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Cognition, Emotion & Development > Nature-Nurture Debate > Flashcards

Nature-Nurture Debate Flashcards

1
Q

NATURE VS NURTURE

A

SIR FANCIS GALTON
- “… separates innumerable elements into two distinct heads of which personality is composed; nature is what the man brings into the world; nurture is every influence affecting him after birth…”

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2
Q

INNATISM

A

SIR FRANCIS GALTON

  • “… innatism… I have no patience for the hypothesis that babies are born pretty much alike…”
  • mostly nature
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3
Q

ENVIRONMENTALISM

A

JOHN B. WATSON (1930)

  • “… give me a dozen healthy infants and my own world to raise them… I’ll guarantee I can randomly select one and raise him to be any selected specialist regardless of talents/tendencies/abilities/vocations and race of his ancestors… doctor/lawyer/beggar/thief…”
  • mostly nurture
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4
Q

NATIVISM VS EMPIRICISM

A
  • inherited biological traits (ie. eyes/height/weight/facial features/neuro disorders/cognition difs/memory/reasoning/processing etc.
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5
Q

PREOCOCIAL VS ALTRICIAL SPECIES

A

PREOCOCIAL
- young are relatively mature/mobile from birth/hatching (ie. ducks)
ALTRICIAL
- young are incapable of moving on their own soon after birth/hatching (ie. humans)

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6
Q

CONCEPT OF INDIVIDUAL DIFFERENCES

A
  • variation in human traits
    GENETIC DETERMINISM = people are who they are due to genetic code
    ENVIRONMENTALISM = people are who they are due to constant everyday experiences
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7
Q

GENOTYPE

A
  • individual’s collection of genes
  • indicates present genes
  • doesn’t tell you anything about how genes behave
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8
Q

PHENOTYPE

A
  • apparent observable/measurable characteristics of an individual (ie. beh/height/IQ)
  • product of genetic AND environmental influences
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9
Q

PHENOTYPIC PLASTICITY

A
  • degree to which the phenotype is influenced by the environment > genes
  • LOW = ie. eye colour; genotype exerts strong influence; phenotype follows prediction independent of environment
  • HIGH = genotype exerts weak influence; phenotype follows less predictable path
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10
Q

GENETIC VARIATION

A
  • humans have large DNA in common
  • individuals have slightly different gene versions
  • variants within individual genes may lead to phenotypic variability
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11
Q

HERITABILITY VS ENVIRONMENTALITY

A

HERITABILITY
- the degree of variation in a phenotypic trait in a population due to genetic variation between pops individuals; genetic determination
- population statistics
- doesn’t say anything about individuals
ENVIRONMENTALITY
- the extent to which variations within a pop are attributable to environmental factors

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12
Q

SHARED VS NON-SHARED ENVIRONMENTAL EFFECTS

A

SHARED
- environmental aspects that make kids in a fam “similar” compared to kids from other fams
NON-SHARED
- environmental aspects that make kids in a fam dif

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13
Q

HERITABILITY VS ENVIRONMENTALITY (EVALUTATION)

A

LIMITS

  • apply to pops, not individuals
  • don’t translate into understanding of bio/environmental mechanisms underlying cognitive development
  • estimates vary between pops/ages
  • don’t refer modification/intervention
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14
Q

NVN: IQ

A
  • twin studies; .5 correlation

- 50% variance in pop = genes; 50% = environment

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15
Q

THE WILSON EFFECT

A

BOUCHARD (2013)

  • IQ heritability ^ w/age
  • not just genes; natural/adoptive parental contribution potentiates kids innate abilities to create atmosphere enthusiastic for learning/adapting expectations to kids capabilities
  • wide fam diversity; individual development = vital; goal of maximum realisation of each kids IQ w/satisfaction/personal accomplishment
  • best way to foster this is via supportive/appropriately stimulating fam environment
  • as kid becomes independent agent, effective experiences are largely self-selected
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16
Q

THE CASE OF THE MISSING GENES

A

PLOMIN & VON STUMM (2018)

  • if IQ is highly heritable, where are the genes?
  • 1% IQ variance
  • too many polygenic variations?
17
Q

THE FLYNN EFFECT

A
  • IQ rises over time
  • raven’s test; <3 points per decade; <20 since 1950
  • may be due to:
  • reduction in family size
  • nutrition
  • education
  • technology
  • slower in developed countries
  • rising in developing world
18
Q

COMPENSATION EDUCATION

A

BELSKY (2006)

  • UK gov; “… giving kids the best possible start to life…”
  • improving kid behaviour/parent-child relationships
  • present effects, though small/limited
19
Q

ADOPTION STUDIES

A

SCHIFF et al (1984)

  • 32 abandoned kids; adopted <6m old to upper middle class fams
  • the older the kids are when adopted, the worse the IQ deprivation
  • however, kids with lower IQ, when adopted by higher IQ parents, could have their IQ changed
20
Q

GENE-ENVIRONMENT INTERPLAY

A

HOBGEN et al (1933)

  • there is no clear statement about genetic difference unless it includes/implies an environmental specification in which it manifests itself in a specific manner
  • characteristics = genetic equipment of fertilised egg + configuration of extrinsic agencies
  • include life conditions in human uterus + eternal environment in which social existence carries on
21
Q

IQ X ENVIRONMENT EXAMPLES

A

SES: TURKHEIMER et al (2003)
- heritability of cognitive ability
- 7y twins; heritability 10% in low-SES families BUT 72% in high-SES families
SES: TUCKER-DROB et al (2010)
- Bayley scale; 10m & 2y
- 2y = genes accounted 50% high-SES ability variance; low-SES = negligible
BM: CASPI et al (2007)
- FAD32 gene moderates effect of breastfeeding on IQ

22
Q

APOE-ENVIRONMENT

A
  • E4 allele variant
  • high cholesterol environment
    = elevated serum cholesterol after dietary intake of APOE4 carriers
23
Q

FTO-ENVIRONMENT

A
  • A allele variant
  • low physical activity (PA) environment
    = increased obesity for risk carriers w/low PA
24
Q

COMT-ENVIRONMENT

A
  • val/val variant
  • cannabis using environment
    = increase reports of psychotic symptoms in smoking carriers in adolescence
25
Q

5-HTTLPR-ENVIRONMENT

A
  • short s allele variant
  • life stress/maltreatment environment
    = increased depression risk in s homozygotes experiencing adversity
26
Q

GXE EMPIRICAL INTERACTIONS EXAMPLE

A

CASPI ET AL (2003)
- animal studies suggest genes may moderate responses in stressful environments
- question of why not everyone becomes at risk of depression after stress
H = variation in 5-HTTLPR (candidate genetic polymorphism regulating serotonin, associated w/mood) will moderate psychopathological reactions to stressful events in life
- prob of major depressive episodes x2 for s allele homozygotes compared to l allele homozygotes among 26ys w/past severe maltreatment

Cognition, Emotion & Development (17 decks)

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