In thinking about the nature versus nurture debate, exp

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In thinking about the nature versus nurture debate, explain why you think nature, nurture, or both has/have the strongest impact on development. Include information from the video and scholarly resources to support your viewpoint. Please give specific examples from your own development or the development of someone you know.

Be sure to provide the URL link(s) and/or title(s) to any resource used as reference in your post.

Video link:

FeldmanEUP13e_PPT_Ch09_edit.pptx

Essentials of Understanding Psychology

Robert S. Feldman | Thirteenth Edition

Chapter 9 Development

MODULE 27: Nature and Nurture: The Enduring Developmental Issue

How do psychologists study the degree to which development is an interaction of hereditary and environmental factors?

What is the nature of development before birth?

What factors affect a child during the mother’s pregnancy?

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Developmental Psychology

Study of the patterns of growth and change that occur throughout life

Nature-nurture issue: Degree to which environment and heredity influence behavior

Behavioral geneticists – Study the effects of heredity on behavior

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Figure 1: Characteristics Influenced Significantly by Genetic Factors

Physical Characteristics

Height

Weight

Obesity

Tone of voice

Blood pressure

Tooth decay

Athletic ability

Firmness of handshake

Age of death

Activity level

Intellectual Characteristics

Memory

Intelligence

Age of language acquisition

Reading disability

Mental retardation

Emotional Characteristics and Disorders

Shyness

Extraversion

Emotionality

Neuroticism

Schizophrenia

Anxiety

Alcoholism

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Determining the Relative Influence of Nature and Nurture

Genetically control laboratory animals and place in varied environments

Findings from animal research provide important information that cannot be obtained for ethical reasons by using human participants

Identical twins: Twins who are genetically identical

Source of information about the relative effects of genetic and environmental factors

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Developmental Research Techniques

Cross-sectional research: Compares people of different ages at the same point in time

Assess differences among groups of people

Longitudinal research: Investigates behavior as participants age

Assess change in behavior over time

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Prenatal Development: Conception to Birth (1)

Chromosomes: Rod-shaped structures that contain all basic hereditary information

Genes: Parts of the chromosomes through which genetic information is transmitted

Composed of sequences of DNA

Control the development of systems of the human species – Heart, circulatory system, brain, lungs, and so forth

Shape the characteristics that make each human unique

Determines child’s sex by a particular combination

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Prenatal Development: Conception to Birth (2)

Human genome project

Scientists mapped the specific location and sequence of every human gene

Revolutionized health care because:

Scientists identified the particular genes responsible for genetically caused disorders

Led to the:

Identification of risk factors in children

Development of new treatments for physical and psychological disorders

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The Earliest Development (1)

Zygote: New cell formed by the union of an egg and sperm

First 2 weeks are known as the germinal period

Embryo: Developed zygote that has a heart, a brain, and other organs

Embryonic period – Entered by the developing individual, two weeks after conception

Organs are clearly recognizable, despite being at a primitive stage of development

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The Earliest Development (2)

Fetus: Developing individual from 8 weeks after conception until birth

Fetal period

Movements become strong enough for the mother to sense them

Age of viability: Point at which a fetus can survive if born prematurely

Prenatal development involves passing through several sensitive periods

Time when organisms are susceptible to certain kinds of stimuli

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The Earliest Development (3)

Preterm infants – Born before week 38

Unable to develop fully in utero, infants are at higher risk for illness, future problems, and death

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Genetic Influences on the Fetus

Phenylketonuria (PKU)

Sickle-cell anemia

Tay-Sachs disease

Down syndrome

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Prenatal Environmental Influences

Teratogens: Environmental agents such as a drug, chemical, virus, or other factor that produce a birth defect

Mother’s nutrition

Mother’s illness

Mother’s emotional state

Mother’s alcohol and/or drug use, including nicotine

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Figure 3: Environmental Factors and Development

