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| The portion of an individual's self-concept derived from perceived membership in a relevant social group. |
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| Refers to individual/societal interaction |
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| "Psychological processes are shaped by experiences." |
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| Mueller-Lyer Illusion, what does it point to? |
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| Points to learned experiences shaping minds. |
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| "People are the same wherever you go." |
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| Cogent arguments that mind and culture mutually constitute each other, and thus need to be studied together. |
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The father of psychology as a discipline, created the first psychological laboratory in 1879.
Cultural Psychologist.
Wrote "Elements of Folk Psychology" 1921 |
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Wrote "Patterns of Culture" 1934
Seen as one of the prototypic exemplars of culture and personality studies.
Argues that culture was for populations what personality was for individuals. |
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| Social Psychology and Solomon Asch |
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| "(Social Psychology) Stood for the belief that no psychology can be complete that fails to look directly at man as a social being." |
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| Differences between social identity groups based on social categories. Race, gender, sexuality, and class. Reflected in a groups differences, termed differences from some norm that is privileged. |
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Oppression/Social Justice: terms used to emphasize our focus on inequality as something more than difference.
The norm shapes ones notion of the differences of others.
The others are marginalized precisely because they are different. |
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| 4 Concepts of Social Identity |
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1. Social Group Identities
2. Social Identities as Historical Constructs
3. Theory of Oppression
4. Framework that envision opportunities for empowerment. |
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Race and Gender, Built upon what's expected of your group.
Have been used historically to justify and perpetuate the advantages of privileged groups relative to the disadvantages of marginalized groups. |
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| Social Identities as Historical Constructs |
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Conditions under which these identities arose.
Social identities have been socially constructed within specific conditions, although these social conditions are often rationalized as being derived from the "facts of nature" or sustained by unquestionable religious beliefs. |
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| Accounts for the complex levels and the dynamics between the privileged and disadvantaged. |
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| Theory of Oppression (3 Approaches) |
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Psychological approach - underlying processes of socialization. - How it develops with regards to condition, perception, attitude formation, learning. THIS IS THE APPROACH OF THIS COURSE WITH AN EMPHASIS ON COGNITIVE, AFFECTIVE, AND BEHAVIORAL.
Sociological Approach - Structural and societal dimensions of oppression.
Philosophical and political discourse |
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| Levels of Social Identity |
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Involves explanation of how social group differences are socially constructed in specific historic situations in which their social meanings justify inequality and oppression.
Social Identities are understood as social creations, and the assumptions of superiority or inferiority related to privilege and disadvantage, are understood as social creations.
We unconsciously absorb stereotypes from our peers, people around us, groups. |
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| Framework for Empowerment |
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Identity - the collective aspect of the set of characteristics by which a thing is definitely known or recognizable.
- a set of behavioral or personal characteristics by which an individual is recognizable as a member of a group.
- to associate or affiliate oneself closely with a person or group, to establish an identification with another or others. |
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| Uri Bronfenbrenner & Systems Theory |
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Definition
1. Microsystem
2. Mesosystem
3. Exosystem
4. Macrosystem
5. Chronosystem
(Biological Influences is a recent addition) |
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| How we interpret, analyze, and use information about our social world. |
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| Social Cognition (Two Levels) |
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Definition
Stimulus Factor
Personal Factor |
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| Stimulus Factor (Social Cognition) |
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| Receiving and processing of stimuli (distal and proximal - physiological) |
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| Personal Factor (Social Cognition) |
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| The meaning we make out of our experiences, expectations (carried over to the social level) |
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| def, bits of knowledge e.g. how to do something - includes how we behave in social groups. |
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| Process of forming Schema |
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Attention - what we notice
Encoding - what we store in memory
Retrieval - what we recover from memory |
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| 5 Tendencies we bring to Social Cognition |
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Definition
1.Over-Emphasize extreme situations/information: counter factual thinking.
2.Role of the unfamiliar (negative bias)
3. Representative heuristics: judging by resemblance, categorizing and stereotyping.
4. Availability heuristics: judging by importance, we overestimate it's frequency, and if it's important to me, positive or negative, then you pay more attention to it.
5. Human cognitive propensity: When we human beings are faced with two of anything we automatically compare and contrast. |
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| A commonsense rule, or set of rules, intended to increase the probability of solving some problem. |
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| That part of perception that allows people to understand the individuals and groups of their social world, thus an element of social cognition. |
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| 3 Areas of Social Perception |
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| Non-Verbal Communication, Attribution, Impression Management. |
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| Facial Expressions, Eye Contact, Body Movement, Postures. |
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| Status, Use of Space, Touching, Personal Space, Body Postures, Verbal Space, Smiling. |
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| Chodorow and Different Socialization |
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Definition
Start out the same.
Around age 2, get pushed away from mother (you're a big boy now)
Girls do not go through this rejection. |
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Chodorow and Different Socializations:
What females do not struggle with: |
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1. More flexible ego boundaries.
2. Less individualized
3. Less need for competition, power.
4. Value relatedness. |
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| Chodorow and 4 Aspects of Masculinity |
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Definition
1. Masculinity remains a problem for boys
2. Denial or attachment in relationships
3. Repression of anything feminine with self.
4. Devaluing Femininity. |
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| A student who studies hard for an exam will explain their own intensive studying by referring to the upcoming difficult exam (ACTOR). |
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| A student explains their studying referring to their dispositions such as being hardworking or ambitious. |
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| Fundamental Attribution Error |
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| Describes the tendency to over-value dispositional or personality based explanations for the observed behaviors of others while under-valuing situational explanations for these behaviors. |
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| Exemplars and Abstractions |
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| We perceive and then we make abstractions based on those perceptions. |
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| Ego Psychologist (inherent strength of people) |
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| Life Span Development (Extension of Freud's psycho-sexual theory) |
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| Erik Erikson's Life Span Development |
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Definition
Trust vs. Mistrust (birth - 1.5)*
Autonomy vs. Shame and Doubt (1.5 - 3.5)
Initiative vs. Guilt (4 - 6)
Industry vs. Inferiority (7 - 11)
Identity vs. Role Confusion / Diffusion (12+)
Intimacy vs. Isolation (early adult)
Generativity vs. Stagnation / Self-Absorption (mid adult)
Integrity vs. Despair |
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Self Schemas (all that we know about ourselves)
Organized
Cognitive framework guides in how we process information about ourselves. |
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| A group who's norms serve as a benchmark for highly specific or narrowly defined types of behavior. For example, a ___________ ________ group might be a family who'se lifestyle appears to be admirable or worthy of emulation. |
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| Rentsch and Heffner's reference points |
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Definition
| Self-concept / Schema contains specific information unique to each individual, but overall structure is basically same for all. |
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| John's job requires lots of travel. He would like to take more time off work to be with his family, but his boss will not allow it. His problems at home are now affecting his work, and the demands of his job are affecting his marriage. This type of interaction is: |
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| The combination of the patterning of environmental events over the life span and sociohistorical circumstances is known as which: |
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| Divorce or the changing roles of women in our society are examples of: |
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| Adams correctly argues that what are known as "facts of nature" or theologically sanctioned ideas which so "natural" to those in the dominant perspective are in fact: |
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| Understood as social constructions which are value based and are socially created. |
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| When we recieve and process stimuli on a physiological level (distal and proximal stimuli), it is known as a |
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| Regarding social cognition, the personal factor refers to: |
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| our experiences and expectations. |
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