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Socialization

Socialization . Classical Theories. Social Development, Classical Theories. Socialization Theories Freud Erikson Watson Skinner Bandura Piaget. What is socialization?. Acquisition of Beliefs Values Behaviors Who/what socializes children?

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Socialization

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  1. Socialization Classical Theories

  2. Social Development, Classical Theories • Socialization • Theories • Freud • Erikson • Watson • Skinner • Bandura • Piaget

  3. What is socialization? • Acquisition of • Beliefs • Values • Behaviors • Who/what socializes children? - Parents, peers, school teachers, clergy, etc. - Institutions

  4. What is socialization? • Socialization has three important functions: • Regulates behavior • Promotes individual growth • Perpetuates social order

  5. Theories: What do we want them to do? • “There is nothing as practical as a good theory.” --Kurt Lewin • What do we want our theories to do?

  6. Freud’s Theory • A theory of psychosexual development • Maturation of the sex instinct • Thinks humans are driven by unconscious motives

  7. Freud’s Theory • Instinct • Inborn biological force that motivates responses • Repression • Motivated forgetting • Thoughts that produce anxiety are forced out of conscious awareness

  8. Freud’s Theory • Three components of personality • Id • Inborn component; driven by instinct • Ego • Rational component; ego matures • Superego • Internalized moral standards; between ages 3 and 6 • Eros • Life instinct • Thanatos • Death instinct

  9. Freud’s Methods • Practicing neurologist • Hypnosis—abandoned for free association since patients could access memories while conscious and for its fallibility • Free association—asked patients to relate anything which came into their mind, regardless of how apparently unimportant or potentially embarrassing the memory threatened to be. • Repressed memories a problem • Dream analysis • Indicate repressed motives • a glimpse into your unconscious or the id • the opportunity to act out and express the hidden desires of the id • Superego prevents us from remembering

  10. Freud’s stages of psychosexual development • Oral: birth to one year • Anal: 1-3 years • Anal-expulsive—messy, wasteful, destructive • Anal-retentive—orderly, rigid, obsessive • Phallic: 3 -6 years • Oedipus or Electra complex • castration anxiety—fear of father’s punishment • Penis envy

  11. Psychosexual development • Latency: 6-12 years • Libido interests are suppressed • Development of ego and superegocalm • Sexual energy still present but directed to intellectual pursuits and social interactions • development of social and communication skills and self-confidence. • Genital: adolescence and up • develops a strong sexual interest in the opposite sex. • interest in the welfare of others grows during this stage • Goal to establish a balance between the various life areas.

  12. Contributions of Freud’s theory • Idea of unconscious motivation • Impact of early experience • Idea that children have sexual energy • Emotional side of human development • Loves, fears, anxieties, etc.

  13. Criticisms of Freud’s theory • Testability—How? Scientific? • The research that has been conducted tends to discredit Freud's theory. • Not much evidence that psychosexual conflicts predict personality development • The length of time between the cause and the effect is too long to assume that there is a relationship between the two variables. • Small numbers of subjects—case studies, adults vs. actual children • Focused almost entirely on male development, ignoring female development

  14. Erikson’s theory • A theory of psychosocial development

  15. Erikson • Also a stage theory • Each stage carries a specific developmental task • Goes beyond Freud’s theory • Includes 8 stages instead of 5; covers adulthood • Also holds that children and adults are actively adapting to the environment

  16. Erikson’s Stages • Trust vs. mistrust (Birth to 1 year) • Trust others to care for your needs • Mother is key social agent

  17. Erikson’s Stages 2. Autonomy vs. shame and doubt (1-3 years) • Learn to be independent, e.g., feed and dress self • If can’t, feel ashamed • Parents are key social agents

  18. Erikson’s Stages 3. Initiative vs. guilt (3-6 years) • Accept responsibilities that may be too hard to handle • Goals may be in conflict with family members • Child must have initiative but not impinge on others’ feelings • Family is key social agent

  19. Erikson’s Stages 3. Initiative vs. guilt (3-6 years) • Accept responsibilities that may be too hard to handle • Goals may be in conflict with family members • Child must have initiative but not impinge on others’ feelings • Family is key social agent

