Socio psychology
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Ethnomethodology
Ethnomethodology is an approach to studying human interaction that focuses on how people make sense of their social world and communicate shared understandings. It assumes that members of society have shared methods to construct meaningful social situations. A key method is "breaching experiments" where sociologists violate social norms to study how people respond. The document discusses breaching experiments, key theorists like Garfinkel and Sacks, and areas of focus for ethnomethodology like institutional settings, challenges to record keeping, and conversational analysis. It raises questions about whether ethnomethodology is a valid form of sociology and how it addresses power.
Ethnomethodology
this powerpoint presentation is for better understanding of Ethnomethodology. In this presentation ethnomethodology is compared with phenomenology and mainstream social science .the criticism of mainstream sociology by ethnomethodologist is also a part of the presentation. the last slide consist of criticism of enthomethodology
Ethnomethodology
Ethnomethodology is an approach introduced by Harold Garfinkel that studies the everyday methods people use to produce social order. It examines how people make sense of their world through common practices and language. Ethnomethodology focuses on the practical activities and reasoning processes that people use in their everyday lives and views social reality as an ongoing accomplishment. Researchers use methods like interviews, observation, and experiments to understand these everyday methods of sense-making.
Mehan hugh-the-reality-of-ethnomethodology
This passage discusses the nature of reality through an examination of how the Azande people of Africa understand their oracles. It makes three key points:
1. The Azande's belief in their oracles is an "incorrigible proposition" that is assumed to be true regardless of any contradictory experiences, similar to mathematical axioms.
2. Their reality is constructed through ritual practices that transform tree bark into a vessel for the oracle's messages. Contradictions only exist from an outside Western scientific perspective, not from within their own reality.
3. When contradictions occur, the Azande employ "secondary elaborations of belief" to explain them while still maintaining the absolute reality of their or
Ethnomethodology
Ethnomethodology (EM) emerged from the work of Harold Garfinkel in the 1960s as an approach interested in how social order is actively constructed by members in everyday life using commonsense knowledge and methods. Unlike functionalists who see social order as imposed from above, EM views it as achieved from below as members produce meanings and order through language and descriptions that make situations seem clear and organized. EM uses experiments like breaching interactions to disrupt taken-for-granted assumptions and demonstrate that order is accomplished, not inevitable. However, EM has been criticized for potentially trivial findings and for ignoring wider social structures that influence meaning construction.
SociologyExchange.co.uk Shared Resource
Phenomenology and ethnomethodology argue that social reality is constructed in individuals' minds rather than existing objectively. Phenomenology posits that people use "typifications" to categorize and understand the world, but these meanings vary by context. Ethnomethodology focuses on the taken-for-granted rules that individuals use to construct social reality. Both have been criticized for underestimating the role of social structure and inequality in shaping people's lives.
The critical tradition
The critical tradition arose to question the outcomes of communication and analyze power structures in society. The Frankfurt School introduced this approach, analyzing how power imbalances are perpetuated through language, media, and science. Critical scholars aim to expose hidden oppression and stimulate social action. They challenge the control of language, the role of media, and uncritical acceptance of empirical findings. While diverse, critical scholars broadly aim to understand how arrangements enforce certain stakeholders' power in ways that can dominate and oppress others.
Harold garfinkel - studies in ethnomethodology
This document discusses the field of ethnomethodology. It argues that ethnomethodology studies the methods that people use in their everyday lives to make their actions and social situations observable and accountable. It focuses on how people produce and manage everyday social settings through practical procedures for describing and accounting for those same settings. A key idea is that accounting practices are "reflexive" in that they are part of the same ordinary activities they describe. The document also discusses how descriptions of social life can be "loose" and incomplete, as the full implications and conditions referenced may be vast and difficult to fully articulate.
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Ethnomethodology
Ethnomethodology is an approach to studying human interaction that focuses on how people make sense of their social world and communicate shared understandings. It assumes that members of society have shared methods to construct meaningful social situations. A key method is "breaching experiments" where sociologists violate social norms to study how people respond. The document discusses breaching experiments, key theorists like Garfinkel and Sacks, and areas of focus for ethnomethodology like institutional settings, challenges to record keeping, and conversational analysis. It raises questions about whether ethnomethodology is a valid form of sociology and how it addresses power.
