Chapter 3 Socialization. Chapter Outline Perspectives on Socialization Agents of Childhood...

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Chapter 3 Socialization

Transcript of Chapter 3 Socialization. Chapter Outline Perspectives on Socialization Agents of Childhood...

Page 1: Chapter 3 Socialization. Chapter Outline  Perspectives on Socialization  Agents of Childhood Socialization  Processes of Socialization  Outcomes of.

Chapter 3

Socialization

Page 2: Chapter 3 Socialization. Chapter Outline  Perspectives on Socialization  Agents of Childhood Socialization  Processes of Socialization  Outcomes of.

Chapter Outline

Perspectives on Socialization Agents of Childhood Socialization Processes of Socialization Outcomes of Socialization Adult Socialization

Page 3: Chapter 3 Socialization. Chapter Outline  Perspectives on Socialization  Agents of Childhood Socialization  Processes of Socialization  Outcomes of.

Socialization

The ways in which individuals learn and recreate skills, knowledge, values, motives, and roles appropriate to their position in a group or society.

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Perspectives On Socialization

Is heredity or environment the more important influence on behavior?

Although both influences are important, one view of socialization emphasizes biological development (heredity), whereas another emphasizes social learning (environment).

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The Developmental Perspective

Some theorists view socialization as dependent on biologically determined physical and psychological maturation.

They see the development of many social behaviors as primarily due to physical and neurological maturation, not social factors.

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The Social Learning Perspective

Emphasizes the child’s acquisition of cognitive and behavioral skills from the environment.

Considers socialization a process of children learning the shared meanings of the groups in which they are reared.

What is learned varies from group to group, however the processes by which social learning takes place are universal.

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Interpretive Perspective

Views the child’s task as the discovery of the meanings common to the social group (such as the family or a soccer team).

This process requires communication with parents, other adults, and other children.

According to this perspective, development is a process of interpretive reproduction.

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Components of Socialization

1. Agent - Someone who serves as a source for what is being learned,

2. A learning process.

3. A target - A person who is being socialized.

4. An outcome - Something that is being learned.

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Agents of Childhood Socialization

1. Family

2. Peers

3. School

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Children’s Living Arrangements, 2000

Arrangement %

Working father/nonworking mother 21

Married, both working 41

Male-headed 2.3

Female, previously married 10

Female, never married 5

Cohabiting couple 4.1

Grandparents 6

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Instrumental Conditioning

A process wherein a person learns what response to make in a situation in order to obtain positive reinforcement or avoid negative reinforcement.

The person’s behavior is instrumental in the sense that it determines whether he or she is rewarded or punished.

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Shaping

Learning in which an agent reinforces behavior that resembles the desired response and later requires increasing correspondence between the learner’s behavior and the desired response before providing reinforcement.

Involves a series of successive approximations in which the learner’s behavior comes closer to resembling the response desired by the reinforcing agent.

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Punishment

The presentation of a painful or discomforting stimulus that decreases the probability that a behavior will occur.

Punishment is one of the major child rearing practices used by parents.

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% of Parents who Use Physical and Psychological Punishment

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Self-Reinforcement and Self-Efficacy

Children learn behavior through instrumental learning.

Some of these behaviors will remain extrinsically motivated, dependent on whether someone else will reward appropriate behaviors or punish inappropriate ones.

Other behaviors will become intrinsically motivated, performed in order to achieve an internal state that the individual finds rewarding.

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Self-reinforcement

As children are socialized, they learn performance standards.– The child uses these standards to judge

his or her own behavior and thus becomes capable of self-reinforcement.

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Observational Learning

Refers to the acquisition of behavior based on the observation of another person’s behavior and of its consequences for that person.

By watching another person (the model) perform skilled actions, a child can increase his or her own skills.

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Internalization

The process by which initially external behavioral standards (for example, those held by parents) become internal and subsequently guide the person’s behavior.

An action is based on internalized standards when the person engages in it without considering rewards or punishments.

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Outcomes of Socialization

Outcomes of socialization include:– gender role – linguistic and cognitive competence– moral development– orientation toward work

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Gender Role

Behavioral expectations associated with one’s gender.

Children learn gender appropriate behaviors by:– observing their parents’ interaction– Interacting with parents who reward

behavior consistent with gender roles and punish behavior inconsistent with these roles.

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Language

A child’s acquisition of speech reflects the development of the necessary perceptual and motor skills and the impact of social learning.

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Main Components of Language

– Sound system (phonology)– Words and their meanings (lexicon)– Rules for combining words into meaningful

utterances (grammar)

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Stages of Language Acquisition

1. Pre-speech - Up to about 10 months. Involves speech perception, speech production, and early intentional communication.

2. Word - 10 to 14 months. Involves the infant’s recognition that things have names.

3. First sentence - 18 to 22 months

4. Grammaticization - 24 to 30 months

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Knowledge of Social Rules

To interact with others, people must learn social rules.

Norms are beliefs about which behaviors are acceptable and which are unacceptable in specific situations.

Without norms, coordinated activity would be difficult, and we would find it hard to achieve our goals.

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Kohlberg’s Model OfMoral Development

Preconventional morality - Moral judgment based on external consequences of acts.

Conventional morality - Moral judgment based on social consequences of acts.

Postconventional morality - Moral judgment based on universal moral and ethical principles.

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Preconventional Morality

Stage 1: Obedience and punishment orientation. – Rules are obeyed in order to avoid

punishment. Stage 2: Hedonistic orientation.

– Rules are obeyed in order to obtain rewards for the self.

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Conventional morality

Stage 3: “Good boy/nice girl” orientation.– Rules are obeyed to please others, avoid

disapproval. Stage 4: Authority and social-order

maintaining orientation.– Rules are obeyed to show respect for

authorities and maintain social order.

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Postconventional Morality

Stage 5: Social-contract orientation.– Rules are obeyed because they represent

the will of the majority, to avoid violation of rights of others.

Stage 6: Universal ethical principles. – Rules are obeyed in order to adhere to

one’s principles.

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Adult Socialization

In adulthood, socialization is concerned with equipping the individual to function effectively in adult roles.

Three processes:– role acquisition– anticipatory socialization– role discontinuity

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Role Acquisition

The major roles we acquire as adults include spouse, parent, work roles, grandparent and retiree. – Midlife (40 to 60) involves several role

transitions:• marital (divorce, widowhood)• parental (children leave home)• work (entry or exit)• caregiver (aging parents)

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Anticipatory Socialization

Activities that provide people with knowledge about, skills for, and values of a role they have not assumed. – Usually works best for future roles that are

highly visible.– Eases role transition if future roles are

presented accurately. – Entails goal setting, planning, and

preparation for future roles.

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Role Discontinuity

When values and identities associated with a new role contradict those of earlier roles.

On entering a discontinuous role, we must revise our expectations and aspirations.