Environmental Factor
Possible Effect on Prenatal Development

Rubella (German measles)
Blindness, deafness, heart abnormalities, stillbirth

Syphilis
Intellectual disability, physical deformities, maternal miscarriage

Addictive drugs
Low birth weight, addiction of infant to drug, with possible death after birth from withdrawal

Nicotine
Premature birth, low birth weight and length

Alcohol
Intellectual disability, lower-than-average birth weight, small head, limb deformities

Radiation from X-rays
Physical deformities, intellectual disability

Inadequate diet
Reduction in growth of brain, smaller-than-average weight and length at birth

Mother’s age—younger than 18 at birth of child
Premature birth, increased incidence of Down syndrome

Mother’s age—older than 35 at birth of child
Increased incidence of Down syndrome

DES (diethylstilbestrol)
Reproductive difficulties and increased incidence of genital cancer in children of mothers who were given DES during pregnancy to prevent miscarriage

AIDS
Possible spread of AIDS virus to infant; facial deformities; growth failure

Accutane
Intellectual disability and physical deformities

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Alternative Paths to Conception

In Virto Fertilization (IVF)

Gamete Intrafallopian Transfer (GIFT)

Zygote Intrafallopian Transfer (ZIFT)

Surrogacy

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MODULE 28: Infancy and Childhood

What are the major competencies of newborns?

What are the milestones of physical and social development during childhood?

How does cognitive development proceed during childhood?

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The Extraordinary Newborn (1)

Neonate: Newborn child

Factors causing neonate’s strange appearance

Squeezing of the incompletely formed bones during trip through the mother’s birth canal

Vernix – White greasy covering, for protection before birth

Lanugo – Soft fuzz, over the entire body

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The Extraordinary Newborn (2)

Reflexes: Unlearned, involuntary responses that occur automatically in the presence of certain stimuli

Rooting reflex

Sucking reflex

Gag reflex

Startle reflex

Babinski reflex

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Figure 1: Voluntary Movement Milestones

Source: Adapted from Frankenburg et al., 1992.

Access the text alternative for these images

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Development of the Senses: Taking in the World

Habituation: Decrease in the response to a stimulus that occurs after repeated presentations of the same stimulus

Visual abilities grow rapidly after birth

Distinguishing different sounds

Recognizes mother’s voice at the age of 3 days

Distinguishing taste and smell

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Infancy Through Childhood

Physical development

Children gain triple their birth weight during first year of life

Increase in height by half during first year of life

From age 3 to adolescence, average growth of 5 pounds and 3 inches per year

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Development of Social Behavior: Taking on the World (1)

Attachment: Positive emotional bond that develops between a child and a particular individual

Konrad Lorenz

Focused on newborn goslings

Labeled a process called imprinting

Imprinting – Behavior that takes place during a critical period and involves attachment to the first moving object observed

Harry Harlow’s study on attachment

Wire monkey versus cloth monkey

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Development of Social Behavior: Taking on the World (2)

Assessing attachment

Ainsworth strange situation: involving a child and caregiver (typically mother)

Securely attached children

Avoidant children

Ambivalent children

Disorganized-disoriented children

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Development of Social Behavior: Taking on the World (3)

Father’s role

Number of fathers who are primary caregivers for their children has grown significantly

Engage in more physical, rough-and-tumble activities

Nature of attachment to children can be similar to that of mother’s

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Development of Social Behavior: Taking on the World (4)

Social relationships with peers

Helps children interpret the meaning of others’ behavior and develop the capacity to respond appropriately

Helps children learn physical and emotional self-control

Provides children with opportunities for social interaction, enhancing their social development

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Development of Social Behavior: Taking on the World (5)

Consequences of child care outside the home

High-quality care centers can positively impact the child

Children in child care are more considerate and sociable than other children

Children in child care interact more positively with teachers

Intellectually more stimulating

Low-quality child care provides little or no gain and may even hinder development

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Development of Social Behavior: Taking on the World (6)

Parenting styles and social development

Authoritarian parents: Parents who are rigid and punitive and value unquestioning obedience from their children

