SYG 2000: Lecture 7. Chapter 3: Socialization: Self
I. What is human nature?: how much comes from “nature” (heredity) v “nurture”
A. feral (wild) children: abandoned/lost by parents at very early age/raised by animals
1.wild
boy of Aveyron:found forests
2.most scientists today:dismiss,say can’t be raised by animals but by parents, then aban
B. Case of Isabelle (1938): discover age 6˝ isol dark room w/ deaf-mute mom
1. no speak: strange croaking sound; behavior toward men that of wild animal
2. 2 yrs later: reached intellectual level normal for age—was bright, energetic
C. conclusion: without language, there could be no culture, no shared way of life
D. monozygotic twins: one egg divides to produce 2 embryos; Oskar Stohr/Jack Yufe
1. Oskar: raised in
2. Jack:reared
3. both: excel sports,math hard;same rate speech;like sweet liqueur;flush toilet bef/after
E. Institutionalized children (in orphanages): hard estab close bonds, have lower IQs
1. no stim: no objects hung in front; no interaction in orphanage
2. Keels and Dye (1939) experiment: not common sense born-that-way:
a. control group: stay in orphanage, 2 ˝ yrs later, IQ drop 28 points
b. experimental group: place in wa rd mentally retarded women, get individual care
c. result: IQ increase 28 point in 2 ˝ years; 11 of 12 married v only 1 in control group
F. Deprived
Animals: Harry/Margaret
1. monkeys raised in isolation: later not know how participate in “monkey interaction”
a. effects: other monkeys reject them; didn’t know how to
have sex, despite attempts
b. when artificial impregnation: stuck their babies, kicked them, crushed against door
c. conclusion: critical learning stage, if missed, it may be impossible to compensate
II. Socialization into Self and Mind: self: the view we internalize of how others see us
A. Looking Glass Self: each to each a looking glass, reflects the other that doth pass
1. Charles Horton Cooley: we develop self thru internalizing other’s reactions to us
2. 3 elements: 1 image how we appear to those @ us 2 interpret other’s reactions
a. 3 develop self concept; + reflection in this social mirror lead to + self-concept
b. not depend on accurate evaluations: misjudgments become part of self-concept
B. George Herbert Mead: taught at U of Chicago, taught play crucial to develop of self
1. Take the role of the other: put themselves in someone else’s shoes
a. to anticipate how that person will act: also, to know how that person feels
b. John Flavel (1968): age 14, not 8 explain board game dif to non-blind/blindfolded
i. conclusion: age 8 not able to take role of other, while older children could
c. significant others: 1st take only role of individuals who sig. influence their lives
d. generalized other: later take role of group as whole/perceive people in gen think
e. 3 stages: to learning to take the role of the other:
i. imitation:<3 yrs can only mimic/no sense self separate from others/no role taking
ii. play: age 3-6: pretend to take roles of specific people; dress parent’s clothes etc.
iii. games:organized play/teams require take multiple roles to anticipate eg baseball
2. 2 parts to self: I is self as subject/active, creative, spontaneous; me is self as object
i. me: attitudes we internalize from reactions of others;I evaluates reactions of others
3. big claim: not only self but mind is social product; no think w/o symbols from soc