Nature or Nurture; What has shaped you; your environment or your genetics?

BY: SIMONE JENNIFER SMITH

The argument of nature vs nurture has always been one of those topics studied, and re-studied because of the vast amount of new research that has been done concerning this highly discussed topic. Most recently, a parental bias has been introduced that states that parents are compelled to reproduce to ensure that they pass on their genetic line to the future; it is seen as a biological investment, which is why the child’s outcome is usually a reflection of their genetics (Friedman, 2014). Kim Evans, Chen Miller, and Seeman (2018) introduced the idea of understanding interactions between multilevel and multidimensional neurobiological and environmental systems and how we can use this understanding to reduce the impact of nurture issues, namely Socioeconomic Disadvantage and its impact. Studies have shown that on average, people’s personalities are about half determined by their genetics, and the other half their environment (Friedman, 2014). It is even more important to note that the half that is determined by the environment usually has nothing to do with the parents.

When looking at a particular person, research focused on all characteristics points to a blend of inheritance and experience (Papalia & Martorella, 2015). One must consider both the inherited characteristics that give each person a start in life, as well as the environmental factors including family, neighborhood, socioeconomic status, race/ethnicity, and culture (Papalia & Martorella, 2015). One aspect of development that is considered is intelligence. Although intelligence is strongly influenced by heredity, it has also been found that education, peer influence, and other variables can have just as much of an influence on intelligence across the lifespan as heredity. To truly understand development, it is important to consider the interactions that are occurring between heredity and the environment. As researchers, it is crucial to gain insight on which developments are primarily maturational and which are not. More longitudinal research must be considered when examining influences that affect many or most people at a certain age or a certain time in history and compare it to those that affect only certain individuals. It is imperative that researchers recognize the importance of timing and how it can accentuate the impact of certain influences (Papalia & Martorella, 2015). Making sense of the interaction between environment and heredity allows researchers to see how the home environment does have a marked effect in childhood, but also takes into consideration the individual qualities that can make a greater difference.

Two models that help explain the interaction between genetics and environment which is beneficial to the nature/nurture discussion. One example of a biological embedded model is the Fetal Origins Theory which states that during the critical prenatal period, a pregnant woman’s exposure to extreme physical or psychological stress can lead to a long-lasting change in the development of her child’s brain as well as the hypothalamus-pituitary-adrenal and sympathetic nervous system (Barker as cited in Kim et al.2017). These changes can increase the child’s risk for physical illnesses like diabetes and cardiovascular disease, or psychological illnesses like schizophrenia that can exist across the lifespan. A second model places its focus on the duration and accumulation of SED exposure and examines the continuous and dynamic changes that occur between an individual and their environment and how they influence each other (Kuh and Ben-Shlomo as cited in Kim et al. 2017).

This topic remains popular, and there are still many questions that need to be answered. If you are interested in this research topic, feel free to contact me and I have included references for you to check out. Have a fantastic week my fellow humans.

Reference: Friedman, N. (2014, July 1). Parents Just Don’t Understand. Psychology Today. Retrieved from https://www.psychologytoday.com/articles/201407/parents-just-dont-understand Kim, P., Evans, G. W., Chen, E., Miller, G., & Seeman, T. (2018). How socioeconomic disadvantages get under the skin and into the brain to influence health development across the lifespan. In Handbook of Life Course Health Development (pp. 463-497). Springer, Cham. Papalia, D.E., & Martorella, G. (2015). Experience Human Development, 13th Edition. New York, NY: McGraw-Hill Education.