Ethnomethodology
this powerpoint presentation is for better understanding of Ethnomethodology. In this presentation ethnomethodology is compared with phenomenology and mainstream social science .the criticism of mainstream sociology by ethnomethodologist is also a part of the presentation. the last slide consist of criticism of enthomethodology
Ethnomethodology
Ethnomethodology is an approach introduced by Harold Garfinkel that studies the everyday methods people use to produce social order. It examines how people make sense of their world through common practices and language. Ethnomethodology focuses on the practical activities and reasoning processes that people use in their everyday lives and views social reality as an ongoing accomplishment. Researchers use methods like interviews, observation, and experiments to understand these everyday methods of sense-making.
Mehan hugh-the-reality-of-ethnomethodology
This passage discusses the nature of reality through an examination of how the Azande people of Africa understand their oracles. It makes three key points:
1. The Azande's belief in their oracles is an "incorrigible proposition" that is assumed to be true regardless of any contradictory experiences, similar to mathematical axioms.
2. Their reality is constructed through ritual practices that transform tree bark into a vessel for the oracle's messages. Contradictions only exist from an outside Western scientific perspective, not from within their own reality.
3. When contradictions occur, the Azande employ "secondary elaborations of belief" to explain them while still maintaining the absolute reality of their or
Ethnomethodology
Ethnomethodology (EM) emerged from the work of Harold Garfinkel in the 1960s as an approach interested in how social order is actively constructed by members in everyday life using commonsense knowledge and methods. Unlike functionalists who see social order as imposed from above, EM views it as achieved from below as members produce meanings and order through language and descriptions that make situations seem clear and organized. EM uses experiments like breaching interactions to disrupt taken-for-granted assumptions and demonstrate that order is accomplished, not inevitable. However, EM has been criticized for potentially trivial findings and for ignoring wider social structures that influence meaning construction.
SociologyExchange.co.uk Shared Resource
Phenomenology and ethnomethodology argue that social reality is constructed in individuals' minds rather than existing objectively. Phenomenology posits that people use "typifications" to categorize and understand the world, but these meanings vary by context. Ethnomethodology focuses on the taken-for-granted rules that individuals use to construct social reality. Both have been criticized for underestimating the role of social structure and inequality in shaping people's lives.
The critical tradition
The critical tradition arose to question the outcomes of communication and analyze power structures in society. The Frankfurt School introduced this approach, analyzing how power imbalances are perpetuated through language, media, and science. Critical scholars aim to expose hidden oppression and stimulate social action. They challenge the control of language, the role of media, and uncritical acceptance of empirical findings. While diverse, critical scholars broadly aim to understand how arrangements enforce certain stakeholders' power in ways that can dominate and oppress others.
Harold garfinkel - studies in ethnomethodology
This document discusses the field of ethnomethodology. It argues that ethnomethodology studies the methods that people use in their everyday lives to make their actions and social situations observable and accountable. It focuses on how people produce and manage everyday social settings through practical procedures for describing and accounting for those same settings. A key idea is that accounting practices are "reflexive" in that they are part of the same ordinary activities they describe. The document also discusses how descriptions of social life can be "loose" and incomplete, as the full implications and conditions referenced may be vast and difficult to fully articulate.
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Symbolic interactionism
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This document provides an overview of the key people, perspectives, and fields within psychology. It mentions influential figures like B.F. Skinner, William James, Wilhelm Wundt, Sigmund Freud, and Kenneth B. Clark. It also references major approaches such as behaviorism, cognitive psychology, psychoanalysis, humanism, and the sociocultural perspective. Finally, it briefly outlines the goals and methods used within subfields including biological, developmental, educational, industrial/organizational, and school psychology.
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The document summarizes the origins and key figures in the development of sociology and communications studies. It discusses how early sociologists like Auguste Comte, Emile Durkheim, Karl Marx, and Jürgen Habermas incorporated the study of social interactions and communications into sociology. It also provides definitions of sociology of communications and outlines its areas of focus, including media effects, technology, culture, and social processes.
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Symbolic interactionism is a micro-level social theory that focuses on how people learn culture and how culture structures everyday experiences through symbolic meanings. It originated in the 1920s at the University of Chicago. George H. Mead was influential in arguing that the human mind develops through social interaction and the use of symbols to create shared meanings. He believed that symbols, developed socially, act as filters that allow people to understand themselves, others, and society. Later theorists like Blumer built upon Mead's work to outline three core premises of symbolic interactionism: that people act based on the meanings of things in their environment, those meanings come from social interactions, and meanings are interpreted and modified during social encounters.
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Symbolic interactionism views the self as socially constructed through ongoing social interactions and negotiations of meanings. It is a theory that human communication and interaction are facilitated by symbols and their conventionalized meanings. The school of thought originated in the early 20th century from the work of sociologists like George Herbert Mead, Charles Horton Cooley, and Herbert Blumer, who saw the capacity for thought as shaped by social interaction, where people learn symbols and their meanings to carry out human actions and modify meanings based on social contexts.
