GENDSO NOTES
These are basic and necessary
LESSON 1
Behavior is generally defined ways that individuals
interact with their environment, and can be observable
or unobservable. According to William Glasser, Behavior
has four components: Thinking, Feeling, Action, and
Physiology. The interplay between these components
make up the total human experience.
Society is defined as an aggregate of people living
together in a more or less ordered community. It is
among the regulating agents of behavior, providing
information, guidance, and in most cases, rewards and
sanctions to encourage or discourage behaviors it
considers acceptable or unacceptable. Evaluation of the
acceptability of certain behaviors are often based on
existing norms.
Psychology is the study of the mind and behavior.
TYPES OF HUMAN BEHAVIOR
Molecular Behavior: It is an unexpected behavior that
occurs without thinking. One example is suddenly
closing eyes when something is about to this the eyes.
Moler Behavior: Unlike molecular behavior, this type of
behavior occurs after thinking. For example, a person
changes the way when one sees a harmful thing.
Overt Behavior: It is a visible type of behavior that can
occur outside of human beings. Eating food, riding a
bicycle, and playing football are some examples
Covert Behavior: Unlike overt behavior, this type of
behavior is not visible. Thinking is a good example of
covert behavior because no one can see us thinking.
Voluntary Behavior: It is a type of behavior that
depends on human wants. We can characterize walking,
speaking, and writing as voluntary behaviors.
Involuntary Behavior: Unlike voluntary behavior, this
type occurs naturally and without thinking. Breathing
air is a perfect example of involuntary behavior
BASIC PSYCHOLOGICAL PROCESSES AFFECTING
BEHAVIOR
1. Perception is responsible for organizing and
giving meaning to all sensory stimuli. The
function of this is obvious: knowing the
environment around us allows us to move and
interact with it.
skills to achieve an efficient adaptation.
2. Learning This is how we modify and acquire
knowledge, abilities, skills, behaviors, etc. It
works through what happened in the past.
Learning also helps us relate our behaviors with
their consequences. It is closely related to
memory.
3. Language It gives us the ability to communicate
with others. This communication, in the case of
humans, is carried out through a complex
symbolic code, or language. The complexity of
our language allows us to accurately describe
almost anything, be it past, present, or future.
Language allows us a mode of communication
broad enough to maintain human societies
4. Thought This is a complex process that
psychology defines as the process in charge of
transforming information to organize it and give
it meaning.
Thoughts – the cognitive component of human
behavior
5. Attention focuses our resources on a series of
stimuli while ignoring the rest.
We receive a large number of stimuli all at once
and we cannot attend to all at the same time.
6. Memory allows us to encode information for
future storage and retrieval.
This is an essential process and closely related
to all other processes
7. Motivation is responsible for providing the
body with resources to perform a behavior. It is
the process in charge of activating the body and
putting it in the ideal state.
The function of motivation is to get the
individual to direct their behavior toward their
goals and objectives. It prevents them from
standing still. This process is closely related to
emotion and learning.
8. Emotions are reactions to external stimuli. They
allow us to guide our behavior and act quickly in
response to the demands of our environment
Somatic: the physiological changes provoked by
emotion
Behavioral: the spectrum of behavior triggered by an
emotion
Feeling: the subjective experience of the individual
Behavior – our manner of thoughts, feelings, and
actions
Thoughts – the cognitive component of human
behavior
Feelings – the affective component of human behavior
Actions – the observable component of human
behavior; heavily influenced by thoughts, feelings, and
physiology.  strengthens behavior):
Acceptable behavior – behavior either praised or
tolerated
Unacceptable behavior – behavior either disliked,
discouraged, or punished
Personality – characteristic patterns of behavior
Habit – any regularly repeated behavior that requires
little or no thought and is learned rather than innate.
Learning – any relatively change in behavior as a result
of experience
Experience – the conscious component of human
existence; results from one’s interaction to the internal
and external environment
PERSPECTIVES ON MODERN PSYCHOLOGY
1. Psychodynamic perspective. This perspective
which started from Sigmund Freud’s work,
views that human behavior emphasizes the role
of early childhood experiences, the unconscious
mind, and interpersonal relationships to treat
mental illnesses and explain human behavior.
Freud believes that the human is composed of three
elements; id, ego, and superego.
Id- known as the persona’s main source of initial and
unconscious desires.
Ego- this psyche aspect is the one that deals with the
pressure of the real world.
Superego- this part of the human psyche is the last to
develop and is responsible for our internal morals,
standards, and ideals.
