:
Preconventional
Conventional
Postconventional

22. Preconventional
When young children experience the world through pain and pleasure
“rightness” amounts to “what feels good to me”
Example:
Reason to childproof a home is because children at this level will just reach for something because it is shiny and not think of the consequences

23. Conventional Teen years
Young people lose some of their “selfishness” as they learn to define right and wrong
“What pleases parents?”
“What are certain cultural norms?”
Begin to assess intention in reaching moral judgements instead of simply looking at what people do
Example: they understand that stealing in order to give food to hungry children is not the same as stealing an iPod to sell for profit.

24. Postconventional People move beyond their society’s norms
Start to consider abstract ethical problems
They think about liberty, freedom or justice
Example: Rosa Parks may have violated a segregation law but she knew the law was wrong and an injustice

25. Critical Evaluation
Kohlberg’s model presents moral development in distinct stages
His theory is based on research using exclusively male subjects

26. Carol Gilligan Developed the idea of “the gender factor”
Found that boys’ moral development reflects a justice model which stresses formal rules
Girls’ moral development puts more emphasis on caring and responsibility and less on rules

27. Critical Evaluation
Gilligan’s work enhances our understanding of gender issues
She does NOT adequately address the issue of the origin of the gender-based differences identified in her work.

28. George Herbert Mead Developed the idea of “the social self”
The “self” is a dimension of personality composed of an individual’s self-awareness and self-image.
It emerges from social experience
This social experience is based on the exchange of symbols.
Understanding someone’s intentions required imagining the situation from the person’s point of view (a process called taking the role of the other)

29. Charles Horton Cooley Mead’s research associate
Developed the notion of the “looking-glass self” (the idea that self-image is based on how others respond to us)
The self has a dual nature:
The “I” is the self as subject
The “me” is the self as object

30. The self develops through several stages:
Imitation
Play (children take the roles of significant others)
Games (they take the roles of several other people at the same time)
Acquisition of the generalized other (defined as widespread cultural norms and values we use as references in evaluating ourselves)

31. Critical evaluation
Mead showed that symbolic interaction is the foundation of both self and society
Could be criticized for ignoring the role of biology in the development of the society

32. Erik H. Erikson Developed the idea of “Eight Stages of Development”
Viewed development as occurring throughout life by facing eight challenges

33. Eight Stages of Development
Erik H. Erikson

34. the challenge of trust vs mistrust
Infancy
the challenge of trust vs mistrust

35. the challenge of autonomy vs doubt/shame
Toddlerhood
the challenge of autonomy vs doubt/shame

36. the challenge of initiative vs guilt
Preschool
the challenge of initiative vs guilt

37. the challenge of industriousness vs inferiority
Preadolescence
the challenge of industriousness vs inferiority

38. the challenge of gaining identity vs confusion
Adolescence
the challenge of gaining identity vs confusion

39. the challenge of intimacy vs isolation
Young adulthood
the challenge of intimacy vs isolation

40. the challenge of making a difference vs self-absorption
Middle adulthood
the challenge of making a difference vs self-absorption

41. the challenge of integrity vs despair
Old age
the challenge of integrity vs despair

42. Critical evaluation
Erikson’s theory views personality formation as a lifelong process
Not everyone confronts these challenges in the exact order
Nor is it clear that failure to meet the challenge of one stage mean that a person is doomed to fail later on
His theory may not apply to all people at all times.