Transcript Socialization II

Socialization II
Learning
• Acquisition
• Contingency: cause and effect
• Non-associative (habituation/sensitization)
vs. Associative [conditioning, observation
(social learning), play (learning w/o
purpose)]
• Rote vs. Informal (play, learning from life)
vs. Formal (student-teacher)
Classical (Pavlovian) Conditioning
• Associative learning
• Presentation significant stimulus (food) necessarily
evokes an innate, reflexive, response: Unconditioned
Stimulus (US) and Unconditioned Response (UR)
• Pair neutral stimulus (doesn’t evoke behavioral
response; e.g. ring bell) w/ significant stimulus (e.g.
food) Conditioned Stimulus (CS)
• Organism begins to produce a behavioral response to
the CS Conditioned Response (CR)
• In both cases (UR and CR) behavior is involuntary
(salivating dogs) and largely uncontrollable
– Syringe flinch, yawning, blink reflex
Hypnopedia
• Not technically classical conditioning, but linking US (e.g.
khaki uniforms) to CR (“Alpha children wear grey. They
work much harder than we do, because they’re so
frightfully clever. I’m really awfully glad I’m a Beta,
because I don’t work so hard.” “’And then so small.’
Fanny made a grimace; smallness was so horribly and
typically low-caste.”)
• Literary device to show propaganda techniques: Big Lie,
repetition, conformity
• “Debugging human intuition”: natural use of heuristics to
create attitudes
• Rational irrationality (free rider problem) manipulation
by those who understand techniques
Operant Conditioning
• Changing voluntary behavior
• Reinforcement is a consequence that causes a
behavior to occur with greater frequency.
• Punishment is a consequence that causes a
behavior to occur with less frequency.
• Extinction is the lack of any consequence
following a behavior. When a behavior is
inconsequential, producing neither favorable nor
unfavorable consequences, it will occur with less
frequency
•
Positive: adding; Negative: taking away
Positive reinforcement occurs when a behavior
(response) is followed by a favorable stimulus
(commonly seen as pleasant) that increases the
frequency of that behavior. In the Skinner box
experiment, a stimulus such as food or sugar solution
can be delivered when the rat engages in a target
behavior, such as pressing a lever.
Negative reinforcement occurs when a behavior
(response) is followed by the removal of an aversive
stimulus (commonly seen as unpleasant) thereby
increasing that behavior's frequency. In the Skinner box
experiment, negative reinforcement can be a loud noise
continuously sounding inside the rat's cage until it
engages in the target behavior, such as pressing a
lever, upon which the loud noise is removed.
•
•
–
Babies and books
ABC
• Antecedent: stimulus set (late bell)
• Behavior: keep talking to your friends
• Consequence: tardy, Saturday school
• Q: Does the behavior increase or decrease? If
increases, reinforcement (even if hurts), if
decreases, punishment (even if intended to be
good)
• E.g.: Do suspensions act as reinforcement or
punishment?
• Positive punishment (also called "Punishment
by contingent stimulation") occurs when a
behavior (response) is followed by an aversive
stimulus, such as introducing a shock or loud
noise, resulting in a decrease in that behavior.
• Negative punishment (also called "Punishment
by contingent withdrawal") occurs when a
behavior (response) is followed by the removal
of a favorable stimulus, such as taking away a
child's toy following an undesired behavior,
resulting in a decrease in that behavior.
• Also:
• Avoidance learning is a type of learning in
which a certain behavior results in the cessation
of an aversive stimulus. For example, performing
the behavior of shielding one's eyes when in the
sunlight (or going indoors) will help avoid the
aversive stimulation of having light in one's eyes.
• Extinction occurs when a behavior (response)
that had previously been reinforced is no longer
effective. In the Skinner box experiment, this is
the rat pushing the lever and being rewarded
with a food pellet several times, and then
pushing the lever again and never receiving a
food pellet again. Eventually the rat would cease
pushing the lever.
Identity
• Erik Erikson:
• Ego identity: sometimes identified simply as "the
self"
• Personal identity: the personal idiosyncrasies
that separate one person from the next
• Social identity or the cultural identity: collection
of social roles that a person might play
– You are your mask (slave hegemony)
Historical Development of Self
• Relatively recent phenomenon
• Factors affecting
– In the West, the Protestant stress on one's
responsibility for one's own soul;
– Psychology itself, emerging as a distinct field of
knowledge and speculation;
– The growth of a sense of privacy;
– Specialization of worker roles during the industrial
period (as opposed, for example, to the
undifferentiated roles of peasants in the feudal
system);
– Occupation and employment's effect on identity (a
unique professional vs. interchangeable factory
worker)
Social Identity
• Categorization: We often put others (and ourselves) into
categories. Labeling someone a Muslim, a Turk, or a
soccer player are ways of saying other things about
these people.
– Often on the basis of faulty/limited information stereotypes
• Identification: We also associate with certain groups (our
in groups), which serves to bolster our self-esteem.
– View in-group members as unique individuals
• Comparison: We compare our groups with other groups
(out groups), seeing a favorable bias toward the group to
which we belong.
– View others as all the same (actually true that all
Asians/whites/blacks look alike to others)
• Psychological Distinctiveness: We desire our identity to
be both distinct from and positively compared with other
groups
• To what extent do I choose the groups I
join because of who I am and how much
are they chosen for me?
– Gender, race, class, nationality
• You can’t choose your parents, but can
you really choose your friends?
• If these groups then help shape your
identity, how much of you is you?
Criticism of the Self
• Preoccupation with independence is
harmful in that it creates racial, sexual and
national divides and does not allow for
observation of the self-in-other and otherin-self.
• Self rejected wholly or in part by
Communist China and Soviet Union
• Narcissism/egotism of West one reason
for rejection Western values