Symbolic Interactionism
Symbolic Interactionism - Related Videos
02:31
Elements: Chemical Symbols and Isotopes
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2020
A chemical symbol is an abbreviation used to indicate an element or an atom of an element. For example, the symbol for mercury is Hg. The same symbol is used to indicate one atom of mercury (microscopic domain) or to label a container of many atoms of the element mercury (macroscopic domain). Some symbols are derived from the common English name of the element; others are abbreviations of the name in another language — Latin, Greek or German. For example, the symbol for aluminum (common name)...
02:36
Lewis Symbols and the Octet Rule
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2020
Chemical bonds are complex interactions between two or more atoms or ions, which reduce the potential energy of the molecule. Gilbert N. Lewis developed a model called the Lewis model that simplified the depiction of chemical bond formation and provided straightforward explanations for the chemical bonds seen in most common compounds. Lewis Model The Lewis model depicts chemical bond formation by the sharing or transfer of valence electrons, which helps to attain a stable electron...
01:09
Chemical Symbols
0 Views •
2023
A chemical symbol is an abbreviation that is used to indicate an element or an atom of an element. For example, the symbol for mercury is Hg. We use the same symbol to indicate one atom of mercury (microscopic domain) or to label a container of many atoms of the element mercury (macroscopic domain). Some symbols are derived from the common name of the element; others are abbreviations of the name in another language. Most symbols have one or two letters, but three-letter symbols have been used...
01:19
Preoperational Thought I: The Symbolic Function
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2026
Jean Piaget’s preoperational stage of cognitive development spans approximately ages 2 to 7. During this period, children increasingly think symbolically but are not yet able to perform logical mental operations consistently. Symbols are words, pictures, numbers, or objects that stand for something else. For example, the word "dog" can represent an entire category of animals, even when no dog is physically present. This ability allows children to mentally represent people, objects, and events...
01:27
Symbolic Understanding II: Displaced Reference
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2026
Displaced reference is an important milestone in symbolic understanding that begins to emerge around 12 months of age. It is the ability to use words to refer to objects, people, or events that are not currently visible. This ability allows infants and toddlers to learn through communication even when objects or events are not directly present.Early DevelopmentBy approximately 12 to 13 months, infants may respond to the name of an absent familiar object by looking or pointing toward the place...
FAQs
Meanings are not treated as permanently attached to words, gestures, or shared objects. People interpret these symbols during communication and may revise their understanding after noticing how others respond. Reflection therefore becomes part of the process: an interaction can reinforce an existing meaning or prompt a person to reinterpret the situation and adjust later behavior.
Role-taking directs attention to how people consider another person’s position while interpreting an interaction. This process connects social responses with the development of self-concept and identity. In psychological analysis, examining role-taking can clarify how individuals understand expectations, evaluate their own behavior, and form ideas about who they are within relationships or groups.
The perspective treats self-concept and identity as closely connected to social experience rather than as separate from it. People develop understandings of themselves while interpreting communication and responses from others. Studying these processes helps explain how identities are formed, maintained, or reconsidered across everyday interactions and changing social settings.
Language and gestures provide symbolic material that people interpret in context. Their significance depends on the meaning participants assign to them, not simply on their physical form. Because communication includes responses and reflection, the same expression may contribute differently to self-understanding or behavior as people reassess what an interaction communicates.
In relationship and group research, this perspective directs attention to how participants interpret one another, negotiate meanings, and develop patterns of behavior. It can help psychologists examine how identities and expectations operate within shared interactions. The resulting analysis focuses on participants’ understandings of social situations rather than treating behavior as detached from communication.
Health communication can be examined through the meanings people attach to language, gestures, and shared objects during interaction. This approach helps researchers consider how individuals understand messages and interpret responses from others. Such analysis is relevant when the goal is to study how people make sense of health-related experiences within their social worlds.
In education, the perspective can guide attention toward how learners and others interpret interactions, roles, and responses in educational settings. It supports examination of self-concept, identity formation, and group behavior as they appear through communication. This focus can help describe how participants understand their experiences rather than reducing them to isolated individual actions.
Qualitative accounts allow researchers to examine how people describe and interpret themselves, their relationships, and their social worlds. Within psychology, this perspective makes those accounts relevant to questions about identity, self-concept, role-taking, and everyday experience. The emphasis is on understanding participants’ meanings and how those meanings develop through interaction.