2. Cognitive perspective. The cognitive
perspective focuses on the human mental
processes that include thinking, memory,
decision-making, language, and problem-
solving. It depicts how the human mind works
by comparing it to a computer. The main goal is
to figure out how the mind acquires, process,
store, and utilize
3. Behavioral perspective. This perspective is
focused on humans’ learned behavior. Its main
concern is learning how behaviors were learned
and reinforced in an individual. Behavioral
perspective is usually used by therapists in
treating a mental health condition to explain
the cause of the illness
Reward – a type of behavior reinforcer (something that
that is either the addition of something pleasant or
pleasurable (i.e., food, money, freebies, etc.); or
the removal of something unpleasant or painful (i.e.,
choke or training collar for dogs, tight harness for
horses, play restrictions for children, etc.)
Punishment – a type of behavior inhibitor (something
that weakens behavior) that is either:
the addition of something unpleasant or painful (i.e.,
corporal punishment, detention, etc.); or
the removal of something pleasant or pleasurable (i.e.,
cancellation of rights/freedom privileges, withdrawal of
positive regard, sequestration of valuables like
cellphone, property, etc.)
4. Cross-cultural perspective. This particular
perspective examines human behavior
throughout different cultures.
There are 2 components that researchers’ study in
order to determine how culture affects our thinking and
behavior. The first one is the individualistic culture
while the second one is the collectivistic culture.
5. Biological perspective. This area of psychology
previously known as biopsychology or
physiological psychology highlights the physical
and biological bases of human behavior.
Biological psychologists study how genetics or damaged
areas in the brain can affect behavior and personality.
Some of its subjects include not only the brain but also
the nervous system, the immune system, and the
endocrine system. It uses tools such as magnetic
resonance imaging and positron emission tomography
to observe the brain.
6. Humanistic perspective. Psychologists on this
perspective focus on what makes human wants
to change, grow, and develop their personality.
This area of psychology examines the
responsibility of motivation on behavior and
 thought, making self-actualization an essential
concept.
7. Evolutionary perspective. Psychologists who
use this approach study how human evolution
has an impact on psychological phenomena.
This study proposes that human mental
processes exist because of the purpose that
they serve on evolution, including how they can
aid human survival and reproduction.
Society – an enduring social group living in a particular
place whose members are mutually interdependent and
share political and other institutions, laws and mores,
and a common culture.
THEORETICAL PERSPECTIVES IN THE STUDY OF SOCIETY
SYMBOLIC INTERACTIONISM THEORY
Symbolic interactionism is a micro-level theory
that focuses on meanings attached to human
interaction, both verbal and non-verbal, and to
symbols. Communication—the exchange of meaning
through language and symbols—is believed to be the
way in which people make sense of their social worlds.
Charles Horton Cooley introduced the looking-
glass self (1902) to describe how a person’s sense of
self grows out of interactions with others, and he
proposed a threefold process for this development:
1) we see how others react to us,
2) we interpret that reaction (typically as positive or
negative) and
3) we develop a sense of self based on those
interpretations. “Looking-glass” is an archaic term for a
mirror, so Cooley theorized that we “see” ourselves
when we interact with others.
George Herbert Mead (1863–1931) is
considered a founder of symbolic interactionism,
though he never published his work on this subject
(LaRossa and Reitzes 1993). Mead’s student, Herbert
Blumer, actually coined the term “symbolic
interactionism” and outlined these basic premises:
humans interact with things based on meanings
ascribed to those things; the ascribed meaning of things
comes from our interactions with others and society;
the meanings of things are interpreted by a person
when dealing with things in specific circumstances
(Blumer 1969).
SOCIAL CONFLICT THEORY
Conflict theory looks at society as a competition for
limited resources. This perspective is a macro-level
approach most identified with the writings of German
philosopher and sociologist Karl Marx (1818–1883),
who saw society as being made up of two classes, the
bourgeoisie (capitalist) and the proletariat (workers),
who must compete for social, material, and political
resources such as food and housing, employment,
education, and leisure time. Social institutions like
government, education, and religion reflect this
competition in their inherent inequalities and help
maintain the unequal social structure.
STRUCTURAL-FUNCTIONAL THEORY
Structural-functional theory, also called functionalism,
sees society as a structure with interrelated parts
designed to meet the biological and social needs of the
individuals in that society.
Functionalism grew out of the writings of English
philosopher and biologist, Hebert Spencer (1820–1903),
who saw similarities between society and the human
body. He argued that just as the various organs of the
body work together to keep the body functioning, the
various parts of society work together to keep society
functioning (Spencer 1898). The parts of society that
Spencer referred to were the social institutions, or
patterns of beliefs and behaviors focused on meeting
social needs, such as government, education, family,
healthcare, religion, and the economy.
FEMINIST THEORY
Feminist theory is a type of conflict theory that
examines inequalities in gender-related issues.
It uses the conflict approach to examine the
maintenance of gender roles and uneven power
relations.
