1. SOCIAL EXPERIENCES ALSO BUILD THE FOUNDATION FOR
THE LIFELONG SOCIAL EXPERIENCE BY WHICH INDIVIDUALS DEVELOP THEIR HUMAN POTENTIAL AND LEARN PATTERNS OF THEIR CULTURE
SOCIAL EXPERIENCES ALSO BUILD THE FOUNDATION FOR
PERSONALITY:
A PERSON’S FAIRLY CONSISTENT PATTERNS OF THINKING, FEELING, AND ACTING
COULD A PERSON’S PERSONALITY DEVELOP WITHOUT SOCIAL INTERACTION? 2 2 2 2

2. NATURE VS. NURTURE BEHAVIORISM
MOST OF WHO AND WHAT WE ARE AS A SPECIES IS LEARNED, OR SOCIAL IN NATURE
IS IT SOCIOBIOLOGY OR BEHAVIORISM?
SOCIOBIOLOGY
ELEMENTS OF SOCIETY HAVE A NATURALISTIC ROOT
IT’S A BIT OF BOTH, BUT FROM A SOCIOLOGICAL PERSPECTIVE, NURTURE IS EXTREMELY INFLUENTIAL 3 3 3 3

3. IMPACT ON NONHUMAN PRIMATES
HARLOWS’ EXPERIMENTS
SIX MONTHS OF COMPLETE ISOLATION WAS ENOUGH TO DISTURB DEVELOPMENT
IMPACT ON CHILDREN
FERAL CHILDREN
ANNA AND ISABELLE
YEARS OF ISOLATION LEFT BOTH CHILDREN DAMAGED AND ONLY CAPABLE OF APPROXIMATING A NORMAL LIFE
GENIE’S CASE
SOMEWHAT LESS ISOLATED, BUT SUFFERED PERMANENT DISABILITIES 4 4 4 4

4. DEVELOPING PERSONALITY
BASIC HUMAN NEEDS
EROS AND THANATOS AS OPPOSING FORCES
DEVELOPING PERSONALITY
THE ID
BASIC DRIVES- “immediate satisfaction”
THE EGO
EFFORTS TO ACHIEVE BALANCE – “delayed gratification”
THE SUPEREGO
CULTURE DEMANDS WITHIN- “needs of society”
MANAGED CONFLICT
ID AND SUPEREGO ARE IN CONSTANT STATES OF CONFLICT, WITH THE EGO BALANCING THE TWO
REPRESSION
SOCIETY’S CONTROLS OVER US
SUBLIMATION
REDIRECTION OF BASIC DRIVES (sex-marriage, and, aggression-sports) 5 5 5 5

5. COGNITIVE DEVELOPMENT
COGNITION (Piaget’s Theory)
HOW PEOPLE THINK AND UNDERSTAND
STAGES OF DEVELOPMENT
SENSORIMOTOR STAGE
SENSORY CONTACT UNDERSTANDING
PREOPERATIONAL STAGE
USE OF LANGUAGE AND OTHER SYMBOLS
CONCRETE OPERATIONAL STAGE
PERCEPTION OF CAUSAL CONNECTIONS IN SURROUNDINGS
FORMAL OPERATIONAL STAGE
ABSTRACT, CRITICAL THINKING
Piaget attempted to link cognitive development to biological maturation; children learn more complex concepts and ideas as the brain develops

6. KOHLBERG’S IDEAS MORAL DEVELOPMENT OCCURS IN STAGES PRECONVENTIONAL
WHATEVER SERVES THE PERSON’S NEEDS
CONVENTIONAL
SHEDDING OF SOME SELFISHNESS; PLEASING PARENTS AND SOCIETY’S NORMS AS LEARNED
POST-CONVENTIONAL
MOVING BEYOND SOCIETY’S NORMS TO CONSIDER ABSTRACT ETHICAL PRINCIPLES

7. THE SOCIAL SELF THE DUALITY OF SELF
SELF DEVELOPS FROM SOCIAL INTERACTION
FOCUSED ON THE DEVELOPMENT OF INWARD THINKING PROCESSES
THE DUALITY OF SELF
THE SELF AS SUBJECT (THE “I”)
ALL THOUGHT AND ACTION ORIGINATES WITHIN THIS PART OF THE SELF
THE SELF AS OBJECT (THE “ME”)
GUIDING THE ACTION BY TAKING ON “THE ROLE OF THE OTHER” (WIDER SOCIETY) 6 6 6 6

8. THE LOOKING-GLASS SELF
CHARLES HORTON COOLEY
SELF-IMAGE IS MANIFESTED AS WE THINK OF HOW OTHERS WILL SEE US
WHAT WE THINK OF OURSELVES DEPENDS ON LARGE PART ON WHAT WE PERCEIVE OTHERS ARE THINKING OF US
REINFORCEMENT
MORTIFICATION
SELF-DOUBT

