Early socialization

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Social Learning Theory

Operant conditioning

Social Contingency (someone else gives rewards)

Observational Learning (Bandura)

Developmental Theories

Individuals pass through stages of development that determine their ability to interact with the environment.

Symbolic Interactionist Theories

Looking-glass-self (Cooley 1902)

            1.    how we think to appear to others

            2.    how we think others judge what  they see

            3.     how we feel about their judgments

Mead: reflexive behavior

we simultaneously are subject in doing the viewing and object, being viewed.

Stryker: Salience hierarchy of role identities

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Early Socialization

Preconditions for Socialization

·      biological inheritance (nature)

·      environment (nurture)

o    interaction with individuals

o     culture structures interaction

o     agents of socialization institutionalize interaction

Biological factors limit socialization
 

• Biological inheritance (e.g. deficiencies)
• Maturation (age)

Culture structures interaction

1.  Culture provides values

·        general ideas

2. Culture provides norms

·      less general than values

·      enforced by positive and negative sanctions

·      laws are written norms established by an elite

3. Culture provides roles

·       normative expectations to the behavior of a specific category of people

What is the difference between culture and social structure?

 Culture:                 pattern of perception, thinking, or feeling

 Social Structure:    pattern of social behavior

Cultural explanation of social structure:

Structural explanation of culture:

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Culture

·      values

·      norms

·      roles

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Individual Interaction

     ↑  

Social Structure: Behavior Patterns

Who are the agents of Socialization?

Three Behaviorist Learning Theories

 2. Social Learning Theory

• Introduces the social part in the learning experience.

• Social Contingency (Someone gives rewards)

  •  Social contingency: if the environmental change involves another person.

3. Observational Learning (Bandura)

• We can learn behavior without receiving reinforcement. Observing someone else to be rewarded (reinforced) is sufficient.

Bandura: Model Learning

Children watch a movie representation of someone hitting a puppet.

Three conditions:

IV1:       the person who hit the puppet was observed to have received a reward

IV2:       no reward was shown for that person

IV3:       negative reward (punishment) was shown for the person

Distinction between learning and performance:

DV1:     under what conditions do the observing children learn the behavior?

DV2:     under what conditions do children show the behavior?

Results:

Children were equally able to reproduce the act.

Children were

·      most likely to show the aggressive behavior if they have seen that the perpetrator has been rewarded

·      and least likely to show the behavior if the perpetrator was punished.

Learning and Children

Behaviorist Learning Theories assume that children internalize norms and values,

and acquire a conscience, in the same manner that they learn any other behavior --

through conditioning (Skinner) and imitation (Bandura).

Symbolic Interactionism has a very different idea about the social competence of children

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Reflexive Behavior, an Interactionist View 

SI  I.   Looking-glass-self (Cooley 1902)

We see ourselves reflected in other people=s attitudes and behaviors toward ourselves.  This looking-glass-self has three components:

1.  how we think to appear to others

2.  how we think others judge what  they see

3.  how we feel about their judgments

SI  Reflexive behavior (Mead 1932)

Mead builds upon the ideas of Cooley when he develops the dual perspective:

Engaging in reflective behavior we are simultaneously the subject (“I”) in doing the viewing and the object (“me”) that is in view.

Two consequences of the “I”

1. Self-awareness

Awareness directed towards oneself.

The state of self-awareness is called self-consciousness.

2. Self-regulation

If we are self-aware we can engage in self-regulation, that is, we can control and direct our actions.

Two consequences of the “me”

1. If we are self-aware we can create theories about ourselves that define our self-concept.

2. Self-esteem is a product of the evaluation of our self-concept.

SI III.  Self as we see it today (Stryker)

EVENT STRUCTURE MODELS FROM ETHNOGRAPHIC DATA

William A. Corsaro and David R. Heise Indiana University

Chapter 1 C. Clogg (ed.), Sociological Methodology: 1990 (Cambridge, MA: Basil Blackwell), pp. 1-57.

Link to the original article for the interested student

Event structures have are grammas of events.

Children learn event structures in their plays. 

The walking bucket can be generalized as Approach Avoidance routines that are engaged in several times.

Children produce and reproduce culture.

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Disclaimer: The documents linked to other sources on the WWW, others than http://www2.tltc.ttu.edu/Schneider2/ and its subdirectories, do not necessarily express the views of Texas Tech University or Dr. Andreas Schneider. @Copyright 2006 Andreas Schneider