Chapter 4 Vocab Flashcards
(48 cards)
Nature vs. Nurture Debate
The ongoing discussion of the respective roles of genetics and socialization in determining individual behaviors and traits (page 93)
Socialization
The process of learning and internalizing the values, beliefs, and norms of our social group, by which we become functioning members of society (page 93)
Sociobiology
A branch of science that uses biological and evolutionary explanations for social behavior (page 94)
Feral Children
In myths and rare real-world cases, children who have had little human contact and may have lived in social isolation from a young age (page 95)
Self
The individual’s conscious, reflexive experience of a personal identity separate and distinct from others (page 96)
Id, Ego, and Superego
According to Freud, the three interrelated parts that make up the mind: the id consists of basic inborn drives that are the source of instinctive psychic energy; the ego is the realistic aspect of the mind that balances the forces of the id and the superego; the superego has two components (the conscience and the ego-ideal) and represents the internalized demands of society (page 97)
Psychosexual Stages of Development
Four distinct stages of the development of the self between birth and adulthood, according to Freud; personality quirks are a result of being fixated, or stuck, at any stage (page 97)
Looking-Glass Self
The notion that the self develops through our perception of others’ evaluations and appraisals of us (page 98)
Preparatory Stage
The first stage in Mead’s theory of the development of self wherein children mimic or imitate others (page 98)
Play Stage
The second stage in Mead’s theory of the development of self wherein children pretend to play the role of the particular or significant other (page 98)
Particular or Significant Other
The perspectives and expectations of a particular role that a child learns and internalizes (page 98)
Game Stage
The third stage in Mead’s theory of the development of self wherein children play organized games and take on the perspective of the generalized other (page 98)
Generalized Other
The perspectives and expectations of a network of others (or of society in general) that a child learns and then takes into account when shaping his or her own behavior (page 98)
Dual Nature of the Self
The idea that we experience the self as both subject and object, the “I” and the “me” (page 98)
Thomas Theorem
Classic formulation of the way individuals determine reality, whereby “if people define situations as real, they are real in their consequences” (page 100)
Definition of the Situation
An agreement with others about “what is going on” in a given circumstance; this consensus allows us to coordinate our actions with others and realize goals (page 100)
Expressions of Behavior
Small actions such as an eye roll or head nod that serve as an interactional tool to help project our definition of the situation to others (page 100)
Expressions Given
Expressions that are intentional and usually verbal, such as utterances (page 100)
Expressions Given Off
Observable expressions that can be either intended or unintended and are usually nonverbal (page 100)
Impression Management
The effort to control the impressions we make on others so that they form a desired view of us and the situation; the use of self-presentation and performance tactics (page 101)
Dramaturgy
An approach pioneered by Erving Goffman in which social life is analyzed in terms of its similarities to theatrical performance (page 101)
Front
In the dramaturgical perspective, the setting or scene of performances that helps establish the definition of the situation (page 101)
Region
The context in which the performance takes place, including location, décor, and props (page 101)
Personal Front
The performance tactics we use to present ourselves to others, including appearance, costume, and manner (page 101)