Radical feminism, in particular, considers the role of the
family in perpetuating male dominance (note that
“radical” means “at the root”). In patriarchal societies,
men’s contributions are seen as more valuable than
those of women. Patriarchal perspectives and
arrangements are widespread and taken for granted. As
a result, women’s viewpoints tend to be silenced or
marginalized to the point of being discredited or
considered invalid. Peggy Reeves Sanday’s study of the
Indonesian Minangkabau (2004) revealed that in
societies considered to be matriarchies (where women
comprise the dominant group), women and men tend
to work cooperatively rather than competitively,
regardless of whether a job would be gendered as
feminine by U.S. standards
STANDPOINT THEORY
Many of the most immediate and fundamental
experiences of social life—from childbirth to who
washes the dishes to the experience of sexual violence
—had simply been invisible or regarded as unimportant
politically or socially. Dorothy Smith’s development of
standpoint theory was a key innovation in sociology
that enabled these issues to be seen and addressed in a
systematic way by examining one’s position in life
(Smith 1977). She recognized from the consciousness-
raising exercises and encounter groups initiated by
feminists in the 1960s and 1970s that many of the
immediate concerns expressed by women about their
personal lives had a commonality of themes.
Smith argued that instead of beginning sociological
analysis from the abstract point of view of institutions
or systems, women’s lives could be more effectively
examined if one began from the “actualities” of their
lived experience in the immediate local settings of
“everyday/ everynight” life.
INTERSECTIONAL THEORY
Recall that intersectional theory examines multiple,
overlapping identities and social contexts (Black,
Latina, Asian, gay, trans, working class, poor, single
parent, working, stay-at-home, immigrant,
undocumented, etc.) and the unique, various lived
experiences within these spaces. Intersectional theory
combines critical race theory, gender conflict theory,
and critical components of Marx’s class theory.
Kimberlé Crenshaw describes it as a “prism for
understanding certain kinds of problems.”
TYPE OF SOCIETY & KEY CHARACTERISTICS
Hunting-and-gathering
These are small, simple societies in which people hunt
and gather food. Because all people in these societies
have few possessions, the societies are fairly egalitarian,
and the degree of inequality is very low.
Horticultural and pastoral
Horticultural and pastoral societies are larger than
hunting-and-gathering societies. Horticultural societies
grow crops with simple tools, while pastoral societies
raise livestock. Both types of societies are wealthier
than hunting-and-gathering societies, and they also
have more inequality and greater conflict than hunting-
and-gathering societies.
Agricultural
These societies grow great numbers of crops, thanks to
the use of plows, oxen, and other devices. Compared to
horticultural and pastoral societies, they are wealthier
and have a higher degree of conflict and of inequality.
Industrial
Industrial societies feature factories and machines. They
are wealthier than agricultural societies and have a
greater sense of individualism and a somewhat lower
degree of inequality that still remains substantial.
Postindustrial
These societies feature information technology and
service jobs. Higher education is especially important in
these societies for economic success.
To clarify a culture represents the beliefs practices and
artifacts of a group while society represents the social
structures and organization of the people who share
those beliefs and practices.  Neither society nor culture
could exist without the other.
Norms define how to behave in accordance with what
society has defined as good, right, and important, and
most members of the society adhere to them.
Norms – standard ways of behaving.
KEY TYPES OF NORMS:
Folkways – describe socially acceptable behavior but do
not have great moral significance; common customs of
everyday life (social preferences); may also refer to
behaviors that are learned and shared by a social group.
Examples: Bowing or shaking hands as a form of formal
greeting
Mores – describe socially acceptable behavior with
great moral significance; violation of them endangers
the society’s stability (social requirements); traditional
customs and conventions that are typical of a particular
society
Examples: Sexual activity should be done in private,
preferably after marriage
Laws – norms that are formally inscribed at the state or
federal level and can result to formal punishment for
violations, such as fines, incarnation, or even death;
they are formal social controls that outline rules, habits,
and customs a society uses to enforce conformity to its
norms.
Examples: Individuals convicted of rape or murder goes
to prison
Taboos – bans and inhibitions resulting from social
customs or religious practice
Examples: Incestuous relationships such as marrying
your cousin

FACTORS THAT INFLUENCE CULTURAL NORMS:

Culture – collective term to identify the ideas, customs,
and social behavior of a particular people or society.
Religion – a system of belief and practice accepting a
‘binding’ relation to a divine being (in the case of
monotheists), or divine beings (in the case of
polytheists)
Traditions – ideas and beliefs that are passed down
from one generation to the next generation
Values – a person or group’s judgement about what’s
important in life.
Attitudes – a set of belief, emotion, or action towards a
particular object.