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UCSP > Socialisation > Flashcards

Socialisation Flashcards

1
Q

It is a lifelong process that helps **individuals
understand **societal norms, accept beliefs, and recognize societal values, shaping their
self-images and self-identity through human
interaction.

A

Socialisation

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2
Q

1st experiences with language, values, beliefs,
behaviors, and norms of your society.

A

Primary Socialization

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3
Q

Learning the psychological and social traits
associated with a person’s sex.

A

Gender Socialization

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4
Q

Where children learn the behaviors, values, and
attitudes associated with racial groups.

A

Race Socialization

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5
Q

Norms, values, traits, and behaviors you
develop based on the social class you’re in.

A

Class Socialization

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6
Q

Where people learn to take on the values and
standards of groups that they plan to join.

A

Anticipatory Socialization

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7
Q

Where children become socialized outside the
home, often starts with school.

A

Secondary Socialization

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8
Q

Members have interests, social positions, and
age in common.

A

Peer Groups

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9
Q

Language acquisition, relationships, rules,
initial social interactions, morals, role models,
and behavior.

Agents of socialisation

A

Family

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10
Q

Activities and Trends

Agents of Socialisation

A

Peers

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11
Q

Grammar, rules, social setting, and values.

Agents of Socialisation

A

School

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12
Q

Social interaction, rules governing activities.

Agents of Socialisation

A

Clubs/Social Groups

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13
Q

Employment, money, rules, roles.

Agents of Socialisation

A

Work

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14
Q

Stereotypes, trends, how to act.

Agents of Socialisation

A

Media

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15
Q

Laws, sense of security, sanctions of
punishment.

Agents of socialisation

A

Government

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16
Q

Values, love for others, meaning of life,
guidelines on how to live.

Agents of socialisation

A

Religion

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17
Q

personality is influenced by genetics, attitudes, and biological relationships.

A

Nature

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18
Q

identity is shaped by our upbringing, relationships with others, environment, and
culture.

A

Nurture

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19
Q

Charles Horton Cooley

Theories of Socialisation

A

Looking Glass Self

20
Q

We learn who we are through social interaction, influenced by our personal qualities and
impressions of others.

Theories of Socialisation

A

Looking Glass Self

21
Q

Our self-results can develop based on incorrect perceptions of others, forming the “Looking
Glass Self.”

Theories of Socialisation

A

Looking Glass Self

22
Q

Looking glass self

We imagine our appearance to others, including friends, relatives, and strangers.

Process of self-identity

A

Step 1

23
Q

Looking glass self

We interpret others’ reactions and make decisions based on how others evaluate us.We imagine our appearance to others, including friends, relatives, and strangers.

Process of self-identity

A

Step 2

24
Q

Looking glass self

We form a self-concept and develop feelings about ourselves, such as respect for shame, based on our experiences and impressions.

Process of self-identity

A

Step 3

25
Q

`

George Herbert Mead

Theories of socialistion

A

Emerging self

26
Q

The self is the sum of people’s perceptions, beliefs, and feelings about themselves, emerging in stages and influenced by specific
people and periods.

Theories of socialistion

A

Emerging self

27
Q

Emerging self

children imitate their environment, particularly family members, using symbols as a tool.

stages of Emerging Self

A

Preparatory or Imitation Stage

28
Q

Emerging self

a crucial stage where children learn to imitate others’ actions, pretend to be others, and engage in role-taking.

stages of Emerging Self

A

The Play Stage (3-6 y/o)

29
Q

Mentally assuming another’s
perspective and responding
from that imagined viewpoint.

The Play stage (Emerging self)

A

Role-taking

30
Q

Emerging self

At age 8/ 9, children
begin to consider multiple tasks and relationships simultaneously, grasping their roles and status and others around them.a crucial stage where children learn to imitate others’ actions, pretend to be others, and engage in role-taking.

stages of Emerging Self

A

Game stage

31
Q

most essential individuals for
self-development.

Game stage (Emerging self)

A

Significant Others

32
Q

include attitudes, viewpoints, and
societal expectations that
influence a child’s behavior.most essential individuals for
self-development.

Game stage (Emerging self)

A

Generalised Others

33
Q

Erving Goffman

Theories of socialisation

A

Presentation of self

34
Q

Altering self-image
to satisfy audiences.

Presentation of Self

A

Impression Management

35
Q

Resembles performers in action.

Presentation of self

A

Dramaturgical Approach

36
Q

Involves efforts to maintain a
proper image and avoid public
embarrassment.

Presentation of self

A

Face-work

37
Q

The self is a social product influenced by
others.

Psychological approach to self

A

Sigmund Freud

38
Q

focuses on self-gratification.

Sigmund Freud

A

Id

39
Q

conscience, focusing on
culture, norms, values, and morals.

Sigmund freud

A

Superego

40
Q

balances the two, with the
potential for compromise when the id dominates.

Sigmund Freud

A

Ego

41
Q

Jean Piaget

Psychological Approach to Self

A

Cognitive Theory of Development

42
Q

Young children use their senses to make discoveries, differentiate
themselves from objects, recognize themselves as agents of action, and achieve object permanence.

Cognitive Theory of Development

A

Sensorimotor

Birth-2 years

43
Q

They use touch, motion, and noise to understand and interact with objects.

Cognitive Theory of Development

A

Sensorimotor

Birth - 2 years

44
Q

Children use words and symbols to distinguish objects and ideas, learn language, represent objects, and classify objects by features.

Cognitive Theory of Development

A

Pre-operational

5-7 years

45
Q

Struggle with egocentric thinking and taking others’ perspectives.

Cognitive Theory of Development

A

Pre-operational

5-7 years

46
Q

Children develop logical thinking,
object classification, and conservation of numbers, mass, and weight while recognizing and ordering objects in series along a single dimension.

Cognitive Theory of Development

A

Concrete operational

7-11 years

47
Q

Adolescents develop sophisticated abstract thinking, logically deal with ideas and values, test hypotheses
systematically, and become concerned with hypothetical, future, and ideological problems.Children develop logical thinking, object classification, and conservation of numbers, mass, and weight while recognizing and ordering objects in series along a single dimension.

Cognitive Theory of Development

A

Formal operational

11 and up

UCSP (4 decks)

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