| -- End Ad Box ---> | | | | will admit that all behavioral traits are partly heritable |
| The nature vs. nurture debate is one of the biggest | | | | (Pinker, 2003). Twin studies have also revealed |
| debated issues in the child development theory. Which | | | | differences in twins reared in the same environment. |
| has more bearing on a child’s development, | | | | One twin may be shy, while the other is extroverted. |
| environment or genetics? This debate is of the | | | | This finding shows that genes are not everything and |
| degree to which environment and heredity influences | | | | that there are other factors that determine |
| behavior (Feldman, 2003) and whether a | | | | one’s personality that can not be explained by |
| child’s development is governed by a pattern | | | | family environment (Pinker, 2003). Some scientists feel |
| built in at birth, which is Nature, or whether it is | | | | that the other factor that influences a child’s |
| shaped by experiences after birth, defined as | | | | behavior is the unique environment that children create |
| Nurture (Bee, 2000). No theorist has quite yet | | | | for themselves (McEluwe, 2003). The unique |
| determined which of the two define a person’s | | | | environment includes the peer groups that children |
| actual behavior style, their have been many disputes | | | | seek out. For example, smart children will seek out the |
| whether one theory has the most influence, but no | | | | brainy group while aggressive children will seek out the |
| actual determination of the best theory. The Nature vs. | | | | punks. However, some scientists will say that the |
| Nurture debate has brought most theorists, | | | | decisions a child makes in determining their unique |
| researchers and teachers, to ask, "Why are people | | | | environment are also determined by their genetic |
| the way they are?" We wonder: Were we born that | | | | makeup, strengthening the argument of Nature being |
| way? Were we injured by someone or something? Is | | | | the prevailing influence on personality makeup |
| it cultural? Did our parents raise us that way? | | | | (McEluwe, 2003). |
| (Thurber, 2003). | | | | Although behavioral scientists have determined that |
| Nurture theorist feel that children learn as they grow | | | | genetics play a large role in personality development, |
| and develop their personalities based on what they | | | | they have yet to determine how genes interact to |
| have learned throughout their life or the environment | | | | determine a particular personality trait. What scientists |
| that they were raised in. It is impossible for one to | | | | have found is that there does not appear to be a |
| grow up and not be influenced by their environment. | | | | single gene for a particular trait, but that genes show |
| Recent behavioral genetic research has shown | | | | their effects by working together in complex |
| that genetic propensities are associated with individual | | | | combinations (Pinker, 2003). For example, there is no |
| differences in experiences and thus, what may appear | | | | single gene for musical talent. Whether a child will be |
| to be environmental effects can reflect genetic | | | | musically inclined will be determined by the way that |
| influence (Gilger, 2001). Advocates of the Nurture | | | | child’s genes interact with one another. Some |
| theory feel that learning is a step by step process that | | | | parents would like to believe that by creating an |
| is acquired though out a child’s life. Psychologist | | | | environment rich in music while the child is young will |
| Robert Feldman (2000) explains, Environmental | | | | develop the child’s talent towards music. |
| factors play a critical role in enabling people to reach | | | | However, despite assumptions like this, there is no |
| the potential capabilities that their genetic background | | | | evidence that shows long term effects of growing up |
| makes possible. Had Albert Einstein received no | | | | in a particular environment (Pinker, 2003). |
| intellectual stimulation as a child and not been sent to | | | | Whichever side of the nature vs. nurture debate one |
| school. It is unlikely that he would have reached his | | | | favors, one can not entirely exclude one side over the |
| genetic potential (Feldman, 2000). Nurture is the | | | | other. Research has shown evidence that both a |
| basis for figuring out the question of why we become | | | | child’s genetics and environment will have some |
| who we are. | | | | influence on that child’s personality development. |
| The importance of one’s environment is | | | | This debate is not new. Philosophers have explored |
| recognized as early as the gestational stages of life. | | | | both sides of the debate for centuries. Recent studies |
| Pregnant women are advised to use caution while | | | | show that many traits are heritable, however the |
| they are expecting because of the idea that the | | | | question of whether genetics or environment have the |
| intrauterine environment can affect the unborn child | | | | most bearing on a child’s development still |
| positively or adversely. Pregnant woman have to | | | | perplexes theorists. There is also the question of how |
| make sure they receive proper nutrition, exercise | | | | many heritable traits remain dormant due to a |
| carefully, and not smoke or use drugs. These are | | | | child’s environment. Although there are |
| precautions that are taken in order to control the | | | | convincing arguments for the importance of each |
| environmental impact on the fetus. Environment | | | | factor, it must be recognized that both environment |
| affects our behavior even in the early stages of our | | | | and genetics will ultimately have some bearing on a |
| lives (Feldman, 2000). | | | | child’s development. As adults responsible for |
| While many parents would like to believe that the type | | | | our youth we must take whatever measures we can |
| of environment that they create for their children will | | | | to ensure that our children are given the best possible |
| determine what type of person their child will grow up | | | | environment to cultivate their young minds to their |
| to be, many behavior psychologists would disagree. | | | | highest potential. |
| Since the late 1800’s scientists have been | | | | References |
| perplexed by this issue and have conducted studies on | | | | Bee, H. (2000). Child and Adolescent Development (9th |
| siblings, identical twins and fraternal twins in efforts to | | | | ed.) [e-text]. Boston, MA: Pearson Custom Publishing. |
| determine which factor has the most bearing on the | | | | Feldmen, R. (2000). Essentials of Understanding |
| molding of a child’s brain. Studies have | | | | Psychology (4th ed.). Amherst, MA: University of |
| consistently shown that as much as 50 percent of all | | | | Massachusetts. |
| temperamental and behavioral tendencies are | | | | Glass, J. (1999, December). Nature vs. Nurture. |
| determined by genetics (Glass, 1999). These traits | | | | Parenting, 13, 156. |
| include extroversion, agreeableness, neuroticism, | | | | Gilger, J. (2001, November/December). Genotype |
| conscientiousness and openness to experience. IQ | | | | Environment Correlations for Language-Related |
| studies show the most genetic influence of 80 percent | | | | Abilities. Journal of Learning Disabilities, 34 (6), 492. |
| (Glass, 1999). | | | | Pinker, S. (2003, January 20). Are your genes to |
| Studies of twins separated at birth and raised in | | | | blame? Time, 161, 198. |
| different environments show that the twins still end up | | | | McEluwe, C. (2003, December 30). Nature-Nurture |
| more alike than many would predict supporting the | | | | debate; Slate asserts personality decided by inherited |
| argument that genetics play a large role in personality | | | | traits. The Charleston Gazette. Pp. 5A. |
| development (Glass, 1999). Most behavioral scientists | | | | |