I Eat, Therefore I Am

2018 ◽  
Author(s):  
Dan Kelly ◽  
Nicolae Morar
Keyword(s):  
Social Norms ◽  
Social Interactions ◽  
Moral Psychology ◽  
Social Roles ◽  
Social Role ◽  
Eating Habits ◽  
Empirical Work ◽  
Current Work ◽  
Ethical Implications ◽  
Run Up

This chapter examines the set of relations that hold between food and cuisine, eating and dining, and norms, social roles, and identities, in a way that continues to be informed by current work in empirical moral psychology. It unpacks the notion of a social role in terms of social norms, the often unwritten rules that regulate behavior and social interactions, and describes recent empirical work that illuminates the power and psychological underpinning of norm-based cognition, with an emphasis on how disgust animates many food norms. Finally, it discusses the ethical implications of this perspective for assessing food norms and considers how attempts to alter a person’s eating habits can run up against deep and distinctive forms of psychological resistance when they are also attempts to change who she is.

Cooperation and obligation in early parent-child relationships

2020 ◽  
Vol 43 ◽  
Author(s):  
Ross A. Thompson
Keyword(s):  
Social Norms ◽  
Moral Psychology ◽  
Close Relationships ◽  
Social Agency ◽  
Infant Survival ◽  
Peer Experiences ◽  
Early Experiences ◽  
Early Parent ◽  
Collaborative Skills ◽  
Parent Child Relationships

Abstract Tomasello's moral psychology of obligation would be developmentally deepened by greater attention to early experiences of cooperation and shared social agency between parents and infants, evolved to promote infant survival. They provide a foundation for developing understanding of the mutual obligations of close relationships that contribute (alongside peer experiences) to growing collaborative skills, fairness expectations, and fidelity to social norms.

The Structure Among Measures of Personality, Social Attitudes, Values, and Social Norms

2007 ◽  
Vol 28 (4) ◽  
pp. 240-251 ◽  
Author(s):  
Lazar Stankov
Keyword(s):  
Factor Analysis ◽  
Individual Differences ◽  
Social Norms ◽  
Social Interactions ◽  
Correlation Matrix ◽  
Social Attitudes ◽  
Group Differences ◽  
Factor Scores ◽  
Ethnic Group Differences ◽  
Inside Out

Abstract. This paper presents the results of a study that employed measures of personality, social attitudes, values, and social norms that have been the focus of recent research in individual differences. These measures were given to a sample of participants (N = 1,255) who were enrolled at 25 US colleges and universities. Factor analysis of the correlation matrix produced four factors. Three of these factors corresponded to the domains of Personality/Amoral Social Attitudes, Values, and Social Norms; one factor, Conservatism, cut across the domains. Cognitive ability showed negative correlation with conservatism and amoral social attitudes. The study also examined gender and ethnic group differences on factor scores. The overall interpretation of the findings is consistent with the inside-out view of human social interactions.

Institutional actors: Children’s emerging beliefs about the causal structure of social roles

2019 ◽  
Author(s):  
Alexander Noyes ◽  
Frank Keil ◽  
Yarrow Dunham
Keyword(s):  
Soccer Player ◽  
Social Roles ◽  
Social Role ◽  
Causal Structure ◽  
Executive Orders ◽  
The Social ◽  
The World ◽  
Children's Beliefs ◽  
Institutional Actors ◽  
The U.S

Institutions make new forms of acting possible: Signing executive orders, scoring goals, and officiating weddings are only possible because of the U.S. government, the rules of soccer, and the institution of marriage. Thus, when an individual occupies a particular social role (President, soccer player, and officiator) they acquire new ways of acting on the world. The present studies investigated children’s beliefs about institutional actions, and in particular whether children understand that individuals can only perform institutional actions when their community recognizes them as occupying the appropriate social role. Two studies (Study 1, N = 120 children, 4-11; Study 2, N = 90 children, 4-9) compared institutional actions to standard actions that do not depend on institutional recognition. In both studies, 4- to 5-year-old children believed all actions were possible regardless of whether an individual was recognized as occupying the social role. In contrast, 8- to 9-year-old children robustly distinguished between institutional and standard actions; they understood that institutional actions depend on collective recognition by a community.

scholarly journals Social Role of the Librarians of the Federal Institute of Education, Science and Technology

2021 ◽  
Author(s):  
Caroline da Rosa Ferreira Becker
Keyword(s):  
Cognitive Skills ◽  
Social Roles ◽  
Social Role ◽  
Science And Technology ◽  
Everyday Practices ◽  
Federal Institute ◽  
Educational Institute ◽  
The Social ◽  
Education Science

