1. Socialization

2. Aim: Students will be able to:
define socialization and personality and understand and explain the significance of social experience to the development of personality.
define nature theory and nurture theory (inclusive f behaviorism) and explain what these theories convey about a human’s biological evolution.
explain the impact of isolation on socialization.
explain Freud’s theory of human development, including:
Elements of Personality (basic needs – Eros & Thanatos)
Model of Personality (Id, Ego, and Superego)
Personality Development and Sublimation
Aim:

3. define cognition, and describe and apply Piaget’s 4 stages of cognitive development
define moral reasoning and describe and apply Kohlberg’s 3 levels of moral development
explain Gilligan’s understanding of how males and females make moral decisions
explain how society impacts the development of the female personality
define social behaviorism
define the Self, and explain Mead’s theory of how the Self develops, inclusive of social experience and the capacity to recognize the generalized other
explain looking-glass self, I, and Me, and their relevance to the development of the Self
understand the challenges inherent in Erikson’s 8 Stages of Development
Aim, Continued:

4. Socialization and Personality
Socialization = The lifelong social experience through which human beings develop their human potential and learn culture; the process by which people are taught to be proficient members of a society
Human beings need to socialize (social experiences) to learn their culture and to survive
Social experiences are the foundation of personality
Helps people understand:
Non-material Culture - a society’s values, beliefs, expectations, and norms
Material Culture – the tangible objects a culture uses
Personality = a person’s pattern of acting, thinking, and feeling
Our internalization of external experiences helps personality to develop
Socialization and Personality

5. Darwin’s study of evolution led to the belief that human behavior was a result of instinct (nature):
Genetic; determined by one’s biology
Nature Theory:
Argues that people’s temperament, interests, and aptitudes are ingrained prior to birth
Ignored the impact of culture on a person’s development
Led to the belief that simple societies are less biologically evolved
Became a justification of colonialism
Nature

6. Watson’s theory of behaviorism held that behavior is learned, not instinctive
Humans differ not in how biologically evolved they are, but in their cultural patterns and in how they were nurtured
Nurture Theory:
How a person is cared for
The environment a person exists in
The experiences a person has
Nurture

7. Certain biological traits are inherited from parents
Our personalities are mostly created by learned behaviors
How a person is raised determines whether or not inherited potential is achieved
People can recover from short-term isolation but there is a point at which isolation causes permanent and irreversible damage
Nature and Nurture

8. Understanding Socialization
Important Contributions

9.
Vienna
Social belief = human behavior was biologically fixed
Neurologist
Studied personalities and personality disorders
Founder of psychoanalysis
Psychology
Conscious vs unconscious
Repressed fears
Free association/dream interpretation
Freud

10. Elements of Personality
Biology is important to human development in terms of basic needs (not instinct)
Humans have 2 basic needs:
Eros (life instinct) – sexual bonding and emotional bonding
Thanatos (death instinct) – aggressive drive
These needs demand immediate satisfaction
These needs exist on an unconscious level
These needs are in competition with one another; there is tension between the two
Elements of Personality

11. Id: Humans’ basic drive for pleasure/positive physical sensations
Manifests in self-centeredness
Biological need
Present at birth
Inconsistent with the demands of society
In direct conflict with the superego
Ego: Humans’ conscious effort to balance innate, pleasure-seeking drives with the demands of society
Attempts to avoid frustration
Comes with self-awareness and understanding that we can’t always have what we want
Model of Personality

12. Model of Personality, continued …
Superego: The cultural values and norms internalized by individuals
Acts as a “conscience;” reminds us why we cannot have it all
Learns morality (right vs. wrong)
In conflict with the Id
The journey from Id to Superego takes a person from feeling good/bad physically to feeling good/bad morally
Feeling good morally requires judging one’s behavior against social norms
Model of Personality, continued …

13. Personality Development
Unresolved childhood conflicts result in personality disorders
Sublimation – redirects selfish drives into socially acceptable behavior
Personality Development

14. Piaget 1896-1980 Switzerland Psychologist – child development
Role of social interactions
Studied cognition =
how people think and understand
what people know and how they make sense of the world
Theory of Cognitive Development
1st theory to establish separate stages of development
Theories linked to age and experience
Piaget

15. Stages of Cognitive Development
(1) Sensorimotor Stage – (0-2 yrs)
Experience of the world is garnered only through the 5 senses
Knowing occurs only through the 5 senses
Stages of Cognitive Development

16. Stages of Cognitive Development
Preoperational Stage - (2-7 yrs)
people begin to use language and symbols
thinking occurs mentally
the imagination develops
meaning is attached to experiences and things
understanding is concrete, not abstract
Stages of Cognitive Development

