Mead vs. Cooley on Self

Overview

Lecture compares Charles Cooley and George Herbert Mead on social influence in self-identity.
Focuses on Mead's theory of how social interaction shapes the self across developmental stages.
Introduces Mead’s stages: preparatory, play, and game; and his concepts of the "me," the "I," and the "generalized other."

Cooley: Everyone a person interacts with across life can influence self-identity.
Mead: Influence is more limited — certain people at certain life stages matter most.
Mead: The form of social influence changes across the lifespan.

Preparatory Stage
- Children primarily imitate others (e.g., mimic cooking, cleaning).
- Imitation is not true interaction; children lack perspective-taking.
- Begin practicing symbols (gestures, words) used in later communication.
Play Stage
- Children engage in pretend play (role-playing as parents, doctors, firefighters).
- Start role-taking: mentally assuming others’ perspectives and responding accordingly.
- Move beyond mere imitation to creating social interactions.
Game Stage
- Children understand multiple roles and broader social expectations.
- Begin to grasp the "generalized other" — society’s attitudes and norms.
- Recognize people perform based on personal beliefs and societal expectations.
- Realize individuals can occupy multiple roles simultaneously.

Role-Taking
- Mentally assuming another person’s perspective and acting from it.
Generalized Other
- Society as a whole; the internalized sense of general norms and expectations.
Significant Others
- Individuals with important relationships (parents, teachers, close peers) whose opinions matter most.
"Me"
- The social self: how we believe the generalized other sees us; learned via interaction.
"I"
- The response of the individual to the "me"; personal reactions and initiatives.
Self (per Mead)
- The actual self emerges as the balance between the "I" and the "me."

Young children are egocentric (similar to Piaget): they don’t take others’ perspectives.
Early confusion when children see teachers outside school illustrates limited role understanding.
Example: "Me" recognizes that going to college after high school is typical; the "I" questions if alternate paths might be better.

Stage	Age/Characteristic	Primary Process	Outcome/Understanding
Preparatory	Very young children; early imitation	Imitation; practice of symbols and gestures	Not true interaction; limited perspective-taking
Play	Preschool/early childhood	Role-playing; role-taking (pretend play)	Ability to assume others’ perspectives; create interactions
Game	Later childhood	Understanding multiple roles; awareness of generalized other	Grasp of societal norms; concern about significant others’ perceptions

Social identity emerges progressively as children internalize others’ viewpoints.
Concern about others’ evaluations focuses on significant others rather than everyone.
Identity is dynamic: social influences ("me") and individual responses ("I") interact continuously.