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Social science is defined as the study of society and human social behavior using scientific methods of inquiry. It is distinct from natural science, which studies physical phenomena, and humanities, which seeks to understand human experience and culture. The document provides examples of how social science can be used to understand and address social issues like poverty, inequality, and events like the September 11 terrorist attacks.
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This presentation discusses symbolic interactionism and its key concepts. Symbolic interactionism focuses on the symbolic meanings that people develop and rely on in social interaction. It analyzes society by addressing the subjective meanings people impose on objects, events, and behaviors. The main postulate is that human beings have the capacity for thought, which is shaped by social interaction and the learned meanings and symbols that allow people to act and interpret situations.
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Symbolic interactionism is a theory that views society as a complex system of symbolic communications between individuals. It proposes that 1) people act based on the meanings symbols have for them, 2) meanings arise through social interactions where people define and redefine symbols, and 3) people's thoughts and their views of themselves are modified through an internal interpretation of one's own and others' actions. According to this view, the self develops as people learn to see themselves through the eyes of others and their perceptions are internalized.
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This document provides an overview of the key people, perspectives, and fields within psychology. It mentions influential figures like B.F. Skinner, William James, Wilhelm Wundt, Sigmund Freud, and Kenneth B. Clark. It also references major approaches such as behaviorism, cognitive psychology, psychoanalysis, humanism, and the sociocultural perspective. Finally, it briefly outlines the goals and methods used within subfields including biological, developmental, educational, industrial/organizational, and school psychology.
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I used local and foreign books. Some concepts are not mentioned here in my slides but will be discussed during our session.
If you want to know the resources feel free to comment below.
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This document summarizes key concepts from a chapter on social behavior and cultural contexts, including:
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The document discusses several major theories of human development including psychoanalytic theory, behaviorism, cognitive theory, sociocultural theory, and epigenetic theory. It provides an overview of the key people and ideas associated with each theory. For example, it describes Freud's ideas about stages of psychosexual development in psychoanalytic theory and Watson's views on learned behavior in behaviorism. The document also notes how each theory has contributed to understanding development and advocates an eclectic approach using different aspects of the various theories.
Behaviorism and Social Cognitive Theory2Assessme.docx
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Assessment 1: Behaviorism and Social Cognitive Theory- Gisela
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Case Study
Gisela is a 6-year-old girl who has begged her family for a pet dog for years. Her parents claim that she has been drawn to them since she was a baby, but they just haven’t had the time for a puppy, yet everyone in their neighborhood seems to have one. A few months ago, while she was walking the two blocks to school all by herself, a beautiful looking dog was in a yard along her path. Delighted, she opened their gate and rushed to the dog while squealing with delight. Suddenly the dog jumped on her and knocked her down, giving her a growl and snapping his teeth at her. The dog continued to bark at her until the owner came out from the house and discovered a shaking, sobbing child who had wet herself in terror. She was unable to tell the man her name or where she lived, and it was an hour until police arrived to assist.
Gisela’s parents share that now, several months later, they have a big problem. At first, Gisela seemed to only be afraid of that one brown dog, but now she has become afraid of just about anything related to dogs. Gisela is too afraid to walk to school even with her parents, she is afraid there will be a dog around every corner, she notices dog barks “from really far away”, she is afraid of sirens, and won’t go to parades. She has wetting accidents almost every day when she did not before. Ironically, she is still begging for one of her own, and while they are now considering a family dog, they are hesitating given Gisela’s situation.
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3) Cognitive theory proposed by Piaget describes four stages of cognitive development and the processes of assimilation and accommodation to maintain cognitive equilibrium.
4) Sociocultural theory proposed by Vygotsky highlights the role of culture and social interaction in learning, including the zone of proximal development.
5
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The attention of philosophers and then scientists to
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service of improving adult performance. The socie-
tal concern has always had a life-span perspective.
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continues to be a major motivator for society to
support child development research. Although the
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The document discusses several theories of human development:
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Personality theories try to unravel the nature of human beings. There is a myriad of theories that various scholars have formatted to understand human behavior and the motives behind the actions they display. This discussion focuses on the differences and similarities between psychoanalytic and behavioral theories of personality. It concludes by identifying the theory that most aligns with me.