The study was carried out through the theoretical foundation about the conceptions and objectives of the Federal Institute of Education, Science and Technology, and also on the social role of the librarians of this educational institute. These Federal Institutes were created in Brazil in 2009 and they offer basic and higher education. This study aims at investigating, analyzing, and understanding if the librarians of the Federal Institutes of Education, Science, and Technology recognize their social roles as professionals that can contribute to the development of cognitive skills with regards to the information in the library’s users. A case study was carried out with all the librarians of the Federal Institutes and questionnaires were the method used for collecting data. It should be noted in the librarians’ answers that they recognize their social roles, and they act according to what they recognize. In their everyday practices, these librarians try to minimize the difficulties that the library’s users face in relation to the search, location, use, assessment, dissemination, and understanding of information.

scholarly journals SOCIO-CULTURAL FEATURES OF SPEAKERS’ COMMUNICATIVE BEHAVIOR IN DIFFERENT SOCIAL ROLES AND THEIR TRANSLATION INTO UKRAINIAN

2020 ◽  
Vol 11 (87) ◽  
Author(s):  
Myroslava Lohvynenko ◽  
Keyword(s):  
Social Roles ◽  
Social Role ◽  
Communicative Behavior ◽  
Communication Situations ◽  
The Social ◽  
The Individual ◽  
Cultural Features ◽  
Linguistic Means

The article is a study of the features of the individual’s communicative behavior, when implementing different social roles. By analyzing the concept of the social role and status, author puts forward the classification of the most frequent social roles represented by an individual in formal and informal communication situations (that of a father, lecturer, friend, colleague, employer, employee, consultant). The work is based on the number of studied and investigated dialogical fragments, where one character appears in different social roles and uses various language means. Having considered typical communicative situations, the author also singles out linguistic and extra-linguistic means which mark the changes of speaker’s social roles, namely: elevated, sarcastic, polite, sad, ironic, joyful, neutral, strict, humorous, angry, contemptuous, intrusive, friendly, confident and other tones as well as smile, frown and raised eyebrows, laugh, direct eye contact, pointing finger, pointing the hand etc. At the next stage of the analysis the author reveals the language means that mark the changes of the speaker's social roles as well as outlines the difficulties, connected with their translation into Ukrainian. Translation of the dialogical fragments was studied in order to find out types of rendition of the means that indicate realization of different social roles by the speaker. Non-verbal communication was also researched, aiming to find out correlation between the social role of the speaker and the means, used by the speaker, according to his social role. As a result, the paper presents the analysis of such means of translation as transliteration, transcription, antonymous, descriptive, and contextual tracing, literal types of translation as well as their dependence on the social role of the speaker. So the components of intercourse let communicative behavior of the individual to be comprehensively considered. Thereby, the results of the study, their representation in per cents, as well as examples of the communicative situations and their analysis, are represented in the following article.

scholarly journals Substance use changes and social role transitions: Proximal developmental effects on ongoing trajectories from late adolescence through early adulthood

2010 ◽  
Vol 22 (4) ◽  
pp. 917-932 ◽  
Author(s):  
Jeremy Staff ◽  
John E. Schulenberg ◽  
Julie Maslowsky ◽  
Jerald G. Bachman ◽  
Patrick M. O'Malley ◽  
...  
Keyword(s):  
Substance Use ◽  
Transition To Adulthood ◽  
Social Roles ◽  
Social Role ◽  
Early Adulthood ◽  
Late Adolescence ◽  
Work And Family ◽  
Family Roles ◽  
Role Transitions ◽  
Role Changes

AbstractSubstance use changes rapidly during late adolescence and early adulthood. This time in the life course is also dense with social role changes, as role changes provide dynamic context for individual developmental change. Using nationally representative, multiwave longitudinal data from age 18 to 28, we examine proximal links between changes in social roles and changes in substance use during the transition to adulthood. We find that changes in family roles, such as marriage, divorce, and parenthood, have clear and consistent associations with changes in substance use. With some notable exceptions, changes in school and work roles have weaker effects on changes in substance use compared to family roles. Changes in socializing (i.e., nights out for fun and recreation) and in religiosity were found to mediate the relationship of social role transitions to substance use. Two time-invariant covariates, socioeconomic background and heavy adolescent substance use, predicted social role status, but did not moderate associations, as within-person links between social roles and substance use were largely equivalent across groups. This paper adds to the cascading effects literature by considering how, within individuals, more proximal variations in school, work, and family roles relate to variations in substance use, and which roles appear to be most influential in precipitating changes in substance use during the transition to adulthood.

Observations of food consumption in a daycare setting

2015 ◽  
Vol 16 (4) ◽  
pp. 420-437 ◽  
Author(s):  
Regina Ahn ◽  
Michelle R. Nelson
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Social Interactions ◽  
Food Consumption ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Eating Habits ◽  
Participant Observation ◽  
Content Type ◽  
Healthy Eating Habits

Purpose – The purpose of this paper is to examine the behaviors and social interactions among preschool children and their teachers during food consumption at a daycare facility. Using social cognitive theory, the goal is to identify how role modeling, rules, behaviors and communication shape these young consumers’ health-related food consumption and habits. Design/methodology/approach – This study was conducted in a US daycare facility among preschool children (aged four years) over a three-month period. Qualitative ethnographic methods included participant and non-participant observation of meals and snack-time. Findings – Findings from the observations revealed that teachers’ food socialization styles and social interactions with peers cultivate children’s food consumption. In addition, commensality rules set by the childcare institution also help children learn other valuable behaviors (e.g. table manners and cleaning up). Research limitations/implications – The study was conducted in one location with one age group so the results may not be generalized to all children. As more young children spend time in preschools and daycare centers, the understanding of how these settings and the caregivers and peers influence them becomes more important. Preschool teachers can influence their young students’ food consumption through their actions and words. Training teachers and cultivating educational programs about ways to encourage healthy eating habits could be implemented. Originality/value – The paper offers observations of actual behaviors among young children in a naturalistic setting.