Permissive parents: Parents who give their children relaxed or inconsistent direction and, although they are warm, require little of them

Authoritative parents: Parents who are firm, set clear limits, reason with their children, and explain things to them

Uninvolved parents: Parents who show little interest in their children and are emotionally detached

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Figure 7: Parenting Styles

Parenting Style
Parent Behavior
Type of Behavior Produced in Child

Authoritarian
Rigid, punitive, strict standards (example: “If you don’t clean your room, I’m going to take away your iPod for good and ground you.”)
Unsociable, unfriendly, withdrawn

Permissive
Lax, inconsistent, undemanding (example: “It might be good to clean your room, but I guess it can wait.”)
Immature, moody, dependent, low self-control

Authoritative
Firm, sets limits and goals, uses reasoning, encourages independence (example: “You’ll need to clean your room before we can go out to the restaurant. As soon as you finish, we’ll leave.”)
Good social skills, likable, self-reliant, independent

Uninvolved
Detached emotionally, sees role only as providing food, clothing, and shelter (example: “I couldn’t care less if your room is a pigsty.”)
Indifferent, rejecting behavior

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Development of Social Behavior: Taking on the World (8)

Temperament: Basic, innate characteristic way of responding and behavioral style

Resilience – Ability to overcome circumstances that place children at high risk for psychological or even physical harm

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Erikson’s Theory of Psychosocial Development (1)

Psychosocial development: Development of individuals’ interactions and understanding of each other and of their knowledge and understanding of themselves as members of society

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Erikson’s Theory of Psychosocial Development (2)

Trust-versus-mistrust stage

Occurring from birth to age 1½ years

Develop feelings of trust or lack of trust

Autonomy-versus-shame-and-doubt stage

Occurring during 1½ to 3 years of age

Develop independence or self-doubt

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Erikson’s Theory of Psychosocial Development (3)

Initiative-versus-guilt stage

Occurring between 3 to 6 years of age

Experiences conflict between independence of action and negative results of that action

Industry-versus-inferiority stage

Occurring between 6 to 12 years of age

Develop positive social interactions

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Cognitive Development: Children’s Thinking About the World (1)

The process by which a child’s understanding of the world changes as a function of age and experience

Piaget’s theory of cognitive development

Sensorimotor stage: Stage from birth to 2 years, during which a child has little competence in representing the environment by using images, language, or other symbols

Object permanence: Awareness that objects continue to exist even if they are out of sight

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Cognitive Development: Children’s Thinking About the World (2)

Preoperational stage: Period from 2 to 7 years of age that is characterized by language development

Egocentric thought: Way of thinking in which a child views the world entirely from his or her own perspective

Principle of conservation: Knowledge that quantity is unrelated to the arrangement and physical appearance of objects

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Cognitive Development: Children’s Thinking About the World (3)

Concrete operational stage: Period from 7 to 12 years of age that is characterized by logical thought and a loss of egocentrism

Formal operational stage: Period from age 12 to adulthood that is characterized by abstract thought

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Figure 8: Piaget’s Theory of Cognitive Development

Cognitive Stage
Approximate Age Range
Major Characteristics

Sensorimotor
Birth—2 years
Development of object permanence, development of motor skills, little or no capacity for symbolic representation

Preoperational
2 to 7 years
Development of language and symbolic thinking, egocentric thinking

Concrete operational
7 to 12 years
Development of conservation, mastery of concept of reversibility

Formal operational
12 years-adulthood
Development of logical and abstract thinking

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Information-Processing Approaches (1)

The way in which people take in, use, and store information

Metacognition: An awareness and understanding of one’s own cognitive processes

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Information-Processing Approaches (2)

Vygotsky’s view of cognitive development – considering culture

Cognitive development occurs as a consequence of social interactions in which children work with others to jointly solve problems

Zone of proximal development (ZPD): Gap between what children already are able to accomplish on their own and what they are not quite ready to do by themselves

Scaffolding – Provides support for learning

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