9. STAGES OF DEVELOPMENT THIS PROCESS SEES THE SELF DEVELOP FROM
A STAGE WHERE
NO SELF IS IN
EXISTENCE, TO
ONE WHERE THE SELF HAS LEARNED CULTURE’S NORMS AND VALUES.
THIS KNOWLEDGE IS THEN USED AS REFERENCE POINTS FOR SELF-EVALUATION. 7 7 7 7

10. PEOPLE, PLACES, AND THINGS THAT PLAY IMPORTANT ROLES OR HAVE SPECIAL MEANING AND SIGNIFICANCE IN THE SOCIALIZATION PROCESS. LET’S EXAMINE A FEW, SHALL WE? 8 8 8 8

11. THE FAMILY MOST IMPORTANT AGENT PARENTAL ATTENTION IS VERY IMPORTANT
CENTER OF A CHILD’S LIFE
PARENTAL ATTENTION IS VERY IMPORTANT
BONDING AND ENCOURAGEMENT
SOCIAL POSITION IS ACQUIRED
RACE, CLASS, RELIGION (ascribed status)
CULTURE (Social) CAPITAL
CHILDHOOD INHERITENCE 9 9 9 9

12. INDIVIDUAL EVALUATION GENDER SOCIALIZATION BEGINS
CONFRONT DIVERSITY
RACIAL CLUSTERING EARLY ON?
HIDDEN CURRICULUM
INFORMAL, COVERT LESSONS
INDIVIDUAL EVALUATION
RECORDKEEPING STARTS
GENDER SOCIALIZATION BEGINS
FROM GRADE SCHOOL THROUGH COLLEGE, GENDER-LINKED ACTIVITIES ARE ENCOUNTERED 10 10 10 10

13. DEVELOPING SENSE OF SELF THAT GOES BEYOND THE FAMILY
YOUNG AND OLD ATTITUDES AND THE “GENERATION GAP”
PEERS OFTEN GOVERN SHORT-TERM GOALS WHILE PARENTS MAINTAIN INFLUENCE OVER LONG-TERM PLANS
ANTICIPATORY SOCIALIZATION
PRACTICE AT WORKING TOWARD GAINING DESIRED POSITIONS 11 11 11 11

14. IMPERSONAL COMMUNICATION DIRECTED AT A VAST AUDIENCE
TELEVISIONS IN THE UNITED STATES.
2/3rds OF HOUSEHOLDS SUBSCRIBE TO CABLE TELEVISION
IN 1999, 98% OF HOUSEHOLDS HAD AT LEAST ONE
HOW MUCH T.V. IN THE 2000s?
ON AVERAGE, 7 HOURS PER DAY, OR ONE-HALF OF THEIR FREE TIME IS SPENT IN FRONT OF THE TELEVSION
CONCERNS ABOUT CREATING IMAGES
VIOLENCE AND THE MASS MEDIA
DISABLING STEREOTYPE REINFORCEMENT
CLAIMS OF LIBERALISM IN THE MEDIA 12 12 12 12

15. THE LIFE COURSE CHILDHOOD (AGE 1 THROUGH 12)
THE “HURRIED CHILD”
ADOLESCENCE (THE TEENAGE YEARS)
A FOOT IN BOTH WORLDS (MARGINALITY)
ADULTHOOD
EARLY: 20 TO 40, CONFLICTING PRIORITIES
MIDDLE: 40 TO 60, MIDLIFE CRISIS
OLD AGE (MID-60s AND OLDER)
GRAYING BABY BOOMERS
LESS ANTI-ELDERLY BIAS
ROLE EXITING CAN BE DIFFICULT 13 13 13 13

16. 85% OF AMERICANS DIE AFTER AGE 55 STAGES OF DYING
DENIAL
ANGER
NEGOTIATION
RESIGNATION
ACCEPTANCE 14 14 14 14

17. TOTAL INSTITUTIONS A SETTING IN WHICH PEOPLE ARE: CHARACTERISTICS:
ISOLATED FROM SOCIETY
CONTROLLED BY STAFF
CHARACTERISTICS:
SUPERVISION OF ALL SPHERES OF A PERSON’S LIFE
STANDARDIZED, RIGID SYSTEM UNDERWHICH ALL LIVE
FORMAL RULES AND DAILY SCHEDULES FOR ALL 15 15 15 15

18. RADICAL ALTERATION OF A PERSON’S PERSONALITY
THE PROCESS
ERODE THE INDIVIDUAL’S OLD “SELF”
SURRENDER POSSESSIONS AND ANY ITEM THAT SUGGESTS INDIVIDUALITY
‘MORITIFICATION OF SELF’ PROCESSES
SYSTEMATICALLY BUILD UP A DIFFERENT SELF WITHIN THE PERSON
BY WAY OF SYSTEMS OF REWARDS AND PUNISHMENTS
INSTITUTIONALIZED PERSONALITY
IMPACT ON SOME PERSONS WHO HAVE LIVED FOR A LONG PERIOD OF TIME WITHIN AN ENVIRONMENT SUCH AS THAT FOUND WITHIN TOTAL INSTITUTIONS 16 16 16 16