3 - Heritability Flashcards

1
Q

define heritability

A

extent to which variance of phenotype is due to genotypic variance

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2
Q

what is H2

A

the estimate of average proportion of variance of any behaviour thought to be accounted for genetic factors across the population

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3
Q

what is genotype

A

the DNA for construction and maintenance of organisms

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4
Q

what is phenotype

A

organisms’ outward characteristics influenced by shared and non shared environments plus additive genetic variation

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5
Q

define endophenotype

A

manifestation of bhvr, intelligence, or personality directly coded for by genetics

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6
Q

is heritability fixed and constant

A

no, as it can change with the environment

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7
Q

what are three types of environmental effects on personality

A

biological and maternal effects
family
schooling

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8
Q

what are 5 biological and maternal effects

A
nutrition
lead exposure
prenatal factors
maternal effects
culture
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9
Q

how does nutrition affect personality

A

vitamin-mineral supplements increase IQ but is controversial

longer breastfeeding means relatively higher IQ and verbal intelligence

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10
Q

how does lead exposure affect personality

A

higher blood lead conc means lower IQ although may be due to circumstances causing exposure not actual exposure

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11
Q

how do prenatal conditions affect personality

A

heavily smoking reduces IQ test performance when sons are 18/19

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12
Q

is FAS related to IQ

A

no

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13
Q

name some effects of FAS

A

memory problems
poor spatial relationship skills
abstract thinking deficits

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14
Q

what do maternal effects on personality show

A

prenatal conditions affect genetic variation and concordance rate between twins meaning the environment interacts with biology

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15
Q

in Western culture what is a sign of intelligence and so is promoted

A

decontextualisation: detaching self from a situation and thinking abstractly

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16
Q

how does family SES affect personality

A

higher SES significantly increases IQ even when other factors are considered and childhood SES has enduring effects

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17
Q

why is SES as a factor of intelligence disputed

A

high SES have more resources and ability to provide better education and nutrition

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18
Q

what effect increases with childhood SES

A

additive genetic effect

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19
Q

effect of family size and birth order on IQ

A

larger families and being born later lower IQ, both of which interact with each pther

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20
Q

how does education affect intelligence and vice versa

A

schooling increases intelligence-related abilities

intelligence affects schooling length and attendance

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21
Q

difference between narrow and broad heritability

A

narrow has only additive genetic variation

broad has additive and non-additive, e.g. dominance and epistasis

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22
Q

how can genes change the environment

A

passive
child effects
parent effects

23
Q

what is the passive model

A

children have a behaviour because they and their parent share the same gene

24
Q

what is the child effects model

A

gene causes a behaviour in the child leading to the parent doing the same behaviour, so child does it even more

25
Q

what is the parent effects model

A

parent has a gene causing them to respond in a certain way to the child’s behaviour so children do their parent’s behaviour

26
Q

what do twin studies not take into account concerning the child effects model

A

that one twin has a gene for a certain bhvr, creating a certain env, which the other twin learns

27
Q

what is the Wilson Effect

A

MZ twins concordance rate of bhvrs increases w age but DZ become less similar in age

28
Q

what may be a cause of the Wilson effect related to gene activation

A

genes which activate only in adolescence or adulthood

29
Q

Wilson effect cause related to choosing own environment

A

choosing own env and controlling own bhvr can lead to acting in accordance to genetic predisposition so genes expressed
parents choose env when younger so doesn’t happen

30
Q

what is the additive assumption

A

only genetics and the environment determine phenotype

31
Q

criticisms of additive assumption

A

estimate environment without directly measuring it

a large genetic estimate assumes a small env effect which may also be large

32
Q

what did the hereditary genius study find

A

more about inherited social standing than intelligence since many judges had more than one first degree successful relatives

33
Q

what must be considered about assortative mating

A

mating isn’t random so 50% similarity btwn parent and child may be higher

34
Q

H2 equation?

A

2 * (MZ correlation - DZ correlation)

35
Q

why do twin studies have representability issues

A

MZ have more similar environments

H2 higher than in adoption, possibly due to genetic overestimation

36
Q

why may twin studies not be externally valid

A

twins share prenatal env, non-twins don’t

37
Q

adoption personality studied have found what

A

stronger correlation between biological parent and child for personality dimensions than adopting parent

38
Q

define personality paradox

A

debating whether we behave due to the situation we’re in or our personality, w evidence suggesting we don’t behave in ways predicted by traits

39
Q

(pers paradox) what is there little evidence to support

A

that behaviour is consistent across different situations

40
Q

(pers paradox) Mischel said that personality coefficients may be high but not observed because of what

A

not measuring relationship between traits and behaviour correctly since no reliability as not using multiple measurements

41
Q

the cognitive affective processing system states what

A

the cognitive affective personality system predicts how we’ll behave based on traits driven by it and the state

42
Q

the cognitive affective processing system states what influences the cognitive affective personality system

A

genetic background
culture and society
biological history
cognitive, social, and learning history

43
Q

(CAPrS) what are cognitive affective units made up of

A

LT goals, self-reg systems, values, emotional states

44
Q

CAPrS produces type 1 and 2 consistencies based on what

A

situation feature processing and cognitive affective units organisation

45
Q

what is type 1 consistency

A

traits describing what people are generally like

46
Q

what is type 2 consistency

A

behavioural signatures of personality showing distinctive patterns of behaviour in similar situations

47
Q

a study into happiness found what about daily activities

A

lottery winners rated everyday activities as less pleasurable as compare activities to baseline in previous experiences, e.g. euphoria when winning

48
Q

the happiness study found what about rating themselves

A

winners rated self more happy in the past but same in present and future

49
Q

the happiness study found what about anticipating the future to be happier

A

winners did not anticipate a happier future due to prev experience as they were already v happy

50
Q

the marshmallow test found what

A

ability to delay gratification means more successful later in life and the test predicts strengths of domains

51
Q

criticism of marshmallow test

A

indicates self-control is inherited/learnt but can train children to reg their behaviour so can change traits

52
Q

how does CBT show traits are changeable

A

it would be useless as CBT aims to change traits and sometimes results in ppl behaving discordantly w their traits

53
Q

Seligman found what

A

writing down 3 good things a day improves mood and causes higher happiness in the LT