Why You Are The Way You Are
(Nature or Nurture?)
p. 96 – 117 & 260 – 271
Define all questions fully. I want steak, not tofu weenies! Please leave room for my pontification.
1. Define Personality. Describe its development and how it reacts to the environment. (p. 98) (Test)
2. Define heredity. (Paper?)
3. Define instinct.
4. Who was Charles Darwin and how did he contribute to the Nature debate? This is not in the book, but yes, you can do this. (THINK!)
5. Further define heredity and its relationship to aptitude. (p. 99) How does heredity and aptitude effect personality? Site examples.
6. Define Gender. (p. 262) How does this differ from a person’s sex?
Let’s talk evolution, sex, gender, and the future. (I will give you notes on this and all unnumbered questions)
Gender and Physiological (Smalley)
Differences
Men diseases -
Women diseases -
Brain differences and universal skills - (Smalley) (Prepare for a test)
7. Your Observations on brain differences. List ways you have observed thinking differences between men and women.
8. Responses to Stress. Do men and women respond to stress different? How? You describe based on your observances. (Smalley) (Video???) Leave room for my notes.
9. What are Gender Roles? Describe them in detail. (p. 262)
10. What is Gender Identities?
11. Are Gender Roles cultural universals? Explain with evidence.
12. Individuals learn appropriate gender-role behavior through ______. We will discuss the socialization process and theories soon. (Wait in nervous anticipation for fun and learning.)
13. How are gender roles enforced in the United States? Not all answers are in the book, think. What was your favorite toy?
Girls Boys
Newborns
Children
School
Girls Boys
Careers
Family
Media –
commercials
Music
Movies
14. What is more acceptable, boys playing with girl toys or girls playing with boy toys? Why? Think, not in book.
15. Describe fully who was Ivan Pavlov and what did he contribute to the nurture debate. (p. 98) (Project in socialization effectors)
16. Describe fully who was John B. Watson and what did he do to contribute to the nurture debate.
17. What is Sociobiology? Edwin O. Wilson is a major proponent of this theory. Leave room for my notes on him.
18. How does birth order effect personality? Websites on birth order: We will be doing a paper on this. Isn’t that great J
http://pbskids.org/itsmylife/family/birthorder/ http://www.childdevelopmentinfo.com/development/birth_order.htm http://www.ivillage.co.uk/relationships/famfri/family/articles/0,,163_559974,00.html
We will discuss parental and cultural effectors on personality later in this unit.
19. What are feral children?
20. Describe the story of Anna and Isabelle.
21. Describe the story of Genie.
22. What id d Rene Spitz find about the effects of institutionalization. Children that lack a caring environment:
Notes on Iowa institutional study.
Notes on Harlow’s monkeys. (Video)
23. Define Socialization.
24. Define Self.
25. At one time people believed children to be miniature adults. How did Jean Piaget change the idea? Think!!
Analyze the following chart. Explain the shift. Four sentence minimum.
Stage / Characterised bySensori-motor
(Birth-2 yrs) / Differentiates self from objects
Recognizes self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise
Achieves object permanence: realises that things continue to exist even when no longer present to the sense (pace Bishop Berkeley)
Pre-operational
(2-7 years) / Learns to use language and to represent objects by images and words
Thinking is still egocentric: has difficulty taking the viewpoint of others
Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of color
Concrete operational
(7-11 years) / Can think logically about objects and events
Achieves conservation of number (age 6), mass (age 7), and weight (age 9)
Classifies objects according to several features and can order them in series along a single dimension such as size.
Formal operational
(11 years and up) / Can think logically about abstract propositions and test hypotheses systematically
Becomes concerned with the hypothetical, the future, and ideological problems.
26. Describe John Locke’s Tabula Rasa theory. (I need to talk about the 1970 – 80’s Clean Slate theory) (Video???) Do you buy it?
27. Describe Charles Horton Cooley’s Looking-Glass Self. Go into his three stages. His theories put a gigantic emphasis on what? When does it end?
28. Describe George Herbert Mead’s about Role-taking. How is it different than Cooley?
29. Describe Significant others and Generalized others –
30. Describe Meade’s Three Stages of developing self -
Preparatory Stage -
Play Stage -
Game Stage -
31. Describe the following parts of Mead’s theory:
I -
Me –
I will describe Sigmund Freud’s theory.
29. Give real life examples of positive interaction for each of the stages. What do you find significant in each stage? Prepare for a paper J
Erikson's Eight Stages of Development
1. Learning Basic Trust Versus Basic Mistrust (Hope)
Chronologically, this is the period of infancy through the first one or two years of life. The child, well - handled, nurtured, and loved, develops trust and security and a basic optimism. Badly handled, he becomes insecure and mistrustful.Incidentally, many studies of suicides and suicide attempts point to the importance of the early years in developing the basic belief that the world is trustworthy and that every individual has a right to be here.
Not surprisingly, the most significant relationship is with the maternal parent, or whoever is our most significant and constant caregiver.
