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Psychology (4,968)
PSYCH 1XX3 (1,041)
Joe Kim (960)


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McMaster University
Joe Kim

SOCIAL PSYCHOLOGY SOCIOLIZATION 1/23/2013 12:09:00 PM 1. The ways in which individuals learn and recreate skills knowledge, values, motives, and roles appropriate to their position in a group or society  Socialization makes us like most other members of society in important ways Socialization also produces our individuality. Socialization is really flying under the radar, we have been engaging and have been engaged by that process of socialization, they just come naturally because we are exposed to socialization. Developmental and social learning perspective SELF AND IDENTITY LECTURE 6 1/23/2013 12:09:00 PM THE NATURE OF GENESIS OF SELF Our understanding of the self is drawn from symbolic interaction theory The self is the individual views wed as both the source and the object of reflexive behaviour The self is both active (the source that initiates reflexive behaviour) and passive (the object toward whom reflexive behavour is directed) According to George Mead  the active aspect of the self is labeled the I   the object of self-action is labeled the ME  constrains actions of the I unique to only humans and acting and looking back on ones self is thought to be a fluid process. The self is really a process, its not an object or a thing. Dynamic and fluid and changing all the time. THE ORIGIN OF THE SELF Cooley and Mead recognized that we acquire our Self in interaction with others One must recognize and interpret others responses to our actions in order to figure out how we appear to them. MEADS STRATEGIES IN DEVELOPING THE SELF #1 play young children imitate the activities of people around them role taking involves imitating the mail carrier, the doctor, the father etc. #2 game this stage occurs when children enter organized activities such as complex games of house, school and team sports. Now, role taking requires children to imagine the viewpoints of several others at the same time. GENERALIZED OTHER: A conception of the attitudes and expectations held in common by the members of the organized groups with whom they interact When we imagine INDETITIES: the meanings attached to the self by one’s self and others. Identities are linked to social roles we enact or our membership in social groups. ROLE INDETITIES Concepts of self in specific roles, parent, student For each role we enact we develop a somewhat different view of who we are, for example, an identity. The role identifies we develop depend on the social positions available to us in the society Role identities involve role expectations. SOCIAL INDEITITIES A definition of the self in terms of the defining characteristics of a social group , nationality, political affiliation Each of us associates certain characteristics with members of specific groups If you define yourself as a member of the group, these characteristics become standards for your thoughts, feelings, and actions. INDEITITY CONTROL THEORY (BURKE) Premise : behavior is a product of our attempts to control perceptions of situation SELF IDENITITY AND SELF PRESENTATION LECTURE 7 1/23/2013 12:09:00 PM TH MIDTERM ON 6 CHAPTER 5 NOT COVERED ON MIDTERM 1 MIDTERM WILL COVER CHAPTERS 1-4 EXLUDING PAGES 50-63 LECTURES 2-8 MULTIPLE CHOICE IDENTITY Salience Hierarchy Providing a basis to choose which situations we enter and which we avoid Influencing the consistency of behavior across the different situations Influencing consistency in behavior across time  people tend to hold on to important identities. SELF PRESENTATION The processes by which individuals attempt to control the impressions that others form of them in social interaction: Authentic self presentations Ideal self presentations Tactical self presentations Tactical Impression management The use of conscious, goal directed activity of controlling information to influence impressions The expression of emotions may be appropriate or inappropriate For example: Service workers must conceal anger or fear Imagine a surgeon expression fear before operating on your child LECTURE 8 SOCIAL PERCEPTION AND COGNITION 1/23/2013 12:09:00 PM Schema – well organized structure of cognitions about some social entity such as person, group, role, or event. We tend to categorize stimuli into classes or members of a group rather than as isolated, unique entities We use prototypes , abstractions that represents the “typical” of a class or a group example a wealthy person, cultured, rough neck, etc. Mental Maps REVIEW FOR MIDTERM EXAM 1 MONDAY FEBRUARY 4 2013 1/23/2013 12:09:00 PM EXAM  WEDNESDAY 4:30-5:20 Not held in lecture room See room locations posted on avenue 55 multiple choice questions 50 (a-d) questions 5 (true false) questions chapter 1-4 excluding pages 50-63 lectures 2-8 NO DATES, NO STATISTICS JUST TRENDS/PATTERNS Corporal punishment in children general breakdown of Canadians theoretical perspectives (role theory, expectations on how we act reinforcement theory role that stimulus and response play in individual behaviours and how individuals behave avoid discomforting experiences, motivated by rewards) main propositions particular focus on human behavior weaknesses (what do they leave out? ) research methods terminology variables, IV DV extraneous causality conditions non spuriousness covariation temporal order external and internal validity experimental design (manipulating IV, random assignment, treatment, control. Pre test post test. Experiments VS surveys CHAPTER 2 Socialization Key points reflections by prof Perspectives Agents Family, peers school Processes (instrumental conditioning) Kohlberg’s model 3 (2 levels each ) (tutorials) know what they are Punishment CHAPTER 3 Self identity and self presentation Key thinkers mead cooley goffman what did he do ? find? Defning the self Social origins of self (st
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