  20. Erikson’s Stages • Identity vs. role confusion (12-20 years) • Crossroad between childhood and maturity • “Who am I?” • Establish social and occupational identities • Peers are key social agents

  21. Erikson’s Stages • Intimacy vs. isolation (20-40 years) • Form friendships and achieve love and companionship • Lovers, spouses, and close friends are key social agents

  22. Erikson’s Stages • Generativity vs. stagnation (40-60 years) • Must become productive in work and raising family or helping younger generation • Giving back • Standards are culturally defined • Spouse, children, and social norms are key social agents

  23. Erikson’s Stages • Ego integrity vs. despair (60-80 years) • Look back and view life as meaningful and happy or disappointing • Fulfilled or unfulfilled promises? Goals? • Life experiences determine the outcome of this crisis

  24. Contributions &Criticisms of Erikson’s Theory • Positive: Rational, adaptive point of view • Negative: does not really explain mechanisms of development

  25. The learning perspective: Watson Behaviorism • Starts with John Watson • First social learning theorist • Thought that he could mold a child into anything he wanted to • Child is viewed as a tabula rasa • Illustrated that fears are easily learned • Little Albert and the white rat

  26. Operant Conditioning:Skinner • Operant conditioning • Children learn to operate on environment or to engage in behaviors because of their effects • Positive and negative reinforcers • Reinforcer: consequence of an act that increases likelihood of behavior • e.g., aggressive behavior may be reinforced because peers give in to it • Punishment

  27. Social Cognitive: Bandura • Social cognitive theory • Bandura • Observational learning

  28. Bandura’s Bobo Doll Experiment • Children watched a film of an adult model behaving aggressively with a Bobo doll • Three experimental conditions • Model-rewarded condition • Model-punished condition • No-consequence condition

  29. Bandura’s Bobo Doll Experiment Two kinds of tests • Performance test • Learning test Findings? Performance test: children who saw model punished were less likely to imitate. Learning test: no difference in conditions. All children had learned and could reproduce the aggression when offered a reward.

  30. Important relation of Bandura’s theory to cognitive development: Imitation • Bandura’s studies show that children will imitate what they see on TV • Implications?

  31. Imitation • Meltzoff in maternity wards • (Meltzoff & Moore, 1977)

  32. Imitation • Meltzoff (1988) • 14-month-olds imitated simple action of something they had seen on TV 24-hours before • 2-year-olds imitative complex actions if they understand the model’s reasons for doing them

  33. Bandura’s theory’s relation to language development • Verbal mediators • Verbal encoding of modeled behavior that observer stores in memory • Indicates deeper level of processing • Develops with verbal ability • Coates and Hartup (1969) • Showed a film to 4-5 year-olds and 7-8 year-olds • Some told to describe actions they saw (active) • Others told just to watch (passive)

  34. Verbal mediators Mean number of responses correctly reproduced Age of children

  35. Verbal Mediators • Shaffer suggests that 7-8 year-olds use verbal labels to describe what they see, but is there another explanation? • Verbal processing probably helps in retention

  36. 8. Piaget • Most Important Principles in Piaget’s Theory • The mind is dynamic • The mind is organized

  37. 8. Piaget • Basic concepts: • Scheme • Adaptation: assimilation and accommodation • Equilibration

  38. Piaget’s stages of development • Sensorimotor: birth to two years • Preoperational: 2-6 or 7 years • Concrete operational: 6 or 7 - 12 years • Formal operational: 12 years and up

  39. More-advanced Piagetian concepts • Operation • Centration • Beaker task • Class inclusion • Conservation • Reversibility • Compensation

  40. Egocentrism in development • Preschoolers • Examined with spatial perspective taking • Adolescents • Imaginary audience • Personal fable • Adults?

  41. Bibliography • Most of this presentation was directly adapted from: http://www.lbusd.k12.ca.us/millikan/Teacher_folder/HawkinsS/AdPlPsychology2.htm. • www2.bakersfieldcollege.edu/llarkin/.../Powerpoints/chapter4.ppt • homepages.gac.edu/~jkloubec/… fetaldevelpmentpowerpoint.htm • www2.hawaii.edu/~amaynard/341.chapter2.web.ppt • http://www.netdoctor.co.uk/health_advice/facts/birthdefects.htm • http://www.chw.org/display/PPF/DocID/22900/router.asp

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