17. Stages of Cognitive Development
Concrete Operational Stage – (7-11 yrs)
people begin to recognize casual connections that exist in the world around them
focus is on how and why things happen
people can relate more than 1 symbol to an event or object
Stages of Cognitive Development

18. Stages of Cognitive Development
Formal Operational Stage (12 yrs +)
people begin to think and reason critically and abstractly
people begin to understand metaphors
Stages of Cognitive Development

19. Kohlberg 1927-1987 America Psychologist Theory of Moral Development
Focused on Moral Reasoning – how individuals judge situations as right or wrong
Subjects were all boys; results were generalized to apply all people
Kohlberg

20. Theory of Moral Development
Pre-Conventional Level
(corresponds w/ Piaget’s Sensorimotor Stage)
the world is experienced in terms of pleasure or pain
right is what feels good
Theory of Moral Development

21. Theory of Moral Development
Conventional Level
(Corresponds w/Piaget’s Formal Operational Stage)
Teens
loss of (some) selfishness
right is what pleases parents/authorities
right takes cultural norms into account
there is an understanding of “intention” when judging moral actions
Theory of Moral Development

22. Theory of Moral Development
Post-Conventional Level
thinking beyond cultural norms in consideration of the abstract (ideas and principles)
many do not reach this level
Theory of Moral Development

23. Gilligan 1936 American Psychologist
Theory of gender and moral development
How gender guides social behavior
Effect of gender on self-esteem
Exposed gender bias in Kohlberg’s work
Gilligan

24. Males and females use different standards of rightness to make moral decisions
How our society socializes females negatively impacts their self-esteem and self-confidence as they grow into adolescents
Findings

25. Moral Decision-Making
Boys:
Have an impersonal justice perspective =
They rely on rules to determine what is right and what is wrong
Girls:
Have an personal care and responsibility perspective =
They judge situations with respect to personal relationships
Ex: Stealing
Moral Decision-Making

26. Mead 1863-1931 American Philosopher; psychologist
Theory of the Social Self
Mead

27. Social Behaviorism How social experiences develop personality
Actions are not as important as the meaning we attach to them
Social Behaviorism

28. The part of the personality that comprises self- awareness and self-image
The self is a product of social experience
The self develops only with social experience and human interaction
Without these interactions, no self can emerge
The self is not part of the body
The self does not exist at birth
The self is not a product of biological drives and maturation
The Self

29. Social Experience Social experience is the exchange of symbols
Words
Non-Verbal Communication
Humans find meaning in words and actions
Words are assigned meaning
Meaning is found in actions by evaluating motivations and intentions
Understanding intention requires imagining the situation from another’s perspective
Taking the role of other – social interaction involves seeing ourselves as others see us
Social Experience

30. Looking Glass Self A self-image based on how we think others see us
Others are a mirror in which we see ourselves
What we think of ourselves depends on how we think others see us
Looking Glass Self

31. We develop our awareness by putting ourselves in others’ shoes
The Self has 2 Parts: I
The active and spontaneous self Me
How we think others see us
All social experiences utilize both parts
“I” initiates action; “Me” continues or discontinues action based on how others respond to it
I and Me

32. The Development of the Self
The Self develops as we develop the ability to take on the role of the other
The Development of the Self

33. The Development of the Self
Manifestation
Other Capacity
INFANTS
(no self)
imitation; mimicry
None
(no understanding of intentions)
CHILDREN
(self begins to develop)
imaginative (role) play; use of language; use of symbols
1 other; 1 situation
games
Many others; 1 situation
recognition of the generalized other
Many others; many situations
The Development of the Self

34. The widespread cultural values and norms against which we evaluate ourselves
Generalized Other

35. Erikson 1902-1994 German-born American Psychologist
8 Stages of Development
Acknowledged challenges as existing through all stages of life
Erikson

36. 8 Stages of Development *flexible order
CHALLENGE 1
INFANCY
(0-18 mos)
Trust vs. safety
Reliance on family 2
TODDLERHOOD
(18 mos-3 yrs)
Autonomy vs. doubt and shame
Confidence and self-control 3
PRE-SCHOOL
(4-5 yrs)
Initiative vs. guilt
Engagement of others vs. failure to meet expectations 4
PRE-ADOLESCENCE
(6-13 yrs)
Industrious vs. inferiority
Pride vs. insecurity
Accomplishing things; making friends 5
ADOLESCENCE
(teens)
Developing identity vs. confusion
Identifying w/others vs. being unique 6
YOUNG ADULTHOOD
Intimacy vs. isolation
Need to connect vs. separate identity
Close friendships/love 7
MIDDLE ADULTHOOD
(middle age)
Making a difference vs. self-absorption
Others (fam/wrk) or self 8
OLD AGE
Integrity vs. despair
Accomplishment vs. self-absorption
8 Stages of Development *flexible order