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The psychoanalytic theory states that human behavior results from experiences between three sections of the mind: the id, the ego, and the superego. Jessica (2018) posited that the fundamental idea of this theory is that human growth is controlled by inner drives, unmet needs, and unconscious motivations from childhood. On the contrary, the behavioral theory focuses on how students acquire knowledge or learn, and its key idea is that all habits or behaviors are learned through interaction with the environment. Those hereditary influences have little impact on these behaviors (Jessica, 2018).
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Socio psychology
- 1. SOCIO PSYCHOLOGY • • • • Alternative Perspectives Rationale Biological Branch Trait Theory
- 2. ALTERNATIVE PERSPECTIVES MAJOR PERSPECTIVES Sociocultural Perspective Stresses the importance of social norms and culture. Proposes that children learn behaviour through problemsolving interactions with other children and adults. Evolutionary Perspective Argues that social behaviours are developed through genetics and inheritance. Emphasises the role of biology and gene transmission across generations to explain current behaviour.
- 3. CONTINUED…… Social Learning Perspective Stresses the importance of unique experiences in family, school, community, etc. learn behaviours through observing and mimicking the behaviour of others. Social-Cognitive Perspective We notice, interpret, and judge the behaviour of others New experiences can either be assimilated (using already held beliefs to interpret the event), or accommodated (which involves changing existing beliefs in response to the event.)
- 4. KEY FIGURES PERSPECTIVES EARLY PHILOSOPHERS Aristotle Believed that humans were naturally sociable, a necessity which allows us to live together (an Individual Centred Approach) Hegel (1770–1831) Introduced the concept that society has inevitable links with the development of the social mind. Lazarus & Steinthal (1860) They put forward the idea of “Volker psychology” which focused on the idea of a Collective mind.
- 5. THEORISTS Allport (1920) – Social Facilitation Allport introduced the notion that the presence of others (the social group) can facilitate certain behaviour. Bandura (1963) – Social Learning Theory Bandura introduced the notion that behaviour in the social world could be modelled. Weiner (1986) – Attribution theory Introduced the idea that we look for explanations of behaviour in the social world, through our experiences of success and failure.
- 6. EXAMPLE – SOCIAL CONFORMITY Haney, Banks, Zimbardo (1973) – Prison Study Volunteers took part in a simulation where they were randomly assigned the role of a prisoner or guard. There was some basic loss of rights for the prisoners. The study showed that conformity to social roles occurred as part of the social interaction. Both groups displayed more negative emotions and hostility. Prisoners became passive, whilst the guards assumed an active, brutal and dominant role. Although normative and informational social influence had a role to play here, DE individuation/the loss of a sense of identity seemed most likely to lead to conformity.
- 7. RATIONALE The socio psychological approach to understanding communication is framed by both early scientific thinking and the emerging “social sciences. Arose out of modernism, and in many ways is a continuation of the enlightenment project. focuses on human traits, predispositions, cognitive processes and reveals hidden internal factors influencing communication. „Excessive individualism, inattention to macro-social forces‟‟ (Craig&Muller 2007, p84)
- 8. SOCIOPSYCHOLOGICAL TRADITION BRANCH – BIOLOGICAL: BRAIN FUNCTION, NEUROCHEMISTRY, PSYCHOBIOLOGY
- 9. Biological factors such as chromosomes, hormones and the brain all have a significant influence on human behaviour, for example gender. The biological approach believes that most behaviour is inherited and has an adaptive (or evolutionary) function. EXAMPLE Weeks after child birth the testosterone levels in the father drops by more than 30% (evolutionary function) Therefore men with lower levels of testosterone are less likely to have a wondering eye. They are also less aggressive
- 10. TRAIT THEORY Suggests that we inherit certain „traits‟ i.e. Schizophrenia, shyness, extroversion, introversion.
- 11. Raymond Cattell - defined 2 types of traits - Surface Traits: Personality characteristics easily seen by other people - Source Traits: More basic traits that underlie the surface traits Example Being shy, quiet and disliking crowds are surface traits related to the more basic source trait of introversion.
- 13. QUESTION AND DISCUSSION WELCOME
- 14. REFERENCES Cherry K. 2013, About.com Psychology, 27 November 2013, <http://psychology.about.com/od/socialpsychology/f/socpersp.htm> CUCO PowerPoint 2013, „Psychological and Sociopsychological Approaches to Communication‟, viewed 19 November 2013. McGrath J. 2009, Yahoo! Voices – Raymond Cattell’s Trait Theory, 27 November 2013 <http://voices.yahoo.com/raymond-cattells-trait-theory-3215165.html> McLeod S. 2007, Simply Psychology, 27 November 2013 <http://www.simplypsychology.org/perspective.html>