Psychologies of Ethics

Ethical Life ◽  
2015 ◽  
Author(s):  
Webb Keane
Keyword(s):  
Moral Psychology ◽  
Sufficient Conditions ◽  
Ethical Life ◽  
Social Existence ◽  
Ethical Implications ◽  
Ethical Stance

This chapter explores some of the major findings in developmental, cognitive, and moral psychology that have been taken as evidence for the foundations of ethics. It looks at research on human capacities and propensities for things such as sharing and cooperation, intention-seeking, empathy, self-consciousness, norm-seeking and enforcement, discrimination, and role-swapping. While these human capacities are necessary, they are not sufficient conditions for ethical life. What they help explain is what it is about humans that makes them prone to taking an ethical stance. For the psychology of ethics to have a full social existence, it must be manifest in ways that are taken to be ethical by someone. Ethics must be embodied in certain palpable media such as words or deeds or bodily habits. The ethical implications must be at least potentially recognizable to other people.

Anonymity, Mineness, and Agent Specificity: Pragmatic Normativity and the Authentic Situation in Heidegger’s Being and Time

Giving a Damn ◽  
2017 ◽  
Author(s):  
William Blattner
Keyword(s):  
Social Norms ◽  
Social Roles ◽  
Being And Time ◽  
Authentic Self ◽  
Alternative Approach

“California Heideggerianism,” as developed in the 1980‘s by Dreyfus, Haugeland, and Guignon, interprets Heidegger’s notion of the Anyone in Being and Time as a pattern of social normativity that establishes the contours of Dasein’s self-understanding and world. Specifically, the Anyone maintains a reservoir of “anonymous” or “generic” social roles, and individual cases of Dasein understand themselves by throwing themselves into one or several such social roles. Thus, the content of Dasein’s self-understanding is circumscribed by those possibilities of living on offer from Anyone. I argue that this reconstruction of the role of the Anyone is neither phenomenologically plausible nor exegetically required. To develop an alternative approach, I analyze the pragmatic normativity of those situations in which Dasein is called upon to deviate from everyday social norms. I draw upon Haugeland’s reconstruction of the phenomenon of conscience in Being and Time, which I argue can lead us to a conception of authentic self-understanding in which the content of self-understanding is neither some utterly novel and unprecedented form of originality nor provided by anonymous social norms. Rather, this owned content is the product of specifying impersonal possibilities of self-understanding that reside in the background culture in which one lives.

scholarly journals Hubungan Antara Regulasi Diri dan Perencanaan Karir pada Remaja Putri Bali

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Ni Luh Arick Istriyanti ◽  
Nicholas Simarmata
Keyword(s):  
Positive Relationship ◽  
Career Planning ◽  
Social Roles ◽  
Social Role ◽  
Self Regulation ◽  
Cultural Activity ◽  
Analysis Method ◽  
Teenage Girls ◽  
Quantitative Correlation ◽  
The Right

  Adolescences have many developmental tasks. Some of them are getting involved into social role and capable of doing a proper career planning. When adolescences are faced by the strict culture, like Balinese Teenage Girls who involved into sekaa teruna organization, they have to actively participate in every cultural activity as a part of social role, and also doing career planning for their future’s preparation. In doing career planning, adolescences need the ability to manage their potential and retrieved information without ignoring their social roles. Therefore, Balinese Teenage Girls need to find the right way to do career planning and fulfill their social roles that are have a good self-regulation. Because of that researcher assumed that there is a positive relationship between self-regulation and career planning of Balinese Teenage Girls.   This research method is quantitative-correlation, using 135 subjects that are Balinese Teenage Girls who joined sekaa teruna organization in Badung and their age ranges from 15-20 years old. Method used for collecting the data is questionnaire which is self-regulation scale and career planning scale. The reliability of self-regulation variable is 0.916 and for the career planning variable is 0.911. The normality of self-regulation variable is 0.098 and for the career planning variable is 0.269. The linearity between self-regulation variable and career planning variable is 0.000. The determination coefficient is 0.354. The analysis method is Pearson product moment correlation techniques. The correlation coefficient is 0.595 with 0.000 probabilities. It is proved there is a positive relationship between self-regulation and career planning of Balinese Teenage Girls.   Keywords: Self-Regulation, Career Planning, Balinese Teenage Girls  

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