2. Learning Autonomy Versus Shame (Will)
The second psychosocial crisis, Erikson believes, occurs during early childhood, probably between about 18 months or 2 years and 3½ to 4 years of age. The "well - parented" child emerges from this stage sure of himself, elated with his new found control, and proud rather than ashamed. Autonomy is not, however, entirely synonymous with assured self - possession, initiative, and independence but, at least for children in the early part of this psychosocial crisis, includes
3. Learning Initiative Versus Guilt (Purpose)
Erikson believes that this third psychosocial crisis occurs during what he calls the "play age," or the later preschool years (from about 3½ to, in the United States culture, entry into formal school). During it, the healthily developing child learns: (1) to imagine, to broaden his skills through active play of all sorts, including fantasy (2) to cooperate with others (3) to lead as well as to follow. Immobilized by guilt, he is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults and (4) is restricted both in the development of play skills and in imagination.
4. Industry Versus Inferiority (Competence)
Erikson believes that the fourth psychosocial crisis is handled, for better or worse, during what he calls the "school age," presumably up to and possibly including some of junior high school. Here the child learns to master the more formal skills of life: (1) relating with peers according to rules (2) progressing from free play to play that may be elaborately structured by rules and may demand formal teamwork, and (3) mastering academics
5. Learning Identity Versus Identity Diffusion (Fidelity)
During the fifth psychosocial crisis (adolescence, from about 13 or 14 to about 20) the child, now an adolescent, learns how to answer satisfactorily and happily the question of "Who am I”. Up to this stage development mostly depends upon what is done to us. Now development depends primarily upon what we do. Adolescence is a stage at which we are neither a child nor an adult, life gets more complex as we attempt to find our own identity, struggle with social interactions, and grapple with moral issues.
Our task is to discover who we are as individuals separate from our family of origin and as members of a wider society. Unfortunately for those around us, in this process many of us go into a period of withdrawing from responsibilities, which Erikson called a "moratorium." And if we are unsuccessful in navigating this stage, we will experience role confusion and upheaval.
A significant task for us is to establish a philosophy of life and in this process we tend to think in terms of ideals, which are conflict free, rather than reality, which is not. The problem is that we don't have much experience and find it easy to substitute ideals for experience. However, we can also develop strong devotion to friends and causes.
It is no surprise that our most significant relationships are with peer groups.
Erikson believes that during successful early adolescence, mature time perspective is developed; the young person acquires self-certainty as opposed to self-consciousness and self-doubt.
6. Learning Intimacy Versus Isolation (Love) 18 - 35
The successful young adult, for the first time, can experience true intimacy - In the initial stage of being an adult we seek one or more companions and love. As we try to find mutually satisfying relationships, primarily through marriage and friends, we generally also begin to start a family, though this age has been pushed back for many couples who today don't start their families until their late thirties. If negotiating this stage is successful, we can experience intimacy on a deep level.
If we're not successful, isolation and distance from others may occur. And when we don't find it easy to create satisfying relationships, our world can begin to shrink as, in defense, we can feel superior to others.
Our significant relationships are with marital partners and friends.
7. Learning Generativity Versus Self-Absorption (Care) 35 to 55 or 65
In adulthood, the psychosocial crisis demands generativity and the sense of working productively and creatively. Now work is most crucial. Erikson observed that middle-age is when we tend to be occupied with creative and meaningful work and with issues surrounding our family. Also, middle adulthood is when we can expect to "be in charge," the role we've longer envied.
The significant task is to perpetuate culture and transmit values of the culture through the family (taming the kids) and working to establish a stable environment. Strength comes through care of others and production of something that contributes to the betterment of society, which Erikson calls generativity, so when we're in this stage we often fear inactivity and meaninglessness.
As our children leave home, or our relationships or goals change, we may be faced with major life changes—the mid-life crisis—and struggle with finding new meanings and purposes. If we don't get through this stage successfully, we can become self-absorbed and stagnate.
Significant relationships are within the workplace, the community and the family.
8. Integrity Versus Despair (Wisdom) 55 or 65 until death
If the other seven psychosocial crisis have been successfully resolved, the mature adult develops the peak of adjustment; integrity. He trusts, he is independent and dares the new. He works hard, has found a well - defined role in life, and has developed a self-concept with which he is happy. He can be intimate without strain, guilt, regret, or lack of realism; and he is proud of what he creates - his children, his work, or his hobbies. If one or more of the earlier psychosocial crises have not been resolved, he may view himself and his life with disgust and despair.
32. Define Agents of Socialization. Signify which one is most important; which one has greatest effect on you now, and which one is growing in effect. Also list the intended and unintended socialization.
33. Describe the Family agent fully.
34. Describe the Peer Group agent fully.
35. Describe the School agent fully.
36. Describe the Mass Media agent fully. (More questions on next page)
37. What’s the deal with TV?
38. Define Total institution.
39. What is Resocialization?